Prose poem, fallen leaves, kindergarten teaching interview, trial lecture
The following is an example of a kindergarten teaching interview for the prose poem "Fallen Leaves": ##1. Activity Target 1. ** Emotions, interests, goals ** - To stimulate children's interest in the appreciation of prose poetry, to cultivate children's love for nature. - Let the children feel the beautiful artistic conception of prose poems and experience the beauty of nature. 2. ** Knowledge and Understanding Target ** - Help the child understand the content of the prose poem and grasp the key elements, such as the whereabouts of the fallen leaves. - Guide children to learn the word "falling" and enrich their vocabulary. 3. ** Ability and performance target ** - Children were required to follow the teacher and recite prose poems with more expressions to train their reading ability. - Children are encouraged to make associations on the basis of understanding prose poems and promote the development of children's imagination. ##2. Event preparation 1. Prepare a book for children for each child so that the child can directly view the pictures in the prose poems. 2. Prepare a multi-media course, including dynamic images of falling leaves, animations of small animals interacting with fallen leaves, and recordings of prose poems. 3. Make headwear for bugs, ants, fish, and swallows for children's interaction. ##3. Activity ###(1) Beginning: import 1. The teacher aroused the interest of the children by asking questions, such as "Children, autumn is coming. What changes will we see in the leaves?" Lead the child to say that the leaves will fall from the tree and wait for the answer. 2. The teacher then said,"Today, I'm going to take the children to see a very beautiful story about fallen leaves. Do you want to hear it?" ###(2) Basic Part: Appreciation and Understanding of Prose Poetry 1. Appreciate for the first time - The teacher played the recording of the prose poem in the multi-media class and displayed the dynamic picture at the same time, so that the child could fully appreciate the prose poem. - After appreciating it, the teacher asked,"Children, what is the name of the prose poem we just heard?" He guided the child to answer 'Fallen Leaf'. - The teacher asked again,"Where do you see the fallen leaves floating to?" Let the children share their initial feelings. 2. Appreciate it again - The teacher played the recording of the prose poem again. This time, the teacher could read it with emotion and emphasize the key word "falling". - After the appreciation, the teacher took out the Children's Book and explained the content of the prose poem sentence by sentence according to the pictures in the book. For example, when it comes to "the leaves fall on the ground, the little ants crawl over and regard it as a boat", the teacher can ask the child: "Why does the little ant regard the fallen leaves as a boat?" Guide the child to think and answer. - In the process of explaining, the teacher should guide the child to learn the word "falling". By doing actions, the leaves can slowly fall down, so that the child can intuitively understand the meaning of this word. 3. interactive session - The teacher distributed the headdress that had been prepared beforehand to the children and asked them to play the roles of worms, ants, fish, swallows, and so on. - The teacher read the prose poem again. When he read a sentence related to small animals, he asked the child who played the corresponding small animal to make an action. For example, when he read,"The leaves fell into the water, and the small fish swam over and took it as a small umbrella." The child who played the small fish had to swim over and hide under the "Fallen Leaf Umbrella." - This segment could allow the child to understand the content of the prose poem more deeply, and at the same time, increase the interest. ###(3) Ending Part: Recitation and Summation 1. recitation practice - The teacher led the children to recite the prose poem together. At the beginning, the teacher could read it aloud, and the children could read it softly. Gradually, the children could read it aloud by themselves. - The teacher guided the child's recitation, such as correcting pronunciation, adjusting intonation, etc., so that the child could recite prose poems with more expressions. 2. sum up - The teacher asked,"Children, today we learned the prose poem 'Falling Leaves.' Do you think the falling leaves are interesting?" Guide children to share their feelings. - The teacher concluded,"Fallen leaves are part of autumn. They fall from the trees and become good friends with the animals, just like we are good friends with children. There are many magical and beautiful things in nature. We have to love nature." Read more exciting novels for free
Who was the author of the children's prose poem " Fallen Leaves "?
The author of the children's prose poem Fallen Leaves was Ostrovsky of the Soviet Union. This poem, published in 1944, described the scene of falling leaves in autumn and the importance of falling leaves to trees and the earth. This poem was widely praised as one of Ostrovsky's masterpieces.
Prose about Fallen Leaves
Autumn was the season of falling leaves. Fallen leaves were a kind of beauty and a kind of aura of nature. The falling of the fallen leaves was like the cycle of life and the change of seasons. In this season, people could feel a unique aura, a deep and mature aura. Falling leaves were often the focus of people's attention in autumn. The fallen leaves seemed to be a gift from nature and a blessing from nature to humans. Falling leaves were both a landscape and an artistic conception. In this season, the falling leaves were like music and dance. Falling leaves were often one of people's favorite things. In this season, people could walk on the fallen leaves road and feel the smell of the fallen leaves. Falling leaves were both a form of beauty and a form of strength. Falling leaves in this season seemed to be a test of nature for humans, as well as a reward for humans. Falling leaves were a form of beauty and strength. In this season, the falling of leaves was like a performance of nature and a blessing from nature to mankind.
I love my hometown in kindergarten. Trial lecture video teaching and reflection middle class
The following is an example of the trial teaching and reflection of the middle class 'I Love My Hometown: ##1. Teaching objectives 1. ** Emotional goal ** - To stimulate children's love for their hometown and foster their pride in their hometown. 2. ** Awareness goal ** - Guide the children to understand some of the famous historical sites and special products in their hometown. 3. ** Ability Target ** - Children should be encouraged to describe the beautiful scenery or specialties of their hometown in simple words. ##2. Difficulties in Teaching 1. ** Teaching Focus ** - Let the children familiarize themselves with the representative scenic spots and specialties of their hometown. - Guide children to actively participate in classroom interactions and share their understanding of their hometown. 2. ** Teaching Difficulties ** - It would help children understand the uniqueness and beauty of their hometown, and thus sincerely love their hometown. ##3. Teaching process 1. ** Part of the import ** - Play a video clip that shows the beautiful scenery of your hometown (such as local parks, special buildings, etc.) or local music to arouse the interest of the child. Ask the child if he knows where he is and guide him to tell him his hometown. 2. ** Knowledge Explanation ** - Show some pictures of famous places in your hometown (such as ancient temples, ancient buildings, etc.), and briefly introduce the names, characteristics, and historical significance of these places. For example,"Children, look at this ancient temple. It has existed for many, many years. Many people go there to pray." - They also showed some pictures of their hometown specialties (such as special fruits, snacks, etc.) for the children to observe and ask if they had eaten or seen them before. They also briefly introduced the taste or production methods of these specialties. For example,"This [Special Name] tastes sweet. It was made by the uncles and aunties in my hometown." 3. ** Interactivity segment ** - Ask the children to divide into groups to discuss their impressions of the beautiful scenery or delicious food in their hometown. Then each group will elect a representative to share. The teacher gave affirmation and supplements when the child shared. - He could organize a Mini games, such as "Hometown Specialties Guess." Prepare some small cards of local specialties and let the children draw the cards. Then, use actions or simple descriptions to let the other children guess what the local specialties are. 4. ** Summing up ** - The teacher and the child will review the scenic spots, historical sites, and specialties introduced in this lesson together to strengthen the child's memory. - He emphasized the beauty of his hometown again and encouraged the children to love their hometown and be proud of being a member of their hometown. ##IV. Reflection on Teaching 1. ** Success ** - The teaching methods were diverse, such as through videos, picture displays, and game interactions, which attracted the attention of children and stimulated their interest in learning. - Pay attention to the participation of children. In the interaction session, children have the opportunity to express their understanding and feelings about their hometown, improving their language expression ability and teamwork ability. 2. ** Inadequacies ** - The explanation of some of the historical and cultural implications of their hometown might not be in-depth enough. It might be difficult for middle-class children to understand, but it could be simplified and made more interesting. - In the game segment, some children might not participate fully because they were shy. They could be given more encouragement and guidance in the future. - More on-the-spot experience elements could be added. For example, if conditions permitted, the children could be brought to visit local scenic spots or specialty workshops to let the children feel the charm of their hometown more intuitively. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Questions for the 2022 kindergarten teaching qualification interview
The real questions for the kindergarten teacher qualification certificate interview in the first half of 2022 are as follows: 1. Little flower seeds look for happiness; 2. A strange mirror; 3. Origami: (1) Bunny (2) Frog; 4. Paper Cutting: (1) Stockings (2) Frogs; 5. Picture: (1) Kitten (2) Puppy (3) Duckling on a picnic; 6. Scenario-based teaching (self-made story): a polite and good baby; 7. [Character play: (1) A crowded doll house (2) No friends;] 8. Grandpa's hat; 9. Sports game balance design; 10. Children's songs with pictures of cradles; 11. Playing and singing: Night; 12. Who would crawl? <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Counting the Fallen Leaves Teaching Plan
The following was a kindergarten language lesson plan, Counting Fallen Leaves: ** 1. Teaching objectives ** 1. language goal - Let the child learn how to accurately describe the number of leaves, such as "I see [X] leaves". - Guide the child to talk about simple sentences related to fallen leaves, such as "fallen leaves fall like small butterflies". 2. Emotional and cognitive goals - Feeling the falling leaves in autumn stimulated the love for nature. - Cultivate the child's observation and attention. ** 2. Teaching preparation ** 1. Collect fallen leaves of different shapes and colors. 2. Create a simple picture or card of a fallen leaf scene (such as a lot of leaves under a tree, small animals playing in the leaves, etc.). ** 3. Teaching process ** #(1) import (3 - 5 minutes) 1. Show the scene of fallen leaves - The teacher took out a picture or card with many fallen leaves and showed it to the child. - "Kids, look at this picture. What do you see?" Guide the child to say "fallen leaves" and other related words. 2. lead up the subject - The teacher said,"When autumn comes, the leaves will fall like small butterflies and become fallen leaves." Today, let's play the game of counting fallen leaves and tell the story of the fallen leaves." #(2) Perception and narration (10 - 15 minutes) 1. Feel the fallen leaves - The teacher distributed the collected fallen leaves to the children and asked them to touch and feel the shape and texture of the fallen leaves. - "Kids, how does it feel to touch the fallen leaves?" Children are encouraged to describe it in their own words, such as "slippery" and "crunchy". 2. Description of the fallen leaves - The teacher picked up a fallen leaf and asked the child,"What does this fallen leaf look like?" Guide the child to use his imagination, such as "like a boat","like a fan", etc. - Then he picked up a few leaves and asked,"How many leaves are there here?" Who can count and tell the teacher?" Guide the child to count and say the number. #(3) Story telling and interaction (10 - 15 minutes) 1. tell stories - The teacher began to tell the story of the fallen leaves: "Autumn has come, the wind is blowing, and the small leaves have left the arms of the big tree mother. There was a little squirrel who saw a lot of fallen leaves in the forest. The little squirrel wanted to count how many leaves there were, but there were too many. It counted and counted, but it couldn't count. Children, let's help the little squirrel, okay?" 2. interactive questioning - According to the story, the teacher asked,"Why can't the squirrel count the fallen leaves?" "If it were you, how would you count the fallen leaves?" Children are encouraged to answer questions and share their thoughts. #(4) Game segment (10 - 15 minutes) 1. Counting leaves competition - The children were divided into small groups and scattered some fallen leaves in the corner of the classroom. - The teacher said,"Children, now let's have a competition to count the fallen leaves. Let's see which group can count quickly and accurately." After counting, ask the children to use a complete sentence to say the number of leaves counted by their group, such as "Our group counted [X] leaves". 2. Falling Leaves Puzzle - The teacher cut some fallen leaves into simple shapes (such as circles, triangular shapes, etc.) and asked the children to put the fallen leaves together. - After they were done, the children were asked to describe what they were building and how it was related to the fallen leaves. For example,"I built a small house. The fallen leaves can be used as the roof of the small house." #(5) Summing up and Extending (3 - 5 minutes) 1. sum up - The teacher and the child reviewed today's activity together and asked,"What did we do today?" Guide the children to answer questions about counting fallen leaves, describing fallen leaves, and telling stories about fallen leaves. - "The fallen leaves in autumn are very beautiful. We must cherish nature, just like how we cherish the mother tree and the fallen leaves." 2. extend - After the children returned home, they would go outside with their parents to pick up fallen leaves, count them, and tell their parents the story about the fallen leaves. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Elementary school math teacher interview, trial lecture, understanding RMB
The following is an example of a primary school math teacher interviewing and trying to teach Understanding the RMB: ##1. Introduction (1 - 2 minutes) Students, in our daily life, there is something very important. We need it when we go to the store to buy our favorite stationery and snacks. Do you know what it is? (Pausing for a moment to guide the students to answer) Yes, money. The money in our country is called RMB. Today, the teacher will bring everyone here to learn about the RMB. ##2. New teaching (5 - 7 minutes) 1. ** Understand the types and units of RMB ** The teacher has some pictures of the RMB here (you can show the prepared pictures of the RMB with various currency values or take out the simulated RMB props). Everyone, take a closer look. What's the difference between these RMB? Some students noticed that some of the notes had the word "Yuan" written on them, some had the word "Jiao" written on them, and some had the word "Fen" written on them. Very good."Yuan, Jiao, Fen" was the unit of the RMB. Now, let's classify these RMB according to units, okay? (Please come up to the stage to do the classification.) 2. ** Understanding RMB of different currency values ** Let's first look at the yuan. Everyone, look at this 1 yuan note. What color is it? What was the pattern on it? (Guide the students to describe the characteristics of 1 RMB) What about this 5 RMB note? In this way, let's get to know the RMB of 10 yuan, 20 yuan, 50 yuan, and 100 yuan. Next, let's take a look at the RMB in the unit of "jiao". What do 1jiao and 5jiao RMB look like? (Ask the students to observe and describe it carefully.) Finally, let's look at the "cents" as the unit of RMB. Although the cents are rarely used in daily life now, we still have to know what are the characteristics of the 1-cent, 2-cent, and 5-cent RMB? (Guide the students to describe the characteristics of the penny.) 3. ** Conversion of RMB ** Students, the teacher is going to test everyone now. If a teacher had one yuan and wanted to exchange it for dimes, how many dimes could he exchange it for? (Guide the students to think and answer. According to the answer, 1 yuan = 10 cents.) Then how many points does 1 cent equal? (For example, 1 small eraser is 1 point, and 10 small erasers are 1 angle, which means 1 angle = 10 points.) Then how much angle is 2 yuan? (Guide the students to use the knowledge they have learned to answer and consolidate the conversion relationship) ##3. Consolidating (1 minute) Now, the teacher would come up with a few small questions to test everyone. The teacher has the price tags of some products (you can show the cards with the prices, such as pencil 30 cents, notebook 5 yuan, etc.). If the teacher gives you 1 yuan to buy a pencil, how much change should the salesperson give you? (Please stand up and answer. Consolidating your knowledge through this kind of real-life practice.) ##4. A summary (0.5 minutes) Alright, today we got to know about the RMB. We learned that the units of the RMB are yuan, jiao, and fen. We also learned the conversion between yuan, jiao, and fen. Which student can stand up and tell us what you learned today? (Invite a student to summarize, and then the teacher will briefly add.) ##5. Homework (0.5 minutes) After class, please go home and play a game called "Little Store" with your parents. You can use the simulated RMB to buy and sell things. In this process, you will have to use the RMB knowledge we learned today. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Biology interview trial lecture 10 minutes example junior high school
The following is an example of a 10-minute biology interview: 1. Introduction (1 - 2 minutes) Good morning, students. Before the class starts, please watch the video on the big screen about the relationship between organisms and the environment in the ecosystem. Students, think about it. How do the creatures in this video rely on the environment to survive? (Pausing for a moment to observe the students 'reactions) The teacher saw that the students were thinking very seriously, so he asked the students in the second row on the right by the window to answer. This student gave a very comprehensive answer. He mentioned that living things needed to obtain food, water, and so on from the environment. Today, we will learn about the relationship between living things and the environment. 2. Knowledge explanation (3 - 6 minutes) The teacher asked the students to have already previewed page X of the textbook. The teacher gave the students three minutes to think about this question: What are the components of the ecosystem? Later, the teacher would randomly invite a few students to stand up and explain their summarized views. (Three minutes later) Okay, students, time's up. Who would like to stand up and tell the teacher the answer? Alright, I see that many students are very enthusiastic. Then let's ask the student in blue in the last row on the left to say something. It seems that you have prepared very carefully. Please sit down. This student said that the ecosystem included the biological part and the non-biological part. The biological part also had producers, consumers, and resolvers. Is there any student who wants to add something? Then, the student in the third row in the middle, please say something. It seems that your thoughts are very clear. Please sit down. The student added that the non-biological parts included sunlight, air, water, and so on. It seemed that the students had found the key knowledge points for this question. As for the producers of the biological parts, students, think about it. What are their important roles in the ecosystem? Students, please discuss among yourselves. (Patrol to guide students in discussion) Third, the interaction segment (2 - 3 minutes) Alright, time's up. Who wants to share their views? The student on the far left of the first row, please answer. Your views are very unique. Please sit. This student said that producers could produce organic matter through photosynthesis to provide food and oxygen for other creatures. Everyone had thought about the question very accurately. Then, the teacher would ask another question. What was the role of consumers and resolvers? Now, please look at the ecosystem diagram on the big screen. Combined with page X of the textbook, form a group of four people and discuss the following questions: How do consumers and resolvers interact with producers? Ten minutes later, the teacher will ask each group to send a representative to present the results of your group's discussion. (Walking around in the middle of a discussion) Alright, class, time's up. Which group would like to share the results of your group's summary? Alright, I see that the second group on our right is the first to raise their hands. Then send a representative from your group to explain. IV. Wrap-up (1 - 2 minutes) Very good. Through this lesson, we have a deep understanding of the relationship between organisms and the environment, the components of the ecosystem, and the connections between the various parts. I hope that students can further think about how the stability of the ecosystem is maintained after class, which will help us in the next class. That was all for today's class. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Teaching plan and reflection on the trial lecture of chemical oxidoreduction course
#"Oxidation-reduction Reaction" Trial Teaching Plan ##1. Teaching objectives 1. Students will be taught to understand the concept of oxido-reduction reaction from a macro perspective. They will be introduced through examples to trigger cognitive conflicts. They will be able to grasp the basic concept of oxido-reduction reaction based on macro substances. 2. To guide students to understand the nature of the oxidoreduction reaction from a microscopic perspective, to build a cognitive model, to use the atomic structure diagram to describe the microscopic process of electron gain and loss and deviation, and to use the "double-line bridge" and "single-line bridge" to analyze the electron transfer process, so as to improve their understanding of the oxidoreduction reaction. 3. With the help of concrete examples, the students will be able to understand the basic concepts such as oxidiser, reducing agent, oxidization reaction, reduction reaction, etc., and understand the philosophy of the unity of opposites contained in them and its important value in scientific research. 4. Cultivate the students 'ability to apply the basic model of the oxido-reduction reaction to solve practical problems. ##2. Difficulties in Teaching 1. ** Main point ** - Accurately understand the concept of the oxido-reduction reaction. - Learn to recognize the oxido-reduction reaction from a macro perspective (the rise and fall of the element's valency). - Able to understand the nature of the oxido-reduction reaction from a microscopic perspective (electron transfer). 2. ** Difficulty ** - Understanding the nature of the oxido-reduction reaction from a microscopic perspective. ##3. Teaching Method Lectures, conversations, and group discussions. ##4. Teaching process ###(1) Introduction of revision 1. Question: According to the material classification standard, classify iron dioxide and copper dioxide. According to the material transformation law, convert them into metal elements and write the reaction equation. According to the basic reaction type, classify the reaction. 2. Guide students to think as they answer: When the existing standards cannot accurately classify responses, new dimensions will appear. ###(2) New Knowledge Exploration 1. ** Observe and summarize the characteristics of the oxido-reduction reaction ** - Question: Observe the reaction between carbon dioxide and iron dioxide. From the perspective of oxygen gain and oxygen loss, what kind of reactions do these two reactions belong to? What were the characteristics of these two reactions from the perspective of elemental valency? - On the basis of the students 'answers, he concluded that the chemical reaction of oxygen gain and oxygen loss was called the oxidoreduction reaction, which was characteristic of the rise and fall of the chemical valency of the elements. - Another question: Write down the equation for smelting copper by "wet smelting" and analyze if it is an oxido-reduction reaction? To further summarize, the chemical reaction of the element's valency change was the oxidoreduction reaction. - What were the four basic reaction types that they learned in middle school? What was the relationship between the oxido-reduction reaction and it? Guide the students to use the Venn diagram to represent the relationship between the two. 2. ** Exploring the Nature of Oxidation-reduction Reaction ** - Student activity: Using the formation of NaCl2 as an example, explore the nature of the oxido-reduction reaction based on the atomic structure. The teacher guided the students to think about the relationship between the atomic structure, the gain and loss of electrons, and the deviation of electron pairs, so as to understand the microscopic process of the oxidoreduction reaction. ###(3) Class Practice Give some chemical reaction equations for students to judge whether it is an oxido-reduction reaction. If it is, point out the oxidiser, the reducing agent, the oxidiser reaction, and the reduction reaction. ###(4) Summing Up 1. Guide the students to review the concept, characteristics, and nature of the oxidoreduction reaction. 2. It emphasized the relationship between the concepts of oxidiser, reducing agent, oxidization reaction, and reduction reaction. ###(5) Assignment 1. Basic homework: Complete the relevant exercises in the textbook and consolidate the basic concepts and judgment methods of the oxidoreduction reaction. 2. "Additional homework: Find examples related to the oxido-reduction reaction in your life and analyze the oxidiser, the reducing agent, etc. #Reflection on the Trial Lecture of Oxidation-reduction Reaction ##1. Strengths 1. ** Various teaching methods ** - The revision method was used to consolidate the knowledge that the students had learned before, and by triggering cognitive conflicts, the content of the new lesson was naturally introduced. The combination of lecturing, conversation, and group discussion helped to mobilize the enthusiasm of the students, making the classroom atmosphere more active, and also conducive to the students 'understanding and mastery of knowledge. 2. ** Clear logic ** - In the new knowledge exploration segment, he gradually explained the characteristics of the oxidoreduction reaction to the essence. First, the students would be taught to understand the characteristics of the oxidoreduction reaction from the macro perspective of the change in chemical valency. Then, the students would be guided to explore its essence from the micro perspective. This would conform to the cognitive laws of the students and help build a complete knowledge system. 3. ** Focus on interaction ** - In the classroom teaching process, through questions, group discussions and other ways to interact with students, give students timely feedback, can guide students to think actively and participate in the classroom. ##2. Deficiency 1. ** Time Control ** - During the student activity segment, due to the fact that some students had forgotten the knowledge of atomic structure, it took more time to explore the nature of the oxidoreduction reaction. As a result, the final classroom practice and summary segment were a little rushed, and the students were not given enough time to think and summarize. 2. ** Difficulty Breakthrough ** - Although the students were guided to understand the nature of the oxidoreduction reaction through examples, it might still be difficult for some students with weak foundations to understand. In the future, more intuitive demonstration or analogy could be added to help these students better break through the difficult points. 3. ** Expansion and Extension ** - In the homework assignment section, although there was an expansion assignment, there was not enough hint on how to guide students to analyze the examples of oxidoreduction reactions in their lives. In the future, he could give a simple example of how to analyze life examples in class so that students could better complete their homework. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
A Trial Teaching of Tongue Twister and Ball Bounce in the kindergarten
The following is a kindergarten tongue-twister test: 1. Introduction 1. First, he took out the ball and asked the children,"Children, look at this." He guided the child to answer the ball. Then, he said," There are many ways to play with a ball. Does any child want to come up and show us how to play it?" Please show the children how to play the ball on stage to stimulate their interest and liven up the classroom atmosphere. 2. Then he showed the picture drawn according to the tongue twister and asked the child,"Who is in the picture?" He guided the children to learn the names " Niu Niu " and " Niu Niu " before asking," What are they doing?" It led to the action of bouncing the ball. Perception and Learning 1. The teacher imitated Niuniu and Niuniu bouncing the ball and asked the children to count. When imitating Niuniu's ball bounce, let the child count to six to practice making the sound of "six"; when imitating Niuniu's ball bounce, let the child count to nine to practice making the sound of "nine". 2. The teacher read aloud the children's song called "bouncing the ball". After reading it aloud, he asked the children how they felt after listening to it. Then, he summarized it and told the children that this children's song was called tongue twister. Many words in it sounded similar, so they had to be careful when reading it. 3. He began to teach the children how to read the tongue twister. First, let the children read it 3 - 4 times in Mandarin, then guide the children to clap their hands and read the tongue twister rhythmically to experience the fun of reading the tongue twister. After that, the children were asked to read tongue twisters in pairs to see who could read them quickly and accurately. Third, the ball bouncing interaction 1. Give each child a ball and let the children try to bounce the ball themselves. During the process of bouncing the ball, recall the scene of Niuniu and Niuniu bouncing the ball in the tongue twister. 2. The teacher walked around the children when they were bouncing the ball, reminding them to pay attention to the movements and safety of the ball, such as touching the ball with their fingers instead of their palms, and using strength in their wrist joints. 3. Finally, the children could be divided into groups for a small competition to see which group of children could bounce the ball the most within the specified time and accurately recite the tongue twister. Fourth, conclusion 1. Praise the children's performance in class, whether it was bouncing the ball or reading tongue twisters. 2. He emphasized the fun of tongue twisters and tips on bouncing the ball again and encouraged the children to continue practicing after class. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Seeking Xu Zhimo's Prose "Fallen Leaves"
The original text of Xu Zhimo's essay, Fallen Leaves, was as follows: fallen leaves The autumn wind blew past the withered trees and leaves. Some of these leaves were prepared for winter, some were unlucky, and some had unfortunately left because of a fire or other reasons. The fallen leaves formed a golden blanket on the ground, as if nature had prepared a warm bed for us. Falling leaves were also a symbol of autumn. They tell us that the seasons are inevitable and that the journey of life is short. When we saw the fallen leaves, we couldn't help but feel a little emotional. They left their trees, left the bustling city, and came to this quiet corner. At this moment, it was as if we could feel the loneliness and loneliness in their hearts. But even if they left, they still had their own lives and value. They added beauty and color to the earth and prepared for the next rebirth of life. So let us cherish every fallen leaf, cherish our lives, and prepare for the next rebirth.