Second Chinese, unit one, review lesson plan reflection

Sixth grade first volume Chinese second lesson "Mountain Rain" teaching plan and reflection: [Teaching objectives] 1. He knew two new words in this class. 2. Read the text with emotion, imagine the scene depicted in the text, and experience the author's feelings for the mountains and rain and nature. 3. Cultivate the ability to appreciate literary works. Teaching process I. Introduction to the new lesson 1. Inspired conversation: In nature, beauty is everywhere. As long as you observe it carefully, it will definitely feast your eyes. 2. [Reveal topic: The text to be learned today is the natural landscape described by the author after careful observation.] (Writing on the blackboard) Second, read the text for the first time and perceive the content 1. Read the text freely, read the pronunciation accurately, and read the text fluently. 2. Pay attention to the pronunciations of "dripping water","singing","pouring out", etc. 3. Talk about the initial impression of the text and raise questions. Third, read again to understand, explore and solve doubts 1. He read it himself. 2. The group discussed. 3. Reporting and exchange, teacher advice: - Feeling the beauty and magic of the rain: - "Sha la la, sha la la…" It was the sound of the rain. - "Like a wordless ballad" and "one elegant tune after another" were associated with the sound of the rain. - "Every note has the color of fantasy." He wrote about the magical beauty of Shan Yu's voice. - It can play the sound recording of the rain, allowing students to find the feeling of the text or produce unique and wonderful ideas. - To feel the brightness and charm of the rain: "Green is dazzling, green is transparent" is the color in the rain and fog, giving people a fresh and comfortable feeling. The reflection on this lesson plan was not clearly reflected in the content provided, so it could not be given. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

" Teaching plan and reflection on kindergarten ceramic art " Teaching plan: I. Teaching objectives 1. Let the children have a preliminary understanding of the basic knowledge of pottery, such as the characteristics of clay. 2. To stimulate the creativity and imagination of children, to make simple ceramic works. 3. Train the children's fine hand movements. II. Important and Difficult Points in Teaching Important point: Let the children master the basic pottery making techniques, such as rubbing, pinching, pressing, etc. [Difficulty: How to guide children to use their imagination to create unique works.] 3. Teaching process 1. to lead He took out a small exquisite ceramic ornament and asked the child what it was made of to introduce the ceramic theme. 2. explain Tell me where clay comes from. It can turn into all kinds of things like magic. Then, he demonstrated the basic movements of rubbing a ball, pinching a small square, pressing a small plate, and so on. 3. creation Each child was given a piece of clay and allowed to create freely. The teacher guided them around and encouraged the children to try boldly. 4. show Let the children put their works on the display stage and share what they have done with each other. Reflection: The good side: 1. The introduction session was very successful. The children were very interested in the small ceramic ornaments and actively participated in the class. 2. In the creative segment, the children's imaginations were extremely rich, and they created all kinds of unexpected works, such as making clay into little monsters. Deficiency: 1. The explanation segment was a little rushed. Some children had not fully understood the basic movements before they started to create, resulting in the work not being ideal. 2. He did not consider in advance that the clay might dirty the children's clothes and did not take protective measures. He had to improve these areas in the future. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The following is a reflection on the length unit review: ** 1. Success ** 1. ** Knowledge Consolidating and Connecting ** - When reviewing units of length, one could relate units of length to the students 'existing mathematical knowledge system. For example, by reviewing the knowledge of " comparing length " in the first grade, and on this basis, in-depth review of the knowledge of measurement length learned in this semester, including understanding the length unit, establishing the concept of length of 1 cm and 1 meter, and understanding line segments, etc., to help students build a more complete knowledge network. - The conversion relationship between different units of length was emphasized. For example, the rate of advancement of adjacent units of area and volume was compared and reviewed, so that students could better understand the position of the unit of length in the entire measurement system and improve their overall ability to grasp knowledge. 2. ** Diverse teaching methods ** - Use a variety of teaching methods to help students revise. For example, practical methods were used to let students use coins, pushpins, paper clips to measure textbooks, pencil boxes, etc., measure the data on their bodies with a ruler, and measure the length and width of the classroom with a tape measure. Through these activities, students could re-consolidate their understanding of length units in practice and enhance their perceptual knowledge. - A large number of activities such as estimation and observation were carried out to cultivate the students 'observation ability and spatial imagination. In this process, students not only reviewed the concept of length units, but also improved their ability to use these concepts to solve practical problems. - Using visual aids to review, such as rulers, to help students understand the actual length of 1 cm, 1 meter and other length units more clearly, so that abstract knowledge becomes more intuitive. 3. ** Student participation ** - Due to the many interesting activities designed during the revision process, such as measuring their own physical data, the students 'participation was high. In the atmosphere of playing while learning, the students were more proactive in reviewing the length unit. The classroom atmosphere was lively, which helped to improve the review effect. ** 2. Inadequacies ** 1. ** Enhancement of Unit Selection ** - During the review process, although the students had a good review effect on the concept of length units, measurement, and other knowledge, some students still had difficulty in abstracting objects from intuitive appearances into text expressions and then letting them choose the appropriate units. This reflected the lack of special training for the unit selection in the review. It did not fully consider the difficulty of this knowledge point for some students. It was necessary to strengthen this aspect of training in the future review. 2. ** Not enough attention to individual students ** - During the review process, the overall teaching activity design may be more inclined to the learning progress of most students, and there is insufficient attention to students with weak comprehension ability or learning difficulties. These students might not have been able to keep up with the pace of the teaching in their revision, and their knowledge of length units was still not solid enough. They needed to be given more attention and guidance in their revision in the future. 3. ** Balance between depth and expansion ** - When he was reviewing, he might have spent more time reviewing the basic knowledge, and he didn't have enough knowledge about the length unit. For example, some units of length were less involved in complex application scenarios in real life, which was not conducive to cultivating students 'comprehensive application ability. It was necessary to better balance the relationship between basic knowledge review and knowledge depth expansion in future review plans. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The following is an example of a sixth-grade Unit 2 information technology lesson plan and reflection: ##1. Teaching Plan ###(1) Teaching objectives 1. * * Knowledge and Skill Target ** - Ask students to review and consolidate the relevant knowledge of specific software (such as mBlock), including the interface area (such as the block area, code area, character (equipment, background) panel, stage area) and the functions of various blocks (such as movement, appearance, sound, etc.). - Students will be able to skillfully use the functions in mBlock, such as voice editing, graphics editing, character expansion, and connecting devices. 2. * * Course, Method, and Target ** - Through the knowledge review segment, the students 'ability to summarize and summarize was cultivated, allowing them to sort out the key content of the knowledge they had learned. - During the teaching process, questions and group discussions were used to increase students 'participation and ability to solve problems. 3. * * Emotions, attitudes, values, goals ** - To stimulate students 'interest in information technology courses and enhance students' confidence in information technology learning. - Cultivate the students 'creativity and spirit of cooperation, and encourage them to be creative in the process of operation. ###(2) Difficulties in Teaching 1. * * Teaching Focus ** - The focus was on reviewing the composition of the mBlock interface and the functions of various building blocks, because this was the foundation for students to carry out subsequent operations and creations. - To strengthen the application of some of the unique functions of mBlock (such as sound editing, graphic editing, etc.) to improve the students 'practical operation ability. 2. * * Teaching Difficulties ** - How to guide students to use the various functions in mBlock, such as when making animations or games, to reasonably match different types of building blocks to achieve complex functions. - Help students understand some abstract concepts, such as the role of variables in program execution. ###(3) Teaching Method Teaching method, demonstration method, group discussion method, and task driving method. ###(4) Teaching process 1. * * Knowledge review (15 minutes)** - Ask the students to review the four main areas of the mBlock interface. For example,"Students, can anyone tell us which main areas are in the mBlock interface?" Ask the students to answer, and then the teacher will add and summarize. - For the eight types of building blocks commonly used by mBlock, the form of group discussion was used. Students were asked to discuss the functions of each building block and send representatives to explain. For example, the group would discuss the specific application of sports blocks in controlling the movement and rotation of characters in animation production. - The teacher demonstrated how to operate mBlock's "sound editor" and "graphic editor" again, reminding the students of the things to pay attention to during the operation. 2. * * Practice (20 minutes)** - For example, students were asked to create a simple animation scene using mBlock. They were required to use at least three different types of blocks. - The students were divided into groups to carry out the operation practice. The teacher patrolled and gave individual guidance to solve the problems encountered by the students in the operation process in time, such as the logic error of the building block combination, the improper setting of the character attributes, etc. 3. * * Exhibition and evaluation (15 minutes)** - Each group would elect a representative to present their work, and introduce the creativity of the work and how to use the various functions of mBlock during the production process. - Students from other groups would evaluate the paper. They could point out the strengths and weaknesses of the paper in terms of creativity and technical application. - The teacher would give a summary and evaluation at the end, giving affirmation and encouragement to the students 'works, and at the same time, explaining the common problems that existed. 4. * * Extension (10 minutes)** - The teacher introduced some advanced application cases of mBlock or examples of using it in combination with other related software to stimulate students 'interest in further exploration. - After class, the students were asked to think about how to improve or create a new work based on the existing work. They were asked to add more functional elements. ##2. Reflection on Teaching 1. * * Success ** - In terms of teaching methods, a combination of various teaching methods, such as group discussion, task driving, etc., was used to improve students 'participation and learning enthusiasm. During the group discussion session, the students were able to actively speak and share their understanding, cultivating the students 'cooperative learning ability. - During the knowledge review session, students could effectively consolidate their knowledge through questions, discussions, and demos. Most of the students had a deeper understanding of the mBlock interface and building block functions. - In the work display and evaluation segment, the students could seriously evaluate the works of other groups. Not only did it improve the students 'aesthetic ability, but it also allowed the students to learn to think from different perspectives. At the same time, the evaluation process also deepened their understanding of knowledge. 2. * * Inadequacies ** - In the practical operation segment, due to the differences in students 'foundation and learning ability, some students had greater difficulties in completing the task. During the inspection and guidance process, teachers sometimes could not take care of all the students with difficulties in time. - In the arrangement of the teaching content, some of the more difficult concepts (such as variables) were not explained thoroughly enough, resulting in some students not being able to use the relevant functions well in the production process. - In the evaluation stage, the evaluation criteria could be more detailed and quantitative, so that students could have a clearer understanding of the strengths and weaknesses of their works and the direction of improvement. 3. * * Modification measures ** - In the practical operation segment, they could understand the basic situation of the students in advance, and it would be more targeted when grouping the students with difficulties. At the same time, during the inspection process, they could let the students with stronger abilities in the group assist the teacher in guiding, improving the tutoring efficiency. - In terms of teaching content, more examples could be used to explain more difficult concepts, and abstract concepts could be made concrete, such as explaining the role of variables through actual animation production cases. - In the evaluation stage, a more detailed evaluation scale was formulated to clarify the weight and scoring standards of various evaluation indicators (such as creativity, technical difficulty, functional integrity, etc.), so that the evaluation results would be more objective and fair. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The following is a simple lesson plan and reflection example for Unit 7 of Grade 1 Chinese: ** I. A brief lesson plan ** **(I) Teaching objectives ** 1. Knowledge and Skill Target - The students will be able to recognize and write the new words required for this unit. - Students can read the text correctly and fluently. 2. process, method, goal - Through a variety of literacy methods (such as guessing riddles, word card games, etc.) to improve students 'literacy skills. - Help the students understand the text with the help of the illustrations. 3. Emotions, attitudes, values, goals - Guide the students to develop good habits such as caring for stationery (combined with the relevant habits of the unit content). **(2) Difficulties in Teaching ** 1. emphasis - Reading and writing new words. - Understand the main content of the text. 2. difficulties - Experience the thoughts and feelings expressed in the text. **(3) Teaching Method ** Teaching method, game method (such as word card game), visual demonstration method (using illustrations), etc. **(4) Teaching process ** 1. to lead - Use riddles related to the content of this unit to arouse students 'interest and lead to the topic. 2. literacy teaching - Show the new word cards and use various methods to read the new words, such as the "Lightning Reading Words" game, so that the students can quickly read the words formed by the new words. - Explain the structure and strokes of new words and guide writing. 3. text reading - The teacher read the text and asked the students to listen carefully. - Students read the text freely and understand the gist of the text with the help of the illustrations. - Read the text in different roles and experience the emotions of the text. 4. Extension exercises - According to the content of the text, expand the word training. - Carry out activities related to the theme of this unit, such as "Stationary Collection Party" or "Tidying School Bag Competition" to strengthen the understanding of knowledge and the formation of habits. ** 2. Reflection on Teaching ** 1. the key of success - The effectiveness of teaching methods. The use of riddles, games and other methods of literacy teaching greatly mobilized the enthusiasm of the students. The students 'participation was high and the classroom atmosphere was lively. For example, in the "Lightning Word Reading" game, the students focused on reading the words quickly and accurately. This not only improved the efficiency of reading, but also increased their sense of competition. - Using illustrations to aid teaching. The first-year students were more interested in visual images, and it was better to understand the contents of the text through the illustrations. Students can easily tell the connection between the illustrations and the content of the text, so that they can better grasp the main meaning of the text. 2. deficiencies in - In terms of controlling the rhythm of the class. They spent more time on the literacy teaching segment, which led to the lack of time for the text reading and expansion exercises. Some students did not have a deep understanding of the emotions in the text, and the expansion exercises were not completed sufficiently. - Not enough attention to the individual. In the classroom, some students with weaker learning abilities did not receive enough attention and guidance, and there were still some difficulties in literacy and reading aloud. 3. improvement measure - The time allocation for the teaching segment should be optimized. In the future teaching, the time of each teaching link should be arranged more reasonably to ensure that each teaching goal could be fully realized. As for the teaching of literacy, they could strengthen the requirements in the pre-class preparation section to reduce unnecessary repeated explanations in class. - Pay more attention to individual students. Pay more attention to students with learning difficulties in class and give them timely help and encouragement. For example, arrange students with strong learning ability to be in a group with them in group activities for one-on-one help. After class, you can also provide guidance for their weak links. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

Regarding the reflection and improvement of the teaching plan for the seventh unit of the first grade of primary school Chinese, it was as follows: ** 1. Success ** 1. ** In terms of reading and writing ** - In the seven classes of the Chinese Garden, the teaching of word recognition and writing was increased. Students were guided to perceive the shape of the Chinese characters as a whole. Through the teacher's example, the students copied the writing method of the semi-enclosed character. For example, when recognizing eight new characters, the method of combining parts and separating new characters was used to let the students experience the beauty and fun of Chinese characters. This was helpful in improving the students 'literacy ability. 2. ** In terms of accumulation and reading aloud ** - As for the accumulation of words, famous sayings, and good sentences, it would allow the students to read and read the charm and learn to recite them. For example, in the accumulation of famous sayings in Chinese Garden 7, according to the "feeling-understanding-application" model, students were first asked to read the correct pronunciation and perceive the famous sayings, then discover the rules of the famous sayings, understand the meaning, and then practice reciting them. Finally, they were asked to fill in the blanks with what they had learned. In the teaching of the children's song "Wukong Fights the Monster", he could focus on reading the poem with the child from the structural characteristics and rhythm. With the help of the relevant pictures, the students could imagine and participate in the performance reading, allowing the students to read it quickly and vividly. 3. ** Teaching methods and activities ** - With learning partners as the main line, it highlighted cooperation and communication. In the teaching of the children's song "Wukong Fights the Monster", the students were allowed to discover the structural characteristics and memorize the content by using pictures, expressions, and actions. This reflected the emotions of different characters, and the students could actively participate. - Teachers should make full use of their own advantages to improve the teaching process. For example, in teaching, some teachers used the advantage of vivid language and simple strokes to draw the story situation while explaining to attract the students 'attention. They effectively helped the students summarize the main content of the story and stimulate the enthusiasm of learning Accumulated Over Time. - Build an open classroom with expansion and extension as links. On the basis of the text, they dug out the knowledge points inside and outside the class, carried out language training, such as recommending students to read idiom stories outside the class, and developed the students 'ability. ** 2. Inadequacies ** 1. ** Student autonomy ** - In the practice session, students should be given more freedom to do it. Teachers should not lead students to talk and do too much. They should give students more opportunities to explore independently. 2. ** Student Practice ** - Students lacked the opportunity to write, which was not conducive to a deep understanding of knowledge and a solid grasp of skills. ** 3. Modification measures ** 1. ** Guide students to learn independently ** - In teaching, whether it was the learning of words, writing, or words, students should be guided to discover the rules on their own. For example, in the teaching of writing, students were guided to observe the writing order and structural characteristics of new words, so that students could discover the rules and comprehend them by analogy to cultivate good writing habits. 2. ** Increase student practical opportunities ** - In Chinese language teaching, more opportunities should be created for students to start writing, such as word practice, sentence creation, etc., so that students can better grasp the knowledge in practice and improve their language ability. At the same time, it would help the students reveal the rules and expand their learning paths, allowing them to learn and use Chinese in their daily lives. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The teaching objectives included understanding the concept and symbolic representation of angles, feeling the size of angles and mastering the measurement unit, learning the naming method of angles and the properties of similar angles, observing the differences and similarities of angles in graphs, understanding the concept of addition of angles, etc. In the teaching process, the teacher first explained the concept of angle through physical objects or schematics, guided the students to discover the characteristics of angle, and then explained the measurement unit of angle. In terms of sensing the size of the angle, the teacher guided the students to use tools to measure the angle and let the students master the measurement method. In the study of horn naming and nature, it explains the naming methods of different types of horns to students and guides them to understand their nature. Teaching reflection was not mentioned and could not be given. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

Unit 3 Writing the layout and strategy Teaching objectives: 1. Understand the concept and importance of writing layout and planning; 2. Master the basic skills and methods of writing layout and planning; 3. Able to use layout and planning skills to guide writing. Teaching content: 1 What is the layout of writing and planning? 2. The basic principles and skills of writing layout and planning; 3. The specific application and examples of writing layout and planning; 4. How to improve your writing skills. Teaching process: 1. Introduction Use pictures or videos to introduce the importance and function of writing layout and planning to guide students to understand the concept of writing layout and planning. II. Knowledge Explanation 1 What is the layout of writing and planning? Writing layout and planning refers to the process of planning, organizing, and arranging the structure and content of the article in the writing process. It is an important part of the writing process and the key to improving the quality and level of the article. 2. Basic principles and techniques for writing layout and planning The basic principles of writing layout and planning include the rationality of the structure of the article, the clarity of the theme of the article, the cohesiveness of the logic of the article, and the conciseness of the language of the article. Writing layout and planning techniques include setting suspense, transition, and structural changes. 3. The specific application and examples of writing layout and planning Through specific cases or examples, the students will be guided to understand the specific applications and examples of writing layout and planning. For example, by changing the structure of the article to improve the legibility and attractiveness of the article, by setting suspense to attract the interest and attention of the readers, and by making the content of the article richer and more coherent through transition. Practice and Practice 1. Practice the basic skills and methods of writing layout and planning; 2. Practice the specific application and examples of writing layout and planning; 3. summarize and reflect on the writing layout and strategy. IV. Class summary By reviewing the content of this lesson, the students will be able to master the basic skills and methods of writing and planning. They will be able to use these skills to guide their writing.

The following are the main points of the lesson plan reflection on the development and evolution of Chinese characters: ** 1. Achievement of teaching objectives ** 1. ** Knowledge target ** - It reviewed the students 'understanding of the origin of Chinese characters (such as the theory of knotting ropes, the theory of carving, the theory of Bagua, the theory of Cangjie, etc.), the development of Chinese characters (such as the story of the birth of oracle bone inscriptions and official script), and the characteristics of Chinese characters at different stages (such as the pictograph of oracle bone inscriptions, the simplified official script, etc.). He thought about whether to let the students clearly understand the development and evolution of Chinese characters through teaching. If it was not achieved, he analyzed whether the teaching content was too difficult, the explanation was not deep enough, or the lack of interest caused the students to be distracted. 2. ** Ability Target ** - It was to test whether the student could use the knowledge they had learned to explain some of the phenomena of Chinese characters, such as explaining the relationship between the radical of some Chinese characters and their meaning (for example, the radical of the word "Bei" was mostly related to money), or whether they could tell the story of the evolution of some simple Chinese characters. If the students 'abilities were not effectively trained, they would reflect on the lack of guidance in the teaching methods or the unreasonable design of the practice sessions. 3. ** Emotional goal ** - Check whether it has aroused the students 'interest in Chinese culture, such as amazement at the profound art of Chinese characters, a sense of responsibility for the inheritance of China culture, etc. If the students lacked interest, they should reflect on whether the story and cultural content in the teaching were insufficient, and whether the students could feel the omnipresence and unique charm of Chinese characters in their lives. ** 2. Teaching content ** 1. ** Selection of content ** - Reflect on whether the selected knowledge points of the development and evolution of Chinese characters are representative and systematic. For example, whether it covered important historical periods and typical types of Chinese characters, whether it ignored some key evolutionary links or paid too much attention to obscure content. 2. ** Organization of content ** - Think about whether the organizational order of the teaching content conforms to the cognitive law of the students. Was it the evolution of the Chinese characters from easy to difficult, or was it that the jump was too big and made it difficult for the students to understand? At the same time, he also had to consider the cohesiveness of the content, such as whether the transition from the origin of Chinese characters to modern Chinese characters was natural and smooth. ** 3. Teaching methods ** 1. ** The effectiveness of teaching methods ** - If the method of telling stories (such as the story of Wang Yirong's discovery of oracle bone inscriptions) was adopted, it was necessary to reflect on whether these stories really attracted students and helped them understand the evolution of Chinese characters. If contrast teaching was used (such as comparing the writing of the same Chinese character in different periods), consider whether the contrast was sharp enough and whether the students could summarize the evolution law from it. 2. ** Diverse teaching methods ** - Check whether the teaching process relies too much on a single teaching method. For example, the teacher has been explaining all the time, and there is a lack of students 'interaction and participation (such as group discussion on the cultural meaning behind the evolution of Chinese characters) or practical operation (such as letting students imitate the ancient Chinese characters such as oracle bone inscriptions), resulting in a dull classroom atmosphere and low enthusiasm of students. ** 4. Teaching Resources ** 1. ** Resource utilization ** - Consider whether the teaching resources used (such as pictures showing oracle bone inscriptions, multi-media demonstration of the evolution of Chinese characters, etc.) have been fully utilized. If he showed a picture of the evolution of Chinese characters, he would reflect on whether the picture conveyed the information clearly and accurately, and whether there were more suitable resources to use. 2. ** Resource Expansion ** - He was considering whether he could further expand the teaching resources, such as introducing more examples of Chinese characters from archaeological discoveries and introductions to cultural relics related to the evolution of Chinese characters, so as to enrich the students 'horizons and deepen their understanding of the development and evolution of Chinese characters. ** 5. Student feedback ** 1. ** Class performance ** - According to the students 'questions, answers, and enthusiasm for classroom interaction, this paper analyzed the students' understanding of the development and evolution of Chinese characters and their confusion. For example, if students had more questions about the evolution of a certain Chinese character, they might need to adjust the teaching focus or supplement the content in the subsequent teaching. 2. ** After-class feedback ** - Pay attention to the completion of students 'homework after class and the feedback obtained from the communication with students after class. If a student made many mistakes in their homework or expressed that they had difficulty understanding a certain teaching content, they needed to find the root of the problem and propose improvement measures during the reflection of the lesson plan. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The following is a social lesson plan for the middle class of kindergarten,"Tree", which contains reflections: ##1. Activity Target 1. They knew that trees were the best friends of humans and animals, and they understood the benefits of greenery. 2. Teach children to love and protect trees. 3. Cultivate good environmental habits in children. 4. Cultivate the cooperation between children and their peers. 5. They enjoyed the festive atmosphere and were willing to participate in activities to decorate the environment. ##2. Event preparation Multi-media class, love card. ##3. Activity 1. ** First part: Lead to the topic ** - The topic was introduced in the form of questions. For example, the teacher said that he had received a letter and photo from Dr. Monkey. The letter said that the small animals had encountered difficulties. It made the children curious about what the difficulties were and how to solve them, fully mobilizing the enthusiasm of the children in class. 2. ** Basics ** - Using Little Bear's experience, he explained that trees could purify the air. For example, Little Bear lived next to the factory. The existence of trees could improve the air quality around him. - Through the scene of the deer and the pig crying, it showed that the small trees and grass provided abundant food for the small animals. 3. ** Activity Reflection ** - In today's society where everyone calls for environmental protection, children have the behavior of picking flowers and throwing paper scraps everywhere. This shows that it is urgent to educate children to understand and protect the ecological environment. This lesson plan uses a multi-media class to vividly demonstrate the importance of the environment and the role of trees through the encounters of small animals. Each segment was compact and closely linked. The questions were cleverly designed, allowing the child to think and explore in interesting questions, thus achieving the activity goal. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>