实验课理念

在课堂中运用多种方法，促使学生多说多用，形成自主、探究性学习，致力于激发学生学习的兴趣和参与积极性及建立培养自信心，使学生真正成为学习的主人，让学生在轻松、愉快气氛中自然习得英语。

学习

目标

知识目标：

1、能听懂，会说，会读单词a wallet, a teapot，a calculator, a skateboard, a hairdryer。

2、能听懂，会说和会读日常交际用语：Open it for me. You’re welcome. Who is it/are they from? It’s/They’re from…

3、能正确理解、掌握对话的内容，并能有感情的朗读对话。初步了解名词性物主代词的用法。

技能目标：

培养学生用语篇文本信息解决问题的能力

情感目标：

1、培养学生的英语学习兴趣，让学生体验西方国家送礼与受礼的风俗习惯。

2、培养学生关爱贫困灾区儿童，和他们分享礼物的情感。

前后知识联系

情况

本单元的主要话题是“谈论物品的归属”。Whose …句型在4A中已学过，本课时通过Jim 一家在圣诞节互赠礼物这一情景引出名词性物主代词。本课时是第一课时，重在掌握对话内容，名词性物主代词的用法是本课的难点但并不是重点，因此我对名词性物主代词的处理比较简单，只停留在理解的层面上，我会把它们具体的运用及操练放到第二课时来解决。

学习重难点

重点：

1、能听懂，会说，会读单词a wallet, a teapot，a calculator, a skateboard, a hairdryer。

2、能听懂，会说和会读日常交际用语：Open it for me. You’re welcome. Who is it/are they from? It’s/They’re from…

难点：

1、初步了解名词性物主代词的用法。

2、能正确理解、掌握对话的内容，并能有感情的朗读对话。

课前预习及课前准备

课前准备：一个装着手表的礼盒，ppt课件，圣诞树

学习

过程

学习内容

师生活动设计

（请用两种字体分别标出师生活动内容）

设计意图

板块一

Lead-in

1.Introduce

2.Enjoy a song

3.Let’s talk

T: I’m Miss Xu. There are three people in my family. How many people are there in your family? Who are they?

S: There are …. They are…..

T: I like reading….What’s your hobby?

S: I like ….

T: What is the song about?

S: Christmas.

Talk about christmas.

通过教师的自我介绍、圣诞歌曲营造轻松的学习氛围，在师生自由对话中激活学生已有的知识，为下面的学习埋下伏笔。

板块二

While-reading

1.Show the title

2.Learn the background.

3. learn the dialogue

Task1: Read and circle

Task2: Read and match

Task3: Read and fill in the blanks.

Task4: Read and imtate

Task5: Understand and say

T: Look at the title. Please say some wh-words.

S: When who where what.

S read the background and find the answers.

T: Why were they ecited?

S: They opened their presents.

T: What would they talk about?

S: Presents.

T show a present.

Let Ss ask some questions about the present.

板书：What are they?

      Whose presents are they?

      Who are they from?

Ss learn the new words

Ss match the people with the presents.

Eg: The watch is for Dad

It’s Dad’s.

Ss ask and answer in pairs.

A: Who is/are the … from?

B: It’s/They’re from…

Ss read after the tape

Ss understand: yours, mine, his, hers, ours

Say the sentences in another way

让学生用wh-疑问词来预测问题既简洁又能抓住核心，学生也能有目的的阅读课文引言部分并解决问题。

通过用实物创设真实的情景，启发学生说出他们想知道的信息，这样既培养了学生的探索精神，又解决了Who is it/are they for? Who is it/are they from?这两个句型的运用。

阅读部分以“任务型教学法”引导学生自主完成对话的学习，设计五个Task ，由浅入深，教给学生阅读的技巧，培养学生用语篇文本信息解决问题的能力。

。

板块三

Post-reading

1. Retell the text

2. Enjoy some Pictures.

S retell the text

Let Ss share their presents with others.

加深学生对课文的理解，并锻炼学生的口头表达能力。

教育学生要有爱心，并与人分享的情感意识。

板块四

Homework

1. Read the text fluently.

2. Retell the text.

3.Try to help the children in poverty mountain area.

板书

设计

Unit7 At Christmas

What are they?   Who are they for?    Who are they from?

                 Whose presents?

                                    Grandma

                                Grandpa

                               Mum and Dad

                                Grandpa and Grandma

                               Grandpa and Grandma