Module 1 Nice to meet youII. Teaching material analyzing 教材分析本模块以“Introducing yourself”为话题，重点学习一般现在时S+be结构，介绍姓名、年龄、来自何地的表达法以及英美国家姓名的不同表达方式。
Unit 1 重点学习介绍、询问个人信息的方法。
其中活动1、3、4要求学生通过听力、读图识别词汇的方式初步学习有关人物介绍的方法。
活动5要求以pairwork形式掌握自我介绍和信息获取的交际技能。
活动6、7要求掌握本单元的语音和词汇并能在课堂交际中运用。
活动8要求将词汇和图片匹配，然后通过小组活动，以听和做的形式巩固这些词汇。
Unit 2 主要通过阅读和写作活动学习介绍个人信息的方法。
活动1通过问答练习复习前一单元所学获取和介绍个人信息的交际技能。
活动2、3要求学生阅读有关自我介绍的三篇短文并完成正误判断、填写表格两个任务。
活动4—6要求学生根据所学知识写句子介绍自己或他人的信息，并学会运用and连接这些信息。
Unit 3 对“自我介绍和获取信息”的功能句式进行综合训练：谈论自己或朋友的情况（活动1）；根据提示完成介绍图片中人物情况的句子；填表、匹配复习表示国家、民族及人物活动的词汇。
Around the world了解中西人名的不同；Module task要求通过问答形式介绍自己和他人。
III．Class types and periods 课型设计与课时分配Period 1 Vocabulary (Unit 1: 1, 2, 6, 7, 8)Period 2 Reading (Unit 1: 3, 4, 5; Unit 2: 1, 2, 3)Period 3 Integrating skills (Unit 2: 4, 5 6; Unit 3)IV. Teaching plans for each period分课时教案Period 1 VocabularyLanguage goals 语言目标1. Key vocabulary 重点词汇meet, first, English, student, too, from, close, write2. Key structures 重点句式I’m …He’s …We’re …Ability goals 能力目标Enable students to introduce themselves.Teaching methods 教学方法Listening and speaking.Teaching aids 教具准备Tape recorder, handout.Teaching procedures and ways 教学过程与方式Step I Warming-up (1: P2)Greet students and make a self-introduction.T: Good morning, everyone! Nice to meet you here. I’m Zhang Lan. Call me Miss Zhang, OK? S: Nice to meet you, too, Miss Zhang.T: Good. Now let’s get to know each other. What’s your name, please?S: My name is …T: Where are you from?S: I’m from …Give every student a chance to introduce himself / herself.Then ask them to listen to the conversation and answer the questions.T: Two new students meet for the first time. Now listen to their conversation and answer the following questions.Show the following.1.Who are they?2.What are they doing?Play the tape again for them to work out the answers. Then check the answers.Step II Vocabulary (2:P2; 6,7, 8: P3)First ask students to choose the words to describe the picture.T: Now, everyone, look at the picture in activity 2. What can you see in the picture?S: Teacher, students …T: What is the teacher’s name?S: Miss Li.T: Good. They are school students. They are Chinese. They are having a class. The students are listening to the teacher. Daming and Linging are in the first row. They are friends.Write the words teacher, student, class, Chinese, friend, school on the blackboard.Read these words and ask students to repeat after you.Then go on with activity 7. Ask students to listen to and repeat the words first and then make sentences using them and the structure I can see …After listening, ask students to take turns to say things they see, each one thing. Remind them not to say the thing the former students said again.T: Can you see these things in your classroom?S: Yes. I can see (seven) bags.S: I can see (twenty) books.…PronunciationExplain the pronunciation of –s after the nouns.T: In the recording, the pronunciations of –s after the nouns are different.Show the following./s/ bags books desks students (after consonants)/z/ chairs teachers (after vowels)Go on with activity 6. Ask students to listen to and repeat the words.Then ask students to repeat the following sentences after you. Show the following.1)That is a Chinese teacher.2)Miss Green read Chinese at the desk.3)Twelve friends listen to the Chinese teacher.4)Please stand and watch the match.5)Please sit down and listen to me.Match the words with the picturesAsk students to read the words in activity 8 and match them with the pictures above. And then do a game.T: Next, read after me the verbs in activity 8 and then match them with the pictures.After a few minutes, ask students to do a game: Simon says.T: Now work in groups of six. One gives the order for others to do. If he / she says “Simon says”, then the others should do the action. If he / she doesn’t say “Simon says”, then you should not do the action. And anyone who does the action is out of the game. Clear?Play the game with your students, first with you giving the orders to show them how it is played, then with a student doing it.Step III HomeworkAsk students to1.learn the words on page 128 by heart.2.finish activities 5—7 on page 73 in Workbook.Period 2 ReadingLanguage goals 语言目标1. Key vocabulary 重点词汇city, England, fourteen eleven2. Key structures 重点句式I’m from China and I’m Chinese.Ability goals 能力目标Enable students to write sentences to make introductions.Teaching methods 教学方法Reading and speaking.Teaching aids 教具准备A computer and a projector.Teaching procedures and ways 教学过程与方式Step I Warming-up (1: P4)Greet students and ask students to introduce themselves.T: Hello, everyone! Nice to meet you again!S: Hello, Miss Zhang. Nice to meet you too.T: We are now in the same class. Would you like to make new friends here?S: Yes.T: So would you like to introduce yourself to others?Show the following.What’s your name?Where are you from?How old are you?S: Yes. I’m …, I’m from. I’m … years old.…Step II Reading (3, 4: P2; 2, 3: P4)ListeningAsk students to listen to the conversation and check the true sentences.T: Lingling, Daming, Wang Hui meet their English teacher, Miss Li. They are introducing themselves. Now listen to the conversation and decide which sentences in activity 4 are ture. Play the tape and then check the answers with the whole class.Reading (1)Ask students to listen to and repeat the conversation, then work in groups of three and practice and then ask three of them to act it out in the front of the class.GrammarShow the following and ask students to notice the change of the verb be.1. My name’s Miss Li. (My name’s = My name is)This is Daming.Lingling is my friend.He’s my friend. (He’s = He is)2. I’m a teacher and I’m a Chinese.I’m from Wuhan.I’m twelve years old.I’m a student and I’m twelve years old.I’m in Class One.3. Where are you from?We’re students.Ask students to read the following.am, is, are 的用法我是am，你是are，is跟着她，他，它。
