music教案（精选8篇）

music教案篇1

period2 learningaboutlanguagethegeneralideaofthisperiod：thisperiodwillconsolidatethewordsandexpressionsthestudentslearntinthereadingpartanddealwiththegrammarpart：theattributiveclauseswiththeprepositionaheadoftherelativeclause.youwillhavesystematicexplanationsofitandassignsomeexercisesforthestudentstocompletetoconsolidatewhattheylearn.teachingaims：1.helpthestudentsrecognizetheusefulwordsandexpressionslearntinreadingpart.2.mastertheusageoftheattributiveclauseswiththeprepositionaheadoftherelativeclause.teachingimportantpoints：1.getthestudentstousetheattributiveclauseswiththeprepositionaheadoftherelativeclause.2.getthestudentstomastertheusefulwordsandexpressionslearntinreading.teachingdifficultpoint：howtohelpthestudentstousetheattributiveclauseswiththeprepositionaheadoftherelativeclause.teachingmethods：1.question-and-answeractivitytohelpthestudentstogothroughthewordsofthisunit.2.pairworkorgroupworktomakeeverystudentworkinclass.3.practicingindependentlyandexplaining.teachingaid：amulti-mediacomputer.teachingprocedures：step1greetingsandrevisiont：goodmorning，boysandgirls!lastclassiassignedyoutocollectsomeinformationaboutyourfavouritemusicormusicians.whowouldliketohaveatry?s1：ilikecountrymusic，soi’dliketosaysomethingaboutcountrymusic.countrymusiccomesfromtwokindsofmusic.oneistraditionalmusicofthepeopleintheeasternunitedstates.theotheristraditionalcowboymusicfromthewest.thesingersusuallyplayedtheguitar，andinthe1920sthesingersstartedusingelectricguitars.atfirstcitypeoplesaidcountrymusicwaslowclass.itwaspopularmostlyinthesouth.butduringworldwarⅱ，thousandsofsouthernerswenttothenortheastandmidwesttoworkinfactories.theytooktheirmusicwiththem，soitslowlybecamepopularallovertheunitedstates.todaycountrymusicispopulareverywhere，becauseitisaboutsimplebutstronghumanfeelingsandevents-love，sadness，goodtimesandbadtimes.ittellsreallifestories.aslifebecomesmorecomplicated，itisgoodtohearmusicaboutordinarypeople.s2：myfavouritesingeriszhouhuajian，awell-knownpopsingerwhowasborninhongkong.asahighschoolstudent，hetookinterestinmusicandoncetookpartinasingingcompetitionheldbylocalradiostationandwonthefirstprize.astheageof19，hewenttoChineseTaiwanprovinceandstudiedthere.thenextyear，hewenttosinginarestaurant，wherehesangforfouryears.oneday，whenhewassinginginarestaurant，themanagerofarecordcompanywasgreatlyimpressedbyhisperformance.sohewasinvitedtojointhecompany.hehasbeenfamoussincethen.t：goodjob!everyonehasdoneaverygoodjob!step2usefulwordsandexpressionst：youareexpectedtocompletetheexercisesinlearningaboutlanguageindependently.nowlet’schecktheanswers.（asksomestudentstotheblackboardtowritedowntheiranswers，thenasktheotherstudentstocorrectthem.）thesuggestedanswers：ex.1onpage351.musicalinstrument 2.musician 3.fan 4.hit 5.karaoke 6.advertisement7.dreamof 8.passer-by 9.behonestwith 10.breakupex.2onpage36musician，fan，dreamtof，passer-by，honestwith，instrument，advertisement，karaoke，hitex.1onpage701.instrument 2.popular 3.music 4.classical 5.clap 6.magical 7.jazz 8.concertex.2onpage70

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

suggestionstep3agamewithusefulphraseslearntinthepassaget：ok，somuchforthehomework.yesterday，wehavetalkedaboutthemonkees’dreamandtheygotabighitaftertheirhardwork.everyonehasdream.sowhatisyourdream?andwhatdoyouexpecttohappen?iwouldlikeallofyoutodiscussitwithyourpartners.（afterthediscussion）t：ok，whowouldliketoshareuswithyourdream?s1：idreamofbeinganactor.buttobehonestwithyou，iknowicannotactwell.s2：idreamofbeingasinger.buttobehonestwithyou，myvoiceisnotsopleasant.s3：idreamofbeingascientist.buttobehonestwithyou，iamnotgoodatscience.s4：idreamofbeingateacher.buttobehonestwithyou，ihavetobepatient.s5：idreamofbeingarichman.buttobehonestwithyou，ihavetoworkhardfirst.s6：idreamofbeingadoctor.buttobehonestwithyou，ihavetostudymoreonbiology.step4usefulstructurest：inthistext，wehavelearnttwousefulsentenceswiththestructure：preposition+relativepronoun.whocanfindoutthetwoexamples?s1：themusiciansofwhomthebandwasformedplayedjokesoneachotheraswellasplayedmusic.s2：however，afterayearorsoinwhichtheybecamemoreseriousabouttheirworks，“themonkees”startedtoplaytheirowninstruments.t：verygood.sopayattentiontothetwosentences.intheattributiveclause，whentheprepositionisputbeforetherelativeclause，usuallyonlytworelativepronounsareused“which”and“whom”.weneveruse“that”.lookatthefollowingsentences，thentellmetheirstructures.1.theretiringteachermadeaspeech，inwhichshethankedtheclassforthegift.2.chinahashundredsofislands，ofwhichthelargestisChineseTaiwan.3.thebook，thecoverofwhichisbroken，isnotmine.4.inthestrangecity，hecouldnotfindanyonetowhomhecouldturnforhelp.t：inthefirstsentence，thepreposition“in”isputbeforetherelativepronoun“which”.“inwhich”means“inthespeech”.whocantellmethestructuresoftheotherthreesentences?s1：inthesecondsentence，thepreposition“of”isputbeforetherelativepronoun“which”，“ofwhich”means“oftheislands”.s2：inthethirdsentence，thepreposition“of”isputbeforetherelativepronoun“which”，“thecoverofwhich”means“thecoverofthebook”.s3：inthefourthsentence，thepreposition“to”isputbeforetherelativepronoun“whom”，“towhom”means“hecouldturntoanyoneforhelp”.step5exercisesforconsolidationt：sofaryouhavegotaclearideaaboutattributiveclausewithprepositionaheadoftherelativeclause.nowlet’sdosomeexercisestoconsolidateyourunderstanding.havealookatex.2onpage36.therearemanymessagesintheform，buttheyareallmixedup.youhavetosortthemouttogetacorrectmessage.let’sseewhocangetallthemessagesright.suggestedanswers：1.irememberthedaywhen“thebeatles”playedtheirfirsthitandweweresohappy.2.theguitarwithwhichgeorgegavemanyperformanceswaslostwhiletheyweretouring.3.thenamebywhichthegroupwasknownwas“themonkees”.4.theshowinwhich“theflowers”becamefamouswasheldbyafan.5.thesingerwithwhomcocolisangwasverygrateful.6.themusiciansforwhomtheyworkedwereverypopular.t：ok.somuchforthebook.nowhavealookatthefollowingsentences.thebandwasformedofthemusician.themusicianplayedjokesoneachotheraswellasplaymusic.howcanwemakethetwosentencesintoonesentence?whocan?s1：themusicianofwhomthebandwasformedplayedjokesoneachotheraswellasplaymusic.t：goodjob!wecanuseanattributiveclausewithaprepositionaheadoftherelativeclause.havealookatmoreexercises.andmakethefollowingsentencesintoone.let’sseewhocanbethefastest!1.theguitarwaslost.theygavemanyperformanceswiththeguitar.2.thesingerwasveryhappy.cocolisangwiththesinger.3.themusicianswereveryfamous.theyworkforthemusicians.（afterseveralminutes.）t：ok.whowouldliketohaveatry?s2：theguitarwithwhichtheygaveperformancewaslost.s3：thesingerwithwhomcocolisangwasveryhappy.s4：themusiciansforwhomtheyworkwereveryfamous.step6rewritethesentencest：pleasehavealookattheexampleofex.1onpage71.thesentencecanberewrittenintwoways.onerewrittensentenceisinthefuturepassivevoiceandtheotheroneusesintransitiveverb.heretherearethreemoresentences.let’srewritethem.（afterseveralminutes，theteachercheckstheanswers.）suggestedanswers：1.pleasetellmrlithatwewillholdhissolopianoconcertatthecapitalconcerthall.pleasetellmrlithathissolopianoconcertwillbeheldatthecapitalconcerthall.pleasetellmrlithathissolopianoconcertwilltakeplaceatthecapitalconcerthall.2.i’mgladtotellyouthatwewillpublishyournewabcmusicbooknextmonth.i’mgladtotellyouthatyournewabcmusicbookwillbepublishednextmonth.i’mgladtotellyouthatyournewabcmusicbookwillcomeoutnextmonth.3.thisishowweformedtheno.1chinesemusicwebsite.thisishowtheno.1chinesemusicwebsitewasformed.thisishowtheno.1chinesemusicwebsitecameintobeing.step7summaryandhomeworkt：todaywehavegoneovertheimportantwordsandexpressionsinthisunit.we’velearnttheattributiveclausewiththeprepositionaheadoftherelativeclause.ihopeyou’llreviewwhatyouhavelearnttonight.t：homeworkfortodayistofinishex.2onpage71.step8thedesignofthewritingontheblackboard

unit5 music

period2·themusicianofwhomthebandwasformedplayedjokesoneachotheraswellasplaymusic.＝thebandwasformedofthemusician.themusicianplayedjokesoneachotheraswellasplaymusic.·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＋whomexampleforattributiveclausewiththeprepositionaheadoftherelativeclause.1.theretiringteachermadeaspeech，inwhichshethankedtheclassforthegift.2.chinahashundredsofislands，ofwhichthelargestisChineseTaiwan.3.thebook，thecoverofwhichisbroken，isnotmine.4.inthestrangecity，hecouldnotfindanyonetowhomhecouldturnforhelp.exerciseformakingthetwosentencesintoonewiththeprepositinaheadoftherelativeclause.1.theguitarwaslost.theygavemanyperformanceswiththeguitar.2.thesingerwasveryhappy.cocolisangwiththesinger.3.themusicianswereveryfamous.theyworkforthemusicians.step9recordafterteaching

music教案篇2

powerfulmusic教案

formatoflessonplanning

backgroundinformation

school:_highschool_________

teacher:_陈星秀___________

students:50seniorhighschoolstudents,class2,grade1

material_aviolinandthelaw_____________

typeoflesson:reading_________

lessonduration:__40minutes______

date:________________

aids:_aradioandtheblackboard__________

contents: 1.vocabulary

wordsforproduction:power,violin,beard,broken,sign,actually,actual,aim,sweet,calmly,clam,tune,hatred,wonder,dirt,note,excellently,excellent,sunshine,pause,strike,fellow,appearance

wordsforrecognition:cabin,armed,forehead,decent,guy

phraseandexpressions:pointsth.at,lookaround,asignof,aimat,asif,awelcomevisitor,onetuneafteranother,givewayto,alookof,beattime,dieaway,beinthoughtof,haveatalkwithsb.,giveoneselfupto,tellof

2.reading:aviolinandthelaw

objectives: 1.instructionalobjectives

languageknowledge:

1)studentsshouldbeabletounderstandthemeaningofthe“wordsforrecognition”andcanusethe“wordsforproduction”actively.

2)studentcanknowtheformationoftheattributiveclause

languageskills

1)helpstudentsusepredicting,guessingskillsinpre-readingpart

2)studentsshoulduseskimming,scanning,distinguishingmainideasfromsupportingdetailsinwhile-readingstage

3)letstudentsretellthewholestoryandimagineanendingforthestory.

2.educationalobjectives(affect,learningstrategyandculturalawareness)

1)letstudentsknowthepowerofthemusicandhelpthemtorealizetheimportanceofcommunication.(heremeansdaviduseaviolinasthetooltomakecal’sfathertosendhissontothepolicestation)

2)stimulatestudents’interestinlearningenglishcultureinmusicpart

3)improvetheefficiencyofreadingstorybyacceleratethespeedofreading

3.personalobjectives

1)useinteractivemodeltohelpthestudentsunderstandthemainideaofthetext.

2)usetask-basedlearning(role-play,retellingetc.)forthefurtherstudy.

focalpoints:

1.thegeneralunderstandingofthetext

2.thedevelopmentofthestory(beginning→conflict→climax→ending)

difficultpoints:

1.thelogicalofthetextandthepredictingmethodsusedinthetext.

2.thepowerofthemusicandthecharacteristicofeachcharacterinthetext.

proceduresandtimeallotment

stage1gettingstudentsreadyforlearning(1mins)

step1.greetings

stage2pre-stage（pre-reading,pre-listening）(9mins)

step1(4mins)lead-in(inspirestudents’desiretolearnaboutmusicandstoriesaboutmusic)

playsomepiecesofmusic,andaskthestudentshowtheyfeelwhentheyhearit.

piece1:themusicplayedintheadvertisementofpepsi.–cool

piece2:alightmusicwithbirdsandinsectssinging.–relaxed

piece3:themusicplayedinabigshoppingmall.–eagertobuy.

piece4:asongsungbetweenlovers.–romantic

t:whatdoyouthinkofmusic?–magic/powerful

step2:(5mins)prediction(preparesthestudentsforthetextandinspirestheirdesiretocheckiftheyhaveguessedright)

1.lookatthepicture;guesswhatmayhappeninthestory:who?where?why?when?

2.readthetitleofthetextandpredictwhetherthefollowingstatementsaretrueorfalse.andthenmakeupastoryingroups.

beforethis,teachermayusesomepicturestopresentthenewwordswithpicturessuchaspower,violin,sign,sweat,tune,fellow,cabin,foreheadetc.itmaygivesomehelpforthemtomakeuptheirstory.

stage3while-stage(while-listening,while-reading…)(20mins)

1.skimmingthetextandanswerthequestionbelow.(8mins)

a.putthefollowingsentencesinthecorrectorder.(onpage35)

b.answerthequestionstocheckifthestudentshavegotabriefideaaboutthetext:

whatdiddavidwanttodowhenhecametothecabin?

whydidn’ttheoldmananswerdavid’squestion

whoplaystheviolin?

whatdidthemanaskeddavidtodowhendavidfinishedplayingtheviolin?

diddavidgetthemanhewanted?whenandwhy?

2.readthetextcarefullyanddotheexercise.(7mins)

a.guessthemeaningofthewordsinthetext(decent/forehead/armed/killer/catchsightof/dieaway/beattime/giveawayetc)

b.answerquestionstocheckifthestudentshavegotadeepunderstandingofthetext(studentsaredividedintoseveralgroupstodiscuss,questionsisonpage36):

whydiddavidfeelsweatonhisforeheadwhenhecrossedtheroom?

wasdavidawelcomevisitor?etc.

3.analyzethetext.fillthe,blanks.(5mins)

beginning:

conflict:

climax:

ending:

askhowtheoldman’sattitudetowardsdavidchangedfromthebeginningtotheend.

step4post-stage(10mins)

afterteacherfinishestheanalysisoftext,thestudentsnowshouldunderstandtheclueandtherelationshipbetweenlawandviolin.soinordertomakestudentsfurtherunderstandthetextandimprovestudent’slanguageskills.herearethreeassignments:

assignment1:role-play(6mins)

objectives:tomakestudentsunderstandthecontentsofthetestdeeply.

methods:

（1）dividedstudentsintoseveralgroupsaccordingtothenumberofcharacters(3studentsformagroup)

（2）askthemtomakeadialoguecomplyingwiththecontentoftest

（3）nexttime,teacherwillaskeachgroupstandinginpointofotherstudentstopresenttheirdialogue

assignment2:asksomequestionsafterreadingthetext(3mins)

whatchangedtheoldman?--music

howdoyouthinkofmusic?--magic/powerful/makesgetawayfromevil/reachabetterunderstandingbetweenpeopleetc.

step5:homework(2mins)

（1）askstudenttofinishthepracticeonpage35aboutthecomprehending

（2）askstudenttowriteasimplesummaryofthetext.

（3）guessingwhatwouldhappenatthepolicestationnext?workingroupstogoontellingthestory.

music教案篇3

wouldyoumindturningdownthemusic教案2

unit7wouldyoumindturningdownthemusic?

analysisofunit7

teachinggoals:

1. 学习wouldyouminddoingsth?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:wouldyouminddoingsth?

b:i’msorry.i’lldoitrightaway.

a:wouldyoumindnotdoingsth?

b:sorry.we’llgoandplayinthepark.

difficultpoints:

比较:  wouldyoumind(not)doingsth?

couldyoupleasedosth?

pleasedosth.

youhavetodosth.

structures:

wouldyoumindcleaningyourroom?

i’msorry.i’lldoitrightaway.

wouldyoumindmovingyourbike?

no,notatall.i’lldoitrightaway.

period 1

teachingprocedures:

step1 assignthetask

writethefollowingrequestsonthebb:

canyougivemethebook?

pleasegivemethebook.

wouldyoumindgivingmeyourbook.

explainthatthelastexampleisaverypolitewayofmakingarequest.

step2 warmupsectiona(1a-1c)

sbpage52,1a.

1. pointtothefourrequestsinthebox.sayeachphrasetotheclassandaskthesstorepeatit.

2. pointtothepicture.asksstowritetheletterofeachrequestinthecorrectplaceinthepicture.

3. correcttheanswers.

sbpage52,1b.

1. pointtothelistofrequestsinactivity1a.playtherecordingthefirsttime.ssonlylisten.

2. playtherecordingasecondtime.correcttheanswers.

sbpage52,1c.

1. asktwostudentstoreadthewordsinthesampledialogueinactivity1c.say,you’llworkwithyourpartner.makerequests.

2. asktwopairstosaytheirconversationstotheclass.

step3 pre-task  sectiona(2a-2c)

sbpage53,2a.

1. readtheinstructionswiththestudents.playtherecordingthefirsttime.ssonlylisten.

2. playtherecordingasecondtime.asksstowritethenumberofeachconversation.

3. correcttheanswers.

sbpage53,2b.

1. pointoutthefiveresponsesinactivity2b.askdifferentsstoreadeachonetotheclass.

2. playtherecording.thistimeasksstofillinthelettersofthepicturesinfrontoftheresponses.

3. correcttheanswers.

sbpage53,2c.

asktwosstoreadthewordsinthesampledialogue.say,makeconversationslikethisabouttheinformationabove.

step4 grammarfocus

1. reviewthegrammarbox.askstudentstosaythestatementsandresponses.

2. askstudentstotalkaboutthedifferencesamongthedifferentsentences.

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

teachingprocedures:

step1 pre-task

sbpage54,3a.

1. readtheinstructions.pointtothepictures.asksstoexplainwhatishappeningineachpicture.

2. pointtothenote.asksstoreadthenoteandfillinanswers.

3. checktheanswers.

sbpage54,3b.

1. readtheinstructions.pointoutthelistofrequestsandcommandsinthebox.

2. asksstomakeconversationlikethesampledialogue.

3. askseveralpairstosayoneoftheirconversationstotheclass.

sbpage54,part4.

1. asksstocompletetheworkingroups.

2. askafewstudentstosharethesampleconversation.

homework:完成对话

a:            mind      up? you      tohelpmeinthekitchen.

b:ok.i’llgetupright      .doihaveto      thedishes.

a:yes,andyouhavetohelpme      dinner.

b:ok.whenifinish      ,youhelpme     myhomework?

a:sure.

教学后记:

period 3

teachingprocedures:

step1 assigntask

teachthenewwords.

sbpage55,1a.

1. readtheinstructionandasksstoreadeachsituationandthinkaboutthetwoquestions.

2. asksomestudentstosharetheiranswerswiththeclass.askotherstudentswhethertheyagreewiththeopinionsornot.

sbpage55,1b.

1. helpthestudentsunderstandthatsomethingthatisunpleasantorsomethingthatbothersyouisannoying.

2. thenaskthestudentstonumbertheideasfrommostannoyingtoleastannoying.

3. asktheclasstovoteonthemostannoyingitemonthelist.

sbpage55,2a.

1. readtheinstructions.playther4ecording.thistimessonlylisten.answeranyquestionstheyhaveabouttherecording.

2. playtherecordingagainandaskthestudentstowritethenumber1,2and3infrontofthecorrectpictures.

3. correcttheanswers.

sbpage55,2b.

1. say,listentothethreeconversationsagain.thistimewritethesituations,problemsandsolutionsinthechart.

2. pointoutthesampleanswers.playtherecordingagain.asksstofillintheanswersontheirown.youmayneedtopausethetapefromtimetotimetoallowstudentstowriteanswersintheirbooks.

3. checktheanswers.

sbpage55,2c.

1. readtheinstructions.pointouttheproblemsinactivity2b .

2. askoneortwostudentstosaytheconversationstotheclass.

step2 while-task

sbpage56,3a.

1. readthearticletotheclass.asksswhichwordstheydon’tunderstand.writethesewordsontheboard.

2. askstudentstounderlinethethingsthatareannoying.thenhavethestudentscirclewhatpeopledowhensomethingannoyinghappen.

3. correcttheanswerswiththeclass.

sbpage56,3b.

1. lookateachpicturewiththeclass.askdifferentstudentstotellwhatishappeningineachpicture.

2. readtheinstructionsandaskstudentstocompletetheactivityontheirown.

3. checktheanswers.

sbpage56,part4.

1. thisactivityprovidesspeaking,listeningandwritingpracticeusingthetargetlanguage.

2. askstudentstocompletetheworkingroups.

教学后记:

period 4

teachingprocedures:

step1 selfcheck

sbpage57,part1.

1. asksstofillintheblanksontheirown.checktheanswers.

2. asksstomaketheirownsentenceswiththewords,preferablysentencesthataremeaningful.

sbpage57,part2.

1. askthestudentswhatmightbeannoyinginthepicture.

2. askthestudentstowritetheletterontheirown.

3. askafewstudentstosharetheirletters.

step2 while-reading

sbpage58,section1.

1. readthetitle.askthestudentstopredictwhattheythinkthearticleisaboutbasedonthearticle.

2. lookatthepicture.askstudentstodescribewhatishappeninginthepicture.

sbpage58,section2.

1. encouragesstousethereadingstrategyofscanningforspecificinformation.

2. asksstoreadthearticlecarefullyoncetime.thenasksstoraisetheirhandsandsaywhichwordsandsentencestheydon’tunderstand.encouragesstoreadincontest,guessingthemeaningofwordsandphrasesfromtheotherwordsaroundthem.

3. askthesstoreadthearticleagainforcomprehension.

sbpage58,section3.

1. completethetask.sscanworkindividuallyorinpairs.

2. checktheanswers.

3. practicestudents’speakingandlisteningskills.

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：unit7wouldyoumindturningdownthemusic?      

学习目标：词汇短语：yard,rightaway,dish

句型：wouldyouminddoingthedishes?

i’lldoitrightaway.

ok,i’llputonanotherpair.

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 listenandnumberthepicturesintheorderyouhearthem.

2. 2blistenagain.matchtherequestsinactivity2awiththerequestsbelow.writetheletterintheblanks.

3. 2clookattherequestsandreponsesaboveandmakeconversations.

4.grammarfocus

练习：

完成句子

1. wouldyoumind__________________(刷一刷)？

2.-wouldyoumind_______________________________(请不要穿那件旧外套好吗？)

-ok.__________________________(那我穿另一件吧)。

2. i’llleaveforshanghai________________(立刻)。

3. thatpairofoldjeans____________(把车挪一下好吗？)

no,____________________(一点也不)。

4. thatpairofoldjeans___________(那条旧牛仔裤很难看)。

中考回放

1.-wouldyoumindtellingme_____?

-_______.

a.whichtrainshoulditake,i’llbegladto   b.whenthetrainleaves,ofcoursenot   c.wheredoesthetrainleavefor,sure

d.howicangetonthetrain;yes,iwould

2.-it’sabitcold.wouldyoumindmy____allthewindows?

-doasyoulike,please.

a.close b.willclose  c.closing  d.toclose

3.-wouldyouliketocometomybirthdaypartynextsunday?

-oh,thanksalot._____.

a.yes,please b.yes,iwould c.i’dloveto  d.i’venoidea

4.-doyoumindopeningthewindow?

-______.goaheadplease.

a.certainly b.yes,ido  c.no,notatall 

music教案篇5

八年级（下）英语学案    第41课时

【课题】unit7 reading wouldyoumindkeepingyourvoicedown?

【励志小木屋】virtueisajewelofgreatprice.美德乃是无价宝。

【学习目标】（一）知识目标：masterwords、phasesandsentences.

（二）能力目标：学会运用scanningfordetails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：

task1: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       

task2英译汉

1.keep----down     ____ 2.voice   __   3.term      __  4.atfirst        5.asian______6.impolite    _  7.europe       __8.allowsbtodosth    _______   9.inpublic___________10.takecare   _____   11.breaktherule  ______  2.putout_______      13.pickthelitterup/pickupthelitter   _____   

task3:据意填词

1.chinaisan___________country.(asia)

2.he__________litteronthegroundandgotcriticized.(drop)

3.haveyoufinished_____________theletter?(write)

4.some______________arevisitingourfarmnextmonday.(foreign)

5.mostpeoplewouldagreethattalkingloudlyinalibraryis____________.(polite)

(二)、预习诊断：完形填空

idon’tlikew_______inlinewhenashopassistanthasalongtelephonec_______.whenthath________,iusuallysay,“wouldyoumindh_______me?”andidon’tlikeitwhenshopa_________followmea__________.thenisay,“couldyoupleasen_______ followmearound?i’llaskyoui_________ineedsomehelp.”usuallytheshopassistantssaytheyares_________,butsometimestheygetm__________.ifthathappens,iw_________gobacktothats___________again.        

（三）预习置疑：doyouhaveanyquestions?__________________

二、课中实施:   

step1:warming-up  step2:lead-in step3:finishsometasksbyreading. 

step4精讲点拨  takecarenottodosomething.意为“注意（当心）不要做某事” 试译：当心自己不要过马路。_________________________________goacrosstheroadalone.

step5:拓展延伸：选择相应词填空。

understand decide rent improve  show 

1. myenglishwringisgood,butineedto______mylisteningskills.

2. idon’t___________ .couldyouexplainthatagain,please?

3. that’saspecialcinema.itonly_______foreignfilms.

4. haveyou_______whatyouwanttodoafterschool?

5.youcan_______bikesattheamusementpark.step6:summary:

三、限时作业：（满分10分）.                           得分_______

1. ididn’tfinish_________(write)mypaperbecauseiranoutoftime.

2. weshouldalsotakecarenottocoughorsneeze__________(loud)inpublicifpossible.

3. _________(drop)litterisalmostneverallowedaroundtheworld.

4. peopledon’tusuallyliketobecriticized,sowehavetobe_________(care)howwedothis.

5. i’m________(interest)inthisjob.

6. it’sbetter   ___   (keep)yourvoicedowninpublicplaces.

7.wouldyoumindputtingoutthatcigarette?_________you________putoutthatcigarette?

8.whydidyougotothatcity?  ________didyougotothatcity_______?

9.ithinkmathisaninterestingsubject.  iamvery _________ ________math.

10.icanspeakseveralforeignlanguages.i______________________speakseveralforeignlanguages.

homework

一、根据汉语完成句子

1.____________(降低)yourvoice,please.theyaresleeping.

2.youshouldoften________yourmother__________(帮助…做)

3.thereisatesttomorrow.soi__________(不得不)gotobedearlytoday.

4.youshould________(排队等候)whentherearetoomanypeople.

5.wewillbecomeangrywhenpeople_________(插队).

6.willyou__________(继续学习)howtousethecomputer.

7.whereareyourteachers?  ithinktheyare__________(在开会).

8.eatingmuchfruits__________(对…有益处)yourhealth.

9.we__________(感觉不舒服)foryoursmokinghere.

10.smokingandeating__________(不允许)duringtheexam.

二、情景交际选择

a. wouldyoumindmysmokinghere? b. wouldyoumindwaitingin line?

c. wouldyoumindstandingstraight? d. wouldyoumindnottalkingsolongonthe

telephone?                    e. wouldyoumindnottalkingsoloudly?

1.inthelibrary,ifsomeoneistalkingsoloudly,youwillsay,______?

2. ifheisagentleman,beforesmoking,heusuallyasks,_____?

3. ifsomeonecutsinline,youshouldsay,_______?

4. ifyoudon’tstandwell,yourteachersorparentswillsay,_____?

5. ifyouoftenchatwithyourfriendsonaphone,

yourmotherwillsay,______?

【学后反思】____________________________________________________

music教案篇6

unit2viennaisthecentreofeuropeanclassicalmusic教案

teachingplanformodule5western music

unit2viennaisthecentreofeuropeanclassicalmusic.

byhuangqiaomei 

longgangmiddleschool

oct.18,                                 

教材分析

本模块以westernmusic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•施特劳斯；学会表述反意疑问句及其回答；能谈论对不同类型的音乐及对于音乐的爱好和理解；谈论最喜欢的音乐；练习通过阅读找出信息的能力；能根据所给的信息写音乐家的传记。

通过unit1的学习同学们已经对谈论不同类型的音乐有所了解，能运用描述音乐的一些形容词；已认识反意疑问句及其回答。

unit2学习关于著名音乐家约翰•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。

teachingaims

1)tomasternewwords:centre,drum,violin,elder,die

2)tounderstandthedescriptionofviennaandcomposers

3)towriteaboutxianxinghai

4)totrainthenationalfeeelingsofthestudentsthroughtheintrodutionofxianxinghai.

teachingimportant/difficultpoints

talkaboutcomposersandmusicians

teachingaids:arecorderandacomputer.

classtypes:readingandwriting

teachingprocedures

stepilead-in（pre-reading）（6~7min）

1.greetings

2.askthesssomequestions:1)doyoulikemusic？

2)whatkindofmusicdoyoulike?why?

3）youhaveheardofit,haven’tyou?

4)itiscalledthebluedanube,isn’it?

5)thestrauss(younger)wroteit,didn’the?

3.playsomemusicandasksstoguesstheinstruments

“it’splayedby……..

（aims:usingthevedioofthebluedanubetoactivatethereadingbackground.anditcanmakethessverytoreadit.）

stepiiwhile-reading（13~15min）

1.asksstoskimthetextanddecidewhichparathepbotoistalkingabout.(1min)

（aims:fast-readingtogetthemainidea)]

2.listenandreadthetextandcheckthetruesentences.(3min)

(aims:trainthesshowtofindthespecificinformation)

3.readthepara.1carefullyandanswerthetwoquestions:（1min）

1)whereisvienna?

2)whichfamilywasthemostfamousfamilyofmusiciansinvienna?

4.readthepara2-3andanswerthesetwoquestions：(3min)

1)whatsortofmusicdidjohannstrausstheelderwrite

2)whatwasjohannstrausstheyounger‘smostfamouspieceofmusic?

5.readpara.4andfillintheformaboutmozart.teachthemhowtowritea

biography.（5min）

(aims:trytofindmoredetails,learnhowtowriteabiographyandprepareforwriting)

stepiiipost-reading（writing）(15min)

therearealotoffamouswesterncomposers.butwestillhavelotsofchinesecomposers.canyousaysomeofthem?

1. playasongwrittenbyxianxinghai.

2. askthemtochoose5~6sentencestoformapassageaccordingtopara4.

3. asksomeofthemtoshowtheirpassages.

(aims:trainthess’wrintingability)

homework；

readthetextandtranslateitintochinese.

underlinethedifficultiesyoucan’tunderstand

writeapassageaboutyourfavouriteperson.

designofbb

music教案篇7

unit5music

period3（listening,readingandtalking）

teachingaims:

studentswillbeableto:

makesuggestions

talkaboutpreference

procedures:

step1 listening&writing

1. preparationforlisteningto“freddy,thefrog”

readthedirectionsandthestatements.makesurethestudentsknowwhattheymeanandwhattheyareaskedtodo.

2. turntopage38andreadthesesentencesbeforelisteningtothetape.thenlistentothetapeanddecidetrueorfalse.

step2 reading

1. readmoreaboutfreddy’slifeandsummarizethemainideaofthestoryinonesentence.(apossibleversion:thisisastoryaboutabandthatbecamefamousanddidnotlikeit.)

2. underlinealltheusefulexpressionsorcollocationsinthepassage.copythemtoyournotebookafterclassashomework.

collocationsfromfreddy’slife:

becomefamous,visitbritainonatour,waitforhourstogetticketsfortheconcerts,beconfident,enjoysingingandallthecongratulations,themostexcitingexperience,singinatvprogramcalled“topofthepops,wearanexpensivesuit,giveaperformancetoatvcamera,gowrong,notgooutwithoutbeingfollowedeverywhere,wearsunglasses,hideinrailwaystations,one’spersonallife,becometoopainfulforsb.,packone’sbags

step3 discussion

1. insmallgroupsimagineyouarefreddyandhisgroupandyouarebackatthelake.discusstheadvantagesanddisadvantagesofbeingfamous.askthemmakealistoftheirideas

2. asksomegroupstoacttheirconversations.

step4 homework

developyourideasintoashortpassage.

music教案篇8

unit5music

period4（speaking&writing）

teachingaims:

studentswillbeableto:

writealetterforadvice

talkaboutmusic:formingaband

makesuggestionsandtalkaboutpreferenceproperly

procedure:

step1 speaking(groupwork)

1. brainstorm

doyouknowwhatabandis?whatisyourfavoriteband?howmanypeopleisabandusuallyformed?…

2. speaking

youandyourfriendswanttostartyourownband.however,,youhaveneverplayedinabandbefore.talkwithyourfriendsaboutthebandyouaregoingtostart.whatthingsdoyouhavetoconsider?whatproblemsdoyouhave?

3. activityandperformance

imaginethatyouhaveachancetoformaband.howtoformaband?accordingtothefollowinginformationdiscussinyourgroup.

1) whatisnameofyourband?

2) whowillplaywhatinstrumentsandwhowillsing?

3) whatkindofbandyouwillbe?

4) chooseanenglishsongforyour“band”toperform.

step2 writing

youandyourfriendswanttostartyourownband.however,youhaveneverplayedinabandbefore.youwriteane-mailtofreddyforhisadvice.thee-mailisstartedforyou,butyouhavetofinishit.

you’dbetterdosomebrainstorminginsmallgroupsbeforewritingyourletters.youshouldfollowtheprocedureforbrainstormingandoutliningintroducedinmodule1unit2.

writingtips:

1. ingroupsdiscusssomequestionsyouwouldliketoaskfreddy.

1) makealistofthemandchoosethebestquestions.

2) shareyourideaswithanotherpair;discussallquestionsandthendecidewhichonesyouwanttoaskfreddy.

3) useeachquestiontostartanewparagraph.

4) writeyourquestionfirst;thenaddextrainformationtoshowfreddywhyyouneedhelp.

5) finishtheletterpolitelyandthankfreddyforhishelp.

2. readingfreddy’sreply

let’sreadfreddy’sreplyandanswerthequestions:

---howwasfreddy’sbandformed?

---whatadvicedoesfreddygive?

3. writinganoteandaparagraph

pleaseturntopage74.nowinpairsyouaregoingtodecideonthebestwaytotellaforeignfriendaboutonekindofchinesefolkmusic.whatdoyouthinktheyneedtoknowbeforetheycanenjoyit?whydoyoulikeit?whoareyourfavoritesingers?discussitwithyourpartnerandwritenotestoremindyouofyourmostimportantideas.

step3 homework 

1. writeaparagraphtellingyourforeignfriendaboutthetypeofchinesefolkmusicyouhavechosen.useadictionaryandotherreferencebookstohelpyou.

finishoffthesummingupinstudent’sbook.