1、UNIT THREE I WAS BORN ON MAY 23RDLesson 10教学设计来源:学科网 ZXXK一、教学目标1能听懂、会用“When was / were 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、J une、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。二、教学重难点1教学重点：能够在实际情景中运用“When were yo u born?” “When was grandma
2、 born?”等进行交际。2教学难点：be (was, were)在句型中的运用。三、教具准备教学挂图、配套光盘、单词图卡、日历、生日礼物等。四、教学步骤(一) Listen and say1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：“Oh, you were born on .”询问 23 个学生后，教师介绍：“ was born on .”出示 Linglin g 的头像，询问： “When is Linglings
3、 birthday?”学生回答后，教师说：“L ingling 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 birthday? When 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。教师播放对话，学生初听。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.”
4、其中 was 用特殊颜色强调。 来源:学&科&网(2) 学习理解 “be born”。教师示意学生认读板书句型，用解释的方 式帮助学生理解。 “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。再次播放录音，教师呈现板书：“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，was / were 用于不同的人称。巩固练习：找朋友教师板书 was / were 两个单词，然后出示 I、you、
5、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。学生模仿跟读对话。师生问答。教师布置 pair work 任务，学生操练句型。来源:学科网Lingling: When 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
6、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。来源:学|科| 网(5) pair work 活动，朗读或表演对话，然后展示。(二) Listen, look, and learn1词汇学习教师出示全家福照片，指着奶奶图询问：“When was grandma born?”引导学生回答：“She
7、was born on June 15th.”然后指着爷爷图，询问：“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 missing?来源:Zxxk.Com教师出示 4 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。
