Unit 7 A letter to a pen friend1 教案由刀豆文库小编整理，希望给你工作、学习、生活带来方便，猜你可能喜欢“unit7shopping教案”。
教学要求：
1．能听懂、会说、会读和会拼写单词letter, penfriend.2．能听懂、会说和会读单词yesterday, read, both,addre, would like to be等。
3.能听懂、会说和会读日常用语Who do you want to write to? I want to write to … You both have the same hobbies.I‟m going to tell him about my school and my favourite subjects.教学重点：
1．能听懂、会说、会读和会拼写单词letter, penfriend.2．能听懂、会说和会读日常用语Who do you want to write to? I want to write to … You both have the same hobbies.教学理念：
多种活泼的教学形式，激起学生的求知欲望。让每个学生都有兴趣积极参与课堂，体验成功的喜悦。
教具准备：
课件、彩笔、录音机、纸片、信息表
教学过程：
Step 1 Warm up
1.Sing a song: Can I have some writing paper?
T: First, let‟ing a song＂Can I have some writing paper?＂
Ｓs sing the song.(学生一边唱歌,一边做动作。歌曲调同〈伦敦桥要倒了〉。)T: Can you make a dialogue like this? Practise the dialogue with your parterner.Then the Ss practise.S1: Can I have a pen? S2: What for?
S1: I want to do my homework.S2: Sure.Here you are.… …
T: Can I have some writing paper? Ss: What for?
T: I want to write a letter to my penfriend.Ss: Sure.Here you are.T: Thank you.Ss: You‟re welcome.设计意图：
把第一课时所学的四会句型：Can I have some writing paper? What for? What for? I want to write a letter to my penfriend.编成学生熟悉的儿歌，既可活跃课堂气氛，又有效复习前一课时的主要内容，并使得学生尽快进入角色。
2.Spell: letter, penfriend
T: “ letter” is a “four skills word.” Can you spell it? S: Yes.L-E-E-T-T-E-R letter.T: “ penfriend” is another “four skills word.” Can you spell it? S: Yes.P-E-N-F-R-I-E-N-D penfriend.T writes “ A lettera penfriend” on the BB.T: What?（指着课题空白处。）
Ss: To.A letter to a penfriend.T: What does it mean? S:一封给笔友的信。
T: Do you have a penfriend? 设计意图：
通过前一环节的句子，引出四会单词letter和penfriend。由四会单词引出课题A letter to a penfriend。
3．Free talk: Say some thing about youselves.T: Today, many guests come to our school, and there‟re some in our cla.They would like to know more about you.Would you like to introduce yourself them? Ypu may prepare for one minute.设计意图：
通过谈话，帮助学生放松心情，增进师生间的情感交流，拉进学生与听课教师之间的距离，营造和谐的课堂氛围。介绍自己，并学会倾听。在此过程中，用Where does he/ she live?
Does he/ she have any brothers or sisters?What are his/ her hobbies?等问句来检查学生是否听懂、能否表达，练习了部分主要句子。
Step 2 Presentation
1． Learn: You both have the same hobbies.S1: My name is … I „m 13 years old.I am 158 cm.I am taller than my brother.But he is strong than me.I am good at English and Maths.S2: My name is … I live in Qingkou.I am a student at Qingkou Primary School.We study Chinese, Maths, English, Science, PE, Art, Computer and other subjects.My favourite subjects are English and PE.S3: My name is … My family is big.There‟re five of us: grandma, grandpa, dad, mum and me.My grandma likes cooking.My grandpa likes playing che.I like playing che, too.I often play with him.I also like reading books.S4: My name is … My hobbies are reading and drawing.I like read books with my friend.T:（对S3说）You like reading books.（对S4说）You like reading books, too.So you both have the same hobby.T: Where does S 2 live? S: He lives in Qingkou.T: Does S3 have any brothers or sisters?
S: No.He has no brother or sister.He is the only child in his family.T: What are S3‟s hobbies? T: What are S4‟s hobbies? S: He/ She likes…
（同时出示幻灯片：Where does he live? Does he have any brothes or sisters? What are his hobbies?）
T:（对S5说）Do you like reading? Do you like drawing? S5: Yes.T: You both have the same hobbies.Ss read after the T.强调both发音。比较all与both的不同
伴随手势以不同形式练读：You both have the same hobbies.（同时出示幻灯片：You both have the same hobbies.）
设计意图：
设置真实的语言环境，使操练有意义。通过交流、谈话，让学生在真实自然的语境中输出语言知识。教师的语言输入转为学生的语言输出，由扶到放，由课堂到生活，很好地发挥学生的能动性、主体性。
把新句子You both have the same hobbies的朗读配上手势，集中了学生的注意力，增强读书的趣味性。
2．Talking : We are in the cla.You are good friends, I think.And I want to know if you have got any penfriends?
Ss: No/ Yes.（多数学生说No.）
T: Let‟s go to the Penfriend Club and find a penfriend 设计意图：
设计一个笔友俱乐部，里面有学生喜爱的卡通人物Doraemond，有流行的明星:周杰伦、姚明和Harry Potter，有课文中的人物Peter White，还有他们美丽的英语教师Mi Fan，以激励学生自主学习的欲望。老师把自己也作为学生们的penfriend,拉进师生间的距离，把学习的主动权放给学生，体现了学生学习主体性的教学理念。
3.Penfriend Club: Who do you want to write to?（同时出示幻灯片：Penfriend Club）
Penfriend Club
T: Who do you want to write to? S: Harry Potter/…/ Mi Fan
T:(吃惊地)Me? Oh, I‟m plesure to hear that.Thank you.（热情地与该生握手）What do you want to write?
S: Hobbies, family, study/…（教师适时板书Hobbies, family, study/…）
板书：
Who do you want to write to? I want to write to …
重点练读：Who do you want to write to?
以“转火轮”的形式练读，由慢读逐渐加快速度。以I‟m the first 激励学生，训练学生口腔肌肉。最后深情地说：Who do you want to write to? 设计意图：
幽默、轻松的谈话拉进师生的距离，突出本课重点:Who do you want to write to?
I want to write to …用“转火轮”的形式练读，由慢读逐渐加快速度。以I‟m the first 激励学生，训练学生口腔肌肉，让学生“愿读”、“想读”、“读来兴趣盎然”，在学习的过程中体验轻松和愉快。
T: Who do you want to write to?
S: I want to write to Zhou Jielun/ …/Peter White.T: Liu Tao does , too.（同时出示幻灯片：）
l Yesterday afternoon, Liu Tao read about an English boy Peter in the newspaper.Peter wanted a penfriend in China.Liu Tao would like to be his penfriend.He wants to write to Peter.T: Who can read?（指名试读）
纠正发音：read, wanted.强调in the newspaper 和would like to be 用would like to be说话：
S: I would like to be a teacher/ doctor/ super star/ … T: I would like to be your friend.Ss read the introduction to the dialogue together.设计意图：
因课文较长，把课文分解一下。先出示引言部分，用红色笔标注重难点：yesterday, read， would like to be，锻炼学生理解并回答问题的能力。
3.The students raise some questions: Who/ Where/ What/ …?
T: Liu Tao is talking to his mother about Peter.What are they talking about? You can pose your question.S: Who‟s Peter?/ What are his hobbies?/ Does he like reading books/ … T: Now, read the questions and listen to the tape.（出示幻灯片：）
l Who‟s Peter? l Where does he live?
l Does he have any brothers or sisters? l What are his hobbies? Ss listen to the tape.设计意图：
掌握语言的最佳途径是让学生做事情。让学生先提出问题，然后带着问题听课文录音，一步步分化难点，训练学生由机械地朗读到熟练的问答，使学生真正掌握语言，运用语言。
Step 3 Listen, read and learn 1.Listen and fill in form.（出示幻灯片：）Penfriend Wanted Name: Peter White Age:12 City: Family: mum, dad,and Hobbies:
解释Wanted的用法:广告用语，征求什么职位，就用…Wanted.设计意图：
前面已经提出了一些问题，接着对照表格听录音，目的明确，层次性强，适合不同层次的学生参与。
2.Read the dialogue.自由朗读----男女生分角色朗读
3.Learn: I‟m going to tell him about my school and my favourite subjects.T: What is Liu Tao going to tell Peter?
Ss: He‟s going to tell him about his school, his favourite subjects and his new house.（出示幻灯片：）
Mum: I think you‟ll be good friends.Liu Ta I hope so, Mum.I‟m going to tell him about my school and my favourite subjects.Mum: You can also tell him about our new house.指导读好长句：I‟m going to tell him about my school and my favourite subjects.形式：教师带读，学生补充，教师带读逐句变短，学生补充逐句加长。
以“转火轮”的形式练读，由慢读逐渐加快速度。以I‟m the first 激励学生，训练学生口腔肌肉。学生投入练读该句。
T: Good.Now relax.Take it easy for a while.I‟ll sing a somg for you.教师把幻灯片上的句子用〈小星星〉的曲调唱给学生听。T: Can you sing? It‟s very easy to sing.Ss sing together.设计意图：
把长句子分解，使学生易于读准、读熟新句子。并把对话用学生熟悉的旋律唱一唱，让学生在紧张的学习过程中放松一下。
3．游戏：传话
T: Let‟s play a game: Pa in a meage.Pa and read it in groups.Each group, the last one should come to the front ,find the meage and paste it on the BB.Ss pa and read the meages in groups.Who do you want to write to? Can I give him my e-mail addre?
Can I have some writing paper, an envelope and some stamps, please? I‟m going to tell him about my school and my favourite subjects.每一组最后传话的学生到讲台前找到所读的句子，并把该句贴到黑板上。
看口形，猜句子: Look at my mouth and guee what I am saying.排序: Pre text sequece, line up a preface for four words.理顺课文: According to the evidence, manage an agreeable text.齐读课文。
设计意图：
用一个小游戏，把对话的精华部分提炼出来，并围绕中心句，鼓励学生扩充操练内容，尽量复现课文中的对话。学生在玩的过程中进行具有信息差距的信息交流，从而体验语言的交际功能，增加成就感。重要的是在交流中总结了全文。
Step 4 Sum up appraisal Telling: My e-mail addre is … Step 5 Homework
• Write to your penfriend and tell him/ her about your family or subjects.• 试着用的调子唱一唱文中对话: I think you‟ll be good friends….about our new house.板书设计：
A letter to a penfriend.Who do you want to write to? I want to write to …
