As an educator who teaches and solves doubts for others, it is often necessary to write lesson plans. Teaching plans are teaching blueprints and can effectively improve teaching efficiency. Come and refer to the lesson plans you need! Below are the Dagula lesson plans I have collected for everyone. They are for reference only. Let’s take a look. Dagula lesson plan 1

Teaching objectives:

1. Understand the customs of the Mongolian people and learn to sing "Dakula".

2. By learning and singing the song "La Gula", students can understand the emotions of a country's soil and water supporting its people.

Key points and difficulties in teaching:

1. Learn to sing songs and understand the characteristics of Mongolian music.

2. Sing the verses with dotted rhythm and multiple words in one note.

Teaching aid preparation: electronic keyboard, tape recorder, rhythm cards, rhythm instruments, and multimedia courseware.

Teaching process:

1. Greetings from teachers and students.

2. Vocal training.

3. Learn to sing the song "Dakula":

1. Play the courseware and introduce a new lesson: The teacher will introduce a few children to you today and see which classmates know them. , know where their home is?

Play the "Little Sisters of the Prairie Heroes" courseware or related courseware. Inspire students to respond creatively and freely.

2. Understand the geographical environment, humanistic environment and other characteristics of the Mongolian people’s residence.

3. Listen to the singer Fan singing "Dakula" and ask: What do we hear them singing through the song? Ask students to talk about the content of the song.

4. To learn to sing songs, teachers and students cooperate, the teacher plays the accompaniment, and the students pretend to sing along.

5. Deal with the difficulties of the song, focus on singing the dotted rhythm of the song, and the places where one note has multiple words.

6. Performance: Learn Mongolian dance movements such as shoulder twisting, milking, and horseback riding, and perform with songs and music.

Invite students from the dance team to perform, and other students will clap and sing.

7. Game: Play rhythm cards, some students perform, and some students choose to play small instruments to accompany the songs.

8. Add musical instruments to accompany the song.

9. Complete performance.

IV. Classroom Summary Dagula Lesson Plan 2

1. Teaching content:

Singing the song "Dakula"

2 , Textbook analysis:

"Dakula" is a Mongolian short-key folk song. The song is divided into two phrases. The whole song has a beautiful and smooth melody, giving people a coherent and coherent feeling. This course is the content of the second volume of the Hunan version of the fourth-grade primary school music textbook. The teaching content revolves around the singing teaching of a Mongolian folk song "Dagula".

3. Teaching objectives:

1. Be able to sing the song "Dakula" with a beautiful and smooth voice

2. Be able to use chopsticks and posture Participate in the performance of music such as rhythm and feel the characteristics of Mongolian music style.

3. Be able to express songs with different intensity and speed and feel the emotional changes of the song.

IV. Teaching design intention (concept):

Singing class teaching with one song as the main content, that is, singing a song well as the main teaching content in one class , this type of teaching is not just about learning and singing songs, but also requires repeated participation in the experience, that is, listening to music and participating in the rhythm as a guide, using repeated listening to songs to perform different levels of movement performance, so that students can fully feel the expressive power of music , Memorize the melody of the song, understand the melody characteristics of the song and related music knowledge. The teaching revolves around learning to sing the song "Dakula". Through multiple levels of participation and experience, students can fully feel the melody of the song and finally perform the song completely.

5. Highlights of teaching design:

This course has designed a variety of ways to participate in listening to music and feeling songs. For example: listening to the constant rhythm of music, feeling the ups and downs of the melody using the Hada method, etc. By listening and participating in performance songs, students can learn the songs unknowingly, which fully embodies the new curriculum and new concepts of student-oriented and music-oriented. .

6. Key points and difficulties in teaching:

Key point: Sing the song "Dakula" with a beautiful and harmonious voice

Difficulty point: Big octave jump in the song Sound control of pitch, syncopated rhythm, and long notes can help you grasp the charm of Mongolian songs.

7. Teaching preparation: piano, blackboard, chopsticks, hada, and multimedia teaching equipment.

8. Teaching process:

1) Introducing the topic

Teacher said: Students, please look at this painting on the big screen. This is endless, Where have the layers of green sea brought us? There are green grasses on the quiet and wide prairie, blue sky, soaring eagles and yurts dotted on the green land like small flowers. Today, the teacher brings you A piece of music from the grassland. Please think of the place where we are sitting as a yurt on the grassland. Listen to the music and walk around the yurt. Please be sure to keep up with the beat of the music.

(Design intention: language introduction, allowing students to quickly enter the situation and feel the immersive feeling)

2) Feel the song

1. First time Listen to the song "Dakula" and feel the rhythm of four beats and the mood of the song.

Teacher: Ask the students to walk along with the music, follow the rhythm of the music, and think about the mood of this song? Is it in three beats or four beats?

2. Listen to the song "Dakula" for the second time, use the action of an eagle to spread its wings and feel the strength of the four beats and the long, soft and strong rhythmic characteristics of the song.

Requirements: When flying, keep your feet moving, and the rhythm of your hands is 4/4 Fly to any place on the grassland to the rhythm of the sky. Please be polite and courteous when flying and don't collide with others. (Teacher counts the beats appropriately)

3. Listen to the song "Dakula" for the third time, add chopsticks to feel the rhythm of the song

Teacher's introduction: Just now the children's movements of the eagle flying It is very beautiful. People on the grassland are good at singing and dancing. Their dance comes from life. On the grassland, they will dance the Mongolian chopstick dance to the music. Next, please gently fly to your seat and pick up your chopsticks. Let us imitate the action of an eagle spreading its wings and strike the chopsticks. Follow the rhythm of music like the teacher does, and freely feel the beauty that music brings to us.

4. Listen to the song "Dakula" for the fourth time, add chopsticks to feel the changes in the song's phrases

Teacher's introduction: I seemed to see a group of free Mongolians playing music on the grassland Dance, please don’t move where you are, turn to the teacher, and see if the teacher’s movements are different from yours? (The teacher’s changes in four directions.) This song is divided into two big phrases, two There are two small clauses in each big phrase, and there are four clauses. Now please change the direction and perform the movements at the small clauses.

(Design intention: By listening to and feeling music in four different ways, students can understand the mood, beat, and phrases of the song while expressing and feeling the music, and become familiar with the music.)

p>

3) Learning to sing songs

1. The teacher sings songs and interprets the title of the song "Dakula".

The beautiful song we just heard is called "Dagula", which is a Mongolian short-key folk song. The teacher below dedicates this song to you. Please read the lyrics while listening, and think about what "Dakula" means? "Dakula" is a common name for Mongolian girls, which is equivalent to the Chinese "recruiting brother" "The meaning of "Yindi" is that adults hope to have another boy. The "Dagula" of this song refers to a hard-working, kind-hearted and brave Mongolian girl who lived on the grassland a long time ago.

2. Learn music scores.

①Listen to the song and draw the melody line.

②Look at the chart to analyze the melody characteristics of the song, guide students to pay attention to the melody of the song, and use the "woo" sound to feel the melody.

③The feeling of participating in the melody line by offering Hada.

Teacher: Just now, the children holding their hands and humming songs reminded the teacher of the Mongolian people’s holy symbol “Hatha”. In order to welcome friends from afar, they would pick up the holy Hada. Dedicated to them, let us also be Mongolians and offer holy hada with the ups and downs of the music.

(Design intention: Use the intuitive method of drawing "melody lines" to allow students to intuitively feel the ups and downs of the melody, thereby guiding students to sing the correct pitch)

④ Singing score.

Teacher: We have experienced the beautiful melody together. Now let us sing the melody of the song with a coherent and beautiful voice. Please listen to the piano carefully with your ears and take a big mouthful of fresh air from the grassland. , sing with the greatest strength as if whispering, and make your voice as gentle as the breeze on the grassland. (Put forward voice requirements, sing with a beautiful feeling, and focus on solving the timing of big octave jumps, syncopations, and long notes)

　3. Learn to sing lyrics.

①Sing lyrics along with the piano.

② Solve several places where one word has multiple sounds.

③Emotional processing of the first two sections of the sentence.

④The intensity processing of two long tones.

⑤Sing in full, the mood of the entire song.

IV) Participation in performance of different music styles

1. Listen to "Dakula" at a slightly faster speed, and the teacher will demonstrate the chopstick dance along with the music.

Teacher’s introduction: We sang the beautiful Mongolian folk song "Dagula" together. Mongolia is also a nation that is good at singing and dancing. Now the teacher will show you a Mongolian unique chopstick dance. Take a look. How does this chopstick dance make you feel? It is also the song "Dakula", listen to how it has changed?

(Design intention: Let students understand the speed of music, Changes in musical elements such as intensity bring changes to the mood of the song)

2. Summarize the changes that speed and intensity bring to the mood of the song. (The song's speed and intensity have become faster and stronger, making the mood of the song change from lyrical and beautiful to cheerful and lively, and it seems to take us to the lively Naadam rally on the grassland.)

3. Students use simple The rhythm of chopstick dance participates in the performance of the song, emphasizing the rhythm of the dance

(Multimedia shows the rhythm: 4/4 X — X —)

Teacher introduction: Let us experience Mongolia together The rhythm of chopstick tapping brings us enthusiasm. Please hold your chopsticks and tap the rhythm with the teacher as if dancing with chopsticks. (Explanation: The Mongolian chopstick dance makes sounds by tapping various parts of the body. Please tap the parts you like and follow the music)

　4. Perform the song completely. (The first time: participate in the singing of the slow "Dakula" with graceful Hada-presenting movements; the second time: sing the cheerful and lively "Dakula" with the accompaniment of chopsticks and double horns; the third time: return to the original (Singing at a fast speed)

5) Summary of the whole lesson

Teacher’s conclusion: Today we learned the Mongolian short-key folk song Dagula, and performed it with different intensity and speed. , Mongolian folk songs are as warm and bold as the Mongolians, and as broad and far-reaching as the Mongolian grassland. It has given birth to many outstanding grassland singers such as Dedema, Tengger, Han Lei, etc. The teacher hopes that you can learn more about Mongolia from now on. folk songs and fell in love with them. That’s it for today’s class, thank you all!

The second lesson is listening to “Sengidema”

1. Teaching content:

Appreciating “Sengidema” Ma》

2. Teaching objectives

1. To be able to listen to music quietly, to feel the vast and beautiful scenery of the grassland in different ways, and to experience the happy life and life of the Mongolian people. Passionate and unrestrained feelings.

2. Be able to understand the significance of speed in musical performance through various perceptual practice activities of listening to music, that is, the same tune will produce different emotions at different speeds.

3. Cultivate students’ awareness of participating in music activities with confidence.

3. Important and difficult points in teaching:

Understand the significance of speed in musical performance, that is, the same tune will produce different emotions at different speeds. Feel the different scenes represented by the music and experience the emotional changes expressed by the music.

4. Preparation of teaching aids: multimedia courseware, scarves, colored balls, percussion instruments, Mongolian headwear, etc.

5. Teaching process

1) Listen to music and enter the classroom

Play the courseware music "Prairie Hymn" and the students enter the classroom doing horse riding rhythms.

2) Greetings from teachers and students, paving the way for new lessons

1. Greetings from teachers and students

2. Creating momentum

Inspiring students to use The sound and musical instruments simulate the sound scene of a horse and a group of horses running from far to near, and then from near to far, allowing students to realize that during the creation process, a slow speed can be used to express a group of horses walking slowly, and a faster speed After the speed, a group of fast running horses is shown, guiding students to understand why the content of the picture changes as the speed changes.

3. Listen to the music and painting courseware "Colorful Grassland" and ask students to talk about what they heard, what scenery they saw, and what people were doing after watching it. After the students answer, the teacher summarizes and introduces The folk customs of the grassland arouse students' interest in learning.

3) New course teaching

(1) Introduction of new course

1. Introduce the background of the music creation by the author He Luding and introduce the topic.

Teacher: The beautiful scenery of the grassland, the beautiful singing and the happy life of the Mongolian people deeply moved Grandpa He’s heart. So, Grandpa He composed an orchestral piece based on the Mongolian folk song "Senjidma" , also named "Senjidma". Today, let’s listen to this moving piece of music.

2. Explain knowledge related to orchestral music.

Show small pictures to let students know that orchestral music is played with orchestral instruments.

(2) Appreciating the music

1. Overall appreciation

①Play the music, listen to the whole song, listen and think about what you heard from the music ? What do you seem to see? How many times has the speed of the music changed?

The teacher guides the students to develop rich imagination, express their own opinions, and inspires the students to say that the music can be divided into different parts according to the changes in speed. For two sections.

②Sing the main melody

Use "la" to model the music

Sing the music softly along with the piano

2. Appreciate it in sections< /p>

　①Listen to the first piece of music

Play the first piece of music. While listening, students use appropriate props, such as gently waving gauze, or using appropriate musical instruments to gently Hitting bells and other bells express feelings about the music.

Inspire students to talk about the speed of this part, what kind of picture it depicts, and what kind of emotions it expresses?

Wait for students to express themselves freely before guiding them. This slow music expresses the beautiful and vast scenery of the prairie, making people feel relaxed and comfortable after listening to it.

　② Compare and listen to the second section

Question: How is this part of the music different from the first section? What has changed? What scene on the grassland is shown? The teacher’s dance What is expressed? What kind of emotion is expressed?

Play the second piece of music, and the teacher performs an impromptu dance "Jubilant Prairie" along with the music. After watching the music, the students talk about what kind of scene this music represents. , what changes have occurred in the speed, and what changes have occurred in the mood?

Guide students to understand that this piece of music is completely different from the first piece of music by comparing it with the first piece of music. The speed becomes faster and the mood changes from soothing to soothing. It is lively and cheerful, showing the festive scenes of people celebrating festivals, singing and dancing on the Mongolian grasslands.

③Inspire students to add subtitles to the two sections of the music.

Remind students to add subtitles to the two sections of the music based on the speed of the music, the changes in emotional expression, and the content of the picture. Such as: quiet grassland, jubilant grassland, etc. Then let the students compete in groups to see which group is faster and has more.

(3) Comprehensive performance

Guide students to design a melodrama performance of "Happy Grassland"

①The teacher demonstrates and explains the typical movements of Mongolian dance, and the students Learn to jump.

② Carry out plot performance design for "Happy Prairie"

Students discuss the performance content, form, division of labor, etc. in groups.

Play the second piece of music and let the students perform freely

Teachers and students perform together with the music again.

(4) Emotional sublimation

1. Emotional education, talk about your feelings after listening to the music, and let students talk about what they feel the most after listening to it. People on the grassland all How is it? Students naturally express their yearning for the beautiful grassland. Teachers take advantage of this situation to provide emotional education to students and inspire them to love life, love their hometown, and love their motherland.

2. Play music, teachers and students do horse riding rhythms, and leave the classroom in a happy mood.

The second lesson is reading music and singing "Lovely Sheep"

1. Teaching content:

The second lesson is reading music and singing "Lovely Sheep"

2. Teaching objectives:

1. Through music creation, learn to use dynamics marks, speed marks, and expression marks to express different musical situations.

2. Cultivate students’ creative abilities and promote students’ collaborative abilities through music creation.

3. Use auxiliary creative methods to improve students’ musical expression.

3. Important and difficult points in teaching:

Express different musical situations through the creation and arrangement of various melodies.

Music is expressed through elements such as rhythm, speed, and intensity.

Teaching aid preparation: multimedia courseware, cards

IV. Teaching process:

1) Organizing teaching:

Listen to the music "Lovely" "The flock of sheep" entered the classroom, and teachers and students said hello.

2) Introduction:

1. Teacher: Classmates, after listening to the song "Lovely Sheep" just now, what did you seem to see?

Then please find out which sounds appear more frequently in the melody of this song?

The student said, and the teacher wrote on the blackboard: 3 3

6 6 5

　3 6

　3

　6 1 3

　2 6 6

Students will sight-sing along with the piano.

2. Teacher: Don’t underestimate these 1, 2, 3, 5, and 6 notes. We can use different rhythms to create infinitely wonderful music like a magician, giving us It brings different feelings. If you don’t believe it, let’s listen to "The Golden Peacock".

Show the melody:

1=C

3 1 3

5 | 5 — | 3 6 1 2 | 2 — |

　3 1 3

　5 | 1 6 6 | 2 1 6 1 | 1 — |

　(1) Play the melody, and then ask: What do you think? What is the golden peacock doing? (Dancing)

(2) Let’s change it and show the melody:

1=C

3 3 1 1

　3 3 5 5 | 5 5 5 5

　5 5 | 3 3 6 6

　1 1 2 2 | 2 2 2 2

　2 2 |

　3 3 1 1

　3 3 5 5 | 1 1 6 6

　6 6 | 2 2 1 1

　6 6 1 1 | 1 1 1 1

　1 1 |

The teacher played the melody. After finishing, he asked: What happened to the speed at this time? The rhythm was tighter than before. Or is it loose? So what is the Golden Peacock doing at this time?

(3) Let’s change it again (show the melody):

1=C

3-1 | 3-5 | 5--| 5--| 3-6 | 1-2 | 2--| 2--|

　3-1 | 3-5 | 1-6 | 6--| 2-1 | 6-1 | 1--|1--|

The teacher plays the melody, and after finishing it asks: What is the speed now? Is the rhythm tight or loose? It's expressed again What is the golden peacock doing?

3. Teacher: Ah, music is really magical. We only change the rhythm and speed of the original song, and we can create so many songs with different emotions. Students, we can too Adding different rhythms and speeds to these notes on the blackboard can also change the music of the lamb in different situations. Do you want to try it?

3) Music creation:

1 , Teacher: Let us set off to the green grassland with the sheep! The lambs came to the grassland, ate their fill of green grass, and played the hurdle game, but without music, they became more and more tired of jumping. What should we do? Classmates, let’s make up a "Little Sheep Movement Song" for them, shall we?

To make up a melody, you must first arrange the rhythm framework. Let’s take a look at these four rhythms: ×× ×, × ·× ×, ×·× ××, ×× Read this beat. Teacher: Do you have a better combination method?

You can also express this rhythm in different ways, such as shoulder slapping and foot stamping.

2. The students’ rhythm arrangement is great. If you add notes to make it a nice melody, the lambs will definitely jump more energetically. You can put these notes according to their rhythm. Do you want to fill in the order in the rhythm we have composed?

Now we have a group discussion. The students in the two rows in front and back form a group. There are three cards in one of the drawers of each group. Please take them out later. An empty rhythm card, (teacher demonstrates) write the compiled melody directly into the card. This is, how many beats in a section?

After editing, sing together. (Select the works of two groups and paste them)

3. Teacher: Let us appreciate the works of these two groups together. The teacher will play them again and make students sight-sing. The students are really good at it. Even the teacher had not thought of these beautiful melodies. You see, the lambs were getting more and more happy listening to the melodies created by their classmates. However, one of the lambs left the flock because of their playfulness and could not find a partner. How anxious it is.

× — ×

×× ××

×××× ××××

×××× ×× < /p>

Which of these four rhythms do you think is suitable for expressing the anxious mood of the lamb at this time?

(×××× ×××× 、×××× On a card, arrange the notes on the blackboard into these two rhythms. The teacher has already arranged the melody of the first two measures. Please ask the group to discuss, complete the preparation of the last two measures, and sing it together.

4. Display your works.

5. Just when the lamb was anxious, the mother came to see them. Look how happy they are together! The sun gradually went down, the moon climbed up, and the sheep also rested, so let us Let's compose a "Lullaby" for the sheep. Which rhythm do you think is the most suitable for composing a lullaby? (×—×)

6. Please take out the last card, how many beats in one section? We will also use it The method just now is to arrange the notes on the blackboard into this rhythm, and then complete the compilation of the melody in the next two measures. Sing a song

7. Display your works

4) Creation and processing

1. Connect the few little songs that the students just created. The lambs were really happy to hear the suite "The Lovely Sheep". They want to have a party with us, okay? (Courseware provided): The Lovely Sheep

(1) Lamb Movement Song

(2) Frightened Lamb

(3) Sheep Lullaby

Next, we will conduct a group rehearsal program, please choose one of the excerpts When performing a performance, we ask the director, who is our team leader, to arrange, for example, which students sing the melody and which students use human instruments to accompany them. They can pinch their fingers, play their tongues, etc. (Conduct in order of fragments.

5) Summary

The lambs slept more soundly in his arms listening to the lullaby composed by their classmates. The teacher hopes that you will If you can create a more beautiful and melodious melody, well, let us say goodbye to the sheep in the sound of music!