As an outstanding faculty member, writing lesson plans is essential. Writing lesson plans helps us accurately grasp the key points and difficulties of teaching materials, and then choose appropriate teaching methods. How should we write lesson plans? Below is the music lesson plan "Counting Tall Buildings" for kindergarten classes that I carefully compiled. I hope it can help everyone. Kindergarten music lesson plan "Counting Tall Buildings" 1
Activity goals:
1. Through the rhythm practice of songs, further cultivate children's interest in music activities and enhance their sense of music rhythm and feelings. ability.
2. In the music game "Counting Tall Buildings", children are trained to beat the rhythm of music in 4/4 and 2/4 time, and on this basis, they can learn the rhythm of music in 2/4 time. Different ways of playing.
3. Cultivate children’s negotiation and cooperation skills and musical expression.
4. Be willing to follow teachers and music, sing with a natural and coherent voice under the guidance of the teacher, and participate in music activities happily.
5. Cultivate children’s imagination, oral expression ability and physical expression ability through music activities.
Activity preparation:
1. 2 forms with buildings painted on them, 3-6 empty forms and some building paintings that can be used for pasting;
2 , tape recorder, and music tapes from high-rise buildings;
Activity process:
(1) Listen to the music of "Jingle Bells" and the children sit down in their seats;
1. During vocal exercises, remind children to speak softly and sit up straight;
2. Review the song "Counting Tall Buildings" and point out its shortcomings.
(2) Show a form with a picture of a tall building.
Teacher: Children, how great the changes are around us. There are high-rise buildings all around, and we can’t even count them. Now, the teacher has a map in his hand, and there are houses built on many open spaces on it. Now, we are going to get in the car and take a look at these high-rise buildings. However, there is a requirement. When we see a house, we take 1 slow photo, when we see two buildings, we take 2 quick photos, and we don’t take photos of the open space.
(3) The teacher demonstrates once according to the music, and the children follow along and try to shoot.
The second time, follow the music and sing and beat the rhythm.
(4) The children were divided into 3 groups. According to their own ideas, they filled in the tall buildings in the form, arranged the rhythm, and tried taking pictures.
Teacher: Now, teacher, there are still many high-rise buildings that have not been built yet. Please ask the children and their good friends to build high-rise buildings on the open space together. After covering it, pat it together in the same way as the teacher did.
(5) Children form a circle and follow the rhythm freely. The teacher guides the children around and guides the children to create correct rhythms.
(6) Game "Counting Tall Buildings"
Teacher: We have built so many tall buildings, now let's count how tall they are.
(7) Listen to the music of "Eight Little Geese" and leave the activity room.
Reflection on the activity:
"Counting Tall Buildings" is a narrative song with contextual lyrics, describing an interesting situation when I taught my little brother to count tall buildings. The song itself has distinctive characteristics, characterized by simple, repetitive and action-packed lyrics. The song has two parts: singing and reciting. The onomatopoeia "Li Lili, Cha Cha Cha" contained in the song has a distinct rhythm, jumps, and rich changes, which adds to the humor and interest of the song; (First floor, second floor... layer (Stacked on top of each other are tall buildings), the narration rhythm is catchy and rhythmic, and the combination of rap and rap in the whole song is very contagious, stimulating children's interest in singing, and creating appropriate movements for children to express "Li Lili, Cha Cha Cha", The pair's collaborative use of hand gestures to express "building a tall building" and quick reaction games provide space for creativity and expression. It is also a positive factor to attract children to take the initiative to learn. There are some phrases and sentences in the lyrics that are not easy for young children to understand, such as: "White clouds go back and forth", "It's all in the clouds", "There are no answers". For this reason, when learning to sing songs, I used the picture method to make it easy for young children to understand. It is easy to remember the lyrics; using rhythm cards makes it easier for children to grasp the rhythm; using hand gestures so that children can sing "yo" clearly. Because the word "yo" was added to the end of some sentences. When the children first learned to sing, the word "yo" was added to the end of each sentence. I reminded the children several times through language, but it had no effect. At that time, I thought, if this goes on No, if you sing for a long time, it will be more difficult to correct, so I have to correct it immediately. If I can’t use words, I’ll try the gesture reminder method. I made an agreement with the children that when there is the word “yo” after the sentence I sang, I will cross my arms in front of my chest in advance. If there is not, I won’t Make moves. After giving it a try, the effect was really good. After being reminded with many gestures, the child finally sang the song correctly. Use words that children can understand and understand to help children understand. Although it only lasts 20 minutes, the children have already mastered the content and melody of the song well. However, human memory has certain forgetting rules, and children's learning needs to be repeated continuously. Therefore, continuous consolidation and review are needed to master the song. achieve better results.
Throughout the activity, I focused on allowing children to actively learn in a rich musical atmosphere and stimulate children's desire to express themselves through group emotional interaction. Kindergarten music lesson plan "Counting Tall Buildings" 2
Activity goals
Be able to listen to music attentively, learn to sing songs seriously, and feel the joy of participating in group singing activities. Preliminarily understand the content of the song and learn how to sing with dotted notes.
By learning and singing songs, you can learn about the rapid changes in the city.
Activity preparation
Parents are asked to consciously take their children to count tall buildings to feel the prosperity of the city and the speed of change. Video that shows tall buildings in the city.
Teaching CD "Counting Tall Buildings".
Activity process
Appreciate the songs and understand the lyrics.
——Children listen to the music twice and ask them to talk about what is sung in the song.
——The children answer, the teacher sings the content of the children’s answers and signals the children to imitate.
Learn to sing songs.
——The teacher sang the song twice at a slower speed, and then asked individual children to tell everyone the lyrics they heard by singing.
——Children learn to sing songs. The teacher tells the children that the song is divided into two parts: singing and speaking. ——Teachers use comparison methods to let children feel the expression of dotted notes.
——Children focus on learning to sing phrases with dotted notes in songs.
Group singing.
——Children sing in groups. Children can freely choose to sing in different groups and will be evaluated after singing. ——Men and women take turns singing.
——Group singing, teachers make timely evaluations, give positive encouragement to children, and evaluate their performance. Experience transfer.
——Children appreciate videos showing tall buildings in the city and perceive the modernization and prosperity of the city.
——Teachers guide children to understand the changes in the city. There are more and more high-rise buildings and the city is changing rapidly. It inspires children to study hard and work hard to build the motherland and the city we live in!
Activity Suggestions and Tips
This is a rap song. After children have basically mastered it, teachers can let children experience the joy of collective singing by changing roles. After this activity, teachers can provide song recordings in the music area to satisfy some children's interest in continuing to learn.
The focus of this activity is that children can listen carefully and learn to sing songs. The difficulty is to be able to sing the rhythm of dotted notes well.
Parents are asked to encourage their children to perform the songs they have learned for their families. Kindergarten music lesson plan "Counting Tall Buildings" 3
Design Intention
In music teaching, knowledge and skills are implicitly infiltrated into music activities, effectively changing the teaching that only listens but does not listen. The model allows the abstract musical language to be expressed with the help of children's body language and movements, realizing the complementarity of musical hearing and kinesthetic sense, which is a new concept advocated by the new curriculum reform. "Counting Tall Buildings" is a classic children's song with a cheerful rhythm and beautiful melody. According to the age characteristics of children, I designed interesting activities that include both quiet listening and dynamic activities. Feel the cheerful rhythm of the song and express your friends' praise for the achievements of their hometown.
Activity goals:
1. Learn to sing the song "Counting Tall Buildings", sing the lyrics clearly, and pronounce the rhythm pattern of counting tall buildings accurately.
2. On the basis of mastering the songs, learn to play the music game "Counting Tall Buildings".
3. While singing, cooperate with your companions according to the rhythm of "Counting Tall Buildings" and use your fists to add up to "tall buildings" one by one.
4. Feel the soft and soothing melody of the song and understand the meaning of the lyrics.
5. Feel the rhythm of music, be willing to participate in music game activities, and experience the joy of games.
Activity preparation:
A picture designed according to the lyrics, music tape, tape recorder, and piano.
Activity process:
1. Introduce the topic into the conversation.
There are many high-rise buildings around us. Have you ever counted how many floors a building has? Who will count the tallest buildings? (Look up) Have you ever counted the highest floors?
2. Understand the content of the song and be familiar with the music melody.
Teacher: There are many high-rise buildings on the roadside. On this day, my brother and sister also came to count the high-rise buildings.
1. Enjoy the song "Counting Tall Buildings" in sections.
(1) The first paragraph: What is your favorite line in the song? What does "white clouds go back and forth" mean?
2. How is this song different from the songs you usually learn? The place is different?
(2) The second paragraph: What does "all in the clouds" mean? What does "answer" mean? How does the song feel?
(3) Enjoy the music completely
3. Show the picture and become familiar with the lyrics of the song "Counting Tall Buildings".
1. Tell me what is drawn on the picture?
2. While pointing to the picture in the order of the lyrics, say the lyrics and recite the rhythm pattern of the tall building accurately.
4. Learn to sing the song "Counting Tall Buildings".
1. Let’s read the lyrics rhythmically together (twice)
Does this song make you feel lively and cheerful, or is it beautiful and soft? We sing the song in a brisk voice.
2. Count the rhythm of tall buildings.
The teacher claps her hands to set the rhythm for the children, and asks the children to recite the rhythm of the tall buildings. First, invite some children, and then practice as a group.
3. Sing along softly to the music.
4. Learn to sing completely.
5. Add body language to sing.
5. Learn to play the game "Counting Tall Buildings".
1. All children stand in a circle, facing the center of the circle. Ask two children to stand outside the circle as the younger brother and younger sister. The game can be played over and over again. The number of younger siblings can be increased to 4-6.
2. Sections 1 to 4: Circle the children and sing while holding hands, taking 4 steps in a clockwise direction, and then 4 steps in a counterclockwise direction.
3. Sections 5 to 8: Circle the children and sing while standing still, while raising their hands high to form a tall building. After "brother" and "sister" got into the hole, they raised their heads to look at the tall building.
4. Repeat sections 1 to 8: Be careful not to collide with each other when drilling.
5. Sections 9-10: "Brother" and "Sister" each stand in front of a child in the circle. The children in the circle sing while singing, bending their elbows with both arms, and crossing their hands to hold their shoulders (elbows raised flat)
6. Sections 11 to 18: The children in the circle stand still, "brother" and "sister" " According to the rhythm, touch the child's arm with your index finger in turn (touch once every two times), and at the same time sing "One floor, two floors..." to count the tallest buildings. When counting to ten floors, whose arm the child counting tall buildings touches with his finger will change places with the child counting tall buildings and become "younger brother" or "sister". The game continues.
Ending part
1. Learn to sing and perform. ***Same performance as building several buildings.
2. Teacher: Are you happy today? How about we have time to play the building counting game with good friends in the future?
Activity extension:
1 .Guide children to sing and play cooperative games with music accompaniment in the music area.
2. After mastering the game, encourage children to try different rhythms of building tall buildings.
3. Put music materials in the performance area for children to play games.
Teaching strategies:
1. Learn through play and enjoy the joy of singing songs in games
Games are the nature of young children. In games that are both educational and entertaining Gaining new experiences is the best way for young children to learn. First of all, the teacher uses the "pre-difficulty method" to skillfully combine the rhythms such as dots and rests in "Lilili, Cha Cha Cha" with vocal exercises to guide the children to perform movements while singing and experience the fun of singing. Secondly, the teacher designed the reciting part of the song "Counting Tall Buildings" as a "clap and dodge" game for peers, and added an interlude 12.435l111 | after the reciting "layers upon layers of tall buildings", providing children with singing, judging winning and losing, and Time to create the action. Since singing songs is a need for games, it attracts children to sing endlessly in interesting and challenging games, making the traditional singing music teaching activities lively and interesting.
2. Learn by doing, stimulate children’s musical expression in creative movements
We should pay attention to children’s learning methods in natural games, and allow children to invent their own body movements while playing. Sing, feel the rhythm of music in movements, and express your understanding of the content of the song.
During the activity, the teacher used the children's personal experience to create movements - share and absorb the movements of peers - to express the songs independently and creatively, gradually accumulating and enriching the children's movement experience, so that the children gained more Opportunities for independent exploration and independent expression. Teachers should not only keenly capture children's individual and interesting movements, guide them to boldly display and share their individual experiences, and provide timely and appropriate improvements, but also pay attention to children who have difficulties in creating and performing, and constantly improve children's ability to feel music and create movements. Rhythm and beauty.
3. Learn through cooperation and experience the joy of games in peer interaction.
Music is a means of self-expression and interpersonal communication. In the activity, based on the roles of my brother and I in the song, we set up a game situation in which two people build a high-rise building, and used peer games throughout the activity, so that children can fully feel the joy and satisfaction of being invited and responded to during interactions, and they can increase their growth through high-density interactions. Children have the opportunity to observe, appreciate and cooperate with each other.
Based on the principle of progressive teaching, the companion game is set into three levels with different levels of difficulty.
The first level is for children to play face-to-face games, so that they can familiarize themselves with basic game rules such as alternating hands to build buildings and correctly judging winning and losing; the second level is for double-circle exchange of partners to play games, and the change of formations enhances the breadth and density of peer interactions. , experience the fun of playing games with different partners; the third level is the peer imitation game, in which children quickly determine the roles of creators and imitators based on the results of the game. The winner improvises the action, and the peers follow the imitation, so that the peers continue to gain A successful experience to control the game cooperatively and innovate different actions.
How to play the game
The teacher uses the appropriate movements created by the children and guides the children in pairs to sing along with the music and make the "Li Li Li, Cha Cha Cha" movements in a rhythmic manner. . When reciting the lyrics "One floor, two floors, three floors, four floors, five floors", the two of them crossed their hands in sequence from bottom to top according to the rhythm while reciting the lyrics, pressing the palms of their hands on the backs of their hands to make the motion of building a tall building; When you read the word "building" in "layers upon layers of tall buildings", use the hand at the bottom to pat the hand of the partner at the top. If you pat the hand, you win. If you don't, the child who dodges quickly and successfully wins. The winning child has to create the movements of the "Li Li Li, Cha Cha Cha" phrase after the recitation, the loser imitates, and the partner continues the game.
Reflection on the activity
"Counting Tall Buildings" is a narrative song with contextual lyrics, describing an interesting situation when I taught my little brother to count tall buildings. The song itself has distinctive characteristics, characterized by simple, repetitive and action-packed lyrics. The song has two parts: singing and reciting. The onomatopoeia "Li Lili, Cha Cha Cha" contained in the song has a distinct rhythm, jumping and rich changes, which adds to the humor and interest of the song; (First floor, second floor... layer (Stacked on top of each other are tall buildings), the narration rhythm is catchy and rhythmic, and the combination of rap and rap in the whole song is very contagious, stimulating children's interest in singing, and creating appropriate movements for children to express "Li Lili, Cha Cha Cha", The pair's collaborative use of hand gestures to express "building a tall building" and quick reaction games provide space for creativity and expression. It is also a positive factor to attract children to take the initiative to learn. There are some phrases and sentences in the lyrics that are not easy for young children to understand, such as: "White clouds go back and forth", "It's all in the clouds", "There are no answers". For this reason, when learning to sing songs, I used the picture method to make it easy for young children to understand. It is easy to remember the lyrics; the rhythm card is used to make it easier for children to grasp the rhythm; the gesture method is used so that children can sing "yo" clearly. Because the word "yo" was added to the end of some sentences. When the children first learned to sing, the word "yo" was added to the end of each sentence. I reminded the children several times through language, but it had no effect. At that time, I thought, if this goes on No, if you sing for a long time, it will be more difficult to correct, so I have to correct it immediately. If I can’t use words, I’ll try the gesture reminder method. I made an agreement with the children that when there is the word “yo” after the sentence I sang, I will cross my arms in front of my chest in advance. If there is not, I won’t Make moves. After giving it a try, the effect was really good. After being reminded with many gestures, the child finally sang the song correctly. Use words that children can understand and understand to help children understand. Although it only lasts 20 minutes, the children have already mastered the content and melody of the song well. However, human memory has certain forgetting rules, and children's learning needs to be repeated continuously. Therefore, continuous consolidation and review are needed to master the song. achieve better results.
Throughout the activity, I focused on allowing children to actively learn in a rich musical atmosphere and stimulate children's desire to express themselves through group emotional interaction. Music Lesson Plan for Kindergarten Class "Counting Tall Buildings" 4
Curriculum Analysis:
In music teaching, knowledge and skills are implicitly infiltrated into music activities, effectively changing the inability to listen only. The teaching model enables the abstract musical language to be expressed with the help of children's body language and movements, and realizes the complementarity of musical hearing and kinesthetic sense. This is a new concept advocated by the new curriculum reform. "Counting Tall Buildings" is a classic children's song with a cheerful rhythm and beautiful melody. I designed this activity based on the age characteristics of children in the upper class. Let children feel the joy brought by songs while mastering the rhythm of songs, and encourage children to boldly create songs.
Course objectives:
1. Be able to master the rhythm of songs and understand the song structure that combines rap and rap.
2. Be able to boldly role-play rap songs and create rap parts.
3 Feel the joy of performing and composing songs.
Course preparation:
Multimedia courseware, music accompaniment, etc.
Course process:
(1) Children follow the teacher to dance the "Cha Cha Dance" into the venue.
Teacher: Children, last time we learned to dance the Cha Cha dance with the little brothers and sisters in the music. Let’s ask the guest teachers behind us if they want to see you dance the Cha Cha dance. ?
(2) Experience the different rhythms of rhythm changes in rap.
Teacher: Look, where have we come? Let's count together. How many floors does this high-rise building have? How many rooms are there on each floor?
1. Show the courseware pictures to help the little animals find homes.
Teacher: This building has five floors. Each floor has two rooms. Who will live in them?
(1) Make your own choices and help the little animals find homes.
First paragraph: Who lives on the first floor? A ×, ×—
Second paragraph: Who lives on the second floor? A ×, ××
The third paragraph: Who lives on the third floor? Three ×, ×××
Paragraph 4: Who lives on the fourth floor? Four ×, ××××
Paragraph 5: Who lives on the fifth floor? Five ×, ×××××
(2) Consolidate practice and rhythmic rap songs.
Teacher: Look, the little animals have moved into their new homes with your help! So happy! They all sang happily. Do you want to listen?
(3) Appreciate it completely and feel the rhythmic beauty of the song.
Summary: How is this song different from the songs we have learned before? There was talking and singing. This is a rap song.
(3) Complete exercises, role-playing rap songs.
1. The teacher asks the children for their overall answer.
2． The boy asked the girl to answer.
(4) Create songs and feel the different rhythm patterns of two beats.
Teacher: Animal House is more than just this tall building! Look! There are so many high-rise buildings, who will live in them? What will their singing sound like? Do you know how it is sung? Quickly discuss this with the kid next to you.
Summary: Who lives on the sixth floor? Six calves, moo moo moo.
(5) End the activity.
Teacher: Who else lives on the seventh or eighth floor? Let's look for it next time.
Curriculum reflection:
The "Outline" points out that the selection of educational content should not only be close to children's lives to choose things that children are interested in, but also help expand children's experience. Nowadays, people's living standards have improved, and every household lives in high-rise buildings. Therefore, high-rise buildings are no stranger to children. "Counting Tall Buildings" is a children's song with a cheerful rhythm and cool lyrics. The song incorporates chanting to make the song full of cheerful and childlike features. The children were very interested in the activity and actively participated in the whole process. The children spoke enthusiastically and answered the teacher's questions boldly. Especially in the part of creating and editing the rhythm of high-rise buildings in the reading part, children can actively and boldly put forward their own ideas and actively express them, thereby firmly mastering rhythm skills.
Music is an auditory art. During the entire activity, the children were more sensitive to the pitch, speed, and strength of the sound. The entire activity was quite successful. Kindergarten music lesson plan "Counting Tall Buildings" 5
Activity goals
1. Learn to sing the song "Counting Tall Buildings" and learn the rhythm patterns in the song ×× × ×× × ×× × × ×× ×.
2. Experience the melody of the song and feel the cheerful rhythm of the song.
3. On the basis of mastering the songs, learn to play the music game "Counting Tall Buildings".
4. Experience the fun of playing games cooperatively with your peers.
Key Points and Difficulties
1. Difficulty Point: Use a rhythmic and elastic voice to perform the narration part
2. Key Points: Practice the rhythm pattern of counting tall buildings × × × (one floor) ×× × (two floors) ×× (three floors) ×× (four floors) ×× (five floors) × floor, ×× × (six floors) ×× × (seven floors) ×× (eight floors) ×× (nine floors) ×× (ten floors) × buildings are stacked together with their fists to form a tall building to music.
Activity preparation
Songs, music, pictures, tambourine, piano, blackboard
Activity process
1. Introduction of activities:
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1. I shoot and you listen: The teacher shoots the rhythm pattern three times and asks the children to imitate and encourage them.
2. Vocal practice: staccato practice, singing with a short and elastic voice.
3. Review the songs learned last week.
2. Learn the lyrics
1. Introduction to the conversation topic: There are many high-rise buildings around us. Have you ever counted how many floors a building has? Who will count the tall buildings? (Looks up) Have you counted the highest floors?
2. Introduce the song, ask the children to listen to the music, and guide the children to tell how this song is different from the songs they usually learn. What does "all in the cloud" mean? What does "answer number" mean? Guide children to understand the meaning of the lyrics.
3. The teacher shows the pictures, points to the pictures in the order of the lyrics and imitates the movements, and says the lyrics rhythmically. The teacher first sings the lyrics with a tambourine while clapping them, so that the children can understand the rhythm and rhythm of the lyrics. Rhythm, and explain the singing method of the recital before asking the children to follow along. After singing along, the teacher can just do the movements and let the children try to say the lyrics.
3. Learn to sing songs
1. Ask the children to read the lyrics twice rhythmically, and guide the children to recite them in a cheerful mood. Count the tall buildings (one floor...) In part, the children are asked to clap their hands rhythmically while saying the lyrics. The teacher can also clap the children's hands and say the lyrics, or the boys can clap and the girls can say the lyrics.
2. The teacher plays and sings the music and asks the children to sing along twice. When counting the rhythm of tall buildings, the teacher plays the 135-column chord rhythm pattern and the children clap their hands and sing the lyrics.
3. Learn to sing songs completely.
4. Ask the children to sing and perform at the same time. The teacher beats the rhythm during the chanting part and plays the music during the song part. The tempo can be slowed down appropriately.
Fourth, learn to play the game "Counting Tall Buildings"
Group game: 5 people in a group, read the white part, and the children sing while performing (younger brothers and sisters hold hands--the index fingers of the left and right hands are stretched out respectively) Pull Gou Gou out and stand on the side of the road to count the tall buildings - step forward with your feet and reach out to count, one, two, three, four, five, six - stretch out your fingers, the buildings are tall and big - use your hands to compare how tall and big the buildings are. , reaching into the clouds - pointing to the sky according to the lyrics). The lyrics are the same as above (actions according to the words). When it comes to "It's all in the clouds", the children form a circle. When reading Gaolou (one floor...), the children build the building from low to high in conjunction with the music, "It's all in the clouds". "Yun Li Tou" spread out and open the arms to hold hands and raise them.
5. Ending
1. Learn to sing and perform.
2. Teacher: Is today’s game fun? How about we play the building counting game with our good friends when we have time in the future?
6. Activities extension:
1. Guide children to sing and play cooperative games with music accompaniment in the performance area.
2. After mastering the game, encourage children to try different rhythms of building tall buildings.
Summary of the activity
"Counting Tall Buildings" is a situational and rhythmic song with simple lyrics and full of action. The song has two parts: singing and speaking. It is highly contagious and stimulates children's interest in singing. It is also suitable for children to create and compose actions. "Building tall buildings" and quick-response games provide space for creation and expression. It also attracts children's enthusiasm for active learning. There are some phrases and sentences in the lyrics that are difficult for children to understand, such as: "White clouds go back and forth" and "It's all in the clouds." I used pictures to make it easy for children to remember the lyrics; I used rhythm cards to make it easier for children to master. Rhythm; in the recitation part, children can quickly memorize the lyrics based on their movements, but the singing sounds like memorization, with rhythm but no rhyme, and the voice is draggy and without movement. I guide the children to use the disconnected rhythm that they use when practicing their voices. I have made some progress in singing with a flexible voice, but it is still not dynamic enough.
In the end, I found that the children’s expressiveness is not enough. It is difficult to express a sense of rhythm without music in the recitation part, and this This is the first time I have come into contact with it, so I need to continue to consolidate and practice to achieve better results. Throughout the activity, I focused on allowing children to actively learn in a rich musical atmosphere, and through group game interactions, I stimulated children's desire for expression and love for music activities. Kindergarten music lesson plan "Counting Tall Buildings" 6
Activity goals:
1. Be able to use changes in body movements to represent tall buildings according to the melody of the music.
2. Able to sing the rests and narration parts of the song accurately, and express the cheerful mood of the song.
3. Experience the emotion of performing and singing together with your peers.
Activity preparation:
Rhythm card for the recitation part, song tape of "Counting Tall Buildings".
Activity suggestions:
1. Invite children to meet and talk about: What kind of tall buildings have you seen? How many floors are there on the highest level?
2. The teacher guides the children to try to use changes in body movements to represent tall buildings.
(1) The teacher uses his body movements to represent a tall building, such as squatting, half-squatting, raising his hands, etc., and asks the children to guess how many floors it is, to stimulate their interest in participating in the activity.
(2) Invite children to freely imagine what other actions they can use to express tall buildings.
(3) Ask the children to perform separately, and other children will imitate.
(4) Show the rhythm card and guide the children to change the movements of their hands to perform the spoken part.
3. Learn to sing songs and perform them.
(1) Play the recording or the teacher plays the song, and ask the children to enjoy it.
(2) Ask the children to sing along in phrases.
One floor, two floors, three floors, four floors, five floors, pat the legs, insert the waist, pat the shoulders, pat the head and raise the head.
(3) Ask the children to learn and sing the song in its entirety.
4. Invite children to perform and sing to experience the joy of cooperation with peers.
(1) Ask the children to perform by changing their hand movements while singing.
(2) Guide children to perform a high-rise building cooperatively. For example: five people stand in a row and squat. With the accompaniment of the song, the first child raises his head, the second child squats half-squat, and the third child squats half-squat. The children kneel down, the fourth child stands at attention, and the fifth child stands on tiptoes with his hands raised.
(3) Invite children to perform cooperatively and innovate more performance methods. They can perform it 1-2 times again according to the children's activities.