As a faculty member, you often need to write lesson plans. Teaching plans are conducive to the improvement of teaching standards and the development of teaching and research activities. So have you learned about the lesson plans? The following is a lesson plan for the Little Mouse and Bubble Gum class that I have carefully compiled. It is for reference only. Everyone is welcome to read it. Little Mouse and Bubble Gum Class Lesson Plan 1

Goals:

1. Understand the content of the song and create game actions based on the nature and content of the music;

2. Experience the music The joy of gaming.

Preparation:

Recorder, tape, cat’s headdress, bubble gum, and a trash can wipe for each person

Activity process:

1. Inspire children interest and trigger life experience

1. The teacher distributes a piece of bubble gum to each child and asks the children to taste the bubble gum and tell how they feel.

Children talk about feelings: sweet, soft, very hot, etc.;

2. The teacher guides the children to feel the changes of bubble gum, and plays with the bubble gum with the children to experience the taste of bubble gum. Changes (like noodles, threads, snakes, etc.)

3. Observe the bubble gum again and find that the bubble gum is dirty. Needs to be thrown in the trash.

2. Feel the music and understand the plot of the music

1. Introduce the protagonist "Little Mouse"

Teacher: The child just threw the bubble gum into the trash can, but Some people throw bubble gum into classrooms, corridors, and on the street. One day, a cute little mouse came out to play and encountered a trouble.

2. Listening to music for the first time, children understand what happened to the little mouse.

3. Listen to the music for the second time, become more familiar with the melody, storyline and lyrics, and tell the plot and reasons why the little mouse was eaten by the cat.

3. Create music game actions

Ask the children to imitate the pointed mouth of the little mouse, looking around, stepping on bubble gum, and pulling movements, and ask the children to The self-made bubble gum sticks to different parts of the body, arousing interest in participating in the creation.

4. Teachers and children experience the happiness brought by the plot of music melody together

1. Experience what happens to the little mouse with the music;

2 , Invite children to be little mice and play music games with the music;

3. Educate on behavioral habits, do not litter confetti in life, and protect the environment. Small Mouse and Bubble Gum Class Lesson Plan 2

Activity goals:

1. Preliminarily learn to do the little mouse walking and playing in time and express the movements of pulling bubble gum in a more vivid and exaggerated way.

2. Explore the movements of bubble gum sticking to various parts of the body and experience the joy of rhythmic activities.

3. We know that bubble gum will bring inconvenience to others and the environment, so we must protect our environment.

Activity preparation:

1. Have a perceptual understanding of the stickiness of bubble gum.

2. "Little Mouse and Bubblegum" music, recorder, tape, little mouse chest patch

Activity process:

(1) Rhythm of "Little Mouse" Lampstand"

Teacher: The little mouse is most afraid of the big tabby cat. This playful little mouse sneaks out to play while the tabby cat is taking a nap. Children, think about what the little mouse would do if it came to the grass?

(2) Listen to music, feel the mood of the mouse, and do the movements of the little mouse playing.

Teacher: How does the naughty little mouse play? Please come and learn.

(3) Imagine the shape of a little mouse wrestling and the action of pulling bubble gum.

Teacher: The little mouse was walking and walking, and suddenly he accidentally fell onto the grass and stuck to a big bubble gum. He couldn't shake it off. What should I do?

Children can freely create the actions of the little mouse when it is stuck by bubble gum.

(4) Guide children to explore the action of bubble gum sticking to other body parts.

1. Explore other body parts where bubble gum sticks.

Teacher: Pull - it bounced back! Think about it, if the bubble gum bounces back, where else will it stick to your body?

2． Children practice dispersedly, freely imagine, and boldly and exaggeratedly express the action of pulling bubble gum.

Teacher: Let’s take a look at the bubble gum stuck in these places.

3. Listen to music, feel the melody and make bubble gum movements.

Teacher: The little mouse tugged and tugged, but it couldn’t be pulled away. Let’s take a look at what happened next?

Teacher’s summary: Oops, that’s not good! A big tabby cat came, and the little mouse was so frightened that he pulled hard and ran away back home.

4. Children play the game repeatedly according to the entire music melody.

(5) The event is over.

Teacher: The little mouse was stuck by the bubble gum and fell hard. How painful it was! So what should the children do with the bubble gum they have eaten?

Children talk about their thoughts.

Teacher summary: If bubble gum is thrown around, it will stick to a lot of places and bring some trouble to our lives. It is not hygienic. We have to throw the bubble gum into the trash can so as not to pollute the environment.

Activity extension:

Home education: Pay attention to personal hygiene in public places, do not litter, and protect the surrounding environment. Little Mouse and Bubble Gum Class Lesson Plan 3

Activity goals:

1. On the basis of understanding music, be able to more vividly express the little mouse’s movements of walking, looking and pulling.

2. Dare to imagine and express boldly, and experience the fun of participating in the game.

3. Learn to sing songs and master different singing methods of discontinuous, cheerful, coherent and soothing.

4. Enhance the flexibility of thinking.

Activity preparation:

1. Music "Little Mouse and Bubble Gum"

2. Have experience playing with bubble gum and have a perceptual understanding of its stickiness.

Activity process:

1. Story introduction

Through the teacher’s self-written story "The Adventures of Little Mouse Stealing Oil", it stimulates children’s interest in performance and helps Young children understand musical content. Ask the children to talk about how the little mouse will move when it goes out to steal oil and what its expression will be like, and ask the children to try to perform it.

2. Guide the children to appreciate the first piece of music and feel the movements and expressions of the little mouse when stealing things

1. The teacher rhythmically speaks the children's song "The Little Mouse on the Lampstand" while Make the walking movements and expressions of a little mouse to pave the way for children to understand the rhythm of music.

2. Listen and analyze the first piece of music, and make the walking movements and expressions of the little mouse while talking about the children's songs to help the children understand the music.

3. Teachers and children record the chart while listening to the first piece of music.

4. Teachers and children listen to music together and perform the walking movements and expressions of the little mouse.

3. Guide the children to listen to the second piece of music and feel the expression and movements of the little mouse pulling bubble gum

1. Invite the children to listen to the second piece of music and hear "咚——" "." and asked: What happened? The teacher used a story to induce the little mouse to fall on the bubble gum. Question: What happens when the little mouse pulls the bubble gum with his hands? What should I do if it sticks? Guide children to practice pulling bubble gum and highlight the feeling of pulling hard. Where else would the bubble gum stick? Let children use their imagination and perform creative performances.

2. Teachers and children record the diagram while listening to the second piece of music.

3. Teachers and children listen to music together and perform the expressions and movements of the little mouse pulling bubble gum.

IV. Teachers and children play games with music

1. Invite children to fully appreciate the music. At the same time, the teacher’s finger charts help children understand the music, and timely prompts children to use exaggerated movements together. Performance.

2. Children listen to music and play games with the teacher.

The teacher explains the rules of the game and prompts the children to express the movements and expressions of the little mouse walking gently, looking around, and pulling hard. After the teacher plays the game with the big tabby cat twice, he selects two children to be the big tabby cats. When the music plays, the big tabby cat will do the actions with the little mice. When the cat meows, the big tabby cat will catch the little mice. The mouse quickly sat back in his chair.

Attached story: The Adventures of the Little Mouse Stealing Oil

One day, the little mouse wanted to go up to the lampstand and steal oil. The mother mouse told her to be careful of the cunning tabby cat in the house and not to be caught by it. The little mouse said goodbye to its mother and went out. The house is so big! The little mouse looked east and west, looking for delicious oil, while watching out for the big cat, thinking: Be careful, don't be discovered by it, otherwise you will die. Just as the little mouse was looking around, suddenly, oh, not good! What did the little mouse fall on? Sticky? At first glance, it turned out to be a big piece of bubble gum. This is a plan designed by the big tabby cat! The little mouse quickly pulled it with his hands, ah! The bubble gum stuck to its hand. It used the other hand to pull it, and then it stuck to the other hand. Pulling it back and forth, the bubble gum tied up the little mouse like a rope. "Suddenly, "Meow~~~" a cat meowed, ah! No! The big tabby cat is here. The little mouse pulled hard and pulled himself off the bubble gum, and then fled home in a hurry.

Reflection on the activity:

"Little Mouse and Bubble Gum" is a humorous and witty piece of music. For middle class children, they are already able to distinguish the difference between the A and B sections of the music. The characteristics of the little mouse, cleverness, cuteness, and sticky bubblegum perfectly integrate the two parts of the music A and B, allowing the children to become familiar with the music through the game situation, and then listen to the music to better express the movements of the little mouse, making the whole activity more enjoyable. Become lively and interesting. Based on the characteristics of the music and the age characteristics of the middle class children, this rhythm activity is designed according to the artistic activity goals in the "Outline" and follows the development level of the middle class children, thus establishing the goal of this activity: The focus of this activity is to make the mouse walk and look around in time according to the melody. Try to use exaggerated expressions and movements to express the scene of the mouse pulling bubble gum. The difficulty is to make the movements in time to the faster music melody. The music is in sixty-eight beats and the rhythm is relatively fast, which brings a certain degree of difficulty to the children's movement performance. The countermeasure I take is to use language (that is, the form of children's songs) and movement symbols to help children perceive the rhythm. In teaching, I According to the rhythm characteristics of the music, I recite the children's songs and add corresponding movements to intuitively and visualize the rhythm in the music to help children understand and master the two key movements of walking and watching. I use slow to fast. , from single-note rhythm to melody follow-up, gradually integrating rhythm, music, and movements, and through asking questions, children can consciously observe the pauses of hands, feet, and head changes to improve their performance abilities. By creating gamified situations, children are guided to follow the game plot of a little mouse coming out to play and being stuck by the bubble gum, boldly and exaggeratedly showing the humorous image of the little mouse constantly pulling the bubble gum but unable to pull it off every time. In the game, through peer demonstrations and different requirements put forward by teachers, children are stimulated to actively imitate and constantly innovate. Through multiple feelings and experiences, it ultimately promotes the development of children's musical sensibility, expressiveness and other aspects, thereby experiencing the activities. Happy. Because I analyzed the teaching materials thoroughly beforehand and grasped the key points and difficulties more accurately, the activity went smoothly. The children performed well in imitating the "walking" and "pulling bubble gum" of the little mouse, and they participated in the whole activity. The enthusiasm is very high, and the interactions between teachers and children and children and children are also relatively good.

There are also shortcomings in this activity. For example, when the children performed the little mouse looking around, some children did not follow the rhythm and the teacher needed individual guidance. Little Mouse and Bubble Gum Class Lesson Plan 4

Activity goals:

1. Preliminarily learn to make the little mouse walk in time.

2. Explore the movements of bubble gum sticking to various parts of the body and experience the joy of rhythmic activities.

3. We know that bubble gum will bring inconvenience to others and the environment, so we must protect our environment.

4. Cultivate students’ creative and collaborative abilities through listening, singing, playing, dancing and other musical activities.

5. Able to sing the tune accurately, enunciate clearly, and be able to sing boldly in front of the group.

Activity preparation:

1. Have a perceptual understanding of the stickiness of bubble gum.

2. Music and pictures of "Little Mouse and Bubblegum".

Activity process:

(1) Appreciating music

1. Children, today the teacher brought a piece of nice music, which is about little mice and bubble gum. , what do you think will happen to the little mouse and bubble gum? Let's listen together.

2. After listening to the music, what do you think happened between the little mouse and Bubble Gum?

(2) Look at the map and enjoy the music

1. Let’s listen together and see what happened between the little mouse and Bubble Gum.

2. Do you want to know what happened?

3. It turns out that the little mouse sneaked out to play while his mother was sleeping. Look, the little mouse ran around and looked around. The little mouse ran around and looked around. Who of you can perform? How does the little mouse run around? How many times did you read the little mouse in the first sentence? (2 times) Are you looking in one direction or looking in both directions? (Both sides) Does the little mouse look slowly or quickly? (Quick) Because the little mouse is very nervous, so look quickly. Does the little mouse run and look, or does it run and then stop and look? (Run and then stop and take a look) Where to stop? (Red dot) The red dot is like the red light in our traffic. The red light is about to stop.

4. The children and the teacher clapped their hands and read children's songs.

(3) Imagine the action of pulling bubble gum.

Teacher: The little mouse was walking and walking, and suddenly he accidentally stepped on something sticky, which stuck to a big bubble gum and couldn't shake it off. What should I do?

Children can freely create the actions of the little mouse when it is stuck by bubble gum.

(4) Guide children to explore the action of bubble gum sticking to other body parts.

1. Explore other body parts where bubble gum sticks.

Teacher: Pull--it bounced back! Think about it, if the bubble gum bounces back, where else will it stick to your body?

2. Children practice dispersedly, freely imagine, and boldly and exaggeratedly express the action of pulling bubble gum.

Teacher: Let’s take a look at the bubble gum stuck in these places.

3. Listen to music, feel the melody and make bubble gum movements.

Teacher: The little mouse tugged and tugged, but it couldn’t be pulled away. Let’s see what happened next?

Teacher’s summary: Oops, that’s not good! A big tabby cat came, and the little mouse was so frightened that he pulled hard and ran away back home.

4. Children play the game repeatedly according to the entire music melody. (Children are asked to play the role of cat)

(5) The activity is over.

Teacher: The little mouse was stuck by bubble gum and failed to complete his plan to sneak out to play! Is it happy today? It doesn't like this bubble gum, nor does it like people who throw bubbles, so will you throw the bubbles to the ground? So what should the children do with the bubble gum they have eaten?

Children talk about their thoughts.

Teacher summary: If bubble gum is thrown around, it will stick to many places and bring some trouble to our lives. It is not hygienic. We should wrap the eaten bubble gum in paper towels and throw away the bubble gum. Go to the trash can and don't pollute the environment.

Activity extension:

Home education: Pay attention to personal hygiene in public places, do not litter, and protect the surrounding environment.

Reflection on the activity:

This activity is a rhythm activity. I have not carried out a rhythm activity since I was taught in middle class until now. They are basically singing activities and percussion activities. Very little. On the day of the review, I went out to attend classes. After school, I asked other teachers that the online teaching plans were very detailed and could be used as reference. But when I was preparing the lesson, I discovered a problem. The entire online lesson plan revolved around one courseware, and this courseware was relatively vague in the lesson plan and was not explained vividly, so I was in trouble. Later, I asked Teacher Sha. Teacher Sha only had music for this activity. There is only music and the lesson plan is relatively vague, so what should I do with this activity? When we wanted to hire a teacher, Teacher Sha offered to lend us a large class to carry out this demonstration class. Savior~~~

After observing Teacher Sha’s demonstration class, my thinking suddenly became much more enlightened. I can master all the links of the activities, the progress of the activities, and the key points of the activities. Therefore, for this event, I conducted a master-disciple pairing demonstration class.

The activities are basically carried out according to Teacher Sha’s demonstration class, so there should be no problems in the process. During the activities, I was more open-minded and emotionally involved, and the children also performed happily under my emotional arousal. But because of this, I let my emotions go too far, so in terms of study routine, I failed to control my children. For example, after asking the children to perform in the middle of the class, I returned to their seats. I did not use language to guide them in time, so the children began to act unscrupulously, and some fell to the ground. At that time, before letting them return to their seats, I should quote "Now please gently return to your seats." I believe that such a simple verbal reminder will improve the children's routine.

In addition, the master pointed out that although my own grasp of music was very good during the activity, it was not the children's. Throughout the activity, I was seen leading the children with words and movements, but the children were not led by me, which shows that I have hidden the habit of letting the children listen to music. Rhythmic activities focus on music and movement, but I paid attention to movement, and the element of music did not play a particularly big role. The sound of "duo" in music and the sound of sliding down like a slide are actually prompts to guide the children to listen carefully to the music. I should take a back seat and let the children listen and perform. Only in this way can I It is conducive to their perception of music and their music appreciation ability can be further developed.

Thinking about it, I already have a deep understanding of the musical literacy of the children in our class. I could have let the children learn, but I still dare not. However, in future activities, I will I will try to let the children learn actively.

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