北师大版《英语》（三起）六（上）Unit 4 Birthday Lesson 1 Mocky’s birthday

李平霞

教学过程

Step 1.Warm-up

1.Greeting

T:Hello,dear children.Are you ready for class?

2.Free talk

T:What day is it today?

Ss:Today is Friday.

T:Today is Friday.Yesterday was____.

Ss:Yesterday was Thursday.

T:And today is December 15th.Yesterday was____.

Ss:Yesterday was December 14th.

T:What’s the weather like today?Is it cold？Is it hot?

Ss:...

设计意图：用Free talk导入，拉近了师生的距离，营造了轻松愉悦的氛围。同时复习了有关天气和星期的表达方法，同时渗透了日期的表达方式。另外，结合以上问题让学生开动脑筋区分Yesterday&today。

3.Sing a song and enjoy a video“Happy birthday”.

T:What a fine day! There is a happy song.Let’s sing together.

设计意图：本单元是“生日”主题，与学生的日常生活联系紧密，所以教师事先搜集了全班学生的生日、年龄及生日照。并把所有生日照做成视频集锦，配上耳熟能详的《生日歌》。学生哼着《生日歌》，欣赏着同学们过生日的场面，同时寻找着自己的身影。一下子把学生吸引到这充满庆生氛围的课堂上，对下面的学习进行了铺垫，水到渠成。

Step 2.Get ready

1.Brain storm

T:It’s sweet.What do you think of when you sing this song?(揭题：Unit 4 Birthday)

设计意图：本单元的话题是birthday，通过“头脑风暴”促进学生开放性思维，激发学生的参与意识，了解学生的知识储备情况。本来的意图是让学生复习上图中的单词，但学生在课上的回答更出乎意料，如：friends,fam ily,love,cand les,balloons,nood les,eggs等。给学生说的机会，把主动权交给学生，会收获意想不到的惊喜。

2.Introduce the birthdays of 3 students

T:Do you know the birthdays of your friends?(What a pity! You’re a good friend!)

T: Firstly, let’s introduce the birthdays of our friends.

a.Who’s he/she?

b.How old is he/she?

c.His/Her birthday is ___.(出示日历，请学生在日历上指出自己的生日)

3.Match the birthdays

T:Do you remember their birthdays?Let’s match and say.(运用 When is _____birthday?It’s...进行问答。）

设计意图：教师在调查了同学生日的同时，选了三个跟故事当中所学的月份单词一致的学生来替代Get ready中小美的一家，先让学生在跟教师的互动中初步了解有关生日的表达法，更接近了学生的日常生活，吸引了学生的注意力。

Step 3.Learn the story

1.出示关键人物及礼物图片，让学生提问

T:Today we want to learn a story about birthday.Do you have any questions about it?

Ss:Whose birthday is it?How old is he/she?

When is his/her birthday?Do they have a birthday party?

Does he/she get some gift?

Is there a birthday cake?

Are they happy?...

设计意图：关键人物及礼物图片蕴藏了故事中的关键信息，如故事人物、情节、主题等。教师鼓励学生对文本故事进行自主提问，推测信息，培养了学生多元视角和丰富的想象力，激发了学生的阅读欲望。同时教师通过学生的问答，整理出思维导图，让学生思路更加清晰，带着问题进入故事学习，让他们通过学习找到自己想知道的答案。同时，为后面复述故事提供了线索。

2.学习P1，预测故事

图1

T：Look!Mocky is coMing.

（1）What’s the weather like?Is it cold?

Ss:It’s snowy.It’s cold.It’s sunny.

引 出 ：It was sunny yesterday.

（2）What can you see?

Ss:I can see a gift.

（3）Can you guess:What did Mocky say?

S1:Good morning,Ken.

S2:Here’s the gift.

S3:It’s for you.

S4：Happy birthday.

...

T：It’s a birthday gift.引出Mocky had a birthday gift for Ken.

（4）But Ken said:It’s not my birthday.(由学生说出)

教学：It wasn’t Ken’s birthday.Pay attention to“wasn’t”—Review “wasn’t”.was+not=wasn’t.

(5)Whose birthday was it yesterday?Can you guess?

设计意图：通过引导学生观察图片，培养学生的观察思维能力及运用英语描述图片的能力。其中在询问天气的过程中，学生的回答也让我对故事教材进行了再编。学生观察课文插图，在师生的问答中得出 It’s snowy It’s cold.紧接着为了引出课文文本的内容，教师在转接And it’s sunny的过程中还隐约听见了一个同学的嘀咕声：“看不出来”。后来教师将课件上的图片稍加改变，加上了太阳。同时引导学生对gift进行思考，先让学生猜Mocky会说些什么。学生的答案也让人惊喜：Good morning,Ken.Here’s the gift.再让学生猜Whose birthday was it yesterday?设置悬念，激起学生对故事的好奇心。给学生说和想的机会，会收获满满。利用语篇部分内容与图片自然地引出故事。

3.听故事，回答问题Q1:“Whose birthday was it yesterday?”

让学生找出答案:It was Mocky’s birthday.揭题：Our story is “Mocky’s birthday”.It’s interesting.Let’s learn.

设计意图：引导学生整体感知故事内容，培养学生从试听中获取信息并正确传递信息的能力。

4.学P2,P4,P6,P8,P9,梳理故事

(1)学习P2

a.T：Q2:When is Mocky’s birthday?How did they get the answer?

引出They checked their birthdays one by one.（拿出日历，用动作让学生理解check的含义）

b.讲解:Today→check

Yesterday→checked

c.T:What did Mocky say?播放课件，让学生说出：When is your birthday,Ken?

d.学习 March 12th

跟读，自然拼读car→ar→Mar→March

Let’s check it.拿出日历：Is it March?Can you point March 12th.

（2）学习P4

a.T:Then they checked Ann’s birthday.

T:What did Mocky say?播放课件，让学生说出：When is your birthday,Ann?

It’s September 19th.

b.跟读，音节拆分Sep—tem—ber

Let’s check it.拿出日历：Is it September?Can you point out September 19th.

c.It wasn’t Ken’s birthday.It wasn’t Ann’s birthday.

So,we can say it wasn’t Ann’s birthday,either.（出示 either的意思：都不；也不，用于否定）

设计意图：在这一部分中，为了让学生的学习更为集中，更符合这一年龄阶段学生的认知发展特点，教师对该教材进行了整合，略过了有关季节和年龄的英语表达。学生在图片和教师的帮助下进行学习。学生通过在日历上寻找Ken和Ann的生日，理解英语日期的表达法。在第二幅图中已经学过询问生日的句子，所以教师直接让学生进行朗读和汇报，培养学生观察、分析和表达的能力。

（3）学习P6,P7,P8

a.T: At that time, the phone was ringing.Who called?

Ss:Uncle Booky called.

T:He talked to Ken or Mocky?

Ss:Mocky.

T:Yes,he talked to Mocky on the phone.

(在师生的问答中，学生自己描述出旁白：Uncle Booky called.He talked to Mocky on the phone.)

b.T: What did Uncle Booky say?

Ss:Hello,Mocky!Happy birthday!

T:What did Mocky say?

Ss:Hi,Uncle Booky!My birthday?

T:My birthday↑ or My birthday↓.Why?

T:Mocky was surprized.

c.试听对话跟读

音节拆分De-cem-ber

Let’s check it.拿出日历：Is it December?Can you point out December 1st.

d.让学生选择完成旁白：

It was _____.（A：March 12th B:September 19th C:December 1st)

It was______birthday.

（A：Ken’s B:Mocky’s C:Ann’s)

e.T:Can Mocky get the gift?

Ss:Yes.

T:Was Mocky happy?Why?

Ss:Mocky was happy because he had the gift.

T:At first,whose gift is it?

Ss:It’s Mocky’s.

T:So we say Mocky had his own gift.

设计意图：在这一环节中，教师意在让学生通过自己阅读图片对话，在跟教师交流的过程中理解故事。其中在对朗读语调的指导中，放手让学生说Why?又得到了意外的收获，如：Mocky was happy.Mocky was surprised.

5.Read the story by themselves（通过问答，学生自学P3,P5, 完善 Name Card）

Skim and circle

（1）How old is Ken?Which picture can show us?

（2）How old is Ann?Which picture can show us?

（3）How old is Mocky?Can you guess?

设计意图：这里意在提高学生的朗读能力和运用能力。发挥学生主观能动性，自主朗读故事内容，以便教师了解学生对故事的掌握程度。结合学生认知水平与课文内容，教师提出问题，使学生在解决问题的过程中进一步学习本课的功能句，逐步熟悉故事内容。

6.学习P9，P10

（1）Ken,Ann and Mocky were in China.It was snowy.It was cold.Where was Uncle Booky?

Ss:Uncle Booky was in Australia.

（2）How about the weather there?Was it cold there?

Ss:No,it was hot.

（3）Which season is it there?

Ss:It was summer there.(教学summer)

（4）观看视频 “December in China”&“December in Australia”,理解南北半球的季节差异。

In China,it’s cold in December.It’s winter.In Australia,it’s hot in December.It’s summer.They have different seasons.Understand? Let’s enjoy the video.

December in China.December in Beijing.December in Suzhou.December in Zhang Jiajie.December in Tibet.It’s snowy.It’s cold.It’s winter.It’s beautiful.

December in Australia.It’s hot.You can go to the seaside.You can swim.You can surf.You can play with water.It’s cool.It’s beautiful,too.

At the same time,different places have different seasons,different seasons have different sights.They are all beautiful.

设计意图：教师通过搜集两个国家在12月的不同照片，做成视频，用通俗的语言讲解，让学生直观地感受季节的不同。

（5）观看跟读视频学习四个季节单词

There are four seasons in a year.They are spring,summer,autumn and winter.

Let’s enjoy and imitate.

设计意图：利用迪士尼神奇英语关于季节的短片，让学生跟读和欣赏。有关季节的学习能培养学生自主学习的能力。

（6）回到黑板提问，完善板书

T：December in China is_______.December in Australia is_____.So Mocky’s birthday is in________.Ken’s birthday is in________.Ann’s birthday is in ________.Can you put the seasons on the blackboard?

Step 4.Read the story

1.Listen and imitate

2.Act out the story

设计意图：学生根据个人能力选择角色，发挥合作的优势，共同完成语篇和故事的角色扮演。

Step 5.Consolidation

1.Practice

True or False

2.Have a think

Mocky is our friend.It was Mocky’s birthday.What can you say to Mocky?What can you do for Mocky?

3.回到问题，前后呼应

T：Whose birthday was it yesterday?

When is Mocky’s birthday?

How old is Mocky?

Where were they?

Did Mocky get the gift?

Was there a birthday cake?

Did they have a birthday party?

Were they happy?

4.欣赏照片，情感渗透

T:Mocky was very happy.Not only he had his own gift,but also he had so many good friends.The more we get together the happier we will be!（播放歌曲“The more we get together the happier we will be”以及同学平时互助、玩耍的照片集锦）

设计意图：根据课文内容设计了True or False，检查学生对于本课语篇的理解程度。以提问促思考，拓展话题，培养学生的思维，得到了丰富、温暖的答案：A banana for Mocky.Sing a song for Mocky.Make a card for Mocky.等等。回答问题，解决学生自己的问题的同时，再次复现了故事，前后呼应。对学生进行情感教育，引导学生关心朋友的生日。

Step 6.Homework

1.Read the story twice after the tape.

2.Act out 2 or more pictures with your friends.

3.Make a name card by yourselves or your friends.

附：板书设计

Unit 4 Birthday Lesson 1 Mock’s birthday

China-snowy-cold-sunnywinter

When is your birthday,Ken?It’s March 12th.

When is your birthday,Ann?It’s September 19th.

Australia-hot-summer