Unit3 Lesson1《What's the date today》教案（2课时）-2026-2027学年闽教版（新版）小学英语五年级上册

Unit3Lesson1《What'sthedatetoday?》教案（2课时）-2026-2027学年闽教版（新版）小学英语五年级上册一、学情分析五年级学生在前面的学习中，已经掌握12个月份词汇，能够认读、口头表达星期相关句型，具备基础的数字认读能力，能够使用简单疑问句进行日常交际。学生对生日、节日话题兴趣浓厚，乐于参与对话表演。但学生存在序数词认读、书写薄弱的问题，容易混淆基数词与序数词；对句型“What’sthedatetoday?”和“Whatdayisit?”容易混淆；对于介词on用于具体日期前、“inthreedays”将来时间表达、二月29日闰年的文化知识缺乏认知。本课围绕生日、日期对话展开，依托学生熟悉的生日话题，学习询问日期、表达生日时间的交际用语，训练学生在真实语境中运用日期语言交流，为单元后续学习活动计划做好铺垫。二、教材分析本课是闽教版新版五年级上册Unit3《PlansandDates》Lesson1，属于单元对话语篇，是单元开篇课时。单元主题为计划与日期，本课以WangTao与LiLi谈论生日为对话载体，引出询问日期的核心交际句型。课文核心词汇：date,calendar,celebrate,difficult,easy,lucky；核心句型：What’sthedatetoday?It’s…;Whenisyourbirthday?Mybirthdaywillcomeinthreedays.对话内容：LiLi询问今天日期，得知5月29日后，介绍自己的生日三天后到来，也就是6月1日儿童节；接着LiLi询问WangTao生日，WangTao说自己生日在2月29日，在日历上很难找到，每四年才一次。本课承载日期表达、序数词、时间短语的学习，区分问日期与问星期的句型，同时渗透闰年的简单文化常识。本课既是月份词汇的巩固延伸，也是学生学习用英语谈论日期、生日，为后续谈论活动计划打下语言基础。课文原文：

WangTaoandLiLiaretalkingabouttheirbirthdays.

LiLi:What’sthedatetoday,WangTao?

WangTao:It’sMay29.

LiLi:Mybirthdaywillcomeinthreedays.

WangTao:That’sJune1,Children’sDay!

LiLi:Right.It’seasytoremember.

WangTao:Youarelucky!YoucancelebrateyourbirthdayonChildren’sDay.

LiLi:Whenisyourbirthday,WangTao?

WangTao:It’sdifficulttofindonthecalendar.

LiLi:Ah,Iknow.It’sFebruary29.

WangTao:Yes!Mybirthdaycomeseveryfouryears.三、核心素养教学目标1.语言能力能够听懂、认读、朗读本课对话；掌握核心词汇date,calendar,celebrate,difficult,easy,lucky；掌握核心句型What’sthedatetoday?It’s…Whenisyourbirthday?；理解短语inthreedays,everyfouryears，掌握在具体日期前使用介词on；能够运用句型询问并回答日期、生日时间，正确朗读对话，把握对话朗读的语气。2.文化意识读懂对话，了解June1是儿童节；简单了解February29闰年知识，知道2月29日每四年出现一次；了解生日庆祝的生活文化，体会同学之间聊天分享生日的美好情感；区分中西方日期表达习惯。3.思维品质能够倾听对话，提取对话人物、日期、生日信息，借助表格梳理对话信息；辨析easy与difficult的词义，区分What’sthedatetoday?与Whatdayisit?两个易混句型；能够根据日期推算几天后的时间，锻炼简单逻辑推算能力。4.学习能力学会借助日历图片辅助理解日期表达；掌握听对话抓取关键信息的听力策略；能够开展同桌分角色朗读对话，主动模仿语音语调，在对话操练中主动运用句型交流。四、教学重难点教学重点掌握核心词汇date,calendar,celebrate,difficult,easy,lucky。掌握核心句型What’sthedatetoday?It’s…Whenisyourbirthday?，能够询问、回答日期和生日。读懂对话，能够分角色朗读对话，借助日历认读日期。教学难点区分句型What’sthedatetoday?（问日期）和Whatdayisit?（问星期）。理解短语inthreedays（三天之后），掌握介词on放在具体日期前的用法。理解February29每四年一次的含义，准确认读日期序数表达。五、教学过程第1课时热身导入，复习旧知教师出示12个月份图片卡片，带领学生齐读月份单词。

师：Goodmorning,boysandgirls.Let’sreadthesewordstogether.January,February,March,April,May,June…

生齐读十二个月份单词。

师：Great!Nowlookatthisquestion.Whatdayisittoday?Whocananswer?

生：It’s…

师：Yes,thissentenceasksforthedayoftheweek.Itasks星期几。Todaywewilllearnanewsentence,itasksforthedate.教师板书课题What’sthedatetoday?领读课题，教学单词date。板书date，/deɪt/，词义：日期。

师：date就是日期。What’sthedatetoday?means：今天几月几号？Nowlookatthepictureinourtextbook.Whoarethey?

生：WangTaoandLiLi.

师：Yes.Whataretheytalkingabout?Lookatthepictureandguess.

生：Birthdays.

师：Perfect!Theyaretalkingabouttheirbirthdays.板书短语talkabout，意思是谈论。Todaywewilllistenandreadtheirconversation.

教师出示课本插图，引导学生观察插图里的日历，教学单词calendar。出示日历图片，板书calendar，领读单词。

师：Thisisacalendar.Wecanfinddatesonthecalendar.我们可以在日历上找到日期。Nowlookcarefully,whatdatecanyouseeonthiscalendar?

生：May29.

师：Good!Thatisthedateinthedialogue.Nowlet’slistentothedialogueandfindoutwhatLiLiandWangTaoaretalkingabout.

【设计意图】复习12个月份词汇，回顾询问星期的旧句型，制造认知冲突，自然引出本课询问日期的新句型。借助插图、日历图片引出核心词汇date和calendar，创设生日话题情境，激发学生对对话内容的预测，为对话学习做好词汇铺垫。初听对话，整体感知，学习新词教师播放课文录音第一遍，提出任务：Listenandfindoutthetwopeople’sbirthdays。学生整体听录音感知对话。

师：Nowlistencarefullytothedialogue.Afterlistening,trytofindLiLi’sbirthdayandWangTao’sbirthday.

录音播放完毕。

师：OK.WhocantellmeLiLi’sbirthday?

生：June1.

师：That’sright!AndWangTao’sbirthday?

生：February29.

师：Wonderful!Nowlet’slearnmorenewwordsfromthedialogue.Lookatthiswordeasy.板书easy/ˈiːzi/，意思是容易的。领读单词。

师：Itsoppositewordisdifficult.板书difficult/ˈdɪfɪkəlt/，困难的。Nowfollowme:easy,difficult.

师：Ifsomethingisnothard,it’seasy.Ifit’snoteasy,it’sdifficult.Forexample:It’seasytorememberJune1.It’sdifficulttofindFeb29onthecalendar.

师：Nextwordlucky.板书lucky/ˈlʌki/，幸运的。领读。Youarelucky!意思是你很幸运。

师：Andcelebrate.板书celebrate/ˈselɪbreɪt/，庆祝。领读。Wecelebratebirthdays.WecelebrateChildren’sDay.

师：Nowreadallnewwordstogether:date,calendar,easy,difficult,lucky,celebrate.

师：Nowlistentothedialogueagain.Pleasefindthekeysentenceinthedialogue.WhatdoesLiLiaskfirst?

播放录音第二遍。

生：What’sthedatetoday,WangTao?

师：Yes!Thatisourkeysentence.板书句型What’sthedatetoday?It’sMay29.教师带读句子，提示句子停顿。

师：Nowpayattentiontothedifference:Whatdayisit?Asks星期。What’sthedatetoday?Asks几月几号。Nowlet’spractice.Iask,youanswer.Whatdayisittoday?

生：It’s…

师：What’sthedatetoday?

生：It’s…

【设计意图】两次分层听录音，先整体抓取对话核心信息，再定位核心问句。借助反义词对比easy与difficult，结合生日场景理解celebrate、lucky等词汇，通过对比问答区分两个极易混淆句型，扫清对话阅读障碍。分段研读，学习对话前半部分文本教师出示对话文本，本节课学习对话前半段：

LiLi:What’sthedatetoday,WangTao?

WangTao:It’sMay29.

LiLi:Mybirthdaywillcomeinthreedays.

WangTao:That’sJune1,Children’sDay!

LiLi:Right.It’seasytoremember.

WangTao:Youarelucky!YoucancelebrateyourbirthdayonChildren’sDay.

师：Nowlet’sreadthedialoguesentencebysentence.Firstsentence:What’sthedatetoday,WangTao?这是LiLi的问句。Whocanreadthissentence?请2-3名学生单独朗读，纠正发音。

师：WangTao’sanswer:It’sMay29.板书May29，讲解日期读法Maytwenty-ninth。May是五月，29是日期。

师：NowLiLisays:Mybirthdaywillcomeinthreedays.板书短语inthreedays，讲解inthreedays意思是三天之后。Nowlet’sdosimplecalculation.TodayisMay29.Threedayslater,whatdateisit?

师：May29,dayoneMay30,daytwoMay31,daythreeJune1.SoLiLi’sbirthdayisJune1.June1isChildren’sDay.

师：SoWangTaosays:That’sJune1,Children’sDay!领读句子。June1isChildren’sDay，儿童节。

师：LiLianswers:Right.It’seasytoremember.easytoremember，容易记住。Whyisiteasytoremember?

生：Becauseit’sChildren’sDay.

师：Exactly!WeallknowChildren’sDay,soitiseasytorememberthisdate.

师：WangTaosays:Youarelucky!YoucancelebrateyourbirthdayonChildren’sDay.重点讲解介词on。当我们说在具体某一天，要用介词on。onJune1。板书on+具体日期。

师：celebrateyourbirthday，庆祝你的生日。SoLiLicancelebrateherbirthdayonChildren’sDay.教师在黑板绘制简易信息表格，填写本节课学习内容。CharacterDateBirthdayInformationLiLiMay29(today)June1easytoremember,celebrateonChildren’sDay师：Nowlookatthischart.Let’sreadthedialogueparttogetheraccordingtothechart.

师：NowIwillreadthispart,youlistenandfollow.Thenpracticeinpairs.OnestudentactsLiLi,theotheractsWangTao.Readthedialogue.

学生同桌分角色朗读对话前半段，教师巡视，指导学生单词发音和句子语气。挑选两组同桌展示朗读。

师：Youreadverywell.Nowlet’sthink.WhyisLiLilucky?

生：BecauseherbirthdayisonChildren’sDay.

师：Great,youfindthereasonfromthedialogue.

【设计意图】逐句拆解对话前半部分，依托日历和日期推算，帮助学生理解inthreedays的含义；借助表格可视化梳理人物信息，通过师问生答挖掘对话内在逻辑，落实句子理解与对话朗读训练，帮助学生建立“日期—人物生日”的关联，训练信息提取能力。课堂巩固，句型操练师：Nowlet’sreadthefirstpartofthedialoguetogether.Readafterme.

教师带读对话前半段，重点指导长句停顿，纠正学生读错单词difficult、celebrate。

师：Nowwewillhaveafill-inpractice.Iwillreadthesentences,somewordsaremissing,yousaythemissingwords.

师：What’sthe______today?

生：date.

师：It’sMay______.

生：29.

师：Mybirthdaywillcome______threedays.

生：in.

师：Youcancelebrateyourbirthday______June1.

生：on.

师：Great.Nowreadthispartofdialoguebyyourselvesforseveralminutes.Trytoreadsmoothly.

学生自主朗读，熟悉对话文本。

师：Todaywelearnthefirstpartofthedialogue.WeknowtodayisMay29.LiLi’sbirthdayisJune1,Children’sDay.ShecancelebrateherbirthdayonChildren’sDay.Inthenextlesson,wewillcontinuereadingtherestofthedialogueandlearnWangTao’sspecialbirthday.课时小结师：Boysandgirls,whatdowelearninthisclass?

生：Welearnnewwords:date,calendar,easy,difficult,lucky,celebrate.

生：WelearnthesentenceWhat’sthedatetoday?

生：Welearnthefirstpartofthedialogue.

师：Yes.Wecanaskandanswerthedate.WeknowLiLi’sbirthdayisJune1.Wealsolearntouseonbeforethedate.Afterclass,readthispartofdialoguethreetimes.第2课时复习回顾，衔接新课师：Goodmorning.Let’sreviewwhatwelearnedlastlesson.First,let’sreadthewordstogether.date,calendar,easy,difficult,lucky,celebrate.

全班齐读词汇。

师：Nowlookatthechartontheblackboard.Whocantelluswhat’sthedateinthedialogue?

生：It’sMay29.

师：WhenisLiLi’sbirthday?

生：It’sJune1,Children’sDay.

师：Perfect!Let’sreadthefirstpartofthedialoguetogether.

全班齐读对话前半部分。

师：WeknowLiLi’sbirthday.NowLiLiasksWangTaoabouthisbirthday.WangTao’sbirthdayisveryspecial.What’sspecialaboutit?Let’scontinuetoreadtherestofthedialoguetoday.

【设计意图】复习第1课时词汇、对话内容，借助黑板表格回顾已经梳理的信息，自然过渡到对话后半部分学习，建立完整对话逻辑。继续研读对话后半部分，提取信息教师出示对话剩余文本：

LiLi:Whenisyourbirthday,WangTao?

WangTao:It’sdifficulttofindonthecalendar.

LiLi:Ah,Iknow.It’sFebruary29.

WangTao:Yes!Mybirthdaycomeseveryfouryears.

师：Nowlet’sreadthesesentencesonebyone.Firstsentence:Whenisyourbirthday,WangTao?板书句型Whenisyourbirthday?你的生日是什么时候？这是询问生日的专用句型。

师：HowdoesWangTaoanswer?Hesays:It’sdifficulttofindonthecalendar.回顾单词difficult困难的。find意思是找到。Soitishardtofindthisdateonthecalendar.

师：NowLiLiguesses.Ah,Iknow.It’sFebruary29.板书February29。二月29日。Lookatthecalendar.NormallyFebruaryonlyhas28days.SoFebruary29doesnotappeareveryyear.

师：WangTaosaysyes!Mybirthdaycomeseveryfouryears.板书短语everyfouryears，每四年一次。讲解含义：2月29日是闰日，每四年才会出现一次，所以WangTao每四年才能过一次真正的生日。

师：Nowaddthisinformationtoourchart.更新后完整表格：CharacterDateBirthdayInformationLiLiMay29(today)June1easytoremember,celebrateonChildren’sDayWangTao—February29difficulttofindoncalendar,comeseveryfouryears师：Nowlookatthischart.Let’sreadthesentencesforthesecondparttogether.Whenisyourbirthday,WangTao?It’sdifficulttofindonthecalendar.Ah,Iknow.It’sFebruary29.Yes!Mybirthdaycomeseveryfouryears.

师：Nowwefinishreadingthewholedialogue.Let’slistentothefullaudioofthetext.Listencarefully,payattentiontothepronunciationandintonationofthecharacters.

播放完整课文录音，学生跟读。

师：NowIwantyoutothinkaquestion:WhyisWangTao’sbirthdaydifficulttofindonthecalendar?

生：Becauseit’sFebruary29.Itcomeseveryfouryears.

师：Yes.MostyearsFebruaryhas28days.February29onlycomeseveryfouryears.Thatiswhyitisdifficulttofindonthecalendar.

【设计意图】延续表格策略，逐句学习对话后半段，通过问答提取WangTao生日信息，完善整张信息表，帮助学生构建完整对话框架，理解2月29日闰日的简单常识，读懂对话全部信息。完整对话朗读，分层操练师：Nowwehavethefulldialogue.Let’sreadthewholetexttogether.Readafterme.

教师逐句带读全文，指导对话朗读语气：LiLi是好奇询问的语气，WangTao讲述自己生日时带有一点点特别、有趣的语气。

师：Nowreadthewholedialogueinpairs.OnestudentactsLiLi,theotherstudentactsWangTao.Afterreading,changeroles.Whilereading,youcanlookatthecharttohelpyou.

学生同桌分角色朗读对话，教师巡视课堂，针对朗读薄弱学生进行个别指导，纠正单词发音，提醒句型朗读语调。

师：Now,whowantstoactthedialogueforus?Pleasecometothefront.

挑选2-3组学生上台表演对话朗读，教师给予肯定。

师：Nowlet’strytoretellthedialoguewiththehelpofthechart.Lookatthetable.WecantalkaboutwhatWangTaoandLiLitalkabout.Iwilldemonstratefirst.

教师示范复述：WangTaoandLiLiaretalkingaboutbirthdays.LiLiaskswhat’sthedatetoday.WangTaosaysit’sMay29.LiLisaysherbirthdaywillcomeinthreedays.ThatisJune1,Children’sDay.It’seasytoremember.ShecancelebrateherbirthdayonChildren’sDay.ThenLiLiasksWangTao’sbirthday.WangTaosaysitisFebruary29.It’sdifficulttofindonthecalendarandcomeseveryfouryears.

师：Nowtrytoretellingroupsoffour.Youcanusethechartforhelp.

学生小组内尝试借助表格复述对话内容。教师巡视，倾听学生复述，提醒学生按照对话顺序讲述。

师：Whocanretellthedialogueforthewholeclass?

邀请学生上台进行口头复述，允许学生参考黑板表格。

【设计意图】从跟读、同桌分角色朗读，过渡到借助图表复述对话，层层递进落实语言输出。表格作为语言支架，降低复述难度，训练学生梳理文本、口头表达的能力，落实本课核心语言输出目标。文本细读，辨析重难点师：Nowlet’slookbackatthedialogue.Let’sfindoutthetwosentences:What’sthedatetoday?andWhatdayisit?Let’scomparethem.

师：What’sthedatetoday?Weuseittoaskmonthandday.Whatdayisit?WeuseittoaskMonday,Tuesday…

师：Nowlet’slookatthephraseinthreedays.TodayisMay29.Inthreedays,itisJune1.“in+一段时间”用来表达将来，意思是……之后。

师：Lookattheprepositionon:onJune1.Weuseonbeforeaspecificdate.

师：Nowlet’sdoatrueorfalseexercise.LiLi’sbirthdayisJune1.(T)WangTao’sbirthdayisFebruary28.(F)February29comeseveryfouryears.(T)LiLi’sbirthdayisdifficulttoremember.(F)教师出示判断题，学生判断，并且在原文找到对应的句子作为依据。师：Numbertwo,it’swrong.Wherecanyoufindtheanswerinthedia