music 教学设计（共3篇）

第1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 impreed 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 discuion.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 Discuion

Show the pictures of the three well-known musicians on the screen and make students have a discuion 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 paage quickly and choose the best title for it.2)Lead the students to divide the paage into parts to have a good understanding of the structure of the paage.(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 paage 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 paage.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 Empre 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 paage.(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.Discuing 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2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)Gue, 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3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 leen is music & music style, it is mainly about the forming and the development of Monkees band.After this cla, 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, discuion,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 succe

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 paage 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 paage 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 succe b.Discuion

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

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