外研版(一起)一年级英语下册教案教案Module 2 Unit 2教案
一年级下册英语教学设计-Module 2 Unit 2 The toy car is under t
一年级下册英语教学设计-Module 2 Unit 2 The toy car isunder the bed.- 外研社（一起）一、教学目标1. 知识目标1.学生能够听、说、读、写词汇：under, bed, toy, car。
2.学生能够掌握并使用句型：The toy car is under the bed.。
2. 能力目标1.学生能够通过听、说、读、写的方式理解并表述物品的位置。
2.学生能够通过配合表演和描述，表达寻找物品的过程。
3. 情感目标1.学生在课堂交流中培养语言沟通能力，拓展社交能力。
2.学生提高对英语学习的兴趣，自信心，积极参与课堂活动。
二、教学重难点1. 教学重点1.通过理解图片和试图寻找物品的过程，让学生掌握并使用句型：The toy car is under the bed.。
2.让学生通过配合表演和描述的方式，表达寻找物品的过程。
2. 教学难点1.让学生准确理解并掌握 under 和 bed 两个单词。
2.让学生准确运用句型：The toy car is under the bed.。
三、教学过程1.热身活动：根据老师的指示，快速下楼搜寻物品，找到指定的物品后大声朗读其名称。
2.新课讲授：1.展示可爱的玩具小汽车，让学生猜测它在哪里。
2.展示一张图，图中描绘了房间的布局并标注了床和玩具小汽车，让学生看图并回答问题：Where is the toy car? (学生回答：The toy car is under the bed.)3.让学生逐个读出新单词，并带着学生一起朗读。
3.练习活动：1.让学生在四人小组里讨论，并模拟朗读语言表达，表述物品在哪个位置。
2.选择一名学生扮演找物品的人，并请求他／她寻找床下的玩具小汽车。
其他学生在旁配合表演，帮助找寻并阐述所寻找的物品的位置，如：Oh, the toy car is under the bed!。
4.综合拓展：让学生找出课堂上的几个物品，并用英语描述这些物品的位置。
一年级英语下册-Module-1-Unit-2教案-外研版(一起)
iii. Encourage the students to interest to learn English.
Focus
i. How many green birds?
ii. One two three four. Four green birds.
S2: I see birds.
S3: Twelve.
S4: Four.
Open the books
Listen point and repeat.
Read together.
Say the chant.
S1: Seven.
S2: Four.
Work wiLeabharlann h a partner.S1: How many pencils?
外研版（一起）一年级英语下册教案
Module 1 Unit 2 How many green birds?
Title
Book 2 Module 1 Unit 2
Aims
i. Through this lesson, get the students to grasp how to ask and answer“How many…”.
How many green stars?
Let the student work with a partner.
V. Homework
Make a dialogue with your parents.
Students’ Activity
1. Say hello to the teacher.
2. Sing a song together.
一年级英语下册 Module 2 Unit2教案 外研版(一起)
一年级英语下册 Module 2 Unit2教案外研版（一起）教材分析：Unit2的课文情境是Daming的妈妈帮Daming整理房间，她批评Daming没有把自己的房间收拾整齐，而是把玩具等物品都随意丢在了房间。
教学目标：功能：询问和说明物品的位置语法：全体学生能理解The toy car is under the bed.词汇：全体学生能理解under,toy,bed,look at,bear教学重、难点：运用介词under描述位置。
学习策略：积极运用所学英语参与课堂活动。
教具：课件、CD-ROM、实物（盒子、玩具小汽车、玩具熊、铅笔、橡皮、尺子等）教学过程：一、热身导入教师热情地和学生打招呼，师生之间相互问好。
分组：把全班分成四大组（Group chair, Group bed, Group toy car, Group bear），奖品是这四个单词（chair toy car bear bed）的小图画。
在奖励时，请学生重复这些单词。
这节课，我们将要学习Module 2 Unit 2 The toy car is under the bed.（板书课题）并领读课课题。
同时运用图片教授新单词：toy car bed。
并把图片贴在课题中toy car 和bed的上面。
二、预习检查：出示课堂清单中的预习检查。
（你会读这些单词吗？ cat bag hat look bird where in on under box chair car）学生自己读一遍。
齐读。
检查读。
三、复习巩固“in, on, under”教师出示一个盒子，问“What’s this?”，(It’s a box.)引导学生猜一猜盒子里有什么，教师把学生猜出的物品从盒子里拿出，然后变换位置，问：“Where’s the …?”学生回答：“It’s in/on/under the box”,练习几组以后引导学生回答：“The pencil is on the box”，最后，教师从盒子里拿出一个玩具小熊，教授新单词“bear”，并继续练习句型：“Where’s the bear? The bear is in/on/under the box.”四、Activity 1询问学生“Where’s the cat?”，播放动画，学生回答问题。
一年级下学期外研英语教案M2 Unit 2-2
Title Module 2 Unit 2 The toy car is under the bed?Contents 1. Words: toy car, kite, bed, bear2. Sentences: —Where's the ...?—It's ...the ...Aims （一）知识目标：1.能够听、说、认读、单词：toy car, kite, bed, bear2. 能听说读：—Where is the ...?—It’s on /in /under …（二）能力目标：能运用Where is the ...? It’s on /in /under … 询问并回答物品位置。
（三）情感目标：学生在听做、听说和听读等活动中体验学习成功快乐，在听音模仿等活动中养成良好学习习惯，在角色扮演等活动中培养与他人合作的意识。
（四）学习策略：学生能在真实情景和语音语义之间建立联系，在语境中理解、掌握和运用表示物品位置的词汇和句子。
Focus Sounds of the words Aids Cards，pptTeaching Process Step 1 Warming up教师热情地用Hello song和学生打招呼问好，并走到学生中间和学生做Free talk。
将学生的思维集中到英语课堂上来。
Step 2 ReviewT: Look! What's this? (ppt)带着学生复习单词。
Where’s the cat?（What's missing的方式带着学生复习句子）Ss: Where's the cat?...Step 3 PresentationIt's in /on /under the ...（ppt）逐渐出示以前复习过的各种物品，呈现和学习句型：—Where’s the ...?—It’s in /on /under the ...Step 4 Practice1. 全班学生和老师一起利用手势来操练: in /on /under2. 看谁反应快：老师说in /on /under，学生快速用手势做出反应。
一年级下英语教案Module 2 Unit 2 The toy car is under the bed外研社一起
Unit 2The toy car is under the bed.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：学习句子：The toy car is under the bed.能力目标：全体学生能运用”It’s in\on\under…”说明物品的位置.Ⅱ教学重点;1. 学习句型The toy car is under the bed.2. 掌握单词及词组：in\on\under\hatⅢ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、图片二、教学过程:I. Warming up师生相互问候II. Revision:复习上节课的魔术表演,进行新的语言训练.（此活动既使学生的作业得以反馈，复习了已学过的知识，又为本课的新内容做好铺垫。
）III. Presentation:1. 教师展示活动2的挂图,问学生:”Daming 怎么啦?妈妈为什么批评他呢?”原来Daming 没有整理好自己的房间,把玩具等物品随意丢在了床下.学习完今天课文后,我们一起来帮助他整理房间吧.2. 教师呈现活动2的挂图,请学生先看看Daming床下都有什么物品,并用汉语说出这些物品的名称,有能力的学生可以用英语说.3. 教师播放录音,请学生边看动画挂图,圈出书中表示位置的单词.4.再次播放录音.请学生逐句跟读,请学生模仿录音中妈妈的语音语调.看那个小组读的最好.5. 完成活动3,请学生先看挂图,说出各个物品的名称.然后播放录音,请学生根据录音进行连线.V. Summary:请学生总结今天所学的重点句子和单词。
VI Homework听本单元录音,注意模仿语音语调.向家人展示本单元自己最喜欢的内容. 教学反思：。
外研版(一年级起点)一年级下册英语教学设计-Module 2 Unit 2 The toy car
外研版(一年级起点)一年级下册英语教学设计-Module 2 Unit 2The toy car is under the bed1. 教学目标•能够听懂、会说、认读词汇：toy car, under, bed, box, bookcase, classroom。
•能够理解并运用特殊疑问句：“Where is the toy car?”进行简单交流。
•能够使用句型“I can see the toy car under/ in the…”来描述物品的位置。
•能够表演和模仿学习内容。
2. 教学重点•能够听懂、会说、认读词汇：toy car, under, bed。
•能够理解并使用特殊疑问句：“Where is the toy car?”•能够描述物品的位置，使用句型“I can see the toy car under/ in the…”3. 教学难点•能够理解并使用特殊疑问句：“Where is the toy car?”•能够使用句型“I can see the toy car under/ in the…”来描述物品的位置。
4. 教学内容及进度安排1）前期准备：在教学前，老师需要在教室内摆放一些玩具、书籍、盒子等物品，为之后的课堂活动做准备。
此外，还需要准备一些教具，如图片、玩具汽车、磁铁等。
2）课堂活动：Step 1: (5分钟)老师播放一段关于英语词汇的视频，让学生们通过视频的展示，了解本节课的重点单词：toy car, under, bed。
Step 2: (10分钟)老师通过问问题的形式，帮助学生掌握特殊疑问句的基本形式：“Where is the toy car?”。
鼓励学生们回答问题，促进他们英语口语表达能力的发展。
Step 3: (15分钟)老师展示一些物品，让学生猜测这些物品所在的位置。
然后，老师使用“I can see the toy car under/ in the…”的句型帮助学生回答最初的问题，并指导他们说出答案时要注意语音语调。
2019-2020年一年级英语下册 Module 2 Unit 2(2)教案 外研版(一起)
附送：2019-2020年一年级英语下册 Module 3 Unit 1(1)教案外研版（一起）I. Teaching Aims:a. 通过本课的学习，学生能够理解、认读、应用句型“This is her…And this is her…That is his…And that is his…”并能在活动中尽量多地运用“his/her”自由谈论物品的所属关系。
b. 通过对课文重点、难点的分解，学生能够进一步加深对课文的理解。
c. 可以自如的运用her, his表示物品的所属关系在实际生活中。
II. Teaching Aids:Courseware，flash cardsIII. Board Design:Module 3 Unit 1 This is her bag.This is her ……And this is her…..That is his……And that is his…IV. Teaching Procedure:1．Warm-up(1). Sing《12345 stand up》T: Hello, boys and girls. Let me introduce myself. I’m Miss Han. I’m from Jiayu Gu an Primary School. Good afternoon, children.Ss: Good afternoon, Miss Han.T: Do you like songs?Let’s sing.2. Review1) T: Do you remember Ms Smart? Now let’s watch the story again, OK?Please listen and repeat….2) T: Boys and girls, I have 3 questions, “No1. Where’s Ms Smart? Is she in her office? No 2. Where’s the doctor? Is he in his office? No 3.Where are the pupils? Are they in their classroom?”Ok, let’s watch the video and try to find the answers.3. Presentation1) T: Boys and girls, here are some cards, read them please. (飞卡片)2) Lead in:Today Ms Smart and the doctor e to our classroom, say hello to them, look this is Ms Smart, this is her bag, (出示卡片)，our title is this is her bag, (出示板贴) and this is her book. (板书)While T point to the cards, Ss listen and repeat.That is a doctor. His hat and his coat. That is his hat, and that is his coat. (板书) Please listen and repeat (p11)T: Let’s play a game, if I say in high voice, you say in low voice; if I say in low voice, you say in high voice.3) ChantT: Now, let's relax. Here's a chant for you.a. T: Please watch the screen. Listen carefully.Try to follow me.“Her bag, her bag, this is her bag.Her book, her book, this is her book.His hat, his hat, that is his hat.His coat, his coat, that is his coat.”b. T: Then, clap your hands and try to say.c. T: Finally, stand up, clap your hands and chant together.4. Practice1) Talk about belongings in 3-Ss groupT: Would you like to have a free talk?Hello, boy/girl,Pleased to meet you.Good afternoon. (3 Ss stand up)T: This is … this is his/her …And this is his/her…Can you talk about your partner’s belongings?Then Ss talk about belongings in 3-Ss group.Finally check up many groups.2) Listen and choose/Read and chooseT: Wonderful, let's do some exercises, please Listen and choose his/her, (听音选择)are you ready? (呈现题目、录音)Which one do you choose?T: Now, read and choose his/her. Can you read the sentences? 3）Describe your picture. T: Boys and girls, here’s a nice picture of my student. Listen carefully. “This is my father/mother. This is his/her …”Describe your picture in your big group.Finally invite some Ss e to the front and describe their pictures.4) Activity bookT: Boys and girls, you did a good job, let’s have a rest."Stand up/sit down/point to the …"Now please open your activity book, turn to page P11, look at part 1, please.1st, listen, point and try to repeat.Then, listen and match. Show me your pencil and ruler.Finally, listen and check.Now please look here, let’s talk about Lingling/Amy/…"This is Lingling. This is her…"Ss say together.5) SummaryT: Boys and girls, we have learnt much new knowledge today, who can e to the front and teach others?5. Homework:1) Listen and read the sentences (P11).2) Read the dialog (P10).V. Reflection:本节课环节紧凑，各个环节的设计由浅入深，层层递进，从复习旧课文入手，引出新授句型，通过孩子们非常喜欢的游戏、歌谣进行机械操练；通过小组活动、听音认读选择、描述自绘图画、活动手册书面练习等形式进一步巩固拓展新授句型，让学生在真实语言活动中运用语言，以促进学生温故知新，举一反三；最后由学生担当小老师，总结本课内容。
一年级下册英语教案-Module 2 Unit 2 The toy car is under the bed.｜外研社(一起)
教学基本信息课题 Module 2 Unit 2 The toy car is under the b ed.课型新课年级一年级下册教学目标情感目标：在小组活动中能与其他同学积极配合和合作.知识目标：学习句子：The toy car is under the bed.能力目标：全体学生能运用”It’s in\on\under…”说明物品的位置.教学重、难点【教学重难点】1.学习句型The toy car is under the bed.2.掌握单词及词组：in\on\under\hat3.掌握表示地点和方位的词.教学过程Step 1 Warming up.1.老师和学生互相问候。
2.老师出示上节课学习的方位介词，学生大声朗读单词，并且说出中文意思。
3.老师用PPT出示图片，学生用方位介词描述方位。
例句：The cat is on the bed.Step 2 Prese ntation（一）Listen point and say1.老师出示图片，猜猜他们在讨论什么。
2.老师播放课本，学生大概掌握主要内容。
3.学生打开课本，圈出里面的新单词。
4.老师讲解对话:Where’s the cat? 猫在哪里？It’s under the chair. 它在椅子下面。
5.学生模仿课本的句子，编写新的句子，并且朗读自己写好的句子。
（二）Listen and say1.老师播放课本录音，学生听录音回答下列问题：Where is the bear?Where is the toy car?[来源:学_科_网]Where is the kite?It’s........2.学生打开课本，从课本中找出问题答案，并且圈出新单词。
3.老师讲解重难点：look at... 看....toy 玩具bear 熊kite 风筝4.学生听录音，跟着录音朗读对话。
[来源:ZXXK]5.全班分成两组，分别朗读对话。
（三）Listen and chant1.老师播放课本韵律，学生听韵律掌握主要内容。
外研版一年级下册《Module2Unit2Thetoycarisunderthebed》教案
外研版一年级下册《Module 2 Unit 2 The toy car is under the bed》教案一、教学目标本节课的教学目标是：1.通过英文儿歌《Where is the toy car?》的学习，学生能够掌握并运用句型“Where is the [object]?”和回答“[Object] is under/on/behind/near [preposition] [position]”。
2.通过游戏和练习，学生能够熟悉指示代词this、that和these、those，并能正确运用。
3.通过学习课文《The toy car is under the bed》，学生能够掌握并运用词汇bed、car、toy、and等。
二、教学内容1.英文儿歌《Where is the toy car?》的学习2.游戏和练习，熟悉指示代词this、that和these、those3.课文《The toy car is under the bed》的学习三、教学步骤步骤一：导入新课1.进入教室，与学生们互动问好，并简单介绍今天的课程内容。
2.出示一张图片或实物，在询问学生这个物品在哪里时，应用句型“Where is the [object]?”。
步骤二：学习英文儿歌《Where is the toy car?》1.让学生们跟随儿歌，一起唱一遍。
2.学习句型“Where is the [object]?”和回答“[Object] is under/on/behind/near [preposition][position]”。
3.通过练习游戏，巩固学生的学习成果。
步骤三：学习指示代词this、that和these、those1.讲解指示代词this、that和these、those的意思和用法。
2.通过游戏和练习，让学生们能够正确运用指示代词。
步骤四：学习课文《The toy car is under the bed》1.朗读课文。
外研版小学英语一起一年级下册教案
Module1: Unit 1 He’s a doctor.Teaching Aims:Review the sentence pattern “This is my…”Review the words: grandpa, grandma, friend, father, mother, brother, sister.Learn to say “He’s / she’s… He’s / she’s a ….”Importance and Difficulties:Distinguish “He’s …” from “She’s …”Students Analysis:“He’s / She’s …” are not difficult in their pronunciation, do more exercises to differ them from each will enough.Teaching Aids:Tape recorder tape a doll Cards head ornamentsTeaching Procedures:Step 1: Warming upSing to greeting.Review colors: Show color cards and ask the Ss “What color?”Review some words: Show some cards and ask the Ss “What’s this?”Let’s count. (From one to twelve.)Step 2: RevisionTeacher shows card s and Ss look and say “Father….”Sticker these cards on the blackboard and read after T.Read the words group by group.Ss say: “This is my father….”Ss review to say: “This is my school bag….”Learn the word “friend.”Read after teacher.Learn to say “This is my friend.”Step 3: PresentationTeacher points to several Ss and says “She’s … / He’s …”Explain with gestures.Write “She’s …” and “He’s…” on the blackboard.Read the sentence pattern.T shows some head ornaments, Ss look and try to say “She’s Lingl ing.He’s Daming….”Read “She’s Lingling. He’s Daming. …” after T.Ask some Ss to go to the front and stand in a line.Ss look and say “She’s…” / “He’s…”Step 4: ConsolidationTeacher makes a model.Ss try to introduce his friend like “She’s… / He’s …”.Te acher points and says “She’s a pupil.” Or “He’s a pupil.”Ss learn to say.Teaching Notes:Module 1: Unit 2 She’s a nurse.Teaching Aims:1. Review the points of the module.2. Learn to introduce a people like “Sh e’s…/ She’s a nurse.”3. Do the exercises of the module.Importance and Difficulties:He’s / She’s a pupil.Words: doctor, pupil, teacher.The exercises of the module.Students Analysis:We have learnt many words in the module: father, mother, brother, sister, grandpa, grandma, friend, pupil, doctor and so on, so it is necessary to review them in today’s lesson, and put the words in the sentence patterns: This is my…/ He’s/she’s…Teaching Aids:Tape recorder a big pencil a doll Cards head ornaments Teaching Procedures:Step 1: Warming upSing to say hello.Review the chant: Where’s the pencil?Ss say the chant together.Put a pencil in different place, Ss look and answer teacher’s question “Where’s the pencil?”Put a school bag on the des k, ask “Where’s the school bag?” Ss answer. Put a big pencil in / on / under the school bag, Ss look and say its location.Step 2: RevisionReview the sentence “Look at the tree.” And “Look at the window….”Review the sentence “So many birds.” And the sentence pattern “So many…”Review to say “Let’s count.”Count from one to twelve.Look the cards and answer “Father / mother / …” quickly.Introduce those cards like “This is my brother. / …”Look and say “This is my pencil….”Review the chant:She, she, she. She’s Amy.He, he, he. He’s Daming.Read the chant after T.Say your classmates’ name. (She’s… / He’s …)Step 3: PresentationTeacher points several Ss and says “She’s a pupil. / He’s a pupil.”Learn the word “pupil.”Ss read the word.Some Ss stand up, the others look and say “She’s a pupil. / He’s a pupil.”Look at the head ornaments and say “She’s a pupil. / He’s a pupil.”Teacher shows the card and says “He’s a doctor.”Learn the word “doctor.”Step 4: Do the exercisesActivity book: Exercise 2 on page 7Exercise 3 on page 9Teaching Notes:Module2: Unit 1 Where’s the bird?Period 1Teaching Aims:Understand the meaning of the text.Review the sentence pattern “A cat is in the box. / Where’s my pen?”D escribe the location like “It’s in / on/ under ..”Importance and Difficulties:The sentence pattern: “A cat is in the box.”Try to ask: “Where’s the orange cat?”Students Analysis:We have learnt the pattern “Where’s the…?”last week, so it is a consolidation of last period, just add some new points: Where’s the orange cat?Teaching Aids:Tape recorder tape a dollPictures CardsTeaching Procedures:Step 1: Warming upGreeting to Ss with a song.A TPR game: Listen and do.T: “Stand up! Sit down! Open your book! Point to the window. Point to the door….”Step 2: RevisionShow four cards. T: “What’s this?” / “This is …”Read the four words in high and low voice.Read fast.T: “If you know, please stand up and read it fast.”Show the wall chart.Describe the location of the pen or the cat in the wall chart.Step 3: PresentationT points to the wall chart and asks: “Where’s the pen?” Ss answer: “It’s …”Write the two sentences on the blackboard: Where’s the pen? It’s in the hat.Read them after T in correct pronunciation and intonation.Ask several Ss to repeat.Read group by group.Step 4: PracticeSs ask T: “Where’s the pen?” T answer.Group 1 ask, group 2 answer from teacher’s points.Change. Group 2 ask and group 1 answer.Practice with your partner.Show some dialogues.Step 5: PresentationT draws 3 pictures on the blackboard: A red pen is in the hat.A green pen is on the hat.A yellow pen in under the hat.T asks: “Where’s the green pen?”…. Ss answer.Write the 2 sentences on the blackboard.Read after T.Ask several Ss repeat it.Read group by group.Step 6: PracticeT points to the picture, Ss ask: “Where’s the yellow pen?”… T answer. Group 1 ask and group 2 answer, then change.Practice with partner.Show your dialogue.Step 7: ConsolidationA game: Look and guess.“Please look at my mouth, and guess the sentence.”Teaching NotesModule3: Unit1 Where is the orange cat?TeachingAims:1. Review the sentence pattern “Where’s the orange cat?”2. Learn to guess the location of object with “Is it under/ in / on…?”Notes:Importance and Difficulties:Use the sentence: “Is it under/ in / on the bed?”to ask the location.Students Analysis:It is not easy for the kids to use the sentence: “Is it under / in / on the bed?” to ask the location. Use the same thing to change its location each time will easier to the kids.Teaching Aids:Tape recorder tape a doll book Cards school bag box pen Teaching Procedures:Step 1: Warming upSing a hello song to greet with each other.Play a guessing game.“Please look at my gestures, and then guess the animal I mime.”Step 2: RevisionAnswer teacher’s question accord to the card.“What’s this?” / “Is it a monster?”Read the four words: doll, bear, bed, and balloon.A game: I hide, you guess.“Look, I hide a card; please guess what the card is.”Look and answer.(Teacher put some stationery, and asks the location.)Write the four sentences on the blackboard: Where’s the cat?It’s in the box.Where’s the orange cat?It’s under the box.Read after teacher and correct their pronunciation and intonation. Ask several students read them.Read the four sentences group by group.Step 3: Presentation and practiceTeacher hides a school bag, a book, and a box under the table. Then put a pen in one of them. (in the school bag, on the box, or under the book…) Ss try to guess the location of the pen. “Is it …?”Write the two sentences on the blackboard:Is it under the bed?Yes, it is.Read after teacher.Ask several students read it.Read fast group by group.Continue to play the game.Step 4: ConsolidationRead the 4 sentences after teacher again.Play a game: Hear and read fast.(Listen to teacher’s sentence, and then read it fast group by group.) Step 5: EndingSummarize the class.Sing and say goodbye.Teaching Notes:Module3: Unit2 How many green birds?Teaching Aims:Learn the numbers: 11 and 12.Understand the sentences “Look at the tree.” “So many birds!” and “Let’s count.”Importance and Difficulties:The pronunciation of “eleven and twelve”.The s entence “Look at the tree.”Students Analysis:In fact, most students have learnt the words: eleven and twelve already, but most of them didn’t catch the right pronunciation of the sound /v/, pay more attention here in class.Teaching Aids:Tape recorder tape a doll CardsTeaching Procedures:Step 1: Warming upSing and say hello.Review the chant.Read the chant together with gestures.Review the four words: balloon, bed, bear, and doll.(A game: T writes the four words on the blackboard, and then read three of them; Ss say the word T doesn’t read.)Step 2: Presentation and practiceA game: Listen and do.(T: “Point to the ceiling. Point to t he window. Stand up! Open your book. Sit down! Close your book. Look at the door.”)T makes gesture to explain the sentence “Look at the door.”Continue to play the game.(Look at the teacher. Look at the ceiling. Look at the floor. Look at the window….)T shows several cards and asks “What’s this?” (tree)Teach the new word “tree”.Read and mime a tree.T: “Look at the tree.” Get the Ss to look at the tree card.Write the sentence “Look at the tree.” On the blackboard.Read and make gestures.Stick the wall chart on the blackboard.Get the Ss to look at the big tree.T: “Look at the tree. So many birds! ”Make gesture to explain the phrase “so many…”.Write “So many birds!” on the blackboard.Read after T and then read together.T: “Oh, how many birds? Let’s count.”Teach “Let’s count.”Write it on the blackboard.Read and correct their pronunciation.Count the birds in the tree together.“OK, now, let’s count, how many birds? One, two, and three…”Teach the number eleven and twelve.T: “How many birds?” Ss: “Twelve birds.”Step 3: ConsolidationRead the sentence on the blackboard again.Fast reaction: Listen to teacher’s sentence and repeat it fast group by groupTeaching Notes:Module 4: Unit 1 This is my head.TeachingAims:1. Understand the meaning of the module.2. Learn the three new words: head, mouth, eye.3. Can survey like: This is my head / mouth / …Importance and Difficulties:1. The pronunciation of “mouth”.2. Do the survey.StudentsAnalysis:This module is funny, the kids like to show their body. The problem is the three words’pronunciation, like /e/, /ai/ and “th”. Practice more here.Teaching Aids:Tape recorder tapes cardsCD-ROMTeaching Procedures:Step 1: Warming upSing to greeting each other.Sing a song.Step 2: RevisionReview some words:Bus, doctor, dress, nurse, driver, coatA game: I do, you say.Read them fast.Review to say: “She’s / He’s ….”Review to say: “This is his / her….”Step 3: PresentationT shows a picture of a head.T asks: “What’s this?”Ss try to answer. (a head)Learn to say “head”.Point your head and read “head” in a little game. Read head in a chant.Learn to say “This is my head.”Learn the word “mouth” and “eye” in the same way. Learn to say “This is my mouth / eye.”Step 3: PracticeRead the 3 words again.Fast reaction: I say, you point.I point, you say.T points, Ss say “This is my head/…”Step 5: ConsolidationGet the Ss to say “This is my pencil. / …”Listen to the tape and try to understand the text. Read the text after the tape-recorder.Teaching Notes:Module 4: Unit 2 These are your legs.Period 1Teaching Aims:Understand and try to say the sentence: “These are…”Review the words and learn a new body word: leg.3. Learn a song: Heads, shoulders.Importance and Difficulties:1. The pronunciation of the sentence: “These are…”2. The English song: Heads, shoulders.Students Analysis:“These are …” is a difficult point to the kids, make simples first and then let them find the order of “these are + -s”, it will be a great help.Teaching Aids:Tape recorder tapes cardsstationeryTeaching Procedures:Step 1: Warming upGreeting each other.Words game: Ask and answer.Review to say “This is his / her….”Step 2: RevisionReview these body words in a game: ask and answer.Review to survey “This is my / your….”Step 3: PresentationT points to an eye and asks: What’s this?Ss: This is an eye.T points to the other eye and asks: What’s this?Ss: This is an eye.T asks: How many eyes do you have?Ss: Two eyes.T points to her eyes and say “These are my eyes.”Ss learn to say “These are my eyes.”Ss say the sentence one by one.Write the sentence on the blackboard.T points to her legs and says “These are my legs.”Ss point to their legs and say “These are my legs.”Ss learn to say the word “leg”.T point to ears, Ss look and say “These are my ears.”Step 4: PracticeA game: T point, Ss look and say: This is my head. / These are my eyes. .. T shows a pencil to Ss, Ss: This is a pencil.T shows 4 pencils to Ss, Ss: These are pencils.T shows more stationery and asks Ss: What’s this? / What are these?A game: I show, you say.I say, you show.Step 5: Learn the songCD-ROM: Listen to the song <Head, shoulders.>Turn to page 17 and read the words of the song.Sing follow T sentence by sentence and do the actions.Sing the song together with CD-ROM.Module 5: Unit 1 They’re cows.Period 1TeachingAims:1. Understand the meaning of the module.2. Learn four new words: cow, pig, chicken and egg.3. Understand “What are they? They are …”Importance and Difficulties:1. Try to speak “What are they? They are…”2. The pronunciation of the words: chicken and egg.StudentsAnalysis:Animals always the children’s favorite, but today’s animals are not easy to catch. We can make the words into some chant, so that it will be easier to catch them.Teaching Aids:Tape recorder tapes cardsTeaching Procedures:Step 1: Warming upSing the song <Head, shoulders.>Greeting each other.Step 2: RevisionReview words: a game: Ask and answer chantT points, Ss look and say “This is my head…. / These are my ears….”T shows some stationery, Ss look and say “This is a pencil…. / These are erasers….”Step 3: PresentationTurn to page 18.Observe the pictures and listen to teacher.Get the Ss to understand the text.Learn the word “cow”:A. Observe picture 2.B. L earn the new word “cow”.C. Get the Ss count “How many cows?”D. Learn to say “They are cows.”E. Say it group by group.F. T asks: What are they? Ss answer.G. Learn to say “What are they?”H. Say it one bye one.Learn the other new words: pig, chicken, egg.Picture 3: pig---pigsPicture 4: chi ken---chickensPicture 5: egg---eggsWord games: A. ChantB. Left and rightStep 4: PracticePage 19: activity 2.Read after T.Read group by group.Read the conversation one by one.Teaching Notes:Module 5: Unit 2 It’s thin.Period 1TeachingAims:Learn the new words.Understand the text.Importance and Difficulties:The new word “thin”.The meaning of the textStudentsAnalysis:The text is not easy to the kids, actually they cannot express their meaning like this, today’s key points is learn to describe the things, like “It’s thin/ fat/ little/ pink” etc.Teaching Aids:stationeryTeaching Procedures:Step 1: Warming upSing to greeting.Sing a song.Step 2: RevisionWords chant: Ask and answer chantWatch the CAI and review the sentence patterns: What are they? They are cows.Game: T imitates the animal’s voice; Ss guess “What are they?”Step 3: PresentationObserve the wall chart of the text.Learn to say: mother pig, father pig …Watch the card and learn to say “baby pig”.Look at the father pig and learn the new word: fat.Look at the mother pig and learn the new word: thin.Count: How many baby pigs? Six.Look at the baby pigs and learn the new words: big, littleRead those words and do the actions after T.Watch the card and learn the new word “pink”.Step 3: PracticeReview the colors.T points, Ss read the words.T says the word, Ss do the actions.T do the actions, Ss says the word.Words chant.Watch the pictures and say:This is a panda. It’s fat.This is a monkey. It’s thin.This is a baby pig. It’s little.This is a father pig. It’s big.Blackboardwriting:Teaching Notes:Module 6: Unit 1 These snacks are short.Period 1TeachingAims:1. Understand the meaning of the module.2. Learn four animal words: snake, giraffe, elephant, lion3. Try to understand and learn “long, short,tall, and short”.Importance and Difficulties:Understand the 2 meaning of the word “short”.The pronunciation of “giraffe”.StudentsAnalysis:The four animal words“snake, giraffe, elephant, lion” is not popular as “dog、cat、fish and fish”, there will be more time to read them out.Teaching Aids:Tape recorder tapes cardsCD-ROM pictures wall chartTeaching Procedures:Step 1: Warming upGreeting each other.Review: cow, pig, chicken, eggStep 2: RevisionReview “They’re …”Read activity 2 on page 19.Express time: Describe the picture on page 20.(The pig’s family)(The chicken’s family)Step 3: PresentationLingling and Amy went to the zoo today.Learn the word: zooLearn to say: Let’s go to the zoo.Observe picture one and find the animal.Learn the new word: snakeRead the word after T and correct Ss’ pronunciation.Read the word in a little game: High and low voiceLearn the new words “giraffe, elephant, lion” in the same way. Game: Fast reactionGame: I say, you do. / I do, you say.Point and say: They’re snakes. …Look at the picture and try to understand “long, short, tall”. Read those words.Game: I do, you say.T do the actions, Ss say the word.Step 4: EndingRead all the words together.Sing to say goodbye.Teaching Notes:Module 6: Unit 2 They’re little and cute.Period 1TeachingAims:Learn the new words “cute” and “scary”.Try to say: The baby lions are cute.The mother lion isn’t cute.It’s scary.Importance and Difficulties:1. Try to introduce the lion’s family.2. The pronunciation of “isn’t”.StudentsAnalysis:“Cute and scary”are adjective verbs. We can understand their meaningsTape recorder tapes cardsstationeryTeaching Procedures:Step 1: Warming upSing to greeting each other.Words game: Ask and answer chantStep 2: PresentationT: Amy and Lingling went to the zoo. They are watching the lions. Learn to express: baby lionCount: “How many baby lions?”Write “The baby lions ” on the blackboard.Read after T.Observe the baby lions and learn the new word: cute.Learn to say: “The baby lions are cute.”Read row by row.Observe the mother lion and learn the new word: scary.Learn to say: “The mother lion isn’t cute. It’s scary.”Correct the pronunciation of “isn’t”.Read the sentence team by team.Step 3: PracticeText: Listen to the tape.Understand the meaning of the text.Try to read the text.Read the text after T sentence by sentence.Read the text by themselves.Page 24: Activity 2 Look and say.Blackboard-writing:第三册Module7 Unit1 There is a cat in this tree.一、教材分析：本单元是《新标准英语》（三年级起点）第三册第模块第一单元的内容，根据《小学英语新课程标准》提出的目标，其中一个非常重要的目标就是要激发学生学习英语的兴趣，培养他们学习英语的积极态度，使他们初步建立学习英语的自信心，使他们初步具备用英语进行简单日常交流的能力。
一年级下英语教案-Module2Revision-外研社(一起)
一年级下英语教案Module 2 Revision外研社（一起）教学目标1. 让学生通过复习，加深对Module 2所学知识的理解和记忆。
2. 培养学生的听说能力和基本的英语交际能力。
3. 培养学生的团队合作精神，提高学生的课堂参与度。
教学内容1. 复习Module 2中的单词和句子，包括数字、颜色、动物等。
2. 复习Module 2中的主要语法点，如一般现在时、疑问词等。
3. 进行一些简单的英语游戏和活动，以巩固所学知识。
教学重点与难点1. 教学重点：学生对Module 2中的单词和句子的掌握，以及基本的英语交际能力。
2. 教学难点：学生对一些复杂单词的发音和记忆，以及一些语法点的理解和运用。
教具与学具准备1. 教具：录音机、电脑、投影仪、单词卡片等。
2. 学具：英语书、笔记本、彩色笔等。
教学过程1. 热身活动：唱一首英语歌曲，让学生进入英语学习状态。
2. 复习单词：通过单词卡片，复习Module 2中的单词。
3. 复习句子：通过角色扮演，复习Module 2中的句子。
4. 语法讲解：讲解Module 2中的主要语法点，并通过例句进行演示。
5. 小游戏：进行一些简单的英语游戏，如“猜单词”、“找出不同”等，以巩固所学知识。
6. 小组活动：学生分组，进行一些英语对话练习，提高学生的英语交际能力。
板书设计1. Module 2的。
2. Module 2中的主要单词和句子。
3. Module 2中的主要语法点。
4. 一些例句和练习题。
作业设计1. 复习Module 2中的单词和句子。
2. 完成一些练习题，巩固所学知识。
3. 准备下一节课的小组活动。
课后反思1. 学生对Module 2中的单词和句子的掌握程度。
2. 学生对Module 2中的语法点的理解和运用能力。
3. 学生的课堂参与度和学习积极性。
4. 教学方法和教学内容的适用性，以及如何改进。
教学过程1. 热身活动目的：通过轻松愉快的歌曲，营造英语学习的氛围，激发学生的学习兴趣，帮助学生迅速进入英语学习状态。
外研版(一起)一年级英语下册教案Module 2 Unit 2教案
Module 2Unit 2 The toy car is under the bed.Unit2的课文情境是Daming的妈妈帮Daming整理房间，她批评Daming没有把自己的房间收拾整齐，而是把玩具等物品都随意丢在了房间。
本课通过这个故事加强学生对方位介词的掌握。
【知识目标】在小组活动中能与其他同学积极配合和合作。
【能力目标】学习句子The toy car is under the bed.。
【情感目标】全体学生能运用“It’s in\on\under…”说明物品的位置。
【教学重点】1. 学习句型The toy car is under the bed；2. 掌握单词及词组：in\on\under。
【教学难点】掌握表示地点和方位的词。
1. 课前准备：调试光盘与课件、给学生分组、为学生布置预习作业等；2. 教具学具：光盘、大卡片等。
Step1. New words1. 学习toy老师展示不同玩具的图片，指出他们都是玩具toy。
T: What are these?S: They are toys.2. 学习bear老师展示动物熊和玩具熊，引入单词bear。
T: What’s this?S: It’s a bear.3. 学习bed老师展示床的图片，引入单词bed。
T: What’s this?S: It’s a be d.4. 学习kite老师展示风筝的图片，引入单词kite。
T: What’s this?S: It’s a kite.Step2. Let’s learn1.教师展示活动1的挂图，问学生猫在哪里，操练学过的句型。
2. 教师展示活动2的挂图，问学生：“Daming 怎么啦?妈妈为什么批评他呢?”原来Daming 没有整理好自己的房间，把玩具等物品随意丢在了床下。
学习完今天课文后，我们一起来帮助他整理房间吧。
3. 教师呈现活动2的挂图，请学生先看看Daming床下都有什么物品，并用汉语说出这些物品的名称，有能力的学生可以用英语说。
外研版(一起)标准一年级英语下册《Module2Unit2》教案设计
外研版（一起）标准一年级英语下册《Module 2 Unit 2》教案设计一、教学目标1. 知识与技能目标：学生能够听懂、会说、会读本课的单词和句子，能够在图片和情景的帮助下，正确使用本课所学单词和句子。
2. 过程与方法目标：通过本课的学习，学生能够培养英语听、说、读、写的综合能力，提高学生的英语学习兴趣。
二、教学内容三、教学重点与难点1. 教学重点：学生能够正确听、说、读本课的单词和句子。
2. 教学难点：学生能够运用本课所学单词和句子进行简单的英语交流。
四、教具与学具准备1. 教具：PPT、单词卡片、图片、录音机、磁带。
2. 学具：英语课本、练习册、彩笔、剪刀、胶水。
五、教学过程1. 热身活动：播放英语歌曲，让学生跟随音乐唱跳，激发学生学习英语的兴趣。
2. 新课导入：通过PPT展示本课的单词和句子，让学生初步感知本课内容。
3. 课堂讲解：讲解本课的单词和句子，让学生跟读并模仿。
4. 小组活动：学生分小组，用本课所学单词和句子进行交流，教师巡回指导。
5. 课堂练习：通过练习册，让学生对本课所学内容进行巩固。
7. 课后作业：布置与本课内容相关的作业，让学生回家后进行复习。
六、板书设计1. 在黑板上写出本课的单词和句子，让学生能够直观地看到所学内容。
2. 用彩笔标注出重点和难点，让学生更加注意。
七、作业设计1. 听力练习：让学生听录音，选出与本课内容相关的图片。
2. 口语练习：让学生用本课所学句子，描述自己的宠物。
3. 写作练习：让学生用本课所学单词，编写一个小故事。
八、课后反思1. 教师应关注学生在课堂上的参与程度，及时调整教学方法和节奏，确保每个学生都能跟上课程进度。
2. 教师应鼓励学生在课堂上积极发言，培养学生的英语口语表达能力。
3. 教师应关注学生的学习效果，及时进行课后辅导，帮助学生巩固所学内容。
重点关注的细节：教学过程一、新课导入在新课导入环节，教师应充分利用多媒体教学资源，如PPT、图片、视频等，创设生动有趣的情境，激发学生的学习兴趣。
外研版小学一年级英语一年级起点下册教案Review Module Unit 2
Review Module Unit 2【教学目标】1．学生能够熟练的认读单词thin, fat, tall, short, big, small, long, short.2．学生能够熟练使用句型He/She is thin/fat…描述人的外貌，熟练地的使用句型—What’s this/are these?—It’s a…/They’re…【教学重难点】1．学生能够认读单词thin, fat, tall, short, big, small, long, short.2．学生能够在一定的语境中熟练的使用句型和对话He/She is thin/fat…—What’s this/are these?—It’s a…/They’re…【教学设计】本节课主要复习的内容是单词和句型，通过单词复习过渡到句型的复习，并且借助卡片，录音材料，游戏等形式，使课堂的形式更加的多样化，从而增强了语言学习的趣味性，让学生在快乐的氛围中学习。
【教学过程】一、教学导入Greeting.T: Good morning/afternoon, boys and girls.S: Good morning/afternoon, Mrs./ Mr.T: How are you today?S: I’m fine…二、新课呈现1．Listen and point.教师播放该部分的听力内容（2遍），让学生根据录音材料指出与之对应的图片，教师使用句型He/She/It is a…引导学生说出对应的单词boy, girl, lion, snake.2．Point and say.教师首先让学生用一个形容词描述图片中的人物，引导学生说出的单词thin, fat,tall, short, big, small, long, short.随后让学生利用句型He’s thin.依次描述图片中人物的外貌特征，教师邀请8位学生说出对应的句型。
3．Look and say.教师让学生仔细观察图片中的内容，描述一下图片中的人物正在做什么，引出单词sing, dance, play basketball, play football, swim, play tennis, sit down, stand up.紧接着，教师给学生一定的练习时间，操练句型—Let’s sing!—OK.—Let’s dance!—No,I’m tired.随后，邀请6组学生上台表演对话。
一年级下学期外研英语教案M2 Unit 2-1
Module 2 Unit 2 The toy car is under the bed.一、教学目标1. 知识目标(1) 能听懂会说单词：toy, bed, look at, bear(2) 学习句子：The toy car is under the bed.2. 能力目标全体学生能运用：“It’s in\on\under...”说明物品的位置。
3. 情感目标(1) 在小组活动中能与其他同学积极配合和合作。
(2) 回家学会帮助妈妈收拾自己的房间。
二、教学重点、难点1．学习句型The toy car is under the bed.2．掌握单词及词组：toy, bed, look at, bear.3. 掌握表示地点和方位的词,并且在实际情景中学会应用。
三、教具、学具准备1. 学生准备：英语书写本、常用学习用具。
2. 教师准备：幻灯片、挂图，彩色粉笔等。
四、教学过程Step 1 Warming up1.Greeting2.Sing a song《Bingo》Step 2 Presentation1. 复习上节课的魔术表演,进行新的语言训练.（此活动既使学生的作业得以反馈，复习了已学过的知识，又为本课的新内容做好铺垫。
）2. 分组：把全班分成三组Group bed, Group bear, Group toy car.每一组都有图片代表，等一下哪组受表扬了，就奖励相应的图案，并且反复读。
3. 出示SB1的图片，复习上节课in, on, under的用法。
4. 出示SB2的图片。
问学生看懂了什么。
教新内容①带领学生观察图片“Who is the boy?” “Who is she?” “She’s very angry, why does s he angry?”②学生看动画回答问题。
③学习完今天的课文之后，让我们一起来帮助Daming 整理房间吧。
Step 3 Practice1. 播放动画，并提问“What are there under the bed?”2. Read the text after CD twice. (Pay close attention to state of the students learning)3. Read it in groups. One group one picture.4. Let one or two students come to the front to show the text.5. Let all students show the text.(设计意图:让学生充分听读课文，进一步感知和理解。
外研版(一年级起点)一年级下册Module 2U2教案
一、教学目标
1．能够使用Where’s the…?用来提问物品的位置。
2．能够使用It’sin/on/under...说明物品的位置。
3．能够根据图片或实物情况描述物品的位置关系。
4.培养学生的表演能力和小组合作能力。
互动教学系统SB Unit 2活动1动画
动画结束后定格在SB Unit 2活动1的图片，教师提问：What can you see in the picture?你能够在图片中看到什么？根据学生回答教师利用聚光灯聚焦在具体物体上，例如：boy, girl, cat, desk, bed, door, books, pens等等。教师鼓励学生使用已经学习过的语言进行描述，例如：This is a cat. This is a girl.
互动教学系统聚光灯功能
再次播放SB Unit 2活动1动画，定格到SB Unit 2活动1的图片，教师提问：Where is the cat?学生能够根据已有的知识经验回答：It’s under the chair.
互动教学系统SB Unit 2活动1动画
再次播放SB Unit 2活动1动画，请学生跟着一起读。还可以借助互动系统去掉原声，请学生配音。
教师继续问：Daming说了什么？学生回答：Oh no!你能模仿Daming的语气吗？对学生的语气进行指导。
互动教学系统SB Unit2活动2动画
3.朗读课文的练习
请学生独立使用点读笔练习跟读课文，教师巡视指导，鼓励学生进行语音语调的模仿。有条件的班级可以使用点读笔开展跟读录音模仿的练习，鼓励学生模仿原汁原味的课文朗读。
四、教学难点
一年级下英语教学设计-Module 2-外研版(一起)
一年级下英语教学设计-Module 2-外研版（一起）教学目标本教学设计针对一年级下英语教学中的Module 2，主要目标为：•学生能够听懂并会说关于家庭成员的句子；•学生能够熟练使用单词my和your；•学生能够熟练使用句型Who’s that? That’s my/your ________.教学准备•教学软件：外研版（一起）一年级下英语；•教学工具：投影仪、音箱、图片、小板书、板书笔、幻灯片；•教学材料：课本、练习册；•教学环境：教室。
教学过程Step 1 自我介绍本学习环节旨在建立良好的课堂气氛，让学生更好地参与到课堂中来。
1.学生自我介绍。
教师先打招呼，问学生们：“How are you?”然后要求学生自我介绍，介绍自己的名字及家庭成员，并问其他同学：“Who’s that?”，培养学生强化学习。
Step 2 教学內容1.听、说家庭成员单词。
教师放映幻灯片，让学生听读family members单词，并掌握其拼写及读音。
2.练习语音和发音。
教师放映幻灯片，通过Mouth Chart教授元音和辅音的发音方法，并与学生一起练习。
3.学习句式Who’s that? That’s my/your ________。
教师放映幻灯片，让学生学习句型Who’s that? That’s my/your ________。
并介绍定冠词my与your的使用。
4.模仿和练习。
学生模仿教师对家庭成员进行提问，同时进行回答。
5.培养学生说英语的习惯。
教师让学生用英语对日常生活情景进行模仿演练，例如：学生问“Who’s that?” ，教师回答“That’s my father.”，并要求学生跟着模仿并说出“My father.”和“Your mother.”等等。
6.教学小游戏。
将多幅家庭成员图片张贴在教室的墙上或者桌上，并让学生分成若干小组进行游戏。
教师说英文句子，让学生指出教师说的是哪一幅图片的家庭成员。
一年级英语下册 Module 2 Unit 2(2)教案 外研版(一起)
3. Know parents’ jobs and love them more.
Focus
he’s=he is she’s=she is
Aids
Tape-recorder picture word cards
外研版（一起）一年级英语下册教案
Module 2 Unit 2 He’s a doctor.
Title
Book 2 Module 2 Unit 2 He’s a doctor.
Aim
1. Grasp the sentences ‘He’s a…She’s a…’and roll them by freely.
Feel he’s and she’s.
Point to partner and say: ‘He’s a pupil or she’s a pupil.’
4. Look, say it one by one.
5. Listen and repeat row by row, one by one.
6. Act out this dialogue.
3. Show the photos and say: ‘This is my father. This is my…’
Listen and look.
Feel he’s and she’s.
1. Listen and point.
2. Listen and say after teacher.
3. Say after teacher.
Let the students show their families’ photos, then introduce the people of their families.
Module 2(教学设计)外研版(一起)英语一年级下册
Module 2（教学设计）外研版（一起）英语一年级下册教学目标通过Module 2的学习，学生能够： - 理解并熟练掌握新单词和短语：hot, cold, drink, water, juice, milk, tea, coffee。
- 能够熟练运用这些词汇进行日常交流。
- 了解不同饮料的名称和如何点饮料。
- 学生能够辨认不同音调。
教学重点•学生能够熟练掌握新词汇。
•学生能够进行简单的日常交流。
教学难点•学生能够听懂不同音调的单词。
教学准备•PPT•磁带教学过程第一部分：热身 1. 开始热身，与学生互动，问候他们的感觉，如：“Areyou hot？”或“Are you feeling cold？” 2. 几个学生分享他们的答案，并解释他们为什么这么感觉。
第二部分：新词学习 1. 引入新单词和短语：hot, cold, drink, water, juice, milk, tea, coffee。
2. 播放磁带，让学生听单词，并试着跟着读。
3. PPT 展示新单词和短语的图片，并与学生一起说出单词。
4. 播放磁带，让学生听到单词的发音，并试着跟着发音。
第三部分：对话练习 1. 引入对话：“What would you like to drink？” 2. 学生分组进行模拟对话，一组学生扮演客户，另一组学生扮演服务员。
3. 学生要在对话中运用新单词和短语，例如：“I would like a cup of hot tea, please.”4. 每一组都进行演练，并进行评价和反馈。
第四部分：听力训练 1. 播放磁带，让学生听对话，并理解对话内容。
2. 将对话中的词语写出来，并让学生尝试说出它们的发音。
3. 给学生更难的练习，例如听好几个词语，再多次重复。
第五部分：总结 1. 回顾新学习的单词和短语。
2. 将这些单词和短语用到实际情境中，例如：“I need a cold glass of water，please.”教学反思•学生对新单词和短语的学习情况很好，他们都能读单词，并能用它们进行交流。
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Module 2
Unit 2 The toy car is under the bed.
教学模式介绍
探究式教学模式是指在教学过程中，要求学生在教师指导下，通过以“自主、探究、合作”为特征的学习方式对当前教学内容中的主要知识点进行自主学习、深入探究并进行小组合作交流，从而较好地达到课程标准中关于认知目标与情感目标要求的一种教学模式。
其中认知目标涉及与学科相关知识、概念、原理与能力的掌握；情感目标则涉及思想感情与道德品质的培养。
探究式课堂教学模式的教学环节：
创设情境——启发思考——自主（或小组）探究——协作交流——总结提高
设计思路说明
【创设情境】
教师首先简单的问好，学生养成运用英语的习惯，让英语真正融入生活中。
其次教师带领学生复习上节课的魔术表演，既使学生的作业得以反馈，复习了已学过的知识，又为本课的新内容做好铺垫。
教师告知学生本节课将继续学习方位词，播放教材P11活动二的动画，让学生进入本节课的情境。
【启发思考】
教师要求学生在观看教材P11活动二的动画时让学生区分新旧知识点，不仅复习前面学习的知识点而且引入本节课的新学的单词，达到知识的融会贯通，另外教师让学生思考“Daming的妈妈为什么会批评他？”是要求学生能够整体的把握课文情感，并反思自己。
【自主或小组探究】
自主探究部分让学生进行听读，充分的听读课文，进一步感知和理解，能够提高学生更好检验学习成果。
小组探究让学生小组学习chant,寓教于乐，激发学习兴趣，培养合作意识。
【协作交流】
本环节在学生已基本掌握教学内容基础上，对于知识的学习进行扩充，教师带领学生学习一些其他常见的方位词，让学生丰富词汇量的同时养成探究知识的习惯。
【总结提高】
通过对于本节课内容的思考、探究和迁移，学生逐步掌握本节课知识点，教师结合本课教学内容，教师询问学生的学习收获，不仅是知识内容的掌握，更要养成良好的生活习惯，做家里的小能手。
教材分析
本课是外研社一起点一年级下册的Module 2 Unit 2的教学内容，承接上一模块的内容，本课主要学习仍是用介词in, on, under描述物品的位置，课文情境是Daming的妈妈帮Daming整理房间，她批评Daming没有把自己的房间收拾整齐，而是把玩具等物品都随意丢在了房间。
本课要求学生再掌握方位词的运用的基础上，能听懂会说单词：toy, bed, look at, bear.的同时养成良好的生活习惯，会收拾自己的房间、自己的事情自己做等。
教学目标
【知识与能力目标】
语言知识目标：
1.能听懂会说单词：toy, bed, look at, bear.
2.学习句子：The toy car is under the bed.
【过程与方法目标】
学生能运用“It’s in\on\under...”说明物品的位置。
【情感态度价值观目标】
1.在小组活动中能与其他同学积极配合和合作。
2.回家学会帮助妈妈收拾自己的房间。
教学重难点
【教学重点】
1.学习句型The toy car is under the bed
2.掌握单词及词组：toy, bed, look at, bear.
【教学难点】
掌握表示地点和方位的词,并且在实际情景中学会应用。
课前准备
智慧课堂设备、单词卡片、图片
教学过程
一、创设情境
1.教师与学生之间相互问候。
2.教师带领学生复习上节课的魔术表演，复习上节课学习的单词和句型。
3.教师播放教材P11活动二的动画，让学生进入本节课学习情境。
二、启发思考
【教师引导】
教师要求学生在观看教材P11活动二的动画时，思考动画中出现了哪些学习过以及没学习过的单词和句型？Daming的床下都有什么物品？Daming的妈妈为什么批评他呢？让学生对以上问题进行回答，教师根据学生的回答情况进行补充和总结。
【学生活动】
学生仔细观看视频，思考动画中出现了哪些学习过以及没学习过的单词和句型，Daming的床下都有什么物品和Daming 的妈妈为什么批评他，并进行笔记记录以便回答。
三、自主或小组探究
1. 自主探究
【教师预设】
教师PPT播放教材P12的活动图片，请学生先看图片说出各个物品的名称，然后播放录音，请学生根据录音进行连线。
【学生活动】
学生先说出教材P12的活动图片各个物品的名称，然后根据教师播放的录音进行连线。
2. 合作探究
【教师预设】
教师播放教材P12活动四课文动画chant，让学生学唱课文韵句，要求各小组展示韵句学习成果。
【学生活动】
认真学习教材P12活动四课文动画chant，展示学习成果。
四、协作交流
【教师预设】
通过前面的学习，学生对于方位词的运用基本能熟练掌握。
教师引导学生了解其他常见的方位词，扩充学生词汇量的同时引导学生探究更多知识的良好的学习习惯。
【学生活动】
学习了解更多常见的方位词，知道意思，养成丰富知识学习的好习惯。
五、总结提高
【教师预设】
1. 教师询问学生本节课通过Daming的故事收获到了什么？
2. 根据学生的回答，教师引导学生回顾介绍方位词的词汇和句型，在情感上要告知学生养成良好的生活习惯，会收拾自己的房间、自己的事情自己做等。
【学生活动】
1. 思考本节课的学习收获；
2.听本单元录音，熟悉录音，练习语音语调;
3. 用今天所学的内容向家人介绍东西的位置。
教学反思
略。