As an unknown and selfless educator, it is necessary to prepare detailed lesson plans. The lesson plan is the general organizational program and action plan for teaching activities. How should lesson plans be written? Below are the aquarium lesson plans for large classes that I have collected and compiled. You are welcome to learn from them and refer to them. I hope they will be helpful to you. Aquarium large class lesson plan 1

Objectives:

1. Feel the different musical images of softness, gracefulness and lightness and liveliness.

2. Try to use various methods (verbal description, body movements) to express different images of small fish and aquatic plants.

3. Try to expand the imagination and migration of music images.

Preparation:

1. Music tape and recorder recording "Aquarium".

2. Some small fish headdresses and some water plants made by the teacher.

Process:

1. Appreciate the music completely, understand the name and main content of the music, and feel two pieces of music of different natures.

1. Enjoy music quietly. Question: Children, when you listen to this song, do you feel like you are somewhere and what are you doing? (Children can imagine freely)

2. The teacher introduces the name and main content of the music, and then plays the music in its entirety.

3. Ask children to talk about their feelings about music and discover changes in music.

2. Appreciate, feel and express music in sections:

1. Appreciate section A of music. Question: What is the melody of this music? You seem to see what the small fish and aquatic plants are doing?

2. Children use body movements to express: water plants are dancing, small fish are swimming...

3. Enjoy the B section of music. Question: How does this piece of music sound different from the previous piece of music? After listening to this piece of music, what do you think will happen to the small fish and aquatic plants?

4. Ask the children to use body movements to express their feelings about the music: aquatic plants and small fish are playing, hiding and seeking, whispering...

3. Perform roles in the music.

1. Listen to music and the teacher will describe the situation.

2. Girls play the role of water plants and boys play the role of small fish. They listen to music and perform according to the situation.

3. "Aquarium" lecture materials:

Music education is based on music art and is carried out when children participate in music practice activities. Like education in other subjects, it is necessary to promote the development of children in academic, intellectual, physical and aesthetic aspects. The "Outline" points out: The content of education should be comprehensive, enlightening, and easy for young children to understand. So I chose music appreciation-"Aquarium". When designing the program, I focus on the following aspects:

1. For educational purposes, it provides children with experiences that meet their needs and stimulates their development in various fields. For example: use your hearing to feel music images, use your body to try to express different images of small fish and water plants, spread your thinking through imagination, and make rich associations with music... In activities, children have individual differences, so when setting goals I have a trapezoidal design, from easy to difficult.

2. In terms of educational content, I choose music based on their age characteristics and their development level. In daily music activities, I found that children's performances are based on their instincts, pursuing nature, playfulness and fun. Therefore, the content design adopts a process from shallow to deep, from concrete to abstract, and alternating between dynamic and static. . Young children are very familiar with fish and aquatic plants, so I think this content selection is easier for children to understand and express.

3. In terms of teaching methods, I abandoned the old-fashioned teaching methods such as demonstration, explanation, and imitation in the past, and actively adopted methods such as sensory experience, emotional cultivation, operational trials, and comprehensive application. Try to achieve the goal of teaching for the sake of not teaching. In addition, I added some props and headgear to the activity, hoping to allow children to truly understand and express music through personal experience. During the teaching process, I try to avoid providing children with my own examples or guiding opinions. Instead, I encourage them to freely express their understanding of music, and then encourage them to feel, explore, and express boldly.

4. In the teaching process: I adopt the process of appreciation-discovery, feeling-experience, operation-try, improvisation-creation. According to the age characteristics of the children and the level of the children in the class, Proceed step by step from easy to difficult. Aquarium large class lesson plan 2

1. Activity goals

1. Appreciate music, perceive the structure of music, and initially cultivate children's ability to listen and analyze music.

2. Be able to use different movements to express boldly and experience the joy of participating in musical activities.

2. Preparation for the activity

Several aquarium music, charts, and small fish props

3. Activity process

(1) Children Enter the room with the rhythm of the music and get a preliminary feel for the music

Teacher: "Children, let us all be happy little fishes and swim in this sea to our heart's content!"

(2) Use stories as a carrier to feel and understand music

1. Listen carefully and appreciate the music

Teacher: “In this beautiful sea, there is a very nice story. . Today, the teacher brought this piece of music to tell everyone who is in the story and what happened.” (Play the music and the children listen to the music in full)

Question: Who do you think may be in the music. ? What is it doing?

2. Combine the map and understand the music segment by segment

Teacher: Legend has it that there is a magical and beautiful gem deep in the seabed. The little fish all want to find the gem. One day, They set off happily singing songs -

The teacher imitated the voices of small fishes and big sharks and sang: "I am a small fish, I want to find gems, I swim around in the water, Have fun swimming" "I am a shark, I want to eat the small fish, I searched on the left and on the right, but I couldn't find it."

Question: How do small fish and sharks sing? How many times did they sing? (Children learn to sing)

3. Children use their fingers to imitate the small fish and perform along with the music.

Question: What small animals are there in this music? The big shark wants to eat the small fish, how should the small fish avoid danger?

4. Children bring small fish and shark props and perform in roles along with the music.

Children listen to music and do small fish movements. After the big shark comes out, the small fish immediately stops.

5. Exchange roles and perform with the music again.

(3) Inspire imagination and express boldly

Question: What other small animals are there in the sea? How are they made?

1. Children imitate various small animals in the sea and perform to music. For example: "I am a crab, I want to find gems..."

2. Role-play sharks and other small animals and perform with music.

IV. End of activity

Children, we had so much fun today. The name of the piece of music we just listened to is "Aquarium". It was composed by the famous French musician Saint-Sa?ns. After you get home, I hope you can check it out on your computer and enjoy this piece of music with your parents. Aquarium large class lesson plan 3

Activity goals:

1. Inductive music form A-A-B.

2. Learn drama performances.

3. Be familiar with the song "Aquarium" and understand the author.

4. Try to imitate the lyrics and be willing to talk about the meaning of the song.

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

Activity preparation:

Pictures of underwater creatures, water sleeves, scarves, streamers

Activity process:

1. Introduction to picture cards Aquatic life.

Have you ever been to an aquarium? (Underwater World) What small animals did you see?

2. The rhythm of the lyrics.

What does the little goldfish like to do the most? How to swim? How to blow bubbles? (Learn a lesson)

The teacher sings the entire song and performs it with the children. (No music)

3. Listen to music and learn to sing songs.

Let’s all listen to music and learn songs.

Learn to sing songs and perform rhythms at the same time.

4. Watch cartoons: courseware "Aquarium".

Please watch the cartoon. (Sing while showing the picture)

Introduction to the {: ||} repetition mark.

Try singing the lyrics. (No music)

5. Replace words and rhythm.

As we just said, there are many small animals in the aquarium. In addition to goldfish, can you also sing I am a ××?

Children try to sing the first line.

6. Full rhythm performance.

Requirements: All fish must go to the water to play. Big sharks can only come out when the "bubbles are blown so high", and the rest of the small fish must escape, "suck---blow" At that time, the small fish coaxed the big shark away.

7. Introduce the name and author of the song.

"Aquarium" from Saint-Sa?ns' "Carnival of the Animals"

8. Children's operations

Children listen to the rhythm of the music and draw incomplete pictures. Bubbles.

Reflection on the activity:

Through the guidance of stories and the inspiration of diagrams and rhythms, children quickly mastered the musical form. During the activity, the children's concentration when listening to music and their enthusiasm for participating in games made me feel the charm of Orff's music teaching again - it firmly captures the children's active and playful nature, allowing the children to Actively learn in a relaxed and natural state.

During the rhythm performance, I found that the children were very engaged in the performance: their singing voices were low and their movements were very cautious, as if they were afraid of popping bubbles in the water. The scene was like a peaceful picture in the water. But what I didn't expect was: just after the rhythm performance ended, a child gasped and patted his chest and said, "Teacher, this music is so scary!" "What did you feel?" I quickly asked. . "It's like I'm sinking to the bottom of the sea." (This child felt the interlude more strongly.) "I feel like a big shark is coming to bite me." One child interjected, and some children heard it and started talking. Make the gesture of a big shark biting a small fish. "Let's listen to music and play the shark game, shall we?" Seeing the children's high interest, I quickly suggested to them. "Okay!", "Okay!" "But how to sing the lyrics after turning into a big shark?" Inspired by me, a new vocabulary quickly appeared: I am a shark, I am a shark , I'm hungry, I want to eat small fish. (Interlude) Look for small fish everywhere from top to bottom. There are many small fish here, many small fish here, chase-catch, chase-catch, catch, catch, catch. (Last paragraph) Chasing a group of small fish gradually away. After assigning the roles, I organized the children to listen to music and sing while playing the game "Here Comes the Big Shark". The children showed more enthusiasm and involvement in the game. (I think this is related to the fact that preschool children are older and like stimulating games) After the activity, I reflected: Although the activity I organized was not carried out according to the activity flow in the teacher's book due to extraneous matters. But when we think about the ultimate goal of our education: to allow children to learn easily, happily and proactively during the education process. Aquarium lesson plan 4 for large classes

Design intention:

Music appreciation is still a weak link in my class. How to choose activity content to stimulate children’s interest is very important. The selected music must be close to Children's life should be understood by children, but also let them feel the beauty of the melody, which can stimulate children's imagination and creativity. The underwater world is closely related to people's lives. Children are full of curiosity and imagination about the underwater world. Saint-Sa?ns' famous song "Aquarium" from France has a beautiful melody and simple structure. I want to inspire children to experience the interesting underwater world in the beautiful melody and give full play to children's imagination and expressiveness, so I chose this piece of music to carry out the project. Appreciate the activity.

Purpose of the activity:

1. Appreciate the music and feel the different musical qualities of soothing, light and lively.

2. Try to express music in a variety of ways (verbal description, body movements, line drawings, etc.).

3. Through games, experience the joy of playing games with your peers.

Activity preparation:

1. Multimedia courseware and music.

2. A piece of white construction paper and a marker.

Activity process:

1. Guide children to appreciate music and initially experience music.

Teacher: Hello, children! Today I will enjoy a very nice piece of music. Children, please listen quietly and attentively. The teacher would like to hear how you feel after listening to this music.

1. Listen to the music quietly and inspire the children to talk about their feelings about the music.

(1) Exchange of feelings about music among peers.

Teacher: Ask the children to tell the partner next to them how they feel after listening to this music.

Give children a platform to freely express their aesthetic feelings. By allowing children to fully appreciate and communicate with each other for the first time, they can express their initial feelings about music.

(2) Ask individual children to talk about their feelings about music.

Teacher: Please tell the teacher how you feel after listening to this music?

Young: I feel very comfortable after listening to this music.

Young: After listening to this music, I seem to see fairies flying.

Young: I want to dance after listening to this music.

Young: After listening to this music, I want to spin around in circles...

Young: After listening to this music, I feel that it seems very scary, as if there is a devil in it. Young: There are also heroes in it.

Through asking questions, children are supported to boldly express their own aesthetic feelings, while also stimulating the aesthetic imagination of other children.

2. Through appreciation, you can feel and express two different musical qualities.

Teacher: Children, you have a great feeling for music! Has the melody of this music changed? Where has the change occurred? Let's listen to it again.

1. Listen to the music completely so that children can initially feel the changes in the music. Teacher: Has the melody of this piece of music changed? What's changed?

Young: Strong and Weak

Young: Fast and Slow

"Aquarium" is divided into four parts, A B A* B*, among which the A and A* sections have soothing melodies. ,beautiful. The B and B* segments give people a light and lively feeling. The nature of the two pieces of music is obviously different.

During the second complete appreciation, the teacher guided the children to experience the nature of different music through language inspiration. From the children's answers, I found that only a few children can feel the changes in the nature of music, while other children still stay in the aesthetic imagination of music.

2. Teachers accompany the music melody with simple diagrams, so that children can further understand and feel the melody changes of the music.

(1) Teacher: In my mind, the teacher also wants to use interesting lines to express the changes of this music. The children also stretched out their little hands to draw a picture with the teacher, and then felt the changes of the music together.

(2) Teacher: You can see the changes in the music from this chart. How about the wavy lines drawn by the teacher when the phrases are soothing? (The waves are drawn slower and larger) What about the wavy lines the teacher drew when the music became lively and lively? (Draw the waves quickly and densely)

With the help of the map, ask the children and the teacher to draw wavy lines as the rhythm of the music changes to feel the changes in the nature of the music, and then guide the children to intuitively feel the changes in the amplitude of the waves in the map , through auditory and visual experience, children can quickly understand the changes in the nature of music.

3. Appreciate music by phrases through charts, and guide children to use language descriptions and body movements to express two different types of music.

Teacher: When children hear soothing music, what actions will you use to express it? (Children’s free expression)

Teacher: As the music changes, the music suddenly becomes lively and lively. What actions will the children use to express it? (Encourage children to use whatever movements they want to express. Children are required to listen to the music carefully and their movements should change as the music changes.) Inspire children to use verbal descriptions and body movements to further experience the melody A B A* B* segment pattern Music

The soothing, graceful and light, lively nature of music. Some children use the movements of flying birds to express their feelings about music, some children use the movements of swimming fish to express their feelings about music, and some children use the movements of rolling to express their feelings about music. Feelings...

3. Introduce the name and content of the work to children by appreciating the courseware.

1. The teacher introduces the name and content of the work to the children.

Teacher: Do you know the name of this music? What kind of story does the author want to tell us?

It turns out that this music is the work of Saint-Sa?ns, a great French musician. He went to the aquarium every day to observe and saw the little fish swimming happily around the water plants and playing happily. He thought it was beautiful, so he composed it. After listening to this beautiful music, the name is "Aquarium."

2. Play the courseware to let the children experience the interesting aquarium in the beautiful melody.

(1) Teacher: Let’s experience the beautiful aquarium with this wonderful music!

(2) Teacher: How do you feel?

Young: Very beautiful.

Teacher: How do you see small fish swimming when the music is soothing?

Young: swim slowly

Young: swim very comfortably

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Teacher: How does the little fish behave when the music becomes lively?

Young: It swims very fast.

Young: It looks very anxious.

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Teacher: What do they want to do?

Child: They want to find food.

Child: They want to play games...

Via video. , the combination of music and images allows children to experience the beautiful artistic conception of the underwater world that the author uses when creating music works.

4. Children use body movements to express interesting aquarium activities in a cheerful atmosphere. It ends naturally.

(1) Teacher: What other things in the beautiful "aquarium" will move with the music?

Young: Aquatic plants, octopuses, crabs...

(3) Teacher: Now let’s become the things in the aquarium and express ourselves freely with this wonderful music

Remember to express the movements according to the changes of the music.

Once again, ask children to enjoy music and use body movements to express their aesthetic feelings and aesthetic creations about the underwater world.

Activity extension:

In regional activities, provide Music, headwear, etc. allow children to further become familiar with and express music.