上海沪教版牛津英语 三年级上册教案备课

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!教学质量目标努力超出区成绩措施提高课堂效率精选习题,要巧做,不要死做.抓好后进生,利用业余时间补差.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4Moudule18Moudule213Moudule316Moudu1e4教学进度表周次日期教学内容安排备注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对教材的分析与理解教材内容：Book3Acontainscorelanguagelearningmaterial,usingawidevarietyoftext-typesandactivitiestointroducelanguage;poems;stories,cartoons,dialoguesandpracticaltasksallengagethestudentathis/herpersonallevel.Thislanguagepreparationprovidesstudentswiththemeanstocarryoutsuccessfullythesubsequentlearningtasks,whicharefullydescribeinthebook.教材目标：The“buildingblock’’approachisbasedthefactthatlearningandthecapacitytolearnaredevelopmental;thatis,thatstudentslearnbybuildingonknownlanguage,conceptsandactivities,todevelopandexpandprogressively.Thedevelopmentofthethematicthroughrelatedmoudulesensuresthedevelopmentoflanguagebyconstantlyrevisitingandrecycling,thusbuildingfromastrongbasewithinlevels.Intheknowledgethatlanguageandcontentdevelopandarerevisitedprogressivelythroughoutthepackage,vocabularyandstucutruesareintroducedandpracticedthroughtasksatacontrolledpacesteadyenoughtoinvolvestudents’interestwhilstensuringconstantconsolidation.Atlowerlevels,carehasbeentakentoensurethatpupilsarelearningwithinfamiliar,comfortablecontextssothatthelanguageisappropriatetotheirneedsandinterests.Athigherlevels,students’knowledgeoftheworldistakenintoaccountaswell.StudentinvolvementisencouragedthroughoutOxfordEnglishbytasksandactivitiesthatfocusoninteraction;teachertostudent(s),ingroupsandinpairs.ThiscollaborationensurescommunicationandthepurposefuluseofEnglish.总体设想：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介绍给小朋友，既亲切又富有童趣。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.小组内进行介绍，让学生在交际中练习句型。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--onDoexercisesWorkbookPage1AtthisstageGrammerPracticeBook3AP1couldbeusedtopractiseandconsolidatetheoralandwrittenlanguageinthissectionfurther.AssignmentTalkwithyourparentsorfriends.教后感：第一次和这些孩子接触，通过热情洋溢的问候和简单的自我介绍，在活动中教授Hello,I’m…，学生参与积极。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.用歌曲击趣，字母歌能让学生轻松有趣的记住字母的顺序。Post-taskactivitiesReviewthelettersShowthealphabetcardsA-Zanda-zrandomlyandaskstudentstosayinchorus,thenindividually.AssignmentReadthealphabettoyourparents.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。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.通过大、小写字母的配对游戏等加深字母印象。While-taskProcedureListenandsing:Thealphabetsong1.Playthecassttetapefor“Thealphabetsong”.Studentslistentothesong.2.Playthesongagainandencouragestudentstosingalong.学习歌曲，有趣记忆字母表。AssignmentSingthealphabetfongandrecitetheletters.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。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.复习字母表，自然引入课文新授。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。ConsolidationexercisesWorkbookpage33and34HandwritingPracticeforAa-DdAssignmentCopyanddictatethefourwordsandAa-Dd.教后感：本课在复习字母表的基础上进一步学习了A—D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题。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-taskProcedureActoutDosubstitutionexercise1.PretendthatI’mMissFang.Thestudentsnowputbothpartstogetherandactouttherole-playtotherestoftheclass.2.Groupsoffourstudentscannowpractisetherole-play.3.Studentsactthedialogueusingtheirownnames.通过朗读和分组表演，学生真正运用新句型进行交际。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：本课主要教授Goodmorning.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。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.轻松引入英语课堂。While-taskProcedurePratisetheDialogueActoutHavethestudentschooseacharaterandprepareamaskoraheadbandforhim(her)usingthecharacterson“PhotocopiableP2-6Thestudentspractisethedialogueingroupsofsix.Selectgroupstoactthedialoguefortheclass.Imayliketoprovidesomeprops.Beforeperformingtherole-play,eachstudentmayintroducehis(her)owncharacter,eg:Hello,class.I’mMrLi.使学生正确理解Mr/Mrs/Miss三个单词的意义，纠正读音。Post-taskactivitiesWorkbookexercisesExtendthetaskbyhavingthesamegroupspractisethedialogue,substritutingtheirownnamesandthenameofthedog.WorkbookP3Completethefirstpartorally.Thestudentsthenwritethecorrectlettersintheanswertable.Readthefirstdialogue.Askthestudentstotracetheletterswiththeirfinger.Walkaroundtheclass,checkingthatthestudentsaretracingtheletterscorrectly.Thestudentstracethelettersinpencil.Readtheseconddialogue.Thestudentswriteinthemissingword,andtracetheremainingdialogue.Studentsreadoutthedialogue.Consolidati--onGrammerPracticeBookAtthisstage,GrammerPracticeBookP4couldbeusedtopracrtiseandconsolidatetheoralandwrittenlanguageinthissectionfurther.Assignment教后感：本课新单词Mr/Mrs/Miss三个单词的意义及读音是难点，尤其在读音方面，学生s的发音存在了很大的问题。Howareyu?Fine,thanks.是重点，学生还需加强朗读。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.强调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利用活页人物认识名字，再让学生在班内进行问答操练。ConsolidationexercisesGrammarPracticeBookP5Assignment教后感：句型What’yourname?I’m…是本课重点。但是有个小的问题是以后会出现whoareyou?以后还是会出现问题的，所以在本节课中我预先埋伏了一下。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.通过了解，介绍对方，为新课作铺垫。While-taskProcedurePlaythegameThestudentsplaythegameinsmallgroupsatthefrontoftheclass.Thestudentsusetheirownnames.Thestudentsmakemasksfor:MissFang;Kitty:Ben;MrLi;MrsLi;Mrchen;grandma;Alice.PhotocipyandenlargePhotocopiablepage2andpage8.UsePiecesofcardtomakemasks,thenmountthemonachopstick,usingstickytape.Thiswillallowthestudentstoholdthemasksup.Playthegameagain,thistimeusingthecharactersinthebook,willsmallgroupsatthefrontoftheclass.猜一猜的游戏操练句型。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：这是一个韵律的儿歌，读起来比较容易上口，但其实还是有很大难度的，单词的掌握，以及祈使句的新接触都是重点。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.