Unit 8
Section A 2a—3c
Ⅰ. 教学准备
1．教师: 录音机、磁带、多媒体课件、制作序数词和基数词的教学图片或幻灯
片。
2．学生: 复习基数词的构成；预习序数词的结构；调查了解同学、朋友或家人
的生日。
Ⅱ. 教学目标
1．知识目标:
(1)词汇: happy, old, how old, party, see you, first, second, third, fifth, eighth,
ninth, twelfth, twentieth
(2)句型: —When is Alice's birthday? —Her birthday is on September 5th.
—When is your father's birthday? —His birthday is on April 21st.
—How old are you? —I'm twelve.
2．能力目标:
通过对本课的学习, 培养学生英语表达的能力, 增强用英语进行交际的能力。
3．情感目标:
增进同学之间的了解和友情, 学会在交流中关注他人的情感。
4．文化意识:
了解英语国家人们的日常交际内容, 提高跨文化交际的能力。
Ⅲ. 教学重点
1．词汇: happy, old, party, first, second, third, fifth, eighth, ninth, twelfth,
twentieth
2．句型: —When is Alice's birthday? —Her birthday is on September 5th.
—When is your father's birthday? —His birthday is on April 21st.
—How old are you? —I'm twelve.
Ⅳ. 教学难点
1．让学生熟练运用下列句型, 正确交流和表达信息:
—When is somebody's birthday? —His/Her birthday is on...
—How old are you? —I'm twelve/thirteen.
2．让学生掌握序数词的构成和用法。
Ⅴ. 教学步骤
Step 1: Leadin
建议1: 教师问学生以前学过的数词有哪些, 找几个学生说一说, 并问学生这
些数词叫什么数词, 通过这种方式复习基数词。然后出示first, second, third, fourth
fifth等序数词的图片, 问学生这几个数词叫什么数词, 引出序数词的概念。
For example:
T: How many numbers have we learned? Can you say some?
Ss: One, two, three, four, five, six, seven, eight, nine, ten.
T: What kind of numbers are they?
Ss: They are cardinal numbers.
T: Look at these numbers: first, second, third, fourth, fifth, sixth, seventh, eighth...
1What kind of numbers are they?
Ss: They are...
Then the teacher introduces the definition of “ordinal numbers”．
建议2: 做一个抢答游戏。让学生看图片上的阿拉伯数字, 快速说出这个数字
代表的单词, 问学生叫什么数词, 通过这个练习复习基数词。然后出示几个带有序
数词的图片, 让学生抢答, 引出序数词的概念。
For example:
T: Class! Let's play a game. Look at the numbers in the picture. Can you say
them out as quickly as you can?
S1: One.
S2: Two.
S3: Three.
T: Look at the numbers: first, second, third, fourth, fifth...Can you say them out as
quickly as you can?
S1: First.
S2: Second.
S3: Third.
T: What kind of numbers are they?
Ss: They are...
Then the teacher introduces the definition of “ordinal numbers”．
Step 2: Presentation
建议: 在幻灯片中展示1st, 2nd, 3rd, 4th... 28th, 29th, 30th, 31st。让学生先
听一遍录音, 不要跟读, 一边听, 一边注意每个数字的读音。再放一遍录音, 让学生
模仿跟读, 纠正自己的错误发音。
For example:
T: Class! Look at these ordinal numbers. Let's listen to the tape, don't follow it.
Pay attention to the pronunciation of each number.
T: Now, please listen again. This time, listen and repeat the tape.
Ss: 1st,2nd,3rd,4th...28th,29th,30th,31st...
Step 3: Practice
建议1: 教师让学生朗读表格中的序数词。首先让全班学生齐读两遍。其后, 将
全班同学分成A、B、C三大组, 开展朗读比赛, 看哪一组读得好。
For example:
T: Class! Please read the ordinal numbers aloud twice.
Ss: 1st,2nd,3rd,4th,5th,6th...28th,29th,30th,31st.
T: Let's have a reading competition among three groups! See which group can
read the best!
建议2: 先让学生自己读表格中的序数词, 然后做一个接力游戏, 看看谁能说
得又对又快。
T: Class! Now let's have a saying relay race! See who can say faster and better!
S1: First.
S2: Second.
S3: Third...
Step 4: Task
2建议1: 教师播放录音, 学生将听到的数字画圈。如果大部分学生没有听懂,可
以再放一遍录音。2b部分是对2a的一次听力巩固练习, 主要检测学生的发音是
否正确。
让学生再听一遍录音, 将听到的名字、月份、日期配对。2c部分主要检测学生
能否准确的获取信息。听完后, 核对答案, 检查学生听的情况。
For example:
T: Class! Can you read and say the ordinal numbers? Now, let's have a listening
test.
Let the students listen to 2b.Check the students' answers. See how well they did.
T: Next, class! Let's listen again and match the names, months and dates.
Then get to 2c.
建议2: 完成2b、2c后, 让学生默读一遍听力材料, 重点看自己没有听懂的地
方。然后让学生再听一遍录音, 以便让学生能完全听懂录音。
For example:
T: Class! Please read the listening text silently, pay attention to the drills that you
didn't understand just now.
After that, let the students listen again to see if they can catch all the listening text.
Step 5: Practice
建议: 看着2c表格中的内容, 教师问, 学生答。可以让全班学生齐声回答, 也
可以找单个学生回答。给学生做个示范, 然后让学生两人一组对话, 谈论表中人物
的生日。
For example:
T: Class! When is Alice's birthday?
Ss: Her birthday is on September 5th./S1: Her birthday is on September 5th.
Then get to the pair work.
A: When is Alice's birthday?
B: Her birthday is on September 5th.
Step 6: Task
建议: 问几个学生他们父母的生日是什么时候, 然后让学生互相询问彼此家
人的生日。通过这种开拓性的训练, 进一步巩固所学的句型, 培养学生用英语交际
的能力。
For example:
T: Class! When is your father's birthday? Do you know?
S1: His birthday is on...
T: When is your mother's birthday?
S2: Her birthday is on...
Then get to the pair work.
A: When is your father's/mother's/grandfather's...birthday?
B: His/Her birthday is on...
Step 7: Practice
建议: 教师让学生大声朗读几遍 2e中的对话, 接着让学生两人一组朗读对话。
看看学生发音是否正确, 纠正学生的发音错误。然后让学生两人一组分角色练习
对话并作表演。
For example:
3T: Class! Please read the conversation in 2e aloud.
Then let the students read the conversation in pairs.
Next, call some pairs to perform the conversation in class.
Step 8: Task
建议1: 教师让学生用自己的姓名和生日, 分角色编对话并进行表演。
For example:
T: Class! Please make a new conversation, using your own names and own
birthdays. Then we will have a performance.
建议2: 教师向学生介绍, 班级里有一个同学的生日即将到来, 班级想为他举
办一个生日聚会, 并邀请同学们参加。请同学们根据此内容编对话并分角色表演。
For example:
T: Class! Someone's birthday is coming. We will have a birthday party for him.
He wants us to go to the party. What do you want to say to him? Can you make a
conversation about this topic? Please work in pairs, then I will call you to act out.
S1: Hi, S2.Your birthday is coming! Happy birthday to you!
S2: Thank you.
S1: When is your birthday?
S2: My birthday is on...
S1: So, how old are you?
S2: I'm...What about you?
S1: I'm...
S2: Can you come to my birthday party?
S1: Oh, yes. When is your party? And where is your party?
S2: At...o'clock this evening in my home.
S1: OK, that's great. See you!
Step 9: Practice
建议: 教师让学生看3a的表格, 将问题和恰当的答语匹配, 然后让学生两人一
组练习对话。
For example:
T: Class! Look at the questions and answers. Match each question with its proper
answer. Then ask and answer in pairs. I'll call some pairs to act out.
Step 10: Consolidation
建议1: 教师先让学生补全对话, 然后让学生两人一组练习对话。此项练习既
能训练学生的书面表达能力, 又能训练学生的口头表达能力。
For example:
T: Class! Please complete the following conversation, and then practice it with
your partner.
S1: How______ are you, S2?
S2: I'm...
S1: And ______ is your birthday?
S2: My birthday is ______. How about you and your friend, S1?
S1: Well, my birthday is on______, and my friend's birthday is on______.
建议2: 教师先让学生补全对话, 然后让学生用自己和朋友的真实信息表演对
话。
4For example:
T: Class! Please complete the following conversation, and then practice it with
your partner, using your and your friend's real information.
S1: How______ are you, S2?
S2: I'm...
S1: And ______ is your birthday?
S2: My birthday is ______.How about you and your friend, S1?
S1: Well, my birthday is on______, and my friend's birthday is on______.
Step 11: Summary
建议1: 教师让学生自己总结本节课所学的内容, 包括单词、句型, 并让学生自
己总结出单词的构成规律(例如, 序数词的构成), 句型的用法。
For example:
T: Class! Let's sum up what we have learned in this class, including words and
sentences. Can you sum up by yourselves?
Then call some individuals to do it.
The words are:
基数词 序数词 序数词缩写 基数词 序数词 序数词缩写
one first 1st nine ninth 9th
two second 2nd twelve twelfth 12th
three third 3rd twenty twentieth 20th
five fifth 5th thirty thirtieth 30th
eight eighth 8th thirtyone thirtyfirst 31st
The sentences are:
—When is your birthday? —My birthday is on May 2nd.
—When is his birthday? —His birthday is on January 17th.
—When is her birthday? —It's in August.
—When is Alice's birthday? —Her birthday is on September 5th.
—When is your father's birthday? —His birthday is on April 21st.
建议2: (1)让学生看表格, 填出每个基数词对应的序数词及其缩写形式, 然后让
学生自己总结出序数词的构成规律。
基数词 序数词 序数词缩写 基数词 序数词 序数词缩写
one 1______ nine 9th
two 2______ twelve 12th
three 3______ twenty 20th
five 5th thirty 30th
eight 8th thirty-one 31st
(2)教师带领学生将本节课所学的句型用说唱的形式说出来。可以先让全班学
生齐声说, 然后分成A、B两大组, A组问, B组答, 最后让学生自己总结when引
导的特殊疑问句的用法。
Can you ask people's birthday? Let's say like following:
—You! When is your birthday? —My birthday is on May 2nd.
—He! When is his birthday? —His birthday is on January 17th.
—She! When is her birthday? —It's in August.
—Alice! When is Alice's birthday? —Her birthday is on September 5th.
—Your father! When is your father's birthday? —His birthday is on April 21st.
5Step 12: Homework
1．仿照课本2e, 和你的同伴编一个对话, 并练习表演。
2．自己制作1～30的基数词和序数词的卡片。要求: 卡片的一面是基数词形
式, 另一面是序数词形式。
3．调查你周围的同学、朋友、家人、邻居等的生日, 绘制成表格。
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Unit 8 When is your birthday?
Section A 2a3c
Words Sentences
—When is Alice's birthday?
one →first two→second
—Her birthday is on September
three→ third five→fifth
5th.
eight →eighth nine→ninth
—When is his birthday?
twenty→twentieth
—His birthday is on January 17th.
twentyone→twentyfirst
—When is her birthday?
thirty→thirtieth
—It's in August.
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