Unit 7 At Christmas 教学案例.docx

Unit 7 At Christmas 教学设计 教学内容：牛津小学英语6A Unit7 Part A&B 部分单词一、教学要求：1、 能听懂、会说、会读和会拼写单词yours, mine, hers, his, ours, theirs。2、 能听得懂、会说、会读单词 a watch, a teapot, a wallet, a calculator, a skateboard, a hairdryer。3、 能听得懂、会说、会读日常交际用语 This one is from Grandma. Open it for me, please. Who are they from? They are from Grandma. Youre welcome.4、 能初步感悟重点句型Whose is it/are they? Its/Theyre mine/yours/his/hers/ours.5、 在教学内容中，体现健康教育的内容。二、教学重点：让学生能过在情景中能运用重点句型Whose is it/are they? Its/Theyre mine/yours/his/hers/ours/theirs.三、教学难点:学生能够在一定的情景下正确使用名词性物主代词。四、教学准备: 有关物品的实物，单词卡片，相关图片等。五、教学过程：Step 1 Free talk What date is it today?Whens your birthday? Did you have a birthday party last year? Did you get some presents? ( T: I think they were from your parents, relatives and your friends. )T: There are many holidays a year. I think you all got some presents on holidays. Now here are some presents for you. Would you like one? Step 2 Presentation1 Teach the new words：yours, mine, hers, his, ours, theirs，a watch, a teapot, a wallet, a calculator, a skateboard, a hairdryer让学生任选一个礼盒，然后打开此礼盒送给那位学生，并把相应的礼物送给学生，教师“ Its yours.”并教学单词。教师随机提问 Whose is it? 学生回答Its *s. 教师接着说Its his/hers . 反复出现，在单词教学中渗透名词性物主代词。媒体出示数个礼品盒T: Now, the presents are yours. Please tell me which one youd like. Ill give it to you. The first one, the second one, the ?S1(a girl): Id like the one.T: Lets open it.（鼠标点击打开）What is it? S: Its a (hairdryer)T: It can dry your hair. 教学新单词 hairdryer。Whose hairdryer is it?S: Its *s.T: Is it your hairdryer?S: Yes, it is.T: Yes, its my hairdryer. Its mine.(引导学生说)S1: T: Here you are.S1: Thank you. T: Youre welcome. Christmas is coming. You can give it to your mother.教学单词 mine 板书my hairdryer =mine朗读 Whose hairdryer is it? Its my hairdryer. Its mine.watch your watch =yours朗读 Whose watch is it? Its your watch. Its yours.教师拿出问Is this your watch? Yes, its my watch. Its mine. T: Its your watch. Its yours. Here you are.S: 板书及朗读wallet our wallet = oursWhose wallets are they? Theyre our wallets. Theyre ours.在一下几个环节中渗透教学“Who is it from? Who are they from?” Its from me. They are from me.教学单词 skateboard , her skateboard = hersWhose skateboard is it? Its her skateboard. Its hers.用法教学单词teapot, his teapot = hisWhose teapot is it? Its his teapot. Its his. 同法教学calculator。their calculator = theirsWhose calculators are they? Theyre their calculators. Theyre theirs.2 巩固新词 ：猜词游戏。让学生读读句子，指名读，领读，齐读，小组读，男女读等等。Step 3 A Listen, read and say1 学习课文背景T: Boys and girls, do you like watching cartoons?S: Yes.T: OK. Now lets watch a cartoon. （媒体切入到Part A flash 页面）Show the questions: 1. Which holiday was it?2. What did they talk about?T: Lets watch and answer the questions.(The first passage.)学生观看后回答问题。2 初学课文对话部分T: There were some presents under the Christmas. What are the presents? Now, please open your books and read the dialogue, then circle the presents.学生回答“What are the presents?”3 朗读课文，完成表格。出示句型：Who is it from?/ Who are they from?它/他们是谁送的？Its from / Theyre from 它/他们是送的。T: Whose wallet is it? Lets read after the tape and find the answer.（ Draw a rectangle.）T: Who is it from? Lets read the passage together.（ Draw a triangle.）前两个齐读，后两个自由读。让学生试着问答。4 学生跟读课文，齐读，分角色读。5. 完成课文下面的连线题。Step 4 Consolidation1. 连线题。(日常用语)2. Play present cards.T: Look, I have some present cards. Lets play cards.I choose one card. I cant see the card. What present is it? Let me guess. Whose present is it? Who is it from?S: 学生牌面上的礼物回答教师的问题，提供相关信息帮助教师猜测。T: Is it ?S: Yes, you are right./ Sorry, youre wrong.教师猜牌，学生猜牌（全班活动），小组活动。Step 5 Homework1. Christmas is coming soon, make a Christmas Card for your friend. Then send it to your friend.2. Read and act the dialogue with you friend.3. Jim会送爸爸、妈妈什么礼物？爸爸、妈妈又会送爷爷奶奶什么礼物呢？请你想一想，然后编写一段对话。下节课交流。板书设计：Unit 7 At ChristmasWhose is it/are they? Who is it/are the from?Its/ Theyre from Its /theyre my = mine his = hisyour = yours our = oursher = hers their = theirs教后反思 本课是学生第一次学习名词性物主代词，是在教会了前三个物主代词 mine, ours, yours 及新句型。这个过程既通过整理家人的礼物复现了8个物品类单词，又通过物品整理自然引出Whose is it/ are they? 的句型，在回答的过程中呈现并学习名词性物主代词his, hers 。最后让学生通过前面的学习，自己说出theirs 这个名词性物主代词。从教到不教，整个教学过程循序渐进，水到渠成。 我认为，这部分的设计承接了本学习过程前面新学单词的一个巩固复习过程，又在复习过程中引出了新知的教授，一举两得。在学生的思维不被打断的情况下，继续学习余下的新内容。整个过程合二为一，体现了英语教学在用中学、在学中用、学了就用的课程理念，可以说设计巧妙而周到。但我在教学过后马上发现：这一环节作为巩固新单词的话，学生运用新单词来说话的机会并没有什么，有的只是教师在整理物品时新单词的复现。虽然这也是一种巩固方式，得效果没有让学生来用这些新单词来得好。所以，这里不妨设计成让学生模仿教师自己来整理物品。在教师的示范下，学生应该很快能运用课堂一开始学习的Whose is it /are they? 句型来整理物品。这样放手的教学，反倒能让学生巩固新单词的效果更佳。这是其一。 其二，在引出新知his,hers后，可以引导学生说说名词性物主代词的构成规律：以“s” 结尾的不加什么，其它结尾的加上“s”, 特例mine. 通过让学生自己体验感知新知得出规律，培养学生善于发现，善于总结的学习能力。让学生在学习新知过程中获得成就感，获得学习的快乐，才能长久保持学生在英语学习中的兴趣，为以后的学习打下扎实的基础。 第三，这三个教学步骤，充分体现了教师在教学过程中从扶到放的教学理念。第一步，提醒学生单复数答语的正确使用。第二步，让学生自己说出正确的答语，不加提醒。即使学生说错，也不