【正文】 Ⅱ. Teaching aims1. Knowledge aims能夠掌握并應(yīng)用新學(xué)習(xí)的單詞:look； 能夠正確使用be動詞am, is are的一般現(xiàn)在時在不同情況下形式上的不同變化；能夠正確使用人稱代詞：she, he；能夠用英語熟練表達(dá)詢問姓名、國籍的方式：Who is she/he ? She/He is ….Where is she/he from? She/He is from…Is she/he from…? Yes, she/he is./ No, she/he isn’t. 能夠正確運(yùn)用特殊疑問詞where, who引導(dǎo)的特殊疑問句。Students listen to the teacher. students use the sentences “What’s your name? Where are you from? Are you…? Who are they? They’re … Where are they from? They are from …” to make up a short conversation in groups (1min) and choose two groups to show their conversations。Let students open their books, and then listen and plete the conversation of 2a。 Then show the listening material and play the tape.Practice(12minutes) whole class individual work and pair work. work. whole class work and group work. 2a. Follow the teacher, “They are Maria and Jane.”Then listen and plete the conversation by themselves。Write down the sentences on the blackboard and say “Yes, I am.”(是肯定回答) “No, I’m not.”（是否定回答，注意：肯定回答時I ，否定回答時，I am可縮寫）And say, “I’m Denny. My name is Denny.” Write down on the blackboard: “I’m Denny.= My name is Denny.” Let students use “My name is…”to make sentences one by one. to one student and say “My name is Denny. What’s your name?”(老師解釋：你叫什么名字? What’s = What is) (Write down on the blackboard). to another student and say “I’m from China,”（老師解釋：我來自中國）“Where are you from?” (你來自哪兒？) and show a picture of Canada （如加拿大的電視塔）； Then teach the new word “Canada”for several times. to the third student and ask “Are you from Canada, too?” and show a picture of America（如美國的自由女神像）； Then teach the new word “America”for several times. the teaching picture of 1a, then let students look at the picture and listen to the tape carefully for the first time。Ⅲ. The key points and difficult points⒈ Key points 正確使用表示詢問姓名、國籍等的表達(dá)方式；正確使用人稱代詞：you, they 以及形容詞性物主代詞：my, your；正確使用be動詞am, is, are的一般現(xiàn)在時在不同情況下形式上的不同變化； 掌握縮寫形式I’m = I am, they’re = they are, what’s = what is, aren’t = are not, isn’t = is not； 掌握元音字母a, e及輔音字母p, b, t, d, k, g的讀音規(guī)則。Ⅶ. Blackboard designWele to China!Section DI 是am, Aa Hh Jj Kkyou是are, Ee Bb Cc Dd Gg Pp Tt Vv Zzis用于他，她，它， Ii Yy單數(shù)is， 復(fù)數(shù)are， Oo 不要混了，記牢它。The students stopdoing it。Number the pictures and one student checks the answers. the four pictures in 3 and choose four pairs to fill in the blanks orally。Ⅲ. The key points and difficult points1. Key points 復(fù)習(xí)并正確使用表示問候、介紹等的表達(dá)方式； 復(fù)習(xí)鞏固Aa～Zz 26個字母的讀音和書寫以及大小寫字母的轉(zhuǎn)化。 Copy the new words for five times。Follow the teacher to trace the letters in the air with their hands and read them. 2b. Read the letters aloud and do 2b by themselves。 Write down the short conversations on the blackboard.Consolidation(8minutes) work. 1b. Read 1a in pairs and two pairs act out the conversations in pairs。Ⅵ. Teaching proceduresStep Interaction patternsStudent activityTeacher activityIntroduction(6minutes) whole classwork. whole class work. work. whole class work. reply to the teacher “ Hi! Goodmorning！” the teacher’s questions one by one.T: How do you do? S: How do you do!T: Wele to …!S: Thanks.T: Nice to meet you.S: Nice to meet you, too. the letters one by one. The student who can’t read it correctly should sing a song.4. Do 3. Follow thesong and sing it twice. with students using the Expressions “Hello! Good morning!” out someflashcards using the key sentences in Sections Aamp。學(xué)生將在本課中進(jìn)一步學(xué)習(xí)表示問候、道別、感謝的表達(dá)方式“Good afternoon.”，“How are you?”及其答語“Fine, thanks. I’m OK.”此外，還將完成26個英文字母的學(xué)習(xí)。Ⅴ. Teaching aids 錄音機(jī)、多媒體、閃卡和黑板。通過Maria和媽媽購物時偶遇Mr. Brown，并向他們互相介紹展開學(xué)習(xí)，同時，掌握有關(guān)問候和介紹他人的表達(dá)方式：“Nice to see you!”,“How do you do?”,“This is…”。Ⅴ. Teaching aids錄音機(jī)、教學(xué)掛圖、閃卡和黑板。主要活動是1a, 2a和3a。Ⅲ. The key points and difficult points1. Key points 正確使用表示問候、介紹、辨認(rèn)他人、歡迎及感謝等的表達(dá)方法； 正確書寫Aa～Gg大小寫字母。但是學(xué)生練的時間不夠充分，在以后的教學(xué)中，應(yīng)注重學(xué)生的活動。Ⅲ. The key points and difficult points points 正確使用表示問候、介紹他人的表達(dá)方法； 正確書寫Hh～Nn大小寫字母。同時，通過表演對話，老師可以檢測學(xué)生對知識的掌握情況，在教學(xué)過程中不斷做好形成性評價，可隨時掌控學(xué)生的學(xué)習(xí)效果，對今后的教學(xué)起到重要的作用。2. Difficult points Be動詞am, is, are的應(yīng)用； 大小寫字母的轉(zhuǎn)化； 含有相同音節(jié)的字母歸類。 The students match the conversations with the pictures and check the answers. a flashcardwith the sentence “How do you do?” to a student and ask him/her to give the answer. Give the student who can give the answer correctly the card and say, “Here you are.” Walk to one student and say, “Hello! How are you?” Help the student respond, “Fine, thanks. And you?” and continue to say, “I’m OK.” Show the flashcard with “How are you ?” on it and let students follow it twice。 Choose two pairs to show their new conversations.Practice(10minutes) whole class work. work. work. whole class work. 2a. Listen to the teacher carefully, observing the teacher’s mouth. And imitate the pronunciation。 Play the tape and let students check the answer of 2b. some words we have learnt to students and write them down on the blackboard. the ABC song and check the answer.Production(6minutes) whole class work and group work. the song andfollow the tape. Three students e to the blackboard and write down the 26 letters in order. The student who writes most quickly and best is the winner. the ABC song. Have a letter petition:Choose three students to e to the blackboard and write down the 26 letters in order. 2. Assign homework:Review the words and expressions in Section C。Ⅱ. Teaching aims 1. Knowledge aims 引導(dǎo)學(xué)生復(fù)習(xí)本話題Sections A～C的單詞； 引導(dǎo)學(xué)生熟練讀寫26個英語字母及大小寫； 引導(dǎo)學(xué)生總結(jié)be動詞am, is, are的一般現(xiàn)在時在不同情況下形式的變化及am的縮寫形式： I am Kangkang. = I’m Kangkang. This is Miss Wang. —Are you …? —Yes, I am. / No, I’m not.引導(dǎo)學(xué)生用英語表達(dá)問候、告別、感謝、歡迎、介紹及辨認(rèn)他人等交際功