#二级# Introduction English lesson plan design is a higher-level exploration to improve classroom teaching. It is a necessary task to improve the quality and efficiency of classroom teaching. It can promote the systematization of teaching and make The teacher controls the pace of the lecture. The following are three second-grade music lesson plan design materials that None has prepared for you. I hope they can help you!

Part 1

Teaching content:

Singing "French Horn"

Teaching objectives:

1. Emotional attitudes and values: Respect students' individuality and subject status, use a variety of music activities to enrich students' emotional experience, stimulate students' interest in learning music, activate students' desire for expression and creative thinking, and further cultivate students' good habits in music practice activities The habit of learning music and the awareness of working with colleagues.

2. Process and method: Listen to the music fully, and enjoy the pleasure of the music aesthetic process in the music experience and feeling. By personally participating in artistic practices such as singing, playing, and arranging, and appropriately using observation, comparison, practice and other methods to imitate, we can accumulate perceptual experience and lay the foundation for the further development of musical expression and creative abilities.

3. Knowledge and skills: Learn and master the basic elements of music and basic knowledge such as singing, playing, reading music, and composing. Learn the preliminary skills of singing, performance and creation, and be able to sing songs and play percussion instruments confidently, naturally and expressively. Recognize music scores based on musical auditory perception and use music scores in music practice activities.

Key points and difficulties in teaching:

1. Feel and express the three-beat rhythm, grasp the intonation of the last phrase, and be able to imitate the music score.

2. Understand the French horn, learn to sing "French Horn" with a flexible, coherent and stretched voice, and perform musical activities such as percussion accompaniment and lyrics creation.

Teaching preparation:

Piano, courseware, percussion instruments, etc.

Teaching process: Listen to "Cuckoo Waltz" to make rhythm and go into the classroom to review "Please Sing a Song" "1. Teacher: Welcome to the music hall. In the waltz just now, whose cry did you hear?

Student: Little Cuckoo

Teacher: What kind of sound does it make? Sound?

Student: Gugugugu

The teacher instructs the students to practice "▼▼0︱▼▼0︱" and be flexible.

2. Teacher: If you think of the song "Please Sing a Song" that we learned before, let's review it together.

3. Teacher: What form of singing did we use just now? (Singing in unison) I would like to invite a classmate to lead the singing with me. The guide changed the singing form and adapted the lyrics (gugu to lala) to sing the song. (Sing students’ names into songs, how to sing 3-letter names and 2-letter names, teach “La La” singing mouth shapes and facial expressions, and praise students who can sing generously)

< p> 3. Introducing the new lesson: Thank you for your cooperation. I heard everyone’s happy singing. The teacher had an instrument here and couldn’t help but sing. Listen, who is singing? What kind of singing sound does it make? New song teaching listening songs: (1) Listen to the recording of the model singing, and the students will answer (French horn buzzing)

(2) Listen to the model singing to feel the rhythm of the song, and try for yourself. Is it in two beats or three beats?

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(3) What other movements can you use to express the rhythm of three beats? Practice "Om Baba" (strong, weak, weak)

2. (1) Introduction to the French horn, look at pictures of the French horn , listen to Mozart's "Rondo" (the third movement of the Horn Concerto in bE major), feel the low, gentle and elastic tone of the French horn, then practice "Om Baba" (low and elastic tone), then listen to Fan Sing, and imitate the playing posture. Follow the rhythm of the song 3. Learn to sing songs:

(1) The teacher demonstrates the music score and sings silently, and counts how many phrases are there?

(2) Models the music score and sings the first number For phrases 1 and 3, the teacher sings phrases 2 and 4. When singing "Om Baba" in bars 1 and 2, the enunciation should be clear and elastic, and when singing "La" in bars 3 and 4, it should be full and coherent. Are students looking for the same phrases? Teachers and students exchange solitaire model singing scores, and guide students to read the scores and use one word to two notes of the legato line. The teacher uses Colvin gestures to indicate the direction of the melody and grasp the pitch. Divide into 4 groups to sing the music score.

(3) Complete singing score

(4) Add lyrics and sing in groups.

(5) The third phrase is more urgent than the first phrase, and with the addition of clapping movements, the song is fully sung.

(6) Men and women sing together.

4. Song accompaniment: Guide students to use percussion instruments to accompany songs. Division of labor and cooperation in singing performances.

Round dance board: ×××︱×××︱

Bell ring: ×——|×——|

Sand hammer: 0×× |0××|

5. Adapted lyrics:

(Teacher): Jingle bells, jingle bells, who is singing? Jingle bells, jingle bells, like this every day. Jingle bell, jingle bell, who is singing? Children, please guess.

(生): Jingle bells, jingle bells, who is singing? Jingle bells, jingle bells, like this every day. Jingle bell, jingle bell, who's singing? That's my jingle bell.

6. Expansion: Watch 2 video clips of Waltz and appreciate the "beautiful circle"

5. Class summary:

1. I learned this lesson A national song————, this is a time song. What should I pay attention to when singing?

2. I also got to know a brass instrument————, which can also be called a brass instrument. I would imitate the way it plays.

3. I can tell that music clip 1 is a piece of music played. Music piece 2 is a piece of music played.

4. Teacher: That’s it for today’s lesson. Let’s end today’s music lesson with the singing of “French Horn”.

Teaching reflection:

1. This teaching and research activity is about the theme of teaching evaluation. In the previous daily teaching, I integrated evaluation throughout the classroom teaching, so that students can develop the habit of listening carefully and then evaluating, and improve students' ability to self-evaluate and peer-evaluate. In addition, in the class summary section, some questions about filling in the blanks, listening and identifying, and imitating the content of the class are designed to consolidate the knowledge learned during the class and test the students' learning status.

2. Listening to music in the classroom and reviewing songs at the beginning of class is a preparation for teaching new songs. Create an atmosphere of three-beat rhythm and highlight the key points of teaching. Review the songs and adapt the lyrics, teach how to sing "La", and prepare for singing the songs later. Adapting the lyrics and singing the students' names into the song can not only arouse students' interest in learning, but also pave the way for later adaptation of the lyrics. How should they sing if they encounter two-letter words? Before teaching songs, let students listen more and feel more, and try to beat the music by themselves, which can effectively enhance students' understanding of rhythm. Get an intuitive feel for the French horn by looking at pictures of the French horn, pictures of playing postures and listening to the music played by the French horn. Through rhythm, experience the rhythm of three beats. Use the charts to model the melody, find the same phrases, and express the song with a flexible, coherent and stretched voice. After the songs are mastered, percussion instruments are used to accompany them and the lyrics are combined to create compositions to cultivate students' cooperative and creative abilities.

3. In the pre-class preparation, learn the notation of the staff, enlarge the words on the downbeat of each section of the song, and remind students to pay attention to the rhythm of the song. Learn how to edit audio and video, and improve your multimedia courseware production capabilities. In classroom teaching, diagrams are used to allow students to intuitively feel the four phrases of the song, which facilitates song teaching. When teaching the same musical phrases, the courseware should be covered with the same color, which is more convenient for second-year students to listen and find. For instrumental accompaniment, the writing of rhythm scores should also be standardized.

In short, in the future, we must strengthen learning, continuously improve teaching capabilities, and improve the effectiveness of classroom teaching.

Part 2

Teaching objectives:

1. Through listening, imitating and playing, experience the lively and jubilant atmosphere of gongs and drums rhythm, and be able to use voice and expression to , body movements, etc. to express joy.

2. Through repeated listening and singing of songs, students are encouraged to use percussion instruments such as drums and gongs to express the emotions of the songs.

3. Through appreciation, observation, discussion, and games, feel and experience the festive atmosphere of the New Year, stimulate students to express, communicate, and share the joy brought by activities, penetrate the celebration culture of the Chinese nation, and feel the joy of people from all over the country Unique customs and sentiments.

Key points in teaching:

1. "The sound of firecrackers and gongs and drums makes singing and dancing so joyful" and "the sound of gongs and drums".

2. Simulate the rhythm of gongs and drums.

3. The expressiveness of the song.

Teaching preparation:

Courseware, teaching DVDs. gong.

Teaching process:

1. Combining audio and video to create situations

Teacher: Children, do you know what festivals there are in China?

Birthday: National Day, Mid-Autumn Festival. . . .

Teacher: Very good. In addition to the festivals everyone mentioned, Teacher Zhang also knows one more, and that is the "Spring Festival". What do people usually call the Spring Festival?

Health: Celebrate the New Year.

Teacher: So, do you know what the customs are during the New Year?

Student: Post Spring Festival couplets and set off fireworks. . . . . .

Teacher: Let’s see what customs Teacher Zhang summarized for the children. Show the picture (post Spring Festival couplets). The teacher also found a couplet. Let’s read it together. The picture (the sound of firecrackers and the sound of gongs and drums). . . . . )

Teacher: Here are some pictures of the New Year. Let’s experience the lively atmosphere of the New Year!

Teacher: After reading the pictures, Teacher Zhang would like to ask you, during the Chinese New Year, in what ways do people express their joy?

Student: Beat the gongs and drums.

Teacher: Look, Teacher Zhang has drums and gongs here. The children can use their little mouths to imitate their sounds. Boom. . choke. . . The little mouth opened roundly, and the sound spread far away.

Are there any children who want to come up and knock?

In addition to using small mouths to imitate their sounds, what other objects around us can be used to imitate?

Student: Bench

Teacher: Next, we use clapping stools to imitate the thumping sound of drums, and we use clapping hands to imitate the sound of gongs.

Teacher: Now, let’s play an interesting rhythm game using gongs and drums.

A, ×××∣∣×0∣

Dong dong dong dong 锵

B, ××∣×××∣

< p>　咚锵∣咚咚锵∣

　C、××∣××0∣××∣×0∣

咚锵咚锵咚咚锵

< p> Teacher: Can you use your own stool to imitate the rhythm of the gongs and drums above? The teacher demonstrates first and the students imitate. .

Teacher Zhang can also add a nice melody to the rhythm of gongs and drums. Let's sing it together.

Teacher: I believe everyone likes to celebrate the New Year, right?

Student: I do

Teacher: Today the teacher will take you to learn a song about the New Year. , the name is "Celebrating the New Year". Let's listen to it first, Teacher Fan sings.

How do you feel after listening to this song?

Student: Happy, happy. .

Teacher: Let’s listen to this song again and see if there is anything familiar in the song.

Listen! Are the gongs and drums in the song "Celebrating the New Year" the same as the gongs and drums we just imitated?

Student: Same.

Game. Read the lyrics after the lyrics are connected, I will ask, you will answer (dong dong choke)

Exchange roles, the teacher will read first, and the teacher will take over.

Solitaire sings songs and swaps roles. Find out where the singing is not good and teach singing on the piano.

Focus on practicing the difficult part: the last line of the song. (咚巄咚跄0咚咚四0)

　3. Ask everyone to sing the song completely with the teacher’s piano at a slow speed.

Teacher: Teacher Zhang thinks that the mood of this song is very festive and lively, so what speed should we use to sing this song?

Student: Fast .

Teacher: Then let’s try singing songs at a faster speed and see if we can express people’s festive mood.

4. Check the effect. (Divided into boys and girls, divided into groups, leading singers and chorus singers, etc.)

5. Divide the students into two groups, one group is responsible for singing the song, and the other group is responsible for using the bench to accompany the song.

Then ask a child to come up and accompany the song with Luo, and the teacher plays the drum.

Teacher: Everyone sang this song really well. So besides singing, is there any other way to express people’s joyful mood?

Student: Dancing.

Teacher: Okay, everyone, stand up and dance with Teacher Zhang.

Teacher: After dancing, today we expressed our happiness by singing, but do you know how foreign children celebrate the New Year?

Now while looking at the pictures, While listening to a song sung by foreign children during the New Year, show the courseware.

Teacher: Can you tell which holiday scene is shown in the picture?

"Christmas"

Teacher: 'Where are you from? Can you tell it's Christmas?

Student: "Santa Claus". . . . . .

Teacher: In foreign countries, Christmas is just like our Spring Festival. It is a very important festival. Foreign people also express their joy in many ways. It will be our New Year in a while, and Teacher Zhang also has New Year blessings for everyone, wishing the children to make progress in their studies, good health, and be happy little angels forever. That’s it for today’s class, thank you all.

Teaching reflection: "Celebrating the New Year", through teaching, students can feel the lively and joyful atmosphere of the New Year, and at the same time, through teaching, students can experience and feel a kind of friendship between students and between people. True feelings, true love! The design of my teaching ideas is to introduce teaching by reciting the Gong and Drum Sutra. First, teach the first, third, and fifth phrases, and then learn to sing the whole song. By allowing students to freely express the content of the songs they hear, students can continuously repeat the melody of the songs during their hearty performances, so that they can learn the songs unconsciously. . In classroom teaching, after reading the lyrics according to the rhythm, I let the students appreciate the singing. One student twisted in his seat after hearing the music, and then when he heard the phrase "dong dong dong dong dong", a student banged on the table several times. This move suddenly reminded me, why not let the whole class come together? This can not only help students master the rhythm, but also add fun to classroom teaching. So after listening to Fan Sing, I made a request: Please listen to the music carefully. When you hear the sound of gongs and drums, you can hit anything that can make a sound. As a result, the classroom was boiling and quickly became quiet. The students are all ready to go.

When I tried it for the first time, all the lining words "dong dong dong dong choke" were knocked out, which seemed a bit messy. So I asked them to tap only when they heard the word "choking".

After I emphasized the requirements the second time, most students were able to do it. The students' interest was very strong. Every student listened to the music with great concentration and sang the lyrics, for fear of missing a word "choking". The bell rang for the end of get out of class, and the students asked to "ring it again."

After class, thinking about this class carefully, I felt that it was quite rewarding. In teaching, you can make full use of the most common and simple things around you to complete your learning tasks. Teaching methods can flexibly change as the environment changes. Only when it suits the psychological characteristics of students and matches their interests and hobbies will they be willing to accept it and music lessons can be enjoyed by students.

　

Part 3

Teaching content: Volume 2 of "Music" published by People's Music Publishing House.

Teaching objectives: 1. By listening to "Golden Mountain in Beijing" and singing "My Home is in Shigatse", you can experience the high-pitched, cheerful and lively musical characteristics of Tibetan folk songs.

2. Learn Tibetan dance movements and feel Tibetan music with body movements.

3. Able to use percussion instruments to accompany songs accurately and emotionally.

Teaching focus: guide students to sing songs with cheerful and lively emotions and learn the basic movements of Tibetan dance.

Teaching difficulties: mastering the basic steps of Tibetan dance and creating and applying them.

Academic analysis: "My Home is in Shigatse" is a Tibetan folk song with a lively and catchy melody. In view of the characteristics of second-year students such as inattention, liveliness, curiosity, and strong imitation, I have adopted teaching methods such as creating situations, introducing passion, inspiring teaching, cooperative inquiry, and improvisation, so that students can learn in a relaxed and happy way. Tibetan songs and dances are performed in the atmosphere, and you can create your own lyrics and sing about your hometown.

Teaching aid preparation: electronic keyboard, tape recorder, multimedia, pictures, Tibetan dance costumes, headdress, double horn, hand bell, and triangle.

Teaching process:

1. Create situations and introduce passion

1. Musical rhythm "Driving a Train".

Teacher: Hello, children! I am the tour guide of Sunshine Travel Agency. Today, the children will join me on our happy music journey. Let's get on the train and set off for happiness! (The teacher puts on a train headgear.)

2. Appreciate the beautiful scenery of Tibet and learn about Tibetan folk customs.

Teacher: Children, our destination has arrived. Without telling you where we are now, I want to introduce two new friends to you and ask you to guess which ethnic minority they are from.

Born: Tibetan.

Teacher: What are the differences between their clothes and ours? (Show Tibetan dolls.)

Student: Girls’ clothes have long sleeves and beautiful hair on their heads. headdress and an apron around her waist.

Teacher: This child observed it very carefully, but it is not an apron. It is called "Bangdian" in Tibetan, and the headdress on the girl's head is called "Bazhu".

Teacher: Who noticed the difference in the boy’s clothes?

Student: The boy’s clothes only have one sleeve.

Teacher: This is because there is a large temperature difference throughout the day in Tibet. When the weather is cool in the morning and evening, you wear both sleeves. When the weather is hot at noon, you take off one sleeve and tie it around your waist.

Teacher: Let them lead us into Tibet together! (Play the slideshow.)

Intent: To stimulate students’ interest in learning and let students live in a happy atmosphere Study, let students find out the characteristics of Tibetan costumes through their own observations, and cultivate students' observation skills.

2. Appreciate the Tibetan song "Golden Mountain in Beijing"

Teacher: Children, we just enjoyed the beautiful Tibetan scenery together. How do you feel in your heart?

Student: Tibet is so beautiful!

Teacher: Children, Tibet not only has beautiful scenery, but the songs of the Tibetan people are even more beautiful. Listen, Tseden Dolma is using her high-pitched singing voice to welcome the children into Tibet!

(Play music courseware.)

Teacher: Children, you listened. How do you feel about such a beautiful song?

Student: High-pitched, loud, beautiful and lyrical.

3. Learn to dance Tibetan dance

Teacher: The Tibetans are a nation that is good at singing and dancing. Not only do they sing beautifully, but their dances are also very distinctive. Next, let’s ask Enjoy their dance and observe the characteristics of their dance. (The teacher puts on Tibetan costumes and performs.)

Student: Tibetan dances have a lot of sleeve-flipping movements.

Teacher: This child observed very carefully. This is the characteristic of Tibetan dance. The dance movements are graceful and relaxed.

Teacher: Seeing that the children here can no longer sit still, come and learn Tibetan dance with me! (Learn simple Tibetan dance movements and basic dance steps.)

4. Learn to sing the song "My Home is in Shigatse"

1. Listen to music for the first time.

Teacher: Children, our two Tibetan friends are warmly inviting us to their homes. Please listen to where their homes are. (Show music courseware.)

Student: Shigatse.

Teacher: Who knows where Shigatse is?

Student: It is the second largest city in Tibet.

Teacher: Who can tell me about the melody characteristics of this song?

Student: It is cheerful and lively.

2. Rhythm practice.

Teacher: When Tibetan friends are happy, they like to express their happy mood by patting their legs and stamping their feet, and they also add words to express their happiness. Next, let us also use their way of expressing happiness. Let’s express our mood at the moment!

Intent: Let students familiarize themselves with the rhythm of the song before learning the song, and familiarize themselves with the liner notes "Ah Suo ah Somalila" to prevent students from having trouble pronouncing the words when singing the liner notes. clear. Increase students' interest in learning through games.

3. Learn to sing songs.

(1) Read the lyrics according to the rhythm.

(2) Use "La" to hum the melody of the song.

(3) Sing with the piano.

(4) Sing with emotion. (The voice should be brisk, not draggy.)

4. Accompaniment.

Teacher: Children, how can we make the song sound more beautiful and reflect the happy mood of the song?

Student: Add musical accompaniment

< p> Teacher: Next, let’s give it a try by adding percussion instruments.

5. Development, student display, creation and choreography

1. Dance creation.

Teacher: Children, can you use the Tibetan dance moves we have learned to choreograph this song?

2. Students collaborate, demonstrate, and comment.

Teacher: The bonfire party held by Tibetan friends is about to begin. Do you want to participate?

Teacher: Let’s seize the time to rehearse! (Rehearse in groups.)

Teacher: Children, the bonfire party has begun! Let us sing and dance to our heart’s content! (Perform in groups.)

Teacher: Which little judge can comment? Their performance? (The teacher promptly corrects the language of students’ comments and guides students to make correct evaluations.)

Intent: To cultivate students’ ability to cooperate with each other. Performing on stage will make students more confident. Through student comments, This method can help performing students continue to improve, and can also help other students avoid similar shortcomings. It also cultivates students' evaluation skills.

3. Create lyrics.

Teacher: Tibetan friends also want to know where our home is? Can you tell them by singing?

Teacher: Sing and ask "Where is your home?"

Student: Sing and answer "It's right in Harbin."/"It's right by the Songhua River."/"It's right in Huayuan Community."/"It's just on Nanjing Road."

: "Ah Suo, Somalila, right here..."

Intent: To cultivate students' creative ability, let students experience the fun of learning and the joy of creating their own lyrics.

VI. Summary

Teacher: Children, did you have fun playing with your Tibetan friends today? Fifty-six ethnic groups, fifty-six flowers, fifty-six brothers and sisters We are one family, let us unite closely and build our motherland more prosperous and stronger! Our happy trip to Tibet is coming to an end, let us *** learn the Tibetan phrase "Tashi Delek" (auspicious As you wish), send blessings to our friends in Tibet.

Let's go home singing the songs we made up!