让学生在运动中习得知识.doc

让学生在运动中习得知识
——TPR教学让课堂动起来
一． 教材分析：
出次接触Join in教材，让我感到知识体系不太系统，各单元之间的联系不紧密。但当我教完六年级再重新思考整套教材时，才发现这套教材的知识呈现逐级递增，每本书之间环环相扣，例如：在三年级看似没有关联的知识点在六年级课本中会再次呈现，这相当于把高年级的重难点进行分解，一旦学生在低﹑中段打好夯实的基础，进入五﹑六年级学习应该是游刃有余的。

二． 教学目标：
１． 知识目标：
a. Ss can listen, read and write the words: fly, run, swim, eat, sit , roar.
b. Ss can use the sentences: Fly like a budgie. Run like a rabbit. Swim like a fish.
c. Ss can understand and use the word: like（系动词）
d. Listen and fill in the numbers of the pictures.
２． 能力目标：
Ss understand the meaning of like(像…一样)and use it to make sentences, such as: Jump like a frog.
３． 情感态度目标：
a. 通过本课的学习学会观察动物的特征，关注动物。
b. 善待动物，建立人与动物的和谐关系。

三． 课前准备：
Pets
Fly, swim, sit, eat, run, roar(六张动作卡片，一面是图片，另一面是图片和单词)，句型卡片, 彩色卡片以及动物卡片若干张，tape.

四． 教学过程：
1. Warm up.
a. Greeting:
T: Today we will do a pet competition, each line is a team, so there are seven teams, line 1 is Pets1… When your answer is right, your team can advance one step, when the magnet finishs Pets1, your team can get a pet picture.
Pets
(设计思路：结合本课标题Pets，我设计了这一评价方式，每一组都有一个　　　　　，　利用吸铁石在单词上运行，学生若回答正确，则对应的这
一组的吸铁石向前一步，当Pets这四步走完后这一组将得到相应的图片，最后哪一组得到的图片最多则是胜利者)
b. Do the action and guess the pet words.
T does the action, the other Ss according to the action and guess the pet words, then let two Ss do it, one does the action, one guesses.
c. Listen and guess the words.
Listen to the sound of pets, and guess the pets, stick the pictures of pets on the Bb. ( ①budgie ②rabbit ③fish ④hamster ⑤dog ⑥tiger)
d. Read the words after me.
(设计思路： 利用相应动物的特征动作来复习宠物单词，为后面的动词教学做铺垫，同时培养学生善于观察动物特征的习惯，自然引出了后面要涉及到的六种动物)
2. Presentation
1> Fly
a. ( T shows the picture) T reads the word, Ss listen and read after T. f-l-y fly
b. Choose some lines to read the word one by one.
c. Ss say the word and do the action: fly.
d. T: fly, fly, fly, fly like a budgie ( Say and do the action.)(为后面的Fly like a budgie.教学做铺垫)
2> Run
a. T does the action, let Ss guess the word→run (sitck it on the Bb) Ss read the word after me.
b. T says the word and clap the hands, let Ss listen and do the action from slowly to quickly, and say the word:run at the same time.
c. T: run, run, run, run like a…( T does the action, let Ss guess the word→rabbit)
(设计思路：根据老师的动作，以及上一个环节Fly like a budgie. 有的学生已经可以说出Run like a rabbit.从而有利于感知like的含义)
3> Swim
a. T shows the picture quickly, let Ss say the word: swim, Ss read the word after T.
b. Ss say the word, T does the action, then choose some Ss to do with T
4> Eat
a. T writes the word: tea→ eat, let Ss try to read it.
b. Ss read after T, e-a-t eat, S1:e, S2: a, S3: t, S4:eat (Let Ss spell the word at random)
c. Eat an apple/a hamster/ bread. (Ss look at the Ps and say)
d. Eat like a hamster.
5> Sit
a. Sit down/ Stand up, T says , let Ss do.
b. Game: Simon says:Sit down& Stand up.
c. Sit like a dog.
6> Roar
a. Ss listen to T and read after T.
b. Roar like a tiger.(Ss loook at the picture and say)
（设计思路：在单词教学的过程中渗透本课的句型…like a… ，学生理解起来会更容易，更易掌握like作为系动词像……一样的含义）
7> Revise six words.
a. T says the word, let Ss do the action, then exchange.
b. T claps the hands, let Ss do the action from slowly to quickly.
c. T saysd the sentences, let Ss guess the pets.
① It can fly, and can speak: How are you? &Hello.
② It can run very fast, it has got two long ears.
③ It can eat like this.
④ The…jumnp, the…jump, one, two…
⑤ It can swim, it hasn’t got legs.
⑥ It’s the best friend of human.
d. Choose some Ss to look at the Ps, and say the words, the other Ss guess the pets.
(设计思路：学生利用所学的句型描述动物，不仅复习了原有知识，也是学生对动物特征善于观察的表现，自然的过渡到下面的句型教学)
8> Match the action words with the pets.
a. Choose Ss match the action words with the pets.
b. Chech it and say:fly, fly, fly, fly like a budgie.(Stick “like a “ on the Bb)
(其余的句型让学生来读)
c. Ss read the sentences after T.
d. Read the word:like after T.
e. Ss read the sentences and do the action.
f. T says the sentences, let Ss do, then one student does, the other Ss say the sentences.
(设计思路：通过单词和图片配对的练习，将句型自然引出，like对于学生不是新单词，通过动作练习，学生能很快理解like的含义。)

3. Practice
a. Ss look at the pet pictures, let Ss think how to make sentences just:...like a…
Jump like a frog. Eat like a dog. Ski like a rabbit. Sing like a bird. Listen like a dog.
b. Ss mime the actioln, the other Ss guess the sentences.
(设计思路：利用所学的句型，用学过的动物单词及动作单词进行扩展替换，即丰富了学生的想象力，也锻炼了学生思维能力，勇于创新。)
c. Listen to the tape and fill in the numbers.

4. Task:
利用今天所学的like的用法，为图片中的动物动作造句。

五． 课后反思：
１． 评价方式是这堂课比较有特色的地方，紧扣了当堂课的内容，学生兴趣较高，充分调动了其学习的热情。
２． 整堂课的流程经过了多次调整，在前面几次课中，对于动作单词多占用时间较多，使得对动词扩展不够充分，因此在这堂课中，我压缩了复习动物单词部分，将更多的时间放在句型教学及其扩展中，使学生对于句型的运用更加灵活，充分。
３． 对于like一词的理解是本堂课的重点，如果有更多的形式来练习，学生会掌握得更好。