"Jingle Bells" is an American song with a smooth tune and upbeat mood. Here is the lesson plan design for the music "Jingle Bells" that I have compiled for you, I hope it will be helpful to you.
"Jingle Bells" Lesson Plan Design Part 1
Teaching Objectives
The children can understand the teacher's instructions in English and do the relevant dance movements according to the music.
The children can learn the trio group dance initially and experience the joy of dancing.
Feel the happy emotion of constantly exchanging partners.
Listening and speaking English in activities.
The Teaching Process
I. Introduce the theme of the activity through the snowflake game
1. Snowflake addition game
2. The colors of the snowflake
The snowflake wants to dance with everyone.
Second, step-by-step preliminary learning group dance
1, feel the rhythm of the music
(1) Listen to the music for the first time.
(2) Free dance in groups of three.
2, inspire children to take the initiative to learn the movements in the group dance
(1) Children watch the group dance performed by three children on the big screen.
(2) Discuss how they dance.
(3) Watch again, paying attention to the part about drilling through the doorway.
(4) Teacher summarizes the dance jumps by singing the English song and the broken down PPT.
1-4 bars; start with the left foot, three steps to the left, three steps to the right, repeat twice.
5 bars; Pulled hands up high. child #3 trots in unison through 1 and 2 raised ? Doorway? Drill the doorway in one bar of music and gradually return to the original position.
In measure 6, Child #2 follows Child #3 through the doorway. doorway?
7 bars: Child #1 still holds her right hand up high and turns around to the right and back.
8 measures; the three pull into a circle.
9-10 measures: all three do running jumps counterclockwise at the same time.
11-12 bars; children clap their hands on the left side of their hands while stomping their left foot eight times each.
Sections 13-16: the same movement as sections 9-10, in the opposite direction.
3, learn the difficult part of the group dance
? Drill the doorway?
The kitten wants to know how to drill through the door.
(1) Two children and the teacher wear the signs 1, 2, 3 demonstration, the teacher's sign is 2.
(2) Three children demonstration.
(3) Children are divided into two groups to wear the number signs to practice drilling the doorway. Half practice and half sing the English song.
(4) Choose the children who dance well to demonstrate again, emphasizing drilling the doorway and spinning.
(5) Children jump once as a group, and the teacher pretends to be Santa Claus to help the children who can't do it yet.
(6) Exchange the number signs and practice again.
4. Dance to slower music
(1) Dance to slower music with the teacher.
(2) Exchange partners to dance completely.
5. Dance to normal speed music
III. End of the game
There's the bell
The children close their eyes and listen to where the bell is. (Front, back, left, right)
Go out and play with the bell.
"Jingle Bells" Lesson Plan Design Part II
Teaching Objectives:
1, skillfully sing "Jingle Bells", the chorus is more harmonious and beautiful.
2, in the group cooperation performance of "Jingle Bells" when confident, with good.
3. Participate in the performance with singing, instrumental music and movement, and feel the pleasure of learning music collectively.
The teaching process:
1, introduction
The previous lesson we have learned a preliminary ensemble singing song "Jingle Bells", this lesson we have to sing, play and perform a combination of music, so that we are free to perform in the ocean of music, free to create, all the timidity, shyness, inferiority complexes swept away.
2, review the song "Jingle Bells"
To become skilled back singing, expressive, choral harmony.
According to the requirements of the textbook to design the intensity of the change, resulting in the sleigh from far and near, from near and far. Teachers can add a prelude to suggest speed and intensity. For example:
3, in small groups for the second section with percussion instruments
Ask students to think, explore: which classroom percussion instruments to choose, with what instrument to the lead performance? The ringing of the bells. The ringing of the bell, how to express the effect of the sleigh fading away, what rhythms are used for each instrument, what are the main rhythmic patterns, etc.
Spotlight on the percussion instruments.
Sampling a few groups, the teacher played the piano (second phrase), students with percussion instruments, teachers and students **** the same evaluation.
4, with classroom instruments to play the second phrase
Technically it is not difficult, the difficulty is the key. The song should be in 1=D, but the harp is difficult to play, the harmonica is not playable, and only the mouth organ is possible. If changed to 1 = F, the harp as long as you learn to b7 with blowing, harmonica still can not, but sing the tune is slightly too high, the last ⅰ may not go up.
The simplest way is to use l = C to play, although the song will be sung in a dull voice, but this is a two-way street, and the students drink while playing and acting its warm atmosphere will make up for the defects of the tone is too low.
5, designed in small groups to perform actions
Some students play the role of pulling a sleigh horse, some play the role of children sitting on a sleigh, they are wearing fairy tale headdresses, and some hands are holding stuffed toys or holding a balloon to design a good horse how to pull the children how to leap and cheer, but also pay attention to the design of the sleigh? Sleigh? The route of the sleigh.
Draw a few groups to perform in public.
Several groups **** with the performance (pay attention to the individual ****************************). The sleds are not allowed to collide with each other. Can not crash)
6, the whole class *** with the participation of activities
Some students sing, some students accompaniment (classroom instruments and percussion instruments), some students perform, set off the climax, but pay attention to prevent students from emotional excitement and make the song shouting, to guide the students to do the emotionally enthusiastic, beautiful song.
Teaching Reflection:
Students actively participate in musical activities, accompanied by percussion instruments is creative.
2, through the song "Jingle Bells" to learn and sing, to develop students' aesthetic ability and singing skills.
3. Learning the song "Jingle Bells" cultivates students' praise for nature and further inspires students to love and sing praises of nature.
Teaching Focus:
Learning to sing the song "Jingle Bells" and accompanying the song with a variety of small instruments.
Teaching Difficulties:
Feel the mood of the song and express it with cheerful and vivid emotions.
Preparation of teaching aids:
Multimedia courseware, piano, small musical instruments (bells, double bells, tambourine, triangle).
Teaching process:
First, the introduction of the part:
Teacher: students, everyone! I'm Mr. Luo, today I'm going to give you a music class, this is my first time to this side of the classroom, and there are so many teachers to our classroom, we are not nervous ah? Teachers are also a little nervous, can we have a little applause to encourage encourage teachers ah!
Students: (applause)
Teacher: Mr. Luo hopes that you can spend this music class with me happily.
Second, the introduction part:
Teacher: The weather in the last few days can be said to be a bright spring, spring breeze, very comfortable! Can we use sound to imitate how the spring breeze blows?
Teacher: Then let's use coherent, smooth sound ? Teacher demonstrates, students sing along.
(1) 3 - - - | 3 - - - |
Wu?Wu?
Board: smaller undulating melodic line
Teacher: Do you remember what the cold wind in winter is like? Let's imitate it with our voices.
We use a strong voice and use the breath in singing with ?Wu?
(1) 3 - - - | 3 - - - |
Wu? Wu?
Board: undulating melodic line. (thick lines)
Teacher: let's sing ?Wu? in a slightly shorter voice.
(2) 3 - | 3 - | 3 - | 3 - | 3 - |
Wu? Wu? Wu?
Board: short undulating melody line.
Teacher: Let's sing it in a short, strong, elastic voice.
(3) 3 3 | 3 3 | 3 3 | 3 3 | 3 3 |
WuWu?
LuLu?
The board: a short, strong, short melody line. Students sing with ?Wu?Lu? (Strong and weak contrast)
Teacher: Then let's sing it with a short, strong and elastic voice, using the breath in singing
(4) 33 33 | 33 33 | 33 33 | 33 33 | 33 33 |
wu?
Teacher: Just now, we imitated the sound of the flowing wind in winter and the rushing wind respectively, and then there came another wind, and it How does it sing?
(5) 33 3 | 33 3 | 33 3 | 33 3 | 33 3 |
wu?
Teacher: Mr. Luo has brought a small gift today, what is it?
Students: bells
Teacher: bells sing with the wind? Jingle bells sing with the wind? Jingle bells, jingle bells Jingle bells bring us a nice song "Jingle Bells". (multimedia courseware to show the subject and play music)
Second, learn to sing songs
1, the first listen, feel the mood of the song.
Ask: How many beats is the song? How is the mood? (two beat, cheerful)
2, listen again, feel the content of the song (classroom music)
ask: where did the bells come from? (sleigh, horse-drawn carriage)
Teacher: It is Santa Claus driving a carriage to give us gifts. This is a Christmas song, is by the American composer Peter. It is a Christmas song written by the American composer, Peter Punt.
Teacher: How many parts can the song be divided into?
Board: structure A + B + A
3, learn to sing the first part of the song
Teachers sing after the students sing
Teacher: Come on, let's shake the whip, let the carriage run a little faster?
Teachers and students together: ? Hey!
4, learn to sing the third part of the song
Join the practice just now, to strengthen the students singing breath support, and finally? Hi! End.
5, learn to sing the second part of the song
(1) Teacher singing.
(2) Students sing along with the piano with the teacher.
(3) Identify the more difficult places to solve.
(4) The teacher sings one line and the students sing one line with the piano.
(5) All sing along with the piano accompaniment.
6, the whole song with the piano accompaniment to sing a complete.
7, with the lesson song music, sing it again.
8, sing along with the lesson song accompaniment once.
3, recognize musical instruments and accompany the song,
1, recognize musical instruments: clanging bells, doubles, tambourines, triangles, and demonstrate how to play.
2. Practice in groups.
3, the overall song performance: a group singing, a group of musical instruments accompaniment.
After one time, the roles of the two groups are exchanged
4. Watch the video of the song and end the lesson
Teacher: Let's all sing karaoke together! (Play the video of the lesson, everyone sings together)
Teacher: Today we have learned this beautiful and happy song, and accompanied by musical instruments, are you happy? (Happy) Mr. Luo is also very happy, I wish you all so happy every day. Let's end today's lesson with this happy music.