1. How to write a music lesson plan

Music lesson plan "Ten Little Pigs Crossing the River"

——Shangbu Primary School, Futian District, Shenzhen: Liao Quanying

Grade: Second grade

Teaching objectives:

1. Through singing activities, students can sing and perform songs with expressions.

2. Guide students to sing songs in a relaxed and natural voice.

3. By learning songs, students can learn to do things seriously and carefully and not to be careless.

Textbook analysis: "Ten Little Pigs Crossing the River" is a seven-note song composed of four phrases. The song consists of three rhythms: quarter, eighth and half, which is simple and easy to learn. The content of the song is humorous, depicting a self-proclaimed big brother who is foolish and clumsy in counting; the two lyrics are in the form of a question and answer.

Preparation of teaching aids: an apple tree, an apple, several cards, a tape recorder, a chorus sheet, a number of pig headdresses

Teaching hours: one class hour

Teaching process: < /p>

1. Rhythm

Requirements: Let the students learn to fly freely into the music room like a bird. Improvise the flying movements while listening to the music, and make your own movements when the music stops.

2. Classroom seat design after teachers and students say hello: leaving some space for students to move freely

3. Rhythm card game (omitted)

4 , situational teaching

1. Listen to music and simulate crossing the river

2. Recall the scene when crossing the river

5. New lesson teaching

1Introduce new lessons

2. Learn the song "Ten Little Pigs Crossing the River"

3. Song rhythm

A. Take the form of students' own creation Carry out

B. The teacher selectively categorizes the movements created by the students

C. Song performance:

Requirements:

⑴. The range of movements should be large and powerful

⑵. Try to make the movements not affect the singing

⑶. Wear a pig headdress during the performance to enrich the form

6. Class summary

7. After class, students walked out of the music room to the sound of music

This class example won the first prize in the city 2. How to write a composition for an open class on music Write

Watch. As soon as the bell rings after class, the students rush forward, fearing that they will not be able to grab the composition collection. You may ask: "Where do these essay collections come from?" Let me tell you. It turns out that the "School Fairy Tale" section of the Shenzhen Evening News will publish essays by primary school students every Saturday and assign essay topics for the next week. In order to improve the composition level of the whole class, our class teacher, Mr. Huang, asked everyone to actively participate in submissions, so every student in our class wrote a lot of articles. During the winter vacation, Teacher Huang asked us to organize the compositions we had written into collections and communicate with each other. Therefore, after the school started, the composition collections of the whole class were put on display in the composition corner of the class. This way, everyone could grab the collections to read after class. It has become a unique scenery in the class and has become a new thing that my class is talking about recently.

The composition collections I read every day are different. Some composition collections have colorful and beautiful illustrations; some compositions are very interesting and make people laugh; It’s so exquisite that you can’t put it down... Anyway, I’m dazzled every time I read it, and I’m intoxicated in the world of the collection of essays every day.

Last week, something new happened in our class, that is, a fat mouse ran into our classroom.

Here’s the thing. On Wednesday, we were in art class, and suddenly a female classmate screamed and jumped on the chair. The teacher asked her: "Why are you standing on the chair? Sit down quickly." The female classmate said: "There is a mouse." The teacher asked her: "Where is it?" She said it was under the table. Suddenly the whole class was in an uproar. Some high jumpers flew to the table and chairs with a "swish" sound, and some timid ones screamed in fright. The art teacher asked us to lift our feet and go get the tools to hit the mice. Only a few "pops" were heard, and a huge mouse scurried from the east end of the classroom to the west, causing screams wherever it went. The giant rat might have been frightened by our high-decibel screams and hid under the podium and did not dare to come out. The art teacher clicked a few more times, and in a blink of an eye, the mouse escaped from the classroom. The students all shouted: "Teacher, chase!" The art teacher shook his head and said, "The mouse also came in to listen to the class. Look. , this mouse is so serious, you should be more serious than it!" The teacher's words made us all laugh.

There are endless new things happening in our class. I think the freshest thing since the beginning of school is voting for class leaders. Because it was all planned by the teacher in the past, when the teacher said this sentence, the classroom immediately became silent, and I felt uneasy.

Why does the teacher do this?

The teacher seemed to see through our thoughts and explained: "Students, the class cadres used to be chosen by teachers, but now I have delegated power. I believe that the eyes of the students are sharp. Everyone We must be able to choose our own class cadres. "We are very touched that the teacher believes in us.

The teacher gave the students a piece of blank paper and asked them to write down the class cadres they selected on the paper: one monitor, four deputy monitors, and one leader each for Chinese, mathematics, and English. After fierce selection, I finally became the deputy squad leader, but this was not what I wanted. Because I have been elected as the deputy squad leader for four consecutive terms, I am so eager to be the full squad leader, because I want to try whether I am qualified. But you don’t have to worry about me. I believe that through my continuous efforts, I will be the squad leader one year. If you don’t believe me, just wait and see.

There are many new things in our class, but the most surprising thing is the gift given by Teacher Zhong - allowing Teacher Huang to meet us.

Just after class last Thursday, there was a "boom boom boom" sound in the classroom like thunder. Suddenly, Teacher Zhong walked into the classroom with a cheerful face. She said loudly: "Please be quiet and see what gifts I have brought you." The students immediately quieted down, opened their eyes and asked: "What? What?" Teacher Zhong said: "Close your eyes." The students quickly closed their eyes, and when Teacher Zhong announced: "Open your eyes!" We opened our eyes, wow! I saw my former head teacher, Teacher Huang, standing in the classroom. This unexpected surprise made everyone stunned.

"What's the matter? Don't you wish Teacher Huang a Happy New Year?" Teacher Huang said with a smile. The students just woke up from a dream, paying New Year greetings to Teacher Huang and asking questions. 3. How to write a good music lesson plan

The goals and key points of teaching must be clearly written. You should be very clear about the purpose of your lesson. Whether it is introduction to class, new lesson teaching, or all teaching design Everything should pave the way for your purpose, time should be allocated well, and important and difficult points must be explained in detail. Also, music is an active classroom, and the current new curriculum standards are all based on students, so I think The method starts from the students' interests and can arouse their interest. With your continuous guidance, I believe their thinking will follow your lead.

Music lesson plan "Ten Little Pigs Crossing the River" —— Shangbu Primary School, Futian District, Shenzhen: Liao Quanying Grade: Second grade Teaching objectives: 1. Through singing activities, students can sing and perform songs with expressions. 2. Instruct students to sing songs in a relaxed and natural voice. 3. By learning songs, students can learn to do things seriously and carefully and not to be careless. Textbook analysis: "Ten Little Pigs Crossing the River" is a seven-note song composed of four phrases. The song consists of three rhythms: quarter, eighth and half, which is simple and easy to learn. The content of the song is humorous, depicting a self-proclaimed big brother who is foolish and clumsy in counting; the two lyrics are in the form of a question and answer. Preparation of teaching aids: an apple tree, several apple cards, a tape recorder, a chorus sheet, and several pig headdresses. Teaching lessons: One lesson. Teaching process: 1. Rhythm requirements: Let students learn how birds fly freely into the music room. Improvise the flying movements while listening to the music, and make your own movements when the music stops. 2. Classroom seat design after greeting teachers and students: leave some space for students to move freely 3. Rhythm card game (omitted) 4. Situational teaching 1. Listen to music to simulate crossing the river 2. Recall the scene when crossing the river 5. New Lesson teaching 1. Introduction of new lessons 2. Learning the song "Ten Little Pigs Crossing the River" 3. Song rhythm A. Taking the form of the students' own creation B. The teacher selectively categorizes the movements created by the students C. Song performance: Requirements: ⑴. The range of movements should be large and powerful. ⑵. Try to make the movements not affect the singing. ⑶. Wear pig headdress during the performance to make the form richer. 6. Class summary. 7. After class, students walk out of the music room with the sound of music. 4. Middle class How to write music lesson plans

Activity goals: 1 Recognize half notes, quarter notes and rests.

Know their names, symbols and characteristics. 2. Able to beat the rhythm according to the symbols of the notes and create rhythm.

3 Review the treble clef and bass clef. Activity preparation: Courseware (treble clef, bass clef, half notes, quarter notes, rests); several puppy cards, one small note for each person, paper, glue, several small stars, music tapes, and a tape recorder tower.

Activity process: 1 Rhythm: If you feel happy, clap your hands. "Children, do you want to listen to music and play games with the teacher? Then please stand up gently and keep your mouth quiet." ( Listen to music, dance and clap your hands at the same time) 2 Recognize whole notes, half notes and quarter notes.

Make a rhythm based on the notes. (Show the treble symbol and the bass symbol) "Kids, do you know who they are? By the way, they are the treble mother and the bass father.

They brought some good friends, let's see who they brought? (Show the puppy) This yellow puppy likes to bark once, see who else is there? This red puppy likes to bark twice. There is another puppy, but this blue puppy doesn't like it. It barks, so it doesn’t make a sound.

Okay. Let’s clap our hands and learn how to bark.

First let the children watch the teacher change the position of the puppy. What’s new first? Okay, let's take a photo. The yellow puppy brought its good friend the note baby (show the quarter note). This yellow note baby, like the yellow puppy, likes to make sounds (teacher claps his hands). Its name is the quarter note; the red one The puppy also brought its good friend, the red musical note baby. Like the red puppy, it likes to make two sounds, and its name is half note. The blue puppy also brought its good friend, the blue musical note. Baby, this blue musical note baby also doesn’t like to make sounds like the blue puppy. Its name is rest. These musical note babies can all make nice rhythms. Now please ask the children to stretch out their little hands and clap with the teacher.

Rhythm: Let me see which child can shoot well and is willing to come out and perform (invite a few children to come out and shoot the rhythm and praise them) (show all the symbols) The high-pitched mother and the low-pitched father should bring the baby back with the musical notes. Home, let’s say goodbye to them (goodbye, treble mom, goodbye, bass daddy, bye half-note baby, bye quarter-note baby, bye rest baby). 3 Game: Star Reaching Do you want to play games with your teacher? What about the teacher? Invite children who are sitting still and not talking to play the game of catching stars to see what is hidden behind the little stars. (The teacher first demonstrates how to play the game, and then invites the children to play the game.) How to play: Listen to the music "Twinkle Little Stars" and do the actions. , when the music ends, reach for the stars, read the names of the notes behind the stars and know its rhythm

4 Operation: For a nice rhythm, ask the children to stick the small notes on their desks on the white paper. Form a rhythm, and then take a summary of the rhythm you created 5. End the activity 5. I want some lesson plans for primary school writing

Teaching design of the imaginary composition "Spring is Coming" Einstein said: " Imagination is more important than knowledge, because knowledge is limited, and imagination summarizes everything in the world, promotes progress, and is the source of knowledge evolution. ”

Human material civilization and spiritual civilization are both. The product of the combination of creative thinking and creative imagination. The so-called imagination is the psychological process of creating a new image by thinking about things that are not in front of you.

At present, we The living environment of students is relatively stable. The three-point and one-line life of "school classes - homework at home - eating and sleeping" is monotonous, boring and boring. Students lack space for imagination, and they don't even know how to imagine. It is an imaginative creative process. The lack of imagination is an important factor that makes it difficult for students to improve their composition level.

Based on the above thinking, I designed an imaginary composition in the middle grade of elementary school and initially explored the use of imaginative composition. Methods and approaches for students' imagination. The theme is "Spring is coming". Through this training, we strive to achieve the following goals: 1. Guide students to listen to music, spread the wings of imagination, and cultivate students' ability to create imagination through music; 2. Stimulate students' imagination and encourage students to freely draw the beautiful spring scenery in their hearts; 3. Guide students to follow a certain order, grasp the characteristics of spring scenery, practice speaking through painting, and promote writing through speaking, and describe spring paintings into written words. .

In order to achieve the above teaching goals, I carried out the following teaching design: 1. Music and imagination 1. First, use multimedia courseware to combine soothing and beautiful background music with the sounds of spring nature. (Streams, birdsong, insects, cows, etc.) are combined together, plus the teacher’s verbal description: Spring is here, Miss Chun played beautiful music, close your eyes and listen to the music, can you imagine Is it a scene of spring? In this design, teachers provide students with music (perceptual materials presented to students) that can allow students to develop rich imaginations and expressiveness. With the teacher's guidance, students are required to imagine various things based on the music. corresponding things (new images created by students’ thinking). Through this teaching design, students' interest in imagination is activated. Once they have this interest, students' initiative and enthusiasm for creating imagination can be improved. In the pleasant activities, students' imagination inspiration is suddenly stimulated, and the representational materials in memory are vividly in front of their eyes. , the spring in students' minds will be colorful.

2. Instruct students to report the content of their imagination: What do you seem to see when listening to music? Through this design, students are guided to recall the music they just listened to according to a certain imaginative goal (imagine a set of content related to spring), connect it with their own life experience, and process the image reasonably. When students report, teachers should encourage students to imagine boldly. In the past, students’ bold creative imaginations were often not understood by us. We often intentionally or unintentionally gave students some rules and regulations to correct some students’ bold imaginations that did not conform to the “rules”. , but everyone knows that this stupid approach often kills students' imagination prematurely.

When students report, teachers should also guide students to seek different imaginations, imagine ideas that are different from others, and describe scenes that are different from others. 2. Painting and Imagination 1. After the students report, the teacher *** guides: Students, your imagination is too rich. Can you draw the spring in your imagination with colored pens? Draw whatever comes to your mind.

Teachers can also draw a willow tree and a small river on the blackboard, and encourage students to add pictures freely with the theme of "Spring is coming".

In this teaching design, guiding students to draw is an effective way to develop students' imagination. Students can think and draw by themselves, and draw whatever they think. When students conceive the content and layout of pictures, they will inevitably have rich and active imaginations. , doesn’t this psychological process correspond one to one with the conception, layout, and description of students’ compositions? 2. When students are imagining paintings, teachers should give timely guidance.

In this teaching design, teachers should always pay attention to students' imaginative drawings. When students are limited by certain skills and have difficulty expressing the content of their imagination, teachers should give timely guidance to help students express their imagination. In this process, teachers also need to inspire students to be original and novel when imagining paintings, rather than repeating and reproducing real life, nor "copying the gourd".

In this way, interesting pictures appear on the paper: the smiling sun, the bird playing the flute, the frog playing the drum, the dancing willow... 3. Talk about the painting and writing 1. Encourage students to express their imaginary paintings in words. During the communication process, guide students how to talk about paintings: (1) Tell me what scenes you have painted? (2) Why paint these scenes? (3) Can you talk about it in a certain order? (4) Which of these scenery is your favorite? Guide students to focus on key points and be specific. In this process, teachers should not only guide students to express the static beauty of imaginary paintings (such as the color, size, shape of things, etc.), but also guide students to express the dynamic beauty of imaginary paintings (such as birds flying in the sky, spring rain, etc.) Under the pattering of rain).

When guiding students to talk about paintings, it is necessary to mobilize students' senses of sight, touch, smell and other senses, connect the content of imagination with life experience, and encourage students to be "original" and "whimsical" based on life experience ", arouse students' childlike interest and make language expression more vivid, vivid and touching. 2. Encourage students to write what they say in words: Classmates, your imagination is so rich. After admiring your imaginary paintings and listening to your descriptions, I seem to feel that the small trees are alive and the birds are flying. Get up...the picture is moving. It's really wonderful. It would be great if you could add a text description to the imaginary painting to make your picture move and come alive! In this teaching design, students imagine spring scenes by listening to music, and then describe the imaginary scenes with colored pens. Through the teacher's guidance and speaking, students' language expression ability is subtly trained, so that students have rich feelings and accumulation.

Under the guidance of teachers, students' desire to express themselves in language and words is stimulated. At this time, students' imaginative compositions will have a rich language and emotional foundation, and they can write compositions with ease and success in one go. Think about it this way. 6. Unforgettable composition teaching design

Today, my mother and I went to dance at Eric in East Lake.

When I arrived at Eric, I changed my clothes first, then put on my socks and shoes and went upstairs with a bouquet of flowers.

Teacher Pan first asked us to stand in our seats. Then play music, and the first dance is half-toe walking. We danced to the music as if we were slowly growing taller. The second movement is the ground exercise. We do it with our chests held high...Unknowingly, it's time to run and jump. This is my best move. I haven't missed it from the beginning, and of course I won't make it wrong this time either. . Next it’s time to do the barre exercise. This barre exercise is a bit difficult, but it’s not difficult for me. I do it seriously. Even if Teacher Pan teaches new moves, I will watch them carefully. That's why I learned so quickly, because Teacher Feng said, "To learn a skill, you must learn it with your heart, so that you can do everything well." Time passed so fast, and get out of class was over before we knew it. We said loudly: "Thank you, teacher, and goodbye, teacher." Then he went home happily. 7. How to write a composition about the music class in my mind

The music class in my mind is happy; in my mind, the music class is very beautiful and beautiful; in my mind, the music class is very beautiful and beautiful; In my mind, music lessons are strange and ever-changing.

There is the laughter of the students when they are happy; there is the beauty of the students when they sing; there is the beauty of the students when they play. This is what music class looks like in my mind.

Approaching the music classroom, I saw a huge and dignified purple-red piano from a distance. On the huge piano were the teacher's lesson plans and some unique small percussion instruments. There is a black crystal chair, and a young and kind teacher is sitting on it, staring at us with kind eyes, as if welcoming us to learn music; to feel the music; to experience this wonderful music. At this time, I only heard the melodious sound of the piano coming from the classroom. It was the teacher who was carefully playing the greeting music for class. We all found neat seats and sat down.

I slowly and gently swayed to the music, and the classmates also hummed the music as if they were fascinated. The whole classroom was filled with the atmosphere and charm of music, as if there was nothing. Existence, nothing, peace that has never existed. The teacher asked us to open the music book and turn to pages 22 and 23 of Lesson 3, and she immediately started playing the music.

I opened the book and took a look: "Ah! It's the episode "Do Re Mi" from the movie "The Sound of Music"! It's a light and lively song, it must be nice!" I hurriedly With their ears pricked up, every student swayed while listening. The classroom was so quiet that only the sound of the song "Do Re Mi" could be heard, and everyone was humming along with the song. I listened carefully to the beautiful tune, as intoxicated as the mountains and flowing water. I seemed to see a group of children singing happily and the beautiful scenery - "It's so beautiful!" I listened quietly and sometimes sang lyrically. With.

The get out of class bell rang. When I was still unable to leave from such beautiful singing, the teacher said get out of class was over. But I always think about this beautiful singing... 8. How to write a music appreciation lesson plan for "Seven and a Half Jumps"

This piece is Orff music and is generally used to teach children in the early stages. If you really teach children, then the best The important thing is to combine music with rhythm, dance, drama performance, etc., that is to say, combine the music with a short story and plot to let the children dance with the music. I found an example on the Internet, the design intention: the music "Seven" "Half a Jump" is humorous, relaxed and joyful, especially the accumulated extended tones in the B section, which brings people infinite reverie. "People have thousands of faces", so is music not the same? The same piece of music will bring people different feelings and be interpreted into different stories. "Seven and a Half Jumps" has been given many images and designed into many wonderful teaching activities, such as "Knocking Mosquitoes", "Seven and a Half Jumps" Tear newspaper" and so on. My inspiration comes from the moment I squeeze out toothpaste in the morning. The shape of the toothpaste bar gives me the impulse to create. Squeezing toothpaste and brushing teeth every day are "essential homework" for children, and I am On the basis of children's life experience, this has been processed and refined, and toothpaste and toothpaste strips are personified and visualized, so that children are more interested and willing to participate in dances and games. If you listen to paragraph B again, it may be short, Or stretched tenor, isn't it just like toothpaste strips of different lengths? Activity goals: 1. Feel the relaxed, happy and humorous mood of the music, initially understand the repetitive structure of the music ABAB'..., and perceive the characteristics of the cheerful jumping of section A and the extension and accumulation of sections B. 2. Guide children to use their existing life experience On the basis of this, create toothpaste dancing and toothpaste squeezing movements. 3. Have fun communicating with expressions during the performance. Activity preparation: a teaching map, use small paper to cover the "toothpaste strips" one by one; a teaching aid of large toothpaste; Music tape. Key points and difficulties of the activity: Key point: Feel the relaxed and humorous mood of the music, and express it happily with bold movements. Difficulty point: Preliminarily understand the structure of the music, and perceive the cheerful jump of section A, and the extension and accumulation of sections B. 1. Children listen to the music completely and experience the cheerful and humorous emotions of the music. 2. The teacher briefly tells the story "Toothpaste Dance" using teaching aids to help children understand the image and content of the music. 3. Combine with the map, appreciate the music, and initially understand the structure of the music .(1) The teacher listens to the music finger chart and shows the toothpaste strips in turn; asks: When the toothpaste dances, is the music the same? (2) Children finger the map along with the music; question: When squeezing out toothpaste, does the music sound the same? What's changed? (3) Ask the children with strong abilities to listen to the music and lead the finger chart. 4. The teacher inspires the children to create toothpaste dance and toothpaste squeezing movements. 5. Completely perform to the music. All children dance in a circle. During section B, the teacher invites the children in turn. Enter the circle as a toothpaste stick and make various shapes. 6. The teacher briefly introduces the music and inspires the children to name it. Activity extension: 1. On the basis of appreciating the music, you can learn to use percussion instruments to accompany the music. 2. It can inspire the children Use toothpaste boxes and toothpaste skins to make art works.