优质获奖教学设计

Unit7TheBirthdayPartyTopic1Whenisyourbirthday？SectionASectionAneeds1period.SectionA需用1课时。Themainactivitiesare1a,2and3a.本课重点活动是1a,2和3a。Ⅰ.Aimsanddemands目标要求1.(1)Learnthenamesofmonths:January,February,March,April,May,June,July,August,September,October,November,December(2)LearntoreadtheyearsinEnglish.(3)Learnsomeothernewwordsandphrases:was,beborn,were,alone,thousand,sport2.Learnthepastsimpletensewith“was/were”.(1)Whenwasheborn,doyouknow?HewasborninJune,1985.(2)Wherewasheborn?InMaryland,theU.S.(3)Whenwereyouborn?IwasborninJanuary,1997.3.Talkaboutmonthsandyears.Ⅱ.Teachingaids教具身份卡片/课本图片/录音机/日历表Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间:3分钟)解决生词birthday。1.(老师课前调查是否有学生的生日即将到来，如果没有就以Kangkang的生日为例。师生共唱HappyBirthday这首歌,引出生词birthday。)T:Let’ssingHappyBirthdaytogether.(师生共唱HappyBirthday。)T:(板书)birthday生日T:Weshouldsay“Happybirthdaytoyou,Kangkang！”（引入本课标题并板书。）Unit7TheBirthdayPartyTopic1Whenisyourbirthday?SectionA2.(呈现日历，引出月份表达法。)T: Pleaselookatthecalendar.Howmanydaysarethereinaweek?Ss: Seven.T: HowmanydaysarethereinFebruary?Ss: Thereare28or29days.T: Good.Howmanymonthsarethereinayear?Ss: Twelve.Step2Presentation第二步呈现(时间:18分钟)教师准备一幅有12个月份的日历呈现给学生,教授月份和年份，即呈现1b和3a。T:Whichmonthisyourbirthdayin?DoyouknowwhatitisinEnglish?1.(板书并讲授月份,学生跟读。)January February March AprilMay June July AugustSeptember October November December(教师要求学生特别注意易混淆的January与February,June与July,September,October,November与December。)2.(学习年份的表达法。)T:DoyouknowhowtosaytheyearsinEnglish?(老师举例说明年份的表达法，学生跟读，呈现3a。)3. (讲完月份和年份后,教师回到生日话题。教师出示自己的身份卡片,引出“出生”的表达法beborn,并板书。)Example:Name: LiMingAge: 33IwasborninFujianinAugust,1978.T:MynameisLiMing.Iamthirty-threeyearsold.IwasborninAugust,1978.IwasborninFujian.×××andwewerebornindifferentplaces.beborn,was(am/is),were(are)(教师与四名学生根据身份卡片做问答练习。)T: What’smyname?S1: YournameisLiMing.T: HowoldamI?S2: Youarethirty-three.T: WhenwasIborn?S3: YouwereborninAugust,1978.T: WherewasIborn?S4: YouwereborninFujian.4.(学生出示课前准备好的身份卡片,两人对话。)T: Showthecardtoyourpartner.Thenpracticethedialoginpairslikethis:(教师与一名学生作示范。)T: What’syourname?S: Mynameis…T: Whenwereyouborn?S: Iwasbornin…T: Wherewereyouborn?S: Iwasbornin…T: Wereyoubornin…?S: Yes,Iwas./No,Iwasn’t.…5.(呈现1a,回答问题。讲解含有一般过去时的句子。)(1)(设置并板书听力任务。让学生带着任务听1a录音。)T:HaveyoueverheardofPhelps?Yes,heisaverypopularsportsstar.Hegot8goldmedalsinthe2008OlympicGames,andheiscalled“FlyingFish”.Doyouwanttoknowmoreabouthim?Listento1a,andthenanswerthequestions.(1)WhenwasPhelpsborn?(2)Wherewasheborn?(2)(听完录音，回答问题，然后师生一起核对答案。)(3)(板书关键词,呈现1a并讲解该部分。)When/WherewasPhelpsborn?…bebornin…June,1985,Maryland,theU.S.A.(4)(总结系动词be的一般过去时句型及其中be的正确形式。)(板书)am,is→wasare→wereIwasbornin1985.Wereyoubornin1985?Yes,Iwas./No,Iwasn’t.Whenwasheborn?Hewasbornin1985.Step3Consolidation第三步巩固(时间:5分钟)巩固1a，朗读后表演1a对话。再根据自身情况问答，完成1c。1.(放1a录音,让学生跟读,并用铅笔标出重读与语调。)T:Listentothetapecarefullyandmarkthestressandintonationwithyourpencil.2.(让学生齐读,然后跟录音一起读,逐句核对语音和语调。)T:Readaloudtogether,thenfollowthetapeandcheckyourpronunciationandintonationsentencebysentence.Go!3.(人机对话。)T:SupposeyouareKangkang.ListentothetapeagainandmakeadialogwithMichael.4.(根据第二步呈现在黑板上的关键词,两人一组表演1a。)T:Closeyourbooks,lookattheblackboardandactoutthedialogin1a.5.(完成1c。)T:Now,boysandgirls,pleasetalkwithyourpartneraboutwhenandwhereyouwereborn.Step4Practice第四步练习(时间:12分钟)通过练习进一步掌握含有年和月的表达法。1.(学生听磁带1b和2并跟读，注意单词重音和句子重音。)T:Let’slistento1band2,payattentiontothestressofwordsandsentences.(板书并教授alone。)alone2.(阅读3a,让学生朗读。然后写下年份的英语表达方式。)T:From1b,weknowthetwelvemonthsandtheirshortforms.From2,wecanrememberhowmanydaysthereareineachmontheasily.3atellsushowtosayyearsinEnglish.Let’sgoto3a,readandwrite.First,let’Ss:…T:OK.NowpleasesayandwritedowntheseyearsinEnglishin2of3abyyourselves.(学生写完后,两人互对答案。)3.(学生听磁带，完成3b，教师向学生介绍图片上的人物。)T:Listentothetapeandfinish3b.Thenwe’llchecktheanswersandknowmoreaboutthesepeople.Step5Project第五步综合探究活动(时间:7分钟)练习日期表达法,增强实践活动能力。1.(1)(搜集家人的出生年月和出生地。)NameMonthofbirthYearofbirthBirthplace(2)(让学生写一篇关于自己家庭的短文，介绍其年龄、出生年月及出生地等情况。)Example:Myfather’snameisWangChunlai.Heis40yearsold.HewasborninFebruary,1970.1971.IwasborninMay,1995.Mygrandparentslivewithus.Theywerebornintheolddays.Theirliveswereveryhardinthepast,buttheyareverygoodnow.Welivehappilytogether.Ilovemyfamilyverymuch.2.(家庭作业。)(1)(调查同学的出生年月和出生地，汇总并向全班作汇报。)Surveyyourclassmatesandfindoutwhen/wheretheywereborn.Sumupthenumberofyourclassmateswhowerebornineachmonthandreportittoyourclass.(2)(复习基数词，预习序数词)ReviewtheCardinalNumbersandpreviewtheOrdinalNumbersafterclass.SectionBSectionBneeds1period.SectionB需用1课时。Themainactivitiesare1,2aand3.本课重点活动是1,2a和3。Ⅰ.Aimsanddemands目标要求1.(1)Learnsomeordinalnumbers:fourth,fifth,sixth,seventh,eighth,ninth,tenth,eleventh,twelfth,thirteenth,twentieth(2)Learnsomeothernewwords:birthday,date,plan,celebrate,party2.Learnhowtoreadandwritethedates.Jan.1st(Januaryfirst)…Dec.12th(Decembertwelfth)3.Talkaboutthedates.What’sthedatetoday?It’sMay8th.Ⅱ.Teachingaids教具数字卡片/小黑板或数词挂图或幻灯片/课本图片/录音机/日历表Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间:5分钟)检查家庭作业。复习月份、年份的表达法和1～100的基数词。1.(出示日历表，复习月份和年份的表达法。)T:When/Wherewereyouborn?Ss:…2.(让学生做接龙游戏,说出1~100的基数词。)T: Let’splayanumbergame.Pleasesaythenumbersfromonetoonehundred,OK?(教师指着第一排第一个学生说)Start!(老师按顺序指着学生说：Yousayone,yousaytwo,yousaythree…Let’scountuptoonehundred.)Step2Presentation第二步呈现(时间:10分钟)呈现1和2a。学习序数词。1.(1)(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’llcontinuallylearnTopic1ofUnit7.It’sthefirsttopicinUnit7.Topic2isthesecondtopicinUnit7.AndTopic3isthethirdtopicinUnit7.(教师说明one→first,two→second,three→third的用法并板书。)one—first/1st,two—second/2nd,three—third/3rd(2)(教师出示写有100以内基数词和序数词的小黑板或数字挂图或幻灯片，并播放录音，要求学生边听边注意比较基数词和序数词的异同。呈现2a。)T:Nowlistento2aandcomparethecardinalnumbersandtheordinalnumbers.(3)(找四个学生到黑板上写下有特殊变化的序数词。)T:Pleasetrytofindoutatleasteightspecialordinalnumbersandtherulesofordinalnumbers.(教师总结并板书)one→firsttwo→secondthree→third第一、二、三单独记eight→eighthnine→ninth八、九少t,efive→fifthtwelve→twelfth五、十二变vetwenty→twentieththirty→thirtieth几十改y为ietwenty-one→twenty-firstthirty-four→thirty-fourth二十以上末位序(老师可补充另一条基数词变序数词的记忆口诀：基变序，有规律，词尾加上-th。一、二、三，特殊记，结尾字母t,d,d；八减t，九减e，ve要用f替；ty把y变为i，记住th前有个e；若是遇到几十几，只变个位就可以。)(4)(让学生分组进行链式操练。)T: Now,let’spracticetheordinalnumbersinachain.S1: First.S2: Second.S3: Third.S4: Fourth.S5: Fifth.…(5)(数字游戏：准备基数词和序数词的英文单词卡片若干,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。)①S6:One②S9: FirstS7:Two S10: SecondS8:Three S11: Third......2.(复习生日的表达法并引出其庆祝活动。)T: NextSaturdayismybirthday.Myfriendsplantohaveapartytocelebrateit.Wouldyou liketocometomyparty?Ss:Yes,I’dloveto.(板书画线部分。)haveaparty,celebrate(问学生)T: Whenisyourbirthday?S: Mybirthdayis...(学生回答时可以用汉语，如：10月1日,然后教师把它译成英语并板书Octoberfirst，从而过渡到下一步。)T:Justnow,Isaid“NextSaturdayismybirthday.”ButKangkang’sbirthdayisMaythirteenth.DoyouwanttoknowhowKangkangplanstocelebratehisbirthday?Ss: Yes.T: OK！Let’slistentothetape.(自然过渡到下一步)3.(呈现1,学习重点新词句。)(1)(设置并板书听力任务。让学生带着任务听1的录音。)T:Listentothetapeandanswerthequestions.(板书)(1)What’sthedatetoday?(2)HowdoesKangkangplantocelebratehisbirthday?(3)Whowantstohaveabirthdaypartyforhim?(2)May13th,nextThursdayplantodocelebratehaveabirthdaypartyWouldyouliketo…?Step3Consolidation第三步巩固(时间:5分钟)巩固1。熟悉重读及语调,表演对话。1.(放1的录音,让学生跟读,并用铅笔标出重读与语调。)T:Followthetapeandmarkthestressandintonationwithyourpencil.2.(让学生擦去所标重读与语调,先自读1,然后跟录音一起读,逐句核对语音和语调。)T:Erasethemarks.Firstreadbyyourselves,andthencheckyourpronunciationandintonationsentencebysentenceaccordingtothetape.Go!3.(根据第二步呈现在黑板上的关键词、短语和句型，让学生两人一组表演1。)T:Closeyourbooks,lookattheblackboardandactout1.Group1:…Group2:……Step4Practice第四步练习(时间:15分钟)练习2a,2b及3,掌握序数词,总结规律,掌握日期表达法。1.(放2a的录音，让学生跟读并体会序数词的重读音节。)T:Followthetapeandpayattentiontothestressoftheordinalnumbers.2.(呈现2b的图让学生用英文表达并搭配。)(有条件的可展示相应视频或图片,增强学生爱国主义意识,提高学习兴趣。)T:Let’slookatthepictures.Eachpicturetellsusanevent.Pleasematchthewordswiththepictures.3.(1)(呈现3,教师出示一张日历表,引导学生写出日期。)5月8日T:Lookatthis,wewrite“May8th”.Butwesay,“Mayeighth”.(2)(教师写出几个日期在黑板上,让学生用英语读出,巩固加深学生的印象。)5月4日9月10日T:I’llasksomestudentstoreadthesedates.Whowantstohaveatry?(3)(教师呈现另一张日历表,与学生对话。)2012年5月4日星期五T: Lookatthiscalendar.Answermyquestions:Whatdayisit?Ss: It’sFriday.T: What’sthedate?Ss: It’sMay4th.(如此重复操练多个日期。)4.(方案一:给学生设计一个信息沟通活动,完成3。)(出示下列表格,让学生两人一组问答,填写表格。学生A只能看3中的图1和图2,学生B只能看图3和图4。然后互相询问对方,共同了解4幅图的内容并完成表格。)T: Nowworkinpairs,studentA,lookatPicture1and2;studentB,lookatPicture3and4.Thenmakedialogslikethisandcompletethetable.SA: Whenwas…born?SB: He/Shewasbornon/in…SA: Wherewashe/sheborn?SB: He/Shewasbornin…NameDateofbirthBirthplaceKangkangJaneMariaMichael(方案二:老师让几对学生任选3的一幅图片进行对话,不准说姓名。其他学生听完后,抢答说出所描述的是哪幅图里的人。)Step5Project第五步综合探究活动(时间:10分钟)联系实际,使学生学有所用,提高学习兴趣。1.(制作班级生日册。)(小组活动。学生互相询问彼此的生日,并做好记录,然后汇集成班级生日册。在此过程中,既能练习并巩固询问生日的句型,又能增进学生之间的感情。)NameDateofbirthBirthplaceYearMonthDateT: DoyouhaveyourEnglishcalendar?IhavegotanEnglishcalendar.Letmetellyouwhenmybirthdayis.MybirthdayisAugust2nd.IwasborninFujian.Pleaseaskothersandfillouttheform.Youmaybeginlikethis:S1: Whenisyourbirthday?S2: Mybirthdayis…S1: Wherewereyouborn?S2: Iwasbornin…2.(制作节日时间表。让学生分组向同伴调查重大事件或节日的日期,制作一张时间表。)T: Pleasesurveythedatesofsomeimportanteventsorfestivalsinyourgroup,andthenmakeatimetable.3.(家庭作业。)(搜集家庭成员的出生日期(年、月、日)及地点,制作一张家庭成员生日表。)Ⅳ.疑点探究有关生日的几种表达法：MybirthdayisOctobertenth.MybirthdayisonOctobertenth.Octobertenthismybirthday.注：序数词前也可加“the”(英式)。SectionCSectionCneeds1period.SectionC需用1课时。Themainactivitiesare1,2aand3.本课重点活动是1,2a和3。Ⅰ.Aimsanddemands目标要求1.(1)Learnsomewordsabouttheshape:shape,circle,square,triangle,rectangle,oval(2)Learnsomeothernewwordsandphrases:present,football2.(1)Talkabouttheshape.What’stheshapeofyourpresent?It’sround.Wasitlikeaflowerbefore?No,itwasn’t.Itwaslikeastar.Whatshapewasitbefore?Itwasasquare.(2)Talkaboutthelengthandwidth.Howlongisit?Itis24centimeterslong.Howwideisit?It’s6.4centimeterswide.(3)Talkabouttheusageofobjects. Whatdoweuseitfor?Weuseittokeeppencils,rulers,erasersandsoon.Ⅱ.Teachingaids教具实物/课本图片/录音机Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间:5分钟)复习序数词,引入新课。(做游戏。)(复习序数词。把全班分成两组GroupA和GroupB。GroupA的一名学生先说三个基数词,GroupB的一名学生要迅速说出相对应的序数词。注意每逢带有3、6、9、13、16……的序数词要跳过。)T:Nowwedividetheclassintotwogroups—GroupAandGroupB.ThefirstplayerfromGroupAsaysthreecardinalnumbersquickly.ThefirstplayerfromGroupBmustsaythecorrectordinalnumbersasquicklyaspossibleaccordingly.Youmustn’tsay“3rd,6th,9th,13th,16th…”Example:SA: One,two,four.SB: First,second,fourth.…T: IftheplayerinGroupBissuccessful,GroupBgetsapoint.IftheplayerinGroupBisnotsuccessful,GroupAgetsapoint.Let’sfindwhichgroupwillbethewinner.GroupPointGroupAGroupBStep2Presentation第二步呈现(时间:15分钟)呈现并练习表达形状的句型，呈现1。1.(教师出示一个球,引出表示形状的句型和生词circle。)T:Ihavealotofobjects.Doyouwanttohavealookatthem?OK,I’llshowthemtoyou.T: What’sthisinEnglish?S1: It’sabasketball.T: Whatcolorisit?S1: It’sred.T: Whatshapeisit?(教师可用汉语提示。)S1: 圆的。T: Yes.It’sround.It’sacircle.2.(教师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’sthisinEnglish?Ss: It’sacake.T: Whatshapeisit?Ss: 三角形。T: Yeah,youareright.It’satriangle.(2)(对话二)T: What’sthis?Ss: It’sanegg.T: Whatshapeisit?Ss: 椭圆形。T: Verygood.It’sanoval.(3)(对话三)(教师出示一张长方形硬纸,然后把它剪成正方形。)T: What’sthis?Ss:It’sapieceofpaper.T: Whatshapeisit?Ss: 正方形。T: Yes,it’sasquare.Whatshapewasitbefore?Ss: 长方形。T: Welldone.Itwasarectangle.(板书画线部分。)Whatshapeisit?It’sround.It’sa/ancircle/triangle/oval/square.Whatshapewasitbefore?Itwasarectangle.3.(教师出示一个地球仪,引出词组belike。)T: Whatisitlike?(教师可用汉语提示)Ss: 球。T: Yes.Itislikeaball.4.(教师出示一颗五角星形状的纸,然后把它折成一朵花的形状。)T: Whatisitlike?Ss: Itislikeaflower.T: Wasitlikeaflowerbefore?Ss: No,itwasn’t.Itwaslikeastar.(板书画线部分。)Whatisitlike?Itislikeaball/flower.Wasitlikeaflowerbefore?No,itwasn’t.Itwaslikeastar.(让学生用他们的学习用品或图画和同桌对话,互相提问物体的形状。)Example:S1:Whatshapeisit?S2:It’sround.S1:Whatisitlike?S2:Itislikeaball.5.(教师出示2a的图片,练习belike的一般现在时和一般过去时用法。)T: Now,lookatthepicturesin2a.Let’stalkaboutitlikethis:T: Whatisitlike?S1: Itislikeadog.T: Wasitlikeadogbefore?S1: No,itwasn’t.Itwaslikeahill.…6.(呈现2b。学生两人一组按范例操练，完成2b。)T: Welldone.Now,lookattheexamplein2bandworkinpairs.Example:S2: Whatshapeisitnow?S3: It’sacircle.S2: Whatshapewasitbefore?S3: Itwasasquare.…T: Goodjob.Let’sstop.DoyouwanttoknowaboutthepresentforKangkang’sbirthday?Let’slistento1aandanswerthequestions.(过渡到下一步。)7.(呈现1,听录音并回答有关问题,掌握对话内容。)(1)(设置并板书听力任务。让学生听1的录音,回答问题。)T:Now,listentothetapeandanswerthequestionsontheblackboard.(1)What’sMaria’spresentforKangkang’sbirthday?(2)What’stheshapeofherpresent?(3)Whatcolorisit?(4)CanMichaelhavealook?(2)(教师核对答案并板书关键词和词组。)presentshapecolorsoccerballhavealookStep3Consolidation第三步巩固(时间:5分钟)巩固1。表演对话。1.(放1的录音,让学生跟读,并用铅笔标出重读与语调。)T:Followthetapeandmarkthestressandintonationwithyourpencil.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:Rubthemoutandreadbyyourselves.Thencheckyourpronunciationandintonationsentencebysentenceaccordingtothetape.Go!3.(人机对话。)T:SupposeyouareMaria,listentoMichaelandmakeadialogwithhim.(或T:Now,youareMichael,listentoMariaandmakeadialogwithher.)4.(根据第二步呈现在黑板上的关键词和词组,学生两人一组表演1。强化学生对关于物体形状的句型的记忆。)T:Workinpairs.Closeyourbooks,lookattheblackboardandactoutthedialog.Step4Practice第四步练习(时间:10分钟)练习3,掌握关于形状、长度、宽度等的有关句型。1.T:Stophere.Now,lookatme.(做测量黑板的动作。测定后转过身来)Ourblackboardis3meterslong.Itis1.5meterswide.(板书画线部分的简略形式。)Itis3meterslong.Itis1.5meterswide.(指着黑板问学生)T: Howlongisit?Ss: Itis3meterslong.T: Howwideisit?Ss: Itis1.5meterswide.(板书画线部分。)Howlongisit?Howwideisit?2.(教师手里拿着一个铅笔盒，把手放在背后，让学生猜。引出3。)T: Now,pleaselookatme.Thereisapresentforyouinmyhand.Canyouguesswhatitis?Whatshapeisit?Ss: Isitacircle?T: No.S5: Isitarectangle?T: Yes.S5: Howlongisit?T: Itis24centimeterslong.S5: Howwideisit?T: Itis6.4centimeterswide.S5: Whatdoweuseitfor?T: Weuseittokeeppencils,rulers,erasersandsoon.S5: Oh,itmustbeapencil-box.(由此引出3中的重点句型并板书其核心结构。)Whatdoweuseitfor?Weuseitto…3.(让学生两人一组看3中的图片,进行对话操练。)T:Nowpleaseworkinpairs,andactoutthedialog.4.(小组活动：学生4人一组针对周围实物或学习用具进行对话,练习有关形状的句型。)T: Good,stophere.Let’sworkingroupsoffour,andtalkabouttheshapesofthethingsaroundyou.Remembertouse“Whatshape…?Howlong…?Howwide…?”andsoon.Step5Project第五步综合探究活动(时间:10分钟)通过活动,进一步巩固有关询问形状的句型。1.(猜谜游戏。)(完成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’splayagame.Onestudentholdsanobjectbehindhis/herback,andanotherstudentguesseswhatitis.Practicelikethis:S1: Whatshapeisit?/Whatisitlike?S2: It’sa/an…S1: Whatcolorisit?S2: It’s…S1: Howlongisit?S2: Itis…centimeterslong.S1: Howwideisit?S2: It’s…centimeterswide.S1: Isita/an…?S2: Yes,itis./No,itisn’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物品,背向黑板的学生猜词,在规定时间内以猜中多者为胜。)T:Workinpairs.I’llwritethenamesofsomeobjectsontheblackboard.S1standswithhis/herbacktotheblackboard.S2standswithhis/herfacetotheblackboardanddescribestheobjectsuntilS1guesseswhatitis.Thepairwhohavethemostrightguessesinthelimitedtimearethewinners.3.(家庭作业。)(选择一件你所熟悉的物品进行描述。不少于5个句子。)T:Describeoneofyourfamiliarthingswithatleast5sentences.Example:Ihaveadeskinmystudy.Iwanttotellyouitsshape.Itisarectangle.Itis100centimeterslong.Itis60centimeterswide.Idomyhomeworkonthedeskeveryday.Ⅳ.疑点探究looklike和belike的区别：looklike只用于询问事物的外貌特征;belike主要用于询问人的性格或事物特征,也可以用于询问人的外貌特征。SectionDSectionDneeds1period.SectionD需用1课时。Themainactivitiesare1,2and6.本课重点活动是1,2和6。Ⅰ.Aimsanddemands目标要求1.Learntheconsonants://,//,//,//2.Learnsomenewwordsandphrases:special,candle,surprise,dosomecleaning3.Reviewthepastsimpletensewith“was/were”.4.Reviewhowtotalkaboutdates.5.Reviewdescribingobjectsandfeatures(shapes).Ⅱ.Teachingaids教具单词卡片/录音机/日历表/MP3Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间:5分钟)检查家庭作业，复习如何描述自己熟悉的物品，复习5b中描述形状的相关句型并完成3。1.(检查家庭作业，让学生口头汇报自己所描述的自己熟悉的物品。)T:We’veknownhowtodescribeobjectsandshapes.Pleaseshowmeyourhomework.Whowantstoreportittous?(检查并及时纠正学生的不足。)2.(复习5b中表达形状的句子。)(教师出示一部MP3，复习询问形状的表达法。然后学生用自己身边的物品进行有关物体形状的练习活动，可运用下列句子。)What’stheshapeof…?Whatshapeisit?Howlong…?Howwide…?Whatdoweuseitfor?Example:T: What’sthis?Ss: It’sanMP3player.T: Whatshapeisit?Ss: It’sarectangle.T: Howlongisit?Ss: It’s…centimeterslong.T: Howwideisit?Ss: It’s…centimeterswide.T: Whatdoweuseitfor?Ss: Weuseittolistentomusic.3.(让学生听3录音，完成3。)T:Now,let’slistento3andfillouttheform.Thenchecktheanswers.Step2Presentation第二步呈现(时间:10分钟)呈现1，引出并呈现2。1.(用单词卡片或简笔画呈现1的语音部分。)(1)(教师指着黑板问。)T: Whatcolorisit?Ss: It’sblack.(教师出示一张夹克的图片或在黑板上画简笔画。)T: What’sthis?Ss: It’sajacket.(教师用同样的方法呈现出单词:chicken,phone,photo,physics,quarter,square,quiet,twelve,between,twins,并板书。)black,jacket,chickenphone,photo,physicsquarter,square,quiettwelve,between,twins(2)(让学生找出单词的发音规律。)T: Now,let’slookatthesewordsontheblackboard.Canyoufindsomerulesamong“black,jacketandchicken”?S1: Yes,theyallhavethesamesound“//”.T: Right.“ck”isusuallypronounced“//”.(用同样的方法让学生找出其他三组单词的发音规律。)T:Findtherulesamong“phone,photoandphysics”,“quarter,squareandquiet”,and“twelve,betweenandtwins”.(教师总结并板书。)// black jacket chicken// phone photo physics// quarter square quiet// twelve between twins(3)(让学生听1的录音并跟读。)T:Listentothetapeandfollowit.(4)(教师随意抽取一张单词卡片，让学生迅速读出。)T:I’llshowyousomewordcards.Youmustreadthemoutasquicklyaspossible.(5)(学生四人一组，找出其他含有/k/,/f/,/kw/,/tw/的单词，然后向全班汇报，看哪一组找的单词最多。)T:Workingroupsoffour.Findoutotherwordswith“ck”whichpronouncesthesound/k/.Let’sseewhichgroupcanfindoutthemostwords.(让几个小组把找到的单词都板书在黑板上，老师也可以适当补充。让学生掌握和巩固/k/,/f/,/kw/,/tw/的发音，并多了解单词。)Example:/k/ quickclockback/f/ elephantlaugh/kw/ quickquite/tw/ twentytwotwenty-one2.(引出生日礼物。)(1)T:Weknowthenumbersandtheexpressionsofthedate.Oh,IremembertodayisMay21st.Tomorrowismymother’sbirthday.Myfamilyplantocelebrateit.Iwanttobuyabeautifullightbluedressformymother.Myfatherwouldliketobuyabirthdaycakeandsomecandles.Thatwouldbeasurpriseformymother.(板书画线部分，英汉对照。)lightblue浅蓝色candle蜡烛beasurpriseforsb.对……是一个惊喜(2)(请学生帮忙提建议，并引出一些动词短语。)T:Canyougivemesomemoreadviceonhowtocelebratemymother’sbirthday?(板书一些动词短语。)cookfood makeacakebuysomeflowers washclothesmakeabirthdaycard singasong…(可把学生用到的另外一些动词词组板书在黑板上。)(过渡到下一步。)3.(呈现2。理解短文内容。)(1)(设置并板书限时快速阅读任务。)T:TomorrowisMrs.Brown’sbirthday.Mr.BrownandMaryareplanningtocelebrateit.Nowreadthepassagequicklyandanswerthequestions:(1)What’sthedateofMary’smother’sbirthday?(2)WhatwouldMaryliketodoforhermother?(3)WhatdoesMary’sfatherwanttodo?(读完后,回答问题。然后核对答案。)(2)(再次阅读短文，完成短文下面的判断题。然后让学生找出短文中的关键词和短语，教师总结并板书，为下一步做准备。)T:Read2again,dotheexerciseaboutthepassage,andthenunderlinethekeywords.May22nd,1967—plantocelebrate—cookaspecialdinner—buyadress—buyabirthdaycakeandsomecandles—asurpriseStep3Consolidation第三步巩固(时间:5分钟)巩固2,进一步理解课文,复述课文。1.(教师放2的录音,让学生跟读。)T:Listentothetapeandfollowit.2.(让学生自读,然后请几名学生在班上读。)T:Readthetext