中文
複製編輯我想找個好朋友
我想找個好朋友
如果你肯和我做朋友
請你跟我這樣走
English (singable version)
vbnet複製編輯I want to find a friend to play,
I want to find a friend today.
If you will be my friend so true,
Come and do what I will do.
- 單元目標 Unit Goal
長短
Rhythm: Long and Short
- 教具 Teaching Aids
節奏樂器 Rhythm instruments
- 背景說明 Background for Teachers and Parents
中文
3-8歲的幼兒正值一生中聽力發展之黃金時期，此時從生活中所獲取音樂的經驗，對概念的建立有莫大的助益，對其聽力及個性的發展也有極深遠的影響。
在《如鷹展翅》中，我們談到打開閱讀的解碼系統，而「用聲音說故事」也是其中的一環。此方法從說故事開始，接著引導孩子回想故事順序，並因為要演出而進一步思考音樂如何配合。這與「律動化音樂欣賞」相呼應，都是本教材的重要特色：透過聲音與律動，讓孩子在敘事、音樂與語言之間建立全方位的理解與表達。
English
Children aged 3–8 are in the golden stage of auditory development. Musical experiences drawn from daily life during this period greatly support concept formation and have a profound impact on both their listening abilities and personality development.
In As the Eagle Soars, we emphasize unlocking the decoding system for reading. “Telling stories with sound” is an essential part of this process. It begins with listening to a story, then guides children to recall the sequence of events, and finally encourages them to design sound and music for performance. This approach parallels our rhythmic music appreciation activities—both are key features of the curriculum, integrating storytelling, music, and movement for a holistic learning experience.
- 資料庫故事 Story
中文
有個人想找朋友玩，他匆匆走進電話亭，推開門，拿起話筒，投入硬幣撥號按按鈕。
對方的線路一直都通話中（老師模仿嘟嘟嘟的聲音），這個人把電話掛掉後再重新試了一個號碼，電話響了很久卻沒有人接（老師模仿鈴鈴鈴的聲音），他掛上電話，拿出銅板，很失望地嘆了一口氣走出電話亭。
English
A person wanted to find a friend to play with. He rushed into a phone booth, opened the door, picked up the receiver, inserted a coin, and dialed the number.
The line was busy (teacher imitates “beep, beep, beep”), so he hung up and tried another number. This time the phone rang for a long time, but no one answered (teacher imitates “ring, ring, ring”). He hung up, took out the coin, sighed in disappointment, and walked out of the booth.
- 互動過程 Interactive Activities
一、說故事 Storytelling
- 老師先說一遍故事，要求幼兒專心聆聽。
二、整理故事順序 Sequencing
- 請幼兒回顧故事情節，討論並整理事件的先後順序。
三、用聲音說故事 Storytelling with Sound
- 為故事的每一段配上合適的聲音與動作，嘗試用不同樂器找出最佳效果。
四、排練 Rehearsal
- 分段練習聲音與動作的配合，逐步串聯成完整故事。
五、演出 Performance
- 幼兒在老師指導下完成「用聲音說故事」的表演，體驗聲音與敘事的結合。
六、歌曲 Song: 找朋友
- 帶領幼兒唱《找朋友》歌曲，將聲音活動與歌唱自然銜接。
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