英语六年级上册《AtChristmas》教案范文

英语六年级上册《AtChristmas》教案范文1、能听懂、会说、会读单词：watch,wallet,calculator,teapot,hairdryer,skateboard。2、能听懂、会说、会读名词性物主代词mine,yours,his,hers,ours,theirs并让学生感受其用法。3、能正确理解并能体验句型①Whose?isit/arethey?It’s/They’re?②Whoisit/aretheyfrom?It’s/They’refrom?的使用语境。引导学生在学习对话的过程中感受如何议论物品的归属并能正确理解、掌握对话的内容，并能有感情的朗读对话。让学生理解西方国家的重要传统节日“圣诞节”，体验西方国家送礼与受礼的风俗习惯，帮助学生拓展文化视野，增强跨文化意识。能听懂、会说、会读本课词汇，初步理解运用本课句型，能正确理解、掌握对话的内容并能流利的朗读对话。单词hairdryer,calculator,skateboard的读音；有感情的朗读对话并适当拓展。多媒体课件，单词、句型和人物卡片，练习纸Step1、Warming-up.1、课前播放歌曲：“WewishyoumerryChristmas”。2、Freetalk.①T:Today,herearesomanynewEnglishteachersinourclassroom.Canyouintroduceyourselftotheteachers?T:Whatdateisittoday?T:Whatholiday（节日）ising?（Ss:Christmas）引出课题并呈现卡片进展教学。（Unit7AtChristmas）T:When’sChristmas?（Ss:It’sonthe25thofDecember.）②T:WhatdoyouknowaboutChristmas?（Ss:自由介绍！）提示学生可以用中文自由介绍。（T：YoucanspeakinChinese.）FatherChristmas圣诞老人stockings长筒袜③T:WhatdopeopleusuallydoatChristmas?（Ss:Theyusuallyeatdeliciousfood.andgivepresentstoeachother.互赠礼物）（设计意图：导入简明而直接点题。由于学生对于圣诞节还是有话可说，所以在这一环节还是把更多的话语权交给学生，老师只是辅助性的补充课余知识。）Step2、PresentationandPractice1、师创设情境导入并教学新授内容：“T:WeknowwecangetsomepresentsonChristmasday.Andlastyear,onChristmasday,IgotapresentfrommyfriendJack.Look,it’sawatch.SowecansaythewatchisfromJack.It’sforme.It’smywatch.It’smine.（设计意图：从学生熟悉的手表watch开场导入新句型和名词性物主代词，目的在于让学生可以整体感知名词性物主代词的含义及用法）2、LearningthewholetextListenandanswer（序言）T:NowweknowIgotaChristmaspresentfrommyfriendatChristmas.AndJim’sfamilygotsomepresents,too.Nowlet’slookatthepreface.Whatholiday（节日）wasit?ItwasChristmasDay.Whoarethey?TheyareJim’sfamily.Wherewerethey?TheywereinJim’sgrandparents’house.Whatweretheydoing?TheywereopeningtheirpresentsundertheChristmastree.Watchandcircle（完好的看一遍课文卡通片，圈出Jim一家的礼物）根据学生圈出的礼物，老师进展单词教学：awatch,ateapotandsometea,awallet,acalculator,askateboard,ahairdryer.老师示范朗读，学生跟读单词。重点指导calculator,skateboard，hairdryer的发音。（设计意图：在教学skateboard,teapot,hairdryer时，我借助单个单词和在一起的做法，帮助学生理解复合词，进步记忆的效率。）Readandmatch（快速阅读课文，将对应的人物、礼物进展连线。）在学生做完连线以后，运用连线后的图引出句型：Whose...isit/arethey?It’s/They’re...（设计意图：对于重点句型的导入是放在进入语篇后，让学生整体感知名词性物主代词后再浸透句型，这样学生理解起来更容易。）Readandfillintheform（细读课文，完成表格内礼物于谁，然后根据例句造句）重点让学生操练句型：Whoisit/aretheyfrom?It’s/They’refrom…如：ThewalletisfromGrandma.It’sforGrandpa.It’shis.TheteapotandsometeaarefromGrandpa.TheyareforGrandma.They’rehers.（注意单复数）Step3、ConsolationReadaftertheTsentencebysentence.Fillintheblanks（Doasummaryofthetext）OnDay,Jim’sfamilygetmanypresents.ThewalletisfromGrandma.It’sGrandpa’s.It’s.TheteapotandsometeaareGrandpa.They’reGrandma’s.They’re.AcalculatorandaskateboardarefromMumandDad.TheyareJim.They’re.Thewatchisforfather.Thehairdryerisformother.Everybodyisveryexcited.Step4、WritealetterWeknowthatIgotawatchfrommyfriendJacklastyear.Thisyear,onChristmasday,IwanttosendsomepresentstoJack’sfamily,too.Let’slookatJack’sfamilyphoto.DearJack,’sforyou.It’s’’sforyourwife（妻子）。It’’’sforyourson.It’’MerryChristmas！Sincerelyyours,Kitty（设计意图：运用本课所学句型能进展简单的拓展时我们这节课的一个目的。而在课程设计上前后照应是有必要的。前面提到我去年圣诞节收到Jack的礼物，那