教学计划
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班 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，他们彬彬级 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,他情 们犹如一片充满希望的晨曦,令人深深期待. 况 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，分 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,但落后的析 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! 努力超出区成绩 教学质量目标 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. 措施 4. 做好教师和家长之间的联系. 教学研究 单元课题研究 公开课 周次 4 内容 Moudule 1 Moudule 2 Moudule 3 周次 完成日期 开课日期 内容 测验8 安排 13 1 16 Moudu1e 4 教学进度表
周次 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 91~92 95~99 日期 教学内容安排 Module 1 Unit 1 Unit 2 Unit 3 Unit 4 Unit4&Revision , Test National Day Module 2 Unit 1 Unit 2 Unit 3 Unit 3&Revision,Mid-exam Module 3 Unit 1 Unit 2 Unit 3 Unit 3&Revision, Test Module 4 Unit 1 Unit 2 Unit 3 Unit 3&Revision, Test Project1& Project 2 Revision & Final-exam 对教材的分析与理解
备注 912~916 919~923 926~930 103~107 1010~1014 1017~1021 1024~1028 1031~114 117~1111 1114~1118 1121~1125 1128~122 125~129 1212~1216 1219~1223 1226~1230 12~19 110~119 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
2 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 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 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 you
Teaching Aims:
1. Learn new sentence structures..
3 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:
1. Review the letters
2. 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, 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.
4 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 Pre-task Contents Introduce: Methods Purpose A. Put the large picture of Dotty o把Dotty介绍给 Board so that all the students 小朋友，既亲切又富有童趣。 Preparation Dotty Hello,Dotty. can see it. Hello? (name) Introduce Dotty. Say: Hello, Dotty.Encourage the class to Students say Say: Hello, Dotty.The parrot Hello to each says: Hello, Miss Zhou. other. B.1.Say: Hello, The students Hello, I’m answer: Hello. MissMrsMr? Hello, I’m... 2.Divide the class into pairs: The studentssay “Hello” to each other. 3.Say “Hello. I’m Miss Zhou” to individual students to eliciHello, I’m(Student’s name) While-task Procedure Hello, 1. In groups , the individual 小组内进行介绍， students introduce themselves 让学生在交际中5
