There is a big Chinatown in New York

本资料来自于资源最齐全的２１世纪教育网www.21cnjy.com
《新标准英语》第十一册Module 2，Unit 1
There is a big Chinatown in New York.
教学内容: 谈论过去的事情
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。
教学准备：CAI课件，单词卡，小宠物图片
运用任务: 1、向朋友介绍自己昨天做过的事情；
2、分小组完成课文问答、填空、连词成句等任务；
3、分小组调查同学们暑假去过哪些有意义或者好玩的地方，看到什么有趣的景象，吃过哪些可口的食物；
4、给好朋友或者老师写一封电子邮件。
教学程序:
Step 1. Warm-up activities
1. Write some verbs in the past tense on the board. Tell the students, “Here are some verbs in the past tense. I’m going to call out a verb from the board, in the present tense. Look at the board and respond with the same verb in the past tense. I want two students to come to the board and point to the right word.”
（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悉这些词语，加强他们的认读能力。)
2．Play a game. Find your friends.
Give out several cards to the students. Half of the cards are verbs in the present tense. Half of them are verbs in the past tense. One minute for them to find their friends and then stand in front of the classroom with their cards. The teacher will speak out a verb in the present or past tense. The rest students should respond with the same verb in the past or the present tense. The student who holds the right card should turn 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。)
Step 2. Lead in
1. Ask the students to look at the screen. Tell them, “Yesterday was Sunday. I didn’t go to work. I was tired. But I was very happy. Look at the screen. Think it over and guess. Where did I go What did I see What did I eat Let’s talk and 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。并出示一张“小宠物”图片）
Have the students to guess where I went and what I 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，吃的东西，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。）
（通过看图片提示猜出老师昨天的活动创设语境，将学生的思维迅速地引向教学目标，使学生的思维与想象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。)
2. Practice. 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. （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。）
Step 3. Presentation
Tell the students: Yesterday Daming was very happy and he had a big surprise. Do you know why Look! What is he going to do ”(课件出示大明写电子邮件的图片) Help students to answer. He is going to send an email to Mum. （向学生介绍主题并集中他们的注意力）
Step 4. Practice. Read and respond.
1. Listen and circle True or False. Ask the students to listen to the email carefully and then circle True or False.”
Simon and Daming went to a Chinatown yesterday. (T) (利用课件出示的图片学习Chinatown这个新词，并用英语简单介绍唐人街，渗透异国文化，拓展阅读空间)
The Chinatown is not big. (F)
We can see Chinese people everywhere. (T)
There weren’t lots of Chinese shops. (F)
The people only spoke Chinese. （F）
They ate Chinese food there. (T)
Simon liked Chinese dancing. (T）(在学生详细的学习课文之前，让学生快速的通篇阅读或仔细听阅读材料并大致了解课文的内容，而不是直接去理解课文中的每个单词，学生一边听一边捕捉有用的信息完成这项练习。)
2．Read silently and answer the questions. （课件展示出问题）
Where did Simon and Daming go yesterday
Where is Chinatown
Are there any Chinese shops and restaurants in Chinatown
What did people speak there
Was the food different from Chinese food in China
What did they see in the street
What does Simon want to do （让学生带着问题来仔细阅读课文，学生在阅读的过程中理解语篇的意义，了解信息，丰富知识，积累和学习英语语言，培养英语语感, 发展思维能力，同时回答问题的过程中运用所学的语言。）
3. Read and find the words in the past tense. And then fill in the blanks.
Yesterday Daming and Simon _______ to a Chinatown in_______.
There _____ lots of Chinese shops and _______. The people _______ Chinese and English. They _____ in an American Chinese restaurant. They _____ Chinese dancing in the street. Simon wants to ______ China and _______ Chinese. (这是一种常见的训练学生综合运用语言能力的方式，这种方式不仅增加了他们的阅读资源,训练了学生写的能力，也进一步巩固复习本模块的不规则动词过去式的用法。)
4．Have the students put the words in the correct order. Finish the task in groups.
a/ We/ yesterday /went/ Chinatown/ to
Chinese/ and/ The / spoke/ English/ people
in/ We/ an/ ate/ restaurant/ American Chinese
in/ We/ dancing/ saw/ street/ the/ Chinese
And then ask them to make some sentences with the verbs in the past tense. （连词成句能够帮助学生清楚地表达完整的思想，即有助于学生提高用英语表达思想的能力。让学生运用重点词语造句使学生在训练中熟悉句子结构，了解英语的思维习惯，掌握单词在句子中的用法,提升学生说的能力）
Step 5. Extension: Let’s 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 pictures in mind. Give them one minute to watch the photos. 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）
（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的培养学生的观察力、想象力和创造力）
2. Tell the students, “Let’s talk about our summer vocation. Make a dialogue with your friends. Talk about where you went and what you did in your summer vocation.” Ask them to practice their dialogue in groups and then act it out. （学生分组谈论暑期生活，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、表演就是语言输出。学生在语言输出的同时强化了所学内容，巩固了认知成果，发展了认知水平。）
Step 8. Homework
Show the students my email box. Tell them, “Write an Email. Talk
about where you went and what you did in your summer holiday. Send the Email to your friends or your teacher.” （课堂教学的最后一个环节已经让学生自主编排表演了对话，再根据课本内容安排一次小练笔，写一封关于暑期生活的电子邮件发送给朋友或老师，针对性强、时效性高、易仿写，学生可以自如的运用新语句表达自己想表达的思想，体验成功。学生课后还可以仔细思考，将自己独到的视觉、细致的观察都反映出来，提高写作水平）。
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