1、能够听说读写句子：When is your birthday? It’s in May. My birthday is in June. Uncle Bill’s birthday is in June ,too.
2、能够听懂、会说Read and write 部分的对话并能完成对话下面的表格。
教学重点：
本课的教学重点是掌握并会写句子：When is your birthday? It’s in May. My birthday is in June. Uncle Bill’s birthday is in June ,too.
教学难点：
正确书写的本课要求会写的句子。
一、Preparation（准备活动）
1、sing a song“ when is your birthday”
2、复习十二个月份的单词
3、Free talk
T：My birthday is in May .When is your birthday?
S：My birthday is in June.
T：When is your mother’s birthday?
S：My mother’s birthday is in July.
Work in pairs →Act
（设计意图：这是为新课做铺垫的环节，必须靠温故而知新，同时要简洁，sing和Free talk一方面能创设英语氛围，既激发学生的兴趣，又做好新课的铺垫。
二、Pre-reading阅读前活动
1．T: Boys and girls ，today I have three new friends, I’ll show their photos, Do you know them? Look, this is Alice ,this is Bill and this is Mary(领读三个人名)
2、I have three new friends, but I can’t play with them, because I am having English class now. What are you doing ?（自然的引出句子：what are you doing?并用陈杰放风筝和Sarah堆雪人的图片帮助学生理解。）
（设计意图：通过图片让学生认识新的人物，比较形象，孩子们易于接受，通过情景引出句子what are you doing?.然后让学生进行操练，使之降低难度。）
（目标是扫除阅读材料中的难点，把拦路石清除掉）
、In-reading(阅读中活动)
1、General reading略读
Ｔ：Today John very busy, what is John doing? Open your books, turn to page 30,read this passage and find out:
① What is John doing?
A、He is making the birthday chart. B、He is doing homework.
（设计意图：第一遍略读，设置了一个问题，让学生带着这个问题进行快速阅读，通过阅读了解文章的大概内容，给学生自信。）
2、Detailed reading 细读
John is making a birthday chart, read again and answer these questions:
① When is Cousin Alice’s birthday?
② When is Aunt Mary’s birthday?
③ When is grandpa’s birthday?
(设计意图：通过让学生细读，设置了三个问题，让学生理解课文主要内容和细节信息，给学生一些比较深度思维的问题检测理解程度，培养学生获取信息的`能力。)
Read again and find out your puzzle.
3、Read and write 读写
Ｔ：Boys and girls, there is a chart and two questions, please read in groups and finish them. You can write it on your English book. If you find the answers, draw lines and then discuss in groups.
Checkk them up
（设计意图：第三遍阅读，落实到写。通过完成书上的练习题检测学生的写以及对内容的进一步理解和掌握情况，阅读时要求学生对难点信息勾画，培养学生的合作学习意识。学生进行合作互助，对每组同学进行检查指导。）
4、Listen to the tape
① Listen and watch
② Listen ,repeat and point.
(设计意图：经过三遍阅读，学生对课文比较熟悉，在这里听读是为了培养学生的语感，以及模仿语音，语调的能力，增强英语的韵律美和熟练感。)
5、Ｒead loudly朗读
Practice in pairs, read aloud please.
(设计意图：通过大声朗读增强学生的语感，培养朗读能力，在这里采用小组合作的方式来进行。培养学生的合作互助的能力，使小组成员能达到优势互补，相互促进的作用。)
三、Post-reading阅读后活动
1、Read and act分组表演对话
（设计意图：分角色朗读既能让学生在大声读中感知语言也能进一步理解语篇，培养学生的英语语感，同时也是对学生认读的再检测。表演对话也是为后面的语言拓展打基础。）
2、There are many sentences ,can you write?
When is your birthday?
It’s in May.
My birthday is in June.
Uncle Bill’s birthday is in June ,too.(让学生对所学句型有所理解)
3、任务设置及处理
Let’s have a talk show:
Hello, I’m . My birthday is in . My parents and friends give me many gifts. Usually I have a birthday party. We have a big dinner and eat a .We and 、 at the party.
My father’s birthday is in .My mother’s birthday is in . I have a surprise for them on their birthday. I love them.
(设计意图：让学生动手自己做一做，说一说，读一读，写一写，这是一个听说读写相结合的活动。进一步培养学生的学以致用精神和信息捕捉能力。)
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