At the end of the article, students' emotions are often called * * *. Teachers should put them in place and grasp the accumulation point of emotions, which not only promotes students' deepening and understanding of the connotation of the text, but also makes students have something to write and enrich their images.

For example, when teaching "I should be proud", I finally designed a writing practice session: "I came back from the desert, and the little camel went to the stream to look in the mirror, and happened to meet the little red horse again …" What would they say respectively? How come? The student wrote:

The next day, the little camel saw the little red horse again. Little Red Horse still said in a sarcastic tone, "I laugh at you. How dare you come out? You don't know how shy you are! "

The little camel smiled and said, "You can't judge a person by his beauty and ugliness, but by his usefulness."

"Hum, what's the use of being so ugly?" The little red horse said smugly.

"How about I take you to the desert tomorrow?" The little camel said confidently.

"Let's go, what's the big deal!"

So the little camel and the little red horse walked into the vast desert together. Not far away, Little Red Horse's leg sank into the sand, and Little Camel struggled to pull Little Red Horse up. After a few steps, the little red horse was tired and hungry and said sadly, "Is there anything to eat? My stomach is so hungry! " "While speaking, suddenly an overwhelming sandstorm blew, and both of them quickly closed their eyes. However, when the sandstorm passed, the little camel opened his eyes immediately, but the little red horse didn't open his eyes for a long time. Because of the protection of long eyelashes, the little camel didn't get any sand in his eyes, while the little red horse got a lot of sand in his eyes. The little camel helped him clean up the sand. The little red horse thought about what he had done and said before, bowed his head in shame and said shyly to the little camel, "thank you, you are great!" " "

In fact, there are a lot of contents in our textbooks that leave room for development, and have the blank summoning power of the text, which expands the unfinished writing practice, enriches the text and improves the emotional experience of students in text reading. Finding the right place to practice writing in reading class, no matter just a few words, a little experience and a little light, can make reading wonderful. On the contrary, it will lose the meaning of practicing calligraphy.