【正文】 確地朗讀對(duì)話，并能注意語(yǔ)音語(yǔ)調(diào)； 能正確書(shū)寫(xiě)和使用大小寫(xiě)字母。Ⅳ. Learning strategies 做游戲是學(xué)習(xí)英語(yǔ)的一種好方法。 Copy the new words for five times。Ⅶ. Blackboard design Wele to China!Section B1. This is… see my2. —Nice to see you. mom dad—Nice to see you, too. teacher3. —How do you do? Mr. Miss Ms.—How do you do?Section CⅠ. Material analysis本節(jié)課通過(guò)四組圖畫(huà)和對(duì)話呈現(xiàn)教學(xué)，主要活動(dòng)是1a和2a。⒊ Emotional aims 能夠與同學(xué)積極合作，參與課堂活動(dòng)，大膽實(shí)踐； 能夠認(rèn)真、規(guī)范書(shū)寫(xiě)字母和單詞； 能體會(huì)到學(xué)習(xí)英語(yǔ)的興趣，培養(yǎng)學(xué)生良好的學(xué)習(xí)習(xí)慣。Ⅴ. Teaching aids 錄音機(jī)、多媒體、黑板和閃卡。 The student answers, “I’m OK.” 1a. Students first look at the pictures and guess what the pictures are about, and then discuss the meaning of the pictures in pairs。Choose four pairs to talk about the four pictures。 Let students make up a new conversation with the expressions in 1a in pairs, if necessary, they can use the expressions they learned in Sections A amp。 Then open the books and selfcheck their own spellings。Walk around the classroom and check。 Write the letters Aa~Zz on fourline grid。Ⅶ. Blackboard designWele to China!Section C1. —Here you are. 3. —Good afternoon.—Thank you./ Thanks. —Good afternoon.2. —How are you? 4. —Goodbye.—Fine, thanks. And you? —Bye.—I’m OK. Section DⅠ. Material analysis本課是本話題的最后一課，主要是通過(guò)Grammar和Functions兩部分來(lái)鞏固Sections A～C已學(xué)過(guò)的內(nèi)容：be動(dòng)詞am, is, are的用法；表示問(wèn)候、感謝、歡迎等功能句；26英語(yǔ)字母的書(shū)寫(xiě)及大小寫(xiě)的轉(zhuǎn)換；最后通過(guò)Project 板塊讓學(xué)生制作并使用名片交友的活動(dòng)綜合運(yùn)用本話題所學(xué)的知識(shí)，學(xué)會(huì)用英語(yǔ)做事情。3. Emotional aims 能夠與同學(xué)積極合作，參與課堂活動(dòng)，大膽實(shí)踐； 能夠認(rèn)真、規(guī)范書(shū)寫(xiě)字母和單詞；能夠有興趣了解中外有關(guān)稱(chēng)謂的知識(shí)，并能在現(xiàn)實(shí)中積極實(shí)踐。Ⅴ. Teaching aids錄音機(jī)、多媒體、黑板和閃卡。Give students 1 minute to remember the chant and choose some students to recite the chant. students intogroups. The students from one group write down the questions that they have learnt on pieces of paper and the other groups write down the answers.（老師可重復(fù)至少三次） Consolidation(10minutes) work and individual work. 3. Talk about each picture in pairs and try to fill in the blanks orally。Read the sounds out. 2. Guess themeaning of the following words。The students from the first group make friends with their name cards。The teacher says: “Time is up”。學(xué)生可能把順口溜記得很熟練，但在應(yīng)用時(shí)又會(huì)出現(xiàn)錯(cuò)誤，在今后的教學(xué)中，要加強(qiáng)學(xué)生對(duì)所學(xué)知識(shí)的應(yīng)用。另外，在本課學(xué)生還將了解到一些西方國(guó)家的標(biāo)志性建筑、自然風(fēng)光和名勝古跡。⒊ Emotional aims 能夠與同學(xué)積極合作，參與課堂活動(dòng)，大膽實(shí)踐，培養(yǎng)友好互助的精神； 能有興趣用所學(xué)的功能句進(jìn)行口頭對(duì)話； 使學(xué)生樂(lè)于接觸并了解異國(guó)文化。Ⅴ. Teaching aids錄音機(jī)、教學(xué)掛圖、閃卡、黑板和多媒體?！?Repeat it for several times。 Then two pairs show their conversations to the students. 1b. Students guess, listen and number the pictures。Play the tape again and choose one student to check the answers。Read the word together。Listen to the words of 3a and repeat. out the picture of 2a and say, “Who are they?”(老師指著幻燈片上的Maria and Jane. 她們是誰(shuí)？) “They are Maria and Jane. They are = they’re”(write down it on the blackboard)。Explain “p是清輔音也是爆破音”（老師可用一張紙做演示，讓學(xué)生直觀感觸p的發(fā)音特點(diǎn)）(老師可用同樣的方法教授b, t, d, k, g的讀音)Show a card with “name” on it and let students read the word。Then play the tape.Production(5minutes) work andthe whole class work.1. Students make up a short conversation in groups and two groups show their conversations。Copy every word one line。通過(guò)看、聽(tīng)、說(shuō)，復(fù)習(xí)詢(xún)問(wèn)姓名、國(guó)籍的表達(dá)方式，并進(jìn)一步學(xué)習(xí)對(duì)第三人稱(chēng)基本信息的詢(xún)問(wèn)“Who is she/he ?”，“She/He is …”，“Where is she/he from?”此外，學(xué)生還會(huì)了解到英美國(guó)家在姓名表達(dá)方式上與中國(guó)的不同，老師將利用圖片和師生互動(dòng)展開(kāi)教學(xué)，最后，通過(guò)學(xué)唱英文歌鞏固本課的詢(xún)問(wèn)國(guó)籍表達(dá)及國(guó)家名稱(chēng)。Ⅲ. The key points and difficult points1. Key points 正確使用表示詢(xún)問(wèn)姓名、國(guó)籍等的表達(dá)方法；正確使用人稱(chēng)代詞：she, he掌握be動(dòng)詞am, is, are的一般現(xiàn)在時(shí)在不同情況下形式上的不同變化； 掌握縮寫(xiě)形式 Who’s = Who is 。2. Skill aims 能聽(tīng)懂有關(guān)詢(xún)問(wèn)姓名、國(guó)籍等基本情況的簡(jiǎn)單對(duì)話或敘述； 能運(yùn)用圖文就表示詢(xún)問(wèn)姓名、國(guó)籍等基本情況的話題進(jìn)行簡(jiǎn)單的交流； 能正確地朗讀對(duì)話，并能注意語(yǔ)音語(yǔ)調(diào)； 能正確使用英文句子的書(shū)寫(xiě)格式和單詞的大寫(xiě)規(guī)則。其中，在由單數(shù)句型I’m from…向復(fù)數(shù)句型They’ re from…轉(zhuǎn)換時(shí)學(xué)生出現(xiàn)了問(wèn)題, 此外，要加強(qiáng)be動(dòng)詞的應(yīng)用；由于本課內(nèi)容較多，為了減輕學(xué)生的負(fù)擔(dān)，把3b的教學(xué)內(nèi)容調(diào)整到Section B中學(xué)習(xí)。Make a summary about the show. homework: Review the key sentences we have learnt。Choose two groups to read the words。Read the conversation in roles. The teacher reads B and then gives students 1 minute to practice the conversation in pairs and chooses one pair to show the conversation. students 1 minute to plete the conversation in pairs and choose two students to show their answers. out a card with a word “Japan” on it and read it out。Two groups try to read the words。Students read A, and then practice the conversation in pairs。 Then read after the tape. the picture of Japan （如日本富士山圖）and teach the word “Japan” for three times。Then play the tape again and let students follow it for two times.Consolidation(12minutes) whole class work and pair work. whole class work and individual work. 1c. Read the word after the teacher for three times。Students make sentences using it one by one. student answers “My name is …” student answers “I’m from Canada.”The whole class read the new word for several times. third student answers, “No, I’m not. I’m from America. ”The whole class read the new word for several times. look at the picture and listen to the tape carefully。⒉ Difficult points 特殊疑問(wèn)詞what, where, who引導(dǎo)的特殊疑問(wèn)句及縮寫(xiě)形式；Be動(dòng)詞am, is, are的應(yīng)用； 元音字母a, e及輔音字母p, b, t, d, k, g的讀音規(guī)則。 能夠用英語(yǔ)熟練表達(dá)詢(xún)問(wèn)姓名，國(guó)籍的方式What’s your name? Where are you from? 能夠正確運(yùn)用特殊疑問(wèn)詞what, where, who引導(dǎo)的特殊疑問(wèn)句。 Uu Qq Ww Rr Ff Ll Mm Nn Ss Xx Topic 2 Where are you from?Section AⅠ. Material analysis本節(jié)課是一節(jié)聽(tīng)說(shuō)課，主要活動(dòng)是1a, 2a和3a。 Use the name cards to make more friends。The students show the name cards they have got and put them in the alphabetical order and divide them into two groups: boy’s and girl’s.1. Give students sometime to make an English name cards。Ask students to discuss the pronunciation of these sounds in groups。Play the