外研社一年级起点一年级上册Module10课时备课

Module 10Unit 2 That is his car.本课将巩固英语中近亲属的表达法，同时学生还将学习单数物主代词，增强他们明确自己东西，不拿别人东西的意识。

【知识目标】复习father, mother, grandpa, grandma, sister, brother, friend等单词。

并学习新单词his, her, car 等。

并能理解它们的意义和用法。

【能力目标】能正确使用本模块所学习的单词和句型向别人介绍自己的家庭成员以及某人的所属物品。

【情感目标】增强学生的物体归属观念，教育他们不要未经允许拿别人东西。

【教学重点】熟练掌握father, mother, grandpa, grandma, sister, brother, friend等单词。

能理his, her, my, your 的意义和用法。

【教学难点】1.能听懂、会说、会读以下句子：That is my father. That is his/her…2.准确的发音及实际灵活的运用。

1. 课前准备：调试光盘与课件、给学生分组、为学生布置预习作业等；2. 教具学具：光盘、大卡片等。

Step1. Family tree1.摆放正确的家族树请一位学生在黑板正确摆放并连接家庭成员的图片，做出一个正确的家族树。

2.画家谱请学生根据自己家的实际情况，画出自己家的家谱，比较谁画得更好。

Step2. Let’s learn1. 细致讲解活动2老师假装自己是Amy，来介绍每幅场景出现的人和物。

在讲解过程中，老师要指出my的意思是我的，his的意思是他的和her的意思是她的。

2. 听录音播放课文录音，请学生仔细听录音，注意语音语调3. 跟读播放课文录音，先让所有学生一起跟读。

在过程中，老师注意纠正不对的发音。

然后请几位同学进行范读，注意他们的语音语调。

Step3. Listen and match1. 播放活动3录音第一遍，着重让学生熟悉语音语调。

一、The students can master that target language.1. The students can introduce their family.2. They can be more interested in English learning.二、Important points1. That is my father.2. This is my friend.三、Difficult PointsTo use the target language to introduce their family四、Teaching preparationFlash cards, Tape-recorder, CD-ROM etc.五、Teaching proceduresStep 1 Warming-upT / Ss together to sing the song Where are we going, daddy?Step 2 PresentationT: Oh, look! This is Maggie’s family photo. Can you guess who is he?Ss: He’s father.T: (Teach new words) daddy; fatherStep 3 Practice (Text learning)Activity 11. T: Daming and Sam go to school together. Let’s see who they meet.2. T / Ss watch the carton.3. Some students put up their hands to tell what happened in the carton,4. The students open books to read the text.Activity 21. T: Oh, look! Sam and his family are having a picnic now. Let’s see his more family members.Ss: OK.T: Watch the carton. Who are they?And let’s see what they are talking about.3. Some Students put up their hands to talk about what they have seen in the carton.4. T: (teach the new expressions of this part by using the carton.)Ss: (learn the new words and the sentences by lots of practice.) mother; grandpa; grandma; friend5. The students open books to read the text by following the tape.6. T-Ss read the text.7. S-Ss read the text.Step 4 ProductionT: Can you introduce your family members?Ss: (come to the platform to role-play the guide.)Step 5 summing-upWhat did you learn in this class?Step 6 Homework1. Listen, point and read the text.2. Use the following sentences to introduce family.(That is… / This is…)一、The students can master that target language.1. The students can introduce their family.2. They can be more interested in English learning.二、Important points1. That is my father.2. This is my friend.三、Difficult PointsTo use the target language to introduce their family四、Teaching preparationFlash cards, Tape-recorder, CD-ROM etc.五、Teaching proceduresStep 1 Warming-upT / Ss together to sing the song Where are we going, daddy?Step 2 PresentationT: Oh, look! This is Maggie’s family photo. Can you guess who is he?Ss: He’s father.T: (Teach new words) daddy; fatherStep 3 Practice (Text learning)Activity 11. T: Daming and Sam go to school together. Let’s see who they meet.2. T / Ss watch the carton.3. Some students put up their hands to tell what happened in the carton,4. The students open books to read the text.Activity 21. T: Oh, look! Sam and his family are having a picnic now. Let’s see his more family members.Ss: OK.T: Watch the carton. Who are they?And let’s see what they are talking about.3. Some Students put up their hands to talk about what they have seen in the carton.4. T: (teach the new expressions of this part by using the carton.)Ss: (learn the new words and the sentences by lots of practice.) mother; grandpa; grandma; friend5. The students open books to read the text by following the tape.6. T-Ss read the text.7. S-Ss read the text.Step 4 ProductionT: Can you introduce your family members?Ss: (come to the platform to role-play the guide.)Step 5 summing-upWhat did you learn in this class?Step 6 Homework1. Listen, point and read the text.2. Use the following sentences to introduce family.(That is… / This is…)一、The students can master that target language.1. The students can introduce their family.2. They can be more interested in English learning.二、Important points1. That is my father.2. This is my friend.三、Difficult PointsTo use the target language to introduce their family四、Teaching preparationFlash cards, Tape-recorder, CD-ROM etc.五、Teaching proceduresStep 1 Warming-upT / Ss together to sing the song Where are we going, daddy?Step 2 PresentationT: Oh, look! This is Maggie’s family photo. Can you guess who is he?Ss: He’s father.T: (Teach new words) daddy; fatherStep 3 Practice (Text learning)Activity 11. T: Daming and Sam go to school together. Let’s see who they meet.2. T / Ss watch the carton.3. Some students put up their hands to tell what happened in the carton,4. The students open books to read the text.Activity 21. T: Oh, look! Sam and his family are having a picnic now. Let’s see his more family members.Ss: OK.T: Watch the carton. Who are they?And let’s see what they are talking about.3. Some Students put up their hands to talk about what they have seen in the carton.4. T: (teach the new expressions of this part by using the carton.)Ss: (learn the new words and the sentences by lots of practice.) mother; grandpa; grandma; friend5. The students open books to read the text by following the tape.6. T-Ss read the text.7. S-Ss read the text.Step 4 ProductionT: Can you introduce your family members?Ss: (come to the platform to role-play the guide.)Step 5 summing-upWhat did you learn in this class?Step 6 Homework1. Listen, point and read the text.2. Use the following sentences to introduce family.(That is… / This is…)。

Module 10 Unit 1 That is my father.教材分析本单元是本册教材的第十模块第一单元的内容。

本节课的教学目标是：学习家庭成员名称，学习This/That is my…句型并用此句型介绍自己的家庭。

My Family这是一个和学生的实际生活有着密切联系的内容。

特别是在学习了家庭成员farther mother grandfather grandmother 这些名称以后再学习句子This/That is my..介绍家庭成员变得顺理成章，使得学生更融入生活的情境。

通过前九个模块的英语学习，学生有了一定的英语学习基础，在学习技能方面已经能够与教师进行简单的交流，而且已经熟悉老师的课堂指令。

设计课时，注意尽可能的把课堂还给孩子，让学生与学生，学生与老师之间多进行语言的交流。

如：在热身运动中，进行日常的见面对话。

在句型的学习中，让学生根据自己家庭的照片，进行同桌间的相互介绍等等。

能使孩子们的多元智能在交际活动中得以体现和发展。

教学目标1. 能够认读，听懂、会说目标词汇:mother, father, grandma, grandpa, sister, brother, me。

2. 基本能听懂、会说、会读,熟练掌握This/That is my….的语言结构3. 能够恰当使用英语中家庭成员之间的称呼，问候语，了解英语国家中介绍他人的方式。

4. 逐步强化家庭意识，懂得感恩。

教学重难点【教学重点】掌握家庭成员名称的一些词汇。

能听说读写新单词mother, father, grandma, grandpa, sister, brother, me及新句型This/That is my….进行简单的介绍家庭成员。

【教学难点】熟练应用本节课句型This/That is my …介绍家庭成员。

课前准备Tape recorder, Multimedia, PPT，photo of family教学过程Step1 热身导入1. Greetings教师热情地和学生打招呼问好，并走下讲台和学生做简单的Free Talk.T: Good morning, boys and girls!S: Good morning, teacher!T: Hello, I am Miss Zhang. How are you?S1: Hello, I am…I’m fine, thank you.T-Ss【设计意图】口语练习,轻松的课前交流，给学生创设愉悦的英语语言氛围。

Module 10（教学设计）外研版（一起）英语一年级上册课程背景本课程是外研版（一起）英语一年级上册第十个模块，主要内容为对一些简单的英语问句的学习与掌握，比如“who’s this?”、“what’s this?”等。

本模块主要通过介绍一些家庭成员和家居用品来让孩子们了解这些基础问句的应用。

本课程旨在帮助学生通过能够回答简单的英语问句来提高他们的英语口语表达能力。

教学目标1.让学生能够听懂和说出一些简单的英语问句。

2.让学生能够认识和描述一些家庭成员和家居用品。

3.通过学习让学生能够运用所学知识，回答英语问句。

教学重点1.能够听懂和说出一些简单的英语问句。

2.能够认识和描述一些家庭成员和家居用品。

教学步骤Step 1用图片或卡片让学生认识或复习不同的家庭成员，并引导学生口头回答“who’s this?”。

Step 2通过家庭成员的介绍，引导学生口头回答“what’s this?”，并让学生认识和描述一些家居用品。

Step 3讲解用来表示复数的“s”和用来表示所有格的“’s”的常用方法，并通过示例让学生掌握它们的用法。

Step 4通过图片或卡片让学生复习所学知识，并让学生用所学知识进行互动交流。

教学评估1.回答问题：老师询问学生一些简单的问题，比如“who’s this?”、“what’s this?”等，来检查学生是否掌握所学知识。

2.互动交流：老师安排学生进行分组活动，通过回答简单的英语问句和描述家庭成员和家居用品，来检查学生口语表达能力。

总结本课程通过介绍一些家庭成员和家居用品，让学生了解一些常用的英语问句，并通过运用所学知识来提高他们的英语口语表达能力。

这些基础问句是日常英语交流中非常常见的，能够掌握这些问句不仅有助于英语学习，也有助于实际生活中的交流。

我们希望学生能够通过这样的学习，对英语产生浓厚的兴趣，并能够坚定地学习下去。

外研版（一起）一年级英语上册教案Module 10 Unit 1 Where’s my pen?一、教学目标：A．知识技能目标：学会三个介词on, in, under, 并能用Where's my/the…?去询问物品在哪。

B．运用能力目标：学会询问某物的方位及回答的日常交际用语。

C．素质教育目标：让学生感受英语的实用性，培养学生运用语言能力。

二、教学重难点：on, in, under三个词的读音以及区别是这节课的重点也是难点，“hat”的读音是个难点。

三、教学过程：I. Warm—up1. GreetingT: Class begins.Ss: Stand up, please.T: Good morning, boys and girls.Ss: Good morning, Miss Chen.T: Say Hello to your parents.Ss: Hello.T: Good! Now, Group 1 and 2, let’s say, I’m a cat, cat, cat, in a cap, cap, cap.Group 3 and 4, let’s say, I’m a cat, cat, cat, in a hat, hat, hat. (结合不同的动作，有需要的话，帽子)T：Now, follow me, bounce, bounce, bounce the ball, twice. Ok?(学生看着老师的手，注意速度快慢的变化，让学生边做边说Chant，两遍)T：Sit down, please.2. Quick response(PPT快速出示一些图片：pen/ pencil/ ruler/ dog/ fox / hat/ box/ , 然后迅速消失，让学生猜)T：Now, look carefully. What’s this?Ss: It’s a …T: Is it a …?Ss: Yes, it is. / No, it isn’t.(先请所有学生回答，再抽学生回答)3.最后一张呈现一只漂亮的箱子T: What’s this?Ss: It’s a box.T: Yes, it’s a box. (从讲台桌下拿出一只漂亮的箱子)T: Now, look, it’s my box. It’s so bea utiful. I like it very much.Guess, what’s IN my box? （摇摇箱子）(课件出示句子“……in my box?”)Ss guessing(引导学生猜，a ball? a book? a cat ?......单击出现这些图片)T: Now, who can? Who can touch the box?(请学生摸箱子，猜箱子里的东西)T: Is it a book? What’s this?S1: It’s a ball.T: Yes, y ou are right. It’s a ball.II. Presentation一、IN1.单击出示IN 图片，T: A ball in the box出示IN单词卡片，T: [I] [I] ---IN, follow me.（先教【I】, 再教[IN] ）齐读——抽读T: in ↗in ↘in the box (一边拿球和箱子做动作示范)（单击出现in↗in↘in the box）跟读in ↗in ↘in the box——抽读（让他拿球和箱子做动作）T: Now, in ↗in ↘It's in the box.(单击出现“It’s ”,贴好板书“It’s in the box.”) (带领学生边拍手边说CHANT,先慢后快，先跟读，再抽读，然后开火车读)2.跟着边做边说T: Now, boys and girls. Please take out your eraser. Let's do together. (让学生拿出橡皮，和老师一起边做边说)in ↗in ↘It's in the pencil-box.in ↗in ↘It's in the desk.in ↗in ↘It's in the schoolbag.3. GuessT: Good, now, take away your eraser. (保证学生放好橡皮)Look, what’s this? (出示一实物——钢笔)Ss: It’s a pen.T: Yes, it’s my pen. Now, close your eyes.1\2\3(叫学生先闭上眼睛，把pen藏于box 里面)T: OK. Open your eyes. Where’s my pen? Guess? (贴板书“Where’s my pen?”)S1: It’s in the box.T: Yes or no? Let’s open and look.Wonderful, it’s in the box. You’re right. (奖励学生)二、where's my pen1.出示“where”单词卡片，进行教授，where---where's----where isT: where↗where↘where's the pen?(全体学生跟读)T: Now, one by one. (开火车练读这个句子)(把钢笔放进箱子里)T：where↗where↘where's the pen?（提示学生回答）S1：in ↗in ↘It's in the box.T: Now, Let’s play a game. I need 5 students. Who can come here? (抽取5名学生上台做游戏)T: OK. Now, stand in a line(让学生排成一队) face to me, ok? Are you ready?T：where↗where↘where's the pen?(把箱子给第一个学生)提示第一个学生回答S1：in ↗in ↘It's in the box.提示第一个学生转身问第二个学生S2: where↗where↘where's the pen?……出示一个pencil box,把它放进一个schoolbag中T: Now, where’s the pencil box?S1: It’s in the schoolbag.T: where↗where↘where's the pencil-box?Ss: in ↗in ↘It's in the schoolbag.三、ON1.出示一张房间图片，T: Now, look, it’s Amy’s room. But it’s too dirty. Let’s clean the room, ok?(告诉学生是LINGLING的房间，太脏了，我们帮她整理一下)(通过单击物体发生方位的变化，来问)T: Now, look, where’s the ball?Ss: It’s in the box.T: Where’s the pencil-box?Ss: It’s in the schoolbag.T: Where’s the book?Ss: It’s on the desk. (引导学生回答)2.单击出示ON 图片,并出示ON单词卡片，T: [O] [O] ---ON, follow me.（先教【O】, 再教[ON] ）齐读——抽读(注意[0] 发音，结尾不能拖长音)T: on ↗on ↘on the box (一边拿球和箱子做动作示范)（单击出现on↗on↘on the box）跟读on ↗on ↘on the box——抽读（让他拿球和箱子做动作）T: Now, on ↗on ↘It's on the box.(单击出现“It’s ”,贴好板书“It’s on the box.”)(带领学生边拍手边说CHANT,先慢后快，先跟读，再抽读，然后开火车读)2.跟着边做边说T: Now, boys and girls. Please take out your eraser. Let’s do together. (让学生拿出橡皮，和老师一起边做边说) (让小朋友自编chant, 如果学生有困难，就提on ↗on ↘It's on the desk..on ↗on ↘It's on the book.on ↗on ↘It's on the seat.四、UNDER1. GuessT: Look, it’s a dog. It’s my box. (把这两样东西藏于讲台桌后，或者用块布盖上) Where’s the dog?S1: It’s in the box. / It’s on the box.(先把东西藏在箱子里面和箱子上面，当猜第三回的时候把DOG放在箱子下面，引出UNDER)T: No, you are wrong. It’s under the box.2.单击出示under 图片,并出示under单词卡片，T: [a] [a] ---under, follow me.（先教【a】, 再教[under]）齐读——抽读(注意[a] 发音，结尾不能拖长音)T: under↗under ↘under the box (一边拿球和箱子做动作示范)（单击出现under ↗under ↘under the box）跟读under↗under ↘under the box——抽读（让他拿球和箱子做动作）T: Now, under↗under ↘It's under the box (单击出现“It’s ”,贴好板书“It’s under the box.”)(带领学生边拍手边说CHANT,先慢后快，先跟读，再抽读，然后开火车读)3.跟着边做边说T: Now, boys and girls. Please take out your eraser. Let's do together. (让学生拿出橡皮，和老师一起边做边说) (让小朋友自编chant, 如果学生有困难，就提供物品来提醒他)S1: under ↗under↘under the deskS2: under ↗under↘under the bookS3: under ↗under↘under the seat(让小朋友自编chant, 如果学生有困难，就提供物品来提醒他)4. GameT: Now, let’s play a game. Take out your eraser, follow me.(让学生拿出橡皮和另外一只手做听听做做的游戏，先请所有学生边听边跟着老师一起做一起说，in、on 、under,然后速度加快)T: IN /ON/ UNDER, follow me.（让学生跟着自己一边说一边做）T: Now, I say you do.我说你做，ok?T: Who can say? (请个学生来发指令)T: OK, now, group work..一人说，其他人做（先要对班级成员进行分组）T: 1\2\3, Are you ok? Which group? Come here. (抽组上台进行表演，进行评比、奖励)五、课文内容1.出示课件图片，与课文内容一致，先问学生T: Look, where↗where↘where's my pen?Ss: in↗in↘It's in the hat.”2．出示第二张课件T: Who can ask? (引导学生来问，可用句子提醒他，然后全班一起回答)开火车游戏，挑中一组，一问一答3.出示第三张课件请boys 来问，girls来回答，然后再选另外一组，进行开火车游戏。

（2）Sam, Amy, Daming, Lingling, they have a 拉近了师生间的距picnic in the forest.离，又营造了英语学Who's that? - That is Sam' s father.习的氛围。

Who's that? That is Sam' s grandpa. 教师给学生出示一张（3）Read after the ship. 自己小时候与父母在一起的照片。

教师指Work in pairs . 4 （）4. Practise:着小时候的自己请学．2.Difficulties: They can introduce the relatives.3.Innovation: TPR, Lecture, Talking.Tape recorder, pictures, cards, CD-ROM, etc. Teaching aid:One Periods:Individualized design Teaching coursesSing a song: Warming-up 一、I can sing a rainbow. ：1、GreetingsGood morning! T: Hello, boys and girls? / 教师可准备5-6张小动物、动画人物或者2、Hello！Sing a song ：your name? T: Hello, What's自己的全家福照片或S: My name is ……图片，用于辅助教学。

教师拿着不同的图片二、Preview1、Sing a song：Who's that?“That's ?”或照片，应用”This2、father, mother, sister, brother is …”进行教学。

”this”Father, father,this is my father. 和”that”在本模块中是Mother, mother, this is my mother. 复习内容，教师可以．对这两个单词指代意Presentation三、1、“Who's that? ”“That's my father.”义的清楚认识。

一年级上册英语教案Module 10 Unit 2 外研社T: Good morning, boys and girls!S: Good morning, teacher!T: Hello, I am Miss Zhang. How are you?S1: Hello, I am…I’m fine, thank you.T-Ss【设计意图】口语练习,轻松的课前交流，给学生创设愉悦的英语语言氛围。

2. Sing a song: I love my familyT: Do you want to sing a song?师生共同演唱歌曲【设计意图】利用轻松愉快的英语歌曲开始一堂课的教学，有利于活跃课堂气氛，缓解学生的紧张感，拉近师生间的距离。

同时，选取与教学内容相关的歌曲还可以帮助渗透教学内容，为接下来的新授内容做好铺垫。

3. Revision: I can readPPT播放家庭树，学生看词读词，复习家庭成员名称。

【设计意图】通过激活学生已有的旧知，复习上节课所学词汇，锻炼口语表达。

家庭树的铺垫也为新课提供了背景情境。

Step2 新知呈现1. Lead-in: Panpan’s family（1）利用PPT出示Panpan的家庭树，引导学生用句型This is my…介绍Panpan的家庭成员。

（2）Let’s chant.播放课文节奏，师生一起打节拍演唱。

This is Mother Pandaand Father Panda, too.Grandma, grandpabrother, sister,all in the zoo.【设计意图】一步步引导学生从回顾旧知到新知的渗透，利用琅琅上口的节奏帮助学生新知的学习做好铺垫。

2.Present the sentences:课件出示四只小猴子，让学生猜一猜都是谁的，帮助他们找主人。

公布答案，课件呈现This is Amy’s monkey.This is her monkey.四只小猴子分别都用此方式引出新句型This is his/her…【设计意图】利用游戏找主人的形式设置情境，从旧知引出新知，帮助学生理解新句型，符合学生认知规律，帮助学生扎实基础。

Module 10 Unit 1 That is my father.教材分析本单元是本册教材的第十模块第一单元的内容。

本节课的教学目的是：学习家庭成员名称，学习This/That is my…句型并用此句型介绍自己的家庭。

My Family这是一个和学生的实际生活有着亲密联络的内容。

特别是在学习了家庭成员farther mother grandfather grandmother 这些名称以后再学习句子This/That is my..介绍家庭成员变得顺理成章，使得学生更融入生活的情境。

通过前九个模块的英语学习，学生有了一定的英语学习根底，在学习技能方面已经可以与老师进展简单的交流，而且已经熟悉老师的课堂指令。

设计课时，注意尽可能的把课堂还给孩子，让学生与学生，学生与老师之间多进展语言的交流。

如：在热身运动中，进展日常的见面对话。

在句型的学习中，让学生根据自己家庭的照片，进展同桌间的互相介绍等等。

能使孩子们的多元智能在交际活动中得以表达和开展。

教学目的1. 可以认读，听懂、会说目的词汇:mother, father, grandma, grandpa, sister, brother, me。

2. 根本能听懂、会说、会读,纯熟掌握This/That is my….的语言构造3. 可以恰当使用英语中家庭成员之间的称呼，问候语，理解英语国家中介绍别人的方式。

4. 逐步强化家庭意识，懂得感恩。

教学重难点【教学重点】掌握家庭成员名称的一些词汇。

能听说读写新单词mother, father, grandma, grandpa, sister, brother, me及新句型This/That is my….进展简单的介绍家庭成员。

【教学难点】纯熟应用本节课句型This/That is my …介绍家庭成员。

课前准备Tape recorder, Multimedia, PPT，photo of family教学过程Step1 热身导入1. Greetings老师热情地和学生打招呼问好，并走下讲台和学生做简单的Free Talk.T: Good morning, boys and girls!S: Good morning, teacher!T: Hello, I am Miss Zhang. How are you?S1: Hello, I am…I’m fine, thank you.T-Ss【设计意图】口语练习,轻松的课前交流，给学生创设愉悦的英语语言气氛。