上海沪教版牛津英语3A三年级上册教案备课

文档属性

名称 上海沪教版牛津英语3A三年级上册教案备课
格式 zip
文件大小 129.6KB
资源类型 教案
版本资源 上海牛津(绿色上教版)
科目 英语
更新时间 2012-02-15 15:35:07

图片预览

文档简介

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 提高课堂效率精选习题,要巧做,不要死做.抓好后进生,利用业余时间补差.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
4 Moudule 1
8 Moudule 2
13 Moudule 3
16 Moudu1e 4
教学进度表
周次 日期 教学内容安排 备注
1 9/1~9/2 Module 1 Unit 1
2 9/5~9/9 Unit 2
3 9/12~9/16 Unit 3
4 9/19~9/23 Unit 4
5 9/26~9/30 Unit4&Revision , Test
6 10/3~10/7 National Day
7 10/10~10/14 Module 2 Unit 1
8 10/17~10/21 Unit 2
9 10/24~10/28 Unit 3
10 10/31~11/4 Unit 3&Revision,Mid-exam
11 11/7~11/11 Module 3 Unit 1
12 11/14~11/18 Unit 2
13 11/21~11/25 Unit 3
14 11/28~12/2 Unit 3&Revision, Test
15 12/5~12/9 Module 4 Unit 1
16 12/12~12/16 Unit 2
17 12/19~12/23 Unit 3
18 12/26~12/30 Unit 3&Revision, Test
19 1/2~1/9 Project1& Project 2
20 1/10~1/19 Revision & Final-exam
对教材的分析与理解
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 his/her personal level. This language preparation provides students with the means to carry out successfully the subsequent learning tasks, which are fully 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 has been taken to ensure that pupils are learning within familiar ,comfortable contexts so that the language is appropriate to their needs and interests. At higher levels, students’ knowledge of the world is taken 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 homework as well. Overprinted Answer keys are available.
Grammar Practice Book 3A  :while further consolidating language and vocabulary learned in the Student’s Book, Grammar practice Book 3A revisits structures in appealing and humorous contexts, making this basic introduction to grammar stimulating for students. Overprinted answer keys are provided .
Module 1 Getting to know you
Teaching Aims:
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 letters
3.Learn grammer
e.g. I’m… You’re…
Key Points and Difficult Points:
Review the letters
How to use the sentence structure to make up new sentences.
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.
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 Contents Methods Purpose
Pre-task Preparation Introduce:DottyHello,Dotty.Hello…(name)Students say Hello to each other.Hello, I’m Miss/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-task Procedure Hello, I’m...Hello, I’m...Listen to the song.Do substitutionexercise Sing the song 1. 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 to sing thesong,substituting Dotty withtheir own name. 小组内进行介绍,让学生在交际中练习句型。
Post-task activities A relay raceI’m..(name)Play a gameHello, I’m..Hello, I’m...Explain I’m = I am 1. Play a replay race. The student at the back of each rowstarts:I’m (name), followed by the student in front.The first student at the front to say “I’m…puts up his (her) hand. That row 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 “ ( Explain the contrac tion :I’m is the same as: I am ) 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 Do exercises Workbook Page1At this stage Grammer Practice Book 3A P1 could be used to practise and consolidate the oraland written language in this section further.
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 Contents Methods Purpose
While-task Preparation Show cards A-ZListen and learn the lettersListen and recognize the lettersRead them 1. Show the alphabet cards A-Z one by one whileplayingthe cassette.Students listen to the names of the 2b letters and learn to recoginize the capital letters.2. Show the alphabet cardsA-Z randomly and ask students to say in chours, groups or individually.3. Show the alphabet cards a-zone by one while playing the cassette. Students listen again to the names of the 2b letters and learn to recognize the small letters.4. Show the alphabet cards a-z randomly and ask students to say in chorus ,groups or individually. 用歌曲击趣,字母歌能让学生轻松有趣的记住字母的顺序。
Post-task activities Review the letters Show the alphabet cards A-Z and a-z randomly and ask students to say in chorus,thenindividually.
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.
Preparation:
Listen to the tape: Aa-Zz
Procedures Contents Methods Purpose
Pre-task Preparation Recognize the letters.Pick out pairs of capital and small letter cardsRead the letters 1. Put up the alphabet cards A-Z and a-z on the board 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 studentds to repeat in chorus. 通过大、小写字母的配对游戏等加深字母印象。
While-task Procedure Listen and sing: The alphabet song 1. Play the casstte tape for “The alphabet song”.Students listen to the song.2. Play the song again and encourage students to sing along. 学习歌曲,有趣记忆字母表。
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
(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 Contents Methods Purpose
Pre-task Preparation Read and review letters Open the students’books to P1-3,let students read the letters and sentences.Listen to the tape and sing.Introduce oneself.
Consolidation exercises Oxford English Practise and AssessmentSeries(Module1:Unit1 E: Listen and write F: Read and write)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-
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 Contents Methods Purpose
Pre-task Preparation Aa-Zz Put up the alphabet cards A-Z and a-z on the board randomly torevise the letters. 复习字母表,自然引入课文新授。
While-task Procedure Good morningGood morning (name)Good morning, Miss/Mrs/Mr…Aa appleDd dog 1. Use a soft toy to demon strate: 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. 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.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 groupsLearn the letters:1. Play the cassette: Learn the letters: A a apple2. 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 Miss/ Mr / Mrs听录音学习和模仿。让学生分组进行角色表演,在表演中背诵,掌握课文中主要句型。
Consolidation exercises Workbook page 33 and34Handwriting Practice for Aa-Dd
Assignment 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.
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 Contents Methods Purpose
Pre-task Preparation Hi,..(name)Goodbye,…(name)Explain:Hi./Hello.Practise:Hi…Hi…Goodbye.Goodbye.Listen to the tapeRead the dialogueAct out Use a soft toy to demonstrate: Hi, (name of toy)Ask individuals to greet the toy in the same way.Say: Goodbye, (name of toy) and put the toy away.Make the toy wave goodbye. Bring out the toy again. Askthe 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 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 above procedure. 通过玩具的自我介绍和与小朋友打招呼问候,学生轻松进入语境。解释Hi./Hello.的意义,让学生可交相运用。
While-task Procedure Act outDo substitution exercise 1. Pretend that I’m Miss Fang. The students now put both parts together and act out the 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. 通过朗读和分组表演,学生真正运用新句型进行交际。
Post-task activities a word-making activityDo the exercises 1. Prepare a word-making activity. Write the words: Goodbye and Hi in large letters on card.Cut 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 how I form the letters. Pronounce the letters phonically as I write them. The students repeat the sounds. c. The students trace the sentences in the first exchang . Walk around the class, checking that the students are forming the 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:
Using formulaic expressions to greet people and take leave.
e.g. Goodbye.
2. Using formulaic expressions to ask how someone is, and responding.
Language skills:
Speaking:
1. Open 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
Pre-task Preparation Good morningHow are you Hi, Hello, Goodmorning, GoodbyeB.1. Introduce: How are 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. 轻松引入英语课堂。
While-task Procedure Pratise the DialogueAct out Have the students choose a charater and prepare a mask or a headband for him(her) using the characters on “Photocopiable P2-6The students practise the dialogue in groups of six.Select groups to act the dialogue for the class. I may like to provide some props.Before performing the role- play, each student may introduce his(her) own character, eg: Hello,class. I’m Mr Li. 使学生正确理解Mr/Mrs/Miss三个单词的意义,纠正读音。
Post-task activities Workbookexercises Extend the task by having the same groups practise the dialogue, substrituting their own names and the name of the dog.Workbook P3Complete the first part orally.The students then write the correct letters in the answer table.Read the first dialogue.Ask the students to trace the letters with their finger. Walk around the class,checking that the students are tracing the letters correctly.The students trace the letters in pencil.Read the second dialogue. The students write in the missing word, and trace the remaining dialogue.Students read out the 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Mr/Mrs/Miss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 Contents Methods Purpose
Pre-task Preparation Review:Words and sentences Open the students read the words and sentences.Listen to the tape and follow it.3. Pratise in pairs: Goodmorning /GoodbyeHow are you I’m…
Consolidation exercises Oxford English Practice and Assessment Series (Module1 Unit2 B: Look and tick C: Choose and write)Student’s self assessment P57
Assignment
Unit 3 In the classroom
(First Period)
Language focus:
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
Using verbs to introduce oneself.
e.g. I’m Danny.
Language skills:
Listening:
Understand simple instructions.
e.g. Colour your name card.
Discriminate between words with different initial sounds e-,f-,g-,h-,
Speaking:
Use modeled phrases to communicate and elicit responses.
e.g. What’s your name
Open an interaction by eliciting a response.
Pronounce correctly words in isolation with initial sounds.
e-, f-, g-, h-, and i-
Materials:
SB P8 cassette WB P4 ,35,36,37
Preparation:
Say “Hello… Hi…”each other.
Procedures Contents Methods Purpose
Pre-task Preparation 1.What’ your name I’m…2.Explain:What’s=What is Introduce: What’s your name To elicit: I’m…Practice the question and answer with students.In pairs, the students practise the question and answer.Play the cassette for P8. The students listen and repeat. Explain the contraction: What’s is the same as What is.Select pairs to come out and act their dialogue. 强调What’s=What is
While-task Procedure A relay race Have a relay race. Ask the student act the front of the first row: What’s your name He /Sheanswers: Hello, I’m…(name) while putting up his (her) hand.The chain continues down the row.
Post-task activities Wookbook Distribute all the name cards for the student’s Book characters used so far to groups. The rest of the group ask the students with name cards :”What’s your name ” The student then answers with the name of the character: I’m…and holds up the name card.Workbook P4:a. Read the dialogues .Ask the students to supply the missing words orally.b. Ask individuals to come out and write the missing on the blackboard. Ask other students to correct any spelling mistakes.c. Students trace and write in the missing words in the bookLearn the letters:Play the cassette: Learn the letters: E “e” elephant.The students listen and point in their books.The students listen and repeat the sound.Repeat the process.Have the students enter the vocabulary in the relevant page of their personal vocabulary book.workbook P35, 36 and 37.Handwriting practice for Ee, Ff, Gg, Hh, Ii 利用活页人物认识名字,再让学生在班内进行问答操练。
Consolidation exercises Grammar Practice Book P5
Assignment
教后感:句型What’ your name I’m…是本课重点。但是有个小的问题是以后会出现who are you 以后还是会出现问题的,所以在本节课中我预先埋伏了一下。
Unit 3 In the classroom
(Second Period)
Language focus:
1. Using verbs to describe conditions
e.g. You’re…
2. Using formulaic expressions to confirm/deny identity
e.g. Yes, I’m …/No, I’m …
Language skills:
Speaking: Use modelled phrases to communicate and elicit a response
Materials:
SB P9,cassette , WB P5,Card, disponsable wooden chopsticks, scissors, sticky tape
Photocopiable pages 2-6 and 8
Preparation:
Collect sufficient card and disposable chopsticks to make character masks; scissors and sticky tape.
Procedures Contents Methods Purpose
Pre-task Preparation You’re…Yes. / No.2.Read the dialogue. Write the names of the characters in the Student’s Book met so far on the board. Practise reading them. Explain given names and surmanes.B.1. Introduce: You’re … ; Yes; No. 2. Play the cassette for page 9. 3. The students listen and repeat. The students follow the dialogue in their books. 4. Read the dialogue. Play the cassette again, if necessary. 通过了解,介绍对方,为新课作铺垫。
While-task Procedure Play the game The students play the game in small groups at the front of the class. The students use their own names.The students make masks for: Miss Fang; Kitty: Ben; Mr Li; Mrs Li; Mr chen; grandma; Alice. Photocipy and enlarge Photocopiable page 2 and page 8.Use Pieces of card to make masks , then mount them on a chopstick, using sticky tape. This will allow the students to hold the masks up.Play the game again, this time using the characters in the book, will small groups at the front of the class. 猜一猜的游戏操练句型。
Post-task activities Do exercises Workbook page 5A. Review the letters a to f, Write the letters on the boardRead the statements on p.5. The students find the relevant characters and the identifying letter.Read the stastement, Ask: What’s the letter To elicit: a, b, etc.
Consolidation Grammar Practice Book At this stage 3A page 5 could be used to practise and consolidate the oral and written language used in thid section further.
Assignment
Unit 3 In the classroom
(Third Period)
Language focus:
Using a formulaic rhyming expression to start a guessing game
e.g. One, two, three, I see…
2. Using nouns to indefinite article to refer to something for the first time
e.g. I see a book.
3. Usin formulaic expressions to affirm and deny
e.g. Yes / No
Language skills:
Speaking: Open an interaction by eliciting a response
Listening: Recognize differences in the use of intonation
Materials:
SB P10,cassette, Word and Picture Cards 3A, WB P6
Preparation:
Ensure all the realia items are available.
Procedures Contents Methods Purpose
Pre-task Preparation Introduce:I see…Say: I see…Learn the new wordsMake sentences. Use the game format One, two, three, I see … to revise the students’ names and the characters (use picture cards). Say: One, two, three, see…; then look at an individual. The class must guess. Use as a chain drill; each student says: One, two, three, I see …; and looks at a classmate. The nest student must say that student’s name.B.1. Introduce the new vocabulary, using classroom realia and the picture cards 2. Practise the nouns by using flashcards and pointing to the items. 3. Encourage individual students to do the same.C.1. Introduce One, two, three … and practise the guessing game with the items. 2. Play the cassette for page 10. The students follow the dialogue in their books. 3. Explain use of indefinite article a. Encourage students to use the article before each noun.
While-task Procedure Game: guessing The students play the guessing game shown on page 10 as a class and/or group activity.The students play the guessing game shown on page 10 as a class and/or group activity.
Post-task activities Do exercises Workbook Page 6Read the nouns on page6The students trace with their finger, joining the pictures and the words. Walk round the class, checking that the students understand the taskThe students trace the words, join the objects and the words and color the objects.
Consolidation Grammar Practice Book As the stage Grammar Practice Book 3A page 6 could be used to practise and consolidate the oral and written language in this section furtherStudent’s self-assessment on P58.
Assignment ”
教后感:这是一个韵律的儿歌,读起来比较容易上口,但其实还是有很大难度的,单词的掌握,以及祈使句的新接触都是重点。
Unit 3 In the classroom
(Fourth Period)
Language focus:
Review and check the knowledge of this unit.
Materials:
SB P8--10, cassette, WB,Practise and Assessment
Preparation:
Play a game: “One,two,three…I see…”
Procedures Contents Methods Purpose
Pre-task Preparation Review:Words and sentences 1. Open the students’book to P8—10, let students read the words and sentences.Listen to the tape and follow it.Practise in pairs:What’s your name I’m…You’re… Yes,I’m…/No,I’m…I see…
Consolidation exercises 1. Oxford English Practice and Assessment Series (Module1Unit3 A:Look and write E:Listen and draw F:Read and match)2. Student’s self assessment P58
Assignment
Unit 4 Saying and doing
(First Period)
Language focus:
Using simple imperatives to give instructions
e.g. Come in,please. (NB for passive use only at this stage)
Using simple imperatives to express prohibitions
e.g. Don’t be late.
Language skills:
Listening:
Identify key word in an utterance by recognizing stress.
Recognize alliterative and rhyming words
Discriminate between words with different initial sounds j-,k-,l-,and m-
Speaking:
Use modelled phrases to communicate with other learners
Pronounce correctly words in isolation with initial sounds j-,k-,l-,and m-
Materials:
SB P11, cassette and player, WB P7,38,39 Photocopiable P9
Procedures Contents Methods Purpose
Pre-task Preparation Review and learn: the numbers Introduce numbers 1-10.Write numbers 1-10 on the board and practise counting.Count in a chain round the class.Display the number cards in disorder on the blackboard ledge. Ask pairs of students to come out and put the numbers in order as quickly as they can. They then count from 1-10
While-task Procedure Learn the new the sentencesLearn the rhyme Practise: Look at the clock/board. Close/Open the door. Individual students perform the actions.Play the cassette. The students listen to the rhyme and repeat it.Read the rhyme. Encourage students to join in .Clapping the numbers will give the rhyme additional thythm. Give emphasis to the rhyming words.4. Explain: You’re very late. Don’t be late for school again.5. Encourage all students to participate in saying the rhyme and clapping the rhythmThe class recites the rhyme and two students mime. Individual students take the part of the teacher, reciting the rhyme
Post-task activities Do exercises Workbook 3A page 7 Review numbers 1-10 using your number cards.B. The students trace and color the number on page 7
Learn the letters New letters and words Play the cassette for: Learn the letters; J ‘j’ jam The students listen, point and repeat the sounds and the word Repeat the process with K ‘k’ kite, L ‘l’ lion, M ‘m’ mouseD. Workbook page 37,38 and 39
Consolidatio-n Grammar Practise Grammar Practice book 3A pages 8 and 9 give further prqctise in identifying numbers 1-10.
Assignment
Unit 4 Saying and doing
(Second Period)
Language focus:
Using imperatives to give simple instructions
eg: Clean the table,please.
Using formulaic expressions to express thanks
eg: Thank you.
Using definite article to refer to specific classroom objects
Using nouns to identify things
Language skills:
Listening:
Locate specific information in response to simple instructions
Speaking:
Use modelled phrases to communicate with other learners
eg: Close the box,please.
Materials:SB P12; cassette; Word and picture cards; a cardboard box with lid; card and cissors; WB P8,9; Photocopiable page 10
Preparation:
Bring a box with a lid to school. (e.g. a shoe box).
Make some classroom labels as suggested in Look and learn.
Add strings to stick the labels around the classroom.
Procedures Contents Methods Purpose
Pre-task Preparation Introduce the objectsPractise the sentences:Open/Close/Clean…,please. A. Hang the labels you have made around the classroom on the relevant objects. As you do so, say the names of the objects.B.1. Introduce: the door/table/window/blackboard/box using realia and the flashcards. 2. Introduce: Clean the blackboard/table. Open/close the door/box. 3. Pracise the instructions with the students performing the actions(Use the shoe box here). Express thanks fir each action: Thank you. 4. Individual students give aninstruction to another studen-t, who performs the action. 5. Practise with the flashcards.Ask students to match flashcards with the classroom labels. 用标签来标注教室内的物品,可以让学生直接而形象的进行学习。
While-task Procedure Pratise in the whole class. These activities should become part of the daily routine for tidying up the classroom, prior to leaving it. Students should know and be encouraged to use the politeness expressions with you and their classmates, Particularly: …, please and Thank you.
Post-task activities Pratise and do exercises. 1. Choose one student who thinks of an instruction and gives it to another student who carries it out. The second student then gives and order to a third student, and so on.2. Each student makes and illustrates a label fo one item in the classroom and places it on that item. Include vocabulary previously learned. Praise students who label an item previously covered. Play a simplified version of Simon says as a class activity.Workbook page 8Review the vocabulary.The students trace and write the words.Workbook page 9Students read the dialogues and decide on the answers.Select pairs to read the dialogues (optional)The students circle the correct verbs and trace the faint words.The pairs practise the dialogues 学生在游戏与合作中巩固新知,效果更好。
Consolidati--on Grammar Practice At this stage grammar Practice book 3A page 10 and 11 could beused to practise and consolidatethe oral and written language in thissection further
Assignment Fill in the blanks and act out to your parents.
教后感:通过贴标签的方法,学生学习积极性很高,掌握得也很主动。但祈使句是这课的重点,学生在接触的时候有点难度。由于他们是第一次接触,所以没有涉及的太多,因为学生的水平也存在了很大的差异。
Unit 4 Saying and doing
(Third Period)
Language focus:
1. Using formulaic expressions to greet people and take leave
e.g. Goodbye.
2. Using formulaic expressions to ask how someone is , and responding
e.g. How are you Fine,thanks.
Language Skills:
Speaking:
Open an interaction by greeting someone politely.
Open an interaction by eliciting a response.
e.g. How are you
Close an interaction by using appropriate formulaic expressions.
e.g. Goodbye.
Materials:
SB P14; cassette; Paper or card to make number and word cards 1-10; Strings
for the numbers game and 10 clothes-pegs; Photocopiable page 13
Preparation:
Make name cards for Mr Li, Danny, Alice and Peter with strings for students to hang around their necks. Enlarge photocopiable sheets for students to make the number cards
Procedures Contents Methods Purpose
Pre-task Preparation Review:Good morning.What’s your name How are you Fine,thank you. 1. Revise: Good morning.What’s your name I’m… Hi,… How are you Fine, thanks.Use two puppets or soft toys to model the dialogue.Students work in pairs and repeat the dialogue several times.
While-task Procedure Listen and repeatAct out 1. Have the students choose a character and prepare a mask or a headband for himself/herself.The students can wear these while enacting the role-play along with the character name cards.2. The students practise the dialogue in groups of four.Select groups to act the dialogue for the class.
Post-task activities Do Substitutio-n exerciseAct out the dialogue 1. Extend the task by having the same groups practise the dialogue, substituting their own names.Select groups to act the modified dialogues. Check students’ pronunciation, and correct of necessaryPhotocopiable page 13: Act a storyStudents read the dialogyesSelect pairs to read the dialoguesSelect groups to act the dialogues 通过表演来在现和掌握对话的运用,学生很有兴趣,并能作到人人参与。
Consolidation exercises Oxford English Practice and Assessment Series 3A Part1, Module1,Unit4 presents further grammar and vocabulary exercieses as well as listening and reading skills development tasks.
Assignment Read the story.
教后感:通过故事的教学,学生在表演中,充分的回顾和掌握了基本的问候用语。
Unit 4 Saying and doing
(Fourth Period)
Language focus:
1. P13 shows how students might practise this lauguage at home.
2. Review and check the knowledge of the unit.
Materials:
SB P11--14; cassette and a cassette player; Practice and Assessment Series.
Preparation:
Say a rhyme: one,two,three,four…
Procedures Contents Methods Purpose
Pre-task Preparation 1. Practise the dialogues (P13) in class. Practise in two.(Ask and answer).e.g.Open the box,please. Thank you.Open the students’books to P11-14, let students read the words and sentences.Listen to the tape and follow it.Say and act: e.g. Clean the blackboard,please. Thank you.
Consolidation exercises 1. Oxford English Practice and Assessment Series(Module1Unit4 C: Look, choose and Write D: Look and writeE: Listen and numberStudent’s self assessment P58
Assignment Read P11-14
Module 2 Me, my family and friends
Teaching Aims:
Learn the daily expressions:
e.g. A cake, Ben
Yes,please. / No, thank you.
Here you are.
2. Learn new words and review the letters
e.g. N n nine O o orange
P p pencil Q q queen
3. Learn grammer:
e.g. Who are you I’m…
Who’s he / she He’s…/ She’s…
What is it
Key Points and Difficult Points:
Review the letters
How to use to the sentence structure to make up new sentences.
Use the words to say something.
Teaching Materials:
SB page 15--24, cassette, WB page, some pictures and word cards
Teaching Arrange:
Unit 1: My friends (4 periods)
Unit 2: Feelings (4 periods)
Unit 3: Families (4 periods)
Unit 1 My friends
(First Period)
Language focus:
1.Asking Wh-questions to find out a person’s identity
eg: Who are you
2.Using indefinite articles to mention something or someone for the first time
e.g. I’m a girl.
3.Using adjectives to describe people
e.g. I’m tall.
Language skills:
Speaking:
Use modelled phrases to open and maintain an interaction by providing
information in response to factual questions. e.g. Who are you I’m a girl. I’m
tall.
Listening:
Locate specific information in response to simple questions
Writing:
Add personal ideas and information to writing when a framework is provided
Materials:
SB P15, cassette, wallpictures 3A, WB P10, magazines and scissors
Preparation:
Make word cards for: fat, thin, big, small, short, tall.
Bring old magazines and scissors.
Procedures Contents Methods Purpose
Pre-task Preparation Introduce:tall/shortbig/smallthin/fatRecogine: the wordListen and repeatIntroduce:a boy agirl Draw figures on the board or select pairs of students to illustrate:tall/short;big/small ;thin/fat. It may be useful to use students’ hand to show the relative sizes of fingers e.g. the thumb is fat, the middle finger is tall, etcB.1. Introduce: fat, thin, big, small, tall, short, using blackboard drawings and the flashcards you have made 2. Display the Wallpicture to demonstrate the adjectives. 3. Play the cassette for Look and say 4. Practise the adjectives using the blackboard drawings and flashcards. 5. Introduce: Who are you Use the flashcards to introduce: a boy, a girl 6.Ask Who are you To elicit: I’m… I’m a boy/girl. 通过形象的图片比较,让学生知道这三对反义词也是比较得出的。并不绝对。
While-task Procedure Say:About mePlay a gameDraw a picture of themselves 1. Encourage the students to talk about themselves in terms of size and sex, using the About you model.2. Play a guessing game. In groups, one student is blindfolded. The rest of the group chooses a member which will describe him/herself. The blindfolded student asks: Who are you The other student describes him/herself. The blindfolded student makes guesses. The rest of the group confirms or denies the guess with Yes/No.3. The students prepare a description of themselves, modelled on the descriptions in; Who are you Go around the class, encouraging students to look at, compare and describe themselves.4. Students share their descriptions with the rest of the class or group by reading aloud. Less able students will rely on your support at this stage and may wish to draw first and dictate their description to you.5. Students draw a large picture of themselves to accompany the description.Arrange the pictures and descriptions on a display board, or put them together into a Big Book called Our Class. 运用I’m 句型,结合新学的形容词进行自我介绍,锻炼运用英语的能力。 加上自画像,让学生对自己有更形象地认识。
Post-task activities exercises Workbook page 10A. Read 1 and 2 on page 10. Explain: TickB. The students complete 3 and 4 Select students to read the completed statements in 2, 3 and 4Explain the task. Students draw their picture in the panel and complete their own description.Ask individuals to read out the description of themselves
Consolidation Grammar exercises At this stage Grammar Practice Book 3A page 12 could be used to practise and consolidate the language in this section further
Assignment Read the word and text.2.Write about you.
教后感:通过学习,学生可以简单的进行自我介绍,并询问他人的姓名等。在本课中我也加入了反义词的训练。
Unit 1 My friends
(Second Period)
Language focus:
Asking Wh- question to find out a person’s identity.
e.g: Who is my friend
Using pronouns to identify people.
e.g: He’s Eddie.
Using adjectives to describe people.
e.g. She’s small.
Language skills:
Listening:
Identify key words in and utterance by recognizing stress.
e.g. Who is he He’s tall.
Locate specific information in response to simple questions
Discriminate between words with different initial sounds
Speaking:
1. Use modelled phrases to open and maintain an interaction by
providing a response to factual questions
2. Pronounce correctly words in isolation with initial sounds
Materials:
SB P16, cassette , wallpictures, word and picture cards, WB P11,39,40 and 41
Preparation:
Procedures Contents Methods Purpose
Pre-task Preparation Review:Tall, short, thin,fat,big,smallIntroduce:Who’s he/she He’s/She’s... Review: tall short thin fat small using the Wallpicture. Use categories for students to join. Explain that some students may fit into more than one category. Show some pictures of animals that illustrate the size categories e.g. a giraffe for tall.B.1. Introduce: Who is he/she He’s/She’s…, friend. 2. Go around the class asking Who’s he/she To elicit: He’s/She’s *** 3. Play the cassette. The students listen and repeat. 4. Practice Who’s he/she Using the word and picture cards of the characters. 听录音学习和模仿,进步熟悉句型。鼓励学生积极跟读发准音。
While-task Procedure Game:GuessingWrite some sentences about sb. 1. Students think of a friend in class. One student volunteers to come out in front of the class and describe his/her friend. The other students make guesses until the identity of the friend is guessed correctly.2. In pairs, students exchange information in the dame way to guess the identity of a friend.3. Students look through the old magazines to find pictures of people. They then cut out the pictures.4. Groups make a chart and insert their pictures into appropriate columns headed with the appropriate adjectives.5. Students write about a friend using the model provided They draw a picture of that friend; these products are displayed together in book or wallfrieze from in the classroom. 在猜的过程中,学生一方面能进行对他人的简单描述,另一方面也从聆听中又一次得到学习。
Post-task activities exercises Workbook page 11Review the adjectives using flashcardsThe students trace the words and tick the correct boxes.Learn the letters:1. The students trace the words and tick the correct boxes.Learn the letters1 Play the cassette: learn the letters; N ‘n’ nine. Students listen and follow in their books.2. Play the cassette again, students repeat.3. Ask individual students to read the words.4. Repeat the process with O ‘o’ orange, P ‘p’ pencil, Q ‘q’ Queen.5. Encourage students to add the new words to their alphabetically organized Work bookWorkbook page 39, 40 and 41 Handwriting practice for Nn, Oo, Pp, Qq.
Consolidati- -on Grammar exercises At this stage Garmmer Practice Book P13 could be used to practise and consolidate the language in this section further.
Assignment Read the words and write a riddle about your friend.
教后感:今天的教学在学生自我介绍的基础上学习用第三人称进行对他人的介绍,重点是让学生分清he 和she 的区别。
Unit 1 My Friends
(Third Period)
Language focus:
Using adjectives to describe people.
eg:Two small babies….
Using nouns to identify people.
eg: boys,girls,babies
Language skills:
Speaking: Pronounce correctly words in connected speech by linking  
          words together and using appropriate stress
Materials:
SB P17, cassette; Word and picture cards; WB P12
Preparation:
Introduce your friends
Procedures Contents Methods Purpose
Pre-task Preparation Review:tall/fat/thin/smallReview:He’s…/She’s…Learn: in the rain; babies; bow Ask the students to look at their own hands. Ask which finger is tall /fat/ thin /small, dtc. Draw a large hand on the board. Label each finger with its size.B.1. Practise sentence-building with the word cards: He, She, is and the names of the characters. 2.Introduce: in the rain (passive); babies(passive) with blackboard drawing.Demonstrate the action: bow(passive) 3. Play the cassette. The students listen to the rhyme. 4. Play the cassette again. The students listen and repeat. 5. Display the Wallpicture. Play the cassette and point to the pictures. 在这首有趣而琅琅上口的诗歌里,出现了词组,这是第一次。
White-task Procedure Practise:The rhyme 1. The students say the rhyme aloud. 2. The students use the finger actions and say the rhymetogether.3. Students in groups, accordingto their own size, may act out the rhyme e.g. the tallestchildren are the tall teachers, the smallest are the babies, etc.
Post-task activities Make up a different sentenceDo exercises 1. In pairs, more able students make up a different sentence using the adjectives, e.g. Two small dogs/thin cats/in the rain…2. Students in pairs or groups to come out to say and act their rhyme.3. Workbook page 12 a. The students trace and circle the correct words. b. Individual students may read out the sentences on completion. c. The students write in and trace the missing words.
Consolidati--on Oxford English Practice andAssessment Series Part 1, Module 2,Unit 1 presents further grammar and vocabulary exercises as well aslistening and reading skills development tasks.
Assignment Write anther ryhme
教后感:这首诗歌很好的将本课的反义词和词组结合起来,我让学生加上节奏,便用十指游戏记忆。
Unit 1 My friends
(Fourth Period)
Language focus:
Review and check the knowledge of the unit.
Materials:
SB P15-17, cassette, Practise and Assessment Series 18-20
Preparation:
Listen to the tape: “ Two fat boys in the rain”
Procedures Contents Methods Purpose
Pre-task Preparation Read and review letters, words,sentences 1. Open the students’books to P15-17, let students read the letters and sentences.2. Listen to the tape and read.3. Introduce oneselves or your friends.
Consolidation exercises 1. Oxford English Practise and Assessment Series (Module 2: Unit1 B: Look, read and write D: Listen and writeE: Listen and number)2. Student’s self-assessment: P59
Assignment Read P15-17
Unit 2 Feelings
(First Period)
Language focus:
1.Using adjectives to decribe how people feel
e.g. Mr Li is happy.
2.Asking Yes/No questions to obtain simple responses.
e.g. Is Alice thirsty
Language skills:
Reading:
Locate specific information in a short text in response to questions.
Speaking:
Pronounce correctly words in connected speech by linking together and using appropriate stress.
Materials:
SB P18; cassette and a cassette player; WB P13; photocopiable P15
Preparation:
Bring some magazines with pictures of food and drinks for students to cut from magazines.
Procedures Contents Methods Purpose
Pre-task Preparation Ask questionsIntroduce:happy sadthirsty hungryListen and readExplain the words Ask the students questions about birthday parties: Where do they go for the parties; What do they do at the parties. Ask what are the sorts of things that happen at a party that might make them sad. B.1. Introduce: happy /sad with blackboard drawings. 2. Introduce: hungry/thirsty with pictures of food and drinks and gestures. 3. Play the cassette: The students listen and follow in their books. 4. Read: The party.Ask students to decide how each character feels by using picture clues.Write: happy/sad/hungrythirsty on the board, with simple gestures to demonstrate each feeling. 用生日派对引入新授,将每个人的感受形象化。
While-task Procedure Do the exercise: Read and tickPair work:Ask & answerAdd: Is Grandma happy Is Grandmathirsty 1. Distribute photocopiable P15. The students read the questions and tick Yes or No2. Encourage the students to say why the characters are happy/sad etc.3. In pairs, the students practise: Ask and answer. Students may develop the ticklist into written response, e.g. Yes, Mr Li is happy.4. Ask the open-ended question: Is Grandma happy Is Grandma sad/hungry/thirsty Students may decride for themselves what the response is, and why. 让学生理解一般疑问句的含义,并知道他的变化规律,以及肯否定回答。
Post-task activities Ask and answerexercises 1. Ask individuals: Are you happy/sad to elicit: Yes/No.Ask individuals: Are you hungry/thirsty to elicit: Yes./No. 2. Workbook P13The students trace the words, and draw a happy or a sad mouth on the faces.b. Students read the questions. The students trace and tick.c. The students ask and answer the questions.
Consolidation Grammar exercises At this stage Grammer Practice Book P15 could be used to practise and consolidate the oral and written language in this section further.
Assignment Copy the new words and read the text.  Check
教后感:本课重点是让学生理解三单形式的人称用be动词is,难点则是让学生学会如何将肯定句变为一般疑问句并作回答。需多加练习。
Unit 2 Feelings
(Second Period)
Language focus:
1.Using formulaic expressions to make offers.
e.g: An ice-cream
2. Using formulaic expressions to express acceptance.
e.g: Yes, please.
3. Using formulaic expressions to express thanks and refusal.
e.g: Thank you. / No, thank you.
Language skills:
Speaking:
Use modelled phrases to open and maintain an interaction.
Listening:
Recognize differences in the use of intonation.
Differentiate between a question and a statement.
Materials:
SB P19, cassette, word and picture cards
Preparation:
Bring a ballon.
Procedures Contents Methods Purpose
Pre-task Preparation Review:Hungry thirstyAre you hungry Introduce:Ballon,ice-cream,cakeAppleListen and repeatIntroduce:Yes,please.No,thank you. Review: hungry/thisty. Ask:Are you hungry etc. to elicit Yes/No ,using the food Word and Picture Cards.B.1. Introduce: ballon, ice-cream, cake, apple, using the Word and Picture Cards and the ballon. Explain: a and an. 2. Play the cassette. The students listen. 3. Play the cassette again. The students listen and repeat. 4. Introduce: Yes,please./No,thank you. Ask: Are you hungry To elicit: Yes./No. Offer the food card on the realia. Say An ice- cream To elicit: Yes,please./No, thank you. 5. Introduce “Thank you” to follow “Yes,please.” Give the ballon to individuals. Say “Here you are.” to elicit “Thank you.”Get the students to practise this, using the balloon. 提醒学生注意:原音字母开头的单词前,可以加上an.创设情景,帮助学生理解回答的含义。
While-task Procedure Group work In groups, students prepare some food items-use Look and Say as a model, students role-play, offering and accepting/refusing the items.
Consolidation Grammar exercises At this stage Garmmer Practice Book P16 and 17 could be used to practise and consolidate the language in this section further.
Assignment Copy the words and read the text.
教后感:这课是个邀请的肯定、否定回答,对三年级的学生来说是个难点,尤其是please和thank you的使用。还有here you are的回答也是很重要。
Unit 2 Feelings
(Third Period)
Language focus:
1.Asking Wh- questions to find out various kinds of specific information about
a thing . e.g: What is it
2. Asking Yes/No questions to obtain simple responses.
e.g: Is it a bag
3. Using formulaic expressions to confirm of deny.
e.g: Yes! /No!
Language skills:
Listening:
Discriminate between words with different initial sounds r-,s-,t-,and u-
Speaking:
1. Use modelled phrases to open and maintain an interaction by providing
information in response to factual questions.
2. Use modelled phrases and sentences to communite with other learmers.
3. Pronounce correctly words in isolation with initial sounds r-,s-,t-,and u-.
Materials:
SB P20, cassette ,WB P14,15,41,42 and 43. Word and Picture Cards.
Preparation:
Ask the students to bring small soft toys or other favourite toys.
Procedures Contents Methods Purpose
Pre-task Preparation Introduce:a book, a ruler, a pencil,a rubber, a dog,A gameIntroduce “What is it Is it a.. Yes. /No. A.1. Introduce a book, a ruler, a pencil,a rubber, a dog, using realia. 2. Produce a couple of gift- wrapped “dummy” presents. Ask the students what they think is in the parcel. Allow them to feel it. Ask: Is it a… Encourage students to resplond Yes or No, depending on the guesses.Play the cassette for the first B.1. Introduce “What is it Is it a… Yes. /No. Using some toys or stationery items. 2. Play the cassette. The students listen and repeat. 3. Practise the question and answers using realia. 借助直观的学习用品教授句型,学生才愿学会说。What is it It’s a pencil.Is it a pencil Yes, it is.No, it isn’t.
While-task Procedure A game:Ask & answer 1. In groups, the studentsprepare seval parcels, using items plctured on P 20. The students the perform a role- play at a brithday party.2. Help students to intorporate language already learned in previous units,e.g: Hi, Kitty. How are you (greeting) Here you are. (Offering the gift) Thank you. Alice (expressing thanks.)
Post-task activities A gameLearn the letters 1. The students sit in a circle.They pass a parcel from one to another in time to some music. Each time I stop the music, the student holding the parcel asks: What is it Is it a… The other students respond: Yes! /No! Or Yes, it is! /No, it isn’t! Judge if the students’ guess is right or not.2. Workbook P14,15Learn the letters:1. Play the cassette: Learn the letters , R”r” ruler.2. Play the cassette again. Students listen and repeat.3. Invite individual students to read out the words.4. Repeat the process with S “s” sun, T “t” table, U “u” umbrella.5. Encourage students to add the new words to their alphabetically organized. WB P41,42,and 43. Handwriting practice for Rr, Ss, Tt, Uu. 注意an umbrella.
Consolidati- -on Grammar exercises 1. Grammar book P18. Practise and consolidate the language taught in this section further.2. Practice and Assessment Series: Unit2 Module23. Student’s self-assessment Students’ Book P59.
Assignment Ask and answer with your friends.
Unit 2 Feelings
(Fourth Period)
Language focus:
Review and check the knowledge of the unit.
Materials:
SB P18-20, cassette, Practise and Assessment Series P21-24
Preparation:
Game: What is it
Procedures Contents Methods Purpose
Pre-task Preparation Read and review :Letters, words, sentences Open the students’ books to P18-20, let students read the letters and sentences.Listen to the tape and read.
While-task Procedure Pratice the drills Look and Say: Mr Li is___.Ben is___. Peter is ___. Kitty is___. Alice is ___.Pratise: ____,Ben Yes,____. Here ___ ___. Thank ____.
Consolidation exercises Oxford English Practise and Assessment Series ( Module 2: Unit 2 C:Choose and write D: Look,read and circle F: Listen and draw )Student’s self-assessment: P59
Assignment Do some exercises.
Unit 3 Families
(First Period)
Language focus:
Using nouns to identify people.
e.g. mother
2. Asking wh-questions to find out a person’s identity.
e.g. Who’s he
3. Using possessive adjectivies to indicate possession.
e.g. He’s my brother.
Language skills:
Speaking:
Use modelled phrases and sentences to communicate with other learners.
Listening:
Locate specific information in response to questions.
Materials:
SB P21, cassette, wallpictures, WB P16
Preparation:
Ask the students to bring a photograph of a member of their family. Bring some paper and glue.
Procedures Contents Methods Purpose
Pre-task Preparation Introduce the membersIntroduce : The new word Using the wallpictures to introduce family members. Ask “who has brought a photo of a member of their family.” Ask questions about the students’ family. Ask the students who have not brought a photo to draw a member of their family on a piece of paper. Remember that not all students about the names of various family members. Talk about my own family. Show the students a photo of my family.B.1. Introduce : mother, father, brother, sister, grandmother, grandfather, me and cat. 2. Introduce: big, little, boy, girl, book and bag using realia. Introduce cat. Say the word, students follow then spell out the word. 用家庭照直观教学,由于学生对本课词汇已有基础,难度就在于拼读拼写。
While-task Procedure Who’s he Who’s she Introduce the members(tall/short)(fat/thin)(big/small) 1. Ask individuals to bring out their photo and show it to the class. Ask: Who’s he/she to elicit: She’s my mother,etc.2. In groups, students talk about their own families.3. Individual students come out and introduce their families.The students then each draw a picture of a different family member. Then they talk about their new drawings: This is my father/mother…He/She is tall/fat… Who’s=who is
Post-task activity exercises Workbook P16Read the words in: Look and write.The students write the words in the appropriate spaces.Read the words in the first dialogue in Write,then fill in the missing words.Students ask each other questions.
Consolidation Grammar exercises Grammar Practice Book P19 and 20
Assignment Copy the new words.
教后感:家庭成员是本课的重点,在单词的拼读上是一个很大的难点。学生的错误率比较高,所以在教学的过程中,我们就进行了背单词技巧的训练。
Unit 3 Families
(Second Period)
Language focus:
Using nouns to identify animals
e.g. I’m a cat.
2. Using adjectives to identify and describe aminals.
e.g. My tial is long.
Language skills:
Speaking:
Use modeled phrases and senterces to communicate with other learmers.
Listening:
Locate specific information in response to questions.
Materials:
SB P22, cassetteplayer, soft toys, ball
Preparation:
Ask the students to bring soft toy animals to class. Bring a small ball, yellow.
Procedures Contents Methods Purpose
Pre-task Preparation Introduce:cat dogAsk & answer:Who’s this He’s/She’s…What’s his/her name Listen and repeat A.1. Ask the student who have brought toy animals to bring out their toy and show it. Introduce: cat and dog, then give names to students’ toy . e.g. Susie, Spotty. 2. Ask “Who’s this ” to elicit: He’s/She’s my cat,etc. 3. Review: small, fatB.1. Play the poem on the cassette. Students listen. Then play it again. Students listen and follow. 2. Ask the students to complete the answer to the question under the poem. 3. Take out a toy cat point to it’s ear and tail respectively, saying “ This is an ear. This is a tail…Play the cassette: Look and say. Students listen and follow. 5. Do a shared reading exercise. I’m a rabbit. My ears are…My tail is…and so on.
While-task Procedure A game Students play a guessing game. A student draws one of the four animals on the blackboard, pausing during drawing to ask: What is it Other students guess. Continue drawing until a student guesses correctly. The student who guessed correctly then draws a different animal.
Post-task activities exercises The students draw the animal they like and label its ears—long/short and its tail—long/short.
Consolidation exercises Grammar Practice Book P21
Assignment Read the text,and write an animal you like.
教后感:在本课教学后,学生掌握了用第一人称介绍动物的句型,让他们从观察中,描述中练习。
Unit 3 My families
(Third Period)
Language focus:
1. Asking yes/no questions to obtain a simple response.
e.g. Are you my mother
2. Using nouns to identify animals
e.g. I a mouse.
3. Using adjectives to describe things.
e.g. My ears / tail are / is…
4. Using formulaic expressions to confirm and deny using Yes…/No…
Language skills:
Speaking:
1. Communicate with other learners by adding information to modelled phrases
and sentences.
2. Use appropriate intonation in questions and statements.
Listening:
Locate specific information in response to questions.
Materials:
SB P23, cassette, card and scissors WB P43,44 and 45
Preparation:
Ask the students to bring toy animals. Collect scrap card and scissors.
Procedures Contents Methods Purpose
Pre-task Preparation Set the scene for the storyPlay a guessing game.Read the stroy Set the scene for the story, by asking the class if they have ever been lost. Ask students how they felt when they could not find their mother. Play a guessing game. Say “My ears are long. My tail is short. I’m a…to elicit: A rabbit. Say My ears are small. My tail is long. I’m a…,to elicit A mouse.C.1. Read the story, pausing for the students to supply the missing words. 2. Give the students a few minutes to look at the pictures and read the story. Walk around the class checking that the students understand which words are missing. 3. Ask individual students to read the story, pausing for other students to supply the missing words. 鼓励每个学生都积极参与讲故事表演,与大家进行英语交流。
While-task Procedure Group work Divide the class in groups of five. Let the students choose which animal they are going to be. The groups practise reading and acting the story.
Post-task activities Group workAct out 1. In groups, students use scrap card and scissors to make five sets of long and short ears. Cut five longand short tails from string: kitten, cat, rabbit, dog, mouse. Hold each set of ears to my head. Shoe the students my tail. Ask: What am I to elicit “You’re a mouse.”etc. Select one group to read the story, another to mime it, using the ears and tails. Listen to the tape. Read it together. Listen sometimes.
Consolidation exercises Grammar Practice Book P22
Assignment Recite the story.
教后感:鼓励每个学生都积极参与讲故事表演,与大家进行英语交流。
Unit 3 Families
(Fourth Period)
Language skills:
Speaking: Pronounce correctly words in isolation with initial sounds v-,w-
x-,y-and z-.
Materials:
SB P23, cassette and player, WB P43-45
Procedures Contents Methods Purpose
Pre-task Preparation Review the drillsRepeat the story 1. Take out a toy cat.,review: My ears are…My tail is…2. Repeat the story.3. Let the students choose which animal they are going to be. The groups practise reading and acting the story.
While-task Procedure Learn the letters Learn the letters:1. Play the cassette: Learn the letters: V v van Students listen and follow in their books.2. Play the cassette again, Students listen and repeat.Invite individual students to read out the words.Repeat the process with W w window, X x x-ray, Y y yellow, Z z zebra.Encourage students to add the new words to their alphabetically organized Work Book.Workbook P43,44 and 45 Handwriting practice for Vv,Ww,Xx,Yy,Zz
Consolidation exercises Grammer Practice Book P22
Assignment Copy the new words.
Unit 3 Families
(Fifth Period)
Language focus:
Using nouns to identify people.
e.g. He’s my father.
2. Asking either wh-questions or simple questions to find out a person’s identity.
e.g. Who’s she Are you Mary
3. Using possessive adjectives to indicate possession .
e.g. Kitty is my good friend.
Language skills:
Speaking: Use modelled dialogue to communicate with other learners.
Listening: Locate specific information in response to questions.
Reading: Locate specific information in response to a given table.
Writing: Add information to writing when a dialogue is provided.
Materials:
SB P24, cassette, photo copiable P16
Preparation:
Ask the students to bring a photograph of their family. Prepare copies of photocopiable P16.
Procedures Contents Methods Purpose
Pre-task Preparation 1.Introduce the family numbers.2.Describe the students’ best friends. A.1.Show the students a photo of my family. Introduce my family members to students. Using the sentence structures students have learned. 2. Ask students to introduce their family members to their friends using the photos they have brought. Ask students to interact by eliciting responses.B. Ask students to draw a picture of his / her best friend. Invite individual students to describe their best friends.
While-task Procedure 1.Listen to the tape.Practise in a group: act the dialogue. Play the dialogue on the cassette while students follow in their books. Students learn the content through listening.Play the dialogue in four parts. Students follow the tape and repeat.Students act it out in groups of three.
Post-task activities 1.Act out the dialogue.2.Play a game Extend the task by having the same groups practise the dialogue, substituting their own names.Select groups to act out the modified dialogues. Check students’ pronunciation and correct if necessary.Students complete the table in read and tick.Play a guessing game: What am I Distribute photocopiable P16. Ask students to read the story and trace the faint words. 鼓励每个学生都积极参与表演,与大家进行英语交流。
Consolidation exercise Practice and Assessment Series Module3,Unit1
Assignment Recite the story.
Unit 3 Families
(Sixth Period)
Language focus:
Review and check the knowledge of the unit.
Materials:
SB P21-24, cassette, Practise and Assessment Series P25-28
Preparation:
Listen and repeat: “I’m a …” “My ears are…” “My tail is …”
Procedures Contents Methods Purpose
Pre-task Preparation Read and review :Letters, words, sentences Open the students’ books to P25-28,let students read the letters and sentences.Listen to the tape and read.
White-task Procedure Practise:am, is,are 1. Suppose: I’m a…2. Ask& answer: Who’s he He’s… Who’s she She’s…
C