First, read through the story, understand the main idea, and distinguish the role of the story.
To get the story title paper, we need to read through the story first, understand the outline of the story, extract the central idea of the story, lay the emotional tone, draw the circle of characters in the story, and then distinguish the positive and negative characters. For example, in When It Rains, the white rabbit, chicken and kitten are all positive images. In Jam House, Brother Bear and Brother Bear are all positive images. In Little Flower Seed Looking for Happiness, the sun, birds, frogs and bees are all positive images. In "Three Little Pigs Build a House", three little pigs are positive images, while the wolf is negative.
Second, analyze the persona, sound processing, and assign sound characteristics that are consistent with the character characteristics.
After defining the characters, choose the voice that matches the characters. Because most children's fairy tales are anthropomorphic, most of the images in the stories can be divided according to age characteristics and character attributes. From the age characteristics, the role is personified into old age group, middle age group and children group. The characters in the elderly group are often endowed with the characteristics of the elderly, and their voices are often kind, deep and slow, such as Sun Gonggong in Little Flower Seed Looking for Friends, Old Cow Uncle in Pony Crossing the River, and Goat Grandpa in Tortoise and Rabbit Race. Middle-aged people are often uncles and aunts, parents, and their voices are calm, earnest and loving, such as parents in Three Little Pigs Going to Kindergarten. Most of the characters in the children's group are small, smart and active. When performing, they pay attention to being young, lively and lovely, simple, flexible and immature, and speak a little faster, such as the bird and squirrel in Little Flower Seed Looking for Friends. From the character attributes, we divide the characters into good guys and bad guys. Bad guys emphasize cunning or fierceness, such as the fox in Smith and the wolf in Three Little Pigs Building a House.
There are also some characters whose discrimination is not high. At this time, we can add their cries. For example, there are birds, frogs and bees in Little Flower Seed Looking for Friends. They all have the characteristics of small, lively and lovely children. Therefore, when we read the frog, we croak twice, then add the dialogue of the frog, and when we perform the dialogue of the bee, we buzz twice and then add the dialogue of the bee.
In short, as long as we are well prepared in the preparation room, show vivid images and children in the examination room, fully demonstrate our voice processing skills, and let the examiner know your ability, we can get it in the story-telling skills display.
Third, analyze the content of the article, language processing, and transform narrative language into conversational language.
In the story, candidates are usually required to tell the story completely in the language of sound and emotion, but the story in many topics may have a long narrative plot. However, it is difficult for narrative narration content to reflect the expressive force and appeal of candidates to the story as easily as conversational language. So we can process the story, and process some descriptive languages into conversational languages without changing the original intention of the story. For example, in "Little Flower Seed Looking for Friends", "Little Flower Seed likes it here" was translated into "Little Flower Seed said happily," Well, I like it here so much! " ”; In the race between the tortoise and the hare, "the hare thinks it will win" is translated into "Little Rabbit proudly says," The tortoise runs so slowly, and I will win today! The processing of the story content can let the examiner see our expressive force and appeal, so as to gain something.
Fourth, when telling a story, do "read at a glance", take a look and act for a while, without reading or covering your face.
If the above three items are attributed to the preparation made in the preparation room, then the key is to be able to perform perfectly in the trial performance after entering the examination room. In the process of telling stories, many candidates often can't memorize the story because of too much content and tight preparation time, so they often read with their heads down holding the topic. What's more, there is a phenomenon that they don't look up all the time in the process of telling stories, covering their faces all the time, and the examiner only hears their voices but can't see their faces. This is very unfavorable for our candidates. So, in such a short time, do we have to memorize the story completely? The answer is no, candidates are not required to complete the manuscript during the exam. We can take a look, remember the next part, then explain and perform freely, and then take a quick look at the story after this paragraph and proceed to the next paragraph. Therefore, when we tell a story, we should read at a glance, that is, we should quickly browse the next part of the story. Let the examiner see your action expression, and see your ability to be a kindergarten teacher from your action expression and eye contact with the examiner.
Five, the performance should pay attention to give priority to, supplemented by performance.
Some candidates put too much emphasis on telling stories with sound and emotion, and fall into the misunderstanding of simply acting without any narration. For example, in the jam house, there are only two characters, Brother Bear and Brother Bear. Some candidates play Brother Bear directly without any narration, which will make people unable to understand the plot and tell the main body of the story, thus confusing them. Therefore, when there are so many action dialogues, we must not save the narration such as "Little Bear Say" and "Big Bear Say" for convenience. Remember that we are performing a story-telling activity for children in front of the examiner, so it must be easy to understand, so that the examiner can infer the state when we really communicate with children from your performance, thus giving us a pass to the kindergarten teacher.
To sum up, the story is our common literary form, and it should not be a difficult problem for us to hear it from an early age. I hope that candidates can make full use of the reference skills provided above when drawing stories in the teacher qualification examination, so that they can be targeted and calmly respond when telling stories.