牛津英语新教材3A 情景匹配(新)

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牛津英语新教材3A U7 cartoon time

成了“快来买热狗”。有趣的是，这一讹写居然热受欢迎，立刻传开了，不仅站住了
脚，而且还把其它叫法都送进了历史博物馆。
Read and think (读后想)
Would Dog like a hot dog?
小狗想要一个热狗吗？
A No.
B Yes.
A hot dog isn’t a roast dog.
For you and me.
Watch & judge Who is coming?
谁来了的呢？ (观看动画判断)
picnic
野餐
开心
1. Bobby would like an egg. （ 2. Dog would like a cake. （
3. Dog would like a hot dog. （
耐心倾听，热情回应！
I can say the rhyme. I can read and act the story.
I can offer people food.
I can use “No, thank you.” and “Yes, please.”
Copy不走样
步骤一：每大组前两位同学记住纸条上句子。
有趣的饮料和食品
同学们，请看以下饮料和食品的英语表达，它们的英文读音和中文名很像！试着根据中文来读一读吧！
cola（可乐）
jam（酱）
salad（色拉）
pizza（批萨）
pudding（布丁）
Tip：让我们创编吧!
cola（可乐） __________ _________, jam（酱）
I can see.
A No.
B Yes.
害怕
为什么狗不想吃热狗呢？Why？

新牛津英语译林版3A英语期末专项复习：情景交际

3A期末专项:情景交际一、根据所给情境，选择适当的句子。

5%( ) 1.当你第一次见到某人时，你可以说:A. How are you?B. Nice to meet you.C. Oh, thank you.( ) 2.当你生病时，别人询问你的身体情况，你可以说:A. Not bad, thank you.B. Not so good.C. I'm fine, thank you.( ) 3.老师叫刘涛回家，会说:A.Go home now, Liu Tao.B. Get up now, Liu Tao.C.Get up now, Liu Tao. ( ) 4.客人到你家，你询问他要不要喝杯茶，你会说:A. A glass of juice?B. A cup of tea?C. Some coffee?( ) 5.奶奶请你帮她开门，她会怎么说:A .All right. B.Open the door, please. C.Thank you.二、选择情景选择最佳答案。

(8%)( ) 1. 当告诉别人要坐飞机走时，应该说:A. By plane.B. With plane.C. To the plane.( ) 2. 当你想把李老师介绍给爸爸时，可以说:A. I’m Miss Li.B. This is Miss Li.C. Hello, Miss Li. ( )3. 妈妈想让刘涛去睡觉时，她会怎么说:A. Get up, Liu Tao.B. Go to bed, Liu Tao.C. Go to the park, Liu Tao. ( ) 4. 当你听到你的好朋友生病时，你一般会说:A. I’m sorry.B. How are you?C. I’m fine. ( ) 5. 放学了，和同学们告别时，可以说:A. Good night.B. See youC. Hi.( ) 6. 当你想赞美对方的衣服时，你可以说:A. How nice!B. Thank you.C. OK.( ) 7. 妈妈请你开灯，她会说:A. All right.B. Turn off the light, please.C. Turn on the light, please. ( ) 8. 当你感到口渴时，你可以说:A. A hamburger, please.B. A glass of juice, please.C. An egg, please.三、根据所给情境，选出正确答案。

上海版牛津英语3a教案全册

电子教案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 song”Language 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●Student’s Book 3A P2-4●Word and Picture Cards 3A●Cassette 3A●Photocopiable page1●Workbook 3A P1●Grammar Practice Book 3A P1●Student’s 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 t o introduce oneself (e.g. I’m 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 oneself Steps: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. I’m Miss Doris to individual students to elicit: Hello.I’m (student’s name).While-task procedure:1.In groups, the individual students introduce themselves to oneanother. They say: Hello. I’m … The rest of the group responds: He llo, …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. I’m …2.Play a game: T oss a soft toy to one student who says: Hello. I’m …3.Explain the contraction: I’m 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 to practise and consolidate the oral and written language in this section further.The Second PeriodDimension targets:●Recognize … the sound patterns of English.Language focus:●Learning the capital letters: A-Z●Learning the small letters: a-zMaterials:●Student’s 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:●Reco gnize … the sound patterns of English.Language focus:●Learning the capital letters: A-Z●Learning the small letters: a-zMaterials:●Student’s 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. Student’s self-assessment:In groups, refer the students to the self-assessment sheet on page 57 and have them discuss their opinion about each task in this unit and what they think they have learned. Have each student fill in the sheet accordingly with the appropriate amount of support from me, depending on individual students’ ability.Unit 2Greetings Tasks 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●Student’s Book 3A P5-7●Word and Picture Cards 3A●Cassette 3A●Photocopiable pages 2-7●Workbook 3A P2-3, P33-34●Grammar Practice Book 3A P2-4●Student’s self-assessment sheet P57The First PeriodDimension targets:●To establish and maintain relationships in carrying out classroomactivities●Recognize … the sound patterns of EnglishLanguage focus:●Using formulaic expressions to greet people (e.g. Good morning,Miss Fang.)Language skills:Listening:Discriminate between words with different initial sounds a-, b-, c-, d-.Speaking:●Use modelled phrases to communicate with teachers and otherlearnerse.g. Good morning, Miss Fang.●Pronounce correctly words in isolation with initial sounds a-, b-,c-, d-.Materials:●Student’s Book 3A page 5●Cassette 3A and a cassette player●Alphabet Cards: A a, B b, C c, D d●Word and Picture Cards 3A●Workbook 3A pages 33 and 34Preparation:Bring any soft toy.Steps:While-task procedure:e a soft toy to demonstrate: Good morning, (name of toy).Ask individual students to greet the toy in the same way.2.Say Good morning to the students. They respond: Good morning.3.Practice in pairs: Good morning.4.Listen to the cassette and repeat.Learn the letters:1.Play the cassette: Learn the letters; A ‘a’ apple2.The students listen and point.3.Listen, point and repeat the letter A and the sound “a”.4.Repeat the process with B ‘b’ bag, C ‘c’ cat and D ‘d’ dog.5.Workbook pages 33 and 34.The Second PeriodDimension targets:●To establish and maintain relationships in carrying out classroomactivitiesLanguage focus:●Using formulaic expressions to greet people and bid farewell● e.g. Hi! Good morning. Goodbye.Language skills:Speaking:●Use modelled phrases to communicate with teacher and otherlearners●Open an interaction by greeting someone politely e.g. Hello.●Open an interaction by greeting peers using appropriateformulaic phrasese.g. Hi!●Close an interaction by using appropriate formulaic phrasese.g. Goodbye.Materials:●Student’s Book 3A page 6●Cassette 3A and a cassette player●Word and Picture Cards 3A●Workbook 3A page 2Preparation:Bring any soft toy.Steps:Pre-task preparation: (for role-play on page 7)e a soft toy to demonstrate: Hi, (name of toy).Ask individual students to greet the toy in the same way.Say: Goodbye, (name of toy), and put the toy away. Make the toy wavegoodbye.Bring out the toy again. Ask the students to say: Hi, then: Goodbye, andput the toy away.Repeat the activity until the students are responding freely. 2.Explain that Hi is informal and for use between students. Theymust say Hello when they greet me and other adults.3.Play the cassette for the first two pictures.4.Read the first two dialogues.5.Divide the class into groups of three. The groups choosecharacters and practise the conversation.6.Act out the first two dialogues7.Learn the next two pictures in the same way.8.Groups of four can practise the role-play.9.Act the dialogues using their own names.10.Workbook page 2Consolidation:At this stage Grammar Practice Book 3A pages 2 and 3 could be used to practise and consolidate the oral and written language in this section further.The Third PeriodDimension targets:●To establish and maintain relationships in carrying out classroomactivities●Obtain and provide information in simple classroom situationsthrough role-playLanguage focus:●Using formulaic expressions to greet people and take leavee.g. Goodbye.●Using formulaic expressions to ask how someone is, andrespondinge.g. How are you? Fine, thinks.Language skills:Speaking:●Open an interaction by greeting someone politely●Open an interaction by eliciting a responsee.g. How are you?●Close an interaction by using appropriate formulaic expressionse.g. Goodbye.Materials:●Student’s Book 3A page 7●Cassette 3A and a cassette player●Word and Picture Cards 3A●Workbook 3A page 3●Photocopiable pages 2-7Steps:Pre-task preparation:●Greetings●Introduce: How are you? Fine, thanks. (Use two soft toys tomodel the dialogue)●Repeat the dialogue several times.●Chain drill around the class.●Play the cassette for the whole of page 7. Listen and repeat. While-task procedure:●Practise the dialogue in groups of six.●Select groups to act out the dialogue.●Before performing the role-play, each student may introducehis/her own charac ter. (e.g. Hello. I’m Mr Li.)Post-task activities:●Select groups to act the modified dialogues.●Workbook page 3Consolidation:At this stage Grammar Practice Book 3A pages 4 could be used to practise and consolidate the oral and written language in this section further.Student’s self-assessment:In groups, refer the students to the self-assessment sheet on page 57 and have them discuss their opinion about each task in this unitand what they think they have learned. Have each student fill in the sheet accordingly with the appropriate amount of support from me, depending on individual students’ ability.Unit 3In the classroomTasks and clusters of tasksPeople and things●Learners use name-cards for introductions●Learners play recognition games (people and objects) Language learning objectivesFunctions●Greeting people●Asking a person’s name●Introducing oneself●Describing conditions●Confirm/deny●Identifying people and thingsLanguage/Vocabulary●Pronoun: You●Countable nouns: book, pencil, bag, desk, rubber, ruler●Verb to be: are (You’re … )●Indefinite article “a”●Wh-question: What’s your name?Formulaic expressions●Hello, …●One, two, three, I see … ? (passive)●Yes/No, I’m …SkillsListening●Locating specific information givenSpeaking●Using modelled phrases to communicate and elicit responses ●Opening an interaction by eliciting a response Resources●Student’s Book 3A P8-10●Word and Picture Cards 3A●Cassette 3A●Photocopiable pages 2-8●Workbook 3A P4-6, P35-37●Grammar Practice Book 3A P5-6●Student’s self-assessment sheet P58The First PeriodDimension targets:●Interpret and use simple given information through followingsimple instructions●Establish and maintain relationships in carrying out classroomactivityLanguage focus:●Using formulaic expressions to greet people (e.g. Hello.)●Asking Wh-questions to find out a person’s identity (What’s yourname?)●Using verbs to introduce oneself (I’m Danny.)Language skills:Listening:●Understanding simple instructions e.g. Colour your name card.●Discriminate between words with different initial sounds e-, f-,g-, h- and i-.Speaking:●Use modelled phrases to communicate and elicit responses.(What’s your name?)●Open an interaction by eliciting a response●Pronounce correctly words in isolation with initial sounds e-, f-,g-, h- and i-.Materials:●Student’s Book 3A page 8●Cassette 3A and a cassette player●Workbook 3A pages 4; 35, 36 and 37Steps:Pre-task preparation:●Introduce: What’s your name? to elicit: I’m … The students holdup their name cards as they answer.●Practice in pairs.●Play the cassette for page 8. Listen and repeat.●Read the dialogue.●Explain the contraction: What’s is the same as What is. While-task procedure:Have a relay race.Divide the class into groups and play the game as illustrated on page 8.Post-task activities:Workbook page 41.Read the dialogue. Ask the students to supply the missing wordsorally.2.Ask individuals to write the missing words on the blackboard.3.Trace and write the missing words in the book.Learn the letters:1.Play the cassette. Listen and point in their books.2.Listen, point and repeat the sound.3.Have the students enter the vocabulary in the relevant page oftheir personal vocabulary book.4.Workbook pages 35, 36 and 37 Consolidation:At this stage Grammar Practice Book 3A pages 5 could be used topractise and consolidate the oral and written language in this section further.The Second PeriodDimension targets:●Obtain information through interactive games●Establish and maintain relationshipsLanguage focus:●Using verbs to d escribe conditions (e.g. You’re __.)●Using formulaic expressions to confirm/deny identity (Yes, I’m__./No, I’m __.)Language skills:Use modelled phrases to communicate and elicit a response Materials:●Student’s Book 3A page 9●Cassette 3A and a cassette player●Word and Picture Cards 3A●Workbook 3A page5●Photocopiable pages 2-6 and 8Steps:Pre-task preparation:●Introduce: You’re …; Yes; No.●Play the cassette for page 9.●Listen and repeat.●Read the dialogue.While-task procedure:Play the game in small groups at the front of the classroom. Post-task activities:Workbook page 51.Review the letters a to f. Write the letters on the blackboard.2.Read the statements on page 5.3.Write the correct letters in the table. Consolidation:At this stage Grammar Practice Book 3A pages 5 could be used to practise and consolidate the oral and written language in this section further.The Third PeriodDimension targets:Obtain information through interactive gamesLanguage focus:●Using a formulaic rhyming expression to start a guessing game ●Using nouns to identify common classroom objects●Using the indefinite article to refer to something for the firsttimee.g. I see a book.●Using formulaic expressions to affirm and deny (e.g. Yes/No) Language skills:Speaking:Open an interaction by eliciting a responseListening:Recognize differences in the use of intonationMaterials:●Student’s Book 3A page 10●Cassette 3A and a cassette player●Word and Picture Cards 3A●Workbook 3A page6Steps:Pre-task preparation:●Introduce the new vocabulary, using classroom realia and thepicture cards.●Practise the nouns by using flashcards and pointing to the items.●Encourage individual students to do the same.While-task procedure:Play the guessing game in pair.Post-task activities:Workbook page 61.Read the nouns on page 6.2.Trace the words, join the objects and the words and colour theobjects.Consolidation:At this stage Grammar Practice Book 3A pages 6 could be used to practise and consolidate the oral and written language in this section further.Student’s self-assessment:In groups, refer the students to the self-assessment sheet on page58 and have them discuss their opinion about each task in this unit and what they think they have learned. Have each student fill in the sheet accordingly with the appropriate amount of support from me, depending on individual students’ ability.Unit 4Saying and doingTasks and clusters of tasksIn the classroom●Learners say a number rhyme●Learners make number cards●Learners use their number cards in a number recognition game ●Learners follow the routine of tidying the classroom beforeleavingLanguage learning objectivesFunctions●Using simple imperatives●Expressing thanks●Identifying things●Identifying numbersLanguage/Vocabulary●Imperative: Close/Open the door/box. Come in. Clean theblackboard.●Definite article: ‘the’●Nouns: blackboard, door, window, box, tableFormulaic expressions●(Imperative), please.●Thank you.SkillsListeningLocating specific informationSpeakingUsing modelled phrases to communicate with teachers and learners Resources●Student’s Book 3A P11-14●Word and Picture Cards 3A●Cassette 3A●Photocopiable pages 9-13●Workbook 3A P7-9, P37-39●Grammar Practice Book 3A P8-11●Student’s self-assessment sheet P58The First PeriodDimension targets:●Develop an awareness and enjoyment of the basic sound patternsof English through participating in saying and enacting a rhyme ●Establish and maintain relationships in carrying out classroomactivity●Obtain and provide objects in simple classroom situationsthrough playing an interactive game●Interpret and use information through matchingLanguage focus:●Using simple imperatives to give instructions (e.g. Come in,please.)●Using simple imperatives to express prohibitions (e.g. Don’t belate.)Language skills:Listening:●Identify key words in an utterance by recognizing stress●Recognize alliterative and rhyming words●Discriminate between words with different initial sounds j-, k-,l-, and m-.Speaking:●Use modelled phrases to communicate with other learners●Pronounce correctly words in isolation with initial sounds j-, k-, l-,and m-.Materials:●Student’s Book 3A page 11●Cassette 3A and a cassette player●Workbook 3A pages 7; 37, 38 and 39●Photocopiable page 9Steps:Pre-task preparation:●Introduce numbers 1-10. A large toy clock with moveable handsis an ideal prop. Show a set of number cards.●Write numbers 1-10 on the blackboard and practise counting.●Count in a chain round the class.●Display the number cards(1-10) in disorder on the board ledge.Ask students to come out and put the numbers in order as quickly as they can. Then, count from 1 to 10.While-task procedure:1.Practise: Look at the clock/board. Close/Open the door.2.Listen to the rhyme and repeat it.3.Read the rhyme. Then, try to recite.Post-task activities:Workbook page 74.Review numbers 1-10 using the number cards.5.Trace and colour the numbers on page 7.Listening task:Listen and write down the missing numbers.Learn the letters:5.Play the cassette. Listen and point in their books.6.Listen, point and repeat the sound.7.Workbook pages 37, 38 and 39 Consolidation:Grammar Practice Book 3A pages 8 and 9 give further practice in identifying numbers 1-10.The Second PeriodDimension targets:●Establish and maintain relationships in carrying out classroomactivities●Interpret and use information to follow simple instructions Language focus:●Using imperatives to give simple instructions (e.g. Clean thetable, please.)●Using formulaic expressions to express thanks (e.g. Thank you.)●Using definite article to refer to specific classroom objects●Using nouns to identify thingsLanguage skills:Listening:Locate specific information in response to simple instructions Speaking:Use modelled phrases to communicate with other learnersMaterials:●Stu dent’s Book 3A page 12●Cassette 3A and a cassette player●Word and Picture Cards 3A● A cardboard box with lid●Card and scissors●Workbook 3A pages 8 and 9●Photocopiable page 10Steps:Pre-task preparation:1.Introduce: the door/table/window/blackboard/box.2.Say: Look at the blackboard/door/table/window/box. Thestudents perform the actions.3.Introduce: Clean the blackboard/table. Open/Close thedoor/box.4.Practice the instructions, with the students performing theactions.Post-task activities:●Play a simplified version of Simon Says as a class activity.●Workbook page 8●Review the vocabulary.●Trace and write the words.●Workbook page 91.Read the dialogues and decide on the answers.2.Select pairs to read the dialogue.3.Circle the correct verbs and trace the faint words.4.The pairs practice the dialogue.5.Act out the dialogue.Consolidation:At this stage Grammar Practice Book 3A pages 10 and 11 could be used to practice and consolidate the oral and written language in this section further.The Third PeriodDimension targets:●Establish and maintain relationships in carrying out classroomactivities●Obtain and provide information in simple classroom situationsthrough role-playLanguage focus:●Using formulaic expressions to greet people and take leave (e.g.Goodbye.)●Using formulaic expressions to ask how someone is, andresponding● e.g. How are you? Fine, thanks.Language skills:1.Open an interaction by greeting someone politely2.Open an interaction by eliciting a response (How are you?)3.Close an interaction by using appropriate formulaic expressions Materials:●Student’s Book 3A page 14●Cassette 3A and a cassette player●Paper or card to make number and word cards 1-10●Strings for the numbers game and 10 clothes-pegs●Photocopiable page 13Steps:Pre-task preparation: (1)e two soft toys to model the dialogue.2.The class should repeat the dialogue several times3.Listen to the cassette and repeat it.While-task procedure: (1)Practise the dialogue in groups of four.Select groups to act the dialogue for the class.Post-task activities: (1)1.Extend the task by having the same groups practice the dialogue,substituting their own names.2.Select groups to act the modified dialogues. Check students’pronunciation, and correct if necessary.3.Photocopiable page 13: Act a story.4.Make number cards and put the numbers in order. Student’s self-assessment:In groups, refer the students to the self-assessment sheet on page 58 and have them discuss their opinion about each task in this unit and 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. Assessment:Module 1: Getting to know you Units 1-4Module 2Me, my family and friends Unit 1: My friends (3)Unit 2: Feelings (3)Unit 3: Families (6)Unit 1My friendsTasks and clusters of tasksGreetings●Learners identify their classmates in terms of size●Learners play a recognition game●Learners perform an action rhyme featuring adjectives of size Language learning objectivesFunctions●Introducing oneself●Identifying people●Mentioning something for the first time●Describing people●Finding out a person’s identityLanguage/Vocabulary●Predicative adjectives: fat, thin, big, small, tall, short●Wh-question: Who are you/is he/is she?●Who is your friend?●Pronoun: he, she, I’m/You’re … He’s/She’s …●Nouns: boys, girls, mothers, teachers, babies, friend●Definite article: a girlFormulaic expressions●Hello/Hi, …SkillsSpeaking●Using modelled phrases to open and maintain an interaction byproviding information in response to factual questions Listening●Identifying key words in an utterance by recognizing stress●Locate specific information in response to simple questions Writing●Add personal ideas and information to writing when a frameworkis providedResources●Student’s Book 3A P15-17●Wallpictures 3A●Word and Picture Cards 3A●Cassette 3A●Photocopiable page14●Workbook 3A P10-12, P39-41●Grammar Practice Book 3A P12-14●Student’s self-assessment sheet P59The First PeriodDimension targets:●Establish and maintain relationships in carrying out classroomroutines●Provide and present simple information on a familiar topic●Obtain information through an interactive gameLanguage focus:●Asking Wh-questions to find out a person’s identity (e.g. Whoare you?)●Using indefinite articles to mention something or someone forthe first time(e.g. I’m a girl.)●Using adjectives to describe people (e.g. I’m tall.)Language skills:Speaking:●Use modelled phrases to open and maintain an interaction byproviding information in response to factual questions(e.g. Who are you? I’m a girl. I’m tall.)Listening:●Locate specific information in response to simple questions Writing:●Add personal ideas and information to writing when a frameworkis providedMaterials:●Student’s Book 3A page 15●Cassette 3A and a cassette player●Word and Picture Cards 3A●Wallpictures 3A●Workbook 3A page 10●Magazines and scissorsSteps:Pre-task preparation:1.Select pairs of students to illustrate: tall/short, big/small,thin/fat2.Introduce: tall/short, big/small, thin/fat3.Play the cassette for Look and Say.4.Practise the adjectives using the flashcards.5.Introduce: Who are you?6.Ask Who are you? to elicit:I’m (name). I’m a boy/girl. While-task procedure:1.Encourage the students to talk about themselves in terms ofsize and sex, using the About you model.2.Play a guessing game.Post-task activities:Workbook page 101.Read 1 and 2 on page 10. Explain: Tick.2.The students complete 3 and 4.3.Select students to read the completed statements in 2, 3 and4.4.Explain the task. Students draw their picture in the panel andcomplete their own description.5.Ask individuals to read out the description of themselves Consolidation:At this stage Grammar Practice Book 3A page 12 could be used to practise and consolidate the language in this section further.The Second PeriodDimension targets:●Provide and present simple information on a familiar topic●Obtain information in simple classroom situations throughrole-playLanguage focus:●Asking Wh-questions to find out a person’s identity (Who is myfriend?)●Using pronouns to identify people (e.g. He’s Eddie.)●Using adjectives to describe people (e.g. She’s small.) Language skills:Listening:●Identify key words in an utterance by recognizing stresse.g. Who is he? He’s tall.●Locate specific information in response to simple questions●Discriminate between words with different initial soundsn-, o-, p- and q-.Speaking:●Use modelled phrases to open and maintain an interaction byproviding a response to factual questions●Pronounce correctly words in isolation with initial sounds n-, o-,p- and q-.Writing:●Add personal information to writing when a framework isprovidedMaterials:●Student’s Book 3A page 16●Cassette 3A and a cassette player●Word and Picture Cards 3A●Workbook 3A pages 11; 39, 40 and 41●Photocopiable page 14Steps:Pre-task preparation:●Review: tall, short, thin, fat, big, small.●Introduce: Who is he/she? ; He’s/She’s (name) ; friend.●Go around the class asking Who’s he/she? to elicit: He’s/She’s__ .●Play the cassette. Listen and repeat.●Practice Who’s he/she?。

牛津幼儿英语3a第三单元

牛津幼儿英语3A第三单元的探索之旅In the world of Oxford Junior English 3A, Unit 3 opensa door to a magical land where children are introduced to a variety of animals and their habitats. This unit is notjust about learning new vocabulary; it’s an adventure that takes young learners on a journey through the natural world, sparking their curiosity and imagination.The journey begins with familiar faces—the animalsthat children know and love. From lions and elephants to monkeys and pandas, each animal is introduced with vibrant illustrations and engaging stories. These stories not only capture the attention of children but also help them understand the unique characteristics and habitats of these animals.As the unit progresses, children are introduced to new concepts such as ecosystems and the importance ofconserving natural resources. Through interactiveactivities and games, they learn about the interconnectedness of all living things and the role each animal plays in maintaining the balance of nature.One of the most engaging aspects of this unit is the focus on environmental awareness. Children are encouraged to think about their actions and how they can make a positive impact on the environment. Activities such as recycling and planting trees are discussed, making learning not just academic but also practical and relevant.The language skills developed in this unit are diverse and include listening, speaking, reading, and writing. Children are given opportunities to practice their language skills through role-plays, storytelling, and creative writing activities. This not only helps them retain the information better but also prepares them for real-life situations where they can use English confidently.The cultural aspect of this unit is also rich and diverse. Children learn about different cultures and traditions associated with animals, adding a global perspective to their learning. This helps them develop a broader understanding of the world and appreciate the diversity of life.In conclusion, Unit 3 of Oxford Junior English 3A is not just a collection of lessons; it’s an experientialjourney that takes children on an adventure through the world of animals and the environment. It’s a unit that encourages children to explore, learn, and grow whilehaving fun and making a positive impact on the world.**牛津幼儿英语3A第三单元的奇妙世界**牛津幼儿英语3A的第三单元引领孩子们走进了一个神奇的世界，其中充满了各种各样的动物和它们的栖息地。

译林版牛津英语3A全册教案

译林版牛津英语3A全册教案一、教学内容本节课的教学内容选自译林版牛津英语3A全册。

本册书共有10个单元，每个单元包括两个部分：课本和练习册。

课本包括六个部分：单词、短语、对话、阅读理解、写作和语法。

我们将逐一讲解每个单元的重点内容。

二、教学目标1. 学生能够掌握3A全册教材中的单词、短语和句型，并在实际情景中运用。

2. 学生能够听懂、会说、会读3A全册教材中的对话和短文。

3. 学生能够通过阅读理解，提高阅读能力和思维能力。

三、教学难点与重点1. 重点：单词、短语、句型的学习和运用。

2. 难点：情态动词的时态和语态的运用，以及阅读理解能力的提高。

四、教具与学具准备1. 教具：PPT、黑板、粉笔、录音机、磁带。

2. 学具：课本、练习册、单词卡片、笔。

五、教学过程1. 热身（5分钟）通过简单的英语歌曲或游戏，调动学生的学习积极性，为课堂氛围的营造做准备。

2. 引入（10分钟）通过展示图片或实物，引导学生用英语进行描述，引出本节课的主题。

3. 新课呈现（20分钟）讲解新课内容，包括单词、短语、句型。

通过例句和练习，让学生理解和掌握新知识。

4. 课堂练习（10分钟）设计随堂练习，让学生在实际操作中运用所学知识，巩固新课内容。

5. 阅读理解（10分钟）让学生阅读短文，回答相关问题，提高学生的阅读理解和思维能力。

6. 课堂小结（5分钟）7. 作业布置（5分钟）布置作业，包括单词抄写、练习册题目和家庭阅读任务。

六、板书设计根据课堂内容，设计简洁明了的板书，帮助学生理解和记忆。

七、作业设计1. 单词抄写：抄写本节课所学的单词，每个单词写三遍。

2. 练习册题目：完成练习册上的相关题目。

3. 家庭阅读任务：阅读一本英语绘本，并简要介绍故事内容。

八、课后反思及拓展延伸本节课结束后，教师应认真反思教学效果，针对学生的掌握情况，调整教学策略。

同时，鼓励学生参加英语角、英语演讲比赛等活动，拓展英语学习渠道，提高学生的英语水平。

牛津小学英语3a教案

牛津小学英语3a教案牛津小学英语3a教案（第一篇）教学目标：1.能够听懂、会说并正确运用本单元的词汇：Hello, goodbye, apple, banana, cat, dog, elephant, fish, grape, hat。

2.能够正确理解和使用以下句型：Hello, I'm Amy. Goodbye, I'm Jim. This is an apple. That is a banana. Is this a cat? Yes, it is. No, it isn't。

3.能够正确运用词汇和句型进行简单的对话练习，并能够在实际情境中运用所学内容。

教学准备：幻灯片、图片、课件、挂图、卡片、录音机。

教学过程：一、热身1. 教师打招呼并与学生简单交流，引导学生用Hello和Goodbye进行问候。

2. 教师通过展示图片和生活实例，对学生进行词汇导入，教授Hello、apple、banana等单词。

二、教学新课1. 教师呈现图片，引导学生认识cat、dog、elephant、fish等动物单词，并进行读音和模仿练习。

2. 教师通过教学挂图和实物，教授hat、grape等单词，并进行读音和模仿练习。

3. 教师通过展示图片和实物，引导学生学习和模仿以下句型：- This is an apple.（指向图片中的苹果）- That is a banana.（指向图片中的香蕉）- Is this a cat?（指向图片中的猫）- Yes, it is. / No, it isn't.（根据图片中的情景回答）4. 教师通过示范和学生模仿，进行句型的灵活运用练习，培养学生的口语表达能力。

三、巩固训练1. 教师与学生进行对话练习，示范以下对话：- 写出一只狗并指向它，问：What's this? 回答：It's a dog.- 再写出一只猫并指向它，问：What's that? 回答：It's a cat.- 指向一只小鸟，问：Is this a bird? 回答：No, itisn't. It's a fish.- 指向一个苹果，问：What's that? 回答：It's an apple.2. 学生分组进行搭配练习，巩固句型和词汇的运用。

上海牛津新教材3BM3U3

I can ride a bicycle.
… I can
…
…
/No …
…
… …… … /No …
…
I like spring. It’s green. It’s warm and rainy. The plants grow and grow. We can plant trees. We can have picnics in the park. Do you like spring?
In summer. It’s red. It’s __s_u_nn_y__and __h_o_t__. The sun shines and shines. We can _s_w_im____a_n_d____m_a_k_e_s_a_n_d_c_a_s_tl_e.s
In autumn. It’s yellow. It’s _w__in_d_y__and__c_o_o_l __. The leaves fall and fall. We can _____f_ly__k_iteasnd ______r_id_e_b_i_c_ycinlesthe park. We are so happy .
Autumn
Seasons we like
In spring. It’s green. It’s __w_a_r_m_ and _r_ai_n_y__. The plants grow and grow. We can _p_l_a_n_t _tr_e_e_s_. We can__h_a_v_e_p_ic_n_i_c_s_.It’s colouful.
☆Read
Homework
☆☆ Say and act
SB P34 (at least 3times)

上海牛津新教材3A知识整理

三年级第一学期知识归纳M1U1单词：Miss小姐Mr 先生Mrs 太太I 我you 你，你们morning早晨afternoon 下午evening 傍晚night 夜晚this这new 新的teacher 老师cake 蛋糕table 饭桌thank感谢too 也句型：Hello！你好！Hi！你好！I’m Dolly. 我是多利。

Good morning. 早上好。

Good afternoon. 下午好。

Good evening. 傍晚好。

Good night. 晚安。

How are you 你好吗？Fine, thanks. 很好，感谢。

I’m fine,too. 我也很好。

Very well, thank you. 很好，感谢。

This is Mr Zhang. 这是张先生。

We have a new teacher. 我们有一个新老师。

M1U2单词：stand 站up 向上sit 坐down 向下open 打开door门close 关上stand up 起立sit down坐下open the door开门close the door 关门name名字book书write 写clean 打扫blackboard 黑板please请your 你的，你们的my 我的get得到fold折jam果酱hand 手句型：What’s your name 你叫什么名字？My name’s Peter.我叫Peter。

Close the door, please. 请关上门。

Write your name, please.请写出你的名字。

Look at the blackboard, please.请看黑板。

Open the door, please.请开门。

Clean the blackboard, please.请擦一下黑板。

OK. 好的。

Yes. 好的。

Thank you. 感谢。

M1U3单词:one 1 two2 three 3 four4 five5 six 6 seven 7 eight 8 nine 9 ten 10 today今日PeterKittyBenTom Alicebirthday生日happy欢乐blow吹句型：How old are you 你几岁了？I’m ten. 我十岁了。

牛津小学英语3a教案

牛津小学英语3a教案Title: Oxford Primary English 3A Lesson PlanObjectives:1. To introduce and practice vocabulary related to animals and their characteristics.2. To develop listening and speaking skills through engaging activities.3. To reinforce the ability to use adjectives to describe animals.4. To promote team collaboration through group work activities. Materials:1. Oxford Primary English 3A textbook2. Flashcards of animals3. Whiteboard and markers4. Worksheets with animal pictures5. Audio playerWarm-up Activity (10 minutes):1. Greet the students and ask them how they are feeling today.2. Play a short animal sound clip without showing any visual aid. Ask the students to guess which animal is making the sound.3. Show flashcards of different animals and ask the students to shout out their names.Introduction (15 minutes):1. Introduce the new vocabulary words related to animals and their characteristics using flashcards, such as "fast," "slow," "big," "small," "strong," and "weak."2. Use simple sentences to describe each flashcard, such as "Thelion is strong" or "The turtle is slow."3. Ask the students if they know any other words to describe animals.Listening Activity (15 minutes):1. Play an audio track of different animal sounds. Ask the students to match the sounds with the animal flashcards.Speaking Activity (15 minutes):1. Divide the class into small groups of 4 or 5 students each.2. Give each group a worksheet with pictures of different animals.3. Ask the students to take turns describing one of the animals on their worksheet using the adjectives they have learned.4. Encourage the other group members to guess the animal being described.Group Discussion (15 minutes):1. Have a class discussion about the students' favorite animals.2. Ask each student to choose one animal and describe it using adjectives. For example, "I like elephants because they are big and strong."3. Encourage the students to ask questions about each other's favorite animals.Wrap-up Activity (10 minutes):1. Give each student a piece of paper and ask them to draw their favorite animal.2. Ask the students to describe their drawings using the adjectives they have learned.3. Display the students' drawings and invite them to share theirdescriptions with the class.Homework:1. Assign the students to write a short paragraph in their notebooks about their favorite animal, using the adjectives learned in class.2. Encourage the students to ask their parents or family members about their favorite animals and describe them using adjectives. Extension Activities (optional):1. Create a mini book with pictures of different animals and their characteristics. Ask the students to read the book aloud to their classmates.2. Ask the students to research and write a report about an endangered animal, including its characteristics and reasons for its endangered status.Note: The duration of each activity can be adjusted based on the pace and needs of the students.。

上海牛津小学英语3AM4U3精品教案

上海牛津小学英语3A M4U3 精品教案一、教学内容本节课选自上海牛津小学英语3A教材，涉及M4U3章节，详细内容围绕“我的家”主题展开，包括家庭成员介绍、房间及家具名称、日常活动表达等。

二、教学目标1. 学生能够听懂、会说、会拼写与家庭成员、房间及家具名称相关的词汇。

2. 学生能够运用所学句型介绍自己的家庭成员和家居环境。

3. 学生能够在实际情景中运用目标语言进行简单对话。

三、教学难点与重点1. 教学难点：家庭成员、房间及家具名称词汇的拼写和运用。

2. 教学重点：介绍家庭成员、房间及家具的句型表达。

四、教具与学具准备1. 教具：PPT、卡片、录音机、磁带。

2. 学具：英语课本、练习本、彩笔。

五、教学过程1. 导入：通过播放英文歌曲《Family Song》，引导学生进入本节课主题。

2. 新课内容展示：a. 播放教材M4U3的录音，学生跟读，学习家庭成员、房间及家具名称词汇。

b. 引导学生用所学词汇介绍自己的家庭成员和家居环境。

c. 学生分角色进行对话练习，巩固所学句型。

3. 例题讲解：以教材中的例题为示范，讲解家庭成员、房间及家具名称词汇的拼写和句型运用。

4. 随堂练习：学生完成教材M4U3的练习题，巩固所学知识。

5. 小组活动：学生分组，用所学词汇和句型编写对话，进行角色扮演。

六、板书设计1. 词汇：爸爸、妈妈、哥哥、姐姐、房间、床、桌子、椅子等。

2. 句型：This is my family. This is my room. I have a bed,a table and a chair.七、作业设计1. 作业题目：用英文介绍自己的家庭成员和家居环境，不少于5句话。

2. 答案示例：My family has four members. They are my father, mother, brother and me. We have a living room, a bedroom and a kitchen. In the living room, we have a sofa, a TV and a table. In the bedroom, we have a bed, a wardrobe anda desk.八、课后反思及拓展延伸1. 反思：本节课学生参与度较高，但在句型运用方面仍需加强练习。

牛津译林版StarterLesson3A优质课件

牛津译林版Starter Lesson3 A优质课件一、教学内容二、教学目标1. 知识目标：学生能够掌握并运用本节课的词汇和句型，进行简单的家庭和日常用品描述。

2. 技能目标：培养学生通过观察、模仿、实践等方式，运用英语进行交流的能力。

3. 情感目标：激发学生学习英语的兴趣，培养他们合作学习、积极参与的精神。

三、教学难点与重点1. 教学重点：词汇（family members, daily items）和句型（What's this/that? It's a）的掌握和运用。

2. 教学难点：正确运用词汇和句型进行问答和对话，以及物品单复数的正确使用。

四、教具与学具准备1. 教具：PPT课件、实物、单词卡片、挂图等。

2. 学具：学生用书、练习册、单词卡片等。

五、教学过程1. 导入：通过展示一个家庭场景的图片，引导学生用英语描述家庭成员和日常用品，激发学生兴趣，引入本课主题。

2. 新课内容展示：利用PPT课件，展示本节课的词汇和句型，引导学生跟读、模仿。

3. 实践活动：将学生分成小组，每组挑选一个家庭场景，运用本节课的词汇和句型进行描述，并进行角色扮演。

4. 例题讲解：选取教材中的典型例题，讲解疑问句和回答句的用法，强调物品单复数的变化。

5. 随堂练习：设计练习题，让学生运用所学词汇和句型进行问答，巩固知识。

六、板书设计1. 词汇：family members, daily items2. 句型：What's this/that? It's a3. 重点：物品单复数的变化七、作业设计1. 作业题目：（1）根据所给图片，用英语描述家庭成员和日常用品。

（2）编写一段对话，运用本节课的词汇和句型。

2. 答案：（1）This is my family. My father is a doctor. My motheris a teacher. I have a brother and a sister. We have a phone, a TV, a car, and some keys.（2）A: What's this?B: It's a phone.A: And what's that?B: It's a TV.八、课后反思及拓展延伸1. 反思：关注学生在课堂上的表现，针对学生的掌握情况，调整教学方法和节奏。

牛津英语3A Unit3教学流程

牛津英语
： hello! ! what’s your name? nice to meet you! （複习之前学的问候、打招呼的方式） up sing a song: if you happy : 1). 用family tree引出家庭成员，并操练。让孩子三人或四人一组演家庭并互相用“nice to meet you”介绍. 2). family tree 摇身一变成了fruit tree 教师自己表演father并说“ i like apples.”让孩子拿出相应的**给老师。教授单词。教师可以加入句型“i like apples. what do you like？”引导孩子用“ i like”回答。 3). 老师可以打出ppt或用**引出水果複数，mangoes、pineapples、watermelons、peaches. 4. game 1）老师做口形，孩子来猜 2）老师把**反过来，让孩子猜，猜对的人可把水果贴在树上。 5. 树上贴了水果之后，老师可以引出 whБайду номын сангаасt can you see? 引导孩子用i can see …回答。 6. 活动老师拿出猴子或其他动物玩偶，玩偶后面背个袋子。分两组各选两个孩子上来pk, 老师问“ what can you see?” do you like? 回答正确的可以摘水果放在猴子背袋里。看哪个组放的水果最多。

小学牛津3A Unit3(第2课时)教案新部编本集体备课

Ss: bananas.
T：I have a banana . Show me your banana and say “a banana”.
Ss: a banana.
b. b. Practice .
Pass the bananas and say “bananas” one by one.
Show a banana and say :“this is a banana”.
教师学科教案
[20 – 20学年度第__学期]
任教学科：_____________
任教年级：_____________
任教老师：_____________
xx市实验学校
Unit3The2period (Date:)
教学内容
3AUnit3BLook and learn
教学目标
知识和能力
1.能听懂、会说以下八个水果类单词apples,oranges,pears,bananas,peaches,mangoes,pineapples,watermelons.
2.Greetings .(同位之间练习，自由锁链反应)。
Hello /Hi,… Good morning/ Good afternoon.
Nice to meet you ,… Nice to meet you ,too.
3.Introduce .
Please introduce your family members to your deskmate .Practice in pairs .
1. 1. Play a game.
T: Let’s play a game ,ok? There are some fruits in my bag ,Iwant one student to come to the blackboard ,touch and guess,If you’re right ,I’ll give you some fruit.