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Unit 7 At Christmas (有配套课件)

发布时间:2014-01-15 10:49:46  

Unit 7 At Christmas(The 3rd period) 教案

南京市拉萨路小学 李磊

教学内容: E, F, G & H

教学目标

1.学生能根据阅读指导建议自主完成E部分的拓展阅读。

2.学生能学会使用句型结构The …is yours/hers/his/theirs.进行游戏,猜测物品的归属;

3.学生能总结字母组合oo在单词中发短音[u],并根据规则学习新单词。

4.学生能理解并会唱歌曲My shirt’s black,并创作新歌谣。

5. 学生能够熟练使用本单元所学进行综合的口头表达(即口头介绍礼物)和书面表达(即写信)。

教学流程:

Step 1. Free talk & Revision

T—Today, our topic is still. Christmas. Why do people like Christmas so much?

S—We can get presents.

T—Right. Let’s talk about presents.

But how can we talk about a present?(课件呈现)What questions can we ask?

Let’s have a discussion.

学生讨论,并汇报,教师整理学生的回答,并板书

设计意图:利用mind maps形式帮助学生整理本单元所学内容,并促进学生紧密围绕“主题”进行思维的习惯。

Step 2. Play a guessing game (Part F)

1. 猜礼物的名称

T—Now, we know how to talk about a present. Look, here’re some presents. What do you want to know about them?

S—What are they?

T—Let’s listen and guess.

课件播放录音,学生猜测物品,教师根据学生回答解释谜底

2. 猜礼物的归属

T—Now, we know what they are. Do you want to know more about them?

S—Whose presents are they?

T—Listen, these presents are ours(教师手指屏幕上的四个人物,自己Jim, Yang Ling, Su Hai and Su Yang). But which one is mine? Which one is his/hers/theirs? Please guess. You can discuss in pairs first.

课件呈现操练句型

教师和三个学生担任法官,各持一张刚才猜出的礼物图片,图片的背面有主人的姓名,其他学生使用句型猜测物品的归属。教师根据学生猜测的最终结果,将人物头像和礼物图片贴在黑板上。

3.介绍礼物

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T—Now, you know the football is mine. It’s my Christmas present. It’s from my girlfriend. It’s black and white. I often play it with my students. I like it very much.

What about your present? Please share.

课件呈现指导句型,学生介绍自己的礼物。

设计意图:将F部分设计为三个环节。先猜礼物的内容,再猜礼物的归属,再介绍自己的礼物。三个环节紧密相连,层层递进,最终进行综合的口头表达。

Step 3. Listen and repeat.(Part G)

1. 课件呈现语音版块。

T—Just now, you knew I got a football as a present. Look at this football in my book. Is it nice?

2. 总结字母组合oo在单词中发短音[u]。

3.

设计意图:由教师本人的礼物—football,引出语音板块的学习。先让学生自己总结字母组合oo在单词中的发音;再利用规则读新单词。

Step 4. Sing a song(Part H)

1. 呈现歌曲,听歌填词

T—Look at Su Hai and Su Yang’s CDs. What can they do with them?

S—They can listen to music.

T—Right. Now, they’re listening to a song. Let’s listen, then fill in the blanks.

2. 学唱歌曲,体会韵律美。

T—Let’s sing with the tape.

Let’s chant. (课件播放节奏,教师带领学生一起chant.)

3. 创作新的chant

T—Now, let’s make a new one.

设计意图:由Su Hai 和Su Yang的CDs, 引出歌曲部分的学习。三个环节,一听歌填词;二,学唱歌曲,并进行改编,配以节奏明快的伴奏,带领学生chant; 三,激发学生进行创作,自然生成。

Step 5. Read and write(Part E)

1. 导入E部分阅读。

T—What can Jim do with the crayons?

S—He can draw pictures.

T—Right. Now, he’s drawing and writing a story in his diary.

2. 给出阅读策略指导,学生自主阅读,完成填空,再反馈。

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3. 学生圈出不会的新词或不理解的词句,全班讨论学习。

4. 总结短文

T—Now, try to fill the blanks. 学生完成填空。

5.评价Jim,并思考当我们拾到别人的物品时该怎么做。

T—Now, what do you think of Jim?

S—He’s a good boy.

T—Now, what should we do if we find items in a public place?

S—Try to find the owner or take the item(s) to the police station.

T—You are good children.

设计意图:培养学生自主阅读的习惯,策略和能力,并利用课本进行德育教育的渗透。

Step 6. Write a letter to Santa.

1.引出写信话题

T—Be good, children. Cos only good children can get the presents from Santa. Do you want to get the presents from Santa. You can write a letter to him.

2. 浏览Jim给Santa的信,学习规则。

T--Now, Jim is writing a letter to Santa. Let’ take a look and learn how to write a letter to Santa.

3. 学生独立完成信件。

T—Please write a letter to Santa now.

4. 反馈--请个别学生上台汇报。

5. 文化渗透。

T—OK. Now, where should you put your letters?

S—In a post box.

T—Well, you can put it in a Christmas stocking. That’s you dream. Santa will see your dream and make you dream come true.

设计意图:引导学生利用本单元所学进行综合书面表达—写信;并进行文化渗透—圣诞袜。

Step 7. Homework:

1. Read the diary in Part E and act it out. 熟读E短文,可和同学表演;

2. Learn the song and then teach me; 学唱歌曲,教我唱歌;

3. Check the letters with your classmates 同学交流信件内容,帮助修改。

板书设计

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