Tisch
Teaching objective: 1. By appreciating and learning to sing the song "Number *", we can stimulate our interest in learning and accurately grasp and express the artistic conception of the song.
2. Skillfully sing the children's song "Digital *" with a relaxed and pleasant voice, create lyrics for the song, and cultivate students' creativity.
3. I can express myself actively and generously in music activities, and I am willing to express my love for life in the form of music.
4. Establish environmental awareness and protect animals from me.
Second, the teaching focus:
1, can sing the children's song "Shu *" in a relaxed and happy voice.
2. Learn songs and grasp the artistic conception of songs.
Third, the teaching difficulties:
The rhythm of dots and the use of continuous sixteenth notes, as well as the clarity and dexterity of pronunciation.
Fourth, the preparation of teaching AIDS:
Multimedia courseware, tape.
Verb (abbreviation of verb) teaching process;
(A) Teaching organization
Teachers and students say hello to each other
(2) Import:
Teacher: Students, I will read you a little poem. Please guess what animal this poem describes.
"Sitting alone in the pond is like a tiger, enjoying the cool under the tree. If I don't speak first in spring, which bug dares to keep silent? "
(frog)
Teacher: This is a poem written by * 13 years old, and its name is "Buddha Rang". Let's read together.
Question: Who knows the name of the frog? (*)
Teacher: Today, we are going to learn a very interesting song about *. Do you want to learn?
Then I will test you first. Listen carefully:
Please listen carefully. The teacher has a question for you.
Think about it, do the math and see who is the most sensitive.
How many mouths does a person have? How many eyes and legs?
Teacher: The answer is absolutely correct. Let's listen to this song together. (Show the topic)
(3) Learn to sing the song "Number *"
1, listen to Fan Sing:
Question: What is the artistic conception of the song?
Teacher: The song we are going to learn today is the Sichuan folk song Shu *.
2. Reading music (showing music)
(1) Teachers and students count the bars together.
(2) Observe the colored part of the music score.
Question: Which two bars should be the same (green, *, blue)?
(3) There is no repetition of a sentence in the music score. Which sentence is it? (The teacher sings with it)
(3) Teachers and students sing songs.
3. Read the words:
(1) teacher's template reading
(2) Follow-up
Say: What do you think is a little difficult to read?
(3) Teaching reading rhythm with dotted lines and sixteenth notes.
(4) Read together
(5) The teacher explains the lyrics:
Question: Do all the lyrics of this song know what it means? (Explanation: * Lotus Li floats on the water in the peaceful year without drinking water) (Create a situation) Tip: Be happy and sing with a nice voice.
4. Lyrics:
(1) chorus of teachers and students
Requirements: Teachers sing with color, while students sing without color.
(2) The teacher sings it again.
Note: Sing the feeling of jumping.
Vocal method (don't grin: it should be as loud as a frog's cry, but don't grin like a frog's croak)
(4) Students sing in chorus.
(5) sing by name.
(4) Continuation of lyrics
Two * ...
Three * ...
Summary:
Students, you should know that * is a small expert in catching pests and is our friend. Guess what? An ordinary insect can catch more than 70 pests a day, about 2,000 a month. About 15000 pests can be eliminated in one year. But their lives are fragile. Therefore, when we see that they are hurt, we should (protect them).
Let's say together: protect frogs and be the best. Protecting the environment depends on everyone.
Singing all: Requirements: Sing with love for frogs.
Expand:
Teacher: Because everyone likes frogs very much, there are many folk songs that sing frogs. Let's listen to a Shandong folk song Hua *. Question: What is the artistic conception of the song? (cheerful and lively, humorous)
(Play "Flower *" video)
extreme
Teaching objectives 1 Feel the cheerful mood of the song "Big Head Doll".
4 phrases of a song can be expressed in different ways.
3. Know that the pause should be short and brisk; Dynamic changes in song design and singing
teaching process
1. Import:
(1) First of all, the teacher asked several students to wear big-headed doll masks and enter the teacher, and performed the song "Big-headed Doll" to stimulate students' interest.
(2) Introduction to the teacher of Big Head Doll: Feel the cheerful artistic conception of the song "Big Head Doll".
Learning to sing music can express four phrases of a song in different ways.
(1) Listen to music and feel happy. Guide the students to find the similarities and differences between the first and second phrases. These two phrases are basically the same, except for the two sounds at the end. Imitate the first two phrases of the song with the teacher, and pay attention to singing with the rhythm of eighth notes. Through the comparison between non-attached and attached points, students can be helped to sing the eighth note with attached points accurately; You can also sing a little harder.
(2) It is also helpful for students to sing octaves. Sing the third phrase with solfeggio. Teachers can guide students to observe the music score, first determine the reading method of rhythm, prompt the rhythm of dotted quarter notes, then sing the melody, and finally know the singing method of pause. It is not easy to sing the third interval correctly, so the teacher should pay attention to correct it in time. Guide the students to observe which phrase the fourth phrase is the same as, and then let the students sing the fourth phrase by themselves.
3. Know that the pause should be short and brisk; Dynamic changes in song design and singing
Learn to sing lyrics
(1) Before singing the lyrics, the teacher first guides the students to distinguish the four phrases of the song, knowing that they should breathe at the end of each phrase.
(2) The third phrase should be able to sing the contrast between "Lian" and "Dun".
(3) sing with expression.
(4) Let several students sing, while other students listen carefully and evaluate carefully.
(5) Singing and expressing four phrases with actions. It can be suggested that because the second and fourth phrases are exactly the same, the actions should be the same.
Show songs
(1) The teacher asked several students to put on big-headed doll masks and perform along with the songs on the stage, while other students sang. Students evaluate each other's singing skills and performances.
(2) Finally, the teacher sang and performed. Pay attention to singing.
Tisso
Teaching emphasis: Feel the cheerful mood of songs and music.
Teaching difficulties:
Feel two different emotions in The Blacksmith in the Woods.
Teaching tools:
Courseware, percussion instruments, recording materials.
Teaching process:
First, import
Stage goal: stimulate students' interest and introduce new courses.
Teacher's operation: Play the recording of music.
Student activity: enjoy the whole song completely.
Second, listening to music for the first time and feeling the artistic conception of music.
Stage goal: complete the preliminary listening and understand the basic emotions of music.
The student replied: the speed of the front part of this piece is slower, and the speed of the back part is faster.
Transition: Good answer. This piece of music tells us a short story, but the content of the story needs to be heard by yourselves. You said that the front part of the music was slow, so let's listen to this part. After listening, please imagine the time and place where the story happened.
Teacher's operation: Play the first recording of music.
Third, enjoy music in sections.
Stage goal: understand the content of music more deeply and feel the artistic conception of music.
1, enjoy the first part of the music. Student activity: Listen to the first part of the melody. Health: The time is in the morning and the place is in the forest. Teacher: What is it like to miss the scenery of the forest? Health 1: It's quiet. Health 2, very beautiful, with trees, grass and all kinds of flowers. There are beautiful flowers, mushrooms and a lot of fog. Transition: Let's enjoy the first part of the music again and feel the beautiful scenery of the big forest in the morning. The new music uses body movements to express the scenes described by the music. Dawn breaks and the sleeping forest wakes up.
Teacher's operation: Play the first part of the melody.
Student activity: Appreciate the first part of the melody again and follow the melody.
Transition: Just now, we carefully enjoyed the first part of the first piece. The composer showed the beautiful morning scene of the big forest with slow speed, stretching rhythm and beautiful melody.
2. Enjoy the second part of the music.
Transition: Now let's enjoy the second part of the music. Listen to the difference between the second piece of music and the first piece of music. What changes have taken place in this part of music in terms of speed, rhythm, strength and mood?
Teacher's operation: Play the second recording.
Student activities: the second part of enjoying music. Health: Faster speed, stronger strength, distinct rhythm, jumping melody, cheerful and enthusiastic mood. Transition: The students speak very well. This piece of music tells us the occupation of the hero. Let's listen and hear what you can hear. Teacher's operation: Play the second piece of music again. Health 1: There is a voice of triangle iron. Health 2: There is a knocking sound. I heard a tinkling sound. Looks like the iron is hot. Teacher: Please name the music. Health: morning in the forest, happy day, magical blacksmith. Summary: This piece is called "The Blacksmith of the Forest", also called "Polka the Blacksmith", which is a descriptive work created by German composer Millis. The music depicts the quiet atmosphere of the forest in the morning and the cheerful mood of the blacksmith while he is working while the iron is hot. This kind of music is very vivid and is often played in concerts.
Teacher: Do you know what instrument this piece is played with? Student: Violin, flute. Summary: This is an orchestra.
Fourth, enjoy the music completely.
Stage goal: enjoy the music completely.
Transition: Now let's fully enjoy the music The Blacksmith in the Forest. Please follow the music.
Teacher's operation: play courseware, watch courseware, listen to music, and do rhythm with students.
Teacher's question: Today we enjoyed the music The Blacksmith in the Forest. What do you know after enjoying it?
Student answer 1: Have a nice job.
Student answer 2: Labor is glorious.
Abstract: Today, we enjoyed the orchestral work The Blacksmith in the Forest, which was composed by German composer Mehlis. Through appreciation, we understand the glory and happiness of labor.