Unit7教学设计.doc

Unit 7 At Christmas 教学设计

1、教学过程设计表
步骤
教师行为
学生行为
媒体或资源的选择
设计意图
Free Talk
T: Hello, boys and girls. What date is it today?
T: Yes, which holiday is getting near?
T: OK. So our topic today is Christmas. What do you know about Christmas? You can talk about it in pairs.
T: Good. Christmas in on the 25th of December. And we usually have a Christmas tree. (Presenting “Christmas tree”)
T: Good. So today let’s learn Unit 7 At Christmas.

S: It’s the … of December.

S1: It’s Christmas.

S: Practise in pairs.

S: Read after me.

S: Read the title.

多媒体课件呈现有关圣诞节的图片。

在话题环节通过讨论与圣诞节相关的知识点，一是扩展学生们的语言思维，二是起到一个热身的作用，让他们大致了解本课的学习内容，即与圣诞节有关，并通过学生间的交流，为他们提供信息互换的机会，从而提高语言的交际性。
Drill
A. Narration
T: Good. Now look, what’s this?
T: So it’s Christmas Day. And who’s the boy?
T: And who are they?
T: So this is Jim’s family. Who are they?
T: So it’s Christmas Day. And Jim’s family …
T: Good. (Teach ‘ everybody’)
T: Good. Can you read these sentences? (Show the narration)
B. Presents
T: Good. Now they are very happy. Because they have some presents. They’re under the Christmas tree. But what are their presents? Do you know?
T: Now I have some introductions of their gifts. Let’s have a look. Let’s read and guess.
T: What is it? Guess.
T: Yes. You’re right. Now take out your exercise one. Discuss in pairs and try to guess what they are.
T: Good. (Teach ‘calculator’)
T: (Presenting the words) Now look, we have some new words today. Can you read them? First you can read in pairs.

S: It’s a Christmas tree.
S: He’s Jim.

S: They’re Jim’s parents.
S: They’re Jim’s grandparents.
S: Jim’s family are in his grandparents house. Everybody is very excited.
S: Read after the teacher.
S: Read the narration.

S: No.

S: Read the first sentence and guess.

S: Is it a watch?

S: Discuss and give the answers.

S: Read in pairs.

S: Read the new words.

多媒体课件，通过白板的教学模式进行展示，在白板上对学生的猜测直接进行标注，并在谜底揭示之后，对刚才学生们的猜测进行评价，从而体现信息即时呈现的特点

这一环节的教学，学生是语言学习的主体，一是通过他们的猜测与语言的交流将他们引入课文的情景之中。二是通过引导学生们看“礼物介绍”猜出相应的礼物，从而进入单词的学习，但这一过程不是传统的教师教，学生被动学的过程，而是一个自学的过程，在这一过程中，一方面是培养学生们年自学能力，另一方面是提高学生们通过阅读有关信息抓住重点信息并解决问题的能力。
Presen-
tation
A. Part One
T: We know their presents now. But whose presents are they?
(Presenting: Whose … is it/ are they? It’s/ They’re …’s.)
T: Now can you guess, whose are they?
T: Good. (Choose some pairs to say their dialogues.)
T: Now please open your books, please read the whole text in groups, and try to find the answers.
T: Good. Who are right?
T: Look, the wallet is … and the tea and the teapots are …
T: Good. But who are they from? (Presenting: Who is it from? Who are they from? It’s from… They’re from …)
T: Now please take out exercise two and open your books, read the first part in groups and try to find the answers. And then read the match.
T: Check their answers.
T: Good. Now please read Part One again, and circle the new words.
T: ( Teach: yours, mine, his and hers)
T: Good. Now take out your exercise three. Read the text again in groups and try to act it according to the clues.
T: Choose some groups to show their dialogues.
T: Good. Let’s read after the tape.
B. Part two:
T: Now look, Jim’s grandparents give presents to each other. But who are their presents from?
T: Now let’s do an exercise first. Take out your exercise four. Read in pairs and try to find out ‘Who says what’.
T: Good. Check the answers.
T: Who is the hairdryer from?
T: Who is the watch from?
T: And who are the calculator and the skateboard from?
T: Are we right? Let’s check. Now open your books, read the second part in groups and try to find out whether we are right.
T: Are we right?
T: Now answer my questions. How many presents has Jim got from his parents?
T: Yes, and he says, ‘I’ve got two presents from Mum and Dad.’
Do Jim’s parents find their presents?
T: Good. And Jim’s father says, ‘Where are ours then?’ Here, what does
T: Good. And he wants to open the box, so he says, ‘Open mine for me,
please.’ Here mine means …
T: Now let’s read after the tape.

S: Read after me.

S: Ask and answer in pairs and try to guess.
S: Read in groups.

S: Feedback.

S: The wallet is Grandpa’s. The tea and the teapot are Grandma’s.

S: Read after me.

S: Read in groups.

S: Read in groups.

S: Read after the teacher.

S: Read and act.

S: Read after the tape.

S: Look at the pictures.

S: Read in pairs.

S: It’s from Jim’s grandparents.
S: It’s from Jim’s grandparents, too.
S: They are from Jim’s parents.

S: Read in groups.

S: Yes.
S: He’s got two presents from his parents.

S: Yes.

S: It means our presents.

S: It means my present.

S: Read after the tape.

多媒体课件、课文录音结合白板教学模式呈现课文并进行语法点的教授与语言的交际与应用的操练。

在教授课文第一部分时，采用了学生们结合相应的礼物猜测礼物的主人的方式进行教学，学生们根据他们所理解的不同礼物适合的相应的年龄段的人物，将不同的礼物与文中的人物进行连线，并即时呈现于白板上，再通过学生们的自学找出答案，并最终评判学生们猜测的正误，在这一教学过程中，学生们的自学是有目的的，即是为了解决“找出礼物主人”这一任务开展有，其任务性较强，同时通过白板的应用，直观的对本课重点句型进行教授与学生的交际操练。

第二部分的教学则是在第一部分的基础上，充分发挥学生的自学能力，由于在第一部分的教学中，学生们已在不断磨练自己的自学能力，所以在第二部分的学习中，通过做阅读练习、小组内阅读课文，放手让学生们在自主的自学过程中理解课文的含义，而教师只是点拨者与学生学习的配合者，而不是教学过程的主体。这样有助于学生们的语言能力的培养与提高。
Activity
T: Good. Now look, Jim’s family all get their presents for Christmas, and they gave presents to each other. Now Christmas is getting near. We also give presents to each other in our class. Look, here are our presents. First, look at these presents.
(Presenting a box of presents.)
T: First we should know what they are, so we can say …
T: Good. (Bb: What is the present?)
T: (Pick one box from the presents. ) Let me have a look at this one. What’s
T: Good. (Open the box) Oh, it’s a …
T: Then we should know whose present it is. So we can say …
T: Good. (Bb: Whose … is it/ are they?)
T: Look, it’s …’s.
T: And at last, we should try to know who it is from, so we can say…
T: Good. (Bb: Who is it/ are they from?)
T: It’s from…
T: Good. Now each group chooses one student to come and take one
present. And then talk about the present in your group.

S: What is the present?

S: Open it for us, please.

S: Look at the present.
S: Whose … is it/ are they?

S: Whose … is it?

S: Who is it from?

S: Who is … from?

S: Practise in groups.
S: OK. (Give the present to the student.)

多媒体课件展示，播放圣诞音乐，渲染圣诞节的气氛。

最后的活动环节是一个供学生们应用本课所学的所有知识点（词汇、句型等）的过程，在这节课中，我将其与圣诞节这一情境结合起来，一方面是在有趣的情境中引导学生们在互赠礼物的过程中充分运用本课的语言，另一方面是将西方的节日习俗、文化意识渗透于学生的活动中去，如当收到礼物时要当面拆开礼物，从而培养学生们英语学习中的文化意识，真正地将语言学习落实于功能运用中去。

2、教学流程图
开始

语言表达
多媒体 呈现与圣诞节
课件 相关的图片

创设情境， 引入新课

朗读、理解
初步了解课文情景

多媒体 呈现课文旁白
课件

培养自学、合作能力
阅读、猜测、学习
多媒体 呈现猜谜游戏
课件

质疑、释疑
多媒体 师生合作学习
白板

培养阅读能力
培养理解能力
培养合作能力
培养解决问题的能力

语言应用与操练
多媒体 操练课文第一段
课件

质疑、合作交流、释疑

多媒体 学生合作学习
白板

培养语言综合应用能力
语言交际、礼物交换
多媒体 学生自主语言应
课件 用

结束