letter英语教案.doc

Teaching planModule 1 Unit 1 A letter from a penfriend执教教师：浦东外国语学校 陈贻依（一）关于教材1、本节课阅读部分是英国学生Jon写给他刚从笔友杂志上获悉的笔友May的一封交友英文信。对照“二期课改”初中英语课程标准，并从初中英语教学的整体宏观安排来审视，这节学写英文书信的教学内容。从“二期课改”课程标准的“教学目标”中“态度情感目标”一项来看，一级目标是“主动参加英语交际活动”；二级目标还是“积极主动参加英语交际活动”；三级和四级目标更是“能听懂英语国家人士内容浅近的讲话，了解基本意思，并能进行简单的交际或反应”。根据研读课标和了解学情，形成了本节课教学目标，分成三方面：知识与技能目标：1、了解英文书信的结构，规范英文书信写作；2、理解和掌握重点单词、词组和句型，熟练运用特殊疑问句。过程与方法目标：学生经历“头脑风暴”、生生交流、师生交流、看图快答等互动式教学体验，积累英语书信写作的表达方式。情感态度价值观目标：懂得礼貌待人，和谐相处，学会通过书信跟他人交流。2、教学重点：英文书信的结构。这是属于课程标准所规定的知识点由低而高的四个层级（了解、理解、掌握、应用）中的“掌握”和“应用”两个级别，应该作为教学重点。另外，在当前科技日新月异，通讯手段日趋便捷、多样的背景下，动辄打手机、发Email、无线上网学生实在缺少书写中文信的机会，更鲜有书写英文书信的实践；且在之前的教学中没有系统、全面讲授过有关知识。所以教会学生写英文信就很有现实意义。3、教学难点：理解和掌握重点单词、词组、句型和语法，熟练运用特殊疑问句（wh和how型）。这些内容其实长期以来都是学习英语的难点。就本节课而言，要写好英语书信，“言由己出”，“我手写我心”，词汇就会显得不够使用。对初二学生来说，连中文词汇也往往积累太少，句型也不丰富，可谓捉襟见肘，更何况英文！特殊疑问句虽会用，但不够熟练，更不善于运用疑问句来收集信息。因此，写出一封词汇丰富、传情达意的英语书信就具有一定难度。Teaching Procedure:StepTeachers ActivityStudents ActivityPurposePre-task preparationBrainstormHow do you keep in touch with your friends?GuessDo you know which is my favorite?Do you know why?Please use the pattern given:Zoe prefers to write to her friends becauseShare different means of communication they know in classStudents guess which is my favoriteStudents guess different reasons by using the given patternWarm up and tune in the main topic of the class that letter is one of the important means of communication and why people like to communicate with others by writing letter.While-task proceduresA. I need to write to a new penfriend today, lets learn together how to write a letter.a) BrainstormWhat does a letter have?（板书 学生的brainstorm内容）b) Introduce the parts of a letter with the picture （板书 complimentary）c) Raise a questionCan a letter have a title on the top?Tell students that a letter mustnt have a title.d) Situation taskGive each student a blank letter sheet, and invite them to apply different parts of a letter in the blank paper correctly by using their real information.(投影展示)B. After getting to know the main parts of a letter, now lets turn to the contents.a) BrainstormSuppose you were my new penfriend, what would you like to know about me?You will ask(板书 Wh./How)b) What should I write first?Show the suggested order of the contents.（板书 be keen on, ambition, accountant, architect）C. Deal with the text. Here Ive got a letter from Jon to his new penfriend May. Lets listen to the tape to see what Jon tells May in the letter.a) Listen to the first paragraph and answer the questions.b) Listen to the second decide whether these statements are true or false and give the reasons to tell why it is false.c) Listen to the third paragraph and fill in the blanks.d) Listen to the fourth paragraph and answer.(板书 enclose)D. Read the vocabulary that has learnedBrainstorm anything about the parts of the letter.Write the format on the blank paper.Pair checkBrainstorm the contents of the letter.Ask special questions to get the information Put the contents in the right order.Listen and deal with each paragraph. Answer questions.Decide T or F, and then reason the statements.Fill the missing words in the blanks according to the listening material.Listen and summarize the information.Read the vocabulary that has learned通过头脑风暴引出信件的格式通过头脑风暴引出信件的内容突出信件中规定的格式和不正确的内容。应用：把已学的的信件格式运用在空白的信纸上。互相检查，全班检查，再次突出重点头脑风暴：信件的内容要求学生用特殊疑问词提问获取信息。强调特殊疑问句的使用。将学生brainstorm的内容根据先后排列强调两部分内容：hobby 和ambition解释单词，并举例处理文本四段使用不同的手段1st段 听回答问题2nd段 听选择对错3rd段 听填入信息4th段 听，用信息表达不同方法处理文本能激发学生的兴趣，同时了解文本中的细节。朗读已学单词，巩固Post-taskSituation taskInformation gapInvite a student to hold a reply from May to Jon to be the information holder. Invite all the students to ask any question to know about May.(ask students to take down some notes if necessary)After sharing what theyve got from the letter, invite a few students to retell something about May.A student holds a letter of May to Jon.Ask the related questions about May.Make a brief summary about May with the given answers.tips: take notes if necessary.准备一封May给Jon的回信，要求学生运用特殊疑问句获取信息，最后简短介绍May。Assignment Write a le