2022 Primary School Chinese Volume 2 Listening and Evaluation Record
The following is a record of the 2022 primary school Chinese language class,"The Color of Spring Rain": In the review section of "The Colors of Spring Rain," the teacher used an interesting method to check the students 'mastery of new words. Although the traditional way of dictation or reading new word cards could be used to detect words, it was relatively boring. However, the teacher in this class used the game form to detect words. For example, the teacher used the riddle-like method of "spring rain falls in front of the forest"(drench) to introduce the new words. He also drew the new words "drench, sprinkle, drip" by painting the watering can and showing the scene of water droplets falling. He guided the students to understand that these new words not only had three points of water, but also represented the state of spring rain falling. He asked the students to gently read "lightly drench, lightly sprinkle, lightly drip" to experience the softness of spring rain. Then, the words that represented sounds were displayed,"Sha Wu","Ding Ding Dong", and the students were asked to correspond the sounds to the objects (spring water, birds, bees, spring rain). Then, through the chirping of birds, they were able to draw out words such as "sparrow, swallow, oriole", and so on. The whole word detection process was filled with a relaxed and happy atmosphere, allowing the students to cultivate their language skills while enjoying the fun of language. This lesson demonstrated the effective use of games in vocabulary teaching. Through games, children's interest in learning words was stimulated, the effect of learning words was enhanced, and various abilities were cultivated. There was also a lecture record of the second volume of the 2022 - 2022 school year's fourth grade Chinese language book,"21, Country People." The teacher asked the students to read the topic in class and introduced the text by telling the story of an old man who had left home for more than 40 years and returned home. The teacher asked the students to read the text freely and think about the impression left by the country people. He also asked the students to read the polyphone words in the text by themselves. Then, he explained the word "crown" and asked the meaning of "crown" here. The students answered "king's". The teacher corrected and explained that "what is worn on the head is called a crown". He also asked the students to say a few words related to "crown", such as "crown, cockscomb, crown" and so on. Read more exciting novels for free
Primary School Students Anti-Waste Class Meeting Record and Evaluation
The following is an example of a class meeting record and evaluation of primary school students on the topic of anti-waste: ** 1. Class Meeting Record ** **(I) Class Meeting Themed ** "Uphold economy and oppose waste." **(2) Class Meeting Purpose ** 1. To spread the concepts of diligence, thrift, cherishing food, healthy living, civilized dining, etc. to students. 2. Let the students realize the importance of saving and establish the view of "saving is glorious, wasting is shameful". 3. He would guide the students to develop good habits of saving food and avoiding the waste of resources, and play the role of a "small publicist" to motivate the people around them. **(3) Class Meeting Flow ** 1. ** Introduction (5 minutes)** - The homeroom teacher started the class meeting by talking about the current global food waste phenomenon to attract the students 'attention to the problem of waste, thus leading to the theme of the class meeting. 2. ** Knowledge explanation (10 minutes)** - The homeroom teacher used the class to explain the meaning of thrift to the students. He showed some data and pictures about the grain planting and production process to let the students understand that porridge and rice were not easy to come by. At the same time, it also listed various waste phenomena in life, such as food waste, water and electricity waste, etc. 3. ** Student discussion (15 minutes)** - The topic of discussion was "Food Conservation and Civilized Eating". The students divided into groups to discuss the phenomenon of waste in their lives and how to save food, water, electricity, and other resources in their daily lives. The students actively spoke up and put forward many valuable ideas, such as ordering food in the restaurant in an appropriate amount to avoid leftovers; implementing the "Disc Operation" at home to not waste a grain of food; turning off the lights and tap; printing double-sided documents, etc. 4. ** Case sharing (10 minutes)** - The class teacher shared some positive and negative cases of conservation and waste inside and outside the campus. For example, some students could make "discs" for every meal in the school cafeteria, while some students often threw away a large amount of food. Through comparison, the students would have a deeper understanding of the difference between saving and wasting. 5. ** Summing up the proposal (5 minutes)** - The homeroom teacher summarized the key points of the class meeting and emphasized the importance of saving money again. Students were encouraged to start from themselves in their daily lives, starting from small things, actively practicing the concept of thrift, and at the same time, supervising family members to cherish food, so as to encourage the people around them to cultivate good habits of thrift. 6. ** Watch the video (5 minutes)** - Play videos related to saving food, including scenes of farmers working hard and the current situation of food shortage in some areas, to further deepen students 'understanding of saving food. ** 2. Evaluation ** **(1) Strengths ** 1. ** Clear educational meaning ** - The entire class meeting revolved around the theme of "advocating thrift and opposing waste." Whether it was knowledge explanation, student discussion, or case sharing, it was all aimed at conveying the concept of thrift to the students, which had a strong educational significance. 2. ** Various forms ** - The class meeting took many forms, such as presentation, student discussion, case sharing, and watching videos. The combination of various forms could better attract the attention of students, stimulate their participation, and make students understand the importance of saving in different activities. 3. ** Contact Reality ** - During the student discussion session, the savings methods proposed by the students were very close to daily life, such as ordering food in the restaurant, family meals, daily water and electricity usage, and so on. This would help students integrate the concept of saving into their real lives, not just at the theoretical level. 4. ** Good interaction ** - The student discussion session provided ample opportunities for students to interact, allowing them to express their views and share their experiences. This kind of interaction not only enhanced the students 'sense of participation, but also promoted the exchange of ideas between students. **(2) Inadequacies and suggestions ** 1. ** The depth can be further excavated ** - Some of the deeper content behind the economic principles or environmental impacts behind the concept of conservation could be appropriately mentioned. For example, the impact of food waste on the global food supply and demand balance and the ecological environment. This would allow students to understand the meaning of saving from a more macro and in-depth perspective. 2. ** Lacking evaluation mechanism ** - The class meeting did not explicitly mention how to evaluate or supervise the students 'frugality in their daily lives. At the end of the class meeting, some simple evaluation criteria could be proposed, such as the weekly selection of "frugal little stars" to encourage students to persist in frugal behavior for a long time. <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>
Reflection and Evaluation on the Teaching of Chinese Drawing Chicken in Grade One of Primary School
The following is the reflection and evaluation of the first grade Chinese "Painted Chicken" teaching: ** I. Reflection on Teaching ** 1. ** Strengths ** - ** Multi-media use is reasonable **: Make reasonable use of multi-media resources in the teaching process. For example, use cute color-filling coursewares to display the corresponding images of color words such as "red crown" and "snow white". This can effectively focus the students 'attention, deepen the students' impression, and stimulate their interest in learning. - ** Match student's interest **: Since the chicken is something that the students are familiar with, the students are happy to learn the ancient poems that write about the chicken. The teacher makes use of this student's psychological characteristics to carry out the teaching. - ** Teaching new words has some effect **: Through a variety of ways to guide students to read, such as allowing students to find new words, try to spell, the teacher can't teach, then use the big screen to spot check and read, show the new word card, the whole class read together, name reading, etc., following the principle of words not leaving the word, words not leaving the sentence to read according to the text, and also infiltrated with the knowledge and methods of reading, so that students have a deeper memory of new words. - The teaching of reading aloud was divided into different levels: from the teacher's model reading, the students following, to the students freely pointing to read, to the students pointing to read for other students to comment on, to the group competition reading, to the class reading correctly and fluently, and finally to the students reciting ancient poems in class. Such a variety of forms of reading aloud would help the students master ancient poems. 2. ** Not enough ** - ** Single student evaluation **: In the teaching process, the student evaluation method lacks variety and does not fully play the role of evaluation in promoting teaching. - ** The charm of reading aloud is not enough **: Although the teacher's reading style is good, the students did not read the charm of the ancient poems well. The guidance of reading aloud needs to be strengthened. - ** Less time to practice writing new words **: Giving students too little time to practice writing new words in class is not conducive to students 'mastery of writing new words. - [Unreasonable time consumption of the segment: The last segment of drawing a chicken takes too much time, affecting the development of other teaching segments.] ** 2. Teaching Evaluation ** 1. ** In terms of diagnosis function ** - Through the examination of the teaching process, we can find the advantages and disadvantages of teaching. For example, in the teaching of new words, we found that the penetration of the method of reading was an advantage, but the lack of expansion of new words was a problem. This pointed out the direction for future teaching improvements. 2. ** Incentives ** - The success of teaching, such as the rational use of multi-media, a variety of ways to read and so on, can encourage teachers to continue to develop. As for the shortcomings, such as the single evaluation of students, teachers were encouraged to improve their teaching methods and improve the quality of teaching. 3. ** Control Function ** - According to the problems found, the teacher could adjust the teaching content and the arrangement of the links. For example, in order to solve the problem of insufficient expansion of new words, a new word expansion segment could be added to the follow-up teaching; in order to solve the problem of insufficient design of the segment, the text processing could be integrated, and the overall perception and summary sublimation segment could be added. 4. ** Teaching Function ** - Various aspects of teaching, such as teaching new words, reading aloud, etc., helped to consolidate students 'knowledge. For example, through a variety of reading and practice methods in the teaching of new words, as well as a variety of reading forms in the teaching of reading aloud, they could help students better grasp knowledge. 5. ** In terms of distinguishing and identifying functions ** - By comparing it with other excellent teaching cases or teaching standards, one could distinguish the advantages and disadvantages of the teaching and improve the teaching better. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The fourth grade of primary school, the second volume of Chinese reading articles
The following were some of the reading articles in the second volume of the fourth grade language book: " Three Ancient Poetry "," Country People "," Skylight "," Peach Blossom Water in March "," Amber "," Dinosaur Flying to the Blue Sky "," Nanometer-technology is by Our Side "," Millennium Dream Fulls in the Present "," White Birch "," Green "," Three Short Poems ", etc. Some of these articles were texts from textbooks. Some of the texts might have changes in words due to the revision of the textbooks. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
How to write the Chinese essay for the second volume of primary school students
The following are some ways for primary school students to write Chinese essays: ** I. Questions and Concepts ** 1. Read the requirements of the topic carefully. If it's an essay about the material, you have to analyze the meaning of the material in depth. For example, in an essay on the topic of "bridge", one had to understand that the bridge mentioned in the material was not only a physical bridge, but also an abstract bridge such as the bridge of the heart and the bridge of wisdom. He could write from different angles. It was possible to write about the bridge in his hometown, witness the changes in his hometown, and grow up himself. However, some deep and unique ideas, such as digging out his life experience, such as the love of his parents in the process of growing up, and building a "growth bridge" for himself, were easier to get high marks. 2. Having a clear scope of the topic and determining the core idea that he wanted to express would help him solve the problem quickly and find the direction of the idea. ** 2. Material accumulation ** 1. Pay attention to daily accumulation of good words, good sentences, famous people's famous words, proverb, two-part sayings, etc. These materials could make the essay more interesting. For example, when describing people or things, they could be used appropriately to improve the literary talent of the essay. 2. Accumulate different types of essay materials, whether it's writing about people, memorizing, describing scenes, objects, or imagination, you have to have the corresponding material reserves. ** 3. Construction of content ** ** Writing a personal essay ** 1. Grasping the characteristics of the character, such as the character's hobbies, habits, and so on, was the foundation of describing the character. The more accurate the characteristics were, the deeper the impression it gave the reader. 2. Choose suitable examples to express the characteristics of the characters. It was best to use one or two typical examples that could move people, and avoid using examples that were easy to think of. This way, the composition would be more unique. 3. Using actions, language, expressions, psychological descriptions, etc., the description should be consistent with the age, identity, and occupation of the character to make the character lifelike. 4. He was good at using comparison techniques, such as horizontally comparing his own characteristics with others, or vertically comparing his past and present. ** Note Writing ** 1. He had to be clear about the cause, process, and outcome of the matter and describe it completely. 2. He focused on describing the process of the incident and added more details to make the story more vivid. ** Scenery Writing ** 1. Write the scenery in a certain order, such as spatial order (from top to bottom, from far to near, etc.) or temporal order (from morning to night, the four seasons, etc.). 2. Using various rhetorical devices to describe the characteristics of the scenery, such as metaphor, personification, etc., to make the scenery description more vivid. ** Material composition ** 1. He described the shape, color, and texture of the object in detail. 2. You can introduce the function, use, or stories related to the object to enrich the content of the essay. ** Imagined essay ** 1. He had to be bold and imaginative, but he had to follow a certain logic. 2. One could start from things or phenomena in real life and create by imagination. ** 4. Writing Skills ** 1. Pay attention to the beginning and end of the essay. The beginning should be able to attract the reader's attention, which could be done by getting straight to the point, setting suspense, etc. The ending should summarize the full text or echo the beginning. 2. Reasonably divided into sections, so that the structure of the article is clear and distinct. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Primary School Kitten Observation Record
Primary school Chinese full volume integrated teaching case model essay
The following is an example of an integrated teaching case of primary school Chinese: * * I. Case background ** With the development of educational concepts, it became increasingly important to emphasize the systematic and integrated nature of knowledge in primary school language teaching. Carrying out integrated teaching on the basis of the full volume of teaching materials could help students establish a more comprehensive knowledge system and improve their comprehensive language attainment. This case is suitable for primary school grade [X]. The students of this grade already have a certain basic knowledge of Chinese, but they still need to further improve their mastery and comprehensive application of knowledge. * * 2. Teaching objectives ** 1. Knowledge and Skill Target - Students can master the unfamiliar words in the entire textbook and reach the level of proficiency in reading, writing, and using them. - To improve the students 'reading comprehension ability, able to effectively interpret different types of articles (narrative, narrative, poetry, etc.). - To improve the students 'writing ability. They would be able to use the writing techniques learned in the entire textbook to create according to different topics. 2. process, method, goal - Through theme-based teaching, students were guided to summarize the knowledge in the entire book and cultivate their ability to learn independently and explore cooperatively. - Using the situation teaching method, let the students use the language knowledge in the actual situation, improve the ability to solve practical problems. 3. Emotions, attitudes, values, goals - Cultivate students 'interest in learning Chinese and stimulate their love for Chinese culture. - Through the study of literary works, students were guided to establish a positive attitude towards life and values. * * 3. Teaching content integration strategy ** 1. integrated thematic - The textbooks were categorized according to the subject, such as "the beauty of nature,""friendship and kinship,""traditional culture," etc. For example, they could combine the texts describing the natural scenery together and let the students compare the techniques and words used by different authors to describe the scenery. They could feel the unique charm of different natural scenery. - Carry out a series of teaching activities around the theme, such as theme reading, theme writing, theme discussion, etc. 2. capability integration - For reading ability, the students will focus on explaining and practicing the reading skills in different texts (such as summarizing the main content of the article, understanding the meaning of the key words and sentences in the article, understanding the thoughts and feelings of the author, etc.). Through reading many texts, the students will be able to master these reading skills. - In terms of writing ability, he integrated the writing knowledge points in the entire textbook, such as character description (appearance, language, action, psychology), scenery description, narrative structure, etc., to guide students to carry out comprehensive writing training. Gradually transition from simple paragraph writing to complete chapter creation, allowing students to flexibly apply the writing knowledge they have learned in the writing process. 3. knowledge integration - The new words in the whole textbook were systematically sorted out, and classified according to the structure, pronunciation law, meaning of the Chinese characters. For example, comparing and learning homonyms and similar words would deepen the students 'memory and understanding of new words. - Comprehending the grammar knowledge and explaining it at the right time during the text learning process, so that the students can understand and master the grammar rules in the specific context. * * 4. Teaching process ** 1. Theme-introduction phase (weeks 1 - 2) - The teacher will display pictures, videos, or objects related to the main theme of the entire textbook to guide the students to observe and discuss, leading to the theme of the entire textbook. - For example, when the theme was "traditional culture," the scenes of traditional festivals such as the Spring Festival and the Dragon Boat Festival were displayed to let students share their understanding of these festivals and stimulate their interest in learning. 2. Unit Integration Teaching Stage (3 - 16 weeks) - The entire textbook was divided into several units for teaching according to the theme. - In each unit, the unit as a whole was introduced first, introducing the unit theme, learning objectives, and key knowledge. - For example, in the "Beauty of Nature" unit, the teacher would first guide the students to browse through the text topics, illustrations, and so on in the unit to get a preliminary understanding of the content of the unit. - After that, the students would be taught a single text. In the teaching process, they would pay attention to the connection with the unit theme, guide the students to find out the key content of the theme in the text, and explain the reading skills, writing techniques, and other knowledge. - For example, when learning the text describing the autumn scenery, the teacher would guide the students to find the words and sentences describing the autumn scenery in the text, analyze how the author used these descriptions to reflect the characteristics of autumn, and explain the use of metaphor, personification and other rhetorical techniques in describing the scenery. - At the end of each unit, review and summary activities will be organized, including dictation, review of text content, reading and writing exercises, etc. to help students consolidate what they have learned. 3. Comprehensive Development Stage (weeks 17 - 18) - Carry out comprehensive learning activities, such as themed reading sharing sessions, textbook drama performances, themed essay competitions, etc. - Taking the textbook play as an example, the students could choose the story-based texts in the entire textbook to adapt and perform. This could not only deepen the students 'understanding of the content of the text, but also train their oral expression skills and teamwork skills. 4. Review and Evaluation Stage (weeks 19 - 20) - The knowledge of the entire textbook was systematically reviewed, and the students were helped to sort out the knowledge structure of the entire textbook through knowledge framework maps and mind maps. - The comprehensive evaluation included classroom performance evaluation, homework evaluation, test evaluation, and so on. It was a comprehensive assessment of the students 'learning results. * * 5. Teaching Resources ** 1. [Teaching materials: Primary [X] grade Chinese textbook.] 2. "Multi-media resources: Images, videos, audio, and other materials related to the teaching theme, used for classroom introduction, knowledge explanation, and extended learning. 3. "Extra-cursory reading materials: Choose extra-cursory reading materials related to the theme of the entire textbook, such as classic literary works, popular science articles, etc., for students to expand their reading. * * 6. Reflection on Teaching ** 1. In the process of integrating the whole book, attention should be paid to the difficulty of the teaching content to prevent students from being afraid of difficulties due to too much or too difficult content. 2. Pay attention to the individual differences of students, and provide targeted guidance according to the students 'learning ability and progress in teaching activities to ensure that every student can gain something from the integrated teaching. 3. The integration and utilization of teaching resources should be continuously optimized, so that multi-media resources and extra-cursory reading materials could better serve the achievement of teaching goals. 4. In the evaluation process, we should pay attention to the variety of evaluation methods. In addition to the traditional test results, we should pay more attention to the students 'performance in classroom activities, cooperation ability, and innovative thinking. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Primary school first grade Chinese first volume edition electronic version
One could search for " the electronic version of the first volume of primary school language " through a search engine to obtain relevant resources. Some websites provided the method of clicking and downloading to obtain the electronic version of the textbook. There were also some platforms that provided steps such as following and leaving comments to obtain the electronic version of the content sent by the teacher. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Primary school first grade Chinese vocabulary classification summary table, volume 2
The following is a summary of the words that may be involved in the second volume of the first grade of primary school: ** 1. Words related to seasons ** - Spring, spring rain. - Winter: Winter, winter, winter. ** 2. Words related to natural phenomena ** - Snow: Snowflakes, white snow, snowmen. ** 3. Words that express emotions ** - Happy: " Today, the teacher praised me. I am very happy." - Angry: For example," My sister broke my favorite pencil case. I'm very angry." - Scared: Like "thunder when it rains". - Sad: " I didn't do well in this exam. I'm very sad." ** 4. Words related to the measure word ** - A car, a horse, a book, a pencil, a tree, and an airplane. These words covered different types, which helped the first-year students to learn and accumulate the classification of words. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The third grade of primary school, the first volume of Chinese writing fairy tales
To write a fairy tale for the first volume of the language of the third grade of primary school, you can refer to the following steps: ** 1. Choosing a character and conceiving a story framework ** 1. ** Character Selection ** - You can choose from common animals, plants, or characters, such as kings, woodpeckers, roses, and so on. If the story required it, characters like the moon, the little princess, and the wild chrysanthemum could be added. For example, if you chose the woodpecker as the protagonist, you could imagine the various experiences of the woodpecker in the forest. 2. ** Story framework ** - The time and place of the story could be set according to the words provided in the teaching materials or imagined by oneself. For example, it was set in a forest in winter, and the story revolved around the encounter of woodpeckers in this specific environment. ** 2. Construct a complete story ** 1. ** Clear the six elements ** - Write down the time, place, and characters of the story, as well as the cause, process, and outcome of the incident. For example, the beginning of the story was that winter had arrived, and the small animals did not have much food stored. It happened that the woodpecker opened a supermarket. At first, it only purchased the insects it liked, causing the customers to leave in disappointment because there was no food they wanted. Later, the woodpecker realized that different animals had different food preferences and purchased a variety of food. As a result, the forest supermarket was booming, and the small animals no longer had to worry about food. 2. ** Let the character have human characteristics ** - Giving the characters in the story human characteristics, such as animals, plants, etc., can speak, think, and do things after entering the fairy tale world. For example, when a woodpecker opened a supermarket, it could think about what to buy and talk to customers. ** 3. Refine the revelation of the story ** 1. ** Emotions poured in and revelations conveyed ** - By pouring one's emotions into the story, one could criticize bad phenomena, praise good deeds, or express their thoughts to inspire others. The story of a woodpecker helping other animals could convey the principle of helping others. ** 4. Rich description methods ** 1. ** Description of details ** - In the process of writing, he used language, actions, psychology, and expressions to describe the protagonist. For example, describing the woodpecker's expression when it saw a customer's disappointment, or its mental activity when it thought about a problem. The following are some examples that meet the requirements for writing fairy tales in the first volume of third-year language: 1. ** Woodpecker opens a supermarket ** - In the cold winter, the small animals faced the problem of food shortage. When the woodpecker saw this situation, he decided to open a forest supermarket. At first, it only bought the worms it liked to eat. When the mouse father came to ask if there was any cheese, and the rabbit came to ask if there were any carrots, the woodpecker could only say no, and the customers left in disappointment. After thinking about it, the woodpecker understood that different animals ate different food, so it purchased a variety of food. After that, the business of the forest supermarket became better and better. The small animals no longer had to worry about not having food in winter. This story tells us to consider the needs of others. 2. ** The journey of roses to help others ** - A beautiful rose grew by the river. One day, it rained. Rose saw her little brother frowning and pacing anxiously in the grass because he didn't bring an umbrella. The rose plucked a petal from its body and gave it to the ant brother as an umbrella. Later, the roses saw Brother Yanzi hovering in the air. It turned out that today was the birthday of Yanzi's mother, and Brother Yanzi did not know how to get home. The rose gave the petals to Brother Swallow as a hat to help him go home smoothly. This story embodied the quality of Rose's willingness to help others, telling the readers to learn to help others. 3. ** A contest between a goat and a lion ** - In the forest, everyone had been living a lively life, but after the big lion came, the forest became quiet, and the goats felt very lonely. The goat proposed a race to the big lion. The rule was that whoever ran from the foot of the mountain to the top of the mountain first would win. The road was uncertain. On the day of the race, the goat took advantage of its familiarity with the terrain. Although it disappeared at the beginning, it suddenly rushed to the finish line when the big lion was about to reach the finish line and won. The Great Lion failed because of his pride and finally left dejectedly. The forest returned to its former liveliness. This story tells us not to be proud and complacent, but to be good at using our own advantages. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>