Lesson plans are teachers’ plans for teaching content, teaching steps, and teaching methods based on course standards, syllabus, textbook requirements, and the actual situation of students in order to carry out teaching activities smoothly and effectively, based on class hours or topics. A practical teaching document with specific design and arrangement.

Chapter 1

Activity goals:

1. Learn to use percussion instruments to play along with the music, become more familiar with the ABA structure of the music, and feel the joyful mood of the music.

2． On the basis of creating and mastering body movements to celebrate birthdays, try playing percussion instruments along with the music.

3. When playing according to the conductor's gestures, pay attention to quickly adjust your movements to respond; when you forget your movements, you can seek support from your peers and teachers; and enjoy the joy of collective cooperation in a moderately tense atmosphere.

Activity preparation:

1. The children have seen the picture in the children's book "Joyful" and know that the music has an ABA structure. The teacher looks at the pictures and discusses the happy things during the festival with the children in advance, and creates rhythmic movements related to the theme of celebrating birthdays based on the nature, structure and content of the music.

2． Arrange toddler seats in a horseshoe shape. The students on duty put the tambourine, bells, round dance board, and double bells in place. Young children have used the above instruments correctly.

3. Music tapes, recorders.

Activity process:

(1) Children, under the leadership of the teacher, perform body movements to the music.

1. The teacher creates a birthday situation, and the children recall the actions they created.

Teacher: Last time a child had a birthday and you were invited to celebrate his (her) birthday. What did you do?

2． While the teacher hums section A of the music, the children pat three parts of the body rhythmically (such as patting the head, patting the shoulders, and clapping the hands). Teacher: Let us do these actions one by one according to the music!

3. The children clap their hands and tremble their wrists rhythmically while the teacher sings the B section of the music.

Teacher: Look! This piece of music can also perform actions like this!

(2) Practice body movements completely with the music.

1. Children listen to the sound of the piano while performing body movements in a complete and coherent manner.

2． Children listen to music tapes and perform body movements at the same time, and teachers try not to give prompts.

Teacher: This time you can listen to music and do these actions by yourself, is that okay? What if you forget the action?

3. Individual children lead everyone to perform actions, and the teacher reminds the children who are leading the action to perform the leg-knocking action in the opposite direction to the group, that is, to do a mirror demonstration action. (If the children cannot do the mirror movements, don’t force them. The teacher can just sit next to them and remind them.) Teacher: Who can come to the front and lead everyone to do these movements? How to do this action?

(3) Practice body movements in different parts of the body.

1. The children discussed the plan of grouping body movements, and selected a group of children who specialized in leg tapping.

2． Children are divided into groups to perform body rhythm movements to the music. The teacher faces different groups and leads the command movements at different rhythms; the children practice the body movements of their own group quickly and accurately.

1. Children practice tapping the two-way cylinder with their bare hands.

2． The teacher instructs the children to perform bare-handed playing exercises in different parts.

(5) Children hold instruments and watch the conductor play percussion instruments.

1. The teacher uses the movements of playing the instrument to guide the children to play the instrument.

2． The teacher uses the action of patting the conductor to direct the children to perform percussion instruments.

3. Children respond quickly and accurately and perform percussion instruments according to the teacher's changed command plan.

Activity extension:

Guide children to carry out a variety of development exercises.

Part 2

Activity goals:

1. Feel the joyful mood of the music, and enjoy the joy of collective cooperation in a moderately tense atmosphere.

2． Learn to use percussion instruments to play along with music, and become more familiar with the ABA structure of music.

3. Able to perform according to command gestures and quickly adjust movements to respond.

Activity preparation:

1. The children have seen the picture in the children's book "Joyful" and know that the music has an ABA structure.

2． Arrange the children's seats in a horseshoe shape, and place the round dance board, tambourine, bells, and triangles under the children's chairs. The children have used the above instruments correctly.

3. Music piece "Joyful".

Activity process:

1. Conversation leads to activities and understands the emotion of the music.

(1) Teachers guide children to talk and discuss, and guide children to recall interesting things such as setting off firecrackers, hanging lanterns, and setting off fireworks during the New Year.

(2) Appreciate the music completely and guide the children to talk about their feelings about the music.

2. Make body movements along with the music and initially understand the structure of the music.

(1) The teacher leads the children to listen to the music and perform body movements, and guide the children to initially perceive the structure of the music. (Clap your legs in the first sentence of section A, your belly in the second sentence, your shoulders in the third sentence, and your head in the fourth sentence; clap your hands and tremble your wrists according to the musical phrase in section B and repeat; section A? is the same as section A.) < /p>

(2) The teacher sings the music slowly and the children follow the teacher’s body movements.

(3) Children listen to music and do body movements with the teacher.

3. Combining music charts to further understand the structure of the music.

(1) Show the map and inspire children to discover the little secrets in the map.

(2) Appreciate the music completely based on the diagram, and inspire children to talk about the structure of the music and their own discoveries.

(3) The teacher sings the music a cappella and guides the children to clap according to the rhythm while pointing to the chart.

(4) The teacher guides the children to listen to music, read the charts, and clap their hands.

4. Learn to play music with percussion instruments.

(1) Show musical instruments: tambourine, bells, castanets, and triangle, and review their correct playing methods.

(2) Show the musical instrument card and stick it in front of the corresponding phrase in the chart.

(3) The teacher sang a cappella, and the children were divided into three groups to practice playing the music with their bare hands, the first group was castanets, the second group was tambourines, and the third group was bells and triangles.

(4) Children take musical instruments and read diagrams to play percussion instruments.

Activity extension:

Children exchange musical instruments for performance.

Chapter 3

Activity goals:

1. Through appreciation, guide children to feel the cheerful and lively emotions and beautiful lyrical style characteristics of the music.

2. Cultivate interest in music appreciation and performance.

Activity preparation:

Music "Joyful" paper and brush

Activity process:

1. Create a situation and introduce interest.

1) Teachers lead children to sing the song "Happy New Year" to create a cheerful and festive atmosphere.

2) What activities do we do during the Chinese New Year? How do you feel during the Chinese New Year? What do you like to eat?

2. Appreciate it completely and feel the emotion of the music.

1) Children in the north like to eat dumplings during the Chinese New Year. Children, have you ever eaten dumplings?

Do you know how to make dumplings?

2) The teacher guides the children to talk to their peers about how to make dumplings based on their existing experience.

3) Do you want to make such delicious dumplings? Making dumplings must be a very happy thing, let’s pair it with some nice music!

4) After listening to it in full, ask: What do you think this piece of music sounds like? Which passage is your favorite?

5) Teacher summary: This piece of music has a lively, brisk rhythm and beautiful melody. It is a folk song from Shanxi. It expresses a joyful atmosphere and is suitable for playing during lively and happy times, so everyone named it I gave it a nice name "Happy Yang"

3. Understand it in sections and imagine the actions.

1) Appreciate the first paragraph: Children can listen and think about it: Is this piece of music fast or slow? What do you think after listening to it? What did you seem to see? What can it be used for when making dumplings? (Roll out dumpling wrappers)

2) Appreciate the second paragraph: Is this paragraph the same as the first paragraph? What's the difference? What do you think people are doing with this music? What can it be used for when making dumplings? (stuffing)

3) Appreciate the third paragraph: Which paragraph is the last paragraph the same as? What can it be used for?

4) Appreciate it completely again and let the children try to express it with simple movements.

4. Completely learn the rhythm of "Making Dumplings" based on the music.

1) Create the action of rolling out dumpling wrappers.

2) Create the filling action.

3) Create the action of boiling dumplings.

5. A complete performance, playing the games of making dumplings and catching dumplings.

6. End the activity.

Invite children to draw their own feelings to express their understanding of the music, and share it with everyone.