仁爱版七年级英语下册U7T1SA精品教学设计

Unit 7 The Birthday Party
Topic 1 When is your birthday?
Section A
Ⅰ. Material analysis
本课是第七单元话题一的第一课时。

本话题主要学习关于日期、出生时间、出生地点、物体形状特征的表达方式，be动词的一般过去时和序数词。

本课的主要活动是1a, 1c 和3a。

通过Kangkang和Michael谈论英国作家J.K.Rowling展开学习，对话主要涉及到J.K.Rowling的作品、出生地点及出生年月。

通过人物对话，学生将学习关于询问和回答出生年月与地点的表达方式并初步了解be动词的一般过去时；还能通过一系列听、读、写的练习活动掌握年份和十二个月份的表达法及其书写形式。

语音板块通过听说让学生掌握字母组合ou, ow, ph 及辅音字母p的发音，并根据发音规则正确拼读和辨认单词。

Ⅱ. Teaching aims
1. Knowledge aims
能根据已学语音、音标及发音规则，正确朗读下列词汇并运用于情景对话中:
writer, was, were, born, novel, thousand, fan
能够熟练读、写表示年份和月份的单词:
January, February, March, April, May 等；
能够用英语熟练表达关于询问和回答某人的出生地和出生年月的表达方式，如：
(1)—Where was/ were ...born?
—In…
(2) —When was/ were ...born?
—…was/ were born in…
能够掌握字母组合ou, ow, ph 及辅音字母p的读音及读音规则；
能识别出相同字母或字母组合的不同读音；
能够正确使用be动词的一般过去时was/ were，如：
—When were you/was he/she born?
—I/He/She was born in January, 1999.
2. Skill aims
能听懂有关年月、出生年月和出生地点的语段；
能根据图文就表达年月、谈论出生年月和出生地点的表达方式进行简单的交流；
能正确地读出年份和十二个月份；
能正确地朗读对话，并能注意语音语调；
能正确书写出年份以及表示月份的单词。

3. Emotional aims
通过相关活动，培养学生关注名人的生平事迹并向他们学习的习惯；
能够体会到英语学习的兴趣，养成良好的英语学习习惯。

Ⅲ. The key points and difficult points
1. Key points
正确使用表达年月、谈论出生年月和出生地点的表达方式；
正确读、写关于年份、月份的表达。

2. Difficult points
Be动词was, were在一般过去时中的应用；
英语中十二个月份的读、写。

Ⅳ. Le arning strategies
1.能将谈论出生年月及地点的表达法运用于生活实践；
2.利用实物教学有助于学生理解和掌握所学知识。

Ⅴ. Teaching aids
录音机、教学挂图、日历和黑板
Ⅵ. Teaching procedures
Step Interactio
n patterns
Student activity Teacher activity
Introductio
n (8 minutes) 1.The whole
class work.
2.Pair
work.
3.The whole
class work.
4.Individu
1.Focus their
attention on the
teacher.
2.Do duty
report.
Introduce
his/her favorite
persons, such as
writer, singer,
etc.
1.Get students ready for
learning.
2.Help students revise
asking someone else’s
name and nationality.
Prepare for the new
lesson.
3.Show a calendar to
students and teach the new
al work. A:Who is he/she?
B:…
A:Where is
he/she from?
B:…
3.Do1c. Read
after the
teacher for
several times to
learn 12 months.
Read the words
together
quickly.
4.Read the word
one by one. words one by one (根据课本1c的顺序);
Then check the learning result. (do brainstorm) The teacher shows one page of the calendar and lets students read the word quickly.
4.Let one student read the first month—January, and the next student read February, and then go on.
Presentatio
n
(12 minutes) 1.The whole
class work.
2.The whole
class work
and
individual
work.
3.The whole
class work.
1.Do1a. Guess
the woman; And
pay attention to
the two
questions. Then
learn the phrase
be born.
2.Listen to the
tape and try to
answer the
questions.
3.Read 1a after
the tape; Look
and listen to the
teacher
carefully.
1.Point out the picture of
1a, and let students
guess: Who is she?Then ask
two questions: When was
she born? Where was she
born?(教师用汉语解释
born)
2.Play the tape for the
first time and choose some
students to answer the
questions. Then let
students pay attention to
the use of in(老师用汉语
解释其用法).
3.Play the tape again, and
let students follow the
e.g. —When were
you/was he/she born? —I/He/She was born in … —Where were you/was he/she born ？ —I/He/She was born in …
tape and pay attention to the reading of 1965;
Finally point out the key sentences in the dialogue.
Consolidati on (8 minutes)
1.The whole class work and
individual work. 2.Pair work. 3.Pair work. 4.Group work. 5.Group work.
6.Individu
al work and 1.Do 1b. Answer the questions together
and fill in
the blanks in 1b individually.
2.Practice the sentences in pairs:
A:When was he/she born? B:He/She was born in… A:Where was he/she born? B:He/She was born in … 3.Answer
the question: I was born... 1.Ask some questions: Who is she? When was she born?
Where was she born? What is her novel? Let students
answer the questions; Then let students fill in the
blanks in
1b
by
themselves.
2.Show three pictures of
famous people and let
students ask and answer in
pairs.
3.Walk to one student and
ask the question: When
were you born? Lead the
student to answer the question:I
was born...(lead
to
the
question: Where were you
the whole
class work. 4.Practice the
sentences in 1c
and survey the
birthday and
birthplace of
your group
members. Then
one student in
every group
reports it to the
class.
5.Do 2a. Talk
about the rule of
reading
different years.
Read the first
six years and
write the rest in
English.
6.Do 2b. Listen
to the tape and
write down the
year or month in
each
conversation.
Check the
answers by
yourselves. born? in the same way) 4.Let students practice the key sentences in 1c by themselves.
5.Teach the word thousand.
6.Play the tape.
Practice (10 minutes) 1.Individu
al work.
1.Do 3a. Try to
read the words by
1.Point out the words in a
row: c ou nt, h ou se, m ou th
2.The whole class work.
3.Individu al work and the whole class work. yourselves.
2.Listen and
read after the
teacher. Then
find out the
rule. Finally,
listen to and
follow the tape.
3.Do 3b. Look,
listen and
circle the
words. Then
listen again and
check the
answers.
and let students try to
read them.
2.Point out the
pronunciation of “ou”
and let students read
after the teacher for
several times. Then ask
students to find out the
rule of the pronunciation
of “ou”. Finally, play
the tape and let students
follow it.
3.Let students look at the
words first. Then listen
and finish 3b. Finally
play the tape again and
check the answers with
students.
Production (7 minutes) 1.Individu
al work and
pair work.
2.Pair work
and the
whole class
work.
1.Do the name
cards.
2.Practice and
act out the
dialogues of
asking and
answering the
birthplace and the
date of birth.
When were you/was
he/she born?
Where were
you/was he/she
1.Let students make two
name cards of
himself/herself and
his/her desk mate,
including the birthplace
and the date of birth.
2.Let one student hand in
the name cards in his/her
pairs and the other pair
members ask the questions
according to the names
cards.
born? Take turns to practice asking and answering the sentences. 3.Assign the homework：Review and copy the key words and expressions in 1a for three times; Make short dialogues with your deskmate orally; Preview Section B-1a&2a.
Teaching reflection:
本节课通过利用实物、教学挂图、结对活动和小组活动等多种教学方式，
充分调动了学生的积极性和主动性，整个教学过程符合学生的认知规律，能够
做到重点突出，难点突破。

从学生的学习情况来看，学生对十二个月份的拼读
和书写掌握得不是太牢固，需要加强其课后及时复习和巩固。

Ⅶ. Blackboard design
Topic1 When is your birthday?
Section A
1. —When were you/was he/ she born? March June September December
—I/ He/ She was born in... April July October January
2. —Where were you/was he/she born? May August November February
—I/ He/ She was born in...。