2015春外研版(一起)一下Module 2《Unit 1 Where’s the bird》ppt课件4
外研版(一起)二年级英语上册《Module2Unit2》教案设计
外研版（一起）二年级英语上册《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；学生能够理解并在实际情景中运用句型“Can I ？”和“Yes, you can./ No, you can’t.”；学生能够理解一般疑问句的意义和用法。
2. 过程与方法目标：通过听、说、读、写的活动，培养学生的英语听说能力和阅读能力；通过小组合作和角色扮演，培养学生的合作能力和表达能力。
3. 情感态度与价值观目标：激发学生学习英语的兴趣和积极性；培养学生的自信心和自主学习能力；培养学生尊重他人、礼貌待人的良好品质。
二、教学内容1. 词汇：ball, toy, bag, book, ruler, pencil, pen, pencilcase, crayon, tape, scissors, gluestick, eraser, Sharpener, can, can’t。
2. 句型：Can I ？Yes, you can./ No, you can’t.3. 功能：询问并回答是否可以做某事。
三、教学重点与难点1. 教学重点：词汇的学习和记忆；句型的理解和运用。
2. 教学难点：一般疑问句的意义和用法；词汇的发音和书写。
四、教具与学具准备1. 教具：PPT、录音机、教学卡片、黑板、粉笔。
2. 学具：英语课本、练习本、铅笔、彩色笔。
五、教学过程1. 导入：通过唱英文歌曲或做游戏，激发学生的学习兴趣，营造轻松愉快的学习氛围。
2. 新课展示：通过PPT展示本课的词汇和句型，让学生听录音并跟读，帮助学生理解并记忆。
3. 操练：通过小组合作和角色扮演，让学生在实际情景中运用本课的词汇和句型，培养学生的合作能力和表达能力。
4. 巩固：通过听、说、读、写的活动，巩固学生对本课词汇和句型的理解和运用。
六、板书设计1. Module 2 Unit 22. 词汇：ball, toy, bag, book, ruler, pencil, pen, pencilcase, crayon, tape, scissors, gluestick, eraser, Sharpener, can, can’t.3. 句型：Can I ？Yes, you can./ No, you can’t.七、作业设计1. 听力练习：听录音，选择正确的图片。
外研版(一起)英语四年级上册全册课件
4 Listen and say. Then sing.
CHILDREN FROM CHINA ARE CHINESE Children from China are Chinese. Children from
England are English. Chinese, English, we all love fun. Children of the world, we are all one. Children from America are American. Children from Russia are Russian. American, Russian, we all love fun. Children of the world, we are all
知识讲解
Yesterday, I cleaned my room. 昨天，我打扫了我的房间。
句型“主语+动词过去式（+其他）.”用于描述某人过去的行为。时态 为一般过去时，句中的动词要用过去式。
I played football yesterday afternoon. 我昨天下午踢足球了。
单元新词
love
爱你的
love（动词）爱，热爱 lovely（形容词）可爱的
1 Listen, point and say.
Where is my desk? It was here!
1 Listen, point and say.
It's there.
Oh, it's there now!
2 Listen, point and find “was, were”.
2 Listen, point and find “was, were”.
外研版英语六年级上册Module 2《Unit 1 I went to Chinatown in N
一般过去时态的特殊疑问句: Ask: 特殊疑问词 + did + 主语 + 动词原形 ……? Answer: 主语 + 动词过去式 …… 特殊疑问词: What where when who which how
一般过去时态的一般疑问句: Ask: Did + 主语 + 动词原形 ……？ Answer: Yes, 主语+ did .
二、Write and complete .
1 go went
2 have had
3 eat ate
4 were are
5 is was
6 spoke speak
7 like liked
8see saw
9 learn learned learnt 10 want wanted
有古
一人
个云
在：
Daming
一、 Translቤተ መጻሕፍቲ ባይዱte .
1、一个很大的惊喜 a big surprise 2 in the street 在街上
3、 learn Chinese 学习汉语
4、许多 lots of
5、说英语 speak English
6.不同于 be different from
7、一个中国餐馆
a Chinese restaurant
The food was different from Chinese food in China.
与中国的中式食品大不相同.
I had a dream yesterday night. I went to Chinatown in my dream.
I saw a lion dance in the street.
外研版(一年级起点)五年级英语上册Module2Unit1Thisoneisheavy精品word教案
外研版（一起）五年级英语上册教案Module 2 Unit 1 This one is heavy.Teaching aims:Knowledge aims ：1. Learn the new words and phrases: heavy, lift.2. Learn the new sentences patens: There are many fruits. This one is heavy.Ability aims: Try to talk about the supermarkets.Emotion aims：foster Ss to learn English and their interesting.Teaching important points 1.The new words.2. The new sentence patterns.Teaching difficult points: Talk about the things in the supermarkets.Teaching aids: CAI, word cards, CD--ROMTeaching steps:Step 1: Organization1. GreetingsT: Class begins,Ss: Stand upT: How are you today?Ss: I’m fine, how about you?T: I’m all right. Sit down please.2. Warming upGo over the places of the parks, schools, zoos etc. And T take out some pictures of the places, then T ask the Ss to talk about them by using the pattern “There be”.Step 2: Revision1. Go over the nouns.2. Read the following words (CAI)Watermelon, orange, bread, bag, car sunglass, toys, fruits, cakes, CDs, chicken, eggs, biscuits, ice cream(Using CAI to make the words twinkling a little quickly)Step 3: Lead—inT: There are many things here look, it’s a watermelon, and do you like it? Look, what’s this? Yes, it’toys.look another one, it’s a bag. I want to it, but I don’t where can I buy I? Who want to tell me? S1: SupermarketT: Oh, yes now, let’t goes to the supermarket.Step4: PresentationT :( CAI, Show the picture) what can we see?S1: I can see many fruits.T: Yeah, there are many fruitsCall Ss to read it, read it one by one.T: Any else?S2: There are many sweets.T: Very good. Read after me .Call Ss to read this sentence.T: let’s go anther place.T: What can you see in the supermarket?Ss:Lingling.T: What’s the matter with Jingling?Ss:她提了很重的东西/She lifes many things, it’s heavy.T: The things is very heavy, she can’t lift it.(Show the words: heavy, lift and drill these words and sentences )(Call Ss to read it /this group reads it one by one. /the whole class read it together.)Two want to help her? (Please, hands up.)T: Well done, you’re helpful children.(Show the card: helpful .And calls some students to read it .or read it two by two.)T: Please open your books on page 7, look at part2 listen and say(CD---ROM)T: point this sentence, this one is heavy.“One” is here, it to stand for the 3 bottle of milk, and “one”is here, it stands for the whole things. Do you understand?(Read it sentence by sentence)(Ask someone to read it, then to correct their pronunciation)T: Please open your books turn to page6 .Look at part one, listen, point, and find “big, heavy”T: Have you found “big” and “heavy”Ss: YesTwill done! Listen to the tape again and try to understand the text(Some sentences, teacher will translate it.)(Read this text sentence by sentence, some difficult sentence will read more once.)T: Read it by yourself, if you have some questions, hands up.T: Class is over. Goodbye!Ss: Goodbye, Miss Tang!Step 4: Homework1. Listen and repeat.2. Make sentences:There is ….There are….3. Copy the wordsDesign of blackboardModule 2Unit 1 This one is heavy.There is / there are….教学反思通过不断地操练单词和句型，从而巩固新学单词和句型，但在训练句型和单词时，需使学生学生能够自由的进行对话。
外研版(一起)一年级英语上册《Module2Unit2》教案设计
外研版（一起）一年级英语上册《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，学生能够初步掌握英语学习的技巧，提高自己的英语听说能力。
二、教学内容本节课主要学习外研版一年级英语上册《Module 2 Unit 2》的内容，包括单词：cat, dog, fish, bird；句子：This is a三、教学重点与难点1. 教学重点：学生能够掌握本课的单词和句子，能够在实际情景中正确运用。
2. 教学难点：学生能够理解句子的含义，并能够正确使用"This is a "的句型。
四、教具与学具准备1. 教具：多媒体课件、单词卡片、图片、录音机等。
2. 学具：英语课本、练习本、彩笔等。
五、教学过程1. 导入：通过歌曲或游戏的方式，激发学生的学习兴趣，引入本课的主题。
2. 新课展示：通过图片、实物等方式，展示本课的单词和句子，让学生初步理解单词和句子的含义。
3. 操练：通过各种形式的练习，如角色扮演、小组竞赛等，让学生熟悉并掌握本课的单词和句子。
4. 应用：通过创设实际情景，让学生运用本课所学的单词和句子，提高他们的英语实际运用能力。
六、板书设计1. 在黑板上画出本课的单词和句子，让学生能够直观地看到教学内容。
2. 用彩笔标注出句子的关键词，帮助学生理解和记忆。
七、作业设计1. 听力作业：听录音，跟读本课的单词和句子。
2. 书面作业：抄写本课的单词和句子，并进行相关的练习。
3. 口头作业：与家长或同学进行英语对话，运用本课所学的单词和句子。
八、课后反思1. 教师要关注学生的学习情况，及时调整教学方法和进度，以提高教学效果。
2. 教师要鼓励学生积极参与课堂活动，培养他们的英语学习兴趣和自信心。
3. 教师要注重学生的个体差异，因材施教，让每个学生都能够得到充分的发展。
2015春外研版(一起)一下Module 3《Unit 2 How many green
有多少只绿色的鸟
- .
step one :Word
Free talk
Gramme
Practice
Color ['kʌlə] 颜色
blue [blu:] 蓝色
green [gri:n] 绿色
One [wʌn] 一
two [tu:] 二
three [θri:] 三
Four [fɔ:] 四
How many? Let's count!
1. Listen and point.
How many......?
有多少。。。
小朋友们要注意咯：“How many ”用来询问数量的多少，且是用来询问可数名词，作为特殊疑问中的一员，引导特殊疑问句。
How many?
How many…?
How many kites?How many rabbits?How many green frogs?How many red carrots?How many yellow chicken?How many green trees?How many orange birds?How many pink flowers?
3. Listen and say.
Look at the tree. Look at the tree. What can you see up in the tree? Red kites, orange kites, green kites, blue. So many kites for me and you.
Thank You for Watching
How many green birds?
Module2(教案)外研版(一起)英语四年级上册
4. I had a delicious lunch at the school cafeteria yesterday. I ate a hamburger and some fries.
5. What did you have for lunch at the school cafeteria?
展示一些关于水果和学校设施的图片或视频片段，让学生初步感受英语的魅力和学校环境的重要性。
简短介绍本节课的学习内容，包括水果和学校设施的英文单词，为接下来的学习打下基础。
2. 英文单词和学校设施基础知识讲解（10分钟）
目标： 让学生了解英文单词和学校设施的基本概念、组成部分和原理。
过程：
讲解英文单词的定义，包括其主要组成元素或结构。
教师总结各组的亮点和不足，并提出进一步的建议和改进方向。
6. 课堂小结（5分钟）
目标： 回顾本节课的主要内容，强调英文单词和学校设施的重要性和意义。
过程：
简要回顾本节课的学习内容，包括英文单词和学校设施的基本概念、组成部分、案例分析等。
强调英文单词和学校设施在现实生活或学习中的价值和作用，鼓励学生进一步探索和应用英文单词和学校设施。
- 讨论：教师引导学生进行小组讨论，让学生分享自己对所学内容的理解和看法。
- 案例研究：教师提供一些实际生活中的例子，让学生分析并运用所学知识。
- 项目导向学习：教师布置一个与本节课内容相关的小项目，让学生在小组内合作完成。
2. 教学活动：
- 角色扮演：学生分组，每组选择一个角色，如水果店老板和顾客，进行对话练习。
2. 教学难点：
- 正确发音和识别本节课所学的英文单词，尤其是某些单词的发音可能比较困难。
外研版(一起)六年级英语上册《Module1Unit2》教案设计
外研版（一起）六年级英语上册《Module 1 Unit 2》教案设计一、教学目标1. 知识与技能：（1）学生能够理解并运用本课的生词和短语，如“yesterday”、“cinema”、“ago”等。
（2）学生能够运用一般过去时描述过去发生的事情。
（3）学生能够理解并运用课文中的重点句型：“What did youdo yesterday？”和“I went to the cinema.”2. 过程与方法：（1）通过图片、情景创设等教学手段，引导学生主动参与学习，提高学生的听说能力。
（2）通过小组合作、角色扮演等活动，培养学生的合作意识和口语表达能力。
3. 情感态度与价值观：培养学生对英语学习的兴趣，提高学生的自信心，使学生敢于在众人面前展示自己。
二、教学内容1. 词汇：yesterday、cinema、ago等。
2. 句型：What did you do yesterday？I went to the cinema.3. 语法：一般过去时。
三、教学重点与难点1. 教学重点：掌握本课的生词和短语，运用一般过去时描述过去发生的事情。
2. 教学难点：正确运用一般过去时，区分不同动词的过去式。
四、教具与学具准备1. 教具：PPT、图片、录音机、磁带等。
2. 学具：英语课本、练习本、彩笔等。
五、教学过程1. 导入：通过图片或歌曲引导学生回顾昨天的事情，激发学生的学习兴趣。
2. 新课展示：利用PPT展示本课的生词和短语，引导学生跟读并模仿。
3. 情境创设：创设情境，让学生运用一般过去时描述自己昨天的事情。
4. 小组合作：学生分组讨论，用一般过去时互相询问昨天的事情。
5. 角色扮演：学生分角色扮演，模拟课文中的对话。
6. 巩固练习：通过练习题巩固本课所学知识，检测学生的学习效果。
六、板书设计1. 课题：Module 1 Unit 22. 重点词汇：yesterday、cinema、ago等。
3. 重点句型：What did you do yesterday？I went to the cinema.4. 语法：一般过去时七、作业设计1. 抄写本课生词和短语。
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。
外研版一起英语一年级 下册 教学课件 Module 2 Unit 1
外语教学与研究出版社 一年级 | 下册
Let’s learn
Hello! Where is the bird?
外语教学与研究出版社 一年级 | 下册
Where is the bird? Oh, look, it’s in my hat.
外语教学与研究出版社 一年级 | 下册
Where is the bird? Oh, look, it’s on my hat.
外语教学与研究出版社 一年级 | 下册
chair
外语教学与研究出版社 一年级 | 下册
bird
外语教学与研究出版社 一年级 | 下册
Let’s watch
Look! A cat! It’s in your bag.
外语教学与研究出版社 一年级 | 下册
Look! The cat! It’s on my hat.
ห้องสมุดไป่ตู้
外语教学与研究出版社 一年级 | 下册
Where is the bird? Oh, look, it’s under my hat.
外语教学与研究出版社 一年级 | 下册
Practice
Where’s the pencil? It’s under the book.
外语教学与研究出版社 一年级 | 下册
2.Helping our friends—birds.
谢谢观看！
Where’s the book?
It’s on the desk.
外语教学与研究出版社 一年级 | 下册
Where’s the desk?
It’s in the park.
外语教学与研究出版社 一年级 | 下册
Homework
1.Read the text 4 times and imitate the pronunciation and the innovation.
2015春外研版(一起)二下Module 1《Unit 1 What’s the weat
交际指南
英美人谈论天气（weather），除个别情况是实实在在地了解天气外，其他绝大多数都不是为了天气而谈天气，而是为了引入新的话题。因为这一话题人人都可以发表见解，而且不涉及他人私事，也不至于失礼或引起误解。所以谈论天气已经成为外国人的一种习惯。
It's raining
It's windy
It's sunny
T: What’s the weather like ? Ss: It’s
windy
sunny
raining
hot
cold
Read and remember them.
What’s the weather like ?
试一试你能行!
No, it isn’t.
What’s the weather like?
Is it windy?
Yes, it is.
Words to know
SunnyHot
What’s the weather like?
What’s the weather like?
It’s_____________
sunny.
What’s the weather like?
It’s_____________
raining.
What’ the weather like?
Is it windy?
It’s sunny.
It’s windy.
It’s cold.
It’s hot .
Look and match.
hot indyraining
practice
What’s the weather like?
一年级上册英语教案Module 2 Unit 1 外研社
Module 2 Unit 1What’s your name?教材分析:本单元是本册教材的第二单元。
本单元重点学习询问姓名及答复,以及根本的英语时间问候语。
本单元是第一单元的延伸,在会说“Good morning. I’m . . .〞和“How are you?Ｉ’m fine, thank you.〞的根底上继续学习“Good afternoon. What’s your name? I’m…〞的句型。
询问姓名应作为本课的教学重点；一年级学生们日常生活丰富多彩,同时也是刚开始接触英语,具有浓厚的兴趣。
建议教师在教授新知识时紧密结合学生的生活实际,引导他们用英文表达自己的情感。
通过本课的学习培养学生乐于开口说英语的,愿意与人用英语交流的态度,培养学生大胆自信的性格,并完成相应的教学活动和课堂练习。
教学目标：1. 能用“What’s your name?〞来询问他人姓名。
并用“I’m ...〞进行答复。
2. 能在不同时间段,正确地向他人问好。
3.尊重他人,有礼貌。
4.激发学生学习英语积极性,培养学生大胆活泼自信乐观性格。
教学重难点：【教学重点】1．功能：问候早上好；询问他人姓名2．单词：what, is , what’s(=what is), your, name, morning, Ms3．句型：Good morning. What’s your name? I’m/My name is Sam.【教学难点】1．Ms和name的发音；2．What’s your name? 的灵活运用。
课前准备：Tape recorder, Multimedia, PPT,教师名卡,学生名卡,人物头饰教学过程：<一> 热身,复习旧知Warm-up/ Review1. Warm-up(1) Let's sing a song.唱“Hello〞歌(2) 师生互相问候Hello! /Hi!(3) 学生将胸卡戴在胸前,分别起立做自我介绍。
外研版小学英语(一年级起点)五年级上册Module2 Unit1 参考教案
Module2 Unit1 参考教案一、教学内容外语教学与研究出版社（一起点）二年级上册第一模块Unit 1 This one is heavy.二、教学过程建议（一）热身导入1. 师生互致问候，请学生演唱上一模块所学的歌曲。
2. 教师展示学生常用的物品，应尽量选择反差较大的物品，例如：一把很长的尺子和一把很短的尺子，一本很大的书和一本很小的书，最好涉及多种颜色。
引导学生说出“This ruler is long. It’s blue. That ruler is short. It’s pink.” 等句子。
3. 展示SB Unit1活动1的挂图，请学生看挂图，回答问题：“Tom和Sam分别述，同呢？”教师可以请学生先用中文描述，然后导入对单词“heavy”的讲解。
4. 播放动画或录音，请学生看动画或边听录音边看挂图，引导学生理解“heavy”的语义和用法，并进行运用训练。
5. 再次播放录音，请学生全班跟读、小组跟读、个人跟读，鼓励学生边读边做动作，表现出大小轻重的不同，加深记忆。
6. 请学生两人一组分角色朗读并表演课文。
（二）任务呈现1. 教师对学生说: “大家都去过超市，我们一起来说一说超市里都有什么商品吧。
”教师可以引导学生回忆学过的单词，尽可能多地说出在超市都看到过哪些商品。
引导学生复习完这些单词后，教师对学生说: “ Lingling, Amy, Sam和Ms Smart一起去超市购物，我们跟随他们去看一看英国的超市吧。
学习完今天的课文后，我们一起来表演超市购物短剧。
”（三）课文学习1. 播放SB Unit 1活动2的动画或录音，请学生看动画或边听录音边看挂图，理解课文语境。
教师问学生：“Lingling, Amy和Sam在超市里看到了什么商品？Lingling遇到了什么困难？Lingling, Amy和Sam最后获得了什么奖励？”2. 再次播放录音，请学生完整听课文录音，回答问题。
外研版英语五年级上册 01 Module 2Unit 1
知识点
need / niːd / v . 需要［四会］
形近词记忆法：归纳词形相近的单词，把它们放在一起记 忆的方法就是形近词记忆法。如，need 需 要—feed 喂养
need 的用法： (1) need sth. 需要某物
知识点
What did you buy? 你买什么了？ 句型结构：What did+ 某人+buy?
用来询问某人买了什么。 答语： 某人+ 动词（短语）的过去式+ 其他.
例句： —What did your mother buy for you? 你妈妈为你买了什么？
—She bought a book for me. 她给我买了一本书。
7. —How much _____A____ the cheese?
—20 yuan.
A. is
B. are
C. do
8. They didn’t buy ____A____
B. some
C. an
9. —Do you have red pencils?
—Yes, I have ____A____．
例句：We need some books. 我们需要一些书。
知识点
need 的用法： (2) need to do sth. 需要做某事
例句：He didn’t need to come last night. 昨天晚上他不需要来。
词性变化： need (n.) 需要，必要
知识点
first /fɜːst/ adv. & num. 首先，第一［四会］ 例句：He was the first man to come.
外研版英语七年级上册Module2 unit1课件
写出下列单词的对应词。
1.father__m_o_t_h_e_r 2. sister_b_r_o_t_h_e_r_ 3. uncle_a_u__n_t _ 4. grandfather__g_ra_n_d_m__o_t_h_e_r
___a_u_n_t_____ .
5. My mother’s brother is my
___u__n_c_l_e____. 6. My mother’s sister is my a_u__n_t_.
目标二：熟读并理解对话
This is a photo of Tony’s family.
学习目标
Module 2
Unit 1
Is this your mum?
总体设计思路
• 1.本节课的课型是一节听说课，训练学生 的听，说能力。
• 2.根据课标要求，本节课的语法项目有两 个，第一是掌握指示代词this，that， these，those的用法，第二是掌握方位介 词的用法。模块任务是学会用指示代词和 方位介词介绍自己的家庭。
I`m... next to ... in front of ... behind... on one`s left... on one`s right...
学习目标
• 1.学习单词词组 • 2.熟读并理解对话，掌握知识点 • ⑴指示代词this，these的用法。 • ⑵表示方位的介词及介词短语 • 3.介绍自己的家庭成员
my__p_a_r_en__ts___.
2. My grandfather and grandmother are my _g_r_a_n_d_p_a_r_e_n_t_s__ .
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。