1 How Beautiful Autumn Open Class Lesson Plan

Activity Objectives

1. Appreciate the songs and understand the lyrics, and experience the nature of the songs by learning to sing the chorus.

2. Know that you can memorize lyrics by drawing pictures, and learn to infer the content of the second and third lyrics based on the structure diagram of the first song.

3. Under the guidance of the teacher, be able to sing the chorus of the song naturally with the teacher.

Activity preparation

Children have visited the Academy of Agricultural Sciences or have learned about autumn crops.

Activity process

1. Explain the particularity of today’s learning tasks and stimulate children’s interest in accepting challenges

——Seize the age characteristics of children in large classes who like challenges , teachers magnify the difficulty of learning tasks that children will face, and use the method of "wheating children's appetite" to stimulate children's desire to accept challenges, so that they can instantly focus on the current learning tasks.

Teacher: Today the teacher brought a very long and difficult song to learn. I’m a little worried that you won’t be able to learn it. Do you want to challenge yourself?

Young: Yes. . Sing it quickly!

Teacher: Please give it a try and see if you can learn it.

2. Guide the children to learn the first verse of the song

1. The teacher sings the first verse acapella.

2. The teacher asked questions after singing: (1) What is sung in the song? (2) What does the song say? Are you sure that what you said is the same as what is sung in the song? (3) I Sing it again, please verify: How do you sing the words you just said in the song? Listen carefully and see which line is in front and which line is in the back?

3. The teacher sings the first verse a cappella again. a paragraph.

4. The teacher discusses the first picture with the children. The children say a lyric, the teacher sings one line and asks the children to verify it. Then the teacher discusses the map of the sentence with the children.

——Teachers guide children to draw pictures. When individual children come up with "writing", teachers should provide encouragement and affirmation. But I have to point out that this map is for everyone to see, and it should be considered that all children can understand it, and many children do not know the alphabet. So you can’t use writing.

5. After the first four lines of the first lyrics are pictured, the teacher leads the children to read the pictures completely and sing the first verse of the song.

6. The teacher asked: What is sung next? How many lines are there? What should be drawn? After discussing with the children, the teacher directly shows the picture that has been drawn in advance.

——Provide the pre-drawn diagram, on the one hand, to save time, and on the other hand, because this part of the three lyrics is repeated, so that it is easier for children to find the pattern - they are all the same. Therefore, the method of directly displaying the map is adopted.

7. The teacher leads the children to read the first chart and sing it completely, and then guides the children to discover the differences between the two phrases in the chorus.

——Guide the children to listen carefully and make it clear: the first part is that the lyrics are sung twice, and the second part is sung only once. Moreover, the two lyrics are different. The first one is singing "Autumn is so beautiful" and the second one is singing "It's so beautiful". This can help children sing the song accurately.

3. Guide children Learning the second paragraph of the song

1. Focus on guiding children to compare and discover the rules of the similarities between the lyrics of the second paragraph and the lyrics of the first paragraph.

——Through comparison, children are always looking forward to new content and learning tasks in the next link. Each level has new challenges. In addition, guiding children to compare and discover the rules of the two paragraphs can reduce the difficulty of learning and memorizing songs, experience the importance of learning methods, and prepare them for the next step of learning the third paragraph of songs through self-reasoning.

After the teacher sang the second verse of the song acapella, he asked: (1) Who was singing? (2) You didn’t hear it clearly just now, because the song was too long.

This time the teacher sings a little slower. Listen carefully. Who is singing the song? Are there any similarities with the first verse?

The teacher slowed down and sang the second verse and asked: ( 1) Who is singing it? (2) Are there any similarities between the first verse and the second verse? (3) Do you hear any differences? Are there any similarities? (4) Except for the first sentence " "Autumn wind blows gently" are the same, what else is the same?

2. The teacher discusses the second verse of the lyrics with the children sentence by sentence, and while discussing, shows the map drawn in advance.

——Because the children have already experienced the first sentence-by-sentence discussion and drawing of pictures, in this link, the teacher speeds up the pace of the discussion and will no longer discuss it as long as the children come up with a picture. At this time, the teacher adopts the "enough" principle, which does not focus on cultivating divergent thinking. Instead, the main purpose is to allow children to use diagrams to quickly and effectively memorize lyrics, and to help children further strengthen the similarities and differences between the two paragraphs. law.

IV. Learning the third paragraph of the song

1. Prediction - the teacher guides the children to use the rules summarized in the first and second paragraphs to try to reason about the lyrics of the third paragraph: What might it be? How might it be the same as the previous two lyrics? How might it be different?

——Through prediction, stimulate children to actively listen to songs to verify whether their judgment is correct or not, and achieve mobilization The purpose of children actively learning the third verse of the song is, more importantly, to let the children learn to discover and summarize the rules of the three verses of lyrics on their own. to memorize lyrics and learn songs. Letting children learn how to reason based on evidence can promote the development of children's thinking, which is more valuable than simple music learning.

2. The teacher sings the third verse of the song a cappella and asks the children to verify their guesses.

3. The teacher asks questions about the lyrics and shows the third section of the diagram in one go to guide the children to verify whether their guesses are correct one by one.

——This time the teacher sped up the pace of showing the diagrams and presented all the diagrams coherently at one time. The main reason is that due to the learning experience in the first two paragraphs, the children are already very familiar with the structure of each song and the meaning of the diagram. The main purpose here is to let the children verify whether their guesses are correct or not.

4. Try to sing the song while looking at the pictures. Teacher: Let’s all try to sing the song completely with the help of pictures.

5. Complete the picture and divide the work to sing the three sections of the song (the teacher sings the first part, and the children sing the chorus of each section)

1. Teacher: I will sing the different parts. , you will sing the same places. Whose problem is it? The teacher pointed out the picture and led the children to sing the song completely.

2. Listen to the recording and sing the song in its entirety. Remind children to record quickly and listen carefully to the accompaniment.

6. Teacher Summary

Today you have learned such a difficult song, which proves that children are very capable: the more difficult things are, the less afraid they are. If you dare to accept its challenge, you will definitely be able to defeat it.

Intentions and reflections on activity design

"How Beautiful Autumn" is a classic "old" kindergarten teaching material. Both the lyrics and the melody are very suitable for children in large classes to learn. My main intentions in designing and implementing teaching activities are: