上海沪教版牛津英语A小学三年级上册教案备课图文

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1.提高课堂效率2.精选习题,要巧做,不要死做.3.抓好后进生,利用业余时间补差.4.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 18 Moudule 213 Moudule 316 Moudu1e 4教学进度表周次日期教学内容安排备注1 91~92 Module 1 Unit 12 95~99 Unit 23 912~916 Unit 34 919~923 Unit 45 926~930 Unit4&Revision , Test6 103~107 National Day7 1010~1014 Module 2 Unit 18 1017~1021 Unit 29 1024~1028 Unit 310 1031~114 Unit 3&Revision,Mid-exam11 117~1111 Module 3 Unit 112 1114~1118 Unit 213 1121~1125 Unit 314 1128~122 Unit 3&Revision, Test15 125~129 Module 4 Unit 116 1212~1216 Unit 217 1219~1223 Unit 318 1226~1230 Unit 3&Revision, Test19 12~19 Project1& Project 220 110~119 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 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 taken to ensure that pupils are learning within familiar ,comfortable contexts so that the language is appropriate to their needs and interests. At into account as well. Student involvement isencouraged 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 the Student’s Book, Grammar practice Book 3A revisits structures in appealing and to grammar stimulating for students. Overprinted answer keys are provided .Module 1 Getting to know youTeaching Aims:1.Learn new sentence structures..e.g. Hello,I’m…Good morning. GoodbyeHow are you? Fine,thank you.What’s your name? I’m…Come in, please. Thank you.2. Review the letters3.Learn grammere.g. I’m… You’re…Key Points and Difficult Points:1.Review the letters2.How to use the sentence structure to make up new sentences.e the words to say something.Teaching Materials:SB page 2 – 14 , cassette, wallchartsWB page, some pictures and word cardsTeaching 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 PurposePre-task Preparatio n Introduce:DottyHello,Dotty.Hello…(name)Studentssay Hello toeach other.Hello, I’mMissMrsMr…Hello,I’m...A. Put the large picture of DottyBoard so that all the studentscan see it.Introduce Dotty. Say: Hello,Dotty.Encourage the class toSay: Hello, Dotty.The parrotsays: Hello, Miss Zhou.B.1.Say: Hello, The studentsanswer: Hello.2.Divide the class into pairs:The studentssay “Hello” toeach other.3.Say “Hello. I’m Miss Zhou”to individual students to eliHello, I’m(Student’s name)把Dotty介绍给小朋友，既亲切又富有童趣。