Part 1 of the Animal Music Lesson Plan for the Middle Class: Music Lesson Plan for the Middle Class

Music Lesson Plan for the Middle Class in Kindergarten: Animal Riddle Songs

Activity Goals: 1. Learn to use the pick-up Sing songs by singing and antiphoning

2. Try to independently create riddle lyrics according to rhythm, play guessing games, and music lesson plans for middle classes.

3. Experience the joy of reciting onomatopoeia rhythmically, feel challenged by higher demands again and again, and have the courage to overcome difficulties.

Activity preparation: several riddle-making pictures. Focus: Willing to sing riddle songs in the form of questions and answers. Difficulty: Create and sing songs that describe the appearance and habits of animals in imitating songs.

Activity process:

1. Beginning part: Get familiar with the content of the song and learn to use the song to answer the riddle. Teacher:

Today the teacher brings an interesting song song, please listen carefully and guess who is singing in the song?

1. The teacher showed the picture and sang: The head is round, the eyes are bright, file, file, file, file, guess what kind of animal this is? (Sing a cappella 1-2 times)

2. Teacher: Can you guess who is singing in the song (human, little rabbit, big bad wolf)

3. Teacher: There are quite a few little animals with round heads and bright eyes. The lesson plan is "Music Lesson Plan for Middle Classes". There is a line in the song that I think is best for you to listen to (the teacher sings along with the piano). Can you tell me your answer using this line?

4. Ask two children to try this answer. The teacher asked: What did you guess? How can you answer me? (Guide children to discover that they can use various pronouncing methods to fill in the names of animals in the lyrics)

5. Children sing their own riddles in a group: Now please sing your own answers together Listen to me, what do you guess, then you want to sing? Let me ask first.

6. Randomly click on the children and ask the children to answer the teacher: Are there any animals with round heads and big heads? Please think of another one. If I click on you after asking the question, you have to stand up and complete the question. Sing and answer me

2. Change riddles: Through riddle games, children understand the basic characteristics and are proficient in the question-and-answer structure of songs. Singers: My lyrics are going to change next. Guess what I am this time. What little animal is it singing about?

1. The head is round, the eyes are bright, the ears are pointed, and the beard is long

2. After discussion, the children reach a unanimous answer and sing it in full. Give the answer

3. Teacher: You are so smart. My lyrics have been changed again. My head is round, my eyes are bright, I have feathers on my body, and I open it like a fan

4. Please A child answered the question: Do you know what little animal I am singing about? Can you tell me when you sing it?

5. Children sing and answer together. 6. Guess two riddles in a row: sharp teeth, wrinkled skin (ask one child to answer individually). There is a mountain on the body, and it can hump things

< p> 3. Listen to the teacher singing without looking at the picture. Ask the teacher: Why are children so awesome? By the way, I used pictures just now to remind you. Now I don’t use pictures. Listen up.

Ask the children to guess two riddles: they have thick legs and sharp teeth; they have pockets on their bodies and they walk and jump, jump and jump.

Four: Try to create your own rhythm. Editor: I asked you to guess the little animals prepared in my belly. Can you make up a riddle for everyone to guess?

1. Please think about it first. All the children can freely create their own composition under the music.

2. Reminder strategy: Can you add what the little animals like to eat? Can you add it? What do the little animals look like? Can you add the sounds of the little animals?

3. Invite a child to come up and compose it

4. The teacher organizes and improves it, and the children sing the answers together

5. To praise, you sing the question part yourself. 5. Ending part: Discuss the name of the song

Middle class animal music lesson plan Part 2: Teaching activity design middle class music "Little Animal Walking"

Activity name: Music activity "Little Animals Walking"

Class: Middle class

Teaching objectives:

1. Through music activities, arouse children's simple emotions of loving and getting close to animals. .

2. Be able to happily perform music activities and learn to sing songs based on feeling and understanding music.

3. Ability to use different vocal dynamics or body movements to express the musical images of four animals according to the strength and speed of the music. Activity focus: feel the strength, speed, and speed of songs and learn to sing them.

Difficulties of the activity: Able to express the strength, weakness, speed of the song with body parts or singing.

Activity preparation:

1. Pictures of rabbits, ducks, turtles, tabby cats, frogs, penguins, small snails, big roosters, etc., integrated into the wall environment; The headdress includes 2 rabbits, 2 ducks, 2 turtles and 2 tabby cats.

2. An electronic keyboard.

3. Activity venue arrangement plan blackboard

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Teaching process:

1. The beginning: stimulating children’s interest in music activities (1 minute)

After listening to the music "Turkish March", clapping your hands and walking around the classroom, sit down in an orderly manner. (When the children "walk" into the classroom full of energy and interest, they are saying hello to the teachers and implicitly eliciting their desire to express themselves, for When the music activities are prepared and the teacher's guidance below lays the "foreshadowing")

2. The middle part: learning to sing the song "Little Animals Walk" (13 minutes)

< p> 1. Inspire children to love and be close to small animals. (1~2 minutes)

Teacher: Children come to our class on foot. What other small animals also come to our class? (The teacher guides the children to name the small animals in the environmental pictures, stimulating the children's desire to speak, bringing the relationship between the children and the animals closer, and stimulating the children's simple emotions of loving and being close to the animals.)

Young children: Yes Little rabbits and little frogs came to our class, as well as little turtles and little tabby cats. . . Come to our class too! (Children will reflect the order of children’s language expression from the color shades, size and distance of environmental pictures, the teacher’s special placement, and the children’s special love for animals.)

Teacher: Do you like them? ?

Young: I like it!

Teacher: Little animals also like you. Today there are a few little animals asking the teacher to bring you a nice song! The name is "Little Animals Walking"! Want to hear it? !

Young: Think! (Timely recognition allows teachers and students, humans and animals to achieve unity, and is emotionally stimulated, so that children will develop a love for animals!)

Teacher: Okay! After you listen to the song, you have to answer two questions from the teacher: 1. What small animals are walking in the song? ②How do they walk? OK?! (The teacher sings the song again with exaggerated expressions and different momentum, accompanied by the electronic keyboard) Child: OK!

2. Help children feel and understand the content of the song and initially learn to sing the song (5 Minutes)

1) The teacher sings the song once with the accompaniment of the electronic keyboard, with an expression, to initially allow the children to perceive and understand the music content as a whole.

Younger: Listen to the song quietly once, and initially feel and understand the language of music.

Teacher: Does it sound good? (Younger: That sounds great!) Now it’s time to answer the teacher’s two questions! (Use Orff's educational theory to help children feel the strength of the melody and the speed of the rhythm of the song and initially learn to sing. Through comprehensive methods such as hearing, eye observation, brain movement, mouth speaking, and body imitation, children's ability to understand music language is mobilized. "Original nature" inspires children to actively and happily participate in music activities.

Teacher: What animals are there in the song?

Young children: There are rabbits and ducks. , there are also little turtles and little tabby cats! (The teacher puts the animal names mentioned by the children on the blackboard in the order of the lyrics)

Teacher: (Teacher raises hands) Can anyone tell me about the lyrics? How do the little animals (little rabbits/ducks/little turtles/little tabby cats) walk? (Ask 4 to 5 children who raise their hands to speak freely)

2) Guide the children again to use language and body movements. Movements express musical language content and expression methods.

Teacher: Teacher sings the song again. Listen carefully. Do the little animals in the lyrics walk the same way they say? Teacher: How do the little animals in the lyrics walk? (Ask individual children to speak) The teacher helps the children analyze and process the key points of song performance: When rapping "Little Rabbit Walks and Jumps, Boom, Boom, Boom", how should it be expressed vocally? (Very strong voice!) Who's going to try rapping this line again? Where does the little duck walk? (The duckling waddles and wiggles as it walks) How to behave? When the little turtle walks, does it go very slowly or very fast? (Slowly!) Who's going to rap this line? (The little turtle walks slowly) How did you rap the last line? (Children: Sing in a soft/weak voice) (The little tabby cat walks quietly!) Teacher: Let’s talk together and imitate the way animals walk! (The teacher points to each animal in order, and preliminarily sorts out the lyrics with the children in the form of recitation. Training the children's instant memory!)

Teacher: Children are so smart! Well said, the movements are also similar! The teacher wants to sing the lyrics with you again! OK?! (Younger: OK!) (Let the children sing the lyrics completely in the form of a rhythm song, and again help the children memorize the lyrics to see how well the children have mastered them?)

　3) Guide the children again to use their voices The strength, weakness and speed are used to express the different walking characteristics of the four animals.

Teacher: Awesome! Children can sing the lyrics! Did the children just notice what kind of voice and speed the teacher used to sing the walking patterns of the four small animals? Listen to it again! (Guide children to feel and understand the strength of the melody and the speed of the rhythm of the song, and pay attention to learning to listen to the "music language content", that is: the lively and powerful walking of the bunny, the calm and steady walking of the duck, the slow walking of the little turtle, and the slow walking of the little flower. The lightness and quietness of a cat’s walking, etc.)

3. Learn to sing songs coherently and in various forms, and encourage children to boldly use different voices and body movements to express songs. (6 minutes) (Comprehensive observation and testing of children’s mastery? Reflects the formation of musical literacy - it is gradually acquired through bits of training and requirements!)

Teacher: If you are one of these four types of children What kind of sounds and movements should animals (little rabbits/little ducks or little turtles/little tabby cats) use to express their different walking styles? (Children: The little rabbit is walking and jumping, very happy! Sing faster! The little turtle walks very slowly, so sing at a very slow speed! (The displacement of the role will create enthusiasm for the children to learn to sing songs again. ! The teacher focuses on guiding the children to experience and express the musical images of different animals using the strength of the sound, changes in speed and body movements, and master the key points and break through the difficult points)

Teacher: OK , let’s all sing together! Let’s show the different changes of the four little animals! OK? Let’s say: MUSIC! PLESE! Young children’s search for recognition is also a potential way to teach them how to cooperate with others.)

Perform and sing together on the electronic keyboard as a group (Encourage young children to boldly imitate the way animals walk while singing. Be careful not to collide with others, and use the venue reasonably for games)

The teacher sings the first half of the sentence, and the children perform and sing the second half of the sentence again

The male children sing, and the female children sing

< p> Divide into four groups to perform and sing in different roles.

With the accompaniment of the teacher, organize the children and the guest teachers to form a large circle. You will be the little teacher and lead the guest teachers to perform and sing the songs in the order in which the characters appear in the lyrics! Listen to the prelude carefully! (Being a teacher is a very proud thing for young children! It is also a process of cultivating their bold expression of musical activities)

3. Ending part: (1 Minutes) Guide the children to name the song, summarize the mood of this music activity, and experience the feeling of success and happiness (the mood of singing should be happy, singing is the happiest thing at any time! A lively and cheerful personality is. It was gradually formed in this way)

Teacher: Are you happy today? (Children: Happy!) What is the name of this song?

Let’s play together. Sing this song and go out to listen to the guest teacher and the little pigeon who are not here!

IV. Extension of the activity

Carry out the creative part during the corner games or music games. For the lyrics, provide children with percussion instruments such as double bells, bells, maracas, and wooden fish, so that children can explore the sound quality of percussion instruments. Which sound is like the sound of which animal? Instruct the children to sing the first verse and the creative part in the second lesson. , and accompaniment to the song

Part 3 of the animal music lesson plan for the middle class: Music lesson plan for the middle class: Music guessing song

1. Design intention:

Usually. , we often carry out guessing activities, and young children are very interested in guessing games. How to cleverly integrate guessing games and songs is a question I have been thinking about. When thinking about it, I naturally thought of the music activity of animal guessing games, so I thought about it. We selected and designed this activity - Animal Riddle Song. It can not only enrich children's knowledge of rap and question and answer songs, but also allow them to experience the subtlety of language art.

2. Activity goals:

1. Feel the novelty and fun of rap songs and learn to pronounce onomatopoeia rhythmically.

2. Try to imitate riddles using the rhythm of |××|×××| and experience the fun of free creation.

3. Cultivate children’s language organization ability, cooperation ability and creativity.

3. Activity preparation:

1. Familiarize your children with riddle games

2. Several pictures of animals, rhythm sheets, tapes, tape recorders, and electronic keyboards

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3. Create a "forest animal kingdom" in the environment

4. Activity process:

(1) Play guessing games

Accompanied by teachers and children Enter the "forest" with music, guess animal riddles, and find out the answers (small animal dolls) to experience the fun of guessing games.

(2) Practice rhythm riddles

1. Children tell riddles while beating the rhythm to consolidate the riddles they have learned

2. Teachers inspire children to listen to music and rhythm themselves Practice the rhythm riddles you have learned.

Example:

××|×××|××|×××|

Round head and big ears

< p> ××| /p>

1. The teacher guides the children to make up riddle words according to the rhythm. Animal characteristics are required, but animal names are not allowed.

2. Pair the children’s riddles with music exercises, and sing the riddles while beating the rhythm.

　(Four Duet Game

1. Group duet: the teacher sings a self-composed riddle, and the children sing the answer

2. Group duet: a group of children Sing the self-composed riddles, and the other groups of children will sing the answers

(5) Activity extension: Set up an area for the children to draw the self-composed riddles with pictures or symbols.

5. Reflection on the activity:

The theme of the activity is novel, the rhythm is strong, and the riddles and songs are cleverly combined. The question-and-answer game format makes the children very interested and actively participate in the activity. Self-composed riddles can effectively unleash children's creativity. If folk games are included in the activity (such as asking and answering questions in the form of guessing games), it can make the activity more interesting and continue to participate in the activity.

6. Activity analysis:

The activity is selected from the newly compiled textbooks of Fujian Province. This activity integrates folk games-guessing and music and rap forms, which not only inherits the old activity form, but also maintains the It increases the fun and effectively brings out the creativity of children. Teachers and children jointly create an activity environment of "Forest Animal Kingdom". When children integrate into it with the wonderful music, it stimulates children's enthusiasm for participating in the activities. , children actively participate in games with teachers and friends by speaking, singing, asking and answering, and imitate or freely perform small animals according to the rhythm they have mastered. This also puts forward requirements for teachers. This activity is In the second lesson, if the teacher expands on the improvised riddles proposed by the children, the theme can also be extended to other categories, such as characters, plants, fruits, etc., which will be more ideal for broadening the children's creative thinking.