Teacher: Teacher Qu.

Activity purpose:

1, children will listen to music, develop interest in songs during listening, develop good listening habits, and initially master songs.

2. Be able to distinguish the different timbres of bells, tambourines, wooden fish and castanets, listen to their different rhythms, play with peers and experience the joy of playing.

3. Children can try to create a 2/4 beat rhythm of choosing X-∣ X-∣.

Activity preparation: four groups of small bells, tambourines, wooden fish, castanets and rhythm tables used by children, and one set of small bells, tambourines, wooden fish, castanets and sand balls used by teachers.

Activity flow:

First, introduce stories to arouse interest.

1, Teacher: Today is the child's birthday. To celebrate his birthday, the teacher brought him a nice song. Then, let the children play some small musical instruments and hold a birthday concert for them. Ok, let's go to the little goat's house later.

Let's sing a song first and practice our little voice. Emphasize singing posture, expression, voice and praise. The children's voices are really nice, so you can go to the concert of Little Goat. )

Second, master songs by reading, listening, guessing small musical instruments and singing along with the melody (cultivate children's good listening habits and ability to distinguish sounds).

Teacher: Then let's rehearse and listen to Who Has the Most Ears, because this song is played by several young musicians with different voices. The stimulation of words makes children want to listen.

1, the teacher sings the first song while tapping the instrument.

Question: What instrument did the children hear singing in the first song?

2. Does the child want to sing with Xiaoling? Listen to the melody, recite the lyrics once, and then let the children sing together to master the first song. )

There are several small musical instruments singing in the second, third and fourth paragraphs. Please close your eyes and listen with your small ears. Guess whose these little musical instruments are? The teacher operates musical instruments in the shelter, asking questions while operating, training children's listening, and tapping tambourines, wooden fish and castanets in turn. Let children feel the joy of listening to musical instruments and become interested in songs.

4. Add these small musical instruments to the song, let the children listen carefully, the teacher let the children answer, and sing the second, third and fourth paragraphs in the form of duets (overcome the monotonous and blunt teaching mode, mobilize the children's enthusiasm by asking and answering questions, and master the song smoothly).

Third, show various rhythm charts (on the basis of listening) to guide children to explore and experience various rhythms in various ways.

Ask questions:

1. How many small instruments were singing in the song just now? Who are they? Listen and inspire the children to say small bells, tambourines, wooden fish and castanets.

2. Do they sing with the same voice?

3. How does Xiaoling sing? What is the rhythm of its singing? (Let the children fully express), lead to the rhythm of Jason Chung's singing (the teacher shows the rhythm chart), let the children freely create body movements with the melody, and guide the children to try to beat the rhythm with their hands. Similarly, ask how tambourine, wooden fish and castanets sing. Draw their singing charts in turn and practice with the melody. Question: Who wants to sing with Xiaoling, Muyu, castanet and tambourine? Say it with your mouth and pat the rhythm of their singing with your hands.

Children just clap their legs and shoulders with the melody. What do you think of the artistic conception of this song? What time is it now?

Fourth, learn to look at the atlas and play in groups.

1. Let the young players take out small musical instruments from under their chairs and look at the blackboard to find their own rhythm (with musical instrument signs).

2, divided into four groups to practice their own rhythm (training children's hands-on operation and listening to songs carefully).

Teacher: What should the children in other groups do when they are playing? See who wants to be a good boy who is polite and listens carefully. (Infiltrating emotional education)

3. Group percussion instruments by duet when singing. Discussion: How can we make the ensemble neat and tidy? Remind children to pay attention to listening, to cooperate with each other, to link duets naturally, and to further penetrate emotional education. Experience the fun of harmonious ensemble.

Fifth, the rhythm of creation and choice.

1, creating a 2/4 beat rhythm.

Teacher: We also have a little guest here who wants to go to the concert. who is it? The teacher plays sand ball, and the children listen and answer.

Teacher: But the little sand ball came empty-handed and didn't have its own rhythm. Can the children help it create some 2/4 beats? Give full play to children's initiative, create a rhythm of 2/4 beats, write the rhythm created by children on the blackboard and practice.

2. Choose the rhythm for the little guests and let the children discuss: Little sand ball likes to sing slow songs (choose a favorite rhythm by comparison method to let the children fully express it). Make a summary and help you choose the rhythm of X-∣ X-∣.

3. Add the rhythm created for the sand ball to the song, and then sing a song for the small sand ball in the form of a duet.

Sixth, the end.

Teacher: It's getting late. The children's birthday concert will begin soon. Shall we go to the children's concert now? Please put the small musical instruments into the box in group order. Let's drive the train and sing to the little goat's house!

(More lesson plans are in: Teacher Qu's lesson plan network)