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III. Teaching procedures
Step1 Lead in
The teacher shows some pictures related to the students’ school and encourages them to talk about them.
【设计意图：通过展示与主题相关的本校图片导入呈现人称代词。作用一：有助于教师更加了解学生；作用二：激活了学生的知识储备，为输出任务积累素材。】
Step2 Presentation
1. The teacher asks the students to revise what they’ve learnt from the reading material on P32 and asks them to read Millie’s diary adapted from it.
2. The students are asked to identify the personal pronouns and the subject forms of personal pronouns in the diary.
3. The teacher asks the students to tell what these subject forms of personal pronouns refer to in the article.
【设计意图：以前一课时阅读文本为载体，引导学生回归文本，初步认识并体会人称代词在语篇层面上的指代功能。】
Step3Practice
1. The teacher asks the students to complete the conversation with personal pronouns on P35.
The students are encouraged to tell what these subject forms of personal pronouns refer to in the conversation.
【设计意图：学生在对话中运用人称代词主格。】
2. The teacher asks the students to talk about their school life with their classmates.
The students are encouraged to make up dialogues to practice using proper personal pronouns.
【设计意图：通过师生互动、生生互动,鼓励学生灵活运用所学的人称代词进行交流。】
Step4 Presentation
The teacher talks about Mr.Wu’s class with the students and presents some sentences with the object forms of personal pronouns.
The students are encouraged to observe and analyze the usage of object forms of personal pronouns.
【教师通过图片展示语境，鼓励学生观察、分析并归纳出人称代词宾格的用法，初步理解宾格的指代意义。】
Step5 Practice
1.The teacher asks the students to complete the conversation with the correct personal pronouns on P36.
【设计意图：学生在对话中体会人称代词宾格的意义并能简单运用。】
2. The students are encouraged to make up a new dialogue about Daniel.
【设计意图：充分利用教材提供的素材，从爷爷奶奶的视角谈论Daniel的学校，学生在特定的语境中灵活运用人称代词，实现交际的目的，促进学生语言能力和思维能力的协同发展。】
Step6 Production
1.The teacher shows some information about Mr. Wu, which is collected from different students.
The students are encouraged to polish the article.
【设计意图：教师呈现出一篇由不同学生提供的信息整合而成的文章，帮助学生体验使用代词的必要性。从语篇和写作的角度理解和运用人称代词。】
2. The students are encouraged to talk about their own teachers.