When was he born教案

Unit9Whenwasheborn？教案教学设计（人教版英语八年级）Unit 9 When was he born?教学目标1、语言技能目标(1) 能对别人的出生年月进行问答,如:When was he born?He was born in/on…(2) 能对别人的经历进行询问,如:When did he start hiccupping?How long did he hiccup?2、语言知识目标(1)词汇: achievement; record; violinist; start; stop;pianist; creative; outstanding.(2)句型: Who is that?That’s Deng Yaping. She is a great ping-pong player.When was she born?When did she start/stop…?How long did she start…?(3)掌握被动语态以及由when 引导的状语从句和由how long/when 引导的特殊疑问句.3、情感目标(1)通过谈论体育明星的成就,培养学生吃苦耐劳的精神.(2)在谈论自己和别人的经历的同时,树立远大的理想.教学重点:When was he/she born? When did he/she start…?How long did he/she…?教学难点:句型的实际运用及when引导的状语从句和特殊疑问句.教学过程Step 1 Warming-up and revision(1) Intercourse(2) A guessing gameGet the students to review how to describe the famous people.T:. Let’s play a guessing game. I will tell you something abouta famous woman. Please listen to me carefully, and try to guess who sheis. She is Chinese. She was born in 1973.She plays ping-pong very well. She is short. She is very great.Do you know who she is ?S: Is she Deng Yaping ?T: Yes, you are right . Now please try to describe the famous personsStep 2 PresentationThis activity introduces the difficult points.A: When did Deng Yaping start playing ping-pong?B: She started playing ping-pong in 1978.A: When did she stop playing ping-pong?B: She stopped in 1997.A: How long did she play ping-pong?B: She played for 19 years.1、Ask the students to practice the sample conversation, then makeup similar conversations.2、 Ask several students to perform their conversations.3、Learning the new words.Step 3 Practice and listenNow we are going to talk about two unusual people.Look at this picture in section A 2a and the chart.T: What are their names ?S: The man is Charles Smith and the woman is Donna Green.T: What are they doing ?S: Charles Smith is hiccupping. Donna Green is sneezing.(Help them answer)T: What kinds of world record did they have ?S1: Charles Smith had a world record for hiccupping.S2: Donna Green had a world record for sneezing.T: How long did Charles Smith hiccup ?S3:He hiccupped for 69 years and 5 months.T: How long did Donna Green sneeze ?Let students listen to the tape and fill in the “How long” column inthe chart.Let students listen again and fill in the “started” and “stopped”columns.Get the students listen and write ,then check the answers.Step 4 DrillAsk some pairs of students to perform the conversations.T: You got all the answers right now. Let’s come to section A 2c pairwork. Please fill in the blanks with information from the listening.Ask two pairs of students to Practice the conversations.T: You did very well.I’d like you to work in pairs and make the same kind of conversationabout Donna.S1:How long did Charles Smith hiccup?S2:He hiccupped for 69 years and 5 months.S1:How long did he start hiccupping?S2:He started in 1922.S1:When did he stop hiccupping?S2:He stopped in 1990.Ask several pairs to act it out.Step 5 Sum-upThink about what we learn todayStep 6 Homework1)Write down a list of famous stars about their ages, birthdays, hobbiesand achievements2)Ask your parents birthdays and help them do something.板书设计：Unit 9 When was he born？He was born in/on…When did he start hiccupping? How long did he hiccup?Who is that?That’s Deng Yaping. She is a great ping-pong player.She started playing ping-pong in 1978.。

八年级英语Whenwasheborn教案年级八年级课题Unit9henasheborn?1/5课型新授教学目标知识技能eyords:bornTargetLanguage:hoisthat?That’sDengyaping.henassheborn?Sheasbornin1973.过程方法Accordingtodesigningsoetass,trainstudents’listeningandspeaingsills.情感态度Roeasnotbuiltinoneday.教学重点eyords:bornTargetLanguage教学难点TargetLanguage教学用具Ataperecorder,cAI教学过程设计教学内容及教师活动学生活动设计意图Step1:ar-upGreetings: Revisethenubersandtalaboutstudents’birthdays. T:henisyourbirthday?S:February27Step2:Presentation:Assoequestions:)Doyouanttonosoefaouspeople’sbirthdays?)Asstudentstotalaboutthe.Eg:hoishe/she?hatdoeshe/sheliedoing?henishis/herbirthday?Step3:playingagae:Asstudentstosayasanysportsstarsastheycan.Step4:Listening:Thisactivityprovidespracticeinunderstandingthetarge tlanguageinspoenconversation.Asstudentstolooatthephotosandsay:earegoingtohearfou rconversationsabouttheyearthesportsstarasborn.Liste ncarefullyandritethedateeachpersonasborn.GreetasusualSaysoenubersPracticeinpairsLooatsoepicturesandtalaboutthesepersonstheyno.Thina ndsaysoesportsstarsandritedontheirnaestotheblansin1 aLooatthefourphotosandnoaboutthe.通过提问为下文作铺垫。

初中英语When was he born?教案_学习方法网－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－Unit 9 When was he born?Teaching goals:1. Learn how to use the words and phrases in this unit.2. Learn how to use “be born” to ask sb sth.3. 掌握一般过去时态。

并学会使用以how long, when, where 等疑问词开头的特殊疑问句。

4. 能用有关的形容词来描述人，并能用一般过去时来谈论熟知的、敬佩的人物。

Period 1Teaching procedures:Step 1 Leading inGreeting.Ask Ss When they were born and which sports stars they like.Step 2 Pre-taskSB Page53,1a &1b.Ask Ss to make a list of international sports stars they know.Show some sports stars photos to Ss and ask: T: Who’s that? S: That’s …. T: When was he born? S: She was born in / on …. Pairwork: make conversations.Step 3 While-taskSB Page 53, 1b.Look at the pictures. Read the names and the occupation. Make sure what Ss should do. Listen carefully. Complete the exercise. Check the answers.SB Page 53, 2a & 2b.Point out the columns and read the headings to class. Explain the meaning of the words at the top of each column if necessary. Say This time fill in the information under How long. Play the recording, Ss complete activity 2b. Correct the answers.Step 4 Post-taskPoint to the chart in activity 2a. Point out the fill-in lines in the conversation in activity 2c. Show Ss how to do the activity. Ask Ss to work in pairs. Then make their own conversation. Correct the answers.Step 5 HomeworkCollect the information about sports stars. Then make cards.Period 2Teaching contents: Grammar focus, Section A 3a, 3b, 4a, 4b.Teaching procedures:Step 1 Leading inRevise the past tense.Step 2 Pre-taskSB Page54, Grammar focus. Ask Ss to say the questions and responses. Answer the questions the Ss might have .Step 3 While-taskSB Pag3 55, 3a.Ask Ss to point to the names in the chart below the article. Read the name to the class. Explain the word achievement. Divide the class into two groups — A and B. Have them continue filling in their own charts, on their own.SB Page 55, 3b.After Ss have finished reading and filling their answers, ask Ss to work in pairs. Draw the chart on the Bb. Ask the Ss who finish first to write the answers in the chart. Correct the answers.Step 4 Post-taskSB Page 55, 4a.Write this sample question on the Bb. Then ask two Ss to ask and answer these questions. Ask Ss to talk to several other Ss. Move around the room checking their progress.SB Page 55, 4b.Ask Ss to tell the class what they learned about a student. Allow other Ss to ask questions if they don’t understand something another student says. Ask each student to read at least one statement from his chart.Step 4 Post-taskGet the class to make a dialogue with the past tense.Step 5 HomeworkCorrect the mistakes.1. I went to the classroom, but no one were there .2. Last summer I go to Hong Kong.3. Lucy and Lily didn’t late for school last week.4. Did your friend bought a new watch yesterday?Period 3Teaching contents: Section B 1a, 1b, 2a, 2b, 2c.Teaching procedures:Step 1 RevisionCheck the homework.Step 2 Pre-taskSB Page 56, 1a. Write on the Bb the eight words at the top of the page. Ask a student to say out the names of the people in the pictures. Ask Ss to write one or two words from the list under each person’s picture.SB Page 56, 1b. Ask several Ss to read the class the words they wrote under each picture. Say Now work with a group. Make your own statements about the people in the pictures, using the words you wrote in your book. Ask Ss to tell the class what they said about some of the people.Step 3 While-taskSB Page 56, 2a.Read the instructions and point out the words in the list in activity 1a. Play the recording. Ss listen and circle the words they hear. Check the answers.SB Page 56, 2b.Point out the eight sentences. Ask two Ss to read them. Play the recording and have Ss write down the answers. Correct the answers.Step 4 Post-taskSB Page 56, 2c. Ask two Ss to read the sample conversation. Have Ss work with a partner. Ask and answer questions using the sentences in activity 2b. Ask several pairs to say a conversation to the class.Step 5 HomeworkRemember the words learned in this class.Period 4Teaching contents: Section B 3a, 3b, 3c, 4, selfcheck.Teaching procedures:Step 1 Leading inAsk some Ss some questions: When were you born? When did you get to school yesterday? How did you get to school this morning? etc .Step 2 Pre-taskSB Page 57, 3a.Ask Ss to read the phrases in the chart. Then get the Ss to read the article on their own, ask Ss to circle any words or phrases they don’t understand. Ask Ss to read to the class any words or phrases they circled. Write them on the Bb. Ask other Ss to explain what they mean.Ask Ss to read the article again and fill in the information in the chart. Correct the answers.Step 3 While-taskSB Page 57, 3b .Ask Ss to use these sentences to start their articles. Ask Ss to use the article about Midori as an example.SB Page 57, 3c.Read the instructions and ask Ss who they write about. Ask Ss to work on their own. When they finish, ask the Ss to read the article to a partner and to talk about the person in the article.Step 4 Post-taskSB Page 57, Part 4. Ask Ss to work in groups of four. Point out the sample conversation. Ask three Ss to read it to the class. Then ask Ss to work with their groups.Step 5 HomeworkGet the Ss to finish the selfcheck on their own .感谢阅读，欢迎大家下载使用！。

《When was he born 》说课稿尊敬的各位评委、老师：大家好！今天我说课的内容是《When was he born 》。

下面我将从教材分析、学情分析、教学目标、教学重难点、教法与学法、教学过程、板书设计这几个方面来展开我的说课。

一、教材分析本节课出自于_____教材，是_____单元的第_____课。

本单元的主题是“＿____”，主要围绕“＿____”这一话题展开。

而本节课的重点在于学习如何询问他人的出生时间以及如何用英语表达出生年份和日期。

通过本节课的学习，学生将能够掌握一般过去时中关于时间的表达方式，同时也能提高他们的语言运用能力和跨文化交际意识。

教材内容紧密联系生活实际，具有较强的实用性和趣味性，能够激发学生的学习兴趣和积极性。

二、学情分析我所授课的对象是_____年级的学生，他们经过了一段时间的英语学习，已经具备了一定的英语基础和语言运用能力。

但是，对于一般过去时的理解和运用还存在一定的困难，需要通过更多的练习和实践来加以巩固和提高。

此外，这个年龄段的学生思维活跃，好奇心强，喜欢表现自己，但注意力容易分散。

因此，在教学过程中，我将采用多种教学方法和手段，创设生动有趣的教学情境，激发学生的学习兴趣和积极性，让他们在轻松愉快的氛围中学习英语。

三、教学目标基于对教材和学情的分析，我制定了以下教学目标：1、知识目标（1）学生能够掌握单词：born, when, was 等。

（2）学生能够掌握句型：When was he/she born? He/She was bornin/on（3）学生能够正确使用一般过去时询问和回答他人的出生时间。

2、能力目标（1）通过听、说、读、写等活动，提高学生的语言综合运用能力。

（2）培养学生的合作学习能力和自主学习能力。

3、情感目标（1）让学生了解不同国家和地区的名人以及他们的出生时间，拓宽学生的视野。

（2）激发学生学习英语的兴趣，增强学习英语的自信心。

When Was He Born教案一、教学目标：1. 学生能够正确理解过去时态的构成和用法。

2. 学生能够通过阅读和听力材料，获取关键信息并回答相关问题。

3. 学生能够在适当的语境中运用过去时态描述某个人的出生日期。

二、教学内容：1. 过去时态的构成和用法。

2. 阅读和听力材料，了解相关背景信息。

3. 小组讨论和口语表达。

三、教学步骤：1. 引入话题：询问学生是否了解过去时态，引导学生回顾过去时态的构成和用法。

2. 讲解过去时态：通过示例和练习，让学生掌握过去时态的构成，并明确其表示的动作发生在过去。

3. 阅读材料：给学生提供关于某个人物的阅读材料，要求学生阅读后回答相关问题。

例如，提供一篇关于著名人物的传记，学生需要找出该人物的出生日期。

4. 听力练习：播放一段关于某个人物的听力材料，要求学生在听力过程中注意该人物的出生日期和其他相关信息。

5. 小组讨论：将学生分成小组，让他们讨论并根据所给信息完成一个关于人物出生日期的海报。

每个小组需要选择一个人物，调查其出生日期，并在海报上呈现出来。

6. 口语表达：邀请几名学生上台分享他们所调查的人物出生日期，并让学生们用过去时态描述这个日期。

四、作业：1. 让学生写一篇短文，描述一个人的出生日期，并使用过去时态。

2. 让学生完成相关的语法练习，巩固过去时态的用法。

五、教学评估：1. 在课堂上观察学生的参与情况和理解程度。

2. 评估学生在听力练习和口语表达中的表现。

3. 检查学生完成的作业和练习，以评估他们对过去时态的掌握程度。

六、教学资源：1. 互联网资源：有关过去时态的在线教学材料和练习题。

2. 人物传记阅读材料：提供关于不同人物的传记，用于阅读和讨论。

3. 听力材料：录制的人物访谈或相关音频，用于听力练习。

4. 海报材料：用于学生小组讨论和展示的人物出生日期海报。

5. 语法练习题：提供有关过去时态的练习题，用于课堂练习和作业。

七、教学注意事项：1. 确保学生对过去时态有基本的了解，以便能够顺利进行本节课的教学活动。

《When was he born 》说课稿尊敬的各位评委、老师们：大家好！今天我说课的内容是《When was he born 》。

下面我将从教材分析、学情分析、教学目标、教学重难点、教学方法、教学过程以及教学反思这几个方面来展开我的说课。

一、教材分析《When was he born 》是初中英语教材中的一个重要的语法和句型教学单元。

本单元的核心话题是谈论人物的出生时间，通过学习这个单元，学生能够掌握一般过去时中关于询问和回答出生时间的表达方式。

本单元的教材内容编排合理，由浅入深。

首先通过一些著名人物的出生时间引入话题，激发学生的兴趣。

然后通过听力、阅读和口语练习等多种形式，让学生逐步掌握相关的语法和句型。

教材中的练习设计也具有针对性，能够帮助学生巩固所学知识。

二、学情分析我所教授的学生是初中具体年级的学生，他们经过之前的英语学习，已经具备了一定的英语基础和语言运用能力。

但是对于一般过去时的理解和运用还不够熟练，特别是在询问和回答出生时间这一较为具体的情境中，还存在一些困难。

此外，这个年龄段的学生思维活跃，好奇心强，喜欢参与各种活动。

但是他们的注意力集中时间相对较短，需要通过多样化的教学方法和活动来保持他们的学习兴趣。

三、教学目标基于对教材和学情的分析，我制定了以下教学目标：1、知识目标学生能够掌握重点词汇，如“born”“date”“month”“year”等。

学生能够熟练运用句型“When was he/she born?”“He/She was born in”进行询问和回答。

2、能力目标能够听懂关于人物出生时间的对话和短文。

能够用所学句型进行口头交流，谈论自己和他人的出生时间。

能够正确书写关于出生时间的句子和短文。

3、情感目标培养学生对英语学习的兴趣和积极性。

让学生了解不同人物的出生时间，拓展他们的知识面。

四、教学重难点1、教学重点掌握重点词汇和句型的用法。

能够正确运用一般过去时询问和回答出生时间。

Unit 9 When was he born ?（Section A 1a-1c）教案执教者木乐二中韦敏一、教学目标1.学习使用“be born”2.学习句型When was he/she born?3.了解一些名人的简历。

二、情感目标学习名人身上的优良品质，培养学生勤奋好学、善于探索的精神。

三、重难点句型When was he born? He was born in 1976.四、教学方法导入法讨论法五、教具多媒体投影仪，相关的名星资料和所制作的课件六、教学时间一课时七、教学过程Step 1 导入1.Ask students to say some international sports stars.2.Look at the sports stars on ghe screen and say their names as quickly as they can.Step 2 学习新课1b1.提出课题When was he/she born?New word:born ,bear的过去分词。

Be born 出生、出世。

2.提出教学目标3.热身（1）复习12个月份和基数词。

（2）Ask a studentT:When were you born ?S: I was born in 1985.Ask the classT:When was he born ?Ss:He was born in 1985.(3)看图问答：Who’s she/he ?She /He is DingYaping/YaoMing.What does she/he do ?She /He is a pingpong player/basketballplayer.When was she/he born?She /He was born in 1973/1976.4.1b Lestining 听力(1)Look at the pictures and ask the students “Who can you see ?”(2)Tell the students:You are going to hear four conversations .Listen to the tape and write the year the sports star was born under each photo.(3)Listen again and check the answersStep 3 学习新课1c Pairwork1.Look at the photo of DingYaping and practice the conversation.First read the conversation , then make conversation in two groups.A: Who’s that ?B: That’s Ding Yaping .She is a great Chinese ping-pong player.A:When was she born ?B:She was born in 1973.2.Ask students to work in pairs .Make you own conversations about the people in the pictures in 1b.3.Ask a few pairs to present their conversations.Step 4 拓展延伸1.Ask Ss to look at the photos of ZhouJielun and LiuXiang , ask and answer the questions .2.区别What time 和When .What time 是问具体几点钟，When 是问什么时候，不是很具体的时间。

Unit1 When was he born?Section A (3a-3c)学习目标：1.Knowledge aims:To grasp the now words and phrases.2.Ability aims:To know about Mo Yan’s past experience and grasp how to use the past tense to describe a personexperience.3.Emotional aims:To cultivate Ss love of literature and get into the habit of reading more books.教学过程：Enjoy a beautiful piano music before class.Part1：Pro-readingStep1:Watch news and answer the question:Who won the 2012 Nobel Prize in Literature?【设计意图】本环节设计主要是通过收听新闻导入新课，让学生了解莫言。

Step2:Question circle:1.Do you know anything about the Nobel Prize?2.Do you know of any famous writers?【设计意图】本环节让学生通过讨论了解诺贝尔奖，以及一些作家。

从而顺理成章的导入莫言，学习新课。

Step3: Lead-inQuestion circle:1.Who is he?2.What does he do?3.Have you ever read his works?【设计意图】通过展示莫言图片，引出一系列关于莫言的问题，让学生回答问题。

为学习莫言这篇文章做好充分的铺垫。

Part2: while-readingMo Yan has won . Mo is Who When he heard the news , Mo said As there were _What he said said Prize Step1: Number the paragraph 1-5Step2:Skim the article 3b and answer these questions below:1. What’s Mo Yan’s real name?2. When did Mo Yan become a famous writer?3. What other prize in literature did Mo Yan winbesides the Nobel Prize?【设计意图】标出段落是文章清晰条理，略读快速找寻问题答案， 从而培养孩子阅读能力。

When Was He Born教案一、教学目标1. 让学生掌握询问某人出生日期的句型"When was he/she born?" 和回答该问题的句型"He/She was born in ______."2. 让学生能够运用所学生日期的词汇（如: January, February, March, etc.）来描述某人的出生日期。

3. 提高学生的听说能力和团队协作能力。

二、教学内容1. 核心句型：When was he/she born? He/She was born in ______.2. 日期词汇：January, February, March, April, May, June, July, August, September, October, November, December.三、教学步骤1. 导入：教师通过提问学生了解他们的出生日期，引导学生回答"I was born in ______."2. 讲解：教师介绍核心句型"When was he/she born?" 和回答句型"He/She was born in ______."，并用日期词汇举例说明。

3. 练习：学生两人一组，用核心句型和日期词汇进行问答练习。

4. 小组活动：学生分成若干小组，每组选择一位历史人物或名人的出生日期，用所学生日期的词汇和核心句型编写一段对话，并在班上展示。

四、作业1. 学生回家后，向家人或朋友询问他们的出生日期，并用所学句型进行回答。

2. 学生写一篇短文，介绍自己的出生日期和成长经历。

五、教学评价1. 教师在课堂上观察学生的参与度和口语表达能力。

2. 对学生作业进行评价，了解他们对于所学内容的掌握程度。

3. 在下一节课开始时，让学生进行角色扮演，运用所学句型和日期词汇进行对话，以此检验他们的学习效果。