四年级下册Unit 6 Music单元整体教学设计

Unite-based Teaching design
小学英语单元备课教学设计
Title: Book_8_ Module _2_Unit 6 Music___
一、单元教学目标 （建议多使用英语课程标准中各级目标的描述语言）
语用任务
学完本单元后，学生能在音乐室的语境中谈论会演奏的乐器，并用核心语言I can play the …和Is this your …? 来询问物品的归属，并能在语境中简单描述对音乐的感受。
知识与技能
1、在Fun with Music的语境中感知、学习、理解并运用本单元的核心词汇：guitar， piano, violin；
2、在语境中理解并运用核心句型Whose … is it?或者 It’s …’s … 来询问或告知物品的归属。
3、基本感知和掌握字母组合-ss在单词中的读音规则，学习唇齿音/s/并能拼读含有-ss的单词。
4、能在Fun with Music的语境中说明自己会演奏的乐器，如：I can play the guitar.
5、能在语境中简单描述对音乐的感受,如：It’s wonderful．It’s nice.
6、能借助图片，阅读理解故事并进行故事表演。
7、能用简单的句子描述自己或者他人的音乐才能并谈论对音乐的感受。
文化与情感
1、在Fun with music的语境中体会不同的乐器名称以及他们发出的优美声音，感受音乐给我们的生活带来的乐趣；
2、在语境中感受到身边的人对生活的热爱以及对周围朋友的欣赏；
3、在语境中明白做人要诚实守信的道理。
方法与策略
1、整个单元通过对话和故事的学习，以语篇带动核心词汇和句型的学习，以分享歌曲、视频、表演、游戏问答等形式综合运用词汇和句型。
2、在学习过程中积极运用所学进行恰当的表达和交流，学会认同赏识别人，学会合作学习。
3、通过观察，学生发现了在play和球类之间没有the,在play和乐器间有the。
4、通过观察体会，学生归纳出It’s Paul’s piano.中所有格…’s的规律。
单元基本架构
Period 1
Period 2
Period 3
Objective
单课时目标
1、能听懂、说出乐器的名称piano, violin, guitar，drum；通过欣赏音乐，学唱歌曲感受音乐的美妙，激发学习乐器的热情。
2、在Music we can play的语境中理解并会运用 “What can you play? I can play...”进行对话交流。
3、在To know your new teacher的语境中初步感知ss在单词中的发音
1. 在Visiting a band的语境中，进一步感知并初步运用violin/ guitar/ piano/ whose/ wonderful等词汇。
2. 在Music we can play的语境中，初步运用句型Whose … is it? It’s …’s…进行表达。
3. 进一步感知唇齿音/s/，掌握-ss的发音规律，并敢于尝试拼读含有-ss的单词。
1. 通过Magic music的故事情境，初步感知、理解和运用本课核心单词、句型：mice, walk behind，a bag of gold, Give me a bag of gold. All the mice/children walk behind him,.
2.能听懂故事、理解故事、表演故事，能基于对故事的理解，对Is it a good idea? Do you have a better idea? What do you want to do if you can play magic music?进行回答并简单地表达自己的观点。
Topic
单课时话题
Music we can play
Visiting a band
Magic music
Content
单课时教学文本
四年级下册第六单元Listen and say, Learn the sounds部分，三个乐器名称：violin, guitar, piano, 句型：“What can you play? I can play... It’s wonderful/nice…”
Learn the sounds (根据本课时实际情况改编Learn the sounds)：
I am Miss Chen.
I am wearing a white dress.
I am in the classroom.
I like playing basketball.
I like music too.
Learn the sounds(根据课本Learn the sounds改编)：
Where’s Miss Fang? Whose bass is this?
Can you see? Guess, guess!
She’s in the classroom. Oh! It’s Miss Tong’s.
Playing the bass. She’s cleaning the glass with Tess.
主文本（教材二次开花并另配有录音）

Enjoy a story:
Magic music
魔笛手的故事
Blackboard design
板书设计
三、单课教学设计
Period 1
Procedures
Contents
Methods
Purpose
Pre-lesson
1.Chen, white,
classroom, basketball, music
2.Miss，dress，classroom
⑴展示关键词，引导学生说出老师的特征，构建情境
Chen, white,
classroom, basketball, music
⑵示范-ss的发音，带领学生朗读
Miss，dress，classroom
2. 播放视频I am the music man.
1.Free talk
通过老师的照片导入主题music,并将信息提取形成短文，引导学生学习含有-ss的单词发音及感知唇齿音/s/.
2.Let’s enjoy: 导入情境music we can play
。
Pre-task preparation
歌曲I am the music man.
询问观后感受。
Do you like the song?
⑵根据歌曲内容提问,同时播放PPT，展示图片作为提示。引导学生回忆歌曲内容。
What can the music man play?
根据歌曲内容提问，谈论视频中出现的乐器，导入新知，了解学生的预习情况
While-task procedure
On Page 26,Listen and say, Learn the sounds部分，三个乐器名称：violin, guitar, piano, 句型：“What can you play? I can play... It’s wonderful/nice…”
1.⑴询问学生“我”会什么乐器，引导学生通过猜测练习对话。
⑵ 揭晓答案，演唱歌曲，教授piano。
2. ⑴播放视频。
⑵询问Kitty 和Jill对音乐的感受。引导学生补充Jill 对音乐的感受Music is ...
⑶让学生选出Kitty 和Jill会弹的乐器。
3. ⑴播放音乐
⑵引导学生说出感受。
What music do you hear?
How is the music?
4.⑴在PPT中展示绘本歌词。
⑵引导学生跟着音乐一起说唱，并示范动作，加强对violin的理解。
⑶板书violin。
5.⑴在PPT中展示歌词。
⑵引导学生跟着音乐一起说唱，并示范动作，加强对guitar的理解。
⑶板书guitar。
6.播放视频，指导学生模仿录音朗读课文并将刚才学的音乐融入文本。
7.⑴示范。
⑵指导学生进行角色扮演。
1. Let’s guess:
通过猜测导入piano。
Watch and answer:
整体感知文本，学生在看的过程中初步了解和感知文本。
3.通过音乐欣赏激发学生对音乐的喜爱之情并表达出自己的情感
4.Let’s sing1:
通过绘本歌谣，对本课文本中的重点词句进行操练巩固。并学习violin。
5.Let’s sing2:
通过绘本歌谣，对本课文本中的重点词句进行操练巩固。
6.Watch and follow:
整体再次感知理解文本，通过阅读掌握文本大意。
7.Let’s act.通过角色扮演熟悉课本内容并把课堂所学融入文本，丰富文本内容。
Post-task activity
⑴欣赏音乐，回答问题。
I hear…
⑵根据旋律演唱歌曲。
尝试模仿表达I can play the…
对话
I like music.
It's _____.
I can play the _____. So I want to join the _____ club.
⑴播放音乐
What do you hear?
⑵引导学生谈论音乐与乐器演奏。
Do you like the music?
Can you play...?
⑴示范对话。
⑵指导学生操练对话。
Which club do you want to join?
1.欣赏各种乐器弹奏出的美妙音乐，激发学生对音乐的热爱，并结合所学谈论音乐并演唱歌曲。
2.根据情境练习对话，将所学融入真实生活。
Assignment
1. Listen and read after the tape P26 three times.
2. Write down which club you want to join and why.
3. Sing the song I am the music man .(选做)
Period 2
Procedures
Contents
Methods
Purpose
Pre-lesson
Learn the sounds(根据课本Learn the sounds改编)：
Where’s Miss Fang? Whose bass is this?
Can you see? Guess, guess!
She’s in the classroom. Oh! It’s Miss Tong’s.
Playing the bass. She’s cleaning the glass with Tess
1. PPT播放根据教材Learn the sounds改编的歌谣。
2.播放书本P29的歌曲， 根据儿歌内容进一步向学生提出问题：What can the music man play?
1.Let’s chant:
自编韵律，复习字母组合-ss的发音。
2.Let’s sing:
活跃气氛，复习旧知。
Pre-task preparation
I am the music man. And I can play. What can you play? The piano! Ding-ding! Ding-ding! The triangle! Ting-ting! Ting-ting! The violin! Zing-zing! Zing-zing! The drum! Boom-boom! Boom-boom!
根据儿歌内容小组合作并回答：He can play the piano, the triangle, the violin and the drum.
Let’s discuss:
复习已学的相关词汇和句型。
While-task procedure

1.展示一张截图，介绍音乐人，板书band，并进行语音教学。
2.出示图片，并提出问题What can they play?让学生对答案进行猜测。
3.放录音，学生尝试圈出音乐人会玩的乐器。
4.揭晓答案，在黑板上板书乐器名。语音教授新词。
5.整体观看视频，引导学生仔细看和听，并抓住关键词。
6.默读全文，引导学生找出问题的答案。学法指导:读时画重点。
7.检测学生的答案，追问答案在第几幅图里可以找到。板书重点句型。
8.观看视频，跟读，模仿录音正确规范的语音语调。
9.观看视频提出问题: What can they play? 并板书答案。
10.引导学生在小组内分角色朗读整个对话，
1.Introduce a band: 整体感知乐队。
2. Let’s guess:
猜测乐队中的音乐人会演奏的乐器。
3.Listen and circle:
整体感知文本。
4.Let’s check:
与学生一一核对答案。
5.Watch and answer:
再次整体感知文本，提取重要信息。
6.Read and check:
培养学生默读和找有效信息的能力。
7.Check the answer:
深入学习文本，突破重点和难点。
8.Let’s imitate:
培养学生模仿语音语调的能力。
9.Let’s watch，think and answer:
回归文本整体。
10.Role-play培养学生自信朗读和综合语言运用能力。
Post-task activity
同上的文本内容。
1.教师和三位同学示范演对话，适当创新。
2.给时间让学生小组合作，表演练习。学法指导：展示表演要求。
3.邀请学生上台来展示表演对话。
4.播放乐队“小捣蛋家族”的表演视频。
5.引导学生如何组建自己的乐队。
6.展示新乐队，尝试用自己的乐器进行演奏。
1.Show。教师和学生示范表演。
2.Let’s practice:
培养学生团结协作的能力和精神。
3.Let’s act:
培养学生的表演和展示能力。
4.Let’s enjoy:
欣赏乐队的表演，感受乐队的魅力。
5.Let’s make a band:
学生建自己乐队。
6.Let’s show:学生展示自己的乐队。
Assignment
跟同学一起表演这个对话。
跟你的同伴一起玩课本31页的游戏，然后将对话写在练习本上。
先欣赏后跟读模仿一起作业网上的绘本故事。
Period 3
Procedures
Contents
Methods
Purpose
Pre-lesson
What animals do you like? Why? Let’s guess, what animals are they?
I am fine/ good/ well.
I like... They are…
从谈论喜爱的动物到谜语猜测：
What animals do you like? Why? Let’s guess, what animals are they?
Greetings and guessing.
引入mice.
Pre-task preparation
What are they? Do you like them, Why?
1.引导学生理解居民对老鼠的厌恶之情。What are they? Do you like them, Why?
2.询问学生图中孩子们对老鼠的感受。 The people don’t like the mice. They need help!
引入故事 One day, a man comes. He says he can help.
1Enjoy the video.
直观了解mice，体会出老鼠的破坏性及可怕之处。
2.Look and say:
看图回答问题，导入新课。
While-task procedure
1.Enjoy a story: Magic music
On Page 28
2. 开放性问题：
Is it a good idea to play magic music on Children? Do you have a better idea?
1.老师声情并茂讲述故事，并提出问题。
Please listen to me and answer the questions：Does the man help the people? Are there many mice in the city at last?
2.How does he help? Why does he help?
看完视频后再给出选项，降低难度。
3.教师展示选项，揭晓答案。展示图片教授新单词magic，通过肢体语言教授短语walk behind、句型Give me a bag of gold。
4.教师播放视频。
Let’s follow the video and think about a question. Does the man get the gold first?
5.教师提问，引导学生默读，并帮助有阅读困难的同学。
What does he do next?
学法指导：Underline key sentences.
6.教师提出开放性问题：
Is it a good idea to play magic music on Children? Do you have a better idea?
1.Listen to the teacher.
老师口头讲述故事，整体感知故事。
2.Watch and think：
3.Think and choose
观看视频故事后，深入理解音乐人怎么帮城里的人，为什么帮？并感受音乐的奇妙。
4.Let’s follow：思考问题，关注语音、语调和语气的指导，继续理解故事细节。
5.Read quietly and answer:
通过阅读理清故事脉络。
6.Discussion:
自由讨论，激发思维；故事与自身联系表达观点；故事内化，给予学生正确价值导向。
Post-task activity
讨论的话题：
If you can play magic music, what do you want to do?
Can your friends walk behind you? Can the ice-creams walk behind you? When I play magic music, a lot of books walk behind me.
学生进行交流讨论，发散思维，联系自己的生活，展开想象。
学生1: When I play magic music, a lot of robots walk behind me.
学生2: When I play magic music, a lot of hot dogs walk behind me.
1.老师提示表演故事要求Tips:
六人一组
Be fluent. 语言流畅。
Be active.表情形象。
Be creative. 内容创新。
教师把故事概要练习发放给学生，并查看是否有学生需要帮助。
3.教师引出讨论的话题：
If you can play magic music, what do you want to do?
Can your friends walk behind you? Can the ice-creams walk behind you? When I play magic music, a lot of books walk behind me.
1.Let’s act
故事表演，加深对故事的理解和并加入学生自己的思考。
2. Fill in the blank.
完成故事的概要，巩固故事
3. Discussion：
交流讨论,激发思维，联系自己生活或想象，发表自己的看法
Assignment
1. Read the story 3 times. ★
2. What do you want to do if you can play magic music? Write down your ideas. ★★
3. Enjoy the original story-The Pied Piper. http://tv.sohu.com/20150331/n410609826.shtml
四、阅读素养评价
A
Here is the music room of our school. It’s big and nice. There are thirteen boys and twelve girls in it now.Miss Wang is their music teacher. She is tall and beautiful. She is playing the piano for the students. Listen. Ding-ding!It sounds nice. The students have music lessons every Wednesday and Friday. They all like music.
( ) 1. The music room is big and nice.
( ) 2. The boys and girls are singing in the playground now.
( ) 3. Miss Wang is an English teacher.
( ) 4. The students have music lessons on Wednesday and Friday.
( ) 5. Not all the students like music.
Can you sing?
Do you want to sing with other boys and girls?
Join the School and Choir.
We meet every week in the Music Room.
B
Do you like playing and drawing?
Join the Art Club.
We meet every Friday after school.
We meet in the Art Room.

Are you good at writing stories?
Join the Writing Club.
We meet in Room 6 at lunch time on Monday.
You can learn to cook!
Join the Cooking Club.
Come to Room 3 after school an Thursday.
( ) 1. When does the Art Club meet?
On Monday. B. On Thursday C. On Friday
( ) 2. When does the School Choir meet?
A.On Friday afternoon. B. At lunch time on Friday C. At dinner time on Friday
( ) 3. When does the Writing Club meet?
A.In Room 6 B. In Room 7 C. In Room 3
( ) 4. What can we learn in the Cooking Club?
A.We can learn to write. B. We can learn to sing C. We can learn to cook
C
Answer the questions.(根据短文，简答。)
Who has a music lesson on Friday?
What instrument is Dee learning?
What is the name of Hailey’s teacher?
When is Gary’s music lesson?
参考答案：1.Gary 2.Guitar 3.Miss Kim 4.Friday
D
Circle T for ture or F for false(根据短文判断正误，正确的圈T，错误的圈F。)
Tara can sing very well. T/F
Anton writes songs with Tara. T/F
The Katts never practice. T/F
The Katts are playing at their school tonight. T/F
参考答案：T T F T