"Two Little Elephants" is a song in three beats. Pentatonic palace mode, one-section body structure. The lively and friendly melody makes people feel the playful posture of the baby elephant, vivid and vivid. Below are the lesson plans and reflections on "Two Little Elephants" that I bring to you for your reference. "Two Little Elephants" lesson plan

Teaching objectives:

1. To enable students to read lyrics emotionally and rhythmically; to enable students to sing songs with a friendly, natural and emotional voice.

2. Through graphic notation, students can initially establish the concept of pitch and be able to create simple movements for singing performances.

3. Cultivate students’ aesthetic taste and enrich their emotional experience through a series of activities such as feeling, imitation, cooperation, performance, and creation.

Teaching focus:

1. Understand and memorize lyrics, and be able to sing songs with a friendly, natural and emotional voice.

2. To enable students to initially have the ability to feel music and express music.

Teaching preparation:

Electronic keyboard, animal headdress, flower headdress, percussion, CAI (multimedia) courseware, blackboard props, etc.

Teaching process:

1. Organizing teaching

Students wear various animal headdresses, listen to the three-beat music "Everybody Jump", and follow the teacher's movements Enter the classroom.

2. Introduction of new lessons

Teacher: The teacher brought so many small animals today, let’s introduce ourselves first!

Students introduce themselves.

(Design intention: Through self-introduction by teachers and students, students not only master the singing of difficult and difficult phrases, but also train students’ sense of rhythm and oral expression skills, paving the way for learning to sing songs, and becoming active. The classroom atmosphere has brought the friendship between teachers and students closer.) Teacher: Through everyone’s introduction, the teacher knows your names. The teacher also brought you a friend. Who do you think it is? (Show the picture of the elephant. )

Born: Elephant. Introducing the topic? "Two Little Elephants".

Teacher: What is it doing?

Student: Playing by the river.

3. Teaching new songs

1. Feel the melody of the song

a. Ask students to hum the melody using ?la? while listening.

b. Recognize the pitch of the sound

c. Model the melody. Students tap their fingers and model the melody to feel the changes in pitch.

Teacher: Children! Let us climb mountains and swim in rivers with the elephants!

Students: Follow the teacher to feel the changes in pitch.

2. Feel the content of the song.

a. First, let students watch the music video of the song.

b. Let students retell the lyrics.

3. Familiar with the lyrics.

a. The teacher reads the lyrics rhythmically.

b. Solitaire game (the teacher says the first half of the lyrics, and the students pick up the second half).

c. Teachers and students perform the lyrics.

4. Learn to sing songs.

Teacher: The students all sing very well. Let’s sing softly along with Qin Lai.

a. Teacher model sings the first verse.

b. The teacher tells the second verse and performs it.

c. Teach the second verse of lyrics.

5. Emotional processing.

Teacher: The little elephant is so cute. Do you want to make friends with it? So how should you sing this song? (Courseware: MTV + song accompaniment)

Students: With a smile , cordial, natural and emotional singing songs.

4. Expand and extend.

1. Create a musical

Teacher: The teacher found that everyone performed very well. The teacher is very happy. Are you happy?

Students: Happy.

Teacher: Star Theater The performance starts now. Shall we turn this song into a musical and perform it? (Students are divided into five groups and discuss the division of roles).

(Design intention: Let students participate in music activities and further feel and understand music.)

2. Amid the accompaniment of music, students perform in groups.

3. Draw the little elephant and the river.

Teacher: Everyone performed very well just now. Now let us draw the little elephant and river in your mind with the brush in your hand!

4. Display Works

Teacher: Please paste your drawings to the front and let’s see who draws the best. (Paste the work, student evaluation)

Teacher: Everyone draws well.

(Students walked out of the classroom singing songs to the accompaniment of music) Reflection on "Two Little Elephants"

The teaching of "Two Little Elephants" reflects the new music curriculum standards and teaching concepts. This course focuses on music aesthetics as the core, aims at cultivating students' hobbies and interests, is open to all students, and respects individual development. The teaching of this course is based on the physical and mental characteristics of first-year students, starting from listening to and experiencing lively and cheerful music, starting with the basic elements of music, rhythm, and through a series of comprehensive music practice activities such as listening, filming, singing, acting, editing, and creating. Help students intuitively and vividly understand the meaning of the pitch, length, strength, speed and beat of sounds, focusing on the cultivation and development of students' creative thinking abilities such as improvising rhythms, improvising lyrics, and creating paintings. The teaching process takes Music Mountain-Music Bridge-Music River as the main line, and the design is novel and unique. Especially in teaching, guiding students to participate in the design of experience can give students the opportunity to inspire students to create and compose songs, so that students can feel the "long-nosed" image represented by music in listening and performing, and cultivate and improve from it. Students’ musical expression, aesthetic ability and creativity. Integrate the theme of man and nature into the teaching process, starting from understanding elephants, and instill into students the awareness of protecting nature and caring for animals. There are still many shortcomings in this class, such as:

1. The implementation of the teaching objectives is not enough. For example, in song teaching, the difficulty of bass has not yet been solved. Many students still have difficulty with the intonation of the sentence "Walk by the river?". The teacher can design an action here to help students master the intonation.

2. Classroom teaching routines are not sound enough. For low-level students, the development of classroom teaching routines is crucial. The establishment of classroom routines should be incorporated into class teaching objectives to encourage students to develop good study habits. In order to highlight the characteristics of music classroom, the use of music commands, gestures, body language, etc. should be strengthened to regulate students' words and deeds, such as sitting posture, placement of books, etc.

3. Insufficient attention to students’ learning autonomy. Since first-year students are lively and active, but have weak self-control ability, they should pay more attention to the combination of movement and stillness in teaching, and give students more opportunities to show off. When I was designing the performance, I was worried that the students would cause chaos, so at the beginning, I It ended hastily, failing to discover some timely generated resources from students, and neglecting the outstanding performance of some students with special talents. This link should strive to create a teaching environment that is democratic, tolerant, individualistic, and willing to create, and try to give every student the opportunity to participate in performance, so that every student can experience the joy of success and become more engaged in music classes.