《牛津小學英語》6A Unit 7 At Christmas
教材依據：《牛津小學英語》6a unit 7 at christmas a部分。教學目標：
1. 學生能聽懂、會說、會讀和會拼寫單詞：watch, teapot, wallet, hairdryer, calculator, skateboard, mine, yours, his, hers, theirs.
2. 學生能聽懂、會說、會讀和會寫句型：whose … is it? whose … are they?及其回答。
3. 學生初步掌握a部分的對話。
教學重點：b部分單詞和句型
whose … is it? whose … are they?及其回答。
教學難點：名詞性物主代詞的用法。
課前準備：多媒體課件。
教學過程：
step 1. greetings. (會話導入)
1. t: hello, boys and girls. my name is vicky, your name please? s: my name is …
t: nice to meet you. s: nice to meet you, too.
t: how are you? s: fine, thank you. and you? t: i’m fine, too.
2. t: i want to make friends with you. let’s sing a song <make new friends>.
這一步驟主要是通過詢問學生姓名,互問身體情況等與學生拉近距離，并且通過演唱歌曲<make new friends>讓學生感覺到老師和他們的距離很近，同時也是讓他們做好上英語課的準備，調動學生說英語的積極性。
step 2. learn the new words. （新授b部分單詞）
1. show a calendar. t: today is the 25th of december. it’s christmas day.
show the pictures and the words ‘christmas, christmas day, merry christmas, christmas tree.’
2. t: on christmas day, people always sing <ring, ring, ring the bells>
listen to the song.
讓學生在特定的情境中展開對話而不是進行機械的無意義的對話，這樣比較符合小學生的學習特點，因此我采用圣誕節這一情境帶出圣誕快樂、圣誕樹等詞語。并且讓學生聽一聽人們通常在圣誕節這一天唱的歌曲來感受圣誕節的氣氛，同時也是為下面用圣誕禮物引出新單詞做鋪墊。
3. t: merry christmas! i have some christmas presents. please look at the picture.
draw a watch on the blackboard.
t: what is it? s: it’s a watch.
write the word on the blackboard, students read and spell the word.
4. draw a teapot on the blackboard.
t: it’s a teapot.
write the word ‘teapot’ on the blackboard, students read the word after the teacher.
5. draw a wallet on the blackboard.
t: it’s a wallet.
write the word ‘wallet’ on the blackboard, students read the word after the teacher.
6. draw a hairdryer on the blackboard.
t: it’s a hairdryer.
write the word ‘hairdryer’ on the blackboard, students read the word after the teacher.
7. draw a calculator on the blackboard.
t: it’s a calculator.
write the word ‘calculator’ on the blackboard, students read the word after the teacher.
8. draw a skateboard on the blackboard.
t: it’s a skateboard.
write the word ‘skateboard’ on the blackboard, students read the word after the teacher.
9. read all the words together.
傳統的出示圖片然后新授單詞對學生們來說已經沒有了新鮮感，因此在這一步驟中我并沒有這樣做，而是用簡筆畫將這些東西畫在黑板上然后再學習。因為 watch這個單詞學生是學過的，學生比較容易掌握，因此我就讓學生自己說出這張圖片代表的單詞。接著我就邊畫邊說出今天要新授的單詞，學生看得認真也聽得認真。