牛津小學英語6A Unit7 At Christmas（通用2篇）
牛津小學英語6A Unit7 At Christmas 篇1
本單元的主要話題是“談論物品的歸屬”。通過jim一家在圣誕節互贈禮物這一情景引出主要的學習內容，即名詞性物主代詞。
教學目標：
1、能聽懂、會說、會讀和會拼寫單詞yours, mine, hers, his, ours, theirs。
2、能聽得懂、會說、會讀單詞 a watch, a teapot, a wallet, a skateboard, a hairdryer。
3、能聽懂、會說、會讀、會寫句型whose … is it/are they? it’s/they’re mine/yours/his/hers/ours.
4、讓學生了解西方在送禮與受禮時的習俗。
教學重點：
1、能聽懂、會說、會讀和會拼寫單詞yours, mine, hers, his, ours, theirs。
2、能聽懂、會說、會讀、會寫句型whose … is it/are they? it’s/they’re mine/yours/his/hers/ours.
教學難點：1、能理解形容詞性物主代詞與名詞性物主代詞的區別，并能正確運用名詞性物主代詞。
教學準備：教學課件、單詞卡片、小練習
教學過程：
step1: warming up
1.課前播放《we wish you a merry christmas》
（教育家托爾斯泰說過：“成功的教學所必須的不是強制，而是激發學生的興趣，興趣是推動學生學習的強大動力，是學生參與教學活動的基礎。激發學生參與學習的興趣，是新課導入的關鍵。通過聽聽與本課有關的英文歌曲，營造了英語學習的氣氛，同時也為本課的教學作了知識的鋪墊，構建了知識表象）
2.greetings
3.free talk
(1)what day is it today?
(2)what date is it today?
step2: presentation and practice
1.t: when’s christmas?
s: it’s on the 25th of december.
t: christmas is coming. i got a lot of presents from my relatives and friends. look, they’re on the christmas tree. let’s see what are they.
�。ɡ门f知，在已熟練的交際語境中引出本課所要學習的內容，也降低了難度。）
2.呈現禮物盒之后用橡皮擦除功能，分別拆開禮物，依次學習單詞a watch, a comb, a wallet
3.用單詞組合法學習復合詞 teapot ( tea pot) , skateboard (skate board) , hairdryer (hair dryer)。并揭開彩色圖片后面的物品，使學生能更直觀的理解單詞。
4. 鞏固活動：利用橡皮擦除功能猜一猜彩色塊后面的物品。
�。ǜ鶕W生好奇心強，愛觀察的特征，設計這個活動，讓學生積極地參與到課堂中來，并且在游戲中鞏固了已學知識。）
5.(根據上一輪游戲，出示 watch) t: it’s my watch . it’s mine.
6.t: do you like the watch?
s1: yes, i do.
t: this watch is for you. it’s your watch. it’s yours.
s1: thank you.
t: whose watch is it now?
s2: it’s his/her watch. it’s his/ hers. (初步感知名詞性物主單詞)
7. 同法引出句子they’re our books. they’re ours.
they’re their books. they’re theirs.
8.學習形容詞性物主代詞與名詞性物主代詞.依次出示形容詞性物主代詞與名詞性物主代詞表格。
形容詞性物主代詞名詞性物主代詞mymineyouryourshishisherhersourourstheirtheirs
9.說一說形容詞性物主代詞與名詞性物主代詞的區別。形容詞性物主代詞后加名詞，名詞性物主代詞后不能加名詞。10.利用顯露工具依次完成選擇題
11.根據路徑找到物品的主人，分數操練句型whose … is it？it’s… whose …are they? they’re …
(利用學生感興趣的卡通人物，體育明星等，激發學生的興趣，先由師生示范表演為學生提供一個可操作的模式，以任務型的活動方式，通過合作學習，并予以評價，給學生提供平等的說英語的機會，既創造了輕松愉快、自然和諧的課堂氣氛，又促進了交際活動的展開。)
15. 用適當的物主代詞填空
1. this is ____ (your) comb. ____ (my) is in the bag.
2. the skateboards are (our).
3. is this hairdryer ____ (her)?
no. ____ (her) hairdryer is at home.
4. they aren’t ____ (his) teapots.
they are ____ (their).
5. whose wallet is it ? it’s ____ (his).
6. whose books are they? they’re ____ (their) books. they’re _____ (their).
step3.assign homework
1. 復習所學單詞及句型。
2.根據c部分所給圖片對話。
3.復習所學的名詞性物主代詞。
牛津小學英語6A Unit7 At Christmas 篇2
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。
10. play a game. （做游戲）
t: i will give you 30 seconds. you can make phrases using the new words. let’s see how many you can make.
make some examples. students work in groups.
這是個以比賽形式進行的游戲，學生在掌握了今天新授的單詞后一個接一個的用這些單詞來組詞，組詞最多的小組獲勝并能獲得老師的獎品。這一步驟不僅是鞏固今天新授的單詞也是復習了以前學過的一些知識，學生的積極性也非常高。
step 3. learn the new sentences. （學習新句型）
1. show a picture of a teapot. t: who is it from? 很快的閃動一下helen的圖片。
s: it’s from helen.
show a picture of a hairdryer. t: who is it from? s: it’s from yang ling.
show a picture of a skateboard. t: who is it from? s: it’s from mike.
2. show a picture of two wallets. t: who are they from? 很快的閃動一下su yang and su hai的圖片。s: they are from su hai and su yang.
show a picture of a ruler and a pencil. t: who are they from? s: they are from ben.
這個句型以前有接觸過并且對學生來說比較簡單，因此我沒有要求學生跟讀然后再操練，這樣學生就不會覺得老師在教一些自己會的東西。同時出現的人的圖片非常短暫，學生必須高度集中注意力才能看清楚，這就充分能發揮學生的主體作用。
3. t: oh, the ruler is from ben. it’s mine.
show the new word ‘mine’. students read and spell the word.
show the sentence structure: whose is it? it’s mine.
ask and answer using their things.
4. take two or three things of one student. t: whose are they? s: they are mine. t: oh, they are yours.
show the new word ‘yours’, read and spell the word.
5. look at the picture of a calculator. ask some students to read the word. listen and repeat the word. t: whose is it?
students listen and learn the new word ‘his’.
show the sentence and read: it’s his.
look at the picture of a magazine. listen and repeat the word. t: whose is it?
students listen and learn the new word ‘hers’.
read the sentence: it’s hers.
6. look at the picture of two skateboards. ask some students to read the word. listen and repeat the word. t: whose are they?
students listen and learn the new word ‘ours’.
t: they are theirs.
show the word. read and spell the word.
對于小學生來說名詞性物主代詞是個難點，我使用了學生課桌上的東西來教學。如拿出自己的一本書說：it’s mine.（這是我的。）拿起學生課桌上的兩樣或三樣東西，提問：whose
are they?學生自然會回答：they are mine. 這時就順勢說出they are yours.并教學新單詞yours。這樣的方法學生很容易就理解了這些單詞和句子的意思，同桌操練起來也非常方便。
7. let’s chant.（有節奏的朗讀）
watch, watch, it’s mine, mine. skateboard, skateboard, it’s yours, yours.
hairdryer, hairdryer, it’s his, his. calculator, calculator, it’s hers, hers.
wallets, wallets, they’re ours, ours. teapots, teapots, they’re theirs, theirs.
將名詞性物主代詞教學完后我設計了這樣一個chant，讓學生通過有節奏的朗讀來鞏固所學的單詞。
step 4. listen, read and say. （學習a部分課文）
1. t: the cds are su yang’s. they’re her christmas presents. let’s go back to jim’s grandpa’s house. listen to the tape and tell me whose are these presents.
students listen to the tape and do the exercise.
check the answers..
2. read after the tape.
read part a together. work in pairs and act.
這一步驟是對上面教學的單詞和句型的一個全面的學習。首先我要求學生聽錄音完成書本上的一個比較簡單的連線題，然后再根據這一主線來跟讀課文并分角色朗讀。雖然課文很長但學生基本都能掌握，因此學習起來很有信心，效果也比較好。
step 5. say goodbye.（結束本課并布置課堂作業）
1. t: christmas is coming. i wish you a merry christmas. let’s sing a song <we wish you a merry christmas>.
課上到這里學生和老師都比較疲倦了，因此我設計了演唱<we wish you a merry christmas>這首歌，讓學生和老師一起唱起來，在輕松愉快的氛圍中結束本課。
2. assign the class work: make a christmas card for your teachers.