滬教版（五四制）（2024）小學一年級上冊英語Unit8《Have a go!》教案（共2課時）

第第頁滬教版（五四制）（2024）小學一年級上冊英語Unit8《Haveago!》教案（共2課時）一、教學目標（一）知識目標1.學生能聽懂、會說、認讀單詞：try（嘗試），jump（跳），run（跑），throw（扔），catch（抓?。?，kick（踢）。2.學生能理解并運用句型“Let'stryto...”（讓我們嘗試去……）來表達嘗試做某事的意愿，以及用“Ican...”（我能……）或“Ican't...”（我不能……）來表達自己的能力。（二）能力目標1.通過各種活動和游戲，培養(yǎng)學生的身體協(xié)調(diào)能力和運動技能，如跳躍、跑步、投擲、接球和踢球等。2.引導學生積極參與課堂互動，提高學生的口語表達能力和語言運用能力，使學生能夠在實際情境中運用所學單詞和句型進行簡單的交流。3.培養(yǎng)學生的觀察能力、模仿能力和創(chuàng)新思維能力，鼓勵學生嘗試新事物，勇于挑戰(zhàn)自己，并能夠在活動中發(fā)現(xiàn)問題、解決問題。（三）情感目標1.激發(fā)學生學習英語的興趣，讓學生在輕松愉快的氛圍中學習英語，培養(yǎng)學生的自信心和積極參與課堂的態(tài)度。2.通過小組合作和競賽活動，培養(yǎng)學生的團隊合作精神和競爭意識，讓學生學會相互鼓勵、相互幫助，共同完成任務(wù)，體驗成功的喜悅。3.鼓勵學生勇于嘗試，不怕失敗，培養(yǎng)學生堅韌不拔的意志品質(zhì)和積極向上的生活態(tài)度，讓學生明白在嘗試中學習和成長的重要性。二、教學重難點（一）教學重點1.掌握單詞try，jump，run，throw，catch，kick的發(fā)音和拼寫。2.熟練運用句型“Let'stryto...”“Ican...”“Ican't...”進行表達和交流。（二）教學難點1.讓學生理解并正確運用“Let'stryto...”句型來發(fā)起嘗試做某事的邀請，以及區(qū)分“Ican...”和“Ican't...”在表達能力方面的不同語境和用法。2.引導學生在實際活動中自然、流暢地運用所學單詞和句型進行交流，培養(yǎng)學生的語言運用能力和實際操作能力的結(jié)合，同時注意學生在活動中的安全和秩序。三、教學準備1.多媒體課件，包含與運動動作相關(guān)的圖片、動畫、視頻以及一些簡單的英語兒歌或韻律操視頻，用于導入和鞏固教學內(nèi)容。2.準備一些與運動相關(guān)的實物道具，如小球、跳繩、沙包等，以便在課堂上進行實物演示和活動練習。3.制作單詞卡片和圖片，上面分別印有try，jump，run，throw，catch，kick等單詞及相應(yīng)的動作圖片，用于單詞教學和游戲環(huán)節(jié)。4.在教室中設(shè)置一個簡單的活動區(qū)域，標記出起點線、終點線等，方便學生進行運動活動的實踐。5.準備獎勵小貼紙、小獎品（如卡通運動人物徽章、小筆記本等），用于表揚和鼓勵在課堂上表現(xiàn)優(yōu)秀的學生。四、教學過程（一）第一課時1.Warming-up1.GreetingsT:Hello,boysandgirls.Howareyoutoday?Ss:Hello,teacher.I'mfine,thankyou.Andyou?T:I'mverywelltoo.It'sabeautifulday.AreyoureadyforourexcitingEnglishclass?Ss:Yes!設(shè)計意圖：通過日常問候，拉近師生距離，營造輕松和諧的課堂氛圍，為課堂教學做好準備，同時激發(fā)學生對英語課的期待和熱情。2.SinganddanceT:Let'sstartourclasswithafunsonganddance.Doyouknowthe“Head,Shoulders,KneesandToes”song?Butthistime,we'regoingtoaddsomesimpleactionswhilesinging.Let'sdoittogether.（播放歌曲視頻，師生一起跟著唱并做相應(yīng)的動作，如指頭部、肩膀、膝蓋、腳趾等，同時可以適當加入一些簡單的跳躍、扭動等動作，增加趣味性）Head,shoulders,kneesandtoes,Kneesandtoes.Head,shoulders,kneesandtoes,Eyes,ears,mouth,nose.Andjump,jump,jump.(addajumpingactionhere)Twist,twist,twist.(addatwistingactionhere)設(shè)計意圖：以一首熟悉的歌曲和簡單的舞蹈動作作為導入，既可以活躍課堂氣氛，又能讓學生在輕松愉快的氛圍中活動身體，為接下來的運動主題教學做好熱身準備，同時也復習了一些與身體部位相關(guān)的詞匯，為新知識的學習做好鋪墊。2.Presentation1.Learnthewords(1)TryT:Now,boysandgirls,lookatme.I'mgoingtodosomethingnew.I'mgoingtotrytostandononefoot.（教師示范單腳站立的動作）Thisiscalled“try”.（展示單詞“try”的卡片并板書“try”）Readafterme,“try”.（教師示范發(fā)音，學生跟讀）Ss:Try.T:Let'salltrytostandononefoottogether.（引導學生一起嘗試單腳站立，并說“try”）Thestudentstrytostandononefoot.T:Verygood.Whenwewanttodosomethingneworsomethingwe'renotsureifwecando,wecansay“Let'stryto...”（再次強調(diào)“try”的含義和用法）設(shè)計意圖：通過教師的親身示范和引導學生實際嘗試動作，讓學生直觀地理解“try”的含義，加深學生對單詞的記憶和理解。同時，讓學生在實踐中體會“Let'stryto...”這個句型的用法，使學習更加生動有趣。(2)JumpT:Now,lookatthisaction.（教師示范跳躍的動作）WhatamIdoing?Yes,I'mjumping.（展示單詞“jump”的卡片并板書“jump”）Say“jump”.（教師示范發(fā)音，注意“u”的發(fā)音，學生跟讀）Ss:Jump.T:Canyoujumplikeakangaroo?（讓學生模仿袋鼠跳躍的樣子）Thestudentsjumplikekangaroos.T:Great!Wecansay“Icanjump.”（引導學生用“Ican...”句型表達自己能做的動作）Whocansayitlouder?（鼓勵學生大聲說）S1:Icanjump!設(shè)計意圖：利用形象的動作示范和模仿袋鼠跳躍的活動，教授“jump”單詞，激發(fā)學生的學習興趣和參與度。同時，及時引入“Icanjump.”句型，讓學生在情境中學習語言表達，培養(yǎng)學生的語言運用能力。(3)RunT:Watchmeagain.（教師在教室里快速跑幾步）What'sthis?It'srunning.（展示單詞“run”的卡片并板書“run”）Read“run”.（教師示范發(fā)音，學生跟讀）Ss:Run.T:Let'shavealittlerace.I'llsay“Go!”andyourunfromheretotheothersideoftheclassroom.Ready?Go!（組織學生進行簡單的跑步比賽，讓學生在實踐中感受“run”的動作）Thestudentsrun.Aftertherace,askthestudents:“Whocanrunfast?Canyousay‘Icanrunfast.’?”S2:Icanrunfast!設(shè)計意圖：通過實際的跑步活動，讓學生親身體驗“run”的含義，增加學習的趣味性和實踐性。在比賽后引導學生用“Icanrunfast.”表達自己的能力，鞏固所學句型，同時培養(yǎng)學生的競爭意識和自信心。(4)ThrowT:Look,Ihaveaball.（教師拿起一個球）WhatamIgoingtodo?（教師做出扔球的動作）I'mgoingtothrowtheball.（展示單詞“throw”的卡片并板書“throw”）Thisis“throw”.Sayitwithme.（教師示范發(fā)音，學生跟讀）Ss:Throw.T:Now,youtaketheballandtrytothrowittoyourpartner.Butbecareful,don'tthrowittoohard.（讓學生兩兩一組，互相扔球，同時練習說“throw”和“Icanthrow.”）Thestudentsthrowtheballstoeachother.T:Verygood.Remember,whenwethrowsomething,weusetheword“throw”.設(shè)計意圖：借助實物球進行“throw”單詞的教學，讓學生在實際操作中學習單詞和句型，提高學生的學習積極性和參與度。同時，強調(diào)扔球時的注意事項，培養(yǎng)學生的安全意識。(5)CatchT:Whenyourpartnerthrowstheballtoyou,whatdoyoudo?Youtrytocatchit.（教師示范接球的動作）Thisis“catch”.（展示單詞“catch”的卡片并板書“catch”）Read“catch”.（教師示范發(fā)音，注意“a”的發(fā)音，學生跟讀）Ss:Catch.T:Let'splayacatchgame.I'llthrowtheballandyoutrytocatchit.（教師向?qū)W生扔球，學生接球并說“catch”和“Icancatch.”）Thestudentsplaythecatchgame.T:Welldone!Ifyoucancatchtheballsuccessfully,youcansay“Icancatchtheball.”設(shè)計意圖：在扔球活動的基礎(chǔ)上，自然引出“catch”單詞的教學，通過實際的接球游戲，讓學生在玩中學，加深對單詞和句型的理解和記憶，培養(yǎng)學生的反應(yīng)能力和語言表達能力。(6)KickT:Now,lookatthis.（教師拿起一個足球，做出踢球的動作）WhatamIdoing?I'mkickingtheball.（展示單詞“kick”的卡片并板書“kick”）Say“kick”.（教師示范發(fā)音，學生跟讀）Ss:Kick.T:Wholikestoplayfootball?Canyoukicktheballlikeafootballplayer?（讓學生嘗試踢球，并說“kick”和“Icankick.”）Thestudentskicktheball.T:Great!Youareallgoodkickers.Remember,“kick”meanstohittheballwithyourfoot.設(shè)計意圖：結(jié)合足球這一常見的運動器材，教授“kick”單詞，讓學生通過實際的踢球動作來理解和記憶單詞，同時激發(fā)學生對足球運動的興趣。引導學生用“Icankick.”表達自己的能力，增強學生的自信心和語言運用能力。2.Practicethewords(1)Game:ActionandWordMatchTheteachercallsoutaword,suchas“jump”,“run”,“throw”,“catch”,“kick”or“try”,andthestudentsneedtoquicklydothecorrespondingaction.Then,theteacherdoesanactionandthestudentsguesstheword.Forexample:T:Jump!Thestudentsjump.T:(doestheactionofthrowing)What'sthis?Ss:Throw!Thisgamecanberepeatedseveraltimestoreinforcethestudents'understandingandmemoryofthewordsandtheircorrespondingactions.設(shè)計意圖：通過動作和單詞匹配的游戲，讓學生在聽、說、做的過程中鞏固所學的運動單詞，提高學生的聽力理解能力、反應(yīng)能力和對單詞的認讀能力，增加學習的趣味性和互動性。(2)WordChantTheteacherleadsthestudentstochantasimplerhymetopracticethewords:Try,try,let'stry.Jump,jump,Icanjump.Run,run,Icanrun.Throw,throw,Icanthrow.Catch,catch,Icancatch.Kick,kick,Icankick.Theteacherchantsfirst,andthestudentsfollow,clappingtheirhandsorstompingtheirfeettotherhythm.設(shè)計意圖：利用單詞chant的形式，讓學生在有節(jié)奏的朗讀中加深對單詞的記憶，同時培養(yǎng)學生的語感和節(jié)奏感。這種朗朗上口的chant也有助于學生更好地掌握單詞的發(fā)音和用法，并且可以活躍課堂氣氛。3.Textlearning1.ListenandwatchOpenthemultimediacoursewareandplaythevideoofashortdialoguebetweentwostudentsataplayground.A:Look,it'saniceday.Let'splayhere.B:OK.Whatcanwedo?A:Let'strytojumprope.B:Ican'tjumpropeverywell.ButIcanrun.A:That'sOK.Let'strytogether.Thestudentslistenandwatchcarefully,andtrytounderstandthecontext.設(shè)計意圖：通過播放與運動相關(guān)的對話視頻，讓學生初步感知教材中的語言內(nèi)容，了解如何在實際情境中運用“Let'stryto...”“Ican...”“Ican't...”等句型進行交流，培養(yǎng)學生的聽力和理解能力。2.ListenandrepeatPlaythedialogueagainsentencebysentence.Thestudentslistenandrepeat,payingattentiontothepronunciationandintonation.T:Now,listenandrepeatafterthevideo.Payattentiontohowtheysayit.A:Look,it'saniceday.Let'splayhere.Ss:Look,it'saniceday.Let'splayhereAfterrepeatingseveraltimes,askindividualstudentstorepeatasentencetochecktheirpronunciation.設(shè)計意圖：逐句跟讀對話，讓學生模仿正確的發(fā)音和語調(diào)，提高學生的口語表達能力。同時，檢查個別學生的發(fā)音，及時糾正錯誤，確保學生的發(fā)音準確。3.ExplainthetextT:Lookatthedialogue.Asays“Let'strytojumprope.”tosuggestanactivity.AndBsays“Ican'tjumpropeverywell.ButIcanrun.”totalkabouttheirabilities.Whenwewanttodosomethingtogetherwithothers,wecanuse“Let'stryto...”Andwhenwewanttosaywhatwecanorcan'tdo,weuse“Ican...”or“Ican't...”Doyouunderstand?Ss:Yes.T:Now,let'spracticethisdialoguewithourpartners.Youcanchangetheactivitiestotheoneswelearnedtoday,likejump,run,throw,catchorkick.設(shè)計意圖：對對話進行詳細講解，幫助學生理解對話的含義和重點句型的用法。讓學生與同伴進行對話練習，并替換不同的運動活動，使學生能夠?qū)⑺鶎W知識與實際情境相結(jié)合，提高語言運用能力。4.Practice1.Role-playDividethestudentsintopairs.OnestudentactsasAandtheotheractsasB.Theyrole-playthedialogueattheplayground,usingthesentences“Let'stryto...”and“Ican...”or“Ican't...”totalkaboutdifferentsportsactivities.Forexample:A:Let'strytothrowtheball.B:Icanthrowtheballfar.ButIcan'tcatchitverywell.A:That'sallright.Let'spracticetogether.Thentheyswitchrolesandcontinuetheconversation.Theteacherwalksaroundtheclassroomandgiveshelpandguidanceifneeded.設(shè)計意圖：通過角色扮演活動，讓學生在實際情境中運用所學的句型進行交流，增強學生的口語表達能力和表演能力，同時培養(yǎng)學生的合作學習意識和人際交往能力。教師的巡視和指導可以及時幫助學生解決問題，確保活動的順利進行。2.GroupActivity:SportsRelayDividethestudentsintogroupsoffour.Eachgroupstandsinaline.Atthestartingpoint,therearesomesportsequipment,suchasaskippingrope,aball,andabeanbag.Thefirststudentineachgroupneedstochooseoneoftheequipmentanddothecorrespondingaction(jumpropeforawhile,throwtheball,orkickthebeanbag)andthensay“Ican...”or“Ican't...”Forexample,ifthestudentchoosestojumpropeandcandoitwell,he/shecansay“Icanjumprope.”Thenthestudentrunstotheendofthelineandthenextstudenttakesturns.Thegroupthatfinishesfirstwins.Beforethegamestarts,theteacherdemonstratestherulesclearlyandmakessurethestudentsunderstand.Duringthegame,theteacherencouragesthestudentsandpaysattentiontotheirsafety.Afterthegame,askthestudentshowtheyfeltduringtheactivityandiftheylearnedanythingnewabouttheirabilities.設(shè)計意圖：以小組接力的形式進行體育活動，既可以讓學生在實踐中鞏固所學的運動單詞和句型，又能培養(yǎng)學生的團隊合作精神和競爭意識。通過讓學生在活動中表達自己的能力，進一步提高學生的語言運用能力和自信心。同時，詢問學生的感受和收獲，引導學生反思自己的學習和體驗，培養(yǎng)學生的思維能力。5.Summary（1）.ReviewthewordsandsentencesT:Whathavewelearnedtoday?Let'sreviewtogether.Welearnedsomenewwordsaboutsports,like“try”,“jump”,“run”,“throw”,“catch”,“kick”.Andwealsolearnedsomesentencestotalkabouttryingtodothingsandourabilities,suchas“Let'stryto...”“Ican...”“Ican't...”Ss:Yes.T:Let'ssaythewordsandsentencesagain.Ss:Try,jump...Let'strytojump.Icanrun.Ican'tthrowverywell.設(shè)計意圖：與學生一起回顧本節(jié)課所學的重點內(nèi)容，包括單詞和句型，幫助學生梳理知識框架，加深對所學知識的記憶，確保學生對本節(jié)課的學習內(nèi)容有一個清晰的認識。（2）.EncouragestudentsT:Youhavealldoneagreatjobtoday.Youlearnednewwordsandsentencesandhadfundoingsportsactivities.Remember,it'sgoodtotrynewthingsanddon'tbeafraidofmakingmistakes.Keeppracticingandyouwillbecomebetterandbetter.I'mproudofyouall.Let'sgiveourselvesabigclap!設(shè)計意圖：對學生的學習表現(xiàn)進行肯定和鼓勵，增強學生的學習自信心和積極性。同時，引導學生樹立正確的學習態(tài)度，鼓勵他們勇于嘗試新事物，不怕失敗，培養(yǎng)學生的積極向上的精神。通過讓學生給自己鼓掌，增強學生的自我認同感和成就感。第二課時1.Revision1.WordReviewGame:SimonSayswithSportsActionsTheteacherplaysamodifiedversionof“SimonSays”gamerelatedtosportsactions.Theteachergivescommandslike“Simonsaysjumpthreetimes.”“Simonsaysruninplace.”“Simonsaysthrowtheballtothewall.”“Simonsayscatchtheimaginaryball.”“Simonsayskicktheair.”Iftheteachersaysacommandwithout“SimonSays”,thestudentsshouldnotdotheaction.Thestudentswhodothewrongactionareoutofthegame.Thelaststudentleftinthegameisthewinner.Forexample:T:Simonsaysjumpfivetimes.Thestudentsjumpfivetimes.T:Throwthebook.(withoutsaying“SimonSays”)Thestudentsshouldnotdotheaction.Ifsomestudentsdoitbymistake,theyareoutofthegame.設(shè)計意圖：通過“SimonSays”游戲結(jié)合體育動作的方式，復習上節(jié)課所學的運動單詞，增加游戲的趣味性和挑戰(zhàn)性，激發(fā)學生的學習興趣和競爭意識。同時，讓學生通過實際的動作執(zhí)行來鞏固對單詞的記憶和理解，鍛煉學生的聽力和反應(yīng)能力，活躍課堂氣氛。2.DialogueReviewAsksomepairsofstudentstocometothefrontandrole-playthedialoguetheylearnedinthelastclassabouttryingtodosportsactivitiesandtalkingabouttheirabilities.Theycanusesomeexpressionsandgesturestomakethedialoguemorevivid.A:Let'strytoplayfootball.B:Ican'tplayfootballverywell.ButIcanrunfast.MaybeIcanbeagoodrunner.A:That'sgreat.Let'stryrunningtogetherthen.Aftertherole-plays,asktheotherstudentstocommentontheirperformancesandcorrectanymistakesifnecessary.設(shè)計意圖：讓學生進行對話復習，檢查學生對對話內(nèi)容的掌握情況，同時培養(yǎng)學生的口語表達能力和表演能力。鼓勵學生運用表情和手勢使對話更加生動，能夠提高學生的學習積極性和創(chuàng)造力。其他學生的評價和糾錯環(huán)節(jié)可以培養(yǎng)學生的傾聽能力和批判性思維能力。2.Presentation1.LearntodescribethedifficultylevelofsportsactivitiesT:Now,let'sthinkaboutthesportsactivitieswelearned.Someareeasyforus,andsomearealittledifficult.Forexample,jumpingisusuallyeasierformostofus,butmaybekickingaballaccuratelycanbeabitmoredifficult.HowdowesayitinEnglish?Wecanusethewords“easy”(展示單詞“easy”的卡片并板書“easy”)and“difficult”(展示單詞“difficult”的卡片并板書“difficult”).T:Whenwethinksomethingisnothardtodo,wecansay“It'seasy.”Forexample,“Jumpingiseasy.”Whocanthinkofsomethingelsethatiseasy?S1:Runningiseasy.T:Good!Andwhenwethinksomethingisnoteasy,it'salittlehardtodo,wecansay“It'sdifficult.”Like“Throwingaballveryfarisdifficultforme.”Canyousaysomethingthatyouthinkisdifficult?S2:Catchingaballquicklyisdifficult.T:Verygood.Now,let'spracticesayingthesesentenceswithourpartners.Onepersonsaysanactivityandtheotherpersonsayswhetherit'seasyordifficultforthem.設(shè)計意圖：通過引導學生思考運動活動的難易程度，引入“easy”和“difficult”這兩個單詞，讓學生學會用英語描述事物的難度。讓學生舉例并與同伴進行交流練習，能夠加深學生對單詞的理解和運用，同時培養(yǎng)學生的觀察能力和語言表達能力，讓學生更加關(guān)注自己在運動中的體驗和感受。2.Practicedescribingdifficulty(1)PairworkThestudentsworkinpairs.Theytaketurnstotalkaboutthesportsactivitiestheylearnedanddescribewhethertheythinkit'seasyordifficultforthem.Theycanusethesentences“Ithink...iseasy/difficult.Because...”Forexample:S1:Ithinkkickingiseasy.BecauseIcankicktheballwell.S2:Ithinkthrowingisdifficult.BecauseIcan'tthrowtheballveryfar.Afterafewminutesofdiscussion,eachpaircansharetheirideaswiththeclass.設(shè)計意圖：通過兩兩合作練習，讓學生在實際交流中鞏固所學的關(guān)于描述運動活動難易程度的詞匯和句型，提高學生的口語表達能力和合作學習能力。讓學生自己思考并表達觀點，增加學生的自主性和參與度。(2)GroupdiscussionDividethestudentsintogroups.Theteachergiveseachgroupatopic,suchas“Theeasiestsportinourgroup”or“Themostdifficultsporttolearn”.Thestudentsneedtodiscussingroupsandsharetheiropinions.Theycangivereasonsandexamplestosupporttheirviews.Forexample,inthegroupdiscussing“Theeasiestsportinourgroup”,thestudentsmayhavedifferentopinions:S3:Ithinkrunningistheeasiestsportinourgroupbecauseweallcanrunwithoutmuchpractice.S4:ButIthinkjumpingiseasierbecauseit'ssimpleandfun.Wecanjumpanywhere.Afterthediscussion,eachgroupcanchoosearepresentativetoreporttheirgroup'sdiscussionresultstotheclass.設(shè)計意圖：以小組討論的形式，讓學生圍繞特定的主題進行深入的交流和探討，培養(yǎng)學生的團隊合作能力、思維能力和語言表達能力。通過不同觀點的碰撞和交流，讓學生學會傾聽他人的想法，拓寬自己的思維視野，同時也提高學生在小組中表達自己觀點和與他人合作的能力。3.Textextension1.ListenandwatchanewdialogueShowanewdialogueonthemultimediacourseware.Thedialogueisbetweenateacherandastudenttalkingaboutasportscompetitionatschool.T:Thereisgoingtobeasportscompetitionatschoolnextweek.Areyouexcited?S:Yes,Iam.ButI'malittlenervous.T:Whyareyounervous?S:Iwanttotakepartintherunningrace,butI'mnotsureifIcanrunfastenough.T:Don'tworry.Youcantryyourbest.It'snotaboutwinningorlosing.Themostimportantthingistohaveagoandenjoytheprocess.Youcanpracticemorebeforethecompetition.S:Thankyou,teacher.Iwilltrymybest.Ithinkrunningisfun,butit'salsoalittledifficultformetoimprovemyspeed.T:That'sokay.Youcanaskyourclassmatesforhelp.Maybetheyhavesomegoodtips.Andremember,confidenceisveryimportant.Believeinyourselfandyouwilldobetter.Playthevideoandletthestudentslistenandwatchcarefully.設(shè)計意圖：通過展示新的對話，拓展學生的學習內(nèi)容，讓學生在不同的情境中進一步感受如何用英語談?wù)擉w育比賽、自己的感受以及應(yīng)對困難的態(tài)度，培養(yǎng)學生的聽力和理解能力。同時，引入體育比賽的情境，激發(fā)學生的競爭意識和積極參與的精神，引導學生樹立正確的比賽觀念，即重在參與和努力嘗試。2.DiscussandactoutAfterwatchingthedialogue,askthestudentstodiscussinpairswhattheyhavelearnedfromthedialogueandthenactitout.Encouragethemtoaddsomeoftheirownwordsandexpressionstomakethedialoguemorevivid.S1:Welearnedthatweshouldbebravetotakepartinsportscompetitionsandnotbeafraidofdifficulties.S2:Yes,andweshouldbelieveinourselvesandtryourbest.Thentheyactoutthedialogue:S1:Thereisabasketballgameinourclassnextweek.Iwanttoplay,butI'mnotgoodatit.S2:Don'tbeafraid.Let'strytopracticetogether.Wecanlearnfromeachother.S1:Thankyou.Iwillhaveago.Ithinkitwillbefunevenifwedon'twin.S2:That'sthespirit!Wejustneedtoenjoythegameandimproveourselves.設(shè)計意圖：讓學生通過討論和表演新對話，進一步理解和掌握所學的語言知識在實際情境中的運用，培養(yǎng)學生的口語表達能力、合作學習能力和創(chuàng)新思維能力。同時，引導學生在對話中加入自己的想法和感受，提高學生的語言運用靈活性和個性化表達能力，以及對面對挑戰(zhàn)和參與比賽的積極態(tài)度的理解和表達。3.CreateyourowndialogueAskthestudentstoworkingroupsoffourtocreateanewdialogueaboutasportseventoractivitytheywanttoparticipatein.Theyneedtousethewordsandsentencesaboutsports,abilities,andfeelingstheyhavelearned.Theyshouldwritedowntheirdialoguesfirstandthenpracticeactingthemout.Forexample:Group1'sdialogue(aboutaskippingcompetition):E:Thereisaskippingcompetitionnextmonth.Ireallywanttojoin.F:Thatsoundsgreat!Butdoyouthinkyoucandowell?E:I'mnotsure.Icanskip,butIneedtopracticemoretobebetter.G:Let'strytopracticetogethereverydayafterschool.H:Yes,andwecanencourageeachother.Ithinkitwillbealotoffun.Afterthegroupshavefinishedcreatingandpracticingtheirdialogues,asksomegroupstoperforminfrontoftheclassandlettheotherstudentslistenandevaluate.設(shè)計意圖：通過小組合作創(chuàng)作對話，培養(yǎng)學生的創(chuàng)造力和綜合語言運用能力，讓學生在自主創(chuàng)作的過程中，靈活運用所學的體育相關(guān)詞匯、句型以及表達情感和意愿的語言來構(gòu)建與實際生活情境相關(guān)的對話，同時提高學生的團隊協(xié)作能力和書面表達能力。表演環(huán)節(jié)可以讓學生展示自己的學習成果，增強學生的自信心和學習興趣。其他學生的評價可以促進學生之間的相互學習和提高。4.Practiceandconsolidation1.ListenandjudgeTheteacherpreparessomesentencesaboutsportsactivitiesandtheirdifficultylevelsorabilities.Forexample,“Jumpingiseasyformostchildren.”“ThrowingaballfarisdifficultforTom.”“Saracanrunveryfast,sorunningiseasyforher.”Theteacherreadsthesentencesonebyoneandthestudentsneedtojudgewhetherthesentencesaretrueorfalse.Ifit'strue,theyraisetheirhandsandsay“True”.Ifit'sfalse,theyshaketheirheadsandsay“False”.Forexample:T:Swimmingiseasyforeveryone.Thestudentsthinkandthensomemayraisetheirhandsandsay“False”becausenoteveryonefindsswimmingeasy.T:(asksastudent)Whydoyouthinkit'sfalse?S5:Becausesomepeoplemaybeafraidofwaterandit'snoteasyforthemtoswim.Aftereachsentence,theteachercanaskstudentstoexplaintheiranswerstoreinforcetheirunderstandingandreasoningskills.設(shè)計意圖：通過聽和判斷的練習，考查學生對所學關(guān)于運動活動難易程度和能力描述的理解和聽力能力，同時培養(yǎng)學生的分析和判斷能力。讓學生解釋自己的答案，可以鍛煉學生的語言表達能力和思維邏輯能力，加深學生對知識的理解和運用。2.SportsStorytellingTheteacherasksthestudentstothinkaboutatimewhentheytriedanewsportsactivityorhadaninterestingexperienceinsports.ThentheyneedtotellashortstoryinEnglish.Theycanstartwith“Oneday,Itried...”or“WhenIwasplaying...,somethinginterestinghappened.”Forexample:S6:Oneday,Itriedtorideabikewithouttrainingwheels.Atfirst,IwasveryscaredandIthoughtIwouldfall.ButIdidn'tgiveup.IkepttryingandfinallyIcouldridealittle.ItwasveryexcitingandIfeltsoproudofmyself.S7:WhenIwasplayingfootballwithmyfriends,Itriedtoscoreagoal.Ikickedtheballveryhardanditflewtowardsthegoal.Butthegoalkeepercaughtit.Itwasalittledisappointing,butIlearnedthatIneedtopracticemoretoimprovemyskills.Aftereachstudenttellstheirstory,theotherstudentscanaskquestionsorgivecomments.設(shè)計意圖：讓學生講述體育故事，能夠鍛煉學生的口語表達能力和敘事能力，同時讓學生回憶自己在體育活動中的經(jīng)歷和感受，增強學生對體育的熱愛和對自己成長的認識。其他學生的提問和評論可以促進學生之間的互動和交流，提高學生的傾聽能力和思維能力，也讓學生從他人的故事中獲得啟發(fā)和鼓勵。3.SentenceMakingCompetitionaboutSportsDividethestudentsintoseveralgroups.Theteachergivesasportsactivity,suchas“running”or“jumping”.Eachgroupneedstomakeasmanysentencesaspossibleaboutthesportsactivitywithinalimitedtime,usingthewordsandsentencestheyhavelearnedaboutsports,abilities,difficultylevelsandfeelings.Forexample,fortheword“running”,thegroupscanmakesentenceslike“Runningisagoodexercise.Itmakesmehealthy.”“Icanrunfast,butit'snoteasytokeeprunningforalongtime.”“Ilikerunningbecauseitmakesmefeelfree.”etc.Thegroupthatmakesthemostcorrectandcreativesentenceswins.Afterthecompetition,praisethewinninggroupandencourageallthestudentstokeeplearningandusingEnglishtotalkaboutsports.設(shè)計意圖：通過句子創(chuàng)作競賽，激發(fā)學生的學習積極性和創(chuàng)造力，讓學生在緊張而有趣的氛圍中靈活運用所學知識進行句子創(chuàng)作，培養(yǎng)學生的語言運用能力和思維能力。以體育活動為主題進行句子創(chuàng)作，能夠加深學生對體育相關(guān)內(nèi)容的描述能力，同時鼓勵學生積極參與英語學習，提高學生的學習興趣和自信心。5.Summary1.ReviewthekeypointsT:Today,wehavelearnedmoreaboutsports.Welearnedhowtodescribethedifficultylevelofsportsactivitiesandtalkedaboutourfeelingsandexperiencesinsports.Wealsocreateddialoguesandtoldstoriesaboutsports.Canyourememberwhatwelearned?Ss: