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Unit 1 You and Me Section B 2a-2b 教学设计
In 2a, students are provided with several sentence patterns. They need to fill in the blanks according to their own situations. For example, "My name is... I'm... years old. I live in... My favourite sport is...". This activity helps students organize their personal information in English at the sentence level, making them more familiar with basic sentence structures for self - introduction.
In 2b, based on the sentences completed in 2a, students are required to write a reply letter to either Pauline or Peter. They should integrate those self - introduction sentences into a complete letter, adding necessary greetings, closing remarks, and expressions of friendship - making intention. This activity promotes students' ability to transform single sentences into a coherent written text, which is an important step in developing their writing skills from a basic to an advanced level. The whole 2a - 2b section is closely related to the unit theme of "You and Me", aiming to help students express themselves in writing when making new friends.
教学目标 Students should be able to master and use sentence patterns for introducing personal information, such as "My name is...", "I'm... years old", "I live in...", "My favourite... is...", "I have a pet... Its name is...", "I'd like to be your friend", "Please write to me". Be familiar with vocabulary related to personal information and hobbies that may be used in the writing, like "parrot", "guitar", "tennis", "hobby", "information". Develop writing skills, including using given sentence patterns to write about oneself in 2a and then integrating these sentences into a complete letter to reply to a friend - making post in 2b. Students should be able to organize their thoughts, make their writing coherent, and express themselves clearly in English.
教学重难点 Mastering the sentence patterns for personal information introduction and being able to use them accurately in writing. These sentence patterns are the foundation for students to express themselves in English when it comes to personal details. Understanding the writing requirements of replying to a friend - making letter, including the correct format (greeting, body, closing), and the content organization. Students need to know how to start the letter, introduce themselves, find common interests with the addressee, and end the letter politely. Using relevant vocabulary related to personal information and hobbies appropriately in the writing to enrich the content. Organizing a coherent and meaningful letter. Students may have difficulties in connecting the sentences they wrote in 2a smoothly, making the transition between different parts of the letter natural. They may also struggle with how to expand on their personal information and make the letter more engaging.
Sentence Patterns for Personal Information Introduction
Basic Information:
"My name is + name." For example, "My name is Li Hua."
"I'm + age + years old." Such as, "I'm 13 years old."
"I'm from + place." or "I live in + place." e.g., "I'm from Beijing." "I live in a small town near the sea."
Family and Pets:
"I have a family member... He/She is... (describe the family member)." For instance, "I have an older brother. He is a college student."
"I have a pet + animal name. Its name is + pet's name." Like, "I have a pet dog. Its name is Coco."
Hobbies and Preferences:
"My favourite sport is + sport name." e.g., "My favourite sport is basketball."
"I like + activity. I often + verb + (time/place)." For example, "I like reading. I often read books in the library after school."
"I'd like to be your friend." This is an important sentence for expressing friendship - making intention.
"Please write to me." Used to end the letter, indicating the expectation of a reply.
教学过程
I. Warm - up (5 minutes)
Greeting and Quick Review: The teacher starts the class with a warm greeting, "Good morning/afternoon, dear students! How are you today " Then, briefly review the personal information and hobbies vocabulary learned in previous classes. For example, show flashcards of "parrot", "guitar", "tennis" and ask students to quickly say the words. Also, randomly call on students to recall some sentence patterns for self - introduction, like "My name is...", "I'm... years old".
Lead - in to the Topic: Share a short story about a student making a new friend through a letter. After that, ask students, "Have you ever made friends by writing letters What information do you think is important to include when writing to a new friend " This leads students to think about the content of writing a letter to a new friend, which is the main task of this class.
II. Presentation (10 minutes)
Sentence Pattern Review (2a): Display the sentence patterns in 2a on the screen. Read each sentence pattern aloud, for example, "My name is... I'm... years old. I live in... My favourite sport is...", and ask students to repeat after the teacher to ensure correct pronunciation. Then, explain the function of each sentence pattern. For instance, the "My name is..." pattern is used to introduce one's name. Ask students to fill in the blanks according to their own situations. Walk around the classroom to offer help and check students' progress. After they finish, invite several students to share their completed sentences with the class.
Letter - writing Format Introduction: Use a sample letter on the PPT to introduce the basic format of a letter. Point out the greeting part (e.g., "Dear Pauline/Peter"), the body where students will write their personal information using the sentence patterns from 2a, and the closing (e.g., "Best regards," followed by the writer's name). Explain the importance of each part and how to write them appropriately. For example, the greeting should be polite and address the addressee correctly.
III. Practice (15 minutes)
Sentence - building Practice: Divide students into pairs. Each pair is given a set of cards with different parts of personal information, such as "age", "hobby", "nationality". They need to use the sentence patterns to build sentences. For example, if a pair gets a card with "age: 13" and "hobby: dancing", they should make sentences like "I'm 13 years old. My favourite hobby is dancing." Encourage pairs to check each other's sentences for accuracy. After that, ask some pairs to come to the front and share their sentences with actions to make it more vivid.
Drafting the Letter (2b): Based on the sentences they completed in 2a and the letter - writing format they learned, ask students to start drafting their reply letters to either Pauline or Peter. Remind them to use the correct format and try to make their letters coherent. For example, they can use words like "also", "and" to connect different sentences. Walk around the classroom, providing individual guidance. If students are stuck on how to expand on their personal information, suggest some ideas, like adding more details about their hobbies, such as "I like dancing. I often go to the dance studio on weekends and learn different dance styles."
IV. Production (10 minutes)
Peer Review: Form groups of four. In each group, students exchange their letter drafts. They are required to read their group members' letters carefully and check for grammar mistakes, vocabulary usage, and the overall coherence of the letter. Provide a checklist for them, including items like "correct use of sentence patterns", "proper letter format", "no grammar errors". Each group member should write down their suggestions for improvement on the draft. After about 5 minutes, students get their drafts back and start revising according to their group members' suggestions.
Final Letter Submission: After the peer review and revision, ask students to write their final letters neatly on a new piece of paper. They can also draw some simple pictures related to their personal information beside the letter to make it more interesting. Collect the letters and display them on the classroom wall later, allowing students to read and appreciate each other's work.
V. Summary (5 minutes)
Recap: The teacher briefly recaps the key points of this class, including the sentence patterns for personal information introduction, the letter - writing format, and the importance of peer review in improving writing. Ask students to recall the main steps they took to write the letter.
Homework Assignment: Assign homework. Students need to write a letter to a new friend they met during the school activity last week. They should use the knowledge they learned in this class, including correct sentence patterns, proper letter format, and vivid description of personal information. This homework helps students further practice and consolidate their writing skills in a real - life - related situation.

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