UNIT THREE I WAS BORN ON MAY 23RD Lesson 10 教学设计.docVIP

UNIT THREE I WAS BORN ON MAY 23RD Lesson 10 教学设计 一、教学目标 1．能听懂、会用“When waswere … born?” “I / He / She was / were born ….”询问他人的生日和应答。 2．能听、说、认读born、May、June、fifteenth、fourteenth等词汇。 3．能正确朗读和表演课文。 4．能通过学习，了解爷爷、奶奶、爸爸、妈妈等亲人的生日日期，体会关心家人的情感。 1．教学重点：能够在实际情景中运用“When were you born” “When was grandma born?”等进行交际。 2．教学难点：be (waswere)在句型中的运用。 教学挂图、配套光盘、单词图卡、日历、生日礼物等。 四、教学步骤 (一) Listen and say 1．导入 (1) 教师播放英语歌曲Months of the Year Song，学生可以哼唱。 (2) 教师呈现含有12个月份日期的日历，与学生交流“When is your birthday”学生回答后，教师描述：“Ohyou were born on ….”询问2～3个学生后，教师介绍：“… was born on …”出示Lingling的头像，询问：“When is Linglings birthday”学生回答后，教师说：“Lingling was born on January 21st”并将Lingling头像粘贴在1月21日日期处，教师出示Lingling爸爸的头像，接着询问：“When is Linglings Dads birthdayWhen was he born?”引导学生猜测。 2．学习对话1 (1) 观察对话情景，预测人物话语，初听理解对话。 学生回答：“Linglings Dads birthday was on May 23rd.”教师描述，板书新句型：“He was born on May 23rd”其中was用特殊颜色强调。 (2) 学习理解“be born”。 “Linglings Dads birthday was on May 23rd, so he was born on May 23rd.” 教师呈现单词卡，带读单词，理解born的意思。 “When were you born, Dad?”引导学生进一步理解对话内容。其中were用特殊颜色强调，教师讲解，waswere用 巩固练习：找朋友 教师板书was / were两个单词，然后出示I、you、he、she、it、we、they、Sara等单词卡片和图片，让学生将单词贴在黑板上的相应位置，找到相应的朋友。然后学生快速读。 师生问答。 教师布置pair work任务，学生操练句型。 LinglingWhen were you born, Dad? Linglings dad: I was born on May 23rd. Lingling: I will make a cake for you. 3．学习对话2 (1) 教师出示奶奶的头像，询问：“Whens grandmas birthday” “When was grandma born?” (2) 播放对话，学生回答：“She was born on June 15th”教师板书句型，然后将奶奶头像贴在单词she的旁边。教师追问：“When was grandpa born”将爷爷头像贴在黑板上，板书he，引导学生关注人称的变化，区分he和she。 (3) 教师播放对话，学生指着文字，跟读对话。 (4) 教师和学生示范表演对话。 (5) pair work活动，朗读或表演对话，然后展示。 (二) Listenlook, and learn 1．词汇学习 “When was grandma born?”引导学生回答：“She was born on June 15th”然后指“When was grandpa born?”引导学生猜测后呈现词卡February，学习单词February。然后指着爸爸、妈妈的图片，分别询问，学习July和August。 2．巩固练习 (1) 教师出示单词卡June、February、July、August，学生认读，识记单词。 (2) 游戏活动：Whats missing4个月份单词图片，学生分别认读。丢掉其中一张，学生快速说出该单词。 (3) 小组活动：借助日历，介绍Lingling一家人的生日。 (三) Write and tell (1) 学生简笔画，画出爷爷、奶奶、爸爸、妈妈和自己的头像，在下面的横线上写下生日日期。 (2) 把自己的家人介绍给自己的同桌。