Teaching requirements
(1) General requirements of the unit
The main teaching goal of this unit is to tap the existing curriculum resources, learn traditional folk songs and nursery rhymes, and make students understand the traditional music culture that loves the motherland and experience the simple, kind and innocent feelings contained in nursery rhymes. Through the musical practice of singing and performing nursery rhymes, students can express their personal feelings and enjoy the pleasure of beauty.
(2) Specific requirements
1. Understand what nursery rhymes are. Introduce the unique nursery rhymes in China and other countries in the world, and feel the close combination of nursery rhymes with dialects and music.
2. Experience the fun of nursery rhymes through activities such as nursery rhymes rap and playing music games, and accompany nursery rhymes rap with percussion instruments.
3. Say and sing nursery rhymes at different rhythms, speeds and strengths, and improvise with body movements.
4. Organize students to sing nursery rhymes while playing games, and encourage students to write their own nursery rhymes.
Teaching preparation:
1. Snails' pictures or slides, headdresses (Tang Priest, the Monkey King, Pig Eighty percent, Friar Sand, etc. in Journey to the West), rubber bands on small benches, and small flower baskets.
2. percussion instruments: bell, triangle, double-sounding drum, wooden fish, castanets, small tambourines and tambourines. Self-made percussion instruments: wooden boards, glass bottles, bowls, plates, chopsticks, sticks, etc.
3. Audio tapes, tape recorders, and big songs with nursery rhymes written on them.
4. Rhythm Card
teaching material analysis
(I) Writing Intention
This unit consists of the song Buffalo, enjoying the activity classes "Come on Dragonfly", "Weaving Flower Basket", "Little Mouse on the Lamp Stand" and "Clapping Flowers". The main content is written around nursery rhymes.
nursery rhymes refer to children's stories in the form of rhyming poems, which are popular among children, and the forms are relatively short. Both nursery rhymes and nursery rhymes belong to the minor category of folk songs. Nursery rhymes are popular among children. Together with children's songs, they are called children's rhymes. Most of them show children's views and feelings about social life phenomena. They are lively in form, concise in wording and loud in rhythm. Some children write their own songs and some adults draft them.
(2) Key points and difficulties
Let students sing nursery rhymes with natural and friendly songs, and you can join games or simple group dances such as "Flower Basket". Let students feel and understand the joy of singing nursery rhymes. In the activity class of homemade percussion instruments, students can find and knock, develop their imagination and create homemade percussion instruments in multiple channels.
The first class
Teaching content
1. Learn to sing the song Buffalo.
2. Music games.
teaching objectives
1. By learning to sing Buffalo, students can get a preliminary understanding of the origin of nursery rhymes.
2. Enjoy "Come on Dragonfly" and learn the consolidated sixteen-minute rhythm. And further understand the expression of children's innocence and happy mood contained in nursery rhymes.
3. Pay attention to guiding students to master the singing methods of eight-point rest, four-point rest and weak bar.
Teaching process
1. Sing Buffalo
1. Let the students talk about their favorite games. What do they say when playing games? Do you know what game this is? There is a ballad around the snail: snail hugs the cow, first comes out, then comes out.
2. Introduce snails. Take out pictures or slides. Listen to how children in Beijing sing the ballad Buffalo.
3. Introduce the pronunciation with the characteristics of Beijing dialect. Such as: flowers (children), cows (children), heads (children), flowers (children), vines (children), vegetables (children), poles (hao) and lettuce (woju).
4. Listen to the tape and guide the students to say the lyrics in Beijing dialect. You can learn the lyrics with quarter notes naturally.
5. Learn to sing repeatedly, and pay attention to the changes of five phrases and the accuracy of the rest.
6. consolidate.
2. Appreciate the Shandong ballad "Come on, Dragonfly"
1. Introduce what nursery rhymes are.
The Buffalo I just learned is what children say to snails when they are playing. It's like a snail can understand children's language, and it sticks out its horn first and then its head. Now let's listen to what children in Shandong say to Jing Yan.
2. Clap your hands and say the lyrics according to the rhythm. It can take the form of two-part cannon.
3. The voice of saying ballads is getting weaker. Only beat the rhythmic sound.
4. Listen to Dragonfly Come.
Students can learn to sing along with the recording in a low voice. Sing and accompany with percussion instruments. Master the rhythm of the last sixteen minutes naturally. Clap your hands and use percussion instruments.
Essay: Understand the origin of nursery rhymes. Students master the singing methods of eight-point rest, four-point rest and weak bar.
The second class
Teaching content
1. Enjoy the song "Flower Basket"; Music game.
2. Appreciate the folk song "Flower Basket" in Henan.
Teaching objectives
1. Stimulate students' desire to create nursery rhymes through children's traditional games. Dance "Flower Basket" to the music.
2. Appreciate the Henan folk song Flower Basket and feel the lively and cheerful atmosphere in the song.
Teaching process
1. Review the nursery rhyme "Buffalo" learned in the last class and listen to "Dragonfly Come".
2. Appreciate the folk song "Flower Basket" in Henan. Introduce the main idea of the lyrics of Flower Basket, and say the lyrics according to the rhythm. 3. First listen. Feel the joyful atmosphere in the song. Listen again. Sing in a low voice.
4. You can perform in groups. There are Buffalo, Dragonfly Come, and Flower Basket.
grouping can be divided into male students or female students. It can also be grouped in various performance forms. There are dance, percussion and situational performance groups.
5. Let's play a game today. Divide into groups. Group of three, four or six people. Form two small circles. Each person's right leg sticks out and crosses with another person's right leg to form a "flower basket" shape. At the beginning, you can ask other students to support you. Jump and say a ballad: weave, weave, weave a flower basket. There is a child in the flower basket. The child's name is Xiaolan.
6. Encourage students to create their own movements and then perform them. Encourage students to write short nursery rhymes. Let the students understand that the generation of ballads is short children's songs sung (spoken) casually in children's play, which is easy to remember and is a popular song genre for children.
7. Assign homework for the next lesson. Make your own percussion instruments and bring them to class.
Essay: Students can dance "Flower Basket" to music.
The third class
Teaching content
1. Learn to sing "Little Mouse on the Lampstand".
2. Make percussion instruments.
3. Activity "Little Mouse on the Lampstand".
Teaching objectives
1. Develop students' imagination and creativity. Make your own percussion instruments. And according to the length and timbre of the sound, tap by voice.
2. Consolidate the study of 16-point rhythm in singing and reading ballads. Sixteen-point rhythm with quarter notes after review. Train students' ensemble ability.
Teaching process
1. Let students show their percussion instruments. The teacher chooses a cheerful piece of music and the students beat it to the music.
2, the teacher can guide: this kind of tapping is a bit simple and boring. Let's try again with songs or songs that we can speak.
3. Students can review the teacher's guidance of "Tang Priest Riding Drunk" which they have learned since grade one.
4. Divide the long sound group and the short sound group according to the students' percussion instruments. Tap by voice.
5. Teachers can say another ballad: they can say it, stamp their feet and clap their hands.
at last, there is only rhythmic tapping sound.
propose a 16-point beat.
6 "Little mouse on the lampstand"
All the students say the nursery rhyme "Little mouse on the lampstand" together. Say "JiLi Gollum" evenly.
accompanied by percussion instruments.
7. Listen to the tape and learn to sing "Little Mouse on the Lampstand". Accompanied by homemade percussion instruments and action performances.
8. Group several children's songs (eight bars) and perform them together in the form of speaking in turn, playing in turn and ensemble. Such as "Beating Wheat Songs" and "Little Mouse on the Lampstand" and "Dragonfly Come".
9 assign homework for the next lesson. Go home and look for information about ballads and children's songs. You can ask old people and adults, and tapes, books and songs about nursery rhymes can be used.
essay: students make their own percussion music. According to the length and timbre of the sound, tap by voice.
in the fourth class
teaching content
song "slapping flowers" and activity "nursery rhymes".
Teaching objectives
1. Say (sing) children's songs in various ways. When learning "slapping flowers", let students experience another way to say nursery rhymes and sing children's songs. Listen to some foreign nursery rhymes.
2. In the form of nursery rhymes, guide students to actively participate in music activities, experience the close relationship between music and life, and accumulate experience in appreciating music.
teaching process
1. This lesson is the last lesson of this unit. It is suggested that at the beginning of the class, teachers should guide students to perform the nursery rhymes they have learned in previous classes in various forms.
2. Introduce clapping and saying ballads.
Play the recording of "Clapping Flowers" and lead the students to talk and clap, in pairs, face to face. Shoot yourself in the first half, and shoot in the second half.
3. Say the lyrics to the music. Sing and clap. Can inspire students to clap their hands.
4. Enlighten the students to make up the lyrics of "Clapping Flowers" by themselves.
5. Note that the pronunciation of "Yi" in Clapping Flowers is dai.
6. Students compose lyrics with only one sentence per paragraph.
For example, slapping flowers, January 1st, XX XX XX XX
It's winter time to wear cotton-padded clothes
7.
(1) Nursery Rhapsody
allows students to freely combine and discuss, and sing and talk about the nursery rhymes they know. Students in other groups can clap their hands, clap their legs, stamp their feet, or accompany them with percussion instruments.
(2) Teachers should encourage students who actively seek and create nursery rhymes. Protect their every thought.
(3) Teachers guide students to do and play traditional folk children's games again. Perform the songs in this unit in various forms.
(4) Teachers can introduce English nursery rhymes and Japanese nursery rhymes in the reference materials of this unit to students.
(5) inspire students to sum up: nursery rhymes you know. What is nursery rhymes (one of the song genres)? In the future, pay attention to accumulation and observation in life. Music is everywhere and closely linked in life.
guide students to love music and life.