Kindergarten Language Essay Why I Can t Speak Script

Lecture Scripts in the Language Area of Kindergarten Plan Solutions Practical.

The teacher recites the prose, and the children listen to and feel the beauty of the prose. 1. The teacher shows the scenery of winter**, what season do you see what season it is? 2. The teacher reads the prose while demonstrating.

2. Encourage children to recall what the little animal said in the prose. 1. What are the critters in the prose? 2. What did Little Bear say?

Ask the children in turn: What did the geese, the sheep, and the little ants say? 3. Why do they feel this way about winter?

3. Children follow the teacher to read the prose together and discover the overlapping words in the prose. 1. Read prose while looking at the wall chart. Let's read this beautiful prose together!

Objectives:

1.It is even more important to understand the content of the story and understand the ability of peers to cooperate with each other.

2.Encourage children to make bold guesses, express their opinions in clear language, and try to tell the main plot of the story.

Activity focus: In the teacher's questioning questions, ...It is even more important to understand the content of the story and understand the ability of peers to cooperate with each other.

Difficulty: Be able to guess the questions thrown by the teacher and actively express your opinions in clear language.

Event preparation: flip charts, tapes.

The teacher shows the animal skills**, guides the children to appreciate and then talks about the skills of the small animals.

Hello children, today the teacher brought you these little animals, do you like it? Who's to say what they are capable of? ”

Second, the teacher shows the background picture, and uses ** to set up doubts to guide children to guess, big.

Dare to try to tell and understand the content of the story.

1. The teacher shows "'monkey'" and "sika deer" to guide the first paragraph of the story.

One day, in the forest, the monkey met the sika deer, and they both said that they had great skills, hey! As they spoke, they quarreled! ”

Encourage children to boldly say: "Then the children give them a comment, what are the great skills of monkeys and sika deer?" Which of them is the most capable? ”

2. The teacher continued to say, "In the end, they decided to compare, and the sika deer and the monkey invited the elephant to be the referee", showing the elephant**, which led to the question "The elephant came to be the referee, what do you think the elephant will let them compare?" "If you were to be the best, who do you think would win?" ”

3. The teacher tells the second paragraph of the story and guides the children to achieve the best results.

After telling the second paragraph of the story, the teacher repeats the contest request: "Oh! It turned out that the elephant referee wanted them to cross the river first, and then climb the tree to pick the fruit. Who will pick the fruit first? Why? ”

4. The teacher tells the third paragraph of the story, and the children feel anxious and actively think of solutions.

Ah! What a hurry! The sika deer have crossed the river, but they can't climb trees, and the monkeys can climb trees but can't cross the river, let alone pick fruits. What should they do? Kids, think of a way for them? ”

5. The teacher narrates the fourth paragraph of the story and leads the question, "Did they pick the fruit this time?" Who came up with the idea of a good idea? (Let's praise the clever little monkey!)

What is the final method of harvesting? Who helped the little monkey cross the river? (Let's thank the sika deer for helping others!)

Encourage your child to describe the method of picking the fruit (show the flashcard and imitate: load, jump, run, climb).

The teacher recites the prose, and the children listen to and feel the beauty of the prose source. 1. The teacher shows the scenery of winter**, what season do you see what season it is? 2. The teacher reads the prose while demonstrating.

2. Encourage children to recall what the little animal said in the prose. 1. What are the critters in the prose? 2. What did Little Bear say?

Ask the children in turn: What did the geese, the sheep, and the little ants say? 3. Why do they feel this way about winter?

3. Children follow the teacher to read the prose together and discover the overlapping words in the prose. 1. Read prose while looking at the wall chart. Let's read this beautiful prose together!

Hello judges and teachers! 636f707962616964757a686964616f31333339666161

The focus of prose appreciation is to grasp the relationship between its "form" and "god". Prose appreciation should pay attention to the following points:

When reading prose, you must know the "literary eye". All poems that are exquisitely conceived, full of artistic conception or written implicitly often have the placement of "eyes". When appreciating prose, it is necessary to make every effort to find the "literary eye" that can reveal the purpose of the whole text and have the finishing touch, so as to understand the reason and purpose of the author's writing.

The setting of "Wenyan" varies from text to text, and can be a word, a sentence, a detail, a wisp of affection, or even a scene and an object. Not every prose has the necessary "literary eye".

Understanding Emotional Skills Understanding emotional skills is to understand the writing skills of lyrical prose, which is the "expression skills that can appreciate works" required by the college entrance examination center. Therefore, mastering techniques such as rendering, foreshadowing, symbolism, foreshadowing, correspondence, suspense, foiling, and transition is conducive to appreciating prose and grasping the essence of beautiful prose.