问题 问答题

根据对《渴望春天》谱例的分析,设计一课时的音乐课。

要求:(1)教学目标:从课程标准的三个维度进行目标设计,注意行为动词的表述,具有可操作性。

(2)教学环节:关注音乐本体,注重参与体验,注意学习方式,培养学习能力,方法适合全体学生。

答案

参考答案:

《渴望春天》教学设计

教学目标:情感、态度与价值观目标:在反复聆听、歌唱《渴望春天》的过程中,感受歌曲明朗、愉快的情绪。培养学生对经典作品的兴趣和热情,唤起学生对音乐、对春天、对生活的乐观、积极的情感体验。知识与技能目标:能够从以"春"为主题的音乐作品中感受、体验人与大自然和谐相处的快乐。

过程与方法目标:通过演唱、欣赏、自制打击乐等教学活动,引导学生走进音乐,感受音乐。教学重点:歌曲的演唱。教学难点:帮助学生准确掌握弱起起唱。

教具准备:钢琴、多媒体、课件等。教学方法:欣赏法、讨论法、视唱法、创作法。

教学过程:教师演唱歌曲《田野的春天》,创设情境,帮助学生自然地走近春天,学生从无意注意到有意注意,在不经意间领略到春天的诗意、暖意和别样境界。(课前创设适当的艺术环境,突出音乐艺术美的氛围,为音乐课创造一种闲适、松弛的心情)

一、导入新课

教师演唱歌曲《田野的春天》。师:同学们好,刚才我为大家演唱了一首我非常喜欢的歌曲《田野的春天》,因为从这首歌中,我感受到了春天的勃勃生机、感受到了大自然的美。接下来让我们一起再随着美妙的歌声去寻找春天的踪影!课件播放歌曲《春天在哪里》。师:春天在哪里呢?请同学们来谈谈对春天的印象!生:描述。师:同学们喜欢春天吗?你们想知道音乐大师又是怎样表达他对春天的喜爱的吗?请听我为大家演唱奥地利作曲家莫扎特创作的歌曲《渴望春天》。

二、学唱《渴望春天》

1.教师范唱歌曲《渴望春天》。请学生仔细聆听,请同学们说一下你从这首歌中感受到什么?2.教师简单介绍作品及作者(课件出示)。(歌曲以少年儿童那纯真的稚气,活泼生动的语言,表达了孩子们渴望满目绿色、鲜花盛开、小鸟歌唱的春天到来时的心情)3.熟悉歌曲旋律:用"啦"代替歌词轻声演唱。4.视唱曲谱:帮助学生准确掌握弱起起唱及装饰音。5.用钢琴伴奏,学生填词演唱。6.用拍手和拍桌子打节奏为歌曲伴奏。师:为了更好地渲染气氛,我们一起为这首歌设计打击乐器伴奏。过渡:同学们今天表现得非常好,现在让我们来回顾一下《渴望春天》这首歌曲。

三、巩固练习

想一想:1.歌曲是几拍子的?音乐的速度是什么样的?2.歌曲演唱的力度是什么样的?你认为歌曲应该用哪种力度表现最合适?3.应该用怎样的情感才能恰当地表达歌曲的情绪?4.你喜欢这首歌曲吗?为什么?谈谈对整首作品的感受。

四、拓展:

创编表演动作在我们感受了春的美,音乐的美之后,大家有没有想跳舞的冲动?那么就让我们一起唱起来、跳起来。

五、教师小结

春是四季之首,她在人们的艺术创作中是一个永恒的主题,春是万物复苏、勃勃生机的代名词,希望同学们像春天那样充满活力!

阅读理解

Scientists studying the impact of climate change on the Arctic need to consider ways to reduce their own carbon footprints(碳排放量), says Ryan Brook, a researcher who regularly flies north to study the health of caribous(驯鹿).He calls on scientists to show leadership by examining and sharing ways to reduce the impact of working in polar regions.

“The importance of the research is not at question here. It is important to our understanding of and adapting to climate change. But we need to think about better approaches,” says Brook.

“This is an issue for all scientists, though polar researchers often travel particularly long distances using commercial air travel. We also rely extensively on small aircraft, icebreakers, and snowmobiles, all of which produce large amounts of carbon.”

Brook studies the health of caribou herds in Nunavut and Northwest Territories. He works with northern wildlife managers. This work typically takes him north five or six times per year and when he calculated his own carbon footprint, he was not happy with the result.

“My research footprints are about the same as the annual footprints of an average Toronto resident. Basically, I have two footprints — my own personal life, which is moderate, and my research footprint.”

Climate scientists can rightly argue that Arctic research is a specialized field and the community of scientists who travel north is relatively small. Even if all scientists working in the north reduced their carbon emissions, it would not make a big impact on the global scale. For Brook, it’s the option that matters.

There are ways researchers can reduce the amount of carbon they use. Some helicopters use less fuel than others. Solar and wind power are alternatives to gas-fired generators. And while carbon offsets(抵消) don’t reduce the amount of carbon emitted, they are an easy first step.

“There aren’t necessarily any easy answers, but we need to start talking about it,” says Brook. “This is particularly important for the next generation of scientists being trained and I hope to see them become leaders in this issue.”

小题1:What did Brook find when he calculated his own carbon footprints?

A.His carbon footprints are more than the annual footprints of a Toronto resident.

B.His personal life footprints are more than the annual footprints of a Toronto resident.

C.His research footprints are about the same as his personal life footprints.

D.His personal life footprints are more than his research footprints.小题2: Brook’s opinion is challenged by the statement that       .

A.arctic research is very important

B.the Arctic is a special environment

C.the footprints of Arctic scientists are small

D.Brook’s situation is a common phenomenon小题3:We can infer from the last paragraph that         .

A.we should take actions immediately instead of just talking

B.it’s easy to start talking about the problem of carbon emissions

C.it’s necessary now to pay attention to the problem of research footprints

D.the next generation of scientists are more interested in research footprints小题4:What’s the main idea of the text?

A.The importance of arctic research is not at question.

B.Climate change becomes worse because of arctic research.

C.Brook suggests ways of reducing the use of carbon.

D.Scientists must look at their own carbon footprints.

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