Paper cut red boat picture teaching design and reflection brief
The following is a paper-cut red boat picture teaching design and reflection: ** I. Teaching Design ** 1. ** Teaching goal ** - Let the students understand the historical significance of the Red Boat and its spiritual meaning. - To help students master the basic paper-cutting skills and be able to cut out the red boat pattern. - Through the paper-cutting creation, students 'hands-on ability and interest in traditional culture were cultivated. 2. ** Teaching Difficulties ** - ** Main point ** - The design and drawing of the red boat pattern was in preparation for the paper-cutting. - Guide the students to use the paper-cutting technique to accurately cut out the shape of the red boat. - ** Difficulty ** - How to guide the students to reflect the details of the red boat in the paper-cutting process, such as the shape of the bow, the lines of the hull, etc. 3. ** Teaching Method ** - Teaching method: Explain the history of the red boat and the basic skills of paper-cutting. - Demonstrating method: The teacher demonstrated the steps of cutting a red boat. - Practice method: Students personally operate and create paper-cuts. 4. ** Teaching process ** - Introduction (5 minutes) - By telling the historical story of the China Communist Party holding a big meeting on the red boat, the theme of today's paper-cut was introduced-the red boat. Show some beautiful pictures of the red boat to arouse the students 'interest. - Knowledge explanation (10 minutes) - It briefly introduced the history and characteristics of the art of paper-cutting, so that students had a preliminary understanding of paper-cutting. - He explained in detail the structural features of the red boat, such as the bow, the hull, the canopy, and other parts, in preparation for drawing the pattern. - Demonstrate the steps of paper cutting (10 minutes) - First, he drew a simple pattern of the red boat on the paper, emphasizing the symmetrical nature of the pattern (because the red boat pattern was basically symmetrical, it would help with the paper-cutting operation). - Starting from the edges, he used scissors to carefully cut along the lines of the pattern. For some small details (such as the texture on the canopy, etc.), he demonstrated how to deal with them carefully. - In the process of cutting, tell the students how to turn the paper so that they can better operate the scissors. - Student Practice (20 minutes) - The students began to cut paper by themselves. The teachers would patrol and give timely guidance, such as correcting the students 'posture of holding scissors and the direction of paper-cutting. - Exhibition and Evaluation (5 minutes) - Students were invited to show their paper-cutting works and share their feelings and problems during the paper-cutting process. - The teacher evaluated the students 'works, giving affirmation and suggestions from the accuracy of the patterns, the application of paper-cutting techniques, and creativity. ** 2. Reflection on Teaching ** 1. ** Success ** - The introduction segment used historical stories and pictures to effectively attract the students 'attention and stimulate their interest in learning. - In the teaching process, the demonstration method played a very good role. The students could see the steps of paper-cutting intuitively, and most of the students could master the basic paper-cutting skills. - The work presentation and evaluation segment gave students the opportunity to showcase their achievements and enhance their self-confidence. At the same time, they could learn more from the works of others and the evaluation of teachers. 2. ** Inadequacies ** - For some students with poor foundations, the guidance of paper-cutting techniques was not detailed enough, resulting in their works not being completed well. - They could be more precise in controlling the teaching time. For example, during the student practice session, some students did not complete their work because their movements were slow. - In terms of teaching content, it could be further expanded, such as letting students understand the different styles of paper-cutting in the Red Boat paper-cutting. This could deepen the students 'comprehensive understanding of the art of paper-cutting. Read more exciting novels for free
Football visual feast teaching design and reflection brief
The following is an example of teaching design and reflection on the "visual feast of football": ##1. Teaching Design 1. * * Teaching goal ** - Knowledge and Skills objective: Through watching the highlights of football matches, students will understand the basic rules of football matches, the use of tactics (such as offensive and defensive tactics), as well as the role of players. - Emotional attitude goal: to stimulate the students 'love for football, cultivate the students' sense of teamwork and competition. 2. * * Teaching content ** - The highlights of many classic football matches (such as the World Cup, Champions League, etc.) were selected, and the content covered the matches of different styles of teams (such as the technical flow of the Brazilian team and the tactical discipline of the German team). - Prepare a simple explanation for each segment, including the background of the game, the tactical arrangement of the team, and the reasons for the players 'choices in specific situations. 3. * * Teaching process ** - Introduction (5 minutes) - He asked the students a simple question,"What do you think of football?" to arouse their interest. Then he introduced today's theme, which was to learn more about football by watching exciting clips. - Viewing and Explanation (25 minutes) - Play the first highlight clip (about 5 minutes), such as the semi-final clip of the 2014 World Cup where Germany won 7 - 1 against Brazil. Before the broadcast, the students were informed of the key points to watch, such as the German team's offensive rhythm and the cooperation between the players. - After the broadcast ended, there was a brief explanation of the German team's high pressing tactics and how the players used the space on the pitch to create scoring opportunities. - In the same way, play 2 - 3 different highlights. The explanations of each segment are related to each other, and gradually introduce the various elements of the football game in depth. - Interactivity (15 minutes) - Ask some leading questions, such as "In the clip just now, which team's tactics do you think are more effective? Why?" "If you were on the field, what would you do differently?" Students were encouraged to actively participate in discussions and share their views. - During the student discussion, the teacher patrolled each group, listened to the students 'ideas, and gave guidance and inspiration at the right time. - Wrap-up (5 minutes) - He reviewed the highlights of the class and summarized the key elements of the football game, such as the use of tactics, teamwork, and the individual ability of the players. - The appeal of football was once again emphasized, and students were encouraged to watch more football games in their spare time. ##2. Reflection on Teaching 1. * * Strengths ** - The use of visual materials could greatly attract the students 'attention, allowing them to feel the charm of football games more intuitively, thus stimulating their interest in football. - The interaction discussion session helped to cultivate the students 'thinking ability and expression ability, allowing the students to deepen their understanding of football knowledge through communication. 2. * * Not enough ** - Due to the limited time, the explanation of each exciting segment could only be limited to the point. It was impossible to analyze some complicated tactics and technical movements in depth. - During the discussion session, some students might not participate because of their limited understanding of football knowledge. In the next lesson, some more basic football knowledge materials could be prepared in advance for students to prepare. - In terms of the choice of teaching content, it could be more diverse. In addition to large-scale international competitions, some exciting clips of domestic leagues or youth football competitions could also be added to enhance students 'understanding of football matches of different levels. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Basic knowledge of oral communication teaching design and reflection brief
The following is a simple oral communication teaching design example: ** 1. Teaching objectives ** 1. To let the students master the skills and methods of expressing themselves in specific oral communication situations. 2. To improve the students 'listening, expression, and response skills. 3. Cultivate the students 'polite habits and interpersonal skills in communication. ** 2. Teaching content ** According to different grades and students 'abilities, topics such as self-introduction, comforting others, and promoting goods were chosen. Take 'self-introduction' as an example: 1. Setting the situation If a student transferred to a new class, he would need to introduce himself to the whole class. 2. knowledge explanation Explain the basic elements of self-introduction to the students, such as name, age, hobbies, specialties, etc., emphasizing that the expression should be clear, concise, and organized. 3. Demonstrations and Practice The teacher demonstrated first, then let the students practice in groups, communicate with each other, and give feedback. ** 3. Reflection on Teaching ** 1. the key of success - The setting of the situation was close to the students 'lives, which could arouse their interest and increase their participation. - During the group practice session, the students interacted actively with each other, which helped to improve their presentation and listening skills. 2. deficiencies in - Some students may not be confident enough in expressing themselves due to shyness and other reasons. The follow-up teaching needs to be strengthened. - It was not timely enough to correct the details of individual students 'expressions, so they should pay more attention to individual differences. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The Design and Teaching Reflection on the Blackboard Writing of the Dragon Boat Festival Dumpling
** 1. Design example of the writing on the board for the Dragon Boat Festival rice dumpling ** 1. ** In terms of content structure ** - The main characteristics of the Dragon Boat Festival rice dumplings, the elements related to the Dragon Boat Festival rice dumplings, and the emotions could be presented. - For example, with "Dragon Boat Festival rice dumplings" as the central theme,"green Ruo leaves, white glutinous rice" and other descriptions of the appearance of the rice dumplings were listed to reflect the materials used to make the rice dumplings. Then, he listed "all kinds and patterns" to summarize the types of zongzi, such as red date zongzi, red bean zongzi, fresh meat zongzi, etc. mentioned in the text. Finally, he added words like "love, longing" to express his understanding of the emotions behind the Dragon Boat Festival, such as his longing for his grandmother and his love for traditional festivals. 2. ** In terms of layout ** - It could be arranged in layers, with the theme "Dragon Boat Festival Dumplings" at the top or the most eye-catching position in the middle. - The content describing the appearance and type of dumplings were distributed at the bottom or left and right sides, and the words expressing emotions could be placed in the corner or at the bottom. Arrows could be used to indicate the connection with the "Dragon Boat Festival Dumplings." For example, the arrows pointing from "Dragon Boat Festival Dumplings" to "Love, Missing" could directly show the emotions produced by the Dragon Boat Festival Dumplings. 3. ** Use of colors or symbols (if applicable)** - Green could be used to represent Ruo leaves, white to represent glutinous rice, etc. Different colors could be used to mark different contents on the blackboard to enhance the visual effect. Or they could use some simple symbols, such as using stars to mark important content, such as important new words or words that needed to be understood. ** 2. Reflection on teaching (a tentative example, as the reference material does not directly provide the content of teaching reflection)** 1. ** Teaching of literacy and writing ** - The success may lie in the use of a variety of literacy methods, such as adding one, deducting one, comparing one, etc. The students had a better grasp of the 13 new words and 2 radical. However, there might be some students who did not distinguish clearly between some confusing new words, such as "Fen" and "Fen"(although the text did not mention "Fen", it might appear in the expansion). In the teaching of writing, for some characters with more strokes, such as "true", although it was emphasized that the last horizontal line should be long, some students still could not grasp the length ratio of the strokes well when writing. They might need to increase the individual guidance time for these kinds of characters in the subsequent practice. 2. ** Comprehension of the text ** - During the teaching process, students were guided to understand the contents of the text by asking questions and group discussions. Students could better describe the appearance, taste and patterns of zongzi, and could also understand the origin of the custom of eating zongzi during the Dragon Boat Festival. However, the excavation of some deep emotions was not deep enough. For example, the students 'understanding of the love of the grandmother to the younger generation and the feelings of neighbors conveyed through the zongzi might still remain on the surface. In the future, he could create more scenarios or guide students to share similar experiences to deepen their understanding of this emotion. 3. ** Reading aloud teaching ** - In the aspect of guiding the reading of long sentences, through the children's song,"Don't panic when you encounter long sentences." The students could grasp the skills of reading long sentences, and most of the students could read the text correctly and fluently. However, the emotional expression of reading aloud was still relatively lacking, and it sounded a little dull. In the future, through the teacher's model reading and comparison reading, students could better understand the different emotions contained in different sentences, thus improving the quality of reading aloud. 4. ** In terms of classroom interaction ** - In the classroom, they used interaction methods such as reading at the same table, group discussions, and competing to be a small teacher. The students 'participation was high. However, there might be situations where individual students did not participate enough in the group discussion. It was necessary to pay more attention to the individual differences of the students when grouping and encourage each student to actively participate in the classroom interaction. While waiting for the TV series, you can also click on the link below to read the classic original work of "Dafeng Nightwatchman"!
Seventh grade geography chapter three teaching design and reflection brief
The following is a possible teaching design and reflection on the third chapter of the seventh grade geography: ** I. Teaching Design ** 1. ** Teaching goal ** - knowledge objectives - Students will be taught to differentiate between the concepts of weather and climate, master and identify common weather symbols, and understand the impact of human activities on air quality. - ability objective - Through role-playing, cooperative discussion, and other methods, students 'ability to express themselves and analyze problems will be cultivated. For example, in the role-playing chat segment, students could improve their understanding and description of the concept of the weather. - emotion goal - To make students realize that human production and life are closely related to the weather, to increase their interest in extra-cursory activities such as weather observation and forecast, and to enhance their awareness of environmental protection. For example, when discussing the impact of human activities on air quality, they should guide students to pay attention to environmental issues. 2. ** Teaching Method ** - Using a variety of teaching methods, such as playing videos (such as CCTV's weather forecast video for import), to introduce the concept of weather in an intuitive way; using role-playing, cooperative discussion and other active teaching methods to let students actively participate in the classroom, enhance the understanding and application of knowledge. 3. ** Teaching content ** - Starting from the relevant knowledge of weather, the concept of weather should be clarified first. By listing different weather phenomena (such as cloudy and sunny, hot and cold, wind, frost, rain, snow, etc.) to help students understand. Following that, the concept of weather and climate would be differentiated and taught, and examples could be cited (for example,"a mountain has four seasons, and ten miles of different days" reflected that the weather was changeable, while the climate characteristics of a certain place were relatively stable all year round). Then, he taught the students how to recognize the common weather symbols and let them understand the weather forecast. Finally, it discussed the impact of human activities on air quality, which could guide students to analyze it in combination with their daily lives (such as industrial exhaust, vehicle exhaust, etc.). 4. ** Teaching process ** - The video of the weather forecast was played to introduce the topic of the weather, and then the teaching was carried out according to the logical order of the teaching content. After each knowledge point was explained, relevant activities or questions were set up to consolidate it. For example, the students were asked to describe the weather of the day to deepen their understanding of the concept of the weather, and the weather symbols were identified by answering the questions. ** 2. Reflection on Teaching ** 1. ** Success ** - The teaching methods were diverse, and the activity teaching method could arouse the enthusiasm of the students and make the classroom atmosphere lively. For example, role-playing allowed students to have a deeper understanding of weather related topics. - The content of the course was related to the reality of life, such as the impact of human activities on air quality. Students could think about it according to what they had seen and heard, which would help them master the knowledge. 2. ** Inadequacies ** - For some abstract concepts (such as the difference between weather and climate), some students might not understand it deeply enough and need to add more examples or exercises in the subsequent teaching. - In the teaching activities, the participation of some students was not high. It might be that the activity design did not fully consider the differences in the abilities and interests of different students. It was necessary to further improve the activity design and encourage more students to actively participate. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Sixth grade moral and social heritage teaching design and reflection brief
The following is a simple design for a sixth-grade moral and social education about legacies: ** 1. Teaching objectives ** 1. To give students a broader understanding of the status of cultural heritage. 2. To stimulate the students 'love for human civilization and cultivate their sense of responsibility for protecting the world's cultural heritage. 3. To improve the students 'ability to collect and organize information. ** 2. Teaching process ** #(I) Introduction 1. He recalled the knowledge he had learned about the splendid culture of mankind and brought up the topic of protecting the cultural heritage. The topic on the blackboard was "How many historical and cultural celebrities do you know?" 2. A challenge tournament was held, and each group would send representatives to introduce the event to stimulate the students 'interest and participation. #(2) Knowledge Impartation 1. The teacher showed the pictures of cultural heritage (such as the ancient city of Lijiang in Yunnan, China, the Statue of Liberty in the United States, etc.) to guide the students to observe and share their feelings, so that the students could understand the world heritage at home and abroad. 2. Showing the comparison map of the Great Wall and Yuanmingyuan, it made the students think about the consequences of not protecting the cultural heritage well and emphasized the importance of protection. 3. The 17th session of the General Conference of the United Nations Scientific and Cultural Organization was held in Paris in 1972 and the World Heritage Convention was passed. The logo was displayed, and students were organized to discuss its significance. Students were encouraged to design and draw their own symbols to protect the heritage. ** 3. Reflection on Teaching ** 1. ** Strengths ** - Through various forms (challenge arena, picture display, comparison map, etc.) to attract students 'attention, stimulate students' interest, and make them actively participate in the classroom, it achieved the goal of letting students understand the status of cultural heritage. - Guiding students to think about the issue of heritage protection would help to cultivate their sense of responsibility for protecting the world's cultural heritage. 2. ** Not enough ** - In terms of the ability to collect and organize information, the students 'initiative was not enough. They could increase the group's independent exploration and collection of information and share and communicate in the classroom. - As for the historical and cultural implications behind the cultural heritage, more in-depth exploration activities could be added to the teaching in the future, such as letting students choose a heritage to study in depth and write a short essay introduction. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The invention of paper-making, the explanation of the text, the teaching plan and the reflection are brief
" The invention of paper making " - Teaching objective: Let students understand the invention process and significance of paper making. - Introduction: It can show the various uses of paper in life, ask what to do without paper in ancient times, and lead to the text. - [Description: According to the order of the text, describe the inconvenience of writing before the invention of paper-making, Cai Lun's improvement of paper-making, the raw materials and steps of paper-making, etc.] - Interactivity: Ask the students to talk about what would happen if there was no paper. - [Summing up: The importance of paper-making to the spread of culture.] Reflection: - Strengths: Through interaction, the student participation is not bad. It could better guide students to understand the importance of paper making. - " Weak points: For the steps of making paper and other content, more interesting demonstration or activities can be added to make the students have a deeper impression. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The Teaching Design and Reflection of History Teaching Reforms
" History Teaching Reforms, Teaching Design and Reflection ". This was not the content of a novel, so there was no way to integrate and polish it according to the requirements. You can give me some specific information about the teaching design and reflection content of the history teaching reform, such as teaching objectives, teaching methods, reflection results, and so on. Only then can I carry out the operation. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
A brief reflection on the teaching of antihypertensives
The following is a brief reflection on the teaching of antihypertensives: In the process of teaching antihypertensives, there were both successes and areas for improvement. ** 1. Success ** 1. ** Practicality of the content ** - For the secondary school students of pharmacy, the classes focused on the common types of antihypertensives, representative drugs, mechanisms of action, adverse reactions, etc. The content was closely related to the students 'future job requirements, which helped the students master the skills of providing drugs to patients with high blood pressure in a timely manner. 2. ** Case Guidance ** - By integrating social events into teaching cases, such as the choice of medication for young and middle-aged patients with high blood pressure, it could effectively attract the attention of students, make abstract pharmacology knowledge concrete, and help students understand the application of different antihyperbaric drugs in different situations (such as high heart rate, high dilated blood pressure, etc.), thus forming a three-dimensional framework for knowledge imparting and ability formation. 3. ** Foundation ** - Considering that the students had already learned courses such as "Medical Basics", they could better link up the knowledge related to the cardiovascular system in the teaching, so that the students could build a new knowledge system based on the existing knowledge, which was in line with the cognitive laws of the students. ** 2. Area to be improved ** 1. ** Difficulty Breakthrough ** - The role, application, and adverse reactions of first-line antihypertensives were both the focus and difficulty of teaching. Although many teaching methods had been adopted, some students might not have fully grasped them. In the future, more diverse teaching methods needed to be adopted, such as increasing the number of interacting case studies and group discussions, so that students could have a deeper understanding of these complex knowledge contents. 2. ** Practice session ** - In the teaching process, although the emphasis was on imparting theoretical knowledge, the design of practical links was relatively weak. In the future, practical activities such as simulating pharmacy scenarios could be added to allow students to better apply the knowledge of antihypertensives they had learned in practice and improve their ability to solve practical problems. 3. ** Personalized Attention ** - The individual differences of students were not paid enough attention in the learning process. Different students had different speeds of acceptance and understanding of knowledge. More attention should be paid to students with learning difficulties, and customized tutoring and learning resources should be provided to ensure that all students can keep up with the teaching progress and master the key knowledge. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Elementary sugar and sugar water application questions teaching design and reflection brief
The following is the teaching design and reflection of an elementary school sugar and sugar water application question: ##1. Teaching Design 1. ** Teaching goal ** - Students will be able to understand the solution to the questions related to sugar and sugar water concentration, and master the basic method of concentration calculation. - Through solving different types of sugar and sugar water word problems, improve the students 'ability to analyze and solve practical problems. - Cultivate students 'interest in mathematical application problems and enhance their confidence in mathematics learning. 2. ** Teaching Difficulties ** - ** Key points **: Master the solution to sugar and sugar water application questions. For example, calculate according to the concentration formula (concentration = sugar mass/sugar water mass ×100%), and understand the relationship between the various quantities in different situations such as mixing, thinning, or adding sugar. - [Difficulty: Understand how to accurately find invariants in different situations (for example, when adding water or sugar, the quality of water or sugar is constant) to construct equations to solve problems, and flexibly use proportional relationships to solve problems.] 3. ** Teaching Method ** - Using the teaching method, he explained the concept of concentration, calculation formula, and the steps to solve different types of sugar and sugar water application problems. - Using the practice method, through a large number of examples to let the students practice, to consolidate the knowledge. - The group cooperation method allowed the students to discuss more complicated application problems in groups to cultivate their cooperation ability and thinking ability. 4. ** Teaching process ** - ** import ** - Show two cups of sugar water of different concentration (can be pictures or real objects). Let the students feel the difference in concentration intuitively. Lead to the topic of this lesson-sugar and sugar water application questions. - ** Knowledge Explanation ** - Explain the definition and calculation formula of concentration. Use simple examples (such as 10 grams of sugar in 90 grams of water to calculate the concentration of sugar water) to let the students understand. - Explain different types of application questions: - For example, mix sugar water with a concentration of 20% and sugar water with a concentration of 50% into sugar water of a certain quality and concentration. Guide the students to solve the equation according to the constant quality of sugar before and after mixing. - Diluting sugar water: For example, if a cup of sugar water with a higher concentration was diluted to a specific concentration, the student would find the key to the quality of sugar before and after adding water, and then solve the amount of water added according to the formula. - Adding sugar: For example, adding sugar to a cup of sugar water of a certain concentration to make it reach a higher concentration. Guide the students to understand that after adding sugar, the quality of the sugar water and the quality of the sugar will change, but the quality of the water will not change. - ** Practice and consolidate ** - He arranged exercises of different levels of difficulty for the students, from simple formulas to complex comprehensive applications. For example, if there was a cup of 200 grams of sugar water with a concentration of 15%, how many grams of sugar would be needed to make it 20%? Let the students complete the task independently first, then share the answers and explain to each other in groups. - ** Class summary ** - Guide the students to review the types of sugar and sugar water application problems, the solution ideas and key formulas, and let the students share their gains and difficulties in the process of solving the problems. - ** Homework ** - Arrange an appropriate amount of homework, including basic and extended questions, to consolidate the knowledge that the students have learned in class. ##2. Reflection on Teaching 1. ** Success ** - Through the intuitive introduction method, the students had a more intuitive feeling about the concept of concentration and increased their interest in learning. - In the teaching process, they focused on guiding students to analyze the invariants in different types of applied questions and helping students establish the correct solution to the problem. Most students could master the basic solution methods and correctly answer the practice questions. - The group cooperative learning method allowed the students to expand their thinking and cultivate their ability to cooperate during the exchange and discussion. The classroom atmosphere was lively. 2. ** Inadequacies ** - For some students with poor comprehension ability, they might need more time and more detailed guidance to fully grasp the solution when explaining complex application problems. - In the practice session, although the grading of the practice questions took into account the students of different levels, for students with strong learning ability, the challenge of the expansion questions could be further increased. - He needed to be more precise in controlling the classroom time to avoid spending too much time on a certain knowledge point or link, which would cause the later teaching content to be rushed. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Teaching Design and Reflection on Flower Cultivation
The following is a flower cultivation teaching design: * * 1. Teaching objectives ** 1. Knowledge and Skill Target - Students are able to grasp new words, understand their meanings in the text, and use them accurately. - Learn to write an outline of the text and improve your ability to grasp the structure of the article. - Master the knowledge related to flower cultivation. 2. process, method, goal - Through self-reading, group discussion and other methods, the students 'ability to learn independently and cooperate to explore. - Guide the students to improve their reading comprehension ability by understanding the words and sentences. 3. Emotions, attitudes, values, goals - Experience the author's love for growing flowers and cultivate students 'love for life and yearning for beautiful things. * * 2. Important and Difficult Points in Teaching ** 1. teaching focus - Master the pronunciation, form and meaning of new words and phrases, and understand the key sentences in the text. - Able to accurately summarize the meaning of each paragraph and organize the structure of the article. 2. teaching difficulties - To understand the author's feelings in depth, to experience the joy of growing flowers and the philosophy of life behind them. * * 3. Teaching Method ** 1. Self-learning method: Let the students read the text by themselves, complete the learning of new words, write the outline of the text, and other tasks to cultivate their self-learning ability. 2. Discussion method: Group discussion on the content of the paragraph and the author's emotions to promote the exchange of ideas and collisions between students. 3. Guidance method: The teacher will provide timely guidance during the student's learning process to help the student solve their doubts and deepen their understanding of knowledge. * * 4. Teaching process ** 1. Introduction (3 minutes) - Show some pictures or videos of beautiful flowers to arouse students 'interest in flowers, and then lead to the topic of "growing flowers". Ask the students if they have any experience in growing flowers or what they think about it. 2. Read the text by yourself and identify your goal (7 minutes) - Agree on teaching goals with the students, including new words, writing an outline of the text, understanding the author's emotions, understanding words, memorizing and making sentences. - The students began to read the text by themselves to understand the content of the text. 3. Teaching new words (10 minutes) - The students reported the new words they encountered during the self-reading process, and the teacher guided them. For example, putting some unfamiliar words in context and combining them with reality to understand their meaning. For example,"ignore","fend for themselves","concern","doorway","circulation","regulation","beneficial to the body and mind, better than taking medicine","epiphyllum","walking by candlelight", etc., students could better grasp the meaning of these words and achieve a preliminary understanding of the text by connecting them. 4. Writing an outline and summary of the text (15 minutes) - Read the text by yourself, try to write the general idea of each natural paragraph, and think about the basis for writing the meaning of the paragraph. - The teacher guided the students to explore the meaning of the paragraph in different ways. For example, for some easily ambiguous generalizations, such as the general summary of the second natural paragraph,"I love flowers, so I also love to grow flowers." and "I only regard growing flowers as a pleasure in life." When choosing, guide the students to explore the specific sentences in the paragraph to come to a more accurate conclusion. Similar guidance was given to the other passages, encouraging the students to combine the meanings of the passages and organize their language. 5. Understanding the Author's Emotions (10 minutes) - On the basis that the students have a certain understanding of the structure and content of the text, guide the students to explore the author's emotions in depth. Through the analysis of the purpose, process, and fun of growing flowers, the students can understand the author's love for growing flowers. - Students were asked to share their feelings from the text, and the teacher summarized and supplemented them. 6. Class summary (5 minutes) - The teacher summarized the content of this lesson, reviewing the new words, the outline of the text, the author's emotions, and other key contents. - Students were encouraged to continue reading the text after class to further understand the fun and significance of growing flowers. * * 5. Reflection on Teaching ** 1. the key of success - The teaching method of combining independent learning and cooperative discussion could fully mobilize the enthusiasm and initiative of students. During the process of reading the text by themselves, students could find problems and try to solve them. In group discussions, they could share different opinions through communication, thus widening their horizons. - Through the mutual agreement of teaching goals, students could have a clear direction of learning and increase their participation in the teaching process. 2. deficiencies in - There were still some problems with time control. For example, they spent a little more time on the teaching of new words and phrases, which led to the subsequent understanding of the author's emotions being a little rushed, and the students 'emotional experience was not deep enough. - For some students with weaker foundations, they might encounter more difficulties in the process of independent learning. Teachers need to further strengthen their individual guidance. 3. improvement measure - In the future, he would arrange the time for each teaching segment more reasonably, highlight the key points, and leave enough time for students to think and discuss the difficult parts. - Pay more attention to the students with weaker foundations. During the independent learning stage, help activities can be arranged in the group, so that students who have the ability to learn can help the students with weaker foundations. At the same time, teachers should also increase the number of inspections and individual guidance for these students. 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