Teacher Qu's Small Class Music Lesson Plan "Vegetable Soup"

Objectives:

　　1. Through language recitation, perceive the rhythmic pattern of quarter notes, eighth notes, and sixteenth notes, and can change and combine rhythmic patterns.

　　2. The initial perception of the rest can change the position of the rest under a stable beat.

Key difficulties of the activity:

　　Emphasis: The rhythmic pattern of the fourth, eighth, sixteenth and rest notes can be correctly expressed in language or action.

　　Difficulty: Can make rhythmic changes and chanting by placing pictures independently.

Preparation for the event:

　　Can sing "Picking Vegetable Song" Vegetable Pictures: Greens, Carrots, Two Mushrooms, Onions Tips For Hands and Feet 4 Pot Pictures

Activity process:

　　(1) Song performance import activities

　　1. Children, what vegetables do you usually like to eat? (Toddler answers) Yes, vegetables are rich in nutrients, all kinds of vegetables are eaten, the body will be great!

　　2. Will the teacher take you to the vegetable garden to pick some fresh vegetables to make a delicious vegetable soup? (Toddler Answer) (.Lesson plan from: Teacher Qu teaches. CaseNet)

　　3. Teachers and students perform and sing "Picking Songs"

　　(2) Perceptually learn the rhythmic patterns of quarter, eighth, and sixteenth notes

　　1. Ah! Fresh vegetables picked back, see what's going on? The teachers show pictures of vegetables one by one. Focus on asking a few mushrooms (two)

　　2, I want to put these vegetables into the same pot, and start to make vegetable soup. My vegetable soup is a magic vegetable soup, and you can cook it after a few spells, do you want to hear me chant the mantra?

　　3. The teacher presses the | after foreshadowing the action X X|XX X|XX XX| X-| rhythmic rhythmic chanting of greens, carrots, two mushrooms, and green onions.

　　4. Would you like to help me chant magic spells together?

　　5. The secret of chanting magic spells: to correctly pronounce the name of vegetables according to the order in which vegetables are arranged.

　　(3) Add body movements to the rhythm

　　1. How about I come to taste the soup? (The teacher does the action of tasting) Ah, strange, how there is no taste at all! (Toddler thinking) It turns out that you can't just chant a spell, but also add magical actions to make the soup delicious and delicious.

　　2. The teacher adds claps and leg claps to the foreshadowing movements while reading and reading rhythmically after the indicated movements.

　　3. What actions did I do when I chanted the magic spell just now? (Toddler raises his hand to answer)

　　4. Which vegetable is clapped? How many shots? (Toddler answers) Which vegetable is patted on the leg when reading? Took a picture and wrote it down?

　　5. According to the child's answer, the teacher pastes the corresponding hand and foot diagram below the picture.

　　(4) Combine exercises for rhythm changes

　　1, we double the vegetables in the pot, so that it cooks faster and more flavorful.

　　2. The teacher randomly changes the order of vegetable pictures. The order of vegetables has changed, how to pronounce the new magic spell?

　　3. Constantly change the order of pictures, and children explore the rhythm type after the correct recitation and transformation, and add the action of clapping hands and legs.

　　(5) Perceive and practice rest marks, and learn to stabilize the inner beat with movements

　　1, the aroma of vegetable soup brought a hungry kitten to the table, it stole the dishes in the pot. (The teacher randomly reversed a picture) What dish did it steal?

　　2. The teacher demonstrates the treatment of disappearing pictures. Rest character O

　　3. What should I do if the carrot is gone? | X X|OO O| XX XX|O—|

　　4, do the treatment in turn, and finally all the vegetables are gone.

　　(6) Cooperate in groups and practice by changing the rhythm autonomously

　　1. Do children want to make their own vegetable soup?

　　2. Divide the children into 4 groups, each group of 4 children, each group will be given a picture of a pot, 4 pictures of vegetables (green vegetables, carrots, two mushrooms, green onions)

　　3, put forward requirements: a each child to choose a vegetable, and then discuss with each other how to queue up 4 vegetables, b everyone looks at the picture together rhythmical chanting mantra plus action.

　　4. Young children operate, teachers tour to guide and evaluate.

　　(VII) End of the event:

　　Children, let's go find the kitten who stole the vegetables.

Reflections on the event:

　　1. Are the activities you design suitable for children?

　　A: Suitable, this activity mainly wants to stimulate children's love for vegetables through music, pictures and games, and encourage children to eat more vegetables in their eating habits and not be picky.

　　2. How many children are not actively involved, why?

　　A: There are two children who are not actively involved. The reason is that individual children are not interested in music, rhythm, etc., coupled with a more introverted personality, can not achieve the purpose of motivation.