仁爱英语七下TopicWhenisyourbirthday

仁爱英语七下TopicWhenisyourbirthday

Topic 1 ‎ Section A The main activities are 1, 2 and 4. 本课重点活动是1, 2和4。‎ Ⅰ. Teaching aims and demands 教学目标 ‎1. (1)Learn the ordinal numbers:‎ third, fourth, fifth, sixth, seventh, eighth, ninth, tenth, eleventh, twelfth, thirteenth, twentieth ‎(2)Learn the names of months:‎ May, July, August, October, December ‎ ‎(3)Learn other new words:‎ birthday, celebrate, party, Saturday, date, thousand ‎2. Learn how to say and write the years:‎ ‎(1)1900 nineteen hundred ‎(2)1904 nineteen o four ‎(3)2002 two thousand and two ‎3. Talk about the dates:‎ ‎—What’s the date today?‎ ‎—It’s May 5th, 2007. ‎ Ⅱ. Teaching aids 教具 数字卡片/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:10分钟)‎ ‎1. (师生共唱“Happy Birthday”这首歌, 引出生词birthday。)‎ T: Let’s sing Happy Birthday together. ‎ T: Do you know why we sing Happy Birthday? Because next sunday is May thirteenth, 2007. It is Kangkang’s birthday. ‎ ‎(板书划线部分, 英汉对照。)‎ May thirteenth, 2007 birthday ‎2007年5月13日 生日 T: We should say“Happy birthday to you, Kangkang.”‎ ‎2. (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 learn Topic 1 in Unit 7. It’s the first topic in Unit 7. And Topic 2 is the second topic in Unit 7. (教师说明one→first, two→second的用法并板书。)‎ one—first/1st two—second/2nd ‎(教师用卡片逐一展示基数词和序数词, 指出他们之间的异同。)‎ T: One.‎ Ss: First.‎ T: Two.‎ Ss: Second.‎ ‎(正面)‎ ‎1‎ one ‎(反面)‎ ‎1st first ‎(正面)‎ ‎2‎ two ‎(反面)‎ ‎2nd second ‎(学生借助卡片进行对比, 然后同桌之间进行操练, 互相问答。)‎ ‎3. (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: We’d love to.‎ have a party举行聚会 celebrate庆祝 ‎(问学生)‎ T: When is your birthday?‎ S1: My birthday is 10月1日. ‎ ‎(学生回答时可以用汉语10月1日, 然后教师把它译成英语并板书October first, nineteen ninety-four。)‎ T: How do you plan to celebrate it?‎ S1: I want to have a party. ‎ T: When is your birthday?‎ S2: My birthday is 12月20日.‎ ‎(教师多收集几名学生的生日日期, 然后把与本section有关的月份呈现在黑板上。)‎ July 7th, 1994 20th December, 1995 ‎ October 1st, 1993 8th August, 1994‎ T: Now, look at the blackboard, read after me. ‎ ‎(学生用学过的序数词和年月份名称进行链式问答。)‎ For example:‎ S1: When is your birthday?‎ S2: My birthday is August 11th. When is your birthday?‎ S3: My birthday is July 9th. What about you?‎ S4: My birthday is…‎ T: OK! Stop! You did very well. How does Kangkang plan to celebrate his birthday? Let’s listen and answer the question. ‎ ‎(从生日的问题自然过渡到下一步。)‎ Step 2 Presentation 第二步 呈现(时间:5分钟)‎ ‎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 check the answers. ‎ ‎(板书)‎ How does Kangkang plan to celebrate his birthday?‎ Who wants to have a birthday party for him?‎ ‎2. (让学生听录音, 回答问题, 教师板书呈现重点单词，短语和句型。呈现1，并讲解该部分。)‎ ‎(板书)‎ plan to do birthday, May thirteenth, next Sunday celebrate have a birthday party Would you like to…‎ Step 3 Consolidation 第三步 巩固(时间:5分钟)‎ ‎1. (放1的录音,让学生跟读, 用铅笔标重读与语调。)‎ 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, 逐句核对语音语调。)[‎ T: Rub them clean, then read and check your pronunciation and intonation sentence by ‎ sentence. Go!‎ ‎3. (人机对话。)‎ T: Suppose you were Kangkang. Listen to Wang Qiang and make up a dialog with him. ‎ ‎4. (看第二步呈现在黑板上的关键词。学生两人一组表演1。)‎ T: Work in pairs. Close your books, look at the blackboard and act out 1. ‎ Step 4 Practice 第四步 练习(时间:15分钟)‎ ‎1. (1)(让学生听2的录音。)‎ T: Now listen to 2 and practice the cardinal and ordinal numbers. ‎ ‎(放2的录音, 示范让学生跟读, 然后自读。)‎ ‎(2)(先让学生说出1~100的基数词，然后让学生根据课本上2的内容，总结基数词变成序数词的规律，教师引导学生，从而总结基数词变成序数词的规律。)‎ For example:‎ T: 8.‎ Ss: Eight.‎ T: 15.‎ Ss: Fifteen.‎ ‎…‎ T: Eight.‎ Ss: Eighth.‎ ‎…‎ ‎(板书变化特殊的词。)‎ one→first eight→eighth twenty→twentieth two→second nine→ninth twenty-one→twenty-first three→third twelve→twelfth one hundred and one→one hundred and first ‎(3)(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.‎ ‎…‎ ‎2. (呈现3b, 让学生朗读。然后写下年份的英语表达方式。)‎ T: First, let’s read these years in 3b. ‎ ‎1900 nineteen hundred ‎1904 nineteen o four ‎1976 nineteen seventy-six ‎2000 two thousand ‎2002 two thousand and two T: OK. Now please say and write these years by yourselves. I’ll ask five students to write your birth dates on exercise-book.‎ ‎(学生写完后, 两人互对答案。)‎ ‎3. (1)(呈现3a, 教师出示一张日历表, 教日期的写法与读法。)‎ ‎2007年 5月5日 T: Look at this, we write“May 5th, 2007”. But we say,“May fifth, two thousand and seven”. ‎ ‎(2)(教师写出几个日期在黑板上, 让学生用英语读出, 巩固加深学生印象。)‎ May 4th, 2005‎ September 10th, 1995‎ T: I’ll ask some students to read these dates. Who will try?‎ ‎(3)(教师呈现另一张日历表, 与学生对话。)‎ T: Look at this calendar. Answer my questions: What day is it today?‎ Ss: It’s Friday. ‎ T: What’s the date?‎ Ss: It’s May 4th, 2007. ‎ ‎2007年5月 ‎4日 星期五 ‎(4)(听3a录音, 写下你所听到的日期。)‎ T: Listen to the tape and write down the date you hear. ‎ ‎4. (呈现4的图, 张贴在黑板上。教师出示相关图片的日期, 让学生用英文表述出来, 并连 线。)‎ T: Now, the whole class, you did a good job. Next, please look at these dates, read them out as loudly and quickly as you can. ‎ July 7th, 1937 (July seventh, nineteen thirty-seven)‎ October 1st, 1949 (October first, nineteen forty-nine) ‎ ‎20th December, 1999 (the twentieth of December, nineteen ninety-nine) ‎ ‎8th August, 2008 (the eighth of August, two thousand and eight) ‎ T: Well done! Look at these pictures. Match them, please. ‎ Step 5 Project 第五步 综合探究活动(时间:10分钟)‎ ‎1. (数字游戏。准备基数词和序数词的数字英文单词卡片若干, 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。)‎ ‎(1)S1: One.‎ S2: Two.‎ S3: Three.‎ ‎…‎ ‎(2)S1: First.‎ S2: Second.‎ S3: Third.‎ ‎…‎ ‎2. (自制英文日历。)‎ ‎(这项任务是让学生在制作英文日历的过程中, 学会用英语表达日期, 并能在完成任务的过程中学会序数词及年份的英语表达。)‎ T: Do you have a calendar in Chinese at home? Please make a calendar in English by ‎ yourselves. Then show it to the class. ‎ ‎3. Homework:‎ ‎(让学生用英语写出下面的日期: )‎ ‎(1989, 2002, 1937, 2000, 1905, 2006年5月17日, 1907年8月21日, 2001年12月25日, 2012年9月12日)‎ Section B The main activities are 1a, 2 and 3a. 本课重点活动是1a, 2和3a。‎ Ⅰ. Teaching aims and demands 教学目标 ‎1. (1)Learn the names of months:‎ January, March, April, June, September, November ‎ (2)Learn other new words and phrases:‎ were, born, was, rest, alone, be born ‎2. Learn the simple past tense:‎ ‎(1)—When were you born?‎ ‎—I was born in June, 1970. ‎ ‎(2)—When was your daughter born?‎ ‎—She was born on October 22nd, 1996. ‎ ‎(3)—Was she born in Hebei, too?‎ ‎—No, she wasn’t. ‎ ‎3. Go on talking about dates.‎ Ⅱ. Teaching aids 教具 身份卡片/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:10分钟)‎ ‎1. (做游戏。)‎ ‎(复习序数词和基数词:把全班学生分成两组Group A和Group B。Group A的一名学生先说三个基数词，如: 1、2、3, Group B的一名学生有5秒钟的时间考虑后说出相对应的序数词, 如: first、second、third。)‎ T: We divide the class into two groups. The first player from Group A says three cardinal numbers quickly. ‎ For example:‎ SA: One, two, three. ‎ T: The first player from Group B has 5 seconds to say the corresponding ordinal numbers correctly. ‎ For example:‎ SB: First, second, third. ‎ T: The successful group could get one point.‎ Points Group A ‎[‎ Group B ‎2. (教师出示自己的身份卡片, 引出出生的表达法be born, 板书。)‎ Name: Li Ming Age: 31‎ Birthday: August 2nd Birthplace: ‎Fujian T: My name is Li Ming. I am thirty-one years old. My birthday is August second. I was born in Fujian. ‎ be born 出生 was (am/is的过去式) ‎ T: What’s my name?‎ S1: Your name is Li Ming. ‎ T: How old am I?‎ S2: You are thirty-one. ‎ T: When is my birthday?‎ S3: Your birthday is August 2nd. ‎ T: Where was I born?‎ S4: You were born in Fujian. ‎ T: When was I born?‎ ‎(让学生根据卡片的年龄算出教师出生的年份。)‎ S5: You were born on August 2nd, 1976. ‎ were on August 2nd, 1976‎ ‎(教师提问学生的出生日期, 多问几个, 把未学过的月份呈现在黑板上。)‎ For example:‎ T: When is your birthday?‎ S6: My birthday is March 15th. ‎ January, March, April, June, September, November T: Well done. Now read these months and review all the months we have learned. ‎ ‎(让学生用学过的序数词和月份名称进行链式对话。)‎ S1: When is your birthday?‎ S2: My birthday is May 2nd. What about you?‎ S3: My birthday is September 10th… ‎ ‎3. (教师出示一张姚明的身份卡片。)‎ Name: Yao Ming Age: 27‎ Birthday: September 12th Brithplace: ‎Shanghai T: Yao Ming is a famous basketball player. Now, he is playing basketball in the U.S.A.‎ How old is Yao Ming?‎ S1: He is twenty-seven. ‎ T: When was he born?‎ S2: He was born on September 12th, 1980. ‎ T: Where was he born?‎ S3: He was born in Shanghai. ‎ ‎4. (教师出示3a中Kangkang的图画。)‎ T: When was Kangkang born?‎ S1: He was born on May 13th, 1994. ‎ T: Where was he born?‎ S2: He was born in China. ‎ ‎5. (学生出示课前准备的身份卡片, 两人对话。)‎ T: Show the card to your partner. Then practice the dialog in pairs like this:‎ S1: What’s his name?‎ S2: His name is…‎ S1: When was he born?‎ S2: He was born in/on…‎ S1: Where was he born?‎ S2: He was born in…‎ S1: Was he born in/on…?‎ S2: Yes, he was. / No, he wasn’t. ‎ T: Stop! Well done. When was the man born? Let’s listen and answer the question. ‎ ‎ Step 2 Presentation 第二步 呈现(时间:5分钟)‎ ‎1. (设置并板书听力任务。让学生带着任务听1a录音。)‎ When was the man born?‎ When was his daughter born?‎ Was his daughter born in Hebei?‎ Where was she born?‎ T: Listen to 1a, and then answer the questions.‎ ‎2. (板书关键词, 呈现1a, 讲解该部分。)‎ when…be born…on/in… where…be born…in…‎ Step 3 Consolidation 第三步 巩固(时间:5分钟)‎ ‎1. (放1a录音, 让学生跟读, 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 clean, then read and check your pronunciation and intonation sentence by ‎ sentence. Go!‎ ‎3. (人机对话。)‎ T: Suppose you were the woman. Listen to the tape again and make up a dialog with the man. ‎ ‎4. (看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. ‎ Step 4 Practice 第四步 练习(时间:15分钟)‎ ‎1. (完成1b。)‎ T: Now, boys and girls. Please talk with your partner about your birth date and birthplace. ‎ ‎2. (听2录音, 让学生跟读, 然后自读。)‎ ‎(1)T: Now. Listen to 2 and read it after the tape, then read it by yourselves.‎ ‎(2)(把学生分成两组, 说出相对应的序数词及月份。)‎ T: I’ll divide you into two groups. Practice like this:‎ GA: First.‎ GB: January. ‎ GA: Second. ‎ GB: February. ‎ ‎(3) (再放一遍录音, 圈出所听到的月份及日期。)‎ T: Now listen again and circle the dates you hear. ‎ ‎3. (出示3a的四幅图片, 让学生两人一组进行对话。)‎ T: Now look at the pictures and make up dialogs like this:‎ S1: When was…born?‎ S2: He/She was born on…‎ S1: Where was he/she born?‎ S2: He/She was born in…‎ ‎4. (让学生独立完成3b。)‎ T: Write a short passage with the information in 3a. You may begin like this:‎ ‎ Kangkang was born in China on May thirteenth, 1994…‎ ‎5. (听4录音并完成4。)‎ T: Good job. Now listen and answer. How old are they?‎ When and where were they born? Write down the answers and fill out the form. ‎ ‎6. (听5录音, 注意句子的重音。)‎ T: Let’s listen and follow. Pay attention to the stress. ‎ Step 5 Project 第五步 综合探究活动(时间:10分钟)‎ ‎1. (制作班级生日册。)‎ ‎(小组活动。学生互相询问彼此的生日, 并作好记录, 然后汇集成班级生日册。在此过程中，既能练习巩固询问生日的句型，又能增进学生之间感情的沟通。)‎ Name Birth date Birthplace 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. (制定班级日历。)‎ ‎(小组活动。期中考试结束了, 班级需要制定下个月的活动计划。学生四人一组为班级设计下半学期的活动计划, 该任务的目的是让学生学会合理地安排自己的学习和课外活动，同时练习巩固月份以及序数词的表达法。)‎ T: The mid-term test is over. We need to plan our activities for the next month. Work in groups and make a plan. We will find which group’s plan is the best one. ‎ November ‎1st ‎2nd basketball game ‎3rd ‎4th English speech contest ‎5th ‎3. Homework:‎ ‎(1)(收集家庭成员出生日期及地点, 制成一张家庭生日表。)‎ ‎(2)(让学生写一篇关于自己的家庭的短文。)‎ For example:‎ My father’s name is… He is…years old. He was born…‎ Section C The main activities are 1, 2a and 3. 本课重点活动是1, 2a和3。‎ Ⅰ. Teaching aims and demands 教学目标 ‎1. (1)Learn some words about shape:‎ shape, square, circle, triangle, rectangle, oval ‎(2)Learn other new words:‎ present, doll, ago, machine, football ‎2. (1)Talk about the shape:‎ ‎—What’s the shape of your present?‎ ‎—It’s round. ‎ ‎—What does it look like?‎ ‎—It looks like a flower. ‎ ‎—What shape was it a moment ago?‎ ‎—It was a square. ‎ ‎(2)Talk about the length and width:‎ ‎—How long is it?‎ ‎—It is 10 centimeters long. ‎ ‎—And how wide is it?‎ ‎—It’s 6. 4 centimeters wide. ‎ 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:10分钟)‎ ‎1. (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, 注意逢3、6、9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, according to the first player from Group A. You mustn’t say“3rd, 6th, 9th, 13th, 16th…”‎ For example:‎ GA: One, two, four.‎ GB: 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 is the winner.‎ ‎ ‎ Points Group A Group B ‎2. (出示一个球, 引出表示形状的句型。)‎ 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?(它的形状怎么样？教师要说出来汉语)‎ S1: 圆的。‎ T: Yes. It’s round.‎ ‎3. (出示一枚硬币, 引出生词circle。)‎ T: What’s this in English?‎ S2: It’s a coin. ‎ T: What shape is it?‎ ‎(示范并帮助学生回答。)‎ S2: It’s a circle. ‎ ‎4. (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 very clever. 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)‎ ‎(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: OK, it’s a square. What shape was it a moment ago?‎ Ss: 长方形。‎ T: Well done. It was a rectangle.‎ ‎(板书划线部分。)‎ What shape is it?‎ It’s a circle / triangle / oval / square.‎ What shape was it a moment ago?‎ It was a rectangle. ‎ ‎5. (出示一个地球仪, 引出词组look like。)‎ T: What does it look like? (教师可利用汉语提示)‎ Ss: 球。‎ T: Yes. It looks like a ball. ‎ ‎6. (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 does it look like?‎ Ss: It looks like a flower. ‎ T: Was it like a flower just now?‎ Ss: No, it wasn’t. It was like a star. ‎ ‎(板书划线部分。)‎ What does it look like?‎ It looks like a ball. ‎ Was it like a flower just now?‎ No, it wasn’t. It was like a star. ‎ ‎(让学生用他们的学习用品或图画, 同桌对话, 互相提问物体的形状。)‎ For example:‎ S1: What shape is it?‎ S2: It’s round. ‎ S1: What does it look like?‎ S2: It looks like a ball.‎ T: Stop! Good. Do you know what Maria’s present for Kangkang’s birthday is? What shape is it? Let’s listen and answer the questions. ‎ ‎(过渡到下一步。)‎ Step 2 Presentation 第二步 呈现(时间:5分钟)‎ ‎1. (设置并板书听力任务。)‎ T: Now, listen to the tape and answer the questions on the blackboard. ‎ What’s Maria’s present for Kangkang’s birthday?‎ What’s the shape of her present?‎ What color is it?‎ Can Michael have a look?‎ ‎2. (让学生听1的录音, 回答问题。教师板书关键词。)‎ present shape color black and white have a look Step 3 Consolidation 第三步 巩固(时间:5分钟)‎ ‎1. (放1的录音，让学生跟读, 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, 逐句核对语音语调。)‎ T: Rub them clean and now read and check your pronunciation sentence by sentence. Go!‎ ‎3. (人机对话。)‎ T: Suppose you were Maria, listen to Michael and make up a dialog with him. ‎ ‎(或T: Now, you are Michael, listen to Maria and make a dialog with her. )‎ ‎4. (看第二步呈现在黑板上的关键词, 学生两人一组表演1。)‎ 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:15分钟)‎ ‎1. (教师出示2a 的图片, 练习look like的用法。)‎ T: Now, look at the pictures in 2a. Let’s talk about it like this:‎ T: What does it look like?‎ S1:It looks like a horse. ‎ T: Was it like a horse just now?‎ S1: No, it wasn’t. It was like a hill. ‎ ‎2. (呈现2b。学生两人一组按范例操练。)‎ T: Well done. Now look at the example in 2b and work in pairs. ‎ For example:‎ S1: What shape is it now?‎ S2: It’s a circle. ‎ S1: What shape was it a moment ago?‎ S2: It was a square. ‎ ‎3. (手里拿着一个仁爱学习机，让学生猜。引出3。)‎ T: Now there is a machine in my hand. Can you guess what it is?‎ ‎ What shape is it?‎ S1: It’s a circle.‎ T: No.‎ S2: It’s a rectangle…‎ T: Yes. Can you guess its color? What color is it?…‎ ‎…‎ ‎(由此引出3中的重点句型并板书。)‎ How long is it?‎ How wide is it?‎ It’s…centimeters long.‎ It’s…wide.‎ ‎4. (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, then act out the dialog.‎ Step 5 Project 第五步 综合探究活动(时间:10分钟)‎ ‎1. (猜谜游戏。)‎ ‎(让学生做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 this game. One student holds the object behind his back, another student guesses what it is. Like this:‎ S1: What shape is it? / What does it look 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: It is 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, 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. Student 1 stands with his/her back to the blackboard. Student 2 stands with his/her face to the blackboard and describes the objects until Student 1 guesses what it is. The pairs who have the most guesses in a limited time are the winners.‎ ‎3. Homework:‎ ‎(选择一件你所熟悉的物品进行描述。不少于5个句子。)‎ Section D The main activities are 1, 3 and 6. 本课重点活动是1, 3和6。‎ Ⅰ.Teaching aims and demands 教学目标 ‎1.Learn the phonetics:‎ ‎/e[/, /J[/, /I[/, /aJ/‎ ‎2.Learn some new words:‎ candle, surprise, wash ‎3.Review the simple past tense:‎ ‎—When were you born?‎ ‎—I was born in June, 1970.‎ ‎—Were you born in Hebei?‎ ‎—Yes, I was. / No, I wasn’t.‎ ‎—When was your daughter born?‎ ‎—She was born on October 22nd, 1996.‎ ‎—Was she born in Hebei, too?‎ ‎—Yes, she was. / No, she wasn’t.‎ ‎—Where was she born?‎ ‎—She was born in Henan.‎ ‎4. (1)Review how to talk about dates.‎ ‎(2)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:10分钟)‎ ‎1. (用单词卡片, 呈现1的语音部分。)‎ ‎(1)(教师出示一张椅子的图片。)‎ T: What’s this?‎ Ss: It’s a chair.‎ ‎(教师出示一张正方形的图片。)‎ T: What’s this?‎ Ss: It’s a square.‎ ‎(教师用同样的方法呈现出单词: pear, poor, sure, tour, ear, deer, theater, mouse, house, flower,并板书。)‎ ‎/e[/ chair square pear ‎/J[/ poor sure tour ‎/I[/ ear deer theater ‎/aJ/ mouse house flower ‎(2)(让学生找出每三个单词的发音规律。)‎ T: Now, let’s look at these words on the blackboard.‎ ‎ Can you find some rules among“chair, square, pear”?‎ S1: Yes, they all have the same diphthong“/e[/”.‎ T: Right.“-air”,“-are”and“-ear”usually pronounce“/e[/”.‎ ‎(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“poor, sure, tour”,“ear, deer, theater”, and“mouse, house,‎ flower”.‎ ‎(3)(学生四人一组, 找出其他含有/e[/, /J[/, /I[/, /aJ/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 words including the diphthong /e[/, /J[/, /I[/, /aJ/. Let’s see which group finds out the most words.‎ ‎(把学生找到的单词都板书在黑板上。)‎ ‎(4)(让学生听1的录音并跟读。)‎ T: Listen to the tape and repeat.‎ ‎(5)(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.‎ ‎2. (汇报班级生日册, 复习序数词和月份。)‎ ‎(学生已在Section B, 综合探究活动中制作过班级生日册, 让学生按生日先后顺序逐一汇报。)‎ T: Now, let’s report the birthday dates from January 1st to December 31st one by one like this:‎ For example:‎ S1: My birthday is January 1st.‎ S2: My birthday is January 3rd.‎ S3: My birthday is January 10th.‎ S4: My birthday is January 10th, too.‎ S5: …‎ ‎3. (假设明天是教师母亲的生日, 引出生日礼物。)‎ T: Today is May 21st. Tomorrow is my mother’s birthday. We 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. We want to give her a surprise.‎ ‎(板书划线部分, 英汉对照。)‎ light blue 浅蓝色 　candle 蜡烛 　 give…a surprise给……惊喜 ‎4. (假设某名学生的父亲生日即将来临, 让他们说一说各自的计划, 教师先呈现一些动词短 语在黑板上。)‎ T: How do your family plan to celebrate your father’s birthday?‎ ‎(板书一些动词短语。)‎ cook food make a cake buy some flowers wash clothes ‎ make 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。)‎ T: How do your family plan to celebrate your father’s birthday?‎ ‎(过渡到下一步。)‎ Step 2 Presentation 第二步 呈现(时间:5分钟)‎ ‎1. (设置并板书听力任务。)‎ T: Now listen to 3 and answer the questions:‎ When is Mary’s mother’s birthday?‎ What does Mary’s father want to do?‎ What would Mary like to do for her mother?‎ Do they buy a birthday cake?‎ ‎(听录音, 回答问题。)‎ ‎2. (将关键词写在黑板上, 呈现出3。)‎ May 22nd, 1967—plan to celebrate—cook a big 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)‎ ‎1. (教师放3的录音，让学生跟读。)‎ ‎ T: Listen to the tape and follow it.‎ ‎2. (教师让学生自读, 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 in the class.‎ ‎3. (让学生认真阅读短文, 判断正误。)‎ T: Read the text carefully again. Mark True (T) or False (F).‎ ‎4. (看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 on the blackboard and try to retell the text by yourselves.‎ Step 4 Practice 第四步 练习(时间:15分钟)‎ ‎1. (让学生听2录音, 完成2。)‎ T: Now, let’s listen to 2 and fill out the form, then check the answers.‎ ‎2. (复习5a重点语法中的一般过去时。)‎ T: When were you born?‎ S1:I was born on/in…‎ T: Where were you born?‎ S1:I was born in…‎ T: When was your brother/sister born?‎ S1:He/She was born on/in…‎ T: Was he/she born in…?‎ S1:Yes, he/she was. / No, he/she wasn’t.‎ ‎(教师可多提几个问题, 练习一般过去时be 的用法并板书。)‎ am/is—was—wasn’t ‎ are—were—weren’t 陈述句:‎ ‎(1)肯定句:主语+was/were+其他.‎ ‎(2)否定句:主语+was not/were not+其他.‎ 特殊疑问句:疑问词+was/were+主语+其他?‎ 一般疑问句:—Was/Were+主语+其他?‎ ‎—Yes, 主语+was/were.‎ ‎—No, 主语+wasn’t/weren’t.‎ ‎3. (复习5b。)‎ ‎(1)(教师出示一张日历表, 复习日期的表达法。)‎ ‎2007年5月5日 星期六 T: What day is it?‎ Ss: It’s Saturday.‎ T: What’s the date today?‎ Ss: It’s May fifth, 2007.‎ ‎(教师可多出示几张日历，练习日期的表达法。)‎ ‎(2)(教师出示一部MP3, 复习形状的表达法。)‎ T: What’s this?‎ Ss: It’s a 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.‎ Step 5 Project 第五步 综合探究活动(时间:10分钟)‎ ‎1. (让学生四人一组做一个调查报告: When were you born? Where were you born? What’s ‎ your favorite present? 完成6。)‎ Name Birth date Birthplace Favorite present T: Now, boys and girls, four students a group, make a survey, using the questions above, fill out the form, then practice the conversation according to the information above.‎ ‎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 flowers ‎□make a birthday card □wash clothes □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 for us.‎ ‎3. Homework:‎ ‎(1)(做一份调查表, 调查全家人的出生日期、出生地。)‎ People ‎ Birth date Birthplace ‎ Father Mother ‎…‎ ‎(2)(如果下星期天是你的生日, 你想如何度过？写成一篇短文。)‎