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The Study of Bilingual Education in Kindergarten
The Study of Bilingual Education in Kindergarten
3GENERAL INTRODUCTION
9UNIT 1 PNONETIC PRACTICE
9PART 1 基本发音 元音Vowels
11PART 2 基本发音 辅音 Consonants
13UNIT 2 PARTS OF SPEECH TRAINING
13PART 1 NOUN’S TEACHING AND TRAINING
16PART 2 VERB’S TEACHING AND TRAINING
19PART 3 ADJECTIVE’S TEACHING AND TRAINING
23PART4 PREPOSITION’S TEACHING AND TRAINING
25UNIT3 GOING INTO KINDERGARTEN AND HAVING MEALS
25PART 1 GOING INTO KINDERGARTEN
26PART2 BREAKFAST
27PART3 LUNCH
28PART 4 TAKING A NAP
29PART5 SNACK TIME
29UNIT4 OUTDOOR ACTIVITIES
30PART1 MORNING EXERCISES
32PART 2 SPORTS
33PART 3 GAMES
34PART 4 GOING TO THE TOILET, PLEASE.
34PART 5 LEAVING KINDERGARTEN
35UNIT5 ATTENDING ACTIVITIES
36PART 1 STARTING AN ACTIVITY
37PART 2 CHECKING ATTENDENCE
38PART3 ENDING OF LESSON
39PART 4 PRAISING AND ENCOURAGING
40PART 5 MAKING POINTS
41PART6 TRANSITION
42UNIT SIX ENGLISH AND ART
42PART 1 BACKGROUND KNOWLEDGE
45PART 2 SENTENCES
46PART 3 ENGLISH ACTIVITY
47UNIT SEVEN ENGLISH AND MATHS
48PART 1 BACKGROUIND KNOWLEDGE
51PART 2 WORDS
60PART 3 SENTENCES
63PART 4 ENGLISH MATHS ACTIVITY
68UNIT EIGHT ENGLISH AND MUSIC
69PART 1 BACKGROUND KNOWLEDGE
72PART 2 WORDS
73PART3 ENGLISH MUSIC ACTIVITY
75UNIT NINE ENGLISH AND P.E
76PART 1 SENTENCES
77PART 2 ENGLISH P.E ACTIVITY
GENERAL INTRODUCTION
一. Teaching Objective: The study of bilingual education in kindergarten
二. Focal Point: What’s bilingual education in kindergarten
三. Teaching Methods: 理论讲述法，比较法, 激励教育法
四. Teaching Tool: multi-media classroom
五. Teaching Procedure:
(一) Warm-up questions and introductory remarks
. What’s bilingual education in kindergarten?
. As a bilingual teacher,what we must grasp?
. What’s the main methods of teaching in kindergarten?
. How to connect teaching and game？
. What’s the aim of bilingual educatin in kindergarten?
(二) Text study
.双语教育是指以两种语言为教学媒介的教育系统，它要求两种语言作为教学游戏语言被适当地分配到幼儿的各项活动之中，并渗透到其他各个领域以达到全面提高幼儿素质的目的。游戏是幼儿的天性、生活，他们在游戏中成长，将英语作为幼儿的第二语言融人到幼儿园游戏课程之中，通过实施双语教育获得了社会、艺术、语言等各方面的经验，是幼儿园教育观念更新地一次新尝试，是提高幼儿园教育质量的新探索，是学前阶段实施素质教育的新途径。 1.理论依据 著名幼儿教育理论家和实践家蒙台梭利提出2--5岁是语言发展的敏感期。从生理学和心理学的角度上看，这一时期早期儿童的脑在结构和功能上都具有很强的适应和重组能力，对任何语言都具有极大的敏感性，他们语言感受力较强，模仿能力也极强，他们听觉敏锐，心理障碍少，易于受到环境影响，学习也最富有成效。其次，第二语言向儿童展示了另一套与母语完全不同的语言符号系统，一方面可以促进儿童对语言多样性的理解，丰富儿童的多种经验，另一方面还可以促进儿童语言能力的发展。心理学统计资料分析也表明，掌握双语儿童比单独会讲本民族语言的儿童头脑更趋灵活，而且分析、综合和认知能力更强。 2.实践意义 《幼儿园工作纲要》中提出了“发展幼儿正确运用感官和运用语言交往能力”的目标。邓小平同志在1983年就提出“教育要面向现代化、面向世界、面向未来”，三个面向的核心是面向现代化，面向现代化的实质是面向世界、面向未来。21世界要求人的语言能力全面发展，不仅要有高超的母语驾驭能力，而且能对一门或一门以上的外语驾驭熟练，尽管众多心理学家和教育学家对语言获得的解释有着较大的分歧，但理论流派都肯定婴幼儿时期是获得语言的最佳期。“外语是通向21世纪社会的通行证”，所以从小对幼儿进行第二语言——英语学习兴趣的培养是非常必要的。因此，在幼儿园进行英语教学，采用与母语的融合使幼儿易学易记。
英语作为一种非母语的语言学习，在幼儿园主要是以听说为主，学习起来比较枯燥，如何使注意力易分散、自控力较弱的幼儿能喜欢英语、说英语呢？利用游戏，为幼儿创设一个生动形象、富有趣味、丰富多彩的语言学习环境，让幼儿在其中轻松愉快地学英语，从而培养幼儿学习英语的兴趣，提高幼儿全面发展地整体素质。通过游戏化的教育确实比传统的填鸭、灌输、机械训练的方法更富成效，更具生命力。游戏和教学的结合是指在同一个目标引导下的幼儿自主的游戏活动和教师指导下的教学活动的相继关系。游戏与教学虽然不可相互替代，但具有互补性，因为教学虽然是来自外部地要求转化为受教育者内部地需要，变成幼儿自己地行为，要实现这一转化，必须考虑幼儿身心发展特点，提倡教学地游戏化，寓双语与游戏教学中，实现双语与游戏地优化结合。在教育的情景下讲求游戏与教学的相通，这一相通就是教学的游戏化，是教师利用启发式的教学手段，有目的地诱导幼儿进行探索活动，从而让幼儿自己发现知识。 3 .教学方法
.全息全感英语教学法（有国际著名的儿童英语专家杨文院长创作的.全息全感英语教学法已经单独作为一门课程。大家很快就能学到，在这里就不多说了）
.语言教学法TPR(Total Physical Response)完全肢体反应教学法，是美国加州圣荷西州立大学的一位心理学教授James Asher（阿舍）在1966年所提出的。在教学活动中教师以口头发号施令给予指示，并辅以肢体动作示范，帮助幼儿了解指令的意义，等幼儿充分了解语句的意义时，再以肢体动作做出正确的回应。即理解在先，开口说在后。对语言的理解应该和身体的动作相结合。不但減轻开口的压力，更累积足够的信心。Asher深信大量听力讯息的接收与肢体动作反应的结合，能使学习的印象更深刻持久。语言不仅是一种符号系统，而且还是人们相互之间进行情感沟通和信息交流的工具，在双语教学活动中，教师通过动作、表情等非语言的形式实现了与他人的日常交往，也是通过动作等进行学习的，如在教“Swim”的时候 ,先让孩子们戴着小鸭子的头饰和鸭妈妈一起快乐的游戏，然后以小鸭学本领的情节引入活动中，启发小鸭们想学游泳的本领，为幼儿创设儿童乐园的场所，然后请幼儿找游泳馆，在游泳池里，鸭妈妈一边带着小鸭子们模仿游泳的动作，一边请幼儿做搬运字母的游戏，复习巩固记忆“Swim”。孩子们在形体的动作和有趣的游戏中，认识了“Swim”的含义，也相应的学会念“Swim”的发音。 .直观形象法 为幼儿提供直观形象的实物、图片、幻灯、多媒体课件等，并充分调动幼儿的多种感官，利用幼儿已有的生活经验，让孩子们直接感知所要学习的内容的一种教育方法。包括观察、演示、示范、电化教学手段等。物体越直观，越具体，幼儿越感兴趣，教育效果越好。如小动物的头饰、胸饰、图片、木偶、实物、动画都能让孩子们直观的感受体验到，并能很自然而然地记住了。 .活动游戏法 是以幼儿自己的活动为主，多采用游戏的方式进行教育的一种方法。用语言游戏、音乐游戏、角色游戏、体育游戏、智力游戏等融汇贯通于双语教学中，实现双语与游戏化的优化组合。这也是双语活动游戏化的主题。在活动中，教师与幼儿关注的中心应当是活动本身，幼儿学习英语不是为了完成老师交给的学习任务，而是为了更好地参与，投入老师组织的生动有趣、形象直观的活动中。 .情景创设法 为幼儿创设各种教育环境。包括普通环境、专门环境、特殊环境、一日活动的环境等。提供各种教育活动的时间、场地等。如：区域活动角、活动室、录像室、超市等等，保证幼儿的活动时间，创设教师与幼儿平等融洽的心理环境等。 .激励教育法 发挥每位幼儿的长处，激励每位幼儿在原有水平上获得成功，调动幼儿学习双语的情绪和兴趣，使他们的个性得到充分施展。 4.幼儿双语教育目标 幼儿园的双语目标为，结合游戏，全面开展幼儿听、说、读的母语能力和外语能力教育，培养幼儿的口语表达能力，提高幼儿对语言的兴趣，掌握初步的言语、文字和语言文化等感性知识，使幼儿爱说、敢说、会说。具体目标如下：
.母语方面.培养幼儿倾听习惯：注意倾听他人的讲话，能理解别人说话的意思。
.发展幼儿表达能力：学说普通话，能清楚地用语言表达自己的想法。.培养幼儿早期阅读能力：喜欢听故事，看图书，逐步提高感受，理解，欣赏能力。
.以语言能力的发展促进人际交往能力，积极的自我概念以及智力等方面素质的综合提高。
.英语方面
.激发幼儿学习英语的兴趣，为日后的英语学习打基础。.培养幼儿对英语语言的敏感性,训练幼儿初步的英语口语表达能力。.帮助幼儿了解英语语言国家的一些粗浅的文化背景和生活习惯知识。
5.教学原则
.优化结合原则：将双语教学与游戏有机结合起来，最高效率地发挥这两种活动地教学价值。采用最优化的结合方式，即在一定的情景和场合下最适当地运用某种结合的方式。（插入式、串联式或融合式） .诱发动机原则：通过双语教学与游戏地优化结合促进幼儿的主动学习，即将双语教学的外在动机转化为游戏的内在动机，是使学习成为幼儿内在需要的重要一环。 .创设情境原则：积极创设适合这种“转化”的情境，达成“双语教学游戏化”活动的最优化。 .主动参与原则：实践性与操作性强，是幼儿教学活动的特点，让幼儿积极主动参与是“双语教学游戏化”的关键，在活动过程中，发挥幼儿的主动性，注重师生互动，生生互动，提高幼儿的学习双语能力。 .重视过程原则：知识的领悟，能力的形成都需要过程，学习的有效取决于认知过程的有效，素质形成过程的有效。“双语教学游戏化”中引导幼儿自己通过感知、操作等形成能力，促进有效学习的实现。
6.教学途径
.正规的教育活动：它包括了教学活动和专题活动。此类活动教师有目的、有计划地精心安排设计的过程。每天的教学活动和每月相应的双语主题游戏活动 。 .非正规的教育活动：它包括一日生活活动、游戏活动和随机的教育活动。此类活动是在一日生活、游戏活动等活动中随机地进行教育。它是抓住有利时机，即随人、随事、随物、随时、随地、随境的教育。 .渗透性教育活动：包括家庭教育、社区教育等。此类活动是幼儿园教育的延伸。家庭是幼儿第一个接触教育的场所，社区义是幼儿最直接接触的社会，因此此类教育活动，有利于家园一致的教育，有利于幼儿园教育向社会的延伸，从而树立大教育观念。 7 .教学评价
.浓厚的学习兴趣，良好的语言习惯：幼儿在丰富多彩的、生动有趣的双语环境中，在听听、看看、说说、讲讲中自然习得了双语。幼儿具有浓厚的学习兴趣和良好的语言习惯、态度等。幼儿不仅学得主动，学得积极，同时在大脑中能够建立起汉英联系。 .个性充分展示，大胆表现特长：双语教育渗透到艺术的领域中，让孩子们充分地展示自己。把胆小的幼儿培养成为个性活泼，大胆的孩子，使他们能在集体面前敢于表现自己，展示自己的特长。 .乐于交往，礼貌待人：幼儿热情大方，待人有礼貌，能主动地和同伴，老师打招呼，乐于倾听别人的见解，在积极交往中形成了良好的伙伴关系，使幼儿学会大方自然得体地进行人际交往，并把这种习惯带到家庭、社会上。
.学会自理，学会生活：孩子身体正常发育和机能协调发展，养成孩子良好的卫生习惯，并培养孩子对环境有最初的适应能力和保护意识。
三) What will we study in our class--- special subject English for children?
1. words
2. sentences
3. study how to organize a class in English?
4. study how to give an excellent English class for children
四) Homework: As a bilingual teacher, what we must master?
附：本课参考文献
《课程与教学论》张华 上海教育出版社1999年《儿童游戏》邱学青 江苏教育出版社2001年
《学前儿童英语教育》杨文 科学出版社,2008
《幼儿园一日活动组织英语》宁有权 清华大学出版社，2008
《幼儿园英语口语大全》刘霞 清华大学出版社，2005
UNIT 1 PNONETIC PRACTICE
一. Teaching Objective: Have the ability to master all the English phonemes
二. Focal Point: Pronunce the phonemes accurately and fluently
三. Teaching Methods:直观形象法、活动游戏法、演示法，激励教育法
四. Teaching Tool: multi-media classroom
五. Teaching Procedure:
PART 1 基本发音 元音Vowels
元音：发音时声带震动而气流在通路上不受阻碍。分为单元音和双元音，其中单元音又可分为前元音，中元音和后元音。
一、单元音
1. 前元音：
[i:]:舌尖抵下齿，舌前部向硬颚尽量抬起， 但比汉语普通话的“i”音稍低，没有摩擦。 嘴唇向两旁伸开，成扁平形。E.g. Please read after me. Say it in a complete sentence.
No sleeping. Team A is the winner.
[i]：舌前部向硬颚抬起，比 [i:]低， 比[e]音高。 唇形扁平，牙床开得比[i:]宽，比[e]窄。Team A is the winner. Try it again. Give me your notebook/ homework.
[e]：舌尖抵下齿，舌前部稍抬起，比[i:]低。唇形中长，牙床开得比[i:]宽， 上下齿间可容纳一个食指。Read the sentence. Turn to next page. Spell the word.
[æ]：舌尖抵下齿。双唇向两旁平伸；张开牙齿直至下齿之间可以容纳食指和中指的宽度。May I have your attention, please? What's the matter with you? Go back to your seat.
2. 中元音：
bird:舌身平放， 舌中部稍抬起，比after略高；牙床开得较窄。双唇和发[i:]时相似。Make a circle. Whose turn? No dirty words. Perfect! Good girl. Copy these words.
After:么，了相似，但在词末时发音比普通话的‘e’长。Put your book away. Turn around.
Show me the picture. Is it correct? Can you give me another example?
3. 后元音：
[u]:舌后部向软颚抬起，舌身后缩， 舌尖离开下齿。双唇收圆，稍向前突出。Close your book.
Put your book away. Good! / Very good.
[u:]:双唇较[u]收得更圆更小，向前突出。舌后部比[u]抬得更高。注意长度， 不要发得太短。口腔肌肉要始终保持紧张状态。Make a group of four. Just do your best. It's cool.
lock：口张大，舌身尽量降低并后缩，双唇稍稍收圆。先发[a:]音，然后将舌身在稍稍向后缩，双唇稍稍收圆（不要突出），即可发出。It's three o'clock. Stop talking now.
walk：舌后部抬得比[短音]略高，双唇也收得更圆更小，并需用力向前突出。One more time.
[Λ]：舌后部的靠前部分稍抬起，舌尖和舌端两侧触下齿，开口程度和[æ]相似；双唇向两旁平伸。从元音lock出发，将圆唇改为扁唇，即可发出此音。（举例）
[а:]：口张大，舌身平放后缩，舌尖离开下齿。（举例）
二、双元音：
1. 合口双元音：其第二组成部分为[i]或[u]：
[ei]: bay, lay, bake.
[ai]: bye, fly, hi.
boy: toy, soil, point.
[au]: about, shout, loud.
Boat: load, go, no, coat.
2. 集中双元音：其第二组成部分为after:
beard: hear
bear: pair, chair, fair
sure: [u]不要发成[u:]或普通话中的“u”。由[u]很快滑向after。例如：poor, usually.
Conclusion
PART 2 基本发音 辅音 Consonants
辅音的分类
按发音部位分
按发音方法分
双唇音
唇齿音
舌齿音
齿龈音
齿龈后音
硬颚齿龈音
硬颚音
软颚音
声门音
爆破音
p b
t d
k g
破擦音
Ts dz
tr dr
摩擦音
f v
θ ð
s z
r
h
鼻音
m
n
ŋ
边音
l
( )
半元音
w
j
(w)
发音规则
（1）[p], [b]：双唇爆破音。双唇紧闭，然后突然分开，气流冲出口腔。[p]是清辅音，发音时声带不振动；[b]是浊辅音，声带振动。
(2) [t], [d]：齿龈爆破音。舌尖紧闭上齿龈，形成阻碍，然后突然下降，气流冲出口腔。[t]是清辅音，[d]是浊辅音。
（3）[k],[g]: 软腭爆破音。舌后部隆起，紧贴软腭，形成阻碍，然后突然离开，气流冲出口腔。[k]是清辅音，[g]是浊辅音。
（4）[ts], [dz]: 齿龈破擦音。舌端先贴住齿龈，堵住气流，然后略微下降，气流随之泄出口腔。[ts]是清辅音，[dz]是浊辅音。
(5) [tr]，[dr]：舌身采取发[r]的姿势，但舌尖上翘贴在齿龈后部，气流冲破这个阻碍发出短促的[t]后立即发[r]。tree, trip; dream.
（6）[tʃ]，[dʒ]：舌尖舌端抬起贴住上齿龈后部，形成阻碍，气流冲破这个阻碍后，舌和齿龈间仍保持一个狭缝，发出摩擦的声音。Cheap, check, watch; general.
（7）[f],[v]：下唇轻触上齿，气流由唇齿间的缝隙中通过，引起摩擦。
（8）[θ]，[ ð]：舌尖轻触上齿背，气流由舌齿间的窄缝泄出，摩擦成音。
（9）[s]，[z]：舌端靠近齿龈（不要贴住），气流由舌端齿龈之间泄出，摩擦成音。
（10）[r]: 舌尖向上齿龈后部卷起，舌前部下陷，略呈凹形，舌身两侧收拢。双唇突出，气流由舌面与硬颚间泄出。
（11）[ʃ]，[ʒ]：舌尖和舌端抬向上齿龈较后部分，整个舌身抬起靠近上颚，形成一条狭长的通道，气流由此通过，引起摩擦。双唇稍向前突出，略呈长方形，注意不要用扁唇，以免发成汉语普通话的“徐”，“希”音。Ship, dish, wash; leisure,pleasure.
（12）[h]: 气流不受阻碍，自由逸出口腔，只在通过省门时发出轻微的摩擦。口形不定，随后面的元音而变化。声带不振动。注意[h]和汉语普通话的“h”音的区别。后者比英语[h]紧张有力。发英语[h]时舌后部和软颚间不产生摩擦。
(13) [m]：双唇闭拢，软颚下垂，气流从鼻腔泄出。在词末尾时须略微延长，以防吞音。
（14）[n]：舌尖紧贴上齿龈，形成阻碍，软颚下垂，气流从鼻腔泄出。在词末尾时须略微延长，以防吞音。
（15）[ŋ]:舌位和[k],[g]相同，但软颚下垂，堵住口腔通道，气流从鼻腔泄出，发音时声带振动。[ŋ]和汉语普通话的“ng”音相似，在词末时发音清晰有力。Sing ,song, sink, thank
(16)[l]: 舌短紧抵上齿龈，气流从舌的一侧或两侧泄出。舌前部向硬颚抬起。Let, late, letter, later
(17)[ ]：舌前下陷,舌后上抬，舌面形成凹槽，发音响亮，可以和元音一样延长，它出现在辅音前面和词的末尾。Deal, tell, belt, apple, table
（18）[w]：舌后部向软颚尽量抬起，双唇收得很圆很小，并向前突出，声带振动。一经发出，立刻向后面的元音滑动。Way, week, why, wate
(19)[j]: 舌前部向硬颚尽量抬起，双唇向两旁伸展成扁平形，声带振动。一经发出，立刻向后面的元音滑动。Yes.
(20)[(w)]: 舌后部向软颚抬起，双唇收得很圆很小，并向前突出，声带振动。一经发出，立刻向后面的元音滑动。
目的是使您对英语发音的敏感度就象母语一样，任何英语发音都能在您大脑里产生直接反射，英语的听和说再也不需要经过反复思考。
UNIT 2 PARTS OF SPEECH TRAINING
PART 1 NOUN’S TEACHING AND TRAINING
一．Teaching Objective: Make students learn and master how to teach the nouns in daily life
二. Focal Point: Using different methods to teacher the children for different ages
三. Teaching Methods:激励教育法, 直观形象法、活动游戏法、情景创设法
四. Teaching Tool: multi-media classroom
五.Teaching Procedure:
1、确定常用名词的范围，即幼儿日常使用频率较高的词汇，如daddy, mummy, boy, girl, morning……
2、明确教授对象的年龄构成，即幼儿是处于小班、中班或大班。以小班幼儿学习单词boy、girl为例进行示范讲授：
由于小班孩子年龄较小，大部分幼儿没有明确的性别概念，因此老师在进行boy、girl的教授之前，应先确保他们了解自己的性别。
Presentation : Hi, children. Please introduce yourself for us. You’re a boy or a girl.请幼儿用汉语说明自己是男孩还是女孩，老师给与肯定。Yes. Boy. Girl. 教师在幼儿介绍的过程中，不断对新授内容进行重复，让幼儿反复听。
Practice : Now you look, this is a new friend. But he doesn’t know he is a boy or a girl? Do you know , children?
Yes, he’s a boy, boy. Let’s tell him. Boy. Boy. Boy.
Let children tell him one by one, and say “boy” by themselves.
Boys, introduce yourself in English. Boy. Ok?
Girls, you point to boys, and call them ”boy”, ok?
采取相同方法教授girl后，先进行girl单个词的练习，再结合boy进行巩固。
Consolidation : 1）Look at the pictures, and tell me boy or girl. Let me see who is the first one.
2）Invite a child come to front and cover his eyes. He touch another child and tell us ,boy or girl?
3) Children introduce themselves.
3、学生模仿教师授课，老师进行点评。
4、总结常用名词的教授方法和游戏方法。与现实生活结合，设计日常生活
场景，教授相关内容。游戏设计要考虑各年龄段幼儿的能力。小班多用集体游戏
，中班大班应以情景游戏和竞赛游戏为主。
5、歌曲： I’m a Boy
I’m a boy. I’m a boy.
I like robots. I like robots.
I’m a girl. I’m a girl.
I like dolls. I like dolls.
6、作业：以daddy mummy为内容，设计一堂小班英语课。
. Demonstration示范课教案
Subject: a peach and a strawberry
Teaching Aim:
Listen and understand the meaning of words
Children can speak the words in the proper environment
Teaching Aids:
Puppet, the models of fruits, flash cards
Teaching Steps:
1)Greeting 问候(I act the PART of Little Bear我扮演小熊): Hi, children, glad to meet you!
2)Review and presentation:复习和呈现
Little Bear: Today we will have a big PARTy. I bring you some delicious fruit. Let us see what they are. (I stretch my hand into the bag and feel, and then show them one by one.)
Children: apple, banana, pear.
Little Bear :( When I take out a peach and a strawberry) what? Peach, strawberry
3)Practice the words:练习
游戏1 Taste them and sing a children’s song:
Peach, peach, a peach, Yum, Yum, Yum
Strawberry, strawberry, Yum, Yum, Yum
(Let the children act)
游戏2 (Hand out some flash cards of fruit, everyone has a set)
Play a game: Listen and show
When the children listen to the word, he or she choose a correct fruit and show me quickly, the best one can get a red flower.
4) Consolidation:
综合表演
Act a little play: Happy Birthday
Little Bear: Today I’ll have a PARTy.
Children: (Knock at the door)
L: Who is it?
C: It’s me …
L: Come in, please.
C: Thank you.
L: A peach?
C: Yes, please.
L: A strawberry?
C: No, thank you.
L: Let’s have a birthday cake.
C: Great! (Sing a birthday song)
5) Homework: Sing the song to your Daddy and Mummy.
PART 2 VERB’S TEACHING AND TRAINING
动词的教学方法：小动物报数
一、目的要求：
学习“eight nine ten ”的发音，并学会唱歌曲《十只小兔》
复习学过的蔬菜名称（tomato, turnip）水果名称（apple, pear, peach）
听并熟悉动词（clap, stamp, jump）
二、教学准备
环境布置：房子一座，三棵果树，栅栏，藤，彩色阶梯一个，十一只小凳。
教具：西红柿7个，梨8个，苹果9个，桃9个，萝卜10个。数字卡8、9、10各三张，扑克牌（1-10）四套.
音乐磁带一盘，小兔服装、帽子各十套，兔妈妈的帽子、围裙各一件。
教学过程
开始部分：
听音乐，十只小兔跳出来玩。
M: Hi, Rabbits!
R: Hi, Mummy!
M:今天是Daddy的生日，让我们去摘些果子来为他庆祝生日，OK？
R：Yes!
(两只小兔去摘同一种果子，边摘边数个数)
2R:One ** Two** Three Peaches
M: Come here, sit down please.
R:按下图示坐好
M：让妈妈看看你们都摘了哪些果子？
（小兔分别从篮子里拿出两个果子报名称）
基础部分
M：How many tomatoes? Let’s count.
R:（边出示边数）One two three four five six seven .
R: Seven tomatoes.
M:七个西红柿， 7—seven（边出示字卡）
M: How many pears? Let’s count.
R: One two three—seven, seven pears.
M: One more .7个添上一个是8个梨。8-eight(出示数字8)
集体练习eight的发音。
重点练习[ei],口型由大变小。
巩固[eit]的发音练习。
出示字卡“8”两张，练习数字从one 到eight。
听一听训练耳朵，按不同的节奏拍八次，让幼儿说出拍了多少下。(clap eight)
分别拍手、拍肩、拍腿8次，边拍边数。
学习“nine”
M: How many apples? Let’s count.
R: （边出示边数）One two three—eight, eight apples.
M: One more. 8个添上一个是9个。9—nine.
（1）集体练习nine的发音。
(2) 重点练习[ai][n]的发音。
（3）巩固[nain]的发音练习。
出示两张9的卡片，练习数后面的实物：从one数到nine.
游戏：找“nine”
M:我把nine藏起来，当我从one 数到nine时，你们开始找。Close your eyes! One two –nine.
R: nine（边说边找）找到就教给M
M：Yes, nine. Stamp nine. 跺 9下。
R：边数边跺脚。
M：Jump nine.
R:边数边跳9下。
学习“ten”
M: Look! Turnips.
十只小兔分别拿一个萝卜边说：turnip turnip。
M: How many turnips?
R: One –nine, nine turnips.
M: One more.9个加上1个是10个萝卜。10—ten.
集体练习ten 的发音。
重点练习[e]的发音，口型是瘪 瘪的。
M：让我来数一数，One two –ten—ten turnips.
把十个萝卜放进篮子里。
R：M：边放边数篮子里的萝卜
最后兔妈妈举起篮子说：Ten turnips.
玩游戏：巩固“eight nine ten ”的发音
游戏1: 开公共汽车
M：Let’s play a game ……. 开公共汽车。
我身上贴着数字One two three four five six seven的兔宝宝一起来开公共汽车。小兔一个又一个跳出来说：One two three……..
M: The bus is waiting.
The bus is waiting.
Who can go?
Who can go?
The bus is waiting.
The bus is waiting.
Eight can go.
Eight can go.
R: Eight! Eight! Eight!
身上贴着Eight的小兔上车。游戏继续进行，再分别请nine, ten 上车。
R：Di--di --di!
M: Get off! Please! Let’s play cards.
游戏2：玩扑克牌
玩法：每组20张牌按不同的花色进行排序。
M：One two three，开始！
R：边摸牌边报牌。有one的小兔先出牌。由小到大的顺序出牌。
M：Stop! Let’s have a rest.
One little, two little, three little rabbits……ten little rabbits 十只 小兔睡觉了，远处唱起了歌。
M: Get up! Listen carefully!
R:（数钟声）One two three—ten.
M: Oh! Ten o’clock. Let’s go back.去收果子。有四个小兔提篮子收果子，请剩下的六只帮妈妈拿大萝卜。
M：Let’s go !
十只小兔报数。
兔妈妈边数小兔边唱：One little, two little……ten little rabbits！
小兔跟兔妈妈一起慢唱一遍。
小兔跟兔妈妈一起唱着歌回家去。（放音乐）
PART 3 ADJECTIVE’S TEACHING AND TRAINING
形容词的教授：做客
一．目的要求
通过活动复习：I am hot. I’m thirsty. Who is it? It’s me.
复习儿歌歌曲《谁在敲门》、《小狗和小熊》、《几只猴子》、《招待客人》、《请进来》
二．教学准备
小狗、小猫、小鸡、小鸭、小熊、熊妈妈、熊猫服饰。
小熊家一角，模拟电话亭。
果汁、牛奶、水果等实物若干。
图片一幅（图片中有猴子、苹果、桃子）
三．教学过程
小熊的家（熊妈妈正在做家务）
Little Bear 跑进屋高声喊：Mummy! Mummy! Hot, hot. I am hot. I’m thirsty.
熊妈妈：Juice or milk? Little Bear: Juice, please.接过果汁说：Thank you .小熊正在喝果汁，电话铃响了。
电话亭和小熊的家
小狗、小猫、小鸡、小鸭在电话亭打电话：
Little Bear: Hello, Daddy. Daddy: Hello, Little Bear. Woof-woof-woof. Little Bear: Yes, OK.
Little Bear: Hello, Kitty. Kitty: Hello, Little Bear. New-new-new. Little Bear: All right.
3. LittleBear: Hello, Chick. Chick:Hello, LittleBear. Piou-piou-piou
Little Bear: Yes, yes.
4 Little Bear：Hello, Duck. Duck: Hello, Little Bear. quack-quack-quack. Little Bear: Great.
(三)、小熊的家门口：
小熊站在家门口，Miss Panda 来了，小熊忙说：Please , please, please. Come in, please. Sit down, please .Drink some water, please. Have a cookie, please. Have a candy, please. Have a peach, please. Have an apple, please. Have a banana, please. please, please, please. Thank you.( Miss Panda或说:No, Thank you. 或说:Yes, please.)(这时门铃响了)
Doggy边敲门边唱：
Pong, pong, pong, pong.
Pong, pong, pong, pong.
Little Bear唱:Who is it? Who is it?
Doggy唱：It’s me, Doggy. It’s me, Doggy. Pong, Pong, Pong, Pong, Pong, Pong.( Little Bear打开门。)
Doggy唱：I am Doggy. I am Doggy.
Little Bear唱:I am Little Bear. I am Little Bear. Hello, hello.
Doggy唱：Hello, Little Bear. Hello, Little Bear.唱完后，
Little Bear说：Come in, please.
Doggy；Thank you. Doggy进门后把礼物递给Little Bear
说：Some cookies for you. Thank you. (小熊去放礼物，小狗
与Miss Panda打招呼.）
Little Bear说：Hi, Miss Panda.
Miss Panda说：Hi, Doggy. Come here. Sit down, please.
Doggy: Thank you.小熊招待小狗时，门再次被敲响。
Kitty 敲门同小狗，Kitty进门后把礼物递给小熊：Some peaches for you. 小熊：Thank you. 小熊去放礼物，小猫与Miss Panda，Doggy打招呼，Doggy招呼小猫：Come here. Sit down, please.小猫：Thank you. 小熊招待小猫时，门被敲响（Miss Panda，Doggy，Kitty藏起来）
Chick边敲门边唱：
Pong, pong, pong, pong.
Pong, pong, pong, pong.
Little Bear唱:Who is it? Who is it?
Chick唱:It’s me, Chick. It’s me, Chick.
Little Bear唱: Come in, please.
Chick唱: Thank you. Thank you.小鸡进门后把礼物递给小熊：Some candies for you. Little Bear(小熊)：Thank you. 小熊去放礼物， Miss Panda，Doggy，Kitty跳出来与小鸡打招呼, Kitty: Come here. Sit down, please.小鸡说：Thank you. 小熊招待小鸡时，门又响了。
小鸭 敲门同小鸡，小鸭进门后把礼物递给小熊：Some bananas for you. 小熊：Thank you.在小鸭敲门时藏好的客人跳出来也小鸭打招呼，这时，放好礼物的小熊招呼大家：Look, look. My family. My Daddy. My Mummy. My Grandpa. My Grandma. And I. (客人边点头边说：Oh. Great.)大家还在看照片，小熊招呼大家：Come here. Come here, please. Sit down, please. Miss Panda.
Miss Panda: Thank you. 小熊依次请大家坐下。
入座后，小熊指着果汁和牛奶说：Miss Panda，Juice or milk?
Miss Panda：Milk，please.小熊依次询问其他客人，客人或说：Juice，please. 或说：Milk，please.
喝完后，小熊来到一幅画前说：Come here. Come here, please .大家过来后，小熊说：Count , How many monkeys?大家数：One, Two, Three, Three monkeys.小熊唱：How many monkeys? How many monkeys?答：Monkeys, monkeys, How many monkeys? One, Two, Three, Three monkeys.同样依次数apples, peaches.数完后小熊边做动作边说：Jump, Jump, Jump. Clap, Clap, Clap.大家同小熊一样边做边说，来到沙发前的空地。
Doggy站在前面说：Let’s play, OK?(OK!)Are you ready? (Yes.) Doggy: Touch your nose. 答：Touch my nose. nose, nose, nose.小狗依次说：Touch your mouth. (eyes, ears, knees, head, toes)其他人要作出相应的反应。Doggy：Kitty，please.小猫上来游戏同小狗。小猫指完后，Miss Panda：Let’s sing, OK? ( OK!) One, Two .大家齐唱，边唱边摸相应的部位。
Head, shoulders, knees and toes.
Knees and toes, knees and toes.
Knees and toes, knees and toes.
Head, shoulders, knees and toes.
Eyes, ears, mouth, nose.
Miss Panda：Time to leave, let’s go home, OK?(OK!)Bye –bye, Little Bear. Little Bear: Bye –bye, Miss Panda.大家分别与小熊再见，小熊依次道再见。
PART4 PREPOSITION’S TEACHING AND TRAINING
介词的教授的方法：家具城
一．要求：
学习介词on, under
复习句型where +be
二．准备：
家具城：小桌上摆有table box sofa bed 等模型little Mouse 一个
床、沙发、桌子（微型）、袜子、鞋、拖鞋、手套、书、球、枕头、玩具轿车、电视、梳子、镜子、手表、五星、卡片若干
三．过程
新授on, under
一）导入
T：（扮妈妈）Good morning, children!
C：Good morning, Mummy!
T：今天妈妈逛家具城,买家具，OK？Let’s go by bus.幼儿开车到家具城。
C甲：Mummy. Look! A table (a bed ,a sofa)
T：Yes .It’s a table(a bed ,a sofa )Listen! Who is it?
(小老鼠在盒里发出叫声)
C：Little Mouse
T：Yes, But where is the little Mouse
引出on
T：Look! It is on the table.
教师演示，幼儿听
教师边演示边让幼儿跟着说。Say after me. On the bed(sofa, box)一声响，小老鼠吓了一跳，藏到桌下
引出under
T：Where is the little Mouse, now?
Look! It’s under the table.
方法同2与学习on相同
T：Where is the little Mouse?
Look! It’s behind the box.
二）反复练习
T： Little Mouse speaks English .
Can you understand it?
C：Yes.
T：Ready?
C：Yes.
T：On(Under) the table(box, bed, sofa)
T：Who wants to be Little Mouse?
Little Mouse wants to know if we can speak English. Can you speak English?
T：Who wants to be little Mouse this time?
三 游戏
T：Little Mouse is very happy .Let’s go .
1.搬家
T：Put the sofa(bed) here (there)
Put the TV on the table.
Put the slippers under the sofa
Very good. Thank you.
帮妈妈找东西
T：What time is now?
Oh, Where is my watch?
Can you help me?
找星星、
T:Would you like to play a game?
Look! A star. One of you hind it, the others look for it. OK?
Under the book? (sofa, pillow…)
Do you like this game? Now, Let’s play another game.
猜猜我的东西在哪里
C：Where is the ball?
分组竞猜
T：Get into two teams .Team A and team B. Team A ask and team B answer.
结束。宣布结果。
T：Team A (B)is the winner.
C：I’m the winner!
UNIT3 GOING INTO KINDERGARTEN AND HAVING MEALS
一. Teaching Objective: Have the ability to organize the English activities
二. Focal Point: English communication ability and ability of organizing the English activities
三. Teaching Methods:直观形象法、活动游戏法、情景创设法激励教育法
四. Teaching Tool: multi-media classroom
五. Teaching Procedure:
一) Warm-up questions and introductory remarks
As a English teacher, how to organize English activities with the sentences and words given？
二) Text study
PART 1 GOING INTO KINDERGARTEN
1.T: Hello. Lily. How nice to see you!
C: Hello. Miss Yang. Nice to see you, too!
2.T: Put your umbrella over there.
C: Yes. Miss Yang.
3.T: Hang on your coat in the hook.
C: Yes, Miss yang.
4.T: Your skirt is very beautiful!
C: Thank you.
5.T: Oh, you’ve got a new dress on. How nice!
C: Thank you.
6.T: Oh. You’ve got a new hairstyle. How beautiful! ‘Traditional/ modern/popular
C: Thank you.
7.T: How beautiful you are today!
C: Thank you very much.
8.T: Oh, my dear, be polite. Say good-bye to your Mummy.
C: Bye- bye. Mummy.
9.T: There’s a dear.
T: Have you had a morning health check?
.C: No.
T: Please have your morning health checked first and then go to the classroom.
C: Yes. Madam.
10Show me your hands, I’ll check whether you have had your nails cut or not.
11.Please put your health card into the bag.
12.Please bring your chair and sit right here.
13.Please go to your seat and play with the toy bricks.
14.Be careful not to damage the books.
15.Tidy up your toys.
16.Put the toys back in the right place.
17.Put the toys in the toy cabinet.
18.The toys are on the floor. Please pick them up。
PART2 BREAKFAST
1. Calm down, everybody. Time for breakfast.
2. Breakfast time, everybody.
Breakfast is ready.
Breakfast is served.
3. Sit on your chair quietly and have a rest. We’ll have breakfast soon.
4. Well, children, go and wash your hands. It’s time for breakfast.
5. Can you guess what we have for breakfast? Today we have eggs, milk, and steamed bread. Do you like them? All of them are good for your health.
6. Fetch your eggs, please.
7. One by one, please.
8. Next, please.
9. One at a time.
10. Please don’t jump the queue.
11. Now one egg for you.
12. The bread is for you.
13. Please pass the egg to Tom.
14. Here is your egg. It’s good for your health.
15. Eat your egg and then drink some milk.
16. T: Do you want more milk?
C: Yes, please.
T: Here you are.
C: Thank you.
17. Who’d like more milk?
Would you like another cup of milk?
18. T: Do you want more?
C: No, thanks. I’m full.
19. T: Have you had enough?
C: Yes.
20. Those who’ve finished may go out to play.
21. After your breakfast, please wipe your mouth with your towel.
22. Please put your bowls, mugs and spoons into the pail gently.
23. Fold up your towel. Then put it on the table.
PART3 LUNCH
1. Children, please go wash your hands. It’s time for lunch.
2. Wash your hands before meals.
3. Please don’t play with the water while washing your hands.
4. Please keep your table and hands clean.
Please don’t make your hands dirty. We’ll have lunch.
5. Set the table, please. Lunch is ready.
6. Who’d like to set the table?
7. I’d like the children on duty today to set the table with me.
8. Your hands should be at your bowls.
Please hold your bowls.
9. Please pick up the food on the table and put them on the plate.
10. Don’t drop the rice on the floor.
11. Please try not to scatter food on the table.
12. Don’t talk during the meal.
13. Put the bones on your plates, please.
14. Try to finish everything in your bowls.
15. T: Do you want more?
S: No more, thank you.
16. You’ll feel good if you have some soup after your meal.
17. After your meal, please set your chairs against the wall and then go have a rest.
PART 4 TAKING A NAP
1. It’s time to take a nap. Nap: a short sleep that you have during the day.
Let’s take a nap.
2. Go to the toilet and then go to sleep.
3. First unfold the quilt, and then take your shoes and clothes off in turn. Put them at the end of the bed.
4. Take off your clothes and put them in the proper order.
5. Take off your shoes and then put them under the bed.
6. Fold your coat and trousers and put them on the chair.
7. Lie down and have a rest.
8. Close your eyes and don’t move any more.
Please close your eyes and have a good sleep.
9. Cover yourself up, or you’ll catch a cold.
10. Hands under the quilt.
11. Don’t make any noise. Try to sleep.
12. Wake up, kids.
Open your eyes, please.
Time to get up.
13. Get up and get dressed quickly.
14. Please put on your clothes and make your bed.
First, clothes on, then trousers, after that shoes on and finally fold up the quilt.
15. Tie your shoelaces tightly yourself.
16. Can you dress yourself? Have a try! Be dressed in something=wearing something
17. Get dressed and go to the classroom. It’s more common to get dressed than get dress.
18. You’re the first one to finish. Very good!
PART5 SNACK TIME
1. Now, time for snacks.
2. Please wash your hands first, then have snacks.
3. One by one, please.
4. T: Please pass your mug to me.
C: OK. Here you are.
5. Take it. It’s for you, Billy.
6. Help yourself.
7. Wash your cup, and put it back in the cupboard.
8. Peter did a good job at clean -up time. He is a big boy now.
UNIT4 OUTDOOR ACTIVITIES
一. Teaching Objective: Have the ability to organize the English activities
二. Focal Point: English communication ability and ability of organizing the English activities
三. Teaching Methods:直观形象法、活动游戏法、情景创设法激励教育法
四. Teaching Tool: multi-media classroom
五. Teaching Procedure:
一) Warm-up questions and introductory remarks
As a English teacher, how to organize English activities
with the sentences and words given？
二) Text study
PART1 MORNING EXERCISES
24. Everybody, outside.
All of you get outside now!
Hurry up and get out.
25. Go out quietly.
No noise as you leaves.
26. Not so much noise, please.
Quietly!
27. Time for morning exercises.
It’s time to do morning exercises.
28. Let’s go downstairs to line up for morning exercises.
29. Be careful!
Look out!
Take care!
30. Mind your step!
31. Come on, kids!
Be quick, children.
32. This way, please.
Go this way.
Come this way.
33. Follow me.
Come with me, please.
34. Keep to the right, please.
35. Come over to me, please.
36. Go to this side, please. No pushing.
37. Please line up quickly and quickly.
38. Please pay attention to my commands.
39. Stand straight!
40. Four lines, please.
41. Back to back.
Face to face.
Hand in hand.
42. Face me, please.
Face the front.
43. Look forward.
Look to the left.
Look to the right.
44. Straighten your backs.
45. Hands to the front-----Raise them!
Hands to the side-----Raise them!
46. Move back a little, please.
Move up a little, please.
47. Move a little to the right.
48. Two steps forward.
Two steps backward.
49. Don’t look back.
Don’t look around.
Turn around and look at me.
50. Don’t move. Stay where you are.
51. Let’s do morning exercises to the music.
52. Children, be in high spirits while doing exercises.
Let’s see who is the best one.
53. T: Are you ready? Get ready?
C: Yes.
T: Follow me.
54. Row I, run!
Class, walk!
55. Today, peter did well.
Mary did a good job. I’ll reward her with a red flower.
56. Good, all of you made good progress today.
PART 2 SPORTS
1. Fall in!
2. Line up!
3. Count off!
4. Count off in twos!
5. Get in a straight line.
6. Form two lines!
7. Make 4 columns!
8. Attention!
9. Eyes right!
Eyes left!
Eyes center!
Eyes front!
10. At ease!
11. Right turn!
Left turn!
About face!
12. Extend!
13. Dress!
14. Out of ranks!
15. Take your posts!
16. Quick march!
17. Three steps forward, march!
18. March!
19. Mark time, march!
20. At ease, march!
21. Right wheel!
Left wheel!
22. To the rear, march!
23. Walk in single file.
24. Left, right, left.
25. Halt!
26. Guides post!
27. Close ranks!
28. Guide on me!
29. Guide right!
Guide left!
Guide right center.
Close!
30. Dismiss!
PART 3 GAMES
1. let’s play a guessing game.
Let’s play a counting game.
Let’s play a miming game.
2. Would you like to play a game now?
3. This is a game with colors.
4. This is a game with numbers.
5. Get into two teams. Form two teams.
6. All these boys in the other team.
7. I shall be the referee.
8. A good guess.
9. Now it’s your turn to come out, Alice.
10. Guess what this is.
Guess what I am drawing.
Guess what I’m holding.
11. I’ll give you three guesses to find out what is in the basket.
12. Ask the other children: ‘What’s this?’
13. This time, start with Tom.
14. Heads or tails? Heads I win, tails you win.
15. Open, sesame.
16. One, two, three. Out goes SHE!
17. One, two, three, four. Out goes one MORE!
18. One and two, Out go you!
19. One apple, two apples, three apples, four
Five apples, six apples, seven apples, more
20. Out goes the rat, Out goes the cat, Out goes the lady,
With the big green hat, Y, O,U, spells you; O,U,T, spells out.
PART 4 GOING TO THE TOILET, PLEASE.
1. Girls, please go to the Women’s Room.
Boys, please go to the Men’s Room.
2. Please wash your hands after using the toilet.
3. Please turn the water tap down while washing.
4. Please turn the water tap off after washing.
5. The floor is very slippery. Please be careful not to slip and fall.
PART 5 LEAVING KINDERGARTEN
1.T: Babies, it’s time to go home. Are you happy today?
C: Yes!
2. T:Please put on your backpack. Does any one need help?
C:Yes, please. / No, thank you.
3. T:The school bus is waiting outside. Come on, babies! Line up one by one, please.
C: Yes. We are coming!
4. T: Can I take it home?
C: I’m afraid you can’t.
5. Don’t worry. Your mom is coming soon.
6. You’d better sit and wait here,
7. Oh, baby, I’m afraid you have to wash your face first.
8. It’s time to clean up the classroom.
9. Please do me a favor.
10. Put away the chairs quietly.
11. Who would like to water the flowers?
12. It’s time to go home.
13. Who are they? That must be your mom and dad.
14. Give me a hug.
15. Give me a kiss.
16. I hope to see you tomorrow.
17. Enjoy your time at home.
18. Good bye.
三) Homework: Make an oral English class with the sentences and words we have already learned. When speaking, pay attention to the ways, items, voices, and facial feelings, which should be fitful to the children.
UNIT5 ATTENDING ACTIVITIES
一. Teaching Objective: Have the ability to organize the English activities
二. Focal Point: English communication ability and ability of organizing the English activities
三. Teaching Methods:直观形象法、活动游戏法、情景创设法激励教育法
四. Teaching Tool: multi-media classroom
五. Teaching Procedure:
一) Warm-up questions and introductory remarks
As a English teacher, how to organize English activities
with the sentences and words given？
二) Text study
PART 1 STARTING AN ACTIVITY
1. T: Hello, everyone!
S: Hello, Miss Yang!
2. T: Good morning, boys and girls!
S: Good morning, Mr. Wang!
3. T: Good afternoon, kids!
S: Good afternoon, Miss Zhang!
4. T: How are you today?
S: Fine, thank you, and you?
5. Class begins.
Time for class.
6. I’m waiting for you to be quiet.
7. T; How are you today, class?
S: Fine, thank you. And you? T: I’m fine, too. Thank you.
T: How are you feeling today, Billy?
B: I’m very well, thanks. And you?
T: I’m OK. Thank you. I hope you are all feeling well.
S: Same to you.
8. Time for class.
Class begins.
9. T: I think we can start now.
Is everybody ready to start?
S: Yes.
10. T: What day is it today?
S: Today is Saturday.
11. T: What’s the date today?
S: It’s June the first.
12. T: How’s the weather today?
S: It’s fine.
T: What about tomorrow?
S: It’s sunny.
T: Was it fine yesterday?
S: No, it was windy yesterday.
8. T: What’s the weather like today?
S: It’ raining.
T: What’s the weather like tomorrow?
S: It’s cloudy.
T: What was the weather like yesterday?
S: It was overcast.
T: Excellent!
9. T: What temperature is it?
S: It’s 29.
10. T: What month is it?
S: It’s June.
T: What month follows after July?
S: It’s August.
11. T: What season is it?
S: It’s spring.
12. T: Who’s on duty today?
S: I am.
T: Come to the front and make a duty report.
S: Today is Monday, March 3 rd. Everybody is here.
The weather is fine.
T: Good. Go back to your seat, please, Thanks.
13. T: Who can retell the text?
S: Let me have a try.
T: Come on up here.
14. T: Which group can act out the dialogue?
S: Our group.
T: Please.
PART 2 CHECKING ATTENDENCE
1. T: Quiet now, please. I’m going to call the roll. Tom?
S: Yes.
2. T: Now! Let’s call the roll. Peter?
S: Here.
3. T: Right! Let’s see who is absent. Billy?
S: Present.
4. T: Is everyone here?
S: Yes, I think so.
5. T: Are we all here?
S: No, I think Lily is away.
6. T: Is anybody absent?
S: Yes, Lily is.
7. T: Who is missing?
S: Sorry, I don’t know.
8. T: What’s wrong with Lily today?
S: Maybe she is ill.
9. T: What’s the matter with you?
S; I have a bad cold.
T: Are you feeling better?
S: Yes. Thank you.
T: Right! Back to the register.
10. T: Did you oversleep?
S: Yes. I’m sorry.
T: Go to bed earlier tonight. OK?
S: Yes, I will.
T: I see. Well, sit down and let’s get started.
S: Thank you.
11. T: Have you been ill? S: Yes. I had a cough.
T: Are you better now? S: Yes. Thank you.
T: Sit down and we can start. S: Thank you, Miss Yang.
PART3 ENDING OF LESSON
1. I’d like to collect your work now please.
Make sure your names are on your work, won’t you?
2. Please hand them in.
3. Pass your work up, now please.
Will you please pass them up to the front?
4. Put your work on my desk as you leave.
Pile your exercise—books up here. Make 4 piles.
Thank you, everyone. Well done.
5. Will you please collect then, Lily? Thank you.
6. T: We have an extra five minutes. So what about having a game?
S: Good idea!
7. It’s time for us to stop now.
There’s the bell. So we must stop working now.
8. Time is up. Let’s stop here.
9. We’ll go on with this song next time.
We’ll finish this next time.
10. Wait a minute.
Just a moment, please.
11. One more thing before you go.
I have something to tell you before you go.
12. All right! That’s all for today. Bye—bye. Boys and girls.
Let’s stop here. Children, See you tomorrow.
Today we just stop here. See you.
Class is over. Good—bye, everyone.
See you again on Tuesday.
13. Time is up. Let’s stop here.
14. The bell is ringing.
15. Please listen to the tape at home
PART 4 PRAISING AND ENCOURAGING
1. Think hard.
2. Guess, please
3. Go on, please.
4. Be brave.
Don’t be shy.
Don’t be afraid.
5. Speak up, please.
6. Not really. Have another try.
7. Have a go. Have a try.
8. That’s right. Quite right.
9. That’s good. Very good!
10. That’s much better.
11. Well done!
A good job!
12. Excellent! Great!
13. That’s it!
14. Nearly!
Almost right.
15.Completely right!
PART 5 MAKING POINTS
1. The first one to answer gets a point.
2. One point for the girls.
Two points for the boys.
3. The first one to score ten points wins.
4. Two more points for Team 1.
5. What’s your final score? Let’s count up the points together.
6. Add up your points. How many points have you got?
7. How many points have you got altogether?
How many points did you get altogether?
8. T: Who won the first prize?
S: Lily.
T: Yes. Lily is the winner! Congratulations, Lily!
9. Three cheer for the winner. Hip-hip-hurray!
10. It’s a draw.
The two teams are even.
11. The teams drew 3-3.
12. It was a close finish.
PART6 TRANSITION
1. Right
2. Fine
3. Good
4. OK
5. All right
6. Well
7. Now let’s have a look at Exercise B
8. Now I want you to turn to Page 9
9. How about listening go the whole thing now?
10. Now I have some music for you.
11. Now we shall do some pair work.
12. Let’s first listen to Lily’s duty report.
13. First, let’s listen to the dialogue.
14. To begin with, we shall do some drills.
15. We can look up the new words first of all.
16.The first time, you can try it with your books open.
17. Firstly, a few words about your homework. Next, I would like you to read the text.
18. First listen. Then we shall do it in pairs. After that, you can change roles.
19. Now we’ll go on.
20. Let’s move on to something different.
21. Let’s stop here for a while.
22. Before we go on to Lesson 6, let’s learn some new words.
23. Finally, I want you to make up a dialogue.
24. To finish with, you can do some reading.
25. Finally, a brief word about next Monday.
UNIT SIX ENGLISH AND ART
一. Teaching Objective: Study how to make a English art class in kindergarten
二. Focal Point: Have the ability to make an art class for children in English
三. Teaching Methods: 理论讲述法，比较法, 激励教育法, 直观形象法、活动游戏法、情景创设法,转换生成法
四. Teaching Tool: multi-media classroom
五. Teaching Procedure:
一) Warm-up questions and introductory remarks
. What kinds of abilities can we train children by English art activities.
二) Text study
PART 1 BACKGROUND KNOWLEDGE
前苏联教育学家乌申斯基提出：没有任何兴趣，被迫进行的学习会扼杀学生掌握知识的意愿。幼儿园英语教学具有艺术性。它是连接教育的科学性与实践的桥梁，因而幼儿园英语教学不应仅仅停留在课堂教学，还须拓展教学形式，扩大教学范围，将英语活动融入美术活动中，激发幼儿学习的兴趣，增加幼儿听说的机会，减轻幼儿学习英语的压力，促进幼儿绘画技能技巧，艺术修养的提高，并为幼儿养成用英语思维的习惯奠定基础。
. 培养幼儿倾听能力
在人们的交际活动中，约有70%或更多的世界是关于听和说，听说能力在交际活动中，占有极为重要的位置，是体现交际能力的重要方面。美国著名语言学家莫尔登说：语言是一套习惯。学习外语，即培养一套新的学习习惯。对于年龄尚小，处于积极吸收大量语言信息的幼儿来说 ，学习第二种语言，对培养倾听能力尤为重要。因而，借助丰富多彩的美术活动，让幼儿在宽松的环境中活得大量英语信息 ，感受英语语句，即可培养幼儿倾听能力，又为幼儿愿说、 乐说、善说英语提供了帮助。
我们所生活得世界，是个绚丽多彩的世界，太阳是红的，大树是绿的，天空是蓝的……没有色彩的世界将一片灰暗，我们的生活也不会如此丰富多彩。于是根据幼儿对色彩敏感性的特点，我们在美术活动玩色、涂色、用色价段，对幼儿进行了大量关于颜色的英语感受活动。例如：小班幼儿手指画“毛毛虫”，教师政治在让幼儿用手指蘸着颜色画毛毛虫的同时，不断地告诉幼儿：Red caterpillar is very happy!”“This is a green caterpillar.”“Red , blue , yellow caterpillar.”幼儿用手指画毛毛虫可高兴了，他们一边画，一边听，一边说：“我的green毛毛虫。”“毛毛虫、毛毛虫yellow , yellow！”幼儿即用手指画出多种颜色的毛毛虫，又将有关色彩的英语单词记在自己的脑海丽，还在无意中学会大胆开口说话。
绘画活动也是幼儿喜欢的一种美术活动形式。例如中班幼儿绘画活动“苹果乐园”，开始，由幼儿自由讨论怎样才能画出快乐的苹果。一个幼儿说：“我画一只爱笑的苹果。”另一幼儿说：“我喜欢吃苹果，我画一个大嘴巴，大口大口吃苹果。”还有幼儿说：“我画一棵大大的苹果树，树上结满了苹果。”接着，教师在示范绘画过程中，将幼儿讨论的话题用琅琅上口的英语儿歌进行示范：“Apple is round , apple is red , apple is juicy, apple is sweet. Apple apple, I love you , apple is sweet , I love to eat.”让幼儿在英语和绘画两方面都能有感性的认识。教师在幼儿绘画过程中，又不断地用英语加以提示：“Apple is round.”“Apple is red.”“There is a big apple tree . One two three , many many apples.”短短的一节绘画活动课，幼儿无数次感受到了关于描述苹果的英语语句的优美语音和节奏韵律。
在美术活动中，教师向幼儿所传递的语言信息，是幼儿十分感兴趣的。只有感兴趣的东西，幼儿才愿意学，在肯学，才学的好。
.培养幼儿思维能力
幼儿学习英语有其独特的年龄特点和生理特点，幼儿是最爱学习的群体之一，他们很喜爱发言，乐于表达自己的思想和情感，开口说英语时，也不会向成人那样顾虑重重，担心说错。
大班幼儿画画游戏时间到了，教师要求同组幼儿依次接着画，并能将所画的内容进行英语讲诉。第一次：根据画面，幼儿共同努力编成了：“There is a table . Apple on the table. Watermelon on the table. Orange on the table. I like it. I want to eat it. But apple gives mummy , watermelon gives daddy , orange gives baby.”第二次面对这样的画面，教师很担心幼儿的英语演讲能力，可幼儿以他们特有的智慧讲到：“Tom is ill. Tom on the bed. Quilt on the Tom. Pillow under Tom’s head. 过了一会儿Tom is very hungry. He wants to eat pineapple and banana. Tom has a rest.”这两段英语故事是幼儿课堂实录，虽然有些地方存在语法上的错误，但是教师无不为幼儿的语言创造能力，以及他们运用语言的能力所折服！着两幅画，如果用汉语进行演讲，或许会更生动、更富有创意，但难能可贵的是幼儿能用所学过的英语积极思考，大胆表述。
在绘画游戏宽松的环境、有趣的活动形式中，幼儿的思维会被激活，会被扩展。他们借助英语进行想象，运用英语进行思维；同时，教师以宽容的态度接纳来自幼儿的英语对话，正确的也包括错误的，减轻了幼儿学习的心理压力，激发幼儿想说、感说、愿说英语的愿望，从而为培养幼儿运用英语进行思维奠定了基础。
.培养幼儿创造能力
美术活动因其所特有的具体性、直观性的特点，深得幼儿的喜爱。幼儿在可操作的材料中，发挥自己的聪明才智，展开想象，用彩笔勾勒充满情趣的天地，用彩纸装扮充满童趣的世界。
英语歌曲“Colors Of Song”是首描写海面上多彩风景的歌曲。幼儿欣赏了这首旋律优美的乐曲后，都会有再现这首英语歌曲画面的欲望。教师通过欣赏歌曲、理解歌词、表演歌曲这几个环节，帮助幼儿掌握和理解歌曲内容。随即，为幼儿提供各种各样的美工材料，由幼儿自行创作。有的幼儿选用粘贴的方法，用红色撕出小船，用绿色撕出小草；有的幼儿选用泥塑的方法，用橡皮泥捏出各种造型，活生生地展现一幅海边树影婆娑、帆船点点的画面；更富有创意的幼儿则选用废旧材料牙膏盒作小船，吸管做大树，胶卷做乌鸦，想象力，创造力是如此丰富！幼儿面对自己所完成得这一幅幅作品，无不欢呼雀跃，不停得向同伴诉说：“This is my picture !”“The boat is very small!”“ How nice!”“You are good at working!”突然，有位幼儿大胆地说了一句：“Red is sun. Red is your eyes!”教师立即大加赞赏。在毫无压力的环境下，教师与幼儿心灵更加沟通，幼儿的积极性、主动性得以发挥，成为语言的主动学习者和建构者。幼儿纷纷举手，都想把自己的感想告诉大家，将快乐与大家分享。有幼儿说：“Brown is dragon , I like it , I am his friend!”又有幼儿说：“I like sea , I want to take a boat in the sea.”极大地增加了幼儿学习英语的信心，并为幼儿创造力、想象力的培养和提高，提供了展示的舞台。
捷克教育学家夸美纽斯曾指出：教学就是把一切知识传授到一切人的艺术。将英语融入美术活动之中就是营造宽松和谐的艺术氛围，扩大幼儿学习英语的范围，萌发好学、乐学的动力，只有自在地学西，使幼儿得到美的教育，艺术的熏陶。
美术活动促进了英语学习，而美术活动的英语学习，又培养了幼儿的艺术修养，两者相辅相成，相互促进，共同发展，为幼儿园英语家教学最优化进行了最为有效的实践。
PART 2 SENTENCES
1、T: Now we'll do some coloring.
C: Great!
T: Color the bike orange .
C: Yes, Orange.
2、Please take out your colored pencils.
Crayons out, please.
3、Now let's draw.
Let's do some drawing.
4、T: Draw a cat and don't forget to add a tail. Have you got it?
C: Yes.
5、Here is a piece of paper for you .
Put it on the table.
Don't play with it.
Don't spoil it .
6、Today we'll draw a sun. Look at the blackboard carefully.
First look and then draw.
7、Well, I'll draw it again. Look carefully.
Watch how I draw a sun. Ok?
8、T: Can you draw?
C: Yes .
T：Now please draw a sun by yourself.
9、Lily, come to the front and draw on the blackboard.
10、Be careful not to draw the lines too long .
11、Change the color, please .
This time we use pink instead.
Use your white pencil, please.
Not this pencil, the red one.
12、Kids, show me your pictures.
13、T: It's nice picture. Don't you think so?
C: Yes. I think so.
14、T: Here we have a few pictures. Do you think which the best is?
C: Picture 5.
T：Ming Ming, what do you think of picture 5?
C: It's very nice.
T: Yes, I think so, too.
15、T: Lily, what is this?
C: It's a dog.
T: What color is it?
C: It's white. But it has black tail.
T: Good. What color do you like best?
C:I like yellow best .
16、How do you like the picture?
How about this one?
What about that one?
PART 3 ENGLISH ACTIVITY
Imagine And Paint
aim：
1、有儿任意自由撕纸，根据轮廓想象并画出该图画造型。
2、尝试画出与别人不同的造型，并用英语表达。
Preparation：
铅笔，纸，油画棒，画有各种动物的背景图一幅。
Procedure：
. 出示背景图，提问
1、Is it beautiful?(Yes, it is.)
2、Which animal do you like best? (I like the tiger, and so on.)
3、Do you know how I made it ?
. 示范讲解操作方法
1、what's this?(It's a piece of paper.)
2. Tear the paper as you like. And put the waste paper into the
basket (教师边说边做示范.)
3、which animal does it look like? Who would like to come here
and draw it?(幼儿说出想象的动物，然后添画成该动物.)
4、do you want to try? You may raise your hands.
. 幼儿作画
.讲解: Who would like to introduce your painting? (幼儿边出示自己的作品, 边用英语介绍。如：My painting is a monkey!)
三）Homework: Make a English art class for children
UNIT SEVEN ENGLISH AND MATHS
一. Teaching Objective: Study how to make a English maths class in kindergarten
二. Focal Point: Have the ability to make a math class for children in English
三. Teaching Methods: 理论讲述法，比较法, 激励教育法, 直观形象法、活动游戏法、情景创设法,转换生成法
四. Teaching Tool: multi-media classroom
五. Teaching Procedure:
一) Warm-up questions and introductory remarks
. What kinds of activities are good to children?
. What’s the main methods maths class in English?
. What items are suitable for children?
二) Text study
PART 1 BACKGROUIND KNOWLEDGE
伟大的科学家伽利略曾说过：数学是未来世界大门的钥匙。幼儿生活在社会和物质世界中，周围环境的形形色色物体均表现为一定的数量，有一定的形状，大小也各不相同，并以一定的空间形式存在，因此，幼儿自出生之日起，就不可避免地要和数学打交道
英语是幼儿之间进行交流地一种形式和工具，把数学与英语相结合，能够激发幼儿英语思维的积极性和主动性，使他们更好的认识客观事物，更有利于学好数学。
幼儿学习数学知识主要通过正规化教学和非正规化教学的方式习得，获得知识的体验、经验的总结及各种思维能力得提高。于是，我们从这方面入手，把数学经验得获得和英语思维能力得提高作为我们得最终目标，创立了我们自己得教学模式。
.正规化地英语数学活动
正规划地英语数学活动是指教师把英语作为专门地教学语言，有目的、有计划地组织全体幼儿，通过幼儿自身地参与，掌握初步数概念，提高幼儿初步英语表达能力，发展其对中思维的一种专项活动，我们在尊重幼儿年龄特点的基础上选择适合各年龄段幼儿的内容，采取了相应的教学方法，提高了幼儿对数学活动和英语活动的兴趣。
.选择适合幼儿的教学内容
1、 幼儿感兴趣的内容
兴趣是人们探究某种事物有情感色彩的认识倾向，它是幼儿学习知识、发展思维能力的内在积极因素。那些有鲜明色彩的、形象的、变化多端的事物最容易引起幼儿兴趣和学习的愿望。因此我们在教学过程中选择了幼儿所喜欢的各种几何图形，例如：circle ,triangle ,rectangle ,square ,oval 等，加上幼儿所熟悉的各种颜色red ,blue ,yellow ,pink ,green ,white ,black ,brown及形容词big ,small等，让幼儿在听听、猜猜、看看、说说的过程中习得各种图形得知识，增加了数学活动得趣味性，提高了幼儿互相交流英语得积极性。
2、 符合各年龄段幼儿特点得内容
由于3~6岁幼儿的发展存在很大的不平衡性，因此我们在选择教学内容的时候，考虑了各年龄段幼儿的特点，以及幼儿发音器官得成熟程度，对各个年龄段的内容有不同得侧重点。例如：对于小班的幼儿，我们以培养幼儿的英语听说兴趣和对思维活动的兴趣为突破口，选择色彩艳丽，形象逼真如apple ,pear ,banana ,egg ,bear ,cat ,bird ,doll 等，在情景表演的过程中，让幼儿掌握基础的数量关系和大小关系。对于中班幼儿，我们则选取了他们生活中比较常见的事物，如各种玩具car, train, plane, bus, 并侧重于10以内点数，one ,two ,three ,four ,five ,six ,seven ,eight ,nine ,ten ,幼儿在玩玩数数念念得过程中掌握了相应得数概念，掌握了一定得英语词汇。对于大班幼儿，我们充分考虑了他们的年龄特点，以认识时间为他们学习得侧重点，通过猜时间、编谜语得游戏，让幼儿理解“clock, minute hand ,hour hand ,second hand ,one o’clock ,two thirty ，a quarter past three’等知识，达到其数学知识得双项提高。
.选择幼儿易接受得方法
由于数学活动得特殊性，要求教师在设计活动的时候，根据幼儿得需要和发展，设计出新颖、息影幼儿注意力繁荣活动。而我们得英语数学教学正是迎合了这一需要，把有趣得游戏于简单得操作相结合，使数学教学达到了最佳的教育效果。.
1. 讲解操作法
讲解操作法使幼儿根据教师得示范，通过亲自动手操作直观教具，在摆弄物体的过程中进行探索与尝试，从而获得数学知识和英语交往技能的一种学习方法。比如在数学活动“找朋友”中，我们提供给幼儿大量的可供操作的材料，包括各种图片cat ,fish ,dog ,bone ,flower ,grass ,key ,frog ,knife ,bowl ,spoon ;各种图片的数量one ,two ,three ,four ,five ,six ,seven ,eight ,nine ,ten …幼儿通过自身的操作，找出不动物品的数量，并在介绍给其他小朋友过程中复习了所学英语数学知识，加强了对所学知识实际运用的能力。又如我们在幼儿的数学区域活动中，提供幼儿大量的可供操作的材料，幼儿通过自身的探索和研究，提高了对各种数学概念的理解。
2. 比较分析法
乌申斯基说过：比较是一切理解和思维的基础。比较幼儿认识观世界的重要方法之一。在数学活动“Line Up”中，幼儿通过自身的操作规程，从对物体的大小、长短、高矮、粗细、宽窄、厚薄等特征进行比较，掌握了big, small, long, short, high, low, thick, thin, wide, narrow概念。又如：在“天平”活动中，幼儿在称物品的过程中习得了“light, heavy” 概念，并在与其他小朋友交流的过程中煅炼了英语的口头表述能力。
.非正规化的英语数学活动
非正规化的英语数学活动是指由教师为幼儿创设一个宽松和谐的环境，提供各种数学活动的设备和丰富多彩的学具、玩具，引发幼儿自发、自主学习数学知识和英语技能的活动。
1. 区域活动中的英语数学活动
区域活动是幼儿最喜欢的活动，也是进行幼儿英语数学教学的有效手段。它既能使幼儿在轻松愉快、自然有趣的氛围中体简单的数学概念，又能使幼儿之间的交流更密切，达到思维能力和语言能力及社会性的共同发展。例如：在游戏“装珠珠”中我们为幼儿提供销了各色珠子和贴有数字和瓶子，幼儿按瓶身上的数字装入相同数量的珠子，一边装一边说“one pearl, two pearls, three pearls, four pearls, five pearls” ,“one yellow pearl, two yellow pearls, three yellow pearls, four yellow pearls, five yellow pearls”既复习了所学的数学知识，又复习了英语知识。又如：在“快乐大转盘”游戏中，幼儿要根据箭头所指的单词“fruit”，取出相应的物品，并说出相应的英语单词“apple, banana, grapes, pineapple, pear, orange”,在复习分类知识的同时，又巩固了一系列的英语单词。
2. 日常生活中的英语数学活动
幼儿的现实生活环境中充满了数、量、形的有关知识和内容，利用日常生活，并采用英语数学的方式可以使幼儿在既轻松又自然的情况下得简单的数学和英语知识，引发幼儿探索的兴趣。例如：幼儿在认识“1”和“许多”的概念时，我们选择的是幼儿日常生活中吃饭所用的碗（bowl）勺子（spoon）和盘子（plate），通过一一对应的关系，理解“one”和“many”的概念，孩子们在吃吃、玩玩、说说的过程式愉快掌握了新概念。
3. 其他教育活动中的英语数学活动
在幼儿生活的周围环境中，各种知识是互相联系和渗透的，而且都不同程度地表现为一定的数量关系和空间形式。困此，数学活动以外的其他活动：美术、音乐、体育等都与数学教学有关。例如：在体育活动“Elephants”中，幼儿两手做大象鼻子状，根据教师的指令“left, right”，一边作左摆、右摆的动作，一边学念“left, right”，既掌握了左右的空间概念，又习得了英语新单词。
数学是现代科学技术的基础和工具，是幼儿生活正确认识世界的需要，有利于培养幼儿的好奇心，探究欲及良好的思维品质。英语是21世纪新型人才所应具备的素质 ，是这一世纪人才应具备的技能。因此，新型的兼有理性思维能力和感性语言交往能力的人才将是新世纪四化建设紧缺人才，让我们为培育人才而不断努力.
PART 2 WORDS
数学 maths
数学教育 mathematical education
幼儿数学教育 mathematical education of the children
自然数 natural number
计数 count
奇数 odd number
偶数 even number
基数 cardinal number
序数 ordinal number
相邻数 neighbor number
数的守恒 keep the permanence
集合 aggregation
集合的元素 the elements of the aggregation
一一对应 correspond one to one
数的形成 the formation of the number
数的组成 the make up the number
加法运算 the operation of addition
减法运算 the operation of subtraction
加数 addend
加号 plus sign
求和 summation
学前儿童 children of preschool Education
小班3---4岁 the small class: age from 3 to 4
中班4---5岁 the medium class : age from 4 to 5
大班5---6岁 the big class : age from 5 to 6
幼儿园 kindergarten
幼儿 infant / child
教师 teacher
园长 the principal of kindergarten
幼儿数学 the infant maths
幼儿数学教育 the infant maths education
数学教育目的 the aim of maths education
数学教育内容 the content of maths education
数学教育途径 the way of maths education
数学教育方法 the method of maths education
数学教育任务 the task of maths education
数学概念 the conception of maths
数学关系 relationship between number and amount
计数能力 the ability of counting
运算能力 the ability of operation
排序能力 the ability of permutation
思维能力 the ability of thought
操作能力 the ability of operation
迁移能力 the ability of removing number
发现能力 the discovery ability
等号 equal sign
减号 subtrahend
被减号 minuend
减号 minus
差 difference
逐一加法 addition one by one
逐一减法 subtraction one by one
按群加法 addition by groups
按群减法 subtraction by groups
应用题 applied exam
看图编题 make exam according to the object
看物编题 edit exam according to the object
看数编题 make exam according to the number
算式编题 edit exam by using mathematical formula
自由编题 to edit exam freely
应用题结构 the structure of applied exam
口述应用题 the oral applied exam
创编应用题 create and edit the applied examination
求和.求剩余 summation , sue for surplus
量 amount
连续量 continuous amount
不连续量 non—continuous amount
大小 large and small
粗细 thick and thin
数学教学 maths teaching
数学知识 maths knowledge
数学技能 maths skill
数理逻辑 maths logic
感知集合 sense perception of aggregation
“1”和“许多”关系 relationship between “one” and “ many”
等量判断 the judgment of equal quality
差量判断 the judgment of residual quality
自然数列 the row of natural quality
认读数字 read the numbers
书写数字 write the numbers
对应关系 corresponding relationship
大小关系 relationship between “big” and “small”
多少关系 relationship between “many” and “few”
等量关系 relationship between equal quality
守恒关系 keep the permanence relationship
可逆关系 reversible relation
等差关系 equal difference relation
互补关系 complementary relation
互换关系 exchangeable relation
传递关系 transferable relation
包含关系 inclusive relation
函数关系 functional relation
宽窄 wide and narrow
长短 long and short
高矮 high and short
厚薄 thick and thin
轻重 light and heavy
自然测量 natural measurement
量的排序 the amount permutation
量的守恒 the fixed amount
几何形体 geometric form
平面几何图形 planar geometric figure
图形 circular shape
三角形 triangle
正方形 square
长方形 rectangle
梯形 trapezoid
半圆形 semicircular
椭圆形 ellipse
立体几何图形 solid geometry
球体 sphere
圆柱体 cylinder
长方体 cuboid
圆锥体 cone
正方体 cube
空间方位 space opposition
上下 up and down
前后 front and back
左右 left and right
中间 middle
时间 time
白天 day / daytime
黑夜 night
早晨 morning
晚上 evening
昨天 yesterday
今天 today
明天 tomorrow
上午 in the morning
下午 afternoon
星期一 Monday
星期二 Tuesday
星期三 Wednesday
星期四 Thursday
星期五 Friday
星期六 Saturday
星期日 Sunday
钟表 clock
小时 hour
几点钟 What’s the time now ?
远近 far and near
快慢 fast and slow
运动方向 direction of the movement
向前 forward
向后 backward
向左 leftward
向右 rightward
向上 upward
向下 downward
在前面 in the front of
在后面 at the back
在左面 on the left
左右面 on the right
在下面 on / above of
under / below
最大、最小 the biggest / the smallest
最长、最短 the longest /the shortest
最高、最矮 the highest / the shortest
最宽、最窄 the widest / the narrowest
最粗、最细 the thickest / the thinnest
最厚、最薄 the thickest / the thinnest
最重、最轻 the heaviest / the lightest
最多、最少 most / lest
一月 January 1 one
二月 February 2 two
三月 March 3 three
四月 April 4 four
五月 May 5 five
六月 June 6 six
七月 July 7 seven
八月 August 8 eight
九月 September 9 nine
十月 October 10 ten
十一月 November 11 eleven
十二月 December 12 twelve
春天 Spring 13 thirteen
夏天 Summer 14 fourteen
秋天 Autumn 15 fifteen
冬天 Winter 16 sixteen
四季 four seasons 17 eventeen
18 eighteen 19 nineteen
20 twenty 21 twenty-one
31 thirty-one 41 forty-one
51 fifty-one 61 sixty-one
71 seventy-one 81 eighty-one
91 ninety-one
100 hundred
数学手段 teaching method
数学课 maths class
数学游戏 maths games
建筑游戏 architectural games
角色游戏 play the games by PARTs
体育游戏 physical Education games
音乐游戏 music games
语言游戏 language games
拼图游戏 play the game by putting pictures together
连线游戏 play the game by matching numbers
数数游戏 play the game by counting numbers
猜谜游戏 play the game by guessing riddle
投掷游戏 throwing games
问答游戏 question and answer game
填画游戏 fill out the pictures game
粘贴游戏 sticking game
发散游戏 divergence game
竞赛游戏 competition game
智力游戏 intelligence game
数学角 maths angle
数学操作法 maths operation
数学比较法 maths comparison
重叠比较法 overlapping comparison
并放比较法 juxtapose comparison
连线比较法 matching numbers comparison
启发探索法 inspiration and exploration method
尝试探索法 attempt and exploration method
发现探索法 discovery and exploration method
讲解探索法 explanation and display method
归纳法 induction
演绎法 deduction
分类法 classification
“一样” alike /the same
“不一样” unlike / not the same
“放在一起“ put … together
“和在一起” add… together
“分开” take aPART /separate
“分成” divide… into…
“看一看