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2019-2020年一年級(jí)上冊(cè)音樂(lè) 可愛(ài)的動(dòng)物（第二、三課時(shí)）教案 人音版 教學(xué)內(nèi)容： 1、聆聽(tīng)輕音樂(lè)《三只小豬》 2、聆聽(tīng)管弦樂(lè)《快樂(lè)的小熊貓》 教學(xué)目標(biāo)： 1、能注意聆聽(tīng)描寫小動(dòng)物的樂(lè)曲，知道動(dòng)物是人類的朋友，人與動(dòng)物應(yīng)和睦相處。 2、在聆聽(tīng)音樂(lè)中嘗試用動(dòng)作表達(dá)自己想象中的動(dòng)物神態(tài)。 教材分析： 1、外國(guó)器樂(lè)曲《三只小豬》是一支輕音樂(lè)隊(duì)演奏的樂(lè)曲，輕松、幽默，不乏諧謔，描畫了三只小豬愉快的生活場(chǎng)景。 2、《快樂(lè)的小熊貓》是美術(shù)片《熊貓百貨商店》中的一個(gè)音樂(lè)片斷，描寫了小熊貓可愛(ài)的一舉一動(dòng)。 教學(xué)重點(diǎn)： 感受小動(dòng)物可愛(ài)的形象，讓孩子們更加喜愛(ài)動(dòng)物。 教學(xué)難點(diǎn)： 想象并表達(dá)出動(dòng)物的神態(tài)。 課時(shí)安排： 三課時(shí)（第二課時(shí)） 教具準(zhǔn)備： 錄音、頭飾 教學(xué)過(guò)程： 一、 欣賞輕音樂(lè)《三只小豬》 1、請(qǐng)學(xué)生們觀看動(dòng)畫片《三只小豬》片斷，然后請(qǐng)學(xué)生復(fù)述故事的大概情節(jié)。 （師）：“今天我們來(lái)聽(tīng)一聽(tīng)，音樂(lè)中是怎樣描寫小豬的形象的？” 2、初聽(tīng)樂(lè)曲，感受樂(lè)曲的基本情緒。 提問(wèn)：“在音樂(lè)中你看到了幾只小豬他們?cè)谧鲂┦裁矗俊? 3、復(fù)聽(tīng)樂(lè)曲：邊聽(tīng)邊記住小豬叫的地方，比一比，看誰(shuí)準(zhǔn)確。 4、學(xué)一學(xué)小豬比較有特點(diǎn)的動(dòng)物（如走路、叫、耳朵等） 5、再聽(tīng)樂(lè)曲，挑選一只自己喜愛(ài)的小豬，隨音樂(lè)模仿他的神態(tài)、動(dòng)作看誰(shuí)的想象力豐富（頭飾）。 二、欣賞管弦樂(lè)《快樂(lè)的小熊貓》 1、初聽(tīng)樂(lè)曲、感受樂(lè)曲所表現(xiàn)的情緒（并請(qǐng)學(xué)生給樂(lè)曲起個(gè)名字）。 2、復(fù)聽(tīng)樂(lè)曲，把樂(lè)曲分為兩部分給學(xué)生聽(tīng)。 1）描寫清晨的一段音樂(lè)，讓學(xué)生感受清晨幽靜、美麗的景色。 2）小熊貓?jiān)诖蛩畷r(shí)的一段音樂(lè)，啟發(fā)學(xué)生利用音樂(lè)中的特殊音響，展開(kāi)自己豐富的想象。 3、再聽(tīng)樂(lè)曲，讓學(xué)生跟著音樂(lè)表演，樂(lè)曲結(jié)束時(shí)，教師可啟發(fā)學(xué)生分小組創(chuàng)編結(jié)尾（可利用身邊一切可利用的東西）。 4、讓學(xué)生邊聽(tīng)音樂(lè)邊給大家編故事聽(tīng)。 三、 課堂小結(jié)：小結(jié)本節(jié)課的學(xué)習(xí)情況。 第三課時(shí) 教學(xué)內(nèi)容： 1、表演歌曲《我有一只小羊羔》 2、認(rèn)識(shí)碰鐘，并學(xué)習(xí)正確的演奏方法 教學(xué)目標(biāo)： 1、能夠用親切，柔和的聲音演唱歌曲，在歌聲與表演中表達(dá)自己對(duì)小動(dòng)物的愛(ài)護(hù)之情。 2、認(rèn)識(shí)碰鐘，學(xué)習(xí)并探索演奏方法，練習(xí)歌曲演唱伴奏。 教材分析： 《我有一只小羊羔》是一首美國(guó)兒童歌曲，2/4拍，大調(diào)節(jié)器式，一段體，歌曲短小精悍，節(jié)奏明快，旋律流暢，生動(dòng)、形象?！芭鲧姟币步信鲡?，是銅制打擊樂(lè)器，音色清脆、悅耳、穿透力強(qiáng)、余音較長(zhǎng)，多用于強(qiáng)拍處擊奏。 教學(xué)重點(diǎn)： 有表情的演唱歌曲 教學(xué)難點(diǎn)： 用碰釧為歌曲伴奏 課時(shí)安排： 三課時(shí)（第三課時(shí)） 教具準(zhǔn)備： 錄音、頭飾、打擊樂(lè) 教學(xué)過(guò)程： 一、歌曲教學(xué) 1、老師有感情的范唱歌曲，讓學(xué)生感受歌曲所要表現(xiàn)的音樂(lè)形象。 2、讓學(xué)生用語(yǔ)言，描述出自己小羊羔的可愛(ài)形象。（啟發(fā)學(xué)生的想象力） 3、用聽(tīng)唱法學(xué)習(xí)歌曲 1）曲中的“　”節(jié)奏要指導(dǎo)學(xué)生準(zhǔn)確的演唱。 2）連續(xù)相同音音高的準(zhǔn)確。 3）注意2/4拍歌曲的強(qiáng)弱。 4、提示學(xué)生在演唱同音反復(fù)處唱得輕松、親切。 5、自編動(dòng)作進(jìn)行表演，表達(dá)自己對(duì)小羊的喜愛(ài)之情。 6、啟發(fā)學(xué)生模仿原歌詞，進(jìn)行創(chuàng)作。 要求：抓住自己喜愛(ài)的小動(dòng)物的特點(diǎn)進(jìn)行創(chuàng)作。 7、分小組表演唱（頭飾）：展示自己的創(chuàng)作。 二、 認(rèn)識(shí)碰鐘 1、老師拿同碰鐘，請(qǐng)學(xué)生觀察它的外形：形似小碗，銅制，兩個(gè)為一副。 2、聽(tīng)一聽(tīng)：老師敲擊，聽(tīng)辨其聲音的特點(diǎn)：清脆、長(zhǎng)的（可與木魚(yú)的聲音進(jìn)行對(duì)比）。 3、每小組討論—每組一個(gè)，應(yīng)怎樣敲擊，聲音才好聽(tīng)（讓學(xué)生的創(chuàng)造意識(shí)）。 4、老師講解，碰鐘的演奏方法（提問(wèn)：碰鐘能否敲出較短的聲音—試一試）。 5、用碰鐘為歌曲《我有一只小羊羔》的伴奏，對(duì)照書中所提示的圖形譜，也可啟發(fā)學(xué)生進(jìn)行即興創(chuàng)作。 6、分小組進(jìn)行表演，表達(dá)自己對(duì)小動(dòng)物的喜愛(ài)之情。 I 表演 。 II 唱。 III 打擊樂(lè)（頭飾）。 三、 小結(jié)教學(xué)內(nèi)容及學(xué)習(xí)情況 附送： 2019-2020年一年級(jí)下冊(cè)1bUnit5Doctorandnurse 5課時(shí)表格式教學(xué)設(shè)計(jì) Dimension targets: Establish and maintain relationships in carrying out classroom activities. Interpret and use information to follow simple instructions. Teaching times: Five Periods The First Period Let’s act Teaching aims: Basic aims: Using imperatives to give simple instructions. Developing aims: Locate specific information in response to simple instructions Use modeled phrases to municate with other learners. Emotion education: Obey the doctor’s work Teaching important : Using imperatives to give simple instructions. Teaching difficult: How to say these imperative sentences. Teaching aids: cassette. Teaching Process: 一 Pre-task preparation. 1. Review Play a quick game of “Simon Says” eg: Stand up, Sit down, Raise your hand, Wave your hand, Wave your hand Clap your hands, Follow me, Turn left, Turn right. 2. Ask some mort able pupils to give the mand. And the rest of the class do the actions. While –task procedure. 1. Say ‘Listen to me’ followed by a ‘Shhh’ sound and point to your ear. Repeat several times. Ask the pupils to follow. 2. Have the pupils perform the action several times. Encourage them to repeat the mand after I as they perform the action. 3. Point to my mouth. Say ‘open your mouth’ with the action. Make gesture to let the class do the save. Motion for them to open their mouth. Repeat several times. 4. Repeat the pross with ‘Say “Ah”’. 5. Open the student’s Book to page 22. Play the cassette tape. Let the pupils perform the actions after hearing the mands. Post-task activities. 1. Play a match Who is the quickest pupil to respond? Ask every pupil to out according to your mands. The quickest pupil to out will be the winner. 2. Divide the class into two teams. Have a more able pupil give mands and the rest perform the actions in each team. 做“Simon says”游戲是一個(gè)熱身運(yùn)動(dòng)，一方面復(fù)習(xí)以前學(xué)過(guò)的句子，另一方面為今天所學(xué)的act作準(zhǔn)備 做動(dòng)作過(guò)渡到讓好學(xué)生命令，全班作動(dòng)作，難易程度上增加了一層 從熱鬧的場(chǎng)景中引到“Listen to me.”過(guò)渡很自然 培養(yǎng)學(xué)生的聽(tīng)力 競(jìng)賽型的游戲能有效地提高學(xué)生的競(jìng)爭(zhēng)意識(shí)和思維能力 終合性的能力測(cè)試 板書設(shè)計(jì)： 課后小結(jié)： The Second Period Let’s talk Teaching aims: 1. Basic aims: To learn the sentences: ① She is a … ② Is she a … 2. Developing aims: Locate specific information in respons to simple instructions. Use modelled phrases to municate with other learners. 3. Education aims: To be carefully with your body. Teaching Important: Using formulaic expressions to identify people. Asking yes/no questions to identify people. Teaching difficult: Asking yes/no questions to identify people. Teaching aids: cassette. A doctor and nurse toy set. Teaching Process: Pre-task preparation: 1. A song “Occupation” 2. Dress two girl pupils up as a doctor and a nurse. Ask the ‘nurse’ to hold up a classmate’s jacket so that the ‘doctor’ could listen to his/her chest. 3. Point to the ‘doctor’ and say ‘She is a nurse.’ 4. Repeat several times for pupils to copy. 5. Use a doctor and nurse toy set to teach pupils representative gestures for a doctor and a nurse. Repeat ‘doctor’ and ‘nurse’. Ask the pupils to follow. 5 Have another girl dress up as a cook. Ask the ‘cook’ Can you cook a meal for us? Then ask the class ‘Is she a doctor?’ to elicit the answer ‘No’. Continue by asking the students ‘Is she a nurse? Finally, tell them ‘She is a cook’. Let the pupils repeat after me. 6 Teach the class the representative gesture for a cook and say cook’. Have the pupils follow me. While-task procedure. 1. Put up the wallchart. Tell a story something like this: Sam had a high fever. He had stayed in hospital for three days. He was still lying in bed, but he was feeling much better now. The doctor was asking Sam ‘How are you? The nurse, who was standing next to the doctor was ready to give Sam an injection. Sam didn’t want any more injections or medicines. He was thinking about delicious food already. 2. Discuss with the pupils what kinds of people you can see Ask with “Is she …?” eg: Is she a doctor? No. She is a cook. 3. Play the cassette tape. 4. Pupils listen and repeat. Post-task activity. Allow pupils to act out the story by taking different roles. Let them use the doctor and nurse toy set to enhance the dramatization. The rest of the class should use the structures ‘She is a …?’ and ‘Is she a …’ to talk about them. 兒歌形式的歌曲既能復(fù)習(xí)舊單詞，又活躍課堂氣氛，為新課作準(zhǔn)備 模擬的情景引人入勝 字不離詞，詞不離句 從肯定句的學(xué)習(xí)過(guò)渡到一般疑問(wèn)句的學(xué)習(xí)，cook的出現(xiàn)非常及時(shí)，自然引入一般疑問(wèn)句的學(xué)習(xí) 基本的語(yǔ)言學(xué)習(xí)完成后，以故事形式把句型串在一起很完整的故事情節(jié)，在聽(tīng)力的培養(yǎng)上增加了一層難度，讓好學(xué)生能“吃得飽些?！? 開(kāi)放式的說(shuō)話練習(xí)，是課堂教學(xué)的延伸和升華 各顯自己的能力 板書設(shè)計(jì)： 課后小結(jié)； The Third Period Let’s Learn 一 Teaching aims: 1 Basic aims: To learn the words: doctor cook nurse old young 2 Developing aims: Pronounce words properly 3 Education aims: What will you be you grow up? 二 Teaching important: Using nouns to identify people Using adjectives to describe people 三 Teaching difficults: Using adjectives to describe people 四 Teaching aids: Cassette word and Picture Cards 五 Teaching process: Pre-task preparation 1 A song “Occupation” 2 Ask three girl pupils to pretend that they are either the doctor、nurse、or cook. Have each of them do the appropriate gestures and let the rest of the class guess who they are. 3 Stack up together all the picture cards for the kinds of people who help us. Say ‘She is a doctor/nurse/cook.’ Ask individual pupils to pick out the correct picture card from the stack and put it on the board. Get the class repeat the sentences and the words. While-task procedure 1 Hold up the picture card for ‘doctor.’ Say ‘doctor.’ Repeat for pupils to copy. Stick the word card and picture card next to each on the board. Encourage pupils to read the word. 2 Repeat step1 using the picture and word cards for ‘nurse’ and ‘cook.’ 3 Put up the wallchart for page3. Point to Sam’s father and say ‘This is Sam’s father.’ He is young. Then point to Sam’s grandfather and say `‘This is Sam’s grandfather. He is old.’ Repeat for pupils to copy. 4 Hold up the picture cards for ‘old’ and ‘young.’ Say the words slowly and clearly for pupils to follow. Stick the word cards and picture cards next to each other on the board. Make sure they understand the meaning of the two new words and encourage them to read after me. 5 Point to Sam’s mother on the wallchart and ask ‘Is she young ?’to elicit ‘Yes.’ Then point to Sam’s grandmother and ask ‘Is she young?’ to elicit ‘No, she is old.’ 6 Listen to the cassette tape and repeat. Post-task activity Have a petition. Divide the board into five sections and stick the picture cards for the five vocabulary items at the top of each section. Write three words taught in this unit and the previous unit in each section. Get a student from each team to e out and circle the correct word. Pupils take turns to do the task. Consolidation Workbook page17 Trace the lines to find who they are. Listen and tick the correct box. Workbook page18: Match each person’s key to the door. 歌曲引入英語(yǔ)學(xué)習(xí) 游戲的運(yùn)用能馬上吸引學(xué)生 猜的游戲更能吸引學(xué)生 這3個(gè)單詞已學(xué)過(guò)，為了加深印象或照顧到大部分同學(xué)，再次以配對(duì)形式鞏固一下 放在家庭圖片中教學(xué)old和young,讓學(xué)生更能形象記憶 培養(yǎng)學(xué)生良好的語(yǔ)感和聽(tīng)力 板書設(shè)計(jì)： 課后小結(jié)： The Fourth Period Let’s play 一 Teaching aims: 1 Basic aims: To learn a story 2 Developing aims: Provide and present simple imformation on familiartopics. Respond to characters in simple narrative textsthrough participating in the telling of stories. 3 Emotion education: To be polite Using formulaic expressions to express thanks. 二 Teaching important: Asking yes/no questions to identify people. Using adjectives to describe people. Using imperatives to give instructions. 三 Teaching difficult Asking yes/no questions to identify people Teaching aids Cassette、word and Picture Cards、wallcharts、a doctor and nurse toy set Teaching process: Pre-task preparation 1 Put up the wallchart for page23. Point and ask pupils to identify the vocabulary items. 2 Stick on the board all the picture cards for the kinds of people who help us. Ask pupils to identify the people and their jobs. Stick the corresponding word cards next to the pictures and ask pupils to read the words. 3 Repeat step2 to revise all the adjective words to describe people. While-task procedure 1 Put up the wallchart for page25. Point to May in first picture and ask “Who is this?” Say Hello, May. Tell the class something. 2 Use May’s voice to say ‘Hello, I am May.’ Still pretending to be May, say in a bad voice I am not feeling well. I am going to see a doctor. 3 Discuss with pupils what they can see in each picture. Tell the story in English. 4 Play the cassette tape. Listen and follow the story. 5 Dress up as a doctor and act out the story. Use the doctor and nurse toy set to enhance dramatization. 6 Divide the class into pairs. 7 Invite some pairs of pupils to act out the story to the class. Post-task activity Ask what might you go and see the doctor for? Elicit suggestions such as a fall which has hurt a leg or an arm, or a fever which makes them feel very hot. Put the pupils into groups and allow them to develop their own story about going to the doctor. Get selected groups to act out their stories in front of the class./ Consolidation Workbook page18:Write the correct number in the box a ccording to the pair of words. 用圖片直接進(jìn)入角色 復(fù)習(xí)所學(xué)內(nèi)容 復(fù)習(xí)所學(xué)內(nèi)容，培養(yǎng)學(xué)生說(shuō)的能力 從圖片進(jìn)入學(xué)習(xí)很形象 情景的設(shè)置淋漓盡致 放磁帶，培養(yǎng)聽(tīng)力 聽(tīng)說(shuō)能增加學(xué)生的語(yǔ)感故事的表演是一種綜合能力的體現(xiàn)，可以看出學(xué)生的掌握程度 板書設(shè)計(jì)： 課后小結(jié)： The Fifth Period Let’s enjoy Rhyme Teaching aims: 1. Basic aims: To learn the rhyme 2Developing aims: .Develop an awareness and an enjoyment of the basic sound patterns of English through reading a rhyme. 3.Education aims: To learn better Teaching important: Using imperatives to give simple instructions. Using adjectives to describe people. Teaching difficult: Pronounce correctly words in connected speech. Identify key words in an utterance by recognizing stress. Teaching aids: cassette paper cut-outs of the old doctor the old nurse the old cook and the old book Pre-task preparation 1. Stick the cut -outs of the old doctor, the old cook and the old book on the board. Point to each picture and say ‘She is a doctor. She is a cook. This is a book.’ 2. Discuss with pupils how these pictures are related to each other. Then say Look at the doctor. She is old. What is she doing? She is reading a book. The book is about a nurse and a book. Today we will learn a rhyme about the old doctor. 復(fù)習(xí)學(xué)過(guò)句型，為學(xué)習(xí)小詩(shī)打下埋伏 現(xiàn)在進(jìn)行時(shí)第一次出現(xiàn)，讓學(xué)生稍有感悟，難點(diǎn)分散 While-task procedure 1. Open the books. Discuss each picture on the corners of the mirror. E .g .She is a doctor . She is old. 2. Play the cassette tape. Listen. Follow and say. 3. To make the rhyme more interesting ,use body language or music to emphasize the beats. 讓學(xué)生把學(xué)生的句型說(shuō)一說(shuō)，也是一種自主學(xué)習(xí)的體現(xiàn) 培養(yǎng)聽(tīng)力 培養(yǎng)語(yǔ)感 4. To make the rhyme more interesting ,use body language or music to emphasize the beats. 5. Encourage the pupils to act out the rhyme. Post-task activities 1. Divide the class into groups.Have each group act out the rhyme to the class. The best group will be the winner. 2. Help the less able pupils while you walk around the classroom. 為了讓學(xué)生學(xué)得更加有趣，配以身體語(yǔ)言，節(jié)奏等，加強(qiáng)記憶 板書設(shè)計(jì)： 課后小結(jié)；