The teaching plan design of Birch Forest is a teaching goal.
1, Cognition: Learn to sing with correct singing posture and feelings.
2. Ability: Cultivate students' singing level, performance level and accompaniment ability of percussion instruments.
3. Emotion: cultivate students' awareness of environmental protection.
teaching method
1, singing
2. Performance method
teaching process
First, sing "Birch Forest"
1, import a new song: Please talk about the pollution sources in our lives.
2. Fan Singing (Recording)
3. Lead the students to read the lyrics with emotion and perform while reading.
4. Play the recording and sing to match the music performance.
5. The teacher sings.
6. The teacher leads the singing and the students sing softly.
7. Learn to sing with Qin in a low voice.
8. Sing along with the piano.
9. Talk about the meaning of this song.
10, practice the last sentence alone, pay attention to the different rhythms.
1 1. Please sing the last sentence.
12. Play the recording of Birch Forest and sing it.
13, guide students to create and perform actions.
14, students perform on stage.
15, play the recorded model singing and lead the students to perform songs.
16, group, practice singing and performing "Birch Forest".
17. Let the students perform in groups, and the following students sing and accompany them.
18, practice percussion accompaniment.
19, the teacher came on stage to perform with the students, and the students imitated, sang and accompanied.
Second, class is over.
To sum up, educate students to think.
Teaching objectives of teaching plan design 2 of birch forest;
1, learning the song "Birch Forest", you can sing the song vividly and sing the artistic conception of the song with a vivid voice.
2, can fully reflect the performance of musical elements such as speed and strength in singing.
3. Understand the general situation of Canada's forest, so as to associate it with the life of the ranger and make the singing closer to the artistic conception of the song.
Teaching emphases and difficulties:
Teaching focus
Guide students to sing songs with expressive voice.
Teaching difficulties
1, syncopation.
2, the singing of the big jump interval.
3. The performance of strength in songs.
Teaching process:
First, import
Students, in today's music class, I want to test my students' ears. The teacher greets the students with songs, and you say hello to the teacher like me, ok? (Say hello to teachers and students, learn syncopation)
Students' imitation ability is really strong. Next, let's listen to a short piece of music and see which student can imitate the sound with his mouth. (Play a piece of music, students imitate)
This classmate listened carefully and gained a lot. Let's listen to it again. (Look at the music)
Let's sing together (slowly) and pay attention to the duration of the last note.
This voice is rich and steady, and it should be sung in a jumping and elastic way. The teacher marks it with jumping marks.
Let's sing it again. Where did this rich and steady voice come from? What we are going to learn today is the song "Birch Forest".
Second, appreciation of lyrics
Let's look at the lyrics first. Please open your textbook. (accompaniment, look at the lyrics, not the lyrics; Then introduce the background of birch trees and songs. )
After listening to the teacher's introduction, let's talk about what the lyrics should feel like. (Like, proud) Very good, very proud. Please enjoy a group of beautiful birch trees in Canada and feel proud. (Read aloud to the music)
Birch trees are really beautiful. Let's read this "Birch Forest" to the music. (Teachers and students read aloud together)
? The lake is clear, am I coming again? What a beautiful hometown. Next, the teacher will sing the song "Birch Forest" for everyone. (Singing while playing)
Third, listening practice.
Students may have found that there are no notes in the score of the song. The teacher wants the students to help the teacher find these notes. Let's play a game of listening to music and finding notes. Can you find these notes from eight birch leaves according to the melody you hear? Come on, sing these sounds after the teacher. (Singing scales, composing intervals)
Please look at the third paragraph from the first paragraph and listen to what sound this space should be. (Play, students listen) Congratulations on your correct answer, but can you tell the teacher how you heard it? Is there any way to help you listen? (feeling method, contrast method)
Listen to the other two sounds, it's a bit difficult! Listen carefully! (Play, students listen)
Great! Shall we use these music scores with the teacher's accompaniment? Lu? Sing it once. (Play the song to fill in the blanks)
Fourth, learn to sing.
The students were really good and recognized these three sounds soon. Some students used the method of comparison. So, is there a similar phrase in this song? Let's sing and look for it carefully. (use? Lu? Sing the whole song once, slowly.
Very good! There are only some small differences in some places. Let's sing it, (section 7 and 1 1)
Next, do you want to use it again? Lu? Sing it in its entirety.
The students sang very well. The teacher sang it for you again, and the students silently sang the lyrics in their hearts.
Now I want to invite students and teachers to sing this song together. I call this kind of singing dragon fill in the blanks. Students should pay attention. When the teacher finishes singing a phrase, please continue to sing the next phrase with the teacher's emotions, alternating in turn.
(playing accompaniment)
Verbs (short for verb) perform songs.
Students, can we polish this song? Be gentle when you are weak, and let go of singing when you are strong, okay? Then what do you think is weaker and stronger? (Students looking for)
Ok, I'll sing the first sentence, and you take it.
It's a good song, but not enough. Let's read the lyrics again (strong reindeer come and go) so that the teacher behind us can hear our voices (demonstrate relaxing shoulders and opening throats).
Yes, that's the sound. We use this sound to sing this sentence (Solitaire).
In fact, there are many ways to express songs in singing. Please listen to the teacher's instructions and try not to read words.
A great song, not only complete, but also I found that many students can recite it.
Next, let's listen to the children sing "Birch Forest", pay attention to the accompaniment and talk about their feelings. (Play the original song)
The teacher brought some percussion instruments under some students' stools. Let's have a try and perform this song together. Students without musical instruments, please sing carefully. We are like a band, and each player has to cooperate with each other and perform our songs together. Please sing this "Birch Forest" to the accompaniment music. You all stand up. (command)
The students sing so well! Although some students are not very skilled in using percussion instruments, the teacher found that they were all trying to play with songs.
Sixth, expand
Today, we learned the Canadian folk song Birch Forest. There are many songs about birch trees. Canada also has many beautiful folk songs, and so does our motherland. Interested students can find it online and listen to it. You can search for keywords. Birch? Canadian folk songs? China folk songs? You can find many answers, and you can communicate with the teacher by email after you find them.
That's all for today's music class. Class is over! Leave the classroom singing "Birch Forest" with the children. )
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