六年级上册英语教案Module 2 Unit 1 I went to Chinatown in New York yesterday外研社.docx

1、Module 2Unit 1 I went to Chinatown in New York yesterday. 教材分析 教学目标本课是六年级上册第二模块第一单元。话题是过去的活动，主要语言功能是运用过去时来描述过去的经历。Unit1的课文情境是Daming在给妈妈写电子邮件，他在邮件中写到自己昨天去了唐人街。唐人街上到处都是中国人，有许多中国商店和中餐馆，人们讲英语，也讲汉语 。他和Simon中餐馆吃了饭，发现唐人街的中餐和中国国内的中餐有些不同。然后他们在街上看了舞狮表演，Simon非常喜欢，他很想到中国学汉语，看长城。本课的重点是让学生对唐人街有所了解，并运用一般过去式来写电子邮件。

2、【知识目标】1. 能认读单词surprise、everywhere、restaurant、dancing，并能认读相关句子。2. 能准确找出文中表过去式的单词，并能写出其原形。【能力目标】1. 用过去时表述过去发生的事情。2. 学会写一封电子邮件。【情感目标】 教学重难点了解中华文化，增强民族自豪感，养成合理的跨文化心态及与各国人民友好相处的意识。【教学重点】用一般过去时完成一定的任务。【教学难点】 课前准备用一般过去时完成一定的任务。教师准备多媒体课件，单词卡片，Simon和Daming人物图片及实物教具等。学生准备：学生用书、笔、个人收集的物品（实物或照片） 教学过程Step 1. War

3、m- up Free talkStep 2. Previewa puzzleT: Yesterday I got an email from Daming. He went to an interesting place. But he didnt tell me the place. He gave me a puzzle. Can you help me to guess?There is a place.Its not in China.But-There are many Chinese people everywhere.There are lots of Chinese resta

4、urants.Where is it?(复习there is/ there are.同时引出主题：Chinatown)Ss：Its Chinatown!教师利用多媒体课件教学单词ChinatownStep 3. Presentation1. dancing, everywhere, past tense words: had, went, sawT:The Chinatown is fantastic, right? Yesterday I had a dream. I went to Chinatown in my dream.(have-had, go-went)（PPT展示，字体标注过去

5、式）And I saw- (see-saw)Chinese dancing in the street;Chinese people everywhere;And many Chinese shops.(通过ppt 和单词卡片展示教授单词dancing, everywhere)2.restaurant, different, surprise, past tense words: spoke, ate T: Then I felt hungry.So I ate in an American Chinese restaurant. (eat-ate)I had a surprise!The f

6、ood was different!The people spoke Chinese and English. (speak-spoke)(PPT 和单词卡片展示教授单词restaurant，different，surprise)3. Now we know many things about Chinatown. Our friend Daming went to Chinatown. And he told his mother about Chinatown in an email. Now listen and understand.4. Read again and answer q

7、uestions.1.What did people speak there?2. Where did they eat?3.What did they see in the street?4. Did Simon like the Chinese dancing?5.Where does Simon want to visit?Step 4. Practice1.Activity: Do you remember?(review the past tense words)T: Daming told us what happened yesterday. When we describe s

8、th. happened in the past, we use the past tense. Can you find the past tense words in the text? （Ask some students to find the past tense word.）2.T: Daming went to Chinatown yesterday. Its a wonderful trip. Can you tell us about your trip?(提示用如下问题1、Where did you go？ 2、When did you go there? 3、What d

9、id you eat/ see/?)T: For example, I went to the library yesterdayStep 5. SummaryKey sentences:-What did you do ? - I 2. -What did you see? - I saw3. -What did you eat?- I ateStep 6. Homework1.Listen and read the text.课本、报刊杂志中的成语、名言警句等俯首皆是,但学生写作文运用到文章中的甚少,即使运用也很难做到恰如其分。为什么?还是没有彻底“记死”的缘故。要解决这个问题,方法很简单

10、,每天花3-5分钟左右的时间记一条成语、一则名言警句即可。可以写在后黑板的“积累专栏”上每日一换,可以在每天课前的3分钟让学生轮流讲解,也可让学生个人搜集,每天往笔记本上抄写,教师定期检查等等。这样,一年就可记300多条成语、300多则名言警句,日积月累,终究会成为一笔不小的财富。这些成语典故“贮藏”在学生脑中,自然会出口成章,写作时便会随心所欲地“提取”出来,使文章增色添辉。 我国古代的读书人,从上学之日起,就日诵不辍,一般在几年内就能识记几千个汉字,熟记几百篇文章,写出的诗文也是字斟句酌,琅琅上口,成为满腹经纶的文人。为什么在现代化教学的今天,我们念了十几年书的高中毕业生甚至大学生,竟提起

11、作文就头疼,写不出像样的文章呢?吕叔湘先生早在1978年就尖锐地提出:“中小学语文教学效果差,中学语文毕业生语文水平低,十几年上课总时数是9160课时,语文是2749课时,恰好是30%,十年的时间,二千七百多课时,用来学本国语文,却是大多数不过关,岂非咄咄怪事!”寻根究底,其主要原因就是腹中无物。特别是写议论文,初中水平以上的学生都知道议论文的“三要素”是论点、论据、论证,也通晓议论文的基本结构:提出问题分析问题解决问题,但真正动起笔来就犯难了。知道“是这样”,就是讲不出“为什么”。根本原因还是无“米”下“锅”。于是便翻开作文集锦之类的书大段抄起来,抄人家的名言警句,抄人家的事例,不参考作文书

12、就很难写出像样的文章。所以,词汇贫乏、内容空洞、千篇一律便成了中学生作文的通病。要解决这个问题,不能单在布局谋篇等写作技方面下功夫,必须认识到“死记硬背”的重要性,让学生积累足够的“米”。教学反思2.Write an email to Daming to tell your trip.其实,任何一门学科都离不开死记硬背,关键是记忆有技巧,“死记”之后会“活用”。不记住那些基础知识,怎么会向高层次进军?尤其是语文学科涉猎的范围很广,要真正提高学生的写作水平,单靠分析文章的写作技巧是远远不够的,必须从基础知识抓起,每天挤一点时间让学生“死记”名篇佳句、名言警句,以及丰富的词语、新颖的材料等。这样,就会在有限的时间、空间里给学生的脑海里注入无限的内容。日积月累,积少成多,从而收到水滴石穿,绳锯木断的功效。略。