2019-2020年一年级英语下册 Module3教案 外研版（一起）.doc

2019-2020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 Ken.T: Ken will lead us to meet his father, his mother and his two sisters.(CAI) Each has one thing. Lets watch the video and find out. Group 1 找一找爸爸有什么(The same to Group 2 3 4). Listen carefully. How does Ken say? T: Good. You see. We can not only read the story in our textbook. But also we may understand extra materials. So you are clever.T: Lets relax. T: Just now, we sang: doctor, driver, nurse, clown (Elicit do and say)T: OK. Now lets play a game. Imitate and guess. Using “Are you a ?” （板书）Who wants to do an action ?谁先来模仿一种职业？T: Are you a ?T: Oh, Im clever. A sticker for me. Understand ?T: Who wants to do ?T: Who can guess?T: Now I do and you guess.（模仿医生动作）T: Yes, I am. And my father is a doctor. This is his coat. Look. (CAI)T: Please talk about your family member and his or her thing.T: Who wants to try ?T: Good. T: Everyone did a good job today. So Ill give you a surprise. Lets see who is lucky.我们来做一个幸运积分的活动，看看谁最幸运。First lets review two key words. “his”, “her”(Stick the word cards to the board)角色扮演激发学生 的学习愿望，复习旧知，引入课堂教学。(本环节作为拓展,从先锋英语中所选取的材料恰到好处为本课时服务,布置任务时教师相应降低难度,每组学生只找一样物品,让所有学生都有事儿做;同时对学有余力的孩子也有词汇拓展的帮助)为小学生能形成良好的语音、语调、具有一定的语感打下扎实的基础。歌唱形式的运用，有利于激发学生的兴趣，并在比较轻松愉快的气氛中巩固新句式通过游戏进一步巩固和拓展所学句型逐句熟悉，培养学生模仿能力。通过游戏进一步巩固和拓展所学句型注重课堂评价对学生学习愿望的激发。 关注知识的拓展对学困生的作用。学生的语音语调是否正确，及时纠错。学生兴奋点的把握。生生评价。作业设计Imitate the story on P10 and Talk about your family members. 板书设计Module 3 Unit 2 My mother is a nurse. his Are you a ?This is Yes, I am. her No, Im not.教学反思这节课学生上口的机会多了，都基本能说，但要想让我自己的学生输出文段还显得较为困难。我要注意课前5分钟对旧知的回顾，多让学生动口。附送：2019-2020年一年级英语下册 Module6教案 外研版（一起）单元主题用形容词描述动物特征单元目标技能目标学生通过本单元学习，能正确使用形容词对动物及其特征进行简单的描述，并能在教师的指导下进一步拓展与句型相关的其他话题。知识目标形容词的正确认读。重点句型的认读和运用。童谣的演唱。故事大意的理解和表演。情感态度目标通过感知、体验、实践、参与和合作等方式，轻松融入英语学习的氛围中，感受乐趣，体验成功。学习策略目标通过遵循理解，听、说、读、写的“认知规律”，玩、演、唱的合作学习，让学生提高学习兴趣，更好的掌握知识。文化意识目标单元教学内容分析a) 能听懂、会读、会说、会用单词long, short, tall, snake, giraffe, elephant ,lion, cute, scary b) 听懂句子并掌握句式 That is .The are . c) 能辨认动物并根据动物的特征做出相应的动作d) 能用英语描述动物特征e) 能说唱歌谣单元教学重点动物名称及其描述特征的词汇与句型是本课的教学重点。单元教学难点区分句型That is .The are .的用法是本课的教学难点。学困生教学重难点的突破措施教师指导、同桌互助、“小老师”引领教学方法听说法、TPR、“任务型”教学法、交际教学法以及情景教学法。课时的划分第一课时：Unit 1 That snake is long.第二课时：Unit 2 The lions are cute.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。感知本单元的Key Words及重点句型。能在教师的指导下以正确的语音语调模仿跟读。知识目标a)能听懂、会读、会说单词long, short, tall, snake, giraffe, elephant , b) 能正确使用That is .c)能辨认动物并根据动物的特征做出相应的动作或发出声音。情感、文化、策略目标进一步培养学生的团结协作精神和集体荣誉感，激发学生热爱动物，热爱大自然的情感。教学重点动物名称及其描述特征的词汇与句型是本课的教学重点。教学难点句型That is .教具准备录音机、动物图片、实物道具教 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 Warming upStep 2 New story Step 3PractiseStep4 Listen and say1、Greetings and sing the song “Old Macdonald”2 、 Ss: Theyre cows. They are fat.They re cats.Theyre little.S: This is a S1 摸出 a snake.Look and follow:“ snake ”That snake is long.Listen to the story.repeat the words and point to them in their books. Ss: Work in pairs.小组竞赛listen and follow the story.Listen, point and find “long, short ,tall, big”read in roles. Work in groups.Talk about the animals.1、Greetings and sing the song “Old Macdonald”2 、show P21 part 4 ,have the students say the adjective according to the pictures, ask Ss to answer. “What are they?”T: 将小动物的玩偶装入口袋，请学生摸摸猜猜。That is a snake.Its long.（动作表示）That snake is long.Today is Sunny.Lets go to the zoo. Ok?出示giraffeelephantlion图片，帮助学生认识动物。T拿出可对比的图片，向学生描述：This snake is long. That snake is short.This giraffe is tall. That giraffe is short.long，long，long(声音越来越高)，short，short，short(声音越来越低)；同样可以加上动作，如tall，tall，tall(声音越来越高，用手演示越来越高)，short，short，short(声音越来越低，用手演示越来越矮)，还有big和small 等等。要求学生在故事中找出形容词。Play the tape again.巡视指导。P23 part 3示范。通过上节课学习的歌曲启动课堂教学，既活跃了课堂的气氛，又让学生带着愉悦的心情走入课堂的学习。抓住学生的语言认知习惯，利用学生常态思维方式引出新知学习，让学生集中注意力。将机械操练渗透在趣味练习中,把这些反义词放在一起操练，声音高高低低、起起伏伏，学生乐于参与，兴致盎然，单词的含义也记得牢、记得准。同桌互助，同时引入竞争机制，寓教于乐。语言的应用。学生的学习状态关注学生知识掌握的情况，尤其是学困生。吸引学生注意力，关注学习习惯较差的孩子。关注学生是否能正确找出相应的形容词。辅导学困生。作业设计听录音，复习本单元，预习下一单元板书设计Module 5 Unit 1 That snake is long.Some pictures教学反思课时进度（第2课时）课型特点新授课（/阅读课/巩固课/复习课）教学目标技能目标能用形容词描述动物特征知识目标a)能听懂、会读、会说单词lion, cute, scary b) 能正确使用句型The are .情感、文化、策略目标培养学生言语逻辑性，提高学习兴趣，更好的掌握知识。教学重点1. Words: cute, scary, very, lion.2. Sentences: The are / is. (Cute, scary, big, little, fat, thin.) The isnt .教学难点The sentence: The mother lion isnt cute.教具准备录音机、图片、教学挂图、实物道具教 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 Warming upStep 2PresentationAnd new lessonStep 3PracticeStep4Say a chant Step 5Consolidation.1、Greetings and Play the game: S do the action.2、Review the words: big and little, etc. And the sentence: The are / is.Ss chant(clap the hands and do.)S to make a chant.(Act out the monster is scary, and Im scared.)a. Read after the T, and act out “scary”. Someone or the whole group. And have the S act and say: Im a monster, Im very scary.b. Ask the S to say: The are / is (very) scary.Ss listen to the story and follow.S: No.S remember the pronunciation of cute.Ss 分男女、分角色、分小组朗读课文和表演s guess it is scary or cute.Talk about if lion is scary or cute.1、Look at the picture and listen to the chant2、follow the chantGame: Say the opposite words.Which group is fast and say together, it wins.