一、教材分析
（一）本单元的基本要求
《英语课程标准》指出： “英语课程的学习，既是学生通过英语学习和实践活动，逐步掌握英语知识和技能，提高语言实际运用能力的过程；又是他们磨砺意志、陶冶情操、拓展视野、丰富生活经历、开发思维能力、发展个性和提高人文素养的过程。”因此，在教学中我们始终要坚持以学生为主体，培养学生自主学习、合作学习的能力，使英语作为学习的载体，培养全面发展的高素质人才。由于本单元的主题是“生日”，与生活联系非常紧密，我们要充分开发课程资源，结合实际，尽量让学生参与到课堂中，发挥他们的积极性和主动性，力图使学生自己输入的语言和信息成为主要教学内容资源，并成为整个学习过程的中心，真正做到“在用中学，在学中用，学以致用”。同时，我们还要针对本班学生特点，对教材进行整合、取舍并扩充必要材料充实课堂教学内容。
（二） 本单元内容的知识体系 1、教学内容
本单元是Go for it七年级上册第八单元“When is your birthday?”。本单元的核心话题是谈论人的出生日期,主要学习序数词的构成以及运用序数词表示日期的方法；学会运用 when 引导的特殊疑问句询问日期；学习名词所有格 ( ’s 所有格 ) 的构成和使用。 Section A 是本单元的重点部分，也是核心教学内容，为口语练习课，主要学习日期的询问与表达；通过谈论自己、同学以及父母家人的生日，理解生日更多的含义。它上承Unit 7 的数字教学，下接Section B与以后有关日期的英语教学。因此，本部分是前后知识的载体，在本单元以及今后的英语学习中都占重要的地位。Section B的主要内容是复习、巩固“日期的询问和应答”；学会谈论自己、同学以及父母家人的生日；并学会自己安排作息时间。这一部分主要学习如何安排课内外的一些活动，非常贴近学生的学习生活。通过互相询问课内外活动的安排日程，不仅可以增进同学之间的了解和友情，而且还能学会合理地安排自己的作息时间，养成有规律地生活、学习
的好习惯。Self check部分引导学生复习、巩固“询问和谈论日期”的目标语言并运用所学知识安排活动。
2、教材的地位及作用
本单元旨在创造一个轻松、愉快的学习、交流环境，通过听、说、读、写来培养学生综合运用所学知识的能力。并让学生能在“做中学”(learning by doing)，通过有限的课堂实践活动，使学生能根据实际情景做出正确的反应，能准确表达。
本单元是人教版新目标英语七年级( 上 )第八单元，由Section A , Section B 和 Self Check三大块组成。主要围绕“When is your birthday?”这一主题展开各种教学活动，主要学习日期的表达，这是本单元的重点部分，也是核心教学。它上承Unit 7 的数字教学，包含了相关日期的英语教学，并为以后的日期的运用打下基础。因此本单元是前后知识的载体，在本单元以及今后的英语学习中都占重要的地位。
二、学情分析
本单元的主题是询问和谈论日期，围绕这一主题进行一系列的交际活动，使学生掌握日期的表达法，正确使用 when 引导的特殊疑问句对日期进行询问。在学习日期的表达法时要先学习序数词的构成，学生在以前的课程里已经学习了基数词，对于两种数词之间的区别一定会令学生感到头痛，教师要引导学生运用对比的方法，找出构成规律，总结特殊变化，对比强化记忆。
在本单元的学习过程中，学生要学会谈论自己、同学以及父母等的生日。培养学生关心家人、关心同学朋友的良好情感品质，并理解生日更多的含义。本单元交际的话题主要围绕“When is your/your mother’s/your father’s/ … birthday? My/ Her/ His birthday is------./It’s ------.”和询问年龄“How old are you?”展开的。一提到生日，学生就会联想到生日party、 蜡烛、蛋糕、同学欢聚等浪漫而又轻松热闹的场面，是学生感兴趣的话题,而Section B部分关于学校里的一些活动安排也是学生所津津乐道的。因此，创设情景，以兴趣刺激学生的学习主动性和交际的主动性,可以让本单元的教学显得轻松、有趣，提高学生主动参与课堂活动的积极性。
我们教学的对象是七年级学生，他们学习英语既感到好奇又担忧，希望能得到他人的肯定。因此，在教学活动中我们要尽量让他们参与到活动中来，有更多的机会来说英语，减少他们的恐惧感，通过学生间的合作学习，降低他们的学习难度，使他们体验到成功的喜悦。同时让学生有机会在实际运用和表达中实践所学的知识，从而提高他们综合运用语言的能力，使各层次的学生都有所收获。
同时，初中学生的抽象思维能力较低，形象思维能力强，但注意力容易分散。我们要选用各种有趣的图片，学生喜欢的人物和视频动画等形式展示，并配以丰富的色彩，从而增强学生的兴趣和注意力。教育心理学的有关研究表明,如果学生对于一件事物有极大的兴趣,他们就会排除主观和客观的种种消极因素,尽量全身心地投入到知识的学习中去。
三、教学目标
《新课程标准》中关于基础教育阶段英语课程的总体目标是培养学生综合语言运用能力，而这种语言运用能力的形式是建立在语言知识、语言技能、情感态度、学习策略和文化意识的整体发展基础上的。通过本单元的学习，我们要让学生掌握所学目标语言；学会日期 ( 年、月、日 ) 的表达法；在互动的交流中理解生日更多的含义并学会谈论自己、同学以及父母家人的生日：学会自己安排作息时间。根据本以上教学内容和学生知识结构及认知特点，本单元的教学目标确定为：
（1）知识目标：
① 词汇： 掌握 January－December的表达; 序数词1st－31st . ② 日常交际用语、： When is your birthday? My birthday is …. ③ 语法： 日期表达法 （2） 能力目标：
在一系列的听说读写活动中，训练学生的逻辑思维，快速反应能力和实践能力，使学生能熟练应用：When is your birthday? 句型及其回答。 （3）情感目标：
① 对学生进行珍爱生命，尊老爱幼，孝敬父母的传统道德教育。 ② 进一步提高学生对英语的学习热情，增强学习兴趣。 ③ 培养学生积极与他人合作，参与活动的意识。
（4）学习策略目标：
① 学会如何合理的安排自己的作息时间，做时间的主人。
② 通过本课的学习，能够利用自己已掌握的知识完成自我学习及小组合作学习。
③ 通过和同学合作、交流学会如何交际和关爱他人。 （5）跨学科学习：
① 艺术：制作小挂历，生日贺卡等 ② 数学：计算
③ 社会实践：制作自己的日程安排
（6）文化意识：理解东西方过生日的不同习惯 四、重点难点
本单元是在前一单元学习了基数词10-31的基础上,马上提升到让学生学习日期（月份、序数词1st-31st）的表达法。词汇量大、跨度大、难度也较大。如何使学生用这些难读，难记、又单调的词汇进行交流与交际，将是本单元的一大挑战。此外，学生在前面几单元的学习中虽然接触过名词所有格，但在意识上让他们懂得这一概念，并能熟练而准确地运用他们还是相当有难度的。
五、教法运用 1、任务型教学
（1）询问父母亲的生日； （2）同学生日册的制作； （3）制作个人信息卡； （4）近期个人活动安排日历 ； （5）制定学校“英语周”活动安排表。 2、情景教学法
课堂教学以情景交际教学法为主，尽量给学生以足够的听、说、读的机会，联系课文实际，创设情景，引入讨论主题，在交际中学英语。情景的设计注意衔接的自然性，主题的设计强调知识的渐进性和讨论的可行性，并注意情感体验和概括、推理思维的培养。
3、交际教学法
语言最重要且首先是一种交际体系. 语言教学的目的是目标语的交际能力。学生有规律地在小组或者俩俩活动中进行信息差意义传递活动，学生经常从事角色或者课本剧表演,以便使自己的目标语使用适宜于不同的社会语境。课堂材料和课堂活动常常是真实可信的,以反映现实情景和生活需要。 技能一开始就应该是综合的;特定的活动可能涉及读、说、听,也许还有写。 老师的任务主要是促进交际,其次才是改正错误. 老师应该能流利地和恰当地使用目标语。
六、教具准备
多媒体辅助：用CAI课件辅助教学 七、学法指导 1、学习方法的指导
培养学生观察力，想象力，记忆力以及思维能力。用生动的课件调动学生的感官进行听说读写的训练。
2、学习积极性的调动
尽量在教学过程中创造一种开放的，和谐的，积极互动的语言氛围，把课堂变成有声有色的舞台，让学生在乐中学。
3、学习能力的培养
通过相关的听说读写，游戏，竞赛等，培养学生的交际能力，发展他们的思维能力。
八、课时安排
第1课时：Section A: 1a, 1b, 1c & 2a 第2课时：Section A: 2b，2c，2d, 3a, 3b & 4 第3课时：Section B: 1, 2a, 2b, 2c & Self-check: 3 第4课时：Section B: 3a, 3b & 4 九、分课时教学计划
Go for it（Grade Seven）: Book I: Unit 8 When is your birthday?
Period 1 Section A: 1a, 1b, 1c & 2a
I.
Teaching objectives: 1. Knowledge objectives:
（1） Ss will be able to master the words of twelve months. （2） Ss will be able to master the ordinal numbers 1st to 31st. （3） Ss will be able to use “When” questions and talk about dates. 2. Ability objectives:
Ss will be able to talk about their own birthdays and ask people about their birthdays. 3. Emotional objectives:
Ss will know something about their classmates’ birthday, which as a result, will help them know better and more about their classmates and build better friendship.
4. Cultural awareness objectives:
Ss will be able to know the different ways of celebrating birthday between China and western countries. II.
Learning and teaching focus: 1. The words of twelve months.
2. The words of ordinal numbers 1st to 31st.
3. The expressions of talking about people’s birthdays. III.
Anticipated difficulties:
Though Ss have already learned about cardinal numbers, they may still be confused about ordinal numbers, which may hinder them from expressing dates properly. And the words of the twelve months are absolutely new to the students. It will be hard for the students to master all the words in limited time. Hence, students may have difficulties in expressing dates and talking about people’s birthdays.
Solutions:
a) Try to provide students more opportunities to practice;
b) Guide students to summarize the rules of changing cardinal numbers to ordinal numbers. IV.
Teaching aids: Multi-media equipments V.
Teaching methods 1. Task – oriented method. 2. Communicative approach. 3. Situation – experienced method. VI.
Teaching procedures
Step 1. Warming up & Lead – in
1. Play a short video named “Months” before class. Let students enjoy it and try
to sing after the song.
2. Lead in the new lesson by talking about birthday cake.
T: Now boys and girls, class begins. Today we are going to learn a new unit ------ Unit 8 When is your birthday? Do you know the word “birthday”? Ss: 生日。
T: Right. Every one has their own birthday. (Write the word “birthday” on the blackboard and teach it.) What do you usually do on your birthday? Ss: …
T: Good. We usually sing songs. Now let’s enjoy the song together. (Play the flash “Happy Birthday to You”. Let students sing after it.)
T: Well done! I can’t sing as well as you. Now tell me, what else do we usually do on birthday? Ss: …
T: Good idea! We usually eat birthday cake. Look at here. (The teacher points to the screen.) Here is a big birthday cake. Can you guess how much it is? (Let students guess the price of the birthday cake.)
(Design purpose: Let students enjoy the two flashes can create a relaxing learning atmosphere, which will get students to learn English happily and willingly.
Besides, the flash “Months” can give students an impression of the twelve months. While the guessing price task will help students review the cardinal numbers they already learned, which will make the learning of the ordinal numbers easier.) Step 2. Presentation
T: Well done. Now we’ve known the price of the cake, but do you know who will get the cake? Ss: …
T: Well, it’s for one of my friend. Today is her birthday. Whose birthday is today? Put up your hand.
(If there’s any students put up their hands, guide students to say happy birthday to them. If not, then ask “When is your birthday?”)
You see, every one’s has birthday, but our birthday may be different from our friends. When is your birthday?
(Write the sentence “When is your birthday?” on the board. Then show a picture with a boy and the word “January” on the screen. Guide students to say “My birthday is in January.” And show students’ answer on the screen.)
T: So this boy’s birthday is in January. How about yours? How much months are there in a year? What are they?
(Show the twelve months on the screen, and teach them one by one.)
(Design purpose: Before teaching the months, I’ll teach students the sentence patterns “When is your birthday?” and “My birthday is in …”. In this way, students will have more chance to practice the sentence patterns. Besides, I show the phonetics of the words and let students read these words after the recorder. This will help them pronounce these words more correctly.) Step 3. PK games
Show the twelve months randomly and quickly. Let students try to say them correctly.
(Design purpose: This activity can make students try to master the twelve months actively and quickly. Students will be glad to take part in the PK games, and when they are competing with each other, they’re mastering the new words, too.)
Step 4. Ordinal numbers learning
T: Now we can tell the twelve months quite well, but can you tell me which month of the year your birthday is in?
Ss: …
T: Well, let me show you. Look at the screen. Here are twelve months. And we can say “January is the first month of a year.” How about the other months? Can you tell me?
(Teach the words “first” to “twelfth” by talking about the months in the same way as “January”.)
T: So we can say first to twelfth now. Do you still remember the numbers 1to 30?
Ss: Yes.
T: Then, let’s count them.
(Let students say the numbers from one to thirty one by one.)
T: You see, these numbers are cardinal numbers. And there’s another kind of numbers. They’re ordinal numbers. Let’s count them from first to twelfth. Ok?
(Let some other students say first to twelfth one by one.)
T: Well, now we can say ordinal numbers from first to twelfth. Can you say the other numbers? Take out your English book and turn to page 48. Look at the numbers in the chart of 2a. I’ll play the recording of it. Listen and repeat, please.
(Play the recording. Students read after it and try to learn the rest ordinal numbers.)
T: Now look at the screen. Here are the cardinal numbers and ordinal numbers. Can you find out the rules of changing cardinal numbers into ordinal numbers? Work in pairs and try to summarize the rules.
(Ss work in pairs. After a few minutes, invite some students to tell their discussing results. And then the teacher shows the rules to the class and helps them remember them.)
(Design purpose: The activity 2a only provides students an opportunity to listen and read the ordinal numbers from first to thirty – first. Students will not get a clear idea
towards ordinal numbers and it may be difficult for them to master them. And they may get confused about some numbers. But when we give students time to summarize the rules of changing numbers from cardinal numbers to ordinal numbers, students will have a better understanding towards them. And we use the twelve months to teach the numbers first to twelfth can teach the ordinal numbers lively and revise the twelve months impressively. Besides, the three conversations in activity 1b are mainly about birthdays, that is to say, about dates. If we don’t teach the ordinal numbers, students may have difficulties in understanding the conversations, so we’d better do activity 2a first.)
Step 5. Group competition
Divide the students into four groups and show different ordinal numbers on the screen. Let students say the numbers quickly. The group of the students who say more numbers wins.
(Design purpose: When students learn something new, we’d better provide them chance to use it. Group competition can greatly stimulate students’ interests of using and remembering the ordinal numbers they just learned. And it will make English learning more interesting.) Step 6. Listening
T: Good. Now we’ve known how to say months and ordinal numbers, but can you say dates? Some students are talking about their birthdays. Let’s try to get the dates. OK?
Ss: OK.
T: Well, please pay attention to 1a. Read the three conversations quickly. I’ll play the recording in five seconds. Listen carefully and try to number them one to three as you hear them.
(Play the recording for the first time.) T: Can you number them?
(Play the recording again if necessary. Then, check the answers.)
T: Now I’d like to play the recording for one more time. Listen and read after it. Pay attention to the intonation and stress, please.
(Play the recording for the last time and students read after it.)
(Design purpose: Listening activity can not only train students listening ability, but also help them understand the target language better. As we have input enough information about dates and “when” questions, it will be easy for students to understand the listening material, so we may only let students listen to the conversation for one time and let them number the conversations. However, we can use the time we saved to make students to imitate the conversations. And by doing this, students’ listening and speaking abilities will be both developed.) Step 7. Pairwork
Let students work in pairs and talk about their birthdays by using the sentence patterns as below:
A: When is your birthday? B: My birthday is …..
(Design purpose: After students mastering how to expressing dates, we’d better give them chance to practice what they learned. This activity gives students a real communicative environment to use the target language and helps students master the new sentence patterns and words better.) Step 8. Practice
1. Let students read the following dates in English:
１月１５日 ４月３０日 ７月８日 １０月１日 ５月２９日 ２月１４日
2. Let students complete the following three conversations according to the
hints.
(1) When is your birthday?
My birthday is ____ the ___. (6月1日) (2) When ___ your birthday?
My birthday is ________the _____. （12月8日）
(3) When ____ your birthday?
It is ____ the _________. （3月29日）
(Design purpose: For this period, our mainly objective is enabling students to talk about dates. So the consolidate exercise is quite necessary to test if we have successfully achieved our objectives. If not, we should try to help students understand the knowledge learned in this period better in next period.) VII. Homework:
1. Listen and imitate the 3 conversations in 1b. 2. Ask about your family’s birthday
3. Try to find out the dates of the festivals you know in a year. VIII. Blackboard presentation
Unit 8 When is your birthday? My birthday is …. 1. January Jan. 7. July Jul. 2. February Feb. 8. August Aug. 3. March Mar. 9. September Sep. 4. April Apr. 10. October Oct. 5. May May. 11. November Nov. 6. June Jun. 12. December Dec.
Months Go for it（Grade Seven）: Book I: Unit 8 When is your birthday?
Period 2 Section A: 2b，2c，2d, 3a, 3b & 4
I.
Teaching objectives:
1. Knowledge objectives:
1. Students will be able to master the following new words: birth, age, old. 2. Students will be able to understand and use the sentence patterns well: (1) ---When is your birthday? --- It’s ….
(2) --- How old are you? --- I’m …. 2. Ability objectives:
1. Students will be able to learn to use the possessive case of nouns. 2. Students will be able to talk about people’s ages and birthdays. 3. Students will be able to make their own ID cards. 3. Emotional objectives:
Ss will try to remember the birthday of family members and give them a present. 4. Cultural awareness objectives:
Students will be told that the westerners don’t like people talk much about their ages, especially the old. II.
Learning and teaching focus: 1. Ordinal numbers 1st to 31st.
2. Oral practice using the target language III.
Anticipated difficulties:
The usages of the possessive case of nouns might obstruct students from using the target language appropriately so that they might fail to communicate in English successfully. Solution:
Guide students to do different tasks to use the possessive case of nouns. IV.
Teaching methods
1. Task – oriented method. 2. Communicative approach. 3. Situation – experienced method. V.
Teaching aids: Multi-media equipments VI.
Teaching procedures
Step 1. Warming – up
Play a short video “I love spring” before class.
T: Glad to see you again, boys and girls. Before today’s lesson, let’s enjoy a song. Listen and sing after it. Then, tell me the months you hear in this song.
(Design purpose: Before class, playing a short video can easily focus students’ attention in English – learning. And the video is quite funny, students will be glad to see it. When the class begins, we can ask students to say the months mentioned in the video, which can help them review the twelve months learned in previous lesson. And doing this can better remind students about months and festivals.) Step 2. Eye – challenging
Show five famous stars on the screen. Let students watch carefully and try to catch the dates of their birthday and try to talk about them.
(Design purpose: This activity can easily arouse students’ stimulus of attending class activities, for the stars are quite familiar to them and most of them like them much. So this activity can make the classroom teaching more interesting and can activate students’ knowledge about dates.) Step 3. Listening
T: Congratulations! Group X is the winner. Now let’s do a listening activity and see who can do the best. A teacher is trying to fill in the class calendar and he is asking some of his students. Let’s listen carefully and circle the numbers you here in 2a. First, let’s listen for what they mainly talk about.
(Play the recording for the first time. Students only listen and try to get the main idea.) T: What are they talking about? Ss: Birthday.
T: Right. Now let’s listen again more carefully and circle the numbers you here in 2a. (Play the recording again. Students try to circle the numbers they here. Then, check the answers with the class. And if necessary, give students one more chance to listen to the conversation.)
T: Well done! You can get the numbers quickly. Let’s listen to the conversation again. This time, please match the names, months and days. Let’s see who do the best. (Play the recording again and let students match the names, months and days in 2c. Play the recording again if necessary, and then check the answers with the class.) (Design purpose: Ss have already learned the twelve months, the ordinal numbers 1st to 31st and expressions about talking about birthday. It will not be so difficult for them to do the listening activities. So this time, we don’t need to input too much information before listening, but only tell them it’s a conversation between a teacher and students.) Step 4. Pairwork
1. Let students work in pairs and ask and answer questions like below: When is your father’s birthday? His birthday is …
When is your mother’s birthday? Her birthday is …
When is your friend’s birthday? Her/ His birthday is…
2. Show the three ID cards in 3a on page 49 and let students talk about them using the sentence patterns as below: (1) ---When is your birthday? --- It’s ….
(2) --- How old are you? --- I’m ….
3. Ask students to make conversations about their own birthdays and their ages. (Design purpose: This activity provides students oral practice using target language and learning new sentence patterns, especially the use of the possessive case of
nouns.) Step 5. Survey
1. Let students work in groups and ask their groupmates about their ages and birthdays.
2. Have students ask five classmates their birthdays and ages. Tell who is the youngest and who is the oldest. Then, ask three to five students to give reports about their survey results.
(Design purpose: This activity gives students opportunities to practice the target language learned in this period, which keeps a good balance between language input and output. Students will feel quite well when they find they can successfully talk about people’s ages and birthdays freely in English.) Step 6. Presentation & Quick response
1. Show some main festivals in a year and let students say them and tell which month each festival is in.
2. Show the following questions and let students answer them quickly: 1) When is New Year’s Day(元旦)? 2) When is Women’s Day(妇女节)? 3) When is April Fool’s Day(愚人节)? 4) When is Teachers’ Day (教师节)? 5) When is Tree Planting Day(植树节)? 6) When is Children’s Day(儿童节)? 7) When is Labor’s Day(劳动节)? 8) When is Christmas Day(圣诞节)? 9) When is National Day(国庆节)?
(Design purpose: This activity is not necessarily to do in this period, but if we have time, we can widen students’ knowledge about festivals. It can not only help students review the twelve months, but more importantly, can help students have a general idea about the possessive case of nouns as well as the festivals in a year.) VII. Homework: 1. Make your ID card!
2. Make a class birthday calendar with your friends.
3. Try to find out these famous people’s birthdays: Edison,Lu, Xun,LiSiguang, Newton, Nie Er, Curie.
VIII. Blackboard presentation
1st – first Unit 8 When is your birthday? (Section A: 2b – 4) 2nd – second 3rd – third 4th – fourth 5th – fifth 6th – sixth 7th – seventh 31st – thirty - first …… (1) ---When is your birthday? --- It’s …. (2) --- How old are you? --- I’m …. Go for it（Grade Seven）: Book I: Unit 8 When is your birthday?
Period 3 Section B: 1, 2a, 2b, 2c & Self-check: 3
I.
Teaching objectives:
1. Knowledge objectives:
(1) Students will be able to master the following words and phrases: Calendar, speech, contest, party, trip, date, basketball game, etc. (2)Students will be able to use the following sentence patterns properly: ① --- What’s the date? --- It’s …. ② --- Do you have ….?
--- Yes, we / I do. / No, we / I don’t. ③ --- When is …? --- It’s ….
(3) Students will be able to know some world famous people’s birthdays. 2. Ability objectives:
(1) Students will be able to talk about dates
(2) Students will be able to get information about people’s schedules by doing listening activities.
(3) Students will try to find out some world famous people’s birthdays. 3. Emotional objectives:
Students will find that they have many activities to do at school and enjoy their school lives better by talking about different kind of school activities. II.
Learning and teaching focus:
1. The expressions of talking about people’s schedules. 2. The listening material. III.
Anticipated difficulties:
The words and some expressions about people’s schedules might obstruct students from understanding the key facts appropriately so that they might fail to understand the target listening materials properly. Besides, lacking of proper listening strategies
might make students fail to get information quickly. Solutions:
a) Help students learn the words and expressions about different kinds of activities before listening;
b) Guide students to apply proper listening strategies while doing listening activities. IV.
Teaching methods
1. Audio -lingual method. 2. Communicative approach. 3. Situation – experienced method V.
Teaching aids:
Multi-media equipments VI.
Teaching procedures
Step 1. Warming up
1. Play a short flash “Days of the month”. Students only listen. 2. Play it again and let some students say what the song is about.
3. Play the flash for one more time and let students sing after it if they can.
(Design purpose: Flash enjoying can provide students a relaxing environment of learning English. And this flash is mainly about the days and months, which can help students understand dates better.) Step 2. Lead in & Pairwork
1. Show a calendar on the screen and teach the new word “calendar”. 2. Ask students the following two questions and let them try to answer them: (1) ---What day is today? ---It’s Monday. (2) ---What’s the date today? ---It’s December 8th. (December the eighth)
3. Show six calendars and let students talk about the dates use the sentence patterns as below.
--- What’s the date? --- It’s ….
4. Have some pairs of students to present their conversations.
(Design purpose: This activity helps students revise the months and ordinal numbers and enables them to talk about dates better.) Step 3. Presentation
1. Show different kinds of pictures to teach the new words like birthday party, music party, basketball game, volleyball game, tennis game, school trip. Speech contest, art festival, etc.
2. While presenting and teaching the new words, guide students to answer following two questions: --- Do you have …?
--- Yes, we do. / No, we don’t. --- When is it? --- It’s ….
(Design purpose: This activity helps students to know more about school events.) Step 4. Look & say
1. Show some pictures and guide students to talk about them. 2. Check the answers with the class.
(Design purpose: When we teach students something new, we should try to see if they have mastered them well. This activity give students chances to use the words, phrases and sentence structures learned in this period. It will help them understand and master the target language better.) Step 5. Matching
1. Ask students pay attention to the pictures in activity 1 on page 50 and try to match the pictures with the activities. 2. Check the answers.
(Design purpose: As we are going to do listening activities, it is quite necessary for students to get familiar with what they are going to hear. So we’d better let students look at the pictures and doing matching activity and try to guess what the listening
material is mainly about.) Step 6. Listening
1. Point to the four pictures in activity 1 on page 50 and let students look at them carefully. Tell them they are going to listen to a conversation about the pictures. Let them listen carefully and make a checkmark to the right of each word that they hear on the recording.
2. Play the recording for the first time. Students only listen.
3. Play the recording a second time. This time ask students to listen and check the words they hear. 4. Check the answers.
5. Point to the calendar showing the September and October dates in 2b. Let students listen carefully to the recording again and write the name of each event in the correct place on the calendar as the example shows in the calendar.
6. Play the recording again. Students try to write the first letter of each event in the correct place.
7. Play the recording again. Students try to complete Joe’s calendar according to the recording they hear.
8. Play the recording again if necessary and let students check if their answers are right.
9. Check the answers.
10. Show the tape script on the screen and play the recording again. Let students imitate the conversation.
(Design purpose: This activity is mainly training students listening ability. In order to improve students’ listening ability, we’d better develop their listening skills. So it’s very important to teach them listening strategies. In this period, we mainly teach students write the first letter of key words and try to complete them during the second time they listen. Besides, we ask students to imitate the conversation, which will not only develop their listening ability, but also their speaking ability. Hence, they can use the target language better.) Step 7. Goupwork
1. Let students work in groups to make their own calendar. 2. Let some students give reports about their calendars.
(Design purpose: This activity provides students an opportunity to talk about events and dates. Besides, they’ll learn how to cooperate with others and communicate with each other better in target language.) Step 8. Enjoying & Answering
1. Play a short video about famous people like Thomas Edison, Luxun and Yaoming. Let students listen and watch carefully and answer the teacher’s questions: How many people are mentioned in the video? Who are they? Can you tell something about them?
2. Let students turn to page 52. Ask them look at the famous people in Self-check 3. Ask different students to say the birthday’s of each people.
(Design purpose: In Self – check 3, there’re only six pictures with their names. Most students have already known the birthday of each people, as it is their homework to find out their birthdays in previous lesson. So if we just simply check the answer, we can’t achieve our teaching objectives of this period------ improve students’ speaking and listening material. Therefore, we let students enjoy a short video about birthdays of famous people. What students have already known and some other new information will get together, and students’ listening skills will be improved. Their knowledge will be also widened.) VII. Homework:
1. Listen and imitate the conversation in activity 2a for at least 15minutes. 2. Make a list of the events your school has and when they are. VIII. Blackboard presentation
Unit 8 When is your birthday? (Section B: 1 – 2c & Self-check: 3) --- What’s the date? --- It’s …. --- Do you have …? --- Yes, we do. / No, we don’t. --- When is it? --- It’s …. calendar Speech contest Music / Birthday party School trip Basketball / Volleyball / Tennis game Art / Music festival Go for it（Grade Seven）: Book I: Unit 8 When is your birthday?
Period 4 Section B: 3a, 3b & 4
I.
Teaching objectives:
1. Knowledge objectives:
1. Ss will be able to master the following words and phrases: art music festival Chinese speech contest event trip, School Day, Art Festival, Music Festival, Chinese Contest, English Party, basketball game, volleyball game, English speech contest, birthday party, school trip.
2. Students will be able to use the following key sentences properly:
When is the basketball game?
It’s September 8th.
Do you have a School Day at your school? Yes, we do. / No, we don’t. 2. Ability objectives:
Students will be able to talk about the dates of school events. 3. Emotional objectives:
Students will be cultivated to take care about school events and arrange the time. 4. Cultural awareness objectives:
Students will know more about the school invents in foreign countries. II.
Learning and teaching focus:
How to get students to talk about the dates of school events. III.
Anticipated difficulties:
Students may have difficulty in talking about school dates and events and they may feel hard to make school activity schedules, especially when they are asked to tell the reasons in English. Solutions:
a) Give students examples before asking to do activities; b) Let students work in pairs or groups to help each other. IV.
Teaching methods
1. Task – oriented method. 2. Communicative approach. 3. Situation – experienced method. V.
Teaching aids:
Multi-media equipments VI.
Teaching procedures
Step 1. Warming up & Free - talking
Show a song— Happy Song to activate the class. T: Do you like the song? S: Yes.
T: Can you sing the song? S: Yes. /No.
T: What is the song about? S: What we do when we are happy.
T: So what do you usually do when you feel happy?
Ss: … (Let different students say what they usually do when they feel happy.) T: Then, what event may make you feel happy? (Write the word “event” on the black board and teach it.) Ss: ….
T: Well, different things give you different feelings. Do you like school events? Does your school have festivals? Do you have a School day / Basketball Game/ …? What do you think of them? When are they?
(Design purpose: Song and free talk help students review what they learned in previous lesson and activate their knowledge about school events. Besides, this can make the English learning more relaxing. Students will quickly join in the classroom activities.) Step 2. Practice
T: At school, we have many events: basketball game, volleyball game, English speech party, Chinese contest, and birthday party. Next, let’s look at the schedule in activity 3a on page 51. Please work in pairs. Student A, read the schedule in 3a. Student B,
read the schedule on page 82. Then ask and answer questions to complete the schedule.
(Students work in pairs and try to complete the schedule. After they finished it, check the answers with them. And show the completed schedule on the screen.) October
October 3rd
Basketball game English speech contest Dave’s birthdayparty
October 7th
October 19th
School trip
October 26th, 27thOctober 30th
Volleyball game
T: Look. This is Mary’s school schedule. Please ask and answer questions about the dates of these events.
A: When is the basketball game? B: It’s October 3rd.
T: Good. Now let’s try to recall the information in the chart.
(Ask students to answer some questions according to the chart without looking at the chart. Divide the class into two groups A and B, encourage them to answer questions actively. If the group speak correct and well, they will get a mark. When is the basketball game? When is the English speech contest? When is the School Day? When is Dave’s birthday party? When is the volleyball game?)
(Design purpose: This activity enables students to talk about different events, so they can have a good mastery of how to talk about dates. And the competition can make
the class take an active part in classroom learning activities.) Step 3. Interview
T: Yesterday we talked about our school’s events. And just now we know something about Mary’s school events. Then let’s make an interview. Suppose you are a school headmaster. Which events will you have at your school? Look at the chart in activity 3b, and discuss with your partner.
(Students work in pairs to make a list of the events they want to have.) T: Are you ready? Ss: Yes.
T: Well done. Now I’d like to ask one of you to come to the blackboard as a headmaster, the others as a reporter asking the headmaster questions: A: Do you have a School Day at your school? B: Yes, we do. A: When is it? B: It’s October 20th.
A: Do you have an Art Festival at your school? B: No, we don’t.
(Encourage students to ask questions. After the interview, ask the headmaster to make a report about their school events.
e.g. We have a School Day and An English Party at our school. The School Day is October 20th. The English Party is June 6th.
Then give the headmaster loud claps to say Goodbye. And if time is enough, we can invite two or three students to be headmasters, too.)
(Design purpose: This activity can not only develop students’ imagination, but also train their speaking abilities. Besides, this activity can make most of the students be active in English learning.) Step 4. Schedule – designing
T: You see, our school’s English Week is coming. And I really want to know what you’d like to have in that week. Can you show me your ideas? Please work in groups of four and make a list of the activities we can do, and then make a schedule for it.
Are you clear?
(Students work in groups and try to make a schedule they like.)
T: Now I’d like to know your ideas. Can you make a report about your schedule for us? Please choose one person in your group and give a report.
(Invite different students from different groups to give reports. Let students listen carefully and discuss which group’s schedule is the best.)
(Design purpose: Give students more chance to show themselves and their ideas can help them feel more confident in learning English. And group work activities can develop students’ learning strategies and friendship.) Step 5. Form – filling & Guessing
T: Wonderful! All of you did a good job. As you’re so excellent, now I’d like to know more about you. Look at the form on the screen. Please try to complete it. And after you finish it, please write a short passage below it. Then, exchange your paper with at least 7 classmates.
(Students try to complete the chart and then write about themselves based on the form.)
T: Are you ready? Now exchange your paper with each other. (Students exchange the paper in their hands.) T: Now I’d like to know what you write.
(Ask students to take turns reading the writings to the class. After the person has read the writing in his or her hand, prompt the person to ask, Who is it? The rest students guess the name of other students in the class. When someone guesses right, the person who wrote the sentences says, He’s right or She’s right.)
(Design purpose: This activity provides reading, writing and oral practice using the target language. It’s a good way to test how much students have already mastered.) VII. Homework:
1. Design the schedule for English Week. 2. Write and introduce your schedule.
3. Review the key words and sentence patterns learned in this unit. VIII. Blackboard presentatio
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