The 22nd Primary School Mathematics Class Observation
The 22nd primary school mathematics classroom teaching observation seminar in six provinces and one city of East China was held on December 7 - 8. Eight excellent lessons were broadcasted live through the online platform, covering three fields: "Number and algebra","Diagram and geometry", and "statistics and probability". Schools and teachers from different regions actively participated in this observation activity, such as all the mathematics teachers of the Eighth Primary School of Wuning, the mathematics teachers of the primary schools in Huoshan County, and the mathematics teaching and research group of the experimental primary school in Yicheng District of Zaozhuang City. The teachers carefully watched the lesson examples and communicated after class to learn the teaching experience and teaching ideas of excellent teachers, such as innovation, autonomy, exploration, etc. The teachers paid attention to migration and analogy, connection of old and new knowledge, cooperation and sharing, thought infiltration, etc. This observation activity had positive significance for teachers in improving classroom teaching, improving their own quality, changing teaching behavior, exploring new teaching modes, etc. Read more exciting novels for free
How to write the observation record of primary school mathematics class
The following is how to write a primary school mathematics class observation record: ** I. Basic Information ** 1. ** Course Information ** - Record the course name, such as the meaning of scores, three-digit multiplication of one-digit numbers, and other specific mathematical knowledge points. - The name of the teacher was indicated. - Write down the time and place of observation (if explicitly mentioned). 2. ** Teaching goal ** - Observe the teacher's goal setting at the beginning of the class or during the teaching process. For example, it was to let students understand a certain mathematical concept (like the meaning of a score is to divide the unit "1" into several parts, representing such a number), or to master a certain calculation method (such as the calculation steps of multiplying a three-digit number by a one-digit number). ** 2. Teaching process ** 1. ** Introduction Stage ** - Explain the introduction method used by the teacher. For example, by asking questions (like asking students what scale to use when they go to the market to buy things to draw out the concept of scales), or by creating a situation (such as combining the situation of daily statistics into the statistics course). - Record the students 'reactions, whether they were positive, engaged, or silent. 2. ** New Knowledge Teaching Section ** - Teaching content presentation - Record the main knowledge points taught by the teacher in order. For example, in the fraction course, how did the teacher explain the meaning of the score from the specific objects and figures, how to guide the students to understand the unit "1", and in the calculation course, how did the teacher explain the calculation algorithm and theory (such as the calculation steps and the principle behind the two-digit multiplication of two-digit numbers). - Record the teaching methods used by the teacher, such as the use of teaching aids (scales are used to explain the concept of equations), multi-media (Coursewares show mathematical formulas or graphs), examples (such as the use of specific numbers to explain the sum of two numbers and related operations and the use of drawings to help understand), etc. - interaction between teachers and students - Record the questions asked by the teacher and the students 'answers. For example, if the teacher asked about the definition of an equation, could the student answer accurately? - Pay attention to the teacher's feedback on the student's answer, whether it is affirmation, guidance, correction, etc. For example, how did the teacher guide the student to perfect the answer when the student's answer was not completely accurate? - classroom activities - If there are group activities (such as the first learning, mutual learning, group learning, and joint learning in some courses), record the form of the activity, the participation of the students, and the results of the activity. - Record the student's operation activities, such as calculating, drawing, folding, etc. in the scoring course, the student's performance in these activities and the degree of understanding of the knowledge. 3. ** Consolidating the practice session ** - Note down the type of exercises assigned by the teacher, whether it is basic calculation exercises, concept analysis, or comprehensive application. - Observe how the students complete the exercises, including their accuracy, the difficulties they encounter, and the guidance of the teacher. 4. ** Class summary segment ** - Record the teacher's summary of the knowledge points in this lesson. Is it directly summarized by the teacher or guiding the students to review and summarize? - Pay attention to whether the teacher highlights the key points, difficulties, and mistakes. ** 3. Teaching Evaluation ** 1. ** Teacher's Teaching Evaluation ** - Teaching goal achieved - To analyze whether the teacher has achieved the intended teaching goal, judging from the students 'mastery of the knowledge points (such as whether they can accurately say the meaning of the score after class, correctly calculate it, etc.). - teaching methods - To evaluate the effectiveness of a teacher's teaching methods. For example, whether the multi-media teaching vividly displayed mathematical knowledge, whether group activities promoted students 'cooperative learning and understanding of knowledge, and so on. - classroom organizing ability - The teacher's control over the rhythm of the class, whether the time was arranged reasonably, whether the transition between the various teaching links was natural and smooth, and whether the unexpected situations in the class could be dealt with in time (such as students answering wrong or raising unexpected questions), etc. 2. ** Student's learning evaluation ** - learning effect - From the students 'classroom performance (answering questions, participating in activities, completing exercises, etc.) to assess the students' mastery of knowledge and ability development (such as mathematical thinking ability, cooperation ability, etc.). - Observe the students 'learning attitude, whether they are proactive or passive. ** 4. Overall feelings and gains ** 1. ** Personal feelings ** - Explain your overall feelings about this observation class, such as whether the class is lively and interesting, whether it is enlightening, and so on. 2. ** Harvest and Enlightenment ** - He summarized what he had learned from this class, such as new teaching methods, teaching concepts, or new understanding of a certain mathematical knowledge point, as well as what enlightenment these gains had for his future teaching or learning (if it was from the perspective of a student). <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Primary School Mathematics Quality Class Observation Record Form
Based on context alone The observation record form of the high-quality primary school mathematics class usually contained the following contents: ** 1. Basic Information ** 1. ** Instructor ** - Record the name of the teacher. 2. ** Class time and location ** - The specific time and place of the course (such as 9:00 - 9:40 a.m. on October 20, 2024) and location (such as XX classroom in XX primary school) should be specified. 3. ** Teaching Grade and Project ** - For example, the third grade, The Perimeters of Rectangle and Square. ** 2. Teaching objectives ** 1. ** Knowledge and Skill Target ** - Observe whether the teacher clearly states the mathematical knowledge (such as concepts, formulas, etc.) and skills (such as calculations, drawings, etc.) that the students should master. For example, students could accurately calculate the perimeter of a rectangular and square and understand the concept of perimeter. 2. ** Course, Method, and Target ** - Pay attention to how teachers guide students to obtain knowledge through independent inquiry, cooperative communication, and other methods. For example, they would work together in small groups to measure the length of a rectangular and square object to explore how to calculate its circumference. 3. ** Emotions, attitudes, values, goals ** - He wanted to see if there were any goals to cultivate students 'interest in mathematics, their sense of cooperation, and their rigorous attitude. For example, it could stimulate students 'interest in geometry and cultivate students' rigor in the process of measurement and calculation. ** 3. Teaching process ** 1. ** Part of the import ** - Record the import method and its effect. For example, teachers could quickly attract students 'attention and stimulate their interest in learning by showing pictures of rectangular and square flower beds on campus. 2. ** New teaching segment ** - Teaching content presentation method: - Teachers taught new knowledge through explanations, demonstration, or guiding students to discover new knowledge on their own. For example, the teacher first asked the students to use a rope to surround a rectangular and a square, and then led the students to find that the circumference was the length of a circle of the figure. - The application of teaching methods: - Observe whether or not they used the methods of elicitation and inquiry. For example, when exploring the formula of the circumference of a rectangular shape, the teacher inspired the students to start from different calculation ideas (length + length + width + width or (length + width) ×2) to cultivate the students 'thinking ability. - Student participation: - Record the students 'performance in the new teaching session, such as their enthusiasm in answering questions, participation in group discussions, etc. 3. ** Practice session ** - Practice design: - It was important to see if the practice was layered, from basic practice (such as directly calculating the circumference of a rectangular shape based on its length and width) to extended practice (such as finding the width of a rectangular shape based on its circumference and length). - Training feedback: - How did the teacher give feedback to the students 'practice, whether it was to correct the mistakes in time or to guide the students to evaluate each other? 4. ** Summing up ** - The summary was: - Did the teacher summarize the key knowledge of this lesson (such as the calculation method of the circumference of a rectangular and square) and the learning method (such as exploring formulas through measurement and calculation)? - Method of conclusion: - Should the teacher summarize it alone or guide the students to summarize it together? ** 4. Teaching Resources ** 1. ** Teaching aid usage ** - Record the teaching aids used by the teacher, such as physical objects (rectangular and square cards), multi-media (Ppowerpoint to show the perimeter animation of the figure), and the auxiliary effect of these teaching aids on teaching. 2. ** Teaching Materials Processing ** - Observe whether the teacher's handling of the content of the textbook is reasonable, such as whether the examples in the textbook are appropriately adapted to the actual situation of the students. ** 5. Teaching Effect ** 1. ** Student performance ** - From the aspects of knowledge mastery, thinking development, emotional attitude, and so on, the overall performance of the students was evaluated. For example, most students could skillfully calculate the circumference of a rectangular and square, and showed a positive attitude in the process of exploration. 2. ** Target Achievement Status ** - To judge whether the teaching objectives have been achieved, such as whether the knowledge and skill objectives have been effectively grasped by the students through the teaching process, whether the process and method objectives have been reflected in the teaching, and whether the emotional attitudes and values have been penetrated. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Design class emblem primary school mathematics
The following are some ideas for integrating primary school mathematics knowledge into the class logo design: * * 1. Use geometric figures ** 1. * * Basic Diagram Combination ** - It can be combined with basic geometric shapes such as squares, rectangular shapes, triangular shapes, and circles. For example, a few identical triangulas could be used to form a large triangle. An equinoceros triangle could represent a stable and positive class spirit. If four right-angled triangle could be put together to form a square, the square represented rules, fairness, and good order in the class. - The circle was a symbol of tolerance and unity. The circle could be used as the outer outline of the class emblem, and other patterns could be used to combine the patterns with the class characteristics. For example, using some small rectangular shapes in the circle to form the shape of a book, it meant that the class valued learning knowledge. 2. * * Symmetries and Translations ** - Using the knowledge of axiality, he could design a class emblem that was symmetrical on the left and right or up and down. For example, with a vertical line as a symmetrical axis, a number or pattern could be designed on the left side, and a symmetrical figure could be designed on the right side. The class emblem looked neat and harmonious. - Parallel knowledge could also be used. For example, first design a small geometric unit, and then translate this unit to get a regular pattern. For example, translate a small square to form a large square or rectangular pattern. This large pattern could be the main part of the class emblem. 3. * * Number of relationships reflected ** - Use numerical relations to determine the size or proportion of a figure. For example, when designing the class emblem, if you want to show the unity and cooperation of the students in the class, you can make the length or diameter of different shapes have a multiple relationship. For example, the diameter of a big circle is three times the diameter of a small circle. It means that although there are differences in size (in terms of ability or personality) between different groups or students in the class, they are all closely related. The three times relationship can also symbolize the positive meaning of unity and strength. - The idea of finding the number of squares by using the standard number method mentioned in the information could also be used to construct the elements of the class emblem. For example, a class badge had several small squares forming a large square structure. The number and arrangement of these small squares could be determined by the number of students in the class or some special numbers in the class. For example, if there were 25 students in a class, they could be designed into a 5 × 5 square structure. The combination of small squares would represent each student, reflecting that the students in the class were working together to build a whole. * * 2. The relationship between color and mathematics ** 1. * * Color ratio ** - According to the principle of the three primary colors, red, yellow, and blue could be mixed into other colors. In the design of the class emblem, the color could be chosen according to the proportion of the color mixture. For example, in a class emblem, the red part accounted for 1/3, the yellow part accounted for 1/3, and the blue part accounted for 1/3. Such a color ratio could represent the equality and harmony between the students in the class. - Or the size of the color region could be determined according to the golden ratio. For example, the main color areas of the class emblem were divided according to the golden ratio of 0.618, making the class emblem more beautiful and harmonious. 2. * * Color code and mathematics ** - If the class has its own numbering system or serial number, it can be converted into a color code. For example, if the class number was 12, 12 could be disassembled into 1 and 2. 1 corresponded to a certain hue value of red, and 2 corresponded to a certain hue value of blue. Then, these two colors would be used in the class emblem to reflect the unique logo of the class. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Primary school mathematics practice class video tutorial
Currently available are "Percentiles and a Better Life" PEP edition sixth grade mathematics-comprehensive practice unit-famous teacher discussion class video (coaching teacher: He Lei),"Comprehensive Practice of Decimals Adding and Subtracting" PEP edition fourth grade mathematics excellent class-new curriculum standard discussion class video (coaching teacher: Zhang Yang),"Mathematics Comprehensive Practice Class: Household Revenue and Loss Investigation" high-quality class record (Beijing Normal University Mathematics Seventh Class, Laoshan No. 4 Middle School in Qingdao: Bai Yonggui). These videos could be used as video tutorial for primary school students 'mathematics practice classes. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Primary school mathematics class video production video
The following are some steps to make a video of a primary school mathematics class: 1. [Choose a topic: Choose a small and novel topic. The content should be targeted at the cognitive ability and interests of primary school students. You can choose topics that are closely related to primary school students 'lives, such as shopping, playing games, etc. You can also choose topics that students generally find "a little difficult" or "a little confusing", such as score addition and deduction, graphic transformation, etc.] 2. ** Construct the framework **: This includes the introduction (the beginning of the course), then adding interesting or story-like introductions to draw out the main knowledge points, and then verifying the knowledge points through case studies and examples. 3. ** Choose software and prepare materials **: - As for the software, he could use Wancai Animation Master or Focusky Animation Master. Wancai Animation Master could create animation microclasses with rich and varied picture elements. He could directly apply templates (simply replace text and pictures), or create new scenes and build content himself. There were many materials in the material resource bar that could be searched for directly. There were also practical character animations, formula symbols in animation components, perfect Timeline function (animation effects could be added), and audio editing function (recording, adding background music and sound effects, AI dubbing, etc.). Focusky Animation Master had a simple operation interface and rich functional options. It could create beautiful coursewares, add animation effects, record explanation videos, and export micro-class works in a variety of format with one click. It also supported interaction design. - Material preparation should conform to the theme of the micro-class. For example, you can search for the corresponding material according to your needs in the Wancai animation master. 4. ** Recording **: During the recording process, pay attention to the clarity of the picture, the clarity of the voice, and the moderate speed of the speech. Although it is a mini-class, it is also necessary to set up an interaction segment, such as adding a quick answer or a small test in the video. 5. ** Post-production **: If you use software such as Wancai Animation Master or Focusky Animation Master, you can add animation effects, edit audio, and other operations to make the micro-class more interesting and attractive. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
How to reduce the burden of primary school mathematics class
Primary school mathematics teaching can reduce the burden on students from the following aspects: 1. ** Pay attention to basic education **: - Grasp the teaching materials, because the teaching materials are the blueprint of the teaching plan and an important basis for classroom teaching. Teachers should improve their teaching methods, stimulate students 'interest and initiative in learning the basic concepts and definition of mathematics in compulsory education, guide students to think and explore, and lay the foundation for cultivating core mathematics accomplishment. - They paid attention to the textbook practice questions. Because they were highly typical, they first let the students do the textbook questions well, and then gradually increase the difficulty. - Cultivate the students 'habit of establishing a book of wrong questions and correcting them in time. Teachers can guide students to sort out the wrong questions, record the error-prone points in detail, explain the typical wrong questions in detail, and organize activities such as sharing the wrong questions to improve the efficiency of students' sorting and review. 2. ** Focus on the structure of unit teaching **: - Teachers should have the teaching consciousness of guiding students to construct a systematic knowledge system, and include the development of students 'core accomplishments into their teaching goals. - Integration and processing of knowledge points for unit teaching, such as through the analogy of similar knowledge points, the connection of related knowledge points, and other methods to integrate learning content. - He paid attention to the application of the method of solving the series of questions, helping the students master the key and difficult questions, achieving the effect of drawing inferences from one instance, avoiding the tactic of "sea of questions", allowing the students to form structured thinking in the process of learning and practicing. 3. ** Clever use of information technology **: - Using Internet technology to solve teaching difficulties, such as capturing videos or clips of relevant knowledge points from Short videos platforms to create situations to attract students 'attention. - Using software to visualize knowledge, such as in the teaching of " Area of Polygon," 3D modeling software could be used to draw a hexagon to show its characteristics and enhance the students 'visualization. 4. ** Putting Knowledge into Life Scenarios **: - Because abstract mathematics was difficult for primary school students to understand, it was necessary to use life-oriented teaching methods. Teachers should grasp the students 'cognitive difficulties, be good at observing life, borrow daily life examples and situations from the mathematical point of view to realize the transfer and application of students' knowledge, stimulate students 'interest in learning, and make mathematical knowledge "alive". 5. ** Practice-based differentiated teaching **: - Discovering the individual differences of students in class teaching, innovative ways to meet the needs of different students, and avoiding the "one-size-fits-all" teaching method could promote the full development of students 'potential. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Primary school mathematics teacher class video, what is the area?
In the primary school mathematics teacher class, the teacher first introduced the concept of area through the situation, let the students touch the cover of the math book, feel the size of the desk, and then let a student touch the blackboard and talk about the feeling, concluding that the size of the surface of the object was their area. Then, he would use different units of area to compare the sizes of squares, rectangular shapes, triangular shapes, circles, and other closed shapes. From there, he would completely understand the meaning of area, and it would be most appropriate to use a small square as the unit of area. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
What are the highlights of the primary school mathematics micro-class design?
Based on context alone There were the following highlights in the design of the primary school mathematics micro-class: ** 1. In terms of content presentation ** 1. ** Precise focus of knowledge points ** - The time of the mini-class was limited, so it could conduct in-depth analysis of a specific elementary school mathematics knowledge point. For example, when teaching the " sum of the internal angles of a triangle ", it would focus on how to let the students understand the core knowledge point of the sum of the internal angles of a triangle being 180 degrees without being disturbed by other irrelevant content. 2. ** Interesting Creation of Scenarios ** - Construct interesting scenarios for abstract mathematical knowledge. For example, when explaining addition and multiplication, you could create a situation where small animals split the fruits. Let the rabbit have five fruits, the monkey take two, and the rabbit has a few fruits left. Such a situation could attract the attention of primary school students and make them more willing to invest in mathematics learning. 3. ** Visualization ** - Visualization of mathematical concepts using animation, graphics, and many other forms. For example, when explaining the surface area of a cylinder, the cylinder could be unfolded into two circular bottom surfaces and a rectangular side through animation, which could directly display the shape and relationship of each part, helping students understand complex geometric concepts. ** 2. Teaching methods ** 1. ** Guiding Teaching ** - Some guiding questions could be set up in the micro-class. For example, when teaching multiplication, first show the formula of adding several addenda, then ask the students if there is a simpler calculation method to guide the students to discover the law of multiplication instead of directly inculcating the concept of multiplication. 2. ** Stratified Teaching ** - Design teaching content of different difficulty levels. For students with strong learning ability, they could set up some extended mathematical challenges at the end of the micro-class. For example, after learning the calculation of rectangular area, some irregular figures were given to students to calculate the area by dividing or stitching them into a rectangular shape. For students with learning difficulties, they could focus on strengthening the explanation and practice of basic knowledge. ** 3. Interactivity ** 1. ** Setting of the interaction elements ** - You can set up some simple interaction sessions in the micro-class, such as multiple-choice questions, fill-in-the-blank questions, and other small tests. After explaining the basic concept of scores, a small test popped up, allowing the students to choose which pictures could be represented by scores. This was to test the students 'learning effect in time. 2. ** Connection with reality ** - It emphasized the interaction between mathematical knowledge and reality. For example, when explaining the percentage, they could connect it to the actual scene of the discount promotion in the mall and let the students calculate the price of the goods after the discount. This would let the students feel the widespread application of mathematics in their lives and increase their enthusiasm for learning mathematics. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Langfang primary school mathematics training class which is better
Langfang had several well-received primary school mathematics training classes. Among them," Master of Mathematics " was the industry leader. Its teaching team was composed of experienced professional mathematics teachers. The teachers had been strictly screened and trained, and the teaching quality was stable and reliable. There was also a series of high-quality teaching materials and practice questions. The Light of English was famous for its unique teaching methods and high-quality teachers. It allowed students to access the latest English teaching resources at home and abroad. At the same time, it also focused on cultivating students 'practical application and communication skills through organizing English corners and academic activities. Although it mainly provided English tutoring, it also performed well in primary school mathematics online tutoring. " Mathematical Thinking " focused on mathematics and physics tutoring. It had strong teachers and advanced teaching concepts. It focused on the cultivation of students 'thinking ability and creativity. It used inspirational teaching and practical activities to help students explore the mysteries of mathematics. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Research on the Method of Introduction in the Mathematics Class of the Higher Grades of Primary School
The research ideas of the introduction method of mathematics class in the upper grades of primary school can be started from the following aspects: ** I. Analysis of Commonly Used import Methods ** 1. ** Situation Introduction Method ** - Think about how to use various means to construct the situation. For example, through the presentation of coursewares, designing games, telling stories, watching videos, showing pictures, etc., students could set up an easily acceptable and pleasant learning background. It was necessary to consider the types of situations suitable for different knowledge points. For example, when learning knowledge related to geometry, one could use the Coursewares to show examples of geometric shapes in life to build a situation; when learning mathematical operations, one could design a situation of a number game to introduce it. - This paper studies the influence of the situation introduction method on students 'learning interest and knowledge understanding. It analyzed whether the students were more active in the classroom under the situation introduction, whether they could better understand abstract mathematical concepts, etc. 2. ** Introduction Method of Old Knowledge ** - Clearly review the old knowledge and the new knowledge. For example, when learning fraction multiplication, he would review the basic concepts of fraction and the knowledge of integral multiplication to determine which old knowledge was the basis for students to understand fraction multiplication. - To explore the specific role of the old knowledge introduction method in reducing the difficulty of learning new knowledge. For example, it could be used to study whether students could better grasp the operational rules or concepts of new knowledge after recalling old knowledge. 3. ** Suspicion Introduction Method ** - According to the teaching objectives, determine the content of the question. For example, when teaching the monotonicity of functions, questions were set around the definition of the monotonicity of functions, the judgment method, and other teaching points and difficulties. - This paper analyzed the effect of the question-setting method on students 'learning autonomy. Observe whether students will actively explore knowledge around questions, and whether they are more active in thinking and participating in discussions in class. 4. ** Visual import method ** - It was more effective to directly present the learning requirements and knowledge points. For example, should he list the formulas and theories that he was going to learn in this lesson on the blackboard, or should he do it through simple oral explanations? - To study the effect of the direct introduction method on attracting students 'attention. It was to explore whether this method of direct introduction could help students quickly focus on new knowledge, and the reactions of different types of students (such as students with different foundations and learning styles) to the intuitive introduction method. ** 2. Research on the improvement strategy of the import method ** 1. ** Enhancing the introduction of consciousness ** - They were studying how to make teachers pay attention to classroom introduction. Through training, teaching discussions, and other methods, teachers can improve their understanding of the importance of classroom introduction, and encourage teachers to carefully prepare for classroom introduction as a regular teaching link. - Analyzing how to ensure that the introduction is closely related to the teaching content and objectives. For example, he could establish a set of standards for evaluating the introduction process to see if it could effectively guide the subsequent teaching content and avoid the situation of the introduction being out of touch with the teaching. 2. ** According to the age characteristics of the students, the introduction phase is designed ** - To gain a deeper understanding of the age characteristics of the senior primary school students. For example, they had a strong sense of autonomy and desire to express themselves, and they hoped to become the masters of learning. - To explore the introduction method that was suitable for these age characteristics. For example, designing some introductory activities that required students to participate and express their opinions to satisfy their desire for performance, such as group discussion of mathematical problems, or letting students talk about their initial understanding of a mathematical concept. 3. ** Pay attention to the emotional experience of the students in the introduction segment ** - They were studying how to ensure that all students participated in the introductory segment. For example, they could design layered lead-in activities so that students of different levels could participate, or they could use group cooperation so that each student could play a role in the group. - It was to discuss how to pay attention to the performance of the less advanced students in the introduction stage. He could consider giving them more guidance and encouragement. For example, during the introduction of questions, he could ask some relatively basic and more guiding questions for the backward students so that they could actively participate in the introduction process to avoid a sense of disparity. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>