Seventh grade Chinese second volume teaching plan

1. Stimulate children's love for their families.

2. Learn the methods of describing characters, experience various methods of shaping characters, and feel the writing characteristics of literary works.

Emphasis and difficulty in learning:

1. Teach students how to figure out the language of the text and experience the touching fragments in literary works, so as to cultivate students' love for family and experience the concept of affection.

2. Try to figure out the key sentences in the article and learn the methods of character description.

Class hours: two class hours.

Teaching methods: reading appreciation.

Teaching process:

first kind

I. Import

Read the opening paragraph of Childhood and introduce the author with pictures. Set off a heavy atmosphere. Then on this basis, let students feel the importance of grandma in my life. Write it on the blackboard, buckle "friends" and experience the main idea of the article as a whole.

Step 2 dial

1. Read the text and talk about the relationship between "grandma" and me.

Guidance on learning the law: ① It is very important to understand the main idea of the article and grasp the "literary eye" of the article. That is the key sentence of the article. In the narrative, pay more attention to the title and the last paragraph of the article. After reading a paragraph, summarize the central meaning of the paragraph in time so as to grasp the central meaning of the article as soon as possible.

[Clear]:

Grandma is my lifelong friend, the closest person, the most understanding person and the most precious person. ……

2. Read the text, and talk about the grandmother you know in combination with the fragments described by the characters.

Learning method guidance: the methods of character description are: language description; Description of appearance (portrait); Action description; Psychological description; Expression description ... another classification: positive description; All descriptions in the profile are aimed at portraying the character.

[Clear]:

Appearance description:

Hair-many, dense, long, black and thick

Eyes-light (angry, happy, never extinguished, happy and warm) is small and round.

The face-wrinkled (but young and clear) lips-is bent

The nose is soft, the big red teeth are strong and white.

Figure-fat, fat, fat

Analysis: health, love, optimism and perseverance

Language description:

Warm and soft; Sing with your heart, as gentle, bright and rich as a flower.

Analysis: The conversation is about hair; Something to sleep in; About breaking the milk bottle. Life is not satisfactory, but as long as you talk to me, you will be relaxed, equal and kind; Care for (friends); Metaphorical sentences show that grandma's every word is full of love for me, and "I" fully understands the love here.

Action description:

Comb your hair, braid your hair and smell tobacco.

Analysis: Compare the brightness of her eyes.

Expression description:

happy

Bottom line: My grandmother is a young, optimistic and caring old man who has suffered the hardships of life.

Three. Digestion after class

1. Read the full text three times.

2. Imitation writing training

It is best to write about people's eyes. The text was written to grandma's eyes three times. Understand how these descriptions show the inner world of the characters. Can you write the eyes of your father or mother (or others) when they educate you in a few words? Give it a try. (finished after class)

Blackboard design:

Description: Hair is thick, dense, long, black and thick.

Eyes-light (angry, happy, never extinguished, happy and warm) is small and round.

The face-wrinkled (but young and clear) lips-is bent

The nose is soft, the big red teeth are strong and white.

Figure-fat, fat, fat

Language description: warm and soft; Sing with your heart, as gentle, bright and rich as a flower.

Action description: Comb hair, braid hair and smell tobacco.

Caption: Happy.

Second lesson

I. Import:

Review the methods of reading the text as a whole and grasping the center and describing the characters.

Try to find out the influence of my grandmother on me.

1. Feel the influence of appearance description on "I".

[Clear]: Highlight the characteristics of the elderly and compare their dissatisfaction with life with their gentleness towards me; Show deep love for me in comparison; Cheerful personality and young and cheerful attitude are one of the main reasons why my grandmother became my friend. In such a difficult and unhappy life, grandma is so optimistic, which will inevitably have a great influence on the formation of my character and give me confidence and strength to overcome all difficulties in life.

Observe and describe characters from a child's point of view. Grandma's smile, teeth, clothes, eyes, etc. Both contain "I" love for her. Especially figurative sentences show the relationship between "I" and grandma's "friend".

2. Summarize the deep feelings of "I" for grandma from the sentences discussed.

[Clear]: The lyrical exposition in the last paragraph expresses my gratitude to my grandmother and writes about her great influence on my life.

"She has never had ... lace", which tells us by image metaphor that without grandma, my life would be dark, without warmth and sunshine. Grandma's "love" brought me from the darkness to the bright world. It was her love that made my world colorful.

"She immediately said ... friend", three modifiers, showed my grandmother's extremely important and special position in my life.

Her ... life. Grandma's selfless love for me and love for life, as well as her optimistic spirit and determined personality, have enriched my spiritual world and given me the courage and confidence to overcome all difficulties in life.

3. Finish the exercises after class.

Three. Summary:

This autobiographical novel shows the image of my grandmother through my experience and feelings. He is full of vitality and sense of humor, cares about the young me, pays attention to my growth with an equal and caring attitude, gives me the greatest support and comfort, and is my most precious "lifelong friend". Through detailed and delicate description, the article shows the characters vividly and has unique charm.

Teaching purpose:

Learn the writing method of this article first, so as to grasp the appearance characteristics of the characters and portray their mental outlook.

Second, learn from Lu Xun's lofty spirit and firm stance of sympathizing with and caring for the working people and standing on the side of workers and peasants, and encourage students to follow Lu Xun's example and establish the idea of serving the people.

Third, master words and phrases:

Teaching philosophy:

First, arrange three teaching hours.

Secondly, guiding students to understand the role of three portraits of Lu Xun in reflecting the spiritual temperament of the characters is the focus of this teaching; Through the analysis of the impression of "one side", it is difficult to deepen the understanding of the power of "one side".

Third, writing portraits can guide students to read aloud repeatedly and deepen their understanding in the process of explanation and repeated reading.

Fourth, write the appearance characteristics of a person who meets for the first time with reference to words and composition.

Teaching process:

first kind

First, solve the problem.

One Side is an article recalling Lu Xun. It was first published in15th issue of Middle Stream magazine, 1936, 165438. At that time, it was only half a month before Lu Xun's death. In the second year, Mr. Lu Xun's Memorial Collection was published by Cultural Life Publishing House. In the following forty years, it was repeatedly included in Lu Xun's memoirs published in various places. The author, Alei, was then an ordinary conductor of Shanghai Yingshang Automobile Company. He recalled the impression of meeting Mr. Lu Xun in Neishan Bookstore and drew a vivid and touching image of Mr. Lu Xun, thus writing the power and significance of "one side", profoundly reflecting the lofty spirit of Mr. Lu Xun from one side and revealing the profound theme that Mr. Lu Xun will always stand with the working people. The theme of "one side" is simple and cordial, which embodies the center of narrative: the impression of "one side"; The same theme: the power of "one side"-"Mr. Lu Xun is with us!" "We have to follow the footprints of his blood."

Second, check and preview before class.

Preview and master words and phrases before class. Check pronunciation, orthography and interpretation in class (see "Teaching Purpose 3" for details), and show the small blackboard. Pinyin can be filled in by students on the blackboard, and practice can be arranged to fill in the blanks by choosing words, and the explanation is oral answer.

Third, divide the paragraph level.

(a) determine the natural section.

1. Teacher's instruction: If the last punctuation mark of a paragraph with an independent knot is a colon or a dash, then when dividing a natural paragraph, the next paragraph with an independent knot should be divided into a natural paragraph.

2. Students mark the natural paragraphs. There are 35 natural levels in this paper.

(2) Divide paragraph levels.

According to the students' discussion, the full text is divided into two parts. Part I: 1-3 1 nature

Duan, the "one party" in the impression. The second part: 32-35 natural section, the first part of "One-sided Force" is divided into three levels: ① 1-3 natural section, explaining time, place, things and people; 24- 14 natural paragraph, write "I" eager to get Lu Xun's translation of "Destruction" but have no money to buy it; (3)15-31natural paragraph, write about Lu Xun selling books at low prices for people.

Fourth, guide text learning.

(a) learning 1-3 natural paragraph.

1, hint: this layer first explains the time, place, people and things, and guides the students to draw them separately. "After a week's night shift, I have to shake in the car for eleven hours every day", so that I am "sleepy like a cotton ball", which is a portrayal of the life of auto workers in the old society. The word "shake" vividly describes the hardships and frustrations of workers' lives.

2. With the help of notes, this paper introduces the owner of Neishan Bookstore. Uchiyama is a Japanese social activist and a friend of the people of China. 19 13 He came to Shanghai, worked as a clerk in a Japanese drugstore, and later opened a bookstore in Neishan, which formed a deep friendship with Lu Xun. Returned to China after World War II. After the founding of People's Republic of China (PRC), he devoted himself to Japan-China friendship activities and served as the vice president of Japan-China Friendship Association. He came to China many times and died in Beijing from 65438 to 0959. His body was buried in Shanghai. He is the author of China in Japanese eyes, A Record of Flower and Flower, and several articles describing China's experience.

3. Read the third paragraph by name. It is suggested that this period is naturally the first time to concentrate on writing Lu Xun's portrait. Before writing a portrait, first of all, in the library, "two people are joking in Japanese", "the speech speed is very fast" and "sometimes a burst of laughter is as real as a child", and the atmosphere is harmonious and active. From Lang Lang's laughter, the article writes the initial impression of "fuzzy recognition", because it is "cloudy and dark" and "by the long table behind the shop", the impression is of course not clear, but it also ticks off the general outline of the characters and reflects their appearance characteristics.

Q: How did the author grasp the appearance characteristics of the characters and outline the general outline of Lu Xun? The students answered the teacher's abstract blackboard writing: "skinny", "fifty ups and downs" (which always writes a general impression), "wearing a yellow gown" and "biting a cigarette holder in his mouth" (and then writing impressions from clothes and hobbies).

(2) Learn the 4- 14 natural paragraph.

1. On this floor, I wrote about the author's book search and the hospitality of Neishan's boss, and wrote about the ambivalence that "I" am eager to buy books but unable to buy them. First, look through a row of miscellaneous social science books in the south. What does the author think? How did I feel when I turned to the Book of Destruction? Why? The students answered very clearly: the general social science miscellaneous books "found nothing desirable." When they turned to "Destruction", they immediately remembered that the magazine introduced "This is a good book" and saw the words "Translated by Lu Xun". "As if guaranteed, I immediately took a book off the shelf", which shows the appeal of Lu Xun's works. Lu Xun speaks for the working people and feels the same with them.

2. Show the small blackboard and ask the students to compare the abridged text of the fifth paragraph with the original text. How can we better express the author's feelings?

"... suddenly, I saw a row of Chinese" destruction "on the bookshelf. I remember introducing it in a magazine and saying it was a good book. Reading the spine, the words "translated by Lu Xun" are printed impressively. As if assured, I immediately took a book from the shelf. "

On the basis of the students' answers, the teacher concluded: "Destroy?" With this sentence, it is even more obvious.

My surprise was expressed by the author after consulting general miscellaneous books of social science. At this time, although "autumn wind" and "Mao Mao rain" (the author uses the word "twist" here to personify the wind and rain), "the store is as cold as a cellar, and cold air comes up from my trouser legs", "I" seem to see the light in the dark. This sentence just expresses my feelings and my desire to read Lu Xun's book. Impressive expresses great admiration for Lu Xun, "... then ... immediately ..." and expresses surprise.

Please talk about the function of the word "suddenly" here.

On the basis of students' discussion, the teacher concluded that the author doesn't like social science magazines, and the autumn wind and drizzle are disappointing. Through a sudden turning point, it is another kind of emotion, which not only connects the preceding with the following, but also highlights the author's desire for destruction and reverence for Lu Xun.

4. Read the fourth and fifth paragraphs by name to deepen the understanding of the author's emotional changes and his reverence for Lu Xun.

5. Read the natural paragraph 6- 14 by name, and experience the feeling of Neishan boss's warm reception for "I". Neishan boss is a friend of Lu Xun and the people of China. He is very sympathetic to China and the poor workers. Neishan boss is indeed a "gentleman" worthy of our love and gratitude.

6. Guide students to find out the words and sentences that reflect my ambivalence that I am eager to see Lu Xun's translation of "Destruction" but have no money to buy books. Words: "embarrassment", "hesitation" and "loitering" guide students to read relevant notes in textbooks; Sentence: "... feels comfortable in your hand. ""I can't help eating rice, but this book is too good ... I can't bear to leave it and I don't want to buy it. "

How to solve the contradiction? We'll study next class.

Verb (abbreviation for verb) assigns homework.

In addition to your daily work, you can also add the following punctuation training:

Punctuate the following paragraph (correct yourself without reading the text):

Suddenly, I saw a row of China Ruins on the bookshelf. I remember a magazine saying it was a good book. Looking at the words translated by Lu Xun printed on the spine of the book, I immediately took a book off the shelf like I was guaranteed.

Second lesson

First, review the old lessons.

Students go to the blackboard and summarize the main words and phrases in the first portrait of Lu Xun.

Second, continue to guide text learning.

(1) "I" was hesitating when the old man came out. The article once again focuses on the portrait of Lu Xun. Please read the 16 paragraph of the second portrait and compare it with the first portrait. Students read the paragraph 16 together.

(2) Designate students to write the main words and phrases of Lu Xun's portrait on the blackboard, and the teacher will sort them out and correct them (refer to the relevant part of the blackboard design summary table for blackboard writing requirements).

(3) Students' answers and teachers' inductive analysis: Although this portrait is short in words, it really reproduces Lu Xun's thin appearance but good image characteristics. The author observed Lu Xun face to face in more detail, and the description entered a new level. First, he wrote his face, then his hair, then his beard. Just like the close-up of the face in the movie, he shows the most distinctive appearance characteristics of the characters from the whole to the part and then to the details, which leaves a deep impression on the readers. Portraits only highlight the appearance characteristics of "skinny", "wearing a yellow robe" and "holding a cigarette holder in his mouth"; Second, write a portrait, focusing on his spiritual characteristics from the perspective of thinness. "His face is yellow and white, and he is worrying thin, like a man recovering from a serious illness", which reflects that "the soldiers' health was almost completely destroyed by the efforts without rest". Then, through a "but" turning point, he wrote that he was "in good spirits" from his "energetic" hair and "very eye-catching" thick black beard, and asked the students to underline the relevant words. )

(4) Read paragraph 16 slowly in groups, and realize the portrait writing characteristics of Lu Xun's mental state by the author's most distinctive appearance characteristics.

(5) The deep affection of the author after careful observation in paragraph17 further touched the readers. Please go to the blackboard and do the exercises of choosing words and filling in the blanks (show the small blackboard):

"Do you want to buy this book?" He gave me a look. That kind of honest and-(kind, peaceful) eyes made me immediately feel that my father's-(touching, massaging) (severe, serious) and-(kind, loving) are intertwined-(touching, touching).

(6) Ask the students to find out the portrait description (the method of portraying people by their appearance is called portrait description), language description (the method of depicting people by their language is called language description), action description (the method of depicting people by their actions is called action description) and psychological description (depicting people by their thoughts and feelings) in the natural paragraph of 16-23. Students answer, the teacher summarizes: ① Portrait description focuses on 16 natural section. ② Language description: "Do you want to buy this book?" "Buy this book-this book is better than that one." This sincere suggestion is full of touching love. ③ Action description: "He took a look at me", "He tore a book from the bookshelf" and "Hand it to me with a finger like a bamboo stick", which is sincere and enthusiastic, in sharp contrast to the "face of the same suit" he has always seen. Psychological description focuses on two natural paragraphs: 17 and 2 1. Fortunately, this paper adopts a combination of narrative, description, discussion and lyricism.

(7) Read paragraph 24-3 1.

The teacher demonstrated reading. Brief analysis: Through dialogue description, the book presented by Lu Xun is described. Lu Xun's gift of books greatly touched and inspired the author, adding strength and restoring courage. On this basis, write a portrait of Lu Xun. Let's see, what are the differences between these three portraits of Lu Xun and the first two, and what are their characteristics? (Students answer, the teacher summarizes, and writes it on the blackboard) The third portrait describes both appearance and spirit, which is the synthesis of the first two portraits. This is its main feature. At the same time, the cigarette holder and gown are written in more detail: there is a yellow cigarette holder in the left hand, and the end of the cigarette holder has been blackened. The author wrote these characteristics over and over again in order to express the author's reverence for Lu Xun and impress readers. Ask the students to describe the similarities and differences between the third portrait and the first two, and draw them with double lines and single lines respectively. ) When the author remembered which miscellaneous book this was written in an interview, he was very excited. Ask students to answer which words and sentences express the author's excitement. The students answered clearly: "You are here-""You are speechless, because they are very happy and excited:" Stuttering "and" jumping with love "; "It must be him!" "It must be him!" Repetition; The word "jump". Lu Xun's expression is "smile" and "nod", which is so peaceful and loving, full of trust and concern for the poor workers, encouragement and hope for the younger generation.

Read paragraph 30 by name. Enlightenment words: comrade, friend, father, master, soldier.

Read aloud in groups, which requires that paragraphs 27 and 30 in "This is absolutely reliable ... the older the soldier is, the more tenacious he is" be read together, so as to further understand the role of portraying the character and spirit through portraits. "I looked at his face carefully again-thin!" "-"highlights "thinness" with a pause in time, which strongly echoes the above and shows Lu Xun's mental state.

(8) Conclusion: "One side" is impressive: selling books at a low price, or even personally delivering books to an ordinary worker who is suppressed at the bottom of society, is a deep concern for the working people; Innocent laughter makes people want to see teacher Zhang's cheerful personality; How modest Mr. Wang is and sincerely recommends other people's books; That "smile in return" and "nod" imply Mr. Wang's trust and hope for the younger generation; Mr. Wang's "yellow face and white inside", "fingers like bamboo branches" and "worry about thinness" reflect that he has devoted his life to the revolutionary cause. Look closely at the spirit, how great Lu Xun's character is! The impression of "one side" has immeasurable spiritual strength!

Third, homework:

(1) The textbook Thinking and Practice III.

(2) Preview thinking: the textbook Thinking and Practice II.

The third category

First, review the old lessons and check "Homework (1)"

See the relevant contents in the first two sections for the answer. When the teacher summarizes, show the blackboard design summary.

Second, read the second part of the text.

(1) Read paragraph 32 slowly to understand why the author can "bite the bullet", "don't even hum" and "hold his head high all the time" when he is "crossing ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Students think and discuss clearly: this kind of power comes from "one side" and gives the author such great spiritual power. Because "Mr. Lu Xun is with us!"

Q: In this paragraph, a series of verbs are used one after another. What role does it play in expressing ideological content?

The students answered clearly: this series of words are all about how I gritted my teeth and held my head high in the face of all kinds of cruel inhuman treatment, which fully showed the great power that "one side" gave people.

Ask the students: Can the positions of "pass" and "pass" in the text be reversed? Clear: No, verbs and objects are not properly collocated after being interchanged.

(2) Students can freely read paragraph 32 silently to deepen their understanding of the above contents.

(3) Read paragraphs 34 and 35 together. He expressed his deep nostalgia and infinite reverence for Mr. Lu Xun, and at the same time further wrote the strength of "one side" and determined to "follow in his blood footsteps and move on."

(4) Read the second part in groups.

Third, the lesson summary and consolidation exercises.

Fourth, assign homework.

My teacher

Learning objectives:

1. Learn to express your true feelings in plain language and choose the writer who feels the deepest around the center.

2. Understand the ideological content of the text and establish the idea of respecting teachers and loving students.

Teaching emphases and difficulties

Learn from the author's vivid and delicate description method and simple language.

Design concept

This textbook has sincere feelings and simple language. It is necessary to strengthen reading guidance, deepen students' understanding of the text and better understand the author's thoughts and feelings. And make full use of teaching materials to inspire students to think more, so that students can master the ways and means of analyzing articles. Cultivate students' expressive ability.

Teaching process:

first kind

First, import

Students, many teachers have taught us in our school life. Please recall how many teachers have taught you since the first grade of primary school? Among many teachers, which ones will make you unforgettable? I think there must be a most unforgettable teacher in everyone's heart. If you write him down, it will be very emotional and touching. Today, we learn an article "My Teacher" written by the famous writer Wei Wei and recall his primary school teacher, Mr. Cai. (Title of blackboard writing body)

Second, introduce the author and solve the problem. (Typing with courseware)

Wei Wei, formerly known as Hong Jie, once used the name Populus davidiana. When the author was a teenager, he attended civilian primary schools and high schools under extremely difficult conditions, and barely attended a simple rural normal school. After the outbreak of War of Resistance against Japanese Aggression, he embarked on the revolutionary road. Wei Wei has always lived among soldiers and wrote many poems during the War of Liberation. After the liberation of the whole country, the main works are prose collection "Who is the cutest person? And the novel "The East". My teacher is a reminiscence essay written by the author for Teachers Daily on September 29th. 1956. The "I" in the title is the author himself. "Teacher" is Mr. Cai, the author's primary school teacher. Let's study this text together and see how the author describes his most unforgettable teacher.

Third, nudge

(A), the overall perception

Students watch the TV essay My Teacher and Wei Wei's introduction.

Let the students read the text carefully and grasp the content of the text as a whole. Underline the words you don't know or can't read correctly, and make phonetic notation. After reading the text smoothly, read it aloud.

(2) Teachers and students study the text together.

Students should explore and discuss independently, and the teacher can only point out the main points. )

1. How many people are described in this article? Who is the protagonist?

Clear: This article describes my teacher Cai, my mother and some of my classmates in primary school. The protagonist is the teacher Cai.

2. How many unforgettable things did this article describe? Which ones are more detailed? What are the sketches? What are the advantages of this arrangement?

Qing: * * narrated seven things: ① Teacher Cai pretended to be angry; ② Teach us to dance after class; ③ Take us to observe bees; (4) teach us to read poetry; ⑤ Our attachment to teachers; ⑥ Correctly handle the disputes between my classmates and me; 7. Go to the teacher while sleeping. Of these seven little things, the last two are detailed and the first five are simple. This arrangement, from in-class to out-of-class, from in-school to out-of-school, not only makes the structure of the article dense, but also shows the deepening of feelings between teachers and students.

3. Verbally delay the story of "looking for a teacher in my sleep". Requirements: explain the person, time and place of the incident, the cause, process and result of the incident.

4. Discussion: Some people think that this article reflects Cai's love for students, while others think that this article reflects Cai's unforgettable experience. What's your opinion?

After the students had a full discussion, the teacher concluded: Obviously, the two are inseparable. Teacher Cai makes me unforgettable, because she is gentle, caring, persuasive and full of enthusiasm for students. It is Cai's beautiful heart that loves students that makes "I" (us) unforgettable.

5. Question: The students just found some words to express the author's feelings. Can these words alone reflect the author's deep affection for the teacher? Why?

After students' full discussion and argumentation, the teacher came to the conclusion that obviously, these words can really express certain thoughts and feelings, but if they leave a certain language environment and specific description sentences, they cannot reflect the author's love and nostalgia for the teacher.

6. So, what are the emotional clues that run through the whole text? Can you give some examples to illustrate?

Inspire students to discuss and speak, and the teacher will prompt them in time. Clear: The emotional clue of this article is "recalling, attaching to and remembering my teacher Cai". From beginning to end, the whole text is filled with deep affection for the teacher between the lines. For example, the author first described the teacher's "fake love" for me. The word "only" indicates the scope, indicating that it is accidental and unique; "As if" tells the story that Teacher Cai seems to be real, but the reality is a false modality; The action of "welcome" vividly shows the intimate relationship between teachers and students: teachers love us and we love teachers, so we are not afraid of teachers; "Tapping gently" and "on the edge" show that Teacher Cai didn't mean to hit me, but the action seemed heavy and light, and it was "knocking on the edge of the slate", which showed his maternal love. Everyone "laughed" and she "laughed" too. The action of tapping gently made everyone laugh knowingly, and the teacher also gave a knowing and gentle laugh. For example, the sixth thing, "I don't know" and "Is it worth mentioning", is insignificant to Teacher Cai, but it carries too much weight to a young mind. Teachers love students, correctly handle disputes between students, heal the trauma of students' hearts and make students unforgettable. Isn't such a thing worth mentioning?

7. The seven little things recorded in the article show the beautiful mind of Teacher Cai and express the author's love and gratitude to the teacher. Excuse me, can the order of these seven little things be disturbed? Please have a try if you can. If not, can you tell me why?

Students discuss and the teacher concludes: Make it clear that the author has carefully considered the order of these seven little things. From in-class to out-of-class, from in-school to out-of-school, from normal times to holidays, it fully shows Teacher Cai's love for students' beautiful hearts and students' attachment to teachers. With the track of the author's recollection and the thinking of the author's narration, the affection between teachers and students has deepened and increased step by step. It can be seen that this order arrangement cannot be changed casually.

8. What do you think of Teacher Cai?

Clear: Teacher Cai is a gentle, caring, warm and fair, approachable and loving teacher.

Fourth, digestion after class

1, read the text with emotion

2. Imitation writing training