As an educator who teaches and solves doubts for others, it is usually necessary to use instructional design to assist teaching. Instructional design is a process of systematically designing and achieving learning goals. It follows the optimal learning effect The principle is the key to the quality of courseware development. What formats should you pay attention to when writing instructional design? The following is the excellent teaching design of "Little Monkey Descending the Mountain" that I compiled for you (6 general articles). I hope it will be helpful to you. "Little Monkey Descends the Mountain" Excellent Teaching Design Part 1
Teaching objectives:
1. Know the content of the story and be able to retell the story.
2. Be able to understand verbs such as "break, pick, hug" and feel the accuracy of verb usage.
3. Know what the little monkey taught you when he came down the mountain: You can’t do things half-heartedly, and you should be single-minded.
4. Be able to continue the story "The Little Monkey Goes Down the Mountain for the Second Time"
Teaching focus:
Be able to use the words "walk to...see..." Retell the story in sentences.
Teaching difficulties:
Know that you can’t do things half-heartedly
Teaching preparation:
Courseware, cards (breaking corn, carrying corn, throwing corn )
Class schedule:
1 class period
Teaching process:
1. Exciting questions
1. Show the picture, children, look at it, who is this? Call out its name. (Monkey, little monkey)
2. Have you heard the story about monkeys? Who can guess the name of this story by looking at the picture.
Monkey fishing for the moon, fox and monkey
3. Today, we will not tell these two stories. We will tell a more interesting story than this one. See the teacher’s supplementary topic: Little Monkey Descends the Mountain
4. Read the topic yourself.
2. First understand the text and clarify your thoughts
1. When the little monkey went down the mountain, he passed some places. Can you name the places directly by looking at the pictures? .
2. Pictures
Corn fields, under peach trees, melon fields, and woods
3. Can we not use the phrase "a () corn field"? The method is to say that when the little monkey went down the mountain, it came to (), came to (), came to () and finally returned to the mountain. Just now we knew the route the little monkey took to go down the mountain.
4. Can you know what the little monkey is doing when he goes down the mountain? What should I do? Read the text.
5. Understand the ideas:
Break the corn, carry the corn, throw the corn
Pick peaches, hold peaches, throw peaches
Pick Watermelon, hug watermelon, throw watermelon
Chasing rabbit
6. Understand the characteristics of verbs:
1) Question words that you cannot read.
2) Who can use the movements, please read it
3) Instruct students to act out the "breaking off" movement.
4) Teachers and students work together to perform and read at the same time.
7. Practice: Watch the teacher do the movements, and you will talk about the movements to see who is better.
3. Study the key paragraphs
1. Next, let’s go to corn.
2. What did you see?
The little monkey saw that the corn had big and many knots.
The little monkey was very happy.
The little monkey broke one off.
The little monkey carried it forward.
3. Who has to merge these four sentences into one sentence? Show the merged sentence and let everyone read it quickly.
4. Exercise: Combine four sentences into one sentence.
Ding Ding got up on time.
Ding Ding washes his face and brushes his teeth.
Tintin finished his breakfast.
Tintin goes to school happily.
Anyone can combine these four sentences into one sentence.
Show the sentence: Ding Ding got up on time, washed his face and brushed his teeth, had breakfast, and went to school happily. students read.
5. Teachers and students read together: Just now we saw the little monkey coming down the mountain and walking to (a corn field). When we saw (the corns were so big and numerous, we felt very happy,) we (broke them off) picked up one), (carried it forward).
6. Introduction: The little monkey carried the corn and walked to a peach tree. (Show the second natural paragraph) Read it for yourself, what did you see?
(Lead the students to say that the peach tree is big and red, and they are very happy this time because they have found their favorite, read out Throwing corn without hesitation)
7. Can you use the phrase "The little monkey carries corn, walks to ( ), sees ( ), and goes to ( )."
”
8. (Show the third picture) Who can make up a story? (Show: The little monkey holds the peach, walks to ( ), sees ( ), then ( ).)
< p> 9. (Show the fourth natural paragraph), see if you filled it out correctly?10. (Show the fifth natural paragraph), the little monkey went back holding a big watermelon. Let's go, can the big watermelon return to the mountain? What old habit did it commit again? (Old habit of half-heartedness) The result? (Show the sentences and let the students read: The rabbit ran into the forest and disappeared, and the little monkey went home empty-handed. )
4. Improving the theme
1. What did the little monkey originally want to do when it went down the mountain? (Looking for food) What happened? (Empty-handed) Was there no food? (No) Why did he come back empty-handed? (The little monkey was not attentive, he was half-hearted, and he always thought about what he thought.)
2. After this time, the little monkey must have learned a lesson. A few days later, it was preparing to go down the mountain again. Before going down the mountain, I thought we had to say a few words to the little monkey, otherwise, it would come back empty-handed. What should you say to him? (Students speak freely) "The Little Monkey Comes Down the Mountain" Excellent Teaching Design Part 2
1. Introduction
Students, do you like little monkeys? Then do you know where the little monkeys live?
Here comes the teacher Let me tell you that the little monkey's real home is in the mountain. One day, the child wanted to go down the mountain to play. What happened after it went down the mountain? Do you want to hear it? After this lesson, we will learn Lesson 13 "The Little Monkey Comes Down the Mountain." 》.
2. New Lesson
1. Ask the students to turn the book to page 53. The teacher reads the text and the students think: What is the main thing about this text? ?
2. Students read the text freely, draw new words, and mark natural paragraphs.
3. Read the new words by name.
4. Read the text by name in sections and correct the pronunciation of new words
3. Learn in sections
1. Learn the first natural paragraph
①. Where did the monkey come down the mountain? What did it see? How did it feel? How did it do it?
② Use actions to demonstrate the actions of "breaking, carrying, throwing, holding, and picking".
③ Why do we break the corn? Why do we have to carry it?
④ Which words in this paragraph should be stressed? Draw the words that should be stressed and try to read them yourself. Perform it with actions.
2. Think about what questions the teacher just asked?
Students learn the natural paragraphs 2, 3, and 4 of the text by themselves.
Show the study guide and name the guide:
1. Read: Where did the little monkey come? What did he see? How did he feel?
2. Discuss it. : How did the little monkey do it? Which words do you think should be stressed? Draw the stressed words.
3. Act it out: Please act out this passage while reading it emotionally
Text.
①. Study whichever paragraph you like. You can study by yourself or study in a group.
②. Students report learning results.
3. Let’s study the fifth natural paragraph of the text together. Read the fifth natural paragraph and think about it. The little monkey went down the mountain and saw so many good things. What was the final result? Why did it return empty-handed? Home?
4. Fill in the blanks practice. (Show projection) After filling in the blanks, choose a word in the brackets and say a sentence.
5. Instruct 1 or 2 students to watch the projection and retell the text content.
6. Contact the students’ actual situation and tell them whether they behave like little monkeys when they usually do things?
Students check whether the way they usually do things is correct.
7. Perform the text content.
8. Imagination expansion: Discuss what the little monkey will think and say after returning home empty-handed? What will the monkey mother say to him?
9. Continuation of the text, ed. A story about "The Little Monkey Goes Down the Mountain for the Second Time". Comment on the next class and talk about it to see who made the best one.
4. Writing on the blackboard
13. The little monkey goes down the mountain
The cornfield is big and plentiful.
The peach tree is big and plentiful.
Picking red with empty hands
The watermelon field is big and round, picking it and taking it home
Walking back, jumping, throwing and chasing "Little Monkey Down the Mountain" Excellent Teaching Design Chapter 3
p>1. Teaching objectives:
1. With the help of reading aloud, understand 12 new words such as "Monkey, knot", etc., and use model reading and comparison of example sentences to accurately read the polyphonic words "Jie, only," The pronunciation of "empty". Use model writing and copying to write 7 new characters such as "kuai" and "chang".
2. Read the text aloud, compare pictures and texts, understand the same and different parts in the first four natural paragraphs, use tables to extract and integrate the main information that caused the little monkey to "go home empty-handed", and conduct a simple Infer, and through this process understand the meaning of verbs such as "break, carry".
3. Following the format of the text, talk about what will happen if the little monkey goes down the mountain for the second time, and use the verbs you have learned appropriately.
2. Teaching focus:
Read the text aloud and learn to read and write in context.
3. Teaching difficulties:
From the repeated structure, we can infer the reason why the little monkey went home empty-handed.
4. Teaching process:
(1) Present riddles and introduce new lessons.
1. He is an expert at climbing poles and trees. He likes to eat bananas and peaches, which are not found in the mountains at home.
(1) Write the topic on the blackboard and read the topic accurately.
(2) The pronunciation of the front and back of the tongue should be read according to the standard. Know the monkey of the monkey, the Hou of the Marquis, and the Hou of the hour. What are the other words next to anti-dog? Pigs, dogs, cats, etc. are related to animals.
(2) Read the text aloud and learn to read.
(1) Read the text carefully and listen carefully to each sound.
(2) Circle the new words and read the new words with the help of pinyin. Students read the text aloud, paying attention to not using too many words, not too many words, but not using the wrong words.
(3) Show the word card and paste it on the whiteboard.
① Read it three times with pinyin.
② Remove the pinyin and read it three times.
The "empty" in the first sentence is from the lesson "It's going to rain". It's pronounced knɡ. Guess what the pronunciation of "empty" in the second sentence is?
①The corn knots (jiē) are big and numerous.
②The little monkey came down the mountain and returned empty-handed.
The pronunciation of "knot" in these two sentences is different. Think about what "knot" means in the text. Can you still say such a sentence?
(4) Carefully look at the illustration for question 3 after class, read the correct pronunciation of the word first, and then do the movements.
(5) Recognize and read other new words and consolidate the word formation. Boys and girls read words and drive a train to read words.
(3) Read the text aloud and understand the content.
1. The tablemate will take the lead in reading the text, understand the meaning of the verbs, and experience the emotional changes of the little monkey.
2. Combine pictures and texts, read the report aloud, and combine it with the illustrations in question 3 after class to talk about which parts of the body these actions are related to and which actions are common in these times.
3. Combined with the last illustration in the text, compare the sentences and think about why the little monkey had to go home empty-handed?
4. What do you want to say to the little monkey?
(4) Situation creation, information integration, and simple inference.
The little monkey corrects his mistake after he realizes it. What will happen in the future?
(5) Writing new words.
Focus on guiding the central symmetry of the characters "empty" and "长".
(6) Assignment design.
1. Recite the text.
2. Situation extension: The next day, the little monkey went down the mountain again. What would he do and what would he think? Draw a picture and write something. It would be better if you can use a few action words that you just learned.
5. Reflection after teaching.
1. Read aloud, understand words and interpret words.
Learning to read aloud means that you can learn words, understand the content, and learn pragmatics through reading aloud. Therefore, the teaching tasks of this course are mainly completed through the study of reading aloud. When students first read, they circle new words and read the correct pronunciation with the help of pinyin. Teachers' model reading not only requires students to hear the pronunciation of the characters correctly, but also to initially perceive the content and repetitive structure. Understand the content and appreciate the structural features by reading aloud. Achieve the level of correct and fluent reading. With the addition of expressions and movements, students can independently realize the character's mood and understand the meaning of verbs. It is through multiple readings that students experience similar practices and similar moods many times during readings. It is also in the process of reading aloud many times that new words "reappear" many times, establishing the connection between sound, shape and meaning. The learning of multi-phonetic characters and the identification of sounds according to meaning in the context make the learning of reading aloud organically combined with word learning and reading comprehension.
2. Adjust the perspective to make the inference traceable.
In response to the language elements of the unit, this lesson requires integrating information and making simple inferences. Under the premise that the result of the little monkey going down the mountain and returning empty-handed is already clear, the inference must be traced from the effect to the cause. Therefore, the second question after class was adjusted to: The little monkey had to go home empty-handed. Thinking back on everything he had done, what would he think of?
3. With the help of illustrations, the situation is extended and thinking and language promote each other.
Language learning and thinking development must be carried out in language practice, and attention must be paid to the combination of learning and application.
Considering that first-year students have a certain ability to read and explain pictures, and each illustration in the text is full of interest, students are asked to look at the pictures at the beginning of the class and click "What did the little monkey see, what did it do, and what happened in the end?" Let’s talk about the content of the picture in general; combined with the unit text, try to use the sentence pattern of “if... then...” to establish the connection between results and actions; choose key words and action words in the table Fill in the blanks; the situation extends to what the little monkey will do and think if he goes down the mountain again the next day. The design of these links is based on the actual situation of students and the characteristics of the teaching materials, so that learning and practice can be combined, and language and thinking can promote and improve each other.
Because this class is responsible for the training of "information integration and simple inference", the teacher provides relatively more guidance in reading the text aloud and understanding the content. In actual teaching, when faced with different learning situations, different strategies can be adopted to reduce the teaching component and increase the learning component, making teaching more effective. "Little Monkey Descends the Mountain" Excellent Teaching Design Part 4
Teaching purposes:
1. By studying the text, students will know that they must concentrate on doing things and not be half-hearted.
2. Understand the key words in the text.
3. Ability to read texts emotionally.
Important and difficult points in teaching:
Understand the key words in the text and be able to read the text emotionally.
Teaching process:
1. Introduction of new lessons
1. Simple drawing guessing topic.
2. Answer questions in students’ reading tasks (What do you understand? What else do you want to know?).
2. Overall Perception Text
1. When the music starts, the teacher recites the first, second natural paragraph, and then asks: Where will the little monkey go with the corn? What will it do? Then use gestures to prompt students to read the text.
2. Ask where the little monkey went? (The teacher posts a flipchart based on the students’ answers)
3. Learn the first natural paragraph
1. Read the text.
2. The products are “big and numerous”.
3. The quality is "extraordinary".
4. Use the word "break".
5. Read the text emotionally.
4. Summary of the study method
When we went to the cornfield with the little monkey just now, we first read through the text to know what the little monkey was doing in the cornfield? Then imagine what the corn the little monkey sees looks like? Then imitate the movements and expressions of the little monkey and experience its mood at that time; finally, read the text emotionally to deepen your understanding of the text. (Learning method: read through - imagine - imitate - read aloud)
5. Self-study
Ask students to use the learning method just summarized to continue moving forward with the little monkey, and freely form learning Groups study the remainder of the text on their own. After completing self-study, you can report your learning status in the form of performance, reading aloud or storytelling.
6. Understand the meaning of the text
The little monkey got nothing when he went down the mountain this time and went home empty-handed! Do you know why it can only go home empty-handed?
7. Consolidation
Students perform textbook dramas based on the content of this lesson.
8. Expand thinking
1. If the little monkey goes down the mountain for the second time, where will it go and what will it do? (Discuss with classmates and then name them)
2. Please write down a short story about what happened when the little monkey went down the mountain for the second time.
3. Read the short story written by yourself.
9. Summary of the excellent teaching design of "The Little Monkey Descends the Mountain" after class 5
Teaching content
"The Little Monkey Descends the Mountain"
Teaching Objectives
1. Review and consolidate the recognition of new words, let students understand the verbs of this lesson through actions in teaching, and let students understand the use of ( ) and ( ) forms in the context words and expand them.
2. Through individual reading, male and female competition reading, and joint reading, students can read the text correctly and fluently and understand the text content.
3. Through learning, students understand that no matter what they do, they must have clear goals, be focused, and have a beginning and an end.
Teaching focus
1. Review and consolidate the recognition of new words, let students understand the verbs of this lesson through actions during teaching, and let students understand and use them in the context Words in the form of ( ) and ( ) and expand them.
2. Through individual reading, male and female competitive reading, and joint reading, students can read the text correctly and fluently and understand the text content.
Teaching Difficulties
Through learning, students can understand that no matter what they do, they must have clear goals, be focused, and have a beginning and an end.
Teaching preparation
Multimedia courseware, animal pictures, new word cards
Teaching methods
Lecture method, cooperative inquiry method, scenarios Performance method
Teaching process
1. Pre-class game interaction:
2. Introduction:
Look, (the teacher takes out the Prepared monkey pictures) A ??small animal has also come to our classroom. It also wants to learn with the children. Do you welcome it? (Student: Welcome) Today we will study "Little Monkey Descends the Mountain" with the little monkey.
Blackboard writing topic: "Little Monkey Descends the Mountain". (Note: "Monkey" is next to the left and right structure "犭")
Read the topic together
3. Review words:
(1) This studious The little monkey also brought us a lot of baby words. Let’s take a look and see if you still recognize them?
(2) Read the text by yourself and talk about it: Where did the little monkey pass when going down the mountain?
Post pictures: "Corn field", "Under the peach tree", "In the melon field", "In the woods"
(3) Wow... Look, this cute one `The little monkey has passed through so many places! Who can tell me where the little monkey came first, where he came next, where he came next, and where he came last.
4. Study the text
(1) Transitional language: The little monkey has come to so many places along the way, so what did it see and what did it do? Let us continue to study the text "Little Monkey Descends the Mountain".
(2) Learn the first natural paragraph.
Read the first natural paragraph by name and give comments. Read together after evaluating.
Other students’ questions:
Where did the little monkey come? (Strike it out with "——")
What did you see? (Strike it out with "﹏﹏﹏")
How are you feeling?
How to do it? (Circle the words that express the action)
The student’s answer:
Understand that “big and plentiful” means not only that the corn is big, but also that corns of this size are everywhere. ,Much.
Talk: If you were a little monkey, how would you feel when you saw the big and abundant corns in the field? (Happy) Understand "very happy" (very happy), can you read it with this special happy mood?
Let students talk about why the little monkey has actions such as "breaking" and "carrying" (understanding these two verbs in a specific context) to further understand the meaning of big corn. Guide students to read the first paragraph well.
(3) Study the second, third, and fourth paragraphs
Adopt group cooperation and inquiry learning methods, and let students cooperatively study the second, third, and fourth paragraphs based on the following four questions .
Where did the little monkey come? (Strike it out with "——")
What did you see? (Strike it out with "﹏﹏﹏")
How are you feeling?
How to do it? (Use circles to circle words that express actions)
(4) Guide students to read aloud in various forms:
Guide students to feel that the little monkey likes peaches when it sees them and throws away corn; When you see the watermelon, you throw away the peach; when you see the bunny, you throw away the watermelon. Combined with the pictures, you can understand the little monkey’s mood at that time. (Read the little monkey’s mood)
(5) Accumulate words in the form of “and ( ) and ( )”.
(6) Why did the little monkey go home empty-handed?
Grasp the word "had no choice" and guide students to feel the reason why the little monkey got nothing. (Combined with students’ actual life, oral communication training is carried out)
(7) Overall regression
Retell the text with the help of illustrations (let the children wear headgear to experience the movements and expressions of the little monkey) You can also act it out)
5. Extended reading
"The Little Monkey Comes Down the Mountain" children's song
6. Class summary.
7. Extracurricular homework or practical activities.
Reading and editing stories: "The Little Monkey Goes Down the Mountain for the Second Time" "The Little Monkey Goes Down the Mountain" Excellent Teaching Design Chapter 6
1. Analysis of Teaching Materials
"The Little Monkey Goes Down the Mountain" "Going Down the Mountain" is the fourth lesson in the seventh unit of the second volume of the first-grade textbook. The text is about a little monkey who came down the mountain and broke off a corn first. When he saw peaches, he threw away the corn and went to pick peaches. When he saw watermelons, he threw away the peaches and went to pick watermelons. When he saw a rabbit, he threw away the watermelons and went after the rabbit. Finally, the rabbit The story of a little monkey who ran into the woods and disappeared, finding nothing. In addition to the educational significance of the story itself, the textbook also pays attention to the structure of this article, and groups the words "next to the handle" together as new words in this text for learning, so that the literacy rules can be followed.
2. Teaching objectives
1. Read the text correctly and fluently.
2. Recognize the 7 new characters "monkey, tie, break, carry, full, throw, and pick", and write the 2 Chinese characters "fei, chang" correctly and beautifully.
3 , ?Understand the content of the story.
4. Understand and use the words that describe the little monkey’s actions in this lesson to improve the accuracy of students’ language use.
3. Teaching Focus
p>Be able to read and write and grasp the main content of the story.
4. Teaching difficulties
Understand the words describing the little monkey’s actions and strengthen students’ accurate use of verbs. /p>
5. Teaching preparation
Teaching aid preparation: teaching courseware, vocabulary cards, stickers
6. Teaching process
First lesson<. /p>
Lesson Objectives
1. Read the text correctly, fluently and emotionally.
2. Recognize the 7 new words in this lesson and write "fei" correctly.
3. Understand the main content of the story roughly.
Process
1. Present riddles and introduce them interestingly
1. The teacher shows a riddle: "An object looks like a human and a dog. It is good at climbing poles and trees. It is good at imitating human movements. There is no one in the mountains at home." The students read it independently and guessed that the answer is a monkey. (The teacher showed the monkey. Ask the students to read the picture and "monkey" word card.)
2. Say hello to the little monkey! (Say hello to the students)
3. How is this one? Little monkey? (Cute, clever, naughty...) Who can try to pronounce the word "little monkey" more cutely?
(Name the word "little monkey", read (Smart and cute) "子" should be pronounced softly. Who can pronounce it softly?
4. Learn the word "Monkey" (show the card "Monkey") Who has a good way to remember this word? What?
Default 1: "Anti Quan Pang" + "Hou" (Summary: The words "Anti Quan Pang" are generally related to animals) Literacy method: add one plus.
Default 2: Phonographic characters.
5. Teacher Jiqu: This little monkey is getting tired of staying on the mountain every day. On this day, it is ready to go down the mountain. Play, what interesting story will happen? This story is hidden in the book, quickly open the book to find it (the teacher writes the topic on the blackboard, and names the students to read the topic aloud.)
2. Read the story for the first time, with the help of help. Use the story map to understand the content of the story.
1. (1) Students read the text aloud independently, using Pinyin to read the pronunciation of the characters and read the sentences clearly.
(2) Think about it, little monkey. Please use "_____" to mark out where you went down the mountain.
2. Post-reading communication:
(1) Cornfield
(2) ) Under the peach tree
(3) In the melon field
(4) On the way home
3. Place a road map.
The story is still hidden in these pictures. Who can arrange the places where the little monkey goes in order? (Listen to the recording and read)
4. Teachers and students looked at the road map and sorted out the content of the story together: The little monkey went down the mountain, first came to a corn field, then walked to a peach tree, and then came to a In the melon field, when I finally walked back, I saw a rabbit.
3. Read intensively and learn paragraphs 1 and 2.
(1) Study the first natural paragraph
1. Requirements: (1) My deskmate *** reads the first natural paragraph.
(2) Draw with "wavy lines", what did the little monkey see? How is it?
2. Name the students to communicate and make it clear that the little monkey came to the cornfield and saw big and abundant corns.
3. The teacher shows pictures of corn fields and corn cobs to guide students to understand the meaning of "big and numerous". Communicate ( ) and ( ) and ( ). Teacher summary: before and after are characteristics that can coexist. (Open the workbook P63, question 3)
4. The correct pronunciation of "Jie", understand the meaning and remember the new words.
5. (1) Use "small triangles" to mark the little monkey's mood.
(2) Use "O" to circle the little monkey's movements.
6. Guide students to grasp "very happy" to understand the little monkey's mood, and expand their imagination about what the little monkey will think when it sees this cornfield. In the process, the teacher will understand the students' personality Full respect and encouragement should be given to the reading experience. .
7. Communicate about "break off" and "carry", show pictures, and combine action demonstrations to understand the meaning of "break off" and "carry". The way to get acquainted with Chinese characters in primary school is: break = hand + break + hand (add one plus); carry, red, river (change one)
8. I can speak. Use the sentence pattern of "The little monkey went to... saw... did..." to recognize the first natural paragraph again.
9. Read aloud.
(2) Study the second natural paragraph.
1. (1) In the second natural paragraph, use the sentence pattern "The little monkey walked... saw... did..." Look for it.
(2) Talk to each other at the same table.
2. Name the students to communicate, and the teacher will summarize appropriately: The little monkey came to a peach tree and saw the big and red peaches, so he threw away the corn and went to pick peaches.
3. The teacher shows the picture of "tree full of big and red peaches" to help students understand the meaning of "big and red" and guides students to imagine what the little monkey will think when he sees the peaches.
4. The teacher shows "man", full of tables, full of trees, full of stars, and understands "man". (Group of words)
5. Show pictures and demonstrate the movements to understand the actions of "throwing" and "picking". How to get acquainted with words in normal primary schools, the radicals of "throw" and "milk" are different (change them); "pick", pick apples, pick peaches, pick flowers (combined words)
6. Name the students again to read the second sentence aloud Paragraphs.
7. Compare "break", "carry", "pick" and "throw", which are all related to hands. action. (Open workbook P63, question 4)
IV. Guidance on writing "unusual" and "normal"
1. Students observe and guide writing.
"Fei": a single character, two flagpoles and six flags, with a small distance in the middle. The second vertical stroke is longer than the first vertical stroke. Note that the same strokes also have changes in the same word. When writing horizontally, pay attention to even spacing.
"Chang": With the addition of two magic wands, it is clear at a glance that the width of the "small prefix" and the "scarf bottom" are the same. The "bald treasure cover" should be stretched, and the shape of the mouth should be small and flat.
2. The book is empty, model writing, and practice writing.
5. Class Summary
Children, today we learned the scene of the little monkey coming to the cornfield and under the peach tree. In the next class, we will continue to learn the story of the little monkey going down the mountain. .
7. Blackboard design