Teaching objective: 1. Express the happy mood when planting trees with lively and cheerful mood and full and elastic singing, hoping that the young trees will be useful.

2. Experience the connection function in the song.

3. Perform in a rhythmic way.

Key points and difficulties:

1. Let students feel that the earth is our common home, and it is imperative to plant trees.

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

Teaching methods:

Learn to sing and guide.

Teaching aid preparation:

Tape recorder, multimedia equipment, Flash picture, magnetic tape.

Teaching process:

First, review the last lesson, Morning in Miao Ling.

1, review and listen again.

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

Second, introduce new lessons:

Wonderful music brought us to the beautiful Miao village. How happy people who live there should be. According to statistics, from 1970 to 2002, the forest coverage on the earth decreased by 12%, so the biodiversity decreased by13, the fresh water resources decreased by 55%, and the ecological environment was so seriously damaged. What shall we do? The students discuss and come to a conclusion, and the teacher guides the emergence of tree planting songs.

Third, learn to sing:

1. Listen to the recording "Young Pioneers Tree Planting Song" and feel the melody of the song. The teacher led the students to clap their hands and step on their feet.

2, the teacher sings, while singing and playing, the students sing along and sing silently.

Listen to the recording of this song. The students beat the time and sang along in a low voice.

4. Listen to the teacher playing the piano and the students sing in a low voice.

5, learn to sing, pay attention to the connection in the song.

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

Fourth, the rhythm of composition:

1, 1, and the second paragraph is holding hands and marking time.

2. In the third and fourth paragraphs, raise your hands and swing.

3. In the fifth and sixth sections, one person squats and one person stands.

4. The seventh and eighth paragraphs, hand in hand, crutches.

Teaching reflection:

In creative activities, we should pay attention to cultivating students' ability to feel music and sing songs rhythmically, so as to deepen the understanding of the connotation of songs and make the classroom more active.

Primary school music lesson plan model essay 2: dolls

Teaching goal: By appreciating dolls, inspire children to cherish their own happiness and care for everyone who needs help. Key and difficult points: feel the sad melody and lyrics of music, and understand the singing form of lead singer and chorus.

Teaching process:

First, the music game: seven-color maze

1. How many roads can get out of the maze?

Rules of the game: When you find a way, you must accurately sing the voice of this route. Find the route in groups and compare which group finds the most routes and sings the most accurately.

2. Who can hear the route played by the teacher?

Rules of the game: the teacher plays the piano, the students listen to the mode to identify the singing, and find the route played by the teacher in the maze.

Second, import.

1, review the song "Lovely Home".

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

Third, appreciate the song "Doll"

1, enjoy the song and feel the artistic conception of the song.

How do you feel after listening to this song?

3. Listen to the song again, sing softly and get familiar with the melody and lyrics of the song.

4. Understand the influence of musical elements such as singing form and speed on musical artistic conception.

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

Model Music Teaching Plan for Primary Schools Part III: Small Band

The first class teaching content:

1, learn to sing the song "French horn"

2, music knowledge: French horn, four or three beats.

Teaching objectives:

1, learn to sing the song French horn, learn to imitate and express the timbre of French horn with rich and elastic voice, and express confident "I" with coherent and enthusiastic voice.

2, can know the shape of the French horn, know its other name-French horn, and be familiar with its timbre.

3. Through the singing of French horn and the practice of imposing manner, master the law of the strength of four or three beats.

Key points and difficulties:

1. Students personally feel and experience the rhythm changes of four or three beats.

2. Learn about the French horn.

Teaching aid preparation: piano, multimedia.

Teaching process:

First, the introduction of new courses.

1. Students enter the classroom with the music played on the loudspeaker.

2. Ask the students to try to find out the musical instruments from the pictures of five musical instruments sung by the small band.

3. Introduction to the teacher The French horn is also called the French horn. Import the song "French horn"

Second, learn to sing the song "French horn"

1, French horn model singing recording.

2. Learn to sing and let students find the rules of song creation. The teacher teaches singing in clauses and pays attention to the integrity between phrases.

3. Inspire and prompt to imitate and express the timbre of French horn with rich and elastic voice, and express confident "I" with coherent and enthusiastic voice.

When you are proficient in singing songs, add the rhythm demonstrated on page 26 of the textbook and do it while singing.

Third, further grasp the rhythm of four or three.

1, ask students to create different momentum by themselves, showing the strong and weak law of four or three beats.

2. Choose different rhythm forms to join your own singing in groups.

Fourth, make simple small musical instruments.

The teacher gave a hint to the students' self-made small musical instruments and put forward the requirements. You can refer to the demonstration in the textbook and specify the musical instrument production that each group needs to complete; Students can also be encouraged to create their own unique and distinctive musical instruments. You can also specify that students prepare materials for homemade musical instruments in the next class, and so on. Teachers can choose the requirements and difficulty of this teaching independently according to students' abilities and conditions, especially the teaching time.

Second lesson

Teaching content:

1, learn simple dance rhythm and recite it with the song French horn.

2. Learn to use organ and other musical instruments to accompany songs.

3. Show homemade small musical instruments or homemade simple small musical instruments.

Teaching objectives:

1, through recitation, doing rhythm and other activities, we can achieve the teaching purpose of reviewing the past and learning new things, so that students can master the rhythm of accompaniment smoothly.

2. Students sing with their classmates with self-made musical instruments to cultivate their sense of music rhythm and cooperation and coordination.

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

Key points and difficulties:

1. Students use self-made simple musical instruments to accompany singing songs, experience the fun of creation and cooperation, and cultivate students' attention to the problem that musical instruments with different textures and shapes will have different musical changes.

2. Simple dance with three beats, and pay attention to coordination.

Preparation of teaching AIDS: piano, tape recorder and audio tape.

Teaching process:

First, review the last lesson.

1, students review and recite the song French horn together.

2. Students sing and add momentum to show the change of the strength of four or three beats, and pay attention to the obvious contrast.

3. Learn simple dance rhythm and deepen the feeling and experience of four or three beats.

(1) Teachers' complete demonstration.

(2) Teachers decompose the demonstration and students imitate it.

(3) Play the recording of the song "French horn" and let the students do the dance rhythm by themselves.

Second, learn to use the organ or homemade musical instruments to accompany the students who sing.

1, the teacher asked the students to show their percussion music and make a simple evaluation. And stand in groups according to the types of musical instruments (leather, scattered sound, wood, metal and those with tone sandhi and special sound).

2. The teacher asked the whole class to be divided into two parts, expressing two rhythm patterns with their own small musical instruments and cooperating with each other.

(1) 3/4 x ooo | (leather and metal are recommended)

(2)3/4 o x x | (it is recommended to use wooden, scattered and tonal instruments).

According to their pronunciation characteristics, the classification of special sound instruments is decided by the teacher on the spot.

3. After the students have a tacit understanding, they can join the French horn singing.

4. The teacher demonstrates how to accompany the students to sing with the organ or homemade musical instrument (to ensure the safety of the students). And ask students to identify the rhythm of accompaniment as (1)(2).

5. Students learn to play the accompaniment part with the organ or homemade musical instruments (according to the students' ability, the difficulty can be reduced, each person only plays one sound type, or even plays one sound according to the rhythm, but the difficulty lies in mutual cooperation. This method can better cultivate students' attention and cooperation ability.

6. Students are divided into two parts to accompany each other in singing.