unit 7 At Christmas

牛津英语6A教案　Unit 7 At Christmas (1)



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：

1． . Warming 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: It’s 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.. Jim’s family were very happy on Christmas Day. Let’s watch the cartoons.

3. 新课教学：

Step 1  Words of Dailythings

1) 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. It’s no big nor small. Man puts money and cards in it. What is it?  S1: It’s 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? It’s /They are from….

1) T: Jim’s 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。

3）T：Who are they from? Let’s 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: It’s from Grandpa and grandma.

T：Who is the wallet from?  Ss: It’s from grandma.

T：Who is the teapot from?  Ss: It’s from Grandpa.

T：Who is the hairdryer from?  Ss: It’s from Grandpa and grandma.

T：Who is the skateboard from?  Ss: It’s from Jim’s Mum and Dad.

T: Who is the calculator from? Ss: It’s from Jim’s Mum and Dad, too.

6) Ss齐读匹配结果：The watch is from Jim’s Grandpa and grandma./….

Step 3 Consolidation

1. T: Christmas is coming. Everyone has a present for his friends. Who are you going to send your present? Let’s 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!  Here’s a present for ….T: Who is this present from?  Santa clause: Look! Ss: It’s 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, it’s 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? It’s from … Open it. Oh, it’s a … It’s ….。

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：It’s 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?

It’s / They’re 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, yours

1) T & S show the dialogue: Hi, Sun Yan. This present is for you.

  S: Thank you.

  T: Here you are. It’s your present. It’s yours.(教师示范说三遍)

  S: Thank you.  

  T: Open it , please.     S: OK. Oh, it’s a doll. I like it very much.

T: Look at the card. Who is it from?    S: It’s from Miss Li.

T: Yes, now this doll is yours. It’s yours.   S: Thank you.

T: You’re welcome.

2) 教师教说It’s your doll. It’s 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: It’s for…Come 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, it’s a …Do you like it?    S: Yes.

  Ss: Who is it from?     S: Oh, it’s from…

  T(引导全班说): This … is yours., ….

Step 2  his, hers, ours

1) 在第三遍演示的时候，逐渐将：This present is for …. It’s hers. It’s his. It’s 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.It’s mine.

  S3(其余三人齐说): This is his /her… It’s his/hers. 交换一个同学：This is my rubber. It’s mine. S3: This is his/her rubber. It’s his/ hers.

Step 3  Dialogue

1)T: Jim’s 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 Jim’s 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: Who’s the wallet for?  Ss: It’s for Grandpa. T: Who is it from? Ss:It’s 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。

最近要开这一课，也不知道白板该怎么上