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1、优化情境，任务驱动，灵活交际5A Unit3 At a Music lesson教学设计 海安县教师进修学校附属小学 高春琴一、Teaching contentFun with English 5A Unit3 At a Music lesson Part A, the first period 二、Teaching aimsKnowledge aims:1. Enable the students to understand, speak, read and spell the phrases: sing a song, learn the song, sing and dance, at
2、a Music lesson. 2. Enable the students to understand and speak the daily English: Lets start. Listen to the song. Follow me. Sing it together.3. Enable the students to understand and speak the drills:(1) Can you? Yes, I can. / No, I cant. (2) What can you do? I can Ability aims: 1. Enable the studen
3、ts to communicate with the new patterns. 2. Enable the students to retell the text.3. Enable the students to master some learning strategies.Emotion aims:1. Develop the students cultural consciousness.2. Let the students be brave to show themselves and learn from each other.三、Key points and difficul
4、ties1. Enable the students to communicate with the new patterns correctly.2. Enable the students to retell the text.四、Teaching proceduresStep1. Warming up and motivationT: Good afternoon, boys and girls, S: Good afternoon, Miss Gao.T: Nice to meet you! S: Nice to meet you, too.T: Today many teachers
5、 are at our school. Say “hello” to them. S: Hello, teachers. Welcome to our school.T: Today Im your Music teacher. Boys and girls, do you want to know something about me? Listen to me carefully. If you are the same as me, please stand up quickly and say loudly “Me, too!”, OK? S: OK!T: I like reading
6、. / I have two hands. /I can dance. / I can play the piano. /I can play the violin. / I can sing “In the classroom”. ( 板书，I /We can)S: Me, too! 【设计意图】课伊始，通过师生间亲切自然的对话交流，拉近了彼此的距离， “Me, too!” 游戏的设计，师生互动，既活跃了课堂气氛，激发了学生的学习兴趣，又增进了师生间的了解，为下一步的英语教学打下了基础。Step 2 Revision and leading in T: Good! We can sing t
7、he song In the classroom. (教学词组sing the song, 板书，领读) T: How can we remember the words sing and song? Think over. The letter i looks like a mike. The letter o looks like a mouth. T: Lets sing In the classroom together. (教学单词together) Shall we start now?S: OK!T: You can say “OK. Lets start!”（教学词组Lets
8、start.）T: Lets start now, OK?S: OK!T: Very good! We can sing. I can dance, too.（教师伴跳舞动作）Can you dance?S: T：What can you do? (板书，领读)S: I / We canT: Please practice in groups of four. S: (四人一小组练说)T: Stop here. Who can have a try?S: T：Heres a chant for you. Can, can, what can you do? Dance, dance, I ca
9、n dance. Can, can, what can you do? Sing, sing, we can sing. T: Lets chant together.S: OK!T: Wonderful! A game for you. When I play the music, you pass the toys, when the music stops, the students who get the toys, please stand up, ask and answer the questions.S: 【设计意图】在自然真实的环境中，引出了本课新授词组和句型的学习，并通过C
10、hant和“击鼓传话”游戏的设计，寓教于乐，有效操练和巩固了新句型。Step3 Presentation and practice T: Boys and girls, there is going to be the first English Festival in our school. Do you want to join it? S: Yes, of course. T: If you can finish five tasks, you can take part in the activity and you can get a present from me. Come on
11、, boys and girls!S: Yes. Come on!T: Task1.Watch and answer. Lets watch a cartoon and answer questions. After you watching it, please tell me the answers. OK? (PPT)：享受阅读第一步:带着问题观看视频。Where are the students? What are they doing? T: (领读问题一遍)Remember the question, lets watch the cartoon.S:（观看动画一遍）T: Wher
12、e are they?S: They are in the Music room.T: What are they doing? Who can tell me?S: They are having a Music lesson. T: Yes. They are having a Music lesson. They are at a music lesson. We are at a music lesson, too.（揭题,板书,领读）T: Say after me: It is two oclock in the afternoon. The students are in the
13、music room. They are having a Music lesson. (PPT呈现第一小节文字)S:（跟读第一小节）.【设计意图】采用任务型教学方法，以“语言的应用”为核心，设计教学活动，引导学生运用目的语进行交际。遵循课文教学“整体输入”的原则，在学生看完课文卡通以后，回答老师提出的整体性，理解性问题，同时自然巧妙地学习了课文第一部分内容。 T: Task2: Read and complete. (PPT)：享受阅读第二步：带着好奇默读课文。Open your books, read the dialogue on Page22 silently by yourselve
14、s. Underline the key words，phrases and sentences, then fill in the form. (PPT呈现表格)Namecan cantGao ShanHelenBenS: T: Are you ready? Lets fill in the form.(随机板书 play the violin,)【设计意图】让学生默读对话，理清文章脉络，划出关键词句，完成表格填空，培养了学生默读，搜集和处理文章信息的能力。T: OK! Boys and girls, lets enjoy the song We can sing and dance. Fi
15、rst, listen to the song, please.（教学词组listen to the song）S: T: Do you like it? Shall we learn the song We can sing and dance now? (教学词组learn the song板书 )S: Yes.T: Follow me, please. (教学词组follow me. 由for和yellow 的读音推出follow 的读音，教师弹唱歌曲)S: T: Can you sing it now?S: Yes.T: Lets sing it together. S: T: Ver
16、y good. 【设计意图】在教学生学唱歌曲的真实情境中，渗透了本课交际用语的学习，有效突破了课文学习的难点。T: Shall we go on? S: Yes.T: Task3: Read and judge. Read the dialogue on page 23 quickly and try to judge.享受阅读第三步：带着思考速读课文。(PPT呈现判断内容)1. The students listen to the song at first. 2. The teacher follows the students.3. They cant sing We can sing
17、and dance at last（最后）. T: Stop here, who can try?. First, they listen to the song. Yes or No?S: Yes.T: Second, the teacher follows the students. Yes or No?S: No. T: The last one, the students cant sing We can sing and dance at last. Yes or No?S: No.T: Good. 【设计意图】让学生体会情境，快速阅读，带着问题进行思考判断，培养了学生速读，抓住关键
18、信息的判断能力。T: Task4: Read and act.享受阅读第四步：带着情感品读课文。T: OK, please read the dialogue again in roles, then act it out.T: Stop here. Whod like to act out the dialogue?S: （举手）T: You are Ben, you, Helen, you, Gao Shan, Ready? Go!S: T: Good job!【设计意图】表演是学生喜欢的课堂活动，他们运用已掌握的目的语和原有的英语知识，发挥自己的创造力和想象力进行活动，使学生在轻松愉快的
19、氛围中进行交际性练习，充分体现了英语学习的实践性。T: Now please do the running dictation in 5 groups, lets see which group is the first to finish it correctly, one, two, three, go!Running dictation. The students are _ a Music lesson. They _ sing We can sing and dance. So they _ to _ the new song. They _ to the song. Then th
20、ey _ the teacher. They can sing it _ at last. They have a_ time!S: .T: Good, youre the first, lets check it. T:（指实物投影）Right?Ss: Yes.No.【设计意图】Running dictation活动的设计，通过学生之间听，说，写的合作，共同完成一段源于文本，又高于文本的填空内容，既锻炼了学生的听说读写综合技能，又培养了学生的合作精神和竞争意识。Step 4 Consolidation and extension T: Very good! Task5: Read and r
21、etell. Boys and girls, （指板书，教师示范复述） T：Can you retell the text? First, you can work in pairs.T: Ready? Who wants to have a try?S1: S2: 【设计意图】复述环节的设计，让学生综合运用所学语言复述课文内容，培养了他们的语言组织能力，提高了他们综合语言运用能力。T: Today, I have a good time. Thank you very much, boys and girls. Now, lets watch a VCR. They are the stud
22、ents from my school. S: （观看我校两位特长生的视频）T: Are they great? Do you like them? S: Yes. T: What can you do? Please write down in your paper.S:（伴轻音乐写）T: Whod like to share your passage with us? S1: T: A big hand! Show yourself , please.S1:（展示自己的特长）S2: T: Everyone has his talents. Lets learn from each othe
23、r. 【设计意图】让学生观看我校特长生表演的视频，继而有感而发，写下自己的特长，说一说，再进行展示。让学生在动手，动嘴，动脑的活动中提升读写技能，尽情展示才艺，享受英语学习的成功和快乐。T: Youve finished five tasks quite well today. You can take part in the activity. Congratulations! And we can get the present now. (PPT： Todays wisdom: Music can make our life more wonderful! 音乐让生活更精彩！) T: N
24、ow lets enjoy a video of Music classes around the world. T: If you want to know more, please surf the Internet after class.【设计意图】完成五个任务，及时给予学生精神财富，并让学生观看世界各地学生上音乐课的视频，拓宽了学生视野，渗透了文化意识的培养，提升了本课的主题。Step 5 HomeworkT: Todays homework:（1）Make a post of a song or a chant about talents and e-mail it to me.
25、See whos the best designer. 以“特长”为主题，制作一张说唱的海报。要评选最佳设计者哦！E-mail address: （2）Surf the Internet to know more English songs and learn a new English song. Show yourselves next class.上网了解更多儿童英文歌曲，并学唱一首新英文歌曲，下节课上展示。【设计意图】作业的设计，有利于学生进一步理解，巩固所学新知。并且把英语学习延伸到了课外，注重了英语课程和音乐，美术等学科的联系，拓展了英语学习的时空。T: So much for t
26、oday! Goodbye, boys and girls. Lets say goodbye to all the teachers. S: Goodbye, teachers. Thank you!评析：这是一节真实、自然、生动、活泼的英语课。该课利用多媒体课件设置真实情境，在任务型教学法的大背景下，以学生为中心，以交际为主线，通过一系列教学活动有序组织教学，有利于学生学习英语知识，发展语言技能，促进学生形成“合作探究”的学习方式，是一节平实，丰实，扎实的好课。1. 任务驱动，合作创新。针对小学生活泼好动的特点及本课的教学内容（“上音乐课”为主题），教者设计了“任务驱动，合作创新”的整体教
27、学模式，将教学的过程设计为学生活动的过程。Watch and answer, read and complete, read and judge, read and act, read and retell共五个任务活动的设计，让学生带着任务去阅读，使学生在感知，体验，合作和创新中，轻松愉快地进行语言学习和运用，完成学习任务，感受成功，体验快乐。这样的“任务型”教学模式，有利于学生在发展语言能力的同时，强化学习动机，提高学习兴趣，培养合作精神，增进对文化的理解，也有利于学生思维和想象能力、审美情趣和艺术感受、协作和创新精神等综合素质的发展，促进英语学科和其它学科的互相渗透和联系。2. 引领探索
28、，授人以渔。“授人以鱼”不如“授人以渔”。在小学英语教学中，作为教师应该让学生在学习和运用英语的过程中逐步学会如何学习。在教学 “sing a song” 这个词组时，教师运用多媒体技术手段，让学生展开想象的翅膀，把字母 “i”和 “o”想象成“话筒”和“嘴巴”的图形，从而有效突破了单词记忆的重点，帮助学生掌握 了单词的“想象记忆法”。在五个阅读任务的布置中，教者都有言简意赅的learning tips帮助学生掌握阅读策略,提高学习效率。这样的教学过程，学生在教师自然巧妙的引领中，愉悦探索语言知识，形成有效学习策略，培养了学生自主学习的能力和可持续发展的能力。3. 学生主体，有效留白。叶澜教授
29、说：“每个学生都以完整的生命个体状态存在于课堂生活中，他们不仅是教学的对象，学习的主体，而且是教育的资源，是课堂生活的共同创造者。”一节高效的英语课应该恰当“留白”。 把本该属于学生的权利还给学生，恰当留下“空白”让学生去充盈! 本节课的角色扮演，Running Dictation，复述课文，展示才艺等活动的设计，都很好地体现了这一理念，教者将课堂还给了学生，让他们展示，体验学习英语，运用英语的快乐。教师只是课堂活动的组织者和学生学习的促进者，学生才是课堂的主人。反思：本节课的成功之处在于：1. 妙设任务，展开有序活动。“优化情境，任务驱动，灵活交际”是本课的设计理念。本课以学生的兴趣为出发点
30、，遵循课文教学“整体感知，分层理解，整体输出”的原则，设计了五个循序渐进的任务活动，注重了活动安排的真实性，层次性和延展性。学生在完成任务的过程中，自觉运用目的语进行交际，充分发挥主观能动性去分析问题，解决问题，形成积极的学习态度，且促进了语言运用能力的提高。任务型教学方法的灵活运用体现了“一切为了每一位学生的全面发展”的教学理念。2. 巧用媒体，突破重点难点。国家基础教育课程改革纲要指出：信息技术与课程整合，是把信息技术作为自主学习的认知工具，情感激励的工具，教学环境的创设工具以及学科整合的探究工具。因此，本课多媒体课件的运用与课时目标，教学重难点进行了合理，优化的整合，遵循“实用性，有效性
31、，可操作性”的原则，力求运用多媒体技术，使教学内容活化，教学过程细化，学生思维深入，突破用传统教学手段无法解决的教学重点和难点，起到了“巧用课件，一点突破”的效果。例如，利用多媒体播放我校特长生的视频，有效激发了学生表达和展示的热情，促进了学生的深度思维和交流。学生全神贯注地写，激情飞扬地演，构成了课堂独特亮丽的风景。3. 拓宽渠道，延展学用课堂。学生语言能力的形成过程是一个连续的过程，课中探究是教学活动的主体部分，是学生探究知识、获得体验、感悟语言、升华情感的主要阵地；课后发展是课中探究活动的延伸，是学生将体验感悟到的语言能力转化为运用语言进行交际行为的过程。本节课以活动、真实的交际语言贯穿
32、课堂始终，激发了学生学习英语的兴趣，培养了学生的语言运用能力。特别是课后作业的布置，让学生以“特长”为主题，制作一张说唱的海报，评选最佳设计者，再让学生上网了解更多儿童英文歌曲，并学唱一首新英文歌曲，下节课展示。这样的作业布置，不但有利于学生进一步理解，巩固所学新知，并且拓展了英语学习的时空，注重学生搜集和处理信息能力的培养，且把英语课程的学习和音乐，美术等学科有机融合起来，促进了学生综合素质的提高。 再教时，对学生学习的过程性评价方面，还有待进一步完善。本课教学时有教师的口头评价，有完成任务后的“精神奖励”名言励志，再教时，可以开展教师口头评价，小组同伴互评，小组竞赛，自主检测等形式多样的学习评价，增强评价的开放性。让过程性评价更好地发挥其激励，导向和调控作用。