How to design a game for elementary school English
Primary English game design could start from the following aspects: ** 1. Design games based on teaching objectives ** 1. ** Knowledge Consolidating Category ** - For the teaching of letters, games like " The class was divided into several groups. The teacher showed the letter cards one by one. The students raised their hands to answer. The first student to raise his hand read the letter. - In terms of word teaching, such as color word teaching, you can design a game of "I use color to draw circles". The teacher was going to stick the big circle on the A4 paper at different places in the classroom. He showed the crayons and said the color word, such as "red", and painted a small piece of color in a circle. After that, the teacher gave instructions such as "red" and "blue" to let the students go on stage to find the corresponding crayons, walk to the corresponding color circle and continue to paint. It can be further extended to the teaching of "the color I like", where the teacher says "I like red". Draw a heart in the red circle. Then ask the students to answer their favorite color and draw the corresponding heart in the circle. - For the teaching of multi-syllable words, for example, the professional words in the PEP textbook for the senior year could be used as an example. The teacher first organized the students to find multi-syllable words and write them on the blackboard. Then, the students divided the syllables of the words. The group chose the words according to the number of people and assigned the syllables to the group. The group members read out the syllables they were assigned at the same time. The other groups guessed the words according to the content they heard. 2. ** Sentence Pattern Practice ** - For example,"I like..." Such a sentence pattern could be expanded on the basis of the color word teaching game. After the students were familiar with the color words and the operation of painting colors and drawing hearts, the teacher asked,"What color do you like?" Prompt the students to answer "I like..." Students were asked to draw a heart of the corresponding color in the circle. ** 2. Consider the students 'actual situation and design the game ** 1. ** Age and cognitive characteristics ** - Primary school students mainly think in images. They are strong in imitation but weak in will. Their self-awareness, initiative, and persistence are poor. Therefore, the design of the game should be simple and interesting. For example, the "number finger game" in the number English teaching, through simple finger movements and reciting a ballad, like "five little monkeys playing on the swing on the tree." Madam Crocodile swam over. So now I have a method like "one, two, three, four" to let the students study in a relaxed and happy atmosphere. 2. ** Knowledge Level Gap ** - If some of the students had already come into contact with knowledge such as the pronunciation, the difficulty of the game could be increased appropriately. If most of the students did not have the foundation of the pronunciation, they should avoid designing games that relied too much on the pronunciation. For example, in the new word learning activity, if the students 'understanding of the pronunciation knowledge was uneven, they could design an activity such as "circle the unfamiliar words, discuss them in the group, and then solve the remaining problems in the group together" instead of directly letting the students use the reference book to pronounce the pronunciation of the new words for the lesson. ** 3. Make sure the game is easy to operate ** 1. ** Simple and easy to execute ** - Most of the learning activities in the new classes were designed to be listening and speaking activities, such as the "high and low voice game." The teacher said loudly and the students whispered. At the same time, the students could also do actions (such as jumping up when speaking loudly, sitting down or squatting down when speaking softly). This game was simple to operate and did not require complicated props or preparation work. - For games like "flashlight, golden egg, frog jump, and other lesson templates", the teacher only needed to modify the text or pictures inside to add them to his own lesson. It was convenient and fast, and could save the teacher's time. 2. ** Difficulty is moderate ** - The difficulty of the game had to allow every student to participate, and at the same time, it had a certain degree of expansion. For example, the game of "Different Voices and Words Guessing" divided the complicated multi-syllable words into different parts and practiced them. It was in line with the students 'cognitive rules, allowing students with average foundations to participate in the division and reading of syllables. It also allowed students who had the ability to learn to practice their thinking ability in the guessing part. Read more exciting novels for free
Elementary School Chinese homework design is open
The open-mindedness of the primary school Chinese homework design was reflected in the following aspects: * * 1. Open design based on student foundation ** 1. * * Consider the differences between students ** - [Level of Reflection: Pay attention to the speed and foundation of different students.] For slow students, the amount of homework should be simplified. For students with poor foundations, the amount of thinking homework should be reduced and distributed in batches. For students with excellent grades, challenging homework should be distributed and repetitive homework should be reduced. For intermediate students, homework should be distributed according to their personality characteristics to give full play to their strengths. - * * Arouse interest **: Grasp the interests and hobbies of the students. By observing the things that the students like to do, study, imagine, and create, filter out the interesting points that are meaningful to the development of the students and integrate them into the homework to improve the enthusiasm of the students in doing homework. - * * Respect for personality **: recognize the uniqueness of each student and assign homework according to their personality. 2. [New homework types and format: Primary school students are very curious, so we have to create new homework types and format to attract students to do it.] * * 2. Open design based on students 'all-round development ** 1. * * Multi-disciplinary knowledge integration **: Extra-cursory homework can involve multi-disciplinary knowledge. Students can collect popular science knowledge through online downloads, book searches, drawing patterns, and other methods. This would broaden the students 'knowledge horizons, stimulate their inspiration and potential, make it easier for them to learn from books, and also increase their desire to explore further. 2. * * Inspires multi-level thinking **: Using the characteristics of primary school students who are willing to express themselves, guide students to think and understand flexible works at multiple levels. 3. * * Multi-educational function **: When students finish their homework and appreciate their achievements, they will feel a sense of accomplishment. This is not only a reward for learning, but also a foundation for interest in subsequent learning. * * 3. The types and forms of homework are open ** 1. * * Expansion beyond basic homework **: Basic homework is homework to achieve basic teaching goals, while open homework focuses more on expansion. For example, in addition to the traditional learning of words and sentences, students could also learn how to recognize words, distinguish the completeness and type of sentences, and analyze wrong sentences in their daily lives. For middle and senior students, there were also more open requirements for reading and writing, such as reading a lot (including a combination of in-class and extra-cursory reading) and developing writing skills (to let students recognize the connection between writing and speaking, and to encourage students to dare to write and be good at writing). 2. * * Open homework combined with real life **: For example, in the teaching of writing, the teacher can build creative forms such as "composition restaurant" in connection with life like Teacher Zhu Lianqing. Or when assigning "Looking for Spring" and "Beautiful Spring" homework, the teacher can organize the students to go on a spring outing and have a narration competition after returning. When learning ancient poems, interesting homework forms such as "ancient poems with paintings" and "ancient poems singing" could be used. When learning "Boston ivy's feet," students could design a variety of assignments, such as drawing or shooting Boston ivy, making Boston ivy business cards, observing the climbing process of Boston ivy, planting small plants, writing observation diary, etc., to make the assignments closer to life and enrich the student's experience. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Teaching Design and Reflection on Elementary English Words Analysis
The following is an example of a primary school English vocabulary analysis teaching design and reflection: ** I. Teaching Design ** 1. ** Teaching goal ** - Students can accurately distinguish the meaning, usage and collocations of similar English words. - Through vocabulary analysis, the students can improve their ability to use vocabulary accurately in the context. - Cultivate the students 'interest and sensitivity in learning English vocabulary. 2. ** Teaching content ** - Choose words that are easy to confuse, such as "look","see","watch". 3. ** Teaching Method ** - Scenario-based Teaching Method: Create different situations to help students understand the differences in vocabulary. - Comparisons: Comparing and analyzing similar vocabulary. 4. ** Teaching process ** - ** Warming-up ** - Show an interesting animated video that contains different actions (such as watching the scenery, watching TV, watching the blackboard, etc.) to guide the students to pay attention to the actions of the characters. Then, he asked the students what actions they saw in the video, leading to the words to be analyzed today: "look","see","watch". - ** Presentations ** - Using pictures to show different scenes: - Show a picture of a person looking around. Explain the action of "look", often paired with the preposition "at", such as "look at the picture". Ask the students to imitate the action and repeat the sentence. - Show a picture of a beautiful scenery and say,"Can you see the beautiful scenery?" The explanation of "see" emphasized the result of seeing. It was a transitive verb, and there was no need to add a preposition to directly add an object. - Show a picture of a family sitting on the sofa watching TV and say,"They are watching TV." Explain that "watch" focuses on watching dynamic things, such as watching TV, watching games, etc. - Summing up the differences in the meaning and usage of the three words, present them to the students in a simple table form, for example: |vocabulary| the key point of the meaning| usage examples| |----|----|----| |look| Action, the process of watching| look at sth./ sb.| |see| In the end, he saw| see sth./ sb.| |watch| Watch something in motion| watch TV/watch a game| - ** Practice * - To fill in the blanks: - I can't ______ (look/see/watch) the words on the blackboard clearly. (Answer: see, emphasizing that the words on the blackboard could not be seen) - Please ______ (look/see/watch) at the blackboard. (Answer: look, emphasizing the action of looking at the blackboard) - They like to ______ (look/see/watch) football games on weekends. (Answer: watch, watching a football game.) - Group activities: Give each group some cards with different sentences written on them, but the words "look","see" and "watch" are confusing. Let the group work together to fill in the correct words into the sentences, and then send representatives to share the group's answers and ideas. - ** Consolidation ** - Create a realistic situation: Imagine that the students are going to the zoo. Ask them to describe the various scenes they see in the zoo. Try to use the words "look","see" and "watch" that they learned today, such as "I look around and see many animals." I like to watch the monkeys jumping.” - Ask the students to role-play. One of them will act as a tour guide and introduce the animals in the zoo to the others. - ** summary ** - He guided the students to review the differences between "look","see" and "watch" and emphasized the key points again. - ** Homework ** - Ask the students to draw a picture of themselves in a certain scene (such as in a park, at home, etc.) and write a few sentences in English to describe the content of the picture. You are required to accurately use "look","see" and "watch". ** 2. Reflection on Teaching ** 1. ** Success ** - The application of the situation teaching method and contrast teaching method was more effective. Through vivid pictures, videos, and the creation of actual situations, students could understand the differences between vocabulary more intuitively, and they could better apply what they had learned in practice and consolidation. For example, in group activities, students actively participated in discussions and had a deeper understanding of vocabulary analysis. - The design of the interaction in the teaching process was reasonable. From the questions in the introductory segment to group activities and role-playing, the students 'enthusiasm was fully mobilized, allowing every student to have the opportunity to participate in classroom learning, increasing their interest in learning and classroom participation. 2. ** Inadequacies ** - For some students with weaker learning foundations, they might still have difficulty understanding the details of vocabulary analysis. For example, in the fill-in-the-blank exercise, some students still easily confused the usage of "look" and "see". In the future, he could design more basic and targeted exercises for these students. - In the reinforcement section, although there were designed situation activities, some students might be limited by vocabulary and language organization ability when expressing themselves, so they could not give full play to it. In the future, he could strengthen the students 'vocabulary accumulation and language expression skills in their daily teaching. - In terms of homework assignment, the feedback mechanism for students to complete their homework could be further improved. For example, they could arrange time for students to show their works to each other in the next class and make a simple evaluation. This would not only increase the enthusiasm of the students, but also allow the teachers to better understand the students 'mastery of knowledge. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Elementary school English third grade second volume fifth unit assignment design intention
Through this unit, students can quickly classify the known physical words, review the words related to food learned in the last semester, and master the fruit words learned in this unit. He also understood the importance of a balanced diet and cultivated good eating habits that matched meat and vegetables and balanced nutrition. Teachers could also pay attention to the individual differences of students and design assignments according to the students 'mastery, so that students at different levels could improve to different degrees, stimulate the children's individual creative potential and hands-on ability, and further promote their enthusiasm and initiative in learning English. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Elementary School English Training Report
The following is an example of a primary school English training summary report: ** 1. Training Purpose and Backgrounds ** English teaching in primary schools is of great significance in the basic education stage. It not only laid the foundation for students 'English learning, but also had a positive impact on cultivating students' cross-cultural communication awareness and comprehensive quality. The purpose of this practical training was to understand the actual operation process of English teaching in primary schools, the application of teaching methods, and the learning situation of students, so as to improve their own teaching practice ability. ** 2. Training content and process ** 1. teaching preparation - In-depth study of teaching materials: Carefully analyze the content of primary English teaching materials, including vocabulary, grammar, sentence structure, and the teaching objectives and teaching priorities reflected in the teaching materials. For example, the theme unit in the textbook was set up around the daily life of the students. This helped the students connect English knowledge with real life and improve their interest in learning and understanding. - Writing lesson plans: Carefully design lesson plans with the help of the instructor. Taking into account the learning characteristics of primary school students, the lesson plan focused on fun and interaction. For example, in the introduction part, Mini games were designed to attract the students 'attention. In the teaching process, a variety of teaching methods were used, such as the situation teaching method, the task driving method, etc. - Teaching aid preparation: In order to make the class more vivid, we have prepared relevant teaching aids, such as word cards, pictures, and multi-media materials. These teaching aids could directly display the teaching content and help students better understand and remember it. 2. classroom teaching - Teaching implementation: In the classroom teaching, strive to create a relaxed and active learning atmosphere. The teaching was carried out with clear teaching steps. First, the knowledge was explained, and then the students were allowed to consolidate the knowledge through interaction exercises. For example, when teaching new words, they would use lead reading, group reading, individual reading, etc. to ensure that every student had the opportunity to participate. At the same time, use the multi-media to display pictures or videos related to the words to deepen the students 'memory. - Class management: Pay attention to the maintenance of classroom discipline. Through active guidance and encouragement, students will abide by the classroom rules. Pay attention to the students 'learning status in a timely manner. For students who are not focused, they can be pulled back to class by asking questions or reminding them. 3. After-school tutoring and evaluation - Homework grading: Grading students 'homework seriously to understand the students' mastery of knowledge. They would record the problems that appeared in the students 'homework in detail so that they could provide targeted guidance in the subsequent teaching. - Student evaluation: adopt a variety of evaluation methods, not only focusing on the student's academic performance, but also focusing on the evaluation of the student's learning process. For example, they would evaluate students 'performance in class and their contributions in group cooperation in a timely manner to encourage students to actively participate in learning. ** 3. Gains and Experiences from Training ** 1. Teaching Skills Upgrade - Through practical teaching, he had mastered the application of a variety of teaching methods and was able to flexibly choose suitable teaching methods according to the teaching content and the actual situation of the students. For example, when explaining grammar knowledge, the method of example analysis and comparison was used to make it easier for students to understand and master. - There had been a great improvement in the writing of lesson plans and classroom organization. He learned how to arrange teaching sessions reasonably, how to set up teaching difficulties, and how to guide students to actively participate in classroom interactions. 2. Understanding the characteristics of students 'learning - He had a deep understanding of the characteristics of primary school students in English learning. Primary school students had strong curiosity and imitation ability, but their attention was easily distracted. Therefore, a variety of teaching methods were needed to attract their attention and stimulate their interest in learning. - It was recognized that there were differences in each student's learning ability and acceptance level. In teaching, attention should be paid to individual differences, and the method of hierarchical teaching or individual coaching should be adopted to ensure that each student could gain something from learning. 3. Self-growth and professional awareness - In the process of training, he overcame his nervousness and improved his ability to express himself in front of the public. At the same time, he also deeply understood the great responsibility of the profession of a teacher. Not only did he have to impart knowledge, but he also had to pay attention to the physical and mental health and all-round development of his students. ** IV. Problems and Inadequacies ** 1. The lack of innovation in teaching methods Although many teaching methods were used in the practical training, there was still room for improvement in the innovation of teaching methods. Sometimes, they were limited to traditional teaching methods and lacked the exploration and trial of new teaching methods. 2. Not flexible enough to deal with emergencies in class In the classroom, there would occasionally be some unexpected situations, such as students asking unexpected questions or equipment suddenly malfunctioning. They were not flexible enough to deal with these situations and needed to further improve their adaptability. 3. The depth of professional knowledge in English teaching In the process of teaching, he found that his understanding of some English teaching professional knowledge was not deep enough, such as English pronunciation, English grammar and other aspects of knowledge, which may affect the depth and accuracy of teaching. ** 5. Modification measures and future prospects ** 1. Continuous learning and innovation - They would constantly learn new teaching concepts and teaching methods, pay attention to the latest developments in the field of education, actively participate in various educational training and academic discussions, broaden their horizons, and improve the innovation of teaching methods. - He tried to combine modern educational technology with traditional teaching methods, such as using online education platforms to expand teaching resources and developing online and offline mixed teaching. 2. improve resilience - By simulating unexpected situations in the classroom, they could formulate countermeasures and improve their ability to deal with unexpected situations. At the same time, he focused on accumulating experience in daily teaching and constantly summed up methods to deal with different situations. 3. In-depth study of professional knowledge - They should strengthen their study of English teaching professional knowledge, in-depth study of English pronunciation, English grammar and other related fields of knowledge, improve their professional quality, and lay a solid foundation for improving the quality of teaching. In the future, she hoped to become an excellent primary school English teacher, constantly improve her teaching standards, and contribute to the students 'English learning and growth. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Elementary School English Test Questions
The following are the solutions to the common questions in primary school English: ** I. Listening Questions ** 1. ** Pre-listening ** - For the picture listening, you must carefully examine the questions, grasp the key factors such as people, animals, time, and fully understand the meaning of the questions to avoid losing points. 2. ** While-listening ** - He maintained a high level of concentration and used both his ears, brain, and hands. On the first time, if you encounter vague content, mark it first. On the second time, listen attentively and write the answer. 3. ** Post-listening ** - He reviewed the questions again to check if there were any misspellings. ** 2. Single fill-in-the-blanks question ** 1. ** Direct Method ** - For multiple-choice questions that purely tested phrases and collocations, he had to remember the knowledge points and practice them proficiently. 2. ** Elimination Method ** - Carefully read the questions and options, and eliminate the non-compliant options from the aspects of semantics, grammar, and so on, so as to choose the correct answer. This could save time in answering questions. 3. ** Looking for a sense of language ** - After answering the questions, read the sentences together a few times to check if they were smooth. ** 3. Cloze questions ** 1. ** Read through the article ** - First, read through the content of the article to understand the general meaning. If you encounter difficulties, you can ignore them first. The key is to understand the general meaning of the entire article. 2. ** Location Test Point ** - Read the questions, find the corresponding areas in the article, and then browse the full text again with the questions after identifying the test points. At the same time, mark them. 3. ** Comparing and filling in the blanks ** - There were three types of choices in the cloze test: the grammar was correct but the meaning was inconsistent with the original text, the meaning was consistent with the original text but the grammar was wrong, and the grammar and meaning could be explained. You can use techniques such as elimination and association to look at the problem from the perspective of the narrator. 4. ** Read through and review ** - After filling in the answers, you must review them again to check if there are any problems with the article, grammar, and plot. ** IV. Reading Comprehension Questions ** 1. ** Quick Reading and Guess ** - You have to be fast when reading and understanding, and at the same time, you have to learn to guess the meaning of the word. Accumulate vocabulary and phrases in daily study, memorize sentences and articles, and cultivate language sense to improve reading ability. 2. ** Mark key information ** - Due to the large amount of information in reading comprehension, students had to circle the key answer areas and key words in the test questions when reading so that they could find them again. 3. ** Searching for the central idea ** - English articles also have a central idea. When reading, find the central sentence (usually at the beginning or end of the article) to help understand the content of the article. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Elementary school traffic English essay
The following are some examples of English essays on traffic in primary schools: [Essay 1:] Traffic rules are very important for our safety. We should always stop when the traffic light is red. It's dangerous to go at this time. When the light turns green, we can cross the road or start driving. And when it is yellow, we should get ready to stop. Also, pedestrians should use the crosswalk when they cross the road. Drivers should not drive too fast in the city. We all need to follow traffic rules to keep everyone safe on the road. [Essay 2:] In our daily life, traffic safety is a big deal. First, if we are walking, we should look both ways carefully before crossing the street. Second, for those who drive, never drink and drive. And at the intersection, always follow the traffic lights. Red means stop, green means go, and yellow means slow down. Moreover, we should not play on the road. If everyone can remember these traffic rules, there will be fewer traffic accidents. [Essay 3:] Traffic is an important part of our life. People who drive must wear seat belts. It can protect them in case of accidents. When driving, pay attention to the speed limit. For people on foot, they should walk on the sidewalk. If there is no sidewalk, they should walk on the side of the road and be careful of cars. All in all, traffic rules are made for our own good. We should abide by them. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Elementary School English on the China Dream
The following is some elementary school English content related to the China Dream: ** I. Words that might be involved ** 1. "Chinese Dream": China Dream. 2. "innovation": For example, when talking about the China Dream, one could mention that innovation is one of the driving forces to realize the China Dream. 3. [Prosperity] It could be said that The China Dream aims to achieve national prosperity. ** 2. Sentence example ** 1.“My Chinese Dream is to make the earth very clean and everyone happy.”My China dream is to make the earth very clean and everyone happy. 2.“In my Chinese Dream, every school and every classmate are very friendly and peaceful.”(In my China dream, every school and every student is very friendly and peaceful.) ** III. Exemplary Speech ** One could start from one's own dreams and relate it to the influence of the China dream on one's dreams. For example: Hello, everyone. I'm glad to stand here and talk about my Chinese Dream. China is a great country. The Chinese Dream gives us a big hope. My dream is to be a scientist in the future. I want to study hard like other students. I believe that with our efforts, we can make China stronger and better. Because the Chinese Dream is also about the development of our country. It includes making people's lives better, like having better houses, better education and better environment. Just as we see, China is changing every day. We should be part of this great change and contribute to the Chinese Dream. Thank you! <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Elementary School English Word Contest
The following is about the elementary school version of the English vocabulary competition: ** 1. Competition format and question types ** 1. ** Shunde Primary School's "Xiangshao Cup" Word Contest ** - The participants were students from the third to sixth grades. - The scope of the test was the words in the first volume and the first three units of the second volume. - There were five types of questions: choosing the definition by looking at the words, choosing the words by listening to the sounds, choosing the words by looking at the pictures, choosing the words by looking at the pictures, and choosing the letters to complete the words. The system randomly selected words and questions, and the students completed the questions within a limited time. 2. ** Lingling Zhongshan Road Primary School "Xiangshao Cup" clever memorization word competition ** - The competition was divided into three grades, four grades, and five grades. Each grade group had a vocabulary bank. - The questions included choosing the definition by looking at the words, choosing the words by listening to the sounds, choosing the words by looking at the pictures, choosing the pictures by looking at the words, and choosing the letters to complete the words. ** 2. Evaluation of the competition results ** In the competition of Shunde Primary School, the participating students were ranked according to the number of correct answers. The top 10% of the participants had the opportunity to enter the strength rankings. The students who won the first, second, and third prizes were finally determined according to the rankings. At the same time, there was also the selection of outstanding instructors and the evaluation of the school's " outstanding organizational unit." In the competition of Lingling Zhongshan Road Primary School, students who successfully passed the test would receive corresponding awards based on their performance. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Elementary school English grammar is simple
The following are some simple elementary school English grammar content: - The grammar related to modals was relatively simple and easy to understand. Modals such as can, may, and must cannot be used as predicates alone. They need to be used together with the prototype of the verb to form predicates, such as "He can play the piano"(He can play the piano). - In terms of auxiliary verb, do, does, and did are auxiliary verbs. They are used with the prototype of the verb, such as "She doesn't like swimming." - The infinitive of a verb was the original form of the to+ verb, such as "She wants to go shopping." - The common causative verb is let, make, have, etc., followed by the prototype of the verb, such as "I won't let him wait too long"(I won't let him wait too long). - Imperatives began with the prototype of the verb and omitted the subject, like "Listen to me" or "Come in, please." These grammar points were relatively basic and easy to master in primary school English grammar. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Elementary school English textbook reported
There were many cases of primary school English textbooks being reported. For example, the "Smart English" textbook used by a primary school in Shanghai was reported by parents. The parents said that it was a textbook outside of compulsory education and that it increased the learning burden of primary school students. The Shanghai Education Bureau asked the school to no longer use the textbook in regular learning. There was also the compulsory education textbook for the sixth grade," English," published by the Foreign Language Teaching and Research Press, which was suspected to be a " poisonous teaching material ". Because it included examples of China girls marrying " foreigners ", parents felt that it was inappropriate to convey such values to sixth graders. In addition, parents also reported the appearance of illegal entertainer Kris Wu in the primary school English teaching of the People's Education Press, believing that it would have a bad influence on their children. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>