教学设计方案
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学校：Changzhou No.2 Experimental Primary School
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年级：5
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班级：4
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人数：48人
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教材：Jiangsu Oxford English 5A
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课题：Unit3 At a Music lesson
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教师：唐燕萍
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日期：Oct.14th
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一、教学目标
1.通过交流、谈论，能听懂、会读、会说lesson, learn, sing, dance, follow ,together等词。
2.通过听读结合等方式，能正确理解、初步掌握A部分语篇内容，并能较流畅地朗读语篇。
3.能模仿本课所学会话进行初步的实景交际运用。
4．培养通过看、听、读获取信息的能力以及在语境中综合运用语言知识的能力。
二、目标制定依据
1.教材分析
本课是江苏译林版牛津英语5A Unit3 At a Music lesson 第一教时，教学内容为A部分，因此本课是语篇教学。
本单元主要围绕“谈论能力”这一话题展开。主要学习Can you…? Yes,…./No,….What can you do?等句子。在A板块中出现的日常交际用语有Listen to the song, please. Follow me,please. All right.等。出现的词汇主要是can及其所带出的一些动词，除了make是第一次出现，其余在3B已经出现过。在A板块的教学中通过看、听、读多种方式，培养孩子在语境中理解这些句子的功能和意义，并通过“任务型”的教学途径，使所学内容与学生实际生活相结合。
2.学生分析
本班48名学生，大多数学生通过两年多的英语学习，积累了较好的英语语感和听说能力。在平时的课堂和作业中，部分学生表现出比较自主的学习态度，善于思考，灵活运用知识；部分学生倾听意识好，但主动表达的意识不强烈；还有少数学生基础较弱，有思维惰性。平时课堂经常在谈论中根据学生需求补充一些新词，鼓励学生自主学习并运用，部分孩子比较注重这种积累，词汇量相对丰富。个体间也存在着差异，在课堂的同桌合作和小组合作中常常利用这种差异，实现资源互补和生生互带。
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Teaching Procedure
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Procedure
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Teacher’s activity
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Learners’ activity
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Purpose
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Pre-task preparation
(3’)
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1.Let’s sing a song first.
2.What’s in the classroom?
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1.Sing a song《What’s in the classroom》
2. There’s ….
There are….
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歌曲热身。
谈论教室环境，自然过渡，复习前一单元句式。
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While-task procedure
(28’)
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1. Now what are we doing in the classroom?
Teach “lesson”
2.We have English lessons.What other lessons do we have at school?
Take notes on the blackboard.
What lesson are we having?
3.Next let’s discuss what we can do at the English lesson?
Teach “learn”、“listen to” and so on.
4. What can you do at the music lesson? Teach “sing, dance, play the recorder”
5.Show them a picture and ask some questions: What time/Who/ Where/ What are they doing?
Please say sth. about the picture.
6.What can the students sing?
7. Let them read the right part and summarize: How to learn a song?
Then teach the word: follow, together.
8.Encourage them to read PartA in pairs.
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1.Learn the word: lesson
2.Show their ideas:
We have…lessons.
Learn to say:
We are having an English lesson.
3.Discuss in groups and share some ideas:
We can….
Learn the new words.
4.Learn the new words and practise them.
Can you sing…? What can you sing?
I can dance./ I can’t dance.
Ask and answer in pair then report.
5.Look at the pictures and answer the questions:
It’s two o’clock in the afternoon.
They are Mr Green and his students. They are in the music room. They are having a Music lesson.
6.Listen and answer: They can sing….
7.Read the right part and summarize: Listen to the song. Follow the teacher. Sing it together.
Learn the words and practise them.
8.Read in pairs.
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在结合实际的自由谈论中引出新词lesson。
谈论学校的课程，把新知和实际生活相联系，丰富输入与输出。
发散学生思维，同时很好让学生理解了“What can we do…? We can….”这一句式。
在实际谈论中引出生词并根据实际在交流中熟练了应用。
不同于合作问答形式的汇报，再次训练不同的语言表述能力。
在前期的适当铺垫后正式进入语篇，先通过看图完成表格信息的方式，培养孩子看图提炼信息的能力。
培养孩子通过听获取相应信息的能力。
通过自读，在上下文语篇中理解句意、词义，提炼关键信息。
同桌互读整体再次感知语篇，为完成后续任务做铺垫。
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Post-task activity
（9’）
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1. If you were a Music teacher, what can you say?
Take notes on the blackboard.
2.Encourage them to make a similar dialogue.
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1Share the ideas.
2.Choose one lesson.
Make a dialogue.
One is a teacher, the other is a student.
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在讨论中梳理和丰富可用语言点，为下面的综合表述做铺垫。
通过情境设置，让学生在角色扮演中尝试运用新语言，培养语言的综合运用能力。
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Assignment
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Give homework.
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1. Listen to the tape and follow it.
2.Write down your dialogues and show it next lesson.
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作业想体现对课堂的承接与延伸，由说到写，对学生能力提升提出新的要求。
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Board Notes
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Unit3
Can you…? English learn…/ listen to…
What can you …? Chinese
Listen to…. at Maths lessons
Follow me. have Art
Let’s… together. Music dance/ sing/play the…
… PE
…
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Reflection
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