Lesson Plan for Music Middle Class: Where is Spring

Kindergarten Music Lesson Plan: Where is Spring

Teacher: Teacher Qu

Activity Goal:

1. Guide children to feel the beauty of spring and experience the fun of singing with teachers and companions.

2. Cultivate children’s sense of rhythm.

3. Guide children to sing with natural and beautiful voices, and use different chorus methods to express the cheerful and lively interest of the songs.

Focus: Encourage children to make bold creative movements to express the content of songs.

Difficulty: Guide children to understand the lyrics. When singing, pay attention to the clear pronunciation of the "Dilili" section and the accurate rhythm.

Solution: Teachers guide children to practice repeatedly.

Activity preparation:

1. Guide children to fully experience the changes of spring through different ways.

2. Pictures of "spring scenes" corresponding to the content of the song.

Activity process:

(1) Beginning part: The teacher plays the music "Dilili" and guides the children's beautiful movements into the activity room.

Teacher: "Children, what season is it now?" "Then how do you know that spring is coming?" "Today, the teacher brought a nice piece of music and asked the children to make it while With graceful movements, go into the activity room and look for the footprints of spring, okay?"

(2) Basic parts:

1. The teacher guides the children to look for the footprints of spring

2. The teacher uses pictures to enjoy the spring scenery with flowers, green grass and birds.

3. On the basis of feeling the spring, organize the children to recite the poem "Dili Dili" rhythmically, and guide the children to understand the content of the lyrics.

4. Organize children to learn to sing songs, and guide them to sing in a cheerful and lively voice to express the beauty of spring. When singing, pay attention to the clear pronunciation of "Di Lili" and the accurate rhythm.

5. The teacher guides the children to sing in groups and create action performance songs to express their love for spring.

(3) The teacher organizes the children to sing and act as little butterflies or bees while walking out of the classroom to the song "Dili Dili".

Activity extension:

When teachers organize children to participate in corner activities, they express the content of the song in the form of paintings.

(More lesson plans are available at: Teacher Qu’s lesson plan website)

Primary school music lesson plan "Where is Spring"

Primary school "Where is Spring" lesson plan

Teacher: Teacher Qu

Grade: Third grade

Course type: Comprehensive course

Textbook analysis: (omitted)

Learning focus: Guide students to sing songs with a light and elastic voice.

Difficulties in learning: the fifth and sixth sentences of the song (the first and second sentences of the second section).

Study preparation: piano, color album, tape recorder, tape, multimedia.

Student situation:

The song "Where is the Spring" is a song that is very popular among children. This song can often be heard on campus radio, campus art festivals, and some VCD discs. Therefore, most students can hum this song, but almost no student can sing it completely correctly. The most common mistakes are the fifth and sixth lines of the song, so the teacher uses the fifth and sixth lines of the song as the teaching of this lesson. Difficult to design.

Learning process:

1. Organizing teaching:

Games

2. Comprehensive training

(1 ), solving difficulties:

1. Teacher: The teacher brought you a small gift. Please see: the screen shows the scenery, and two little orioles fly in, saying hello to the students and introducing themselves.

2. Teacher: The little oriole is not only polite, it can also sing. Listen: (The screen displays two little oriole singing, and the rhythm and lyrics appear on the side of the little oriole along with the singing. That is, The fifth and sixth lines of the song.)

3. The teacher guides the students to learn to sing these two lines. The voice is required to be light and elastic, the pronunciation is clear, and the two sentences contrast in intensity.

(2) Vocal exercises:

Use five or six sentences of the song to do vocal exercises.

3. Learning songs

Teacher: The little oriole has taught you how to sing. Does it still have questions to ask you? Listen: (Screen displays: Little Oriole asked: "Classmates, what season is it now? How did you find out?")

1. Appreciate Fan Sing

After the students answer , Teacher’s summary: The grass has turned green and the flowers have bloomed, indicating that spring has arrived. What other scenery is there in spring? Where is spring still? Please look carefully and listen carefully. (Multimedia showing the song "Where is Spring" on MTV)

2. Sing the first verse

Teacher: Where is spring? Spring is in the green mountains and forests, in the reflection of the lake, and in the eyes of children. Just now when we were enjoying Fan's singing, the teacher found that some students couldn't help but start singing. Let's sing the first verse of the song together (the teacher showed the song).

3. Make demands and further consolidate.

Teacher: What is the speed of the song? What about the mood of the song? So what kind of sound should be used to express the song? Yes, use a lively, bright, and elastic voice, just like the song of a little oriole. After the teachers sang, the students sang. (Design note: When singing for the first time, there were still a few students who sang the first sixteenth note into the last sixteenth note. So here the teacher further gave further tips on singing, and also modeled the singing through this sentence. To guide students how to sing songs with a lively, bright and elastic voice)

4. Reveal the name of the song

Teacher: What is the name of the song? Can you give it a name?

Student discussion: (Teachers should try their best to encourage students to speak enthusiastically)

After the students spoke, the teacher summarized: We often see on some CDs and tapes such as: "Di Song titles such as "Lili", "Dili Dili" and "Where is the Spring" all refer to the same song. There are also some nice names given by the students just now that can be used as the name of this song. We The textbook named this song "Where is the Spring". (The teacher pasted the song title of "Flower Shape" on the big song sheet)

5. Study the music score

Teacher: The music score of this song is different from what we have learned before. What's the difference? Yes, there is an extra flat mark after the treble clef, and the key signature of this song becomes F major. Do is in the first space. Please find the other notes on the finger staff. (After the students find out the positions of the notes in F major, they check with each other and sing.)

Teacher: Ask the students to sing the first four lines of the score silently in their hearts and find out at the same time Which two sentences are exactly the same?

Students divide themselves into groups and learn to sing the first four lines of the song.

Teacher: Teacher, let’s sing the next part. Please find out which line we have sung just now? After students find it, they divide into groups and learn to sing the second half of the score.

Guide students to sing the music score emotionally and completely.

6. Sing the song in its entirety

Ask students to open page 25 of the textbook, read the second and third paragraphs of lyrics, and look for differences from the first paragraph. After the teacher asked the question, the students were asked to memorize these lyrics as quickly as possible.

Sing the song in its entirety. Teacher...

"Where is the Spring" song rhythm teaching design

Jiale Central School Jialang Primary School Wang Yingnan 1. Analysis of teaching materials: "Where is the Spring" is a This song is loved by children. It sings about the beautiful spring in an innocent and lively tone and expresses the infinite joy in the heart. The song is in a major mode and adopts a reproduced two-part structure.

Each section is composed of four 4-bar phrases, and the structure is very regular. The first sentence of the first section is composed of the three tones of the major tonic triad, do, mi, and sol. It begins with a downward movement and blends soft tones into the bright colors, giving people a bright and friendly feeling. , this phrase is the core of the whole song, revealing the theme of spring. The second phrase develops slightly based on the tone of the previous phrase and echoes it. After the first phrase is repeated, the fourth phrase is no longer divided into two sections like the previous three phrases, but the whole phrase is completed in one go. The first two phrases of the second phrase have a melody progression and lively rhythm repeated in unison, and the second phrase is the next fourth progression of the first phrase. The third and fourth phrases of this section are variations and complete repetitions of the last sentence of the first section. The reproduction method not only further exaggerates the beautiful scene of spring, but also strengthens the sense of unity of the song. 2. Teaching objectives: 1. Listen to music, feel music, and be able to express the happy mood when spring comes in your own way. 2. Learn to sing the song "Where is the Spring" with a light, lively and elastic voice, and be able to create performance movements and sing the song expressively. 3. Able to select appropriate percussion instruments to compose accompaniment according to the mood and melody changes of the song. 3. Teaching focus: Sing songs with a brisk and elastic voice to express the cheerful and joyful emotions when spring comes. 4. Teaching difficulties: use clear pronunciation and enunciation methods to sing the lining words of the fifth and sixth phrases of the song and the first sixteen rhythm patterns. 5. Preparation of teaching aids: blackboard design, tape recorder, piano, homemade headwear, percussion instruments 6. Rhythm process: 1. Guide students to create movements based on spring outing clues and initially learn rhythm. Under the teacher's prompts, change movements according to the music passages and phrases more accurately and perform movements according to the rhythm. 2. Cultivate students’ ability to share space and communicate intimately with peers in a relatively crowded space. 3. Let students experience the joy of doing movements while listening to music. 4. The teacher and all the students sit in a circle on the floor, facing the center of the circle, and the teacher guides the students to review the songs. 5. Guide students to create movements: 1) Learn the movements in advance of the chorus, and teach students to make the rhythm pattern ××××× along with the music. The teacher uses his fingers to pretend to be an oriole, and uses a game to teach students to skillfully move their own and left The rhythm pattern ××××× is played on the partner’s legs. 2) Guide students to create actions in sections according to the clues of the spring outing: the teacher uses language to inspire students that we come to the green grass, full of colorful flowers, and happy birds are flying in the sky. We climb mountains and come to the playground to play on the seesaw. , sit on the swivel chair and other games, create and create flowers and birds to climb mountains, play on the seesaw, sit on the swivel chair and other actions. 6. The teacher sings the melody a cappella to help the children organize and memorize the movements. 7. Listen to the complete performance of the music, and the teacher gradually reduces the language prompts to push the students' emotions to the climax.

Orff Where is the Spring Lesson Plan

Activity objectives:

1. Observe the appearance characteristics of the clay dolls and try to classify them according to a certain characteristic.

2. Be willing to introduce your own recording methods to your peers and experience the joy of dividing the clay dolls.

Activity preparation:

Clay doll pictures, record sheets, courseware

The latest excellent lesson plan design of Where is Spring

Teaching design

1. Teaching objectives:

Knowledge and skills:

1. Understand common natural phenomena and natural science knowledge in life through the activity of "Looking for Spring", Appreciate and experience the beauty of spring from multiple angles, and praise spring in different ways.

2. Know that politeness is the spring breeze, friendship is the sunshine, and there is spring in life; learn to be polite in life, care for and help each other with others.

Process and method:

1. Encourage students to go to the countryside and look for the spring in nature with their eyes; feel life with their hearts and describe the spring in life with words.

2. Sing spring with music, have close contact with spring in nature, and keep spring in your life.

Emotions, attitudes and values:

Learn to appreciate the scenery of spring. In the beautiful spring scenery full of vitality, students express their feelings of being close to nature and loving life, so as to feel the beauty and harmony of nature. Spring-like love between people.

2. Teaching is important and difficult:

Feel the joy of being polite and caring among people in life.

3. Teaching hours: 2 hours

4. Application of teaching technology and learning resources: multimedia courseware

First lesson

Teaching Goal:

Appreciate and experience the beauty of spring in nature from multiple angles, and be able to praise spring in different ways.

Activity process:

1. Feel the beauty of spring in nature

Activity 1: Appreciate songs and set questions

1. Teacher Play the role of Little Swallow and perform the actions while singing the song "Little Swallow".

"Little swallows, wearing floral clothes, come here every spring. I asked the swallow why they come, and the swallow said that the spring here is the most beautiful."

Question: Children, do you know Who am I? Do you know how I got here?

2. Student exchange.

3. Yes! Miss Spring came to us quietly with light steps, but where is spring? (Write on the blackboard: Where is spring?) Let’s go to the video below to find it.

Activity 2: Watch the media in search of spring

1. Children, what you saw can be discussed with the children next to you.

2. Who can tell everyone where spring is? (Whoever the teacher hands out the peach blossoms will tell the story)

Activity 3: Exchange, display and share results

1. In fact, spring is in the eyes of the children. The teacher asks you You used your rest time to look for spring. You must have found spring too, right? Tell everyone! (Check the students' observation records. On ---Month ---, the willow branches sprouted new buds.)

2. Students communicate and demonstrate the spring found in daily life and feel the beauty of spring.

Activity 4: Group collaboration to adapt songs

1. Spring is so vibrant and refreshing, come on! Let's make up a song for her.

2. Show: Where is spring? Where is spring? In the eyes of the child, there are red flowers, green grass, and the singing orioles in spring. Where is spring? Where is spring? In the eyes of the child, spring is here ( ), here is ( ), and there is ( ).

3. Students discuss in groups, fill in words based on the spring scenes they see, and then communicate.

4. Teachers and students sing self-composed songs together.

(Teacher: The children did a great job, expressing the beauty and vitality of spring vividly. I was so excited. I really want to sing a song! Show: "Spring" Where is the song, can you sing it? Let’s sing and dance together!)

2. Praise for the beautiful spring in nature

Activity 1: Summary of discussion and exchange

1. We have been looking for spring for a long time. Children, what is spring like?

2. Let students discuss and summarize.

Activity 2: Practical operation of praising spring

1. Students are divided into groups to praise spring in different ways.

2. Summary: Spring is a picturesque season. Spring is a season when all things wake up. Spring is full of vitality. Spring makes us refreshed. Children, are you willing to follow Sister Yanzi? Feel the breath of spring. (End classroom teaching with music)

Second lesson

Teaching objectives:

Understand that politeness is the spring breeze, friendship is the sunshine, and there is spring in life; learn In life...