Little rain and flowers lesson plan

1. Initially feel the melody of the music, try to do with the three-beat music according to the rain, watering the flowers and drinking the water of the plot.

2. Memorize the lyrics and learn the songs with the help of charts.

3. Feel the rhythm of the music, willing to participate in music games, experience the joy of the game.

Activity Preparation:

1, the position of the children in a horseshoe shape, so that the activities of the children in pairs.

2, music tape, tape recorder

3, children's book: "Little Rain and Flowers"

Activity process:

(a) Review the song "Little Eggs open the door".

Teachers: spring is coming, baby chickens, baby ducks are anxious to break out of their shells and come out to play, let's sing "Little Eggs Open the Door" and invite them out!

(2) children feel the music "Little Rain and Flowers" melody and structure, under the guidance of the teacher, with the music rhythmically do rain, drink water to grow up, blossom action.

1, Teacher: The spring breeze blew up, the earth revived, looking forward to the spring rain. Spring rain ticking down, moisturizing the small flowers and grass. (A section of music, the teacher with young children according to the phrase to do the rain from above and down the action. Every 2 bars for a sentence, at the end of each sentence before the rest, whispered "tick", and touch the legs with your fingers to indicate that the raindrops fell on the flowers)

2, Teacher: the small flowers in the rain gradually woke up under the gentle call, she gently shaking the petals, stretching the body, enjoying the moisture of the rain. (B music, the teacher with the children with the phrase to do the flowers nodding, gradually upward growth movements. Every 4 bars for a sentence, after 4 sentences, the flower grows)

3, Teacher: watching the growth of the flower, the rain is full of joy, he once again hard to sow the rain. (A music starts, same action as before)

4. Teacher: Thank you, little raindrops, calling me, caring for me, I want to open for you. (B music, teachers with young children to do flowers grow, open action, each sentence to open a flower, encourage children to use the body to make different flower shape, timely feedback on children's movements and encourage children to learn from each other)

(C) children two by two, inspired by the teacher's age of the music and dance, the performance of the rain and the flowers of the love between the mutual care of the feelings.

1, the children observe the children's book "rain and flowers", feel the friendship between the rain and flowers.

Teacher: What is the relationship between rain and flowers? If I were the rain, how would I express my love for the flowers? If I were a flower, how would I express my gratitude to the rain? Please work in pairs and listen to the music to perform.

2. Teacher feedback several groups of children's performances, guiding the children through eye contact, action communication, to express the love between the rain and flowers.

(4) Children divided into roles and performed "Little Rain and Flowers" on the circle.

Teacher: Now all the girls are invited to play the beautiful little flower. Please come to the center, hand in hand around a small circle as a flower bed, then you squat down "sleep", waiting for the rain to come, please all the boys play the role of hard rain, please go to the side of this round flower bed, look for a small flower, ready to sow the spring rain. (A section of the music, the teacher with the boys in the counterclockwise direction of each phrase "watering" a small flower; B section of the music, the boys squatted down to observe the growth of small flowers, the teacher constantly using the language of praise and positive demeanor of the children's performances in time to give affirmation; B section of the music again, encouraging the rain and the flowers to make different cooperative modeling) Let's dance and celebrate!

Activity Reflection:

In the activity, I used the classroom materials to help the children distinguish between the different contents of the two pieces of music, and to express the different movements of the little rain and the little flower. The children can use different movements to create the movement of the little rain falling down. However, in the second section, the movements of the little flower drinking water and growing up were not obvious. Especially in the role performance, the child did not distinguish the difference between the two pieces of music, can not see the role of the little rain and the little flower, the movements are mixed together, can not see clearly.

[Teaching material brief]

In the activity, the teacher to the children familiar with the rain and flowers as the subject matter, so that the children through the feeling of the melody of the music, to experience the rain and flowers of the two good friends of the close interaction between the children, giving the children a different experience of art activities. In the activity, the children listen, think, make up and act to express the rain, watering flowers and the rain and flowers **** dance movement. We skillfully combine the two things of little rain and little flowers to create a beautiful natural scene, and then let the children create the movements when the rain falls and the movements of the little flowers when they drink water with joy and satisfaction, so that the children can learn to cooperate and perform.

[Design Concept]

When we designed this teaching activity, it was a beautiful March, we said goodbye to the cold winter, and ushered in the spring of flowers. And the spring drizzle is even more to revive everything, full of vitality everywhere. Therefore, I seized the characteristics of this season, designed the "drizzle and flowers" this lesson plan for children to create a personalized performance space, so that children can be in the existing experience of watching the rain and flowers based on familiar with the melody of the "Drizzle and Flowers" piece of music, try to rain, watering the flowers and drizzle and the flowers **** dance with the movements of the performance of the music, the drizzle and flowers two things combined to create a beautiful natural scene The children will then create the movement when the rain falls and the happy and satisfied movement when the little flower drinks the water, so that the children can learn to perform cooperatively.

[Objectives preset]

1. Familiarize yourself with the melody of the piece, and try to express the piece with the movements of raining, watering flowers, and dancing with the flowers***.

2. Create the movement when the rain falls and the happy and satisfied movement when the little flower drinks water, and learn to perform cooperatively.

[Activity Preparation]

1. Experience Preparation: Lead the children to observe the various specific forms of the rain and flowers before the activity.

2. Material preparation: homemade rhythm charts, music video.

3. Spatial preparation: a large classroom space.

Comment: Before the activity, through the video observation, physical observation and other ways to deepen the children's experience of the rain and flowers, in order to effectively carry out the activity to prepare for the experience, homemade rhythm charts are also more beautiful and clear, the use of horizontal, one-to-one design can be more intuitively presented to the children of the rhythm of the piece of music, and at the same time as much as possible to create a larger classroom space, so that the children have enough space to perform.

[Teaching process]

First, the scenario show "rain" to introduce, arouse the interest of children.

Teacher: children, you have seen the rain? Who would like to perform for us, what is it like when it rains?

Comment: directly to the "drizzle" to the title, let the children think of themselves as a drizzle, to show the appearance of drizzle. Here, I do not let the children to feel and perform the appearance of heavy rain, it seems more direct, refined. Because, this piece of music is originally a performance of the rain, if you let the children show the appearance of heavy rain, it seems redundant and not targeted.

Second, the children appreciate the music, the initial feeling of the melody.

1. Teacher: Today we are going to listen to a piece of music called Little Rain and Flowers, please listen carefully.

2. Teacher: What do you feel after listening to this piece of music?

3. Teacher: please listen to the music again, listen to see which part of the performance is the rain? Which part of the performance is a small flower?

4. Teacher: Did you hear, this piece of music is a few beats? (triple beat) What are the characteristics? (Strong weak weak)

Comment: The Outline states: "Teachers should become the supporter, collaborator and guide of the learning activities of young children." Questioning is a widely used and important teaching tool in kindergarten teaching activities. It can not only gradually lead the teaching activities into depth, but also help to trigger children's thinking and learning initiative. Questioning is the ladder to depth, the introduction to trigger, and the opportunity to realize. In this session, I am more direct and rigorous in designing questions. I let the children talk about their feelings after listening to the music for the first time, and then give the children the opportunity to listen to the music again, so that the children can go to the preliminary understanding of the music on the basis of more familiar with the music, and try to say the part of the music in the part of the rain and the part of the small flowers, I know, I want to face all the children, don't be too hasty, I want to let each child have the opportunity to express themselves. On this basis, I penetrate the music in the three-beat rhythm knowledge, so that children have "strong weak weak" sense of expression, rather than a hard, hard to show the rain and flowers.

Third, show the chart, the teacher pointed out the corresponding part of the chart according to the rhythm of the music.

1. Show the chart and play the music.

Teacher: children, the teacher has prepared a chart for you, please listen to the music to see the teacher to point out the chart for you. (2 times)

2. Teachers lead children to listen to the music and point to the charts. (The children can play the rhythm by snapping their fingers and turning their wrists.)

Comment: The Outline points out that "we should avoid the tendency to pay attention only to the performance skills or the results of artistic activities and neglect the emotional experience and attitude of the children in the activities." Therefore, in order to stimulate the children's interest, and let the children better grasp the rhythm of the music, in this session, I presented the children with a more beautiful, clear rhythm chart. I first let the children listen to the music and watch me point to the chart, after two times, they all basically mastered it. Then, I stimulate their interest again through different ways of playing the rhythm, I let them use finger snapping, turning the wrist, patting the legs and other ways to express the rhythm, they are all very positive to follow my thoughts, let me see their love for art activities.

Fourth, segmented listening to the music free to create the movement of the rain and flowers.

1. Play the A section of the music, the children independently create the movement of the rain.

(1) Teacher: children, now please listen to the music, use the action to show the appearance of the rain. (Children independent creation, action is not specified.)

(2) Teacher: some children do a slanting rain, some children do a straight rain, are great!

(3) Listen to the A section of the music again and perform the rain movement.

Comment: Here, I used the form of playing the music in sections, first let the children listen to the A section of the clip depicting the rain, and then use their own movements to show what the rain looks like when it falls. It is pointed out in the Outline: "Provide opportunities for free expression, encourage young children to use different art forms to boldly express their feelings, understanding and imagination, respect every young child's ideas and creations, recognize and accept their unique aesthetic feelings and ways of expression, and share the joy of their creation." Therefore, I didn't limit the children's performance, I didn't stipulate the movements when it was drizzling, everything was imagined and expressed by the children themselves. Of course, they also gave me a big surprise, some of their performance is "oblique rain", some performance is "straight rain", are great!

2. Play the B section of the music, the children independently create a small flower drinking water movement.

(1) Teacher: Now the music changes, listen to see whose turn it is? (Flower)

(2) Teacher: What kind of flower are you going to be? Put the action out. (Let the child imagine, such as: a pink peach blossom, a flower on a high branch, a flower in full bloom, a flower bone that hasn't opened yet.)

(3) Children listen to the B music and act out the actions of the little flower drinking water.

Teacher: our teacher is a big garden, there are all kinds of flowers, flower babies please follow the music to perform to your heart's content!

Comment: The Outline states: "Young children's individuality and creative expression should be supported, and the bias of over-emphasizing skills and techniques and standardized requirements should be overcome." After performing the A section, I then let the children feel the changes in the B section. They immediately heard that it was Little Flower's turn to come out. Here, I began by asking the children to pose for various little flower movements and asked them to imagine what kind of flower they were. They have a lot of ideas, a variety of movements: some are a pink peach blossom; some are a flower on a high branch; some are a flower in full bloom; some are a flower skeleton that has not yet opened ...... When the children decided on their own movements, I asked them to listen to the B section of the music, free to express the actions of the little flower drinking water.

V. Children work together in roles to perform the movements of the little rain and the little flower.

1. Teacher: Now ask the children to work in pairs, one as a little rain, one as a little flower, and listen to the music for cooperative performance. In the A section of the music, only the little rain does the action, the little flower does not do the action. B section of the music, the little rain on the little flower, the little flower to make the action of drinking water.

2. Teacher will play the music, and the children will perform together.

Evaluation: With the experience of the previous segmented performance, and then let the children perform cooperatively, it makes the performance more wonderful and orderly. Here, the children have a clearer sense of role, a clearer sense of rhythm, and a better understanding of the cooperation.

3. Ask the children who perform well to perform individually.

Comment: The Outline states: "While supporting and encouraging young children to actively participate in a variety of artistic activities and boldly express themselves, help them to improve their performance skills and abilities." Here, I have created conditions for children to show their talents, and I ask children who perform well to perform individually, which not only improves children's self-confidence and gives them a sense of fulfillment, but also utilizes the role of peer influence, so that other children also have the desire to "I want to perform better". This is a benign way for young children to communicate with each other, learn from each other, and **** the same way to improve.

4. Group performance to end the activity.

Teacher's summary:

Art activities should pay attention to the emotional development of young children, to stimulate the enthusiasm and interest of young children. Teachers should create a personalized space for children to express themselves, and in the teaching process should let children experience a full sense of pleasure, so that each child has the opportunity to play their own abilities, thus enabling children to improve self-confidence and obtain a sense of success. The art activities of the children as the main body, play the imagination of children, children's autonomy has been better reflected.

I. Activity Objectives

1. Familiarize yourself with the melody and structure of the piece, and be able to boldly create body movements to express the music.

2, willing to cooperate with peers to perform, experience the fun of cooperative performance.

Second, activity preparation

flash, animated sheet music, tape, tape recorder

Third, the process of activities

1, the introduction part: talk about the introduction, stimulate the children's interest in learning.

"A few days ago, the teacher played in the garden and saw that the flowers in the garden were all very spiritless, what's going on? Let's listen together?" (Play the recording: Hello children! We are little flowers in the garden, because it hasn't rained for a long time, so we are so thirsty and lack of spirit! We are so hard that we are going to fall asleep!)

Q: What do you hear?

What can we do? Let's think of a way to help them! (Encourage children to think of ways)

Transition: You think of good ways, we can not only water the flowers, but also ask the little rain to help.

2, guiding children to perceive the music, and analyze and understand the music on the basis of bold creation of body movements.

"Today, the teacher brought the children a nice piece of music about the little raindrops helping the little flowers, the name of this piece is called 'Little Rain and Flowers', let's listen to it, how the little rain helps."

(1) Children enjoy the music completely and imagine it boldly:

Q: What did you hear about how the little raindrops helped? What did they do later?

Transition: What did the little raindrops do in the end? Let's take a look.

(2) Play

A paragraph mapping: introduction language: "The little flowers were so thirsty that they had no spirit, and closed their eyes, the little raindrops came and knocked on the petals, and the little flowers opened their eyes to see that it was the little raindrops, and immediately had spirit."

Q: What did the little raindrops do when they fell? How many times did the little raindrop knock on the petals? What happened to the little flower at this point?

① Guide the children to create the action: how did the raindrops fall from the sky?

② Teachers lead children to do with the music of the rain fell on the petals of the action (legs as petals), reminding the children to do a "different rain" (teachers have language prompts "dong dong")

③ guide the children to create the action of the flower: The rain falls in different ways, the flowers are also various, what do the flowers look like?

④ guide the children to cooperate and perform: Now, I ask a few children to be the little rain knocking petals with me, and the other children to be a variety of flowers. (Remind the children: the action of the flowers should be different, and the rain looks different.)

(3) Now that the little flowers are in good spirits, what did the flowers and the rain do? (Play the chart of paragraph B)

Question: What did the little flowers do with the little rain after they were refreshed?

①The teacher asked 1~2 children to be the little rain, and other children to be the flower to perform the B section.

② guide the children to create: in addition to this game how to play the game?

(4) listen to the music in full, the teacher asks 2~3 children to be the rain, and other children to be the flower. "Now let's have a complete performance of Rain and Flowers."

3. Guide children to perform cooperatively.

(1) One part of the toddlers will be the rain and the other part will be the flower.

Performance requirements:

Each child find a friend to discuss who will be the rain and who will be the flower, and then stand facing each other, and nod your head during the prelude.

(2) Change roles and play again.

Fourth, the end of the activity

1, evaluation

2, summary

Activity Objectives:

1, to help young children to further familiarize with the melody and structure of the piece of music, and to guide young children to use the rain, watering the flowers and the little rain flowers **. ** Dance plot action to distinguish A, B, C section.

2, guiding children to create different actions when the raindrops fall mood, the small flowers drink water when happy and satisfied with the emotions of the table rain and flowers * * * dance happy scene.

3, guide the children to learn to two people to cooperate in the performance of the action, according to the plot of the timely adjustment of their own movements, the ability of the body posture.

4, let the children know the name of the song, familiar with the melody and lyrics of the song content.

5, willing to participate in duet activities, experience the fun of singing with teachers and peers.

Activity Preparation:

1, teaching tape, tape recorder

2, garlands.

Activity process:

1, review the rhythm "picking apples".

2, review the song "Little Rain Rustle".

3, ask children to listen to the story adapted from the music, big . Exam . Teachers net source feel the music emotion. Practice the rhythm of three beats with the teacher.

4. Inspire children to create a movement.

(1) Children create a little raindrop action.

(2) Children create the action of the flower drinking water and.

(3) Children make up the movement of the flower dancing with the little rain ****.

(4) Complete practice.

5. Teacher performs the dance and guides children to look for autumn scenery in nature.

Activity Reflection:

In the activity, I used the classroom materials to help the children distinguish the different contents of the two pieces of music, and to show the different movements of the little rain and the little flowers. The children can use different movements to create the movement of the little rain falling down. However, in the second section, the movements of the little flower drinking water and growing up were not obvious. Especially in the role performance, the child did not distinguish the difference between the two pieces of music, can not see the role of Little Rain and Little Flower, the movements are mixed together, can not see clearly.

Activity Objectives:

1. Initially feel the melody and structure of the music, try to do with the music to rain, drink and grow up, flowers bloom and other actions.

2. Through the teacher's language inspiration, the children two-two cooperation performance, try to use the eyes, physical appearance for creative expression.

3. In the cooperative performance, they experience and are willing to show the love and care between the rain and the flower.

Preparation:

1. Arrange the children's seats in a semicircle.

2. Homemade whiteboard courseware "Rain and Flowers".

3. Raindrops, flowers headdress.

Activity process:

1. Feel the music as a whole, guess the music plot.

Teacher: What do you think this music inside? Bring us what feeling?

2. Children feel and listen to the structure and melody of the music.

Teacher: (play the classroom) spring wind blowing, the earth recovery, looking forward to the spring rain. The spring rain is dripping down, moisturizing the small flowers and grass. Small flowers in the rain gentle call gradually woke up, she gently shaking the petals, stretching the body, enjoying the moisturizing rain. Please listen carefully to the music again, what is the place where the rain is falling, what is the place where the flowers are drinking water?

Teacher summary: the first part of the music is the rain is ticking down, the second part is the little flower after a dry winter, thirsty, want to drink water to grow up.

3. Under the guidance of the teacher, learn to follow the music rhythmically do rain, drink water and grow up, blossom action.

(1) Learning a little rain action.

Teacher: the spring breeze girl blew, brought the ticking rain, look, the rain fell (music, children watch the scene of the rain falling in the classroom) Teacher: how does the rain fall? We come together to learn.

Teacher: What other actions can indicate that the rain is falling?

(2) Learning b small flower action.

Teacher: The sky is drizzling, who is the happiest?

Young children: small flowers teacher: look, the small flowers are happy to drink water to grow up! (music, children watch the classroom materials in the small flower drink water to grow up the scene) Teacher: small flower is how to drink water? What actions can indicate that the grown-up?

Teacher: Next, I play a little rain, you are a little flower, I floated to where the little flower where to drink water, than to see whose little flower bloomed the largest and most beautiful.

4.

(1) connect a, b paragraph action, complete with music performance.

(2) Perform in roles

Teacher: All the girls play beautiful flowers. Please sit on the chairs and wait for the rain. All the boys play the role of hard-working rain, please find a small flower and stand in front of her, ready to sow the spring rain. (During the performance, pay attention to guide the children to communicate through eyes and movements to express the mutual care between the rain and the flower.)

Activity Objectives:

1. Initially feel the melody of the music, try to do the action according to the plot of raining, watering the flower and drinking water with the three-beat music.

2. The daily observation of the raindrops falling scenarios with the dance movement performance, through the exaggerated amplitude of the movement to show the different raindrops falling posture, as well as the little flowers drink water when the happy demeanor.

3. In the performance, we can experience the love and care of the rain on the flower and the gratitude of the flower to the rain.

4. Perceive the motion of the multimedia images and experience the joy of the activity.

5. They can follow the rhythm of the beat.

Activity Preparation:

1. classroom materials

2. children in the teacher's guidance to observe the rain scene or observe the process of watering flowers.

Activity process:

I. Children enjoy the music "rain and flowers", initially familiar with the melody of the music.

Teacher: "What is Little Rain doing?"

Second, appreciate the classroom, familiar with the content of the music

Teacher: "What is the little rain and flowers doing?"

Third, the teacher guides the children to create the A section of the rain falling action.

1. Teachers inspire children to do the action of falling rain.

Teacher: How does the rain fall? Where does it fall from and where does it go to?

2. The teacher sings the music, and the children focus on practicing the movement of the rain falling from top to bottom according to the music. Teachers can check whether the children squat down when the music stops in the tone of the game.

Teacher: Did the rain fall?

Teacher: Did the rain fall?

3. Teachers lead the children to practice the A section, focusing on leading the children to express the rain by shaking their hands, shaking their wrists and other movements. And practice walking while doing the rain falling movement.

4. Teachers guide children to create the B section of the action.

1. Teachers inspire children to use different movements to show the flower drink water when happy.

Teacher: the flower drink water? Then you can do the flower drink water happy look.

2. Teachers do the movement of the raindrops, children practice with the orientation of the raindrops to adjust their body posture.

Teacher: The little raindrops are coming, the little flower wants to see the little raindrops. In which direction the raindrops are, the flower has to play the game with the raindrops in that direction.

3. The children practiced the B section completely with the music. The teacher guides the children to show their happiness and gratitude in their movements and expressions.

Teacher: What does a happy flower look like?

Teacher: What does it look like for a flower to be happy?

V. Children listen to the music and perform it twice.

1. Teacher assigns roles and guides the children who play the flower to stand in a scattered position.

2. The teacher guides some children to be the little rain, and then performs in roles with the music. Teachers can constantly use praise language and positive demeanor to give timely affirmation to the children's performances.

3. Switch roles, listen to the music and perform again.

Activity Reflection:

In the activity, I used the classroom materials to help the children distinguish between the different contents of the two pieces of music, and to express the different movements of Little Rain and Little Flower. The children can use different movements to create the movement of the little rain falling down. However, in the second section, the movements of the little flower drinking water and growing up were not obvious. Especially in the role performance, the child did not distinguish the difference between the two pieces of music, can not see the role of the little rain and the little flower, the action is mixed together, can not see clearly.

Wikipedia: Rain is a natural precipitation phenomenon produced by perturbations in the atmospheric cycle, an integral part of the Earth's water cycle, and the only way to replenish fresh water for almost all terrestrial plants far from rivers.