#二级# Introduction Music is the rain and dew that nourishes the soul and the milk that nurtures emotions. It naturally plays an irreplaceable role in cultivating people’s noble emotions and aesthetic tastes that cannot be replaced by other arts. School music education We should grasp the three basic characteristics of music: image, emotion, and pleasure, so that students can fully enjoy all beautiful music, and let students appreciate some excellent works. Teachers will explain to students from time to time, so that students can further understand the connotation of music. . The following is the relevant information on "Music Lesson Plans for the Second Grade of Primary School Volume 1 (3 Parts)" compiled by None. I hope it will help you.

Article 1 Music lesson plan for the second grade of primary school Volume 1: Guide students to sing the song "Two Little Elephants" with a lively and elastic voice to express the love and care of the target, so that students can understand the relationship between classmates. Be united and friendly, and be good children who are civilized and polite.

2. Create a good music classroom atmosphere, encourage students to actively participate in creative activities, and try to use body movements to express the expression of the baby elephant.

3. Feel the rhythm and timing, and be able to tap correctly.

Teaching focus:

Be able to sing the song "Two Little Elephants" with a lively and elastic voice, and use body movements to express the expression of the little elephants.

Teaching difficulties:

1. Master the correct usage of rests.

2. Encourage students to participate in creative activities.

Teaching methods:

Listening method, group cooperation, comparison method, recording method.

Teaching process:

1. Organize teaching

Students enter the classroom while listening to songs and rhythmic.

［Enable students to naturally enter the music situation created by teachers in a relaxed and pleasant atmosphere. ]

2. Introduction

Teacher: "Children, today the teacher is going to take you to a very interesting place. I think you will like it very much. Look, this Where is it? "(Zoo)

[Design intention: to vividly create a happy atmosphere for learning music, so that students can devote themselves wholeheartedly to music learning. ]

3. Vocal exercises

2. Solve the difficulty: rests.

Teacher: "When we see a red light on the road, pedestrians and cars should stop. We should also stop when we see rests in songs and rhythms."

3. Courseware Show pictures of chickens and ducks.

4. Students learn to shout while clapping their hands, and open their hands to indicate a rest, and pause for a beat.

［Design intention: to have a preliminary experience of singing three-beat songs, to lay the foundation for learning new songs, and to accept rests happily. ]

IV. Rhythm Practice

(1) The first rhythm practice

1. Teacher: "What does the kitten call like? Its cry The sound also has a rhythm, let’s listen to it.”

2. Students talk about what the rhythm is and imitate it.

(2) The second rhythm exercise

1. Teacher: "There is another small animal, what do you think it is? (Puppy). What is its name?" Think about the rhythm of a puppy’s bark.”

2. After students answer individually, imitate them as a group. Then ask students to write out the rhythm.

(3) Rhythm Exercise 3

1. Teacher: "Listen. The little duck can't help but cry. What's the rhythm of its cry? ? ”

2. Let students complete it independently.

［Design intention: To deepen the knowledge step by step and consolidate the understanding of quarter notes and eighth notes. ]

5. New course teaching

2. Be familiar with the lyrics.

Teacher: "A few baby elephants came here. How do they walk? What are the characteristics of their noses? What are they doing?"

3. Students answer the questions.

4. Ideological education.

Guide students to understand that they must be united and friendly with their classmates and be good children who are civilized and polite.

5. Read the lyrics aloud, solve difficult rests, and correct problems in a timely manner.

6. Learn to sing songs.

① Listen to the recorded sample singing twice, feel the emotion of the song, and ask students to talk about what is sung in the song. ②. Listen to the teacher’s singing.

③Sing softly with the piano. Emphasis on the rest. Correct students' mistakes promptly.

④Sing with emotion.

⑤Sing along with the accompaniment.

［Design intention: Using listening and singing method, through repeated listening, students can gain the beauty of music and gain understanding and feeling of music.

7. Guide students to sing songs lively and emotionally.

8. Recording feedback.

Record the students’ voices on the spot and let them conduct self-evaluation. Point out errors or shortcomings.

［Design intention: Using the recording method, students can correct their shortcomings and mistakes in time, and hear their own voices on the spot, giving students a sense of satisfaction. ]

9. Consolidate the songs.

Sing with emotion, and require students to be able to memorize the song and use body movements to express the expression of the elephant in the song.

10. Create lyrics.

① Teacher: "You guys sing really well. Many little animals want you to sing their songs, okay?"

② Guide the creation.

△Teacher: "What kind of animal do chickens belong to? Where do they walk? What are they doing?"

△Students discuss collectively, create lyrics, and sing along with the music .

△Require students to independently compose and sing the lyrics of Little Duck.

［Design intention: Combine the content of the song, give full play to students’ imagination and creativity, and perform improvisation, so that students feel that creative activities are a relaxed, enjoyable and within their capabilities. The students' self-composed and self-sung songs brought the atmosphere of the entire class to a climax. ]

VI. Summary

Students listen to music and walk out of the classroom.

Teaching content of the music lesson plan for the first volume of the second grade of primary school: "Axi dances on the moon"

Teaching purpose:

1. Appreciate "Axi dances on the moon" , allowing students to feel music in a relaxed and pleasant atmosphere, and improve students' expressiveness and imagination.

2. Through teaching, students are inspired to use their body movements to feel the unique charm of Yi folk songs.

Key points and difficulties in teaching:

Be able to actively participate in music activities.

Teaching aid preparation:

Recorder.

Teaching time: 1 class hour

Teaching process:

1. Listen to music and enter the classroom, and teachers and students sing and say hello.

2. Rhythm practice:

2. Find students to read.

3. Let students read while beating the rhythm.

4. Create movements according to the rhythm.

3. Introduction of new lessons

1. (Show pictures, students describe and understand, and teacher guides.)

Teacher: Is the scenery beautiful at night? Teacher, what do the two rectangular diagrams here look like? Health: moon, flowers, etc.

Teacher: "Mother Moon shows her smiling face and radiates light." When listening to "Moonlight", please tell the teacher with your movements and expressions.

2. Understand the characteristics of the Yi people

(2) The teacher shows the slides for students to identify.

(3) Teachers introduce the Yi people to students.

3. Feel the music stage:

(2) Listen again: Let students feel the rhythm with their movements.

(3) Listen again: Let students hum the music while listening.

(4) Teacher inspiration: How happy you are to hear the Yi children dancing. Are you willing to dance with them?

(5) Listen to music and look at the illustrations, learn a few Yi dance movements and perform with the music (use movements to feel the music, and cultivate students' generous, confident and optimistic character.)

Reflection after teaching:

Part 3 Music Lesson Plan for Second Grade Primary School Volume 1 Teaching Content

Learn to sing the song "Snowflake".

Teaching objectives

1. Understand the formation of "snow" by learning and singing songs.

2. Able to express the emotions of songs correctly.

3. Understand the singing method of pause notes and be able to sing songs according to the pause notes.

Teaching process

1. Review and appreciate the music "Flying Snowflakes".

2. Ask several students to perform to the music according to their own designed movements.

3. Import new lessons. The teacher asked: How is "snow" formed?

4. Play the tape or CD and listen to the recording of the song "Snowflake" (it can also be sung by a teacher).

5. The teacher teaches singing in phrases.

6. After the students have basically learned the song, inspire the students (teacher demonstrates):

① Pay attention to the singing method of the pauses. Pay attention to the singing method of the pauses in the first and second bars of the first and third phrases. It should be sung with a sense of jumping.

② Pay attention to the changes in the mood of the song.

Although the song is a one-piece structure composed of multiple phrases, the song still has certain changes in emotion: from a large perspective, the first four phrases can be a part and an emotion, and the last four phrases can be a part of one emotion. Each phrase is part of another emotion. From a small perspective, the first and third phrases should be sung jumpily, while the second and fourth phrases should be lyrical, etc.

③Changes in attention.

When singing this song, you should pay attention to the strength and weakness of the song and the role of pause marks.

The first and second bars of the first phrase should be sung with flexibility, the third and fourth bars should be sung more coherently, and the intensity should also increase from weak to strong; the last four bars should then increase from strong to weak; the second phrase and the first phrase Similar; the fourth phrase, the intensity gradually decreases from strong to weak; the seventh phrase, the intensity gradually increases, expressing an urgent mood; the eighth phrase can be sung slightly stronger.

7. Finally, the whole class sang the song "Snowflake" completely according to the above requirements.

Teaching evaluation

1. The breadth of students’ designed song performance movements.

2. The degree of involvement and harmony of students in singing performances.

3. The degree of concentration of students when listening to music.

4. Students’ ability to associate and express themselves when listening to music.

5. The degree of harmony of movements in accordance with the music.