Unit 4 I like music 教案

Unit
4
I
like
music
教案
1教学目标
知识目标:
在充分理解图意,听音读懂故事后掌握Sorry,
we’re
late.
But
please
be
on
time
from
now
on.
What’s
the
first
class
Math.
Do
you
like
music
No,
I
don’t.
Why
not
I
sing
very
well.等表达,并理解如何在情境中运用语句。
能力目标:
1能够听懂故事并说出因上学迟到表达歉意和提醒他人按时上学的表达;
2能够听懂故事并谈论学校的课程安排及对学科的喜爱。
情感目标:
1通过学生表演后进行的评价,鼓励学生努力学好每个学科,做一个全面发展的优秀学生。
2通过观察图片和体会书中Jimmy的语言,来体会人物内心情感世界,评价故事中的人物,并且让学生们通过故事,感受在真实生活中遇到类似情况会如何做。
2学情分析
四年级的学生已有一定的英语基础,学生在掌握故事的基础上还可以进行角色表演练习。
3重点难点
重点:通过设计观察图片,预测故事发展,并听音检验预测,关注图片背后信息等一系列活动,学生能够理解书中故事情境并读出或表演故事。
难点:But
please
be
on
time
from
now
on.
What’s
the
first
class
Math.
Why
not
I
like
music.
I
sing
very
well.等语句的读音模仿与运用。
4教学过程
活动1【导入】I
Like
Music
Warm-up
Sing
along.
(Do
you
like
music/math
Yes,
I
do.)
Greetings:
How
are
you
Review:
How
are
our
friends
Look!
They
are
coming.
Review
the
story
in
Unit
3.
On
the
way
home,
what
do
they
find
Is
this
Lili’s
bag
No,
it
isn’t.
Her
bag
is
yellow.
Who
helps
Lili
find
her
bag
at
last
4.
Lead-in.
They
are
so
kind
to
the
new
student
Lili.
Where
are
they
now
Do
you
want
to
know
Let’s
learn
Unit
4
I
like
music.
Ⅱ.
Presentation
引导学生依次观察图片,了解故事中的人物、地点以及正在做的事情,进而预测故事的发展。预测故事的发展。
P1:
Who
are
they
Where
are
they
P2:
Who
are
they
What
are
they
doing
What
is
Jimmy
doing
P3:
The
students
are
standing
here
with
their
bags.
What
are
they
doing
Discuss
it
in
your
group
with
your
guessing
about
the
three
pictures.
Framework
question:
Which
topic
are
they
talking
about
Food.(食物)
B.
Subjects.(学科)
(听带汉语旁白的情境故事,检验之前逐图预测的同时,关注故事的整体含义,解决框架问题。)
逐图学习:学习Picture
1故事内容。
①
通过框架问题的引导,提出第一幅图片的分支框架问题。
The
students
are
talking
about
the
subjects
at
school.
Q1.Which
subject
are
they
talking
about
(in
this
picture)
(听P1录音,理解重点讨论的学科math。)
②
P1细节问题:(在看图观察的过程中处理P1细节问题。)
Class
will
begin.
Ken
and
Lili
sit
well.
Why
do
Jimmy
and
Steve
stand
there
Q2.What’s
wrong
with
Jimmy
and
Steve
(引导学生观察图片并预测,听音检验预测,理解Sorry,
we’re
late.关注语言含义。)【引导输入辅板书late。】
Jimmy
and
Steve
are
late
for
the
class.
Q3.Does
Mrs.
Smith
criticize
them
(预测,关注图片背后的信息。)
Q4.What
does
Mrs.
Smith
say
to
them
(顺势听音,检验预测并进一步关注语言结构。)
【引导输入辅板书。But
please
be
on
time
from
now
on.】
(图示情境,举例理解
But
please
be
on
time
from
now
on.含义。)
What’s
on
Ken’s
desk
It’s
a
math
book.
Why
does
Ken
put
the
math
book
on
the
desk 【TPR】
(预测,关注图片背后的信息。)
Q5.What
does
Lili
ask
What
does
Ken
answer
(听音检验预测,由对语言含义的关注过渡到关注语言的结构。)
【引导输入板书。】
出示一份课程表,举例理解
the
first
class,
What’s
the
first
class
The
first
class
is
math.
Ken
says:
I
like
math.
How
about
Lili
What
does
she
say
(引导学生理解I
do,
too.)
4.
逐图学习:学习Picture
2故事内容。
①
通过观察图片Jimmy
is
singing.
Why
is
he
singing
引导学生猜测(大家可能在讨论跟唱歌或音乐有关的事情)。进而提出第二幅图片的分支框架问题。
Q1.Which
subject
are
they
talking
about
(in
this
picture)
(听P2录音,理解重点讨论的学科music,检验预测。)
②
P2细节问题:(在看图观察的过程中处理P2细节问题。)
From
the
story,
we
know
the
first
class
is
math.
Maybe
the
second
class
is
English.
After
the
second
class,
they
have
a
break.
They
are
talking
about
music
during
the
break.
Q2.
Is
music
the
third
class
(
Listen
with
your
guessing.)
(预测,听音检验预测,关注语言含义。)
(举例解释the
third
class
;
What’s
the
third
class )
The
third
class
is
music.
Q3.Does
Lili
like
music
(预测。Listen
with
your
guessing.)
Q4.What
does
Kate
ask
What
does
Lili
answer
(听音检验预测,由对语言含义的关注过渡到关注语言的结构。)
Lili
doesn’t
like
music.
How
about
Jimmy
Q5.Does
Jimmy
like
music (预测。)
Look!
Jimmy
is
singing
happily.
Are
the
other
students
happy
Q6.Does
Jimmy
think
he
sings
very
well (预测。)
Q7.Do
the
students
think
Jimmy
sings
very
well (预测。)
Listen
with
your
guessing.
(听音,检验预测,关注语言含义。)
追加:How
do
you
know
it
[引导理解Why
not
I
like
music.
I
sing
very
well.
Listen!]教师可顺势进行模仿。
(通过追加问题检验学生是否真的听懂了故事,由对语言含义的关注过渡到关注语言的结构。)
PS:可以根据课堂学生接受情况灵活处理听音次数。(大量的输入设计,为后面的输出表演做好充足的准备。)
Practice
Retell
the
story.
Picture
1.
The
class
will
begin.
Ken
and
Lili
sit
well.
Jimmy
and
Steve
stand
there.
What’s
wrong
with
them
What
do
they
say (学生回忆故事并尝试猜测,然后听音,找一桌两个学生模仿,出示文字进一步模仿。)
Mrs.
Smith
doesn’t
criticize
them,
what
does
she
say
to
them (学生回忆故事并尝试猜测,然后听音检验,若干学生模仿,出示文字进一步模仿。)
Lili
is
a
new
student.
She
doesn’t
know
about
the
class.
What
does
she
ask (学生回忆故事并尝试猜测,然后听音检验,若干学生模仿,出示文字进一步模仿。)
(Then)What
does
Ken
say (学生回忆故事并尝试猜测,然后听音检验,若干学生模仿,出示文字进一步模仿。)
Ken
likes
math.
How
about
Lili
What
does
she
say
(学生回忆故事并尝试猜测,然后听音检验,若干学生模仿,出示文字进一步模仿。)
Picture
2.
After
the
second
class,
the
students
have
a
break.
They
are
talking
with
Lili
friendly.
Lili
wants
to
know
about
the
third
class.
So
what
does
she
ask (学生回忆故事并尝试猜测,然后听音检验,若干学生模仿,出示文字进一步模仿。)
Kate
tells
her.
She
says......
Lili
answers......(学生回忆故事并尝试猜测,然后听音检验,若干学生模仿,出示文字进一步模仿。)
Jimmy
feels
puzzled
to
Lili’s
answer.
He
has
the
different
idea
with
Lili.
He
has
confidence
in
himself.
What
does
he
say (学生回忆故事并尝试猜测,然后听音检验,若干学生模仿,出示文字进一步模仿。)
Jimmy
thinks
he
sings
very
well.
But
the
students
don’t
think
so.
So
they
say......(学生回忆故事并尝试猜测,然后听音检验,若干学生模仿,出示文字进一步模仿。)
(通过过渡语言引导学生回忆故事,猜测对话,听音检验猜测,并模仿对话的语气及语音语调。)
Listen
and
speak.(关注全体学生,使每个学生都有开口讲英语的机会。)
Act
it
out.
Task
A:
Act
1
picture
out.模仿表演1幅图,得2张学科卡。
Task
B:
Act
2
pictures
out
.模仿表演2幅图,得4张学科卡。
(通过两种梯度任务,指导学生进行输出表演,然后对学生的表演进行生生评价Who
has
some
progress
Why
How
do
you
think
of
this
group )
PS:根据学生表演,进行学科卡的粘贴评价,并进一步问问两组同学Which
subjects
do
you
have
in
your
timetable
并寄予希望,I
hope
you
can
do
well
in
all
the
subjects.
Because
they
are
so
important
to
you.
Extension
(情感渗透)
What
did
Jimmy
say
in
the
story
What
do
you
think
of
Jimmy
If
you
are
Jimmy’s
classmates,
what
will
you
say
to
him
Do
you
have
any
good
suggestions
for
him
Talk
about
it
in
your
group.
(回到故事中,通过故事中人物的语言来体会人物内心世界,评价书中人物性格,并通过合作学习及讨论的方式,汇报解决办法和建议。)
Conclusion:
You
give
Jimmy
so
many
suggestions.
I
think
Jimmy
will
be
on
time
for
everything
from
now
on.
He
will
be
more
and
more
effort
to
learn
music
and
practice
singing.
Maybe
he
can
sing
very
well
soon.
Homework:
Listen
and
repeat
P28
and
P29上图.
Copy
the
key
sentences:
What’s
the
first
class
Math.
What’s
the
third
class
Music.
Do
you
like
music
No,
I
don’t.
Preview
P29下图.(画出你感兴趣的词汇和句子)
(选作)Try
your
best
to
make
your
own
timetable
in
English.(尽量用英语来制作一份课程表,不会表达的学科词汇可以查阅资料或请教老师。)(举例出示一份英语版本课程表。)