Chinese Lecture Notes of Watching Tides 1 I. Textbooks and Learning Situation
Watching the Tide is a reading text in Unit 6, Book 7 of Primary Chinese published by People's Education Press. Through what the author has seen, heard and felt, this paper introduces the Qiantang River tide, which has been called "the wonder of the world" since ancient times. The editor chose this text here, on the one hand, to continue to cultivate students' ability to grasp the main content, on the other hand, to learn the author's orderly and distinctive observation method.
Students are the main body of learning. If you want to have a good class, you must know them.
The fourth-grade students are active in thinking, eager for knowledge, rich in imagination and curious about new things, but they have limited life experience and lack intuitive feelings about the magnificent scenes described in the article, so they need the help of teachers to provide intuitive images.
Second, the teaching objectives
According to the requirements of the syllabus, the characteristics of teaching materials and the existing cognitive level of students, I have specially drawn up the teaching objectives of the second class:
1, cognitive goal: memorize new words, grasp key words to taste, and pay attention to language accumulation.
2. Skill goal: Learn the author's orderly and distinctive observation methods and cultivate students' habit of observing things carefully.
3. Emotional goal: let students know the magnificence and wonders of Qiantang River tide, let students be infected by the beauty of magnificence and strength, and inspire students to love the great rivers and mountains of the motherland.
Third, the difficulties in teaching:
According to the teaching objectives of this course and students' practical ability, I have determined the key points and difficulties of this course.
Key points: learn paragraphs 3 and 4 of the text and experience the majestic momentum of the spring tide.
Difficulties: learning the author's orderly and characteristic observation methods.
Fourth, teaching methods.
"There are many ways to teach, but there is no fixed method." This course mainly adopts situational teaching method, multimedia-assisted teaching method and reading aloud method for teaching. By displaying courseware, let students immerse themselves in it and feel the great power of nature, so that students can feel, taste and better understand the text in reading.
V. Studying law
According to the characteristics of teaching materials and students' cognitive rules, let students study consciously and actively under the guidance of teachers, and follow the three principles of taking students as the main body, teachers as the leading factor and training as the main line to guide students to explore independently and learn cooperatively.
Advanced by intransitive verbs
1, wonderful introduction, fascinating
As the saying goes, "A good beginning is half the battle." The same is true of teaching, and the introduction of a lesson is very important. In order to fully mobilize the enthusiasm of students, I use the tide sound as a foil, and at the same time use beautiful language to render the classroom atmosphere, which arouses students' strong desire to watch the tide.
2. Look at the pictures, stimulate your imagination and learn the second paragraph.
I use courseware to show students the sea of people before the tide comes. Inspire students to imagine: How would you feel if you were in it? My original intention is "a stone stirs up a thousand waves". By watching and thinking, students can put themselves in people's shoes to understand people's anxiety about the early arrival of the tide.
② Classroom teaching lies not only in teachers' guidance, but also in students' learning. I will let the students read the second paragraph freely, and then ask: Jiang Chao hasn't come yet. What does the author see? Students can solve their own problems by reading.
Read and understand the third and fourth paragraphs of the text.
When the spring tide comes, this part is the focus of the text. I ask students to study by independent inquiry and cooperative learning, use situational teaching, grasp key words and phrases to taste and feel, and students learn by watching, reading, thinking and remembering.
A, first use multimedia students to show the scene when the tide comes, and students' emotions are suddenly immersed in the magnificent picture of the tide rolling in and roaring. At the same time, I ask questions. What do you see? What did you hear? what do you think? Situational teaching method is adopted here, which combines visual means and auditory means closely, which is helpful to cultivate students' observation, imagination and thinking ability.
B. How did the author describe such a spectacular scene? I take advantage of the situation and make a natural transition to guide students to learn the content of the text.
1, "Chinese Curriculum Standards for Primary Schools" points out that reading is students' personalized behavior, and teachers' analysis should not replace students' reading practice. Therefore, I intend to let students read the text through various forms, such as free reading, cooperative reading, named reading, reading their favorite words and sentences, etc. Let students learn, feel and enjoy themselves in reading. Then show the self-study tips (1). What is the author's order of watching the tide? (2) What characteristics does the author capture to describe the tides? I ask students to form study groups to discuss and solve problems together. Where there are difficulties, I give appropriate guidance to guide students to master the words with changing tide sounds. For example, words like muffled thunder rolling-louder and louder-landslides and tidal changes, such as: a white line-elongated and thickened-white city walls-white war horses understand the majestic momentum of spring tide.
2. Einstein said: "It is often more important to ask questions than to solve them." In teaching. I will encourage students to think positively and question boldly. In this lesson, students may suggest that the white line moves quickly towards us, gradually becoming longer and thicker and crossing the river. Why do tides get longer? I organize students to discuss and communicate, and then I give instructions in time according to the geographical position and shape of Qiantang River, so that the students' problems are solved.
3. In order to improve students' taste of words and phrases and be impressed by the beauty of spring tide again, I will instruct students to recite the third and fourth paragraphs, so that students can internalize vivid language descriptions into their true feelings and be influenced by the beauty of nature.
Return to the whole and understand the full text
After understanding the first two key paragraphs, I asked the students to look back at the full text and feel the whole process of watching the tide, so as to grasp the full text.
Summary and extension, emotional sublimation
The spring tide of Qiantang River left a deep impression on us. It is indeed a miracle of the world. Here I will guide students to choose their favorite way to express their feelings. In order to further sublimate the theme, I will show students pictures of the great rivers and mountains of the motherland, and consciously sublimate this feeling into a love for nature and the great rivers and mountains of the motherland.
"Watching the Tide" Chinese Lecture Notes 2 Dear judges and teachers,
Hello everyone!
The topic of the class I'm talking about today is "Watching Tides", the first lesson of the first group of the fourth grade of primary school Chinese published by People's Education Press. I will elaborate the design of this course from four aspects: teaching material analysis, academic situation analysis, teaching methods and teaching process.
I. teaching material analysis
This lesson is the first reading text in the first group of the first volume of the fourth grade. The theme of this unit is "Natural Wonders". The training focus of this unit is to feel the beauty and magic of nature. Qiantang River dumped many tourists with its strange and spectacular tide. Watching the Tide is an article focusing on scenery, with varied sentence patterns, especially the passage "When the Tide Comes", which vividly depicts the tide in Qiantang River, making people feel as if they were there, listening to its sound and watching its scenery. There are many beautiful words and expressions in this paper, which can enrich students' language accumulation and learn the author's expression methods.
2. Teaching objectives:
Based on the above understanding, I set the teaching goal of this article as:
1, know 7 new words and write 13 new words. Read and write the words "wide, shrouded and hazy" correctly. By understanding the key words in the text, improve students' taste ability of words and phrases, and practice reciting the third and fourth paragraphs.
2. Experience the grandeur and wonder of the Qiantang River tide through various forms of emotional reading.
3. On the basis of experiencing the grandeur and wonders of the Qiantang River tide, stimulate the thoughts and feelings of loving the great rivers and mountains of the motherland.
3. Key points and difficulties:
Teaching emphasis: the text has clear structure and distinct levels. In the key paragraphs of the text, the images are described in the order of space and time, but it is difficult for these students to understand through their own reading, so they need the guidance of teachers. Therefore, I take understanding the narrative of The Tide is Coming, learning the author's observation method and practicing reciting in an orderly way as the focus of this lesson.
Difficulties in teaching: Students live in inland cities, and many children have never been to the seaside, let alone witness such a magnificent spring tide landscape. There is no similar experience to learn from things that have never been seen, which not only brings obstacles to understanding the text, but also makes it difficult to imagine. The quality of the text is beautiful, which aims to let students imagine the wonders, read the key words deeply and use them skillfully through the study of the text. Therefore, I set the difficulty of this course as understanding the grandeur of Qiantang River tide and improving students' taste ability of words.
Second, the analysis of learning situation:
Grade four students have acquired a certain reading ability, and with the help of dictionaries, dictionaries and life accumulation, they have basically mastered the meaning of new words. Therefore, we can start with understanding the article, guide students to carry out basic skills training, and let students master the rules of using Chinese in Chinese practice.
Third, teaching methods:
According to the characteristics of the textbook and the students' existing knowledge and experience, I have determined that the teaching idea of this course is to closely follow the word "reading", grasp the key words of the text, mobilize students to participate in the interpretation of the text and increase students' interest. Strive to let students walk into the text, read their own understanding and feel the emotion of the text through various forms of reading.
Four, teaching procedures:
In classroom teaching, I imagine organizing teaching through three links: literacy and vocabulary learning, reading comprehension and returning to the whole.
(A) literacy to learn words, the overall perception
This session focuses on mastering the writing order of the words "boring, thin, ascending, vibrating and counting" and the different meanings of the word "Guan" in "watching the tide" and "wondering", so as to learn words solidly and effectively. At the same time, let the students perceive the text as a whole and make clear the writing style. The text is described in the chronological order of tide, tide and tide. The teacher writes on the blackboard with a camera.
Writing on the blackboard: when the tide comes, when the tide comes, after the tide comes.
(2) Reading and understanding wonders.
The third and fourth paragraphs of the text are the essence of the whole text, which are the key paragraphs for students to understand the majestic tides and learn the writing methods of the author to describe the scenery in the order of watching the tides, and are the focus of the whole class teaching. I designed the following teaching links to highlight the key points.
1, accumulate in reading and guide reciting.
In the teaching design of this lesson, I pay more attention to the accumulation of text language. Through various forms of extensive reading, students can be familiar with and recite, and students can easily accumulate text language on the basis of reading comprehension. The third and fourth paragraphs of the text need to be recited. Before reciting, I will start from the students' learning situation and let the students talk about reciting these two paragraphs themselves. Is there any good way? Through the above reading perception, students will find that they can remember according to the time, the distance (space) of the spring tide and the connection before and after.
At this time, the teacher will show the illustrations and words that indicate the time sequence and spatial changes, and help the students recite them to achieve the purpose of accumulation.
2, clear order, understand the writing.
In fact, when students exchange reciting methods, they also make clear the writing order of the third paragraph and the fourth paragraph, that is, from far to near.
In class, we don't focus on the sentences describing the performance of the tide watchers, but let the students find the sentences describing the tide watchers in a paragraph and see what they can do here.
Through the experience of the keyword "full of people", I feel that the description of the tide watcher can set off the wonders of the world, which attracts thousands of people to watch. It also conforms to the performance of the people in the second paragraph.
Third, return to the whole and feel the writing.
After learning the complete text, I once again let my classmates read their favorite places freely and give them time to show, which not only consolidated their feelings, but also further stimulated their interest in reading.
Work design:
Let the students tell their parents about the scene and feelings of the Qiantang River tide, which not only exercises the students' vocabulary application ability, but also cultivates their oral expression ability.
Effect: Through the full reading of this class, students have realized autonomous learning in reading, since the enlightenment in reading, self-satisfaction in reading and display in reading; Stimulate students' thinking and emotional experience through self-understanding; Through free evaluation, give full play to students' participation consciousness and students' dominant position. "Understanding in reading and deepening in discussion" students not only read and understand the text, but also feel the grandeur of the motherland and the beauty of its language and writing.
"Watching the Tide" Language Lecture Notes 3 I. teaching material analysis
1, status and content
"Watching Tide" is the teaching content of Unit 2, Section 2, Volume 1, Grade 4, Chinese Publishing House. This lesson is based on students' ability to accumulate words and understand them. The text of this unit is mainly about landscape writing. Through what the author has seen, heard and felt, this lesson shows the readers the Qiantang River tide, which has been called "the wonder of the world" since ancient times, in vivid language.
2. Analysis of teaching objectives
According to the position and function of teaching materials and the requirements of the new curriculum reform for teaching objectives, I set the teaching objectives of this lesson as the following three dimensions:
(1) Knowledge and skill objectives:
Can correctly write seven new words such as "Ding" and "Hood", and form the habit of active literacy;
Correctly read and write words such as "broad, shrouded, looming, looking up to the east";
You can use words such as "gradually" and "recovery" to make sentences and summarize the main contents of the article.
(2) Process and Method Objectives: By combining reading with various reading forms, students' reading enthusiasm is stimulated and their ability to taste words is improved; Learn the author's orderly and distinctive observation methods and cultivate students' habit of observing things around them.
(3) Emotion, attitude and values: Let students feel the magnificence of nature in the process of undergraduate study, be influenced by natural beauty, and inspire students' love for the great rivers and mountains of the motherland.
3. Analysis of teaching emphases and difficulties
Teaching focus: According to the teaching objectives and teaching materials, "When the tide comes" is the key part of the article, so I will take learning the author's orderly and distinctive observation and description methods as the teaching focus of this course.
Teaching difficulties: According to the students' physical and mental development and cognitive structure, I will determine the teaching difficulties of this lesson as grasping key words and understanding the text content in the order of expression.
My analysis of teaching difficulties is based on the analysis of teaching objectives and students' situation, so let me talk about the learning situation next.
Second, the analysis of learning situation
For the fourth-grade students, some words have been accumulated, but the correct writing of Chinese characters needs to be strengthened, and students' ability to understand the deep meaning of some sentences needs to be improved. The fourth-grade students are active in thinking, eager for knowledge and willing to express themselves, but their life experience is limited after all. It is difficult to deeply feel the magnificent scene of the Qiantang River tide described in this paper by imagination alone, and teachers need to provide intuitive images to help understand it, which I will consider in the teaching process.
Third, the analysis of teaching methods
Based on the above analysis of the teaching content, learning situation and the requirements of the new curriculum reform, because this course is a narrative of scenery, the length is not long, but the scene of "world wonders" is extremely rare. Therefore, I will use multimedia to teach in the way of "creating situational method" and "combining pictures and texts", so that students can enter the realm, enter the role, sincerely express their true feelings, experience the majestic momentum of the Qiantang River tide and feel the nature.
Fourthly, the analysis of learning methods.
Students will use the methods of "scene inquiry", "discussion" and "reading aloud" to feel and learn the spectacular scene of the Qiantang River tide in the text by watching pictures and images.
Fifth, talk about the teaching process.
As a teacher, what I want to do is to help students build a bridge between life and teaching materials, stimulate students' emotional experience, and participate in it, so as to promote students' in-depth feelings. Therefore, my teaching process design is as follows:
The first link: wonderful introduction
First, I asked the students in the form of questions. In China, there are many peculiar natural landscapes, among which the Qiantang River spring tide is one. Has anyone heard of or seen the spring tide of Qiantang River?
Then, play the video to let the students directly feel the grandeur and grandeur of the Qiantang River tide.
After that, please ask some students to talk about their feelings after watching the tide in Qiantang River.
Design intention: As many students have not experienced this spectacle personally, I use multimedia teaching here to let students directly feel the majestic momentum of the Qiantang River tide, which not only stimulates students' interest in learning, but also helps them understand key words and texts. )
The second link: the new authorization link.
1, reading the text for the first time, learning new words, and overall perception.
First, please read the text in your favorite way. In the process of reading, find out the words you don't understand and solve them by self-study methods such as looking up a dictionary.
Then let the students read the text aloud, and check the students' mastery of the words by reading at the same table and reading the new word cards.
Design intention: With the help of dictionaries and life accumulation, we can understand the meaning of words and cultivate students to develop the habit of active literacy. The new curriculum standard emphasizes the cultivation of students' autonomy. In order to respect students' personality, I especially remind students to read the text in their favorite way. )
2. Read the text silently with questions and make clear the order of the text.
In what order do I ask students to take the text to describe the "wonders of the world" of Qiantang River tide? This question is used to read the text silently, reminding students to pay attention to improving the speed of silent reading, and don't point with their hands or pens.
(Design intention: cultivate students' habit of reading silently and guide students to read silently. The context of the text is clear, and students can quickly sort out the context on the basis of initial reading, and organize teaching in the order of before, when and after the tide comes. )
3. Create a situation to experience the feelings of tide watchers.
In order to let students feel the anxiety and excitement of the tide watchers. I design these questions: If you are one of the observers, how do you feel when you think that you are about to see the spring tide? What would you do? What does a tidal observer do? Ask the students to watch the video again with these questions. The creation of this situation enables students to experience the feeling of being there and the feeling of watching the tide.
4, read carefully, taste sentiment.
The third and fourth paragraphs of the article are the key parts. In order to make students understand this part better, I designed the following three questions to help students understand.
1. What was the view of the river before the high tide? (The river is calm)
2. What is the scenery along the river at high tide? When talking about the tide, let them draw words and sentences that describe the sights and sounds when the tide comes, and connect them with the context and real life to understand.
Design intention: don't move pen and ink, don't read, and cultivate students to develop good reading habits. )
3. What is the scene of the river after the spring tide? What does all this mean? Discuss your understanding in groups.
(Design intention: Students should contact life experience, experience feelings, deepen understanding, and cultivate students' sense of group cooperation. )
The reason why I designed the above three questions is to help students understand the text in chronological order before, during and after the tide comes.
The third link: consolidate the exercise.
After learning the complete text, I once again let my classmates read their favorite places freely and give them time to show, which not only consolidated their feelings, but also further stimulated their interest in reading.
The fourth link: homework design
Let the students tell their parents about the scene and feelings of the Qiantang River tide, which not only exercises the students' vocabulary application ability, but also cultivates their oral expression ability.
"Watching the tide" is a teaching and research form in which teachers systematically talk about their own teaching ideas and theoretical basis on the basis of preparing lessons independently, so as to achieve mutual exchange and common improvement. The following is the Chinese tide-watching manuscript I compiled. Welcome to read the reference. I hope you like it.
textbook
"Watching Tide" is a text requirement of the first volume of the fourth grade Chinese of People's Education Press: read more, read out feelings, enter the situation in reading, emerge pictures in reading, continue to practice understanding the narrative order according to the characteristics of the text, grasp the main content, read more and think more about the key words in the text, understand the content of the text, and experience thoughts and feelings.
This text is a skimming text of Unit 6, which describes the natural wonders of Qiantang River. The author describes the surging momentum of Qiantang River tide through the wonderful flowers in his hand, reading these fresh and passionate words without seeing them with his own eyes. A sense of heroism arises spontaneously, which makes people admire: the majestic mountains and rivers of the motherland and the unique expressive force of the language and characters of the motherland.
The author begins with a sentence: the tide of Qiantang River has been called the wonder of the world since ancient times. Then I wrote about waiting by the river before the high tide. Through the description of the scenery along the river and the river, I showed the tidal watcher's desire and expectation for the tide. Then, with delicate brushstrokes, it shows the magnificent scenery when the tide comes. By watching the tide, listening to the sound of the tide, watching its overwhelming waves, listening to its deafening sound, the passion in my chest echoed, and finally the aftermath behind the tide. Although the tide has gone, I still feel strong.
After experiencing close contact with the tides of Qiantang River, we exclaimed: What a wonder of the world, what a beautiful article.
Theory and teaching method
Reading plays a leading role in reading teaching. Reading for a living is the strategy I will adopt in this class. If I teach this text, I will adopt the five-reading method, which is a reading teaching method I have obtained through practice and refinement.
The operating rules of reading method and its interpretation;
1, read silently, understand the main idea. What questions can you ask around the topic after reading all of them? Take the lead in reading the text silently in these questions, stimulate students' enthusiasm for active exploration, and cultivate students' vivid learning ability.
2. Read and explore the connotation. What impressed the students and what paragraphs or sentences did they like best? Discover reading, realize dialogue with text, and advocate personalized new reading experience.
3, read aloud, read out the characteristics, and promote the guiding reading layer by layer. First, guide the students to accurately read the pronunciation, then practice reading skillfully, read out the feelings, and add their own unique emotional experience. Different contents in the text take appropriate forms, and the forms of reading can be varied: group reading, competition reading, reading with music, alternating reading between boys and girls, and class participation.
4. Read aloud and accumulate in class. Chinese teaching should attach importance to the accumulation of language, that is to say, with limited cognitive ability, primary school students should read and recite excellent texts, recite important paragraphs, cultivate a sense of language, and cultivate their love for language and writing in cadence and various forms of reading training.
5. Read silently and return to the whole. After a passionate dialogue with the text, calm down and sort out the context of the article, leaving them time and space to taste and be dynamic and moderate.
On the Teaching Process
Talk before class: Teachers like traveling very much, and they also like to hear what you saw and heard during the trip. Can you tell the teacher the places you have been and the scenic spots that impressed you? Students express their opinions and ignite their passion.
First, the introduction of the topic.
Look at the topic together (the introduction is magnificent). What do you want to know about the topic?
Second, the initial feeling, the wonder of spring tide.
1, read the title silently.
Tell me what you have read. There's another thing I don't understand.
Third, go deep into the company and ebb and flow.
1. Which paragraphs of the text impressed you the most? Find out (it is estimated that most students choose the second, third and fourth paragraphs that need to be recited).
2, targeted, hierarchical promotion to guide reading.
Read the correct pronunciation and feelings by combining various forms.
3. Recite and accumulate in class.
Improve the efficiency of Chinese learning, make full use of classroom time, feel the sound of books and accept humanistic influence.
Fourth, the emotion surge, pour love dialogue.
After reading the text silently, calm down and think: What do you want to say about the tides in Qiantang River? The forms can be varied, such as writing poems to praise, reading aloud in class, boasting about our Qiantang River tide, Allegro, jingle and so on. Or express our feelings in one word. After the baptism of the motherland's language, they must have something to say and are sincere.
Five, language accumulation, wonderful words.
Refine beautiful words and phrases and lay a solid Chinese foundation.
Sixth, extracurricular expansion: wave after wave.
1. Write down what you want to say most, and copy it neatly in The Heart.
2. Use the wonderful words and sentences you have learned, and write down a scenic spot that impressed you the most with the wonderful methods you have mastered. Be sure to show your characteristics.
"Watching the Tide" Chinese Lecture Notes 5 [Oral Textbook]
The lesson "Watching Tides" is a text in the first volume of the fourth grade of primary school Chinese. Based on what the author has seen, heard and felt, this paper introduces the Qiantang River tide, which has been called "the wonder of the world" since ancient times. The article is clear in thinking and vivid in language, giving people an immersive feeling. It is a good teaching material to educate people to love the great rivers and mountains of the motherland and cultivate the habit of paying attention to things around them.
[Speaking of students]
The fourth-grade students are active in thinking, eager for knowledge and willing to express and communicate with others, but their life experience is limited after all. It is difficult to deeply feel the magnificent scene of Qiantang River tide described in this paper only by imagination, and teachers need to provide intuitive images to help them understand.
[state the goal]
According to the requirements of the syllabus, the characteristics of teaching materials and the actual situation of students, the following teaching objectives and difficulties are formulated:
1. Experience the grandeur and wonder of the Qiantang River tide and inspire strong feelings of loving the motherland's great rivers and mountains.
2. Stimulate students' reading enthusiasm and improve their ability to taste words.
3. Learn the author's orderly and distinctive observation methods and cultivate the habit of observing things around him.
The focus of teaching is to understand the narrative of "the tide is coming"
The difficulty in teaching lies in understanding the majestic momentum of Qiantang River tide.
[Speaking of teaching]
Students are the main body of learning and development. Chinese teaching should be based on students' since the enlightenment and self-study, so that students can learn, understand and discuss in a relaxed and democratic atmosphere. As teachers, what we should do is to help students build a bridge between life and teaching materials, stimulate students' emotional experience, participate in it, and promote students' in-depth feelings. Therefore, my teaching design is as follows:
First, use audio-visual media to intuitively feel and stimulate emotions and interests.
1. Introduction: In China, there are many peculiar natural landscapes, among which the Qiantang River spring tide is one. Who knows the tide of Qiantang River? Have you seen it?
2. Play the video to directly feel the grandeur of the Qiantang River tide.
3. Ask the students to talk about their feelings after watching the tide in Qiantang River.
Using audio-visual media, students can directly feel the majestic momentum of the Qiantang River tide, and their passion is immediately mobilized, which not only stimulates students' interest in learning, but also helps students understand the text.
Second, read the text for the first time and arrange the order of the text.
The context of the text is very clear, and students can quickly sort out the order of the articles on the basis of reading the text for the first time. On this basis, they organize teaching in the order of pre-tide, tide coming and tide retreating.
Third, create a situation to experience the feelings of tide watchers.
By creating situations, students can feel the anxiety and excitement of the tide watchers. So I designed several questions: If you are one of the observers, how do you feel when you think that you are about to see the spring tide? What would you do? What does a tidal observer do?
Fourth, through "reading, understanding, discussing, appreciating and rereading", we will focus on the spectacular scene when the tide comes.
The magnificent scene at high tide is the focus of this article. It is difficult to grasp the key words and taste. When studying this part, I give full play to students' dominant position, let students fully read and experience, and mobilize students to evaluate and complement each other, so that each student can be improved on his own basis. Therefore, I designed the following links:
1, read. Students can read this part freely when the spring tide comes, find their favorite places, and give students time and initiative based on reading in reading teaching, so that students can learn by themselves, learn from enlightenment and enjoy reading.
2. Enlightenment. Learn from reading and talk about your own experience. When reading, students can have a deeper understanding of the text in connection with their existing life experience.
3. discussion. That is, teachers give students enough time to discuss and communicate, so that students can fully develop their own views, allow different opinions and encourage innovation. Talk about "What attractions attract you the most?"