As a hard-working people’s teacher, you may need to prepare lesson plans. With the help of lesson plans, you can improve the quality of teaching and achieve the expected teaching results. What formats should you pay attention to when writing lesson plans? The following are the lesson plans for music games for large classes that I have collected: Noodle Dance. Welcome to read and collect them. Music game lesson plan for large class: Noodle Dance 1

1. Design Intention

Mr. Chen Heqin said: "All healthy children instinctively love to sing, whether they are playing, walking or working. , showing the rhythm of music. "Yes, children have the potential to learn music from an early age, and games are an important way for children to express their life and learning, and it is an activity that children love. How to organically integrate music and games so that children can better grasp the nature of music and appreciate the magic of music in games is an issue we must consider. I first choose noodles that are familiar to young children and related to life experience as the content of the activity. And fully grasp the child's love for games, express emotions and express themselves in the most natural way. Allow young children to transfer their life experience to music, so that they can unconsciously appreciate the three-section structure of music (medium tempo, adagio and allegro), understand the nature of music, and use exaggerated body movements to imitate and be creative performance.

2. Activity goals

1. On the basis of understanding how to cook noodles, use exaggerated body movements to imitate and perform creatively;

2. Be able to Understand the nature of music and perform according to its content.

3. Preparation for the event

1. Have experienced cooking noodles in life;

2. Music tapes, tape recorders, and cauldrons (posted on the floor Top) Teaching puzzle (noodles before cooking, noodles in the pot, noodles after boiling.

IV. Activity process

(1) Recall the objects of performance< /p>

(2) Listening and Imagination

1. Listening and Feeling Question: Is this music good? How many passages do you think the children’s ears can hear? This piece has three sections. How do you feel when you listen to the first section? What is the difference between the second section and the first section? (Slow, soft, soothing) What do you feel about the third section?

2. Second time: Listening and matching (transitional language) Teacher Wang brought several pictures today. Please take a look at them. In which part of the 3 paragraphs should this picture be placed?

3. The third time: Listening and matching ------ Ask the children to post the corresponding pictures according to the music and imagine the actions.

5. The activity is over.

1. Evaluation

2. Summary

Judges’ comments:

Advantages:

1. The appearance of the map has great impact on children’s understanding The musical form provides a grip.

2. The activity design is reasonably structured and the links are smooth.

Shortcomings and suggestions:

1. The teacher’s evaluation of children’s movements is relatively single. , broad, should be based on the evaluation of the connection between movements and music, and the extent to which movements express music.

2. There is a lack of connection between the activity goals and the activity process, and the characteristics of the appreciation activities are not accurately grasped.

3. Children's appreciation activities should respect their imagination and self-feeling. Why should the image of noodles be matched? Is this from the children or from the teacher? Large class music game lesson plan: Noodle Dance 2

The goal of the activity :

1. Based on the understanding of cooking noodles, use your imagination to imitate and express creatively with exaggerated body movements.

2. Feel the basic emotions and obvious emotions of the music. Rhythm changes, experience the joy of free expression and creation.

3. Experience the joyful emotions in songs

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

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Teaching process:

1. Warm-up preparation activities (1) The music accompaniment teacher leads the children to dance to the music.

(2) Games:

Let’s play a game, let’s touch the pocket, ah! I have a bead, it will emit beautiful light! (Teacher makes a mysterious pose to attract the children’s attention) Huh? It was so big (the teacher used exaggerated movements to encourage the children to express it together) that I could hardly hold it in my arms. The beads seemed to be slowly getting smaller, smaller and smaller, and smaller and smaller, and finally I carefully put it back into my pocket.

Did I really have such a magical bead in my hand just now? By the way, when we imagine that we have such a bead, and then use exaggerated movements and expressions to make others believe it, our game will be very interesting.

2. The basic part (1) is to imagine and express body movements through video recording.

Have children ever seen noodles cooked at home? Let’s watch a video and see how the noodles change? (Children watch the video) Question: What does the noodles look like before they are cooked? Put the hard straight noodles into the pot and it will slowly bend and soften. The fire will get bigger and bigger, the water will boil, and the noodles will keep rolling, turning in circles, jumping up and down, like human limbs entangled. , limbs are wavy, (who can express it?) After cooking, be sure to turn off the heat, be smart.

(2) Imagination and performance of the music 1. Listen to the music for the first time and feel the structure of the music.

(This link allows children to initially feel that this piece of music is composed of three sections and what are the differences.) 2. Let’s feel it again (music accompaniment, the teacher uses paintings to express it) After the music ends , the teacher asked the children while pointing out the painting that this was the first piece of music, which showed straight and hard noodles, the second piece showed the slowly softening noodles, and the third piece showed the noodles that kept rolling and turning.

3. Let’s enjoy the music and the process of cooking noodles. (The teacher pastes the pictures on the blackboard one by one) 4. I asked a few children to show the hard and straight noodles when they are not in the pot.

Let’s perform it together. The teacher will lead the children to perform together.

Ask a few children to show the noodles slowly bending and softening when they are first taken out of the pot.

Let’s perform it together. The teacher will lead the children to perform together.

Invite a few children to express the noodles that are constantly rolling, spinning, and jumping up and down.

Let’s perform it together. The teacher will lead the children to perform together.

5. Feel the portamento.

(In this session, the teacher inspired the children to create various actions based on the portamento, which increased the interest of the children's activities and prepared them for the games to be played later.

6. We Get up and cook the whole process of cooking noodles. (The teacher leads the children to dance to the music.) 7. Okay, now let the children make small noodles. Stand by the pot and get ready. I will be the chef and cook the noodles!

(Music accompaniment, directed by preschool dance teacher) Pay attention to the emphasis on turning off the heat at the end, reminding the children that the noodles cannot be moved after turning off the heat.

The teacher is making the appearance of scooping out the noodles, while saying "Oh, scoop up the noodles." Come out, come out quickly and slowly into the bowl.

8. Ask the children to cook the noodles, and the teacher and children will perform together. 3. Let’s go to the end. Let’s give the children a try! Guide the children out of the activity room and say goodbye to the teacher.

"Noodle Dance" teaching reflection This week, the school organized a report class activity for our ten new teachers. I carefully prepared a music game activity "Noodle Dance". I found that my teaching activities made the children really move. I used vivid music to express the changing process of noodles in the form of dance, but there are problems in the design. There are many questions.

This activity is derived from life, which is convenient for children to observe, understand, imitate and express, and has a certain amount of room for imagination and free play. However, during the activity, the children did not act boldly and creatively. Expression. I did not provide good guidance when telling the symbols of noodles being put into the pot, and it was a bit difficult for the children to understand. Also, the children were too happy during the final performance of cooking noodles, and the scene was a bit out of control. I will do more in the future. Listen more, learn from other teachers, and constantly improve your teaching level.

Reflection on activities:

Mr. Chen Heqin said: "Every healthy child, whether he is playing, walking or working. They instinctively love to sing and express the rhythm of music. "Therefore, I first chose noodles that are familiar to young children and related to life experience as the content of the activity. I fully captured the children's love for games in the most natural way. Express emotions and express oneself. Let children transfer their life experience to music, so that children can unconsciously appreciate the three-section structure of music (medium tempo, adagio and allegro), and understand the nature of music, using exaggerated Body movements for imitation and creative expression.