1. Feel the freedom to understand the wind and feel the beauty of poetry.
2. Stimulate the interest in writing poetry and try to use the language of poetry to create.
Activity preparation:
1, poetry recording:
The wind is there, and the flowers say: When I dance lightly, the wind is passing by me;
The wind is there, and the red flag says: When I fly gently, the wind is my good friend;
The wind is there, said the kite. When I fly gently, the wind plays with me.
2. Poetic scene map (flowers, red flags, kites).
There are wind-related objects on the small card, such as grass, leaves and balloons.
4. Take children to carry out "finding the wind" activities.
Activity flow:
First of all, feel where the wind is and understand its freedom.
1, feel the wind: the teacher hid the fan behind his back and said, "children, please close your eyes and guess who is coming?" (The teacher fanned the child's face) "Who's here? How do you know? "
2. Talk about the wind around: The teacher asked the children, "Do you still know that there is wind there? How do you know? " (The teacher guides the children to recall the scene of looking for the wind at ordinary times or to talk about what the eyes see and what the body feels from the visible surrounding phenomena. )
3. The teacher concluded: Where is the wind? It turns out that the wind is everywhere, blowing everywhere.
Second, appreciate poetry and feel the beauty of poetry.
1. Teacher introduction: The teacher has a poem here. It's the wind. Listen, where is the wind?
The teacher recited the poem with emotion and asked: Where did you hear the wind in the poem?
3. The teacher shows the scene of the poem, guides the children to appreciate the recording of the poem, and asks: This time you heard the wind in the poem. 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 the flowers say that when I dance lightly, the wind is passing by me?" "Why does the kite say that the wind plays with me when I fly gently?" 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. )
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 small cards: "Teacher, there are many small cards here. Children can be alone, or they can find a friend to read small cards and write poems with the wind there. " (Teachers give itinerant guidance, especially for children with weak guidance ability. )
2. Appreciate the poems compiled by peers: Let's listen to which child writes the best poems.
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.