译林版《英语》五（下）Unit 8 Birthdays

执教|夏雨婵 评析|郭有吉

教学过程

Step 1.Pre-reading

1.Say a chant

T: Hello, boys and girls.I’m Miss Xia.Now clap your hands and chant with me.Ready？go!

T: What？What？What’s the weather like today？

S: Sunny, sunny, it’s sunny.

T: Which？ Which？Which months are we in now？

S: December, December, it’s December.

...

T: First, first, I’m a teacher.I will teach you English today.What should I do？

S: Teacher, teacher.You are a teacher.

T: Second, second, I am excited.My special day lies in December.How？How？How do I feel now？

S: Excited, excited.You are excited.

T: Third, third, I like games.Wanna join me and let’s have a play.

S: Yes, yes.Now let’s play.

设计意图：以chant 的形式活跃气氛，教师介绍了自己的情况并巧妙地运用序数词穿插其中，其中的my special day 和game 为文本主题和接下来的活动埋下了伏笔。

2.Play a game

T: OK，let’s play.Here’s a riddle.Each number represents a letter in the password table.I will give you some numbers and you are going to guess what the word is with these letters together.

（1）Teacher gives an example

Here’s an example.8th, 1st,16th, 16th and 25th.What is it？

（2）S1 asks, S2 answers

（3）Teacher gives a word

T: I bet you must know the rule very well.I have a long word for you to challenge.2nd,9th, 18th, 20th, 8th, 4th, 1st,25th.What is it？

S: Birthday.（揭题Unit 8 Birthdays）

设计意图：以字谜的形式设计游戏，先示范，然后让学生出题，学生在充分感知序数词的使用情形后进一步操练巩固，在愉快轻松的环境里突破难点。

3.Let’s talk

Q: When’s your birthday？

A: It’s on the...

T: Just now, I said my special day lies in December,guess what day it is.Yes! It’s my birthday.My birthday is on the twenty-eighth of December.I’m so excited because my birthday is coming.（教 师 出 示learning tips：我们用on+the+序数词+of+月份来表述生日在哪一天！）Now I want to know about your birthday.Try to use this sentence to answer me.

T: When’s your birthday？

S: It’s on the fifth of December.

...

设计意图：教师由介绍自己引出生日的表达方法，利用对话操练句型，解决文本中的句型难点。

Step 2.While-reading

1.Watch and tick

T: Our friends Mike and Su Hai are talking about their birthdays too today.Now let’s watch the video and tick what aspects they are talking about.

设计意图：呈现一个总领性问题让学生能够整体感知课文内容，在解决问题的同时，将文本的结构提取为what，when，how 三个方面，为接下来设置文本处理的活动指明了方向。

2.Details learning

（1）Listen and say

T: Let’s listen to the tape and find out the date of their birthdays.

Q1: When’s Su Hai’s birthday?（此处提出疑问：When’s Su Yang’s birthday? Why? 教 师 在这里强调双胞胎的生日在同一天，接下来处理苏海的段落时以两人的生日为标题。）

Q2:When’s Mike’s birthday?

（2）Group work

T: Now let’s go to find what they do on their birthdays in groups.Each group picks one person to talk, then underline the key phrases and finish Task 1 on the sheet.

（学生回答时教师板书，同时对应苏海和麦克分别呈现出一个碗的形状和蛋糕的形状。）

（3）Think and say

①Su Hai and Su Yang’s birthday

Q1:Which is“a big dinner”?

Q2: Why do we Chinese eat noodles?

Q3: Do you keep a pet at home?

Q4: Who is with Su Hai and Su Yang on their birthday?

Q5: How does Su Hai feel on her birthday?

（此处由和家人一起过生日以及课文最后一句，引导学生说出和家人在一起就是一个有意义的生日a meaningful birthday。）

②Mike’s birthday

Q1: Have you ever had a party? How do you feel about haveing a birthday party?

Q2: Why do Western people eat birthday cakes?

Q3: What do we usually do before eating a cake?

S1: Make a wish and blow out the candles.（教师追问：Guess what does Mike wish for?联系之前课本中Mike 喜欢踢足球和去过Toy Museum 来回答。）

Q4: What games can you think of at a birthday party?

Q5: How does Mike feel on his birthday?

（此处由和家人、朋友一起过生日以及课文最后一句，引导学生说出和家人、朋友在一起就是一个有意义的生日a meaningful birthday。）

设计意图：由when 到what再到how 对文本进行解读，循序渐进。整体学习找出生日日期，小组活动自主选择人物进行生日活动的学习。最后教师就每一个关键短语进行剖析，联系学过的知识不断追问，深入挖掘文本内容，让学生实实在在体会到本课的主题情境。

3.Reading time

（1）Listen and repeat.

（2）Choose one way and read.

（3）Let’s retell.

设计意图：朗读课文是新授课文教学中必要的环节。为了激发学生阅读的积极性，让他们自由选择朗读方式。复述课文部分以生日活动为主，学生根据板书回顾文本，既降低了难度，提升了学生的自信心，又很好地巩固了文本的学习，两个可供复述的图形，其排版形式也为接下来的文化融合讨论埋下伏笔。

4.Let’s talk

Q1: Su Hai would like some noodles while Mike would like a birthday cake.Which do you prefer? Why?（教师指着板书来说，让学生形象地感受到吃面条和吃蛋糕的差异。）

Q2： What do you do on your birthday?

T: Well, boys and girls, I want to say having some noodles or having a birthday cake is both OK because they are both very nice! With the rapid development of our society we can do all of these things on our birthdays.They all make us very happy!

设计意图：教师通过对比苏海和麦克生日所吃的东西，让学生讨论喜欢面条还是蛋糕，再讨论生日时会做什么事情，引导学生体会中西文化的差异与现代社会文化的融合，进行一次情感教育。由此引出过生日不仅在于让我们开心，还可以让生日变得更有意义，过渡到对绘本的回顾，进一步为本节课创设了主题情境。

Step 3.Post-reading

1.Recall the picture book

T: Do you remember Tara’s birthday?

Q1:When’s Tara’s birthday?

Q2: What does Tara do on her birthday?

Q3: Why does Tara do so many special things on her birthday?

（拓展绘本前进行简要阅读。教师带着学生从泛读理解大意到精读学习文本内容，最终探讨主人公生日的特殊性体现在哪里，对绘本进行结构性的学习。此处教师带着学生一起总结回顾，出示思维导图，帮助厘清绘本结构。）

设计意图：教师带领学生回顾绘本内容，从书本里快乐的生日过渡到对他人和自然都有意义的生日，让学生再次感知本课创设的主题情境，提升主题意义。

2.Let’s discuss

（1）Words to you

T: Maybe your birthday is a special day in the society, then it’s meaningful for you and others.If your birthday is only a special day to you, you can do many meaningful things to make it a more meaningful birthday.

（2）Group work

T: Now, boys and girls.It’s your turn to talk about your meaningful birthdays.Choose one’s birthday and discuss.

设计意图：分小组讨论如何度过一个有意义的生日，此项活动把对主题意义的探究权交给学生，引发他们的思考，学生在讨论的过程中达到情感的共鸣，体会到有意义的生日一定是和自我、社会以及自然相连接。

Step 4.Homework

1.Write down your meaningful birthday.

2.Share your meaningful birthday with your friends and find a birthday neighbour.

点评

这节课是基于主题意义的主教材文本与绘本融合的展示课，体现了以下几个方面的特点：

1.明确单元主线，设计整合性教学结构

本节课的课题为“birthdays”，笔者在设计课堂活动时，抓住了一个核心词汇“happy”，以过生日时各种开心的事情为切入口，引领学习主教材文本，通过who，what，how 三个问题，让学生自主探究文本中体现的和家人朋友一起过生日的快乐，体现生日的意义。继而融入绘本，将有意义的生日进一步推进，学生情感渐入高潮，最后设计探讨有意义的生日活动，教学融合水到渠成。

2.设计有效问题，引发主题情感共鸣

生日话题是每个学生都很熟悉的内容，教者在处理苏海的生日活动时设计了问题链，如：Do you keep a pet at home?并追问：What’s the name of it? Does he have dinner with you together?通过一系列的问题自然过渡到：So I think he is your family now.It’s so happy to be with our family, especially on our birthday.学生在不断的表达与思考中，对文本有了深层次的理解，引发了强烈的主题情感共鸣。

3.创设主题情境，体现主题教育意义

教者在构思本节课的时候，充分考虑到主题为“happy birthday”，并融入了绘本“My Earth Day Birthday”，进一步挖掘、拓展和提升主题意义，并将“Happy birthday 上升为“Meaningful birthday”，体现了“人与自我、人与社会、人与自然”的三大主题共识。从创设一个愉悦自我的生日到文化融合的生日，再到服务于自然的生日的主题语境，让学生深刻领会有意义的生日的主题意义，达成语言与价值观的融合。