At a music lesson教学设计.doc

5A Unit 3 At a music lesson扬中市实验小学 蒋雪梅 212200（1）课题 小学英语 5A Unit 3 At a music lesson （2）教材简解 本单元主要通过Mr Green上的一堂音乐课，引出“谈论能力”这一话题，其中can的句型在3B教材中已经出现过，在本单元出现，其目标定位为“四会”。本节课完成教材中PartA的教学，通过展现学生们上音乐课的情景，在对话中将can的句型进行了实景操练。这样的教学内容更好地帮助学生理解句子的功能和意义，真正做到了在学中用，在用中学。（3）目标预设 A .知识目标a.能听懂，会说，会读单词：lesson, sing, song, dance, play, learn.句型： Can you? What can you do? 及回答。b.能听懂，会说，会读日常交际用语：Listen to , please. Now , follow me, please. Lets sing it together.B.能力目标a.运用本课所学的关于音乐课堂的师生对话进行简单的实景交际，培养学生运用所学知识完成某一任务及解决实际生活问题的综合能力。b.初步掌握情态动词“can”的用法，能运用can介绍自己及他人“能”从事的活动。C.情感目标a.努力创造和谐、平等、宽松的课堂氛围，让学生获得成功与自信，激发学生的学习热情。b.培养学生认真阅读、倾听、记录的习惯和能力，。（4）重点、难点 a.能运用can介绍自己及他人“能”从事的活动。b.能运用本课所学的会话进行简单的实景交际。（5）设计理念 1. 在目前，小学语篇教学中，教师会先将文中出现的新单词和重点句型先教学，再引入课文教学，这一过程偏离了整体把握语篇的教学指导思想，无法达到培养学生阅读能力的教学目的。本节课在设计时注重了整体把握课文内容，将词句放到语篇中进行教学，在习得语言的过程中理解单词和句型，更有利学生掌握所学知识，为运用知识打下基础。2. 根据本课教学内容，创设真实情境，让学生产生音乐课上的感觉、情绪、兴趣，使得每个学生都有参与课堂的机会，在交往中学习知识，运用知识，这样生动、活跃、生活化的课堂，更有利于学生英语语言的发展。3. 本节课在设计时，从适合每个学生的角度出发，关注每个学生、关注学生每个人的情绪、参与度、知识习得等方面，设计小型的、互动的环节，特别是在小组活动的过程中， 让他们做做“小老师”，教其他同学唱歌，这充分发挥每个孩子的能力，让他们真正参与到课堂上来，在本节课中学到知识，提高能力。4. 关注课堂有效性，设计了有层次、有深度的练习，注重及时提高、巩固，使得本节课的教学目标得以跟好地达成。（6）设计思路 导入：由图片引出并布置音乐室，再由音乐带学生进入音乐课堂，学习引言。新授：从讨论学生会唱的歌曲，到听出文中提到的歌曲，操练can的用法。接着中英文结合，掌握学习歌曲各个步骤的英文表达。练习和巩固：先根据对话内容判断句子，接着运用两种方法复述课文内容。并运用所学方法学习歌曲。作业：延伸课堂，运用自己学会的知识进行“教”和“学”。（7）教学过程Step 1. Warming up1. GreetingHello,boys and girls. Im May.Nice to meet you. 2. Enjoy the pictures Im from Yangzhong Experimental Primary school. Im very happy to introduce my school to you. (Enjoy the pictures of my school:school gate, playground, classroom, buliding, computer room, art room, music room, library)T(Introduce the pictures):Look, its a big school. Its very beautiful. Theres a big playground. There are many trees and flowers near the playground.There are many buildings,too. And there are many classrooms in the building. They are big and bright. In this buliding, there many rooms. Look, this is the computer room. This is the art room. This is the music room. There are a lot of books in the library. All the students and teachers are very happy in our school.Boys and girls, which picture do you like best? Why?eg. S1: I like classroom. Its big. S2: I like the music room. T: What can we see in the music room? S: I can see a piano.(学生可以用中文说说的音乐室的布置，教师可以拿出事先准备好的音乐室里会有的布置，如五线谱，音乐家画像等，布置在教室内，将教室渐渐布置成音乐室的场景。)T：Look, we are in the music room, we can have a music lesson now.设计意图 学生在Unti 1,Unit 2 的学习中，已经能够很好地掌握There be 结构的句型，在这里运用该句型对我校进行介绍，既能吸引学生的注意力，又训练学生的听力，最后由问题Which picture do you like best?起到承上启下的作用，当学生说到各个活动室的时候，就顺水推舟地将教室布置成音乐室的场景，创设真实的场景，自然引入本节课的新授教学中来，一举三得。Step 2 Presentation and drill 1. (Play music)Listen, the children are singing the song. Lets go and join them. 设计意图这里通过音乐，引领学生走进音乐教室，正式进入本课的对话，让学生顺理成章地开始新课的学习，导入自然而有吸引力。2. (Show the picture of Part A) Can you ask some questions about the picture? (Give the students a learning tip:We can ask some whquestions about the pictures, they can help us to catch the main content of them.)The students can ask these questions and T writes the whquestions on the blackboard:(1) When is it?(2) Who are they?(3) Where are they?(4) What are they doing?We can find the answer from the passage:It is two oclock in the afternoon. The students are in the music room. They are having a Music lesson.(The students read the passage with the questions, and underline the answer in it.) Then, check the answer.(1) Its two oclock in the afternoon.(2) Mr Green and his students.(3) They are in the music room.(4) They are having a Music lesson. The teacher writes on the blackboard: Unit 3 At a Music lesson T: Today, we will learn Unit 3 At a Music lesson.设计意图这一环节主要解决了本课对话发生的背景并揭题。通过学生的提问，让学生学会抓住重点来分析图片，进而掌握分析阅读材料的方法和技巧，有效地提高学生英语思维的能力和口语表达能力。同时，在这一过程中，学生通过自己动脑筋来提问，而后又通过自己阅读来解决问题，这种“自己的事情能自己解决”的过程，能给学生带来成就感，这就调动了他们的学习积极性，牢牢抓住他们的注意力。3 T：What can you do at the Music lesson? (Guide the students to answer the question with I can .)S1: I can play the piano.S2: I can play the violin.S3: I can play the guitar.S4: I can play the accordion.T: And we can also sing the song. (T does the action and write the phrase on the blackboard. Then teach the phrasesing the song)T: What English song can you sing? Can you sing the song to us?S1: I can sing ABC Song.ABCDEFGS2: I can sing Hello, how are you?Hello, hello, how are you? 设计意图学生对于音乐课比较感兴趣，对于在音乐课上所从事的活动也是非常熟悉的，而且在英语课上来谈论音乐方面的内容更是一件让学生高兴的事。因此大家都有话想说，更想唱上几句。在这一环节，我抓住学生这一心理，让他们自己根据自己的经验来介绍跟音乐课有关的知识，学生能说的很多，这又一次把课堂交给了孩子，由他们来主宰课堂。4 T: You did a good job! You sing very well. Mr Green and the students are having a Music lesson. Lets join them. Please pay attention to the names of the songs. (Ss watch the cartoon)T: What song do you remember?S: ABC Song,In the classroom, Colour SongT: What else?S: We can sing and danceT: Well done. We can sing and dance at the music lesson. (Teach the word: dance, and write We can sing and danceon the blackboard)Can you sing the song We can sing and dance？S： No，we cant. T: Lets learn the song with them together.设计意图由上一环节学生说自己会唱的歌曲到本环节了解对话中所涉及的歌曲，过渡比较自然，把文本内容与学生的生活实际进行了紧密的结合，给学生一种与对话中的孩子一起上课的感觉，有了这种感觉，学生就能很好地进行学科间的整合，把在音乐课上的兴趣带进英语课堂，产生“我要学”的欲望。5. T: How to learn the song at your Music lessons? (Teach :learn and write it on the blackboard) S: (Answer the question in Chinese)首先，听要学的歌曲。接着，一句句学唱。最后，连起来唱。 T： Can you find the English sentences from the dialogue? (Ss read the dialogue and find the sentences)(1) Listen to the song.(2) Follow the song.(3) Sing the song together.(Write the phrases on the blackboard and teach them)设计意图学生产生了学习歌曲的欲望后，迫不及待的想要学习这首歌。这时候老师抛出How to learn?这个问题，又给了学生联系实际的机会，学生五年的音乐学习已经有了很丰富的学歌经验，能很有条理的说出学习歌曲的步骤，缺少的是这些内容的英语表达法。因此，先让他们用中文来说，再带着这样的中文到文中找到相应的英文句子，可以完全省去了教师教授时中英文结合的过程，学生自己就能通过联系上下文和结合生活实践来解决这个问题，起到事半功倍的效果。Step 3 Practice1. T: Now I know how to learn the song, but Mr Green gives us some taks. He said that he will teach us the song after we finish the tasks.(1) Read and judge.T: Here are some sentens about this lesson ,can you read the dialogue and judge the sentences. Please underline the correct answer in the dialogue. (Show the leaning tips: 当我们阅读短文时，可以通过划出关键词句来获取相应问题的答案，并标上相应的序号。) a) All the students can sing the songs.b) Ben can play the piano.c) The students dont wantto learn the song We can sing and dance. Check the answer and ask: Where can you find the answer from the dialogue?a) Ben: Sorry, Mr Green. I cant sing.b) Mr Green: What can you do?Ben: I can play the violin.c) Mr Green: Now, boys and girls, shall we learn the song?Ss: OK.Read the sentences together.设计意图本部分的设计是针对在整篇把握对话内容的过程中被忽略掉的部分内容的。在进行整篇理解对话的过程中，不可能做到面面俱到，但有些知识点对文章的理解有一定作用，必须要提出来进行讲解，这就是需要这一步骤来做好查漏补缺的工作。同时本环节更细化了对话内容，让学生更深入理解对话内容。特别是后面两个问题，需要学生在理解对话内容的基础上才能找到答案的，这进一步指导了学生阅读的方法，训练了学生阅读和理解的能力。(2) Retell the dialogueT: Boys and girls, can you look at the blackboard and retell the dialogue? Lets try to do that.We can also retell the dialogue by the passage. Please fill in the blanks. It is two oclock in the afternoon. The students are in the music room. They are having a Music lesson. They can sing ABC song, In the classroom, Colour song. But Ben cant sing. He can play the violin. They learn the song We can sing and dance.They listen to the song first; then follow the song. Now they can sing the song together. 设计意图本环节安排学生根据板书复述课文和根据课文内容填空这两种形式来复习课文内容，学生可以根据自身学习的情况，选择适合自己的方法，这样就能使每一位学生都能参与到课堂上来，更好地体现了面向全体学生的教学理念。Step 4 Consolidation1.Lets learn the songNow, lets learn the song We can sing and dance.First, lets l