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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 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 …”.Te acher points and says “She’s a pupil.” Or “He’s a pupil.”Ss learn to say.Module 1: Unit 2 She’s a nurse.Teaching Aims:1. Review the points of the module.2. Learn to introduce a people like “Sh e’s…/ She’s a nurse.”3. Do the exercises of the module.Importance and Difficulties:He’s / She’s a pupil.Words: doctor, pupil, teacher.The exercises of the module.Students Analysis:We have learnt many words in the module: father, mother, brother, sister, grandpa, grandma, friend, pupil, doctor and so on, so it is necessary to review them in today’s lesson, and put the words in the sentence patterns: This is my…/ He’s/she’s…Teaching Aids:Tape recorder a big pencil a doll Cards head ornaments Teaching Procedures:Step 1: Warming upSing to say hello.Review the chant: Where’s the pencil?Ss say the chant together.Put a pencil in different place, Ss look and answer teacher’s question “Where’s the pencil?”Put a school bag on the desk, ask “Where’s the school bag?” Ss answe r.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 9Module2: 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.”Module3: 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 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.Module3: Unit2 How many green birds?Teaching Aims:Learn the numbers: 11 and 12.Understand the sentences “Look at the tree.” “So many birds!” and “Let’s count.”Importance and Difficulties:The pronunciation of “eleven and twelve”.The s entence “Look at the tree.”Students Analysis:In fact, most students have learnt the words: eleven and twelve already, but most of them didn’t catch the right pronunciation of the sound /v/, pay more attention here in class.Teaching Aids:Tape recorder tape a doll CardsTeaching Procedures:Step 1: Warming upSing and say hello.Review the chant.Read the chant together with gestures.Review the four words: balloon, bed, bear, and doll.(A game: T writes the four words on the blackboard, and then read three of them; Ss say the word T doesn’t read.)Step 2: Presentation and practiceA game: Listen and do.(T: “Point to the ceiling. Point to the window. Stand up! Open your book. Sit down! Close your book. Look at the door.”)T makes gesture to explain the sentence “Look at the door.”Continue to play the game.(Look at the teacher. Look at the ceiling. Look at the floor. Look at the window….)T shows several cards and asks “What’s this?” (tree)Teach the new word “tree”.Read and mime a tree.T: “Look at the tree.” Get the Ss to look at the tree card.Write the sentence “Look at the tree.” On the blackboard.Read and make gestures.Stick the wall chart on the blackboard.Get the Ss to look at the big tree.T: “Look at the tree. So 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 groupModule 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.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 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: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 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: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 w ay.Game: Fast reactionGame: I say, you do. / I do, you say.Point and say: They’re snakes. …Look at the picture and try to understand “long, short, tall”.Read those words.Game: I do, you say.T do the actions, Ss say the word.Step 4: EndingRead all the words together.Sing to say goodbye.Blackboardwriting: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 scar y.Importance and Difficulties:1. Try to introduce the lion’s family.2. The pronunciation of “isn’t”.StudentsAnalysis:“Cute and scary”are adjective verbs. We can understand their meanings by our activities easily. The difficult point is their pronunciations.Teaching Aids:Tape recorder tapes cardsstationeryTeaching Procedures:Step 1: Warming upSing to greeting each other.Words game: Ask and answer chantStep 2: PresentationT: Amy and Lingling went to the zoo. They are watching the lions.Learn to express: baby lionCount: “How many baby lions?”Write “The baby lions ” on the blackboard.Read after T.Observe the baby lions and learn the new word: cute. Learn to say: “The baby lions are cute.”Read row by row.Observe the mother lion and learn the new word: scary. Learn to say: “The mother lion isn’t cute. It’s scary.”Correct the pronunciation of “isn’t”.Read the sentence team by team.Step 3: PracticeText: Listen to the tape.Understand the meaning of the text.Try to read the text.Read the text after T sentence by sentence.Read the text by themselves.Page 24: Activity 2 Look and say.Blackboard-writing: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-Module 1 Revision（1）-外研社（一起）教学目标
1.复习单元内容，加强学生对单元知识的掌握和理解。
2.练习听、说、读、写技能。
3.培养学生的合作精神和团队意识。
4.提高学生的英语综合素质。
教学重点
1.复习单元内容，检查学生的掌握程度。
2.鼓励学生多说多练，提高英语口语水平。
3.通过合作学习，培养学生的团队意识。
教学难点
1.有效引导学生复习单元内容。
2.帮助学生克服害羞和紧张情绪，勇于表达自己的意见。
教学方法
采用听说读写结合的综合教学法，引导学生参与互动式合作学习。
教学准备
1.单元教材及配套教辅。
2.音频设备。
3.指定学生分组。
教学过程
Step 1 Revise
1.问答复习单元难点知识点，检查学生的掌握程度。
例如，What’s your name? How old are you? What’s your favourite colour? How many apples do you see? 等等；
2.教师出示图片，要求学生根据图片提示回答问题。
例如，What’s this? How many animals do you see? 等等；
3.教师播放听力素材，让学生按照听到的内容选择对应的图片。
例如，听到。
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。
一年级下英语教案Module 1 Revision（1）外研社（一起）教学目标本节课旨在帮助学生巩固和复习Module 1中的重点单词和句型，增强学生的听说能力和实际运用能力。
通过丰富多样的教学活动，激发学生的学习兴趣，提高学生的英语学习积极性，培养学生的合作意识和自主学习能力。
教学内容1. 单词：hello, hi, good morning, good afternoon, good evening, good night, how are you, I'm fine, thank you, goode, see you, Mr., Miss, what's your name, my name is, nice to meet you等。
2. 句型： Hello, how are you? I'm fine, thank you. Goode, see you tomorrow. What's your name? My name is Tom. Nice to meet you.教学重点与难点1. 教学重点：掌握Module 1中的重点单词和句型，能够熟练运用所学知识进行简单的日常交流。
2. 教学难点：正确运用问候语和告别语，熟练运用所学句型进行自我介绍和询问他人姓名。
教具与学具准备1. 教具：多媒体课件、图片、卡片、录音机、磁带等。
2. 学具：学生用书、练习册、彩色笔、剪刀、胶水等。
教学过程1. 热身活动：播放英语歌曲，营造轻松愉快的学习氛围，激发学生的学习兴趣。
2. 复习导入：通过图片、卡片等教具，引导学生复习Module 1中的重点单词和句型。
3. 互动交流：组织学生进行角色扮演、小组讨论等活动，让学生在实际情境中运用所学知识进行交流。
4. 巩固练习：布置练习题，让学生独立完成，巩固所学知识。
板书设计1. Module 1 Revision（1）2. 重点单词和句型列表3. 教学过程简述4. 练习题及答案作业设计1. 听力练习：听录音，完成练习题。
《Review Module Unit 1》学历案一、学习目标1、学生能够熟练掌握 Review Module Unit 1 中的重点词汇、短语和句型。
2、能够准确运用所学语法知识进行句子和篇章的表达。
3、提高听力、阅读、写作和口语的综合语言运用能力。
二、学习重难点1、重点词汇：复习本单元出现的重点单词，如_____、＿____、＿____等，要求能够正确拼写和运用。
短语：熟练掌握常用短语，如_____、＿____、＿____等，理解其含义并能在语境中正确使用。
句型：掌握重点句型，如_____、＿____、＿____等，能够进行模仿和改写。
2、难点语法：本单元涉及的语法点，如_____、＿____的用法和区别，能够准确运用。
听力理解：能够听懂与本单元主题相关的听力材料，并抓住关键信息。
书面表达：能够运用所学知识，围绕给定的话题写出逻辑清晰、语言准确的短文。
三、学习方法1、自主学习提前预习 Review Module Unit 1 的内容，标注出不理解的地方。
背诵重点词汇和短语，通过造句来加深理解和记忆。
2、合作学习与同学组成学习小组，互相检查词汇和句型的掌握情况。
共同完成听力和阅读练习，交流讨论遇到的问题。
3、探究学习对于较难的语法点，通过查阅语法书籍和网络资源，进行深入探究。
尝试用不同的方式表达相同的意思，提高语言的灵活性。
四、学习过程1、词汇复习教师带领学生回顾本单元的重点词汇，通过单词卡片、默写等方式进行巩固。
学生分组进行词汇竞赛，看哪个小组在规定时间内写出的正确单词最多。
2、短语讲解教师举例讲解常用短语的用法和搭配，让学生模仿造句。
设计填空练习，帮助学生熟练运用短语。
3、句型操练分析重点句型的结构和用法，引导学生进行句型转换和仿写。
创设情境，让学生在实际情境中运用句型进行交流。
4、语法梳理系统梳理本单元的语法知识，通过对比、归纳的方式帮助学生理解。
进行语法专项练习，及时反馈和纠正学生的错误。
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 differthem from each will enough.Teaching Aids:Tape recorder tape a doll Cards head ornamentsTeaching Procedures:Step 1: Warming upSing to greeting.Review colors: Show color cards and ask the Ss “What color?”Review some words: Show some cards and ask the Ss “What's this?”Let's count. (From one to twelve.)Step 2: RevisionTeacher shows cards and Ss look and say “Father….”Sticker these cards on the blackboard and read after T.Read the words group by group.Ss say: “This is my father….”Ss review to say: “This is my school bag….”Learn the word “friend.”Read after teacher.Learn to say “This is my friend.”Step 3: PresentationTeacher points to several Ss and says “She's …/ He's …”Explain with gestures.Write “She's …”and “He's…”on the blackboard.Read the sentence pattern.T shows some head ornaments, Ss look and try to say “She's Lingling. He'sDaming….”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:2Module 1: Unit 2 She's a nurse. Teaching Aims:1. Review the points of the module.2. Learn to introduce a people like “She's…/ She's a nurse.”3. Do the exercises of the module.Importance and Difficulties:He's / She's a pupil.Words: doctor, pupil, teacher.The exercises of the module.Students Analysis:We have learnt many words in the module: father, mother, brother, sister, grandpa,grandma, friend, pupil, doctor and so on, so it is necessary to review them in today'slesson, and put the words in the sentence patterns: This is my…/He's/she's…Teaching Aids:Tape recorder a big pencil a doll Cards head ornamentsTeaching Procedures:Step 1: Warming upSing to say hello.Review the chant: Where's the pencil?Ss say the chant together.Put a pencil in different place, Ss look and answer teacher's question “Where's thepencil?”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.3He, 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 9 Teaching Notes:4Module2: 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?”Describe the location like “It's in / on/ under ..”Importance and Difficulties:The sentence pattern: “A cat is in the box.”Try to ask: “Where's the orange cat?”Students Analysis:We have learnt the pattern “Where's the…?”last week, so it is a consolidation oflast 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.5Read 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 Notes6Module3: Unit1 Where is the orange cat? TeachingAims:1. Review the sentence pattern “Where's the orange cat?”2. Learn to guess the location of object with “Is it under/ in / on…?”Notes:Importance and Difficulties:Use the sentence: “Is it under / in / on the bed?”to ask the location.Students Analysis:It is not easy for the kids to use the sentence: “Is it under / in / on the bed?”to ask thelocation. Use the same thing to change its location each time will easier to the kids.Teaching Aids:Tape recorder tape a doll book Cards school bag boxpenTeaching 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.7Read 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 oneof 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:8Module3: 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 sentence “Look at the tree.”Students Analysis:In fact, most students have learnt the words: eleven and twelve already, but most ofthem didn't catch the right pronunciation of the sound /v/, pay more attention here inclass.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; Sssay 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 thewindow….)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.9Write 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:10Module 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 threewords' 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)11Learn 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:12Module 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 andthen let themfind the order of “these are + -s”, it will be a great help.Teaching Aids:Tape recorder tapes cards stationeryTeaching 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.”13Ss 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:14Module 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. Wecan 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 2.15B. 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---chickens Picture 5: egg---eggsWord games: A. ChantB. Left and right Step 4: PracticePage 19: activity 2.Read after T.Read group by group.Read the conversation one by one. Blackboardwriting:Teaching Notes:16Module 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.17Look 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 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:18Module 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 pronunciationof “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: zoo19Learn to say: Let's go to the zoo.Observe picture one and find the animal.Learn the new word: snakeRead the word after T and correct Ss' pronunciation.Read the word in a little game: High and low voiceLearn the new words “giraffe, elephant, lion”in the same way. Game: Fast reactionGame: I say, you do. / I do, you say.Point and say: They're snakes. …Look at the picture and try to understand “long, short, tall”.Read those words.Game: I do, you say.T do the actions, Ss say the word. Step 4: EndingRead all the words together. Sing to say goodbye. Blackboardwriting:Teaching Notes:20Module 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 ouractivities 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.21Observe the mother lion and learn the new word: scary.Learn to say: “The mother lion isn't cute. It's scary.”Correct the pronunciation of “isn't”.Read the sentence team by team.Step 3: PracticeText: Listen to the tape.Understand the meaning of the text.Try to read the text.Read the text after T sentence by sentence.Read the text by themselves.Page 24: Activity 2 Look and say.Blackboard-writing:Teaching Notes:22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 1 Unit 1》教案设计一、教学目标1.学生能够听懂、认读、说出“book”、“ruler”、“pen”、“pencil”等常见的学习用品的单词。
2.学生能够理解日常用语“open your book”、“close your book”、“show me your ruler”等，并能正确使用。
3.学生能够进行简单的对话，如询问别人的学习用品，回答别人的问话等。
4.学生能够自己编写一个简单的对话，并在同伴间表演。
二、教学重难点重点：1.认读、掌握学习用品的单词。
2.学习日常用语“open your book”、“close your book”、“show meyour ruler”等。
3.进行小组对话表演，锻炼口语和交际能力。
难点：1.学生对单词拼写的掌握和发音的准确性。
2.小组合作，分工合作，协作完成对话创编。
三、教学过程1. Warm-up1.教师问学生：“Do you remember our last lesson? What did we learn?”2.学生回答：“I learned ‘hello’, ‘bye-bye’, ‘my name is’ and‘what’s your name?’”3.教师继续问：“Today we will learn something new. Do you know what we will learn?”4.学生猜：“Today we will learn about school?”5.教师回答：“That’s partly true, we will learn about some things we need to study.”2. Presentation1.教师出示学习用品图片：“book”、“ruler”、“pen”、“pencil”等，并进行单词发音和掌握方法讲解，让学生跟读单词，并重复发音和手势学习。
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。
《英语》（新标准）（小学一起）一年级下册RM教学设计Presentation(20 minutes)What are they?2. Ask some volunteers tointroduce the jobs in class.3. Listen and match.Listen and then check theanswers in class.4.Point and say.The teacher should do ademo firstly.5.Sing the song:Head, Shoulders, Knees andToes6.Game: Look and say.The teacher should do ademo firstly. pictures and talkabout them with“He is…/She is...”Introduce the jobsin class.Listen and match.Point and say.Talk about thepictures one byone.Watch the video,and sing the songtogether.Answer thequestions asquickly as they复习了关于职业的词汇后，这一部分请学生能够介绍图片中人物的职业，先以同伴互助的形式在小组内练习，然后请同学在全班介绍这些人物的职业，为下面的练习打好基础。
带着任务听录音，二次提取更详细的信息。
带着任务听录音，再次巩固人物的职业这一表达。
边指图片边介绍人物的职业能够帮助学生更深刻地理解第三人称代词he和she的区别，以及各种职业。
边唱边表演歌曲Head,Shoulders, Knees and Toes.这首歌曲朗朗上口，加上动作表演，特别符合低年级学生的年龄特点。
让学生介绍自己课前画的小怪物，学生乐于参与这样的活动，教师可以适当展示学aloud. 并通过Read aloud.Read and do the action.等学生喜欢的方式复习核心词汇，以便在后面的练习中更好地应用。
