Unit 1 Mom·Teacher

First lesson

Appreciate "I Love Milan" ① Read the lyrics of "Flowers Love Rain and Dew" aloud.

②Singing "Flowers Love Rain and Dew"

③Percussion instruments such as bells, triangles, and maracas ①Singing performance

②Language and movements

Review of the pitch of "Flowers Love Rain and Dew" ①Dubbing performance according to the role

②Improvisational performance ①Common knowledge about dubbing

②Characters , animals and other various sound phenomena

Lesson 3

"My Good Mother" ①Read "Little Crow Loves Mother"

②Learn Sing "Little Crow Loves Mom"

③Use percussion instruments to accompany the song and improvise action performances

Lesson 4

①Learn to sing "Sing to" along with the recording Mother's Lullaby"

②Review the song "Little Crow Loves Mom" ??

Teaching Requirements

(1) General Unit Requirements

1 ． In this unit, students learn to sing songs that praise their mothers and teachers to stimulate students' interest in learning, experience the beauty of music, and improve their musical expression.

2. Through music activities, the ability to listen and distinguish the pitch of sounds is gradually developed.

3. Through teaching, students are cultivated to cherish family ties, friendships, and the relationship between teachers and students.

4． Cultivate students' aesthetic taste and musical imagination by appreciating songs and pictures.

(2) Specific requirements

1. Understand the ideological connotation of the song through singing and song performance.

2. Through interesting music activities, you can feel and listen to different sounds.

3. By appreciating "I Love Milan" and "Lullaby for Mom", you can feel the emotions of the music and deepen your understanding of mothers and teachers.

Teaching preparation

(1) Teaching aids

1. Piano, tape recorder (or CD), multimedia software and related pictures.

2. Percussion instruments (percussion bells, bass drum, maracas, triangle, etc.).

3. Various animal toys.

(2) Text and picture information

1. Picture of little crow.

2. Flip charts about musical instruments.

Textbook Analysis

(1) Writing Intention

This unit consists of singing "Flowers Love Rain and Dew", "Little Crow Loves Mom", and appreciating the song "I Love Milan" ""Lullaby for Mom" ??and the music activity "Pitch and Low of Sound". The purpose is to cultivate students to love their mothers, teachers, classmates, and friends from an early age, and to feel family affection, teacher-student affection, and friendship through teaching.

The songs selected in this unit are all related to mothers and teachers. Through singing and music activities, students' interest in learning and enthusiasm for singing can be further stimulated, and their music perception and music performance abilities can be improved.

The music activity "Levels of Sound" set up in this unit uses students' life experience and observation to collect and listen to various sounds in nature and classify and analyze them, so that students can recognize and understand sounds. level to improve students' listening and sensing abilities.

(2) Key points and difficulties

Key points of this unit:

1. Inspire and guide students to think about and express the care and love their mothers and teachers have for them.

2. In music activities, students' imagination and creative thinking are fully mobilized and their sensitivity is improved.

3. Train students to extend songs emotionally and pay attention to phrasing and intensity control during singing.

Difficulties of this unit:

1. In singing teaching, students are guided to sing with emotion and pay attention to breath control and intensity contrast.

2. Through singing and appreciation of teaching, students can enhance their respect and love for their mothers and teachers.

(3) Analysis of teaching materials

1. "Flowers Love Rain and Dew"

This is a cheerful and lively children's song. The theme of our love for teachers is derived from the metaphor of flowers loving rain and dew. The lyrics are concise, vivid, and profound in meaning. The melody of the song is smooth and beautiful.

The song is in major mode, in 2/4 time, and has a body structure composed of four phrases. This song can be used as a song performance for creative activities.

2. "I Love Milan"

The song has a two-part structure, major mode, and 4/4 time.

This is a vibrant campus song that uses Milan as a metaphor for the teacher’s elegance and holiness. The song has a beautiful melody and concise and simple lyrics, expressing the students' sincere feelings for their teachers.

In the first lesson of this unit, the song "Flowers Love Rain and Dew" compares students to flowers, while this lesson compares Milan to teachers. Different metaphors express the emotion of respecting and loving teachers.

3. "The level of sound"

Through the comparison of various high and low sounds in life, such as bells and bells, big drums and snare drums, old people and young people, animal sounds and the sounds of various other musical instruments. , so that students can feel the pitch of the sound.

"Pitch of sound", you can play several sound imitation games:

① Ask students to tell a story. In the story, there are grandfather, mother, old cow, lamb and tiger. , kittens and other different characters, imitating their voices and sounds.

②Read nursery rhymes. The sound is high when the word "ding" is pronounced, and the sound is low when the word "dang" is pronounced. It can be done in groups.

③ Select and listen to an instrumental ensemble work according to the conditions, and let students listen to the high-pitched instruments and the high-pitched instruments in the music. Bass instrument.

4. "Little Crow Loves Mom"

This is a children's song with animal themes, telling the story of the little crow's love for his mother. , educate students to respect and love their mothers, help their mothers do whatever they can from an early age, and never forget their mother’s nurturing thoughts.

The song is a body structure composed of four phrases, in a major mode. , 2/4 beat. The song has a concise melody, many homophonic progressions, and has narrative characteristics.

5. "Lullaby for Mother"

This is a song for children. The lyrics of Mom's song are sincere and simple, expressing children's innocence, kindness and pure love for their mother.

The song has an expanded single-section structure, in B E major, in 2/4 time. The melody of the song is beautiful and peaceful, and the rhythm is relatively orderly. It can be used by students to create and perform.

The lyrics are in black and can be the lead singer (students or teachers can be the ones), and the lyrics in color are for chorus. < /p>

Teaching Design

First Lesson

Teaching Content

1. Learn to sing the song "Flowers Love Rain and Dew"

Teaching Objectives

1. Learn the song "Flowers Love Rain"

2. The song "I Love Milan" inspires students' respect for their teachers.

3. Cultivate and create a good teacher-student relationship so that students can develop the behavior of respecting their teachers. >Teaching process

(1) Sing "Flowers Love Rain and Dew"

1. Observe the illustrations in the textbook and listen to the singing of the song "Flowers Love Rain and Dew"

2. Remind students to pay attention to the mood and lyrics of the song, and then listen to it again.

3. After listening, ask students to talk about the mood and content of the song.

4. Teachers can explain the relationship between teachers and students based on knowledge about flowers, rain and dew; teachers can lead students to read the lyrics emotionally so that students can better understand the connotation of the song.

5. Listen to the accompaniment and learn to sing the song softly (you can use "la" to model the song or hum the lyrics directly)

6. In order to keep students interested in singing, teachers should learn to sing according to their proficiency. Change the way of singing according to the level. It can be divided into groups, male and female students sing together, sing individually, etc.

7. All students sing the song emotionally and completely.

(2) Appreciating "I Love Milan"

1. The teacher shows the pictures or courseware of the song "I Love Milan" and introduces the song to enjoy. 2. Listen to the song and get a preliminary feel for the song. The mood and rhythm of the song, pay attention to the content of the song.

3. Ask students to talk about their feelings and associations after listening.

4． After listening to the song again, students can hum along with the song, or create actions based on the mood of the song.

(3) Comprehensive review

1. The teacher compares the two songs and asks the students to talk about their different feelings.

2. Create an action performance for the song "Flowers Love Rain and Dew" (you can also gather students who perform well according to the actual situation of the class, and other students can clap or use percussion instruments to accompany them).

3． summary.

Teaching Evaluation

1. Students’ participation attitude, participation level and cooperation ability in music practice activities.

2. Students’ active thinking and understanding of song content.

3． Whether students’ life experience and feedback and understanding of humanistic knowledge are objective and appropriate.

4. In singing performance activities, whether students' creative thinking can be fully developed and reflected.

Second Lesson

Teaching Content

1. Review the song "Flowers Love Rain and Dew"; review "I Love Milan" to feel the relationship between the mood and color of music.

2. Music activity "Pitch and Low of Sound".

Teaching Objectives

1. Have a certain understanding of the contrast of musical mood and color.

2. Able to basically hear and distinguish the pitch and timbre characteristics of sounds in daily life and music.

3． Cultivate musical interests and stimulate musical emotions.

Teaching process

(1) Review

1. Review the song "Flowers Love Rain and Dew" and ask students to sing or perform the song emotionally.

2. Review the song "I Love Milan" and ask students to hum along with the recording while listening.

3． From the three colors of red, yellow and blue, choose an appropriate color for "I Love Milan" to express the mood of the song.

(2) Music activity “Pitch and Low of Sound”’

1. Let the teacher or students list several examples of high and low contrasts in natural phenomena or daily life.

2. The teacher plays music clips with obvious contrast between high and low, and asks students to distinguish between them. Pay attention to allowing students to discover and summarize.

3． Create music games or musical stories based on the illustrations on pages 6 and 7 of the textbook, and perform various roles by simulating the sounds of various characters and animals.

This unit can have three small music activities, which can be carried out separately or together. They can be inspired or organized by teachers, or can be created and organized by students in groups.

The titles and game formats of the three music activities:

① "Little Voice Actor"

Make up stories based on the illustrations and perform them, you can simply dress up, The acting and dubbing students can be separated, or they can perform and dub at the same time.

② "I make it up for you to sing"

Sing and recite nursery rhymes. The rhythm remains unchanged, and the pitch can be created by the teacher or student. It is required that "ding" and "dang" must be one high and one low, which is in line with the rules of the game.

③"Look at pictures, listen to music, and find musical instruments"

By observing the illustrations in textbooks and other wall charts (or courseware) about musical instruments, select some with obvious contrast between high and low pitches Instrument performance excerpts allow students to feel the high and low sounds.

Teaching Evaluation

1. Can you feel the pitch of sounds through musical activities?

2. Are students interested in pitch practice?

3． Whether students are innovative in music games.

The third lesson

Teaching content

1. Learn to sing the song "Little Crow Loves Mom".

2. Song performance creation.

Teaching Objectives

1. Learn to sing the song "Little Crow Loves Mom".

2. Create, compose, and perform songs to cultivate students’ innovative abilities.

Teaching process

1. Review the song "My Good Mother" (students have already learned it in kindergarten) and introduce it into the teaching of this lesson.

2. Inspire students to talk about their understanding of their mother or their feelings for their mother:

① Such as "mother's occupation", "mother's hobbies", "mother's favorite things", "mother's birthday", etc. .

② Talk about your feelings for your mother, such as "I like my mother's smile", "I love listening to my mother tell stories", "I do housework for my mother", "I help my mother beat her back", etc.

3． The teacher introduced the new lesson "Little Crow Loves Mom" ??in the form of a story.

4. Listen to the song model singing "Little Crow Loves Mom", and you can join the courseware demonstration.

5. The teacher demonstrates and reads the lyrics emotionally (can be divided into sections or groups).

6. The teacher plays the recording again.

7. The teacher teaches the lyrics by listening and singing. Teachers inspire students to sing with friendly and beautiful voices. According to the students' situation, teachers should give prompts or demonstrate how to gradually add clapping and singing.

8. On the basis that students can sing the song more completely, discuss in groups and create a song performance for the song (one group performs a section of lyrics). It requires beautiful movements and accurate expression.

9． Each group selects a representative to perform a song, with other students singing along.

10. The teacher asked the students to sing this song by heart.

11． Go home and sing this song to your mother.

Teaching Evaluation

1. Whether you can sing this song with emotion.

2. Participation rate of students in creating and performing movements for songs.

3． Whether students are actively engaged during the performance.

The fourth lesson

Teaching content

1. Review the song "Little Crow Loves Mom" ??and perform it.

2. Listen to the song "Lullaby for Mom".

Teaching Objectives

1. Cultivate students to care about their parents from an early age.

2. Cultivate students' imagination and creativity in music appreciation activities.

Teaching process

1. Review the song "Little Crow Loves Mom" ??and sing the song by heart.

2. Use textbook illustrations or courseware to introduce songs to enjoy "Lullaby for Mom".

3． Teachers inspire students to talk about their initial feelings and experiences with "Lullabies" (teachers can choose representative "Lullaby" music as background music.

①What is a "Lullaby"?

②What emotions do you feel when listening to the song?

③Who sings the "lullaby" to whom?

4. Listen to the song again using singing or recording. >

5. Hum the song softly along with the recording

6. The teacher prompts the students:

What do you think of after listening to this song?

②What should we do after listening to this song?

7. Perform the song in groups or as a group.

8. Or a few classmates, talk about the creative intention of the action

9. Sing and perform "Lullaby for Mom" ??

Unit 2 I Want to Live in a Fairy Tale

First Lesson

Create performance movements for the song "Little Red Riding Hood" and learn about the fairy tale of "Little Red Riding Hood"

Second Lesson

Fairy Tale Music Story "The Tortoise and the Hare" is performed in different roles "The Tortoise and the Hare" Learn about the fairy tale "The Tortoise and the Hare"

Lesson 3

Listen to and explain the music of the music story "The Little Guard of the Forest" The story "Little Forest Guard" is based on pictures and music to tell stories about the close relationship between music and pictures

Lesson 4

Singing performance of the song "Big Deer"

Lesson 5

Appreciate "Living in a Fairy Tale Forever", improvise the protagonist in the song, and understand the fairy tale characters and stories in the song

Teaching requirements

( 1) General requirements of the unit

1. Be able to recite the two songs "Little Red Riding Hood" and "Big Deer" with emotion.

2. Feel the music brought by different music emotions. Changes in image and perform according to different musical stories

(2) Specific requirements

1. Learn to sing and recite the songs "Little Red Riding Hood" and "Big Deer", and be able to use them in simple terms. Perform the movements.

2. Appreciate the story of "The Tortoise and the Hare" and role-play the animals in the music, and identify the corresponding scenes. Be able to tell the story of "The Little Forest Guard" with music.

4. Listen to "Living in a Fairy Tale Forever", feel the joy and liveliness, and imitate the protagonist in the animation.

Teaching preparation

(1) Teaching aids

Piano, tape recorder, VCD or video recorder, corresponding audio tapes, video tapes or CDs.

(2) Pictures and props

Flowers, trees, paths, creeks, destination signs and other backgrounds, small animal headdresses, small colorful flags, toy guns, garlands, etc.

Textbook Analysis

(1) Writing Intention

This unit uses music to "tell" several fairy tales that children love. There are both fairy-tale songs and fairy tale music. The arrangement of this content is mainly to use music to "tell" fairy tales, further stimulate students' interest in music, and then improve students' feelings and listening abilities of different musical emotions, as well as their musical performance abilities.

(2) Key points and difficulties

Key points of this unit:

1. Learn and recite the songs "Little Red Riding Hood" and "The Big Deer" with emotion.

2. Cultivation of the ability to feel and distinguish different musical emotions and musical expression.

Difficulties of this unit:

Understand the different musical stories described in "Little Red Riding Hood" and "The Big Deer", and guide students to use singing to express the different musical images and story development in the songs.

(3) Analysis of music materials

1. "Little Red Riding Hood"

This is a Brazilian children's song. 2/4 time, C major mode, is a section composed of six phrases. The lyrics tell the story of "Little Red Riding Hood" that is familiar to children in the first person. The interspersed use of scale-like progressions and decomposed chord-like progressions in the music makes the melody smooth and active, and the music material of the song is relatively simple. Except for the fifth phrase, the song actually revolves around the musical material of the first and second phrases. The first and third phrases are basically the same, the second and fourth phrases are basically the same, starting with a progressive melody with do, re, mi, and fa added, while the sixth phrase completely repeats the fourth phrase. The melody of the song is smooth and impressive, and the musical image is both unified and contrasting.

The singing of the line "" is the difficulty of this song.

2. "The Tortoise and the Hare"

This is a fairy tale music written for children by Shi Zhenrong of Shanghai Art Theater of China Welfare Institute. It is an orchestral work played by bassoon and clarinet. It was completed in 1959 and first performed at the first "Shanghai Spring" concert in 1960. It was loved and welcomed by children. The score was published in 1962. It was also recorded and has been used as one of the main repertoires in my country's children's orchestral music appreciation teaching materials for many years.

This orchestral work is based on the storyline of the fairy tale "The Tortoise and the Hare", using simulation and descriptive techniques to create a musical narrative, using the unique timbre and expressiveness of orchestral instruments to shape the little rabbit. and turtle images and their respective dynamics. The music uses the orchestra's rich expressive power to vividly depict the early morning in the woods, the lively scene of the tortoise and the hare race, and the joyful dance party. Music is easy to understand, especially in the form of storytelling. Children listen to music while listening to stories, which can arouse their imagination and arouse emotional excitement.

The story goes like this: In a beautiful forest, a proud little rabbit thought he was the fastest runner and looked down on the slow tortoise. He made up a song to ridicule the tortoise. The tortoise was very angry and decided to race with the little rabbit. After hearing the news, all the little animals in the forest came to watch the battle. As the starting gun rang out, the rabbit ran out as fast as he could. The proud rabbit ran halfway, turned around and saw that the turtle had been left far behind, and fell asleep under the big tree without any care. The tortoise, on the other hand, persisted and crawled forward step by step. When the hare woke up, the tortoise was close to the destination. The hare started to chase, but it was too late. The turtle won the final victory!

3. "Little Guardian of the Forest"

This is a musical activity that tells a story with a soundtrack. The basic plot of the story is: 1. In the early morning, when the sun had just shown its smiling face, the little forest guard, the puppy, began to patrol the forest with vigorous steps. The little animals are still in their sweet sleep, and the forest is extremely quiet. 2. The beautiful swan sometimes flaps its wings in the lake, sometimes holding a pair of white and soft feathers, swimming leisurely. 3. The little forest guard walked deep into the forest, yo! The little animals have all arrived a long time ago, and the forest concert has begun. The little animals are singing, dancing and having fun. 4． But the little animals didn't know that danger was approaching them. A poacher had already raised his shotgun towards them.

5. At this critical moment, the little forest guard discovered the poacher and immediately rushed towards him. The poacher was frightened, dropped the shotgun in his hand and ran away. 6. The little animals happily surrounded the puppy, sang and danced together to celebrate the victory, and praised the puppy for being a forest guard!

The first picture: Teachers can choose a piece of music from "Get Up Early" from "A Happy Day" or a piece of music from "Whistle and the Puppy"; the second picture: You can choose Saint-Sa?ns' " "Swan" fragment; the third picture: you can choose music such as "Happy Minor Dance" or "Happy Red Panda"; the fourth picture: you can choose the music that expresses hunters or wolves in "Peter and the Wave"; the fifth picture : You can choose the music clip from "Peter and the Wolf"; the sixth picture: you can choose "Festive Dance".

4. "The Big Deer"

This is a French children's song with a fairy tale color. 2/4 time, F major. The lyrics adopt anthropomorphic narrative techniques, are humorous and very popular among students. The melody of the song is bright and jumping, and the rhythm is concise and compact. The melody of the first and second phrases is bright and jumping, narrating the scene of the little white rabbit coming from the forest to the big deer's house; the melody of the third and fourth phrases develops in the high range, and the rhythm is relatively compact, expressing the little white rabbit's fear of being chased by the hunter. Nervousness and Dalu’s determination to take risks and help others.

The singing of the line "" is the difficult part of this song.

5. "Living in a Fairy Tale Forever"

This is a very interesting children's song. D major, 4/4 time. The lyrics express the children's yearning for the fairy tale world in the first person - if this world is as beautiful as a fairy tale, I would rather not grow up and live in a fairy tale forever. The song is a two-section song with reproduction, the melody is bright and jumping, the weak start of each phrase and the continuous appearance of dotted and syncopated rhythms make the music lively and full of interest. The first section has a tight rhythm, and the melody is lively and jumping; in the second section, the rhythm of the first two phrases is relatively relaxed, and the decomposed subordinate chords change the color of the music, showing the children's yearning for the fairy tale world; the third phrase returns again When it comes to the main chord, the rhythm becomes more compact. The synchronic progression of "5 5 5 5 5 5 5 5" and "3 3 3 3 3 3 3 3" plays an emphatic role. The repeated expressions of "don't" and "never" The children would rather not grow up and live in a fairy tale forever.

Teaching Design

First Lesson

Teaching Content

Learn to sing the song "Little Red Riding Hood"

Teaching Objectives

1. Sing the song "Little Red Riding Hood" from memory with a light voice and emotion.

2. Learn to sing the roll call of the song "Little Red Riding Hood".

3. Guide students to improvise and compose movements according to the lyrics to perform songs.

Teaching process

(1) Teacher and student greetings and "Songs of Small Animals".

(2) Topic introduction

1. Introducing the topic using the fairy tale "Little Red Riding Hood":

It can be done in the form of watching videos, listening to audio recordings, or teachers telling stories, students telling stories, etc.

2. Teachers can create situations while telling stories (drawing simple drawings or pasting pictures on the blackboard, or using physical projections, etc.).

(3) Learn to sing songs

1. Show the topic and listen to the model singing (teacher's model singing or recording, CD model singing, etc.).

2. Learn to sing songs.

①Read the lyrics. Teachers read the lyrics emotionally; students can read them as a group, in groups, or individually.

②Learn to sing lyrics.

Step A. Sing accurately: listen to Fan singing → sing along → everyone sing along with the piano.

B. Sing your feelings with a light voice: listen first and see how you sing.

Teachers and students analyze the lyrics together: brisk → scared → brisk (diminished).

C． Singing with expressions: sing individually, sing in groups, teachers and students will all comment together, and sing as a whole.

D. Everyone sings the song from memory.

③Sing the song completely.

3. Follow the teacher in the roll call.

Everyone learns to sing the roll call with the teacher, and the teacher sings one sentence and the students sing one sentence (the students point their fingers to the roll call);

Teachers and students take over the singing: the steps with large intervals and difficult steps The teacher sings, and the students sing relatively simple verses; they sing along or take over in groups, sing along or take over individually, etc.

4． Create choreographed movements to perform songs.

Step 1: A. Students make up their own movements in groups based on the lyrics.

B. Teachers go to each group to provide guidance.

C. Students perform in groups.

Step 2: A. The teacher guides all students to think of actions and demonstrate them individually.

B． The teacher asks the students to do the movements and gives guidance at that time, and everyone learns to do them.

C. Ensemble performance.

(4) The teacher summarizes the lesson

Teaching evaluation

1. Can you sing the song "Little Red Riding Hood" from memory with emotion?

2. Can you sing along to the music score and find the music score you are singing?

3． Can you perform a simple performance while singing a song?

Second lesson

Teaching content

Appreciate the music "The Tortoise and the Hare".

Teaching Objectives

1. Listen and feel the difference between the music of the tortoise and the hare, and express it with pictures.

2. Understand that the music for the tortoise is played by the bassoon and the music for the hare is played by the clarinet.

3． Perform roles according to the music.

Teaching process

(1) Introduction of topics

1. Listen to music clips and talk about feelings to enter the topic

Invite students to listen to the music played by the bassoon that represents the tortoise and the music played by the clarinet that represents the rabbit.

①Question:

What is the difference between these two pieces of music?

If the music represented two small animals, who would they be?

②Introduce musical instruments and the animals they represent.

③Ask a question: In which fairy tale are the tortoise and the hare the protagonists?

(2) Listen to the fairy tale music "The Tortoise and the Hare"

1. Click on a topic and introduce it

Today, let’s listen to the story of “The Tortoise and the Hare”.

The difference is that this is a musical fairy tale "The Tortoise and the Hare" performed by an orchestra. The bassoon and clarinet are each an orchestral instrument.

2. Listen to the complete fairy tale music "The Tortoise and the Hare" (read the pictures in the book) Questions:

The images of the tortoise and the hare can be represented respectively with lines, color pictures, etc.

Why did the slow tortoise win, but the fast hare lose?

3． Divide the characters into roles and perform while listening to music

Teachers can prepare some backgrounds such as forest flowers and plants, trees, paths, streams, and destination signs, as well as some small animal headdresses, small buntings, toy guns, garlands, and other creative situations.

① Students imitate the running and crawling movements of tortoises and rabbits, and choose students who imitate elephants to play these two roles.

②The teacher and the other students played various small animals: those who fired guns, those who waved flags, those who cheered, those who put garlands on turtles, etc.

③Teachers and students perform together in a simple way.

④Teachers and students can perform together while listening to music (depending on the time, you can only perform the part from the beginning of the game to the victory of the turtle).

(3) Teachers and students summarize the lesson together

Teaching evaluation

l. Can you identify the changes in the mood of music and express it with simple diagrams?

2. Did you know that the instruments used to represent the tortoise and the hare are the bassoon and clarinet respectively?

3． The level of student participation in performing simple roles in music and roles.

Lesson 3

Teaching content

Music activity-telling the story "Little Guardian of the Forest" with music.

Teaching objectives

According to the illustrations in the textbook, listen to the mood of the music and match it with the corresponding pictures; the soundtrack tells the story of "The Little Guard of the Forest".

Teaching process

(1) Look at pictures and tell stories.

1． The teacher posted six pictures from the book.

2. Ask students to put the pictures in order and tell a story by looking at the pictures.

3． Name the story and write the students' names on the board.

(2) Choose music for the picture.

1． Listen to a piece of music and ask students to choose a picture for one of the pieces based on the mood of the piece. Question: Why this choice?

2. Listen to two more pieces of music, and students listen and select pictures.

(Why?)

3. The teacher plays a few more pieces of music and asks the students to choose pictures according to the mood of the music. (Why?)

You can imitate what is happening in the picture with your movements while listening to music.

3． Listen to the music in the order of story development, and students can imitate the characters according to the storyline.

(3) Music and storytelling.

1． Students are free to choose their roles.

①Choose students with strong imitation skills to play the main roles: puppy and hunter.

②Choose actors who play small animals such as swans, monkeys, rabbits, lambs, bears, and tigers. ③Choose children who tell stories.

It can be told completely by one child, or six children can tell the storyline of six pictures respectively (these children need to discuss with each other and coordinate and cooperate).

④The rest of the children are free to act out the background in the forest.

2. The above four groups of children studied and discussed how to perform, and the teacher provided guidance.

3． The soundtrack story "Little Forest Guards" begins (the teacher is responsible for the sound and participates in the students' performances).

Note:

1. The difficulty of this lesson can also be increased: the teacher prepares several more pieces of music for students to choose from.

2. This lesson can also be designed in a different order.

For example: choose music for the pictures, arrange the order of the pictures to tell the story, and set the music to tell the story.

Teaching Evaluation

1. Can you identify the mood of music and associate it with the corresponding picture?

2. Can you tell the story of "Little Guardians of the Forest" with a soundtrack?

Lesson 4

Teaching content

Learn to sing the song "Big Deer"

Teaching objectives

1. Sing the song "Big Deer" from memory.

2. Guide students to improvise and compose movements according to the lyrics to perform the song.

Teaching process

(1) Introduction of topics

1. Continue traveling to the fairy tale world

Today we continue to travel to the fairy tale world

Who is today’s little protagonist?

2. Listen to the recording and sing the song "Big Deer"

The students named the song, and the teacher presented the topic "Big Deer"

(2) Learn to sing the song

1. Learn to sing songs

①Read the lyrics

A. The teacher read the lyrics rhythmically and emotionally, and while reading, posted the pictures depicted in the lyrics on the blackboard in a hierarchical manner.

Or use slides, physical projections, computer courseware, etc.

B． The students read the lyrics in roles and the teacher plays the melody of the song.

②Learn to sing lyrics

A. Listen to Fan singing → Everyone sing along with the piano → The teacher will guide you to sing again.

B． Teachers and students analyze the song together: leisurely → slightly faster → fast and urgent → determined.

C. Expressive singing: sing individually→sing in groups→teachers and students make unanimous comments→sing as a whole.

D. Accompanied by percussion instruments.

E. Everyone sings the song from memory.

4. Create and compose movements for song performance

①The teacher guides all students to compose movements according to the lyrics.

② Based on the songs and action materials, students in groups select their own roles, select their own content, and compose their own performance actions.

③The teacher goes to each group to inspect and guide the students' performances.

④Student performance: There are roles (big rabbit, hunter) to play; backgrounds (mushroom house, big trees, grass, flowers, etc.); singing, percussion accompaniment, etc.

(3) Teacher summary

Teaching evaluation

1. Can you sing the song "Big Deer" emotionally?

2. Can you improvise and compose movements based on the lyrics for a song performance?