Design intent:
This activity is based on the spirit of "all fields should be organically linked, infiltrated, comprehensive, interesting and active" put forward in the Guiding Outline of Kindergarten Education. In the design of activities, we should fully tap the internal relationship between music and other fields, and integrate the contents, forms and methods of activities for many times, so that watching, appreciating, associating and singing can be integrated in interesting scenes, so that children will not feel sorry for each other during the activities.
Children in small classes like to play phone games in the doll's house. "Hey, hey, dad, pick me up early and take me out to play ..." "Hello, grandma?" I came to see you on Sunday ... "The children are so happy! The performance of children and the popular "color ring tones" in today's society inspired me to create teaching situations. I chose the slow-paced, catchy adaptation of the song "Who's Looking for Me" in order to let children expand their experience, learn to sing, express boldly and actively, and make teaching seamless.
Activity objectives:
1. Feel the melody of the song in the situation of "calling" and learn to sing the song "Who is looking for me" happily.
2. Try to use your favorite songs to match the ringtone for the "mobile phone".
3. Appreciate the songs and feel their vivid and interesting features.
4. Let the children feel the cheerful rhythm of the song.
Key points:
Learn to sing with accompaniment in the game situation of "calling animal friends"
Difficulties:
Children can transfer their existing singing experience and boldly try to sing their own "color ring tones".
Activity preparation:
Experience preparation: in the theme activity of "Good Voice", I have a preliminary perception and exploration of various objects that can make sounds in life.
Material preparation:
1. Parent-child production: all kinds of interesting mobile phones made by children and parents with waste paper boxes.
2. Multimedia courseware: flash Animation-Call.
Activity flow:
First, the phone stung Rinrin: arouse children's attention to the phone ringing.
(1) Listen and guess the sound effect of playing the interesting ringtone. Listen! What's that noise? Take out your mobile phone and ring the bell.
(2) Sing, dance, review the rhythm, and play the rhythm music "The Call of the Baby" (with music score). Who are you looking for? , looking for him? Give the game scenes in the form of questions and answers, and encourage children to speak their minds boldly. )
2. Children do the rhythm with the accompaniment of music.
The phone is ringing, Rinrin. Hello-Hello-Hello, who are you looking for? XX, come and answer the phone!
Second, the bell singing method: learn to sing happily step by step with the help of four animal images.
(A) feel the melody
1, playing with the media, singing: Who wants to see me (there is a mobile phone and an animal phone book, dial the phone number: the phone number is 1-5, and four numbers are in a group) (attached music score 2) Question: What is the difference between the dog's phone ring and the phone ring just now? (It's a musical ringtone) Summary: A ringtone that can sing is called a ringtone.
The teacher answered the phone like a puppy and said, "Hello, I'm a puppy. Why did you want to see me? " (Encourage children to express their thoughts on the phone)
(B) familiar with the lyrics
1, play the media animation. Listen carefully. What does the rabbit hear "CRBT" singing?
(Encourage children to speak the lyrics they hear boldly. Teachers will sing and repeat the corresponding songs according to the children's answers to help children remember the lyrics and get familiar with the melody. )
Attachment: Song: Who asked for me (adapted from the English song Big World)1= D2/412-33334-2223-1165438.
2. Guide children to appreciate songs again and listen to the lyrics carefully.
Question: Is the rabbit's bell the same as the puppy's? Listen again ... (The teacher deliberately dialed the wrong number, but the phone didn't ring, enriching the child's life experience and knowing that the wrong number couldn't get through)
3. The teacher plays the rabbit and answers the phone: Sing "Hello, I'm a rabbit. Why did you want to see me? " Continue to encourage children to speak their guesses boldly, and teachers can accept their guesses with melodious responses.
(3) Try to sing along with the song
1, the teacher sang "Duckling" in the form of guessing, further familiarizing himself with the melody, enriching the form in the variant link and promoting teaching. I have a round head, dressed in yellow, and I can't walk steadily. Guess who I am?
Singing, sipping, eating fish and shrimp, swimming in the water, who am I?
Enjoy flash animation (dial the phone number of the duckling, the bell rings, and the duckling swims in the river and doesn't answer the phone)
2. Encourage children to sing loudly accompanied by music.
The duckling didn't hear it. Let's sing the bell together so that the duckling can hear the bell.
Key guide:
(1) Encourage children to sing. Explanation: Children who are willing to help should open their mouths and sing!
(2) Can listen to the accompaniment and sing loudly. Explanation: The duckling swam too far. Can we speak louder?
(4) Feel the singing of songs with different timbres, and establish the connection between timbres and animal image characteristics.
1. Enjoy flash animation, with a rough singing voice. Whose ringtone might it be?
2. What's the difference between Bear's phone ringing?
3. Sing the bell of the bear to inspire children to play role singing and enhance the fun of singing.
Third, my ringtone is really nice: sing happily.
(a) The teacher sings a song that the child has learned as his ringtone.
(2) Children sing their own ringtones, encourage children to sing their favorite songs, and guide all children to sing along. You can first inspire children to talk about which songs can be used as ringtones and recall the songs they have learned.
Four. Extension of activities:
Guide the children to find out what other nice phone rings are.