"Understanding 6 and 7" Mathematics Teaching Plan

As a people's teacher, you usually need to use teaching plans to assist teaching. With the help of teaching plans, the teaching quality can be improved and the expected teaching effect can be obtained. What formats should I pay attention to when writing lesson plans? The following is the math lesson plan "Understanding of 6 and 7" that I compiled for you. Welcome to read the collection.

Teaching content of "Understanding of 6 and 7" math teaching plan1;

Numbers and identification, ordinal number and writing content on pages 6 and 7 of the textbook.

Teaching objectives:

1. Can correctly count the number of objects with numbers 6 and 7, and can read and write numbers 6 and 7.

2. Knowing the sequence of numbers within 7 will compare the sizes of numbers within 7.

3. Master the composition of 6 and 7.

4. Combine illustrations to educate students to love labor.

Teaching focus:

Students can correctly count the number of objects with numbers 6 and 7, and can read and write numbers.

Teaching aid preparation:

Theme map, bitmap, digital card, counter, ruler map, fish map.

Learning aid preparation:

Digital card, stick, triangle, courseware, projector.

Teaching process:

first kind

First of all, stimulate interest through conversation and review old knowledge.

1. Interesting dialogue: Children, today the teacher brought you some old friends. Look, who is it? (Computer demonstration) Cute digital dolls appear. These digital dolls are displayed in turn. Let the students practice counting and reading according to the numbers.

2. Review old knowledge: You see, these digital dolls are not lined up. Who can help them line up?

3. (Pointing to 1, 2, 3, 4, 5) Q: What's the number after 5? Numbers 6 and 7 appear. Today we will make friends with them and learn 6 and 7.

Writing on the blackboard: understanding of 6 and 7

Second, new funding.

(1) Count and say.

1. Courseware demonstrates the theme map to guide students to observe from multiple angles.

Teacher: (showing the theme map) What's on the map?

Student: There are people, desks, chairs, blackboards and so on.

Teacher: Please count it. How many? How do you calculate it?

Show students all kinds of mathematical methods.

Teacher: Who can count from 1 to 7 and from 7 to 1? (Answer by name)

Count each other at the same table.

3. abstract the numbers in the picture.

How many desks are represented by numbers? (indicated by the number 6) blackboard writing: 6

What are the numbers of chairs, teachers and students? (number 7) blackboard writing: 7

Teacher (summary): Children, we should be children who care about hygiene, love the collective and love labor. Can you do it? We just counted them in order. In counting, we find that the number five 1 is six, then the number six 1 is seven, seven is more than six 1 is more than six, and six is more than five.

According to the basic meanings of 6 and 7, things in daily life are represented.

(1). Count the number of people and ideas under the theme map.

(2) Let the students give examples and say what things in life can be represented by numbers 6 and 7.

(2) Dialing comparison.

1. Teachers demonstrate with counters.

Let the children and the teacher dial the beads together, first five and then one. Let the children tell us how many beads have just been dialed. How did you dial?

Ask; What is the other number?

2. rely on a ruler. (Courseware demonstration)

Ask the children to help the teacher mark the scale on the ruler.

Teacher: (Draw with a ruler) Write only 0, 1, 2, 3, 4, 5, (), (). Do you know what to fill in? Where should I write 6 and 7?

Teacher: Who is behind 5? Who's behind six? Who is in front of 7?

Student activities: 6, 7 and 6 answer first.

3. Guide the students to compare the sizes of 6 and 7.

Students count five pictures from their schoolbags, then six and finally seven.

Teacher: Can you compare their sizes?

Students may be 5 to 6, 6 to 7, 6 to 5, 7 to 6.

Blackboard: 5 066 07 6 057 06

Teacher: What symbols are they represented by?

Students fill in the blanks.

(3) statistics and fill in.

1, the teacher rewarded the students with red flowers, first five, then 1, and asked the students how many * * *.

2, refers to the first six students.

Teacher: Who are the six students on the left? Who is the sixth classmate on the right? (Answer by name)

3. (Show pictures) There is fish in the sixth bottle from the left, fish in the sixth bottle and fish in the seventh bottle.

Students count and fill in the form and correct it collectively.

(4) Divide a little and apply a little.

1. Count six sticks.

Six sticks. How can we divide them into two parts? Please make a pendulum with six sticks on your desk.

2. Report the results.

3. Study composition 7.

(1) Work in groups of four to discuss the composition of 7. (teacher's patrol guidance. )

(2) The group reports the results.

(5) writing and doing.

1. Learn to write 6 and 7.

Guide students to observe the shapes of 6 and 7.

The teacher demonstrated writing 6 and 7. Students should write blank books before practicing in the grid.

Third, consolidate the practice.

1, Little Hedgehog gives the child seven apples, and each apple has a problem. Ask the students to choose any number to represent a question.

① 23rd () 5th () ();

② No.506607;

③No. () () 5 ();

What is 4.5 plus 1? How much is 1 plus 6?

⑤ No.6 057 06;

6. What color is the sixth flower from the left?

Students do the above questions.

Fourth, the class summary

Say a sentence with the numbers 6 and 7.

Teaching objectives of "Understanding 6 and 7" math teaching plan 2

1. Through observation, operation and demonstration,

Let the students count 6 and 7 skillfully, read and write these two numbers, and use these two numbers to indicate the number of objects or the order and position of things, and compare their sizes.

2. In the teaching process, the ideological and emotional education about hygiene, love for labor, love for the collective and division of labor and cooperation is permeated.

3. Through students' observation, operation and expression, cultivate students' observation ability, hands-on operation ability and language expression ability; Cultivate students' initial awareness of mathematical communication.

course content

Page 42, 43 and 48 of the textbook, exercise 7, questions 2 and 3.

Prepare teaching AIDS and learning tools

Computer courseware, counter. Many sticks, pictures, rulers, etc.

Teaching design

Review preparation

1. Guide students to count from 0 to 5, and then from 5 to 0. (You can call the roll, or even clap your hands. )

2. Display and read six numbers from 0 to 5.

3. Read in sequence: () 2()4 ().

Know the number and the order of numbers by counting, and pave the way for learning new knowledge. ]

Explore new knowledge

1. Create situations and learn to count and recognize numbers.

A. The computer courseware shows the theme on page 42: In the classroom, students are cleaning. There are six desks and seven chairs in the classroom. Six students are cleaning. 1 female students come in from outside.

B. guide observation and inspire thinking.

On the basis of students' observation of the pictures, in groups, tell each other who and what are in the pictures and how many. When students discuss and communicate, teachers should patrol, listen and give guidance to each group. )

C. communication and reporting.

Teacher: What's in the picture?

Student: There are classmates, teachers, desks, chairs and so on.

Teacher: How many desks and chairs are there in the picture? How many people are there?

Health: There are six tables, seven chairs and seven people on the picture.

Teacher: How do you count the people in the classroom?

Student: First, six students and teachers are cleaning in the classroom, and then a classmate comes in from outside. One is seven people. You can also count the number of students first, and then the teachers, a ***7 people.

Teacher: How do you count the number of chairs?

Health: Counting the six already released, and counting the 1 moved here, one * * * is seven.

[In this teaching session, by creating scenarios, students can integrate into the classroom and feel the close connection between mathematics and life. Through group cooperation, students can exchange observation content and cultivate their observation ability and language expression ability. ]

D. abstract the numbers in the picture.

How many desks are represented by numbers? (indicated by the number 6) blackboard writing: 6

What are the numbers of chairs, teachers and students? (number 7) blackboard writing: 7

According to the basic meanings of 6 and 7, things in daily life are represented.

A. count the number of people and ideas under the theme map.

B Work in groups, put out 6 and 7 with sticks or school tools, and put them on display shelves to further strengthen understanding.

C ask students to give examples and say what things in life can be represented by numbers 6 and 7.

(Design Description: Through the students' practical operation, let the students know the cardinal meanings of 6 and 7. )

3. Teach series.

A.how many beads are there on the counter? (5) Dial another one. How many beads are there? Students came to the stage to operate and found that there were six. What's the other number? (7 pieces)

B. teach the sequence intuitively through a ruler.

Ask the students to find the order of 5, 6 and 7 on their own ruler.

The teacher showed the ruler diagram with the courseware, and only wrote 0, 1, 2, 3, 4, 5. Question: Where should 6 and 7 be written? Ask the students to find out the numerical order within 7.

[Through group cooperation, * * * cooperates with learning tools to clarify the relationship between 6 and 7 from a perceptual point of view. ]

4. Compare sizes.

A. Using the learning tool, first place five CDs, and then place six CDs below. Then according to intuition, it is easy to find that five discs are less than six discs, and six discs are more than five discs. The words on the blackboard: 55

B. Using the learning tool, first place six CDs, and then place seven CDs below. Then intuitively, it is not difficult to find that six discs are less than seven discs, and seven discs are more than six discs. Words on the blackboard: 66

5. Make clear the ordinal meaning of 6 and 7. Work in groups, observe and discuss to get the correct answer.

A. Let the students find the starting point first, count from the bottle of 1 to the seventh bottle, and then observe how many goldfish are in the sixth bottle.

B Look carefully, find out the bottle with six goldfish, and then count the bottle with six goldfish as the fourth bottle from the left.

C. Find the seventh bottle on the left and count the goldfish in it.

Through this vivid situation, cultivate students' observation ability and make clear the ordinal meaning of 6 and 7. ]

Consolidation exercise

1. Do the answering exercises.

What's the number after 5?

What's the number after 6?

What is the number before 7?

2. Complete Exercise 7, Questions 2 and 3.

A. complete question 2. Show the questions, make clear the requirements, and finish the questions by yourself. Summarize.

B. complete question 3. Teachers guide students to understand the requirements of the topic. Students complete the exercises in groups. Guide students to compare "6" and "7" appropriately, and deepen their understanding of the meaning of cardinal number and ordinal number.

[This exercise is closely related to the teaching content of the textbook. Through consolidation exercises, students can consolidate their understanding of the meanings of 6 and 7. ]

Instruct writing

1. Computer courseware shows the images of 6 and 7, guiding students to observe and inspiring them to imagine 6 and 7. (6 is like a whistle, 7 is like a crutch, etc. )

2. Computer courseware shows the writing order of 6 and 7 and their layout in the writing grid, and students can observe and learn.

In Tian Zige, the teacher wrote 6 and 7 on the blackboard. The students marked 6 and 7 in the box of the book. Remind students to sit upright, keep a reasonable distance between their eyes and books, and write neatly and beautifully.

By guiding students to observe the image of the courseware, the order of strokes of 6 and 7 is displayed intuitively, helping students to master the writing of 6 and 7; Inspire students to imagine what life is like, and cultivate students' imagination and innovation ability. ]

"Understanding 6 and 7" Mathematics Teaching Plan 3 Teaching Content

(People's Education Edition) Compulsory Education Curriculum Standard Experimental Textbook, Mathematics (Grade One), pages 42 and 43, page 48, exercise 7, questions 2 and 3.

Teaching objectives

1. Through observation, operation and demonstration, let the students correctly count the number of objects with numbers 6 and 7, and read and write the numbers 6 and 7. These two numbers will be used to indicate the number of objects or the order and position of things, and their sizes will be compared.

2. Infiltrate the ideological and emotional education of loving labor, collective, hygiene and division of labor and cooperation in the teaching process.

3. Through students' observation, operation and expression, cultivate students' observation ability, hands-on operation ability and language expression ability; Cultivate students' initial awareness of mathematical communication.

Emphasis and difficulty in teaching

Teaching focus:

Students can correctly count the number of objects with numbers 6 and 7, and can read and write numbers.

Teaching difficulties:

Students will write the number 6 correctly.

teaching method

Teaching, discussion, demonstration, practice, etc.

Prepare teaching AIDS and learning tools

Computer courseware, counter, stick, ruler, etc.

teaching process

First, review preparation

1. Organize students to count from 0 to 5, and then from 5 to 0. (You can use personal counting or naming)

2. Display and read six numbers from 0 to 5.

3. Read: 1, (), (), 4, () in turn. Can you tell me who the next number is?

Today, we are going to learn two new friends, 6 and 7 respectively. Exhibits 6 and 7 reveal the theme. (blackboard writing: understanding of 6 and 7)

[Design intention: create a situation to stimulate students' interest in learning and pave the way for learning new knowledge through review. ]

Second, explore new knowledge.

(1) Scenario introduction

1, open the multimedia and display 42 pages of theme map:

2. Teachers should guide students to observe and think about the following questions.

Let the students observe the content of the picture first, and then tell each other in groups who and how many things are in the picture. When students are discussing and communicating, teachers should patrol, listen and guide each group. )

3. Report the communication just now.

Teacher: What's in the picture?

Student: There are classmates, teachers, desks, chairs and so on.

Teacher: How many desks and chairs are there in the picture? How many people are there?

Health: There are six tables, seven chairs and seven people on the picture.

Teacher: How do you count the people in the classroom? (Hint: What to count first, then what to count? )

Student: First, there are six clean teachers and classmates in the classroom, and then a classmate walks in from the door. One * * * is 7; You can also count the students first and then the teachers, one * * *, seven people.

Teacher: How do you count the number of chairs? What to count first, then what to count?

Health: Counting the six already released, and counting the 1 moved here, one * * * is seven.

[Design Intention: In this link, let students feel the connection point between mathematics and life through scenarios. Cultivate students' observation ability and language expression ability through exchange and discussion. ]

4. Understand the meanings of 6 and 7.

(Requirements: Pull the students to the blackboard and count. )

Teacher: How many desks and how many classmates are represented by numbers? (indicated by the number 6) blackboard writing: 6

What are the numbers of chairs, teachers and students? (number 7) blackboard writing: 7

(2) Use the meanings of 6 and 7 to represent the number of objects in life.

1, count the number of people and ideas under the theme map.

2. Take out 6 and 7 with sticks or school tools and show them on the projection to strengthen understanding.

For example, what things in life can be represented by numbers 6 and 7.

[Design intent: Let students know the meaning of 6 and 7 through their practical operation]

(3) Teaching series.

1. How many beads are there on the counter? (5) Dial another one. How many beads are there? Students came to the stage to operate and found that there were six. What's the other number? (7 pieces)

2. Teach the series with a ruler.

Let the students observe carefully. Can you find 6 and 7 on your ruler?

The teacher also showed a ruler map and asked: Where should I write 6 and 7? (5) After that, ask the students to find out the numerical order within 7.

[Design Intention: Through group cooperation, * * * will operate the learning tools together, so as to clarify the relationship between 6 and 7. ]

(4) Compare sizes.

1, show it with courseware, first put five disks and six disks, and observe the relationship between them.

Then intuitively, it is easy to find that 5 discs are less than 6 discs and 6 discs are more than 5 discs.

The words on the blackboard: 55

2. Using learning tools, first observe the placement of six discs and seven discs, and then intuitively find that six discs are less than seven discs and seven discs are more than six discs.

Words on the blackboard: 66

(5) See who catches "more".

Teacher: There is a fishing activity today. On a sunny day, several friends went to the river for a fishing contest. After a round of fierce competition, they all caught many lovely small fish. Look! This is their harvest.

The courseware shows seven fish tanks with different numbers of small fish in them. )

Let the students observe the pictures first, and then let the students fully communicate their findings. )

Teacher: (1) Let the students find the starting point, count from the bottle of 1 to the seventh bottle, and then observe how many goldfish are in the sixth bottle.

(2) Look carefully, find out the bottle with six goldfish, and then count the bottle with six goldfish as the fourth bottle from the left.

(3) Find the seventh bottle on the left, and then count how many goldfish are in the bottle.

(4) Can you rank these kittens in the competition?

[Design intention: Through this vivid situation, cultivate students' observation ability and make clear the ordinal meaning of 6 and 7. ]

(6) Teaching 6 and 7 writing.

Observe the font characteristics. What does 6 look like? 6 is written in one stroke, starting from the top half of Tian Zige's pen, all the way to the bottom, and then draw a circle. What is 7 like?

Third, consolidate the practice.

1, do answering exercises.

What's the number after 6? What's the number after 5? What is the number before 7?

[Design intention: Use the game to comprehensively review the understanding of 6 and 7, so that students can learn in a happy mood. ]

2. Complete Exercise 7, Questions 2 and 3.

(1) Finish the second question. Show the questions, make clear the requirements, and finish the questions by yourself.

(2) The third question is required to be completed independently, and then revised.

Fourth, summary.

V. Blackboard Design

6,7 understanding

55

66

Content of "Understanding 6 and 7" Mathematics Teaching Plan 4;

In this lesson, we need to learn the knowledge of 6 and 7, including the numerical representation of 6 and 7, the order and writing of numbers, and the composition, cardinal number and ordinal number. This is based on the previous understanding of 1-5. Through study, children are educated in ideology, so that they know how to talk about hygiene and love labor.

Scholar analysis:

I have studied the cognition of 1-5. Students are not embarrassed about the cognition of 6 and 7, but their learning of division, composition and writing, especially cardinal number and ordinal number, is not in place, so it is necessary to emphasize learning.

Teaching objectives:

1, can correctly count the number of objects with 6 and 7, and know the composition of 6 and 7;

2. Be able to read and write numbers 6 and 7 and develop good math habits;

3. Infiltrate the ideological and emotional education that stresses hygiene, loves labor and loves the collective.

Teaching strategies:

The method of combining situational teaching with hands-on operation is implemented to let students feel the formation process of knowledge personally.

Teaching equipment:

Oral cards, wall charts, dot charts, ruler charts, counters, sticks, etc.

Teaching process:

First, review and pave the way

1, organize students to review the composition of 2-5.

2. Organize students to practice the addition and subtraction of 0-5 by "driving the train".

Second, create a situation

1, show a small drum, let the students perceive the number and clap their hands to signal the next number.

2. The teacher knocked six times and asked: The teacher knocked again. How many times?

3. Reveal the topic: This is what we are going to learn today: 6. 7 (blackboard writing topic) understanding

Third, explore new knowledge.

1, activity 1

(1) Guide the students to observe the theme map: What are the children doing in the picture?

(2) What other objects in life can be represented by 6 or 7?

(3) swing.

2. Activity 2

Let the students take out the counter and discuss: How to dial "6" on the counter?

Dial "7" the same way.

3. Activity 3

The difference between cardinal number and ordinal number in teaching

Show the flip chart and ask the students to point out where the 1 bottle on the left is.

4. Activity 4

Writing teaching methods 6 and 7

The teacher demonstrated 6 and 7 in Tian Zige, and the students practiced below, explaining the writing rules while demonstrating.

5. Activity 5

Composition of Teaching 6 and 7

(1) lead students to explore the composition of 6 independently.

(2) Explore the composition of 7.

① Students take out seven small squares and divide them into two piles to see how many points there are.

② Organize students to report the situation.

Fourth, the design of classroom tests

1, Exercise 7, Question 1 and 2

2. Exercise 7, Question 3

Students are required to do it independently, the teacher makes a tour, and then the whole class corrects it.

Verb (abbreviation of verb) abstract

What did we learn in this class? Who can repeat it for everyone? Is there anything that students still don't understand? (According to students' feedback, further explain. )

Teaching reflection:

In this lesson, children know 6 and 7, know their compositions, can read and write, and have infiltrated the ideological education of stressing hygiene, loving labor and loving the collective, and the learning effect is very good. I hope the children will continue to work hard!

"Understanding of 6 and 7" is the teaching content of Math Teaching Plan 5;

Nine-year compulsory education Five-year primary school mathematics Volume I Page 33, 34 7, Understanding and Exercise 7, 12.

Teaching purpose:

1. Make students count the number of objects within 7 correctly, and know the actual meaning and ordinal number of 7.

2. Master the order, size and composition of 1 to 7, and be able to read and write 7.

3. Combine illustrations to educate students to love labor.

Teaching focus:

Let students master the composition of 7 with the help of learning tools.

Teaching difficulties:

Master the composition of 7.

Teaching aid preparation:

Theme map, counter, ruler map, bitmap, stick, red and blue triangle card, fish map printing, practice grid

Learning aid preparation:

Stick, seven triangle cards.

Teaching process:

First, review.

1. Count from 0 to 6, and then count backwards from 6 to 0.

2. For the password:

3. According to the number of groups, the first student in each group reported 1, the second student reported 2 ... and then asked the last child to stand up and answer: What did you report? Which children are this group? How many children are there in your group?

Second, the new curriculum teaching

1. Item 7.

① Show the theme map and guide the students to observe it carefully. Ask: "What is this map?" (Children are feeding chickens) Are you helping your parents at home? Combine the theme map to educate students to love labor.

Look at the picture and count the hens. How many cocks? How many chickens are there? Can you say it twice? (1 rooster and 6 hens, or 3 chickens on the left and 4 chickens on the right, or 6 chickens on the left and 1 chicken on the right, and so on. )

After the students answered, the teacher explained that there are 7 chickens in the picture, which can be represented by the number 7. We will learn "7" today.

② Blackboard 7: The teacher reads the number 7, and then asks the students to look at the number "7" printed under the theme map on page 33 of the textbook. Q: What does "7" look like? The teacher affirmed the good answer and explained that "7" is like a sickle, written in strokes.

The teacher took out seven sticks to see who counted well. Let the students count loudly. Then let the students stretch out seven sticks, and the teacher will patrol and praise them in time.

(4) Let the students connect with real life, give examples of people or things with the number 7, and refer to 2-4 students.

2. Teach the numerical order within 7.

① Show the counter: Let a student dial six beads on the counter first and ask: Six beads.

1 How many beads are there? What's seven plus six? The teacher demonstrated it again and asked the students to count it again.

(2) Show a ruler diagram with 0-6 written on it.

Guide the students to observe and answer:

A.where does the ruler start? What number does it represent?

B.how many paragraphs does a ruler have? (Paragraph 6).

C. from 0-l which paragraph?

D.6 How many such paragraphs are there before? (Six out of six are one)

E. now add another paragraph. What number should I put in ()?

F. How many such paragraphs are there from 0 to 7? After the students answer, the teacher points to the numbers on the scale in turn, and the students read "0, 1, 2, 3, 4, 5, 6, 7" in turn.

G. The teacher pointed to the ruler and asked: What is in front of 7? What's behind 6? 7 is greater than 6 1, 6 is less than 7 1, 7 is before 6 and 6 is after 7.

H. Students fill in the blanks independently:

0246

3. Compare sizes 6 and 7.

(1) Show the concept map. (6 on the left and 1 on the right)

Q: How many ideas are there on the left? A few ideas on the right. What's the number of each? (Students answer, the teacher writes 6 and 7 respectively under the train of thought. )

Q: Which number is greater than 6 and 7? Which number is smaller? What symbol should be used to connect 6 and 7? (Students answer while reading a blank book)

② Exchange two 6 o'clock and 7 o'clock maps.

Q: Compared with 7, 6 is less than 7, so what symbol should be used to compare 7 and 6? Students answer while reading empty books. At the same time, the teacher writes on the blackboard.

(3) Guide the students to observe, 66, which shows that openings larger or smaller than numbers always face large numbers.

Recess activities.

4. The composition of teaching.

Let the students put seven triangles on the table and divide them into two piles. Q: How many different piles can you separate? How to divide it so as not to repeat or omit it? Teachers patrol and praise those who get good grades.

(2) Tell the different points (praise the teacher), and the teacher will demonstrate it in order, and write on the blackboard while demonstrating:

③ Q: After seeing each group, can you think of another group? After the roll call students answered, the teacher wrote on the blackboard:

④ Composition of Exercise 7.

A. read the composition of 7 together.

B. Teachers and students check the passwords. The teacher says "4" and the students say "3". ...

5. The significance of teaching base and ordinal number.

① Show the picture of fish on page 34 of the textbook, and let the students draw it step by step according to the requirements of the textbook.

The teacher concluded that "7" is the "7" of seven and the "7" of the seventh.

③ Do Exercise 7, Question 2. Look at the first line first: Q: What numbers should be filled in the box and what should be filled in? Look at the second line: let the students think about how to fill in and correct collectively.

6. Guide the writing of the number 7.

The teacher writes a "7" in the enlarged writing box, so that the students can observe the teacher's handwriting carefully, and then the teacher explains it while demonstrating? "7" is written in one stroke.

② Guide students to empty books 1-2 times.

③ Draw and write in the exercise box of the textbook.

Third, the new lesson summary

Teacher: In this lesson, we learned the number method of combining numbers 7 and 7, the order in 7, the composition of 7, the number and number of 7, and the writing of 7. We should master these contents.

Fourth, classroom exercises.

1. Clap your hands and fill in the blanks.

One student fills in the numbers and the other students clap their hands. A designated student will fill in a few slaps when he hears it.

2. Number permutation game.

The teacher took out 0-7 groups of 8 digital cards and designated a boy and a girl to represent the men's team and the women's team respectively. It is required to sort from big to small first, and then sort from small to big. Applause after the game to encourage the team that won 1 and applaud the team that won the second place.

Write a line in the writing box of the exercise book. 7. Teachers patrol and strengthen individual guidance.

4. Self-read composition 7.