Teaching purpose:

1. By listening to "Little Frog" and "Wild Bees Flying", singing "Little Frog Looking for Home" and "Little Dragonfly", you can feel the animals represented by national musical instruments and western musical instruments, and express your feelings of loving animals and protecting nature through singing and body movements.

2. Sing "Little Frog Looking for Home" in a brisk and elastic voice, and imitate the movements of little frogs to start and end accurately with the music.

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

4. Be able to compose and create ballads according to the rhythm.

5. Listen to "Wild Bees Flying", imagine the image of wild bees flying in the music, and express your impressions with lines, movements and sounds.

Teaching focus:

Singing Little Dragonfly and Little Frog Looking for Home

Teaching difficulties:

Compose songs according to rhythm

Teaching aid preparation: electronic organ, tape recorder

Teaching hours: three hours.

Teaching process:

I. Performing "Little Frog Looking for Home"

1. Let the students listen to Fan sing more, clap their hands gently with the song and sing accurately.

2. Combine the illustrations in the textbook to tell the story of "Little Frog Looking for Home" to arouse students' interest, and then model and sing. The first sentence of the song is narrative, so sing it lightly. The interlingua of "Jump, Quack, Quack" seems to be a little frog calling in a hurry. To sing that eager mood, "Jump" is short but the speed cannot be accelerated. "Gua" can inspire students to slide upward with the help of gestures, like a frog's croak. It should be sung brightly and flexibly, and the ending sentence should be sung coherently and in one go, showing the joy of the little frog after finding "home".

3. After learning the song, you can choose several students as accompaniment while playing the game. The wooden fish is "XX" and the bell is "X-". Pay attention to the harmony between the knocking sound and the singing sound.

II. Creativity and activities

1. Enlighten students "What kind of small animals do you like?" "What are their characteristics?"

2. Let the students read the two ballads in the textbook first, understand their rhythm, and then create them according to the rhythm.

3. Divide the students into several groups, and let the students compose their favorite animals into a group, and tell them to everyone to see which group of songs is good.

Step 3 Listen to Little Frog

1. When listening to the erhu ensemble "Little Frog", introduction: Seeds like rain and dew very much, and look forward to growing up after drinking enough rain. What about small animals? Do they also like rain? Let's listen to the music Little Frog today. Feel how Erhu, a folk musical instrument in China, expresses Little Frog.

2. Listen to the whole song for the first time. Then prompt the students: "Do you hear the frog's cry in the music? Which other small animal did you imitate? Do you know where the frog's lively beating is described, where the boundless night is described, and the strong wind and clouds? Do you feel them all? Please listen to the music again. When you hear the music that you think describes something, use actions to express it. " When listening again, let the students listen to the music and act at will. Then, let the students describe the music they feel as a short story in words.

3. Which two pieces of music are similar to each other? Then ask the students to fill in the blanks with colors.

4. Let students enjoy the children's chorus "Flower Toad" to broaden their horizons.

4. Listen to "Wild Bees Flying"

1. Show students that they can listen to the orchestra "Wild Bees Flying" quietly. Imagine the image of wild bees flying up and down in a hurry by combining the two sides of the textbook.

2. Students can also be inspired to draw a graphic spectrum by themselves, and they can also imitate the movements of wild bees with music to experience the characteristics of wild bees flying up and down, and the sound is sometimes strong and sometimes weak.

You can tell the story of King Sadan to deepen your understanding of music.

V. Performing "Little Dragonfly"

1. Learn the song "Little Dragonfly" by singing with a model.

2. Instruct students to sing songs softly and lyrically. Pay attention to the duration of each tone, and better reflect the lyricism of the song.

3. Let the students describe the situation that the little dragonfly flies around to catch mosquitoes in words, so that the students can know how to care for dragonflies and protect beneficial insects.

4. Prompt the students to say the physical characteristics of the little dragonfly. After learning the song, refer to the action or make your own action, and choose a good action, and all the students will do it together. Make students confident that they will be better at creative writing in the future and stimulate their creative enthusiasm.

two

The first class

Teaching objectives

First, by learning the song "Little Dragonfly", feel the law of the strength of triple time.

Second, guide students to sing songs with beautiful and soft voices.

Third, give full play to students' imitation and creativity.

Fourth, on the basis of learning songs, we should feel and express lyrical and beautiful musical emotions with body movements, and express different musical imaginations with different speeds, so as to educate students on the idea of protecting beneficial insects.

Teaching emphasis: experience songs, feel the law of strength and weakness of triple beats and song ideas.

teaching process

I. Organizing teaching

Follow the music rhythm edited by Whistle and Dog and Hook and Hook into the classroom.

On the basis of mastering the double beat, let the students feel the rhythm of the triple beat and arouse their enthusiasm.

Second, introduce the little dragonfly

Use riddles to lead to "Little Dragonfly"

Thin, long and long,

Carrying four flags behind him,

Open your eyes and look ahead,

It is helpful to kill pests exclusively.

Stimulate students' interest, understand the knowledge about small dragonflies, and initially penetrate the education of protecting beneficial insects.

Third, feel the pitch body language

3, the teacher plays the melody

　A、

　B、

When these two melodies are played, the students' bodies imitate dragonflies and fly low.

2, the teacher plays the melody

　A、

　B、

When playing these two melodies, students imitate dragonflies to fly high with their bodies.

Third, learn to sing the song "Little Dragonfly"

1, watch the media: Which dragonfly's flying action is most suitable for this piece of music?

4. Imitate small dragonflies flying and catching insects with triple-beat music through the big screen.

5. Inspire students to accompany the melody of songs with gestures, and cooperate in groups according to students' actions. 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 you should use to read aloud?

7. In the teaching of singing, students sing songs gently and feel the phrases by flying in the air with their bare hands.

8. Teachers play dragonflies, make mosquito catching movements, students play grass, and all of them sing songs.

9. Ask the students to form their own groups to play dragonflies and grass respectively, and all of them will perform and sing.

Six, situational performance

1, Show three pictures and ask the students to observe. What is the little dragonfly doing? Students observe and discuss in groups.

Pictures of little dragonflies flying freely

A picture of the little dragonfly happy game.

Pictures of dragonflies catching mosquitoes hard.

2. Inspire students to express three pictures from the strength, speed and sound coherence of music and sing them.

3. Combine pictures with music, and let students show fireflies with different images according to the different music speeds.

4, situational performance, students wearing a small dragonfly headdress, make up as fireflies, and perform with music.

Seven, class summary:

The second class hour

Teaching objectives

First, feel the animals expressed in the music by singing "Little Frog Looking for Home", and express your feelings of loving animals and protecting nature through singing and free body movements.

Second, let students understand that the same music can express different musical emotions with different rhythms and cultivate students' innovative ability through the simple rhythm creation of dichotomous and quartile notes.

Third, through multimedia-assisted teaching and a series of situational changes, stimulate students' creative desire and guide students to feel, understand and express music in the changing situation.

content of courses

First, learn to sing the song "Little Frog Looking for Home"

Rhythm creation of two, two, four and eight notes and rhythm practice of multi-voices.

Teaching emphasis: By creating a series of teaching situations, students can feel their own feelings and be happy to create.

Difficulties in teaching: Let students know about music creation techniques: "recombination method" and "addition and subtraction method". At the same time, experience different musical emotions expressed by different rhythms.

teaching process

I. Organizing teaching

1, play two kinds of music with different emotions, Little Frog Looking for Home and Lullaby.

2, lead the students to rhythm, imitate the little frog into the classroom.

Second, the little frog goes for an outing

1, rhythm teaching

New lesson introduction: babies! It's dawn! Get up quickly! Look, everybody! Birds are singing in the branches, and the rooster is saying to us, "Little frog can get up and exercise!" "

A, playing 1=C2/4

Listen to music, look at the atlas and imitate all kinds of actions in life freely.

2. Learn to sing songs

Inspiring conversation: Today, Mother Frog is going to take everyone to the suburbs to play, but I have a small request, please sing our own little frog songs while walking, ok?

A, teachers sing the song "Little Frog Looking for Home"

Read the lyrics with emotion, and at the same time add the action of clapping your hands at the "jumping" and the action of frog barking at the "croaking".

B, the teacher plays Variations on Little Frog.

Listen to the piano, sing and perform, and make a shape at the last sentence of the song.

3. Inspire students to sing with emotion and expression.

Third, the little frog plays

1, creating prelude music

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

Where to rest?

Beautiful lawn and pond pictures appear, which induces students to create music and create prelude music.

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

3. Ask the students to hum the following melody, and at the same time choose the music that expresses their happiness and excitement.

　 1=C2/4

　A、

　B、

　C、

　D、

　E、

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

2. Fill in the lyrics

Play the c melody

Enlightening conversation: Now let me make a suggestion. Can we play games while singing our own songs?

Teachers play music.

Students discuss and compose lyrics in groups.

Students perform while listening to music.

Fourth, look for little frogs

Teacher: The children are really capable! Hey, just now I saw the little frog being stupid and playing with everyone! But now why is it gone? Where did it go? Let's help find it, okay?

1, create various rhythms

Division organization classification, multi-voice rhythm training.

2, multi-voice rhythm practice

Remind students that "looking for someone" should spread far only when everyone's voices are unified and issued at the same time.

3. Develop imagination and create freely.

Teachers play different melodies, so that students can experience and distinguish different musical images expressed by different music.

Five, the little frog goes home

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

Play the music of Little Frog Looking for Home, and the students walk out of the classroom listening to the music.

Eight, class summary:

The third class

Teaching objectives

First, by listening to Little Frog and Wild Bees Flying, singing Little Frog Looking for Home and Little Dragonfly, you can feel the animals represented by national musical instruments and western musical instruments, and express your feelings of caring for animals and protecting nature through singing and body movements.

Second, you can compose and create ballads according to the rhythm.

Third, listen to "Wild Bees Flying", imagine the image of wild bees flying in the music, and express your impressions with lines, movements and sounds.

content of courses

First, review the songs "Little Frog Looking for Home" and "Little Dragonfly"

Second, create lyrics according to the rhythm

Third, listen to "Wild Bees Flying"

Teaching Emphasis: Listening to Wild Bees Flying

Teaching difficulty: composing lyrics according to rhythm

teaching process

I. Organizing teaching

1, students listen to the music of Little Dragonfly and enter the teaching.

2, listen to music to do rhythm

Review the songs "Little Dragonfly" and "Little Frog Looking for Home"

1, Teacher: Last class, we learned the songs "Little Dragonfly" and "Little Frog Looking for Home". Do you like little dragonflies and frogs, children?

The student answered.

Teacher: Oh, do you know that little dragonflies and frogs are beneficial insects? Yes, they all eat pests. We should protect them.

2. Students sing the song once, and the local teacher who sings incorrectly gives guidance.

3. Rhythm

First rhythm, free performance.

Action modeling after music stops.

The second rhythm, discovering beautiful and unusual movements.

4. Encourage students with beautiful movements and movements different from others, ask them to do it and learn from it.

5, the third rhythm, to further tap students' creative thinking.

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

3. Appreciate, feel and express the music "Wild Bees Flying"

1, import

Teacher: "Dragonflies, these elves are flying slowly, especially gentle and amiable. Now, another group of elf friends are flying towards us. Listen, who are they?"

2. Listen to a short paragraph at first and give feedback.

Health: flies, mosquitoes, locust bees, bees-

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

4. Keep listening and feel the image of wild bees.

Teacher: Do you feel it?

Health: Yes, I feel it.

5. Discuss and feel the image of wild bees flying.

Teacher: What's the difference between flying wild bees and flying dragonflies?

Health: small wild bees fly fast and small dragonflies fly slowly; The little wild bees seem to fly in a hurry, but the little dragonflies are in no hurry-----.

Teacher: Yes, the little wild bees fly so fast and in such a hurry that they fly up and down in droves. What are they going to do?

Health: It's going to rain. They are hungry. Go and find food. One of their friends is missing, so they go to find their friend-

6. Show the flying route of wild bees by drawing lines.

(1), gesture while listening to music.

Teacher: Draw a picture with your finger first, the route of the little wild bees flying up and down.

(2) Draw in your textbook while listening to music.

Teacher: Besides the route just drawn, can you think of another route?

Health: Yes.

Teacher: Please open your textbooks and draw a picture to your heart's content.

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

Teacher: Now, the teacher really wants to feel what a large group of wild bees are flying around in a hurry. Are you willing to satisfy the teacher?

Health: Yes (happily and excitedly agreed)

Fourth, through the comparison of the speed and mood of the two pieces of music "Wild Bees Flying" and "Little Dragonfly", the differences of their musical images are further clarified.

1, watch, listen, sing and act "Little Dragonfly" again.

Teacher: This group of little wild bees and elves are flying so fast and fierce, and they are running around here and there. It's really scary. Look at those little dragonfly elves, and they feel much cuter and easier to get close to.

2. Listen to music and fly away from teaching.

Five, the class summary:

three

First, the teaching content:

1, perform and sing the song "Little Frog Looking for Home"

2. Listen to Little Frog

3. Listen to Wild Bees Flying.

4. Performing "Little Dragonfly"

Second, the overall goal of teaching:

1 Listen to Little Frog and Wild Bees Flying, perform and sing Little Frog Looking for Home and Little Dragonfly, and feel the animals represented by national musical instruments and western musical instruments. And through singing and body movements, I show my feelings of loving animals and protecting nature. 2. Sing "Little Frog Looking for Home" with a brisk and elastic voice, and model the movements of little frogs to start and end with music accurately.

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

4. Be able to compose lyrics according to rhythm.

5. Listen to "Wild Bees Flying", imagine the image of wild bees flying in the music, and express your impression after listening with lines, movements and sounds.

Third, teaching material analysis:

1, erhu playing "Little Frog"

Composed by Xu Yi, the music is based on a folk children's song "Flower Toad" in Heze, Shandong Province. It consists of three phrases, with toad's cry inserted at the end of each sentence. The melodic pattern of jumping in four or five degrees, the rhythmic pattern of "XXX" and the toad at the end of the sentence constitute the basic outline of this sentence, which shows the image of children scrambling to count toads. Basically, the materials of the first sentence of The Flower Toad are used to be instrumentalized and developed into two phrases of 16. It mainly depicts a group of cute little frogs singing and dancing in a green field, which is vivid and lively. The second part of the music is also a trilogy structure, which brings people into the field in the night with a tense and fast erhu plucking. At this time, it began to drizzle, but the little frogs were still playing happily. The bigger the rain is, the frogs are not frightened by the storm. Sometimes they swim into the water, sometimes they jump into the ridge, and they can play hard ... After the rain clears, the clouds gradually disperse, and they scream and cut through the sky. The earth woke up, and the little frogs sang and danced, spreading the joyful songs everywhere. As the music fades away, the little frog goes away, and Shan is still singing and dancing ...

2. Orchestral "Wild Bees Flying"

"Wild Bees Flying" was written by Russian composer Rimsky-Korsakov in 1900. Original song

An orchestral interlude in the play The Story of King Sadan. The script of the opera is based on Russian poet Pushkin (1799-1837). The story of the opera is: King Sadan went out to war, and the queen gave birth to a prince. But the queen's sister, out of jealousy, wrote to the tsar accusing the queen of being a freak. King Sadan listened to the rumors and ordered the queen and prince to be put into wooden barrels and thrown into the sea. After the barrel was washed up on the desert island by the sea, the mother and son survived. When the prince grew up, he accidentally rescued the princess who turned into a swan by magic from the talons. In order to repay the prince, the princess helped him become a wild bee, followed the merchant ship across the sea and returned to the palace to take revenge. With the help of the shipowner, the prince finally achieved his goal and defeated the wicked, so that King Sadan finally woke up and took back the queen. The whole family was reunited, and the prince and princess became lifelong companions. . This piece of music shows the prince's feeling of becoming a wild bee and eager to fly to the palace of anxious to return.

Music has infinite genre characteristics. The sliding tone of continuous 16 semitone notes vividly imitates the buzzing of wild bees. The tune is high and low, and the volume is strong and weak, which not only shows the flying of wild bees, but also shows the mood of Prince anxious to return.

3. The song "Little Frog Looking for Home"

"Little Frog Looking for Home" is a popular and concise song full of children's interest, which consists of four phrases, one paragraph, 2/4 beat and five tones. The song is a prelude with a lively melody, which describes the little frog running around looking for his home, and also paves the way for the theme of the song to appear. The monologue of "jumping" and "croaking" in the song depicts Xiaoqing's anxious mentality of jumping and screaming. The last sentence is smooth and smooth, which seems to show the joy and joy of the little frog finally returning home after going through hardships. The lyrics are easy to understand, and the melody is cheerful and smooth, which shapes the image of the little frog as innocent, lively and naive.

4. The song "Little Dragonfly"

"Little Dragonfly" is a lyrical and beautiful children's song, with a three-quarter beat, five F-tones and four phrases. The song tells the story of little dragonflies flying around with a stretched rhythm and a smooth undulating melody.

Fourth, the teaching focus:

Five, teaching difficulties:

Six, teaching time: two hours.

The first class

Teaching content:

1, sing and perform "Little Frog Looking for Home";

2. Lyrics creation.

Teaching objectives:

1, sing "Little Frog Looking for Home" in a light and elastic voice, imitating the movements of little frogs and accurately starting and ending with music.

2. Show your feelings of caring for animals and protecting nature through singing and body movements.

3, can create lyrics with music.

Emphasis and difficulty in teaching: you can express your emotions better when singing songs.

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

Class hours: 1 class hour

Class type: newly granted

Teaching process:

First, situational import

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

2. Teacher: Look, children, what is this place? Yes, this is the happy "animal kingdom". Small animals are happy to live here. Listen, who's here?

Play the music with multimedia, let the students say the names of animals according to the music and imitate the actions.

3. (Multimedia demonstration of frogs)

Teacher: Hey, why did the little frog run out in such a hurry? It turned out that he had a happy thing that he wanted to tell the children earlier. Listen!

(Multimedia demonstration "Little Frog Fighting the Storm")

Teacher: With their courage and skill, the little frogs finally overcame the storm and went home happily.

4. Teacher: However, while fighting the storm, some little frogs got lost and haven't returned home yet. What can I do?

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

(Multimedia demo song animation)

Second, learn songs

1, Teacher: Who did you see? （……）

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

(Students speak and the teacher summarizes the complete lyrics)

Teacher: The children all speak very well. Let's listen to this song "Little Frog Looking for Home" again! (Show the topic)

Teacher: Let's say it along with the music.

(Teachers and students * * * read the lyrics with the music)

Teacher: Great. Let's have a competition.

(Say "Jump, Quack" in groups)

Teacher: Let's sing a song with the little frog. (Teachers and students sing softly together)

The teacher instructs the students to sing the feelings of two lyrics, and inspires them to express them in connection with their own feelings. If they perform well, they will be given headdresses.

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

5. Teacher: You sang very well. Now you are all little frogs. Let's perform together and sing as you like.

6. Teacher: How nice! Just now, the teacher found that several little frogs were ready. Come on! The little frog with headdress will perform with the teacher later, ok?

Third, create songs.

1, Teacher: Hearing the wonderful singing 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 make up a song like this?

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

(Teacher's eloquent singing)

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

(Please ask the team leader to raise the headdress, and the teacher will introduce where the animal's home is.)

Teacher: Now, children, please listen to the music and gently send the animals home.

Listen to the music and ask the students to sit gently in the animal group.

2. Teacher: You are great! Now it's up to you to make up songs for the small animals. See which group of children are the most United and intelligent, and listen to the songs compiled.

(Students create in groups, and teachers tour to guide)

3. Teacher: It's time. Are the children ready?

(Please perform and report in various forms)

Teacher: What do you think of their performance? Let's discuss it gently. Do you want to lift our buds for them?

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 beautiful songs. Now, let's sing beautiful songs and bring the animals back to our class. Let's stay at home at school.

(Students sing their own songs to the music and leave the classroom with small animals.

The second class hour

Teaching objectives:

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

2. Boldly and actively participate in performances and compose ballads.

Teaching upper limit:

1, boldly and actively participate in performances and compose ballads.

2. Participation and creation

Teaching lower limit:

1, learn to sing the song "Little Frog Looking for Home"

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

Teaching preparation:

Rhythmic instruments, paper frogs

Teaching process:

First, listen to the song "Little Dragonfly" and enter the classroom with the rhythm of the song.

1, perform the little dragonfly and feel the beautiful entrance scene of the song.

Second, import

1, tell the students that a little guest came to visit us today to show the cartoon image and cry of the frog. Please say hello to the little frog! (showing the rhythm)

　XXXX│XX│XXXX│XX‖

Welcome little frog quack, welcome little frog quack.

Read the welcome speech in rhythm. (plus clapping)

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

　XX|XX|XX|XX|XXX|

Jump, jump, jump, jump, jump, jump

　XXX|XXX|XXX|

Quack, quack, quack, quack, quack.

Ask the students to imitate reading ballads. And you can read while doing actions. (Pay attention to the rhythm)

3. Can you make up songs about your favorite animals? Such as: "running, meowing" and so on.

Third, learn to sing songs

1, story lead-in: A few cute little frogs lost their way in fun, and they were very anxious. They jumped and cried all the way, and they really wanted to go home quickly. Did they finally find a home? Let's listen to the story of the little frog. (Listen to the song model 1)

2. Today, the little frog wants to ask you for help. Please learn to sing this song quickly. your's singing can help the little frog mother hear it and let the little frog find his home.

3. Listen to the song and the students clap their hands. (Fan Chang 2)

4. Show the lyrics and learn to read the lyrics according to the rhythm.

5. Inspire students to sing with a brisk and elastic voice. (accompaniment 2)

6. Imitate the frog's action performance and inspire students to write their own action performance. (accompaniment 2)

Fourth, the game

Students are divided into groups and freely combined. One group of students forms a circle and plays the role of "Little Frog's Home", another group plays the role of "Little Frog Lost", and some play the scenery on the way home, such as grass and bridges. At the beginning of the music, the "Little Frog" did the frog's movements freely according to the rhythm, and the students of "Home" tapped the rhythm with rhythmic instruments. When the last sentence "Little Frog came home" was sung, "Little Frog" jumped in front of a student, and the students at home exchanged places with "Little Frog". When the music starts, the game starts again.

Fifth, compose and create songs.

1, Teacher: Hearing the wonderful singing of the little frog, all the little animals came.

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

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

2. Teacher: You are great! Now it's up to you to make up songs for the small animals. See which group of children are the most United and intelligent, and listen to the songs compiled. (Students create in groups, and teachers tour to guide)

3. Each group performs and reports in various forms.

Teacher: Today, we not only helped the little frog find a home, but also helped many small animals in the animal kingdom to compose beautiful songs. Now, let's sing beautiful songs and bring the animals back to our class. Let's stay at home at school.