2022年whereisyourpenpalfrom5.docx

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1、Unit1 Where is your pen pal from.Topic:Countries, nationalities, and languagesFunctions:Talk about countries, nationalities and languages Ask and tell about where people liveStructure:Wheres/Wherere .from. Where does/do .from.What questions-What language does/do .speak.Target language:Where is she f

2、rom. She is from.Where does she live. She lives in.What language does she speak. She speaks.Vocabulary:words about countries, languagesTeaching design:The whole unit needs 5 periods, 4 for new lessons and 1 for testPeriod 1 1a-Grammar Focus Key points:Where is your/Johns pen pal from. He/She is from

3、. Where does he/she live. He/She lives in.Homework for previewPre-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 differ

4、ent 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 themThe example is following: Name: Curry Muray18 / 18Age: 75FromNationality: the United States City

5、: New YorkLanguage: English Teaching Steps:Key points:Where is your/Johns pen pal from. He/She is from. Where does he/she live. He/She lives in.Homework for previewPre-task:Let the Ss give themselves pen pals and they should write down their pen pals information, such as their names, countries and c

6、ities they liveeven the language they speakT 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

7、 themThe example is following: Name: Curry MurayAge: 75FromNationality: the United States City: New YorkLanguage: EnglishTeaching Steps:Step 1Leading-inThe information of the teachers own pen pals information.I have a pen pal. His name is Curry Muray. He is from the United States. Do you have a pen

8、pal. Where is your pen pal from. Whats your pen pals name. Different students say the information about their own pen pals. T should choose the different countries. T writes the different countries on the Bbboth Chinese and EnglishStep 2 LearningSection A 1aLearn the new words on the Bb. The new wor

9、ds are:pen pal ； Canada； France； Japan； the United Statesthe US/the USA/America ； Australia； Singapore； the United KingdomtheU.K./Great Britain/EnglandPay attention to the pronuciation of the new words.Step 3 Listening1b Listen and circle the countries in 1a they learnedStep 4 CompetitionTwo groups

10、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 learnedStep

11、 5 Pairwork1c Practise the following conversation:-Do you have a pen pal.-Yes, I do.-Wheres your pen pals 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 L

12、eading-inRevise 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 ；NewYork ；Sydney ；Singapore； London；Step 7 Learning2aLearn the city names togethe

13、r with the whole class just like Step 2 2bListen and circle the cities and countries2cListen and complete the chartHave a similar competition to consolidate the new words in this part.Step 8 PairworkT has a conversation with one student like the following:-Do you have a pen pal. -Yes, I do.-Whats yo

14、ur pen pals 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 BbLet the Ss practise after the Ts example in pairs then several pairs do it in class.Step 9 ExerciseMy pen pal is from Australia.划线提问 Johns pen pal is from

15、Japan.划 He lives in Paris. 划线提问 Homework:线提问 Read and copy the new words .Copy the sentences in Grammar FocusMake up the questions about Jodie in 2c The questions are:Does Jodie have a pen pal. Where is Jodies pen pal from. Where does he/she live. Whats his/her name.This one can be chosen by themsel

16、vesUnit 2 Wheres the post office.Language goalThis unit students leam to ask for and give directions方New language向 on the street.Is there a bank near here. Yes, theres a bank on Center Street, Wheres the supermarket. Its next to the library.Is there a pay phone in the neighbhood.Yes, its on Bridge S

17、treet 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,BetweenRecycled language What are you doing. Do you want to .Section AAsk two rows of three students each t

18、o 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 1Teacher: WheresYang Li. Point to two students standing beside each other. Yang Li is next to Li Peng.Example 2Teacher: Wheres Zheng Wen. Point t

19、o two students in different lines facing each other.Zheng Wen is across from Sheng Lin.Example 3Teacher: Wheres Lin Jiahui. Point to one student standing between two other students. Lin Jiahui is between Sheng Lin and Li Dai.laThis activity introduces the key vocabular.yFocus attention on the pictur

20、e. 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. Sa

21、y, 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

22、the name of eachone 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 th

23、e items they hear on the picture.Correct the answers.These items should be circle:video arcade, post office, supermarket.Tapescript录音稿 Convernation 1A: Is there a video arcade on Fifth Avenue. B: Yes, there is.Conversation 2A: Is there a post office near here.B: Yes, there is. Theres one on Bridge S

24、treet.Conversation 3A: Is there a supermarket on Center Street.B: No, there isnt.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 re

25、peat.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 tu

26、rn.Demonstrate（示范） the activity. Point to the picture and ask. Is there a post officenear here. Then choose a student to answer. Guide the student to say, Yes,theres a post office on Bridge Street.As students work, move around the room and check progres进s展情形 . Help students understand how to locate

27、things on the map, if necessary.Ask several students to say some of their questions and answers for the class.教案后记：教案方法有问题？教了这么多年的英语，总幻想有一种方法，能让同学轻轻松松把英语学好；哪怕自己多铺张点时间；有时想来，自己的教案效率实在是太低了，每天不分上课上自习，都是一个样；也就是说在不误课的情形下，我的教案时间应当是学校规定时间的两倍，然而教案的成效却很不抱负；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案方法；与此同时，这段时间由于我在同学每天记十个词

28、前，先领读他们一遍，再分开音节，讲一讲英语的拼读规章，发觉同学的记忆效率大大的提高，这更让我有理由怀疑自己的教案方法是不是不适合同学的实际？吃早饭时突发“奇想”，是不是给同学一点时间，让他们把每单元几句重点句背下来更好呢？单词需要积存，这点勿容置疑；对于我们的同学来说，典型句子同样需要积存；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同学来说，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，假如同学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把握；但现实的情形是，这种方法更简单适用于尖子生，或者基础较好的同学，许多同学只是充

29、当的观众；让同学死记硬背是不对的，但不让同学背也是不对的；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

30、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 answe

31、rs.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.Sa

32、y. 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

33、the items on the tape.Correct the answers.Tapescript录音稿 Conwaraation 1A: Excuse me. Is there a library around here.B: Yes. Its between the video arcade and the supermarket.Conversation 2A: Wheres the park.B: The park. Oh, its across from the bank.Conversation 3A: Excuse me. Is there a supermarket ar

34、ound here. B； Yes, itson Fifth Avenue.Conversation 4A: Wheres the pay phone. B: Its next to the post office.2cThis 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 speec

35、h 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

36、） the activity. Point to the map and ask,Wheres the park.Then choose a student to answer.Guide the student to say, Its across from the bank.As students work, move around the room and check progres（s.进度） Ask several students to say some of their questions and answers for the class. Grammar focusRevie

37、w 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

38、 building all alone. onCulture noteMany visitors to the United States believe that Americans dont 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 （特殊） in big cities. Most people

39、 walk quickly, talk quickly, and are in a hurry to get whereverthey are going. Also, most Americans speak only one language and arent used to talkingwithspeakers ofotherlanguages. However,whena visitorasks a question,many people are pleased to be able to share their knowledge of their city or their

40、neighborhood. A pleasant smile and a short, direct question will almost always get you the information you need.3aThis activity provides target-oriented reading practice using the language items taught in this unit.Draw attention to the conversation in the box. Ask students to read it out loud. Ask

41、a student to point out the place that Paul wants to get to. Guide the student to point to the book and say,Heres the hotel. Heres Bridge Street.Point to the two arrows.箭头 Ask students to repeat left and right. Then askthem to hold up their lefthands and then their right hands.Ask students to read th

42、e conversation again. Then ask them to find Paul and Nancy in the picture.AnswerPaul and Nancy are the two figures outside the entrance to the park.3bThis activity provides guided writing practice using the target language.Call attention to the three pictures. Explain that the three pairs in these p

43、ictures correspond to three pairs in the large picture above. Ask students to find the pairs in the big picture.Point to the questions below each picture and ask a student to read them aloud.Point to the three write-on lines in the speech bubbles. Say, Write the answers to the questions here.Ask stu

44、dents to complete the writing individually.个别的 Correct the answers.1. Yes, there is. Go straight down New Street and turn right. Theres a pay phone on the right.2. Go straight down New Street and turn right. Turn left at Bridge Street. The bank is across the street.3. Yes, there is. Turn right, then

45、 go straight down Bridge Street. The post office is on the left. Its across from the video arcade, next to the super-market.4 .This activity provides guided oral practice using the target language,Call attention to the picture in la. Ask students to name all the buildings in the picture.Point out th

46、e conversation In the picture in 4. Ask different students to read each line.Have the students work In groups. One person chooses a building in the la picture but doesnt tell anyone which building it is. The others ask questions like those in the activity 4 picture until they guess which building it

47、 is.Several students can take turns choosing the building for the others to guess.Section BlaThis activity introduces the key vocabulary.Focus attention on the pictures. Ask different students to name the places shown inthe pictures. They will probably not include words such as old, new, busy, quiet, big, small, dirty, and clean in their statements.Point to and name all the places in the pictures again without the describing words and have students repeat.Now point to each half of each picture and ask about the difference b