1. On the basis of being familiar with tunes, try to play music with homemade instruments.

2. Train children's sense of rhythm and cultivate their spirit of trying.

Activities to be prepared

A set of self-made percussion instruments (two chopsticks for each person, each tied with three chopsticks, a bell made of a teacup, a sprite bottle and a tinkle made of a can), a rhythm chart of "Polka for clarinet" music, and a big white paper with three rhythms written on it.

Activity process

First, children listen to music and enter the classroom.

Children listen to music collectively, dance into the classroom, sit in their seats and clap their hands together until the music is over.

Second, review the lessons you have learned.

Show the cards rhythmically and let the children practice the beat with their bare hands.

(Rhythm allows children to use their brains, which can be read out by ancient poems such as Poem of Quiet Night and Compassion for Farmers.)

Third, the new lesson-percussion "Rooting Words"

1. Teacher: The rhythm of the children is really good! Next, please listen to a piece of music (play the music of Rooted Flowers).

Question: Is this music good? (nice)

What's the name of this music? (Pulling out the flowers in Chai Lu)

Teacher: Now, please listen to the music again. What is the rhythm of this music? How does that sound? Play the music of "uprooting flowers" and let the children do actions freely while listening to the music.

Question: What is the rhythm of this music? (2/4 beat)

What does this music sound like? (lively and happy, as lively and comfortable as Chinese New Year ...)

2. Teacher: Today, the teacher taught the children to play this song. First, please listen to the first part of this piece of music. (Play the first part of the music)

Question: Which child can beat the rhythm of this piece of music? (Let individual children practice the beat rhythm ×××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××× Play the first part of the music for the children to practice.

Teacher: Go on listening to the second part of the music. What rhythm do we play? (Play the second part of the music) After listening to the music, let the children shoot the rhythm of XXX, that is, the rhythm of XXX.

Teacher: Let's listen to the third part of the music? What kind of rhythm do you listen to? (Play the third part of the music) After listening to the music, let the children play the rhythm of ×× Part III.

Teacher: The rhythm of the children is really good! The teacher wrote down the three rhythms you beat on paper. Now, please pick up the chopsticks that we like to knock and play with the music. Play the music of "uprooting flowers" and show pictures-the teacher guides children to watch three kinds of rhythmic performances)

Teacher: It's really good. Let's see what it is. Show the teacups, homemade bells and rattles, and ask the children to name the homemade instruments.

Teacher: By the way, these are our own rattles and bells. This is a small teacup that we often use. Today we play this song with our own small musical instrument, and the children play the first song with bells, bells and small cups.

Teacher: Let's play the second song in groups. First, we play the first part of the music with clarinet, the second part with teacups, the third part with bells, and the last two bars are played together.

Teacher: We have learned to play in ensemble and in groups. Now let's play this piece in its entirety. The first piece of music is ensemble, the second piece is group performance, the first part is played on clarinet, the second part is played on teacups, the third part is played on bells, and the last two bars of the second piece of music are ensemble.

Let the children practice playing twice.

Fourth, dance "clarinet polka". Let children try to express the strength and speed of music rhythm with body movements.

Teacher: Let's dance to the music! Please learn how these beautiful flowers and branches dance in music with their own movements. You can do the same action in the same place with music, and you can do different actions in different places with music. Finally, the teacher walked out of the classroom with the children accompanied by cheerful music. )