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牛津小学英语6a教案 Unit 7

2017-10-10 20:03英语教学课件 浏览:
牛津小学6a教案

   学情分析: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

[学英语,就上同济大学网]

  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 )

  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)

  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:

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