2023年剑桥少儿英语三级教案合集.docx

剑桥少儿英语三级教案剑桥少儿英语三级上U n it 1 What was the w e a rther like yeste r d a y?教学目的和规定：*通过学习进一步学习有关天气的词汇 文能用简朴的英语来描述天气*学会用过去时来询问过去的天气交际句型：What va s th e w e athc r 1 ike yesterday?It was windy.It's al ways h o t.Las t winter t he no r t h w a s co 1d ,an dthe east windy.交际词汇：h umid, f o gg y , dry, dr iz zlin g, t hun d erin g ,clear, mild,warm, England, Ind i a, L ondo n, Aust ralia, Paris, Gree c e,I la 1 y.教学用品：w e a th e r, c 1 o u dy, rainy ,s u nn y , s n owy,ra i n bow, we t , cold, hot, sky, et c .具体教学方式：P a rt 1上课时可以用以前学过的句型问大家,What' s t h e wea t her 1 ike tod a y ? I s it s unny? I s it clou d y? Is i t r a i ny?紧接 着,教师拿出一些相关的天气图片给大家看，并对大家说，Now, look here. I' ve got many pictures. What are t h ey?然后，让学生一张一张地复习已会的单词。 在学生比较纯熟掌握单词后，拿出几个新的单词图片说,Look, It' s drizzl in剑桥少儿英语三级上 U n it 3 When did Bob ge t u p yes t erd ay?教学目的和规定：*进一步学习和掌握一般过去时的用法*学会按照时间的顺序对所做的事情进行描述初步学习和掌握几个时间的概念和表达方式交际句型：What d i d Bob do y este r da y m o r ning?Bo b got up v ery e a r y.When did B ill and Fre d sp e n d a vac a tion toge t h e r? H o w did he come he r e?Where di d you ta k e h i m?交际词汇：local, moun t ai n s , 1 a t e r, hide-an d-see k , r e pai r , alarm, windows ill, beard, a r rive, gun, k ill, clerk,foil o w具体教学方式：本单元目的是要学生学会用一般过去时来表达在过去时间里所做的事 情。上课一开始可以对学生说,T o da y is Mond a y. Al 1 of you come t o s ch o ol. But yes t erda y was S un d ay. All o f you st a yed a t h o m e . N ow let me a s k y ou some quest i o ns about you r weeken d . What d i d you do ye s t erday ? D i d you goto the c i nem a ? What d id y ou do yes t e r day?当有些学生能用英语回答这个问题时，就可以继续问几个 学生。问完之后，对学生说,Do y ou want to f i n d o ut what your partn e r did yest e r d a y ? Now I'l 1 g ive you 2 min u t e s. You can a sk y our pa r t n er ca n t e 11 yo u w h at he d i d y esterday. Late r I'm g o in g t o ask you some questi o ns about you r friend. So you' d b e tter k n ow better kno w wha t yo u r frie n ds did y e s t er d a y . N ow plea s e b e g i n.在学生问答的时间里，教师应反复检查并督促学生坚持 说英语，尽量多说英语句子保证每个人都在练习。假如学生的动词短语词组较少，教师就可以将事先准备好的动词短语词组拿给大 家朗读，并提醒大家这些短语的意思。在此基础上，教师就可以提出下一个问题。I h a ve a friend. His n amc is Bob. Do you know what h e d i d yestcrda y ? Now let' s listc n to the ta p e an d see w hat he did yesterday. I want yo u to p a y a tten t ion to t h e follow i ng times.教师将下列时间写在黑板上。Yes terday m o rn i ng, / After br e a kf a st, / Late r on,/1 n t h e af t e r n oon, /1 n the e v e ning,What d i d Bob do at each time ? Now 1 i s t e n car e f u lly. D o you under s tan d ? Do yo u w ant to 1 ist e n to i t ag a in? Yes o r No?之后，教师根据黑板上提醒的时间问大家,Wha t did Bob d o y ester d ay morni n g ? W h at d id B o b do af t e r h i s b r eak f ast ?. 在学生回答比较纯熟的基础上，教师让大家打开书，自己大声朗读第一 部分的内容。在学生朗读的时候，教师可以把黑板上的句子变成问句，如下：What di d Bob do y e st e rd a y mor n i n g ?What d i d B o b d o af t er h i s bre a kf a st?Wha t did Bobseeat t h e f o o t of the m o untains?What did Bob do later on?Wha t did Bob d o in the afternoon?What did Bob do in the evenin g ?写好此问句的目的是让学生互相之间做问答练习，以达成纯熟的目的。第二部分。这个朗读练习帮助学生掌握好“意群”，同时也学会在句子中的断句。第六部分。听届时间后，画出所给时间。9:15 , 2:20,4： 45,1 1 : 0 5 ,7:30第四部分。如有也许，教师可以让学生们一边听一边给图上的动作标出时间。最后再由学生两人一组进行描述。可以这样说，Now let, s look at P a rt4. In th i s p art, we can see a s m a 11 b o y . Hi s name i s J a ck He d o es m a ny t h ings e very day. N ow 1 e t, s list e n to the t a p e a n d w r ite down the t ime n e xt to the p i cture.听完录音 之后问， Have you writte n d o wn th e t im e ? Ok. Let, s 1 i s t en t o i t a g ain.之后，教师说，Now, let's c h eck th e t i me Ver y good. W h o can tell us ab o u t t his boy, s t i me? Wha t d oe s he d o ev e r y day?One s 1 e eping in b edTwo b e in g wo k en up by t h e al a r m c 1 ockTh r ee yawning andgettingupF our putti n g on c lo t hes, brus h ing your t e eth and wash i ngy o ur faceF i ve h a v ing breakfa s tSi x ta k i n g down t h e school bag from t h e wa 1 1S e ven o p en i n g the d oor and feeli n g su r pri s e dEight stepping ba c ka n d ta k i ng an umbr e 1 1 aN o w w e are g o in g t o 1 i sten to a st o r y. Gue ss what iti s ! What happened? L i s ten caref u 1 ly.先让学生听录音，了解学生是否知道故事的大意。假如知道，可以再听一遍。假如学生不太懂，教师就应 当让学生打开书，一起朗读该文章。教师可以提问学生，了解他们是否明白。接 着，让大家表演该短剧。表演之后还可以做专题采访。 一个是警察，另一个是 银行里的职工。教学活动：(1 )Draw y o u r o wn tim e tab 1 e.做完了练习的第三部分后，教师可以让学生按照所学的内容(18页) 自己设计一个时间表。该时间表应涉及两个内容，第一是时间，第二是做什么样 的动作。教师可以适当给学生一些帮助。比如，At 7:30, I g o t up, and f rom 7:40 t o 8 ：0 0 I ate b r eakf a st.在学生做完时间表后，教师应让学生 进行交流一下。教师可以让学生进行一下交流。教师可以让大家互相描述自己的 时间表。(2 ) Rearr a nge th e s e quence of the s to r y上课前，教师可以将本单元第一或第七部分的故事复印、放大并剪成 六张小图。上课时，教师将这些图的顺序打乱贴在黑板上。然后教师可以对学生 说，T h es e pic t ures tell a st o r y . Do you know w h i c h p i c t u re c o mes first? Which come s sec o n d? Whic h c om e s thi r d o r fo u r t h ?Who can come t o t h e blac k board a nd rearrange t he pictures ?当某个学生到前面来调整顺序后,教师问学生，Is it co r r ec t ? Does an y b ody want to make s ome change?假如有人乐意调整，可以继续。当调到对 的位置的时候，教师说，OK. V e ry go o d. Now I' m going to t e 11 y ou t his s t ory. Please 1 iste n c a refully. Yo u c an fin d out whet h er the p ic t u r e s are in th e correct o r der o r n ot.进行此或时，教师不要让学生 看书，直到活动完毕为止。家庭作业：W r i te a shor t pa s s a g e about what you di d ye s terd a y ev e n i ng , using past te n se.2. Lis t en t h e t a p e o f t h is Uni t on c e and read P art 1, 2,3 an d of thi s u n it once.剑桥少儿英语三级上 Unit 4 You 1 ook b etter t o day教学目的和规定：*通过学习进一步复习形容词的用法。*初步学习有关人的情感的形容词*通过学习初步掌握系动词加表语的用法*鼓励大家多参与校内校外课外体育活动交际句型：You lo o k be t te r t oday.D o n't wor k too h ar d !You sh o uld look after yours elf.Don't worry!I have a head a ch e and a stomachac h e.交际词汇：horri b 1c, cxpc n s ivc, boring, strange, frie n d ly, c h e ap, d ang e rous, bea u t i ful, t i r ed, sh o w, tong u e , els e .具体教学方式：上课时表现出惊讶的样子，对某个学生的新衣服、新理的发、新样式 的鞋等做出评论说,You 1 ook be a ut i ful t o d ay! When did y ou buy th e dr e ss? Y o u 1 ook h a p py toda y ! Any good news? You 1 o ok tired. Wh a t happene d ? You 1 o ok c ol d . Yo u * d b e t ter pu t on mo r e c 1 o t hes. You look hot. Please open the window. You look sad. Any bad news?假如学生能回答教师的问题，教师就可以自动连接到本单元的内容 上。可以让学生看第七部分的内容。There ae many in t e r es t ing pic t u res.Let, s se e what they ar e . Read aft e r m e first.读完后，教师问，Do y o u u n derst a nd these pi c t ures? Who can te 1 1 me wh a t each picture me a ns? 这时，教师只说英语单词,学生可以进行翻译。假如 学生说对了，教师表达肯定说,Yes.假如不对，教师要说No. Who c a n try it a g a i n? Who can gucs s it a g a i n?直到大家明白每个意思为止。接卜来, 教师说,Now lei' s mak e sen t en c es. Wh o ca n make t h e sentences with th e word “tired ” ？依次类推。完毕了第七部分后，对学生说,0k! Good!You'v e done a very g ood j ob. Now I want you t o clo s e y our bo o ks a n d 1 i s t en t o a dial o gue.（M-部分）。Now yo u can ope n y our book s and p r a cti c e th e dialogu e i n p a irs.第二部分是听、看并画连线。可以让学生先听，最后再集体检查。第三部分可以该成听力练习。Now list e n c ar e fu 1 1 y. T o m i s a s c ho o 1 boy. Yesterda y h e went t o h o s p i tai. Do you know wh a t hap p ened t o Tom? L et' s 1 i sten to the tape a nd get r e a dy to a n swer my question s . 放两遍录音。Now le t me a sk you some questi o ns.Wh a t's th e m a tter wi t h T o m? Wha t did t h e d octor ask Tom t o d o?What d id Tom eat yes t e rd a y ? What else di d Tom e at? Wh y did T om e a t s o many th i ngs? 学生回答完问题后，可以让学生进行对话练习。此活动后教师问学生，Do yo u know why strong p e op 1 e have b i g mu s c le s ? Muscl e s ge t bi g ger and s t ronger i f th e y ar e u s ed a lo t . That, s wh y sportswome n and men practice h ard a n d doo ts o f exercis e s.教师接着说，W© s h ou 1 d ke e p our body health y . N ow plea s e stan d up an d let' s do some exerci s es. L isten and f ol 1 ow m e .教师可以放第四部分的录音，同时自己根据录音做几个动作，让大家一 起模仿。最后，大家跟着录音一起说和做。第五部分是让学生根据图画来讨论该学生一天的活动。教师可以先让 学生两人一组练习，在练习过程中帮助学生学习单词和组成句子。教师可以这样 说,Now let' s look at Part 5 . Y ou can t alk w i th y ou r par t n e r abo u t these p ictu r es. You' v e go t some phrase s h er e . You can use them. I f y o u don, t know how t o read them, you ca n as k me. I can t ell y ou.学生做的时候，肯定有一些学生不会读某些单词, 当他们问教师的时候，教师可以一一告诉他们。假如问的人较多，教师就说,0k, s t ophere. Let's read t h e phrases firs t . S o me of you have diffi c u Ities. Please r ea d after m e .带读几遍之后，教师再说,A11 ri g h t. You c an go o n t a 1 kin g about the pictures in pa i r s n ow.2 分钟后，让他 们讲一讲这些图片。可以把第六部分作为阅读理解练习。让学生自己先阅读一二遍，然后 集体朗读一遍，然后边听录音中的问题，边判断是否对的，可以集体一起做。 练习一的题型与考试相似。先让学生自己阅读并填写出必要的单词。然后再进行 核对。H e ad a c he, doc tor, hosp i ta 1 , nu r se, s c hool, smi 1 e d练习三是一道听、写、做动作的形式。Now, lo ok at me c areful 1 y. r m g oing to 1 e t y o u 1 i sten to t he t ap e an d at the same lime w a t ch me. Il' s very e a s y if y ou lis t e n and watch at the s a me t i me. Now let* s begin.放录音带，教师慢慢地做动作。Do y o u u nde r stand? N o w pl e ase s t an d u p a nd follow m e .重放录音，教师带领 大家一起做动作。 Very good. Please s i t down. T ake o ut you r pe n s or p encils. You can listen again and wr i te down the miss i ng wo r ds 等大家都写完后,教师让1,2,3组学生念自己的内容，4,5, 6组的学生做动作， 然后再调换进行。教学活动：(1 )Make your own finger p r int p i c t ur e s.本单元我们给学生提供了许多用手印做的人的面部表情图。假如上课 教师也让学生尝试一下自己做手印图，将是-件很有趣的事。上课前准备油印和 纸。Today w e a re g o ing t o do an interesting t hin g . I want you to s t u d y the f i nger p rin t fac e s very careful 1 y. Do yo u think they ar e f u n n y ? Now I want you to do it on yo u r own. I' 11 pro v ide each g ro u p with a f ingerp r i n t oil, andeach pe rson a p i ec e of p ape r . You ca n print your fingerprints first. The n add som e e xtr a th i n g s o n t he fin g e r p r int fac e s . Fin a 11 y yo u w r ite a wor d and tell u s wha t his/he r express i o n is. Ok. Let, s begin.做此 游戏时，教师注意一定要让学生配上英文单词。此外，学生之间要有所交流。1 2) Say adj e c t i v es only!由于本单元学习和使用了一些形容词，因此在课上教师可以让学生做一 个游戏。游戏时，教师让全班学生站起来，由教师起个头，说一个形容词，同时传一 个玩具。当学生接到这个玩具时，一定要说一个英语的形容词。比如,old,别 的学生就接young等。凡说的不是形容词的学生要先坐下，游戏要看谁最后一 个才坐下。教师可以给予获胜者必要的奖励。教师说，OK, now we a re go i n g t o pl ay another game. This time we want to say adje c tives. A 1 1 o f yo u p 1 ease stand u p . I sta r t with a wor d . Meanw h i 1 e I * 1 1 t h r o w thi s , w h en yo u get o r catc h t his, yo u s h o u Id say an ad j ecti v e, th e n other peopl e w i 11 con tinue.家庭作业:1 . Find out all th e a d jec t ive word s in th i s un i t as many as possib 1 e a nd co p y them once i n your exe r cis e books.2 .Recite t he word s of P art 7.剑桥少儿英语三级上Un i t 5 Who was th e b e st?教学目的和规定：* 进一步复习和巩固有关动物的词汇进一步学习和巩固形容词最高级形式* 学会和掌握最高级的问话形式交际句型:Who was the best? / Am I t he one w h o fl y h ig h est? / Wh o is the bigge s t pe r son in you r c 1 ass?交际词汇：discuss, among, e x claim, fo x , cleve r , e a g 1 e, agree, useful, compare, t e st, dif f i c u 11, b e ach, f ealher, wake复习内容：有关动物的名词具体教学方式：上课时，教师一方面给大家提出一些问题，Everybody ! Li s t e n ca r efull y . I * mg oi n g t oask you s o me quest ion s.Let's seewh o can answer myq uest ionsq uickl y .Whoi s the bigge s t per son i nyourc1 a s s ?Who is t h e tall e st s t u dent in your c 1 ass?Who i s the s ho r t e st chil d in yo u r cl ass? Whois t h e cl e v erest one in y our class?学生回答完这四个问题后，教师可以让学生学会连贯表达，Zh ang Ming is the b igge s t pers o n i n our class. Liu T o ng is the tallest stud e nt i n our class. Li M a n is the sh o rte s t c h ild i n o ur cl a ss. W a ng Fe i is the c 1 e v er e st o ne in our cl a ss.教师还是先让 一个学生说，然后集体再一起练习几遍。接下来教师说,So m u ch f or t h e questi o n s and a n s wers. P le a se 1 ook here.教师拿出一些动物的图片或实物问大家，Do you still r e member t h ese an i ma 1 s? L e s see wheth e r you can say th e m out. 当 碰到生词eagle,fox, c o w的时候，教师就可以顺便教大家。在大家学习、复习了这些单词后,教师就可以说，I' m sure you li k e anima 1 s. Do yo u 1 i ke to 1 i sten to a st o ry a b out a nim a Is? Good! V m g o i ng to t e 11 you a st o ry. Liste n very care f ully. La t er T 1 1 a s k yo u some que s lions. One day m a ny a n imal s were talki n g. They wanted to kn o w w h o was the b est anion g them教师继续讲书中的故事。应注意，当讲 到一些较难的词时,教师应先找容易的词替换一下,比如,discu s s= t a 1 k, exclai med=sho u t ed, s h out e d= c ri e d out» agree d =all said “yes” 当学生明白 了故事的大意后，教师可以让大家打开书，朗读课文,进一步熟悉该文章。数遍之 后，教师对学生说,Now I w a n t yo u t o re t ell the s t ory t o y our pa r t n e r . You can use the s e n t e n ces fr o m this pa s sage.第四部分。Now we've g o t avery in t e rest ing pi c t ure here. T he r e i s some t h in g w r ong with t he animals. Th e y are doing the w r ong l h in g s. Le t s fin d o u 11 h e mistakes. For ex a mpl e , the fish should swim in the rive r . It s h o ul d n J t be o n the g r a s s . Do you know t hat? Who c an find out another pro blem and talk a b out it? 教师引导学生逐个找出问题。如：The oct o p u s shoul d n J t b e in the gra s s. It s h oul d be i n t h e w a te r .g . D o y ou know “d r i z z lin g ” ?"毛毛细雨 " It' s d r izzli n g . No w us e t h is p i cture to answer my q ue s t i o n . What' s th e we a ther like in this p i cture?教师可以问儿遍，然后再学习新的单词。如：foggy, d r y , clea r , humid, thunderin g等。教师给出中文意思的时候，不必说整句 话，只需给出某个单词的意思即可。之后，教师可以教新的句型。Now liste n car e fu 1 1 y . Who ca n a n sw e r my nex t qu e st i o n ? Wha t was the weath e r like y e s ter d ay? Do y o u k now “yes t cr d ay " ？ What wa s t h e we a th e r like y e st e rday?说此句子的时候要特别强调句子中的was, y ester day.假如有学生举手发言，就可以跟该学生进行问答。教师边说边把两个 问句写在黑板上，然后用彩色粉笔标出不同之处，同时给出不同的答语。当学生 能明白句子时，对学生说，N o w I want yo u t o p ra c ti c e the q u estions and a n swers i n p airs. 练习后，教师说 Now which pair w a nt s to d o in c I a ss?Pa r t 2 N o w p 1 ease close your books. Let's lis t e n to a dialogue. L i s te n very c a r ef u I 1 y . La t er I'm g oi n g t o ask you som e q u e sti o ns. / Where's the fi r st man f r om? / W h at w a s the we a th e r li k e i n last winte r ?W here' s th e second man from? /Is it always h ot in ? / Was i t hot lastwi n t er?学生问答了问题之后，教师对学生说，Now p1e ase openy ou rboo k s. Le t s read t h is dial o gue.Pl e a se read afterm e .Pa ri 3 L et's com p are thes e t wo pic t ur e s.Y ou see,in PictureAther eisa pol i c e m a n and a n old worn a n.B u t inP ic t u re2 th e r e i s a policema n and a bo y . Wh a t ot h e r dif f erent th i ngs can you s e e? W h o knows?Par t 4，按规定把图画出来。Lei' s have a q u i ck look at yest eThe p a nda s h ouldn't be i n t h e wat e r . It s h ou 1 d be onthe g r ass.Th e h o rse sh o u Idn't fl y i n t he air. I t s h o u Id b e on th e g r o und.The butt e r f ly s houldn't b e in t he water. I t sh o uld be o n the f 1 owe r .教师给学生做出示范后，让学生两人一组找出其余的错误。 Everybody. Li s ten c ar e fully. Y ou can o nly use Eng 1 i s h t o talk abo u 11 h e p ictu res. Don * t tai k in C hin e se.第五部分是两段小风趣。可以先让学生自己看，然后再提问学生。 Look, we' v e got t wo humo r s here. I wa n t you to read th e m first. Let, s see who can te 1 1 us the mean ing o f these humors. You can read them now.假如学生能用中文解释，教师就不必再说。假如学生不知 其中的意思，教师就可以重点解释一下fea t h er du s ter.教师可以先问,Do you know fe a t he r ?可以用图片，然后在黑板上画一个鸡毛婵子，问学生,Do you knowfe a therduster?通常学生看到图片后，就不再有什么问题了。第二部分。教师可以找一些平时考试用的卷子、中考的卷子等，对学 生说,Th is te s t i s diffic u 1 t . Thi s test is mor e diff i cul t . This i s the m o st di