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1、2021-2022年一年級英語下冊 Module3教案 外研版（一起） 單元主題 談論職業(yè)和物品的所屬關系 單元目標 技能目標 學生通過本單元的學習，能介紹他人的職業(yè)以及描述物品的所屬關系。 學生能夠在幫助下完成對課文的簡單復述。 知識目標 1 關鍵句型（Target Language）：主要掌握My mother is a nurse. He’s/ She’s a ……This is her… That is his/ her…...等句子。 2 詞匯(Vocabulary)：學習鞏固職業(yè)詞teacher ,doctor, pupil , clown, driver,

2、 nurse .學說his ,her. 從聽、說、讀三個方面掌握第一、二單元故事、歌曲中出現(xiàn)的 ‘sings’ 等單詞。 3 歌曲和歌謠：學唱歌曲The doctor on the bus. 情感態(tài)度目標 師生共同參與學習活動、合作交流，通過看圖片，做動作，猜運動，游戲等生動有趣的活動，激發(fā)學生學習英語的興趣，讓他們在親身體驗、參與、實踐、交流的過程中掌握知識，循序漸進地學習本課語言，引導學生把所學的語言用于實際生活當中，表達自己的情感，真正體現(xiàn)語言的交際功能。 學習策略目標 發(fā)展學生自主學習的能力和合作精神；培養(yǎng)學生的注意力和觀察力，挖掘?qū)W生運用語言的能力，開發(fā)學生的思維；拓展課程

3、資源。 文化意識目標 培養(yǎng)學生關愛他人的良好品質(zhì)。 單元教學內(nèi)容分析 故事：將故事中的教學場景還原于生活 詞匯：能在日常生活中用好本單元詞匯 歌曲：進一步鞏固單元知識重點 單元教學重點 1、 介紹物品的所屬關系 2、 介紹某人的職業(yè) 單元教學難點 she和he，her和his，是學生易混的詞，老師應引導學生在活動中分辨它們的不同用法。 學困生教學重難點的突破措施 小組合作型學習，以優(yōu)帶差。 教師重點關注他們的學習狀況。 教學方法 全身反應法，情景交際法，合作互動法，任務驅(qū)動型教學法。 課時的劃分 第1課時 This is her bag. 第2課時

4、 My mother is a nurse. 第四步，進行分課時教學設計。 課時進度 （第1課時） 課型特點 新授課（/閱讀課/鞏固課/復習課……） 教 學 目 標 技能目標 根據(jù)圖片和情境說出單詞和句子。 在圖文或場景下進行簡單的英語交流和表演。 知識目標 Students learn to describe the others’ possessions with: This is her bag. That is his hat. Look! Their school bags. 情感、文化、策略目標 1、Students are interest

5、s in learning English. 2、Students are able to listen attentively in class, observe things carefully and learn to cooperate with friends. 教學重點 1、 This is her bag. That is his hat. Look! Their school bags. 2、對情境進行模仿，（創(chuàng)新。） 教學難點 her和his的區(qū)別及其用法 教具準備 錄音機、圖片（a schoolbag, a hat, a coat）、掛圖 教 學 過

6、 程 活動進程 學　生 活　動 教　師 引 導 設　計 意　圖 重點 關注 Step 1 Warm- up 1、 Greetings 2、 Free talk Step2 New lesson Step 3 Story

7、 Step 4 Game 學生熱情的與教師打招呼并問候 S：Fine, thank you. I＇m fine Nice to meet you too. practice one by one. 邊跟讀邊用手指認物品的所有者。 Ss: This is his \her… 1、 聽故事。 2、在圖片幫助下理解故事 Ss try to say I don’

8、t know. (‘I don’t know. ’) (I don’t know. ) follow: ‘their’ ‘their school bags’ Listen to the story again. order the pictures and stick the pictures in group 根據(jù)所聽到的內(nèi)容以拍手作出反應。 Listen

9、 and point and read. Act out Group work S1:This is his school bag. S2:This is her school bag. 教師熱情的與學生打招呼并問候 T：Hello! Everyone! How are you? Nice to meet you. 1.T:What’s your name? How old are you? What’s this? 出示物品，引導學生介紹：This is my seat. Th

10、is 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) 換用其他物品，由學生說出 This is his \her… 1、 講故事。 Today let’s learn a funny story. Lingling and Daming are at school. They couldn’t find anybody. Who are

11、 they looking for? Let’s have a look. (video once): They’re 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 they’re in Ms Smart’s office. But, Where’s Ms Smart? But she left her own things. Look, this is her bag.

12、( BB and practice. ) What’s on the desk? This is her book.(practice.) Picture 2: Look. Daming and Lingling are in the doctor’s office. Where’s the doctor? He left his own things on the table. What’s that? Yes. That is his coat. BB.) Picture 3: Where are Daming and Lingling now? In the classroom. W

13、here 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! They’re having fun. Who is the funny man? It’s a clown. Teach‘clown’. 3. Listen to the story one more time. L

14、et’s 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)

15、; 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. What’s that? That is a man. That is his

16、hat. That is his coat. (practice collectively.) Describe in front of the picture: This is his hat…. 請學生拿出書包在4人小組內(nèi)交流，組內(nèi)巡視 師生相互問候，創(chuàng)設英語學習氛圍，活躍課堂，拉近教師和學生的距離 以舊引新，幫助學生理解新知。 自由交流，熟練應用This is my … 通過動作、語言…….加深對新知的操練。 用圖片等具體的

17、實物為學生再現(xiàn)故事情節(jié)，同時引導學生跟隨教師思維，進入故事，發(fā)展學生的思維能力。 用圖片、動作幫助學生理解新詞匯。 反復聽錄音材料，鞏固新故事。 “拍手”游戲檢測學生的聽音辨音能力，同時增強課堂的活力。 學生對扮演角色很感興趣，抓住學生的興奮點，很好地應用于教學中。

18、 以小組交流形式促使學生應用語言做事情。 學生的學習狀態(tài) 關注學生理解 學生是否專注于聽與讀。 關注學生的操練力度及操練面。 關注聽的質(zhì)量及效果。 關注學生是否在注意圖片內(nèi)容，對于學困生給予幫助。 關注學生思維動態(tài)。 關注學生是否對故事感興趣。

19、 第三次聽音關注學生指讀課文。 小組比賽競技關注對學生的合作及公正意識培養(yǎng)。 關注角色扮演的真實性。 關注學困生的學習交流情況 作業(yè)設計 1) Listen and imitate the text. (5 times) 2) Be a little teacher. 3）P11 3: Talk about the pictures 板書設計 Module 3 Unit 1 T

20、his is her bag. This is her bag. her Ms Smart(p) his the doctor(p) That is his coat. three pupils(p) their 教學反思 學生普遍在掌握物主代詞中遇到了難題。在設計下節(jié)課時還要注意多讓學生上口，另外還要準確把握重難點。 課時進度 （第2課時） 課型特點 新授課（/閱讀課/鞏固課/復習課……） 教 學 目 標 技能目標 根據(jù)圖片和情境說出單詞和句子。 在圖文或場景下進行簡單的英語交流和表演 知識目標 1、Target L

21、anguage: My mother is a nurse. This is her dress. He’s a driver. That’s his bus. 2、Vocabulary: his , her ,nurse, doctor, driver, teacher, pupil, clown，dress , bus ,coat, bag ,school bag, hat 3、學唱歌曲The doctor on the bus. 情感、文化、策略目標 1、Students are interests in learning English. 2、Students are abl

22、e to listen attentively in class, observe things carefully and learn to cooperate with friends. 教學重點 1、 熟悉Lingling 的家庭成員及職業(yè) 2、This is her dress. That’s his bus. 教學難點 對物品所屬關系的運用。 教具準備 錄音機、頭飾、卡片 教 學 過 程 活動進程 學　生 活　動 教　師 引 導 設　計 意　圖 重點 關注 Step1 Warm up:

23、 Step2 Lead in: Step3 Presentation: Step 4 Story

24、 Step5 Sing a song. 1.Ss: Good morning, teacher. 2.Say a chant. P9 3.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, siste

25、r, 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. 2>Encourage the students to say: ‘No

26、, he isn’t.’ 3> Ss: No, he isn’t. Ss: No, he isn’t. He’s a pupil. 4> S: No, he isn’t. He’s a driver. S1: Is he a doctor? S2: No, he isn’t. He’s 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

27、low, middle and high voice. Read in line. 4. 1>Practice the sentence: This is a nurse. （Repeat the sentence.） （Repeat.） 1>Practice the sentence: This is a driver. 2>Practice another sentence: That’s his bus. 5.Pair work. Sing the song with the teacher

28、. 1. Greetings: T: Class begins. Good morning, boys and girls. 2. Say a chant. P9 3.Module 2 Unit 2: 1> T: Let’s review the story we learned in Module 4.Listen carefully and do the actions. (Play the radio. T: Now, let’s say together! T: You did a very good job. Let’s read the wor

29、ds. 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 Amy’s family. Amy’s mother is a teacher. Is Lingling’s mother a teacher, too? Today, let’s talk

30、 about Lingling’s family. T: Listen carefully: what does Lingling’s mother do? Teach the words：nurse. 3> Read the sentence ‘My mother is a nurse’ with Lingling’s headdress. Then call 3-5 students to read the sentences. T: Lingling’s mother is a nurse. And her father? Is he a doctor? Let’s l

31、isten again. (CAI again. ) Then ask: Is he a doctor? Teach the word：driver 1>Show the word card. Read the word with the gesture that pretending driving a car. 2>Point to one student, then ask: Is he a doctor? No, he isn’t. 3> T: Is he a doctor? T: He’s a pupil. T: Is he a doctor?

32、 4>Talk Lingling’s father with Amy headdress and Lingling’s 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. Let’s listen and point. Play the tape. T: Now let’s listen, point and repeat. （Play the tape ag

33、ain. T: Wonderful. Now let me see, how many words you know. Look, what’s this? ①（Show the picture of ‘dress’ on the screen.）What’s this? Teach the word: ‘dress’. Show the word card. ②（Show the picture of ‘bus’ on the screen.）What’s that? Teach the word: bus. Read several times. ③（Show

34、the picture of ‘nurse’）T: Look! This is a nurse. 2>Show the sentence: ‘And this is her dress.’ 3>Ask 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. ④（Show the picture of ‘driver’）T: Look! This is a drive

35、r. 3>（Repeat with gesture.）And that’s his bus.（Write the sentence on the board：That’s his bus.） Ask three pairs of students to say the two sentences. Teach the song . 激趣，讓學生盡快進入英語學習環(huán)境。 復習舊知，為新知打好基礎。 通過復習調(diào)動學生已有知識為鞏固練習打下基礎

36、 根據(jù)學生特點設計動作讓學生幫學邊做 分層次有步驟地進行操練。 培養(yǎng)學生的聽讀能力。并通過游戲練習來熟悉單詞 培養(yǎng)學生的聽讀能力。并通過游戲練習來熟悉單詞. 展示自我，體驗成功的樂

37、趣 S都在原有水平上有所提高 該游戲是否起到鞏固和拓展句型，學生的興趣度。 聽的準確度。 關注學生的興趣度。 兒歌整體的把握。 關注學生說的情況。 情景教學，讓知識與生活緊密聯(lián)系

38、 關注學困生的學習狀況,及時給予指導. 學生的參與情況，讓每位學生都在原有基礎上有所發(fā)展 學生之間的互動，師生之間的互動. 了解學生知識掌握情況 S參與的面和熱情 作業(yè)設計 (1).Listen, point and repeat activity 1. (2).Tell your parents what you’ve learned in our English c

39、lass. (3)sing the song 板書設計 Module 3 Unit 2 My mother is a nurse. This is her dress. That’s his bus. 教學反思 本節(jié)課中我更多注重學生的模仿跟讀，而少的是讓他們自己讀，我很擔心是否對學生的要求過低，知識學習的反饋活動設計的太少，不利于我正確把握學情，下節(jié)課中要注意。 課時進度 （第3課時） 課型特點 鞏固課（/閱讀課/鞏固課/復習課……） 教 學 目 標 技能目標 根據(jù)圖片和情境熟練地說出單詞和句子。 在圖文或場景下自主進行簡單的英語交流和表演 知識目標

40、 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

41、the job words and the structure “This is his/her…” clearly and fluently by other games. 情感、文化、策略目標 進一步激發(fā)學生對英語學習的熱愛 教學重點 復習鞏固人物職業(yè)及其物品所屬關系。 教學難點 語言與生活的緊密結合。 教具準備 錄音機、卡片、光盤 教 學 過 程 活動進程 學　生 活　動 教　師 引 導 設　計 意　圖 重點 關注 Step 1 Review 1. Imitation: 2. Repeat:

42、 Step 2 Extension Step 3 Relax Step 4 Introduce Step 5 Game Ss: OK. Ss: All the students imitate the sentence by sentence. .

43、 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, I’m no

44、t. Ss: Are you a doctor? 和同伴介紹一下你家庭成員的職業(yè)和他們的物品吧 S1: My… is a … This is his / her … Ss: This is his / her … （將全班分成兩大組，每組派出一名代表到講臺前手持塑料錘做準備，當抽出的學生為男生時，兩個學生應迅速跑到詞卡旁敲擊his，他所代表的組一齊說This is his…并為組內(nèi)積分。女生同理） T: Boys and girls. Let’s check our homework. Let’s watch the video and then imitate Daming

45、and Lingling. OK ? T: Select the top students to imitate the whole dialog and give assessment in time. T: OK. Last lesson we met Lingling’s family. Now let’s review. I’m Lingling. You’re Amy. Then change. T: Today, a new friend es to us. He’s Ken. Say “hello” to Ken. T: Ken will lead us to me

46、et his father, his mother and his two sisters.(CAI) Each has one thing. Let’s 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. S

47、o you are clever. T: Let’s relax. T: Just now, we sang: doctor, driver, nurse, clown (Elicit do and say) T: OK. Now let’s play a game. Imitate and guess. Using “Are you a …?” （板書） Who wants to do an action ?誰先來模仿一種職業(yè)？ T: Are you a … ? T: Oh, I’m clever. A sticker for me. Understand ?

48、 T: Who wants to do ? T: Who can guess? …… T: Now I do and you guess.（模仿醫(yī)生動作） 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

49、I’ll give you a surprise. Let’s see who is lucky.我們來做一個幸運積分的活動，看看誰最幸運。First let’s review two key words. “his”, “her”(Stick the word cards to the board) 角色扮演激發(fā)學生 的學習愿望，復習舊知，引入課堂教學。 (本環(huán)節(jié)作為拓展,從先鋒英語中所選取的材料恰到好處為本課時服務,布置任務時教師相應降低難度,每組學生只找一樣物品,讓所有學生都有事兒做;同時對學有余力的孩子

50、也有詞匯拓展的幫助) 為小學生能形成良好的語音、語調(diào)、具有一定的語感打下扎實的基礎。 歌唱形式的運用，有利于激發(fā)學生的興趣，并在比較輕松愉快的氣氛中鞏固新句式 通過游戲進一步鞏固和拓展所學句型 逐句熟悉，培養(yǎng)學生模仿能力。 通過游戲進一步鞏固和拓展所學句型 注重課堂評價對學生學習愿望的激發(fā)。 關注知識的拓展對學困生的作用。

51、 學生的語音語調(diào)是否正確，及時糾錯。 學生興奮點的把握。 生生評價。 作業(yè)設計 Imitate the story on P10 and Talk about your family members. 板書設計 Module 3 Unit 2 My mother is a nurse.

52、 his Are you a …? This is … Yes, I am. her No, I’m not. 教學反思 這節(jié)課學生上口的機會多了，都基本能說，但要想讓我自己的學生輸出文段還顯得較為困難。我要注意課前5分鐘對舊知的回顧，多讓學生動口。 附送： 2021-2022年一年級英語下冊 Module6教案 外研版（一起） 單元主題 用形容詞描述動物特征 單元目標 技能目標 學生通過本單元學習，能正確使用形容詞對動物

53、及其特征進行簡單的描述，并能在教師的指導下進一步拓展與句型相關的其他話題。 知識目標 形容詞的正確認讀。 重點句型的認讀和運用。 童謠的演唱。 故事大意的理解和表演。 情感態(tài)度目標 通過感知、體驗、實踐、參與和合作等方式，輕松融入英語學習的氛圍中，感受樂趣，體驗成功。 學習策略目標 通過遵循理解，聽、說、讀、寫的“認知規(guī)律”，玩、演、唱的合作學習，讓學生提高學習興趣，更好的掌握知識。 文化意識目標 單元教學內(nèi)容分析 a) 能聽懂、會讀、會說、會用單詞long, short, tall, snake, giraffe, elephant ,lion, cute, sc

54、ary b) 聽懂句子并掌握句式 That … is … .The … are … . c) 能辨認動物并根據(jù)動物的特征做出相應的動作 d) 能用英語描述動物特征 e) 能說唱歌謠 單元教學重點 動物名稱及其描述特征的詞匯與句型是本課的教學重點。 單元教學難點 區(qū)分句型That … is … .The … are … .的用法是本課的教學難點。 學困生教學重難點的突破措施 教師指導、同桌互助、“小老師”引領 教學方法 聽說法、TPR、“任務型”教學法、交際教學法以及情景教學法。 課時的劃分 第一課時：Unit 1 That snake is long. 第二課

55、時：Unit 2 The lions are cute. 第四步，進行分課時教學設計。 課時進度 （第1課時） 課型特點 新授課 （/閱讀課/鞏固課/復習課……） 教 學 目 標 技能目標 能夠理解故事大意。 感知本單元的Key Words及重點句型。 能在教師的指導下以正確的語音語調(diào)模仿跟讀。 知識目標 a)能聽懂、會讀、會說單詞long, short, tall, snake, giraffe, elephant , b) 能正確使用That … is … . c)能辨認動物并根據(jù)動物的特征做出相應的動作或發(fā)出聲音。 情感、文化、策略目標 進一步培養(yǎng)

56、學生的團結協(xié)作精神和集體榮譽感，，激發(fā)學生熱愛動物，熱愛大自然的情感。 教學重點 動物名稱及其描述特征的詞匯與句型是本課的教學重點。 教學難點 句型That … is … . 教具準備 錄音機、動物圖片、實物道具 教 學 過 程 活動進程 學　生 活　動 教　師 引 導 設　計 意　圖 重點 關注 Step 1 Warming up Step 2 New story Step 3 Practise

57、 Step4 Listen and say 1、Greetings and sing the song “Old Macdonald” 2 、 Ss: They’re cows. They are fat. They ‘re cats. They’re little. S: This is a … S1 摸出 a snake. Look and follow: “ snake ” That snake is long. Listen to the sto

58、ry. repeat the words and point to them in their books. Ss: Work in pairs. 小組競賽 listen and follow the story. Listen, point and find “l(fā)ong, short ,tall, big” read in roles. Work in groups. Talk about the animals. 1、Greetings and sing the song “Old

59、 Macdonald” 2 、show P21 part 4 ,have the students say the adjective according to the pictures, ask Ss to answer. “What are they?” T: 將小動物的玩偶裝入口袋，請學生摸摸猜猜。 That is a snake. It’s long.（動作表示） That snake is long. Today is Sunny. Let’s go to the zoo. Ok? 出示giraffe\elephant\ lion圖片，幫助學生認識動物。

60、 T拿出可對比的圖片，向?qū)W生描述：This snake is long. That snake is short. This giraffe is tall. That giraffe is short. long，long，long(聲音越來越高)，short，short，short(聲音越來越低)；同樣可以加上動作，如tall，tall，tall(聲音越來越高，用手演示越來越高)，short，short，short(聲音越來越低，用手演示越來越矮)，還有big和small 等等?！? 要求學生在故事中找出形容詞。 Play the tape again.

61、 巡視指導。 P23 part 3 示范。 通過上節(jié)課學習的歌曲啟動課堂教學，既活躍了課堂的氣氛，又讓學生帶著愉悅的心情走入課堂的學習。 抓住學生的語言認知習慣，利用學生常態(tài)思維方式引出新知學習，讓學生集中注意力。 將機械操練滲透在趣味練習中,把這些反義詞放在一起操練，聲音高高低低、起起伏伏，學生樂于參與，興致盎然，單詞的含義也記得牢、記得準。 同桌互助，同時引入競爭機制，寓教于樂。 語言的應用。 學生的學習狀態(tài)

62、 關注學生知識掌握的情況，尤其是學困生。 吸引學生注意力，關注學習習慣較差的孩子。 關注學生是否能正確找出相應的形容詞。 輔導學困生。 作業(yè)設計 聽錄音，復習本單元，預習下一單元 板書設計 Module 5 Unit 1 That snake is long. Some pictures 教學反思 課時進度 （第2課時） 課型特點 新授課（/閱讀課/鞏固課/復習課……） 教 學 目 標 技能目標

63、能用形容詞描述動物特征 知識目標 a)能聽懂、會讀、會說單詞lion, cute, scary b) 能正確使用句型The … are … . 情感、文化、策略目標 培養(yǎng)學生言語邏輯性，提高學習興趣，更好的掌握知識。 教學重點 1. Words: cute, scary, very, lion. 2. Sentences: The … are / is…. (Cute, scary, big, little, fat, thin.) The …isn’t …. 教學難點 The sentence: The mother lion isn’t cute. 教具準備 錄

64、音機、圖片、教學掛圖、實物道具 教 學 過 程 活動進程 學　生 活　動 教　師 引 導 設　計 意　圖 重點 關注 Step 1 Warming up Step 2 Presentation And new lesson Step 3 Practice Step4 Say a chant

65、 Step 5 Consolidation. 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 I’m scared.) a. Read after the T, and act

66、out “scary”. Someone or the whole group. And have the S act and say: I’m a monster, I’m 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、分小組朗讀課文和表演 s guess it is scary or cute. Talk about if lion is scary or cute. 1、Look at the picture and listen to the chant 2、follow the chant Game: Say the opposite words. Which group is fast and say together, it wins.