Activity goals:

1. Understand the lyrics and be able to sing the song "Little Rain and Shasha".

2． Ability to express boldly through body movements.

3． Able to sing the tune accurately, enunciate clearly, and be able to sing boldly in front of a group.

4． On the basis of feeling the song, understand the artistic conception of the song.

Key points of the activity:

Understand the lyrics and be able to sing the songs.

Try to use body movements to boldly express the content of the song.

Activity preparation:

Five pictures (seed growth process) Children’s song animation video

Activity method:

Multimedia display method demonstration method Overall singing and performing method

Activity process:

1. Play the video and import.

1. Teacher: Spring is here, and the seed doll, which has been sleeping all winter, finally wakes up. Look, it's coming! (Show picture 1) Is the seed doll happy? Because Seed Doll just watched an interesting cartoon, let's watch it too. (Play video)

2. Question: What kind of sound does the spring rain make when it falls? Who did it bathe?

2. Understand the lyrics, feel the melody and rhythm.

1. Tell a story and understand the lyrics with the help of pictures.

Teacher: When the seed doll saw the willow tree taking a nice bath, it also wanted to ask Xiaoyu to give it a bath. The light rain rustled on the ground (show picture 2) and poured on the round body of the seed. The seed said happily: "Oh, it's so comfortable!" It took two more sips, "The rain is so sweet, oh oh, I want it." Germinate." (Show Picture 3) Under the light rain, the sprouted seeds said, "Oh, I want to be unearthed (Show Picture 4), Ouch, I want to grow up (Show Picture 5)" (Pause. , guide children to understand germination, unearthing, and growing up) Under the drizzle, the seed doll grows up, and it sings and dances happily. Let's listen, what is it singing?

2. Play the children’s song animation and get a preliminary feel for the melody and rhythm.

3. Question: What sound does Xiaoyu make when singing? Who is speaking? What was said? Why do seeds like light rain?

4. Teacher: This song is really nice, and I really want to sing it to everyone. (The teacher sings a song with the piano model once)

5. Encourage children to learn and sing songs along with the sound of the piano.

3. Encourage children to express songs boldly with body movements.

1. Teacher: Is the song "Little Rain and Sand" good to hear? Let's learn how Xiaoyushasha, the seeds speak, and the actions of seeds sprouting, unearthing, and growing up!

2． Name the children to use their body movements to express the light rain and rustling, the seeds talking, sprouting, being unearthed, and growing up.

3． Play the melody and ask all the children to use their body movements to follow the music boldly.

4. Refers to several children with outstanding performance appearing on stage.

Activity extension:

Invite the children to go home in the afternoon to perform and sing "Light Rain Swish" for their parents.

Reflection on the activity:

"Little Rain and Sand" is a music activity in theme four of this textbook. "Little Rain and Sand" is a children's song full of vitality. It uses spring rain as the material, triggering the theme that the growth of seeds is inseparable from rain and dew. The melody of the music is light, lively and smooth. According to the cognitive characteristics of middle class children, I determined the focus of this activity as "understanding lyrics and learning to sing songs", and the difficulty as "boldly expressing songs with body movements". Due to the jump in progress, there are gaps in the connection between the teaching materials. Children in middle classes lack life experience and do not understand the natural common sense that seeds need the moisture of rain and dew to germinate, unearth, and grow up. Therefore, in the process of guiding children to "understand the lyrics", I used five vivid and vivid pictures to intuitively let the children perceive the growth process of seeds through "telling stories", thereby helping them understand the content of the lyrics. Immediately afterwards, I played two childlike song animations, allowing the children to initially perceive the melody and rhythm of the song in a relaxed and wonderful audio-visual environment, stimulating their desire to learn to sing songs. This song is short, concise and full of childlike interest, making it easy for young children to sing and remember. In the activity, I downplayed the teaching part and focused on listening and singing, breaking the pattern of teachers teaching children to sing. I also used encouraging words to inspire children's self-confidence and let them sing boldly. In the final section of "Performing Songs with Body Movements", I gave full play to the children's expressive power, asked them to freely create movements, and boldly stepped forward to show them to everyone, pushing the activity to the climax. But there are also many shortcomings: for example, the teaching design lacks novelty and highlights. A good lesson requires more fresh and different modes of entry, rather than sticking to the rules. Only by breaking the rules and finding your own new path can you promote your own growth. This class of mine was obviously not the case. During the lively singing and composing sessions, the children only learned songs and used simple body movements to express the songs.

As for the natural phenomenon of light rain nourishing seeds to germinate and the seeds growing up happily, there is no emotional experience, let alone singing songs with emotions.