Unit6 Music 教学内容与目标
【内容来源】上海教育出版社(2014年版)四年级下册Module2 Unit 6
【教学内容】
一、功 能
1. 询问：询问谁是物品的主人。
二、语言知识
1. 核心句型和日常用语：Whose guitar is it? It’s Joe’s guitar.
2. 词汇：wonderful, violin, guitar, whose, piano, city, bag, all
3. 语音：ss (classroom, glass)
三、语言技能
1. 听：听懂关于是否会演奏某种乐器以及谁是乐器的主人的对话。
2. 说：(1)用Whose ...is it? 询问了解物品的主人。
(2)用It’s ...’s ... 说明物品的主人。
3. 读：(1)读懂谈论乐器和乐器主人的对话。
(2)欣赏故事《花衣魔笛手》，了解故事大意。
4. 写：(1)正确书写本单元的核心词汇。
(2)正确书写本单元的核心句型。
【教学目标】
1. 能在语境中正确运用本单元的核心词汇。
2. 能用Whose ...is it? 询问某个物品的主人是谁，并能用It’s ... ’s... 做出相应回答。
3. 能正确读出字母组合ss在单词中的发音，并能迁移运用到其他含有ss组合的单词拼读中。
4. 知道做人要诚实守信。
教学重点
1. 词汇：wonderful, violin, guitar, whose, piano, city, bag, all
2. 句型：Whose guitar is it? It’s Joe’s guitar
3. 了解字母组合ss在单词中的发音。
教学难点
1. 名词所有格’s的用法。
Unit6 Music 第1课时教学设计
【内容来源】上海教育出版社（2014年版）四年级下册Module2 Unit6
【主 题】Sing a song. Look and learn, Ask and answer
【课 时】第1课时
一、教学目标(Teaching aims)
1. 帮助学生学习Look and learn中的生词。
2. 初步学习Whose ... is it? 句型。
二、教学重难点(Teaching points and difficulties)
1. 词汇：guitar, piano, violin, whose.
三、教学准备(Teaching preparation)
课件、音频
四、教学过程(Teaching process)
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 like 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.
...
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. It’s 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: It’s a piano.
T: How do you spell “piano”?
S1: P-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/table 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: It’s Joe’s 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: It’s Kitty’s 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.
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, (S2’s name)?
S2: No. My violin is red. This violin is brown.
Is it (S3’s name)’s violin?
S3: Yes, it’s my violin. Thank you.
【板书设计】
Unit6 Music
guitar, piano, violin, whose
Unit6 Music 第2课时教学设计
【内容来源】上海教育出版社（2014年版）四年级下册Module2 Unit6
【主 题】Sing a song, Listen and say, Learn the sounds21世纪教育网版权所有
【课 时】第2课时
一、教学目标(Teaching aims)
1. 通过Listen and say的情景对话，帮助学生掌握句型Whose guitar is it? It’s Joe’s guitar.21cnjy.com
2. 帮助学生学习字母组合ss在单词中的发音。
二、教学重难点(Teaching points and difficulties)
1. 词汇：wonderful
2. 句型：Whose guitar is it? It’s Joe’s guitar.
3. 语音：ss (classroom, glass)
三、教学准备(Teaching preparation)
课件、音频
四、教学过程(Teaching process)
Pre-task preparations
1. 播放Sing a song的歌曲录音，让学生听并跟唱。
2. 出示一张音乐教室的图片，然后请学生辨认看到的乐器。
T: Look! This is a music room. What can you see in the room?www.21-cn-jy.com
Ss: I can see a piano …
While-task procedures
1. 请学生看Listen and say的图片，播放录音，学生先听录音，然后回答问题。
(1) Where are Kitty and Jill?
(They’re in the music room.)
(2) Does Kitty like music? (Yes, she does.)
Does Jill like music? (Yes, she does.)
(3) Who can play the violin?
(Kitty can play the violin.)
(4) What can Jill play?
(She can play the guitar.)
2. 请学生阅读对话，然后回答下面的问题。
(1) Whose guitar is it in Picture 3?
(It’s Joe’s guitar.)
(2) Where is Jill’s guitar? (It’s at her home.)
3. 和个别学生示范表演对话。
T: It’s time for Music class. I like music. Do you like music, Alice?
S1: Yes, I do.
T: I have a violin. I can play the violin. Can you play the violin?21·cn·jy·com
S1: No, I can’t.
T: What can you play?
S1: I can play the guitar.
...
然后请学生两人一组，分角色朗读对话，鼓励学生改编对话。
S1: I like music. Do you like music, (S2’s name)
S2: Yes, I do.
S1: Me too. I have a triangle. I can play the triangle. What can you play?
S2:1 can play the piano.
...
4. 出示Learn the sounds的语音单词卡片ss (classroom, glass),请学生跟读单词，感受字母组合ss在单词中的发音。21教育网
T: ss, /s/, classroom; ss, /s/, glass.
Ss: ss, /s/, classroom; ss, /s/, glass.
然后请学生听儿歌录音，并跟着节奏朗读。
Post-task activities
1. 把挂图贴在黑板上，让学生看图用核心句型问答。
S1: Whose drum is it?
S2: It’s Alice’s drum.
2. 预先要求学生准备玩具乐器或学生平时自己使用的乐器，把乐器摆放在教室内的不同位置，学生两人一组，在教室内自由走动并仿照 Listen and say 对话。
S1: Is that your violin?
S2: No, it isn’t. My violin is old.
S1: Whose violin is it?
S2: Look at the name. It’s ... violin.
邀请学生到教室前面表演，请全班评分，并选出表演最好的一组。
【板书设计】
Unit6 Music
wonderful
Whose guitar is it?
It’s Joe’s guitar.
ss (classroom, glass)
Unit6 Music 第3课时教学设计
【内容来源】上海教育出版社（2014年版）四年级下册Module2 Unit6
【主 题】Sing a song. Enjoy a story
【课 时】第3课时
一、教学目标(Teaching aims)
1. 阅读Enjoy a story的故事，帮助学生理解故事大意。
2. 通过学习任务(Task)，帮助学生巩固和综合运用本单元所学的知识和技能。
二、教学重难点(Teaching points and difficulties)
1. 词汇：city, bag, all
2. 句型：The man plays magic music.
三、教学准备(Teaching preparation)
课件、音频
四、教学过程(Teaching process)
Pre-task preparations
1. 播放Sing a song的歌曲录音，学生边听录音边跟唱。然后通过多媒体出示一些音乐家的照片，让学生说一说他们喜欢的乐器和音乐类型，讨论不同音乐带给他们的感受。21教育网
2. 出示Enjoy a story 的故事 Magic music 中的魔笛手的挂图，介绍故事背景。
T: It’s a German story. It’s about a music man. He can play the pipe. He can play magic music with his pipe.21·cn·jy·com
While-task procedures
1. 出示Enjoy a story的挂图，播放故事动画，请学生先看动画，然后回答问题。
(1) What happens in the city?
(There are many mice in the city.)
(2) Who comes to help the people?
(A man comes to help the people.)
(3) How does the man drive away the mice?
(He plays magic music.)
(4) Why do the children walk behind the man?
(The man plays magic music again.)
(5) Do the children come back home?
(Yes, they do.)
2. 分段出示故事的文字部分，并打乱顺序，请学生把文字与图片配对并按顺序编号，然后回答问题。
1) What does the man want? (A bag of gold.)
(2) Do the people in Hamelin give the gold to the man? (No, they don’t.)
(3) What does the man do then?
(He plays magic music again.)
(4) What happens? (All the children of the city walk behind the man. They walk away from the city.)21世纪教育网版权所有
(5) Do the people in the city give the man the gold finally? (Yes.)
3. 再次播放录音，请学生跟录音朗读故事，并圈出不懂的单词或短语，如a bag of, gold, 教师作简单讲解。然后把学生分为四至五人一组，让学生分角色朗读故事。21cnjy.com
4. 在黑板上写出故事的关键词，让学生根据提示讲故事。然后让学生讨论故事的寓意，教师作总结。
Picture 1: many mice
Picture 2: a man, help, a bag of gold
Picture 3: play magic music, mice, walk
Picture 4: no mice, do not give
Picture 5: play magic music, children, walk
Picture 6: give the gold, children, come home
Post-task activities
1. 戏剧表演。学生分为五人一组，根据故事写课本剧，然后表演。请各小组轮流到教室前面表演故事，全班学生欣赏并评选出表演最好的一组。
2. 请学生看《练习册》Task的第一部分，学生选一张自己喜欢或擅长的乐器图片并署名，然后将图片折好放进纸盒。之后教师请几个学生上来，每个学生可以从纸盒中随机抽取几张乐器图片，与相应的同学组成“乐队”。学生可以根据第二部分的提示问题，先在小组内了解成员的情况并选出乐队队长。
S1: What can you play?
S2: I can play the piano.
S3: I can play the guitar.
...
最后，让学生完成第三部分，写一段话介绍 他们所组的乐队情况，以及他们想为同学演奏什么音乐
【板书设计】
Unit6 Music
city, bag, all
The man plays magic music
