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

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。 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，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 guitar，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 English 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 are hers. socks Whose, whose, whose socks are these? Theyre _s. Theyre _s. Theyre _s socks. Whose, whose, whose stockings are these? Theyre _s. Theyre _s. Theyre _s stockings. crayon May stay play day Whose crayons are these? They are _s. They are his. crayons crayons paints coloured markers colour pencils pencil pen book rubber ruler crayon pencil box StationeryWhose schoolbag Peters Kittys Alices book crayons Whose _ is this/are these? Its/Theyre _s. crayon cap umbrell a socks Its Jills crayon. The crayon is Jills. Its hers. Its / Theyre _ _. The _ is _s. Its _. Theyre Alices notebooks. The notebooks are Alices. Theyre hers. Its Dannys cap. The cap is _. Its _. Its _ umbrella. The umbrella is _. Its theirs. Theyre _ crayons. The crayons are _. Theyre ours. Dannys his Peter and Sallys Peter and Sallys Kitty and Bens Kitty and Bens =Its their umbrella. =Theyre our crayons. Its The is Its Theyre The are Theyre Is this your book? Is this yours? Yes, its mine. Its my book. Is that your bag? Is that yours? No, its not mine. Its your bag. mine i_e linewhitelike ricedivefire slidetime bite your _ = yours min e my _ = This is my book. = This book is mine. These are my crayons. = These crayons are mine. This is your book. = This book is yours. These are your crayons. = These crayons are yours. Is that your _? Is that yours? Yes./No, its not mine. My crayon. Your crayon. These are our crayons. His crayon. Her crayon. Those are their crayons. This is mine. That is yours. These are ours. This is his. That is hers. Those are theirs. These are our crayons. They are ours. Those are their crayons. They are theirs. My _, your _. These are our _. His _, her _. Those are their _. This is mine. That is yours. These are ours. This is his. That is hers. Those are theirs. These are _ _. They are _. Those are _ _. They are _. 人称代人称代词形容形容词 性物主代性物主代词名名词 性物主代性物主代词 Imymine youyouryours hehishis sheherher itits/ weourours theytheirtheirs 人称代人称代词形容形容词 性物主代性物主代词名名词 性物主代性物主代词 Imine youyour hehis sheHer it/ weour theytheirs Whose _ is this? Whose _ is this? Is this _? Is this _? Whose _ is this? Its _, 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 will 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