Design Intention: The language requirements in the Kindergarten Education Guidelines point out: "Encourage children to express their thoughts and feelings boldly and clearly, try to explain and describe simple things or processes, and develop children's language expression and thinking ability"; "Kindergarten Chinese Curriculum Guidance Series" points out: "The support provided by teachers is very important to encourage children to use their imagination to make up stories." With the increase of knowledge and experience, the children in this class not only like to ask questions, but also like to communicate with their peers and teachers and express their ideas, which can basically be told coherently and completely in the telling activities. However, in the sequel to the story, the plot created is plain and simple. Therefore, according to the actual level of the children in this class, we choose the language activity "The Tiger is Coming", trying to guide the children to use their imagination to write rich storylines, stimulate their interest in creative imagination activities, encourage them to express their ideas boldly, coherently, completely and vividly, and achieve the goal of cultivating children. Activity goal: 1. Actively participate in the sequel to the story, and have an interest in the imaginative activities of the sequel. 2. Be able to imagine boldly and express your ideas coherently, completely and vividly. 3. Listen to the story carefully and continue the story creatively and reasonably according to the clues provided by the story. Activity preparation: There are background pictures of roosters, monkeys, kittens, rabbits and calves playing in the forest, pictures of tigers, tape recorders and tapes. Activity flow: 1. Introduce activities to arouse children's interest. 1. Show the background map of the forest and ask: What is this place? Whose home is the forest? Who can look at this picture and tell the story that happened in the forest? (Children describe pictures) 2. The teacher summarized according to the children. 2. Centralized discussion activities: (1) Children freely exchange and discuss their own ideas: 1. Play the recording of "Tiger Roar". Teacher: Listen, what's that noise? Who is here? What do you think of tigers? 2. Question: What will happen to the small animals after the tiger comes? What will happen next? (Children are free to discuss. (2) Individual children exchange ideas collectively. Third, children's group activities, the teacher put forward group requirements. 1, the teacher used symbols to help the children sum up several possible story endings: ◆ What did the little animal think of to beat the tiger away? ◆ How can small animals escape to avoid fierce tigers? ◆ How does a tiger catch small animals? ◆ Why do tigers become good friends with small animals? (1) Each group chooses a question as a sequel, and each friend participates in it. First, they record their thoughts with symbols, and then tell their peers loudly, coherently and completely in the group. (2) Help each other when using symbolic records, and sit down and communicate after recording. (3) Listen carefully to the children's speeches, select the "story king" and communicate in the group. 2. Children's group activities: Teachers focus on helping children with weak expressive ability to express loudly, coherently and completely, and remind children to learn cooperative learning in group activities. Fourth, focus on communication and sharing: (1) Each child first freely shares his sequel story with his peers. (2) Each group of "story kings" communicate in the collective.