Unit 1 What happened to your head?教案和学案内容

Module 9 Unit 1 What happened to your head? 教学设计

银川市实验小学 李楠馨

一、教材分析 本课是外研版新标准（一起）四年级上册的第九模块第一单元。课文情境是Amy 和Lingling询问Daming的头发生了什么事情，并由Daming回忆和Sam在一起的事件经过。教材的编写符合孩子们的心理特点，情节有趣并来源于生活，语言的实践性较强，学生感兴趣。本课主要内容是学习会用“What happened to……?”来询问别人发生了什么事情，并能根据一定的场景来回答，摔倒，受伤，摔下来等并学习短语a bike ride, 和thirsty, watermelon, carry，bump这几个单词。

二、学情分析：

在四年级上册的前1-8模块，我们学习了单词的过去式及相应的特殊疑问句型。如：I helped my mum./Did you see it?/ Where did you go yesterday?本课继续学习一般过去时，有所不同的是本课涉及到了动词过去式的规则及不规则变化，如：happened, carried, fell off, took.通过以前的学习，学生已经能正确理解语法点——一般过去时。而且本篇文章以询问开篇，设置悬念，学生也乐于探究。

难点在于掌握carry, fall off, fall over, bump变成过去式的特殊变化，并能熟练运用这些词描述自己过去的经历。 为此，课堂需遵循以学生为中心，以兴趣为支点，以交流为目的，以现实生活为情境的原则，运用情境教学法，小组合作法，利用课件、视频、图片，创建活动让学生积极参与。在学习巩固新授句型的基础上，为学生搭建框架，教给学生如何去描述自己过去发生了什么，最终完成学习任务。

三、教学目标

1.语言知识目标：

(1).通过课件，图片，视频等材料，使90%的学生在语境中正确感知，并听、说、认、读单词：happened, bike ride, watermelon, thirsty, carried, fall off- fell off, bumped; (2). 使80%的学生能在合适的语境下正确运用句子：I went for a bike ride. / He/ She/ I bumped head. / He/ She/ I fell off bike…

(3). 使80%的学生能正确理解课文大意，流利的朗读课文，并复述课文。 2.语言技能目标： 通过对图片情境的理解，能描述意外事件的经历。

3.情感态度与价值观： 通过对意外事故的描述，培养学生日常生活中注意安全保护自己的意识。

四、教学重点和难点

1. 重点： (1).掌握如下单词的意义及用法：happened, bike ride, watermelon, thirsty, carried, fall off- fell off, bumped；

(2)正确运用句子：I went for a bike ride. / He/ She/ I bumped head. / He/ She/ I fell off bike…

（3）正确理解课文大意，流利的朗读课文。

2.难点：复述课文内容，并运用所学语言描述意外事件。

五、教学准备 多媒体课件，单词卡片 六、教学过程

Step1. Warming –up 1. Greeting. 2. Divide the class into two groups. T: Daming is our good friend, but he is in the hospital now. Watermelon is his favorite fruit, so let’s see which group can take the watermelon to visit Daming. 3. Free talk: What do you usually do at the weekend? Ss: I usually…

设计意图： Free talk环节，既能帮助学生复习旧知，也为本课的学习打好基础，同时为下面的导入环节做好铺垫。

Step2. Text-learning. 1. Lead in T：I usually go for a bike ride at the weekend. (根据图片引入 go for a bike ride) Yesterday, Daming and Sam also… (此处停顿，显示go for a bike ride) Ss: go for a bike ride. T: No, they went for a bike ride. 设计意图：接着上一话题，直接引入到Daming和Sam昨天的活动，导入本课的事件起因，自然的过渡到课文。通过停顿及纠正让学生感受go for a bike ride的过去式，即went for a bike ride.

2. New words learning (1) 展示Daming和Sam骑车口渴的图片，提出问题How did they feel? T: They were…? Ss: (教师做饿和课的动作引导学生) hungry and … 教授thirsty.

(2)T: They felt hungry and thirsty, so they went into a shop. Did they buy some water? (出示Yes/ No请学生猜测，并揭示答案No, 再出示they bought a …) Ss: Watermelon. 教授buy- bought, watermelon和bought a watermelon. 设计意图：让学生通过猜测了解故事的发展，激发学生的好奇心。同时对watermelon和bought a watermelon进行教授。

3. Listen and answer questions. (1)T: They bought a watermelon, but finally Daming and Sam went to the hospital, so what happened? Let’s see!

设计意图：此处直接告诉学生故事的结果，Daming和Sam买完西瓜后却进了医院，设置悬念，引出疑问：What happened? (2) Listen and answer the questions

a. Who carried the watermelon on the bike? （教授carry-carried）

A.

Daming B. Sam (教授句子Sam carried the watermelon on the bike.)

b. Did Daming fall off his bike? (教授fall off-fell off) A. Yes B. No (教授句子No, Sam fell off his bike.)

c. Who bumped his head? (教授bump-bumped) A. Damimg B. Sam (教授句子Daming bumped his head.)

4. Listen and repeat Step3. Look and match Make the pictures in order, and let students match the sentences to the pictures and read it.

Step4. Pairwork Read the text with your partner, and then make a dubbing show. Step5. Retell the story The teacher retells the story and then let students retell the story.

Step6. Extension 1.

Four students in a goup 2.

Fill in the blands 3.

Talk about what happened to the boy, and then show it.

设计意图：以课文内容为主线，以回答问题的形式理解课文大意并应用，并在语境中学习新单词。通过造句，来巩固句型，激发学生兴趣。

Step7. Emotional teaching Be careful in our daily life. Step8. Homework 七、板书设计：

八．教学反思