山科版小学英语五年级上(第五册)Unit 3 Lesson 1 When is your birthday?

Unit 3 Lesson 1

When is you birthday?

Teaching objects:

1. Be able to master the target words and sentence patterns.

2. Be able to exchange messages and communicate birthdays with others.

3. Learn to be thankful to friends and family members.

Teaching importance:

Talk about birthdays and months with others in real situation.

Teaching preparation:

T: Word cards, multi-media courseware, invitation cards and survey lists.

Ss: Preview before http://

Teaching procedures:

Step I Warm up

T and Ss have a free talk about seasons.

T: What season is it now?

Ss: It’s autumn.

T: Do you like autumn?

Ss: Yes, I do. / No, I don’t.

T: Why?

What season do you like, …?

S1: I like winter. I can go skating in winter.

T: What season do you like, …?

S2: I like summer. I can go swimming in summer.

T: What about you?

S3: I like spring. My birthday is in spring. I can have some birthday cake.

T: I like spring, too, because my birthday is in spring. It’s in March.

T shows the word “March” and sticks it on the blackboard. Ss follow T to read the new word “March” and learn it in sentence “It’s warm in March.”

Step II Presentation

山科版小学英语五年级上(第五册)Unit 3 Lesson 1 When is your birthday?

T: Now, look at the screen, please. Who is he?

Ss: He’s LiMing.

T: Yes, he’s our friend LiMing. When is his birthday? Is it in March, too?

T shows the word “when” and sticks it on the blackboard.

Ss answer “Yes” or “No”

T: Ok, let’s listen to the text and find the answer.

T shows the two questions and asks Ss to listen to the whole text for the1st time. Ss listen and answer the two questions.

1. When is LiMing’s birthday?

A.It’s in May.

B.It’s in March.

2. What is LiMing doing?

A. He’s having a birthday party with mum and dad.

B. He’s having breakfast with mum and dad.

T teaches the word “party” in phrases with various pictures.

T shows another two questions and asks Ss to listen for the 2nd time.

1. When is Peter’s birthday?

——It’s in May.

T sticks the word “May” on the blackboard. Ss learn the word “May” with pictures.

2. Is WangHong’s birthday in April?

——No, it isn’t. It’s in October.

T shows “April” and “October” on the blackboard. Ss learn the two words.

T gives assessment to Ss in time.

Ss listen and imitate sentence for sentence.

T praises Ss at the right moment and encourages them to read loudly.

T teaches how to read “October 7” and writes more dates like this for practice. After the imitation, Ss read the text together and answer T’s 3 questions. LiMing’s birthday is in March.

Peter’s birthday is in May.

WangHong’s birthday is in October.

Step III Practice

山科版小学英语五年级上(第五册)Unit 3 Lesson 1 When is your birthday?

Ss role play the text in groups of 4.

T asks 4-5 groups to perform in class and gives assessments correctly.

Step IV Production

i. T asks Ss to read the invitation card and answer the two questions.

1. Who is having a birthday party?

2. When is the birthday party?

T and Ss check the answers together. And then T asks Ss to read the questions and answers together.

ii. Make a survey in groups.

Ss make a survey of their group members’ birthday and fill the names in the table.

Then T asks some of them to report to the class using the information they have.

T asks questions according to Ss’ reports.

山科版小学英语五年级上(第五册)Unit 3 Lesson 1 When is your birthday?

Step V Summary

T asks Ss to sum up what they learnt today. And then read and fill in the blanks together.

Step VI Emotional extension

T asks Ss about their mothers’ and fathers’ birthdays. Give Ss correct guide of being thankful to the people who love you.

Step VII Homework

1. Role play in your group without books after class.

2. Ask your family members about their birthdays and report to your classmates.

Teaching reflection:

今天我讲的是Unit 3 Lesson1 When is your birthday? 一课。本单元以Birthday 为话题，谈论生日所在月份及生日聚会上的事情。Lesson 1 在整个单元中起到了话题导入的作用，并为话题的展开提供了必要的词汇和句型。根据本班学生的学习特点，在本课的教学设计中，我充分运用学生已知和生活实际，为学生创设情境，通过小组合作，自主探究和个人展示等方式，帮助学生顺利输出，达成本课时设定的目标。

课堂上，孩子们井然有序又不失活泼的课堂气氛让我欣然，积极踊跃的你言我语让我怡然，热烈互助的小组活动让我粲然，精彩自信的自我展示让我坦然。然而回头反思这节课，却发现有很多地方不能让我释然。比如，在呈现环节的第一次听音选择中，只给学生播放了与问题相关的部分文本，这样就影响了学生对文本的整体感知，破坏了文本和语境的完整性；第二，文本情境呈现之后如果有一个整体的总结性输出，会加深学生对文本语境的印象，更有利于知识运用环节的展开；第三，知识运用环节中，没有限定阅读和调查的时限；第四，课件制作中某些页面只注重了美观，忽视了学生的注意力所在，导致有些喧宾夺主的感觉，影响学生的有效注意所在；第五，板书不够及时，学生无法及时感知理解本课中的重点所在；第六，对学生的评价 …… 此处隐藏：2378字，全部文档内容请下载后查看。喜欢就下载吧 ……