1. Guide children to speak around the "useful rope" in coherent language.

2. Help children learn to speak freely and orderly by taking turns.

3. Stimulate children's interest in speaking and express their ideas generously to their peers and teachers.

Being able to speak in the form of "taking turns to make up" is one of the important factors that inspire children to speak around the topic. It is an important part to make children happy and good at talking about the use of rope by taking turns to make up, and to let children vividly understand and experience the use of rope through play experience. Therefore, we use the method of multi-sensory participation to let children play with ropes fully, so as to achieve the goal of' talking generously about the use of ropes to their peers in coherent language'. )

Activities to be prepared

1. Several kinds of ropes (wool, nylon, hair bands for tying the head).

2. Children bring their own ropes.

Activity process

1. Introduce the topic of conversation through "stories". "

(1) teacher tells a story: a person often forgets things, so he uses a rope to tie a knot to help him remember things, and the big knot is tied to sum up the small things. The result is ...

(2) Discuss the following questions with children: Where have you seen ropes? What can the rope do? Look, do you have a rope on you?

Introducing topics in the form of "telling stories" can improve children's enthusiasm and inspire them to look for "what did I do with a rope?" )

2. Use the method of "chatting while playing" to let children speak freely.

(1) Let the children combine freely, creatively play with the rope they brought, and talk about its function. In this process, teachers can work hard with children. For example, jump and climb the rope around the chair, put the rope on the ground, walk on the rope, and play skipping games.

(2) Teachers instruct children to talk while playing. Help children who just play and don't talk to their peers by interrupting.

(This link has two functions. First, give children a chance to fully experience and express themselves. Because there are dozens of children in the class, it is impossible for every child to have a chance to speak in front of the group. By playing and talking freely in pairs, every child has the right to talk. Second, through concentrated conversation, we can understand the children's mastery of taking turns and continuing conversations, so as to help children capture the information of others' conversations more effectively and have a dialogue. )

3. Use assumptions to expand the scope of the dialogue.

The teacher put forward the hypothesis: if our body is a rope, our trunk is a thick rope, our limbs are not thick or thin, our fingers and toes are thin ropes, and our hair is thin ropes, what can they do? Inspire children to talk with the children around them with interest around these assumptions, or concentrate on interesting conversation activities.

(In the process of "expanding the scope of conversation", the teacher puts forward a series of interesting "hypotheses" for children to talk about, which can stimulate children's infinite imagination and guide children to expand the use of ropes to life needs and self-protection. Only in this way can we lead to more and more interesting conversations. )