# Teaching Plan # Introduction Music can be divided into two major types: vocal music and instrumental music. It can also be roughly divided into classical music, folk music, original music, modern music (including pop music), etc. Among art types, music is abstract, and music can be divided into Eastern music and Western music from the historical development. In the East, the ancient Chinese theory, led by Chinese Han music, is based on the pentatonic scale, namely Gong, Shang, Jiao, Zheng, and Yu, while in the West, the heptatonic scale is the mainstay. We have prepared "People's Education Publishing House Music Lesson Plan Sample for Second Grade Volume 1 (3 articles)" for your reference!

People's Education Press Edition Music Lesson Plan Sample for Second Grade Volume 1: Monkey Steamed Cake Teaching Objectives

< p>　1. Be familiar with the content of the song and feel its fun and lively characteristics.

2. Through imagination and association, combined with appreciation of music, bold creation, and active participation in collaborative performances.

3. Perform performances in different roles, cultivate musical expression, and feel the relationship between music and physical performance.

Teaching is important and difficult

1. Feel the fun and lively characteristics of the music. Under the influence of music, students are enthusiastically involved in creation and practice, stimulating students' enthusiasm for interactive participation, and improving students' aesthetic taste and musical practice ability.

2. Use imagination and association reasonably to create vivid and characteristic images and plots.

Teaching process

1. Introduction of the new lesson: Summarize the content learned in this unit, summarize the characteristics, introduce the image, and introduce the "character" who "makes his debut" - the monkey. New lesson "Monkey Steamed Cake".

2. New lesson learning

1. Listen to the song "Monkey Steamed Cake" and understand the content of the song.

2. Introduce the background──Zhuang folk songs. (Teachers can collect information on Zhuang folk songs for oral narration.)

3. The teacher shows the lyrics of "Monkey Steamed Cake" so that students can familiarize themselves with the lyrics and recite the lyrics.

Question: What story does the song tell? (Retell the plot in your own words.)

4. Listen to the song "Monkey Steamed Cake" again, compare the lyrics, and create a "musical".

5. Give students 5 to 7 minutes to collaborate freely, divide roles, divide labor, and create a "musical" based on the narrative plot of the song.

3-4 groups can be arranged at the same time. In addition to the starring roles, each group can also arrange a "director", "judge panel", "drama staff", etc., all of whom can make suggestions for the performance to improve the performance effect, and "division of labor regardless of family" to enhance the team spirit and cooperation of the children consciousness.

6. Enjoy the animation of the song "Monkey Steamed Cake" and let the performers of each group enter their "role" while listening to the song.

7. "Monkey Steamed Cake" is performed in different roles.

After the performance of the first group, there can be a temporary pause to allow the audience to provide comments and modification suggestions, and then the second group will appear. And so on.

3. Class summary: Combined with performances, make value judgments on the life attitudes and behaviors of monkeys and puppies, and deepen their ideological understanding. Combined with the content of the unit, it emphasizes further strengthening the emotional experience of "love of labor" and "glorious labor", calling on everyone to be a good child who loves labor. At the same time, we should also establish the concept of "respecting the labor of others, doing what we can, and using labor to create fruits." Thoughts, attitudes and emotions.

PEP Edition Music Lesson Plan Sample 2 for Grade 2 Volume 1: Barber Teaching Design

1. Textbook Analysis:

"Barber" is a passionate, A cheerful, humorous Australian folk song. It is in the key of D major, in 2/4 time, and has a single section structure. The melody uses ascending progression, phrase pattern progression, octave jumps, homophonic repetition and other development techniques, and combines the "click" and "rustling" sounds of three simulated haircuts with the regular rhythm of XX│XX│ to vividly It depicts the image of a barber working seriously, quickly and happily, reflecting the joy of labor and the joy of success.

2. Teaching objectives:

1. Be able to understand the pleasure that labor brings to us;

2. Sing and perform " "Barber";

3. Cultivate students' awareness of participation and creativity through the creation of short songs, movements and performances.

3. Teaching focus: Be familiar with the songs in the game and learn them initially.

4. Teaching difficulties: adding movement sounds to songs.

5. Teaching preparation: electronic keyboard, multimedia courseware

6. Teaching process:

(1) Organizing teaching (getting to know students, introducing themselves, Close the distance)

Rhythm (accompaniment of the song "The Barber")

"The teacher brought a piece of music, let's listen and do it together, but be careful, we do it What must your movements be accompanied by? (Music) Let me take a look, whose is it?"

(2) Import:

Do you know? This paragraph The music comes from a music barber shop. When the barbers there move, they are different from others. They have to work in conjunction with the music. How about it? Let's go into this barber shop and do it together. Can you experience how a musical barber works?"

1. What tools are used for haircuts? What kind of sounds do they make? (Use your voice to match the teacher)

< p> 2. Introduce a little song: "Little scissors, cut it, click, click!

Little wooden comb, comb it, brush, brush, brush, brush! Hair dryer, blow it , Woo~~ Woo~~!

"Small mirror, it looks so beautiful when you look at it!" (Teacher performs action performance)

3. Be sure to sing songs to the music. Co-authored music. (accompaniment of the song "The Barber")

4. Invite 4 young customers to perform with the teacher as the barber (accompaniment of the song "The Barber")

5. Group performance, divided into 4 rows, rows 1 and 3 play the role of small customers, rows 2 and 4 play the role of barbers, and then switch (accompaniment of the song "Barber")

(3) Perform "Haircut". "Master"

1. Listening to the song for the first time

"After working for so long, let’s take a break and listen to the barber shop song. In the song, who is getting a haircut? What tools did you use to see whose little ears are the smartest?"

2. Teacher Fan sang.

"It doesn't matter if you didn't hear clearly just now. I am a hairdresser. Sing it once and see who can remember the lyrics. Listen carefully and see who remembers more. ”

3. The students say the lyrics, and the teacher clicks on the big screen to display the lyrics. (Slideshow)

4. Teach and sing the first verse, and the teacher and students sing together (the teacher plays the piano and competes) Compare, who has the lightest voice)

"The first-class barber in this barber shop must sing the song of the barber shop well before he can be admitted. Let's give it a try together. Quickly stretch out your little finger and let the barber sing. He comes and sings with you. The red color is yours and the others are mine. "(Slideshow)

5. Learn to sing the second verse, read the lyrics and sing along with the piano.

"Do you know how the grandpa invited the next customer?~"

6. Know the singing voice and mood of the song.

“Your scissors are small scissors, and your watering can is also a small watering can. So what kind of voice should you use when singing kacha and shashasha. (Bright): Did grandpa succeed? Is Gao happy? What voice should I use to sing? Don’t say it out loud, just tell me with your voice. "

7. Sing in full.

"Can you use your singing voice to invite customers to come and give it a try? The little barber stands up and sings with the accompaniment, plus you. Actions"

8. Sing the name of the note. (Sing it twice, once fast and once slowly)

"You are already a first-level barber, and the customer gave you a gift. , look at what it is (slideshow) You sing red, I sing black, and after singing, the little customer will appear."

9. "Look at the little customer, the little hairstyle that the grandpa designed for the little customer. "(Slideshow)

10. "Is it designed well by grandpa? However, if you want to become a super barber, you must not only sing songs and ballads well, but also add work skills when singing. Sound (click), listen carefully to see where the teacher added it. "(Teacher singing)

(1). The teacher sings the last two lines, adding the sound of work (following the piano);

(2) Divide into two groups, one group sings One group plus voices;

　(3), complete singing, songs plus chants, and perform while singing;

　(4), songs, chants, and added sounds together While performing.

PEP Second Grade Music Lesson Plan Sample 3: Big-Headed Doll Teaching Objectives

1. Feel the cheerful mood of the song "Big-Headed Doll"

2. Be able to express the four phrases of the song in different ways

3. Know that the pauses should be sung short and brisk; design changes in intensity during singing

Teaching process< /p>

1. Introduction:

(1) The teacher first invites several students to wear big-headed doll masks and enter the classroom to perform to the song "Big-headed Doll" to stimulate students' interest.

(2) Teacher’s introduction to Big-Headed Doll: Feel the cheerful mood of the song "Big-Headed Doll"

2. Learn how to express the four phrases of the song in different ways

< p> (1) Listen to the song and feel the joyful emotions. Guide students to discover the similarities and differences between the first and second phrases.

The two phrases are basically the same, only the two notes at the end are different. Model the first two phrases of the song with the teacher, paying attention to the rhythm of dotted eighth notes. It can help students sing dotted eighth notes accurately by comparing them without dots with dotted ones; it can also be sung with a slightly stronger intensity

(2) It can also help students sing dotted eighth notes accurately Helps. Learn to sing the third phrase using sight-singing. Teachers can guide students to observe the music score, first determine how to read the rhythm, prompt the rhythm of dotted quarter notes, then sing the melody, and finally know how to sing the pauses. The major third interval is not easy to sing accurately, so teachers should pay attention to correct it in time. Guide students to observe which phrase the fourth phrase is the same with, and then ask students to sing the fourth phrase themselves.

(3) Know that the pauses should be sung short and brisk; design changes in intensity for the song.

3. Learn to sing lyrics

(1) Before singing the lyrics, the teacher first guides the students to distinguish the four phrases of the song and know how to breathe at the end of each phrase.

(2) In the third phrase, you must be able to sing the contrast between "continuous" and "dun".

(3) Sing the song completely with expressions.

(4) Ask several students to sing songs, and other students listen carefully and evaluate.

(5) Use movements to express the four phrases while singing the song. It can be reminded that because the second and fourth phrases are exactly the same, the actions performed should also be the same.

4. Performance of songs

(1) The teacher asked several students to put on big-headed doll masks and perform along with the songs on the stage, and other students sang the songs.

Students evaluate each other’s singing and performance.

(2) Finally, the teacher sings and performs the song in unison. Pay attention to singing as the main focus.