资源简介

一、教材研读
主题与内容（What） 1）主题: Unit topic：Days and months The topic falls within the categories of “People and Society” and “People and nature”, its contents covers “common holidays and cultural experiences” “seasons and life”. Lesson 3 mainly reflects the former. This topic permeates almost every aspect of daily life and has a very broad malleability. The date is the basic time unit of people’s life, which can carry all the issues, and thus can establish a wide range of links between all propositions such as social development, natural laws, life experience, personal emotions, and so on. Therefore, the discussion of date in this unit is on the one hand the basis of English pragmatics, on the other hand, it’s also necessary to cultivate students’ knowledge integration and cross-cultural understanding and expression thinking. This is one of the most basic unit.
内容： This lesson is the third passage of this unit. It’s a daily dialogue with the title “Special days”. It’s absolutely an attempt to connect date and special emotional experience. Li Ming prepares a special handmade calendar for his grandpa, and while making, he has a discussion with his classmate Jack on relative’s birthday and how to record and remember these special days.
主题意义 （Why） 1）写作意图： This lesson builds on the discussion of dates and seasons in the previous two lessons, with special as its core purpose, allowing students to master the usage of ordinal numbers and the expression of date, then further integrate it into different contexts, so to achieve structured understanding and use of the senses.
2）情感态度、价值取向： The story is closely related to students’ daily life and is easy to develop, guiding students to feel the sincere feelings of concern among families. And by understanding and feeling days, they can discover more happiness from daily trifles, so to be more sensitive to discover the beauty of life and nature.
语篇特征 （How） 1）文体特征： This is a conversation with clear theme. One line is their discussion on special days with an extension of the definition of more dates, the other line is the date inquiry and narrative. These two lines are parallel and advance each other.
2）内容结构： In the conversation, basic date statement blends well into the subject context, which enable learners to use English language thinking to self-interpret the special days in this context. It also reflects the commonality of different cultures and the significance of emotions with relatives, which can guide students to feel the meaning and beauty of life. This a deeper theme.
语言特点： The language is real, natural and fluent, make it easy for students to plug in.
二、学情分析
This is not a difficult topic for seventh graders. The date is close to students’ daily life, they have also learned relevant expression, and it’s easy to follow the idea of “special”, so the topic will arouse students’ interest and desire to explore, which can help students understand the dialogue combined with their daily life experience. There are many extension areas of the topic, so it’s easy to trigger students’ thinking and discussion, they can discover many related details to describe. The problem is, the first, to understand the usage of ordinal numbers, the second, to combine the date expression with other thematic situation. In the process of self-composing, students should naturally import learned sentences into different contexts, and experience the diverse connotations and cultural significance of dates. Therefore, exploring the meaning of the theme and extracting expression ordinal rules will be the difficulty.
三、课时教学目标
According to learning，students can:
Obtain and sort out the date-related lexical blocks and sentences involved in the dialogue in the listening, watching and speaking activity, understand what ordinal numbers are and how to use, master the method of talking about dates.
Describe and analyze the main idea, retell the conversation after reading activity.
Talk about date with learned expressions in real situation and think about how to integrate it into other topics. To use language material as a whole. At the same time, make a process evaluation of what students learn, which leads to the result of “Integration of teaching and evaluation”.
四、设计理念
The design of this lesson follows the requirements of the new curriculum standards and syllabus, adheres to the learning concept of experience, application in practice and creation in transfer, and advocates students to focus on real situations and real problems, activate the known, and participate in a series of interrelated and cyclic teaching and application activities that point to the learning and understanding of thematic meaning exploration, application practice and transfer and innovation. It’s a practical application of “practice the combination of leaning and thinking, and the idea of creative English learning activities”.
五、教学过程
教学环节 教学目标 学习活动 效果评价
Step1： Lead-in Review the learned date expression in the previous lesson and bring the attention to the subject of this lesson “special”. Activity 1: Show a calendar of October for students. Ask them to find some information. T: Look at the calendar. What information can you get from it T: How many days are there in October T: Is there anything special about these days Activity 2: Show some pictures and dates. Make a brief summary. The teacher gives verbal praise and evaluation.
设计意图：Starting from the theme of this unit and the knowledge learned in the previous lessons, and combining with students' life and cognitive reality, I design divergent questions that conform to the law of students' thinking development, so that students can review the known knowledge on the one hand, and establish their attention to new knowledge on the other hand, so as to help students understand the text. Focus on the integration of date discussion and topic situation, stimulate students' topic interest and thinking, and fully perceive and pay attention to.
Step2： Pre-reading Preprocess the text, introduce the topic of this lesson, and solve the new words in this lesson. On this basis, let the students participate in the dialogue between Li Ming and Jack step by step. Activity 1: Give a question. T: Besides festivals, are there any important days we can celebrate (Learn the new word “important”) Activity 2: Show some pictures and the question chain. T: Look at the pictures, you may find some information. T: Now there are some questions for you to think about. And I’d like someone to give your answers. (Choose some students to answer.) (Learn the new word “mark”) Students participate in the discussion and express their opinions. The teacher gives verbal praise and evaluation.
设计意图：Create a topic situation, stimulate students' thinking and discussion through questions, help students understand the unit theme and the topic of the lesson, activate students' existing knowledge and experience, pave the way for necessary language and cultural background knowledge, clarify the problems to be solved, and enable students to establish connections between the learning topics of existing knowledge and experience, find cognitive gaps, and form learning expectations. Guide students to predict text genres, stimulate students' curiosity about text learning, and prepare for subsequent reading sections.
Step3: While-reading Construct the theme context framework in the activities of speed reading, listening and intensive reading, and then follow the question chain to supplement the details, form the understanding context, and grasp the main line of dialogue. At the same time, in the process of text processing, the grammar knowledge of this lesson is acquired, and the contextual processing is easier to understand and remember, and helps to form structured knowledge. Activity 1: Quick preview part 2 and complete the dialogue. T: What is Li Ming doing (Learn the new phrase “make a present for”) T: Then two questions “What is the present ” “Why does Li Ming make it ” Activity 2: Listening and finish. (Play the tape and show questions, after listening, find 2 students to give their answers.) (Learn the two new words “notebook” “forget”) T: So Li Ming need to mark his grandpa’s birthday for him. Then when is his grandpa’s birthday Activity 3: Read and Match. (Ask students to follow the tape and read the conversation, then match the line.) (Find 4 students to give their answers and underline textual expression, read the sentences together.) T: Please pay attention to the 4 numbers, think about their meaning. Activity 4: Repeat the dates and describe their meaning by filling in the blanks. Activity 5: Learn the ordinal numeral and finish the table combined with months. The teacher organizes diversified display activities and sets up score cards. Students participate and obtain score cards. Finally, individual scores were evaluated.
设计意图：Go deep into the text and explore based on the meaning of the topic. Through rapid silent reading, students are guided to get the general idea of the text and build a preliminary understanding of the theme of the text. Infiltrate the reading strategy, sort out the conversation information between Li Ming and Jack, sort out their discussion about dates and how the discussion corresponds to special topics, and form new structured knowledge. Summarize and integrate the theme of the story, sort out the structure and details of the discourse, and deeply understand the meaning of the theme. In this process, grasp the grammar knowledge and teach the theme text. Through group discussion and detailed problem sorting, language practice activities are carried out to internalize language and cultural knowledge, promote the transformation of knowledge into ability, and gradually cultivate students' logical thinking ability.
Step4: Post-reading In the process of language expression practice, through summary, paraphrase and divergent thinking, improve expression ability, consolidate structured knowledge, expand the structural framework, and establish deeper and broader links of new knowledge. Activity 1: Group work T: Please make a dialogue with your partner. You can use the sentences below. (Invite 2 groups to show) Activity 2: Complete the passage with the information in Part 2. No reading it again. Students read the passage together. Activity 3: Further thinking- what is a special day Give some examples and let students think for themselves. Activity 4: Sharing ideas of activity 3, show some sentences and examples. (Ask 2 students to share.) The teacher organizes group achievement exhibition evaluation, students can obtain score card for the group through group display or individual display, and finally contest for the best group. At the end of the class, each student was given a rating form, they can made stratified self-assessment and voted for each other within the group by referring to the score of the course.
设计意图：Practice basic expression, further delve into the text on the basis of discourse construction knowledge, analyze and sort out the time line and emotion line, train students' reading skills, guide students to organize language and paraphrase article information. The content of the dialogue is integrated and expanded, and language practice activities such as description, interpretation, analysis and application are designed to carry out reasoning and demonstration, internalize language, promote output, deeply understand the text theme, and train students' oral expression and transformation ability. Design, transfer and innovation activities, through divergent topic discussion, broaden the topic breadth, deeply consolidate the structural correlation between knowledge, guide students to rational expression, deepen understanding of the meaning of the topic. Then use the learned knowledge, skills, methods, strategies and ideas to understand and understand the world from multiple angles, and promote the transformation of ability into quality.
作业： 1. Remember the key words and sentences in this lesson. Repeat the conversation. 2. Finish the exercise book, recite the 12 months and the ordinary numbers 1-31. 3. Make your own special-day calendar, mark days on it and have a discussion about them with your partner.

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