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新上海沪教版牛津英语3A三年级上册全册教案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19/1~9/2Module 1 Unit 129/5~9/9Unit 2一点通教学网 www.1ydt.com 免费配全套同步教学视频课件
39/12~9/16Unit 349/19~9/23Unit 459/26~9/30Unit4&Revision , Test610/3~10/7National Day710/10~10/14Module 2 Unit 1810/17~10/21Unit 2910/24~10/28Unit 31010/31~11/4Unit 3&Revision,Mid-exam1111/7~11/11Module 3 Unit 11211/14~11/18Unit 21311/21~11/25Unit 31411/28~12/2Unit 3&Revision, Test1512/5~12/9Module 4 Unit 11612/12~12/16Unit 21712/19~12/23Unit 31812/26~12/30Unit 3&Revision, Test191/2~1/9Project1& Project 2201/10~1/19Revision & Final-exam对教材的分析与理解教材内容：Book 3A contains core language learning material, usinga wide variety of text-types and activities to introducelanguage; poems; stories, cartoons, dialogues and practicaltasks all engage the student at his/her personal level. Thislanguage preparation provides students with the means tocarry out successfully the subsequent learning tasks, whichare fully describe in the book.教材目标：一点通教学网 www.1ydt.com 免费配全套同步教学视频课件
The “building block’’approach is based the fact thatlearning and the capacity to learn are developmental; thatis, that students learn by building on known language,concepts and activities, to develop and expandprogressively . The development of the thematic through relatedmoudules ensures the deve lopment of language byconstantly revisiting and recycling,thus building from astrong base within levels. In the knowledge that languageand content develop and are revisited progressivelythroughout the package, vocabulary and stucutrues areintroduced and practiced through tasks at a controlled pacesteady enough to involve students’ interest whilst ensuringconstant consolidation . At lower levels, care has been taken to ensure that pupilsare learning within familiar ,comfortable contexts so thatthe language is appropriate to their needs and interests. Athigher levels, students’ knowledge of the world is taken intoaccount as well. Student involvement is encouragedthroughout Oxford English by tasks and activities that focuson interaction; teacher to student(s), in groups and in pairs.This collaboration ensures communication and thepurposeful use of English .总体设想： Workbook3A provides further post-task activities andexercises that reinforce the language learned through thestudents’ book and the associated tasks. They includeactivities that require the student to include a personalelement in the form of posters, survey forms and personalinformation . Handwriting practice sheets are provided atthe end of the book. Thus the workbook becomes a recordof the student’s individual learning progress. The Workbookis primarily intended for use in the classroom, but may beused for homework as well. Overprinted Answer keys areavailable. Grammar Practice Book 3A :while further consolidatinglanguage and vocabulary learned in the Student’s Book,Grammar practice Book 3A revisits structures in appealingand humorous contexts, making this basic introduction togrammar stimulating for students. Overprinted answer keysare provided . Module 1 Getting to know you一点通教学网 www.1ydt.com 免费配全套同步教学视频课件
Teaching Aims:1.Learn new sentence structures..e.g. Hello,I’m… Good morning. Goodbye How are you? Fine,thank you. What’s your name? I’m… Come in, please. Thank you. 2. Review the letters3.Learn grammer e.g. I’m… You’re…Key Points and Difficult Points:1.Review the letters2.How to use the sentence structure to make up newsentences.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: 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: I’m Alice.Language skills: Speaking: Use modelled phrases to communicate with teachers and otherleaners. eg: Hello, I’m Alice. 2. Open an interaction by greeting someone politely. eg: Hello, Miss Fang. Open an interaction by introducing oneself. eg: Hello, I’m Alice.Materials: SB P2; cassette; Photocopiable P1; Word and picture cards;Workbook P1Preparation:一点通教学网 www.1ydt.com 免费配全套同步教学视频课件
。一点通教学网 www.1ydt.com 免费配全套同步教学视频课件
Photocopy and enlarge the large picture of Dotty, and the words of the song. Listen to the song myself; Practise the teacher’s singing part. ProceduresContentsMethodsPurposePre-taskPreparationIntroduce:DottyHello,Dotty.Hello…(name)Studentssay Helloto eachother.Hello, I’mMiss/Mrs/Mr…Hello,I’m...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 studentssay “Hello” to each other. 3.Say “Hello. I’m Miss Zhou”to individual students to elicit:Hello, I’m(Student’s name)把Dotty介绍给小朋友，既亲切又富有童趣。While-taskProcedureHello,I’m...Hello,I’m...Listen tothe song.Dosubstitutionexercise Sing thesong1. In groups , the individual students introduce themselves to one another. They say: Hello, I’m…The rest of the group responds: Hello,(student’s 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 individuals tosing thesong,substitutingDotty withtheir own name.小组内进行介绍，让学生在交际中练习句型
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--onDoexercisesWorkbook 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 orfriends .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。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 一点通教学网 www.1ydt.com 免费配全套同步教学视频课件
Post-taskactivitiesA relayraceI’m..(name)Play agameHello,I’m..Hello,I’m...Explain I’m = Iam1. Play a replay race.The student at the back ofeach rowstarts:I’m (name), followed by thestudent in front.The first studentat the front to say “I’m…puts up his (her) hand. Thatrow wins the relay race. 2. Play a game . Groups of students form circles. Hold a beanbag and say: Hello. I’m Miss Zhou. Toss the beanbag to one student who says: Hello, “I’m… “S1 tosses the beanbag to another student who says: “Hello.I’m “ ( Explainthe contrac tion :I’m is thesame as: I am ) 可
歌曲击趣，字母歌能
让学生
轻松有趣的记住字母
的顺序
。一点通教学网 www.1ydt.com 免费配全套同步教学视频课件
Preparation:Listen to the tape:I’m Dotty. (twice)ProceduresContentsMethodsPurpose While-task PreparationShowcards A-ZListenandlearnthelettersListenandrecognize thelettersReadthem1. Show the alphabetcards A-Z one by one whileplayingthecassette.Students listen to the namesof the 2b letters and learnto recoginize thecapital letters.2. Show the alphabetcardsA-Z randomly andask students to say inchours, groups orindividually.3. Show the alphabetcards a-zone by one whileplaying thecassette. Studentslisten again to the names ofthe 2b letters and learn to recognize the smallletters.4. Show the alphabetcards a-z randomly and askstudents to say in chorus,groups or individually.用
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。Unit 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-taskPreparationRecognize theletters.Pick outpairs ofcapitalandsmalllettercardsReadtheletters1. Put up the alphabetcards A-Z and a-z on theboard Randomly to revisethe Letters. 2. Ask individualstudents to pick out pairs ofcap
39/12~9/16Unit 349/19~9/23Unit 459/26~9/30Unit4&Revision , Test610/3~10/7National Day710/10~10/14Module 2 Unit 1810/17~10/21Unit 2910/24~10/28Unit 31010/31~11/4Unit 3&Revision,Mid-exam1111/7~11/11Module 3 Unit 11211/14~11/18Unit 21311/21~11/25Unit 31411/28~12/2Unit 3&Revision, Test1512/5~12/9Module 4 Unit 11612/12~12/16Unit 21712/19~12/23Unit 31812/26~12/30Unit 3&Revision, Test191/2~1/9Project1& Project 2201/10~1/19Revision & Final-exam对教材的分析与理解教材内容：Book 3A contains core language learning material, usinga wide variety of text-types and activities to introducelanguage; poems; stories, cartoons, dialogues and practicaltasks all engage the student at his/her personal level. Thislanguage preparation provides students with the means tocarry out successfully the subsequent learning tasks, whichare fully describe in the book.教材目标：一点通教学网 www.1ydt.com 免费配全套同步教学视频课件
The “building block’’approach is based the fact thatlearning and the capacity to learn are developmental; thatis, that students learn by building on known language,concepts and activities, to develop and expandprogressively . The development of the thematic through relatedmoudules ensures the deve lopment of language byconstantly revisiting and recycling,thus building from astrong base within levels. In the knowledge that languageand content develop and are revisited progressivelythroughout the package, vocabulary and stucutrues areintroduced and practiced through tasks at a controlled pacesteady enough to involve students’ interest whilst ensuringconstant consolidation . At lower levels, care has been taken to ensure that pupilsare learning within familiar ,comfortable contexts so thatthe language is appropriate to their needs and interests. Athigher levels, students’ knowledge of the world is taken intoaccount as well. Student involvement is encouragedthroughout Oxford English by tasks and activities that focuson interaction; teacher to student(s), in groups and in pairs.This collaboration ensures communication and thepurposeful use of English .总体设想： Workbook3A provides further post-task activities andexercises that reinforce the language learned through thestudents’ book and the associated tasks. They includeactivities that require the student to include a personalelement in the form of posters, survey forms and personalinformation . Handwriting practice sheets are provided atthe end of the book. Thus the workbook becomes a recordof the student’s individual learning progress. The Workbookis primarily intended for use in the classroom, but may beused for homework as well. Overprinted Answer keys areavailable. Grammar Practice Book 3A :while further consolidatinglanguage and vocabulary learned in the Student’s Book,Grammar practice Book 3A revisits structures in appealingand humorous contexts, making this basic introduction togrammar stimulating for students. Overprinted answer keysare provided . Module 1 Getting to know you一点通教学网 www.1ydt.com 免费配全套同步教学视频课件
Teaching Aims:1.Learn new sentence structures..e.g. Hello,I’m… Good morning. Goodbye How are you? Fine,thank you. What’s your name? I’m… Come in, please. Thank you. 2. Review the letters3.Learn grammer e.g. I’m… You’re…Key Points and Difficult Points:1.Review the letters2.How to use the sentence structure to make up newsentences.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: 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: I’m Alice.Language skills: Speaking: Use modelled phrases to communicate with teachers and otherleaners. eg: Hello, I’m Alice. 2. Open an interaction by greeting someone politely. eg: Hello, Miss Fang. Open an interaction by introducing oneself. eg: Hello, I’m Alice.Materials: SB P2; cassette; Photocopiable P1; Word and picture cards;Workbook P1Preparation:一点通教学网 www.1ydt.com 免费配全套同步教学视频课件
。一点通教学网 www.1ydt.com 免费配全套同步教学视频课件
Photocopy and enlarge the large picture of Dotty, and the words of the song. Listen to the song myself; Practise the teacher’s singing part. ProceduresContentsMethodsPurposePre-taskPreparationIntroduce:DottyHello,Dotty.Hello…(name)Studentssay Helloto eachother.Hello, I’mMiss/Mrs/Mr…Hello,I’m...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 studentssay “Hello” to each other. 3.Say “Hello. I’m Miss Zhou”to individual students to elicit:Hello, I’m(Student’s name)把Dotty介绍给小朋友，既亲切又富有童趣。While-taskProcedureHello,I’m...Hello,I’m...Listen tothe song.Dosubstitutionexercise Sing thesong1. In groups , the individual students introduce themselves to one another. They say: Hello, I’m…The rest of the group responds: Hello,(student’s 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 individuals tosing thesong,substitutingDotty withtheir own name.小组内进行介绍，让学生在交际中练习句型
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--onDoexercisesWorkbook 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 orfriends .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。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 一点通教学网 www.1ydt.com 免费配全套同步教学视频课件
Post-taskactivitiesA relayraceI’m..(name)Play agameHello,I’m..Hello,I’m...Explain I’m = Iam1. Play a replay race.The student at the back ofeach rowstarts:I’m (name), followed by thestudent in front.The first studentat the front to say “I’m…puts up his (her) hand. Thatrow wins the relay race. 2. Play a game . Groups of students form circles. Hold a beanbag and say: Hello. I’m Miss Zhou. Toss the beanbag to one student who says: Hello, “I’m… “S1 tosses the beanbag to another student who says: “Hello.I’m “ ( Explainthe contrac tion :I’m is thesame as: I am ) 可
歌曲击趣，字母歌能
让学生
轻松有趣的记住字母
的顺序
。一点通教学网 www.1ydt.com 免费配全套同步教学视频课件
Preparation:Listen to the tape:I’m Dotty. (twice)ProceduresContentsMethodsPurpose While-task PreparationShowcards A-ZListenandlearnthelettersListenandrecognize thelettersReadthem1. Show the alphabetcards A-Z one by one whileplayingthecassette.Students listen to the namesof the 2b letters and learnto recoginize thecapital letters.2. Show the alphabetcardsA-Z randomly andask students to say inchours, groups orindividually.3. Show the alphabetcards a-zone by one whileplaying thecassette. Studentslisten again to the names ofthe 2b letters and learn to recognize the smallletters.4. Show the alphabetcards a-z randomly and askstudents to say in chorus,groups or individually.用
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。Unit 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-taskPreparationRecognize theletters.Pick outpairs ofcapitalandsmalllettercardsReadtheletters1. Put up the alphabetcards A-Z and a-z on theboard Randomly to revisethe Letters. 2. Ask individualstudents to pick out pairs ofcap
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