Activity objectives:
1. Learning is centered on itself and the object, recognizing and distinguishing before and after.
2. Make children form a preliminary concept of space through activities and cultivate children's interest in mathematics activities.
3. Learn to use locative words correctly: before and after. Can be expressed correctly and completely with locative words, and read the pronunciation correctly.
Activity preparation:
1. The police chief has a headdress for cats, several headdresses for policemen with white cats (the same number as children), and a headdress for "one ear" mice.
2. A number of mice made of paper (as many as boys and girls).
3. A number of toys (the number is the same as that of girls and children).
4. A big house and a big tree.
5. Create an activity situation: put a tree, a house and five or six building blocks in half a classroom. Put mice and toys in front of or behind these items.
6. Let every child know the story of Sheriff Black Cat.
Activity flow:
First, stimulate interest:
(1) dialogue enters the game and assigns the game characters.
Children, have you all heard the story of sheriff black cat? Who do you all like? Today, the teacher tried to be a black cat sheriff, and the children all played white cat policemen. Now let's play games together.
(2) When the phone rings, the sheriff answers the phone.
Sheriff: Just now, I got a call from some children. Many mice came to our classroom and stole the children's toys. Ask Sergeant White Cat to help get the toy back. Now I have ordered the establishment of a special police team, and all actions of the white cat police must be under the command of the sheriff. Can you finish the task?
Second, guide children to learn locative words.
(1) Rats are very cunning. They hide in different places. We should scout the enemy first. Go over gently and carefully look at where the mouse is hiding, then remember to come back and report where the mouse was found.
(2) demonstration by the sheriff.
(3) Ask individual police officers to reconnoiter and report the enemy's situation. The request will say: What did the mouse find in the front (back)?
Third, guide children to learn to use locative words correctly.
(1) Ask my younger brother to catch mice, and my sister will watch. Need to remember where the mouse was caught. Tell your sister in the front (back) where the police caught the mouse. Affirm rights and correct mistakes.
(2) The mouse has been caught. Now please ask my sister, the police, to bring the toys back. Find the toys and tell everyone where they were found. (Before or after instructing children to use locative words correctly)
Fourth, further understand and use locative words.
Just now, the white cat police officers all completed the task well, especially praised XX and XXX police officers, but the biggest and worst mouse escaped an ear. Do you want to catch it? "One ear" is tricky. To grasp, we must first practice our skills.
(1) Listen to the command and ask the police to hide behind the chair; Come to the chair; Take a step forward; Take a step back; Brother, come to the sheriff; Sister, get behind the sheriff.
(2) Drive a tricycle to the construction site. One third of the children are motorcycle drivers. In addition, the children listened to the sheriff's command and lined up in front of or behind the driver according to the order. Three people in a car drove to the rat trap.
(3) Assign tasks. Some policemen hid behind the hall; Some policemen are in front of the tree; Some policemen hid behind the house; Some policemen are in front of the house. The sheriff hid behind the door. Please take your positions and don't talk.
(4) Grab the "one ear". The big mouse "one ear" played by other teachers appeared and looked around. When the sheriff gave the order "Don't move", the police rushed to catch the big mouse. Send it to a military court.
Five, the game is over.
The swat team successfully completed the task and rested in the music. End the game.
Activity reflection:
Dewey once said: "Education is life", and the formation of the concept of children's number is inseparable from the living environment that children are exposed to, and is based on children's life experience. Therefore, the design of this activity is based on life, carried out in games, and constructed experiences in repeated exercises to sprout children's love for mathematics activities.