As an excellent people’s teacher, writing lesson plans is essential. Teaching plans are the link and bridge between teaching materials and outlines and classroom teaching. How should lesson plans be written? The following is the kindergarten middle class lesson plan "Orff Music" that I compiled for you. It is for reference only. Let's take a look. Kindergarten mid-class lesson plan "Orff Music" Part 1

Activity goals:

1. Listen and distinguish the length and shortness of sounds.

2. Let children feel the difference in the duration of half notes and quarter notes.

3. Be able to use body language or musical instruments to express the length changes of sounds and experience the fun of sound games.

4. Appreciate the song and feel its lively and interesting characteristics.

5. Be able to boldly express the content and emotion of the song.

Activity preparation:

1. Music: "Funny Sounds", "The Train Is Leaving".

2. Map.

3. Musical instruments.

Activity process:

1. Sound game.

1. In the music "The Train Is Leaving", play the "train driving" game with children and ask them to talk about: What sounds did they hear when they arrived at the station? What sound does the train make when it starts moving? Which sound is longer (short)?

What little animals are coming? Let the children name the animals and then imitate the sounds and movements. like:.

(Little kitten; meow-puppy: woof woof woof woof) Let the children tell whose voice is longer (short)?

Lamb: baa-baa-chicken: 叽叽叽叽

2. Encourage children to imagine boldly and talk about what sounds they have heard in their lives. And imitate, know whose voice is longer (short)?

(Inspiration: In the zoo, on the street, in the kitchen, in the sky------4---5 people)

2. Physical games.

1. Listen to the music "Interesting Sounds", encourage children to imitate sound effects, and ask children to tell which sounds they hear and which sound is longer? Which sound is shorter?

2. Summary: There are long and short sounds in our lives. The teacher uses a long paper strip to represent long sounds, such as: meow-; cut this long paper strip into two pieces, and Change it into two short sounds, such as: woof woof; show the note so that the children can understand it visually.

3. Inspire children to use their bodies to express sounds of different lengths, such as: for long sounds, extend their arms; for short sounds, make a fist and retract their arms.

4. Inspire children to use body movements to play the long and short rhythms of sounds. Such as: clapping, tapping feet, shaking head-----

3. Rhythm games.

1. Understand musical instruments: triangle, wooden fish, know their names and usage.

2. Let the children use the instruments in their hands to make sounds and tell whether they are long or short.

3. Show the rhythm score "Different Sounds". Children in group A use triangles to play long tones, and children in group B use body movements (claps, stamping feet----) to play short tones. Then the children in group B played short notes with wooden fish, and the children in group A played short notes with body movements (stepping, shooting, beating drums---).

4. Groups A and B will play in sections based on the music chart.

4. Summary of activities.

There are many sounds of different lengths around us, and music is composed of many sounds of different lengths.

Drive the train out of the classroom to find the different sounds outside. Kindergarten middle class lesson plan "Orff Music" Part 2

1. Activity goals

(1) Through the song "Ride a Carousel" music game, let children experience the joys brought by the activity hapiness.

(2) By listening to piano accompaniment and looking at music charts, children can hear and distinguish ascending, descending and repeated sounds.

(3) Cultivate children’s adaptability through word substitution.

2. Activity preparation

(1) Pictures of father, mother, grandpa and grandma

(2) "Carousel Riding" music disc

(3) Trojan horse headdress

(4) Music map with the same sound repeated in ascending and descending lines

3. The important and difficult points of the activity

Key point: Let the children move in the activity experience happiness.

Difficulty: Children can listen and distinguish ascending sounds, descending sounds, and repeated sounds.

4. Activity formation

Semicircle

5. Activity process

1. Music entrance. Music "Walk Slowly"

2. Story Introduction

Teacher: The baby was worried that Mr. Long Needle would not be able to catch Miss Short Needle, so he rode the merry-go-round to help him chase her.

3. Body Q&A

Teacher: Before we go after Miss Short Needle, we need to exercise and warm up! Now the teacher clapped his legs and asked the children questions, and the children clapped their hands and answered the teacher's questions.

Question: Pat the leg (where is the teacher?).

Answer: Clap your hands (teacher, teacher, here).

(Repeat twice)

4. Names of physical objects and characters

(1) Location of objects

Identify objects in the classroom and its orientation.

Teacher: Just now, the children were able to answer the teacher’s questions quickly and accurately. Now the teacher wants to test the children to see who has the brightest little eyes and who sings the best songs. The teacher sings and asks the children questions, and the children also sing and answer the teacher’s questions!

Question: The teacher sings "Where is the electric light?"

Answer: The students point and sing "The electric light is here"

Question: The teacher sings "Where is the fan fan?"

Answer: Students point and sing "The fan fan is here"

(You can find different items and play with it several times)

(2) Identification of picture cards

The teacher introduces the "Dad", "Mom", "Grandpa" and "Grandma" picture cards and glyphs, and sticks them around the classroom.

Teacher: (Show the character picture card) Can you recognize the child’s mother?

(After the children finish answering, the teacher puts the character picture cards around the classroom) The teacher then asks the remaining characters in turn.

5. Pitch sense: Distinguish ascending, descending, and repeated sounds.

　(1) Model singing of musical notes

The teacher plays the piano and practices model singing of famous musical notes and scales

Teacher: Today we also invited a singing master to the children Singing! (The teacher plays the piano)

First time: CDEFGABC

Second time: The teacher plays and sings the children’s body movements (from low to high - from squatting to standing)

The third time: The movements are accompanied by the music of riding a carousel, and the children perform.

(2) Model singing of ascending and descending with the same sound repeated.

Show the model singing chart (Chart: the upper part is represented by a butterfly, the lower part is represented by a bee, and the repetition of the same sound is represented by a caterpillar.)

First pass:

Up line: CDEFG

Down line: GFEDC

Homophone repetition: GGGGG

Second time: Look at the chart and sing the up and down lines and the homonym repetition in combination with the carousel music model .

6. Singing on horseback (formation: circle)

Teacher: After we have done warm-up exercises, we are going to chase Miss Short Needle. On the way there, we have to ride on The carousel is singing! Children should listen carefully to the teacher's questions. The child rides to the correct character picture card and stops to sing and answer.

Question: The teacher sings "Where are daddy, daddy?"

Answer: The student points and sings "Daddy, daddy is here"

Question: The teacher sings "Where is mom, mom?"

Answer: Students sing "Mom, mom is here"

(Grandpa and grandma in turn)

6. Activities End

Teacher: We are riding the carousel to chase Miss Short Needle. (Leave the activity room on a carousel) Kindergarten middle class lesson plan "Orff Music" Part 3

Activity goals

1. Feel the rhythm of ×××O and feel the quarter notes pause.

2. Exploring and listening to the sound effects of cortical musical instruments.

3. Feel the fun of using your body to express rests.

4. Be willing to participate in music activities and experience the happiness in music activities.

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

Activity preparation

Five large drums and five snare drums, one tambourine for each person, and one cushion for each person, with supporting pictures and CDs.

Activity process 1. Story introduction.

The baby fell asleep obediently. The elf wanted to test whether the baby was really asleep, so he played the drum...

2. Tone listening and debate , warm up.

1. After listening to the nursery rhyme completely, ask: What musical instruments are there?

2. Introduce the bass drum, snare drum, and tambourine and perceive the timbre of the three instruments, and develop an action for each instrument.

3. Listen to the nursery rhyme for the second time, clap your knees and recite the words once, and do the designated actions according to the tone when "knocking three times".

4. Tone listening and debate game.

The children pretended to be asleep, and the teacher asked "Is little ××little ×× asleep?" while playing different drum rhythms. Students beat drums with different timbres and respond with finger movements

"Little ××, little ×× is not asleep!"

3. Feel the rhythm of ×××O.

1. Body rhythm, sensing rhythm.

(1) What animals are coming? Who will learn their calls and movements?

(2) Use the words to make animal movements, and replace the words with animal sounds. Make no sound or hide when shooting in the air.

2. Prop operation and sensing rhythm.

(1) Recite the nursery rhyme with the words, use the correct playing method when "knocking three times", hit the soft pad according to the rhythm, and cover the soft pad when the beat is empty, so that no sound can be made.

Big drum: the pad is upright, played with arms

Snare drum: the pad is placed flat, played with both hands in turns

Tambourine: hold the pad in one hand and clap with the other

3. Musical instrument playing, sensing rhythm

Divide into three types of characters to play three types of drums according to the rhythm of words, and hold the instrument in the empty beat.

4. Exploring the timbre of leather instruments.

1. Sound simulation and creation.

With each person holding a tambourine, teachers and children discuss how to simulate the sounds of three animals. After the children create the sounds, the teacher summarizes them.

2. Accompany the nursery rhymes based on the sounds created in the previous session.

Mouse: dot, dot, dot - squeak

Cat: scratch, scratch, scratch - meow, meow, meow

Puppy: thump, thump, thump - wang, wang, wang (Early Childhood Education)

Teaching reflection:

During the activity, in order to prevent the children from singing from beginning to end, I used conversation to solve difficult quarter notes and emotional skills. The method allowed the children to rest for a while, so that the activities could be combined with movement and stillness. The children's performance basically completed my preset goals. Of course, there are still many deficiencies in this activity, and I hope teachers and experts can provide more guidance. Kindergarten middle class lesson plan "Orff Music" Part 4

Good friends

Activity goals

1. Guide children to boldly use body movements to express music rhythm and try Use various parts of your body to greet your companions.

2. Feel the fun of participating in music games with good friends.

Event preparation

CD music.

Activity process

1. Body naming game "Where is the baby?"

Teacher: Children all like to play games with nice music. Are our bodies ready? Are our hands here? Are our shoulders here? Let our bodies sing first.

2. Body awareness game, the story leads to the topic, and you can familiarize yourself with the melody and rhythm of "Good Friends".

1. Teacher: There is a child, Feifei, who came to the kindergarten for the first time. She was very scared because she didn’t know anyone. It doesn’t matter. We children can be friends with him, okay?

< p> (Listening to music for the first time) The teacher guides the children to listen to the music while gently narrating the rhythm changes in the music.

2. Did Xiaobao find a lot of friends just now? Let’s look for friends again and see how many good friends we have found? (Listen to the music for the second time) Let the children listen and distinguish the rhythm in the music change. When listening to the music, how many friends did you find during each long note? Encourage the children to do the movements of greeting good friends in the long note while listening to the music.

3. The children just met their good friends. How do they say hello to their good friends?

Where else can I say hello? Do you know your shoulders? Do you know your hands?

< p> Encourage children to boldly perform along with the music and perform various greeting movements in the long sound part.

(Listening to the music for the third time) It turns out that I can find so many good friends and do so many actions to say hello to my friends, more and more each time.

3. Group interactive game "My Good Friend".

The teacher and the children hold hands and dance to the music twice, and guide the children to say hello to each other with various body movements during the long sound part of the music. (Listen to the music game twice)

IV. Ending: Listen to music, drive the train and go outside to play games with good friends. Kindergarten middle class lesson plan "Orff Music" Chapter 5

1. Activity goals

1. On the basis of being familiar with music melody, express the rhythm of music through various methods.

2. Able to carry out uniform delivery activities according to the rhythm of the music.

3. Feel the joy brought by rhythm games through delivery.

2. Activity preparation music: "Radesky March"

Several building blocks and small musical instruments

Venue: figure-eight, one-line

3. Activity process

1. Appreciate the music completely. The teacher guides the children to use various methods to beat the rhythm while listening.

Introduction, the teacher invites everyone to listen to a nice piece of music. After listening, tell the teacher what kind of music it is?

2. Ask questions to understand the style and characteristics of the music.

(1) What kind of music is this?

(2) What is its structure?

(3) What style is this piece of music?

3. Just now, the children used the action of clapping their hands and legs to express the beat. What other actions can they use to express the beat? (Children use their imagination and use a variety of movements to express the rhythm of the music)

4. Introduce the rules of the game.

(1) The teacher also has an interesting action to express the beat. (Two teachers demonstrate the movement of passing the building blocks to express the music section A)

Question: Is it interesting? Who can tell me how I do this?

(2) What the teacher just played is called "Happy Passing". Each person holds a building block in his hand, passes it to the person next to him, then takes another block, and passes it to the beat of the music.

(3) This game is more interesting when there are more people. Invite two children and the teacher to try it together.

The teacher demonstrates and introduces the gameplay with bare hands. Each person takes a building block. When passing the building block to the child next to him, he softly says "others", and when he comes to him, he says "self". (The teacher leads the children to practice with bare hands from slow to fast.)

5. Teachers and children practice in groups holding building blocks in their hands.

(1) Each person takes a building block and stands in a figure-eight shape. Pat the child on the right on the shoulder to see who he is. Be careful to put the building block in front of him so that he will be fine. Got it.

(2) Lead the children to try games without listening to music. They are required to whisper "others" and "self" while playing. The teacher emphasizes that they must follow the teacher's pace. (Teachers should pay attention to observation, make appropriate adjustments according to the situation during practice, and practice again.)

(3) Practice the delivery of happiness together with the music of section A, practice in groups, and praise and encourage in a timely manner.

6. Can we make the queue longer now? Stand in a row and remind the children to hold the blocks with both hands. Who is the child on the right? (Listen to music and practice passing)

7. Pass small instruments

(1) Listen to the complete music and pass the small instruments happily.

It turns out that these percussion instruments can not only produce beautiful sounds, but can also be used to convey happiness.

(2) Change formations to play the game

What formation were we standing in when we played Happy Pass? What other formations can we stand out in? Let's give it a try. (Listening to music in a circle formation to convey happiness)

8. Some children were anxious and asked why they didn’t play a small instrument even though they had it. We know that this piece of music is in ABA' segment format, so we will pass on segment A, play segment B, and then pass on segment A'. (Listen to the complete music and play the rhythm game 2 times)

9. Change the gameplay and play the game

Pass the A section of music, stand up and walk during the B section of music, and then A' section of music Sit and pass.

10. Extension activity: Play this game with other children in the class. Kindergarten middle class lesson plan "Orff Music" Part 6

Activity goals:

1. Let children make various emotional expressions through the rhythm of songs.

2. Listen to the sound and find the musical instrument.

Activity preparation:

Wall chart, Christmas hat, a hand-bell maracas

Activity process:

1. Story guidance: Christmas It's almost here, everyone is very happy, only Santa Claus is frowning, it turns out...

2. Song Rhythm

Emotional Expression: Practice changes in various expressions. Sad, angry, happy, worried...

Listen to the rhythm of the words: Adagio: When hearing slow words, the children will sit and sway from side to side, making sad, sad, and helpless expressions.

Allegro: When hearing the fast tempo of the song, the children stand up and clap their hands happily and spin in circles

3. Listen to the musical instruments and replace the words

Props: Hand crank Bell

　(1) Hand bell: The teacher hides the hand bell in his clothes and lets the students listen to it

Guess what musical instrument the sound is? < /p>

　(2) Maracas

Maracas: The teacher hides the maracas in the bag and lets the children listen to it

Guess what the sound is?

Adagio: The teacher hides the maracas in the bag and asks the children to find the source of the sound

Allegro: The teacher takes out the maracas and sways with the music, and the children clap their hands and change the words to sing

>

IV. Listen and Find Game

Props: Touch Bag Hand Rattle Maracas

Touch Bag Game

(1) Teacher: Shake the hand The bell and maracas are placed in the touch bag, and the teacher plays one of the instruments.

Students: Ask the children to listen to the sounds and play the musical instruments in the bag.

(2) Santa Claus delivers gifts

The teacher puts on a Santa hat and plays Santa Claus, asks the children to close their eyes, and gives the instrument to each child

Adagio: Walk slowly while carrying the bag, and at the end place one of the musical instruments next to the child

Allegro: Ask the children to pick up the instrument and play it with open eyes, and sing along with the music. Kindergarten middle class lesson plan "Orff Music" Chapter 7

Activity goals:

1. Through rhythm games, you can feel the speed of listening and debating rhythm.

2． Understand the clock and know that it has long hands and short hands.

Activity preparation:

Music CD, pictures

Activity process:

1. Story guidance

Grandma Tell the baby: When the long and short needles reach twelve, the mother will come back. The baby stares at the clock, ah, something strange happened...

Teacher asks: When will you Will you be unhappy? Why are you unhappy?

2. Listening and debating speed

The teacher rings the small bell and asks the children to tell whether the first ringing is faster or the second time.

3. Listening and Debating Rhythm

1. Teacher, here is a song about clocks. Listen to what is the fastest in the music? What sound is the second fastest? What sound is the slowest?

The teacher guides the children to use various body movements (ding-dong, tick-tock-tock)

2. The teacher's arms imitate the long and short hands to make a clock shape, and the children imitate together.

3. Guide children to talk about which parts of the body they can use to express themselves?

Study together. Remind the children to clap or jump three times at the end of the sentence.

4． Matching game

The teacher introduces daily necessities or pictures and explains the correlation between the two items.

5． Game book

The teacher shows the good friends of the related items in the picture one by one

The teacher designates a certain item, and the children find the good friends in a row. Kindergarten mid-class lesson plan "Orff Music" Chapter 8

Activity goals:

1. Through the rhythm of words and musical instrument performance, elicit the questions and answers of songs.

2. Encourage children to recognize different colors by looking for different colors of the sun.

Activity preparation:

Wall chart, various item cards, various sun cards, round dance board, tambourine

Activity process:

1. Story guidance

Teacher: The dragon boat race is about to start, but at this moment, a dark cloud floats over. The little mouse was worried that if it rained, the game would not be held. So, the little mouse kept asking where is the sun? Did the little mouse find the sun? Let's listen and see together.

2. Body Rhythm

1. Play the music and the teacher will do the rhythm of the words.

When you ask a question, you clap your legs and sing, and when you answer a question, you clap your hands and shake your head.

When asking questions, you clap your legs twice, and when you answer questions, you clap your hands and nod your head twice.

2. The teacher leads the children to sing a cappella and make rhythmic movements with the words.

3. Play music and the children will make words and rhythm to the music.

4. The teacher uses objects in the classroom to answer questions and sing with the children.

5. Questions and answers between children and their peers.

3. Looking for the sun

Teacher: We all know how the little mouse looks for the sun. Let us help the little mouse together! Let’s take a look first, what colors are there in the sun?

1. The teacher shows the sun picture cards of various colors, and after letting the children recognize them, place the picture cards around the classroom.

Teacher: Let’s start looking for the sun! What color are we looking for?

2. The teacher shows any sun picture card and the children replace the color words and sing.

In the first question, change the color and sing, in the first answer, hide the picture card behind your back, in the second question, show the picture card just now, and in the second answer, point to the sun and sing.

3. Play music, and the teacher leads the children to look for the sun in various places in the classroom.

For the first question, sing while looking at the walk from a distance. For the first answer, spread your hands and shake your head and sing. For the second question, sing while looking at the walk from a distance. For the second answer, clap your hands and walk to the designated position of the sun.

IV. Instrument induction

Teacher: The little mouse has found the sun, and the competition is about to start, but the musical instrument baby said that he will also find the sun. Do you believe it?

Let the children try to use the round dance board to play the beat when asking questions, and use the tambourine to play the rhythm when answering the questions.

Play CDs and play musical instruments.

Teacher: The musical instrument babies are really capable, and the children are also great. Thank you for your hard work, children and musical instrument babies! Send the musical instrument baby back to rest quickly!

Collect musical instruments.

Kindergarten middle class lesson plan "Orff Music" Chapter 9

Activity goals:

1. Learn English words: snail, tree, learn nursery rhymes.

2． Enjoy the music "Little Star" and feel the rhythm of the music.

3. Learn to distinguish between high and low sounds.

Activity preparation:

Chart

Activity process:

1. Show the snail and learn the words

1 ． Who is this? What is the snail doing?

2． Learn words: snail, tree

2. Show the map and learn nursery rhymes

1. Show the chart and the teacher will demonstrate and recite it.

2. Learn to recite nursery rhymes.

3. Recite while recording the rhythm.

3. Music appreciation and rhythm perception

1. Listen to music.

2. Following the music, children can play with bubbles freely. They can shoot and blow bubbles.

3. Guide the children to clap at the end of each phrase.

4. Ask the children to change the clapping part into a musical instrument to play.

IV. Listen to identify sounds and identify pitches and pitches

1. The teacher plays high and low notes on the piano, and the children listen and identify.

2. When the teacher plays the piano, the children move freely. When the music stops, when the teacher plays high notes, they do a tall man's walk, and when the teacher plays a low note, the children do a dwarf's squatting action. Kindergarten middle class lesson plan "Orff Music" Chapter 10

Activity goals:

1. Children initially learn to count and use body movements to express the shapes of various trees.

2． Young children can recognize fallen leaves, use musical instruments to count the number of fallen leaves, and practice the roll call melody.

Activity preparation:

Some fallen leaves, CD, recorder, musical instrument (small bell)

Activity process:

(1) Understanding Trees, fallen leaves

1. Teacher's story guide: Autumn is here, there are many trees, and the leaves on the trees are slowly turning yellow. The leaves fell one by one with the wind. Look!

2． Tree shapes: small trees, big trees, old trees, trees that love to sway in the wind. Let the children use body movements to express the shapes of various trees.

3. Understand the leaves: The teacher scatters fallen leaves and the children catch them with their hands. Let the children observe the fallen leaves and describe their shape, touch and texture.

(2) Times

1. Turn into a big tree, turn into a small tree, turn your hands into leaves.

2． In line with the music and the wind, what are you bringing? (Listen attentively), ask: How many times? Just use a few leaves to represent it?

3. The teacher demonstrates how to throw and pick up leaves until all four fallen leaves are picked up in this way.

4． Children practice throwing and picking up leaves (with music) until all four fallen leaves have been thrown and picked up in this way.

(3) Musical instruments

1. The teacher shows a musical instrument (a small bell) and demonstrates how to count the fallen leaves.

2． Match with music

(1) Song: Children use small bells to knock out the number of fallen leaves.

(2) Interlude: Put down the small bell to make a big tree or a small tree fluttering in the wind.

(4) Game Book

1. Sing the song to the music and ask the children to circle the correct number of leaves.

2． In line with the second part of the interlude, point to the leaves to sing the solfa, and imitate the teacher to point to the solfa on the trunk of the tree slowly to sing the melody.