《劍橋六年級上英語Unit4 Accidents 教學設計》由會員分享，可在線閱讀，更多相關《劍橋六年級上英語Unit4 Accidents 教學設計（13頁珍藏版）》請在裝配圖網(wǎng)上搜索。

1、 Unit4 Accidents教學設計 一、教學目標 1. 掌握不規(guī)則的動詞過去式was, had, broke, went, cut, put, found, came, saw, fell等。 2. 能初步理解和運用過去時的一般疑問句Didhe/she...?及其回答。 3. 能根據(jù)圖片和聽到的句子補全對話What’s the matter with you? My ... hurt(s). 并能運用句型交流有關傷痛的信息。 4. 能根據(jù)圖片，按照故事情節(jié)發(fā)展給句子排序，并講述故事。 5. 能借助圖片讀懂故事Bad luck for Tony，并能夠正確朗讀和表演。 6.

2、 了解人稱代詞he和物主代詞his的意義與基本用法。 7. 能學唱英語歌曲Take care。 二、教學建議 1. Look, listen and read.看一看，聽一聽，讀一讀。 Step l老師利用圖片或課件創(chuàng)設情境，引出本單元話題：Accidents，學生理解并學說單詞。 Step 2學生打開課本到第32頁，仔細觀察兩幅圖片，老師可以用問題引導學生初步理解，如：Who are they? Are they OK? What’s the matter? 等。 Step 3老師播放錄音，學生感知短文內(nèi)容。 Step 4老師再次播放錄音，學生在圖片的提示下，理解短文內(nèi)容。老師

3、可以設計一些問題以引導學生深入理解短文，如判斷對錯。 1. Joel had an accident when he was eight. 2. He broke his head and his left arm. 3. He was in hospital for five weeks. 4. Joseph was on holiday with his parents last year. 5. He cut his hand when he went swimming. 6. His mum put a bandage round his foot. Step 5 師生

4、共同核對答案，老師借助圖片和課件幫助學生理解并學說新單詞broke, cut, broken, bottle, bandage等。 Step 6老師設計動詞原形與過去式配對的活動，幫助學生初步學習不規(guī)則動詞的過去式：go—went, is/am—was, have—had, break—broke, cut—cut, put—put等。 Step 7 學生自主閱讀短文，老師可以設計相應的活動幫助學生鞏固短文內(nèi)容，如： Choose and fill in the blanks. broke, had, hospital, was, right, bike When Joel _____

5、__eight, he_________an accident with his. He_______his leg and his _______arm. He was in_________for four weeks. went, put, cut, parents, bottle Last year Joseph was on holiday with his ________. One day he______ swimming. He _______his foot on a broken ________.His mum ________a bandage round it

6、 Step 8 學生在老師的指導下按意群進行朗讀。 錄音稿： When I was eight, I had an accident with my bike. I broke my leg and my right arm. I was in hospital for four weeks. Last year I was on holiday with my parents. One day I went swimming. I cut my foot on a broken bottle. My mum put a bandage round it. 2. Fill in

7、“he” or “his”. Then read and check.填一填，讀一讀，核答案。 Step l老師設計一些活動，幫助學生復習和鞏固人稱代詞、物主代詞he/his，she/her 等，如選詞填空。 _______ (His/Her) name is Mike. _______ (He/His) is ten year old. _______ (His/Her) name is Fu Xuetong. _______ (He/She) likes reading. Step 2 學生打開課本到第32頁，自主閱讀小短文，完成填空練習。老師巡視指導。 Step 3

8、師生共同核對答案。 Step 4 學生大聲朗讀短文，老師注意引導學生按意群進行朗讀。 Step 5老師提問，學生根據(jù)第一、二部分的短文內(nèi)容進行回答，如： T: Did Joel have an accident when he was eight? Ss: Yes. T: Did he break his left arm? Ss: No. He broke his right arm. Step 6重復以上對話幾次，確保學生理解問句，然后引導學生嘗試用句子Did he…? 提問。 Step 7采取師生對話、學生對話等多種形式操練對話。 Step 8學生同桌活動，互相問答，交

9、流以上短文內(nèi)容。 Step 9根據(jù)學生的活動情況，請2-3組學生進行展示。 答案： 1. he, his, He, his, his, He 2. his, he, He, his 3a. Look at the pictures. Put the sentences in the correct order.看一看，寫序號。 3b. Listen and check.聽一聽，核答案。 3c. Listen again and read.聽一聽，讀一讀。 Step l 利用課件或圖片，逐步呈現(xiàn)故事中的場景，引導學生進行預測和想象，如： What can you see in

10、the picture? What did the children see? What can you see in the picture? What did the children see? What did the children Who did they call? Did the police come quickly? want to do? Who was at the window? What did he want to do? What happened then? 在這個過程中，老師應鼓勵學生大膽想象和表達，不

11、要糾正學生的時態(tài)錯誤。 Step 2老師根據(jù)學生對于故事的想象和描述進行歸納，伴以體態(tài)語對故事進行描述。學生初步理解故事情節(jié)，在這個過程中，體會動詞過去式的變化： break—broke, find—found, come—came, see—saw, fall—fell, call—called, go—went, put—put, want—wanted. Step 3 學生打開課本到33頁，在老師的指導下看圖，認讀句子，將圖片和相應的句子配對，并標號。老師可以先示范，根據(jù)圖片內(nèi)容，尋找相應的句子標號，如： 1. The children went to Mr Snow’s house

12、. Step 4 老師播放錄音，學生感知故事內(nèi)容，并自己核對答案。 Step 5 再次播放錄音，師生共同核對答案?？梢岳谜n件，將圖片和句子配對。 Step 6 第三次播放錄音，學生模仿跟讀，進一步熟悉故事內(nèi)容。 Step 7 老師采取不同形式，幫助學生看圖復述故事，如根據(jù)中心詞提示復述故事等。 1.__________went to_________ 2._________ a ladder__________ Step 8 老師示范，看圖復述故事，注意引導學生，不一定完全按書上的句子，如： The children went to a house. There was

13、 a ladder in the garden (in front of the house).等等。 Step 9 學生兩人一組，指圖復述故事。老師巡視指導。 Step 10 根據(jù)學生的練習情況，請2-3組學生進行演示。 3b&3c錄音稿： The children went to Mr Snow’s house. They found a ladder in his garden. They called the police. The police came quickly. They put the ladder away. The children and the

14、police saw a man at the window. The man wanted to get down the ladder. He fell from the window. The man broke his right leg. 3a答案： 9 3 15 7 2 4 6 8 4. Listen and sing the song. 聽一聽，唱一唱。 Step l老師播放錄音，并利用體態(tài)語幫助學生初步感知歌曲內(nèi)容。 Step 2老師再次播放錄音，出示一組課件或圖片，幫助學生理解歌曲內(nèi)容，并利用幾組形成對比的圖片，幫助學生理解歌曲名Take car

15、e，如：小心翼翼地走路和不小心摔跤的；闖紅燈的和遵守交通規(guī)則的等。 Step 3分段理解和學習歌曲內(nèi)容。 第一步：1) 播放歌曲第一、二段，可采取選擇正確圖片的方式幫助學生理解并請學生學習說歌詞，如：Which one is safe? 在核對答案的過程中，引導學生學說：rule，safe, wear yourhelmet, put on your pads等，并初步了解祈使句：Listen. Take care ... Keep to these rules. Wear ... Don’t forget to…等。 2) 學唱歌曲第一、二段。 第二步：1) 播放歌曲第三、四、五

16、段，采用同樣的方法幫助學生理解，并讓學生學習說歌詞：put on your belt, look left and right in the street, please remember to ...等。 2) 學唱歌曲第三、四、五段。 Step 4第四次播放錄音，學生完整地學唱歌曲，并配以簡單的動作。 Step 5利用圖片或課件呈現(xiàn)生活中的規(guī)則，師生共同合作，改編歌曲。 Step 6學生分組活動，自主選擇學習任務：演唱歌曲或創(chuàng)編歌曲。 Step 7老師可根據(jù)學生的分組活動情況，選出2-3組進行表演和展示，并給予積極的評價。 錄音稿： Take care Listen, ev

17、erybody To what I have to say. Listen well And keep to these rules. Hey, hey! Take care when you ride your bike. Wear your helmet so that you’re safe. Take care when you rollerblade. Don’t forget to put on your pads. Listen, everybody To what I have to say. Listen well And keep to

18、these rules. Hey, hey! There is another thing I want to say. Please remember to put on your belt. When you ride in a car. Oh, yeah! And look left and right in the street. Listen, everybody To what I have to say. Listen well And keep to these rules. Hey, hey! 5. A story—Bad luck for

19、Tony.故事——托尼的壞運氣。 Step l老師利用課件或圖片，節(jié)選故事中的幾個場景，引導學生對故事情節(jié)進行預測，在這個過程中，充分發(fā)揮學生的想象力，老師應給予學生積極的鼓勵和評價。如： Step 2老師播放錄音，學生邊聽邊看圖片，初步感知故事大意。引導學生說出故事名字Bad luck for Tony。 Step 3老師再次播放錄音，引導學生邊聽邊思考，并核對圖片排序的結(jié)果。 Step 4老師引導學生逐步學習故事。 通過填空、問答等方式幫助學生理解故事第一部分，如：Where does Tony’s family go? What is Tony going

20、to do? What’s the matter with Tony? 等。引導學生在故事中理解和學說單詞campsite, blood等。 老師引導學生自己閱讀故事第二部分，回答問題，如：What does Tony need? Does the people there help them? Why? Who helps them? Is there a doctor in the village? Where is the doctor? 并有感情地朗讀人物對話。老師可采用將人物圖片和所說的話連線、判斷正誤等方式，引導學生理解故事第三部分。 Step 5老師再一次播放錄音

21、，學生跟讀故事，注意模仿錄音中的語音、語調(diào)。 Step 6老師設計不同的活動，讓學生自主選擇，如：1）六人一組，分角色、有感情地讀課文；2）選擇故事中的某一個部分，表演故事；3）在圖片和板書的提示下，小組內(nèi)合作，完整地表演故事。 Step 7 老師選1-2組學生進行展示，并給予積極的評價。 錄音稿： (The Harris family went on holiday.) Attendant: Welcome. Heres your key. Mum: This is a lovely campsite. Let’s stay here for a while. Tony: Ye

22、s, let’s do that. The beach looks great for snorkelling. (Several days later) Tony: Im going down to the beach. Mum: OK. (Half an hour later) Mum: Oh, no! There is blood on your foot. Tony: I cut my foot down at the beach. Dad: Let me see. It’s a deep cut. You need a doctor. Mum: Here is a b

23、andage. Tony: Ouch, that hurts! Dad: Excuse me, is there a doctor in the village? (The people in the village didn’t understand English.) (Finally Tonys dad finds a boy and a girl who speak English.) Dad: Excuse me, is there a doctor in the village? Girl: No, there isnt, but there is one in the

24、 next village. Boy: I can come with you and show you. Dad: That’s very kind. Doctor: Your cut needs or six stitches. It mil hurt. Tony: OK. Tony: Thank you, doctor. Doctor: That’s all right. Was it bad? Tony: Well... Doctor: No swimming for a week, OK? (Tony couldn’t go snorkelling, but he

25、 wasn’t unhappy. The boy and the girl oftencameand played gameswith him.) (Two weeks later) Girl: Don’t forget to write. Tony: No, I won’t. Boy: See you again next year. 6. Complete the dialogues. Then listen and check.完成對話，聽一聽，核答案。 Step l 老師利用圖片或體態(tài)語創(chuàng)設情境，引導學生理解并學習對話：What’s the matter with you?

26、 My ... hurt(s).并在情境中操練對話。 Step 2 學生打開課本到第37頁，在老師的引導下看圖，根據(jù)問題What’s the matter with...?回答His/Her...hurt(s). Step 3 學生在圖片的提示下，獨立完成補全對話的練習。 Step 4 老師播放錄音，學生自己核對答案。 Step 5 老師再次播放錄音，師生共同核對答案，理解句子：I’ve got earache. I’ve cut my finger. Step 6 學生聽錄音，跟讀對話，模仿語音、語調(diào)。 Step 7 學生分角色朗讀對話。 Step 8 老師根據(jù)學生的學習情況，

27、讓學生表演對話，或創(chuàng)設其他情境，創(chuàng)編對話。錄音稿: Doctor: Whats the matter with you? Sue: My knee hurts. Doctor: What’s the matter with you? Peter: I’ve got earache. Doctor: What’s the matter with you? Liz: My arm hurts. Doctor: What’s the matter with you? Tony: Ive cut my finger. 答案：Peter: I’ve got earac

28、he. Liz: My arm hurts. Tony: I’ve cut my finger. 7. Read the safety poster. Then design your own safety poster. 讀一讀，設計海報。 Step l 老師利用圖片或課件創(chuàng)設情境，幫助學生理解并學說單詞safety。 Step 2 學生打開課本到第37頁，在老師的引導和文字的提示下，自己讀出poster的內(nèi)容：Safety is as easy as ABC ... Always be careful.并在老師的帶領下重復幾次，直到能熟練朗讀為止。 Step 3老師示范，引

29、導學生自己設計一個關于安全的海報，可圖文并茂，可用如Safety is as important as our eyes.等句子。 Step 4學生互相討論后，請幾位學生試著說說自己的句子。老師應給予積極的鼓勵和恰當?shù)闹笇А? Step 5學生小組合作，設計自己的海報，老師巡視指導。 Step 6老師根據(jù)學生的活動情況，請幾組學生展示并介紹自己的海報。 補充練習答案： 1. Situation 1: hospital/opposite the park/broken leg/plaster Situation 2: doctor/next to the police station

30、/problem with her arm/bandage 2. I, was, on, holiday, in, broke, my, went, to, the, doctor, put, my, in, plaster 3. Picture 1: 12, 6 Picture 2: 2, 5/7 Picture 3: 3, 10, 1, 4 Picture 4: 9, 7/5 Picture 5: 11, 8 Picture 6: 13 1. 錄音稿: Situation 1 Tourist 1: Excuse me, can you tell me the wa

31、y to the hospital? Woman: The hospital …er …yes. Go straight ahead. It’s not far from here. At the end of this road, on the left. It’s the big yellow building opposite the park. Tourist 1: Straight ahead. The big yellow building on the left, opposite the park. Thanks a lot. Woman: You’re welcom

32、e. Tourist 1: How are you now, Philip? Philip: It hurts, Dad. I hope we’ll get to the hospital soon. Tourist 1: It must be here. Careful, Philip. Philip: Ouch. Doctor 1: Good afternoon. What can I do for you? Tourist 1: Good afternoon, doctor. We are on holiday here. This is my son, Philip. Do

33、ctor 1: Hello, Philip. Philip: Good afternoon. Doctor 1: What’s the matter with you, Philip? Philip: My leg. I was playing football…and now ... Doctor 1: Let me see. Mm. Philip: Ouch! Doctor 1: Does it hurt a lot? Philip: Yes. Ouch. Doctor 1: That’s OK. It’s broken, I’m afraid. We’ll put it

34、in plaster. And you can’t play football for six weeks. Philip: OK. Thanks, doctor. Situation 2 Tourist 2: Excuse me, is there a doctor in this village? Man: Yes, the doctor’s house is over there. Next to the police station. Doctor 2: Hello, please come in. What can I do for you? Tourist 2: T

35、his is my daughter, Susan. She went for a bike ride yesterday evening. And she had a little accident. Now her arm hurts. Doctor 2: Hello, Susan. Susan: Hello, doctor. Doctor 2: Sit down here, please. Mm, yes, I can understand that it hurts. Fortunately your arm isn’t broken. Ill put a bandage r

36、ound it. I think that looks OK now. And here is some medicine for Susan as well. Tourist 2: Thanks, doctor. Doctor 2: Please come back in a week. Tourist 2: Thanks a lot, doctor. Doctor 2: No problem. All the best, Susan. You’ll be OK again soon. Bye now. Susan: Bye-bye. Tourist 2: Bye. 可修改 歡迎下載 精品 Word