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Joinin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.Sscanlisten,readandwritethewords:fly,run,swim,eat,sit,roar.b.Sscanusethesentences:Flylikeabudgie.Runlikearabbit.Swimlikeafish.c.Sscanunderstandandusetheword:like（系动词）d.Listenandfillinthenumbersofthepictures.２．能力目标：Ssunderstandthemeaningoflike(像…一样)anduseittomakesentences,suchas:Jumplikeafrog.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：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.Warmup.a.Greeting:T:Todaywewilldoapetcompetition,eachlineisateam,sothereareseventeams,line1isPets1…Whenyouranswerisright,yourteamcanadvanceonestep,whenthemagnetfinishsPets1,yourteamcangetapetpicture.(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.Dotheactionandguessthepetwords.Tdoestheaction,theotherSsaccordingtotheactionandguessthepetwords,thenlettwoSsdoit,onedoestheaction,oneguesses.c.Listenandguessthewords.Listentothesoundofpets,andguessthepets,stickthepicturesofpetsontheBb.(①budgie②rabbit③fish④hamster⑤dog⑥tiger)d.Readthewordsafterme.PetsPets(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.Presentation1>Flya.(Tshowsthepicture)Treadstheword,SslistenandreadafterT.f-l-yflyb.Choosesomelinestoreadthewordonebyone.c.Sssaythewordanddotheaction:fly.d.T:fly,fly,fly,flylikeabudgie(Sayanddotheaction.)(为后面的Flylikeabudgie.教学做铺垫)2>Runa.Tdoestheaction,letSsguesstheword→run(sitckitontheBb)Ssreadthewordafterme.b.Tsaysthewordandclapthehands,letSslistenanddotheactionfromslowlytoquickly,andsaytheword:runatthesametime.c.T:run,run,run,runlikea…(Tdoestheaction,letSsguesstheword→rabbit)(设计思路：根据老师的动作，以及上一个环节Flylikeabudgie.有的学生已经可以说出Runlikearabbit.从而有利于感知like的含义)3>Swima.Tshowsthepicturequickly,letSssaytheword:swim,SsreadthewordafterT.b.Sssaytheword,Tdoestheaction,thenchoosesomeSstodowithT4>Eata.Twritestheword:tea→eat,letSstrytoreadit.b.SsreadafterT,e-a-teat,S1:e,S2:a,S3:t,S4:eat(LetSsspellthewordatrandom)c.Eatanapple/ahamster/bread.(SslookatthePsandsay)d.Eatlikeahamster.5>Sita.Sitdown/Standup,Tsays,letSsdo.b.Game:Simonsays:Sitdown&Standup.c.Sitlikeadog.6>Roara.SslistentoTandreadafterT.b.Roarlikeatiger.(Ssloookatthepictureandsay)（设计思路：在单词教学的过程中渗透本课的句型…likea…，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>Revisesixwords.a.Tsaystheword,letSsdotheaction,thenexchange.b.Tclapsthehands,letSsdotheactionfromslowlytoquickly.c.Tsaysdthesentences,letSsguessthepets.①Itcanfly,andcanspeak:Howareyou?&Hello.②Itcanrunveryfast,ithasgottwolongears.③Itcaneatlikethis.④The…jumnp,the…jump,one,two…⑤I...
