As an educator who teaches others and solves their doubts, you often have to write an excellent lesson plan. The lesson plan is the general organizational program and action plan for teaching activities. How should we write lesson plans? The following is a music lesson plan for a large class that I have carefully compiled: smart kid, stupid old wolf, for reference only, let’s take a look. Music lesson plan for the upper class: Smart Kid, Stupid Old Wolf 1

Activity name: Music activity "Smart Kid, Stupid Old Wolf"

Activity goal:

1. Appreciate music and feel The music is light and humorous, and you can enjoy the fun brought by the game.

2. Be able to boldly imagine and express the musical image depicted in the music, and improve musical sensitivity.

3. With the help of the diagram, try to use movements to express the accent of the music, and perceive the lively and jumping characteristics of the music.

Analysis of important and difficult points:

Key points: Be willing to participate in musical activities and try to use movements to express the accent of the music.

Difficulty: Perceive the lively and jumping characteristics of the music, and be able to boldly imagine and express the musical image depicted by the music.

Activity preparation:

Graphic score, Big Bad Wolf props, "Pluck" music

Activity process:

1. Import

Teacher: "Today, Teacher Xu brought a piece of good music to the children. Please listen to it quietly. After listening, tell Teacher Xu how you feel!"

2. Expand

1. Invite children to talk about their listening experience and unleash their musical imagination and sensitivity.

Teacher: "After listening to the music, who can tell me how you feel? Then what kind of story do you think it tells?"

2. Teachers tell stories to pave the way for children to understand music.

(1) Show slides to introduce the background of the story.

(2) Combine it with the video to further experience the characteristics of the music.

Teacher: “Can you tell where in the music the old wolf turned his head?”

3. Use various forms to help children understand the structure and characteristics of the music and feel the music. stress.

(1) Show the chart to guide the children to listen to the accent and feel the ups and downs of the music.

(2) Question: Hey, do you know now that the old wolf always looks back when the music is bad?

(3) Be familiar with music and feel the accents. Children clap their hands and stamp their feet at the accents.

(4) Play music, and teachers and children can use body movements to feel the accents to prepare for further games.

4. Completely appreciate and express music again through the game.

(1) Teachers and children sit on chairs and perform! Get familiar with the game.

(2) Teacher comments: some children played the game once as a stupid old wolf.

5. The children randomly find an open space, and the teacher plays the role of a stupid old wolf.

(1) When the "old wolf" walks, the children walk, and when the "old wolf" turns back, the children freely express their emphasis on the music. perception.

(2) Ask two children to play the role of stupid old wolves, and other children to play their favorite animals.

3. Ending: Teacher summarizes and ends the activity! Music lesson plan for large class: Smart kids, stupid old wolf 2

[Activity goals]

1. Learn to grasp the liveliness of music Jumpy nature and unique phrase structure.

2. Learn to use independent observation and thinking methods to find the rules of music progression and interaction between teachers.

3. Enjoy the game and learn to play according to the rules in a controlled manner.

［Activity Preparation］

1. Graphic music score.

2. Markers, old wolf finger puppets, and headdresses.

3. Recorder and tape. Music Lesson Plan for a Large Class: Smart Kids Stupid Old Wolf 3

Activity goals:

1. Feel the pleasure brought by the jumping rhythm of music, identify the special phrase structure of the music, and understand the accents in the music emergent patterns.

2. Learn to creatively use painting, body movements, etc. to express the music of the stupid old wolf walking and turning back.

3. Enjoy the joy of activities and learn to play games according to the rules with restraint. That is to say, walk when you should go, stop when you should stop, do not collide with others, and do not compete with others for chairs when you are in the upper position.

Activity preparation:

1. Music discs and CD players, and stools arranged in a semicircle.

2. One headdress and one wall picture.

Activity process:

1. Listen to the story.

(1) The teacher shows the headdress and tells the story of the smart child and the stupid old wolf with expressions.

(2) Ask questions to help children understand: "What do smart children do when the stupid old wolf comes back?"

2. Gradually become familiar with the rules of the game.

(1) Stand still.

The teacher plays the role of a stupid old wolf, walking forward slowly and silently, suddenly stopping and turning back, repeating this several times, using games to help those children who cannot stand still for various reasons.

(2) Look for signals that indicate teachers will turn back.

Teacher: Please pay attention, when will the stupid old wolf look back?

3. Children listen to the music and create body movements to express the accents in the music.

(1) Children listen to music.

Teacher: What do you feel after listening to this music? How long did the child leave before the stupid old wolf looked back?

(2) After listening to the music for the second time, children can pick up the rhythm when they hear the music of Stupid Old Wolf Turns Back.

(3) The teacher points to the picture, and the children listen to the music and feel the rhythm of the music.

(4) Children point to the pictures, and other children look for the accents in the music.

(5) Children create body movements to express the accents in music.

4. Follow the music and play the game "Smart Kid and Stupid Old Wolf".

(1) The teacher acts like a stupid old wolf, and the children sit and play games with the teacher.

(2) Listen to music and play the game completely.

Children leave their seats and gather behind the teacher. During the introduction, the teacher guides the children to get up, wash themselves up, pick up delicious food and prepare to go out. At the beginning of the fifth clause of the fourth sentence, the teacher uses language to remind him that he has passed through the forest and should run home quickly and close the door.

(2) Ask a child to be a stupid old wolf and play music games.

5. End. Music lesson plan for large class: Smart Child Stupid Old Wolf 4

Activity goals:

1. Guide children to feel the music and initially grasp the accents and phrases in the music through repeated and progressive perception. structure.

2. Inspire young children to try to use personalized actions or game results to express their perception of the accent of the music.

3. In a game-based teaching situation, let children feel the joy of music activities.

Activity preparation:

1. Music map

2. "Plucked" music

3. Big Bad Wolf headdress and hands even.

Activity process:

(1) Initial perception and stimulation of interest.

Teacher: Today the teacher takes the children to the amusement park, but this amusement park is built deep in the black forest. To go to the amusement park, you have to go through the black forest. There is a scary stupid old wolf in the black forest. In order for the children to pass through the black forest smoothly, I have prepared something. Let's take a look.

(2) Perceive the stress in the music.

1. The teacher shows the graphic music score for the children to observe.

Teacher: Guide the children to tell the content of the map so that they know that the dots represent the flat road and the small trees represent the accent.

2. Play the music "Plucked Strings", the children watch the chart, and the teacher performs with the big bad wolf puppet, focusing on the small trees as the musical accent.

Teacher: Ask the children to walk and jump with their fingers on their legs to represent walking on a flat road and jumping over small trees in the map.

3. Play the music again according to the chart, and ask the children to follow the teacher’s instructions and clap their hands at the accent.

Teacher: Now, would you please, children, follow me to the black forest with your little fingers? When walking on a flat road, we can use our index finger to follow the teacher's fingertips, and we can clap our hands to express the accent on the small tree.

4. Teachers and children change the way they appreciate music together.

Teacher: Children, think about what other actions we can use to represent the small tree.

(3) Situational performance games

1. Role performance

Teacher: Now the teacher plays the role of the old wolf, and the children play the role of smart children. Think about it when the old wolf looks back. What actions can you take to avoid being discovered by the old wolf?

Teacher: Ask one child to play the role of the old wolf. The remaining children are all smart children. Teachers and children play together.

2. Creative games guide children to create sounds and actions that scare the big bad wolf at the accent of the music, such as making gunshots, pretending to be a tiger, accompanying farmers, etc.

Teacher summary: The children are so smart. They all successfully passed through the black forest and reached the playground. Now let’s line up to play in the playground together. Music Lesson Plan for the Large Class: Smart Kids Stupid Old Wolf 5

Thoughts before the activity:

Analysis of the teaching materials: The song selected for this activity is "Pluck the Strings", which mainly uses the game method that children love. , allowing them to feel the light, witty and humorous style of the track, and experience the distinctive rhythm and strong accent effect during the activities, so that children can continue to feel the fun that music brings to them in pleasant game activities. The process of teaching activities must pay attention to the development of children's artistic sensibility and creativity, and pay attention to the process of children's activities.

Children’s analysis: The children in my class have been able to combine their own experiences with music, generate associations, and experience the emotions of music, and these developments are all based on listening.

The auditory differentiation ability of children in the upper class is more refined, and their perception of musical elements such as intensity and speed is gradually enhanced. Their development direction is to go from the surface of music to the inside, listen to interesting changes in music, and develop musical sensibility. The design of this activity follows the psychological process of children's learning, focusing on listening to guide imitation. The focus is on stimulating children's participation and inducing their creativity. Let the children feel the pleasure and personalized performance during the activities, and be able to express their feelings and experiences in different ways. These are also needed by the children in the upper class.

Activity focus: Guide children to feel the music, and initially grasp the stress and phrase structure in the music through repeated and progressive perception.

Activity difficulty: Inspire young children to try to use personalized actions or game results to express their perception of the accent of the music.

Activity goals:

1. Guide children to feel the music, and initially grasp the stress and phrase structure in the music through repeated and progressive perception.

2. Inspire children to try to use personalized actions or game results to express their perception of the accent of the music.

3. In a game-based teaching situation, let children feel the joy of music activities.

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

5. Feel the joyful and enthusiastic mood of music.

Activity preparation:

1. Music map

2. "Plucked" music

3. Big Bad Wolf headdress and hands even.

Activity process:

(1) Initial perception, stimulating interest

1. The teacher vividly tells the introduction of the story "The Smart Child and the Stupid Old Wolf" to stimulate Toddler interests.

Teacher: Today the teacher brings a story to the children. In the story there is a stupid old wolf and many smart children. Please pay attention to what happened between them?

Teacher: "Smart children, do you dare to follow the stupid old wolf for a walk in the black forest?" (In this link, the story is introduced to let the children understand in the context of music Understand the plot of the story, learn the secrets that are not discovered by the big bad wolf, and also stimulate the children's interest in participating in the activities)

(2) Perceive the accent in the music.

1. The teacher shows the graphic music score for the children to observe.

Teacher: (shows the hand puppet) This is the stupid old wolf, (shows the map) this is the black forest. Now we are going to follow the stupid old wolf for a walk in the black forest. Please take a look at what is in the forest. The local stupid old wolf made a gesture of looking back.

2. Play the music "Plucked Strings", the children watch the chart, and the teacher performs the performance with the big bad wolf puppet, focusing on the "stupid old wolf"'s action of looking back at the accent of the music.

Teacher: Where in the map is the smart child following the stupid old wolf? Where did the stupid old wolf stop and look back? (Children answer questions through observation)

3. Play the music again, and according to the map, let the children feel the wolf walking and wolf stopping in the music, and perceive the stress in the music.

Teacher: What does the music sound like when the stupid old wolf leads the way? What does music look like when you look back? What is the difference between the two pieces of music?

4. Play the music again according to the chart, and ask the children to follow the teacher’s instructions and clap their hands at the accent.

Teacher: Now, would you please, children, follow me to the black forest with your little fingers? When we follow the stupid old wolf, we can use our index fingers to follow the teacher and move lightly. What actions can we do when the old wolf looks back?

(3) Perceiving the structure of the music

1. The teacher shows the chart to guide the children to perceive the entire music.

Teacher: Does the wolf always look back after walking a little bit? Which period of time is the longest? How many times did it look back in one go?

2. Teachers and children change the way they appreciate music together.

Teacher: Children, let’s walk on our legs and arms while listening to music, okay? Besides clapping his hands when Old Wolf looks back, what other actions can he use?

(4) Situational performance game

1. Role performance teacher: Now the teacher plays the role of the old wolf, and the children play the role of smart children. Think about what actions you will do when the old wolf looks back. How can we not be discovered by the old wolf?

Teacher: When the old wolf didn’t find you and took you through the dark forest, what should your movements and expressions be? When the old wolf turns to look at you, what are your actions and expressions?

Ask the children in the class to play the role of the stupid old wolf, and the teacher to play the role of the smart child. Perform the role reversal once. Find two or more children to play the role of the old wolf and play in groups.

2. Creative games guide children to create sounds and actions that scare the big bad wolf at the accent of the music, such as dog barking, gunshots, pretending to be a tiger, accompanying farmers, etc.

Teacher: Children, are you afraid of the stupid old wolf? What is the stupid old wolf afraid of? Let's work together to think of ways to scare the stupid old wolf, shall we?

Activity extension:

Continue to let the children play this game and gain an in-depth understanding of the stress and special structure at the end of the musical sentence.

Activity photos:

Activity evaluation:

Self-evaluation of the teaching teacher:

In this teaching activity, I learned through stories, Games and diagrams provide various ways for children to perceive the heavy beats of music while listening to music. Step by step and in depth, children can gradually understand the nature and structure of music and master the appearance of accents in music. And guide children to boldly express their emotions and have fun in games. Let rule education be reflected in a subtle way.

The map is more appropriate: the map has a strong visual effect. Its appearance allows the children to quickly find the music of "Stupid Old Wolf Turns Back" (where the accent in the music appears), and through vision and hearing During the activity, the teacher guided the children to look for the accents by looking at the charts and listening to the music. Different requirements were put forward step by step to deepen the difficulty, breaking through the key points and achieving the teaching purpose. The entire activity always uses situational teaching and games to guide children to perceive music from the outside to the inside, from shallow to deep, reflecting pleasure and development. Throughout the teaching activities, I was as passionate as possible, because only if I am moved by the music can I move the children and everyone.

Teaching reflection:

In terms of music appreciation, I have a particularly profound experience, which is that no matter what type of music you listen to, you must leave a space for children to imagine and develop. Music has content, but it has no fixed content. Therefore, every aspect of the music practice process inevitably carries the individual characteristics of the practitioner. Therefore, when we teach, we must not impose our own ideas on children, but use our existing knowledge to guide children to actively listen and appreciate. Regarding how to understand a certain musical work and how to express a song, we should encourage children to have different feelings and results and have more expression methods. Only in this way can children's personality be promoted and developed through music education. Music Lesson Plan for the Large Class: Smart Kids Stupid Old Wolf 6

[Activity Process]

1. Beginning: Listen to music and make rhythm before entering.

Teacher: Today, the teacher will take the children to play in the forest, okay?

(While the children and the teacher were doing rhythmic activities, the teacher used language to remind the children: Look, the flowers on the roadside are blooming! ...The wind is blowing...The branches are swaying... The little rabbit is here...the little mouse is here...small fish are seen in the river...little birds are flying in the sky...the pony is coming...the kangaroo is jumping over!) The big forest is in front, let's go! Let's take a break first! Come! Find a place to sit down.

2. Feel the nature of music.

(1) Enjoy music for the first time and feel the liveliness and jumping of music.

Teacher: Many small animals in the forest heard that children were coming, and even brought music to welcome us! Let’s listen together!

Question: What did you feel after listening to the music just now?

(2) Listen to music for the second time, allowing children to use their body movements to feel the liveliness and jumping of the music. Teacher: Now let’s listen to this beautiful and lively music and dance with the little animals!

(3) Show the map diagram, identify the starting point and end point on the map, and describe the map in words.

Teacher: Just now, some small animals reminded me that the forest is very dark and the roads are difficult to walk. People who are not familiar with it can easily get lost, so they also specially sent a forest map. You see, this is the entrance to the forest. We keep walking along this road. When we get here, we walk out of the forest.

(4) Listen to the music for the third time and look at the chart to find the accent.

Teacher: When the little bird gave me the map, he also specifically warned me to be careful about obstacles such as big rocks or tree stumps on the road. Where are the big rocks and tree stumps? The little bird asked us to listen to the music to find it. Where there are strong accents in the music, there are obstructions. Now let's listen together. If you hear it, just clap and tell me, okay?

(5) Enjoying music for the fourth time, teachers and students jointly look for the strong sound of music.

Teacher: Some children have found it just now. Now let’s look for it together. After we find it, the teacher will mark it on the map. Can the children still clap their hands to show it?

(6) The fifth time to enjoy music, the teacher directed the group practice.

Teacher: Children, do you know which places on the map are dangerous? Now let's practice how to walk through the forest and come to dangerous places. We will imitate the sounds of your favorite small animals.

(7) Enjoy the music for the sixth time and use shapes to express the strong sound of the music.

Division: Before we officially arrive in the big forest, we have to conduct exercises like our uncles from the People's Liberation Army.

We use our little fingers to walk on our legs. When we hear a strong sound, we know there is danger. We have to stop and pose in a pose you like, okay?

3. Game: smart kid and stupid old wolf.

(1) Introduce the gameplay.

Teacher: We have now found the dangers on the road in the forest. But there are more dangers in the forest! Just now the little rabbit said that there is an old wolf living in the forest. Because it lives in the forest all day long, it is very familiar with the roads there. Even with its eyes closed, it can walk around in the dark forest. It is said that the old wolf has very pointed ears, and it especially likes to hide behind obstacles and listen carefully. However, the old wolf's eyes are not very good. If you stand in front of it, there will be no sound, and it will definitely If you don't move, he won't see you at all. So this is a stupid old wolf. So the smart people living on both sides of the black forest came up with a good idea. They followed the stupid old wolf every time and let the stupid old wolf take them out of the black forest.

Question: Do you dare to follow this stupid old wolf out of the dark forest? What should you pay attention to when following this old wolf?

(2) First game. The teacher pretends to be a stupid old wolf, and the child pretends to be a smart kid.

(3) The second game. Remind children that they can turn themselves into trees, rocks, etc. at the accent point, but they cannot move.

(4) In the third game, children discuss and create sounds to scare the old wolf.

4. End the activity.

Teacher: "Today, you performed very well. You followed the stupid old wolf through the black forest. You are such smart and brave children! It's getting late, let's go home quickly!" Big class music Lesson Plan: Smart Child Stupid Old Wolf 7

1. Activity goals:

1. Initially feel the light and humorous mood of the music, and become familiar with the structure of the music;

2. Use diagrams, body language, voice and other forms to express music and find the rules of music;

3. Enjoy the joy of games and learn to play according to the rules in a controlled manner.

2. Activity preparation:

1. Graphic music score;

2. Hand puppets of the old wolf and the child;

3. About A story about "Smart Boy, Dumb Old Wolf".

4. Knowledge preparation: I played the "stop and go" game with my children before class and was able to exercise a certain degree of self-control.

3. Activity process:

1. The game "stop and go" is introduced to guide children to control themselves and not move when there is no music.

2. Listen to the music completely and encourage children to speak out their feelings boldly.

3. Children listen to the music and watch the teacher perform with puppets on the graphic score, which initially guides the children to understand the structure and interest of the music.

4. Children listen to music and further perceive the structure of the music.

1) Children listen to the music while watching the music where the teacher uses small and clear body movements to "walk" and "turn back".

2) Children use small and silent movements to follow the music while sitting in their seats with the teacher.

3) Guide children to use speech to express music.

5. The game "Smart kid, stupid old wolf".

The teacher plays the role of the stupid old wolf, and all the children play the role of smart children. They listen to music and play games: when the "old wolf" walks, the children follow, and when the "old wolf" turns back, the "children" become the "old wolf". move.