上海沪教版牛津英语3A三年级上册教案备课

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城郊学校。通过两年的英语学习，学生已积累了一定的英语知识。但因为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,因为部分学生英语学习的基础，所以三年级整体学习热情较高,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 努力学习，争取更好成绩措

2、施1. 提升课堂效率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4Module 18Module 213Module 316Modu1e 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 1810/1710/

3、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 & Fina

4、l-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 students with th

5、e 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 activities, to

6、 develop and expand progressively . The development of the thematic through related modules ensures the d 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 t

7、he package, vocabulary and s 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 l

8、anguage 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 col

9、laboration 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 student to include a personal elem

10、ent 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 homew

11、ork 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 s

12、tudents. 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 Grammar e.g. Im YoureKey Points and

13、 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： Greetings. (4 p

14、eriods) Unit 3： In the classroom (4 periods) Unit 4： Saying and doing (4 periods)Unit 1 Hello(First Period)Language focus：Using formulaic expressions to greet people . e.g： Hello.Using formulaic expressions to introduce yourself. e.g： Im Alice.Language skills： Speaking： Use phrases to communicate wi

15、th teachers and other leaners. e.g： Hello, Im Alice. 2. Open an interaction by greeting someone politely. e.g： Hello, Miss Fang. Open an interaction by introducing oneself. e.g： Hello, Im Alice.Materials： SB P2; cassette; Photocopiable P1; Word and picture cards; Workbook P1Preparation： Photocopy an

16、d enlarge the large picture of Dotty, and the words of the song. Listen to the song myself; Practice 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 p

17、icture 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 FangB.1.Say： Hello, The students answer： Hello. 2.Divide the class into pairs： The students say “Hello” to each other. 3.Say “Hel

18、lo. Im Miss Fan”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 another. They say： Hello, ImThe rest of th

19、e 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 tape 4. Invite individuals to sing thesong,substituting Dotty wit

20、htheir own name.小组内实行介绍，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 rots：Im (name), followed by the student in front.The first student at the front to say “Imputs up his (her) hand. That r

21、ow wins the relay race. 2. Play a game . Groups of students form circles. Hold a beanbag and say： Hello. Im Miss Fang. Toss the beanbag to one student who says： Hello, “Im “S1 tosses the beanbag to another student who says： “Hello.Im “ ( Explain the ：Im is the same as： I am ) 可通过歌曲的改编，创造性的实行句型练习。学生将

22、所学使用起来。ConsolidationDo exercisesWorkbook Page1At this stage Grammar Practice Book 3A P1 could be used to practice and consolidate the oraland written language in this section further. AssignmentTalk with your parents or friends .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, Im，学生参与积极。Unit 1 Hello (S

23、econd 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 lettersL

24、isten and recognize the lettersRead them1. Show the alphabet cards A-Z one by one whileplaying cassette.Students listen to the names of the 2b letters and learn to the capital letters.2. Show the alphabet cardsA-Z randomly and ask students to say in curs, groups or individually.3. Show the alphabet

25、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 let

26、tersShow 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：因为过了一个暑假，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。Unit 1 Hello(Third Period)Language focus： 1. Learning the capital letters： A-Z 2. Lea

27、rning the small letters： a-zMaterials： SB P4; cassette and a cassette player; Alphabet cards.Preparation：Listen to the tape： Aa-ZProceduresContentsMethodsPurposePre-task PreparationRecognize the letters.Pick out pairs of capital and small letter cardsRead the letters1. Put up the alphabet cards A-Z

28、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 students 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 alp

29、habet song1. Play the cassette 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 song and recite the letters.教后感：因为学生对字母表比较熟练，所以在复习巩固后，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 Hello(Fourth

30、 Period)Language focus： 1. Review and check the knowledge of the unitMaterials：SB P2-4 , cassette, WB page 2 Practice and Assessment Series Preparation：Listen to the tape： “Im Dotty”ProceduresContentsMethodsPurposePre-task PreparationRead and review letters1. Open the studentsbooks to P1-3,let stude

31、nts read the letters and sentences.2. Listen to the tape and sing.3. Introduce oneself.Consolidationexercises1. Oxford English Practice and Assessment(Module1：Unit1 E： Listen and write F： Read and write)2. Students self-assessment：P57AssignmentUnit 2 Greetings Good morning(First Period)Language focu

32、s： 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 phrases to communicate with teachers and other learners. eg： Good morning, Miss Fang. Pronounce correctly

33、words in isolation with initial sounds. A-,b-,c-, and d-Materials： SB P5, cassette, alphabet cards： Aa, B b, Cc, Dd. WB P33-34Preparation：Bring any soft toyProceduresContentsMethodsPurposePre-task PreparationAa-ZPut up the alphabet cards A-Z and a-z on the board randomly torevise the letters.复习字母表，自

34、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 state： 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

35、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 Fang. Respond： Good morning.6. Play the cassette and ask the students to

36、 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. repeat the process with B “b”bag ,C”c”cat ,D “d” dogMiss/ Mr / Mrs听录音学习和模仿。让学生分组实行角色表演，在表演中背诵，掌握课文中主要句型。ConsolidationexercisesWorkbo

37、ok 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，所以学习较顺利。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，学生的抄写还是存有了一定的问题。Unit 2 Greets(Second Period)Language focus：Using formulaic expressions to great people and bid

38、 farewell. Eg： Hi ! Good morning. Goodbye.Language skills： Speaking： 1. Use 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

39、 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.Practice：HiHiGoodbye.Goodbye.Listen to the tapeRead the dialogueAct outA. Use a soft toy to

40、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 fr

41、eely.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

42、 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 practice the conversation. 4. Play the cassette ta

43、pe for the next two pictures. repeat 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，让学生可交相使用。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 fou

44、r students can now practice the role-play.3. Students act the dialogue using their own names.通过朗读和分组表演，学生真正使用新句型实行交际。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 let

45、ters. 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 th

46、e sounds. c. The students trace the sentences in the first . Walk around the class, checking that the students are forming the letters correctly. d. repeat the procedure with parts2 and 3. e. Students read out the sentences.ConsolidationGrammar exercisesAt this stage Grammar Practice Book P2 and 3 c

47、ould be used to practice 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有了很大的问题。Unit 2 Greets(Third Period)Language focus：1. Using formulaic expressions to greet people and take leave.e.g. Goodbye. 2. Using

48、 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 by using appropriate formulaic expressions .Materials： SB P7, cassette, WB P3, some

49、thin card for characterPreparation：Make name cards for Mrs Wang, Mr Li, Mrs Li, Mr Chen, Grandma,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

50、 you?A. Hi, Hello, Good morning, 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 yo

51、u? 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 ProcedurePractice the DialogueAct out1. Have the students choose a charter and prepare a mask or a headband for him(her) using the characters on “Photocopiable P2-62. The students practice the dialogue in groups of six.