七上英语《Unit8 When is your birthday》教学设计教案31

七（上）英语Unit 8 When is your birthday? 的教学设计


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

Teaching objectives:
Knowledge objectives:
Ss will be able to master the words of twelve months.
Ss will be able to master the ordinal numbers 1st to 31st.
Ss will be able to use “When” questions and talk about dates.
Ability objectives:
Ss will be able to talk about their own birthdays and ask people about their birthdays.
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.
Cultural awareness objectives:
Ss will be able to know the different ways of celebrating birthday between China and western countries.
Learning and teaching focus:
The words of twelve months.
The words of ordinal numbers 1st to 31st.
The expressions of talking about people’s birthdays.
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.
Teaching aids:
Multi-media equipments
Teaching methods
1. Task – oriented method.
2. Communicative approach.
3. Situation – experienced method.
Teaching procedures
Step 1. Warming up & Lead – in
Play a short video named “Months” before class. Let students enjoy it and try to sing after the song.
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 onl