Music 说课教案

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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。

外研版高中英语必修二《Music》优质课公开课课件、教案

外研版高中英语必修二《Music》优质课公开课课件、教案Module 3 MusicI．教学内容分斩本模块以“Music”为话题。

学生通过本模块的学习可以了解古今中外的音乐家，提高他们的音乐欣赏水平，培养他们对音乐的评价和鉴赏能力，从而丰富学生的音乐知识，提高学生的艺术修养。

Introduction部分通过设计的两个活动让学生复习和学习一些常见的乐器的名称，激发学生学习本模块的兴趣。

Reading and Vocabulary该部分向同学们介绍了音乐家海顿、莫扎特和贝多芬以及他们的伟大成就。

让同学们在阅读的过程中了解音乐家的奋斗历程，树立正确的人生观和价值观。

通过相关的活动，训练学生的综合语言能力。

Grammar 1学习并巩固时间状语从句。

Writing要求学生阅读一封外国朋友的电子邮件，并根据问题写一封回信。

Function通过回答问题和完成句子让学生懂得如何表达喜好和厌恶，从而初步培养学生的鉴赏能力。

Listening and Vocabulary首先通过听力活动帮助学生了解和学习有关英国乐队The Beatles的背景知识，接着让学生学习新的词汇。

在训练学生听力的同时考查学生的理解能力。

Grammar 2复习过去完成时态。

通过练习帮助学生巩固过去完成时态的基本用法。

Pronunciation学会如何在日常交际中使用升调和降调。

Everyday English要求学生掌握表达喜好的一些用语和有关音乐的日常用语。

Cultural Corner学习一篇有关著名作曲家叶小刚的文章，了解他的音乐经历和音乐成就，增强学生的民族自豪感。

Task训练学生仿写一篇介绍著名音乐家生平和作品的文章。

Module File对整个模块的学习内容进行归纳总结，有助于学生对所学知识进行复习和巩固。

II．教学重点和难点1．教学重点(1)本模块的生词和短语。

(2)弄清楚时间状语从句和过去完成时态的用法。

(3)谈论有关音乐的话题。

初中英语music教案

初中英语music教案年级：初中教材：《新目标英语》教学目标：1. 能听懂、会说、会唱关于音乐的歌曲。

2. 能用英语简单描述自己喜欢的音乐类型和音乐作品。

3. 培养学生的音乐兴趣，提高学生的音乐素养。

教学内容：1. 学习关于音乐的相关词汇：song, music, piano, guitar, singer, band, album, cd等。

2. 学习关于音乐类型的词汇：pop, rock, jazz, classical等。

3. 学习一般现在时的句子结构：I/We like(love, enjoy, prefer)... I/We don't like(love, enjoy, prefer)...4. 学习一般疑问句的结构：Do you like(love, enjoy, prefer)...?Yes, I/We do. No, I/We don't.5. 学习歌曲：My Music。

教学步骤：Step 1: Lead-in1. 教师播放一首学生喜欢的歌曲，引导学生听歌并猜测歌曲的类型。

2. 学生回答后，教师给出正确答案，并引导学生用英语描述自己喜欢的音乐类型。

Step 2: Presentation1. 教师展示关于音乐的一些词汇，如song, music, piano, guitar, singer, band, album, cd等，并引导学生跟读。

2. 教师展示一些音乐类型的词汇，如pop, rock, jazz, classical等，并引导学生跟读。

3. 教师引导学生用一般现在时描述自己喜欢的音乐类型，如：I like pop music. I don't like classical music.Step 3: Practice1. 教师播放歌曲《My Music》，引导学生听歌并跟唱。

2. 教师引导学生用英语描述歌曲中的乐器、歌手和音乐类型。

Step 4: consolidation1. 教师组织学生进行小组活动，让学生互相询问喜欢的音乐类型，并用英语进行交流。

Module4Music说课稿

Music双鸭山市第一中学赵志成An Interview with Liu Fang说课稿双鸭山市第一中学赵志成一、教学分析（一）教材分析1.教材地位与作用本课是外研版高中英语选修6模块4的内容。

本模块以音乐为话题，本课是阅读课，内容为音乐人物专访。

通过本节课的学习，既可以让学生了解民族音乐家刘芳的个人信息，又可以为本模块后面内容的学习提供话题和语境，是一个非常贴近生活、具有可挖掘性的教学主题。

2.知识线索了解刘芳有关音乐事业发展的相关信息，增进对民族音乐家及民族音乐的了解。

3.现实意义本课所选的语言素材涉及音乐人物介绍及中国古典音乐，具有典型的时代气息，增强了文化意识的培养。

4.课程特点（1）本课贯彻学习过程的自主性、合作性和体验性，体现课程的时代性。

（2）本课课程资源丰富，可以通过现代教育技术来整合优化这些资源，体现教学手段的先进性。

（3）本课的教学要求教师有丰富的民族音乐方面的知识，需要教师不断学习更新知识结构，体现教学理念的发展性。

（二）教学策略与教学手段新课改不仅注重知识的学习，也注重学生能力、学习策略及情感态度价值观的培养。

根据教学内容及学生实际，采用以下教学方法和策略：1.教学方法：学案导学，情境教学，任务助学。

2.教学策略：情境激趣策略，任务仿真策略。

3.教学手段：利用多媒体辅助教学，为学生提供与学习有关的图文、影音等学习资源，符合新课标中“拓宽学生学习渠道，提供丰富学习资源”的要求。

（三）学习方法指导课前预习学案，为课堂学习铺垫背景知识；课上通过参与不同学习活动，通过自主学习、探究学习和合作学习来建构知识，提升能力。

二、教学目标设计《英语课程标准》指出：教师要善于结合教学实际的需要，灵活地和有创造性地使用教材，但在筛选教材时要做到“脑中有课标、心中有学生、眼中有教材”。

基于以上对教材的分析，根据新课改和英语新课标的要求，结合现代教育技术可以提供的学习资源，确立了如下教学目标：（一）知识与技能了解民族音乐家刘芳的个人情况，了解中国民族音乐的有关知识，掌握相关词汇，提高阅读、听说和语言应用能力。

人教版高中英语必修第二册《Unit 5 Music》教案

人教版高中英语必修第二册《Unit 5 Music》教案一、教学目标1.知识目标o学生能够掌握与音乐相关的重点词汇和短语，如 “classical, folk, jazz, band, perform” 等。

o学生能够理解并运用描述音乐类型、音乐家和音乐表演的句型。

2.技能目标o学生能够听懂有关音乐话题的对话和短文，获取关键信息。

o学生能够阅读并理解关于音乐的文章，分析作者观点和态度。

o学生能够用英语谈论自己喜欢的音乐和音乐家，并简单介绍音乐对生活的影响。

o学生能够写一篇关于音乐的短文，表达个人对音乐的感受和理解。

3.情感目标o培养学生对音乐的欣赏和热爱，丰富学生的精神世界。

o激发学生通过音乐表达情感和展示个性的意识。

二、教学重难点1.教学重点o重点词汇和短语的掌握及运用。

o对课文中关于音乐知识和情感表达的理解。

o培养学生用英语表达对音乐的喜好和见解的能力。

2.教学难点o如何帮助学生准确运用丰富的词汇和句型描述音乐。

o引导学生深入理解音乐的内涵和价值。

三、教学方法1.视听教学法：通过播放音乐、视频等让学生直观感受音乐的魅力。

2.讨论交流法：组织学生讨论音乐相关话题，促进学生思维碰撞和语言表达。

3.情景创设法：创设音乐场景，让学生在情境中学习和运用语言。

四、教学过程（一）导入（5 分钟）1.播放一段不同类型的音乐片段，如古典音乐、流行音乐、摇滚音乐等。

2.提问学生：What kinds of music do you hear? How do they make you feel?（二）词汇教学（10 分钟）1.展示本单元的重点词汇和短语，结合音乐实例进行讲解。

2.开展词汇游戏，如音乐词汇猜猜猜，加强学生对词汇的记忆和理解。

（三）阅读前准备（5 分钟）1.让学生观察课文标题和图片，预测文章内容。

2.提出一些引导性问题，如：What do you think thepassage will be about music?（四）课文阅读（15 分钟）1.学生快速阅读课文，概括文章的主要内容。

unit5music课程设计

unit5 music课程设计一、教学目标本课程旨在通过Unit 5 “Music” 的学习，让学生掌握以下知识目标：了解不同国家的音乐特点、音乐家及其代表作品；理解音乐与文化的关系；掌握音乐的基本术语和乐理知识。

技能目标：能够运用英语进行音乐相关的听、说、读、写活动；能够分析并评价音乐作品；能够运用音乐知识进行创作和表演。

情感态度价值观目标：培养学生对音乐的热爱和欣赏能力；培养学生尊重不同文化背景下的音乐表达方式；培养学生积极向上的生活态度和团队合作精神。

二、教学内容本课程的教学内容将依据Unit 5 “Music” 的教材进行，主要包括以下几个部分：1. 各国音乐特点及音乐家介绍；2. 音乐与文化的关系探讨；3. 音乐基本术语和乐理知识讲解；4. 音乐作品的分析与评价；5. 音乐创作和表演实践。

三、教学方法为了提高学生的学习兴趣和主动性，本课程将采用多种教学方法，如讲授法、讨论法、案例分析法、实验法等。

具体教学方法将根据教学内容和学生的实际情况进行选择和调整。

四、教学资源教学资源包括教材、参考书、多媒体资料、实验设备等。

教材为Unit 5 “Music” 相关内容，参考书包括音乐理论书籍、音乐家传记等。

多媒体资料包括音乐视频、音频、图片等，实验设备包括乐器、音响设备等。

教学资源的选择和准备将充分支持教学内容和教学方法的实施，丰富学生的学习体验。

五、教学评估本课程的评估方式包括平时表现、作业、考试等。

平时表现主要评估学生的出勤、课堂参与度、团队合作表现等；作业包括练习题、小论文、创作和表演等，占总评的30%；考试包括期中考试和期末考试，占总评的70%。

评估方式将客观、公正地全面反映学生的学习成果。

六、教学安排本课程的教学进度将按照Unit 5 “Music” 的教材进行，教学时间为每周2课时，共计10周。

教学地点为教室和音乐实验室。

教学安排将合理、紧凑，确保在有限的时间内完成教学任务，同时考虑学生的实际情况和需要。

必修二unit5Music说课稿

高效课堂必修二unit5 Music第一课时说课稿英语组一、教材内容分析本节课为高一必修二第五单元的第一课时，包括介绍不同类型音乐的相关知识和一篇关于“门基乐队”特殊的成长历程的文章。

课文由读前、阅读和读后三部分组成。

本篇阅读为精读课文，对于培养学生收集处理信息的能力，提高阅读各项技能有着重要作用, 是本单元的重点。

二、学情分析高一学生已经掌握了略读、跳读等一定的阅读技巧以及识别关键词、确定主题句、预测等阅读技能，形成了初步的阅读技巧。

本课主题为音乐，学生求知欲比较旺盛，思维较活跃，对于这个话题比较感兴趣，。

但大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差；主动学习的动力不够。

因此要设置他们感兴趣的学习活动，让他们投入到课堂活动中来。

三、教学目标根据《高中英语新课程标准》对本课的要求，结合教学内容和学生实际情况制定以下教学目标。

1、知识目标1）Words: folk musician pretend attach form passer-by earn extra instrument perform pub cash studio millionaire rely broadcast humorous familiar2）Phrases: dream of to be honest attach…to play jokes on rely on be familiar with break up2、能力目标1）强化略读、查读等阅读技能，训练通过寻找关键词，主题句等方法快速并准确地确定文章的段落大意，理清文章的总体框架与脉络。

2）运用已经掌握的基本猜词技巧来猜测文章中的部分生词。

3、情感目标1）了解各种各样的音乐形式，深化对音乐的全面认识，从而提高音乐修养，培养跨文化意识。

2) 在小组合作互动中，增强团队协作精神。

通过学习门基乐队从“平民到明星”的过程，引发学生对“明星梦”的反思，让学生了解成功来之不易，坚持不懈的努力才是成功的关键。

高中英语music说课稿

高中英语music说课稿尊敬的各位评委、老师们，大家好！今天，我将为大家说课一节高中英语课，主题是“Music”，这是一节结合音乐与英语学习的课程，旨在通过音乐这一跨文化交流的桥梁，提高学生的英语听说能力，同时培养他们对多元文化的认识和欣赏。

首先，我将简要介绍本课的教学目标、教学内容、教学方法和评价方式。

一、教学目标1. 知识目标：学生能够学习并掌握与音乐相关的基本词汇和表达方式。

2. 能力目标：通过听力练习和口语交流，提高学生的英语听说能力。

3. 情感态度与价值观目标：培养学生对音乐的兴趣，增进对不同音乐文化的理解。

二、教学内容1. 热身活动：通过播放不同风格的音乐，引导学生讨论他们喜欢的音乐类型。

2. 词汇学习：介绍与音乐相关的词汇，如genre, rhythm, melody, lyrics等。

3. 听力练习：播放一段关于音乐的英文视频，让学生完成听力理解题。

4. 口语交流：学生分组讨论他们最喜欢的音乐家和歌曲，并用英语进行分享。

5. 写作练习：学生撰写一篇关于音乐的短文，表达自己对音乐的看法和感受。

三、教学方法1. 任务型教学法：通过设计不同的听力、口语和写作任务，激发学生的学习兴趣。

2. 合作学习：鼓励学生分组合作，通过交流和讨论提高英语能力。

3. 多媒体教学：利用音乐、视频等多媒体资源，增加课堂的趣味性和互动性。

四、评价方式1. 过程评价：观察学生在课堂活动中的参与度和合作情况。

2. 作业评价：检查学生的写作作业，评估他们对音乐词汇的掌握和运用能力。

3. 口头报告：通过学生的口语分享，评价他们的英语表达能力和音乐欣赏水平。

接下来，我将具体阐述课堂教学的步骤。

步骤一：热身活动（5分钟）课堂开始，我会播放几段不同风格的音乐，如古典、摇滚、爵士和流行音乐，让学生在轻松愉快的氛围中进入课堂。

随后，我会引导学生讨论他们喜欢的音乐类型，并简要分享原因。

步骤二：词汇学习（10分钟）在热身活动后，我会引入与音乐相关的词汇，通过图片、视频片段和例句，帮助学生理解和记忆。

unit5music课程设计

unit5 music课程设计一、课程目标知识目标：1. 学生能够掌握音乐基本概念，如音高、节奏、音色等；2. 学生能够了解不同国家和地区的音乐特点，认识至少三种音乐风格；3. 学生能够识别并描述音乐中的常见乐器。

技能目标：1. 学生能够通过演唱、演奏等方式，展现对音乐的理解和表达能力；2. 学生能够运用音乐软件或乐器创作简单的旋律，培养音乐创作能力；3. 学生能够通过团队合作，完成一场音乐表演。

情感态度价值观目标：1. 学生能够培养对音乐的热爱和欣赏能力，提高审美情趣；2. 学生能够尊重和理解不同文化背景下的音乐，培养跨文化意识；3. 学生能够在音乐活动中，学会合作、沟通和表达，增强自信心。

课程性质：本课程以音乐欣赏和创作为主线，结合实践与理论，旨在提高学生的音乐素养。

学生特点：五年级学生具备一定的音乐基础，好奇心强，喜欢尝试新鲜事物，但注意力集中时间有限。

教学要求：注重启发式教学，激发学生兴趣，鼓励学生参与实践，培养自主学习能力。

教学过程中，关注学生个体差异，给予个性化指导。

通过课程目标的分解，确保学生达到预期学习成果，为后续教学设计和评估提供依据。

二、教学内容本章节教学内容主要包括以下三个方面：1. 音乐基本概念：- 音高：学习乐谱中的音高标记，如高音谱号、低音谱号；- 节奏：认识常见节奏符号，如全音符、二分音符、四分音符等；- 音色：了解不同乐器的音色特点，如弦乐、木管、铜管等。

2. 不同国家和地区的音乐特点：- 学习我国民族音乐，如《茉莉花》、《梁祝》等；- 了解西方古典音乐，如贝多芬、莫扎特等作曲家的作品；- 探索世界音乐，如非洲鼓乐、拉丁音乐等。

3. 音乐创作与实践：- 学习使用音乐软件，如GarageBand等，创作简单旋律；- 乐器演奏：练习吹、拉、弹、打等基本技巧，学会演奏一首曲目；- 团队合作：分组进行音乐表演，包括演唱、演奏、编排等。

教学内容安排与进度：第一课时：音乐基本概念（音高、节奏、音色）第二课时：不同国家和地区的音乐特点（我国民族音乐、西方古典音乐）第三课时：不同国家和地区的音乐特点（世界音乐）第四课时：音乐创作与实践（音乐软件、乐器演奏）第五课时：团队合作（音乐表演）教材章节：本教学内容与课本Unit 5音乐章节相关联，涵盖了音乐基本概念、音乐风格、音乐创作与实践等方面内容。

《Music》教案2(人教版必修2).doc

Unit 5 MusicPeriod 1 (reading)Teaching aims:Students will be able to:Sum up the main idea of each paragraph. Understand the details about thepassage.Procedures:Step 1 Warming-up1.Before the class begins, let the Ss enjoy 'Tm a believer^ played by "TheBeatles".2.Let the Ss enjoy some different kinds of music on the tape and ask themto match the music w让h the right picture.Step 2 Pre-readingTalk about the famous bands in the world. (P33 Pre-reading)1.Ask the Ss: Have you heard about any of the famous bands in the world?List some if you have.Then the teacher will show the Ss some pictures of some famous bands like "The Beatles99, ''Backstreet Boys", “West Life" and "ZeroCTclock” on the screen and ask the Ss to name the bands and tell theteacher where they come from.2.Ask the Ss: Which one do you like best? Why?3.Ask the Ss: Dou you know anything about "The Monkees^?Then the teacher will show the Ss two pictures of "The Monkees^ and say: If you want to know more about "The Monkees”，please turn toPage33 and let's come to Reading “The Band That Wasn't".Step 3 While-readingFirst reading: read the passage again then answer the following questions:1.Why do most musicians like to be in a band with others?2.Which two musical bands are mentioned in the passage?3.How do some bands formed by high school students earn extra money?4.When did the "Monkees M break up and when did it reunite?? Secondreading: get the main idea of each paragraph. (Finish P35, Ex 2) Step 4 Post-readingGive the Ss the following adjectives "popular, lively, funny, foolish,attractive, brave, crazy, noisy, classical, rich, honest, famous^ and ask them to choose the ones that they think best describe “The Monkees^ and give theirreasons・(Finish P35 Ex 3)(The teacher will first ask the Ss to discuss in pairs and encourage the Ss to express their opinions. There is no definite answer.)Step 5 DiscussionDiscuss the following topics in groups of fou匚1 • What can we learn from “The Monkees v?2.If you are to form your own band, what will you do?(After discussion, ask the Ss to express their own opinion.)Step 6 SummaryToday we have enjoyed some beautiful music and learn something about some famous bands. Remember:Success lies in hard work.Step 7 Homework1.Retell the text.2.Collect some information about your favorite music.Period2 (vocabulary& grammar)Teaching aims:Students will be able to:Use the important words and expressions from warming up and readingUse the attributive clause led by "prep. + which / whomProcedures:Step 1 Vocabulary study:1.Discover useful words and expressions2.Turn to page 35 and do exercises No. 1, 2 and 3 first. Check your answerswith your classmates'. (Finish P36 Ex 3)Step 2 Grammar study1.Underline five sentences in the reading passage that contain u prep.+which/ whom" attributive clauses.2.Discover the structure “prep.+which/ whoirT by sorting out the messagesplete the passage using attributive clauses(Finish P37 Ex 3)4.Play a game of definitions. P37 Ex 4.Period 3 (Listening，reading and talking)Teaching aims:Students will be able to:make suggestionstalk about preferenceProcedures:Step 1 Listening & Writing1.Preparation for listening to "Freddy, the frog^Read the directions and the statements. Make sure the students know what they mean and what they are asked to do.2.Turn to page 38 and read these sentences before listening to the tape.Then listen to the tape and decide true or false.Step 2 Reading1.Read more about Freddy's life and summarize the main idea of the storyin one sentence・(A possible version: this is a story about a band thatbecame famous and did not like it.)2.Underline all the useful expressions or collocations in the passage. Copythem to your notebook after class as homework.Collocations from Freddy?s life:become famous, visit Britain on a tour, wait for hours to get tickets forthe concerts, be confident, enjoy singing and all the congratulations, themost exciting experience, sing in a TV program called “Top of the Pops,wear an expensive suit, give a performance to a TV camera, go wrong,not go out without being followed everywhere, wear sunglasses, hide inrailway stations, one's personal life, become too painful for sb., packone^s bagsStep 3 Discussion1.In small groups imagine you are Freddy and his group and you are back atthe lake. Discuss the advantages and disadvantages of being famous. Askthem make a list of their ideas2.Ask some groups to act their conversations.Step 4 HomeworkDevelop your ideas into a short passage.Period 4 (speaking & writing )Teaching aims:Students will be able to:write a letter for advicetalk about music: forming a bandmake suggestions and talk about preference properlyProcedure:Step 1 Speaking (Group work)1.BrainstormDo you know what a band is? What is your favorite band? How many people is a band usually formed? ...2.speakingYou and your friends want to start your own band・However” you have never played in a band before・ Talk with your friends about the band youare going to start. What things do you have to consider? What problems doyou have?3.Activity and performanceImagine that you have a chance to form a band. How to form a band?According to the following information discuss in your group・1)What is name of your band?2)Who will play what instruments and who will sing?3)What kind of band you will be?4)Choose an English song for your “band" to perform.Step 2 WritingYou and your friends want to start your own band. However, you have never played in a band before. You write an e-mail to Freddy for his advice. The e-mail is started for you, but you have to finish it.Yoifd better do some brainstorming in small groups before writing your letters. You should follow the procedure for brainstorming and outliningintroduced in Module 1 Unit 2.Writing tips:1.In groups discuss some questions you would like to ask Freddy.1)Make a list of them and choose the best questions.2)Share your ideas with another pair; discuss all questions and then decidewhich ones you want to ask Freddy.3)Use each question to start a new paragraph.4)Write your question first; then add extra information to show Freddy whyyou need help.5)Finish the letter politely and thank Freddy for his help.2.Reading Freddy9s replyLet's read Freddy9s reply and answer the questions:… How was Freddy^s band formed?■一What advice does Freddy give?3.Writing a note and a paragraphPlease turn to page 74. Now in pairs you are going to decide on the best way to tell a foreign friend about one kind of Chinese folk music. What do you think they need to know before they can enjoy it? Why do you like it? Who are your favorite singers? Discuss it with your partner and write notes to remind you of your most important ideas.Step 3 Homework1.Write a paragraph telling your foreign friend about the type of Chinese folkmusic you have chose FL Use a dictionary and other reference books to helpyou.2.Finish off the summing up in Student's Book.。

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