牛津小学英语6a课本_牛津小学英语6A Unit 7 教案

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六年级学生刚学了u6 holidays对christmas已有所了解，但对西方国家的受礼知识知之甚少，对形容词性物主代词知之甚多，只是尚不知其名称。就大多数小学高年级学生而言，智力差异并不悬殊，，本课希望通过小组活动引导学生在集体中捕捉自己的亮点，人性最深切的要求是渴望别人的欣赏,尽力发扬他们内在的精神力量去弥补自身的不足，增强集体荣誉感，这节课作为第一课时力求从生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程。
教学内容：1. look，read  and say　　
教学目标：　　
知识目标：1．能听得懂、会说和会读单词和词组a wallet , ,a watch ,a calculator , a hairdryer, a teapot , a skateboard  .　　
2． 初步掌握名词性物主代词hers , his , mine , yours,ours的用法。　　
3．能听得懂、会说和会读 1  whose … is it / are they ?　　
                                 it’s / they’re mine / yours /his/hers /ours .　　
2    open it for me,please.　　
3    you’re welcome.　　
技能目标：  能运用所学交际用语进行围绕送礼物这一主题简单得体地交谈。　　
情感目标：  感受西方人圣诞节的快乐，并积极地参与送礼与受礼的模拟氛围 感悟给予就是幸福。　　
教学重点： 初步掌握名词性物主代词her , his , mine , ours , yours的用法。　　
初步掌握句型whose … is it / are they ?　　
                      it’s / they’re mine / yours /his/hers /ours .　
教学难点：理解并初步掌握名词性物主代词和形容词性物主代词的区别。　　
教学准备：实物（皮夹等），礼物（笔记本等），cai 等　　
教学过程：　　
step 1 warming up　　
 a listen to the song “ merry christmas”　　
（设计意图：圣诞歌曲烘托，让学生浸润在英语的氛围，促使学生的学习热情升温）　　
  b  greetings and free talk　　
t :what  date is it today?　　
  what holiday is coming soon? 　　
  what do people usually do at christmas? 　　
  what did you do  last christmas?　　
  did you get a present last christmas?　　
t: sorry, you didn"t  get  one .here"s a present for you.　　
s: thank you very much.　　
t : not at all.  you"re welcome.　　
 (设计意图:这是本课要学的三会句型,先在此提前渗透.让学生初步感知)　　
t:you"d better open it at once. open it, please.　　
s(当场打开)it"s a watch. 　　
t: do  you  like it? 　　
s: yes.　　
t:say out loudly.ok?　　
s:it"s a nice  watch.　　
t: good job .在西方国家有个风俗,收到礼物一般当面打开,并表示感谢,当面表达喜爱之情,夸张一点不算过分.　　
(设计意图:了解交际中的文化内涵和背景，对异国文化采取尊重和包容的态度。)　　
step2 presentation 1　　
1．教学新单词　　
t: boys and girls ,  there are a lot of  christmas presents  on the desk . let’s see who can catch the new words ,who can get the present.　　
t: open it for me ,please　　
s:all right.　　
t: thanks.what is it? i like skating. i can use it to skate.who can have a try?( show the word and a skateboard on the screen  skate.board ) 　　123
s: read out.　　
t： great. it’s for you , it"s yours. yours means your skateboard . 　　
the skateboard was mine just now ,it"s yours now.how to read the word? (show two words  nine/mine   on the screen.what does “mine” mean?　　
s: mine means my skatboard.　　
t: clever , this is   my watch, we can also  say it"s mine .my purses we can say they"re mine too.　　
 teach the word “hairdryer-hers,teapot-his” in the same way .　　
t: well done. open  it for him/her please.what is  in it?　　
s: 计算器 和一个皮夹　　
t:who can read out? show these words on the screen.cat-excuse-late- doctor　　
（设计意图：次单词是多音节单词,学生朗读极难,由熟悉的音节带出生词学生既容易上口,又便于背诵,还切身体验到成功的愉悦,学习英语的兴趣势必大增)　　
同法教wallet show those words watch-litter　　
2．巩固所学单词及名词性物主代词　　
t: let’s play a  game “i say you say”  　　
i say this is my wallet , you say it"s mine.　　
eg:that"s his skatboard. it"s his.　　
 these are our  calculates.they are ours.　　
s work  in pairs　　
3． 教学名词性物主单词。　　
 t: today i take some presents with me . they’re for you .　　
  i ask a student to help me　　
 t:s1, come here ,please. whose notebook is it ?　　
 s1: (惊讶地) it’s my present .　　
 t: yes, it’s your present, it’s yours . (板书：yours )　　
1． 观察板书，想一想两种物主代词的区别，再找一找规律。　　
2． 用两首儿歌来表示他们的不同：　　
a.一变（my – mine），二留( his – his ,)，剩余加“s”。　　
b.形容词物主代词能力差，自己不能来当家，后面要把名词加。　　
 名词性物主代词能力强，自己独来又独往，后面什么也不加。　　
 step4     presentation2　　
t: everone did good  job just now .everybody was great .(show everybody on the screen)　　
now let’s  listen  what  jim’s family got last christmas?open your english book please.　　
s listen while reading the book.　　
(设计意图：根据阅读目的确定不同的阅读策略)　　
read after the cai　　
t;jim is telling david about his family’s  christmas presents. match the people  with their presents.join the dots.　　
s read while matching .　　
ask and answer about the exercise  above　　
talk with a volunteer 　　
t: whose watch is this? 　　
s1: it’s dad’s. it’s  his.　　
ss talk show.　　
  ask the students to  read first then answer the questions about the passage.　　
t: you can talk to  your partners in the group of four.　　
（设计意图：创设各种合作学习的活动，促使学生互相学习、互相帮助，体验集体荣誉感和成就感，发展合作精神）　　123
q1 where  were jim’s family? how about the presents?　　
q2  what  present did jim/dad /mum/grandma/grandpa get?　　
q3 whose  wallet/skateboard/ teapot/ hairdryer/ calculator  is it?　　
ask the students to read the third time to fill in the blanks.　　
passage:　　
jim’s  family w--- in  his grandpa’s house last c---- d----. e---- was e-----.there were  many p----- under the christmas tree. jim g----a c-----and a s------.grandpa  g----grandma a t----and s-----.because she l-----d-----.the w---and the  h----- were from g-------.how h---   they were! 　　
（设计意图： 着重检测学生综合语言技能和语言应用能力、能从文章中获取主要信息并能摘录要点、能在教师的帮助下或根据图片用简单的语言描述。）　　
then check .　　
t: well done.how happy we are.everybody here  is happy .  giving   is happy!(show on the screen)　123

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