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上海版牛津英语3AM2U1Module 2 Unit 1 My friends【教材分析（MODULE ANALYSIS）】一、单元目标（UNIT TARGETS）(一) “任务”目标（MAIN TASKS）1. Learners identify their classmates in terms of size.2. Learners play a recognition game.3. Learners perform an action rhyme featuring adjectives of size.（二）语言学习目标（LANGUAGE LEARNING OBJECTIVES）1. Introducing oneself1) Predicative adjectives: fat, thin, big, small, tall, short2) Pronoun: he, sheI’ m/You’ re… He’s/She’s…3) Verb ‘to be’: am, is, are4) Indefinite articles: a girl2. Findin g out a person’s identity1) Wh-question:Who are you/ is he/ is she?Who is your friend?2) Nouns: boys, girls, mothers, teachers, babies, friend3. Learnin g Singular number and Plural number: boy→boys, baby→babies （三）教材地位（UNIT POSITION）1.掌握用形容词：fat, thin, big, small, tall, short，来描述人物的外貌特征。
2．能熟练的运用句型I’m… You’re… He’s… She’s…来介绍自己和朋友。
牛津英语三年级一一牛津小学英语3B 第二单元教案第一课时〜第一教时教学内容：《牛津小学英语》3B第二单元第一教时教学目标：1、学生能熟练掌握clockkeycomputer这三个单词。
2、学生能熟练运用一般疑问句Isthis/thathellip; ? 并能进行肯定和否定的回答Yes, itis. No, itisnrsquo; t・3、能正确地使用感叹句Whatanicehellip;对物品进行赞美。
4、能正确地使用礼貌用语Maylcomein・Come in, piease・教学重点：1、单词：clockk eycomputer2、能运用Isthi s/tha/t?Yes, itis.No, iti snrsquo;t・进行问答。
教学难点：Isthis/that hellip;?Yes , itis. No, it isnrsquo; t.及单词的正确读音。
课前准备：教师和学生都应该准备一些彩色的礼物盒。
礼物盒里面准备一些学生学过的一些漂亮物品作为礼物。
同时教时还应该准备钥匙、钟、电脑的实物或图片。
教学过程：1、FreeTal kandRevisio na教师运用学生学过的问候语与学生进行每日英语交流。
帮助学生复现学过的知识。
T:Helloeveryo ne!Howareyo u?S:Fine, thankyou. An dyou?T: Irsq uojmfine, to o.T: Irsqu o; mveryhapp ytoday.b、猜谜游戏（教师通过学生在第一单元中学过的句型复习已经学过的单词）T: Excuseme , whatrsquo; sthisintheb ox?S: Itrsqu o; sahellip;2、Present ationandPra cticea （—名学生稍晚进教室教师课前指导学生完成）S： Ma ylcomein?T: Come in, pl ease ・ Sitdow n, please ・S:Thankyou.（一名学生捧着作业本进教室教师课前指导学生完成）S： May I com ein?T:Com ein, please・（教师引导学生应答）教师创设情境让学生在情境中明确Maylco mein?Come in , please.的意思。
Teaching plan for Oxford English Book 3BModule1 Using my five sensesUnit1 Looking and seeingPeriod 1Teaching Aims:1.To develop an awareness and an enjoyment of the basic sounds of Englishthrough saying a poem. (Eda)2.To respond to something through making a simple object. (EDb)3.To obtain and provide objects and information through simple interactive games. (Ide)Education Aims: Good habits.Teaching Focus:ing nouns to identify different parts of the bodye.g. noseing modal verb ‘can/can’t to talk about abilitye.g. I can’t see.Teaching Aids:A tape-recorder、a picture、a small mirrorTeaching procedurePurposeStep One: Warming up1.Sing a song 《Hide and seek》.2.Greetings each other.Step Two: New teaching1.Introduce: eyes, ears, mouth, nose, hair by pointing at these parts of your body. Put the picture on the board.2.Write: eyes, ears, mouth, nose, hair on the board. Read after the teacher.3.T say: Touch your nose/ears/eyes/hair/mouth. P act.4.Hold a small mirror and ask :What’s this? P answer. {A mirror}.Learn the word.A. Read after me.B. Read one by one.C. Spell the word.5.Ask a student to look in the mirror. Ask: What can you see? Toelicit: eyes/ears/mouth/nose/hair P-P work in pairs.6.Please open your books at page 2. Listen and read after the recording.Invite individual students to say the poem.7.Divide the class into groups. Ask students to follow the instructions in the Student’s Book and mask a mask.8.Play the cassette: Look and Say. The students follow in their books.9.One student in each group wears the mask. The others ask: What can you see? to elicit: I can’t see. Then, they put some objects on a desk.The student with a mask asks each member of the group: what can you see? to elicit: I can see a/an-(classroom object)Step Three: Activities1.Workbook page 1a.Ask students to read the given words with you.b.The students match and write.c.Check answers by inviting students to label a face on the board.d.The students draw and label a face. Encourage them to share theirwork with other students. Less able students can take this chanceto correct their work.2.Play Simon says …with the students using eyes, ears, mouth, nose and hair.Step Four: ConsolidationGrammar Practice Book 3B page 1 .Step Five: HomeworkRead the poem.Module 1 Unit 1Period 2Basic Aims:To obtain and provide objects and information in simple classroom situations through interactive games (Ide)Developing Aims: Talk about something in the classroom(Free talk).Education Aims: To care for something around us.Teaching Focus:ing nouns to identify thingse.g. a blackboarding predicative adjectives of color to describe thingse.g. reding modal verb ‘can’ to talk about abilitye.g. I can see…Teaching Aids:a tape- recorder, objects.Period 3Basic Aims:To respond to something through making and using a simple object(Edb) Developing Aims: Can make the spinner, play and say sth. about it. Education Aims: Don’t leave rubbish.Teaching focus:1.Asking Wh-questions to find out various colours students seee.g. What colour can you see?ing modal verb ‘can’ to talk about abilitye.g. I can see…Teaching Aids:A tape-recorder, cards, scissors, colours, glue and toothpicks. Teaching Procedure Purpose Step One: Warming upSay a poem.Step Two:RevisionWhat can you see? 复习can句型。
2014学年度第2学期三年级年级英语学科模块一第一单元教材分析
注：标“*”为核心学习模块
2014学年度第2学期三年级年级英语学科模块一第二单元教材分析
注：标“*”为核心学习模块
2014学年度第2学期三年级年级英语学科模块一第三单元教材分析
注：标“*”为核心学习模块
2014学年度第2学期三年级年级英语学科模块二第一单元教材分析
注：标“*”为核心学习模块
2014学年度第2学期三年级年级英语学科模块二第二单元教材分析
注：标“*”为核心学习模块
2014学年度第2学期三年级年级英语学科模块二第三单元教材分析
注：标“*”为核心学习模块。
牛津小学英语3B全册第二单元教案牛津小学英语3B第二单元教案第一教时教学内容：《牛津小学英语》3B第二单元第一教时教学目标：1、学生能熟练掌握leputer这三个单词。
2、学生能熟练运用一般疑问句Isthis/that…？并能进行肯定和否定的回答es，itisN,itisn’t3、能正确地使用感叹句hatanie…对物品进行赞美。
4、能正确地使用礼貌用语aIeinein，please教学重点：1、单词：leputer2、能运用Isthis/that?es，itisN,itisn’t进行问答。
教学难点：Isthis/that…?es，itisN,itisn’t及单词的正确读音。
前准备：教师和学生都应该准备一些彩色的礼物盒。
礼物盒里面准备一些学生学过的一些漂亮物品作为礼物。
同时教时还应该准备钥匙、钟、电脑的实物或图片。
教学过程：1、FreeTalandRevisina教师运用学生学过的问候语与学生进行每日英语交流。
帮助学生复现学过的知识。
T:Helleverne!Hareu?S:Fine,thanuAndu?T:I’fine,tT:I’verhapptdab、猜谜游戏T:Exusee,hat’sthisinthebx?S:It’sa…2、PresentatinandPratiea（一名学生稍晚进教室教师前指导学生完成）S：aIein?T:ein,pleaseSitdn,pleaseS:Thanu（一名学生捧着作业本进教室教师前指导学生完成）S：aIein?T:ein,please（教师引导学生应答）教师创设情境让学生在情境中明确aIein？ein，please 的意思。
在此基础上，教师与学生表演对话T：xx，ehere教师与学生耳语后,该生走出教室敲门进来。
S：aIein？T：教师引导学生集体应答ein，pleaseT:领读句子:aIein?ein,please同桌表演对话A:aIein?B:ein,pleaseb教师拿出准备好的物品询问学生并引导学生进行一般疑问句的应答。
牛津小学英语3B全册第二单元教案牛津小学英语3B第二单元教案第一教时教学内容：《牛津小学英语》3B第二单元第一教时教学目标：一、学生能熟练把握leputer这三个单词。
二、学生能熟练运用一样疑问句Isthis/that…？并能进行确信和否定的回答es，itisN,itisn’t3、能正确地利用感叹句hatanie…对物品进行赞美。
4、能正确地利用礼貌用语aIeinein，please教学重点：一、单词：leputer二、能运用Isthis/that?es，itisN,itisn’t进行问答。
教学难点：Isthis/that…?es，itisN,itisn’t及单词的正确读音。
前预备：教师和学生都应该预备一些彩色的礼物盒。
礼物盒里面预备一些学生学过的一些漂亮物品作为礼物。
同时教时还应该预备钥匙、钟、电脑的实物或图片。
教学进程：一、FreeTalandRevisina教师运用学生学过的问候语与学生进行每日英语交流。
帮忙学生复现学过的知识。
T:Helleverne!Hareu?S:Fine,thanuAndu?T:I’fine,tT:I’verhapptdab、猜谜游戏T:Exusee,hat’sthisinthebx?S:It’sa…二、PresentatinandPratiea（一名学生稍晚进教室教师前指导学生完成）S：aIein?T:ein,pleaseSitdn,pleaseS:Thanu（一名学生捧着作业本进教室教师前指导学生完成）S：aIein?T:ein,please（教师引导学生应答）教师创设情境让学生在情境中明确aIein？ein，please 的意思。
在此基础上，教师与学生演出对话T：xx，ehere教师与学生耳语后,该生走出教室敲门进来。
S：aIein？T：教师引导学生集体应答ein，pleaseT:领读句子:aIein?ein,please同桌演出对话A:aIein?B:ein,pleaseb教师拿出预备好的物品询问学生并引导学生进行一样疑问句的应答。
电子教案English Teaching DesignM1U1 Looking and seeingClour:white black pink red orange yellow green blue brown grey purple. Thing in the classcroom:blackboard chair bag dask.Grammer:Is this------? Yes,It is No,it isn’t.What canyou see?What clour is it? What can you see?Langue Focus：What can you see?M1U2 LISTENING AND HEARING VOCABULARYCountable nouns: areoplane,bus,car,drill.telephone. GRAMMAR：What can you hear?Can you /he---?Listen to ------Langue Focus:What can you hear?What can he hear?English TeachM1U3 Touching and feeling V ocabulary:Soft hard rough smooth toy hot cold Grammar:What is it?Touch…..How does it feel?Is it…..?Language focus:How does it feel?M1U3 Period 1M1U3 Period 3晋元高级中学附属学校外语教学设计English Teaching Design Module 1 Unit 4 Tasting and smellingM2U1 Animals I LikeVocabulary:rabbit , lizard, snake , giraffe, panda , monkey, tiger, giraffe, panda, monkey. guess, riddle, animalGrammar:Do you like____?----Yes, I like___. / No, I don’t like____.----I like____rabbits,They’re….. What are they?----They’re…Do you like….?What animals are they?Language focus:Asking about and expressing likes/ dislikes.Using nouns to identify animals.e.g. snakesUsing simple present tense to express interests and preferences.e.g. I like cats.Asking ‘Yes/No’ questions to obtain simple responses.e.g. Do you like cats?Use modeled phrases and sentences to communicate with teacher and other learners. Identify key words by recognizing the stress.Locate specific information in response to simple questions.Identify a series of words in a sentence with the vowel sound ‘i’ in its open syllable form. Develop written text by reproducing sentences from teacher’s writing.Module 2 unit 1Module 2 unit 1Period 2Module 2 unit 1Period 3小学英语教学备课设计M2U2 Toys I likePeriod1 English Teaching DesignM2U2 Toys I likePeriod 2English Teaching Design3B M2U2 Toys I likePeriod 3 English Teaching Design3B M2U2 Toys I likePeriod 4 English Teaching Design小学英语教学备课设计M2U3 People I likeM2U3 People I likeM2U3 People I likeM2U3 People I likeM2U3 People I likeM3U1 Colours Period 1Period 2。
Module 3 Things around usUnit 2 RulesPeriod 1I．Unit2 Period1教学内容1. Using the key words in contexte.g., light, stop, go, wait2. Using imperatives to give simple instructionse.g., Look at the light.Stop!3. Using formulaic expressions to give suggestionse.g., Let’s stop!II．学情分析这是牛津英语2BM3 U2 Rules第一课时，主要学习P30和P32 Look and learn, look and say,以及Play a game。
在这课时中，需要学生理解不同的交通信号灯所表达的不同的交通规则，同时能够准确认读单词light, go, wait, stop并能使用祈使句Let’s…来表达意愿和发出简单的命令。
单词和句型难度都不大且内容较为贴近学生的生活可以多设计一些活动来帮助学生运用语言知识。
III．教学目标知识与技能1.能正确朗读单词stop, go, wait, light，能理解交通信号灯所表达的交通规则。
2.能用祈使句型Look at…来表达所看到的事物。
3.能用祈使句型Let’s …来对他人表达自己的意愿方法与过程1.通过pair work、说说做做、表演对话进行操练。
2.运用图片引入，多媒体演示等来了解交通规则。
情感态度、价值观1. 能正确辨别交通信号灯所传达的交通信息。
2. 在自身遵守交通规则的同时可以帮助身边的人改变乱穿马路的陋习。
IV．重点、难点分析重点：1.能准确使用动词stop, go, wait对交通信号灯做出回应。
2.能用句型Let’s …表达自己的意愿和发出简单的命令。
难点：1. 能在最短的时间内对相应的信号灯做出准确的回答。
三年级英语下册3BModule1Unit2教案沪教牛津版Module1 Using my five sensesUnit2 Listening and hearingPeriod 1Basic Aims:1.To develop an awareness and an enjoyment of the basic sounds of English through sayinga rhyme{Eda}2.To express preferences in making simple arrangements with others for carrying outevents{IDd}3.To give expression to imaginative idea through oral and performative means such asexperimenting with simple sound and word patterns in creating rhymes based on a given model{EDc}Developing Aims: Can draw the animals and talk about them.Education Aims: To love the animals.Teaching Focus:ing imperatives to give instructions and directionse.g. Listen to the bird in the tree.2. Using nouns to identify thingse.g. a busTeaching Aids:A tape-recorder, picture cards, word cardsStep One: Warming upSay a poemStep Two: Revision1.What can you see?I can see a bird.Where’s the bird?It’s in the tree.2.What can you see?I can see Dotty.Where’s Dotty?It’s in her cage.Step Three: New teachingT: Do you know “ in the tree”?Learn: in- in the tree-in the street-in the cageT: Is the cat in the tree?S: No.T: O.K. It’s on the roof.Learn: on- on the roofT: Now, listen.The baby is crying.The bird is singing.Do you know : “listen”?Learn: listen- listen toe.g. Listen to the teacher/recorder/cat/dog…T: Listen to the rhyme.Learn: say a rhyme.1.Play the cassette. Students listen.2.Play the cassette again. Students follow and say the rhyme.3.Invite individuals to say the rhyme.Step Four: ConsolidationT: Listen to the bus in the street.What’s this? It’s a bus.{a car, a boat, a drill}1.Spell the words.2.Invite students to mach the word and picture cards on the board.Step Five: Homework1.Listen to the rhyme and recite it.2.Copy the new words each for a line.3.Period 2Basic Aims:1.To converse about experience{Idb}2. To state opinion using information and ideas in simple spoken and written texts (KDc) Developing Aims: Free talk.Teaching Focus:ing modal verb ‘can’ to talk about abilitiese.g. I can hear a bus.2. Asking Wh-question to find out various kinds of specific information about a persone.g. What can you hear?ing nouns to identify thingse.g. an aeroplaneTeaching Aids:A tape-recorder, picture cards, word cards Teaching ProcedureStep One: Warming-upSay a rhyme: Listen.Step Two: Revision1.Listen to the cat on the roof.2.Listen to the bird in the tree.3.Listen to the dog in the street.4.Listen to Dotty in her cage.5.Listen to the bus in the street.6.Listen to the boat in the sea.Step Three: New TeachingT: Listen to the bus in the street.What can you hear?I can hear a bus.Learn: I can hear a bus.1)Listen and repeat.2)Say it one by one.3)Replaces.4)Questions and answers.T: What can you hear?S: I can hear a bus.T: Now, this time, you ask, I answer. Who’ll try?S1: What can you hear?Learn the sentencesWork in pairs.T: Now listen to the telephone.What can you hear?S1: I can hear a telephone.Learn: telephone(aeroplane)1.Read after the teacher.2.Read one by one.3.Spell and recite the words.Step Four: ConsolidationLook at the pictures and do pair work.Step Five: Learn the soundThe fat man likes jam.1.Play the cassette. Students listen and follow in their books.2.Play the cassette again. Students repeat.3.Ask individual students to read the sentences. Step Six: Homework:1.Copy the mew word, each for two lines.2.Listen and say:What can you see?I can hear…板书设计：What can you hear?I can hear…Period 3Basic Aims:1.To establish and maintain relationships and routines in carrying out classroomactivities. (Ida)2.To respond to events by making a modal (EDb)3.To interpret and use simple given information and ideas through processes or activitiesand to follow simple instructions. (KDb)4.To converse about feelings. (Idb)Developing Aims: Can make the telephone, play and say sth. about it.Education Aims: Don’t leave rubbish.Teaching Focus:ing formulaic expression to start a telephone conversatione.g. Hello, this is Kitty.ing formulaic expressions to greet people and respond to greetingse.g. How are you? I’m fine, thank you.ing imperatives to give instructionse.g. Make two holesTeaching Aids:A tape recorder, paper cups, long pieces of stringTeaching ProcedureStep One: Warming-upSay a rhyme.Step Two: RevisionWhat can you see?I can hear…Step Three: New teachingT: Look, this is a telephone.Now Ben and Kitty are phoning.Let’s listen to the dialogue.Kitty: Hello, this is Kitty.Ben: Hello, Kitty. How are you?Kitty: I’m fine, thank you.1.Say after the tape.2.Try to repeat.3.Work in pairs.4.Act out the dialogue.T: Now, I will make a telephone.Please follow me.1.Two paper cups.2.Draw two dots.3.Make two holes.4.Join the cups. It’s a telephone.Step Four: ConsolidationT: Now please use your telephone to call your friend.e.g. Hello, this is…Hello, …How are you?I’m fine, thank you.Step Five: Homework1.Listen to the dialogue and recite it.2.Try to phone your classmate, friends and relations. 板书设计：What can you hear?Hello, this is…Hello,…How are you?I’m fine, thank you.Period 4Basic Aims:1.To establish and maintain relationships and routines in carrying out classroomactivities. (Ida)2.To interpret and use simple given information through processes or activities. (KDb) Developing Aims: Free talk.Teaching Focus:1.Open an interaction by asking a questionWhat can Ming hear?ing model verb ‘can’ to talk about abiliti es.e.g. Ming can hear an aeroplane.Teaching Aids:A tape recorderTeaching ProcedureStep One: Warming-upSpell the wordsdrill ~ d-r-i-l-laeroplane ~ a-e-r-p-l-a-n-ecar, bus, telephone, boat, dogStep Two: RevisionMake a short dialogue and act it out. Hello, this is Kitty.Hello, Kitty. How are you?I’m fine. Thank you.Step Three: New teachingT: What can you hear?S: I can hear an aeroplane.T: Ming can hear an aeroplane.Learn: Ming can hear…1)Say it after the teacher.2)Say it one by one.3)Asks and answers (T-P)4)Replace: a dog, a carT: Who can repeat my questions?S1: What can Ming hear?S2: …Learn: What can Ming hear?1)Say it one by one.2)Work in pairs.3)Replace: a boat, a telephoneStep Four: ConsolidationLook at the pictures and practice the pattern.1.What can Ming hear?Ming can hear a drill.2.What can Ming hear?Ming can hear a cat.Step Five: Homework1.Listen to the dialogue.2.Copy the new sentences.3.Do pair work.4.Prevision板书设计：Look and sayWhat can Ming hear?Ming can hear an airplane.Period 5Basic Aims:1.To establish and maintain relationships and routines in carrying out classroomactivities. (Ida)2.To interpret and use simple given information through processes or activities.(KDb)Developing Aims: Free talk.Teaching Focus:e modelled phrases or sentences to communicate with other learners2.sking yes/no-questions using modal verb ‘can’e.g. Can Ming hear a dog?Teaching Aids:a tape recorder, picturesTeaching ProcedureStep One: Warming-upSing a songStep Two: RevisionQuestions and AnswersWhat can you hear?I can hear…What can Ming hear?Ming can hear…Step Three: New teachingT: Can Ming hear a dog?[Show the picture] S: No.T: O.K. He can’t hear a dog.Learn: He can’t hear a dog.T: Can Ming hear a dog?S: No, he can’t hear dog.T-S Work in pairs.T: Who can repeat my questions?S1: Can Ming hear a dog?Learn: Can Ming hear a dog?1.Say it after the teacher.2.Say it one by one.3.Ask and answer: P1-P4.Replace: an aeroplaneP1: Can Ming hear an aeroplane?P2: No, he can’t hear an aeroplane.P3: Can Ming hear an aeroplane?T: Yes, he can.Learn: Yes, he can.1)Say it after the teacher.2)Work in pairs.Step Four: ConsolidationT: Look at the pictures and practice the sentences.Step Five: Homework1.Listen to the tape and read ‘Look and tick’.2.Copy the sentences.3.Do ‘Ask and Answer’板书设计：A: Can Ming hear a dog?B: No, he can’t hear a dog. A: Can Ming hear an aeroplane? B: Yes, he can.。
