沪教版（三起）五年级下册Module 1 Changes and differences-1 Tidy up!-ppt课件-(含教案)-公开课-(编号：60468).zip

1、Music 教学设计 一、教学版本：牛津英语四年级下 二、教学题目：Music 三、教学目标： 1、知识目标 （1）能够听懂、会说和认读有关乐器的单词 piano guitar violin drum （2）能够正确理解并口头运用有关过音乐、乐器的交际用语。 What can you play? I can hear the . What can you hear? I can hear the. 2、能力目标 （1）能够在有限的语言交际情景中正确理解新词含义，并有 效地进行新旧知识的融合，增强口语表达能力。 （2）能够借助图片、多媒体课件等教学辅助工具理解语义并 进行交际场景的模拟和再现。

2、3、情感目标 （1）激发学生学习英语的兴趣，增强英语口语交际的自信心， 体验并分享成功的快乐。 （2）营造轻松活跃的课堂气氛，让学生在接受新知的同时收 获快乐。 （3）在交流中逐步培养学生的合作意识，发扬他们的团结合 作精神。 四、教学分析 1、教学重点：听懂、会说和认读有关过乐器的词汇。 2、教学难点：熟练操练句型，在模拟交际场景中进行交流。 3、学情分析：本节课是沪教版三四年级上下册英语 Music 的 第一课时。本节课主要是通过听音乐这一情景的创设把新 旧知识融合，拓展对话练习，提高学生综合运用知识的能 力，为逐步提升学生日常交际用语的灵活运用能力打下基 础。 五、教学方法 1、采取灵活

3、多样的方式呈现单词和短语，创设生动、真实的 学习情景吸引学生的课堂注意力，使学生在兴趣中学习， 在学习中收获，在收获中成长。另外，赏识、激励学生的 想象力和创造力，开发学生创新思维的能力。 2、通过课件、游戏、小组活动、场景再现等形式，培养和提 高学生英语口语交际能力和运用英语进行思维的能力。 六、教学准备 图片，多媒体课件 七、教学步骤 Step 1: Warm-up and Revision 多媒体播放动画歌曲If Youre Happy ，师生在欢快动 听的韵律中，边唱边做出相应的动作。让学生转换英语思 维，快速进入课堂。 【设计意图】英语课堂前几分钟的热身活动是上好一堂课的关键之 一，

4、根据小学生活泼好动的天性，播放一首他们喜欢的动画歌曲， 能够更好地将孩子们带进课堂，为他们主动参与整个学习过程作好 准备。 播放维也纳新年音乐会的视频，营造音乐氛围，并问学生：What can you hear? 【设计意图】此环节不但复习了上节课学过的句子问答，也为下一 步新知识的引入做好铺垫。 Step 2: Presentation 让学生闭上眼睛，听钢琴、鼓的声音，学习新单词 piano,drum. 【设计意图：在真实的交际情景中呈现并强化记忆新词，并通过对 熟知的句型“What can you hear? 的问答掌握单词，以达到在温 习旧知中巩固新知的目的。 】 用谜语引出 guit

5、ar，观看小提琴演奏视频，来学习新词。同时引 出新句型：What can you play? 【设计意图：采取不同的方式引出单词，拓展学生听说英语的练 习机会，提升学生对英语综合运用的能力。 】 Step 3: Practice 再拓展其他的英语乐器词，比如 recorder,fluet 等拓展练习，并用 一个 chant 巩固学习的单词。 【设计意图：为学生创造一个真实而有意义的课堂生活体验环节， 不仅有利于学生的自由发挥，而且让学生在活跃的课堂中感受英语、 运用英语、掌握英语，同时增进彼此之间的友谊。 】 Homework. 选择一个自己喜欢的乐器，并用英语介绍给其他人 【设计意图：让孩子

6、们在整个课堂过程中都感受到学习英语的乐趣， 激发学生学习的积极性。另外，作业布置要合理合情，让学生在课 下运用英语进行交流，体验身边的英语带来的快乐。 】 八、教学反思 本节课的着重点是单词讲授和生活交际用语的口头练习。课前 对学生以及教本的分析，需要结合教学实际总结并注意。在课程设 计过程中，师生互动环节较多，因此应注意课堂上对时间的合理分 配。基于学生好动的性格和好奇的特点，给学生布置一个多样化灵 活化情景化的学习空间，让他们在自我体验、自我学习、自我创造 中收获知识。 Module 1 Changes and differences Tidy up! Period 1 Oxford En

7、glish 1 hat cap Whose, whose, whose hat is this? Its _s. Its _s. Its _s hat. Whose, whose, whose cap is this? Its _s. Its _s. Its _s cap. Whose, whose, whose umbrella is this? Its _s. Its _s. Its _s umbrella. Whose umbrella is this? Its _s. his hers theirs Whose socks are these? They are _s. They ar

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15、ts _, not _. Whose _ are these? Are these _? Are these _? Whose _ are these? Theyre _, not _. 1. Listen to and read Students Book pages 6 and 7. 2. Ask and answer with your deskmate. 3. Finish Workbook pages 2 and 4. I have a new box of _. There are _ crayons in the box. The first crayon is _. I wil

16、l colour an apple. The second crayon is _. I will colour an orange. The _ crayon is yellow. I will colour _. The fourth crayon is green. I will colour a _. The _ crayon is purple. I will colour grapes. The sixth crayon is _. I will colour a chestnut（栗子）. The seventh crayon is blue. I will colour blueberries（蓝莓）. The _ crayon is pink. I will colour a peach. Look at the fruit! _ are fun! crayonseight red orange third bananas watermelo n fift h brown eighth Crayons