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小学新版-牛津译林版Unit 8 Brithdays第1课时教案及反思
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这是一份小学新版-牛津译林版Unit 8 Brithdays第1课时教案及反思，共13页。教案主要包含了教材简解，目标预设，重点、难点，教学过程等内容，欢迎下载使用。
译林《小学英语》五年级（下）Unit 8 Birthdays Strytime
【教材简解】
本单元Strytime围绕“生日”这一话题，通过Miss Li、Su Hai 和Mike之间对生日日期和生日活动的讨论，帮助学生感知英语中序数词的使用方法以及日期的表达方式，同时渗透中西方文化中不同的生日风俗习惯。
【目标预设】
（一）语言能力
1. 能听懂、会说、会读、会写eleventh, eighth, tgether, birthday, April, game等单词。
2. 能理解和初步运用句型：When’s yur birthday? It’s n ... What d yu d n yur birthday? I usually ...
3. 能初步感知序数词的构成和用法。
4. 能正确地理解课文，能流利地朗读课文并复述课文内容。
5. 能有条理地阐述自己的生日。
（二）文化意识
能了解中西方文化中不同的生日风俗习惯。
【重点、难点】（加*为教学难点）
1. 能听懂、会说、会读、会写eleventh, eighth, tgether, birthday, April, game等单词。
2. 能理解和初步运用句型：When’s yur birthday? It’s n ... What d yu d n yur birthday? I usually ...
*3. 能运用思维导图，梳理文本内容，提炼文本关键信息。
*4. 能借助思维导图，有条理地阐述自己的生日。
【教学过程】（…）中为师生活动，[… ]中为课件说明
Step 1. Warming up
Let’s sing a sng
课前播放月份歌曲
Let’s get t knw
T: I am s glad t be yur new teacher. Wuld yu like t knw smething abut me?
T: Let’s play a game t knw mre abut each ther. I say, yu say. I tell yu what I can d, yu tell me what yu can d. I tell yu what I like, yu tell me what yu like. We shuld use the same sentence pattern. Gt it?
T: OK, Let’s begin. I’m a teacher. S1: I am a student.
T: I am a gd teacher. S1: I am a gd student.
T: I teach English. S2: I study English.
T: I teach English and my students are very clever.
S2: I study English and my teacher is very clever.
T: Oh, which teacher? Me? S2: Yes.
T: Thank yu!
T: I can ck. S3: I can play.
T: I can ck nice fd, S3: I can play ftball.
T: I can ck nice fd. I ften ck fr my family.
S3: I can play ftball. I ften play with my friends.
T: I am fat. S4: I am strng…
T: I like eating. S4: I like playing.
T: I like eating cakes. S4: I like playing ftball.
T: I am fat because I like eating cakes..
S4: I am strng. because I like playing ftball.
T: Yes. playing ftball makes yu strng. And eating t many cakes makes me fat. S my family d nt want me t eat any cakes. I can nly eat the cake ne day a year. D yu d when I can eat cakes every year?
S: On yur birthday.
T: Yes. （教学birthday）
【设计意图：师生间“对对子”式的相互介绍，活跃了课堂气氛，训练了学生的听、说能力，激活了学生的思维】
Step 2 Presentatin
T: My birthday is in this mnth. Which mnth are we in nw?
S: April.
T: Yes. Lk, this is April. We have s many special days in April. Lk, here are the special days in April.[课件呈现，见图1]
图1
T: When are they? First ne, April Fl’s Day. When’s it? S: …
T: It’s n the first day f April. S we say n the first f April（组织学生学习）. Read tgether.
T: When’s Qingming Festival this year?
S: On the fifth f April（组织学生学习）.
T: Then d yu knw Wrld Health Day? Day fr Rare Animals? Earth day?
T: OK. I will tell yu. The Wrld Health Day is n the seventh f April. Internatinal Day f Rare Animal Prtectin is n the eighth f April. Earth day is n the the twenty-secnd f April. Read the dates tgether.
T: Lk at these wrds. [课件呈现见图2] Are they numbers? S: Yes.
T: They are rdinal numbers. We knw first, secnd and third. Then lk at these wrds. Can yu find the rules?
S: 一般基数词都是以th结尾
T: Great. And here “th” prnunced… S: /θ/
图2
【设计意图：从当前月份入手，介绍了当月的几个特殊日子，让学生从范例中，自行感悟序数词的结构，使得他们的比较、分析等逻辑思维能力得以发展】
T: One f these days is my birthday. D yu knw, which ne?
S: Is yur birthday n …?
T: Yes. My birthday is n the first f April. It’s April Fl’s Day. But I am very clever. I knw all yur birthdays. OK. Befre class, I ask yu t wrk ut this Maths prblem.[课件呈现公式：(你生日的“月”×4＋9) × 25 ＋你生日的“日” ＝? 详见图3] Nw, tell me the number. S:
T: （根据公式计算学生生日）OK. I have yur birthday n this paper. Bys and girls, let’s ask him tgether.
Ss: When’s yur birthday?
S1: It’s n …
T:（展示出老师根据公式推断出的学生生日）Lk, am I clever? One mre.
T:（继续猜生日游戏，呈现句型，并引导学生问答）.
图3
【设计意图：老师通过表演猜测生日的“超能力”，激起了学生“见证奇迹”的欲望，在学生情趣盎然之时，顺势点拨了介绍自己生日日期的英文表达方式，促使学生主动运用句型去“见证”老师的超能力。】
Step 3 Pre-reading
Brainstrm
T: When we talk abut ur birthday. What wrds cme t yur mind? What d we eat? What d we get? What d we d? [课件呈现见图4和图5]
图4 图5
【设计意图：通过思维导图，激活学生的知识储备，为导入课文做铺垫。】
2. Think abut the text
T: Just nw we talked abut ur birthday. Tday Miss Li and his students are talking abut birthdays t. What d yu want t knw abut this lessn? Can yu ask sme questins? Here are sme questin wrds t help yu.
S: Whse birthdays are they talking? When are their birthdays? What d they d n their birthdays? ...
【设计意图：学习就是一个不断发现问题解决问题的过程，阅读也不例外。阅读之前，引导学生“质疑”，帮助学生预测文本内容的同时，提高他们阅读的内驱力，发展他们的潜能，拓展他们的思维。】
Step 4 While-reading
1. Listen and answer
T: Gd. Nw let’s listen and find. Whse birthdays are they talking abut? When are their birthdays?
S: (听录音，寻找答案)
T: Whse birthdays are they talking abut?
S: Su Hai’s and Mike’s
T: Hw abut Su Yang? Are they talking abut Su Yang’s birthday t?
T: Su Hai and Su Yang are twins. Su Hai’s birthday is als Su Yang’s birthday. They d smething tgether n that day. S they are talking abut Su Hai and Su Yang’s birthday and Mike’s birthday.
T: When’s Su Hai and Su Yang’s birthday?
S: It’s n the eleventh f May. （板书n the eleventh f May，领读）
T: [出示课文插图] While listening, if yu have sme prblems. The pictures may help yu.
T: Hw abut Mike’s birthday? D yu need the pictures?
S: N. It’s n the eighth f April.（板书 n the eighth f April，领读）
【设计意图：激发学生认真倾听，整体感知故事发展的脉络，同时进行了学习策
略的指导——策略1：借助插图，让理解更轻松】
2. Talk abut the twins’ birthday
T: Let’s lk at the twins’ birthday first. I have sme questins t. I think mst f yu want t knw these. What d they d n their birthday? Hw d they feel? Open yur bks and turn t page 78. Read freely and underline the sentence. Yu can use different lines fr the different questins. [课件呈现见图6]
S: (阅读，划出关键词组)
T: What d they d? Can yu give me sme phrases yu find.
S: have a big dinner/ eat sme ndles / play with Kitty the cat [课件呈现见图7]
T: Hw d they feel?
S: They have a great time. （板书have a great time）
图6 图7
T: [呈现如图8的思维导图]Can I put these three like this? Let’s have a lk at the picture.
图8
T: What are they ding? Yes, they are having a big dinner. They are eating a lt f nice fd. What are they eating?
S: Sme fish/ sme rice/ sme sup/ sme ndles.
T: Yes. Fish. Rice, sup, ndles and a lt f ther things make the big dinner. S eating ndles is a part f having a big dinner. （板书和课件上调整have a big dinner和eat sme ndles的顺序，将并列关系，调整为包含关系。）
图9 图10
T: After that they play with Kitty the cat. After what? Eating ndles r having dinner?
S: Having dinner.
T: Great.[板书和课件调整play with Kitty the cat的顺序，与have a big dinner 并列，但是在have a dinner之后, 见图10]
T: Here are mre questins fr yu. D they have a big dinner every year? Hw ften? Wh d they have a big dinner with? [课件上陆续出现usually, with…等，完善导图,详见图10 ]
【设计意图：通过教学语言，一步步引导学生观察图片，启发他们思考，并适时
点拨，指引他们理清关键词组之间的关系，明白如何思维导图去表达，帮助他们
突破障碍，将困惑变为顿悟。】
T: Gd. Lk at Su Hai’s sentence. And Lk at mine. Which is better? Why?
图11 图12
T: Su Hai uses “usually” t tell us hw ften they have a big dinner. And she use “” t tell us wh they have dinner with. That makes the sentence better.
T: We can als add smething mre. Fr example, place. Can yu make Su Hai’s sentence lnger?
S: We usually have a big dinner with ur parents and grandparents at ur grandparents’ huse.
T: Then time?
S: We usually have a big dinner with ur parents and grandparents at ur grandparents’ huse n Sunday evening.
T: OK. Bys and girls. While talking, try t add sme details, yu can talk better.
【设计意图：通过杨林的话和老师的话之间的对比，进行了学习策略指导——策
略2：适当补充，让语句更丰富。同时，及时给学生提供机会，让学生学以致用，
促进思考的同时，训练了学生的表达能力】
T: Great. Nw let’s read abut the twins’ birthday tgether.
Ss: Read tgether.
3. Talk abut Mike’s birthday
T: Great! Yu knw a lt abut the twin’s birthday. Hw abut Mike? Yu see a mind map can help us understand the stry. Nw let’s try t draw a mind map abut Mike’s birthday?
T: Here are the fur steps. Try t learn it by yurself. [课件呈现完成思维导图的四步，见图13]
T: First, let’s d step 1 and 2
S: (学生自主完成。）
图13
T: Nw, let’s cme t step 3. First, tell me. What des he d?
S: have a party / buy a birthday cake / eat the birthday cake / play sme games /
T: They buy a birthday cake. When d they buy? Befre the party r at the party.
S: Befre the party.
T: When d they eat the cakes and play games? After the party?
S: At the party. [课件呈现详见图14]
T: S which kind f map shuld we draw? NO. 1 r N. 2
S: N.2 [课件呈现详见图15]
T. OK, nw, yu can finish step 4.
图14 图15
T: Have yu finished? Nw, let’s check. What des he d?
S: He has a party.
T: Gd.（板书have a party）
S: They buy a birthday cake.
T: Where shuld I put? Behind it r under it.（示意buy a birthday cake贴在have a party 后面还是下面）
S: Under it.
T: Gd. They buy the cake fr the party. What else?
S: They eat the birthday cake and play sme games.
T: Where shuld I put them? Under them r behind this ne?
S: Behind “have a party”.
T: Hw des he feel? Yes, he has a lt f fun.
T: Where des he have the party?
S:At hme（板书）
T: Des he have the party every year?
S: Yes. He always... [课件依次呈现，详见图16]
图16 图17
【处理第二段文本时，引导学生利用刚刚在第一段学习中学会的方法，提炼文章
关键词，分析各个关键词之间的关系，选择合适的思维导图模板并进行绘制，让
学生学以致用】
T: Gd. Let’s lk at Mike’s sentence. He tells us hw ften he has the party and where he has it. Can yu add mre t make his sentence lnger? [课件依次呈现，详见图17]
S: We always have a party with ur friends at hme in the evening.
【给学生提供更多的操练机会，使学生对策略2的体会更加深刻】
T: Gd jb. Mre questins fr yu.
T: Wh ges t buy a birthday cake? S: ...
T: Yes, Mike says. Helen, Tim and I g t buy.. Here I refers t Mike.
T: Wh eats the cake and play sme games? S: ...
T: Mike says “We eat the cake...” Here we refers t Helen, Tim, Mike and Mike’s friends.
T: D yu knw the wrd “tgether”? What des it mean?
T: Here is a funny way fr yu t remember this wrd. Lk, mther and mther live tgether.
图18
T: Bys and girls, try t think, it will be easy fr yu t remember the wrds.
【通过对生词tgether的趣味解读，引出策略3： 充分联想，让记忆更牢固。
指导学生通过对音、形、义的联想来记忆单词的学习策略。】
T: Let’s read.
4. Let’s retell
T: Let’s retell accrding t the mind map n the blackbard. Yu can chse ne f them.
5. Let’s think
T: Yu knw a lt abut the twins’ birthday and Mike’s birthday. What’s the difference between their birthday actives? Yu can think frm these three parts. [课件见图19]
S:
图19 图20
T: Why d they d different things n their birthday?
S: The twins are frm China. Mike is frm the Western cuntries.
T: But d yu eat birthday cake? Nw, in China, we eat cakes. And smetimes, we have a party t, Right. The wrld is changing and the culture is merging. [课件见图20]
【通过对课文人物Su Hai,Su Yang和Mike生日活动的对比，引导学生关注中西
方文化差异，渗透文化意识。】
Step 4 Pst reading
T: Tday we talked abut their birthdays. Hw abut yurs? Let’s talk abut ur birthdays. Hw t talk yu can use the mind map. Lk, this is mine.[呈现老师生日的思维导图，详见图21] (老师介绍自己的生日)
图21 图22
T: Yu see it will be easy fr yu t talk with the help f the mind map.
T: Nw try t draw a mind map abut yur birthdays and try t talk. If yu can draw nly this part, it’s OK. If yu can draw this part, it will be better.
S: Design their mind map abut their weekends.
T: Ask sme f the students t share their weekends.
【完成课文内容的学习之后，引导学生结合自身经验，绘制关于自己生日的思维
导图，并尝试借助导图去有条理地阐述自己的生日活动。处理第一段，学习绘制
导图——处理第二段，尝试绘制导图——学习完毕，绘制自己生日的思维导图，
通过这层层深入的三个环节，帮助学生经历从图式积累到图式运用的全过程，并
实现了语言输出。同时，进行了第四次的学法指导。策略4：借助图表，让表达
更清楚】
Step 5 The end
T: Tday we talk abut birthdays. Here is a new wrd fr yu. Can yu read it?
T: Gd. Here is a questin fr yu. Wh gives birth t yu? The stne? Just like the mnkey king?
T: Yes, yur mther. D yu knw yur mther’s birthday? Hw abut yur father’s? What can we d n their birthdays? Eat their cakes? After class, please think abut these three questins and try t find the answer.
【由单元主题birthday引出新词，并进而提出问题：Wh gives birth t yu? When are their birthdays? What d yu d n their birthday? 引发学生思考，自然进行情感教育。】
译林《小学英语》五年级（下）Unit 8 Birthdays Strytime
【教材简解】
本单元Strytime围绕“生日”这一话题，通过Miss Li、Su Hai 和Mike之间对生日日期和生日活动的讨论，帮助学生感知英语中序数词的使用方法以及日期的表达方式，同时渗透中西方文化中不同的生日风俗习惯。
【目标预设】
（一）语言能力
1. 能听懂、会说、会读、会写eleventh, eighth, tgether, birthday, April, game等单词。
2. 能理解和初步运用句型：When’s yur birthday? It’s n ... What d yu d n yur birthday? I usually ...
3. 能初步感知序数词的构成和用法。
4. 能正确地理解课文，能流利地朗读课文并复述课文内容。
5. 能有条理地阐述自己的生日。
（二）文化意识
能了解中西方文化中不同的生日风俗习惯。
【重点、难点】（加*为教学难点）
1. 能听懂、会说、会读、会写eleventh, eighth, tgether, birthday, April, game等单词。
2. 能理解和初步运用句型：When’s yur birthday? It’s n ... What d yu d n yur birthday? I usually ...
*3. 能运用思维导图，梳理文本内容，提炼文本关键信息。
*4. 能借助思维导图，有条理地阐述自己的生日。
【教学过程】（…）中为师生活动，[… ]中为课件说明
Step 1. Warming up
Let’s sing a sng
课前播放月份歌曲
Let’s get t knw
T: I am s glad t be yur new teacher. Wuld yu like t knw smething abut me?
T: Let’s play a game t knw mre abut each ther. I say, yu say. I tell yu what I can d, yu tell me what yu can d. I tell yu what I like, yu tell me what yu like. We shuld use the same sentence pattern. Gt it?
T: OK, Let’s begin. I’m a teacher. S1: I am a student.
T: I am a gd teacher. S1: I am a gd student.
T: I teach English. S2: I study English.
T: I teach English and my students are very clever.
S2: I study English and my teacher is very clever.
T: Oh, which teacher? Me? S2: Yes.
T: Thank yu!
T: I can ck. S3: I can play.
T: I can ck nice fd, S3: I can play ftball.
T: I can ck nice fd. I ften ck fr my family.
S3: I can play ftball. I ften play with my friends.
T: I am fat. S4: I am strng…
T: I like eating. S4: I like playing.
T: I like eating cakes. S4: I like playing ftball.
T: I am fat because I like eating cakes..
S4: I am strng. because I like playing ftball.
T: Yes. playing ftball makes yu strng. And eating t many cakes makes me fat. S my family d nt want me t eat any cakes. I can nly eat the cake ne day a year. D yu d when I can eat cakes every year?
S: On yur birthday.
T: Yes. （教学birthday）
【设计意图：师生间“对对子”式的相互介绍，活跃了课堂气氛，训练了学生的听、说能力，激活了学生的思维】
Step 2 Presentatin
T: My birthday is in this mnth. Which mnth are we in nw?
S: April.
T: Yes. Lk, this is April. We have s many special days in April. Lk, here are the special days in April.[课件呈现，见图1]
图1
T: When are they? First ne, April Fl’s Day. When’s it? S: …
T: It’s n the first day f April. S we say n the first f April（组织学生学习）. Read tgether.
T: When’s Qingming Festival this year?
S: On the fifth f April（组织学生学习）.
T: Then d yu knw Wrld Health Day? Day fr Rare Animals? Earth day?
T: OK. I will tell yu. The Wrld Health Day is n the seventh f April. Internatinal Day f Rare Animal Prtectin is n the eighth f April. Earth day is n the the twenty-secnd f April. Read the dates tgether.
T: Lk at these wrds. [课件呈现见图2] Are they numbers? S: Yes.
T: They are rdinal numbers. We knw first, secnd and third. Then lk at these wrds. Can yu find the rules?
S: 一般基数词都是以th结尾
T: Great. And here “th” prnunced… S: /θ/
图2
【设计意图：从当前月份入手，介绍了当月的几个特殊日子，让学生从范例中，自行感悟序数词的结构，使得他们的比较、分析等逻辑思维能力得以发展】
T: One f these days is my birthday. D yu knw, which ne?
S: Is yur birthday n …?
T: Yes. My birthday is n the first f April. It’s April Fl’s Day. But I am very clever. I knw all yur birthdays. OK. Befre class, I ask yu t wrk ut this Maths prblem.[课件呈现公式：(你生日的“月”×4＋9) × 25 ＋你生日的“日” ＝? 详见图3] Nw, tell me the number. S:
T: （根据公式计算学生生日）OK. I have yur birthday n this paper. Bys and girls, let’s ask him tgether.
Ss: When’s yur birthday?
S1: It’s n …
T:（展示出老师根据公式推断出的学生生日）Lk, am I clever? One mre.
T:（继续猜生日游戏，呈现句型，并引导学生问答）.
图3
【设计意图：老师通过表演猜测生日的“超能力”，激起了学生“见证奇迹”的欲望，在学生情趣盎然之时，顺势点拨了介绍自己生日日期的英文表达方式，促使学生主动运用句型去“见证”老师的超能力。】
Step 3 Pre-reading
Brainstrm
T: When we talk abut ur birthday. What wrds cme t yur mind? What d we eat? What d we get? What d we d? [课件呈现见图4和图5]
图4 图5
【设计意图：通过思维导图，激活学生的知识储备，为导入课文做铺垫。】
2. Think abut the text
T: Just nw we talked abut ur birthday. Tday Miss Li and his students are talking abut birthdays t. What d yu want t knw abut this lessn? Can yu ask sme questins? Here are sme questin wrds t help yu.
S: Whse birthdays are they talking? When are their birthdays? What d they d n their birthdays? ...
【设计意图：学习就是一个不断发现问题解决问题的过程，阅读也不例外。阅读之前，引导学生“质疑”，帮助学生预测文本内容的同时，提高他们阅读的内驱力，发展他们的潜能，拓展他们的思维。】
Step 4 While-reading
1. Listen and answer
T: Gd. Nw let’s listen and find. Whse birthdays are they talking abut? When are their birthdays?
S: (听录音，寻找答案)
T: Whse birthdays are they talking abut?
S: Su Hai’s and Mike’s
T: Hw abut Su Yang? Are they talking abut Su Yang’s birthday t?
T: Su Hai and Su Yang are twins. Su Hai’s birthday is als Su Yang’s birthday. They d smething tgether n that day. S they are talking abut Su Hai and Su Yang’s birthday and Mike’s birthday.
T: When’s Su Hai and Su Yang’s birthday?
S: It’s n the eleventh f May. （板书n the eleventh f May，领读）
T: [出示课文插图] While listening, if yu have sme prblems. The pictures may help yu.
T: Hw abut Mike’s birthday? D yu need the pictures?
S: N. It’s n the eighth f April.（板书 n the eighth f April，领读）
【设计意图：激发学生认真倾听，整体感知故事发展的脉络，同时进行了学习策
略的指导——策略1：借助插图，让理解更轻松】
2. Talk abut the twins’ birthday
T: Let’s lk at the twins’ birthday first. I have sme questins t. I think mst f yu want t knw these. What d they d n their birthday? Hw d they feel? Open yur bks and turn t page 78. Read freely and underline the sentence. Yu can use different lines fr the different questins. [课件呈现见图6]
S: (阅读，划出关键词组)
T: What d they d? Can yu give me sme phrases yu find.
S: have a big dinner/ eat sme ndles / play with Kitty the cat [课件呈现见图7]
T: Hw d they feel?
S: They have a great time. （板书have a great time）
图6 图7
T: [呈现如图8的思维导图]Can I put these three like this? Let’s have a lk at the picture.
图8
T: What are they ding? Yes, they are having a big dinner. They are eating a lt f nice fd. What are they eating?
S: Sme fish/ sme rice/ sme sup/ sme ndles.
T: Yes. Fish. Rice, sup, ndles and a lt f ther things make the big dinner. S eating ndles is a part f having a big dinner. （板书和课件上调整have a big dinner和eat sme ndles的顺序，将并列关系，调整为包含关系。）
图9 图10
T: After that they play with Kitty the cat. After what? Eating ndles r having dinner?
S: Having dinner.
T: Great.[板书和课件调整play with Kitty the cat的顺序，与have a big dinner 并列，但是在have a dinner之后, 见图10]
T: Here are mre questins fr yu. D they have a big dinner every year? Hw ften? Wh d they have a big dinner with? [课件上陆续出现usually, with…等，完善导图,详见图10 ]
【设计意图：通过教学语言，一步步引导学生观察图片，启发他们思考，并适时
点拨，指引他们理清关键词组之间的关系，明白如何思维导图去表达，帮助他们
突破障碍，将困惑变为顿悟。】
T: Gd. Lk at Su Hai’s sentence. And Lk at mine. Which is better? Why?
图11 图12
T: Su Hai uses “usually” t tell us hw ften they have a big dinner. And she use “” t tell us wh they have dinner with. That makes the sentence better.
T: We can als add smething mre. Fr example, place. Can yu make Su Hai’s sentence lnger?
S: We usually have a big dinner with ur parents and grandparents at ur grandparents’ huse.
T: Then time?
S: We usually have a big dinner with ur parents and grandparents at ur grandparents’ huse n Sunday evening.
T: OK. Bys and girls. While talking, try t add sme details, yu can talk better.
【设计意图：通过杨林的话和老师的话之间的对比，进行了学习策略指导——策
略2：适当补充，让语句更丰富。同时，及时给学生提供机会，让学生学以致用，
促进思考的同时，训练了学生的表达能力】
T: Great. Nw let’s read abut the twins’ birthday tgether.
Ss: Read tgether.
3. Talk abut Mike’s birthday
T: Great! Yu knw a lt abut the twin’s birthday. Hw abut Mike? Yu see a mind map can help us understand the stry. Nw let’s try t draw a mind map abut Mike’s birthday?
T: Here are the fur steps. Try t learn it by yurself. [课件呈现完成思维导图的四步，见图13]
T: First, let’s d step 1 and 2
S: (学生自主完成。）
图13
T: Nw, let’s cme t step 3. First, tell me. What des he d?
S: have a party / buy a birthday cake / eat the birthday cake / play sme games /
T: They buy a birthday cake. When d they buy? Befre the party r at the party.
S: Befre the party.
T: When d they eat the cakes and play games? After the party?
S: At the party. [课件呈现详见图14]
T: S which kind f map shuld we draw? NO. 1 r N. 2
S: N.2 [课件呈现详见图15]
T. OK, nw, yu can finish step 4.
图14 图15
T: Have yu finished? Nw, let’s check. What des he d?
S: He has a party.
T: Gd.（板书have a party）
S: They buy a birthday cake.
T: Where shuld I put? Behind it r under it.（示意buy a birthday cake贴在have a party 后面还是下面）
S: Under it.
T: Gd. They buy the cake fr the party. What else?
S: They eat the birthday cake and play sme games.
T: Where shuld I put them? Under them r behind this ne?
S: Behind “have a party”.
T: Hw des he feel? Yes, he has a lt f fun.
T: Where des he have the party?
S:At hme（板书）
T: Des he have the party every year?
S: Yes. He always... [课件依次呈现，详见图16]
图16 图17
【处理第二段文本时，引导学生利用刚刚在第一段学习中学会的方法，提炼文章
关键词，分析各个关键词之间的关系，选择合适的思维导图模板并进行绘制，让
学生学以致用】
T: Gd. Let’s lk at Mike’s sentence. He tells us hw ften he has the party and where he has it. Can yu add mre t make his sentence lnger? [课件依次呈现，详见图17]
S: We always have a party with ur friends at hme in the evening.
【给学生提供更多的操练机会，使学生对策略2的体会更加深刻】
T: Gd jb. Mre questins fr yu.
T: Wh ges t buy a birthday cake? S: ...
T: Yes, Mike says. Helen, Tim and I g t buy.. Here I refers t Mike.
T: Wh eats the cake and play sme games? S: ...
T: Mike says “We eat the cake...” Here we refers t Helen, Tim, Mike and Mike’s friends.
T: D yu knw the wrd “tgether”? What des it mean?
T: Here is a funny way fr yu t remember this wrd. Lk, mther and mther live tgether.
图18
T: Bys and girls, try t think, it will be easy fr yu t remember the wrds.
【通过对生词tgether的趣味解读，引出策略3： 充分联想，让记忆更牢固。
指导学生通过对音、形、义的联想来记忆单词的学习策略。】
T: Let’s read.
4. Let’s retell
T: Let’s retell accrding t the mind map n the blackbard. Yu can chse ne f them.
5. Let’s think
T: Yu knw a lt abut the twins’ birthday and Mike’s birthday. What’s the difference between their birthday actives? Yu can think frm these three parts. [课件见图19]
S:
图19 图20
T: Why d they d different things n their birthday?
S: The twins are frm China. Mike is frm the Western cuntries.
T: But d yu eat birthday cake? Nw, in China, we eat cakes. And smetimes, we have a party t, Right. The wrld is changing and the culture is merging. [课件见图20]
【通过对课文人物Su Hai,Su Yang和Mike生日活动的对比，引导学生关注中西
方文化差异，渗透文化意识。】
Step 4 Pst reading
T: Tday we talked abut their birthdays. Hw abut yurs? Let’s talk abut ur birthdays. Hw t talk yu can use the mind map. Lk, this is mine.[呈现老师生日的思维导图，详见图21] (老师介绍自己的生日)
图21 图22
T: Yu see it will be easy fr yu t talk with the help f the mind map.
T: Nw try t draw a mind map abut yur birthdays and try t talk. If yu can draw nly this part, it’s OK. If yu can draw this part, it will be better.
S: Design their mind map abut their weekends.
T: Ask sme f the students t share their weekends.
【完成课文内容的学习之后，引导学生结合自身经验，绘制关于自己生日的思维
导图，并尝试借助导图去有条理地阐述自己的生日活动。处理第一段，学习绘制
导图——处理第二段，尝试绘制导图——学习完毕，绘制自己生日的思维导图，
通过这层层深入的三个环节，帮助学生经历从图式积累到图式运用的全过程，并
实现了语言输出。同时，进行了第四次的学法指导。策略4：借助图表，让表达
更清楚】
Step 5 The end
T: Tday we talk abut birthdays. Here is a new wrd fr yu. Can yu read it?
T: Gd. Here is a questin fr yu. Wh gives birth t yu? The stne? Just like the mnkey king?
T: Yes, yur mther. D yu knw yur mther’s birthday? Hw abut yur father’s? What can we d n their birthdays? Eat their cakes? After class, please think abut these three questins and try t find the answer.
【由单元主题birthday引出新词，并进而提出问题：Wh gives birth t yu? When are their birthdays? What d yu d n their birthday? 引发学生思考，自然进行情感教育。】
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