新标准英语一起点第一册Module 9 Unit 1教学过程设计

合集下载

外研社英语第一册Module 9 Unit1教案

外研社英语第一册Module 9 Unit1教案一、教学目标：1、知识目标a.能听、说、读、写单词family,mother,she,father,he,doctor,grandpa,grandma,sister,me,brotherb.用句型This is my ....介绍家庭成员。

c.用句型He’s a ....或She’s a ....介绍人物职业。

2、能力目标运用所学语言结构以及词汇，描述自己的家庭成员。

3、情感目标使学生通过自己的表演明白家人对自己的爱，从而教育学生爱自己的家人和我们共同的家—China.二、教学重点、难点a、帮助学生运用This is my ....介绍家庭成员。

b、用句型He’s a ....或She’s a ....介绍人物职业。

三、教具准备录音机、磁带、学生自带的全家福照片、单词卡片四、教学过程Step 1 Warm-upSing a song.<What's this?>播放<小猪笨笨的家>的动画片，说明一个家庭的基本成员有哪些,同时引入新单词father,mother,sister,brother,grandma,grandpa.（设计意图：复习就知，唤起学生的回忆，为引入新课做准备。

）Step 2 Revision㈠、单词抢答竞赛。

T: Look! What’s this ? (教师出示卡片)Ss: It’s a .... (学生抢答)㈡、教师拿出卡片介绍说：This is a pen /pencil/chair/desk.学生跟读。

（设计意图：使学生熟悉This is 句型，知道介绍物品也可以用This is .... 为后面的学习奠定基础。

）Step 3 New study如何才能更好地把自己的家人介绍出来呢，接下来的课文会很好的解决这个问题的。

㈠ Learn the new words出示教师的一张全家福。

T:Whis’s this? Ss: It’s a photo. T: This is my family.(教读新单词family)T:How many people in my family? Let’s count. Who are they?(用中文介绍这句话)Look, This is my father. This is my mother. This is my grandpa. This is my grandma. This is my brother. This is my sister. (板书新单词，并教读。

《英语》(新标准)(一年级起点)第一册课程教学设计M9.doc

小学新标准英语第一册Module 9Unit 1 How old are you?教案一、教学目标：知识目标：1) 学习掌握单词:old2) 学习掌握句子：_Howoldareyou?m...即学会询问对方年龄的日常交际用语。

能力目标：1) 能听懂会说本课会话。

2 ) 培养学生的思维能力和应变能力。

3 ) 在句型操练达到熟悉基础上,培养学生的口语交际能力。

4 ) 在反馈练习中，培养学生独立分析和解决问题的能力。

文化差异学习目标：让学生知道，在西方国家，询问比自己年长的人的年龄是不礼貌的。

还有尽量不要谈论和钱有关的话题,这些都属于个人隐私的话题。

二、教学重点与难点：教学重点:会听说_How old are you? __I' m...即学会询问对方年龄的日常交际用语。

教学难点:_How old are you?的发音和正确运用该句子。

三、教学手段与学习方式：教学手段:多媒体课件,TPR,情景表演法.学习方式:听说法,游戏法，表演法.四、教学流程第_环节:复习旧知,务于新知猜数字游戏:学生1用手指在学生2的后背上写数字1-10中的任意一个数字，学生2猜是哪个数字。

第二环节:启发诱导,教学新知1、新课导入:教师通过课前了解及上课前几分钟对学生的观察,如果发现有身体不适的学生，教师可以询问："How are you today ? ”如果没有就任意问一个学生, 并立刻把How are you ?板书到黑板上，询问两三个同学之后，教师开始询问: "How old are you?引出新的句型。

同时用不同颜色的粉笔把单词old板书到黑板上。

告诉学生我们今天来学习如何询问对方的年龄，全班齐读课题："How old are you?"然后让孩子们观察这两个句子有什么相同与不同。

2、新课讲解:1) 词汇教学：本课只有一个生词old ,通过教师教、学生教、个体操练、同桌互相校对来学习。

Module 9 Unit 1 Are you feeling bored(说课稿)-2022-20

Module 9 Unit 1 Are you feeling bored一、教材分析1. 教材背景《Module 9 Unit 1 Are you feeling bored》是2022-2023学年英语五年级上册的第九模块第一单元的课程，本单元主要是练习学生如何询问别人的感受，并尝试给予及时的帮助。

2. 教学目标本单元的教学目标主要包括以下几个方面：1.学生能够掌握询问别人感受的基本句式；2.学生能够学会如何给予及时的帮助；3.学生能够学会如何用英语表述自己的心情；4.学生能够学会如何用英语描述自己正在做的事情。

3. 教学重难点本单元的教学重点主要包括如何使用第一人称、第二人称和第三人称等代词来描述自己正在做的事情和询问别人的感受。

教学难点主要包括如何使用正确的语序和时态来表述自己的心情和在做什么等信息。

4. 教学准备1.PPT课件；2.教材及相关教具、练习册；3.小组讨论题目及相关材料。

二、教学过程1. 上课引入老师可以使用一些已有的图片或视频来引入本单元的主题，并让学生表达对这些图片或视频的印象和感受。

2. 新课讲授本单元的新课主要包括如何使用英语表述自己的心情、如何用英语描述自己正在做的事情、如何询问别人的感受以及如何给予别人及时的帮助。

3. 练习时间结合PPT课件，让学生跟随课件中的练习进行练习，并在过程中引导学生用英语描述自己正在做的事情或询问别人的感受，并给出相应的反馈。

4. 师生互动老师可以给学生设计一些小组讨论题目，通过讨论的方式帮助学生加深对本单元所学内容的理解。

5. 课堂总结在课堂结束前，老师可以对本单元的所有内容进行一个简要回顾，并针对学生反馈的问题给出相应的解答。

三、教学评估教学评估主要包括两个方面：学生自评和教师评价。

通过对学生输出的本单元所学内容反馈的情况以及参与课堂讨论的表现等方面的综合评价，来判断学生是否达到了本单元的教学目标。

四、教学反思通过本次教学，我认为还有以下几个方面可以改进：1.在上课引入环节，要根据学生的实际情况来选择合适的素材；2.在练习时间环节，要采用更加多样化和趣味化的方式来帮助学生练习；3.在师生互动环节，要更加充分地调动学生的积极性，让学生充分参与进来。

Module9Unit1教案-新标准(一起)英语一年级上册

外研版（一起）一年级英语上册教案Module 9 Unit 1 How old are you?【教学目标】（一）知识技能目标：1. 懂、会读、会说、会写单词how old ,you're, happy, birthday, thank。

2. 能听懂、会读、会写句子How old are you? I'm…You are …（二）运用能力目标：1. 学习怎样用英语询问和回答有关年龄的日常交际用语；掌握相关单词和句型，并能综合运用新、旧知识组织对话完成一定的交际任务。

2. 增加已学知识的复现率，培养学生对重点单词和句子的认读能力（三）素质教育目标：1.培养学生浓厚的英语学习兴趣，积极参与说英语、做游戏等实践活动。

2.帮助学生树立较强的自信心，培养学生乐于与他人合作的精神与竞争意识。

【教学重点】1.能够用英语询问和回答有关年龄的日常交际用语2.能听懂、会说、会读以下句子：How old are you?I’m seven.You are nine!并能进行扩展，在实际生活中灵活运用。

【教学难点】1.熟练掌握本单元的单词和句型，能在实际生活中灵活运用。

2创设英语情景，使学生正确运用所学知识用英语描述近来经常进行的活动。

【教学意图】1.培养学生对重点词汇和句子的认读能力。

2.培养学生的听说能力。

3.激发学生的求知欲，创设各种真实或接近真实的语言环境，让学生积极参与体验。

【教具准备】1.教材相配套的教学挂图，录音。

2.准备小奖品。

【教学过程】Step 1.Warming-up1.教师热情地和学生问好，走到学生中间和学生做简单的Free Talk。

2.师生共同拍手说唱Module 3的英语童谣《1，2，3，4，5WHAT’S YOUR NAME?》。

（设计说明：这个环节要求动作与歌曲同步，培养学生的快速反应能力，增强学习活动的趣味性和学生参与学习活动的积极性。

同时复习了与本单元相关的数字，为新课的教授做了很好的铺垫。

小学新标准英语(一起)第9册教案

Module 1 Unit 1 Total 2 lessonsTitle:There wasn’t a pond.Teaching contents:year before duck playgroundTeaching aims:At the end of the lesson, the students should know new words.At the end of the lesson, the students should grasp past tense and “there be”sentence structure.Teaching points:The students should grasp past tense and “there be”sentence structure.Teaching aids:Some cards, a tape, a recorder…Teaching procedure:1. Warmera. Greeting.b. Continue to do the oral duty by turns.c. RevisionAsk Ss to spell the words,and ask individuals to write down on theblackboard. Ask someone to make sentence with” there wasn’t,there weren’t,there is ,there are”.2. Presentationa. T draws a picture on the blackboard: It is about a playground.a swing and two slides.There is a pond on the right.There are some ducks in the water.Ple ase answer the questions: What can you see in the picture?b. T is going to say: Sam,Lingling and Amy are the park now.It’s very beautiful park in London .Let’s go to see it.Watch the vedio and tell me what there was before? What was there now? c. Sen tence pattern: There weren’t any swings here before.There was only a slide. There wasn’t a pond here before before!There’s a pond.There are ducks, too.d. Ask children to open their Activity Books to Page 2 and read the sentence s and then decide if they are true or false.3. Practicea. Play the tape again and ask students to read after tape one by one. Devide the class into two parts.Give each two groups a role read the text.b. Devide the class into two parts.Give each two groups a role.c. Ask Ss to look at the pictures of Exercises 2. and look at the false sentenc es in Exercises1.Ss have to find the pictures that match each false statement. Then Ss must write the number of the sentence in the box under the picture.d. T:Now,class,in exercise 3 you have to write correct sentence under each pic ture.Read ten example again under Picture1.e. Look at Exercise 4 and going play the tape.Ask children to listen. Blackboard designTips:Module 1 Unit 2 Total 2 lessonsTitle:There are tall trees.Teaching contents:year before duck playgroundTeaching aims:At the end of the lesson, the students should know new words.At the end of the lesson, the students should grasp past tense and “there be”sentence structure.Teaching points:The students should grasp past tense and “there be”sentence structure.Teaching aids:Some cards, a tape, a recorder…Teaching procedure:1. Warmera. Greetingb. Show the students’sialogueGive the Ss some words and make sentencesc. Try to recite the words and setence patternd. Take out two different colours’box.one is red and one is b lue.and put the a pple,banana,book,pen,pencil box in it.The red box is empty.Ask Ss come to th e blackboard and touch the blue box and ask what’s in the box?e. Then T take something from the blue box and put it the red box.and ask Ss to touch and say:There was/There were.2. Presentationa. T: Class.I’d like you to open your Ss’ Books to Unit 2.Activity 1.Look at the pictures.what can you see? Look carefully.It’s not a park.It’s a part of a sc hool so it’s called a playgroud.b. Read the word” Playground’’ al l together.There is a small playground and t here is a big playground in the pictures. Now please watch the video carefully. and read the sentence by sentence. Then make some statements about the pict ures. You must listen and say “Yes”if they are correct or “No”if they are i ncorrect.c. The teachers continues to make statements about school and Ss respond.d. The students continue the activity in pairs.The teacher walks round the roo m and monitors the pairs3. Practicea. Class,I’d like you to look at Activ ity 2,please What can you see?Ss: There are two classroom./some small desks and some big desks/some chair s and blackboards.T: I’d like one studennt to help me.Cai Ying,will you stand up ,please.I’m A and you’B.I’m going to look at the Class1 picture.Cai Ying,you’re going to look at the Class 5 picture.We’re going to describe our pictures.Let’s begin.Blackboard designTips:Module 2 Unit 1 Total 2 lessonsTitle:This one is heavy.Teaching contents:heavy, lift, sell, country, sometimes, restaurantTeaching aims:At the end of the lesson, the students should know new words.At the end of the lesson, the students should discribe things in the supermarkets. Teaching points:The students should discribe things in the supermarkets.Teaching aids:Some cards, a tape, a recorder…Teaching procedure:1. Warmera. Go 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”.b. Read the following words:watermelon, orange, milk, T-shirt, sunglass, toys, fruits, cakes, CDs, chicken, eggs, biscuits, ice cream….2. Presentationa. Show the title: This one is heavy. Explain the title.b. CAI shows the sentence patterns:We are going to ….There are/There is….Let me help you.c. Learn the new words:supermarket over there put in heavy lift helpfuld. Listen to the tape and try to understand the texta) There are so many foods in the supermarkets.What are the foods?Sweets fruits ice--creamb) Can you use the sentence patterns to express them? There are many sweets there.There are many fruits too.Let me help you. You are helpful.c) Let’s practice. Can you talk about your classroom? There is/ There are….3. Practicea. Listen and repeatRead in different roles. Read by yourself. Try to act it out. Handwriting in the classroomThis one is heavy. There is a bag. There are many apples. Homeworka. Listen and repeat.b. Make sentences:Blackboard designTips:Module 2 Unit 2 Total 2 lessonsTitle: They sell different things.Teaching contents:heavy, lift, sell, country, sometimes, restaurant Teaching aims:At the end of the lesson, the students should know new words.At the end of the lesson, the students should discribe things in the supermarkets. Teaching points:The students should discribe things in the supermarkets.Teaching aids:Some cards, a tape, a recorder…Teaching procedure:1. Warmera. Say the poem.b. Game: Touch and say. (In the box): an apple, a banana, a book, a pen, a pencil-box ….2. Presentationa. A game (seller and buyers):S1:What do you want?S2:I want….Make an example and practice in pairs and then act it outT separate the class into several groups.Group1 T: They sell cloths. Group2 T: They sell foods.Group3 T: They sell toys. Group4 T: They sell CDs and books.Then ask the Ss to use the patterns to buy the things they like.Sellers: What do you want?Buyers: I want….(Here you are. Thank you.)b. Listen to the tape. Answer the teacher’s quest ions:a) What do they sell at a supermarket in England?b) Are there restaurants at a supermarket?Do the families go to the supermarkets together?3. Practicea. Listen to the tape and read after it several times.a) Listen to the tape.b) Read the text sentences by sentence.c) Talk about the different between English supermarket and Chinese super market.b. Listen and repeat, try to recite the text.Handwriting:What do you want?I want a doll.Blackboard designTips:Module 3 Unit 1 Total 2 lessonsTitle: Today is Halloween.Teaching contents:night why Halloween festival scare EasterTeaching aims:At the end of the lesson, the students should know new words.At the end of the lesson, the students should know some festivals of western countries.Teaching points:The students should know some festivals of western countries.Teaching aids:Some cards, a tape, a recorder…Teaching procedure:1. Warmera. Let’s sing a songb. Have a free talk.My favorite festival: Spring Festival, Mid-Autumn Festival, Dragon Boat Festival…2. Presentationa. T: Show up a moon cake. What’s this? When do we eat the moon cakes?S: At Mid –Autumn Festival.T: What do we do at Mid-Autumn Festival? There is an autumn festival in western countries. Do you know what it is?Ss: Halloween.Introduce Halloween to childrenb. Show up a picture , Lingling .Daming .Sam had a funny Halloween, Let’s look. T: What’s this ? S: It’s a mask. Ss put the masks and practise.T:What are they? S: They’re scary clothes. Ss say the word and act.T:Why do the children wear scary clothes? What do you know about Halloween? Let’s listen to the tape.Show up the blackboard:1.What’s Halloween? 2.What do children wear? 3.Where do children go? 4.What do children do? 5.What do people do?Listen to the radio tape more and try to answer. Pair work and discuss the questions.3. Practicea. Look at the pictures and describe Halloween.b. Pair work. Play the dialogue in rolesc. There are so many festivals no matter what in China or in west countries. Can you tell me more about festivals?Blackboard designTips:Module 3 Unit 2 Total 2 lessonsTitle:Easter is in spring.Teaching contents:night why Halloween festival scare EasterTeaching aims:At the end of the lesson, the students should know new words.At the end of the lesson, the students should know some festivals of western countries.Teaching points:The students should know some festivals of western countries.Teaching aids:Some cards, a tape, a recorder…Teaching procedure:1. WarmerT: Hello, boys and girls. Are you interested in festivals Please listen and guess, what festival is itSs: Chinese New year, Halloween, Christmas, Children's DayT: Good. Can you tell me any other festivalsSs: Teacher's day, Mid-autumn day, father's day, mother's day, dragon boat festival, National day2. Presentationa. T:"Today we're going to learn another festival. You try to read the passage by yourselves on page 12.Then tell me what festival is it."b. T: Please read the text again, then try to answer my questions.Show questions: "When is Halloween ""What do children do at Halloween ""What do people do "c. Students answer questions, then they come to the front to show their files about Halloween.d. Students practice in group then try to make questions about today's passage. Then they can ask other groupers in turn.For example: Are there toy chicks and flowers on the hats ( y)Is Easter in autumn ( n)People give children chocolate eggs.(y)All the eggs are big.(n)3. Practicea. Play a game: Easter Hunt. The teacher show a passage which need to fulfill the blanks. Students who can fill in the blank with right words and right spell can go around the classroom to find chocolate eggs which the teacher had hidden before the students came in.b. Try to use "wh" to ask questions. For example: "What do they eat on Easter " "Why is there the Easter " "Where do they go on Easter "."When is Easter”Blackboard designTips:Module 4 Unit 1 Total 2 lessonsTitle: We’re going to sing and dance.Teaching contents:invitation reply tidy up be going to…Teaching aims:At the end of the lesson, the students should know new words.At the end of the lesson, the students should know how to use “ be going to…”Teaching points:The students should know how to use “ be going to…”Teaching aids:Some cards, a tape, a recorder…Teaching procedure:1. Warmera. Greetings: Hello, boys and girls.b. Free talk: (1) How many months are there in a year? What are they?(2) Spring Festival is in January or February.When is Halloween/Easter/National Day?2. Presentationa. My birthday is in February. When is your birthday?What are you going to do on your birthday?b. T shows pictures and ask“Are you going to …?T: Say the phrases and stick them on the blackboard.Sing and dance, We’re going to sing and dance .OK?Then write it on the board.c. T shows an invitation and ask :What’s this ?It’s an invitation.Thi s is Amy’s birthday invitation.What does it say? Who can read it?T: Amy is going to be 11.She wants to invite Lingling to her birthday party. Do you know how does Amy want to congratulate her birthday? Now let’s have a look!3. Practicea. Show the questions and read:(1) What are they going to do ?(2) What’s Mum going to do ?(3)What are they going to do after lunch?b. Listen and think over the questions.c. Talk about the questions in your groups.d. Answer the questions, then find out and read the sentences.(1) They are going to have lunch together.(2) Mum’s going to make a birthday cake for Amy.(3) After lunch, they are going to sing and dance.5.Have you found other sentences? (It’s the future tense, be going to …)T: How many? Read together.Blackboard designTips:Module 4 Unit 2 Total 2 lessonsTitle: Amy is going to be 11.Teaching contents:invitation reply ti dy up be going to…Teaching aims:At the end of the lesson, the students should know new words.At the end of the lesson, the students should know how to use “ be going to…”Teaching points:The students should know how to use “ be going to…”Teaching aids:Some cards, a tape, a recorder…Teaching procedure:1. Warmera. greetings: say hello to teacherb. ask and answer: What are you going to do this weekend? I’m going to …c. free talk: What’s the date? What day is today? ( review the month and the day)2. Presentationa. S: What are you going to do?T: I’m going to Amy’s birthday party. Look it’s an invitation to her birthday party. Show the invitation card and play the cassette, then answer the questionHow old is Amy going to be? Amy is going to be 11.b. listen again and answer the questionsWhere are we going to go? When are we going to go?c. listen and repeat: students try to read the sentences and mime the soundsretell the passage_____ is going to be _____. Please come to ______ party.At:_______ Road, London.From:______3. Practicea. write an invitationstudents try to write an birthday invitation in activity book.b. do a survey: What are you going to do this weekend?A: Tomorrow is Saturday. What are you going to do?B: I’m going to …c. listen and writefill in the blanks. Discuss in groups and write the answer.d. game: play and saypoint to a student in random and say “ January” and point to the next and say“ February” and so on. Students should pay attention to the order and answer who is belong to the month.e. Activity: show twelve months and put in disorder. Students take the cards and answer the month questions.Blackboard designTips:Module 5 Unit 1 Total 2 lessonsTitle: It’s mine.Teaching contents:mine yours hers his both whose skirt laugh Teaching aims:At the end of the lesson, the students should know new words.At the end of the lesson, the students should use possessive pronoun.Teaching points:The students should use possessive pronoun to make sentence.Teaching aids:Some cards, a tape, a recorder…Teaching procedure:1. Warmera. Sing the song. You know up to June.b. What are you going to do? We’re going to …2. Presentationa. Show a box : What’s in the box? It’s a T-shirt. This T-shirt is too small f or me. It’s not mine. Is it yours? Whose T-shirt is this?b. Ask Ss to look at their books. Listen to the tape and try to find the answe r: It’s Lingling’s T-shirt. Yes, it’s hers. But where are Sam’s T-shirt and Ling ling’s T-shirt.c. Listen to the tape again and try to answer these questions: Is this Sam’s T-shirt? Not it isn’t. This is Sam’s T-shirt. It’s his. Is this Amy’s T-shirt? No, i t isn’t.d. Play the cassette again. Pause after each utterance for the children to point at the corresponding picture.e. Play the cassette again. Ask the students to repeat.f. Play the cassette again. Ask the children to find “mine” and try to make some sentences.3. Practicea. Listen to the tape and say the sentence.b. Explain and practice: Read row by row.c. Practice in pairs. Then check.Activity in groupsPoint and say: Whose bag is it? It’s hers.First together, then in groups and check them.Do the exercises in activity booka. Read and circle.b. Listen and match.c. Now point and say.d. Listen and repeat..Blackboard designTips:Module 5 Unit 2 Total 2 lessonsTitle: Amy’s blue dress is wet.Teaching contents:mine yours hers his both whose skirt laugh Teaching aims:At the end of the lesson, the students should know new words.At the end of the lesson, the students should use possessive pronoun.Teaching points:The students should use possessive pronoun to make sentence.Teaching aids:Some cards, a tape, a recorder…Teaching procedure:1. Warmera. Greetingb. Ask the Ss to act out the dialogue in Unit 1.c. The teacher picks up things of different Ss and say the sentences using the possessive adjective+noun and get the Ss to say the same sentences using the possessive pronoun.Eg: T (pick up a book): It’s his book.The Ss act out the dialogue.The Ss say the same sentences using the possessive pronoun.Ss: It’s his.2. Presentationa. (The teacher puts her book on a student’s desk before class)T: Today we’re going to learn Module 5 Unit 2. Please open your books. (The teacher pretends to miss her book)T: Where’s my book? (Point to a student’s book) Is this book mine? (The teacher pretends to find the book)T: Ah! This book is mine. My book is old. What about your book?The teacher asks the Ss to describe other things.The Ss open their books.S: No, it isn’t yours./No, it’s mine.S: My book is …The Ss describe other things, such as: pen, ruler, clothes etc.b. Look and sayShow the Ss the pictures in Part 2 and ask the Ss to describe them.3. Practicec. Listen and repeatShow the Ss the picture in Part 1and do the listening exercise.Play the tape again and ask the Ss to repeat.The teacher reads the first part of a sentenceGet the Ss to say something about the picture.Blackboard designTips:Module 6 Unit 1 Total 2 lessonsTitle: You can play basketball well.Teaching contents:well true point team thirty-six run fast catch the ball jump high play basketball wellTeaching aims:At the end of the lesson, the students should know new words.At the end of the lesson, the students should use the sentence structure to affirm others’ abilities.Teaching points:The students should use the sentence structure to affirm others’ abilities.Teaching aids:Some cards, a tape, a recorder…Teaching procedure:1. Warmera. Greeting: Good morning, boys and girls.b. Let’s say the poem.c. Would you like to play a game? I will say: swim, you say : I can swim.T: Run. Swim. Jump. Sing. Dance. Play basketball. Play football. Play pingpong.2. Presentationa. Let’s play a game. I am going to do some actions. Look at me carefully and guess what can I do? Use “ Can you…?” to guess:(on the board: Can you…? Yes, I can. No, I can’t.)Show the picture of LiuXiang. T: Who is he?Ss: He is Liuxiang.T: Can he run fast?Ss: Yes, he can. He can run very fast.Ask other students. T: Can you run fast?Ss: Yes, I can. (No, I can’t.)The same way to teach “ jump high, play basketball well, ”T: Now This time I want some students come here and do some actions. Other students use “ Can you…?” to guess..3. Practicea. Boy and girls, we are going to have a sports meeting. Here is a survey form. Please finish it. The group leaders do a survey for me. You can ask like this: Can you…? If he/she can do it, draw a happy face, if not, draw a sad face.Blackboard designTips:Module 6 Unit 2 Total 2 lessonsTitle: They got fifty points.Teaching contents:well true point team thirty-six run fast catch the ball jump high play basketball wellTeaching aims:At the end of the lesson, the students should know new words.At the end of the lesson, the students should use the sentence structure to affirm others’ abilities.Teaching points:The students should use the sentence structure to affirm others’ abilities.Teaching aids:Some cards, a tape, a recorder…Teaching procedure:1. Warmera. Greeting:T: Good morning, boys and girls. What’s the weather like?b. Say a chant together.Run, run, can you run? Jump, jump, can you jump? Swim, swim, can you swim? Fly, fly, can you fly?c. Announce the match in this class. (Divide the whole class in two teams: Bull team, Rockets team) Teach the word “team”, read and spell it.d. Number games. (CAI)Ss look at the screen, tell what number is missing. Review the numbers.Show the the number of pictures and count the numbers as fast as possible.2. Presentationa. CAI show a basketball picture, Ss look and answer:What are they doing? How many points did they get?Teach the word “point”, Ss read and spell it.b. Use the mask of Sam to lead in the text.Ss turn to P24, listen to the tape twice, find out the new words, and then answer the questions. CAI shows the questions, Ss answer them.c. Choose out the numbers in the text, Ss read them.d. Ss read the text after T. Read it after the tape. Then read the text together.3. Practicea. Activity: Have an interesting sports meeting.Ss have a match between 2 teams. Ss play basketball/ ping-pong ball/ skipping rope……T ask Ss come to Bb to have matches.b. Practice the drill:T ask Ss “How many points did he/ she get?”Ss answer with “He/ She got ______ points”.c. Sing a song. Ss sing the song of part 3.Blackboard designTips:Module 7 Unit 1 Total 2 lessonsTitle:This dog can help him.Teaching contents:blind special hear fire inside safeTeaching aims:At the end of the lesson, the students should know new words.At the end of the lesson, the students should use the modal verbs—can/ could /can’t to describe the pictures.Teaching points:The students should use the modal verbs—can/ could /can’t to describe the pictures. Teaching aids:Some cards, a tape, a recorder…Teaching procedure:1. WarmerT: What can you do ? Ss: I can…T: Can you …?Ss: Yes, I can. / No, I can’t.2. Presentationa. T: I can draw pictures.W hat can the dog do?/ What can’t the dog do?Ss: This dog can…This dog can’t…Write down the sentences on the blackboardb. show a TV about guide dogT: What can you see on the TV?Ss: I can see a man and a dog.T: Look at the man. He is special. He can’t see. He is blind.This dog can help him. It’s a special dog.Learn new words: blind, specialc.learn the textshow a TV reporterT: This TV presenter is talking about them. Listen carefully and answer questions: Are they in China? Who can help the blind people?Listen to the tape and answer the questionsAmy has a dog named Fifi. Can Fifi help the blind people?Listen and repeat.Read and find the sentences with “can”, “can’t”.3. PracticeT: This dog can help the blind people. What about other animals? What can they do? What can’t they do?Group work: Ss: This panda can…This bird can’t…Blackboard designTips:Module 7 Unit 2 Total 2 lessonsTitle: It could hear the people.Teaching contents:blind special hear fire inside safeTeaching aims:At the end of the lesson, the students should know new words.At the end of the lesson, the students should use the modal verbs—can/ could /can’t to describe the pictures.Teaching points:The students should use the modal verbs—can/ could /can’t to describe the pictures. Teaching aids:Some cards, a tape, a recorder…Teaching procedure:1. Warmera. Sing the of Module 6.b. Revisionlook at the pictures and use can or can’t to make sentencese.g. The panda can ride a bike.c. Game: Put some pictures in a box and get the Ss to speak out what they can do.2. Presentationa. introduce the fireman and the special dog.b. Listen and repeat the text.c. Listen to the tape. Answer the teacher’s questions:What was happened? Was it dangerous for the people?Can the fireman see the people? Who can help the people?d. Listen to the tape and read after it several times.a)Listen to the tape.b)Read the text sentences by sentence.c)Make a short passage by themselves.e. ( CAI shows some pictures.) practice the different tense with then and now e.g. She couldn’t speak then. She can speak now.practice in pairs and then say the sentences with partner3. Practicea. sing the song: Fifi was a cute dog.Read the sentences and follow the tapeThen sing the song togetherb. do the exercises in activity bookHandwritinghelp the bilnd people ride a bike find people play basketball open the do or catch the ballBlackboard designTips:Module 8 Unit 1 Total 2 lessonsTitle: They sit around tables.Teaching contents:line morning exercises miss break studyTeaching aims:At the end of the lesson, the students should know new words.At the end of the lesson, the students should know the differences of school between China and England.Teaching points:The students should know the differences of school between China and England. Teaching aids:Some cards, a tape, a recorder…Teaching procedure:1. Warmera. Sing the song. Fifi was a cute dog.b. Review: This dog can help the blind people.2. Presentationa. Ask Ss to look at their books. Listen to the tape and try to understand.b. Listen to the tape again and try to answer these questions: How do we sit? How do they sit in England? When does our school start and finish? When does their school start and finish?c. Play the cassette again. Pause after each utterance for the children to point at the corresponding picture.d. Play the cassette again. Ask the students to repeat.e. Play the cassette again. Ask the children to try to find “they” and “we”f. discuss in groups what are the differences of school between China and England.e.g. In England, they start school at 9 o’clock and finish at half past 3. The children sit around tables. They sing songs together every morning.In China, we start school at 8 o’clock and finish at 4 o’clock. We sit in lines. We do morning exercises.g. tell children some living customs of the western children3. Practicea. Listen to the tape and say the sentence.b. Explain and practice: Read row by row.c. Practice in pairs.d. Then T reads out and checks the children to point.e. Look at the pictures and say the sentences: In England, they start school at9 o’clock.In China, we finish school at 4 o’clock.f. First together, then in pairs and check them.g. Read. Then write England or China.h. Now match the sentences in Exercise 1 to the pictures. Write the numbers.i. Draw the times on the clock. Then write.Blackboard designTips:Module 8 Unit 2 Total 2 lessonsTitle:There are lots of games.Teaching contents:line morning exercises miss break studyTeaching aims:At the end of the lesson, the students should know new words.At the end of the lesson, the students should know the differences of school between China and England.Teaching points:The students should know the differences of school between China and England. Teaching aids:Some cards, a tape, a recorder…Teaching procedure:1. Warmera. Sing the song. Fifi was a cute dog.b. Listen to the tape of Unit 1 and repeat.c. Free talking: Can you say something about your school?2. Presentationa. Listen and try to understand about an English school.b. Ask the children to look at the books and listen to the tape again.c. Play the cassette and imitate.d. The children say out, them try to repeat.3. Practicea. Listen to the tape and say the sentence.。

新标准英语第一册Module9 unit 1

新标准英语第一册Module9 unit 1 一、教学目标知识目标：1、本课的教学目标主要是让学生理解运用“He’s …”和“She’s a…”来介绍家庭成员。

让学生使用这两句话来简单的表达自己的情感。

并通过多种练习方式，来实现简单表达能力的培养。

2.能认读单词mother，father, grandma, grandpa , brother，sister ,me she’s he’s 。

3.口头运用所学词汇mother, father, grandma, grandpa, sister, brother 情感目标：通过参与具有真实情境的课堂学习，认知基本的家庭成员称呼单词。

能正确模仿老师或录音的发音达到激发学生的学习兴趣，在强烈求知的氛围中学习。

二、教学重点：通过本单元的学习，能熟练的认读和表达mother,father,grandma, grandpa, brother, sister, me she’s he’s。

四、教学难点：能熟练的在设定中的情景中或者实际生活中自如的表达和运用基本词汇和句子。

五、教学过程1．热身复习。

放录音《ABCsong》让学生同桌面对面的一起跟唱，在欢快的节奏中进入英语小天地情境中。

同桌互相打招呼问候：How are you？I am fine，thank you。

2、词汇教学（1）请孩子们互相谈一谈自己的家庭成员，然后对自己的家做个简单的介绍。

那么想不想知道我们最最亲的人怎么用英语来表达呢？激发学生的学习热情。

出示投影：幸福的一家爷爷奶奶爸爸妈妈我切换画面出示本单元新单词：mother,father,grandma, grandpa, brother, sister（2）对照图片点击单词，逐个反复跟读，注意随时纠正发音语音语调。

（3）教师出示准备好的彩色正反两面图画单词卡片，学生试读，注意单词的发音是否准确。

（4）小组合作读单词，看哪个小组读的又快又对又准确。

教师及时给予红花鼓励。

Module9 Unit1 Are you feeling bored 教学设计

Module 9 Unit 1 Are you feeling bored? 教学设计一、教学目标:1、能够听说读写feel, bored, sad, angry, ill, better, miss, told.2、能够用英语询问他人的情绪状况和感受。

如Are you feeling...? 及回答：Yes, I am. / No, I am not.二、教学重难点1、能够强化运用新单词。

2、采用TPR教学结合学生丰富有趣地表情动作将新单词进行统一贯穿。

3、通过学习课文及相关练习，理解，运用重点句型。

4、关注学生的内在需要，在活动中培养学生学习英语的积极情感态度并学会正确排解不良情绪同时懂得关心他人。

三、教学过程：Step 1: Warm-up ：1.T: Hello, boys and girls!welcome to my class. First let’s relax together and sing a song“If you are happy.”You can sing loudly and do the actions. .（看Flash 动画，唱歌曲，做动作，让学生既得到美的感受，又能参与其中，可以激发孩子的学英语的乐趣。

）Step 2 Lead in1.T：Wow, it’s a happy song. I am feeling happy now,how about you?2.Are you feeling happy /sad/ angry / bored now? （询问学生并教授回答Yes, I am. / No, I am not.学生肯定有回答NO的，随即教读新单词引出feel-feelings并且引出今天的topicModule 9 unit 1“Are you feeling bored?”（齐读课题并教授feel/feeling）Step 3 Presentation1.看图并猜，look at the picture, is lingling feeling happy?（listen and guess）1)听并选择T: lingling is feeling sad.2)看视频并回答：Why is lingling feeling sad?3）听并填空：how does lingling know it ?2、猜一猜is lingling happy now？And why？a)Listen and answer —Yes，she is .引导孩子去听并回答问题。

Module9Unit1教案3-新标准(一起)英语一年级上册

(Act out two or three students)
⑵ Teach “How old is she?”
A. T: Let’s look at the TV. A boy or a girl?
Yes, she is a girl.
Do you know her?
No. Yes, she’s your new friend. Do you have any questions to ask her?
⑷T: Do it with your partners.
Who want to try?
Step 5. Read the textbook.
T: Open your books.
Listen and read after the tape.
OK. Now, please read after me.
How many cats?
How many birds?
How many trees?
How many doors?
How many windows?
T: Let’s look at the picture again. There’re…dogs…cats…bird…trees…windowsand…doors.
2．熟读课文
教学反思
本节课的重点是用“How old are you?”来提问，并用“I’m…”来回答。由于在前面的教学中我已经作为教学课堂用语进行了运用，学生已经掌握了。所以在此环节我并未像一般处理重点内容一样花费较多时间而是作为复习内容处理，把课堂时间着重放在了本课的难点“How old is she/ he”的回答“She/He is …”上面。
He is…? Who can guess?

Module 9 Unit 1 Are you sad教案

Module 9 Unit 1 Are you sad?一、教材内容：本课为新标准英语（一年级起始用）第九册Module 9 Unit 1 Are you sad?二、教学分析教材分析：本模块教学主题为“feelings”，第一单元教学主题为“Are you sad?”本节课学生将学习部分表达感觉的词以及用“What’s the matter? Are you happy/ sad/ bored/ angry?”来询问别人的感受及其回答。

学情分析：本课的教学对象是五年级学生。

通过四年的英语学习，他们的听说读写能力已经初步形成，已掌握了丰富的英语知识。

因此，在教授新语言点时，要尽可能多地联系实际生活，创造生活化的语言环境，让学生在语境中更好地理解课文，同时教师在课堂上要把学习的主动权还给学生，要多创造机会让学生通过小组合作、自主发现等多种方法去获得知识；同时注重在教学过程中引导学生通过感悟，参与，讨论，实践等教学活动去探究新知，从而提高学生的英语语言综合运用能力。

三、教学目标（1）语言知识目标：单词：四会单词happy，bored, sad, angry, nothing三会单词present, Christmas，matter, chess, thinking, secret 句型 : Are you …? Yes, I am. No, I’m not.What’s the matter? Nothing.（2）语言技能目标：通过本课的学习，能够询问并表述某人(包括自己）的感受。

（3）情感态度目标：培养学生关心帮助他人的品质，勇于表达自己内心的感受，有积极乐观的生活态度，培养学生的自信心和合作精神以及用英语沟通交流的能力。

让学生感受到与别人的合作、分享就是一种快乐。

四、教学重点与难点（1）认读、记忆和运用有关感觉的词汇。

（2）熟练阅读课文，理解、回答问题。

（3）在自主创设的生活场景中运用所学句型练习对话。

新标准英语三年级起点第一册Module 9 Unit1 This is my mother教学设计

新标准英语三年级起点第一册Module 9 Unit1 This is my mother.教学设计一、教材分析本模块内容涉及到家庭成员及几种职业的说法，实用性强，联系生活实际。

本单元涉及到的语法有一般现在时的一类结构以及主语与动词形式的准确搭配。

二、学情分析学生通过以前几个模块的学习，已经积累了一定的英语口语知识。

会用英语进行日常的口语交流。

小学儿童都存在着好奇、好玩、好表现、好表扬等心理特点，具有很强的展示欲望,本课给学生创造了一个机会,学生可以通过本课学习,进一步运用所学语言，尽情的表现自我。

三、教学目标a.知识与技能目标:1.能够听懂、会说几个职业单词,teacher doctor 。

2..学会介绍他人的句型This is … He’s /She’s…3..练习运用He is .../She is ... 来作介绍。

4.学习课文。

b.情感目标:鼓励学生能够积极参与,大胆表达,营造一个轻松愉快的学习氛围。

四、本课重点、难点依据教学目标设定本课的重点和难点：1、重点：能够熟练运用句型He is .../She is...2、难点：He 和She 的用法。

五、教学过程。

一、课前展示热身激趣1. Greetings.T: Now，Let’s begin our class.Good morning, boys and girls. Ss: Good morning, Ms SuT: How are you? Ss: I’m fine, Thank you. And you?T: I’m fine, too. Thank you. (Ss sit down)OK. Very good. (做摆正坐姿的姿势，引导低年级学生坐好。

)T: Now, Let’s sing an English song :“what’s this”师生共唱并且加动作，教师通过多媒体播放歌曲：T: OK, boys and girls, you sing very well! Wonderful！2. Free talk.T：let’s have a free talk. Ask the students to show in front.S1 shows the picture, asks S2S1: hello,××what’s this? S2: it’s a....S1: Is it a …. S2: Yes, it is. No, it isn’t. It’s a…二、导入新知呈现任务T: Look! What’s this ? (教师出示学过的单词卡片，实物辅助教学）pen,pencil,book,bag)S: It’s a ……. (学生抢答)T: Yes, This is my pen . This is my pencil. This is my book. This is my bag.T: Can you use “This is my…”say some sentences?Ss: Yes.S1: This is my classroom.S2: This is my school.三、课堂活动操练新知1.T: Well done. Good boys and girls! Now look, what’s this?幻灯片展示一张我的全家福照片，T: Look, this is my family. （学生同样一阵唏嘘）出示单词family卡片，领读。

M9U1This is my mother.教学设计

Module 9 Unit 1 This is my mother.一、教材分析：本单元是《新标准英语》（三年级起点）第一册第9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。

二、学生分析：三年级学生刚接触英语，对英语有着浓厚的兴趣，为以后延续这个兴趣建立基础，所以就要让他们积极主动的参与到英语的学习中，这个年龄的学生内心存在着强烈的求知欲,但他们有意注意的时间还比较短,好动,好玩,通过借助多媒体等多种激励方式,激发学生积极参与,大胆实践,体验成功的喜悦，有了成就感有了信心,就能够更好的展示自己。

三、教学目标知识目标1. 能听懂会说单词：father/mother/grandpa/grandma/brother/sister。

2.能听懂会说This is my ….及答句。

能力目标1.能正确使用本模块所学习的单词和句型向别人介绍自己的家庭成员。

2.在学习中善于利用图画等非语言信息理解主题。

3.能流利地朗读，并初步表演对话。

情感目标1.培养学生学习英语的积极态度。

2.培养学生合作精神和爱家人的情感。

二、教学重点1.熟练掌握father mother grandpa grandma sister brother 等单词。

2.能听懂、会说、会读以下句子：This is my mother.三、教学难点1.熟练掌握本单元的单词和句型。

2.能用英语向别人介绍自己的家庭成员。

3.能正确区分和使用“this”与“that”。

四、教学过程Step1: Warming up1. Greetings.2. Singing a song ”What’s this?”3. RevisionPlay a guessing game.Step2: New words learning1.出示Xiaoxin （/i?ct=503316480&z=&tn=baiduimagedetail&word=% E8%9C%A1%E7%AC%94%E5%B0%8F%E6%96%B0%E4%B8%80%E5%A E%B6&ie=utf-8&in=5742&cl=2&lm=-1&st=&pn=5&rn=1&di=251546552150&ln=1994&fr=&fm=hao123&fmq=1363245821218_R&ic=&s=&se=&sme=0& tab=&width=&height=&face=&is=&istype=#pn5&-1&di251546552150&objU RLhttp%3A%2F%%2Fallimg%2F2011-4%2F201142816103 341424.jpg&fromURLippr_z2C%24qAzdH3FAzdH3Fooo_z%26e3Bm82jq7_z %26e3Bv54AzdH3FrtvAzdH3F80nAzdH3F8llAzdH3Ffi5oAzdH3Fr_0ln_z%26 e3Bip4s&W1024&H768&T8381&S130&TPjpg）, Liuxing （/i?ct=503316480&z=&tn=baiduimagedetail&word=% E5%88%98%E6%98%9F%E4%B8%80%E5%AE%B6&ie=utf-8&in=13657&c l=2&lm=-1&st=&pn=8&rn=1&di=205055592550&ln=1987&fr=&fm=hao123 &fmq=1363247019812_R&ic=&s=&se=&sme=0&tab=&width=&height=&fac e=&is=&istype=#pn8&-1&di205055592550&objURLhttp%3A%2F%2Fwww.j %2Fzgjyb%2Ffour%2F200805%2FW020080503401293427072.jpg&from URLippr_z2C%24qAzdH3FAzdH3Fooo_z%26e3B3yk_z%26e3BvgAzdH3Fz2 3ykAzdH3Fu576AzdH3FdaabacAzdH3Fpdaabacan_8cbldb_z%26e3Bip4s&W4 00&H300&T8069&S154&TPjpg）的家庭图片，say: This is Xiaoxin’s family, this is Liuxing’s family. So what’s the meaning of family?引出family 这个单词。

外研版小学英语(一年级起点)四年级上册Module9 Unit1 参考教案

Module9 Unit1 参考教案一、教学内容外语教学与研究出版社（一起点）四年级上册第九模块Unit1 What happened to your head?二、教学过程建议（一）热身导入1.请学生说SB Module 8 Unit1活动1的韵句和SB Module 8 Unit2活动4的韵句。

2.播放SB Unit1活动1的动画或录音，请学生看动画或边听录音边看挂图，理解语境：小熊从树上摔下来受伤了，小猪很好奇它为什么上树去，原来小熊想去偷吃蜂蜜。

3.再次播放录音，请学生看图跟读。

跟读过程中，学习“happen，fall off”的语义，并进行运用训练。

4.请学生全体跟读、小组跟读、个人跟读，并请部分学生向全班展示。

（二）任务呈现教师对学生说：“同学们，你们受过伤吗？今天我们就来询问一下同学们遭遇过什么事故，并请他们说一说自己受伤的原因吧。

我们先来看看Darning是怎么受伤的。

”（三）课文学习1.播放SB Unit1活动2的动画或录音，请学生看动画或边听录音边看挂图，教师帮助学生理解课文语境。

2.再次播放录音，请学生完整听一遍对话，进一步理解语句。

播放第三遍录音，请学生逐句跟读。

对于学生跟读有困难的语句，教师可以先带读较难的词语，然后按照意群、节奏重点带读，请学生注意模仿语音语调。

3.在跟读过程中，通过展示图片、做动作等方式，学习“bike ride, thirsty, water, watermelon, carried, bump”的语义，并通过造句练习对“water，carried”进行运用训练。

4.请学生分组、分角色朗读对话，并请部分学生进行角色扮演。

5.完成AB Unit1练习1。

这是课文阅读理解练习。

先请学生再次完整地阅读课文，然后根据故事情节将图片的序号填写在相应语句前的横线上，最后请部分学生顺序朗读语句，全班核对答案。

6.完成AB Unit1练习2。

这是复述课文的练习。

教师再次展示挂图，鼓励学生根据图片复述课文，注意纠正学生的语音语调。

外研版(一起点)二年级英语上册Module9_Unit1 公开课教案

教材版本：外研社版新标准英语一年级起点年级：二年级课题：Module 9 Unit 1 It’s winter.一、教材分析《Module 9 Unit 1 It’s winter.》是外研社版小学新标准英语一年级起始第二册第九模块第一单元。

按照教材设计意图和阅读教学的建议，本课主要是学习有关季节的短文，在正确朗读、回答问题、理解短文的基础上培养学生的阅读能力和初步的仿说、仿写能力。

二、学情分析二年级的学生有一定的听说读写的能力。

对具体知识技能的掌握少，知识的应用转化能力较差。

小学生有好奇，好动，善于模仿，好表演的特点，学生在以前已经学过、并能够说出有关季节的知识，本节课学生会在创设的情境中通过一系列的课堂活动以及谈论自己能做的事情，轻松愉快的感受语言，表达语言，理解语言，从而习得语言。

抒发对大自然的赞美和热爱之情。

三、教学目标1. 知识与技能(1) 学生能够听、说、读、写单词spring, summer, autumn, winter, season，能够认读、表达和运用重点句My favourite season is... It’s... I can...(2) 能够运用所学词汇、句子表达或描写出自己喜欢的季节及原因。

能够正确朗读语篇、获取语篇的信息，在阅读的基础上进行仿写。

2. 过程与方法(1) 通过多媒体课件的演示，学生小组合作探究，对知识进行学习巩固。

初步培养学生的阅读能力，谈论喜欢的季节及原因，提高学生的语言运用能力及写作。

(2) 以任务型，情境型活动来完成教学内容。

采用情景法、直观演示法，全身反映法等教学方法，创设语言氛围，激发学生的学习兴趣。

使学生在参与活动中，掌握知识，提高能力。

3. 情感、态度与价值观学生品读短文，感受四季之美，热爱生活，热爱大自然，积极乐观学习生活。

四、教学重点、难点教学重点：1. 进一步巩固有关季节的单词和句型spring, summer, autumn, winter, season.My favourite season is...I love... it’s... I can wear...2. 指导学生在理解的基础上有感情的朗读课文。

新标准英语一起第一册Module9 Unit1

专题六外研（一起）第一册M9U1任务教学设计潍坊中新双语学校赵晓菲一．教材内容：外研社新标准英语第一册Module9 Unit 1 How old are you?二．内容简析:本课主要教学内容是以询问年龄为主题的对话。

通过年龄卡这一道具的使用，引出了Sam、Amy、Daming、Lingling等同学之间互相询问对方年龄的一段有趣的对话引出这节课的主要句型：How old are you? I’m …，I’m…,too.三．学情分析:一年级学生经过两三个月的交往学习，同学之间已经比较熟悉，但就年龄这一话题，彼此之间了解较少。

同时经过前面八个模块的学习，学生对基本的课堂会话以及与年龄相关的数字的词汇学习已经有了一定的基础，因此设计了解周围的同学和老师的年龄这一任务对学生来说具有可完成性和一定的新鲜感。

四．教学目标：1.知识目标1）能听、说、读本单元的单词how old，you’re=you are2）能听、说、读句型：How old are you? I’m …3)能听懂并跟读书中对话，鼓励学生学会表演。

2.能力目标能运用How old are you ? I’m … I’m… too.进行简单的交流,并运用所学句型获得有关年龄的信息。

3.语用目标培养学生用所学的交际用语进行交流的能力。

4.情感目标通过本课内容的学习，激发学生对语言学习的热情，培养学生学习英语的兴趣、爱好；培养学生的合作能力和语言交际能力。

五．教学重、难点及分析1．How old are you?的正确发音和运用。

2．能正确理解I’m six，too.和You are nine.的意思，能在恰当的语境中正确运用。

由于一年级学生对句型和语篇的理解能力较弱所以以上两点在设计教学中应特别注意引导学生在情境中理解对话的意思。

六．课前准备1．准备年龄的圆形卡片。

2．准备调查表及相关材料。

3．准备课件。

七．教学过程1.师生交流T: How are you today?Ss: I’m fine, thank you. And you?T: I’m fine too. Are you happy today?Ss: Yes, I am.T：What’s 1 and 5?Ss: It’s 6.T: What’s 5 and 2?Ss: It’s 7.T: You are so clever. Let’s play a game, OK? Ss: Ok!(设计意图：通过师生问答交流，让学生快速进入积极的学习状态，复习数字为下一步学习询问年龄做好铺垫。

Module9Unit1教案-新标准(一起)小学英语一年级下册

Introduce: Good afternoon , everyone ! It’s my great pleasure to come here and present my lesson today. I’m Zhang Liqun from Sikuaishi Primary School of Changhai county. Now, I’m going to talk about my teaching plan of Module 9 Unit 1 Book 2 I don’t like meat.I. Teaching materialDuring the past few modules’ learning, children have known the words about animals, colour and sports. They have learnt “I like….” This class, I’ll continue to teach by using them.II. Teaching aimsOn the basis of teaching cont ent and the age of the students, I’m going to set the following aims:Knowledge objects :To enable the Ss to read and remember the new vocabularies: meat, rice, noodles, sweets. To grasp the target languages “I don’t like….”and make sure that the Ss can use the languages in real situations.Ability objects :To develop Ss’ abilities of listening and speaking. To train the Ss’ ability of working in groups. To foster Ss’ abilities of communication and their innovation.Emotion objects : To arouse Ss’ inte rests of learning English and taking part in the activites.III. Main points1. Words and pronunciation.2. To understand and read the dialogue.3. To communicate by using the target language in different situation.IV. Difficult points:1. New vocabularies. 2. To communicate with each other by using the target language in different situation. V. About studentsSs in Grade One are lovely, active and with lots of curiosities. So I must know about the characters of children’s psychology, c atch their attention on listening and encourage them to be brave to say what they want to say.VI. Teaching aids: Multi-media, some cards.VII. Teaching methods1. Task-based teaching method2. Audio-visual teaching method3. Communicative teaching method4. Presentation teaching method新课标第一网VIII.Teaching stepsNext, I’ll talk about my teaching steps. I’ll finish this lesson in five steps.Step 1. Warm-upI’ll start it with a free talk, so that we can have a lively atmosphere and we can also review som e sentences we have learned. 5’Step 1. I’ll show some words by some actions,sound and the card. Then teach the new words “noodles, rice, meat”.2. Practise the words and sentences by a chant.3. Praize Ss “You are good children. Stikers for you.” (stickers) 8’Step 3 Text teaching1. Look at the big screen and listen carefully with a question:what are they eating? Teach the new word “sweets”.2. Listen and try to repeat, then answer“ what does Tom like? And what doesn’t Tom like?（In this part I finished all the drills, it’s a good way of text teaching .)3. Read the sentences.4. Open the books. Read after the teacher.(This part I teach by using task based teaching method and audio-visual teaching method. Let Ss watch and listen with three questions.It can train their listening ability. Report and practise to read can improve their reading and speaking abilities.) 12’Step 4 Task-fulfilling1. Look at the picture and say “ I like…/ I don’t like….2. Colour the picture.3. Play a game. Happy face and sad face.(Games can arouse children’s interests of learning, and also their ability of co-operation will be well trained.) 13’Step 5 Summary and homework1. What have we learnt today? Lead Ss to read the key drills on the board again.2. Remember the vocabularies and use today’s topic to communicate with each other. 2’Above is my teaching plan. Thank you for your listening!。

外研版(一起)三年级英语上册《Module 9 Unit 1》教案设计

外研版（一起）三年级英语上册《Module 9 Unit 1》教案设计一、教学目标知识目标•学会询问并掌握家庭成员的英文表达方式•学会询问并掌握家庭成员的工作表达方式•学习辨别不同职业的英文表达方式•学习说英文对自己日常生活的重要性能力目标•练习英语听说能力•培养学生使用英语的兴趣情感目标•培养学生的合作精神•增强学生的自信心和表达能力二、教学重难点教学重点•家庭成员和职业名词的英文表达方式教学难点•对于新单词的发音和记忆三、教学过程1. 导入（Warm-up）教师通过图片或实物引领学生了解家庭成员的英文表达方式，提高学生的学习兴趣。

2. 呈现（Presentation）教师在黑板上呈现单词“family”和“member”，并引领学生认读这两个单词。

教师讲解这两个单词的英文意思，并举例说明，让学生理解。

3. 练习（Practice）教师通过图片或实物让学生练习家庭成员的英文表达方式，并分别由学生口语模仿和词汇拼写。

教师组织学生分组，让学生在小组内相互询问家庭成员的英文表达方式，并讲解正确的发音和用词。

4. 呈现（Presentation）教师在黑板上呈现职业名称的英文表达方式，引领学生认读并学习。

教师通过图片或实物展示不同职业的形象和工作内容，并帮助学生理解和记忆相应的英文表达方式。

5. 练习（Practice）教师组织学生分组，让学生在小组内相互询问对方家庭成员的职业，并正确运用新学习的英文表达方式。

教师通过“职业探秘晚会”等形式，让学生模仿不同职业的英文介绍和演练，提高学生的听说能力和自信心。

6. 总结教师带领学生总结本课所学的知识和技能，让学生形成对学习内容的认识和理解。

教师提醒学生将所学内容应用到实际生活中，提高学生的学习兴趣和学习效果。

四、教学评估评价方式教师通过观察学生在学习过程中的表现和听说能力的提高程度来评估学生的学习效果。

评价内容•学生对家庭成员和职业名称的英文表达方式的掌握程度•学生在小组内的表现和合作精神•学生的英语口语和听力水平。

一年级上学期外研英语Module 9 Unit 1 教案 (很好)

Module 10 Unit 1 教案【教学目标】（一）.知识技能目标：1.熟悉家庭成员的英语表达及如何向别人介绍。

2.学习father mother grandpa grandma sister brother friend等单词。

3.正确理解，掌握对话内容。

（二）运用能力目标：1.能正确使用本模块所学习的单词和句型向别人介绍自己的家庭成员。

2.在学习中善于利用图画等非语言信息理解主题。

3.能流利地朗读，并初步表演对话。

（三）素质教育目标： 1.培养学生学习英语的积极态度。

2.培养学生合作精神和爱家人的情感。

【教学重点】 1.熟练掌握father mother grandpa grandma sister brother friend等单词。

2.能听懂、会说、会读以下句子：That is my father.This is your sister.【教学难点】 1.熟练掌握本单元的单词和句型。

2.能用英语向别人介绍自己的家庭成员。

3.能正确区分和使用“this”与“that”.【教学意图】 1.培养学生对重点词汇和句子的认读能力。

2.培养学生的听说能力。

3.通过多种形式的活动激发学生的学习兴趣。

【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.教师热情的和学生打招呼,做简单的Free Talk。

之后唱一首学生喜欢的英文歌曲。

2.教师走到学生中间，拿起一位学生的一把尺子，问全班同学：“What’s this?”学生回答：“This is a ruler.”。

之后指着讲桌上自己的书问学生：“What’s that?” 学生回答：“That is a book.”。

教师和学生练习完一组之后，让同学之间互相练习。

Step 2.Presentation1.教师给学生出示一张自己的全家福照片，教师对同学们说：“大家知道照片上的人都是谁吗？谁能用英语介绍一下呢？今天Sam Daming 和Amy 都在向朋友介绍他们的家人，他们是如何介绍的呢？让我们到今天的课文中去了解一下吧！”2.教师给学生呈现本单元活动1的教学挂图，教师简单地给学生介绍一下背景：“Sam 和Amy的家人以及Daming和Lingling在一起到户外野餐。

三年级上册M9U1教学设计

《英语》（新标准）（小学三起）三年级上册
Module9Unit 1This is my mother
湖南省长沙市雨花区砂子塘新世界小学冯娟娟
教材分析
本节课是新标准英语（三年级起点）第一册第九模块第一单元，根据新课程标准提出的要求，要使学生初步建立学习英语的自信心，初步具备日常交流的能力。本模块是在学生学会前几模块简单信息的基础上学习介绍自己的家庭。
学情分析
三年级学生第一年接触英语，对英语有浓厚的兴趣，为保持学生的这种兴趣，要让他们积极主动的参与到英语学习中，这个年龄的学生内心存在着强烈的求知欲，但他们有意注意的时间比较短，好动好玩，要激发学生主动参与，大胆实践，体验成功的喜悦，以便更好的展示自己。
教学目标
知识目标：1学会听、说:mother,father,grandma, grand
Father and mother I love yபைடு நூலகம்u
draw a y…
巧用多媒体资源设计趣味，并提高了孩子们学习英语的积极性。
Ste
1.ily
以free tal的方式提高学生学习英语的兴趣，并强调文本的掌握。
板书设计：
Module9Unit1This is my mother
father
mother
Ste
y father
Hello,hello,my mother
Hello,hello,my sister
Hello,hello,my brother
Hello,hello,granda
通过自编动作学习chant,唱唱跳跳，学生很喜欢，也练习得很到位。
Ste
1.ily
F=father, A =and , M=mother, i=I, L=love Y=you