As an unknown and selfless educator, we often need to use lesson plans. With the help of lesson plans, we can improve the quality of teaching and achieve the expected teaching results. What are the characteristics of excellent lesson plans? The following is a lesson plan for kindergarten middle class music "The Bear and the Bee" that I have collected for your reference. I hope it can help friends in need. Kindergarten middle class music "The Bear and the Bee" lesson plan 1

Activity goals:

1. Feel the two different images in the music, imitate the bear walking in time, and use the expression and movement freely Express the satisfaction of the little bear when drinking honey and the fear of avoiding bees.

2. According to the game scenario, with the help of the character’s hints, you know that when the “bee” is chasing you, the bear should avoid it.

3. Be willing to participate in games, be willing to boldly express yourself in front of the group, and experience the joy of games.

4. Let children learn to use body movements to coordinate the gameplay of the game.

5. Interested in music activities and feel happy in singing and playing.

Activity preparation:

1. Music "Hay Jones Serenade"

2. Courseware, charts

3. Red envelope, Mother Bear Chest ornament, bee chest ornament

Activity process:

1. Review the songs

2. Demonstrate the courseware and understand the storyline of the game.

1. Show the picture

Teacher: Children, who do you think this is? (Bear) What about this? (Bee)

An interesting thing happened between the bear and the bee. Let’s take a look.

2. Courseware Demonstration

Teacher: What happened to the bear and the bee?

3. Appreciate the music completely, further perceive the melody and rhythm of the music, and understand the different plots expressed in each piece of music

1. Teacher: This interesting thing is hidden in a piece of music Here, let's listen together, where is the bear coming out? Where is the bear drinking honey, where is the bee flying? Where does the little bear run home?

2. Appreciate the music in its entirety

3. Teacher: Who came at the beginning? Where did you hear it?

4. Perceive the music in segments and create character game actions and maps.

1. Teacher: If you were a bear, how would you walk when you were hungry? Shall we take a walk along with the music?

(Children walk freely)

Teacher: Let me see how the little bear walks? There were a few baby bears that walked very similar to each other just now. Let’s take a look.

Teacher: How did he walk? There are people who walk like this, um, and people who walk like that. I’m very hungry, can you walk faster?

Teacher: Let’s learn from this little bear.

Teacher: Can’t walk fast? Let’s do it step by step along with the music and look at the charts.

Teacher: Baby Bear, let’s go find something to eat

p>

2. Teacher: After walking for a long time, look! What a big jar of honey! Baby Bear, how did you drink? How else would you drink it?

Teacher: Ah! How does the bear feel after drinking honey? )

Teacher: Let’s recall, what actions did the little bear do when he drank honey?

Teacher: Let’s do it along with the music.

3. Teacher: Oops! Not good! The bees are coming! What should Little Bear do?

Teacher: He can only squat there without moving, but bees are flying around. (What will happen to him? (very scared))

Teacher: Let’s take a look at this bear How did the baby show fear?

Teacher: Baby bears, listen...

4. Teacher: Baby bears, when can we escape home?

Listen, (the bee yawns) ~ let’s escape home together!

5. Recall the 4 game sessions and complete the actions twice

1) Teacher: The teacher just drew a picture of this interesting story. Let's listen to good music, look at the charts, and do it in our seats!

2) Teacher: Can I play without looking at the map this time? Let's give it a try together. If you don’t remember the moves, you can take a look at the (map)

5. Play the game according to the role and complete the music

Teacher: This is a fun game "The Bear and the Bee" , when the little bear is playing, if he is stung by a bee in the end, he must become a bee. Got it?

1. Teacher: Well, after sitting for a long time, I’m so hungry. Babies, hurry up and find something to eat with Mother Bear! (First playthrough of the complete game)

2. Teacher: Oops~ Why is there an extra big bag on this baby bear? (Stung by a bee) Oh, my poor child.

3. Teacher: The other baby bears should pay attention! It seems that we are not full. Let’s find some more food! (Second playthrough of the complete game)

4. Teacher: It’s so sad. Some bears have been stung again. You must protect yourself when you go out to find honey this time! (Complete game for the third time)

5. Teacher: The little bear was chased by bees so many times today. This little bear is out of breath. Let’s listen to the music and take a rest. In the activity, diagrams were used to help the children coordinately express the bear walking and create and memorize several actions to express the satisfaction of drinking honey.

Reflection on the activity

After the activity, I carefully reflected on it. I used multimedia courseware, maps, chest ornaments and other means to join the music game activity which is very interesting in itself. But it does seem more lively than effective.

When listening to music in sections, children can basically match the story situation with the music and perform actions such as bear walking. , except for a few children who can use their movements to express the slowness and bulkiness of the beer barrel, most of the children are the same. The link that originally gave full play to their imagination and expression has become a mechanical performance of the children's repeated movements.

I think I did not properly understand and analyze the children’s existing experience and abilities in advance, and seek appropriate educational guidance strategies on this basis. Although children all know that little bears walk slowly, but what kind of slowness is specific? When getting to know the children between activities, I did not enrich the children's original life experience. Moreover, during the activity, some of the children's more exaggerated movements were not given back to them in time, resulting in the little bears walking in the same way and with insufficient expressiveness in their movements.

If I adopt appropriate guidance strategies, such as "Think about what it would be like for a little bear to walk when he is hungry?" to stimulate children's memories of previous experiences and transfer them to this activity, at the same time, the teacher Using your own exaggerated and bold body language to give your children a little hint may have better results. Kindergarten middle class music "The Bear and the Bee" lesson plan 2

Activity goals:

1. Become initially familiar with the melody of the music, and understand the structure of the music through game plots such as bear walking, drinking honey, and hiding. , feel the different properties of the music in Section A, Section B, and Section C.

2. On the basis of being familiar with the music, try to play it with instruments.

3. Cultivate children to express music boldly and embody the happiness of music rhythm.

4. Actively participate in activities and speak out your ideas boldly.

Activity preparation:

1. Children have been organized to watch videos or pictures to understand the appearance and characteristics of bears and imitate the walking movements of bears.

2. Recorder, tape; slide projector, slides; a bee headdress.

Activity process:

1. Be familiar with the music and understand the plot of the game

1. The teacher tells the plot of the game: The little bear came to the woods and accidentally found a can Honey. Just when it was eating with gusto, the bee came chasing after it. The little bear was so frightened that he hid quickly and remained motionless. Finally, while the bee was yawning and not paying attention, it quickly escaped back home.

2. The teacher plays music while showing slides.

2. Appreciate the music and break down the exercises

1. How does the bear walk? (The teacher acts as the mother bear and leads the children to imitate the bear’s walking movements in time with the music in section A)

2. How is the little bear’s psychology after he drinks the sweet honey? How can it be expressed? (Guide the children to express the satisfaction after the bear and honey according to the phrase B, and inspire the children to use different expressions and actions to express it, such as wiping their mouths, patting their belly, adding mouth, etc.)

3. The bears eat secretly How do you feel when honey is discovered by bees? How does it hide?

① Guide children to use still movements and appropriate expressions to show the bear's nervousness and fear. For example: plunge into a tree hole, hide behind a tree, jump into the grass, close your eyes, hold your head, etc.

②Ask individual children to perform hiding movements. Teachers consciously ask children who have done well or are different from others to perform, and inspire them to use language to explain their actions, such as "I am so scared that I am shaking all over."

③Grouply follow the music in Section C to perform movements, and encourage children to freely express the bear’s hiding posture and fear.

3. Completely play games following the music

1. The teacher reminds the children to make corresponding movements according to the changes in the music, and pay attention to the timing and coordination of the movements.

2. The teacher praises the creative children and asks them to perform their created hiding movements and fearful expressions for everyone to see.

3. The teacher wears a bee headdress and plays the role of bee, the children play the role of bear, and the children play the game together. When the music is about to end, the teacher urges the children to quickly return to their seats in the form of chasing.

4. Exploration of music and musical instruments

1. Show three rhythm sections and let the children find the matching rhythm in the ABC section of the music.

2. Try to boldly follow the rhythm of the music.

3. Listen to the sound characteristics of the three musical instruments and choose the appropriate instrument to match the music

4. Exploration and familiarity with the musical instruments

5. Instrument ensemble: Xiong He Bee

Reflection on the activity:

This activity brought me a lot of reflection. I think it also poses high challenges and requirements for our own personal musical literacy. Only by the teacher's dedicated performance can the children be inspired and edified, and they can still gain something in the excitement.