1. Different actions will be made according to the change of phrases, and the initial performance will be divided and ensemble.

2. Feel the love for small animals in the game.

3. Feel the atmosphere of melody and the fun of participating in collective music activities with your companions.

4. Cultivate children's sense of music rhythm and develop children's expressive force.

5. Be willing to participate in music activities and experience the happiness in music activities.

activity preparation:

1. Three kinds of percussion music (small bell, round dance board, tambourine) are given to each person

2. The rhythm of the happy duckling

3. ppt, activity music activity process:

1. The rhythm of "Happy Duckling" Teacher: Baby duckling, let's go for a walk together (music starts! (Musical baby) Let's play a game with musical baby. I'll ask a little conductor (the little conductor starts listening to the music) (the teacher plays 1531 after the end)

Third, review the song "Two Birds". Teacher: Twitter, Twitter ... Two birds have come to play games with us. Shall we introduce these two lovely birds with nice words? Teacher: Oh, it's really nice. This time, let's introduce singing with a nice voice. What is a nice voice? (Not very loud or light, with a round mouth, etc.)

Children sing.

4. Appreciate and feel the music

1. Feel the music initially. Musician: Oh, it's really beautiful. The bird brought us a beautiful song. What do you feel when you hear this song? What do you think in your heart? (Very cheerful, happy, want to clap your hands)

2. Feel the musician again: We all feel very happy and happy when we hear this music. This time, we patted this music with our little hands. Do you think this music has told us a few words? (Music starts)

3. Understand the phrase in the game Teacher: You clapped your hands, and now I'm going to do some actions, but I'm going to ask you to help me. Count them out loud and see how many actions I did.

The teacher started to do actions (bounce the ball, jump rope, punch and shoot) Q: How many actions did I do? What was the first action, what was the second action, the third and the fourth? Oh, how did I change just now? When did I change (I changed my action at the beginning of a sentence, not a sentence)? I just changed it. Now it's your turn to change, okay? I believe that you must become better than me. You change this time, and I'll count it for you. Remember that one sentence can only change one action. (Note: the teacher says change in advance before the children change their movements.) Teacher: Oh, that's great. It's really a change from one word to another. Let's try it with small animals again. I'll be a small animal. Can you accompany me? Then what will be used to accompany it? When I make a small animal, you will accompany me in a way. When I become a small animal, you will also change an action.

4. Feel the phrase further

(1) Watch the racket to feel the rhythm of music

Teacher: Oh, what is this? Let me pat it.

(the first one: x x x) This is the first one, and there is the second one. Let's hear the difference between the two. Is (the second) the same? (The first one is as fast as a click, and the second one is fast and slow, so how can I be fast? Let's try it together.) < P > Teacher: OK, now we can play the game of I clap the ball and you clap your hands. Let's start.

2. Beat the drums to feel the rhythm

Teacher: Oh, great, this game is played well. Let's see what it is. (Drum)

Listen, what's the difference between the sound on the drum surface and the sound on the drum side? (The sound at the edge of the drum is high and thin)

Let's clap your hands and stamp your feet to hear if the sound is the same? (Different) How different?

OK, then let's play a game where I play the drum and you accompany me. Be sure to see clearly where I play. The drum surface is ... and the drum edge is ... OK, the game is started.

5. Children play (show ppt, show all the animals)

Teacher: Let's see what's on the road. Who's here? What are the voices of these small animals? What kind of small musical instrument do you think is the most like the sound of a kitten, a puppy or a frog? Oh, let's ask if these little animals are like what we said (showing the musical instrument atlas). Oh, really.

teacher: shall we sing their voices with small musical instruments? Then who will be the little frog, the puppy and the kitten? I asked the digital baby to help me. Who knows what the digital baby means by standing like this? Ok, let's try it together. (Children's operation) This time, our digital baby has changed places again. Shall we change our musical instrument baby right away? (children's operation)

VI. Activity extension: