discussion. Then invite several groups to give a report in front of the class. e.g., Tommy is sad at first. Why? Does Tommy’s father love him? How do you know? How does Tommy feel on his birthday? Why? III. Post-task Fill in the blanks Have the students complete 教师提供自己语activities the following passage. Then 言组织起来的段check the answers with them. 落，让学生完型填空。 IV. Assignment 1.Copy the words and sentences. 2.Listen to the tape and read. 3.Try to recite the story. Teaching thinking 板书设计：
Period 5
Topic：When’s your birthday?（P3 P6） Language aims:
Using modelled sentences to talk about dates of birthdays. Identifying the pronunciation of the sounds /i:/ and /I/ in words e.g , she, these, bee, sea, fish, happy
Learn the phonetic symbols: e, e_e, ee, ea; i, y Ability aims:
Using the key words in context
e.g., first, second, third, fourth, fifth, sixth… Using prepositions to indicate dates e.g., It’s on the 19 of September.
th
Using wh-questions to find out specific information e.g., When’s your birthday?
Reading the key words, sentences and the text aloud with the appropriate pronunciation and intonation Complement:
Another expression of the date ‘It’s on September the 19th. Key points:
When’s your birthday?
It’s on the … of January/February/March/…. Difficult points:
Ask and answer the expression of the date Materials:
Student’s Book 5A, p.3&6 Workbook 5A, p.7 Task
Cassette 5A and cassette player Multimedia: PPT Procedures Contents Methods Purpose I. Pre-task 1.Review the dates words of months and learn the rhyme. II. While-task procedure 1. Ask & answer 1. Have the students look at ‘Ask 罗列序数词进P3 and answer’ on page 3 of the 行扎实复习，Student’s Book. First, put the 出示句型，多ordinal number cards. Ask the 组合问答，帮students to read the ordinal 助学生充分掌numbers from first to 握。 thirty-first after you. Then have the students ask and answer questions in pairs to find out their partners’ birthday. e.g., S1: When’s your birthday? January/February/March/April/May/… the Show a calendar. Ask the students to 看图了解不同members’ birthdays or the dates of 并英语完整表some festivals. 达，起到复习巩固作用，也为下面作铺垫。 preparation expression of point out the dates of their family 节日的日期，2. Review the 1.Listen and read S2: My birthday’s on the … of Finally, divide the students into groups of six and distribute a 创设情景，让survey form to each group. Ask them 学生将所学句to fill in the form. 型在实际中进 sounds P6 2. Have the students send their 行运用，也增birthday invitations to their 加了操练的趣classmates and invite them to the 味性。 birthday party. e.g., S1: Hello. birthday party? S1: Sure. When’s your birthday? S2: My birthday is on … S2: Hello. Can you come to my S1: What time does the party begin? S2: It begins at … Here’s an invitation. S1: Thank you. bring or wear … to the party? … pictures in the correct order. 读、手绘音标，S2: It’s a … party. Can you 2. Learn the Then ask the students to put the 学习音标，看、1. Show the phonetic symbol cards 并体验音标在for the sounds /i:/ and /I/. 单词中的发Have the students read the words 音。 in ‘Learn the sounds’ on page 6 of the Student’s Book after you until they can pronounce the sounds correctly. e.g., these, Chinese; sea, read. Ss: e, /i;/, she, me; e-e, /i:/, these, Chinese; ee, /i:/, bee, sweet; ea, /i:/, sea, read. Ask the students to think of more words with the sounds /i:/ and /I/ 2. Ask the students to do ‘Listen and circle’ on page 6 of the Student’s Book. Then check the answers with them. III. Post-task activities Writing birthday party’ ‘A Have the students do Task ‘A 练习册的习题birthday party’ on page 7 of the 是对整篇课文Workbook. First, have them think 的反馈，整合about their family members’ 了学生所学的 面练习，随堂馈。 T: e, /i:/, she, me; e-e, /i:/, 及时的音标书ee, /i:/, bee, sweet; ea, /i:/, 操练并当面反birthdays and complete the table in 知识点，当堂Part A. Then have them ask 练习让老师能questions to find out what one of 及时关注每个their family members likes and plan 学生。 a birthday party for him/her. Finally, have the students think about the party and complete the passage in Part C by describing what the party is like. IV. Assignment 1. Copy the sounds. 2. Listen to the tape and read. Teaching thinking 板书设计：
5AM1U2 My way to school
单元任务分析
本单元的教学主题为transport，要求学生掌握的核心词汇是交通规则的单词：
underground,taxi, 以及词组：leave home, wait for, traffic lights, zebra crossing。教材通过歌曲、故事，对话等环节开展运用何种交通工具去某地的语言训练。
本单元的新单词, 其他交通工具单词均为接触过。与其相关的一些交通工具还有bus, plane, aeroplane, bicycle, bike, train, car.
可结合的on my way to school, I can see/hear…（交通工具）等句型以及M1U1中的介绍。 根据Mr Black，Ben, Kitty等特定人物和以后的学习任务，在句型方面可让学生了解一些关于使用交通工具去某地的两种表达方式。如：come to by/on…=take/ride/walk…to school. 在故事的学习和复习过程中，可进行文本的编制、再构，丰富教学内容。
单元教学目标
通过本单元的学习，学生能：
1． 会用单词taxi, underground, report, journey, pavement, onl, never, arrive和词组leave
home, wait for, traffic lights, zebra crossing, get off, stay on。
2． 激活以前所学交通工具和词组：bus, plane, aeroplane, bicycle, bike, train, car,take a bus,
ride a bicycle/bike, on foot并在新的情境中正确使用。
3． 能用特殊疑问句来询问他人如何到某地以及何时出发何时到及根据实际情况作出回答。 4． 通过资料收集或阅读，掌握表达如何到某地并作交流。
5． 了解和感知/e/ /?/字母或字母组合在单词中的发音，并能正确辩音。
教学设计思路
根据本单元的内容可以分成四个教时，第一课时是Listen and enjoy的内容以及句型How do you come to school? I come to school by/on…的教学及巩固。通过介绍Ben, Kitty如何去学校的介绍，增加了使用何种交通工具去某地的另一种表达方法，take/ride/walk…to school.
。第二课时对交通规则的学习，利用二年级已学过的红绿灯相关语言进行导入，通过分析各种交通灯下的交通规则来引导学生掌握各类交通规则的表达，并且通过阅读课文对话完成poster的制作，训练学生的阅读理解能力。因为第三课时则是以Jill的Do a survey为切入点，学习本单元另一句型When do you leave home?和When do you arrive at school?，同时为丰富本单元主题对话内容，还对语言作进一步拓展，将本单元句型How do you come to school? 的第三人称单数在本课时进行渗透。而第四课时是以Mr Black’s journey to work的故事展开语言的训练，通过听力，阅读理解等方式推进故事的层层递进式教学形式，使学生逐步理解Mr Black’s journey to school, 并要去学生仿说journey to school/the supermarket等场所。本课时同时还解决/e/ / ?/发音。
词汇、句型学习运用 教材内容 综合运功用能力 1. 能掌握一些交通工具的词汇。 2． 学生运用句型第一课时 1. taxi, traffic, underground 1. 学生用书： 2. How do you come to P7Look and learn school? I come to school on/by… P7Listen and enjoy How do you come to school?