The hole in our body, a science picture book between classes.
Activity goal: 1, know the "points" in the body and know the function of "points";
2. Learn to protect the "hole" in your body;
3. Experience the pleasure of exploring the mysteries of the human body.
Activity preparation: PPT courseware, bottles for garlic, ginger and other items, magnifying glass. Several activities: 1. Introduction (loopholes in life)
Teacher: Today, Teacher Xie wants to talk to the children about caves. Have you ever seen a cave in your life? (Children are free to answer) Show PPT teacher: There are also loopholes here. Let's guess, what might this hole be? Show the sewers, shower heads and tunnel holes one by one, and let the children guess. Second, the expansion part (hole in the body) (1) nose hole 1, show PPT, and guess what hole this is. Cave owner: Guess, what kind of cave is this? Look, what is this? Oh, what's wrong with these two nostrils? Have you ever had a runny nose? When will your nose run? Yes, a runny nose is terrible. Wipe it with paper!
2, the role of nostrils
Teacher: The nose is a very important organ of the human body. What function does it have?
Show PPT (smell)
Teacher: This little girl, what does she smell?
Do you smell anything on your nose?
Today, the teacher will test you. My bottle contains all kinds of things.
What is it? Who can smell it?
You can smell so many things. Your nose is really amazing.
Yes!
Teacher: Besides the sense of smell, what other functions does our nose have?
Show PPT (breathing)
You see, our noses suck in air and our lungs are like balloons.
When you get bigger, you exhale through your nostrils, and your lungs get smaller again. Let's try it together! Inhale. . . . Exhale. . . . How do you feel?
3, summary: these two holes in the nostrils are really important, you can smell things and breathe!
(2) Ears, eyes, mouth, anus and pores
Teacher: Are there any other holes in our bodies besides our nostrils? Show PPT one by one
Ears: Listen to the sound (children whisper to each other)
Eyes: See things.
Mouth: Talk while eating.
Anal: excretion
Teacher: You can eat with your mouth. What you eat in your stomach passes through the esophagus and then enters your stomach. All the nutritious things have been absorbed by us. Where are the useless things? Look, what is this man doing? The hole in the poop is called the anus.
Teacher: In addition to the holes for defecation, there are also holes and pores for urination in our bodies, which can help us expel useless things from our bodies.
Pore: perspiration
Teacher: How do pores get rid of useless things? There are many pores in our bodies, but the holes in the pores are very small. We need a magnifying glass to observe them. Do you want to see it? (issue big glasses, children observe pores)
Teacher: Do you see pores? Where are the pores?
(3) navel hole
Teacher: The teacher also knows that there is a blocked hole in our body. Do you know where it is? Show PPT
Teacher: Does anyone know why the hole in the navel is blocked?
It turns out that when we were young, we were connected to our mother through our navel. At that time, we didn't eat or drink, and absorbed nutrition through our navel. When we are born, we can drink milk by ourselves. The doctor cut the connected pipes with scissors and got a scar. Our navel was blocked after the scar fell off.
(4) Baby hole
Teacher: Do you know where children come from? We all came out of mom's baby hole, and it was not easy for her to give birth to us.
(5) Protect caves
Teacher: Today, we know many holes in our bodies. Look, what are they doing? All the holes in our bodies play an important role. We should learn to protect them. How can we protect them?
Third, the conclusion part.
Today we know that there are many holes in our bodies. Let's go to class and share with other children. Don't forget to tell them how to protect them!
The second chapter: the teaching plan of "strange cave" in Chinese group
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1. Show Figure 3:
Teacher: What do you see in the picture? Your little eyes are very powerful. A child mentioned this just now.
An egg. Where did the teacher get the egg?
Teacher: It's really possible. Let's be a little Conan and look for clues in the picture.
2. Show Figure 2:
Teacher: What did Little Conan find? How can a mouse catch an egg? Where did its eggs come from? Why did it come to the river?
Teacher: This picture gives us a lot of inspiration. What clues will there be in other pictures?
3. Display diagram 1:
Teacher: Where did the mouse stay this time? What else did you see? What is this place? Whose egg will it be?
Teacher: The problem has not been solved. Little Conan, let's get started. One, two, three. Let's continue to explore and discover.
4. Show Figure 4:
Teacher: Where is the mouse now? What are you doing? Where will the mouse push the egg? Will it succeed?
Second, use existing experience to tell.
1, free of charge
2. Individual children complain
Third, introduce personal experience to tell.
1. With the help of Xiaoyun, the teacher tells stories in rich languages.
Teacher: Looking at these pictures, I want to make up a story, too. Listen carefully and see how I put on my makeup.
Q: What did I say? Where is good? If you made it up, what would you arrange for the mouse to say?
2. Individual children complain
Four: Migration experience
Teacher: Everyone's story is wonderful. Let's tell these wonderful stories to other students.
Chapter 3: Large class health teaching plan: fun hole
Large class health lesson plans: interesting loopholes (including comments and reflections)
moving target
1. Experience the fun of hole-changing game and be willing to explore various ways to solve the problem.
2. Understand the concept of "surrounding" and connect holes with different parts of the body.
3. Be able to actively participate in the game. Play a hole game with your partner.
Activities to be prepared
L experience preparation: children have a certain understanding of various parts of the body.
2. Material preparation: about 15 newspaper balls and music CDs.
Activity process
1. Game: "Please do this with me"
(1) Teachers use various parts of their bodies to turn into elephants and teapots.
(2) The teacher creates a hole in the palm to guide the child to think: What is this like? (Cup, telescope) Guide the child to say that it is a small hole.
(3) Let the children find out what holes they have. (Nose, navel, ear hole)
(4) Teachers instruct children to change points with other parts of the body.
(5) Teachers and children exchange roles, and children give orders. The teacher created an unsealed hole. In order to guide children to understand the concept of "encirclement", the teacher asked: Why didn't the teacher change the hole?
2. hole-changing game
(1) Boys and girls change holes in groups. Teacher: Let's see who has the biggest hole and let a good friend's newspaper ball drill through.
(2) Let the children find a way to make a bigger hole for your good friend to drill through.
(3) Please use your brains and cooperate with your good friends to create a big hole through which teachers can drill.
(4) The "hole" drilled by the teacher becomes a small train behind the teacher until everyone forms a circle.
3. Outreach activities
Let's try. Besides making holes with our own bodies, what else can help us make holes together? (wall, table, bench)
Self-examination/introspection
I showed "interesting caves" twice in Gannan Tibetan Autonomous Prefecture of Gansu Province and Xining City of Qinghai Province. Exploring ways to solve problems is one of the focuses of this activity. I designed the lead-in game "Magic", which can make every child quickly enter the role and infiltrate every exploration and difficulty improvement into the games that children are interested in; Mastering the correct concept of hole and expressing it accurately in various body languages is another focus of this activity. I used a game that let a small newspaper ball pass through. In the actual teaching process, due to different regions and children's cognitive level, the same design will have different effects, which are embodied in the following links.
Link 1: Magic. In Gannan, 40 children in a large class are not used to sitting on the floor. When I let the children play finger magic, some children don't understand, they have to take out their little hands. I immediately "changed" my thumb, walked up to each child and nodded with my thumb, so the children showed a happy smile on their faces. In Xining, 20 middle school students sit in a circle at will. When they heard that I was going to do magic, they happily imitated my movements and later became a kettle. Become a fox in the future.
Link 2: Find a hole. In Gannan, I asked the children to find holes in their bodies. Children found all kinds of holes in their bodies: eyes, mouth, navel, nostrils, holes made by fingers and so on. I immediately went to the next link, opened my hands and asked the children to say in accurate language why this is not a hole; In Xining, the children have been looking for it for a long time, but their interest is still high. Ears, mouth, eyes, navel, some children pointed to their pockets and said, "There is a big hole here!" " "
Link 3: Change the hole. In Gannan, when I found a child put his arm on his ear and became different from others, I immediately called other children to see how he changed, so all the children put their arms on their ears and turned into holes. I keep reminding you: use your little brain. Can you think of a different way from others? A child crossed his hands and became a hole. I immediately nodded to him and pointed my finger at his leg. "Can you try again?" The child immediately got the message and stepped on a hole with his foot. In Xining, when we talk about creating different methods, I pay attention to giving children more opportunities to show. I didn't just demonstrate a child's movements, but immediately praised a child for using different parts of his body. Now the children's attention turns to designing different movements to let a small paper ball pass through.
Link 4: Play the hole. In Gannan, children dig holes and wait for me to "test" the holes with paper balls. I quickly divided the children into two groups, boys and girls face to face, one group made a hole, and the other group threw the newspaper ball out of the hole. After my demonstration, the children played very enthusiastically. In Xining, it's time to group, but the children are still interested in different shapes, so I let the children work in pairs. Play the game of throwing newspaper balls at each other, and I will give individual guidance while watching it.
After two activities, I made an analysis. Generally speaking, this activity comes from children's lives, and the design is gradual. In the activity, the children are always in an independent and positive state, and cooperate with the teacher tacitly. With the deepening of the teacher's preset scene, children have become more interested in the activity itself, never familiar with the teacher, and are willing to think of various ways with the teacher. They repeatedly stressed in the Guiding Outline of Kindergarten Education (Trial) that children can solve problems in life through free exploration and mutual learning. I have the following experiences about this activity.
Experience 1: Interaction is the main way for children to learn, including the interaction between children and teachers, peers and materials. Good teacher-child relationship is the premise of teacher-child interaction. Teachers should pay attention to creating a relaxed, warm and inspiring atmosphere, so that children can trust and be close to teachers, and are willing to communicate with teachers and show their actions. The children in the first Gannan were not used to sitting on the floor, which affected the introduction of the activity, so I used the game of greeting each other with my fingers to get close to each child, catch their eyes and let them pay attention to the next finger hole as soon as possible.
Experience 2: Only when learners feel that learning activities are meaningful and interesting, and consciousness and action are unified, will they show positive and conscious actions, so it is very important to understand the age characteristics of children. In the second part, Gannan's activities are aimed at the children in the big class next semester. Simply looking for their own physical vulnerabilities can no longer satisfy their thirst for knowledge. The teacher must raise the requirements and let the children "jump" to achieve it. Middle-class children in Xining are still very interested in themselves and other people's bodies, so this activity allows children to explore freely.
Experience 3: Although the region is different and the living environment is different, children are very receptive.
A good habit of thinking and exploring. It can't be solved by one teacher or one activity. It needs the cooperation of the whole society, including families, educational institutions and teachers. The children in these two places made me deeply feel how important it is to explore and cultivate children at ordinary times. That little precious fire of wisdom needs our careful care and time for children to think and discuss with each other. Instead of directly telling children right or wrong, or intervening too much.
Experience 4: Whenever and wherever, teachers should adopt appropriate educational methods according to children's characteristics. In the fourth session, I handled the grouping of children in the two places differently: the children in the large class in southern Jiangxi usually have little grouping activities and are particularly interested in the competition. So I took part in a team competition-"see who can shoot right" game activity; When I talked with the teachers in Xining, I learned that the children in their class usually work in groups, so I am familiar with their independent activities. My way of dealing with it is to give full play to the initiative of children, and as an observer, let the children be in front.
Comment 1
The biggest attraction of this activity is that the whole activity embodies a progressive process, which is embodied in the following aspects: the progressive development of movements, the physical cooperation of many people with one finger, one arm, one limb and trunk, and the interest of children in exploration and discovery in the process of the hole from small to large; With the increase of difficulty, the individual becomes one or two people, and one person becomes a big hole. With the help of materials from other surrounding environments, the difficulty of change is constantly improved, and children can solve problems step by step and achieve their goals. This is a leap-forward development process; With the progression of interest points, children never understand the intention of the game, gradually go deep into the game, imitate the teacher's activities, freely create small holes, and devote themselves to continuous exploration with interest. The teacher's vivid and interesting language and appropriate body language guide and infect every child, and the teacher and the child form a tacit cooperation.
In the activity, the teachers also adopted some very good teaching methods. Especially in the cultivation of children's attention and concentration: in the interactive activities of changing holes and throwing paper balls, children's attention must be in a highly concentrated state in order to accurately find the corresponding holes to throw in, while the children who change holes can only find a place in their bodies that can be "surrounded" in a short time through quick thinking. This game allows children to devote themselves to thinking and coping activities to the greatest extent, and children can experience the fun brought by change in coping. Besides. In the process of helping children solve problems, teachers can find out the problems in the process of changing holes, such as whether the arm is a hole, so that children can consolidate the concept of "encirclement" and improve their ability to analyze problems.
During the whole activity, the teacher, who was highly engaged and happy, visited every child present and inspired the children's enthusiasm for exploration. Therefore, the whole activity can be said to be a happy and interesting physical activity for children to explore and discover.
What is slightly insufficient is that teachers are in a hurry in teaching activities, so they should slow down a little, give children time to think after asking questions, speak slowly, be gentle and calm, which may make the whole activity more stable.
Comment 2
The goal of this activity is comprehensive, and it is in line with children's reality to set goals from cognitive ability, emotion and attitude. From the material selection, it also conforms to the age characteristics of children.
Teachers have a strong ability to regulate and control activities, and provide equal opportunities for each child to participate. Communicate with each child and encourage them with inspiring language. The enthusiasm and initiative of children's participation are very good. In terms of the breadth of activities, the teacher also gave the children enough time. In the discussion between children and teachers, children can ask meaningful questions or express their personal views, which shows that the activities are positive and orderly, and the communication between teachers and students is very equal. During the activity, when individual children are emotional, the teacher can naturally drive the train to keep the activity orderly and focus these children on the teacher's vision.
Personally, I think. The depth of activities can be further strengthened. It is necessary to give full play to the activity ability of all parts of children's bodies and their creative imagination potential.
Chapter 4: Interesting hole teaching plan.
Small class scientific exploration activities: interesting caves
Theoretical basis and implementation strategy of teaching
Interesting caves are scientific exploration activities in small classes. Taking a piece of paper as a fuse, children are guided to feel the ubiquitous "holes" in life in the process of finding holes, changing holes and playing with holes, which arouses children's discovery one after another and endless desire for exploration.
The new "Outline" clearly requires teachers to take the phenomenon of things around children as the object of children's scientific inquiry. Children's scientific inquiry starts from the things around them, which can make children feel that science is not far away, and science is around. The selection of materials for this activity comes from life. In the "interesting cave" activity, the holes in the body and the holes in life are all things that children come into contact with in their daily lives. Close to children's life, children have corresponding perceptual experience. This activity is to explore and discover with the help of children's existing experience. Let children truly experience the joy of discovery and success in the process of personal experience, so as to better promote their all-round development.
The following teaching strategies are mainly used in the activity:
1. Practical experience, cultivate children's ability to observe and actively explore caves through practical operation.
Operation is the main way for children to learn science. "Outline" points out: In scientific activities, teachers are "providing rich and operable materials to provide activity conditions for every child to explore in various ways by using various senses". This shows that the operation method is the main method and the only way for children to learn science. The focus of "finding holes" is to cultivate children's observation ability, comparison ability, inquiry ability, analysis ability and expression ability, so the process of "changing holes" is to ask children to think and try to "make different holes in different ways". These two parts have effectively developed children's bold imagination, bold attempts and practical operation ability in the process of practical operation and inquiry, helping children to further understand the concept of holes and develop their space.
2. Connecting with the reality of life, the selected activities are close to children's lives.
In the syllabus, the words such as "things and phenomena around us", "surrounding environment" and "life experience" make it clear that scientific content should be based on real life and adapt to children's actual level. Teachers choose the daily necessities familiar to children-paper, ball and corner ball as the main materials for teaching activities, create a relaxed and lively teaching atmosphere, make teaching activities originate from children's lives, and guide children to actively use their existing life experiences to explore, discover and experience.
3. The design of exploration questions should be open and easy to stimulate children's interest in exploration.
Design a series of open-ended questions before the activity, such as: "Give it a try and see what you find? Who else found the difference? How did you do that? Who has a better way? " Guide children to observe, operate and explore with questions, and cultivate children's independent inquiry ability. For example, the teacher guides the child to say, "Son, we can not only find holes, but also make holes ourselves." Who can find a way to try? "Children will take the initiative to participate in activities. Every child is trying and can take the initiative to communicate his findings with friends. In this process, in order to solve problems, seek answers, and really take the initiative to try and operate, children can mobilize the enthusiasm of thinking.
4. Integrate the curriculum and integrate health, society, language and science into the activities.
As pointed out in the "Outline", "the contents of all fields should be organically connected and infiltrated, paying attention to comprehensiveness, interest and activity, and integrating education into life games." To embody the concept of comprehensive education in scientific education activities is to pay attention to the goals of other disciplines while adhering to the goals of scientific education, or to make full use of the educational methods and means of other disciplines while adhering to scientific exploration, so as to achieve the purpose of comprehensive activities. In the scientific activities of "interesting caves", I insist on scientific exploration as the main line, guiding children to explore the differences of "caves" in the process of "seeing", thinking about the uses of "caves" in the process of "thinking about change", looking for various solutions to problems, and understanding and feeling different "caves" in life. At the same time, in the interactive process of playing holes, children's various sports communication abilities can be well developed, emotional communication and experience between children can be enhanced, and good social quality can be cultivated.
Small class scientific exploration activities: interesting caves
Navy Qingdao Demonstration Kindergarten Qu Kaili
Activity objectives:
1. Know what a hole is, and initially try to cooperate with each other to form a hole. (key)
Look for loopholes in your body and life, know their functions, and express them in appropriate language. (difficulty)
3. Experience the fun of finding a pit with teachers and companions.
Activity preparation: a piece of white paper, scissors, bobo ball and corner kick.
Activity flow:
First, the teacher shows a blank sheet of paper, which leads to the meaning of "hole".
1. The teacher showed a blank piece of paper to arouse the children's interest.
Q: "What kind of graphic paper is this?" "What did the teacher cut?"
2. Take out another piece of white paper and let the child find a way to make a hole without scissors.
Teacher: "I have a complete piece of paper here." Who can make a hole? "
3. Summary: The teacher said, "The place you can go through is the hole."
Second, children exchange discussions and talk about the holes in life.
1. Teacher: Where is the hole in our classroom? What's the use?
2. Teacher: Apart from holes, where are there holes in the classroom?
Summary: There are so many holes in life, and many holes have their own uses.
Third, children find and explore their own holes.
1. Combined with the child's body, teachers and students look for loopholes in the body together.
Question: "There are many holes in our life. Now let's find out which holes are in our heads. " What are they used for? "
Children discuss the function of the hole in their heads with each other.
Ear piercing (listen to the sound and clap your hands next to your small ears)
A hole in the nose (please let the child smell it when breathing)
Mouth hole (make your mouth bigger and smaller with your child, and talk about the hole getting bigger and smaller while doing it)
Summary: "There are so many holes in our heads that they can help us see beautiful scenery and smell good smells.
Hearing beautiful sounds and eating delicious food can play a great role, so we must protect them.
Kid. "
Children look for loopholes in them.
Collar hole (can remind the child that the teacher is holding his collar "Hey, my head went through here, is this a hole?" )
Navel hole (tell children not to show their navel or dig it, it will hurt their stomach)
Hole in the ass (for garbage disposal, clean and sanitary)
Conclusion: Clothes, pants, socks and so on are all made of holes, which will make our bodies very comfortable.
Fourth, explore changing points with your body.
1. Teacher: "Little friend, we have just found many holes. Let's try to see if we can make holes. Let's try it together. "
Summary: "When a finger touches, the hole comes out."
2. Show the ball, and the children explore ways to make a big hole with their bodies.
Teacher: "How do you usually play ball?"
"Please think about how to make a big hole for the corner kick to pass through."
3. The game "drilling holes"
"The children are very clever. Now I want to close my eyes. On the count of three, please make a hole different from others and see which hole Bobo likes to drill best. "
Summary: "Small hands around, small balls pass." "Touch your little hand and waist, and the ball will pass." "Split your legs, ball drill." "When the little hand and the little foot touch the ground, the ball goes in."
Fourth, many people cooperate to change the hole.
1. The teacher shows the corner kick and the children explore ways to make a bigger hole.
Teacher: "How about this ball?" (Big) "It also wants to play a hole-making game with children. Come on, please make a hole. "
"Hey, how all drill not the past? Children, come and help me find a way to kick this big sheep corner? "
2. The child tries to cooperate with many people to change the hole.
Teacher: "Now please find your good friend and try to make a big hole together."
The teacher drilled a hole with a corner kick.
3. Game "Corner Drill"
Dongdong "
Let the two children change holes together and lead the children to count how many holes there are.
Let three or four children change holes together and lead the children to count holes together.
Verb (short for verb) ends the activity.
"We found that two people can conjure up three holes and three people can conjure up four holes. How many holes will there be when so many children are together? Let's go back to class and try it with teachers and children. "
Chapter five: Language teaching plan for large classes.
Teaching plan of Chinese subject in kindergarten middle class
Ruan Shilan
First, the class situation analysis:
There are forty children, twenty-five boys and fifteen girls in my class. Some of them are entering kindergarten for the first time, and their ages are very different. The difference between the youngest and the oldest is more than one year, and most of them are children in their early five years. In short, they have a certain foundation in all aspects of language, such as being able to talk with others in short Mandarin; Can pay attention to listen to other people's opinions in conversation; There is also a good habit of reading. According to the basic situation of children in this class and the guiding spirit of the new "Outline", it should not only conform to the basic situation of children, but also be challenging. I made the following plans:
Second, the teaching objectives:
1. Learn to speak Mandarin and be able to talk with others in a suitable language.
2. Be able to listen to others attentively and patiently.
3. Be able to express your thoughts and practices boldly, and the sentences should be coherent.
I can write my own name correctly and know my companion's name.
5. I will read books independently and develop correct reading habits.
Third, the key points and difficulties:
Key points:
1. Establish good language habits and help children understand the diversity of languages.
2. Children can boldly talk with people in Mandarin, and their sentences are fluent.
3. Use books, paintings and other ways to stimulate children's interest in books, reading and writing, and cultivate pre-writing skills before reading.
Difficulties:
1, so that the children in this class are closer in all aspects of language.
2. Let each child talk with others in Mandarin in daily life.
3. Overcome psychological barriers and express yourself boldly in front of everyone.
Fourth, measures:
1. Create a free and relaxed language environment to attract children to exchange ideas freely and easily.
2. Organize children's daily life with the tone and form of the game, and let children participate in activities with interest.
3, according to the needs of each child, give them different help, and talk to people in Mandarin in daily life.
4. Inform parents of their children's performance in the park for one day through telephone interviews and visits, and do a good job in family education.
Verb (short for verb) timetable:
The second week: Go to kindergarten (children's songs) language "Fishing for Baby"
The third week: the story "Give up your seat" Look at the picture and read the words (2)
Week 4: Learn the children's song Little Frog by looking at the pictures (1).
Week 5: Find the opposite picture and learn the children's song "Big and Small"
Week 6: See who speaks to the picture.
Week 7: "Ode to Goose" (Children's Song) Picking Fruit (Children's Song)
Week 8: Learn to use the riddle "You, Me, He (She)"
Week 9: Little Niu Niu (tongue twister) learns to use "Ye"
Week 10: Buy a mask (observation training) and a hoe (ancient poetry)
Week 1 1: Animals crossing the river (looking at pictures and talking) meet songs (children's songs)
Week 12: Playing with the ball (looking at the pictures in order) Cats fishing (stories) Week 13: Looking at the pictures and talking (stories)
Week 14: Learn to pull radish (tongue twister) (nursery rhyme)
Week 15: Little lazy bear buys watermelon (story)
Week 16: vocabulary list
Week 17: Maneuvering time
Lesson 1 "Fishing for Baby"
(1) Activity objective:
1, children can jump in circles in a coordinated and flexible way.
2. I am willing to discuss the types of recyclable and non-recyclable items with my partner.
(2) Activity preparation:
1, children have been able to distinguish between recyclable items and non-recyclable items.
2. There are several small hula hoops and baskets.
3, waste items (cans, waste paper boxes, plastic bottles, etc. )
(3) Activity process:
1. Divide the children into two equal groups and stand at their respective starting lines. The first child in the two groups to jump to the finish line (jumping with one foot in one lap and jumping with both feet apart in two laps).
3. After arriving at the destination, select recyclable items in the "treasure hunt area" of the destination, put them in an empty basket, and then go back the same way, clap the hands of the second child, and proceed in turn.
4. The teacher encourages timely praise.
5. Compare and see which pair runs fast and choose the right one.
(4) Rules:
1, to jump to the center of the circle, you can't step on the line.
2. When jumping double laps, both feet must land at the same time.
3. Recyclable items selected from the destination "treasure hunting area" must be put into empty baskets.
Teaching plan for pulling radish (tongue twister)
Pulling radish
Out of 8828, eight children pull out carrots, you pull out, I pull out, and see who pulls out more and who pulls out more. You play a lot, so do I. A radish is a pit, how many carts are used to pull it? One plus two, two plus three, seventy-two plus eighteen, the difference is ninety-eight with an abacus.
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