资源简介

Unit 1 This is me
单元教学目标
【Language Abilities】 1.Use words and expressions in the unit to talk about yourself. 2.Use the present perfect tense to talk about experiences of accepting yourself. 3.Describe yourself and your values.
【Culture Awareness】 1.Cultivate students’ self - confidence and guide them to develop an optimistic attitude towards life. 2.Understand the values under different cultural backgrounds and cultivate cross - cultural awareness. 3.Inspire students to challenge themselves and pursue their dreams.
【Quality of Thinking】 1.Analyse the characters’ attitudes and behaviors in the story and find out the changes. 2.Think critically whether people should worry about their looks.
【Learning Abilities】 1.Students will learn to use a thinking map to organize their ideas about themselves. 2.Use the learned knowledge and personal perception to creatively express different views on yourself.
【Class Hour Division】 Six periods
第一课时 Starting out&Reading
第二课时 Grammar
第三课时 Listening and Speaking
第四课时 Reading
第五课时 Writing
第六课时 Presenting ideas&Reflection
单元教材分析
本单元的主题为：认识自我。该主题属于“人与自我”主题范畴下的“生活与学习”主题群，对应“自我认识，自我管理，自我提升”这一子主题内容。本单元围绕话题how to become a better me, 学习和完成11个语篇，了解心目中的自己及他人眼中的自己，接受自己的长相，探寻自我价值，勇于挑战自己，实现自我梦想。通过学习，学生将逐步树立积极的人生观和价值观，为未来的成长奠定坚实的基础。
Starting out：本部分通过思维导图的形式，激活学生对自己及他人眼中自我形象的已有认知。学生将通过绘制思维导图，梳理并表达关于自己的基本信息、兴趣爱好、性格特点等，为后续的深入学习奠定基础。
Understanding ideas: 本部分的阅读文章标题为《A Red, Red Rose》，讲述了作者Sally从刚开始讨厌自己脸上的胎记，到在朋友Maddie的鼓励下将其视为一朵红玫瑰，最终学会接纳自我的故事。文章通过Sally的成长经历，传递了树立正确外貌观的重要性，鼓励学生学会接受自己的独特之处，勇敢面对自我。
Developing ideas:本部分包含听力和阅读两个模块。听力部分通过文学作品中的经典片段，引导学生思考如何探索自身价值；阅读部分则讲述了中国运动员苏炳添的故事，展现了他如何通过不懈努力和勇于挑战自我，最终实现梦想的历程。这部分内容旨在激励学生勇敢追求目标，突破自我限制。
Presenting ideas:学生需要结合本单元所学内容，发表一篇关于自身情况的演讲。通过这一任务，学生不仅能够巩固所学知识，还能锻炼语言表达能力，进一步加深对自我认知的理解。
课时分解
第一课时　Starting out&Reading
Teaching Objects　【教学目标】
1.Know yourself comprehensively and introduce yourself to others.
2.Find out the changes in Sally's behavior regarding the birthmark on her face and analyse the reason.
3.Reflect on the importance of self-acceptance and discuss why people should or should not worry about their looks.
Teaching Aids　【教学工具】
an English book，a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【导入】
Show the picture on page 2 to students, and then ask them to answer the question.
What does the picture show
Let some students share the answers.
Starting out
Page 3，1
1.Ask students to watch the video and answer the questions.
① What does Sam think of himself
② What do other people think of Sam
2.Let some students share the answers.
3. Guide students to think about why there are differences between the two answers.
Page 3，2
1.Ask students to make a thinking map about themselves.
2.Encourage students to brainstorm more aspects about themselves and share in class, then the teacher can give some extra words.
3.Give students some useful expressions as follows.
Useful expressions:①Looks: I have .../I’m...(short, tall, of medium height/build,dark hair, big and round eyes...)
②Personality:I am...(outgoing, shy, brave, positive, helpful... )
③Abilities: I can ... I can’t ...
④Likes and dislikes:I like ... I don’t like...
4.Let students introduce themselves to others.
Understanding ideas（1－4）
★Step 2 Pre-task【准备任务】
Page 4，1
1.Ask students to look at the picture and the title on page 4, then answer the questions.
①What does the word “rose” mean
②What’s the girl doing
③What do you think the girl feels about the “rose”
2.Show the following words and expressions to help the students. Make sure they know the meanings of the words.
beautiful face hair mirror shape birthmark different
3.Ask students to share the answers with the class.
Possible answers:①It refers to the birthmark on the girl’s face because its shape is the same as a rose.
②She is looking at her birthmark on her face in the mirror carefully.
③I think the girl feel different about the “rose”.
★Step 3 While-task【过程任务】
Page 4，2
1.Ask students to read the passage and check their answers.
2.Share the right answers with the class.
Page 6，3
1.Show the three sentences to students and make sure they understand the meanings of each sentence.
2.Ask students to choose the best summary of the passage and share their reasons.
3.Check answers with the whole class.
Carefully reading
Ask students to read again, then answer the questions.
Which part of her looks didn’t Sally like
What colour was it
How did Sally feel about it before
How did Sally feel about it now
Why did Sally change her views of it
2.Check the answers with the class.
Answers:①Sally didn’t like the birthmark on her face.
②It was bright red, the colour of a strawberry.
③Sally didn’t like it before.
④Sally thinks it’s special and different now. And she accepted it.
⑤Because Maddile said Sally had a red rose on her face and it was beautiful.
Page 6，4
1.Ask students to complete the notes with the words and expressions from the passage.
2.Check the answers with the class.
Answers:①birthmark ②secretly ③to cover ④red rose
⑤turned sunny ⑥painted a red rose ⑦different.
★Step 4　Post-task【后续任务】
Page 6，Think and share
1.Ask students to think about the following questions:
①What does Sally think of her birthmark now
②Do you think people should worry about their looks Why or why not
2.Give some prompts to the students.
3.Let some students share their answers.
Further thinking
1.Ask students to answer the question.
What can you learn from Sally’s experience
2.Share some answers with the class.
★Step 5　Language points　【语言要点】
1. On crowded buses and trains, it felt just like a disaster.
feel like...意为“感觉像……，有……感觉”。例如:
It feels like summer even though it's only April.虽然现在只是四月，但感觉已经像夏天了。
I feel like I'm on top of the world.我觉得开心极了。
feel like...还可意为“想要”。feel like doing sth. 想要做某事 例如:
I feel like doing something different today. 今天我想要做点不一样的事情。
2. With so many people around me, my birthmark burned red hot.
(1) with so many people around me解释了她觉得胎记发烫的原因。英文中with +n.构成介词短语，可以表原因、方式等。例如:
With the support from her family, she felt relaxed, 有了家人的支持，她放松了许多。(表原因)
With a smile, she gives me a flower.她笑着给了我一朵花。
(表方式)
(2) burn意为“(脸因窘迫或生气而)发烫”。例如:
I felt my face burning when I was talking to him.我跟他说话的时候感觉自己的脸烧得发烫。
3. She sat right beside me.
句中right是副词，意为“正好(在某个位置或地方)"。例如:
He lives right next door.他就住在隔壁。
4. Instead of looking away, Maddie studied my face.
instead of...意为“代替……;而不是”，后面常接名词或动名词。例如:
Instead of playing games, he chose to study.他选择去学习，而不是玩游戏。
I'll have a cup of tea instead of milk.我要一杯茶，而不是牛奶。
★Step 6　Summary　【课堂小结】
Ask students to use the students’ self-assessment form to check what they have learned in this lesson.
I can know myself comprehensively and introduce myself to others.
I can find out the changes in Sally's behavior regarding the birthmark on her face and analyse the reason.
I can learn to accept my looks.
★Step 7　Homework【家庭作业】
1.Review the words, phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教学反思】
This story has greatly attracted the students’ attention. The classroom atmosphere is active, and the students can actively participate in the discussion. During the reading process, students can find the reason why Sally changed her view of her birthmark and think about what they can learn from her experience. It can help students develop their thinking abilities.
第二课时　Grammar
Teaching Objects　【教学目标】
1.Master the usage of the present perfect tense.
2.Distinguish the present perfect tense and past simple tense.
3.Talk about the experience of accepting your looks.
Teaching Aids　【教学工具】
an English book，a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【导入】
Present the video clips and ask students to watch and pay attention to the lines.
Guide students to find the lines all contain the structure “have/has done”.
Page 7，5
Present the two sentences and ask students to read and translate.
I haven't told Maddie yet how she has changed me.
I have already learnt that I am what I am.
Guide students to pay attention to the verb forms and circle the structure “have/has+ done” in the sentences.
Tell students that the sentences are in present perfect tense which is the target grammar in the class.
Understanding ideas（6—8）
★Step 2　Grammar focus learning【语法学习】
现在完成时(1)
用法
现在完成时表示在以前某个时间已经发生的行为或曾经做过的事情对目前有某种影响。常与这些副词及短语连用：just, already, yet, recently, before, ever, never, twice, so far, in the past three years等。
E.g. I have already seen the film. I don’t want to see it again.
He has just finished his homework.
All the tickets have sold out.
I have never talked with Mr. Li before.
二、基本结构
1.肯定句：主语 + have/has + 过去分词+...
E.g. I have bought many books about European history.
They have finished the housework.
2.否定句：主语 + have/has + not + 过去分词+...
E.g. The Simpsons haven’t been to Canada since the day they left.
Eric hasn’t got his plane ticket yet.
3.一般疑问句结构及回答：
—Have/Has+主语+过去分词+...
—Yes, 主语+have/has. /No, 主语+haven’t/hasn’t.
E.g. — Have you ever read Sherlock Holmes
— Yes, I have./No, I haven’t.
— Has he decided which book to write about yet
— Yes, he has./No, he hasn’t.
三、动词的过去分词
1.规则变化的构成方法：
①一般在词尾直接加-ed：E.g.help—helped
②以不发音的e结尾的动词，词尾加-d：E.g.live—lived
③以“辅音字母+y”结尾的动词，先将y变成i, 再加-ed：E.g.carry—carried
④以重读闭音节结尾，且末尾只有一个辅音字母的动词，先双写该辅音字母，再加-ed：E.g.stop—stopped
2.不规则动词的变化形式
原形—过去式—过去分词
be—was/were—been find—found—found
do—did—done have—had—had
eat—ate—eaten make—made—made
go—went—gone let—let—let
see—saw—seen put—put—put
四、现在完成时与一般过去时的区别
现在完成时与一般过去时都表示在过去做的动作，但现在完成时强调这一动作与现在的关系，如对现在产生的结果、影响等; 一般过去时则只表示过去的事实，不表示和现在的关系。所以，一些表示过去的固定时间状语只能与一般过去时连用，如ago,last或由when(何时)引起的问句都不能与现在完成时连用。
E.g. I have just cleaned my room.
I cleaned my room yesterday.
★Step 3　While-task【过程任务】
Page 7，6
1.Show the words and phrases to students, then ask them to write sentences with the present perfect tense.
2.Check the answers with the class.
Answers: ①I have just cut my long hair.
②She has never worried about her looks.
③I have just painted a beautiful flower on my face.
④Chris has always worn a pair of glasses.
⑤Jessica has already changed her opinion on her looks.
Page 7，7
1.Show the paragraph to students, then ask them to read it and rewrite the underlined sentences using the present perfect tense.
2.Check the answers with the class.
Answers: ①I have been the tallest student in my class.
②I have sat on the last row.
③“You must be good at basketball.”My classmates have always said that.
④I have learnt to accept my height now.
★Step 4　Post-task【后续任务】
Page 8，8
Ask students to work in pairs and then discuss the experience of accepting their looks.
Give students an example as follows.
Experience of accepting yourself
Which part of your looks are you not happy with
How did you feel about it before
How do you feel about it now
Why did you change your view of it
What can you learn from this experience
3. Ask students to use the words from the reading passage and the useful expressions.
4.Show the useful expressions to help them to organize their ideas.
Useful expressions:
I was not happy with my ...
... is a good way to...
What do you think of... now
For example, ...
I have already ...
Why not ...
5.Choose some students to share their answers.
★Step 5　Summary　【课堂小结】
Ask students to use the students’ self-assessment form to check what they have learned in this lesson.
I can master the usage of the present perfect tense.
I can distinguish the present perfect tense and past simple tense.
I can use the present perfect tense to discuss the experience of accepting my looks.
★Step 6　Homework【家庭作业】
1.Review the words, phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教学反思】
In this grammar class, some students still couldn't figure out the difference between the present perfect tense and past simple tense. Therefore, in the next class, I will prepare more corresponding exercises to strengthen the training.
第三课时　Listening and Speaking
Teaching Objects　【教学目标】
1.Understand the listening material and grasp the key information.
2.Pronounce /m/ /n/ and / / correctly and remember the letters and letter combinations that represent them.
3.Talk about what you have learnt about exploring yourself.
Teaching Aids　【教学工具】
an English book，a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【导入】
1.Ask students to look at the three pictures on page 9-10, then answer the questions.
What are the names of these books
Answers:①The Blue Bird ②The Adventures of Pinocchio ③The Wonderful Wizard of Oz
Have you ever read them
2.Introduce some basic information about the three books.
The Blue Bird（《青鸟》） 是比利时剧作家莫里斯·梅特林克（Maurice Maeterlinck）于1908年创作的象征主义童话剧。这部作品通过两个孩子寻找青鸟的奇幻旅程，探讨了幸福、生命和人类精神世界的深刻主题。《青鸟》不仅是一个充满奇幻色彩的童话故事，更是一部关于幸福、生命和人类精神的深刻寓言。它通过蒂蒂尔和米蒂尔的旅程，向读者传递了幸福就在我们身边的深刻道理，至今仍深受全世界读者的喜爱。
The Adventures of Pinocchio（《木偶奇遇记》）是意大利作家卡洛·科洛迪创作的童话，也是其代表作，发表于1880年。作品讲述当仁慈木匠皮帕诺睡觉的时候，梦见一位蓝色的天使赋予他最心爱的木偶匹诺曹生命，于是小木偶开始了他的冒险。如果他要成为真正的男孩，他必须通过勇气、忠心以及诚实的考验。在历险中，他因贪玩而逃学，因贪心而受骗，还因此变成了驴子。最后，他掉进一只大鲸鱼的腹中，意外与皮帕诺相逢……经过这次历险，匹诺曹终于长大了，他变得诚实、勤劳、善良，成为了一个真真正正的男孩。
The Wonderful Wizard of Oz(《绿野仙踪》)是美国“童话之父”莱曼·弗兰克·鲍姆创作的儿童魔幻小说，1900年5月在美国首次出版，由威廉·华莱士·丹斯洛绘制插图，是奥兹国系列书籍的第一部。故事讲述了一个名叫多萝西的小女孩被龙卷风刮到神奇的奥兹国，为了回家，她沿着黄砖路前往翡翠城寻找帮助。一路上，她遇到了想要脑子的稻草人、渴望心的铁皮人和需要勇气的狮子，四人结伴前行，经历了许多冒险。最终，他们发现真正需要的东西其实一直就在自己身上。这本书充满奇幻色彩，也传递了关于友谊、勇气和自我成长的深刻道理。该书是美国阅读量最大的儿童图书之一，被誉为“美国最伟大和最受欢迎的本土童话”。
Then ask students to talk freely.
Have you ever read books like these If yes, could you tell me about one of them If not, which of these three books interests you the most
★Step 2　Pre-task【准备任务】
Many works of literature have described characters in search of their values.Some good examples are The Wonderful Wizard of Oz, The Blue Bird and The Adventures of Pinocchio.
★Step 3　While-task【过程任务】
Page 9，1
1.Show the four sentences to students, then ask them to figure out what each option means and find out the differences among them.
2.Ask students to listen to the radio programme and choose the best summary of the book.
3.Check the answers with the class.
Page 10，2
1.Show the notes to students, then ask them to guess what kinds of words may be filled in the blanks.
2.Ask students to listen to the radio programme again and complete the notes about the book. Before listening, remind students to take notes of the key information.
3. Check the answers with the class.
Page 11，3
1.Show the comments to students, then ask them to guess what may be filled in the blanks. Explain “comment” if needed.
2.Ask students to listen to the conversation and complete the comments.
3.Check the answers with the class.
Page 11
1.Ask students to listen again and talk about how the students comment on the book.
2.Tell students the way to make comments.
To comment on books or films, we usually focus on the most interesting thing to us. It can be the main idea or the main character.And we can also give examples to support our comments.
★Step 4　Post-task【后续任务】
Phonetics in use
1.Let students read the words on page 9 freely, and then ask them to pay attention to the pronunciation of the bold letters.
2.Play the recording and ask students to repeat them.
3.Tell the key points of the pronunciation of /m/ /n/ and / / and give a correct demonstration.
4.Have students read the words together.
5.If possible, provide more target language materials for students to practise.
Page 11，4
1.Ask students to work in groups.Introduce and comment on another book about finding a “new me”.
2.Tell students that the comment may include the following aspects.
Basic information
Your favourite quote
Your favourite character
The most unforgettable event/ interesting part
The main idea/ message
...
3.Show the useful expressions to students.
4.Let students talk about what they have learned about exploring themselves in this section.
★Step 5　Summary　【课堂小结】
Ask students to use the students’ self-assessment form to check what they have learned in this lesson.
I can know about the basic information of The Wonderful Wizard of Oz and people’s comments on this book from the listening.
I can pronounce /m/ /n/ and / / correctly and remember the related letters and letter combinations.
I can talk about what I have learnt about exploring yourself.
★Step 6　Homework【家庭作业】
1.Review the words, phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教学反思】
In this period, we should ask the students to grasp the key words to complete the listening tasks. In addition, we should encourage them to talk about what they have learned about exploring themselves in this section.
第四课时　Reading
Teaching Objects　【教学目标】
1.Learn about the story and spirits of Su Bingtian.
2.Retell Su Bingtian’s story according to the timeline.
3.Talk about what we can learn from Su Bingtian and what we can do to achieve our dreams.
Teaching Aids　【教学工具】
an English book，a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【导入】
1.Show the picture to students, then ask them to answer the questions.
What are they doing
Do you know the Chinese athlete
2.Let students watch a video related to the Chinese athlete, then say the answers.
★Step 2　Pre-task【准备任务】
Page 12，1
1.Let students look at the pictures and answer the question.
What words would you use to describe him
2.Show some words and expressions to help students.
fight one’s fear try succeed doubt stick to hold back
3.Ask students to share their answers with the class.
★Step 3　While-task【过程任务】
Page 13，2
1.Ask students to read the story and check their answers.
2.Check the right answer with the class.
Page 14，3
1.Ask students to complete the timeline with the words and expressions from the passage.
2.Let some students say their answers.
3.Check the answers with the class.
Answers: 1.began 2.10 seconds 3.10.16 seconds 4.from zero
5. fought his fears 6.made history 7.Chinese athlete
Page 14，4
1.Ask students to answer the questions.
①What do you think the title means
②What do Su Bingtian’s words in paragraph 5 mean
③What does the writer mean by “Everyone can be a Su-perman!”
2.Let some students say their answers.
3.Check the answers with the class.
★Step 4　Post-task【后续任务】
Page 14，Think and share
1.Ask students to think and share:
①What can you learn from Su Bingtian
②How do you think youngsters can write their stories
2.Give students some prompts.
3.Let some students share their answers and check the answers with them.
★Step 5　Language points　【语言要点】
1. However, doubts and fears often hold us back.
hold... back在此处意为“阻碍……(的发展)”。例如:
Don't let fear hold you back from your dreams.不要让恐惧阻碍你实现自己的梦想。
2.In 2015,he clocked 9.99 seconds and made history.
句中clock是动词，意为"以……速度行驶;达到(某速度)”，经常用于描述运动员的成绩或者驾驶车辆所用的时间。例如:
the first car to clock 100 kilometres an hour第一辆时速为100公里的汽车
She clocked a new world record in the women's marathon.
她在女子马拉松比赛中创下了新的世界纪录。
3.Nothing is impossible as long as you try and stick to it.
(1) as long as意为“只要”。例如:
As long as you study hard, you can pass the exam. 只要你努力学习，你就能通过考试。
(2)stick to意为“遵守，信守;坚持”。例如:
He decided to stick to his first plan.他决定坚持他的第一个计划。
★Step 6　Summary　【课堂小结】
Ask students to use the students’ self-assessment form to check what they have learned in this lesson.
I can learn about the stories and spirits of Su Bingtian.
I can retell Su Bingtian’s story according to the timeline.
I can talk about what we should do to achieve our dreams.
★Step 7　Homework【家庭作业】
1.Review the words and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教学反思】
In this lesson, the story of Su Bingtian was inspiring, but some students have difficulty understanding long sentences. To improve, I will use more visuals, simplify explanations, and add interactive activities like group discussions. This will help weaker students engage better and understand the lesson's message.
第五课时　Writing
Teaching Objects　【教学目标】
1.Write about another successful person.
2.Share your comments and ideas about this successful person.
Teaching Aids　【教学工具】
an English book，a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【导入】
Ask students to answer the following questions according to last reading class.
Who is the person
What did he do
Do you think he is a successful person
Let students brainstorm another successful person.
Show some pictures to give students tips.For example, Yuan Longping, Tu Youyou, Quan Hongchan.
★Step 2　Pre-task【准备任务】
Let students search for information about a successful person and plan their passage with the chart.
What challenges the person faced （doubts or fears）
What the person did to overcome the challenges
What the person achieved
Your comments and ideas about this person
★Step 3　While-task【过程任务】
1.Ask students to write about the person with the help of the chart.
Possible answers: J.K. Rowling is a famous writer who wrote the Harry Potter books. Before she became successful, she faced many challenges. She was a single mother with very little money. She also felt sad and struggled with depression. Many people doubted her writing skills, and some even told her that her book ideas were not good enough. She felt afraid that she would never succeed.
Despite these difficulties, J.K. Rowling never gave up. She kept writing even when life was hard. She believed in her story and worked hard to finish her first book, Harry Potter and the Philosopher’s Stone. She sent her book to many publishers, and after many rejections, one finally agreed to publish it.
Her book became a huge success. The Harry Potter series is now one of the most popular book series in the world. It has been translated into many languages and turned into movies. J.K. Rowling is now one of the richest and most famous authors in the world.
I admire J.K. Rowling because she never gave up, even when life was difficult. She teaches us that hard work and believing in yourself can help you overcome challenges. Her story inspires me to keep trying, no matter how hard things seem.
★Step 4　Post-task【后续任务】
1.Have students exchange their passages with a partner.
2.Ask students to check their passages as follows.
Did you cover all the information in the chart
Did you use the words and expressions from the reading passage
Did you give your opinion about the person’s efforts and success
3.Let some students share their passages with the class.
★Step 5　Summary　【课堂小结】
Ask students to use the students’ self-assessment form to check what they have learned in this lesson.
I can write about another successful person.
I can share my comments and ideas about this successful person.
★Step 6　Homework【家庭作业】
Further polish your writing according to the evaluation criteria.
Teaching reflection　【教学反思】
In this writing class, I find that some students are not good at writing. We need to help them more, like showing them how to write and giving advice. We should also encourage them to take part in class activities. This way, their writing will get better little by little.
第六课时　Presenting ideas&Reflection
Teaching Objects　【教学目标】
1.Make a speech about yourself.
2.Talk about how to become a better me.
Teaching Aids　【教学工具】
an English book,a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【导入】
Ask students to do a task: Make a speech about yourself.
★Step 2　Pre-task【准备任务】
Ask students to look at the thinking map in Starting Out and think: has your idea about yourself changed Consider the following things:
looks
likes and dislikes
personality
abilities
★Step 3　While-task【过程任务】
1.Let students organise their ideas with the help of the outline on page 16 and prepare their speech.
2.Ask students to use the language tips in the outline on page 16 or find useful expressions or sentences from this unit.
3.Ask some students to practise and give their speech to the class.
★Step 4　Post-task【后续任务】
1.Ask students to vote on the best three speeches.
2.Ask students to talk about how to become a better me as the following mind map.
How to become a better me
Accept ourselves Explore ourselves Challenge ourselves
3.Ask students to check whether they have achieved their learning goals.
4.Let students write down what they still need to improve.
★Step 5　Summary　【课堂小结】
Ask students to use the students’ self-assessment form to check what they have learned in this lesson.
I can make a speech about myself.
I can talk about how to become a better me.
★Step 6　Homework【家庭作业】
1.Review the words,phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教学反思】
In this class, I clearly told the students that the task of this class was to make a speech about themselves. And I also showed them an example. This made the students have a clear understanding of the activity. Quite a few students showed great interest and were eager to give their speeches to the class, which helped to improve their classroom participation.

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