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1、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一莘城学校。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
2、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4Moudule 18Moudule 213Moudule 316Moudule 4教学进度表周次日期教学内容安排备注19/19/2Module 1Unit 129/59/9Unit 239/129/16Unit 349/199/23Unit 459/269/30Unit4&Revision , Test610/310/7National Day710/101
3、0/14Module 2Unit 1810/1710/21Unit 2910/2410/28Unit 31010/3T11/4Unit 3&Revision, Mid-exam1111/711/11Module 3Unit 11211/1411/18Unit 21311/2111/25Unit 31411/2812/2Unit 3&Revision, Test1512/512/9Module 4Unit 11612/1212/16Unit 21712/1912/23Unit 31812/2612/30Unit 3&Revision, Test19l/2l/9Project1& Project
4、220i/10l/19Revision & 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
5、 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 9 approach is based the fact that learning and the capacity to learn are developmental; that is, that students learn by building on known language,
6、 concepts and activities, to develop and expand progressively .The development of the thematic through related moudules ensures the deve 1 opment of language by constantly revisiting and recycling, thus building from a strong base within levels. In the knowledge that language and content develop and
7、 are revisited progressively throughout the package, vocabulary and stucutrues are introduced and practiced through tasks at a controlled pace steady enough to involve studentsf interest whilst ensuring constant consolidation .At lower levels, care has been taken to ensure that pupils are learning w
8、ithin familiar , comfortable contexts so that the language is appropriate to their needs and interests. At higher levels, studentsknowledge of the world is taken into account as well. Student involvement is encouraged throughout Oxford English by tasks and activities that focus on interaction; teach
9、er 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
10、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 intende
11、d for use in the classroom, but may be used for homework as well. Overprinted Answer keys are available.Grammar Practice Book 3A ：diile further consolidating language and vocabulary learned in the Student9 s Book, Granmar practice Book 3A revisits structures in appealing and humorous contexts, makin
12、g this basic introduction to grammar stimulating for students. Overprinted answer keys are provided .Module 1 Getting to know youTeaching Aims:1. Learn new sentence structures.e. g. Hei lo, I mGood morning.GoodbyeHow are you?Fine, thank you.What s your name? I m, Come in, please. Thank you.2. Review
13、 the letters3. Learn grammere. g. I mYou reKey Points and Difficult Points:1. Review the letters2. How to use the sentence structure to make up new sentences.3. Use the words to say something.Teaching Materials:SB page 2 - 14 , cassette, wallchartsWB page, some pictures and word cardsTeaching Arrang
14、e: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
15、.Language skills:Speaking:Use modelled phrases to communicate with teachers and other leaners. eg: Hello, 19 m Al ice.2. Open an interaction by greeting someone politely, eg: Hello, Miss Fang.Open an interaction by introducing oneself, eg: Hello, I m Al ice.Materials:SB P2; cassette; Photocopiable P
16、l; Word and picture cards; Workbook Pl 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.Procedure sContentsMethodsPurposePre-task Preparati onIntroduce: DottyHello, Dott y,(name)A. Put the large
17、picture of De Board so that all the studc can see it.Introduce Dotty. Say: Hei 1c Dotty. Encourage the class t Say: Hello, Dotty. The parre says: Hello, Miss Zhou.把Dotty介绍给 小朋友，既亲切 又富有童趣。StudentsB. 1. Say: Hello, The studentsanswer: Heilo.say Hello toeachother.Hello, I m Miss/Mrs/MHello, I m.2. Divi
18、de the class into pair The studentssay Hello” t each other.3. Say “Hello. I m Miss Zhc to individual students to Hello, I m(Student* s narrWhile-tas1. In groups , the individual小组内进行介kHello,students introduce themseh绍，让学生在交Procedure19 m. Hello, r m.Listen to the song.Do substituti on exerciseSing th
19、e songto one another.They say: Hello, I mThe rest of the group responds: Hello, (student, s name)2. Play the song about greeti on the cassette: Hello. The students listen to the song3. Play the song again. Sing with the cassette. Encoura the students to sing along me and the cassetee.4. Invite indiv
20、iduals to sing thesong, substituting Dotty withtheir own name.际中练习句型。Post-task1. Play a replay race. The可通过歌曲的activitieArelaystudent at the back of each改编，创造性的sracerowstarts:I , m (name),进行句型练习。I m. (namfollowed by the student in学生将所学运e)Play a game Hello, 19 m.Hello,front. The first student at thefr
21、onttosay“I，mputs uphis (her) hand. That row winsthe relay race.2. Play a game . Groups of students form circles. Hole a beanbag and say: Hello. I Miss Zhou. Toss the beanbag用起来。I m.Explain1* m = I amone student who says: Helle aIf mSI tosses the be to another student who says “Hello. I m ( Explainth
22、econtrac tion :19 msameas: I am )is theConsolida ti-onDoexercisesWorkbook PagelAt this stage Grammer Practice Book 3A Pl could be used to practise and consolidate the c and written language in this t further.Assignmen tTalk 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,
23、 r m，学生参与积极。Unit 1 Here I am(Second Period)Language focus:1. Learning the Capital letters: A-Z2. Learning the small letters:azMaterials: SB P3, cassette, wallcharts; Alphabet cardsPreparation:Listen to the tape:I * m Dotty, (twice)ProceduresContentsMethodsPurposeWhile-taskPreparationShow cardsA-Z1.
24、Show the alphabet cards A-Z one by one while playingthecassette. Students listen to the names ofthe 2bletters and learn to用歌曲击趣，字母 歌能让学生轻松 有趣的记住字母 的顺序。Listen and learn the lettersListen and recognize the lettersRead themrecoginizethecapitalletters.2. Show the alphabet cards A-Z randomly and ask stud
25、ents to say in chours,groups or individually.3. Show the alphabet cards a-zone by one while playing the cassette. Students listenagain to the names of the 2b letters and learn to recognize the small letters.4. Show the alphabet cards a-zrandomlyandaskstudentsto say in chorus , groups or individually
26、.Post-task activitiesReview the lettersShow the alphabet cards A-Z and a-z randomly and ask students to say in chorus, then individually.AssignmentRead 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.
27、 Learning the capital letters: AZ2. Learning the small letters: a-zMaterials:SB P4; cassette and a cassette player; Alphabet cards.Preparation:Listen to the tape: Aa-ZzProceduresContentsMethodsPurposePre-taskPreparationRecognize the letters.Pick out pairs of capital and small letter cardsRead the le
28、tters1. Put up the alphabet cardsA-Z and a-z on the board Randomly to revise the Letters.2. Ask individual students topick out pairs of capital andsmall letter cards and say theletters.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-tas
29、kProcedureListen and sing: The alphabet song1. Play the casstte tape for“Thealphabetsong” . Studentslisten to the song.2. Play the song again and encourage students to singalong.学习歌曲，有趣记 忆字母表。AssignmentSing 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
30、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 P2一一4 , cassette, WB page 2 Practise and Assessment Series Preparation:Listen to the tape: I m DottywProceduresContentsMethodsPurposePre-task PreparationRead and review letters1. Ope
31、n the students* books to Pl_3, let students read thelettersandsentences.2. Listen to the tape and sing.3. Introduce oneself.Consolidati onexercises1. Oxford English Practise andAssessmentSeries(Module 1:Unit1 E: Listen and write F: Read and write)2. Student* s self-assessment:P57AssignmentUnit 2 Gre
32、etings (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 m
33、orning, 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 toyProceduresContentsMethodsPurposePre-taskAa-ZzPut up the alphabet cards A-Z复习字母表，自然Preparationand a-z on t
34、he board randomly引入课文新授。torevise the letters.While-task1. Use a soft toy to demonProcedurestrate: Good morning,Miss/ Mr / Mrs(nameof toy) Ask individualstudents to greet the toyGoodinmorningthe same way.2. Say aGood morningtf tothe听录音学习和模students .They respond:仿。Good“Good morning”morning3. Explain t
35、hat people use(name)“Good morning“ to greeteach in the morning.4. Divide the class intoGoodpairs.让学生分组进行morning,The students say : Good角色表演，在表演Miss/Mrs/morningM ,(student9 s中背诵，掌握课文Mrname)中主要句型。to greet each other.5. Ask individual or groupsof students to greet me:Goodmorning, Miss Zhou.Respond: Goo
36、d morning.Aa apple6. Play the cassette andaskthe students to repeat inDd dogchorus or groupsLearn the letters:1. Play the cassette: Learntheletters: A a apple2. Thestudentslisten, point andrepeat the letter A and the sound a3. Pepeat the process with B“b” bag ,CW cw cat ,D “d” dogConsolidati onexerc
37、isesWorkbook page 33 and34 Handwriting Practice for Aa-DdAssignmentCopy 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 AD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 g
38、reat 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:
39、 Hi!Close an interaction by using appropriate formulaic phrases, eg: Goodbye.Materials:SB P6, cassette ,WB P2 Preparation: Bring any soft toy.ProceduresContentsMethodsPurposePre-task Preparati onHi,. (nam e)Goodbye, (name)Explain:H i./Hello.Practise:Hi- Hi- Goodbye. Goodbye.A. Use a soft toy to demo
40、nstrate:Hi, (name of toy)Ask individuals to greet thetoy 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
41、. Say Hi to the students.Theyrespond : Hi. Explain that Hiis informal and for use between students. They mustsay Hello when they greetme 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 “Goodb
42、ye“ when leaving somebody.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。Listen to the tapeRead the dialogueAct outPlay the cassette for the firstC. 1. Play the cassette for the firsttwo pictures.2. Read the first two dialogues.Students follow.3. Divide the class into groupsof three. Th
43、e groups choosecharacters and practise theconversation.4. Play the cassette tape for thenext two pictures. Pepeat theabove procedure.While-tas k ProcedureAct outDosubstitut ion exercise1. Pretend that 19 m Miss Fang.The students now put bothparts together and act out therole-play to the rest of thec
44、lass.2. Groups of four students cannowpractisetherole-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 activitie saword-making activity1. Prepare a word-making activity. Write the words:Goodbye and Hi in large letters on card. Cut the words into individual
45、 letters. Jumble each word. Ask individuals to come out andDotheexercisesmake the words on the blackboard ledge.2. Workbook P2a. Read the first exchange.b. Write the sentences on theboard. The students watch carefully how I form the letters. Pronounce the lettersphonically as I write them.The students repeat the sounds.c. The students trace the sentences in the first exchang . Walk around t