#二级# Introduction to lectures is a teaching and research activity in which teachers explain what they do in classroom teaching, how to do it, and why they do it. Before giving a lecture, it is generally necessary to write a lecture script in advance. From the nature point of view, lectures have the characteristics of rationality, scientific research, instrumentality and communication. Lecture teaching mainly consists of four basic elements: lecturer, lecture content, lecture method and listener. The following is the relevant information compiled by "Five Sample Lecture Notes for Second Grade Primary School Students". I hope it will help you.
1. Sample lecture script for the second grade of primary school 1. Teaching materials
The lesson "Lace Cutting" is the fourth lesson in the fourth volume of the Zhejiang-US version of the art textbook. After the lesson "Flying Colorful Butterflies", it belongs to the "Design and Application" learning area classified by the new curriculum standard. In the previous lesson, students have mastered the symmetrical paper-cutting method to cut butterflies, thus laying the foundation for cutting lace. From easy to difficult, from shallow to deep, so that second grade primary school students can initially master several basic methods of paper-cutting through hands-on practice. This course aims to learn the basic knowledge of simple lace patterns and the methods of cutting lace. It guides and encourages students to pursue the combination of lace patterns and beautify their lives with cut lace patterns.
2. Teaching objectives
Based on the characteristics of this course, I set the teaching objectives as the following four points:
1. Cognitive objectives: through finding and appreciate lace in life to understand the uses and characteristics of lace.
2. Ability goal: By using folding and cutting methods to cut several beautiful laces, and be able to beautify and decorate them in the classroom, students' hands-on ability is exercised and their appreciation level is improved.
3. Emotional goals: Experience the fun of paper-cutting by appreciating and learning to cut lace, which reflects students' desire to beautify life and their love for life.
4. Development goals: Cultivate students’ spirit of discovery, creation and performance.
Three: Teaching method
Lower grade students like hands-on operations, so in the design of this lesson, I focus on students’ hands-on participation, with few but precise demonstrations to encourage students Learn independently and master the method of cutting lace.
Four: Talk about the process
Lace is a common pattern in life. Children can create various types of lace according to their needs in daily life. In this class, I mainly use the steps of teachers and students to "find lace - learn to cut lace - design lace - apply lace" to run through the entire teaching process, so that students can come from life and go to life.
Part One: Looking for Lace
Through the introduction of gifts, the protagonist of this lesson - the "lace" object - is intuitively introduced to enhance students' understanding. Students have seen lace, but they may not be able to directly identify and name it. Through "looking for lace", they can discover the "lace" around them, understand the practicality of lace, observe and compare, and once again let students understand what "lace" is. ", get to know lace - the characteristics of two consecutive patterns: the same pattern, repeated arrangement, and feel the universality of lace in life (the function of lace: decorate and beautify our lives).
Part Two: Learning to Cut Lace
Through the study in the previous part, students have a preliminary understanding of "lace". Before starting the steps of learning to cut lace, I deliberately showed a step that I have to do in advance. The "lace" leads to today's task - cutting the lace. At the same time, in the design of this lesson, in order to allow students to apply the relevant content they have learned well and understand the coherence of the art course arrangement, I also intentionally mentioned the lesson "Hand in Hand Good Friends" to allow students to further understand The concept of "two-party continuity" and learn to distinguish it. During the teacher's demonstration, I also intentionally showed the wrong method and asked for the students' help so that the students could intuitively understand the correct method:
(1) Draw. Judge, which of these three painting methods is correct?
(2) Cut. Note: The left and right or upper and lower connection points of the lace cannot be cut, so pay attention to safety when cutting.
(3) Symmetrical paper-cutting method.
Then solve the teaching focus of this lesson, cultivate students' ability to explore independently and help others solve problems, and reflect students' subjectivity in the classroom.
Part Three: Designing Lace
Through the appreciation of more "lace" works, students' design inspiration will be increased, and through the teacher's words: I have seen so many laces cut by children , do you want to try it too? To arouse students' enthusiasm for making, students happily start hands-on with the pleasant music, turning the strips of paper into strips of beautiful lace. While exercising their hands-on ability, they can experience the happiness brought by art classes.
Part 4: Application lace (homework evaluation, development)
Evaluation is an indispensable part of the teaching process and plays a positive role in students' learning and growth. . In the design of this lesson, I posted the lace made by the students on the blackboard for display, and encouraged the students to do it together. By talking about one of their favorites, I carried out self-evaluation and peer evaluation to let the students know themselves. The shortcomings and good points of the production, at the same time, feel the beauty of "lace".
In the last part of this lesson, I combined the practicality of lace mentioned in the first link and suggested that students apply the lace they cut themselves to their lives to decorate and beautify their belongings and make our lives more beautiful. Through the study of this course, students can discover beauty, create beauty, and use beauty well.
2. Sample lecture script for the second grade of primary school 1. Teaching materials
The content of the lecture is the observed objects and symmetry in the fifth unit of the "Compulsory Education Curriculum Standard Experimental Textbook Mathematics" for the second grade. graphics. These contents are the necessary foundation for learning spatial and graphic knowledge, and play an important role in helping students establish spatial concepts and cultivate students' spatial imagination abilities. The teaching materials are based on students' existing life experience and knowledge of positions, left and right, etc., and are taught with the help of real objects in life and students' operational activities.
Based on the above understanding, I determined that the teaching objectives of this lesson are:
1. Knowledge objectives: Through practical operations, initially understand that the shapes seen by observing objects from different angles are different. , learn to correctly determine the observer's position based on the shapes seen.
Preliminarily understand the phenomenon of axial symmetry, and be able to correctly find and draw the symmetry axis of symmetrical figures.
2. Ability goals: Cultivate students' ability to observe, compare, and practice operations, develop students' preliminary spatial concepts, and penetrate the dialectical materialist thinking that mathematics comes from life and is used in life.
3. Emotional goals: Through inquiry activities, stimulate students' enthusiasm for learning and cultivate the ability to actively explore; let students feel the beauty of symmetrical graphics and learn to appreciate the beauty of mathematics.
Key points and difficulties:
The key point of this lesson is: learn to correctly judge the observer's position based on the shapes seen. Understand the phenomenon of symmetry and be able to correctly find and draw the axis of symmetry.
The difficulty of this lesson is: understanding the phenomenon of symmetry and finding the axis of symmetry.
2. Preaching method
1. The situational teaching method curriculum standard points out that mathematics teaching activities must be based on students’ cognitive development level and existing knowledge and experience. Therefore, the creation of scenarios should be based on students' life experience and knowledge background. At the beginning of a new class, students are stimulated to learn by observing toy puppies and using guessing games to review old knowledge and prepare for learning new knowledge. Then design a scene of drawing a puppy, and let students draw the puppy. The initial perception of the position is different, and the shapes of the drawn puppies are different. Then, by designing life situations in which gifts are distributed, students' interest in exploring symmetrical graphics is stimulated.
2. The demonstration method makes full use of visual imagery to promote students to upgrade from perceptual knowledge to rational knowledge. When teaching symmetrical figures, the computer dynamically demonstrates the picture of a symmetrical figure that completely overlaps after being folded in half, so that students can gain perceptual understanding. Then use computers to demonstrate symmetrical things in life, so that students can feel the beauty of symmetry, learn to appreciate the beauty of mathematics, and penetrate the idea that mathematics comes from life and is used in life.
3. When teaching symmetrical figures using the discovery method, the teacher sends a set of pictures to the study group and guides the students to observe carefully, fold, compare, and draw based on the observations. Classification. After students distinguish between symmetrical and asymmetrical figures, they are guided to observe and discover again. The role of the teacher is to organize discovery activities and pay attention to the students during the activities, so that students can learn new knowledge during exploration and experience the exploration process first-hand.
3. Lecture method
The "Curriculum Standards" point out that effective mathematics learning activities cannot simply rely on imitation and memory. Hands-on practice, independent exploration and cooperation and communication are the key to students learning mathematics. important way. Practical operation method and independent inquiry method are also the main ways for students to learn new knowledge in this class, and at the same time, attention is paid to the guidance of learning methods.
1. Practical operation method. Modern educational psychology believes that the development of children's thinking is a transition from concrete image thinking to abstract thinking. They need to learn knowledge and develop their own wisdom through various activities. Therefore, when teaching Example 1, the design allows each student to draw the shape of the puppy he observes. Through hands-on drawing, he can personally feel and experience the different shapes seen when observing objects from different angles, and gradually develop spatial concepts.
2. The independent inquiry method emphasizes students as the main body and students' participation in the formation process of knowledge. We always provide students with sufficient learning materials, create sufficient learning space and time, and allow students to be independent. Explore, experience the process of knowledge formation, and cultivate the ability to actively explore. For example, when teaching symmetrical figures, students carefully observe, compare, and analyze the characteristics of symmetrical figures through activities such as folding, drawing, and comparison.
3. Observation method: Observing objects in Example 1 and observing symmetrical figures in Example 2 are good learning methods. For example, when teaching Example 1, the purpose of observation is clear. The teacher asked students to observe toy dogs, draw puppies, and then observe the puppies drawn by other students. After the observation, the teacher organized a discussion on why the shapes of the same puppy drawn by students were different. This arrangement not only gives students the opportunity to think independently, but also teaches them observational thinking methods.
IV. Teaching procedures
This lesson is mainly completed in five links
(1) Observation and inquiry to cultivate students’ spatial concepts
1. Introduce provocative questions, ask students to guess what object they will observe today, and then show the toy puppy.
2. Clear the position and let the students in the group talk to each other and guess where they sit on the puppy and what they might see about the puppy.
This kind of teaching design captures the characteristics of children who love to play, actively mobilizes students' interest in learning, clarifies the content of learning, and reviews old knowledge to prepare for exploring new knowledge.
3. Draw a puppy
Ask students to sit in their seats and draw the puppy they see. The teacher selects a picture of a puppy from the front, back, and side to project and display the student's work.
4. Questioning and understanding
Guide students to observe and compare the same puppy, why do they draw different shapes? Organize discussions with students in each group.
Then report the results back. Final guidance summary: Because the three students observed from different positions, the shapes of the puppies they saw were different.
5. Comprehensive observation and experience new knowledge
On this basis, further guide the comprehensive observation. At this time, let the students use their favorite methods to comprehensively observe the puppy, and guide Conclusion: To understand an object, you must observe it comprehensively.
6. Application of knowledge
The teaching of this link is to let 4 students sit in 4 directions respectively, observe the same object, draw what they see, and then organize questions Understand the truth, and then use your favorite method to observe objects. This design conforms to children's cognitive rules, cultivates students' spatial imagination, and fully embodies the concept of the new curriculum.
(2) Collaborative exploration and understanding of symmetrical figures
1. Guide the classification and initially perceive the characteristics of symmetrical figures
First, the teacher lets the students distribute gifts through the scene. Students are interested in exploring again. There are four symmetrical figures and one asymmetrical figure in this gift. The teacher guides the students to carefully observe these graphics, then fold and compare them, talk about what they have discovered, classify them, and communicate in the group.
Report on the classification method. When a student says that the combs are divided into one category, and the four shapes of tigers, butterflies, leaves, and seven-spotted ladybugs are divided into one category, guide all students to observe and operate again to discover these shapes. Both sides of are indeed the same and equal in size. Initial perception of the characteristics of symmetrical figures.
Then the computer verifies and reveals what a symmetrical figure is on this basis
2. Recognize the axis of symmetry
Then the teacher asks the students to find hidden objects in the symmetrical figure A series of activities such as asking students to name this online friend to learn about the axis of symmetry.
3. Sample lecture script for the second grade of primary school 1. Teaching materials
"Cloud House" is a fairy tale. The full text has six natural paragraphs and uses personification. The technique depicts the beautiful scenery of the sky after the rain: when there are clouds, the clouds appear in various shapes; when there is wind, the clouds disperse and the sky becomes cleaner and more beautiful. In addition, there are birds flying happily in the sky. The words are full of love for the beautiful natural environment, which is conducive to educating students to love nature and care for the environment.
The text uses the activities of the bird as clues, and uses the bird's eyes to observe the scenery in the sky, which is in line with children's mentality and reflects the characteristics of fairy tales. The text is rich in imagination and the language is full of childishness, which is very popular among students. It is helpful to guide students to feel the beauty of language and gain the pleasure and beauty of reading in the process of reading, observing, imagining and beautiful reading.
2. Talking about the goals
Based on the students’ psychological and intellectual development levels as well as their knowledge, experience and emotional needs, I determined the teaching goals of this lesson to be:
1. Learn the 10 new words in this lesson and understand the words composed of the new words.
2. Be able to read and recite texts correctly, fluently and emotionally.
3. Read the text aloud by grasping the sentences describing the various shapes of cloud houses, and feel the various shapes of clouds in the sky.
4. Understand the beautiful scenery of the sky after rain, cultivate thoughts and feelings that love nature, and the habit of observing and imagining.
3. Key Points and Difficulties
Read the text aloud, gain insights from reading, grasp the sentences describing the various shapes of cloud houses, and feel the various shapes of clouds in the sky. This is the lesson for this lesson. The key point is also the difficulty.
IV. Preaching and Learning
1. Create a situation. The "Chinese Curriculum Standards" point out that the teaching situation is an important factor in student participation. Create a situation for students that is consistent with the text, and allow students to develop the situation while reading aloud, thereby stimulating students' active thinking and awakening students' sincere emotions. Based on the characteristics of the textbook, I designed the entire class to be a process in which students follow the birds to fly into the blue sky, appreciate the cloud house, and build the cloud house. They fly in the blue sky and shuttle among the white clouds, so that the words can be restored to life situations. , allowing students to observe, express, and imagine in games and games, and allowing students to understand, accumulate, and develop language through personal experience.
2. Broaden the field of Chinese learning. It is based on reading, comprehending while reading, deepening understanding through painting, and practicing writing through speaking, to achieve the combination of reading and writing, and the integration of Chinese teaching and other subjects, so that students can intersect, penetrate and integrate different contents and methods. , broaden your horizons and improve learning efficiency.
Students spread their wings and fly to the blue sky amid the cheerful music. They draw the cloud house they want, appreciate it, and praise it with beautiful words. Music, pictures, and language give students a pleasant feeling, thereby activating students' enthusiasm for participation.
3. Guide students to read aloud in a personalized way. The "Course Standards" point out: "Reading is a student's personalized behavior, and students' unique feelings must be cherished." The student's personalized reading expresses his personalized understanding of the text, respects the students' perceptions, and encourages students to comment on the camera. Express your feelings through reading and improve your understanding of language.
5. Preparation for preaching and teaching
Teacher: multimedia courseware, physical projection film.
Students: drawing paper, black paintbrush, vocabulary cards.
6. Teaching process
After revealing the topic, study the text, which is divided into five parts.
1. Exaggerate the atmosphere and gradually enter the situation
(1) After the rain, the sky clears, and various clouds appear in the sky. How can there be so many clouds? The answer is in the first paragraph, please read it and think about it. (Accompanied by relaxed and happy music, the courseware shows the picture of "blue sky and white clouds")
(2) Who is coming to join in the fun at this time? The little birds said - (Students can speak freely and grasp "Wow, so many white clouds!" for reading guidance, allowing students to read in different ways according to their own feelings.)
This link is performed through music The presentation of animation creates a tangible and vivid situation that is connected with the text, allowing students to feel the real situation and gain their own true insights.
2. Reciting the text, sublimating passion
(1) After students read the second natural paragraph, their classmates read to each other and told each other what cloud houses the birds built? Draw each other. Someone at the same table asked someone to hold a painting and tell them which houses the birds had built.
(2) Show the words describing the five types of cloud houses. Students will talk about their favorite cloud houses, seize the opportunity to read aloud in a variety of ways, and pay attention to the evaluation between teachers and students, and between students and students. (Different pronunciations are allowed)
(3) Can you recite these five interesting, cute, and beautiful cloud houses? Students look at the picture and memorize the text.
The design of this link leaves more time and space for students to read and understand themselves, and experience the beauty of the cloud house through reading aloud. In the process of students reading and comprehending, diversified evaluation language is used to allow students to experience the joy of learning and the joy of success. At the same time, students are guided to listen attentively to their peers' readings and learn to praise or put forward their own opinions.
3. Drawing and talking, accumulation and migration
(1) What kind of cloud house can the bird build? Now let’s pretend to be cute little birds and build the cloud house in your mind! (Students work as a group to pick up a brush and draw a cloud house, introduce the cloud house to the children in the same group, and paste the cloud house on the blackboard.)
Draw a picture and paste it, so that students can fully express their own ideas. Feelings and ideas, and cultivate students' ability to discover beauty, create beauty and express beauty.
(2) Imagine speaking. (Show: The cloud houses are real! Some look like __________, some look like __________, and some look like __________. Use this sentence pattern to practice talking about the cloud house you built.)
Sentence pattern migration helps students accumulate When language materials and standardized written language enter students' spoken language, they will naturally assimilate and transform students' language, and help students reconstruct their language patterns unconsciously.
4. Expand your imagination and read aloud freely
(1) With so many cloud houses, how are the hard-working birds feeling now? Which paragraphs describe the happy mood of the little bird? Communicate with your partner, choose your favorite way to read aloud, and read in a happy tone.
(2) Read by name, read in groups, and read together.
(3) The teacher found that the children not only read well, but some could also memorize it! Are you okay?
Recitation is an important step for students to internalize the language of the text. Small stimulation methods make full use of the competitive characteristics of lower grade students to encourage students to memorize and recite the text quickly.
5. Analyze glyphs and guide writing
(1) Take out the word cards you prepared and compose words to read.
(2) Talk about your findings (methods of learning and memorizing glyphs) with your friends who are new to Chinese characters.
(3) Share your findings with everyone.
(4) Practice writing new words by yourself.
It is more important to attach importance to the communication process than to the learning results. Share learning results and experience the joy of success. As the saying goes, if an apple is divided between two people, one person will get half of it; if one person's wisdom is shared by others, it will become multiple wisdoms. Appreciating each other is an inspiration and a joy to both the appreciator and the appreciated.
4. Sample lecture notes for the second grade of primary school 1. Teaching materials
(1) Brief analysis of teaching materials.
"Autumn" is a modern poem that mainly expresses the poet's love and praise for autumn. The language is beautiful, and each verse is equivalent to a beautiful picture.
(2) Clarify the teaching objectives.
Using reading instead of lectures, students can feel the beauty of poetry and cultivate their love and interest in nature.
2. Preaching method
Poetry focuses on reading aloud, trying to express the artistic conception of the poem through reading aloud, so this lesson is completed by reading instead of lecturing. Because everyone's perceptions and feelings are different, we did not use some beautiful pictures or recordings when preparing lessons. I want students to feel and understand by themselves, and then get their own gains.
3. Lecture method
Teach students some methods of learning poetry in teaching, such as reading aloud: reading strength, reading length, reading speed; reading the text once The pronunciation of the characters, the rhythm of re-reading, the artistic conception of the third re-reading; grasping some key words to scrutinize, analyze and comprehend, these are some methods for learning poetry.
IV. Teaching procedures
1. Teaching ideas and arrangement of teaching links.
Introduce from reading and go deeper step by step. "Autumn" runs through the entire classroom, talking about autumn, chanting autumn, tasting autumn, reciting autumn, and achieving the interest of the class. This is not done well enough. Homework is also for further appreciation and for students to think further about the text.
2. Explain the arrangements for bilateral activities of teaching and learning.
The teacher guides the students to understand while reading. This is achieved. Let students learn while reading, and learn while learning. Teachers do not simply teach, but give a certain influence. As the saying goes, "It is better to teach a man to fish than to teach him to fish."
3. Explain the key points and difficulties.
The most difficult part is to recite autumn. Each verse highlights a few words, which can be appreciated and understood during recitation.
4. Explain what teaching methods are used to assist teaching.
Simple multimedia courseware allows students to know more clearly what we need to do and the steps in class.
5. Clearly state the blackboard design and design intention of the topic.
Writing on the blackboard is to organize the text content. Because the previous reading part is done well, it is easy to summarize. Indicate the emotions of love and praise in the blackboard part. Simple and clear as purpose. Highlight the center and theme. Capture the content of the three pictures and the author's emotions to design, so that students can understand and be impressed.
When the text that is read aloud is taught later, the effect may be better if students read it first and then provide guidance.
Remember that students must be active in class.
5. Sample lecture materials for the second grade of primary school
"The Wolf and the Lamb" is a fable in the tenth lesson of the third volume of the Chinese version of the Jiangsu Education Press. The wolf deliberately made trouble in order to eat the lamb. The lamb argued rationally. Although the wolf was at a loss for words, he still pounced on the lamb unreasonably. This fable tells us that the nature of the wolf is ferocious, and it must do bad things. It is not enough to just be reasonable with a bad guy like the wolf. The full text is short in length, concise in content, and profound in meaning. Through the detailed description of the character's demeanor, movements, and dialogues, the author depicts the character, personality, unfolds the storyline, and reveals a profound philosophy: "It is easy to find excuses for those who intend to do vicious and cruel bad things." The text reveals the nature of the characters through the expressions and dialogues of the wolf and the lamb, and the story contains profound philosophy.
Teaching objectives
1. Read the text correctly, fluently and emotionally according to the roles.
2. Make students understand that there is no reason to deal with bad guys like wolves, and they should outwit them.
Key points and difficulties
1. Read and understand the text.
2. Understand that the three excuses given by the wolf are all "deliberately looking for trouble."
3. Read the text according to roles
Teaching method and learning method
This article is short in length, concise in content, and the characters’ expressions, movements, and dialogues are vivid, so students can better Therefore, in teaching, I choose the teaching method of focusing on reading, understanding while reading, and understanding the theory while reading.
1. Taste words and sentences while reading, and understand characters and personalities
Word teaching is the focus of Chinese teaching in lower grades. Therefore, when teaching, I first let students read the words. When understanding the word "looking for trouble", I made full use of the language in the text to guide students to understand the meaning of the word "looking for trouble" in specific situations and language environments. It not only incorporates the method of understanding the meaning of words in context, but also allows students to deepen their understanding of the nature of wolves. When understanding the words "upstream, downstream, reverse flow", I asked the students to go up to the stage and post pictures, sending the wolf and the lamb to the stream to understand, and asked the students to talk about why they should post it like this. It reflects that the new curriculum leaves the classroom to students and gives full play to students' initiative in learning. The focus of the text is the three conversations between the wolf and the lamb. Seize this key point and design a question: How many times did the wolf find trouble in order to eat the lamb? Students answer three times. The teaching of this lesson is based on three "finding faults". What were the expressions of the three times when the wolf found fault? Grasp words such as "angry, loud, shouting" for analysis to portray the ferocity of the wolf. In the three speeches of the wolf, the words "bad guy, behind the scenes" and other words are used for explanation to understand the wolf's ferocious and unreasonable character. Grasp the words "surprised, gentle and pitiful" and savor them carefully to understand the kind character of the lamb.
Lay a solid foundation for the next step of understanding the meaning of the text. Especially when teaching the little sheep to refute what the wolf said for the second time, I used analysis and understanding to let the students understand what the little sheep was feeling at this time. Student answers: fear, grievance, sadness, etc. Then I added these words to the text to quote "The poor lamb shouted in fear. The poor lamb shouted in grievance. The poor lamb shouted in sadness." Let the students read while reading. Feel the mood of the lamb. Because the new curriculum advocates personalized reading aloud, respects students' personal experience, and reads out students' own inner feelings.
2. The performance is exciting. This course has a strong dramatic conflict.
The story is vivid and the characters and personalities in the text are distinctive. It is very suitable for students to perform textbook plays. After finishing the text, I first asked the students at the same table to perform roles, and based on the participation of all students, I selected a group to perform on stage. It enables students to understand the text content more thoroughly and fully mobilizes students' learning enthusiasm and independent participation.
3. Discussion, extracurricular expansion, safety education
1. Design question: The lamb has reasoned with the wolf time and time again, why does the wolf still pounce on the lamb? What should the lamb do to avoid being eaten by the wolf? If you were a lamb and you met this wolf, would you reason with it? What's your best way to deal with it? The students will answer: "Because the nature of the wolf is vicious, it is useless to reason with it. You should find a way to ask the hunter to kill it." "The lamb will kill it with stones." "The lamb will ask the wolf to kill it." Wash your hands in the stream, push it into the stream, and then escape." And so on.
2. Extracurricular development, contact with life, and safety education: There is no reason to say anything to an unreasonable bad guy. Only by using wisdom can you defeat him. Then, let students connect with their own reality, what should they do if they encounter a bad person like a wolf, and if they have time, they can discuss the hypothetical event and how to protect themselves. In this way, it not only diversifies students' thinking, but also educates them to apply it in daily life.
4. Finally, let the students continue to write the story
What will be the fate of the little sheep? The students talked a lot. Some said that the wolf ate the lamb, and some said that the lamb found a way to escape. Children's thinking is always beyond our imagination. No matter how they answer, they are said after thinking and should be encouraged.
Inadequacies
There are also many deficiencies in this lesson. Regarding some deficiencies in this lesson, teachers are requested to provide valuable opinions, criticisms and corrections. Thank you!