As an outstanding faculty member, you are often required to prepare lesson plans. Teaching plans are the key point in transforming lesson preparation into classroom teaching. So how should the lesson plan be written appropriately? The following is a music tumbler lesson plan for small classes that I have carefully compiled. It is for reference only. I hope it can help everyone. Small class music tumbler lesson plan 1

Activity goals:

1. Learn to listen to songs quietly.

2. Understand the content of the song and feel the fun of the song.

3. Learn to sing the song "Tumbler" with simple movements.

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

5. Willingness Participate in music activities and experience the joy of music activities.

Activity preparation:

Toy "tumbler"

Key points and difficulties of the activity:

Activity focus:

Children sing songs with emotion.

Activity difficulties:

Children can add simple performance movements when singing songs.

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Activity process:

1. Activity introduction

1. The teacher shows the toy tumbler, asks questions about its appearance, and warms up the song content "With a beard, what does it look like?" Like a child. ”

Teacher: “Today the teacher brought you a new friend. (Showing toys) "Look, does this new friend look like our children?" "

Default 1. Young: "Like. ”

Teacher: “(making observation) Oh. The teacher, like you, also thinks he looks like a child (cooperating with the performance movements). Then take a closer look, what is different about his face from the children? This new friend has a beard on his face (to match the performance). Does our child have a beard on his face? "

Default 2. Xiao: "It doesn't look like it.

Teacher: "Tell me what's different about it?" Are there any children who have observed more carefully? It turned out that this new friend had a beard on his face. "Look at this new friend's face, which is rosy, and his eyes are narrowed when he smiles. Doesn't he look cute? Is he as cute as a child?] (In practice, this is the second default situation. )

Teacher: Let’s learn it together and see if it’s okay. “He has a beard and looks like a child (say it in rhythm with the performance).” Try it again, with a more exaggerated expression. The links are slightly abrupt, so you can let the children feel the rhythm and melody of the song after they have fully understood the lyrics.)

2. Guide the children to discover the characteristics of the tumbler and warm up the song content "Push You Down." , you stand up again. "(Based on no experience in scientific activities.)

Teacher: "Although our new friend doesn't say a word and looks dull, he actually has a nice name. It's called a 'roly-poly'. Have any children heard of the ‘roly-poly’? (Please ask the children or teachers who know how to push the tumbler to demonstrate in person) Let’s say to him, ‘I push you down, and you stand up again (say it rhythmically with the performance movements)’. The roly-poly didn't hear clearly. Children, speak louder and say it again. "(Same as above, can be cancelled, otherwise the time for musical experience will be too short, and the tendency of putting the cart before the horse.)

2. Learning to sing songs

1. The teacher demonstrates singing the song "Tumbler" : Piano accompaniment.

Teacher: "Today, we have become good friends with the roly-poly. The teacher wants to sing a song for our new friends. Come and learn from it and sing to the roly-poly with the teacher. , he will be very happy.

2. Teach children to sing the song "Tumbler" according to the diagram: Sing it a cappella twice.

Teacher: "The song is over, do you still remember the name of the song? What did you hear in the song?". (Illustrations are shown based on the sentences spoken by the children to help the children learn to sing in the future.)

(1) For the first time of singing a cappella, the children look at the icons.

Teacher: "The children listened very carefully. Then ask the children to look at the icon and listen to the teacher singing a cappella."

(2) The second time singing a cappella, the children watched the teacher's movements .

Teacher: "Teacher sing it again, this time with some interesting moves. Come and hum the song along with the teacher and see how it goes, okay?"

Three , the teacher accompanies the piano, and the children sing according to the chart.

Summary of the activity:

Teacher: "Our new friend the tumbler is very happy when he hears the children working so hard to learn songs for him. Don't you think he is very happy? It's getting late. , the roly-poly is saying goodbye to us, let’s sing the song ‘roly-poly’ one last time as a farewell gift, okay? So everyone cheer up and say goodbye to the roly-poly in the best voice of the children.” ( Children directly say "goodbye")

Reflection on the activity:

The entire activity takes teachers as the main body and functions in one direction, which violates the concept of children as the main body and lacks teacher-child interaction. process.

In activities, whether it is appreciation, understanding lyrics, singing, or performing, although teachers try to use multimedia courseware to attract and stimulate children's interest, repeated playback and repeated exercises make children spend most of their time passively sitting, Listening and waiting seriously constrain children's hands and brains, and imprison their thoughts and emotions. During the activities, children lack initiative and enthusiasm, let alone creativity. They find it difficult and distressed to learn the content taught by teachers. Naturally, there will be no interest in participating in activities, let alone boldly expressing the joy of music. Small class music tumbler lesson plan 2

Activity goals

1. Children recognize the tumbler and understand its appearance characteristics.

2. Cultivate children’s observation and attention.

Preparation for the activity

Three tumblers of various shapes

Activity process

1. The teacher brought a gift to the children today A few little guests, do you want to see them?

"The little old man with the gray beard can't run or walk. If you ask him to go to bed, he will shake his head quickly." Guess what? ?Show the tumbler

2. Ask: Why does the tumbler not fall over?

Ask the children to observe the characteristics and differences in the appearance of these tumblers, and then take them apart and study them together. Let’s find out what secrets there are inside.

3. Please use the operating materials in hand to make a tumbler by yourself, and add cute patterns.

4. Show the finished tumbler and let everyone explore the reasons why it was successful and unsuccessful before making it.

5. The teacher summarizes and displays successful works.