Big class teaching plan "Magic Soup"

As a conscientious people's teacher, we should compile teaching plans, which can better organize teaching activities. Let's refer to how the lesson plan is written! The following is a large class lesson plan "Magic Soup" I collected for your reference, hoping to help friends in need.

1 objectives of the magic soup activity of the big class teaching plan

1, feel the cheerful and smooth style of music, and understand the music structure with the atlas.

2. Feel the melody characteristics of music getting stronger and faster, and express the melody changes with body rhythm.

3. Willing to make bold attempts in music activities.

Activities to be prepared

1, material: transparent water bottle (half a bottle of water is equal to the number of children), pigment,

2. Knowledge: children's initial perception of music.

3. Psychological preparation: Have a certain understanding and understanding of magic, and have a strong interest in magic.

Important and difficult

Focus on feeling the cheerful and smooth style of music.

The difficulty is to feel the change of music speed and intensity.

Activity process

1, "In a cabin in the forest, there lived a lovely elf. This elf has a very powerful skill, that is, he likes to make wish magic soup. What's this magical soup for? Not to let us drink, but to help others realize their wishes. " Help children understand magic by asking questions: what is magic? How to make magic soup?

The teacher showed a bottle of water (which can change color), demonstrated magic with the accompaniment of music, and successfully made a colorful magic soup, which made the children feel the magic of magic. Q: How did I do magic? What did you do? Would you like to have a try? )

2. The child tried magic for the first time, without music accompaniment, and simply imitated magic movements. (Question: Why didn't you conjure up magic? Find reasons to lead to music)

3. Children listen to music.

Magic music and magic: please bring a bottle of water (no color) to each child, and the teacher and the children will cooperate with the music performance.

Discussion: Why didn't you make magic soup?

Children listen to music and teachers draw maps. "The magic secret is hidden in the music. Let's listen carefully and find out the secret. " Play music, the teacher draws a map on the blackboard, and the children observe.

5. Observe the atlas, analyze the music structure, and understand the relationship between symbols and magical movements.

Discussion: What are the musical similarities? What does it look like? Who stands for stirring, casting spells and shaking bottles?

6. Enjoy by sections with the help of the atlas. Stir and shake the bottle of music and feel the change of music speed and strength. Solve the problem: the speed of mixing-faster and faster; Speed and strength of shaking the bottle-shake it gently, then shake it quickly and vigorously.

Teachers and children watch the atlas Magic while listening to music.

7. Teachers and children put in magic with the accompaniment of music, and successfully extracted magic soup of various colors, and the children exchanged ideas and appreciated each other.

8. The teacher introduced the name of music: accelerating waltz.

Children will make wishes. "Little wish, let magic help us realize our wish quickly!"

Big class teaching plan "Magic Soup" 2 Activity objectives:

1. Learn about cold and warm colors, explore the secrets of different colors, and feel the fun of color change.

2. Boldly imagine the story of Magic Soup, and try to express it by combining oil pastels with gouache.

3. Enhance the interest and ability to participate in environmental layout and experience the happiness of success.

4. Cultivate children's appreciation ability.

Activity preparation:

Gouache pigment, color mixing box, gouache, water, oil pastel, children's gouache paper;

Many papers are cut into various bottles;

Activity flow:

First, the magic school recruits magic students: (requirements: review cold and warm colors)

1. I am a magician in the magic school. Come to our class today to recruit wizards and learn to make magic soup.

2. Understand cool and warm colors.

Second, the magic school interview.

1. Show warm magic soup.

2. How to make cold or cold magic soup? Individual children try: blue+yellow = green.

3. Who does your magic soup help? How to help?

4. Experience the combination of oil pastel and gouache pigment (oil-water separation).

Third, my magic magic soup (learn to configure magic soup after entering school).

1. What kind of magic soup do you want to help?

2. What kind of magic soup bottle do you choose according to the magic soup you want to configure?

3. Making magic soup (painting requirements)

(1) Stick the magic bottle on a corner of the paper to make it topple, and draw the object or contents of the magic soup with oil pastels in the rest of the blank.

(2) Choose the appropriate color tone and paint it with gouache pigment to create your favorite color feeling and show an ecstatic picture.

Fourth, my magic story.

What interesting story will happen to your magic soup? The children introduce the magic story of the magic soup to each other in pairs.

Activity expansion:

Make the comic book My Magic Story.

Big class teaching plan "Magic Soup" 3 Activity objectives:

1, feel the cheerful and smooth music style, and understand the music structure of Aba by combining the atlas.

2. Feel, use the body to perceive the melody characteristics of the A section of music, which is getting stronger and faster.

3. Imagine with the help of story situations and experience the fun of listening, recognizing and expressing music.

Activity preparation:

Music, Ribbon, Mineral Water Bottle, Gou Xianbi.

Activity flow:

First, the introduction of rhythm.

Second, listen to feelings.

1, listening for the first time, children and teachers exchange their initial feelings.

Teacher: Today, I brought a tune. Let's listen together. How do you feel after listening? (Playing music)

2. Introduce the story situation and share the music association.

Teacher: There is an interesting story in this article. (The teacher tells a story) This elf is really amazing! Do you want to change this magic, too (please observe the teacher's change first)

What did I do when I did magic?

3. Understand the structure of music and describe the atlas.

Teacher: The elf told me that there is a step in the change of this magic soup. This step must not be wrong. If you are wrong, don't change it. Now I will draw this step, so that we won't make mistakes. (Play music, draw a map, and show children how to understand the map)

4. Atlas of following the action performance

Teacher: Now, let's change this magic soup! (Playing music)

Third, experience paragraph a.

Teacher: What did the elf do when he stirred the magic soup? (Play paragraph A to guide children to feel that the phrase becomes stronger and faster) (Distribute bottles)

Lead children to feel the change of melody with body movements. (Play full music)

Fourth, the game "Magic Soup of Elves"

1, according to the music to show the story situation: stir-change-stir (this game is played twice, the first time is a bottle without pigment, and the second time is a bottle with pigment).

2. Adjust the requirements of the game to make it more interesting and play again.

Add crepe paper ribbons and magic bottles to spice things up.

Big class teaching plan "Magic Soup" 4 Activity objectives:

1. Feel the cheerful and smooth music style, and use the atlas to feel and understand the music structure of Aba.

2. Differentiate the musical elements in paragraph B by feeling the increasing and decreasing of paragraph A.

3. Imagine with the help of story situations and experience the fun of listening, distinguishing and interacting.

4. I like to participate in music activities and experience the joy of music games.

5, let children know the name of the song, familiar with the melody and lyrics of the song.

Activity preparation:

Small mineral water bottle, water, pigment in the lid, magic cloth, taken from johann strauss's accelerated waltz 1: 27.

Activity flow:

First, introduce stories, stimulate interest and guide topics.

1, Teacher: In the forest, there is a cabin where an elf lives. She's amazing. She can do magic.

2. Q: What is magic? (Teenager: Magic ...)

What unexpected things will you think of? (Young: delicious and fun ...)

3. Summary: Magic is to change things you can't think of unexpectedly.

Second, the situation runs through, feeling the melody.

1. Commitment: Elves will become magical "magic soup". When making magic soup, you need bottles and cloth. (occlusion)

2. The teacher took out the bottle and the magic cloth and began to do magic mysteriously.

3, play music-while listening to music, while doing magic. (The teacher pretends mysterious body movements and magic with the rhythm of music)

After the music, the water in the water bottle changed color.

Question: What did the teacher do when he did magic?

(Yang: the action of clicking, shaking and letting go of your fingers ...)

Third, draw records and music scores.

1, undertake: the elf put the magical formula in the music, and we tried to write it down.

2. While listening to the music melody completely, draw the score on the blackboard with a marker.

3. sort out the experience and ask: who can understand what this magical secret should do?

(stirring-turn around hard; Follow-up: How many times does a * * * have to be stirred? Three times. When should I stir? )

(hand shaking-who can see the difference between using it? Response: Anyway, it seems that the bottom is a little longer than the bottom.

(Follow-up: There are two small spots. Where is it? The children identified by the music score. Response: light it and don't let the magic escape. )

(? -This is a question mark. Response: I didn't know its use until I went to primary school. )

Children listen to music through picture books. (The teacher leads the children to do actions)

Detail question: how many times do you need to add magic after each stirring? (4 times)

Fourth, motion perception, deep music.

1, the teacher drives the children to listen to music and do actions. (want a bottle)

General requirements: after you take the bottle, put it in front of you and don't touch it, or the magic will escape.

Prop preparation: The bottle cap was not painted this time.

Q: What's wrong? -Yang: No change.

2. Discuss why there is no colored water.

Review of details: stir gently first, then accelerate.

Summary: Different strength, different speed.

Try to listen to the music again and turn it into magic (excerpt to exciting action)

5. Then discuss the shaking action. How many times lighter? How many times heavier?

6. After getting the bottle back, pass the magic to everyone with music. (Close your eyes)

Fifth, show the results and sublimate the activities.

1, Teacher: Please stand in front of a bottle at will and tell the children in a mysterious tone: "A magician can do magic with magic cloth." Please cover the bottle with a cloth.

2. Teachers and children act with the music.

3. The music stops, Teacher: Now is the moment to witness the miracle. Make a wish and your dream will come true.

4. Uncovering the cloth, the children found the change of water color in the bottle.

Extended activities of intransitive verbs:

Teacher: This beautiful music is called "Accelerated Waltz". You can ask mom and dad to search online, or you can enjoy this beautiful music with mom and dad.

Activity reflection:

In reflection, I realize that music education does not rely on reasoning, but on cultivating children's feelings, enlightening their wisdom and cultivating their good personality through their aesthetic feeling of music. My main theme is relatively strong, and I haven't let my children think and discuss boldly, and I haven't achieved my goal in guiding children's music appreciation. When analyzing music, I don't always need to talk to children. At the same time, I also saw the importance of random education strategies and my own shortcomings in guiding children's learning and random education strategies.