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I live with my family in Beijing.
I wear glasses.
III. Focus of the lesson and predicted area of difficulty
Write a passage to introduce oneself to others.
IV. Teaching procedures
Step 1 Lead-in
1. Play a guessing game
T: Boys and girls, before we begin our class, let’s play a game first. Please guess who he/she is
according to some given information.
2. Ask students to go over what they have learnt from Reading part and finish the chart.
T: In this unit, you and Miss Xue met not only Eddie and Hobo but also some new friends in the
Reading part. Do you still remember who they are? Yes, they are Millie, Simon, Sandy and
Daniel. Would you like to finish the chart according to the Reading part? After finishing the chart, please say something about them with sentence patterns like “Millie is …” and “Simon likes …”.
【设计意图】猜谜游戏活跃气氛的同时引导学生关注身边人物，又自然过渡到所学课文；从阅读课时的主体内容入手，熟悉的话语帮助学生迅速进入task学习的状态，也帮助学生初步形成的人物介绍简单要素。
Step 2 Presentation
1. Ask students to revise the passage about Millie and then finish the profile.
(1) Ask students what the passage is about and answer the following questions.
How old is Millie?
Which school does she study in?
How does she look like?
What is her hobby?
(2) Finish the profile according to the chart.
2. Ask students to read the passage about Daniel and finish the chart.
T: How about Daniel? Let’s read the passage together and answer this question:
What doe the text tell us?
T: So we know that Daniel comes from Nanjing. “Be from” equals to “come from”. We can say “Daniel is from Nanjing”. (Students read the phrases twice and make up similar sentences.) From the picture, we find that there is a pair of glasses. So we can say “Daniel wears glasses. (Students read the phrases twice and make up similar sentences.)
3. Try to classify the information and find out what each paragraph is about.
4. Read the passage and finish the profile of Daniel.
【设计意图】通过整理Millie和Daniel的简单信息构成基本思维导图，通过段落大意的归纳帮助学生明确文段的组织方式，形成清晰脉络。同时也将本课时重点词汇一一呈现并强调。
Step 3 Practice