剑桥预备级教案

Teacher’s Guide for Pre-starters Book IUnit8——Unit12S-student T-teacher Bb-blackboard Q-question预备级上册教案编写说明：预备级是剑桥整个教材体系的起点。

它的主要适用对象是五到七岁的适龄儿童，由于剑桥预备级是一本零起步的教材，对学生没有任何基础要求。

因此对教师的要求就比较高，教师需要根据班级教学的实际情况，去适当调整自己的教学目标和任务。

因为学生的基础可能各不相同，所以我们不可能统一要求学生对一个教材的掌握程度。

因此在本册教案的编写过程中，也是以零起步的思想作为主导的，给出的教法指导也都局限在最低的教学要求上。

就是以学生掌握基础知识为根本目的，而至于拔高或是更进一步的提高要求，就要视学生的自身情况和实际的接受能力而定。

需要特别说明的是在课堂教学以前就要和家长澄清一个问题，不是剑桥课本上出现的所有文字都要求学生掌握，比如说跟随字母出现的一些英文导入部分。

预备级字母教授流程：1 直观输入，教师可充分运用字母的象形图片去导入该字母的大小写字形。

2 展示图片的同时输入字母的发音，并区分“big A””small a”. 3 在黑板上书写字母，严格按照字母笔画顺序规范地将本次课的字母写入四线三格。

4 引导学生做书空练习。

做引导演示时，教师应面对黑板，与学生同方向，使学生完全清楚书空的每一步。

教师重复输入笔画顺序不少于三次。

教师亦可将笔画顺序演示在黑板上。

5 检查书空的正误。

并练习输出。

教师给出发音，要求学生做出相应的书空。

6 描红，留出三分钟时间让学生自己将该字母写在课本空白处并边读边写。

教师应在学生的座位前后走动依次观看学生的书写，随机纠错。

并及时发现书写过程中的可能是共性的错误，放在黑板上进行集体纠正。

7 课本中跟随字母出现的英文导入部分，原则上只要求教师给出其中文意思即可，而不在要求学生背诵掌握之列。

对于一些组句比较简单的导入可根据班级学生的实际情况适当提高要求，比如认读。

如果学生的学习兴趣相当浓厚，或是接受能力特别强，教师可自行决定提高英文导入部分的要求。

8 运用直拼法教授包含本课字母的三个或四个单词，可任意选择单词游戏（见附件）进行操练和输出。

因为预备级的单词以名词为主，所以单词卡片的运用显得尤为重要。

Unit8. How many doors?Aims:1. letter: H h2. key words: hat head hill one two three four five oranges pears apples bananas doors windows chairs3. sentence structure: How many + s?4. important part: P1 P3 P7 E25. Pronunciation: hat head hillDifficult points: pl. 后缀加sBig head:Teaching tools: letter card word cardsI.(the 1st hour) 50mins1.Roll call:T calls names. “Where is…?” Ss answer: ”Here!/ I’m here!“T says: ”Welcome back, children! Good morning. Nice to meet you !”Ss say: ”Good morning teacher! Nice to meet you too! (3mins)(This is an example for Roll call. And there will be not the same description for the same part in the follow units.)2.warming up: (5mins)Let us count. How many boys? One two three ……How many girls? One two three ……3.presentation: (35-40mins)a. draw the pictures like P1 on the Bb. Write the numbers in red. one orange two pears three apples four bananas two doors three windows one chairb. emphasize the numbers, make Ss match the quantity with the numbers. Take the advantage of finger gesture, make them clear the “one” meaning.point the pictures, showing the suitable finger gesture while reading the numbers.c. let them guess what “one/ two/ three/ four/ five” meaning is.d. Then T could speak the number loudly, ask Ss to show suitable finger gesture. Change the role after three times.e. listen to the P1, you could read them in your own order, and ask your Ss to point and draw the correct order.f. use “how many+ ?” to practice the P2. “How many pens? How many apples? How many erasers? How many pears? How many books?” pay more attention to their counting. Make sure they are counting in English, not in Chinese. And you should allow them to answer you just with numbers. Leave them enough time to add the nouns.(have a break)II. (the 2nd hour)50mins1．Warming up: (5mins) sing a song “ten little Indian boys”, just you show it.2. letter course: (30-35mins)a. “H”“h”b. you could carry you own hat to teach them. Make them know what is “hat” and what is “cap”.3. exercise: (5-10mins) P6. Listen and tick the correct answer. listen the tape three times.Homework: 1) do the finger gesture in front of your parents and count 1-52) listening work. Listen and follow.3) P5, draw and colour.III. (the 3rd hour)50mins1.roll call.2. warming up: (5mins) Let’s count how many students.3. review number. (7-10mins) review the gesture and number. Then draw E1 on the Bb. Read and point. Ask Ss to do the E1 on their own book.4. Presentation: (20-25mins)a. guess the age of the teacher. (5-7mins)T may ask Ss to guess the age. Encourage them to use the English number from one to ten. T could ask everybody in the classroom.b. E2. Let’s chant. (8-10mins) Read it first. Then ask them to follow. T speak loudly, and Ss could read it in low voice. After that, read it together loudly. You may divide them into two groups, one asks and the other answers. Then change the role.c. consolidation. (5-8mins) Chant “one two three three two one, eat apples and have fun.”5. review. P4 ask and answer. “How many doors? How many TVs? How many windows?”And do a dialogue in P1. T asks and S answers, then change the role to practice. (The end of unit 8)Unit9. Tell your friends.Aims:1. letter: I i2. key words: boy girl ice ice cream icon2.sentence structure:I am Lily.I am six/ seven/ eight/ nine/ ten.I am a boy/ girl.I like apples/ toys/ cars…3. important part: P1 P4 P5 E14. Pronunciation: ice ice cream icon boy girlDifficult points: I like toy s. boyBig head: find a new friend in EnglishI.(the 1st hour) 50mins1.Roll call:2.warming up: review the numbers one to ten. (5-7mins)3.presentation: (25-30mins)a. take the advantage of some songs like “how old are you?”Elicit the “I am five/ six/ seven/ eight/ nine.”b. T could introduce his/her own English name, “I am Apple. I am seven. ” Then write “I am .”“I am .”on the Bb. Ask them what’s the meaning. Performance,when you meet some foreigners, what should you say? How to introduce yourself? Elicit them to think about it.c. Training the changing. Ask them put their own name on the line, and speak out. T could give the lip show to teach them how to say these.4.consolidation: write them down E1. (5-7mins)5. listen the tape. P1 P4 E2 (5-7mins)(have a break)II. (the 2nd hour)50mins1.Warming up: (3-5mins) “Boys stand up!”“Girls stand up!” When the T says “boys”,all the boys should stand up. When the T says “girls”, all the girls should stand up.Make sure they know he/ she is a boy or a girl.2.letter course (30-35mins)a. “I”“i”b. ice ice cream icon Pay more attention to the pronunciation. [ai]3.game. (7-10mins) You could choose any suitable game to practise the new words. Such as flash cards, magic guesser and magic finger and so on.3.Home work: 1. listening. 2.introduceyourself loudly to your parents/ grandfather/ grandmother/aunt/ uncle. “I am Lucy. I am five.” 3. read the new words in front of your parents. 4. writing the letter three times.III. (the 3rd hour)50mins1.roll call & warming up (3-5mins) Fast reaction. “Boys stand up!” “Boys sit down!”“Girls stand up!”“Girls sit down!”2. review the sentence and new words. T could use the flash cards to practise. Study the numbers. Count how many students there are in the classroom. And how many boys, how many girls and how many teachers.3. presentation: (25-30mins)a.pick some Ss to introduce him/herself. “I am Lily.”“I am six.”b.Practise in pairs.c.“Are you a boy or a girl?” Elicit “I am a boy.”“I am a girl.”d.“I like doggies/ kitty/ rabbits/ toys…” T could ask them what they like inChinese, then translate the answers into English. Teach them how to say one’s hobby.e.Make them sure the match follow:What’s your name? I am . How old are you? I am . Are youa boy or a girl? I am a boy/ girl. What’s your hobby?I like toys/ doggies/ dolls…f. Do the ask and answer. T ask and Ss answer.4.Exercise(5mins) write the sentence E26.prepare for a dictation(15mins)7. Get the Ss to draw pictures, each about his(her) favourite weather (Pre-view unit2)(The end of unit 9)Unit10 Let’s do it .Aims:1) words:on in under between behind next to book pencil-box crayon ruler whales jacket jeep jingle bell2) put……on/in/under/between/next to/behind……3)What are those? They are ……Linguistic demands (skills):Listening, speaking, reading, writing (drawing)Teaching tools: flash cardsI.(the 1st hour) 60mins1.on in undera.listen and guess the meaning(10mins)Draw a ball in/on/under a boxT:Look!The ball is on /in/under the box.say 3timeson/in/under the box say 3timesT point and say ball box ball box ball box on on in in under underWho can tell me the difference?Ok,now the ball is on/in/under the box.What’s the meaning?2.a.Follow me on in under(3mins)trick game(4mins)team and team/boys and girls havea match(3mins)b.words and gestures Learn from me(5mins)I say you do(5mins)6-8Ss come here and have a match T says first then choose students say(5mins)Two students come here .T stand behind the two students.T do.Other s say.The two s do.(5mins) 3.Ok now look at the book.page 37.part one.Listen and point.book pencil-box crayon ruler(2mins) Listen say and point(3mins)T:What colour is the book? s:…….Ok now follow me a purple book……….(5mins)Now,listen and do.Let’s see who is the first.T:put the book on your head/under your table.Put the ruler in your hand.The 2nd hour(50mins)Let’s learn the letter j1.(5mins)Draw four small Jjs and one big Jj on blackboard.Look small big small small small small bigFollow meTrick game2.this is j one. this is j two……They are all small.They are all ----magic fingerThey are all small—follow meTrick game—they are all bigBomb game3.(10mins)Draw flags/hats/gems/trees/whales on different corners of theblackboardT:What are those? They are…..s say flags/hats gems trees What are those? They are whales.follow me whalesI point you say flags/whales/trees/whales……….I ask you answer,first one get one pointWhat are those? Ss:4.(8mins)draw Jj beside whalesT:look they look like ………ss say the letter jThis whale looks like big J.This whale looks like small j.They look like/the letter j------magic fingerTrain game5.(7mins)use cards to learn jacket/jeep/jingle bellfollow mefast reactionguess what’s this6.*(10mins)learn hoe to write the letter j and do exercisesthe 3rd hour (50mins)1.(5mins)draw a ball between two chairs/a box behind a door /a cat next to the flowerT:the ball is between the two chairs.The box is behind the door.The cat is next to the flower.Between behind next toThe ball is between the two chairs.what’s the meaning?The box ………..2.(15mins)follow me between behind next totrick gamefollow me between the two chairs/behind the door /next to the flowertrick game have a match3.(15mins)words and gestureslearn from meI say you do.Teams or boys and girls have a match 4.(15mins)look at your book,listen say and point put the book on your head .put the ruler in your hand.Put the ruler in your hand . …………………………..I say you doHave a match.End.Unit11. let’s guess.Aims:1. key words: pen pencil ruler bag apple pear banana boy girl teacher2. sentence: What’s in the bag?It’s a .3. important part: P3 P2 P6 E24.Pronunciation: k a ngaroo k ey kettle b a gDifficult points: What’s in the bag? It’s a . What’s in your bag? I have a .Teaching tools: flash cardsBig head: Game. “what’s in the bag?” Find a big bag first, ask your Ss to close their eyes, and put the things such as pens pencils books rulers and so on in. Then let them open eyes, the game could begin. You may only allow them to touch the face of the bag to guess what is in the bag. You ask, and they answer. The Ss who gives the right answer could catch the right thing in his hand. In the end the one who got the most things is the winner.I.(the 1st hour) 50mins1. Roll call. (3mins)2. Warming up:(5-7mins)a. sing a song “Apple one apple two apple three apple four, apple apple I love you, apple apple I love you.”Teach them to sing it.3.presentation (35-40mins)a.let Ss take their bag out. Ask them to put their bags on the desk. Q: whatcolor is your bag? Ask them one by one. After reviewing the colors, pick up a green bag as a teaching tool. You may hang the green bag on the door orwindow of your classroom. Elicit the “What is that?”“That is a bag.” Let them guess the Chinese meaning. Then “It’s a green bag.” Ask them to follow you, read the sentence.b.Put the bag on teacher’s desk. Collect some stationary such as pen pencil bookeraser pencil-box and rulers. You’d better get some pens in different colors, some pencils in different length and some erasers in various shapes. Don’t worry where you could find them. I am sure your students have alreadyprepared those funny things. Remember to speak ALOUD when you get each of them. Make sure everyone listen the word clearly enough. For example: “long pencil”“red pen”“black eraser”“green book”. Speak as loudly as you can.They will follow you when you are enjoying the things. But you should just allow them to give the lip moving without sound.c.You could stop the collection until you have got more than ten stationary. Now,play the game “who is the first?” Take the advantage of the stickers toadjust their activity. After ten minutes, the six words “pen pencil eraser pencil-box book ruler” are very familiar.d.Write the six words on the blackboard, read them. ask them to follow you.Then pick some of Ss out, find the wrong pronunciation and correct them.Then ask six students to draw the suitable pictures.e.Put all the things in the bag. Then “what’s in the bag?” guess the meaning.Explain the meaning simply, read the P3 and listen to the tape. Read and point.The sentence “what’s in the bag?” may be difficult for them to learn. I amsure you had taught “what’s” before, you see, “in the bag” is so simple thatthey even say it fast.f.Chant more than three times. First time, you read it. Second, they follow you.Third, read together. Four or five play some game to practise, such as bomb or groups.II. (the 2nd hour)50mins1.Warming up and review(5-7mins): Check the words they’ve learnt quickly. Use thereal thing.2.letter song. ABCDEFGHIJK3.letter course (30-35mins)a. “K”“k”b. k a ngaroo k ey kettle3.game. (7-10mins) You could choose any suitable game to practise the new words.Such as flash cards, magic guesser and magic finger and so on.4.Home work: 1). listening. work P42). Color work E1 and draw a line P53). read the new words in front of your parents.4). writing the letter three times.III. (the 3rd hour)50mins1.warming up (Check the words, chant and song “Apple” and “ABCDEFGHIJKLMN”they’ve learnt) (5-7mins)2.review the chant. Listen to the tape or your voice for the chant. Then read it together. Group them and match which group is louder. (5-8mins)3.P2 listen to the tape. D.I.Y. The tape should be listened to for three times ormore. First time, just listening. Second, listen and tick. Third, check your answers.Maybe there is the fourth time, somebody would not catch the right answer. So do it again. (5-6mins)4.P5 Draw a line. Read the word for them before their drawing. And draw thethings in the big bag on P44. E3. (5-10mins)5.E1 check the color right or wrong. Read the phrase to help them make a correctchoice. Then read them. (5mins)6.make a small dialogue. “What’s in your bag?”“I have .”T asks first, Ssanswer it. And teacher got a bag with something in, change the role. (5-10mins) 7. Go through the Unit 11, especially P3. (5-8mins)(The end of unit 11)Unit12. Who can bounce the ball?Aims:1. letter: L l2. key words: leaf lemon lamp catch here bounce ball small big yellow green3. sentence structure: Who can bounce the ball? I can bounce the ball.4.important part: P2 P5 P7 E25.Pronunciation: b ou nce lem o nDifficult points: Who can bounce the ball? I can bounce the ball.Teaching tools: flash cards, a big ball and a small ballBig head: You could play the game like P4 in the break time. Practice the “Catch” and “Here”.I.(the 1st hour) 50mins1.Warming up: Review the words they have learnt before. “bee ball beef” and some colors. Read the P1 to help them. Drawing.(5-10mins)2. presentation: (30—35mins)a. listen to the music. “Ten little Indian boys” T does the finger gestures while students are listening to the song. The song may be too difficult to sing. But you could just let them listen. Practice the ten numbers. “who is the first?”b.T could bounce the ball in the front of the classroom. And ask “who can bounce the ball?” Emphasize “bounce” while your bouncing. Then pick out the students who got the meaning, let them bounce the ball together. Write the sentence down the blackboard, “Who can bounce the ball?”“I can bounce the ball.” Give them the Chinese meaning. Read and follow.c. let’s listen to the tape. P5 “who can bounce the ball?” Read it more than three time. First time, just you read. Second, make them read follow you. Third, read together. Fourth, match it. Game “Which is louder?”“which is better?” or “which is cleaner?”3. Pass the ball. Play the game like P3. let them count the number while passing theball. (5-10mins)II. (the 2nd hour)50mins1. Warming up and review(5-7mins): “Who can bounce the ball?”2. letter song. ABCDEFGHIJKLMN3.letter course (30-35mins)a. “L”“l”b. l a mp l ea f lem o n You’d better get some pictures of them.3.game. (7-10mins) You could choose any suitable game to practise the new words. Such as flash cards, magic guesser and magic finger and so on.4.Homework:1). listening. work P6 P5 E22). read the new words and count the number 1-10 in front of your parents.3). writing the letter three times.III. (the 3rd hour)50mins1.warming up. “Who can bounce the ball?”“I can bounce the ball.”(5-7mins)2.listening work. P6Three time as usual. Check them and praise the winners. (5-7mins)3.E1 Look at the picture and answer the questions: (15-20mins)How many green balls?How many big yellow balls?How many footballs?How many red basketballs?How many big balls?How many small white balls?4.Listen to the tape of exercises Part2, read and follow. Differ the “I have” and “I don’t have”, give them the different gestures to practice the sentences. (15-20mins)5. go through the whole Unit especially P5.(The end of Unit 12)。