Unit 6 Where’s your pen pal from? 教案（精选2篇）
unit 1 where’s your pen pal from?教案
language goals:
in this unit students learn to talk about countries, nationalities and languages.
ask and tell where people live.
new languages:
where is your pen pal /he / she from?
he’s / she‘s from canada/ australia / england / china / france/ singapore.
where does he / she live?
he / she lives in toronto/sydney/australia/japan/china.
what language does he / she speak?
he / she speaks english and french.
countries such as australia, japan, the united states, canada
languages such as english, french, chinese, japanese
members of the family
difficult points:
1. listening for the information about countries, nationalities and languages.
write an e-mail about oneself.
describe the new students in class.
2. grammar focus: where is your pen pal from? he’s from australia.
where is john’s pen pal from? he’s from japan.
where is her pen pal from? she’s from france.
where does he live? he lives in paris.
where does she live? she lives in sydney.
teaching periods:
period 1:section a 1a, 1b, 1c
period 2:section a 2a, 2b, 2c,2d
period 3:section a 3a, 3b, 4
period 4:section b 1, 2a, 2b, 2c
period 5:section b 3a, 3b, 3c
period 6:self check
period 1
teaching aims:
1. teach words and expressions:
pen pal, australia, japan, canada, france, the united states, singapore, the united kingdom, country
2. target languages:
where is your pen pal from?
she’s from japan.
3. enable the students to talk about nationalities.
4. help the students learn how to talk about nationalities.
teaching procedures:
step 1. free talk
say: do you have any friends? where is she/he from?
help the students make the same sentences and give them more chances to say.
step 2. talking about the picture (1a)
hold up the picture on page 1 and point at the map. ask students to read the picture.
ask some students to read aloud to the class. make the students talk about where people are from.
say: do you have a pen pal? where is your pen pal from?
ask the students to read the conversations in the picture.
step 3. listening (1b)
point to the numbered list of words and play the recording for a second time.
ask the students to listen to the recording and circle the countries in 1a.
ask students to listen to and repeat after the recording and then check the answers.
step 4. pair work (1c)
1. now work in pairs and read the conversations in 1a with your partner. you can talk about your own pen pal.
2. ask the students to look at their own clothes and the things in their
backpack. ask and answer questions about where they are from.
homework
1. ask the students to practice talking about where people are from and make up real dialogues.
2. learn the new words in this period by heart.
period 2
teaching aims:
1. learn the vocabulary words and useful expressions：sydney, new york, paris, toronto, tokyo, live
2. target languages: where does he/she live? he/she lives in toronto.
3. let the students learn to talk about where people live.
4. help the students learn how to talk about where people live.
teaching procedures:
step 1. revision
check the homework and ask several students to answer questions.
say: where are you from? do you have a pen pal? where is your pen pal from?
step 2. presentation (2a)
put a map of the world on the blackboard.
say: what’s the meaning of capital? can you guess? help them to answer.
write australia, the united states, canada, france, and japan on the left of the blackboard. and write sydney, new york, paris, toronto, and tokyo on the right of the blackboard. and the teacher reads them aloud and asks students to repeat.
then ask students to match the cities with the countries.
step 3. talk about countries and cities
ask the students to work in pairs, asking about the cities and the countries.
say: now work in pairs and ask where the city is. for example, the first student asks, “where is beijing?” the second student answers “it’s in china.”
then tell the students to ask question about chinese cities.
step 4. listening (2b, 2c)
tell the students to read the list of countries and cities in 2a.
say: now let’s look at the list of countries and cities in activity 2a. i will ask some students to read them aloud to the class.
call the students’ attention to the chart in 2c.tell the students to listen to the conversations in step 4 again to complete the chart.
step 5. pair work (2d)
ask the students to read the conversations in the picture. then ask them to talk about the information in the chart in 2c.
ask the students to work in groups and make up new dialogues with their own information.
step 6.grammarfocus
review the grammar.
say: you have to pay attention the word “from”. it always follows verb be, while “live” comes out alone in where sentences. now make more sentences with “where”, “from’ and “live”.
write the following on the blackboard.
where is your pen pal from? he’s from australia.
where is john’s pen pal from? he’s from japan.
where is her pen pal from？ she’s from france.
where does he live? he lives in paris.
where does she live? she lives in sydney.
say, now work in pairs and make dialogues after the model above.
homework
1. ask the students to learn the sentence patterns in grammar focus by heart. try to use them freely.
2. remember the words in this period.
3. make a similar dialogue according to the conversation in 2d.
period 3
teaching aims:
1. teach vocabulary words: language
2. target languages: what language does she speak? she speaks english.
3. enable the students to learn to talk about what language people speak.
4. help the students to learn how to talk about what language people speak.
teaching procedures:
step 1. free talk
say, morning, boys and girls. nice to see you again. do you remember we have learned about how to ask where people are from and how to ask where people live? now i want some of you to answer my questions.
(turn to a student.)where are you from?
give more students chances to speak in class.
step 2. presentation (3a)
say: do you know the meaning of “language”? listen: tim is from england and he speaks english. so english is his language. i’m from china, so chinese is my language .now look at activity 3a.on page 3.
read the instructions to the class. ask students to work in pairs as they answer the questions.
show the flowing and ask the students to make conversations after the model.
what language do people speak in singapore/ australia/ the united states/ the united kingdom/ china?
they speak english/chinese.
step 3. pair work (3b)
ask the students to pay attention to the conversation in activity 3b.
say, read the dialogue by yourselves. then i will ask some pairs to act out the dialogue in class.
show a map of the world. ask students to work in pairs.
step 4. quiz(4)
ask the students to look at activity 4 then work in pairs and do the quiz.
homework
ask the students to work with their friends and practice the dialogue in activity 3b.
period 4
teaching aims
1. teach new words and expressions: world, in english, japanese, french, any
2. target languages:
does she have any brothers and sisters?
does she speak english?
is that your new pen pal?
yes, it is.
3. enable the students to learn to talk about their new pen pals.
4. help the students learn how to talk about their new pen pals.
teaching procedures:
step 1. revision
ask the students to make conversations talking about their new pen pal.
ask some pairs to come to the front and talk about their pen pals.
greet each other and have a free talk with classmates.
talk about the persons they admire.
step 2.match work (1)
ask the students to pay attention to the notebook page with the countries
listed.
ask the students to write the letter of the correct country in the box next to the title of each language textbook on the desktop.
step 3. listening (2a, 2b)
first, read the instructions and tell the students to read the conversation
in 2a.
check the answers. then ask the students to read the questions again. ask the students to fill in the chart.
give students 1 minute to finish the task. check the answers with the students.
then play the recording again and ask the students to repeat.
step 4. pair work (2c)
ask two students to work in pairs, practicing the questions in activity 2a. then tell the students to practice dialogues similar to the dialogue in activity 2a in pairs. they can use their own names.
homework
ask the students to make up similar dialogues using the following words: sam, the unites sates, new york, a brother and a sister, english and french.
period 5
teaching aims
1. teach new words.
2. target languages:
i think china is a very interesting country.
i like going to the movies with my friends and playing sports.
my favorite subject in school is p.e.
it’s fun. / it’s too difficult.
3. enable the students to write a letter to his/ her pen pal.
4. help the students learn how to write to a pen pal.
teaching procedures:
step 1.warming up
say, do you have a pen pal? what’s his name? does he have any brothers and sisters? what language does he speak?
then ask the students to work in pairs to talk about their pen pal.
step 2. reading (3a)
ask the students to read the letter on page 5.
point the four questions beneath the letter.
when the students finish reading the letter, ask the four questions orally and ask them to answer orally.
ask the students to retell the letter, using their own words.
step 3. reading and writing (3b)
ask the students to pay attention to the letter coming from tom king.
point out the blanks in the letter and the information card on the right.
correct the answers. then draw the information card on the blackboard and ask the students try to retell the letter.
step 4. writing
ask the students make their own information card.
after they finished, ask several students to read their e-mails in class.
homework
ask the students to choose one of the following tasks as homework.
1. show a name card to the students and ask them to write something about it.
2. the students change their information card with their partner and write something about their partner.
period 6
teaching aims:
1. teach new words: dislike
2. enable the students to describe the new students in the class.
3. help the students learn to describe the new students in the class.
teaching procedures:
step 1. revision
practice talking about one of the students.
say, take out your information cards. and change it with your partner. read it carefully and make up an oral practice, talking about your partner.
step 2.key word check
ask the students to read all the words in this part.
say: in learning to talk about where people are from, you learned many words on the topic. now read and check the words you know in activity 1 on page 6. then make a sentence with each of them.
step 3.vocab-builders
ask students to write five new words in their vocabulary-builder on page 112. after they finished, ask two students to write their words down on the blackboard.
ask them to read the words and the whole class repeat.
tell the whole class to remember them after class.
step 4.writing
let the students pay attention to the pictures.
say, look at the picture of sally. how old do you think she is? where do you think she is from? what language do you think she speaks? what do you think she likes? what do you think she dislikes?
the same step goes with jim and julie.
after a few minutes, ask some students to read their descriptions to the class.
step 5.speaking
ask the students to do an oral practice about the new classmates.
say, there are several new students in our class this term. who do you like best? why do you like him or her? please tell us. first you can tell your partner.
ask some students to present their work to the class.
step 6. just for fun!
ask all students to read the conversation.
let the students practice in pairs.
homework
ask the students to summarize what they have learned in this unit and prepare for the next unit.
unit 6 where’s your pen pal from?
unit 6 where’s your pen pal from?
一 教学目标
1. 语言知识目标
要求学生掌握以下词汇和短语（canada, france, japan, the united states, australia, singapore,the united kingdom,sydney,new york,paris,toronto, tokyo, french, japanese, pen pal）.
语言结构（日常交际用语）：where is your pen pal from?
he/she is from australia.
where does she/he live?
she/he lives in sydney.
what language does she/he speak?
she/he speaks engish.
2.语言技能目标
1）能用where … from 引导的特殊疑问句询问人们的国籍
2）能掌握where… live 引导的特殊疑问句询问人们居住的城市。
3）能在日常生活中恰当理解和运用本单元的话题范围内的单词和习惯用语。
3、情感态度目标
通过本课的任务性活动，我的目的是能让同学了解世界，了解不同地区的人文风俗，学会理解和尊重异国文化，激发他们对学习英语的兴趣和热情，在接近生活常态的交际中能乐于模仿，敢于开口，积极参与，主动请教。
二 教材内容分析及重点，难点的分析
1 本单元主要围绕“where is your pen pal from?”这一主题展开各种教学活动，并以这一主题引出现where … from，where… live 引导的特殊疑问句等语言功能。本课时为self check 部分，主要是复习本单元的重要单词、词组及句型。通过对本课时的学习，可以有效地检测出学生在本单元学习过程中的知识上的缺陷，以及在语言运用上的不足之处，从而熟练掌握本单元的内容。
2 重点：词汇、词组搭配和 where,what 引导的特殊疑问句
3 难点：能在交际中准确地运用where,what 引导的特殊疑问句来询问并回答人们的国籍居住的城市及所说语言。
教学策略：1）充分利用肢体语言来激发学生的思维，吸引学生的视线；
2）利用学生已有的知识和生活经验，创设贴近生活的情境，引导学生在运用语言中学习语言，然后在学习新的语言知识后创造性地运用语言；
3）利用多种类型的任务型活动，提供给学生合作交流的空间和时间，促使学生为完成任务和同学进行合作，为完成任务进行探究性学习。
三 教学对象分析
经过上学期的学习，学生已经有了一定的语言基础，并且他们已经接触到大量的国家名称和地名，这就为描述人们的国际及居住地做了很好的铺垫。
教学策略：我在计教学任务时， 创设了大量的贴近生活的情景让学生在运用语言的过程中，不断提高他们综合运用语言的能力，使各层次的学生都有所收获。
四 教法设计
本节课主要运用任务型教学。之所以选择此教学途径，是因为我认为英语的社会性是运用，英语学科在基础教育阶段应定位为感受学习英语的价值，提高学习英语的自觉性，激发学习英语的动机，以人际交往实践为情景、为突破口、为宗旨，培养语感，发展听说读写技能，发展交际策略，应是“为用而学，用中学，学了就用”
任务一：让学生准备一些感兴趣的名人的国籍，民族，语言，以及其他相关资料。
任务二：对所给的图像发挥想象力编写故事。
设计意图：用学习任务组织教学，既能强化语言的实际，又能充分体现语言交际的本质。完成任务的过程能促使学生自然地和有意义地运用语言，有利于营造语言习得和创造性使用语言的最佳环境。任务型教学有利于激发和培养学生的学习兴趣，帮助学生树立自信心，发展学生自主学习的能力，启发学生积极思维，有利于培养学生的想象力、创造能力和合作精神。
五 教学媒体设计
1）在warming—up 这个教学环节中需要借助于电脑来播放一首英语歌曲
2）在pre---task 阶段用录音机。
3）在task 1与练习阶段中需要借助于电脑幻灯片，让学生借助图片，中英文提示能更顺畅地理解任务。
六 教学过程设计
step one warming-up
let the students listento an english song.
教学过程分析：课前播放英文歌曲，营造英语学习的快乐氛围，唤起学生的有意注意和无意注意，让学生放松心情，振奋精神，能更快更好的进入学习状态。
step two pre-task
1）first tell the students to describe the photos in the picture i have prepared some photos containing some countries like canada, france, japan, the united states, australia, singapore,the united kingdom
2）play the tape to listen to the words of this unit. let the students to write the words that they have heard.
3) ask the students to turn to page 36 to look at part 1 to check the words.
教学过程分析：通过描述照片上的内容，可以从“音”和“义”两个方面来考察学生对单词的掌握情况，通过听录音写单词可以从“形”这一方面开考察学生。通过在纠正学生在这一过程中出现的错误，达到巩固与掌握单词的目的。最后再通过课本第一部分对单词进行二次过关，为下面的教学任务的完成奠定了良好的基础。
step three task 1
in this part i will show the students four pictures.
i will divide the class into groups. each group has four students .let one student act as a reporter , the other three act as audiences. each student should choose different pictures from others to describe. then ask the student to fill in the forms in groups.
name country city language
at last ask some “reporters” to report the pictures while they are showing the pictures to the other students in front of the classroom by the slide. let the students to tell me who is the best “reporter” and who is the best group. i will give them a gift as a prize.
教学过程分析：出示本节重点句型，结合单词进行语言点的初步感知与练习。设计目的是明确本节课主要内容中的重点，突出语法中的关键点。 通过这一教学过程，创设贴近生活的情境，在接近生活常态的交际中，对进行时进行口语训练。通过填写表格，使学生更好地把握here … from，where… live 引导的特殊疑问句的结构。学生在轻松的环境中掌握了句型和时态
step four task 2
show the students some more pictures. let the students to imagineand describe the new students in your class .this task is a little difficult than task 1. they can give different, interesting but reasonable stories. ask some of them to tell the stories in front of the class. let the students to have a competition in groups to see which group is the best.
教学过程分析：任务二比任务一的难度略大一点。任务一中的任务的动作是很明确的。任务二却给了学生更大的发挥想象的空间。学生可以充分利用在任务一中所积累的语法知识，再加上更多的词汇，再一次在做中学，在实际的编写故事的过程中，加深对本单元的知识的掌握。同时可以提高他们的观察能力和判断能力，激发他们对学习英语的兴趣和热情，让他们能敢于开口，积极参与。
step five practice
（一）句型转换：（it is easy for you. i believe you are the best!）
1 my pen pal is from canada. （划线提问）
______ ______ your pen pal from______?
2 john lives in new york. （同上）
______ ______ john _____?
3 mary lives in the united states.( 一般疑问句）
______ mary _____ in the united states ?
4 her pen pal is from australia.（变为否定句）
her pen pal _____ _____ australia.
5.she speaks english.
______________________________
（二）将下列句子译成英语。(go! go! 加油！)
1.你的笔友住在那里？
2.我喜欢打篮球。那是我最喜欢的运动。
3.加拿大人说英语和法语。
4.我认为加拿大是个令人感兴趣的地方。
5.你能尽快给我回信吗？
（三）阅读：（努力吧！争取最后的胜利！）
根据短文内容选择最佳选项。
my name is tony and i live in canada. my mother is from
korea and my father is from france, so we speak three languages at home. i think languages are very interesting and i want to study portuguese and chinese. but my favorite subject at school isn’t a language, it’s math. i really like history, too.i like sports, especially soccer and basketball, because they’re relaxing, but i don’t have much time to play. i go to music club after school on mondays, have guitar lessons on wednesdays, and go to the library on fridays. but saturdays and sundays are great because i can play sports, sleep, and watch tv.
( ) 1. tony’s parents live in __________.
a. argentina b. japan c. canada
( ) 2. tony can speak __________very well at home.
a. korean b. chinese c. portuguese
( ) 3. his favorite subject is __________.
a. a language b. math c. history
( ) 4. he can play soccer on __________.
a. mondays and fridays b. tuesdays and thursdays
c. saturdays and sundays
( ) 5. tony thinks sports are __________.
a. interesting b. funny c. relaxing
说明：a组的同学做全部题目；b组同学做一二题，选作第三题；c组同学只做一二题。学生以小组为单位做完练习后，先由组长给组员订正答案，然后再共同讨论所犯的错误，教师在教室内巡视，并给予适当的帮助，最后由学生利用投影来展示答案，老师再就学生的错误进行点拨与更正。
习题设计意图：
1）分层练习可以使班级中不同层次的学生在课堂上都能有成功感，可以激发他们学习英语的信心。
2）三个练习题的设计是由易到难，便于学生接受。
step six summary
1）get the students to say what they learn in this class. remind the important and difficult points.
2）let the students to think over what kinds of mistakes they have made in this class and how to avoid .
step seven homework
1）写一封信给姊妹学校介绍自己的情况并说明想要邀请的外国留学生的情况。
2）把课堂上的错题整理到错题本上。
3）阅读just for fun ,准备以笑话的形式讲给同学们听,看看谁能成为笑星。
七 板书设计
unit 6 where’s your pen pal from?
self check
where is your pen pal from? he/she is from australia.
where does she/he live? she/he lives in sydney.
what language does she/he speak? she/he speaks engish.
八 教学过程流程图
(1)课前播放英文歌曲切入→ (2)为任务教学作好词汇，语法及句型上的准备→ (3)任务一 →(4)任务二→ (5)练习→ (6) 总结→ (7)家庭作业
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