最新外研版小学英语一年级下册全册教案
【英语教学】《外研版小学英语》一年级下册教学设计
《外研版小学英语》一年级下册教案课本目录如下：Module 1 (1)Unit 1 He's a doctor. (1)Unit 2 She's a nurse. (4)Module 2 (7)Unit 1 Where's the bird? (7)Unit 2 The toy car is under the bed. (10)Module 3 (13)Unit 1 Where's the orange cat? (13)Unit 2 How many green birds? (16)Module 4 (19)Unit 1 This is my head. (19)Unit 2 These are your eyes. (22)Module 5 (25)Unit 1 They're cows. (25)Unit 2 It's thin. (28)Module 6 (31)Unit 1 These snakes are short. (31)Unit 2 They're little and cute. (34)Module 7 (37)Unit 1 There is a cat in the tree. (37)Unit 2 There are three brown monkeys. (40)Module 8 (43)Unit 1 There's a pair of shorts under that duck. (43)Unit 2 There are two footballs under my desk. (46)Module 9 (49)Unit 1 I like football. (49)Unit 2 What's your favorite sport? (52)Module 10 (55)Unit 1 Let's play football! (55)Unit 2 Let's sing! (58)Review Module(1-2) (61)Word List 单词表 (65)Reading for pleasure (71)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 cards 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 Lingling. He’s Daming….”Read “She’s Lingling. He’s Daming. …” after T.Ask some Ss to go to the front and stand in a line.Ss look and say “She’s…” / “He’s…”Step 4: ConsolidationTeacher makes a model.Ss try to introduce his friend like “She’s… / He’s …”.Teacher 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 teach er’s question “Where’s the pencil?”Put a school bag on the desk, 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 pa ttern “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 point s.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 thelocation. 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 the window. Stand up! Open your book. Sit down! Close your book. Look at the door.”)T makes gesture to explain the sentence “Look at the door.”Continue to play the game.(Look at the teacher. Look at the ceiling. Look at the floor. Loo k 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 group Teaching 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.Teaching Notes:Module 5: Unit 1 They’re cows. Period 1TeachingAims:1. Understand the meaning of the module.2. Learn four new words: cow, pig, chicken and egg.3. Understand “What are they? They are …”Importance and Difficulties:1. Try to 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 cardsCD-ROM pictures wall chartTeaching Procedures:Step 1: Warming upSing the song <Head, shoulders.>Greeting each other.Step 2: RevisionReview words: a game: Ask and answer chantT points, Ss look and say “This is my head…. / These are my ears….”T shows some stationer y, Ss look and say “This is a pencil…. / These are erasers….”Step 3: PresentationTurn to page 18.Observe the pictures and listen to teacher.Get the Ss to understand the text.Learn the word “cow”:A. Observe picture 2.B. Learn the new word “cow”.C. Get the Ss count “How many cows?”D. Learn to say “They are cows.”E. Say it group by group.F. T asks: What are they? Ss answer.G. Learn to say “What are they?”H. Say it one bye one.Learn the other new words: pig, chicken, egg. Picture 3: pig---pigsPicture 4: chi ken---chickensPicture 5: egg---eggsWord games: A. ChantB. Left and rightStep 4: PracticePage 19: activity 2.Read after T.Read group by group.Read the conversation one by one. Blackboardwriting:Teaching Notes:Module 5: Unit 2 It’s thin.Period 1TeachingAims:Learn the new words.Understand the text.Importance and Difficulties:The new word “thin”.The meaning of the textStudentsAnalysis:The text is not easy to the kids, actually they cannot express their meaning like this, today’s key points is learn to describe the things, like “It’s thin/ fat/ little/ pink” etc.Teaching Aids:Tape recorder tapes cardsstationeryTeaching Procedures:Step 1: Warming upSing to greeting.Sing a song.Step 2: RevisionWords chant: Ask and answer chantWatch the CAI and review the sentence patterns: What are they? They are cows. Game: T imitates the 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:Underst and the 2 meaning of the word “short”.The pronunciation of “giraffe”.StudentsAnalysis:The four animal words“snake, giraffe, elephant, lion”is not popular as “dog、cat、fish and fish”, there will be more time to read them out. Especially the pronunciation of “giraffe and elephant”.Teaching Aids:Tape recorder tapes cardsCD-ROM pictures wall chartTeaching Procedures:Step 1: Warming upGreeting each other.Review: cow, pig, chicken, eggStep 2: RevisionReview “They’re …”Read activity 2 on page 19.Express time: Describe the picture on page 20.(The pig’s family)(The chicken’s family)Step 3: PresentationLingling and Amy went to the zoo today.Learn the word: zooLearn to say: Let’s go to the z oo.Observe picture one and find the animal.Learn the new word: snakeRead the word after T and correct Ss’ pronunciation.Read the word in a little game: High and low voiceLearn the new words “giraffe, elephant, lion” in the same way. Game: Fast reactionGame: I say, you do. / I do, you say.Point and say: They’re snakes. …Look at the picture and try to understand “long, short, tall”. Read those words.Game: I do, you say.T do the actions, Ss say the word.Step 4: EndingRead all the words together.Sing to say goodbye.Blackboardwriting:Teaching Notes:Module 6: Unit 2 They’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 meanings by our activities easily. The difficult point is their pronunciations.Teaching Aids:Tape recorder tapes cardsstationeryTeaching Procedures:Step 1: Warming upSing to greeting each other.Words game: Ask and answer chantStep 2: PresentationT: Amy and Lingling went to the zoo. They are watching the lions. Learn to express: baby lionCount: “How many baby lions?”Write “The baby lions ” on the blackboard.Read after T.Observe the baby lions and learn the new word: cute.Learn to say: “The baby lions are cute.”Read row by row.Observe the mother lion and learn the new word: scary.Learn to say: “The mother lion isn’t cute. It’s scary.”Correct the pronunciation of “isn’t”.Read the sentence team by team.Step 3: PracticeText: Listen to the tape.Understand the meaning of the text.Try to read the text.Read the text after T sentence by sentence.Read the text by themselves.Page 24: Activity 2 Look and say.Blackboard-writing:Teaching Notes:Module9: Unit 1 I like football.Period 1TeachingAims:1. Understand the meaning of the module.2. Learn to use the sentence patterns “I like…” and “We like…”Importance and Difficulties:Distinguish “I” and “we”.Use “I like…” and “We like…” in daily life.StudentsAnalysis:I have mentioned “I like ×××”many times in the past periods, so it’s not a difficult thing for them to express “I like…”(just chance the names to things is ok.) In this period we should distinguish “I & We”, make gestures can do it.Teaching Aids:Tape recorder tapes cardspictures wall chartTeaching Procedures:Step 1: Warming upGreeting each other.Revision:a. The words of animals.b. The sentence pattern: Let’s…(Pay more attention on “Let’s sing.” And “Let’s dance.”) Step 2: PresentationT makes some gestures and say: “I like football.”Ss guess the meaning of the sentence.Write the sentence on the blackboard and read.Learn to express “I like…” (Sports)Learn to express “I like…” (Color)Express: I like…(animals)Tell “I like…” to your classmates.T makes some gestures and say: “We like football.”Ss guess the meaning of the sentence.Write the sentence on the blackboard and read.Learn to express “We like…” (Sports)Learn to express “We like…” (Color)Express: We like…(animals)Tell “We like…” to your classmates.Tell the story of the text, and ask them retell it.Step 3: PracticeFind “I like …” and “We like…” in the text.Read these sentences.Say and do after T: I like… We like…Fast reaction.Game: Look T’s gestures and say the sentencesPage 31: Activity three(Look at the pictures and say sentences.)Blackboard-writing:Teaching Notes:Module9: Unit 2 What’s your favorite sport?Period 1TeachingAims:1. Learn to say “sport, colour, and animal.”2. Understand the sentence “What’s your favourite sport?” then try to speak it out.Importance and Difficulties:The pronunciation of “favourite”.Can answer the question: What’s your favourite sport?StudentsAnalysis:After learning: I/ We/ They like…, today’s task is asking one’s hobby: What’s your favourite sport? And we can chance the “sport” into colour/ animal and so on.Teaching Aids:Tape recorder tapes cardsTeaching Procedures:Step 1: Warming upSing to greeting.Step 2: Revision1. Review these sentence patterns:I like football. We like football. They like football.2. CAI: Show some pictures, Ss look and say.3. Page 31: Activity two: Reading.4. Game: Gestures and sentences.Step 3: PresentationGame: GuessingReview some colors.Learn to say the word: colorReview some animals.Learn to say the word: animalReview some sports.Learn to say the word: sportGame: Who’s calling me?Read the 3 new words again row by row.T: “What’s your favorite sport?” Make the Ss understand it.Write it on the blackboard.Learn to read it.Correct t he pronunciation of the word “favorite”.Say the sentence one by one.Blackboard-writing:Teaching Notes:Module 10: Unit 1 Let’s play football!Period 1TeachingAims:1. Understand the meaning of the module.2. Learn to say the phrases: play football / basketball / ping-pong/ go swimming3. Can say the right phrase according to the actions or pictures.Importance and Difficulties:The pronunciation of “ basketball”.Students Analysis:Even though sports are the first time we meet, the kids are familiar the sports name, such as: football, ping-pong and so on. Except learn to say the sports name, I should also tell them: do more exercises after class! Have a good healthy is the most important thing in everyone’s life!Teaching Aids:Tape recorder tapes cardspictures wall chartTeaching Procedures:Step 1: Warming upSing to greeting each other.Words chant: fat, thin, big, little, long, short, tall… animal wordsStep 2: PresentationT: Today, Sam and Daming have some sports.Show the wall chart.Observe picture one and learn the new word: footballIntroduce them some message about football.Write the word on the blackboard.Read after T.Game: High and low voiceLearn the new word “basketball” in the same way.Game: T points, Ss read. (group by group)Learn the new word “ping-pong” and “swimming” in the same way. Step 3: PracticeLook the teacher’s gestures and guess the meaning of “play”. Learn the new word: play.Little game: BombLearn to say: play football / basketball / ping-pongLook at the picture and learn to say “go swimming”.Read and do the actions.Game: I say, you do. / I do, you say.Page 27: activity 3(Read the words)(Look the picture and say the phrase.) Blackboardwriting:Teaching Notes:Module 10: Unit 2 Let’s sing!TeachingAims:Review the sports.Learn to say “sing” and “dance”.Importance and Difficulties:The pronunciation of “tired.”Use “Let’s sing/ dance” freely.StudentsAnalysis:We have two different sounds of “dance”, the American sound and the English sound, we choose the one which is in our tapes. And I also will let them know the differences of the word “dance”.Teaching Aids:Tape recorder tapes cardsTeaching Procedures:Step 1: Warming upStep 2: Revision1. Show them some animal cards and ask: “What are they?” “They’re…”2. Show them the balls, ask: “What’s this? This is …”3. Stick the pictures of balls on the blackboard.4. T points, Ss read the words group by group.5. T does the actions, Ss look and say the phrase group by group.6. Review to say the whole sentence “Let’s play….”7. Open the books, read the text on page 26.8. Read the activity 2 on page 27.9. Activity 3 on page 27: Listen to the teacher’s words, and number the picture s.10. Point and say: “Let’s play…. / Let’s go…”Step 3: Presentation1. T: “Let’s play football. No, I’m hot.”2. Review to say “No, I’m hot.”3. Learn to say “No, I’m tired.”4. Read row by row.5. T shows a picture and teaches the new word “sing.”6. Ge t the Ss say: Let’s sing.7. Makes a gesture, and learn to say: “Let’s dance.”8. Write the sentence on the blackboard: Let’s sing and dance.9. Read after T.Step 4: Practice1. Turn to page 28, try to read the text.2. Read the text after T.3. Page 29: Chant. (Look and say.)(Read and chant.)Blackboard-writing:Teaching Notes:小学英语外研版一起一年级下册第一模块1.这个是花木兰.这个是马良.This is Hua Mulan. This is Ma Liang.2.看，这是我的妈妈.她是一个老师.Look,this is my mother.She is a teacher.3.这是我的爸爸,她是一名医生.This is my father. He’s a doctor.4.这是我的爷爷.他是一个警察.This is my grandpa. He is a policeman.5.这是我的奶奶.她是一个护士.This is my grandma. She’s a nurse.6.这是你的的姐姐艾米吗?不，不是.Is this your sister,Amy? No, it isn’t.7.那是我弟弟汤姆.他是一个司机.That is my brother,Tom. He’s a driver.8.这是我.我是一个小学生.This is me. I am a pupil.第二模块1.鸟在哪里?它在我的帽子里.Where is the bird? It’s in my hat.2.猫在哪里?它在盒子下面.Where is the cat? It’s under the box.。
外研版小学英语（新标准一起）一年级下册全册教案
外研版⼩学英语（新标准⼀起）⼀年级下册全册教案《英语》（新标准）（⼩学⼀起）⼀年级下册M1教学设计Step 4: Extension(7 minutes)Game: My familymember.Show the teacher’sphoto and introduceit as an example.Students talk abouttheir photos ingroups.Introduce familymembers’occupations.Try to learn morewords ofoccupation.让孩⼦们⾃带全家福照⽚，并在⼩组内交流，⽬标语⾔在真实的⽣活情境中得到充分练习，加深了孩⼦们对彼此的了解，增进了友谊。
Step5: Summary(3 minutes) What have youlearnt today?Summarize thewords and让孩⼦们通过板书学会⾃⼰梳理⼀节课所学，养成良好的英语学习习惯。
Classroom Assessment 1.Good, I like your voice.2.Perfect.3.Great!…及时评价学习过程，通过⼝头评价，及时反馈学⽣对知识的掌握情况和本课时的⽬标达成情况。
家庭作业：基础性作业：Listen and imitate the text for 5 times.拓展性作业：Talk about family members on the photos with friends.板书设计：Module 1 Unit 1 He’s a doctor.She She’s a girl. teacher= She isHe’s a boy. doctor= He isit as an example. Students talk about their photos in groups. Try to learn more words ofoccupation.⽣活情境中得到充分练习，加深了孩⼦们对彼此的了解，增进了友谊。
外研版英语一年级下册教案
Module1 UNIT1 Where's the cat?Unit 1 where’s the cat?单元教学内容1．让学生学会用英语表达happy new year look at the ….; one /two /three/four….2．学会使用where’s the red /…. Cat/….?.in the bed …….来介绍和表达。
语言知识目标1）学生能听、说、读、课标内单词; One/two/there….-twelve; orange cat ;know; other; tree;so ;many; bird ;2）学生学会运用这些句型：where’s the cat ?It’s on/in /underHow many cats?One ,two,three…….twelve cats.单元教学目标a. Hi, look at the….where’s the cat ?It’s on/in /underHow many cats?One ,two,three…….twelve cats.b. Words : this orange cat ;know; other; tree;so ;many; bird ; One/two/there….-twelve;教学重点正确使用where’s the orange /…..cat ?It’s on/in /underHow many green/…..cats?One ,two,three…….twelve cats.2.能听懂并介绍. One ,two,three…….twelve cats..的名词。
教学难点能正确使用what can you see i n up…So many kites1．英语单词twelve, birds,five,three第一课时Teaching stepsStep 1 Warm-upListen and sing a song: I can sing a rainbowTen little indiansStep 2 presentation1.GreetingT: ( Use a toy or a picture of a dog.) Hello/hi.Hello. how are you?.T: Hello. Hello/hi. To each other.Then students practice with the classmates they don’t know .2.show the cards.: red ;yellow ;blue ;greenReview : what color do you like ?I like blue/…3, play a game1).(repeat) pass the color: what color do you like ?I lik e blue/…2) ask one line group one by one to read color cards.4 review : what’s thisIt’s panda.What color ?It’s whiteHow many red crayons ?Five /six /….5. Listen to the tape and number the song6 listen again and find the right pictures7.. Do 2a listen and number the pictures.Step 3 Practice1．Task:. Books up / books down2．Read words and pronunciation…/… …Step 4 Grammar focus1. Students read the book by themselves. use their fingers follow the tape.2. Do some exercises.HomeworkListen book page 2第二课时教学目标1. 语言知识目标:能认读以下词1). one, two, three, four, five, twelve. know, other, let’s where in on under bed2). 能掌握以下句型：look ,where’s the cat?It’s on the bed..Teaching steps:Greeting: Hello. /I am Mr Li , pleased to meet you?……Pleased to meet you.Learn the song :: I’m a boy, you are a girl..How old are you?I’m six/seven/eight/.Step 2. Presentatio1. Show a picture, . Cat. Fox . Kite.. Box dogHigh and low voice, suddenly to cards up—highCat. Fox . Kite.. Box dog…down- low2. . Then students play the game : hide and seek :where’s my cat .?it’s on the deskit’s under the deskIt’s in the school bag.Step 3 practice1. Watch TV and Practice ;.. where’s the cat?it’s on/ in /under the …..2.. listen to the tape,. Read book and each group gives a report .Then Students discuss it.3. do the activity book. together. and color.Homework听磁带。
外研版小学英语一起一年级下册教案.docx
外研版小学英语一起一年级下册教案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’froms⋯”“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 cards 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 Lingling. He 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⋯”.Teacher points and says“ She’ s a pupil.” Or“ He’ s a pupil.”Ss learn to say.Teaching Notes:Module 1:Unit 2She’s a nurse.Teaching Aims:1.Review the points of the module.2.Learn to introduce a people like She’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 intoday’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 ornamentsTeaching 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 pencil? ”Put a school bag on the desk, 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 ma 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 pu 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 1Where’s the bird?Period 1Teaching Aims:Understand the meaning of the text.Review the sentence pattern“ A cat is in/Wherethebox’s. my pen?”Describe 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: Write the two sentences on the blackboard: Where’ s the pen? It’ s in the 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 t under/ in“/ onIs⋯i?”Notes:Importance and Difficulties:Use the sentence:“Is it under/ in / on the bed? to” ask the location.Students Analysis:It is not easy for the kids to use the sentence:“Is it under/ in / on the bed? to”ask the location. Use the same thing to change its location each time will easier to the kids.Teaching Aids:Tape recorder tape a doll book Cards school bag box penTeaching Procedures:Step 1: Warming upSing a hello song to greet with each other.Play a guessing game.“ Please look at my gestures, and then guess the animal I mime.”Step 2: RevisionAnswer teacher’ s question accord to the card.“ What’ s this?” /“ Is it a monster?”Read the four words: doll, bear, bed, and balloon.A game: I hide, you guess.“ Look, I hide a card; please guess what the card is.”Look and answer.(Teacher put some stationery, and asks the location.)Write the four sentences on the blackboard: Where’ s the cat?It ’s in the box.Where’s the orange cat?It ’s undere thbox.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“Importance and Difficulties:The pronunciation of“ eleven and twelve”.The sentence“Look at the tree.”Students Analysis:In fact, most students have learnt the words: eleven and twelve already, but most ofthem didn’tcatch the right pronunciation of the sound /v/, pay more attention here in class.Teaching Aids:Tape recorder tape a doll CardsTeaching Procedures:Step 1: Warming upSing and say hello.Review the chant.Read the chant together with gestures.Review the four words: balloon, bed, bear, and doll.(A game: T writes the four words on the blackboard, and then read three of them; Ss say the word T doesn’ t read.)Step 2: Presentation and practiceA game: Listen and do.(T:“ Point to the ceiling. Point to the window. Stand! Openup 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 windowT 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 group Teaching 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 2These 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“ Thesemyeyesare.”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’ sarethis?these?/WhatA game: I show, you say.I say, you show.Step 5: Learn the songCD-ROM: Listen to the song <Head, shoulders.>Turn to page 17 and read the words of the song.Sing follow T sentence by sentence and do the actions.Sing the song together with CD-ROM.Teaching Notes:Module 5:Unit 1 They’re cows.Period 1TeachingAims:1.Understand the meaning of the module.2.Learn four new words: cow, pig, chicken and egg.3. Understand“What are they? They are⋯”Importance and Difficulties:1. Try to speak“What are they? They are⋯”。
一年级下册英语全册教案外研版一起
一年级下册英语全册教案教学目标1. 通过本册的学习，学生能够掌握基本的英语听说能力，能够用英语进行简单的日常交流。
2. 培养学生对英语学习的兴趣，激发学生的学习积极性。
3. 培养学生的团队合作精神，提高学生的社交能力。
教学内容第一单元：My Family1. 学习家庭成员的英语表达，如father, mother, brother, sister等。
2. 学习介绍家庭成员的句型，如This is my father, He is a doctor等。
第二单元：My School1. 学习学校设施的英语表达，如classroom, library, playground等。
2. 学习描述学校环境的句型，如My school is big, We have a library等。
第三单元：My Friends1. 学习描述朋友的英语表达，如She is tall, He is funny等。
2. 学习介绍朋友的句型，如This is my friend, She is a student等。
教学重点与难点1. 教学重点：掌握基本英语听说能力，能够用英语进行简单的日常交流。
2. 教学难点：句型的运用，单词的记忆。
教具与学具准备1. 教具：多媒体设备，PPT课件，教学卡片。
2. 学具：英语课本，笔记本，文具。
教学过程1. 导入：通过图片，实物等引导学生进入学习状态。
2. 新课内容学习：通过PPT课件，教学卡片等方式进行新课内容的学习。
3. 练习：通过小组活动，角色扮演等方式进行练习。
板书设计1. 每个单元的主要知识点，如家庭成员的英语表达，介绍家庭成员的句型等。
2. 每个单元的重点句型，如This is my father, He is a doctor等。
作业设计1. 听力练习：听课文录音，完成练习题。
2. 口语练习：模仿课文对话，进行角色扮演。
3. 写作练习：根据课文内容，进行简单的写作练习。
课后反思1. 教师应及时反思教学效果，对教学方法和教学内容进行调整。
外研版小学一年级下册英语全册教案【精品】
备课本外研版一年级下册英语全册教案班级______教师______日期______外研版英语一年级下册全册教案教师________日期________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 cards 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 s ay: “This is my school bag….”Learn the word “friend.”Read after teacher.Learn to say “This is my friend.”Step 3: PresentationTeacher points to several Ss and says “She’s … / He’s …”Explain with gestures.Write “She’s …” and “He’s…” on the blackboard.Read the sentence pattern.T shows some head ornaments, Ss look and try to say “She’s Lingling. He’s Daming….”Read “She’s Lingling. He’s Daming. …” after T.Ask some Ss to go to the front and stand in a line.Ss look and say “She’s…” / “He’s…”Step 4: ConsolidationTeacher makes a model.Ss try to introduce his friend like “She’s… / He’s …”.Teacher 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 pl ace, Ss look and answer teacher’s question “Where’s the pencil?”Put a school bag on the desk, 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 penTeaching Procedures:Step 1: Warming upSing a hello song to greet with each other.Play a guessing game.“Please look at my gestures, and then guess the animal I mime.”Step 2: RevisionAnswer teacher’s que stion accord to the card.“What’s this?” / “Is it a monster?”Read the four words: doll, bear, bed, and balloon.A game: I hide, you guess.“Look, I hide a card; please guess what the card is.”Look and answer.(Teacher put some stationery, and asks the location.)Write the four sentences on the blackboard: Where’s the cat?It’s in the box.Where’s the orange cat?It’s under the box.Read after teacher and correct their pronunciation and intonation.Ask several students read them.Read the four sentences group by group.Step 3: Presentation and practiceTeacher hides a school bag, a book, and a box under the table. Then put a pen in one of them. (in the school bag, on the box, or under the book…)Ss try to guess the location of the pen. “Is it …?”Write the two sentences on the blackboard:Is it under the bed?Yes, it is.Read after teacher.Ask several students read it.Read fast group by group.Continue to play the game.Step 4: ConsolidationRead the 4 sentences after teacher again.Play a game: Hear and read fast.(Listen to teacher’s sentence, and then read it fast group by group.)Step 5: EndingSummarize the class.Sing and say goodbye.Teaching Notes:Module3: Unit2 How many green birds?Teaching Aims:Learn the numbers: 11 and 12.Understand the sentences “Look at the tree.” “So many birds!” and “Let’s count.”Importance and Difficulties:The pronunciation of “eleven and twelve”.The s entence “Look at the tree.”Students Analysis:In fact, most students have learnt the words: eleven and twelve already, but most of them didn’t catch the right pronunciation of the sound /v/, pay more attention here in class.Teaching Aids:Tape recorder tape a doll CardsTeaching Procedures:Step 1: Warming upSing and say hello.Review the chant.Read the chant together with gestures.Review the four words: balloon, bed, bear, and doll.(A game: T writes the four words on the blackboard, and then read three of them; Ss say the word T doesn’t read.)Step 2: Presentation and practiceA game: Listen and do.(T: “Point to the ceiling. Point to the window. Stand up! Open your book. Sit down! Close your book. Look at the door.”)T makes gesture to explain the sentence “Look at the door.”Continue to play the game.(Look at the teacher. Look at the ceiling. Look at the floor. Look at the window….)T shows several cards and asks “What’s this?” (tree)Teach the new word “tree”.Read and mime a tree.T: “Look at the tree.” Get the Ss to look at the tree card.Wri te 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 group Teaching 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 a nd 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.Teaching Notes:Module 5: Unit 1 They’re cows.Period 1TeachingAims:1. Understand the meaning of the module.2. Learn four new words: cow, pig, chicken and egg.3. Understand “What are they? They are …”Importance and Difficulties:1. Try to 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 cardsCD-ROM pictures wall chartTeaching Procedures:Step 1: Warming upSing the song <Head, shoulders.>Greeting each other.Step 2: RevisionReview words: a game: Ask and answer chantT 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. Learn the new word “cow”.C. Get the Ss count “How many cows?”D. Learn to say “They are cows.”E. Say it group by group.F. T asks: What are they? Ss answer.G. Learn to say “What are they?”H. Say it one bye one.Learn the other new words: pig, chicken, egg. Picture 3: pig---pigsPicture 4: chi ken---chickensPicture 5: egg---eggsWord games: A. ChantB. Left and rightStep 4: PracticePage 19: activity 2.Read after T.Read group by group.Read the conversation one by one. Blackboardwriting:Teaching Notes:Module 5: Unit 2 It’s thin.Period 1TeachingAims:Learn the new words.Understand the text.Importance and Difficulties:The new word “thin”.The meaning of the textStudentsAnalysis:The text is not easy to the kids, actually they cannot express their meaning like this, today’s key points is learn to describe the things, like “It’s thin/ fat/ little/ pink” etc.Teaching Aids:Tape recorder tapes cardsstationeryTeaching Procedures:Step 1: Warming upSing to greeting.Sing a song.Step 2: RevisionWords chant: Ask and answer chantWatch the CAI and review the sentence patterns: What are they? They are cows. Game: T imitates the 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, little Read those words and do the actions after T.Watch the card and learn the ne w 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. Especially the pronunciation of “giraffe and elephant”.Teaching Aids:Tape recorder tapes cardsCD-ROM pictures wall chartTeaching Procedures:Step 1: Warming upGreeting each other.Review: cow, pig, chicken, eggStep 2: RevisionReview “They’re …”Read activity 2 on page 19.Express time: Describe the picture on page 20.(The pig’s family)(The chicken’s family)Step 3: PresentationLingling and Amy went to the zoo today.Learn the word: zooLearn to say: Let’s go to the zoo.Observe picture one and find the animal.Learn the new word: snakeRead the word after T and correct Ss’ pronunciation.Read the word in a little game: High and low voiceLearn the new words “giraffe, elephant, lion” in the same way. Game: Fast reactionGame: I say, you do. / I do, you say.Point and say: They’re snakes. …Look at the picture and try to unde rstand “long, short, tall”. Read those words.Game: I do, you say.T do the actions, Ss say the word.Step 4: EndingRead all the words together.Sing to say goodbye.Blackboardwriting:Teaching Notes:Module 6: Unit 2 They’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 meanings by our activities easily. The difficult point is their pronunciations.Teaching Aids:Tape recorder tapes cardsstationeryTeaching Procedures:Step 1: Warming upSing to greeting each other.Words game: Ask and answer chantStep 2: PresentationT: Amy and Lingling went to the zoo. They are watching the lions.Learn to express: baby lionCount: “How many baby lions?”Write “The baby lions ” on the blackboard.Read after T.Observe the baby lions and learn the new word: cute. Learn to say: “The baby lions are cute.”Read row by row.Observe the mother lion and learn the new word: scary. Learn to say: “The mother lion isn’t cute. It’s scary.”C orrect the pronunciation of “isn’t”.Read the sentence team by team.Step 3: PracticeText: Listen to the tape.Understand the meaning of the text.Try to read the text.Read the text after T sentence by sentence.Read the text by themselves.Page 24: Activity 2 Look and say.Blackboard-writing:Teaching Notes:第三册Module7 Unit1 There is a cat in this tree.一、教材分析：本单元是《新标准英语》（三年级起点）第三册第模块第一单元的内容，根据《小学英语新课程标准》提出的目标，其中一个非常重要的目标就是要激发学生学习英语的兴趣，培养他们学习英语的积极态度，使他们初步建立学习英语的自信心，使他们初步具备用英语进行简单日常交流的能力。
外研版小学一年级英语下册全册课件
外研版小学一年级英语下册全册课件外研版小学一年级英语下册全册课件：让英语学习充满乐趣一、课程概述本课程针对小学一年级学生设计，涵盖了外研版小学英语一年级下册的全部内容。
通过本课程的学习，学生将掌握基本的英语词汇、句型和语法，同时提高听、说、读、写等方面的英语应用能力。
二、课程目标1、学生能够正确地发音和认读英语单词和短语。
2、学生能够理解和运用基本的英语句型，进行简单的英语对话。
3、学生能够理解并运用简单的英语语法知识，进行阅读和写作。
4、学生能够在实际生活中运用所学英语知识，如问候、自我介绍、购物等。
三、教学内容本课程分为8个单元，每个单元包含以下内容：1、Unit 1: Hello!2、Unit 2: Goodbye!3、Unit 3: This is my friend.4、Unit 4: My body parts.5、Unit 5: My daily life.6、Unit 6: My family.7、Unit 7: Colors.8、Unit 8: Animals.四、教学方法1、图片展示：利用图片直观地展示单词和短语，帮助学生理解和记忆。
2、情景模拟：通过模拟实际生活场景，让学生在实际运用中掌握英语知识。
3、游戏互动：引入有趣的英语游戏，让学生在玩中学，提高学习积极性。
4、小组讨论：组织学生进行小组讨论，鼓励他们用英语交流，提高口语表达能力。
5、个人练习：布置个人练习作业，帮助学生巩固所学知识。
五、教学评估1、课堂表现：观察学生在课堂上的表现，给予平时成绩。
2、作业完成情况：检查学生作业完成情况，评估学生对所学知识的掌握程度。
3、单元测试：进行单元测试，了解学生对本单元内容的掌握情况。
4、期末考试：组织期末考试，全面评估学生对本学期所学内容的掌握情况。
六、教学资源1、教学教材：外研版小学一年级英语下册全册教材。
2、教学PPT：精美的PPT课件，包含图片、音频、视频等多种素材，帮助学生更好地理解课程内容。
一年级下册英语全册教案 外研版一起
一年级英语下册英语教案一．指导思想根据小学生的生理和心理以及发展需求，我把小学阶段英语课程的目的确定为：激发学生学习英语的兴趣，培养他们学习英语的积极态度，使他们建立初步的学习英语的自信心；培养学生一定的语感和良好的语音、语调基础，使他们形成初步运用英语进行简单日常交流的能力，为进一步学习打下基础。
二．学情分析：本学期我主要担任一年级的英语教师。
一年级的孩子比较活泼，天真，好动，充满了好奇心，想象能力和观察能力都非常的丰富，同时也要培养学生的学习兴趣，创新能力。
现将计划如下：本学期我们主要使用一年级上册的英语课本，总共有 10个模块，每个模块有两个单元，每个模块里都有一首歌曲，歌谣，目的是激发学生对英语的学习兴趣，让学生快速记忆所学过的单词和句子。
根据孩子的年龄特征，本学期只上一年级上册的10个模块，重点是让学生会读，会认每个模块的单词和句子，并学会运用简单的句子与班里的同学以及教师进行简单的问候和对话。
同时还要掌握课本里涉及到每个模块的歌曲，歌谣，教师还可以增加一些课外的歌曲和歌谣，同时还可以配上一些相适应的动作，而且动作要自然，大方，规范，表情要面带笑容。
为了达到此目标，我觉得小学英语教学应具备以下特点：（1）教学内容贴近生活。
（2）符合小学生兴趣的需求。
突出兴趣培养，保护和发展求知欲，寓教于乐。
小学英语教材突出对学生的兴趣培养。
教科书全部采用彩色图画，情景会话贯串全套教材。
紧密结合儿童好新奇、爱活动、善模仿、爱说、爱唱、爱跳、爱表演的特点编排和设计教材的内容与形式。
在教学中应该多安排一些儿童喜闻乐见的歌曲、游戏、绕口令、谜语、小诗等和一些浅显易懂的寓言故事。
四．教学目标一年级英语的目标是：主要培养学生对英语的兴趣，让学生喜欢上英语，对于教师所教的内容要会读，会认，而且发音要清晰，标准，语音，语调要适中，要带有感情色彩，这就要求教师要使用多种教学方法来激发学生的学习兴趣。
教师要加强训练自己的语音，语调和感情色彩。
外研版英语小学一年级下册全册教案
外研版英语小学一年级下册全册教案
简介
本教案是为小学一年级下册外研版英语教材编写的全册教案，
包含了全册12个单元的教学内容和活动安排。
教案结构
每个单元的教案结构相似，包括以下几个部分：
- 教学目标
- 教学重点和难点
- 教学活动
- 教学反思
教学目标
每个单元的教学目标都与学生的实际水平和已学知识相关，旨
在提升学生在英语阅读、听力、口语和写作方面的综合能力。
教学重点和难点
每个单元的教学重点和难点都针对具体的教学内容进行了分析，并提供了相应的教学方法和建议。
教学活动
每个单元的教学活动都涵盖了听说读写四方面，包括了课前热身、课中活动和课后题等，旨在激发学生对英语研究的兴趣和热情。
教学反思
每个单元的教学反思包括了教师对本节课教学效果的评估和反思，对下一次教学的改进提出了建议和意见。
结语
本教案全面系统地涵盖了小学一年级下册外研版英语教材的所
有内容，提供了丰富的教学资源和活动设计，有利于教师在教学实
践中有效地应用和落实，帮助孩子们更好地掌握英语知识和技能。
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 ornaments Teaching Procedures:Step 1: Warming upSing to greeting、Review colors: Show color cards and ask the Ss “What color?”Review some words: Show some cards and ask the Ss “What’s this?”Let’s count、(From one to twelve、)Step 2: RevisionTeacher shows cards 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 Linglin g、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 …”、Teac her points and says “She’s a pupil、” Or “He’s a pupil、”Ss learn to say、Teaching Notes:Module 1: Unit 2 She’s a nurse、Teaching Aims:1、Review the points of the module、2、Learn to introduce a people like “Sh e’s…/ She’s a nurse、”3、Do the exercises of the module、Importance and Difficulties:He’s / She’s a pupil、Words: doctor, pupil, teacher、The exercises of the module、Students Analysis:We have learnt many words in the module: father, mother, brother, sister, grandpa, grandma, friend, pupil, doctor and so on, so it is necessary to review them in today’s lesson, and put the words in the sentence patterns: This is my…/ He’s/she’s…Teaching Aids:Tape recorder a big pencil a doll Cards head ornaments Teaching Procedures:Step 1: Warming upSing to say hello、Review the chant: Where’s the pencil?Ss say the chant together、Put a pencil in different place, Ss look and answer teacher’s question “Where’s the pencil?”Put a school bag on the desk, ask “Where’s the school bag?” 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 D aming、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 w indow、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、“Pl ease 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; p lease 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 scho ol bag, on the box, or under the book…)Ss try to guess the location of the pen、“Is it …?”Write the two sentences on the blackboard:Is it under the bed?Yes, it is、Read after teacher、Ask several students read it、Read fast group by group、Continue to play the game、Step 4: ConsolidationRead the 4 sentences after teacher again、Play a game: Hear and read fast、(Listen to teacher’s sentence, and then read it fast group by group、)Step 5: EndingSummarize the class、Sing and say goodbye、Teaching Notes:Module3: Unit2 How many green birds?Teaching Aims:Learn the numbers: 11 and 12、Understand the sentences “Look at the tree、” “So many birds!” and “Let’s count、”Importance and Difficulties:The pronunciation of “eleven and twelve”、The s entence “Look at the tree、”Students Analysis:In fact, most students have learnt the words: eleven and twelve already, but most of them didn’t catch the right pronunciation of the sound /v/, pay more attention here in class、Teaching Aids:Tape recorder tape a doll CardsTeaching Procedures:Step 1: Warming upSing and say hello、Review the chant、Read the chant together with gestures、Review the four words: balloon, bed, bear, and doll、(A game: T writes the four words on the blackboard, and then read three of them; Ss say the word T doesn’t read、)Step 2: Presentation and practiceA game: Listen and do、(T: “Point to the ceiling、Point to the window、Stand up! Open your book、Sit down! Close your book、Look at the door、”)T makes gesture to explain the sentence “Look at the door、”Continue to play the game、(Look at the teacher、Look at the ceiling、Look at the floor、Look at the window…、)T shows several cards and asks “What’s this?” (tree)Teach the new word “tree”、Read and mime a tree、T: “Look at the tree、” Get the Ss to look at the tree card、Write the sentence “Look at the tree、” On the blackboard、Read and make gestures、Stick the wall chart on the blackboard、Get the Ss to look at the big tree、T: “Look at the tree、So ma ny 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 rea ction: Listen to teacher’s sentence and repeat it fast group by group Teaching 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 lik e: 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 l ittle 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 “Th ese are my eyes、”Ss say the sentence one by one、Write the sentence on the blackboard、T points to her legs and says “These are my legs、”Ss point to their legs and say “These are my legs、”Ss learn to say the word “leg”、T point to ears, Ss look and say “These are my ears、”Step 4: PracticeA game: T point, Ss look and say: This is my head、/ These are my eyes、、、T shows a pencil to Ss, Ss: This is a pencil、T shows 4 pencils to Ss, Ss: These are pencils、T shows more stationery and asks Ss: What’s this? / What are these?A game: I show, you say、I say, you show、Step 5: Learn the songCD-ROM: Listen to the song <Head, shoulders、>Turn to page 17 and read the words of the song、Sing follow T sentence by sentence and do the actions、Sing the song together with CD-ROM、Teaching Notes:Module 5: Unit 1 They’re cows、Period 1TeachingAims:1、Understand the meaning of the module、2、Learn four new words: cow, pig, chicken and egg、3、Understand “What are they? They are …”Importance and Difficulties:1、Try to 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 cardsCD-ROM pictures wall chartTeaching Procedures:Step 1: Warming upSing the song <Head, shoulders、>Greeting each other、Step 2: RevisionReview words: a game: Ask and answer chantT 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、Learn the new word “cow”、C、Get the Ss count “How many cows?”D、Learn to say “They are cows、”E、Say it group by group、F、T asks: What are they? Ss answer、G、Learn to say “What are they?”H、Say it one bye one、Learn the other new words: pig, chicken, egg、Picture 3: pig---pigsPicture 4: chi ken---chickensPicture 5: egg---eggsWord games: A、ChantB、Left and rightStep 4: PracticePage 19: activity 2、Read after T、Read group by group、Read the conversation one by one、Blackboardwriting:Teaching Notes:Module 5: Unit 2 It’s thin、Period 1TeachingAims:Learn the new words、Understand the text、Importance and Difficulties:The new word “thin”、The meaning of the textStudentsAnalysis:The text is not easy to the kids, actually they cannot express their meaning like this, today’s key points is learn to describe the things, like “It’s thin/ fat/ little/ pink” etc、Teaching Aids:Tape recorder tapes cardsstationeryTeaching Procedures:Step 1: Warming upSing to greeting、Sing a song、Step 2: RevisionWords chant: Ask and answer chantWatch the CAI and review the sentence patterns: What are they? They are cows、Game: T imitates the 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、Especially the pronunciation of “giraffe and elephant”、Teaching Aids:Tape recorder tapes cardsCD-ROM pictures wall chartTeaching Procedures:Step 1: Warming upGreeting each other、Review: cow, pig, chicken, eggStep 2: RevisionReview “They’re …”Read activity 2 on page 19、Express time: Describe the picture on page 20、(The pig’s family)(The chicken’s family)Step 3: PresentationLingling and Amy went to the zoo today、Learn the word: zooLearn to say: Let’s go to the zoo、Observe picture one and find the animal、Learn the new word: snakeRead the word after T and correct Ss’ pronunciation、Read the word in a little game: High and low voiceLearn the new words “giraffe, elephant, lion” in the same way、Game: Fast reactionGame: I say, you do、/ I do, you say、Point and say: They’re snakes、…Look at the picture and try to understand “long, short, tall”、Read those words、Game: I do, you say、T do the actions, Ss say the word、Step 4: EndingRead all the words together、Sing to say goodbye、Blackboardwriting:Teaching Notes:Module 6: Unit 2 They’re little and cute、Period 1TeachingAims:Learn the new w ords “cute” and “scary”、Try to say: The baby lions are cute、The mother lion isn’t cute、It’s scary、Importance and Difficulties:1、Try to introduce the lion’s family、2、The pronunciation of “isn’t”、StudentsAnalysis:“Cute and scary”are adjective verbs、We can understand their meanings by our activities easily、The difficult point is their pronunciations、Teaching Aids:Tape recorder tapes cardsstationeryTeaching Procedures:Step 1: Warming upSing to greeting each other、Words game: Ask and answer chantStep 2: PresentationT: Amy and Lingling went to the zoo、They are watching the lions、Learn to express: baby lionCount: “How many baby lions?”Write “The baby lions ” on the blackboard、Read after T、Observe the baby lions and learn the new word: cute、Learn to say: “The baby lions are cute、”Read row by row、Observe the mother lion and learn the new word: scary、Learn to say: “The mother lion isn’t cute、It’s scary、”Correct the pronunciation of “isn’t”、Read the sentence team by team、Step 3: PracticeText: Listen to the tape、Understand the meaning of the text、Try to read the text、Read the text after T sentence by sentence、Read the text by themselves、Page 24: Activity 2 Look and say、Blackboard-writing:Teaching Notes:第三册Module7 Unit1 There is a cat in this tree、一、教材分析：本单元就是《新标准英语》（三年级起点）第三册第模块第一单元得内容，根据《小学英语新课程标准》提出得目标，其中一个非常重要得目标就就是要激发学生学习英语得兴趣，培养她们学习英语得积极态度，使她们初步建立学习英语得自信心，使她们初步具备用英语进行简单日常交流得能力。
新版外研版一年级英语下册教案全册
新版外研版一年级英语下册教案全册目标本教案的目标是帮助一年级学生研究新版外研版一年级英语下册的课程内容。
通过本教案，学生将能够掌握以下内容：1. 听、说、读、写26个大小写字母2. 熟练掌握英语的基本问候语及日常用语3. 研究和认读一些基本的单词和句子4. 了解一些简单的英语文化知识教学计划本教案分为15个单元，每个单元包含以下内容：1. 单元主题：介绍本单元的主题和研究目标。
2. 课程导入：通过图片、歌曲等方式激发学生的兴趣，引入本课内容。
3. 语言输入：向学生介绍新的单词、句子和语法知识，并帮助学生正确发音和理解。
4. 听力训练：通过听录音、听故事等方式培养学生的听力能力，提高他们对英语的理解。
5. 语言输出：通过练对话、角色扮演等方式，培养学生的口语表达能力，让他们能够用简单的英语表达自己的意思。
6. 阅读训练：通过阅读故事、绘本等材料，培养学生的阅读理解能力，并帮助他们扩大词汇量。
7. 书写训练：通过写单词、句子等练，提高学生的书写能力，让他们能够正确书写英文字母和简单的单词。
8. 课程总结：总结本课的研究内容，并鼓励学生加强巩固练。
教学方法为了使学生更好地研究，本教案采用以下教学方法：1. 多媒体教学：使用图片、音频、视频等多媒体资源，激发学生的兴趣，帮助他们更好地理解和记忆。
2. 互动教学：通过游戏、问答等方式，积极引导学生参与课堂活动，增加研究的趣味性。
3. 多角度训练：通过听力、口语、阅读、写作等多种形式的训练，全面培养学生的综合语言能力。
4. 循序渐进：根据学生的研究进度，选择适合他们的教材和练，循序渐进地进行知识点的讲解和巩固。
教材资源本教案使用新版外研版一年级英语下册的教材资源，包括课本、练册、音频等。
教师可根据实际情况自行选择适当的教材和资源。
评估方法为了评估学生的研究效果，本教案建议采用以下评估方法：1. 课堂表现：观察学生在课堂上的积极性、参与度、口语表达能力等。
2. 测试评估：定期进行听力、口语、阅读、写作等方面的测试，检查学生对知识的掌握程度。
外研版小学英语(新标准一起)一年级下册全册教案
《英语》（新标准）（小学一起）一年级下册M1教学设计Step 4: Extension(7 minutes)Game: My familymember.Show the teacher’sphoto and introduceit as an example.Students talk abouttheir photos ingroups.Introduce familymembers’occupations.Try to learn morewords ofoccupation.让孩子们自带全家福照片，并在小组内交流，目标语言在真实的生活情境中得到充分练习，加深了孩子们对彼此的了解，增进了友谊。
Step5: Summary(3 minutes) What have youlearnt today?Summarize thewords andsentences.让孩子们通过板书学会自己梳理一节课所学，养成良好的英语学习习惯。
Classroom Assessment 1.Good, I like your voice.2.Perfect.3.Great!…及时评价学习过程，通过口头评价，及时反馈学生对知识的掌握情况和本课时的目标达成情况。
家庭作业：基础性作业：Listen and imitate the text for 5 times.拓展性作业：Talk about family members on the photos with friends.板书设计：Module 1 Unit 1 He’s a doctor.She She’s a girl. teacher= She isHe’s a boy. doctor= He isit as an example. Students talk about their photos in groups. Try to learn morewords ofoccupation.生活情境中得到充分练习，加深了孩子们对彼此的了解，增进了友谊。
外研版小学英语一年级下册全册教案
外研版小学英语一年级上册全册教案目录Module 1《Unit 1 He's a doctor》 (2)Module 1《Unit 2 She's a nurse》 (6)Module 2《Unit 1 Where's the bird》 (9)Module 2《Unit 2 The toy car is under the bed》 (13)Module 3《Unit 1 Where's the orange cat》 (17)Module 3《Unit 2 How many green birds》 (20)Module 4《Unit 1 This is my head》 (23)Module 4《Unit 2 These are your eyes》 (29)Module 5《Unit 1 They're cows》 (38)Module 5《Unit 2 It's thin》 (43)Module 6《Unit 1 That snakes are short》 (47)Module 6《Unit 2 They are little and cute》 (51)Module 7《Unit 1 There is a cat in the tree》 (55)Module 7《Unit 2 There are three brown monkeys》 (59)Module 8《Unit 1 There's a pair of shorts under that duck》 (63)Module 8《Unit 2 There are two footballs under my desk》 (67)Module 9《Unit 1 I like football》 (70)Module 9《Unit 2 What's your favourite sport》 (74)Module10《Unit 1 Let's play football》 (79)Module10《Unit 2 Let's sing!》 (86)Module 1《Unit 1 He's a doctor》1教学目标1)学习目标语句:She’s a driver. He’s a policeman.单词:doctor、driver、policeman、nurse、farmer.2)能口头运用He’s a doctor. 这类语句说明职业。
外研版小学英语一年级下册全册教案
外研版小学英语一年级上册全册教案目录Module 1《Unit 1 He's a doctor》 (2)Module 1《Unit 2 She's a nurse》 (6)Module 2《Unit 1 Where's the bird》 (9)Module 2《Unit 2 The toy car is under the bed》 (13)Module 3《Unit 1 Where's the orange cat》 (17)Module 3《Unit 2 How many green birds》 (20)Module 4《Unit 1 This is my head》 (23)Module 4《Unit 2 These are your eyes》 (29)Module 5《Unit 1 They're cows》 (38)Module 5《Unit 2 It's thin》 (43)Module 6《Unit 1 That snakes are short》 (47)Module 6《Unit 2 They are little and cute》 (51)Module 7《Unit 1 There is a cat in the tree》 (55)Module 7《Unit 2 There are three brown monkeys》 (59)Module 8《Unit 1 There's a pair of shorts under that duck》 (63)Module 8《Unit 2 There are two footballs under my desk》 (67)Module 9《Unit 1 I like football》 (70)Module 9《Unit 2 What's your favourite sport》 (74)Module10《Unit 1 Let's play football》 (79)Module10《Unit 2 Let's sing!》 (86)Module 1《Unit 1 He's a doctor》1教学目标1)学习目标语句:She’s a driver. He’s a policeman.单词:doctor、driver、policeman、nurse、farmer.2)能口头运用He’s a doctor. 这类语句说明职业。
外研版(一起)一年级英语下册《Module 10 Unit 1》教案设计
外研版（一起）一年级英语下册《Module 10 Unit 1》教案设计一、课程目标1.通过学习本课，学生能够简单介绍家庭成员；2.学生掌握家庭成员的英文表述；3.培养学生发音和听力的能力；4.开发学生的想象和创造能力。
二、教材分析1.教材：外研版（一起）一年级英语下册2.Unit 1 主题：My Family（我的家庭）3.本单元重点单词：father, mother, brother, sister, family4.本单元重点句型：This is my father/mother/brother/sister.三、教学准备1.教学课件；2.能够播放对话的设备；3.学生练习用的工作表。
四、课程内容A. 导入环节1.通过 ppt 展示一些家庭的图片，引导学生开启对家庭的关注和思考，结合图片和简短的英文描述来引导学生对于图片的理解。
B. 教学过程1. 生词学习（5分钟）1.展示教材内容和相关图片；2.老师朗读单词，学生跟着读；3.进行反复练习，确保学习掌握。
2. 任务式学习（20分钟）1.展示图片，表演并说明一组家庭成员的关系；2.引导学生跟着表演，并进行部分角色扮演，让学生更加深入地理解家庭成员之间的关系，并巩固生词；3.学生通过练习题目进行锻炼。
例如填入单词：This is myfather/mother/brother/sister.3. 听力训练（10分钟）1.播放学生对话录音，引导学生清晰的辨认出每个单音词的发音，并体验到语音的重要性；2.通过问答的形式，加强学生的听力和反应；4. 结束语（5分钟）老师做一个简短的总结：让学生发言，通过示范来巩固所学知识。
C. 课后练习1.家庭成员考核；2.默读生词和熟悉例句；3.在家中演示家庭成员的关系。
五、教学方法1.任务驱动和交互式的教学方式；2.通过课前情境引导学生主动探究，关注和思考。
六、教学反思通过本节课的教学，使学生能够初步了解家庭成员的英文表述，并顺便提醒学生家庭与人际关系的重要性，对于学生今后的家庭生活以及英语学习而言都是有益的。
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张司机的照片 图片或卡通片 , 带领学生说 : ”He’s a driver. She ’s a driver. ”
3. 呈现课文： 教师向学生介绍自己家人的职业 , 学生可能听不太懂 . 教师告诉学生 : ”今 天我们要学习如何介绍家人的职业 . IV. Practice: 1 教师播放活动 2 的录音 , 请学生看图或者动画 , 引导学生理解课文语 境:Amy 到 Daming 家做客 ,Daming 拿出影集给 Amy看, 并介绍他的家人 . 2. 教师再次播放录音 , 学生逐句跟读 . 3. 男女生对话 , 或者分组练习对话 . 4. 进行看图说句子的游戏 . V. Summary: 总结在这节课中多少学生获得了分数卡，让他们说出自己的分数。 教学反思：
1. 教师用简笔画在黑板上画一个手提包 , 再把猫的照片贴到包里面的
Module 2 Location Unit 1 Where ’s the bird? 一、准备阶段 : Ⅰ 教学目标 : 情感目标：在小组活动中能与其他同学积极配合和合作 . 知识目标：学习句型 Where’s the bird? It ’s in\on\under my hat.
能力目标：培养学生识别物品位置的能力。 Ⅱ 教学重点 ; 1. 学习句型： Where’s the bird ? It ’s in\on\under my hat. 2. 掌握单词及词组： in\on\under\hat Ⅲ 教学难点 : 掌握表示地点和方位的词 Ⅳ 辅助资源： 挂图、录音机、磁带、图片、课文 VCD 二、教学过程 : I. Warming up TPR活动。教师边说边做： ”Right hand up. Right hand down. ”学生跟
上” She’s a girl. ”和 He’s a boy. ”这两个句子 . 注意用红色粉笔醒目 的书写” She’s 和 He’s”
4. 呈现课文： 出示一张自己小时候与父母在一起的照片 . 教师指着自己小时候的照片 , 让学生猜猜是谁 . 用英语怎么说 , 告诉学生 , 学习过今天的课文之后就知道怎么 说了 . （学生带着问题看挂图听录音既巩固了刚学过的单词还学习了新单词和 句子 放录音，学生边听边指出句子。 跟录音朗读课文。 学生分பைடு நூலகம்色朗读课文。 IV. Practice: 1. 学生两人一组完成 P3 练习 4。 教师课前准备一些男女性别特征明显的各类人物图片 , 请学生选择自己感 兴趣的并用” He’s, 和 She’s, ”描述图片 . 2.Play a game. 猜人物 V. Summary: 教师总结：大部分学生应该掌握 She’s..\He ’s,
着教师边做边说。 II. Revision: 教师在黑板上贴出猫的图片 , 询问学生是否记得之前学过的关于猫的韵句 ,
如果学生想不起来 , 教师可以展示韵句” I ’m a cat,cat,cat in a cap,cap,cap. ”及其图片 , 请学生说韵句 .
III. Presentation:
谁, 由此导出 SBUnit1 活动 1. 教师引导学生看 SBUnit1 活动 1 的动画或挂图 , 告诉学生 : ”今天 ,Lingling 和 Amy一起去参观画展 , 展厅有关于花木兰和神笔 马良的画作 , Amy 不认识他们 ,Lingling 向 Amy一一介绍 . ”
2. 教师播放活动 1 的动画或录音 , 在听录音的过程中注意语音语调 . 3. 教师注意板书 , 可在黑板上贴出花木兰和马良的图片 , 在图片下方分别写
Unit 2 She ’s a nurse. 一、准备阶段 : Ⅰ 教学目标 : 情感目标：培养学生学习英语的兴趣。 知识目标：运用 She’s, 及单词 driver ,policeman,pupil. 能力目标：运用 She’s, \He’s, 介绍他人职业 . Ⅱ 教学重点：学习句型： She’s, \He’s, 掌握单词： driver ,policeman,pupil, Ⅲ 教学难点 : 部分学生能初步运用 : driver ,policeman,pupil, Ⅳ 辅助资源： 挂图、录音机、磁带、图片 二、教学过程 : I. Warming up 请学生演唱他们喜欢的英文歌曲 . II. Revision: 教师请几位学生展示上节课的课后作业 , 用” This is my father\mother.. ”来介绍自己制作的” Family Tree ”. 教师可以将制作精美 的图片收集起来进行展览 . III. Presentation: 1. 教师播放 Unit2 活动 1 的录音或动画 , 请学生看动画或挂图 . 教师引导学 生理解语境 :Amy 到 Lingling 家做客 ,Lingling 兴奋地拿出一张登有她爸爸 照片的报纸给 Amy 看, 并介绍她爸爸的职业 . 2. 再次播放录音或动画 , 请学生跟读 . ”driver ”是新单词 , 教师可展示多
Module 1 Jobs Unit 1 He ’s a doctor. 一、准备阶段 : Ⅰ 教学目标 : 情感目标：乐于感知并积极尝试使用英语 , 真诚的向别人介绍家人 , 从而增进友 谊. 知识目标：运用 She’s , \He’s, 能力目标：培养学生听说读 She’s, \He’s, 及能视觉感知 :doctor,nurse 的能力。 Ⅱ 教学重点 ; 能够听说读写 She’s , \He ’s, Ⅲ 教学难点 : 能正确运用 She’s , \He’s, Ⅳ 辅助资源： 挂图、录音机、磁带、图片 二、教学过程 : I. Warming up 师生问候 II. Revision: 教师展示上一册 Module10 Unit2 的韵句 This is Mother Panda.的图片 , 带领 学生复习韵句 . III. Presentation: 1. 教师课前准备一些花木兰替父出征故事的图片 , 请学生猜猜图中的人物是