【正文】 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 。 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。 / 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。我叫約翰 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。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。 for the second or other time, ask them to repeat without looking at the book, help them get familiar with the passage, and the way of introducing themselves and their parents’ jobs. T: Now, listen to the tape and read after it. Clear? S: Yes! Play the tape recorder. T: Now, close your book and read after the tape. Are you ready? Play the tape recorder for a third time, pause where necessary. Performing Ask some students to stand in front of the class and role play the passage. T: Well, next let’s roleplay. Who wants to be Betty?... Tony?... Daming?... Lingling?... T: Great! Let’s wele them! (Applause) Encourage these students to introduce themselves as Betty, Tony, Daming, Lingling. Step III Talking and practicing Get the students to write using correct capital letter and full stop. Talking T: If we are sick, Show students the picture of sick Sick doctor T: What shall we do? S: To see a doctor. T: Good! Show students the picture of doctor. T: But today, some strange patients e to the hospital. Show students the group of words on Page 11. 1. these Americans teachers can speak Chinese 2. I’m betty and I’m thirteen years old. 3. this is a photo of miss Li T: You see, they are very sick. Now, you are doctors, what will you do? Some students may give the answers and praise them and encourage them to think much more. T: Great! You are good doctors. And here we need to know more. Show students the following sentence. M y n a m e i s T o n y a n d I ’ m E n g l i s h . Ask students to pare this sentence with the group of words on Page 11, and talk with their partners to find out the rules. T: Now, look at the tow parts, discuss with your partner, and find out why they are sick. Clear? If it is difficult for the students to understand the English requirements, explain them in Chinese. Give students enough time to do this. Walk around and give them a hand. T: Ok, time is up! Let’s check that. What did you find? S: The first letter of the sentence is capital letter. T: Good! Anyone else? S: The first letter of one’s name is capital letter. T: Great! Next one? S: The letter I is capital letter. T: Well done! Something else? S: The first letter of some kind of language is capital letter. T: Excellent! Is