教学内容与分析 1. 教学内容： PA Let’s learn 2.教学目标： a.能够听、说、认读12个月份的单词以及其缩写形式。 b.能够听懂应运用句型“When is your birthday?” “My birthday is in…….”。 c.能进行季节归类并熟知部分节日所在的月份。 d.能掌握四会单词“May”、“June”、“July”的拼写。 e.能关注父母及身边人的生日，献上自己的祝福并尽一份孝心。 3.教学重、难点分析重点：掌握12个月的正确读法及其缩写形式，掌握并运用句型“When is your birthday?” “My birthday is in…….” 难点：四季的划分及其单词“January”、“February”的正确读法。课前准备 1. 教师单词卡片（12个月） 2. 生日调查问卷。（四人小组分发） 3．教师准备CAI 课件 4．五年级上册Recycle 2 Let’s chant的磁带 5．精美贴纸（奖品）教学设计教学步骤热身/复习（Warm-up/Revision） 1,Greeting T: I am Miss Shu. What’s your name? / How are you today? /Do you like spring/summer/fall/winter? Why? “Happy birthday”的随堂播放，渲染了课堂气氛，无形中渗透今天课堂的主题与生日有关。从而让他们更快地进入学习状态。 呈现/操练/拓展/巩固（Presentation/Practice /Extention/Consolidation） CAI：一幅生日照片。 T: Now, first let me show you a picture. This is my birthday party. This is me. I am very happy and I had a good time. Will you sing “Happy birthday” for me? T: Thank you. Guess when is my birthday? Is it in June/ July/ September? S：Is it in……? T: Yes, my birthday is in March. (give a prize to the right student, show the card of March, ask students to read, than put in on the board.) The short form of March is Mar. . T: March is in spring. I like spring very much. Because the weather is warm and I can fly a kite in the sky. Who can tell me what other months are in spring too? 合理利用多媒体，创设情境，构建主题课堂。以猜生日月份开头，一方面感知学生对月份的初步掌握情况，另一方面自然地引出月份的教学。 CAI:一副春天的图片。 T：Good. April and May are in spring. (give a prize to the right student, read these words one by one, put them on the board and tell students the short forms of them.) T: After May, we have a festival. 由3月份引出春季，再由春季带出4月和5月，使得学生在学习4月和5月单词的同时对春季的划分有了一定的概念。 CAI:儿童话节的图片。 T: It’s Children’s Day. When is Children’s Day? S: It is in June. T: Great. (give a picture as a prize to the right student). T: June is in summer. I like summer very much. (CAI:夏天的图片)Because there is a summer holiday. And in summer holiday, we needn’t go to school and we can stay at home or go traveling. When is summer holiday? T: Yes. It’s in July and August. (Teach these three words. Read them one by one and ask students to read one by one or group by group, then put them on the board, give the short forms of them together.) T: Is your birthday in July/ August? When is your birthday? 由儿童节引出6月，由6月带出夏季，再由夏季引出暑假，从而再引出7月和8月的单词。过渡自然且对夏季的划分范围又有了渗透。 CAI: 小猪背着书包的上学图。 T: After summer holiday, we have to back to school. When is back to school? S: September. T: Great. (give a prize to the right student. Teach the word.) CAI:国庆图。 T: Now, when is National Day? S: It’s in October. T: Good. (give a prize to the right student. Teach the word. Ask several students to read them according to your showing. Then put them on the board. Ask student to say out the short forms of them.) 由上学图联想到开学。由开学引导出9月的单词；由国庆图引出10月；由秋季图带出11月的单词。设计自然，符合逻辑，对秋季范围进行划分。 CAI:一幅秋天的图片。 T: September and October are in fall. Which month is in fall too? T: Yes, it is November. Teach November as the same method. T: Is your birthday in November? S: No. T: When is your birthday? S: My birthday is in ……. T: How many months are there in spring/ summer/ fall? What are they? T: What the last season we haven’t talked? S: Winter. T: Good. How many months are there in winter? S: Three. T: What are they? S: They are December, January, February. (if student cannot say out them, tell the answers directly.) Teach these three words one by one. Ask some students to read it at random. Then put them on the board, give the short forms of them. 阶段巩固所学的9个月份的单词。对个别四会单词进行拼写教学。从3个季节中引出最后一个季节——冬季。再由冬季引出最后的3个月：12月、1月、2月。 Ask them to read 12 months followed teacher. T: Now let’s have a race: I say January, you say Jan. . I will give a picture to the quicker student as a prize. 通过竞赛，对月份及其缩写进行进一步的巩固。 T: Let’ s have a chant. Now stand up, follow the tape. 通过Chant再次进行复习和巩固。 CAT:节日列表。说出其月份。 T: Next, let’s have a try. Do you know when are these festivals? When is New Year’s Day/ Women’s Day/ April Fool’s Day/ Labor’s Day/ Children’s Day/ Teacher’s Day/ National Day/ Christmas Day? 对8个节日所在的月份的考查，从而扩充了学生的知识面，同时再次巩固12个月份的单词。 T: At the beginning of the class, I have told you my birthday is in March. Now I want to know when is your birthday? S: My birthday is in ……. T: When is her/ his birthday? S: His/ Her birthday is in ……. 操练句型“when is your birthday?”“My birthday is in …….” 与此同时扩充句型“When is her/ his birthday?”为下面的猜明星生日月份进行铺垫。 T: Ok, let’s have a guessing game. Guess when is his/ her birthday? CAI:出示几个明星的图片，让学生用句型“Is it in……？”猜猜。 (give the prize to the student who guesses correctly.) 通过对学生感兴趣且熟悉的明星的生日月份的猜测，再次巩固了所学的单词。 T: Next we do a survey. Work in groups, ask your classmates’ birthdays and then write his/ her name and the birthday months in the blanks in the paper. Don’t forget to use the sentence“When is your birthday? My birthday is in …….”. 小组调查，教师示范。在巩固句型的同时，对学生对12月份单词其缩写形式进行书写操作，从感性认知上升到了理性感知。 T: Now let’s make a report. I will ask several students to come to the board to make a report for us. For example, hello, in my group, xx’s birthday is in June, xxx and xx’s birthday is in September, and my birthday is in March. 通过报告形式，对小组调查进行总结。有句子整合成一段话，对所学的内容有了进一步提高。 T: Good. OK, listen. When is your mother or your father’s birthday? T: I can clean the room and sweep the floor and do some housework for my parents in their birthdays. What can you do for your parents’ birthdays? T: Now, today’s homework is ask your parents’ birthdays and send your best wishes for them or do some housework for them. 通过对父母生日的询问，能使学生更加关注父母的生日，并尽孝心，为父母分忧解愁。体现了情感教育。