剑桥预备级教案

Teacher’s Guide for Pre-starters Book I

Unit8——Unit12

S-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 h

2. key words: hat head hill one two three four five oranges pears apples bananas doors windows chairs

3. sentence structure: How many + s?

4. important part: P1 P3 P7 E2

5. Pronunciation: hat head hill

Difficult points: pl. 后缀加s

Big head:

Teaching tools: letter card word cards

I.(the 1st hour) 50mins

1.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 B

b. Write the numbers in red. one orange two pears three apples four bananas two doors three windows one chair

b. 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 gestur

e. 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 countin

g. 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)50mins

1．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.