1
Book1 Module1My classmates
一、 教学内容：Unit2 I ‘m Wang Lingling and I’m thirteen years old
二、 课型：Reading and writing
三、 教学目标：
1 、 能 够 正 确 使 用 下 列 单 词 和 词 组 ： but, everyone, capital, last name, first
name,big,small.
2、能够读懂别人的自我介绍的短文。
3、能够对别人进行自我介绍和能介绍别人。
4、在跟不同地区的人交流时，学会尊重不同地域不同的表达习惯，理解他人。
四、 教学重难点：
1、掌握本课新词和词组
2、掌握中外不同的姓名表达习惯：first name, last name
3、能够进行简单的自我介绍
五、 教学准备：
课堂整体运用任务型教学模式, 创设真实语境，通过个人呈现，同伴互动，小组活动等师生、
生生的交流，充分体现了学生在学习过程中的主体地位，教师只是课堂的引导者，组织者和
合作者.本课指导学生通过阅读获取信息，培养学生阅读技能。在教学过程中，采用多媒体
手段辅助教学，利用各种图片和习题任务贯穿整个教学过程。因此，本节课需准备：PPT 课
件、课堂练习表格、奖品
六、 教学过程：
教学
步骤
教师活动 学生活动 设计意图
Step One
Warming-
up (3’)
Lead in
Play a piece of music and
then show some pictures
about the stars include
some simple personal
information
T:
“Who is she/he?”
“Where is she/he from?
“How old is she/he?...
1、 Answer the questions in the
whole class.like this:
“She/He is…She/He is
from…She/He is…years
old…
2 、 Answer the questions in
person.
既是对上节课
的复习又激发
了学生的兴趣，
直接有效地把
学生的思维引
到“个人介绍”
这个话题上来，
让学生在轻松
愉快的气氛中
进入本课的学
习。
Activity 2. New words
study.
1、Lead the students to
1、Learn the new words in
groups.
小组自学单词，
体现学生的主
体地位，能使全 2
Step Two
Pre-
reading
(8’)
learn t he new w ords in
groups.
2、Show the sentences about
the new words in this unit
and some pictures.
3、Choose the little teacher
to teach the new words and
the teacher correct the
mistakes.
4 、 Check the exercise in
Activity 1.
2、Fill in the blanks.
Check the answers with the
whole class.
3、Little teacher to teach the
new words.The other s to read
after the little teacher.
4 、 Competitive in the whole
class..
班同学参与其
中；通过图片创
设情景学习新
单词，加深学生
对新单词的记
忆，增加学生学
习的趣味性；小
老师带读，锻炼
学生，丰富课堂
教学形式；完成
导学案的词汇
练习，是加强对
所学词汇的巩
固和运用,为学
生扫清阅读障
碍。
Step
Three
While-
reading
(20’)
1. Scanning
(1)Ask students to scan
the passage.
T: How many students are
there in this passage?
T: Read quickly and tell
me who they are?
2. Skimming
Ask students to skim the
passage and check (√) the
true sentences and then
correct the false
sentences.
3.Careful reading.
(1) Paragrap1:
①Choose the best answers
T: Now, please look at
paragraphs 1 and choose
the best answers of the two
(1)Scan the passage and answer
like this:
Ss: Three
Ss; David, Lingling, Tony Smith
Group competition
（2）Read the passage and check
(√) the true sentences and then
correct the false sentences by
themselves.
1 Henry is Daming’s English
name.
2 Lingling’s English name is
Linda.
3 Daming is twelve years old.
4 Wang Hui is from Beijing.
5 Tony is twelve years old.
6 Tony is from the capital of
England.
(1) Read paragrap1:
①Choose the best answers
1.Where is the capital of China?
A.England
B. China
2.How old is Lucy?
要求学生快速
阅读课文，能整
体把握课文内
容。
通过学生快速
阅读，培养学生
获取主旨的能
力, 为进一步学
习做好铺垫。
让学生带着任 3
qu estions.
② Let the students read
Paragraph 1 in groups of six
and find out difficulties.
③Solve difficulties.
T: Let’s continue learning
Paragraph 2.
(2) Paragraph 2:
①Present some sentences to
the students and ask them to
write “T” or “F” also
correct the wrong sentences
after reading Paragraph 2 .
②Ask a student to be “a
little teacher” to check
the answers.
③ Let one team students
read Paragraph 2 and the
other students listen
carefully to point out
important points.
④Solve difficulties.
T: The last paragraph is
talking about Tony Smith .
Let’s read and know more
about him.
A. She is twelve years old.
B. We don’t know.
C. She is from Beijing.
②Read Paragraph 1 in groups of
six and find out difficulties.
③ Solve the difficulties
together.
(2)Read the paragraph 2 also
correct the wrong sentences:
①write “T” or “F”. after
reading Paragraph 2
1. Wang Lingling is twelve years
old.( )
2. Wang Lingling and Wang Hui
are in the same class.( )
3. Henry is from Shanghai and
it’s a samll city. ( )
② A student to be a little
teacher to check the answers.
Others try their best to answer
the questions .
③ One team students read
Paragraph 2 and the other
students point out difficulties
points.
④To say the difficulties
and solve together.
务（问题）去阅
读课文，去找答
案，有助于学生
更加准确地获
取信息，提高阅
读效果和技能。
学生通过分层
次阅读文章，获
取具体信息，把
知识点和课文
理解在分段学
习得以突破。而
小组活动能通
过学生间的自
主、合作学习，
让学生充分地
实践运用语言，
并激发学生创
造性思维的发
展。 4
(3)Paragraph 3:
①Let the students fill in
the blanks after reading
Paragraph 3
②Let the students to check
the answers in groups first
and then competive.
③ Ask a group of six
students to read paragraph
3. Let the other students
listen carefully and find
out difficulties.
④Solve difficulties.
T: Let’s read the passage
together.
(4)Ask the students
read the passage
together make sure they
understand the passage.
(3)Read the Paragraph 3.
① Fill in the blanks
after reading paragraph 3
My name is ______ _______
I’m from__________.It’s a
_____city in England. Tony is my
______name and Smith is my
________name.I’m
thirteen______old. It’s nice
to__ ___ you all.
② The students check the
answers in groups first and
then competive.
③ A group of six students to
read paragraph 3. The other
students listen carefully and
find out difficulties.
④ Say the difficulties and
solve them.
(4)The students read the
passage together to make sure
understand the passage.
Step Four
Post-
reading
(6’)
1.Retell.
①Let the students fill
in the blanks according
to the pict ure .
②Call back the answers
from two students then
read the short passage
in the whole class .
2.Speaking
① Ask and answer about the
1. Look at the picture
and the table to fillin the
blanks.
Li Daming’s ________ name is
David. He is _______ years old
and he is fromBeijing. Beijing
is ______ _________ _____
China.Wang Lingling is_______
years old. Wang Hui is ______
friend. He’s______ Shanghai.
Shanghai is a big _____. Tony
Smith is from______. He is
_______.Tony is______ first
name and Smith is his _____
name.
Pair work
复述课文能使
学生加深对课
文内容的理解。
适量的口头练
习，让学生巩固
本课时的语言 5
people in the pictures.
②Ask some students to come
to the blackboard and
introduce themselves.and
their friends.
the others listen and
retell.
①One ask and one answer. Check
in groups.
②Ready in groups of six.Listen
carefully and retell.
重点,锻炼口头
表达能力。
Step Five
Summary
（2’）
1.Get the students to
sum up the language points.
T: What have we learned
today?
Ss:……
2.Let the students to
choose the best team in this
lesson.
1.Sum up the language points.
2.To choose the best groups.
引导学生对这
节课的总结，让
学生做自由发
言，培养学生自
主学习，自主总
结的良好学习
习惯。
简短的评价使
学生的课堂表
现得到肯定并
且可以激励学
生的学习兴趣，
树立学习英语
的信心。
Step Six
Home-
work
（1’）
采访两个你的新同学，分别问
他们以下几个问题：
What's your name?
Where are you from?
How old are you?
What's your favourite
subject?
将你的采访记录整理成一篇
为 My new classmates 的短文。
（可适当增加采访问题，全文
不少于 60 单词。）
Finish the homework.
课后作业有助
于学生巩固已
学的知识，补充
其他方面的锻
炼。写作是阅读
的拓展，让学生
最终完全掌握
语言，实践运用
语言。
七、 板书设计：
Module 1 Unit 2 I ‘m Wang Lingling and I’m thirteen years old
What’s your name? My name is…
Where are you from? I’m from…
Nice to meet you, … Nice to meet you, too.
达标训练题(100 分)
一、阅读文章，从中找出重要信息填写下面的表格。（50 分） 6
My name is Jim Green. I am twelve. I am not from China and I am not Chi nese.
I am English, but I am a student in a Chinese middle school. I am in Class 3, Grade
1.
Li Ping is my friend. He is thirteen. He is Chinese. He is from Hunan. He is
not in Class Three. He is in Class 1. We are good friends.
Read the passage again. Find the important information and then fill in the
table below.
Name Age Country(国家) Class
Jim Green twelve (1)__ ____ (2)______, Grade 1
Li Ping (3)______ (4)______ (5)______, Grade 1
二、Write sentences for you. （50 分）
1)_____________________________________________________.
2)______________________________________________________.
3)______________________________________________________
4)_______________________________________________________.
5）______________________________________________________.
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