Teaching Plan Design of Home on the Pasture 1
Teaching objectives:
1, knowledge and skills: initially learn to sing songs in a beautiful and smooth voice to express your inner admiration for the pasture.
2. Process and method: master weak, Legato, strong and weak, and express the artistic conception and style of the song with singing.
3. Emotional attitude and values: We can feel the humanity of music by learning the song "Home on the Pasture". Home? Is it cute? Home? Through songs, I can feel my attachment to my hometown and yearning for a better life.
Teaching focus:
Sing with a beautiful and smooth voice to express inner admiration for the pasture and improve students' aesthetic ability.
The performance of musical signs such as weak rising, persistent sound, gradual strengthening, gradual weakening and polyphony in singing.
Teaching process:
I. Organizing teaching
1, say hello to teachers and students
2. Practice singing and model singing (process evaluation)
Design intention: The demonstration singing of three consecutive songs and three groups of sounds is selected from the main theme of this song and simplified, so as to make students have a potential familiarity with this song and pave the way for later learning to sing. The evaluation in the process of vocal music practice is mainly to let students learn to listen, sing and change their listening, so that students can feel the intonation in the experience.
Second, listening (introduction)
1. Listening: Han Hong Edition? Hometown? .
2. Discussion: What is the name of this song "Shigatse"? Which area does it belong to? Did you also hear the beautiful scenery of hometown Shigatse sung in the song? Xigaze is in the southwest of Tibet. What does Tibetan mean? A manor with rich soil and water? . )
3. praise your hometown: whenever you mention it? Home? This word will remind people of their loved ones and the good times spent at home. Home? It is the harbor of our life and the support of our life. Feel how happy life is every day in your warm home. Then the teacher wants to ask you, do you love your hometown? Who will boast about our hometown? (Students are free to answer)
4. Listen to the new song: Today, an American kid wants to take us to his hometown as a guest. He introduced his beautiful home to us by singing. Please listen carefully and find out where his home is. What are the beautiful scenery in his home? Let's listen together.
Design intention: Introducing pop songs with the same style as pictures can make students enter the role as soon as possible, associate their hometown with the praise of others, and then praise their hometown, which can attract students' intentional attention emotionally and enter the state of learning to sing songs more quickly.
Third, autonomy (feeling)
1, think about it: How do you feel after watching the video? (Students are free to answer)
Do you know where her home is? (Student answers) The teacher puts forward the topic "Home on the Ranch".
What did she say was there? What a beautiful place! Really charming!
2, do: Next, please listen to the song again, and at the same time pick up the pen in your hand and complete the four steps of preview.
Suddenly. (After listening, show the preview four-step slides, discuss them in groups and mark them. )
3. Talk about it: A representative from each group will talk about the four preparation steps you have completed. Other students can add.
Description. The teacher shows the blackboard step by step with the students' guidance. )
Design intention: Combined with the research in the studio, it mainly shows the degree of students' learning autonomy in this link. Through this learning process, students' musical literacy can be improved, and long-term persistence can improve students' ability to learn music. In this link, the teacher tries to guide students to combine theory with practice, that is, in the process of paying attention to the four steps of students' learning, try to combine singing practice with music theory and feel the experience while talking.
Fourth, cooperation (experience)
1, sing the lyrics with music. Teacher: Is there anything I can't fill in? Is there anything that can't keep up with the music? (Solve the difficulties students encounter in singing)
2, Hegang partner singing. Guide students to find key words? There? )
3. Find the difficulties that students learn to sing and solve them in time (weak bar, gradually strong, gradually weak, strong).
4. Listen to the teacher's song again. Question: Are the emotions in the first paragraph and the second paragraph the same? (Discussion, teacher)
Summary: The first paragraph mainly introduces the beautiful scenery at home. The melody is beautiful and rippling, and the melody is smooth and ups and downs, which poetically depicts the beautiful scene of the pasture. The second melody mainly expresses love for home, which is more beautiful and lyrical. It not only shows the artistic conception of the empty house, but also expresses people's admiration for the ranch house. Finally, the tune of the phrase tends to be stable, which makes people completely immersed in this beautiful home situation and feel and express their love for life is sweet.
Design intention: Always remind students to pay attention to the functions of the musical elements we found in the songs and how to express them with their own voices in the process of singing, all of which serve the feelings to be expressed in the songs. Teachers' demonstration singing is mainly to create an atmosphere, stimulate students' singing desire and remind students to pay attention to emotional sublimation when singing.
Verb (abbreviation of verb) abstract
Good times always pass quickly. Let's say goodbye to you with a beautiful and quiet song and our homesickness!
Teaching Plan Design II of Home on the Pasture
Teaching objectives:
First, sing with a steady, long breath and a soft, accustomed voice to express nostalgia for hometown and yearning for a better life.
Second, learn the meaning of weak festival and its performance effect in music.
Teaching emphases and difficulties:
1. Improve students' aesthetic ability to music and make them love their hometown.
2. Learn from weak links; The duration of a long tone.
3. Fill in the lyrics and connect the words with the sounds. For example, there are children's voices, and there are no children's voices to fill in.
Teaching process:
I. Organizing teaching
Second, talk about introduction
Each of us has a home. Home? It is the harbor of each of us and the support of our lives. It is very happy to live in our warm home, and each of us loves our home.
There is an equally warm family in the American countryside. Let's see (1) where is their home? Where is the beauty of their home?
Watch courseware
Teacher-student communication. Their home is on the grassland. They have buffalo, deer and antelope. Have a happy paradise)
This American child's home is really a happy paradise! Look! They are still singing songs from their hometown in the small yard. Let's study with them! Exhibition theme: home on the pasture
Third, the new award-winning songs
Listen and sing. Let the students feel the songs.
(1) learning tunes
1, observe the tune. Put forward the problems that should be paid attention to in learning (weak bar, connecting line, attaching quarter notes, etc. ).
Explain the incomplete and weak paragraphs: What is the difference between the first paragraph and what we know before? (The first column is incomplete ...) Think about whether such a bar should be weak or strong? Where is the incomplete part? (At the end) Such a segment is called a weak segment.
2. Think about the songs and music that we have sung or listened to in the music class before. Weak, right? Has it started? Give a few examples. (this night wind)
Learn the first part first.
(1) Listen to the piano, draw strokes and learn tunes by yourself.
(2) The teacher focused on counseling.
(3) Listen and sing. The first time: listen to the piano, touch and sing in your heart; The second time: listen to the piano, clap your hands and sing loudly. Cultivate students' habit of listening carefully and promote singing.
(4) Sing it completely.
4. Learn the second part. Learn in the same way.
5. Sing the whole song completely and accurately.
(2) Lyrics teaching
1, the whole class read the lyrics accurately and emotionally. Thinking: How do lyrics express American children's feelings for home? (Infinite love for home)
2. Fill in the lyrics. Requirements: ① The lyrics should be aligned with the sound. (2) Don't forget to tune. Fill in the second paragraph first. Solve Hua Er singing there. Add the first lyric.
3. Sing completely and accurately.
(3) Song processing
1. Enlighten students: What kind of sound do you think should be used to express children's love for their home on the pasture? Can you imagine the beautiful ranch home described in the song while singing? Tell the teacher in your voices, will you?
2. Sing "Home on the Pasture" with the artistic conception depicted in your imaginary song.
3. Create lyrics. The students at the same table collaborated to create a lyric that loved and praised their hometown, which sublimated their feelings.
Attached to the lyrics written by the teacher: My home is in Jincheng, where the scenery is beautiful, there are many places of interest, as well as famous local products and experimental primary schools. They are all our pride. Go home! Jincheng is my home! There are many places of interest here, famous local products and experimental primary schools, which are the pride of our Jincheng.
Fourth, adapt to practice
1, singing the first eight bars very skillfully.
2. Master the characteristics of 4/4 beat or 6/8 beat.
3. Students can freely choose two time signatures for adaptation.
4. Adaptation and presentation: Students try to sing their own adapted works. Encourage students to adapt music.
5. Summary: Adaptation is also a kind of creation, but because the time signature is different, the mood is different.
Verb (abbreviation of verb) course summary
Teaching Plan Design III of Home on the Pasture
Teaching objectives:
Knowledge goal: sing the weak bar well, accurately sing the song score, and initially understand the world music element rap.
Process goal: feel a few songs with different emotions in a comparative way. Sing a good song through solfeggio, and re-create the song with different rhythm and speed.
Emotional goal: let students understand the musical elements of the world and stimulate their interest.
Teaching emphases and difficulties:
Point: Sing a good song.
Difficulty: Re-create songs with different rhythms and speeds.
Teaching process:
First, import:
1. Listen to a foreign song. After listening, let the students say: after listening to this song, here you are.
How do you feel? (Students may answer: relaxed, happy and comfortable)
Yes, this song makes us happy physically and mentally, just like returning to our home. There are such a group of American children whose home is on an endless pasture. Let's go and have a look.
2. Import the song "Home on the Ranch"
Second, listen, (draw the beat)
1, after listening to the characteristics of the song (medium speed, slow rhythm, beautiful artistic conception) and before.
A relatively useful song.
2、
Listen to the teacher's demonstration, read the score and tell how many parts the song is divided into. Each part
trait
Third, learn to sing (draw time)
1, sing music, pay special attention to weak bars, and find music while singing. Name the characteristics of the melody (smooth, like a large pasture)
2. Sing the lyrics. Pay attention to a place where there are many words in the sound.
3, song processing, according to the ups and downs of songs to change the intensity.
4. Complete singing.
Fourth, the second creation of songs.
1, introduce rap. Listen to a rap song.
2. Change this song into a rap song.
(1) Make it clear that the first part says and the second part sings. Said part:
(2) Let the students talk about how to adapt: pay attention to making the place where the rhythm stretches more compact. Long notes have been shortened.
3. Complete singing
Teaching plan of remedial class
Music book 9
Theme: Home on the Ranch
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