When-is-your-birthday？.doc

Unit 8 When is your birthday？
Learning objectives:
1. Skill Focus
Talk about ages
Learn to talk about dates of birth
Talk about the events at school
Listen for ordinal numbers
Listen for dates
Learn to read about the information about birthday and the school events
Write the events at school
2. Language Focus
(1) 功能句式:
Talk about when people were born.（P47—P48）
When is your birthday?
My birthday is June fourth.
When is Liu Ping’s birthday?
His birthday is September 5th.
Talk about age.
How old are you? (P49)
I’m fifteen.
Talk about the events at school. (P51)
Do you have a School Day at your school?
Yes, I do.
When is it?
It’s April 19th.
When is the school trip?
It’s October 30.
(2) 词汇:
① 重点词汇:
when, birthday, month, January, February, March, April, May, June, July, August, September, October, November, December, date, happy, happy birthday, Leila, Robert speech, contest, party, trip, birth, age, old, how old, art, festival, Chinese, music, famous, surprise
② 认读词汇:
tenth, fourth, fifteenth,
second, third, fifth, sixth, seventh, eighth, ninth, eleventh, twelfth, thirteenth, fourteenth, sixteenth, seventeenth, eighteenth, nineteenth, twentieth, thirtieth, Vera, Jeff ,basketball game, volleyball game, school day, year, year(s) old, John, William, Tina, Johnson
③ 词组:
School Day, Art Festival, Chinese Contest, Music Festival, English Party, school trip, speech contest
(3) 语法:
When, how questions.
Possessive “s”
3. Strategy Focus
(1) Act out the conversation on pairs.
(2) Help students to learn to talk about months and dates.
4. Culture Focus
After age 25, it’s not considered polite to ask someone’s age, except for business reason in America.
Teaching materials analyzing and rearranging:
本单元以“When is your birthday?”为话题, 共设计了三个部分的内容。
Section A
该部分有4个模块：第一模块围绕“When is your birthday? ”这一话题展开思维（1a）、听力（1b）、口语（1c）训练；第二模块围绕“English names, dates and months” 进行听力（2a-2b-2c）,口语训练（2d）；第三模块继续就上一模块中的“English names, dates and months”这一话题展开训练，训练形式为阅读编对话（3a）和角色表演（3b）；第四模块仍就“English names, dates, months and ages”, 以小组活动形式玩生日游戏。
Section B
该部分有4个模块：第一模块是词汇的学习（1）与运用；第二模块围绕“talk about dates and the events at school”继续对“dates and the events”进行听力（2a-2b）、口语训练（2c）；第三模块继续围绕“dates and the events”这一话题展开阅读及口语（3a）和写作及口语（3b）训练；第四模块仍就“Ages, dates, and events”这一话题以写作训练形式展开小组及全班活动。
Self Check
该部分有3个模块：第一模块以在你认识的词前打对号的形式对所学词汇进行训练；第二模块还是以写单词的形式对所学词汇进行训练。
教材重组和课时分配
Period 1 (Section A: 1a, 1b, 1c) New function presenting
Period 2 (Section A: 2a, 2b, 2c, 2d) Practice
Period 3 (Section A: 3a, 3b, 4 ) Integrating skills
Period 4 (Section B: 1, 2a, 2b, 2c) Listening and speaking
Period 5 (Section B 3a, 3b, 4) Reading and Writing
Period 6 (Self check) Revision
Teaching procedures and ways:
Period 1 Listening and speaking (I)
Language goals:
1. Words & expressions
when, birthday, month, January, February, March, April, May, June, July, August,
September, October, November, December, tenth, fourth, fifteenth, Vera, Jeff
2. Key sentences
When is your birthday?
My birthday is October 10th.
Ability goals:
Enable students to learn to talk about dates.
Emotion & attitude goals:
Enable students to remember somebody’s birthday. And say “Happy birthday to you!”
Strategy goals:
Help students to learn to talk about birthday
Culture awareness goals:
To understand the targets language by reading pictures.
Teaching important:
How to talk about dates.
Teaching procedures & ways:
Step 1. Revision and Lead-in
Showing a calendar to students, and then learn dates.
T: Good morning, everyone! Dou you know how to talk about dates in English ? Today we’ll learn to talk about dates. Now I have a riddle for you.
“一物生来真稀奇，身穿三百多件衣，每天给它脱一件，年底剩下一张皮。”
Do you know what it is in Chinese?
S: It’s “日历”.
T: How bright you are! Yes, it’s a calendar Here is a calendar. What can you see on it?
Help students answer.
S: I can see some months.
T: What can you see in each month?
S: I can see some dates.
T: Well done, everyone! Today we will learn months and dates.
(Let students look at the calendar carefully.)
T: The first month is January.
Point January on the calendar. Let students repeat it.
Then write first and January down on the blackboard.
Point at the months on the calendar one by one to teach students the new words.
Learn the other words in the same way. Let students look at the calendar and ask in pairs:
T: What months can you see on the calendar?
S: I can see January, February, March, April...
Ask students can read and write twelve months correctly.
Step 2. Listening (la: P47)
In order to ask students can read and write twelve months correctly. In this procedure, students listen to the recording and learn the months of the year.
T: Look at the picture in la on P47. It’s a calendar. There’re twelve months in the calendar. What are they?
S1: They are January, February, March, April, May, June...
Point out we often use short forms when writing.
Write abbreviated versions on the blackboard
Point to random months on the abbreviated list and have students tell the full form. Play the recording the first time. Students only listen as they follow along.
Play the recording the Second time. Ask Students to listen and repeat each word.
Note: The stress comes on the middle syllable in the words September, October, November and December. Let the students chant these in order, the middle syllable louder than the other two: Sep-tem-ber, Oc-to-ber and so on.
Step 3. Listening and Practicing (lb, Ic: P47)
First read the instructions, ask students to listen to three conversations and number them in order.
T: Look at the box beside the conversation. We’ll listen to the recording carefully twice. For the first time just listen. You’ll write the number in the box after listening to the conversation twice.
Check the answers. And then ask them to listen to the recording and repeat the conversations.
Sample dialogue 1:
S: When is your birthday, Li Lei?
S: My birthday is January fifteenth.
Sample dialogue 2:
S: My birthday is October fourth. What about you, Vera?
S: My birthday is July tenth.
Step 4. Sum up
Ask some students to sum up this lesson by overhead projector and then have a test for the aim.
Check the answers and correct the answers.
Homework:
1. Ask students to do activity 1 in the workbook.
2. Ask students to read and learn the words in this unit (on P110) by heart.
3. Make up a dialogue using dates and months.

Period 2 Listening and speaking (II)
Language goals:
1. Words & expressions
second, third, fifth, sixth, seventh, eighth, ninth, eleventh, twelfth, thirteenth, fourteenth, sixteenth, seventeenth, eighteenth, nineteenth, twentieth, thirtieth, date, happy, happy birthday, Leila, Robert
2. Key sentences
When’s your mother’s birthday?
Her birthday is September fifth.
Ability goals:
Enable the students to talk about date of birth.
Emotion & attitude goals:
Enable students to remember somebody’s birthday. And say “Happy birthday to you!”
Strategy goals:
Enable the students to learn to talk about dates and months.
Culture awareness goals:
After age 25, it’s not considered polite to ask someone’s age, except for business reason in America.
Teaching important:
How to talk about date of birth.
Teaching procedures & ways:
Step 1. Revision and Lead-in
Let’s go over the cardinal numbers and prepare for the new language points.
T: What is your number？
S: I’m Number 10.
T: What is her number?
S: Her number is 18.
T: Can you count from 0 to 30?
S: Yes.
T: Can you write these numbers down?
Ask some others to check if the students write them correctly.
Then students will talk about their birthdays with each other.
T: Tina, when is your birthday?
S: It’s September 15th.
T: (Pointing to a boy student) When is his birthday, do you know?
S: Yes. His birthday is January 12th.
Step 2. Listening (2a, 2b: P48)
In this procedure, practice ordinal numbers in various ways.
Ask six students to stand in a line in front Of the class.
T: There are six students in front of us. The first one is Li Lei. The second one is Zhang Li. The third one is Tina. Practice the other ordinal number in this way.
Ask students to listen to the recording and read after it.
Make sure they can read the ordinal numbers correctly. Make sure students can understand the meaning of first, second, third…
Play the recording a second time and ask students to listen and repeat each ordinal number. Ask students to listen to the conversations again and circle the numbers they hear in 2a.
T: We’ll listen to conversations about date of birth. Dates are ordinal numbers. Please listen to the conversation and circle the numbers you hear in 2a. I’ll play the recording twice. For the first time you just listen. For the second you’ll listen and circle the numbers you hear.
Step 3. Listening (2c: P48)
In 2c, we’ll go on practicing months and ordinal numbers through listening. Ask students to look at the columns in 2c. Point out the three columns: Name, Month and Date. Ask one student to read each column to the class.
T: I’m going to play the recording again, you will hear the conversations about Leila’s, Nick’s, Robert’s and Jane’s birthdays. Please listen to the conversations carefully. Draw a line connecting each person’s name with the month and the date of her / his birthday.
Play the recording the first time, students only listen to the conversation and look at the three columns in their books. Play the recording a second time and let students draw lines connecting each person’s name with the month and the date of their birthdays. Play the recording once again and then check the answers in the following way.
T: When is Li La’s birthday?
S: September 17th.
T: When is Nick’s birthday?
S: Nick’s birthday is July 4th.
T: When is Robert’s birthday?
S: January 17th. And Jane’s birthday is August 22nd.
Then ask them to listen to the conversation and repeat after the recording.
Step 4. Practice (2d: P48)
In 2d, ask students to practice asking about real birthdays by making their own conversations.
Make a class birthday calendar with students. Display a large wall calendar and ask students to talk about their birthdays in pairs.
T: Now, let’s fill in the class birthday calendar. Lei Lei, when is your birthday?
S: It’s March 3rd, Miss Yang.
T: I know, how about yours, Fang Fang?
S: June 4th.
T: And Lu Lu?
S: My birthday is January 9th.
S: When is your birthday, Xiao Fei? .
S: July 2nd. And Sun Tong?
S: January 5th.
T: OK, and Gao Li, when’s your birthday?
Put their birthdays on a calendar while students are talking.
Step 5. Grammar
In this procedure, students will learn how to use the ordinal numbers to express dates. Ask students to read the sentences in the grammar box.
T: In English-speaking countries, when people talk about the date of birthday, they use ordinal numbers. There’re some rules about ordinal numbers: Numbers add th except 1, 2, 3. 1-first, 2-second, 3-third. Eight, take away t then add th; nine, take away e then add th, 8-eighth, 9-ninth. In five and twelve, change ve into f. 5—fifth, 12 - twelfth. From twenty to ninety, change y into i then add eth. Tell students to pay attention to the answers to when questions. Ask them to use dates correctly. Review the difference between your and her.
Step 6. Sum up:
Ask some students to sum up this lesson by overhead projector and then have a test for the aim.
Check the answers and correct the answers.
Homework:
1. Ask students to make an English calendar like the one the teacher shows them in class.
2. Ask students to do activities 2 and in the workbook.
3. Make up a dialogue according to their birthday.

Period 3 Integrating skills.
Language goals:
1. Words & expressions

birth, age, old, how old, John, William, Tina, Johnson
2. Key sentences
How old are you?
I’m fifteen.
Ability goals:
Enable students to talk about date of birth and age.
Emotion & attitude goals:
Enable students to remember somebody’s birthday. And say “Happy birthday to you!”
Ability goals:
Enable students to learn to talk about dates.
Emotion & attitude goals:
Enable students to remember somebody’s birthday. And say “Happy birthday to you!”
Strategy goals:
Help students to learn to talk about birthday.
Culture awareness goals:
To understand the targets language by reading pictures.
Teaching important:
How to talk about date of birth and age.
Teaching procedures & ways:
Step 1. Revision and Lead-in
In 3a, go over the last lesson and introduce new language points.
T: Morning, everyone! I’m very happy today. Do you know why?
(Encourage students to guess the reason.)
T: What is the date today?
S: November the 10th.
T: Yes. Today is my birthday.
S: Happy birthday to you, dear teacher!
(Sing the song “Happy birthday to you” with students.)
T: You know my birthday. Do you know my age?
S: Sorry. We don’t know.
(Show students the ID card. Point to the age and the number after age on the card. Make sure students can understand the meaning of age.)
T: Well. I’m 40. How old are you?
(Write: “How old are you?” on the blackboard.)
S: I’m 14.
Point at another student. Practice it like this. After that, let students talk about their ages in pairs.
Step 2. Reading and speaking (3a, 3b: P49)
Point out the conversation in 3a. Ask two students to read the conversation to the class. After that, point to the three ID cards, and ask different students to read each card to the class. And ask students to read the conversation in 3a together.
Point to the three ID cards and ask one of the students to choose one card to have a conversation, using the information on the ID cards.
T: Now you know John’s, William’s and Tina’s birthdays and ages. I want three of you to act them out. The other students ask you questions about your birthdays and ages. Please have a conversation talking about their birthday and age.
Then ask pairs of students to practice together. And then ask several pairs to present their conversations to the class.
Sample conversation:
S: When is your birthday, LiHong?
L: It’s October 7th.
S: How old are you?
L: I’m 14.
Step 3. Birthday game (4: P49)
In 4, go over this lesson through the game.
Point to each person in the picture in order in 4 (from the boy on the left to the man on the right), and ask students to answer your questions.
T: How old is he?
S: He is 6.
S: How old is she?
S: She is 10.
S: How old is she?
S: She is 47.
….
T: The fourth is 50. They are lined up from the youngest to oldest.
Make sure students can understand the meaning of line up from the youngest to the oldest. Divide the class into groups of four.
T: Now le