上海版牛津英语3a教案全册.pdf

电子教案Module 1 Getting to know youUnit 1：Here I am!(3)Unit 2:Greetings(3)Unit 3:In the classroom(3)Unit 4：Saying and doing(4)Unit 1Here I am!Tasks and clusters of tasksGreetings Learners sing the Hello”song Learners sing the Alphabet song”Language learning objectivesFunctions Greeting people Introducing oneselfLanguage/Vocabulary Capital letters：A-Z Small letters：a-zFormulaic expressions Hello/Hi,.SkillsSpeaking Using modelled phrases to communicate with teachers andlearners2 Opening an interactionResources Students Book 3A P2-4 Word and Picture Cards 3A Casse廿e 3 A Photocopiable pagel Workbook 3A Pl Grammar Practice Book 3A Pl Students self-assessment sheet P57The First PeriodDimension targets：To establish and maintain relationships in carrying out classroom activities Develop an awareness and enjoyment of the basic sound patterns of English through a songLanguage focus：3 Using formulaic expressions to greet people(e.g.Hello.)Using formulaic expressions to introduce oneself(eg rm Alice.)Language skills：Speaking：Use modelled phrases to communicate with teachers and other learners.Open an interaction by greeting someone politely Open an interaction by introducing oneselfSteps：Pre-task preparation：1.Put the large picture of Dotty on the blackboard so that all the students can see it.Introduce Dotty.Say：Hello,Dotty.Encourage the class to say：Hello,Dotty.2.Say：Hello.The students answer：Hello.Divide the class into pairs.The students say Hello to each other.Say Hello.Im Miss Doris to individual students to elicit：Hello.Im(students name).While-task procedure：1.In groups,the individual students introduce themselves to one 4another.They say：Hello.I*m.The rest of the group responds：Hello,.2.Listen to the song：Hello.3.Play the song again.Encourage the students to sing along with the cassette.4.Invite individuals to sing the song,substituting Dotty with their own name.Post-task activities：1.Play a relay race：Hello.Im.2.Play a game：Toss a soft toy to one student who says：Hello.rm.3.Explain the contraction：tm is the same as：I am.4.Workbook page 1a)Explain the rubric：Trace and match.b)Introduce and explain：Woof!c)Trace the line and match the speech bubble with correct character on the page with their pencils.d)Explain the rubric：Stick,trace and write.e)Stick their photos or draw their pictures in the frame and writetheir names.5Consolidation：At this stage Grammar Practice Book 3A page 1 could be used to practise and consolidate the oral and written language in this section further.The Second PeriodDimension targets：Recognize.the sound patterns of English.Language focus：Learning the capital letters：A-Z Learning the small letters：a-zMaterials：Students Book 3 A page 3 Cassette 3A and a cassette player Alphabet CardsSteps：While-task procedure：1.Show the alphabet cards A-Z one by one while playing the6cassette.Students listen to the names of the 26 letters and learn to recognize the capital letters.2.Show the alphabet cards A-Z randomly and ask students to say in chorus,groups or individually.3.Recognize the alphabet cards a-z in the same way.Post-task activities：Listen again so that students can revise and memorize the alphabet.The Third PeriodDimension targets：Recognize.the sound patterns of English.Language focus：Learning the capital letters：A-Z Learning the small letters：a-zMaterials：Students Book 3 A page 4 Cassette 3A and a cassette player Alphabet Cards7Steps：Pre-task preparation：1.Show the alphabet cards A-Z and a-z 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.While-task procedure：1.Play the cassette for The alphabet song”.Listen to the song.2.Play the song again and encourage students to sing along.3.Students sing The alphabet song in chorus and groups.Students self-assessment：In groups,refer the students to the self-assessment sheet on page 57 and have them discuss their opinion about each task in this unit and what they think they have learned.Have each student fill in the sheet accordingly with the appropriate amount of support from me,depending on individual students*ability.8Unit 2GreetingsTasks and clusters of tasksGreetings Learners identify and use a wider range of greetings Learners enact a role-play：How are you?Language learning objectivesFunctions Greeting people Introducing oneself Taking leaveFormulaic expressions How are you?Fine,thanks.Good morning,.Goodbye,.SkillsListening Recognizing differences in the use of intonation Closing an interaction9Speaking Using modelled phrases to communicate with teachers and learners Opening an interaction Closing an interactionResources Students Book 3A P5-7 Word and Picture Cards 3A Cassette 3 A Photocopiable pages 2-7 Workbook 3A P2-3,P33-34 Grammar Practice Book 3A P2-4 Students self-assessment sheet P57The First PeriodDimension targets：To establish and maintain relationships in carrying out classroomactivitiesio Recognize.the sound patterns of EnglishLanguage focus：Using formulaic expressions to greet people(e.g.Good morning,Miss Fang.)Language skills：Listening：Discriminate between words with different initial sounds a-,b-,c-,d-.Speaking：Use modelled phrases to communicate with teachers and other learnerse.g.Good morning,Miss Fang.Pronounce correctly words in isolation with initial sounds a-,b-,c-,d-.Materials：Students Book 3 A page 5 Cassette 3 A and a cassette player Alphabet Cards：A a,B b,C c,D d Word and Picture Cards 3A Workbook 3A pages 33 and 34iiPreparation：Bring any soft toy.Steps：While-task procedure：1.Use a soft toy to demonstrate：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.Practice in pairs：Good morning.4.Listen to the cassette and repeat.Learn the letters：1.Play the cassette：Learn the letters;A a apple2.The students listen and point.3.Listen,point and repeat the letter A and the sound a.4.Repeat the process with B b,bag,C c cat and bd dog.5.Workbook pages 33 and 34.The Second PeriodDimension targets：12 To establish and maintain relationships in carrying out classroom activitiesLanguage focus：Using formulaic expressions to greet people and bid farewell e.g.Hi!Good morning.Goodbye.Language skills：Speaking：Use modelled phrases to communicate with teacher and other learners Open an interaction by greeting someone politely e.g.Hello.Open an interaction by greeting peers using appropriate formulaic phrasese.g.Hi!Close an interaction by using appropriate formulaic phrasese.g.Goodbye.Materials：Students Book 3 A page 6 Cassette 3A and a cassette player Word and Picture Cards 3A Workbook 3 A page 213Preparation：Bring any soft toy.Steps：Pre-task preparation：(for roie-piay on page 7)1.Use a soft toy to demonstrate：Hi,(name of toy).Ask individual students to greet the toy in the same way.Say：Goodbye,(name of toy),and put the toy away.Make the toy wavegoodbye.Bring out the toy again.Ask the students to say：Hi,then：Goodbye,andput the toy away.Repeat the activity until the students are responding freely.2.Explain that Hi is informal and for use between students.They must say Hello when they greet me and other adults.3.Play the cassette for the first two pictures.4.Read the first two dialogues.5.Divide the class into groups of three.The groups choose characters and practise.the conversation.146.Act out the first two dialogues7.Learn the next two pictures in the same way.8.Groups of four can practise the role-play.9.Act the dialogues using their own names.10.Workbook page 2Consolidation：At this stage Grammar Practice Book 3A pages 2 and 3 could be used to practise and consolidate the oral and written language in this section further.The Third PeriodDimension targets：To establish and maintain relationships in carrying out classroom activities Obtain and provide information in simple classroom situations through role-playLanguage focus：Using formulaic expressions to greet people and take leavee.g.Goodbye.15 Using formulaic expressions to ask how someone is,and respondinge.g.How are you?Fine,thinks.Language skills:Speaking：Open an interaction by greeting someone politely Open an interaction by eliciting a responsee.g.How are you?Close an interaction by using appropriate formulaic expressions e.g.Goodbye.Materials：Students Book 3 A page 7 Cassette 3A and a cassette player Word and Picture Cards 3A Workbook 3 A page 3 Photocopiable pages 2-7Steps：Pre-task preparation：Greetings16 Introduce：How are you?Fine,thanks.(Use two soft toys to model the dialogue)Repeat the dialogue several times.Chain drill around the class.Play the cassette for the whole of page 7.Listen and repeat.While-task procedure：Practise the dialogue in groups of six.Select groups to act out the dialogue.Before performing the role-play,each student may introduce his/her own character,(e.g.Hello.Tm Mr Li.)Post-task activities：Select groups to act the modified dialogues.Workbook page 3Consolidation：At this stage Grammar Practice Book 3A pages 4 could be used to practise and consolidate the oral and written language in this section further.Studenfs self-assessment：In groups,refer the students to the self-assessment sheet on page57 and have them discuss their opinion about each task in this unit 17and what they think they have learned.Have each student fill in the sheet accordingly with the appropriate amount of support from me,depending on individual students ability.Unit 3In the classroomTasks and clusters of tasksPeople and things Learners use name-cards for introductions Learners play recognition games(people and objects)Language learning objectivesFunctions Greeting people Asking a persons name Introducing oneself Describing conditions Confirm/deny Identifying people and things18Language/Vocabulary Pronoun：You Countable nouns：book,pencil,bag,desk,rubber,ruler Verb to be:are.(Youre.)Indefinite article MaM Wh-question：Whats your name?Formulaic expressions Hello,.One,two,three,I see.?(passive)yes/No,rm.SkillsListening Locating specific information givenSpeaking Using modelled phrases to communicate and elicit responses Opening an interaction by eliciting a responseResources Students Book 3A P8-10 Word and Picture Cards 3A Cassette 3 A19 Photocopiable pages 2-8 Workbook 3A P4-6,P35-37 Grammar Practice Book 3A P5-6 Students self-assessment sheet P58The First Periodbimension targets：Interpret and use simple given information through following simple instructions Establish and maintain relationships in carrying out classroom activityLanguage focus：Using formulaic expressions to greet people(e.g.Hello.)Asking Wh-questions to find out a persons identity(Whats your name?)Using verbs to introduce oneself(I*m Danny.)Language skills：Listening：20 Understanding simple instructions e.g.Colour your name card.Discriminate between words with different initial sounds e-,f-,g-,h-and i-.Speaking：Use modelled phrases to communicate and elicit responses.(Whats your name?)Open an interaction by eliciting a response Pronounce correctly words in isolation with initial sounds e-,f-,g-,h-and i-.Materials：Students Book 3A page 8 Cassette 3A and a cassette player Workbook 3A pages 4：35,36 and 37Steps：Pre-task preparation：Introduce：Whats your name?to elicit：.The students hold up their name cards as they answer.Practice in pairs.Play the cassette for page 8.Listen and repeat.21 Read the dialogue.Explain the contraction：Whats is the same as What is.While-task procedure：Have a relay race.Divide the class into groups and play the game as illustrated on page8.Post-task activities：Workbook page 41.Read the dialogue.Ask the students to supply the missing words orally.2.Ask individuals to wr汁e the missing words on the blackboard.3.Trace and write the missing words in the book.Learn the letters：1.Play the cassette.Listen and point in their books.2.Listen,point and repeat the sound.3.Have the students enter the vocabulary in the relevant page of their personal vocabulary book.4.Workbook pages 35,36 and 37Consolidation：At this stage Grammar Practice Book 3A pages 5 could be used to 22practise and consolidate the oral and written language in this section further.The Second PeriodDimension targets：Obtain information through interactive games Establish and maintain relationshipsLanguage focus：Using verbs to describe conditions(e.g.youre _.)Using formulaic expressions to confirm/deny identity(Yes,Tm/No,rm _.)Language skills：Use modelled phrases to communicate and elicit a responseMaterials：Students Book 3A page 9 Cassette 3A and a cassette player Word and Picture Cards 3A Workbook 3 A page5 Photocopiable pages 2-6 and 823Steps：Pre-task preparation：Introduce：youre Yes;No.Play the cassette for page 9.Listen and repeat.Read the dialogue.While-task procedure：Play the game in small groups at the front of the classroom.Post-task activities：Workbook page 51.Review the letters a to f.Write the letters on the blackboard.2.Read the statements on page 5.3.Write the correct letters in the table.Consolidation：At this stage Grammar Practice Book 3A pages 5 could be used to practise and consolidate the oral and written language in this section further.24The Third Periodbimension targets：Obtain information through interactive gamesLanguage focus:Using a formulaic rhyming expression to start a guessing game Using nouns to identify common classroom objects Using the indefinite article to refer to something for the first timee.g.I see a book.Using formulaic expressions to affirm and deny(eg Yes/No)Language skills：Speaking：Open an interaction by eliciting a responseListening：Recognize differences in the use of intonationMaterials：Students Book 3 A page 10 Cassette 3A and a cassette player Word and Picture Cards 3A Workbook 3 A page625Steps：Pre-task preparation：Introduce the new vocabulary,using classroom realia and the picture cards.Practise the nouns by using flashcards and pointing to the items.Encourage individual students to do the same.While-task procedure：Play the guessing game in pair.Post-task activities：Workbook page 61.Read the nouns on page 6.2.Trace the words,join the objects and the words and colour the objects.Consolidation：At this stage Grammar Practice Book 3A pages 6 could be used to practise and consolidate the oral and written language in this section further.Students self-assessment：In groups,refer the students to the self-assessment sheet on page2658 and have them discuss their opinion about each task in this unit and what they think they have learned.Have each student fill in the sheet accordingly with the appropriate amount of support from me,depending on individual students*ability.Unit 4Saying and doingTasks and clusters of tasksIn the classroom Learners say a number rhyme Learners make number cards Learners use their number cards in a number recognition game Learners follow the routine of tidying the classroom before leavingLanguage learning objectivesFunctions Using simple imperatives Expres