外研社新标准英语一年级下册教案.

一年级下英语教案-Module 4 Unit 2 These are your legs-外研社（一起）一、教学目标1. 语言知识目标1.能听懂并掌握单词legs, feet, hands, arms。

2.能理解句型These are your …。

3.能用英语描述自己和他人的身体部位。

2. 情感态度价值观目标1.学生了解并认识自己的身体局部。

2.学生了解并尊重他人的身体局部。

二、教学重难点1.能听懂并掌握单词legs, feet, hands, arms。

2.能理解句型These are your …。

三、教学过程1. Warm-up1.Greeting: Good morning/afternoon, boys and girls! （播放背景音乐）2.Revision: Review the vocabulary of body parts – head, nose, mouth, ears.2. Presentation1.Show a picture of a human body and point at different parts of the body while asking students to repeat after you.2.Introduce the new vocabulary words by showing pictures and saying the words. Repeat with the whole class together.3. Practice1.Show a picture of a child and ask students to identify thedifferent parts of the body.2.Play a game of Simon says, using the new vocabulary (e.g. Simon says, “touch your hands”, etc.)e flashcards to drill the vocabulary words.4. Production1.Ask students to stand up and touch different parts of their body as you name them.2.Divide the class into pairs or groups. Students take turns asking their partner/group member “What are these?” referring to different parts of their body.3.Students can describe their own body parts using the sentence structure “These are …”5. Extension1.Play a game of “I Spy” using t he new vocabulary words.2.Sing a song about body parts such as “Head, shoulders, knees and toes”.四、Homework1.Students should draw and label a picture of a person, identifying different body parts (as many as they can remember from today’s class).2.Students should practice using the vocabulary words with their family members at home.五、教学反思本节课主要通过图片、游戏和互动的形式，使学生掌握身体部位的单词及句型These are your … 。

外研版小学一年级下册英语全册教案【卓越】课程目标本教案旨在帮助一年级学生们研究外研版小学一年级下册英语课程，并实现以下目标：- 培养学生对基本英语词汇的认识和掌握能力- 培养学生基本的英语听、说、读、写能力- 培养学生合作研究和团队合作的能力- 激发学生研究英语的兴趣和自信心教学内容本教案涵盖了小学一年级下册的全部英语课程内容。

课程包括但不限于以下主题：- 问候与介绍- 数字和颜色- 家庭成员和人物- 学校和课堂- 动物和自然- 以及其他相关主题每个主题将通过多种教学方法和活动来呈现，包括儿歌、游戏、绘画、角色扮演等。

教学方法为了提高学生的研究效果和参与度，本教案采用了以下教学方法：- 游戏化教学：通过游戏来激发学生的兴趣和积极性，并让学生在游戏中研究和运用英语知识。

- 多媒体辅助教学：利用多媒体技术辅助教学，通过图片、视频等形式来呈现教学内容，提高学生对英语的直观感受和理解能力。

- 小组合作研究：组织学生进行小组合作研究，通过合作解决问题和完成任务，培养学生的团队合作和沟通能力。

教学评估本教案将通过以下方式对学生的研究成果进行评估：- 课堂参与度评估：观察学生的课堂参与情况，包括积极回答问题、参与游戏和活动等。

- 任务完成评估：对学生的任务完成情况进行评估，包括书面作业、口头表达和小组合作任务等。

- 测验评估：定期进行英语知识和技能的测验，以了解学生的研究进度和掌握程度。

教学资源本教案将使用以下教学资源：- 外研版小学一年级下册教材及配套电子资源- 多媒体设备，如投影仪、电脑等- 绘画和手工制作材料- 学生参考书和练册教学安排本教案将根据课程内容和教学进度进行具体的教学安排。

每节课的教学时间为45分钟。

参考资料- 外研版小学英语教材编写组. 外研版小学英语一年级下册. 外语教学与研究出版社, 2019.以上是关于外研版小学一年级下册英语全册教案的简要介绍，具体内容和教学细节请参考教材和教师指导。

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。

课题：《英语》（新标准）（外研版2022 一年级起点）一年级下册Things we lie设计者：旅顺经济开发区伯阳小学李若西一、教材分析：本册教材为外研社新标准一年级起点第二册，秉承本套教材的整体编写思路，本册教材本着贯彻素质教育为宗旨，与新课标要求紧紧相扣。

本册教材编写内容生动有趣，贴近生活，有助于教师备课设计，使得教师能够更加充分利用生活实际，创设情境服务教学。

在情感态度方面设计更加细腻，通过丰富多彩的内容吸引学生注意力，激发学生学习兴趣，使学生更加热爱英语学习，渗透了解更多的西方文化意识。

同时，本册教材编写注重学生能力素质培养，提高了英语的实用性，真正达到了学以致用的目的，实现了英语作为工具学科的真正价值。

二、学情分析：本课的授课对象是一年级的学生，知识储备量较小。

本课设置任务是：介绍自己以及询问他人的喜欢的事物，如动物、水果、数字、颜色等。

一年级孩子在活动中进行简单的交流和对话，让他们觉得具有挑战性和趣味性。

在交流过程中，培养对英语的兴趣以及关心他人的意识。

三、教学目标：通过英语学习使学生形成初步的综合语言运用能力，促进心智发展，提高综合人文素养。

在教学建议中明确提出要注重语言实践，培养学生语言运用能力。

1 语言知识目标熟练听、说、读、运用所学单词，并将其分类。

掌握和别人交流喜欢的物品的简单对话。

2 语言技能目标掌握询问别人喜欢什么的对话：I lieDo you lie Yes, I do/No, I don’t______ is my favourite colourWe lie3 情感态度目标：激发孩子们学习英语的兴趣,养成关心他人的意识，将英语与生活实际联系起来。

4 学习策略目标：自主学习,小组合作学习四、重点与难点：1重点: 询问他人的喜好2难点: 灵活运用询问他人的喜好的句型1)五、教学准备：教材-u orning, boys and girls! How are you I’m fine, than you Sit down, e：Animals1)Do you lie games Let’s e：Hele:Ss：Do you lie _______animals T: Yes, I do/No, I don’t/MaybeSs：Do you lie _______fruits T: Yes, I do/No, I don’t/Maybe2)Ss：Do you lie _______sany colours! Orange is my favourite colour老师展示喜欢的图片T: What’s your favourite colourSs: ______ is favourite colour老师问，学生回答。

《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。