Lesson
4
Put
up
your
left
hand.
说课案
一.教材内容分析
本课学习的主题是发出指令，在第3课学习了Put
the
ball
under
a
cup.
Move
the
cups
like
this.的基础上，继续学习表示指令的功能句Put
up
your
left
hand.
Put
your
right
hand
on
your
head.
Please
go
out.
教材以说做游戏活动情景为依托，在组织游戏的过程中发出指令，自然呈现了本课的核心句型Put
up
your
left
hand.
Put
your
right
hand
on
your
head.
Please
go
out.
板块一
Look,
listen
and
say通过学生们在教室内模拟上课的情景，在说做活动中呈现功能句型Put
up
your
left
hand.
Put
your
right
hand
on
your
head.
Please
go
out.，学习单词blackboard。
板块二
Look,
listen
and
do
通过看、听、做活动，进一步巩固表示指令动作的句子意义和用法。
板块三
Look,
listen
and
act
通过表演猜测的情景，进一步巩固表示指令动作的句子意义和用法，学习对话句式Are
you
the
leader
Yes,
I
am./No,
I’m
not.
板块四
Listen
and
do
通过采访活动，巩固功能句型Put
…
on
….
Stand
up.
Sit
down.学习单词say。
二.教学目标
1.
知识目标
（1）能听、说、认读本课单词blackboard,
say。
（2）能够听懂、会说并认读本课的主要句型Put
up
your
left
hand.
Put
your
right
hand
on
your
head.
Please
go
out.
Are
you
the
leader
Yes,
I
am./No,
I’m
not.
2.
能力目标
（1）能准确模仿本课录音中的内容。
（2）能够在图片、实物或情景的帮助下运用句型Put
up
your
left
hand.
Put
your
right
hand
on
your
head.
Please
go
out.
发出指令并做出相应反应。
（3）能够在图片、实物或情景的帮助下运用句型Are
you
the
leader
Yes,
I
am./No,
I’m
not.
3.
情感态度，文化知识，学习策略
（1）形成认真观察和思考的能力，初步形成英语思维意识。
（2）形成乐于合作，积极参加学习活动的习惯。
（3）形成运用“please”“Thank
you.”表达的文明礼貌习惯。
三.教学重难点
教学重点：在实际情境中运用Put
up
your
left
hand.
Put
your
right
hand
on
your
head.
Please
go
out.
教学难点：Put…
on
…
的语义和语用。
四.教学过程
第一课时
第一个环节导入
播放歌谣<your
fingers>>其中的up与down的渗透.给学生丰富的语言准备。之后教师可以利用身体动作创设情境，比如指着自己的双手说Look
at
my
hands.
This
is
my
right
hand.
And
this
is
my
left
hand.
Please
show
your
right
hand.
Please
show
your
left
hand.
Put
your
right
hand
on
your
head.
Please
go
out.
通过歌谣和实际操练进行简单场景描述，输入背景信息,帮助学生熟悉话题和语境,并体验感知语言的初步含义。
第二个环节新课呈现
步骤一：教师利用多媒体课件出示一张地图，地图上钟表、黑板、桌子、门等物。Now，let‘s
find
a
box.
Who
can
help
us
A
map.
Where
is
the
box
It’s
here.
Try
to
read
these
words.
Clock,
blackboard,
desk,
door.
OK.
We
did
it.
We
can
get
the
box.
What’s
in
the
box
Let’s
open
and
see.
It’s
a
picture.
Look
at
the
picture.
What
can
you
see
in
the
picture
What
are
they
doing
They
are
doing
some
actions.
Look
at
Picture
one.
The
girl
says:
Put
up
your
left
hand.
The
boy
does
the
action.
Try
to
teach
the
sentence
Put
up
your
left
hand.
Now
work
in
groups.
Let’s
practice.
Put
down
your
left
hand.
Now,
put
up
your
right
hand.
Look
at
Picture
two.
Look
at
the
picture.
What
can
you
see
in
the
picture
What
are
they
doing
They
are
doing
some
actions.
The
girl
says:
Put
your
right
hand
on
your
head.
The
boy
does
the
action.
Write
down
the
sentence:
Put
your
right
hand
on
your
head.
Work
in
groups.
Then
ask
a
student
to
go
out
and
say,
please
go
out.
Write
down
the
sentence,
please
go
out.
And
ask
the
student
to
come
in,
please
come
in.
Look
at
the
blackboard
now.
Look
at
the
clock
.And
write
down
the
sentences.
Then
use
the
pictures
to
play
a
game.
Try
to
practice
the
sentence,
Look
at
the
…
Next
one,
listen
to
the
tape
and
read
after
it.
Then
read
it
by
yourself.
Work
in
groups.
这个环节的设计体现了对话课的第一个层次，多采用针对对话以及参与体验的方式帮助学生针对细节理解提问。从而帮助学生感知语言。本课对话内容全部是一人说，一人做。少了两两对话的对话课特色，但是对话课的互动还是可以通过我们的再次设计体现出来的。从开始的单词闯关到句型渗透，不断反复练习，巩固了学生主体句型的理解能力。小组活动中每人依次发出指令，其他人按发出的指令做相关动作。充分锻炼了学生们的小组协作能力，让更多的学生参与其中。
第三个环节拓展升华
通过听做活动，巩固祈使句Touch
…Put
…on…Put…down…的语义和用法；利用采访活动，培养学生在实际生活中运用语言的能力。
步骤一：教师利用第二板块教学挂图或教材插图，请学生观察图画，理解图画内容。然后教师利用动作和学生一起分别做出Touch
your
left
leg.
Put
your
left
hand
on
your
right
ear.
Put
your
right
hand
on
your
head.
Put
your
left
hand
down.所对应的动作，让学生整体感知语言的意义。
步骤二：教师播放录音，学生跟随录音做出相应的动作。教师可以按照全体学生、小组的顺序进行听做活动练习。
步骤三：教师设计导学单，让学生通过自由选择同伴进行导学单的填写和完善。导学单如图。“亲爱的同学们你们能读出导学单上的句子吗？试着读一读，并寻找一个同伴，你发出指令，让同伴按指令做出正确动作。如果你们配合的天衣无缝，请在句子后面画一个笑脸。让我们比一比谁收集到的笑脸比较多。”从四年级的学生年龄特点考虑，他们开始在乎同伴的评价，通过同伴互评的方式帮助学生认识群体中的自我，并且体验和不同同伴交往的乐趣。从人文的角度体现了评价的多维度。
设计意图：层层深入，帮助学生从理解到运用，再到认读巩固。达到了对话课的第二个层次，帮助学生结合实际语用句型进行表达。
第二课时
Good
morning,
everyone,
Background
on
the
reformation
of
curriculum,
this
book
can
connect
the
life
and
act,
emphasize
the
interest
and
experience
of
the
students,
the
pictures
are
active
and
vivid.
Grade
four
is
the
initial
stage
of
English
learning,
so
it
stresses
on
the
emotion
of
the
students,
creates
a
well
beginning
for
the
students.
Preview
the
learned
language
points
“Touch,
put”
and
the
new
language
points.
I
design
the
following
steps,
I
let
the
students
sing
an
English
song
and
play
the
game,
Hello,
boys
and
girls.
I
have
a
song
for
you.
Let’s
sing
together.
Songs
and
the
game
arousers
the
emotion.
In
order
to
attract
the
Ss’
attention
and
construct
an
atmosphere
of
learning
English
Next
one,
Change
class
to
life,
happy
to
say.
The
substance
of
language
is
communication
and
the
environment
of
communication
is
life.
Now,
let’s
play
a
game.
First
I
will
choose
a
leader.
So
I
will
ask
some
students,
Are
you
the
leader
When
he
or
she
answers,
Yes,
I
am.
I
will
give
him
or
her
a
hat
and
let
him
or
her
go
out.
Then
I
will
give
leaders
a
paper
of
sentences
and
let
them
go
back
to
their
groups
and
pass
the
words.
Some
students
will
say,
No,
I’m
not.
I
will
let
them
sit
down.
In
this
way
can
develop
students
good
habits
and
achieve
the
aim
of
mastering
the
learned
knowledge
in
situation.
In
this
lesson,
after
presentation,
I
ask
students
to
listen
to
the
tape,
read
in
different
roles
and
in
pairs,
then
try
to
recite
the
text.
Change
class
to
life,
learn
by
themselves.
Is
this
the
end
of
the
class
I
don’t
think
so.
If
there
is
an
end,
I
think
it
should
be
in
the
life.
So
I
extend
this
class,
encourage
students
to
use
the
learned
to
communicate
with
each
other
in
their
life.
In
a
word,
the
whole
period
is
based
on
tasks,
which
are
designed
from
easy
steps
to
steps
that
are
challenging.
When
the
students
are
carting
out
the
tasks,
they
can
acquire
information,
knowledge,
and
have
their
ability
and
skills
trained.
That’s
all.
Thanks
a
lot
for
your
attention.(共21张PPT)
义务教育出版社小学英语四年级上册
Lesson
Four
内容分析
本课学习的主题是发出指令，在第3课学习了Put
the
ball
under
a
cup.
Move
the
cups
like
this.的基础上，继续学习表示指令的功能句Put
up
your
left
hand.
Put
your
right
hand
on
your
head.
Please
go
out.
教材以说做游戏活动情景为依托，在组织游戏的过程中发出指令，自然呈现了本课的核心句型Put
up
your
left
hand.
Put
your
right
hand
on
your
head.
Please
go
out.
模块设计
模块四
Listen
and
do
通过“Simon
says”的游戏活动，巩固功能句型Put
…
on
….
Stand
up.
Sit
down.学习单词say。
Text
in
here
Look,
listen
and
say通过学生们在教室内模拟上课的情景，在说做活动中呈现功能句型Put
up
your
left
hand.
Put
your
right
hand
on
your
head.
Please
go
out.学习单词blackboard。
模块三
Look,
listen
and
act
通过表演猜测的情景，进一步巩固表示指令动作的句子意义和用法，学习对话句式Are
you
the
leader
Yes,
I
am./No,
I’m
not.
模块二
Look,
listen
and
do
通过看、听、做活动，进一步巩固表示指令动作的句子意义和用法。
模块一
1.能够准确模仿录音。
2.能够在图片、实物或情景的帮助下运用句型
，并发出指令。
3.能够在图片、实物或情景的帮助下运用句型Are
you
the
leader
Yes,
I
am./No,
I’m
not.
教学目标
1.能听、说、认读本课单词blackboard,
say
2.能够听懂、会说并认读本课的主要句型Put
up
your
left
hand.
Put
your
right
hand
on
your
head.
Please
go
out.
Are
you
the
leader
Yes,
I
am./No,
I’m
not.
1.形成认真观察和思考的能力，初步形成英语思维意识。
2.形成乐于合作，积极参加学习活动的习惯。
3.形成运用“please”“Thank
you.”表达的文明礼貌习惯。
知识目标
能力目标
情感态度，文化知识，学习策略
教学重点：在实际情境中运用Put
up
your
left
hand.
Put
your
right
hand
on
your
head.
Please
go
out.
教学难点：
Put…
on
…
的语义和语用。
教学过程
热身导入
新课呈现
拓展升华
重视重建对话文本，强化学生对核心句型结构的认知。关注句与句之间的逻辑关系。
Can
you
read
请同学们圈出自己会读的单词，并在小组内交流
把获得宝箱作为奖励，同时激发学生兴趣。
Picture1
Picture2
小组合作
这个环节的设计体现了对话课的第一个层次，多采用针对对话以及参与体验的方式帮助学生针对细节理解提问。从而帮助学生感知语言。本课对话内容全部是一人说，一人做。少了两两对话的对话课特色，但是对话课的互动还是可以通过我们的再次设计体现出来的。从开始的单词闯关到句型渗透，不断反复练习，巩固了学生主体句型的理解能力。小组活动中每人依次发出指令，其他人按发出的指令做相关动作。充分锻炼了学生们的小组协作能力，让更多的学生参与其中。
层层深入，帮助学生从理解到运用，再到认读巩固。达到了对话课的第二个层次，帮助学生结合实际语用句型进行表达。
导学单
亲爱的同学们你们能读出导学单上的句子吗？试着读一读，并寻找一个同伴，你发出指令，让同伴按指令做出正确动作。如果你们配合的天衣无缝，请在句子后面画一个笑脸。让我们比一比谁收集到的笑脸比较多。
Put
up
your
left
hands.
Put
your
right
hand
on
your
head.
Please
go
out.
Please
come
in.
Look
at
the
blackboard.
Put
your
left
hand
down.
第二课时
热身环节
通过歌谣热身复习上节课方位句型以及单词clock，up
and
down
Let‘s
play
a
game.
teacher
leader
student
感谢观看
