1、 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4Moudule 18Moudule 213Moudule 316Moudu1e 4教学进度表日期教学内容安排备注19192Module 1 Unit 129599Unit 23912916Unit 3919923Unit 45926930Unit4&Revision , Test6103107National Day710101014Module 2 Unit 110171021910241028
2、101031114Unit 3&Revision,Mid-exam111171111Module 3 Unit 1121114111811211125141128122Revision, Test15125129Module 4 Unit 11212121617121912231812261230191219Project1& Project 220110119Revision & 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-type
3、s 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 blockapproach is based the fact
4、 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 revisitin
5、g 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 inter
6、est 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
7、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 boo
8、k 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 students individual le
9、arning progress. The Workbook is primarily intended for use in the classroom, but may be used for the Students 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.
10、Learn new sentence structures.e.g. Hello,Im Good morning. Goodbye How are you? Fine,thank you. Whats your name? Im Come in, please. Thank you. 2. Review the letters3.Learn grammer e.g. Im YoureKey Points and Difficult Points:1. Review the letters2. How to use the sentence structure to make up new se
11、ntences.3. Use the words to say something.Teaching Materials: SB page 2 14 , cassette, wallcharts WB 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
12、 I am(First Period)Language focus:Using formulaic expressions to greet people . eg: Hello.Using formulaic expressions to introduce onself. Im Alice.Language skills: Speaking: Use modelled phrases to communicate with teachers and other leaners. Hello, Im Alice. 2. Open an interaction by greeting some
13、one politely. Hello, Miss Fang. Open an interaction by introducing oneself.Materials: SB P2; cassette; Photocopiable P1; Word and picture cards; Workbook P1Preparation: Photocopy and enlarge the large picture of Dotty, and the words of the song. Listen to the song myself; Practise the teachers singing part. ProceduresContentsMethodsPurposePre-task PreparationIntroduce:DottyHello,Dotty.Hello(name)Students say Hello to each other.Hello, Im MissMrsMrHello, Im.A. Put the
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