上海沪教版牛津英语3A三年级上册教案备课_英语_小学教育_教

1、教学计划班级情况分析经过一个暑假，孩子们又欣喜地回到快乐的学习基地莘城学校。通过两年的英语学习，学生已积累了一定的英语知识。但由于个性的差异和部分学生刚从各地新转入，英语基础参差不齐。但他们满怀热情，带着新奇和向往，他们彬彬有礼,聪明懂事,和老师融洽相处;他们热爱集体,多才多艺.在老师的关爱下,他们犹如一片充满希望的晨曦,令人深深期待.从班级学习情况来看,由于部分学生从外省市转入，没有英语学习的基础，因此三(1)班整体学习热情较高,个体水平差异较大,他们中有尖子生,但落后的学生也较多.有个别学生的学习习惯也相对差些.有志者事竟成，在我们师生共同的努力下，相信我们的未来会更美好!教学质量目标 努

2、力超出区成绩措施1. 提高课堂效率2. 精选习题,要巧做,不要死做.3. 抓好后进生,利用业余时间补差.4. 做好教师和家长之间的联系.教学研究课题研究完成日期公开课开课日期单元测验安排周次内容周次内容4Moudule 18Moudule 213Moudule 316Moudu1e 4教学进度表周次日期教学内容安排备注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

3、 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 2201/101/19Revi

4、sion & Final-exam对教材的分析与理解教材内容：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 stude

5、nts with the means to carry out successfully the subsequent learning tasks, which are fully describe in the book.教材目标： 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 act

6、ivities, 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 pro

7、gressively 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 ,co

8、mfortable 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),

9、in groups and in pairs. This collaboration ensures communication and the purposeful use of English .总体设想： 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 st

10、udent 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 clas

11、sroom, 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 introduct

12、ion 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 gra

13、mmer 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

14、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: Speaki

15、ng: 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 card

16、s; 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

17、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 studen

18、tssay “Hello” to each other. 3.Say “Hello. Im Miss Zhou”to individual students to elicit:Hello, Im(Students name)把Dotty介绍给小朋友，既亲切又富有童趣。While-task ProcedureHello, Im.Hello, Im.Listen to the song.Do substitutionexercise Sing the song1. In groups , the individual students introduce themselves to one an

19、other. 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 indiv

20、iduals to sing thesong,substituting Dotty withtheir own name.小组内进行介绍，让学生在交际中练习句型。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

21、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

22、contrac tion :Im is the same as: I am ) 可通过歌曲的改编，创造性的进行句型练习。学生将所学运用起来。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

23、和这些孩子接触，通过热情洋溢的问候和简单的自我介绍，在活动中教授Hello, Im，学生参与积极。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)ProceduresContentsMethodsPurpo

24、se 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 rand

25、omly 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

26、,groups or individually.用歌曲击趣，字母歌能让学生轻松有趣的记住字母的顺序。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：由于过了一个暑假，部分学生对字母表有些生疏，很多同学前后的字母顺序都搞错了，但一经课上复习与学习，学生马上就能记忆并能熟练认读和背诵。U

27、nit 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

28、 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 stude

29、ntds to repeat in chorus.通过大、小写字母的配对游戏等加深字母印象。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.学习歌曲，有趣记忆字母表。AssignmentSing the alphabet fong and recite the le

30、tters.教后感：因为学生对字母表比较熟练，因此在复习巩固后，很快就学会了字母歌。而且有的同学在以前的课余学习中有所接触，所以反馈的很好。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”ProceduresContentsMethods

31、PurposePre-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 writ

32、e)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

33、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 Preparati

34、onAa-ZzPut up the alphabet cards A-Z and a-z on the board randomly torevise the letters.复习字母表，自然引入课文新授。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

35、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

36、 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”

37、c”cat ,D “d” dogMiss/ Mr / Mrs听录音学习和模仿。让学生分组进行角色表演，在表演中背诵，掌握课文中主要句型。ConsolidationexercisesWorkbook page 33 and34Handwriting Practice for Aa-DdAssignmentCopy and dictate the four words and Aa-Dd.教后感：本课在复习字母表的基础上进一步学习了AD四个字母及其开头的单词，学生已接触过这些单词，因此学习较顺利。而句型也掌握很好。这四个单词对于学生来说还没有很大难度，但开始接触句子了，学生的抄写还是存在了一定的问

38、题。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: Hel

39、lo.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)Ex

40、plain: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 stude

41、nts 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

42、 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 cl

43、ass 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.通过玩具的自我介绍和与小朋友打招呼问候，学生轻松进入语境。解释Hi./Hello.的意义，让学生可交相运用。While-task ProcedureAct outDo substitution exercise1. Pretend that Im Miss Fang.

44、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.通过朗读和分组表演，学生真正运用新句型进行交际。Post-task activitiesa word-making activityDo the exercises1. Prepare a word

45、-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 watc

46、h 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 an

47、d 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：本课主要教授Good morning. Goodbye.学生的说是没有什么问题，积极性也比较高，但也发现大小写等存在了很大的问题。Unit 2

48、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 r

49、esponse. 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.

50、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

51、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.轻松引入英语课堂。While-task ProcedurePratisethe DialogueAct out1. Have the students choose a charater and prepare a mask