1. Be familiar with the melody of the song, and try to match the corresponding animal images for green grass, blue sky, river water and Woods and sing.
2. Experience the thrill of replacing lyrics independently.
3. Can sing accurate tunes, articulate, and boldly sing in front of the group.
4. Memorize lyrics and learn songs with the help of atlas.
Activity preparation:
Atlas (green grass, blue sky, river, Woods) Title: We are all good friends. Each group has a small atlas and some pictures of small animals (with double-sided tape on the back).
Activity flow:
First of all, be familiar with the melody and find out the problem.
1. The teacher sings the first four sentences of the song to guide the children to find the problems in the song.
Teacher: "I brought a song to the children today." There are four questions in the song. Listen carefully! " "For whom to leave a piece of green grass, for whom to leave a piece of blue sky, for whom to leave a river, for whom to leave a forest. )
Teacher: "Please tell me what questions you have heard?" The teacher shows the corresponding maps in turn according to the children's answers.
Young 1: Leave a piece of green grass for whom and a piece of blue sky for whom.
Teenager 2: Save a river for whom and a forest for whom.
Comments: Teachers' oratorios can quickly attract children's attention and stimulate children's interest by guiding them to listen to the questions in the songs. The presentation of the atlas can help children understand and remember the lyrics.
2. Be familiar with the melody of the song and try to answer the questions in the song with complete sentences.
Teacher: "You are great. You heard all four questions I sang. We tried to sing together. "
Teacher: "There is a saying that children sing differently from me. Listen carefully. " (Emphasize that the third sentence "river water" has a faster rhythm)
Teacher: "Then who will leave a piece of green grass?" Who will leave a blue sky? Who would leave a river? Who should I leave the forest for? "The teacher guides the children to speak with the words in the song.
Little L: Leave a piece of green grass for the kitten, and the kitten will roll on the grass.
Young man 2: Leave a blue sky for the birds.
Young man 3: Leave a river for small fish who like to swim in the river.
Young man 4: Leave a forest for the elephant.
The teacher concluded: It turns out that we can leave a piece of green grass, blue sky, river water and Woods for so many small animals.
Comments: When children try to sing along with the melody, because the melody of the third sentence is a little fast, it is difficult for children to sing, so the teacher focuses on guiding this sentence to pave the way for the following links. Because small animals are common and children are familiar with them, when asked who to leave a piece of xx to, children can use their own life experiences to say.
Second, match the lyrics and try to sing.
1. Explain the operation requirements and guide the children's groups to cooperate to complete the atlas.
Teacher: "There are some small animals on the table, too. Please think carefully in groups of six children and discuss what kind of small animals to leave a green grass. " Leave a blue sky for which animal and a river for which animal? What kind of small animals leave the forest for? Remember that only one small animal can be posted in each place. "
2. Children discuss the operation, try to look at the atlas and try to sing along with the melody.
Teacher: "After posting, please have a look with your good friends and try to sing your atlas along with the melody." The teacher plays the melody of the song while the child is operating.
Comments: In the first link, we have had the experience of leaving a xx for a small animal, so the child knows what to do during the operation. By letting children and their companions choose four kinds of small animals together, the cooperative ability of children and their companions can be improved.
Third, understand the lyrics and learn to sing.
1. The teacher shows the children the atlas and asks questions.
Teacher: "which one shall we look at first?" Who will choose? " The teacher asked a child to choose.
Teacher: "Who can say why we should leave a piece of green grass, a piece of blue sky, a piece of river water and a piece of forest for XX?" The teacher guides the children to say it in sentence patterns (because ……………………).
Young 1: Because rabbits like to jump around on the grass and leave a piece of green grass for them.
Small 2: Because butterflies like to fly in the sky, we should leave a blue sky for butterflies.
Young 3: Because hippos like to stay in small rivers, they should leave a river for hippos.
Young 4: Because squirrels like to pick fruits on trees, we should leave a forest for them.
Teacher: "Great! Then can you sing the little animals into songs? " The children sing and the teacher guides them.
Comment: Because every small animal provided is common to children, we can give a reason to leave a piece of xx for children. However, due to the limited language expression ability of the children in the middle class, the teacher focuses on guiding the children to say "so leave a piece of xx for Xx", thus helping the children to consolidate the lyrics.
2. Lead out the last two sentences of the song, and the children sing the song completely.
Teacher: "I'm going to sing next. Listen carefully. What's the difference between what I sing and what you sing? " The teacher sang the last two sentences-we are all good friends and the world has become a better place.
Third, understand the lyrics and learn to sing.
1. The teacher shows the children the atlas and asks questions.
Teacher: "which one shall we look at first?" Who will choose? " The teacher asked a child to choose.
Teacher: "Who can say why we should leave a piece of green grass, a piece of blue sky, a piece of river water and a piece of forest for XX?" The teacher guides the children to say it in sentence patterns (because ……………………).
Young 1: Because rabbits like to jump around on the grass and leave a piece of green grass for them.
Small 2: Because butterflies like to fly in the sky, we should leave a blue sky for butterflies.
Young 3: Because hippos like to stay in small rivers, they should leave a river for hippos.
Young 4: Because squirrels like to pick fruits on trees, we should leave a forest for them.
Teacher: "Great! Then can you sing the little animals into songs? " The children sing and the teacher guides them.
Comment: Because every small animal provided is common to children, we can give a reason to leave a piece of xx for children. However, due to the limited language expression ability of the children in the middle class, the teacher focuses on guiding the children to say "so leave a piece of xx for Xx", thus helping the children to consolidate the lyrics.
2. Lead out the last two sentences of the song, and the children sing the song completely.
Teacher: "I'm going to sing next. Listen carefully. What's the difference between what I sing and what you sing? " The teacher sang the last two sentences-we are all good friends and the world has become a better place.
You 1: You sang two more sentences than us.
You sang that we are all good friends and the world has become a better place.
Teacher: "We are all good friends. Do you have any good friends?"? Hug and sing with your good friends (we are all good friends). " The teacher instructed the children to learn to sing these two sentences.
Teacher: "Let's sing this song together."
Teacher: "The name of this song is very nice" We are all good friends ",so are we good friends with small animals? Oh, we are also good friends of small animals, so the world becomes a better place. " The teacher said and showed the title "We are all good friends".
Comments: The previous links are all around four questions. Children are familiar with the four lyrics, and the teacher's complete singing immediately attracted their attention. Because the last two lyrics have no atlas tips, the teacher uses physical movements to guide children to understand and remember the lyrics, and points out that small animals and us humans are also good friends, thus leading to the title of the song.
3. Atlas of other singing forms, trying to sing songs independently.
1) Ask one child to choose an atlas, and all children will sing independently.
Teacher: "Let's look at this picture together. Can you understand? Please try to sing along with the melody. "
2) Let individual children choose another map, and a few children will challenge the map.
Teacher: "Who dares to challenge this work? I want to invite some brave children. Who will try? " If they sing well, let's give them applause. "
Teacher: "We can sing the rest of the atlas in the regional activities, ok?"
Comment: Each group of children's maps is different. The last link is to try to sing other maps, that is, to sing songs indirectly, so as to experience the pleasure of replacing lyrics independently.
Teaching reflection:
1. Play the melody
At the beginning of the activity, when the teacher sang, the melody was faintly displayed. When the children are matching the lyrics, although the children are discussing and communicating, the melody played by the teacher indirectly attracts the attention of the children who are operating, making them willing to try to sing along with the melody after completing the atlas. Finally, after children learn to sing completely, they can also listen to the melody and sing other atlases independently.
2. The magical use of atlas
In the past music teaching activities, the teacher showed the atlas according to the contents of songs and asked the children to "sing" according to the atlas. This activity is to return the atlas to the children, return the songs to the children, let them discuss and communicate by themselves, and sing the lyrics they are interested in with the atlas, so that the children are full of interest in this song.
3. Incremental links
By being familiar with the melody, finding problems-matching the lyrics, trying to understand the lyrics and learning to sing songs, the doubts naturally revolve around "leaving a piece of xx for xX", from finding problems-answering (matching) questions-singing answers, and finally leaving the remaining maps in regional activities, leaving suspense for children to continue exploring.
The whole activity is to leave a xx for xx, and the pictures of small animals in the activity are also familiar to children. By cooperating with peers, matching corresponding animal images for green grass, blue sky, rivers and forests can not only understand the lyrics, but also experience the fun of independently replacing the lyrics, and at the same time improve children's language expression ability and cooperation ability.
Friends (friendship) means that under any conditions, the cognition of both sides is related to a certain extent, regardless of age, gender, region, race, social role and religious belief, which conforms to the psychological cognition of both sides and can help each other when necessary. Friends can be compared to umbrellas and lights in the rain. When the psychological fit between the two sides is deeper, they can be called bosom friends.