上海版小学牛津三年级英语教案

Module 1Getting to know youUnit 1 ：Here I am!(3)Unit 2:Greetings(3)Unit 3：In the classroom(3)Unit 4：Saying and doing(4)Unit 1Here I am!Tasks and clusters of tasksGreetings Learners sing the Hello”song Learners sing the Alphabet songLanguage learning objectivesFunctions Greeting people Introducing oneselfLanguage/Vocabulary Capital letters：A-Z Small letters：a-zFormulaic expressions Hello/Hi,.SkillsSpeaking Using modelled phrases to communicate with teachers andlearners Opening an interactionResources Students Book 3A P2-4 Word and Picture Cards 3A Cassette 3A Photocopiable pagel Workbook 3A Pl Grammar Practice Book 3A Pl Students self-assessment sheet P57The First PeriodDimension targets：To establish and maintain relationships in carrying out classroomactivities Develop an awareness and enjoyment of the basic sound patternsof English through a songLanguage focus：Using formulaic expressions to greet people(e.g.Hello.)Using formulaic expressions to introduce oneself(e.g.Im Alice.)Language skills：Speaking：Use modelled phrases to communicate with teachers and otherlearners.Open an interaction by greeting someone politely Open an interaction by introducing oneselfSteps：Pre-task preparation：1.Put the large picture of Dotty on the blackboard so that all thestudents can see it.Introduce Dotty.Say：Hello,Dotty.Encourage the class to say：Hello,Dotty.2.Say：Hello.The students answer：Hello.Divide the class into pairs.The students say Hello to each other.Say Hello.Im Miss Doris to individual students to elicit：Hello.Im(students name).While-task procedure：1.In groups,the individual students introduce themselves to oneanother.They say：Hello.Im.The rest of the group responds：Hello,.2.Listen to the song：Hello.3.Play the song again.Encourage the students to sing along withthe cassette.4.Invite individuals to sing the song,substituting Dotty with theirown name.Post-task activities：1.Play a relay race：Hello.Im.2.Play a game：Toss a soft toy to one student who says：Hello.Im.3.Explain the contraction：Im is the same as：I am.4.Workbook page 1a)Explain the rubric：Trace and match.b)Introduce and explain：Woof!c)Trace the line and match the speech bubble with correctcharacter on the page with their pencils.d)Explain the rubric：Stick,trace and write.e)Stick their photos or draw their pictures in the frame and writetheir names.Consolidation：At this stage Grammar Practice Book 3A page 1 could be used topractise and consolidate the oral and written language in this sectionfurther.The Second PeriodDimension targets：Recognize.the sound patterns of English.Language focus：Learning the capital letters：A-Z Learning the small letters：a-zMaterials：Students Book 3A page 3 Cassette 3A and a cassette player Alphabet CardsSteps：While-task procedure：1.Show the alphabet cards A-Z one by one while playing thecassette.Students listen to the names of the 26 letters andlearn to recognize the capital letters.2.Show the alphabet cards A-Z randomly and ask students to sayin chorus,groups or individually.3.Recognize the alphabet cards a-z in the same way.Post-task activities：Listen again so that students can revise and memorize the alphabet.The Third PeriodDimension targets：Recognize.the sound patterns of English.Language focus：Learning the capital letters：A-Z Learning the small letters：a-zMaterials：Students Book 3A page 4 Cassette 3A and a cassette player Alphabet CardsSteps：Pre-task preparation：1.Show the alphabet cards A-Z and a-z randomly to revise theletters.2.Ask individual students to pick out pairs of capital and smallletter cards and say the letters.3.Read out the letters in consecutive order and ask students torepeat in chorus.While-task procedure：1.Play the cassette for The alphabet song”.Listen to the song.2.Play the song again and encourage students to sing along.3.Students sing The alphabet song in chorus and groups.Students self-assessment：In groups,refer the students to the self-assessment sheet on page57 and have them discuss their opinion about each task in this unitand what they think they have learned.Have each student fill in thesheet accordingly with the appropriate amount of support from me,depending on individual students ability.Unit 2GreetingsTasks and clusters of tasksGreetings Learners identify and use a wider range of greetings Learners enact a role-play：How are you?Language learning objectivesFunctions Greeting people Introducing oneself Taking leaveFormulaic expressions How are you?Fine,thanks.Good morning,.Goodbye,.SkillsListening Recognizing differences in the use of intonation Closing an interactionSpeaking Using modelled phrases to communicate with teachers andlearners Opening an interaction Closing an interactionResources Students Book 3A P5-7 Word and Picture Cards 3A Cassette 3 A Photocopiable pages 2-7 Workbook 3A P2-3,P33-34 Grammar Practice Book 3A P2-4 Students self-assessment sheet P57The First PeriodDimension targets：To establish and maintain relationships in carrying out classroomactivities Recognize.the sound patterns