1、学习 目标 1. 帮助学生学习 Look and learn 中的生词。 2. 初步学习 Whose . is it? 句型。 小课题实施小课题实施 策略策略 重点 难点 Teaching Importance: guitar, piano, violin, whose. Teaching Difficulties: Produce simple phrases and sentences. 教法 学法 Situational Approach 教学 资源 课件、音频 教学流程 设计意图 Pre-task preparations 1. 教师用问答的形式与学生互动，导入单元话题。 T: I l
2、ike music very much. I can sing many songs. I can play the guitar. Do you like music? What can you do? S1: I like music. I can sing English songs. S2:1 can play the piano. 2. 把挂图贴在黑板上，播放 Sing a song 的歌曲 The music man 的 录音，问学生是否能听出歌曲中出现了哪些乐器。 T: What can you hear in the song? S1: I can hear a piano.
3、While-task procedures 1. 依次指着挂图中的乐器图片(guitar, piano, violin)，同时播放不 同乐器的声音，以增强学生的感性认识。然后告诉学生这些乐器 的名称，让学生跟读单词。 T: Look at this. Its a guitar. Please read after me. Guitar. Ss: Guitar. 快速出示单词卡片，让学生说出并拼读单词。 T: (show the flashcard for piano) What is it? S1: Its a piano. T: How do you spell “piano”? S1: P
4、-I-A-N-O, piano. 2. 出示三种乐器的图片，和学生问答，操练单词。 T: Do you have a guitar? S1: Yes, I do. T: Who can play the guitar? S2: I can play the guitar. S3: . can play the guitar. 告诉学生表示演奏某种乐器时，表示乐器的单词前面要加 the。而 play 后面是运动类单词时，不需要加 the。如： play the violin/triangle/drum/guitar; play football/basketball/volleyball/tab
5、le tennis 3. 出示吉他图片（在吉他图旁边写上 Joe 的名字），然后进行问 答操练。 T: Whose guitar is it? Ss: Its Joes guitar. 4. 出示 Ask and answer 的图片，与个别学生示范问答，然后引导 学生进行问答。 T: Whose violin is it? S1: Its Kittys violin. Post-task activities 1. 小游戏：谁有一双灵巧的耳朵？教师播放一些音乐片段，让学 生听完后说说听到哪些乐器。 T: What can you hear? S1: I can hear the piano.
6、 2. 小组讨论。学生四人一组，互相问问彼此有些什么乐器，能演 奏什么乐器。然后请小组长汇报一下。或者把学生分为若干组， 让学生在卡片上画一种乐器，把卡片混在一起，每次由一个学生 抽一张卡片，通过与其他组员问答找出卡片上乐器的“主人”。 S1: (pick the picture of a brown violin) This is a violin. Whose violin is it? Is it your violin, (S2s name)? S2: No. My violin is red. This violin is brown. Is it (S3s name)s violin? S3: Yes, its my violin. Thank you. 板书设计：guitar, piano, violin 回顾反思：
