2021-2022年一年级英语下册 Module1教案 外研版（一起）

2021-2022年一年级英语下册 Module1教案 外研版（一起）学生情况分析经过半年的学习，绝大部分一年级的学生对英语兴趣浓厚，乐于参与教学活动，敢于乐于开口说。他们的模仿性、记忆力好且快，对具体的、彩色的、有节奏的形式和方法感兴趣；好奇心强，好动，表现欲强，喜欢受到表扬，喜欢成功，也喜欢争强好胜，对学习带有明显的情绪色彩。不足之处：学生注意力时间短暂，且容易分散；抽象思维正在发展中，学习习惯需要逐步培养。教材的知识结构及系统分析全书共分11个模块，最后一个单元为期末复习模块每个单元均为4页，每课时完成2页的内容包括故事、词汇图、听说读活动、歌曲、韵句、游戏及练习要求学生掌握的单词共有85个 学期教学目的能根据录音模仿说英语能做简单的角色扮演能唱简单的英语歌曲，说简单的英文歌谣能在图片的帮助下读懂和听懂简单的小故事能用英语称呼爸爸、妈妈以及描述他们的工作；能说明物品是谁的；能用英语说身体部位；能说一些常见的动物，并描述他们的特征；能邀请朋友一起参加活动；能表达和询问喜欢什么体育活动、什么食物以及什么玩具学期教学重难点学生学习习惯的培养，尤其是“听”的习惯培养（认真“听”、耐心“听”）各单元故事大意的理解和表演，重点句型的初步认读歌曲、韵句的仿唱和表演主要的教学措施或教改思路以题材为纲，功能、结构、运用任务为目的，坚持兴趣第一和中小学英语教育动态真实原则，着重培养学生运用英语的能力。学期教学进度安排2节4周4月 =32课时（每单元约2-3课时）第1模块教学计划。单元主题谈论与数量、方位相关的话题单元目标技能目标学生通过本单元语言学习，能用英语表达寻找看不见的物品，同时识别数字11、12，并进一步拓展与句型相关的其他话题。知识目标故事大意的理解和表演。重点句型的认读和运用。童谣儿歌的演唱能完成相关语言练习。情感态度目标通过故事Da ming与Amy的“寻猫记”增强学生英语学习兴趣；引导学生建立良好的合作学习关系学习策略目标在学习中集中注意力；对所学的内容能主动练习和实践文化意识目标对英语学习中接触的外国文化感兴趣单元教学内容分析故事：“寻猫记”引出Wheres、How many句型，是旧知，但是在原有基础上增添了新的词汇及语言学习词汇：eleven twelve orange know other tree so many 应该会听、会认、会说儿歌：能够模仿唱，学有余力者可以进行简单的改编。游戏：在游戏中复习巩固Is it 及回答单元教学重点故事大意的理解和表演。重点句型的认读和运用。童谣儿歌的演唱和改编。1-12数字的正确认读。单元教学难点“How many ?”这一句型既是重点也是难点。“(number)(colour)”这一短语是难点学困生教学重难点的突破措施教学方法运用听说法、视听法、“任务型”教学法、交际教学法以及情景教学法。课时的划分第1课时 Wheres the cat?第2课时 How many green birds?第四步，进行分课时教学设计。课时进度（第1课时）课型特点新授课（/阅读课/巩固课/复习课）教学目标技能目标能够理解故事大意。重点句型的认读。模仿跟读。知识目标句型 a. Where is the cat?b. Is it under the bed? Yes, it is. /No, it isnt.单词 eleven twelve orange know other情感、文化、策略目标通过故事Da ming与Amy的“寻猫记”增强学生英语学习兴趣；引导学生建立良好的合作学习关系教学重点能够理解故事大意。重点句型的认读。模仿跟读。教学难点重点句型的运用教具准备录音机、挂图、卡片教 学 过 程活动进程学生活动教师引 导设计意图重点关注Step 1Preparationandwarming upStep2New lessonStep3PracticeStep4Homework1. Sing and do the actions with the teacher.2. Help the teacher look for the stickers/pictures of the cats. 3.Talk about the pictures of unit 1 in Chinese.4.Listen and answer together.1. Learn the new words and new sentences by the old sentences.2. Work in groups. Ask and answer using the sentences that they have learnt.3. Listen, say and act the dialogue.1. Do activity 3 at page 3. S1: Wheres the pencil? S2: Is it under the book? S1 answers: Yes, it is.2. Practice/Play in pairs.Do homework after school.1. Sing and do the actions with the students.2.Lead-in: Suddenly say to students: “Oh, Wheres my stickers/pictures of the cats? Wheres? In/on/under my bag? Ask their help.3.Ask the students to e the front pointing and talking the pictures in Chinese.4.Show “Wheres the?” to the students. 1.Elicit“ What can you see? Where are cats? How many ?”2.Explain the pictures.3.Help the students develop points for learning in the dialogue.4.Play the puter /the tape and ask the students to listen, point and say.1. Help the students elicit“where is it? Its in/on/under action.”( “How many ? One two three ”)2. Have the students get the pictures to ask and answer in pairs. Game3.Walk around and give help. Arrange the homework.通过教师和学生的问候及歌曲热身，拉近教师和学生的距离引入故事。看故事，借助图的帮助，进一步了解故事情节。通过小组合作，了解准确大意。创设真实的交际语境，让学生能“学以致用”学生的学习状态关注学生的兴趣点。听对学生的影响。情景教学，让知识还原到生活。学生之间的互动，师生之间的互动。学生是否专注于听与读。学生的语音、语调的准确度。注意把握游戏时的课堂纪律。课后巩固也很重要。作业设计1Listn to the story with their parents.2 Act the play to their parents.3Preview P4-P5板书设计Module 1 Unit 1 Wheres the cat? Picture 评价教学反思1. 学生在回答Is it .？时，易用简单方式yes、no，应引导学生用完整句Yes，it is。No，it isnt. 回答。2. 学生不可能学完课文对话就顺利的表演出来,这需要一个过程，即：感悟、认知、理解内化、巩固强化。教师在第二课时可留一些时间让学生表演课文。第四步，进行分课时教学设计。课时进度（第2课时）课型特点新授课（/阅读课/巩固课/复习课）教学目标技能目标在创设的情景中体验语言的运用倾听习惯的培养。知识目标1学会用“How many (colour)?”去询问数量。2能够用“ (number) (colour)”去描述物品的数量。3相关练习的完成。情感、文化、策略目标通过本课学习，培养学生不懂就问的好习惯。培养学生积极与他人合作，共同完成学习任务教学重点情景下，重点句型的理解和初步认读。模仿跟读。教学难点重点句型的初步认读。相关练习的完成。教具准备录音机、挂图、已学的动物或学习用品卡片教 学 过 程活动进程学生活动教师引 导设计意图重点关注Step 1Greeting and Warm- upStep2Review数字的游戏.展演对话Step3New lessonStep4Step5 Chant: Look at the tree.学生热情的与教师打招呼并问候S：Fine, thank you. Im fineNice to meet you too。学生依次按顺序说出单数one, three, five.eleven. 再练习双数two, four, .twelve.Ss:Twelve.组内两人一组展演课文，选出最好的一组参加班内比赛。1. Listen and think.听完录音，学生回答这两个问题。2.follow the tape. Practice in roles.3.eleven. 4.Open their books. Listen and count. 学生边数边回答：“One ,two.two yellow birds.”教师示范后，请学生两人一组相互提问题，问其它颜色的小鸟都有几只。5. Finish-taskwork in groups.学生四人一小组，根据其他几组动物图片，用“How many ?”进行提问。Listen and say, then chant.教师热情的与学生打招呼并问候T：Hello! Everyone! How are you? Nice to meet you。T plays the number game with the Ss.T展示P2挂图:How many cats on the bed?Act it out.T:Today we will go to the zoo.“What can you see?”(课前将教室布置成动物园，张贴图片)1.出示挂图，听录音。听录音前，教师问学生两个问题：“How many birds can you see? How many green birds?” 2.T helps them understanding “So many birds.”3. T:“How many birds are there in the tree?”（取走一只鸟）“How many yellow birds?4.Play the tape again.Give some help5.Go to the zoo. 让学生数一数看到的每种动物都有几只。教师示范：“How many pandas?”学生回答：“Six pandas.” Play the tape.通过教师和学生的问候拉近教师和学生的距离通过游戏，复习旧知，激发学生兴趣。运用评比，为优胜组加分，促进学生学习。创设情景，引入新知。培养学生的倾听习惯。通过夸张的动作来理解。关注中等生和学困生。熟悉教材。运用所学知识。模拟场景，体验真实语言交际。调节课堂气氛，用韵句结束本节课学生的学习状态对已学知识的掌握情况。情景教学，让知识还原到生活。学生之间的互动，师生之间的互动。学生是否专注于听与读。学生的指读情况。学生对已学知识的转移和拓展。关注组内学困生，及时予以辅导。关注学生是否与歌谣互动。作业设计1.Listn to the tape with their parents.2. Listen and say the chant .3.Review P2-5板书设计Module 1 Unit 2 How many green birds? Assessment 教学反思附送：2021-2022年一年级英语下册 Module3教案 外研版（一起）单元主题谈论职业和物品的所属关系单元目标技能目标学生通过本单元的学习，能介绍他人的职业以及描述物品的所属关系。学生能够在帮助下完成对课文的简单复述。知识目标1 关键句型（Target Language）：主要掌握My mother is a nurse. Hes/ Shes a This is her That is his/ her.等句子。2 词汇(Vocabulary)：学习巩固职业词teacher ,doctor, pupil , clown, driver, nurse .学说his ,her. 从听、说、读三个方面掌握第一、二单元故事、歌曲中出现的 sings 等单词。3 歌曲和歌谣：学唱歌曲The doctor on the bus.情感态度目标师生共同参与学习活动、合作交流，通过看图片，做动作，猜运动，游戏等生动有趣的活动，激发学生学习英语的兴趣，让他们在亲身体验、参与、实践、交流的过程中掌握知识，循序渐进地学习本课语言，引导学生把所学的语言用于实际生活当中，表达自己的情感，真正体现语言的交际功能。学习策略目标发展学生自主学习的能力和合作精神；培养学生的注意力和观察力，挖掘学生运用语言的能力，开发学生的思维；拓展课程资源。文化意识目标培养学生关爱他人的良好品质。单元教学内容分析故事：将故事中的教学场景还原于生活词汇：能在日常生活中用好本单元词汇歌曲：进一步巩固单元知识重点单元教学重点1、 介绍物品的所属关系2、 介绍某人的职业单元教学难点 she和he，her和his，是学生易混的词，老师应引导学生在活动中分辨它们的不同用法。学困生教学重难点的突破措施小组合作型学习，以优带差。教师重点关注他们的学习状况。教学方法全身反应法，情景交际法，合作互动法，任务驱动型教学法。课时的划分第1课时 This is her bag.第2课时 My mother is a nurse.第四步，进行分课时教学设计。课时进度（第1课时）课型特点新授课（/阅读课/巩固课/复习课）教学目标技能目标根据图片和情境说出单词和句子。在图文或场景下进行简单的英语交流和表演。知识目标Students learn to describe the others possessions with: This is her bag. That is his hat. Look! Their school bags.情感、文化、策略目标1、Students are interests in learning English.2、Students are able to listen attentively in class, observe things carefully and learn to cooperate with friends.教学重点1、 This is her bag. That is his hat. Look! Their school bags.2、对情境进行模仿，（创新。）教学难点her和his的区别及其用法教具准备录音机、图片（a schoolbag, a hat, a coat）、挂图教 学 过 程活动进程学生活动教师引 导设计意图重点关注Step 1Warm- up1、Greetings 2、Free talkStep2New lessonStep 3StoryStep 4Game学生热情的与教师打招呼并问候S：Fine, thank you. Im fineNice to meet you too.practice one by one.边跟读边用手指认物品的所有者。Ss:This is his her1、 听故事。2、在图片帮助下理解故事Ss try to say I dont know.(I dont know. )(I dont know. )follow:their their school bagsListen to the story again.order the picturesand stick the pictures in group根据所听到的内容以拍手作出反应。Listen and point and read.Act out Group workS1:This is his school bag.S2:This is her school bag.教师热情的与学生打招呼并问候T：Hello! Everyone! How are you? Nice to meet you.1.T:Whats your name? How old are you? Whats this? 出示物品，引导学生介绍：This is my seat. This is my desk. And this is our teacher, Lily. And this is my friend, .This is his book. Teach“his”: 2.Introduction: (Teach “her”, check individually)换用其他物品，由学生说出This is his her1、 讲故事。Today lets learn a funny story. Lingling and Daming are at school. They couldnt find anybody. Who are they looking for? Lets have a look. (video once): Theyre looking for Ms Smart, the doctor and the pupils. (Stick the pictures on board)2、Tell the story one picture by one.Picture 1: Now theyre in Ms Smarts office. But, Wheres Ms Smart? But she left her own things. Look, this is her bag. ( BB and practice. ) Whats on the desk? This is her book.(practice.)Picture 2: Look. Daming and Lingling are in the doctors office. Wheres the doctor? He left his own things on the table. Whats that? Yes. That is his coat. BB.)Picture 3: Where are Daming and Lingling now? In the classroom. Where are the pupils? And the pupils.? Look, their school bags. Yes, their(Show the picture of some pupils) school bags. Teach Picture 4: Look, the teacher, the doctor and the pupils! Theyre having fun. Who is the funny man? Its a clown. Teachclown.3. Listen to the story one more time. Lets order the pictures and have Ss stick the pictures in groups and tell the story in groups. Check one group. 1. Sum up: her(girls clap hands and say) his(boys clap hands and say) their (clap hands together and say)2. Listen to the story again. When you hear her, girls clap hands (BB 提示); When you hear his, boys clap hands; When you hear their, clap hands together.3. Listen and point and read. (Once) Find his, her, their, circle them out. (Find three people to check.)4. Listen, point and say. (twice.)5. A game: Making a clown. Whats that? That is a man. That is his hat. That is his coat. (practice collectively.) Describe in front of the picture: This is his hat.请学生拿出书包在4人小组内交流，组内巡视师生相互问候，创设英语学习氛围，活跃课堂，拉近教师和学生的距离以旧引新，帮助学生理解新知。自由交流，熟练应用This is my 通过动作、语言.加深对新知的操练。用图片等具体的实物为学生再现故事情节，同时引导学生跟随教师思维，进入故事，发展学生的思维能力。用图片、动作帮助学生理解新词汇。反复听录音材料，巩固新故事。“拍手”游戏检测学生的听音辨音能力，同时增强课堂的活力。学生对扮演角色很感兴趣，抓住学生的兴奋点，很好地应用于教学中。以小组交流形式促使学生应用语言做事情。学生的学习状态关注学生理解学生是否专注于听与读。关注学生的操练力度及操练面。关注听的质量及效果。关注学生是否在注意图片内容，对于学困生给予帮助。关注学生思维动态。关注学生是否对故事感兴趣。第三次听音关注学生指读课文。小组比赛竞技关注对学生的合作及公正意识培养。关注角色扮演的真实性。关注学困生的学习交流情况作业设计1) Listen and imitate the text. (5 times)2) Be a little teacher.3）P11 3: Talk about the pictures板书设计Module 3 Unit 1 This is her bag. This is her bag.herMs Smart(p)histhe doctor(p)That is his coat.three pupils(p)their教学反思学生普遍在掌握物主代词中遇到了难题。在设计下节课时还要注意多让学生上口，另外还要准确把握重难点。课时进度（第2课时）课型特点新授课（/阅读课/巩固课/复习课）教学目标技能目标根据图片和情境说出单词和句子。在图文或场景下进行简单的英语交流和表演知识目标1、Target Language: My mother is a nurse. This is her dress. Hes a driver. Thats his bus.2、Vocabulary: his , her ,nurse, doctor, driver, teacher, pupil, clown，dress , bus ,coat, bag ,school bag, hat3、学唱歌曲The doctor on the bus.情感、文化、策略目标1、Students are interests in learning English.2、Students are able to listen attentively in class, observe things carefully and learn to cooperate with friends.教学重点1、 熟悉Lingling 的家庭成员及职业2、This is her dress. Thats his bus.教学难点对物品所属关系的运用。教具准备录音机、头饰、卡片教 学 过 程活动进程学生活动教师引 导设计意图重点关注Step1Warm up:Step2 Lead in:Step3Presentation:Step 4Story Step5Sing a song.1.Ss: Good morning, teacher.2.Say a chant. P93.Review the dialogue.4.The students listen and do the actions.（The whole class do the actions while saying.（Read the cards: teacher, doctor, pupil, father, mother, brother, sister, coat, and bag.Listen to the question and think.Listen and answer.1 Read after the teacher.2 Read in line.Ss:No.1 act out and say.Read the word with low voice and high voice. Read in row.2Encourage the students to say: No, he isnt.3 Ss: No, he isnt. Ss: No, he isnt. Hes a pupil.4 S: No, he isnt. Hes a driver.S1: Is he a doctor?S2: No, he isnt. Hes a driver.1. listen and point.2. listen, point and repeat.3. Read the word with the gesture that pretending wearing a car. Read the word with low, middle and high voice. Read in line.4. 1Practice the sentence: This is a nurse. （Repeat the sentence.）（Repeat.）1Practice the sentence: This is a driver.2Practice another sentence: Thats his bus. 5.Pair work.Sing the song with the teacher.1. Greetings: T: Class begins. Good morning, boys and girls.2. Say a chant. P93.Module 2 Unit 2: 1 T: Lets review the story we learned in Module 4.Listen carefully and do the actions. (Play the radio. T: Now, lets say together! T: You did a very good job. Lets read the words. First the cards with pictures, then the word-side. Review the words which will be used in this class.）T: Well done. You can read all the words. (Gesture of praise.) Last time we talked about Amys family. Amys mother is a teacher. Is Linglings mother a teacher, too? Today, lets talk about Linglings family. T: Listen carefully: what does Linglings mother do? Teach the words：nurse.3 Read the sentence My mother is a nurse with Linglings headdress. Then call 3-5 students to read the sentences. T: Linglings mother is a nurse. And her father? Is he a doctor? Lets listen again. (CAI again. ) Then ask: Is he a doctor?Teach the word：driver1Show the word card. Read the word with the gesture that pretending driving a car.2Point to one student, then ask: Is he a doctor? No, he isnt.3 T: Is he a doctor? T: Hes a pupil.T: Is he a doctor? 4Talk Linglings father with Amy headdress and Linglings headdress.T: Is your father a doctor? Is he a doctor?T: All of you did a very good job. Now open your books. Show me your fingers. Lets listen and point. Play the tape. T: Now lets listen, point and repeat. （Play the tape again. T: Wonderful. Now let me see, how many words you know. Look, whats this?（Show the picture of dress on the screen.）Whats this? Teach the word: dress. Show the word card. （Show the picture of bus on the screen.）Whats that? Teach the word: bus. Read several times.（Show the picture of nurse）T: Look! This is a nurse.2Show the sentence: And this is her dress.3Ask two students to stand up. One student read one student. Ask other students do like this.Call 2-3 groups of students to do this activity.（Show the picture of driver）T: Look! This is a driver.3（Repeat with gesture.）And thats his bus.（Write the sentence on the board：Thats his bus.）Ask three pairs of students to say the two sentences.Teach the song .激趣，让学生尽快进入英语学习环境。复习旧知，为新知打好基础。通过复习调动学生已有知识为巩固练习打下基础根据学生特点设计动作让学生帮学边做分层次有步骤地进行操练。培养学生的听读能力。并通过游戏练习来熟悉单词培养学生的听读能力。并通过游戏练习来熟悉单词. 展示自我，体验成功的乐趣S都在原有水平上有所提高该游戏是否起到巩固和拓展句型，学生的兴趣度。听的准确度。关注学生的兴趣度。儿歌整体的把握。关注学生说的情况。情景教学，让知识与生活紧密联系关注学困生的学习状况,及时给予指导.学生的参与情况，让每位学生都在原有基础上有所发展学生之间的互动，师生之间的互动.了解学生知识掌握情况S参与的面和热情作业设计(1).Listen, point and repeat activity 1.(2).Tell your parents what youve learned in our English class.(3)sing the song板书设计Module 3 Unit 2 My mother is a nurse.This is her dress.Thats his bus.教学反思本节课中我更多注重学生的模仿跟读，而少的是让他们自己读，我很担心是否对学生的要求过低，知识学习的反馈活动设计的太少，不利于我正确把握学情，下节课中要注意。课时进度（第3课时）课型特点巩固课（/阅读课/巩固课/复习课）教学目标技能目标根据图片和情境熟练地说出单词和句子。在图文或场景下自主进行简单的英语交流和表演知识目标1、Students are able to sing the song “The doctor on the bus” with action happily.2、Students are able to understand a new cartoon material. According to it, they can introduce parents job and their things. Using the structure: My father is a doctor. This is his coat.3、Students are able to use the job words and the structure “This is his/her” clearly and fluently by other games.情感、文化、策略目标进一步激发学生对英语学习的热爱教学重点复习巩固人物职业及其物品所属关系。教学难点语言与生活的紧密结合。教具准备录音机、卡片、光盘教 学 过 程活动进程学生活动教师引 导设计意图重点关注Step 1 Review1. Imitation:2. Repeat:Step 2 ExtensionStep 3 RelaxStep 4 IntroduceStep 5Game Ss: OK.Ss: All the students imitate the sentence by sentence. Ss: Hello, Ken.Ss: Watch the video and find out. Sing the song “ The doctor on the bus”Ss: Sing the song and do the actions. Imitate and guess.S1: Imitate.S1: Yes, I am. Ss: Yes.S1: Do.S2: Are you a ?S1: Yes, I am. / No, Im not.Ss: Are you a doctor?和同伴介绍一下你家庭成员的职业和他们的物品吧S1: My is a This is his / her Ss: This is his / her （将全班分成两大组，每组派出一名代表到讲台前手持塑料锤做准备，当抽出的学生为男生时，两个学生应迅速跑到词卡旁敲击his，他所代表的组一齐说This is his并为组内积分。女生同理）T: Boys and girls. Lets check our homework. Lets watch the video and then imitate Daming and Lingling. OK ? T: Select the top students to imitate the whole dialog and give assessment in time.T: OK. Last lesson we met Linglings family. Now lets review. Im Lingling. Youre Amy. Then change.T: Today, a new friend es to us. Hes Ken. Say “hello” to