Middle class music lesson plan 1
Activity objectives:
1, learn to distinguish the strength and height of music, and express your understanding and feelings of music with different actions.
2. Try to express heavy rain and light rain with language rhythm.
3. We can distinguish between heavy rain and light rain from the change of music level, learn to sing with different voices and experience the fun of singing.
Activity preparation:
1, "Yusi" one hand, rhythm table, piano.
I have learned the song "Heavy Rain and Light Rain"
Activity flow:
1, show the rain and arouse children's interest.
Teacher: Little friend, just now we learned the poem Raindrops together. What sound will raindrops make? What do you think the heavy rain will cause? Let's rain together today. Please take out the props that are raining under the seat.
2. Listen to music, feel and recognize the power of music.
Teacher: Listen, what's the rain? (Another teacher plays high-pitched music: brisk, jumping) What do you think of the rain? (Gently, a little jumpy) Please follow the sound of the piano to drizzle. (The teacher plays the breeze again, and the teachers and students gently shake the rain. How do you think you can move your body to show the light rain (children's discussion)? Teachers should take reasonable actions to practice together (such as turning around, shaking gently and standing on tiptoe). )
Teacher: Listen, what is rain again? (The teacher plays bass music: heavy and coherent. ) How did you feel after listening to it? Use your rain and actions to express heavy rain. (Play again, teachers and students act)
Teacher: Shh! The rain has stopped. Teachers and students stay where they are. We all know that it will rain harder and harder. Let's follow the piano to change the rain! (Playing two different kinds of music, teachers and students shake the rain. )
3. Try to distinguish the change of heavy rain and light rain with different sounds.
(1) Teacher: The rain has stopped. Let's have a rest and listen to some music (heavy rain and light rain).
(2) Guide children to try to express the change of rain with different sounds and language rhythms.
A) Practice light rain with language rhythm.
(1) Teacher: We all know what light rain makes. (The child answers) What should the sound be like when it rains lightly? (Light) Who will drizzle softly?
(2) Show the rhythm chart.
Teacher: This is a rhythm chart. Let's read its rhythm together.
Who will rain at this rhythm with the sound of light rain? Pay attention to the sound of light rain. (Children's exercise-individual: Who else has a different sound of light rain, collectively)
B) Practice heavy rain with language rhythm.
(1) Teacher: What kind of noise will heavy rain make? (The child answers) What should the sound be like when it rains heavily? (Loudly) Who will rain loudly?
(2) Show the rhythm chart.
Teacher: This is a rhythm chart. Let's read its rhythm together.
Who can use the sound of heavy rain at this rhythm? What should be the sound of heavy rain? (Children's sports-individual: Who else has a different sound of heavy rain, collective)
(3) Listen to music and learn to distinguish heavy rain from light rain with different sounds.
Teacher: Listen, who is singing heavy rain and light rain? The music teacher who plays "Heavy Rain and Light Rain" with the class teacher sings in different voices. )
What part did the rain sing? What part does Xiaoyu sing?
Let's listen again and see who has the sharpest ears. (Listen again) What song is Xiaoyu singing? Is it jumping or repeating, thin or thick? What about that (jumping, high and thin) heavy rain? (continuous, low, thick) (display map: display two different sounds)
Teacher: Shall we sing together? What should the sound of light rain be like? (Thin), what should the sound of a rainstorm be like? (rough), (teachers and students sing together)
(4) Sing in groups: Who wants to sing the voice of rainstorm? Who wants to sing the sound of light rain? The teacher helps the children to group! (Children sing in groups for 2 times)
4. Games: Heavy rain and light rain
Teacher: Let's play a game of heavy rain and light rain. Our children make raindrops. When we hear the sound of heavy rain, it means a lot of rain, so we hold many children together. There are few raindrops when it rains, so you can take small steps at will.
5. The last part.
Teacher: The rain stopped and the sunshine came out. Let's go outside to bask in the sun and blow for a while. (The teacher leads the children to outdoor activities for a while)
Teaching plan for the second lesson of intermediate music
learning target
Willing to carry out activities to develop imagination and creativity.
Try to look at the atlas and play with musical instruments.
Activities to be prepared
In activity 4, the children drew a good bacterial mask.
Bye-bye, bacteria, children's books or e-books on page 8.
Sand hammer, triangle iron, other musical instruments.
Baton.
Activity process
Form: Group/Group
1, please put on the germ mask, imagine yourself as a germ, and perform the gesture of germ activity.
2. Show 8 pages of children's books or e-books. Please observe the pictures and ask the children questions:
What instruments are there in the picture? (sand hammer, triangle iron. )
What is the gesture of the pathogen when the sand hammer makes a sound? (Lift it up. )
What is the gesture of bacteria when the triangle tone is played? (hanging down. )
3. According to the rhythm table on page 8 of the children's book, the teacher shakes the sand hammer and knocks the triangle.
Let the children play germs and walk freely with the rhythm. When they hear the sound of a triangle, they stop immediately.
4. The teacher demonstrates how to watch the chart play. Ask another teacher to point a baton at the chart. When the baton points to the "sand hammer" diagram, the performer shakes the sand hammer. When pointing to the "triangle iron" diagram, the player taps the triangle iron first, and then swings the hand holding the tapping stick horizontally. Teachers can demonstrate how to read the atlas, play the music several times and guide the children to master the rhythm.
5. After the children are familiar with the above rhythm, play the game of "germs are coming" with the children. The children are divided into two groups, one is the score group and the other is the action group. The children in the music group are holding a sand hammer and a triangle to watch pictures and play music; The children in the action group play "germs" and "children" respectively. When the sound of the sand hammer rings, germs and children can walk freely; As soon as the triangle sounded, the children stopped walking, and the germs infected all the children around them.
6. Let the children imagine what the sound of the musical instrument is like when the germs walk, and then put on this musical instrument to play instead of the sand hammer.
Activity evaluation
Can walk bacteria in a coordinated and creative way.
I can read atlases and play musical instruments.
Activity suggestion:
In the rhythm diagram on page 8 of children's books or e-books, a "sand hammer" diagram represents one beat and a "triangle iron" diagram represents two beats. Because there is only one action and one sound when knocking the triangle, you can continue to swing and knock the stick, so that children can feel the time value of two beats.
Teachers can also change the way of playing games, or play music fast or slow, so that children can feel the changes of different rhythms. For example, when music is slow, "germs" can't catch "children"; When the music is fast-paced, "bacteria" will infect "children"
Teaching plan for the third lesson of middle class music
Activity content: Lala dog
Activity objectives:
1. Feel the emotional changes of songs and the fun brought by music activities.
2. Learn to sing and sing the right rhythm.
Know that friends should get along well and unite with each other.
Activity preparation:
1. picture a: angry with the other party; Figure B: Happy retractor and reconciliation.
2. Music tapes and tape recorders
3. Word cards "pull hook" and rhythm cards
Activity flow:
First, "Lala Dog" accompaniment into the classroom rhythm
Teacher: Children, let's dance to the music!
Second, practice vocal music practice:
1 2 3 4 5 - ︳6 6 6 6 5 - ︳2 2 2 3 4 - ︳
Let's sing, let's sing and stand up.
5 6 5 4 3 -︱ 1 2 3 4 5 4 3 2 ︳ 1 - - -︱
Open your mouth, ba la la la la la la la.
Third, show Figure A to stimulate children's interest in learning songs
Question: Look, children, what's wrong with them? Where did you see that they were angry?
Teacher: Today, the teacher made up a song about the anger of these two children. Let's listen together!
Fourth, learn the song Lala Dog.
1. The teacher sings the first half of the song and the children learn the lyrics.
Teacher: Who can tell me what you hear in this song? (Guide the children to say the lyrics)
2. Learn the rhythm and sing accurate rest and syncopation.
Teacher: The teacher found a place where the rhythm is difficult to sing (showing the rhythm card). Shall we learn it well together?
Teacher: Let's take a look at this rhythm card first. Let's draw a horizontal line below to indicate that this sound is to be sung. (Faster) This little black dot means to sing the previous note (slower). What does the number 0 mean? You can't sing in this place, which means stop. By the way, we can express it by making a fist. As the teacher said, why don't you try?
3. Learn the lyrics in the second half and carry out ideological education.
Teacher: Children, do you think it is right for them to ignore each other like this? What should a good friend do? By the way, the children in Class 4 are good friends. We should unite and get along well in our daily life. We can't get angry over trifles. How do you think these two children can become good friends again? (Shake hands, hug, kiss, hook) Children are so clever that they think of so many ways to help them. They also thought of a good way. What is this? Let's listen together (as shown in Figure B).
The teacher sings the second half of the song with pictures, and the children learn the lyrics.
Teacher: How did these two children make up? By the way, Lala Dog (showing the word card) is also the name of our song. Please tell the teacher again. It turns out that lesbian hook is a way to eliminate misunderstandings between friends and be good friends again. Let's learn such a good method!
6. Guide children to learn to sing by looking at pictures.
Teacher: The teacher found another difficult place to sing. Let's study together.
Transition: It's amazing that the children have learned the difficult places again! Now let's look at the pictures and try to sing this song.
7. Finish singing this song completely and feel the emotional changes of singing skills.
Teacher: The song Lala Dog is a little different from the songs we learned before. The two children quarreled in the first half and made up in the second half. Then children think about it. What is the emotional difference between these two songs when singing? (observing expression)
Teacher: The first half is angry. How fast can we sing? They made up in the second half and were very happy. How fast can we sing? (Faster) OK, then when we sing this song in the future, we should sing it at different speeds, which will be better!
The expansion of verb (verb's abbreviation) activity
Teacher: All the children have learned this song, and they can express their anger and happiness at different speeds. Well done! It would be better if children could perform songs with actions while singing! Tell you what, kids, go back and think about the moves, and we'll perform next class, okay?
Teaching plan for the fourth lesson of middle class music
Activity objectives:
1. Understand the characters in the song with the help of picture perception, know the characteristics of snails, and experience the humorous feelings expressed in the song.
2. Learn to sing by listening to model songs, perceiving the characteristics of local nursery rhymes and overlapping my "A".
3. I am interested in local nursery rhymes and feel the firm belief of the little snail.
Activity preparation:
Small snail, a bird, a long vine and a purple pen.
Activity flow:
First guess riddles, tell stories, and perceive the background content of songs.
1. Today, the teacher brought a riddle and told the children this riddle: no feet, no hands, walking around with the house on his back. Someone touched it, and quickly hid in the room. Please guess what it is.
Let me tell you a story about snail and oriole. There is a vine in front of the little snail's house. Vines and snails are good friends. It invited the little snail to his house to eat grapes. When the vine just sprouted green shoots, the little snail set off with its heavy shell on its back. He climbed the vine step by step. Guess what will happen later.
Second, appreciate the songs and understand their contents.
1. There is a song that will tell us the answer. Now let's listen (children listen to songs).
2. The teacher showed the picture. What did you hear from this song? Who did the snail meet? What did it say to the snail? What did the snail say to the oriole? What do you think of oriole?
Third, learn songs.
1, let's listen to the song again and see where this song is more interesting and how it is different from the previous songs. How should we sing?
2. Tell the children that this is a Taiwan Province nursery rhyme. Tell them where this song is more interesting and find out what is different from the songs we sang before.
3. Lead children to sing the word "A" with local characteristics.
4. Look at the picture and sing the song completely.
5. Children sing along with the music and compose their own movements.
6. Ask individual children to demonstrate and sing.
7. Think about it. What will the grapes look like when the snail climbs onto the vine? Why?
8. The teacher drew a bunch of grapes on the vine.
9. Do you like this song? Do you like snails? Why?
Fourth, music activities: picking grapes
1. The little snail climbed the vine and finally ate the sweet grapes. There are so many grapes on the vine. Children, let's pick grapes together.
2. Children sing along with the music while picking grapes: many purple grapes on the vine are picked one by one. We like to eat grapes. We are healthy and happy.
Teaching plan for the fifth lesson of middle class music
I. Activity objectives
Feel the music, understand the content of the music and express the content of the song with expressions.
Second, the key points and difficulties
This is a ballad. It is very important for children to express the content of songs with expressions and understand the lyrics. The lyrics of this song tell a simple story, but the characters in the story are quite obvious (the deer is kind, warm and lovely; The lamb is poor. Only by making children familiar with the story can they understand the emotions of the characters and really solve the difficulty of the song: expressing the content of the song with expressions.
Third, prepare
1. Three pictures (draw the expressions of the little goat and deer when noting three pictures).
2. A house made up of several building blocks
3. Deer and sheep headdresses.
4. The recording tape "Forest House".
Fourth, design ideas.
It is not easy for middle school students to express the content of a song with expressions. Children's expressive power mainly comes from their understanding of life, so it is very important to be familiar with the lyrics. Only by telling stories, watching pictures and watching the teacher's performance can we truly appreciate the feelings and emotional changes of the role. On this basis, the teacher's further guidance will really let the children express the song content with expressions.
Verb (abbreviation of verb) activity process
1. Look at the picture and tell the story.
Hang three pictures in the corner of the classroom and guide the children to observe and understand the pictures carefully when they are free.
Teachers can invite children to look at pictures and talk to them when they are free. Children who can tell stories can also be "little teachers" to tell everyone.
The picture can appear for a while for everyone to see.
③ When guiding to observe pictures, you can remind children to observe the emotional changes of deer and goats, and often ask children "Why is this?"
Teachers can often play tapes when they are free to familiarize children with melody and lyrics.
2. Watch the teacher perform.
You can organize the whole class to perform "Forest House" with two teachers, and further understand the lyrics through the expressive storytelling and song performance of the teachers, so as to stimulate the children's interest in performance.
The teacher's song performance and the teacher's story telling should have expressions.
(2) Before the performance, the teacher can remind the children to observe how and why the role emotions change during the performance. After the teacher demonstrates, the children can discuss their ideas in the group and learn more about the emotional changes of the role.
(3) When performing songs, there should be scene layout and headdress.
When the teacher is performing, the children who can sing can sing the song "Forest House" along with the recording.
3. Group activities.
Teachers and children perform the song "Wooden House" with different roles. For example, teachers make lambs and children sing and perform. Before the performance, they once again recalled the emotional changes of the deer with the children: getting up early in the morning and smiling at the forest at the window, seeing the lamb being chased and listening to the lamb for help, saving the lamb and hugging its friends happily, and asking the children to perform boldly.
Teachers should catch more good children in the process of children's performance, let her carry forward, and be sure to invite other children to learn.
The teacher and the child exchange roles to perform the song "Forest House", for example, the teacher is a deer and the child is a goat, and everyone performs while singing.
Recall the emotional changes of the lamb with the children again before the performance; Being chased by hunters is like being saved by deer. Teachers should catch more good children in time in the process of children's performance, let her carry forward and let other children learn boldly.
(3) Build a small stage and invite children who are willing to perform boldly to perform on stage.
Encourage children to be different when expressing their feelings and lyrics. For example, the anxious appearance of lamb can be frowning, knocking on the door in a hurry, holding its head in fear, stamping its feet in a hurry and so on.
4. The activities of the performance corner further stimulate children to express songs with expressions.
(1) In the performance corner, every child can have the opportunity to participate in activities. This song can last about a week in the performance corner.
(2) In the performance corner, in addition to encouraging and guiding children to express the content of songs with expressions, the most important thing is to inspire children to express themselves according to their own ideas, identify performances different from others in time, and make them become everyone's things through comments.