Unit 1Where is your pen pal from?
教案設計：李益華
[設計思路]
本節(jié)課通過三個任務的完成引導學生運用be from和live談論人們的國籍及居住城市，在完成任務的過程中，綜合運用目標語言，并通過與他人的合作交流，相互學習和幫助，在思想和能力上得到提升。
任務一：我們的筆友來自哪里
這個任務讓學生填寫調查表，了解全班同學的筆友分別來自哪個國家以及居住在哪個城市，同時讓學生認識和了解一些國家和城市相關地理文化知識，拓展學生的視野, 激發(fā)他們的興趣。在完成任務的過程中運用where…from和where…live引導的特殊疑問句, 綜合運用目標語言, 詢問并回答人們的國籍和住處。
任務二：這是我的筆友
通過學生閱讀筆友來信了解筆友的國籍和住所, 根據(jù)調查表找出筆友的照片, 結合來信, 全面認識自己的筆友, 并向他人介紹自己的筆友, 在交流中循環(huán)目標語言和重點詞匯。
任務三；圣誕的問候--傳遞友誼
讓學生給筆友制作圣誕卡，并通過筆友來信寫一封簡短的回信。通過為筆友制作圣誕卡片，把這個單元的目標語言落實到筆頭上，并給學生提供了一個綜合運用語言進行交流和了解世界文化，傳播中國文化的舞臺。
總之，這節(jié)課是本單元的第一課時，這三個任務的設計從基礎開始層層遞進，讓學生在了解筆友的基礎上, 通過制作圣誕卡片傳遞友情, 學會同各國中學生進行交流, 增強對世界各國人民的了解，讓中國學生朋友遍天下, 讓中國北京走向世界。
Teaching Plan
(First Period)
Teacher 鄧艷 Time 12. 13
Topic Unit 13 Where is your pen pal from?
教
學
目
標 語言目標 與筆友交換個人信息
用where詢問國籍和住處并回答
能力目標 培養(yǎng)學生的交際能力
培養(yǎng)學生的合作學習能力
培養(yǎng)學生的寫作能力
培養(yǎng)學生的觀察能力
跨學科學習 地理: 了解世界
了解一些地區(qū)的人文風俗
語言結構 where…from引導的特殊疑問句
where…live引導的特殊疑問句
what引導的特殊疑問句
語言功能 談論國籍, 民族及其語言
詢問并回答人們的住處
學習策略與
思維技巧 通過談論筆友的國籍和城市，增強對世界的了解。
運用所學詞匯和目標語言， 聯(lián)系實際，找出自己筆友的照片
通過介紹, 并為筆友制作卡片，培養(yǎng)他們的交際能力
重點詞匯 Canada, Japan, the United States, Brazil, South Korea, the United Kingdom, Mexico, China, Argentina, Australia, New Zealand
任
務
型
活
動
Teaching Procedures
Task 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 structures Where is your pen pal from?
Where is he/she from?
He’s/She’s from…
Where does he/she live?
He/She lives in…
Steps Teacher’s Activity Students’ Activity Preparation Work
Step 1 Introduce the countries and some cities. Get to know some names of countries and cities. Learn the target language.
Step 2 Let 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 3 Check the answers of the chart. Stand up and talk one by one about where the pen pals from and where they live.
Step 3 Teach them an English song Learn the English song and practice the vocabulary
Task 2: Introduce your pen pal
Purpose 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 from…
He lives in…
Step 1 Hand 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 pals
Step 2 Ask 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 3 Let them work in groups and introduce their pen pals to their groupmates. Work in groups and introduce their pen pals according to their letters.
Step 4 Let 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 1 Let 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 cards
Step 2 Let them choose their best-designed card in each group. Choose the best card of each group.
Step 3 Give 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.
Assignment Write a letter and introduce Beijing to their pen pals. (Invite their pen pals to come to Beijing in 2008.)