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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:
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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 , 国, , 国, 亚, 加 , 国, 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 , 国, , 国, 亚, 加 , 国, 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
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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. He/She is from ....(Write it down on the Where's your pen pal's from?
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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 2b 2c Learn the city names together with the whole class just like Step 2 Listen and circle the cities and countries 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. His/Her name is.... He/She is from... What's your pen pal's name? Where is your pen pal 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 John's pen pal is from Japan. (划线 He lives in Paris. (划线 Homework: 问) 问) 问)
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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 Language goal
Where's the post office?
This unit students leam to ask for and give directions(g New language
) on the street.
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
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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 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
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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 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 稿) 录 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(
) 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,
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Yes,there's a post office on Bridge Street. As students work, move around the room and check progress(进 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 教 。哪 课 间应该 队 与 开 更让 ` 句 句 , 语去 这种 观众。 让学 记硬 对 , 让学 对 。 更 饭时 来更 样 们 达 适 学校规 蹒跚 时,这 节,讲 怀 发“1 积 样。对 话, 说 ?单词 。句 们 这 , 们这 贮 句 础较 讲 记:
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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
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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 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.
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Point to the question and answer in the speech bubbles( students to repeat the activity if you wish.
) in 2c and ask a
pair of students to read the conversation to the class. Ask other pairs of 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( bank. As students work, move arou
 

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