教学目标：　　知识目标　　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?is it/are they? It’s/They’re?②Who is it/are they from? It’s/They’re from?的使用语境。　　技能目标　　引导学生在学习对话的过程中感受如何谈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。　　情感目标　　让学生了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。　　教学重点：　　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。　　教学难点：第 1 页


　　单词hairdryer, calculator, skateboard的读音；有感情的朗读对话并适当拓展。　　教学准备：　　多媒体课件，单词、句型和人物卡片，练习纸　　教学过程：　　Step1 、Warming-up.　　1、课前播放歌曲：“We wish you merry Christmas”。　　2、Free talk.　　①T: Today, here are so many new English teachers in ourclassroom. Can you introduce yourself to the teachers?　　T: What date is it today?　　T: What holiday（节日）is coming?（Ss: Christmas）　　引出课题并呈现卡片进行教学。（Unit 7 At Christmas）　　T: When’s Christmas? （Ss: It’s on the 25th of December.）　　②T: What do you know about Christmas? （Ss:自由介绍！）第 2 页


　　提示学生可以用中文自由介绍。（T：You can speak in Chinese.）　　Father Christmas圣诞老人 stockings长筒袜　　③T: What do people usually do at Christmas? （Ss: They usuallyeat delicious food.and give presents to each other.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、Presentation and Practice　　1、师创设情境导入并教学新授内容：“　　T: We know we can get some presents on Christmas day. Andlast year, on　　Christmas day, I got a present from my friend Jack. Look, it’s awatch.　　So we can say the watch is from Jack. It’s for me. It’s my watch.It’s mine.　　（设计意图：从学生熟悉的手表watch开始导入新句型和名词性物主代词，目的在于让学生能够整体感知名词性物主代词的含义及用法）　　2、Learning the whole text第 3 页


　　Listen and answer（序言）　　T: Now we know I got a Christmas present from my friend atChristmas. And Jim’s family got some presents, too. Now let’s look atthe preface.　　What holiday（节日） was it?　　It was Christmas Day.　　Who are they?　　They are Jim’s family.　　Where were they?　　They were in Jim’s grandparents’ house.　　What were they doing?　　They were opening their presents under the Christmas tree.　　Watch and circle（完整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，教师进行单词教学：a watch, a teapot andsome tea, a wallet, a calculator, a skateboard, a hairdryer.　　教师示范朗读，学生跟读单词。重点指导calculator,第 4 页


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，帮助学生了解复合词，提高记忆的效率。）　　Read and match（快速阅读课文，将对应的人物、礼物进行连线。）　　在学生做完连线以后，运用连线后的图引出句型：Whose...is it/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渗透句型，这样学生理解起来更容易。）　　Read and fill in the form（细读课文，完成表格内礼物来自于谁，然后根据例句造句）　　重点让学生操练句型：Who is it/are they from? It’s/ They’re from…　　如：The wallet is from Grandma. It’s for Grandpa. It’s his.　　The teapot and some tea are from Grandpa. They are forGrandma. They’re hers. （注意单复数）　　Step3、Consolation　　Read after the T sentence by sentence.　　Fill in the blanks （Do a summary of the text）第 5 页


子oIt’’ ’s f）。r your son. It’’　　Merry Christmas！　　Sincerely yours,　　Kitty　　（设计意图：运用本课所学句型能进行简单的拓展时我
们目节课的一个这标。而在课程设计
上前后呼应是有必前要的。面提到我去年圣诞节ckJa收到的礼物，
么今年那，我要会送物礼那么我能送什么，请帮我完成这封信，这样水到渠
成。在学生自己拓展前给了例子，并且要求学生根据家为需求Jack一选择礼物）第 6 页
　　On __________ Day, Jim’s family get many presents. The wallet isfrom Grandma. It’s Grandpa’s. It’s ____. The teapot and some tea are_____ Grandpa. They’re Grandma’s. They’re _____. A calculator and askateboard are from Mum and Dad. They are _____ Jim. They’re_____. The watch is for father. The hairdryer is for mother. Everybodyis very excited.　　Step4、Write a letter　　We know that I got a watch from my friend Jack last year. Thisyear, on Christmas day, I want to send some presents to Jack’sfamily, too. Let’s look at Jack’s family photo.　　Dear Jack, ’s for you. It’s ’　　’s for your wife（妻


　　Step5、Homework　　1. Read and act the dialogue.　　2. Make a Christmas present for your parents or your friends.第 7 页