Waiting for the speech.

As a conscientious people's teacher, it is often necessary to prepare lecture notes, which play a vital role in preparing lessons. How should I write the speech? The following is my carefully organized speech, which is for reference only and I hope it will help you.

Waiting for the lecture 1 1. Talking about teaching materials

"Waiting for the Rabbit" is the second lesson of Unit 8, Volume 4, Primary School Chinese in Nine-year Compulsory Education for Six Years. This is a fable. It is wrong to say that a farmer wants to succeed by luck without hard work. Waiting for the Rabbit, located in the second part of this unit, is a continuation of Carving a Boat for a Sword, Stealing a Clock and Mending it after it is too late. It is in the transitional stage from knowledge learning to knowledge application. Therefore, it is a pawn from perceptual knowledge to rational knowledge in this unit, and a bridge from mastering knowledge to gradually transforming ability.

Teaching objectives

According to the Chinese Curriculum Standard for Full-time Compulsory Education, combined with the characteristics of teaching materials and students' reality, the following teaching objectives are formulated:

1. Learn four new words and the words formed by them, and focus on understanding the meanings of words such as "waiting for the rabbit", "just be happy" and "never again".

2. Understand the content of the text. Understand the metaphorical meaning of the idiom "Waiting for the rabbit".

3. Read the text correctly, fluently and emotionally.

Teaching emphases and difficulties

The third paragraph of the text says that the psychological activity of farmers after picking rabbits is the focus of teaching. Understanding the meaning of "waiting for the rabbit" is a difficult point in teaching.

innovate

In order to break through the teaching difficulties and let students learn creatively, I think we can cultivate students' ability of independent exploration through the following ways:

(1) Understand the meaning of words by combining pictures and texts. Students can imitate actions and understand the meaning of words.

(2) Do experiments and experience the result of "waiting for the rabbit". Thereby revealing the meaning;

(3) With the help of the situation, the animation demonstrates that the sky is high and the clouds are light, and day after day, we can experience the time when farmers are abandoned;

(4) Designing "Farmers' Misunderstandings" to inspire students' creative imagination and deepen their understanding.

Second, oral teaching methods

According to the characteristics of fables and the language characteristics of this course, in teaching, we should take' picking rabbits' as a clue, read instead of speaking, and promote learning by reading, so that students can feel emotion and reason in reading. Lay a good foundation for Chinese autonomous learning. Furthermore, students like intuitive, vivid and vivid pictures. In order to be close to students' reality, we can use stick figure and dynamic demonstration to stimulate students' interest in learning. According to the spirit of the new curriculum standard, I adopt teaching methods such as performance method and practice method to encourage students to participate fully, take the initiative to learn, and cultivate their innovative and practical abilities.

Third, theoretical study.

According to the new curriculum standards, Chinese curriculum must enable students to "master the most basic Chinese learning methods". When students master the correct learning methods, there will be two leaps: one is from "learning" to "learning" and the other is from "passive learning" to "active learning", thus achieving "self-study, not waiting for the teacher to tell." Ideal state. Its learning efficiency will be greatly improved and get twice the result with half the effort. Instruct students to freely choose learning methods such as "reading, speaking, reciting and doing", and combine learning methods such as comparative reading, imagining situations, intuitive understanding and doing experiments to truly reach the highest level of "teaching for the sake of not teaching". In reading habits, we should focus on cultivating students' good habits of solving doubts, reading, learning to teach themselves and learning to accumulate.

Fourth, oral practice.

Accumulation and application is another important content emphasized by the new curriculum standard. In this link, students' development is the starting point and destination, and exercises are carefully designed to train students' listening, speaking, reading and writing abilities.

(1) Students listen to the old teacher read aloud, listen to the students read aloud and feel the language while listening;

(2) Animated demonstration of farmers' psychology after picking rabbits, grasping key words to let students practice speaking;

(3) Individual reading, simultaneous reading, group reading, competition reading, introduction reading and other forms achieve the effect of reading hundreds of times, and its significance is self-evident;

(4) Writing stories about farmers' mistakes after class extends the connotation of the text and cultivates students' innovative thinking.

V. Representation process

Focusing on the teaching objectives, closely following the new curriculum standards and textbooks, reflecting the teaching idea of "students as the main body, teachers as the leading factor, and training as the main line", reflecting the teaching method of reading-oriented, promoting teaching by reading, paying attention to watching, listening, speaking, reading and practicing, and arranging two class hours. The specific teaching steps of the first class are as follows:

(a) Inspire dialogue and introduce new courses. Starting from the students' real life, talk about what they have seen and heard, say whether they have ever dreamed of success for nothing, introduce topics and explain problems.

(2) Combine graphics and words to understand the meaning of words. Understand "legacy" and "complete" with the help of picture animation, and find such a scene in the stick figure.

(3) Guide reading and inspire imagination. Focus on guiding people to understand the different tone of exclamatory sentences.

(4) Highlight key points and solve difficulties.

(1) Understand the text with actions;

(2) By "picking rabbits", we can understand the reasons why farmers are lazy.

(5) Summarize learning methods and guide self-study. Check the effect and finish the exercise.

(6) role performance. Suppose the situation, create thinking and practice speaking: the situation after farmers know their mistakes.

(seven) summary and prompt significance.

Waiting for the lecture 2 I. Talking about teaching materials

Waiting for the Rabbit is the second of two fables in the seventh group of lesson 27, the second volume of the second grade of primary school Chinese in the compulsory education curriculum standard experimental textbook published by People's Education Press. This set of texts mostly encourages students to use their brains to find solutions when they encounter problems. The first two texts in this group are to guide students to think more positively, and lesson 27 is to analyze the direction. The fable Waiting for the Rabbit is adapted from Han Feizi. The main story is that in ancient times, a farmer accidentally got a rabbit, which crashed into a stump and died. From then on, he left his hoe and waited by the stump for a day. As a result, he never got a rabbit again, and the land was deserted. By learning the fable "waiting for the rabbit", students realize that the idea of "getting something for nothing, being lucky" is wrong. They should know that "no pains, no gains" and do everything in a down-to-earth manner.

(A) Teaching objectives

According to the requirements of the first phase of Chinese Curriculum Standards for students, combined with the characteristics of teaching materials and the actual situation of students, I have drawn up the following teaching objectives:

1. Learn seven new words and their words, and focus on understanding the meanings of words such as "waiting for the rabbit", "just be happy" and "never again".

2. Read the text correctly, fluently and emotionally.

3. Understand the meaning of the text, understand the meaning of the word "waiting for the rabbit", and know that you can't be lucky about unexpected gains.

(B) Teaching focus and difficulties

Understanding the moral of Waiting for the Rabbit is the key and difficult point in teaching.

Second, oral teaching methods

1, set the imagination method. This lesson is an allegorical story. In teaching, we should make full use of the teacher's language and illustrations in the text, so that students can be immersed in the scene and stimulate their emotional excitement.

2. Keyword analysis. This lesson is the second fable that students are exposed to, and it is not easy to master the content. By grasping the key words and digging, students can understand the meaning of the text and learn something.

3. Reading promotes thinking. "Reading" is an effective means to understand the text. Through reading in different forms and with different requirements, students gradually enter the state of feeling the beauty of text language.

Third, theoretical study.

1, reading method guidance: learn the text by "thinking while reading", read the text for the first time, try to understand the words you don't understand and ask questions; Read the text carefully, grasp the thinking and understanding of key words, and feel the feelings.

2. Syntactic analysis: This is the most basic and commonly used method to learn Chinese, which can effectively enable students to train Chinese characters and understand the content of the text.

Fourth, the process of speaking.

(1) Inspire the conversation and introduce the topic. Starting from what happened in students' real life, I said if I ever thought I could succeed without paying, so as to introduce the topic and explain the problem. And take the opportunity to write on the blackboard.

(2) Observation and analysis to guide writing. Show seven new words in the text and guide students to observe and analyze. The teacher writes on the blackboard and the students practice writing in their exercise books.

(three) intensive reading taste, reading guidance, experience emotion.

1, read the text freely, read the pronunciation correctly, and read the text as smoothly as possible.

2. Read the text in sections, grasp the key words and guide the understanding.

(1) escaped. Let the students observe the radical of the word "channeling" first, and let them understand that the word "channeling" is the prefix of the cave, which means it is related to the cave. The original meaning of "channeling" is that the mouse is frightened and escapes to the cave. Take the rabbit escaping from the forest as an example. Ask the students to show how the rabbit escaped from the forest and imagine what happened at that time. In order to guide students to deeply understand that "running" means running fast, running nervously and running panic.

(2) pick it up for nothing. Show the sentence in the article, "The farmer rushed over and picked up a fat and big rabbit effortlessly." Let the students know that the farmer's rabbit was "picked for nothing", and the blackboard here is "lucky rabbit". Then ask the students to say "it didn't take a little effort" and realize that the farmer picked up a rabbit for nothing, that is, the farmer's rabbit was picked up for nothing and the blackboard was picked up for nothing.

(3) fun. The teacher asked the students how the farmer felt after picking up a rabbit for nothing. Who can sum it up in one word? Guide the students to say that the farmers' mood is happy, experience the farmers' "happy" psychology, and guide the students to read the passage in a "happy" tone.

(4) every day. The teacher showed the sentence "If only I could find a rabbit every day." Instruct students to emphasize "everyday" when reading aloud, and guide students to realize that it is impossible for a farmer to pick up a hare "everyday". Things like this are accidental and don't happen often. This points out the "contingency" of the event and paves the way for the understanding of the meaning.

(5) From then on. From then on, he dropped his hoe and sat by the stump and waited to see if any rabbits came and hit the stump and died. The teacher read aloud through the scene, students, look! The farmer left his hoe, so he resigned. When others water the land.

When he is fat, he is waiting for him; He was waiting for others when they were pulling weeds and catching insects in the field; When others have a good harvest, he still- (health: wait for the rabbit. ) In order to guide students to experience the "from now on" this time, and further feel the hope of farmers for nothing.

(6) No more. Show the last sentence and make the students realize that the farmer never waited for the rabbit again, and the crops were gone. Guide students to realize from the results of the incident that if they want to get something for nothing, the final result can only be nothing. There is nothing on the blackboard.

(4) Create the situation and summarize the meaning. Show the sentence "I want to say to farmers." Create a communicative situation, the teacher plays the farmer, and guide the students to express their implied meaning in the form of exhorting the farmer. According to the students' answers, write on the blackboard, do things seriously and be a serious person.

(5) Expand and stimulate interest. Recommend students to read stories in other languages, stimulate students' interest in reading fables, and realize "teaching is not limited to the classroom"

Waiting for the lecture 3 According to the learning content, I specify the following teaching objectives:

1, can read classical Chinese correctly and fluently.

2. Use after-class notes, reference books and group cooperative learning to read the text and understand the content of the text.

3, understand the meaning, know that you can't get something for nothing, you should use your own labor to create a better life.

In order to achieve the above goals and break through the difficulties, I chose the methods of stimulating interest, situational teaching method and multimedia-assisted teaching. In the study of law, I designed the methods of independent cooperation, group cooperation and role-playing.

I passed the following five links in this class.

1, game import stimulates interest.

2. It is difficult to ask questions and explore independently.

3. New knowledge of peer-to-peer learning.

4, role exchange to understand the meaning.

5. Create situational output display for teaching.

1, game import, stimulate interest

Classical Chinese is far from students' life, and it is easy to be boring to learn. In this link, my children and I use the whiteboard to vividly display (whiteboard plus pictures) to guess stories and tell stories, which will transfer the games and old knowledge intact, stimulate students' interest in learning, and make students interested in autonomous inquiry learning, and this inquiry is more because of doubt. So I preset the following links.

2. Ask questions and take the initiative to explore.

Thinking comes from questioning, and students question what they don't know by reading aloud. In this link (picture), I marked it in time and captured the picture. This helps the teacher to test the learning effect of these questions after class.

3. New knowledge of peer-to-peer learning

This link needs to read the text and understand the content. With the convenient marking function, students and I can pronounce and break sentences easily. After that, a variety of reading methods are adopted. And use the drag and copy function of the whiteboard to read and evaluate each group conveniently and quickly, which effectively stimulates the enthusiasm of students. Put reading into practice (Figure). When reading the content, I use after-class notes and reference books to guide students to understand the content. According to the difficulties raised by the students in the last link. I tested the key sentence: stand by and watch the plant because it is released and hope to restore the rabbit. At this time, students act as small teachers before they take the stage. They use the sketching and erasing functions of the whiteboard to express their ideas in the interaction between teachers and students. Then show such questions and deeply understand the key sentences in the article. I want to communicate with classical Chinese in my own words and combine them to strengthen my understanding of classical Chinese. (Insert video) In addition (Insert video) In addition (Insert video), use the mobile selection function of the whiteboard to let students find the corresponding classical Chinese with pictures. This not only enhances the interest, but also tests the understanding of the content. Easily broke through the key points.

4. Role play to understand the meaning

In this part of learning, I create situations for children, let students walk into the hearts of farmers, and use the spotlight function of whiteboard to let students expand their imagination. And express their inner thoughts and feelings (that is, farmers) through interviews. By comparing the two pictures, let the students feel the different results of working and not working. Then, the students act as neighbors and friends to persuade farmers, and write down their suggestions to farmers on the whiteboard with spotlights. When the spotlight turned off, the students were surprised to find that what they wrote was moral. Browse the link above. Break through the difficulties of students' natural relaxed atmosphere.

5. Show output to guide words and deeds

The unity of humanity and instrumentality is the characteristic of Chinese subject. In this session, I create certain scenes for students, and show us their learning achievements by telling stories, acting stories and reciting stories. I also seize the right opportunity to guide them to say what they know and what they should do in life. In this way, moral education permeates imperceptibly.

After class, I have the following reflections:

1, through whiteboard live demonstration, help students help each other and generate new knowledge in interaction.

2. Interactive whiteboard stimulates students' enthusiasm for participation and effectively helps all employees to participate in the whole learning activity. Let the teaching exceed the expected effect.

Wait for speech 4. Let's talk about teaching material analysis first:

Waiting for the Rabbit is the second fable in lesson 27 of Two Fables, a standard experimental textbook for compulsory education courses. Waiting for the Rabbit is about an old farmer who accidentally gets a rabbit that hits a stump. From then on, he dropped his hoe and waited by the stump all day. As a result, he never got a hare again, and the land was deserted. Through learning, it is a very accidental thing for students to feel that rabbits hit stumps, that farmers are "happy" after picking up rabbits for nothing, and that he hopes to pick up rabbits every day. He knows not to regard an accidental thing as something that will happen continuously, nor to be lucky about unexpected gains, and to realize his mistake of "getting something for nothing, getting lucky".

Second, the goal of oral English class:

1. Know six new words in Waiting for the Rabbit. Can write five words.

2. Read the text correctly and fluently. Can read the picture and retell the story.

3, silently reading the text, can understand the moral of the story in reading, and realize the mistake of "getting something for nothing, getting lucky", knowing that you can't treat an accidental thing as something that will happen constantly, and don't be lucky about unexpected gains. Knowing how to get something for nothing is an illusion.

Third, talk about teaching ideas:

In this course, I try to embody four concepts: word teaching is solid and effective; Understand the meaning of situational dialogue; The internalized language of retelling stories; Expand reading and stimulate interest. Let's talk about solid and effective word teaching first. In this lesson, there are only six new words I want to know, and their glyphs are relatively simple and easy to remember, only "channeling", "bumping" and "piling" are relatively difficult to read, so I adopted the method of reading with the text. Check that when students read through the text, they randomly integrate into the word teaching. According to the characteristics of each word, we can understand the words by watching cartoons (such as jumping out and waiting for rabbits), situational understanding (such as being happy from now on) and picture understanding (such as hoeing the ground). Moral understanding is a difficult point for students to understand. I mainly use students to discuss whether the farmer's hope can be realized to realize the contingency of the event, and then create a communication situation, and teachers and students simulate the dialogue. Act the farmer and guide the students to say what they want to say to the farmer, so as to understand the meaning. In order to reduce the difficulty of retelling, I provide students with some key words, illustrations and sentence patterns in the story, so that students can choose one of them to help retell according to their own preferences and abilities, which embodies that "different students have different requirements". Finally, we should expand our understanding of other fables, stimulate students' interest in reading fables, and realize that "teaching should not be limited to the classroom".

Fourth, talk about teaching procedures:

First, animation import, preliminary perception

1, play the animation, requirements: watch carefully, listen carefully, and then give everyone a test.

2. What is the title of this story? The blackboard says: Wait for the rabbit. Teach new words: "longevity" and demonstrate writing "longevity"

3. Guess the meaning of the topic. Randomly guide the understanding of "plants" and teach "stumps"

The introduction of animation can not only effectively concentrate in the shortest time, but also help students understand the main idea of the story at the fastest speed, and also help students understand the superficial meaning of Waiting for the Rabbit.

Second, read the text thoroughly and read it well.

1, read the text freely, read the pronunciation correctly, and read the text as smoothly as possible.

2. Read the text in sections and guide the understanding at random.

(A) the first natural paragraph

1, name reading learning words: run out and bump.

Focus on understanding "escape":

(1) What is the radical of "psychic"? The prefix "cave" means related to caves. "Jump" means that the mouse is frightened and escapes to the hole.

(2) What does it look like when rabbits run out of the Woods? Let's go and have a look with the farmers. The courseware demonstrates the animation of the rabbit escaping from the forest. Look carefully.

How did the rabbit get out of the forest? Show me this sentence pattern: a rabbit runs out of the forest slowly.

Guess what will happen then?

C summary: Just now, everyone said that running fast, nervous and flustered is "running".

Read the good words

Let the students understand the text while watching the animation, and internalize the language in the training of language expression. Meanwhile, learning words in reading, speaking and situations is the most vital and effective.

Step 2 read for free

Step 3 read together

(2) the second natural paragraph

1, the courseware shows the sentence: "The farmer rushed over and picked up a fat and big rabbit for nothing."

(1) Guide students to read sentences.

Key understanding: "It's hard to find money" can be seen anywhere in this sentence (blackboard writing: it's hard to find money).

Summary: Without a little effort, you get a fat and big rabbit, which is called-something for nothing, also called-blackboard writing: "something for nothing")

(2) Guiding reading: How do farmers feel in the face of such unexpected gains and such unearned gains? Who can use a word in the text to describe it? (happy. What kind of expression is "happy"? Let's read this sentence happily together with a happy look.

Feel the meaning of words in reading aloud, and feel the taste of words in performance. Expand and accumulate language in and out of communication class.

The happy farmer has a better idea. The courseware shows such a sentence: "If only I could pick up a hare every day."

(1) to guide reading. (Emphasize "every day" when reading)

(2) Guide emotions: Do you think farmers' hopes can be realized? (No) Maybe it will happen in a few days, maybe it will happen in decades, maybe it will never happen again. Even if it happens, it can't all be in the same place. What words can we use to describe such an unusual and rare thing? (by accident, by accident, by accident. ) blackboard writing: I accidentally read this word.

In the discussion, I realized the "contingency" of the event in my inspiration, which paved the way for the understanding of the meaning.

③ The third paragraph.

1. This happened by accident, but how did the farmer do it? Please read the text silently and underline the relevant sentences after reading it. Pay attention to reading silently or silently, and don't refer to reading.

2. The courseware shows a sentence like this: From then on, he dropped his hoe and sat beside the stump all day to see if there were any rabbits coming and then hit the stump.

(1) Read the sentences together. Learn words: hoe from now on.

Understand "Henceforth": When did he drop his hoe?

Look at the picture and understand "hoe"

(2) From then on, he put down his hoe and never worked again. Who will read this sentence again? Experience reading sentences together all day.

3. Look, classmates! The farmer left his hoe, so he resigned. While others are watering and fertilizing the fields, he is waiting for him; He was waiting for others when they were pulling weeds and catching insects in the field; When others have a good harvest, he still- (health: wait for the rabbit. )

Through the teacher's language description, guide students to further feel the hope of farmers getting something for nothing.

4. What is the result of waiting for him? Let's read the last sentence of the text together.

(1) The farmer didn't wait for the hare, but all the crops were harvested, that is to say, he got nothing. In a word, this is called-take out the words and read: nothing, nothing.

(2) If we don't harvest anything as tiny as a hair, it can also be called-take out the words and read them: nothing, nothing.

From the result of the event, we can realize that if we want to get something for nothing, the final result can only be nothing.

Third, read the full text together and summarize the meaning.

1, read the full text.

2. Imagine the dialogue: What do you want to say to the farmers after the literature class? Show me this sentence pattern: I want to say to farmers:

(Create communicative situations and simulate the dialogue between teachers and students. Teachers play farmers)

Conclusion: After what you said, classmates, I know this happened by accident. If you want to gain something, you can't take chances. I'm going to pick up my hoe and work in the fields now. Students, thank you for your help. I also hope you can tell others about me, so that they will never learn from me!

In the scene performance, guide the students to express the implied meaning in the form of persuading farmers. Because it gives advice to others, it arouses students' desire to speak, and the effect is good.

Fourth, retell stories and accumulate language.

1, you can retell it with the help of three illustrations and keywords on the courseware, or you can simply repeat it according to the sentence patterns on the courseware.

2. Students can prepare freely.

3. Repeat by name.

4. Repeat at the same table.

Provide students with some key words, illustrations and sentence patterns in the story, so that students can choose a form to help retell according to their own preferences and abilities, which embodies "different students have different requirements" and, more importantly, help students accumulate internalized language.

Fifth, expand and stimulate interest.

1, through the story of "Waiting for the Rabbit" to explain the truth, we call it-fable. There are many fables circulating in China. Look, what is this story? Show the courseware and read it: carve a boat to seek a sword, mend it after it is too late, pull out the seedlings to encourage it, and steal the bell ...

2. It is suggested to read books such as Aesop's Fables and China's Fables, and prepare to hold a fable story meeting.

In the limited classroom time, help students expand their understanding of other fables, stimulate students' interest in reading fables, and realize "teaching is not limited to the classroom"

Lecture notes, 5 textbooks.

Waiting for the Rabbit is a simple but thought-provoking story with simple language and profound meaning. The story tells that the farmer accidentally got a hit rabbit, so he left his hoe and waited for the hit rabbit on the stump all day, vividly and simply introducing the profound truth that "it is impossible to get something for nothing" to the children.

On teaching objectives

Considering the characteristics of children's thinking in images in large classes, the characteristics of fables themselves and our scientific reading activities, I am required to focus on the following three aspects:

1, can express the content of the picture in coherent sentences, and is willing to express it in front of the group, and initially understand the content of the work and the feelings of the characters.

2. Stimulate children's interest in reading Chinese characters by playing Chinese characters in various forms.

By observing the farmer's waiting for him, we know that what happens by accident doesn't mean that you will never get anything without giving.

Say activity link:

The first link: speak freely and lead to the topic.

Interest is a good guarantee for children's success in learning. Children can recall their own life experiences with appropriate questions and let them feel these experiences with their body movements. For children, it not only stimulates their interest in fables, but also satisfies their desire for expression. At the same time, it naturally reveals the theme of the activity, so that children can actively participate in the activity.

The second link: read the courseware and understand the story.

Leave suspense and provide children with opportunities to express themselves. In order to help children understand the emotional changes of the characters, understand the content of the story more deeply, hide the last part of the story, and create a creative expression opportunity for children, the teacher gradually guides the children to observe the picture by asking a main question, so that the children can associate and guess the plot changes of the story development, create various plots, and finally seek the reasons for the story development.

The third link: look at the results: understand the meaning

(A) understand why farmers "raise" rabbits and experience the illusion of "getting something for nothing"

During the activity, the children understood through the teacher's questions that the farmer was sitting next to the stump because he hoped the rabbit would hit the stump again. I also know that it is a very accidental thing for a rabbit to hit a stump. The farmer got the rabbit by accident. He was very happy when he got the rabbit. He thought that he would reap without any hard work in the future. He used a word called "something for nothing" to describe the farmer's mood at this time, and the laughter in the story reflected his emotional changes.

(B) feel "how to maintain" and experience the sadness of "nothing"

But with the development of the story, through the teacher's questions and memories of the story, I realized that the farmer was gradually disappointed in the waiting day after day. Finally, the rabbit didn't wait. All his crops died because he didn't work anymore. At this time, the sad mood of regret is revealed.

(3) Revealing morality

Finally, through the interjection changes in the story, the emotional changes of the characters in the story are experienced, thus revealing the moral of the fable story. And through enumerating the cases of children's hard work in life, arouse children's understanding of their attitude towards life and further feel the happiness of success.

The fourth link: fully appreciate the story and tell it together.

1. What's the name of this story? Once again, I will know Chinese characters and wait for them.

Waiting for the rabbit is an idiom story with a long history. In addition to the idiom stories we learned today, there are many idiom stories that are also very meaningful. Children can watch it when they get home, or ask their parents to tell you about it. Let's enjoy the idiom "Waiting for the Rabbit".

2. Enjoy the story completely.

This link is to stimulate children to have a general understanding of China's literary history, and also to stimulate children to continue to pay attention to and read more idiom stories.