第一篇：劍橋英語示范教案

Unit 1（粗體字部分是各個(gè)環(huán)節(jié)）

Learning Objectives：1.學(xué)生能夠做自我介紹

2.學(xué)生能夠記住star家庭成員的名字

Materials:人物單詞卡片(Simon/Stella/Mr star/Mrs star/ Maskman/marie/Monty)/學(xué)生用書/學(xué)生活動(dòng)用書

Procedure: 1． Warmer(5mins)

TT

Ss Hi, I’m Bonnie.Nice to meet you.Who are you?

Hi, I’m__________.Nice to meet you, too.What’s your name?

My name is _________.2.Presentation(____mins)

TT

Ss Look at this card, what are these words?

They are Suzy and sister.Do you know Who Suzy is?

Suzy is sister.Let’s look at the picture.Who is she?

She is Suzy/ sister.Who is Simon/Stella/Mr star/Mrs star/

She/ He is sister/mother/father/brother Maskman/marie/Monty.(以下需要孩子們對應(yīng)卡片和書中star1)Open your pupil’s book, turn to page 2.Who is she/he?

(以下播放錄音，進(jìn)行聽和指的練習(xí),老師要先做示范)Now let’s do practice： listen，point and repeat

When you hear the name, please point on the picture and then repeat.Like this: 這時(shí)老師做示范

3.Activity Book: P2(____mins)

TT

Now please open your activity book, take out your pencil turn to page 2.Find No.1.look at the example: who is

She is _________

Mr star/ Mrs star``````

Ss

she is Suzy，she? Now we should find the shadow of Suzy, and then draw a line to link them.When you finish, you should exchange your book with your

She/he is _____ partner, and then check the work.(老師同樣這時(shí)要做示范告訴孩子如何做)Did you see star 2? Let’s listen and circle the tick or cross，Look here, this is Marie, yes or no?

So we use cross ╳to represent no

This is Simon, yes or no?

So we use tick to represent yes√

No we will listen to the video and then circle the tick and cross Are you ready? When you finished, please exchange your book, check your answer Who is she/he?

No, This is Simon.yes!學(xué)生要大聲說出答案

And tell me the right answer.4.Games(______mins)TT It’s game time, everyone stand up, let’s stand in a circle.your name.I have a ball, I should say :I’m Bonnie and then I throw

my ball to Lisa, I need ask lisa: what’s your name? Lisa hold the ball and answer my question, after that she needs to throw the ball to others.The person who holds the ball should tell us your name and say what’s your name?

5.Ending(_____mins)

TT

Let’s review what we learned today, who is she/he?

I’m Lisa, what’s Ss

She /he is _______

Please say good bye to Mr star```````

good bye , Mr star 6.Homework 課后反思：

今天上課的優(yōu)點(diǎn)1.2.3.不足及提升方案：1.2.

第二篇：劍橋英語

劍橋少兒英語[1]是英國劍橋大學(xué)考試委員會針對非英語母語國家6至12歲少年兒童的英語能力培養(yǎng)和提高設(shè)計(jì)的考試。1996年正式推出。目前在全世界55個(gè)國家開考。在中國，它是家長提升孩子英語能力與成績的第一選擇。項(xiàng)目特色

從培養(yǎng)少年兒童的英語基礎(chǔ)語言能力和語感入手，培養(yǎng)學(xué)生的英語語言思維能力，建立起英語學(xué)習(xí)的自信心與榮譽(yù)感的學(xué)習(xí)系統(tǒng)。

參加培訓(xùn)考試者均可獲得由教育部考試中心中英中心和劍橋大學(xué)考試委員會聯(lián)合簽發(fā)的寫實(shí)性證書。

以需要為前提、以適應(yīng)為特色、以第二課堂為基地、以培訓(xùn)為核心、以考試促學(xué)習(xí)、以質(zhì)量為根本、以素質(zhì)教育為宗旨

發(fā)展概況

規(guī)模逐步擴(kuò)大：全國認(rèn)證培訓(xùn)機(jī)構(gòu)已超過2000家，經(jīng)培訓(xùn)合格的教師2萬余人，口試考官近5000人，累計(jì)考生人數(shù)約150萬人次,累計(jì)參加培訓(xùn)人數(shù)約千萬人次。

管理逐步加強(qiáng)：建立了兩級管理體制，目前除西藏以外所有省市都建立了承辦機(jī)構(gòu)。中英中心對所有承辦機(jī)構(gòu)每兩年進(jìn)行一次全方位量化評估；承辦機(jī)構(gòu)對所有培訓(xùn)機(jī)構(gòu)、考點(diǎn)每年進(jìn)行一次全方位量化評估。

隊(duì)伍逐步建立:組建了項(xiàng)目專家委員會及各省項(xiàng)目專家組隊(duì)伍、培訓(xùn)考試管理與實(shí)施隊(duì)伍、上崗教師和口試考官隊(duì)伍。

質(zhì)量逐步提高：中英中心以“為承辦和培訓(xùn)機(jī)構(gòu)服務(wù)，為考生、教師和家長服務(wù)”為出發(fā)點(diǎn)，不斷完善各個(gè)環(huán)節(jié)的工作，逐步提高培訓(xùn)和考試質(zhì)量，在社會上樹立了良好的品牌和形象，贏得了較高的聲譽(yù)。

劍橋少兒英語(三級)

劍橋少兒英語（CAMBRIDGE YOUNGLEARNERS ENGLISH）

劍橋少兒英語考試（CYLE）是劍橋大學(xué)考試委員會（UCLES）特別為測試4-12歲少兒的英語水平而設(shè)計(jì)的一套測試系統(tǒng)。該考試分為三個(gè)級別，引進(jìn)中國后，增加了預(yù)備級，分別為預(yù)備級（Pre-Starters）、一級（Starters）, 二級（Movers）和三級（Flyers）（喻示著孩子們從剛剛起步starters到漸漸前進(jìn)movers直至最終起飛flyers來學(xué)習(xí)掌握和使用英語）。一級到三級的教材的新增單詞量分別在682、1150和666。（一級到三級的單詞量為累加過程，即學(xué)完劍橋少兒英語三級所掌握的詞匯量為2500左右。）

考試的目標(biāo)是推動(dòng)生動(dòng)、精彩的語言使用，精確考察英語水平，展示國際化水平考試，促進(jìn)有效的語言教育和學(xué)習(xí)。每級考試分為三個(gè)部分：讀寫、聽力和口試。

考試在設(shè)計(jì)上易于掌握且生動(dòng)有趣，沒有及格和不及格的區(qū)別。每一個(gè)參加并完成考試的三個(gè)部分的考生都可以得到一個(gè)寫實(shí)性成績證書。

劍橋少兒英語(預(yù)備級)

本套考試在標(biāo)準(zhǔn)上和成人考試一樣具有準(zhǔn)確性、可靠性和真實(shí)性。它們是建立在全世界兒童所熟悉的日?；顒?dòng)和語言環(huán)境的基礎(chǔ)上的?？荚嚨脑O(shè)計(jì)連不熟悉考試的孩子也一樣很容易理解。因?yàn)樽罡叩娜壦鶎?yīng)的語言水平是成人的最低級別（KET），所以本考試提供了邁向更高級的劍橋考試的機(jī)會。

在世界各個(gè)地方廣泛使用的教科書和學(xué)習(xí)材料被視為該考試過程的一個(gè)部分，對學(xué)習(xí)內(nèi)容和教學(xué)材料的改進(jìn)的努力一直沒有間斷?？荚囍行闹杏⒅行脑?007年推出的新版教材由劍橋大學(xué)專家審定，是各國教材中的佼佼者。

劍橋少兒英語考試是一套開放性的考試，它適合世界上參加了本國課程的兒童。它的教學(xué)和考試都采用相同的教學(xué)大綱和設(shè)計(jì)為四個(gè)等級。

《劍橋少兒英語》專為我國6~12歲的年齡段的少年兒童學(xué)習(xí)英語而設(shè)計(jì)。本教材不僅完全符合劍橋少兒英語大綱的教

劍橋少兒英語(一級)學(xué)要求，而且參照了《英語教學(xué)大綱》（教育部制定的九年義務(wù)教育全日制初級中學(xué)教學(xué)大綱，人民教育出版社出版）及國內(nèi)外比較有代表性的兒童英語教學(xué)標(biāo)準(zhǔn)，在內(nèi)容和形式上反映了少兒的認(rèn)知能力和心理特征，突出了“活潑、有趣、輕松、連續(xù)”的特色。

《劍橋少兒英語》由教育部考試中心中英教育測量學(xué)術(shù)交流中心和英國劍橋大學(xué)考試委員會共同委任的中國劍橋少兒英語高級培訓(xùn)官邱耀德先生、劍橋少兒英語師資培訓(xùn)基地王、梁清女士等執(zhí)筆，除經(jīng)“劍橋少兒英語專家委員會”統(tǒng)一評審?fù)?，還先后經(jīng)過劍橋大學(xué)考試委員會專家Melanie Williams女士、澳大利亞專家Marilyn Burke先生和人民教育出版社外語室主任龔亞夫先生等審定。上述專家經(jīng)過評審后一致認(rèn)為，新版教材在教學(xué)內(nèi)容上更貼近“劍橋少兒英語”的培養(yǎng)目標(biāo)，教學(xué)方式更加靈活，符合兒童的心理特點(diǎn)，整個(gè)教學(xué)過程更能激發(fā)兒童學(xué)習(xí)英語的興趣，并為今后他們的繼續(xù)提高打下堅(jiān)實(shí)的基礎(chǔ)。

教育部長陳至立同志特為《劍橋少兒英語》撰寫了序言，國家總督學(xué)柳斌同志題寫了書名，英國劍橋大學(xué)考試委員會總裁米歇爾·霍爾斯特德先生專門致辭《劍橋少兒英語》讀者。教材特色

1.圖文并茂：插圖精美，色調(diào)鮮明，與文字緊密結(jié)合，極易調(diào)動(dòng)孩子的學(xué)習(xí)興趣和積極性。

2.視聽結(jié)合：形象活潑的動(dòng)畫、標(biāo)準(zhǔn)地道的語音、朗朗上口的兒歌、配以動(dòng)聽的音樂，讓孩子在輕松愉快的氛圍中掌握最基本的交際用語。

3.系統(tǒng)指導(dǎo)：針對幼兒學(xué)習(xí)內(nèi)容的每一單元提供了清晰的輔導(dǎo)步驟、教學(xué)內(nèi)容、教學(xué)目標(biāo)、對話練習(xí)、英語游戲、學(xué)習(xí)評估，便于家長輔導(dǎo)、督促孩子學(xué)習(xí)英語。

本教材為劍橋幼兒英語一級：通過30單元主題教學(xué)，學(xué)習(xí)26個(gè)英文字母、常見的顏色、水果、動(dòng)物、交通工具、身體等近60個(gè)英語單詞；以及“我有??”“我喜歡??”、介紹自己、詢問年齡、表達(dá)生日等簡單的英語口語。

第三篇：劍橋英語

劍橋少兒英語預(yù)備級上冊unit1詳細(xì)教案

Unit1 Greetings

一． 課文地位：作為教材的第一課，對學(xué)生培養(yǎng)學(xué)習(xí)興趣有很重要的作用。二． 教學(xué)目標(biāo)：1.使學(xué)生能用英語互相打招呼，hello,Good morning, Hi

2.認(rèn)讀五種小動(dòng)物英文名稱，并會打招呼，并學(xué)習(xí)bamboo,(為第二課的學(xué)習(xí)做準(zhǔn)備)

3.理解并能應(yīng)用課文中的語句 Say hello to…..4.培養(yǎng)孩子的英語節(jié)奏感和學(xué)習(xí)興趣。

三．共用課時(shí)數(shù)：兩課時(shí) 四．具體步驟： 第一節(jié)課：

內(nèi)容：學(xué)會用英語Hello互相打招呼，并會和五種小動(dòng)物打招呼。

授課內(nèi)容分析：先學(xué)會hello, 五種動(dòng)物英文和昵稱有點(diǎn)難度

教學(xué)準(zhǔn)備：猴子，熊貓，狗，貓頭飾，泰迪熊的玩偶，單詞卡片，加分教具卡通字母 A B Pre-task : 1.Greetings:

Hello，boys and girls.Hello Amy！……Greeting one by one.分組展示： Team A , Team B(分別取名)

2.warm-up: sing a song: one one one one one ,two, two, two, two, two , three….Four，,（設(shè)計(jì)意圖：通過TPR 和兒歌，讓學(xué)生動(dòng)起來，活躍課堂氣氛，提高學(xué)生學(xué)習(xí)興趣）

While-task :

1、lead-in：

T :拿出泰迪熊手偶，向?qū)W生問好。Hello!S: Hello.T: Say hello to Teddy Bear.學(xué)生可能會困惑，老師可以走到每個(gè)學(xué)生面前，說一遍。如果有學(xué)生說出hello, Teddy bear要立即表揚(yáng)。

之后老師再走到每個(gè)學(xué)生面前，重復(fù)說 Say Hello to Teddy Bear.S: Hello.Teddy Bear.設(shè)計(jì)意圖： 引出課文中一個(gè)重要句型Say hello to Teddy Bear.2.presentation：出示一張單詞卡 Monkey，T: Say helllo to Monkey.S: Hello, Monkey.分組說，單個(gè)人說。

T: 小朋友們說的真棒，這樣呢，老師要偷偷告訴你們一個(gè)秘密，你們知道m(xù)onkey 的外號嗎？ Munchy, Monkey Munchy.大聲說出這個(gè)小秘密是什么？ S:Monkey, Munchy.T: Very good.Now, say hello to Monkey Munchy.S: Hello, Monkey Munchy.同樣方法輸入 panda pandy 復(fù)習(xí)Monkey Munchy.panda pandy 老師說，學(xué)生模仿小動(dòng)物。

老師模仿，學(xué)生向小動(dòng)物問好。

同樣方法輸入 cat catty, dog doffy 循環(huán)復(fù)習(xí)。

3.practice： 練習(xí)1 用四個(gè)小動(dòng)物的頭飾，選出四名學(xué)生戴上。站到講臺上，背對著大家。老師小聲告訴這四個(gè)孩子他們回頭的次序，下面的學(xué)生要迅速和回頭的小動(dòng)物打招呼?？凑l的反應(yīng)最迅速。

練習(xí)2 TPR 找學(xué)生到講臺上模訪，下面的學(xué)生也要迅速打招呼。

練習(xí)3 卡片練習(xí)。

4.production: 老師模仿四種小動(dòng)物，學(xué)生練習(xí)打招呼。

Listen to the song and follow it.5.summary: 第一節(jié)課主要是能夠用hello 和 四種小動(dòng)物打招呼。

第二節(jié)課：

內(nèi)容：復(fù)習(xí)上次內(nèi)容。句型： Good morning.Say hello to…

教學(xué)準(zhǔn)備: 猴子，熊貓，狗，貓頭飾，泰迪熊的玩偶，單詞卡片，加分教具卡通字母 A B, 太陽（海綿紙）Pre-task:

Warm-up：stand up, sit down… game.設(shè)計(jì)意圖：熟悉課堂口語，并活躍課堂氣氛。復(fù)習(xí)：上一節(jié)課的兒歌。

While task： 1.Presentation T: Hi, “team A”.Hi, “team B”

Hi, Amy.Hi….(直到學(xué)生明白并作出回應(yīng))T： 手持 泰迪熊玩偶

ok, say hello to Teddy bear.S: Hello, Teddy Bear.T: 那我們還可以怎么說呢？ Hi, Teddy bear.T 拿著小玩偶 向每個(gè)學(xué)生說 say hello to Teddy bear.S: Hi，teddy bear.老師一直在重復(fù)說一句話，讓學(xué)生猜是哪句話，猜出后，跟讀3遍。老師選學(xué)生手持玩偶向大家問好。并確保每個(gè)學(xué)生的發(fā)音正確。

老師把太陽貼到黑板上去，并畫上大海。T: 當(dāng)太陽剛剛露出海平面時(shí)，是什么時(shí)侯啊。S: 早晨。T: Very good.那早上好怎么說呢？listen to me.Good morning.老師三遍學(xué)生跟讀。

下面老師要講個(gè)小故事和早晨有關(guān)。將小故事之前呢，老師先選3個(gè)學(xué)生戴上頭

飾。

T： 早晨，當(dāng)太陽剛剛露出海平面時(shí)，我碰到了monkey munchy.M: Good morning.T： wow, monkey muchy.這個(gè)時(shí)候呢，panda 來了，他也打招呼 ：“Hello, monkey munchy”

Cat 也看見panda 了，他說：“Wow, panda pandy” 2.practice.以提問的方式回顧小故事。讓學(xué)生練習(xí)：“Good morning” Listen to the tape part 1 and follow it.3.production R讓學(xué)生自己表演小故事。4．Summary: Hello,Hi, Good morning Say hello to?.Monkey munchy, panda, pandy.Dog, doffy, cat catty T提問熊貓最喜歡吃的東西。輸入bamboo,為下次課做準(zhǔn)備。

第四篇：劍橋標(biāo)準(zhǔn)英語教程 教案

Unit 3 Health Teaching objectives In this unit, Ss learn how to …

? use the simple present and present continuous.? use if and when in statements and questions.? talk about health, remedies, sleep habits, and stress.? encourage people to talk by making comments and asking follow-up questions.? use expressions like Wow!and You’re kidding!to show surprise.Main Points of Teaching Enable Ss to talk about health, remedies, sleep habits, and stress.Difficult Points of Teaching Enable Ss to use the simple present and present continuous.Teaching Periods 6 teaching hours Teaching procedures Unit opening page Introduce the theme of the unit This unit is about health.What are some things you can do to stay healthy? Write all the responses on the board.In Unit 3, you learn how to…

? Unit aims Read the unit aims aloud.Tell Ss to listen and read along.Before you begin…

? Introduce the health tips Tell Ss to cover the words below the pictures and look at the pictures.Say, “These four pictures show things people can do to stay healthy.Work with a partner and write a short sentence about the health tip in each picture.”

? Ask several pairs to share their tips with the class.Write their sentences on the board.? Read the sentences below the pictures aloud.Ss listen and repeat.Help with new vocabulary as needed.Ss practice reading the sentences.? Ask the class, “Which of the things in the pictures do u do to stay healthy?” Have several Ss answer.Ask, “What else can u do? Use ideas from the board, or think of more things to do.”

? Ss ask and answer in pairs.Then ask several Ss to report their answers to the class.Lesson A Healthy living 1 Getting started ? Ste the scene Read the lesson title aloud.Ask, “What are some things u do to stay healthy?” Ask a few Ss to answer.Ask, “Who is doing sth special, or different, to stay or get healthy right now?” Ask a few Ss to answer.A ? Preview the task Read the instructions aloud.? Play the recording First, Ss read along.Then Ss listen without looking at books and write their answers.? Have Ss compare their answers in pairs.Check answers with the class.B

? Preview the task Say, “Read the interviews again.Look for time words and expressions.Write these column headings on the board: Routines(All the time)and Temporary Events(Now).Ask a few Ss to call out the time expressions for the first headings, and write them on the board.Ask, “What verb tense do u see in the sentences with these time expressions?”

? Ask a few Ss to call out the time expressions for the second heading, and write them on the board.Ask, “What verb tense do u see in the sentences with these time expressions?” ? Read the instructions aloud.? Do the task.? Have Ss compare their answers in pairs.Check answers with class.2 Grammar ? Present the grammar chart

? Understand the grammar Say, “The grammar chart compares the simple the simple present and the present continuous.” Explain that the simple present is used to talk about regular or repeated events or routines and situations are true all the time.And the present continuous is used for activities and events that are temporary, or going on around now.It is also used for activities that are going on at the time of speaking.? Present In Conversation Read the information aloud.Have Ss make a sentence in the simple present for each of the verbs presented.A ? Preview the task Have Ss look at the picture.Ask, “What is she doing?” Ask, “What is on the table?”(an aromatherapy burner)Read the instructions and the example aloud.Ask, “Why is the simple present the correct tense?”(It’s asking how u cope with stress in general or all the time.)? Do the task 2 Listening and speaking A ? Preview the task Say, “You will hear four people talking about their unhealthy habits.Read the incomplete statements and guess what each person says.Write your guesses.”

? When Ss finish, ask a few Ss to call out their guesses for each statement.Say, “Now listen and write what they actually say.”

? Play the recording Ss listen and write the missing words.Check answers with the class.Lesson B Aches and pains 1 Building vocabulary ? Ste the scene Hold your head as if it hurts.Say, “I have a headache.” Write a headache on the board.Hold your stomach as if it hurts.Say, “I have a stomachache.” Write it on the board.Ask, “What other health problems do u know the words for in English?” Write Ss’ responses on the board.A ? Preview the task Read the instructions aloud.Have SS look at the pictures.? Play the recording Ss listen and repeat.? Ask, “Do u have any of these problems right now? If yes, raise your hand.” Ask any Ss who raise their hands, “Which problem do u have?” B ? Preview the task Ask Ss to look at the chart.Read the instructions aloud.Tell Ss to use ideas from the lists on the board or their own ideas.? Do the task 2 Speaking naturally A ? Preview the task Have Ss look at the conversation.Say, “When people are speaking, they put stress on the words that are important in the sentence.An important word can be, for example, the answer to a question.” Say, “Stress is also used to contrast, or correct, information.For example, imagine I call u by the wrong name.When u correct me, u say your name clearly and a little more loudly.” ? Read the instructions aloud.? Play the recording Ss listen and repeat.B ? Preview the task Tell pairs to practice the conversation in Part A, taking turns playing each role.Read the instructions aloud.? Do the task Building language ? Set the scene Write on the board: remedy.Explain, “A remedy is used to fix a problem.For example, one remedy for a headache is to take an aspirin.Imagine you have a cold.What remedy do u use?” Write Ss’ responses on the board.A ? Preview the task Look at the picture.Say, “Sonia and Mark are talking on the phone.Where’s Mark?”(at home)“What’s wrong with her?”(He’s sick.)“What do u think Sonia and Mark are talking about?”(a remedy)? Books closed.Say, “What does Sonia want to make for Mark? Listen and write the answer.”

? Play the recording For the first time, Ss listen and write the answer without looking at books;for the second time, Ss listen, read along, and review their answer.Then check the answer with the class ? Practice the conversation in pairs.B ? Preview the task Tell Ss to find if and when in the conversation and circle them.Ask, “What tense are the two verbs in each sentence?” ? Do the task 4 Grammar ? Present the grammar chart ? Understand the grammar Say, “When and if have very similar meanings.You can use when to talk about a situation that is usual for u, and u can use if to talk about a situation that is not so usual.But both are possible in the sentences in the chart.” A ? Preview the task Read the instructions and the phrases from No.1 aloud.Read the example conversation.Remind Ss that they can put the part with when at the start of the sentence or after the other part.Have Ss complete the task.? Have Ss check answers in pairs.Then check answers with the class.B ? Preview and do the task.Lesson C How come you’re tired? 1 Conversation strategy ? Set the scene Read the title of the lesson aloud.Ask, “What does how come mean?”(why)Say, “Think about the title.Try to guess some of the words that are in the conversation in this lesson.” As Ss call out their guesses, write them on the board.A

? Preview the task Tell Ss to look at A’s statement.Read it aloud.Say, “Read B’s responses.Which are the best to keep the conversation going? Check the boxes.” Have Ss compare their answers in pairs.Check answers with the class.? Books closed.Read the instructions aloud.? Play the recording Books open.Ss listen and read along.? Play the recording again Ask, “Why is Adam tired?” Ss listen and write the answer.? Play the recording again Ss listen, read along, and review their answers.Check answers with the class.? Ask Ss to read the conversation again and circle any words that they guessed would be in the conversation.As Ss call them out, circle them on the board.? Practice Have Ss practice the conversation in pairs.B ? Preview the task Have Ss read the sentences and replies.? Do the task C ? Preview and do the task Read the instructions aloud.To model the task, have two Ss read the example conversation.Have pairs use the sentences in Part B for ideas and give their own answers.Remind Ss to say more than just yes or no.2 Strategy plus ? Find examples Say, “Look at the conversation on p.26 again.Find the expressions that Yuki uses to show surprise.? Present Strategy plus Read the information and the examples aloud.Ask, “Why does Yuki say ‘You’re kidding!’”

? Present In Conversation Books closed.Write on the board: Oh, Wow, Really, and Gosh.Say, “Two of these are in the top 50 words, and two are in the top 500 words.Which two are in the top 50? Which two are in the top 500? Write your guesses.” Books open.Ask a S to read the information.Have Ss raise their hands if they guessed correctly.A ? Preview the task Have Ss read the conversations.Say, “Now listen and write the expressions you hear.”

? Play the recording Ss listen and read along.Listen again and write the expressions.? Check answers with the class.? Have Ss practice the conversation in pairs.B ? Preview the task.? Play the recording Ss listen, then write the expression.Ss listen again.Then check answers with the class.3 Talk about it ? Preview the task Read the instructions aloud.Ask Ss to read the discussion questions.Make sure that Ss understand the meaning of each question.? Do the task Have Ss discuss the questions in groups.Say, “When u find sth u have in common, make notes.”

Lesson D Ways to relax 1 Reading ? Set the scene Read the title of the lesson aloud.Ask, “How do u relax? What do u do?” Get ideas from Ss.A Prereading ? Preview the task Write the word stressed on the board.Ask, “What does stressed mean?” Get ideas from Ss.? Do the task B During reading ? Preview the reading Have Ss look at the reading.Say, “This is a leaflet.A leaflet is usually one piece of paper with helpful information.”

? Read the instructions aloud.Tell Ss to circle two new or interesting things they learn as they read.? Do the reading Have Ss rend the leaflet and circle the information.? When Ss finish, call on a few Ss to tell the class the information they circled.? Do the reading again Have Ss read the leaflet again and underline any new vocabulary.Help with new vocabulary as needed.C Postreading ? Preview the task

? Do the task Have Ss answer the questions and then compare their answers pairs.Check answers with the class.2 Listening ? Set the scene Tell Ss to look at the pictures.Ask, “Where are the people? What are they doing?” Get ideas from Ss.A ? Preview and do the task Read the instructions aloud.Have Ss work in pairs and discuss the questions ? Call on several Ss to tell the class what they do to relax.B ? Preview the task Read the instructions aloud.? Play the recording Play the first conversation.Ask, “Which picture does this conversation go with?” Then ask, “What words in the conversation help u choose this picture?”

? Play the remaining conversations, and have Ss write their answers.Check answers with the class.C ? Preview the task Read the instructions aloud.? Play the recording Play the first conversation, and then pause the recording.Ask, “What else does she do to relax?” Ss write the answer under the picture they labeled 1.? Play the remaining conversations.Ss listen and write the activities.? Play the recording again Ss listen and review their answers.Check answers with the class.3 Writing A ? Preview the task Ask some general questions about common health problems.? Read the instructions aloud.Call on four Ss to each read an example.? Do the task Have Ss write a common health problem on a piece of paper.B ? Preview the task Read the instructions aloud.Call on different Ss to each read the example problem and the replies.? Present the Help note ? Ask Ss to read some of the problems they wrote in Part A.Give suggestions using sentences with if when clauses.? Do the task Have Ss pass their papers around their group, and write a reply to each person.

第五篇：劍橋快樂幼兒英語 一年級教案

Lesson 1

Thank you

一．教學(xué)內(nèi)容與分析 1.Let’s talk 學(xué)習(xí)日常用語：Thank you!You’re welcome!2.Let’s learn 學(xué)習(xí)在不同情景下使用：Thank you!You’re welcome!3.Let’s sing 學(xué)唱英文歌曲：Thank you!4.Let’s draw and colour 為圖畫涂色，鞏固本課教學(xué)內(nèi)容

二．課前準(zhǔn)備 教材，小球，貼畫

第一課時(shí) 1．Warm-up

A.課前播放本課歌曲：Thank you!活躍課堂氣氛。

2.Presentation A.教師請一個(gè)小朋友幫忙拿東西，并對他/她說“Thank you!讓大家理解句子的含義，引出本課的禮貌用語教學(xué)。

B.出示本課的教學(xué)掛圖，或播放動(dòng)畫，請小朋友邊看邊聽，并請小

朋友猜一猜Thank you!和 You’re welcome!的含義。

3.Practice A.師教讀，生跟讀。B.同桌練習(xí)。

C.分小組，開火車練習(xí)。

D．組織小朋友兩個(gè)一組進(jìn)行對話表演，可以選擇書中的任何一個(gè)情景，或創(chuàng)設(shè)情境。

4.Game

準(zhǔn)備一個(gè)小球，或任何安全而且孩子喜歡的物品，站在小朋友面前，拋球，誰接到球就和老師對話，對話結(jié)束后，由他拋球，繼續(xù)拋球的游戲。

第二課時(shí) 1．Warm-up A.唱本課歌曲：Thank you!請小朋友們慢慢跟著唱。B.請一個(gè)小朋友拿東西，并對他說Thank you!，請他作答。C．回憶Thank you!和You’re welcome!同桌互相練習(xí)。

2.Presentation A.討論課本中對話情景，播放動(dòng)畫，學(xué)生根據(jù)動(dòng)畫和錄音跟讀。B.將小朋友分組，練習(xí)對話，表演，比一比哪個(gè)小組做的好。C.完成Let’s draw and colour。

D．鼓勵(lì)小朋友在實(shí)際生活中恰當(dāng)選擇真實(shí)情景，運(yùn)用本課所學(xué)用語表示感謝和回答。

3.Practice A.看動(dòng)畫，聽錄音，學(xué)唱歌曲：Thank you!B．組織學(xué)生邊唱歌邊表演。C.比一比，哪個(gè)組唱得最好。

Lesson 2

I’m sorry

一． 教學(xué)內(nèi)容與分析 1.Let’s talk

學(xué)習(xí)禮貌用語：I’m sorry.2.Let’s learn 學(xué)習(xí)禮貌用語：Sorry!I am late.That’s OK.3.Let’s sing

學(xué)唱英文歌曲：I’m sorry.4.Let’s play 完成連線游戲，鞏固禮貌用語。

二． 課前準(zhǔn)備 多媒體，小布娃娃

第一課時(shí) 1．Warm-up

A.師生共同演唱上節(jié)課歌曲：Thank you!活躍課堂的學(xué)習(xí)氣氛。

B.請幾組小朋友到前面表演上一課的對話，復(fù)習(xí)表達(dá)感謝的日常用語。

2.Presentation A.請一個(gè)小朋友與老師配合，進(jìn)行情景表演（可使用布娃娃或其他手拿物品），引出I’m sorry.That’s all right.B．看課本Let’s talk，請小朋友猜一猜圖中發(fā)生了什么。C．教師領(lǐng)讀對話，請小朋友觀看動(dòng)畫、聽錄音并跟讀。然后教師和小朋友共同談?wù)撘陨蠈υ挼膬?nèi)容。

3.Practice A．請小朋友兩人一組進(jìn)行對話練習(xí)，并請小朋友到前面表演，要注意小朋友的發(fā)音。比一比哪些小朋友做得好，蓋小印章獎(jiǎng)勵(lì)。

Lesson 8

I can sing

一、教學(xué)內(nèi)容與分析

1、Let’s talk

學(xué)習(xí)句型： I can sing.2、Let’s learn

學(xué)習(xí)詞匯：sing ,write,dance ,speak English

3、Let’s sing

學(xué)唱歌曲：I can ,I can.4、：Look and talk

用本課句型描述圖中的人物。

二、課前準(zhǔn)備

教學(xué)用圖、筆、紙、彩色筆。

三、教學(xué)安排：兩課時(shí)

第一課時(shí)

1、熱身/復(fù)習(xí)（Warm-up/Revision）

A、演唱英文歌曲：I like peaches.調(diào)動(dòng)學(xué)生的情緒，為上課做準(zhǔn)備。

B、請小朋友依次到前面，使用句型：I like swimming/drawing/reading.描述自己的愛好。

2、新課導(dǎo)入（Presentation）

A、教師用手做唱歌狀，并為學(xué)生唱一首簡短的歌。歌曲停止后，教師大聲說：“I can sing.”。

B、借助教學(xué)圖片，請小朋友理解I can sing.的含義。之后教師領(lǐng)讀，學(xué)生跟讀。C、學(xué)習(xí)詞匯：sing、write、dance、speak English，由老師做動(dòng)作，請學(xué)生猜一猜詞意，再進(jìn)行領(lǐng)讀訓(xùn)練。

D、操練句型：I can…/I can`t…(write，sing，dance，speak English).由教師領(lǐng)讀，學(xué)生跟讀，教師注意通過手勢的變化來表示I can…和I can`t…的區(qū)別。E、請學(xué)生到前面使用句型：I can…/I can`t…來描述他們會做的和不會做的事情。

3、趣味操練（Practice）游戲

一、猜一猜

由老師做出唱歌，跳舞，寫字等動(dòng)作，讓學(xué)生根據(jù)動(dòng)作來說出想相應(yīng)的英語單詞，并用I can…/I can`t…的句型來描述自己能否做這些事。

4、小結(jié)（Summary）

第二課時(shí)

1、復(fù)習(xí)（Revision）

A、復(fù)習(xí)學(xué)過的詞語：write，sing，dance，speak English，出示圖片，讓生根據(jù) 圖片來讀一讀，點(diǎn)生讀，開火車讀。

B、復(fù)習(xí)學(xué)過的句型：I can…/Ican`t…同桌間相互練習(xí)，再點(diǎn)生到前面來練習(xí)。C、老師做動(dòng)作，學(xué)生根據(jù)動(dòng)作來說句子，或點(diǎn)生上臺來做動(dòng)作，并邊做動(dòng)作，邊根據(jù)動(dòng)作自己說句子。

2、新課導(dǎo)入（Presentation）

唱一唱

聽錄音，看動(dòng)畫，學(xué)唱歌曲：I can，I can.教師引導(dǎo)學(xué)生在唱歌時(shí)要配合唱歌和跳舞的動(dòng)作。

3、課堂評價(jià)（Assessment）

完成Look and talk環(huán)節(jié)，請學(xué)生使用?can.?句型來描述圖畫中的人物能做的事。要多做幾次，請更多的小朋友參與進(jìn)行，對發(fā)言的學(xué)生給予獎(jiǎng)勵(lì)，增強(qiáng)學(xué)生學(xué)習(xí)的信心。

4、課外活動(dòng)（Additional activities）

請學(xué)生在實(shí)際生活中，使用I can…/I can`t…句型來描述自己會做的事和不會做的事。

5、小結(jié)

Lesson 9

Put on your shoes

一、教學(xué)內(nèi)容與分析

1、Let’s talk 學(xué)習(xí)日常用語：Put on your shoes.2、Let`s learn

學(xué)習(xí)詞匯：coat，cap，shoes，scarf，mittens

3、Let’s sing 學(xué)唱歌曲：Put on your shoes.4、Let’s play 完成找錯(cuò)誤的游戲。

二、課前準(zhǔn)備： 詞語卡片，實(shí)物卡片。

三、課時(shí)安排

兩課時(shí)

第一課時(shí)

1、熱身/復(fù)習(xí)（Warm-up/Revision）

A、請學(xué)生起立，分散站好，演唱英文歌曲：I can，I can.要配以相應(yīng)的動(dòng)作。

B、請小朋友依次到前面，使用句型：I can?/I can’t?.描述自己會做的事情和不會做的事情。

2、新課導(dǎo)入（Presentation）

A、教師出示鞋子的圖片，教授單詞shoes：師教讀，生跟讀。

B、借助教學(xué)圖片，由老師邊做動(dòng)作邊發(fā)指令：Take off your shoes.請學(xué)生猜一猜句意，師再教讀，生跟讀，并學(xué)做動(dòng)作。老師再發(fā)指令：Take off your shoes.讓學(xué)生跟做動(dòng)作。

C、出示圖片，教師領(lǐng)讀對話，然后帶領(lǐng)學(xué)生共同理解對話的含義。

D、學(xué)習(xí)詞匯：coat，cap，shoes，scarf，mittens，put on/take off，老師使用課前準(zhǔn)備的實(shí)物，邊展示邊帶領(lǐng)學(xué)生讀單詞。

E、分組操練對話，教師將學(xué)生分成幾小組，每組學(xué)生輪流發(fā)出指令，其他學(xué)生按指令完成動(dòng)作，比一比哪個(gè)小組完成的最好。

3、趣味操練（Practice）

讓學(xué)生將外衣、帽子、手套、圍巾、鞋子的圖片放在桌子上，老師念哪一個(gè)，學(xué)生快速的找出相應(yīng)的卡片。看誰做的又快又對。

4、小結(jié)（Summary）

第二課時(shí)

1、熱身/復(fù)習(xí)（Warm-up/Revision）

A、復(fù)習(xí)學(xué)過的詞語：coat，cap，shoes，scarf，mittens，put on/take off，出示圖片，讓生根據(jù)圖片來讀一讀，點(diǎn)生讀，開火車讀。全班齊讀。

B、復(fù)習(xí)學(xué)過的句型：put on/take off同桌間相互練習(xí)，再點(diǎn)生到前面來練習(xí)。C、老師做動(dòng)作，學(xué)生根據(jù)動(dòng)作來說句子，或點(diǎn)生上臺來做動(dòng)作，并邊做動(dòng)作，邊根據(jù)動(dòng)作自己說句子。

2、新課導(dǎo)入（Presentation）

唱一唱

聽錄音，看動(dòng)畫，學(xué)唱歌曲：Put on your shoes..教師引導(dǎo)學(xué)生在唱歌時(shí)要配合唱歌和跳舞的動(dòng)作。

3、趣味操練（Practgice）

A,將外衣、帽子、手套、圍巾、鞋子，放在一個(gè)圓形的桌子上，請幾個(gè)小朋友伴隨眷音樂圍繞桌子行走，老師每說一個(gè)單詞，小朋友就要去觸摸這個(gè)物品，摸錯(cuò)的小朋友退出，最后乘下的小朋友為獲勝者，請更多的小朋友參與進(jìn)來。B，看動(dòng)畫，聽錄音，學(xué)唱歌曲：Put on yo-ur shoes

4,課堂評價(jià)（Assessment）

完成Let’play部分，請小朋友找出圖中存在的三處錯(cuò)誤，要給小朋友充分的時(shí)間觀察和討論，觀看動(dòng)畫、核對答案，并請小朋友說出為什么它是錯(cuò)誤的，看看誰找得快，說得好。

5,課外活動(dòng)（Additional activities）A、看動(dòng)畫，聽錄音，仿讀對話。B、請小朋友在實(shí)際情景中運(yùn)用本課內(nèi)容。

Lesson10 This a fox

一、教學(xué)內(nèi)容與分析

1、Let’ s talk 學(xué)習(xí)句型：This is a fox..That is a giraffe

2、Let’s learn 學(xué)習(xí)詞匯：bear,fox,zebra,giraffe,crocodile

3、Let’ssing

學(xué)歌曲：Mr.Crocodile

4、Let’s play 完成“找動(dòng)物”游戲。

二、課前準(zhǔn)備

教學(xué)掛圖、小動(dòng)物的簡筆畫。請每個(gè)小朋友從家中帶來兩個(gè)本課中所涉及到的動(dòng)物玩具。

三、課時(shí)安排

兩課時(shí)

第一課時(shí)

1、熱身/復(fù)習(xí)（Warm-up/Revision）

演唱英語歌曲：Put on your shoes.活躍課堂氣氛，提高小朋友們的學(xué)習(xí)熱情，并鞏固上一課的知識。

2、新課導(dǎo)入（Presentation）

A、用簡筆畫或者玩具，教授單詞giraffe、fox B、老師將長頸鹿玩具放在手上，而將狐貍玩具放在遠(yuǎn)一些的桌子上，老師指眷手中的長頸鹿玩具說：“This is a giraffe.”,請小朋友跟著重復(fù)讀，并猜一這句話的意思。教師指眷遠(yuǎn)處的狐貍玩具說：“That is a fox.”教授方法與前面相同。

3、趣味操練（Practice）

A、老師引導(dǎo)小朋友理解This ….,和That is …句型的區(qū)別。句型：This is …用于指身邊的、近處的事物，譯成：這是…..句型：That is …用于指較遠(yuǎn)處的事物，譯成“那是。。?！?。

B、出示本課的教學(xué)掛圖，請小朋友們邊看圖邊跟讀對話在。教師再通過掛圖的內(nèi)容來指導(dǎo)小朋友區(qū)分This is …和That is …句型。

E、利用小熊、斑馬、鍔魚的玩具教授詞匯：bear、zebra、crocodile.4、小結(jié)（Summary）

第二課時(shí)

1、熱身/復(fù)習(xí)（Warm-up/Revise）

A、將小朋友分成若干組，請他們拿出自己帶來的動(dòng)物玩具，要求小朋友使用This is …/That is ….句型來描述自己手中和周圍的玩具，請做得好的小組到前面表演。

2、趣味操練（Practice）

A、在桌子上擺放好小熊、狐貍、斑馬、長頸鹿、鍔魚的玩具。請若干小朋友圍著桌子行走。由教師說出一種動(dòng)物的名稱，先拿到該動(dòng)物的小朋友拿起動(dòng)物后說：“This is a …”,然后把這個(gè)動(dòng)物玩具放到對面的桌子上，這個(gè)小朋友回來后指眷對面的動(dòng)物玩具說：“That is a …”,并領(lǐng)取一份小獎(jiǎng)勵(lì)，然后其他小朋友繼續(xù)游戲。比一比誰的反應(yīng)快，誰的英語講得好。B、聽錄音，看動(dòng)畫，學(xué)唱歌曲：Mr.crocodile.3.課堂評價(jià)（Assessment）

完成Let’s play環(huán)節(jié)，請小朋友認(rèn)真觀察圖畫，并找出圖中隱藏的動(dòng)物，然后用英語說出它們的名字。比一比誰摸得快，說得好。

4、課外活動(dòng)（Additional activities）

看動(dòng)畫，聽錄音，仿讀對話，并在實(shí)際情景中遠(yuǎn)用本課句型描述動(dòng)物。