沪教版（五四制）（2024）小学一年级上册英语Unit8《Have a go!》教案（共2课时）

第第页沪教版（五四制）（2024）小学一年级上册英语Unit8《Haveago!》教案（共2课时）一、教学目标（一）知识目标1.学生能听懂、会说、认读单词：try（尝试），jump（跳），run（跑），throw（扔），catch（抓住），kick（踢）。2.学生能理解并运用句型“Let'stryto...”（让我们尝试去……）来表达尝试做某事的意愿，以及用“Ican...”（我能……）或“Ican't...”（我不能……）来表达自己的能力。（二）能力目标1.通过各种活动和游戏，培养学生的身体协调能力和运动技能，如跳跃、跑步、投掷、接球和踢球等。2.引导学生积极参与课堂互动，提高学生的口语表达能力和语言运用能力，使学生能够在实际情境中运用所学单词和句型进行简单的交流。3.培养学生的观察能力、模仿能力和创新思维能力，鼓励学生尝试新事物，勇于挑战自己，并能够在活动中发现问题、解决问题。（三）情感目标1.激发学生学习英语的兴趣，让学生在轻松愉快的氛围中学习英语，培养学生的自信心和积极参与课堂的态度。2.通过小组合作和竞赛活动，培养学生的团队合作精神和竞争意识，让学生学会相互鼓励、相互帮助，共同完成任务，体验成功的喜悦。3.鼓励学生勇于尝试，不怕失败，培养学生坚韧不拔的意志品质和积极向上的生活态度，让学生明白在尝试中学习和成长的重要性。二、教学重难点（一）教学重点1.掌握单词try，jump，run，throw，catch，kick的发音和拼写。2.熟练运用句型“Let'stryto...”“Ican...”“Ican't...”进行表达和交流。（二）教学难点1.让学生理解并正确运用“Let'stryto...”句型来发起尝试做某事的邀请，以及区分“Ican...”和“Ican't...”在表达能力方面的不同语境和用法。2.引导学生在实际活动中自然、流畅地运用所学单词和句型进行交流，培养学生的语言运用能力和实际操作能力的结合，同时注意学生在活动中的安全和秩序。三、教学准备1.多媒体课件，包含与运动动作相关的图片、动画、视频以及一些简单的英语儿歌或韵律操视频，用于导入和巩固教学内容。2.准备一些与运动相关的实物道具，如小球、跳绳、沙包等，以便在课堂上进行实物演示和活动练习。3.制作单词卡片和图片，上面分别印有try，jump，run，throw，catch，kick等单词及相应的动作图片，用于单词教学和游戏环节。4.在教室中设置一个简单的活动区域，标记出起点线、终点线等，方便学生进行运动活动的实践。5.准备奖励小贴纸、小奖品（如卡通运动人物徽章、小笔记本等），用于表扬和鼓励在课堂上表现优秀的学生。四、教学过程（一）第一课时1.Warming-up1.GreetingsT:Hello,boysandgirls.Howareyoutoday?Ss:Hello,teacher.I'mfine,thankyou.Andyou?T:I'mverywelltoo.It'sabeautifulday.AreyoureadyforourexcitingEnglishclass?Ss:Yes!设计意图：通过日常问候，拉近师生距离，营造轻松和谐的课堂氛围，为课堂教学做好准备，同时激发学生对英语课的期待和热情。2.SinganddanceT:Let'sstartourclasswithafunsonganddance.Doyouknowthe“Head,Shoulders,KneesandToes”song?Butthistime,we'regoingtoaddsomesimpleactionswhilesinging.Let'sdoittogether.（播放歌曲视频，师生一起跟着唱并做相应的动作，如指头部、肩膀、膝盖、脚趾等，同时可以适当加入一些简单的跳跃、扭动等动作，增加趣味性）Head,shoulders,kneesandtoes,Kneesandtoes.Head,shoulders,kneesandtoes,Eyes,ears,mouth,nose.Andjump,jump,jump.(addajumpingactionhere)Twist,twist,twist.(addatwistingactionhere)设计意图：以一首熟悉的歌曲和简单的舞蹈动作作为导入，既可以活跃课堂气氛，又能让学生在轻松愉快的氛围中活动身体，为接下来的运动主题教学做好热身准备，同时也复习了一些与身体部位相关的词汇，为新知识的学习做好铺垫。2.Presentation1.Learnthewords(1)TryT:Now,boysandgirls,lookatme.I'mgoingtodosomethingnew.I'mgoingtotrytostandononefoot.（教师示范单脚站立的动作）Thisiscalled“try”.（展示单词“try”的卡片并板书“try”）Readafterme,“try”.（教师示范发音，学生跟读）Ss:Try.T:Let'salltrytostandononefoottogether.（引导学生一起尝试单脚站立，并说“try”）Thestudentstrytostandononefoot.T:Verygood.Whenwewanttodosomethingneworsomethingwe'renotsureifwecando,wecansay“Let'stryto...”（再次强调“try”的含义和用法）设计意图：通过教师的亲身示范和引导学生实际尝试动作，让学生直观地理解“try”的含义，加深学生对单词的记忆和理解。同时，让学生在实践中体会“Let'stryto...”这个句型的用法，使学习更加生动有趣。(2)JumpT:Now,lookatthisaction.（教师示范跳跃的动作）WhatamIdoing?Yes,I'mjumping.（展示单词“jump”的卡片并板书“jump”）Say“jump”.（教师示范发音，注意“u”的发音，学生跟读）Ss:Jump.T:Canyoujumplikeakangaroo?（让学生模仿袋鼠跳跃的样子）Thestudentsjumplikekangaroos.T:Great!Wecansay“Icanjump.”（引导学生用“Ican...”句型表达自己能做的动作）Whocansayitlouder?（鼓励学生大声说）S1:Icanjump!设计意图：利用形象的动作示范和模仿袋鼠跳跃的活动，教授“jump”单词，激发学生的学习兴趣和参与度。同时，及时引入“Icanjump.”句型，让学生在情境中学习语言表达，培养学生的语言运用能力。(3)RunT:Watchmeagain.（教师在教室里快速跑几步）What'sthis?It'srunning.（展示单词“run”的卡片并板书“run”）Read“run”.（教师示范发音，学生跟读）Ss:Run.T:Let'shavealittlerace.I'llsay“Go!”andyourunfromheretotheothersideoftheclassroom.Ready?Go!（组织学生进行简单的跑步比赛，让学生在实践中感受“run”的动作）Thestudentsrun.Aftertherace,askthestudents:“Whocanrunfast?Canyousay‘Icanrunfast.’?”S2:Icanrunfast!设计意图：通过实际的跑步活动，让学生亲身体验“run”的含义，增加学习的趣味性和实践性。在比赛后引导学生用“Icanrunfast.”表达自己的能力，巩固所学句型，同时培养学生的竞争意识和自信心。(4)ThrowT:Look,Ihaveaball.（教师拿起一个球）WhatamIgoingtodo?（教师做出扔球的动作）I'mgoingtothrowtheball.（展示单词“throw”的卡片并板书“throw”）Thisis“throw”.Sayitwithme.（教师示范发音，学生跟读）Ss:Throw.T:Now,youtaketheballandtrytothrowittoyourpartner.Butbecareful,don'tthrowittoohard.（让学生两两一组，互相扔球，同时练习说“throw”和“Icanthrow.”）Thestudentsthrowtheballstoeachother.T:Verygood.Remember,whenwethrowsomething,weusetheword“throw”.设计意图：借助实物球进行“throw”单词的教学，让学生在实际操作中学习单词和句型，提高学生的学习积极性和参与度。同时，强调扔球时的注意事项，培养学生的安全意识。(5)CatchT:Whenyourpartnerthrowstheballtoyou,whatdoyoudo?Youtrytocatchit.（教师示范接球的动作）Thisis“catch”.（展示单词“catch”的卡片并板书“catch”）Read“catch”.（教师示范发音，注意“a”的发音，学生跟读）Ss:Catch.T:Let'splayacatchgame.I'llthrowtheballandyoutrytocatchit.（教师向学生扔球，学生接球并说“catch”和“Icancatch.”）Thestudentsplaythecatchgame.T:Welldone!Ifyoucancatchtheballsuccessfully,youcansay“Icancatchtheball.”设计意图：在扔球活动的基础上，自然引出“catch”单词的教学，通过实际的接球游戏，让学生在玩中学，加深对单词和句型的理解和记忆，培养学生的反应能力和语言表达能力。(6)KickT:Now,lookatthis.（教师拿起一个足球，做出踢球的动作）WhatamIdoing?I'mkickingtheball.（展示单词“kick”的卡片并板书“kick”）Say“kick”.（教师示范发音，学生跟读）Ss:Kick.T:Wholikestoplayfootball?Canyoukicktheballlikeafootballplayer?（让学生尝试踢球，并说“kick”和“Icankick.”）Thestudentskicktheball.T:Great!Youareallgoodkickers.Remember,“kick”meanstohittheballwithyourfoot.设计意图：结合足球这一常见的运动器材，教授“kick”单词，让学生通过实际的踢球动作来理解和记忆单词，同时激发学生对足球运动的兴趣。引导学生用“Icankick.”表达自己的能力，增强学生的自信心和语言运用能力。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.设计意图：通过动作和单词匹配的游戏，让学生在听、说、做的过程中巩固所学的运动单词，提高学生的听力理解能力、反应能力和对单词的认读能力，增加学习的趣味性和互动性。(2)WordChantTheteacherleadsthestudentstochantasimplerhymetopracticethewords:Try,try,let'stry.Jump,jump,Icanjump.Run,run,Icanrun.Throw,throw,Icanthrow.Catch,catch,Icancatch.Kick,kick,Icankick.Theteacherchantsfirst,andthestudentsfollow,clappingtheirhandsorstompingtheirfeettotherhythm.设计意图：利用单词chant的形式，让学生在有节奏的朗读中加深对单词的记忆，同时培养学生的语感和节奏感。这种朗朗上口的chant也有助于学生更好地掌握单词的发音和用法，并且可以活跃课堂气氛。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.设计意图：通过播放与运动相关的对话视频，让学生初步感知教材中的语言内容，了解如何在实际情境中运用“Let'stryto...”“Ican...”“Ican't...”等句型进行交流，培养学生的听力和理解能力。2.ListenandrepeatPlaythedialogueagainsentencebysentence.Thestudentslistenandrepeat,payingattentiontothepronunciationandintonation.T:Now,listenandrepeatafterthevideo.Payattentiontohowtheysayit.A:Look,it'saniceday.Let'splayhere.Ss:Look,it'saniceday.Let'splayhereAfterrepeatingseveraltimes,askindividualstudentstorepeatasentencetochecktheirpronunciation.设计意图：逐句跟读对话，让学生模仿正确的发音和语调，提高学生的口语表达能力。同时，检查个别学生的发音，及时纠正错误，确保学生的发音准确。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.设计意图：对对话进行详细讲解，帮助学生理解对话的含义和重点句型的用法。让学生与同伴进行对话练习，并替换不同的运动活动，使学生能够将所学知识与实际情境相结合，提高语言运用能力。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.设计意图：通过角色扮演活动，让学生在实际情境中运用所学的句型进行交流，增强学生的口语表达能力和表演能力，同时培养学生的合作学习意识和人际交往能力。教师的巡视和指导可以及时帮助学生解决问题，确保活动的顺利进行。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.设计意图：以小组接力的形式进行体育活动，既可以让学生在实践中巩固所学的运动单词和句型，又能培养学生的团队合作精神和竞争意识。通过让学生在活动中表达自己的能力，进一步提高学生的语言运用能力和自信心。同时，询问学生的感受和收获，引导学生反思自己的学习和体验，培养学生的思维能力。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.设计意图：与学生一起回顾本节课所学的重点内容，包括单词和句型，帮助学生梳理知识框架，加深对所学知识的记忆，确保学生对本节课的学习内容有一个清晰的认识。（2）.EncouragestudentsT:Youhavealldoneagreatjobtoday.Youlearnednewwordsandsentencesandhadfundoingsportsactivities.Remember,it'sgoodtotrynewthingsanddon'tbeafraidofmakingmistakes.Keeppracticingandyouwillbecomebetterandbetter.I'mproudofyouall.Let'sgiveourselvesabigclap!设计意图：对学生的学习表现进行肯定和鼓励，增强学生的学习自信心和积极性。同时，引导学生树立正确的学习态度，鼓励他们勇于尝试新事物，不怕失败，培养学生的积极向上的精神。通过让学生给自己鼓掌，增强学生的自我认同感和成就感。第二课时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.设计意图：通过“SimonSays”游戏结合体育动作的方式，复习上节课所学的运动单词，增加游戏的趣味性和挑战性，激发学生的学习兴趣和竞争意识。同时，让学生通过实际的动作执行来巩固对单词的记忆和理解，锻炼学生的听力和反应能力，活跃课堂气氛。2.DialogueReviewAsksomepairsofstudentstocometothefrontandrole-playthedialoguetheylearnedinthelastclassabouttryingtodosportsactivitiesandtalkingabouttheirabilities.Theycanusesomeexpressionsandgesturestomakethedialoguemorevivid.A:Let'strytoplayfootball.B:Ican'tplayfootballverywell.ButIcanrunfast.MaybeIcanbeagoodrunner.A:That'sgreat.Let'stryrunningtogetherthen.Aftertherole-plays,asktheotherstudentstocommentontheirperformancesandcorrectanymistakesifnecessary.设计意图：让学生进行对话复习，检查学生对对话内容的掌握情况，同时培养学生的口语表达能力和表演能力。鼓励学生运用表情和手势使对话更加生动，能够提高学生的学习积极性和创造力。其他学生的评价和纠错环节可以培养学生的倾听能力和批判性思维能力。2.Presentation1.LearntodescribethedifficultylevelofsportsactivitiesT:Now,let'sthinkaboutthesportsactivitieswelearned.Someareeasyforus,andsomearealittledifficult.Forexample,jumpingisusuallyeasierformostofus,butmaybekickingaballaccuratelycanbeabitmoredifficult.HowdowesayitinEnglish?Wecanusethewords“easy”(展示单词“easy”的卡片并板书“easy”)and“difficult”(展示单词“difficult”的卡片并板书“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.设计意图：通过引导学生思考运动活动的难易程度，引入“easy”和“difficult”这两个单词，让学生学会用英语描述事物的难度。让学生举例并与同伴进行交流练习，能够加深学生对单词的理解和运用，同时培养学生的观察能力和语言表达能力，让学生更加关注自己在运动中的体验和感受。2.Practicedescribingdifficulty(1)PairworkThestudentsworkinpairs.Theytaketurnstotalkaboutthesportsactivitiestheylearnedanddescribewhethertheythinkit'seasyordifficultforthem.Theycanusethesentences“Ithink...iseasy/difficult.Because...”Forexample:S1:Ithinkkickingiseasy.BecauseIcankicktheballwell.S2:Ithinkthrowingisdifficult.BecauseIcan'tthrowtheballveryfar.Afterafewminutesofdiscussion,eachpaircansharetheirideaswiththeclass.设计意图：通过两两合作练习，让学生在实际交流中巩固所学的关于描述运动活动难易程度的词汇和句型，提高学生的口语表达能力和合作学习能力。让学生自己思考并表达观点，增加学生的自主性和参与度。(2)GroupdiscussionDividethestudentsintogroups.Theteachergiveseachgroupatopic,suchas“Theeasiestsportinourgroup”or“Themostdifficultsporttolearn”.Thestudentsneedtodiscussingroupsandsharetheiropinions.Theycangivereasonsandexamplestosupporttheirviews.Forexample,inthegroupdiscussing“Theeasiestsportinourgroup”,thestudentsmayhavedifferentopinions:S3:Ithinkrunningistheeasiestsportinourgroupbecauseweallcanrunwithoutmuchpractice.S4:ButIthinkjumpingiseasierbecauseit'ssimpleandfun.Wecanjumpanywhere.Afterthediscussion,eachgroupcanchoosearepresentativetoreporttheirgroup'sdiscussionresultstotheclass.设计意图：以小组讨论的形式，让学生围绕特定的主题进行深入的交流和探讨，培养学生的团队合作能力、思维能力和语言表达能力。通过不同观点的碰撞和交流，让学生学会倾听他人的想法，拓宽自己的思维视野，同时也提高学生在小组中表达自己观点和与他人合作的能力。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.设计意图：通过展示新的对话，拓展学生的学习内容，让学生在不同的情境中进一步感受如何用英语谈论体育比赛、自己的感受以及应对困难的态度，培养学生的听力和理解能力。同时，引入体育比赛的情境，激发学生的竞争意识和积极参与的精神，引导学生树立正确的比赛观念，即重在参与和努力尝试。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.设计意图：让学生通过讨论和表演新对话，进一步理解和掌握所学的语言知识在实际情境中的运用，培养学生的口语表达能力、合作学习能力和创新思维能力。同时，引导学生在对话中加入自己的想法和感受，提高学生的语言运用灵活性和个性化表达能力，以及对面对挑战和参与比赛的积极态度的理解和表达。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.设计意图：通过小组合作创作对话，培养学生的创造力和综合语言运用能力，让学生在自主创作的过程中，灵活运用所学的体育相关词汇、句型以及表达情感和意愿的语言来构建与实际生活情境相关的对话，同时提高学生的团队协作能力和书面表达能力。表演环节可以让学生展示自己的学习成果，增强学生的自信心和学习兴趣。其他学生的评价可以促进学生之间的相互学习和提高。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.设计意图：通过听和判断的练习，考查学生对所学关于运动活动难易程度和能力描述的理解和听力能力，同时培养学生的分析和判断能力。让学生解释自己的答案，可以锻炼学生的语言表达能力和思维逻辑能力，加深学生对知识的理解和运用。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.设计意图：让学生讲述体育故事，能够锻炼学生的口语表达能力和叙事能力，同时让学生回忆自己在体育活动中的经历和感受，增强学生对体育的热爱和对自己成长的认识。其他学生的提问和评论可以促进学生之间的互动和交流，提高学生的倾听能力和思维能力，也让学生从他人的故事中获得启发和鼓励。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.设计意图：通过句子创作竞赛，激发学生的学习积极性和创造力，让学生在紧张而有趣的氛围中灵活运用所学知识进行句子创作，培养学生的语言运用能力和思维能力。以体育活动为主题进行句子创作，能够加深学生对体育相关内容的描述能力，同时鼓励学生积极参与英语学习，提高学生的学习兴趣和自信心。5.Summary1.ReviewthekeypointsT:Today,wehavelearnedmoreaboutsports.Welearnedhowtodescribethedifficultylevelofsportsactivitiesandtalkedaboutourfeelingsandexperiencesinsports.Wealsocreateddialoguesandtoldstoriesaboutsports.Canyourememberwhatwelearned?Ss: