Unit7 A letter to a penfriend教案

Unit7 A letter to a penfriend教案
) `2 W+ d( H! x; d: j$ vTeaching Ais：
1, Students can understand, read, say and write the neords :
penfriend, also, glue, write a letter,a postcard, finish, receive, subject, writing paper, envelope, e-ail address, fax nuber。
2, Students can understand, read, say and write the new sentences:
) @1 H8 B, v! m9 bI hope so. What should I do?
, A  f6 U; Q; i$ p( `1 nCan I have...?
7 U/ w! d6 K- J4 w* P2 W+ \Whatfor?
I want to...
3, Students can say the sound:
4, Students can sing the rhye: I want to write a letter.
5 h1 F& m5 x3 f4 z. W- a
Period One
Ⅰ. Teaching Content: Part B,C
8 b% v8 W/ u3 N0 p- n5 AⅡ. Teaching Ais:
  @. O2 l( C( U0 m9 z/ g1.Students can understand, read, say and write the neords and phrases:
/ e& O( U& s: b: U1 B2 g4 npenfriend, also, glue, write a letter,a postcard, finish, receive, subject, writing paper, envelope, e-ail address, fax nuber。
2. Students can understand, read, say and write the new sentences:
Can I have...?
Whatfor?
  n( Y: B7 U" j1 M: F. FI want to...
Ⅲ. Teaching focus and difficulties:
, W0 _5 ^) h8 [0 H1.Students can aster the neords and phrases.
8 Z& K% R' n$ r1 ^5 y/ T  x6 x2.Students can use the new sentences..
Ⅳ. Teaching Aids:
8 p8 W$ r. D4 @9 FPictures, cards, copybook,, coputer.
Ⅴ. Knowledge recurrences:
What do you like?
0 g3 F' N# p6 Z5 J+ mⅥ. Teaching Steps:
, }% Y! Q4 W( Y* b5 }6 W( zStep1: Pre-task preparation:
1.Greeting.
0 j' y: S' w2 i8 l2.Free talk. ( 以 Unit 6 句型， 会话内容为主题)
3.Sing : Will you join e ?(可举办歌唱比赛)
7 m- N- ~/ J0 YB．Presentation and practice.(Look, read and learn)
( d6 B" U1 O0 X. g1、e-ail
2、telephone nuber.
T: y telephone nuber is .....
6 Q3 T$ Y8 F; a/ f. w/ H3 MWhat's your telephone nuber?
  F5 A9 ]$ y9 b+ o* S) w  w3、Say the word quickly
4、writing paper ,envelope, post card, glue
5、听录音，模仿跟读。
5 t+ ?3 {; t* B: @- s6、小组合作，4人为一组，分别读B部分词汇，请其他成员查找错误并纠正。
- G8 E4 ?& ]  `6 V0 vD．Consolidation .
1、A good eory:
7 x; U8 ~$ i. d8 I  s将挂图的每一物品标号，一学生说序号，请另一学生不看，而只凭记忆说出其相应单词。
! g  t) K0 p# B2、Listen and point:
1 ^  [" v( f. I# X+ g9 N% F# @此游戏可请掌握较慢的学生参加，一学生说英，请两位学生比赛看哪一位指得最快。游戏虽然简单,但也可以让他们感到学习英语的乐趣。
) Z- Z: ~( }! D7 }8 c, r3、A guessing gae:
# |. D6 ?4 Q& E$ r可将本部分词汇设计为谜语，如下：Liu Tao's other is now in Guangzhou.Liu Tao is
in Nanjing. He wants to speak to his other. I can help the. What a I?
S: You're a ...
: ?  E% j6 \& J2 E4 iC．Presentation and practice.
9 z4 D3 Y: q+ G4 |1、 教师出示准备好的C部分句型卡片，因没有生词，可请学生自由朗读。
2、 教师可与学生作示范：
+ t# f& h+ O* cT：Can I have a postcard ?
4 c, a( c$ U6 b- X2 pS: What for?
) T* q  y9 a! T/ {# x9 k# FT: I want to write to To .
S: Sure. Here you are.
3、教师可将全班学生分为A、B两个大组，每组分别担任不同的角色，如A组担任班
级的“材料保管员”，B组负责完成教师布置的任务。教师可设计“Writing to teacher",
+ B& D7 e3 F8 [' t. m4 ~' @"Drawing a picture", "aking a kite"等任务，B组学生在完成以上任务时首先向A组
; ?* ^5 y0 X- t' A4 {1 @/ n领取材料，在此过程中，A、B两组学生必然要用Can I have....? What for ?I want to
.Sure. Here you are.等句子进行交流，在完成各自任务的过程中自然运用语言。
$ l) ]5 n3 ?. V7 {2 oHoework.
! k& w& L! h/ O8 x# {; _+ _$ E1、Read and copy
# `; q  o7 m9 S+ B4 B8 A
8 a( z8 b" Q% B+ e: TPeriod Two
Ⅰ. Teaching Content: Part A
Ⅱ. Teaching Ais:
2 q$ F/ \1 x( e/ ]2.Students can understand, read, say and write the neords and phrases:
3 h( R/ J; C) s& B6 E  g* M( Zpenfriend, also, glue, write a letter,a postcard, finish, receive, subject, writing paper, envelope, e-ail address, fax nuber。
2. Students can understand, read, say and write the new sentences:
Can I have...?
Whatfor?
7 O5 C: D, S7 Q2 e6 B' pI want to...
. @6 @# b. Q; e2 P: f, gⅢ. Teaching focus and difficulties:
3.Students can aster the neords and phrases.
4.Students can use the new sentences..
; s6 E- a: {# F! y0 t1 L2 H9 @1 |Ⅳ. Teaching Aids:
$ |! [* M, t. o) y9 YPictures, cards, copybook,, coputer.
4 }4 l0 U* {0 C+ Z8 l2 P2 a7 Y1 g5 M3 CⅤ. Knowledge recurrences:
0 R6 t4 @, q1 n- j. OWhat do you like?
8 J9 `& b  F; }0 ^  |) AⅥ. Teaching Steps:
+ j- Z8 c/ m* K( Y, O/ uStep1: Pre-task preparation:
+ a8 m8 u7 E4 d) X2 x; z( y. [& GA. Greeting.
& U- K; s* J( @; O- \" n5 q! gB. Revision.
7 X3 I6 N$ Z3 AC. Presentation and practice.
$ h- c) y" m  g; |0 L; v, g本部分对话内容较长，如果一课时完成，学生会感觉很吃力，所以可将此对话分为三部分进行：
第一部分为引言部分，交代对话的背景；第二部分为Liu Tao向妈妈要一些写信的材料，准备给写信；第三部分为Liu Tao向妈妈介绍Peter的主要情况，并和妈妈讨论回信的内容。
' S6 t* K, n3 g- M本教时安排如下：本部分生词及对话第一、二部分。
( W" ^8 V+ a- f5 e+ i! T1． 教师出示penfriend, also, subject, e-ail address这四个词汇，因为课前已布置学生预习，可请学生当小老师上台教读，并讲解中意思。
5 _& b8 q. G* @+ d2 }" E, c0 Z2. 教师出示自己收到的一封信，告诉学生：Look! Here's a letter fro y penfriend. 并出示教学挂图，告诉学生： Liu Tao also wants a penfriend. 以谈话式的教学引入课题。
3．教师让学生听引言部分录音。听完录音后，请学生回答问题，引导学生进入对话情景。
8 U" f& `3 A9 ]5 F6 e1 aQuestion 1.Who did Liu Tao read about yesterday afternoon?
  K, C& b* S" D( d4.What did Peter want in China?
% y8 U, E) e/ h6 P1 T9 ?5.What would Liu Tao like to do?
6.因为对话第二部分是C部分已学过的句型，所以教师可采用巩固方式引出新内容。教师课前将此部分的句子打乱顺序写在卡片上，现将卡片贴于黑板上，请学生4人为一组，共同讨论，看哪一组学生可以最先排列好顺序，并请该组成员每人教读一句。如：
- Q+ S) _/ f5 W, b( )Thank you.
: T9 W+ Q6 R: T8 j6 L( )I want to write a letter.
9 Z) R% }% U$ Z. J( )Sure. Here you are.
( )What for, dear?
( )u, can I have soe writing paper, an envelope and soe staps, please?
D. Consolidation.
1． 听录音，跟读对话部分。
2． 请语音教好的学生读其中一句，其他学生快速读出下一句。
0 [/ r, W) A) M$ c. @. x. nE. Hoework.
- q8 R" \& ~7 E% o# N# g1．Listen and read
# K, ]) K6 N: o8 i$ @, l2．Copy the new phrases
: x9 j$ y$ ?9 V3 |% l
) a2 m5 h* r7 JPeriod Three
Ⅰ. Teaching Content: Part D,E
Ⅱ. Teaching Ais:
3.Students can understand, read, say and write the neords and phrases:
penfriend, also, glue, write a letter,a postcard, finish, receive, subject, writing paper, envelope, e-ail address, fax nuber。
6 _4 e# s  k  s) X2. Students can understand, read, say and write the new sentences:
; X. w' I! Q! e# pCan I have...?
Whatfor?
I want to...
5 W4 o: s% c& wⅢ. Teaching focus and difficulties:
) B: g3 j, e# ?, O5 @5.Students can aster the neords and phrases.
6.Students can use the new sentences..
Ⅳ. Teaching Aids:
3 F; S. Z. N4 A0 z, }9 |Pictures, cards, copybook,, coputer.
% J* R- M6 o2 g0 J& E. ZⅤ. Knowledge recurrences:
What do you like?
% w" s9 J, [4 B' G6 `* bⅥ. Teaching Steps:
Step1: Pre-task preparation:
A. Greeting.
B. Revision.
0 o- k; O5 m; Q% s2 s. K6 Q) q1． 请几位学生上台进行自我介绍。
+ [! A! x% i! q# y) F! G, w8 I2． 背诵、表演A部分对话。
C. Presentation and practice.
2 E' `  l7 H. h* t, U5 z$ M) C; A5 g1. Listen and write
2 I; i, z% a$ v  D+ c( F  f# Y本部分为一段有关Helen在笔友俱乐部征集笔友的对话，要求学生通过听录音完成填表练习。1） 在学生听录音前，教师可先引导他们看练习的引言部分，让他们了解对话主题，预测可能听到的内容，做好心理准备。
2） 教师播放全录音，鼓励学生逐步养成整体接受语言材料的习惯；再指导学生在听的过程中完成填表练习。
8 }7 K; Z7 B9 ]' }* G9 e0 `/ |+ y3） 教师与学生共同讨论练习答案，并分析错误原因，找到解决方法。
2. Read , think and write
( W. Y' e: d$ |3 E* [本部分展示了Liu Tao 写给Peter的信，要求学生在阅读信的基础上帮助Peter给Liu Tao回信，重点训练学生的阅读理解能力和写作能力。
1） 教师先引导学生自己阅读本课的语言材料，理解句子含义。读本部分出现的生词，教师可采取不同的处理方法：可在阅读前讲解，也可启发学生通过上下猜测。
) b$ `) T' M9 j2） 引导学生分组讨论Liu Tao的信和Peter的回信，通过问答，如询问“How old is Liu Tao? Where does he live? Does he have any brothers or sisters?”等深入浅出的问题让学生理解信中的内容。
3） 让学生观察并自己总结信件的格式，写法，包括地址、日期、起首语、结尾问候语的处理方法。
3．Think and write
本部分是Peter给Liu Tao的回信，介绍了除书信以外的另一种通讯方法e-ail，或称电子邮件。 1） 通过问答如Who's Peter? Where does he live? 等，让学生记起A部分关于的一些资料。
2） 让学生仔细阅读F部分有关的资料，让学生加深对Peter的了解。
: h2 F% j8 B1 [3） 让学生观察书中e-ail的格式，鼓励他们说出与书信的不同之处。
+ r7 z1 R9 }7 w4） 鼓励学生完成练习，或请学生2人一组完成填空练习。
" f$ J# l/ d+ Z0 z% {+ }/ a+ ]D. Hoework
1. recite and act
( [& V# O. ]% S1 |+ N( ]
Period Four
Ⅰ. Teaching Content: Part F,G,WB
3 M9 `# w* V: g/ ZⅡ. Teaching Ais: xkb1
/ ~8 T' g$ Y" T. E# S* L9 u4.Students can understand, read, say and write the neords and phrases:
% k( _8 J/ |% U! A2 lpenfriend, also, glue, write a letter,a postcard, finish, receive, subject, writing paper, envelope, e-ail address, fax nuber。
/ q3 B2 k) r4 T; ?. D% n! `% g2. Students can understand, read, say and write the new sentences:
Can I have...?
- P" o. I# U# S6 D. D& H8 |* yWhatfor?
8 \$ X2 d0 o3 o5 `6 OI want to...
Ⅲ. Teaching focus and difficulties:
7.Students can aster the neords and phrases.
" t4 ^$ ^/ {' `0 p+ B( l8 r2 d8.Students can use the new sentences..
. _( ~# N" T" R+ G6 ?1 BⅣ. Teaching Aids:
Pictures, cards, copybook,, coputer.
Ⅴ. Knowledge recurrences:
: l2 x3 A- C; N& o) lWhat do you like?
Ⅵ. Teaching Steps:
& N3 S8 i$ M* W$ i2 u* rStep1: Pre-task preparation:
A.Greeting.
8 T8 S) L# P# Q% G0 b* h9 XB. Revision.
Question 1. How old is Helen?
, \; ?3 A% w! {( f0 c  q" x2.Does Helen live in Nanjing?
% T8 N: H% ~! C+ D/ G" X3.What's the nae of Helen's school?
4.What are Helen's hobbies?
C. Presentation and practice
1． Listen and repeat.
2 a- R( C7 I- ^. {' k9 i+ ~3 D% }) u! K本部分是语音训练项目，教师可指导学生正确朗读单词及句子，并让他们体会字母组合ur在单词中的读音。
  D4 H- F- e* M9 @: S( _1） 教师让学生自己朗读单词，边读边体会字母组合ur在单词中的读音。
( q$ b, L* t- R0 a' A6 o  o2） 指导学生听录音跟读单词和句子。
5 x- W* t& _, s% j2． Say a rhye.
7 a- [3 b# [2 \) p* s+ L" a0 j1） 教师播放录音，引导学生按节奏诵读。
2） 诵读时要求要求学生根据节奏或内容做动作，让学生感受歌谣的韵律美，以帮助记忆。
3） 可鼓励学生替换歌谣中的部分内容或自编歌谣诵读。
E. Doing exercises.
1．Listen and nuber
2．Listen, read and judge
  y6 V2 c+ j8 H* d5 V+ g4 w3．Look, read and do the crossword
4．Look and write
5．Read and coplete
" s: e2 g- p1 R3 V9 \- F6．Read and answer
F. Hoework
7 a) `* q0 b' `5 I0 M1．Review Unit7
' ?4 _" ^/ q+ v* l8 [, B2． Do WB