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Sing my name, large class lesson plan
As a teacher, it is inevitable to prepare lesson plans, which are teaching blueprints and can effectively improve teaching efficiency. So what issues should we pay attention to when writing lesson plans? The following are the Sing My Name lesson plans for large classes that I have collected for you. You are welcome to learn from and refer to them. I hope it will be helpful to you. Sing My Name Large Class Lesson Plan 1
Activity goals:
1. Perform extended activities with a happy mood and experience the smoothness of the song and the fun of solitaire form.
2. Sing your name with interest and feel proud.
Key points: Master the melody of the song and learn to write lyrics and hum.
Activity preparation:
1. Two task cards (Tommy, Jessica)
2. One name card for each child (stick to chest (before)
Activity process:
1. Familiarize yourself with the melody and lyrics section by section
1. Get familiar with the melody and lyrics of section A
Teacher Show the card (Tommy) and extend the song section A: Question:
(1) What is his name? What do you find most interesting about quarantine? Where is this word hidden in the name?
(2) When Tommy sings, it seems like he is playing a game. What kind of game do you think he is playing?
(The teacher responds with singing to help the children become familiar with the melody)
2. Be familiar with the melody and lyrics of section B
The teacher shows the card (Jessica) And sang the B part of the song and asked:
What is the name of Tommy's sister? How did she introduce it?
(In the process of answering the questions, help the children master the different singing methods of two-character names and three-character names)
3. Identify the differences in the melodies of sections A and B
(Through listening, modeling and singing, master the difficulties in the melody and sing well into pitch)
2. Learn to sing in full and initially learn to sing in succession.
1. Children learn to sing completely.
2. Children sing in different roles.
3. Learn to write lyrics and sing
1. Grasp the key points of lyrics and singing
a. Think about it, how many characters does your name have? How to sing these two words? How to sing these three words?
b. Think about it again, what is the last character of your name?
2. Accompanied by the sound of the piano, the children softly fill in the lyrics and hum.
3. The teacher demonstrates how to write lyrics and sing
4. Ask individual children to write lyrics and sing
5. Ask two children to write lyrics and sing in a pick-up manner
4. Sing your own names proudly
In the form of Solitaire, all the children introduced their names to everyone one by one by singing. Sing My Name Large Class Lesson Plan 2
Teaching objectives:
1. Feelings of pride and pleasure arise in the process of humming one's own name over and over again.
2. Able to sing with happy emotions by changing the speed of the song, experience the change of song rhythm and the fun of group games, experience the smoothness of the song melody and the fun of solitaire form.
Teaching focus: Master the melody of songs and learn to write lyrics and hum.
Teaching preparation:
1. Two character hand puppets (Tommy, Jessica), accompanying music.
2. Each child has a name card (stick it on the chest).
Teaching process:
1. Enter the rhythm of "You Are So Awesome".
1. Listen to the melody and follow the teacher’s rhythm.
2. Interactive game: Introduce your name.
3. Familiarize yourself with the melody and lyrics in sections
1. Be familiar with the melody and lyrics of Section A
(1) The teacher shows the hand puppet (Tommy) and sings Section A of the song, and asks: What is his name? What do you think is the most interesting part of the song? Where is this word hidden in the name?
(2) The teacher sang part A of the song again and asked: When Tommy sings, it seems like he is playing a game. What kind of game do you think he is playing?
2. Familiar with the melody and lyrics of section B
The teacher showed the hand puppet (Jessica) and sang the song in section B, and asked: What is the name of Tommy's sister? How did she introduce it? (In the process of answering the questions, let the children understand the different singing methods of two-character names and three-character names)
3. Distinguish the differences between the melody of sections A and B (by listening and singing, master the difficulties in the melody and sing with good pitch)
4. Learn to sing in full and initially learn to sing in succession
1. Children learn to sing completely.
2. Children sing in roles.
5. Learn to write lyrics and sing
1. Grasp the key points of lyrics and singing
a. Think about it, how many letters does your name have? How to sing these two words? How to sing these three words?
b. Think about it again, what is the last character of your name? (Once again, help children master the different singing methods of two-character names and three-character names)
2. With the accompaniment of the piano, ask the children to fill in the lyrics and hum their own names softly. (Let children try freely and check their own learning status independently)
3. The teacher demonstrated for the children by writing lyrics and singing his own name.
4. Invite some children who can sing (children with two-letter or three-letter names) to come on stage to write lyrics and sing their own names.
5. Invite two (or four) children to fill in the lyrics and sing their own names in the form of a catch-up song
6. Sing their names proudly
All the children sing their names in the form of a catch-up song The names were introduced to everyone one by one through singing.
7. Extension link
Guide children to sing out their favorite animals, objects, etc.
Attached song:
"Take me Sing out the name"
1=C 2/4
2 4 3 2 | 1 5 2 3 | 1 — || 1 1 | 2 4 3 2 | 5 5 | 5 6 3 4 |
Come on, I am Tommy Tommy Mimi Mimi
2 2 | 2 4 3 2 | 1ⅰ 7 6 | 5 4 3 2 | 1 0 | 1 1 | 2 4 3 2 |
Mimi Mimi Mimi Mimi Mimi Mimi Mimi. Come on, I'm Jesse
5 5 | 5 6 3 4 | 2 2 | 2 4 3 2 | 1 5 2 3 | 1 — ||
Kaya kaka ka Kakkakkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkk? Sing My Name Large Class Lesson Plan 3
Teaching objectives:
1. Perform singing activities with a happy mood and experience the smoothness of the song melody and the fun of solitaire form.
2. Sing your name with interest and a sense of pride.
Teaching focus: Master the melody of songs and learn to write lyrics and hum.
Teaching preparation:
1. Two character cards (Tommy, Jessica)
2. Each child has a name card (stick it on the chest)
Teaching process:
1. Familiarize yourself with the melody and lyrics in sections
1. Be familiar with the melody and lyrics of Section A
(1) The teacher shows the card (Tommy) and sings Section A of the song, asking: What is his name? What do you think is the most interesting part of the song? Where is this word hidden in the name?
(Perceive the interest of the song, understand the structure and lyrics of the song)
(2) The teacher sang part A of the song again and asked: When Tommy sings, it feels like he is playing a game , what kind of game do you think he is playing!
(The teacher responds with singing to help the children become familiar with the melody)
2. Familiar with the melody and lyrics of section B
The teacher showed the card (Jessica) and sang the song in section B and asked:
What is the name of Tommy’s sister? How did she introduce it?
(In the process of answering the questions, let the children understand the different singing methods of two-character names and three-character names)
3. Distinguish the differences between the melodies of sections A and B
(By listening and singing, master the difficulties in the melody and sing with good pitch)
2. Learn to sing in full and initially learn to connect Sing
1. Children learn to sing completely.
(Master the melody and learn to sing)
2. Children sing in roles.
(Learn natural and harmonious singing)
3. Learn to write lyrics and sing
1. Grasp the key points of lyrics and singing
a. Think about it, how many characters does your name have? How to sing these two words? How to sing these three words?
b. Think about it again, what is the last character of your name?
(Once again, help children master the different singing methods of two-character names and three-character names)
2. With the accompaniment of the piano, ask the children to fill in the lyrics and hum their own names softly.
(Let children try freely and check their own learning status independently)
3. The teacher demonstrated how to write lyrics and sing his own name
(Not only did he demonstrate for the children, but he also shortened the distance between teachers and children and enhanced their emotions)
4. Invite individual children who can sing (children with two-letter or three-letter names) to come on stage to write lyrics and sing their own names
(Exchange and display not only provide opportunities for children to learn from each other, but also facilitate teachers’ timely understanding Provide timely and focused guidance to children’s learning status)
5. Invite two (or four) children to fill in the lyrics and sing their own names in a pick-up format
(to prepare the ground for the following pick-up singing of their own names)
4. Sing proudly Their own names
All the children introduced their names to everyone one by one in the form of Solitaire singing.
(The children introduced their names one by one in singing, pushing the activity to a climax, which also greatly stimulated the children's passion for singing)
Attached song:
《Sing My Name》
1=C 2/4
2 4 3 2 | 1 5 2 3 | 1 — || 1 1 | 2 4 3 2 | 5 5 | 5 6 3 4 |
Come on, I am Tommy Tommy Mimi Mimi
2 2 | 2 4 3 2 | 1ⅰ 7 6 | 5 4 3 2 | 1 0 | 1 1 | 2 4 3 2 |
Mimi Mimi Mimi Mimi Mimi Mimi Mimi.
Come on, I'm Jesse
5 5 | 5 6 3 4 | 2 2 | 2 4 3 2 | 1 5 2 3 | 1 — ||
Kaya kaka ka Kakkakkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkk.
Reflection
1. Teaching materials are the carrier of activities. We should use teaching materials creatively
Teaching materials are tools used by teachers to teach. We should use them according to different situations. Teaching objects, in specific teaching situations, revise, develop and create teaching materials to make teaching activities full of vitality and produce "spillover effects" that exceed the preset.
For children, introducing their names to others through singing is both fun and challenging. "Sing My Name" has a smooth and lively melody and simple lyrics. It is relatively easy to hum for the first time. However, because this song is a foreign song, the melody is not easy to grasp quickly. The teacher learned and sang it five or six times by himself. Still can't remember it. Furthermore, there are two difficulties in this song: one is "| 11 76 | 54 32 |", the pitch of this sentence is difficult to grasp; the other is that the A and B sections are closely connected, making it difficult for children to sing naturally and smoothly. . In order to solve these two difficulties and allow children to master the melody better and more naturally, we have made modifications to the original teaching materials: (1) Change "| 11 76 |" to "|1i 76 |", because "|1i 76 |" is easier to master the pitch than "|11 76 |" and its melody is beautiful; (2) A small section of "1 0" is added after the end of paragraph A (54 32), so that with time for preparation, the child will Easy to sing.
If the content of the selected teaching materials is properly processed, the teaching materials will be more suitable for the actual abilities and levels of the children. Therefore, the teachers can teach easily and the children can learn easily during the activities.
2. Children are the main body of activities, and we should pay attention to the guidance of children's learning methods
Shifting from "teaching" to "learning" is a new trend in the current kindergarten curriculum reform. Therefore, we must put children's "learning" first and pay attention to how children learn. During teaching, teachers should appropriately design valuable questions based on the teaching content, and infiltrate learning methods one by one and teach them to children.
In the "Sing My Name" activity, we adopted the method of dispersing the difficulties and breaking through them one by one, advancing and deepening step by step. During the activity, children are guided to understand the basic structure of songs, master the melody, and correctly write lyrics and sing through methods of listening, analysis, and comparison. For example, "How did you introduce Tommy (Jessica)?" (Master the different singing methods of two-character names and three-character names); "Which of them sings higher?" (Differentiate the melody and grasp the pitch); "I want to Think about it, how many characters does your name have? How should you sing it with two characters? What is the last character of your name?" (Master the key points of lyrics and singing) and so on. In this way, learning methods are infiltrated into the learning process one by one. Children know "what to learn" and "how to learn", and their learning enthusiasm will be full, and their learning efficiency will be greatly improved. At the same time, if children learn how to learn, they will be able to taste success more quickly and gain a successful experience.
3. The classroom is a place where teachers and children interact. We should maintain effective interaction
To achieve "teacher-student interaction" teaching, we must change the mechanical, dull and lackluster classroom teaching. and fun situations, handle various factors that affect children's initiative, and find ways to guide children to participate in the entire teaching process.
The activity of "Sing My Name" uses information exchanges such as listening comprehension, teacher-child Q&A, model singing, self-introduction between teachers and children, etc. to master the melody of the song and learn to correctly write lyrics and sing to introduce yourself.
Among them, teachers are not only the guides for children's learning - guiding children to master the melody and lyrics and singing methods one by one through listening, comparison and analysis; they are also partners in children's learning - when learning to introduce singing, the teacher first introduces his own Sing out the teacher's name and let the children learn to sing the teacher's name. This not only sets an example for the children, but also shortens the distance between teachers and children, enhances the emotions and behaviors of the interaction between teachers and children, and further stimulates the children to want to The children have the desire to sing their own names. Therefore, the children learn actively and easily during the activity.
In addition, the teaching aids of this activity are also commonly used in daily teaching, namely two character cards and children’s name cards (so that the teacher in the second class can call out and check whether the children have sung their own names correctly. Children in this class Name card can be omitted). This will not only reduce the amount of energy teachers spend on making teaching aids, but also make it easier for everyone to learn and learn from it.
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