1.

Teaching purposes:

1. By listening to "Little Frog" and "Flight of the Bumblebee" and singing "Little Frog Looking for a Home" and "Little Dragonfly", you can feel the animals represented by national and Western musical instruments, and express your love for animals through singing and body movements. The mood of protecting nature.

2. Sing "Little Frog Looking for a Home" with a brisk, elastic voice, imitating the movements of the little frog and accurately starting and ending with the music.

Three. Sing "Little Dragonfly" with a soft voice, and use body movements to feel and express the beautiful and lyrical musical emotions. And can use percussion instruments to accurately accompany songs.

IV. Can compose songs according to rhythm.

5. Listen to "Flight of the Bumble Bee" and imagine the image of the flying bumble bee shown in the music. You can use lines, movements, sounds, etc. to express your impression after listening.

Teaching focus:

Singing "Little Dragonfly" and "Little Frog Looking for a Home"

Teaching difficulties:

Compiling songs according to rhythm

Teaching aid preparation: electronic keyboard, tape recorder

Teaching hours: three lessons

Teaching process:

1. Perform "Little Frog Looking for a Home"

1. Let students listen to Fan's singing, gently clap along with the singing, and sing accurately.

2. Combined with the illustrations in the textbook, make up the story of "Little Frog Looking for a Home" to arouse students' interest, and then model and sing it to primary school students. The first line of the song is narrative and should be sung briskly. The line "jump, jump, croak" seems to be a little frog calling urgently to sing the urgent mood. The "jump" is short but the speed cannot be accelerated. "Quack" can be sung with the help of hand gestures - inspiring students to slide upward, like a frog's cry. The song should be sung brightly and elastically, and the concluding sentence should be sung coherently and in one go to express the joy of the little frog after finding its "home".

3. After learning the song, you can choose several students to serve as accompanists while playing the game. The wooden fish is "XX" and the bell is "X-". Pay attention to the coordination of the tapping sound and the singing sound.

2. Creation and Activities

1. Combined with the theme of this lesson "Elf", inspire students "What kind of small animals do you like?" "What are their characteristics?"

2. Let students first read out two songs from the textbook, understand their rhythm, and then compose them according to the rhythm.

3. Divide the students into several groups and ask them to make up a group of songs about their favorite animals and tell them to everyone to see which group’s song is better.

Three. Listening to "Little Frog"

1. When listening to the Erhu unison "Little Frog", the introduction: Seeds like rain and dew very much, and they look forward to drinking enough rainwater to grow their teeth and grow up. What about small animals? Do they like rain too? Let's listen to the music "Little Frog" today. Feel how my country's folk musical instrument Erhu performs "Little Frog".

2. Listen to the whole song for the first time. Then prompt the students: "Did you hear the cry of the little frog in the music? Which small animal cry was imitated? Do you know where the lively jumping of the frog is depicted, the vast night and the strong wind are described? , Yunwu, do you feel it? Please listen to the music again. When you hear the music that you think describes a certain thing, use actions to express it. "When listening again, let the students listen to the music and do the actions at will. , let students describe the music they feel into a short story in words.

3. Remind students which two pieces of music are similar? Then have students fill in the blanks with color.

4. Let students appreciate the children's chorus "Flower Toad" to expand students' horizons.

IV. Listen to "Flight of the Bumblebee"

1. Instruct students to listen quietly to the orchestral music "Flight of the Bumblebee". Combine the two sides of the textbook to imagine the image of a wild bee flying up and down rapidly.

2. It can also inspire students to draw their own diagrams, and they can also imitate the flying movements of wild bees along with the music to experience the characteristics of music expressing the flying up and down of wild bees, and the sound is strong and weak.

3. You can tell "The Story of King Sadan" to deepen your understanding of music.

5. Perform "Little Dragonfly"

1. Learn the song "Little Dragonfly" by modeling singing.

2. Guide students to sing softly and lyrically when singing songs. Pay attention to singing the duration of each note to better reflect the lyricism of the song.

3. Let students use words to describe the scene of small dragonflies flying around and catching mosquitoes, so that students can understand the principle of caring for dragonflies and protecting beneficial insects.

4. Remind students to tell the physical characteristics of the little dragonfly. After learning the song, refer to the movements or make up your own moves, and choose the created moves for all students to do together. This will give students the confidence to be better at using their brains to create in the future, and stimulate students' enthusiasm for editing.

2

The first lesson

Teaching objectives

1. Feel the strength and weakness of three beats by learning the song "Little Dragonfly" law.

2. Guide students to sing songs with a beautiful and soft voice.

3. Give full play to students’ imitation and creativity.

4. On the basis of learning songs, use body movements to feel and express lyrical and beautiful musical emotions, use different speeds to express different musical imaginations, and educate students on the ideological education of protecting beneficial insects.

Teaching focus: experience songs, feel the strength and weakness of three beats and song ideas

Teaching process

1. Organize teaching

Enter the classroom following the rhythm of music edited from "Whistle and the Puppy" and "La Gou Gou".

Let students master the second beat, feel the rhythm of third beat, and mobilize students' enthusiasm.

2. Introduction to the little dragonfly

Use riddles to elicit "little dragonfly"

Its slender body is long and long,

It is carried on its back Four flags,

Look ahead with big eyes,

It is helpful to eliminate pests.

Stimulate students’ interest, learn about dragonflies, and initially penetrate the education of beneficial insect protection.

3. Feel the pitch and body language

3. Play the melody with the teacher

A.

B.

When these two melodies are played, students use their bodies to imitate dragonflies flying high.

3. Learn to sing the song "Little Dragonfly"

1. Watch the media: Which dragonfly's flying movements are most suitable for this music?

4. Use the big screen to imitate flying dragonflies and catching insects along with three-beat music.

5. Inspire students to use gestures to accompany the melody of the song, and collaborate in groups according to students’ movements. Encourage students to create different body rhythms.

4. Read the lyrics to the teacher.

5. Teacher: What kind of voice do you think should be used to read aloud?

The student answered.

6. Teacher: What kind of mood do you think should be used to read aloud?

7. Listening and singing teaching, students sing along gently and fly in the air with their bare hands to feel the musical phrases.

8. The teacher plays the role of a small dragonfly, making mosquito-catching movements, the students play the role of grass, and everyone sings songs.

9. Ask students to form their own groups to play the roles of dragonfly and grass respectively, and perform and sing as a whole.

VI. Situational Performance

1. Show three pictures and ask students to observe, what is the little dragonfly doing? Students summarize after observing and discussing in groups.

Pictures of little dragonflies flying freely

Pictures of little dragonflies playing happily

Pictures of little dragonflies working hard to catch mosquitoes

2. Inspiration Students express the three pictures based on the intensity, speed and coherence of the music and perform singing.

3. Combine pictures and music to allow students to express different images of fireflies according to the speed of the music.

4. Situational performance, students wear small dragonfly headdresses, make up as fireflies, and perform to the music.

7. Class Summary:

Second Lesson

Teaching Objectives

1. Feel the music by singing "Little Frog Looking for a Home" The animals are represented, and through singing and free body movements, they express their feelings of loving animals and protecting nature.

2. Through simple rhythm creation of half and quarter notes, let students understand that the same music can use different rhythms to express different musical emotions, and cultivate students' innovative ability.

Three, through multimedia-assisted teaching and a series of situation changes, stimulate students' desire to create, and guide students to feel music, understand music, and express music in changing situations.

Teaching content

1. Learning to sing the song "Little Frog Looking for a Home"

2. Rhythm creation and polyphony of half, quarter and eighth notes Part of the rhythm practice

Teaching focus: By creating a series of teaching situations, let students express their own feelings, so that students are happy to create and are happy to create.

Teaching difficulties: Let students have a preliminary understanding of music creation techniques: "reorganization method" and "addition and subtraction method". Experience different musical emotions expressed by different rhythms at the same time.

Teaching process

1. Organizing teaching

1. Play music with two different emotions, "Little Frog Looking for a Home" and "Lullaby"

2. Lead the students to move and imitate the little frog into the classroom.

2. The little frog goes on an outing

1. Rhythm teaching

New lesson introduction: Babies! It’s dawn! Get up soon! Look, everyone! Little Bird Singing on the branch, the flower rooster is saying to us: "The little frog can get up and exercise!"

　A. Play 1=C2/4

Listen to music, Look at the diagrams to freely imitate various actions in life.

2. Learn to sing songs

Inspirational talk: Today, Mother Frog will take you to the countryside to play, but I have a small request. Please sing us while walking. My little frog’s song, okay?

A. Normal singing the song "Little Frog Looking for a Home"

Read the lyrics emotionally, and at the same time add the "clap" movement to the "jumping" part, and the "croaking" part Add the movement of a frog croaking.

B. The teacher plays "Little Frog Variations"

Listen to the sound of the piano while singing and performing, and at the same time make a shape on the last line of the song.

3. Inspire students to perform and sing with emotion and expression.

3. The little frog plays

1. Create prelude music

Teacher: Wow! The little frog’s singing is so beautiful! Mom is almost intoxicated. Hey! We should take a break after singing for so long!

Where can we take a break?

Beautiful images of lawns and ponds appear, inducing students to create music and compose prelude music.

Teacher: What do you want to do in such a beautiful place?

3. Ask students to hum the melody below and choose music that expresses their happiness and excitement.

1=C2/4

A.

B.

C.

D.

p>

E.

Remind students to pay attention to comparison and find out the similarities and differences.

2. Fill in the lyrics

Play the C melody

Inspiring talk: Now let me make a suggestion, can we sing our own songs at the same time? How about making a game?

Teacher plays music

Students discuss in groups to create lyrics.

Students perform while listening to music.

IV. Looking for the little frog

Teacher: The children are so capable! Hey, just now I saw the little frog stupidly playing with everyone! But why is it missing now? Where did it go? Please help me find it, okay?

1. Create various rhythms

Teachers organize and classify and conduct multi-part rhythm training

2. Multi-part rhythm practice

Remind students that when “looking for people”, everyone’s voices should be unified and heard at the same time to spread far

3. Expand your imagination and create freely

Teachers play different melodies to let them Students then experience distinguishing different musical images represented by different music.

5. The little frogs go home

Teacher: The little frogs are all here, and it is getting dark. Let us sing our own songs and go home!

The music of "Little Frog Looking for a Home" was played, and students walked out of the classroom listening to the music.

8. Class summary:

The third lesson

Teaching objectives

1. By listening to "Little Frog" and "The Wild Bee" "Flying", singing "Little Frog Looking for a Home" and "Little Dragonfly", feeling the animals represented by ethnic and Western musical instruments, and expressing his love for animals and protecting nature through singing and body movements.

2. Able to compose songs according to rhythm.

3. Listen to "Flight of the Bumble Bee", imagine the image of the flying wild bee shown in the music, and use lines, movements, sounds, etc. to express your impressions after listening.

Teaching content

1. Review the songs "Little Frog Looking for a Home" and "Little Dragonfly"

2. Create lyrics according to rhythm

3. Listen to "Flight of the Bumblebee"

Teaching focus: Listen to "Flight of the Bumblebee"

Teaching difficulty: Create lyrics according to rhythm

Teaching process

1. Organize teaching

1. Students listen to the music of "Little Dragonfly" during teaching

2. Listen to music and make rhythm

2 , Review the songs "Little Dragonfly" and "Little Frog Looking for a Home"

1. Teacher: In the last class, we learned the songs "Little Dragonfly" and "Little Frog Looking for a Home". Children, you like Little Dragonfly and "Little Frog Looking for a Home". A little frog?

The student answered.

Teacher: Oh, do you know that small dragonflies and small frogs are both beneficial insects? Yes, they all eat pests and we need to protect them.

2. The students sing the song once, and the teacher provides guidance if they sing incorrectly.

3. Rhythm

The first rhythm, free performance.

Motion styling after the music stops.

The second time you play the rhythm, you will discover the beautiful and unique movements.

4. Encourage students with beautiful movements and those whose movements are different from others, ask them to do it, and everyone can learn from it.

5. The third rhythm can further tap students’ creative thinking.

6. Review the song "Little Frog Looking for a Home"

3. Appreciate, feel and perform the music "Flight of the Bumblebee"

1. Introduction

Teacher: "The little dragonflies and these little elves are flying slowly and are very gentle and approachable. Now, another group of little elves are flying towards us. Listen, who are they?

2. Listen to a short piece for the first time and give feedback.

Students: flies, mosquitoes, locusts, bees ------

3. Understand the composer's original intention of composing the music- -----

4. Continue listening and feel the image of the wild bee

Teacher: Do you feel it?

Student: Yes, I feel it. /p>

5. Discuss and feel the image of a flying wild bee.

Teacher: What is the difference between a small wild bee flying and a small dragonfly flying?

Students? : The little wild bee flies fast, the little dragonfly flies slowly; the little wild bee seems to be in a hurry when flying, but the little dragonfly is not in a hurry ------

Teacher: Yes, the little wild bee flies They are flying so fast and in such a hurry, flying up and down in groups. What are they going to do?

Student: It’s going to rain, they are hungry, they are looking for food? ; One of their friends is missing, and they are looking for their friend ------

6. Use lines to express the flying route of the wild bees

(1) , Use gestures while listening to music

Teacher: Use your fingers to draw the path of the little bumblebee flying up and down.

(2) Listen to music while doing it. Draw it in your own textbook.

Teacher: Can you think of another route besides the one you just drew?

Student: Yes

Teacher: Please open the textbook and draw as much as you like.

7. Use body movements to show the flying of wild bees.

Teacher: Now, the teacher really wants to feel a swarm of wild bees. How do you look like flying around anxiously? Are you willing to satisfy the teacher?

Student: Yes (happy and excited to agree)

4. Through "Flight of the Bumble Bee" "The comparison of the speed and emotion of the two pieces of "Little Dragonfly" further clarifies the difference in the musical images they express

1. Look, listen, sing and perform "Little Dragonfly" again < /p>

Teacher: These little wild bee elves fly so fast and fiercely, scurrying around here and there. It’s really a bit scary. Looking at the group of little dragonfly elves, I think they are much cuter and easier to get close to. .

2. Listen to music and fly away from teaching

5. Class summary:

3

1. Perform and sing the song "Little Frog Looking for a Home"

2. Listen to "Little Frog"

3. Listen to "Wild "The Flying Bee"

4. Perform "The Little Dragonfly"

2. The overall teaching objectives:

1. By listening to "The Little Frog" and "The Flying Bee" ", performed and sang "Little Frog Looking for a Home" and "Little Dragonfly", and felt the animals represented by national and Western musical instruments. And through singing and body movements, he expressed his love for animals and nature. 2. Sing "Little Frog Looking for a Home" with a brisk, elastic voice, and model the little frog's movements to start and end accurately with the music.

3. Sing "Little Dragonfly" with a soft voice, and use body movements to feel and express the beautiful and lyrical music emotions. And can use percussion instruments to accurately accompany songs.

4. Able to compose lyrics according to rhythm.

5. Listen to "Flight of the Bumble Bee", imagine the image of the flying wild bee shown in the music, and be able to use lines, movements, sounds, etc. to express your impression after listening.

3. Analysis of teaching materials:

1. "Little Frog" played by Erhu in unison

Composed by Xu Yi, the music is based on a folk children's song in Heze, Shandong "Flower Toad". It consists of three phrases, with the sound of a toad inserted between the sentences and at the end. The melody pattern that jumps in the fourth and fifth degrees, the rhythm pattern of "XXX" and the toad's cry at the end of the sentence form the basic outline of this sentence, showing the image of children competing to count toads. Basically, the material of the first sentence of "Flower Toad" was used and transformed into two musical phrases of 16 measures. It mainly depicts a group of cute little frogs singing and dancing happily in the green fields. It is vivid and lively. The second part of the music is also a single-tripartite structure. It uses tense and fast erhu strings to bring people into the vast night. field. At this time, it started to drizzle in the sky, but the little frogs were still playing happily. The rain got bigger and bigger, but the frogs were not intimidated by the storm. Sometimes they swam into the water, sometimes jumped into the field ridge, and played vigorously... After the rain, the sky cleared, and the clouds gradually dispersed, and a cry pierced the sky.

The earth wakes up and the little frogs sing and jump, spreading their joyful songs everywhere. As the music fades, the little frog goes away, but Dan is still singing and dancing...

2. Orchestral music "Flight of the Bumblebee"

"Flight of the Bumblebee" is one of the most popular songs by Russian composers Created by Msky-Korsakov in 1900. Original song

An orchestral interlude in the play "The Story of King Sadan". The libretto of the opera is based on the fairy tale poem of the same name by the Russian poet Pushkin (1799-1837). The story of the opera is: King Sadan is away on an expedition, and the queen gives birth to a prince. But out of jealousy, the queen's sister wrote to the tsar, accusing the queen of having a freak. King Sadan believed the slander and ordered the queen and prince to be put into barrels and thrown into the sea. Later, the barrel was washed up on a desert island by the sea, and the mother and son narrowly escaped death. When the prince grew up, he accidentally rescued the princess who was magically transformed into a swan from the claws of an eagle. In order to repay the prince, the princess helped the prince turn into a wild bee, followed the merchant ship across the sea, and returned to the palace for revenge. With the help of the ship owner, the prince finally achieved his goal and defeated the villain, so that King Sadan finally woke up and took back the queen. The whole family is reunited and the prince and princess become lifelong partners. . This piece of music expresses the prince's mood when he turns into a wild bee and eagerly wants to fly back to the palace.

Music has endless genre characteristics. The sliding tones of semitones in continuous 16th notes vividly imitate the buzzing of wild bees. The tune is high and low, and the volume is strong and weak. It not only shows the wild bees circling and flying, but also expresses the prince's eagerness to return home.

3. The song "Little Frog Looking for a Home"

"Little Frog Looking for a Home" is a popular, concise, children's-interest song. It consists of four phrases, one section, 2/4 time, pentatonic palace mode. The song starts with a bright and lively melody, describing a little frog running around looking for his home, which also pave the way for the theme of the song to appear. The monologue of "jumping" and "croaking" in the song depicts the anxious state of mind of the little frog jumping and croaking. The last line of the melody is smooth and smooth, which seems to express the happy and joyful mood of the little frog who finally returned home after all the hardships. The lyrics are easy to understand and the melody is cheerful and smooth, creating an innocent, lively, childish and cute image of the little frog.

4. The song "Little Dragonfly"

"Little Dragonfly" is a lyrical and beautiful children's song, in 3/4 time, in the pentatonic F palace mode, and a section composed of four phrases With its physical structure, the song tells the story of little dragonflies flying around with its relaxed rhythm and smooth undulating melody

4. Teaching Focus:

5. Teaching Difficulties:

Six. Teaching time: Two lessons

First lesson

Teaching content:

1. Sing and perform "Little Frog Looking for a Home"; < /p>

2. Creation and compilation of lyrics.

Teaching objectives:

1. Sing "Little Frog Looking for a Home" with a light and elastic voice, imitate the movements of the little frog and accurately start and end with the music.

2. Express your love for animals and protect nature through singing and body movements.

3. Able to compose lyrics along with music.

Important and difficult points in teaching: being able to express emotions better when singing songs.

Teaching preparation: multimedia courseware, animal headdress, piano, scene layout, bud evaluation card, animal card

Number of lessons: 1 lesson

Type of lesson: New teaching

Teaching process:

1. Situation introduction

1. Teacher: Children, the teacher is going to take you to a very interesting place today. Come on, close your eyes. (Multimedia demonstration of scenes from the animal kingdom)

2. Teacher: Children, look, what is this place? Yes, this is the happy "animal kingdom". The little animals live here and are happy. Listen, who is coming?

(Multimedia plays music, allowing students to name animals according to the music and imitate their actions)

3. (Multimedia demonstration of frogs)

Teacher: Huh , why did the little frog run out in such a hurry? It turns out that he has something happy that he wants to tell the children as soon as possible. Listen!

(Multimedia demonstration "Little Frogs Fighting the Storm")

Teacher: The little frogs relied on their own bravery and ability to finally defeat the storm and go home happily. .

4. Teacher: However, while fighting the storm, several little frogs got lost and have not returned home. What can we do?

Teacher: Everyone is very concerned about the little frog. Don't worry, the teacher made up a song for the little frogs. As long as everyone can sing it and the little frogs hear it, they will find a home.

(Multimedia demonstration song animation)

2. Learning songs

1. Teacher: Who did you see? (...)

So what are these little frogs doing? (...)

(Students speak, teacher summarizes the complete lyrics)

Teacher: The children all said very well. Let’s listen to the song "Little Frog Looking for a Home" again. "Bar! (Show the topic)

2. Teacher: Let’s talk along with the music.

(Teacher and student *** read the lyrics together with the music)

Teacher: Great, let’s have a competition.

(Group and say "Hop, jump, croak")

3. Teacher: Let's sing softly with the little frog. (Teacher and student *** sing softly together)

The teacher guides the singing of the emotions in the two lyrics, inspiring the students to relate their own emotions to express them, and the best performers will be given headbands.

4. Teacher: The children have learned very well. Let's clap our hands and sing with the little frog again!

5. Teacher: You sang so well. Now you are all little frogs. Let’s perform together and sing how you want.

6. Teacher: It sounds great! Just now the teacher found that some little frogs were ready. Come! The little frog wearing a headdress will perform with the teacher later, okay?

3. Compose and create songs.

1. Teacher: After hearing the beautiful song of the little frog, all the little animals came.

(Multimedia presentation)

Teacher: They also want to have a song of their own. Can you help them compile a song like this?

Teacher: A little bird has flown to the teacher's side, so I made up a song for him, "Little Yellow Bird Looking for a Home." listen!

(Teacher Fan sang with an emotional voice)

Teacher: Other small animals have already come to you. Please gently invite them out.

(Ask the team leader to raise his headgear, and the teacher will introduce where the animals’ homes are)

Teacher: Children, please listen to the music and gently send the animals home. Bar.

(Listen to music and let students sit gently in the animal group)

2. Teacher: You are awesome! Now it’s up to you to make up songs for the little animals. See which group of children is the most united and smart, and listen to the song they made up.

(Students make up in groups, teachers guide on tour)

3. Teacher: The time is up, have all the children made up?

(Invite each group to perform and report in various forms)

Teacher: What do you think of their performance? Let’s discuss it gently and whether we should lift our buds for them. Woolen cloth?

IV. Summary

1. Teacher: Today, we not only helped the little frog find a home, but also helped many small animals in the animal kingdom to compose nice songs. Now let us sing beautiful songs, take the little animals with us, and return to our class, our home in school.

(Students sang their own songs to the music, and left the classroom with the animals.

Second lesson

Teaching objectives:

1. Sing "Little Frog Looking for a Home" with a brisk and elastic voice, imitating the movements of the little frog and accurately starting and ending with the music.

2. Participate in the performance boldly and actively. Create and compose songs.

Teaching limit:

1. Boldly and actively participate in performances and compose songs.

2. Participate and compose songs.

Minimum teaching limit:

1. Learn to sing the song "Little Frog Looking for a Home"

2. Feel the liveliness of the song and be able to perform with the music

Teaching preparation. :

Rhythm instruments, paper frogs

Teaching process:

1. Listen to the song "Little Dragonfly" and follow the rhythm of the song into the classroom.

2. Introduction

　1. Tell the students that a little guest is here today and show the cartoon image of the frog. and shout, please ask the students to say hello to the little frog! (Show the rhythm)

XXXX│XX│XXXX│XX‖

Welcome the little frog, welcome the little frog!

Read the welcome words in rhythm (plus clapping)

2. When the little frog saw his friends being so enthusiastic, he missed a children's song:

XX|XX|XX| XX | >

Ask students to imitate the songs and recite them while doing the movements (pay attention to the rhythm)

3. Can you make up a song about your favorite animals, such as: "Run, run"? , Meow Meow", etc.

3. Learn to sing songs

1. Story introduction: There were some cute little frogs who were playful and lost their way. They were very anxious and walked all the way. Jumping and shouting, I really want to go home quickly. Have they finally found their home? Let’s listen to the story of the little frog (Listen to the song 1)

2. Today the little frog wants to go home. Please help, children, please learn this song and sing it quickly. Your singing can help the little frog mother hear it and help the little frog find its own home.

3. Listen to the song and the students clap.

(Fan Sing 2)

4. Show the lyrics and learn to read them in rhythm.

5. Inspire students to sing with a light and elastic voice. (Accompaniment 2)

6. Imitate the movements of frogs and inspire students to make up their own movements. (Accompaniment 2)

IV. Games

Students are divided into groups and combined freely. One group of students forms a circle and plays the role of "Little Frog's Home", and the other group plays "The Little Frog's Home". "Frog", and some acted out the scenery on the way home, such as grass and bridges. When the music starts, the "little frog" makes frog movements freely according to the rhythm, and the students of "home" beat the rhythm with rhythm instruments. When the last line of the song "Little Frog returned home" was sung, "Little Frog" jumped in front of a student, and the student at "Home" exchanged places with "Little Frog". The music starts and the game starts again.

5. Compile and create songs.

1. Teacher: After hearing the beautiful song of the little frog, all the little animals came.

Teacher: They also want to have a song of their own. Can you help them compile a song like this?

Teacher: A little bird has flown to the teacher's side, so I made up a song for him, "Little Yellow Bird Looking for a Home." listen! (Teacher Model Singing Accompaniment 1) Teacher: Other small animals have already come to you. Please make up a song for them too. (Accompaniment 2)

2. Teacher: You are awesome! Now it’s up to you to make up songs for the little animals. See which group of children is the most united and smartest, and listen to the song they made up. (Students create in groups, teachers guide on tour)

3. Each group performs and reports in various forms

Teacher: Today, we not only helped the little frog find a home, but also helped the animals Many little animals in the kingdom have made up beautiful songs. Now let us sing beautiful songs, take the little animals with us, and return to our class, our home in school.