Vocal version of the fourth grade primary school music first volume courseware

In music teaching, students should feel and learn to sing better. We should not only attach importance to models' singing, learning to sing and song processing, but also attach importance to the role of courseware, which is a bridge to learn new songs and plays a connecting role. The following is the vocal version of the first volume of primary school music courseware, hoping to help teachers.

Lesson 1 Singing the Motherland

Teaching objectives:

1. Understand the creative background and songwriters of the national anthem and singing the motherland, and understand the occasions and related etiquette of using the national anthem in life, so as to arouse national pride in singing and listening activities.

2. Feel the rising scale through the game.

Teaching philosophy:

1. Through a series of activities such as listening to the teacher telling the story of the National Anthem, students' emotional world is subtly infected and edified, which lays the foundation and emotional foundation for learning the National Anthem later. At the same time, it also cultivated students' sincere feelings of loving the national flag and national anthem.

2. Feel the rising scale in the game, so that students can understand the knowledge of rising melody more easily. Teaching procedures and strategies:

I. Organizing teaching

Walk into the classroom with the music of "The National Flag is Beautiful".

Dialogue introduction: Every country has its own national flag. They are all beautiful. Today, the teacher will test how well you know our national flag and national anthem.

1. What is the national flag of China? What is the national anthem of China?

Who can tell the teacher when to raise the national flag and when to play the national anthem? Students speak freely and speak freely.

Second, feel the scale of "rising".

Guide: Students are really smart. For us, the national flag and the national anthem represent the people of the whole country, and the national flag and the national anthem are symbols of our identity. Now the teacher will reward you for playing a game.

1, rules of the game: the teacher draws the steps on the blackboard and shows them next to it (5, 1, 3, 5). The teacher first plays the pitch of each sound in sequence and asks the students to fill in these sounds on the steps according to the pitch.

2. Feel the pitch direction with gestures when singing.

3, the teacher summed up the "rising scale"

Third, listen to brass music "China National Anthem".

Teacher: Very good! Then the national anthem mentioned by everyone just now also has this "rising tone" scale. What sentence are you looking for?

Listen to the tape then answer.

1. The score of the sentence "Get up, get up, get up" sung by students.

2. Think about it: Why do composers have to use the rising tone technique here?

The teacher sang it with increasing strength. What changes have taken place in upward movement? Show signs of getting stronger

4, and sing the rising sentence "get up, get up, get up" to directly feel the artistic conception of the song. The teacher summarized the author's intention of composing music.

5. Teacher: Do you know who is the author of the national anthem? Who wrote the lyrics? Who did this?

Qu?

6. Have you ever sung the songs of people's musician Nie Er? Please give examples and sing a few words.

Four. Brief introduction of National Anthem of the People's Republic of China

1. According to the students' understanding, the teacher briefly introduced the creative background of the national anthem by telling stories.

Teacher: March of the Volunteers's creative background: This song was written in 1935, and it is the theme song of the movie "The Son of the Storm". Nie Er was about to go abroad because of persecution by the enemy before composing this piece of music. He wrote the first draft before going to Japan, and sent the music back soon after he arrived in Japan. As soon as this song was sung in the movie, it had a great influence immediately. It played a great inspiring role in the revolutionary struggle of China people for freedom and liberation.

2. Please listen to the other three forms of the national anthem: solo, chorus and Liu Xiang's version on the podium (watch online).

Teacher: Well, the students have learned the background of the national anthem. Let's listen to different versions of the national anthem and talk about your thoughts when it rings.

Students watch and speak freely.

Verb (abbreviation of verb) abstract

Teacher: Today, every student once again realizes that the national anthem is the symbol of the motherland and the voice of the nation. "Get up! Get up! " This call is not only the clarion call of the predecessors yesterday, but also the marching number for each of our students to shoulder the heavy responsibility of going to the future and building the motherland today. Let's sing and bless our motherland.

It ends with the song "Singing the Motherland".

Teaching objective of "Picking a bunch of flowers": 1. Around the theme of this unit "Motherly love", enhance students' feelings for their mothers and realize that their selfless love is the greatest love in the world.

2. By listening and singing, feel the role of strength marks in songs.

3. Sing in a soft voice.

Teaching emphasis: be able to sing songs with a soft and loving voice.

Teaching difficulty: 1, the practice of marking intensity.

2. Sing weakly.

Teaching aid: music rhythm card multimedia

Teaching process:

With the music "Lu Hua Bing" entered the classroom. 1. Organize teaching: Say hello to teachers and students.

2. Introduction: Teacher (holding out a bunch of flowers) Today, the teacher picked a bunch of flowers with her own hands. Who should I give this bunch of flowers to? I won't tell you, please listen and guess for yourself! (Singing with the teacher) Health Report: For Mom.

Teacher: The students are right. This bunch of flowers is for the great mother. This is a bunch of carnations. It is called "Mother's Flower". Do you know what this means? Health, true feelings, greatness, holiness, love, missing, etc. ) Do students want to send their mother a carnation? Then please win it from the teacher!

Why did you send flowers to your mother? Please listen again and tell the teacher.

3. Listen to the song (beat) and find the answer in the song.

Health report: hard sweat, tears of joy

Display rhythm 01712.1~ 6-

︱02227. 16︱5———︱

Your sweat, your tears of joy,

(1) Rhythmic word reading

② Solfeggio melody

③ Lyrics singing

In the past, Meng Mu chose its neighbors: if you don't study, you will break the machine. Mencius' mother moved three times just to choose a good environment to educate her children. Mencius made no progress in his studies, so his mother resolutely cut off the cloth she knitted day and night and educated him not to give up halfway.

For the sake of our growth, my mother has worked hard for us. When we succeed, our mother's eyes will sparkle with tears of joy. When we fail, mother will accompany us, support us and encourage us. So, class, do you know when Mother's Day is? Do you know your mother's birthday? What did you do for your mother on Mother's Day or her birthday?

It can be seen that the students love their mother very much, so let's praise our mother with songs!

4. Show songs and learn songs.

(1) Listen to Fan Singer pointing to a music movie.

The teacher plays and sings, and the students refer to the musical.

(2) Read the lyrics and applaud the teachers and students.

Grab the picture and read it.

(3) Melody demonstration by teachers and students (single melody)

Holy ink singing

(4) The lyricist sings with the students (melody and simple accompaniment)

Teacher-student duet (emotionally)

Original song (sing it at least twice until you know you can sing it correctly)

Join the percussion instrument and sing it again at the speed of 4/4 beat.

(5) Song Processing Students, we already know how to sing songs, but how can we make songs more beautiful? Can you sing the love of our mother better? Let's study it together. Then we can use intensity markers to help us express the mood of the song.

Health report

Teacher: The students' ideas are really good. Let's have a try. What is the effect of singing like this? Please take out the flowers for your mother.

(Singing again with emotion)

(6) Expand the song "Mom, I am not afraid of the dark"

May is a mother's holiday, but on May 12, 2008, an earthquake of magnitude 8 occurred in Wenchuan, Sichuan. There is such a story that a mobile phone mother is saving the scene. Rescuers found a woman crushed to death by a collapsed house in the rubble. She knelt on her knees, her whole upper body crawled forward, her hands clenched.

The ground supports the body, and the body is deformed by pressure. Her child lay under her body. Because the mother's body protected her, the child was not hurt. He was still sleeping quietly when she was taken out. When the accompanying doctor was preparing for the examination, she found a mobile phone stuffed in the child's quilt. On the screen, there is a written message "Dear Baby, if you can live, you must remember that I love you".

summary

Please send your flowers to your mother and say to her loudly, "Mom, I love you". Tell mom that we are grown up and sensible. Let's sing this song for mom again, and then leave the classroom singing.

Lesson 2 Beautiful scenery of hometown

Yangliuqing's teaching goal: 1. By studying Jiangsu folk song Yangliuqing, students can feel euphemistic, fresh and fluent Jiangnan folk song style.

2. Sing "Yangliuqing" in a lively voice, and try to sing in Jiangsu dialect. You can sing with a natural and beautiful voice, and you can sing the charm of Jiangsu folk songs.

Teaching focus:

Sing songs with a lively and humorous voice and feel the local characteristics of Yangzhou folk songs.

Teaching difficulties:

Stress rhythm, the first eight and the last sixteen rhythms, and singing of one word and multiple tones.

Teaching material analysis:

"Yangliuqing" is one of the most representative folk songs in Yangzhou, Jiangsu Province. It has five tunes and the whole song is lively and interesting. Liner words occupy a very important position in songs and are an important means to expand phrases. When teaching singing, let students feel the characteristics of Yangzhou folk songs.

Teaching process:

First, import

1, the teacher plays jasmine and Yangzhou paintings; Students, today we will walk into an ancient and beautiful building; 2. Read nursery rhymes; -I just played the Jiangsu folk song Jasmine, in the picture; The second is the teaching of new songs; 1, experience the emotion when singing; Yangzhou has not only delicious food and beautiful scenery, but also beautiful folk songs. -What kind of voice should be used when singing "Yangliuqing"; (tenderness, tenderness); 2. Learn the melody of the song; -let's hum the melody in a gentle voice;

1. The teacher plays jasmine and Yangzhou paintings.

Students, in today's class, we will walk into an ancient and beautiful city. Let's find the answer in music and pictures together.

Step 2 read nursery rhymes

Jiangsu folk song Jasmine has just been played. The city in the picture is also the birthplace of Jasmine-Yangzhou. Since ancient times, the beauty of Yangzhou has been praised by many literati. For me, Yangzhou is my second hometown, because my university spent four years there, so I am particularly willing to introduce this beautiful city to my classmates, so that we can know it through a nursery rhyme.

Second, the teaching of new songs

1, experience the emotion when singing.

Yangzhou not only has delicious food and beautiful scenery, but also beautiful folk songs, which are reflected in the dialects they speak. Do you know what Yangzhou people call dad? Their names are Diadia. They say going home is like going back to the horn. What happened? Are people in Yangzhou very gentle and awkward?

-What kind of voice should we sing "Yangliuqing"?

(gentle)

2. Learn the melody of this song

-Let's hum the melody in a gentle voice.

3. Learn the lining words

Yangzhou people not only have beautiful voices, but also sing beautiful songs.

(1), learn the phrases with the rhythm of the first eight and the last sixteen.

(2) Learn some rhythmic phrases.

(3) Practice completely and deal with breathing when singing.

(4) The teacher-student interface sings the lining words.

(5), the emotional treatment when singing the words:

Although these words have no practical meaning, they set off the atmosphere of the song well. What kind of voice and emotion should I use when singing?

(weak, gentle, naughty)

（6）

4. Learning notional words

(1), learn more than one word.

There are many beautiful bridges in Yangzhou, such as Wu Ting Bridge and 24 Bridges on Slender West Lake. There are also many bridges hidden in the music we study. Did you find them?

(Connected)

② Learning lyrics

-Read according to the rhythm.

-Add melody and sing.

(3) Handling of emotions when singing.

-When singing, the interlayer is light.

(4) Complete and emotional singing

5. rhythm

-This song is a folk song hummed by Yangzhou people during their labor, formed and widely circulated in their productive labor. Then, please think about it. What's it like to sing while working? Look at the time signature.

(2/4 beat)

-What is the law of its strength?

(strength)

Pay attention to the rhythm: add the rhythm of hoeing, sowing, fertilizing and harvesting.

Third, expansion.

-The students really work hard. Let's express this enthusiasm with songs. Before singing, we will shout several labor trumpets to cheer ourselves up.

Four. abstract

The students sing really well! Today, we not only learned to sing the song Yangliuqing, but also enjoyed the beautiful scenery of Yangzhou. May our national music grow as beautiful as jasmine and remain in people's hearts forever. I hope the students have the opportunity to go to Yangzhou to have a look in person!

The teaching goal of Yanhu;

1, get a preliminary understanding of Mongolian customs and folk song tone style, and inspire our praise and love for our hometown.

2. Learn simple Mongolian dance and sing "Wild Goose Lake" emotionally.

3. Adapting and composing songs and singing at different speeds, intensities and beats.

Teaching focus:

1. Learn songs through repeated listening and self-study, and inspire students to sing with emotion.

2. Master the characteristic movements of Mongolian dance and teach with different speed, intensity and beat;

Accurately grasp the rhythm of "aha"

Teaching process:

1, play the music "Milking Dance"

Teachers and students performed a "milking dance" along with the music.

2. Teacher: Students! Do you remember what we just performed? Yes! It is the Mongolian dance "Milking Dance" that we learned in the first grade. Just now, some students forgot! Can we do it again? Come with the teacher!

3. Perform "Milking Dance" with music again.

4. Teacher: Next, the teacher will give you another dance. Would you please enjoy the teacher's performance? Play the music of Wild Goose Lake, and the teacher will perform.

5. Teacher: Students! Can you see what dance the teacher just performed? Yes! This is also a Mongolian dance. What are the similarities and differences between this dance and the previous milking dance?

Student communication: Say that speed, rhythm and melody are the elements of music. Changing one of them will make the music feel completely different.

Play the music again and let the students learn the movements after the teacher.

6. Teacher: Just now we learned some movements of Mongolian dance. What do you know about Mongolia? Tell me!

Student exchange

7. Teacher: Next, let's walk into the vast prairie and sing and dance with the Mongolian people who can sing and dance well! Play courseware "Wild Goose Lake"

Teacher: What pictures left a deep impression on you just now?

Student exchange

8. Teacher: Mongolian people are hospitable. They welcomed us and sang "Wild Goose Lake" for us. Wild goose lake is close to Tanggula mountain, where water plants are abundant and many rare birds live here. Wild geese also settled there. Let's listen quietly to what is sung in the song.

Play the song again: don't show the lyrics, let the students listen carefully, then talk about the content of the song, and then the teacher will show the lyrics.

9. Teacher: This is a short song, but there are some difficulties, but I believe the students can solve it. Let's learn together!

10, Listen: Find out what is difficult to sing.

Aha-ho and syncopation are difficult points, so we should draw a command chart to practice and sing the beat accurately! After solving the difficulties, sing completely.

1 1, Teacher: The Mongolian people are heroic, and the melody of Mongolian songs is also ups and downs. Let's take a look at the melody of this song and see where the span is bigger!

Try to sing these voices

Try to sing the whole score together.

12, fill in the lyrics and sing.

The teacher gave guidance on the part that was not sung accurately.

13, Teacher: When we stand on the endless prairie and look at these beautiful scenery, what do you feel in your heart and what kind of emotions will you use to sing this song!

Play the courseware: while watching the pictures in the courseware, sing songs emotionally.

14, Teacher: Just now we said that speed, rhythm and melody are the elements of music. Changing one of them will make the music feel completely different. The tune of Yan Lake is melodious and beautiful! Then can we create something to make it feel different?

Students exchange and discuss.

15. Show the results and execute them.

Such as: speed up and turn songs into cheerful emotions.

Teacher: I am in a good mood. What Mongolian dance moves can we use to express it? Whipping and riding, etc. )

16 evaluation and summary