Primary School Music Lesson Plan Example Part 1: Young Pioneers’ Afforestation Song Teaching Objectives:

1. Express the joy of planting trees with lively and cheerful emotions and full and elastic singing. Mood, and the desire to hope that the little tree will grow into something useful.

2. Understand the role of legato lines in songs.

3. Perform in a rhythmic way.

Key points and difficulties:

1. Let students feel and understand that the earth is the home that we all should protect, and afforestation is imperative.

2. Students feel the lively and cheerful mood of the song.

Teaching methods:

Learning singing and guiding methods.

Teaching aid preparation:

Recorder, multimedia equipment, Flash screen, tape.

Teaching process:

1. Review the content of the previous lesson "Morning in Miaoling"

1. Review and listen again.

2. Use online images to deepen your understanding and memory of the music.

2. Introduction of new lessons:

Beautiful music brings us to the beautiful Miao village. How happy the people living there must be. According to statistics, from 1970 to 2002 In 2008, as the forest coverage rate on the earth dropped by 12%, biodiversity dropped by 1/3, and freshwater resources decreased by 55%. The damage to the ecological environment is so serious. What should we do? (Students discuss and draw conclusions, the teacher guides the emergence of tree planting songs)

3. Learn to sing songs:

1. Listen to the recording "Young Pioneers Tree Planting Song" and feel the melody of the song , the teacher leads the students to clap their hands and tap their feet

2. The teacher sings, clapping the beat while singing, and the students follow suit and sing silently in their hearts.

3. Listen to the song recording, students make their own beats and sing along in a low voice.

4. Listen to the teacher playing the piano and the students singing quietly to the beat.

5. Learn to sing from the music sheet and pay attention to the connections in the song.

6. Learn the lyrics. Students will learn to sing and practice in groups.

4. Create the rhythm of the song:

1. In the 1st and 2nd bars, hold hands and step in place.

2. In sections 3 and 4, raise your hands and swing them.

3. In sections 5 and 6, one person squats and the other stands.

4. In sections 7 and 8, two people hold hands and spin in a circle.

Teaching reflection:

In the creation activities, we should pay attention to students' ability to feel music, and sing the songs while singing, so as to deepen their understanding of the connotation of the songs and make the class more lively. Be more active.

Primary School Music Lesson Plan Sample Part 2: Rag Doll Teaching Objective: Inspire children to cherish their own happiness and care for everyone in need by appreciating "Rag Doll".

Key points and difficulties: Feel the sad melody and lyrics of the music, and understand the singing forms of lead and chorus.

Teaching process:

1. Musical game: Seven-color maze

1. How many ways are there to get out of the maze?

Game rules: When you find a road, you must sing the sounds that the route passes accurately. Find the route in groups and compare which group can find the most routes and sing the most accurately.

2. Who can hear the teacher’s playing line?

Game rules: The teacher plays the piano, the students listen to the model and sing, and find the path played by the teacher in the maze.

2. Introduction

1. Review the song "Lovely Home".

2. We all have a warm and happy home, with the care of our parents, but there are still some children who have no home...

3. Enjoy the song "Rag Doll" < /p>

1. Appreciate the song and feel the emotion of the song.

2. How do you feel after listening to this song?

3. Listen to the song again and sing along softly to become more familiar with the melody and lyrics.

4. Understand the impact of music elements such as song singing form and speed on music emotions.

5. Enjoy and sing the song "Rag Doll" again.

Primary school music lesson plan sample article three: the first lesson of small band

Teaching content:

1. Learn to sing the song "French Horn"

Teaching objectives:

1. Learn to sing the song "French Horn", and learn to imitate and express the timbre of the French horn with a rich and elastic voice, and use a coherent and full voice. A passionate voice expresses the confident "I".

2. Be able to recognize the appearance of the French horn, know its other name - French horn, and be familiar with its tone.

3. Through the singing of "French Horn" and the practice of vocal momentum, master the strength and weakness of the four and three beats.

Key points and difficulties:

1. Students can personally feel and experience the rhythmic changes of the four and three beats.

2. Understand the knowledge about the French horn.

Teaching aid preparation: piano, multimedia.

Teaching process:

1. Introduction of new lessons

1. Students enter the classroom to the music played by the French horn.

2. Ask students to try to find the musical instrument they are listening to from the pictures of the five musical instruments sung in "Little Band".

3. Teacher’s introduction: The French horn is also called the French horn. Import the song "French Horn".

2. Learn to sing the song "French Horn"

1. Sample singing recording of "French Horn".

2. Learn to sing songs and let students find the rules of song creation. The teacher teaches singing in phrases, paying attention to the integrity of the phrases.

3. Inspire and prompt. Use a rich and elastic voice to imitate and express the timbre of the French horn, and use a coherent and passionate voice to express the confident "I".

4. After you become proficient in singing the song, add the rhythm demonstrated on page 26 of the textbook and make the rhythm while singing.

3. Further master the rhythm of the four-three beats

1. Ask students to create different momentums to express the strength and weakness of the four-three beats.

2. Choose different rhythmic forms as a group to add to your singing.

IV. Home-made simple small musical instruments

The teacher prompts the students to make their own small musical instruments and puts forward requirements. You can refer to the demonstrations in the textbook to specify the musical instrument production that each group needs to complete; students can also be encouraged to create their own unique and distinctive types of musical instruments. Students can also be assigned to prepare materials that need to be used to complete homemade musical instruments in the next class, etc. Teachers can independently choose the requirements and difficulty of this teaching based on students' abilities, conditions, especially teaching time).

Second Lesson

Teaching content:

1. Learn simple dance rhythms and sing them to the song "French Horn".

2. Learn to use musical instruments such as the mouth organ to accompany songs.

3. Display homemade small musical instruments or homemade simple small musical instruments in the classroom.

Teaching objectives:

1. Through activities such as singing from memory and making rhythms, the teaching purpose is to review the past and learn new things, so that students can successfully master the rhythm of the accompaniment part.

2. By using self-made musical instruments to accompany students’ singing, students can develop their sense of musical rhythm and their ability to collaborate and cooperate.

3. By learning simple dances that express the rhythm of three beats, we can further consolidate our understanding and feelings of four and three beats and cultivate students' physical coordination.

Key points and difficulties:

1. Students use self-made simple musical instruments to accompany singing songs, and experience the fun of creation and cooperation, as well as cultivate students' attention to different textures and shapes of instruments. Instruments will have different musical variations on this issue.

2. A simple dance that expresses three-beat rhythm. Pay attention to coordination.

Teaching aid preparation: piano, tape recorder, audio tape.

Teaching process:

1. Review the content of the previous lesson.

1. Student *** reviews and sings the song "French Horn" together.

2. The students themselves sing and express the changes in intensity of the four and three beats, paying attention to the obvious contrast.

3. Learn simple dance rhythms and deepen your feeling and experience of the four- and three-beat beats.

(1) Teacher’s complete demonstration.

(2) The teacher decomposes and demonstrates, and the students imitate.

(3) Play the recording of the song "French Horn" and students will make their own dance rhythms.

2. Learn to use a mouth organ or a homemade musical instrument to accompany your singing classmates.

1. The teacher asks students to show their homemade percussion music and make a simple evaluation. And stand in groups according to the type of musical instruments (cortical, diffuse, wooden, metal, and those with pitch changes and those that can produce special sounds).

2. The teacher asks the whole class to divide into two parts, use their own small instruments to express two rhythm patterns, and cooperate with each other.

　 (1) 3/4 x o o | (cortical and metal types are recommended)

(2) 3/4 o x x | (wooden, noisy, and solid types are recommended) musical instrument with varying pitch).

The classification of special-sounding musical instruments is determined by the teacher on the spot based on their pronunciation characteristics.

3. Once the students cooperate and understand well, they can join in the singing of "French Horn".

4. The teacher demonstrates how to use a mouth organ or a homemade musical instrument (to ensure the safety of the students) to accompany the students' singing. And ask students to identify which rhythm pattern of (1) (2) the accompaniment is.

5. Students learn to play the accompaniment part with a mouth organ or a homemade instrument (the difficulty can be reduced according to the student's ability. Each person only plays one sound pattern, or even one note according to the rhythm, but the difficulty lies in the mutual coordination. Cooperation. This method can better cultivate students' ability to focus and cooperate with each other).

6. The students are divided into two groups and accompaniment for each other’s singing.