Third, the teaching objectives
1. Through song learning, let students feel the lively and cheerful interest in songs and understand the emotional expression in songs.
2. Cooperate with each other to sing songs, and write their own lyrics to sing according to the characteristics of songs.
3. Through rhythm practice, master the type of dotted rhythm.
Fourth, the focus of teaching
Learning to sing shows the lively and cheerful interest of songs.
Difficulties in teaching verbs (abbreviation of verb)
Master the dotted rhythm.
Sixth, wonderful review
1. Blooming flowers (imported)
Teacher: Hello, students at the scene! Welcome to our "Good Songs Everyone Sing" program. I'm the host, Mr. H. There are four teams present today. They are red, yellow, blue and green. Tell me about it! The song we are going to sing today is related to the riddle I am going to say next. Let's see who can guess the riddle.
A few branches are full of flowers, small leaves and yellow flowers. From a distance, butterflies are flying to welcome the joy of spring!
Health: Winter jasmine.
Teacher: I have a few riddles for you to guess: What flower is covered with thorns? (rose, rose, Rose) Is everyone right? Let's listen to this song To Flowers and how it is described in the song.
Design intention: Introduce this lesson with riddles that students are interested in, so that students can study in a relaxed and lively atmosphere and improve their interest in learning.
2. Beautiful flowers and songs (we sing new songs)
Teacher: To enter our "Beautiful Flowers and Songs" section, first listen to this song, and then tell the teacher how you feel. How do you feel? After listening to the music, can everyone follow the music? (the first time)
Health: Very happy. Open and generous.
Teacher: What four kinds of flowers appear in the song? Let's listen to this song again.
(second time)
Health: water chestnut, impatiens, camellia, rose.
Teacher: OK! Next, enter our "Super Imitation Show" link. Have you all seen the tracker pull the fiber? Do you know what the tracker shouted?
Health: Yes, I know.
Teacher: Let's see which team from the scene imitates the best.
Each team sends a player to imitate the tracker to pull the fiber and sing a shout.
Teacher: Next, let's move on to the next link, "I'll solve the difficulties". I sang To Flowers, which is the song we learned to sing today. In the process of singing, please think about where this song is difficult to sing and see which student can find it first.
Health: "This flower can't deceive me (Yagen)".
Teacher: OK! The difficulty has been found out, but did the students find that a rhythm pattern very similar to the tracker's scream in our Super Imitation Show just appeared in the sentence that we found difficult. We call it point rhythm, and demonstrate the point rhythm X.X and explain its definition.
Student: Let's read the definition of rhythm.
Teacher: Let's practice the rhythm of the difficult phrase just now with the shouts of the tracker. (Show the rhythm and demonstrate)
2/4 x x︱x xx ︱xx︱x-︱
Hey, hey, hey, hey, hey, hey-
Health: Practice rhythm by shouting.
Teacher: Just now, through everyone's efforts, we have broken the most difficult phrase, and then we will enter our "learning, learning and singing" link. I hope each group can do well in this year's study! Let's sing the whole song to the music.
Student: Learn to sing the whole song.
Teacher: Just now, we sang with Fan. The teacher wants to test whether everyone has learned the real skills and can sing along with the accompaniment.
Health: Yes! Sing with the accompaniment.
Teacher: How many times did you sing it? Have you ever paid attention to the strength symbol MF FM MP in the score? What do they mean?
Health: Each group answered MF- medium strong F- strong MP- medium weak.
Teacher: When we sing, let's see which group can notice the change of strength in the song.
Student: Sing with emotion according to the change of strength.
Teacher: Did you find that this song was sung in a very special way? Can someone tell us what this is?
Student: Ask and answer.
Teacher: Well, actually, a group of lovely bees in the garden were attracted by our beautiful songs. Then let the students of the red and yellow teams play the role of bees, and the students of the blue and green teams play the role of butterflies, and sing the music again.
Health: The students of the red and yellow team put on the headdress of the little bee to play the little bee, and the students of the blue and green team put on the headdress of the little butterfly to play the little butterfly. (After the music performance)
Design intention: Set up a variety of teaching situations, arouse students' emotional resonance, start with sensibility, and entertain and educate.
3. Spread the wings of imagination (create a creation and form a series)
Teacher: The students performed well and sang well. But I think there are too few flowers in the song, and other kinds of flowers are a little unhappy because they heard that we didn't sing. Can we invite other kinds of flowers? Next, let's enter the final link "Wings of Imagination" to see which team has the most beautiful lyrics and the most accurate singing skills.
Student: Discuss and write lyrics in groups.
Teacher: "What flowers are like the sun?"
The students sang and answered, "Sunflowers bloom like the sun."
Teacher: Show pictures of all kinds of fresh flowers while playing accompaniment, and go to each team to watch their creations.
Teacher: In order to show the effect of the composition, please perform your own lyrics.
Health: Each team takes turns to perform in front of the stage. The captain leads the questions, all the players sing and answer the questions, and the rest of the students watch.
Teacher: After each team's performance, everyone comments on each other's creations and performances.
Student: Raise your hand to express your opinion.
Design intention: Encourage students to exert their imagination, activate their thinking and show their creativity in the process of participation.
Step 4 summarize after class
Teacher: The flowers are fragrant and beautiful! What did you learn from learning this song "To Flowers" today?
Student: Raise your hand and answer.
Teacher: Everyone knows the knowledge and characteristics of some flowers in nature that we didn't know before. I hope we can do better in the next program.
Seven. case analysis
This class can make the New Music Curriculum Standard fully displayed in the music class. Being able to take music aesthetics as the core and attach importance to music practice is the basic teaching concept of designing this course. The design links of this lesson are interlocking, interlocking and progressive. In the teaching process, students' enthusiasm is aroused by listening, moving, singing and acting, and the process of experiencing, discovering, creating, expressing and enjoying the beauty of music runs through the whole classroom.
When learning songs, through various teaching forms such as duet, the difficulties of songs are successfully solved in a pleasant atmosphere, and students can learn songs easily and naturally.
The classroom atmosphere of this class is very warm, and the students are scrambling to perform in front. And actively think, create lyrics, enrich the content of songs, and understand all kinds of flowers that I didn't know before. In the whole teaching process, I emphasize the role of "students as the main body and teachers as the leading factor", so that students can learn and feel music in a harmonious environment and give full play to their artistic potential.