新标准英语六年级Unit1ThereisabigChinatowninNewYork

1、课题unit 1 there is a big chinatown in new york.教学fl标知识目标：where did you go? i went to./ what did you see? i saw./what did you eat? i ate .能力目标：能用英语介绍交流过去发生的事情。教学重点用英语介绍过去发生的事情教学难点正确使用动词过去式教学准备卡片，课件教学过程教学内容设计意图step1warming up1. write some verbs in the past tcnse on the board. tell the students, "h

2、ere arc some verbs in the past tense. i，m going to call out a verb from the board, in the present tense. lookat the board and respond with the same verb in the past tense. 1 want two students to come to the board and point to the right word. ”2. play a game- find your friends.give out several cards

3、to the students. half ofthe cards are verbs in the present tense. half of them arc verbs in the past tense. one minute for them to find their friends and t hen st and in front of the classroom with their cards. theteacher will speak out a verb in the present orpast tense. the rest students should re

4、spond with the same verb in the past or the present tense- the student who holds the right card shouldturn around. 这是一个学生非常喜欢玩又能很好地复习不规则动词 过去式的游戏，学生也能全班参与，台上找好朋友的 学生既要听老师的词语，但又要根据台下学生的词语转 圈，锻炼了他们的应变和反应能力。）（老师请全体学生 从黑板上所写词语 中找到并读出所给 动词的过去式，这 既是一个热身活 动，帮助学生复习 所学过的不规则动 词过去式，请两名 同学上台指出相应 词语可以帮助部分 后进生更加熟

5、悉这 些词语，加强他们 的认读能力。）step 2lead inl ask the students to look at the screen. tell them, “yesterday was sunday. 1 didn" t go to work.1 was tired. but 1 was very happy. look at the screen. think it over and guess. where did i go? what did 1 see? what did 1 eat? let' s talk and（通过看图片提示 猜岀老师昨天的活 动

6、创设语境，将学 生的思维迅速地引 向教学目标，使学finish the positions of this pet. ” (课件出示三 组图片：商场、鞋子；电影院，功夫熊猫剧照；餐 馆，食物。并岀示张“小宠物”图片)2. have the stuclcnts to guess where i went and what 1 did. finish drawing the feet (i went to)，the mouth (i ate)，the eyes (i saw-) and the hands (i bought-) of the pet.(谈论去过的地方,完成 “小宠物”的脚，吃的东

7、四，完成“小宠物”的嘴巴， 看到的完成“小宠物”的眼睛，最后买的东西完成“小 宠物”的手。)生的思维与想彖在 教师限定的范围内 展开，自然而然形 成教学所需的相关 语境。激发学生学 习新知识的兴趣。)step3practicepractice- ask the students, “how about you? where did you go yesterday? what did you do? what did you see? what did you eat?” have them to ask and answer in pairs.这部分属于口语表达的训练，老师要给学生足够的时间

8、 去准备，这样才能在对话展示中有好的效果。(让学生两人一组 用英语简单交流昨 天的经历，让学生 回忆与阅读主题相 关的经验，既培养 了学生运用语言的 能力，引发学生的 能动思维，又复习 了以前学过本课又 出现了的句型。)step5.extensionlett talk about our summer holiday.1. show the students some photos of the places i went and the things i did on my summer vocation on the screen. ask them to keep the picture

9、s in mind. give them one minute to watch the phot os. then have the students say something about the teacher" s summer vocation.（课件将老师的暑期生活组成一组 照片从屏幕上闪过，让学生在限定的时间里记住并复述 出来）2. tell the students, “let，s talk about our summer vocation. make a dialogue with your friends. talk about where you went a

10、nd what you did in your summer vocation. ” ask them to practice their dialogue in groups and then act it out. （学生分(模拟情景是此时 学生自主学习课堂 教学的最直接方 法，能帮助学生准 确、容易地推断语 境，从而收到较好 的理解与记忆效 果。在此我创设模 拟情景，使学生有 一种身临其境的感 觉，使学生对所学 内容记忆深刻，让 学生在轻松、愉快 的氛围中发展用英组谈论暑期生活，表演对话）（设计拓展任务时，要贴近社会实际和学生生活，活化 课文等材料内容，进行开放性延伸，增强课堂交际活动 的真实感和实用性，使学生进一步体会英语作为交际工 具的实用价值，获得用英语解决实际问题的成功体验。 我结合学生的年龄特点和生活实际，创设让学生交流暑 期生活交际活动情境，使学生在交际互动的教学活动 中，提高综合运用英语的能力。学生进行对话、表演就 是语言输岀。学生在语言输岀的同时强化了所学内容， 巩固了认知成果，发展了认知水平。）语思维的习惯和在 特定的语境中得体 交际的能力。创设 这些情景也能更好