As a people’s teacher who specializes in teaching others and solving their doubts, I often have to prepare lesson plans. Teaching activities can be better organized with the help of lesson plans. How should we write lesson plans? The following is the lesson plan of "The Happy Shoemaker" that I carefully compiled for the middle class of kindergarten. You are welcome to learn from it and refer to it. I hope it will be helpful to you. Kindergarten middle class "Happy Shoemaker" lesson plan 1

Design concept:

1. Source of teaching materials:

The music comes from Orff's music, which has a comparative The obvious rhythm can be distinguished by children in the middle class. At the same time, the sand hammers, double horns, and tambourines provided by the teacher also have obvious characteristics, so it is easy for children to match and integrate the music with the musical instruments.

Since middle class children have a certain awareness and ability to distinguish musical factors such as pitch, intensity, timbre, etc., in the previous part of the activity, the story plot and movements have been assisted to enable the children to have an understanding of the music. The initial feelings pave the way for the instrumental accompaniment in this session. Immediately afterwards, let the children try to use musical instruments for accompaniment. Through the four links of practicing the instruments one by one, from the shallower to the deeper, the children can master the key points of the activity step by step, understand and be able to express the relationship between the instrument and music in the rap activity. Integration to realize the true value of music teaching.

2. Important and difficult points of the activity:

The key point is to initially perceive the rhythm of rap, and use body movements to express the activities of a shoe repairman repairing shoes.

The difficulty is to try to use percussion instruments to accompany three different pieces of music and experience the fun of musical activities.

3. Design concept:

Music activity is a diverse art. Based on three different pieces of music, children are encouraged to gradually learn in depth through listening, watching and doing, and help children Acquire basic knowledge of music and feel the joyful emotion of learning while playing, thus stimulating interest in music activities. At the same time, the teacher realizes the happy teaching concept of "moistening things silently" in this activity.

4. Activity process:

Feel the rhythm of rap - use body movements to express the process of repairing shoes by a shoemaker - use percussion instruments to perform songs - the activity is over, and Instruments are organized.

Activity goals:

1. Preliminarily perceive the rhythm of rap, and use body movements to express the activities of a shoe repairman repairing shoes.

2. According to three different pieces of music, try to use percussion instruments for accompaniment and experience the fun of music activities.

3. Listen quietly to your companions and feel the pleasure of talking together.

4. Experience the joyful emotions in the song.

Activity preparation:

1. Music.

2. Multimedia courseware corresponding to each piece of music.

3. Musical instruments: maracas, double horns, and several tambourines.

Activity process:

(1) Feel the rhythm of rap

1. Teacher: Hello, children (Kids: Hello, Teacher Xia).

There lived a shoe repairman on the street. The shoes he repaired were really great. They were ticking, ticking, ticking, ticking, ticking, ticking, ticking!

2. Question: What did you hear? (After the children tell the story, practice as a group)

(Self-evaluation of the session: The rap method is usually beyond the reach of children. In this session, rap is used to introduce it to arouse children's interest and focus their hearing. Attention. Develop a rhythmic memory method by carefully listening to the rap content. Based on this, speak out the rap content boldly according to the teacher’s questions)

(2) Use body movements. Show the process of repairing shoes by a shoe repairman.

1. A shoe repairman repairs a lot of shoes in a day. Let’s listen and see.

(1) The teacher rapped: "The shoes the children wear are really different. There are red leather shoes and green sneakers...I also have to repair so many shoes today."

< p> (2) The teacher performed a pantomime: The shoe repairman picked up a shoe, looked left and right, and found a hole. He picked up a needle and thread and mended the hole.

(3) Question: Who can tell me what the shoe repairman is doing?

(4) After the children tell the story, show courseware 1 and follow the shoe repairman to learn how to mend shoe holes.

2. Suddenly, the shoe repairman found a nail on the shoe. What would he do?

After the children narrated the story, they showed the courseware 2 and the group followed the shoe repairman to learn how to hammer nails.

3. The shoe is finally repaired. Who can express the joy of the shoe repairman through actions?

After the children tell the story, show courseware 3. The children use actions to express the happy mood of the shoe repairer.

4. Let’s look at the diagram and follow the music to learn how a cobbler repairs shoes.

(Self-evaluation of the session: This is the key link of the activity. The teacher’s performance leads to the storyline, and then based on the plot of the story, the corresponding match between the music and the performance of shoe repairing is explored. Use body movements to express the shoe repairer Shoe repair activities.

Teachers also need to improve and perfect the children's movements while trying them out, summarize the children's initial experiences, and finally allow all children to create and perform performances to gain more fun from music games. )

(3) Try to use percussion instruments for accompaniment.

1. Children talk about the matching of musical instruments and movements.

Today I brought you several musical instruments, including maracas, double horns, and tambourines. Which of these three musical instruments do you think is more suitable for cooperating with the shoe repairman?

2. Children practice accompaniment.

(1) Look at the chart and practice one by one.

(2) Practice in conjunction with the music.

(3) Complete practice with teacher’s rap.

(4) Hide the map and follow the music to practice completely.

(Self-evaluation of the session: This is a difficult part of the activity. The children rely on their experience in perceiving the attributes of sound to try to match the sound with the corresponding instrument. After the experience has been improved and internalized, I divided it into four Practice at different levels, from shallow to deep, from less to more. In the end, children can listen to the music and perform complete accompaniment with the corresponding instrument.)

(4) At the end of the activity, practice on the instrument. tidy.

The children have already learned how to repair shoes. You are awesome. Next, I asked BONGBONGBONG's musical instrument to be put back...

(Self-evaluation of the link: Early childhood education is the foundation of basic education, and life is the source of the foundation. Using life to promote the sustainable development of children is the value orientation of early childhood education. This link helps children judge again through sounds. The special properties of the timbre of musical instruments help children learn to listen to various small sounds in life)

Activity reflection:

1. The selection of materials in this lesson is more lively and interesting, and the teaching is very interesting. The connection between links is relatively novel, attracting children's attention and improving their interest in learning.

2. The teacher’s teaching style is relatively correct, the content is correct, and it has good artistic characteristics. The methods and means are reasonable, appropriate and effective, in line with the children’s learning interests and characteristics, and at the same time, it can give full play to the children’s initiative, participation and Operability. However, there is a lack of clever questions to guide children to try and think.

3. Children have a positive attitude, good mood, quick attention and active thinking. Teacher-student interaction and student-student interaction are appropriate and effective.

Little Encyclopedia: Shoes have a long history of development. During the Yangshao Culture period about 5,000 years ago, the most primitive shoes made of animal skins appeared. Shoes are a tool for people to protect their feet from injury. The earliest people invented fur shoes in order to overcome special situations and prevent their feet from being uncomfortable or injured. Shoes have developed to this day and have become what they are now. Shoes of various styles and functions can be found everywhere. Kindergarten middle class "Happy Shoemaker" lesson plan 2

Activity goals:

1. In the context of repairing and playing with shoes, feel the musical style of the music ABB’.

2. Try to use rhythmic movements and small instruments to express the shoemaker’s work and happy mood.

Activity preparation:

Music recording; several small instruments: tambourine, triangle, double horn; rhythm map.

Activity process:

1. Play around and feel the music.

●Recall experiences and express them expressively with body movements.

　——“How does a shoemaker repair shoes?”

●Appreciate music and understand the music.

——"Has there been any change in this piece of music? How has it changed?"

●Accompanied by the music, follow the teacher to perform different shoe repair movements.

●Summary and improvement:

——"This piece of music shows a shoemaker working happily."

2. Beat the instrument and learn to do it Game

●Choose a small instrument that matches the action.

——"Which small instrument do you think can be used to express shoe nail knocking? Why?"

——"Whatever movement my hands make, I can use that small instrument to express it. ”

●Know the map and feel the rhythm.

——"Do you understand? How is this rhythm made?"

●Listen to music, look at the charts and play small instruments with the teacher.

——Requirement: "Look at the chart clearly and perform when it is your turn to play the small instrument."

●Freely choose the small instrument and listen to the changes in the music and play the small instrument rhythmically. musical instruments.

——“Wherever the music changes, small instruments also change.”

●Summary and improvement:

——“We can not only use our hands, You can also use different small musical instruments to perform shoe repairing actions. ”

3. Play with shoes and expand methods

●Use your own small shoes as musical instruments and perform along with the music.

——"How can you use shoes to make small musical instruments? Do you want to try it?" (Children try to beat the rhythm of music with one of their own shoes.) Kindergarten "Happy Shoemaker" Lesson Plan 3

Design ideas:

“Shoes” are no stranger to young children. However, children have no idea about the movements of winding, pulling, and driving spikes in shoes. The music "The Shoemaker's Dance" comes from Orff's music. The elemental music that Orff emphasizes is by no means a separate piece of music. It is closely integrated with movement, dance, and language. Therefore, efforts should be made during the entire teaching process. Integrating the music education concepts advocated by Orff such as elements, comprehensiveness, creativity, participation, flexibility, and interest, that is, through a teaching method that integrates music, dance, language, art and other arts, in order to achieve The purpose is to cultivate children's creativity, self-confidence, concentration, cooperation spirit, responsiveness and sound personality.

The "Guide" states: "Children aged 4 to 5 years old can use body movements such as clapping, tapping feet or percussive objects to beat beats and basic rhythms." Children in middle classes are familiar with pitch, intensity, and timbre. They have a certain awareness and ability to distinguish musical factors, and in the previous part of the activity, the children have been assisted by storylines and movements, so that children have a preliminary feeling for the music, which pave the way for the instrumental accompaniment in this part. This activity allows children to try to use musical instruments for accompaniment. Through four links including practicing the instruments one by one, from the shallower to the deeper, the children can master the key points of the activity step by step, understand and be able to express the integration of musical instruments and music in rap activities. , to realize the true value of music teaching.

Activity goals:

1. Feel the melody of the music and try to accompaniment the music in the form of rotation by looking at the chart.

2． Rhythmically express the work of a shoemaker and experience the joy of labor.

Activity focus:

Perform music rhythmically.

Difficulties of the activity:

Look at the chart and play in turn.

Activity preparation:

Music, triangle, double horn, tambourine, rhythm map.

Activity process:

1. Observe pictures to arouse interest

The teacher shows pictures to arouse the shoemaker.

Teacher: The teacher has a friend. People will go to him when their shoes are broken. What is his occupation? (Shoemaker)

How does a shoemaker repair shoes?

The teacher guides the children to carefully observe the pictures and talk about how the shoemaker repairs shoes.

(Arouse children’s interest through pictures, introduce the theme, talk about how the shoemaker repairs shoes, and feel the psychological changes of the shoemaker after the repair is completed.)

　2. Appreciate music and try to express it with movements

(1) Appreciate music

Teacher: The old shoemaker’s work of repairing shoes can also be told through music. You should listen carefully! (Guide children to listen to music and explore the different actions of repairing shoes)

Teacher: Did you hear how the shoemaker repairs shoes?

When children talk about the action of repairing shoes, you can ask them to imitate it.

(2) Use rhythmic movements to express the different processes of a shoemaker, and learn the different movements of a shoemaker to repair shoes.

Teacher: The old shoemaker first mended the shoes: he was ready to pick up the needle and start drilling hard, "hard, hard, hard...poof", the long thread was dragged out. Then there is the nailing of shoes: how to hit it with a hammer, "ding ding ding, dong dong dong". The last shoe is finally repaired, are you happy? Say "la la la, la la la". Pair it with music and let the children express the rhythm with movements.

Teacher: Let’s learn from the old shoemaker how to repair shoes together. This time we follow the music.

(Let children listen to music and explore the different movements of shoe repair, explore the correspondence between the music and the shoe repair movements, and use body movements to express the shoe repair activities of the shoe repairman. This allows them to feel the music while Getting closer to music can also allow them to experience the fun and joy of rhythm)

3. Try to watch the performance rhythm of Tutu

Teacher: The old shoemaker said that you will be happier if you pair it with a nice voice.

Let’s use small musical instruments to accompany us, making shoe repair more fun. See what instruments the teacher brought? (Show several musical instruments one by one)

Ask: "What musical instrument is this? Let's listen to the sound it makes. Why does it sound like an old shoemaker?"

(Triangle, double horn, tambourine) Show the map and let teachers and children become familiar with the map together.

Teacher: Children, take a look, what musical instruments are on the chart? (Teachers and children look at the charts and play rhythm together.) Look at the hand gestures or charts and practice playing rhythm with instruments. Requirement: There should be no sound when it is not the turn.

Teacher: Do you remember the order in which the old shoemaker repaired shoes? You can look at the hand gestures of the old shoemaker, or you can type at the map. Pair it with music and let the children use musical instruments to express the rhythm.

Teacher: Can we repair shoes together with the music this time? Let the children switch instruments and try them out.

Teacher: You guys played really well. Now let’s try swapping the instruments.

Summary: The old shoemaker is very happy today. Our baby helped him repair so many pairs of shoes, and they were repaired very firmly. Thank you!

(Encourage children to try to match the sound with the corresponding instrument, and practice by looking at the charts, so that children can better understand the emotional changes of the shoemaker in the role-playing performance, and also feel the music while playing The fun brought by activities.)

Extension of activities

Children continue to explore and try to play rhythm in life.

Teacher: Actually, there are many things that can be used to make rhythm in our lives. Let’s look for them together.

(Early childhood education is the foundation of basic education, and life is the source of the foundation. Using life to promote the sustainable development of young children is the value orientation of early childhood education.

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