【導(dǎo)讀】Unit1要求學(xué)生通過聽、讀、說的練習(xí)，學(xué)會討論能力。捉和判斷聽力材料中的信息，同時也為“提問、回答能力”作好準(zhǔn)備。Part5幫助學(xué)生掌握三組相對應(yīng)的清濁輔音的。利用任務(wù)的設(shè)置來培養(yǎng)其初步的調(diào)查探究能力。Unit2圍繞“如何介紹父母親”展開，包括介紹他們的職業(yè)、工作單位以及能力等。Part1與Part2要求學(xué)生將工作場所、職業(yè)與圖片。學(xué)生利用表格對所學(xué)內(nèi)容進(jìn)行提煉、總結(jié)。父母的有關(guān)信息，也為寫作提供了最基本的要素與素材。求；Part4要求學(xué)生連線熟悉工作單位與之相對應(yīng)的職業(yè)。有代表性的文字，在引起學(xué)生興趣的同時，讓他們能夠區(qū)分這些語言的書寫形式。為學(xué)生提供了介紹和詢問個人信息的框架結(jié)構(gòu)。

　　

【正文】 letter. T: Excellent! Is there anything else? S: Full stop! T: That’s it! Usually, we put a full stop at the end of a sentence. Practicing Ask students to plete the exercise in Activity 6. According to what they have talked about before. T: Now, it’s time for you to check your patients. Be careful! Are you ready? S: Yes! T: OK. Let’s begin! Give student enough time to do this. Walk around and give them a hand. T: Well, time is up! Let’s check the answers. Ask some students to write their answers on the blackboard, and the others to judge whether they are right 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。13 in your workbook. And also take your family photos tomorrow. Clear? S: Yes! T: OK. Bye for now! Period 5 Integrating skills Language goals 語言目標(biāo) 1. Key vocabulary 重點(diǎn)詞匯 family photo 2. Key structures 重點(diǎn)句式 I can … Tony can’t… Can you… Yes, I can. / No, I can’t. Ability goals 能力目標(biāo) Enable students to review and apply the language what they have learnt. Teaching methods 教學(xué)方法 Talking, and writing. Teaching aids 教具準(zhǔn)備 Tape recorder. Teaching procedures and ways 教學(xué)過程與方式 Step I Homework checking Check the answers to Activities 12amp。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。4 by holding a petition. T: Well, you see, you have done a really good job. Next, let’s have a petition, would you like to do that? S: Yes! Divide the students into two large groups and ask them to write the answers to Activities 3amp。4 down on pieces of paper. After that, change their papers with the other group, and then check the answers together, and find out which groups have the most students that get a full mark. Step V Task Get the students to plete the Module task. And at the end of the class, make them to listen to and imitate the languages in Around the world. Step IV Homework Complete Activities 14 in the workbook. Teaching resources 教學(xué)資源庫 I．自我介紹 1． 英美人自我介紹的套句有： My name is… 我叫 … / I’m… 介紹自己名字的同時， 適當(dāng)?shù)膱龊线€可以介紹自己的職業(yè)等。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下。我叫約翰 布朗， 一位畫家。 / 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。較客氣地詢問別人姓名常用： Could (Would)you give (tell)me your name, sir(madam)? / May I have (know) your name, sir (madam)? / I believe you are Kate Green, aren’t you, madam? 等。 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。 What’s your family name?是問姓， What’s your full name?是問全名。 II. When to use capital letters? ? the first word of a sentence or fragment ? the name of a day or a month ? the name of a language ? a word expressing a connection with a place ? the name of a nationality or an ethnic group ? a proper name ? the name of a historical period ? the name of a holiday ? a significant religious term ? the first word, and each significant word, of a title ? the first word of a direct quotation which is a sentence ? a brand name ? a Roman numeral ? the pronoun I