Unit 1 Where is your pen pal from? (Section A)
[设计思想]
《英语课程标准》倡导“任务型”的教学途径，其最终目的是培养学生综合运用英语的能力。教师应注重设计贴近学生生活实际的教学活动，避免以单纯传授语言知识为目的的教学方法，吸引学生充分参与到课堂活动中来。 “让学生做事”是设计课堂教学的主要原则，也是设计课堂任务的主要思路。本节课设计如下四个真实的任务，任务（一）：请学生根据自己已经拥有的地理知识，将城市与国家名称贴在一起。任务（二）：已经掌握的国家名称，观看片段，猜一猜出现的国家。任务（三）根据自己的爱好及所收到的外国友人的相关信息，选择自己满意的笔友；任务（四）：根据自己所选定的笔友的情况，在完成听力材料的基础上，使用要求掌握的句型调查哪位同伴的笔友和自己的笔友来自同一个国家，并将调查结果进行汇报。这四个任务之间合理过度，采取选择、确定、调查及汇报的授课方式，调动学生运用要求掌握的语言结构做事的积极性，引导学生在学习的过程中学会归纳和实践等方法，重在侧重对学生学习策略等方面能力的培养；小组活动形式的目的在于增强同学之间的团结，培养学生谦虚好学的精神，同时也提供给学生更多运用英语的机会。
此课是第13单元的起始课。
[实施方案]
教学目标：1.学会谈论人们的国籍。
2.学会询问并回答人们的居住城市。
学习策略：认知策略、交际策略、资源策略
主题词表：
主题思维图及任务型活动：
Teaching Plan：
Pre-task：Ask students to bring some thing that represents some country.
Step I. Task One
1.Match the cities and the map. (4 students a group)
2.Learn the new words with the pictures.
3.Listen and repeat. (1a)
4.Listen and circle. (1b)
Step II. Task Two - Guessing Game 1
1.Students watch the videos and then tell what countries they saw.
2.Ask students to show the things they brought, the other students will guess where they are from. If the students forgot to bring things to class, ask the students to do group work. They should say a sentence or a short paragraph and ask the other students to guess who she/he is. The other students can ask more questions.
For example:
Student A says: He can play basketball very well.
The others can ask: Where is she/he from? Where is he now?
Student A answers: He is from China. He is in the United States.
The others will guess: He is Yao Ming.
Get each group say one, the other groups ask and guess.
Step III. Listening
1.Finish 2a.
2.Listen and circle. (2b)
3.Listen and complete the chart. (2c)
Step IV. Task Three - Choosing a pen pal
Group work: 4 students a group
Get students to choose their favorite pen pals from other countries according to the cards given by teacher. The following card in only an example.
Name:
Maria
Gender/Sex:
Female
Be from:
Canada
Born:
On 29th July, 1990
Live:
Toronto
Like:
Dancing, basketball, English, thrillers,
Language needed：
My pen pal is Maria. She is from Canada. She lives in Toronto. She likes dancing, basketball, English and thrillers.
Step V. Task Four - looking for friends
Pair work:
After choosing their pen pals, get the students to look for friends and find out whose pen pals come from the same country and live in the same city.
Language needed：
1. -Where is your pen pal from?
-She/He is from….
2. -Where does she/he live?
-She/He lives in….
Step VI. Homework
1.Please write a letter to your pen pal and tell her/him something about you.
2.Make a card for your favorite movie star or sport star.
Step VII. Grammar Focus
1.Canada, South Korea, New Zealand, Japan, the United States, Australia, Mexico, Brazil, Argentina, the United Kingdom, China
2.Soul, New York, Mexico City, Tokyo, Rio de Janeiro
3.-Where is your pen pal from?
-She/He is from …
4.-Where does she/he live?
-She /He lives in…
文化的传授：
补充学生对各地的名胜古迹、历史风情、地理知识等知识的进一步了解，从而实现英语与其他各学科之间的渗透。
生词表:
[设计思想]
《英语课程标准》倡导“任务型”的教学途径，其最终目的是培养学生综合运用英语的能力。教师应注重设计贴近学生生活实际的教学活动，避免以单纯传授语言知识为目的的教学方法，吸引学生充分参与到课堂活动中来。 “让学生做事”是设计课堂教学的主要原则，也是设计课堂任务的主要思路。本节课设计如下四个真实的任务，任务（一）：请学生根据自己已经拥有的地理知识，将城市与国家名称贴在一起。任务（二）：已经掌握的国家名称，观看片段，猜一猜出现的国家。任务（三）根据自己的爱好及所收到的外国友人的相关信息，选择自己满意的笔友；任务（四）：根据自己所选定的笔友的情况，在完成听力材料的基础上，使用要求掌握的句型调查哪位同伴的笔友和自己的笔友来自同一个国家，并将调查结果进行汇报。这四个任务之间合理过度，采取选择、确定、调查及汇报的授课方式，调动学生运用要求掌握的语言结构做事的积极性，引导学生在学习的过程中学会归纳和实践等方法，重在侧重对学生学习策略等方面能力的培养；小组活动形式的目的在于增强同学之间的团结，培养学生谦虚好学的精神，同时也提供给学生更多运用英语的机会。
此课是第13单元的起始课。
[实施方案]
教学目标：1.学会谈论人们的国籍。
2.学会询问并回答人们的居住城市。
学习策略：认知策略、交际策略、资源策略
主题词表：
主题思维图及任务型活动：
Teaching Plan：
Pre-task：Ask students to bring some thing that represents some country.
Step I. Task One
1.Match the cities and the map. (4 students a group)
2.Learn the new words with the pictures.
3.Listen and repeat. (1a)
4.Listen and circle. (1b)
Step II. Task Two - Guessing Game 1
1.Students watch the videos and then tell what countries they saw.
2.Ask students to show the things they brought, the other students will guess where they are from. If the students forgot to bring things to class, ask the students to do group work. They should say a sentence or a short paragraph and ask the other students to guess who she/he is. The other students can ask more questions.
For example:
Student A says: He can play basketball very well.
The others can ask: Where is she/he from? Where is he now?
Student A answers: He is from China. He is in the United States.
The others will guess: He is Yao Ming.
Get each group say one, the other groups ask and guess.
Step III. Listening
1.Finish 2a.
2.Listen and circle. (2b)
3.Listen and complete the chart. (2c)
Step IV. Task Three - Choosing a pen pal
Group work: 4 students a group
Get students to choose their favorite pen pals from other countries according to the cards given by teacher. The following card in only an example.
Name:
Maria
Gender/Sex:
Female
Be from:
Canada
Born:
On 29th July, 1990
Live:
Toronto
Like:
Dancing, basketball, English, thrillers,
Language needed：
My pen pal is Maria. She is from Canada. She lives in Toronto. She likes dancing, basketball, English and thrillers.
Step V. Task Four - looking for friends
Pair work:
After choosing their pen pals, get the students to look for friends and find out whose pen pals come from the same country and live in the same city.
Language needed：
1. -Where is your pen pal from?
-She/He is from….
2. -Where does she/he live?
-She/He lives in….
Step VI. Homework
1.Please write a letter to your pen pal and tell her/him something about you.
2.Make a card for your favorite movie star or sport star.
Step VII. Grammar Focus
1.Canada, South Korea, New Zealand, Japan, the United States, Australia, Mexico, Brazil, Argentina, the United Kingdom, China
2.Soul, New York, Mexico City, Tokyo, Rio de Janeiro
3.-Where is your pen pal from?
-She/He is from …
4.-Where does she/he live?
-She /He lives in…
文化的传授：
补充学生对各地的名胜古迹、历史风情、地理知识等知识的进一步了解，从而实现英语与其他各学科之间的渗透。
生词表:
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