unit7 牛津小学英语说课稿
六年级英语说课稿牛津小学英语6bunit7全英文说课稿
Hello, everyone, the teaching design I ’m going to talk about is for Unit7 A letter to a penfriend from Oxford English for primary school,Book 6B. I ’ll finish this unit in four lessons. This is the first peorid ofUnit7. And it covers three parts(B, C and E). In part B, the students will learn a new word: writing paper. In part B, we’ll learn the sentence patterns, but the sentences ‘Can I have a/an/some/the ? I want toSure. Here you are’.the students have learned before, so the new sentence pattern for them is ‘Whatfor ?’.Part E is the most important part in this lesson. It is just to teach the students how to introduce themselves to their penfriend by a letter. The formats of the letter can be omited, because the students have learned it before. How to write the addresses of the letters will be taught next lesson.Here are the analysis of the students and the text book.1.Then I ’lltalk about my teaching aims.Firstly, knowledge aims: (1)To enable the students read and spell thenew words and understand the meaning of them.(2)The students know how to use the newsentence patterns‘Can I have a/an/some/the ? What for? I want to Sure. Here you are’.(3) The students can write a letter to their penfriend.Secondly, skill aims. (1) Practise the students’skills of listening, speakingand writing.(2) Practise the students’communicative skill and creativity.2.Teaching points:The key points of the lesson: The students can read the words correctly.The students can understand the meaning of the new sentence patterns and use them.The students know how to write a letter.The difficult points of the lesson: The students know how to write a letter.To improve the students’abilities of speaking and writing.3.Teaching approaches: The students must play the principle role ineach class. That is student-center teaching. And also task-basedlearning and activity-based teaching with individual work, pair work, group work and class work.4.Teaching aids: I will use CAI, writing paperNext, I ’lltalk about my teaching procedures:I ’llfollow four steps.Step1Warm-upFirst, I ’llhave a free talking with the students. Because free talking is an important way to improve the students ’ability of speaking. Of course it can prepare for the next step. I ’ll ask the students some questions like:What day is it today? What’s the date today? What’s your favourite subject? What do you like doing?Step2 PresentationI ’llask the students‘ Whatdo you like doing?’The students will say ‘I like ’Then I ’lllet them guess “Do you know ‘Whatdo I like doing? ”Maybe the students will have many different answers. If they can’tguess it, I ’ll tell them ‘I like reading newspaper. I think it ’s interesting. Yesterday I read a letter from an English boy. He wants to make a penfriend in China. He is as old as you. Do you want to make friend with him.’I think most of the students will say ‘Yes’.At the same time, I ’llshow Peter’s picture and list in the screen by CAI and let the students know more about Peter.I ’lllet the students say something about Peter by themselves. For example ‘Peter lives in London’Then let the students answer some questions.‘Where does he come from? Where does he go to school? (What’s his school’s name?) What subjects does he study? What are his hobbies? How about his family? ’Next I ’ll let the students give a short passage about Peter. Like: Peter comes from England. He lives in London. He studies at St John’s Primary SchoolPurpose: The purpose of the part doesn’t only practice the students’ability of expressions, but also prepare for the next step.Then I ’ll say ‘Now you know much about Peter, do you want to make penfriends with him.’Maybe the students will say ‘Yes.’T:OK. But if you want to make a penfriend with him, you should writea letter to him. Yes or no?S:Yes.T:Before you write the letter, what do you need?S:Maybe the students will say‘writing paper.’T:At the same time, I show the word and its picture in the screen. Letthe students read the word after the record and one by one.I think the students can remember the new word more deeply by this way. Reading after the tape can check if the students read the word correctly.T:Boys and girls, you want to make penfriend with Peter, so you need some writing paper. Look, there is lots of nice writing paper in my hand. (It is time to tell the students the word is an uncountable noun.) Would you like some?S:Maybe the students will say‘Yes’.T:OK. If you want, you can ask me like Then I will lead the studentsto use the new sentence patterns: Can I have a/an/some/the? What for?I want to Sure. Here you are.If the students can ask and answer with me, I will give him/her some writing paper as the presents or encouragement.It is a better way to teach the new knowledge, because the students can understand the meaning of sentencepatterns by themselvesbythe dialogue. The objects(writing paper) can encourage the students join the part.Step3 Production1. Look and say. I will choose P1/2/3/6 and let the students do the pairwork.It is to parctise the new sentence patterns. But I don’tshow the pictures of part C directly, I let the students practise them through the guessing game. If the students guess it right, I will also give them some writing paper as the presents.I think game is a better way to consolidate the new knowledge than just let the students say the dialogue one by one. If the students guess it, I will give them some writing paper as their presents.2. Write a letter. I will let the students write a letter like Liu Tao to theirpenfriend Peter. Before writing, I ’ll let the students read it and understand the meaning of it. And know how to introduce themselves to Peter by a letter. At last, the students write it.The purpose is to improve the students’ability of writing and know a new way to communicate with others.Step4 Assignment1. Write the four pictures in their copybooks.Writing is a good way to check if the students do the exercises correctly.2.Say something about your penfriend Peter to your parents.Let the students speak English in their daily lives.。
牛津小学英语1A 说课稿 Unit7 Follow me
牛津小学英语1A 说课稿Unit7 Follow me我说课的内容是牛津小学英语1AUnit7Followme的第二课时。
本节课是单词教学，主要教授四个新词：mouth,ear,nose,eye。
本节课的知识目标是使学生能听、说、认、读mouth,ear,nose,eye这四个单词。
能力目标是能辨别教师所说单词，并准确辨识相应面部器官。
以及培养学生灵活运用所学知识进行交流的能力.情感目标是培养学生注意观察、认真模仿的良好习惯，激发学生学习英语的兴趣。
教学重点是能正确认读新词mouth,ear,nose,eye。
为了突破这堂课的重、难点，根据小学生好奇、好胜、好动、模仿力强、表现欲旺盛等生理和心理特点，我主要采取了以任务型教学模式为主，以活动，合作为主线，让学生在教师的指导下，通过感知、体验、实践、参与和合作、游戏感悟等多法并用的方式组织教学。
在教学开始的时候，带领学生唱英文歌曲goodmorning,吸引住学生，渲染了学生学习英语的良好气氛，接着以Hello,I’m…andThisis…这样的句型进行freetalk,以及有趣的guessgame帮助小朋友复习旧知识，并为新知识的学习做好铺垫。
在教单词的时候，我使用了不同的方法引导新单词。
在教单词nose的时候，我首先出示的是卡通人物的鼻子图片，问小朋友是什幺？自然引导出nose在教单词mouth的时候，指着自己的嘴巴，问学生，通过动作的展示，形象直观。
在教单词ear的时候，我首先在幻灯片上出示了一个谜语，让小朋友猜一猜，这是什幺。
然后再出示耳朵的图片，介绍新单词，在学生反复诵读操练单词之后，我下载了四幅深受学生喜爱的卡通人物图以playamissinggame和matchthewords的形式，帮助学生复习巩固本课所学内容。
这时学生的注意力开始分散，以chant来稍作休整，让小朋友们一起拍拍手说一说，调控一下课堂气氛。
接下来，最后下载五官的视频，播放给学生看，然后先师生一问一答，再学生分组以类似对歌的形式再次巩固检验这节课所学内容。
牛津小学英语6b_unit7全英文说课稿(可编辑)
牛津小学英语6b_unit7全英文说课稿（可编辑）牛津小学英语6b_unit7全英文说课稿清华大学英语教授50年研究成果Hello, everyone, the teaching design I’m going to talk aboutis for Unit7 A letter to a penfriend from Oxford English for primary school, Book 6B. I’ll finish this unit in four lessons.This is the first peorid of Unit7. And it covers three parts(B, Cand E). In part B, the students will learn a new word: writing paper. In part B, we’ll learn the sentence patterns, but the sentences ‘Can I have a/an/some/the …? I want to … Sure. Here you are.’ the students have learned before, so the new sentence pattern for them is ‘What for?’. Part E is the most important part in this lesson. It is just to teach the students how to introduce themselves to their penfriend by a letter. The formats of the letter can be omited, because the students have learned it before. How to write the addresses of the letters willbe taught next lesson. Here are the analysis of the students and thetext book.Then I’ll talk about my teaching aims.Firstly, knowledge aims: (1)To enable the students read and spell the new words and understandthe meaning of them.(2) The students know how to use the new sentence patterns ‘CanI have a/an/some/the …? What for? I want to … Sure. Here youare.’ (3) The students can write aletter to their penfriend.Secondly, skill aims. (1) Practise the students’ skills of listening, speaking and writing.(2) Practise the students’ communicative skill and creativity.2. Teaching points:The key points of the lesson: Thestudents can read the words correctly. The students can understand the meaning of the new sentencepatterns and use them. The students know how to write a letter.The difficult points of thelesson: The students know how to write a letter.To improve the students’ abilities of spea king and writing.Teaching approaches: The students must play the principle role in each class. That is student-center teaching. And also task-based learning and activity-based teaching with individual work, pair work, group work and class work.Teaching aid s: I will use CAI, writing paperNext, I’ll talk about myteaching procedures: I’ll follow four steps.Step1 Warm-upFirst,I’ll have a free talking with the students.Because free talking is an important way to improve the students’ ability of speaking. Of course it can prepare for the next step. I’ll ask the students some questions like: Whatday is it today? What’s the date today? What’s your favourite subject? What do you like doing? …Step2 PresentationI’ll ask the students ‘What do you like doing?’ The students will say ‘I like…’Then I’ll let them guess “Do you know ‘What do I like doing?” Maybe the students will have many differentanswers. If they can’t guess it, I’ll tell them ‘I like reading newspaper. I think it’s interesting. Yesterday I read a letter from an English boy. He wants to make a penfriend in China. He is as old as you. Do you want to make friend with him.’ I think most of the students will say ‘Yes’. At the same time, I’ll show Peter’s picture and list in the screen by CAI and let the students know more about Peter. I’ll let the students say something about Peter by themselves. For example‘Peter lives in London…’ Then let the students answer some questions. ‘ Where does he come from? Where does he go to school? (What’s his school’s na me?) What subjects does he study? What are his hobbies? How about his family? …’ Next I’ll let the students give a short passage about Peter. Like: Peter comes from England.He lives in London. He studies at St John’s Primary School…Purpose: The purpose o f the part doesn’t only practice the students’ ability of expressions, but also prepare for the next step.Then I’ll say ‘Now you know much about Peter, doyou want to make penfriends with him.’ Maybe the students will say‘Yes.’ T: OK. But if you want to make a penfriend with him, you should write a letter to him. Yes or no?S: Yes. T: Before you write the letter, what do you need?S: Maybe the students will say ‘writing paper.’T: At the same time, I show the word and its picture in the screen. Let the students read the word after the record and one by one. I think thestudents can remember the new word more deeply by this way. Readingafter the tape can check if the students read the word correctly.T: Boys and girls, you want to make penfriend with Peter, so you need some writing paper. Look, there is lots of nice writing paper in my hand. (It is time to tell the students the word is an uncountable noun.) Would you like some?S: Maybe the students will say ‘Yes’.T: OK. If you want, you can ask me like … Then I will lead the students to use the new sentence patterns: Can I have a/an/some/the …? What for? I want to … Sure. Here you are.If the students can ask and answer with me, I will give him/her some writing paper as the presents or encouragement.It is a better way to teach the new knowledge, because the studentscan understand the meaning of sentence patterns by the。
牛津小学英语4A Unit7 It说课稿
牛津小学英语4A Unit7 It’s late 说课稿一、说教材（一）教学内容及地位我说课的内容是牛津小学英语4A Unit7 It’s late A部分。
Unit7教学的核心内容是“询问时间”，这个问题学生并不陌生，其中数字1-20以及询问时间句型“What’s the time?It’s…”在前面的3B中已经接触过，可以说本单元是三年级的知识延续，具有承上启下的作用。
A部分主要学习四幅图，其中包括句型“What time do you …? I…at …/At …It’s late .”“It’s late.”及单词“thirty”“forty”“breakfast”。
A部分是本单元的重点。
（二）教学目标根据《英语课程标准》的教学理念，教材特点以及四年级学生的实际情况，我将本课确定为本单元第一课时，教学目标确立为：1.知识目标：①能听懂、会说、会读单词at, thirty, forty , breakfast, late.②能听懂、会说、会读句型“What time do you …? I…at …/At …”“It’s late .”2.能力目标：①能初步了解用英语表达非整点的时间。
②能在一定情景下，正确使用句型“What time do you …? I…at …/ At …”3.情感目标：①培养学生良好的学习习惯和形成有效的学习策略。
②培养学生良好的时间观念。
（三）教学重、难点确立为：本课重点是几点钟做某事的句型：What time do you …? I…at …/At …难点是单词breakfast的读音。
二、说教法和学法本节课我将采用情境教学法，小组合作学习法，歌曲、游戏等活动教学方法，以学生为主体，以语言功能为主线，充分利用多媒体这一教学手段，从学生的学习兴趣、生活经验和认知水平出发，使学生通过感知、体验、实践、参与、合作与交流的方式实现任务目标，使课堂活起来，让学生动起来，从而达成上述的目标，突出重点和突破难点。
牛津英语三年级上册第7单元Unit 7《In the classroom》教学课件
Watch the radio
Guess the meaning
Come in, please. You’re late.
2. 预习Unit8 Look and learn。
Fill in the blanks
Miss Fang: O__p_e_n_t_h_e_d_o_o_r_, _p_le_a_s_e_. Peter: Yes, Miss Fang.
Miss Fang: Thank you, Peter.
Mime and guess
两人一组进行比赛：A先看写在纸上的指令，如 Clean the blackboard。 这个学生要根据指令做动 作，B根据A的动作猜指令。在最短的时间内猜对最 多指令的一组获胜。
Look at the blackboard, please. = Please look at the blackboard.
write and say
Open the door, please. = Please open the door.
Clean the blackboard, please. = Please clean the blackboard.
This is our classroom. This is the blackboard. This is the door. This is the window.
Introduce the classroom.
请像老师一样介绍教室内的物品。 This is the …
牛津5B全英文 Unit7 Part A 小学五年级英语说课稿
说课：《牛津小学英语》5B Unit7 A busy day Part A Read and say东中市实验小学范佳音Good afternoon, everyone. I’m Fan Jiayin. I come from Dongzhongshi Experimental Primary School. It’s my great pleasure to be here sharing my lesson with you. The conten t of my lesson is “A busy day” part A from Unit 7,Fun with English 5B. 一．Teaching contentsThe topics on Fun with English are well organized focusing on the pupil s’ world. Unit 7 is intended for pupils to talk about their daily lives. They have learnt many verb phrases. Such as watch TV, have breakfast, clean the library, watch a football game, do homework and etc. You know they are bilingual class pupils, so maybe these phrases will be more easier for them. “A busy day” mainly talks about the time and what they should do at the time.Considering the contents of the lesson and the levels of the pupils, I design the following teaching aims.二、Teaching aims1.Aims on the knowledge: Pupils will learn the new words “busy, past, to, on duty,brush teeth, really, half, a quarter ”, the new structures “ What time is it? It’s time for… Do you want to…? I want to…2.Aims on the abilities: To develop pupils’ abilities of listening ,speaking, readingand writing. To develop pupils’ communicative skills3. Aims on the emotion: To develop pupils’ sense of co-operation. To let pupilsknow they should cherish the time.三、Important points:1.To help the pupils say the new words and use the key sentences correctly.2.To write whole sentences correctly.四、Difficult points1. How to make dialogues and act them out.2. Pupils can talk about the time and what they should do at the time.五、Teaching aidsAnd in this le sson we’ll need CA I , Tape recorder, school things and so on.六、Teaching methodsNow I’d like to talk about my way of teaching(不必写在教案里).1. Communication methodI’ll set up a real situation, in this way , pupils can practise in pairs or in groups, they can speak freely and needn’t worry about making mistakes2. Task-based methodThat is to say I’ll let the pupils finish a task by making a short dialogue and acting it out. To help the pupils get a better understanding of the key structures, I will arrange these kinds of activities: singing, guessing game, finishing a survey and having a competition.七、Learning methodsLet pupils study in a relaxed and agreeable atmosphere. Thereby, develop the pupil s’ abilities of studying and working with the learning language independently.八、Teaching proceduresNow I’ll mainly talk about my Teaching procedures. I’ll follow five steps.Step 1( Warm-up and revision)It is important to set up a better English learning situation for the pupil s . So I ‘ll designActivity 1. Sing a song: Do some exercise with me? This song is from Unit6 Activity2. TPR( Total Physical Response ) to ask pupils to follow my instructions, “get up, have breakfast, watch TV, do homework” then ask and answer: What are you doing? I am…T: Look, what am I doing?Present the new phrases: brush my teethT: Who is on duty today?Let the child give the orders which are on the paper.I design this activity to get pupils to warm up and review the present continuous tense. I also infiltrate two phrases in t his step, “brush my teeth, on duty”. Because they will be presented in the text.Step 2 (Presentation )To present and practice the key structures one by one, that’ll be much easier for the pupils to learn and grasp the meanings. So in this step, I’ll design 3 activities. Activity1: Guess and learn.Guess a riddle, then learn to express time in English. In this step, I will use CAI to help me with my teaching. Let children practice the time first. Then learn to use “past” and “to”Activity 2: Ask and answer. What time is it? It’s time for…Let pupils talk about the time : What time is it? It’s time to… Because pupils have already learned this structure .Then teacher can make a model first : It’s time for…Then practice in groups.As we all know, using the pictures, this is one of the easiest ways to show the meaning of the words and sentences.Activity 3: Talk and matchTalk about the time and the things first, then listen and match . If time is enough, pupils can talk about their own time and their own things.Children’s attention span is very short. And proper exercises can help pupils focus on their attention and practice the key structures better.Activity4: Think and sayT: Oh, what time is it now? It’s time to watch VCD. Do you want to watch VCD? S: I want to watch VCD.Teacher shows them a list, look at the time and things: What do you want to do? Then invite your friend: It’s … It’s time for… I want to … Do you want to…?In this activity, pupils are encouraged to put themselves in the situation and make a face to face talking. All the pupils are involved in this activity. They can talk as much as possible.Step3. (Production)To help pupils put the language into using, I design a task to help pupils have a production.First watch VCD. Let the Ss listen and imitate the dialogue. Pay attention to their pronunciation and intonation. At la st I’ll ask the pupils to think hard and act it out. Then find out which group will act it out well. I’ll give them red stars.Purpose of my designing: This step makes the pupils get the general idea of the dialogue as a whole one. At the same time let the pupils have a chance to practise their listening and spoken ability.Step 4. (Consolidation)To develop pupil s’ abilities of listening and speaking, that’s the main instructional aims of learning English in primary school. So in step 4, I’ll desi gn some listening exercises to check what they have learned. For example: Think and fill in the blanks. Everyone will have a piece of paper. In this step I’ll give the pupils a free space to show their abilities.Purpose of my designing: “Task-based” teac hing method is used here to develop the pupil s’ ability of communication and co-operation. Tell the pupils we should cherish our time, Time and tide wait for no man.Step 5. (Homework )After step 4, some pupils can grasp the knowledge well, but some pupil s can’t. Revision is so important, pupils should speak English after class as much as they do in class. It is necessary for the pupils to do some exercise after class. So I design the following homework.1. Listen and read.2. Try to talk about the pictures.3. Try to finish your timetableMy timetable:九、．Blackboard DesignUnit7 A busy dayWhat time is it? busy 繁忙It’s … past…on duty 值日It’s … to …brush teeth 刷牙It’s time for…Do you want to…?I want to…?Proverb: Time and tide wait for no man. 时间不等人。
三年级：小学牛津英语3A Unit 7说课稿
新修订小学阶段原创精品配套教材小学牛津英语3A Unit 7说课稿教材定制 / 提高课堂效率 /内容可修改Elementary school Oxford English 3A Unit 7 said textbook教师：风老师风顺第二小学编订：FoonShion教育小学牛津英语3A Unit 7说课稿一、说教材我说课的内容为小学牛津英语3a unit7 it’s nice. 本单元主要围绕表示服装的英语单词，通过复习前几个单元介绍人物时已经出现的this is …和that’s … ，学习由how 引导的感叹句。
要求学生能在一定的情景下用look at …和有关物主代词进行简单的交谈以及表达赞美之意。
根据这一安排和学生的整体认识水平，从知识教学、能力培养等方面考虑，我确立本课时的教学目标为：认知目标：使学生能在日常生活中了解并运用句型look at…及其应答语it’s nice/smart/pretty﹒并知道how nice!表达赞美、感叹之意。
同时还要掌握服装类单词a dress ，a skirt，a t-shirt，a jacket，a sweater，a coat，a shirt，a blouse和物主代词his，her以及形容词new。
通过句型的深入使学生更为熟悉和灵活运用语言，使之成为自己的语言。
情感目标：通过各种教学手段，如奖励、竞争、小组合作，交流激发他们学习英语的兴趣和热情，体验成功的快乐，注重培养积极向上、自信、善于交际的优良品质。
能力目标：1、培养学生良好的学习习惯和学习方法。
2、培养学生在一定的语境中运用所学语言进行交际的能力。
二、说教法创设情境，营造和谐气氛，强化听说。
突出学生主体。
warm-up部分，练耳，复习与一体。
师生，生生用英语交流，学以致用，提高学生语言交际能力。
在presentation单词教学处理上使学生多听教师用不同语调说出单词，升调和降调，再请学生模仿说，符合听说领先原则。
牛津小学英语5A Unit 7说课稿
牛津小学英语5A Unit 7说课稿
我说课的内容是牛津小学英语教材5AUnit7的第一课时。
这是一节新授课，围绕现在进行时态的陈述句展开对一般疑问句新内容的教学。
本课时的教学内容是学会现在进行时态的一般疑问句用法；然后运用句型去交谈有关课余活动的话题。
根据这一安排和学生的整体认识水平，从知识教学、能力培养等方面考虑，我确立本课时的教学目标为：
1、能听懂会说现在进行时态的一般疑问句,并学会答。
能够理解现在进行时态的陈述句改变成一般疑问句的结构。
2、听懂会说词组
readanewspaper;readapicturebook;readamagazine;playchess;playcards.
3、能运用所学句型进行对话表演和口语交际，激发学生学习英语的兴趣，培养学生的英语学习能力。
本课时的教学重点是：
1、能听懂会说现在进行时态的一般疑问句,并学会答。
能够理解现在进行时态的陈述句改变成一般疑问句的结构。
2、词组学习
教学难点是能够理解现在进行时态的陈述句改变成一般疑问句的结构并能熟练地运用。
为实现以上目标，我是这样设计教学过程的：
教学过程：
一、Warmingup。
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牛津英语6A Unit7 At Christmas（Part A）说课稿
一、教材分析
我说课的内容是Unit 7 At Christmas，这一单元的主要话题是：“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。
通过本单元的教学，要求学生能在一定的情景下正确使用名词性物主代词，并掌握一些日常生活用品的词汇，如：wallet、comb、teapot等，以及句型Whose …is it/are they? It’s/They’re mine/yours/his/hers/ours.和日常交际用语。
名词性物主代词的使用是本单元的重点。
本单元我们共分四个课时进行教学：第一课时为BC词汇句型的教学，第二课时为A板块的阅读教学，第三课时为DFGH活动巩固，第四课时为E部分阅读拓展。
我要说的是牛津英语6A Unit7 At Christmas A 部分的内容。
涉及的核心内容是Jim一家在圣诞节互赠礼物。
通过本课的学习教师不仅要帮助学生掌握相关的交际用语并初步领会名词性物主代词的用法，而且要让学生知道并初步了解圣诞节的文化背景，从而拓展学生的知识面，激发学生学习英语的兴趣。
本课因为是第二课时，教师要注重从整体入手进行对话教学，帮助学生梳理和了解文章的内容。
二、学情分析
首先学习内容方面：在4A Unit 6 Whose gloves?一单元时，学生已学过句型Whose …is it/are they?It’s/They’re….对形容词性物主代词也有了一定的了解。
所以学生对理解名词性物主代词的意思并没有太大的障碍，但在使用时却常常与形容词物主代词混淆，在教学过程中，可以适当地用简明扼要的语言讲明两种物主代词的区别。
学习特点方面：六年级的学生有了一定的思想，他们没了刚学英语时的那股热情，下课后的那份期待。
他们的学习兴趣在慢慢的降低，更不会为幼稚的游戏所动。
所以教材的处理要时时考虑对学生感官的强刺激，使学生的思想始终处于积极状态。
三、教学目标
新课标强调知识与技能、过程与方法、情感和价值感三个角度的有机结合，结合自身对教材的认识，和学生的实际情况，我对本课设计了如下的教学目标语言知识目标
1.能听懂、会说、会读单词：wallet, teapot, hairdryer, calculator, skateboard。
★2. 能听懂、会说、会读名词性物主代词mine, yours, his, hers, ours，并让学生感受其用法。
★3. 能正确理解并能体验句型Who is/are the… from? It’s/They’re from…的使用语境。
★4、能听懂、会说、会读日常交际用语。
This one is from Grandma.
Open it for me, please.
Who are they from?
They’re from Grandpa and Grandma.
You’re welcome.
语言能力目标
1、学生能够在适当的情景中，讨论礼物的归属及馈赠场景的交际。
2、通过听、读提高学生搜索信息的能力。
文化意识目标
让学生通过本课学习，了解西方的节日，以及中西方文化的差异。
同时培养学生跨文化交际的意识和能力。
重点和难点
重点
1、对文章的整理理解。
2、掌握文中的重点句型。
难点
物主代词和宾格的运用。
四、教法学法
说教法
1、多媒体教学：利用PPT呈现多张图片，展示Christmas的背景场景。
2、任务型教学：以看看、听听、说说、做做等活动，整理理解课文内容，培养学生听说读写能力。
说学法
引导学生通过比较、观察、猜测的方法逐渐感悟新语言项目的功能，让学生在多层次的练习中体会到学习英语时“运用”的必要性，鼓励学生积极思维，大胆尝试。
五、课前准备
自主导学设计，PPT 。
自主导学：
1常规预习
2预习自测
圈出Jim一家的圣诞节礼物，并试着把圈出的单词写一写、读一读。
六、教学过程
通过以上分析，我将本课分为以下几个步骤进行教学：
Step1.Free talk.在这个环节中,我运用每日课堂用语和学生进行free talk，一方面不断巩固和积累，一方面通过日期引出课题at Christmas.
T: What day is it today?
What date is it today? And Christmas is coming soon.
Can you say something about Christmas?
Teach from , for, my iPad = mine
T: Did you get any presents last Christmas?
What present is it? Who is it from?
Today we are going to learn Unit7 At Christmas. (揭题)
Step2.Text
1. T: Look at the picture,it’s the photo of Jim’s family
T: How many people are there in Jim’s family? Who are they?
S: There are five. They’re Jim’s grandparents, Jim’s par ents and Jim.
T: Where were they? What did they talk about? Let’s listen to the tape.
Q1:Where were Jim’s family on Christmas Day?
Q2: What did they do after lunch?
Q3: How was everybody?
2、T: Jim’s family were in his grandparents’ house.They opened their presents And they talked about the presents. What presents have they got?
反馈预习自测
T: What presents have they got?
Ss:They have got a watch/a wallet/a teapot and some tea/a calculator/a hairdryer / skateboard.
3. Wach and match (看金太阳动画一遍，做人物和礼物连线) 分两步处理，先找是谁的Whose presents are they? 再找出是谁送的Who is it from?分解难点。
T: All their presents are here, but whose are they?
Whose …is it ? It’s ..’s. Whose …are they? They’re…’s. (教师接说：Yes，it’s/they’re his….初感名词性物主代词用法)
4. Read carefully, fill in the form.
T: Now you know all of them got their presents. The… is for…., the…are for…
But who are they from?
Who is …. from? It’s from…
Who are … from? They’re from…
5. 达标测试1：用for, from 填空。
1.I’ve got a box of chocolate _________ my parents.
2. Today is my birthday. The dress is ______ me. I like it very much.
Step 3.Consolidation（指导朗读课文对话）
1. T: L et’s read after the tape.
2. Do you understand?
3. 达标测试2
T:Boys and girls, I think you know a lot about Jim’s family’s Christmas presents now. Please try to complete the passage.
巩固延伸
Work in groups.拿出去年圣诞收到的礼物，讨论中运用到本课的句型
Whose … is it? Who is it from？
（在英语课中，活动的设计和开展还应该和学生生活联系，有利于学生学习英语知识，发展语言技能，从而提高学生的综合运用语言的能力。
本堂课上的最后，我设计了一个拓展练习，其内容主要是介绍自己收到的礼物和做圣诞卡片送给好朋友。
既给了学生展示自己的平台，又锻炼了学生的口语及勇气，也为下面的巩固活动课做准备。
很好的贯彻了：在用中学，学中用，学用结合，学以致用的原则。
在这样的一个学习过程中，学习者处于相对自然的态势，不断的在习得和使用语言，学和用每分每秒都和谐的交织在一起。
）。