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Section C
Section C needs 1 period. Section C需用1课时。
The main activities are 1, 2a and 3. 本课重点活动是1, 2a和3。
Ⅰ. Aims and demands目标要求
1. (1)Learn some words about the shape:
shape, circle, square, triangle, rectangle, oval
(2)Learn some other new words and phrases:
present, hill, centimeter, football
2. (1)Talk about the shape.
What’s the shape of your present It’s round.
Was it like a flower before No, it wasn’t. It was like a star.
What shape was it before It was a square.
(2)Talk about the length and width.
How long is it It is 24 centimeters long.
How wide is it It’s 6. 4 centimeters wide.
(3) Talk about the usage of objects.
What do we use it for We use it to keep pencils, rulers, erasers and so on.
Ⅱ. Teaching aids 教具
实物/课本图片/录音机
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:5分钟)
复习序数词, 引入新课。
(做游戏。)
(复习序数词。把全班分成两组Group A和Group B。 Group A的一名学生先说三个基数词, Group B的一名学生要迅速说出相对应的序数词。注意每逢带有3、6、9、13、16……的序数词要跳过。)
T: Now we divide the class into two groups—Group A and Group B. The first player from Group A says three cardinal numbers quickly. The first player from Group B must say the correct ordinal numbers as quickly as possible accordingly. You mustn’t say“3rd, 6th, 9th, 13th, 16th…”
Example:
SA: One, two, four.
SB: First, second, fourth.
…
T: If the player in Group B is successful, Group B gets a point. If the player in Group B is not successful, Group A gets a point. Let’s find which group will be the winner.
Group Point
Group A
Group B
Step 2 Presentation 第二步 呈现(时间:15分钟)
呈现并练习表达形状的句型，呈现1。
1. (教师出示一个球, 引出表示形状的句型和生词circle。)
T: I have a lot of objects. Do you want to have a look at them OK, I’ll show them to you.
T: What’s this in English
S1: It’s a basketball.
T: What color is it
S1: It’s red.
T: What shape is it (教师可用汉语提示。)
S1: 圆的。
T: Yes. It’s round. It’s a circle.
2. (教师出示一块三角形的蛋糕、一个鸡蛋、一张长方形的硬纸, 引出生词triangle, oval,
rectangle, square。)
(1)(对话一)
T: What’s this in English
Ss: It’s a cake.
T: What shape is it
Ss: 三角形。
T: Yeah, you are right. It’s a triangle.
(2)(对话二)
T: What’s this
Ss: It’s an egg.
T: What shape is it
Ss: 椭圆形。
T: Very good. It’s an oval.
(3)(对话三)
(教师出示一张长方形硬纸, 然后把它剪成正方形。)
T: What’s this
Ss: It’s a piece of paper.
T: What shape is it
Ss: 正方形。
T: Yes, it’s a square. What shape was it before
Ss: 长方形。
T: Well done. It was a rectangle.
(板书画线部分。)
What shape is it It’s round.It’s a/an circle / triangle /oval / square.What shape was it before It was a rectangle.
3. (教师出示一个地球仪, 引出词组be like。)
T: What is it like (教师可用汉语提示)
Ss: 球。
T: Yes. It is like a ball.
4. (教师出示一颗五角星形状的纸, 然后把它折成一朵花的形状。)
T: What is it like
Ss: It is like a flower.
T: Was it like a flower before
Ss: No, it wasn’t. It was like a star.
(板书画线部分。)
What is it like It is like a ball/flower.Was it like a flower before No, it wasn’t. It was like a star.
(让学生用他们的学习用品或图画和同桌对话, 互相提问物体的形状。)
Example:
S1: What shape is it
S2: It’s round.
S1: What is it like
S2: It is like a ball.
5. (教师出示2a 的图片, 练习be like的一般现在时和一般过去时用法。)
T: Now, look at the pictures in 2a. Let’s talk about it like this:
T: What is it like
S1: It is like a dog.
T: Was it like a dog before
S1: No, it wasn’t. It was like a hill.
…
6. (呈现2b。学生两人一组按范例操练，完成2b。)
T: Well done. Now, look at the example in 2b and work in pairs.
Example:
S2: What shape is it now
S3: It’s a circle.
S2: What shape was it before
S3: It was a square.
…
T: Good job. Let’s stop. Do you want to know about the present for Kangkang’s birthday Let’s listen to 1a and answer the questions.
(过渡到下一步。)
7. (呈现1, 听录音并回答有关问题, 掌握对话内容。)
(1)(设置并板书听力任务。让学生听1的录音, 回答问题。)
T: Now, listen to the tape and answer the questions on the blackboard.
(1) What’s Maria’s present for Kangkang’s birthday (2) What’s the shape of her present (3) What color is it (4) Can Michael have a look
(2)(教师核对答案并板书关键词和词组。)
present shape color soccer ball have a look
Step 3 Consolidation 第三步 巩固(时间:5分钟)
巩固1。表演对话。
1. (放1的录音, 让学生跟读, 并用铅笔标出重读与语调。)
T: Follow the tape and mark the stress and intonation with your pencil.
2. (让学生擦去所标重读与语调, 先自读, 然后跟录音一起读, 逐句核对语音和语调。)
T: Rub them out and read by yourselves. Then check your pronunciation and intonation sentence by sentence according to the tape. Go!
3. (人机对话。)
T: Suppose you are Maria, listen to Michael and make a dialog with him.
(或T: Now, you are Michael, listen to Maria and make a dialog with her. )
4. (根据第二步呈现在黑板上的关键词和词组, 学生两人一组表演1。强化学生对关于物体形状的句型的记忆。)
T: Work in pairs. Close your books, look at the blackboard and act out the dialog.
Step 4 Practice 第四步 练习(时间:10分钟)
练习3, 掌握关于形状、长度、宽度等的有关句型。
1. T: Stop here. Now, look at me.
(做测量黑板的动作。测定后转过身来)
Our blackboard is 3 meters long.
It is 1.5 meters wide.
(板书画线部分的简略形式。)
It is 3 meters long.It is 1.5 meters wide.
(指着黑板问学生)
T: How long is it
Ss: It is 3 meters long.
T: How wide is it
Ss: It is 1.5 meters wide.
(板书画线部分。)
How long is it How wide is it
2. (教师手里拿着一个铅笔盒，把手放在背后，让学生猜。引出3。)
T: Now, please look at me. There is a present for you in my hand. Can you guess what it is What shape is it
Ss: Is it a circle
T: No.
S5: Is it a rectangle
T: Yes.
S5: How long is it
T: It is 24 centimeters long.
S5: How wide is it
T: It is 6.4 centimeters wide.
S5: What do we use it for
T: We use it to keep pencils, rulers, erasers and so on.
S5: Oh, it must be a pencil-box.
(由此引出3中的重点句型并板书其核心结构。)
What do we use it for We use it to …
3. (让学生两人一组看3中的图片, 进行对话操练。)
T: Now please work in pairs, and act out the dialog.
4. (小组活动：学生4人一组针对周围实物或学习用具进行对话, 练习有关形状的句型。)
T: Good, stop here. Let’s work in groups of four, and talk about the shapes of the things around you. Remember to use “What shape … How long … How wide … ”and so on.
Step 5 Project 第五步 综合探究活动(时间:10分钟)
通过活动, 进一步巩固有关询问形状的句型。
1. (猜谜游戏。)
(完成4。做下面的游戏, 一名学生把物品放在背后, 让其同伴猜。)
T: Let’s play a game. One student holds an object behind his/her back, and another student guesses what it is. Practice like this:
S1: What shape is it / What is it like
S2: It’s a/an…
S1: What color is it
S2: It’s…
S1: How long is it
S2: It is…centimeters long.
S1: How wide is it
S2: It’s…centimeters wide.
S1: Is it a/an…
S2: Yes, it is. / No, it isn’t.
2. (猜词比赛。)
(学生两人一组, 一人面向黑板, 一人背向黑板。教师在黑板上写下一些物品的名称, 面向黑板的学生描述物品, 背向黑板的学生猜词, 在规定时间内以猜中多者为胜。)
T: Work in pairs. I’ll write the names of some objects on the blackboard. S1 stands with his/her back to the blackboard. S2 stands with his/her face to the blackboard and describes the objects until S1 guesses what it is. The pair who have the most right guesses in the limited time are the winners.
3. (家庭作业。)
(选择一件你所熟悉的物品进行描述。不少于5个句子。)
T: Describe one of your familiar things with at least 5 sentences.
Example:
I have a desk in my study. I want to tell you its shape. It is a rectangle. It is 100 centimeters long. It is 60 centimeters wide. I do my homework on the desk every day.
Ⅳ.疑点探究
look like和be like的区别：
look like只用于询问事物的外貌特征; be like主要用于询问人的性格或事物特征, 也可以用于询问人的外貌特征。
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Section D
Section D needs 1 period. Section D 需用1课时。
The main activities are 1, 2 and 6. 本课重点活动是1, 2和6。
Ⅰ.Aims and demands目标要求
1.Learn the consonants:
//, //, //, //
2. Learn some new words and phrases:
special, candle, surprise, do some cleaning
3. Review the past simple tense with “was/were”.
4. Review how to talk about dates.
5. Review describing objects and features(shapes).
Ⅱ. Teaching aids 教具
单词卡片/录音机/日历表/MP3
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:5分钟)
检查家庭作业，复习如何描述自己熟悉的物品，复习5b中描述形状的相关句型并完成3。
1. (检查家庭作业，让学生口头汇报自己所描述的自己熟悉的物品。)
T: We’ve known how to describe objects and shapes. Please show me your homework. Who wants to report it to us
(检查并及时纠正学生的不足。)
2. (复习5b中表达形状的句子。)
(教师出示一部MP3，复习询问形状的表达法。然后学生用自己身边的物品进行有关物体形状的练习活动，可运用下列句子。)
What’s the shape of…
What shape is it
How long…
How wide…
What do we use it for
Example:
T: What’s this
Ss: It’s an MP3 player.
T: What shape is it
Ss: It’s a rectangle.
T: How long is it
Ss: It’s … centimeters long.
T: How wide is it
Ss: It’s … centimeters wide.
T: What do we use it for
Ss: We use it to listen to music.
3. (让学生听3录音，完成3。)
T: Now, let’s listen to 3 and fill out the form. Then check the answers.
Step 2 Presentation 第二步 呈现(时间:10分钟)
呈现1，引出并呈现2。
1. (用单词卡片或简笔画呈现1的语音部分。)
(1)(教师指着黑板问。)
T: What color is it
Ss: It’s black.
(教师出示一张夹克的图片或在黑板上画简笔画。)
T: What’s this
Ss: It’s a jacket.
(教师用同样的方法呈现出单词: chicken, phone, photo, physics, quarter, square, quiet, twelve, between, twins, 并板书。)
black, jacket, chickenphone, photo, physicsquarter, square, quiettwelve, between, twins
(2)(让学生找出单词的发音规律。)
T: Now, let’s look at these words on the blackboard. Can you find some rules among“black, jacket and chicken”
S1: Yes, they all have the same sound“//”.
T: Right.“ck”is usually pronounced“//”.
(用同样的方法让学生找出其他三组单词的发音规律。)
T: Find the rules among“phone, photo and physics”,“quarter, square and quiet”, and “twelve, between and twins”.
(教师总结并板书。)
// black jacket chicken// phone photo physics// quarter square quiet// twelve between twins
(3)(让学生听1的录音并跟读。)
T: Listen to the tape and follow it.
(4)(教师随意抽取一张单词卡片，让学生迅速读出。)
T: I’ll show you some word cards. You must read them out as quickly as possible.
(5)(学生四人一组，找出其他含有/k/, /f/, /kw/, /tw/的单词，然后向全班汇报，看哪一组找的单词最多。)
T: Work in groups of four. Find out other words with “ck” which pronounces the sound /k/. Let’s see which group can find out the most words.
(让几个小组把找到的单词都板书在黑板上，老师也可以适当补充。让学生掌握和巩固/k/, /f/, /kw/, /tw/的发音，并多了解单词。)
Example: /k/ quick clock back
/f/ elephant laugh
/kw/ quick quite
/tw/ twenty two twenty-one
2. (引出生日礼物。)
(1)T: We know the numbers and the expressions of the date. Oh, I remember today is May 21st. Tomorrow is my mother’s birthday. My family plan to celebrate it. I want to buy a beautiful light blue dress for my mother. My father would like to buy a birthday cake and some candles. That would be a surprise for my mother.
(板书画线部分，英汉对照。)
light blue浅蓝色 candle蜡烛 be a surprise for sb.对……是一个惊喜
(2)(请学生帮忙提建议，并引出一些动词短语。)
T: Can you give me some more advice on how to celebrate my mother’s birthday
(板书一些动词短语。)
cook food make a cakebuy some flowers wash clothesmake a birthday card sing a song…
(可把学生用到的另外一些动词词组板书在黑板上。)
(过渡到下一步。)
3. (呈现2。理解短文内容。)
(1)(设置并板书限时快速阅读任务。)
T: Tomorrow is Mrs. Brown’s birthday. Mr. Brown and Mary are planning to celebrate it. Now read the passage quickly and answer the questions:
(1) What’s the date of Mary’s mother’s birthday (2) What would Mary like to do for her mother (3) What does Mary’s father want to do
(读完后, 回答问题。然后核对答案。)
(2)(再次阅读短文，完成短文下面的判断题。然后让学生找出短文中的关键词和短语，教师总结并板书，为下一步做准备。)
T: Read 2 again, do the exercise about the passage, and then underline the key words.
May 22nd, 1967—plan to celebrate—cook a special dinner—buy a dress—buy a birthday cake and some candles—a surprise
Step 3 Consolidation 第三步 巩固(时间:5分钟)
巩固2, 进一步理解课文, 复述课文。
1. (教师放2的录音, 让学生跟读。)
T: Listen to the tape and follow it.
2. (让学生自读, 然后请几名学生在班上读。)
T: Read the text by yourselves. Then I’ll ask some students to read it for us.
3. (根据第二步呈现在黑板上的关键词, 复述课文。)
T: Now please close your books, look at the key words and phrases on the blackboard and try to retell the text by yourselves.
Step 4 Practice 第四步 练习(时间:15分钟)
通过练习，复习5a, 5b。
1. (复习日期表达法，即复习5b中列出的日期表达法。)
(教师出示一张日历表，引导学生复习日期表达法。)
2010年5月12日星期三
T: What day is it
Ss: It’s Wednesday.
T: What’s the date today
Ss: It’s May 12th, 2010.
(教师可多用几张日历，分组练习日期表达法。)
2. (复习5a重点语法中的一般过去时。教师首先同一名学生对话作示范，然后同桌互相问答。)
T: When were you born
S1: I was born on/in…
T: Where were you born
S1: I was born in…
3. (操练be born相关句型及日期表达法。)
(链式游戏。第一排学生转向第二排学生问：“When and where were you born ”第二排学生回答后转向第三排学生问, 如此操练直至最后一排。)
T: Let’s play a game. The students in Row 1 turn back to ask the students in Row 2, “When and where were you born ” The students in Row 2 answer and turn back to ask the ones in Row 3 the same question. Do it like this one by one until the last row, understand
(学生开始做游戏。)
T: Good job!
Step 5 Project 第五步 综合探究活动(时间:10分钟)
利用所学内容进行实践活动。
1. (让学生四人一组做一个调查报告并向全班汇报: When were you born Where were you born What’s your favorite present 完成6。)
T: Now, boys and girls, work in groups of four, make a survey, using the questions in 6, fill out the form, and then practice the conversation according to the information in the form.
2. (呈现4, 根据4提供的短语, 结合实际情况, 写一篇短文。选几名学生向全班汇报。)
cook a big dinner make a cake buy some flowersmake a birthday card do some cleaning sing a song
T: You did a good job. Now please write a passage about how to celebrate your father’s/ mother’s birthday according to the phrases above, then I’ll ask some students to report them to us.
Example:
My mother was born on May 12th, 1969. Next Tuesday is her fortieth birthday. I would like to do some cleaning. I also want to sing a song and buy some flowers for her. My father wants to cook a big dinner to celebrate it. That would be a surprise for her.
3. (家庭作业。)
(1)(如果你的生日即将到来, 你想如何度过？写一篇短文。)
T: If your birthday is coming. How do you plan to celebrate it Write a passage about that. You may write like this:
Example:
I was born on May 24th, 1996. My birthday is coming. I want to ask my friends to come to my party. I would like to say “Thank you” to my parents because they love me so much. I want to give them some special presents. That would be a surprise for them.
(2)(课外搜集一些有关年、月、日的英文歌谣，让全班同学欣赏。)
T: Collect some songs about date, and then share with your classmates.
Ⅳ.疑点探究
That would be a surprise for Mrs. Brown.
此处“would”表示由上文想象带出的结果。
Example:
She would look better with short hair. 她留短发会显得好看些。
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Section B
Section B needs 1 period. Section B需用1课时。
The main activities are 1, 2a and 3. 本课重点活动是1, 2a和3。
Ⅰ. Aims and demands目标要求
1. (1)Learn some ordinal numbers:
fourth, fifth, sixth, seventh, eighth, ninth, tenth, eleventh, twelfth, thirteenth, twentieth
(2)Learn some other new words:
birthday, date, plan, celebrate, party
2. Learn how to say and write the dates.
Jan. 1st (January first)
…
Dec. 12th (December twelfth)
3. Talk about the dates.
What’s the date today It’s May 8th.
Ⅱ. Teaching aids 教具
数字卡片/小黑板或数词挂图或幻灯片/课本图片/录音机/日历表
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:5分钟)
检查家庭作业。复习月份、年份的表达法和1～100的基数词。
1. (出示日历表，复习月份和年份的表达法。)
T: When/Where were you born
Ss: …
2. (让学生做接龙游戏, 说出1~100的基数词。)
T: Let’s play a number game. Please say the numbers from one to one hundred, OK (教师指着第一排第一个学生说) Start!
(老师按顺序指着学生说：You say one, you say two, you say three … Let’s count up to one hundred.)
Step 2 Presentation 第二步 呈现(时间:10分钟)
呈现1和2a。学习序数词。
1. (1)(复习并用数字卡片呈现基数词和序数词, 创设直观情景。)
(先复习first的用法。)
T: Today, we’ll continually learn Topic 1 of Unit 7. It’s the first topic in Unit 7. Topic 2 is the second topic in Unit 7. And Topic 3 is the third topic in Unit 7.
(教师说明one→first, two→second, three→third的用法并板书。)
one—first/1st, two—second/2nd, three—third/3rd
(2)(教师出示写有100以内基数词和序数词的小黑板或数字挂图或幻灯片，并播放录音，要求学生边听边注意比较基数词和序数词的异同。呈现2a。)
T: Now listen to 2a and compare the cardinal numbers and the ordinal numbers.
(3)(找四个学生到黑板上写下有特殊变化的序数词。)
T: Please try to find out at least eight special ordinal numbers and the rules of ordinal numbers.
(教师总结并板书)
one→first two→second three→third 第一、二、三单独记eight→eighth nine→ninth 八、九少t, efive→fifth twelve→twelfth 五、十二变vetwenty→twentieth thirty→thirtieth 几十改y为ietwenty-one→twenty-first thirty-four→thirty-fourth 二十以上末位序
(老师可补充另一条基数词变序数词的记忆口诀：
基变序，有规律，词尾加上-th。一、二、三，特殊记，结尾字母t, d, d；八减t，九减e，ve要用f替；ty把y变为i，记住th前有个e；若是遇到几十几，只变个位就可以。)
(4)(让学生分组进行链式操练。)
T: Now, let’s practice the ordinal numbers in a chain.
S1: First.
S2: Second.
S3: Third.
S4: Fourth.
S5: Fifth.
…
(5)(数字游戏：准备基数词和序数词的英文单词卡片若干, 打乱顺序发给学生, 让学生以最快速度按对应顺序排好队, 并快速报数。)
①S6: One ②S9: First
S7: Two S10: Second
S8: Three S11: Third
. .
. .
. .
2. (复习生日的表达法并引出其庆祝活动。)
T: Next Saturday is my birthday. My friends plan to have a party to celebrate it. Would you
like to come to my party
Ss: Yes, I’d love to.
(板书画线部分。)
have a party, celebrate
(问学生)
T: When is your birthday
S1: My birthday is ...
(学生回答时可以用汉语，如：10月1日, 然后教师把它译成英语并板书October first，从而过渡到下一步。)
T: Just now, I said “Next Saturday is my birthday.” But Kangkang’s birthday is May thirteenth. Do you want to know how Kangkang plans to celebrate his birthday
Ss: Yes.
T: OK！Let’s listen to the tape.
(自然过渡到下一步)
3. (呈现1, 学习重点新词句。)
(1)(设置并板书听力任务。让学生带着任务听1的录音。)
T: Listen to the tape and answer the questions.
(板书)
(1) What’s the date today (2) How does Kangkang plan to celebrate his birthday (3) Who wants to have a birthday party for him
(2)(听完录音，回答问题，然后师生一起核对答案。)
(3)(教师板书重点单词、短语和句型。呈现1, 并讲解该部分。)
May 13th, next Thursdayplan to docelebratehave a birthday partyWould you like to…
Step 3 Consolidation 第三步 巩固(时间:5分钟)
巩固1。熟悉重读及语调, 表演对话。
1. (放1的录音,让学生跟读, 并用铅笔标出重读与语调。)
T: Follow the tape and mark the stress and intonation with your pencil.
2. (让学生擦去所标重读与语调, 先自读1, 然后跟录音一起读, 逐句核对语音和语调。)
T: Erase the marks. First read by yourselves, and then check your pronunciation and intonation sentence by sentence according to the tape. Go!
3. (根据第二步呈现在黑板上的关键词、短语和句型，让学生两人一组表演1。)
T: Work in pairs. Close your books, look at the blackboard and act out 1.
Group 1: …
Group 2: …
…
Step 4 Practice 第四步 练习(时间:15分钟)
练习2a, 2b及3, 掌握序数词, 总结规律, 掌握日期表达法。
1. (放2a的录音，让学生跟读并体会序数词的重读音节。)
T: Follow the tape and pay attention to the stress of the ordinal numbers.
2. (呈现2b的图让学生用英文表达并搭配。)
(有条件的可展示相应视频或图片, 增强学生爱国主义意识, 提高学习兴趣。)
T: Let’s look at the pictures. Each picture tells us an event. Please match the words with the pictures.
3. (1)(呈现3, 教师出示一张日历表, 引导学生写出日期。)
5月8日
T: Look at this, we write“May 8th”. But we say,“May eighth”.
(2)(教师写出几个日期在黑板上, 让学生用英语读出, 巩固加深学生的印象。)
5月4日9月10日
T: I’ll ask some students to read these dates. Who wants to have a try
(3)(教师呈现另一张日历表, 与学生对话。)
2010年5月4日星期二
T: Look at this calendar. Answer my questions: What day is it
Ss: It’s Tuesday.
T: What’s the date
Ss: It’s May 4th.
(如此重复操练多个日期。)
4. (方案一: 给学生设计一个信息沟通活动, 完成3。)
(出示下列表格, 让学生两人一组问答, 填写表格。学生A只能看3中的图1和图2, 学生B只能看图3和图4。然后互相询问对方, 共同了解4幅图的内容并完成表格。)
T: Now work in pairs, student A, look at Picture 1 and 2; student B, look at Picture 3 and 4. Then make dialogs like this and complete the table.
SA: When was … born
SB: He/She was born on/in …
SA: Where was he/she born
SB: He/She was born in …
Name Date of birth Birthplace
Kangkang
Jane
Maria
Michael
(方案二: 老师让几对学生任选3的一幅图片进行对话, 不准说姓名。其他学生听完后, 抢答说出所描述的是哪幅图里的人。)
Step 5 Project 第五步 综合探究活动(时间:10分钟)
联系实际, 使学生学有所用, 提高学习兴趣。
1. (制作班级生日册。)
(小组活动。学生互相询问彼此的生日, 并做好记录, 然后汇集成班级生日册。在此过程中, 既能练习并巩固询问生日的句型, 又能增进学生之间的感情。)
Name Date of birth Birthplace
Year Month Date
T: Do you have your English calendar I have got an English calendar. Let me tell you when my birthday is. My birthday is August 2nd. I was born in Fujian. Please ask others and fill out the form. You may begin like this:
S1: When is your birthday
S2: My birthday is…
S1: Where were you born
S2: I was born in …
2. (制作节日时间表。让学生分组向同伴调查重大事件或节日的日期, 制作一张时间表。)
T: Please survey the dates of some important events or festivals in your group, and then make a timetable.
3. (家庭作业。)
(搜集家庭成员的出生日期(年、月、日)及地点, 制作一张家庭成员生日表。)
Ⅳ.疑点探究
有关生日的几种表达法：
My birthday is October tenth.
My birthday is on October tenth.
October tenth is my birthday.
注：序数词前也可加“the”(英式)。
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Unit 7 The Birthday Party
Topic 1 When is your birthday？
Section A
Section A needs 1 period. Section A需用1课时。
The main activities are 1a, 2 and 3a. 本课重点活动是1a, 2和3a。
Ⅰ. Aims and demands目标要求
1. (1) Learn the names of months:
January, February, March, April, May, June, July, August, September, October,
November, December
(2) Learn to read the years in English.
(3) Learn some other new words and phrases:
was, be born, were, alone, thousand, sport
2. Learn the past simple tense with “was/were”.
(1)When was he born, do you know He was born in June, 1985.
(2)Where was he born In Maryland, the U.S.A.
(3)When were you born I was born in January, 1997.
3. Talk about months and years.
Ⅱ. Teaching aids 教具
身份卡片/课本图片/录音机/日历表
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:3分钟)
解决生词birthday。
1. (老师课前调查是否有学生的生日即将到来，如果没有就以Kangkang的生日为例。师生共唱Happy Birthday这首歌, 引出生词birthday。)
T: Let’s sing Happy Birthday together.
(师生共唱Happy Birthday。)
T: Do you know why we sing Happy Birthday Because next Thursday is Kangkang’s birthday.
(板书)
birthday生日
T: We should say“Happy birthday to you, Kangkang！”
（引入本课标题并板书。）
Unit 7 The Birthday PartyTopic 1 When is your birthday Section A
2. (呈现日历，引出月份表达法。)
T: Please look at the calendar. How many days are there in a week
Ss: Seven.
T: How many days are there in February
Ss: There are 28 or 29 days.
T: Good. How many months are there in a year
Ss: Twelve.
Step 2 Presentation 第二步 呈现(时间:18分钟)
教师准备一幅有12个月份的日历呈现给学生, 教授月份和年份，即呈现1b和3a。
T: Which month is your birthday in Do you know what it is in English
1. (板书并讲授月份, 学生跟读。)
January February March AprilMay June July AugustSeptember October November December
(教师要求学生特别注意易混淆的January与February, June与July, September, October, November与December。)
2. (学习年份的表达法。)
T: Do you know how to say the years in English
(老师举例说明年份的表达法，学生跟读，呈现3a。)
3. (讲完月份和年份后, 教师回到生日话题。教师出示自己的身份卡片, 引出“出生”的表达法be born, 并板书。)
Example:
Name: Li MingAge: 32I was born in Fujian in August, 1978.
T: My name is Li Ming. I am thirty-two years old. I was born in August, 1978. I was born in Fujian. ××× and we were born in different places.
be born, was (am/is), were(are)
(教师与四名学生根据身份卡片做问答练习。)
T: What’s my name
S1: Your name is Li Ming.
T: How old am I
S2: You are thirty-two.
T: When was I born
S3: You were born in August, 1978.
T: Where was I born
S4: You were born in Fujian.
4. (学生出示课前准备好的身份卡片, 两人对话。)
T: Show the card to your partner. Then practice the dialog in pairs like this:
(教师与一名学生作示范。)
T: What’s your name
S: My name is…
T: When were you born
S: I was born in…
T: Where were you born
S: I was born in…
T: Were you born in…
S: Yes, I was. / No, I wasn’t.
…
5. (呈现1a, 回答问题。讲解含有一般过去时的句子。)
(1)(设置并板书听力任务。让学生带着任务听1a录音。)
T: Have you ever heard of Phelps Yes, he is a very popular sports star. He got 8 gold medals in the 2008 Olympic Games, and he is called“Flying Fish”. Do you want to know more about him Listen to 1a, and then answer the questions.
(1) When was Phelps born (2) Where was he born
(2)(听完录音，回答问题，然后师生一起核对答案。)
(3)(板书关键词, 呈现1a并讲解该部分。)
When/Where was Phelps born …be born in…June, 1985, Maryland, the U.S.A.
(4)(总结系动词be的一般过去时句型及其中be的正确形式。)
(板书)
am, is→was are→wereI was born in 1985.Were you born in 1985 Yes, I was. / No, I wasn’t.When was he born He was born in 1985.
Step 3 Consolidation 第三步 巩固(时间:5分钟)
巩固1a，朗读后表演1a对话。再根据自身情况问答，完成1c。
1. (放1a录音, 让学生跟读, 并用铅笔标出重读与语调。)
T: Listen to the tape carefully and mark the stress and intonation with your pencil.
2. (让学生齐读, 然后跟录音一起读, 逐句核对语音和语调。)
T: Read aloud together, then follow the tape and check your pronunciation and intonation sentence by sentence. Go!
3. (人机对话。)
T: Suppose you are Kangkang. Listen to the tape again and make a dialog with Michael.
4. (根据第二步呈现在黑板上的关键词, 两人一组表演1a。)
T: Work in pairs. Close your books, look at the blackboard and act out the dialog in 1a.
5. (完成1c。)
T: Now, boys and girls, please talk with your partner about when and where you were born.
Step 4 Practice 第四步 练习(时间:12分钟)
通过练习进一步掌握含有年和月的表达法。
1. (学生听磁带1b和2并跟读，注意单词重音和句子重音。)
T: Let’s listen to 1b and 2, pay attention to the stress of words and sentences.
(板书并教授alone。)
alone
2. (阅读3a, 让学生朗读。然后写下年份的英语表达方式。)
T: From 1b, we know the twelve months and their short forms. From 2, we can remember how many days there are in each month easily. 3a tells us how to say years in English. Let’s go to 3a, read and write. First, let’s read these years.
Ss: …
T: OK. Now please say and write down these years in English in 2 of 3a by yourselves.
(学生写完后, 两人互对答案。)
3. (学生听磁带，完成3b，教师向学生介绍图片上的人物。)
T: Listen to the tape and finish 3b. Then we’ll check the answers and know more about these people.
Step 5 Project 第五步 综合探究活动(时间:7分钟)
练习日期表达法, 增强实践活动能力。
1. (1)(搜集家人的出生年月和出生地。)
Name Month of birth Year of birth Birthplace
(2)(让学生写一篇关于自己家庭的短文，介绍其年龄、出生年月及出生地等情况。)
Example:
My father’s name is Wang Chunlai. He is 40 years old. He was born in February, 1970. My mother’s name is Bao Chunhua. She is 39 years old. She was born in Guangxi in November, 1971. I was born in May, 1995. My grandparents live with us. They were born in the old days. Their lives were very hard in the past, but they are very good now. We live happily together. I love my family very much.
2. (家庭作业。)
(1)(调查同学的出生年月和出生地，汇总并向全班作汇报。)
Survey your classmates and find out when/where they were born.
Sum up the number of your classmates who were born in each month and report it to your class.
(2)(复习基数词，预习序数词)
Review the Cardinal Numbers and preview the Ordinal Numbers after class.
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