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视频标签：your bike
所属栏目：小学英语优质课视频
视频课题：外研社《新标准英语》第四册Module 10 Unit 1 Did you fall off your bike四川省 - 成都
本视频配套资料的教学设计、课件 /课堂实录及教案下载可联本站系客服
外研社《新标准英语》第四册Module 10 Unit 1 Did you fall off your bike四川省 - 成都
新标准英语三年级起点四年级下册Module 10 Unit1教学设计
教材及年级
名称
新标准英语三年级起点四年级下册
模块名称
Module 10 Unit1
Did you fall off your
bike?
教材分析
M10U1的课文情境是Lingling和Amy看到Daming 头上缠着绷带，就问Daming发生了什么事。Daming向她们描述了自己昨天的经历，原来昨天他和Sam骑自行车出去玩，路上又饿又渴，就去买了一个西瓜。Sam将西瓜放在自行车上继续骑车前行，结果从自
行车上摔了下来，Daming的头撞到了西瓜，Sam把他和西瓜一起送进了医院。听完Daming的经历后，Lingling和Amy都哈哈大笑起来。
本课我以大明身上发生的事情为线索，引导学生去预测、思考，进而理解文本。本课的教学目的是引导学生用英语思维，乐于用英语表达，在表达的基础上生成。
学情分析
四年级的孩子英语学习兴趣浓厚，活泼好动且乐于表现自己，具体形象思维比较发达。他们从一年级开始学习英语，具备一定的拼读水平，养成了一定的英语学习习惯，
能通过自主学习和合作学习的方式来学习英语。本课我重在激发学生学习兴趣，采用情景教学，让学生在思维能力上有更大的提升，体验更多英语学习的乐趣！ 教学目标
知识目标：
1. 词汇：能理解和运用单词happened, water, rode, then, thirsty, fell down, bought,
watermelon, carried, bumped, hospital.
2. 句型：能在课文语境下理解和运用Did you fall off your bike? No, Sam fell off his bike.
能力目标：
1. 能够听懂、理解，朗读，描述课文内容。
2. 能够理解和运用重点单词thirsty, fell down, bought, watermelon, carried, bumped.
3. 能够听懂，会说，并在情境中运用句型Did you fall off your bike? No, Sam fell off his
bike. 情感目标：
1. 通过多种形式的活动，帮助学生树立自信心，鼓励学生敢于开口说英语，乐于表达并
不怕出错。
2. 通过小组合作学习，培养学生的合作意识，主动了解文本故事。
教学重点 与难点 1. 能够朗读课文，并描述故事。
2. 能够理解和准确运用句型：Did you fall off your bike? No, Sam fell off his bike. 教学辅助 PPT，教学光盘，点读笔，单词卡片，购物券，食物等。
教学方法
情景教学法，游戏教学法，自主学习法，合作学习法，任务型教学法。
教学内容
教学活动
设计意图
教师活动
学生活动
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.
通过师生之间的问候，营造宽松、愉悦的课堂氛
围。通过唱一唱的活动，
为后面重点句型的学习埋下伏笔。
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.
在听读活动一前，教师通过创设喝橙汁的情景，让学生在真实的语境中学习生词thirsty。通过学生示范fell down，老师摔倒等真实情景，让学生在真实的情景中理解和学习短语 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.
在引入课文前，让学生仔细观察图片，并询问引导性的问题来引起学生的
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，通过信息差，学习短语went for a bike ride。并播放整个文本动画，让学生通过听来初步整体感知文本。
图片环游，逐图讲解。帮助学生加深对文本的理
解及核心句型的运用，并有意识地让学生模仿语音语调。
在P1的教学环节中，以问题的形式开展师生交流，引导学生带着思考积极听音模仿，学习、理解P1。
在P2的教学环节中，教师抛出核心问题：What
happened then? 让学生理解并能读出这个问句，为下一环节的教学奠定基础。
在P3的教学环节中，教师继续抛出问题，引导学生带着思考积极听音模仿。
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的教学环节中，通过小组合作，来寻求答案，获得信息，这样可以保持学生的学习兴趣，增强孩子交际的欲望，有效地促进语言的习得。 。
通过复述课文，进一步加深对课文的理解。
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.
通过小组合作排序讲故事，把枯燥的语言学习变得充满活力，激发孩子的学习兴趣和求知欲，从而有效地提高课堂教学效率。
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.
通过谈论母亲节做了什么，让孩子将今天所学的内容从课本迁移到自己的生活中，让语言更真实化、生活化，帮助孩子在真实的情境中运用所学的句型。
Step 6: Homework
1. Listen and read the text.★
2. Recite the text. ★★ 3. Retell the text. ★★★
分层设计家庭作业，尊重学生的个体差异。
Classroom Assessment
Divide the class into boys and girls, if they did good job, they can get some coupons.
通过回答问题得购物券这一评价方式，可以调动孩子学习的积极性和主动性，让孩子积极、主动地参与到课堂学习中来，从而提高课堂效率。
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