Unit 6 Where’s your pen pal from? 教案（精選2篇）

Unit 6 Where’s your pen pal from? 教案 篇1

　　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? 教案 篇2

　　unit 6 where’s your pen pal from?

　　unit 6 where’s your pen pal from?

　　一 教學目標

　　1. 語言知識目標

　　要求學生掌握以下詞匯和短語（canada, france, japan, the united states, australia, singapore,the united kingdom,sydney,new york,paris,toronto, tokyo, french, japanese, pen pal）.

　　語言結構（日常交際用語）：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.語言技能目標

　　1）能用where … from 引導的特殊疑問句詢問人們的國籍

　　2）能掌握where… live 引導的特殊疑問句詢問人們居住的城市。

　　3）能在日常生活中恰當理解和運用本單元的話題范圍內的單詞和習慣用語。

　　3、情感態度目標

　　通過本課的任務性活動，我的目的是能讓同學了解世界，了解不同地區的人文風俗，學會理解和尊重異國文化，激發他們對學習英語的興趣和熱情，在接近生活常態的交際中能樂于模仿，敢于開口，積極參與，主動請教。

　　二 教材內容分析及重點，難點的分析

　　1 本單元主要圍繞“where is your pen pal from?”這一主題展開各種教學活動，并以這一主題引出現where … from，where… live 引導的特殊疑問句等語言功能。本課時為self check 部分，主要是復習本單元的重要單詞、詞組及句型。通過對本課時的學習，可以有效地檢測出學生在本單元學習過程中的知識上的缺陷，以及在語言運用上的不足之處，從而熟練掌握本單元的內容。

　　2 重點：詞匯、詞組搭配和 where,what 引導的特殊疑問句

　　3 難點：能在交際中準確地運用where,what 引導的特殊疑問句來詢問并回答人們的國籍居住的城市及所說語言。

　　教學策略：1）充分利用肢體語言來激發學生的思維，吸引學生的視線；

　　2）利用學生已有的知識和生活經驗，創設貼近生活的情境，引導學生在運用語言中學習語言，然后在學習新的語言知識后創造性地運用語言；

　　3）利用多種類型的任務型活動，提供給學生合作交流的空間和時間，促使學生為完成任務和同學進行合作，為完成任務進行探究性學習。

　　三 教學對象分析

　　經過上學期的學習，學生已經有了一定的語言基礎，并且他們已經接觸到大量的國家名稱和地名，這就為描述人們的國際及居住地做了很好的鋪墊。

　　教學策略：我在計教學任務時， 創設了大量的貼近生活的情景讓學生在運用語言的過程中，不斷提高他們綜合運用語言的能力，使各層次的學生都有所收獲。

　　四 教法設計

　　本節課主要運用任務型教學。之所以選擇此教學途徑，是因為我認為英語的社會性是運用，英語學科在基礎教育階段應定位為感受學習英語的價值，提高學習英語的自覺性，激發學習英語的動機，以人際交往實踐為情景、為突破口、為宗旨，培養語感，發展聽說讀寫技能，發展交際策略，應是“為用而學，用中學，學了就用”

　　任務一：讓學生準備一些感興趣的名人的國籍，民族，語言，以及其他相關資料。

　　任務二：對所給的圖像發揮想象力編寫故事。

　　設計意圖：用學習任務組織教學，既能強化語言的實際，又能充分體現語言交際的本質。完成任務的過程能促使學生自然地和有意義地運用語言，有利于營造語言習得和創造性使用語言的最佳環境。任務型教學有利于激發和培養學生的學習興趣，幫助學生樹立自信心，發展學生自主學習的能力，啟發學生積極思維，有利于培養學生的想象力、創造能力和合作精神。

　　五 教學媒體設計

　　1）在warming—up 這個教學環節中需要借助于電腦來播放一首英語歌曲

　　2）在pre---task 階段用錄音機。

　　3）在task 1與練習階段中需要借助于電腦幻燈片，讓學生借助圖片，中英文提示能更順暢地理解任務。   

　　六 教學過程設計

　　step one   warming-up

　　let the students listento an english song.

　　教學過程分析：課前播放英文歌曲，營造英語學習的快樂氛圍，喚起學生的有意注意和無意注意，讓學生放松心情，振奮精神，能更快更好的進入學習狀態。

　　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.

　　教學過程分析：通過描述照片上的內容，可以從“音”和“義”兩個方面來考察學生對單詞的掌握情況，通過聽錄音寫單詞可以從“形”這一方面開考察學生。通過在糾正學生在這一過程中出現的錯誤，達到鞏固與掌握單詞的目的。最后再通過課本第一部分對單詞進行二次過關，為下面的教學任務的完成奠定了良好的基礎。

　　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.

　　教學過程分析：出示本節重點句型，結合單詞進行語言點的初步感知與練習。設計目的是明確本節課主要內容中的重點，突出語法中的關鍵點。 通過這一教學過程，創設貼近生活的情境，在接近生活常態的交際中，對進行時進行口語訓練。通過填寫表格，使學生更好地把握here … from，where… live 引導的特殊疑問句的結構。學生在輕松的環境中掌握了句型和時態

　　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.

　　教學過程分析：任務二比任務一的難度略大一點。任務一中的任務的動作是很明確的。任務二卻給了學生更大的發揮想象的空間。學生可以充分利用在任務一中所積累的語法知識，再加上更多的詞匯，再一次在做中學，在實際的編寫故事的過程中，加深對本單元的知識的掌握。同時可以提高他們的觀察能力和判斷能力，激發他們對學習英語的興趣和熱情，讓他們能敢于開口，積極參與。

　　step five   practice

　　（一）句型轉換：（it is easy for you. i believe you are the best!）

　　1 my pen pal is from canada. （劃線提問）

　　______  ______ your pen pal from______?

　　2 john lives in new york.  （同上）

　　______  ______ john _____?

　　3 mary lives in the united states.( 一般疑問句）

　　______ mary _____ in the united states ?

　　4 her pen pal is from australia.（變為否定句）

　　her pen pal _____ _____ australia.

　　5.she speaks english.

　　______________________________

　　（二）將下列句子譯成英語。(go! go! 加油！)

　　1.你的筆友住在那里？

　　2.我喜歡打籃球。那是我最喜歡的運動。

　　3.加拿大人說英語和法語。

　　4.我認為加拿大是個令人感興趣的地方。

　　5.你能盡快給我回信嗎？

　　（三）閱讀：（努力吧！爭取最后的勝利！）

　　根據短文內容選擇最佳選項。

　　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

　　說明：a組的同學做全部題目；b組同學做一二題，選作第三題；c組同學只做一二題。學生以小組為單位做完練習后，先由組長給組員訂正答案，然后再共同討論所犯的錯誤，教師在教室內巡視，并給予適當的幫助，最后由學生利用投影來展示答案，老師再就學生的錯誤進行點撥與更正。

　　習題設計意圖：

　　1）分層練習可以使班級中不同層次的學生在課堂上都能有成功感，可以激發他們學習英語的信心。

　　2）三個練習題的設計是由易到難，便于學生接受。

　　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）寫一封信給姊妹學校介紹自己的情況并說明想要邀請的外國留學生的情況。

　　2）把課堂上的錯題整理到錯題本上。

　　3）閱讀just for fun ,準備以笑話的形式講給同學們聽,看看誰能成為笑星。

　　七 板書設計

　　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 教學過程流程圖

　　(1)課前播放英文歌曲切入→ (2)為任務教學作好詞匯，語法及句型上的準備→ (3)任務一  →(4)任務二→ (5)練習→ (6) 總結→ (7)家庭作業