【正文】 ght or wrong. Step IV Writing Ask students to write sentences in Activity 7. T: Now, do answer the questions in Activity 7 and write your answers down on a paper. Clear? S: Yes. Give students enough time to do this. Walk around and give them a hand, meanwhile find out whether they make some mistake a mot. After students finish that, put up the excellent papers. Step V Conclusion and Homework T: Can you tell me what did we learn thins period? S: How to introduce ourselves and our parents’ jobs S: When we should use capital letter, and full stop. T: That’s it! Now, here goes the homework: finish doing Activities 12amp。 / How do you do? I’m (My name’s) Charles Ford. / Hello! Let me introduce myself. My name’s Linda. What’s yours? 2． 初次與英美人相識， 不可輕易地而隨便地問 What’s your name? Hello! Hi! 或 Excuse me! 以示禮貌或引起對方注意。 Your name, please? What’s your name? 常用于登記人員詢問姓名的場合， 有公事公辦的口吻。13 in the workbook. Step II Talking about the family photo Enable students to talk about their family photo, using language covered this unit. T: I am very happy today. I want you to know my family members. Do you want to know them? S: Yes! T: OK. Now, close you eyes, and let’s count 1, 2, 3. Clear? S: Yes! 1, 2, 3! While students close their eyes and count, ready to show them the family photo. After they finish counting, show them the photo. T: Open your eyes! S: … T: What’s this? S: It’s a family photo! T: Great! Now, listen carefully. (To draw students’ attention, point to the photo while introducing.)This is my family. These are my parents. My father is a worker and he can play table tennis. And this is my mother. She is a teacher. She can play tennis. I have a happy family! After introducing, show students the following sentence structures: This is my family. These are my parents. My father is a … and he can play... And this is my mother. She is a …. She can play … I have a happy family! T: Would you like to show your family photo? S: Yes! Ask some students to stand in front of the class and introduce their family photos. Or give them enough time to work in pairs. T: Well done! Step III Speaking Ask students to talk about ability using can do and can’t do. T: Just now, you talked about your parents and what they can do. Next, would you like to talk about you and your friends? S: Yes! T: Good! Now, let’s look at Activity 2. Do you still remember Daming? S: Yes! T: Look at the pictures and say what Daming and you can do and can’t do. Clear? S: Yes. Give students enough time to do Activity 2. And then ask some students to read and check the answers together. Step IV Practicing Get the students to do Activities 3amp。 so Picture 2 means in …。 for the second time, ask them to check。 Part 6對學(xué)生在寫作時正確使用大小寫和標(biāo)點符號提出了要求； Part 7讓學(xué)生在回答問題的同時，學(xué)會如何詢問別人父母的有關(guān)信息，也為寫作提供了最基本的要素與素材。 Listening and vocabulary 包括 4部分。 Part 5 幫助學(xué)生掌握三組相對應(yīng)的清濁輔音的發(fā)音規(guī)律； Part 6 訓(xùn)練學(xué)生使用正確的語音語調(diào)； Part 7 要求學(xué)生在獲取判斷列表所給的信息后，結(jié)對練習(xí) “如何詢問的能力 ”； Part 8 要求學(xué)生將上述所 學(xué)運用到實際日常交往中，并利用任務(wù)的設(shè)置來培養(yǎng)其初步的調(diào)查探究能力。 Part 1要求學(xué)生運用前面所學(xué)知識介紹自己 的全家福；Part 2要求學(xué)生通過看圖片與比較練習(xí)有關(guān)情態(tài)動詞 can的一般疑問句及其回答、陳述句和否定句的表達； Part 3要求學(xué)生根據(jù)圖片寫出正確的表達，對學(xué)生記憶與書寫能力提出了要求； Part 4要求學(xué)生連線熟悉工作單位與之相對應(yīng)的職業(yè)。7 in the workbook. Period 2 Integrating skill (I) Language goals 語言目標(biāo) 1. Key vocabulary 重點詞匯和短語 wele, international, wele…to…, be from… 2. Key structures 重點句式 Please wele…to … This is… They are from… I can…, but I can’t … Can you…? No, I can’t. Ability goals 能力目標(biāo) Enable students to learn how to introduce themselves and others, and also how to talk about ability. Teaching methods 教學(xué)方法 Reading, talking, group working, listening, and roleplay Teaching aids 教具準(zhǔn)備 A tape recorder, a projector and some slides. Teaching procedures and ways 教學(xué)過程與方式 Step I Revision and homework checking Show pictures and ask them to describe the words learned in last period. Then check the answers to exercises 6amp。2 on Page 10 with your partners, and then fill in the chart. Clear? S: Yes! Give students enough time to do the two parts. While they are discussing, go around and help them. Several minutes later, ask some students to fill in the chart and check the answers together. Sample answer: Job teacher doctor factory manager factory worker Hotel manager secretary Working place university hospital factory factory hotel university / school Step III Speaking Get the students to work in pairs to talk about What are your parents’ jobs? T: You see, so many jobs. Show students the following pictures. T: What are your parents’ jobs? Now, look at Activity 3 and discuss with your partners. Give students enough time to make their dialogues and then ask some of them to perform in front of the class. Sample dialogue A: What are your parents’ jobs? B: My mother is a teacher. My father is a doctor. What about your parents? A: My mother is a secretary. My father is a factory manager Step IV Conclusion and homework Get students to review what they have learned in this period. T: Everybody, tell me, what jobs do you know in this class? S: Doctor, factory manager, factory worker, hotel manager, secretary, and teacher. T: Great! So, how to ask about your parents’ jobs? S: What are your parents’ jobs? T: We can say… S: My mother is a (an)… My father is a (an)… T: Great! After class finish Activity4 on Page 13 and Activities 8amp。較常見的說法還有： Excuse me, I am John Brown, an artist, 請允許我自我介紹一