外研新标准小学英语一年级起点第二册一年级下全册教案
一年级下册英语全册教案外研版一起
一年级下册英语全册教案教学目标1. 通过本册的学习，学生能够掌握基本的英语听说能力，能够用英语进行简单的日常交流。
2. 培养学生对英语学习的兴趣，激发学生的学习积极性。
3. 培养学生的团队合作精神，提高学生的社交能力。
教学内容第一单元：My Family1. 学习家庭成员的英语表达，如father, mother, brother, sister等。
2. 学习介绍家庭成员的句型，如This is my father, He is a doctor等。
第二单元：My School1. 学习学校设施的英语表达，如classroom, library, playground等。
2. 学习描述学校环境的句型，如My school is big, We have a library等。
第三单元：My Friends1. 学习描述朋友的英语表达，如She is tall, He is funny等。
2. 学习介绍朋友的句型，如This is my friend, She is a student等。
教学重点与难点1. 教学重点：掌握基本英语听说能力，能够用英语进行简单的日常交流。
2. 教学难点：句型的运用，单词的记忆。
教具与学具准备1. 教具：多媒体设备，PPT课件，教学卡片。
2. 学具：英语课本，笔记本，文具。
教学过程1. 导入：通过图片，实物等引导学生进入学习状态。
2. 新课内容学习：通过PPT课件，教学卡片等方式进行新课内容的学习。
3. 练习：通过小组活动，角色扮演等方式进行练习。
板书设计1. 每个单元的主要知识点，如家庭成员的英语表达，介绍家庭成员的句型等。
2. 每个单元的重点句型，如This is my father, He is a doctor等。
作业设计1. 听力练习：听课文录音，完成练习题。
2. 口语练习：模仿课文对话，进行角色扮演。
3. 写作练习：根据课文内容，进行简单的写作练习。
课后反思1. 教师应及时反思教学效果，对教学方法和教学内容进行调整。
一年级下册英语全册教案 外研版一起
一年级英语下册英语教案一．指导思想根据小学生的生理和心理以及发展需求，我把小学阶段英语课程的目的确定为：激发学生学习英语的兴趣，培养他们学习英语的积极态度，使他们建立初步的学习英语的自信心；培养学生一定的语感和良好的语音、语调基础，使他们形成初步运用英语进行简单日常交流的能力，为进一步学习打下基础。
二．学情分析：本学期我主要担任一年级的英语教师。
一年级的孩子比较活泼，天真，好动，充满了好奇心，想象能力和观察能力都非常的丰富，同时也要培养学生的学习兴趣，创新能力。
现将计划如下：本学期我们主要使用一年级上册的英语课本，总共有 10个模块，每个模块有两个单元，每个模块里都有一首歌曲，歌谣，目的是激发学生对英语的学习兴趣，让学生快速记忆所学过的单词和句子。
根据孩子的年龄特征，本学期只上一年级上册的10个模块，重点是让学生会读，会认每个模块的单词和句子，并学会运用简单的句子与班里的同学以及教师进行简单的问候和对话。
同时还要掌握课本里涉及到每个模块的歌曲，歌谣，教师还可以增加一些课外的歌曲和歌谣，同时还可以配上一些相适应的动作，而且动作要自然，大方，规范，表情要面带笑容。
为了达到此目标，我觉得小学英语教学应具备以下特点：（1）教学内容贴近生活。
（2）符合小学生兴趣的需求。
突出兴趣培养，保护和发展求知欲，寓教于乐。
小学英语教材突出对学生的兴趣培养。
教科书全部采用彩色图画，情景会话贯串全套教材。
紧密结合儿童好新奇、爱活动、善模仿、爱说、爱唱、爱跳、爱表演的特点编排和设计教材的内容与形式。
在教学中应该多安排一些儿童喜闻乐见的歌曲、游戏、绕口令、谜语、小诗等和一些浅显易懂的寓言故事。
四．教学目标一年级英语的目标是：主要培养学生对英语的兴趣，让学生喜欢上英语，对于教师所教的内容要会读，会认，而且发音要清晰，标准，语音，语调要适中，要带有感情色彩，这就要求教师要使用多种教学方法来激发学生的学习兴趣。
教师要加强训练自己的语音，语调和感情色彩。
新外研版(一起)一年级英语下册全套教案
Module 1 JobsUnit 1 He’s a doctor.一、准备阶段:Ⅰ教学目标:情感目标：乐于感知并积极尝试使用英语,真诚的向别人介绍家人,从而增进友谊. 知识目标：运用She’s …He’s…能力目标：培养学生听说读She’s…He’s…及能视觉感知:doctor,nurse的能力。
Ⅱ教学重点;能够听说读写She’s …He’s…Ⅲ教学难点:能正确运用She’s …He’s…Ⅳ辅助资源：挂图、录音机、磁带、图片二、教学过程:I. Warming up师生问候II. Revision:教师展示上一册Module10 Unit2的韵句This is Mother Panda.的图片,带领学生复习韵句. III. Presentation:1. 教师课前准备一些花木兰替父出征故事的图片,请学生猜猜图中的人物是谁,由此导出SB Unit1活动1.教师引导学生看SBUnit1活动1的动画或挂图,告诉学生:”今天,Lingling和Amy一起去参观画展,展厅有关于花木兰和神笔马良的画作, Amy不认识他们,Lingling向Amy一一介绍.”2. 教师播放活动1的动画或录音,在听录音的过程中注意语音语调.3.教师注意板书,可在黑板上贴出花木兰和马良的图片,在图片下和He’s a boy.”这两个句子.注意用红色粉笔方分别写上”She’s a girl.”和He’s”醒目的书写”She’ｓ4. 呈现课文：出示一张自己小时候与父母在一起的照片.教师指着自己小时候的照片,让学生猜猜是谁.用英语怎么说,告诉学生,学习过今天的课文之后就知道怎么说了.（学生带着问题看挂图听录音既巩固了刚学过的单词还学习了新单词和句子放录音，学生边听边指出句子。
跟录音朗读课文。
学生分角色朗读课文。
Unit 2 She’s a nurse.一、准备阶段:Ⅰ教学目标:情感目标：培养学生学习英语的兴趣。
知识目标：运用She’s…及单词driver ,policeman,pupil.能力目标：运用She’s…He’s…介绍他人职业.Ⅱ教学重点：学习句型：She’s…He’s…掌握单词：driver ,policeman,pupil,Ⅲ教学难点: 部分学生能初步运用: driver ,policeman,pupil,Ⅳ辅助资源：挂图、录音机、磁带、图片二、教学过程:I. Warming up请学生演唱他们喜欢的英文歌曲.II. Revision:教师请几位学生展示上节课的课后作业,用”This is my教师可以将制作精美mother..”来介绍自己制作的”Family Tree”．的图片收集起来进行展览.III. Presentation:1.教师播放Unit2活动1的录音或动画,请学生看动画或挂图.教师引导学生理解语境:Amy到Lingling 家做客,Lingling 兴奋地拿出一张登有她爸爸照片的报纸给Amy 看,并介绍她爸爸的职业.是新单词,教师可展示2.再次播放录音或动画,请学生跟读.”driver”多张司机的照片图片或卡通片,带领学生说:”He’s a driver. She’s a driver.”3. 呈现课文：教师向学生介绍自己家人的职业,学生可能听不太懂.教师告诉学生:”今天我们要学习如何介绍家人的职业.IV. Practice:1教师播放活动2的录音,请学生看图或者动画,引导学生理解课文语境:Amy到Daming 家做客,Daming拿出影集给Amy看,并介绍他的家人.2. 教师再次播放录音,学生逐句跟读.3.男女生对话,或者分组练习对话.4. 进行看图说句子的游戏.V. Summary:Module 2 LocationUnit 1 Where’s the bird?一、准备阶段:Ⅰ教学目标:情感目标：在小组活动中能与其他同学积极配合和合作.\on\under my hat.能力知识目标：学习句型Where’s the bird? It’s in目标：培养学生识别物品位置的能力。
外研版小学英语(新标准一起)一年级下册全册教案
《英语》（新标准）（小学一起）一年级下册M1教学设计Step 4: Extension(7 minutes)Game: My familymember.Show the teacher’sphoto and introduceit as an example.Students talk abouttheir photos ingroups.Introduce familymembers’occupations.Try to learn morewords ofoccupation.让孩子们自带全家福照片，并在小组内交流，目标语言在真实的生活情境中得到充分练习，加深了孩子们对彼此的了解，增进了友谊。
Step5: Summary(3 minutes) What have youlearnt today?Summarize thewords andsentences.让孩子们通过板书学会自己梳理一节课所学，养成良好的英语学习习惯。
Classroom Assessment 1.Good, I like your voice.2.Perfect.3.Great!…及时评价学习过程，通过口头评价，及时反馈学生对知识的掌握情况和本课时的目标达成情况。
家庭作业：基础性作业：Listen and imitate the text for 5 times.拓展性作业：Talk about family members on the photos with friends.板书设计：Module 1 Unit 1 He’s a doctor.She She’s a girl. teacher= She isHe’s a boy. doctor= He isit as an example. Students talk about their photos in groups. Try to learn morewords ofoccupation.生活情境中得到充分练习，加深了孩子们对彼此的了解，增进了友谊。
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Module1UNIT1Where'sthecat?Unit1where’s thecat?单元教学内容1．让学生学会用英语表达happRnewRearlooAatthe….;one/two/three/four….2．学会使用where’s thered/….Cat/….?.inthebed…….来介绍和表达。
语言知识目标1）学生能听、说、读、课标内单词;One/two/there….-twelve;orangecat;Anow;other;tree;so;manR;bird;2）学生学会运用这些句型：where’s thecat?It’s on/in/underHowmanRcats?One,two,three…….twelve cats.单元教学目标a.Hi,looAat the….where’s thecat?It’s on/in/underHowmanRcats?One,two,three…….twe lvecats.b.Words:thisorangecat;Anow;other;tree;so;manR;bird;One/two/there….-t welve;教学重点正确使用where’s theorange/…..cat?It’s on/in/underHowmanR green/…..cats?One,two,three…….twelve cats.2.能听懂并介绍.One,two,three…….twelve cats..的名词。
教学难点能正确使用whatcanRouseein up…SomanRAites1．英语单词twelve,birds,five,three第一课时TeachingstepsStep1Warm-upListenandsingasong:IcansingarainbowTenlittleindiansStep2presentation1.GreetingT:(UseatoRorapictureofadog.)Hello/hi.Hello.howareRou?.T:Hello.Hello/hi.Toeachother.ThenstudentspracticewiththeclassmatestheR don’t Anow.2.showthecards.:red;Rellow;blue;greenReview:whatcolordoRouliAe?IliAe blue/…3,plaRagame1).(repeat)passthecolor:whatcolordoRouliAe?IliAe blue/…2)asAonelinegrouponebRonetoreadcolorcards.4review:what’s thisIt’s panda.Whatcolor?It’s whiteHowmanRredcraRons?Five/siR/….5.Listentothetapeandnumberthesong6listenagainandfindtherightpictures7..Do2alistenandnumberthepictures.Step3Practice1．TasA:.BooAsup/booAsdown2．Readwordsand pronunciation…/……Step4Grammarfocusetheirfingersfollowthetape.2.DosomeeRercises.HomeworAListenbooApage2第二课时教学目标1.语言知识目标:能认读以下词1).one,two,three,four,five,twelve.Anow,other,let’s whereinonunderbed2).能掌握以下句型：looA,wher e’s thecat?It’s onthebed..Teachingsteps:Greeting:Hello./IamMrLi,pleasedtomeetRou?……Pleased tomeetRou.Learnthesong::I’m aboR,Rouareagirl..HowoldareRou?I’m siR/seven/eight/.Step2.Presentatio1.Showapicture,.Cat.FoR.Aite..BoRdogHighandlowvoice,suddenlRtocardsup—highCat.FoR.Aite..BoR dog…down-low2..ThenstudentsplaRthegame:hideandseeA:where’s mRcat.?it’s onthedesAit’s underthedesAIt’s intheschoolbag.Step3practice1.WatchTVandPractice;..where’s thecat?it’s on/in/underthe…..2..listentothetape,.ReadbooAandeachgroupgivesareport.ThenStudentsdi scussit.3.dotheactivitRbooA.together.andcolor.HomeworA听磁带。
新标准一年级起点第二册教案(全册) xkb1hfgh
Play the tape.
通过教师和学生的问候拉近教师和学生的距离
通过游戏，复习旧知，激发学生兴趣。
运用评比，为优胜组加分，促进学生学习。
创设情景，引入新知。
2.T helps them understanding“So many birds.”
3. T:“How many birds are there in the tree?”（取走一只鸟）
“How manyyellowbirds?
4.Play the tape again.
Give some help
3.eleven.
新课标第一网
4.Open their books. Listen and count. 学生边数边回答：“One ,two.twoyellowbirds.”教师示范后，请学生两人一组相互提问题，问其它颜色的小鸟都有几只。
5.Finish-task
work in groups.
学生四人一小组，根据其他几组动物图片，用“How many…?”进行提问。
Listen andsay, thenchant.
教师热情的与学生打招呼并问候
T：Hello!Everyone!How are you? Nice to meet you。
T plays the number game with the Ss.
T展示P2挂图:How many cats on the bed?
知识目标
故事大意的理解和表演。
重点句型的认读和运用。
童谣儿歌的演唱
外研版小学英语一年级起点第二册一年级下全册教案
外研版小学英语一年级起点第二册一年级下全册教案Wheres the cat? Unit1 where’s the cat?单元教学内容1、让学生学会用英语表达happy new year look atthe …、; one /two /three/four…、2、学会使用where’s the red /…、Cat/…、?、in the bed ……、来介绍和表达。
语言知识目标1）学生能听、说、读、课标内单词; One/two/there…、-twelve; orange cat ;know; other; tree;so ;many; bird ;2）学生学会运用这些句型：where’s the cat ?It’s on/in /underHow many cats?One ,two,three……、twelve cats、单元教学目标a、Hi, look at the…、where’s the cat ?It’s on/in /underHow many cats?One ,two,three……、twelve cats、b、 Words : this orange cat ;know; other;tree;so ;many; bird ; One/two/there…、-twelve;教学重点正确使用where’s the orange /…、、cat ?It’s on/in /underHow many green/…、、cats?One ,two,three……、twelve cats、2、能听懂并介绍、One ,two,three……、twelve cats、、的名词。
教学难点能正确使用what can you see in up…So many kites1、英语单词twelve, birds,five,three第一课时Teaching stepsStep1 Warm-upListen and sing a song: I can sing a rainbowTen little indiansStep2 presentation1、GreetingT: ( Use a toy or a picture of a dog、)Hello/hi、Hello、 how are you?、T: Hello、 Hello/hi、 To each other、Then students practice with the classmates they don’t know 、2、show the cards、: red ;yellow ;blue ;greenReview : what color do you like ?I like blue/…3, play a game1)、(repeat)pass the color: what color do you like ?I like bl ue/…2)ask one line group one by one to read color cards、4 review : what’s thisIt’s panda、What color ?It’s whiteHow many red crayons ?Five /six /…、5、 Listen to the tape and number the song6 listen again and find the right pictures7、、 Do2a listen and number the pictures、Step3 Practice1、Task:、 Books up / books down2、Read words and pronunciation…/… …Step4 Grammar focus1、Students read the book by themselves、 use their fingers follow the tape、2、 Do some exercises、HomeworkListen book page2第二课时教学目标1、语言知识目标:能认读以下词1)、 one, two, three, four, five, twelve、 know, other, let’s where in on under bed2)、能掌握以下句型：look ,where’s the cat?It’s on the bed、、Teaching steps: Greeting: Hello、 /I am Mr Li , pleased to meet you?……Pleased to meet you、Learn t he song :: I’m a boy, you are a girl、、How old are you?I’m six/seven/eight/、Step2、 Presentatio1、Show a picture, 、 Cat、 Fox 、 Kite、、 Box dogHigh and low voice, suddenly to cards up棵“Family Tree”、“father，mother grandpa grandma，brother，sister”等，教师可以留组，选择一种动物，组成一个家庭。
外研版小学英语一起一年级下册教案
Module1: Unit 1 He’s a doctor.Teaching Aims:Review the sentence pattern “This is my…”Review thewords: grandpa, grandma, friend, father, mother, brother, sister.Learn to say “He’s / she’s… He’s / she’s a ….”Importance and Difficulties:D istinguish “He’s …” from “She’s …”Students Analysis:“He’s / She’s …” are not difficult in their pronunciation, do more exercises to differ them from each will enough.Teaching Aids:Tape recorder tape a doll Cards head ornaments Teaching Procedures:Step 1: Warming upSing to greeting.Review colors: Show color cards and ask the Ss “What color?”Review some words: Show some cards and ask the Ss “What’s this?”Let’s count. (From one to twelve.)Step 2: RevisionTeacher shows cards a nd Ss look and say “Father….”Sticker these cards on the blackboard and read after T.Read the words group by group.Ss say: “This is my father….”Ss review to say: “This is my school bag….”Learn the word “friend.”Read after teacher.Learn to say “This is my friend.”Step 3: PresentationTeacher points to several Ss and says “She’s … / He’s …”Explain with gestures.Write “She’s …” and “He’s…” on the blackboard.Read the sentence pattern.T shows some head ornaments, Ss look and try to say “She’s Lingling. He’s Daming….”Read “She’s Lingling. He’s Daming. …” after T.Ask some Ss to go to the front and stand in a line.Ss look and say “She’s…” / “He’s…”Step 4: ConsolidationTeacher makes a model.Ss try to introduce his friend like “She’s… / He’s …”.Teach er points and says “She’s a pupil.” Or “He’s a pupil.”Ss learn to say.Teaching Notes:Module 1: Unit 2 She’s a nurse.Teaching Aims:1. Review the points of the module.2. Learn to introduce a people like “Sh e’s…/ She’s a nurse.”3. Do the exercises of the module.Importance and Difficulties:He’s / She’s a pupil.Words: doctor, pupil, teacher.The exercises of the module.Students Analysis:We have learnt many words in the module: father, mother, brother, sister, grandpa, grandma, friend, pupil, doctor and so on, so it is necessary to review them in today’s lesson, and put the words in the sentence patterns: This is my…/ He’s/she’s…Teaching Aids:Tape recorder a big pencil a doll Cards head ornaments Teaching Procedures:Step 1: Warming upSing to say hello.Review the chant: Where’s the pencil?Ss say the chant together.Put a pencil in different place, Ss look and answer teacher’s question “Where’s the pencil?”Put a school bag on the desk, ask “Where’s the school bag?” S s answer.Put a big pencil in / on / under the school bag, Ss look and say its location.Step 2: RevisionReview the sentence “Look at the tree.” And “Look at the window….”Review the sentence “So many birds.” And the sentence pattern “So many…”Review to say “Let’s count.”Count from one to twelve.Look the cards and answer “Father / mother / …” quickly.Introduce those cards like “This is my brother. / …”Look and say “This is my pencil….”Review the chant:She, she, she. She’s Amy.He, he, he. He’s Dami ng.Read the chant after T.Say your classmates’ name. (She’s… / He’s …)Step 3: PresentationTeacher points several Ss and says “She’s a pupil. / He’s a pupil.”Learn the word “pupil.”Ss read the word.Some Ss stand up, the others look and say “She’s a pupil. / He’s a pupil.”Look at the head ornaments and say “She’s a pupil. / He’s a pupil.”Teacher shows the card and says “He’s a doctor.”Learn the word “doctor.”Step 4: Do the exercisesActivity book: Exercise 2 on page 7Exercise 3 on page 9Teaching Notes:Module2: Unit 1 Where’s the bird?Period 1Teaching Aims:Understand the meaning of the text.Review the sentence pattern “A cat is in the box. / Where’s my pen?”D escribe the location like “It’s in / on/ under ..”Importance and Difficulties:The sentence pattern: “A cat is in the box.”Try to ask: “Where’s the orange cat?”Students Analysis:We have learnt the pattern “Where’s the…?”last week, so it is a consolidation of last period, just add some new points: Where’s the orange cat?Teaching Aids:Tape recorder tape a dollPictures CardsTeaching Procedures:Step 1: Warming upGreeting to Ss with a song.A TPR game: Listen and do.T: “Stand up! Sit down! Open your book! Point to the window. Point to the door….”Step 2: RevisionShow four cards. T: “What’s this?” / “This is …”Read the four words in high and low voice.Read fast.T: “If you know, please stand up and read it fast.”Show the wall chart.Describe the location of the pen or the cat in the wall chart.Step 3: PresentationT points to the wall chart and asks: “Where’s the pen?” Ss answer: “It’s …”Write the two sentences on the blackboard: Where’s the pen? It’s in the hat.Read them after T in correct pronunciation and intonation.Ask several Ss to repeat.Read group by group.Step 4: PracticeSs ask T: “Where’s the pen?” T answer.Group 1 ask, group 2 answer from teacher’s points.Change. Group 2 ask and group 1 answer.Practice with your partner.Show some dialogues.Step 5: PresentationT draws 3 pictures on the blackboard: A red pen is in the hat.A green pen is on the hat.A yellow pen in under the hat.T asks: “Where’s the green pen?”…. Ss answer.Write the 2 sentences on the blackboard.Read after T.Ask several Ss repeat it.Read group by group.Step 6: PracticeT points to the picture, Ss ask: “Where’s the yellow pen?”… T answer.Group 1 ask and group 2 answer, then change.Practice with partner.Show your dialogue.Step 7: ConsolidationA game: Look and guess.“Please look at my mouth, and guess the sentence.”Teaching NotesModule3: Unit1Where is the orange cat?TeachingAims:1. Review the sentence pattern “Where’s the orange cat?”2. Learn to guess the location of object with “Is it under/ in / on…?”Notes:Importance and Difficulties:Use the sentence: “Is it under / in / on the bed?” to ask the location.Students Analysis:It is not easy for the kids to use the sentence: “Is it under / in / on the bed?” to ask the location. Use the same thing to change its location each time will easier to the kids. Teaching Aids:Tape recorder tape a doll book Cards school bag box penTeaching Procedures:Step 1: Warming upSing a hello song to greet with each other.Play a guessing game.“Please look at my gestures, and then guess the animal I mime.”Step 2: RevisionAnswer teacher’s question accord to the card.“What’s this?” / “Is it a monster?”Read the four words: doll, bear, bed, and balloon.A game: I hide, you guess.“Look, I hide a card; please guess what the card is.”Look and answer.(Teacher put some stationery, and asks the location.)Write the four sentences on the blackboard: Where’s the cat?It’s in the box.Where’s the orange cat?It’s under the box.Read after teacher and correct their pronunciation and intonation.Ask several students read them.Read the four sentences group by group.Step 3: Presentation and practiceTeacher hides a school bag, a book, and a box under the table. Then put a pen in one of them. (in the school bag, on the box, or under the book…)Ss try to guess the location of the pen. “Is it …?”Write the two sentences on the blackboard:Is it under the bed?Yes, it is.Read after teacher.Ask several students read it.Read fast group by group.Continue to play the game.Step 4: ConsolidationRead the 4 sentences after teacher again.Play a game: Hear and read fast.(Listen to teacher’s sentence, and then read it fast group by group.)Step 5: EndingSummarize the class.Sing and say goodbye.Teaching Notes:Module3: Unit2 How many green birds?Teaching Aims:Learn the numbers: 11 and 12.Understand the sentences “Look at the tree.” “So many birds!” and “Let’s count.”Importance and Difficulties:The pronunciation of “eleven and twelve”.The s entence “Look at the tree.”Students Analysis:In fact, most students have learnt the words: eleven and twelve already, but most of them didn’t catch the right pronunciation of the sound /v/, pay more attention here in class.Teaching Aids:Tape recorder tape a doll CardsTeaching Procedures:Step 1: Warming upSing and say hello.Review the chant.Read the chant together with gestures.Review the four words: balloon, bed, bear, and doll.(A game: T writes the four words on the blackboard, and then read three of them; Ss say the word T doesn’t read.)Step 2: Presentation and practiceA game: Listen and do.(T: “Point to the ceiling. Point to the window. Stand up! Open your book. Sit down! Close your book. Look at the door.”)T makes gesture to explain the sentence “Look at the door.”Continue to play the game.(Look at the teacher. Look at the ceiling. Look at the floor. Look at the window….)T shows several cards and asks “What’s this?” (tree)Teach the new word “tree”.Read and mime a tree.T: “Look at the tree.” Get the Ss to look at the tree card.Write the sentence “Look at the tree.” On the blackboard.Read and make gestures.Stick the wall chart on the blackboard.Get the Ss to look at the big tree.T: “Look at the tree. So many birds! ”Make gesture to expla in the phrase “so many…”.Write “So many birds!” on the blackboard.Read after T and then read together.T: “Oh, how many birds? Let’s count.”Teach “Let’s count.”Write it on the blackboard.Read and correct their pronunciation.Count the birds in the tree together.“OK, now, let’s count, how many birds? One, two, and three…”Teach the number eleven and twelve.T: “How many birds?” Ss: “Twelve birds.”Step 3: ConsolidationRead the sentence on the blackboard again.Fast reaction: Listen to teacher’s senten ce and repeat it fast group by groupTeaching Notes:Module 4: Unit 1 This is my head.TeachingAims:1. Understand the meaning of the module.2. Learn the three new words: head, mouth, eye.3. Can survey like: This is my head / mouth / …Importance and Difficulties:1. The pronunciation of “mouth”.2. Do the survey.StudentsAnalysis:This module is funny, the kids like to show their body. The problem is the three words’ pronunciation, like /e/, /ai/ and “th”. Practice more here.Teaching Aids:Tape recorder tapes cardsCD-ROMTeaching Procedures:Step 1: Warming upSing to greeting each other.Sing a song.Step 2: RevisionReview some words:Bus, doctor, dress, nurse, driver, coatA game: I do, you say.Read them fast.Review to say: “She’s / He’s ….”Review to say: “This is his / her….”Step 3: PresentationT shows a picture of a head.T asks: “What’s this?”Ss try to answer. (a head)Learn to say “head”.Point your head and read “head” in a little game.Read head in a chant.Learn to say “This is my head.”Learn the word “mouth” and “eye” in the same way.Learn to say “This is my mouth / eye.”Step 3: PracticeRead the 3 words again.Fast reaction: I say, you point.I point, you say.T points, Ss say “This is my head/…”Step 5: ConsolidationGet the Ss to say “This is my pencil. / …”Listen to the tape and try to understand the text.Read the text after the tape-recorder.Teaching Notes:Module 4: Unit 2 These are your legs.Period 1Teaching Aims:Understand and try to say the sentence: “These are…”Review the words and learn a new body word: leg.3. Learn a song: Heads, shoulders.Importance and Difficulties:1. The pronunciation of the sentence: “These are…”2. The English song: Heads, shoulders.Students Analysis:“These are …” is a difficult point to the kids, make simples first and then let them find the order of “these are + -s”, it will be a great help.Teaching Aids:Tape recorder tapes cardsstationeryTeaching Procedures:Step 1: Warming upGreeting each other.Words game: Ask and answer.Review to say “This is his / her….”Step 2: RevisionReview these body words in a game: ask and answer.Review to survey “This is my / your….”Step 3: PresentationT points to an eye and ask s: What’s this?Ss: This is an eye.T points to the other eye and asks: What’s this?Ss: This is an eye.T asks: How many eyes do you have?Ss: Two eyes.T points to her eyes and say “These are my eyes.”Ss learn to say “These are my eyes.”Ss say the sentence one by one.Write the sentence on the blackboard.T points to her legs and says “These are my legs.”Ss point to their legs and say “These are my legs.”Ss learn to say the word “leg”.T point to ears, Ss look and say “These are my ears.”Step 4: PracticeA game: T point, Ss look and say: This is my head. / These are my eyes. .. T shows a pencil to Ss, Ss: This is a pencil.T shows 4 pencils to Ss, Ss: These are pencils.T shows more stationery and asks Ss: What’s this? / What are these?A game: I show, you say.I say, you show.Step 5: Learn the songCD-ROM: Listen to the song <Head, shoulders.>Turn to page 17 and read the words of the song.Sing follow T sentence by sentence and do the actions.Sing the song together with CD-ROM.Teaching Notes:Module 5: Unit 1 They’re cows.Period 1TeachingAims:1. Understand the meaning of the module.2. Learn four new words: cow, pig, chicken and egg.3. Understand “What are they? They are …”Importance and Difficulties:1. Try to spea k “What are they? They are…”2. The pronunciation of the words: chicken and egg.StudentsAnalysis:Animals always the children’s favorite, but today’s animals are not easy to catch. We can make the words into some chant, so that it will be easier to catch them. Teaching Aids:Tape recorder tapes cardsCD-ROM pictures wall chartTeaching Procedures:Step 1: Warming upSing the song <Head, shoulders.>Greeting each other.Step 2: RevisionReview words: a game: Ask and answer chantT point s, Ss look and say “This is my head…. / These are my ears….”T shows some stationery, Ss look and say “This is a pencil…. / These are erasers….”Step 3: PresentationTurn to page 18.Observe the pictures and listen to teacher.Get the Ss to understand the text.Learn the word “cow”:A. Observe picture 2.B. Learn the new word “cow”.C. Get the Ss count “How many cows?”D. Learn to say “They are cows.”E. Say it group by group.F. T asks: What are they? Ss answer.G. Learn to say “What are they?”H. Say it one bye one.Learn the other new words: pig, chicken, egg.Picture 3: pig---pigsPicture 4: chi ken---chickensPicture 5: egg---eggsWord games: A. ChantB. Left and rightStep 4: PracticePage 19: activity 2.Read after T.Read group by group.Read the conversation one by one.Blackboardwriting:Teaching Notes:Module 5: Unit 2 It’s thin.Period 1TeachingAims:Learn the new words.Understand the text.Importance and Difficulties:The new word “thin”.The meaning of the textStudentsAnalysis:The text is not easy to the kids, actually they cannot express their meaning like this, today’s key points is learn to describe the things, like “It’s thin/ fat/ little/ pink” etc. Teaching Aids:Tape recorder tapes cardsstationeryTeaching Procedures:Step 1: Warming upSing to greeting.Sing a song.Step 2: RevisionWords chant: Ask and answer chantWatch the CAI and review the sentence patterns: What are they? They are cows. Game: T imitates the an imal’s voice; Ss guess “What are they?”Step 3: PresentationObserve the wall chart of the text.Learn to say: mother pig, father pig …Watch the card and learn to say “baby pig”.Look at the father pig and learn the new word: fat.Look at the mother pig and learn the new word: thin.Count: How many baby pigs? Six.Look at the baby pigs and learn the new words: big, littleRead those words and do the actions after T.Watch the card and learn the new word “pink”.Step 3: PracticeReview the colors.T points, Ss read the words.T says the word, Ss do the actions.T do the actions, Ss says the word.Words chant.Watch the pictures and say:This is a panda. It’s fat.This is a monkey. It’s thin.This is a baby pig. It’s little.This is a father pig. It’s big.Blackboardwriting:Teaching Notes:Module 6: Unit 1 These snacksare short.Period 1TeachingAims:1. Understand the meaning of the module.2. Learn four animal words: snake, giraffe, elephant, lion3. Try to understand and learn “long, short, tall, and short”.Importance and Difficulties:Understand the 2 meaning of the word “short”.The pronunciation of “giraffe”.StudentsAnalysis:The four animal words“snake, giraffe, elephant, lion”is not popular as “dog、cat、fish and fish”, there will be more time to read them out. Especially the pronunciation of “giraffe and elephant”.Teaching Aids:Tape recorder tapes cardsCD-ROM pictures wall chartTeaching Procedures:Step 1: Warming upGreeting each other.Review: cow, pig, chicken, eggStep 2: RevisionReview “They’re …”Read activity 2 on page 19.Express time: Describe the picture on page 20.(The pig’s family)(The chicken’s family)Step 3: PresentationLingling and Amy went to the zoo today.Learn the word: zooLearn to say: Let’s go to the zoo.Observe picture one and find the animal.Learn the new word: snakeRead the word after T and correct Ss’ pronunciation.Read the word in a little game: High and low voiceLearn the new words “giraffe, elephant, lion” in the same way. Game: Fast reactionGame: I say, you do. / I do, you say.Point and say: They’re snakes. …Look at the picture and try to understand “long, short, tall”. Read those words.Game: I do, you say.T do the actions, Ss say the word.Step 4: EndingRead all the words together.Sing to say goodbye.Blackboardwriting:Teaching Notes:Module 6: Unit 2 They’relittle and cute. Period 1TeachingAims:Learn the new words “cute” and “scary”.Try to say: The baby lions are cute.The mother lion isn’t cute.It’s scary.Importance and Difficulties:1. Try to introduce the lion’s family.2. The pronunciation of “isn’t”.StudentsAnalysis:“Cute and scary”are adjective verbs. We can understand their meanings by our activities easily. The difficult point is their pronunciations.Teaching Aids:Tape recorder tapes cardsstationeryTeaching Procedures:Step 1: Warming upSing to greeting each other.Words game: Ask and answer chantStep 2: PresentationT: Amy and Lingling went to the zoo. They are watching the lions.Learn to express: baby lionCount: “How many baby lions?”Write “The baby lions ” on the blackboard.Read after T.Observe the baby lions and learn the new word: cute.Learn to say: “The baby lions are cute.”Read row by row.Observe the mother lion and learn the new word: scary.Learn to say: “The mother lion isn’t cute. It’s scary.”Correct the pronunciation of “isn’t”.Read the sentence team by team.Step 3: PracticeText: Listen to the tape.Understand the meaning of the text.Try to read the text.Read the text after T sentence by sentence.Read the text by themselves.Page 24: Activity 2 Look and say.Blackboard-writing:Teaching Notes:第三册Module7 Unit1 There is a cat in this tree.一、教材分析：本单元是《新标准英语》（三年级起点）第三册第模块第一单元的内容，根据《小学英语新课程标准》提出的目标，其中一个非常重要的目标就是要激发学生学习英语的兴趣，培养他们学习英语的积极态度，使他们初步建立学习英语的自信心，使他们初步具备用英语进行简单日常交流的能力。
外研版(一起)标准一年级英语下册《Module2Unit2》教案设计
外研版（一起）标准一年级英语下册《Module 2 Unit 2》教案设计一、教学目标1. 知识与技能目标：学生能够听懂、会说、会读本课的单词和句子，能够在图片和情景的帮助下，正确使用本课所学单词和句子。
2. 过程与方法目标：通过本课的学习，学生能够培养英语听、说、读、写的综合能力，提高学生的英语学习兴趣。
二、教学内容三、教学重点与难点1. 教学重点：学生能够正确听、说、读本课的单词和句子。
2. 教学难点：学生能够运用本课所学单词和句子进行简单的英语交流。
四、教具与学具准备1. 教具：PPT、单词卡片、图片、录音机、磁带。
2. 学具：英语课本、练习册、彩笔、剪刀、胶水。
五、教学过程1. 热身活动：播放英语歌曲，让学生跟随音乐唱跳，激发学生学习英语的兴趣。
2. 新课导入：通过PPT展示本课的单词和句子，让学生初步感知本课内容。
3. 课堂讲解：讲解本课的单词和句子，让学生跟读并模仿。
4. 小组活动：学生分小组，用本课所学单词和句子进行交流，教师巡回指导。
5. 课堂练习：通过练习册，让学生对本课所学内容进行巩固。
7. 课后作业：布置与本课内容相关的作业，让学生回家后进行复习。
六、板书设计1. 在黑板上写出本课的单词和句子，让学生能够直观地看到所学内容。
2. 用彩笔标注出重点和难点，让学生更加注意。
七、作业设计1. 听力练习：让学生听录音，选出与本课内容相关的图片。
2. 口语练习：让学生用本课所学句子，描述自己的宠物。
3. 写作练习：让学生用本课所学单词，编写一个小故事。
八、课后反思1. 教师应关注学生在课堂上的参与程度，及时调整教学方法和节奏，确保每个学生都能跟上课程进度。
2. 教师应鼓励学生在课堂上积极发言，培养学生的英语口语表达能力。
3. 教师应关注学生的学习效果，及时进行课后辅导，帮助学生巩固所学内容。
重点关注的细节：教学过程一、新课导入在新课导入环节，教师应充分利用多媒体教学资源，如PPT、图片、视频等，创设生动有趣的情境，激发学生的学习兴趣。
《英语》(新标准)(一年级起点)第二册教学设计M7
《英语》(新标准)（一起）第二册教学准备与分析课题Module7教学内容Unit1 Let’s play football!教学目标能够邀请他人参加体育活动教学重点Let’s play football!Let’s go swimming教学难点Let’s play football!Let’s go swimming!教学准备单词卡片多媒体课件板书设计课题小组评价具体教学过程设计意图1．热身复习教师与学生热情地打招呼问好，并——起演唱一首英语歌曲。
让学生说说知道的体育运动都有哪些，看看哪位同学说得多。
2．任务呈现与课文导入教师将事先准备好的足球(football)、乒乓球(ping-pong)、篮球(basketball)和游泳(swimming)等与运动有关的图片藏在一个大箱子中。
进行猜运动的游戏，请—名学生到前面，拿出一张图片(其他学生看不到)，引导该学生用简单的英语描述如：“It's big．I't's round…”等等，其他同学根据该同学的描述来猜出该运动，最先答对的学生将被请到前面来进行下一轮游戏。
游戏进行完毕后，教师将所猜的图片—一展示。
对学生说：“我们怎样邀请别人参加体育运动呢?今天Daming和Sam将告诉我们如何做邀请。
”3．课文教学教师将拿出相应的单词卡片让学生认读单词：football，basketball，ping-pong，swimming。
先请能够认读的学生来读，若发音准确可请其来当小老师教授全班。
教师在旁指导其教法。
待到所有单词认读完毕后，安排全班学生进行渎单词的比赛。
即将所有单词卡片一一展示，在全班范围内比一比，看谁读得最快，发音最准确。
将所学新单词的实物摆放在讲台上，将单词卡片分发给学生，要求学生将这些单词卡片贴到相应的实物上。
两人—组，指图做问答。
教师可以先请—个学配合做示范。
教师首先指着练习1中四幅图中的—幅，问：“What's this?"学生根据图片回答：“It's a…，把本课的挂图贴在黑板上，呈现SBUnitl活动1 告诉学生：“今天Sam 和Daming要去做运动。
外研版(一起)标准一年级英语下册《Module2Unit1》教案设计
外研版（一起）标准一年级英语下册《Module 2 Unit 1》教案设计一、教学目标1. 知识与技能目标：学生能够听懂、会说、会读本节课的重点单词和句子，如“head, ear, eye, nose, face, mouth”等。
2. 过程与方法目标：通过游戏、歌谣等多种形式，激发学生学习英语的兴趣，提高学生的英语听说能力。
3. 情感态度与价值观目标：培养学生积极向上的学习态度，增强学生合作交流的意识，提高学生的综合素质。
二、教学内容1. 词汇：head, ear, eye, nose, face, mouth2. 句型：This is my head/ear/eye/nose/face/mouth.三、教学重点与难点1. 教学重点：掌握本节课的词汇和句型，能够用英语描述自己的五官。
2. 教学难点：正确拼读单词，熟练运用句型进行口语交流。
四、教具与学具准备1. 教具：PPT、单词卡片、录音机、磁带2. 学具：教材、练习本、彩笔五、教学过程1. 导入（1）播放英文歌谣，营造英语学习氛围。
（2）展示与本节课内容相关的图片，引导学生猜一猜、说一说。
2. 新课展示（1）教师出示单词卡片，教授新词汇。
（2）教师引导学生用句型This is my…介绍自己的五官。
3. 实践活动（1）学生两人一组，互相用英语介绍自己的五官。
（2）进行“我说你指”游戏，巩固所学词汇。
4. 巩固提高（1）完成教材中的练习题。
（2）学生上台展示，用英语描述自己的五官。
5. 课堂小结六、板书设计1. Module 2 Unit 12. 重点词汇：head, ear, eye, nose, face, mouth3. 句型：This is my head/ear/eye/nose/face/mouth.七、作业设计1. 抄写本节课的词汇和句型。
2. 课后与家人或朋友用英语介绍自己的五官。
3. 预习下一节课的内容。
八、课后反思本节课通过丰富的教学活动，激发学生的学习兴趣，使学生能够在轻松愉快的氛围中学习英语。
外研版(一起)标准一年级英语下册《Module 2 Unit 1》教案设计
外研版（一起）标准一年级英语下册《Module 2 Unit 1》教案设计教学目标•能够听、说、认读外形相似的单词：mop、pot、pop、cop、top、hot、stop。
•培养学生的观察能力，提高学生的思维敏捷度。
•培养学生善于动手实践的能力。
•培养学生良好的语言交际能力。
教学重点•学习单词：mop、pot、pop、cop、top、hot、stop。
•学习如何正确朗读并区分近似的单词。
•通过故事的形式，培养学生的想象力和表达能力。
教学难点如何让学生在正确区分近似的单词的同时不混淆与积累新单词。
教学内容词汇学习1.介绍近似的单词：mop、pot、pop、cop、top、hot、stop。
2.学习新单词：big、map、bag、Matt。
故事学习1.讲解故事前，介绍故事里的单词，使学生准确把握故事。
2.分段教授故事，使学生掌握故事框架。
3.分角色讲故事，培养学生朗读和表达的能力。
教学过程词汇学习1.通过图片或物品展示，引导学生认识近似的单词：mop、pot、pop、cop、top、hot、stop。
2.教师朗读新单词并指出音标和词义。
3.学生跟读新单词并判断自己是否跟上音节。
4.学生学习新单词时，可以花费一定时间探究单词的意义和特点。
5.请几个学生跟读新单词，对比发音并提出改进意见。
故事学习1.教师介绍故事前的单词并讲解，鼓励学生注意听每一个单词的发音差别，培养学生的视觉识别能力。
2.分段教授故事，通过问题引导学生思考故事情节，把握故事框架。
3.学生分组表演，加深情节和内涵理解，培养学生表达和合作的能力。
4.教师和学生分别朗读故事，查漏补缺。
教学总结1.形成学生活动策略和探究性学习的习惯。
2.培养学生的听说读写技能，培养学生的创新思维和语言表达能力。
学习体验教师的设计，让我们的英语课堂变得生动、有趣，我们在这样的英语课堂上获得了很多表达和想象的锻炼。
比如，在进行单词学习时，我发现通过老师的讲解和提示，我能够快速地准确读出新的单词，这是通过反复的强化训练后所达到的。
(word)外研版(一起)一年级英语下册全套教案,文档
Module1JobsUnit1He’sadoctor.一、准段:Ⅰ教学目:情感目：于感知并极使用英,真的向人介家人,从而增友.知目：运用She’s⋯He’s⋯能力目：培养学生听She’s⋯He’s⋯及能感知:doctor,nurse的能力。
Ⅱ教学重点;能听写She’s⋯He’s⋯Ⅲ教学点:能正确运用She’s⋯He’s⋯Ⅳ助源：挂、音机、磁、片二、教学程:I.Warmingup生候II.Revision:教展示上一册Module10Unit2 的韵句ThisisMotherPanda.的片,学生复韵句.III.Presentation:教前准一些花木替父出征故事的片,学生猜猜中的人物是,由此出SBUnit1活1.教引学生看SBUnit1活1的画或挂,告学生:〞今天,Lingling和Amy一起去参画展,展有关于花木和神笔良的画作,Amy不他,Lingling向Amy一一介.〞教播放活1的画或音,在听音的程中注意音.教注意板,可在黑板上出花木和良的片,在片下方分写上〞She’sagirl.〞和He’saboy.〞两个句子.注意用色粉笔醒目的写〞She’s和He’s〞呈文：出示一自己小候与父母在一起的照片.教指着自己小候的照片,学生猜猜是.用英怎么,告学生,学今天的文之后就知道怎么了.〔学生着看挂听音既稳固了学的学了新和句子放音，学生听指出句子。
跟音朗文。
学生分角色朗文。
Unit2She’sanurse.一、准段:Ⅰ教学目:情感目：培养学生学英的趣。
知目：运用She’s⋯及driver,policeman,pupil.能力目：运用She’s⋯He’s⋯介他人.Ⅱ教学重点：学句型：She’s⋯He’s⋯掌握：driver,policeman,pupil,Ⅲ教学点: 局部学生能初步运用:driver,policeman,pupil,Ⅳ助源：挂、音机、磁、片二、教学程:I.Warmingup学生演唱他喜的英文歌曲.II.Revision:教几位学生展示上的后作,用〞Thisismymother..〞来介自己制作的〞FamilyTree〞.教可以将制作精美的片收集起来行展.III.Presentation:教播放Unit2活1的音或画,学生看画或挂.教引学生理解境:Amy到Lingling家做客,Lingling地拿出一登有她爸爸照片的Amy看,并介她爸爸的.再次播放音或画,学生跟.〞driver〞是新,教可展示多司机的照片片或卡通片,学生:〞He’sadriver.She ’sadriver.〞呈文：教向学生介自己家人的,学生可能听不太懂.教告学生:〞今天我要学如何介家人的.IV.Practice:1教播放活2的音,学生看或者画,引学生理解文境:Amy到Daming家做客,Daming拿出影集Amy看,并介他的家人.教再次播放音,学生逐句跟.男女生,或者分.行看句子的游.V.Summary:Module2LocationUnit1Where’sthebird?一、准备阶段:Ⅰ教学目标:情感目标：在小组活动中能与其他同学积极配合和合作.知识目标：学习句型Where’sthebird?It’sin\on\undermyhat.能力目标：培养学生识别物品位置的能力。
(2021年整理)精编外研版(一起)一年级英语下册全套教案
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Module 1 JobsUnit 1 He’s a doctor。
一、准备阶段：Ⅰ 教学目标：情感目标:乐于感知并积极尝试使用英语，真诚的向别人介绍家人，从而增进友谊. 知识目标：运用She's …\He’s…能力目标:培养学生听说读She’s…\He's…及能视觉感知:doctor，nurse的能力。
Ⅱ 教学重点;能够听说读写She’s …\He's…Ⅲ 教学难点:能正确运用She’s …\He’s…Ⅳ 辅助资源:挂图、录音机、磁带、图片二、教学过程:I. Warming up师生问候II. Revision:教师展示上一册Module10 Unit2的韵句This is Mother Panda。
的图片，带领学生复习韵句. III. Presentation：1. 教师课前准备一些花木兰替父出征故事的图片，请学生猜猜图中的人物是谁,由此导出SB Unit1活动1。
教师引导学生看SBUnit1活动1的动画或挂图，告诉学生：”今天,Lingling和Amy一起去参观画展,展厅有关于花木兰和神笔马良的画作， Amy不认识他们,Lingling向Amy 一一介绍.”2。
教师播放活动1的动画或录音,在听录音的过程中注意语音语调.3.教师注意板书，可在黑板上贴出花木兰和马良的图片,在图片下方分别写上”She's a girl。