Where is the wind? Large class teaching plan 1 activity objectives:
1. On the basis of children's sensitivity to the wind, understand the freedom of the wind and feel the beauty of poetry.
2. Arouse the desire to write poetry, try to create and edit in the language of poetry, and encourage children to express themselves boldly in front of their peers.
Focus of activities:
Children can feel the beautiful artistic conception of poetry.
Activity difficulty:
Children try to write in the language of poetry and encourage them to express themselves boldly in front of their peers.
Activity preparation:
1, courseware poetry scene map (flowers, red flags, kites), etc.
2, the song "outing" tape and light music.
I have carried out the activity of "finding the wind" when my children have an outing.
4. Every child has a marker and several pieces of white paper.
5. Physical objects: wind chimes, windmills, balloons and fans.
Activity flow:
First of all, the children entered the activity room with the music of the song "Outing".
Second, the teacher talked to the children: What did we do last Friday? Are you happy? Who are you and I going to find? Where did you find the wind? How did you know? The teacher guides the children to recall the scene of looking for the wind on an outing and talk about what they saw with their eyes and felt with their bodies. )
The teacher concluded: Where is the wind? It turns out that the wind is everywhere, blowing everywhere.
Third, appreciate poetry and feel its beauty.
1. Teacher's introduction: The teacher has a poem about the wind here. Listen where the wind is.
The teacher recited the poem with emotion and asked: Where did you hear the wind in the poem?
3. The teacher shows the courseware poem landscape, guides the children to appreciate the poem, and asks: Where did you hear the wind in the poem this time? Who told you that? What does it say? Guide the children to answer with the language in the poem. )
4. Help children appreciate their interest in poetry. "Why does the red flag say that the wind is its good friend?" "Why do flowers say that when I dance lightly, the wind is passing by me?" "Why does the kite say that I fly gently and the wind plays with me?" Initiate a discussion among children.
5. Look at the picture and tell the poem completely. (You can talk with the children along with the music. )
6. Teacher: "What else can we use in poetry besides flowers, red flags and kites?" Guide children to be familiar with the language and format of poetry again, and lay the foundation for children to make up their own words. )
Third, create poetry.
1, the teacher shows wind chimes (or windmills, balloons, etc. The teacher incited the fan, and the child heard the wind chimes jingling and asked: Where is the wind? What will the wind chimes say? Let the children make up.
2. Appreciate the poems compiled by peers: Let's listen to which child writes the best poems. Teachers guide children to analyze the language of editing and speaking, and encourage them to create and edit in the language of poetry. )
3. Draw and write poems by yourself: Let the children think of something with a good wind, draw it on a small piece of paper, and then say a nice poem.
4. Enjoy the self-portrait with the visiting teacher. Teachers encourage children to write their own poems and share them with guests and teachers, so that children can express themselves boldly in a relaxed language environment. )
Fourth, perform the song "Listen" with the guest teacher and feel the freedom of the wind with us.
Verb (abbreviation of verb) is extended.
Children's poems can be customized into a collection of poems and placed in the language corner, so that children can continue to create.
Where is the wind? Large class teaching plan 2 activity goal:
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.
3. Understand the metaphors used in poetry and learn to recite poetry with emotion.
4. Learn to recite poems with emotion and participate in the discussion boldly.
5. Cultivate interest in literary works.
Highlights and difficulties of the activity:
Focus of activities:
Feel and understand the freedom of the wind and feel the beauty of poetry.
Activity difficulty:
Arouse the desire to create poetry and try to use the language of poetry.
Activity preparation:
Material preparation: courseware "Where is the Wind" and imitation pictures.
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 flow:
First of all, the 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. Listen for the first time: Where is the wind?
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 in poetry, and help children understand the taste of poetry, such as triggering 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 conclusion part.
1. Discuss, communicate, show and appreciate the poems of peers.
2, children's evaluation, which group or which poem is better. Teacher's summary 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 poem:
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 that when I fly gently, the wind plays with me.
Activity reflection:
Adjustment:
1, the center of gravity of the activity shifts from the target 1 to the target 2, which increases the difficulty.
2, the prepared imitation map is not applied, and consideration will limit the child's thinking.
3. The original evaluation method only set one kind of star, thinking about saying one plus one star, and who won more in the end, lacking the overall display. After the change, children are more competitive. It would be better if the piano music inserted in the poetry reading was finally shown to the children.
Insufficient:
1. At the beginning, the recitation soundtrack was inserted in the ppt display page, which was not considered comprehensively.
2. When the courseware is used, there are some page jumps. If the play sign is inserted in the lower left corner, I stand on the left, near the jump sign and near the computer. When there is a problem, the screen will not be blocked, saving processing time.
3. I have a high desire for control, and I haven't completely let go of my children. For example, when children are still interested in copying, I stopped.