一年级英语下册 Module9教案 外研版(一起)
外研版(一起)一年级英语下册教案Module9Unit1(1)
T: Who’s your good friend?
S1: My good friend is…
T:老师请他的好朋友S2上台，并挑出他所喜欢的食物
T: Yes, he likes soup.
11. T: Let’s have a competition:T: There are five children.他们也有自己喜欢的食物和不喜欢的食物。小朋友能不能用你们手中的笑脸、哭脸替他们表达？他们喜欢的请你们举笑脸、他们不喜欢的请你们举哭脸，比一比哪一组小朋友最快？Listen and show the happy face or the sad face.
外研版（一起）一年级英语下册教案
Module 9 Unit 1 I don’t like meat.
课题
Module9
教学内容
Unit1Idon’t like meat.
教学目标
a)能听懂、会读、会说noodles, meat, fish, rice, soup
b)能听懂、会读、会说What do you like?
板书设计
Module 9Unit 1I don’t like meat.
What do you like? Lingling (食物的图片)
He likes…Sam
She likes …Amy
具体教学过程
一、Warming up
1. Greeting:
2. Have a chant:Mum, mum, mum, a mango please…
外研版(一起)一年级英语下册教案Module9Unit1(2)
Module 9 Unit 1 I don’t like meat.
Title
课题
NSE Book 2 Module 9 Unit 1 I don’t like meat.
Aims
教学目的
1.运用所学知识掌握运用主要句型“I don’t like……”
2.能运用所学自如的谈论对事物的喜好。
Re-preparation
Feed Back
教学反馈
3.通过形式多样的活动使学生乐于使用英语交流。
Focus
教学重难点
重点句型：“I don’t like……”“.…..for you.”
三会单词：rice noodles meat sweet
Aids
教学准备
(1)CAI
(2) picture
(3)task-based teaching method
2.Show the action and the new sentence “I don’t like……” this sentence.
Drills and practice
Play the tap.
Show the text then ask
”What are thep again :“Listen point andrepeat inspect the question”
Play the tap again
(Imitate the intonation and act it out)
IV. Further Development
1. Get class to act the dialogue.
2.Do the Activity Book
外研版(一起)一年级英语下册《Module9Unit2》教案设计1
外研版（一起）一年级英语下册《Module 9 Unit 2》教案设计1一、教学目标1. 知识与技能目标：学生能够听懂、会说、会读本课单词和句子；学生能够理解课文内容，并能用英语进行简单描述。
2. 过程与方法目标：通过游戏、歌曲、故事等多种形式，激发学生的学习兴趣，提高学生的英语听说能力；通过小组合作，培养学生的团队精神和合作意识。
二、教学内容1. 词汇：dog, cat, fish, bird2. 句型：What's this? It's a/an三、教学重点与难点1. 教学重点：学生能够正确理解和运用本课词汇和句型。
2. 教学难点：学生能够熟练运用所学词汇和句型进行情景对话。
四、教具与学具准备1. 教具：PPT课件、录音机、磁带、单词卡片、图片2. 学具：课本、练习册、彩笔、剪刀、胶水五、教学过程1. 热身活动：唱英文歌曲《Old MacDonald Had a Farm》，引导学生复习动物词汇。
2. 新课导入：展示图片，引导学生学习本课词汇。
3. 课堂活动：通过游戏、故事等形式，让学生练习本课词汇和句型。
4. 小组合作：学生分组进行情景对话，巩固所学知识。
六、板书设计1. 课题：Module 9 Unit 22. 词汇：dog, cat, fish, bird3. 句型：What's this? It's a/an七、作业设计1. 听力作业：听课文录音，跟读并模仿。
2. 口语作业：与家长进行英语对话，练习本课词汇和句型。
3. 写作作业：抄写本课单词和句子。
八、课后反思重点关注的细节：教学过程一、热身活动1. 教师播放英文歌曲《Old MacDonald Had a Farm》，学生跟随音乐节奏演唱。
2. 教师出示农场动物图片，引导学生用英语说出动物名称，如：cow, pig, chicken等。
3. 学生两人一组，互相询问对方最喜欢的动物，并回答原因。
二、新课导入1. 教师展示本课词汇图片，引导学生学习新单词：dog, cat, fish, bird。
一年级下学期外研英语教案M9 Unit 1-2
Module 9 Unit 1 I like football.一、教学目标句型：I like ...I don't like ...We like ...They like ...单词：lion, like, them, all, play, together, with二、教学重点、难点I like ... /I don't like ...We like ... /They like ...三、教学过程Step 1 Warming up1. Greeting: Free talk.2. Game: Listen and do.Step 2 PresentationT: What’s the weather like today?S: It's sunny.T: What can you do on a sunny day? Let’s play on such a sunny day. Look! What’s this? (出示课件Play football)S: Football.T: Do you like football?S: Yes, I do. I like football.T: Right. Let’s play football. What other things can we do?S: Basketball. Ping-pong. Swimming.(每一副图都用Do you like ...?来提问。
并教Let’s play together.)T：教together. (发音、拼写)（出示课件）Now boys and girls, Look at the screen. What do you like?S: I like ...T: Let's play with your friends, OK? 教授with（发音、拼写）T：Look at the screen. It's a sad face. It means don't like.(看图教I don't like ...)Competition: Show the pictures. When students see it, stand up and say I don't like ... （获胜组将获得奖励）Step 3 New teachingT: What do you like?S: I like ...(让生出来对学生说We like ...) Who likes ..., too? Please stand up. Say We like ...（教生说We like ...并讲解意思）T: What do you like?S: I like ...T: I don't like ... Who likes ..., too? Please stand up.T: They like ... (教生说They like ...并讲解意思)（出示图片让生说I like ... We like ...They like ...）ChantFootball football I like football.Basketball basketball We like basketball.Ping-pong ping-pong They like ping-pong.Swimming swimming Go go go.Step4 TextToday Panpan and his friend want to play football. Let's listen and talk about it.1. Listen and fin d “like”.2. Listen and find “like” sentence.3. Read it.Step 5 SummaryToday we have learnt new words. Let's read them. (lion, like, them, all, play, together, with)We have also learnt how to say I like ... or I don't like ... So please tell me what you like or don't like.Step 6 Homework1. Tell your families what you like or don't like.2. Read the text.五、板书设计Module 9 Unit 1 I like football.I like ...I don't like ...We like ...They like ...。
外研版小学英语(新标准一起)一年级下册M9教学设计
多数学生能够用所学知识与他人交流自己喜欢的事物。
情感态度目标：
所有学生能够与他人积极合作，完成学习任务。
教学重点及难点
1.所有学生能够掌握对话大意。
2.多数学生能够模仿对话并用重点句型like…和What’s your favourite...谈论兴趣爱好。
教学辅助
学生用书、活动用书、CD-ROM、PPT、迷你书
《英语》（新标准）（小学一起）一年级下册M9教学设计
教材分析
本模块包含两个单元Unit 1 I like football.和Unit2 What’s your favourite sport?
第一课时是用like…这一结构说明喜好，包括四部分：1)Listen and chant.2)Listen, point and find “like”.3)Listen and say.4)Practise.课文的情景是熊猫Panpan和朋友们互相介绍各自喜欢的体育活动，他们发现大家都喜欢足球，就决定一起去踢足球，但是当Panpan想打开书包把自己的足球拿出来时，却发现书包破了一个洞，足球不知道哪里去了。
本课的难点like...是学生第一次接触介绍自己和他人喜好的表达方式。学生初次接触第一人称I是在一年级上册中，经过多语境的学习已经掌握其用法，在一年级下册Module 7 Unit 1 There is a cat in the tree.中初步感知了we的意义，在Module 5 Unit 1 They’re cows.中，学生学习了they的用法，但是多人称在语境中的应用，特别是在表达喜好中的应用在本课中是第一次接触。另外，Unit1故事情景中的关于运动的词汇，在Module 8 Unit 2 There are two footballs under my desk.有所涉及。本课的Listen and chant.部分的主题是通过动物的形态各异体验对动物的喜好之情，包含的内容在Module 6Unit 1 These snakes are short.中有过初步的接触。
Module 9 Unit 1 I like football(教案)外研版(一起)英语一年级下册
Module 9 Unit 1 I like football（教案）外研版（一起）英语一年级下册一、教学目标1.学生能够听、说、认读单词：like, football这两个单词，及其他相关的活动单词。
2.学生能初步了解足球运动并表达自己的爱好及观点。
3.学生能够根据所学到的知识，进行相关的语言输出练习，并将其运用到日常生活中。
4.引导学生培养积极向上、勇敢拼搏的体育意识与精神。
二、教学重点1.I like football.的表达。
2.活动单词的认读和复述。
3.灵活运用所学知识进行日常生活交流。
三、教学难点1.给出针对性的活动单词的教学，并实际应用到生活当中。
2.学生通过模拟练习，掌握个人爱好表达和交流技巧。
3.引导学生对运动项目的兴趣、热情，树立积极健康的生活态度。
四、教学方法1.观察法2.交际法3.体验法4.情境法五、教学内容及过程1. Warming-up1.提前播放blog的足球视频，让学生在观看视频时体验足球运动的魅力。
2.引导学生自由谈论自己的兴趣爱好，让他们尽情表达自己的思想和想法。
2. Presentation1.打开教材第八页的图片，并点一下like这个单词，看学生是否懂得like这个词的用法。
2.引领学生认读并复述图片中人物的各项活动。
3.确保学生对football这个单词的意思理解正确。
3. Practice1.学生通过问答方式学习和练习 I like football. 的表达方式。
2.学生分组练习口头表达能力，进行I like and I do not like的互动表达。
4. Production1.引导学生通过描述、回答问题等方式互动，娓娓道来自己喜欢哪些体育项目。
2.学生通过模拟真实情境，加深运用知识的熟练度和熟练度。
六、教学评估1.学生对课堂所学知识的回答准确程度。
2.学生在表达中是否语言流畅，运用自如。
3.学生树立体育意识的情况观察及意见反馈。
七、作业布置1.学生根据老师要求在家中拍自我录制足球运动或健身视频，并将其提交链接或上传至微信群中共享观看。
小学英语外研版一起一年级下册M9
【课后作业】
１.Read P50 Unit 1 Activity 2 three times(读课本５０页第一单元活动２三遍）.
4.Ask:How about Panpan?出示幻灯片.引出课文。
【课文教学】
告诉学生今天Panpan和他的朋友们也想去踢球，我们一起看看他们都谈了什么？看视频，读对话。回答问题：“Is the football in the bag?”
1.播放视频，要求学生边听边看，根据动画只要能听懂课文大意回答出问题即可。
教学活动过程
教学调整
基本教学过程
【热身复习】
师生互相热情问候：
T：Good morning, girls and boys. How are you?
S：Good morning, teacher. I’m fine, thank you. And you?
T：I’m fine, thanks. Let’s sing a chant.学生边唱边表演
2.学生大声跟读。
3.学生看书听录音，跟读模仿。
4.将学生分组，分别扮演相应的熊猫。读课文练习。
【课堂拓展】
1、Ask:Where is the football?Do you know?The students guess.Then tell them the football is across the river.做游戏，采石头过河，帮盼盼取球。练习句型I/We/They like…
教学目标
1.语言知识目标：全体学生初步运用：句型I like football.部分学生初步运用：Play, with ,together,
一年级下学期外研英语教案M9 Unit 1-1
Module 9 Unit 1 I like football.一、教材分析语言功能：能用英语谈论自己和他人的体育喜好。
语言结构：I /We /They like …教学目标：A. 语言知识目标：能听、说、读：football，bask etball，ping-pong, swimming等词汇；熟练运用句型：I / We / They like football …B. 语言技能目标：学生能用英语来讨论体育项目，表达自己的喜好，了解他人的喜好。
C. 情感态度目标：善于倾听，敢于交流，愿意与他人合作；培养学生热爱体育运动的美好情感。
二、教学重、难点：重点：1. 学生能运用I /We /They like football /basketball /ping-pong.的句型。
2. 能比较熟练地朗读课文。
难点：流利地表达自己和他人的体育喜好。
分清人称代词I, we, they的区别和它们在句子中的正确替换。
三、教学用具多媒体课件，CD-ROM，图片，足球，篮球四．教学过程Step 1 Warming up1. Free talk.Hello, boys and girls. Ho w are you? Let’s play football.2. Listen to a song.Ss: football, swimming, basketball, ping-pong.(设计意图：提出问题，引起学生的好奇心；复习旧知，为学习新知做好铺垫。
) Step 2 Leading inT：Do you know what Panpan likes? Let’s listen. (教师播放CD-ROM)T: What does Panpan like?Ss: Football.Step 3 PresentationT：（act and ask）What do I like …?Ss: swimmingT：Yes, I like swimming.紧接着用同样方式，鼓励学生上台来做一做，猜一猜，说出更多体育项目。
外研版(一起)一年级英语下册《Module 9 Unit 2》教案设计1
外研版（一起）一年级英语下册《Module 9 Unit 2》教案设计1一、教学目标1.能够听懂、认读并正确书写单词：hat、T-shirt、socks 和 shoes。
2.能够能够听懂并正确理解句式：“What’s this? It’s a hat/T-shirt/socks/shoes.”。
3.练习使用“What’s this? It’s a…”句式来对物品进行提问和回答。
4.培养学生的听说能力，提高学生发音和表达能力。
二、教学重点和难点1.教学重点：学会用“What’s this? It’s a…”句式进行提问和回答，并能够正确辨认和书写四个物品的单词。
2.教学难点：正确理解、学会使用“What’s this? It’s a…”句式。
三、教学准备1.教材：《外研版小学英语（一起）》一年级下册。
2.备课工具：多媒体课件、单词卡片和实物道具等。
四、教学过程1. Warm-up•游戏：通过玩石头、剪子、布游戏来让学生热身和放松，同时老师可以通过游戏让学生之间的沟通更为流畅。
2. Presentation•出示讲解PPT，让学生先观察图片，接着提问“What’s this?”，引导学生回答“This is a hat/T-shirt/socks/shoes.”，并用指示词进行指代。
•直到学生熟练掌握了这些单词之后，可以使用实物诱导游戏，让学生使用新学的单词进行描述和辨认。
3. Practice•练习1：学生们换上四种不同的衣服，一起说出自己穿的是什么，例如：Jane is wearing a hat. John is wearing a T-shirt. Wenwen is wearing socks.等等。
•练习2：老师拿出四件物品（哈希、T恤、袜子、鞋子），谁先能快速找到并报出物品名称，就能得到奖励。
4. Production•学生分成小组，一名学生摆出一个物品，其他同学问“What’s this?”，摆出的同学回答“It’s a hat/T-shirt/socks/shoes.”，其他学生根据回答理解并进行记忆。
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《Module 9 Unit 2》说课稿1
外研版（一起）一年级英语下册《Module 9 Unit 2》说课稿1教学内容本节课的教学内容为一年级英语下册《Module 9 Unit 2》中的内容，主要涉及描述人物的外貌特征。
本节课的教学目标为：1.学生能够简单描述人物的外貌特征；2.学生能够熟练运用单词：big, small, tall, short, long和short等来描述人物的外貌特征；3.学生能够运用所学内容进行口语表达。
教学准备为了达到本节课的教学目标，需要准备以下教学材料：1.一套英语单词卡片；2.一份英语练习册；3.一些相关的图片，如身高不同的人物、身材不同的人物等。
教学过程1. Review首先，老师可以利用前几节课学过的内容进行复习。
老师可以让学生展示自己准备的练习册，让大家一起回顾之前已经学过的内容。
学生可以挑选自己喜欢的单词进行阅读，从而温习之前学过的单词，如数字、动物、颜色等。
2. Presentation接下来，老师可以利用图片和卡片等教具，向学生展示不同身高、体型的人物。
随着展示的进行，老师可以引导学生用英语来描述不同的人物，让学生熟悉运用单词：big, small, tall, short, long和short等来描述人物的外貌特征。
此外，老师也可以利用身边的物品，如水杯、橡皮等，让学生彼此比较大小，进一步巩固单词的运用。
3. Practice为了让学生更加深入地理解学过的内容，老师可以设计一些针对性的练习。
比如，老师可以以“Who is taller？”的问题为主题，让学生操练用英语进行比较描述。
此外，老师也可以让学生练习描述自己身高和别人的身高，来巩固所学内容。
4. Production为了让学生更好地运用所学知识，老师也可以设计一些相应的活动，让学生在实际中进行语言交流。
比如，老师可以让学生分别扮演两个不同身材的人物，进行对话，学生需要描述对方的外貌特征，并通过问答的方式进行交流，从而让学生在口语交流中温习所学单词，提高口头表达能力。
一年级英语下册 Module 9 Unit 1 I like football.教案 外研版(一起)(标准版)
Module9 UNIT1 I like football.Teaching contents:①新单词we和like②I like …We like….They like…三个句型并能在创设情景中运用Teaching keys: 新单词we和like并围绕“运动”这一主题掌握运用I like …We like….They like…三个句型Teaching difficulty: 让学生了解掌握I like …We like….They like…三句话的含义，并运用于不同的情景中。
Teaching preparation: 单词卡片、小红花、录音机、磁带、尺子Step 1 Warm-up1、GreetingT: Good morning, boys and girls.Ss: Good morning, miss 温.2、（课件、录音）Let’s chantFootball, ↗（升调）football, ↘（降调）let’s play football.Basketball, ↗basketball, ↘let’s play basketball.Swimming, ↗ swimming, ↘let’s go swimming.Ping-pong, ↗ping-pong, ↘let’s play ping-pong.T: Just now, the chant is about sports, 这首歌谣是关于运动的，ok, today, let’s talk about sports.3、（单词卡片sport）老师教读、升降调读、拼读，解意、用手书空，开火车读，小老师教读、分小组比赛4、（教师相机拿出单词卡片 like，做上手势）T：I like sport. Do you know this word? (师教单词like): 老师教读，升降调读、解意、拼读，用手书空，开火车读，小老师教读、分小组比赛Step 2 Presentation1、(做出踢球的动作)T：So many people like sports. OK! Look!Do you know this sport?Ss:足球。
外研版小学英语（新标准一起）一年级下册M9教学设计
《英语》（新标准）（小学一起）一年级下册M9教学设计教材分析教材分析本模块包含两个单元 Unit 1 I like football. 和Unit 2 What’s your favourite sport?第一课时是用like…这一结构说明喜好，包括四部分：1) Listen and chant. 2) Listen, point and find “like”. 3) Listen and say. 4) Practise. 课文的情景是熊猫Panpan 和朋友们互相介绍各自喜欢的体育活动，他们发现大家都喜欢足球，就决定一起去踢足球，但是当Panpan 想打开书包把自己的足球拿出来时，却发现书包破了一个洞，足球不知道哪里去了。
时，却发现书包破了一个洞，足球不知道哪里去了。
第二课时是用My favourite… is...谈论最喜欢的颜色、动物和运动。
教材包括六部分：1) Listen, point and say. 2) Listen and say. 3) Listen and tick. 4) Listen and say. Then sing. 5) Play the game. Follow and say. 6) Ask and answer. Then draw and say.本模块运用like...和My favourite … is...两种结构说明喜好。
我们说明自己喜好的目的是让他人了解自己的兴趣，这样就可以根据各自的兴趣开展相应的活动了。
like...和My favourite… is...两种结构表达喜好的程度有所不同，My favourite... is...相当于I like … most.本模块的难点like...和My favourite … is...是学生第一次接触介绍自己和他人喜好的表达方法。
学生初次接触第一人称I 是在一年级上册中，经过多语境的学习已经掌握其用法，在一年级下册Module 7 Unit 1 There is a cat in the tree.中初步感知了we 的意义，在Module 5 Unit 1 They’re cows.中，学生学习了they 的用法，但是多人称在语境中的应用，特别是在表达喜好中的应用在本课中是第一次接触。
外研版(一起)一年级英语下册《Module9Unit1》教案设计2
外研版（一起）一年级英语下册《Module 9 Unit 1》教案设计2一、教学目标1. 知识与技能：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，正确运用本课所学单词和句子进行简单的交流。
2. 过程与方法：通过游戏、歌曲、故事等教学活动，培养学生英语学习的兴趣和积极性，提高学生的英语听说能力。
二、教学内容1. 单词：elephant, tiger, giraffe, monkey, panda, bird2. 句子：What's this? It's三、教学重点与难点1. 教学重点：学生能够正确认读单词，能够在图片和情景的帮助下，正确运用本课所学单词和句子进行简单的交流。
2. 教学难点：单词elephant, giraffe的发音和拼写。
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、练习册、彩笔等。
五、教学过程1. 导入：通过歌曲、游戏等活动，激发学生学习英语的兴趣，引导学生进入英语学习状态。
2. 新课呈现：利用多媒体课件、图片等教学资源，展示本课所学单词和句子，引导学生跟读、模仿，并解释单词和句子的含义。
3. 操练：通过游戏、角色扮演等活动，让学生在真实情景中运用所学单词和句子，提高学生的英语听说能力。
4. 巩固：通过练习册、黑板游戏等活动，巩固学生对本课所学单词和句子的掌握，检查学生的学习效果。
六、板书设计1. Module 9 Unit 12. 单词：elephant, tiger, giraffe, monkey, panda, bird3. 句子：What's this? It's七、作业设计1. 听力作业：听录音，跟读课文，模仿语音语调。
2. 书面作业：抄写本课所学单词和句子，加强记忆。
3. 口语作业：与同学或家长进行角色扮演，运用所学单词和句子进行交流。
八、课后反思1. 教学目标是否达成：通过课堂观察和作业检查，了解学生对本课所学内容的掌握情况，评估教学目标是否达成。
外研版(一起)一年级英语下册《Module9Unit2》教案设计2
外研版（一起）一年级英语下册《Module 9 Unit 2》教案设计2一、教学目标1. 知识与技能目标：学生能够听懂、会说、会读本课单词和句子；学生能够理解课文内容，并能用英语进行简单描述。
2. 过程与方法目标：通过游戏、歌曲、故事等多种形式，激发学生的学习兴趣，提高学生的英语听说能力；通过小组合作，培养学生的团队精神和合作意识。
3. 情感态度与价值观目标：培养学生对英语学习的兴趣和积极性，提高学生的自信心和自主学习能力；通过学习英语，拓宽学生的国际视野，增强跨文化交际意识。
二、教学内容1. 词汇：学生需要掌握的单词包括：head、face、ear、eye、nose、mouth。
2. 句子：学生需要掌握的句子包括：This is myhead/face/ear/eye/nose/mouth. I can see/hear/smell/taste.3. 对话：学生需要理解并能表演课文中的对话。
4. 歌曲：学生需要学会唱课文中的歌曲。
三、教学重点与难点1. 教学重点：学生能够听懂、会说、会读本课单词和句子；学生能够理解课文内容，并能用英语进行简单描述。
2. 教学难点：单词的正确发音和记忆；句子的正确构造和运用。
四、教具与学具准备1. 教具：多媒体课件、单词卡片、头饰、道具。
2. 学具：学生用书、练习册、彩笔。
五、教学过程1. 热身活动：教师播放与本课内容相关的歌曲，学生跟唱，激发学生的学习兴趣。
2. 新课导入：教师通过展示与本课内容相关的图片，引导学生猜一猜、说一说，激发学生的好奇心和求知欲。
3. 新课呈现：教师通过多媒体课件，呈现本课单词和句子，引导学生跟读、模仿，并进行角色扮演。
4. 小组活动：学生分成小组，用本课所学单词和句子，进行交流和表演。
5. 巩固练习：教师设计一些与本课内容相关的练习题，帮助学生巩固所学知识。
六、板书设计1. Module 9 Unit 22. 词汇：head、face、ear、eye、nose、mouth3. 句子：This is my head/face/ear/eye/nose/mouth. I can see/hear/smell/taste.4. 对话：课文中的对话5. 歌曲：课文中的歌曲七、作业设计1. 听力练习：学生听课文录音，完成练习册上的听力练习。
外研版(一起)一年级英语下册教案Module9Unit2(1)
Ss: Close their books, listen carefully.
Ss; Listen and repeat.
Ss: Open theirbookslisten and point.
以小组为单位作练习。
Team1: Ilike meat.
Team2: I don't like ginger.
I like/ don't like…
ii.技能目标：
（1）会说本课句型，并能在特定情景下自如运用本课句型。
（2）看图朗读本课课文。
iii.情感目标：
（1）培养学生浓厚的学习兴趣，乐于模仿，敢于开口，有较强的自信心，乐于参加活动。培养学生团结合作的精神，以及学英语，爱英语，热于用英语交流的良好态度，发展学生综合运用语言的能力。
2) Have a chant and do the action
IV. Further Development
T:We will have lunchlater, Iwant to eat somemeet,some onions and somerice, and doyou like onion?
II. Leading-in
T:What’s this?
CAI演示：太阳落山，是吃晚饭的时间了，屏幕上出现一桌丰盛的晚餐，引出meat, noodles, rice, sweets, ice cream, onion, ginger。
T:Wow, wonderful! I’m hungry; Today we’ll learn a lesson about thedinner.
V. Homework
1. Listen and repeatthis dialogue5 times.
外研版(一起)一年级英语下册《Module 9 Unit 1(3)》说课稿
外研版（一起）一年级英语下册《Module 9 Unit 1(3)》说课稿前言在小学英语教学中，模块化教材已经成为了一种较为流行的教学方法，同时也有利于学生们的学习。
外研版（一起）一年级英语下册《Module 9 Unit 1(3)》就是一部采用模块化教学的教材。
本文将从以下几个方面对《Module 9 Unit 1(3)》进行逐一分析，具体如下：1.教材概括2.教学目标3.教学重难点4.教学策略与方法5.教学活动设计6.教学反思教材概括《Module 9 Unit 1(3)》是外研版（一起）一年级英语下册中的一个小单元，本单元的主题是“ My favorite color is blue”，共有三个课时，分别为第26至28课时。
本单元的具体内容涵盖了数字、问答、颜色、形容词等多个方面的内容，对于学生们的英语学习起到了积极的推动作用。
教学目标知识目标1.学生能够理解并掌握数字1~9；2.学生能够听、说、认读和书写形容词blue等；3.学生能够用英语询问和回答简单的“what’s your favorite color？”。
能力目标1.培养学生们的英语听说能力和英语基础知识；2.培养学生们的口语表达和写作能力。
情感目标1.培养学生们的英语兴趣和自信心；2.让学生们懂得彼此之间的关心与尊重。
教学重难点教学重点1.对数字1~9的学习及词汇的掌握；2.询问和回答自己最喜欢的颜色；教学难点1.形容词单词学习；2.小学英语口语交际的训练。
教学策略与方法教学策略1.游戏化教学策略；2.听说结合及听说写结合教学策略；3.同桌合作教学策略。
教学方法1.多媒体教学方法；2.互动式教学法；3.归纳演示法；4.循序渐进式教学法。
教学活动设计活动1活动主题：学习数字1~9活动形式：听说结合活动流程：1.老师播放数字1~9的发音，并要求学生们跟着朗读；2.老师以图片、卡片等多种形式向学生们展示1~9的数字；3.老师再次播放数字的发音，并要求学生们跟着快速说出相应的数字。
英语一年级下外研版(一起)Module9 Unit1 I don't like meat教案2
V. Homework
Make a picture about “like” or"don’t like".Then talk about this picture with your parents.
Students’ Activity
Sing a song
（Imitate the intonation and act it out）
IV. Further Development
1. Get class to act the dialogue.
2.Do the Activity Book
3.Play the game “ Dub the cards” Competition
Re-preparation
Feed Back
教学反馈
感谢您的阅读，祝您生活愉快。
Drills and practice
Play the tap.
Show the text then ask
”What are they doing?”
4. Play the tap again :“Listen point and repeat inspect the question”
Play the tap again
Focus
教学重难点
重点句型：“I don’t like……”“.…..for you.”
三会单词：rice noodles meat sweet
Aids
教学准备
（1）CAI
（2）picture
（3）task-based teaching method
Teaching Process
小学的英语外研版一起一年级的下册M9U2+教案
小学英语外研版一同一年级下册Module9 UNIT2 what’s your favorite sport?教课目的：1、知识目标：经过语言沟通，听懂会说单词： favorite, sport, about. 在情境中理解并运用功能句： What’s your favorite ?My favorite is2、能力目标：能在语境和情境中运用功能句进行简单的相关别人爱好的话题描绘。
3、感情、态度、价值观：在活动中，学生学会运用所学知识进行沟通，并在沟通中学会集作。
教课要点：1、听懂会说本课favorite, sport, about.等词。
2、听懂、会说、理解功能句What’s your favorite? My favorite is教课难点：能用功能句进行简单的沟通。
教课要点：理解功能句的意思并能灵巧娴熟运用。
教课策略设计：Module8 Unit2 What ’s your favorite sport?Step One: Preparation(1) Greeting:T:Hello boys and girls. How are you today?Let's sing a song, OK?T:Now, Let ’s have a match. 这节课我们将持续进行一场比赛，看哪个小队最棒。
(2)T: Look, What ’s this? What color is it? (Show somepictures of the animals on TV)S: It’s a..(3)T: What do you like?S: I like......Step Two: PresentationT: Look, what are they?（这些单词属于哪一类的？）S:动物T: Yes. They are animals.( Teach the word “animal ”) My favorite animal is panda. ( Teach the word “favorite ”and the sentence: My favorite animal is )What's your favorite animal? （板书，同时指引学生回答）T:Nowwhocan ask me?（让学生学会运用 What's yourfavorite animal ？)T:And what are they?S:color.T:Good. My favorite color is black. What about you?(teach the sentence: What about you?)S: My favorite color is..T:And what are they?S:运动T: Yes. They’re sports. ( Teach the word“sport”) What’s your favorite sport?S: My favorite sport isT: Very good! What about you? (Ask the other pupils)T: 让我们来听听书中的小朋友最喜爱的animal,colour andsport 都是什么？ look 、listen and repeat. 新课标一网第T:Listen and read again.Step Three: PracticeT:Look. Let's ask and answer in partner.S:Free talk.T:Now, Let have a match.T: Please take out your questionnaires.请在你喜爱的animal,colour,sport一栏里打钩。
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教师热情的与学生打招呼
并问候
T：Hello! Everyone! How are you? Nice to meet you。
将所有有关运动、动物、颜色的卡片
一一出示。
复习单词，并且问学生：What sport /animal/colour do you like?
出示一个钟，将指针拨至12：00。
告
诉学生：“It’s time for lunch.”教师在黑板上画出一个大
大的餐桌。
画好后，问学生：“What do you like for lunch?”
教师将学生回答的食物贴在“餐桌”上，在句子中，情景中教授新词：rice, noodles , meat
将所有食物图片集中贴在黑板上，突
然拿掉一个问学生：“What is missing
然后教师就拿出刚刚拿掉的图片对
反映快的学生说：“…for you .”
并引导学生说：“Thank you .”然
后问学生是否喜欢这些东西，如果不
喜欢，该如何回答呢？下面我们来学
习课文。