First, the analysis of teaching materials should be thorough, and attention should be paid to the design of problems.

To make it clear that teaching materials only play a bridge role, it mainly depends on teaching methods and means. Teaching methods and means should serve the content of teaching materials, pay attention to the cultivation of language understanding ability, and let children understand the works and be good at grasping the overall information. Don't be too rigid in asking questions. Teachers' dominant position is mainly reflected in asking questions, and children's divergent thinking is taken into account as much as possible, so the design of questions can be large or small. Pay attention to individual differences when asking questions, which is in line with the development level of children at this stage. Pay attention to let children experience the happiness of success. Let children be interested in actively participating in language activities. Further improve children's language use ability.

Second, create situations and build a new stage for language learning.

Language is the most important communication tool for human beings, and the use and development of language cannot be separated from certain situations. Childhood is the best time for language development. The key to language teaching activities is to create a teaching situation in which children have something to say. In practical teaching, teachers should master the characteristics of children and create a good language environment. Classroom furniture, teaching AIDS, etc. It can be used as material to train children's language ability. It is also important for children to improve their practical ability and form a good thinking development in training. With the language situation, children naturally enter the role and have the opportunity and content to speak. For example, teachers often give praise and hugs to children who take the initiative to talk to their teachers. After doing this, they are all very close to their teachers, and they all take the initiative to tell their teachers about their happiness and unhappiness in life. Children have the awareness of communicating with others, and their language skills can be well developed.

Third, communicate with the soul and hold up the brilliant sky of language learning.

There is a saying that education is a cause that makes one heart shake another. In children's language teaching activities, persuasion is indispensable, and the teaching principle of "teaching students in accordance with their aptitude" should also be followed. If we only pay attention to "March in haste" and "across the board", it will hurt many young people's hearts: people who make rapid progress will not keep up. Especially for some "underachievers" children, their interest and desire in language learning will be cut off from now on because of the teacher's negligence and "carelessness" in teaching strategies. For example, every time a child is organized to listen to a recorded story, the teacher often says, "Plug in the power and press the button, and a good story will come out." After the teacher repeats, the child will naturally say this sentence, and will not say "teacher, this, this." In this way, children's ability to use language is cultivated in a subtle way.

Fourth, go to life and find the source of living water for language learning.

Language comes from life and practice. Language is a tool for people to think and communicate. People mainly learn all kinds of knowledge and skills through language and accumulate all kinds of spiritual wealth. In order to lead children to life and find the source of living water in the vast living space, teachers need to guide the development of children's personalized language in time, learn languages with great interest and love them. If activities can be held once a week, then the forms of activities should be rich and varied, including: news corner, oral draft, painting diary and so on. Everyone participates and everyone speaks. This is a big stage for children to "show their faces" and an excellent opportunity for language training. The children happily present the results of the week to their peers and teachers wholeheartedly, making every activity particularly lively and interesting, because this day is a good day for children to capture "language". Through communication, it not only improves children's oral expression ability, but also subconsciously cultivates children's habit of caring about changes in things around them and keen observation ability. Children no longer regard learning as a burden, but are in the position of actively exploring knowledge. Because, this kind of study makes them relaxed and happy, and has endless fun.

Fifth, interest is the motivation for children to learn.

We should also try our best to expand children's experience through colorful game activities, thus providing conditions for promoting language development. Therefore, in the usual teaching, different activities are used everywhere to provide children with certain game materials, simulate and create specific scenes, so that children can contact the scenes in the game, talk while playing, and improve their language expression ability. For example: story king selection, advertising, pantomime, story creation, riddles, cross talk, etc. Help children learn languages. In the game, children can say things that they can't meet in real life, which is also a very important way to improve their personalized language ability. At the same time, we should also pay attention to discovering children's language skills in some daily chores. For example, when a person picks up a piece of waste paper and is ready to throw it away, he rolls it casually in order to throw it away better. But for a three-or four-year-old child, knowing things and learning knowledge and language have completely become his small lessons. (Case: After school, the teacher was sorting out the children's things and rolled up an unwanted piece of waste paper. When preparing to throw it away, a child named Beibei happily ran to the teacher and said, "Teacher, look, you made a circle!" " "Before I could reflect, I asked her," Where is it like? " She picked up the paper I rolled up, put it on her left eye and said, "Look, I see you. This is round. " The teacher was very happy and praised him at once. Perhaps it is the teacher's encouragement that interests the children in the class. You expressed your understanding through your actions and words. Some made an "OK" with their hands and put it on their eyes, telling everyone: "This is also a circle. "Some said," My eyes are round. "Others pointed to the round pattern on my clothes and said," I have a round one, too. Look, there are red circles and yellow circles. ""I have a red one here ... ""My button is round ... "During the whole process, the teacher was surprised and happy. The teacher has always been a listener, although only for a short period of time. Compared with the way that the teacher tells the child "this is a circle" with a circle, I believe it goes without saying that the child will choose the former. In terms of effect, the former is also more practical.