全单元教案.doc

Unit 1 Where is your pen pal from?设计思路本节课通过三个任务的完成引导学生运用be from和live谈论人们的国籍及居住城市，在完成任务的过程中，综合运用目标语言，并通过与他人的合作交流，相互学习和帮助，在思想和能力上得到提升。任务一：我们的笔友来自哪里这个任务让学生填写调查表，了解全班同学的笔友分别来自哪个国家以及居住在哪个城市，同时让学生认识和了解一些国家和城市相关地理文化知识，拓展学生的视野, 激发他们的兴趣。在完成任务的过程中运用wherefrom和wherelive引导的特殊疑问句, 综合运用目标语言, 询问并回答人们的国籍和住处。任务二：这是我的笔友通过学生阅读笔友来信了解笔友的国籍和住所, 根据调查表找出笔友的照片, 结合来信, 全面认识自己的笔友, 并向他人介绍自己的笔友, 在交流中循环目标语言和重点词汇。任务三；圣诞的问候传递友谊让学生给笔友制作圣诞卡，并通过笔友来信写一封简短的回信。通过为笔友制作圣诞卡片，把这个单元的目标语言落实到笔头上，并给学生提供了一个综合运用语言进行交流和了解世界文化，传播中国文化的舞台。总之，这节课是本单元的第一课时，这三个任务的设计从基础开始层层递进，让学生在了解笔友的基础上, 通过制作圣诞卡片传递友情, 学会同各国中学生进行交流, 增强对世界各国人民的了解，让中国学生朋友遍天下, 让中国北京走向世界。Teaching Plan(First Period)TopicUnit 13 Where is your pen pal from?教学目标语言目标n 与笔友交换个人信息n 用where询问国籍和住处并回答能力目标n 培养学生的交际能力n 培养学生的合作学习能力n 培养学生的写作能力n 培养学生的观察能力跨学科学习n 地理: 了解世界n 了解一些地区的人文风俗语言结构n wherefrom引导的特殊疑问句n wherelive引导的特殊疑问句n what引导的特殊疑问句语言功能n 谈论国籍, 民族及其语言n 询问并回答人们的住处学习策略与思维技巧n 通过谈论笔友的国籍和城市，增强对世界的了解。n 运用所学词汇和目标语言， 联系实际，找出自己笔友的照片n 通过介绍, 并为笔友制作卡片，培养他们的交际能力重点词汇Canada, Japan, the United States, Brazil, South Korea, the United Kingdom, Mexico, China, Argentina, Australia, New Zealand任务型活动 Make friends with people around the world. Task 1:Where are our pen pals from?Task: 3:Make friends with our pen pals by sending Christmas cards.Task 2:Introduce your pen pal.Teaching ProceduresTask 1:Where are our pen pals from?Purpose Let the students practice the use of where questions with from and where questions with live by asking about the countries and cities of their pen pals.Let them practice speaking and writing the words about countries and cities.Sentence structuresWhere is your pen pal from?Where is he/she from?Hes/Shes fromWhere does he/she live?He/She lives inStepsTeachers ActivityStudents ActivityPreparation WorkStep 1Introduce the countries and some cities.Get to know some names of countries and cities. Learn the target language.Step 2Let them work in pairs to practice the target language.Work in pairs, asking each other where their pen pals are from and where they live. Fill in the chart at the same time.Hand out the chart.Step 3Check the answers of the chart.Stand up and talk one by one about where the pen pals from and where they live.Step 3Teach them an English songLearn the English song and practice the vocabularyTask 2: Introduce your pen palPurpose Check their understanding of the target language and the vocabulary by reading letter and answering the questions.Practice the target language by introducing their pen pals. Sentence structures This is my pen pal. He is fromHe lives inStep 1Hand out the letters and ask the students to read them. Then answer the following questions in the letters.Read the letter and answer the questions.Prepare the letters from the pen palsStep 2Ask them to find their pen pals photos according to their countries and cities in chart 1.Find their pen pals photos and know more about their friends. Step 3Let them work in groups and introduce their pen pals to their group mates.Work in groups and introduce their pen pals according to their letters. Step 4Let some students come to the front and introduce their pen pals to the class.Listen to their classmates introductions and take notes. Task 3: Make friends with our pen pal by sending Christmas cards.Purpose Give the students an opportunity to practice the target language in this unit by writing and reading their short letter.Step 1Let them make their cards in groups and writing short letters to their friends.Make Christmas cards in groups and reply to letters from their pen pals letters.Hand out the paper for them to make cardsStep 2Let them choose their best-designed card in each group.Choose the best card of each group.Step 3Give them the opportunity to show their cards and read their short letters.Let five students go to the front and read their short letter and show their cards.AssignmentWrite a letter and introduce Beijing to their pen pals. (Invite their pen pals to come to Beijing in 2008.)Unit 6 Where is your pen pal from? (Section A) 设计思想英语课程标准倡导“任务型”的教学途径，其最终目的是培养学生综合运用英语的能力。教师应注重设计贴近学生生活实际的教学活动，避免以单纯传授语言知识为目的的教学方法，吸引学生充分参与到课堂活动中来。 “让学生做事”是设计课堂教学的主要原则，也是设计课堂任务的主要思路。本节课设计如下四个真实的任务，任务（一）：请学生根据自己已经拥有的地理知识，将城市与国家名称贴在一起。任务（二）：已经掌握的国家名称，观看片段，猜一猜出现的国家。任务（三）根据自己的爱好及所收到的外国友人的相关信息，选择自己满意的笔友；任务（四）：根据自己所选定的笔友的情况，在完成听力材料的基础上，使用要求掌握的句型调查哪位同伴的笔友和自己的笔友来自同一个国家，并将调查结果进行汇报。这四个任务之间合理过度，采取选择、确定、调查及汇报的授课方式，调动学生运用要求掌握的语言结构做事的积极性，引导学生在学习的过程中学会归纳和实践等方法，重在侧重对学生学习策略等方面能力的培养；小组活动形式的目的在于增强同学之间的团结，培养学生谦虚好学的精神，同时也提供给学生更多运用英语的机会。此课是第6单元的起始课。 实施方案教学目标：1.学会谈论人们的国籍。2.学会询问并回答人们的居住城市。学习策略：认知策略、交际策略、资源策略Asia:South KoreaJapan主题词表：North America:The United StatesCanadaAustralia Europe:The United KingdomcountriesSouth America:Mexico Argentina主题思维图及任务型活动：Finding a pen palTask Three:Looking for friends with the same interestsTask One:Recognizing the countries and guessingTask Two: Choosing pen palsTeaching Plan：Pre-task：Ask students to bring some thing that represents some country.n Step I. Task One1. Match the cities and the map. (4 students a group)2. Learn the new words with the pictures.3. Listen and repeat. (1a)4. Listen and circle. (1b)n Step II. Task Two - Guessing Game 11. Students watch the videos and then tell what countries they saw.2. Ask students to show the things they brought, the other students will guess where they are from. If the students forgot to bring things to class, ask the students to do group work. They should say a sentence or a short paragraph and ask the other students to guess who she/he is. The other students can ask more questions.For example: Student A says: He can play basketball very well.The others can ask: Where is she/he from? Where is he now?Student A answers: He is from China. He is in the United States.The others will guess: He is Yao Ming. Get each group say one, the other groups ask and guess.n Step III. Listening1. Finish 2a.2. Listen and circle. (2b)3. Listen and complete the chart. (2c)n Step IV. Task Three - Choosing a pen palGroup work: 4 students a groupGet students to choose their favorite pen pals from other countries according to the cards given by teacher. The following card in only an example.Name:MariaGender/Sex:FemaleBe from:CanadaBorn:On 29th July, 1990Live:TorontoLike:Dancing, basketball, English, thrillers,Language needed：My pen pal is Maria. She is from Canada. She lives in Toronto. She likes dancing, basketball, English and thrillers.n Step V. Task Four - looking for friends Pair work: After choosing their pen pals, get the students to look for friends and find out whose pen pals come from the same country and live in the same city.Language needed：1. -Where is your pen pal from? -She/He is from.2. -Where does she/he live? -She/He lives in.n Step VI. Homework 1. Please write a letter to your pen pal and tell her/him something about you. 2. Make a card for your favorite movie star or sport star.Step VII. Grammar Focus1. Canada, South Korea, New Zealand, Japan, the United States, Australia, Mexico, Brazil, Argentina, the United Kingdom, China2. Soul, New York, Mexico City, Tokyo, Rio de Janeiro3. -Where is your pen pal from?-She/He is from 4. -Where does she/he live?-She /He lives in文化的传授： 补充学生对各地的名胜古迹、历史风情、地理知识等知识的进一步了解，从而实现英语与其他各学科之间的渗透。教学反思：Third PeriodTitleUnit 6 Where is your pen pal from?教学目标Teaching Aimsn 培养学生的阅读能力；n 学会讯问个人情况如国籍、居住城市及所说语言等并学会谈论个人喜好；n 学会给笔友回信。语言功能Functionn Talk about countries, nationalities, cities and languages;n Ask and tell where people live.语言目标Target Languagen Where is your pen pal from? Shes from America.n Where does she live? She lives in New York.n What languages does she / he speak? She / He speaks English and Spanish.n Does she / he speak English? Yes, she / he does. No, she / he doesnt.n What does he / she want? 语言结构Structuresn Where questions with from;n Where questions with live;n What questions.重点词汇VocabularyOttawa, place, England, physics, enjoy, nationality, dislike, likes and dislikes, country, world, live in, speak English, like going, play sports, my favorite subject, too difficult. 学习策略思维技巧Learning Strategiesn 复习巩固所学有关知识;n 培养学生的阅读能力;n 联系实际利用所学知识;跨学科学习n 了解世界,学会理解和尊重异国朋友;n 了解异国同学的兴趣和爱好;n 学会与人交往.Recycling n Does she / he have any brothers or sisters? Yes, she / he does. No, she / he doesnt.n She / He has.n Whats her / his name? n What does he / she like?n Some favorite things.教学过程Step 1: Lead-in.1. To show a photo and talk about it.2. To ask the students some questions.Step 2: Reading.1. The students open the books, turn to Page 81 and read the first letter. After that, the students answer three simple questions. 2. The students read after the tape and go on answering some more questions. Step 3: Pairwork ( Reading more letters. )1. The students read the letters that the teacher gives them and then choose one pen pal they like.2. The partner asks the student some questions about the pen pals letter and then help the partner to fill in “ID card of my partners pen pal.”ID card of my partners pen palName: _ _Age: _ From: _ _Languages: _ _Like: _ _Favorite: _ _3. Do a report. My partners name is _. His new pen pals name is _. He is _ years old. He is from _. He lives in _. At school, he likes _. His favorite _ is _ I think he can be my partners pen pal. Do you think so?Step 4: Groupwork1. Discussion: In your group, do you like your pen pals? Who likes? Why? ( Tell some reasons ) 2. Report.In our group, _of us like his pen pal. Because his ideal pen pal Step 5: Big Task: Write an e-mail about yourself. Christmas is coming. Would you like to write an e-mail to your pen pal? Please write soon about yourself.Step 6: Homework1. Write to your pen pal to say Merry Christmas and talk about yourself.2. Try your best to send it.Blackboard writing:Unit 6 Where is your pen pal from?Name:Age:From: Language:Favorite:Like:Dislike:Family: For students: 1. Pairwork: The partner asks the student some questions about the pen pals letter and then help the partner to fill in “ID card of my partners pen pal.”ID card of my partners pen palName: _Age : _ From: _ _Languages: _ _Like :_ _Favorite :_ _2. Write an e-mail about yourself.Dear friend, I have received your e-mail, and I want to be your pen pal. Christmas is coming. I _I think I can be your good friend. I hope to get your letter soon. Yours, Just for students: 1. Pairwork: The partner asks the student some questions about