6漫画|6 A Unit7 At Christmas A部分教学设计
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教学目标
1.知识目标:能四会掌握句子this one is from…open it for me, please. who are they from? they’re from grandpa and grandma. you’re welcome.
2.能力目标:能用本课句型谈论自己和家人的礼物,能熟练运用名词性物主代词使语言表达更加简练。
3.情感目标:激发学生对西方节日圣诞节的兴趣,了解西方过圣诞节的习俗,了解西方送礼和收礼的基本礼节。
4.发展目标:在课文学习中培养学生对篇章的阅读和理解能力。能分小组表演课文或自编对话。
教学重难点
1.掌握本课句型,熟练运用名词性物主代词。
2.熟练朗读、表演课文。
教学准备
1.多媒体课件。
2.师生带好一两件自己收到的小礼物。
教学过程
一、warming up
1.看动画歌曲my shirt’s black
2.t: (出示歌词填空): just now, we sang a song. can you fill in the blanks?
my shirt’s black
my shirt’s black but ______is white.
your coat’s new but ______is old.
her cat’s thin but ______is fat..
his dog’s tall but ______is short.
our pens are long but ______are short.
their bags are big but ______is small.
3.朗读歌词,回顾名词性物主代词
二、presentation
1. free talk: what date is it? what day is it? what holiday is coming soon? what do people usually do at christmas? (出示课题unit7 at christmas)
2. t:(出示一个盒子)last christmas, i’ve got a present.
(对一名学生) open it for me, please.
s1: all right.
t: what is it?
s1:it’s a mobile phone.
t: thank you very much.
s1: not at all.
t: you can also say“you’re welcome”.出示这个句子并学习朗读。
3. t: do you want to know who is it from? you can ask me.(出示句子who is it from?并学说句子)
师生对话。
3.t:(出示几张圣诞卡片)i’ve got three cards last christmas, too.
s1: (引导学生提问)who are they from?
t: open them and have a look.
s1: they are from …….
t: they are from my students.(学习句式i’ve got…)
4.课件出示句子让学生照样子用i’ve got … from…造句
5.学生拿出自己的礼物并同桌对话。指名反馈。
三、learn the text
1.t: in wenstern countries, people usually give presents to cach other on christmas day. so do jim’s family.
2.点击课件,配图逐句出示课文背景段落中的句子并学习。
(1)on christmas day, jim’s family were in his grandparents’ house.
(2)there were so many presents under the christmas tree.
(3)after lunch, they opened their presents.
everybody was very excited.
3. t: (点击出示课文里提到的礼物) what are their presents? look and say.
复习已学过的礼物的名称并板书。
3.媒体出示对话:whose …is it\are they? it’s\they’re…’s. it’s\they’re…同桌一起读课文,找出礼物的主人并对话,然后给课文下的练习连线。
4.交流并板书。
5.媒体出示对话:who is it\are they from? it’s\they’re from…同桌再读课文,找出礼物分别是谁送的并对话。12
6.交流并板书。
7.跟录音朗读课文。
8.出示课文内容大意,自读课文,完成短文填空。
on christmas day, jim’s family were in ______ _______ home. ______ ______, they opened their presents _____ _____ ______.everybody was very _____.
grandpa’s got a _____ _____ .it’s from ______.grandpa likes _____ _____ very much.
the big present is _____’s.there’s a ___and some ____ in it. grandma likes _____ _____. they’re from _____.
jim has got a ____ and a ______. they’re from _____ and ______.
the watch is for ____ and the _____ is for mum. they are from _____ and ______.
what a wonderful holiday !
8。交流并朗读短文。
9.自由组合5人小组表演课文。
三、homework: 抄写单词
板书设计
unit7 at christmas
whose from
a wallet grandpa’s grandma
a teapot and some teagrandma’s grandpa
a skateboard and a calculator jim’s mum and dad
a watchdad’s grandpa and grandma
a hairdryer mum’s grandpa and grandma
教学反思
本课时是unit7的第二课时,第一课时我处理了b、c两部分,由于本单元内容比较简单,所以设计为一课时教完a部分课文。
通过第一课时的学习,学生已经对名词性物主代词的运用有了一定的认识,在本课时中我先利用课后的歌曲,复习了名词性物主代词的概念,然后又设计了读课文寻找东西主人并进行同桌对话的环节,在这个环节中让他们用whose watch is it? it’s dad’s.it’s his.这样的对话来进行名词性物主代词的复习和运用,巩固他们上节课所学的知识。
课文中的新句型主要为who is it\are they from? 针对这个新句型,我设计了自带小礼物来进行语言交际活动的任务,由教师示范入手,然后学生进行自由对话,谈论自己收到的小礼物,是学生喜爱的话题,他们更急于跟同学交流自己从谁那里收到了什么礼物,所以这个交际活动开展得比较顺利和有效。然后我又让他们用比较复杂的句型i’ve got … from…来造句介绍自己收到的礼物,有了刚才对话的铺垫,他们都能很好地掌握和运用这个句型。
我们英语课题组的子课题就是发展性课堂教学中篇章教学的研究。所以在设计课文的教学时,我颇动了一番脑筋。先在实际情境中操练并掌握重点句型,在进入文本学习的时候,我安排学生共朗读了4遍课文,每遍都有不同的形式和要求,第一、二遍是同桌一起读,理清文章脉络,然后同桌用重点句型进行对话;第三遍是跟录音朗读,主要是进行标准语音的模仿和练习;第四遍是自读,要求能掌握文章大意,并根据教师提供的材料进行转述,这是一个较高的发展性任务目标,但因为有前面步骤的学习,学生还是基本能达到这个要求。最后的语言实践活动是自由组合表演课文,并且对学生提出只要不改变课文原来的意思,可以进行改动和扩充,这里给学生一个自由发挥的空间,让他们体会语言活动的乐趣。
6 a unit7 at christmas a部分教学设计 来自。 12
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