人教版七年级上册英语starter unit1教学设计

第一篇：人教版七年级上册英语starter unit1教学设计

Starter Unit 1 Good morning!

Starter Unit 1 是Go for it!预备篇三个单元的第一单元。预备篇是为了使那些没有英语基础的学生更好地使用本套教材而编写的。它的主要内容为26个字母和最基本的英语日常用语。本单元的教学内容为： 1．学习Aa---Hh八个字母。

2．学习八个人名。Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen 3．学习打招呼的用语：

Hello!/ Good morning!/ Good afternoon!/ Good evening!4．学会问候熟识的朋友和应答：--How are you?

--I‘m fine, thanks.How are you?

--I‘m OK

教学重点：

Aa---Hh的字母教学。

Hello!Good morning.Good afternoon.Good evening.--How are you?

--I‘m fine, thanks.How are you?

--I‘m OK.教学难点： 课本中英语人名的学习和大、小写字母的学习及书写。单元课时:5个课时

第一课时：完成Section A 1a, 1b 第二课时；完成Section A 2a, 2b,2c, 2d, 3, 4a 第三课时：完成 Section A 4b, 4c, Section B 1, 2a, 2b 第四课时：完成 Section B 3a, 3b, 4, 5 第五课时：完成 Self Check and Just for Fun 教学目标

A.语言知识目标

1．词汇: Letters Aa---Hh

八个人名

Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen 2．句型：Good morning.Good afternoon.Good evening.--How are you?

--I‘m fine, thanks.How are you?

--I‘m OK.B.语言技能目标

通过游戏等多种形式的学习活动，培养学生对初学知识的听、说、读、写能力和灵活运用初学的日常交际用语的能力。C.情感目标

1.激发学生学习英语的兴趣，发挥学生学习英语的积极性和主动性。

2．通过小组活动，培养学生的合作意识和团队精神。

3．在活动中培养学生的思维能力和创新能力。

Hour 1

Period 1

Teaching materials：Section A 1a,1b Teaching aims: 1.识别和掌握八个人名。

2.学会早上见面打招呼的用语。

Language points.1.词汇：Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen 2.句型：Hello!Good morning!Difficulties: 八个人名的掌握

Teaching procedures: Step 1.Warming-up 1.T wears a name card with an English name on it, then points to the name card and have an introduction.2.Greet the whole class and help them to say, Hello, …

Good morning, … Step 2.Play a game.T gets ready for a list of English names for boys and girls.Play the game like this: T says a letter, for example C, then let the Ss tell the letters which is before and after C.The one who says B, D first is the winner.Thewinner can get a chance to choose an English name first or he can give the chance to his friend.Step 3.Presentation Show a picture of a girl and give the name under the picture, teach Alice.In the same way teach the other seven names.Step 4.Game Show the pictures of these eight children as quickly as possible.Let the Ss tell the names of these children.(The winner can have a chance to choose an English name.)

Step 5.Presentation Show a picture with Eric, let Ss guess what Eric wants to say to us.The answer is : Hello!or Good morning.Then help them to say: Hello, Eric!or Good morning, Eric.Step 6.Work on 1a Play the recording for the first time, Ss only listen.Play the recording a second time.Ss repeat.Step 7.Work on 1b Ss practice the conversations in pairs.T moves around the classroom when Ss are practicing.Give them some help if needed.Ask Ss to practice greeting each other.They can use their Chinese names if they wish.Encourage them to use their English names if they can.Ask them to practice using all the different greetings taught in Activity 1a.Homework Make a name card like the teacher‘s by themselves and learn how to read their own names.Hour 2

Period 2

Teaching materials：Section A2a-4a Teaching aims: 1.学会正确朗读和书写Aa-Hh八个字母。2.了解一些常用缩略字的含义。

3.巩固所学的八个人名。

4.记住自己和同伴的英文名字。Language points 词汇：自己和同伴的英文名字。

Difficulties: 八个字母的正确书写和记住尽可能多的名字。

Teaching procedures: Step 1.Warming-up Greet all the Ss with : Hello, … or Good morning, … using their English names.(Ask all the students to wear their name cards like T)At the same time let them repeat their names and try to remember their names.Step 2.Presentation Show different letters on the slide picture and see if they can read them.First big letters, then small letters.Step 3.Learn the letters.(Work on A 2a—2d)1.Listen and repeat the eight letters.1.Put all the big letters in order.2.Find the big letters for these small letters.3.Listen and number the letters they hear.4.Teach them how to write these big and small letters.5.Write the small letter for each big letter.Step 4.Game.(Which letter is missing?)Show seven big letters(from A-H)on the slide picture, see who can find the missing letter.Then show seven small letters.Ss play the game in a group of four.Everyone should get ready for two pieces of paper with seven big letters and seven small letters.Step 5.Presentation Show some letters and ask them to read first, and then guess what they stand for.If they have difficulties, T can give them some hints.Step 6.Work on Section A 3

Ss discuss and guess what these letters stand for and then check the answers with the

whole class.Step 7.Presentation Show the eight names on the slide picture first and ask Ss to read.Then put them in order according to the first letter.Step 8.Work on 4a Listen to the tape and circle the names they hear.Step 9.Practice In groups of four, Ss introduce their English names first.Then practice ―Good morning,… ‖ to each other like the dialogue they heard just now on the tape.Homework 1.Copy these eight big and small letters five times.2.Find as many letters like HB, CD, BBD as they can.Hour 3

Period 3 Teaching materials：Section A 4b, 4c, Section B 1-2b Teaching aims:

1.学会不同时段打招呼的用语。

2.学习熟识朋友见面的问候语和应答。3.记住尽可能多的同学的名字。Language points: 句型：Good afternoon!Good evening!

--How are you?

--I‘m fine, thanks.How are you?

--I‘m OK.Difficulties: 用英文名字来跟朋友打招呼问候。

Teaching procedures: Step 1 Warming-up 1.Greet the students.2.Ss practice greetings in groups of four using their English names.3.A report on ― What do these letters mean?‖Ask some students to give their reports.Step 2 Presentation 1.Use clocks to teach morning, afternoon and evening.Let Ss know different time we use different words.2.Show some pictures to help them say,Good morning.Good afternoon.Good evening.Step 3 Work on 4b Play the tape for the first time, let Ss only listen.Play the tape again.This time Ss put the correct number of each conversation in the box.Step 4 Work on 4c Ss practice the conversations in pairs.Step 5 Look and say Show different pictures with different time and let Ss practice the dialogue in pairs.(Use some popular cartoon figures.)Step 6 Presentation Look at the picture and present the dialogue:--How are you?--I‘m fine, thanks.Step 7 Work on Section B 1 First listen and then read after the tape.Ss practice the dialogue in pairs.Step 8 Work on Section B 2a—2b 1.In groups of four or five, practice the dialogue in 2b with their English names.2.Play a game.Who has the most friends? Ss move round the classroom and try to know as many friends as they can and practice the dialogue with them.Let‘s see who has the most friends in just three minutes.Ss should point to the persons and tell their names.The winner can get a present.Homework

Greet all the classmates after class and try to remember their English names.Hour 4

Period 4 Teaching materials：Section B 3a –5 Teaching aims: 1.学会一首英语歌曲。

2.巩固本单元所学字母，单词及句型。3.学会将相同音素字母和单词归类。

Difficulties: 学好这首英语歌曲及将相同音素字母和单词归类。

Teaching procedures: Step 1 Warming-up Greetings.(Let all the Ss practice with their English names.)Step 2 Letter Bingo Play a game like this: Fill in nine blanks with Aa—Hh.One of them can be used twice.(Show an example on the slide picture.)Ss should write both the big ones and the small ones.Ss circle the letters they hear.If the circled letters are in a row, they win.Step 3 Work on 3a Listen and draw lines between the letters they hear.Play the tape twice.At last ask them what they can see.(A fish.)Step 4 Work on 3b

Match the big letters with the small letters.Step 5 Look and find Look and find the letters.Show them a picture and ask them to find Aa—Hh in it.Step 6 Work on 4

Ss listen and repeat.Make sure Ss understand the difference between the two ‗a‘ sounds and the two ‗e ‘ sounds.Step 7 Listen and sing the song

Play the tape for Ss listen first.Then sing after the tape.At last just play the music and let Ss sing together.Then let the boys have a try ,then the girls.Homework Get ready for a picture with different letters in it.Hour 5

Period 5 Teaching materials：Self Check and Just for Fun Teaching aims: 1.复习学过的英语歌曲。

2.巩固本单元所学字母，单词及句型。3.学会将相同音素字母和单词归类。Difficulties: 将相同音素归类。

Teaching procedures: Step 1 Warming-up 1.Greetings.2.Ask some students to sing the song.Step 2 Look and find the letters

Show some students‘ pictures and let Ss find the letters in them.Step 3 Work on 1

Ask Ss to check all the letters and words they know.Circle any words that they don‘t know.Ask them to find out the meanings of any words that they don‘t know.They can do this by reviewing lessons, asking T or asking classmates.Step 4 Work on 2 Ask them to write five new words in their Vocab-builders on Page 19.In groups ask them to share their lists with other students.Step 5 Work on 3 Look at the faces and put their names in the correct alphabetical order.See if they can

recognize them and remember their names.Step 6 Play a game Play a game called 名字蹲。Get ready for eight big cards with eight English names on them: Alice, Bob, Cindy, Eric, Frank, Grace and Helen.They should say like this: Helen蹲，Helen 蹲，Helen 蹲完Bob 蹲。Bob蹲，Bob 蹲，Bob 蹲完 Alice 蹲…

Step 7 Work on 4

Read aloud the words on the left.Ask Ss to repeat.Make sure they know the distinction between different pronunciations of the same letter.Ask Ss try to read the new words on the right.T moves around the classroom and helps Ss if necessary.Check their pronunciations.Step 8 Just for fun

Ask Ss to read the conversation.Ask Ss to explain where the misunderstanding is in the conversation.Homework Think it over and try to read these words: game, race, and, dad, be, me, get, hen

第二篇：人教新版英语七年级上册Unit1SectionA1a-2d教案

七年级英语Unit1 My name’s Gina.1a-2d 教学设计与反思

一.基本信息教材分析

七年级英语unit1 sectionA,这部分首先通过图文将学生带人“上新学校，结交新朋友”的情境中，并逐渐在该语境中输入“与人打招呼”，“自我介绍”及“介绍他人”的核心句型和重点词汇。1a-1c通过图文及听力练习创设语境，引入单元话题，是整个sectionA的基础，重点是学习打招呼与自我介绍的基本词汇和基本目标语言结构，如：What’s your name?My name’s...I’m...Nice to meet you.Nice to meet you ,too!等。2a—2c在此基础上给出了更为丰富的语言运用环境，以听力的形式巩固单元重点句型，包括询问和回答第三方的姓名，如：What’s his name?His name is...2d的角色扮演活动综合呈现了前面的内容：见面问候，自我介绍并询问第三方的姓名等。该活动要求学生能模仿并分角色表演对话，对学生提出了更高的语言综合运用能力的要求。

二.教学目标

1、知识目标：

帮助学生掌握三会、四会单词，如：name,nice,to,meet,too,your,his,her,yes,no等;同时让学生掌握自我介绍，询问对方及第三方的姓名，初次见面打招呼的交际用语。2.能力目标：

对学生进行形容词性物主代词的启蒙；同时让学生懂得利用信息提示填写表格，或者利用信息介绍一个人。3.情感目标：

通过向同学朋友咨询了解个人信息，学会与同学和睦共处、互相关心、得体交流，懂得待人以善以诚的道理。

三。教学重点与难点 教学重点，难点: 本部分教学重点难点是让学生学会自我介绍，询问对方和第三方姓名，掌握与初次见面的朋友打招呼，询问基本信息等交际功能。四.教学过程

在课堂的整体设计上我主要遵循整体教学的思路，运用情景教学法和交际法，分以下五个主要步骤进行，即：复习、新授、巩固、活动练习和作业。第一步：复习

1、在一个包里放橡皮、尺子、钢笔、铅笔、书等，找一名学生到讲台前，从包里随意抽取一样东西，向同学提问：

“What’s this/that in English? ”“ How do you spell it?””What color is it?”让同学轮流回答

2、双人活动。复习句型： Is this/that a/an „?每个同学拿几样东西相互提问: s1: Is this an apple? s2: Yes, it is./No, it isn’t.It’s a/an „

第二步：新授 1.1a 这个活动是以词汇教学为主要内容，其目的是了解学生的英语基础，同时也是教学新知识前的热身，还可以是对预备篇教学内容的复习。1b 以听力的形式巩固学生对打招呼及自我介绍的核心句型的认知。1，让学生听第一遍录音，整体感知三组对话的语境，完成1b的任务。教师检查学生完成情况，通过追问，让学生说出判断依据，引导学生明白抓关键词（名字）完成听力任务的学习策略。

让学生再听一遍，同时关注对话中的两人是如何打招呼及询问和介绍名字的，让学生找出相关的句子：I’m...My name’s...让学生听录音并模仿对话。第三步：巩固

1c.学生两人一组表演

A:Hello!I’m...What’s your name? B:My name is...A:Nice to meet you.B:Nice to meet you,too!第四步：听力练习完成2a,2b 1，引导学生看图，了解对话发生的场景。

2，播放第一遍录音。让学生连续听四组对话，整体感知听力内容。3，再放一遍，听录音前提醒学生注意名字，并抓住对话发生场景。完成2a。

4，核对答案，并让学生说出判断依据。

5，再听一遍，完成2b。在听之前，教师根据学生的实际情况在名字语言上给予必要的指导和帮助。第五步：考考学生的记忆力

就听力内容问学生一些问题，看看谁记得多。比如：

What are the two boys’ names?Are they Eric and Mike?第五步 巩固

活动2c这个活动是听力的延伸，要求学生以获取的听力信息为基础，通过对话熟悉，运用有关问候，自我介绍及介绍他人的目标语言结构。

依据2c的内容，教师先与一名学生进行互动，为全班做出示范。然后学生两人一组练习对话。五.学生学习活动评价设计

本课课堂教学中主要用的是形成性评价，其主要目的不是为了选拔少数优秀学生，而是为了发现每个学生的学习潜能，促进学生的学习，并为教师提供教学反馈，主要有三种形式，即学生自评、学生互评、教师评价。本课设计本着讲练结合的要求，把教学内容目标化，课堂教学交际化，而且在设计时充分考虑学生的现状，保证所有学生能够积极参与教学，多数学生能流利地表达自己的思想，并通过课下的反馈了解学生对本课的掌握情况；能重视知识传授与能力培养相结合，思维训练与操作训练相结合，循序渐进、因材施教，符合“以教师为主导，以学生为主体，以会学为主旨，以训练为主线”的四主要求。六.教学反思

备课过程中我根据教材需要，设计采取多种教学法交互使用，精讲巧练，由浅入深，由易到难，由已知到未知，循序渐进地深化教学内容。展开以教师为主导，以学生为主体的师生双边活动。主要以直观教学、交际性教学和任务型教学等，贯穿整个教学过程。增加了直观性和趣味性，加大了课堂密度，激发学生兴趣，活跃课堂气氛，提高了教学效果。

七。启发：

教学方法和学法的采用与改进： 1．让学生养成听的习惯。

学生要经常听录音，听教师讲英语，听同学们讲英语，这对学好英语大有好处。

2．促进学生科学储备大量知识。

学生不掌握丰富的知识就不可能进行很好的语言交流。所以学生必须了解语言规律，掌握丰富的词汇，熟知语法规则，会熟练表达由各个话题而展开的交际内容。要学会在实践中学，在应用中学，这样学来的知识记忆深刻、灵活度大。

3．引导学生及时巩固，反复记忆。

凡教师在课堂上所讲到的语言难点，学生应及时整理，再次认识并积极使用。

4．鼓励学生积极操练，重在口头。

在课堂上，学生要积极参与教师设计的每个教学活动，要大胆开口，创造性地说自己想说的话。课后和其他同学及时进行英语交流。只有这样，才能将书本知识变成自己的知识和语言能力；也只有这样，才能实现脱口说英语的目的。

第三篇：七年级英语上册教学设计

七年级英语上册 Unit4 Where is my schoolbag?

SectionA

教学设计 白依拉嘎乡中学 包艳辉

一、知识目标：

掌握重点单词，如where、table、bed、bookcase、sofa、chair等。学会谈论物品的位置以及有关方位的介词in、on、under等的用法。

二、能力目标：

学生能正确使用句型：Where’s/Where’re……？It’s/They’re on/in/under……和方位词on、in、under；并能结合语境，谈论物品的位置。

三、情感态度、价值观：

通过谈论物品的位置，激发学生不要乱丢乱放物品，养成整洁的良好习惯。

四、教学重点：

掌握句型Where is……? It is……;Where are……? They are……。

五、教学难点：

Where is＋单数（可数）名词或不可数名词？ Where are＋ 复数名词?

六、教法：

根据教材需要，采取多种教法交叉使用，如情景教学法、对话法、练习法。由浅入深，由已知到未知，循序渐进地深化教学内容，展开以教师引导为主，以学生多练多说为主的师生双边活动，主要以直观教学，交际性教学和任务型教学等贯彻整个教学过程。

七、教学流程： Step1：pre-task

Task1: 用课件展示不同物品，同时利用之前学过的句型、知识对学生进行复习和预习物品单词。

如：A：What is this in English? B：It is a key.A：Spell it ,please.B：K－E－Y ,key.A: What color is it?

B: It’s yellow.通过类似的句型问答对本课将会用到的物品单词一个一个地复习和预习，为之后的对话练习扫清障碍。Step2:while-task

Task1:用实物（纸盒和铅笔、书等）展示纸盒与铅笔、书之间的位置关系，学习三个方位介词 in、on、under

Task2：准备道具（钢笔、铅笔、包、英语书），师生进行问答练习。T：Where is my bag?

S: It is under the desk.T:Where is my pen? S: It is in your bag.T:Where is my English book? S: It is on the desk.T：Where are my pens? S: They are in your bag.T：Where are my pencils?

S: They are on the desk.同时将这些句型、介词in、on、under和表地点的介词短语板书在黑板上（教师提问：Where is...?和where are...? 有什么样的区别？该如何和去回答？通过黑板上的对话问答总结出：Where is...?是问单数物品的位置。答：It is...；where are...? 是问复数物品的位置。答：They are...。同时指出表地点的介词短语的结构并板书。）

Task3:让学生看到1a的图片，指出图中所认识的物品的英语，并用英语说出各物品所在的位置。

Task4: 听力训练1b

Listen and number the things(1—4)in the picture, then check the answers.Then play the recorder again, ask students to listen to the tape again and repeat the conversations.Step3: pairwork Task1: 小组活动

把学生分成两个小组，一组问一组答，朗读1a图片中的三个对话。Task2:双人活动：根据课文图片中物品的位置，进行对话练习，再交换角色进行对话练习。

Task3: 双人活动：利用身边实物进行对话练习。S1:Where is my backpack?

S2:It is under the desk.让同桌的两个学生自主就物品的不同位置进行问答，接着请几组学生上台表演。

Step4:Summary and homework

一、summary

1、Ask students to sum up.2、Teacher sums up

二、homework

1、向同桌的同学问图中的五个物品的位置；

2、用三个表示位置关系的介词in、on、under各造三个句子；

3、完成练习册上的相关练习。IX、板书设计 单 词 table bed bookcase sofa chair backpack books baseball desk

X、反思：

本课设计遵循讲、练结合的原则，细化教学内容并将其目标化、具体化，课堂教学多结合实物情景，同时，充分考虑了学生的知识水平，尽可能使所有学生能够积极参与各项教学活动，尽可能使每一个学生都能用所学的知识去表达自己的思想。多操练、多实践，重视知识传授与能力培养相结合，思维训练与操作训练相结合，复习与教授新内容相结合，循序渐进，由浅入深。尽量做到“以教师为主导，以学生为主体；以会学为主旨，以训练为主径”的“四主”要求，符合新课标的要求。

句 型

Where is my bag? It is under the desk.Where is my pen? It is in your bag.Where is my English book?

It is on the desk.Where are my pens? They are in your bag.Where are my pencils? They are on the desk.They are on the desk.介词和介词短语 In“在…里”

on“在…上” under “在…下” in your bag on the desk under the desk

第四篇：人教新版小学英语六年级上册Lesson13 教学设计

Lesson13 教学设计

一、Teaching aims and demands 1.Four skills Words: hobby, toy, stamp, candy paper Sentence: What’s your hobby? My hobby is collecting toy cars.2.情感目标： 能够积极主动地参与课堂活动，大胆开口，主动模仿。

二、Teaching main points.Do you like„.? I like „..Do you enjoy„.? I enjoy„..I’m interested in„„.What’s your hobby? My hobby is„.三、Teaching methods Communication: task-based, listening and speaking, games

四、Teaching aids Multi-media, stamps, candy paper, toy cars

五、Lesson Type: New lesson

六、Teaching steps: Step 1.Warming up 1.问答游戏：Which sport do you like? 让学生抢答，说对的同学可以得到一枚糖果作为奖赏。

2.T: I like playing football.So I can say my hobby is playing football.教师板书课题，并教学“hobby”一词 Step 2: Presentation 1.问答

T: My hobby is playing football.What’s your hobby? Do you like playing football? 引导学生回答

2.出示教师婴儿时期的照片，并让学生猜测教师当时的爱好。

Teacher shows the baby picture to let the students guess what’s teacher’s hobby at that time.T: Can you guess what’s my hobby at that time? 引导学生观察猜测，鼓励学生用英语进行表达，并对学生的回答做出评价。并在此过程中学习collect 和 toy cars.3.出示教师小学生时期的照片，并让学生猜测教师当时的爱好。

Teacher shows the student picture to let the students guess what’s teacher’s hobby at that time.T: Can you guess what’s my hobby at that time? 引导学生观察猜测，鼓励学生用英语进行表达，并对学生的回答做出评价。并在此过程中学习stamps.4.出示教师现在的照片，并让学生猜测教师现在的爱好。

Teacher shows the student picture to let the students guess what’s teacher’s hobby at that time.T: Can you guess what’s my hobby at that time? 引导学生观察猜测，鼓励学生用英语进行表达，并对学生的回答做出评价。并在此过程中学习candy paper 5.教师出示课文动画视频，并在播放视频后向同学们提出几个问题，让学生回答。

Step 3 Practise 1.教师出示一些明星图片，让学生猜测明星的爱好（姚明、周杰伦、刘翔）2.Family Interview.（家庭调查采访并上前表演对话。）.Family Interview: Let’s fill in the blanks and act the interview in groups.Reporter: Dad, dad, what’s your hobby? Dad: My hobby is----------------------.Reporter: Mum, mum, what’s your hobby? Mum: My hobby is----------------------.Reporter: Sister, sister, what’s your hobby? Sister: My hobby is----------------------.3.Game：Ask and answer.问答接龙游戏 T: What’s your hobby? A: My hobby is „

What’s your hobby？ B：My hobby is „

What’s your hobby？ C: My hobby is „

What’s your hobby？

D：„„..(以此类推，接龙游戏)4.猜爱好卡片游戏

教师准备一些关于各种爱好的卡片 T: Do you like playing basketball? S: No.T: Do you like playing football? S: Yes!然后让学生上前面玩游戏。

七、Homework 用今天学到的知识询问5为好朋友的兴趣爱好。

八、Blackboard design.Lesson 13 What’s your hobby?

Hobby My hobby is „ Collect Do you like„? Toy car I like „..Stamp I enjoy „.Lesson13 教学设计

薄台小学 刘乐

2013年10月14日

第五篇：七年级上册英语Unit-8-When-is-your-birthday教学设计

七年级上册英语Unit-8-When-is-your-birthday教学设计

教学目标

1.知识与能力

Section A 的主要内容是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。过程与方法

采用 Classifying，Contrasting 和 Role—playing 的学习策略，利用教学图片、幻灯片、实物(大挂历)或制作课件(反映月份特征)等来展开课堂教学、Pairwork 问答式的口语交际活动或游戏，进行“询问和谈论日期”的课堂教学和练习。情感态度价值观

Section A 的学习内容贴近学生的生活，谈论的话题是生日。通过互相询问生日的日期，可以增进同学之间的了解和友情并学会在英语交流中注意他人的情感。2.教学重点: 学习序数词的构成和日期的表达法。难点: when 引导的特殊疑问句的构成和使用。

3.教学用具

多媒体设备

教学过程

Step1Warm up: 1.教师可在黑板上挂一幅自制的能反映出各个月份的大挂历，一边指着每个月份一边介绍或播放课件，让学生边看边听介绍： This is January ． This is February.…，带领学生多读几遍；然后播放 1a部分的录音 , 让学生进行模仿。．(学生基本掌握月份单词的读音后)教师可以指着挂历说： My birthday is on May 4 When is your birthday? 从而引出本单元的重点目标语言“日期的询问和表达”。Step2Presentation: 1 ．播放 lb 部分的录音让学生听，引导学生根据所听到的内容，选出对话的顺序，完成 lb 部分的教学任务。．再播放 lb 部分的录音让学生听，引导学生展开 Pairwork 活动，完成 lc 部分口语交际的教学任务，学会运用 when 引导的特殊疑问句询问日期和谈论日期。．出示单词图片或幻灯片，并播放 2a 部分的录音让学生听，引导学生跟读、模仿，完成 2a 部分的教学任务。．播放 2b 部分的录音，引导学生圈出所听到的数字，完成 2b 部分中的听力训练任务。5 ．再播放 2b 部分的录音，引导学生填写表格，将姓名、月份和日期对应起来，完成 2c 部分的教学任务。．引导学生展开 Pairwork 活动，完成 2d 部分口语交际的教学任务。让学生先阅读对话，再进行问答练习，运用 When is your ／ his ／ her birthday? My ／ His ／ Her birthday is …What year were you 1 ．听 1b 部分的录音，根据所听到的内容，选出对话的顺序，完成 1b 部分的学习任务。．引导学生展开 Pairwork 活动，完成 3a部分口语交际的教学任务。让学生任选一个身份证进行对话练习，运用 When is your birthday? Mybirthday is Step3.Practice: 引导学生进行 Brithday Game 游戏活动，让学生互相询问生日，然后按照年龄的大小排列顺序。

Step4Summary: 板书

Unit 8 When is yourbirthday? Section A 生词： January，February，March，April，May，June，July，August，September，October，November，November，December，birth，age，old 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 30 th eight eighth 8th Thirty-one Thirty-first 31st 重点句型： When is your birthday? My birthday is October tenth ．

When is Leila's birthday? Her birthday is September 5th ．

语法重点： When is your birthday? What year were you born? How oldare you?