Language activity lecture in middle class:
Activity goal: to understand the content of poetry and experience the aesthetic feeling contained in poetry. Learn to recite poems with expression and try to create them. Activity preparation:
1. PPT activity process:
talk introduction: feel the existence of the wind. Children, do you know why the clouds in the sky move and the trees sway? Oh, so there is a wind blowing. Then where else did you find the wind? (individual)
You all found out where the wind is. Today, the teacher brought a beautiful poem called "Where is the Wind". Please listen carefully. Who else found out where the wind is?
second, poetry appreciation-where is the wind
1. (The teacher recited the poem with complete music) Who discovered the wind in the poem?
2. where is the wind? Please listen carefully again and see how the trees, flowers and grass answer. (Listen to children's songs for the second time and recite the first half with pictures) (Show pictures according to children's responses)
(1) What does the tree say? What's a nice word it uses? Do you know what dancing is? Do it (the teacher guides the children to talk and act)
(2) What will happen to the flowers when the wind blows over them? (Nodding) So what did the flowers say? Nodding frequently means nodding all the time. Who can talk while doing actions? (Men and women learn flowers to talk and act)
(4) The wind blows through the grass. What about the grass's body? Please come and tell me what the grass answered. Let's do it together. The body of the grass is shaking gently. Then who will learn grass? (individual children learn)
3. Now we are listening to music, and Mr. Gu will be the wind. Please be the trees, flowers and grass to answer me. Prose poetry is very beautiful. Would you please answer me in a soft voice? (The teacher said, "Where is the wind?" Children answer)
4. Trees, flowers and grass all feel the wind. It turns out that the wind is around us and everywhere. Listen, where else can we find the wind? (The teacher reads the second half while looking at the picture)
5. What does it blow green in spring? What did summer bring? What about autumn? What does winter bring? (Children talk about it individually, and then say it collectively)
6. It turns out that the wind is everywhere all year round, and it brings us such beautiful scenery, just like this poem. Now, let's read the poem completely with beautiful voices looking at the pictures! (teachers and children * * * read the whole poem with the same score)
3. Imitation poetry
1. Who else will find the wind except the trees, flowers and grass in the poem? (Show pictures) Look, who has found the wind? How will it answer? Who can say it in a sentence as beautiful as prose? (Guide children to use the sentence in prose "Where is the wind? XX said: ... "to tell)
2. The wind is really everywhere. Besides these places, where else can it be found? We can look for them again later and put them into poetry, ok?
Extension: Take children outdoors to find the wind, and continue to copy.
lesson plan:
1. Speaking of teaching materials
This is an activity in the theme activity "I play games with the air" in our middle class. During an outdoor activity, a child pointed to the leaves on the tree and said, "Look, teacher, the leaves on the tree are moving, which means there is wind, right?" I affirmed his statement in time, and asked the children to see where they could find the wind except from the movement of leaves. The children expressed their ideas one after another.
Through this outdoor observation and discussion, I decided to give my children such an activity and discuss where the seam is. "Where is the Wind" is a work full of children's interest. It is short and pithy, and depicts the existence of the wind with beautiful and vivid fairy tale language.
Give full play to the imagination in the poem, and skillfully associate the situation of the wind, which is concrete and vivid. "Willow dancing, flowers nodding frequently, grass swaying gently" is closely related to children's life and imagination, which can enrich children's vocabulary.
Second, the goal
The Guiding Outline of Kindergarten Education points out that children should be guided to contact excellent children's literature works, so that they can feel the richness and beauty of the language, and help them deepen their experience and understanding of the works through various activities.
The distinctive structural features of prose poetry and the anthropomorphic and humanistic language style give children clear memory and imagination clues, which are convenient for children to understand and feel. According to the age characteristics of children in the middle class, I set my goal as: to understand the content of poetry and experience the aesthetic feeling contained in poetry. Learn to recite poems with expression and try to imitate them.
Third, stress the difficulties
Teachers should cultivate children's ability to feel beauty, express beauty and create beauty, and perceive the beauty of language.