朗文3H少儿英语教材《Hip Hip Hooray》level 6[整理版]

朗文3H少儿英语教材《Hip Hip Hooray》level 6[整理版] Hip Hip Hooray – Level 6 Unit 1 Vocabulary be careful hurry up slow down take an umbrella put on the sweater take off his coat take pictures turn off the lights turn on the fan clean my room close the door make my bed practice the violin wash the dishes chair hair pair ear hear spear Phonics Sounds / Examples /ai/ chair, hair, pair /ir/ ear, hear, spear Sentence Patterns You’d better _______. He/She/They should _______. He/She/they shouldn’t ________. Should he/she/they _________? Yes, he/she/they should. No, he/she/they shouldn’t. Are you in trouble? I guess so. I didn’t ________. Learning Objectives To ask and tell what someone should do To ask and answer questions with should To identify activities To practice asking and answering questions about being in trouble To use the expression I guess so To recognize and say words with the /ar/ and /ir/ sounds To say the /ar/ and /ir/ sounds To introduce content: Fun Subjects To develop reading comprehension skills To review and assess key vocabulary and key language patterns in a multiple- choice format To assess listening skills To review and assess key vocabulary and a key language pattern through a performance-based task To say a chant Unit 2 Vocabulary ice skating skating skiing water skiing fishing painting playing football playing the violin skateboarding surfing borrow your calculator play your guitar read your comic book ride your skateboard use your pencil watch your movie tire wire store snore sour hour Phonics Sounds / Examples /īr/ tire, wire /or/ store, snore /our/ sour, hour Sentence Patterns ____ is fun. Really? Can I try? What does he/she like doing? He/She likes__________. What do they like doing? They like _______. Thanks for letting me _____. No problem. Learning Objectives To ask to try something To identify activities To ask and tell what another person likes doing To thank someone for something To use the expression No problem To recognize and say words with the /īr/ (spelled ire), /or/ (spelled ore), and /our/ (spelled our) sounds To say the /īr/, /or/, and /our/ sounds To introduce content: Fun Activities To develop reading comprehension skills To review and assess key vocabulary and key language patterns in a multiple- choice format To assess listening skills To review and assess key vocabulary and a key language pattern through a performance-based task To say a chant Unit 3 Vocabulary Phonics Sounds / Examples doing your homework eating lunch reading the newspaper watching TV cleaned her/the room done the laundry fed the cat make his bed raked the leaves washed the dishes someone’s baking/coming/crying something’s beeping/burning/coming car castle Cindy rice girl guitar giant cage made the bed Sentence Patterns Have you finished ______? Yes, I have. Has he/she _______? Yes, he/she has. No, he/she hasn’t. Have they ____? Yes, they have. No, they haven’t. I ______ something. Me, too. Someone’s ______. Something’s ________. Learning Objectives To ask and tell what someone has finished doing To identify activities To ask and tell if someone had done something To identify chores To tell what you see, hear, and smell To recognize and say words with /k/, /s/, /g/ and /j/ sounds To say the hard and soft c sounds and the hard and soft g sounds To introduce content: The Five Senses To develop reading comprehension skills To review and assess key vocabulary and key language patterns in a multiple- choice format To assess listening skills To review and assess key vocabulary and a key language pattern through performance-based tasks To say a chant Unit 4 Vocabulary exercising late playing racing scared buy some food get some books get some money mail a letter meet her friend visit their brother above below beside between next to CD player clock dictionary globe plant friend band pond tent mint Phonics Sounds / Examples /nd/ friend, band, pond /nt/ plant, tent, mint Sentence Patterns Why are they _______? Maybe they’re ________. Why is he/she going to the _______? Because he/she has to ________. Why are they going to the _____? Because they have to ______. Where should I put this ____? Put it on the shelf _______. Learning Objectives To ask and tell why someone is doing something To ask and tell why a person goes somewhere To identify buildings and places To ask and answer questions about location To identify objects found in a classroom To recognize and say words with the ending nd and nt To say the /nd/ and /nt/ sounds To introduce content: Looking for treasure To develop comprehension skills To review and assess key vocabulary and key language patterns in a multiple- choice format To assess listening skills To review and assess key vocabulary and a key language pattern through a performance-based task To sing a song Unit 5 Vocabulary medium height short tall black blond brown red curly long short straight blue/brown/green eyes auditorium cafeteria computer lab gym library music room nurse’s office restroom sing king strong skunk pink chipmunk Phonics Sounds / Examples /ng/ sing, king, strong /nk/ skunk, pink, chipmunk Sentence Patterns What does she/he look like? She’s ____ and she has ___ hair. He/She has ____ _____ hair and _____ eyes. Do you know where the _____ is? Sure. It’s near the _____. I’ll show you. Learning Objectives To tell what someone looks like To identify height and hair color To ask and tell what another person looks like To identify hair and eye color To ask and identify where something is To identify rooms at school To recognize and say words with the endings ng and nk To say the /ng/ and /nk/ sounds To introduce content: Rivers To develop reading comprehension skills To review and assess key vocabulary and key language patterns in a multiple- choice format To assess listening skills To review and assess key vocabulary and a key language pattern through performance-based tasks To sing a song Unit 6 Vocabulary binoculars flashlight pencil sharpener stapler umbrella books dictionary DVD player DVDs globe pencil case video games amazing picture beautiful picture confusing game delicious pie exciting movie interesting book wonderful music eaten heard played read seen write wrist knife knee talk walk Phonics Sounds / Examples /r/ write, wrist /n/ knife, knee /k/ walk, talk Sentence Patterns I wish I had a _______. Here. Use mine. Whose ____ is this? It’s his/hers/theirs. Whose ____ are these? They’re his/hers/theirs. This is the most _____ I’ve ever ____! I agree. Learning Objectives To say what you wish you had To identify objects To ask and tell what belongs to someone To talk about something using the superlative To express agreement To recognize and say words with the silent letters wr, kn, lk To say the /r/, /n/, /k/ sounds To introduce content: Caves To develop reading comprehension skills To review and assess key vocabulary and key language patterns in a multiple- choice format To assess listening skills To review and assess key vocabulary and a key language pattern through performance-based tasks To sing a song Unit 7 Vocabulary box hard heavy high problem shelf small sofa drink/too hot to drink lift/too heavy to lift move/too heavy to move open/too hard to open reach/too high to reach read/too small to read bicycles boats people rain snow traffic caps books bats dogs girls pictures Phonics Sounds / Examples /s/ caps, books, bats /z/ dogs, girls, pictures Sentence Patterns This _____ is too _____. Here. I’ll help you. Can he/she/they ______ it? No, he/she/they can’t. It’s too ____ to ___. I’ve never seen so many _____. I’ve never seen so much _____. Me neither. Learning Objectives To say expressions with too To describe how things are To ask and tell what another person can do To identify actions that are too hard to do To use much and many To identify countable and noncountable items To recognize and say words with final /s/ and /z/ To say the final /s/ and /z/ sounds To introduce content: The Hope Diamond To develop reading comprehension skills To review and assess key vocabulary and key language patterns in a multiple- choice format To assess listening skills To review and assess key vocabulary and a key language pattern through performance-based tasks To say a chant Unit 8 Vocabulary painted the fence saw the men took the money were proud of Tom call the fire department found the money put out the fire saved the cat broke that window caught that huge fish hit a home run scored a goal won a race roses hoses horses boxes brushes glasses binoculars calculator CD player dictionary flashlight jacket pencil case soccer ball Phonics Sounds / Examples /iz/ roses, hoses, horses, boxes, bushes, glasses Sentence Patterns Who are they? They’re the ____ who ______. Who’s that ____? ___ the _____who _______. What’s going on? ____ just ______. Learning Objectives To ask and tell who someone is To identify people and what they have done To ask and tell what’s going on To identify things people did To recognize and say words with the ending /iz/ sound To say the ending /iz/ sound To introduce content: Heroes To develop reading comprehension skills To review and assess key vocabulary and key language patterns in a multiple- choice format To assess listening skills To review and assess key vocabulary and a key language pattern through performance-based tasks To sing a song