申曉暉

（南通高等師范學校 江蘇 南通 226006）

教學內(nèi)容

Part A Read and Say

1 教學目標

（1）知識目標

1）掌握單詞、詞組 foot(feet),time,turn,left,right,hand,leg,follow,order,line,exercise,up and down,stop,lie on one’s back,lift up.

2）能聽懂、會說、會讀和會寫句型Put… on…,Touch…with…

3）能聽懂、會說、會讀日常交際用語Stand in a line.Let’s do some exercise.

（2）能力目標

能夠看懂、聽懂指令性的日常用語，并能用英語發(fā)指令，提高學生觀察能力與交際能力。

（3）情感目標

通過小組合作等形式來增加學生課堂學習的積極性，并讓學生在邊說邊動的課堂中培養(yǎng)學生學習英語的興趣。

2 教學重點

能聽懂，會說，會讀并能靈活運用句型：Stand in a line.Let’s do some exercise.Put your feet together.Jump up and down.Do this…times.Turn left and right.Lie on your back.Lift up your…leg.stand up.

3 教學難點

（1）能聽懂指令性的日常用語，并能正確的用英語發(fā)指令。

（2）能正確理解及運用重點句型Touch…with…。

4 教學方法

TBLT,TPR

5 教學準備

錄音機

6 教學過程

Step 1.Greeting

1.Sing a song:Do some exercise with me

2.Free talk

T:Do you have any hobbies?

S:Yes,I do.I like playing football.

T:Do you play well?

S:Yes,I do.

設計意圖：歡快的歌曲表演充分調(diào)動了全班同學的學習積極性，緩解了學生的緊張情緒，并且為本單元的學習做了鋪墊；師生間自由的口語交際，為接下來的教學熱身營造了積極的氛圍。

Step 2.Presentation and practice

T:What subject do you like?

S:I like Chinese/English/Math/Music….

T:Do you like PE?

S:Yes,I do.

T:OK.This class we’ll have a PE lesson,OK?

S:OK.

設計意圖：通過詢問學生喜歡的科目引出課題，并抓住學生愛上體育課的心理，安排一節(jié)英語式體育課，從而調(diào)動學生的積極性，讓他們?nèi)硇耐度氲奖締卧膶W習。

1.Pre-reading

（1）Learn “do some exercise”

T:Boys and girls,let’s do some exercise.Stand up,please.Jump high,run fast,walk carefully…

T:Who can come to the front and do some exercise.（請愛好體育的同學做指示的動作）

T:Jump,run fast,put up your hands,put down your hands,put your hands on your head,touch your eyes with your hands…

Students read the sentence:do some exercise.

（2）Learn the orders

T:I will give you some orders.Now,listen carefully everybody.You should try to follow the orders.Stand up,please.（全體學生）

Give some orders like:touch your knee with your hands,put your hands on your head,turn left,turn right,put up your left hand,touch your left arm.

T:Good,sit down,please.

Students read the sentences:give orders,follow the orders,turn left,turn right.

設計意圖：通過創(chuàng)設情景，給學生命令讓學生去做，讓學生在做的過程中理解生詞的含義，同時也活躍了課堂氣氛，達到了一舉兩得的效果。

T:Now,I will give some orders again.You three,come to the front.Stand in a line.

(老師用動作示意學生站成一排,引導學生懂得Stand in a line的意思)

Students read the sentence：stand in a line.

T:This group,Stand up,stand in a line.Jump up and down.(新授 time,once,twice,three times)

T:Now,I’ll ask some students to come here,try to follow my orders.Jump up and down ten times.

設計意圖：TPR教學法符合小學生的心理和年齡特征。通過動腦，動口，動手全方位的訓練，能達到理解、表達、記憶的良好效果，并增強學習興趣，提高語言學習的效率。

2.While-reading

T:Mr.Ma and his students are having a PE lesson,too.Listen to the tape and answer the questions.

Q1:Where are Mr.Ma and his students?

Q2:What are they doing？

S:They are in the playground.They are having a PE lesson.

T:What is Mr Ma doing?

S:He is giving orders.

T:What are the students doing？

S:They are trying to follow the orders.

T:Look at the blackboard,try to retell the text.(學生看黑板上的信息來復述課文引言部分)

設計意圖:遵循由易到難的原則，將語篇分段呈現(xiàn)，先讓學生根據(jù)引言猜測語篇的意思，再分析整個語篇內(nèi)容。

T:Now,read the whole passage by yourselves and underline the orders.

(學生找出Mr Ma發(fā)出口令的句子)

1）Stand in a line.

2）Put your feet together.

3）Jump up and down.

4）Turn left and right.

5）Lie on your back.

6）Lift up your left leg and touch it with your right hand./Lift up your right hand and touch it with your left hand.

7）Do this… times.

Students read the sentences.

設計意圖:學生自讀課文，找出馬老師發(fā)出口令的句子，發(fā)展學生主動思維和自主學習的能力。

3.Post-reading

1）Listen and repeat.

2）Read the dialogue in roles.

（把課文的三塊分別讓不同的小組來表演，每一小組有自己具體的任務，簡短的幾句話學生表演起來不是很吃力，并且縮短了操練時間可以讓更多的學生有展示的機會。）

設計意圖:必要的聽力和模仿地道的英語可以提升學生的英語技能，此環(huán)節(jié)有助于培養(yǎng)學生良好的語音、語調(diào)。

Step 3:Consolidation

1）Play a game:一個學生看指令并做出相應的動作，另一個學生用英語描述出該動作。

2）招聘雙語體育教師，請學生扮演體育老師執(zhí)行命令。

設計意圖:新的英語標準要求采用活動的途徑,倡導體驗與參與,讓學生在教師的指導下,通過感知,體驗,實踐,參與和合作等方式,實現(xiàn)任務和目標,感知成功.情景的創(chuàng)設能引發(fā)學生探索，思維的活動情景，讓學生通過參與，體驗學習過程，達到培養(yǎng)學生觀察事物的能力，訓練學生的思維方式。

Step 4:Homework

1）Read Part A,follow the tape 3 times,try to read it fluently.

2）Assign some orders,write them down and do them with your friends.

設計意圖：學生跟讀錄音學會正確的語音語調(diào)，避免亂讀，錯讀。將書面的口令實踐，不僅是將教學內(nèi)容靈活運用，同時也鍛煉了學生的反應能力。作業(yè)包含聽，說，讀，寫，面面俱到才能讓學生完全掌握并能靈活運用本課知識。