Activity design background
"Cat and Mouse" is a children's song full of childlike interest, simple and popular, and with a distinctive rhythm. Based on the characteristics of children in small classes who are in the transition period from intuitive action thinking to concrete image thinking and whose emotions are exposed and unstable, we focus on gamification and situationalization when designing activities, allowing children to perform small mice, feel the music melody, and learn to distinguish music. The speed is so fast that you can truly learn by playing and have fun while learning.
Activity goals
1. Be familiar with music melody and be willing to express it with movements.
2. Appreciate and learn to sing songs and learn the rhythm of the songs.
3. Be willing to play the game of "cat and mouse" and experience the joy of the game.
Teaching Key Points and Difficulties
Teaching Key Points and Difficulties: Guide children to imagine the demeanor of the little mouse, and guide children to pay attention to the rhythm of the cat's meow.
Activity preparation
1. Recording tape and recorder of the song "Cat and Mouse".
2. Each child has a mouse headdress and one cat headdress.
3. Place homemade three-dimensional trees, flowers, mushrooms, etc. in the event venue.
Activity process
1. Appreciate the song "Cat and Mouse"
1. Teacher: One night, all the little animals in the forest fell into sweet dreams, but at this time a little animal came out of the house. Who was it?
2. The teacher plays the recording "Cat and Mouse" and the children enjoy the first half of the song (from the beginning to "Come out to steal rice".)
3. Children participating in discussions
Teacher: Guess who is here? Please imagine how the little mouse finds rice? How does the little mouse look when he is looking for rice?
Teachers focus on guiding children to imagine the behavior of mice, such as glaring small eyes, tiptoeing, etc. Children can be asked to use their imagination to perform freely.
4． The teacher plays the cat and performs the song while playing the second half of the song.
Teachers focus on guiding children to pay attention to the rhythm of cat meows. Young children are familiar with the rhythm and imitate the movements, which "scare the mice so much that they run back quickly."
5. Children learn to sing songs twice with the teacher. Children can perform their own movements when learning to sing songs.
2. Game: Cat and Mouse
1. The teacher introduces the rules of the game: children play the role of little mice and find holes to hide themselves. The little mice sang songs together and tiptoed out of the hole. As a result, I encountered a tabby cat played by the teacher (in later games, a child can play the tabby cat). When the big tabby cat finishes singing "Meow" and then calls out "Meow--" in a prolonged voice, the little mice can start to run back.
2. The teacher plays the song "Cat and Mouse" and plays the game with the children. (The game can be played 2-3 times, and the teacher gradually exits the game.)
Extended activities
Organize children to watch cat and mouse cartoons, such as "Tom and Jerry".
Teaching Reflection
When designing and organizing this activity, I mainly have the following three points of experience:
First, create a situation. During the activity, the teacher used self-made three-dimensional, colorful trees, flowers and other props to create a forest scene, scattered around the venue, which was vivid and vivid, deeply attracting the attention of the children. Such a scene can not only enable children to actively participate and integrate into the game, but also help them gradually formulate and improve game rules.
Second, change the gameplay. The links of this activity progress step by step, and the teacher regulates the rhythm of the game by changing the gameplay. First, it is a game between teachers and children, in which the teacher plays the role of "big cat" and the children play the role of "mouse"; then, one child plays the role of "big cat" and the other children play the role of mice; finally, the children are guided to do whatever they want according to the characteristics of the venue. Hide in a place where you feel hidden, increase the difficulty of the game, and keep children in a positive mood during the game.
Third, exit at the right time. After the children are familiar with the rules of the game, the teacher gives the children time and opportunities to learn independently, gradually reduces the language prompts, guides the children to listen to the music attentively, and gives hints through expressions and body movements until they completely quit. Children are eager to try out their games in a natural and relaxed game atmosphere, and their enthusiasm is high.