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1、Unitl Where is your pen pal from?Topic:Countries,nationalities,and languagesFunctions:Talk about countries,nationalities and languagesAsk and tell about where people liveStructure:WheresAVherere.from?Where does/do.from?What questions What language does/do.speak?Target language:Where is she from?She
2、is from.Where does she live?She lives in.What language does she speak?She speaks.Vocabulary:words about countries,languagesTeachi ng design:The whole unit needs 5 periods,4 for new lessons and 1 for testPeriod 1 (1 a-G ram m ar Focus)Key points:Where is your/Johns pen pal from?He/She is from.Where d
3、oes he/she live?He/She lives in.(Homework for preuievv)Fe-task：Let the Ss give themselves pen pals and they should write down theirpen pals information,such as their names,countries and cities theylive even the language they speak.T can give the Ss an example meanwhile T gives the differentcountries
4、 which can be used by the Ss.T gives the Ss Chinese wordsfor the countries,they are following:加拿大，法国，日本，美国，澳大利亚，新 加 坡,英 国，41 Bl(The Ss can look them up in thedictionary if they are new for them)The example is following:Name:Curry MurayAge:75From(Nationality):the United StatesCity:New YorkLanguage:En
5、glishTeaching 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 preview)Pr e-task：Let the Ss give themselves pen pals and they should write downtheir pen pals information,such as their names,countries and citiesthey live even the la
6、nguage they speakT can give the Ss an example meanwhile T gives the differentcountries which can be used by the Ss.T gives the Ss Chinese wordsfor the countries,they are following:加拿大，法国，日本，美国，澳大利亚，新加坡,英国，41111(The Ss can look them up in thedictionary if they are new for them)The example is followin
7、g:Name:Curry MurayAge:75From(Nationality):the United StatesCity:New YorkLanguage:EnglishTeaching Steps:Step 1 Leading-inThe information of the teachers own pen palsinformation.I have a pen pal.His name is Curry Muray.He is from the UnitedStates.Do you have a pen pal?Where is your pen pal from?Whatsy
8、our pen pals name?Different students say the information about their own pen pals.Tshould choose the different countries.T writes the different countrieson the Bb(both Chinese and English)Step 2 LearningSection A la Learn the new words on the Bb.The new words are:pen pal;Canada;France;Japan;the Unit
9、ed States(the US/theUSA/America);Australia;Singapore;the United Kingdom(theU.K./Great Britain/England)Pay attention to the pronuciation of the new words.Step 3 Listeninglb Listen and circle the countries in la they learnedStep 4 CompetitionTwo groups of students to write the new words to see which g
10、roupdoes better.First write down the Chinese words with looking at theEnglish meanings,then write down the English words with looking atthe Chinese meanings.(This step is a memory game.It can help the Ss consolidate the newwords they learned)Step 5 Pairwork1c Practise the following conversation:-Do
11、you have a pen pal?-Yes,I do.Wheres your pen pals from?He/She is from.(Write itdown on the Bb)First T has a conversation with one student as an example then let theSs practise in pairs.At last let several pairs do it again in class.Step 6 Leading-inRevise the countries names with looking at the Bb.T
12、hen T writesdown the city names on the Bb.Let the Ss try to find out whichcountries the cities are in.The city names are following:Toronto;Paris;Tokyo;New York;Sydney;Singapore;London;S.ep7 Learning2a Learn the city names together with the whole class just like Step22b Listen and circle the cities a
13、nd countries2c Listen 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 your pen pals name?-His/Her name is.-Where is your pen pal from?He/She is f
14、rom.-Where does he/she live?-He/She lives in.（Write it down onthe Bb）Let the Ss practise after the Ts example in pairs then several pairs doit in class.Step 9 ExerciseMy pen pal is from Australia.（划线提问）Johns pen pal is from Japan.（划线提问）He lives in Paris.（划线提问）Homework:Read and copy the new words.Cop
15、y 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?Wheredoes he/she live?Whats his/her name?(This one can be chosen bythemselves)Unit 2 W heres the post office?Language goalThis unit students leam to ask fo
16、r and give directions（方向）on thestreet.htew languageIs there a bank near here?Yes,theres a bank on Center Street,Wheres the supermarket?Its next to the library.Is there a pay phonein the neighbhood?Yes,its on Bridge Street on the right.locations in the neighborhood such as post office,hotel,video arc
17、ade.Descriptive words such as new,old,dirty,clean.Descriptions of location such as across from,next to,BetweenRecycled languageWhat are you doing?Do you want to.?Section AAsk two rows of three students each to stand facing each other in thefront of the classroom.Point to students standing in front a
18、nd ask theclass to repeat the questions and answers.Example 1Teacher:WheresYang Li?(Point to two students standing besideeach other.)Yang Li is next to Li Peng.Example 2Teacher:Wheres Zheng Wen?(Point to two students in differentlines facing each other.)Zheng Wen is across from Sheng Lin.Example 3Te
19、acher:Wheres Lin Jiahui?(Point to one student standing betweentwo 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 theplaces they see in the picture as they can.Then name all the p
20、lacesand ask students to repeat.Point out the numbered list of words.Say each one and askstudents to repeat.Then ask students to match each word or phrase on the list withone of the pictures.Say,Write the letter of each place in the picturenext to the correct word or words on the list.Point out the
21、sampleanswer f.Check the answers.lb This activity gives students practice listening to andunderstanding the target language.Point out the buildings and other locations in the picture.Say thename of each one to the class.Say,Now I will play recordings of three conversations.Listencarefully and circle
22、 the picture of each place you hear on thetape.Play the recording the first time.Students only listen.Play the recording a second time.This tine ask students to listenand circle the items they hear on the picture.Correct the answers.These items should be circle:video arcade,post office,supermarket.T
23、apescript（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 Street.Conversation 3A:Is there a supermarket on Center Street?B:No,there isnt.1C This activity provides guided oral practice usin
24、g the targetlanguage.Point to the different locations shown in the picture.Ask differentstudents to name each one.If necessary,say the name and ask thestudent to repeat.Point to the question and answer In the example conversation andask a pair of students to read the conversation to the class.Askoth
25、er pairs of students to repeat the activity if you wish.Ask students to work in pairs.Say,First one person asks aquestion and then the other person takes a turn.Demonstrate（示范）the activity.Point to the picture and ask.Isthere a post office near here?Then choose a student to answer.Guide the student
26、to say,Ye spheres 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 forthe class.教学后记：蕤孽方法有巡？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
27、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，
28、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。2 a This activity introduces the terms across from,next to,between,and on.Focus attention on the pictures.Ask students to ta
29、lk about thepictures,naming as many places as they can.Then name all the placesin the pictures and ask students to repeat.Point out the four sentences.Say each one and ask students to repeat.Then ask students to match each sentence with one of the pictures.Say,Each sentence talks about one of the pi
30、ctures.Write the numberof the sentence in the box on the picture that it is talking about.Pointout the sample answer 1.Check ihe answers.2b This activity gives students practice listening to andunderstanding the target language.Point out the buildings and street names in/a.Say each one and askstuden
31、ts to repeat.Call attention to the four sentences in 2b.Read them to the classsaying blank each time you come to a blank line.Say.Now I will play recordings of three conversations.Listencarefully and write a word from the box on each blank line.Point outthe sample answer.Play the recording the first
32、 time.Students only listen.Play the recording a second time.This time ask students to fill in theblanks by listening to the items on the tape.Correct the answers.7bpescript 录音稿）Conwaraation 1A:Excuse me.Is there a library around here?B:Yes.Its between the video arcade and the supermarket.Conversatio
33、n 2A:Wheres the park?B:The park?Oh,its across from the bank.Conversation 3A:Excuse me.Is there a supermarket around here?B;Yes,itson Fifth Avenue.Conversation 4A:Wheres the pay phone?B:Its next to the post office.2c This activity provides guided oral practice using the targetlanguage.Point to the li
34、st of buildings in la.Ask a student to read the listaloud.Point to the question and answer in the speech buhhles（泡沫）in 2cand ask a pair of students to read the conversation to the class.Askother pairs of students to repeat the activity if you wish.Ask students to work in pairs.Say,First one person a
35、sks a questionand then the other person takes a turn.Ask about the buildings inla.Demonstrate（示范）the activity.Point to the map and ask,Wheresthe 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 progress.（进度）Ask sev
36、eral students to say some of their questions and answers forthe class.Gammar focusReview the grammar box.Ask students to say the questions andanswers.Ask students to circle these words in the grammar focus section oftheir books:on,across from,next to,and between.Ask,Which wordstalk about two differe
37、nt buildings?（across/row,next to,and between）Ask,Which one talks about one building all alone!（on）Culture noteMany visitors to the United States believe that Americans dont liketo answer questions or give directions（方向）to tourists（旅行者）andother visitors.This is not necessarily true.The pace of life i
38、s fast inthe United States,especially（特另）in big cities.Most people walkquickly,talk quickly,and are in a hurry to get wherever they aregoing.Also,most Americans speak only one language and arent usedto talking with speakers of other languages.However,when a visitorasks a question,many people are ple
39、ased to be able to share theirknowledge of their city or their neighborhood.A pleasant smile and ashort,direct question will almost always get you the information youneed.3a This activity provides target-oriented reading practice using thelanguage items taught in this unit.Draw attention to the conv
40、ersation in the box.Ask students to readit out loud.Ask 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 ask them to hold up their left
41、hands and then their righthands.Ask students to read the conversation again.Then ask them to findPaul and Nancy in the picture.AnswerPaul and Nancy are the two figures outside the entrance to the park.3b This activity provides guided writing practice using the targetlanguage.Call attention to the th
42、ree pictures.Explain that the three pairs inthese pictures 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 readthem aloud.Point to the three write-on lines in the speech bubbles.Say,
43、Writethe answers to the questions here.Ask students to complete the writing 汕duR/y.（个别的）Correct the answers.1.Yes,there is.Go straight down New Street and turn right.Theres apay phone on the right.2.Go straight down New Street and turn right.Turn left at BridgeStreet.The bank is across the street.3.
44、Yes,there is.Turn right,then go straight down Bridge Street.Thepost office is on the left.Its across from the video arcade,next tothe super-market.4 This activity provides guided oral practice using the targetlanguage,Call attention to the picture in la.Ask students to name all thebuildings in the p
45、icture.Point out the conversation In the picture in 4.Ask differentstudents to read each line.Have the students work In groups.One person chooses a buildingin the la picture but doesnt tell anyone which building it is.Theothers ask questions like those in the activity 4 picture until theyguess which
46、 building it is.Several students can take turns choosing the building for theothers to guess.Section Bla This activity introduces the key vocabulary.Focus attention on the pictures.Ask different students to name theplaces shown in the pictures.They will probably not include wordssuch as old,new,busy
47、,quiet,big,small,dirty,and clean in theirstatements.Point to and name all the places in the pictures again without thedescribing words and have students repeat.Now point to each half of each picture and ask about the differencebetween the halves.For example,you might say;This is a park.Isit a clean
48、park or a dirty park?Clarify（澄清）the meaning of thewords clean and dirty by pointing out details in the pictures.Point out the pairs of words or phrases.Say each one and askstudents to repeat,Then ask students to match each word or phrase on the list withone of the pictures.Point out the sampl answer
49、.Check the answers.1 b This activity provides guided oral practice using the targetlanguage.Call attention to the conversation in the picture.Ask a pair ofstudents to read it aloud.Then ask several different students thesame question.Ask them to tell the truth.Point out the list of phrases in la.Ask
50、 students to work in pairsThey take turns asking each other questions about the things onthis list.Ask them to tell each other the truth.As students work together,move around the room checking ontheir progress.Ask several students to present some questions and answers to theclass.2a This activity gi