"Little Leaves"

Teaching objectives: 1. Guide students to feel the different emotions expressed in the song and stimulate their interest in participating in music activities. 2. Based on understanding the content of the song, initially sing with expression.

Teaching focus:

Develop students’ musical sensitivity and expression. Teaching process: 1. Music performance game "Little Leaves"

(1) Listen to music and perform according to the changes of small leaves in spring, summer, autumn and winter under the guidance and prompts of the teacher. (2) Teacher: "What season is it now? The autumn wind has risen. The autumn wind has risen. What sound does the small leaves make when they are blown by the wind? Listen to the rustling sound. (Sounding exercise "Small leaves rustling") Guide the children Feel the difference in intensity and pitch.

2. Teacher Model Singing

Teacher: "The little leaves rustled as if they were talking. What happened to them?" What? Do you want to know? The answer is in a song sung by the teacher. Sit down and listen together. 3. Learn the lyrics of the first verse (1) After Fan sang, he asked: "What happened to Little Ye Ye?"

Students answered.

Teacher: "Little Ye Ye left her mother. Will it be afraid? Let's ask it together. "(Guide the children to feel that the little leaves are saying goodbye to their mother, and use a soft and friendly voice to express the rustling.) (2) Language Rhythm Theory Lyrics Teacher: "Let's talk about what happened to the little leaves.

4. Learn the lyrics of the second verse (1) The teacher sings the second verse.

Teacher: "Little Ye Ye left her mother. Do you think it will come back? When will it come back? Let's listen to what Little Ye Ye said." (2) Language Rhythm Learning Lyrics

Teacher: "After listening, what kind of little leaf do you think it is? What does the brave little leaf say?"

5. Teacher complete model singing

Teacher: "This song has two sections that express the different moods of Little Leaves. Let me sing it for you first."

Question: "When I sang just now, there was a rustling sound in the first section. How is it different from the rustling sound in the second paragraph? "(In the first paragraph, the little leaf seems to be saying goodbye to its mother, and the voice is relatively soft, while in the second paragraph, the little leaf is bravely saying to its mother that it will come back in a loud voice, so Everyone can hear it) 6. Complete singer: "Do you like this brave little leaf? Come and sing and use your voice to show your bravery." 6. Try leading and accompanying singing ( 1) The teacher leads the singing and the accompanying singers. The teacher wears a small leaf headdress and plays the role of a small leaf to lead the singing. The children come to accompany the singing and only sing the last line of "Shashasha". (Prompt to sing with different voices and feelings) (2) Individual cantor: "Who wants to play the brave little leaf and come up to perform? 3. Summary after class

Teaching reflection:

During the teaching of this class, what surprised me was that one child cried while listening to the music. He told me: "This music makes people feel uncomfortable." Although the child was not very happy. Okay, it's accurate, but I can feel what he wants to express. Even young children can be sad and shed tears after listening to music. It can be seen that in our daily teaching process, we have tens of millions of people. Children's emotional education cannot be ignored. Even young children have their own inner world.