Unit 4 Lesson 22 Christmas Gifts教案

Lesson22 Christmas Gifts
教学目标 1、知识目标：使学生能够认读、理解句子:
Are you going to give gifts?
What do you want to buy?
What would you like for Christmas?
2、能力目标：学生能够正确运用上述句子进行交际。
3、情感目标：进一步培养学生学习英语的兴趣。
通过学习圣诞节赠送礼物的相关内容，培养学生关爱他人的良好品质。
教学重点 三个重点句子的理解和运用。
教学难点 三个重点句子的理解和运用；对special一词的认读与理解。
教学准备 课件，录音机
教学课时 一课时
教学过程 第一课时
教学环节 设计意图
Greeting：
Warming-up:
(T uses PPT to show the picture of Christmas.)
T：Christmas is coming! What do you konw about Christmas?
S1：… S2：…
(T uses PPT to show the picture of Santa.)
T: Look! Who is he? What do children say about Santa?
S1：… S2：…
T：Do you like Christmas gifts? Today we are going to learn Lesson
22 Christmas gifts.
(T draws some gifts on the blackboard.)
Presentation:
(T uses PPT to show the picture of buying gifts.)
T:Where can you buy Christmas gifts?
(T uses PPT to show the picture of a shop.)
T: Yes! We can buy Christmas gifts in a shop!
For 揵uy,we can also use shop for.
Ss: We can shop for Christmas gifts in a shop.
T:Where else can you shop for Christmas gifts?
(T uses PPT to show the picture of other places.)
S1：… S2：… S3:…
T：Christmas is coming. I like to go shopping. Danny and Li Ming like to go shopping ,too. They are in a shop now. Who do they meet? Let’s go and watch.
(T shows the vedio of Part 1.After watching, T asks the Ss to answer the quesion and uses PPT to show other questions about Santa and Danny.T calls some Ss to answer them.)
T：Does Danny want to buy any gifts for his family?
What is Li Ming going to give Jenny’s family for their Christmas tree?
Please open your books. Let’s listen and read.
(T uses PPT to show the questions and asks the Ss to listen to the tape and read together. T teaches the Ss to read the word “sepcial” while reading part 1.After reading, T asks some Ss to try to anwer the questions.)
T：What’s the meaning of special? It means “different from others.”
(T uses PPT to show the phrases about special then lets some Ss to read and say some sentences about them.)
（T shows other questions about Part 1and ask the Ss to anwer them.）
T: What would Li Ming like for Christmas? You will find the answer in next lesson. Now Please stand up and read Part 1 by yourselves. When you finished, Please sit down.
Practice：
T：Do you like Santa? Let’s act the dialogue!
(T asks two or three groups to act the dialogue.)
T：Danny would like a big,new car for Christmas. And Santa asks me,“What would you like for Christmas?” I say …. How about you?
(T asks some Ss to ask and answer.)
Production：
(T uses PPT to show the key sentence patterns . )
T: Christmas is coming! Are you going to give gifts to your family or friends?
(T asks one S to answer meanwhile shows the example about how to make a dialogue with the sentence patterns)
T: You can make a dialogue like this.Who wants to show us the dialogue?
(T asks some volunteers to show the dialogue.)

Homework:
1.Read Part 1 fluently.
2.Write down the answers of Part 2.
3.Activity Book : L22.
4.Draw a picture of what you would like for Christmas.
Class Closing:
T: On Christmas , don’t forget to say “Merry Christmas” to your family and friends!
(Sing the song of Lesson21 together)
*通过谈论圣诞节相关话题复习旧知，同时自然过渡到本课内容。
*通过Christmas gifts话题引出问句及短语“shop for”，衔接紧凑，过渡自然；通过师生互动引导学生了解“shop for”的含义和用法并能正确运用。
*通过让学生带着问题观看视频并回答相关问题使学生简单了解课文大意。
*通过带着问题跟读课文使学生进一步了解课文内容，循序渐进；问题设置比上一环节问题难度略有提高，层次清晰；同时通过跟读过程中教授“special”读音及回答问题过程中引导学生了解其含义并用到句中，做到词不离句。
*将课本第二部分问题与第一部分自然结合，并通过回答最后一个问句引出下一课相关话题。通过让学生自读课文使学生再次整体感知并巩固课文内容。
*通过表演对话和生生互问互答环节激发学生的参与积极性并锻炼学生的表达能力。
*通拓展环节的Pair Work使学生能够综合运用本课重点句子进行交际。
作业设计 1.Read Part 1 fluently.
2.Write down the answers of Part 2.
3.Activity Book : L22.
4.Draw a picture of what you would like for Christmas.
板书设计 Lesson22 Christmas Gifts
Are you going to give gifts?
What do you want to buy?
What would you like for Christmas?
教学反思 本课课型为对话课，教学目标是使学生能够认读、理解句子:Are you going to give gifts?What do you want to buy? What would you like for Christmas? 学生能够正确运用上述句子进行交际。本课的教学重点是三个重点句子的理解和运用。本课的教学难点是对special一词的认读与理解。本课的教学亮点是通过生生互问互答的形式练习句型What would you like for Christmas?形式灵活且提高了学生的参与积极性；还有通过让学生表演对话使学生能够将所学句型综合运用，本课的不足之处在于对文本的处理形式比较单一，且新授环节没有能够突出教学重点，在今后的教学中，我要设计更为有效的教学环节，使教学重点能够更为突出，使学生能够更好地掌握重点，掌握所学内容。