3. We always use a capital I for talking about yourself.

2. We always use a capital letter for the names of places, people and titles (proper nouns专有名词).

1. We always use a capital letter at the start of a sentence.

3. – How are you?

　 – Good./Not bad.

Then practice the conversation with more students.

Next, help students to learn different expressions of farewell.

T: I believe all of you know the meaning of “Good-bye” or “Bye”. We say it when we leave each other. “Bye” is informal. Do you know other expressions?

Tell students the following expressions have the same meaning as “Good-bye”.

See you (later).

So long.

Catch you later.

See you soon.

Step II Alphabet review (2a, 2b, 2c)

In this step, students will review letters O to Z.

First check if they can write and pronounce the letters correctly.

Then play the tape (2a, 2b), let students repeat after the tape. Make sure every student can

pronounce the letters correctly.

Finally, play the tape (2c), let students circle the letters they hear. Check the answer.

Step Game and activity (3, 4)

First let students play a game with letters.

T: We have reviewed all the 26 letters. Now take out your pens, ballpens and pencils. See how many capital letters you can make with them.

Ask some students to demonstrate the letters. Each one shows a different letter. Let them

pronounce the letters while showing them to the class.

T: Have you learned the ABC Song? Who can sing it to us?

Ask a volunteer to sing the song. Then let the whole class sing it together.

Another version of the ABC Song:

A B C D E F G H I J K L M N O P Q R S T U and V W X Y and Z. Now I’ve learned my ABCs. Tell me what you think of me!

Alphabet Chant

(Students repeat each line)

A B C D E F G

A B C D E F G

School is so much fun to me.

School is so much fun to me.

H I J K L M N

H I J K L M N

Learn and play with all my friends.

Learn and play with all my friends.

O P Q R S and T

O P Q R S and T

We’re the best as you can see.

We’re the best as you can see.

U V W X Y Z

U V W X Y Z

Now it’s time to stop and FREEZE!

Now it’s time to stop and FREEZE!

Step IV Homework

T: Write 26 words you have learned beginning with each of the letters. For example,

A – apple 　B – boy 　C – car 　D – dog

　　　　　　　　　　　　　　　 Section D

Target language

a. Grammar focus

　 - Are you …?

-Yes, I am. (I am=I’m)

　 This is …

b. Useful expressions

Welcome to China!

How do you do?

Nice to meet/see you.

Good morning/afternoon.

How are you? Fine, thanks.

See you (later).

Good-bye./Bye-bye.

Ability goals

Enable students to review the grammar and useful expressions in this topic.

Teaching aids

Tape recorder, some cards.

Teaching procedures and ways

Step I Revision (1)

Check the homework. Ask some students to read the words they have written with the 26 letters.

Then deal with activity 1 on page 7.

T: We know there are capital letters and small letters. Here I have a question: When do we use capital letters?

Help students to summarize that capital letters are used in the following situations:

2. – How are you?

　 – (I’m) Fine, thank you. And you?

　 – I’m fine/OK.

1. – How are you?

　 – How are you?

5. – How do you do?

　 – How do you do?

If possible, record some conversations with greetings and play them to students.

T: Just like “Good morning”, we also have “Good afternoon” and “Good evening”. Read after me please: morning, good morning, afternoon, good afternoon, evening, good evening.

Enable students to read in proper tone.

Step II Personal names

Help students to learn some commonly used personal names.

T: Look at the children in the picture. What are their names? Do you know how to say their names?

Ask a student to read the four names. Correct his/her pronunciation.　

Then play the tape, let students listen and number the names they hear in activity 1b.

Play the tape again and check the answers.

T: Can you give me more personal names? Think about the names in English movies or books.

Ss: Mary, John, Jack, Tom, Joe, Mike, Anne, Jane …

Step III Review alphabet A-G

Review alphabet A to G. Ask a student to write the seven letters on the Bb. Let other students watch if he/she writes them in the right way.

Then demonstrate the correct way of writing each letter.

T: Who can read the letters?

Ask a student to read the letters. Correct any pronunciation mistakes.

T: Can you give me a word begins with each of the letters?

Ss: apple, bus, car, dad, egg, friend, girl.

Then deal with activity 2b. Play the tape, students listen and circle the letters they hear.

Play the tape again, let students repeat after it.

T: Now turn to page 2. Look at activity 4. Work alone and put the letters on the signs beside the letters on the line.

While they are work on their own, walk around and check their answers.

Step IV Making conversations

In this step, students will make conversations to practice greetings.

T: Now look at the conversation in activity 3. There are three conversations. Work in pairs and read them.

Ask three pairs to read the conversations to the class.

Then do some practice with present tense to be.

Show the following on the screen.

be – am, is, are

I am …

You are … (General question: Are you …?)

He/she is …

-Are you …?

-Yes, I am. (Yes, I’m.)

Demonstrate the following conversation with several students.

T: Are you Wang Han?

S: Yes, I am.

T: Are you Liu Fei?

S: Yes, I am.

Then let students use their own names to practice making conversations with their partners.　

Let several pairs present their conversation to the whole class.

Step V Summary and Homework

Summarize the content of this period by making casual conversations with some students. For example,

T: Hello! I’m Chen, are you Cai Fang?

S: Yes, I am.

T: Nice to meet you.

S: Nice to meet you, too.

Homework: Write seven words witch containing one of the 7 letters from a to g.

　　　　　　　　　　　　　　　 Section B

Target language

a. Key words and phrases

　 Miss, see, let, us, begin, stand, up, stand up, class, sit, down, please, thank, this, is, my, Mr, mom, teacher, how, do

b. Key sentences

　 Stand up/Sit down, please!

This is …

Ability goals

Enable students to introduce one person to another.

Teaching aids

Tape recorder, projector and slide.

Teaching procedures and ways

Step I Revision and lead-in

Review the content of last period by greeting students in different ways.

T: Good morning, boys and girls!

Ss: Good morning!

T: Nice to see you.

Ss: Nice to see you, too.

T: My family name is Zhang, so you can say “Good morning, Miss Zhang”.

Introduce the new words “Miss”, “Mr.=mister”, (Mrs, Ms) to students.

Note:

Miss: used in front of the family name of a woman who is not married

Ms: used before a woman’s family name when you do not know whether she is married or not

Mr: used before a man’s family name

Mrs: used before a married woman’s family name

Then check the words students have written for homework. Let several students spell the words they wrote.

Then practice the conversation in 1-B with students. And explain that “let’s” is short for “let us”. More expressions: Let’s go! Let’s play! …

Step II Alphabet review

Review alphabet h to n.

T: In the last period, we learned how to write a to g. Who’d like to write them on the Bb.

Ask a student to write letters a to g on the Bb. Check if he/she writes in the correct way.

Then help students learn the correct ways of writing letters h to n.

Let two students write the letters on the Bb, one writes the capital letters, the other small letters.

Correct any mistakes.

T: How to pronounce these letters?

Make sure students can pronounce these letters correctly.

Then do some listening practice with the letters.

T: Now listen and circle the letters you hear in activity 2b.

Play the tape again and check the answers. Then let students repeat after the tape.

Step III New function

In this step, students will learn how to introduce one person to another one.

T: We’ve learned how to introduce ourselves to others. What do we say?

Ss: I am …

T: Exactly! Then how do we introduce one person to another person? For example, your teacher and your mother meet for the first time. How do you introduce them to each other? Now turn to page 4, activity 3a. Read the conversation to see how Maria introduces her teacher to her mom.

Ask three students to read the conversation.

T: How does Maria introduce Mr. Lee to her mom?

S: Mom, this is my teacher, Mr. Lee.

T: Good. In the same way, she can introduce her mom to Mr. Lee. What is it?

S: Mr. Lee, this is my mom.

Write the structure “This is …” on the Bb and say,

T: This is the structure we use to introduce one person to another one. Look at the dialogue, how do Maria and Mr. Lee greet each other?

S: Hello.

T: Then how do Mr. Lee and Mom greet each other?

S: How do you do?

T: Right! “How do you do?” is a formal way of saying “Hi” or “Hello”.

Help students review other ways of greeting.

Then move on to activity 3b. Let students work in groups of three and finish the dialog by using their own names. Finally, ask some groups to act out their dialogs before the whole class.

　　　　　　　　　　　　　　　 Section C

Target language

a. Key words and phrases

　 fine, and, OK, good-bye, bye, afternoon, later, how are you, good afternoon, see you later, see you

b. Key sentences

How are you?

I’m fine./Fine, thank you.

Good-bye./See you (later).

Ability goals

Review alphabet O to Z.

Learn expressions of greetings and farewell.

Teaching aids

Tape recorder, projector and slide.

Teaching procedures and ways

Step I New function (1)

Students will learn another way to greet each other and expressions of farewell.

T: We have learned many ways to greet each other. What are they?

S: Hi!

S: Hello!

S: How do you do?

S: Good morning/Good afternoon!

S: What’s up?

S: How is it going?

T: Very good! Today I will tell you another way.

Walk to a student and say,

T: How are you?

S: I’m fine, thank you.

T: We can also say: Fine, thank you. And you?

More expressions:

4. – How are you?

　 – Fine, thanks.

3. – How’s it going?

　 – How’s it going?

2. – What’s up?

　 – What’s up?