上海滬教版牛津英語3A三年級(jí)上冊(cè)教案?jìng)湔n.doc

愛搜狗教學(xué)資源網(wǎng) 教學(xué)計(jì)劃班級(jí)情況分析經(jīng)過一個(gè)暑假，孩子們又欣喜地回到快樂的學(xué)習(xí)基地莘城學(xué)校。通過兩年的英語學(xué)習(xí)，學(xué)生已積累了一定的英語知識(shí)。但由于個(gè)性的差異和部分學(xué)生剛從各地新轉(zhuǎn)入，英語基礎(chǔ)參差不齊。但他們滿懷熱情，帶著新奇和向往，他們彬彬有禮,聰明懂事,和老師融洽相處;他們熱愛集體,多才多藝.在老師的關(guān)愛下,他們猶如一片充滿希望的晨曦,令人深深期待.從班級(jí)學(xué)習(xí)情況來看,由于部分學(xué)生從外省市轉(zhuǎn)入，沒有英語學(xué)習(xí)的基礎(chǔ)，因此三(1)班整體學(xué)習(xí)熱情較高,個(gè)體水平差異較大,他們中有尖子生,但落后的學(xué)生也較多.有個(gè)別學(xué)生的學(xué)習(xí)習(xí)慣也相對(duì)差些.有志者事竟成，在我們師生共同的努力下，相信我們的未來會(huì)更美好!教學(xué)質(zhì)量目標(biāo) 努力超出區(qū)成績(jī)措施1. 提高課堂效率2. 精選習(xí)題,要巧做,不要死做.3. 抓好后進(jìn)生,利用業(yè)余時(shí)間補(bǔ)差.4. 做好教師和家長(zhǎng)之間的聯(lián)系.教學(xué)研究課題研究完成日期公開課開課日期單元測(cè)驗(yàn)安排周次內(nèi)容周次內(nèi)容4Moudule 18Moudule 213Moudule 316Moudu1e 4教學(xué)進(jìn)度表周次日期教學(xué)內(nèi)容安排備注19/19/2Module 1 Unit 129/59/9Unit 239/129/16Unit 349/199/23Unit 459/269/30Unit4&Revision , Test610/310/7National Day710/1010/14Module 2 Unit 1810/1710/21Unit 2910/2410/28Unit 31010/3111/4Unit 3&Revision,Mid-exam1111/711/11Module 3 Unit 11211/1411/18Unit 21311/2111/25Unit 31411/2812/2Unit 3&Revision, Test1512/512/9Module 4 Unit 11612/1212/16Unit 21712/1912/23Unit 31812/2612/30Unit 3&Revision, Test191/21/9Project1& Project 2201/101/19Revision & Final-exam對(duì)教材的分析與理解教材內(nèi)容：Book 3A contains core language learning material, using a wide variety of text-types and activities to introduce language; poems; stories, cartoons, dialogues and practical tasks all engage the student at his/her personal level. This language preparation provides students with the means to carry out successfully the subsequent learning tasks, which are fully describe in the book.教材目標(biāo)： The “building blockapproach is based the fact that learning and the capacity to learn are developmental; that is, that students learn by building on known language, concepts and activities, to develop and expand progressively . The development of the thematic through related moudules ensures the deve lopment of language by constantly revisiting and recycling,thus building from a strong base within levels. In the knowledge that language and content develop and are revisited progressively throughout the package, vocabulary and stucutrues are introduced and practiced through tasks at a controlled pace steady enough to involve students interest whilst ensuring constant consolidation . At lower levels, care has been taken to ensure that pupils are learning within familiar ,comfortable contexts so that the language is appropriate to their needs and interests. At higher levels, students knowledge of the world is taken into account as well. Student involvement is encouraged throughout Oxford English by tasks and activities that focus on interaction; teacher to student(s), in groups and in pairs. This collaboration ensures communication and the purposeful use of English .總體設(shè)想： Workbook3A provides further post-task activities and exercises that reinforce the language learned through the students book and the associated tasks. They include activities that require the student to include a personal element in the form of posters, survey forms and personal information . Handwriting practice sheets are provided at the end of the book. Thus the workbook becomes a record of the students individual learning progress. The Workbook is primarily intended for use in the classroom, but may be used for homework as well. Overprinted Answer keys are available. Grammar Practice Book 3A :while further consolidating language and vocabulary learned in the Students Book, Grammar practice Book 3A revisits structures in appealing and humorous contexts, making this basic introduction to grammar stimulating for students. Overprinted answer keys are provided . Module 1 Getting to know youTeaching Aims:1. Learn new sentence structures.e.g. Hello,Im Good morning. Goodbye How are you? Fine,thank you. Whats your name? Im Come in, please. Thank you. 2. Review the letters3.Learn grammer e.g. Im YoureKey Points and Difficult Points:1. Review the letters2. How to use the sentence structure to make up new sentences.3. Use the words to say something.Teaching Materials: SB page 2 14 , cassette, wallcharts WB page, some pictures and word cardsTeaching Arrange: Unit 1: Here I am! (4 periods) Unit 2: Greettings. (4 periods) Unit 3: In the classroom (4 periods) Unit 4: Saying and doing (4 periods)Unit 1 Here I am(First Period)Language focus:Using formulaic expressions to greet people . eg: Hello.Using formulaic expressions to introduce onself. eg: Im Alice.Language skills: Speaking: Use modelled phrases to communicate with teachers and other leaners. eg: Hello, Im Alice. 2. Open an interaction by greeting someone politely. eg: Hello, Miss Fang. Open an interaction by introducing oneself. eg: Hello, Im Alice.Materials: SB P2; cassette; Photocopiable P1; Word and picture cards; Workbook P1Preparation: Photocopy and enlarge the large picture of Dotty, and the words of the song. Listen to the song myself; Practise the teachers singing part. ProceduresContentsMethodsPurposePre-task PreparationIntroduce:DottyHello,Dotty.Hello(name)Students say Hello to each other.Hello, Im Miss/Mrs/MrHello, Im.A. Put the large picture of Dotty on the Board so that all the students can see it. Introduce Dotty. Say: Hello, Dotty.Encourage the class to Say: Hello, Dotty.The parrot says: Hello, Miss Zhou.B.1.Say: Hello, The students answer: Hello. 2.Divide the class into pairs: The studentssay “Hello” to each other. 3.Say “Hello. Im Miss Zhou”to individual students to elicit:Hello, Im(Students name)把Dotty介紹給小朋友，既親切又富有童趣。While-task ProcedureHello, Im.Hello, Im.Listen to the song.Do substitutionexercise Sing the song1. In groups , the individual students introduce themselves to one another. They say: Hello, ImThe rest of the group responds: Hello,(students name)2. Play the song about greetings on the cassette: Hello. The students listen to the song.3. Play the song again. Sing along with the cassette. Encourage the students to sing along with me and the cassetee. 4. Invite individuals to sing thesong,substituting Dotty withtheir own name.小組內(nèi)進(jìn)行介紹，讓學(xué)生在交際中練習(xí)句型。Post-task activitiesA relay raceIm.(name)Play a gameHello, Im.Hello, Im.Explain Im = I am1. Play a replay race. The student at the back of each rowstarts:Im (name), followed by the student in front.The first student at the front to say “Imputs up his (her) hand. That row wins the relay race. 2. Play a game . Groups of students form circles. Hold a beanbag and say: Hello. Im Miss Zhou. Toss the beanbag to one student who says: Hello, “Im “S1 tosses the beanbag to another student who says: “Hello.Im “ ( Explain the contrac tion :Im is the same as: I am ) 可通過歌曲的改編，創(chuàng)造性的進(jìn)行句型練習(xí)。學(xué)生將所學(xué)運(yùn)用起來。Consolidati-onDo exercisesWorkbook Page1At this stage Grammer Practice Book 3A P1 could be used to practise and consolidate the oraland written language in this section further. AssignmentTalk with your parents or friends .教后感：第一次和這些孩子接觸，通過熱情洋溢的問候和簡(jiǎn)單的自我介紹，在活動(dòng)中教授Hello, Im，學(xué)生參與積極。Unit 1 Here I am (Second Period)Language focus: 1. Learning the Capital letters: A-Z 2.Learning the small letters: a-zMaterials: SB P3, cassette, wallcharts; Alphabet cards Preparation:Listen to the tape:Im Dotty. (twice)ProceduresContentsMethodsPurpose While-task PreparationShow cards A-ZListen and learn the lettersListen and recognize the lettersRead them1. Show the alphabet cards A-Z one by one whileplayingthe cassette.Students listen to the names of the 2b letters and learn to recoginize the capital letters.2. Show the alphabet cardsA-Z randomly and ask students to say in chours, groups or individually.3. Show the alphabet cards a-zone by one while playing the cassette. Students listen again to the names of the 2b letters and learn to recognize the small letters.4. Show the alphabet cards a-z randomly and ask students to say in chorus ,groups or individually.用歌曲擊趣，字母歌能讓學(xué)生輕松有趣的記住字母的順序。Post-task activitiesReview the lettersShow the alphabet cards A-Z and a-z randomly and ask students to say in chorus,thenindividually.AssignmentRead the alphabet to your parents.教后感：由于過了一個(gè)暑假，部分學(xué)生對(duì)字母表有些生疏，很多同學(xué)前后的字母順序都搞錯(cuò)了，但一經(jīng)課上復(fù)習(xí)與學(xué)習(xí)，學(xué)生馬上就能記憶并能熟練認(rèn)讀和背誦。Unit 1 Here I am(Third Period)Language focus: 1. Learning the capital letters: A-Z 2. Learning the small letters: a-zMaterials: SB P4; cassette and a cassette player; Alphabet cards.Preparation:Listen to the tape: Aa-ZzProceduresContentsMethodsPurposePre-task PreparationRecognize the letters.Pick out pairs of capital and small letter cardsRead the letters1. Put up the alphabet cards A-Z and a-z on the board Randomly to revise the Letters. 2. Ask individual students to pick out pairs of capital and small letter cards and say the letters. 3. Read out the letters in consecutive order and ask studentds to repeat in chorus.通過大、小寫字母的配對(duì)游戲等加深字母印象。While-task ProcedureListen and sing: The alphabet song1. Play the casstte tape for “The alphabet song”.Students listen to the song.2. Play the song again and encourage students to sing along.學(xué)習(xí)歌曲，有趣記憶字母表。AssignmentSing the alphabet fong and recite the letters.教后感：因?yàn)閷W(xué)生對(duì)字母表比較熟練，因此在復(fù)習(xí)鞏固后，很快就學(xué)會(huì)了字母歌。而且有的同學(xué)在以前的課余學(xué)習(xí)中有所接觸，所以反饋的很好。Unit 1 Here I am(Fourth Period)Language focus: 1. Review and check the knowledge of the unitMaterials:SB P2-4 , cassette, WB page 2 Practise and Assessment Series Preparation:Listen to the tape: “Im Dotty”ProceduresContentsMethodsPurposePre-task PreparationRead and review letters1. Open the studentsbooks to P1-3,let students read the letters and sentences.2. Listen to the tape and sing.3. Introduce oneself.Consolidationexercises1. Oxford English Practise and AssessmentSeries(Module1:Unit1 E: Listen and write F: Read and write)2. Students self-assessment:P57AssignmentUnit 2 Greetings(First Period)Language focus: Using formulaic expressions to greet people eg: Good morning, Miss Fang.Language skills: Listening: Discriminate between words with different initial sounds a-, b-, c-, and d- Speaking : Use modelled phrases to communicate with teachers and other learners. eg: Good morning, Miss Fang. Pronounce correctly words in isolation with initial sounds. A-,b-,c-, and d-Materials: SB P5, cassette, alphabet cards: Aa, Bb, Cc, Dd. WB P33-34Preparation:Bring any soft toyProceduresContentsMethodsPurposePre-task PreparationAa-ZzPut up the alphabet cards A-Z and a-z on the board randomly torevise the letters.復(fù)習(xí)字母表，自然引入課文新授。While-task ProcedureGood morningGood morning (name)Good morning, Miss/Mrs/MrAa appleDd dog1. Use a soft toy to demon strate: Good morning, (name of toy) Ask individual students to greet the toy in the same way.2. Say “Good morning” to the students .They respond: “Good morning”3. Explain that people use “Good morning” to greet each in the morning.4. Divide the class into pairs. The students say :”Good morning”,(students name) to greet each other.5. Ask individual or groups of students to greet me: Good morning, Miss Zhou. Respond: Good morning.6. Play the cassette and ask the students to repeat in chorus or groupsLearn the letters:1. Play the cassette: Learn the letters: A a apple2. The students listen,point and repeat the letter A and the sound “a”3. Pepeat the process with B “b”bag ,C”c”cat ,D “d” dogMiss/ Mr / Mrs聽錄音學(xué)習(xí)和模仿。讓學(xué)生分組進(jìn)行角色表演，在表演中背誦，掌握課文中主要句型。ConsolidationexercisesWorkbook page 33 and34Handwriting Practice for Aa-DdAssignmentCopy and dictate the four words and Aa-Dd.教后感：本課在復(fù)習(xí)字母表的基礎(chǔ)上進(jìn)一步學(xué)習(xí)了AD四個(gè)字母及其開頭的單詞，學(xué)生已接觸過這些單詞，因此學(xué)習(xí)較順利。而句型也掌握很好。這四個(gè)單詞對(duì)于學(xué)生來說還沒有很大難度，但開始接觸句子了，學(xué)生的抄寫還是存在了一定的問題。Unit 2 Greetings(Second Period)Language focus:Using formulaic expressions to great people and bid farewell. eg: Hi ! Good morning. Goodbye.Language skills: Speaking: 1. Use modelled phrases to communicate with the teacher and other learners.Open an interaction by greeting someone politely. eg: Hello.Open an interaction by greeting peers using appropriate formulaic phrases. Eg: Hi!Close an interaction by using appropriate formulaic phrases. eg: Goodbye.Materials: SB P6, cassette ,WB P2Preparation:Bring any soft toy.ProceduresContentsMethodsPurposePre-task PreparationHi,.(name)Goodbye,(name)Explain:Hi./Hello.Practise:HiHiGoodbye.Goodbye.Listen to the tapeRead the dialogueAct outA. Use a soft toy to demonstrate: Hi, (name of toy)Ask individuals to greet the toy in the same way.Say: Goodbye, (name of toy) and put the toy away.Make the toy wave goodbye. Bring out the toy again. Askthe students to say: Hi, then:Goodbye, and put the toy away. Repeat the activity until the students are responding freely.B.1. Say Hi to the students. They respond : Hi. Explain that Hi is informal and for use between students. They must say “Hello” when they greet me and other adults. 2. Ask the students to say Hi to each other. 3. Go to the door, wave and say: Goodbye. The class answers: Goodbye. 4. Explain that people use “Goodbye” when leaving somebody.Play the cassette for the first C.1. Play the cassette for the first two pictures. 2. Read the first two dialogues.Students follow. 3. Divide the class into groups of three.The groups choose characters and practise the conversation. 4. Play the cassette tape for the next two pictures. Pepeat the above procedure.通過玩具的自我介紹和與小朋友打招呼問候，學(xué)生輕松進(jìn)入語境。解釋Hi./Hello.的意義，讓學(xué)生可交相運(yùn)用。While-task ProcedureAct outDo substitution exercise1. Pretend that Im Miss Fang. The students now put both parts together and act out the role-play to the rest of the class.2. Groups of four students can now practise the role-play.3. Students act the dialogue using their own names.通過朗讀和分組表演，學(xué)生真正運(yùn)用新句型進(jìn)行交際。Post-task activitiesa word-making activityDo the exercises1. Prepare a word-making activity. Write the words: Goodbye and Hi in large letters on card.Cut the words into individual letters. Jumble each word. Ask individuals to come out and make the words on the blackboard ledge.2. Workbook P2 a. Read the first exchange. b. Write the sentences on the board. The students watch carefully how I form the letters. Pronounce the letters phonically as I write them. The students repeat the sounds. c. The students trace the sentences in the first exchang . Walk around the class, checking that the students are forming the letters correctly. d. Pepeat the procedure with parts2 and 3. e. Students read out the sentences.Consolidati- -onGrammar exercisesAt this stage Garmmer Practice Book P2 and 3 could be used to practise and consolidate the oral and written language in this section further.Assignment教后感：本課主要教授Good morning. Goodbye.學(xué)生的說是沒有什么問題，積極性也比較高，但也發(fā)現(xiàn)大小寫等存在了很大的問題。Unit 2 Greetings(Third Period)Language focus:1. Using formulaic expressions to greet people and take leave.e.g. Goodbye. 2. Using formulaic expressions to ask how someone is, and responding.Language skills: Speaking: 1. Open an interaction by greeting someone politely.2.Open an interaction by eliciting a response. e.g. How are you?3. Close an interaciton by using appropriate formulaic expressions .Materials: SB P7, cassette, WB P3, some thin card for characterPreparation:Make name cards for Mrs Wang, Mr Li, Mrs Li, Mr Chen, Grandman,Alice and Sam with strings for students to hang around their necks. Photocopy and enlarge the characters faces to make masks. ProceduresContentsMethodsPurposePre-task Preparation1. Good morning2. How are you?A. Hi, Hello, Goodmorning, GoodbyeB.1. Introduce: How are you? Fine, thanks. Use two puppets for students to model the dialogue. 2. The class should repeat the dialogue several times. 3. Chain drill around the class.Students can ask the questions using their classmates names. S1: Hi,How are you? S2:Fine, thanks. Hi,.How are you? Then S3 to S4 etc. 4. Ask individuals: How are you? to elicit: Fine, thanks.Play the cassette for the whole of page 7.The students listen and repeat.輕松引入英語課堂。While-task ProcedurePratisethe DialogueAct out1. Have the students choose a charater