Unit7 A letter to a penfriend教案
Teaching 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:
I hope so. What should I do?
Can I have...?
Whatfor?
I want to...
3, Students can say the sound:
4, Students can sing the rhye: I want to write a letter.

Period One
Ⅰ. Teaching Content: Part B,C
Ⅱ. Teaching Ais:
1.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。
2. Students can understand, read, say and write the new sentences:
Can I have...?
Whatfor?
I want to...
Ⅲ. Teaching focus and difficulties:
1.Students can aster the neords and phrases.
2.Students can use the new sentences..
Ⅳ. Teaching Aids:
Pictures, cards, copybook,, coputer.
Ⅴ. Knowledge recurrences:
What do you like?
Ⅵ. Teaching Steps:
Step1: Pre-task preparation:
1.Greeting.
2.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)
B．Presentation and practice.(Look, read and learn)
1、e-ail
2、telephone nuber.
T: y telephone nuber is .....
What's your telephone nuber?
3、Say the word quickly
4、writing paper ,envelope, post card, glue
5、听录音，模仿跟读。
6、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。
D．Consolidation .
1、A good eory:
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。
2、Listen and point:
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。
3、A guessing gae:
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 ...
C．Presentation and practice.
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：Can I have a postcard ?
S: What for?
T: 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",
"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
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。
Hoework.
1、Read and copy

Period Two
Ⅰ. Teaching Content: Part A
Ⅱ. Teaching Ais:
2.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。
2. Students can understand, read, say and write the new sentences:
Can I have...?
Whatfor?
I want to...
Ⅲ. Teaching focus and difficulties:
3.Students can aster the neords and phrases.
4.Students can use the new sentences..
Ⅳ. Teaching Aids:
Pictures, cards, copybook,, coputer.
Ⅴ. Knowledge recurrences:
What do you like?
Ⅵ. Teaching Steps:
Step1: Pre-task preparation:
A. Greeting.
B. Revision.
C. Presentation and practice.
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。
本教时安排如下：本部分生词及对话第一、二部分。
1． 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。
2. 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。
Question 1.Who did Liu Tao read about yesterday afternoon?
4.What did Peter want in China?
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：
( )Thank you.
( )I want to write a letter.
( )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。
E. Hoework.
1．Listen and read
2．Copy the new phrases

Period 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。
2. Students can understand, read, say and write the new sentences:
Can I have...?
Whatfor?
I want to...
Ⅲ. Teaching focus and difficulties:
5.Students can aster the neords and phrases.
6.Students can use the new sentences..
Ⅳ. Teaching Aids:
Pictures, cards, copybook,, coputer.
Ⅴ. Knowledge recurrences:
What do you like?
Ⅵ. Teaching Steps:
Step1: Pre-task preparation:
A. Greeting.
B. Revision.
1． 请几位学生上台进行自我介绍。
2． 背诵、表演A部分对话。
C. Presentation and practice.
1. Listen and write
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。
3） 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
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。
2） 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。
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。
4） 鼓励学生完成练习，或请学生2人一组完成填空练习。
D. Hoework
1. recite and act

Period Four
Ⅰ. Teaching Content: Part F,G,WB
Ⅱ. Teaching Ais: xkb1
4.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。
2. Students can understand, read, say and write the new sentences:
Can I have...?
Whatfor?
I want to...
Ⅲ. Teaching focus and difficulties:
7.Students can aster the neords and phrases.
8.Students can use the new sentences..
Ⅳ. Teaching Aids:
Pictures, cards, copybook,, coputer.
Ⅴ. Knowledge recurrences:
What do you like?
Ⅵ. Teaching Steps:
Step1: Pre-task preparation:
A.Greeting.
B. Revision.
Question 1. How old is Helen?
2.Does Helen live in Nanjing?
3.What's the nae of Helen's school?
4.What are Helen's hobbies?
C. Presentation and practice
1． Listen and repeat.
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。
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。
2） 指导学生听录音跟读单词和句子。
2． Say a rhye.
1） 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
3．Look, read and do the crossword
4．Look and write
5．Read and coplete
6．Read and answer
F. Hoework
1．Review Unit7
2． Do WB

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