教学设计
Period 2 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...
What 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
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：
T：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。
For 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
thirtyone
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.
Step 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。
Unit 8 When is your birthday?
Section A 2a3c
Words
Sentences
one →first two→second
three→ third five→fifth
eight →eighth nine→ninth
twenty→twentieth
twentyone→twentyfirst[来源:Zxxk.Com]
thirty→thirtieth
—When is Alice's birthday?
—Her birthday is on Septemper 5th.
—When is his birthday?
—His birthday is on January 17th.
—When is her birthday?
—It's in August.
知识讲解
1．基数词和序数词的构成。让学生自己探究基数词变序数词的规律，然后编成口诀，熟记在心。口诀如下：
基变序，有规律，1、2、3，特殊记，加 th 从4 起，8 去t,9去e，
ve要用f替，ty 变成 tie，如果遇到几十几，只变个位就可以。
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
twenty
twentieth
20th
two
second
2nd
twentyone
twentyfirst
21st
three
third
3rd
twentytwo
twentysecond
22nd
five
fifth
5th
twentynine
twentyninth
29th
eight
eighth
8th
thirty
thirtieth
30th
nine
ninth
9th
thirtyone
thirtyfirst
31st
twelve
twelfth
12th
thirtytwo
thirtysecond
32nd
thirteen
thirteenth
13th
thirtynine
thirtyninth
39th
2.名词所有格('s 所有格)的构成和使用。在初次接触 “名词所有格” 时，学生较难理解的可能是 “所有格” 这个名称，对于它的构成，学生也许会觉得较容易。教师可通俗地告诉学生 “所有格” 的意思是表示 “……的 ”，这样学生反而容易接受。在使用 “名词所有格” 形式时，学生容易犯错误或混淆的主要是：将这种's构成形式与 is 的缩写形式混淆，如：My father's name's Jin Zhi.可以这样告诉学生：名词所有格的后面一般应接名词；勿将这种's 结构盲目套用于人称代词上，代替物主代词使用，如：He's father's name is Li Cheng.在教学初期，可不讲授名词所有格的其他形式，待时机成熟，再向学生介绍复数名词所有格形式的结构s'，如：the students' bikes
3．How old are you？这是一个特殊疑问句，用于询问对方的年龄。回答可以说：I'm eleven/twelve.
I'm twelve.(对画线部分提问)
→How old are you?
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