顾洁 《6A Unit7 At Christmas Part BCD》

Unit 7  At Christmas    (BCD)

一．教学目标

1. 能听的懂，会读，会说，会写B部分的名词性物主代词：his, hers, yours, mine, theirs, ours.

2. 初步运用名词性物主代词。

3. 能听的懂，会读，会说，会写句子：Whose…is this? It’s…

Whose…are they? They’re…

Who is it from? It’s from…

Who are they from? They’re from…

4. 能运用C、D部分句子，谈论物品的所属和物品是谁送的。

 

二. 教学重难点

重点

1.理解并初步运用名词性物主代词。

2.理解名词性物主代词和形容词性物主代词的区别，并能准确运用。

3.会运用句子来谈论物品的所属和物品是谁送的。

难点

1. 理解名词性物主代词和形容词性物主代词的区别，并能准确运用。

2. 会运用句子来谈论物品的所属和物品是谁送的。

 

三．教学准备

1. PPT 课件。

2. 练习纸若干张。

3. 要求学生带礼物。

四．教学过程

Step 1 : Free talk

T: Class begins. Good morning, boys and girls.

S: Good morning, Miss Gu.

Good morning, boys and girls.

S: Good morning, Miss Gu.

T: What date is it today?

S: It’s the... of…

T: Well, boys and girls, today we’ll go on learning Unit 7

 

Step 2 : Leading-in

T: But today we’ll go on learning in a different way. That is, we’ll put on a short play. Now you’re the actresses and actors, the teachers are audiences. They’re watching you. So try your best. OK?

Look, the name of the play is:… (打出At Christmas)

S: 学生读： At Christmas

T: Read after me: At Christmas.

S: …

T: Boys and girls, when you’re putting on a play, what should you do?

   You should watch, listen, think, act and say. Understand? So, come on, everybody!

设计意图：将零散的教学内容串联成一个整体，这里通过“戏剧”的方式，分为第一幕，第二幕，第三幕，第四幕，第五幕。让学生在此过程中通过看、听、说、演完成学习内容。教师积极引导学生适时完成自我调节和提升。

 

Step 3:Scene One

1. T: Let’s come to Scene one.

Under the Christmas tree

2. T: What’s under the Christmas tree? Let’s read it together. ( A部分导言)

S: Read ( A部分导言)

S: There’re some presents under the Christmas tree.

T: Good, but what presents are they?

S1: …

S2:…

 T: Good, You know the presents.

   Now let’s read and match.

S: 学生迅速做下。

 3. T: You did a good job in Scene One. Big hands!

Step 3:Scene Two

1.       T: Now, let’s come to Scene Two,  

      At Jim’s home. (导言呈现)

T: Who is visiting Jim?

S: Su Hai is visiting Jim.

T: And what is Jim doing?

S: Jim is showing Su Hai her family’s Christmas presents. He’s telling her their names in English.

    T: Now, let’s look at the pictures and learn the words.

设计意图：学生小组内自学生词，互学互助，接着上台展示单词的读音，体现高年级的教学特点，学生能够学会的，教师不教。

2.       T: You may try to read the words by yourselves.

S: ….

T: Stop! Who can read them first?

  S:…

  T: Now read the new words after me.

  S: Read (特别注意两个新词：comb 和mirror)

  T: Let’s read the words together.

  S: Read the words together.

3. T: Well done! You read them very well. Now, let’s play a game:

     What’s missing?

S: Play the game 3 times( 单词由一个消失，到两个消失，最后到三个消失)

4．T: You know Jim’s family got so many presents last Christmas. But whose presents are they?

   Look! The wallet is Grandpa’s. It’s his wallet. It’s his.（带着孩子一起读）

   Can you read?

  S: …

  T: his wallet, his. (板书)

  T: Look at the tea and teapot. The tea and teapot are Grandma’s. They’re her tea and teapot. They’re hers.  （带着孩子一起读）

  T: her tea and teapot, hers (板书)

  T: Now it’s your turn to talk. You may say the sentences according to the pictures in Part A.

     You may say: It’s his… It’s his.  It’s her… It’s hers,

                They’re his… They’re his. They’re her… They’re hers.

  S: Say by yourselves.

  T: And they’re their presents. They’re theirs. ( 板书 )

设计意图：教师的问题设计指向明确：Whose presents are they? 孩子正是有了这个问题的引领，才会在后面的回答中提到名词性物主代词：his, hers, theirs.

  T: Look at the two groups of words here. Let’s read them.

S: …

 T: They have the same meaning. But how to use them? This time, can you work out the rules?

Share your ideas in groups.

S: Say something about the rules. You can tell us in Chinese.

设计意图：教师没有直接告诉学生如何正确使用名词性物主代词，而是给孩子充分的时间和空间，让课堂循有规律，给学生学习总结的机会：你来说说如何区分两组词，这样的课堂更多呈现的不是教师预设的精致，而是学生生成的精彩！

5. T: Well done! I think you know them. This time, I’ll give you a chance to use them. Take out the paper and complete the sentences on it.

  S: Finish the sentence.

5. T: You can read the words well. And you know how to use them. But can you sing the song well?

    Now, let’s listen to the song. If you can, you may follow it.

  S: Sing the song together.

 

Step 4: Scene Three

1. T: Here we go! Where are we now? We're …

  S: At the party.

  T: The children are at the party. They’re having a party at Jim’s house.

     Now they’re talking in the sitting-room.

2.      T: What are they saying? Look at the pictures and talk to your partner.

T: First, let’s take a look this one.

  What are they saying?

  Who can try?

S: Whose comb is it? It’s mine. ( 板书，my, mine)

T: Read together.

T: And this one?

S: Whose skateboards are they?  They’re ours. ( 板书，our, ours)

T: Read together. Now you may choose one or two to write down on your book. (喊4位同学写小黑板，及时评价)

S: Write down.

   T: Let's check together. Read and check.

   T: Now exchange your books and check in pairs. How to check?

      Here’re some tips.

      Look! (呈现学习策略)

  

Step 5:Scene Four

1. T: After the party, what will they do? Let’ s have a look.

  S: Ben is looking at Jim’s presents from his friends.

2. T: Ben wants to know who are the nice presents from? Do you want to know?

     Let’s listen to him. And you may listen carefully and write the names here.

  S: Listen and write.

3. T: Let’s see who are the presents from.

  T: You may answer It’s from…

                    They’re from…

I ask you : Who is it from?    (板书)

          Who are they from?

  S: …

T: Now, I ask, you answer me. Try to answer quickly.

T: Who are the CDs from?

S: They’re from…

T: Who is the model ship from?

S: It’s from…

T: Who are the stamps from?

S: They’re from…

T: Well done!

 

Step 6:Scene Five

1.      T: Jim’s family got so many presents last Christmas! Do you usually get any presents? What did you get last Christmas? Now, let’s come to scene five: Our Christmas presents.

2.      T: Boys and girls, now take out your presents and show us.

S: Take out and show…

You may introduce your presents like this.

     What is your present?               板书        present

     How is it? Is it nice/ cool?                            Who?

     Who is it from?                            What?

    First, you may think about it.                       How?

设计意图：这是本课时的任务环节，也就是综合运用语言的环节，给孩子的话题是介绍自己的圣诞礼物，通过任务驱动，积极激发学生的语言潜能，促进综合语言能力的表达。这也是学生英语能力的一个延伸的体现。

                   

T: Let’s share our presents together!

T: Whose… is this? Who is it from?

S:…

3.  T: This time, say something about this present.

4. T: Boys and girls, this Christmas is coming soon! When Christmas comes, what should we say to each other?

S: Merry Christmas!

T: Follow me ! Merry Christmas.

  (老师开始唱歌 We wish you a merry Christmas. We wish you a…)

S: Follow the teacher.

T: Now face to the teachers! Let’s sing together.

S: 全体学生唱起来。

6．T: Good.

Today’s homework: Introduce one of your presents in your exercise book. And don't forget to finish the exercise paper after class.

 

五．板书设计

 

                       Unit 7  At Christmas

                                                       

           

Whose… is it?      It’s       my …              It’s       mine               

                 his…                        his               

 

Whose … are they? They’re    her…            They’re     hers             

                      our…                        ours               

                      their…                       theirs           

 

 

Who is it from?                It’s from…

Who are they from?           They’re from…

六．反思

     本节课我执教的是Unit7 At Christmas的BCD板块。作为单元的第二课时，也就是词句教学。我们知道词句比较零散，没有一个整体的情景，我就在备课中思考如何将零散的独立板块设计成相对完整的情景。经过深入研究教材，我发现其实每个部分前面都有相应的导言。导言为我们创设了情景，并且都是教材上现成的，所以我拿来用了，创设了5个Scene. 每个部分的导言让学生自主阅读，将五幕场景结合起来。

对高年级的学生，我们要关注对他们不同能力的培养。在听、说、读的基础上也要特别关注写的能力。本节课上，我关注了他们多方面的能力，比如：自主阅读能力，自主归纳能力(Work out the rules)。还有写句子和完成练习的能力。

此外，课上我关注了英语课上文化渗透。Christmas is coming. What we should say when it comes? (教学生学会：Merry Christmas)最后一起唱We wish you a merry Christmas.结束本节课教学。