4. Read and choose:

     1)What do they do/ eat on their birthdays?

(用P80 有关活动的词卡，稍作改变，让Ss选择填空,check 序号）

     2)SH and SY usually _____, _____, _____.

       Mike always _____, _____, _____,_____.

【设计意图：通过让学生边读边选，有助于他们对课文整体思路的把握，通过小组合作培养他们运用英语进行交际的能力。同时，从整体到局部，以任务链的方式展开，学生通过自主学习和同伴交流，对文本中事物进行交流，通过独立阅读完成任务，同桌互动信息交流，培养学生思维能力、自主学习能力和合作交往能力，学生在活动中体验到合作的成就感，在学习中感悟到学习的快乐。】

  5. Read the story.

  (1) Read after the tape.(注意指导学生读书时的语音语调、感情色彩)

  (2) Read together in groups.

     (3) Read with the flash.

【设计意图：指导学生带有感情色彩地朗读，孩子就感觉自己已置身于文本之中，他们会更投入，课文理解得也会更充分。朗读方法的设计是由易到难，利于掌握，对于学生来说，他们更愿意去挑战一个接一个的难关。】

Step5. Post-reading.  

    1. Discussion:

      What are the differences between SH, SY and Mike’s birthdays?

    Conclusion: In China: stay with families; have a big dinner, eat noodles, open the presents after the party; warm and sweet

In western countries: stay with families and friends; always have a birthday party; have a birthday cake; play games; open the presents as soon as they get them; happy and funny

2. Know more about birthdays' celebration

 Nowadays we Chinese often have birthday parties and we usually eat birthday cakes. We are more and more the same and we’re international!

3.Share: Watch the cards about the birthdays in other countries.

 (日本人吃红豆饭--吉祥/lucky;海带汤--safety ...

【设计意图：教师基于教材同时又走出教材设计活动，激发学生学习的动机，在活动中体验、参与，感受小组合作学习的乐趣，提高探究能力。】

Step 6.Homework:

  1. Read the story time and try to recite. (★)

  2. Talk about your own birthday and your family’s birthdays. (When/ What ...;T gives a model )

3. Make a birthday card on P 86 ( ★★★)

【设计意图：开放性的家庭作业设计，学生可以根据自己的学习水平选择相应不同难度梯度的作业练习。同时教师又提供反馈评价的方式，鼓励学生选择具有挑战性的作业练习。】

 【板书设计】

           When’s your birthday?

           It’s on ... 

           What do you do on your birthday?

           I usually ...

【设计意图：本课是story time教学，板书设计以场景形式呈现课文中话题，结合教学活动动态生成，抓住文章脉络，帮助学生提炼重点难点，同时也为学生的语言交流和运用提供帮助。】