一年級上冊音樂 可愛的動物（第二、三課時）教案 人音版

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1、一年級上冊音樂 可愛的動物（第二、三課時）教案 人音版 教學內容： 1、聆聽輕音樂《三只小豬》 2、聆聽管弦樂《快樂的小熊貓》 教學目標： 1、能注意聆聽描寫小動物的樂曲，知道動物是人類的朋友，人與動物應和睦相處。 2、在聆聽音樂中嘗試用動作表達自己想象中的動物神態(tài)。 教材分析： 1、外國器樂曲《三只小豬》是一支輕音樂隊演奏的樂曲，輕松、幽默，不乏諧謔，描畫了三只小豬愉快的生活場景。 2、《快樂的小熊貓》是美術片《熊貓百貨商店》中的一個音樂片斷，描寫了小熊貓可愛的一舉一動。 教學重點： 感受小動物可愛的形象，讓孩子們更加喜愛動物。 教學難點：

2、想象并表達出動物的神態(tài)。 課時安排： 三課時（第二課時） 教具準備： 錄音、頭飾 教學過程： 一、 欣賞輕音樂《三只小豬》 1、請學生們觀看動畫片《三只小豬》片斷，然后請學生復述故事的大概情節(jié)。 （師）：“今天我們來聽一聽，音樂中是怎樣描寫小豬的形象的？” 2、初聽樂曲，感受樂曲的基本情緒。 提問：“在音樂中你看到了幾只小豬他們在做些什么？” 3、復聽樂曲：邊聽邊記住小豬叫的地方，比一比，看誰準確。 4、學一學小豬比較有特點的動物（如走路、叫、耳朵等） 5、再聽樂曲，挑選一只自己喜愛的小豬，隨音樂模仿他的神態(tài)、動作看誰的想象力豐富（頭飾）。

3、 二、欣賞管弦樂《快樂的小熊貓》 1、初聽樂曲、感受樂曲所表現(xiàn)的情緒（并請學生給樂曲起個名字）。 2、復聽樂曲，把樂曲分為兩部分給學生聽。 1）描寫清晨的一段音樂，讓學生感受清晨幽靜、美麗的景色。 2）小熊貓在打水時的一段音樂，啟發(fā)學生利用音樂中的特殊音響，展開自己豐富的想象。 3、再聽樂曲，讓學生跟著音樂表演，樂曲結束時，教師可啟發(fā)學生分小組創(chuàng)編結尾（可利用身邊一切可利用的東西）。 4、讓學生邊聽音樂邊給大家編故事聽。 三、 課堂小結：小結本節(jié)課的學習情況。 第三課時 教學內容： 1、表演歌曲《我有一只小羊羔》 2、認識碰鐘，并學習正確的演奏方法

4、 教學目標： 1、能夠用親切，柔和的聲音演唱歌曲，在歌聲與表演中表達自己對小動物的愛護之情。 2、認識碰鐘，學習并探索演奏方法，練習歌曲演唱伴奏。 教材分析： 《我有一只小羊羔》是一首美國兒童歌曲，2/4拍，大調節(jié)器式，一段體，歌曲短小精悍，節(jié)奏明快，旋律流暢，生動、形象。“碰鐘”也叫碰鈴，是銅制打擊樂器，音色清脆、悅耳、穿透力強、余音較長，多用于強拍處擊奏。 教學重點： 有表情的演唱歌曲 教學難點： 用碰釧為歌曲伴奏 課時安排： 三課時（第三課時） 教具準備： 錄音、頭飾、打擊樂 教學過程： 一、歌曲教學 1、老師有感情的范唱歌曲

5、，讓學生感受歌曲所要表現(xiàn)的音樂形象。 2、讓學生用語言，描述出自己小羊羔的可愛形象。（啟發(fā)學生的想象力） 3、用聽唱法學習歌曲 1）曲中的“××　×”節(jié)奏要指導學生準確的演唱。 2）連續(xù)相同音音高的準確。 3）注意2/4拍歌曲的強弱。 4、提示學生在演唱同音反復處唱得輕松、親切。 5、自編動作進行表演，表達自己對小羊的喜愛之情。 6、啟發(fā)學生模仿原歌詞，進行創(chuàng)作。 要求：抓住自己喜愛的小動物的特點進行創(chuàng)作。 7、分小組表演唱（頭飾）：展示自己的創(chuàng)作。 二、 認識碰鐘 1、老師拿同碰鐘，請學生觀察它的外形：形似小碗，銅制，兩個為一副。 2、聽一

6、聽：老師敲擊，聽辨其聲音的特點：清脆、長的（可與木魚的聲音進行對比）。 3、每小組討論—每組一個，應怎樣敲擊，聲音才好聽（讓學生的創(chuàng)造意識）。 4、老師講解，碰鐘的演奏方法（提問：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，對照書中所提示的圖形譜，也可啟發(fā)學生進行即興創(chuàng)作。 6、分小組進行表演，表達自己對小動物的喜愛之情。 I 表演 。 II 唱。 III 打擊樂（頭飾）。 三、 小結教學內容及學習情況 附送： 2019-2020年一年級下冊1bUnit5Doctorandnurse 5課時表格式教學設計 Dimension

7、 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

8、: 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

9、 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 c

10、lass 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. Poin

11、t 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

12、 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 ac

13、tions in each team. 做“Simon says”游戲是一個熱身運動，一方面復習以前學過的句子，另一方面為今天所學的act作準備 做動作過渡到讓好學生命令，全班作動作，難易程度上增加了一層 從熱鬧的場景中引到“Listen to me.”過渡很自然 培養(yǎng)學生的聽力 競賽型的游戲能有效地提高學生的競爭意識和思維能力 終合性的能力測試 板書設計： 課后小結： The Second Period Let’s talk Teaching aims: 1. Basic

14、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 expressi

15、ons 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 a

16、nd 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 an

17、d 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 c

18、ook’. 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

19、 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 wh

20、at 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 dramatiz

21、ation. 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習舊單詞，又活躍課堂氣氛，為新課作準備 模擬的情景引人入勝 字不離詞，詞不離句 從肯定句的學習過渡到一般疑問句的學習，cook的出現(xiàn)非常及時，自然引入一般疑問句的學習 基本的語言學習完成后，以故事形式把句型串在一起很完整的故事情節(jié)，在聽力的培養(yǎng)上增加了一層難度，讓好學生能“吃得飽些?！?

22、 開放式的說話練習，是課堂教學的延伸和升華 各顯自己的能力 板書設計： 課后小結； 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 Tea

23、ching 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

24、 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 c

25、orrect 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

26、 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

27、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’

28、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 fo

29、r 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 th

30、ey are. Listen and tick the correct box. Workbook page18: Match each person’s key to the door. 歌曲引入英語學習 游戲的運用能馬上吸引學生 猜的游戲更能吸引學生 這3個單詞已學過，為了加深印象或照顧到大部分同學，再次以配對形式鞏固一下 放在家庭圖片中教學old和young,讓學生更能形象記憶 培養(yǎng)學生良好的語感和聽力 板書設計： 課后小結： The Fourth Period

31、 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 expressi

32、ons 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 doc

33、tor 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 co

34、rresponding 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 somethi

35、ng. 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

36、 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 w

37、hich 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

38、in the box a ccording to the pair of words. 用圖片直接進入角色 復習所學內容 復習所學內容，培養(yǎng)學生說的能力 從圖片進入學習很形象 情景的設置淋漓盡致 放磁帶，培養(yǎng)聽力 聽說能增加學生的語感故事的表演是一種綜合能力的體現(xiàn)，可以看出學生的掌握程度 板書設計： 課后小結： The Fifth Period Let’s enjoy Rhyme Teaching aims: 1. Basic aims: To learn the rhyme 2Developing aims:

39、 .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 i

40、n 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

41、 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 ab

42、out the old doctor. 復習學過句型，為學習小詩打下埋伏 現(xiàn)在進行時第一次出現(xiàn)，讓學生稍有感悟，難點分散 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

43、 ,use body language or music to emphasize the beats. 讓學生把學生的句型說一說，也是一種自主學習的體現(xiàn) 培養(yǎng)聽力 培養(yǎng)語感 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. 為了讓學生學得更加有趣，配以身體語言，節(jié)奏等，加強記憶 板書設計： 課后小結；