"On the Farm" Large Class Teaching Plan 1 Activity Target
1, listen to music, listen to different musical characters, and feel the interesting animal images in music.
2. Experience the change of music plot and try to express your understanding of music with simple performances.
Activities to be prepared
CD player, mother duck and chicken dolls, 1 set of children's finger dolls, curtain table.
Activity process
First, music appreciation "temporary mother on the farm"
1. tell the story "temporary mother on the farm" (hand puppet tells the first half of the story).
Introduction: There are many animal friends living on the farm, and some interesting things often happen between them. Today, I want to tell a story that happened on a farm. Listen, I'm going to start. The hen and her children live on the farm. Their neighbors are mother duck and her children. One day, the hen was going out of town, so she asked mother duck to help her take care of the children. Mother duck enthusiastically agreed. The hen left, and the chickens and ducklings played together. Ducklings swim in the river, and chickens look envious on the shore because chickens can't swim. Then the mother duck came to the pond to teach the children to go home, so the ducklings went ashore and the chickens waddled home. When she got home, Mother Duck found that the number of chickens was wrong and one was missing. So he went back to the pond to look for it. Ah! There is a chicken standing by the pond, because she admires the duckling's swimming skills and learns the duckling's swimming movements! Mother duck called the chicken home loudly, but the chicken didn't want to go back. Mother duck strode forward to take the chicken back. When the chicken saw the mother duck coming, she ran forward quickly. What will happen next? Let's listen to music together.
Teacher: Who can hear? Just now, the teacher said who and who is this song about? Can you hint at who the person in the story is? )
Yang: Mother duck, chicken.
Teacher: Where is Mother Duck's voice in the music? Is that the voice of a chicken? Can you hear me? Let's listen to music. After listening to the music, guess what happened to mother chicken and duck.
The chicken is running and the mother duck is chasing it.
Teacher: Let's listen to the music carefully again. This time I'm going to invite mother chicken and duck to see what happened. (Children listen to the music teacher's puppet performance) After listening to the music, who can hear it? What were the chickens and ducks doing when the music started?
Young: the chicken is running, and the mother duck is chasing after it.
Teacher: Can you learn that the chicken is running and the mother duck is chasing this action? The performance was really good. Did the teacher learn well from you? Are you ready? Where is the chicken? Where is mother duck? But I have a request. Where is the chicken running and where is the mother duck chasing? Please show it boldly with actions. Let the music teacher lead the children to learn the action, and the chicken will stop when it falls into the water.
Teacher: What's wrong with the chicken?
Yang: I fell into the water.
Teacher: What happens when a chicken falls into the water? Next, we continue to listen to music.
Teacher: What happened after the chicken fell into the water?
Yang: Call for help.
Teacher: How does the chicken sound when it calls for help?
Yang: Loudly.
Teacher: Why is it so loud?
Yang: I hope mother duck will treat me.
Teacher: Are chickens always loud when they call for help? Is there any change? Listen and watch. (Music of putting chicken in water)
Teacher: Are chickens always loud when they call for help? Let's listen together. Why does it ring and lower for a while?
Yang: I can't breathe.
The teacher concluded that the concert told us a lot of information. The chicken's voice will get louder and louder for a while, indicating that the chicken can't breathe when it falls into the water. Will it drown? Let's listen together. (Play thank you music)
Teacher: Did the chicken drown?
Young: the chicken will get up when it is caught.
Teacher: What will the chicken say when it is rescued?
Yang: Thank you.
Teacher: Let's listen to how the chicken talks to the mother duck in the music. Listen carefully. (Play the last piece of music) Who will learn the rhythm of the chicken? What does this chicken sound mean?
Teacher: The story is over and the music is over. Is it interesting? Do you want to hear it again? We invited the chicken and the mother duck to play music together. Chicken is ready! Mother duck, are you ready? Are you ready, children? (Play the whole piece of music)
Teacher: How was the performance? Do any children want to perform together?
Teacher: Does anyone else want to go? Before the formal performance, let's practice the mother chicken and duck's movements, shall we? Look what's under your little chairs. Take one for the mother and one for the child. )
Listen to music and perform with the teacher. Do you want to show it to other children? Take our mother chicken and duck to perform outside!
On the farm, lesson plan 2 of the big class combines the theme of "on the farm". In order to improve the counting ability of middle-class children, we try to count the objects arranged in a closed way. Combined with the theme of "on the farm", according to the age characteristics of children, by providing different levels of operating materials, we can accumulate different closed number experiences and create interesting situations to carry out mathematical activities in the situations.
Activity difficulty: learn the number of objects in a closed arrangement.
Activity focus: improve children's counting ability
Activity objectives:
1. In the case of counting ducklings, use the existing empirical counting method and try to use the closed object counting method to improve the counting ability.
2. Experience the happiness of helping mother duck count ducklings.
Activity preparation:
1, several ducklings, (linear arrangement, curved arrangement, closed arrangement).
2. Auxiliary materials: clips, pens, numbers, etc.
Activity flow:
First, ducklings swim in line (value analysis: counting by using existing counting experience)
Situation lead-in: Warm spring came, the water in the river became warmer, and my ducklings lined up to go swimming.
1. Count the ducklings (showing several ducklings arranged in a straight line and a curve) Question: How many ducklings are there?
Conclusion: Well, your method is really clever and fast!
Second, duck baby synchronized swimming (value analysis: try to use the method of counting closed objects to improve the counting ability)
Situation lead-in: My ducklings say they want to do synchronized swimming like athletes.
When they were waiting in line just now, I counted them at once. But as soon as they posed for synchronized swimming, I counted them several times, but I still couldn't count them clearly. what can I do?
1, synchronized swimming is a duck baby
Question: (1) Children, please help me. Is there any way for me to count how many ducklings I have? The children discuss with each other. )
Question: (2) How to calculate? Where did you start counting? Where does the count end?
2. Count the ducklings who have lost their hats
Question: (1) But my duckling was so naughty that she lost her hat. Now the ducklings look exactly the same. How should I count them?
Summary: Your method is really clever. You can remember which duckling to start counting in various ways, and you can know which one to stop counting. This will not be a majority or a minority. Today, thank you for teaching me this skill, thank you children!
3. Children help count ducklings.
Situation introduction: But look, there are so many naughty ducklings posing in the river. They all look exactly alike. I can't even count them. Please help me to use the good method just now!
Request: Mother Duck also provides some tools to help you count. Use it if you need it, or use it or not.
4. Children's communication
Question (1): What kind of ducklings do you count? How do you calculate it? (2) How did you remember meeting the same duck and where did it start?
Summary: Today, you not only helped Mother Duck, but also taught yourself many counting skills. In the future, we can try these methods to count the patterns to be counted in line, so that our counting ability will be greater.
Third, the mother duck thanks the child (value analysis: experience the happiness of helping the mother duck. )
1. Today, Mother Duck wants to thank you, so she wants to invite you to my home. Thanks to you, let's start together!
Activity evaluation
The selection of materials for the activity is very interesting and vivid, and the children like it very much, which is in line with the age characteristics of the children in the middle class. Middle school students' social consciousness is gradually strengthening, so this picture book story has cultivated children's initial sense of responsibility and is of certain value to their development.
The activity goal is clear, each link can be closely linked to the activity goal, and questions and answers can also be carried out around "agreement" and "keeping the agreement", capturing children's information in time and responding in time, effectively achieving the activity goal. For example, if the child says "rabbits can't jump in the car", the teacher asks "why can't rabbits jump in the car?" After the children gave their reasons, the teacher concluded, "Yes, jumping off a car is a very dangerous thing." The teacher's answer summed up the children's answers. For another example, after Grandpa Lion and the animals made an agreement respectively, the teacher summarized these "agreements" in the form of PPT, which further strengthened the children's understanding of the meaning of "agreements". It plays a good role in paving the way for following the "agreement", so that children can feel the serious consequences of animals violating the "agreement" and know the importance of following the "agreement" in follow-up activities.
In the activity, the teacher needs to add the link of "observing pictures carefully" to give children enough time to observe carefully and encourage them to express their ideas more boldly.
The design concept of lesson plan III of On the Farm;
In our life, the sound of beautiful music has been lingering in our ears. Music makes our life better and makes people feel more comfortable. However, with the implementation of the second phase of curriculum reform, we suddenly found that the kindergarten, which was originally full of songs, seemed to be far away from music at once. Maybe teachers and I feel the same way: there is less music content under the theme activities, and I don't know how to grasp the music activities under the theme activities. In practice, I made a bold attempt. What we are doing now is the theme of On the Farm. Animals on the farm are children's interests. How to combine animals with our music activities is a difficult point for our teachers to grasp the activities of children. At this moment, I found the song "Whispering", which is very simple and vivid, giving everyone a small and exquisite feeling. Through appropriate adaptation, this song is more suitable for children's acceptance, and the changeable language rhythm and the singing method of onomatopoeia words at the end of the sentence also pose certain challenges to children. In this activity, children can experience the fun of whispering with their peers by singing and performing. The focus of this activity is to let children create whispering content according to the rhythm of * * * |-| ",and invite their peers to perform together to further experience the fun of whispering with their peers.
From this, my feelings and experiences are as follows:
1. Music activities under the theme background should also pay attention to children's interest hotspots, which will be more interesting if they are carried out in children's accumulated life experience.
2. In the music activities under the theme background, teachers should also grasp some elements of music itself, such as rhythm. But it should not be a serious face, but a vivid, vivid and direct way of experience. Children's movements and expressions are naturally rich, and the rhythm of music is also integrated into them.
So I think children learn through feelings or feelings, and children learn through experience. Only by turning my educational motivation into children's learning motivation and my skills into children's game skills can such education be effective. I hope our teacher can boldly try more music activities under the theme background, so that music can accompany children forever and children can have their own music dreams.
Activity objectives:
1. On the basis of understanding animal habits, create language rhythm for familiar songs.
2. Cooperate with peers to perform and further experience the fun of whispering with peers.
3. Enhance the interest and ability to participate in environmental layout and experience the happiness of success.
4. Further learn to conduct art activities in a balanced manner within the prescribed scope.
Activity preparation:
Multimedia courseware "On the Farm" and music tape "Mother Duck and Little Duck"
Activity flow:
Introduction: The rhythmic Mother Duck and Duckling.
1, Teacher: Duck! (children promise), autumn is crisp! Mother Duck takes you to enjoy autumn scenery and breathe fresh air! (good! )
2, the teacher takes the children to do the rhythm "mother duck with duckling"
3. Speak freely: What are the ducklings doing?
Second, create songs.
1, review the song "Whispers"
Teacher: Look! There are two ducklings, whispering! What are you talking about? I'll tell you in a nice voice.
There are some small animals whispering on the farm? Who are they? Let's guess!
(Play multimedia courseware)
3. Who are they? What are you whispering about? (children speak freely, combined with animal habits, etc. )
4, create language rhythm (children's demonstration, teachers use language rhythm norms)
Example-the child said: the lamb is eating grass; Teacher: Yes, eat tender grass, eat tender grass.
5. Other children learn language rhythm with the teacher.
6. What other small animals are whispering? We also put it into the rhythm.
7. Children's Creation
8. Create songs with music.
9. Teacher: The little animals whispered so much just now. Now let's sing their whispers together, shall we? Now you find a good friend and tell everyone the whispers of small animals. (Children's cooperative performance)
Third, the end: the song "Goodbye Friends"
The animals are tired after playing all day. Let's say goodbye to them! ! !
On the Farm Teaching Plan 4 Teaching Purpose
1. Experience and express the happiness brought by appreciation activities. Let children like listening to music, and initially form a good habit of appreciation.
2. Feel the cute image of frogs from music, and cultivate students' interest in music by playing frogs with different roles, so that students can love nature and know that frogs are our good friends.
3. Be familiar with the melody of music, distinguish the pitch and different dynamics of music, and express the high and low changes of music with sound.
teaching method
Teaching, demonstration, comparison, observation, experience and practice
Teaching analysis
Teaching emphasis: feel the sound level and apply it to songs correctly.
Teaching difficulties: learn to sing the song "Frog Chorus" and perform cooperative singing.
Teaching preparation: multimedia, self-made courseware, electronic organ, hand board, frog pipe and other percussion instruments.
teaching process
first kind
First, review the songs.
1, say hello to teachers and students
2. The rhythmic song "The national flag is really beautiful", while singing and doing actions.
Second, learn new courses.
1, introducing new songs
(1) Listen to the song Our Field, feel the content of the song and ask questions.
Have you heard this song? It tells us where we come from and how beautiful the scenery is there.
Color?
Students, this song tells us that we have come to a beautiful field. In the field, an animal friend is waiting for us. who is it? )
2, guessing riddles
Big eyes, naked skin covered with a green dress, four legs jumping, swimming, singing and croaking. Guess who it is? Answer (Frog)
Step 3 learn new songs
(1) Play the new track "Frog Chorus" for students to enjoy.
(2) Question: There are two frogs singing in the pond, one is an old frog and the other is a little frog. What's the difference between an old frog and a young frog singing? (cheerful and crisp; Light weight, dull)
When does the little frog sing and when does the old frog sing?
(3) With reading "How crisp you sing" and "How deep you sing", these two sentences are easily confused by students.
(4) Summary: The little frog's song is loud, crisp and cheerful; The old frog's song is heavy and dull.
4. Students sing.
(1) Add action to the song: When you hear a little frog, raise your hands above your head to be a frog; When you hear an old frog, put your hand near your knees and be a frog.
(2) Each group sings the little frog and the old frog, and invites several students to join the chorus.
(3) The whole class sings together
5. Summary: When singing, imitate the voices of the little frog and the old frog. When singing in different roles, remember where to sing, what to do with it, and keep the rhythm at all times.
6. Review the song On the Farm
(1) Keep track of the rhythm of the song and the change of attention.
(2) Can imitate the sounds of animals and make actions.
Third, expand
1, frogs like to eat pests. They are our good friends. The clear pond is their beautiful home. However, because people often dump garbage and sewage into the river, the little frog's home becomes dark and smelly. Will one day, the little frog really can't find his home? Children, let's cherish the natural environment and leave a clear pond and a beautiful home for the little frog forever.
2. Let the students continue to sing familiar songs after class, and they can sing in different roles with their parents when they get home.
Second lesson
First, review.
1, say hello to teachers and students
2. Review the frog chorus and ask the students to sing the difference between the voices of the little frog and the old frog.
Second, know the hand board and frog tube
1, please tap it and think about how to make the instrument sound.
2. Show musical instruments and teach students to distinguish timbre and know rhythm.
3. Listen, say and choose
(1) Look at the shape and listen to the sound of the instrument.
(2) What does the instrument sound like?
(3) How to choose hand board and frog tube to express the voice of frog chorus?
4. Listen to music and practice accompanying songs with musical instruments.
(1) Practice with bare hands. Let's beat the time together, and then invite some students to demonstrate on stage, while others sing.
(2) Use musical instruments, use the right methods and play the right rhythm.
Third, learn the level of voice.
1, Question: Have students ever played on the seesaw? How to play? (Introduce the understanding of high and low notes)
2. Feel the volume. There are high notes and low notes in nature. Let the students listen to the sounds of animals and vehicles and distinguish them.
3. Teach students to sing "bass do and treble do"
4. Pop up treble and bass on the piano, teach students to distinguish between treble and bass, and know which is treble do and which is bass do. You can add some rhythms and movements. For example:
(1), the teacher plays one note first, and then other single notes. When the previous note is high, raise your hand, and when it is lower than the previous one, put it down or put your hands on your hips.
(2) Touch your head when you hear the teacher play the high-pitched do, and clap your legs when you play the low-pitched do.
(3) Play the rhythm of "XX X, XX X", clap your hands three times when you hear high notes and clap your legs three times when you hear low notes.
Four. abstract
Students, what other things can you find as "musical instruments" in your life? Think about how to make the small musical instrument you want and bring it back to the class for display.
"On the Farm" big class teaching plan 5 activity intention:
On the Farm is a children's song. The melody is lively and childlike, and the content imitates the cries of three kinds of animals, such as pigs, cows and ducks, which is convenient for memory and learning to sing, and also helps children to create new lyrics for their favorite animals to sing. Feel the lovely image of animals from music and know that animals are good friends of human beings.
Activity objectives:
1, learn to sing and try to imitate songs.
Let's play together and experience the joy of music.
Activity preparation:
All kinds of animal pictures, songs and music.
Activity flow:
First, enjoy the background picture of the farm.
1, where is this? What small animals will live there?
You 1: This is the edge of the field, with a lot of grass.
Young man 2: This is a farm. There are chickens and ducklings, as well as calves and lambs.
2. Take a closer look at who's here? (Show pictures of pigs)
3. How do pigs bark?
Yang: Lulu.
The children collectively imitate the cries and movements of pigs.
Second, appreciate the song (value orientation: understand the lyrics by listening to the song. )
1. There are a group of cute little pigs living on the farm. They sing every day. Listen to how the pig sings.
2. Children like songs.
What song does piggy sing on the farm every day?
Listen again and feel the joy of the song.
Children learn to sing many times.
5. After the pig sings, whose turn is it?
Young: calves and ducklings.
6. How does the calf sing? Where is the duckling?
The calf sang to Cleisthenes, and the duckling croaked.
Third, try to imitate songs and song performances.
1. What kind of animals do you want to hear sing? How will it sing?
Young 1: I want chickens to sing and twitter.
Young man 2: I want to hear the little frog sing, quack, quack.
2. Then get ready, the chicken is coming to sing.
Change the word "pig" in the lyrics to "chicken" and encourage children to add corresponding actions.
3. Practice many times.
Activity expansion:
On the small stage, encourage children to perform songs of different roles.
Activity reflection:
The children gave me a big surprise. Many of their ideas are very creative, and it is also because their creativity has aroused my thinking and made the activity more exciting. Let children express their ideas and cheer for them, which is more conducive to their development. We should learn more from our children, believe in their abilities, give them enough space and learn to cheer for them. Learn the most basic knowledge and skills of music culture in music practice. Design teaching content according to children's actual ability, so that children can really gain something from the activities and effectively implement the timeliness of teaching activities.
The design intention of lesson plan 6 of "On the Farm": After visiting the farm through community activities and learning the song "On the Farm", children are very interested in small animals on the farm, and they can often hear children imitate the sounds and learn the actions of small animals during recess activities. Based on children's interests, we designed a structural game "On the Farm" to provide children with more creative opportunities and satisfy their desire for expression.
Activity objectives:
1. Learn the skills of building sand columns and distinguish the characteristics of dry sand and wet sand.
2. Be able to negotiate with peers and experience the fun of cooperation.
3. Encourage bold construction, layout and creative construction.
Activity preparation:
Tubular building blocks, sand, plasticine, snowflakes, woven building blocks, scissors, glue, etc.
Activity flow:
First, the production of construction drawings to stimulate children's interest
1, Teacher: Children, last time we moved the farm into the classroom. What do you think is more successful? We put a five-pointed star on it. A house on the farm. Pond. Woods. )
The teacher found that you had a little problem when you were building a farm.
(1) When we were building sand columns, the sand easily collapsed because the children didn't master the method. The teacher believes that through your practice, the sand column will be built better this time.
(2) After the fence is connected, it should be placed in a straight line, so as to be stable. After paying attention to these problems, the teacher believes that you will definitely build our farm better in this activity. Let's choose our own building blocks and start.
Second, the construction of children's groups, teachers tour guidance
1. Put forward sufficient requirements for the building.
(1) Before building, you should discuss with your partner how to make a reasonable layout. Take good care of the materials, or you will destroy the fruits of your companions' labor.
(2) Materials should be handled with care, and many materials can't be taken for themselves.
(3) Don't speak loudly during construction, but learn to speak softly.
2. Teacher-child interaction and construction. Praise the structured children in time and help the children in trouble.
Third, appreciate the work, evaluation summary
Teacher: Ah, what a beautiful farm!
1. Children, are you satisfied with the works built today? (Please tell Xue and)
Xue: Today, Bao Chenyu and I made a fence. It always collapses when we do it. Today, when we are finished, we put it in a straight line. Then, the children helped us lift it. Today's fencing was very successful, and I am very satisfied.
Xu Weiyi: When I loaded the sand, I pressed it tightly, then turned it upside down and lifted the bucket gently, so that the sand column wouldn't collapse today.
2. Where do you like? Why?
The farm is so beautiful, let's visit it.
Activity evaluation: The layout of this theme activity is clear at a glance, with bright colors. Children participate in activities, have a strong sense of cooperation, can complete the construction task well, construct a realistic image of the work, have good construction skills, use rich materials and can operate boldly. However, at the end of the activity, children can participate in the evaluation and express their feelings and wishes.