Step Ⅰ Greetings and revision.
Greet the class as usual and check the homework.
T: First, let’s review the names of the countries we learnt in the last period. Please look at the map.
Teacher points to different places of the map and asks students to say the English names of these countries together.
Step Ⅱ 2a
Point to the chart and ask students to repeat the countries and cities.
T: Now please write the name of a country in the blank after each city. Show what country the city is in. Now let’s have a competition to see who can finish the chart quickly and correctly. Teacher asks some of the students to give their answers. Whoever gives the right answers gets a little red flag as a reward.
Answers: Sydney Australia
New York the Unites States
Paris France
Toronto Canada
Tokyo Japan
Step Ⅲ 2b
T: Now, I’ll let you hear some conversations about cities and counties. Look at the box in 2a. Please circle the cities and counties you hear on the recording.
Play the recording for the first time. Students only listen. Then for a second time. This time students can finish the work.
If some students cannot finish it, play the recording a third time. Then check the answers.
Answers: Japan, Paris, France, Sydney, Australia.
Tape script:
Conversation1
A: Where’s your pen pal from, John?
B: He’s from Japan.
A: Oh, really? Where does he live?
B: Tokyo.
Conversation2:
A: Where’s your pen pal from, Jodie?
B: She’s from France.
A: So, where does he live?
B: Oh, she lives in Paris.
Conversation3:
A: Andrew, where’s your pen pal from?
B: She’s from Australia.
A: Uh-huh. Where does she live?
B: She lives in Sydney.
(This activity provides listening using the target language.)
Step Ⅳ 2c
There is a chart in 2c. Now let’s listen to the conversations again and complete the chart.
Play the first conversation on the tape. Point to the sample answer in the chart as it is mentioned on the tape. Play the recording again and ask students to fill in the chart.
Then check the answers.
Answers:
|
Name |
City |
Country |
|
John |
Tokyo |
Japan |
|
Jodie |
Paris |
France |
|
Andrew |
Sydney |
Australia |
(This activity provides listening and writing practice using the target language.)
Step Ⅴ 2d Pair work
T: Now please look at the conversations in the picture. Read them after me.
Now you can use the information in the chart in 2c and make more conversations. Now I’ll give you more examples. Please look at the Bb.
Where’s Jodie’s pen pal from, John?
She’s from France.
Where does she live?
Paris.
Where’s Andrew’s pen pal from?
She’s from Australia.
Where does she live?
Sydney.
Ask them to work in pairs.
After students have had a chance to practice their own conversation，ask several pairs to present them to the class.
(This activity provides guided oral practice using the target language.)
Step Ⅵ Grammar Focus
T: Please look at the grammar box. When ewe are talking about some information about pan pals, We can use these sentences:
------Where is ……from?
------He/She is from... ------Where does he/she live?
------He/She lives in....
Teacher writes the sentences above on the blackboard.
T: Now please read the sentences in the box after me.
Teacher reads the sentences for the students to follow.
Then some students are asked to read these sentences.
Step Ⅷ Summary and Homework
Today we’ve learnt some information about pen pals. I hope you can make a pen friend. You can write to each other and talk about your school life. After class, make more sentences with “where” “from” and “live”.
Step Ⅷ Blackboard Design.
Unit 1 Where’s your pen pal from?
------Where is ……from?
------He’s from……
------Where does he live?
------He lives in ……
The Third Period