大学学习计划书范文-荷兰首都

Unit 1 What’s your name?
一、教材分析：
本单 元主要教学内容为―询问对方姓名‖。这是学生在生活中经常涉及的话题。教师
在教学时，利用头饰将本 课B部分的英文名字与句型 name is…结合起来，创设
与学生实际生活相似的情景，引导学生在情景中介绍自己姓名和询问对方姓名。
二、学情分析：
学生对Nancy和David两个外国小朋友的名字记忆比较困难，相对的 两个中国小朋
友的名字记忆比较容易，基本能脱口而出。认读小写的a和b的时候，估计会出现和语文上的拼音相互混淆的情况，为此老师应加强的对两个字母小写形式的认读，以帮助学
生记忆掌握。 把握教材的设计意图，尽量创设真实，自然的情景，给学生―学以致用‖的
亲切感。
三、教学要求：
1.能听懂What’s your name?并能用此句型询问对方姓名，语音准确、语调自然。
2.能听懂他人使用句型My name is…介绍名字，同时能使用该句型作自我介绍，发音正
确。
3.能根据所听到的名字，正确辨认出本单元中出现的Nancy,David,Su Yang,he Liu Tao
四个人物形象。能看图说出这四个人物的名字，发音正确。
4.能听懂、会说、会读字母Aa,Bb。
5.会唱歌曲What’s your name?
四、教学重难点：
1.能根据所听到的名字，正确辨认本单元中出现Nancy,David,Su Yand和Liu Tao四个人
形象，能看图说出这四个人物的名字，发音正确。
2.能听懂、会说、会读字母Aa,Bb。
五、课时安排：四课时
第一课时
教学内容：
Fun with English 1 B A Learn to say
教学目标：
students review how to tell their names with the pattern: I’m… and teach the pattern of
asking names: What’s your name? And answered: My name is…
2. Review the boy, Mike. And introduce a boy named David.
ate students’ interests in studying English.
教学重点、难点：
sure that students can tell their names with the pattern: My name is… Help students
to ask and to answer:―What’s your name?‖ and use either ―My name is…‖ or ―I’m…‖ to

answer this question.
sure that students can make the difference between Mike and David. And they enable
to read ―David‖ correctly.
3. Ss can ask and answer freely.
教学准备： Pictures
教学过程：
Step 1:warming-up
T: Good morning, boys and girls. I’m your new English teacher. I’m Miss Fang. Ss: Good
morning. Ss:Miss Fang. Ss:sing a song .
T:I’m very happy to see you. Ss: Happy.
T:How are you? Ss: Fine thank you.
T: Welcome back to school. Ss: Thank you. Happy New Year!
Play a game: Follow me.
Step 2: presentation
1. T puts on the headwear and pretends to be some lovely animals, then T says hello to the
Ss.
S1: Hello, …!
S2: Hello, …!
S3: Hello, …!
S4: Hello, …!
S5: Hello, ….!
2. T: Hi, boys and girls. I’m your old friend, My name is Mike. Mike Mike my name is
Mike.
Ss look at the blackboard.
Ss read: Mike
Ss look at T’s mouth and read.
T writes down: My name is… on the blackboard
T: Now you’re all Mike.
Ss read after me : Mike Mike my name is Mike.
3. T takes off the headwear, Vivian, vivian, My name is vivian. Hi,what’s your name?
Ss read after me : Vivian, vivian, My name is vivian.
Ss : Mike Mike my name is Mike.
T: Yes,when someone ask your name, you can answer: my name is… (point to the blackboard)
And you also can say: I’m …, we have learnt this sentence last term.
Ss look at the blackboard.

Ss look at T’s mouth and read.
Ss read after me : My name is ….
S1: Hi,My name is… (If Ss don’t say ―hello‖ or ―Hi‖, T gives them hint)
S2: Hello, I’m…
Ss look at the blackboard.
Ss look at my mouth, read after me
Ss read after me: name, your name, my name
T: Hi, what’s your name? (T writes on the blackboard) T emphasizes the pronounce of ―your
name‖ and make the difference between ―my name‖ by the gesture.
Chain work
Chain work: Hi,what’s your name? Hello, my name is… . Have a group competition.
Make friends:Ss follow T say What’s your name?‖ several times. T asks Ss to find a
classmate and to make friends mutually. (What’s your name? My name is…)
Make friends
Ss look at the teacher.
Look at my mouth, then read after me.
Read it as the little train, go go go.
4.T: Let me introduce a new friend to you. T shows the picture of David.
T: Oh, My name is David. David David. (Write down on the blackboard.)
T corrects the pronunciations.
T: Do you want to be my friend?
T: smile, Hello, What’s your name?
s: Yes.
S1: I’m S1. (practice with some Ss)
S2: I’m S2.
S3: I’m S3.
S4: I’m S4.
S4: I’m S5.
5. T: Daivd and Mike are our new classmates (explain classmates) And they’re all English
Boys, can you find any difference between them?. Teacher concluded. Ss answer
Play a game: left & right.
Chain work: Hi,what’s your name? Hello, my name is… . Have a group competition.
Make friends:Ss follow T say What’s your name?‖ several times. T asks Ss to find a
classmate and to make friends mutually. (What’s your name? My name is…)
Ss look at the teacher.

Look at my mouth, then read after me.
Read it as the little train, go go go.
s: Yes.
S1: I’m S1. (practice with some Ss)
S2: I’m S2.
S3: I’m S3.
S4: I’m S4.
S4: I’m S5.
Ss answer
Play a game: left & right.
Step 3 practice.
Open the books and read after the tape recorder together.
Read after teacher together.
Read as different characters.
Read by themselves.( in pairs)
Ss put on the headgear and make dialogues with others.
Step 4: Conclusion
Evaluate students’ performance and give homework.
Step 5: Homework:
Review Part A of this unit.
Hello! Hi! What’s your name?
Hello! Hi! My name is ….Mike
I’m… David.
教学后记：


第二课时
教学内容：
Fun with English 1 B B. Look and learn & D. Sing a song
教学目标：
1. To present students the three names of the children and make sure they know how to read:
Nancy, Su Yang, Liu Tao.
2. Review the sentences: Hello! Hi! What’s your name?
Hello! Hi! My name is ….
板书设计： Unit 1 What’s your name?

3. Learn to sing the song: What’s your name?
4. To cultivate students’ interests in speaking English.
教学重点、难点：
1. Make sure that students can make the difference between the new children’s name and the
names we’ve learnt last term. And they enable to read these names correctly.
2. Make their own song as the model of Part D.
3. The pronounce of ―Nancy‖
教学准备： Pictures
教学过程：
Step1: Free talk
1. T:Good morning, boys and girls.
Ss: Good morning, Miss Fang.
2.T: Hello. I’m Linda.
T: Hi. What’s your name?
S1: I’m S1.
S2: I’m S2.
S3: I’m S3.
S4: I’m S4.
S5: I’m S5.
T: Hello, my name is Vivian. What’s your name?
S1: Hello, my name is…
S2: Hello, my name is…
S3: Hello, my name is…
2. T: Please work in pairs and make greetings, ask and answer.
Ss work in pairs
Step 2: presentation
1.T: (takes out the picture of Su Yang) Boys and girls, do you know what’s her name?
Ss look at the teacher.
Ss answered.
Ss look at the pictures.
Ss look at the teacher.
Ss answered.
Find the difference between them.
Ss read : Su Yang
Look at my mouth, then read after me.

Read it as the little train, go go go.
2. T: She isn’t Su Hai. Look ,this is Su Hai. Oh, they look alike. They’re twins. There’s a little
difference between them. Can you find it?
T: Yes, you’re clever.
3.T: Su Yang has a good friend. Look. (T shows the picture.) The Students doesn’t know how
to do, T broadcasts the music, students sing as the rhyme: My name is Nancy.
Sing the song with your partener: use your partener’s name.
Sing the song to ask me
Find the difference between Liu Tao and Wang Bing.
Ss look at the pictures.
Ss answer.
She is Nancy. She is an English girl. Look at Nancy’s hair style, it different from Helen’s. T
reads the word several times, Ss read after me.
4.(1)T gives a student the headwear of Nancy, and sing: What’s your name? What’s your
name?
(T puts on the headgear of Liu Tao) T: My name is Liu Tao.
Ss look at the picture.
Ss look at the teacher.
Ss read : Nancy
Look at my mouth, then read after me.
Read it as the little train, go go go.
Step 4: Consolidation
Game of reading
e.g.: 1. T reads aloud
Ss read quietly.
2. ―Bombing‖
3. Chain-reading.
Step 5: Conclusion
Evaluate students’ performance and give homework.
Step 5: Homework:
Oral practice: read the 4 names
板书设计： Unit 1 What’s your name?
Su Yang, Nancy, Liu Tao,
教学后记：

第三课时
教学内容：
Fun with English 1 B C. Look and read
教学目标：
1. Help students to review how to ask others’ name and to answer in two ways: My name is…
I’m…
2. Help students to review the name of four Children.
3. Help Ss to learn the letters: Aa and Bb.
4. To cultivate their interest of learning English and the consciousness of communicating in
English.
教学重点、难点：
Part C Look and read. This is the first time they contact the letters. Make sure they can
distinguish the capital letter from small letter. And they enable to read them correct without
the influence of Chinese Pingyin.
教学准备： Pictures, tape recorder, multimedia,
教学过程：
Step1: Warming-up & Review
Sing the song:
T: Boys and girls, do you still remember me?
(T takes out a picture) Hello, hello, My name is Nancy.
S1: Hello, Nancy
S2: Hello, Nancy
S3: Hello, Nancy
S4: Hello, Nancy
S5: Hello, Nancy
T: Hello, My name is Nancy. What’s your name?
S1: Hello, my name is…
S2: Hello, my name is…
S3: Hello, my name is…
Ss work in pairs
2) T puts on others’ headwear and talks to Ss.
3) T asks the four groups to act as the four children and make dialogues.
Step 2: presentation

1. Teach the letter Aa
T: Look, Su Yang, David, Liu Tao and Nancy are Ss. They have their books. How to
distinguish their books? They should write their names on the cover. The name is very
important.
T reads the letter.
Ss look at the teacher.
Ss read after me the word ―name‖. Point out the pronunciation of the letter Aa in the word.
Ss read :name.
Look at my mouth, then read after me.
Read it as the little train, go go go.
Ss listen to T for times.
Play a game: Read it louder or lower.
Distinguish the capital letter and small letter, How many ―a‖ can you see on P6 or P7?
Ss say out: What’s the letter Aa looks like?
Ss look at the book.
Ss answer.
Ss tell T some words which include the letter Aa. T gives some words, too.
2 .Teach the letter Bb
T writes down some words which begin with letter b. For example: book, bag, banana.
T writes down the letter: Bb
Ss look at the teacher.
Ss read after me the word ―book, bag, banana‖. Point out the pronunciation of the letter Bb in
the words.
Ss read : book, bag, banana
Look at my mouth, then read after me.
Read it as the little train, go go go.
Ss read after T in different way: loud voice and low voice.
What the shape of the letter looks like.
Ss tell T some words which begin with letter b: e.g: blue, brown, black.
Ss find out the pronunciation of the letter b in these words.
T reads the letter for several times.
Distinguish the capital letter and the small letter.
3. Ss open the books and read after the tape recorder.
4. Ss read the letters and the word by themselves.
5.T points

6. T shows the cards.
Ss read.
Step 3: Homework:
Oral practice: Listen to the tape and read the dialogue, the words and the letters.
板书设计： Unit 1 What’s your name?
Aa Bb
name book

教学后记：

第四课时
教学内容：
Fun with English 1 BThe exercise of the workbook Unit 1
教学目标：
1. Help students to review how to ask others’ name and to answer in two ways: My name is…
I’m…
2. Help students to review the name of four Children.
3. Help Ss to review Part C and Part D.
cultivate their interest of learning English and the consciousness of communicating in
English.
教学重点、难点：
sure Ss enable to ask other’s name by using the sentence: What’s your name? And
answered in two ways: My name is… I’m…
2. Make sure that students can read the letters Aa, Bb correctly.
3. Finish the exercise of the workbook Unit 1
教学准备： Pictures, tape recorder, multimedia,
教学过程:
Step1: Warming-up & Review
Sing the song:
T: Class begins
Ss: Stand up (Ss all stand up)
T: Good morning boys and girls.
Ss: Good morning teacher.
(1)Review the four names of the four children.
Train, train, go go go. Students read the people’s name which t shows them one by one. We
have a competition. To see which group is best. T gives the praise to the best group.

Ss say the name of the child.
Ss say the letter.
(2)T points.
(3)T shows the letter cards.
(4) Listen to the tape recorder.
Listen to the tape recorder. Read after the tape recorder and try to read as good as the tape.
Ss can go around in the classroom, and ask others’ names.
(5) Ask and answer
Step 2 The listening exercises of the workbook Unit 1
and judge.
1) Ss listen and judge.
2) Check answers.
and respond.
First pay attention to the picture, and then listen, Ss answer. Then, someone single answer.
Then say it together.
and tick.
and say.
(1)Ss to understand the meaning of the pictures.
(2)Ss guess what they are talking about.
(3)Ss try to act.
(4)Group works.
Step 3. Conclusion
Evaluate students’ performance and give homework.
Step 5. Homework(1 minutes)
Oral practice: Read Unit 1
板书设计： Unit 1 What’s your name?
HiHello What’s your name?
HiHello , My name is Nancy.
Su Yang.
David.
Liu Tao.
Aa Bb
教学后记：
Unit 2 How are you？
一、教材分析：

本单元的主要教学内容是―问候‖。教师 在教学中尽可能创设与实际生活相似的各种
场景，引导学生在情景中学习运用How are you？及其三种答语。教师可以从复习上册
第一单元的hollehi及第二单元的good morningafternoonevening等打招呼的用语入手，
引入到本单元的问候语How are you？使学生了解How are you？与以前所学问候语的不
用手法。
二、学情分析：
除问候语之外，复习巩固以前学过的部分交际用语。随着学生学习内容的增多 ，教
师在教学过程中应经常复习学过的问候语，并鼓励学生在平时的生活、学习中尽量用英
语互 致问候，自觉将所英语运用于日常交际中。
三、教学要求：
1.能听懂、会说问候语How are you？及其三种答语，语音准确、语调自然。
2.能听懂、会说，fine,well,good,并能用I`m…对他人的问候作回答。
3.能听懂、会说、会读字母Cc和Dd。
4.会唱歌曲How are you？
四、教学重难点：
1.能听懂、会说问候语How are you？及其三种答语，语音准确、语调自然。
2.能听懂、会说，fine,well,good,并能用I`m…对他人的问候作回答。
3.能听懂、会说、会读字母Cc和Dd。
五、课时安排：四课时

教学内容：
Fun with English 1 B Unit 2 to say
教学目标：
1. Help students know how to greet to others and how to answer: ―How are you? I’m fine,
thank you.‖
2. Help students to know the manners in greeting;
3. Stimulate students’ interests in studying English.
教学重点、难点：
1. Make sure that students can greet in this way: ―How are you?‖ and answer.
2. Make sure that students go through the ritual of the class correctly.
A: Learn to say.
教学准备：Headwear, tape recorder.
教学过程
Step 1:Warming-up
1. T divides the Ss into 4 groups. According to their preparing of the class and the greeting
第一课时

of the class beginning, T gives some stars to four groups.
2. T greets to S in this way: HelloHi, I’m…
3. T asks: What’s your name?
4. Sing a song:
5. Sing the song
S1:HelloHi, I’m….
S2:HelloHi, I’m….
S3:HelloHi, I’m….
S1:My name is….
S2:My name is….
S3:My name is….
Ss: Sing a song:
Ss answer their names.
Step 2: Presentation
1. T Greets to S: How are you? T helps S to answer: I’m fine, thank you.
2. T greets to several Ss, and helps them to answer. T corrects the pronunciations of the Ss’.
3. T continues greeting, and let the Ss who can answer to answer the greeting.
4. Have a match: T greets to the four group one by one, and gives stars to the one can answer
the greeting correctly.
5. T greets to the whole class, and helps Ss to answer.
6. Pair work: T—S, S—S.
7. Play a game
8. T shows the big picture of part A.
9. Talk about the picture.
Let’s listen to the tape recorder.
S1: I’m fine, thank you.
S2: I’m fine, thank you.
S3: I’m fine, thank you.
S4: I’m fine, thank you.
S5: I’m fine, thank you.
S6: I’m fine, thank you.
S1: How are you?
S2: I’m fine, thank you.
How are you?
S3: I’m fine, thank you.

How are you?
S4: I’m fine, thank you.
G1: I’m fine, thank you.
G2: I’m fine, thank you.
G3: I’m fine, thank you.
G4: I’m fine, thank you.
Ss: I’m fine, thank you.
S1: How are you?
S2: I’m fine, thank you.
S3: How are you?
S4: I’m fine, thank you.
S5: How are you?
S6: I’m fine, thank you.
Play a game: Train, train, go, go, go. Ss greet and answer the greeting pair by pair.
Ss look at the picture.
Ss answer the questions:What can you see in the picture? Which one is Helen? Which one is
Su Hai? Who’s she? What are they doing? Can you read this sentence?
Ss listen to the tape recorder.
Ss open books, listen and read after the tape recorder for several times.
Ss imitate the tone, and act.
Step 3 Practice.
T puts the headwear on the head, and pretends to be Helen.
T divides the class into two big groups, and one is Helen, the other is Su Hai. T takes out
other roles’ headwear.
Play a game: How are you, my friend? T begins the game: How are you, …? The one should
stand up at once and answer. Then the one can greet to one’s friend, and the game go on.
Ss greet to T like greeting to Helen .
S wears the headwear, and Ss make dialogue.
all the Ss pretend to be Helen or Su Hai, and make dialogues with T.
Ss make ge the roles.
Ss play the role to make work: Ss make dialogues by
a game: How are you, my friend?
Step 4: Conclusion
Ss read part A for times.
Step 5: Homework:

Review the dialogue of part A. The preparation for next lesson is listening to the tape recorder
of part B for 5 times.
板书设计： Unit 2
How are you?
How are you,…?
I’m fine, thank you.
教学后记：



第二课时
教学内容：
Fun with English 1 B Unit 2 and learn a song& a game
教学目标：
1. Help students to review how to greet to others and answer: ―How are you? I’m fine, thank
you.‖
2. Help students to know the different answers of the greeting;
3. Stimulate students’ interests in studying English.
教学重点、难点：
1. Make sure that students can greet in this way: ―How are you?‖ and answer in different
ways: I’m fingoodwell, thank you.
2. Make sure that students go through the ritual of the class correctly.
3. Part D: Sing a song .
4. Part E: Play a game.
教学准备：Headwear, dolls, tape recorder.
教学过程
Step1: Warming-up
1. T divides the Ss into 4 groups. According to their preparing of the class and the greeting
of the class beginning, T gives some stars to four groups.
2. Play a game. Follow me.
3. Sing a song:
4. Listen to a song:
Play a game. Follow me.
Sing a song:
Listen to a song:

Step 2: Presentation
1. Learn to sing the song:
2. Teach Part B:
T answers the greeting in this way: I’m good, thank you.
T answers: I’m finegoodwell, thank you.
Use body language to help Ss understand the meaning of I’m goodwell is the same to the
sentence: I’m fine.
T greets to Ss
T greets to Ss three times
3. Sing the song again.
Ss listen to the song.
Ss open their books and listen to the song again.
Ss listen and point to the words.
Ss try to sing along with the tape recorder.
Ss sing the song.
Two Ss wear the headwear and pretend to be Helen and Mike. Others sing the song to greet to
them, and they should answer.
Ss sing the song in two groups. Boys—girls, Group1,2—Group3,4, S—S…
Ss learn to answer the greeting in different ways.
Ss sing with T
Ss greet to T: How are you?
Ss understand the meaning of I’m goodwell is the same to the sentence: I’m fine.
Ss answer: I’m goodwell, thank you.
Ss should answer the greetings in three different ways.
Pair works.
Show time.
Ss answer in different ways.
Step 3 Part E: Play a game.
1. T takes out a doll and says: Hello, I’m Bobo. How are you?
Ss answer the greeting.
2. S takes the doll and greets the others.
Ss take out their dolls and greet to each other. They can leave their chairs and greet to others.
Step 4: Conclusion
Ss sing the song together.
Step 5: Homework:

Review Part B. Listen and read after the tape recorder for 5 to 10 times.
板书设计： Unit 2 How are you?
How are you? I’m fine, thank you.
I’m good, thank you.
I’m well, thank you.
教学后记：


第三课时
教学内容：
Fun with English 1 B Unit 2 C. Look and read
教学目标：
1. Help students to review how to greet to others and answer: ―How are you? I’m fine, thank
you.‖
2. Help students to review the different answers of the greeting;
3. Help Ss to learn the letters: Cc and Dd;
4. Stimulate students’ interests in studying English.
教学重点、难点：
1. Make sure that students can greet in this way: ―How are you?‖ and answer in different
ways: I’m fingoodwell, thank you.
2. Make sure that students go through the ritual of the class correctly.
3. Part C: Look and read.
教学准备： Pictures, tape recorder, cards.
教学过程
Step1: Warming-up & Review
1. T divides the Ss into 4 groups. According to their preparing of the class and the greeting
of the class beginning, T gives some stars to four groups.
2. T greets to S in this way: What’s your name? How are you,…?
3. Sing a song:
4. Play a game: Quick respond.
a game: How are you, my friend?
read Part A and B after the tape recorder.
read after T.
read the dialogue and the words.
Play a game: How are you, my friend?

answer the greeting in different ways.
Play a game: Show and say.
Ss try to say the words as quick as possible.
a game: Show and say. T shows the pictures and the words finewellgood quickly.
S1:My name is….
I’m fine, thank you.
S2:My name is….
I’m fine, thank you.
S3:My name is….
I’m fine, thank you.
Sing a song:
Play a game: Quick respond.
Step 2: Presentation
1. Teach letter Cc.
(1) T takes out the picture of the cat and asks: What’s this?
(2) T writes the word cat on the blackboard.
(3) T writes the letter C in red.
(4) T reads the letter.
(5) T asks: What’s the letter C looks like?
(6)T writes down some words which begin with letter c. For example: cap, cab, can, color,
cold, cool, coat……
2. Teach letter Dd.
(1) T writes down some words which begin with letter d. For example: dog, dad, day, dab, dig,
dit……
(2) T asks: What’s the same pronunciation of these words?
(3) T writes down the letter: Dd. Ss tell teacher what the same letter is.
(4) T reads the letter for times.
S1:It’s a cat.
S2: It’s a cat.
S4:It’s a cat.
S5: It’s a cat.
Ss look at the teacher.
Ss listen to T for times.
Ss answer.
(5) Distinguish the big letter and the small letter.

(6) Ss read after guish the big letter and the small letter.
(7) Ss read after T. Ss talk about the letter Dd. What the shape of the letter looks like.
(8) Ss read the letter. Ss tell T some words which begin with letter c.
(9)Let Ss to find out the pronunciation of the letter c in these words.
(10)Ss read after T.
Ss look at the answer.
Ss look at the read after T.
3. Ss open the books and read after the tape recorder.
4. Ss read the letters and the word by themselves.
5. Listen to the song:
Step 3: Homework:
Oral practice: Listen to the tape and read the dialogue, the words and the letters.
板书设计： Unit 2 How are you?
C c D d
cat dog
教学后记：


第四课时
教学内容：
Fun with English 1 B Unit 2 The exercise of the workbook Unit 2
教学目标：
students to review how to greet to others and answer: ―How are you? I’m fine, thank
you.‖
students to review the different answers of the greeting;
Ss to review the letters: Cc and Dd;
ate students’ interests in studying English.
教学重点、难点：
sure that students can greet in this way: ―How are you?‖ and answer in different ways:
I’m fingoodwell, thank you.
sure that students can read the letters Cc, Dd correctly.
the exercise of the workbook Unit 2.
教学准备： Pictures, tape recorder.
教学过程：
Step1: Warming-up & Review

1. T divides the Ss into 4 groups. According to their preparing of the class and the greeting
of the class beginning, T gives some stars to four groups.
2. T greets to S in this way: Good morning. What’s your name? How are you?
3. T asks: What’s this? Is this a…? What color?
4. Play a game. Follow me.
T takes out some dolls.
S1: Good morning.
My name is….
I’m fine, thank you.
S1:It’s a….
.
It’s redyellowgreenblue.
5．Play a game. Follow me.
read Unit 2 after the tape recorder.
read after T.
read by themselves.
the song :< How are you?>
10. Distinguish the big letters and the small letters.
11. Play a game.
Ss pretend to be the dolls and greet to others.
Ss can leave their chairs and make dialogues.
Step 2 The listening exercises of the workbook Unit 2
1. Listen and judge.
In picture1 and 4, the girl is not fine or good. T tells Ss: Helen Nancy is not so good.
2. Listen and respond.
3. Listen and color.
4. Look and act.
1 Let Ss listen and judge.
2 Check answers.
(1) Ss understand the meaning of the pictures.
(2) Ss guess what they are talking about.
(3) Ss try to act.
(4) Group works.
(5) Show time.
Step 3. Conclusion

Evaluate students’ performance and give homework.
Step 4. Homework(1 minutes)
Oral practice: Read Unit 2.
板书设计： Unit 2 How are you?
How are you?
I’m fine, thank you.
教学后记：
Unit 3 Nice to meet you
一、教材分析：
本单元的主要教学内容是―介绍某人‖与―打招呼‖。This is…是介绍人物时最常用的
交际用语。在教学中，教师可以让学生带自己家人的照片，创设与生活中相似的情景，
引导学生在情景中 练习介绍人物。教师可以采用游戏、儿歌等形式，做一做，说一说，
唱一唱，让学生在愉悦轻松的氛围中 操练This is…，教师也可以在教学过程中将词汇和
日常交际用语结合起来，尽量创设真实语境， 引导学生灵活运用本单元的用语。。
二、学情分析：
教学时，宜将意义上相互关联的两个句 型同时介绍给学生。这样，既有助于教师在
教学过程中复习已学过和知识，又有利于引入新的内容。
三、教学要求：
1.能听懂他人使用This is…介绍父母和其他家庭成员，并能用此用语向他人介绍自己的
家庭成员，语音准确、语调自然。
2.能听懂、会说日常交际用语Nice to meet you.发音准确。
3.能听懂、会说uncle,aunt,grandpa,grandma这四个单词，发音准确。
4.能听懂、会说、会读字母Ee和Ff。（5）会说歌谣I love you.
四、教学重难点：
1.能听懂他人使用This is…介绍父母和其他家庭成员，并能用此用语向他人介绍自己的
家庭成员，语音准确、语调自然。
2.能听懂、会说日常交际用语Nice to meet you.发音准确。
3.能听懂、会说uncle,aunt,grandpa,grandma这四个单词，发音准确。
4.能听懂、会说、会读字母Ee和Ff
五、课时安排：四课时

第一课时
教学内容：
Fun with English 1 B A Learn to say
教学目标：
students review how to tell their family with the pattern: I’m… and teach the pattern

of define: This is my… And speak: Nice to meet you
2. Review the man, uncle. And introduce the man.
ate students’ interests in studying English.
教学重点、难点：
sure that students can tell their family with the pattern:This is my … Help students to
speak:This is my… and use either Nice to meet you. Nice to meet you,too.
sure that students can make the difference between uncle and aunt. And they enable to
read ―uncle‖ correctly.
3. Ss can ask and answer freely.
教学准备： Pictures
教学过程
Step 1:warming-up
T: Good morning, boys and girls. I’m your new English teache. I’m Miss Li.
T:I’m very happy to see you. How are you?
T: Welcome back to school.
Pay a game: Follow me.
Ss: Good morning.
Ss:Miss Li.
Ss:sing a song .
Ss: Happy.
Ss: Fine thank you.
Ss: Thank you. Happy New Year!
Pay a game: Follow me.
Step 2: presentation
4. T puts on the headwear and pretends to be some lovely animals, then T says hello to the
Ss.
2. T: Hi, boys and girls. I’m your old friend, My name is Mike. This is my uncle.
T writes down: This is my uncle.
on the blackboard
T: Now you’re all Mike.
3. T takes off the headgear, uncle uncle This is my uncle.
T: Yes,when someone ask your family, you can answer: This is my uncle.
(point to the blackboard) And you also can say: This is my …, we have learnt this sentence
last term.
T: Hi, this is my… (T writes on the blackboard) T emphasizes the pronounce of ―your uncle‖

and make the difference between ―your aunt‖ by the gesture.
Chain work
Make friends
4.T: Let me introduce a new friend to you. T shows the picture of David.
T: Oh, This is my aunt David David. (Write down on the blackboard.)
T corrects the pronunciations.
T: Nice to meet you.
T: Nice to meet you,too.
5. T: Daivd and Mike are our new classmates (explain classmates) And they’re all English
Boys, can you find any difference between them?. Teacher concluded.
S1: Hello, …!
S2: Hello, …!
S3: Hello, …!
S4: Hello, …!
S5: Hello, ….!
Ss look at the blackboard.
Ss read: Mike
Ss look at T’s mouth and read.
Ss read after me : uncle uncle This is my uncle.
Ss : uncle uncle This is my uncle.
Ss look at the blackboard.
Ss look at T’s mouth and read.
Ss read after me : uncle uncle This is my uncle..
S1: uncle uncle This is my uncle.
S2: Hello, I’m…
Ss look at the blackboard.
Ss look at my mouth, read after me
Ss read after me: name, your name, my name
Chain work: Hi,this is my uncle.
Make friends: nice to meet you. several times. T nice to meet you,too.
Ss look at the teacher.
Look at my mouth, then read after me.
Read it as the little train, go go go. s: Yes.
S1: I’m S1. (practice with some Ss)S2: I’m S2.S3: I’m S3.
S4: I’m S4. S4: I’m S5. Ss answer

Play a game: left & right.
Step 3 practice.
Open the books and read after the tape recorder together.


Read after teacher together.
Read as different characters.
Read by themselves.( in pairs)
Ss put on the headgear and make dialogues with others.
Step 4: Conclusion
Evaluate students’ performance and give homework.
Step 5: Homework:
Review Part A of this unit.
板书设计： Unit 3 Nice to meet you
This is my uncle.
Nice to meet you.
Nice to meet you, too.
教学后记：



第二课时
教学内容：
Fun with English 1 B and learn & a song
教学目标：
present students the four family number and make sure they know how to read: grandpa,
grandma, uncle, aunt.
2. Review the sentences: This is my to meet to meet you, too.
3. Learn to say a rhyme: I love you.
4. To cultivate students’ interests in speaking English.
教学重点、难点：
1. Make sure that students can make the difference between the new children’s family number
and the family number we’ve learnt last term. And they enable to read these names correctly.
2. Make their own song as the model of Part D.
3. The pronounce of ―Nancy‖
教学准备： Pictures
教学过程

Step1: Free talk
1.T:Good morning, boys and girls.
2.T: Hello. I’m Jojo.
T: is my uncle.
T: Nice to meet you,too.
3. T: Please work in pairs and make greetings, ask and answer.
Ss: Good morning, Miss Wu.
Ss:sing a song .
S1: I’m S1.
S2: I’m S2.
S3: I’m S3.
S4: I’m S4.
S5: I’m S5.
S1: Nice to meet you.
S2: Nice to meet you,too.
S3: Nice to meet you,too.
S4:Nice to meet you,too.
Ss work in pairs
Step 2: presentation
1.T: Boys and girls, do you know who’s she?
T: (takes out the picture of Su Yang)
2. T: She isn’t mum. Look ,this is aunt. Oh, they look alike. They’re twins. There’s a little
difference between them. Can you find it?
T: Yes, you’re clever.
3.T: aunt has a mum. Look. (T shows the picture.)
She is grandma. times, Ss read after me.
4.(1)T gives a student the headgear of grandpa and grandma, and sing: L love you.
(T puts on the headgear of Liu Tao) T: My name is Liu Tao.
Ss look at the teacher.
Ss answered.
Ss look at the pictures.
Ss look at the teacher.
Ss answered.
Find the difference between them
Ss read : aunt

Look at my mouth, then read after me.
Read it as the little train, go go go.
The Students doesn’t know how to do, T broadcasts the music, students sing as the rhyme:
Grandpa, grandma, l love you.
Sing the song to ask me
Find the difference.
Ss look at the pictures.
Ss answer.
Step 3 practice.
1．Open the books and read after the tape recorder.
2．Read after teacher.
3．Read by themselves.
a game: Magic hands.
Step 4: Consolidation
Game of reading
e.g.: 1. T reads aloud
Ss read quietly.
2. ―Bombing‖
3. Chain-reading.
Step 5: Conclusion
Evaluate students’ performance and give homework.
Step 5: Homework:
Oral practice: read the 4 names
板书设计： Unit 3 Nice to meet you
Grandpa, grandma, uncle, aunt
教学后记：


第三课时
教学内容：
Fun with English 1 B C. Look and read
教学目标：
1. Help students to review how to ask others’ family number and to define
2. Help students to review the name of four family number.
3. Help Ss to learn the letters: Ee and Ff.

4..To cultivate their interest of learning English and the consciousness of communicating in
English.
教学重点、难点：
Part C Look and read. This is the first time they contact the letters. Make sure they can
distinguish the capital letter from small letter. And they enable to read them correct without
the influence of Chinese Pingyin.
教学准备： Pictures, tape recorder, multimedia,
教学过程
Step1: Warming-up & Review
Sing the song:
T: Boys and girls, do you still remember him? (T takes out a picture) Hello, hello, this is my
uncle.
T: Hello, this is my uncle.
2) T puts on others’ headwear and talks to Ss.
3) T asks the four groups to act as the four children and make dialogues.
Sing the song:
S1: Nice to meet you.
S2: Nice to meet you.
S3: Nice to meet you.
S4: Nice to meet you.
S5: Nice to meet you.
Ss work in pairs
Step 2: presentation
1. Teach the letter Ee
T: Look, Su Yang, David, Liu Tao and Nancy are Ss. They have their books. How to
distinguish their books? They should write their family number on the cover. The name is
very important.
T reads the letter.
Distinguish the capital letter and small letter, How many ―e‖ can you see on P14 or P15?
2 .Teach the letter Ee
T writes down some words which begin with letter b. For example: evening
T writes down the letter: Ff
T reads the letter for seveal times.
Distinguish the capital letter and the small letter.
5.T points

6. T shows the cards.
Ss look at the teacher.
Ss read after me the word ―family number‖. Point out the pronunciation of the letter Ee in the
word.
Ss read :Ee.
Look at my mouth, then read after me.
Read it as the little train, go go go.
Ss listen to T for times.
Play a game: Read it louder or lower.
Ss say out: What’s the letter Ee looks like?
Ss look at the book.
Ss answer.
Ss tell T some words which include the letter Ee. T gives some words, too.
Ss look at the teacher.
Ss read after me the word ―evening‖. Point out the pronunciation of the letter Ee in the words.
Ss read : evening
Look at my mouth, then read after me.
Read it as the little train, go go go.
Ss read after T in different way: loud voice and low voice.
What the shape of the letter looks like.
Ss tell T some words which begin with letter f: e.g: father
Ss find out the pronunciation of the letter b in these words.
3. Ss open the books and read after the tape recorder.
4. Ss read the letters and the word by themselves.
Ss read.
Ss read.
Step 3: Homework:
Oral practice: Listen to the tape and read the dialogue, the words and the letters.
板书设计： Unit 3 Nice to meet you
E e F f
Evening father

教学后记：


第四课时
教学内容：
Fun with English 1 B The exercise of the workbook Unit 1
教学目标：
1. Help students to review how to introduce your family number and to define
2. Help students to review the family number .
3. Help Ss to review Part C and Part D.
cultivate their interest of learning English and the consciousness of communicating in
English.
教学重点、难点：
sure Ss enable to ask other’s family number by using the sentence: This is my uncle
And define: Nice to meet you. Nice to meet you, too.
2. Make sure that students can read the letters Ee, Ff correctly.
3. Finish the exercise of the workbook Unit 1
教学准备： Pictures, tape recorder, multimedia,
教学过程
Step1: Warming-up & Review
Sing the song:
T: Class begins
T: Good morning boys and girls.
(1)Review the four family number of the four children.
(2)T points.
(3)T shows the letter cards.
(4) Listen to the tape recorder.
(5) Ask and answer
Sing the song:
Ss: Stand up (Ss all stand up)
Ss: Good morning teacher.
Train, train, go go go. Students read the people’s name which t shows them one by one. We
have a competition. To see which group is best. T gives the praise to the best group.
Ss say the family number.
Ss say the letter.

Listen to the tape recorder. Read after the tape recorder and try to read as good as the tape.
Ss can go around in the classroom, and ask others’ family number.
Step 2 The listening exercises of the workbook Unit 1
1．Listen and judge.
2．Listen and respond.
3. Listen and tick.
4. Look and say.
(1) Ss listen and judge.
(2) Check answers.
First pay attention to the picture, and then listen, Ss answer. Then, someone single answer.
Then say it together.
(1)Ss to understand the meaning of the pictures.
(2)Ss guess what they are talking about.
(3)Ss try to act.
(4)Group works.
Step 3. Conclusion
Evaluate students’ performance and give homework.
Step 5. Homework(1 minutes)
Oral practice: Read Unit 1
板书设计： Unit 3 Nice to meet you
This is my uncle.
Nice to meet you.
Nice to meet you too.
Grandpa, grandama, uncle, aunt
E e F f
Evening father
教学后记：


Unit 4 My nice ruler
一、教材分析：
本单元的重要内容是 ―描述物品‖。教师在教学的过程中，利用实物、图片或多媒体
等直观手段呈现单词，帮助学生达到听懂 、会说的要求。在学习本单元日常交际用语的
时候，教师也可结合以前学过的学习用品单词创设真实的语 境，引导学生在情景中学会
描述学习用品类单词，以培养学生的语言运动能力。

二、学情分析：
学生对于这单元的That’s…… 及对其评价的方式这是 一个难点项目，老师应该重点
这一组对话的操练，并及时复现，让学生达到能自如地应用这一组对话。
三、教学要求：
1.能听懂日常用语That`s my new ruler. It`s very nice.
2.能运用句型That`s my…It`s very…对物品进行简单描述，语音语调正确。
3.能听懂、会说a pen,a crayon,a ruler和a rubber，发音准确。
4.能听懂、会说、会读字母Gg和Hh。
5.会唱歌曲My nice ruler.
四、教学重难点：
1.能听懂日常用语That`s my new ruler. It`s very nice.
2.能运用句型That`s my…It`s very…对物品进行简单描述，语音语调正确。
3.能听懂、会说a pen,a crayon,a ruler和a rubber，发音准确。
4.能听懂、会说、会读字母Gg和Hh。
五、课时安排：四课时
第一课时
教学内容：
Fun with English 1 B A Learn to say
教学目标：
students review how to tell their school supplies with the pattern: I’m… and teach the
pattern of define: This is my… And speak: That’s my new ruler.
2. Review the ruler, ruler. And introduce the ruler.
ate students’ interests in studying English.
教学重点、难点：
sure that students can tell their freind with the school supplies :That’s my new… Help
students to speak: That’s my new… and use either That’s my new ruler. It’s very nice.
sure that students can make the difference between that and this. And they enable to
read ―that‖ correctly.
3. Ss can ask and answer freely.
教学准备： Pictures
教学过程：
Step 1:warming-up
T: Good morning, boys and girls. I’m your new English teacher. I’m Miss Li.
T:I’m very happy to see you. How are you?
T: Do you know what’s this?

Pay a game: Follow me.
Ss: Good morning.
Ss:Miss Li.
Ss:sing a song .
Ss: Happy.
Ss: Fine thank you.
Ss: It’s a ruler.
Pay a game: Follow me.
Step 2: presentation
5. T puts on the school supplies and pretends to be some lovely baby, then T says hello to
the Ss.
2. T: Hi, boys and girls. Look at that. That’s a new ruler.
T writes down: That’s a new ruler.
on the blackboard
T: Now you’re all Mike.
3. T takes the ruler, ruler, ruler, that’s a new ruler.
T: Yes,when someone ask your friend, you can answer: That’s a new ruler.
(point to the blackboard) And you also can say: It’s very nice, we have learnt this sentence
last term.
T: Hi, this is my… (T writes on the blackboard) T emphasizes the pronounce of ―your ruler‖
and make the difference between ―thisthat‖ by the gesture.
Chain work
Make friends
4.T: Let me introduce a new school supplies to you. T shows the picture of David.
T: Oh, This is my new pen. (Write down on the blackboard.)
T corrects the pronunciations.
T: That’s my new pen.
5. T: pens and rulers are our school supplies (explain classmates) And they’re all very nice,
can you find any difference between them?. Teacher concluded.
S1: Hello, …!
S2: Hello, …!
S3: Hello, …!
S4: Hello, …!
S5: Hello, ….!
Ss look at the blackboard.

Ss read: Mike
Ss look at T’s mouth and read.
Ss read after me : That’s a new ruler.
Ss read after me : ruler, ruler, that’s a new : uncle Ss look at the blackboard.
Ss look at T’s mouth and read.
Ss read after me : That’s a new ruler.
S1: That’s a new ruler.
S2: That’s a new ruler.
Ss look at the blackboard.
Ss look at my mouth, read after me
Ss read after me: It’s very nice.
Chain work: Hi,this is my ruler.
Make friends: It’s very nice.
several times.
T Yes, It’s very nice..
Ss look at the teacher.
Look at my mouth, then read after me.
Read it as the little train, go go go.
s: Yes.
S1: I’m S1. (practice with some Ss)
S2: I’m S2.
S3: I’m S3.
S4: I’m S4.
S4: I’m S5.
Ss It’s very nice.
Play a game: left & right.
Step 3 practice.
Open the books and read after the tape recorder together.
Read after teacher together.
Read as different characters.
Read by themselves.( in pairs)
Ss put the pen and ruler dialogues with others.
Step 4: Conclusion
Evaluate students’ performance and give homework.
Step 5: Homework:

Review Part A of this unit.
板书设计： Unit 4 My nice ruler
That’s my new ruler.
It’s very nice.
教学后记:

第二课时
教学内容：
Fun with English 1 B and learn & a song
教学目标：
present students the four school supplies and make sure they know how to read: a pen
a crayon a ruler a rubber.
2. Review the sentences: That’s my new ruler. It’s very nice.
3. Learn to sing a song: My nice ruler.
4. To cultivate students’ interests in speaking English.
教学重点、难点：
1. Make sure that students can make the difference between the new children’s school
supplies we’ve learnt last term. And they enable to read these names correctly.
2. Make their own song as the model of Part D.
3. The pronounce of ―Nancy‖
教学准备： Pictures
教学过程预设：
Step1: Free talk
1.T:Good morning, boys and girls.
Ss: Good morning, Miss Li.
Ss:sing a song .
2.T: Hello. I’m Miss Li.
T: ’s my new ruler.
T: that’s my new pen.
2. T: Please work in pairs and make greetings, ask and answer.
S1: I’m S1.
S2: I’m S2.
S3: I’m S3.
S4: I’m S4.
S5: I’m S5.

S1:It’s very nice.
S2: I’m S2.
S3: I’m S3.
S4: I’m S4.
S1: It’s very nice.
S2: It’s very nice.
S3: It’s very nice.
Ss work in pairs
Step 2: presentation
1.T: Boys and girls, do you know what’s that?
T: (takes out the picture of Su Yang)
Ss look at the teacher.
Ss answered.
2.T: it isn’t a pen, it’s a crayon.
’s a little difference between them. Can you find it?
T: Yes, you’re clever.
Ss look at the pictures.
Ss look at the teacher.
Ss read : crayon
Find the difference between them
Ss read : rubber
Look at my mouth, then read after me.
Read it as the little train, go go go.
4.T: that’s my new rubber.
(T shows the picture.)
It’s very nice.
Ss read after me.
5.(1)T gives a student the ruler, the pen and sing: How are you.
The Students doesn’t know how to do, T broadcasts the music, students sing as the rhyme:
That’s my ruler…
Sing the song to ask me
Find the difference.
Ss look at the pictures.
Ss answer.
Step 3 practice.

the books and read after the tape recorder.
after teacher.
by themselves.
a game: Magic hands.
Step 4: Consolidation
Game of reading
e.g.: 1. T reads aloud
Ss read quietly.
2. ―Bombing‖
3. Chain-reading.
Step 5: Conclusion
Evaluate students’ performance and give homework.
Step 5: Homework:
Oral practice: read the 4 names
板书设计： Unit 4 My nice ruler
A pen a crayon a ruler a rubber
教学后记:


第三课时
教学内容：
Fun with English 1 B C. Look and read
教学目标：
1. Help students to review how to ask others’ school supplies.
2. Help students to review the school supplies.
3. Help Ss to learn the letters: G g H h.
4..To cultivate their interest of learning English and the consciousness of communicating in
English.
教学重点、难点：
Part C Look and read. This is the first time they contact the letters. Make sure they can
distinguish the capital letter from small letter. And they enable to read them correct without
the influence of Chinese Pingyin.
教学准备： Pictures, tape recorder, multimedia,
教学过程：
Step1: Warming-up & Review

Sing the song:
T: Boys and girls, do you still remember him? (T takes out a picture) Hello, hello, that’s my
ruler, that’s my ruler
.Nice and new.
T: Hello, hello, that’s my rubber, that’s my rubber. Big and brown.
2) T puts on others’ headwear and talks to Ss.
3) T asks the four groups to act as the four children and make dialogues.
Sing the song:
S1: Hello, hello, that’s my ruler, that’s my ruler
.Nice and new.
S2: Hello, hello, that’s my ruler, that’s my ruler
.Nice and new.
S1: Hello, hello, that’s my rubber, that’s my rubber. Big and brown.
S2: Hello, hello, that’s my rubber, that’s my rubber. Big and brown.
Ss work in pairs
Step 2: presentation
1. Teach the letter G g
T: Look, Su Yang, David, Liu Tao and Nancy are Ss. They have their bags. How to
distinguish their bags? They should write their family number on the cover. The name is very
important.
T reads the letter.
Distinguish the capital letter and small letter, How many ―g‖ can you see on P14 or P19?
2 .Teach the letter G g
T writes down some words which begin with letter g. For example:bag
T writes down the letter: H h
T reads the letter for seveal times.
Distinguish the capital letter and the small letter.
3. Ss open the books and read after the tape recorder.
4. Ss read the letters and the word by themselves.
Ss read.
Ss read.
5.T points
6. T shows the cards.
Ss look at the teacher.

Ss read after me the word ―school supplies‖. Point out the pronunciation of the letter G g in
the word.
Ss read :G g.
Look at my mouth, then read after me.
Read it as the little train, go go go.
Ss listen to T for times.
Play a game: Read it louder or lower.
Ss say out: What’s the letter Gg looks like?
Ss look at the bag.
Ss answer.
Ss tell T some words which include the letter G g. T gives some words, too.
Ss look at the teacher.
Ss read after me the word ―bag‖. Point out the pronunciation of the letter G g in the words.
Ss read : bag
Look at my mouth, then read after me.
Read it as the little train, go go go.
Ss read after T in different way: loud voice and low voice.
What the shape of the letter looks like.
Ss tell T some words which begin with letter h: e.g: hand
Ss find out the pronunciation of the letter b in these words.
Step 3: Homework:
Oral practice: Listen to the tape and read the dialogue, the words and the letters.
板书设计： Unit 4 My nice ruler
G g H h
教学后记:


第四课时
教学内容：
Fun with English 1 B The exercise of the workbook Unit 1
教学目标：
students to review how to introduce the school supplies.
students to review the school supplies.
Ss to review Part C and Part D.
cultivate their interest of learning English and the consciousness of communicating in

English.
教学重点、难点：
sure Ss enable to ask other’s school supplies by using the sentence: That’s my new
ruler. It’s very nice.
2. Make sure that students can read the letters G g, H h correctly.
3. Finish the exercise of the workbook Unit 1
教学准备： Pictures, tape recorder, multimedia,
教学过程：
Step1: Warming-up & Review
Sing the song:
T: Class begins
T: Good morning boys and girls.
(1)Review the four school supplies .
(2)T points.
(3)T shows the letter cards.
(4) Listen to the tape recorder.
(5) Ask and answer
Ss: Stand up (Ss all stand up)
Ss: Good morning teacher.
Train, train, go go go. Students read the people’s name which t shows them one by one. We
have a competition. To see which group is best. T gives the praise to the best group.
Ss say the family number.
Ss say the letter.
Listen to the tape recorder. Read after the tape recorder and try to read as good as the tape.
Ss can go around in the classroom, and ask others’ school supplies .
Step 2 The listening exercises of the workbook Unit 1
and judge.
and respond.
and tick.
and say.
Ss listen and judge.
Check answers.
First pay attention to the picture, and then listen, Ss answer. Then, someone single answer.
Then say it together.
(1)Ss to understand the meaning of the pictures.

(2)Ss guess what they are talking about.
(3)Ss try to act.
(4)Group works.
Step 3. Conclusion
Evaluate students’ performance and give homework.
Step 5. Homework
Oral practice: Read Unit 1





板书设计： Unit 4 My nice ruler
That’s my new ruler.
It’s very nice.
a pen a crayon a ruler a rubber
G g H h
bag hand
教学后记：
Unit 5 On the road
一、教材分析：
本单元的重要教学内容是―认识交通工具‖。在导入日常 交际用语时，教师可以通过
以前学过的Is this…？引出Is that…？在单词教学过程中， 可以利用实物、图片、简笔
画或幻灯片等方式，呈现B部分交通工具类单词，帮助学生到达听懂、会说的 要求。在
操练时还应将词汇和句子结合起来，以便能熟练灵活得运用。。
二、学情分析：
学生对于Is this…？在上个学期已经有所认知了，在复习上学期的这一句型基础上，
再引出Is that…？，使学生有个过渡过程，自然习得，水到渠成。
三、教学要求：
1．能听懂Is this a…？并能根据实际情况作出回答。
2．能运用Is this a…？向他人询问和确认某件物品，语音语调准确。
3．能听懂、会说a bus,a car,a taxi和a bike四个单词，发音准确。
4．能听懂、会说、会读字母Ii,Jj和Kk。
5．会说歌谣I like my bike.
四、教学重难点：
1．能听懂Is this a…？并能根据实际情况作出回答。
2．能运用Is this a…？向他人询问和确认某件物品，语音语调准确。
3．能听懂、会说a bus,a car,a taxi和a bike四个单词，发音准确。
4．能听懂、会说、会读字母Ii,Jj和Kk。
五、课时安排：四课时

第一课时
教学内容：
Fun with English 1 B A Learn to say
教学目标：
students review how to tell their transport with the pattern: Is that a…? and teach the
pattern of define: Yes, it , it isn’t.
2. Review the taxi, taxi. And introduce the taxi.
ate students’ interests in studying English.
教学重点、难点：
sure that students can tell their friend with the transport :That’s my taxi. Help students
to speak: Is that you taxi?
sure that students can make the difference between that and this. And they enable to
read ―that‖ correctly.
3. Ss can ask and answer freely.
教学准备： Pictures
教学过程：
Step 1:warming-up
T: Good morning, boys and girls. I’m your English teacher. I’m Miss Li.
T: I’m very happy to see you. How are you?
T: Do you know what’s that?
Pay a game: Follow me. Ss: Good morning.
Ss: Miss Li.
Ss: sing a song .
Ss: Happy.
Ss: Fine thank you.
Ss: It’s a taxi.
Pay a game: Follow me.
Step 2: presentation
T puts on the transport and pretends to be some lovely baby, then T says hello to the Ss.
2. T: Hi, boys and girls. Look at that. Is that a taxi?
T writes down: Is that a taxi?
on the blackboard
T: Now you’re all taxi.
6. T takes the car,
Taxi, taxi, is that a taxi?

T: No, no, it isn’t a taxi.
(point to the blackboard) And you also can say: It’s very nice, we have learnt this sentence
last term.
7. T: T takes the taxi,
Taxi, taxi, is this a taxi?
T: Yes, yes, it is a taxi.
(point to the blackboard) (T writes on the blackboard) T emphasizes the pronounce of ―your
taxi‖ and make the difference between ―thisthat‖ by the gesture.
Chain work
Make friends
3.T: Let me introduce a new transport to you. T shows the picture of David.
T: Oh, This is my new taxi. (Write down on the blackboard.)
T corrects the pronunciations.
T: That’s my new taxi.
S1: Hello, …!
S2: Hello, …!
S3: Hello, …!
S4: Hello, …!
S5: Hello, ….!
Ss look at the blackboard.
Ss read: Is that a taxi?
Ss look at T’s mouth and read.
Ss read after me : Is that a taxi?
Ss read after me : Is that a taxi?
Ss : uncle Ss look at the blackboard.
Ss look at T’s mouth and read.
Ss read after me : Taxi, taxi, is that a taxi?
S1: No, no, it isn’t a taxi.
S2: No, no, it isn’t a taxi.
Ss look at the blackboard.
Ss look at my mouth, read after me
Ss read after me: It’s very nice.
Chain work: Taxi, taxi, is this a taxi?.
Make friends: Yes, yes, it is a taxi.
several times.

T Yes, It’s very nice..
Ss look at the teacher.
Look at my mouth, then read after me.
Read it as the little train, go go go.
s: Yes.
S1: I’m S1. (practice with some Ss)
S2: I’m S2.
S3: I’m S3.
S4: I’m S4.
S4: I’m S5.
Ss It’s very nice.
Play a game: left & right.
Step 3 practice.
Open the books and read after the tape recorder together.
Read after teacher together.
Read as different characters.
Read by themselves.( in pairs)
Ss put the taxi dialogues with others.
Step 4: Conclusion
Evaluate students’ performance and give homework.
Step 5: Homework:
Review Part A of this unit.
板书设计： Unit 5 On the road
Is that a taxi?
No, it isn’t.
教学后记：


第二课时
教学内容：
Fun with English 1 B and learn & a song
教学目标：
present students the four transports and make sure they know how to read: a bus
a taxi a bike.
2. Review the sentences: Is that a taxi? No, it isn’t.
a car

3. Learn to say a rhyme: I like my bike.
4. To cultivate students’ interests in speaking English.
教学重点、难点：
1. Make sure that students can make the difference between the new children’s transports
we’ve learnt last term. And they enable to read these names correctly.
2-1-c-n-j-y

2. Make their own speak as the model of Part D.
3. The pronounce of ―Nancy‖
教学准备： Pictures
教学过程：
Step1: Free talk
1.T:Good morning, boys and girls.
2.T: Hello. I’m Miss Li.
T: at that.
T: Is that a bus?
2. T: Please work in pairs and make greetings, ask and answer.
Ss:sing a song .
S1: I’m S1.
S2: I’m S2.
S3: I’m S3.
S4: I’m S4.
S5: I’m S5.
S1:It’s very nice.
S2: I’m S2.
S3: I’m S3.
S4: I’m S4.
S1: It’s very nice.
S2: It’s very nice.
S3: It’s very nice.
Ss work in pairs
Step 2: presentation
1.T: Boys and girls, do you know what’s that?
T: (takes out the picture of Su Yang)
2．T: it isn’t a bus, it isn’t a taxi.
T: Yes, you’re clever.
3.T: that’s my new car.
Ss: Good morning, Miss Li.

(T shows the picture.)
It’s very nice.
Ss read after me.
4.(1)T gives a student the model car, the model bike and ask: Do you like your bike?
Ss look at the teacher.
Ss answered.
Ss look at the pictures.
Ss look at the teacher.
Ss read : car
Find the difference between them
Ss read : car
Look at my mouth, then read after me.
Read it as the little train, go go go.
The Students doesn’t know how to do, T broadcasts the rhyme, students speak as the rhyme: I
like my bike.
Say the rhyme to ask me
Find the difference.
Ss look at the pictures.
Ss answer.
Step 3 practice.
4．Open the books and read after the tape recorder.
5．Read after teacher.
6．Read by themselves.
a game: Magic hands.
Step 4: Consolidation
Game of reading
e.g.: 1. T reads aloud
Ss read quietly.
2. ―Bombing‖
3. Chain-reading.
Step 5: Conclusion
Evaluate students’ performance and give homework.
Step 5: Homework:
Oral practice: read the 4 names
板书设计： Unit 5 On the road

A bus a car a taxi a bike
教学后记：



第三课时
教学内容：
Fun with English 1 B C. Look and read
教学目标：
1. Help students to review how to ask the transport.
2. Help students to review the transport.
3. Help Ss to learn the letters: I I J j K k.
4..To cultivate their interest of learning English and the consciousness of communicating in
English.
教学重点、难点：
Part C Look and read. This is the first time they contact the letters. Make sure they can
distinguish the capital letter from small letter. And they enable to read them correct without
the influence of Chinese Pingyin.
教学准备： Pictures, tape recorder,
教学过程：
Step1: Warming-up & Review
Sing the song:
T: Boys and girls, do you still remember it? (T takes out a picture) Hello, hello, is that a bike?
1）Nice and new.
T: Hello, hello, that’s my bike, that’s my bike.
2) T Take out the pictures and talks to Ss.
3) T asks the four groups to act as the four children and make dialogues.
S1: Yes, it is.
S2: Hello, hello, that’s a bike.
Nice and new.
S1: Hello, hello, that’s my bike, that’s my bike.
S2: Hello, hello, that’s my bike, that’s my bike.
Ss work in pairs
Step 2: presentation
1. Teach the letter I i

T: Look, Su Yang, David, Liu Tao and Nancy are Ss. They have their bags. How to
distinguish their bags? They should write their family number on the cover. The name is very
important.
T reads the letter.
Distinguish the capital letter and small letter, How many ―i‖ can you see on P23?
the letter J j
T writes down some words which begin with letter j. For example: jump
T writes down the letter: J j
T reads the letter for seveal times.
Distinguish the capital letter and the small letter.
3 .Teach the letter K k
T writes down some words which begin with letter k. For example: kite
T writes down the letter: K k
T reads the letter for seveal times.
Distinguish the capital letter and the small letter.
4.T points
4. T shows the cards. look at the teacher.
Ss read after me the word ―school supplies‖. Point out the pronunciation of the letter I i in the
word.
Ss read :I i.
Look at my mouth, then read after me.
Read it as the little train, go go go.
Ss listen to T for times.
Play a game: Read it louder or lower.
Ss say out: What’s the letter Ii looks like?
Ss look at the bag.
Ss answer.
Ss tell T some words which include the letter I i. T gives some words, too.
look at the teacher.
Ss read after me the word ―jump‖. Point out the pronunciation of the letter J j in the words.
Ss read : jump
Look at my mouth, then read after me.
Read it as the little train, go go go.
Ss read after j in different way: loud voice and low voice.
What the shape of the letter looks like.

Ss tell T some words which begin with letter j: e.g: jump
Ss find out the pronunciation of the letter j in these words.
look at the teacher.
Ss read after me the word ―kite‖. Point out the pronunciation of the letter K k in the words.
Ss read : kite
Look at my mouth, then read after me.
Read it as the little train, go go go.
Ss read after k in different way: loud voice and low voice.
What the shape of the letter looks like.
Ss tell T some words which begin with letter k: e.g: kite
Ss find out the pronunciation of the letter k in these words.
7. Ss open the books and read after the tape recorder.
8. Ss read the letters and the word by themselves.
Ss read.
Ss read.

Step 3: Homework:
Oral practice: Listen to the tape and read the dialogue, the words and the letters.
板书设计： Unit 4 On the road
I I J j K k
教学后记：


第四课时
教学内容：
Fun with English 1 B The exercise of the workbook Unit 5
教学目标：
students to review how to introduce the transport.
students to review the transport.
Ss to review Part C and Part D.
cultivate their interest of learning English and the consciousness of communicating in
English.
教学重点、难点：
sure Ss enable to ask other’s transport by using the sentence: Is that a taxi? No, it
isn’t.
2. Make sure that students can read the letters I i, j J, K k correctly.

3. Finish the exercise of the workbook Unit 5
教学准备： Pictures, tape recorder, multimedia,
教学过程：
Step1: Warming-up & Review
Sing the song:
T: Class begins
T: Good morning boys and girls.
(1)Review the four transport
(2)T points.
(3)T shows the letter cards.
(4) Listen to the tape recorder.
(5) Ask and answer
Ss: Stand up (Ss all stand up)
Ss: Good morning teacher.
Train, train, go go go. Students read the people’s name which t shows them one by one. We
have a competition. To see which group is best. T gives the praise to the best group.
Ss say the family number.
Ss say the letter.
Listen to the tape recorder. Read after the tape recorder and try to read as good as the tape.
Ss can go around in the classroom, and ask others’ transport .
Step 2 The listening exercises of the workbook Unit 1
1. Listen and judge.
2. Listen and respond.
3. Listen and tick.
Look and say.
Check answers.
First pay attention to the picture, and then listen, Ss answer. Then, someone single answer.
Then say it together.
(1)Ss to understand the meaning of the pictures.
(2)Ss guess what they are talking about.
(3)Ss try to act.
(4)Group works.
Step 3. Conclusion
Evaluate students’ performance and give homework.
Step 5. Homework


Ss listen and judge.

Oral practice: Read Unit 1
Is that a taxi?
No, it isn’t.

板书设计： Unit 5 On the road
A bus a car a taxi a bike
I I J j K k
教学后记：
Unit 6 In the park
一、教材分析：
本 单元的主要教学内容是―确认物品‖。建议教师利用前面学过的文具类、交通工具
类单词，结合本单元B 部分的单词，充分利用创设情景，通过听音猜词、图形辨物等有
趣活动，让学生学会运用What`s that?和It`s a…等日常交际用语，在学生熟悉练听说的
基础上，教师可以适当联系前面学过 的内容进行综合操练，从而使学生能够在日常生活
中自然流利地运用所学内容。
二、学情分析：
为配合―认物‖这一功能项目的展开，本单元所教词汇也可以日常生活中的一 些常见
物品为主。应注意的是，问句中的this或that在回答时要用it替代，以避免重复。
三、教学要求：
1.能听懂特殊疑问句What`s this？并能根据情况用It`s…回答。
2.能使用特殊疑问句What`s this？向他人询问和确定某种物品，语音语调准确。
3.能听懂、学会a bee,a bird,a kite和a balloon，发音准确。
4.能听懂、会说、会读字母Ll,Mm和Nn。
5.能使用学过的句子开展对话，询问简单信息。
6.会唱歌曲A bee.
四、教学重难点：
1.能听懂特殊疑问句What`s this？并能根据情况用It`s…回答。
2.能使用特殊疑问句What`s this？向他人询问和确定某种物品，语音语调准确。
3.能听懂、学会a bee,a bird,a kite和a balloon，发音准确。
4.能听懂、会说、会读字母Ll,Mm和Nn。
五、课时安排：四课时
In the park第一课时
教学内容：
Fun with English 1 B A Learn to say
教学目标：
students review how to speak the animals with the pattern: What’s that? and teach the

pattern of define: It’s a…
2. Review the a bee a bird a kite a balloon.
ate students’ interests in studying English.
教学重点、难点：
1. Make sure that students can tell their freind with the animals :
I t’s a bee. Help students to speak: What’s that?
sure that students can make the difference between that and this. And they enable to
read ―that‖ correctly.
3. Ss can ask and answer freely.
教学准备： Pictures
教学过程：
Step 1:warming-up
T: Good morning, boys and girls.
T:I’m very happy to see you. How are you?
T: Do you know what’s that?
Play a game: Follow me. Ss: Good morning.
Ss:Miss Li.
Ss:sing a song .
Ss: Happy.
Ss: Fine thank you.
Ss: It’s a taxi.
Pay a game: Follow me.
Step 2: presentation
1. T puts on the animals and pretends to be some lovely baby, then T says It’s a bee.
2. T: Hi, boys and girls. Look at that. What’s that?
T writes down: What’s that?
on the blackboard
T: Now you’re all bee.
T takes the bee,
Bee, bee, it’s a bee.
T: Bee, bee, it’s a bee. (point to the blackboard) And you also can say: It’s very nice, we have
learnt this sentence last term.
2. T: T takes the bee,
Bee, bee, it’s a bee.T: Yes, yes, it is a bee.
(point to the blackboard) (T writes on the blackboard) T emphasizes the pronounce of ―your

bee‖ and make the difference between ―thisthat‖ by the gesture.
Chain work
Make friends
3.T: Let me introduce a new animal to you. T shows the picture of David.
T: Oh, This is my bird. (Write down on the blackboard.)
T corrects the pronunciations.
T: That’s my bird.
S1: It’s a bee.
S2: It’s a bee.
S3: It’s a bee.
S4: It’s a bee.
S5: It’s a bee.!
Ss look at the blackboard.
Ss read: What’s that?
Ss look at T’s mouth and read.
Ss read after me : What’s that?
Ss read after me : Bee, bee, it’s a bee.
Ss : uncle Ss look at the blackboard.
Ss look at T’s mouth and read.
Ss read after me : Bee, bee, it’s a bee.
S1: Bee, bee, it’s a bee.
S2: Bee, bee, it’s a bee.
Ss look at the blackboard.
Ss look at my mouth, read after me
Ss read after me: It’s very nice.
Chain work: bee, bee, is this a taxi?.
Make friends: Yes, yes, it’s a bee.
several times.
T Yes, It’s very nice..
Ss look at the teacher.
Look at my mouth, then read after me.
Read it as the little train, go go go.
s: Yes.
S1: It’s a bird. (practice with some Ss)
S2: It’s a bird.

S3: It’s a bird.
S4: It’s a bird.
S4: It’s a bird.
Ss It’s very nice.
Play a game: left & right.
Step 3 practice.
Open the books and read after the tape recorder together.
Read after teacher together.
Read as different characters.
Read by themselves.( in pairs)
Ss put the bee dialogues with others.
Step 4: Conclusion
Evaluate students’ performance and give homework.
Step 5: Homework:
Review Part A of this unit.
What’s that?
It’s a bee.
教学后记：




第二课时
教学内容：
Fun with English 1 B and learn & a rhyme
教学目标：
present students the four animals and make sure they know how to read: a bee a bird
a kite a balloon.
2. Review the sentences: What’s that? It’s a bee.
3. Learn to say a rhyme: A bee.
4. To cultivate students’ interests in speaking English.
教学重点、难点：
1. Make sure that students can make the difference between the new children’s animals we’ve
learnt last term. And they enable to read these names correctly.
板书设计： Unit 6 In the park

2. Make their own speak as the model of Part D.
3. The pronounce of ―Nancy‖
教学准备： Pictures
教学过程：
Step1: Free talk
1.T:Good morning, boys and girls.
Ss:sing a song .
S1: It’s a bee.
S2: It’s a bee.
S3: It’s a bee.
S4: It’s a bee.
S5: It’s a bee.
S1:It’s very nice.
S2: It’s a bird.
S3: It’s a bird.
S4: It’s a bird.
2.T: Look, what’s that?
T: , what’s that?
3. T: Please work in pairs and make greetings, ask and answer.
Ss work in pairs
Step 2: presentation
1.T: Boys and girls, do you know what’s that?
T: (takes out the picture of Su Yang)
2.T: that’s my kite.
(T shows the picture.)
It’s very nice.
Ss read after me.
Ss look at the teacher.
Ss answered.
Ss look at the pictures.
Ss look at the teacher.
Ss read : a kite
Find the difference between them
Ss read : a kite
3．T: it isn’t a bee, it isn’t a bird.
Ss: Good morning, Miss Li.

T: Yes, you’re clever.
4.T: that’s my balloon.
(T shows the picture.)
It’s very nice.
Ss read after me.
Ss read : a balloon
Look at my mouth, then read after me.
Read it as the little train, go go go.
The Students doesn’t know how to do, T broadcasts the rhyme, students speak as the rhyme:
A bee.
Say the rhyme to ask me
Find the difference.
Ss look at the pictures.
Ss answer.
5. T gives a student the model bee and ask: Do you like your bee?
Look at my mouth, then read after me.
Read it as the little train, go go go.
Step 3 practice.
1．Open the books and read after the tape recorder.
2．Read after teacher.
3．Read by themselves.
4. Play a game: Magic hands.
Step 4: Consolidation
Game of reading
e.g.: 1. T reads aloud
Ss read quietly.
2. ―Bombing‖
3. Chain-reading.
Step 5: Conclusion
Evaluate students’ performance and give homework.
Step 5: Homework:
Oral practice: read the 4 names

A bee a kite a bird a balloon
板书设计： Unit 5 On the road

教学后记：


第三课时
教学内容：
Fun with English 1 B C. Look and read
教学目标：
1. Help students to review how to ask the animals.
2. Help students to review the animals.
3. Help Ss to learn the letters: L I M m N n .
4..To cultivate their interest of learning English and the consciousness of communicating in
English.
教学重点、难点：
Part C Look and read. This is the first time they contact the letters. Make sure they can
distinguish the capital letter from small letter. And they enable to read them correct without
the influence of Chinese Pingyin.
教学准备： Pictures, tape recorder,
教学过程：
Step1: Warming-up & Review
1) Sing the song:
T: Boys and girls, do you still remember it? (T takes out a picture) Hello, hello, What’s that?
.Nice and new.
T: Hello, hello, that’s my bee, that’s my bee.
2) T Take out the pictures and talks to Ss.
3) T asks the four groups to act as the four children and make dialogues.
S1: Yes, it is.
S2: Hello, hello, What’s that?
Nice and new.
S1: Hello, hello, that’s my bee, that’s my bee.
S2: Hello, hello, that’s my bee, that’s my bee.
Ss work in pairs
Step 2: presentation
1. Teach the letter L l

T: Look, Su Yang, David, Liu Tao and Nancy are Ss. They have their ruler. How to
distinguish their ruler? They should write their family number on the cover. The name is very
important.
T reads the letter.
Distinguish the capital letter and small letter, How many ―l‖ can you see on P27?
2 .Teach the letter M m
T writes down some words which begin with letter m. For example: mouth
T writes down the letter: M m
T reads the letter for seveal times.
Distinguish the capital letter and the small letter.
3 .Teach the letter N n
T writes down some words which begin with letter n. For example: nose
T writes down the letter: N n
T reads the letter for several times.
Distinguish the capital letter and the small letter.
4.T points
5. T shows the cards. look at the teacher.
Ss read after me the word ―ruler‖. Point out the pronunciation of the letter L l in the word.
Ss read :L l.
Look at my mouth, then read after me.
Read it as the little train, go go go.
Ss listen to T for times.
Play a game: Read it louder or lower.
Ss say out: What’s the letter Ll looks like?
Ss look at the balloon.
Ss answer.
Ss tell T some words which include the letter L l. T gives some words, too.
Ss look at the teacher.
Ss read after me the word ―ruler‖. Point out the pronunciation of the letter M m in the words.
Ss read : mouth
Look at my mouth, then read after me.
Read it as the little train, go go go.
Ss read after m in different way: loud voice and low voice.
What the shape of the letter looks like.
Ss tell T some words which begin with letter m: e.g: mouth

Ss find out the pronunciation of the letter m in these words.
look at the teacher.
Ss read after me the word ―nose‖. Point out the pronunciation of the letter N n in the words.
Ss read : nose
Look at my mouth, then read after me.
Read it as the little train, go go go.
Ss read after k in different way: loud voice and low voice.
What the shape of the letter looks like.
Ss tell T some words which begin with letter n: e.g: nose
Ss find out the pronunciation of the letter n in these words.
4. Ss open the books and read after the tape recorder.
5. Ss read the letters and the word by themselves.
Ss read.
Ss read.

Step 3: Homework:
Oral practice: Listen to the tape and read the dialogue, the words and the letters.
板书设计： Unit 4 In the park
L l M m N n
教学后记：


第四课时
教学内容：
Fun with English 1 B The exercise of the workbook Unit 6
教学目标：
1. Help students to review how to introduce the animals.
2. Help students to review the animals.
3. Help Ss to review Part C and Part D.
cultivate their interest of learning English and the consciousness of communicating in
English.
教学重点、难点：
sure Ss enable to ask other’s animals by using the sentence: What’s that? I t’s a….
2. Make sure that students can read the letters Ll Mm Nn correctly.
3. Finish the exercise of the workbook Unit 6
教学准备： Pictures, tape recorder, multimedia,

教学过程：
Step1: Warming-up & Review
Sing the song:
T: Class begins
T: Good morning boys and girls.
(1)Review the four aniamals
(2)T points.
(3)T shows the letter cards.
(4) Listen to the tape recorder.
(5) Ask and answer
Ss: Stand up (Ss all stand up)
Ss: Good morning teacher.
Train, train, go go go. Students read the people’s name which t shows them one by one. We
have a competition. To see which group is best. T gives the praise to the best group.
Ss say the animals.
Ss say the letter.
Listen to the tape recorder. Read after the tape recorder and try to read as good as the tape.
Ss can go around in the classroom, and ask others’ animals .
Step 2 The listening exercises of the workbook Unit 1
5. Listen and judge.
6. Listen and respond.
3. Listen and tick.
3) Look and say.
4) Check answers.
First pay attention to the picture, and then listen, Ss answer. Then, someone single answer.
Then say it together.
(1)Ss to understand the meaning of the pictures.
(2)Ss guess what they are talking about.
(3)Ss try to act.
(4)Group works.
Step 3. Conclusion
Evaluate students’ performance and give homework.
Step 5. Homework
Oral practice: Read Unit 6
板书设计： Unit 6 In the park


Ss listen and judge.

What’a that? It’s a…
A bee a kite a bird a balloon
L l M m N n
教学后记：

Unit 7 Open the door, please
一、教材分析：
本单元的主要教 学内容是―听指令，做动作‖。教师在进行教学时要尽量利用手势
等肢体语言，帮助学生理解祈使句的功 能和意义。教师还可以结合上册第7单元中出现
的相关句子，帮助学生进一步复习巩固祈使句。在教学中 教师要尽量通过游戏等多种方
法，帮助学生学会运用指令并针对不用指令及时作出正确反应，还能有节奏 地边动作边
熟练诵读本单元的歌谣。
二、学情分析：
教师在教祈使句时，不能忘记 进行必要的礼貌教育。由于祈使句本身带有请求的，
更应该提醒学生注意使用祈使句及其应答语时的礼貌 问题。
三、教学要求：
1.能听懂祈使句Open the door,please.并能用All right.回答。
2.能使用祈使句Open the door,please.请求他人完成特定动作，语音语调正确。
3.能听懂、学会动词短语open the door,close the window,stand up,sit down。
4.能听懂、会说、会读字母Oo,Pp和Qq。
5.会说歌谣Wait in a queue.
四、教学重难点：
1.能听懂祈使句Open the door,please.并能用All right.回答。
2.能使用祈使句Open the door,please.请求他人完成特定动作，语音语调正确。
3.能听懂、学会动词短语open the door,close the window,stand up,sit down。
4.能听懂、会说、会读字母Oo,Pp和Qq。
五、课时安排：四课时
第一课时
教学内容:
Fun with English 1 B Unit 7 to say
教学目标:
1．能听懂祈使句Open the door,please.并能用All right.回答。
2．能使用祈使句Open the door,please.请求他人完成特定动作，语音语调正确。
教学重点和难点:
1．听懂祈使句Open the door,please.并能用All right.回答。

2．能使用祈使句Open the door,please.语音语调正确。
课前准备: 词语卡片、小黑板
教学过程：
Step 1: Free talk
T：Class begings.
Ss: Stand up.
T: Hello, boys and girls.
T: What’s your name?
Ss: Hello, Miss Fang
S1: Hello, my name is ….
S2: Hello, my name is ….
S3: Hello, my name is ….
T：How are you?
S1:I’m fine, thank you.
S2:I’m fine, thank you.
S3:I’m fine, thank you.
T: Is this a …? 运用学过的有关学习用品的单词pen、book或是有关交通工具的单词与学生进行对话练
习。 开起小火车，一个接一个和后面的小朋友打招呼。
S: Yes, it is. It’s a pen. No, it isn’t.
T：Is that a …?
S: Yes, it is. It’s a book. No, it isn’t.
Step 2: Presentation
1.T：Who is that？
T: OK.
(然后对某个学生说) Open the door, please. (教师重读Open the door, please.)
2.教师请一名学生打开门, 对他说: Open the door, please.(Help him to answer)
S1：（敲门）
S1：It`s I come in?
Ss listen to the teacher: Open the door, please.
: open
S1:All right.( 一名学生打开门)
4.请学生听指令, 做动作T: Hi,~~~, Open the door, please.
再请几名学生反复操练后, 要求学生按照小组练习听指令, 并边做动作边说All right.
学生跟读open, 边说边用双手做打开的动作.

S1:All right. 边说边用双手做打开的动作.
S2:All right. 边说边用双手做打开的动作.
S3:All right. 边说边用双手做打开的动作.
G1:All right. 边说边用双手做打开的动作.
G2:All right. 边说边用双手做打开的动作.
G3:All right. 边说边用双手做打开的动作.
Step 3: Practice
1.教师带领学生跟读录音朗读课文, 要求读准单词door.
T: Open the bags.
T: Open the books.
学生跟读录音朗读课文。
学生打开学习用具:
Ss: All right.
Ss: All right.
2.在学生听完录音之后，请学生分角色朗读课文.
3.教师继续发口令, 要求学生打开学习用具:
学生分角色朗读课文。
学生表演对话。
Step 4:Homework
（1）听录音，进行对话。
（2）鼓励学生平时用本单元所学的日常交际用语相互打招呼。
板书设计：
Unit 7 Open the door, please
——Open the door,please.
——All right.
教学后记：

第二课时
教学内容:
Fun with English 1 B Unit 7 and learn a rhyme & a game
教学目标:
1．能听懂、学会动词短语open the door,close the window,stand up,sit down.
2．复习祈使句Open the door,please.并能用All right.回答。
3．会说歌谣Wait in a queue.
教学重点和难点:

能听懂、学会open the door,close the window,stand up,sit down.
课前准备: 词语卡片、小黑板
教学过程：
Step 1: Free talk T：Class begins.
T: Hello, boys and girls.
Ss: Hello, Miss Wu.
T: Open the bags.
T: Open the books.
Ss: All right.
Ss: All right.
……
教师继续发口令 Ss: Stand up.
学生打开学习用具。
S1:Is that a door? T: No.
S2:Is that a desk? T: No.
S3:Is that a pencil box? T: No.
T:It’a window.
Teach: window
学生跟度：window
2）教师走到窗边，对坐在窗边的学生说
T：Hello,…, close the winder.
Teach: close，并边说边用双手做关闭的动作。
Open your book.
Close your book.
Stand up.
Open your bag.
Close your bag.
Sit down.
Open your pencil box.
Close your pencil box.
3) 请学生听指令, 做动作T: Hi,~~~, close the winder, please.
再请几名学生反复操练后, 要求学生按照小组练习听指令, 并边做动作边说All right.
学生跟读close, 边说边用双手做打开的动作.
学生跟读open, 边说边用双手做打开的动作.
Step 2: Presentation 1) 教师在黑板上画一个正方形请学生猜猜老师要画的是什么。

S1:All right. 边说边用双手做打开的动作.
S2:All right. 边说边用双手做打开的动作.
S3:All right. 边说边用双手做打开的动作.
G1:All right. 边说边用双手做打开的动作.
G2:All right. 边说边用双手做打开的动作.
G3:All right. 边说边用双手做打开的动作.
学生边做动作，边说小诗：Open，open the door.
Close，close the winder.
4）教师自编小曲，帮助学生记忆。
Open，open the door.
Close，close the winder.
5）组织开展―快速反应‖的游戏。
学生根据教师的口令，快速做出相应的动作。
Open the book.
Close the book.
Stand up.
Open the bag.
Close the bag.
Sit down.
Open the pencil box.
Close the pencil box.
Step 3: Say a rhyme 1) 组织学生完整地听歌谣。
2）带领学生排着队，采用queue——in a queue——wait in a queue的教法层层递进，如
果学生有困难，教师要注意适时示范。
学生排着队,学习queue——in a queue——wait in a queue
3）引导学生跟读歌谣，在此基础上引导学生配以动作，有感情地朗读、表演歌谣。
学生跟读歌谣，在此基础上引导学生配以动作，有感情地朗读、表演歌谣。
4)分角色朗读。 学生完整地听歌谣

Step 4:Homework
（1）听录音，进行对话。
（2）鼓励学生平时用本单元所学的日常交际用语相互打招呼。
板书设计：
Unit 7 Open the door, please
open the door

close the window
stand up
sit down
教学后记：


第三课时
教学内容:
Fun with English 1 B Unit 7 C. Look and read
教学目标:
1．能听懂祈使句Open the door,please.并能用All right.回答。
2．能使用祈使句Open the door Close the windowStand upSit down, please.请求他人完成
特定动作，语音语调正确。
3．能听懂、会说、会读字母Oo,Pp和Qq。
教学重点和难点:
1．能使用祈使句Open the door Close the windowStand upSit down, please.请求他人完成
特定动作，语音语调正确。
www-2-1-cnjy- com

2．能听懂、会说、会读字母Oo,Pp和Qq。
课前准备:卡片，录音机
教学过程：
Step 1: Free talk
T：Class begings. Ss: Stand up.
T: Hello, boys and girls.
Ss:Hello, Miss Wu.
T: Open t he bags.
Ss: All right.
T: Open the books.
Ss: All right.
T: Hi, What’s your name? S1: Hello, my name is ….
T：How are you?
S1:I’m fine, thank you.
T: Nice to meet you.
S1: Nice to meet you， too.
Play a game
开起小火车，一个接一个和后面的小朋友打招呼。

同学学习Simon say，―Stand up‖和Stand up。
学生进行游戏。1.全班同学学过一遍Simon say，―Stand up‖和Stand up以确保学生明白
了游戏规则。
2.指令由慢到快，以增强游戏的娱乐性。
3.替换名字，反复进行游戏。
Step 2: Presentation letter Oo.
(1)T takes out the picture of the mango and asks: What’s this?
S1:It’s a mango.
S2:It’s a mango.
S3:It’s a mango.
S4: It’s a mango.
(2)T writes the word mango on the blackboard.
(3)T writes the letter o in red.
(4)T reads the letter.
(5)T asks: What’s the letter O looks like?
Ss look at the teacher.
Ss listen to T for times.
Ss answer.
(6)Distinguish the big letter and the small letter.
(7)Ss read after T.
(8) Ss tell T some words which include the letter o.
(9)T writes down some words which include the letter o. For example: open, mango, close,
color,cold, cool,……
(10)Let Ss to find out the pronunciation of the letter o in these words.
(11)Ss read after look at the teacher.
letter Pp.
(1)T writes down some words which begin with letter p. For example: pen, pig, pencil, pencil
box……
(2)T asks: What’s the same pronunciation of these words?
(3)T writes down the letter: Pp.
(4)T reads the letter for times.
Ss answer.
Ss tell teacher what the same letter is.
Ss look at the teacher.
Ss read after T.

(5)Distinguish the big letter and the small letter.
(6)Ss read after T.
(7)Ss talk about the letter Pp. What the shape of the letter looks like.
(5)Distinguish the big letter and the small letter.
(6)Ss read after T.
(7)Ss talk about the letter Qq. What the shape of the letter looks like.
(8)Ss read the letter.
open the books and read after the tape recorder.
read the letters and the word by themselves.
6. Listen to the song:
(8) Ss read the letter.
Ss answer.
Ss tell the teacher what the same letter is.
Ss look at the teacher.
Ss read after T.
letter Qq.
(1)T writes down some words which begin with letter q. For example: queue, quack……
(2)T asks: What’s the same pronunciation of these words?
(3)T writes down the letter: Qq.
(4)T reads the letter for times.
Step 3:Homework
板书设计：
Unit 7 Open the door, please
Oo Pp Qq
mango pig queue
教学后记：


第四课时
教学内容:
Fun with English 1 B Unit 7 The exercise of the workbook Unit 7
教学目标:
1．能听懂祈使句Open the door,please.并能用All right.回答。
2．能使用祈使句Open the door Close the windowStand upSit down, please.请求他人完成

Oral practice: Listen to the tape and read the dialogue, the words and the letters.

特定动作，语音语调正确。
3，能听懂、会说、会读字母Oo,Pp和Qq。
教学重点和难点:
1．能听懂祈使句Open the door,please.并能用All right.回答。
2．使用祈使句Open the door Close the windowStand upSit down, please.请求他人完成特
定动作，语音语调正确。
3．听懂、会说、会读字母Oo,Pp和Qq。
4．成活动手册Unit 7。
课前准备: 卡片，录音机
教学过程：
Step 1: Free talk T：Class begings. Ss: Stand up.
T: Hello, boys and girls.
Ss:Hello, iss Fang
T: Open the bags.
Ss: All right.
T: Open the books.
Ss: All right.
T: Hi, What’s your name? S1: Hello, my name is ….
T：How are you?
S1:I’m fine, thank you.
T: Nice to meet you.
S1: Nice to meet you， too.
开起小火车，一个接一个和后面的小朋友打招呼。
学生进行游戏。
Play a game: Simon say



and number.
Step 2 The listening exercises of the workbook Unit 7
and choose.
and cirle.
and act.
Let Ss listen and number.
Check answers.
First pay attention to the picture, and then listen, Ss answer.
Let Ss listen and circle.

Check answers.
Ss understand the meaning of the pictures.
Ss guess what they are talking about.
Ss try to act.
Group works.
Show time.
Step 3:Homework
Oral practice:
板书设计：
教学后记：
Read Unit 7
Unit 7 Open the door, please
Open the door, please.
Close the window, please. All right.
Stand up, please.
Sit down, please.

Unit 8 I can swim
一、教材分析：
本单元的主要教学内容是―询问对方是否会做某事‖。教学重点是Can you…？
Yes, Ican.建议教师在教学时尽量运用图片、体态语等方法创设情景，以帮助学生形象直
观地理解这些句 子的功能和意义。
二、学情分析：
在学生熟悉本单元句子后，教师应及时引导学生用这些日 常交际用语及上册第8
单元的B部分出现的表示动作的单词进行综合操练，以帮助学生进一步掌握所学的 内
容。在教学中，教师可以采用边说句子，边做动作的方法，强化学生记忆，活跃课堂气
氛。
三、教学要求：
1. 能听懂一般疑问句Can you…？并能用Yes,I can.回答，语音语调正确。
2. Can you…？能使用一般疑问句？向人询问和确认他人是否会做某事，语音语调正
确。
3. 能听懂、学会swim,skate,play football和play chess，发音准确。
4. 能听懂、会说、会读字母Rr,Ss和Tt。
5. 能使用学过的句子展开对话，询问简单信息。
6. 会说歌谣A star.
四、教学重难点：
1.能听懂一般疑问句Can you…？并能用Yes,I can.回答，语音语调正确。
you…？能使用一般疑问句？向人询问和确认他人是否会做某事，语音语调正确。
3.能听懂、学会swim,skate,play football和play chess，发音准确。
4.能听懂、会说、会读字母Rr,Ss和Tt。
五、课时安排：四课时
第一课时
教学内容:
Fun with English 1 B Unit 8 and learn
教学目标:
能听懂、学会swim,skate,play football和paly chess，发音准确。
教学重点和难点:
能听懂、学会swim,skate,play football和paly chess，发音准确。
课前准备: 词语卡片、录音机
教学过程：
Step 1: Free talk T：Class begings. Ss: Stand up. Ss:Hello, Miss Fang.
T: Hello, boys and girls.

T: Open the bags. Ss: All right.
T: Open the books. Ss: All right.
T: Hi, What’s your name? S1: Hello, my name is ….
T：How are you?
S1:I’m fine, thank you.
T: Nice to meet you.
S1: Nice to meet you， too.
开起小火车，一个接一个和后面的小朋友打招呼。
学生进行游戏。
Play a game:Simon say
Step 2: Presentation
1.教师做游泳的动作引出单词swim。
Teach:swim
教师边做动作，边说：Swim, swim, I can swim.
T：What can you do?
学生读单词：swim
学生做动作，边说：Swim, swim, I can swim.
S1: Swim, swim, I can swim.
S2: Swim, swim, I can swim.
S3: Swim, swim, I can swim.
S4: Swim, swim, I can swim.
S1：What can you do?
S2：Swim, swim, I can swim.
What can you do?
S3：Swim, swim, I can swim.
What can you do?
S4：Swim, swim, I can swim.
开火车操练。
2.教师做滑冰的动作引出单词skate。
Teach:skate
教师边做动作，边说：Skate, skate, I can skate.
T：What can you do?
学生读单词：skate
学生做动作，边说：Skate, skate, I can skate.
S1: Skate, skate, I can skate.

S2: Skate, skate, I can skate.
S3: Skate, skate, I can skate.
S4: Skate, skate, I can skate.
S1：What can you do?
S2：Skate, skate, I can skate.
What can you do?
S3：Skate, skate, I can skate.
What can you do?
S4：Skate, skate, I can skate.
学生学习play football和paly chess。
开火车操练。
3.以相同方法教学play football和paly chess。
Step 3: Practice
and do
（1）教师说单词
（2）一生做动作
2.教师引导学生用I can…来说句子
学生做出相应的动作
其他学生说出单词。
S1：I can swim.
S2: I can skate.
Step 4:Homework
板书设计：
Unit 8 I can swim
swim
skate
I can play football
play chess
教学后记：


第二课时
教学内容:
Fun with English 1 B Unit to say a rhyme

听录音，朗读单词并练习用I can …来说句子。

教学目标:
1．能听懂一般疑问句Can you…？并能用Yse,I can.回答，语音语调正确。
you…？能使用一般疑问句？向人询问和确认他人是否会做某事，语音语调正确。
3．复习巩固单词swim,skate,play football和paly chess，发音准确。
4.会说歌谣A star
教学重点和难点:
1.能听懂一般疑问句Can you…？并能用Yse,I can.回答，语音语调正确。
you…？能使用一般疑问句？向人询问和确认他人是否会做某事，语音语调正确。
课前准备: 词语卡片、录音机
教学过程：
Step 1: Free talk T：Class begins. Ss: Stand up.
T: Hello, boys and girls. Ss: Hello, Miss Fang.
T: I can swim. What can you do? S1: I can swim.
T:What can you do? S2: I can run.
T:What can you do?
S3: I can play football.
T:What can you do? S4: I can swim.
T:What can you do?
S5: I can play chess. 鼓励学生用学过的skate、run、jump、play football和paly chess
等单词说句子。


Step 2: Presentation 1.教师在黑板上画―？‖引导学生问Can you…？教师回答Yes，I can.I
can…(边说边做动作)
T:Can you swim? S1:Yes, I can. I can swim.
S2:Yes, I can. I can swim.
T:Can you skate?
S1:Yes, I can. I can skate.
S2:Yes, I can. I can skate.
同桌或小组操练
S1:Can you swim?
S2:Yes, I can. I can swim.
S3:Can you skate?
S4:Yes, I can. I can skate.
S5:Can you play football?
S6:Yes, I can. I can play football.

S7:Can you play chess?
S8:Yes, I can. I can play chess
教师补充No，I can`t的回答。
2、播放录音
学生听录音，听懂妈妈和Helen之间的对话。
学生朗读课文
3、带领学生朗读课文，要求读swim。
4、鼓励学生两人一组操练对话或是互换角色对话。学生两人一组操练对话或是互换角
色对话。
5、让学生进行角色扮演表演对话。
6、结合以前学过的run、jump、sing等单词以同桌问答的形式进行操练。
学生进行角色扮演表演对话。
同桌或小组操练
S1:Can you run?
S2:Yes, I can. I can run.
S3:Can you sing?
S4:Yes, I can. I can sing.
S5:Can you jump?
S6:Yes, I can. I can jump.
Step 3: Say a rhyme
1. 组织学生完整地听歌谣录音。
2. 引导学生学习歌谣中的单词above。
3. 帮助学生熟悉歌谣节奏，并让学生跟着节奏自己朗读。
4. 引导学生跟读、齐读歌谣。
5. 引导学生配以动作，有感情地朗读、表演歌谣。
Step 4:Homework
（1）听录音，进行对话。
（2）鼓励学生平时用本单元所学的日常交际用语相互打招呼。
板书设计：
Unit 8 I can swim
Can you swimskateplay footballpaly chess
Yes，I can.
教学后记:

第三课时
教学内容:
Fun with English 1 B Unit 8 C. Look and read & a survey
教学目标:
1. 复习巩固一般疑问句Can you…？用Yes,I can.回答，语音语调正确。
2. 复习用Can you…？向人询问和确认他人是否会做某事，语音语调正确。
3. 复习巩固单词swim,skate,play football和play chess，发音准确。
4. 能听懂、会说、会读字母Rr,Ss和Tt。
教学重点和难点:
1. 复习巩固一般疑问句Can you…？用Yes,I can.回答，语音语调正确。
2. 复习用Can you…？向人询问和确认他人是否会做某事，语音语调正确。
3. 能听懂、会说、会读字母Rr,Ss和Tt。
课前准备: 词语卡片、录音机
教学过程：
Step 1: Free talk 1.T：Class begins. Ss: Stand up.
T: Hello, boys and girls. Ss: Hello, Miss Wu.
T: I can swim. What can you do?
S1: I can swim.
S2: I can run.
T：Can you swim？S1：Yes，I can. I can swim.
T:Can you skate?
S2:Yes, I can. I can skate.
T:Can you play football?
S3:Yes, I can. I can play football. S3: I can play football.
T:Can you play chess?
S4:Yes, I can. I can play chess.
a survey
教师在黑板上画好一张表格,将相关的单词用简单的图片表示
学生做小老师,运用句型Can you…?提问,其他学生作出相应的回答,最后由小老师在表格
里打勾。
Step 2: Presentation letter Rr.
(1)T takes out the picture of run and asks: What can he do?
S1:He can run.
S2: He can run.
S3: He can run.

S4: He can run.
(2)T writes the word run on the blackboard.
(3)T writes the letter r in red.
(4)T reads the letter.
(5)T asks: What’s the letter Rr looks like?
Ss look at the teacher.
Ss listen to T for times.
Ss answer.
(6)Distinguish the big letter and the small letter.
(7)Ss read after T.
(8) Ss tell T some words which bigin with the letter r.
(9)T writes down some words which begin with the letter r. For example: run, ruler,
rubber,……
(10)Let Ss to find out the pronunciation of the letter o in these words.
(11)Ss read after look at the teacher.
Ss answer.
Ss tell teacher what the same letter is.
Ss look at the teacher.
Ss read after T.
letter Ss.
(1)T writes down some words which begin with letter p. For example: swim, star, skate,
sing……
(2)T asks: What’s the same pronunciation of these words?
(3)T writes down the letter: Ss.
(4)T reads the letter for times.
(5)Distinguish the big letter and the small letter.
(6)Ss read after T.
(7)Ss talk about the letter Ss. What the shape of the letter looks like.
(9) Ss read the letter.
Ss answer.
Ss tell the teacher what the same letter is.
Ss look at the teacher.
Ss read after T.
letter Tt.
(1)T writes down some words which include the letter t. For example: taxi, it,

what,football……
(2)T asks: What’s the same pronunciation of these words?
(3)T writes down the letter: Tt.
(4)T reads the letter for times.
(5)Distinguish the big letter and the small letter.
(6)Ss read after T.
(7)Ss talk about the letter Tt. What the shape of the letter looks like.
(8)Ss read the letter.
open the books and read after the tape recorder.
read the letters and the word by themselves.
6. Listen to the song:
Step 3:Homework
板书设计：
Unit 8 I can swim
Rr Ss Tt
run star taxi
教学后记:


第四课时
教学内容:
Fun with English 1 B Unit 8 The exercise of the workbook Unit 8
教学目标:
1. 复习巩固一般疑问句Can you…？用Yse,I can.回答，语音语调正确。
2. 复习用Can you…？向人询问和确认他人是否会做某事，语音语调正确。
3. 复习巩固单词swim,skate,play football和paly chess，发音准确。
4. 能听懂、会说、会读字母Rr,Ss和Tt。
5. 完成活动手册Unit8
教学重点和难点:
1. 复习巩固一般疑问句Can you…？用Yse,I can.回答，语音语调正确。
2. 复习用Can you…？向人询问和确认他人是否会做某事，语音语调正确。
3. 复习巩固单词swim,skate,play football和paly chess，发音准确。
4. 完成活动手册Unit8
课前准备: 词语卡片、录音机

Oral practice: Listen to the tape and read the dialogue, the words and the letters.

教学过程：
Step 1: Free talk 1.T：Class begins. Ss: Stand up.
T: Hello, boys and girls. Ss: Hello, Miss Fang.
T: I can swim. Whant can you do?
S1: I can swim.
S2: I can run.
S3: I can play football.
T：Can you swim？S1：Yes，I can. I can swim.
T:Can you skate? S2:Yes, I can. I can skate.
T:Can you play football?
S3:Yes, I can. I can play football.
T:Can you play chess?
S4:Yes, I can. I can play chess.
同桌或小组操练
S1:Can you run?
S2:Yes, I can. I can run.
S3:Can you sing?
S4:Yes, I can. I can sing.
S5:Can you jump?
S6:Yes, I can. I can jump.
Step 2 The listening exercises of the workbook Unit 8
and number.
and match.
and judge.
and say.
Ss listen and number.
Check answers.
First pay attention to the picture, and then listen, Ss answer.
Let Ss listen and judge.
Check answers.
Ss understand the meaning of the pictures.
Ss guess what they are talking about.
Ss try to act.
Group works.
Show time.

Step 3:Homework
板书设计：

Oral practice: Read Unit 8
Unit 8 I can swim
Can you swimskateplay footballpaly chess
Yes，I can.
教学后记:
Unit 9 Happy birthday
一、教材分析：
本单元的主要教学内容是―生日祝福‖ 和―询问年龄‖以及与生日、年龄相关的单词。
建议教师在教学过程中尽量为学生创设一些生日聚会的场 景，让学生在较为真实的情景
中理解这些日常用语，并学会用英语互相问候、祝福。
二、学情分析：
教师还可以向学生介绍一些与生日有关的内容，以丰富他们的知识，激发他们 的学
习兴趣。培养学生讲文明、懂礼貌的好习惯。激发学生用英语交流的主动性。
三、教学要求：
1. 听懂句子Happy birthday！并能用Thank you!应答。能听懂特殊疑问句How old are
you？并能根据实际情况回答。
2. 能使用Happy birthday！！向别人表示生日祝福，语音语调正确。
3. 能听懂、学会one,two three,four,five,six,seven，发音正确。
4. 能听懂、会说、会读字母Uu,Vv和Ww。
5. 能使用已学过的句型开展对话，交流简单信息。
6. 会唱歌曲Happy birthday!
四、教学重难点：
1. 听懂句子Happy birthday！并能用Thank you!应答。能听懂特殊疑问句How old are
you？并能根据实际情况回答。
2. 能听懂、学会one,two three,four,five,six,seven，发音正确。
3. 能听懂、会说、会读字母Uu,Vv和Ww。
五、课时安排：四课时
第一课时
教学内容：
《牛津小学英语1B》Unit 9 Happy bithday
Let’s learn –one, two,three,four
Let’s talk—Happy birthday!Thank you.
教学目标：

1. 学会认读单词one, two,three,four 培养学生最基本的阅读能力。
2. 在情景中基本能并学会用Happy birthday!Thank you.
教学重点：
1.能熟练应用交际用语Happy bithday!Thank you.进行对话。
2．学会认读单词one, two,three,four
教学难点：
交际用语Happy bithday!Thank you.
教学准备：单词卡片、录音机、磁带、小奖品
教学过程：
Step1 Warm up
1. Song Sing a song:
If you’re happy
学生在在熟悉的歌曲旋律中被引入英语学习氛围，激发学习兴趣。
My nice ruler
播放歌曲的音带，让学生轻松愉快地唱歌。
ons and answers
What is this ?
It is a…
在电脑屏幕上不断出现一些同学们已学过的物品,老师用:What is this ?
Questions and answers
What is this ?
It is a…
同学们回答，如: What is this ? It is a bee.
单词图片的不断替换,学生快速反应,复习旧知.
3．Pair work
Pair work
What is this ?
It is … .
同桌间指着身边的东西相互问答，操练What is this ? It is a rubber.
Step2 Presentation and Practice
屏幕上出现几位同学，一边指：look,they’re so
is he?who is she?
1. Describe the picture
This is Helen
This is Nancy

This is David
学生注意屏幕上出现的同学
用This is …来介绍人物.
播放英语生日歌
2. Listening
会唱的小朋友可以跟着唱
words: birthday
is Helen’s birthday.
出示birthday.引导学生说出中文意思.
3．在教师利用图片创设情境,
Happy birthday
If you’re Helen,what would you say?
引导学生说出Thank you
（1）同学们站起来，手臂张开原地转圈拍birthday. Birthday. birthday
学生通过说一说，动一动，反复模仿，激发情感，在记住这些单词发音的同时，也为 继
续学习不同房间内的其它物品起了良好的铺垫作用。
4. 将四个数词做成四条卡片鱼，进行―小猫钓鱼‖游戏。教师按顺序钓出四个数词进行教
学。）Ａ 学习单词：―one ‖师钓出―one‖ 并出示，示范发音，领读，检查学生朗读情
况。Ss read after teacher.
对于刚才所学的三个数字，进行适当的回顾可以帮助学生加 强记忆，也为下面的游戏打
好了基础。
Pair work
利用英语生日歌巩固新句型
T: OK. I have a box. What’s in it? (shake and open)
Oh, ping-pong balls. Now let’s guess how many?
S: One? Two? Three? (many students)
T: (open it) Look, two. (play 3 times until ―four‖)
游戏学生在玩中自觉地完成学习任务，在做中自主地运 用所学内容。对于一年级学生来
说一下子学习了三个英文数字，记忆和精神都到了疲劳的阶段，注意力相 当容易分散；
适时地出现这个猜的游戏，缓和了学生的情绪，调动了学习的气氛，课堂教学产生高潮。
Read one
Read two
Read three
在上面的游戏中，最后放入4个乒乓球，引出―FOUR‖这个单词的教学。
Learn ―four‖

T: Let’s see and count. One, two, three, and
Four. Please say after me.
Play a game
: Look, Miss Fang
has an apple, only one
apple. Who can get the apple. Let’s have a match. S: Four.
朗读时，学生以轻重快慢四个声调来提高跟读的兴趣。
（看口型猜数字，先是由教师示范，然后请学生上台表演。）
Touch the numbers
男女生跳格子比赛：跟据口型说出数字，台上的男生和女生马上作出反应去触摸黑板上
的数字，谁赢谁可以跳一格，直到摘到苹果。)
适时的比赛，不仅巩固了新知识，而且学生之间互相竞争，气氛高涨， 体现自我。通
过奖励，使学生始终保持强烈的兴趣和信心，敢于参与课堂教学
Step3 Consolidation
The numbers from the life
T: Oh, a bus is coming. What’s the number?
T: Yes, this is our No. 352 bus.
(匪警110, 救护120, 门牌345)
学生将所学数字运用于日常生活中，是对本课教学的另一拓展。
Step4 Homework
1. Read
2. Listen to the radio
3. Write the letters : Rr
Ss
Happy bithday!Thank you
One two three
教学后记:



第二课时
教学内容：
《牛津小学英语1B》9 Happy bithday
Let’s learn –five, six,seven,
板书设计： Unit 9 Happy bithday

S: 352.

Let’s talk—How old are you?I’m..
教学目标：
1. 学生能用英语表述表示数字的单词five, six,seven
2. 学生能够利用How old are you?I’m..进行对话
教学重点：
1. 学生能用英语表述表示数字的单词five, six,seven
2. 学生能够利用How old are you?I’m..进行对话
教学难点：
学生能够利用How old are you?I’m..进行对话
教学准备：录音与磁带、头饰、图片
教学过程：
Step1 Revisions
1. Greeting
Hello, children. Hello, Miss Fang .
Nice to see you. Nice to see you, too .
How are you? I am fine . How are you?
I am fine .Thank you .
老师与全班学生互相问候
缩小师生距离，营造氛围。
2. Questions & answers
教师与学生进行问答。
通过问答，提供学生使用英语的机会。
Can you swim?
Yes I can.
Can you skate?

In the classroom
Happy birhday.
学生跟着录音唱歌并复习句型Happy birhday.
a song.
Step2 Presentation
1. 复习数字
出示香蕉.
T: what’s this? It’s a banana.
How many? One.
2. Questions & answers

出示两只铅笔.
T:how many pencils? Two.
出示三只奶牛图片,学生数到Two 后,数出three.
T:how many cows? 学生说three
Let’s count.
出示三只铅笔学生说One
再出示一支铅笔,学生说出four.
把他们放到一起问:then how many now? 学生说出four
个别读,开火车读.
2. 学习新数字
出示四块橡皮,
在出示一块橡皮教授数字five
出示算术4+2=?
引出新单词six
同法引出单词 seven
利用算术,让学生直接念出答案,加强对数字的记忆。也可以采用 小组竞赛形式激发学
生操练数字的兴趣.
Step3 Read and act
Play a game
快速闪动数字单词卡片. One two three…
根据电脑快速变化，迅速读出单词。
片。巩固单词，锻炼学生的记力。
通过手势说数字 学生巩固对数字的读音及对数字单词的发音,记忆.用小组操练的方
式,对可能出现的错误
学生完成活动手册A ,用铅笔将所听到的数字打勾,然后涂色. a game
进行即使纠正
Step5 Homework
1．Read the new words.
2. 跟录音读单词。
3．把自己的数字单词介绍给父母听。
板书设计：
Unit 9 Happy bithday
How old are you?I’m..
five,
six,

seven
教学后记:


第三课时
教学内容：
《牛津小学英语1B》9 Happy bithday Look and read sing a song
教学目标：
1.能听懂,会说单词one two three four five six seven
2．能正确运用日常用语Happy bithday! Thank you. How old are you?I’m..
3．能正确认读字母Uu Vv Ww
4．会唱歌曲Happy bithday
教学重点：
1. 能听懂,会说单词one two three four five six seven
2．能正确运用日常用语Happy birthday! Thank you. How old are you? I’m..
3．能正确认读字母Uu Vv Ww
教学难点：
能正确运用日常用语Happy birthday! Thank you. How old are you? I’m..
教学准备：录音与磁带、头饰、图片
教学过程：
Step1 Revisions
T: Good morning, boys and girls. I’m your English teacher. I’m Miss Fang. Ss: Good
morning. Ss: Miss Fang.
T: I’m very happy to see you. How are you?
T: Do you know what’s that?
Play a game: Follow me. Ss: sing a song .
Ss: Happy.
Ss: Fine thank you.
Ss: It’s a taxi.
Step2 Presentation
教师取出一个盒子
Look, I have a big box.
What’s in it?
蛋糕
Good, It’s a birthday cake, I’ll tell you a secret. today is S1’s birthday.

教师边说边指着那为同学.
Do you want to say something to him?
S1:Happy birthday
S2:Happy birthday
S3:Happy birthday
S4:Happy birthday Thank you.
教师鼓励那位生日的同学说I’m…
Oh,we need some candles now. How old are you?
鼓励学生勇敢的说出自己的年龄.
学生可互问对方年龄,巩固句型.
How old are you?
I’m…
Hello,S2 How old are you?
Hello How old am I now?
教师戴上小猫的头饰
Who wants to ask me?
S1:How old are you?(扮演小狗)
S2: I’m three.
学生相互操练.
I’m three.
教师选几位同学分别扮演小狗,小猪,小牛,小鸭子.
How old is heshe?
扮演小狗)
学生数有几个字母?
找找其中哪个字母还不认识.
读出单词 pupil
出示pupil 单词,
How many letters ?
教授字母Uu
Look at our classroom. How many windows?
Let’s count.
出示Five
以及window
教授红色字母Vv Ww
Five

Play a game
通过茶壶和茶盖配对的游戏,建立字母大小写之间的联系.
学生每人发一个做成茶壶和茶盖样 的大写或小写字母,拿在手里看谁以最快的速度找到
同伴.在找的时候边大声念边找.
把给出的字母与含有这个字母的单词连起来.
个别学生上黑板连线.
Do an exercise.
I’m…
S1:How old are you.
S2: How old are you.
S3: How old are you.
S4: How old are you.
Step3 Homework
and listen
the letters :
Uu Vv Ww
板书设计：

教学后记：

Unit 9 Happy bithday
Happy bithday!Thank you.
How old are you?I’m..

Unit 10 Let’s go to the park
一、教材分析：
本单元的主要教学内 容是―邀请某人去某处‖。引导学生学会和运用…及其应答是本
单元教学的主要任务。本单元还出现了与 …有关的三个活动场所。
二、学情分析：
本课所学的场所是都小学生喜欢和熟悉的去处。建 议教师充分利用学生的这一心理
特点，引导学生认真操练，自由表达，从而使学生能够在日常生活中比较 自然流利地运
用所学内容。
三、教学要求：
1. 能听懂、会说Let`s go to…及其应答OK.
2. 能熟练运用Let`s go to…表达自己的遗愿。
3. 能听懂、学会park,zoo和cinema，发音准确。
4. 能听懂、会说、会读字母Xx,Yy,Zz。
5. 会唱歌曲A B C Song.
四、教学重难点：
1. 能听懂、会说Let`s go to…及其应答OK.
2. 能熟练运用Let`s go to…表达自己的遗愿。
3. 能听懂、学会park,zoo和cinema，发音准确。
4. 能听懂、会说、会读字母Xx,Yy,Zz。
五、课时安排：四课时
第一课时
教学内容：
《牛津小学英语1B》9 Happy bithday
Let’s learn –a park, a zoo
Let’s talk—Let’s go to …? OK!
教学目标：
1. 学会认读单词a park, a zoo 培养学生最基本的阅读能力。
2. 在情景中基本能并学会用Let’s go to …? OK!
教学重点：
1. 学会认读单词a park, a zoo 培养学生最基本的阅读能力。
2. 在情景中基本能并学会用Let’s go to …? OK!
教学难点：
在情景中基本能并学会用Let’s go to …? OK!
教学准备：单词卡片、录音机、磁带、小奖品
教学过程：

Step1 Warm up
T: Good morning, class.
Ss: Good morning, Miss Fang.
T: What’s this?
Sa: It’s a pencil.
T: What’s this?
Sb: It’s a pencil-box.
T: What’s that?
Sc: It’s a book.
Step2 Presentation and Practice sing a song《兔子舞》
left left right right go turn around go go go
left right left left right right
left left right right go go go
left left right right go turn around go go go T:Hello !
课件出示北京天安门的照片，照片上是Nancy
教学Let’s go to … OK!
T:Who’s she ?she is in Beijing. Did you go to Beijing? S :OK!
T:Let’s go to Beijing,OK? S1: OK!.
T: Let’s go to Beijing,OK? S2: OK!
T: Let’s go to Beijing,OK? S3: OK!
T: Let’s go to Beijing,OK? S4: OK!
T: Let’s go to Beijing,OK?
Let’s go to Beijing
OK!.
学生反复操练
板书Let’s go to … OK!
Chant巩固：
go go Let’s go
OK OK Let’s go
(2)巩固练习
a课件出示东方明珠的照片
T:A wonderful place,please say
S: Hello! Miss Fang ! Let’s go to Shanghai. ―Hello! Miss Fang! Let’s go to Shanghai.‖
S1：Let’s go to Shanghai. S2:OK!
S1&S2摆pose留影

T: OK!
T&S摆pose 留影
…
b课件出示桂林山水的照片
T:How nice! Let’s go to ...‖
S1: Let’s go to Guilin.
S2: OK!
S1&S2摆pose 留影
…
c课件出示张家港公园的照片
T:Where? zhangjiagang ’s go to ...‖
zhangjiagang park.
S1: Let’s go to zhangjiagang park.
S2: OK!
引出park
认读: park park the park
Chant: park park the park
Let’s go to the park.
游戏巩固：钻山洞 （山洞代表park的大门，背景就是park的照片）
（山洞代表park的大门，背景就是park的照片）
S:Let’s go to the park.
S:OK
然后钻山洞。。。
游戏学生在玩中自觉地完成学习 任务，在做中自主地运用所学内容。对于一年级学生来
说一下子学习了三个英文数字，记忆和精神都到了 疲劳的阶段，注意力相当容易分散；
适时地出现这个猜的游戏，缓和了学生的情绪，调动了学习的气氛， 课堂教学产生高潮。
c课件出示动物园的照片
T:Where? ’s go to ...‖
引出zoo
S1: Let’s go to the zoo
S2: OK!
认读: zoo zoo the zoo
Chant: zoo zoo the zoo
Let’s go to the zoo.
游戏巩固：钻山洞

（山洞代表zoo的大门，背景就是zoo的照片）
S:Let’s go to the zoo.
S:OK
然后钻山洞，。。。
出示四张park and zoo的照片
小朋友同桌练习并且交流
上来六个小朋友和老师一起做游戏
S:Let’s go to the…
S:OK
Ss: one two three go !go! let’s go!
Play a game : one two three
Step3 Consolidation
出示场景 Let’s go to Shanghai.
OK
Let’s go to Beijing.
OK
Let’s go to the park.
OK
Let’s go to the zoo.
OK
1. Read
2. Listen to the radio
3. Write the letters : Rr
Ss
Let’s go to the park.
2·1·c·n·j·y

zoo
OK
教学后记:


第二课时
教学内容：
《牛津小学英语1B》 Unit10 Let’s go to the park.
板书设计： Unit10 Let’s go to the park.

Step4 Homework

Let’s learn –cinema
能听懂、会说、会读字母Xx,Yy,Zz。
教学目标：
1.能听懂、会说Let`s go to…及其应答OK.能熟练运用Let`s go to…表达自己的意愿。
2.能听懂、会说、会读字母Xx,Yy,Zz。
教学重点：
2.能听懂、会说、会读字母Xx,Yy,Zz。
教学难点：
能听懂、会说Let`s go to…及其应答OK.能熟练运用Let`s go to…表达自己的意愿。
教学准备：录音与磁带、头饰、图片
教学过程：
Step1 Revisions
T：Class begins.
S1: Stand up.
T: Hello, boys and girls.
Ss: Hello, Miss Fang.
T：Hello，how are you？S1：Fine，thank you. This is…
T: Nice to meet you. S2: Nice to meet you, too.
T：Happy birthday！
Ss：Thank you！
T：How old are you？
Ss：I`m seven.



课件出示长城的照片
Step2 Presentation
T:Where? The great wall
Let’s go to The great wall‖
S1:OK
S2:OK
S3:OK
出示动物园
What’s this?
Let’s go to the zoo.
It’s a zoo.

1.能听懂、会说Let`s go to…及其应答OK.能熟练运用Let`s go to…表达自己的意愿。

OK
学生相互操练
Let’s go to the park.
OK
出示公园
What’s this?
Let’s go to the park.
It’s a park.
OK
学生相互操练
Let’s go to the zoo.
OK
新授cinema
出示图片:
What’s this?
Yes ,It’s a watch TV in the
板书cinema
Chant
It’s a cinema
cinema
go go Let’s go
OK OK Let’s go
go go go to the cinema
OK
学生相互操练
Let’s go to the
cinema .
OK?
出示盒子并板书box
How many letters ? Three学生分别说出前两个字母读出
个别读 开火车读
学生个别读 集体读
教授字母 X
What’s in the box?
从盒子中拿出溜溜球,并板书
b-o –x

Yoyo
教授字母Yy
y-o-y-o
yoyo 拼读
z-o-o
zoo 拼读
可见出示zoo
教授字母Zz
Play a game
通过茶壶和茶盖配对的游戏,建立字母大小写之间的联系.
学生每人发一个做成茶壶和茶盖样 的大写或小写字母,拿在手里看谁以最快的速度找到
同伴.在找的时候边大声念边找
把给出的字母与含有这个字母的单词连起来.
个别学生上黑板连线.
Do an exercise.
Step3 Read and act
Play a game
快速闪动数字单词卡片.
巩固单词，锻炼学生的记力。
a game
Zoo cinema park box yoyo …
根据电脑快速变化，迅速读出单词。
片。
用小组操练的方式,对可能出现的错误进行即使纠正
学生听录音，要求学生读准Let`s。 带领学生朗读课文，鼓励学生用B部分的单词做替
换练习。
鼓励学生两人一组操练对话或是互换角色对话。
让学生进行角色扮演表演对话。
将句子中的表示地方的单词用城市的单词进行替换：
T： Let`s go to Beijing！
Ss：OK！All rignt！
……
Step5 Homework
1．Read the new words.
2. 跟录音读单词。

3．把自己学到的新课文读给爸爸妈妈听
板书设计：
Unit10 Let’s go to the park.
Let’s go to the park.
Zoo
cinma
OK
教学后记: