上海滬教版牛津英語 三年級上冊教案備課

教學(xué)計劃班級情況分析經(jīng)過一個暑假，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。但由于個性的差異和部分學(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.有個別學(xué)生的學(xué)習(xí)習(xí)慣也相對差些.有志者事竟成，在我們師生共同的努力下，相信我們的未來會更美好!教學(xué)質(zhì)量目標(biāo)努力超出區(qū)成績措施提高課堂效率精選習(xí)題,要巧做,不要死做.抓好后進生,利用業(yè)余時間補差.做好教師和家長之間的聯(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驗安排周次內(nèi)容周次內(nèi)容4Moudule18Moudule213Moudule316Moudu1e4教學(xué)進度表周次日期教學(xué)內(nèi)容安排備注19/1~9/2Module1Unit129/5~9/9Unit239/12~9/16Unit349/19~9/23Unit459/26~9/30Unit4&Revision,Test610/3~10/7NationalDay710/10~10/14Module2Unit1810/17~10/21Unit2910/24~10/28Unit31010/31~11/4Unit3&Revision,Mid-exam1111/7~11/11Module3Unit11211/14~11/18Unit21311/21~11/25Unit31411/28~12/2Unit3&Revision,Test1512/5~12/9Module4Unit11612/12~12/16Unit21712/19~12/23Unit31812/26~12/30Unit3&Revision,Test191/2~1/9Project1&Project2201/10~1/19Revision&Final-exam對教材的分析與理解教材內(nèi)容：Book3Acontainscorelanguagelearningmaterial,usingawidevarietyoftext-typesandactivitiestointroducelanguage;poems;stories,cartoons,dialoguesandpracticaltasksallengagethestudentathis/herpersonallevel.Thislanguagepreparationprovidesstudentswiththemeanstocarryoutsuccessfullythesubsequentlearningtasks,whicharefullydescribeinthebook.教材目標(biāo)：The“buildingblock’’approachisbasedthefactthatlearningandthecapacitytolearnaredevelopmental;thatis,thatstudentslearnbybuildingonknownlanguage,conceptsandactivities,todevelopandexpandprogressively.Thedevelopmentofthethematicthroughrelatedmoudulesensuresthedevelopmentoflanguagebyconstantlyrevisitingandrecycling,thusbuildingfromastrongbasewithinlevels.Intheknowledgethatlanguageandcontentdevelopandarerevisitedprogressivelythroughoutthepackage,vocabularyandstucutruesareintroducedandpracticedthroughtasksatacontrolledpacesteadyenoughtoinvolvestudents’interestwhilstensuringconstantconsolidation.Atlowerlevels,carehasbeentakentoensurethatpupilsarelearningwithinfamiliar,comfortablecontextssothatthelanguageisappropriatetotheirneedsandinterests.Athigherlevels,students’knowledgeoftheworldistakenintoaccountaswell.StudentinvolvementisencouragedthroughoutOxfordEnglishbytasksandactivitiesthatfocusoninteraction;teachertostudent(s),ingroupsandinpairs.ThiscollaborationensurescommunicationandthepurposefuluseofEnglish.總體設(shè)想：Workbook3Aprovidesfurtherpost-taskactivitiesandexercisesthatreinforcethelanguagelearnedthroughthestudents’bookandtheassociatedtasks.Theyincludeactivitiesthatrequirethestudenttoincludeapersonalelementintheformofposters,surveyformsandpersonalinformation.Handwritingpracticesheetsareprovidedattheendofthebook.Thustheworkbookbecomesarecordofthestudent’sindividuallearningprogress.TheWorkbookisprimarilyintendedforuseintheclassroom,butmaybeusedforhomeworkaswell.OverprintedAnswerkeysareavailable.GrammarPracticeBook3A:whilefurtherconsolidatinglanguageandvocabularylearnedintheStudent’sBook,GrammarpracticeBook3Arevisitsstructuresinappealingandhumorouscontexts,makingthisbasicintroductiontogrammarstimulatingforstudents.Overprintedanswerkeysareprovided.Module1GettingtoknowyouTeachingAims:Learnnewsentencestructures..e.g.Hello,I’m…Goodmorning.GoodbyeHowareyou?Fine,thankyou.What’syourname?I’m…Comein,please.Thankyou.2.Reviewtheletters3.Learngrammere.g.I’m…You’re…KeyPointsandDifficultPoints:ReviewthelettersHowtousethesentencestructuretomakeupnewsentences.Usethewordstosaysomething.TeachingMaterials:SBpage2–14,cassette,wallchartsWBpage,somepicturesandwordcardsTeachingArrange:Unit1:HereIam!(4periods)Unit2:Greettings.(4periods)Unit3:Intheclassroom(4periods)Unit4:Sayinganddoing(4periods)Unit1HereIam(FirstPeriod)Languagefocus:Usingformulaicexpressionstogreetpeople.eg:Hello.Usingformulaicexpressionstointroduceonself.eg:I’mAlice.Languageskills:Speaking:Usemodelledphrasestocommunicatewithteachersandotherleaners.eg:Hello,I’mAlice.2.Openaninteractionbygreetingsomeonepolitely.eg:Hello,MissFang.Openaninteractionbyintroducingoneself.eg:Hello,I’mAlice.Materials:SBP2;cassette;PhotocopiableP1;Wordandpicturecards;WorkbookP1Preparation:PhotocopyandenlargethelargepictureofDotty,andthewordsofthesong.Listentothesongmyself;Practisetheteacher’ssingingpart.ProceduresContentsMethodsPurposePre-taskPreparationIntroduce:DottyHello,Dotty.Hello…(name)StudentssayHellotoeachother.Hello,I’mMiss/Mrs/Mr…Hello,I’m...A.PutthelargepictureofDottyontheBoardsothatallthestudentscanseeit.IntroduceDotty.Say:Hello,Dotty.EncouragetheclasstoSay:Hello,Dotty.Theparrotsays:Hello,MissZhou.B.1.Say:Hello,Thestudentsanswer:Hello.2.Dividetheclassintopairs:Thestudentssay“Hello”toeachother.3.Say“Hello.I’mMissZhou”toindividualstudentstoelicit:Hello,I’m(Student’sname)把Dotty介紹給小朋友，既親切又富有童趣。While-taskProcedureHello,I’m...Hello,I’m...Listentothesong.DosubstitutionexerciseSingthesong1.Ingroups,theindividualstudentsintroducethemselvestooneanother.Theysay:Hello,I’m…Therestofthegroupresponds:Hello,(student’sname)2.Playthesongaboutgreetingsonthecassette:Hello.Thestudentslistentothesong.3.Playthesongagain.Singalongwiththecassette.Encouragethestudentstosingalongwithmeandthecassetee.4.Inviteindividualstosingthesong,substitutingDottywiththeirownname.小組內(nèi)進行介紹，讓學(xué)生在交際中練習(xí)句型。Post-taskactivitiesArelayraceI’m..(name)PlayagameHello,I’m..Hello,I’m...ExplainI’m=Iam1.Playareplayrace.Thestudentatthebackofeachrowstarts:I’m(name),followedbythestudentinfront.Thefirststudentatthefronttosay“I’m…putsuphis(her)hand.Thatrowwinstherelayrace.2.Playagame.Groupsofstudentsformcircles.Holdabeanbagandsay:Hello.I’mMissZhou.Tossthebeanbagtoonestudentwhosays:Hello,“I’m…“S1tossesthebeanbagtoanotherstudentwhosays:“Hello.I’m“(Explainthecontraction:I’misthesameas:Iam)可通過歌曲的改編，創(chuàng)造性的進行句型練習(xí)。學(xué)生將所學(xué)運用起來。Consolidati--onDoexercisesWorkbookPage1AtthisstageGrammerPracticeBook3AP1couldbeusedtopractiseandconsolidatetheoralandwrittenlanguageinthissectionfurther.AssignmentTalkwithyourparentsorfriends.教后感：第一次和這些孩子接觸，通過熱情洋溢的問候和簡單的自我介紹，在活動中教授Hello,I’m…，學(xué)生參與積極。Unit1HereIam(SecondPeriod)Languagefocus:1.LearningtheCapitalletters:A-Z2.Learningthesmallletters:a-zMaterials:SBP3,cassette,wallcharts;AlphabetcardsPreparation:Listentothetape:I’mDotty.(twice)ProceduresContentsMethodsPurposeWhile-taskPreparationShowcardsA-ZListenandlearnthelettersListenandrecognizethelettersReadthem1.ShowthealphabetcardsA-Zonebyonewhileplayingthecassette.Studentslistentothenamesofthe2blettersandlearntorecoginizethecapitalletters.2.ShowthealphabetcardsA-Zrandomlyandaskstudentstosayinchours,groupsorindividually.3.Showthealphabetcardsa-zonebyonewhileplayingthecassette.Studentslistenagaintothenamesofthe2blettersandlearntorecognizethesmallletters.4.Showthealphabetcardsa-zrandomlyandaskstudentstosayinchorus,groupsorindividually.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-taskactivitiesReviewthelettersShowthealphabetcardsA-Zanda-zrandomlyandaskstudentstosayinchorus,thenindividually.AssignmentReadthealphabettoyourparents.教后感：由于過了一個暑假，部分學(xué)生對字母表有些生疏，很多同學(xué)前后的字母順序都搞錯了，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。Unit1HereIam(ThirdPeriod)Languagefocus:1.Learningthecapitalletters:A-Z2.Learningthesmallletters:a-zMaterials:SBP4;cassetteandacassetteplayer;Alphabetcards.Preparation:Listentothetape:Aa-ZzProceduresContentsMethodsPurposePre-taskPreparationRecognizetheletters.PickoutpairsofcapitalandsmalllettercardsReadtheletters1.PutupthealphabetcardsA-Zanda-zontheboardRandomlytorevisetheLetters.2.Askindividualstudentstopickoutpairsofcapitalandsmalllettercardsandsaytheletters.3.Readoutthelettersinconsecutiveorderandaskstudentdstorepeatinchorus.通過大、小寫字母的配對游戲等加深字母印象。While-taskProcedureListenandsing:Thealphabetsong1.Playthecassttetapefor“Thealphabetsong”.Studentslistentothesong.2.Playthesongagainandencouragestudentstosingalong.學(xué)習(xí)歌曲，有趣記憶字母表。AssignmentSingthealphabetfongandrecitetheletters.教后感：因為學(xué)生對字母表比較熟練，因此在復(fù)習(xí)鞏固后，很快就學(xué)會了字母歌。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。Unit1HereIam(FourthPeriod)Languagefocus:1.ReviewandchecktheknowledgeoftheunitMaterials:SBP2--4,cassette,WBpage2PractiseandAssessmentSeriesPreparation:Listentothetape:“I’mDotty”ProceduresContentsMethodsPurposePre-taskPreparationReadandreviewlettersOpenthestudents’bookstoP1-3,letstudentsreadthelettersandsentences.Listentothetapeandsing.Introduceoneself.ConsolidationexercisesOxfordEnglishPractiseandAssessmentSeries(Module1:Unit1E:ListenandwriteF:Readandwrite)Student’sself-assessment:P57AssignmentUnit2Greetings(FirstPeriod)Languagefocus:Usingformulaicexpressionstogreetpeopleeg:Goodmorning,MissFang.Languageskills:Listening:Discriminatebetweenwordswithdifferentinitialsoundsa-,b-,c-,andd-Speaking:Usemodelledphrasestocommunicatewithteachersandotherlearners.eg:Goodmorning,MissFang.Pronouncecorrectlywordsinisolationwithinitialsounds.A-,b-,c-,andd-Materials:SBP5,cassette,alphabetcards:Aa,Bb,Cc,Dd.WBP33-34Preparation:BringanysofttoyProceduresContentsMethodsPurposePre-taskPreparationAa-ZzPutupthealphabetcardsA-Zanda-zontheboardrandomlytorevisetheletters.復(fù)習(xí)字母表，自然引入課文新授。While-taskProcedureGoodmorningGoodmorning(name)Goodmorning,Miss/Mrs/Mr…AaappleDddog1.Useasofttoytodemonstrate:Goodmorning,(nameoftoy)Askindividualstudentstogreetthetoyinthesameway.2.Say“Goodmorning”tothestudents.Theyrespond:“Goodmorning”3.Explainthatpeopleuse“Goodmorning”togreeteachinthemorning.4.Dividetheclassintopairs.Thestudentssay:”Goodmorning”,(student’sname)togreeteachother.5.Askindividualorgroupsofstudentstogreetme:Goodmorning,MissZhou.Respond:Goodmorning.6.PlaythecassetteandaskthestudentstorepeatinchorusorgroupsLearntheletters:1.Playthecassette:Learntheletters:Aaapple2.Thestudentslisten,pointandrepeattheletterAandthesound“a”3.PepeattheprocesswithB“b”bag,C”c”cat,D“d”dogMiss/Mr/Mrs聽錄音學(xué)習(xí)和模仿。讓學(xué)生分組進行角色表演，在表演中背誦，掌握課文中主要句型。ConsolidationexercisesWorkbookpage33and34HandwritingPracticeforAa-DdAssignmentCopyanddictatethefourwordsandAa-Dd.教后感：本課在復(fù)習(xí)字母表的基礎(chǔ)上進一步學(xué)習(xí)了A—D四個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。這四個單詞對于學(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。Unit2Greetings(SecondPeriod)Languagefocus:Usingformulaicexpressionstogreatpeopleandbidfarewell.eg:Hi!Goodmorning.Goodbye.Languageskills:Speaking:1.Usemodelledphrasestocommunicatewiththeteacherandotherlearners.Openaninteractionbygreetingsomeonepolitely.eg:Hello.Openaninteractionbygreetingpeersusingappropriateformulaicphrases.Eg:Hi!Closeaninteractionbyusingappropriateformulaicphrases.eg:Goodbye.Materials:SBP6,cassette,WBP2Preparation:Bringanysofttoy.ProceduresContentsMethodsPurposePre-taskPreparationHi,..(name)Goodbye,…(name)Explain:Hi./Hello.Practise:Hi…Hi…Goodbye.Goodbye.ListentothetapeReadthedialogueActoutUseasofttoytodemonstrate:Hi,(nameoftoy)Askindividualstogreetthetoyinthesameway.Say:Goodbye,(nameoftoy)andputthetoyaway.Makethetoywavegoodbye.Bringoutthetoyagain.Askthestudentstosay:Hi,then:Goodbye,andputthetoyaway.Repeattheactivityuntilthestudentsarerespondingfreely.B.1.SayHitothestudents.Theyrespond:Hi.ExplainthatHiisinformalandforusebetweenstudents.Theymustsay“Hello”whentheygreetmeandotheradults.2.AskthestudentstosayHitoeachother.3.Gotothedoor,waveandsay:Goodbye.Theclassanswers:Goodbye.4.Explainthatpeopleuse“Goodbye”whenleavingsomebody.PlaythecassetteforthefirstC.1.Playthecassetteforthefirsttwopictures.2.Readthefirsttwodialogues.Studentsfollow.3.Dividetheclassintogroupsofthree.Thegroupschoosecharactersandpractisetheconversation.4.Playthecassettetapeforthenexttwopictures.Pepeattheaboveprocedure.通過玩具的自我介紹和與小朋友打招呼問候，學(xué)生輕松進入語境。解釋Hi./Hello.的意義，讓學(xué)生可交相運用。While-taskProcedureActoutDosubstitutionexercise1.PretendthatI’mMissFang.Thestudentsnowputbothpartstogetherandactouttherole-playtotherestoftheclass.2.Groupsoffourstudentscannowpractisetherole-play.3.Studentsactthedialogueusingtheirownnames.通過朗讀和分組表演，學(xué)生真正運用新句型進行交際。Post-taskactivitiesaword-makingactivityDotheexercises1.Prepareaword-makingactivity.Writethewords:GoodbyeandHiinlargelettersoncard.Cutthewordsintoindividualletters.Jumbleeachword.Askindividualstocomeoutandmakethewordsontheblackboardledge.2.WorkbookP2a.Readthefirstexchange.b.Writethesentencesontheboard.ThestudentswatchcarefullyhowIformtheletters.PronouncethelettersphonicallyasIwritethem.Thestudentsrepeatthesounds.c.Thestudentstracethesentencesinthefirstexchang.Walkaroundtheclass,checkingthatthestudentsareformingtheletterscorrectly.d.Pepeattheprocedurewithparts2and3.e.Studentsreadoutthesentences.Consolidati--onGrammarexercisesAtthisstageGarmmerPracticeBookP2and3couldbeusedtopractiseandconsolidatetheoralandwrittenlanguageinthissectionfurther.Assignment教后感：本課主要教授Goodmorning.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。Unit2Greetings(ThirdPeriod)Languagefocus:Usingformulaicexpressionstogreetpeopleandtakeleave.e.g.Goodbye.2.Usingformulaicexpressionstoaskhowsomeoneis,andresponding.Languageskills:Speaking:1.Openaninteractionbygreetingsomeonepolitely.2.Openaninteractionbyelicitingaresponse.e.g.Howareyou?3.Closeaninteracitonbyusingappropriateformulaicexpressions.Materials:SBP7,cassette,WBP3,somethincardforcharacterPreparation:MakenamecardsforMrsWang,MrLi,MrsLi,MrChen,Grandman,AliceandSamwithstringsforstudentstohangaroundtheirnecks.Photocopyandenlargethecharacters’facestomakemasks.ProceduresContentsMethodsPurposePre-taskPreparationGoodmorningHowareyou?Hi,Hello,Goodmorning,GoodbyeB.1.Introduce:Howareyou?Fine,thanks.Usetwopuppetsforstudentstomodelthedialogue.2.Theclassshouldrepeatthedialogueseveraltimes.3.Chaindrillaroundtheclass.Studentscanaskthequestionsusingtheirclassmates’names.S1:Hi,…Howareyou?S2:Fine,thanks.Hi,..Howareyou?ThenS3toS4etc.4.Askindividuals:Howareyou?toelicit:Fine,thanks.Playthecassetteforthewholeofpage7.Thestudentslistenandrepeat.輕松引入英語課堂。While-taskProcedurePratisetheDialogueActoutHavethestudentschooseacharaterandprepareamaskoraheadbandforhim(her)usingthecharacterson“PhotocopiableP2-6Thestudentspractisethedialogueingroupsofsix.Selectgroupstoactthedialoguefortheclass.Imayliketoprovidesomeprops.Beforeperformingtherole-play,eachstudentmayintroducehis(her)owncharacter,eg:Hello,class.I’mMrLi.使學(xué)生正確理解Mr/Mrs/Miss三個單詞的意義，糾正讀音。Post-taskactivitiesWorkbookexercisesExtendthetaskbyhavingthesamegroupspractisethedialogue,substritutingtheirownnamesandthenameofthedog.WorkbookP3Completethefirstpartorally.Thestudentsthenwritethecorrectlettersintheanswertable.Readthefirstdialogue.Askthestudentstotracetheletterswiththeirfinger.Walkaroundtheclass,checkingthatthestudentsaretracingtheletterscorrectly.Thestudentstracethelettersinpencil.Readtheseconddialogue.Thestudentswriteinthemissingword,andtracetheremainingdialogue.Studentsreadoutthedialogue.Consolidati--onGrammerPracticeBookAtthisstage,GrammerPracticeBookP4couldbeusedtopracrtiseandconsolidatetheoralandwrittenlanguageinthissectionfurther.Assignment教后感：本課新單詞Mr/Mrs/Miss三個單詞的意義及讀音是難點，尤其在讀音方面，學(xué)生s的發(fā)音存在了很大的問題。Howareyu?Fine,thanks.是重點，學(xué)生還需加強朗讀。明白thanks和thankyou的使用。Unit2Greetings(FourthPeriod)Languagefocus:Reviewandchecktheknowledgeofthisunit..Materials:SBP5—7,cassette,WB,PractiseandAssessmentPreparation:Listentothetape:Let’senjoy.(twice)ProceduresContentsMethodsPurposePre-taskPreparationReview:WordsandsentencesOpenthestudentsreadthewordsandsentences.Listentothetapeandfollowit.3.Pratiseinpairs:Goodmorning/GoodbyeHowareyou?I’m…ConsolidationexercisesOxfordEnglishPracticeandAssessmentSeries(Module1Unit2B:LookandtickC:Chooseandwrite)Student’sselfassessmentP57AssignmentUnit3Intheclassroom(FirstPeriod)Languagefocus:Usingformulaicexpressionstogreetpeople.e.g.Hello.2.AskingWh-questionstofindoutaperson’sidentity.e.g.What’syourname?Usingverbstointroduceoneself.e.g.I’mDanny.Languageskills:Listening:Understandsimpleinstructions.e.g.Colouryournamecard.Discriminatebetweenwordswithdifferentinitialsoundse-,f-,g-,h-,Speaking:Usemodeledphrasestocommunicateandelicitresponses.e.g.What’syourname?Openaninteractionbyelicitingaresponse.Pronouncecorrectlywordsinisolationwithinitialsounds.e-,f-,g-,h-,andi-Materials:SBP8cassetteWBP4,35,36,37Preparation:Say“Hello…Hi…”eachother.ProceduresContentsMethodsPurposePre-taskPreparation1.What’yourname?I’m…2.Explain:What’s=WhatisIntroduce:What’syourname?Toelicit:I’m…Practicethequestionandanswerwithstudents.Inpairs,thestudentspractisethequestionandanswer.PlaythecassetteforP8.Thestudentslistenandrepeat.Explainthecontraction:What’sisthesameasWhatis.Selectpairstocomeoutandacttheirdialogue.強調(diào)What’s=WhatisWhile-taskProcedureArelayraceHavearelayrace.Askthestudentactthefrontofthefirstrow:What’syourname?He/Sheanswers:Hello,I’m…(name)whileputtinguphis(her)hand.Thechaincontinuesdowntherow.Post-taskactivitiesWookbookDistributeallthenamecardsforthestudent’sBookcharactersusedsofartogroups.Therestofthegroupaskthestudentswithnamecards:”What’syourname?”Thestudentthenanswerswiththenameofthecharacter:I’m…andholdsupthenamecard.WorkbookP4:a.Readthedialogues.Askthestudentstosupplythemissingwordsorally.b.Askindividualstocomeoutandwritethemissingontheblackboard.Askotherstudentstocorrectanyspellingmistakes.c.StudentstraceandwriteinthemissingwordsinthebookLearntheletters:Playthecassette:Learntheletters:E“e”elephant.Thestudentslistenandpointintheirbooks.Thestudentslistenandrepeatthesound.Repeattheprocess.Havethestudentsenterthevocabularyintherelevantpageoftheirpersonalvocabularybook.workbookP35,36and37.HandwritingpracticeforEe,Ff,Gg,Hh,Ii利用活頁人物認(rèn)識名字，再讓學(xué)生在班內(nèi)進行問答操練。ConsolidationexercisesGrammarPracticeBookP5Assignment教后感：句型What’yourname?I’m…是本課重點。但是有個小的問題是以后會出現(xiàn)whoareyou?以后還是會出現(xiàn)問題的，所以在本節(jié)課中我預(yù)先埋伏了一下。Unit3Intheclassroom(SecondPeriod)Languagefocus:1.Usingverbstodescribeconditionse.g.You’re…2.Usingformulaicexpressionstoconfirm/denyidentitye.g.Yes,I’m…/No,I’m…Languageskills:Speaking:UsemodelledphrasestocommunicateandelicitaresponseMaterials:SBP9,cassette,WBP5,Card,disponsablewoodenchopsticks,scissors,stickytapePhotocopiablepages2-6and8Preparation:Collectsufficientcardanddisposablechopstickstomakecharactermasks;scissorsandstickytape.ProceduresContentsMethodsPurposePre-taskPreparationYou’re…Yes./No.2.Readthedialogue.WritethenamesofthecharactersintheStudent’sBookmetsofarontheboard.Practisereadingthem.Explaingivennamesandsurmanes.B.1.Introduce:You’re…;Yes;No.2.Playthecassetteforpage9.3.Thestudentslistenandrepeat.Thestudentsfollowthedialogueintheirbooks.4.Readthedialogue.Playthecassetteagain,ifnecessary.通過了解，介紹對方，為新課作鋪墊。While-taskProcedurePlaythegameThestudentsplaythegameinsmallgroupsatthefrontoftheclass.Thestudentsusetheirownnames.Thestudentsmakemasksfor:MissFang;Kitty:Ben;MrLi;MrsLi;Mrchen;grandma;Alice.PhotocipyandenlargePhotocopiablepage2andpage8.UsePiecesofcardtomakemasks,thenmountthemonachopstick,usingstickytape.Thiswillallowthestudentstoholdthemasksup.Playthegameagain,thistimeusingthecharactersinthebook,willsmallgroupsatthefrontoftheclass.猜一猜的游戲操練句型。Post-taskactivitiesDoexercisesWorkbookpage5A.Reviewthelettersatof,WritethelettersontheboardReadthestatementsonp.5.Thestudentsfindtherelevantcharactersandtheidentifyingletter.Readthestastement,Ask:What’stheletter?Toelicit:a,b,etc.ConsolidationGrammarPracticeBookAtthisstage3Apage5couldbeusedtopractiseandconsolidatetheoralandwrittenlanguageusedinthidsectionfurther.AssignmentUnit3Intheclassroom(ThirdPeriod)Languagefocus:Usingaformulaicrhymingexpressiontostartaguessinggamee.g.One,two,three,Isee…2.Usingnounstoindefinitearticletorefertosomethingforthefirsttimee.g.Iseeabook.3.Usinformulaicexpressionstoaffirmanddenye.g.Yes/NoLanguageskills:Speaking:OpenaninteractionbyelicitingaresponseListening:RecognizedifferencesintheuseofintonationMaterials:SBP10,cassette,WordandPictureCards3A,WBP6Preparation:Ensurealltherealiaitemsareavailable.ProceduresContentsMethodsPurposePre-taskPreparationIntroduce:Isee…Say:Isee…LearnthenewwordsMakesentences.UsethegameformatOne,two,three,Isee…torevisethestudents’namesandthecharacters(usepicturecards).Say:One,two,three,see…;thenlookatanindividual.Theclassmustguess.Useasachaindrill;eachstudentsays:One,two,three,Isee…;andlooksataclassmate.Theneststudentmustsaythatstudent’sname.B.1.Introducethenewvocabulary,usingclassroomrealiaandthepicturecards2.Practisethenounsbyusingflashcardsandpointingtotheitems.3.Encourageindividualstudentstodothesame.C.1.IntroduceOne,two,three…andpractisetheguessinggamewiththeitems.2.Playthecassetteforpage10.Thestudentsfollowthedialogueintheirbooks.3.Explainuseofindefinitearticlea.Encouragestudentstousethearticlebeforeeachnoun.While-taskProcedureGame:guessingThestudentsplaytheguessinggameshownonpage10asaclassand/orgroupactivity.Thestudentsplaytheguessinggameshownonpage10asaclassand/orgroupactivity.Post-taskactivitiesDoexercisesWorkbookPage6Readthenounsonpage6Thestudentstracewiththeirfinger,joiningthepicturesandthewords.Walkroundtheclass,checkingthatthestudentsunderstandthetaskThestudentstracethewords,jointheobjectsandthewordsandcolortheobjects.ConsolidationGrammarPracticeBookAsthestageGrammarPracticeBook3Apage6couldbeusedtopractiseandconsolidatetheoralandwrittenlanguageinthissectionfurtherStudent’sself-assessmentonP58.Assignment”教后感：這是一個韻律的兒歌，讀起來比較容易上口，但其實還是有很大難度的，單詞的掌握，以及祈使句的新接觸都是重點。Unit3Intheclassroom(FourthPeriod)Languagefocus:Reviewandchecktheknowledgeofthisunit.Materials:SBP8--10,cassette,WB,PractiseandAssessmentPreparation:Playagame:“One,two,three…Isee…”ProceduresContentsMethodsPurposePre-taskPreparationReview:Wordsandsentences1.Openthestudents’booktoP8—10,letstudentsreadthewordsandsentences.Listentothetapeandfollowit.Practiseinpairs:What’syourname?I’m…You’re…Yes,I’m…/No,I’m…Isee…Consolidationexercises1.OxfordEnglishPracticeandAssessmentSeries(Module1Unit3A:LookandwriteE:ListenanddrawF:Readandmatch)2.Student’sselfassessmentP58AssignmentUnit4Sayinganddoing(FirstPeriod)Languagefocus:Usingsimpleimperativestogiveinstructionse.g.Comein,please.(NBforpassiveuseonlyatthisstage)Usingsimpleimperativestoexpressprohibitionse.g.Don’tbelate.Languageskills:Listening:Identifykeywordinanutterancebyrecognizingstress.RecognizealliterativeandrhymingwordsDiscriminatebetweenwordswithdifferentinitialsoundsj-,k-,l-,andm-Speaking:UsemodelledphrasestocommunicatewithotherlearnersPronouncecorrectlywordsinisolationwithinitialsoundsj-,k-,l-,andm-Materials:SBP11,cassetteandplayer,WBP7,38,39PhotocopiableP9ProceduresContentsMethodsPurposePre-taskPreparationReviewandlearn:thenumbersIntroducenumbers1-10.Writenumbers1-10ontheboardandpractisecounting.Countinachainroundtheclass.Displaythenumbercardsindisorderontheblackboardledge.Askpairsofstudentstocomeoutandputthenumbersinorderasquicklyastheycan.Theythencountfrom1-10While-taskProcedureLearnthenewthesentencesLearntherhymePractise:Lookattheclock/board.Close/Openthedoor.Individualstudentsperformtheactions.Playthecassette.Thestudentslistentotherhymeandrepeatit.Readtherhyme.Encouragestudentstojoinin.Clappingthenumberswillgivetherhymeadditionalthythm.