music教案
music教案（精选8篇）
music教案 篇1
period 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 1920s the 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.magical 7.jazz 8.concertex.2 on page 70
un-
dis-
-less
-ful
-ment
unkind
disadvantage
careless
grateful
apartment
unknown
disagree
homeless
painful
instrument
un-usual
dis-appear
powerless
peaceful
government
dislik
useless
epowerful
successful
-ern
-al
-ity
-en
-tion
eastern
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
situation
suggestionstep 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 he could 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 ahead 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 all 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 attributive clause 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 next 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.step 8 the design of the writing on the blackboard
unit 5 music
period 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 teaching
music教案 篇2
powerful music教案
format of lesson planning
background information
school: _high school _________
teacher: _陈星秀___________
students: 50 senior high school students, class 2, grade 1
material _ a violin and the law _____________
type of lesson: reading_________
lesson duration: __40minutes______
date: ________________
aids: _a radio and the blackboard__________
contents:1. vocabulary
words for production: power, violin, beard, broken, sign, actually, actual, aim, sweet, calmly, clam, tune, hatred, wonder, dirt, note, excellently, excellent, sunshine, pause, strike, fellow, appearance
words 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 of
2. reading: a violin and the law
objectives:1. instructional objectives
language 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 clause
language skills
1) help students use predicting, guessing skills in pre-reading part
2) students should use skimming, scanning, distinguishing main ideas from supporting details in while-reading stage
3) 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 part
3) improve the efficiency of reading story by accelerate the speed of reading
3. personal objectives
1) 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 text
2. 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 allotment
stage 1 getting students ready for learning (1mins)
step 1. greetings
stage 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. –cool
piece 2: a light music with birds and insects singing. –relaxed
piece 3: the music played in a big shopping mall. –eager to buy.
piece 4: a song sung between lovers. –romantic
t: what do you think of music? –magic/ powerful
step2: (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 page 35)
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 question
who 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 dialogue
assignment2: ask some questions after reading the text (3mins)
what changed the old man? --music
how 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3
would you mind turning down the music教案2
unit 7 would you mind turning down the music ?
analysis of unit 7
teaching 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。
2.本单元围绕“歉意、恳请”这一话题展开教学，以此培养学生的交际能力。
important points :
a: would you mind doing sth ?
b: i’m sorry .i’ll do it right away .
a: would you mind not doing sth ?
b: sorry. we’ll go and play in the park .
difficult points :
比较: would you mind (not) doing sth ?
could you please do sth ?
please do sth .
you have to do sth .
structures:
would you mind cleaning your room ?
i’m sorry .i’ll do it right away .
would you mind moving your bike ?
no, not at all .i’ll do it right away .
period 1
teaching procedures:
step 1 assign the task
write the following requests on the bb :
can you give me the book ?
please give me the book .
would you mind giving me your book .
explain that the last example is a very polite way of making a request .
step 2 warm up section a(1a-1c)
sb page 52 ,1a .
1.point to the four requests in the box .say each phrase to the class and ask the ss to repeat it .
2.point to the picture .ask ss to write the letter of each request in the correct place in the picture .
3.correct the answers .
sb page 52 ,1b .
1.point to the list of requests in activity 1a.play the recording the first time .ss only listen .
2.play the recording a second time .correct the answers .
sb page 52 ,1c.
1.ask two students to read the words in the sample dialogue in activity 1c. say, you’ll work with your partner .make requests .
2.ask two pairs to say their conversations to the class .
step 3 pre-task section a (2a-2c)
sb page 53 ,2a .
1.read the instructions with the students .play the recording the first time .ss only listen .
2.play the recording a second time .ask ss to write the number of each conversation .
3.correct the answers.
sb page 53 , 2b .
1.point out the five responses in activity 2b .ask different ss to read each one to the class .
2.play the recording .this time ask ss to fill in the letters of the pictures in front of the responses .
3.correct the answers .
sb page 53 , 2c .
ask two ss to read the words in the sample dialogue .say, make conversations like this about the information above .
step 4 grammar focus
1.review the grammar box .ask students to say the statements and responses .
2.ask students to talk about the differences among the different sentences .
exercise: 汉译英:
a)你介意把门关上吗？好的，我马上就办。
b)你介意把收音机关小点儿声吗？不，一点也不。
c)请不要在教室里大声说话好吗？对不起。
教学后记:
period 2
teaching procedures :
step 1 pre-task
sb page 54 , 3a .
1.read the instructions .point to the pictures .ask ss to explain what is happening in each picture .
2.point to the note .ask ss to read the note and fill in answers .
3.check the answers .
sb page 54 , 3b .
1.read the instructions .point out the list of requests and commands in the box .
2.ask ss to make conversation like the sample dialogue .
3.ask several pairs to say one of their conversations to the class .
sb page 54 , part 4.
1.ask ss to complete the work in groups .
2.ask a few students to share the sample conversation .
homework : 完成对话
a: mind up ? you to help me in the kitchen .
b: ok .i’ll get up right . do i have to the dishes .
a: yes , and you have to help me dinner .
b: ok . when i finish , you help me my homework ?
a: sure .
教学后记:
period 3
teaching procedures :
step 1 assign task
teach the new words .
sb page 55 , 1a .
1.read the instruction and ask ss to read each situation and think about the two questions .
2.ask some students to share their answers with the class .ask other students whether they agree with the opinions or not .
sb page 55 , 1b .
1.help the students understand that something that is unpleasant or something that bothers you is annoying .
2.then ask the students to number the ideas from most annoying to least annoying .
3.ask the class to vote on the most annoying item on the list .
sb page 55 , 2a .
1.read the instructions .play the r4ecording .this time ss only listen .answer any questions they have about the recording .
2.play the recording again and ask the students to write the number 1, 2 and 3 in front of the correct pictures .
3.correct the answers .
sb page 55 , 2b .
1.say , listen to the three conversations again .this time write the situations ,problems and solutions in the chart .
2.point out the sample answers .play the recording again .ask ss to fill in the answers on their own .you may need to pause the tape from time to time to allow students to write answers in their books.
3.check the answers .
sb page 55 , 2c .
1.read the instructions .point out the problems in activity 2b .
2.ask one or two students to say the conversations to the class .
step 2 while-task
sb page 56 , 3a.
1.read the article to the class .ask ss which words they don’t understand. write these words on the board .
2.ask students to underline the things that are annoying .then have the students circle what people do when something annoying happen.
3.correct the answers with the class .
sb page 56 , 3b .
1.look at each picture with the class .ask different students to tell what is happening in each picture .
2.read the instructions and ask students to complete the activity on their own .
3.check the answers .
sb page 56 , part 4 .
1.this activity provides speaking ,listening and writing practice using the target language .
2.ask students to complete the work in groups .
教学后记:
period 4
teaching procedures:
step 1 self check
sb page 57, part 1 .
1.ask ss to fill in the blanks on their own .check the answers.
2.ask ss to make their own sentences with the words ,preferably sentences that are meaningful .
sb page 57, part 2 .
1.ask the students what might be annoying in the picture .
2.ask the students to write the letter on their own .
3.ask a few students to share their letters .
step 2 while-reading
sb page 58 , section 1 .
1.read the title .ask the students to predict what they think the article is about based on the article .
2.look at the picture .ask students to describe what is happening in the picture .
sb page 58 , section 2 .
1.encourage ss to use the reading strategy of scanning for specific information .
2.ask ss to read the article carefully once time .then ask ss to raise their hands and say which words and sentences they don’t understand .encourage ss to read in contest ,guessing the meaning of words and phrases from the other words around them.
3.ask the ss to read the article again for comprehension .
sb page 58 , section 3 .
1.complete the task .ss can work individually or in pairs .
2.check the answers .
3.practice students’ speaking and listening skills .
homework: 词组翻译
1.控制你的声音 2. 熄灭 3. 例如
4.在公共场所 5. 捡起垃圾 6. 实际上
7.排队 8. 变得气恼
music教案 篇4
课题：unit 7 would you mind turning down the music?
学习目标：词汇短语：yard, right away, dish
句型：would you mind doing the dishes?
i’ll do it right away.
ok, i’ll put on another pair.
重难点：句型及听力
教学过程：
一.复习词汇：朗读，记忆。
二.问题导航：请同学们查阅课本，完成下列句子
1.请刷一下盘子好吗？
2.我马上就做。
3.请不要穿那条旧牛仔裤好吗？
我穿另一条。
三.1.2a listen and number the pictures in the order you hear them.
2. 2b listen again. match the requests in activity 2a with the requests below. write the letter in the blanks.
3. 2c look at the requests and reponses above and make conversations.
4. grammar focus
练习：
完成句子
1.would you mind______ ______ ______(刷一刷)？
2.-would you mind ______ ______ ______ _______ ______(请不要穿那件旧外套好吗？)
-ok._____ _____ _____ _____ ______(那我穿另一件吧)。
2.i’ll leave for shanghai_____ ______ _____(立刻)。
3.that pair of old jeans______ ______(把车挪一下好吗？)
no,______ _______ _______(一点也不)。
4.that pair of old jeans_____ ______(那条旧牛仔裤很难看)。
中考回放
1.-would you mind telling me_____?
-_______.
a. which train should i take, i’ll be glad to b. when the train leaves, of course not c. where does the train leave for, sure
d. how i can get on the train; yes, i would
2.-it’s a bit cold. would you mind my____all the windows?
-do as you like,please.
a.close b. will close c. closing d. to close
3.-would you like to come to my birthday party next sunday?
-oh,thanks a lot._____.
a. yes,please b. yes, i would c. i’dlove to d. i’ve no idea
4.-do you mind opening the window?
-______.go ahead please.
a. certainly b. yes, i do c. no, not at all
music教案 篇5
八年级（下）英语学案 第41课时
【课题】unit 7 reading would you mind keeping your voice down?
【励志小木屋】virtue is a jewel of great price.美德乃是无价宝。
【学习目标】（一）知识目标：master words、phases and sentences.
（二）能力目标：学会运用scanning for details的方法来提高阅读效率，提高学生听、说、读、写及知识自学的综合能力。
（三）情感目标：通过形象、生动的教学培养学生乐于助人、勇于承认错误的思想意识和社会公德意识。
一.自主预习：（一）、预习任务：
task 1: 汉译英：
1.压低声音；使缓和 ___ 2.声音 ____ 3.术语 _______ 4.首先 ______ 5.亚洲（人）的 ____ 6.无理的 ___ 7.欧洲 ______ 8.允许某人干某事 ________ 9.当众 ______ 10当心 ___ 11.违反规则 ______ 12.熄灭 ________ 13.捡起垃圾
task 2英译汉
1.keep ----down ____ 2.voice __ 3.term __ 4.at first 5.asian______ 6.impolite _ 7.europe __ 8.allow sb to do sth _______ 9.in public___________10.take care _____ 11.break the rule ______ 2. put out _______ 13.pick the litter up/pick up the litter _____
task3: 据意填词
1.china is an ___________ country. (asia)
2.he __________ litter on the ground and got criticized. ( drop )
3.have you finished _____________ the letter? ( write )
4.some ______________ are visiting our farm next monday. ( foreign )
5. most people would agree that talking loudly in a library is ____________. ( polite )
(二)、预习诊断：完形填空
i don’t like w_______ in line when a shop assistant has a long telephone c_______ .when that h________ , i usually say , “would you mind h_______me ?” and i don’t like it when shop a_________ follow me a__________. then i say , “could you please n_______ follow me around ?i’ll ask you i_________ i need some help.” usually the shop assistants say they are s_________, but sometimes they get m__________ . if that happens, i w_________ go back to that s___________ again.
（三）预习置疑： do you have any questions?__________________
二、课中实施:
step1: warming-up step2: lead-in step3: finish some tasks by reading.
step4 精讲点拨 take care not to do something. 意为“注意（当心）不要做某事” 试译：当心自己不要过马路。________ _________ _______ _________ go across the road alone.
step5: 拓展延伸：选择相应词填空。
understand decide rent improve show
1.my english wring is good , but i need to ______my listening skills .
2.i don’t ___________ .could you explain that again ,please ?
3.that’s a special cinema . it only _______foreign films .
4.have you _______what you want to do after school ?
5.you can _______bikes at the amusement park . step6: summary:
三、限时作业：（满分10分）. 得分_______
1.i didn’t finish _________(write) my paper because i ran out of time .
2.we should also take care not to cough or sneeze__________(loud) in public if possible .
3._________(drop ) litter is almost never allowed around the world .
4.people don’t usually like to be criticized, so we have to be _________(care) how we do this .
5.i’m ________(interest) in this job.
6.it’s better ___ (keep) your voice down in public places.
7.would you mind putting out that cigarette ? _________ you ________ put out that cigarette?
8.why did you go to that city ? ________ did you go to that city _______?
9.i think math is an interesting subject . i am very _________ ________math .
10.i can speak several foreign languages. i ________ _______ _______ speak several foreign languages.
homework
一、根据汉语完成句子
1.____________ (降低) your voice, please. they are sleeping.
2. you should often ________ your mother__________ (帮助…做)
3. there is a test tomorrow. so i __________ ( 不得不 ) go to bed early today.
4. you should ________ ( 排队等候) when there are too many people.
5. we will become angry when people _________ (插队).
6. will you __________ (继续学习) how to use the computer.
7. where are your teachers? i think they are __________ (在开会).
8. eating much fruits __________ ( 对…有益处) your health.
9. we __________ ( 感觉不舒服) for your smoking here.
10.smoking and eating __________ (不允许)during the exam.
二、情景交际选择
a. would you mind my smoking here? b. would you mind waiting in line?
c. would you mind standing straight? d. would you mind not talking so long on the
telephone? e. would you mind not talking so loudly?
1. in the library, if someone is talking so loudly, you will say, ______?
2. if he is a gentleman, before smoking, he usually asks, _____?
3. if someone cuts in line, you should say, _______?
4. if you don’t stand well, your teachers or parents will say, _____?
5. if you often chat with your friends on a phone,
your mother will say, ______?
【学后反思】____________________________________________________
music教案 篇6
unit 2vienna is the centre of european classical music教案
teaching plan for module 5 western music
unit 2 vienna is the centre of european classical music.
by huang qiaomei
longgang middle school
oct.18,
教材分析
本模块以western music为话题，设计了三个部分的内容。旨在通过模块教学使学生了解西方音乐的有关知识；了解奥地利著名作曲家——约翰&8226; 施特劳斯和莫扎特的文章，并从文章中找出细节信息；利用所给的信息写音乐家的小传。
学情分析
本本节课为借班上课，老师与学生之间了解不多。另外本节课的话题是谈论西方音乐，学生们对此了解并不多。但已进入初二阶段，学生从表达和知识储备方面已有一定的基础。
teaching aims
1)to master new words:centre,drum,violin, elder ,die
2)to understand the description of vienna and composers
3)to write about xian xinghai
4)to train the national feeelings of the students through the introdution of xian xinghai.
teaching important/difficult points
talk about composers and musicians
teaching aids:a recorder and a computer.
class types: reading and writing
teaching procedures
step i lead-in （pre-reading）（6~7min）
1.greetings
2.ask the ss some questions:1) do you like music？
2)what kind of music do you like?why?
3）you have heard of it , haven’t you?
4)it is called the blue danube, isn’it?
5)the strauss (younger) wrote it, didn’t he?
3.play some music and ask ss to guess the instruments
“it’s played by……..
（aims:using the vedio of the blue danube to activate the reading background. and it can make the ss very to read it. ）
step ii while-reading（13~15min）
1.ask ss to skim the text and decide which para the pboto is talking about.(1min)
（aims:fast-reading to get the main idea)]
2.listen and read the text and check the true sentences.(3min)
(aims:train the ss how to find the specific information)
3.read the para.1 carefully and answer the two questions:（1min）
1)where is vienna?
2)which family was the most famous family of musicians in vienna?
4. read the para2-3 and answer these two questions：(3min)
1)what sort of music did johann strauss the elder write
2)what was johann strauss the younger ‘s most famous piece of music?
5. read para.4 and fill in the form about mozart. teach them how to write a
bi ography.（5min）
(aims:try to find more details,learn how to write a biography and prepare for writing)
step iii post-reading（writing）(15min)
there are a lot of famous western composers. but we still have lots of chinese composers.can you say some of them?
1.play a song written by xian xinghai.
2.ask them to choose 5~6 sentences to form a passage according to para4.
3.ask some of them to show their passages.
(aims: train the ss’wrinting ability)
homework；
read the text and translate it into chinese.
underline the difficulties you can’t understand
write a passage about your favourite person.
design of bb
music教案 篇7
unit 5 music
period 3（listening, reading and talking）
teaching aims:
students will be able to:
make suggestions
talk about preference
procedures:
step 1listening & writing
1.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 2reading
1.read more about freddy’s life and summarize the main idea of the story in one sentence. (a possible version: this is a story about a band that became famous and did not like it.)
2.underline all the useful expressions or collocations in the passage. copy them 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 for the concerts, be confident, enjoy singing and all the congratulations, the most 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 in railway stations, one’s personal life, become too painful for sb., pack one’s bags
step 3discussion
1.in small groups imagine you are freddy and his group and you are back at the lake. discuss the advantages and disadvantages of being famous. ask them make a list of their ideas
2.ask some groups to act their conversations.
step 4homework
develop your ideas into a short passage.
music教案 篇8
unit 5 music
period 4（speaking & writing）
teaching aims:
students will be able to:
write a letter for advice
talk about music: forming a band
make suggestions and talk about preference properly
procedure:
step 1speaking (group work)
1.brainstorm
do you know what a band is? what is your favorite band? how many people is a band usually formed? …
2.speaking
you 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 you are going to start. what things do you have to consider? what problems do you have?
3.activity and performance
imagine 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 2writing
you 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.
you’d better do some brainstorming in small groups before writing your letters. you should follow the procedure for brainstorming and outlining introduced 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 decide which 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 why you need help.
5)finish the letter politely and thank freddy for his help.
2.reading freddy’s reply
let’s read freddy’s reply and answer the questions:
--- how was freddy’s band formed?
--- what advice does freddy give?
3.writing a note and a paragraph
please 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 3homework
1.write a paragraph telling your foreign friend about the type of chinese folk music you have chosen. use a dictionary and other reference books to help you.
finish off the summing up in student’s book.
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