1、LessonLesson 1919 ChristmasChristmas Apr.,15th. SantaSanta ClausClaus MERRYMERRY CHRISTMASCHRISTMAS DoDo youyou likelike SantaSanta Claus?Claus? HowHow oldold is is SantaSanta Clause?Clause? WhatWhat doesdoes SantaSanta ClauseClause looklook like?like? CanCan youyou makemake mymy ChristmasChristmas
2、treetree beautiful?beautiful? WhatWhat dodo peoplepeople dodo atat Christmas?Christmas? hughug eacheach otherotherkisskiss eacheach otherotherholdhold handhand withwith eacheach otherother AtAt Christmas,Christmas, peoplepeople saysay “MerryMerry Christmas!Christmas! ”to”to eacheach other.other. 1.
3、Listen and fill in the missing letters. Then draw a line to match the words to its pictures. Chr_s_m_s tr_ _ S_ _ta Clau_ pr_s_ _t w_ _derf_ _ _ _ch other Exercise 1 1. Listen and fill in the missing letters. Then draw a line to match the words to its pictures. Christmas tree Santa Claus present won
4、derful each other Exercise 1 1. Work in groups. Fill in the missing words from the box. Then act it out. We get _ from _ . Its _! What do you do _ Christmas? We put _ on the _ . We say “_!” to each other. Exercise 2 at presents Merry Christmas bells and balls Christmas tree Santa Claus wonderful at
5、bells and balls Christmas tree Merry Christmas presents Santa Clauswonderful DoDo youyou believebelieve inin SantaSanta Claus?Claus? MakeMake a a ChristmasChristmas cardcard andand telltell SantaSanta ClauseClause howhow youreyoure goinggoing toto spendspend youryour ChristmasChristmas inin 2018.201
6、8. HomeworkHomework Thank You! 1 Teaching Aims: 1. Enable students to master the key words: Christmas, Santa Claus and Christmas tree. 2. Enable students to express their greetings “Merry Christmas” to each other at Christmas. 3. Enable students to experience the atmosphere and know more about Weste
7、rn Christmas culture. 4. Enable students to sing the song “We wish you a Merry Christmas” and act it out. Teaching Strategy: 1. Watch videos about Christmas, it can bring more Christmas atmosphere to the class and arouse students interest. 2. Learn words through questions by guessing and thinking. 3
8、. Learning the sentence structures by decorating the Christmas tree which applies task-based language teaching method. 4. Teach what the hamburger is made of by using the toy hamburger model. 5. Inspire students romantic belief in Santa Claus and love through video watching and thinking. Teaching Di
9、fficulties: 1. Pronunciation of Christmas and Santa Claus; 2. “At” Christmas; 3. Put on. Teaching Aids: PPT, video clips, word cards, Christmas tree and its relevant decorations. Teaching Process: 2 . Warm-up & Lead-in. 1. Listen to a song. 12 Months of a Year. T: What day is it today? S: Today is .
10、 T: Is today Tuesday in January/ Feburary? Ss: Today is Tuesday in March. T: Great! And today Ill introduce you a new friend of mine. Shes an animal. Can you guess what she is? Ss: Rabbit/ bear/ cat, ect. T: Look! Its a . Ss: Bear. T: Yes. Its a bear. And her name is Penelope. Would you like to say
11、“Hi” to Penelope? Ss: Hi! Penelope. T: Listen, Penelope has magic. She can take us to any day of the whole year. Do you want to go with her? Ss: Yes. T: Now, everybody, close your eyes, please. . Presentation & Practice. 1. Christmas (1) T plays the background music of Jingle Bells. T: So, who can t
12、ell me, which day is it? Ss: Christmas! (2) T brings out the word card and lead students to read, pay attention to the pronunciation of “ch”, “i”, “t” and “a”. T: Good, now, everybody, do you want to go with Penelope to see her Christmas day? Ss: Yes! (3) T plays the video of Penelopes Christmas Day
13、. T: Who can tell me, which day is Christmas? 3 Ss: Dec, 25th. T: And what color do you think Christmas is? Ss: white/ yellow/ green/ red/ orange, ect. T puts color white, red and green on the blackboard. T: Wow, youre very imaginative! So can you tell me why do you think Christmas is white? Ss: Bec
14、ause the snow is white. T: Good answer. Christmas is in cold winter. And the snow makes it a white Christmas. And why do you think Christmas is red? Ss: Because the candies are red/ the socks are red/ the gifts are red. T: Very good! And do you know what else is red? 2. Santa Claus (1) T uncovers th
15、e red color on the blackboard and reveals the picture of Santa Claus. T: Who is he? T brings out the word card and lead students to read. Pay attention to the pronunciation of “a”, “au” and “s”. (2) T: Can you sing the song of Santa Claus? T plays the music to help students master the pronunciation
16、and spelling of Santa. T: Do you know Santa Claus? Ss: Yes! T: Are you sure? Well, here I have some letters from Santa Claus. He wants you to answer some questions. Who wants to try? (3) T brings out 4 letters for students to choose. (each time with one question) Open it, read it out, others repeat
17、the question and then answer. a. What does Santa Claus look like? - Santa looks very old, and wears red hat and red coat. b. How old is Santa Claus? Let students guess, and try to review the expression of age they learnt in Unit 1. c. Do you like Santa Claus? Why? Ss: Yes! Because Santa gives us gif
18、ts. 4 T: Wow! Gifts! I love it! And we also call gift as present. 3. present T Brings out the word card and lead students to read, pay attention to the pronunciation of letter “s”. T: Do you know how does Santa Claus give us presents? Let me show you a video clip. While students are watching the vid
19、eo, T puts on the Christmas hat and coat. T: Look! Now I am the Santa today. And here Ive got the (T brings out the Santas present bag) Ss: presents! T: Yes! Ive got so many presents. Can you guess whats inside? Ss guess. T: Oh, let me take a look. Its green. Ss try to guess. T uncovers the green co
20、lor on the blackboard and reveals the picture of a Christmas tree. 4. Christmas tree T: Its a (T takes out the Christmas tree from the present bag and puts it on the desk and then brings out the word card) T leads students to read. T: Look at the Christmas tree. Do you like it? Ss: Yes! T: Well, but
21、 I dont like it. I think its not beautiful. Can you help me to make my Christmas tree beautiful? Ss: Yes! T: Youre so nice! But how can I make the tree beautiful? Can I put my book on it? Ss: No! T: Can I put the chalks on it? Ss: No! 5 T: So how can I make my tree beautiful? If you can help me, may
22、be Ill give you some presents from my bag. Who would like to try? Ss: You can put a star on the Christmas tree. T: Oh! A star! Yes! Do I have a star? T tries to bring out a star from the present bag. T: Wow, its a Ss: star! Read after T three times. 5. At Christmas T: Good! Now, can you help me to p
23、ut the star on the Christmas tree? T: Who can tell me, when do we put the star on the Christmas tree? T brings out the word card of “At Christmas”. T leads students to read several times. T: Now everybody, look at the star! Is it beautiful! Ss: Yes! T: I think its wonderful! T: So we can say: (T bri
24、ngs out the sentence card and stick them on the blackboard) T & Ss together: Look at the _. (pictures) At Christmas, we put _ (words) on the Christmas tree. Wonderful! T: Who can help me to put the word on the line? S1 helps to find the correct word on the other side of the blackboard and stick it o
25、n the line. Can you try to read it? S1 read. Others follow. T: What else do I need? Similar process dealing with words related to Christmas tree decorations : bells, balls, tinsel and Christmas tree lights. Let students master the above sentence structures. 6 T: Wow! Look at my Christmas tree! Its w
26、onderful! Im so happy! And now, I want to say “Merry Christmas” to you! What do you want to say to me? Ss: Merry Christmas! T: At Christmas, people say “Merry Christmas” to each other. 6. Each other T: At Christmas, everyone is so happy. Do you know what do they do at Christmas? Now, lets see. T pla
27、ys ppt and lead students to say: People hug/ kiss/ give presents/ say “Merry Christmas” (to) each other. 7.Paper work. 8. Sing a song. We wish you a Merry Christmas. 9. Watch a video: Do you believe in Santa Claus? (Let students talk about their own opinions if time permits) Homework: Make a Christm
28、as card and tell Santa Clause how youre going to spend your Christmas in 2018. Blackboard Design: 7 REFLECTION Lesson 19 has been selected from the English book of primary school of Grade 3, the second semester, which is based on Tsinghua edition. The theme of this unit is “Special Days” and its tea
29、ching aim is to enable students to express themselves during holidays. For this lesson, the key words are: Christmas, Santa Claus and Christmas tree. The main sentences are: Look at/ Merry Christmas and “At Christmas, people say “Merry Christmas” to each other. Based on the students previous knowled
30、ge and personal experience, theyre quite familiar with the target language and have mastered the sentence structure “Look at.” in their last semester. So the main teaching aim provided of this lesson is easy to access for most students, and I have added the activity of decorating a Christmas tree, t
31、o bring in more expressions, like the decorations on the tree, and the sentence structure “We put _ on the Christmas tree” to expand the content and the atmosphere of Christmas. The Class has been designed through questions in a strong logical way so as to make students think and grasp their curiosi
32、ty. Starting from the perceptual question of “what color do you think Christmas is?” to lead in Santa Claus, then to presents, then to Christmas tree and finally to the activity of decorating the Christmas tree. So basically speaking, I think the students are interested in learning and the teaching
33、aim has been well accomplished. And frankly, this is our first try to bring in so many words to expand the content of the class. And the students really did a good job. I think in later learning, I can be more open to my students and bring them more input. And therere some aspects that I think I nee
34、d to improve. 1. Class atmosphere control. This requires more training to students in daily teaching and will be one of the most important goals for me in this semester. 2. More input in daily teaching to satisfy students individual needs of different learning levels. 3. More encouragement to students and better assessment. 4. More focus on practicing part, more time should be given to the students.
