牛津英语6A教案Unit7AtChristmas.doc

牛津英语6A教案Unit 7 At Christmas 第一课时一Teaching aims： 1.能听懂，会说，会读单词：a watch, a wallet, a teapot, a calculator, a skateboard, a comb, a mirror, a hairdryer 2. 能听懂会说：This is from. Who are they from? 3. 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。 二Teaching key points： 本课时的教学重点是有关日常用品的8个单词和讨论谁送的礼物的有关语言，其中skateboard, calculator, hairdryer单词较长，发音也有一定难度，教师应重点指导。 三Teaching difficulties 本课时的难点是：This is from.Who are they from? 这组句型，建议教师充分利用课文信息，让学生通过静听，在完成匹配题后逐步理解并达到输出。在操练时，教师可准备一些礼物，通过真实的送礼物的活动，让学生在情境中理解并掌握。 四、Teaching preparation 1教师准备：1）教学图片，圣诞老人服饰，一个礼物袋，有关日用品的实物 2）录音机，磁带3）录音题目讲义 2 学生准备：每人一张纸条和一份礼物。 五Teaching procedure： 1Warming up： 1）师生热情地问候:Hello, children. Nice to see you. How are you today? 2）共同演唱前几节课学的歌曲。 2.新课呈现： T：Hi，boys and girls. What festival is Dec.25? Ss: Its Christmas Day. T: Do you like Christmas Day? Ss: Yes. T: Children like Christmas Day very much. Why? Ss: Because we can get some presents. T: Yes. Jims family were very happy on Christmas Day. Lets watch the cartoons. 3.新课教学： Step 1 Words of Dailythings1)学生观看录像，初步体会课文内容。 2教师根据录像内容提问： What are the presents? 学生指着图片将文章中涉及的物品找出来: A / 3）根据学生找出的图片，教师进行单词教学：a watch, a teapot, a wallet, a calculator, a skateboard, a comb, a mirror, a hairdryer. 4)教师示范朗读，学生跟读单词。重点指导calculator, skateboard，hairdryer的发音。在教学skateboard, teapot, hairdryer时，教师可借助单个单词和在一起的做法，帮助学生了解复合词，提高记忆的效率。 5)单词巩固游戏：What is it? T: I have a present. Its no big nor small. Man puts money and cards in it. What is it? S1: Its a wallet. T: Can you spell it? S1: Yes, W-A-L-L-E-T, wallet. 然后进行全班的问答。 Step 2 Drills： Who is it/are they from? Its /They are from. 1)T: Jims family have got so many presents. Who are they from? 2)出示句型，教师带领学生朗读三遍。 3T：Who are they from? Lets listen to the tape then match. 4)学生听课文录音，完成匹配题： grandfather grandmother father mother Jim a watch wallet teapot hairdryer skateboard 5) 交流答案： T：Who is the watch from? Ss: Its from Grandpa and grandma. T：Who is the wallet from? Ss: Its from grandma. T：Who is the teapot from? Ss: Its from Grandpa. T：Who is the hairdryer from? Ss: Its from Grandpa and grandma. T：Who is the skateboard from? Ss: Its from Jims Mum and Dad. T: Who is the calculator from? Ss: Its from Jims Mum and Dad, too. 6) Ss齐读匹配结果：The watch is from Jims Grandpa and grandma./. Step 3 Consolidation1. T: Christmas is coming. Everyone has a present for his friends. Who are you going to send your present? Lets write a card. 2. 教师指导学生写卡片：Dear Merry Christmas and Happy New Year! From: . 3. 学生写完后贴在自己准备的礼物上，然后将礼物集中在老师的礼物袋里，让一位学生扮演圣诞老人，给学生送礼物：Hey! Hey! Merry Christmas and Happy New Year! Heres a present for .T: Who is this present from? Santa clause: Look! Ss: Its from .这两个同学都上台，接受礼物的同学拆开礼物，教师在一边提示说：Oh, its a How beautiful! I like it very much.像这样演示5组，逐渐由老师带着学生表达过渡到学生自己表达。 2圣诞老人将礼物分派给5个学生，由这5个学生给大家送礼物：Who is this present from? Its from Open it. Oh, its a Its .。 3礼物送完后，大家齐唱：We wish you a Merry Christmas and a Happy new year. 4做书上D部分练习。 五作业建议： 1.朗读记忆本课的有关日常用品的单词。 2.根据课堂情景，用学过的语言写一篇短文：Its Christmas Day. Santa Clause comes to our class. He gives us a lot of nice presents. 第二课时一.教学目标与要求： 1. 能听懂，会说，会读，会写单词：yours, ours, mine, his, hers 2. 能听懂，会说, 会读，会写：Whose is it/are they? Its / Theyre mine/yours/his/hers/ours. 3. 能听懂，会说，会读日常交际用语：Open it for me. This one is from Grandpa. 二教学重难点分析： 本课的重点和难点是：名词性物主代词的使用，建议教师利用讨论礼物或寻找失主这一情景导入教学，使学生在交际中初步领会名词性物主代词的使用方法。在本课时中，教师并不要急于让学生掌握，让他们在感受的基础上逐步掌握。 三课前准备 1教师准备：1）教学图片，有关日用品的实物，一些礼物2）录音机，磁带 2 学生准备：听录音预习课文。 四教学步骤： 1热身： 1）师生热情地问候。 2）共同说唱：Send Christmas cards. Wrap presents. Decorate the tree. Sing Christmas carols. Open presents. 2. 新课呈现： T：Last class The Santa Clause comes to our class. He gives me some presents.These presents are for you.Look! This present is for Sun Yan. Sun Yan , come here, please. 3.新课教学： Step 1 mine, yours1) T & S show the dialogue: Hi, Sun Yan. This present is for you. S: Thank you. T: Here you are. Its your present. Its yours.(教师示范说三遍) S: Thank you. T: Open it , please. S: OK. Oh, its a doll. I like it very much. T: Look at the card. Who is it from? S: Its from Miss Li. T: Yes, now this doll is yours. Its yours. S: Thank you. T: Youre welcome. 2) 教师教说Its your doll. Its yours. 3) 教师再和两位同学进行演示，让全班学生共同参与演示：Look at this present. Ss: Who is this present for? T: Its forCome here, This present is yours. S: OK. Ss:Open it and see. S: Open it for me, please, Miss Li. ( 教师引导学生说出) T：OK. Oh, its a Do you like it? S: Yes. Ss: Who is it from? S: Oh, its from T(引导全班说): This is yours., . Step 2 his, hers, ours1)在第三遍演示的时候，逐渐将：This present is for . Its hers. Its his. Its ours. 注意在教学his, hers, ours时，教师应充分运用肢体语言和学生的主动参与能力，使学生在老师的指导下由不会到会，由不理解到初步领会。 2）学生四人一组，每人拿一件物品放在课桌中间，S: This is my pencil.Its mine. S3(其余三人齐说): This is his /her Its his/hers. 交换一个同学：This is my rubber. Its mine. S3: This is his/her rubber. Its his/ hers. Step 3 Dialogue1)T: Jims family is very happy today. Do you know why? Listen to the tape and answer me . 2) 学生带着问题听录音然后回答问题. Q1: What day was it? Q2: Where were Jims family? Q3: What did they do with their presents? Q4: How did they feel? 3) 教师引导学生回答完问题后朗读课文第一段. 4) 教师在实物投影仪上出示Listen and match的图（见书上P.71），学生边看图边听录音。 5）学生听完后在书上完成题目，然后小结：T: Whos the wallet for? Ss: Its for Grandpa. T: Who is it from? Ss:Its from Grandma. T: Does Grandpa like the wallet? Ss: Yes, he likes the color very much. 6）学生听录音朗读对话，教师重点指导：Open it for me, please. Open mine for me, Jim. 7学生有感情地齐读课文，然后分角色朗读。 8教师出示课文图片，学生为图片配音。 9学生任选一幅图进行讨论，仿照课文内容对话。 五作业： 1听录音朗读课文。 模仿课文进行表演。 第三课时教学内容：牛津小学英语6A Unit7 At Christmas E板块Read and write.教学目标：知识目标：1 能听懂，会说，会读和会拼写单词answer,in front of;2 能听懂，会说和会读单词，词组 a diary, the seat, sunny, sat, got, saw ,nobody ,ask,police station ,at the back of ,get off;能力目标：1 能看懂E部分小故事并补全短文，了解日记的书写格式；2 能综合运用本单元语言知识点名词性物主代词，进行口头与书面表达。情感目标： 培养学生学习兴趣，学习主人公拾金不昧的高尚品德。教学重点：理解E部分短文，并完成填空。教学难点：综合运用本单元语言点进行口头与书面表达，培养学生整体理解和推断能力。教学准备：多媒体课件教学过程：Step1 Greetings and Free talk1 What day/date is it today ?2 We had a long holiday ,right? What holiday is it ?3 Do you like Summer Holidays ?4 What did you do this summer holiday?5 What did I do this summer holiday ? Lets go and have a look .Step 2 Prepare-Reading 1 A rhyme:My Summer Holiday LifeMy name is Sunny . Because I like sunny days .I went swimming in the sunny day .I did housework in the cloudy day .I read books in the rainy day .What a wonderful summer holiday !Oh yeah !2 Pay attention to the red words? Try to read them .3 What did I do in different weather ?went go swimmingdid do houseworkread read books4 Why we should use went did read here ? The Summer Holiday is over . So we should use that in the past tense : Simple past tense .(一般过去时态)Tip: 一般过去时表示过去某个时间发生的动作或存在的状态。记住：句子中的动词要用动词的过去式。 一般是在动词词尾加ed ; 特殊情况特殊记：have had go went do did read read run ran sit sat get got see saw 5 In my rhyme I had a wonderful holiday . But there is a boy , he had a meaningful New Years Day . (出示Jim的模糊头像照片)Whose photo is it ? Is it yours/his/hers/mine ? Its Jims . Its his .6 Work out the rules他们的中文意思相同，但是用法一样吗？你能总结出它们的使用规则吗? 形容词性物主代词 名词性物主代词 Its my photo . Its mine Its your photo . Its yours . Its his photo . Its his. her hers their theirs our ours （设计意图：阅读前帮助学生扫清阅读中的障碍，借助a rhyme 初步了解一般过去时态，通过Jim的照片学习名词性物主代词，引导学生自主学习，总结规则，为学习后面的阅读材料做好准备。）Step 2 Presention and practicePPT呈现引言：It is New Years Day. Jim is drawing and writing in his diary.What happened to him ?Lets look at the pictures in his diary . Can you ask some questions ?(引导学生看图提出wh 问题，鼓励学生自己解决问题 ) Where Who ? What When Lets read the diary .Here are three tasks for you .Task1：Read and answer 略读，整体感知要求：粗读文章，回答问题：Is the CD walkman Jims? Tip: 浏览全文，初步感知，如遇到生词时，不要惧怕，跳过生词，勇敢地读下去，可以联系上下文或者借助图片，猜测其意思。学生略读后解决问题Task2：Look , read and match the pictures. 再读，熟悉大意要求： 再读一读，将图片与对应的文字连起来。Tip：在整体感知的基础上，可借助图片，再读不完整的短文，猜测故事情节，了解短文大意。This morning, Mum and I went to the supermarket by bus. We sat at the back of the bus. Soon the bus stopped and some people got off. The bus started again. Suddenly I saw a CD Walkman under the seat in front of me.I asked the man in front of me，Is it yours?No, its not mine. Perhaps its hers. He pointed to the woman beside him. Is it yours? I asked the woman beside the man.No, its not mine. Whose CD Walkman is it? I asked. Nobody answered. The bus stopped again. I walked to the driver and asked him to take it to the police station. Task3：Read ,learn and write.细读，理解文意要求：仔细阅读文章，找出生词，并试着填空，使文章完整通顺。1 Read and underline the difficult words. 联系上下文，学生自主阅读，选择自己喜欢的阅读方式，如：默读，与同伴一起读，轻声读等，边读边划，找出生词，学习短文。（鼓励学生来做小老师，教学生词: in front of , the seat, at the back of, police station, get off, nobody）2 Read and write .读短文，理解文意，根据上下文意思推断横线上该填写什么词，再完整地默读短文，确认其是否通顺。Read the diary , and fill in the blanks:This morning , Jim saw a on the bus . But he cant the owner (失主).So he asked the driver to take it to the . Jim is a boy .Tip : What should we do when we find items in a public place ?当我们在公共场所拾到别人的物品时，我们该怎样做？（渗透情感教育： Try to find the owner or take it to the police station .）学生齐读日记，并鼓励学生小结归纳日记的书写格式。T: Its Jims diary. We can write diaries like him . But how to write a diary ?S: Tip: 日记左上角写明当天星期几和日期；日记右上角写明当天天气情况。3 Try to retell .(给出关键词，学生复述故事) Mum and I at the back of the bus the man in front of me a CD walkman the woman beside the man under the seat in front of me the bus driver ask him to take it to the police station （设计意图：阅读部分设计三个Task ，由浅入深，由易到难，通过略读，再读，细读等的形式，教给学生阅读的技巧，掌握阅读方法，提高学生阅读理解能力，同时鼓励学生自主学习，总结归纳语言知识点，注重了学生学习能力的培养。）Step3 Production Watch a cartoon ,then finish a diary .(学生看动画，了解故事情节，填写日记。)Sunday 5th September Sunny This morning ,I went to a bookshop . I wanted to buy