Teaching requirements

(1) General requirements of the unit

The main teaching objectives of this unit are to explore existing course resources and learn traditional and popular Songs and nursery rhymes enable students to understand the traditional music culture of loving the motherland and experience the simple, kind and innocent emotions contained in nursery rhymes. Through musical practice activities of singing and performing nursery rhymes, students can express their personal emotions and enjoy the joy of beauty.

(2) Specific requirements

1. Understand what nursery rhymes are. Introduce the unique nursery rhymes of my country and other countries around the world, and experience the close integration of nursery rhymes with dialects and music.

2. Through activities such as nursery rhyme rapping and playing music games, experience the fun contained in nursery rhymes, and use percussion instruments to accompany the nursery rhymes and rapping.

3. Speak and sing nursery rhymes according to different rhythms, speeds, and intensity, and improvise with body movements.

4. Organize students to sing nursery rhymes while playing games, and encourage students to make up their own nursery rhymes.

Teaching preparation:

1. Pictures or slides of snails, headdresses (Tang Monk, Sun Wukong, Zhu Bacheng, Monk Sha, etc. in Journey to the West), small rubber bands on the bench, small flower basket.

2. Percussion instruments: bells, triangles, double bells, wooden fish, castanets, chapel drums and tambourines, etc. Homemade percussion instruments: wooden boards, glass bottles, bowls, plates, chopsticks, small sticks, etc. that can be struck.

3. Audio tapes, tape recorders, and large songs with lyrics of nursery rhymes.

4. Rhythm Cards

Textbook Analysis

(1) Writing Intention

This unit consists of the song "Buffalo" and appreciation of " Come on, Dragonfly", "Weaving Flower Baskets" activity classes, "Little Mouse on the Lampstand" and "Slap with Flowers". The main content is written around nursery rhymes.

Nursery rhymes refer to children’s stories in the form of rhymed verses. They are popular songs among children and are relatively short in form. Nursery rhymes and children's songs both belong to the minor key category of folk song genre. Nursery rhymes are songs that are popular among children. Together with children's songs, they are called children's songs. Most of them express children's views and feelings about social life phenomena. They have lively forms, concise diction, and loud rhymes. Some are composed by children themselves or imitated by adults.

(2) Key points and difficulties

Let students sing nursery rhymes in a natural and friendly voice. You can add games or simple group dances such as "Weaving a Flower Basket". Let students feel and understand the joy of singing nursery rhymes. In the activity class on homemade percussion instruments, students can be asked to look for and knock on them, develop their imagination, and create homemade percussion instruments through multiple channels.

First lesson

Teaching content

1. Learn to sing the song "Buffalo".

2. Music games.

Teaching objectives

1. By learning to sing "Buffalo", students will have a preliminary understanding of the origin of nursery rhymes.

2. Appreciate "Come on Dragonfly" and learn and consolidate the sixteen-minute rhythm. And further understand the innocence and happiness of children contained in nursery rhymes.

3. Pay attention to guide students to master the singing method of eighth rests, quarter rests and weak measures.

Teaching process

1. Sing "Buffalo"

1. Let the students talk about their favorite games and chant them while playing the games. What is it? Do you know what kind of game this is? You go around the snail and say a song: Snail hugs the snail, the horns come out first, then the head.

2. Introduce snails. Bring out pictures or slides. Listen to how the children in Beijing sing the ballad "Buffalo".

3. Introduce the pronunciation characteristics of Beijing dialect. Such as: flower (er), cow (er), head (er), Pu (er), vine (er), vegetable (er), pole (hao), lettuce (woju).

4. Listen to the recording and guide students to speak the lyrics in Beijing dialect. The dotted quarter notes can be learned naturally while speaking the lyrics.

5. Learn to sing repeatedly, paying attention to the changes in the five phrases and the accuracy of the rests.

6. Consolidation.

2. Appreciate the Shandong folk song "Come, Dragonfly"

1. Introduce what nursery rhymes are.

The "Buffalo" I just learned is what children say to the snail when they are playing. It seems that the snail can understand the children's language and will first extend its horns and then its head. Now let’s listen to what the children from Shandong said to Jingyou?

2. Say the lyrics in rhythm while clapping your hands. It can take the form of a two-part canon.

3. The voice of singing ballads gradually weakened. There is only the sound of rhythm.

4. Listen to "Come Over Dragonfly" again.

Students can learn to sing along with the recording in a low voice. Sing and accompany with percussion instruments. Naturally master the rhythm of the last sixteen minutes. Clapping your hands and using percussion instruments both work.

Essay: A preliminary understanding of the origin of nursery rhymes. Students master the singing methods of eighth rests, quarter rests and weak measures.

The second lesson

Teaching content

1. Appreciate the song "Weaving a Flower Basket"; music games.

2. Appreciate the Henan folk song "Weaving a Flower Basket".

Teaching objectives

1. To stimulate students’ desire to create nursery rhymes through traditional children’s games. Dance "Weaving Flower Basket" to the music.

2. Appreciate the Henan folk song "Weaving a Flower Basket" and feel the lively and cheerful atmosphere in the song.

Teaching process

1. Review the nursery rhyme "Buffalo" learned in the previous class and listen to the singing "Come on, Dragonfly".

2. Appreciate the Henan folk song "Weaving a Flower Basket". Introduce the general idea of ??the lyrics of "Weaving a Flower Basket" and tell the lyrics according to the rhythm. 3. First listening. Feel the joyful atmosphere in the song. Repeat listening. Sing along quietly.

4. Can be divided into groups to perform. There are "Buffalo", "Come on Dragonfly" and "Weaving Flower Basket".

Groups can be divided into male or female students. It can also be grouped in various performance formats. There are dance, percussion, situational performance groups, etc.

5. Today we are going to play a game. Divide into groups. Groups of three, four or six people. Form two small circles, with each person's right leg stretched out and crossed with the other person's right leg to form a "flower basket" shape. At the beginning, you can ask other students to support you. Dance a little and say a song: Weave, weave, weave a flower basket. There is a child in the flower basket. The child's name is Xiaolan.

6. Encourage students to create their own movements and then perform them. Encourage students to make up their own short nursery rhymes. Let students understand that ballads are short children's songs that are sung (said) casually by children during play. They are easy to remember and are a popular song genre among children.

7. Assign homework for the next lesson. Make your own percussion instrument and bring it to class.

Essay: Students can dance "Weaving Flower Basket" to the music.

The third lesson

Teaching content

1. Learn to sing "The Little Mouse Goes to the Lampstand".

2. Make percussion instruments.

3. Activity "Little Mouse on the Lampstand".

Teaching objectives

1. Develop students’ imagination and creativity. Make your own percussion instruments. And according to the length and timbre of the sound, tap according to the part.

2. Consolidate the learning of sixteenth-minute rhythm while singing and reciting songs. Review sixteenth-quarter rhythm and dotted quarter-notes. Train students' ensemble skills.

Teaching process

1. Let students show the percussion instruments they made. The teacher chooses a cheerful piece of music and the students tap along with the music.

2. The teacher can guide: This kind of tapping is a bit simple and boring. Let’s try again by adding a spoken rhyme or song.

3. Students can review the percussion of sixteenth notes in "Tang Monk Rides a Horse, Dang De Dong" which they have already learned in the first grade after the teacher's guidance.

4. Divide the students into long tone groups and short tone groups according to their percussion instruments. Strike by voice.

5. The teacher can say another song: speaking, stamping feet, and clapping hands.

In the end there was only the sound of rhythmic percussion.

Propose the percussion of sixteenth-minute rhythm.

6 "The Little Mouse Goes to the Lampstand"

All the students said the nursery rhyme "The Little Mouse Goes to the Lampstand" together. Say "Jiligulu" evenly.

Accompanied by percussion instruments.

7. Listen to the recording and learn to sing "The Little Mouse Goes to the Lampstand". Accompanied by homemade percussion instruments and action performances.

8. Group several children's songs (eight measures) and perform them together in the form of speaking, playing, and ensemble. Such as "Da Mai Song", "Little Mouse on the Lampstand" and "Dragonfly Come Over".

9 Assign homework for the next lesson. Go home and look for information about related songs and children's songs. You can ask the elderly or adults about the tapes, books or songs about singing children's songs.

Essay: Students make homemade percussion instruments. According to the length and timbre of the sound, tap according to the part.

The fourth lesson

Teaching content

The song "Slap with Flowers" and the activity "Nursery Rhymes Rap and Talk".

Teaching objectives

1. Use a variety of methods to say (sing) children's songs. When learning "Slap with Flowers", let students experience saying nursery rhymes and singing children's songs in a different way. Listen to some foreign nursery rhymes.

2. Guide students to actively participate in music activities in the form of nursery rhyme singing sessions, experience the close connection between music and life, and accumulate experience in music appreciation.

Teaching process

1. This lesson is the last lesson of this unit. It is recommended that at the beginning of the class, the teacher guides the students to perform the nursery rhymes learned in the previous lessons in various forms.

2. Introduce clapping and singing songs.

Play the recording of "Slap with Flowers" and lead students to talk and shoot at the same time, in pairs, facing each other. The first half of the shoot was shot by myself, and the second half was shot against each other.

3. Say the lyrics to the music. Sing a song, clap a beat. What other ways can you inspire students to clap.

4. Inspire students to make up the lyrics of "Diahua Slap" themselves.

5. Note that the pronunciation of "唔" in "Dahua Slap" is dai.

6. Students make up lyrics with only one sentence in each paragraph.

For example: Flower slap, January 1, X X X X I X X > (1) Students can freely combine, discuss, sing and talk about the nursery rhymes they know. Students in other groups can clap their hands, clap their legs, stamp their feet, or use percussion instruments to accompany them.

(2) Teachers should encourage students who actively search for and create nursery rhymes. Protect their every thought.

(3) Teachers guide students to re-do and play traditional folk children's games. Perform the songs in this unit in various forms.

(4) Teachers can introduce British nursery rhymes, Japanese nursery rhymes, etc. in the reference materials of this unit to students.

(5) Inspire students to summarize: nursery rhymes you know. What is a nursery rhyme (one of the song genres). In the future, pay attention to accumulation and observation in life. Music exists everywhere and is closely connected in life.

Guide students to love music and love life.