【正文】 Ⅲ. The key points and difficult points1. Key points 正確使用表示詢問姓名、國(guó)籍等的表達(dá)方法；正確使用人稱代詞：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； 掌握縮寫形式 Who’s = Who is 。2. Skill aims 能聽懂有關(guān)詢問姓名、國(guó)籍等基本情況的簡(jiǎn)單對(duì)話或敘述； 能運(yùn)用圖文就表示詢問姓名、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，并能注意語音語調(diào)； 能正確使用英文句子的書寫格式和單詞的大寫規(guī)則。通過看、聽、說，復(fù)習(xí)詢問姓名、國(guó)籍的表達(dá)方式，并進(jìn)一步學(xué)習(xí)對(duì)第三人稱基本信息的詢問“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)展開教學(xué)，最后，通過學(xué)唱英文歌鞏固本課的詢問國(guó)籍表達(dá)及國(guó)家名稱。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)。Copy every word one line。Make a summary about the show. homework: Review the key sentences we have learnt。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。Choose two groups to read the words。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。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。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？) “They are Maria and Jane. They are = they’re”(write down it on the blackboard)。Two groups try to read the words。Read the word together。Students read A, and then practice the conversation in pairs。Play the tape again and choose one student to check the answers。 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 two pairs show their conversations to the students. 1b. Students guess, listen and number the pictures。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?！?Repeat it for several 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。Ⅴ. Teaching aids錄音機(jī)、教學(xué)掛圖、閃卡、黑板和多媒體。⒉ Difficult points 特殊疑問詞what, where, who引導(dǎo)的特殊疑問句及縮寫形式；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。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)生樂于接觸并了解異國(guó)文化。 能夠用英語熟練表達(dá)詢問姓名，國(guó)籍的方式What’s your name? Where are you from? 能夠正確運(yùn)用特殊疑問詞what, where, who引導(dǎo)的特殊疑問句。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。 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)聽說課，主要活動(dòng)是1a, 2a和3a。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。 Use the name cards to make more friends。The teacher says: “Time is up”。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。The students from the first group make friends with their name cards。Ask students to discuss the pronunciation of these sounds in groups。Read the sounds out. 2. Guess themeaning of the following words。Play the tape and let students number the pictures and then choose one student to check the answers.Practice(12minutes) wholeclass work.work. work and group work. wholeclass work andindividual work.1. Sing the songtogether. it one by one.3. Do 1. Listen and fill in the blanks。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。 Follow and read the chant for two times。Ⅴ. Teaching aids錄音機(jī)、多媒體、黑板和閃卡。⒉ Difficult points Be動(dòng)詞am, is, are的應(yīng)用； 大小寫字母的轉(zhuǎn)化；總結(jié)26字母的發(fā)音規(guī)律。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)范書寫字母和單詞；能夠有興趣了解中外有關(guān)稱謂的知識(shí)，并能在現(xiàn)實(shí)中積極實(shí)踐。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(gè)英語字母及大小寫； 引導(dǎo)學(xué)生總結(jié)be動(dòng)詞am, is, are的一般現(xiàn)在時(shí)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)他人等交際功能的基本表達(dá)法進(jìn)行交流。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Grammar和Functions兩部分來鞏固Sections A～C已學(xué)過的內(nèi)容：be動(dòng)詞am, is, are的用法；表示問候、感謝、歡迎等功能句；26英語字母的書寫及大小寫的轉(zhuǎn)換；最后通過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)用英語做事情。 Sing the letters song。 Write the letters Aa~Zz on fourline grid。 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 an