七年级上册 Unit 8 When is your birthday Section A3a-3c 教案

Go For It 7A Unit 8 Section A 3a-3c
Analysis of teaching material What: An introduction of the ages and birthdays of four children in the TV series Good luck, Charlie! Why: Help students to learn the expressions of dates by using ordinal numbers. How: The material includes expressions of the ages and birthdays, e.g. “His birthday is on May 9th.”
Teaching objectives By the end of the session, most students will be able to: In the activities of watching, listening and speaking, get ages and birthdays information of four children in Good luck, Charlie! (Learning and understanding） Retell the ages and birthdays of the four children, and summarize the language expressions of ages and birthdays. Grasp the rule of formation and abbreviation of ordinal numbers and tell the difference between“in” and “on” in the expression of time; (Applying and practicing) Talk about your family members’ birthdays in the group by using relevant language expressions. (Transferring and creating)
Teaching focus Summarize the language expressions of ages and birthdays; Grasp the rule of formation, pronunciation and abbreviation of ordinal numbers.
Anticipated difficulties Students may feel difficult to grasp the rule of formation and abbreviation of ordinal numbers.
Teaching procedure
Teaching objectives Learning activities Effect Evaluation
Grasp the rule of In the activities of watching, listening and speaking, get ages and birthdays information of four children in Good luck, Charlie! (Learning and understanding） 1. Ss watch the video clip of Good Luck, Charlie!—Teddy’s coming birthday, and teacher guide the Ss to guess the ages of the four children according to the pictures by asking “How old are they”, and to compare their ages and lead to the topic of birthdays naturally. 2. Ss fill in and compare the ages of four children according to the tape and verify the prediction. 3. Ss listen to the tape again and fill in the birthday dates of 4 children. 4. Ss listen to the tape again and explicit the pronuncation of date. To observe Ss’ performance in answering questions to judge their language reserves for birthdays and ages. Evaluate students’ ability to obtain key information through listening based on their accuracy in filling in the blanks.
Justification: Show a humorous video to create a context, which can arouse students’ interest to the topic of birthday. Let students make predictions accorfing to pictures, and cultivate students’ ability to obtain key information accurately. Let students learn the language expression of ordinal numbers.
Retell the ages and birthdays of the four children, and summarize the expressions of ages and birthdays. Grasp the rule of formation and abbreviation of ordinal numbers and tell the difference between in and on in the expression of time; (Applying and practicing) 5. Ss talk with pairs according to the table to retell the ages and birthdays of the 4 children, using and masteing the expressions of asking for ages and birthdays. Teacher guides students to tell the difference between in and on in time expression. --How old is … --He/She is … years old. -When is …’s birthday -His/Her birthday is … . 6. Show the listening text. Ss discover the different language functions of ordinal and cardinal numbers, and learn the rules of ordinal words, fucusing on special variants. 7. Ss do exercises 3a and 3b. Observe whether the cardinal and ordinal numbers used by Ss to express age and date are correct. Observe whether Ss can discover relevant grammar, and grasp the extent to which Ss grasp the rules of ordinal numbers.
Justification: The learning activities in this stage guide Ss to summarize and organize the core language, and practice the language through cooperative dialogues. Through discourse, Ss discover grammatical knowledge in the text and perceive different pragmatic functions. Finally, teacher thoroughly analyzes language rules to prepare for authentic expression.
Talk about your family members’ birthdays in the group by using relevant language expressions. (Transferring and creating) 8. Ss discuss in groups, using the core language of asking, expressing to communicate the birthdays and ages of their family members, such as "My father is 42 years old. His birthday is on November 10th". The group leader records the responses of the classmates. 9. The groups select representatives to introduce information about their family members to the class. 10. Make a summary. Observe whether Ss can express their age and date of family members in group discussions and reports. Provide guidance as needed.
Justification: The learning activities in this stage help Ss transfer to the real context of life and creatively use the language they’ve learned. Ss move from the created context to real life, which develops pragmatic skills, and enhances their awareness of the importance and significance of family members’ birthdays and ages.
Homework: 1. Read the text twice and focus on the expression of ages and bithdays. 2. Grasp the function of ordinal numbers and its formation, pronunciation and abbreviation. Optional homework: Write an introduction of your family members’ ages and birthdays.
Blackboard design Unit 8 When is your birthday (
--How old is …
--He/She is … years old.
--When is …’s birthday
--His birthday is
on
May 9
th
.
Her birthday is
in
July.
) (
five - fifth
eight - eighth
nine
–
ninth
twenty
–
twentieth
twenty-one
–
twenty-first
) (
one
- first
two
–
second
three - third
)
Reflection During the design of teaching activities, Good luck, Charlie! was used to elicit birthday topics, and four protagonists were introduced to elicit relevant language expressions. Guide students to discover the grammar of this lesson by themselves from the listening text, and compare ordinal numbers with cardinal numbers to understand their pragmatic functions.