依据课程标准制定教学目标，教学目标的设定与落实，是教学的首要问题。根据一级课标：1.能根据听到的词句识别或指认图片或实物。（1）单词呈现后，学生在起初操练环节在教师引导下可以指认实物。T: So, where is your head? Now point your head, point your head. Yes, this is my head. Follow me, this is my head. Ss: This is my head. T: This is the leg. Point your foot. T:　Now look at the card. What is it? (2)紧接着的小游戏中，学生也能做出正确反应 T: I say you do, touch your head. T: Point and say body. T:　I say you do. Listen, shake your body. T: I say you do. Stamp your foot.　(３)新词全部教授完毕游戏环节，T:Yes, you follow me and say head. But if I point here and say head,　Yes or no? Ss:No. T:This is my hand.So, if I were wrong, you say dingdong. OK?　Ss:OK.　T &Ss: One little finger, one little finger, one little finger, tap tap tap. Put your finger up, put your finger down... T: Put it on your arm. Ss: Arm. T: Put it on your head. Ss: Head. T point.T & Ss: Put it on your foot. Foot. Put it on your body. Body. T: Put it on your...（４）在下一个环节stick the word中，T: So who can come here stick the word, stick the word here, OK? Who can try? Who can try? Zhang mingxuan please. T: Now let's see，look yes or no? This one, yes or no?　Ss: Yes. 　2.能听懂课堂简短的指令并做出相应的反应。本课全英教学，学生在教师引导下，整个教学活动开展顺利。３.能在指认物体的前提下认读所学单词。T: Now, let's look at the card. What is it? Ss: Arm. T: Very good, now this one? Ss: Foot.　 T: This is my hand. This time you sing, you sing. Look at the card. You sing and point. One little finger, ready go.　４.能看图识词。T: Very good, sit down please. Now I have some body cards. I have some body cards. You can come here and guess what is it? So I need one student, you come here, you come here. Chen Ao xiang come here. So you can choose one. Choose! S: (抽一张卡片） T: So, guess, what is it? Guess! What is it? This is the ... S: What is it? T: You guess! You say this is the... S: This is the green arm. 依据学情设定教学目标，学情分析的内容包括学生的心理特征、智力发展水平、学习能力与习惯、学习动机、知识准备和生活体验等方面。1. Addie这节课以一首学生们耳熟能详的英文歌作为warm up, 此后这首歌也贯穿整节课堂。首先这首歌能充分调动学生们的兴趣和积极性，其次它又与本节课的内容密切相关，能够自然引出本课主题。2.融入单词拼读教学，新单词导入时，加入字母教学，教师说字母，学生说发音。 T：H says? Ss: /h/. 3.在接下来的操练环节，教师引入另一首学生熟悉的儿歌，通过这首歌把本节课所授新词加以巩固。这首歌依旧活泼欢快，适合该阶段的学生。4.操练环节中，教师让学生抽取卡片，并说出卡片上的物体，在调动了学生的好奇心和积极性的基础上，有效的巩固了单词。