【正文】 i and what friendship is in Hawaiians.→Step 4 Careful readingGet the students to read the 2nd paragraph carefully and answer the question:Why do many different peoples call Hawaii their home? →Step 5 DiscussionGet the students into groups to discuss do many different peoples call Hawaii their home? can people in Hawaii live in peace? you find similar things in your hometown? How do you show friendship to visitors? →Step 6 Language Points Important pattern:It is believed that the islands can be a paradise when people live in peace.→Step 7 ConsolidationGet the students to write a short passage about the way Hawaiians express friendship.→Step 8 Homework off the workbook the language points and the grammar in the last two periods板書設(shè)計(jì) Unit 1 Friendship Friendship in Hawaii The ways Hawaiians express friendship Patterns “aloha” to each other shows many different peoples call Hawaii .“Lokahi” means “oneness with all people”. is believed that the islands can be a give visitors a “l(fā)ei” to make them feel paradise...at Get the students to make up a dialogue on how to design a questionnaire to find out what kind of friends their classmates ask them to act it out with their purpose of this activity is to encourage independent thought and action in matters of immediate concern and interest to can have a discussion or refer to the questionnaire in Warming dialogue: A:Now let us design a questionnaire to find out what kind of friend one : we must think of five questions and three possible answers to each :What about the first question? Have you got one in mind? D:Suppose your friend has taken away your book by will you do or say to him/her? C:That’s a good me put it down.“Your friend has...” B:Then how about the three possible answers? A:Well, the answer I think should be “You will ask your friend to be more careful next time.”D:I worst choice may be “You will get upset and won’t talk to him/her anymore.”A:All more , I’ve got one.“You will ask your friend to return it to you.”B:That’s quite many points shall we give each possible answer? D:The highest score is best should score two and the worst :The third will score we go on to the next question?第三篇：教學(xué)案上饒縣石獅小學(xué)教師備課單（共案）年級(jí) 學(xué)科 議課時(shí)間課題課型 課時(shí) 上課時(shí)間第四篇：教學(xué)案《鈴兒響叮當(dāng)?shù)淖冞w》學(xué)習(xí)目標(biāo)：欣賞作品，體驗(yàn)歌曲在節(jié)奏、速度、節(jié)拍等音樂要素對(duì)音樂風(fēng)格的影響。體驗(yàn)?zāi)粮?、華爾茲、狐步舞、爵士“布吉烏吉”、搖滾的不同風(fēng)格。能通過學(xué)習(xí)掌握變奏曲的概念，并能初步進(jìn)行變奏的改編。重難點(diǎn)：聆聽中能分辨出作品的變化。在欣賞中體驗(yàn)?zāi)粮?、華爾茲、狐步舞、爵士、搖滾的不同風(fēng)格。掌握變奏曲的特點(diǎn)。教具：鋼琴、多媒體 教學(xué)過程：一、導(dǎo)入：播放合唱曲《鈴兒響叮當(dāng)?shù)淖冞w》的主題部分。用哼鳴的方式發(fā)聲練習(xí)《鈴兒響叮當(dāng)?shù)淖冞w》主題部分；用wu方式。發(fā)聲練習(xí)《鈴兒響叮當(dāng)?shù)淖冞w》主題部分。二、新課學(xué)習(xí)師：回憶剛才唱過的旋律是哪一首樂曲？ 生：《鈴兒響叮當(dāng)》師：原曲是什么樣情緒的？你聽過哪幾種不同的版本？介紹《鈴兒響叮當(dāng)》背景?！垛弮喉懚．?dāng)》是圣誕歌曲中最著名的作品之一。它從十九世紀(jì)的英國開始，后來傳入美國。進(jìn)入二十世紀(jì)后，他起了巨大的變化，現(xiàn)在，請(qǐng)大家和我一起開啟神奇的旅行，再次體驗(yàn)這一廣為流傳的樂曲的歷史變遷。聆聽樂曲，第一遍 師：你聽到了什么？介紹《鈴兒響叮當(dāng)?shù)淖冞w》創(chuàng)作背景?！垛弮喉懚．?dāng)?shù)淖冞w》是由美國作曲家彼得彭特所作。1987年楊鴻年聽后進(jìn)行部分的縮編是一首非常優(yōu)秀的合唱作品聆聽樂曲，第二遍。師：找一找一共發(fā)生了幾次變化生：八次或者九次（引導(dǎo)這八次變化是圍繞主題發(fā)生的，所以是八次）分小組聆聽第三遍師：注意聽自己的部，和主題對(duì)比找出三個(gè)特征。分組聆聽樂曲——討論總結(jié)——分小組說明。分部分聆聽，完成游戲：領(lǐng)貼紙。教師出示不同變奏的對(duì)應(yīng)曲風(fēng)貼紙，由各小組認(rèn)領(lǐng)。再次完整，聆聽全曲。由小組將各部分特征在聆聽過程中進(jìn)行展示。三、了解變奏曲在音樂聲中分組討論變奏曲特點(diǎn)。教師總結(jié)變奏特點(diǎn)變奏曲是指主題及其一系列變化反復(fù)，并按照統(tǒng)一的藝術(shù)構(gòu)思而組成的樂曲?！白冏唷币辉~，源出拉丁語variatio,原義是變化，意即主題的演變。手法有裝飾變奏、對(duì)應(yīng)變奏、曲調(diào)變奏、音型變奏、卡農(nóng)變奏、和聲變奏、特性變奏等。另外，還可以在拍子、速度、調(diào)性等方面加以變化而成。四、拓展：創(chuàng)編《小星星》出示《小星星》主旋律視課堂時(shí)間，改編華爾茲和爵士風(fēng)格第五篇：教學(xué)案班20102011學(xué)第一學(xué)期中，德智體美勞等各方面，成績顯著，被評(píng)為“三好學(xué)生”。特發(fā)此狀，以資鼓勵(lì)。