Activity objectives:
1. Discover the role of "order" in memory.
2. Feel the joy of rhythmic activities in the process of tapping body parts according to the rhythm of songs.
Activity flow:
1, the music rhythm is "shoulders, knees and feet".
(1) The teacher leads the children to sing to the rhythm of the music and touch the corresponding parts of the body.
(2) Changing the speed of music, children will sing "Hair, Shoulders, Knees and Feet" at three speeds: slow, medium and fast.
2. Children learn to sing the song "My body can sing".
(1) The teacher demonstrated slapping again.
The teacher hummed songs in the process of slapping, and let the children listen to the songs.
(2) Teachers guide children to recall the contents of slapping body parts.
Teacher: In the song I sang, where did I pat my body?
(3) The teacher demonstrates the flapping action again to guide the children to find out the rules of lyrics arrangement.
(4) Teachers guide children to sing and do actions. The teacher hinted in advance that children's songs were about to begin with a nod.
The teacher tried to sing and do body movements at the same speed as the prelude.
(1) Guide children to sing and act at different piano playing speeds.
(2) Teachers guide children to solve the difficulty of "not keeping up".
Teacher: This time, we should not only sing songs, but also follow the speed of the piano. What should I do if I feel I can't keep up? (The teacher guides them to listen to the prelude and see the hint of the teacher's action)
Teachers and children don't sing some lyrics, but clap their hands to play rhythmic games.
(1) The teacher instructed the children to play rhythm games at a slower speed.
Teacher: This song can be played more interestingly. Let's have a try. When we sing "Shoulder", we refrain from singing, but clap our hands.
(2) Teachers and children try to play rhythm games at normal speed.
Teacher: Our accompaniment music should be faster. Let's see if we can keep up.