Unit1 Where is your pen pal from? Topic: Countries, nationalities, and languages
Functions: Talk about countries, nationalities and languages Ask and tell about where people live
Structure: Where's/Where're ...from? Where does/do ...from? What questionsWhat language does/do ...speak?
Target language: Where is she from? She is from.... Where does she live? She lives in.... What language does she speak? She speaks....
Vocabulary: words about countries, languages
Teaching design: The whole unit needs 5 periods, 4 for new lessons and 1 for test Period 1
( 1aGrammar Focus )
Key points: Where is your/John's pen pal from? He/She is from... Where does he/she live? He/She lives in.... (Homework for preview)Pre-task: Let the Ss give themselves pen pals and they should write down their pen pals' information, such as their names, countries and cities they live even the language they speak. T can give the Ss an example meanwhile T gives the different countries which can be used by the Ss. T gives the Ss Chinese words for the countries, they are following: 加拿大,法国,日本,美国,澳大利亚,新 加坡,英国,中国( The Ss can look them up in the dictionary if they are new for them) The example is following: Name: Curry Muray Age: 75 From(Nationality): the United States City: New York Language: English Teaching Steps: Key points: Where is your/John's pen pal from? He/She is from... Where does he/she live? He/She lives in....
(Homework for preview)Pre-task: Let the Ss give themselves pen pals and they should write down their pen pals' information, such as their names, countries and cities they live even the language they speak T can give the Ss an example meanwhile T gives the different countries which can be used by the Ss. T gives the Ss Chinese words for the countries, they are following: 加拿大,法国,日本,美国,澳大利亚,新 加坡,英国,中国( The Ss can look them up in the dictionary if they are new for them) The example is following: Name: Curry Muray Age: 75 From(Nationality): the United States City: New York Language: English
Teaching Steps: Step 1 Leading-inThe information of the teacher's own pen pal's information. "I have a pen pal. His name is Curry Muray. He is from the United States. Do you have a pen pal? Where is your pen pal from? What's your pen pal's name?" Different students say the information about their own pen pals. T should choose the different countries. T writes the different countries on the Bb(both Chinese and English) Step 2 Learning Section A 1a Learn the new words on the Bb. The new words are: pen pal; Canada; France; Japan; the United States(the US/the USA/America); Australia; Singapore; the United Kingdom(the U.K./Great Britain/England) Pay attention to the pronuciation of the new words.
Step 3 Listening 1b Listen and circle the countries in 1a they learned Step 4 Competition Two groups of students to write the new words to see which group does better. First write down the Chinese words with looking at the English meanings, then write down the English words with looking at the Chinese meanings. (This step is a memory game. It can help the Ss consolidate the new words they learned) Step 5 Pairwork 1c Practise the following conversation: Do you have a pen pal? Yes, I do. Where's your pen pal's from? He/She is from ....(Write it down on the Bb) First T has a conversation with one student as an example then let the Ss practise in pairs. At last let several pairs do it again in class.
Step 6 Leading-in Revise the countries names with looking at the Bb. Then T writes down the city names on the Bb. Let the Ss try to find out which countries the cities are in. The city names are following: Toronto; Paris; Tokyo; New York; Sydney; Singapore; London;
Step 7 Learning 2a Learn the city names together with the whole class just like Step 2 2b Listen and circle the cities and countries 2c Listen and complete the chart Have a similar competition to consolidate the new words in this part.
Step 8 Pairwork T has a conversation with one student like the following: Do you have a pen pal? Yes, I do. What's your pen pal's name? His/Her name is.... Where is your pen pal from? He/She is from... Where does he/she live? He/She lives in....(Write it down on the Bb) Let the Ss practise after the T's example in pairs then several pairs do it in class.
Step 9 Exercise My pen pal is from Australia.(划线提问) John's pen pal is from Japan. (划线提问) He lives in Paris. (划线提问)
Homework: Read and copy the new words . Copy the sentences in Grammar Focus Make up the questions about Jodie in 2c The questions are: Does Jodie have a pen pal? Where is Jodie's pen pal from? Where does he/she live? What's his/her name?(This one can be chosen by themselves)
Unit 2 Where's the post office? Language goal This unit students leam to ask for and give directions(方向) on the street. New language Is there a bank near here? Yes, there's a bank on Center Street, Where's the supermarket? It's next to the library.Is there a pay phone in the neighbhood?Yes, it's on Bridge Street on the right. locations in the neighborhood such as post office, hotel,video arcade. Descriptive words such as new, old, dirty, clean. Descriptions of location such as across from, next to,Between Recycled language What are you doing? Do you want to ...? Section A Ask two rows of three students each to stand facing each other in the front of the classroom. Point to students standing in front and ask the class to repeat the questions and answers. Example 1 Teacher: Where'sYang Li? (Point to two students standing beside each other.) Yang Li is next to Li Peng. Example 2
Teacher: Where's Zheng Wen? (Point to two students in different lines facing each other.)Zheng Wen is across from Sheng Lin. Example 3 Teacher: Where's Lin Jiahui? (Point to one student standing between two other students.) Lin Jiahui is between Sheng Lin and Li Dai. la This activity introduces the key vocabulary. Focus attention on the picture. Ask students to name as many of the places they see in the picture as they can.Then name all the places and ask students to repeat. Point out the numbered list of words. Say each one and ask words. students to repeat. Then ask students to match each word or phrase on the list with one of the pictures. Say, Write the letter of each place in the picture next to the correct word or words on the list. Point out the sample answer f.Check the answers. 1b This activity gives students practice listening to and understanding the target language. Point out the buildings and other locations in the picture. Say the name of each one to the class. Say, Now I will play recordings of three conversations. Listen carefully and circle the picture of each place you hear on the tape.. Play the recording the first time. Students only listen. Play the recording a second time. This tine ask students to time listen and circle the items they hear on the picture. Correct the answers. These items should be circle:video arcade, post office, supermarket. Tapescript(录音稿) Tapescript(录音稿) 录音稿 Convernation 1
A: Is there a video arcade on Fifth Avenue? B: Yes, there is. Conversation 2 A: Is there a post office near here? B: Yes, there is. There's one on Bridge Street. Conversation 3 A: Is there a supermarket on Center Street? B: No, there isn't. 1C This activity provides guided oral practice using the target language.
Point to the different locations shown in the picture.Ask different students to name each one. If necessary,say the
name and ask the student to repeat.
Point to the question and answer In the example conversation and ask a pair of students to read the conversation to the class. Ask other pairs of students to repeat the activity if
you wish.
Ask students to work in pairs. Say, First one person asks a question and then the other person takes a turn. Demonstrate(示范) the activity. Point to the picture and ask. Is there a post office near here? Then choose a student to answer. Guide the student to say, Yes,there's a post office on Bridge Street. As students work, move around the room and check progress(进 展情况). Help students understand how to locate things on the
map, if necessary.
Ask several students to say some of their questions and answers for the class.
教学后记: 教学方法有问题?
教了这么多年的英语,总幻想有一种方法,能让学生轻轻松松把 英语学好。哪怕自己多浪费点时间。有时想来,自己的教学效率实在 是太低了,每天不分上课上自习,都是一个样。也就是说在不误课的 情况下,我的教学时间应该是学校规定时间的两倍,然而教学的效果 却很不理想。每天看着自己的队伍步履蹒跚的前行,自己不由的怀疑 自己的教学方法。 与此同时,这段时间由于我在学生每天记十个词前,先领读他们 一遍,再分开音节,讲一讲英语的拼读规则,发现学生的记忆效率大 大的提高, 这更让我有理由怀疑自己的教学方法是不是不适合学生的 实际? 吃早饭时突发“奇想”,是不是给学生一点时间,让他们把每单 元几句重点句背下来更好呢?单词需要积累,这点勿容置疑。对于我 们的学生来说,典型句子同样需要积累。句子背下来,在用的时候就 可以举一反三,就像语文中背范文一样。对于我们我们这些基础较差 的学生来说,他们在交际时需要模仿,在他们的记忆库中贮存就是十 必要的。当然,如果学生能够在课堂上用英语去表达的话,说明这些 典型的句子他们已经掌握。但现实的情况是,这种方法更容易适用于 尖子生,或者基础较好的学生,很多学生只是充当的观众。 让学生死记硬背是不对的,但不让学生背也是不对的。 2a This activity introduces the terms across from, next to, between, and on. Focus attention on the pictures. Ask students to talk about the pictures, naming as many places as they can.Then name all the places in the pictures and ask students to repeat. Point out the four sentences. Say each one and ask students to rcpeat.
Then ask students to match each sentence with one of the pictures. Say, Eacb sentence talks about one of the pictures.
Write the number of the sentence in the box on the picture that it is talking about. Point out the sample answer
  1. Check ihc answers. 2b This activity gives students practice listening to and understanding the target language.
Point out the buildings and street names in la.Say each one and
ask students to repeat.
Call attention to the four sentences in 2b. Read them to the
class saying blank each time you come to a blank line.
Say. Now I will play recordings of three conversations. Listen carefully and write a word from the box on each blank line. Point
out the sample answer.
Play the recording the first time. Students only listen. Play the recording a second time. This time ask students to fill
in the blanks by listening to the items on the tape. Correct the answers. Tapescript(录音稿)
Conwaraation 1
A: Excuse me. Is there a library around here? B: Yes. It's between the video arcade and the supermarket.
Conversation 2
A: Where's the park? B: The park? Oh, it's across from the bank.
Conversation 3
A: Excuse me. Is there a supermarket around here? B; Yes, it'son Fifth Avenue.
Conversation 4
A: Where's the pay phone? B: It's next to the post office. 2c This activity provides guided oral practice using the target language.
Point to the list of buildings in la. Ask a student to read the list aloud. Point to the question and answer in the speech bubbles( 泡 沫) in 2c and ask a pair of students to read the conversation to the class. Ask other pairs of students to repeat the
activity if you wish.
Ask students to work in pairs. Say, First one person asks a question and then the other person takes a turn. Ask about the buildings in 1a. Demonstrate(示范) the activity. Point to the map and ask,Where's the park? Then choose a student to answer.Guide the student to say, It's across from the bank. As students work, move around the room and check progress.
(进度)
Ask several students to say some of their questions and answers for the class.
Grammar focus Review the grammar box. Ask students to say the questions and answers. Ask students to circle these words in the grammar focus section of their books: on, across from, next to, and between. Ask, Which words talk about two different buildings? (across/row, next to, and between) Ask, Which one talks about one building all alone!' (on) Culture note Many visitors to the United States believe that Americans don't like to answer questions or give directions(方向) to tourists (旅行者)and other visitors. This is not necessarily true. The pace of life is fast in the United States, especially(特别) in big cities. Most people walk quickly, talk quickly, and are in a hurry to get wherever they are going. Also, most Americans speak only one language and aren't used to talking with speakers of other languages. However, when a visitor asks a question,many people are pleased to be able to share their knowledge of their city or their neighborhood. A pleasant smile and a short, direct question will almost always get you the information you need.
3a T
 

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