Unit 6 Where is your pen pal from教学案例

1. 讨论自己喜欢的国家及其原因

2. 根据自己的笔友的来信向其他同学介绍自己的笔友。 3. 能够写一封信给笔友介绍自己的情况和自己国家的情况。

语言目标 学习策略与思维技巧 重点词汇

1. 以where 和what 引导的一般现在时的特殊疑问句。

2. 能够谈论笔友的大致情况如年龄，国籍，语言及爱好。并了解一些背景知识。 3. 能够写一封回信给笔友介绍自己的情况 重点语言结构 语言功能

1. Where is your pen pal from?

2. What languages does your pen pal speak? 3. Where does your pen pal live?

4. What’s your pen pal’s favorite subject?

Teaching procedures ：

Task 1 Where do you want your pen pal from? Aim: Know something about other countries. Steps Teacher’s activities Students’ activities Step1 Lead-in

I am very happy today because I have got a letter from my pen pal. She is from Finland and she can speak English and a little Chinese. Do you have a pen pal? The students who have pen pals can make a brief introduction. Step 2

Most of you don’t have a pen pal. Do you want to get one? You know our school has some exchange schools in other countries. Some students just wrote letters to look for pen pals in China. First I want to show you some pictures and you guess where they are from. Students look at the pictures and guess by using the sentences: Are they from France? Yes, they are.

Are they from America? No, they aren’t. Step 3

Group work： Which country do you want your pen pal from and why. Discuss it in groups Discuss it in groups and find out the reason by using the sentences:

I want a pen pal from Japan, because...

Step 4 presentation ：Ask Students to give the report of their groups. Group lea

ders give the reports of their groups by using the sentences: We want pen pals from. Japan, because… Task 2 Where is your pen pal from? Where does your pen pal live?

What languages does your pen pal speak? Aim: practice the sentences

1. Where is your pen pal from? 2. Where does your pen pal live?

3. What languages does your pen pal speak? Steps Teacher’s activities Students’ activities

Lead-in Hand out the letters and ask the students to read it and fill in the chart. Students read the letters and fill in the chart about their pen pals’ name, age, country, language, favorite subject, and hobbies. Step 1： After students have filled in the chart ask them seven questions about their pen pals. Answer the questions according to the letters they have got. Step 2

Group work ：Ask students to get information about their group-members’ pen pal as much as possible. Fill in the chart about their group-members’ pen pal by asking them seven questions.

Step3 Report： Ask one of the Ss in each group to give the report. Report the result like this: Lily’s pen pal is from Japan.: She can speak Japanese.

Question 1: What is your pen pal’s name? 2. How old is your pen pal? 3. Where is your pen pal from? 4. Where does your pen pal live? 5. What languages does your pen pal speak? 6. What does you pen pal like?

7. What is your pen pal’s favorite subject? Task 3: Write a letter

Aim: Learn how to write a letter to introduce oneself Steps Teacher’s activities Students’ activities Step 1

Writing： Now, you have known a lot about your pen pal. Do you want to write a letter to your pen pal? Give students five minutes to write a letter to their pen pals. The students write the letters to their pen pals and they can write what ever they want. Step 2 Correction ： Ask some students to show their letters to the class, and the teacher help students to correct their letters. Correct the letters by themselves.

本单元的教学目标：

学生能够讨论自己喜欢的国家及其原因，并根据自己所读笔友的来信能够向其他同学介绍自己的笔友。最后能够写一封信给笔友介绍自己的情况和自己国家的情况。 教学思路

本单元的句型较多，主要是让学生能够较详细地介绍自己。所以前三节课通过各种练习及相关的任务让学生基本掌握了本单元的主要句型，而本节课主要是通过完成教学活动，培养学生语言综合能力的应用，本节课中阅读量较大，为学生提供了一定量的输入，为语言的最终输出做准备。在任务过程中学生通过小组活动不但可以充分练习语言而且可以培养学生的协作精神。最终学生在掌握语言的同时还能了解一些国家的背景知识及地理知识。 教学环节

此次课的课型是写作课，写一封信给自己的笔友，但事实上大部分的学生没有自己的笔友，所以本节课设计的一个大任务是从网上找到一些笔友的信息，帮助学生找到一个笔友并让他根据笔友的情况写一封回信。这项任务又由层层递进的四个小的任务组成，为任务的最终完成奠定基础。

任务1、让学生看各国的图片, 猜这些笔友从哪个国家来，由于各国的图片都是从不显著到最著名的建筑物及风光，提供了信息差，学生充分练习了Are they from America. 的句型。而且让学生增加对一些国家及其地理知识的了解。

任务2、让学生通过讨论选出本组最喜欢国家的笔友运用句型： I want a pen pal from…. because

任务3、了解自己的笔友，通过填写表格，小组活动询问组员的笔友的情况，获得更多的信息。并能充分应用What is her name？Where is she from？Where does she live? What languages does she speak? 在此过程中学生充分练习相关句型，为任务的最终完成奠定语言基础。这个过程其实也是一个阅读的过程，每个人的信件都不一样，所以存在着信息沟。并且所读信件为学生提供了一个范例。在小组做调查的同时学生以口头完成了写作。 任务4、独立完成写作并当堂完成批改。

任务的完成：由于前两步教学步骤作了语言的铺垫，学生有了一定知识输入，所以在短时间内，学生能够完成写作，并全班范围内进行修改，在此过程中学生学会如何修改自己的写作。学生可以当天发给自己的笔友，即可收到笔友的回信，及任务的延续。 课后反思

任务型教学是一种较新的教学方法，大家都还处于一个摸索阶段，所以本节课是对任务型教学与教材相结合作了一个研究与尝试，本节课的一个大任务就是给自己的笔友写一封信介绍自己，为完成这个任务，在课堂上又呈现了三个环环相扣的小任务，形成一个完整的任务链，为任务的最终完成奠定基础。在完成任务过程中学生通过小组活动不但可以充分练习语言而且可以培养学生的协作精神。

最终学生在掌握语言的同时还能了解一些国家的背景知识及地理知识。本节课任务的设置基本上本着以上三条原则，任务真实，活动量大，内容充实，通过group work 使学生积极互动，活动与学习节奏快，学生都能最完成本课设计的任务。而且由于各环节都给予了学生语言支持，很多同学可在较短的时间内，完成一篇质量较高的写作，内容丰富，语言流畅。但如果要力求任务更加真实，本节课应在网络教室上，毕竟电脑已走进家家户户，网络已将这个世界变小，E-mail代替信件成为人们沟通不可缺少的方式。学生上网自己找到自己理想国家的笔友，在电脑上直接完成信件的写作并能当时发送给自己的笔友，这个任务是最具有真实性的，让学生体会到能真正运用自己所学的语言完成与他人的交流。此外除了英语，学生还可以学会如何上网查资料，如何发邮件，这样英语老师也远远摆脱了传统英语教学方式。