上海沪教版牛津英语A小学三年级上册教案备课文档格式.docx

上海沪教版牛津英语A小学三年级上册教案备课文档格式.docx

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16

Moudu1e4

教学进度表

日期

教学内容安排

备注

1

91~92

Module1Unit1

2

95~99

Unit2

3

912~916

Unit3

919~923

Unit4

5

926~930

Unit4&

Revision,Test

6

103~107

NationalDay

7

1010~1014

Module2Unit1

1017~1021

9

1024~1028

10

1031~114

Unit3&

Revision,Mid-exam

11

117~1111

Module3Unit1

12

1114~1118

1121~1125

14

1128~122

Revision,Test

15

125~129

Module4Unit1

1212~1216

17

1219~1223

18

1226~1230

19

12~19

Project1&

Project2

20

110~119

Revision&

Final-exam

对教材的分析与理解

教材内容：

Book3Acontainscorelanguagelearningmaterial,usingawidevarietyoftext-typesandactivitiestointroducelanguage;

poems;

stories,cartoons,dialoguesandpracticaltasksallengagethestudentatprovidesstudentswiththemeanstocarryoutsuccessfullythesubsequentlearningtasks,whicharefullydescribeinthebook.

教材目标：

The“buildingblock’’approachisbasedthefactthatlearningandthecapacitytolearnaredevelopmental;

thatis,thatstudentslearnbybuildingonknownlanguage,conceptsandactivities,todevelopandexpandprogressively.

Thedevelopmentofthethematicthroughrelatedmoudulesensuresthedevelopmentoflanguagebyconstantlyrevisitingandrecycling,thusbuildingfromastrongbasewithinlevels.Intheknowledgethatlanguageandcontentdevelopandarerevisitedprogressivelythroughoutthepackage,vocabularyandstucutruesareintroducedandpracticedthroughtasksatacontrolledpacesteadyenoughtoinvolvestudents’interestwhilstensuringconstantconsolidation.

Atlowerlevels,caretakentoensurethatpupilsarelearningwithinfamiliar,comfortablecontextssothatthelanguageisappropriatetotheirneedsandinterests.Atintoaccountaswell.StudentinvolvementisencouragedthroughoutOxfordEnglishbytasksandactivitiesthatfocusoninteraction;

teachertostudent（s）,ingroupsandinpairs.ThiscollaborationensurescommunicationandthepurposefuluseofEnglish.

总体设想：

Workbook3Aprovidesfurtherpost-taskactivitiesandexercisesthatreinforcethelanguagelearnedthroughthestudents’bookandtheassociatedtasks.Theyincludeactivitiesthatrequirethestudenttoincludeapersonalelementintheformofposters,surveyformsandpersonalinformation.Handwritingpracticesheetsareprovidedattheendofthebook.Thustheworkbookbecomesarecordofthestudent’sindividuallearningprogress.TheWorkbookisprimarilyintendedforuseintheclassroom,butmaybeusedfortheStudent’sBook,GrammarpracticeBook3Arevisitsstructuresinappealingandtogrammarstimulatingforstudents.Overprintedanswerkeysareprovided.

Module1Gettingtoknowyou

TeachingAims:

1.Learnnewsentencestructures..

e.g.Hello,I’m…

Goodmorning.Goodbye

Howareyou?

Fine,thankyou.

What’syourname?

I’m…

Comein,please.Thankyou.

2.Reviewtheletters

3.Learngrammer

e.g.I’m…You’re…

KeyPointsandDifficultPoints:

1.Reviewtheletters

2.Howtousethesentencestructuretomakeupnewsentences.

3.Usethewordstosaysomething.

TeachingMaterials:

SBpage2–14,cassette,wallcharts

WBpage,somepicturesandwordcards

TeachingArrange:

Unit1:

HereIam!

（4periods）

Unit2:

Greettings.（4periods）

Unit3:

Intheclassroom（4periods）

Unit4:

Sayinganddoing（4periods）

Unit1HereIam

（FirstPeriod）

Languagefocus:

Usingformulaicexpressionstogreetpeople.

eg:

Hello.

Usingformulaicexpressionstointroduceonself.

I’mAlice.

Languageskills:

Speaking:

Usemodelledphrasestocommunicatewithteachersandotherleaners.

Hello,I’mAlice.

2.Openaninteractionbygreetingsomeonepolitely.

Hello,MissFang.

Openaninteractionbyintroducingoneself.

Materials:

SBP2;

cassette;

PhotocopiableP1;

Wordandpicturecards;

WorkbookP1

Preparation:

PhotocopyandenlargethelargepictureofDotty,andthewordsofthesong.

Listentothesongmyself;

Practisetheteacher’ssingingpart.

Procedures

Contents

Methods

Purpose

Pre-taskPreparation

Introduce:

Dotty

Hello,Dotty.

Hello…

（name）

StudentssayHellotoeachother.

Hello,I’mMissMrsMr…

Hello,I’m...

A.PutthelargepictureofDottyonthe

Boardsothatallthestudents

canseeit.

IntroduceDotty.Say:

Hello,

Dotty.Encouragetheclassto

Say:

Hello,Dotty.Theparrot

says:

Hello,MissZhou.

B.1.Say:

Hello,Thestudents

answer:

2.Dividetheclassintopairs:

Thestudentssay“Hello”to

eachother.

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-taskProcedure

Listentothesong.

Dosubstitution

exercise

Singthesong

1.Ingroups,theindividual

studentsintroducethemselves

tooneanother.

Theysay:

Hello,I’m…The

restofthegroupresponds:

Hello,（student’sname）

2.Playthesongaboutgreetings

onthecassette:

Hello.The

studentslistentothesong.

3.Playthesongagain.Singalong

withthecassette.Encourage

thestudentstosingalongwith

meandthecassetee.

4.Inviteindividualstosingthe

song,substitutingDottywith

theirownname.

小组内进行介绍，让学生在交际中练习句型。

Post-taskactivities

Arelayrace

I’m..（name）

Playagame

Hello,I’m..

Explain

I’m=Iam

1.Playareplayrace.The

studentatthebackofeach

rowstarts:

I’m（name）,

followedbythestudentin

front.Thefirststudentat

thefronttosay“I’m…putsup

the

contraction:

I’misthesame

as:

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--on

Doexercises

WorkbookPage1

AtthisstageGrammerPractice

Book3AP1couldbeusedto

practiseandconsolidatetheoral

andwrittenlanguageinthissection

further.

Assignment

Talkwithyourparentsorfriends.

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）

1.LearningtheCapitalletters:

A-Z

2.Learningthesmallletters:

a-z

SBP3,cassette,wallcharts;

Alphabetcards

Listentothetape:

I’mDotty.（twice）

While-task

Preparation

ShowcardsA-Z

Listenandlearntheletters

Listenandrecognizetheletters

Readthem

1.Showthealphabetcards

A-Zonebyonewhile

playingthecassette.Students

listentothenamesofthe2b

lettersandlearnto

recoginizethecapital

letters.

2.Showthealphabetcards

A-Zrandomlyandask

studentstosayinchours,

groupsorindividually.

3.Showthealphabetcardsa-z

onebyonewhileplayingthecassette.Studentslisten

againtothenamesofthe

2blettersandlearnto

recognizethesmallletters.

4.Showthealphabetcardsa-z

randomlyandaskstudents

tosayinchorus,groups

orindividually.

用歌曲击趣，字母歌能让学生轻松有趣的记住字母的顺序。

Reviewtheletters

ShowthealphabetcardsA-Zanda-zrandomlyandaskstudents

tosayinchorus,then

individually.

Readthealphabettoyourparents.

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。

（ThirdPeriod）

1.Learningthecapitalletters:

2.Learningthesmallletters:

SBP4;

cassetteandacassetteplayer;

Alphabetcards.

Aa-Zz

Recognizetheletters.

Pickoutpairsofcapitalandsmalllettercards

Readtheletters

1.Putupthealphabetcards

A-Zanda-zontheboard

Randomlytorevisethe

Letters.

2.Askindividualstudentsto

pickoutpairsofcapitaland

smalllettercardsandsaythe

letters.

3.Readoutthelettersin

consecutiveorderandask

studentdstorepeatinchorus.

通过大、小写字母的配对游戏等加深字母印象。

Listenandsing:

Thealphabetsong

1.Playthecassttetapefor

“Thealphabetsong”.Students

listentothesong.

2.Playthesongagainand

encouragestudentstosing

along.

学习歌曲，有趣记忆字母表。

Singthealphabetfongandrecitetheletters.

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。

（FourthPeriod）

1.Reviewandchecktheknowledgeoftheunit

SBP2--4,cassette,WBpage2PractiseandAssessmentSeries

“I’mDotty”

Readandreviewletters

1.Openthestudents’bookstoP1-3,letstudentsreadthelettersandsentences.

2.Listentothetapeandsing.

3.Introduceoneself.

Consolidation

exercises

1.OxfordEnglishPractiseandAssessmentSeries（Module1:

Unit1E:

ListenandwriteF:

Readandwrite）

2.Student’sself-assessment:

P57

Unit2Greetings

Usingformulaicexpressionstogreetpeople

Goodmorning,MissFang.

Listening:

Discriminatebetweenwordswithdifferentinitialsoundsa-,b-,c-,andd-

Speaking:

Usemodelledphrasestocommunicatewithteachersandoth