his big plan

The following is an example of a reflection lesson plan for a kindergarten's anti-bullying program: ** 1. Teaching objectives ** 1. ** Strengths ** - The goal was clear and targeted, such as not bullying classmates and not being a 'little bully'; knowing how to deal with bullying; learning to care for and be kind to others and get along well with others, which met the cognitive and social development needs of the children in the first class of kindergarten. Children at this age began to form a preliminary social awareness. Through anti-bullying education, they could be guided to establish the correct interpersonal communication model. 2. ** Inadequacies and improvements ** - The goal setting may lack measurability. For example, there was no specific measurement for the goal of "learning to care and treat others well." It could be improved to a measurable goal such as "actively sharing toys or food with other children [X] times/week" to better evaluate the teaching effect. ** 2. Teaching content ** 1. ** Strengths ** - The content was rich and varied. By playing a documentary video of school bullying, children could intuitively understand the negative effects of bullying. This was a very effective teaching method for kindergarten children because their abstract thinking ability was limited, and intuitive video presentation helped them understand complex concepts. - Using case studies, such as the example of Xiao Jie being the "little bully" in the class, it was close to the children's real life. It could arouse their interest and help them better understand the forms of bullying, including collecting protection fees, extortion, and deliberately bullying classmates. 2. ** Inadequacies and improvements ** - The content might be difficult for kindergarten children. School bullying videos may contain some violent and complicated plots, which may cause some psychological pressure for children of this age. You can choose some animated videos that are more suitable for young children to watch to show bullying behavior, such as animations about friendly and unfriendly behavior between small animals. - In terms of methods to deal with bullying, they could add more easy-to-understand children's songs or games that were suitable for children in the first class of kindergarten, so that children could learn ways to deal with bullying in a relaxed and happy atmosphere, not just theoretical explanations. ** 3. Teaching methods ** 1. ** Strengths ** - They would use an interaction method, such as asking,"Have you ever met a 'little bully'? Tell me about their 'evil doings', and' We are determined not to be the 'little bullies' who bully the students around us. How should we get along with our classmates?' These questions could stimulate the children's thinking and participation. This kind of interaction was very important in the teaching of large classes in kindergarten. It could promote children to actively express their thoughts and improve their language skills and thinking skills. 2. ** Inadequacies and improvements ** - Teaching methods could be more diverse. In addition to playing videos, case studies, and questioning interactions, role-playing activities could be added. For example, setting up some bullying scenes and dealing with bullying scenes, letting children play the roles of bullies, victims, and helpers, so that they could more deeply understand the feelings of different roles in bullying incidents and better grasp the methods to deal with bullying. ** 4. Teaching effectiveness ** 1. ** Strengths ** - From the perspective of teaching goals, if the teaching process could be completed well, it would be of positive significance to guide the children in the kindergarten to establish the correct concept of interpersonal communication. By letting children understand the negative effects of bullying and how to deal with bullying, they could prevent bullying in kindergarten to a certain extent or respond correctly when faced with bullying. 2. ** Inadequacies and improvements ** - There was a lack of an evaluation mechanism for teaching effectiveness. They could observe the children's behavior in the kindergarten for a period of time after the end of the teaching (such as a week or a month), including whether there was bullying, whether they could take the initiative to help the bullied children, etc. At the same time, they could also communicate with parents to understand the children's performance at home, such as whether they would share, whether they were friendly to others, etc., so as to more comprehensively evaluate the teaching effect. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The following is a lesson plan for the 10 yuan purchase plan (social aspects): ** 1. Teaching objectives ** 1. Cultivate children's social communication skills and independent ability. 2. Through the practical activities of the 10-yuan purchase plan, the enthusiasm of children to participate in social activities and the initiative to explore and communicate were fully mobilized. 3. Let the children make shopping choices under a limited budget, learn to use money meaningfully, understand the many aspects of making decisions when trying to communicate and choose to buy, and experience the joy of communication, choice, cooperation, and sharing. 4. Guide children to understand consumption behavior in shopping activities, and lay the foundation for establishing a correct view of money and consumption. ** 2. Teaching preparation ** 1. knowledge preparation - Children have a certain understanding of common products. - Children have a basic understanding of basic numbers and simple addition and deduction. 2. material preparations - 10 yuan of simulated currency (can be self-made notes or cards) equivalent to the number of children. - Cards or physical samples of some common products, marked with prices (the total price includes various combinations within 10 yuan). - Record paper and pen. ** 3. Teaching process ** #(1) Introduction (5 minutes) 1. Conversation Introduction - Ask the children if they have had any shopping experience with their families, what they bought, how they paid, and other questions to guide the children to share their shopping memories. - Show some pictures of supermarkets or shops, and briefly introduce shopping places. #(2) 10-yuan purchase plan explanation (10 minutes) 1. Introduction to the $10 purchase plan - Tell the children that each of them has 10 yuan (displaying the simulated currency) today and can buy things in the "Ministores"(simulated goods area). - They emphasized that 10 yuan was the budget for their shopping. The total price of the things they bought could not exceed 10 yuan. 2. Know the goods and prices - Take out the prepared product cards or physical samples and introduce the names and uses of different products to the children. Focus on explaining the meaning of the price tag, such as how much the number on the price tag represents the cost of the product. #(3) Make a purchase plan (10 minutes) 1. personal thinking - Let the child quietly think about the item he wants to buy. He can first calculate in his heart whether the price is more than 10 yuan. 2. panel exchanges - Divide the children into groups of 3 - 5. - Let the children share their purchasing plans in the group. Other children can make suggestions or remind them if the price is too high. - The teacher patrolled the groups, listened to the children's discussions, and gave timely guidance, such as helping the children calculate the total price of the goods, guiding the children to think about how to adjust the purchase plan if they did not have enough money, and so on. #(4) Shopping simulation (15 minutes) 1. Creating a shopping scene - Set up a mock store in the corner of the classroom, place the goods (real or cards), and arrange a teacher or child to play the cashier. 2. Children's Shopping - The children went to the simulated store in turn to shop. They chose the goods according to their own purchase plan and then paid at the cashier. - The cashier should carefully check the price of the goods and calculate whether the total price is within 10 yuan. If it exceeds the total price, remind the child to adjust the goods. - During the shopping process, encourage children to communicate politely with the cashier, such as saying "hello" and "thank you". #(5) Summing up and sharing (5 minutes) 1. Shopping summary - After all the children had finished shopping, a simple summary of the 10-yuan purchase plan was made. For example, the children were asked if they had successfully bought what they wanted and if they had encountered any difficulties (such as insufficient money, unable to find the goods they wanted, etc.). 2. sharing feelings - Invite some children to share their feelings during the shopping process, such as their thoughts when choosing goods, their feelings when paying, etc. 3. consumption education - According to the children's shopping situation, the teacher briefly explained the importance of reasonable budget and rational consumption in shopping, and guided the children to establish the correct concept of consumption. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

"Big or Small" excellent lesson plan 2: In the novel Big or Small, the protagonist Ye Fei was a young doctor. He worked in a hospital and always dreamed of becoming an excellent doctor. Ye Fei encountered a very dangerous patient during an operation. The patient suffered from a rare disease, and the success rate of the operation was very low. Ye Fei decided to take the risk and perform the surgery. After tireless efforts, he finally completed the surgery successfully. In this process, Ye Fei encountered many difficulties and challenges, but he always adhered to his beliefs and constantly trained his ability. In the end, Ye Fei became a very good doctor and gained the respect and trust of many people. In the lesson plan, we will discuss the philosophical question of "big or small" by studying this novel. We will analyze Ye Fei's experiences in the novel and his attitude and actions when facing difficulties and challenges. And we're going to talk about the implications of this question in modern society and how we should face our own value and size.

There were a few novels similar to " Rebirth: Hug the Big Boss Plan " that could be recommended. Among them, the author of " Rebirth Big Boss Rescue Plan " was Zhong Jin, the author of " Rebirth Redemption Paranoid Big Boss " was Qingshui Beauty, and the author of " The Poor Little One I Saved Is a Paranoid Big Boss " was Centurion Qiandeng. These novels might meet your recommendation requirements for the " Rebirth: Hug the Big Boss Project ".

The following is an example of a dance lesson plan for a large class: ##1. Teaching objectives 1. Let the children feel the joy of dancing and experience the joy of dancing. 2. To develop the child's coordination and the ability to cooperate with his peers. 3. It allows children to learn how to dance and perform it completely. ##2. Teaching preparation 1. Choose a suitable dance music, such as "Dancing Dolls and Bears". 2. If the dance required special props, such as the wrist flower in Dance of Flowers (one for each hand, worn on the left or right hand). 3. A device that plays music, such as a tape recorder or a multi-media device. ##3. Teaching process ###(1) Introduction 1. Play music to guide children into the dance atmosphere - The teacher said,"The weather is good today. Let's stretch our bodies." Then, he played music, led the child to nod, and made a happy turn to let the child feel the rhythm of the music. 2. Lead to the dance theme - The teacher said,"The music we just heard is the dance music we're going to learn today. Do you want to learn it?" ###(2) Dance Movement Teaching 1. Enjoy the dance music and familiarize yourself with the lyrics (if there are lyrics) - For example, for "Dancing Dolls and Bears," children were guided to listen to music while familiarizing themselves with the lyrics. This would help children better understand the dance plot. 2. Learn the dance moves according to the phrases - Take Dolls and Bears Dancing as an example - Inspired the child to create movements, the teacher helped the child connect the movements. - The teacher said,"Let's learn how dolls and bears dance." The two of them stood facing each other. The doll and the bear clapped happily after meeting in such good weather. Let's clap our hands too." - "They're dancing in a circle," the teacher said."The two children hold hands and jog around before returning to their positions. Then, they clap their hands." - The teacher demonstrated,"Little Bear nodded, and the doll also nodded. Who can learn how dolls smile?" He guided the child to point his index finger at his little face and smile. At the same time, Little Bear smiled at the doll opposite him and then clapped his hands. - Teacher's complete demonstration - The teacher said,"The teacher has invited a dance partner. Now the teacher will be the doll and my dance partner will be the bear. Please watch how we dance." Then, the teacher and the dance partner would demonstrate the dance moves completely. - Children try to practice - The teacher hummed the music, and the child danced the movements that he had just learned. - For a dance like "Dance of Flowers" - Learn the dance moves of the first and second phrases (each phrase is 4 bars) - The teacher and the child cooperated to demonstrate the movements. The teacher used the formula to help the child learn, such as "dot-dot-jump, jump, and dance together." They imitated the opening and closing of flowers to adjust the formation. - The child faced the dance partner and practiced the heel tapping and side jump movements. At the same time, he learned the arm movements and head posture. How's your arm? What about the head?" Then the teacher sang the score and the children practiced the movements. - Learn the dance movements of the third and fourth phrases - If there was a game segment similar to hide-and-seek, review the game first and look for the formation pattern, such as the pattern of the "S"-shaped flower formation. - Learn to clap your hands with your third new friend and do the action of blooming together. The teacher sings the music score and the child practices the action. ###(3) Complete performance 1. Children practice dance moves completely - The teacher encouraged the children to practice the dance moves from beginning to end. 2. Children's Independent Performance - The child tried to perform the dance to the music twice, and the teacher gave guidance and encouragement. ###(4) Teaching summary 1. The teacher summarized the child's dance learning and affirmed the child's efforts and progress. 2. Children are encouraged to continue practicing dance after class and enjoy the joy of dancing. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The following is an example of a large math lesson plan: ##1. Teaching objectives 1. Guide the child to accurately perform counting activities within a certain range. 2. Through the practice of singing numbers, the children's cognitive ability of the order of numbers can be enhanced. 3. Let the children feel the rhythm of the numbers during the counting process. ##2. Teaching preparation 1. Teaching aids related to the number of songs, such as numbered cards (determined according to the range of the number of songs, for example, numbered cards from 1 to 20), dwarf puppets (can be used for story introduction), stairs made of cardboard (can be marked with numbers to simulate the scene of dwarves climbing the stairs), etc. 2. Prepare suitable music (if there is a plan to play a music game). ##3. Teaching process ###(1) Introduction 1. Story Introduction - The teacher controlled the dwarf to point at the puppet and tell it a story."The dwarf really wants to climb up the high stairs to play and see what's up there. The dwarf was singing rhythmically as he climbed the stairs: 1 2 3 4 5, 6 7 8 9 10. The dwarf climbed up the ten-foot staircase and jumped and waved at the children." 2. Ask questions and guide - He asked the children how the dwarves counted the stairs. Arouse children's interest in singing. ###(2) Singing practice 1. Simple Singing - Ask the child to point at the table or a certain part of the body. The teacher will control the small paper puppet again. The teacher and the student will learn the dwarf to sing rhythmically, such as 1 - 10. Repeat the number several times to ensure that the child can sing in the correct order. - You can gradually increase the difficulty, for example, from 1 to 20. The teacher showed the numbered cards, pointed at them one by one, and led the children to count. He observed the children's singing, whether they could count in the correct order, whether there was a rhythm, whether their hands and mouths could cooperate, and so on. For children who can't count correctly, teachers can guide them individually, or they can operate the teaching materials to play games with the children and lead the children to count. 2. The number of songs in the game - Music game: Divide the children into groups, and the children in each group play different numbers (can be distinguished by headwear, such as 0 - 10 headwear). The teacher sang an adapted song (such as "Di-di-di-di-di-di-di While gently touching the children's heads, the children in the touched group had to loudly sing the number they represented. - Outdoor games: If possible, bring the children to the stairs outside the classroom and sing by the stairs. Let the children experience the fun of singing numbers in real life and deepen their memory of the order of numbers. ###(3) Consolidating and Extending 1. fill in the blanks - Write down a number sequence on the blackboard, such as 1→2→ Kou →4→5→ Kou;11→ Kou →13→14→ Kou →16, etc., and choose a number of blank positions in each sequence. Ask the child to find the corresponding number from 1 - 20 on the numbered card and paste it on the blank position of the sequence. Then, perform the counting check. 2. Combination Singing Number - Prepare some numbered cards, and the teacher will draw two of them (for example, 3 and 5). Ask the child to sing the combination of these two numbers (35) to train the child's ability to sing the number combination. ###(4) 1. Review the content of this lesson with the children, such as the range of singing and the interesting things encountered in the process of singing. 2. Children are encouraged to practice counting in their daily lives, such as walking and going up and down the stairs. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The following is an example of reflection on the teaching plan of a large class in his hometown: * * 1. Achievement of teaching objectives ** 1. * * Knowledge and Skills ** - In many hometown-themed class plans, the goal usually included letting the child understand the geographical location, specialties, scenic spots, and so on. If the child could accurately describe some of the characteristics of his hometown, such as knowing some famous specialties or scenic spots in his hometown, it meant that this part of the goal was achieved. However, if a child had difficulty describing a geographical location, such as simply pointing out the approximate location of his hometown on a map, it might indicate that the use of map tools for teaching was not deep enough or the teaching method was not intuitive enough. 2. * * Emotions, attitudes, values ** - When children showed their love for their hometown during the activities, such as actively sharing their feelings about the things in their hometown and being proud of the specialties of their hometown, it indicated that they had achieved success in stimulating the emotional goal of children's love for their hometown. However, if the children's participation was not high and they lacked interest in topics related to their hometown, it might be that they did not fully capture the curiosity of the children during the introduction process or activities, and did not let them truly feel the unique charm of their hometown. * * II. Usage of teaching methods ** 1. * * Multimedia-assisted teaching method ** - If the teaching plan used the multi-media to show the scenery of his hometown and the production process of specialties, the effectiveness could be judged from the children's reactions. If the child was focused when watching the multi-media materials and could actively discuss the content, it meant that this method could stimulate the child's curiosity and desire to explore. On the other hand, if the child's response to the content of the multi-media display is cold, it may be that the content is not vivid enough, interesting enough, or not closely related to the child's actual life. 2. * * role-playing method ** - For the lesson plan that used role-playing to experience the culture of their hometown, when the child could immerse himself in the role, such as enthusiastically introducing the characteristics of his hometown when he played the role of a small tour guide, it showed that the role-playing method effectively strengthened the child's emotional identity with his hometown. However, if the child did not understand the role or was unable to interact effectively during role-playing, it might be a problem with the role setting or guidance, such as not giving the child enough background knowledge or demonstration. 3. * * Organization interview method ** - If the child learned about his hometown by interviewing parents or community residents, and was able to organize and share the information obtained from the interview, it meant that the organizational interview method had cultivated the child's ability to collect and organize information. However, if the child did not know how to ask questions during the interview or the interview results were not satisfactory, it might be that the teacher did not give enough guidance before the interview, such as how to design the interview questions and how to conduct the interview politely. * * 3. Teaching content ** 1. * * Complete content ** - Some teaching plans in their hometowns might focus on the natural landscape and specialties of their hometowns, ignoring the cultural traditions, customs, and other aspects of their hometowns. This might cause the child to have a less comprehensive understanding of his hometown. For example, if only the delicacies of their hometown were introduced without mentioning the traditional festivals and celebrations of their hometown, the children's understanding of their hometown culture would be more one-sided. 2. * * Difficulty Level of the content ** - If the teaching content was too complicated, such as using too esoteric language or concepts when introducing the historical changes of their hometown, it might be difficult for young children to understand. On the contrary, if the content was too simple, such as simply listing a few scenic spots in his hometown, it might not be able to satisfy the child's thirst for knowledge, nor could it deeply stimulate the child's love for his hometown. * * 4. Homeland Cooperation ** 1. * * Cooperation Effect ** - In many successful teaching plans in his hometown, the homeland cooperation played an important role. For example, parents could take their children to visit the scenic spots in their hometown and collect information about their hometown's specialties. If the children could actively share the content about their hometown that they had prepared with their parents at home, it meant that the cooperation between the home and the parents had achieved good results. However, if the parents 'participation was low, the children did not have enough extra-cursory resources to support classroom learning. This required teachers to further strengthen communication with parents to increase the importance and enthusiasm of parents to participate in teaching activities. 2. * * Resource utilization ** - Homeland cooperation could bring rich educational resources. If teachers could make full use of the resources provided by parents, such as making teaching materials from photos of their hometown taken by parents, or inviting parents to share stories about their hometown in class, it would enrich the teaching content and improve the teaching effect. If these resources were not fully utilized, precious educational resources would be wasted and the quality of teaching would be affected. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The following is a lesson plan for the big white goose: ** 1. Teaching objectives ** 1. Guide the children to appreciate the art works related to the big white goose correctly and cultivate the children's good art appreciation habits. 2. Children were encouraged to be able to tell the appearance, behavior, and posture of the big white goose through observation. 3. Children can learn to use painting and other methods to express the image of the big white goose, improving their painting skills and imagination. ** 2. Teaching preparation ** 1. Pictures and videos related to the big white goose, such as videos of the big white goose's activities in the pond and pictures of the big white goose in different postures. 2. Drawing tools, such as white paper, colored brushes (including white, red, and other brushes suitable for expressing the color of the big white goose), oil painting sticks, etc. ** 3. Teaching process ** #(I) Introduction 1. Guessing Puzzles - The teacher said the riddle: "Wearing a red hat, wearing a white robe, talking with his neck stretched out, walking with airs." Guide the child to guess that the answer was the big white goose. - Ask the child to describe the appearance of the big white goose in his heart and simply imitate the walking posture of the big white goose. #(II) Observation and Cognification 1. Play the big white goose video - The teacher asked,"Children, take a closer look at the big white goose in the video. What's special about them?" Guide the children to observe the color of the white goose's feathers, the shape of its body, and the characteristics of its head (such as the red crown). - The video was played again. The focus was on observing the posture of the big white goose, such as the state of the neck when swimming, the posture when standing, and the movements when interacting with its companions. The teacher asked,"When the big white goose does different things, how does its body and neck move?" 2. display picture - Show pictures of the big white goose from different angles and postures to further deepen the children's understanding of the shape and posture of the big white goose. - The teacher guided the children to summarize the appearance characteristics of the big white goose, such as fat body, white feathers, long neck, red crown, etc., as well as posture characteristics, such as stretching neck, looking down for food, flapping wings, etc. #(3) Painting Creation 1. drawing demonstrations - The teacher demonstrated the steps of drawing a big white goose on the blackboard or drawing paper. For example, first draw a large oval body, then draw a long curved neck, then draw a red crown, a pointed mouth, and finally draw two webs and a short tail. - During the demonstration, he emphasized the order of the drawing and some skills, such as the proportion of the body and neck, how to use simple lines to express the posture of the big white goose, etc. 2. Children's Creation - Children can start to draw their own big white goose. Children can be encouraged to draw different big white goose postures, such as swimming in the water, walking on the shore, and with their friends. - Teachers guided the children in the process of creation, encouraging them to use their imagination and create boldly. At the same time, they provided help in painting skills, such as color matching (white feathers, red crowns, etc.), smoothness of lines, etc. #(4) Sharing and Evaluation of Works 1. works sharing - The children were invited to show their works and briefly introduce what the big white goose was doing. 2. evaluate - The teacher evaluated the children's works from the following aspects: whether the appearance of the big white goose was accurate, whether the posture was vivid, whether the color matching was reasonable, whether the imagination was rich, etc. - They could also guide the children to evaluate each other and talk about what they liked about their partner's works, cultivating their aesthetic ability and language expression ability. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The following is a lesson plan for the art of "Bread Transformation" for the upper class: ##1. Teaching objectives 1. To stimulate the imagination and creativity of children, so that children can change the shape, color and other characteristics of the bread. 2. To train children's hands-on operation ability and improve their artistic performance ability. ##2. Difficulties in Teaching 1. ** Main point ** Guide the children to observe the shape, color, and other characteristics of the bread, and then conceive the direction of creative transformation, and use the appropriate materials and methods to transform. 2. ** Difficulty ** How to inspire children to break through conventional thinking and create unique and imaginative bread transformation works. ##3. Teaching preparation 1. A variety of breads (such as sliced bread, buns, bagels, etc.). 2. Materials used for decoration, such as colored candy, chocolate beans, fruit slices (such as strawberries, bananas, etc.), jam, cream, colored paper strips, etc. 3. plates, knives (safety knives suitable for children), toothpicks, and other tools. ##4. Teaching process ###(1) Introduction 1. Show the bread He displayed all kinds of bread that he had prepared in front of the children to arouse their interest. Ask the children about their understanding of bread, for example,"Children, look at what the teacher has brought." "What kind of bread do you usually eat?" 2. lead up the subject "Today, we're going to transform these breads into something especially interesting." ###(2) Basic Part 1. Observing Bread Guide the child to carefully observe the shape, color, and texture of the bread. For example, he picked up a slice of bread and asked the child,"What does this slice of bread look like? Is it like a cloud or a small bed?" Children were encouraged to imagine from different angles. 2. Inspired by creativity Show some pictures of creative works made of bread (which can be prepared by the teacher in advance), such as a small house made of bread (using bread slices to build walls and roofs, chocolate beans to make windows), bread figurines (bread for the body, candy for the eyes and mouth), etc., to stimulate the children's creative inspiration. 3. Introduction of materials and tools To introduce the decorative materials and tools on the table to the children, such as "Children, we have colorful candy, sweet jam, and small fruit slices. These can be used to decorate our bread." And these small plates, safety knives, and toothpicks can also help us make them." 4. Production process demonstration The teacher chose a piece of bread (such as a small meal bun) for a simple demonstration. For example, he would use a knife to cut the bun from the middle, spread jam in the middle, then put a piece of banana on it. Then, he would use butter to squeeze some patterns on the surface of the bread, and finally, he would use colored candy to decorate it, turning the small bun into a cute little cake. While doing it, he explained the key points of each step to the child. ###(3) Self-composed part 1. Children choose bread Let each child choose a bread that they want to modify. 2. Children create Children were encouraged to use their imagination to transform the bread. The teachers would guide the children in the creative process, remind them to use tools safely, guide them to design according to the characteristics of the bread, and give appropriate tips and help to the children who had difficulties. ###(4) Exhibition and Sharing of Works 1. works show He asked the children to put their modified bread on the display stand. 2. story sharing Children were encouraged to make up a short story about their work and then share their work and story with other children. For example,"I turned the bread into a boat, and the little ant can travel on it." ###(5) Summing Up 1. Teachers would summarize and evaluate the children's works, affirming their creativity and hard work. 2. Children should be encouraged to use their imagination in their daily lives and make creative changes to other items. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The characters included the protagonist, Professor Li, the creator of the self-rescue system. Research maniac. A hidden big shot. Supporting role-9001's secretary, the self-help system's secretary. Transforming into a three-dimensional corgi photon computer, shamelessly acting cute to scam System B. Supporting role-Yan Sheng, Yan Hua's father, supporting role-Yan Yu, Yan Hua's brother, female lead-Yan Hua, the galactic boss who sacrificed himself to save the star sector of the Trav9001 galaxy! Chinese descendant, Interstellar Era's TL 9001 Star Field War God, Empire Marshal... [Big Boss Rescue Plan] Author: Cute Face Robbery. It's a sci-fi space/time travel novel. User recommendation: Oh, it's quite nice. I like the world where the female protagonist is protective and obedient. The third world hasn't ended yet. For the time being, it seems that I like the third world the most ~(̄ ▽ ̄ ~)~. It's nice to recommend. I hope you will like this book.