(1) Design starting from action

The scope of application of this interview method: the lyrics of the song are simple and repetitive, especially the content of the lyrics directly describes the action process or is relatively action-oriented . However, sometimes this approach has wider applicability. For example, movements can hint at special melody, rhythm or difficult-to-remember lyrics in children's songs.

The most typical feature of this method is "starting from the action" or "action first".

1. The teacher proposes and directly demonstrates one or a set of simple and interesting actions or action games. When the children begin to imitate or play the actions provided by the teacher, the teacher simultaneously sings or plays new songs to accompany the children's activities. For example, "Hair Shoulders Knees and Feet", the original lyrics are: "Hair Shoulders Knees and Feet, Knees and Feet, Knees and Feet, Hair Shoulders Knees and Feet."

(1) The teacher proposes a game method: all children put their hands first Put it gently on the cheek, and when the teacher calls out the name of a certain part of the body, all children must move their hands to cover the part as quickly as possible.

(2) The teacher shouts in a random order, sometimes fast and sometimes slow, to make the children feel nervous and interesting.

(3) The teacher uses the order in the lyrics and gradually speeds up the shouting, so that the children can gradually discover the repetitive patterns.

(4) The teacher uses singing to give instructions so that children can gradually become familiar with the overall image of the song.

2. The teacher proposes some kind of image activity and invites and guides the children to perform with their own created movements. Under the leadership of the teacher, when the children imitate or practice the created set of movements, the teacher simultaneously sings or plays new songs to accompany the children's activities. For example, "Graduation Song", the original lyrics are: The first part: "Time is like a bird, tick-tick-tick running forward. Today we graduated, and we will go to school tomorrow." The second part: "I can't forget the joyful laughter in kindergarten, I can't forget The kind teachings of teachers. "Part 3: "Goodbye, teacher, kindergarten, kindergarten. I will say hello to you when I put on the red scarf."

(1) The teacher invites the children to create. The two body movements respectively represent the ticking movement of the clock's second hand and the movement of the grand sonnerie's pendulum when it strikes the right time. (The former should be small, short and relatively brisk, the latter should be large, long and relatively distant)

(2) The teacher sings the melody of the song. The first and third parts should be sung briskly, and the second part should be sung briskly. Affectionate, and invites children to listen and choose appropriate actions to match their own singing according to the nature of the music.

(3) The teacher guides the children to discover that the melody of the first and third parts of the song is the same and lively, while the melody of the second part is different and affectionate.

(4) The teacher shows the flipchart and leads the children to perform actions while modeling and singing songs.

3. For some songs with relatively difficult lyrics and music, teachers can also be used to directly demonstrate or guide children to create a set of actions or action games that accompany the recitation of lyrics, and use the first activity to learn Lyrics recitation accompanied by actions; then use the second activity to learn to sing songs and play related games. For example, "All Falling Asleep":

(1) The teacher shows the wall chart, guides the children to observe and experience the artistic conception of the lyrics, and then guides the children to observe the wall chart while leading the children to perform actions and recite the lyrics.

(2) Introduce games. In the process of leading children to do actions and reciting lyrics, if the game is like a child who was photographed on the head by the teacher, while reciting and doing the lyrics of "all asleep", he automatically walked to the open space in the middle and squatted down as if he was asleep. . The child who is patted on the head by the teacher after reading all the lyrics becomes a little white cat and learns to play tricks, and all the children immediately get on top; as the little white cat, the children can chase the children who did not get on top in time. (First activity)

(3) The teacher shows the flipchart, guides the children to experience the lyrics and recall the lyrics, and leads the children to review the movements and lyrics. (Classes with piano teachers can use the sound of the piano to accompany the teachers and children's recitation)

(4) The teacher leads the children to practice the actions while filling in the lyrics to the tune and singing.

(Pay attention to the artistic conception when singing)

(5) Introduce games. The teacher asks some children to play the role in the song (which can be expressed with headdresses or movements), and the other group plays the role of "Star Fairy" and uses movements to "ink" when singing the line "Everyone is asleep". When the line "Let's not wake them up" is sung, go down and gently touch the character who has "fallen asleep" before singing, until the last part of the song is sung and the character is asleep. Other game methods are as mentioned above.