仁爱版七下U7T1 When is your birthday SA教案公开课.docx
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仁爱版七下U7T1WhenisyourbirthdaySA教案公开课
Unit7TheBirthdayParty
Topic1Whenisyourbirthday
SectionA
Ⅰ.Materialanalysis
本课是第七单元话题一的第一课时。
本话题主要学习关于日期、出生时间、出生地点、物体形状特征的表达方式，be动词的一般过去时和序数词。
本课的主要活动是1a,1c和3a。
通过Kangkang和Michael谈论英国作家J.K.Rowling展开学习，对话主要涉及到J.K.Rowling的作品、出生地点及出生年月。
通过人物对话，学生将学习关于询问和答复出生年月与地点的表达方式并初步了解be动词的一般过去时；还能通过一系列听、读、写的练习活动掌握年份和十二个月份的表达法及其书写形式。
语音板块通过听说让学生掌握字母组合ou,ow,ph及辅音字母p的发音，并根据发音规那么正确拼读和识别单词。
Ⅱ.Teachingaims
1.Knowledgeaims
能根据已学语音、音标及发音规那么，正确朗读以下词汇并运用于情景对话中:
writer,was,were,born,novel,thousand,fan
能够熟练读、写表示年份和月份的单词:
January,February,March,April,May等；
能够用英语熟练表达关于询问和答复某人的出生地和出生年月的表达方式，如：
（1）—Wherewas/were...born
—In…
（2）—Whenwas/were...born
—…was/werebornin…
能够掌握字母组合ou,ow,ph及辅音字母p的读音及读音规那么；
能识别出相同字母或字母组合的不同读音；
能够正确使用be动词的一般过去时was/were，如：
—Whenwereyou/washe/sheborn
—I/He/ShewasborninJanuary,1999.
2.Skillaims
能听懂有关年月、出生年月和出生地点的语段；
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；
能正确地读出年份和十二个月份；
能正确地朗读对话，并能注意语音语调；
能正确书写出年份以及表示月份的单词。
3.Emotionalaims
通过相关活动，培养学生关注名人的生平事迹并向他们学习的习惯；
能够体会到英语学习的兴趣，养成良好的英语学习习惯。
Ⅲ.Thekeypointsanddifficultpoints
1.Keypoints
正确使用表达年月、谈论出生年月和出生地点的表达方式；
正确读、写关于年份、月份的表达。
2.Difficultpoints
Be动词was,were在一般过去时中的应用；
英语中十二个月份的读、写。
Ⅳ.Learningstrategies
1.能将谈论出生年月及地点的表达法运用于生活实践；
2.利用实物教学有助于学生理解和掌握所学知识。
Ⅴ.Teachingaids
录音机、教学挂图、日历和黑板
Ⅵ.Teachingprocedures
Step
Interactionpatterns
Studentactivity
Teacheractivity
Introduction（8minutes）
1.Thewholeclasswork.
2.Pairwork.
3.Thewholeclasswork.
4.Individualwork.
1.Focustheir
attentionontheteacher.
2.Dodutyreport.Introducehis/herfavoritepersons,suchaswriter,singer,etc.
A:
Whoishe/she
B:
…
A:
Whereishe/shefrom
B:
…
3.Do1c.Readaftertheteacherforseveraltimestolearn12months.
Readthewordstogetherquickly.
4.Readthewordonebyone.
1.Getstudentsreadyforlearning.
2.Helpstudentsreviseaskingsomeoneelse’snameandnationality.Prepareforthenewlesson.
3.Showacalendartostudentsandteachthenewwordsonebyone（根据课本1c的顺序）;
Thencheckthelearningresult.（dobrainstorm）Theteachershowsonepageofthecalendarandletsstudentsreadthewordquickly.
4.Letonestudentreadthefirstmonth—January,andthenextstudentreadFebruary,andthengoon.
Presentation
（12minutes）
1.Thewholeclasswork.
2.Thewholeclassworkandindividualwork.
3.Thewholeclasswork.
1.Do1a.Guessthewoman;Andpayattentiontothetwoquestions.Thenlearnthephrasebeborn.
2.Listentothetapeandtrytoanswerthequestions.
3.Read1aafterthetape;Lookandlistentotheteachercarefully.
e.g.
—Whenwere
you/washe/she
born
—I/He/Shewas
bornin…
—Wherewere
you/washe/she
born？
—I/He/Shewas
bornin…
1.Pointoutthepictureof1a,andletstudentsguess:
WhoissheThenasktwoquestions:
WhenwasshebornWherewassheborn（教师用汉语解释born）
2.Playthetapeforthefirsttimeandchoosesomestudentstoanswerthequestions.Thenletstudentspayattentiontotheuseofin（老师用汉语解释其用法）.
3.Playthetapeagain,andletstudentsfollowthetapeandpayattentiontothereadingof1965;Finallypointoutthekeysentencesinthedialogue.
Consolidation（8minutes）
1.Thewholeclassworkandindividualwork.
2.Pairwork.
3.Pairwork.
4.Groupwork.
5.Groupwork.
6.Individualworkandthewholeclasswork.
1b.Answerthequestionstogetherandfillintheblanksin1bindividually.
2.Practicethesentencesinpairs:
A:
Whenwashe/sheborn
B:
He/Shewasbornin…
A:
Wherewashe/sheborn
B:
He/Shewasbornin…
3.Answerthequestion:
Iwasborn...
4.Practicethesentencesin1candsurveythebirthdayandbirthplaceofyourgroupmembers.Thenonestudentineverygroupreportsittotheclass.
5.Do2a.Talkabouttheruleofreadingdifferentyears.ReadthefirstsixyearsandwritetherestinEnglish.
6.Do2b.Listentothetapeandwritedowntheyearormonthineachconversation.Checktheanswersbyyourselves.
1.Asksomequestions:
WhoissheWhenwasshebornWherewasshebornWhatishernovelLetstudentsanswerthequestions;Thenletstudentsfillintheblanksin1bbythemselves.
2.Showthreepicturesoffamouspeopleandletstudentsaskandanswerinpairs.
3.Walktoonestudentandaskthequestion:
WhenwereyoubornLeadthestudenttoanswerthequestion:
Iwasborn...（leadtothequestion:
Wherewereyouborninthesameway）
4.Letstudentspracticethekeysentencesin1cbythemselves.
5.Teachthewordthousand.
6.Playthetape.
Practice
（10minutes）
1.Individualwork.
2.Thewholeclasswork.
3.Individualworkandthewholeclasswork.
1.Do3a.Trytoreadthewordsbyyourselves.
2.Listenandreadaftertheteacher.Thenfindouttherule.Finally,listentoandfollowthetape.
3b.Look,listenandcirclethewords.Thenlistenagainandchecktheanswers.
1.Pointoutthewordsinarow:
count,house,mouthandletstudentstrytoreadthem.
2.Pointoutthepronunciationof“ou〞andletstudentsreadaftertheteacherforseveraltimes.Thenaskstudentstofindouttheruleofthepronunciationof“ou〞.Finally,playthetapeandletstudentsfollowit.
3.Letstudentslookatthewordsfirst.Thenlistenandfinish3b.Finallyplaythetapeagainandchecktheanswerswithstudents.
Production
（7minutes）
1.Individualworkandpairwork.
2.Pairwork
andthewholeclasswork.
1.Dothenamecards.
2.Practiceandactoutthedialoguesofaskingandansweringthebirthplaceandthedateofbirth.
Whenwereyou/washe/shebornWherewereyou/washe/shebornTaketurnstopracticeaskingandansweringthesentences.
1.Letstudentsmaketwonamecardsofhimself/herselfandhis/herdeskmate,includingthebirthplaceandthedateofbirth.
2.Letonestudenthandinthenamecardsinhis/herpairsandtheotherpairmembersaskthequestionsaccordingtothenamescards.
3.Assignthehomework：
Reviewandcopythekeywordsandexpressionsin1aforthreetimes;
Makeshortdialogueswithyourdeskmateorally;
PreviewSectionB-1a&2a.
Teachingreflection:
本节课通过利用实物、教学挂图、结对活动和小组活动等多种教学方式，充分调动了学生的积极性和主动性，整个教学过程符合学生的认知规律，能够做到重点突出，难点突破。
从学生的学习情况来看，学生对十二个月份的拼读和书写掌握得不是太牢固，需要加强其课后及时复习和稳固。
Ⅶ.Blackboarddesign
Topic1Whenisyourbirthday
SectionA
1.—Whenwereyou/washe/shebornMarchJuneSeptemberDecember
—I/He/Shewasbornin...AprilJulyOctoberJanuary
2.—Wherewereyou/washe/shebornMayAugustNovemberFebruary
—I/He/Shewasbornin...
.Teachingprocedures
Step
Interactionpattern
Studentactivity
Teacheractivity
Introduction
（5minutes）
1.Thewholeclasswork.
2.Groupwork.
3.Individualworkandthewholeclasswork.
2.Focustheirattentionontheteacher.
2.Dodutyreport.Workingroups.Discussingroupsaboutthetrafficrules.Drawthemonthepaperandwritedownthetrafficrules.Thensomestudentsshowyourpicturesandshareyourtrafficrulestothewholeclass.
e.g.
（1）Don’tdriveafterdrinking.
（2）Don’tdrivetoofast.
（3）Wearahelmetwhenyouareridingabikeoramotorbike.
（4）Waituntilthelightturnsgreen.
...
3.ReadthechantinSectionCindividually.Somestudentsreadthechanttothewholeclass.Afterthat,thewholeclassreadthechantgivenbytheteacher.
Stop,look,andlisten,
Beforeyoucrossthestreet,
Useyoureyes,useyourears,
Beforeyouuseyourfeet.
1.Getstudentsreadyforlearning.
3.Helpthestudentsrevisethewordsandexpressionsinthelastsection.
3.Listentothestudentscarefully.Givethemanewchanttohelpthemknowsometrafficrules.
Presentation
（10minutes）
1.Individualworkandpairwork.
2.Groupwork.
1.Lookatthepicturesandchoosetheprepositionsin“Grammar〞tocompletethesentences.Afterthat,checkyouranswerswithyourpartner.
（1）Thebankis_______thepostoffice.
（2）Go_______ZhongshanRoaduntiltotheend.Turnleftandgo_____thebridge.Theschoolisonyourright.
（3）Thesupermarketis______oftheShandongRoadandFujianRoad.
（4）Theparkis____thelibraryandthehospital.Youcan’tmissit.
2.Workingroups.Theteachershowsthepicturesabouttrafficsigns,publicfacilitiesandwarnings.Theneverygrouptrytosaythemoutasquicklyasyoucanandmakesentenceswiththewords.Thegroupwhichcananswerthemostcorrectanswerswillbethewinner.
e.g.
（1）（Showapictureof“Playingonthestreet〞.）
Ss:
Don’tplayonthestreet.
（2）（Showapictureof“rightturn〞.）
Ss:
Turnrighthere.
...
Afterthat,haveanothergroupcompetition.Theteachershowssomepicturesaboutplaces.Everygrouptrytosaythesentencesabouthowtoaskways.
e.g.
（1）（Showapictureofalibrary.）
Ss:
Excuseme,howcanIgettothelibrary
（2）（Showapictureofapark.）
Ss:
Excuseme,whichisthewaytothepark
...
1.Makethestudentsrevisetheprepositions.Checktheanswers.
2.Makethestudentsrevisethe“Grammar〞and“Functions〞.
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