As a silently dedicated educator, you have to write lecture notes, which help students understand and master systematic knowledge. How should we write lecture notes? Below are 5 second-grade Chinese speaking lesson notes that I have carefully compiled. Welcome to read and collect them. Second-grade Chinese speaking lesson manuscript 1

1. Analysis of teaching materials:

1. The status and role of teaching materials:

This volume of Chinese teaching materials is divided into eight parts The topics of the fourth group are to cultivate students' careful thinking and courage to create. "Painting Style" is the third text in the fourth group. This lesson is an article full of rich imagination. It tells the story of Chen Dan, Zhao Xiaoyi, and Song Tao using different scenery to depict the style. This is a good textbook for innovative education. It plays a role in stimulating students to develop the ability to observe life, use their brains, and collaborate and innovate.

To this end, based on the content of the textbook and the age characteristics of the second-year students, I determined the following teaching goals:

2. Teaching goals:

(1) , can recognize 7 new characters and write 4 new characters.

(2) Read the text correctly, fluently and emotionally, and understand the creativity of the children in the text.

(3) Understand that things are connected, and be good at using your brain to find solutions when encountering problems.

Important and difficult points: Able to recognize 7 new words, write 4 new words, and read the text emotionally.

2. Student Analysis

After two years of study, second-year students have formed a certain cognitive level and can initially form problems and solve them by looking up dictionaries and communicating and discussing. question. But some objective things are invisible and intangible, but they do exist - they cannot yet clearly and rationally understand and accept this abstract concept. Therefore, in teaching, I make full use of students' existing perceptual experience and let them perceive the characteristics of wind through multiple readings, so that they can understand wind and express wind in various ways.

3. Teaching philosophy

1. Teaching methods

The Chinese curriculum standards clearly point out that students are the main subjects of learning and development, and teachers are the organizers of student activities. and leaders, so this class is based on the classroom teaching model of "subject participation and active knowledge seeking". I use teaching methods based on situational teaching, reading, self-study and communication, and discussion to guide students to explore independently. , life and life interaction. Cultivate students' awareness and ability of independent learning, stimulate their creative thinking, and make the whole class present a democratic and harmonious atmosphere.

2. Teaching methods:

I used multimedia, word cards, and pictures.

IV. Teaching process:

Now I will talk about the specific teaching process from the following four aspects.

1. Introduce new lessons through exciting ideas

Second-year students are not yet able to clearly and rationally understand and accept the abstract concept of wind. So, at the beginning of the class, I introduced it with a riddle: invisible, intangible; the trees bend down when they see it, and the flowers nod when they see it. Random blackboard answer: wind. In order to make students feel that Chinese language is closely related to the reality of life, I asked students to tell me what kinds of winds they know, and then made full use of students' existing knowledge and experience to let them sing songs about winds and memorize related winds. Poems, listen to the sound of the wind (courseware) to feel the characteristics of the wind. At this time, I will summarize: Wind can sing, memorize, listen, and speak, but can wind draw? Random calligraphy and painting on the board to introduce a new lesson: painting style. This not only mobilizes students' life experience, stimulates their interest in learning, but also provides a good understanding of the abstract thing called wind.

2. Learning new words after reading the text for the first time

After introducing the new lesson, in order to further mobilize the enthusiasm of the students, I used the courseware to show the illustrations of three children in the original text and asked the students to call their names. and make friends with them. Recognize 6 new characters by looking at the pinyin and removing the pinyin. Among them, "Song, Zhao, Chen" can be combined with the students' names to continue to encourage students to learn literacy in life.

For other new characters, students are encouraged to use their favorite method to recognize and memorize them, and pay attention to learning the multi-phonetic characters "pole,". The consolidation of literacy is a difficult point in literacy teaching. To this end, I have created a variety of methods to strengthen the recurrence and consolidation of recognized Chinese characters, such as: recurrence in words and recurrence in texts. The "art" of this lesson is to recognize and write characters. In accordance with the literacy teaching, the courseware shows the two words "Yi" and "Si" in an upper and lower structure, allowing students to observe and analyze the similarities and differences between the two words and the issues that should be paid attention to when writing. I pay attention to the guidance of writing teaching. When writing "art and silk" on the blackboard model, I focus on guiding the writing methods of "horizontal bending structure" and "bending and folding". Then let the students independently learn the other two upper and lower structures of this lesson, "showing and neglecting". When students practice writing, they should pay attention to the development of writing habits. For second-grade students, they should not write too much in one class. They should pay attention to summarizing the rules of writing, and make sure their writing is correct and beautiful. Therefore, this class only arranges students to practice writing words with upper and lower structures.

3. Reading to explore deep insights

The curriculum standards clearly point out that "reading is a student's individual behavior, and teachers' analysis should not replace students' reading practice." Therefore, when studying, After learning the Chinese characters, I focused on "reading" in this link, and advanced through six readings of the text in different forms, allowing students to gradually experience the creativity of the children's painting style in the text.

(1) Read the text for the first time and read the pronunciation of the characters accurately;

(2) Read the text freely and read the text smoothly and fluently;

(3 ) Read the text by name and perceive the full content;

(4) Read the text silently with the question "What is their painting style?" and experience the creativity of the three children in the text;

( 5) Combining pictures and text, enjoy the passages in the text with the painting style of three children;

(6) Display the reading text in different roles. In this link, there is first practice reading in the group, display reading, and finally the whole class display reading. When practicing reading aloud by role, students should be guided to independently explore how to read the "smartness" of children's paintings in the text, and students should be guided to cultivate cooperative learning when they try to figure each other out in groups. At this time, I also focused on inspiring demonstration readings. By allowing students to fully read, they can have an overall perception while reading, gain insights while reading, develop a sense of language while reading, and cultivate emotions while reading.

4. Expanding application design assignments

On the basis of fully understanding the text, I asked "Do you like the three children in the article? Why?" Integrate the text and deepen the theme. After getting a positive response from the students, I will ask "Do you have other better ways of painting?" Let's communicate and discuss from the group to the whole class.

At this time, I will play beautiful background music to create a relaxing and associative learning space for students. When assigning homework, I designed "Use the method you like to express the style. You can draw, write, and act." I did not set a unified way to express the style to meet the needs of students at different levels for Chinese learning. The initiative is returned to students, fully embodying the concept of students as the main body in classroom teaching. Second Grade Chinese Speaking Textbook Part 2

Narrative Textbook

"The Unforgettable Water Splashing Festival" is a text in the third unit of the second volume of the second grade edition of the People's Education Press. The theme of this group of texts is "Love the Motherland, Love the Hometown", which takes us into the beautiful Sun Moon Lake, the Grape Valley where the fruits are fragrant, and Beijing where cars are like water and people are like waves. "The Unforgettable Water Splashing Festival" takes us into the beautiful Xishuangbanna to spend the happy and unforgettable Water Splashing Festival with the Dai people and Premier Zhou Enlai. The enthusiasm in the text is like flaming red phoenix flowers scattered between the lines. The author expresses excitement and joy in the description of people welcoming the Prime Minister; the excitement and happiness are sprinkled in the description of the Prime Minister splashing water. At the end of the article, the author expressed his feelings directly, expressing people's happiness and unforgettable feelings.

Objectives of teaching teaching

Based on the focus of second grade teaching and the characteristics of this article, the cognitive objective is determined as: recognizing the 12 new words in this lesson. I have a preliminary experience of the Water Splashing Festival of the Dai people.

Reading the text correctly, fluently and emotionally, and feeling the happiness and joy of the Dai people and Premier Zhou celebrating the Water Splashing Festival are the ability goals to be achieved. The emotional goal derived from the connotation of this article is: to have a certain understanding of the heart-to-heart connection between Premier Zhou and the people. The important and difficult points are: read the text emotionally, feel the enthusiasm, happiness and joy in the text, and have a certain understanding of the heart-to-heart connection between Premier Zhou and the people.

Talk about the teaching process (teaching and learning methods are explained along with the teaching process)

To understand the content of this article and gain some insights, you must understand the origin of the Water Splashing Festival, Premier Zhou and the people's Therefore, before class, I and the children collected information about the Dai people, Water Splashing Festival and Premier Zhou, and communicated with them 5 minutes before class.

1. Passion introduction

I first use the courseware to display the text illustrations, guide students to observe the scene in the picture, and then introduce: This picture is the Water Splashing Festival in 1961, let us follow The text walks into the beautiful Xishuangbanna and the happiest and most unforgettable Water Splashing Festival.

Words are wonderful.

2. Insights from reading aloud

1. Insights from self-reading. Read the text independently, think about why this Water Splashing Festival is so unforgettable, find sentences that describe the characters' expressions, actions, and moods, and understand them in detail.

2. Group cooperative reading. Read the relevant words and phrases in the group and share your experiences.

3. Read and understand emotions. Grasp the key words and phrases: such as the scene where people welcome Premier Zhou, Premier Zhou’s clothes, smiling expression, Premier Zhou’s actions of splashing water with the Dai people, etc., to guide students to understand the excitement and excitement of the Dai people, the Prime Minister’s approachability, people’s Joy and happiness, thus realizing the heart-to-heart connection between Premier Zhou and the people.

4. Read aloud with emotion. When reading the third natural paragraph aloud, I grabbed the last sentence of people's cheers, "Premier Zhou is here!" to guide the children into the situation, imagine that Premier Zhou is around, and thus enter the heart of the character to feel the Dai people at this time mood. Perhaps what the children experience is joy, excitement, excitement and happiness. At this time, let students express their feelings in reading aloud and fully demonstrate their personality. As for the few exclamatory sentences at the end, I used fan reading and emotional rendering to introduce: Let us savor this unforgettable moment again, let us immerse ourselves in this deep happiness! In this way, children can naturally slow down and read the intoxicating feeling.

Blackboard writing design:

The unforgettable Water Splashing Festival

Premier Zhou’s Dai people

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Heart-to-heart connection Second grade Chinese speaking lesson manuscript Part 3

1. Speaking textbook

The text "The Sound of Copper Plate" is a folk legend, and the article tells us in vivid and interesting language It tells the story of Afanti, the "incarnation of wisdom", mocking and making fun of a restaurant owner in order to help a poor man. The article pays great attention to the choice of words and phrases, and the natural connection between paragraphs. It makes people laugh when reading it. The students are not unfamiliar with the character Afanti, because many children have seen this cartoon or read such books. The students are very interested in learning this text, so I started from the students. Starting from students’ interests and hobbies, students can feel Afanti’s wisdom and humor and fight against injustice!

The text *** has six paragraphs, of which paragraphs 3-5 involve a lot of language description, which requires students to understand the characters through reading and understand the characters’ personality characteristics through language. , so as to clarify the context of the article.

Students are no strangers to Afanti, which can be seen from the stories students told about Afanti. This article is easy to understand and it is not difficult for students to understand the content of the text. Therefore, it is enough for teachers to give full play to the dominant position of children in learning and play the finishing touch at critical moments. Since the children are young and have just started to come into contact with writing articles, they should use the relaxed and pleasant atmosphere in the text to infect the children and make them understand Afanti's wisdom and humor.

2. Preaching method

In word teaching, the age characteristics of students in lower grades should be considered, and teaching should be carried out in an interesting, lively and diverse way. By watching the multimedia courseware, students intuitively come into contact with new words, and use methods such as composing words, making sentences, and distinguishing similar words, etc., combined with flash animations of new words in empty books, and the commonly used reading of driving a train, etc., which fully mobilize students It also improves their enthusiasm for learning and improves the efficiency of literacy teaching.

In the overall perception of the text, the traditional way of teaching the text through questions has been eliminated. Instead, the characters are used as clues, and students learn and summarize independently, so as to understand the cause, process and result of what happened. . The text of this course is humorous, witty, and easy to understand. In the teaching, we pay attention to the main position of students, and fully let the children feel the image characteristics of the characters while reading, grasp the key words in the text, understand the psychological characteristics of the characters, and deepen their understanding of the characters through guided reading. Through understanding, you can get into the role, into the article, and resonate with the characters in the article. When children find words to describe characters from the text, they can fully grasp this word to understand the psychological dynamics of the characters, so that children can put themselves in the characters' shoes and feel the psychological changes of the characters, thereby achieving the purpose of understanding the characters.

3. Lecture method

In terms of words, through long-term effective teaching, students can form their own literacy methods, which has far-reaching significance for future previews and even self-study. In terms of text teaching, the learning method of extracting character information will help students accumulate reading methods and develop study habits in the future, and truly achieve independent learning.

4. Talking about students

Second-grade students have the desire to express themselves, praise their innocence and childishness, and cultivate a love for Chinese classes. As a result, they like reading and Chinese. . Students have a high enthusiasm for learning and reading aloud, but they need timely guidance from teachers to develop their rich imagination through teaching activities. At the same time, the language of students in lower grades is not complete enough, which requires training students in the habit of speaking complete sentences.

5. Teaching process

Teaching objectives:

(1) Knowledge and ability

1. Can write 8 new words in this lesson and read 19 new words in the text.

2． Able to read texts correctly, fluently and emotionally.

(2) Process and methods

1. Collect and read stories about Afanti before class.

2． Read the text emotionally and perform the text in groups.

(3) Emotions, Attitudes and Values ??

Understand the content of the text and experience the boss’s tyranny and Afanti’s wit.

Key points and difficulties in teaching:

Understand the content of the text and experience the boss’s domineering nature and Afanti’s wit.

Teaching media:

Distance education network teaching courseware, collecting stories about Afanti.

Teaching design:

1. Introduce new friends and stimulate interest.

Teacher: Students, today the teacher brought you a good friend. Do you want to know who he is? Well, please look at the big screen, classmates. He is coming to see you. (The big screen displays the image of Afanti) The teacher grew up listening to the story of Afanti.

(In this link, the courseware is used to provide new friends - Afanti, a character that students like, which fully stimulates students' interest in learning and mobilizes students' daily life accumulation - in animation The image of Afanti seen in the film is close to the distance between students and the text)

2. Remove obstacles and feel the joy of success.

Today, the teacher is here to tell you a short story about Afanti. Do you want to hear it? (Teacher reads to music) I know everyone knows the name of this little story, so let’s say it together! Students and teachers write on the blackboard together.

(1) Read the text freely, read the pronunciation of the characters correctly, and read the sentences smoothly.

(2) Pay attention to greeting the new words in the text, and read them several times until you can read them well.

(3) Check the reading of new words through the game.

The first level: I know

Owe money, distinguish, twist, restaurant, pay, poor man, humor, beg, pull, wisdom, weak, copper, Afanti, scolded and beaten, handed over

The second level: I can speak

What is the synonym of wisdom?

Who knows the meaning of humor?

What is a copper plate?

Ban, poor, scolded, fan: guide writing, the book is empty.

Level 3: I can read

Read on a train and see who can read the best.

3. Express your personality and enjoy reading.

Teacher: Through reading, the teacher found that the students did very well in recognizing and reading new words. The teacher believes that everyone will be equally helpful in reading. Invite students to search in the article to find out what kind of person Afanti is?

Health: Wisdom, full of humor, and able to fight against injustice.

Teacher: What does it mean to fight against injustice?

Health: Help people solve problems.

Teacher: Injustice means unfairness, and fighting injustice means helping the bullied person to speak up.

What injustice happened to Afanti?

Student: A boss was scolding and beating a poor man.

Teacher: So what kind of person do you think this boss is?

Student: This boss is very cruel and greedy for money...

Teacher: Let’s read the third paragraph aloud according to the roles and see how things develop after that. of.

Students: read aloud by role.

Teacher: The teacher thinks this boss is so gentle and not cruel at all. Who wants to try this role again? (Guided reading) Let’s read it by role.

After that, who can tell me what the poor man is thinking at this time?

Health: Grievance. Forget it, who let me smell the fragrance of other people’s food? Doesn’t Afanti love to fight injustice? Why didn’t you help me?

Teacher: What exactly is Afanti going to do with the copper plate?

Student: Let the boss listen to the sound of the coin.

Teacher: What is the purpose of hearing the sound of copper plates?

Health: The two cancel each other out.

Teacher: Afanti used his own wisdom to solve the problem (writing on the blackboard).

Teacher: This is the end of our text. Who do you want to say something about in this story?

IV. Homework after class

1. Continue to collect related stories about Afanti after class.

2. Tell this story to your parents.

Analysis: Use "Song of Avanti" to attract students' attention, mobilize the learning atmosphere, and make the introduction natural and smooth. Read aloud with flash music and combine pictures and text, which is in line with the age characteristics of students, allowing students to intuitively feel the general outline of the article and have a preliminary impression of the words. Various learning methods are designed in word teaching to prevent students from feeling bored.

In addition to focusing on reading as mentioned above, the Perception Text also designed two links to inspire imagination. In addition to cultivating students' imagination, it also plays a positive role in understanding the psychological activities of the characters. Influence. The reason for reading aloud by roles and immersive design is that there should be different "moving" methods in Chinese classes to make the class "alive" and give you unique insights into the characters or events in the story. The last animation is familiar to students. After studying the text, watching the animation with your own understanding of the characters will not only deepen your impression of the characters, but also improve students' understanding level.

On the classroom stage, the protagonist will no longer be the teacher, but the student. Teachers are just organizers, helpers and guides for students' learning. Giving full play to students' enthusiasm for independent learning is accumulated bit by bit. Cultivating students' interest in Chinese subjects has a long way to go. Second Grade Chinese Speaking Textbook Part 4

1. Speaking Textbook

"The Fox and the Crow" is the second lesson in the tenth section of the first volume of the Changchun edition of the primary school Chinese textbook. "The Fox and the Crow" is an interesting fable. It tells the story of a crow who got a piece of meat and stood on a big tree. The fox drooled when he saw it. He told the crow three flattery activities-hypocritical greetings, pretending He cared about the little crow and pretended to praise the crow for its beautiful feathers and good voice, and finally deceived the crow into eating meat.

The "Curriculum Standards" states: "Students are the main body of learning and development. Chinese courses must be based on students' physical and mental development and Chinese learning characteristics, pay attention to students' individual differences and different learning needs, and care for students' curiosity. To fully stimulate students' consciousness and enterprising spirit, we must create conditions for students to establish independent personality and fully develop their personality in teaching design. Based on this, I have designed the following teaching objectives:

1. Read the text correctly, fluently, and emotionally.

2. By studying the text, catch the three words the fox said, so that students can understand that they are easily deceived if they like to listen to flattery.

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3. Cultivate students’ language practice ability and comprehensive quality through “reading”, “talking” and “acting”.

2. Preaching method

During teaching, I closely grasp the gist of the new curriculum standards, create teaching situations, stimulate students' interest in learning, and design interesting teaching links such as reading aloud and performance, and strive to achieve the sublimation of understanding and sincere dialogue with students. Students learn in a relaxed and pleasant environment and participate in cooperative and open learning independently

3. Lecture method

According to the above teaching method, students can use "reading". The learning tasks of this lesson are completed through the methods of "read once", "talk once" and "make up once". Students always use their brains, hands, mouth and emotions under the guidance of the teacher. Acquire knowledge through their own efforts and become passive. Learning is active learning that embodies “teacher-led and student-centered training as the main line. "Principle.

IV. Teaching process

(1) Story introduction, revealing the topic and stimulating interest

As the first part of classroom teaching, the introduction of The role is crucial. A wonderful classroom introduction can often make a good start for classroom teaching. Therefore, I design the introduction in this way during teaching:

1. Show the text illustrations and the teacher will point to the pictures while talking. In the big forest, there lived a pair of neighbors: an ugly crow with an ugly sound but who liked to be flattered, and a delicious, lazy and cunning fox. On this day, they got together and What happened?

2. Who can tell the story of the crow and the fox in their own words based on what they learned in the previous lesson?

3. Let’s take this lesson. Continue to study "The Crow and the Fox"

(2) Study key points and explore insights

1. Free reading of paragraphs 1, 2 and 3 for students

Passed. Reading, what did you learn?

①. Understand the story of the crow and the fox.

②. Understand the meaning of "Diao, salivate." "meaning, and imagine the psychology of the fox.

2. Read aloud paragraphs 4~~8

Use "--" to underline what the fox said, and use "~~ ~~" Underline the reaction of the crow. Through pointing reading, reading by role, and acting out what the fox said, students can have an overall perception during reading, self-understanding during reading, and develop a sense of language during reading.

At the same time, we create an open teaching environment, provide enough time and space for students to see, think, and talk, and turn the teaching process into an interactive process in which students actively participate, cooperate with each other, and develop together, so as to achieve a change in the focus of teaching. The emphasis on knowledge transfer has shifted to the emphasis on students' development, and the emphasis on teachers' "teaching" has shifted to the emphasis on students' "learning".

(3) Summarize and expand the truth

1. The teacher guides the summary. After reading this fable, what did you understand?

2. Make up stories. Second Grade Chinese Speaking Lesson 5

"Carol and Her Kitten" is a skimming text full of childlike interest. The children's love for small animals reflected in the text is touching. . The text is based on the gains and losses of the kitten, and reading the article brings great pleasure to people. The pure emotion of the text not only moved me, but also deeply attracted this group of children who love small animals. The classroom showed infinite agility and wonderful creation, which I sighed

1. Interesting names

"Carol and Her Kitten", the topic reflects the content of the article. Carol, that's a nice name. The kitten's name is Bo Luo. These seemingly ordinary names attract children's attention. I told the children that these are the names of foreign children. Their names are different from the names of our Chinese children. Carol's English name may be "kaluo", and Boluo's English name may be "boluo", which translates to The Chinese are Carroll and Burrow. In the last class, the children we met, Sasha and Tolia, also had their English names translated. We didn’t have to read them strictly, we could read them more coherently and briskly, so the children affectionately shouted this under my leadership. With a few new friends, the warm atmosphere in the classroom was hovering among our teachers and students!

2. Vivid words

When I enter the second grade, I like to insert the understanding of some words when analyzing the text, and then at the end of the text, focus on learning the words that have not been analyzed. The focus on new words in the text has shifted from game forms such as "driving a train" to adult analysis.

Because I was skimming the text and did not need to write words, I suddenly felt that teaching was very relaxed. Simply let students recall the happy "little train" literacy. Therefore, I asked the students to read the text aloud for the first time, paying special attention to reading the text, paying special attention to new words.

I use small trains to test students’ learning status, and ask them to be able to form words. If the child who stood up said it correctly, the other children read it three times and formed words. For example, A: Ka, ka, truck's card; the other students "kaka ka, truck's card". The first group of children drove a set of small trains with loud and fluent voices, and the class was full of passion. The long-lost game aroused the enthusiasm of the children, and they rushed to participate. It is also a rare opportunity for everyone to participate. I encouraged: If the whole group passes smoothly, each person will add two stars. Now the children are even more energetic, and they drive their own car meticulously. Fan Maoye was so excited that he shouted to read the words, and Liu Huan immediately raised his hand to remind him: It's loud, not shouting! What a lovely child, remember what I said!

3. Searching for the Soul

"Carol and Her Kitten" is a skimming text. It is relatively long and has no particularly essential paragraphs. It is just full of interest everywhere. So I asked the students to read it quickly a second time and then tell me what parts of the text made you find interesting.

After a while, a delicate flag was set up in the classroom:

Sun Cheng: It’s the 10th natural section. The kitten jumped around on the piano and got into the drawer. Inside the cupboard, it even jumped out from behind the door, interesting!

This is a naughty child like a kitten. He keeps moving in class. It is not easy to listen so attentively and answer questions fluently!

He Wentao: In the 11th paragraph, Dad caught a kitten from each of his slippers.

There are so many kittens, so fun!

Ye Xianhao: In the fourth paragraph, Carol prepared milk and snacks. He regarded the small animals as friends, so polite!

Teacher: Yes, when you go to your friend’s house, your friend treats you like this!

Students happily look for passages they think are interesting and express their opinions. Such a lively scene is really rare!

4. Wonderful imitation

When it comes to keeping a diary, students are afraid and it bothers me too! This modification project is really huge! Recently, I suddenly found that my requirements were too good, and most students were unable to write perfect articles. I had fulfilled the requirements for them to a certain extent. This semester, I have thought over and over again that I should start from writing wonderful sentences and smooth paragraphs. In particular, the imitation of typical paragraphs of texts is a powerful way to cultivate students' writing ability.

There is a touching advertisement in "Carol and Her Kitten": We desperately need a kitten. We will give it a comfortable home and take good care of it. Do you have any extra kittens?

We read this advertisement aloud with great interest. So, I asked the students: What kind of animal do you want? Students rushed to answer. So if you are asked to advertise, what should you say clearly first? What to say next?

Tang Chaohui: We need to clearly state what animals we need, and then write how we will treat the kittens!

What a smart boy, he speaks so thoroughly! I added: It would be even better if you could write clearly what kind of animal you need and add the good words you have accumulated in your daily life!

Strike while the iron is hot! The students felt deeply and wrote quickly! A few minutes later, the touching little advertisement came into view!

Yang Danting: I really need a lively and cute little squirrel. I will prepare a warm bed for it, a bottle of milk, fresh pine cones, and I will give it a happy home! Children in the mountains, can you give me one?

Regardless of whether squirrels can be raised, the childlike innocence of children is touching!

Yang Ling: I have always wanted a cute little white rabbit. I will prepare a clean cage for it, feed her radishes and fresh vegetables regularly every day, and talk to her after I finish my homework. Let’s play together! Who can give me one?

My lovely child, you have thought so carefully!

This is a successful imitation, not because of the beauty of the words, but because of the true feelings!

5. Sublimation of Emotions

At the end of the text, the kittens were sent away one by one, and Carol was about to shed tears! After reading this paragraph, the teacher suddenly became quiet, and the children's tears almost fell! They were sad about losing the kitten, and the Carol in the text seemed to be themselves! With reluctance to part with the kitten and sympathy for Carol, they carefully read the 15th paragraph of the text.

At this time, I read the next paragraph with joy: Suddenly I heard a meow, and a black and white tabby cat ran out of the kitchen! Although we have read about such an accident a long time ago, the immense joy made our teachers and students suddenly enlightened!

Especially when Burrow rubbed Carol's hand affectionately with his body, the feelings brought to the children by "affectionateness" and "rubbing" made the children believe what the kitten said: I hide. , I don’t want to give it away, I want to be with you.

Innocent childlike innocence overflows here, and children’s hearts are filled with emotion!

Ye Wenwen: We like small animals, and small animals also have feelings. We are reluctant to leave children!

Juqin: Carol loves small animals, so Boluo is willing to stay and be Carol’s good friend!

I sum up this way: Yes, children, as long as we sincerely care for animals, the little animals can feel it. If you have such animal companions in your home, please love them and take care of them. This will add more fun to your life!