I didn’t expect that you also need to prepare lesson plans for English classes. The following is the "Music Lesson Plan for Second Grade Primary School, Vol. 2 People's Education Press (General Purpose)" compiled by me for your reference. It is for reference only. Everyone is welcome. read. Chapter 1: Volume 2 of the music lesson plan for the second grade of primary school, People's Education Press (general)
Teaching content:
1. Learn to sing the song "The Echo of the Valley is So Nice" and play the echo game.
2. Enjoy the orchestral ensemble "Departure" and the Hebei folk song "Kite Flying".
3. Learn to sing the song "Herding the Cows to the River" and understand the bars and bar lines.
4. Learn to sing the song "Outing" to express the scene of an outing.
Teaching objectives:
1. Learn to sing the songs "The Echo in the Valley is So Nice", "Herding Cows to the River" and "Outing".
2. Appreciate "Departure" and "Flying a Kite".
3. Listen to the music "Departure" and perform along with the song "Outing".
4. Understand the bar lines and bars.
5. Participate in the "Echo" game and the multi-part rhythm group "Spring Symphony" activities.
Analysis of teaching materials:
1. The song "The Echo of the Valley is So Nice" is simple and simple, depicting the natural scene in the eyes of children, portraying the curiosity of children, and vividly imitating A natural phenomenon in which sound echoes across the valley.
2. "Departure" In October 1949, the former Soviet composer Prokofiev created a children's symphony suite "Winter Bonfire" for children. This set of music is divided into eight sections. , taking the poems of the Soviet poet Marshak as its title, it narrates the life stories of the Young Pioneers' holiday suburban travel through recitation between the music, including "Departure", "Snowflakes outside the Window", "Waltz on the Ice", "Bonfire", "March" and "Return" "wait. This is another excellent work created by Prokofiev for children and young people after "Children's Music" and "Peter and the Wolf". Musical depictions are more concrete and more palatable to children.
Folk songs include folk songs, minor tunes, labor chants, etc. "Flying a Kite" belongs to a minor tune, also known as a ditty. This song "Flying a Kite" uses the tune of "Dock Diao", an excellent tune from the south of the Yangtze River, to sing about local folk life. It has both the beauty and euphemism of the south and the heartiness of the north. It is soft inside and strong on the outside, blending the north and the south, and blending with the other side of Nanpi. Like the first folk song "Jasmine", it is a successful example of "singing songs from the south and singing from the north". The song has a tempo of 2/4, is very diverse in rhythm and speed, and is lyrically beautiful. It is suitable for medium-tempo singing that combines narrative and lyricism.
3. "Herding the Cows to the River" is a folk song that is popular in Pingxiang, Jiangxi. It is a folk song in the folk song genre. The song shows children grazing cattle on the riverside grassland after farming. In the song, the blue sky, green grass, small river, and cattle are integrated with the little shepherd boy.
Teaching focus:
1. Learn to sing the songs "The Echo in the Valley is So Nice", "Putting the Cows to the River" and "Outing"
2. Follow along Music "Departure" or "Outing"
Teaching Difficulties:
1. Sing the song "The Echo of the Valley is So Nice" with different strengths and weaknesses, and guide students not to exaggerate too much.
2. Learn to sing the roll call of the song "Herding the Cows to the River" and make sure the roll call and pitch are consistent.
3. When listening to the music "Departure" or performing along with the song "Outing", you must do a good job of organization.
Teaching time: Four lessons
First lesson
Teaching content: Learn to sing the song "The Echo of the Valley is So Nice" and play the echo game.
Teaching objectives:
1. Sing songs with expression and show strength and weakness according to the requirements of the song.
2. Guide students to actively create echo games.
Teaching process:
1. Listen to the song "The Echo of the Valley is So Nice".
1. Teachers and students say hello and exchange experiences during the winter vacation. Introduce the topic of spring. Listen to a song related to spring outings in the countryside, "The Echo of the Valley Is So Nice."
2. Guide students to listen to the lyrics, pay attention to the two melodies in the song that imitate echo, and inspire students to think about how songs use methods to reproduce the echo phenomenon in nature.
3. The teacher makes an impromptu call and asks the students to imitate the teacher’s voice with a slightly weaker intensity to show the echo effect.
4. The teacher intersperses one or two vocal training songs and asks students to imitate them with slightly weaker intensity.
For example: 1=C4/4
123—|123—|54325432|1————‖
Teacher: woo-woo-boom-boom-boom-boom-boom-boom-boom-boom-boom. .
Health: Woo, boom, rumble, rumble, rumble.
2. The teacher guides the students to imitate one line of the song, starting with one line and then introducing the imitation of the entire song.
1. The teacher sings the second line of the song:
Students sing along:
1234|5—|1234|5—|
Ahhh
2. The teacher sings the whole song line by line, and the students sing along line by line. Pay attention to singing with a slightly weaker intensity.
3. Everyone sings the song along with the piano.
4. Students sing with expression and pay attention to the changes in singing intensity in the second sentence. Divide the students into two groups, one group sings the song and the other group imitates the echo at the eleventh bar.
3. Guide students to play the echo game.
Divide the students into two groups. The leading student can create sounds in the following ways, and let the students in the other group imitate them to see which group imitates more closely.
1. Call. Such as: Hello -, I'm here -, Hello Dashan -, etc.
2. Rhythm. Such as: XXX, XX.XXXXX, etc.
3. Roll-call pitch. Such as: mi-sol-mi and so on.
4. Melody fragments.
5. Song fragments.
4. The teacher leads the students to sing "The Echo of the Valley is So Nice" to end this lesson.
Essay: Learn to sing this song and be able to express your strength and weakness according to the requirements of the song. Chapter 2: The second volume of the music lesson plan for the second grade of primary school, People's Education Press (general)
1. Rhythm organization and teaching
1. Hello, students, and welcome to today’s music train , listen, our little train is about to leave, are you ready? Let's start today's journey together in the beautiful music (play the music accompaniment "Xinjiang is a good place" and do Xinjiang dance moves)
2 Courtesy greetings
Teacher: The students performed really well. Children, do you know which ethnic dance we just performed?
Teacher: Yes, it’s Xinjiang. Xinjiang people are hospitable and polite to others. They always greet each other when they meet Greetings are performed with the unique etiquette of "Salamli Kong" (speaking and doing actions at the same time), which means wishing relatives and friends peace and prosperity. Let's learn it too.
Teacher: Let us also send blessings of good fortune and peace to all the teachers present, and greet them with Xinjiang etiquette.
2. Initial experience and understanding of customs
1. Teacher: The students did a great job! Students, do you know where Xinjiang is in our country? Find it on the map of China Look, this area marked in red is Xinjiang. Xinjiang is located in the northwest of my country, accounting for one-sixth of the country's total area. This colorful land is a secret place that domestic and foreign tourists are eager to visit. It is known as the land of singing and dancing, and the land of fruits. It is an exciting place. It is a fascinating ideal place. Students, after listening to the teacher’s introduction, do you want to go to Xinjiang? (Think) Let’s study “Xinjiang is a Good Place” together today and visit Xinjiang together, okay? Please watch the big screen teacher There is a crossword puzzle for students to guess: "Agate looks purple from a distance, pearls look round when seen up close, water runs out when you pinch it, and sour when you bite it."
Do you know what this is? Well, classmate You are so smart, yes, it is grapes. Turpan, Xinjiang is the hometown of grapes and the kingdom of grapes.
Teacher: Who can tell me what else you know about Xinjiang? For example, specialties, scenery, clothing, snacks, folk customs, etc., can anyone introduce it to you?
Teacher: What the students said is so good, and they know so much. There are fifty-six ethnic groups in our big family of the Chinese nation, and Xinjiang is one of them. Today, the teacher will be a tour guide for a while, taking everyone on the ethnic train to travel around Xinjiang.
2. The courseware plays to introduce Xinjiang customs, and the background music is the accompaniment of "Xinjiang is a Good Place".
Show pictures of Xinjiang scenery, and use language and multimedia images to create situations in conjunction with textbook lyrics: We have arrived in Xinjiang, let’s first take a look at the beautiful scenery in Xinjiang, with white clouds floating in the blue sky, and there are world-famous countries here The Kanas Geopark is home to the Nalati Prairie in Ili, the Devil City with Yadan landforms, and the beautiful scenery in the north and south of the Tianshan Mountains. Brothers of multiple ethnic groups live in this beautiful home. Sisters, the majority of whom are Uighurs. The Uyghur people are warm and hospitable. They served delicious food to the little guests who came from afar, including mutton skewers that our classmates liked, as well as pilaf, fragrant naan, and special gourmet oil. In addition to these delicacies, sweet melons and fruits are also necessities in the lives of the Uyghur people, including sweet and sour pomegranates, cantaloupes from Hami, grapes from Turpan that we have met before, and fragrant pears from Korla. Wow, there are so many beautiful scenery and delicious foods in Xinjiang. Do you know what is better and more wonderful than these? It is the singing and dancing of Xinjiang. Xinjiang people are good at singing and dancing. Look, the children in Xinjiang are singing and dancing to welcome us. , (Students clap in time with the rhythm) The scenery in Xinjiang is so beautiful, and the music is so cheerful! The teacher has a small musical instrument here,
It is called a tambourine, which is the main accompaniment instrument of the Uyghur people. Below are the teacher and classmates Let's play a little game
The teacher beat the drum and said: "Please do this with me, x x". The student responded: "I will do this with you, x x". The rhythm part was replaced by x p>
Teacher: My classmates are so smart. This is a very distinctive rhythm in Xinjiang music, called "syncopated rhythm." Now let’s change the content and read it again, fertile gardens, fertile grasslands for grazing cattle
3. Learning to sing songs to cultivate interest
Teacher: The students performed really well. Ah! After understanding and studying, what impressed you most about Xinjiang? Can you use one sentence to praise Xinjiang? Teacher summary: You said it very well, Xinjiang is so beautiful...
Teacher: Here is a song that praises Xinjiang.
Xinjiang is a good place. It has beautiful scenery in the north and south of the Tianshan Mountains. The fertile gardens bear fruits.
The fertile grasslands are used to graze cattle and sheep. Not only is the scenery as beautiful as the south of the Yangtze River, it is also rich in products and treasures. To sum it up in one sentence, Xinjiang is a (good place). Xinjiang people love their hometown very much. They put their praises for their hometown into a beautiful song. It's called "Xinjiang is a good place". Do students know how to say "good" in Xinjiang dialect? "Yakexi" let us praise "Xinjiang Yakexi" in Xinjiang dialect
Please Can the students follow the teacher's rhythm and recite the song? (The teacher reads the lyrics to the beat of the tambourine, and the students imitate reading the words according to the rhythm.) Teacher: The students performed so well! Let's listen to this song in its entirety. song, but the teacher has a small problem that needs you to solve, please listen carefully,
1. What is the mood of this song? Lively, cheerful, beautiful, etc.
p>
Teacher: Students are listening really carefully. The people of Xinjiang are very enthusiastic. They are good at singing and dancing. Their music is generally lively and cheerful. So have you heard a sense of pride in Xinjiang? The people love their hometown, love this land, and praise the mountains, rivers, trees and plants here with pride and joy. The teacher knows that our classmates also love their hometown, so let's come together To share this joyful mood, listen to this song again. While listening, you can gently sway your body along with the melody.
2. While listening. The teacher still has a small problem that needs you to solve. Let's find out what good places in Xinjiang are in the song.
Add a link here
Tianshan---Scenery
Garden---Melons and Fruits
Grassland---Cattle and Sheep Ili River---Apples
Turpan---Grapes
< p> Guozigou - Scenery Altay - Gold Hot Fields - Jade Master: The students are awesome! After listening to such beautiful songs and admiring the beautiful scenery, the teacher can’t help but want to sing about the goodness of Xinjiang with his singing voice. Listen to the teacher below Sing this song1. Normal singing.
2 The teacher found that the students also wanted to sing. He followed the teacher’s piano and hummed the first melody softly with a “la” sound. Please listen to the teacher’s request. I will play one sentence first,
Please listen carefully and then model singing
The students hummed softly with the piano accompaniment using "la". Familiar with the melody
3 The students sang really well. Then follow the teacher’s piano and gently add the lyrics. 4. Processing songs
The students sang well, but the teacher felt that the singing was not very good here. Listen to how the teacher sang, and let’s play it again with the teacher’s piano sound.
5. Students, let us sing it completely again
6. The students sang so well, let us sing the second and third verses gently to the sound of the piano. Add it to the mix.
7. Students, please pay attention to the singing method of the second verse "The Scenery of Guozigou"
8. Students are so smart, let us follow the music and sing this sentence in full Let’s sing a song
IV. Express innovative experience style
Teacher: The students sang so beautifully. We just learned how to sing this song. Let’s express it with dance moves. This song. You see, the children from Xinjiang brought us beautiful dances. (Play the music and dance scene of "Xinjiang is a Good Place") Teacher: Let us celebrate with them! Think about what kind of dance moves we should use to express this song? Next, the teacher plays the recording of "Xinjiang is a Good Place" and the students We can express our own opinions and choreograph to the music. We can perform in a group or individually. Let’s move together, classmates.
Teacher: I’ve seen such a wonderful performance by my classmates. , Who do you want to praise?
5. End of teaching
Teacher: Xinjiang is beautiful, Xinjiang is good, Xinjiang is a good place. In fact, there are fifty-six ethnic groups in our motherland. Each ethnic group has its own characteristics, waiting for students to discover and feel. Our 56 ethnic groups are like a family, united together and living a happy life. I hope the students can grow up healthily and happily in this warm family. , Okay, students, our little music train has arrived at the station. The teacher looks forward to meeting you next time. Goodbye. Chapter 3: The Second Grade Music Lesson Plan for the Second Grade of Primary School, PEP (General Purpose)
1. Teaching material basis?
The third unit of the second volume of the PEP Edition for Primary Musicians, Volume 2 "Music" "Animals" Lesson 4 "Crab Song"
2. Design Ideas
"Crab Song" is a Sichuan folk song. The song is lively, funny, dramatic and full of life. Some words need to be sung in dialect to show the local characteristics of the song. For example, "brother" is pronounced as "guo", "ke" is pronounced as "kuo", etc. The song is in 2/4 time, in the tune mode, and consists of upper and lower phrases. The style is humorous and the singing speed is fast. It shows the scene of children playing on the riverside encountering crabs, observing crabs, and having interesting stories with crabs. It vividly and lifelikely depicts the process of crabs pinching people. It is rich in local color, plotted and dramatic. This song*** has three lyrics. The first paragraph describes the appearance and shape of the crab; the second paragraph describes the naughty boy's toes being caught by the crab as the plot of the musical drama unfolds. The crab clenches tightly, pushing the song to a climax; the third section is the urchin begging the crab to let go of "my feet", which is full of humor.
3. Analysis of Academic Situation
The students in this class are second grade primary school students. They are young and naive, and their attention is easily relaxed, distracted or diverted, but they dare to speak and act, have rich imagination, love to sing, dance and play, and have a strong desire to express themselves. Once they become interested in something, they will devote themselves wholeheartedly.
IV. Teaching content
Singing "Crab Song"
V. Teaching objectives
1. Emotions, attitudes and values: through learning songs , experience the humorous and lively emotions, feel the humor and optimistic attitude in the music.
2. Process and methods: Learn songs through listening, imitation, rhythm, and performance singing, and be able to sing songs using Sichuan dialect and humorous emotions.
3. Knowledge and skills: Students sing songs in local dialects of Sichuan and experience the characteristics of different regional cultures.
Teaching focus: Sing the song "Crab Song" accurately
Teaching difficulties: the intonation of the song melody and the use of Sichuan dialect to sing the song.
Teaching hours: 1 class
6. Teaching process
1. Introduction: Today the teacher brought you a riddle. Who among you is smart? Be the first to guess the answer.
1. Riddle: A general has eight legs, uses pliers as a broadsword, walks sideways with a hard shell on his back, and acts as a general with bubbles on his head. (The courseware shows the riddle) Student: Crab
2. Teacher: It seems that the students are all smart children in the branch, and they guessed it right away. (Show the crab picture ppt)
(Design intention: to stimulate students’ interest in learning songs through guessing.)
2. Listen to the song for the first time and feel the rhythm
1. Play "Crab Song" and ask the students to listen to a song about crabs. How is the crab described in the song? Students, who can tell me about the characteristics of crabs? Students: round shell, eight legs, two Big clip, sideways walking (demonstration action) and then the courseware shows pictures of different crabs.
2. The song not only describes the appearance and shape of crabs, but also an interesting thing happened. What kind of interesting thing was it? Let’s listen to the song again. Listen to how big the little crabs are in the song. Naughty, how is it naughty? Student: It clamps on my hand and can't shake it off. On the one hand, the naughty boy tries hard to get rid of the crab's big clamp. On the other hand, the crab is clinging tightly. The naughty boy begs the crab to let go of "my foot", which is full of humor.
3. Rhythm practice: In addition to being naughty, little crabs also like to blow bubbles and burble. Let’s imitate the sound of a crab blowing bubbles! The courseware shows the rhythm pattern and practices. .
4. Melody practice: read the lyrics rhythmically first: show the first four bars of the rhythmic lyrics in ppt. Then the teacher sings the melody and the student sings the lyrics.
(Design intention: Several listening sessions put different requirements on students, so that they can listen consciously, which is more conducive to concentration. Let students become familiar with the melody of the song subtly during conscious listening, and transform the boring rhythm, The melody practice is gamified in the form of popping bubbles to stimulate students' interest and lay a solid rhythm foundation for learning songs)
3. Learn to sing songs
1. Listen to the songs again: Students, through the rhythm and melody exercises, you have basically mastered the first four bars of the song. Let’s listen to the song again. In this song, are there any words or phrases that are different from the Mandarin we usually speak? ?Student: Brother, foot, river, shell... It seems that the students have found it. (ppt marks the corresponding pronunciation)
2. This is a song sung using a combination of Sichuan dialect and Mandarin. The words found by the students all use the pronunciation of Sichuan dialect.
3. Read the key lyrics in Sichuan dialect: Little sister, little girl - Yaomei is good - I want it
4. Brother, foot, person, hard, shell, river, Read and sing the melody line by line.
5. Sing the first lyrics softly along with the piano, paying attention to the use of Sichuan dialect and intonation. Sing the second verse.
6. The tone of the last paragraph should be heavier, showing the singer's eagerness to break free. (Add double horns)
7. Emotional processing of the song: On the one hand, the naughty boy tries hard to break free from the crab's big clamp. On the other hand, the crab is tightly clamped, and the naughty boy prays for the crab to let go of "my feet". ”, full of humor.
8. Complete singing of songs
(Design intention: Through learning Sichuan dialect, students can correctly use dialect to sing songs, and through processing the emotions of songs, students can fully feel To the style characteristics of Sichuan nursery rhymes and the fun and humor expressed in the musical language)
4. Expansion and extension: Appreciating Sichuan dialect songs Part 4: Music lesson plan for the second grade of primary school, People's Education Press (General).
Teaching content:
Appreciate the orchestral ensemble "Departure" and the Hebei folk song "Kite Flying".
Teaching objectives:
1. Listen to and feel the rhythm of the train in the music "Departure", and follow the rhythm of the music.
2. Feel the emotion of the Hebei folk song "Kite Flying" and understand the content and general characteristics of the song.
3. Listen and feel the differences in musical expression techniques and musical emotions between "Departure" and "Flying a Kite".
4. Participate in the multi-part rhythm combination activity: "Spring Symphony".
Teaching process:
1. Introduction of the topic
1. Listen to the music and initially feel the rhythm of the music "Departure".
Ask the question: What means of transportation are described in the music?
What musical means does the composer use to describe this means of transportation?
2. The teacher introduces the timpani And the snare drum imitates the even rhythm of the train, and the trumpet imitates the sound of the train whistle.
3. Listen to the music and further feel the emotion of the music "Departure".
Ask a question: How do the Young Pioneers feel when they set out for the countryside in the music?
The composer uses two melodies and different timbres in the music to express the feelings of the Young Pioneers as they set out for the countryside. Going in the mood.
4. The teacher leads the students to hum the two themes in the music along with the music.
2. Listen to the music "Departure" and follow the rhythm of the music.
1. The teacher organizes the students into one or several long queues, as if they are train carriages, which move rhythmically with the music. In particular, the students are reminded to express the rapid and gradual movement of the train when it leaves and enters the station. Slow change of pace.
2. Remind students to pay attention to the changes in formation during rhythm and the change in the direction of formation, which should change with the different melodies and changes in timbre in the music.
3. Introduce the composer and music creation background.
3. Listen to the Hebei folk song "Kite Flying".
1. Listen to Chinese-style music.
Question: What is the difference between "Flying a Kite" and the music "Departure" that I just listened to before?
Encourage students to express their own opinions from various aspects such as musical mood, style, and musical expression techniques. Different opinions.
2. Listen to the lyrics of the song and ask: What is sung in the song?
March - sisters dressed - flying kites - kites flying - going home
3. Introduce the musical characteristics of this folk song: it is spread and sung among the people. The music of "Flying a Kite" is different in different regions. The same folk song can be sung differently by different people. Introduce the characteristics of lyrics, ornamentation and melody in songs.
4. Ask students to hum the song along with the recording.
IV. Multi-part rhythm combination activity: "Spring Symphony"
1. Guide students to develop their imagination about spring, list the things that can make sounds in spring, and put these The sounds things make are imitated.
2. Organize students to imitate and perform various sounds in turn.
3. The teacher selects several of the sounds and fills them in the following table, designs the rhythm, and organizes the students to read according to the rhythm. All students perform in sequence. Inspire students to further associate and think about which sounds should be expressed with strong intensity, which sounds should be expressed with weak intensity, which sounds should become stronger and which should fade away.
(1) Spring thunder boom. Boom. Boom. Boom...
(2) Spring breeze Wu-wu-...
(3) Spring rain rustling Rustle, rustle, rustle, rustle, rustle...
(4) Mountain spring ding dong ding dong ding dong ding dong...
(5) Cuckoo cuckoo O cuckoo O cuckoo O cuckoo O...
(6)……
4. Then group the students into different rhythm parts, first perform their respective parts in turn, and then two or three parts , until all the voices are combined together to create a "Spring Symphony".
5. Inspire students to use their brains to think about what other sounds of spring can be combined into "Spring Symphony", what rhythm can be used to express them, etc.
5. The teacher summarizes this lesson.