AtChristmas.doc

At Christmas 教学设计一、教学目标：1.知识目标：（1） 学生能听懂、会说、会读、会写本课新词watch, teapot, wallet, calculator, skateboard, hairdryer（2） 能听懂、会说、会读、会写Who is it from? Who are they from? 及回答Its fromThey are from（3）初步了解名词性物主代词的用法及意义。（4） 了解西方国家人们送礼与受礼的风俗习惯。2.技能目标：能在一定的情景下确认物品的归属及来自何处。3.情感态度目标：了解东西方接受礼物的不同反应，培养学生良好的文明礼仪习惯。二、教学重难点：1. 学生能听懂、会说、会读、会写本课新词watch, teapot, wallet, calculator, skateboard, hairdryer.2. 能听懂、会说、会读、会写Who is it from? Who are they from? 及回答Its fromThey are from三、课前准备：课件，教学图片，有关日用品的实物四、教学方法：情境教学法、合作学习法。五、教学思路：我运用丰富的网络资源结合本课实际，创设真实生动活泼的情景，引导学生整体把握语篇，并记忆和巩固所学知识。六、教学过程：Step 1. Warm up 1.Listen and sing the songJingle Bells. （PPT播放歌曲，渲染圣诞节的气氛）2.Free talk T: Boys and girls. What holiday is it? Do you know? S: Its Christmas. T: I like Christmas very much. Do you like Christmas?S: Yes, we do.T: What do people usually do at Christmas?S: They usually have a party/spend time with their family/have a beautiful Christmas tree in their homes/give presents to each other. （复习学生在Unit6中所学重点句型） T: Great! People usually give some presents to their friends at Christmas. What would you like as your Christmas present?【设计意图】：语篇教学的一个重要意义是：培养学生从整体上（结合上下文及语言信息的相关语境）正确把握语篇信息的能力。本课一开始，从欢快的圣诞歌曲声中，学生们很容易想到圣诞节，从而引出有关圣诞节的话题，在师生自由对话中激活学生已有的知识，预留的问题为下面的活动埋下伏笔。Step2：presentation and drill（listening and reading）Before listeningActivity1 师生自由问答，教学句型who is it from?及回答 T: What would you like as your Christmas present?(PPT2出示礼物盒）请学生把课前在网上搜集到的关于圣诞送礼物和接受礼物的礼仪的相关资料说一说。然后再来回答问题。S: Some Toys/books/sweets. T: Last Christmas, my family got a lot of presents. (点击礼物盒，出现课文中部分单词：calculator, wallet, hairdryer，师带读） T: Whose present is this? Can you guess? Its my present. Its mine. T: Whose calculator is it? Its mine. Who is it from? Its from my mother. (点击屏幕，将礼物和人物连线，教学句式 who is it from?及回答) T: What present is it ? S: Its a wallet. （刚教读过 wallet一词，学生可能发音不是很准确，老师应适时纠正，加以指导） T: Whose present is this? Is this mine? No, its my fathers present. Its his present. Its his. (呈现新词:his,齐读)T: Who is the calculator from? Its from me. T: Whose hairdryer is it？Is it mine? No, its my mothers present. Its hers.(呈现新词:hers.齐读） T: Who is it from? Its from my father. Activity2 老师出示Helen , Su Yang ,Mike几名同学和一些礼物的图片，请学生根据指示，操练句型Who is it from? Its from. Its mine/his/hers.(教师与一学生先练习，再进行学生与学生之间练习）【设计意图】：语篇教学阅读前的活动要以培养兴趣为前提，引领学生树立学习语篇的信心。教师从圣诞节收到的礼物设计情境，符合学生年龄特点，让学生课前搜集资料可以提高学生的学习兴趣，学生在学习的过程中产生一定的亲切感及熟悉感，让他们从自身生活实际入手，在潜移默化中学习英语。While listeningActivity 1:（PPT出示课文图片） T: Look! there are so many presents under the Christmas tree. Jims family got a lot of Christmas presents. Were they excited ? Where were they ? Who were they ?(学生读一读问题，听一遍，回答。) What did they do ? Lets listen again, and then fill in the blanks.(听第二遍，完成填空)whenwhowherewhatActivity 2:指导学习对话 1.听录音，感知对话，边听边找出文中出现的礼物。( Listen and tick out the presents.) ( ) 1. a wallet ( ) 6. a calculator ( ) 2. a mirror ( ) 7. a skateboard ( ) 3. a teapot ( ) 8. a watch ( ) 4. some tea ( ) 9. a hairdryer ( ) 5. a comb ( ) 10. some CDsWhile reading Activity 1 :学生自读对话，完成填空 T: Theyre got a lot of presents. Whose watch is it? Whose presents are they? Lets read the dialouge , match and fill in the blanks. 1. The watch is _.Its _. 2. The wallet is _.Its_. 3. The teapot and the tea are_. They are _. 4.The hairdryer is_. Its_. 5.The calculator and skateboard are_.Theyre _.【设计意图】：根据语篇学习的不同阶段提出不同层次的问题，问题的提出循序渐进，由易到难，从学生认知特点出发，层次清晰，从整体到细节再到整体，以学生为主体，提高其质疑能力，培养学生运用语篇文本信息解决问题的能力.After reading Activity 1 ： 学生跟读课文并找出关键词。（强化语音语调，再次回归文本） T: Jims grandpas present was a wallet. Who was it from? Jims grandmas presents were a teapot and some tea. Who were they from? Read the text and underline the key words with “from”.WalletWatchHairdryerCalculatorteapotWho is/are from? Activity 2、分角色朗读整个语篇（老师与学生、组与组、学生与学生之间展开） 【设计意图】：角色扮演是语篇教学的一个很好的锻炼口语、拓展语言的方式。根据语篇的内容，用角色扮演的形式来进行阅读后拓展训练，很容易吸引学生的注意力，激发他们的参与热情，保证了学生参与面的广泛。Step 3.Practice and consolidation.Activity 1 ：1.Retell the story(根据学生已完成的表格教师板书的关键词语进行复述) On Christmas Day, Jims family opened their presents under the Christmas tree in Jims grandparents house.Grandpas present was a. It was from Grandmas presents were They were from Dads present was It was fromMuns present was It was fromJims presents were They were fromEveryone was very excited. 2.分小组谈自己给家人送礼的设想，鼓励学生大胆进行表演 3、 Write a short diary. Boys and girls ,Christmas is coming。 I have prepared some presents for my family . I want to give some _to my parents. I want to give _ to my daughter. How about you?You can talk about it in four. 根据交谈完成日记的写作，请学生汇报。【设计意图】：通过学生自编关于关父母礼物的对话，有利于增强学生学习的主动性和积极性，有利于将所学的知识运用到现实生活中。在练习中，我先询问学生，父母们给他们送什么礼物，学生们积极踊跃回答我问题，他们收到的礼物也是一个比一个新奇，紧接着我问学生，有没有给父母送礼物，只有一小部分的学生回答有，这时对学生进行情感教育，请学生为父母准备礼物，不忘感恩。Step 4 Warm up(1)出示小贴士tips,与学生一起总结本节课学习内容。(2)总结本节课的活动情况Step5:Homework. 1.Prepare some presents for your pare