牛津小学英语6A Unit7 At Christmas
牛津小学英语6A Unit7 At Christmas（通用2篇）
牛津小学英语6A Unit7 At Christmas 篇1
本单元的主要话题是“谈论物品的归属”。通过jim一家在圣诞节互赠礼物这一情景引出主要的学习内容，即名词性物主代词。
教学目标：
1、能听懂、会说、会读和会拼写单词yours, mine, hers, his, ours, theirs。
2、能听得懂、会说、会读单词 a watch, a teapot, a wallet, a skateboard, a hairdryer。
3、能听懂、会说、会读、会写句型whose … is it/are they? it’s/they’re mine/yours/his/hers/ours.
4、让学生了解西方在送礼与受礼时的习俗。
教学重点：
1、能听懂、会说、会读和会拼写单词yours, mine, hers, his, ours, theirs。
2、能听懂、会说、会读、会写句型whose … is it/are they? it’s/they’re mine/yours/his/hers/ours.
教学难点：1、能理解形容词性物主代词与名词性物主代词的区别，并能正确运用名词性物主代词。
教学准备：教学课件、单词卡片、小练习
教学过程：
step1: warming up
1.课前播放《we wish you a merry christmas》
（教育家托尔斯泰说过：“成功的教学所必须的不是强制，而是激发学生的兴趣，兴趣是推动学生学习的强大动力，是学生参与教学活动的基础。激发学生参与学习的兴趣，是新课导入的关键。通过听听与本课有关的英文歌曲，营造了英语学习的气氛，同时也为本课的教学作了知识的铺垫，构建了知识表象）
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.
（利用旧知，在已熟练的交际语境中引出本课所要学习的内容，也降低了难度。）
2.呈现礼物盒之后用橡皮擦除功能，分别拆开礼物，依次学习单词a watch, a comb, a wallet
3.用单词组合法学习复合词 teapot ( tea pot) , skateboard (skate board) , hairdryer (hair dryer)。并揭开彩色图片后面的物品，使学生能更直观的理解单词。
4. 巩固活动：利用橡皮擦除功能猜一猜彩色块后面的物品。
（根据小学生好奇心强，爱观察的特征，设计这个活动，让学生积极地参与到课堂中来，并且在游戏中巩固了已学知识。）
5.(根据上一轮游戏，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. (初步感知名词性物主单词)
7. 同法引出句子they’re our books. they’re ours.
they’re their books. they’re theirs.
8.学习形容词性物主代词与名词性物主代词.依次出示形容词性物主代词与名词性物主代词表格。
形容词性物主代词名词性物主代词mymineyouryourshishisherhersourourstheirtheirs
9.说一说形容词性物主代词与名词性物主代词的区别。形容词性物主代词后加名词，名词性物主代词后不能加名词。10.利用显露工具依次完成选择题
11.根据路径找到物品的主人，分数操练句型whose … is it？it’s… whose …are they? they’re …
(利用学生感兴趣的卡通人物，体育明星等，激发学生的兴趣，先由师生示范表演为学生提供一个可操作的模式，以任务型的活动方式，通过合作学习，并予以评价，给学生提供平等的说英语的机会，既创造了轻松愉快、自然和谐的课堂气氛，又促进了交际活动的展开。)
15. 用适当的物主代词填空
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. 复习所学单词及句型。
2.根据c部分所给图片对话。
3.复习所学的名词性物主代词。
牛津小学英语6A Unit7 At Christmas 篇2
教材依据：《牛津小学英语》6a unit 7 at christmas a部分。
教学目标：
1. 学生能听懂、会说、会读和会拼写单词：watch, teapot, wallet, hairdryer, calculator, skateboard, mine, yours, his, hers, theirs.
2. 学生能听懂、会说、会读和会写句型：whose … is it? whose … are they?及其回答。
3. 学生初步掌握a部分的对话。
教学重点：b部分单词和句型
whose … is it? whose … are they?及其回答。
教学难点：名词性物主代词的用法。
课前准备：多媒体课件。
教学过程：
step 1. greetings. (会话导入)
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
这一步骤主要是通过询问学生姓名,互问身体情况等与学生拉近距离，并且通过演唱歌曲
step 2. learn the new words. （新授b部分单词）
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
listen to the song.
让学生在特定的情境中展开对话而不是进行机械的无意义的对话，这样比较符合小学生的学习特点，因此我采用圣诞节这一情境带出圣诞快乐、圣诞树等词语。并且让学生听一听人们通常在圣诞节这一天唱的歌曲来感受圣诞节的气氛，同时也是为下面用圣诞礼物引出新单词做铺垫。
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.
传统的出示图片然后新授单词对学生们来说已经没有了新鲜感，因此在这一步骤中我并没有这样做，而是用简笔画将这些东西画在黑板上然后再学习。因为 watch这个单词学生是学过的，学生比较容易掌握，因此我就让学生自己说出这张图片代表的单词。接着我就边画边说出今天要新授的单词，学生看得认真也听得认真。
10. play a game. （做游戏）
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.
这是个以比赛形式进行的游戏，学生在掌握了今天新授的单词后一个接一个的用这些单词来组词，组词最多的小组获胜并能获得老师的奖品。这一步骤不仅是巩固今天新授的单词也是复习了以前学过的一些知识，学生的积极性也非常高。
step 3. learn the new sentences. （学习新句型）
1. show a picture of a teapot. t: who is it from? 很快的闪动一下helen的图片。
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? 很快的闪动一下su yang and su hai的图片。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.
这个句型以前有接触过并且对学生来说比较简单，因此我没有要求学生跟读然后再操练，这样学生就不会觉得老师在教一些自己会的东西。同时出现的人的图片非常短暂，学生必须高度集中注意力才能看清楚，这就充分能发挥学生的主体作用。
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.
对于小学生来说名词性物主代词是个难点，我使用了学生课桌上的东西来教学。如拿出自己的一本书说：it’s mine.（这是我的。）拿起学生课桌上的两样或三样东西，提问：whose
are they?学生自然会回答：they are mine. 这时就顺势说出they are yours.并教学新单词yours。这样的方法学生很容易就理解了这些单词和句子的意思，同桌操练起来也非常方便。
7. let’s chant.（有节奏的朗读）
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.
将名词性物主代词教学完后我设计了这样一个chant，让学生通过有节奏的朗读来巩固所学的单词。
step 4. listen, read and say. （学习a部分课文）
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.
这一步骤是对上面教学的单词和句型的一个全面的学习。首先我要求学生听录音完成书本上的一个比较简单的连线题，然后再根据这一主线来跟读课文并分角色朗读。虽然课文很长但学生基本都能掌握，因此学习起来很有信心，效果也比较好。
step 5. say goodbye.（结束本课并布置课堂作业）
1. t: christmas is coming. i wish you a merry christmas. let’s sing a song
课上到这里学生和老师都比较疲倦了，因此我设计了演唱
2. assign the class work: make a christmas card for your teachers.
