上海版小學牛津三年級英語教案3a3b

1、module 1getting to know you unit 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 tasksgreetingsl learners sing the “hello” songl learners sing the “alphabet song”language learning objectivesfunctionsl greeting peo

2、plel introducing oneselflanguage/vocabularyl capital letters: a-zl small letters: a-zformulaic expressionsl hello/hi,skillsspeakingl using modelled phrases to communicate with teachers and learnersl opening an interactionresourcesl students book 3a p2-4l word and picture cards 3al cassette 3al photo

3、copiable page1l workbook 3a p1l grammar practice book 3a p1l students self-assessment sheet p57the first perioddimension targets:l to establish and maintain relationships in carrying out classroom activitiesl develop an awareness and enjoyment of the basic sound patterns of english through a songlan

4、guage focus:l using formulaic expressions to greet people (e.g. hello.)l using formulaic expressions to introduce oneself (e.g. im alice.)language skills:speaking: l use modelled phrases to communicate with teachers and other learners.l open an interaction by greeting someone politelyl open an inter

5、action 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 stu

6、dents 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 another. they say: hello. im the rest of the group responds: hello, 2. listen to the song: hello.3

7、. 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. im 3. explain the contract

8、ion: im 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 p

9、ictures in the frame and write their names.consolidation: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:l recognize the sound patterns of english.language focus:l learnin

10、g the capital letters: a-zl learning the small letters: a-z materials:l students book 3a page 3l cassette 3a and a cassette playerl alphabet cardssteps:while-task procedure:1. show the alphabet cards a-z one by one while playing the cassette. students listen to the names of the 26 letters and learn

11、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 ta

12、rgets:l recognize the sound patterns of english.language focus:l learning the capital letters: a-zl learning the small letters: a-z materials:l students book 3a page 4l cassette 3a and a cassette playerl alphabet cardssteps:pre-task preparation:1. show the alphabet cards a-z and a-z randomly to revi

13、se 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

14、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.

15、have each student fill in the sheet accordingly with the appropriate amount of support from me, depending on individual students ability.unit 2greetingstasks and clusters of tasksgreetingsl learners identify and use a wider range of greetingsl learners enact a role-play: how are you?language learnin

16、g objectivesfunctionsl greeting peoplel introducing oneselfl taking leaveformulaic expressionsl how are you? fine, thanks.l good morning, l goodbye, skillslisteningl recognizing differences in the use of intonationl closing an interactionspeakingl using modelled phrases to communicate with teachers

17、and learnersl opening an interactionl closing an interactionresourcesl students book 3a p5-7l word and picture cards 3al cassette 3al photocopiable pages 2-7l workbook 3a p2-3, p33-34l grammar practice book 3a p2-4l students self-assessment sheet p57the first perioddimension targets:l to establish a

18、nd maintain relationships in carrying out classroom activitiesl recognize the sound patterns of englishlanguage focus:l 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-.speakin

19、g: l use modelled phrases to communicate with teachers and other learnerse.g. good morning, miss fang.l pronounce correctly words in isolation with initial sounds a-, b-, c-, d-.materials:l students book 3a page 5l cassette 3a and a cassette playerl alphabet cards: a a, b b, c c, d dl word and pictu

20、re cards 3al workbook 3a pages 33 and 34preparation: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 pai

21、rs: good morning.4. listen to the cassette and repeat.learn the letters: 1. play the cassette: learn the letters; a a apple 2. 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 d d dog.5. workbook pages 33 and 34.

22、the second perioddimension targets:l to establish and maintain relationships in carrying out classroom activitieslanguage focus:l using formulaic expressions to greet people and bid farewell l e.g. hi! good morning. goodbye.language skills:speaking: l use modelled phrases to communicate with teacher

23、 and other learnersl open an interaction by greeting someone politely e.g. hello.l open an interaction by greeting peers using appropriate formulaic phrases e.g. hi!l close an interaction by using appropriate formulaic phrasese.g. goodbye.materials:l students book 3a page 6l cassette 3a and a casset

24、te playerl word and picture cards 3al workbook 3a page 2preparation:bring any soft toy.steps:pre-task preparation: (for role-play 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.

25、 make the toy wave goodbye. 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.2. explain that hi is informal and for use between students. they must say hello when they greet me and other adults.3.

26、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.6. act out the first two dialogues7. learn the next two pictures in the same way.8. groups of four can practise the role-p

27、lay.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:l to establish and maintain relations

28、hips in carrying out classroom activitiesl obtain and provide information in simple classroom situations through role-playlanguage focus:l using formulaic expressions to greet people and take leave e.g. goodbye.l using formulaic expressions to ask how someone is, and respondinge.g. how are you? fine

29、, thinks.language skills:speaking: l open an interaction by greeting someone politely l open an interaction by eliciting a response e.g. how are you?l close an interaction by using appropriate formulaic expressionse.g. goodbye.materials:l students book 3a page 7l cassette 3a and a cassette playerl w

30、ord and picture cards 3al workbook 3a page 3l photocopiable pages 2-7steps:pre-task preparation: l greetingsl introduce: how are you? fine, thanks. (use two soft toys to model the dialogue)l repeat the dialogue several times.l chain drill around the class.l play the cassette for the whole of page 7.

31、 listen and repeat.while-task procedure: l practise the dialogue in groups of six.l select groups to act out the dialogue.l before performing the role-play, each student may introduce his/her own character. (e.g. hello. im mr li.) post-task activities: l select groups to act the modified dialogues.l

32、 workbook page 3 consolidation: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.students self-assessment:in groups, refer the students to the self-assessment sheet on page 57 and have them discuss their opi

33、nion 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 3 in the classroomtasks and clusters of taskspeople and thingsl learners use name-car

34、ds for introductionsl learners play recognition games (people and objects)language learning objectivesfunctionsl greeting peoplel asking a persons namel introducing oneselfl describing conditionsl confirm/denyl identifying people and thingslanguage/vocabularyl pronoun: youl countable nouns: book, pe

35、ncil, bag, desk, rubber, rulerl verb to be: are (youre )l indefinite article “a” l wh-question: whats your name?formulaic expressionsl hello, l one, two, three, i see ? (passive)l yes/no, im skillslisteningl locating specific information givenspeakingl using modelled phrases to communicate and elici

36、t responsesl opening an interaction by eliciting a responseresourcesl students book 3a p8-10l word and picture cards 3al cassette 3al photocopiable pages 2-8l workbook 3a p4-6, p35-37l grammar practice book 3a p5-6l students self-assessment sheet p58the first perioddimension targets:l interpret and

37、use simple given information through following simple instructions l establish and maintain relationships in carrying out classroom activitylanguage focus:l using formulaic expressions to greet people (e.g. hello.)l asking wh-questions to find out a persons identity (whats your name?)l using verbs t

38、o introduce oneself (im danny.)language skills:listening:l understanding simple instructions e.g. colour your name card.l discriminate between words with different initial sounds e-, f-, g-, h- and i-.speaking: l use modelled phrases to communicate and elicit responses. (whats your name?)l open an i

39、nteraction by eliciting a responsel pronounce correctly words in isolation with initial sounds e-, f-, g-, h- and i-.materials:l students book 3a page 8l cassette 3a and a cassette playerl workbook 3a pages 4; 35, 36 and 37steps:pre-task preparation: l introduce: whats your name? to elicit: im the s

40、tudents hold up their name cards as they answer.l practice in pairs.l play the cassette for page 8. listen and repeat.l read the dialogue.l 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 p

41、age 8.post-task activities: workbook page 4 1. read the dialogue. ask the students to supply the missing words orally.2. ask individuals to write 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 boo

42、ks.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 practise and consolidate the oral and written languag

43、e in this section further.the second perioddimension targets:l obtain information through interactive gamesl establish and maintain relationshipslanguage focus:l using verbs to describe conditions (e.g. youre _.)l using formulaic expressions to confirm/deny identity (yes, im _./no, im _.)language sk

44、ills:use modelled phrases to communicate and elicit a responsematerials: l students book 3a page 9l cassette 3a and a cassette playerl word and picture cards 3al workbook 3a page5l photocopiable pages 2-6 and 8steps:pre-task preparation: l introduce: youre ; yes; no.l play the cassette for page 9.l

45、listen and repeat.l 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. c

46、onsolidation: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.the third perioddimension targets:obtain information through interactive gameslanguage focus:l using a formulaic rhyming expression to start a g

47、uessing gamel using nouns to identify common classroom objectsl using the indefinite article to refer to something for the first time e.g. i see a book.l using formulaic expressions to affirm and deny (e.g. yes/no)language skills:speaking: open an interaction by eliciting a responselistening:recogni

48、ze differences in the use of intonationmaterials:l students book 3a page 10l cassette 3a and a cassette playerl word and picture cards 3al workbook 3a page6steps:pre-task preparation: l introduce the new vocabulary, using classroom realia and the picture cards.l practise the nouns by using flashcard

49、s and pointing to the items.l 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 gram

50、mar 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 page 58 and have them discuss their opinion about each task in this unit and what they t

51、hink 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 classrooml learners say a number rhymel learners make number cardsl learners use th

52、eir number cards in a number recognition gamel learners follow the routine of tidying the classroom before leaving language learning objectivesfunctionsl using simple imperativesl expressing thanksl identifying thingsl identifying numberslanguage/vocabularyl imperative: close/open the door/box. come

53、 in. clean the blackboard.l definite article: thel nouns: blackboard, door, window, box, tableformulaic expressionsl (imperative), please.l thank you.skillslisteninglocating specific informationspeakingusing modelled phrases to communicate with teachers and learnersresourcesl students book 3a p11-14

54、l word and picture cards 3al cassette 3al photocopiable pages 9-13l workbook 3a p7-9, p37-39l grammar practice book 3a p8-11l students self-assessment sheet p58the first perioddimension targets:l develop an awareness and enjoyment of the basic sound patterns of english through participating in sayin

55、g and enacting a rhymel establish and maintain relationships in carrying out classroom activityl obtain and provide objects in simple classroom situations through playing an interactive gamel interpret and use information through matching language focus:l using simple imperatives to give instruction

56、s (e.g. come in, please.)l using simple imperatives to express prohibitions (e.g. dont be late.)language skills:listening:l identify key words in an utterance by recognizing stressl recognize alliterative and rhyming wordsl discriminate between words with different initial sounds j-, k-, l-, and m-.speaking: l use modelled phrases to communicate with other learnersl pronounce correctly words in isolation with initial sounds j-, k-,