2019七年级英语上册Unit1Myname’sGina学案4人教新目标

福建省长泰县第一中学七年级英语上册《Unit 1 My name’s Gina》Grammar学案人教新目标版班级：姓名：日期：第组号课题Uni t 1 My name is Gina . Grammar 备课人学科主任签名课型精讲练习时间授课时间学习目标能够正确的在习题中正确的使用人称代词和物主代词，尤其要注意形容词性物主代词的用法。

学习目标一、在10分中内自学相关的语法知识，并用红笔标注出自己不能解决的问题。

知识链接：人称代词和物主代词的用法代词是代替名词的词、英语中代词按其不同的含义和作用可分为九类，这里主要讲解人称代词和物主代词的用法。

人称代词单数复数第一人称第二人称第三人称第一人称第二人称第三人称主格I you he she it we you they宾格me You hi m her it us you them中文我你他她它我们你们他（她、它）们其用法如下：（1）人称代词的主格在句中作主语。

She is a good student .（2）人称代词的宾格在句中作动词、介词的宾语，也可作表语。

I don’t know him .（3）人称代词的语序。

几个人称代词并列作主语时，它们的顺序是：单数形式（2，3,1）you , he and I ; 复数形式（1,2,3）we , you and they .物主代词单数复数第一第二第三人称第一第二第三数人称类别数人称类别人称人称人称人称人称形容词性物主代词my your his her its our your their 名词性物主代词mine yours his hers its ours yourstheirs中文我的你的他的她的它的我们的你们的他（她、它）们的其用法如下：（1）形容词性物主代词在句中作定语修饰名词，一般不单独使用。

（2）名词性物主代词常用来避免和前面提及的名词重复，单独使用,相当于“形容词性物主代词+名词”。

（3）名词性物主代词可用在of 后作定语，相当于“of+名词所有格”，表示带有部分概念或有一定感情色彩。

人教版七年级英语上册Unit1Myname'sGina教案人教版七年级英语上册Unit1Myname'sGina教案对于英语课本内容，要多读，多张嘴，这样可以快速提高语感，在做完型填空的时候就很会很简单得选出答案。

做题的时候可以不依据语法也能做对题。

下面是我为大家整理的人教版七年级英语Unit1 My names Gina教案，期望对您有所帮忙!人教版七年级英语Unit1 My names Gina教案1. 让同学学会向别人做自我介绍，学会交朋友。

2. 学会使用与他人见面时的问候语。

3. 学会电话号码的表达方法并能向他人索取电话号码。

单元教学目标1. 语言学问目标1) 同学能听、说、读、写课标内单词 zero-nine,phone number,first name /last name , hi, hello 等。

2) 同学学会运用这些句型：a. what’s your/her/his name?b. hello. nice to meet you.c. what’s her last/first name?d. what’s your phone number? it’s…2. 语言技能目标1) 能正确流利地用英语向他人介绍自己，并乐于与同伴交往。

2) 能正确使用问候语。

3) 能乐观主动供应并猎取个人信息资料(如：名字、电话号码)4) 能对所猎取的信息进行初步的整理和总结。

5) 能归纳肯定的语言现象。

(如：what is =what’s he is =he’s 等 )3. 学习策略目标a) 能乐观与同伴合作，共同完成学习任务。

b) 能通过网络等多种资源获得相关信息，拓展所学学问。

c) 能乐观动手、动脑，培育自己的想象力和制造力。

4. 情感态度目标1. 使同学对英语产生剧烈的爱好和愿望，乐于参与各种语言实践活动。

2. 能与伙伴团结全都、友好相处，学会如何礼貌地与他人交往。

5. 文化意识目标1. 同学能了解和运用英语中常见的问候语。

Unit 1 My name’s Gina.Period 4 (Section B 2a–Self Check)【教学目标】●知识目标1. Master the new words and useful expressions.2. Master the target language.3. Learn the concept of the first name and the last name.●能力目标1.Talk about the names and phone numbers fluently.2. Develop students’ listening skills and communicative competence.●情感目标Lead students to be polite and know more about the culture difference between Chinese and Western countries.【教学重难点】●重点1. Master the new words and useful expressions.Words: friend, China, last, middle, school, firstPhrases: first name, middle school, last name, in China,2. Master the target language:—What's your first/last name? —My first/last name is…—What's his/her first/last name? —His/Her first/last name is…3. Be able to talk about names and phone numbers fluently.●难点1. Talk about names and phone numbers fluently.2. The usage of target language.【教学准备】Some pictures of famous people, an ID card and handouts.【教学方法】任务型教学法、情景交际法、自主学习与合作学习相结合【课时安排】One period【教学过程】Step 1: Greetings and revision1. GreetingsT: Good morning, everyon e. My name is Peter. My telephone number is … What’s your name, please? And what's your telephone number?S1: My name is Lily. My telephone is 687-1354.T: Hello, Lily. Nice to meet you!S1: Nice to meet you, too.T: And what’s your name? What's your telephone number?S2: My name is… My telephone number is…2. RevisionReview the numbers zero ~ nine. Ask some students say the numbers quickly.Step 2: Lead-in(1) Show your ID card to the students. This is my ID card. Read the ID card. You can know my first, my last name and my telephone number.(2) Show a student's ID card to the students. Then ask the following questions. Let the students answer your questions:T: What's his first name?Ss: His first name is …T: What's his last name?Ss: His last name is…T: What's his telephone number?Ss: It's…Step 3: Presentation1. Teach activity 2aT: We’ve just learnt the first name and the last name. Now let’s read through the instruction of 2a so that you can know how to do this activity.(1) Ask a student to read the names, and correct pronunciation mistakes if any.(2) Ask them to do this activity individually.(3) Check the answers.Answers: 1.Alan F 2.Green L ler F 4.Mingming F 5.Gina F6.Jack F7.Smith L8.Brown L9.Zhang L 10.Mary F2. Teach activity 2b(1) T: Now. Read through the instruction so that you can know how to do this activity.(2) Students look at the pictures and read the messages silently. Match the messages with the pictures, circle the first names and underline the last names.(3) Check the answers.Answers: 1.B 2.C 3.AThe first names: Jenny Gina Dale Eric Mary MingmingThe last names: Green Smith Miller Brown Brown Zhang(4)Read the message and ask students to repeat. Focus on the pronunciation.3. Teach activity 2c(1) Ask students to read through the instruction of this activity so that they can know how to do it.(2) Leave students two minutes to do this task individually. Move around the classroom to check the progress and give some help if necessary.(3) Invite some pairs to check their answers.Answers: Eric Brown: 357-5689 Gina Smith:232-4672 Dale Miller:358-6344Zhang Mingming:929-3155 Jenny Green:281-9176 Mary Brown:287-8900Friends: 1.Jenny Green and Gina Smith2.Dale Miller and Eric Brown3.Mary Brown and Zhang MingmingStep 4: Practice1. Teach activities 3a(1) T: This is a student in PEP Middle School. (人民中学) Here is her ID card. Look at her ID card and answer my questions:T: What's her first name?Ss: Her first name is Alice.T: What's her last name?Ss: Her last name is Green.T: What's her telephone number?Ss: It's 951-3397.(2) Check the answers.Answers: Her first name:AliceHer last name:GreenHer phone number:951-33972. Teach activity 3b(1) T: Let's look at the ID card in 3b. Fill in your own ID card and write about yourself.(2) Give an example to the students.T: My first name is Mary. My last name is Miller. My telephone number is 487-2571. (My QQ number is 34798320. Linda is my friend.)(3) Ask students to fill in their own ID card and write about themselves(4) Check their writings in their groups.Step 5: ConsolidationTeach Self Check1. Self Check 1(1)T: Discuss the phone numbers. In what situation will we use the telephone number?(2) Let some students talk about the telephone numbers.(3) Write the numbers in English.(4) Check the answers.Answers: 10086 one double zero eight six114 double one four12315 one two three one five119 double one nine17951 one seven nine five one2. Self Check 2(1)Tell students there are two columns. They can find out the answers to the sentences in the right one.(2) Make a model for the students.Hello. I’m Cindy. → Nice to meet you, Cindy.(3) Students work in pairs and try to make conversations.(4) Check the answers then act out the conversation.Answers:1.C 2.A 3.E 4.D 5.B【课堂小结】In this period, we’ve mainly learned how to say the first name and the last name. And we’ve also learned how to make ID card and consolidate what we’ve learned in this unit.【课后作业】1. Review the new words and useful expressions in this period.2. Read the messages in 2b and recite it.3. Make conversations with your parents or friends using the target language in this unit.4. Preview the next unit.。

Unit 1 My name’s Gina.Period 1 Section A 1a~2c【课型】听说课学习目标1.能听懂见面问候、介绍自己和询问他人姓名的对话;初步感知一般疑问句和特殊疑问句在语调上的区别。

2.能初步运用What’s your name?What’s his name?What’s her name?询问对方和他人姓名,初步理解形容词性物主代词my/your/his/her的用法。

3.能运用几种句式My name’s Gina./I’m Gina./Gina.进行自我介绍;能运用Nice to meet you!句式相互问候。

学习过程【自主学习】1.请在课前拼读下面的单词,并熟记。

name,nice,to,meet,too,your,his,her,Ms.,Gina,Jenny,Brown,Alan2.认真观察第1页的图画。

小组讨论你所认识物品的英语单词,小组竞赛,展示成果。

3.参考课本单词表,试读下面的英文名字。

男名:Bob,Dale,Eric,Frank,Alan,Jim,Tony,Tom,Jack,Nick,Tim,David,Paul,Peter,Bill,Jo e,Tommy,Barry.女名:Lisa,Sandra,Sally,Anna,Jane,Sonia,Kelsey,Linda,Kim,Mary,Gina,Jenny,Cindy,Ali ce,Helen,Grace.【师生互动】[新课导入]1.GreetingsUse “Good morning/Good afternoon/Hello/Hi...” to greet each other.2.Revise “What’s this in English?” with real things.3.Look at the picture in 1a.小组竞赛,展示自主学习2中的词汇。

4.A Memory Challenge.[新知呈现]1.Watch the flash Nice to meet you!Then finish the following task.(1)—Nice to meet you.—.(2)The English name in the song is .2.Practice the conversation.A:What’s your English name?B:My name’s.../I’m...A:Nice to meet you!B:Nice to meet you,too.[新知学习]●课堂探究一观察与思考11.1b的听力材料中用来询问对方姓名的问句是可以用和进行回答,介绍自己。

Unit 1 My name is GinaPeriod Four重点短语telephonenumber,phone,phone number,it,it’s=it is经典句型What’s your/ his /her telephone number? 你的/他的/她的电话号码是多少？It’s 281-9176. 是281-9176。

【重难点解析】◆1. －What’s your tele phone number?－It’s 281-9176.（1）这种疑问句叫特殊疑问句, 它的回答是针对特殊疑问词来回答的，不能用“Yes”或“No”来回答。

这一句型同我们学过的What’s your name？属同一类句型，前者是询问电话号码是多少，后者是询问某人叫什么名字，但都用What “什么”放在句首来提问。

该句的回答是针对所问的内容（telephone num ber）来具体回答的，回答是281-9176。

注意为了避免重复，回答时用It指代上文的telephone number。

（2）What’s…number?是用来对号码进行提问的。

答语是It’s＋号码。

●例如：你的身份证号是多少？What’s your ID card number?特别提示对号码提问还有另一种方式：What’s the number of…？※ 你的电话号码是多少？What’s the number of your telephone?◆2. It’s 281-9176.表达数目多少的数词叫基数词，本单元出现0～9的基数词。

基数词常用来表示号码、年代等。

书写时一般用阿拉伯数字，而读的时候用英语。

其中0可以读作zero也可以读作字母o的读音，当号码中有相同两个数字相连时，可以借助double（双的、两倍的）加数字来完成，也可逐个读出来。

●例如：It’s 929-3160读作：nine two nine three one six zero或 nine two nine three one six O.500698 读作：five double zero(O)six nine eight◆3. What’s her family name?family 的意思是“家庭, 家庭, 家族, 家属”。

Unit 1 My name is Gina.Language goals:In this unit students learn to introduce themselves, greet people and ask for andgive telephone number.New languages:What’s your name? My name is /I’m …Hello! I’m … /Hi! I’m …Nice to meet you!What’s his name? His name is …What’s her name? Her name is …What’s her family name?What’s her first name?What’s your phone number?Difficult points:1. How to introduce yourself and greet people in the right way.2. I mprove the students’ reading, listening, speaking a nd writing skills.3. The difference between Chinese names and English names. Teaching aids:computer, recorder, colorful chalkTeaching periods:Period 1: Section A 1a /1b /1c /2a /2b /2c/ Grammar FocusPeriod 2: Section A 3a /3b /4Period 3: Section B 1a /1b /2a /2b /2cPeriod 4: Section B 3a /3b /3c /4 / Self checkPeriod 1Teaching aims:1. Memorize the words on page1and page2.2. Learn the target languages:My name is Gina.What’s your name?Hello! I’m Mary.Hi! I’m Jim.What’s his name?What’s her name?3. Train the listening and speaking skills.Teaching procedure:Step 1 Free talkLet students talk in pairs using the sentences they’ve learned in Starter or ask some questions in Starter, have students answer them. For example: Good morning/afternoon/evening!How are you?What’s this in English?What color is it?Step 2 Section A 1aThis activity tests students’ vocabulary.1. Draw student’s attention to the pictures. Point to an object in it andask what it is. Say, now look at the pictures and write down as many words as you can2. Ask two students to write the words on the blackboard.3. Check the students’ answers. Ask some students to call out their wordsand spell them. Write down the words on the board.Step 3 Section A 1bThis activity gives students practice in understanding the target language in spoken conversation.Read the instruction to the students. Make sure the students understand how to do it. Say, now listen and number the conversations 1-3.(1) Play the recording for the first time. Students only listen.(2) Play the recording a second time. Students number the conversations.(3) Check the answers together.Step 4 Section A 1cThis activity provides guided oral practice using the target language.(1) Ask three pairs to read the conversations in 1b. If necessary, ask studentsto repeat the names after the teacher.(2) Have students work in pairs to practice the conversations.(3) Say, Now use your own names when you have conversations .Move around theroom monitoring their work. Offer language or pronunciation support asneeded.(4) Let several pairs come to the front of the class and act out theirconversations.Step 5 Section A 2aThis activity gives students practice in understanding the key words andtarget languages.1. Point to a boy and a girl. Say, His name is---, her name is--- Have studentsunderstand the meaning of his and her.2. Read the instruction to the students.3. Play the recording for the first time. Students only listen.4. Play the recording a second time. Students number the pictures 1-4.5. Check the answers.Step 6 Section A 2bThis activity provides listening practice.(1) Have one student read the names in the box.(2) Say, listen to the four conversations again.This time circle the names you hear.(3) Students listen and circle the names.(4) Check the answers.Step 7 Section A 2cThis activity provides guided oral practice using the target language.(1) Call attention to the two conversations in the box.Ask one pair to act out the first one. Tell them to use their own names.Ask another pair to act out the second one.Have them point to a boy or a girl when they ask the questions:What’s his name/What’s her name?(2) Let students work in pairs to practice the two conversations. As studentswork, move around the classroom, monitoring the conversations andoffering assistance if necessary.(3) Have several pairs of students present their conversations to the class. Step 8 Grammar Focus(1) Divide the class into two groups to say the questions and responses.(2) Write down the full forms and contractions of the words on the right.Have students compare them. Then ask them to say the sentences in two ways. Step 9 Conclusion(1) Learn the words and phrases.(2) Master the target languages:My name is Gina.What’s your name?Hello! I’m Mary.Hi! I’m Jim.What’s his name?What’s her name?Step 10 Homework(1) Learn the words by heart.(2) Practice the conversations in 1b and Grammar Focus.(3) Do some preparing.Period 2Teaching aims:1. Memorize the words and phrases: first, first name, last, last name, boy, girl2. Learn about first name and last name.3. Train writing and speaking skills.Teaching procedure:Step 1 Revision1. Go over the words in last class. (Play a game. Divide the class into twogroups: boys and girls. Give them three minutes to read and write the words.Then look at the Chinese meaning on the cards. See which group can say andspell the words more quickly and correctly. )2. Ask students to make conversations about introduction and greeting. Step 2 Section A 3aThis activity introduces the western concept of first name and last name.1. Write down a Chinese name and an English name on the board. For example:Deng Yaping and Jim Smith.2. Ask students to discuss the names. Encourage them to tell the differencebetween them. (English names are listed with the given name first and thefamily name or surname second. While Chinese names are listed with thefamily name first and given name second.)3. Ask some students to say their family names and first names.4. Have two students read the list of names in the box. Say, Guess, whichnames are first names and which are last names?5. Ask students to write F for first name and L for last name next to thewords. Students do the exercise by themselves.6. Check the answers.Step 3 Work in pairs(1) Call attention to the picture on the right. Students look at the pictureand the sentences carefully. Have them pay attention to what the teacherwrites.(2) Have two students read the conversations in the picture aloud.(3) Ask students to work in pairs.Ask and answer about their first names and last names.Step 4 Section A 3bThis activity provides guided oral practice using the target language.(1) Point to the names in 3a.( You can write more names on the board.)(2) Say, Which names would you like to choose as your first name and lastname? Now choose your names.(3) Have students take turns to ask and answer the questions (using theirnew names):What’s your first name?What’s your last name?Students make a list of names.Then exchange their lists to correct any mistake they make.Step 5 Section A 4 (Game)This activity gives students an opportunity to practice target language in an interesting way.1. Demonstrate the game with three students.2. Say, Now in groups of four, play the game. As they work, move around theclassroom making sure students understand the procedure and correcting anymistake.3. Ask two groups to present their games to the class.Step 6 Conclusion(1) Learn the words and phrases in this class.(2) Grasp the target languages:What’s your first name?What’s your last name?Step 7 Homework(1) Memorize the words and phrases.(2) Make a conversation about asking for first name and last name.(3) Prepare next lesson.Period 3Teaching aims:1. Memorize the words on page4.2. Target languages:What’s your phone number?It’s …3. Train the listening and speaking skills.Teaching procedure:Step 1 Free talkLet students work in pairs. Make conversations using the target languages they’ve learned. For example:What’s your name? My name is …What’s his name? His name is …What’s her name? Her name is …What’s your first name?What’s your last name?Step 2 Section B 1aThis activity learns the numbers from 0 to nine.(1) Write the numbers 0-9 on the board. Ask who can say them in English.Encourage more students to read them.(2) Play the recording for the first time. Students only listen.(3) Play the recording a second time. Have students repeat the numbers.(4) Give students two or three minutes to read and write the mummers. Thenhave some students say them quickly and ask if anybody can spell them.Cheer for the students who do best.Step 3 Section B 1bThis activity gives students practice recognizing the numbers 0-9 in spoken telephone numbers.Say, Now listen to the conversation, and write down the telephone number you hear.(1) Play the recording for the first time. Students only listen.(2) Play the recording a second time.Have students write the numbers in the blank.(3) Check the answers.(4) Work in pairs and practice the conversation.Step 4 Section B 1cThis activity gives students speaking practice using the target language.(1) Call attention to the conversation on the right. Have two students read it.(2) Practice the conversation in pairs.(3) Say,Now in groups of three or four, make up conversations using any phonenumber you like .As they work, move around the room monitoring their work.Offer language or pronunciation support as needed.(4) Let several pairs come to the front of the class to perform theirconversations for the class.Step 5 Section B 2aThis activity provides listening practice with the target language.1. Call attention to the names and the numbers in the box.2. Read each one to the class or ask some students to read them.3. Point to the blanks in the four telephone numbers. Say, The phone numbersaren’t finished. You need to write the last two numbers later. Now listenand match the names with the telephone numbers.4. Play the recording for the first time. Students only listen.5. Play the recording a second time Students write the letter of the person’stelephone number in the space after that person’s name.6. Check the answers.Step 6 Section B 2bThis activity gives students practice recognizing the spoken numbers 0-9.(1) Say, Now let’s listen to the conversations again and finish each telephonenumber.(2) Students listen and fill in the missing numbers.(3) Check the answers.(4) If have time, have students repeat the telephone number after the recording.(5) Practice the four conversations in pairs.Step 7 Section B 2cThis activity provides guided oral practice using the target language.(1) Call attention to the address book. Ask one student,“What’s your phone number?” Write his/her name and phone number inthe address book.Make sure all the students understand how to fill in the address book.(2) Say, Now ask your four classmates their phone numbers and fill in theform.Step 8 Conclusion(1) Learn the numbers 0-9.(2) How to asking for phone number:What’s your phone number?It’s …Step 9 Homework(1) Remember the numbers from 0 to 9.(2) Make two conversations.(3) Do some preparing.Period 4Teaching aims:1. Memorize the words and phrases on page2. How to ask for first names/last names/phone numbers.3. Train speaking and writing skills.Teaching procedure:Step 1 Revision1. Go over the numbers in last class.Ask the students to read and spell numbers from 0-9.2. Talk about phone numbers.Step 2 Section B 3aThis activity reviews about first name and last name.1. Say, Look at the picture. How many cards can you see?Can you read the names on the card?2. Ask four students to read the names on each card. Then say,“Which is first name and which is last name? Do you know?”3. Point out the blank line following each first name in the exercise.Say, Write each person’s last name in the blank after the first name.4. Students finish the exercise individually.5. Check the answers.Step 3 Section B 3b & 3cThis activity provides speaking and writing practice using the target language.(1) Point to the ID card. Say, Look at the girl on the card. What’s hertelephone number? What’s her family name? What’s her first name?(2) Have students work in pairs and answer the three questions.(3) Check the answers.(4) Say, Look at the ID card in 3c. This is your card. Write your own firstname, last name, and telephone number on it.(5) As students work, move around the room checking progress.Step 4 Section B 4This activity gives students an opportunity to practice target language ina game.Read the instruction to the class. Make sure all the students know how to do it. Move around the room monitoring their work. Offer language or pronunciation support as needed.。

Unit 1 My name’s Gina.The First PeriodSection A (1a-2d)Ⅰ.Teaching aims:1.Knowledge aims:(1)Key words:name,nice,to,meet,too,your,Ms.,his,and,her,yes,she,he,no,not(2)Key phrases:Nice to meet you.(3)Important sentences:①—What’s your/his/her name?—My/His/Her name is ...②—Nice to meet you.—Nice to meet you,too.2.Ability aims:Introduce yourself and greet people.3.Emotion aims:Improve students’ conversation skills.II.Important points:The usage of pronouns.III.Difficult points:Grasp the usage of pronouns.IV.Teaching processStep 1 Lead-inSing along with the song“ABC Song”.Step 2 Revision1.Show some pictures about things in your room.Such as window,book,schoolbag,ruler,map,door,cup,baseball...2.Let students say them one by one.3.Work on 1a.Write English words for the things in the picture.Step 3 ListeningWork on 1b,2a and 2b.1.Play the recording for the first time.Students only listen.2.Play the recording again and ask students to complete 1b,2a and 2b.3.Check the answers in 1b,2a and 2b.Step 4 PairworkWork on 1c and 2c.1.Practice the conversations above with your partner. Then greet your classmates.2.Practice the conversations in pairs and role-play them.A: Hello! What’s your name?B: My name’s…/I’m…A: Nice to meet you!B: Nice to meet you,too!A: What’s his name?B: His name’s…A: And what’s her name?B: Her name’s…Step 5 Role-playWork on 2d.Please let students close the books and listen to the tape.Answer some questions.1.How many people are there in the conversation?2.Who are they?Listen again and try to repeat it.After that,let students role-play the conversation and give them 4minutes to recite it.1c Make conversations about the people in the picture.Language points1.My name’s Gina.我的名字叫吉娜。

Unit 1 My name's Gina目标1. Review some key words and key sentences.2. Review to introduce and distinguish family members.3.Learn to write about families.重点难点Review how to introduce family members and identify them.Know the demonstrative pronouns.Write about families.教学环节与内容师生活动白板应用用时Step 1 Revision1. Today we will finish the unit. Let`s do somereview work.Draw a family tree on the Bb and review the family members words. Make sure the Ss have mastered all the words.2. Then finish Ex1 in Draw afamilytree onthe Bb andreview thef amilymembers65Self check to group the words.Step 2 3a1. Show a chart to the Ss and lead them to talk about Jim.Name: Jim ( boy ) Father: Jeff Mother: AlicePhone number: 525-1256 Sister: Mary Cousin: BobGet the Ss to ask and answer questions about Jim in pairs.Ask some pairs to act out.2. Finish Ex2 in Self check.Check the answers. words.Who is he?What`s hisphonenumber? ...5786Practice the conversation in pairs. Step 3 WritingTask1：Complete the passage with the words in the box. Check theanswers. Practice reading the passage. Then draw a picture of Paul`s family. (3a) Task2:Translate the phrases or sentences of tongbu .Task3: Take out their own family photo and write about it in 5 minutes.Then tell the class a bout your family before the Bb. (3b) 思路点拨: 自我介绍→ 介绍家人→表达感情Step 4 Consolidation. Ask 4 students towrite on the Bb.And ask the otherstudents to check thepassages on the Bb. .假设你是Jim,请根据下表的信息，介绍一下你自己和你的家人。