资源简介

Part A Let’s learn & Read and say
内容分析
本课时是PEP五年下册Unit 3第二课时。Let’s learn是围绕本单元的总话题My school calendar展开，教材通过Mike和Zhang Peng对校历前6个月活动的讨论，呈现了6个有关月份的单词：January，February，March，April，May and June.在Read and say部分中，操练了刚学的六个月份的名称。通过判断正误，讨论不同月份中要庆祝的节日，进一步强化单词的音，形，义匹配训练，并渗透跨文化内容的知识。
课时目标
知识与能力
能够听、说、读、写六个月份单词“January, February, March, April, May, June”
能够在语境中正确运用这六个单词。
能够根据实际情况判断句子正误并进行相应的修改。
过程与方法
由元旦所在的月份引出今天要学的内容——January。在教授月份单词时，围绕“引出月份——操练——书写”三个环节开展。每个月份单词的操练活动各不相同，确保学生能始终保持兴趣。拍手游戏能锻炼学生的反应能力，帮助学生集中注意力并参与到游戏和学习中来，达到寓教于乐的目的。《童年》这首耳熟能详的歌曲能迅速将学生的思维带到儿童节中去，导入自然。欢快的旋律能调动学生的积极性，让学生参与到课堂中来。在操练环节进一步巩固单词与句型。游戏环节从最简单的根据手势说对应单词，然后过渡到看图说句子，最后过渡到用句子进行问答。由词过渡到句，难度螺旋式上升，符合学生的认知规律，使学生在轻松愉快的氛围中学习。
情感态度价值观
提高学生口语表达能力，增强团队合作精神，发展学生自我学习能力。
教学重难点
教学重点
学会听、说、读、写月份单词“January, February, March, April, May, June”。
教学难点
能够在语境中正确运用“January, February, March, April, May, June”这六个月份单词。
教学准备
教学课件、课文视频等。
教学媒体选择
多媒体，录音。
教学活动
角色扮演；
游戏；
观看动画。
小组合作竞争
教学过程
Step 1: Warm-up & Lead-in
1.Greetings.
T: If you can do a good job, you can get a beautiful calendar postcard.
2.Lead-in.
T: (Ask 2~3 students) Which season do you like best Why
S1: I like… because…
T: I like winter best.
S1: Why
T: Because New Year’s Day and winter vacation are in winter. I enjoy my holidays.
…
Present the phrases and the pictures of New Year’s Day and winter vacation.
Step 2: Presentation
1.Learn “January (Jan.)”.
(1)Present the picture.
T: Read after me for three times. New Year’s Day…
Ss: New Year’s Day…
T: When is New Year’s Day
Ss: In January./在一月。
Show the word card “January”. Students read after the teacher.(Write down “January” on the blackboard.)
(2)Sing a song—Happy New Year.
(3)Spell.
T: The short form of “January” is “Jan.”. Don’t forget the dot.
Students spell the short form with their fingers.
2.Learn “February (Feb.)”.
Present the pictures.
(1)Ask students two questions.
T: Do you like winter vacation When is winter vacation
(Write down “When is winter vacation ” on the blackboard.)
Ss: It’s in January and February.
T: Great! Winter vacation is in “January” and “February”.
Show the word card “February”. Students read after the teacher.
(Write down “February” on the blackboard.)
(2)Practice: High and low voice.
The teacher says “January” loudly. Students say it in a low voice. The teacher says “January” in a low voice. Students say it loudly.
(3)Spell.
T: The short form of “February” is “Feb.”.
Students spell the short form with their fingers.
T: “January” and “February” both end with “-uary”.
3.Learn “March (Mar.)”.
(1) T: Which season is it after winter
Ss: Spring.
T: We have an important activity in spring. It’s…
Ss: Tree Planting Day./植树节。
Present a picture of “Tree Planting Day” and ask students to read for several times.
T: Excellent! Read after me, Tree Planting Day…
(Write down “Tree Planting Day” on the blackboard.)
T: When is Tree Planting Day In January
Ss: No.
T: It’s in—March.
Show the flash card “March”. Students read after the teacher.
(Write down “March” on the blackboard.)
(2)Practice: Clap hands.
The teacher claps hands and says “March”, then students follow. The teacher says “March” without clapping hands, then students keep silence.
T: March(clap hands).
Ss: March.
T: March.
Ss: (Keep silence)
(3)Spell.
T: The short form of “March” is “Mar.”.
Students spell the short form with their fingers.
4.Learn “April (Apr.)”.
(1)Present a picture of a sports meet.
T: What is this
Ss: A sports meet.
Present the calendar of April.
T: When is the sports meet
(Write down “sports meet” on the blackboard.)
Ss: It’s in April.
T: What else do we have in April
Ss: An English party.
(Writer down “English party” on the blackboard.)
Show the word card “April”. Students read after the teacher.
(Write down “April” on the blackboard.)
(2)Practice: I ask, you answer.
The teacher points to the pictures. Boys ask, “When is… ” Girls answer, “It’s in…” Then they exchange.
(3)Spell.
T: The short form of “April” is “Apr.”.
Students spell the short form with their fingers.
5. Learn “May”.
(1)T: April is great, but there is another month much better. In this month, we have a singing contest, a school trip, May Day and Mother’s Day.
Show the pictures one by one. Encourage students to say the activities with the teacher together.
T: Which month is it
Ss: It’s May.
Show the flash card “May”. Students read after the teacher.
(Write down “May” on the blackboard.)
(2)Practice: Pass the flash card.
The students in the first row stand up, and read the word on the flash card and pass it to the next one.
(3)Spell.
T: The word “May” has no short form.
6. Learn “June (Jun.)”.
(1)T: May is interesting, isn’t it ⑦
Ss: Yes.
T: In fact, there is a big day for all of you in the next month.
T: What festival do you think of？
Ss: Children’s Day.
T: Good job. When is Children’s Day
(Write down “Children’s Day” on the blackboard.)
Ss: It’s in June.
The teacher shows the flash card “June”. Students read after the teacher.
(Write down “June” on the blackboard.)
(2)Practice: Fast response.
The teacher shows the pictures of activities and points to one of them every time. If it takes place in June, students say “yes” aloud. If it doesn’t take place in June, students say “no”.
(3)Spell.
T: The short form of “June” is “Jun.”.
Students spell the short form with their fingers.
Step 3: Practice
1.Listen and read.
Students follow the recording of “Let’s learn” and read together.
2.Play games.
(1)Finger game.
The teacher shows one finger. Students say “January”. The teacher shows two fingers. Students say “February”…
(2)Can you read
Show the months from January to June. Students read them loudly.
(3)Match game.
Show the pictures of different activities and festivals to students. Students should say the month quickly according to the information of “Let’s learn”.
(4) Pair work.
T: Look at the pictures on Page 25. Practise with your partner.
Example:
S1: When is New Year’s Day
S2: It’s in January.
Step 4: Consolidation & Extension
Read and say.
(1)Tick or cross.
T: Please read the sentences and tick or cross. Can you correct the wrong sentences
(2)The teacher and students check the answers together.
Ask several students to read the right sentences.
板书设计
Unit 3 My school calendar
Part B Let’s learn＆ Ask and answer
—When is ...
—It’s in ...
January（Jan.） February（Feb.） March（Mar.）
April（Apr.） May June（Jun.）
作业设计
1. Read the words and the sentences to your family members.（向家人朗读今日所学的句子和表示月份的新单词。）
教学反思
1.如果想让学生在课堂上迅速将节日与月份联系起来，可以在课前让学生预习，了解每个月份有哪些重要节日。上课之前，可以开展有奖知识竞赛，如询问儿童节在哪一天，让节日名称与所在月份在学生头脑中预热。
2.月份单词相对较长，略显枯燥，容易混淆。教师要多动脑，设计有趣的活动让学生操练。本节课设计了大量英语小游戏，让学生在轻松愉快的氛围中掌握月份单词与核心句型。

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