People's Education Press Primary School Chinese Language Sixth Grade Volume 1 Lesson Plan (Unit 3)

Published date: 2011-10-16 19:50:00 Source: This site Author: Unknown publisher :lgqxxy has been visited 2443 times

9. Poor

Teaching objectives: 1. Learn the new words in this lesson and understand the new words that appear in the text.

2. Read the text emotionally and copy your favorite words and sentences.

Teaching focus: 1. Understand the text content, feel the noble qualities of the fisherman and his wife and the poverty and misery of the poor in the Tsarist Russia era.

2. Based on the text content, develop reasonable imagination and learn how to describe psychological activities. Practice continuing the text.

Class schedule: 3 lessons

Teaching process:

　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　ccogy] 1. Present the topic and exchange the collected materials.

1. Introduction to the author of this article and his main works.

2. Introduction to the background of the times.

2. Choose your own way, read the text for the first time and clear the word barriers.

After students read, they are asked to point out easily mispronounced characters, sentences that are difficult to read, and words that they do not understand in the text.

Taking only the pronunciation of words that are easy to pronounce as an example, students may suggest the following words:

It is self-inflicted, burly and swarthy, but still looks reluctant to listen

Teachers can Practice reading the pronunciation correctly through band reading, turn reading, and individual reading.

3. Check the reading aloud and evaluate it from two aspects: correctness and fluency.

4. Exchange the results of the first reading.

Teachers can guide students to talk about the gains from the first reading in terms of understanding the main content of the article, the writing features of the article, and their initial feelings about the tragic life and excellent character of the fisherman and his wife.

5. Doubt and communicate.

The problems raised by students are first discussed and solved in the group, and then problems that cannot be solved in the group are raised and the whole class communicates. Students may mainly ask the following questions:

1. Why is the topic "Poor" instead of "Sanna and the Fisherman"?

2. Sanna clearly knew that her five children were enough for her husband, so why did she bring over the neighbor’s children?

3. When Sanna opens the tent, what will the fisherman do when he sees the neighbor’s two children?

4. What is Sanna’s psychological activity at the ellipsis in the article?

Among them, the first question is easier for students to understand, so it can be solved in the same class. The last three questions are more in-depth and difficult to answer after first reading the text. You can wait until you have a deeper understanding of the text to solve it later.

6. Learn to write new characters.

Require students to come up with difficult-to-write characters and find ways to memorize them.

Second Lesson

1. Present the topic and review.

1. Recall what the article wrote about.

2. Recall the unresolved problems in the previous class and clarify the learning objectives of this class.

Learning objectives:

1. Choose your favorite paragraphs and methods, and practice reading the text with emotion.

2. Based on the content of the text, imagine Sanna’s psychological activities at the ellipses in the text. (You can choose to complete it according to your own reality)

3. Thinking: Sanna clearly knows that her five children are enough for her husband, so why do she still bring the neighbor’s children?

2. Group self-study, discuss and communicate.

As a group, choose a question that the students in this group like to discuss and exchange.

3. The whole class communicates and the teacher provides camera guidance.

1. Report and guide reading.

Reading reports will be conducted in group reading, whole class reading, individual reading, etc., interspersed with reading reviews and teacher model reading. This enables students to further understand the thoughts and feelings of the characters during reading reviews and teacher readings. Teachers can ask questions like this to guide reading evaluation: "What do you think of his reading? What kind of emotion do you think should be read and why?" In this way, reading to promote understanding not only practices emotional reading of the text, but also allows students to read the text with emotion. Students can appreciate the character's kind qualities while reading, killing two birds with one stone.

2. Report and communicate the second question.

This exercise is designed to train students to develop reasonable imagination based on contextual content and practice describing the psychological activities of characters. This training can be combined with reading training, allowing students to imagine the psychological activities of the characters at this time while reading, and then guide their reading based on their imagined psychological activities.

Among them, the 9th natural paragraph of the text can be studied as a key paragraph. Teachers can guide students to grasp the key words and sentences in this passage for analysis and help them imagine. For example, teachers can guide students to grasp the sentence "He has suffered enough" and imagine what Sanna will think of at this time. After students use their imagination, they will fill in the following sentences describing Sanna's psychological activities: "The husband fishes all day and all night, which is hard work and life-threatening, but even so, the children still don't have enough to wear or have enough to eat.

My husband has already sacrificed a lot for this family, and his five children are enough to burden him. Can my husband afford to take in Simon’s two more children? "Then, the teacher guides the students to read the sentences they filled in again and again, and realize that Sanna's psychology at this time is very embarrassing and contradictory. When the students understand this, let the students read the text emotionally with an embarrassed tone. .

When conducting this training, teachers should not force students, but let students try their best to understand and fill in as much as they can, no matter how well the students complete it. Teachers should give praise and encouragement.

Similarly, the 11th, 18th, and 23rd natural paragraphs of the text can also be used for this exercise. These natural paragraphs can be analyzed, filled in, read aloud, and communicated by the students themselves. Students should give timely evaluation. After learning, the teacher can point out several ways to describe the psychological activities of the characters.

3. Report and communicate the third question.

Students can express their own understanding of the text and their opinions on Sanna and the fisherman as long as they do not deviate from the center.

4. Teacher summary, assign extended exercises

Teachers can use such concluding remarks: "The difficult life of Sanna and the fisherman and the tragic fate of Simon's family were all caused by the dark rule of Tsarist Russia. Tsarist Russia has extended its claws to thousands of such families. Sanna and the fisherman are the epitome of these poor people. So what will their future life be like? So let us start imagining and learn to continue writing the story "The Poor" in the next class. ”

1. Make a request for continuation.

1. First, we must understand the personality characteristics and ideological qualities of the main characters in the entire story.< /p>

2. Master the main line of the story

3. The plot development must be reasonable and the imagination must be reasonable. No matter how it develops in the end, the main line cannot be changed, and the character characteristics cannot be changed. Essential changes.

2. Let students talk about their own ideas for continuation.

3. Practice continuation in class.

4. Read the articles you wrote and comment on them.

5. Copy your favorite words and sentences, and share them with the whole class.

Written on the blackboard. ：　　　　　9 Poor

　 Sanna Fisherman

If you have to do this, you can beat me up, or you can frown and become serious and you can get through it

(Psychological Activities) (actions, expressions, language)

Kindness

Assignment design:

10 Don’t starve the horse

One , Teaching requirements:

1. Guide students to self-study and understand the different meanings of the topic "Don't starve the horse" from the mouths of two people.

2. Master self-study methods. , can read efficiently.

2. Important and difficult points in teaching:

Understand the different meanings of "Don't starve the horse"

3. Teaching time: one class hour

4. Teaching tools: small blackboard

5. Teaching process:

1. Self-study, complete the following requirements:< /p>

1. For the first time, use reference books or contact the context to eliminate word barriers. 2. Read again and think about it.

(1) Find out. Words and phrases related to reminder time, and divide the text into sections based on these.

(When I was in the fifth grade of elementary school; once; from now on; once; this evening; one day after a long time.) (Points Paragraph: 11; 2-3; 4-7; 8-14)

(2) Why is the text titled "Don't starve the horse"? How many times does this sentence appear in the text? ? Under what circumstances did they appear? Do they have the same meaning?

(The text is based on this white lie, which has a profound meaning and connects the whole text to show the characters of the two characters.)

2. Read the text again and understand the characters.

1. What do you think of the characters of the disabled young man and "I" in the text? Find out and read the relevant sentences in the text.

2. Free discussion, no uniformity of answers

3. Summary of the text

4. Assignment design:

1. Read aloud. Text.

2. Complete the following words.

（　）（　）forgetting to return to the body (　) (　) (　) the flow is endless (　) martial arts

(　) (　) good luck comes (　) (　) 　　　　　　　　　　　　　　　　　　　　　　　　ulation ) Concentricity ( ) force

Piece of armor ( ) ( ) Waste ( ) Forget food thousand ( ) One shot to mobilize troops ( ) General

5. Blackboard writing design:

11 The only audience

Teaching purpose:

1. Know that the old professor is a A kind and respectable old man who can give sincere and selfless help to others, I can understand the author's thoughts and feelings of gratitude and admiration for the old professor.

2. Read the text emotionally.

Teaching focus: 1. Use the learning method of writing human articles to study in depth.

2. Understand the language and demeanor description of the old man in the article.

Teaching difficulty: the meaning of the last sentence.

Teaching process:

1. Introduction:

Play the violin music, the teacher guides: Students, violin music is so beautiful, but you need to be able to play it How much hard work and hardships have gone into creating such wonderful music! But a person who others think is a musical idiot can perform on stage. Who is behind this success and created this miracle? (Old Professor)

Blackboard Topic: The Only Audience

Okay, let us experience the growth process of this violinist.

2. Study:

(1) Guide students to recall the learning methods of writing articles:

1. We are already sixth grade students. I believe that the students already know how to learn such an article about people, how to read it, and how to make comments. Please answer the teacher with your actions!

2. Students read silently and draw comments on the words, deeds, and expressions of the characters.

(Main character: language, demeanor, action. Secondary character: psychological description.)

(2) Key communication.

1. Savor the old woman When someone says something to "me", think about the circumstances under which she says it? Realize the meaning of each sentence.

①"Did I disturb you?...for a while" "I guess you must be very good...please continue!" "Can I be your audience?"

(After hearing "my" poor piano skills, the old woman's words were full of respect and understanding. She deliberately pretended to be deaf so that I could practice without any worries, reduce my burden, and gain courage. This This kind of well-intentioned deception is a kind of sincere encouragement. Taking the initiative to be a listener is a silent encouragement for me to practice my piano skills.)

Question: What do I feel after hearing this? Change?

I went from being upset and ashamed to having some confidence.

From being discouraged at the beginning to having confidence now, what a big change this is! This is precisely because the old man's poetic language moved me. Can you read the voices of different characters?

②"It's really good, I already feel it in my heart, thank you young man."

(This is an affirmation and an encouragement for my piano practice, which makes me feel I have a feeling that I have never had before, that feeling is a kind of confidence, a kind of courage, a kind of persistence, a kind of strength)

③"The sound of your piano can bring me joy and happiness."

(Her praise and encouragement are the inexhaustible motivation for me to practice hard. The old professor is good at following the guidance and makes me fall in love with the violin.)

Q: What is my reaction?

I often forget that she is deaf.

(I am so involved in the performance, thanks to the sincere and selfless help of the old professor.)

Transition: The old man’s language is sincere. As a music professor who claims to be deaf, she Another form of encouragement and help is calm, deep and clear eyes. That is, the description of the expression.

2. Find out the description of the old professor’s eyes and focus on communication. (Three times "looking calmly")

1) When I made a sound like the legs of a saw, her calmness gave me the courage and strength to practice boldly without any scruples.

2) When I gained some confidence, I practiced piano every day. Her calmness encouraged me to keep working hard.

3) When I gradually felt that I was playing real music, her Calmness reflects the higher requirements for me, telling me not to be satisfied and to continue to improve.

3. Solve students' problems:

①Why don't you expose this lie?

Contact "I Saw the Sea" because this reflects the unique teaching method of the old professor. She did not give me guidance on piano skills, but only gave me the most precious confidence. In fact, the old professor’s “teaching without teaching” is the highest realm of education!

②Why do I always forget the only audience when I perform in front of thousands of audiences?

Expressed my infinite admiration and admiration for the old professor .It was her persuasion, active encouragement, and sincere and selfless help that enabled me to build up confidence, practice hard, and finally achieve success.

Read the last paragraph with music.

Write on the blackboard: Sincere and selfless admiration and gratitude

3. Expansion:

We have finished studying this text. What kind of old professor and professor have you met? What kind of violinist is he? (A sincere and caring old professor who studies hard and is a confident violinist)

I want to say to the old professor (you are really a brilliant educator), and I also want to say something to the violinist Saying (You are so lucky to have met Bole), I want to say to myself (I have to work hard, believe in myself when doing things, and strive to do my best).

4. Sublimation:

To be honest, as readers, we all feel sincerely lucky for the "I" in the article. He met Bole, an old professor who is elegant in appearance and artistic. Cultivated and scholarly. Her sincere and selfless help gave me infinite confidence and courage, which allowed me to finally fall in love with the violin and stand in the center of the stage that attracted much attention.

The teacher also allows the students in our class to have their own most exciting stage of life!

Blackboard design:

The only audience

The old professor is sincere and selfless

I admire and appreciate

12. Listen with your heart

Learning objectives

1. Read the text correctly, fluently and emotionally.

2. Understand the text, understand the relationship process between "I" and Susan, and feel the true feelings.

3. Be able to use your own reading methods to deeply understand the text content.

4. Feel the beauty of true love and learn to care for others in life.

Teaching Objectives

1. Understanding the content of the text and knowing how to listen with your heart can bring joy and happiness to people. Realize "my" deep memory for Susan.

2. Understand the writing techniques of articles and understand the role of key phrases in expressing expressions.

Teaching preparation: Students use weekends and other breaks to observe the information desks at stations, hospitals, shopping malls, and banks nearby, understand the service hours and service content of the information desks, and experience the service attitude of the information desk staff on the spot. And communicate with the information desk staff about issues of interest to you.

Teaching time: one class hour

Teaching process

1. Reveal and solve problems to stimulate interest

1. Show the topic and students read the topic together: Listen with your heart

2. What do you want to know after reading the question? (Who listens with the heart? I want to know how to listen with the heart?)

2. First reading the text, questioning and solving questions

1. Ask the students to read the text several times freely and quickly.

2. Explain the main content of the text in your own language.

3． Tell me what kind of help Susan gave "me" as a child?

[Comment: Grasp the main idea of ??the full text and understand how "I" and Susan interact, which will help to understand how "I" depended on Susan, and will help to refine the following Susan has the quality to help children patiently and lovingly. ]

3. Read the text carefully and share the deepest feelings

1. What content in the text moved you? Draw the sentences that moved you and share them with everyone. 2. Communicate the most touching part (focus on sentences describing the characters’ words, deeds, and psychology)

① I found someone who listened to me, and I couldn’t help but burst into tears.

(Finding someone who listens to "I" means actually finding hope. I really hope to get help and place my hope on the elf called "Information Desk". When I hear Susan's gentle words "My" lonely soul was soothed at once, and I finally cried loudly. This was not only a painful cry caused by pain, but also a happy cry of finding hope in loneliness.)

②The elf always answered my questions patiently and explained to me over and over again.

(Susan was like a mother who "patiently answered my questions and explained to me over and over again." In the heart-to-heart communication, the two people's hearts came together, A mother-child friendship was formed. This sentence vividly describes Susan's love. Although the language is simple, it is very touching to read.) ③You know, this cute little bird is going to another place. A world to sing about.

(My beloved canary died suddenly. "I" was not only in pain, but also full of fear of death. Susan used a better way of saying it. Yes, the bird went to another world Go sing, what a wonderful thing it is! Listening to these words, the shadow that enveloped the child's heart immediately dissipated, and happiness returned to the child. )

④. But I desperately wanted to get to know Susan, this person I had never met but who was like a second mother to me.

(“Meet” means to meet. Using “like my second mother” to describe Susan shows “my” love for Susan. Susan is not “my” mother. , we have never met, it is the phone line that connects the two people closely: Susan is like a mother, patiently listening to "my" voice, helping me when I am in trouble, and comforting me when I am in pain)

3． Read sentences that move you.

4． Tell us about Susan in your heart in your own words

Susan is an ordinary staff member who is meticulous in her work and does her best to provide good service. Like a mother, Susan not only listens with her heart, but also communicates with her children attentively, soothes their young hearts and serves as the spiritual guardian of their healthy growth. 5． Are you a good listener? In this vast world, what is worth listening to with our hearts?

[Comment: "Listen with your heart" is a high-level summary and affirmation of Susan's work, and it also highlights the center of the article. Grasp the words and phrases that move you most to study the text, feel Susan's beautiful heart, let the children understand that listening with the heart can help others, and teach the children to learn to be a listener in life. ]

4. Summary of the full text

Although Susan is an ordinary staff member at the information desk, she can listen with her heart and bring joy and happiness to others. I hope that children will also learn to listen with their hearts to bring joy and happiness to others. At present, there are a considerable number of audio stations in our country, and these audio stations vary in quality. Some of them have indeed brought convenience to people's lives; there are also many audio stations that aim to make money. I hope everyone can make correct use of modern information channels under the guidance of parents.

Oral Communication·Exercise 3

Learning Objectives

1. Understand and understand debate, have a certain interest in debate, and be able to actively try and participate in debate. 2. When writing about people caring for each other, you must have true feelings and pay attention to the description of the environment and the portrayal of psychological activities.

Preparation before class

Teacher: Prepare live video clips of the college student TV debate competition. Prepare prizes.

Students: Collect examples, famous sayings and aphorisms related to "integrity" or "white lies".

Teaching process

The first lesson of oral communication

1. Establish the two sides of the debate

1. Read the tips in the textbook and establish the individual Debate viewpoints

2. Group according to similarities and differences of viewpoints

Pro: Everyone must be honest and cannot lie. Con: You can tell some white lies in life. 2. Watch the video and understand the characteristics of the debate

1. Introduction: Everyone has their own opinions and their own basis. How to argue? Is it like the usual quarrels? Please watch the video "College Student Television Debate Contest".

2. Summarize the debate methods, debate procedures, and clarify matters needing attention.

3. Recommend candidates and debate with the whole class

1. The whole class will recommend 6 people and hold a debate, and the others and the teacher will serve as judges.

2. Comment on the debate and determine the winner

3. Teachers and students summarize the debate together. Teacher prompts group debate requirements.

4. Group debate, everyone participates

1. Eight people work in groups, working together in threes, and the other two people serve as judges, and the debate starts within the group.

2. The judges of each group will select the winner and give the reasons.

5. Summary of teachers and students, clear understanding

Through this debate, what new understanding do you have about honesty and white lies?

　　Guidance and Commentary on Exercises in the Second and Third Classes

1. Clear Requirements

Please read the content of the "Exercises" part by yourself and think about the purpose of this exercise Requirements

2. Requirements for communication exercises:

(1) Reflect mutual care;

(2) Write clearly what happened;

(3) Pay attention to the description of the environment, the description of the characters' language, actions, and psychological activities;

(4) Express true feelings.

3. Review the texts and experience caring

1. Several texts in this unit are about mutual care between people. Please recall it quietly and carefully. Savor carefully.

2. Students browse the text.

4. Connect with life and expand ideas

Teacher’s introduction: There are many people in life who are willing to give, and there are many touching things that deeply touch our hearts, such as elders with younger generations, between elders and elders, between strangers and strangers, between neighbors and fellow villagers...

According to the requirements of the exercise, recall what you saw and heard Even things they read from books 5. Independently write essays

Students do exercises, and teachers inspect and provide guidance.

Teachers should pay attention to collecting more creative topics or themes.

6. In-group evaluation exercises

1. Group communication and evaluation of articles by each member of the group.

2. Recommend excellent articles in this group, and the group leader will record the reasons for the recommendation.

7. The whole class exchanges masterpieces

1. Students go on stage to read aloud masterpieces. Before reading aloud, the group leader reads recommended words.

2. When listening to masterpieces, students should make shorthand notes of their strengths and weaknesses.

3. Comments from *** teachers and students: It is required to talk about the advantages first, and then add suggestions for modifications.

4. Teachers and students will recommend sample essays and project them.

5. The teacher directly uses the correct modification symbols to make exemplary comments in the text based on the students’ comments. 8. Modify the exercises

1. Students read the "Exercise" requirements of the text again.

2. Students correct their own exercises. Teachers provide appropriate help and guidance, especially for students with difficulty in homework.

3. Exchange the sentences and paragraphs before and after the revision within the group, and talk about the revision experience.

4. Teacher summary.

Award prizes and reward outstanding works

The class organizes a concise and grand award ceremony to stimulate interest in writing and enhance writing confidence. Awards will be given to the students who won the "Most Improved Award", "Best Title Award", "Best Environmental Description Award", "Best Psychological Activity Description Award", "Best Creation Award" and other awards.

Guide students to read recommended masterpieces outside class.

Review·Expansion Three

Learning Objectives

1. Review the content learned in this unit and exchange insights.

2. Accumulate proverbs.

3. Recommended extracurricular readings.

Preparation before class

1. Excerpt at least one excerpt each about the description of the environment and the description of the psychological activities of the characters.

2. Collect famous quotes and aphorisms related to "integrity", which can be used in "debate".

3. Based on the recommended books in the "Extracurricular Bookstore", assign students to learn about relevant books in advance and write an advertisement, a recommendation or an introduction to their favorite books.

Teaching process

Dialogue introduction

1. Reading touching articles one after another, enjoying one beautiful touch after another, infiltrating With our kind hearts, we are really happy! Today, let us happily enter "Review·Expand III" and have a knowledge competition!

How to compete? Please browse the three parts of the textbook: "Communication Platform", "Accumulation over Time" and "Extracurricular Bookstore".

2. Teachers and students discuss the methods and methods of competition.

3. Summarize the discussion results: Those who accumulate a lot of aphorisms are called "collectors", those who recite them with emotion are called "reciters", and those who give sufficient reasons are called "orators".

Competition 1: Share wonderful clips

4. Discuss the sharing procedure: read the wonderful clips → analyze the wonderful clips → explain the reasons for sharing. M sharing wonderful movies -environment description.

(1) Read the excerpts from the text by name → analyze the excerpts → explain the reasons for sharing.

Other students commented and added.

(2) Students volunteer to read excerpts from outside class → analyze the excerpts → explain the reasons for sharing.

Other students will evaluate and add further.

(3) Recommend another student to read the exciting excerpts from his own homework → self-analyze → explain the reasons for sharing.

Teacher’s summary: Students can not only read with heart and soul, fully express their reasons for sharing, but also understand the role of environmental description in the text, which is really amazing! I hope you will continue to work hard, show your talents, and strive to become a true collector, reciter, and speaker in the class. I wish everyone can gain something from this competition!

The tablemates share the wonderful clips of environmental descriptions they have collected. Share the best part two - description of psychological activities.

(1) Share within the group, pay attention to listening and judging.

(2) The group recommends a student to share in class, and the teacher actively participates in each group to search for the "best sharer".

(3) Several students communicate to the whole class, and other students comment and supplement.

(4) Teachers give timely guidance and summary, paying attention to students’ listening habits, evaluation wording, and supplementary methods. The first round of reciters, speakers, and collectors were democratically selected, and congratulations and encouragement were expressed with warm applause.

Competition 2: Read aphorisms

1. Read aloud the famous aphorisms in "Accumulation Over Time".

(1) Students choose a famous aphorism they have accumulated over time and explain it to the whole class in a simple and easy-to-understand way. If all the students raise their hands to show that they understand, they will be the competitors for this round of speakers.

(2) Teachers should inspire and guide appropriately, and conduct interesting exercises on difficult-to-understand famous sentences according to students’ actual conditions: classmates talk to each other.

(3) Recite at least 2 of the 5 sentences, and name the successful reciter as the powerful contestant in this round of recitation competition.

2. Read aloud the famous aphorisms about integrity collected outside class.

(1) The group leader is responsible: Compare who in this group has collected the most famous quotes and aphorisms, and record the name and number of quotes and report them to the study committee. The class leader will announce the collector of this round, and ask the teacher to identify them before announcing.

(2) Tablemates talk to each other about the famous sayings and aphorisms they have collected, and recommend outstanding ones to the group leader.

(3) The group leader is responsible for: running for the best reciter of famous sayings and aphorisms in the group.

(4) The best reciter of each group will be elected as the class reciter. Before reciting, the group leader will explain the reasons for the recommendation. ??

(5) The whole class participates in the selection.

3. Reciters, speakers, and collectors in the second round of democratic elections.

Competition 3: Recommend excellent books

1. Freely read the introduction to the book "Anne of Green Gables" in the "Extracurricular Bookstore".

2. Ask questions through conversations to understand how familiar the students are with the "Root Bird", "Little Doudou by the Window" and "Little Heidi" mentioned in the article through previous preparations.

3. Knowledge Competition──In the extracurricular bookstore, which book do you think is the most recommended? Let's give the speech and make your case. See who is brave; see who is the most humorous; see whose book is the most attractive; see whose book is the most worth reading!

(1) When giving a speech, you must have a title, an opening statement, and a closing statement; you must also pay attention to your voice being loud and emotional; your attitude must be natural and generous.

The teacher imparts the secret: set up suspense; speak in your own words instead of reading.

(2) Self-training.

(3) Self-recommend and recommend books on stage.

(4) Students raise their hands to challenge the challenger.

(5) Evaluate the two players and determine the new champion.

(6) Encourage students to challenge new champions and then analyze and evaluate them.

(7) Based on group communication, recommend new challengers and create new champions.

(8) Recommend a list of candidates for this round of speakers, collectors, and reciters.

(9) Congratulations to the elected candidates.

Competition 4: Jointly create an exquisite tabloid

1. Teacher summary transition: Through intense and happy competitions one after another, the students have gained more, have deeper understandings, and have a deeper understanding of their classmates. understanding more comprehensively, right? I think if we process the information and integrate the scattered content of the competition into beautiful tabloids one by one, not only can our classmates learn knowledge, but also more teachers and classmates can understand us and get to know us. , so that they also gain knowledge. Let's act quickly!

2. Looking for partners, requirements:

(1) At least 2 people, and at most 3 people.

(2) Cooperation between strong and strong or strong and weak, and elimination of weak and weak cooperation.

3. The competition lasts for one week, and the writing is required to be neat, rich in content, and creative.

4. The competition will be judged after one week, and the first prize, second prize, and excellence award will be selected. Several names.

Unit exercises: