苏教牛津版英语六年级上册《AtChristmas》教案

苏教牛津版英语六年级上册《AtChristmas》讲课方案苏教牛津版英语六年级上册《AtChristmas》讲课方案苏教牛津版英语六年级上册《AtChristmas》讲课方案苏教牛津版英语六年级上册《AtChristmas》讲课设计知识目标1、能听懂、会说、会读单词：watch,wallet,calculator,teapot,hairdryer,skateboard。2、能听懂、会说、会读名词性物主代词mine,yours,his,hers,ours,theirs并让学生感觉其用法。3、能正确理解并能体验句型①Whose?isit/arethey?Its/Theyre?②Whoisit/aretheyfrom?Its/Theyrefrom?的使用语境。技术目标指引学生在学习对话的过程中感觉如何议论物件的归属并能正确理解、掌握对话的内容，并能有感情的朗读对话。感情目标1/12让学生认识西方国家的重要传统节日圣诞节，体验西方国家送礼与受礼的风俗习惯，帮助学生拓展文化视线，加强跨文化意识。讲课要点：能听懂、会说、会读本课词汇，初步理解运用本课句型，能正确理解、掌握对话的内容并能流利的朗读对话。讲课难点：单词hairdryer,calculator,skateboard的读音；有感情的朗读对话并适合拓展。讲课准备：多媒体课件，单词、句型和人物卡片，练习纸2/12讲课过程：Step1、Warming-up.1、课前播放歌曲：WewishyoumerryChristmas。2、Freetalk.T:Today,herearesomanynewEnglishteachersinourclassroom.Canyouintroduceyourselftotheteachers?T:Whatdateisittoday?T:Whatholiday（节日）iscoming?（Ss:Christmas）3/12引出课题并表现卡片进行讲课。（Unit7AtChristmas）T:WhensChristmas?（Ss:Itsonthe25thofDecember.）②T:WhatdoyouknowaboutChristmas?（Ss:自由介绍！）提示学生可以用中文自由介绍。（T：YoucanspeakinChinese.）FatherChristmas圣诞老人stockings长筒袜③T:WhatdopeopleusuallydoatChristmas?（Ss:Theyusuallyeatdeliciousfood.andgivepresentstoeachother.互赠礼物）4/12（设计企图：导入简短而直接点题。因为学生对于圣诞节还是有话可说，因此在这一环节还是把更多的话语权交给学生，老师可是辅助性的增补课余知识。）Step2、PresentationandPractice1、师创立情境导入并讲课新授内容：WeknowwecangetsomepresentsonChristmasday.Andlastyear,onChristmasday,IgotapresentfrommyfriendJack.Look,itsawatch.SowecansaythewatchisfromJack.Itsforme.Itsmywatch.Itsmine.5/12（设计企图：从学生熟习的腕表watch开始导入新句型和名词性物主代词，目的在于让学生可以整体感有名词性物主代词的含义及用法）2、LearningthewholetextListenandanswer（序言）T:NowweknowIgotaChristmaspresentfrommyfriendatChristmas.AndJimsfamilygotsomepresents,too.Nowletslookatthepreface.Whatholiday（节日）wasit?ItwasChristmasDay.6/12Whoarethey?TheyareJimsfamily.Wherewerethey?TheywereinJimsgrandparentshouse.Whatweretheydoing?TheywereopeningtheirpresentsundertheChristmastree.7/12Watchandcircle（圆满的看一遍课文卡通片，圈出Jim一家的礼物）依照学生圈出的礼物，教师进行单词讲课：awatch,ateapotandsometea,awallet,acalculator,askateboard,ahairdryer.教师示范朗读，学生跟读单词。要点指导calculator,skateboard，hairdryer的发音。（设计企图：在讲课skateboard,teapot,hairdryer时，我借助单个单词和在一起的做法，帮助学生认识复合词，提升记忆的效率。）Readandmatch（快速阅读课文，将对应的人物、礼物进行连线。）8/12在学生做完连线今后，运用连线后的图引出句型：Whose...isit/arethey?Its/Theyre...（设计企图：对于要点句型的导入是放在进入语篇后，让学生整体感有名词性物主代词后再浸透句型，这样学生理解起来更简单。）Readandfillintheform（细读课文，完成表格内礼物来自于谁，今后依照例句造句）要点让学生操练句型：Whoisit/aretheyfrom?Its/Theyrefrom如：ThewalletisfromGrandma.ItsforGrandpa.Itshis.TheteapotandsometeaarefromGrandpa.TheyareforGrandma.Theyrehers.（注意单复数）9/12Step3、ConsolationReadaftertheTsentencebysentence.Fillintheblanks（Doasummaryofthetext）On__________Day,Jimsfamilygetmanypresents.Theandsometeaare_____Grandpa.TheyreGrandmas.Theyre_____.AcalculatorandaskateboardarefromMumandDad.Theyare_____Jim.Theyre_____.Thewatchisforfather.Thehairdryerisformother.Everybodyisveryexcited.Step4、Writealetter10/12WeknowthatIgotawatchfrommyfriendJacklastyear.Thisyear,onChristmasday,IwanttosendsomepresentstoJacksfamily,too.LetslookatJacksfamilyphoto.DearJack,sforyou.Itssforyourwife（老婆）。Itsforyourson.ItMerryChristmas！Sincerelyyours,Kitty（设计企图：运用本课所学句型能进行简单的拓展时我们这节课的一个目标。而在课程设计上前后响应是有必需的。前面提到我昨年11/12圣诞节收到Jack的礼物，