The design and intention of homework for the second grade of primary school Chinese
The following is an example of the design and intention of a second grade Chinese homework: ** I. Design of the homework for "Reading 1"** 1. ** First lesson ** - ** Homework content **: Look at Pinyin and write down words, such as "gu1idluwbai yuegjoigshuiximgjinqikou","yanboshu ixiang", etc. - ** Intention **: Consolidating the student's mastery of Pinyin and the ability to write Chinese characters. Through writing words, deepen the memory of new words. 2. ** Second Class ** - ** Homework content **: Form new characters and words according to the pattern, such as "furnace-fire += reed". Ask the students to do similar operations on the characters of smoke, harmony, autumn, song, maple, etc. - ** Intention **: Cultivate the students 'ability to analyze the structure of characters and the combination of words. Deepen their understanding of the components of Chinese characters and enrich their vocabulary. 3. ** Third Class ** - [Homework content: Choose words to fill in the blanks. For example,"Autumn is here, and the flowers in the park are blooming. They are colorful and beautiful."] (Chrysanthemum, pear, lotus, osmanthus, cotton)"and" The autumn wind is coming, the weather is getting cold,( ) and ( ) are flying south for the winter. Swallows, pigeons, geese, sparrows " - ** Intent **: Let the students distinguish the characteristics and seasonal attributes of different things. At the same time, train their understanding and ability to use words. 4. ** Fourth Class ** - - ** Intent **: Cultivate the student's classification thinking ability. Through the analysis of the attributes of the things represented by the words, improve the logical thinking ability. ** II. Design of the homework for "Reading 2"** 1. ** First lesson ** - ** Homework content **: Look at the Pinyin and write down the words, such as "huosh yin zhoujianyuenidnji cha tengfbai"; fill in the appropriate measure words, such as "( ) big river,( ) chair,( ) building,( ) car,( ) teacher,( ) computer". - ** Intention **: Continue to strengthen the connection between Pinyin and Chinese characters, and let the students master the use of different things to match the number of words, so as to improve the accuracy of language expression. 2. ** Second Class ** - ** Homework content **: Read and understand Our School, including filling in the blanks (such as what is in the school, what is learned in the school, etc.), drawing beautiful sentences about the school in the text, and writing a sentence with "like". - ** Intent **: To improve the students 'reading comprehension ability, extract key information from the article, and at the same time cultivate the students' observation ability and language expression ability, and learn to use specific sentence patterns to create. ** 3. Homework design with the Strange Stone of Huangshan as an example (for language expression, thinking ability, etc.)** 1. ** Homework content **: Train and enrich the students 'language skills, broaden the students' horizons, master more basic Chinese knowledge, cultivate the development of preliminary reading ability and thinking ability, guide the students to experience emotions from the dialogue of words and sentences, promote the enhancement of sensitivity, and form a good habit of observing and thinking hard. - ** Intention **: Through the study of the text, improve the students 'various abilities in language learning, including language use, thinking expansion, emotional perception, etc., and lay the foundation for subsequent language learning. Read more exciting novels for free
The design and intention of the clock homework in the first grade of primary school mathematics
The following are some of the homework designs and intentions for the first grade mathematics knowledge of clocks: ** 1. Basic homework ** 1. ** Understand the components of the clock face ** - ** Homework content **: Fill in the blanks. There are () numbers on the clock face. The thin and long ones are () needles, and the thick and short ones are () needles. - ** Intention **: This is to test the students 'basic knowledge of the clock face. This is the basis for understanding clocks. Through this homework, the students will be able to understand the basic components of the clock face and prepare for the subsequent recognition of time. 2. ** The whole time I knew you ** - ** Homework content **: Give a few clock faces (the minute hand points to 12, and the hour hand points to different numbers). Ask the students to write down the corresponding time (using two methods of representation, such as 3:00 and 3:00). - ** Intention **: Help the students to understand the method of timing, that is, the minute hand points to 12, and the hour hand points to what is the time. At the same time, let the students familiarize themselves with the different expressions of timing and deepen their understanding of the concept of timing. 3. ** Distinguish the whole time in life ** - ** Homework content **: Give some pictures of daily life scenes (such as waking up, eating, sleeping, etc.). There is a clock (showing the whole time) next to it. Ask the students to say the corresponding time of this scene. - ** Intention **: To connect the knowledge of clocks and watches with the reality of life, to let the students feel the application of mathematical knowledge in life, to improve the students 'ability to use knowledge to solve practical problems, and to help cultivate the students' concept of time. ** 2. Expansion homework ** 1. ** Total Time Comparisons and Calculation ** - ** Homework content **: Xiaoming leaves home at 8 am and arrives at the Central Park at 9 am. Lele leaves home at 8 am and arrives at the Central Park at 10 am. Who takes longer to travel? - ** Intention **: On the basis of students mastering the whole time, introduce the concept of simple time calculation and comparison. Let students understand that under the same starting time, the later the arrival time, the longer the time used. Cultivate students 'mathematical logical thinking ability. 2. ** Confirm the position of the clock hand according to the pattern ** - ** Homework content **: Give two clock faces (showing the whole time), find the pattern, and draw the hour hand and minute hand on the third clock face. - ** Intention **: Train the students 'observation and logical reasoning ability. Let the students analyze the position and time of the hands on the first two clock faces and find the pattern, so as to determine the position of the hands on the third clock face. This will help deepen the students' understanding of the concept of the whole time and the movement pattern of the hands on the clock face. 3. ** Parent-child interaction homework ** - [Homework content: Please make a clock with your parents and mark 9 pm.] - ** Intention **: Cultivate the students 'hands-on operation ability. In the process of making the clock, the students can have a deeper understanding of the structure of the clock face and the concept of timing. At the same time, the parent-child interaction can increase the fun of the students' learning, and let the parents participate in the children's learning process, further deepening the children's grasp of knowledge. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Primary school Chinese homework design universal template
The design of primary school Chinese homework should consider the following aspects: ** I. Elements to consider before assigning homework ** 1. ** Pertinence and purpose ** - Homework could not be assigned blindly. It had to be compatible with the teaching system. At the same time, it had to be targeted at the students and combined with the actual life of the students, teaching materials, and the new curriculum reform standards. 2. ** Teach according to your aptitude ** - For students with excellent grades, challenging homework was assigned to reduce repetitive homework to broaden their knowledge, improve their knowledge, and promote language learning. - Students with poor grades would be assigned repetitive homework to master the basic knowledge, consolidate classroom teaching, and gradually improve their grades and study habits. - For middle school students, assignments were given according to their personality characteristics, giving full play to their strengths, promoting all-round development, and improving their love and learning ability for Chinese subjects. 3. ** Consider the student's stage ** - Primary 1 - 2 - There was no written homework, but open-ended homework was assigned to let the students experience and discover Chinese in their lives, and they could communicate with their parents to learn Chinese knowledge. - Primary 3 - 4 - He focused on learning words and sentences, recognizing words in daily life to improve his literacy, and distinguishing whether sentences were complete and whether there were any sick sentences. - Written homework should be left, such as copying new words, composing words and sentences, and extended learning of words. - Primary 4 - 5 - Focus on reading and writing skills. In terms of reading, he had to read a large area of books. He had to combine them with in-class and out-of-class reading to cultivate reading habits. - In terms of writing, teachers should recognize the relationship between writing and speaking. Teachers should pay attention to cultivating students 'writing ability. Giving writing assignments would help improve classroom teaching efficiency and understanding of the text. 4. ** Consider the student's ability to accept ** - job number - The quantity should be within the acceptable range of the students. The total amount of homework for a single subject and other subjects should be taken into account to make it consistent with the physical and mental development of the students. - task difficulty - The difficulty of the homework could be differentiated according to different students. The homework could be divided into low, medium and high levels, and the whole class would be required to complete the homework of low and medium difficulty. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Analysis of the characteristics of primary school Chinese homework design
The primary school Chinese homework design had the following characteristics: 1. * * Overall design around the goal **: The teacher designs homework based on the unit as a whole, which can avoid repeated practice after class for low-level teaching goals, increase the time for high-order thinking practice, improve the efficiency of homework completion, and reduce the burden on students. The unit homework focused on the progression and connection between the contents of each class, so that the students 'understanding of the unit structure changed from scattered to the whole, and the development of thinking was more systematic. 2. * * Connection orderly, level by level **: The time span for completing the homework of each class in the unit is large, but the direction is the same. According to the overall goal of the unit, the homework will be completed from shallow to deep, level by level. This design gave the students more time to reflect and try out the corresponding topics. At the same time, they paid attention to the connection between the previous and subsequent knowledge, guiding the students to think about the connection between the knowledge points and improving the depth of their thinking. 3. * * Graded presentation in different forms **: The design of the elementary school language textbook unit compiled by the Ministry has a gradient-based design. The homework content serves the teaching objectives of the unit according to the content of the selected works in the class. The design of the unit homework should not only reflect the changes in the difficulty level of the class content and knowledge, but also have various forms. It should be combined with the age characteristics of primary school students to stimulate learning interest, guide students to examine and solve problems from different directions, and improve the flexibility of thinking. 4. * * Respect differences, reflect levels **: Students have differences, and homework design should take this difference into account. The homework could be divided into different levels of difficulty. For example, students with poor foundations would do basic exercises, intermediate students would do knowledge understanding and simple application exercises, and excellent students would do exercises with a large amount of thinking and a certain degree of difficulty. This would allow students of different levels to participate in the homework better and cultivate their language ability. 5. * * Multi-functional, multi-integration **: The unit homework has multiple functions. It is a medium for consolidating knowledge and improving the ability to use knowledge. It is also an important carrier for teaching effect diagnosis, interest stimulation, innovative thinking development, and teaching reflection. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
What is the evaluation method of primary school Chinese homework design?
The evaluation method for the primary school Chinese homework design was as follows: 1. ** Evaluation of the process **: Pay attention to the student's performance in the process of completing the homework, such as learning attitude, cooperative spirit, and innovative awareness. 2. ** Final Evaluation **: An evaluation of the student's homework, including the quality of the homework, the degree of knowledge mastery, and the improvement of the student's ability. 3. ** Diverse Evaluation **: It uses various evaluation methods such as teacher evaluation, student self-evaluation, and peer evaluation to comprehensively and objectively evaluate the student's homework. 4. ** Incentives **: Focus on encouraging students, stimulating their interest and confidence in learning, and improving their enthusiasm for learning. In addition, innovative evaluations could also be used. For example, for low-level primary school students, patterns that the students were more interested in could be used to replace the traditional right and wrong symbols." thumbs up, smiling faces, five stars " represented excellent;" crying faces, triangle, small peppers, big question marks " represented insufficient. They could also use the hierarchical evaluation method to give different affirmation according to the students 'completion of the homework, such as getting everything right, writing neatly, and making progress. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
How to write the design intention of the primary school Chinese proposition better
In order to write a good primary school language proposition design intent, you can start from the following aspects: ** 1. According to the curriculum standards ** 1. ** Reflects the discipline requirements ** - It was to clarify the requirements for primary school Chinese teaching in terms of knowledge, skills, and accomplishments in the curriculum standards to ensure that the proposition could accurately reflect these requirements. For example, the curriculum standards might emphasize that students should be able to analyze the structure of the article and understand the meaning of the text during reading. The proposition should be designed around these requirements, such as testing the students 'understanding of the structure of the article (total score, coordination, etc.) through reading comprehension questions. - Strictly according to the academic quality requirements of the proposition, so that the difficulty and scope of the topic meet the corresponding grade curriculum standards, such as for the younger students to focus on the basic knowledge examination, as the grade gradually increases the comprehensive, thinking examination content. 2. ** Directed to Quality Development ** - With the core accomplishment as the guide, the language expression ability, thinking ability, aesthetic ability and other qualities were integrated into the proposition. For example, in the essay proposition, in addition to testing the expression of words, it could also guide the students to reflect the innovation and depth of thinking in terms of conception and material selection, thus promoting the development of the students 'Chinese core accomplishment. ** 2. Consider teaching objectives ** 1. ** Inspection Knowledge Mastery ** - The questions had to be able to test the students 'mastery of basic Chinese knowledge, including Chinese characters, words, sentences, grammar, and so on. For example, through filling in the blanks, multiple choice questions, and other questions to test the writing and pronunciation of Chinese characters, the discrimination and use of words, the smoothness of sentences, the accuracy of grammar, and so on. - To understand the students 'ability in reading and writing. In terms of reading, students 'reading comprehension ability could be tested through different types of reading materials and questions, such as extracting information, concluding the main idea, analyzing the author's intention, etc. In terms of writing, students' writing skills, language organization ability, imagination, etc. could be tested. 2. ** Promotion of teaching guidance ** - The content of the proposition should reflect the requirements of the teaching outline and guide the teacher to pay attention to the teaching focus. For example, if the focus of a certain stage of teaching was the use of rhetorical devices, then the proposition could set up related topics, such as judging the rhetorical devices in the sentence, analyzing the role of rhetorical devices in the text, etc. This way, the teacher would pay more attention to this aspect of teaching, and the students could better grasp the key knowledge. ** 3. Pay attention to student development ** 1. ** Ability to adapt to students ** - Considering the age and cognitive level of the students, the difficulty of the questions was moderate. For junior students, the questions should be simple, intuitive, and interesting, such as using pictures and simple stories as the carrier to set the questions. For senior students, the complexity and depth of the questions could be increased appropriately, but it should also be avoided to dampen the students 'enthusiasm for learning. - Pay attention to the individual differences of students. The proposition should have a certain degree of flexibility. It could not only test the expansion ability of students with better foundations, but also allow students with weaker foundations to demonstrate their mastery of basic knowledge. For example, in reading comprehension questions, different levels of questions could be set, from simple information search questions to more difficult perspective analysis questions. 2. ** Arouse learning interest ** - Create vivid and interesting situations, such as combining the proposition with the actual life of the students. For example, he could design topics with school activities, family life, and so on as the background to make students feel familiar and warm, thus stimulating their interest in learning. - In terms of the form of proposition, it was diverse. It used fill-in-the-blank, choice, judgment, short answer, essay, and other forms to avoid a single form of proposition that made students feel bored. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Elementary school sixth grade volume one unit three homework design intention
The homework design intent of the third unit of the first volume of the sixth grade of primary school included: 1. Under the policy of "double reduction", students 'homework should be reduced and improved. They should focus on the design of daily homework. From the perspective of unit homework, they should carefully design homework of different levels and grades according to the differences of students, so as to make homework "life-like", more practical, experiential, and challenging. They should be concerned about the students' standpoint and emphasize the usefulness of what they have learned. 2. The teaching revolved around "according to the purpose of reading, pay attention to the content of reading, adopt appropriate reading methods, and have different reading gains". Through the integration of unit knowledge, teachers followed the wishes of the students and designed different driving questions to let the students choose different "homework" frames to achieve the language element of "purposeful reading" and improve the students 'language core accomplishment. 3. Consolidating the foundation, such as reading Pinyin and writing words, finding words from the text according to the meaning, etc., to consolidate a type of word, review the text for overall perception, etc. 4. By combing through the causes, process, and results of the passage, it was clear that different reading methods could be used when reading. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
What are the materials for the layered design of the sixth grade mathematics homework in primary school?
The materials related to the layered design of the sixth grade mathematics homework were: 1. Design two sets of basic questions and improvement questions. For example, the homework design of cylindrical volume. The basic questions (A set of questions) could include the simple application of the cylindrical volume formula, the volume of the bucket with the diameter and height of the bottom, the volume of the cylinder with the circumference and length of the bottom, etc. The improvement questions (B set of questions) could include the volume of the object put in through the rise of the water surface, the volume of the transparent tape, etc., which were close to life and required in-depth understanding to solve. 2. In the form of "homework supermarket", the homework was divided into three levels: "compulsory homework"(generally basic questions, used for basic knowledge and basic skill training, required for each student to complete),"selected homework"(some of the questions assigned by the teacher can be selected according to their own situation), and "independent homework". For example, the homework design after the "circle area" teaching. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Primary school mathematics homework design feedback
The following are some feedback opinions that may be involved in the design of primary school mathematics homework: * * 1. Regarding the purpose of homework design ** 1. * * Not targeted enough ** - The homework did not fully consider the overall characteristics of the students in the class. For example, some of the students in the class were active and some were calm. There was no homework that was more suitable for different types of class atmosphere based on this class difference. - There was not enough distinction between students with different levels of knowledge (good, medium, and poor) in the same class, so students at all levels could not obtain different gains from the homework. There might be situations where the difficulty of the homework was too high or too low for some students. - They didn't take into account the differences in learning styles of students at the same level (such as being lively and active, like to communicate and study, and quiet and passionate about independent thinking), causing the results of the homework to be uneven for different students. 2. * * Not closely related to teaching objectives ** - Some of the assignments were not designed around the teaching purpose and tasks of each math class, resulting in the assignments not being able to consolidate the classroom knowledge or extend the content learned in the classroom, and could not provide effective support for teaching. * * 2. Homework design format ** 1. * * Not enough forms ** - It was limited to the traditional form of classroom homework and homework. It lacked open design in terms of the number of homework (for example, designing different amounts of homework for students of different levels), open design in terms of homework selection (for example, allowing students to have more opportunities to choose different types of questions), social survey homework design, practical homework design, and hierarchical homework design. - The overall lack of fun and variety could not stimulate the students 'interest in learning. For example, there was no way to design homework in the form of letting the lower grade students experience mathematics in their lives (such as tidying up the room to feel the classification of knowledge, looking for the graphics in life, etc.) or letting the upper grade students use mind maps to summarize knowledge and share it. 2. * * Lacking innovation ** - The homework design model was more traditional. It did not break through the "one-size-fits-all" arrangement model, and did not fully tap the functions of the homework. For example, it did not fully tap the functions of improving the students 'comprehensive quality (such as knowledge transfer, experience in solving problems, interest habits, character, and sentiment cultivation, etc.). * * 3. Other aspects ** 1. * * Controlling the workload ** - The amount of homework might not meet the requirements of selecting homework, reducing the amount of homework, and increasing the efficiency. It might not reduce the burden of students 'homework while improving the learning effect of students. As a result, students might spend too much time on homework, affecting students' rest and interest in learning. 2. * * The cultivation of high-level thinking is insufficient ** - The homework might focus more on consolidating the basic knowledge, but it was lacking in cultivating students 'higher-order thinking (such as analysis, synthesis, evaluation, and other thinking skills), which was not conducive to the improvement of students' mathematical literacy. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
How to write the summary of the design intention of the primary school Chinese test paper
To write a good summary of the primary school language test paper design intent, you can start from the following aspects: ** 1. Basic Knowledge ** 1. ** Word Test ** - The purpose was to test the students 'mastery of the Chinese Pinyin and the writing of Chinese characters. This would help to understand whether students could accurately spell and write Chinese characters, reflecting their daily accumulation of literacy and writing. For example, by testing the students 'spellings of new words and the discrimination of polyphones, they could encourage students to pay attention to the study of basic knowledge, develop the habit of writing Chinese characters correctly and using Pinyin in a standardized manner. 2. ** Idioms, couplets, two-part sayings, and other language forms ** - The purpose of the test on idioms, such as adding complete idioms, adding and deducting idioms, was to test the students 'accumulation of idioms, a unique form of language. Idioms were the essence of Chinese. The accumulation of rich idioms could help improve students 'language skills and cultural attainments. - The examination of couplets and two-part sayings could allow students to feel the antithesis, homophonic and other characteristics of Chinese, cultivate their sensitivity to language and words, and stimulate their interest in traditional culture. 3. ** Ancient poetry accumulation ** - The purpose of the ancient poetry examination was to pass on the national culture and let the students remember the classic literary works. Through reciting and understanding ancient poems, students could improve their understanding of ancient Chinese, feel the thoughts, emotions, literature and art charm of the ancients, and also inherit and carry forward the excellent traditional Chinese culture. ** 2. Reading Section ** 1. ** Reading in class ** - The main purpose was to test the students 'mastery of textbook knowledge and reading ability. To understand whether the students can understand the meaning of the words, sentence structure, and whether they can understand the author's thoughts and feelings. This would help to cultivate students 'in-depth understanding of the content of the textbook, guide teachers to pay attention to classroom reading teaching, and teach students how to read, such as understanding words and sentences in context, and summarize the main content of the article. 2. ** After-class reading ** - It was a test of the student's comprehensive reading ability, including the ability to grasp the entire article, such as adding a topic to the article, drawing the central sentence, and so on. At the same time, it also tested the students 'ability to understand, analyze, summarize, and express sentences. This prompted students to expand their reading capacity, improve their reading speed and reading quality, develop good reading habits, learn to obtain information from reading, analyze problems, and express their own opinions. ** 3. Study Part ** - It was designed to test the students 'observation, imagination, and language skills. Let the students choose materials from their own life experiences, encourage them to write true feelings, and train their writing organization and logical thinking skills. At the same time, through the students 'practice, they could also understand whether they had developed the habit of revising the article, including the correct use of paragraphing, typos, and punctuations, so as to promote the overall improvement of the students' writing ability. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
How to write the Chinese homework of a third-grade primary school student?
For third-grade primary school students to write Chinese homework well, they could start from the following aspects: ** 1. Basic Knowledge ** 1. ** Words ** - He took the practice of reading Pinyin and writing words seriously. When learning new words, one must accurately grasp the pronunciation, glyph, and meaning of the words. For example, when you encounter words in a text like "Kingfisher", you have to read and write more to deepen your memory. For easily confused words, such as "embroidery" and "rust","brown" and "exhaustion", etc., to carefully distinguish the differences between them, you can strengthen your understanding by combining words, such as "embroidery" and "rust","brown" and "effort". - Accumulate words. In addition to the words in the textbook, they could also read some extra-cursory reading materials suitable for third-year students to accumulate new words in the process of reading. 2. ** Sentence ** - Master basic sentence structures, such as statements, questions, exclamations, etc. When doing fill-in-the-blank exercises, such as " clear versus turbid, honest versus greedy, merit versus fault, right versus evil," one had to understand the antonymous relationship of words to better complete the fill-in-the-blank exercises. - Learn to imitate sentences. For example, after reading the beautiful sentences in the text, he would imitate their structure and word usage to create and improve his language skills. ** 2. Reading Comprehension ** 1. ** Text Comprehension ** - When reading a short essay to answer questions, you must first read the full text to understand the general content of the article. For example, when reading the part of " Kingfisher," he had to make sure that the content was mainly about the description of the appearance of the kingfisher, and then look for the answer according to the question. - Learn to grasp the key information. For some of the questions, such as the description of the color of the kingfisher's feathers, he had to find the relevant sentences to summarize. 2. ** Reading Skills ** - Increase the amount of reading, whether it's texts or simple reading materials outside of class. Through a large amount of reading, improve reading speed and comprehension ability. - Learn to think while reading. For example, after reading the clip of "Swallow Train", you can think about the meaning behind the residents 'actions to save the swallows. ** 3. Writing ** 1. ** Material accumulation ** - Usually, you should pay attention to accumulating good words and sentences. You can collect them from textbooks, extra-cursory reading, and daily learning. For example, when writing an essay, one could use the accumulated good words and sentences to describe the scenery of spring. - Pay attention to the accumulation of material in life. For example, when writing characters, you can use the characteristics and examples of your family and friends as writing material. 2. ** Writing Method ** - If it was difficult to write, he could use some simultaneous essay tutorial materials. Each unit in this type of material had the elements of the work, the content of the work, and the key points for reviewing the questions. It also provided mind maps, excellent sample essays, examples of essay revision, essay materials, and other content to help students learn writing methods and improve their writing skills. ** 4. Study habits ** 1. ** Write seriously ** - Keep your writing neat and standard. When doing Chinese homework, write stroke by stroke to avoid sloppiness and typos. 2. ** Planning time ** - For example, when doing homework for the three subjects, he could plan his own writing time and arrange it reasonably to improve his learning efficiency and ensure the quality of the Chinese homework. 3. ** Take your homework mistakes seriously ** - As for the mistakes that appeared in the homework, they had to be corrected in a timely manner, and the reasons for the mistakes had to be analyzed to avoid making mistakes again. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>