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視頻標簽：your bike
所屬欄目：小學英語優質課視頻
視頻課題：外研社《新標準英語》第四冊Module 10 Unit 1 Did you fall off your bike四川省 - 成都
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外研社《新標準英語》第四冊Module 10 Unit 1 Did you fall off your bike四川省 - 成都
新標準英語三年級起點四年級下冊Module 10 Unit1教學設計
教材及年級
名稱
新標準英語三年級起點四年級下冊
模塊名稱
Module 10 Unit1
Did you fall off your
bike?
教材分析
M10U1的課文情境是Lingling和Amy看到Daming 頭上纏著繃帶，就問Daming發生了什么事。Daming向她們描述了自己昨天的經歷，原來昨天他和Sam騎自行車出去玩，路上又餓又渴，就去買了一個西瓜。Sam將西瓜放在自行車上繼續騎車前行，結果從自
行車上摔了下來，Daming的頭撞到了西瓜，Sam把他和西瓜一起送進了醫院。聽完Daming的經歷后，Lingling和Amy都哈哈大笑起來。
本課我以大明身上發生的事情為線索，引導學生去預測、思考，進而理解文本。本課的教學目的是引導學生用英語思維，樂于用英語表達，在表達的基礎上生成。
學情分析
四年級的孩子英語學習興趣濃厚，活潑好動且樂于表現自己，具體形象思維比較發達。他們從一年級開始學習英語，具備一定的拼讀水平，養成了一定的英語學習習慣，
能通過自主學習和合作學習的方式來學習英語。本課我重在激發學生學習興趣，采用情景教學，讓學生在思維能力上有更大的提升，體驗更多英語學習的樂趣！ 教學目標
知識目標：
1. 詞匯：能理解和運用單詞happened, water, rode, then, thirsty, fell down, bought,
watermelon, carried, bumped, hospital.
2. 句型：能在課文語境下理解和運用Did you fall off your bike? No, Sam fell off his bike.
能力目標：
1. 能夠聽懂、理解，朗讀，描述課文內容。
2. 能夠理解和運用重點單詞thirsty, fell down, bought, watermelon, carried, bumped.
3. 能夠聽懂，會說，并在情境中運用句型Did you fall off your bike? No, Sam fell off his
bike. 情感目標：
1. 通過多種形式的活動，幫助學生樹立自信心，鼓勵學生敢于開口說英語，樂于表達并
不怕出錯。
2. 通過小組合作學習，培養學生的合作意識，主動了解文本故事。
教學重點 與難點 1. 能夠朗讀課文，并描述故事。
2. 能夠理解和準確運用句型：Did you fall off your bike? No, Sam fell off his bike. 教學輔助 PPT，教學光盤，點讀筆，單詞卡片，購物券，食物等。
教學方法
情景教學法，游戲教學法，自主學習法，合作學習法，任務型教學法。
教學內容
教學活動
設計意圖
教師活動
學生活動
Step 1: Warm
up & Revision
1. Greetings. 2. Sing a song.
T: Boys and girls, shake your body.
Let’s sing and dance.
1. Greet the teacher. 2. Sing and dance.
通過師生之間的問候，營造寬松、愉悅的課堂氛
圍。通過唱一唱的活動，
為后面重點句型的學習埋下伏筆。
Step 2: Lead in
1. I’m tired. I’m thirsty. I want to drink some juice. I feel better now.
Are you thirsty? Read after me: thirsty.
Who is thirsty?
2. How about them? Are they happy? Ask a question.
Q: What happened to them? 3. Watch and read.
4. Let Ss answer the question and
then teach: fell down. 1. Learn the word: thirsty.
Then some Ss drink some juice and say: I’m thirsty.
2. Watch and read, then answer the question.
3. Learn the phrase: fell
down.
在聽讀活動一前，教師通過創設喝橙汁的情景，讓學生在真實的語境中學習生詞thirsty。通過學生示范fell down，老師摔倒等真實情景，讓學生在真實的情景中理解和學習短語 fell down。 Step 3: Learn
the text
1. T: Jack’s friends are coming.
Who are they?
Q1: What did they do yesterday?
1. Guess and then learn the phrase: went for a bike ride.
在引入課文前，讓學生仔細觀察圖片，并詢問引導性的問題來引起學生的
Guess!
Teach the phrase: went for a bike ride.
Q2: What happened to Daming? 2. Listen and watch the video. 3. Learn the text picture by
picture. P1:
T: Look at Daming’s head. Q: What did Lingling say? Watch and read. P2:
T: They went for a bike ride yesterday.
Q: What happened then? Watch and read. P3:
T: They were hungry and thirsty. Q: What did Amy ask Daming? Watch and read.
Play a guessing game. They bought a watermelon. I bought many things yesterday. What did I buy? Guess!
I bought a big watermelon. Let’s carry it on the chair.
2. Think about the
question while watching the video.
3. Learn the text picture
by picture. P1: Look at picture 1,
listen, watch and read, then answer the question. P2:
Read the question, then watch and read, find out the answer. P3:
Read the question, then watch and read, find out the answer. Learn the key words:
water, bought, watermelon.
Ss ask teacher: Did you buy…?
Ss help teacher carry the watermelon on the chair. Learn the key words: carry, carried.
思考，通過信息差，學習短語went for a bike ride。并播放整個文本動畫，讓學生通過聽來初步整體感知文本。
圖片環游，逐圖講解。幫助學生加深對文本的理
解及核心句型的運用，并有意識地讓學生模仿語音語調。
在P1的教學環節中，以問題的形式開展師生交流，引導學生帶著思考積極聽音模仿，學習、理解P1。
在P2的教學環節中，教師拋出核心問題：What
happened then? 讓學生理解并能讀出這個問句，為下一環節的教學奠定基礎。
在P3的教學環節中，教師繼續拋出問題，引導學生帶著思考積極聽音模仿。
P4—P6:
T: We carried the watermelon on the chair. What about Sam? Q1: Where did Sam carry the watermelon?
Q2: What happened to Daming’s head?
Work in four, read and ask some questions.
Play a game:
If you can catch the watermelon ball. You can ask a question.
Q: Where did Sam and Daming go? Watch and read P4—P6 .
4. Listen and repeat.
5. Let Ss retell the story.
P4—P6:
Work in four, read and ask some questions.
Catch the watermelon ball and then ask a question.
Read the question, then watch and read, find out the answer.
4. Then listen and repeat
after the talking pen. 5. Retell the text
according to the blackboard design.
在P4—P6的教學環節中，通過小組合作，來尋求答案，獲得信息，這樣可以保持學生的學習興趣，增強孩子交際的欲望，有效地促進語言的習得。 。
通過復述課文，進一步加深對課文的理解。
Step 4: Practice
Team work:
Order the six pictures and then tell the story.
Work in four.
Order the six pictures and then tell the story.
通過小組合作排序講故事，把枯燥的語言學習變得充滿活力，激發孩子的學習興趣和求知欲，從而有效地提高課堂教學效率。
Step 5: Product
Watch a video.
It was Mother’s Day yesterday. I went to the supermarket. I bought some flowers. Then I cooked dinner. Then I washed dishes.
My mum was very happy.
Q: What did you do on Mother’s Day?
Watch the video.
Answer the question.
通過談論母親節做了什么，讓孩子將今天所學的內容從課本遷移到自己的生活中，讓語言更真實化、生活化，幫助孩子在真實的情境中運用所學的句型。
Step 6: Homework
1. Listen and read the text.★
2. Recite the text. ★★ 3. Retell the text. ★★★
分層設計家庭作業，尊重學生的個體差異。
Classroom Assessment
Divide the class into boys and girls, if they did good job, they can get some coupons.
通過回答問題得購物券這一評價方式，可以調動孩子學習的積極性和主動性，讓孩子積極、主動地參與到課堂學習中來，從而提高課堂效率。
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