上海滬教版牛津英語(yǔ) 三年級(jí)上冊(cè)教案?jìng)湔n

1、經(jīng)過(guò)一個(gè)暑假，孩子們又欣喜地回到快樂(lè)的學(xué)習(xí)基地莘城學(xué)校。通過(guò)兩年的英語(yǔ)學(xué)習(xí)，學(xué)生已積累了一定的英語(yǔ)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(yǔ)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(ài)集體,多才多藝.在老師的關(guān)愛(ài)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(lái)看,由于部分學(xué)生從外省市轉(zhuǎn)入，沒(méi)有英語(yǔ)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(lái)會(huì)更美好!努力超出區(qū)成績(jī)單元測(cè)驗(yàn)安排Moudu

2、le 1Moudule 2Moudule 31316Moudu1e 4教學(xué)進(jìn)度表教學(xué)內(nèi)容安排備注Unit4&Revision ,TestNational Day101112131415161718192010/3111/4 Unit 3&Revision,Mid-exam11/2812/2 Unit 3&Revision, Test12/2612/30 Unit 3&Revision, TestProject1& Project 2Revision & Final-exam對(duì)教材的分析與理解1/101/19教材內(nèi)容：Book 3A contains core language learning

3、 material, using a widevariety of text-types and activities to introduce language; poems; stories,cartoons, dialogues and practical tasks all engage the student at his/herpersonal level. This language preparation provides students with themeansto carry out successfully the subsequent learning tasks,

4、 which arefully describe in the book.教材目標(biāo)：The “building isbased the fact that learning andthe capacity to learn are developmental; that is, that students learn bybuilding on known language, concepts and activities, to develop andexpand progressively .The development of the thematic through related m

5、oudulesensuresthe deve lopment of language by constantly revisiting and recycling,thusbuilding from a strong base within levels. In the knowledge thatlanguage and content develop and are revisited progressivelythroughout the package, vocabulary and stucutrues are introduced andpracticed through task

6、s at a controlled pace steady enough to involvestudents interest whilst ensuring constant consolidation .At lower levels, care has been taken to ensure that pupilsare learningwithin familiar ,comfortable contexts so that the language isappropriateto their needs and interests. At higher levels, of th

7、eworld istaken into account as well. Student involvement isencouragedthroughout Oxford English by tasks and activities that focus oninteraction; teacher to student(s), in groups and in pairs. Thiscollaboration ensures communication and the purposeful use ofEnglish .總體設(shè)想：Workbook3A provides further p

8、ost-task activities and exercises thatreinforce the language learned through the students book and theassociated tasks. They include activities that require the student toinclude a personal element in the form of posters, survey forms andpersonal information .Handwriting practice sheets are provided

9、 at theend of the book. Thus the workbook becomes a record of thestudents individual learning progress. The Workbook is primarilyintended for use in the classroom, but may be used for homework as well.Overprinted Answer keysare available.Grammar Practice Book 3A :while further consolidating language

10、and vocabulary learned in the StudentsBook, Grammar practice Book3A revisits structures in appealing and humorous contexts, making thisbasic introduction to grammar stimulating for students. Overprintedanswer keysare provided .Module 1 Getting to know youTeaching Aims:1. Learn new sentence structure

11、s.e.g. Hello,ImGood morning.How are you?GoodbyeFine,thank you.Whatsyour name? ImCome in,please.2. Review the letters3.Learn grammerThank you.e.g. ImKey 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.Tea

12、ching Materials:SB page 2 14 ,cassette, wallchartsWB page, some pictures and word cardsTeaching Arrange:Unit 1: Here Iam! (4 periods)Unit 2: Greettings. (4 periods)Unit 3: In the classroom (4 periods)Unit 4: Saying and doing (4 periods)Unit 1Here Iam(First Period)Language focus:Using formulaic expre

13、ssions to greet people .eg: Hello.Using formulaic expressions to introduce onself.eg: ImAlice.Language skills:Speaking:Use modelled phrases to communicate with teachers and other leaners.eg: Hello, ImAlice.2. Open an interaction by greeting someone politely.eg: Hello, MissFang.Open an interaction by

14、 introducing oneself.eg: Hello, ImAlice.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 teacherssinging part.Pre-task Introduce A. Put the la

15、rge picture of D Dotty介紹Preparati : Board so that all the 小朋友，既can see it. 親切又富有童DottyHello,Dotty.Hello(name)2.Divide the class into pairs:The studentssay “Hello”each other.3.Say “Hello. ImMissZhto individual students to eHello, namHello, IMiss/Mrs/Mr1. In groups ,the students introduce ，讓學(xué)生在Procedu

16、r m.Hello, Im.交際中練習(xí)句2. Play the song about greeton the cassette: Hello. Thestudents listen to the songthe song. 3. Play the song again. Singwith the cassette. Encouragthe students to sing alongDome and the cassetee.substitutionexercisesong,substituting1. Play areplay race. The 可通過(guò)歌曲的student at the b

17、ack of 改編，創(chuàng)造性的進(jìn)行句型練Irowstarts:Im (name), 習(xí)。學(xué)生將所m.(name)the 學(xué)運(yùn)用起來(lái)。puts uphis (her) hand. Thatrow winsthe relay race.Playgame2. Play agame .Groups ofstudents form circles. Holdabeanbag and say: Hello.MissZhou. Toss the beanbone student who says: Hel“Im “S1 tosses the bto another student who saExplain

18、(Explaincontrac tion : istheConsolid Doexercises At this stage Grammer PracticBook 3A P1 could be used topractise and consolidate the oand written language in this sfurther.AssignmentTalk with your parents orfriends .動(dòng)中教授Hello, Im，學(xué)生參與積極。Unit 1 Here Iam(Second Period)Language focus:1. Learning the C

19、apital letters: A-Z2.Learning the small letters:a-zMaterials: SB P3, cassette, wallcharts; Alphabet cardsPreparation:Listen to the Dotty. (twice)Procedure Content Methods1. Show the alphabet cards 母歌能讓學(xué)生A-Z one by one 輕松有趣的記while 住字母的順序。cardsA-Zplayingthecassette.Studentslisten to the namesof the 2b

20、Listenandrecoginize thecapital2. Show the alphabetcardsA-Z randomly andaskListenandstudents to say inchours,recognizeletters3. Show the alphabetcards a-zReadthemagain to the names4. Show the alphabetcards a-zrandomly and askstudentsShow the alphabet cardsA-Z and a-z randomlyand ask studentsAssignmen

21、tRead the alphabet toyour parents.誦。Unit 1Here Iam(Third Period)Language focus:1. Learning the capital letters: A-Z2. Learning the small letters: a-zMaterials:SB P4; cassette and acassette player; Alphabet cards.Preparation:Listen to the tape: Aa-ZzProcedure ContentRecogni 1. Put up the alphabetthe

22、cardsletters. A-Z and a-z on theboardRandomly to revise 母的配對(duì)游戲等加深字母印andsmalllettercardsconsecutiveand askstudentds to repeatin chorus.1. Play the casstte tape and sing: for 記憶字母表。alphabet song”.Studentssonglisten to the song.2. Play the song againandencourage studentsto singAssignmentSing the alphab

23、et fongand recite the letters.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 1Here Iam(Fourth Period)Language focus:1. Review and check the knowledge of the unitMaterials:SB P2-4 , cassette, WB page 2 Practise and Assessment SeriesPreparation:Listen to the tape: “Im Dotty”P(pán)rocedure Content MethodsssReadConsolida

24、exercises 1. OxfordEnglishandAssessmentSeries(Module1:Unit1 E: Listenand write F: Read andwrite)AssignmentUnit 2 Greetings(First Period)Language focus:Using formulaic expressions to greet peopleeg: Good morning, MissFang.Language skills:Listening:Discriminate between words with different initial sou

25、nds a-, b-, c-,and d-Speaking :Use modelled phrases to communicate with teachers and otherlearners.eg: Good morning, MissFang.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 toyA

26、a-ZzPut up the alphabet cards A-Z and a-z on the 然引入課文新Miss/ Mr /morning, (nameof toy) Ask individualstudents to greet theGoodmorning toy inthe same way.Say “ Goodmorning” to the聽(tīng)錄音學(xué)習(xí)和Good(name)Good“Good morning”3. Explain that peopleuse“Good tomorning greeteach in the morning. Miss/Mr 4. Divide the

27、 class into 讓學(xué)生分組進(jìn),握課文中主要AaappleDddog6. Play the cassette andaskLearn theletters: AaappleThe studentslisten,point andrepeat the letter Aand the ,D“d” dogConsolida exercises Workbook page 33Handwriting Practice forAa-DdAssignmentCopy and dictate thefour words and Aa-Dd.四個(gè)字母及其開(kāi)頭的單詞，學(xué)生已接觸過(guò)這些單詞，因此學(xué)習(xí)較順利。

28、而句型也掌握很好。這四個(gè)單詞的問(wèn)題。Unit 2Greetings(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 theteacher and otherlearners.Open an interaction by greeting someone politel

29、y. eg: Hello.Open an interaction by greeting peers using appropriate formulaicphrases. Eg: Hi!Close an interaction by using appropriate formulaic phrases. eg:Goodbye.Materials:SB P6, cassette ,WB P2Preparation:Bring any soft toy.A. Use a soft toy todemonstrate:通過(guò)玩具的自我介紹和與小e)Hi, (name of toy)Ask indi

30、viduals to 朋友打招呼問(wèn)greet the 候，學(xué)生輕松進(jìn)toy in the same way. 入語(yǔ)境。Goodby(name)and put the toy away.Make the toy wavegoodbye.Bring out the toyagain. Askthe students to say:Hi, then:Goodbye, and put 的意義，讓學(xué)生可交相運(yùn)用。解釋 Hi./Hello.Explain:.responding freely.B.1. Say Hi to thestudents. TheyPractise:Hirespond : Hi.

31、Explainthat Hiis informal and forGoodby They muste. say “Hello” whenthey greet3. Go to the door, waveand4. Explain that people“Goodbye” whenListen to leavingPlay the cassette forfirst2. Read the first twodialogues.Studentsfollow.3. Divide the class intogroupsand4. Play the cassettetape for thenext t

32、wo pictures.Pepeat theabove procedure.1. Pretend that ImMissFang.通過(guò)朗讀和分ProcedurThe students now put 組表演，學(xué)生真bothparts together and 進(jìn)行交際。act out therole-play to the restof theclass.Groups of fourstudents cannow practise therole-play.正運(yùn)用新句型DosubstitutionexercisePrepareword-makingactivity. Write theword

33、s:Goodbye and Hi inlargeletters on card.Cutthe wordsakingactivityblackboard ledge.2. Workbook P2board. The studentswatchcarefully how I formthePronouncephonically as I writethem.c. The students tracetheWalkclass, checking thatstudents are formingletters correctly.e. Students read outthesentences.Ass

34、ignment教后感：本課主要教授Good morning. Goodbye.學(xué)生的說(shuō)是沒(méi)有什么問(wèn)題，積極性也比較高，但也發(fā)現(xiàn)大小寫(xiě)等存在了很大的問(wèn)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, andresponding.Language skills:Speaking:1. Open an

35、interaction by greeting someone politely.2.Open an interaction by eliciting aresponse. 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, MrLi,Mrs Li,MrChen, Gran

36、dman,Aliceand Sam with strings for students to hang around their necks. Photocopyand enlarge the characters faces to make masks.Pre-task 1. Good A. Hi,Hello, 輕松引入英語(yǔ)課堂。morningdialogueseveraltimes.3. Chain drill aroundtheS2:Fine,thanks. Hi,.How areyou?Then S3 to S4 etc.4. Ask individuals: Howareyou? t

37、o elicit: Fine,thanks.Play the cassette forwhole of page 7.The1. Have the studentschoose acharater andprepare a mask or aheadbandhim(her) using thecharacters on“Photocopiable P2-6 使學(xué)生正確理2. The students practise 解Act outthedialoguein Mr/Mrs/Miss三個(gè)單詞的意3. Select groups to act 義，糾正讀音。the dialogue for th

38、eclass. I may like toprovide some props.4. Before performing therole-Post-task Workbo 1. Extend the task byhaving the samegroups practise thedialogue,own names and thename of the dog.2. Workbook P3a. Complete the firstpart orally.c. Readdialogue.d. Ask the students tothe students aretracing the lett

39、erscorrectly.Thestudents write in themissing word, andtrace the remainingg. Studentsread out thedialogue.rPractice be used to pracrtise andBookconsolidate the oral andwritten language in thissection further.Assignment教后感：本課新單詞 Mr/Mrs/Miss 三個(gè)單詞的意義及讀音是難點(diǎn)，尤其s are yu?Fine, 點(diǎn)，學(xué)生還需加強(qiáng)朗讀。明白thanks和thank you的

40、使用。Unit 2 Greetings(Fourth Period)Language focus:Review and check the knowledge of this unit.Materials:SB P57,cassette, WB, Practise and AssessmentPreparation:Listen to the tape: enjoy. (twice)Procedure Content Methodsread the words andsentences.s3. Pratise in pairs:Goodmorning/GoodbyeConsolida exer

41、cises 1. OxfordEnglishand(Module1 Unit2 B:Look and tick C:Choose and write)2. Student s selfassessment P57AssignmentUnit 3In the classroom(First Period)Language focus:1. Using formulaic expressions to greet people.e.g. Hello.2. Asking Wh-questions to find out apersonsidentity.e.g. Whatsyour name?2.

42、Using verbs to introduce oneself.e.g. Im Danny.Language skills:Listening:a) Understand simple instructions.e.g. Colour your name card.b) Discriminate between words with different initial soundse-,f-,g-,h-,Speaking:1. Use modeled phrases to communicate and elicit responses.e.g. Whatsyour name?2. Open

43、 an interaction by eliciting aresponse.3. Pronounce correctly words in isolation with initial sounds.e-, f-, g-, h-, and i-Materials:SB P8 cassette WB P4 ,35,36,37Preparation:Say “Hello Hi”each other.Procedure Content Methodsyour name? To elicit:Im2. Practice the questionand answer withstudents.3. I

44、n pairs, the studentspractise the questionand answer.強(qiáng)調(diào)2.Explain 4. Play the cassette for What is:What iscontraction: Whatsis the same as Whatis.5. Select pairs to comeout and act theirdialogue.racethe student act the frontof the first row: Whatsyour name?He /Sheanswers: Hello, Im(name)while putting

45、 uphis (her) hand.The chain continuesdown the row.Post-task Wookbo 1. Distribute all theactivities ok name cards for the 利用活頁(yè)人物student s Book characters used so 學(xué)生在班內(nèi)進(jìn)far to groups. The 行問(wèn)答操練。rest of the group askthe students withname cards :”Whats your name?” Thestudent then answersdialogues .Ask t

46、hestudents to supplythe missing wordsorally.b. Ask individuals tocome out and writeother students tocorrect any spellingmistakes.c. Students trace andwrite in the missingwords in the bookLearn the letters:1. Play the cassette:Learn the letters: E“e” elephant.4. Repeat the process.5. Have the student

47、senter the vocabularyin the relevant page6. workbook P35, 36and 37.Handwriting practiceConsolida exercises Grammar Practice BookAssignment教后感：句型What your 以后會(huì)出現(xiàn)who are you?以后還是會(huì)出現(xiàn)問(wèn)題的，所以在本節(jié)課中我預(yù)先埋伏了一下。Unit 3In the classroom(Second Period)Language focus:1. Using verbs to describe conditionse.g. 2. Using

48、 formulaic expressions to confirm/deny identitye.g. Yes, m /No, Im Language skills:Speaking: Use modelled phrases to communicate and elicit aresponseMaterials:SB P9,cassette , WB P5,Card, disponsable wooden chopsticks,scissors, sticky tapePhotocopiable pages 2-6 and 8Preparation:Collect sufficient c

49、ard and disposable chopsticks to make charactermasks; scissors and sticky tape.A. Write the names of the characters in the 鋪墊。Yes.No.Book met so far on2.Readtheboard.readingPractisedialogue.them. Explain givennamesand surmanes.B.1. Introduce: You re ;Yes;3. The students listenandThe students followt

50、hedialogue in theirbooks.4. Read the dialogue.Play thecassette again, ifnecessary.1. The students play thegame in small groups 猜一猜的游戲at the front of the 操練句型。class. The studentsuse their own names.2. The students makemasks for:MissFang; Kitty: Ben;MrMrs Li; Mr chen;grandma;Alice. Photocipy andenlarg

51、ePhotocopiable page2 andusinggroups at the front ofthe class.the letters on theboardThe students findthe relevantC. Read the stastement,rcould be used toBookthe oral and writtenlanguage used in thidsection further.AssignmentUnit 3 In the classroom(Third Period)Language focus:1. Using aformulaic rhym

52、ing expression to start aguessing gamee.g. One, two, three, Isee2. Using nouns to indefinite article to refer to something for thefirst timee.g. Isee abook.3. Usin formulaic expressions to affirm and denye.g. Yes / NoLanguage skills:Speaking: Open an interaction by eliciting aresponseListening: Reco

53、gnize differences in the use of intonationMaterials:SB P10,cassette, Word and Picture Cards 3A, WB P6Preparation:Ensure all the realia itemsare available.Procedure Content Methodsstudents namesand the charactersSay:I (usepicture cards). Say:One,two, three, see ;then lookat an individual. Theclassmus

54、t guess. Use as achainLearndrill; each studentsays:One, two, three, Isee and looks at aclassmate.The nest studentMake2. Practise the nounsby usingEncourageand practise theguessinggameitems.2. Play the cassette forpagebefore each noun.1. The students play theguessinggameshown on page 10 asa class and

55、/or groupactivity.2. The students play thegameshown on page 10 asa class and/or groupactivity.B.The students tracefinger,joining the picturesand the words. Walkclass,checking that thestudents understandthe taskC. The students tracethe words, join therBookself-assessment on P58.”Assignment單詞的掌握，以及祈使句

56、的新接觸都是重點(diǎn)。Unit 3 In the classroom(Fourth Period)Language focus:Review and check the knowledge of this unit.Materials:SB P8-10, cassette, WB,Practise and AssessmentPreparation:Play agame: see”P(pán)rocedure Content MethodsReview: 1. Open the studentsbook toP810, let studentssentence readthesentences.sre m/

57、No,ImConsolida exercises 1.tionA:Look andwrite E:Listen anddrawF:Read and match)Student s self2.AssignmentUnit 4 Saying and doing(First Period)Language focus:Using simple imperatives to give instructionse.g. Come in,please. (NB for passive use only at this stage)Using simple imperatives to express p

58、rohibitionse.g. Dontbe late.Language skills:Listening:Identify key word in an utterance by recognizing stress.Recognize alliterative and rhyming wordsDiscriminate between words with different initial soundsj-,k-,l-,and m-Speaking:Use modelled phrases to communicate with other learnersPronounce corre

59、ctly words in isolation with initial soundsj-,k-,l-,and m-Materials:SB P11, cassette and player, WB P7,38,39 Photocopiable P9thenumbers2. Count in a chainround the class.ledge. Ask pairs ofstudents to come outand put the numbersin order as quickly asthey can. They thencount from 1-10Close/Open the d

60、oor.Individual studentsperform the actions.2. Play the cassette. Thestudents listen to theLearn therhymerhyme and repeat it.3. Read the rhyme.Encourage studentsto join in .Clappingthe numberswill givethe rhyme additionalemphasis to therhyming words.4. Explain: verylate. Dont be latefor school again.