课题U5课型2教学目标知识与能力知识和能力目标Iwantto。。。。来表达自己的愿望。过程与方法过程和方法目标教师要尽量用英语组织教学。充分利用课堂的40分钟，不讲或少讲汉语，尽量给学生创造英语情景。教师可以用手势，表情，动作等示意，帮助学生听懂课堂用语和日常交际用语，第一次介绍某个用语时，说英语，加译文及手势，以后可酌情省去译文，最后只说英语，逐步让学生听懂。情感态度与价值观万事开头难，首先利用这个单元培养学生们对英语的兴趣，因为兴趣是最好的老师。学情分析体会打招呼用语的奥妙所在，做到灵活运用。教学重点Importantpoints:1)Ithink2)Iwantto3)Doesshewant。。。？教学难点Difficultpoints:Greeting教学方法Games教学用具recorder,pictures.板书设计1.Ithink2.Iwantto3.Doesshewant。。。？教学过程教师活动学生活动Beginbygreetingtheclasswithasmileandgoodmorning!Now，introducethewords“teacher”and“class”．byusinggestures．Repeatthisseveraltimesandhavetheclassrepeatafteryou．StudentsCananswerasawholegroup．Asrowsandasindividuals．Repeat“Iamyourteacherandyouaretheclass”severaltimes．Now，introducetheclasstotheinstructions：Class，pleasesitdownandclass，pleasestandupbyusingactionsandgestures．Theycanpracticethisseveraltimes．Youmaywantt0leavetheclassagaintointroducetheusualGoodmorningroutine．SayGoodmorningclass．HelpstudentsrespondwithGoodmorning．PointtoyourselfandsayI’mMiss／，Mr．…Havethemrepeat．ExplainthetermsMissandMr．inChinese．Repeatthisafewtimeswithrowsandindividualsortrya“back-chain”drill：NowpointtoyourselfandsayMynameisMiss／Mr.…Iamyourteacher．Findastudentyouknowandsayyournameis…(Beth)．ThenaskWhatisyourname?HelpthemrespondwithMynameis….Whenthestudentanswers,respondwithHello…Nicetomeetyou!Repeatthisactivityseveraltimes，firstwithstudentsyouknowandthenwithothers．HelpthemtorespondwithNicetomeetyou，too．ExplaintheWord“too’’inChinese．Getthestudentstopracticethef0llowingdialogueinpairs．S1：Goodmorning．S2：Goodmorning．I’m(Ben)．What’syourname?Sl：Mynameis(Dale)．Nicetomeetyou!S2：Nicetomeetyou．too．T:Goodmorning,MynameisBillGates.S:Goodmorning,I’mJackyCheng.T:Nicetomeetyou,Jacky.S:Nicetomeetyou,too.Bill.教学一、写出下列字母左邻右舍1._____B______2.______c______3._____f______4.____E_____5._____g_____反思二、写出下列大字字母的小写字母。1.BEE________2.BAG_______3.BED_______4.HB_______5.CD_______6.ABC________7.AD_______8.CAAC_______9.BEC_______10.FACE_______三、比较下列每组字母或单词的读音，相同的用(S)，不同的用(D)表示。1.b,a()2.c,e()3.a,e()4.b,d()5.a,c()6.Dale,Alice()7.Frank,thanks()8.evening,Helen()9.A,H()10.E,F()
