资源简介

Unit 7　Happy Birthday!
第四课时　Section B 1a—1d
The discourse is a narrative article that introduces how Yu Xiaoming and Judy Clark celebrate their birthdays.The two paragraphs describe birthday food，activities and personal wishes.They use a simple and straightforward language.They have no complex sentence structure or profound vocabulary，so they're suitable for junior high school students.
The reading course not only teaches students about the cultural customs of birthday celebration through the introduction of their own birthdays by Yu Xiaoming and Judy，but also guides students to understand how people express their appreciation for life.
◆ Language Proficiency(语言能力)
1．Students learn vocabulary and expressions related to birthdays through reading，such as “birthday noodles”“chocolate cake” and “make a wish”．
2．During the reading process，students can try to retell the content of the article in their own words to exercise their oral expression ability.
◆ Cultural Awareness(文化意识)
1．Students gain an understanding of how people from different countries and regions celebrate birthdays，enhancing their global perspectives and cultural sensitivity.
2．Enhance students' cross cultural communication skills and broaden their international perspective.
◆ Thinking Quality(思维品质)
1．Students may think about how to celebrate their birthdays and how to make their celebrations more meaningful and personalized.
2．Motivate students to think about how to practice environmental protection and sustainable development in their daily lives.
◆ Learning Capability(学习能力)
1．Through learning how to participate and express one's feelings in social situations，students have improved their social skills.
2．Through reading，students have improved their abilities to quickly capture key information，infer the author's intention，and summarize the main idea of the article.
◆ Teaching Focus(教学重点)
1．Learn to gain the factual information about Yu Xiaoming's and Judy's birthday activities through the observation of the discourse pattern.
2．Based on structured knowledge and key language knowledge，use the target language to retell the content of the article from a third person perspective.
◆ Teaching Difficulties(教学难点)
Sort out and sum up the topic map and structure map，retell the posts according to the the topic map and structure map.
◆ Teaching Breakthroughs(教学突破)
Through activities such as asking and answering，filling in forms，the teacher helps students understand the two posts.Students take scanning strategy to master detailed information of the posts.Based on the structural knowledge and key language knowledge，students can retell the content of the posts accurately using the target language.
Activity 1 Warming up and revision(感知与注意)
Work on 1a
The teacher talks with the class like this：
When is your birthday
What do you do on your birthday
Ask students to tick the activities they do on their birthdays.Then get several to read their answers.
设计意图：通过教师与学生的自由交谈，复习上节课内容，自然导入新课。学生完成1a的练习，自然要用完整句子来表达，可以提升学生的口头表达能力和运用目标语言的能力。
Activity 2 Before reading：Prediction(感知与注意)
T：Look at the posts online.What kind of passage is it？What's the main idea of the posts？(Birthday Celebrations)
Under the guidance of the teacher，students answer the genre and theme of the article to predict its content and understand that the article is a narrative about birthdays.
设计意图：通过观看posts online来预测文本内容，提高学生的观察能力以及推断能力。同时，教师指导学生分析语篇体裁以及获取文本大意来培养他们的阅读能力，帮助他们掌握阅读策略。
Activity 3 Fast reading(获取与梳理)
Work on 1b
Ask students to read the posts quickly.Choose the main idea of the posts.
Then check the answers by asking “What is the main idea of the posts？”
Help students to find the key sentences from the posts.(How do you celebrate it？/ I usually have a party with my friends to celebrate.)
设计意图：学生在教师的指导下，运用速读的阅读策略，为文章选择合适的主旨大意(main idea)，培养学生的阅读能力。
Activity 4 Careful reading(获取与梳理)
Work on 1c
Ask students to read the article for the second time and，under the guidance of the teacher，obtain detailed information by identifying the birthdays(when)and birthday events(what) of Yu Xiaoming and Judy that appears in the article.
Then try to complete the table in 1c.
Work on 1d
Get students to read the posts carefully and try to answer the questions in 1d.
Work in pairs first.One asks，and the other answers.Then invite some to finish 1d.While answering，students can be asked more questions to know whether they really understand the posts.
While teaching，the teacher lets students think about how to obtain information through fast reading and getting key words，accurately and quickly completing the tasks.
设计意图：通过填表格、回答问题等活动，帮助学生整体地理解文章的内容，培养他们准确获取、组织和记录关键信息的能力。教师通过阅读策略指导，有利于培养学生的阅读能力。
Activity 5 Retell the posts(内化与运用)
T：According to the questions on the screen(1d)，please try to retell the posts and show yourself in front of the class.
Students can start like this：Yu Xiaoming's birthday is on 13th May.On that day，he always eats birthday noodles with eggs…
设计意图：不同的阅读活动可以帮助学生由浅到深理解文本内容，适当地设问可以帮助学生深入思考，探索文本更深层次的意义，为进一步提炼和总结信息打下基础。学生依据屏幕提供的问题开展文章复述，可以有效地进行语言输出，同时也在内化目标语言。在复述过程中，学生也对文本语言结构和写作框架有了初步了解，为后续写作做好铺垫。
Activity 6 Discussion(概括与整合)
Make students collect some useful information from the posts in 1b.Then ask how they make their birthdays meaningful.
Work in pairs and share how to celebrate their birthdays.After that，get some to come to the front to share their opinions.
设计意图：教师创设新的语境，帮助学生整合和应用相关的语言表达，探索如何庆祝生日，并用文字介绍想法，让学生调用所学到的知识，培养学生运用语言和文化知识解决实际问题的能力，促进迁移和创新。
Activity 7 Homework(反馈与强化)
Talk about how to celebrate your birthday with your partner.
Ask your friend how she/he celebrates her/his birthday.(Ask at least four questions.)
Section B　1a—1d
This English reading class not only improved students' language skills，but also promoted their cultural cognition，emotional development，and social communication abilities.Through this comprehensive learning experience，students can better understand the world and also gain a deeper understanding of themselves and others.In the teaching of reading，the teacher should take students as the centre and guide students to participate in the activities，from input to output，through the activities of finding the general idea by fast reading，looking for the details by careful reading，consolidating the new knowledge by retelling and so on，so that the target language can be internalized，and then students can use it flexibly.

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