Unit 7 The Birthday Party
Topic 1 When is your birthday?
Section A
一、教学目标
1. 能根据已学语音、音标及发音规则，正确朗读下列词汇并运用于情景对话中：writer, was, were, born, novel, thousand, fan
2. 能够熟练读、写表示年份和月份的单词: January, February, March, April, May 等。
3. 能够听懂有关日期、出生日期、出生地点的对话。
4. 能够用英语熟练询问和回答某人的出生地和出生年月的表达方式。
(1)—Where was/ were ...born?
—In…
(2)—When was/ were ...born?
—…was/ were born in…
5. 能够掌握字母组合ou, ow, ph及辅音字母p的读音及读音规则。
6. 能够正确使用be动词的一般过去时was/ were，如：
—When were you/was he/she born?
—I/He/She was born in January, 1999.
能根据图文就表达年月、谈论出生年月和出生地点的表达方式进行简单的交流。
二、教学重点及难点
1. 重点：
(1) 正确使用表达年月、谈论出生年月和出生地点的表达方式；
(2) 正确读、写关于年份、月份的表达。
2. 难点：
(1) be动词was, were在一般过去时中的应用；
(2) 英语中十二个月份的读、写。
三、教学准备
教师：教学课件；多媒体设备
学生：课前预习
四、教学过程
Task 1
Step 1 Warming-up
Free talk
1. Let students talk about their favorite writer, player, singer, actor or actress in groups using “What’s your favorite writer / player / singer / actor / actress?”
2. Show some pictures, and then ask students the following questions:
Who is he / she? Where is he / she from? When is his / her birthday?
【设计意图】以学生感兴趣的话题进入本节课的学习，旨在创造良好的学习氛围和激发学生的兴趣。
Step 2 Pre-listening
1. Show some pictures and ask students to learn some words and sentences of months from January to December.
e.g. January is the first month of a year. …
2. Show a picture about Harry Potter and ask students “Who wrote the book Harry Potter?”
【设计意图】为接下来的听力活动做准备，起导入话题和词汇展示的作用。
Step 3 While-listening
Work on 1a
1. Show a picture and let students guess: Who is she?
2. Ask students to listen to 1a and answer the questions. Then let students pay attention to the use of in.
Work on 1b
Play the recording again, and let students fill in the blanks by themselves, and pay attention to the reading of 1965.
Name: _________ Date of Birth: ________ Place of Birth: Wales, ________ Her Novel: ____________
Check the answers together.
【设计意图】训练学生从听力材料中获取姓名、出生年月及其地点信息的能力。
Step 4 Post-listening
Explain some language points.
be born意为“出生，出世”，当说明某人的出生情况时，通常用一般过去时was born或were born。
be born in+年份/月份
be born on+具体某一天的上午、下午或晚上
e.g. Were you born in March? 你出生在三月吗？
Michael Jordan was born on February 17th, 1963. 迈克尔·乔丹出生于1963年2月17日。
拓展: be born in + 地点，意为“出生在某地”。
e.g. I was born in Beijing. 我出生在北京。
She was born in a beautiful country. 她出生在一个美丽的村庄。
【设计意图】讲解本课重要的知识点，帮助学生掌握相关知识。
Work on 1c
Let students listen and read 12 months.
Let students ask and answer questions in pairs with the following structures.
A: When were you/was he/she born? B: I/He/She was born in…
A: Where were you/was he/she born? B: I/He/She was born in…
【设计意图】根据图片和所给信息，让学生练习有关出生年月和出生地点的新句型。
Task 2
Step 1 Pre-listening
Work on 2a
1. Teach the rules of reading different years. Then let students read the first six years and write the rest in English.
2. Check the answers together.
【设计意图】讲解并练习年份的拼读和拼写规律。
Step 2 While-listening
Work on 2b
1. Ask students to listen to the recording and write down the year or month in each conversation.
2. Check the answers in pairs.
【设计意图】通过听力，进一步巩固年份和月份的表达法和书写形式。
Step 3 Post-listening
Work on 3a&3b
Do 3a. Let students try to read the words by themselves.
Let students listen and read after the teacher, and then find out the rules. Finally, ask students to listen to the recording and read after it.
3. Do 3b. Ask students to listen to the recording and circle the words. Then listen again and check the answers together.
【设计意图】学习常见字母组合的发音规则，着重培养学生辨音能力。
Test
根据句意和首字母提示补全单词。
The writer holiday usually comes in J_______ or F_______.
Teachers’ Day is on S _______ 10th.
Jane was born on D ________ 21st, 1984.
Mark Twain is my favorite w _______. He wrote many interesting novels.
I’m a big f _______ of Jay Chou. I like his songs very much.
单项选择。
—____ you born in American? —Yes, I ____.
Were; was B. Was; was C. Are; am D. Were; were
—When was Dave born?
—He was born ___ June, 1990.
in B. on C. at D. of
Spring lasts from ____ to ____.
January; March B. February; April C. March; May D. April; June
Which words has different sound of the underlined letters?
group B. count C. house D. mouth
【设计意图】检测学生知识点掌握情况。
Step 4 Summary
We learn:
new words: writer, July, March, April, May, June, August, September, October, November, December, January, thousand
new phrases: be born in, a big fan
new sentences: When was she born? She was born in July, 1965.
We can: express 12 months in English.
read different years in English.
learn the past simple tense with “was/were”.
e.g. When were you born?
I was born in January, 1999.
【设计意图】总结本节课的知识点，以教师指导为主，让学生自主总结。
Step 5 Homework
1. Read and recite 1a.
2. Search for information on the books or Internet, learn about the birthdays and works of three famous foreign writers, and then complete the chart.
Writer
Date of Birth
Place of Birth
Her / His Novel
【设计意图】巩固本单元的重点内容，并提高学生的自主学习能力。
五、板书设计
Unit 7 The Birthday Party
Topic1 When is your birthday?
Section A
1. —When were you/was he/ she born? March June September December
—I/ He/ She was born in... April July October January
2. —Where were you/was he/she born? May August November February
—I/ He/ She was born in...
Unit 7 The Birthday Party
Topic 1 When is your birthday?
Section B
一、教学目标
1. 能够根据已学语音、音标以及发音规则，正确朗读下列词汇并运用于情景对话中：birthday, date, calendar, plan, celebrate, party
2. 能够熟练拼读、书写序数词: first, second, third, fourth, fifth, sixth, seventh, eighth等。
3. 能够用英语谈论生日和日期的表达法，如：
(1) —When is your birthday?
—May 13th.
(2) —What’s the date today?
—It’s May 8th.
4. 能够听懂有关询问生日、谈论日期的表达方式，并做出正确地回答。
5. 能够应用本课重点句型编写谈论生日、日期的对话。
二、教学重点及难点
重点：
1. 掌握谈论生日、日期的表达法；
2. 熟练掌握序数词的读、写。
难点：
熟练掌握序数词的读、写。
三、教学准备
教师：教学课件；多媒体设备
学生：课前预习
四、教学过程
Step 1 Warming-up
Let students watch the video “Have a Birthday Party Together” and answer the questions.
1. When is Claire’s birthday?
2. When do they plan to have a birthday party together?
【设计意图】通过观看视频思考问题，吸引学生的注意力，让学生提前感知询问生日和日期的表达，引入本课的学习。
Step 2 Pre-listening
Work on 2a
1. Show some ordinal numbers and then ask students to find the forming rules and remind them to pay attention to the particular changes.
2. Explain the rules of forming ordinal numbers.
3. Do 2a. Ask students to fill in the blanks. Then listen, check and repeat.
4. Show a picture of calendar and ask: What’s the date? Then help students answer the question.
5. Play a game “Who is the quickest?”
T: What’s the date?
Ss: It’s …
【设计意图】进行序数词和日期表达的学习，通过游戏的方式加深学生对日期表达的理解和对序数词知识点的记忆。
Step 3 While-listening
Work on 1a&1b
Listen to 1a and match the questions with the correct answers. Then check the answers in pairs.
【设计意图】培养学生获取听力细节信息的能力。
Step 4 Post-listening
Work on 2b
1. Ask students to match the dates with the pictures and then check the answers in pairs.
2. Present the different ways of expressing dates.
3. Choose four students to read the dates, paying attention to the different ways of expressing dates.
Work on 3
Ask students to work in pairs and make up conversations based on the pictures and the following examples.
Example:
A: When was Kangkang born?
B: He was born on May 13th, 2005.
A: Where was he born?
B: He was born in China.
【设计意图】2b目的在于通过匹配图文，掌握日期的两种表达法。活动3目的在于通过例句和相关信息仿编会话的练习，进一步巩固有关出生日期的表达法。
Do a survey
Let students ask their partner’s family members’ birthdays and then fill in the blanks.
Who
Birthday
What day is it?
e.g. —When is your mother’s birthday? —November 4th.
—What day is it? —It’s Monday.
【设计意图】通过调查同伴家庭成员的出生日期，继续巩固有关出生日期的口语表达。
Test
Ask students to do an exercise to consolidate what they’ve learned.
从方框中选择适当的句子补全对话。
A: Hello, Li Lei, ____
B. Glad to see you, too. Why are you here?
A: ____ Tomorrow is his birthday.
B: ____
A: It’s June 22nd.
B: ____
A: Thank you. What do you want to buy?
B: ____
A: Shall we go together?
B. Good idea.
A. Happy birthday to your father.
B. What’s the date tomorrow?
C. I want to buy a watch for my father.
D. Glad to see you.
E. I want to buy a pair of sports shoes for my sister.
【设计意图】通过练习，巩固本课所学知识。
Step 5 Summary
We learn:
1. some ordinal numbers: fourth, fifth, sixth, seventh, eighth, ninth, tenth, eleventh, twelfth, thirteenth, twentieth.
2. some other new words: birthday, date, plan, celebrate, party.
3. some new sentences: What’s the date today?
How do you plan to celebrate it?
We can: 1. read and write the dates.
2. talk about the dates.
e.g. —What’s the date today? —It’s May 8th.
【设计意图】总结本节课的知识点，以教师指导为主，让学生自主总结。
Step 6 Homework
1. Review the words and the main expressions.
2. Read 1a and practice 3 with others.
【设计意图】巩固本单元的重点内容，并提高学生的口语表达能力。
五、板书设计
Unit 7 The Birthday Party
Topic 1 When is your birthday?
Section B
1. —When is your birthday? 1 first 8 eighth
—May 13th. 2 second 9 ninth
2. —What’s the date today? 3 third 12 twelfth
—It’s May 8th. 4 fourth 20 twentieth
3. —When/Where was/were...born? 5 fifth 21 twenty-first
—...was/were born on/in... 6 sixth 100 one hundredth
Unit 7 The Birthday Party
Topic 1 When is your birthday?
Section C
一、教学目标
1. 能够根据已学语音、音标以及发音规则，正确朗读、拼写下列词汇：present, shape, afraid, star, mouse, square
2. 能够熟练使用描述物体形状、尺寸、用途的表达方式，如：
(1) —What’s the shape of ...? = What shape is ...?
—It’s ...
(2) —How long/wide is it?
—It’s ...centimeters long/wide.
(3) —What do we use it for?
—We use it to ...
3. 能够运用以下句型询问和描述物体，如：
(1) What is it like?
(2) —What’s the shape of …? =What shape is…?
—It’s…
(3) —Was it like ...?
—Yes, it was./No, it wasn’t.
能够读懂有关描述生日礼物特征的语段。
练习、巩固字母组合ow, ou的读音规则，能够有意识地注意句子重音、画线部分字母组合的发音特征。
复习be 动词的一般过去时态。
7. 能够根据图文应用本课所学的表达方式和同伴就描述物体形状、尺寸、用途等特征进行交流。
二、教学重点及难点
1. 重点：
(1) 能够掌握描述物体形状、尺寸、用途等特征的表达方式：
What’s the shape of ...? = What shape is ...? It’s ...
How long/wide is it? It’s ...centimeters long/wide.
What do we use it for? We use it to ...
(2) 能够运用be动词引导的一般过去时的一般疑问句及其肯定、否定回答：
Was it like ...? Yes, it was. /No, it wasn’t.
难点
be动词引导的一般过去时的一般疑问句及其肯定、否定回答：
Was it like ...? Yes, it was./No, it wasn’t.
三、教学准备
教师：教学课件；多媒体设备
学生：课前预习
四、教学过程
Step 1 Revision
Let students look at the dates and ask and answer in pairs.
【设计意图】通过有关日期的问答练习，帮助学生复习上节课的内容。
Step 2 Pre-reading
1. Ask students to answer the question: When is Kangkang’s birthday?
2. Suppose a situation: Maria brings a present for Kangkang. Now, Michael is guessing the present. What’s the shape of the present? What color is it? Do you know?
3. Learn some words about shapes and then practice in pairs.
A: What shape is it?
B: It’s a/an …
【设计意图】为本节课学习描述物体颜色、形状等特征做准备。
Step 3 While-reading
Work on 1a&1b
Let students read 1a and choose the best answers.
(1) What are Michael and Maria talking about?
A. Maria’s birthday present.
B. Maria’s model plane.
C. Maria’s present for Kangkang’s birthday.
(2) What is the present?
A. A basketball.
B. A volleyball.
C. A soccer ball.
2. Let students read 1a again and complete the table.
Present
Shape
Color
【设计意图】通过阅读对话，培养学生从中获取细节信息的能力。
Step 4 Post-reading
Language points
1. What’s the shape of…? 意为“……是什么形状？”还可以用“What shape is…?”来表达。
e.g. —What’s the shape of the pencil box? 这个铅笔盒是什么形状的？
—It’s a rectangle. 它是长方形的。
—What shape is the pencil box?
—It’s a rectangle.
2. Oh! I get it. It’s a soccer ball.噢！我明白了，它是一个球。
I get it.=I see.意为“明白” “知道了谜底”，但get在不同语境中可有不同的含义。
I got a letter today. 今天我收到了一封信。
We’ll be late. Let’s get a taxi.咱们就要迟到了。我们坐出租车吧。
This part of the country doesn’t get much rain.该国的这个地方很少下雨。
【设计意图】讲解本节课重要的语言点，帮助掌握相关知识。
Work on 2a
1. Show the pictures and ask students to answer the questions:
T: What is it like?
S: It is like a flower.
T: What is it like?
S: It is like a star.
T: Was it like a star before?
S: No, it wasn’t. It was like a flower.
…
2. Ask students to look at the pictures and practice the dialogues in pairs. Then let some students act them out.
3. Explain a language point.
辨析：be like & look like
be like问性格，look like问外貌。be like范围更大一些，有时候既问性格也问外貌。
e.g. She looks like her mother. 她看起来像她的妈妈（外貌）。
She is like her mother. 她像她的妈妈（性格）。
【设计意图】通过看图片进行对话练习，帮助学生复习be 动词的一般过去时态。
Work on 2b
Ask students to look at the pictures and follow the example to make up new conversations with their partners.
e.g. A: What shape is it now?
B: It’s a triangle.
A: What shape was it before?
B: It was a square.
…
【设计意图】根据图文和本课所学的表达方式，与同伴就描述物体形状进行交流。
Work on 3
Ask and answer questions with the following structures. Make dialogues in pairs and share their dialogues with the whole class.
e.g.
A: What shape is it? / What’s the shape of...?
B: It’s...
A: How long/wide is it? B: It’s...centimeters long/wide.
A: What do we use it for? B: We use it to...
【设计意图】根据图文和本课所学的表达方式，与同伴就描述物体形状、尺寸、用途等特征进行交流。
Work on 4a&4b
1. Do 4a. Ask students to listen to the recording and circle the words they hear. Check the answers together.
Do 4b. Ask students to read the sentences by themselves, and then read after the recording. At last choose some students read them out.
【设计意图】复习上节课语音知识，培养学生听辨音的技能。通过听读句子，让学生有意识地注意句子重音。
Test
I. 根据句意和首字母提示补全单词。
1. Tomorrow is my mother’s birthday. I want to buy a p______ for her.
2. Cats like eating fish and m______.
3. Let’s put our hands together and make a big c_______.
4. Jay Chou, a famous singing s_______, will come to Beijing
5. —What’s the shape of the table? —It’s a s________.
II. 单项选择。
1. What’s the shape _______ your pen?
A. of B. for C. at D. to
2.—What do you use a computer _______?
—I use it _______ study English.
A. for; for B. for; to C. to; to D. to; for
3. —_______ is a TV? —It’s a rectangle.
A. What’s shape B. What shape C. How wide D. How long
4. —What was the cloud like before? —____
A. It was a flower. B. It looks like a flower.
C. It is like a flower D. It was like a flower.
【设计意图】检测学生知识点掌握情况。
Step 5 Summary
We learn:
1. new words: shape, circle, square, triangle, rectangle, oval, star, ball, present, afraid, mouse, cake
2. new phrases: have a look, the shape of…
3. new sentences:
—What’s the shape of your present? —It’s round.
—How long is it? —It’s 24 centimeters long.
We can: 1. talk about the length and width
2. describe an object
e.g. —How wide is it? —It’s 6. 4 centimeters wide.
—What shape was it before? —It was a square.
—What do we use it for? —We use it to…
【设计意图】总结本节课的知识点，以教师指导为主，让学生自主总结。
Step 6 Homework
Review the words and expressions in this class.
Preview the passage in Section D.
【设计意图】复习巩固本单元的重点内容并预习下节课内容。
五、板书设计
Unit 7 The Birthday Party.
Topic1 When is your birthday?
Section C
some words: present, shape, afraid, star, mouse, square
some sentences:
1. —What’s the shape of ...?
=What shape is ...?
—It’s ...
2. —How long/wide is it?
—It’s ...centimeters long/wide.
3. —What do we use it for?
—We use it to ...
4. —What is it like?
—It is like…
Unit 7 The Birthday Party
Topic 1 When is your birthday?
Section D
一、教学目标
1. 根据已学语音、音标以及发音规则，正确朗读、拼写下列词汇：cake, Mrs
2. 引导学生总结并进一步巩固询问日期，出生时间和出生地点的表达方式和询问物体形状、尺寸、用途的表达方式，如：
(1) —Where was/ were ...born?
—...was/were born in...
(2) —When was/ were ...born?
—...was/were born in/on...
(3) —What’s the shape of ...? = What shape is ...?
—It’s ...
(4) —How long/wide is it?
—It’s ...centimeters long/wide.
(5) —What do we use it for?
—We use it to ...
3. 引导学生复习be动词的一般过去时态以及序数词的拼读和拼写规则。
4. 能够听懂有关出生日期、出生地点，描述生日礼物特征的语段和简单的故事。
5. 能在口头表达中做到发音清晰，语音语调准确并能够用英语谈论生日计划。
6. 能围绕生日聚会的话题，写出庆祝计划的短文。
7. 通过相关活动，培养学生关爱家人的意识态度。
二、教学重点及难点
重点
进一步巩固谈论和询问物体形状、尺寸、用途等特征的表达方式:
What’s the shape of ...? = What shape is ...? It’s ...
How long/wide is it? It’s ...centimeters long/wide.
What do we use it for? We use it to ...
2. 难点
能围绕生日聚会的话题，写出庆祝计划的短文。
三、教学准备
教师：教学课件；多媒体设备
学生：课前预习
四、教学过程
Step 1 Warming-up
Ask students to answer the questions:
T: What’s the date today?
Ss: It’s ...
T: When were you born?
Ss: I was born on/in...
T: Where were you born?
Ss: I was born in...
【设计意图】通过问答活动，让学生集中注意力并复习已学知识。
Step 2 Presentation
Work on Grammar & Function
Point out Past Simple in Grammar and let students fill in the blanks quickly. Check the answers together.
Explain the usage of “was/were”.
was / were是be动词的过去式，用于一般过去时，表示过去发生的动作或存在的状态。
am/is过去式was否定式was not / wasn't
are过去式were否定式were not / weren’t
注意：was用于第一、第三人称单数，were用于第一、三人称复数和第二人称单、复数。?
e.g. I / She was on duty yesterday. 昨天我/她值日。
We were a pupil last year.我们去年是小学生。
Point out the ordinal numbers again and let students fill in the blanks. Then read them together.
Explain the usage of ordinal numbers.
(1)定义：表示顺序的词，往往与定冠词the连用，当遇到形容词性物主代词或名词所有格时the省略。
e.g. October is the tenth month of a year. 十月是一年当中的第十个月。
Bob is my / lucy’s best friend. Bob是我的/露西的最好的朋友。
构成规则：
①“第一到第十九”：其中first, second, third, fifth, eighth, ninth, twelfth为特殊形式；其他序数词都是由相对应的基数词后添加“th”构成。
② “第二十到第九十九”：整数第几十须变结尾字母y为i，加“eth”构成。如：twenty-twentieth。表示“第几十几”时，用几十的基数词形式加连字符“-”和个位序数词形式一起表示。如：twenty-fifth第二十五。
③“第一百”以上的序数词：将基数词的形式变结尾部分为序数词形式。如one hundred and thirty-first第一百三十。
缩写形式：
first - 1st second - 2nd third - 3rd
fourth - 4th twenty-first - 21st fifty-fifth - 55th
基数词+最后两个英文字母
Play a game—Say out the ordinal numbers in order but say “stop” instead of saying third, sixth, ninth (Multiple of 3)...
Show some pictures and let students ask and answer the questions in pairs based on the structures.
What shape is it? How long/wide is it? What do we use it for?
Do Functions. Show the sentences and let students fill in the blanks. Then check the answers together.
【设计意图】复习be动词的一般过去时态和序数词的拼写，以及有关生日、日期、物体形状、尺寸及用途等特征的表达法。
Step 3 Practice
Work on 1
Ask students to listen to the recording and complete the table.
Check the answers together.
Ask and answer the questions in pairs based on the following structures.
A: What shape is the computer/pencil-box?
B: It is ...
A: How long is it?
B: It is…
…
【设计意图】通过听力和问答练习，进一步巩固关于物体形状、尺寸及其用途的表达法。
Step 4 Presentation
Work on 2
1. Ask students to read the passage and circle T(True) or F(False). Then check the answers together.
(1) May 23rd is Mrs. Brown’s birthday.
(2) Marry and her father want to celebrate the birthday at home.
(3) Marry’s father wants to buy some beautiful flowers for his wife.
(4) Marry and her father want to make a birthday cake at home.
2. Explain some language points.
(1) Mr. Brown wants to buy some beautiful flowers for Mrs. Brown.布朗先生想为布朗夫人买一些美丽的花。
“为某人买某物”常用buy sb. sth.或buy sth. to sb., buy的过去式是bought。
e.g. He bought me a new bike yesterday.
=He bought a new bike to me yesterday. 他昨天给我买了一辆新自行车。
He also wants to buy a birthday cake.他也想买一个生日蛋糕。
also意为“也”，在句中用在行为动词前，系动词后。
e.g. Lucy is also my best friend, and she also likes painting. 露西也是我的好朋友，她也喜欢画画。
辨析：also & too
场合
位置
also
用于比较正式的场合，语气比too庄重
在be动词、情态动词之后，实意动词之前
too
更多地用在口语中，使用范围较广
一般放于句末，用逗号隔开
Let students talk about the passage. Finally, give students two minutes to retell the passage in their own words.
【设计意图】通过阅读关于生日计划的小短文，训练学生快速从短文中获取具体信息、理解文章大意的能力；通过复述短文，培养学生口语表达能力。
Step 5 Production
Work on 3
1. Explain how to set a birthday plan.
2. Check the things in 3 by themselves and write the passage.
3. Check the passages in pairs and read their passages.
【设计意图】在练习2的基础上，首先根据实际情况讨论为父亲或母亲庆祝生日需要做哪些事情，然后写出自己的计划，使学生能够综合运用本话题所学的知识，训练学生的书面表达能力。
Step 6 Summary
We learn:
1. new words: Mrs., cake
2. new sentences:
Tomorrow is her birthday.
He also wants to buy a birthday cake.
We can:
1. use the past simple tense with “was/were” correctly
2. read ordinal numbers correctly
e.g. 1st, 2nd, 3rd, 4th, 5th, 8th, 9th, 12th, 20th, 31st, 40th, 90th, 101st
【设计意图】总结本节课的知识点，以教师指导为主，让学生自主总结。
Step 7 Homework
1. Review the words and expressions of the topic.
2. Preview the words of Topic 2 Section A.
3. Take 2 as an example, and write a passage about your father’s/mother’s birthday plan.
【设计意图】巩固本单元的重点内容，并提高学生的写作能力。
五、板书设计
Unit 7 The Birthday Party
Topic 1 When is your birthday?
Section D
1. —What’s the date today? 5. —Where was Kangkang born?
—It’s ... —He was born in …
2. —When were you born? 6. What’s the shape of ...? = What shape is ...?
—I was born on... 7. —How long/wide is it?
3. —Where were you born? —It’s ...centimeters long/wide.
—I was born in... 8. —What do we use it for?
4. —When was Kangkang born? —We use it to ...
—He was born on...
