教学目标：
1. To help students reviewing basic languages to introduce a friend to a friend: This is …
2. To provide the sentence to introduce a family member to a friend: This is my…
3. To help Ss to make the greetings when meet someone at the first time with the sentence: Nice to meet you. Nice to meet you, too.
4. To Stimulate students’ interests in studying English.
重点难点：
1. Ss should know the usage of : Nice to meet you, too. And the Chinese meaning: too.
2. The different usage of: “This is my…” and “This is…”
3. Ss can ask and answer freely.
教学准备：
Pictures
教学过程：
Step 1:warming-up
1. T: Good morning, boys and girls.
Ss: Good morning, Miss Tu.
T: How are you, today?
S1: I’m well, thank you.
S2: I’m fine, thank you.
T: How about you? （If Ss no response, tell them it has same meaning of the expression: How are you?）
S3: I’m good, thank you.
2. T shows the pictures of the characters in Unit One: Who’s this boy?
Ss: He’s… （ T correct them to say : This is Liu Tao.）
T: Who’s this girl?
Ss: This is Su Yang.
（T helps them to review the sentence: This is…and correct them the pronunciation, someone already forget it.）
Step 2: presentation
1. T: Excuse me, Who’s this girl?
Ss: This is S1.
T: Nice to meet you.
T helps the student to say: Nice to meet you, too.
2. T: Excuse me, Who’s this boy?
Ss: This is S2.
T: Nice to meet you.
S2: Nice to meet you, too.
3. （T writes down the sentence: Nice to meet you. And the sentence : Nice to meet you, too. T gives some explaination of their usage, and give the necessary Chinese hint.）
1） Ss read after me several times
2） say “Nice to meet you” train train, go go go.
3） Game: competition: （ Say “Nice to meet you” “Nice to meet you, too”chain work, the more fast, the better. Give the star to the Ss.）
4） The winner group have the chance to work with me.（T chooses two Ss）
T: S1, this is S2.
S1: Nice to meet you.
S2: Nice to meet you, too.
Practice with two groups.
5） Group work: four Ss a group, make dialogues
6） show time.
4. Ok, Let’s play a game: Da Da Di Da Da.
If I say it right, you should read after me, If I make the mistake, you should correct me.
1） T: This is S1.
Ss: This is S2.
T: This is S2.
Ss: This is S2.
T: This is Nancy.
Ss Da Da Di Da Da.
Ss: This is S3.
2） T: This is David. （shows the picture）
Ss: This is David.
T: This is my David.
Ss Da Da Di Da Da.
Ss: This is David.
T: Smart.
3） T shows another picture: This is my dad. （T emphasizes “my”）
Ss: This is my dad.
4） T shows a picture of uncle: This is my dad.
Some Ss Da Da Di Da Da: This is my uncle.
T: Yes. Uncle. Uncle. （Ss first listen, then read after me）
T tells them the word “uncle” in English has lots of meanings.
5. T writes down the sentence: This is my…
Ss read after T several times.
Step 3 practice.
Open the books and read after the tape recorder together.
Read after teacher together.
Read as different characters.
Read by themselves.（ in pairs）
Step 4: Conclusion
Evaluate students’ performance and give homework.
Step 5: Homework:
Review Part A of this unit.
板书设计：
Unit 3 Nice to meet you.
This is… Nice to meet you.
This is my…（uncle） Nice to meet you, too.
教学反思：
This unit is talk about the family members, the headgear of the family member can help them to remember the characters quickly. But sometimes, when I present the word: grandma, Ss will think grandpa is “grandba”， they will have the influence of the Chinese pronunciation. After t emphasized “my”…there’s no Ss confused the usage. And they like the way of shaking hands with others when greeting: Nice to meet you.