外研社一年级英语下册教案设计汇总

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。

《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（一起）一年级英语下册《Module 10 Unit 2》教案设计2一、教学目标1. 知识与技能目标：学生能够听懂、会说、会读本课单词和句子，掌握正确的发音和拼写；学生能够理解课文内容，进行简单的日常交流。

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，提高英语学习的兴趣和自信心。

二、教学内容1. 单词：学生能够听懂、会说、会读本课单词，如“head, ear, eye, nose, mouth”等。

2. 句子：学生能够听懂、会说、会读本课句子，如“I havea/n+身体部位”等。

3. 歌曲：学生能够学唱本课歌曲，如“Head, Shoulders, Knees and Toes”。

4. 故事：学生能够理解并讲述本课故事，如“Sam and Tom”。

三、教学重点与难点1. 教学重点：学生能够掌握本课单词和句子的发音、拼写和用法。

2. 教学难点：学生能够运用所学单词和句子进行日常交流。

四、教具与学具准备1. 教具：多媒体设备、单词卡片、图片、故事书等。

2. 学具：学生用书、练习册、彩笔等。

五、教学过程1. 导入：通过歌曲、游戏等活动吸引学生的注意力，激发学生学习兴趣。

2. 新课呈现：通过图片、实物等教学手段，引导学生学习本课单词和句子。

3. 操练：通过角色扮演、小组讨论等活动，让学生熟练掌握本课单词和句子。

4. 应用：通过创设真实情境，让学生运用所学知识进行交流。

六、板书设计1. 单词：head, ear, eye, nose, mouth2. 句子：I have a/n+身体部位3. 歌曲：Head, Shoulders, Knees and Toes4. 故事：Sam and Tom七、作业设计1. 听力：听课文录音，跟读并模仿发音。

2. 口语：与同学进行角色扮演，运用所学句子进行交流。

3. 阅读：阅读本课故事，理解并讲述故事内容。

4. 写作：抄写本课单词和句子，巩固记忆。

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。

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(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。

一年级下英语教案Module 1外研版（一起）教学目标1. 让学生掌握Module 1中的核心词汇和基本句型，如"hello", "my name is", "nice to meet you"等。

2. 培养学生的英语听说能力，让他们能够在日常交流中运用所学知识。

3. 培养学生的英语学习兴趣，激发他们的学习积极性。

教学内容1. 问候语：Hello, my name is2. 自我介绍：I am3. 表达高兴：Nice to meet you.教学重点与难点1. 教学重点：掌握核心词汇和基本句型，能够进行简单的自我介绍和问候。

2. 教学难点：正确运用第三人称单数的动词形式。

教具与学具准备1. 教具：多媒体课件、教学录音机、单词卡片。

2. 学具：英语课本、练习本、彩笔。

教学过程1. 热身活动：唱英文歌曲"Hello Song"，让学生在轻松愉快的氛围中进入学习状态。

2. 新课导入：利用多媒体课件展示Module 1的核心词汇和基本句型，让学生跟随录音机朗读并模仿。

3. 练习环节：进行角色扮演活动，让学生分组练习问候和自我介绍，教师巡回指导。

4. 巩固环节：通过游戏、竞赛等形式，让学生在轻松愉快的氛围中巩固所学知识。

板书设计1. 核心词汇：hello, my name is, nice to meet you2. 基本句型：Hello, my name is; I am; Nice to meet you.作业设计1. 听力作业：听录音，跟读并模仿Module 1的内容。

2. 口语作业：与家长或同学进行角色扮演练习，练习问候和自我介绍。

3. 写作作业：抄写Module 1的核心词汇和基本句型，加强记忆。

课后反思1. 教师应关注学生的发音准确性，及时纠正发音错误。

2. 在练习环节，教师应鼓励学生大胆开口，提高他们的口语表达能力。

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。

一年级下英语教案-Module5-外研社（一起）一、教学目标1.学生能够听懂、会说、会读、会写单词 pencil box, book, pencil, pen, ruler。

2.学生能够学会使用句型What’s in your pencil box? Is there a pencil in your pencil box? Are there any pens in your pencil box? Yes, there is. / No, there isn’t. Yes, there are. / No, there aren’t.。

3.学生能够理解并完成听力、口语、阅读、写作练习。

二、教学重难点1.学生能够熟练使用所学单词及句型进行交流。

2.学习过程中注意语音的准确性。

三、教学内容与步骤1.新课呈现–准备一个铅笔盒，把里面的文具拿出来，由教师问学生What’s in your pencil box? 并教授学生回答：There is / There are的用法。

逐一教授单词pencil box, book, pencil, pen, ruler，并练习单词的读音。

2.听音辨音–教师播放单词音频，要求同学在听到对应的单词时举起相应单词的图片，加深同学对单词的理解。

3.句型练习–在黑板上写出所学句型What’s in your pencil box? Is there a pencil in your pencil box? Are there any pens in your pencil box? Yes, there is. / No, there isn’t. Yes, there are. / No, there aren’t. 并让学生模仿教师的例句进行练习，加深对句型的理解。

4.对话练习–通过两人组队模拟对话的形式进行练习。

–A: What’s in your pencil box?–B: There is / There are…–换另一同学提问后练习。

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（一起）一年级英语下册《Module 10 Unit 1》教学设计设计2一. 教学目标本节课是《Module 10 Unit 1》的第二节课，本节课的主要目标是通过学习《A clothes shop》这篇课文来帮助学生练习听、说、读、写的能力，培养学生的英语语感。

二. 教学重点和难点本节课的教学重点是教授新单词和新句型，增加学生的词汇量和语言表达能力。

本节课的教学难点是让学生能够通过听、说、读、写的综合能力来理解课文，提高学生的英语口语表达能力。

三. 教学过程1. warming up（1）Greeting and ReviewTeacher greets the students and review the previous knowledge by practicing the greeting sentences and singing the Hello song.（2）Vocabulary GameTeacher shows some pictures of clothes and asks the students to name them in English. Students are encouraged to participate and to becreative in creating sentences using the vocabulary words.2. presentation（1）Lead-inTeacher shows the cover of the Unit 1 module 10 book and let the students read the title and predict the topic of the lesson.（2）Introduce New VocabularyTeacher introduces the new vocabulary words from the lesson and explains the meanings using realia or pictures. The new words include cap, jacket, sweater, shirt, skirt, pants, and shoes.（3）Read the Text AloudTeacher reads the text aloud while students follow the text in the book.3. practice（1）Listening PracticeTeacher plays the audio of the text and asks the students to follow attentively then repeat the sentences after the audio. Teacher can also ask some questions related to the text for the students to answer.（2）Speaking PracticeTeacher models a conversation with a student before dividing students into pairs to practice the conversation. Teacher observes and offers feedback.（3）Reading PracticeTeacher asks the students to read the text again and encourages them to pay attention to the pronunciation and intonation. The teacher can have some students read the text aloud or do group reading.4. production（1）Writing PracticeTeacher asks the students to write a dialogue about the clothes from their own closet and practice using the vocabulary learned from the lesson.（2）Skit PerformanceTeacher divides the students into small groups to perform a skit where they use the clothes and vocabulary from the lesson to create an imaginary clothes shop.5. evaluationAt the end of the class, the teacher checks the understanding of the new vocabulary and sentence structures by letting the students answer a worksheet or quiz.四. 教学建议教学建议是为了帮助老师更好地教学，以下是一些建议：•为了帮助学生更好地理解课文，可以将一些关键词或句子写在黑板上或打印在纸上•学生口语表达能力的提高需要多次练习，老师可以在教学平台上布置口语练习的作业，督促学生完成任务•学生在完成作业时需要有所借鉴，在教学平台上可以发布相关的资料，以便学生能够查阅•老师可以参考教学资料和网络上的相关课件来丰富自己的教学方法和教学手段，以帮助学生更好地理解课文五. 教学反思本节课通过引入新词汇和句型来帮助学生扩展了词汇量和语言表达能力，而且通过口语练习和字写练习来帮助学生将所掌握的语言技能转化为实际应用能力。

外研版（一起）标准一年级英语下册《Module 1 Unit 1》教案设计一、教学目标1. 知识与技能：使学生能够听懂、会说、会读本节课的重点单词和句子，如“hello”、“hi”、“goode”等。

2. 过程与方法：通过图片展示、歌曲演唱、游戏互动等方式，让学生在生动、有趣的教学活动中掌握英语日常用语。

二、教学内容1. 词汇：hello、hi、goode、morning、afternoon、evening、friend2. 句型：Good morning/afternoon/evening.、Hello/Hi, 、Goode,三、教学重点与难点1. 重点：掌握本节课的单词和句子，能够用英语进行简单的问候和告别。

2. 难点：正确运用Good morning/afternoon/evening.、Hello/Hi, 、Goode, 等句型进行日常交流。

四、教具与学具准备1. 教具：多媒体课件、图片、卡片、录音机、磁带2. 学具：英语课本、练习本、彩色笔五、教学过程1. 导入：播放英语歌曲，营造英语学习氛围，引导学生进入课堂。

2. 新课内容展示：通过图片、卡片等形式展示本节课的单词和句子，让学生跟读、模仿。

3. 互动游戏：设计趣味性强的游戏，如“开火车”、“找朋友”等，让学生在游戏中运用所学英语进行交流。

4. 小组合作：将学生分成小组，进行角色扮演，模拟日常英语问候和告别场景。

六、板书设计1. Module 1 Unit 12. 词汇：hello、hi、goode、morning、afternoon、evening、friend3. 句型：Good morning/afternoon/evening.、Hello/Hi, 、Goode,七、作业设计1. 听力练习：听录音，跟读本节课的单词和句子。

2. 口语练习：用英语和家人、朋友进行问候和告别。

3. 写作练习：抄写本节课的单词和句子，加强记忆。

八、课后反思1. 教师要关注学生在课堂上的参与度，调动他们的积极性，使每位学生都能投入到英语学习中来。

外研版（一起）标准一年级英语下册《Module 2 Unit 1》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、会读本节课的重点单词和句子，如“head, ear, eye, nose, face, mouth”等。

2. 过程与方法目标：通过游戏、歌谣等多种形式，激发学生学习英语的兴趣，提高学生的英语听说能力。

3. 情感态度与价值观目标：培养学生积极向上的学习态度，增强学生合作交流的意识，提高学生的综合素质。

二、教学内容1. 词汇：head, ear, eye, nose, face, mouth2. 句型：This is my head/ear/eye/nose/face/mouth.三、教学重点与难点1. 教学重点：掌握本节课的词汇和句型，能够用英语描述自己的五官。

2. 教学难点：正确拼读单词，熟练运用句型进行口语交流。

四、教具与学具准备1. 教具：PPT、单词卡片、录音机、磁带2. 学具：教材、练习本、彩笔五、教学过程1. 导入（1）播放英文歌谣，营造英语学习氛围。

（2）展示与本节课内容相关的图片，引导学生猜一猜、说一说。

2. 新课展示（1）教师出示单词卡片，教授新词汇。

（2）教师引导学生用句型This is my…介绍自己的五官。

3. 实践活动（1）学生两人一组，互相用英语介绍自己的五官。

（2）进行“我说你指”游戏，巩固所学词汇。

4. 巩固提高（1）完成教材中的练习题。

（2）学生上台展示，用英语描述自己的五官。

5. 课堂小结六、板书设计1. Module 2 Unit 12. 重点词汇：head, ear, eye, nose, face, mouth3. 句型：This is my head/ear/eye/nose/face/mouth.七、作业设计1. 抄写本节课的词汇和句型。

2. 课后与家人或朋友用英语介绍自己的五官。

3. 预习下一节课的内容。

八、课后反思本节课通过丰富的教学活动，激发学生的学习兴趣，使学生能够在轻松愉快的氛围中学习英语。

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。

一年级下英语教案-Module 2 Revision-外研社（一起）一、教学目标1. 知识目标通过本堂课的学习，学生将会：•复习本模块所学过的问候语，能够准确地使用英语问候他人。

•复习本模块所学过的数字，学会用英语记数。

•练习用英语表述自己的年龄。

•学习并运用新的单词和短语。

2. 能力目标通过本堂课的学习，学生将会：•能够倾听学习材料中的英语对话，并理解其中的主要内容。

•能够正确地朗读英语单词和短语。

3. 情感目标通过本堂课的学习，学生将会：•培养英语学习的兴趣和习惯。

•培养良好的团队协作精神。

二、教学重难点1. 教学重点•熟练掌握本模块的单词、短语和数字。

•能够准确地使用英语问候他人。

2. 教学难点•能够用英语表述自己的年龄。

•能够听懂并理解学习材料中的英语对话。

三、教学准备•外研社一年级英语教材。

•班级电脑和投影仪。

•英语学习卡片和数字卡片。

四、教学过程1. Class opening (10 minutes)•与学生互相问候，使用英语进行交流。

•概括回顾 Module 2 中所学过的问候语、数字和单词。

2. Presentation (20 minutes)•准备英语学习卡片和数字卡片，出示卡片上的单词和数字，让学生朗读。

•学习和掌握新的单词和短语。

3. Practice (30 minutes)•将学生分成小组，在小组内完成相互问候的练习，在使用英语进行交流时互相纠正并改正错误。

•完成年龄表述的练习，对这种表述进行模拟。

数字使用卡片展示，让学生说出自己的年龄。

4. Extension (20 minutes)•在课堂上播放英语对话录音，让学生通过听力理解对话的主要内容。

•在学生已经完成上述任务后，进行英文歌曲学习，激发学生对英语的学习兴趣。

5. Class closure (5 minutes)•小结本节课学习的内容。

•检查学生的学习成果，询问学生对今天课程的感受和意见。

五、教学反思•在这节课中我们利用了多种教学方法，以更好地帮助学生理解和运用英语语言。

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。

外研版一年级英语下册教案外研版一年级英语下册教案一、教学目标通过本册教材的学习，学生能够：1、掌握基本的英语日常用语，例如问候、道别、介绍等场景交际用语。

2、学会运用简单的英语单词、短语和句子表达自己的思想。

3、培养对英语学习的兴趣和热爱，为今后的英语学习打下坚实的基础。

二、教材分析本册教材主要围绕日常生活场景、交际用语以及简单的单词、短语和句子展开。

教材设计生动有趣，图文并茂，容易引起学生的学习兴趣。

每个单元都以一个主题为主线，通过听、说、读、写等多种活动，让学生充分参与到学习中来，加深对知识点的理解和掌握。

三、教学策略针对本册教材的特点，我们将采用以下教学策略：1、情景教学：我们将设计生动有趣的情景，让学生通过角色扮演、对话等形式，亲身体验英语日常用语的使用场景，加深对知识的理解和运用。

2、任务型教学：我们将设计多种任务，例如收集英文单词、编写简单对话等，让学生在完成任务的过程中，锻炼听、说、读、写等多方面的能力。

3、游戏化教学：我们将设计多种有趣的英语游戏，例如单词接龙、英语歌曲等，让学生在游戏中轻松愉快地学习英语。

四、教学过程1、热身环节：通过唱英文歌曲、英语小游戏等活动，激发学生的学习兴趣，引导学生进入学习状态。

2、新知呈现：通过呈现新的单词、短语和句子，让学生初步了解本单元的学习内容。

3、实践活动：通过情景表演、对话等形式，让学生亲身体验英语日常用语的使用场景，加深对知识的理解和运用。

4、总结评价：通过总结评价，让学生了解自己的学习情况，找出不足之处，为今后的学习提供指导和帮助。

五、教学评价我们将采用多种评价方式，包括学生自评、互评和教师评价。

评价内容主要包括学生对英语日常用语的掌握情况、对简单单词、短语和句子的运用能力以及学习兴趣和态度等方面。

我们将通过课堂表现、作业完成情况、小组讨论等多种方式进行评估，以便及时了解学生的学习情况，为今后的教学提供参考和依据。

六、教学反思课后，我们将及时进行反思和总结，思考教学方法是否得当、教学目标是否达成、学生参与度是否高等问题。