六年級上冊英語教案unit7 at christmas (period 1)牛津譯林（一起）

Unit7 At Christmas (Period 1)一、教學目標1. 能聽懂，會讀，會說A部分的禮物單詞：a calculator, a hairdryer, a wallet, a skateboard, a teapot。2. 能聽懂，會讀，會說句子：Youre welcome! Open it for me, please. Whose.is it/are they? Who is it/are they from? 及其應(yīng)答。3. 能整體感知、理解A部分對話內(nèi)容，能準確、流利地朗讀對話。4. 初步感知名詞性物主代詞：his, hers, yours, mine, theirs, ours.。5. 在學習對話的過程中，逐步形成初讀、細讀等閱讀策略；在閱讀交流中激發(fā)閱讀興趣；在感受西方節(jié)日文化中增強文化意識。二、教學重難點重點：目標1、2、3； 難點：目標5。三、教學準備1. PPT 課件；2. 練習紙若干張；3. 要求學生帶禮物。四、教學過程Step1 Warming up1. T: Lets sing an English song before class. 2. T: What holiday is it about? S: Its about Christmas. T: Yes, so today we learn: Unit7 At Christmas.3. T: Can you tell us something you know about Christmas?4. T(總結(jié)): Lets know something more about Christmas. Christmas is a popular holiday in the USA .Its on the 25th of December. People usually spend the day with their family .They have beautiful Christmas trees in their homes and give presents to each other .Step2 Pre-reading1. T:Christmas is a western holiday. But more and more Chinese people know the holiday now. We celebrate the holiday and enjoy it. Last Christmas, I got a present from my husband, it was a hairdryer. It can help us to dry our hair. Learn: a hairdryer T: Look, its my hairdryer. Its mine. Its from my husband. T: And I also gave a present to my husband. He can put the money in it. What is it? Learn: a wallet T: Its his wallet. Its his. Its from me.2. T: Did you get a present last Christmas? S: Yes, I did./ No, I didnt. T: Oh, some of you were happy, some of you were not. But Jim was very happy. See? Step3 While-reading 1. Show the picture. Ask: How many people are there? Who are they? 根據(jù)學生的回答在黑板上貼上人物圖片。2. T: Look at the picture, what do you want to know? Can you ask some questions? 根據(jù)學生提問板書When? Where?What? How? 3. T: I have some questions. Lets listen, read and answer.4. T: Everybody was very excited. Because everybody could have a present. What presents have they got? S watch the cartoon, and tick the presents. 5. T: What were their presents? 根據(jù)學生回答，在黑板上貼上圖片。6. Learn the new words: teapot, calculator, skateboard.7. T: There are so many presents. Whose presents are they? Who is the each present from? S Read the paragraph , match the pictures.8. S check out the answers .根據(jù)學生回答貼圖，連線。 T: How do you know that? S find out the key sentences and read them. T: By the way, does he/ she like the present? How do you know that? S listen and repeat.9. Read again and try to remember.10.T: Can you say something about their presents? Make a model. S Say something about the presents. 11. Look at the blackboard, retell the whole text. Step4 Post-reading1. Jims family were very excited. And now Christmas is getting near. Right? Do you want to have a Christmas party? Lets do it now. You can send presents to each other. But what can we say while you give the presents to your friends? S try to say.2. Listen to the song and send presents to each other. 3. Talk about the presents they have got. Step4 HomeworkChoose one topic and make dialogues after class.1.At Christmas, youve got many presents, youre talking about the presents under the Christmas tree. 2.It was your birthday yesterday, youve got many presents, now you are talking about the presents with your friends.板書： Unit7 At Christmas單靠“死”記還不行,還得“活”用,姑且稱之為“先死后活”吧。讓學生把一周看到或聽到的新鮮事記下來,摒棄那些假話套話空話,寫出自己的真情實感,篇幅可長可短,并要求運用積累的成語、名言警句等,定期檢查點評,選擇優(yōu)秀篇目在班里朗讀或展出。這樣,即鞏固了所學的材料,又鍛煉了學生的寫作能力,同時還培養(yǎng)了學生的觀察能力、思維能力等等,達到“一石多鳥”的效果。 What Whose From When? Who? Where? 這個工作可讓學生分組負責收集整理,登在小黑板上,每周一換。要求學生抽空抄錄并且閱讀成誦。其目的在于擴大學生的知識面,引導(dǎo)學生關(guān)注社會,熱愛生活,所以內(nèi)容要盡量廣泛一些,可以分為人生、價值、理想、學習、成長、責任、友誼、愛心、探索、環(huán)保等多方面。如此下去,除假期外,一年便可以積累40多則材料。如果學生的腦海里有了眾多的鮮活生動的材料,寫起文章來還用亂翻參考書嗎?與當今“教師”一稱最接近的“老師”概念，最早也要追溯至宋元時期。金代元好問示侄孫伯安詩云：“伯安入小學，穎悟非凡貌，屬句有夙性，說字驚老師?！庇谑强?，宋元時期小學教師被稱為“老師”有案可稽。清代稱主考官也為“老師”，而一般學堂里的先生則稱為“教師”或“教習”?？梢?，“教師”一說是比較晚的事了。如今體會，“教師”的含義比之“老師”一說，具有資歷和學識程度上較低一些的差別。辛亥革命后，教師與其他官員一樣依法令任命，故又稱“教師”為“教