一年级英语下册 Module 5 Unit 1(2)教案外研版(一起)

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2024年外研版小学英语一年级下册Module 5《Unit 2 It’s thin》课件1

Unit 2 It’s thin
fat 胖的
拓展：very fat 非常胖
thin 瘦的
• small 小的 • little 小的
big 大的
• Look at the black cat. • 看这只黑色的猫。 • It’s very fat. • 它非常胖。 • Look at the pink pig. • 看这只粉红色的猪。 • It’s very big. • 它非常大。
都二
能分
运浇
用灌
好，
“八
二分
八等
定待
律；
”二
，分
我管
们教
一，
起八
，分
静放
待手
花；
开二
。分
成
➢ Pure of heart， life is full of sweet and joy!
绩，
八
分
方
法
。
愿
全
天
下
所
有
父
母
我们，还在路上……
Hale Waihona Puke • Look at the father pig. • 看这只猪爸爸。 • It’s fat. • 它胖胖的。 • And that is the mother. • 那个是猪妈妈。 • It’s thin. • 它瘦瘦的。
• Look ! • Six baby pigs. • 六只小猪宝宝。 • Five are little. And one is big. • 五只是小小的，一只最大。 • Two are black and four are pink. • 两只是黑色和四只是粉红色。

一年级下英语教案-Module 5-外研版(一起)

一年级下英语教案-Module 5-外研版（一起）一、教学目标知识目标1.掌握单词：guess, read, spell, story, task.2.能够听懂、会说、会读、会写句型：Can you guess? Yes, I can. / Can you read? Yes, I can. / Can you spell? Yes, I can. / Can you read a story? Yes, I can. / Can you do the task? Yes, I can.能力目标1.培养学生们学习英语的自信心和兴趣。

2.让学生们通过本节课的学习，懂得用英语进行简单的交流。

情感目标1.培养学生们的团队合作精神。

2.让学生们学会尊重、信任、关爱他人。

二、教学准备1.PPT课件。

2.手游戏、卡片游戏等教具。

3.课文《Can you guess?》。

4.学生课本、活动书、MP3等。

三、教学过程1. 复习导入通过自我介绍、问候等方式，让学生们熟悉课堂气氛，并温习前几节课已学的知识点。

2. 新课讲解（1）Warming up通过“Guessing game”让学生们了解相关单词的意思，同时培养语言感知能力。

（2）Presentation1.通过学生们熟悉的图片进行单词的导入和理解。

2.播放课文《Can you guess?》的音频，教师逐句进行解释，让学生们能够理解其中的重点短语和语句。

（3）Practice1.学生们完成语音练习，模仿音频对话表述句子（Can you guess? Yes, I can.），进一步巩固口语表达能力。

2.以手游戏、卡片游戏等教具辅助，让学生们活动小组合作进行游戏，通过交流，让学生们更好地理解课堂所学的内容。

3.给学生们分组，通过阅读故事，“Little monkey is hungry”中的简单英文，让学生们完成书面任务（Task），检验阅读理解能力。

3. 课堂小结对本节课内容进行总结，并对学生们完成的任务进行点评，指出优点和需要改进之处。

一年级英语下册 Module5教案外研版(一起)

课时进度（第1课时）课型特点新授课（/阅读课/巩固课/复习课……）技能目标能辨认动物并根据动物的特征做出相应的动作或发出声音。

知识目标a)能听懂、会读、会说animal, farm, cow, pig,b)听懂句子 What are they?c)能掌握句式They’re….d)能辨认动物并根据动物的特征做出相应的动作或发出声音。

教学目标情感、文化、策略目标在课堂中进一步培养学生的团结协作精神和集体荣誉感，并通过学习本课，激发学生热爱小动物，热爱大自然的情感。

教学重点单词farm、cow、pig、chicken、egg以及句型 What are they ?They’re…是本课的教学重点。

教学难点区分句型What’s this ?This is…以及句型What’re they ? They are …的用法是本课的教学难点。

教具准备录音机、动物图片(每张图片上都要有多只同样的动物)。

some stickers for thestudents.教学过程活动进程学　生活　动教　师引导设　计意　图重点关注Step 1 Warming upStep 2Newlesson 1、Greetings andsing the song“head andshoulder”2 、Lead in:Ss: These are myears.1、Greetingsand sing thesong “ headand shoulder“2 、T: show/point to( me)yourhands\feet\eyes.What arethese?T: show a通过上节课学习的歌曲启动课堂教学，既活跃了课堂的气氛，又让学生带着愉悦的心情走入课堂的学习。

在歌声中加深对所学生的学习状态关注学生知识掌握的情况，尤其是学困生。

Step 3 New storyStep4Game Follow T:“pig”1.(Turn topage19)listento the story.2.Look andfollow:“cows”\They’re…3. repeat thewords and pointto them in theirbooks.4. Ss: They’recows\pigs\chickens.Work inpairs.(ask andanswer)5.listen andfollowread in roles.1、rememberinggamepicture of apart of twopigs’ ears.Ask: What arethese?T: your ears?No , These aresome pigs’ears.Look, They arepigs. teach“pig”T:1、Introducethe story:Daming’sgrandpa andgrandma have afarm. Thereare manyanimals on thefarm. Look,what abeautifulfarm. Do youwant to visitit?S:Yes.学说farm。

一年级英语下册 Module 5 Unit 2 It's thin教案外研版(一起)(标准版)

UNIT2 It's thin【教学内容】1.学习单词thin,fat,baby,little,big。

2.学习句子It’s fat/thin/little/big.【教学目标】技能目标：1. 会读、会说thin, fat, baby, little, big ,pink.等单词。

.2. 听懂句子It’s thin. It’s fat. They’re black and white. They’re little. They’re pink.3. 能使用形容词描述动物的特征。

运用能力目标：1. 让学生感受英语课堂的活跃性，让学生在日常生活中能运用所学语言。

2. 培养学生积极与人合作，虚心向他人学习积极运用英语进行表达和交流，共同完成学习任务的能力。

素质教育目标：了解农场生活，培养积极的生活情趣和态度。

【教学重点】1.熟练掌握下列单词thin, fat, baby, little, big2.能听懂、会说、会读以下句子：It’s thin. It’s fat.They’re black and white.They’re little. They’re pink.【教学难点】单词和句型的正确运用。

【教学意图】1.熟练掌握本单元的单词和句型。

2.能使用形容词描述动物的特征。

【教具准备】1.教材相配套的教学录音带。

2.单词卡片及相关图片。

【教学过程】Step 1.Warming-up1.教师与学生热情问候，并带领大家一起TPR前面模块学习的英文童谣《Heads,Shoulers》。

2.教师和学生一起做游戏“I do, you guess.”教师请学生以小组为单位，小组成员每人模仿一种小动物，其他组的成员根据动作猜是什么动物并用英语说出来。

然后，教师可以请几位同学到前面来做动作，让全班同学一起猜。

Step 2.Presentation1.教师课前准备一些胖猪，一些瘦猪以及颜色各异的小猪的卡片。

一年级下英语教案-Module5-外研版(一起)

一年级下英语教案Module 5外研版（一起）教学目标1. 让学生掌握Module 5中的核心词汇和句型，如“number”、“how many”等。

2. 培养学生的听说能力和基本的英语交际能力。

3. 通过学习，让学生了解和熟悉数字的基本概念。

教学内容1. 数字110的英文表达。

2. “how many”的句型运用。

3. “There are”的句型运用。

教学重点与难点1. 教学重点：数字110的英文表达，以及句型“How many？”的运用。

2. 教学难点：句型“There are”的运用，以及数字的发音和记忆。

教具与学具准备1. 教具：数字卡片、图片、PPT等。

2. 学具：学生自备数字卡片、笔记本、彩笔等。

教学过程1. 热身活动：通过唱英文数字歌曲，让学生复习和熟悉数字的英文表达。

2. 新课导入：利用PPT展示Module 5的核心词汇和句型，让学生跟随老师朗读并模仿。

3. 小组活动：学生分组，每组选一个数字，然后用句型“How many？”进行提问和回答。

4. 课堂游戏：进行“数字接力”游戏，每个学生依次说出一个数字，看哪个小组能够最快完成。

5. 角色扮演：学生分组，每组选择一个场景，如“教室”、“公园”等，然后用句型“There are”进行描述。

板书设计1. 核心词汇：number、one、two、three、2. 句型：How many？、There are作业设计1.抄写并朗读Module 5中的核心词汇和句型。

2.用句型“How many？”和“There are”各写5个句子。

3.和家长一起用英文数数，练习数字的英文表达。

课后反思通过本节课的教学，学生的基本能够掌握数字110的英文表达，以及对句型“How many？”和“There are”有了基本的理解和运用。

但在教学过程中，也发现部分学生对数字的发音和记忆存在一定的困难，需要在今后的教学中加强练习和指导。

同时，课堂活动的组织和实施也需要进一步优化，以提高学生的学习兴趣和参与度。

外研版(一年级起点)一年级下册英语教学设计-Module 2 Unit 2 The toy car

外研版(一年级起点)一年级下册英语教学设计-Module 2 Unit 2The toy car is under the bed1. 教学目标•能够听懂、会说、认读词汇：toy car, under, bed, box, bookcase, classroom。

•能够理解并运用特殊疑问句：“Where is the toy car?”进行简单交流。

•能够使用句型“I can see the toy car under/ in the…”来描述物品的位置。

•能够表演和模仿学习内容。

2. 教学重点•能够听懂、会说、认读词汇：toy car, under, bed。

•能够理解并使用特殊疑问句：“Where is the toy car?”•能够描述物品的位置，使用句型“I can see the toy car under/ in the…”3. 教学难点•能够理解并使用特殊疑问句：“Where is the toy car?”•能够使用句型“I can see the toy car under/ in the…”来描述物品的位置。

4. 教学内容及进度安排1）前期准备：在教学前，老师需要在教室内摆放一些玩具、书籍、盒子等物品，为之后的课堂活动做准备。

此外，还需要准备一些教具，如图片、玩具汽车、磁铁等。

2）课堂活动：Step 1: (5分钟)老师播放一段关于英语词汇的视频，让学生们通过视频的展示，了解本节课的重点单词：toy car, under, bed。

Step 2: (10分钟)老师通过问问题的形式，帮助学生掌握特殊疑问句的基本形式：“Where is the toy car?”。

鼓励学生们回答问题，促进他们英语口语表达能力的发展。

Step 3: (15分钟)老师展示一些物品，让学生猜测这些物品所在的位置。

然后，老师使用“I can see the toy car under/ in the…”的句型帮助学生回答最初的问题，并指导他们说出答案时要注意语音语调。

外研版(一起)标准一年级英语下册《Module5Unit1》教案设计

外研版（一起）标准一年级英语下册《Module 5 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。

二、教学内容1. 重点单词：head, ear, eye, nose, face, mouth2. 重点句子：This is my head/ear/eye/nose/face/mouth.三、教学重点与难点1. 教学重点：掌握重点单词和句子，能够用英语描述自己的五官。

2. 教学难点：正确发音重点单词，熟练运用重点句子进行口语交流。

四、教具与学具准备1. 教具：PPT、单词卡片、录音机、磁带2. 学具：英语课本、练习本、彩笔五、教学过程1. 导入（1）播放英语歌谣，营造英语学习氛围。

（2）引导学生跟唱，激发学生学习兴趣。

2. 新课展示（1）利用PPT展示本节课的重点单词，教授学生正确发音。

（2）通过游戏活动，让学生熟练掌握重点单词。

（3）教授重点句子，并进行角色扮演，让学生在实际情境中运用所学知识。

3. 巩固练习（1）分组进行单词接龙游戏，巩固所学单词。

（2）学生互相用英语描述自己的五官，巩固所学句子。

（2）布置课后作业，要求学生回家后跟读课文，加强口语练习。

六、板书设计1. Module 5 Unit 12. 重点单词：head, ear, eye, nose, face, mouth3. 重点句子：This is my head/ear/eye/nose/face/mouth.七、作业设计1. 跟读课文，加强口语练习。

2. 用英语描述家人的五官，巩固所学知识。

八、课后反思本节课通过游戏、歌谣等多种形式，激发了学生学习英语的兴趣，提高了学生的英语听说能力。

在教授重点单词和句子时，注重学生的实际运用，让学生在真实情境中学习英语。

外研版(一起)一年级英语下册教案Module5Unit1(1)

外研版（一起）一年级英语下册教案Module5 Unit1 They’re cows.一、教学目标1.认知目标：学生能熟练掌握5个新单词的准确读音，以及它们的复数读音,并能将这些单词在“What are they? They’re…”的句型中进行运用。

2.情感目标在课堂中进一步培养学生的团结协作精神和集体荣誉感，并通过学习本课，激发学生热爱小动物，热爱大自然的情感。

3.智力目标训练学生的记忆力和培养学生的口语表达能力,达到能听，会说的目的。

二、教学重难点1.重点：5个新单词的读音,特别是复数单词的读音。

2.难点：单词和句型的正确运用。

三、教具、学具的准备教具：、图片、多媒体课件学具：图片四、教学过程（一）导入新知1.Warming up（热身活动）：sing a song: 1.2.3.4.5.…stand up! （充分调动学生的积极性，高涨学生的学习热情，利于开课。

）2. Ask the student：Do you like animals？Let's imitate some animals，OK？通过与学生交流引入前面所学的动物: dog, cat, frog, bird利用小chant来让学生边表演边学习四个单词的复数:dogs, dogs , 汪汪汪；cats, cats , 喵喵喵；frogs , frogs, 呱呱呱；birds, birds , 喳喳喳。

（二）呈现新知1.利用多媒体课件，出示农场，然后出示小动物，并借此来引出新单词：cows, pigs, chickens, eggs。

在教读新单词时，老师可以用“What ar e they? They’re…来问答，渗入句型的教学。

为了让学生动起来不感到单词的枯燥,我还是采用小chant来让学生练习单词：cows, cows, 哞哞哞；pigs, pigs, 呼呼呼；chicken, chicken, 咯咯咯；eggs, eggs，圆溜溜。

外研版英语小学一年级下册全册教案

外研版英语小学一年级下册全册教案
简介
本教案是为小学一年级下册外研版英语教材编写的全册教案，
包含了全册12个单元的教学内容和活动安排。

教案结构
每个单元的教案结构相似，包括以下几个部分：
- 教学目标
- 教学重点和难点
- 教学活动
- 教学反思
教学目标
每个单元的教学目标都与学生的实际水平和已学知识相关，旨
在提升学生在英语阅读、听力、口语和写作方面的综合能力。

教学重点和难点
每个单元的教学重点和难点都针对具体的教学内容进行了分析，并提供了相应的教学方法和建议。

教学活动
每个单元的教学活动都涵盖了听说读写四方面，包括了课前热身、课中活动和课后题等，旨在激发学生对英语研究的兴趣和热情。

教学反思
每个单元的教学反思包括了教师对本节课教学效果的评估和反思，对下一次教学的改进提出了建议和意见。

结语
本教案全面系统地涵盖了小学一年级下册外研版英语教材的所
有内容，提供了丰富的教学资源和活动设计，有利于教师在教学实
践中有效地应用和落实，帮助孩子们更好地掌握英语知识和技能。

一年级下英语教案-Module5-外研社(一起)

一年级下英语教案-Module5-外研社（一起）一、教学目标1.学生能够听懂、会说、会读、会写单词 pencil box, book, pencil, pen, ruler。

2.学生能够学会使用句型What’s in your pencil box? Is there a pencil in your pencil box? Are there any pens in your pencil box? Yes, there is. / No, there isn’t. Yes, there are. / No, there aren’t.。

3.学生能够理解并完成听力、口语、阅读、写作练习。

二、教学重难点1.学生能够熟练使用所学单词及句型进行交流。

2.学习过程中注意语音的准确性。

三、教学内容与步骤1.新课呈现–准备一个铅笔盒，把里面的文具拿出来，由教师问学生What’s in your pencil box? 并教授学生回答：There is / There are的用法。

逐一教授单词pencil box, book, pencil, pen, ruler，并练习单词的读音。

2.听音辨音–教师播放单词音频，要求同学在听到对应的单词时举起相应单词的图片，加深同学对单词的理解。

3.句型练习–在黑板上写出所学句型What’s in your pencil box? Is there a pencil in your pencil box? Are there any pens in your pencil box? Yes, there is. / No, there isn’t. Yes, there are. / No, there aren’t. 并让学生模仿教师的例句进行练习，加深对句型的理解。

4.对话练习–通过两人组队模拟对话的形式进行练习。

–A: What’s in your pencil box?–B: There is / There are…–换另一同学提问后练习。

外研版(一起)一年级英语下册教案Module 5 Unit 2 It's thin教案2

Module 5 Unit 2 It’s thin.教案2教学目标：1.鼓励学生学习英语的兴趣。

2. 鼓励学生互相合作，互相帮助,互相学习。

3. 学习新单词“fat\thin\big\little” and sentence “It’s thin\fat...” then say .4. 引导学生“listen and do”.教学重点难点：1. The two new words : fat thin big little2. The new sentence : It’s th in\fat\big\little …3. Do the corresponding actions after order.教学具准备及辅助活动：1．computer 2.tape主要板书设计：Module 5 Unit 2It’s thin .big littlefat thin教学过程：Step 1T: Class begin!S: Stand up!T: Good morning ,boys and girls!S: Good morning, teacher!Step 2Warming up and Revision .1. Let’s sing a song together .1、2、3、4、5…What’s your name ?2. Play a game .T:Everyone ,look at me .What is this ?(Point to the head .)S:Head .T: (point and say) Read after me .“head. head. head”S:(read togeth er with the teacher and do the action) “head. head. head”The teacher point to the other things, and the students say with the teacher and do the actions. Then, find out a boy/girl come to the front .And let the boy/girl say the face/mouth/head…others will do the actions and read the words together.3. Listen and sayLet the students listen to the PPT and guess “What is this?” (Listen to the sound of cow\bird\dog\cat\pig\chicken and guess.)Step 3Leading-inLet students look at the picture on the blackboard .T:Look at the pig. It’s fat. What’s the meaning of “fat”?S:胖的！T:Ok ,sit down .This is our first word .( Then write the “fat” on the blackboard)T:(read)fat fat fat f-a-t fatS: (One by one read the word quickly.)按照同样的方式教授单词thin\big\littleStep 4Listening & Reading ActivitiesIt’s big.\It’s little. 用实物比较，两个人一组做练习！Let the students practice in two pairs. And others listen they are right or wrong ?T:It’s big.(举起铅笔盒)S: It’s big.T：It’s little.(举起橡皮)S：It’s little.Step 5Further DevelopmentLet students play the game .以小组为单位，传递反义词，看哪组传递的最快？以小组的形式进行竞赛，从而起到练习单词的作用。

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 the words: grandpa, grandma, friend, father, mother, brother, sister.Learn to say “He’s / she’s… He’s / she’s a ….”Importance and Difficulties:Distinguish “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 ornamentsTeaching 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 card s and 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 Lingl ing.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 …”.Te acher 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 des k, ask “Where’s the school bag?” Ss 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 Daming.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: Unit1 Where 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 pen Teaching 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 t he 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 explain 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 sentence 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 asks: 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.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 speak “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 cardsTeaching Procedures:Step 1: Warming upSing the song <Head, shoulders.>Greeting each other.Step 2: RevisionReview words: a game: Ask and answer chantT points, 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. L earn 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.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:stationeryTeaching 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 animal’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 snacks are 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.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.Teaching Notes:Module 6: Unit 2 They’re little 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 meaningsTape 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: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)一年级英语下册教案教案Module 5 Unit 1教案

Module 5Unit 1 They’re cows.教学模式介绍探究式教学模式是指在教学过程中，要求学生在教师指导下，通过以“自主、探究、合作”为特征的学习方式对当前教学内容中的主要知识点进行自主学习、深入探究并进行小组合作交流，从而较好地达到课程标准中关于认知目标与情感目标要求的一种教学模式。

其中认知目标涉及与学科相关知识、概念、原理与能力的掌握；情感目标则涉及思想感情与道德品质的培养。

探究式课堂教学模式的教学环节：创设情境——启发思考——自主（或小组）探究——协作交流——总结提高设计思路说明【创设情境】教师首先问好，让学生养成运用英语的习惯，然后教师播放动画Old Macdonald has a farm，让学生仔细看视频并找出歌曲中共计出现了几种小动物，欢快的动画激发了学生探究知识的兴趣。

【启发思考】教师承接上一环节活动内容，通过学生的回答情况，逐步教授本课教学内容，让学生在循序渐进中学习知识。

然后教师再次向学生介绍农场情景，使学生刚刚学习到的知识运用到情景中去，达到知识融会贯通。

【自主或小组探究】自主探究环节教师展示教材教学图片，让学生思考提问的问题，培养学生独立思考的能力。

合作探究环节的对话练习活动让加强小组合作的意识，以达成巩固和熟练运用单词和句型的能力。

【协作交流】本环节学生对于知识点基本掌握，教师让学生小组合作，对动物进行模仿并让其他猜测，提高学生模仿能力和判断能力，同时也是对同学之间默契度的考验，让学生明白合作的重要性。

【总结提高】通过对于本节课内容的思考、探究和迁移，学生逐步掌握本节课知识点，让学生能使用形容词描述动物的特征，同时让学生思考保护小动物，应该做出哪些行动，培养学生热爱大自然以及动物，热爱生活的情感。

教材分析本节课是外研一起一下M5 U1，本模块的教学主题是农场动物单词和句型What are they ? They’re...让学生学会辨别相似的动物，激发学生热爱小动物，热爱大自然的情感。

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。

Module5(教学设计)外研版(一起)英语一年级下册

Module 5（教学设计）外研版（一起）英语一年级下册教学背景英语一年级下册的Module 5为话题单元，话题是“我的家和我的朋友”。

在这个话题单元中，学生将学习如何询问和回答有关家庭和朋友的问题，学习一些基本的家庭成员和朋友的词汇，掌握一些简单的谈论技巧。

根据这个背景，本教学设计将通过多种方式启迪学生的兴趣，增加他们的参与度，让学生更轻松地掌握这个话题并提高他们的英语口语表达能力。

教学目标1.学生能够运用所学的基本家庭成员和朋友词汇进行问答表达。

2.学生能够说出自己家庭成员和朋友的名字并进行简单的介绍。

3.学生能够在实际情境中运用所学内容进行交流。

教学活动活动一：热身在上课前，老师将家庭成员和朋友的图片粘在教室的墙上，并配上英文，在学生进入教室后，先进行一遍名字识别游戏。

老师会发放一张纸条，上面写有一组家庭成员和朋友的图片，学生需在规定时间内寻找相应图片，并介绍这些人的名字。

老师可以适时提醒、引导学生正确表达家庭成员和朋友的名字。

这个热身环节旨在巩固学生已经掌握的单词和知识。

活动二：听力训练借助外研社一起英语配套的教材，老师将图书中的家庭成员和朋友照片贴在幻灯片上，播放声音，让学生根据声音了解关于家庭成员和朋友的信息。

在实现这个活动时，有两个步骤：1.听录音，听信2.学生回答问题同时，老师可以通过这个活动引导学生在语言学习中发挥主动性，提高学生的英语口语水平。

活动三：口语练习老师可以通过卡牌练习，让学生进行口语交流，或者在小组内进行交流。

为了让学生在更加自然的条件下表达自己，老师可以在练习前给学生一点时间准备，在练习中，老师可以充当过渡的角色，及时纠正学生的口语错误，并帮助学生提升口语表达能力。

同时，老师还可以通过角色扮演练习，让学生更加生动有效地理解所学内容，并在实践中加深印象。

评估方式教学完成后，老师会根据学生在上述活动中的表现和实际情况给出综合考核。

具体评价指标包括学生是否能够熟练、流利地使用所学的词汇和基本表达方式，并能够在实际情境中灵活运用。