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《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。
一年级下英语教案-Module 5-外研版（一起）一、教学目标知识目标1.掌握单词：guess, read, spell, story, task.2.能够听懂、会说、会读、会写句型：Can you guess? Yes, I can. / Can you read? Yes, I can. / Can you spell? Yes, I can. / Can you read a story? Yes, I can. / Can you do the task? Yes, I can.能力目标1.培养学生们学习英语的自信心和兴趣。
2.让学生们通过本节课的学习，懂得用英语进行简单的交流。
情感目标1.培养学生们的团队合作精神。
2.让学生们学会尊重、信任、关爱他人。
二、教学准备1.PPT课件。
2.手游戏、卡片游戏等教具。
3.课文《Can you guess?》。
4.学生课本、活动书、MP3等。
三、教学过程1. 复习导入通过自我介绍、问候等方式，让学生们熟悉课堂气氛，并温习前几节课已学的知识点。
2. 新课讲解（1）Warming up通过“Guessing game”让学生们了解相关单词的意思，同时培养语言感知能力。
（2）Presentation1.通过学生们熟悉的图片进行单词的导入和理解。
2.播放课文《Can you guess?》的音频，教师逐句进行解释，让学生们能够理解其中的重点短语和语句。
（3）Practice1.学生们完成语音练习，模仿音频对话表述句子（Can you guess? Yes, I can.），进一步巩固口语表达能力。
2.以手游戏、卡片游戏等教具辅助，让学生们活动小组合作进行游戏，通过交流，让学生们更好地理解课堂所学的内容。
3.给学生们分组，通过阅读故事，“Little monkey is hungry”中的简单英文，让学生们完成书面任务（Task），检验阅读理解能力。
3. 课堂小结对本节课内容进行总结，并对学生们完成的任务进行点评，指出优点和需要改进之处。
一年级下英语教案Module 5外研版（一起）教学目标1. 让学生掌握Module 5中的核心词汇和句型，如“number”、“how many”等。
2. 培养学生的听说能力和基本的英语交际能力。
3. 通过学习，让学生了解和熟悉数字的基本概念。
教学内容1. 数字110的英文表达。
2. “how many”的句型运用。
3. “There are”的句型运用。
教学重点与难点1. 教学重点：数字110的英文表达，以及句型“How many？”的运用。
2. 教学难点：句型“There are”的运用，以及数字的发音和记忆。
教具与学具准备1. 教具：数字卡片、图片、PPT等。
2. 学具：学生自备数字卡片、笔记本、彩笔等。
教学过程1. 热身活动：通过唱英文数字歌曲，让学生复习和熟悉数字的英文表达。
2. 新课导入：利用PPT展示Module 5的核心词汇和句型，让学生跟随老师朗读并模仿。
3. 小组活动：学生分组，每组选一个数字，然后用句型“How many？”进行提问和回答。
4. 课堂游戏：进行“数字接力”游戏，每个学生依次说出一个数字，看哪个小组能够最快完成。
5. 角色扮演：学生分组，每组选择一个场景，如“教室”、“公园”等，然后用句型“There are”进行描述。
板书设计1. 核心词汇：number、one、two、three、2. 句型：How many？、There are作业设计1.抄写并朗读Module 5中的核心词汇和句型。
2.用句型“How many？”和“There are”各写5个句子。
3.和家长一起用英文数数，练习数字的英文表达。
课后反思通过本节课的教学，学生的基本能够掌握数字110的英文表达，以及对句型“How many？”和“There are”有了基本的理解和运用。
但在教学过程中，也发现部分学生对数字的发音和记忆存在一定的困难，需要在今后的教学中加强练习和指导。
同时，课堂活动的组织和实施也需要进一步优化，以提高学生的学习兴趣和参与度。
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 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。
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（一起）标准一年级英语下册《Module 5 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。
二、教学内容1. 重点单词：head, ear, eye, nose, face, mouth2. 重点句子：This is my head/ear/eye/nose/face/mouth.三、教学重点与难点1. 教学重点：掌握重点单词和句子，能够用英语描述自己的五官。
2. 教学难点：正确发音重点单词，熟练运用重点句子进行口语交流。
四、教具与学具准备1. 教具：PPT、单词卡片、录音机、磁带2. 学具：英语课本、练习本、彩笔五、教学过程1. 导入（1）播放英语歌谣，营造英语学习氛围。
（2）引导学生跟唱，激发学生学习兴趣。
2. 新课展示（1）利用PPT展示本节课的重点单词，教授学生正确发音。
（2）通过游戏活动，让学生熟练掌握重点单词。
（3）教授重点句子，并进行角色扮演，让学生在实际情境中运用所学知识。
3. 巩固练习（1）分组进行单词接龙游戏，巩固所学单词。
（2）学生互相用英语描述自己的五官，巩固所学句子。
（2）布置课后作业，要求学生回家后跟读课文，加强口语练习。
六、板书设计1. Module 5 Unit 12. 重点单词：head, ear, eye, nose, face, mouth3. 重点句子：This is my head/ear/eye/nose/face/mouth.七、作业设计1. 跟读课文，加强口语练习。
2. 用英语描述家人的五官，巩固所学知识。
八、课后反思本节课通过游戏、歌谣等多种形式，激发了学生学习英语的兴趣，提高了学生的英语听说能力。
在教授重点单词和句子时，注重学生的实际运用，让学生在真实情境中学习英语。
外研版（一起）一年级英语下册教案Module5 Unit1 They’re cows.一、教学目标1.认知目标：学生能熟练掌握5个新单词的准确读音，以及它们的复数读音,并能将这些单词在“What are they? They’re…”的句型中进行运用。
2.情感目标在课堂中进一步培养学生的团结协作精神和集体荣誉感，并通过学习本课，激发学生热爱小动物，热爱大自然的情感。
3.智力目标训练学生的记忆力和培养学生的口语表达能力,达到能听，会说的目的。
二、教学重难点1.重点：5个新单词的读音,特别是复数单词的读音。
2.难点：单词和句型的正确运用。
三、教具、学具的准备教具：、图片、多媒体课件学具：图片四、教学过程（一）导入新知1.Warming up（热身活动）：sing a song: 1.2.3.4.5.…stand up! （充分调动学生的积极性，高涨学生的学习热情，利于开课。
）2. Ask the student：Do you like animals？Let's imitate some animals，OK？通过与学生交流引入前面所学的动物: dog, cat, frog, bird利用小chant来让学生边表演边学习四个单词的复数:dogs, dogs , 汪汪汪；cats, cats , 喵喵喵；frogs , frogs, 呱呱呱；birds, birds , 喳喳喳。
（二）呈现新知1.利用多媒体课件，出示农场，然后出示小动物，并借此来引出新单词：cows, pigs, chickens, eggs。
在教读新单词时，老师可以用“What ar e they? They’re…来问答，渗入句型的教学。
为了让学生动起来不感到单词的枯燥,我还是采用小chant来让学生练习单词：cows, cows, 哞哞哞；pigs, pigs, 呼呼呼；chicken, chicken, 咯咯咯；eggs, eggs，圆溜溜。
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。
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
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。
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。
《英语》（新标准）（小学一起）一年级下册M5教学设计2.Which group is the winner?T: What are they?Ss: They’re cows / ducks / chickens / cats / dogs / goats / pigs...T: How many animals have you got?Ss count their animals.T: Which group is the winner?Ss find out the winner group.3. Animals are our best friends. 总结小组评价，并利用评价用的小动物自然巩固本节课的知识。
Animals are our best friends.渗透了情感目标2，让学生对动物的情感得到了升华。
Classroom Assessment 本课采取小组评比的形式，把全班分成两组，教师将本节课可能会用到的小动物以及其他常见动物做成一个个单词卡片，授课过程中把动物图片当作分数加给每个小组。
课后总结时，不仅可以根据各组得到的动物数量评出胜负，还可以借此机会复习动物的英文表达。
动物素材全部来源于日常生活，学生喜闻乐见，乐学易学。
小组评价以各种动物的图片作为分数，当中不仅包括本节课的新授单词：cows，还包括以前学过的dogs、cats、ducks、foxes、frogs，而且包括一些没有学过的动物，如goat、pig等。
在总结各组得分的时候，需要说出They’re…，这就既复习了以前的知识，也再次巩固了新学词句，还拓展了动物的相关词汇。
家庭作业：基础性作业：Listen to and imitate the text for 3 times.Mime and guess the animals with your friends.拓展性作业：Tell the animals that you know to your parents.板书设计：Module 5 Unit 1 They’re cows.Boys GirlsThey’re cow s. farmpig s.chicken s .egg s.第二课时教学设计教材分析本课通过Daming和Sam参观猪舍这一生活化的场景，呈现了描述动物特征的词：thin、fat、big、little，以及句型It’s…,还包括描述动物数量的表达方式。
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。
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Module 1 JobsUnit 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谁,由此导出SB Unit1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。
Module 5 Unit 1 They’re cows.一、教学目标1. 能力目标：能够运用功能句“W hat ar e they? They’re cows\chickens \ducks.”来询问描述农场中动物们的英文名称。
2. 知识目标：（1）掌握cow, chicken, duck, pig, they的正确读音并能正确认读，能听懂会说单词farm, egg。
（2）能够正确认读功能句并能正确运用单词和功能句谈论农场里的小动物。
3. 情感态度目标：激发学生学习英语的兴趣，提高小组合作学习的能力，激发竞争意识。
二、教学重难点重点：了解并掌握单词cow, chicken, duck, pig的正确读音，知道并听懂会说单词farm, egg , hey。
掌握重点句型：“What are they? They’re cows \chickens \ducks.”2、知道they, cows, pigs, chickens, eggs, ducks 为复数形式。
难点：正确认读cows, pigs, chickens复数的读音[z] , ducks [s]，能够区别两种读音。
三、教学手段单词卡片、图片、 PPT四、教学过程Step 1 Preparation1、Greet and sing the song of M 4 U 2《HAND AND SHOULDERS》.2、Free talk.T:What’s this?Ss: It’s a head \nose \mouth.T: What are these?Ss: These are eyes \ears.通过复习身体部位引出：Is it a dog? Ss: No, it’s a pig. (学生互学单词pig，教师纠正规范发音通过发音让学生感知单词的读音。
)Step 2 Presentation1、导入T: Wha t’s th is?Ss: It’s a pig.T: What are these?Ss: These are pigs.T: This is the father pig \mother pig. They look angry. Why?让学生看图片，了解大意(大明还闹出个小笑话，什么呢？)2、新授（板书Module 5 Unit 1）Today let’s talk about animals.出示图（PPT）This is Daming’s grandpa. Whe re are they? They are on the farm. (单词教学farm) 学生说一说农场里知道的农场小动物都有哪些？出示几张farm的图片学生认读。
Module 5（教学设计）外研版（一起）英语一年级下册教学背景英语一年级下册的Module 5为话题单元，话题是“我的家和我的朋友”。
在这个话题单元中，学生将学习如何询问和回答有关家庭和朋友的问题，学习一些基本的家庭成员和朋友的词汇，掌握一些简单的谈论技巧。
根据这个背景，本教学设计将通过多种方式启迪学生的兴趣，增加他们的参与度，让学生更轻松地掌握这个话题并提高他们的英语口语表达能力。
教学目标1.学生能够运用所学的基本家庭成员和朋友词汇进行问答表达。
2.学生能够说出自己家庭成员和朋友的名字并进行简单的介绍。
3.学生能够在实际情境中运用所学内容进行交流。
教学活动活动一：热身在上课前，老师将家庭成员和朋友的图片粘在教室的墙上，并配上英文，在学生进入教室后，先进行一遍名字识别游戏。
老师会发放一张纸条，上面写有一组家庭成员和朋友的图片，学生需在规定时间内寻找相应图片，并介绍这些人的名字。
老师可以适时提醒、引导学生正确表达家庭成员和朋友的名字。
这个热身环节旨在巩固学生已经掌握的单词和知识。
活动二：听力训练借助外研社一起英语配套的教材，老师将图书中的家庭成员和朋友照片贴在幻灯片上，播放声音，让学生根据声音了解关于家庭成员和朋友的信息。
在实现这个活动时，有两个步骤：1.听录音，听信2.学生回答问题同时，老师可以通过这个活动引导学生在语言学习中发挥主动性，提高学生的英语口语水平。
活动三：口语练习老师可以通过卡牌练习，让学生进行口语交流，或者在小组内进行交流。
为了让学生在更加自然的条件下表达自己，老师可以在练习前给学生一点时间准备，在练习中，老师可以充当过渡的角色，及时纠正学生的口语错误，并帮助学生提升口语表达能力。
同时，老师还可以通过角色扮演练习，让学生更加生动有效地理解所学内容，并在实践中加深印象。
评估方式教学完成后，老师会根据学生在上述活动中的表现和实际情况给出综合考核。
具体评价指标包括学生是否能够熟练、流利地使用所学的词汇和基本表达方式，并能够在实际情境中灵活运用。
小学英语外研版一起一年级下册Unit 2 It's thin【教学内容】1.学习单词thin, fat, baby, little, big。
2.学习句子It’s fat/thin/little/big.【教学目标】X k B 1 . c o m技能目标：1. 会读、会说thin, fat, baby, little, big ,pink.等单词。
.2. 听懂句子It’s thin. It’s fat. They’re black and white. They’re little. They’re pink.3. 能使用形容词描述动物的特征。
运用能力目标：1. 让学生感受英语课堂的活跃性，让学生在日常生活中能运用所学语言。
2. 培养学生积极与人合作，虚心向他人学习积极运用英语进行表达和交流，共同完成学习任务的能力。
素质教育目标：了解农场生活，培养积极的生活情趣和态度。
【教学重点】1.熟练掌握下列单词thin, fat, baby, little, big2.能听懂、会说、会读以下句子：It’s thin. It’s fat.They’re black and white.They’re little. They’re pink.【教学难点】单词和句型的正确运用。
【教学意图】1.熟练掌握本单元的单词和句型。
2.能使用形容词描述动物的特征。
【教具准备】1.教材相配套的教学录音带。
2.单词卡片及相关图片。
【教学过程】Step 1.Warming-up1.教师与学生热情问候，并带领大家一起TPR前面模块学习的英文童谣《Heads,Shoulers》。
2.教师和学生一起做游戏“I do, you guess.”教师请学生以小组为单位，小组成员每人模仿一种小动物，其他组的成员根据动作猜是什么动物并用英语说出来。
然后，教师可以请几位同学到前面来做动作，让全班同学一起猜。
Step 2.Presentation1.教师课前准备一些胖猪，一些瘦猪以及颜色各异的小猪的卡片。
2014至2015学年第二学期英语学科教学进度表任课教师：年级一年级 2015年3月2日周次时间授课内容备注1 Module 1 Unit 12 Module 1 Unit 23 Module 24 Module 3 Unit 15 Module 3 Unit 2- Module 4 Unit 16 Module 4 Unit 27 Module 5 Unit 18 Module 5 Unit 2 - Module 6 Unit19 Module 6 Unit210 Module 7 Unit111 Module 7 Unit 2 - Module 8 Unit112 Module 8 Unit213 Module 9 Unit114 Module 9 Unit 2 - Module 10 Unit115 Module 10 Unit 2- Review Module16 复习17 复习18 机动编写者执教者执教时间版本外研版学科英语册数一年级（下册）单元Module1 Unit1 课题He’s a doctor.德育教学目标培养学生乐于奉献的精神。
课时教学目标1. Grasp the sentences ,He?s a… She?s a…?and roll them by freely.2. Develop the students ability of listening, speaking andreading.教学重点he?s=he is she?s=she is教学难点能够在实际生活中灵活、准确运用此类句型。
教学准备CD 单词卡片教学板块教与学预设（师生活动）教学重构(修改意见)前置性作业一自学本模块单词，能够达到熟读，会认知的程度。
二熟读课文，能够了解文章大意。
三自己搜集表示职业的单词，课堂展示给大家。
四角色扮演，运用本课即将学习的句型，自己设计角色，并自行制作道具。
教学过程课前3分钟内容：全班同学分小组朗读本课课文，并分组给分，评出等级，并给予各组相应分数。
ⅠWarming-up1. Say an English song : ,Sing a rainbow ?2. Finish the pre-set homework .ⅡLeading inT tells two stotiesⅢTeaching and Learning1. Play the CD and let the students listen.2. Play the CD again.3. Point to the male doctor, then say: ,He?s adoctor.? Point to the female doctor then say:,She?s a doctor.? Point to a girl and say: ,She?s apupil.? Point to a boy and say: ,He?s a pupil.?4. Show the card ,doctor?5. Play the tape twice.6. Give the students five minutes to practice thedialogue.ⅣPracticeLead the students to practice .ⅥSetting homeworkHomework1.熟读课文对话2.听写单词一遍，签字板书设计Module1 Unit1 He’s a doctor.He?s a … / She?s a …教后随记编写者执教者执教时间版本外研版学科英语册数一年级（下册）单元Module1 Unit2 课题She?s a nurse .课时教学目标i．Learn somebody?s job,and somebody?s things.ii．Learn the new words: doctor teacher pupil driver clown her his德育教学目标培养学生乐于奉献的精神。
教学重点i．Grasp the new drills: My mother is a nurse. This is her dress.My father is a driver. That is his bus.Is he a doctor? No, he isn?t.Ii．Prove the students? listening ability.教学难点能够在实际生活中灵活、准确运用此类句型。
教学准备CD 单词卡片教学板块教与学预设（师生活动）教学重构(修改意见)前置性作业一运用He’s 或She’s 造句。
二用This is 介绍家人教学过程课前3分钟内容：学生角色表演I.Warming up and Revision1.Sing a song:2.Let?s chant.3.Rewiew the words.II.Leading-inLook at the picturesIII. Listening and reading ActivitiesPart1：Listen and sayUse the CD.Part2：Match and sayUse the cards.Part3:Learn the song:Use the CD.IV. Further Development1.Play the games. Use the cards ,reviewthe job words.2.Activity books:.V. Homework1. Listen to the tape, review the dialogue.2．Prepare the next lessons.Homework1.背读课文对话2.听写单词一遍，签字板书设计Module1 Unit2 She?s a nurse .This is…教后随记编写者执教者执教时间版本外研版学科英语册数一年级（下册）单元Module2 Unit1 课题Where?s the bird ?课时教学目标1. 能听懂、会读、会说desk，chair，bird，on，in，under2. 能听懂、会读、会说日常用语Where’s …? It’s on/in/under…。
德育教学目标让孩子了解热爱动物，热爱大自然的感情。
教学重点能正确地理解并朗读对话内容，在教师的引导和帮助下复述课文内容。
教学难点能初步运用本课所学的词汇和日常用语谈论物品的位置。
教学准备CD 单词卡片教与学预设（师生活动）教学板块一搜寻表示方位的词二用常见的表示方位的词on , in ,under 造句。
教学重构(修改意见)前置性作业课前3分钟内容：学生角色表演Step 1 Greeting &Warm up1. GreetingT: Hello, boys and girls.S: Hello, May.T: Nice to meet you.S: Nice to meet you, too.2. Sing a songS: Yes.T: I like singing very much. Let?s learn to sing a new song. OK?S: OK.T: First, listen and watch carefully. You may follow it if you want.(播放歌曲一遍)T: Do you like the song?Now follow me. (老师带着学生用手势表示歌词内容，学生边唱边学做动作)T: This time, let?s try to sing and do some acti** together.(再次播放歌曲，学生加上动作一起唱)Step 2 PresentationPlay a game and learn the new wordsT: (手中拿着一只折起来的小鸟) Now boys and girls, look, what?s in my hand now? Guess!S: …T: Look, it?s a bird. (板书bird)Look, where?s the bird? (把小鸟放在书上)S: It?s on the book.T: Where?s the bird now? (把小鸟放在书下)S: It?s under the boo k.T: Good! And where is it now? (把小鸟放在书里)S: It?s in the book.T: Now let?s play a game with this bird. (老师让学生闭上眼睛后把小鸟放进课桌里) Where?s the bird? Guess!S: …T: Look, it?s in the desk. (板书desk，贴图，带读in the desk并示意)Now let?s play this game again. (老师再次让学生闭上眼睛后把小鸟放到一把椅子上) Where?s the bird? Guess!S: …T: Look, it?s on the chair. (板书chair，贴图，带读on the chair并示意)Step 3 Story time1. Listen and chooseT: (老师再让学生闭上眼睛，然后把小鸟藏起来) Where is the bird now? Is it in the park? In the classroom? In the tree? Here is a story about the bird. Please listen carefully, and then choose the right answer.(播放课文录音)T: Where is the bird?S: It?s in the tree.T: Is it in the tree? Let?s watch the cartoon and check your answer.(播放课文动画核对答案)T: Is the bird in the tree?S: Yes!2. Listen and stickT: The bird stops in many places. Look, it?s here and here. (PPT红圈显示1、7两幅图中鸟的位置) But look, in some of the pictures, we cannot see it. (小鸟分别飞到了哪些地方呢？请你们来贴一贴。
