1, understand the content of poetry and feel the interest of poetry.
2. combine life experience to imagine boldly and imitate poetry.
3. Try to express poetry with appropriate body movements and expressions, and experience the fun of cooperating with peers.
Activities to be prepared
Cheerful music, poems with music read aloud (recorded by the teacher in advance), an animal card, and children have experience in group dancing.
Activity process
First, the game is introduced to stimulate interest.
Teacher: Today we are going to play a game of "drawing a circle", but we can't draw a circle with our fingers. We should circle the rest of our bodies, shouldn't we? Come and have a try.
The teacher plays music, and the children can draw circles with their body parts freely.
Description: the game of "drawing circles" with the body is something that children are generally familiar with but have never tried. For them, it is neither strange nor challenging, so it can concentrate children's attention well and arouse their initiative and enthusiasm in learning.
Second, perceive and understand poetry.
Teacher: Who can tell me which part of your body you use to draw a circle?
Teacher: You drew a circle with your head. How did you draw it? Please try it.
According to the children's answers, the teacher summed up the content of the poem.
Teacher: It turns out that our heads can draw circles, which is really interesting. Come on, let's draw a circle with our heads.
The teacher guides the children to draw circles with their heads collectively and say the poem "Big Head Turn" while doing actions. Then continue to guide children to draw circles with other parts of the body, and introduce poetry contents such as "moving eyes and turning circles", "rowing arms and swimming in circles", "twisting waist, twisting waist and shaking hula hoop" in due course.
Description: Combined with the physical game of "drawing a circle", poetry is naturally produced in the process of children's talking and talking, rather than being directly presented to children for appreciation and learning by teachers, which makes them feel more natural and paves the way for children's active creation and composition in the later period.
Third, fully appreciate poetry recitation.
1, Teacher: It's a beautiful poem. do you want to hear it ?
2. The teacher plays the pre-recorded music poem and reads the audio aloud, and listens to it twice collectively. In this process, the teacher had better stand up and do some actions with the audio at will to create a relaxed and happy activity atmosphere.
3. Teacher: The children are really amazing. They played a game of drawing circles together and made up such a beautiful poem. Next, let's talk about this poem together. At first, it was a circle with a head, "big head, big head, turn around." ...
Teachers can remind children to recite with emotion, and express poetry freely with body movements while reciting.
Teacher: This poem is really interesting. The teacher has a way to make it sound more interesting. Listen to it.
The teacher recites poems, adding "words" at the end of each sentence (hey hey, hey hey, haha, yo yo, etc. ).
Teacher: You can also add some interesting words or use other methods to make this poem more interesting.
Teachers can encourage children to recite in pairs, and when it comes to "matching words", give them a high five.
5, collective cooperative reading, all the children around the inside and outside two circles, while saying poems, while doing actions, when it comes to the last sentence "lining words", the children in the outer circle come forward to exchange playmates, and so on.
Commentary: By adding "reading between lines", reading in pairs and reading in the form of group dance, the activity will be pushed to a climax. The children actively added various interlingual words such as "Taiwan Province" and "Mourning", and they happily drew circles with their bodies following the rhythm, which fully showed the interest of poetry.
Fourth, turn to imitation poetry.
Teacher: It's interesting to draw a circle. The little animals saw it and wanted to draw a circle. Now they are hiding under your chair. Next, let the children take out the cards from under the chairs, have a look and think about what parts of the animals on them will use to draw circles.
Teacher: Where does the little fish circle? Can you say it like a poem?
Children speak freely.
The teacher showed pictures of small animals one by one and asked the children to create. For example:
Shake your tail and turn around. (small fish)
Swing your nose in circles. (elephant)
Leg stroke, four laps. (Little Frog)
Open your mouth a little and point out a big circle. (Woodpecker)
Description: The transition from drawing circles with body parts to letting small animals draw circles has skillfully expanded children's thinking and built a platform for children to like, want and speak. Children actively think and speak, and their thinking ability and language expression ability are fully demonstrated.
Fifth, end the activity.