上海沪教版牛津英语A小学三年级上册教案备课图文

教学计划

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班 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，他们彬彬级 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,他情 们犹如一片充满希望的晨曦,令人深深期待. 况 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，分 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,但落后的析 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! 努力超出区成绩 教学质量目标 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. 措施 4. 做好教师和家长之间的联系. 教学研究 单元课题研究 公开课 周次 4 内容 Moudule 1 Moudule 2 Moudule 3 周次 完成日期 开课日期 内容 测验8 安排 13 1 16 Moudu1e 4 教学进度表

周次 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 91~92 95~99 日期 教学内容安排 Module 1 Unit 1 Unit 2 Unit 3 Unit 4 Unit4&Revision , Test National Day Module 2 Unit 1 Unit 2 Unit 3 Unit 3&Revision,Mid-exam Module 3 Unit 1 Unit 2 Unit 3 Unit 3&Revision, Test Module 4 Unit 1 Unit 2 Unit 3 Unit 3&Revision, Test Project1& Project 2 Revision & Final-exam 对教材的分析与理解

备注 912~916 919~923 926~930 103~107 1010~1014 1017~1021 1024~1028 1031~114 117~1111 1114~1118 1121~1125 1128~122 125~129 1212~1216 1219~1223 1226~1230 12~19 110~119 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 provides students with the means to carry out successfully the subsequent learning tasks, which are fully

2 describe in the book. 教材目标：

The “building block’’approach 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 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 progressively 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 taken to ensure that pupils are learning within familiar ,comfortable contexts so that the language is appropriate to their needs and interests. At 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 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 student 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 student’s individual learning progress. The Workbook is primarily intended for use in the classroom, but may be used for the Student’s Book, Grammar practice Book 3A revisits structures in appealing and to grammar stimulating for students. Overprinted answer keys are provided .

Module 1 Getting to know you

Teaching Aims:

1. Learn new sentence structures..

3 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 letters

3.Learn grammer

e.g. I’m? You’re? Key Points and Difficult Points:

1. Review the letters

2. 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 cards Teaching 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 other leaners.

4 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 P1 Preparation:

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. Procedures Pre-task Contents Introduce: Methods Purpose A. Put the large picture of Dotty o把Dotty介绍给 Board so that all the students 小朋友，既亲切又富有童趣。 Preparation Dotty Hello,Dotty. can see it. Hello? (name) Introduce Dotty. Say: Hello, Dotty.Encourage the class to Students say Say: Hello, Dotty.The parrot Hello to each says: Hello, Miss Zhou. other. B.1.Say: Hello, The students Hello, I’m answer: Hello. MissMrsMr? Hello, I’m... 2.Divide the class into pairs: The studentssay “Hello” to each other. 3.Say “Hello. I’m Miss Zhou” to individual students to eliciHello, I’m(Student’s name) While-task Procedure Hello, 1. In groups , the individual 小组内进行介绍， students introduce themselves 让学生在交际中5

I’m... Hello, I’m... to one another. They say: Hello, I’m?The rest of the group responds: 练习句型。 Listen to the Hello,(student’s name) song. Do 2. Play the song about greetings on the cassette: Hello. The substitution students listen to the song. exercise 3. Play the song again. Sing alongSing the song with the cassette. Encourage the students to sing along with me and the cassetee. 4. Invite individuals to sing the song,substituting Dotty with their own name. Post-task activities 1. Play a replay race. The 可通过歌曲的改A relay race student at the back of each 编，创造性的进行I’m..(name) rowstarts:I’m (name), Play a game Hello, I’m.. Hello, I’m... Explain I’m = I am 句型练习。学生将 followed by the student in 所学运用起来。 front.The first student at the front to say “I’m?puts up the contrac tion :I’m is the same as: I am ) Consolidati--on Do exercises Workbook Page1 At this stage Grammer Practice Book 3A P1 could be used to 6 practise and consolidate the oral and written language in this sectiofurther. Assignment Talk 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, 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-z

Materials: SB P3, cassette, wallcharts; Alphabet cards Preparation:Listen to the tape:I’m Dotty. (twice) Procedures While-task Contents Methods 1. Show the alphabet cards Purpose 用歌曲击趣，字母歌能让学生轻松有趣的记住字母的顺序。 Preparation Show cards A-Z one by one while A-Z playingthe Listen and cassette.Students learn the letters Listen and recognize the letters Read them to recoginize capital letters. 2. Show the alphabet cards A-Z randomly and ask students to say in chours, the listen to the names of the 2b letters and learn 7 groups or individually. 3. Show the alphabet cards a-z one by one while playing the cassette. Students listen again to the names of the 2b letters and learn to recognize letters. 4. Show the alphabet cards a-z randomly and ask students to say in chorus ,groups or individually. Post-task activities Review the Show the alphabet cards A-Z and letters a-z randomly and ask students to say in chorus,then individually. Assignment Read 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。

Unit 1 Here I am (Third Period)

Language focus:

1. Learning the capital letters: A-Z 2. Learning the small letters: a-z Materials:

SB P4; cassette and a cassette player; Alphabet cards.

the small 8 Preparation:

Listen to the tape: Aa-Zz Procedures Pre-task Preparation Contents Recognize the letters. Pick pairs Methods 1. Put up the alphabet cards A-Z and a-z on the board 通过大、小写字母的 Randomly to revise the 配对游戏等加深字母印象。 Purpose out Letters. of 2. Ask individual students to capital and pick out pairs of capital and small letter cards Read small letter cards and say the letters. the 3. Read out the letters in consecutive order and ask studentds to repeat in chorus. While-task Procedure Listen and 1. Play the casstte tape for 学习歌曲，有趣记忆sing: The “The alphabet song song”.Students listen to the song. 2. Play the song again and encourage students to sing along. Assignment Sing the alphabet fong and recite the letters. 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

alphabet 字母表。 letters 9 (Fourth Period)

Language focus:

1. Review and check the knowledge of the unit Materials:

SB P2--4 , cassette, WB page 2 Practise and Assessment Series Preparation:

Listen to the tape: “I’m Dotty” Procedures Pre-task Preparation Contents Read review letters Methods Purpose and 1. Open the students’books to P1-3,let students read the letters and sentences. 2. Listen to the tape and sing. 3. Introduce oneself. Consolidation exercises 1. Oxford English Practise and AssessmentSeries(Module1:Unit1 E: Listen and write F: Read and write) 2. Student’s self-assessment:P57 Assignment

Unit 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-

10

Speaking :

Use modelled phrases to 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 P33-34 Preparation:Bring any soft toy

Procedures Pre-task Preparation Contents Aa-Zz Methods Purpose Put up the alphabet cards A-Z 复习字母表，自然引and a-z on the board randomly to 入课文新授。 revise the letters. While-task Procedure Good morning Good morning (name) Good morning, MissMrsMr? Aa apple Dd dog 1. Use a soft toy to demon strate: Good morning, (name Miss Mr Mrs of toy) Ask individual 听录音学习和模仿。 students to greet the toy in 让学生分组进行角 the same way. 色表演，在表演中背2. Say “Good morning” to the 诵， 掌握课文中主要 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”,(student’s name) to greet each other. 句型。 11 5. Ask individual or groups of students to greet me: Good morning, Miss Zhou. Respond: Good morning. 6. Play the cassette and ask the students to repeat in chorus or groups Learn the letters: 1. Play the cassette: Learn the letters: A a apple 2. The students listen,point and repeat the letter A and the sound “a” 3. Pepeat the process with B “b”bag ,C”c”cat ,D “d” dog Consolidation Assignment exercises Workbook page 33 and34 Handwriting Practice for Aa-Dd Copy 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。

Unit 2 Greetings (Second Period)

Language focus:

Using formulaic expressions to great people and bid farewell.

12 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: Hello.

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 P2 Preparation: Bring any soft toy. Procedures Pre-task Contents A. Use Methods a soft toy to 通过玩具的自我介绍和与小朋友打招Purpose Preparation Hi,..(name) Goodbye,? (name) Explain:Hi.Hello. Practise: Hi? Hi? Goodbye. Goodbye. Listen the tape Read the to demonstrate: Hi, (name of toy) Ask individuals to greet the 呼问候，学生轻松进toy in the same way. 入语境。 Say: Goodbye, (name of toy) 解释Hi.Hello.的意and put the toy away. 义，让学生可交相运Make the toy wave goodbye. 用。 Bring out the toy again. Ask the students 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 dialogue Act out 13 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 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 practise the conversation. 4. Play the cassette tape for the next two pictures. Pepeat the 14 above procedure. While-task Procedure Act out Do substitution exercise 1. Pretend that I’m Miss Fang. The students now put both 通过朗读和分组表parts together and act out 演，学生真正运用新the 句型进行交际。 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. Post-task activities a word-making activity Do 1. Prepare a word-making activity. Write the words: Goodbye and Hi in large letters on card.Cut the 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 watch carefully the first exchang . Walk around the class, checking that the students are forming the exercises 15

letters correctly. d. Pepeat the procedure with parts2 and 3. e. Students read out the sentences. Consolidati- -on Grammar exercises At 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 Greetings (Third Period)

Language focus:

1. Using formulaic expressions to greet people and take leave.

e.g. Goodbye.

2. Using formulaic expressions to ask an interaction by greeting someone politely.

2.Open an interaction by eliciting a response. e.g. How are you? 3. Close an interaciton by using appropriate formulaic expressions . Materials:

SB P7, cassette, WB P3, some thin card for character Preparation:

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. Photocopy and enlarge the characters’ faces to make masks. Procedures Contents Methods Purpose 16 Pre-task 1. Good A. Hi, Hello, Goodmorning, Goodbye 轻松引入英语课堂。 Preparation morning 2. How are B.1. Introduce: How are you? 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 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. While-task Procedure Pratise the Dialogue Act out 1. Have the students choose a charater and prepare a mask 使学生正确理解or a “Photocopiable P2-6 MrMrsMiss三个单词2. The students practise the 的意义，纠正读音。 dialogue in groups of six. 3. Select groups to act the dialogue for the class. I may 17 like to provide some props. 4. Before performing the role- play, each student may introduce character, eg: Hello,class. I’m Mr Li. Post-task activities Workbook exercises 1. Extend the task by names and the name of the dog. 2. Workbook P3 a. Complete the first part orally. b. The students then write the correct letters in the answer table. c. Read the first dialogue. d. Ask the students to trace the letters with their finger. Walk around the class,checking that the students are tracing the letters correctly. e. The students trace the letters in pencil. f. Read the second dialogue. The students write in the missing word, and trace the remaining dialogue. g. Students read out the 18 dialogue. Consolidati--on Grammer Practice Book At this stage, Grammer Practice Book P4 could be used to pracrtise and consolidate the oral and written language in this section further. Assignment 教后感：本课新单词MrMrsMiss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。How are yu? Fine, thanks.是重点，学生还需加强朗读。明白thanks和thank you的使用。

Unit 2 Greetings (Fourth Period)

Language focus:

Review and check the knowledge of this unit.. Materials:

SB P5—7, cassette, WB, Practise and Assessment Preparation:

Listen to the tape: Let’s enjoy. (twice) Procedures Pre-task Preparation Contents Review: Words and sentences Methods 1. Open the students read the words and sentences. 2. Listen to the tape and follow it. 3. Pratise in pairs: Goodmorning Goodbye How are you? I’m? Consolidation exercises 1. Oxford English Practice and Assessment Series Purpose (Module1 Unit2 B: Look and 19 tick C: Choose and write) 2. Student’s self assessment P57 Assignment

Unit 3 In the classroom

(First Period)

Language focus:

1. Using formulaic expressions to greet people.

e.g. Hello.

2. Asking Wh-questions to find out a person’s identity.

e.g. What’s your name?

2. Using verbs to introduce oneself.

e.g. I’m Danny.

Language skills:

Listening:

a) Understand simple instructions.

e.g. Colour your name card.

1. Discriminate between words with different initial sounds e-,f-,g-, an

interaction by eliciting a response.

2. Pronounce correctly words in isolation with initial sounds. e-, f-, g-, :

Say “Hello? Hi?”each other. Procedures Pre-task Preparation Contents 1.What’ your name? I’m? 2.Explain: What’s= Methods 1. Introduce: What’s your name? To elicit: I’m? 强调What’s= Purpose 1. 2. Practice the question and What is answer with students. 3. In pairs, the students 20

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