Music 说课教案
music 教学设计(共3篇)
music教学设计（共3篇）二、设计思路音乐是学生比较感兴趣的话题，所以本节课以播放音乐导入，采用图片展示、头脑风暴形式,增加学生音乐乐器方面的词汇。
使得课堂气氛较为活跃,同时激发学生学习的兴趣和阅读欲望,很快融入课堂教学内容。
通过展示三位音乐家的图片读前讨论引导学生联想与主题相关的信息自然进入本课内容。
在读的过程中，通过略读，查读，细节阅读层层深入引导学生理解文章同时培养他们获取信息、处理信息、运用信息进行推理判断的能力。
读后的采访引导学生通过合作学习就所学知识进行问答练习，培养他们信息处理和信息输入输出的能力。
最后的讨论促使学生深入思考什么使得这三位音乐家闻名于世，从而学习音乐家们坚持不懈的精神。
Couldyoutellussomethingaboutthem?(设计意图:该活动可以激活学生的背景图式,思考学习的主题,联想与主题相关的信息,自然的进入要谈论的话题。
)Step3While-reading1.Scanning1)Askthestudentstoreadthepaagequicklyandchoosethebesttitleforit.2)Leadthestudentsto dividethepaageintopartstohaveagoodunderstandingofthestructureofthepaage.(设计意图:要求学生快速浏览全文,把握文章大意,分析文章基本结构的能力。
)2.Skimming(groupwork)4)HowoldwashewhenheplayedfortheEmpreofAustria?5)HowlongwereMozartandHaydnfriend s?本节课的教学设计基于建构主义教育理论,学生语言知识的习得经历了从认知、理解的输入,经过内化,通过说、写的输出方式达到灵活运用。
对于学生阅读技能的培养,在教学的实施过程中,通过读前预测、回答细节问题、归纳段落大意、判断正误、回答深层理解问题等各种训练活动,培养学生略读、查读等阅读技能,从而提高了他们掌握主旨要义、获取具体信息、推断词义、进行简单判断推理、理解文章结构以及把握作者意图、观点和态度的能力。
高三英语MUSIC说课稿
高三英语MUSIC 说课稿
高三英语MUSIC 说课稿
英语MUSIC 说课稿一、说教材：
1、教材分析
本节课是出自外研版高中必修六Module 4 MUSIC 的阅读材料，本阅读材料既具备了大量的信息又集中了有用的词汇和语言结构。
前面的INTRODUCTION 已经为本阅读做了铺垫，介绍和呈现与乐器有关的英文词汇。
为进一步学习本模块的内容奠定基础。
该部分通过阅读人物专访An Interview with Liu Fang 开展教学活动，使学生了解音乐，增进对音乐的了解，了解音乐在人们的文化生活中起的作用。
二、教学目标：
1. 学习和掌握新的词汇，句型和习惯表达法。
2. 学习和训练阅读微观技能，本模块的微观技能为根据课文的语境，确定文中带刺的指代对象和意思。
3. 围绕文章内容设计听，说，读，写活动，尽量多地为学生提供技能训练的机会。
高中英语 Unit 5《Music》说课稿 新人教版必修1
高中英语必修二unit5 music说课稿各位老师：大家好！作为一名新课标下的英语老师，让学生愉快地、充满自信地走进我的英语课堂，是我最大的愿望，让学生在我的英语课堂上享受快乐和成功是我孜孜以求的。
多年来，我为实现自己的梦想和追求不懈地努力着。
今天，借此平台，希望各位老师指导我的说课，是我更加自信的完成老师的使命。
一、说教材内容和学情我说课的内容选自人教版普通高中课程标准实验教科书英语必修二第五单元。
本单元的话题是Music，它是中学生日常生活中比较感兴趣的话题之一。
它中心话题是“音乐”和“音乐类型”，单元的各项活动的设计都是围绕着以音乐类型和不同音乐对人的影响展开的。
而对于音乐和音乐家，这种学生感兴趣的话题、与切身相关的情节，很容易就会引起学生们的极大兴趣，因此他们学习的参与性和积极性也会较高。
在引导学生阅读前，让学生对不同种类的音乐的英文说法加以熟悉和理解，开阔的学生的视野。
而在阅读后，结合现在学生中普遍存在的“选秀热”这一热点问题，引发学生的反思。
我的教学对象是高一学生。
高中生思想逐渐成熟，对美的追求和对成功的渴望也越来越强烈，因此课堂中除了关注语言知识学习和语言技能训练外,更应该注重其内心的理解和个人对事物的看法。
二、三维教学目标根据《新课程标准》关于总目标的具体描述，结合高一学生实际，我把教学目标设定为以下几个方面：（一）知识目标和能力目标学习一些相关的单词、短语和句式,特别是关于音乐种类的词汇和表达对音乐感受的词。
比如：动词prefer,feel,enjoy,appreciate,find.calm,形容词relaxed,sleepy,cheerful,energetic,lively。
能用英语表达建议、偏好和爱好。
学生熟悉掌握不同的音乐类型。
学会灵活运用课文中的句式，自如的表达自己对音乐的理解和感受，并且从更深一层上去把握不同音乐所表达的不同意义。
（二）情感态度1.熟悉各种音乐形式，了解音乐在人们生活中的重要性，提高音乐修养2.从谈论“音乐人的成功”入手使学生了解到做什么事都需要付出艰辛的努力。
必修二第五单元music教案
必修二第五单元music教案1.教学目标：1.1知识与技能：学生能听懂并使用表示音乐的词汇;能较准确地描述音乐类型和文化背景;能就音乐审美主张表达个人观点。
1.2过程与方法：采用启发式教学法，引导学生自主思考;采用听、说、读、写、演等多种教学方法进行教学;通过讨论、演示等方式加深学生对音乐的理解。
1.3情感态度价值观：培养学生对音乐的热爱、感受音乐的美感;引导学生客观、理性地审美，培养学生应该有自己的审美观。
2.教学重点难点2.1掌握有关音乐类型和文化背景的表达方法，学会语言交际。
2.2提高学生的跨文化交际能力。
3.教学过程3.1暖身环节引入下文主题，可以与学生分享一首他们喜欢的音乐，介绍歌曲类型、文化背景和演唱者等。
3.2输入环节通过展示视频和图片等方式来主题音乐的类型和背景等（例如摇滚乐、传统音乐、爵士乐等等），学生通过观看背景图和听取音乐鉴别不同的音乐类型。
然后与学生讨论各种类型音乐和文化背景的关系，并竣工讨论。
3.3实践与运用进行一个小组作业，让学生组成3-4人的小组，选择一个音乐类型并作一份10分钟的介绍PPT。
输出点：档次的文件，图片和美术创意等。
这样，学生可以进一步分析和交流有关音乐类型和文化背景方面的细节，培养同伴间的合作与学习对话能力。
3.4综合评价在教学的最后，通过口头交流的方式，让学生跨组交流彼此的发现和体会。
对小组和个人表现进行评价和点评，以便针对学生的不同表现安排合适评分标准（例如，个人发言时间、贡献度、团队沟通交流等）。
4.教学评价4.1教学效果评价：通过测试和小练习考察学生对不同音乐类型和文化背景的理解掌握情况。
4.2教学过程评价：检视和总结教学过程中学生的参与度和互动情况，以提高今后的教学质量和效果。
4.3教学方法与手段评价：评估启发式教学法等多种教学方法和手段的使用情况，以便今后的教学设计和改进。
5.教学反思在这一单元教学过程中，尤其是在小组讨论环节，教师具体指导学生进行互动和讨论，以增加学生的积极性和参与度。
四年级英语教案《Music》
四年级英语教案《Music》四年级英语教案模板《Music》四年级英语教案模板《Music》需要怎么备课呢？我们不妨来参考下范文吧！以下是小编为您搜集整理提供到的四年级英语教案模板《Music》内容，希望对您有所帮助！欢迎阅读参考学习！四年级英语教案模板《Music》学习目标：1、学习有关Music 的词汇：guitar, piano, violin…2、学习新句型：“whose… is it?” “It’s…”学习重点：学习有关Music （音乐）的.词汇及新句型学习难点：学习有关Music （音乐）的词汇及新句型学习准备：多媒体课件，录音机教学过程：一、温故互查复习关于体育运动的相关词汇。
用“I like playing …”练习。
二、自学感悟1、课件出示Look and learn 学习新单词。
2、学生看书听录音。
3、教师范读，学生跟读。
4、再放录音，学生边听边跟读。
三、合作探究1、学习P26“listen and say”相关内容。
2、课件出示，了解对话内容。
学习新单词 wonderful, whose这两个单词。
Play the violin（拉小提琴）Play the guitar （弹吉他）3、教师示范朗读对话，学生跟读。
4、再放录音，学生边听边跟读。
教师给予必要的帮助。
重点学习“whose… is it，It’s…”句型的用法。
四、巩固练习小组合作完成“Ask and answer”的对话练习。
板书设计：Musicguitar, piano, violin， wonderful, whoseWhose guitar is it?It’s Joe’s guitar.。
人教版高一英语必修二《Unit5 Music》说课稿
人教版高一英语必修二《Unit5 Music》说课稿一、教材背景《Unit5 Music》是人教版高一必修二的一篇教材内容，主要围绕音乐这一主题展开。
通过学习本单元，可以帮助学生了解音乐在不同文化中的作用和影响，并培养学生的音乐欣赏能力、口语交际能力和阅读能力。
二、教学目标1. 知识目标•学习并掌握本单元的核心词汇和短语，如composer、genre、instrument等；•理解和掌握本单元的重点短语和句型，如能够运用“Where was he/she born?”、“What kind of music do you like?”等进行口语表达；•了解英语国家和中国的音乐文化差异。
2. 能力目标•培养学生的口语交际能力，能够用正确的语法和词汇表达自己的音乐喜好和观点；•培养学生的阅读理解能力，能够阅读并理解关于音乐的文章；•培养学生的听力理解能力，能够听懂关于音乐的对话和讲述。
3. 情感目标•帮助学生发展对音乐的兴趣和热爱；•培养学生欣赏不同风格音乐的能力，增强跨文化交流的能力；•通过学习音乐，培养学生的审美情操和情感表达能力。
三、教学重难点1. 教学重点•理解并掌握本单元的核心词汇和短语；•进行口语表达，用正确的句型和词汇谈论音乐喜好和观点；•阅读和理解关于音乐的文章。
2. 教学难点•帮助学生理解并掌握不同风格音乐的特点和背景；•培养学生批判性思维，提高阅读和分析音乐文章的能力。
四、教学内容与方法1. 教学内容本单元主要包括以下几个部分：•单词学习和词汇拓展：学习与音乐相关的词汇，如composer（作曲家）、genre（风格）、instrument（乐器）等；•语法学习和句型运用：学习问句和回答的句型，如“Where was he/she born?”、“What kind of music do you like?”；•阅读理解：阅读文章《Music Around the World》，了解不同国家的音乐文化差异；•口语表达：谈论音乐喜好、音乐家和音乐风格，学生进行口头交际。
music教案（精选8篇）
music教案（精选8篇）music 篇1period 2 learning about languagethe general idea of this period：this period will consolidate the words and expressions the students learnt in the reading part and deal with the grammar part：the attributive clauses with the preposition ahead of the relative clause.you will have systematic explanations of it and assign some exercises for the students to complete to consolidate what they learn.teaching aims：1.help the students recognize the useful words and expressions learnt in reading part.2.master the usage of the attributive clauses with the preposition ahead of the relative clause.teaching important points：1.get the students to use the attributive clauses with the preposition ahead of the relative clause.2.get the students to master the useful words and expressions learnt in reading.teaching difficult point：how to help the students to use the attributive clauses with the preposition ahead of the relative clause.teaching methods：1.question-and-answer activity to help the students to go through the words of this unit.2.pair work or group work to make every student work in class.3.practicing independently and explaining.teaching aid：a multi-media computer.teaching procedures：step 1 greetings and revisiont：good morning，boys and girls!last class i assigned you to collect some information about your favourite music or musicians.who would like to have a try?s1：i like country music，so i’d like to say something about country music.country music comes from two kinds of music.one is traditional music of the people in the eastern united states.the other is traditional cowboy music from the west.the singers usually played the guitar，and in the 1920sthe singers started using electric guitars.at first city people said country music was low class.it was popular mostly in the south.but during world war ⅱ，thousands of southerners went to the northeast and midwest to work in factories.they took their music with them，so it slowly became popular all over the united states.today country music is popular everywhere，because it is about simple but strong human feelings and events-love，sadness，good times and bad times.it tells real life stories.as life becomes more complicated，it is good to hear music about ordinary people.s2：my favourite singer is zhou huajian，a well-known pop singer who was born in hong kong.as a high school student，he took interest in music and once took part in a singing competition held by local radio station and won the first prize.as the age of 19，he went to Chinese Taiwan province and studied there.the next year，he went to sing in a restaurant，where he sang for four years.one day，when he was singing in a restaurant，the manager of a record company was greatly impressed by his performance.so he was invited to join the company.he has been famous since then.t：good job!everyone has done a very good job!step 2 useful words and expressionst：you are expected to complete the exercises in learning about language independently.now let’s check the answers.（ask some students to the blackboard to write down their answers，then ask the other students to correct them.）the suggested answers：ex.1 on page 35 1.musical instrument 2.musician 3.fan 4.hit 5.karaoke 6.advertisement 7.dream of 8.passer-by 9.be honest with 10.break upex.2 on page 36musician，fan，dreamt of，passer-by，honest with，instrument，advertisement，karaoke，hitex.1 on page 701.instrument 2.popular 3.music 4.classical 5.clap 6.magical7.jazz 8.concertex.2 on page 70un-dis--less-ful-mentunkinddisadvantagecarelessgratefulapartmentunknowndisagreehomelesspainfulinstrumentun-usualdis-appearpowerlesspeacefulgovernmentdislikuselessepowerfulsuccessful-ern-al-ity-en-tioneastern international ability golden addition midwestern national activity wooden attention northern personal electricity consideration northwesternd analytical direction southern classical education southeastern magical information physical organization technological position protection reception situationsuggestionstep 3 a game with useful phrases learnt in the passaget：ok，so much for the homework.yesterday，we have talked about the monkees’ dream and they got a big hit after their hard work.every one has dream.so what is your dream?and what do you expect to happen?i would like all of you to discuss it with your partners.（after the discussion）t：ok，who would like to share us with your dream?s1：i dream of being an actor.but to be honest with you，i know i cannot act well.s2：i dream of being a singer.but to be honest with you，my voice is not so pleasant.s3：i dream of being a scientist.but to be honest with you，i am not good at science.s4：i dream of being a teacher.but to be honest with you，i have to be patient.s5：i dream of being a rich man.but to be honest with you，i have to work hard first.s6：i dream of being a doctor.but to be honest with you，i have to study more on biology.step 4 useful structurest：in this text，we have learnt two useful sentences with the structure：preposition+relative pronoun.who can find out the two examples?s1：the musicians of whom the band was formed played jokes on each other as well as played music.s2：however，after a year or so in which they became more serious about their works，“the monkees”started to play their own instruments.t：very good.so pay attention to the two sentences.in the attributive clause，when the preposition is put before the relative clause，usually only two relative pronouns are used “which” and “whom”.we never use “that”.look at the following sentences，then tell me their structures.1.the retiring teacher made a speech，in which she thanked the class for the gift.2.china has hundreds of islands，of which the largest is Chinese Taiwan.3.the book，the cover of which is broken，is not mine.4.in the strange city，he could not find anyone to whom hecould turn for help.t：in the first sentence，the preposition “in” is put before the relative pronoun “which”.“in which” means “in the speech”.who can tell me the structures of the other three sentences?s1：in the second sentence，the preposition “of” is put before the relative pronoun “which”，“of which ” means “of the islands”.s2：in the third sentence，the preposition “of” is put before the relative pronoun “which”，“the cover of which ” means “the cover of the book”.s3：in the fourth sentence，the preposition “to” is put before the relative pronoun “whom”，“to whom” means “he could turn to anyone for help”.step 5 exercises for consolidationt：so far you have got a clear idea about attributive clause with preposition ah ead of the relative clause.now let’s do some exercises to consolidate your understanding.have a look at ex.2 on page 36.there are many messages in the form，but they are all mixed up.you have to sort them out to get a correct message.let’s see who can get a ll the messages right.suggested answers：1.i remember the day when “the beatles” played their first hit and we were so happy.2.the guitar with which george gave many performances was lost while they were touring.3.the name by which the group was known was “the monkees”.4.the show in which “the flowers” became famous was held by a fan.5.the singer with whom coco li sang was very grateful.6.the musicians for whom they worked were very popular.t：ok.so much for the book.now have a look at the following sentences.the band was formed of the musician.the musician played jokes on each other as well as play music.how can we make the two sentences into one sentence?who can?s1：the musician of whom the band was formed played jokes on each other as well as play music.t：good job!we can use an attributiveclause with a preposition ahead of the relative clause.have a look at more exercises.and make the following sentences into one.let’s see who can be the fastest!1.the guitar was lost.they gave many performances with the guitar.2.the singer was very happy.coco li sang with the singer.3.the musicians were very famous.they work for the musicians.（after several minutes.）t：ok.who would like to have a try?s2：the guitar with which they gave performance was lost.s3：the singer with whom coco li sang was very happy.s4：the musicians for whom they work were very famous.step 6 rewrite the sentencest：please have a look at the example of ex.1 on page 71.the sentence can be rewritten in two ways.one rewritten sentence is in the future passive voice and the other one uses intransitive verb.here there are three more sentences.let’s rewrite them.（after several minutes，the teacher checks the answers.）suggested answers：1.please tell mr li that we will hold his solo piano concert at the capital concert hall.please tell mr li that his solo piano concert will be held at the capital concert hall.please tell mr li that his solo piano concert will take place at the capital concert hall.2.i’m glad to tell you that we will publish your new abc music book ne xt month.i’m glad to tell you that your new abc music book will be published next month.i’m glad to tell you that your new abc music book will come out next month.3.this is how we formed the no.1 chinese music website.this is how the no.1 chinese music website was formed.this is how the no.1 chinese music website came into being.step 7 summary and homeworkt：today we have gone over the important words and expressions in this unit.we’ve learnt the attributive clause with the preposition ahead of the relative clause.i hope you’ll review what you have learnt tonight.t：homework for today is to finish ex.2 on page 71.step8 the design of the writing on the blackboardunit 5 musicperiod 2·the musician of whom the band was formed played jokes on each other as well as play music.＝the band was formed of the musician.the musician played jokes on each other as well as play music.·介词＋关系代词引导定语从句·先行词是物的用介词＋which·先行词是人的用介词＋whomexample for attributive clause with the preposition ahead of the relative clause.1.the retiring teacher made a speech，in which she thanked the class for the gift.2.china has hundreds of islands，of which the largest is Chinese Taiwan.3.the book，the cover of which is broken，is not mine.4.in the strange city，he could not find anyone to whom he could turn for help.exercise for making the two sentences into one with the prepositin ahead of the relative clause.1.the guitar was lost.they gave many performances with the guitar.2.the singer was very happy.coco li sang with the singer.3.the musicians were very famous.they work for the musicians.step 9 record after teachingmusic教案篇2powerful music教案format of lesson planningbackground informationschool: _high school _________teacher: _陈星秀___________students: 50 senior high school students, class 2, grade 1material _ a violin and the law _____________type of lesson: reading_________lesson duration: __40minutes______date: ________________aids: _a radio and the blackboard__________contents: 1. vocabularywords for production: power, violin, beard, broken, sign, actually, actual, aim, sweet, calmly, clam, tune, hatred, wonder, dirt, note, excellently, excellent, sunshine, pause, strike, fellow, appearancewords for recognition: cabin, armed, forehead, decent, guy phrase and expressions: point sth. at, look around, a sign of, aim at, as if, a welcome visitor, one tune after another, give way to, a look of, beat time, die away, be in thought of, have a talk with sb., give oneself up to, tell of2. reading: a violin and the lawobjectives: 1. instructional objectiveslanguage knowledge:1) students should be able to understand the meaning of the “words for recognition” and can use the “words for production” actively.2) student can know the formation of the attributive clauselanguage skills1) help students use predicting, guessing skills in pre-reading part2) students should use skimming, scanning, distinguishing main ideas from supporting details in while-reading stage3) let students retell the whole story and imagine an ending for the story.2. educational objectives (affect, learning strategy and cultural awareness)1) let students know the power of the music and help them to realize the importance of communication. (here means david use a violin as the tool to make cal’s father to send his son to the police station)2) stimulate students’ interest in learning english culture in music part3) improve the efficiency of reading story by accelerate the speed of reading3. personal objectives1) use interactive model to help the students understand the main idea of the text.2) use task-based learning (role-play, retelling etc.) for the further study.focal points:1. the general understanding of the text2. the development of the story(beginning→conflict→climax→ending)difficult points:1. the logical of the text and the predicting methods used in the text.2. the power of the music and the characteristic of each character in the text.procedures and time allotmentstage 1 getting students ready for learning (1mins)step 1. greetingsstage 2 pre-stage（pre-reading, pre-listening）(9mins)step 1(4mins) lead-in (inspire students’ desire to learn about music and stories about music)play some pieces of music, and ask the students how they feel when they hear it.piece 1: the music played in the advertisement of pepsi. –coolpiece 2: a light music with birds and insects singing. –relaxed piece 3: the music played in a big shopping mall. –eager tobuy.piece 4: a song sung between lovers. –romantict: what do you think of music? –magic/ powerfulstep2: (5mins) prediction (prepares the students for the text and inspires their desire to check if they have guessed right)1. look at the picture; guess what may happen in the story: who? where? why? when?2. read the title of the text and predict whether the following statements are true or false. and then make up a story in groups.before this, teacher may use some pictures to present the new words with pictures such as power, violin, sign, sweat, tune, fellow, cabin, forehead etc. it may give some help for them to make up their story.stage 3 while-stage (while-listening, while-reading…) (20mins)1. skimming the text and answer the question below. (8mins)a. put the following sentences in the correct order. (on page35)b. answer the questions to check if the students have got a brief idea about the text:what did david want to do when he came to the cabin?why didn’t the old man answer david’s questionwho plays the violin?what did the man asked david to do when david finished playing the violin?did david get the man he wanted? when and why?2. read the text carefully and do the exercise. (7mins)a. guess the meaning of the words in the text (decent/ forehead/ armed/ killer/ catch sight of/ die away/ beat time/ give away etc)b. answer questions to check if the students have got a deep understanding of the text (students are divided into several groups to discuss, questions is on page 36):why did david feel sweat on his forehead when he crossed the room?was david a welcome visitor? etc.3. analyze the text. fill the, blanks. (5mins)beginning:conflict:climax:ending:ask how the old man’s attitude towards david changed from the beginning to the end.step 4 post-stage (10mins)after teacher finishes the analysis of text, the students now should understand the clue and the relationship between law and violin. so in order to make students further understand the text and improve student’s language skills. here are three assignments:assignment1: role-play (6mins)objectives: to make students understand the contents of the test deeply.methods:（1）divided students into several groups according to the number of characters (3 students form a group)（2）ask them to make a dialogue complying with the content of test（3）next time, teacher will ask each group standing in point of other students to present their dialogueassignment2: ask some questions after reading the text(3mins)what changed the old man? --musichow do you think of music? --magic/ powerful/ makes get away from evil/ reach a better understanding between people etc.step 5: homework (2mins)（1）ask student to finish the practice on page35 about the comprehending（2）ask student to write a simple summary of the text.（3）guessing what would happen at the police station next? work in groups to go on telling the story.music教案篇3would you mind turning down the music教案2unit 7 would you mind turning down the music ?analysis of unit 7teaching goals:1. 学习would you mind doing sth ?这一句型，学会恳请对方对于某事如何表达歉意。
高中英语必修二Unit5_Music教案
Unit5 Music （一）[教学目标]：一、知识与技能1、掌握话题语言的运用、就熟悉的音乐话题表达看法；2、了解各种各样的音乐形式，深化对音乐的认识；3、学会从一般文字资料中获取主要信息、思考话题背后的更深层次的内容，学会深入发掘和探讨。
二、过程与方法1、听音乐，感受音乐风格；2、分组讨论、合作练习；3、结合所知，分类整理与归纳。
三、情感态度与价值观1、增添音乐欣赏趣味，提高音乐修养；2、懂得在日常交流中与他人分享各种学习资源、理解并尊重他人；3、培养合作精神和积极乐观的人生态度。
[教学重点]：1、掌握有关音乐的单词、熟练运用课文中所出现的重要词汇与短语2、学习由介词+which/whom引导的定语从句3、进一步熟悉有关建议与偏好的表达方式[教具准备]：多媒体、音乐文件[引入新课]：提出问题；同学们最喜爱的音乐类型是什么？理由？[讲解词]：音乐是我们日常生活中表达喜悦、忧伤、幸福、忧愁等诸多情感的媒介，也是大家十分喜爱的艺术形式，要让大家说出自己喜爱的歌手或者音乐家我相信大家一定可以说出好多来。
今天我想和同学们探讨一下，大家平时喜爱的音乐类型，对这些音乐类型的了解和体会，我也很想听听同学们对这些音乐类型的看法，给大家讲讲为什么喜欢这种音乐类型？（选若干同学们回答）（适当总结学生所讲）同学们对所喜爱的音乐类型理由的阐述也是各有道理，所谓萝卜白菜各有所爱，每个人都有自己独特的个人喜好，对音乐类型的偏好也是如此。
也许某一天你们之中有人会成为音乐家，或者有人会成立乐队，给大家带来好听的音乐作品，丰富大家的精神生活。
[讲授新课]：一、介绍门基乐队[提出问题]：同学们有没有听过门基乐队？门基乐队有哪些作品？[学生讨论]：对门基乐队的了解。
门基乐队是一只美国本土乐队，由四人组成，于二十世纪60年代兴起，最初，乐队成员是应一则电视广告走到一起的。
主要作品有《Waiting For The Sun》、《The Unknown Soldier》、《The Soft Parade》、《Morrison Hotel》[运用教具]：播放门基乐队的《I'm a believer》给学生听，使他们亲耳感受门基乐队的风格特点。
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说课教案
教学内容:人教版高中英语必修课本第二册Unit 5 Music Reading 部分“ THE BAND THAT WASN’T “这篇文章是对本单元主题MUSIC 的延伸,讲述一个欧美组合Monkees的成名史,全文由四个段落组成,包含了本单元主要的单词及语法点—定语从句.
学情分析: 本阶段学生虽然已经具备了基本的听说读写能力,但是需要更多的机会来应用他们所学的知识表达自己的感受,想法,经验等,同时很多学生还不具备独立自主学习和与同学互助合作学习的能力. 教学目标:
1.知识目标:
⑴帮助学生认知和掌握新单词,短语以及重点句型.
⑵了解有关音乐的一些基本信息.
2.能力目标:
⑴提高学生组织和运用英语这门语言的能力
⑵通过( 略读) skimming掌握文章段落大意, (精读) scanning找到所需信息和细节内容的能力.
3.情感目标:
⑴帮助学生了解如何组成一个乐队
⑵培养学生之间相互合作的能力.
教学重难点:
1. 教学重点:
⑴帮助学生掌握文章的大意,具体的细节,定语从句等语法点
⑵了解MONKEES这个乐队是在什么样的情况下组成,如何发展壮大,
怎样的机会下成名的.
2. 教学难点:
⑴学生用自己的语言正确流畅地表达自己的观点
⑵Prep+which/whom attribute clause.
教学方法:
1.交际性教学法课堂上注意师生之间,学生之间的交流
2.任务型教学法以任务驱动的形式给学生创造机会. 创设真实的情
境来表达自己的观点的等
3.多媒体教学本节课主要以PPT形式呈现,辅助黑板教学
教学步骤:
Step 1 Pre-reading. (About 5 minutes)
1. Show some pictures of some famous bands to the students.
The Beatles, SHE, the Backstreet Boys, Zero Point Rock and Roll, the Monkees.
目标: 活跃课堂气氛,是学生可以快速进入主题
2. Four Ss a group. Discuss the following questions about music:
1) Do you often listen to music?
2) How does music make you feel?
3) Do you want to form your own band? Why?
目标: 培养学生互助学习和用英语正确流利地表达的能力,同时内容
紧扣音乐这个主题
Step 2 Fast reading. (About 8 minutes)
目标:
1, 培养学生快速阅读的能力
2. 帮助学生掌握文章的大意,对文章有基本的了解以便深入分析文章1. Read the passage quickly and tell us what the passage is about. Many people want to be famous as singers or musicians. However there are four young men formed a band but could only pretended to sing at the beginning. Later they became serious about their music and finally hit the world and was even famous than the Beatles.
2. Analyze the main idea of each paragraph. Before that ask students to read each paragraph.
Step 3 Careful reading. (About 20 minutes)
目标:
1. 培养学生精读课文的能力
2. 帮助学生把握具体的细节内容,加深对文章的理解.
3. 知晓组成一个乐队需要哪些准备
4.了解MONKEES 这个乐队的发展
5. 掌握一些生单词,词组
6. 辨别介词+关系代词的定语从句
Read the passage carefully and finish the following tasks:
1. Do the exercise T or F:
(1) Most musicians like to form a band because they enjoy playing to passers-by in the street.
(2)Only the band “The Monkees” is mentioned in the text.
(3)It was" The Beatles" that started in a different way.
(4)It was hard for the TV organizers to look for good rock musicians.
(5) Though the band pretended to sing at first, they were popular with the fans.
(6) " The Monkees" never played their own songs.
2. Read paragraph 1& 2 and fill in the form:
3. Read paragraphs 3&4 and fill the following blank.
The Monkees is made of a band of four musicians, who played jokes on each other as well as played music. They gave so good performances that their fans supported them fiercely. A year or so they become more serious about work. The Monkees produced their own records and play their own music. The band broke up in about 1970s, but reunited in the mid-1980s.
4. Choose the adjectives that you think best describe “The Monkees”. Give your reasons.
Popular lively funny foolish attractive brave crazy noisy classical Intelligent bright crazy humorous honest famous smart determined 5, Underline all the attributive clauses in the passage:
⑴Have you ever dreamed of playing in front of thousands of people at a concert, at which everyone is clapping and appreciating you music? (Paragraph 1)
⑵They may start as a group of high-school students, for whom practising their music in someone’s house is the first step to fame. (Paragraph 2)
⑶Later they may give performances in pubs or clubs, for which
they are paid in cash. (Paragraph 2)
⑷The musicians were to play jokes on each other as well as play music, most of which was based loosely on the Beatle (paragraph 3)
⑸However, after a year or so in which they became more serious about their work. (Paragraph 4)
⑹They produced a new record in 1996, with which they celebrated their former time as a real time. (Paragraph 4)
Step 4 Post reading. (About 7 minutes)
目标:强化学生所学知识,学以致用
1.Listen to a song “I wanna be free” sung by the Monkees.
2.Write a story about Music according to the following principles:
1). Including some attributive clauses.
2). Choose a topic of Music such as styles, musicians or singers, evolution etc.
3). About 150 words.。