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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。)
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