"Little Conch Horn" is a piece of children's music with a cheerful and lively melody. How should teachers prepare the lesson plan for the "Little Conch Horn" course? The following is the music "Little Conch Horn" that I have compiled for you. The lesson plan design, I hope it will be helpful to you.
Lesson Plan Design for "Little Snail" Children love life and the beautiful mood of nature.
2. Learn and correctly use tones and glides, and give full play to their expressive role in songs.
Teaching process:
1. Organizing teaching
1. Say hello to teachers and students.
2. Review "The Little Girl Catching the Sea"
2. Introduce new lessons
1. Show the conch and inspire students to tell its name and the reason for its growth. Environment, and introduces how people at the seaside use local materials to process conches into small conch shells and their uses. (Transfer information)
2. Show slides of the sea, beach, conch number, etc. (Next, let the students look at the slides. After seeing these beautiful pictures, do you know what this music lesson is related to?)
3. Today we are going to learn to sing a song The new song is called "Little Snail Hao".
Play the animation "Little Luo Hao" (students will first listen to the song "Little Luo Hao"), feel and tell how the scene in the song is depicted and how the emotion in the song is expressed. ?
(I seemed to see a wide beach, a vast sea, and a child playing a small conch horn on the beach)
4. Learn to sing songs along with the recording and imitate them softly. several times. Okay, now ask the students to hum gently along with the music.
5. Explain the bass and upward glide, and ask students to find the locations in the song where the bass and glide are present.
6. Practice singing with difficulty.
(1) Big jump interval. 325666
(2) Syncopation and long tones. 161.1? Beautiful!
7. Teach singing line by line (focusing on difficult points)
8. Students practice singing to the sound of the piano
9. Song processing: < /p>
Emotional requirements:
The first section (bars 1 to 16) is cheerful, jumping and elastic, expressing the sound of the conch horn and the children’s expectation.
The second section (bars 17-28) is graceful, intimate and natural. Overall mood: cheerful, lively, sweet.
10. Boys and girls will sing and sing on demand.
11. Students try to blow bottles and cans, imitate the sound of conch trumpets, and add accompaniment to the appropriate parts of the song (divide students into two large groups and exchange singing)
12. Divide students into groups to sing, Play practice.
13. Each group recommends two students to sing, play and perform.
3. Class Summary
In this lesson, everyone is highly motivated and proactive, making rapid progress. I also hope that you will use your spare time to practice and be sure to memorize it. lyrics.
Teaching reflection: Able to sing songs with emotion. Lesson plan design for "Little Conch Horn" 2
Teaching objectives
(1) Be able to sing the song "Little Conch Horn" with a lively and cheerful voice, and use singing to express the love for a happy and beautiful life .
(2) In the process of singing the song "Little Snail Horn", master the singing methods of upper pitch and upper glide.
(3) Use percussion and other forms to express songs. During the participation process, you can further deepen your understanding of the songs and increase students' interest.
Teaching process
(1) Introduction part
1. Teacher: There is a place where spring is always there all year round, where fruits are grown everywhere, where there are Charming beaches with groups of coconut palms and beautiful music.
2. Teacher: Listen to the song "Come to the Ends of the World". This is the beautiful Hainan Island. Children living there often play an instrument to express their happiness.
3. Observe the shape of the conch!
Teacher: Let’s see, what is this?
Student: Conch.
Teacher: Children living on the seaside use this small conch trumpet to play beautiful music. Please listen to the song "Small Conch Trumpet"
(2) Learn to sing songs< /p>
1. Familiar with the melody and content of the song
(1) Listening to the song for the first time, you can initially feel the lively and cheerful mood of the song.
Teacher: Tell me with your expression how you felt when you heard this song!
Teacher: The teacher just saw smiles on the faces of the students. This is Why?
Student 1: I was very happy to hear the sound of the conch horn.
Student 2: It’s beautiful when we come to the beach, and the singing is also very beautiful.
Teacher: The teacher also thinks this song is very nice. I can’t help but want to sing it to everyone. Do you want to hear it?
Student: Yes.
(2) The teacher sang the song with great emotion:
Teacher: Please listen carefully to the song. When the small conch trumpet is played, what happens? What?
Student 1: The seagull spread its wings and flew away.
Student 2: Langhua smiled slightly after hearing this.
Student 3: Dad will come back quickly after hearing this.
(3) Read the lyrics aloud: Students and the teacher read the lyrics rhythmically together.
Teacher: Now ask the students to read the lyrics rhythmically with the teacher.
(4) Students sing along softly to the music melody.
Teacher: Now ask the students to hum the song gently. Pay attention to where our singing starts!
2. Teach difficult phrases and emphasize the upper tones.
(1) The processing of Boeing
Teacher: Let’s take a look at this symbol. What are its characteristics?
Student 1: Like a curve.
Student 2: Like a wave.
Teacher: It has a very vivid name called Shanghai Boeing. Next, let’s listen to a melody. What’s the difference between adding it and not adding it? (Teacher singing)
Student 1: It’s very calm when it’s not added, but when it’s added Good to hear.
Student 2: It’s very calm when it’s not added, but it has ups and downs when it’s added, like a wave.
Teacher: Yes, the students said it very well. Therefore, there should be ups and downs when singing the upper tone. You can draw the upper tone with your hands.
(2) How to deal with long sounds
Teacher: Now please listen carefully to the students. How many beats are there at the beginning of the word ?海? (The teacher sings and sings with his hands. Beat the beat)
Health: 4 beats.
Teacher: Very good. When singing this long note, please ask the students to mark the time with the teacher. Now let’s sing it together.
Teacher: Now let’s sing the next two lines. (Students and teachers sing the last two lines of the second section together)
3. Further strengthen the learning of songs.
(1) Teachers and students sing songs together.
Teacher: Let’s take a look at this symbol and observe it.
Student 1: It is an upward arrow.
Teacher: It has a nice name, called upward glide. First find the place in the book where the glide is mentioned.
Student: Found it.
Teacher: Now the teacher will sing the first half of the song, and the students will sing the parts they have learned later. Pay attention to how you feel when singing the notes marked with an upward glide? (Teachers and students collaborate to sing songs)
Student 1: Swipe up.
Teacher: Yes. When singing, the upslide should slide upward naturally to find the feeling of being thrown out. Now let's try it together. (Students sing together where there is a glide)
(2) Students sing the song to the music that Fan sang.
Teacher: Now ask the students to sing the songs according to the music style. If you find it difficult, you can ask the teacher?
Student 1: Dad, please come back quickly after listening to this. One line was not sung well.
Teacher: Who can help him?
Student 2: Let me do it. (Singing? Dad, please come back soon after listening to it. Other students will learn to sing)
Teacher: Do you know how to sing?
Student 2: Yes.
Teacher: Come and sing this line! (Student 1 sings)
(3) Students sing the song with Qin. The first time the students sang together; the second time the teacher led the singing and the students took over.
Teacher: Now let’s sing the song together. For the first time, you will sing together; for the second time, the teacher will lead the singing and you will take over.
(4) Find one student to lead the singing, and the other students will be divided into four groups to take over the singing, with the teacher accompanying.
Teacher: Now the teacher wants to ask a classmate to play the role of the teacher just now and be the lead singer. Who is willing? (Student raises hand) Okay, you can do it.
4. Further strengthening of feelings
Watching pictures of conch trumpets being blown on the beach can arouse students’ enthusiasm for singing.
Teacher: So how can we sing more to express our praise for the small conch horn?
Student 1: Wear a smile.
Student 2: Lively and cheerful voice.
Teacher: Okay. Now let us use lively and cheerful voices to sing the little conch trumpet in our hearts.
(3) Expansion part
1. Make homemade percussion instruments to accompany the song.
2. Appreciate the dance "Little Conch Horn" choreographed by the artists
Teacher: Now let's watch the dance "Little Conch Horn" choreographed by the artists.
(4) Summary of the third lesson plan design of "Little Luo Hao"
1. Teaching objectives
(1) Be able to sing the song "Little Luo Hao" with a lively and cheerful voice ”, expressing his love for a happy and beautiful life through singing.
(2) In the process of singing the song "Little Snail Horn", master the singing methods of upper pitch and upper glide.
(3) Use percussion and other forms to express songs. During the participation process, you can further deepen your understanding of the songs and increase students' interest.
2. Teaching Focus and Difficulties
Use a lively and cheerful voice to sing songs, and accurately sing the melody with upward glide and upper tones.
3. Teaching tools
Courseware electronic keyboard and percussion instruments
4. Teaching process
(1) Situation creation:
.Students, have you ever played at the beach? (No) Then do you want to go? (Think) OK! Today, the teacher will take you to the beach to have a look. (Show courseware) Classmates, what did you see? (Sea, beach, conches, seagulls, fish boats, children blowing conch trumpets) What can be done with conch shells? (Make small conch trumpets) Classmates, today we are going to learn something A beautiful and cheerful song "Little Snail Horn".
(2) Learning to sing songs
1. Listening to songs for the first time.
Teacher: How does this song make you feel? (Cheerful, lively, beautiful and lyrical)
Teacher: What do you seem to see when you hear the song? (The blue water of the sea and the vast ocean Beach)
2. Listen to the song again.
(1) How many parts should the song be divided into? (Two parts)
(2) The students have just summarized that the mood of the song is cheerful, lively, and lyrical. So let's listen to the song again and find out which part is cheerful and which part is lyrical?
3. Teacher singing.
Teacher: The teacher also thinks this song is very nice. I can’t help but want to sing it to everyone. Do you want to hear it?
Student: Yes.
Teacher: Please listen carefully. In the song, when the conch trumpet is played, what happens?
Student 1: The seagulls spread their wings and fly.
Student 2: Langhua smiled slightly after hearing this.
Student 3: Dad will come back quickly after hearing this.
4. Read the lyrics.
(1) Who can read the lyrics emotionally to everyone?
(Name someone to read the lyrics emotionally)
(2) Ask the students to follow Read the lyrics at the teacher's pace.
(Students read the lyrics emotionally.)
(3) Summary: The students read the lyrics very well and with a sense of rhythm.
5. Learn the tunes.
(1) Students sing along softly to the music melody.
Teacher: Now ask the students to hum the song gently. Pay attention to where our singing starts!
(2) Upward portamento.
Teacher: Let’s take a look at this symbol and observe it. (Show the courseware)
Student 1: It is an arc plus an upward arrow.
Teacher: It has a nice name, called upward glide. First find the place in the book where the glide is heard.
Student: Found it.
Teacher: Now the teacher will sing the first half of the song, and the students will sing the parts they have learned later. Pay attention to how you feel when singing the notes marked with an upward glide? (Teachers and students collaborate to sing songs)
Student 1: Swipe up.
Teacher: Yes. When singing, the upslide should slide upward naturally to find the feeling of being thrown out. Now let's try it together. (Students sing in unison where there is an ascending glide)
(3) Teach difficult phrases and emphasize the ascending tone.
2/4 6 6 . 5 ︱3 2 6 . ︱6 -︱6 6 . 5 ︱3 2 5 . ︱5 -‖
The vast beach, blue Sea water,
★Boeing’s treatment
Teacher: Let’s look at this symbol. What are its characteristics?
Student 1: Like a curve.
Student 2: Like a wave.
Teacher: It has a very vivid name called Shanghai Boeing. Next, let’s listen to a melody. What’s the difference between adding it and not adding it? (Teacher singing)
Student 1: It’s very peaceful when it’s not added, but when it’s added Good to hear.
Student 2: It’s very calm when it’s not added, but it has ups and downs when it’s added, like a wave.
Teacher: Yes, the students said it very well. Therefore, there should be ups and downs when singing the upper tone. You can draw the upper tone with your hands.
★Handling of long sounds
Teacher: Now please listen carefully to the students: How many beats is there at the beginning of the word ?海? (The teacher sings and beats the beat with his hands. )
Health: 4 beats.
Teacher: Very good. When singing this long note, please ask the students to mark the time with the teacher. Now let’s sing it together.
Teacher: Now let’s sing the next two lines. (The students and the teacher sing the last two lines of the second section together)
(4) The students sing the song. The first time the students sang together; the second time the teacher led the singing and the students took over.
Teacher: Now let’s sing the song together. For the first time, you will sing together; for the second time, the teacher will lead the singing and you will take over.
Find one student to lead the singing, and the other students will be divided into four groups to take over the singing, with the teacher accompanying.
Teacher: Now the teacher wants to ask a classmate to play the role of the teacher just now and be the lead singer. Who is willing? (Student raises hand) Okay, you can do it.
(5) Further strengthening of feelings.
Watching pictures of conch trumpets being played on the beach aroused students’ enthusiasm for singing.
Teacher: So how can we sing more to express our praise for the small conch horn?
Student 1: Wear a smile.
Student 2: Lively and cheerful voice.
Teacher: Okay. Now let us use lively and cheerful voices to sing the little conch trumpet in our hearts.
(3) Learn accompaniment.
(1) The teacher demonstrates using double horns to accompany the song. Explain the time signature, four-two.
(2) Students use percussion instruments to accompany the songs.
(4) Performance songs
Performance songs are performed in different forms (chorus, solo) to express the fishermen’s children’s love for life and nature. The group sent a representative to sing, and other students clapped their hands to join in the fun!
(5) End of class
Students, the cheerful and lively trip to the seaside is about to end. We sang carefree at the beach and played in the water. Nature is so vibrant.
Let us love nature together and feel the infinite happiness that nature brings us! Let us sing "Little Snail Horn" and fall into the embrace of nature