1. Feel and understand the freedom of the wind and feel the beauty of poetry.
2. Arouse the desire to create poetry and try to use the language of poetry.
Activities to be prepared
Material preparation: courseware "Where is the Wind"; Imitate the picture.
Psychological preparation: the day before, educational activities took children outdoors to play with toys in the wind, looking for the wind and feeling the wind.
Activity process
I. Import part:
What did we do in class yesterday? Do you find it funny? Why? Leading to "Where is the wind?"
Second, the process part:
1. Introduce the topic: "Where is the wind".
2. Look at the picture and say: Where is the wind? Children can talk freely.
3, lead to children's songs: What is the little girl doing? How do you feel? Let's also listen to it. Where is the wind for the first time?
4. What did you hear? Say it.
A poem. Where is the wind in the poem? Who is in the poem? What did he say? The children raised their hands to speak.
5. Listen for the second time. (Play dynamic)
Now let's listen again and see who can remember more. Please tell the children again.
6. Understanding Poetry: Where did you hear about poetry? Who told you that? What did it say?
Feel the language of poetry, gradually guide children to use the language of poetry, and help children understand the taste of poetry. (Teacher Qu) For example, it triggered a discussion: "Why do you say that the wind is a friend of the red flag?"
7. Look at the picture and tell the poem completely.
Talk to the music with the children. Children look at pictures and tell stories, get familiar with the language and format of poetry, and lay the foundation for their own poetry.
Step 8 compose poems
Play the courseware, look at the pictures with grass and balloons, and try to say a poem.
Group activities: Look at the pictures and imitate the poems.
Third, the ending part.
1. Discuss, communicate, show and appreciate the poems of peers.
2, children's evaluation, which group or which poem is better. The teacher worked out the price.
Default effect:
The children in this class are very active, and I think it will be difficult to control in the group imitation part. Solution: Teachers should give guidance in groups, give priority to tables and respect children's wishes.
Attached to the poem "Where is the wind?"
Where is the wind? The flower said: When I danced lightly, the wind was passing by me.
Where is the wind? The red flag says: When I fly gently, the wind is my friend.
Where is the wind? The kite said: When I fly gently, the wind plays with me.