Music lecture lesson plan 1

Activity goals:

1. Learn to sing songs and try to sing songs in the form of a combination of rap and rap. .

2. Experience the joy of grocery shopping.

Activity preparation:

Use song recordings, shelves, and pictures of various dishes to make hats.

Activity process:

1. Rhythm train: dishes in the market

Value orientation: exchange of experience.

1. Teacher: Have you been to the market? What kind of dishes are there in the market?

2. The teacher uses rhythmic language to prompt: What kind of food is there in the market? |

3. Children drive rhythm trains for rhythm practice

Summary: This dish, that dish, there are all kinds of dishes in the market.

2. Learn to sing songs

Value orientation: In the context of grocery shopping, understand the lyrics and be able to introduce the names of the dishes to familiar melodies

1. Watch Situational performance

1) Question: Hey, children, do you still remember what vegetables my grandma and I bought just now?

2) Have you noticed how many vegetables my nanny and I bought just now?

3) Teacher: Which dishes are sung and which dishes are spoken?

Summary: It turns out that the dishes in grandma’s basket need to be sung, and the dishes in the children’s baskets have to be spoken out.

2. Listen to the song in its entirety

1) Just now, what kind of food did my grandma and I buy first, then what food, then what food, and finally what food we bought?

3. Children's singing

Focus on practicing rap

3. Game "Grocery Shopping"

Value orientation: being able to follow the music Sing songs, play games and experience the fun of activities together.

Children and teachers play a grocery shopping game together.

Music Lesson Plan 2

Jiangsu Education Edition Volume 10 Music Lesson Plan

Preparation Lesson

Introduction: Happy New Year everyone ~ class Before, do a small survey - what is your favorite program in the xxxx Spring Festival Gala? Who is your favorite actor? Why do they impress you?

Free communication

1. Music knowledge, how much do you know

Music plays an important role in it, so let’s take a small test - music knowledge. How much do you know?

1. What is the meaning of 2/4? What does 3/4 mean? What about 6/8?

2. Little Doctor: Which of the following rhythmic phrases are not problematic?

a. 2/4xxxxx|xx|xxxxxxx|xxx||

b. 2/4xxxxx|xx|xxx|xxxxxxxx||

c. 2 /4xxxxx|xx|xxxxxx|xxx||

3. Can you rewrite the correct rhythmic phrase above into 3/4?

4. Can you fill in the time signature for the following melody?

11|55|66|5―|44|33|22|1―||：55|44|33|

2―：||11|55|66 |5―|44|33|22|1―||

5. Can you sing more than one melody?

6. Can you tell whether the melody is a () folk song. Do you still remember this melody? (Singing folk songs)

7. "Yangliuqing" is a () folk song, "Jasmine" is a () folk song, "Hope for the Red Army" is a () folk song, "Turtle Dove Tune" is a () folk song, "Fengyang" Flower Drum"? What other folk songs do you know and can you sing a few lines for everyone?

8. Listen, this piece of music is called () and is played by ().

(Play "Fantasy") It belongs to the () instrument group. The orchestra can be divided into four instrument groups: woodwinds, brass, strings and percussion. The flute and clarinet belong to the () instrument group, the violin and double bass belong to the () instrument group, the timpani and triangle belong to the () instrument group, and the trumpet and French horn belong to the () instrument group.

9. Can you hear the order in which the music is played?

10. Sing your favorite song among the songs you have learned.

Some of these small questions are known to you, and some are unknown to you. I believe that after studying this semester, you will be able to complete them very well!

2. Small experiment

Here are four songs, (choose their favorite pop songs) which one do you want to choose to listen to?

In order to be fair, I will play it to everyone like this! (Every song is playing, listen to the effect)

What do you think of this? Why? What's the solution?

Cultivate the habit of listening and the awareness of cooperation.

3. Summary after class

What did you learn from the little experiment you just did?

(Students summarize the regular classroom requirements)

Teaching content: Feel and experience the rhythm of three beats

Teaching goal: Through children’s songs that students are familiar with Feel the rhythm of triple beat, and be able to design some simple actions to experience triple beat, fully imagine and feel the musical image expressed by the melody.

Teaching focus and difficulty: feel and experience three beats

Teaching preparation: children's song scores, recordings

Teaching process:

Director: in At the Spring Festival Gala in XXXX, everyone was deeply impressed by the children's songs. Which songs were sung in them? (Student said) I believe everyone can sing a few lines, well, let’s sing together!

Classic children's songs such as "Shuke Beta", "White Dragon Horse", "Legend of Nezha" and "Black Cat Sheriff" made us spend a wonderful childhood. Today, let’s feel it again and sing some childhood songs.

1. Feel the rhythm of three beats

1. "Little Boat" and "The Baby Falls Asleep"

The first song "Little Little Boat" "Boat", come and sing along with the sound of the piano. Keep time while singing, and use movements naturally to follow the music. (Teacher's physical guidance is required)

How to sing the second song "The Baby Falls Asleep"? Then let's recall the scene of *** coaxing you to sleep.

(Students and teachers communicate together and feel three beats through language and body)

From the two songs, what do you feel together?

2. Listen, sing and move "Skating Waltz"

Come and listen (play "Skating Waltz"), everyone listen and move along with the music.

What did you see in "Skating Waltz" when you heard it?

Have you ever had ice skating experience? Share it with everyone! Can you perform for everyone?

Then let’s skate together to the “Skating Waltz”. (Initial perception)

Can you share your feelings with me?

(Students often don’t walk well during recess and drag themselves along. At that time, it’s a bit like skating, so if they use their “habit” during class, students will feel it immediately)

Then what kind of actions do you want to design for performance?

2. Summary of get out of class

We have experienced the rhythm of triple time from several songs and music in triple time. Let’s share what you have learned together.

(Student Exchange)

Second Lesson

Teaching Content: Singing "Our Beautiful Motherland" (1)

Teaching Objectives :

1. Able to express songs with expressions and feel the connotation of songs.

2. Preliminarily learn two-part chorus. (High voice)

3. Cultivate the ability of cooperation among students.

Teaching key points and difficulties:

1. Be able to sing the tone of the song;

2. Understand the song and master the method of "sounding and breathing".

Music lecture lesson plan 3

? Small class music game lesson plan "Little Chef"

? Kindergarten small class music lesson plan: Little Chef

?Small class music activities: Happy Little Chef

?1. Activity goals:

?1. Willing to participate in game activities and interested in performing.

?2. Feel the speed of music and be able to express it with corresponding movements.

?2. Activity preparation:

?1. Small apron, music, tape recorder;

?2. Played the "grocery shopping" game.

? 3. Activity process:

? (1) Rhythm of "buying groceries":

? 1. Teacher: Put on your apron, are you? Who? (Children: We are happy little chefs) Teacher: Little chefs! (Hey!) Carry a small basket! (Oh!) Let’s go grocery shopping together! (Okay!)

?2. Listen to the music "Driving a Car" and "Serving the Food Market".

?3. Rhythm "Shopping for vegetables": Think together: Take a walk and take a look. The small market is really lively. There are all kinds of meat and vegetables, including carrots, green vegetables, and fresh cucumbers arranged in a row. ;You can choose from small crabs, large soft-shell turtles, chicken, duck and fish. (While reading, he claps his hands, stamps his feet, etc.) Teacher: Carrots, green vegetables—Sister: I want to buy them! Teacher: Small crabs, big turtles - Brother: Here are two! Teacher: Fresh chicken, duck, and fish—Audience: We want it! Qi: Buy a basket of meat and vegetables and get in the car to go home!

?4. Listen to "Drive a Car" music and go home.

? (2) Enjoy music and "cut vegetables"

?1. Teacher: What vegetables did you buy? (radish, vegetables, fish, meat, etc.) For such a large piece of meat, it needs to be cut into small pieces before it can be cooked. How to cut it? (Very slowly and forcefully)

?2. The teacher performs meat-cutting movements to the slow music.

?3. Children perform actions of cutting big fish and meat to the slow music (with hey-hey-).

?4. Listen to fast music and let the children make comparisons: Listen, is this music cutting big fish and meat? What are you doing? (It’s really tiring to cut big fish and meat, so it’s very slow and hard; the music nowadays is very fast, just like cutting vegetables, because vegetables are relatively tender and easy to cut.)

5. Together Listen to fast music and chop vegetables. (Paired with tuk tuk tuk, tuk tuk tuk)

?6. Listen to the alternating fast and slow music and do the corresponding chopping movements.

? (3) Ending part: Review song performance "Running a Household".

Music Lesson Lesson Plan 4

Topic:

Little Frog Finds a Home

Total number of lesson hours:

Section 2

Teaching content:

1. Learn to sing the song "Little Frog Looking for a Home".

Song processing

2. Musical game: Little Frog Finds a Home

Teaching objectives:

1. Learn to use light and flexible The voice sings "Little Frog Looking for a Home".

2. Learn to imitate the jumping movement of a frog and start and end it accurately with the music.

Teaching focus:

Learning to sing songs

Teaching difficulties:

During the process of learning and singing songs, it is easy to catch up with the beat.

Teaching methods:

Recorder, tape, multimedia

Teaching process:

1. Vocal practice:

Same as the previous section

2. Check and review:

1. Rhythm practice: Ask students to take a picture of the rhythm they learned in the previous class.

2. The group forms the usual singing formation, listens to the music and dances the group dance "Clap Your Hands If You Are Happy".

3. New teaching.

1. Introduction:

Teacher: Students, the teacher will tell you a story today. The protagonist of this story is a cute little frog. It is very naughty. It often runs to far away places to play and does not say hello to its mother at home. No, it went out to play again today. Let’s take a look at what happened today. What's up. (Multimedia display)

Teacher: Students, what difficulty did the little frog encounter? (Can’t find a home)

Today we will help it find a home. Learn to sing "Little Frog Looking for a Home."

2. Learn to sing songs:

Listen to the recording and ask the students to tell you what are the characteristics of this song?

Read the lyrics rhythmically, (focus on practicing the rhythm in bars 12 to 17)

Teach how to sing and learn songs, paying attention to the connection between the last words and the last phrase.

3. Song processing:

Students, the little frog ran around naughtily and finally couldn't find its home. How did it feel? If you were this little frog, how would you feel if you couldn't find a home? What would you think? (Discuss in groups of four)

[Anxiety, fear, joy at finally finding a home] Practice singing according to the analysis.

Emphasis: The first line of the song is brisk.

"Jump, jump, croak" should be sung with a sense of urgency.

The single word "gua" should be sung briskly and elastically.

The concluding sentence should be sung coherently and in one go.

4. Practice singing repeatedly. Listen to music and practice singing.

4. Musical Games:

Let’s be the little frogs ourselves, find the way home, and see which little frog can get home.

1. Explain the rules of the game:

All the students formed a circle. In the "little frog" circle, music played and the students clapped and sang together. The "little frog" jumped according to the rhythm. When the music ended, the "little frog" jumped in front of a classmate and stood in the classmate's position, while the classmate continued to play the "little frog".

Play games with music, and be rewarded with little red flowers if you perform well.

2. Explain the rules of the game:

All students are arranged into four groups, and each group is divided into two parts. The teacher sets up a series of obstacles on the field and asks the students to cross the obstacles in a relay manner and reach the opposite side before the music ends to exchange students on the opposite side. Continue until the completion of the task. Other students, when they are not there, should sing and clap to accompany the performing students.

(Note: It is not a requirement for which group to come first in the competition. It mainly exercises students’ coordination ability)

Listen to music and play games.

5. Summary:

Students, what did you understand through today’s study?

(Don’t run around without saying hello to your family; don’t run far away from home; if you can’t find your home, you have to find your own way. When you get home, don’t panic or be afraid)

Blackboard design: Little frog looking for a home

Worried about not finding a home

Happy to find a home

Notes after class:

Music lecture lesson plan Chapter 5

Activity goals:

1. Try to play with various "instruments" and experience the fun of "drumming".

2. Play along with the music and express the cheerful mood of the music.

3. Experience the fun of playing percussion with your parents.

4. Cultivate children’s sense of music rhythm and develop their expressiveness.

5. Perceive the changes in melody, rhythm and intensity of music, and learn to sing songs.

Activity preparation:

Buckets, milk jugs, washbasins, chopsticks, etc., "Come on, Come on" map, and music of "Come on!"

Activity process:

1. Conversation: Children, our parents came to our kindergarten today, how do you feel? So how can we welcome them?

2. Introduction: I have a suggestion. Today we use drums to welcome our parents. Do you agree? (The teacher introduces drums to the children: buckets, washbasins, chopsticks...) Are our "drums" the same as those used in percussion music before? Who can use these "drums" to make nice sounds?

3. Children can attack freely.

(1) The teacher demonstrates how to beat the drum and says the welcome words: Mom and Dad｜Welcome to Form 1 Class｜You-｜

(2) The children beat the drum and say Welcome words.

(3) Teacher summary: Focus on how children play: such as beating the drum head, drum sticks and drum rims.

4. Discuss the map and try to hit the basic rhythm:

(1) The teacher shows the map of "Come on", guides the children to observe, and the teacher sings the adapted lyrics: Welcome Hey, hey, welcome, hey, we all welcome you, welcome, welcome, welcome, hey!

(2) The children sang the welcome words to the music of "Come on" to express their inner joy.

(3) Let’s take a look at the map together. How can we play with so many different drums in conjunction with the map? (Teachers and children *** both play drums for the map)

(4) Children read the map and play with "drums".

(5) Ask individual children to play cooperatively.

5. Children and their parents*** use the "drum" to play together to express their happiness.

Activity reflection:

Interest is the driving force for children’s learning. Only when children have interest can they have the desire to actively learn and explore. It is human nature to love music. Interesting music activities can stimulate children's desire to learn, make them feel happy, give full play to their imagination, and express their different feelings and creations.

Music Lecture Plan 6

Design Intention

While cultivating children to learn to sing songs with nice sounds, encourage children to express songs boldly with movements. Set the stage for play by tickling young children. Give children ample opportunities to express themselves boldly, promote communication among peers, and allow children to truly experience the joy brought by games in a free and relaxed atmosphere.

Activity goals

1. Learn to sing songs and encourage children to boldly express songs with movements and sounds.

2. Experience the joyful emotions brought by playing games with your companions.

3. Ability to use movements and sounds to express the joy of tickling.

Highlights of the activity

Focus: Learn to sing songs and be able to express them with beautiful sounds and interesting movements.

Difficulty: Learn to read charts, feel the rhythmic characteristics of three-beat music, and do not miss a beat at the end of the phrase.

Activity preparation

? Caterpillar Tickles music tape, caterpillar finger puppets and some tree headdresses.

Activity process

1. The teacher plays the music "Caterpillar Tickles" and lets the children do the tickling movements along with the music.

2. Create situations and learn lyrics.

(1) Children, how do you scratch your itch? What do you do when someone tickles you?

(2) (The teacher puts on a small caterpillar finger puppet on the index finger of one hand, Spread the five fingers of one hand and raise your elbow to act like Grandpa Cabbage, and perform while talking) Wow! The caterpillar ran out! Grandpa Cabbage said: "I'm not afraid.

"The caterpillar yelled: "I'm here -" Grandpa Baicai still didn't move. Suddenly, the caterpillar hid in Grandpa Baicai's armpit and scratched it. Grandpa Baicai burst out laughing. The teacher asked the child Baicai Why is Grandpa laughing?

3. Play the recording and guide the children to learn the "tickling" action

The teacher plays the role of a caterpillar and tickles the children (encourage the children to scratch each other. )

4. The teacher leads the children to happily sing and perform actions along with the recording

5. Teachers and children *** play the game "Caterpillar Tickle"

(1) The teacher pretends to be a caterpillar, and asks one child to pretend to be a big tree, and perform it again.

(2) Ask several children to pretend to be caterpillars, and the teacher plays the big tree, and perform it again to the sound of music. .

(3) All the children sing and perform it twice.

6. In order to make the game more interesting, the teacher can randomly replace Grandpa Cabbage with the name of vegetables, such as: Sister Dou, Grandpa Winter Melon, etc.

Activity extension

The grass outside also wants to play a tickling game with the caterpillar, so how should we sing this song? The teacher leads Let the children create songs and perform movements while leaving the activity room, and go outdoors to find more friends to create songs

Music Lesson Lesson Plan 7

Activity goals:

1. Look, talk, and move, and be able to actively and happily participate in singing activities.

2. Be willing to sing (sing) songs while keeping track of the rhythm, and feel the joyful mood of "picnic".

Activity preparation:

Courseware, music.

Activity focus:

Familiar with singing songs and being able to read and speak proactively. Talk and move.

Difficulties of the activity:

Master the rhythm of the "Smile" part and feel the cheerful mood of the song "Picnic"

Activity process. :

1. Recall the experience and bring up the topic.

(1) Children, were you happy when we went to the autumn outing last time? (Happy) Look, what are you doing? (Show the courseware? 1

——Food sharing in autumn outing) Where do you share delicious food? (Outdoor)

(2) We share delicious food in the wild. This is called "picnic" ". Did you enjoy the picnic? (Happy)

2. Appreciate the pictures and learn to sing the first verse of the song.

(1) Going on a picnic is a happy thing, (show the courseware 2) Look, a group of children are having a picnic today.

What are they doing? (Laughing, holding hands, being happy, singing)

(2) They are having a picnic. She can still sing, let’s have a listen. (Show courseware 3) The teacher demonstrates singing the first part of the song

“La la la, la la la, let’s go for a picnic. La la la, la la la, let's have a picnic. The children are holding hands,

La la la la, let’s go for a picnic together”

(3) What did you hear? The teacher sang and pointed to the chart according to the children’s answers. , use diagrams to help children understand and remember the lyrics.

(4) Let’s sing while looking at the diagrams (the teacher leads the children to sing the songs a cappella and point to the pictures)

( 5) Let’s sing while looking at the chart and listening to the music (play the first verse of the song)

3. Observe the rhythm chart and sing the second verse of the song.

) The children are having a picnic and singing. (Show Lesson 4) Do you see who else is also happy? (The sun, the flowers, the birds) How do you see that they are happy? (The mouth, smiling, smiling slightly)

(2) The sun, the little flowers, and the little birds are also singing. Let’s listen together. (Show courseware 5) The teacher demonstrates the singing of the second verse of the rap song "The warm sun is gentle to me." Laugh, the cute little flowers are smiling at me, the birds on the trees are chirping, and the children are all smiling.

"

(3) Hey, did you hear just now that the songs sung by the sun, flowers, and birds are any different from the songs sung by the children?

(4 ) Oh, it turns out that the songs of birds, flowers, and the sun are not sung, but spoken like words. This is called "rap"

(5) What did they say? ? Who will talk about it? The teacher points to the picture and asks the children to sing.

(6) Let’s talk about it while looking at the picture.

(7) The teacher can not only tell the songs of the sun, the little flowers, and the birds, but I can also perform them (teacher demonstrates rap performance)

(8) Which of the teacher’s performances just now did you like best? An action? (Focus on practicing "smiling")

(9) Let's perform it while looking at the map. Teachers and children will collaborate in a rap performance.

(10) Let's do it. Look at the chart and listen to the music and sing. (Play the second verse of the song)

4. Listen to the song "Picnic" in its entirety (show courseware 6)

The song is true. It sounds great, let’s listen to it together again (play the complete song)

5. Children learn to sing the song “Picnic” in its entirety

Now let’s look at the chart and listen. Let’s sing together with the music.

6. Children’s improvisational performance

Your singing is so beautiful, let’s dance while we sing! The most beautiful one?

7. Do you want to have a picnic with your parents and grandparents? Then let’s listen to music, sing, dance and have a picnic together.