music 教学设计

第一篇：music 教学设计

外延高中英语book2 module 3 music教学设计 发布者： 孙荣 发布时间： 2012-7-30 19:34:57 延安市第一中学 孙荣

一、教材分析

本节课是阅读课,本文围绕音乐这一主题向学生介绍了海顿、莫扎特和贝多芬等三位欧洲十八世纪的伟大的音乐家的主要成就和生平细节, 是学生感兴趣的话题。现阶段学生已经具有一定的语言基础,具备一定的认知能力,有自我的观点和看法,对音乐会非常感兴趣,对本文一些知名的音乐家会有所了解,但对于音乐家的英文名不会太熟悉。通过阅读，学生学习了新的词汇和句型，提高了阅读水平,并能学习音乐家们坚持不懈的精神。

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。

三、教学目标

Teaching goals： 1.Target language:

a.important words and phrases:

court, director, genius, symphony, talent, compose, album, catchy, be known as, change...into..., be impressed with, go deaf b.important sentences:

Other composers had written symphonies before Haydn, but...P22 Having worked there for 30 years, Haydn moved to...P22 By the time he was 14, Mozart had composed...P23 While he was still a teenager, Mozart was...P23

After they had known each other for many years, Beethoven said...P23

2.Ability goals:

Enable the Ss to talk about some world-famous composers.3.Learning ability goals:

Help the Ss learn how to talk about some famous composers in the world.四、Teaching important points:

Get the Ss to learn something about Joseph Haydn, Mozart and Beethoven.五、Teaching difficult points:

Background of the three famous composers and different types of music.六、Teaching methods:

Fast reading, listening, comparison and discussion.七、Teaching aids:

A projector and a computer.八、Teaching procedures: Step 1 Lead-in

Make “introduction”as the topic of leading-in.1.As the beautiful music goes on, show the students pictures of famous bands, singers, directors and different musical instruments home and broad students are interested in.2.Brain-storming.Divide the students into groups to have a competition— ask students to speak out as many words about musicians and musical instruments as they can.(设计意图:让学生了解课文中将出现的单词或者短语,激活学生已有的知识图式,为课文学习提供语言词汇上的支撑。采用图片激趣、头脑风暴形式,使得课堂气氛较为活跃,且提高了学生学习的兴趣,便于调动学生的参与意识,激活学生大脑中的知识储备,同时有效地激发学生的阅读欲望,很快融入课堂教学内容。)

Step 2 Pre-reading Discussion

Show the pictures of the three well-known musicians on the screen and make students have a discussion about them with the help of teacher.Q: How much do you know about Haydn/Mozart/Beethoven?

Could you tell us something about them?

(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。)

Step 3 While-reading 1.Scanning

1)Ask the students to read the passage quickly and choose the best title for it.2)Lead the students to divide the passage into parts to have a good understanding of the structure of the passage.(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(group work)

Complete a chart about the birthplace, father, achievement and experience of the three musicians.（设计意图: 查读是快速获得信息的一种手段。利用表格进行读书摘记,使课文内容化繁为简,思路清晰。这一教学环节中既培养了学生查找信息、处理信息的能力,也培养了学生合作与探究意识。）

3.Careful reading Task 1: Read the passage again, and decide whether the following statements are True or False.1)The three composers were all born in Austria.2)Mozart had a beautiful singing voice.3)Mozart died before his fortieth birthday.4)Beethoven once worked at the court of a prince, who began to go deaf when he grew older.5)Beethoven had ever met Haydn, but he didn't think he taught him a lot.6)Both Haydn and Mozart had fathers who were musicians.Task2: Pair work Read and listen to the passage.Meanwhile, answer some more questions：

1)How did Haydn change the form of symphonies? 2)How long did he work in eastern Austria?

3)How many pieces of music did Mozart compose?

4)How old was he when he played for the Empress of Austria? 5)How long were Mozart and Haydn friends?

6)Who taught Beethoven how to play the piano?(设计意图:该步骤检测学生是否正确获得了文章提供的主要信息,问题由浅入深,让所有的学生都有成就感,体现了现代理论提出的课堂要面向全体学生的要求。通过详读,培养学生的推理、判断、把握作者意图等处理信息的能力。教育)

Step 4 Post-reading 1.Interview

Invite three students to play the role of three musicians separately and the rest students can ask them questions about the living life about three musicians according to the passage.(设计意图:进一步巩固从文本中所获取的信息,并在此基础上输出语言,初步运用课文中的语言知识。)2.Discussing in groups

What makes the three musicians world-famous?(设计意图:这一环节旨在深化学生的阅读,学习音乐家们坚持不懈的精神。同时促进学生语言的拓展、知识的迁移和灵活应用。)

Step 5 Homework Write a composition about your favourite musician.(设计意图:将学生的语言技能训练从听、说、读,最后落实到写。从而全面培养学生的综合运用英语的能力。)评价与反思：

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。学生在教师的引导下,通过个体的自主学习、小组合作探究的学习方式,增强对网络的正确认识,提高了人文素养。

第二篇：4bu6 music 教学设计

Module 2 My favourite things

Unit 6 Music 教学设计

Period 1 张村乡中心学校 侯丽芳

一、教材分析

本单元的主题是“Music”,通过本单元的学习，让学生能够听、说、读、写wonderful,whose,及violin,guitar,piano等有关乐器的重点单词，并能在一定的语境中正确运用；能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；能运用所学句型“Whose...is it?询问了解物品的所有人，并用It’s...’s...做出相应的回答；通过呈现经典童话故事《花衣魔笛手》，受到情感熏陶，做一个诚实守信之人。通过本单元的学习，培养学生热爱音乐，热爱生活的美好情感。

二、学情分析

经过一年多的英语学习，孩子们对英语具有了一定的感知能力。但仍需要大量的语言输入，但由于语境及大环境的欠缺，教学中仍需把已学过的词语或语法与新授内容不断结合起来，以旧带新，温故知新，逐步扩展。

四年级孩子往往乐于模仿，敢于表达，容易为一些新奇刺激的事物所吸引。所以他们对课件里的动画和能动发声的教具感兴趣。孩子们对音乐话题很感兴趣，同时也乐于谈论并展示自己的喜好。

这个阶段他们的抽象逻辑思维仍有很大的不自觉性和具体形象性。所以对语法的讲解，如所有格，只能通过词句的反复训练和感知来习得

语法知识。

三、设计理念

基础教育阶段英语课程的任务是通过各种教学活动，激发和培养学生学习英语的兴趣，养成良好的学习习惯和形成有效的学习策略，发展自主学习的能力与合作创新的精神，培养学生综合运用英语的能力。本节课遵循以上原则，采用“自主、合作、探究”学习方式，在教学过程中结合教学内容，借助多媒体，采用模仿、表演等多种形式创设教学情境，将活动贯穿于每个环节，让学生在轻松、愉快的氛围中达到学习目标。

四、教学目标

（一）语言知识目标：

1、能听、说、读、写有关乐器的单词violin,guitar,piano，正确运用单词wonderful,whose。

2、能在语境中正确运用句型“Whose...is it?询问了解物品的所有人，并能用人名后加’S的方式做出回答。

（二）、语言技能目标：

1、能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、通过句型的学习，会用英语询问谁是物品的主人，并能转述相关信息。

（三）、情感态度目标：

在音乐中感知不同的乐器，培养学生大胆开口，敢于表现，热爱音乐的美好情感。

五、教学重点

1、词汇：wonderful,whose,violin,guitar,piano。

2、句型“ Whose...is it? It’s...’s...。教学难点：

名词所有格’S的用法。

六、教学过程: 课前播放音乐《Twinkle,twinkle,little,star》《The music man》，感受音乐带来的轻松、愉悦，将孩子们自然而然带入英语的学习语境。

Step 1 Warming up Free talk: T：Do you like music ? I like music very much.The music is wonderful!T：Today ,we are going to talk about the music.(板书：music)What musical instrument do you know? Ss:学生列举知道的乐器。

T：Wow ,so many musical instrument!You are wonderful!Next ,Let’ play a game ,listen and guess, what can you hear? 听一听，猜一猜，你能听出是什么乐器演奏吗？ Step 2 Presentation(1)Learn new words.课件展示不同音乐声，让学生来猜乐器，并出示新单词：guitar,piano,violin.‚piano‛

T:(播放音乐)Listen ,what can you hear? Do you know how to call it in English? Ss: piano ,pi-a-no, piano(师板书)T:你们知道吗？演奏钢琴，用英语表达就是：play the piano ,乐器的单词前面要加定冠词the.Ss:Follow。

T: I can play the piano.Can you play the piano? Ss : 模仿跟读。‚violin‛

T:(播放音乐)Listen again ,what can you hear? Ss :violin ,vio-lin,violin---play the violin---write.Ss : 模仿跟读,拼写。

3、Teaching ‚ guitar, drum, triangle‛ by the same way.4、Have a chant.(打着节奏说唱)_ Guitar,guitar , play the guitar,can you play the guitar? Piano ,piano, play the piano, I can play the piano.Violin,violin ,play the violin ,who can play the violin?（2）Learn new sentences.T：(出示吉他图片)Look ,it’s a guitar.Whose guitar is it?(板书，并讲解：who ：谁，whose：谁的，whose guitar：谁的吉他？)look at the name.oh, it’s Joe’s guitar.(Joe’s:表示谁的物品时，人名后加‘S,如： Joe’s表示为Joe的，Kitty’s表示为Kitty的。）

操练句型：  课件出示练习 师生实物问答练习

（3）Learn ‚listen and say‛.1、情景导入

T:Kitty and Jill like music too.Now ,they are talking about something about music,because they will have Music lesson.Look, Wow,so many musical instrument!What musical instrument can you see ? S:I can see...2、Look ,listen and answer.（带着问题仔细听录音，Kitty和Joe会演奏什么乐器？）

1)What can kitty play? 2)What can Jill了 play? 3)Whose guitar is it?

3、小组交流、反馈

Step 3 Summay Complete ：

Kitty and Jill like music.Music is wonderful.Kitty can play the.But Jill play the violin.She can play the.They see a.It isn’t Jill’s.It’

s guitar.Step 4 Practice

1、分角色表演对话。

2、配音游戏。你能为图片配音吗？比比你的记忆力！

3、改编对话。

小组合作，以身边的实物为话题，谈论喜欢的事物及它的主人。

4、全班展示，评价。

5、sing the song, ‚The music man‛.Step 5 Blackboard writing

Unit 6 music guitar

Whose piano is it? violin It’s Joe’s...Kitty’s...Step 6 ：课后反思

在本次的送教下乡活动中，我精心的做了准备。虽然不是专业的英语教师，没有专业的英语功底，虽然身边的同行也一样没有什么经验和专业指导。但我还是非常感谢我的同伴，能给我精神上的鼓励；我也感谢自己，在经过几次可能并不成熟的试讲、打磨、再试讲，这样一次蜕变的过程，让我有了新的提升、成长和领悟。本次的讲课，我尽我所能的正常发挥了自己的水平，自我感觉还是比较满意的。

成功之处：

1、教学过程中，各环节设计紧紧围绕中心，围绕目标进行，让每个环节的进行都是有意义的，都是为目标服务的。

2、注重激发孩子们学习英语的兴趣。让活动贯穿始终。如：课前循环播放英文儿歌，让孩子们尽情体验音乐带来的轻松、愉悦的享受。导入环节，以孩子们感兴趣的音乐话题导入，谈论为什么喜欢音乐，以及知道的乐器，自然而然引入单词wonderful的练习及表示乐器的单词学习；单词操练中，为避免枯燥，设计了有节奏的拍打说唱练习，学生兴致盎然；句子操练中，通过实物演示、配音游戏、改编对话等方式让孩子们时刻有一种新鲜的感觉，有一种探索的欲望去积极参与、展示。

3、轻松快乐中，不知不觉学用英语。教学的每个环节，不是生搬的教孩子们学习单词、句子，而是在游戏或创设一定的语境中，自然而然引出学习内容。如单词的学习，我以“听一听，猜一猜，你能辨出是什么乐器在演奏？”通过播放不同的乐器音乐，让孩子们在倾听中感知不同的乐器，进行单词学习，水到渠成。孩子们整节课也表现的积极、亢奋，乐于互动，展示。

失败之处：

教学是一门遗憾的艺术。虽整体感觉还行，但还是存在诸多问题，需要不断的学习改进：

1、时间把握不够合理，最后一个改编对话的拓展训练，因时间关系，未进行完，草草收了场，因此也慌了心，在结束时没有对本课内容进行一个概括、完结。

2、这节课在前一天孩子们刚刚学习了，可以说是一节熟课了，所以在教学中没有多大的障碍和问题产生。也就有些“新课不新”的感觉。

3、自己还是比较依赖于教材，不能够大胆的跳出文本，更深的去挖掘教材。

4、课堂用语不够熟练、准确，自身专业素养仍需提高。

以上只是我的一些粗浅的看法，有些思想见解不见成熟，或出现偏差。烦请老师们能不吝赐教。我必将认真改正。

第三篇：Unit 6 Music 教学设计

Unit 6 Music 教学设计

教学目标：

知识与技能：1）能在语境中正确运用本节课核心词汇。

2）能用Whose guitar is it?询问某个物品的主人是谁，并能用It’s …’s …做出相应答。

过程与方法：通过出示图片、播放视频、做游戏等形式

真切 的体会和学习本节课内容。

情感态度与价值观：使学生通过乐器的学习感受到音乐的魅力，从而热爱生活。

教学重点：

词汇：whose, guitar, piano, violin 句型：--Whose guitar is it?--It’s Joe’s guitar.教学难点：

名词所有格’s的用法。课前一分钟训练： Sing a song.教学过程： 一． 导

T: Look at the picture(PPT展示一张音乐教室的图片)，where is it? Ss: It’s in the music room.T: What can you see and what can you do in the music room? Today let’s learn Unit 6 Music.(板书)二． 学

1.1）(PPT出示钢琴图片)T：Look, what’s this? Ss:钢琴。T: Yes, how to read it? First, let’s look at these two words.(no, nose)So letter o for/əʊ /.Ok, follow me, piano /pɪ'ænəʊ/.操练单词，开火车，大小声，领读，男生女生分别齐读等方式。2）(出示郎朗照片)T:Who is he? Ss: He is Lang Lang.T: Can he play the piano? Let’s look at the vedio(播放郎朗弹钢琴的视频)T：Now answer my question, can he play the piano? Yes or no? Ss: Yes, he can.3）强调play the piano 词组 play 加乐器中间要加the.can he…? 的肯定答语和否定答语。4）男女生PK，操练句型。

2.1）(出示小提琴图片)T：What’s this? Ss:小提琴。T：Yes, how to read it? Let’s read this word “lion”, “io” for /aɪə/ So try to read it.violin /vaɪə'lɪn/.练单词（方法同上）

2）播放拉小提琴的视频，T：What can she play? Answer my question.找学生回答问题。S: She can play the violin.3）操练句型，男女PK。

3.1）(PPT 出示吉他的图片)T：What’s this? Ss: 吉他。

T：Yes, how to read it? Look at these two words: park, car.‘ar’ for/ɑ:/.So this word, try to read it.guitar/gɪ'tɑː/ 操练单词。

2）播放弹吉他视频。T：What can he play? Answer my question.S: He can play the guitar.3）操练句型，男女PK。

4.Play a game: Simon says.整体操练单词 piano, violin, guitar.5.播放课文动画。带着问题读课文 1）Can Kitty play the violin? 2）What can Jill play? 3）Whose guitar is it? 6.一起解决前两个问题。T：It’s not my guitar.Is it your guitar? Ss: No, it isn’t.T: So, Whose guitar is it？(板书)It’s Joe’s guitar.解释‘s所有格表示。。的。7.操练句型。三． 练 1）Make a chant.2)Guess, what is it? 听音频，学生快速反应听到的乐器.3）头脑风暴--School Band.给学生15秒时间快速记忆乐器的所属人，然后用Whose __is it? It’s __’s _ 来练习句型。

四、拓展延伸：

向学生介绍下中国的民族乐器。

五、课堂小结

六、测（见题单）

七、作业布置 1.Copy the new words: guitar, piano violin, whose.2.Read the text to your parents.八、板书设计

Unit 6 Music

--Whose guitar is it?--It’s Joe’s guitar.piano violin guitar

第四篇：第二册 unit5 Music 教学设计

Book2 unit5 Music 教学设计

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更新时间：2012-11-28 20:11:35

Book2 unit5 Music Period 5 Speaking and writing

Teaching Goals

1.To develop the Ss’ ability of speaking and writing.2.Enable the students to express what they think of some kind of music and musicians.3.To help the Ss to reflect on how and what they have learned from this unit.Important points

1.Let the students talk about music freely.2.Get the students to be familiar with the steps to write a passage.3.Get the students to write about some music.Difficult points

 How to express their opinion freely. How to write a fluent passage.Teaching Methods

 Pair work or group work to practice speaking. Task-based method to help the students to organize their writing.Teaching aids

 A multiple-media computer. A slide projector and blackboard.Teaching Procedures Step 1 Lead in

Lead in by asking some questions, get the Ss to brainstorm different kinds of music style:

Do you like music? What kind of music do you know? Can you name some music style? Music styles: Orchestra(管弦乐);Folk music(民族音乐);Rock and roll(摇滚音乐);Classical music(古典音乐);Jazz(爵士乐);Choral(合唱);Country music(乡村音乐);Rap(说唱音乐);Pop music(流行音乐);

Step 2 Enjoyment

Choose a piece of Mozart’s music: 小夜曲

Ask the students to put their heads down on their desks, close their eyes and enjoy the music.Step 3 Speaking

1.After listening, ask the students to discuss how they feel while listening:

Was it a pleasant experience? In what circumstances would you listen again to such music? How did it make you feel? 2.Get the Ss to think: What is your idea of music, Try to use some adjectives to describe it, The initial letter should begin with MUSIC, like this: M

magic, musical U

universal S

skillful I

impressive, important, imaginative C

calm

cheerful

classical

comfortable

3.Ask the Ss to use the following sentences to express their own opinion on music:

Music makes me feel … I prefer/hate … because …

If I’m worried/frightened/ concerned about… I prefer to listen to … I find that if I listen to … I feel… I attach great importance to …

Step 4 Speaking task(Page74)

In this part the students work in pairs to discuss what music and musicians they like or dislike and give their reasons.Make notes to help remember what you are going to say: My favorite: Name:_______________________.Famous music of his/hers that I love: ____________________________.What I like about his/her music: ____________________________.My general assessment:_______ ____________________________.Discuss and make a dialogue with your partner Sample dialogue:

A: What kind of music do you like, pop music or …? B: I（really）like…, because… A: Who is your favorite singer? B: Well, I prefer /like… Her/his music makes me feel… Who do you prefer? A: I like ….B: …

3.Ask two or three pairs of Ss to act their dialogue.Step 5 Writing(writing task on Page74)Write about your favorite musician 1.Make a list of adjectives and verbs has been used in the last two periods so that you can make your writing more interesting and vivid.2.Outlining(How to write)1)Introduction: Who is your favorite? My favorite song 2)Giving the reasons: Why you like them Why I like the song 3)My assessment;3.Allow the Ss enough time to write.4.Group assessments.Get the Ss to do group work: exchange their own passage and share.5.Presentation: ask two or three Ss to present their passage.Step 6 Learning strategies

Music is more than just sound.It is a way of thinking.When you listen to music, sing or play an instrument, you are also becoming better thinkers.You can learn English from songs too.While singing a song, you are learning English grammar and vocabulary.Try to use them in your everyday English conversations when it is suitable.End the class with the song: I’m yours； Music is universal;Music is everywhere;Music makes us being together

第五篇：Unit 5 Music 教学设计

The teaching design of reading in

Unit 5

Music

(part2 the band that wasn’t)Ⅰ.Analysis of the textbook

This unit is from grade 1B in Junior high school textbook.And the topic of the lessen is music & music style, it is mainly about the forming and the development of Monkees band.After this class, it can give students a brief introduction to the forming of a band.Ⅱ.Analysis of teaching methods &studying methods A.teaching methods: question and answer, discussion,task-based method.B.Study methods: individual learning ,cooperative learning

Ⅲ.Teaching objectives A.Knowledge: a.To learn some knowledge about music and the development of the Monkees band b.To master some reading skills like:prediction, skimming and scanning.B.Emotion and value a.Learn the function of music in our life singers b.Have a objective attitude to our favorite c.Have a comprehensive knowledge about success

Ⅳ.Key points & difficult points

Key points:

a.pick up some key words and phrase to summarize the coming –of –age life of The Monkees band

b.Master some key words’ meaning and learn to analyze some complicated sentences

Difficult points:

a.Master some reading skills :skimming ,scanning and detailed reading

b.master some grammar in this text

Ⅴ.Teaching procedure A.Lead-in a.To present some pictures about music styles and their own famous singers respectively, and ask students to think about which kind of music is their favorite and which singer they like best.b.Match music with it’s style by listening to some clips of music.B.Pre-reading

To show students some famous bands ,of course ,including the Monkees.Then ,listen to a clip of Monkees’ music ,and ask them to think about what factor is the most important for a band and how to form a band.C.while-reading

a.Summarize main idea Ask students to predict what the passage is mainly about according to the title and the picture in the text

b.Skimming.Ask students to read the text quickly and find out the main idea of each paragraph and match them.Then, ask them what the meaning of the title and whether it can be replaced by “the band that isn’t “.c.Detailed –reading Read the passage again and answer the following question.1.How do some bands formed by high school students earn extra money?

2.Match the sentences about “the Monkees”.3.Fill in the blanks and make clear the development of “the monkees”.4 retell the story by some key words.D.Post-reading a.Work in groups : make a interview in your group.One is considered to be a reporter and the others are the members of a famous band.The reporter will ask them what they think is important for their success b.Discussion

According to the Monkees’ success, what can we learn from their success.