Five manuscripts of Chinese handouts in the second volume of the first grade of primary school

# Senior One # Introduction You don't have to stick to a fixed and rigid pattern when writing a speech. In addition, in terms of language expression, we should not only discuss the problem clearly, but also avoid being too long, avoiding cliches and generalizations, and strive to be concise, accurate and targeted. To do this, it is not easy, but also need to study hard, study deeply and work harder. The following is the relevant information of "Five Chinese Lecture Notes in Volume II of Grade One in Primary School", I hope it will help you.

1. Lecture Notes of Chinese Volume I of Grade One Primary School I

1. teaching material analysis's "Yuan Yuan with Lotus Leaves" is a newly selected prose poem, which is the standard experimental teaching material of compulsory education curriculum-Chinese (People's Education Edition). This poem describes a round green lotus leaf. Lotus leaf is the cradle of small water drops, the apron of small dragonfly; It is the stage of little frog; This is an umbrella for a small fish ... The text is full of childlike innocence, which is conducive to enlightening students' wisdom and inspiring their imagination; It is helpful for teachers to creatively understand and use teaching materials, guide students to learn to learn in practice, and let students get a preliminary emotional experience and feel the beauty of nature in summer. This is a good lesson in developing language and thinking.

The text * * * has five natural paragraphs, and the language is vivid and beautiful. The illustrations of the text vividly reflect the content of the text. Paragraphs 2-5 of the text are the key parts of this paper, which can guide students to read aloud and train words. The new word 12 in "I can recognize" after class is the new word required to be recognized in this lesson. The six typical words in "I can write" Tian Zige are familiar words required to be written in this lesson. The arrangement of "reading and reciting texts" exercises reflects the emphasis on language accumulation and perception.

According to the characteristics of the text, after vocabulary teaching and preliminary reading in the first class, I set the teaching goal of the second class as follows:

1, knowledge goal: understand the text and recite the full text.

2. Language sense goal: read the text correctly, fluently and emotionally, and realize that lotus leaves bring joy to water droplets, dragonflies, frogs and small fish, as well as to children.

3. Ability goal: to cultivate students' imagination, expressiveness and expressive power.

4. Moral education goal: to cultivate students' spirit of unity and cooperation.

Second, oral teaching methods

Chinese curriculum must be based on the characteristics of students' physical and mental development and Chinese learning, pay attention to students' individual differences and different learning needs, care for students' curiosity and thirst for knowledge, and fully stimulate students' interest, initiative and enterprising spirit. Because the content of this text is easy to understand and does not need the teacher's explanation and analysis, so in this class, I basically chose the teaching method of "independent reading, cooperative learning and self-perception" as my partner, and I cheered for the students and gave them appropriate guidance. Students accumulate language through various forms of reading, train language through speaking, and create a teaching situation that combines form, color and sound organically, so that all students can actively and effectively participate in the whole teaching process.

Third, theoretical study.

1, student analysis

Summer is for children, joy is for children, and dreams are for children. Children have a certain perceptual knowledge of summer, knowing that it is hot in summer and singing in the trees; Lotus opened a smiling face; Children put on T-shirts and flowered skirts, eat watermelons and ice cream ... The first-year students have known many objective things, can name them and some phenomena, and can simply express their wishes. However, those are only fragmentary and nonstandard languages. In order to make them understand and use the language correctly, they must contact their real life in class, create familiar life scenes and help them learn, accumulate and feel the language.

The students in our class like reading and are curious about the things around them. Most of them can ask some simple questions that interest them. Some students are confident to express themselves, can actively participate in discussions and express their immature opinions. Individual students lack self-confidence, are timid, lack initiative in learning, and are vague in expressing their wishes.

2. Fixed learning methods

According to the students' situation, textbook content, students' age characteristics, hobbies and cognitive level, the learning method of "independent reading-cooperative reading-oral practice" is determined, so that students can not only understand the situation and main contents of the text, but also cultivate their familiarity, imagination and expression ability, as well as their sense of unity and cooperation.

(A) create a situation to stimulate interest

Play the courseware first: the music shows a beautiful dynamic picture of lotus leaves swaying gently in the breeze for students to enjoy, and then let the picture be fixed on the close-up leaves, and the beautiful music will continue, and the teacher will introduce the new lesson with passion; Lotus leaves are round and green. Lotus leaf is a cool poem in summer. Lotus leaf is a green note that beats in the sun. Small water drops are like lotus leaves, small dragonflies are like lotus leaves, small frogs are like lotus leaves, and small fish are like lotus leaves. In this lively prose poem, let's feel the innocent summer, touch the vibrant lotus leaf, and appreciate the happy mood of small water drops, small dragonflies, small frogs and small fish!

(B) the overall reading perception of independent reading of the text

For first-year students, Chinese teaching should cultivate their desire to like reading, dare to read and be willing to read. The teaching design of holistic perception can achieve this goal, so I will let students read the text freely with the help of pinyin first, connect the new words into words and read them several times. On this basis, read the text again completely and freely, and read more long sentences.

Reading is students' personalized behavior. Teachers should not be assigned to read instead of students. From the beginning, students should be consciously encouraged to choose their own reading content, and gradually cultivate their ability to feel, understand, appreciate and evaluate the text. Therefore, on the basis of reading the text twice completely and freely, students should read more paragraphs they like, pay attention to accurate pronunciation and read the text smoothly. Then freely choose your favorite paragraphs to read alone, evaluate them after reading (praise and encourage students who read well and make progress), and finally read them to their deskmates or good friends.

(C) accumulation of language understanding content-cooperative reading

Chinese curriculum standards advocate new ways of learning, so that students can learn autonomous, cooperative and inquiry learning in addition to receptive learning, and cultivate students' spirit of active participation and cooperation. In this way, students' cognition is constantly improved and sublimated, and finally a preliminary self-understanding of the text content is formed. Therefore, the understanding of the text only needs to read more, understand the content of the text in reading, accumulate language in reading, understand the situation, read aloud with music, and enhance the sense of language. There are many dialogues in this text, which is convenient for different roles to read. I created a competitive atmosphere for students to see which group of students study well and cooperate well. Reading in different roles; Performance reading; Some students watched some students' performances. ). After the competition between groups, make comments. This form will improve students' reading level and try to recite on the basis of familiarity with reading. After the training of reading more, students have cultivated a sense of language, realized the beauty of the situation and words of the text, been influenced by beauty, and cultivated the spirit of unity and cooperation of students.

(D) Expand the text and cultivate imagination-practice oral English.

Einstein said: "Imagination is more important than knowledge, because knowledge is limited, and imagination summarizes everything in the world, promotes progress and is the source of knowledge evolution." Childhood is a time to cultivate and develop imagination, just like agricultural solar terms, which can't be missed. "Chinese Curriculum Standard" also points out: "While developing language ability, develop thinking ability, stimulate imagination and create potential." This tells us that in teaching, teachers should actively explore teaching materials and cultivate students' imagination with the help of teaching difficulties and key points. Therefore, I provide opportunities for students who are inspired by reading the text in time to stimulate students' imagination: "Lotus leaves bring happiness to water droplets, dragonflies, frogs and small fish, and lotus leaves will certainly bring happiness to children. Let the children say sentences with "yes". What is a child's lotus leaf? " Or "What do you want to say to the lotus leaf? What should I do? " This topic is conducive to mobilizing students' life accumulation and developing their imagination and creativity. At the same time, it also communicates the relationship between Chinese and life, Chinese and other disciplines, and cultivates their comprehensive application ability.

Fourthly, the design of blackboard writing makes clear the key points.

Mainly illustrated on the blackboard. This blackboard is full of pictures and texts and colorful. Its content highlights the key points of the text, conforms to children's psychological characteristics and cognitive level, can attract students' attention, guide and distract students' creative thinking, and also clears the way for students who have difficulty in reciting.

2. The second volume of the first grade Chinese handout in primary school

Teachers: Good afternoon, everyone!

Today, I teach Cotton Girl. People teach Chinese lesson 30 in the second volume of Grade One. Below, I will talk about it from two aspects: teaching materials and teaching methods.

First of all, talk about the textbook. The article "Cotton Girl" tells us a vivid fairy tale: the cotton girl is covered with aphids, and swallows, woodpeckers and frogs are "willing but unable". Finally, the ladybug cured the cotton girl. This text is about the science around us, and the language conforms to the characteristics of children.

According to the new curriculum standards, the training focus of our unit and the reality of our class, I have set the following teaching objectives:

1, understand the words "surprise" and "green".

2. Be able to read the text correctly and fluently, and experience the anxiety and happy mood of the cotton girl in reading.

3. Know polite expressions such as "please" and "sorry". At the same time, let students know how to protect beneficial insects and birds by infiltrating the idea that things are interrelated.

The focus of teaching is:

Read the text with emotion to understand the ability of different animals to kill pests.

Let me talk about the teaching method of this class, that is, the design concept. In teaching, I strive to realize the learning mode of "independence, cooperation and inquiry", focusing on reading and emphasizing the process of students' independent learning. In the lead-in, let the students open their arms and close their eyes to fly. Let the students calm down completely, so as to arouse their interest. When reviewing words, I asked the students to choose their favorite way to read. Some children choose to read in pairs, while others choose to read in groups, respecting students' individual differences. Expand the part and arrange students to exchange "What other beneficial insects and birds do you know?" It is intended to mobilize students' past experience, communicate the connection between Chinese and other disciplines and expand their thinking.

You can always learn a lot when you go out to attend classes, but you don't need it yourself. After class, I found that the teaching objectives were not well implemented and the discussion and communication links were not in-depth enough. When learning the last natural paragraph, the teacher made a demonstration reading of this natural paragraph, but did not arrange for students to read and feel. Some paragraphs are handled in a hurry, and there are still many shortcomings due to the limitation of experience level. I urge all teachers to give more valuable advice.

3. The third draft of the second volume of Chinese teaching materials for the first grade of primary school

The textbook is a picture reading article, which vividly describes the story of tadpoles looking for their mothers in simple words and tells students how tadpoles become frogs. This passage is the beginning of this book, which is an intensive training based on students' observation ability and reading ability, and also plays an important role in improving students' listening, speaking, reading and writing ability in the future.

Judging from the arrangement of the textbook, the text has many characters and vivid and interesting language, which is a typical reading training textbook; From the perspective of textbook structure, the second paragraph and the third paragraph of the text are similar, which is also an example to guide learning methods. At the same time, the curriculum standard also clearly points out that reading is the most frequent and important training in reading teaching, especially in the lower grades. We should pay more attention to reading and give full play to its role in understanding the text content, developing language and cultivating emotions.

This class is divided into three classes. In the first class, I will focus on teaching ideas. According to the arrangement system of teaching materials and students' learning practice, the teaching objectives are determined as follows: (1) Correct pronunciation of nine new words, and understanding the meaning of words in combination with the text. (2) Understand the physical changes of frogs during their growth and cultivate students' observation ability. (3) Learn to read the text of different roles. The focus of teaching is: on the basis of understanding the tenderness of the text, learn to read the dialogues of different roles. The difficulty in teaching is to understand the emotions of the characters and read the corresponding tones correctly.

Preach the law

The process of reading teaching is a process in which each student studies hard to gain individual experience and unique feelings, and it is also a process in which teachers guide students to realize self-construction, learn to read and promote expression in reading practice. Therefore, I give full play to the exemplary role of teaching materials, construct the teaching mode of "reading guidance training", adhere to the method of combining reading with training, and pay attention to cultivating students' reading ability for different role dialogues.

On the Teaching Process

This lesson is divided into five parts:

First, cleverly set the introduction to stimulate interest.

A good beginning is half the battle. In order to maximize the students' internal motivation and eliminate the obstacles caused by the regional differences and lack of life experience in most urban children, I first played a video to make the students' unintentional attention quickly attracted by the lively and lovely tadpoles. At this time, the teacher skillfully introduced a new lesson: mother frog gave birth to tadpoles and left, so she didn't know who her mother was at all, so they looked for her everywhere. This is the new lesson "Little Tadpole Looking for Mother" (blackboard writing) that we are going to learn. This well-designed lead-in mobilizes students' visual and auditory communication, effectively stimulates their desire to explore, and enables students to actively and enthusiastically participate in learning activities.

Second, the overall perception, understand the general idea.

In this link, I insist on starting from the whole and combining pictures and texts.

1, projection demonstration. Guide the students to observe the pictures in a certain order and think: what is the purpose of each picture? Then connect these four pictures to observe and think: what is the main thing? This observation is more complete and systematic, and students have a clear perceptual understanding of the growth process of tadpoles intuitively.

2. from the picture to the text. According to the characteristics of children in lower grades who love watching cartoons, I ask students to listen to the model essay of the text while watching animated videos, and read aloud and record. On the one hand, students can intuitively perceive the content of the text, and at the same time, it is beneficial to cultivate students' standardized reading skills such as pronunciation and intonation. After reading, let the students read the text by themselves. With the help of pinyin, the teacher focused on checking the pronunciation of the following new words.

Third, read the taste intensively and learn the rules.

As the saying goes, the method is the most important thing in preaching and teaching. According to the structure of teaching materials and the age characteristics of students, I carefully infiltrated the guidance of learning methods and paid attention to cultivating students' reading ability.

1, briefly talk about the first natural paragraph, so that students can know what tadpoles look like.

2, elaborate the second natural section, layer by layer infiltration method.

3. First project a demonstration to make students understand that tadpoles have grown two hind legs at this time.

Then, learn from the pictures, focusing on the word "face up" to understand the mood of the tadpole. It is difficult for junior children to understand this word. In order to turn static into dynamic, difficult into easy, I use the visual inspiration of active slides to guide students to move their eyes, think and speak, and actively participate in various senses. So it is not difficult for students to understand that "face up" means that tadpoles swim across from aunt carp. At the same time, due to the limitation of students' life experience, rational thinking is still in the primary stage, so I made full use of the law of knowledge transfer to make a comparative understanding (transposition comparison between "swimming over" and "meeting up"), plus the emotional experience of students in daily life, closely surrounding the word "meeting up", I asked in time: Why did tadpoles swim across from aunt carp? Contact your daily life and feel its mood at this time? In this way, the gradual deepening and pressure will undoubtedly reduce the slope of teaching difficulty and make the reading guidance of lower grades have rules to follow and laws to follow.

4. Teachers summarize and review the learning methods:

(1) Grasp "face up" and experience the desire of tadpoles.

(2) Distinguish the voice and speech speed characteristics between tadpoles and aunt carp.

This summary makes students have a certain perceptual knowledge of the methods of reading dialogue, and subconsciously realize some reading skills (only understanding, not memorizing)

Fourth, self-study and flexible use.

With the foundation of the previous study method guidance, at this time, I let go appropriately and give timely guidance to guide students to use the study method and gradually form their abilities.

1, graphic comparison, let the students know that tadpoles have two front legs. Mother Tortoise told the tadpole that their mother had two big eyes and was dressed in green.

2. Organize students to discuss independently, and the teacher guides and projects the thinking problems.

(1) What words can be used to understand the mood of tadpoles? How did you do that?

(2) Compared with tadpoles, what are the characteristics of turtle's voice and speed?

When students study by themselves, they take various forms, such as thinking by themselves, sharing a seat, communicating in groups, and communicating with the whole class. Teachers patrol and give timely guidance. If students have difficulty understanding their feelings, the teacher can ask why tadpoles should catch up quickly. In this way, the gradient of teaching difficulty is reduced, and various forms of reading are adopted after distinguishing characters.

In addition, when I read back the first three paragraphs, I also gave full play to the students' performance ability, and let them wear hoods to read aloud with music performances, which fully enhanced the effect of reading aloud by different roles.

Fifth, consolidate practice and strengthen training.

Chinese teaching should insist on pen and ink instead of reading, so I strengthened my writing training while training my listening, speaking, reading and writing skills, and designed two thinking questions for this purpose.

1, fill in the blanks

There are () tadpoles, () big bodies and () long tails in the room, swimming around happily.

This topic is to deepen students' understanding of the text content, and at the same time, it also permeates some imitation methods.

2. Imitate the appearance of two small animals according to the above words.

What is the location, quantity and appearance?

(1) () has (), elephant () ()

(2)()()()()

The design of this topic embodies two levels, aiming at expanding students' thinking and strengthening language training.

In a word, I give full play to the exemplary role of teaching materials in this class, always adhere to the combination of reading and training, cultivate students' reading ability step by step, and effectively improve the quality of Chinese teaching.

4. The first grade of primary school, the second volume of Chinese lecture notes 4

First, it is said that the fairy tale "Ducks and White Rabbits Treat" in Unit 4, Volume 2 of Chinese for Primary Schools published by Chinese Publishing House. The text tells the story of ducks and white rabbits looking at each other. First of all, the white rabbit invited the duck to be a guest at home and treated the duck with fresh grass buds and leaves, but the duck was very unhappy and thought the white rabbit was too stingy. Then write that ducks invite white rabbits home for dinner and treat rabbits with snails and loaches. Rabbits don't like these things. Finally, the duck realized that he was wrong about the white rabbit, because what he liked might not be liked by others. The text is anthropomorphic, vivid and childlike, permeated with the educational thought of friendship and understanding others. In addition to reading and practicing reading in different roles, the focus of teaching is to make students feel good at understanding others and understand the truth that what others like is not necessarily what they like. The full text has five natural paragraphs, and the language is easy to understand. Therefore, combined with the training focus of this unit: reading with the text, cultivating students' reading ability and oral language expression ability, I have formulated the following teaching objectives:

1, know 10 recognizable new words, and write 7 new words;

2. Read the text correctly, fluently and emotionally;

3. On the basis of understanding the content of the text, educate students to be good at understanding others and what they like, and others may not like the meaning of this sentence;

4. Students' cognitive and thinking abilities;

This text falls into two categories. The first lesson: read the text for the first time, perceive the whole, teach yourself words and guide the writing of five new words. Here I only talk about the second lesson: completing the teaching objectives of 2, 3 and 4 and guiding the writing of 2 new words.

Second, oral teaching methods

According to the teaching purpose, starting from the actual teaching materials and students' learning situation, following the principle of "teachers as the leading factor, students as the main body and training as the main line", in the process of comprehensively applying various teaching methods, two teaching methods are mainly highlighted:

1, discussion method

In Chinese teaching, teachers should be good at being guides, allowing students to discuss freely according to the situation, resulting in thinking collision, flashing sparks of thinking and exchanging views in constant discussion. Form a unified understanding, promote the enthusiasm of students' independent learning and independent inquiry, and then improve their learning ability. So in teaching, I guide students to discuss with cameras:

(1) Look at the picture and tell me what the duck and the white rabbit invited each other to eat. Do they like it?

(2) Talk about the meaning of "what others like to eat doesn't necessarily like to eat".

(3) On the basis of understanding the content of the text, the students said, "What will the duck eat when it invites the white rabbit to eat in a few days?" Wait a few questions.

2. Emotional reading teaching method:

The outline points out: "All grades should attach importance to reading aloud and give full play to the role of reading aloud in understanding the content of the text, developing language and cultivating emotions." This lesson uses personification rhetoric, and the sentences are easy to understand. Therefore, I didn't explain much, but adopted a variety of reading methods to help students understand the content and master the standardized written language, thus developing good language habits. Such as: cooperative reading at the same table, mutual guidance, learn from each other's strengths; Personalized reading training such as role reading and key section reading. In this way, students will grasp their own feelings and naturally feel that they should be good at understanding others and understand the truth.

Third, theoretical study.

According to the above teaching methods, students can use the method of "discussion, conversation and reading" to complete the learning task of this lesson. "Discussion" allows students to discuss with illustrations. "Say" what is painted on the picture? What are they doing? "Reading" finds the corresponding natural paragraphs in the text and reads them in different ways. In this way, students always use their brains under the guidance of teachers, acquire knowledge through their own labor, and change passive learning into active learning, which truly embodies the principle of "taking teachers as the leading factor, students as the main body and training as the main line".

Fourth, talk about teaching procedures.

Optimizing teaching process, improving classroom teaching efficiency and arranging teaching procedures scientifically and reasonably are the keys to successful teaching. According to the characteristics of teaching materials, training focus and students' cognitive rules, I adopt the following teaching ideas:

(-) Review the introduction of new words to stimulate interest:

1. Show the new word cards and ask the students to talk about which words they know and which words they don't know. Consolidate what you don't know and give a group of words.

2. What do you want to do in this class? Or want to know something?

(2) Read the text for the first time, perceive the content of the text as a whole, and tell the main content of the story.

(3) Discuss with illustrations:

1. The duck visited the white rabbit's house. What did the white rabbit invite the duck to eat? Does the duck like it? Look at the illustration 1 discussion.

2. The white rabbit visited the duck's house. The duck asked the white rabbit what he had eaten. Does the little white rabbit like it? Discuss and talk with Figure 2.

(4) Seriously understand the content of the text and read the sentiment.

Find out the natural paragraphs corresponding to the illustrations, and focus on guiding students to read in various ways, such as individual reading, group reading, role reading, full-text reading, key paragraph reading and key sentence reading, so as to help students understand the content of the text. At the end of the article, I also put forward such a reading task for students:

1, find the most difficult sentence to read and tell me why?

Find out the sentence you read in the text and tell me its advantages.

Find a sentence you don't understand in the text and tell me what you don't understand. In this way, students will have a deeper understanding of the text.

(5) Summarize the full text and extend it after class.

Tell me what ducks and white rabbits understand after they treat each other. Let students talk about the meaning of the sentence "What they like is not necessarily what others like" in real life, so that students can learn to be good at understanding others' truth.

(6) Guiding writing

Let the students talk about what should be paid attention to when writing the words "this" and "home". How can I write more beautifully? Ask the students to write two in Tian Zige.

5. Language Lecture Notes in Volume II of Grade One of Primary School 5

Textbook: Thoughts on a Quiet Night is the work of Li Bai, a poet in the Tang Dynasty. His poems are imaginative and elegant in style. Silent Night Thinking is about the homesickness of a moonlit wanderer. As a wanderer, the author is fascinated by Wan Li, from "doubt" to "looking up" and from "looking up" to "bowing down", which vividly shows the poet's psychological activity process. A picture of homesickness on a moonlit night is vividly presented to us, expressing the strong homesickness of wanderers. This poem is concise in language, sincere in feelings and profound in artistic conception, which easily arouses readers' * * *.

To preach the law:

This poem is easy to understand and well known, and some students recited it before entering school. However, most students lack exercise in reading the charm of ancient poems. Therefore, in the teaching of this poem, we should focus on reciting, guide students to read the correct pronunciation and rhythm, stimulate students' interest in learning ancient poems, and guide students to feel the lingering homesickness in the poem and appreciate the charm and beautiful artistic conception of the poem.

Talking about the teaching process:

Combined with the characteristics and teaching requirements of this course, this course has designed four major links, one is scene introduction, the other is to stimulate interest, the third is self-study, the fourth is reading aloud, and the fourth is summary sublimation.

1, through the dialogue between teachers and students, do students like reciting ancient poems? Which ancient poem can you recite? Can you recite it to everyone? Stimulate students' interest in learning ancient poems. Starting from the reality of students, according to the characteristics of students' love of expression, let students be interested in ancient poetry and read in a specific language environment, so that students can experience the joy of success.

2. Show courseware to create situations, introduce topics, improve students' interest in learning Chinese, and cultivate students' observation, imagination and language expression ability. The process of collecting and displaying information cultivates students' ability to collect and process information.

3. The teacher reads the text with the music, while the students look at the pictures and enjoy them. Perceive the text as a whole and experience the charm and beautiful artistic conception of ancient poetry. Improve students' aesthetic taste in the teacher's eloquent mode reading and appreciation of beautiful songs.

4. Self-study. Please open the text and read or recite it in your favorite way! According to the specific situation of students, let students choose the way of learning and reading freely. Look carefully. What words do you know in the poem? How did you meet? Draw the words you don't know with your favorite symbols and read them several times with the help of pinyin. Excavate students' existing experience, pay attention to students' individual differences, seize the opportunity, make use of the situation, and effectively standardize teaching. Let students exchange literacy experiences and read in a specific language environment. Students are the masters of learning, fully trust students, show them their opportunities, let them enjoy the joy of success in active literacy, encourage students to memorize glyphs in their own way, and cultivate their innovative ability in the activities of exchanging literacy methods and being "little teachers"

5. Pay attention to the evaluation of reading aloud and improve reading ability. Teachers must take into account the development needs of different students, strive to make different students feel the joy of success, pay attention to the guidance of reading aloud, guide students to understand the charm of ancient poetry, experience the pleasure of reading poetry and feel the deep homesickness. Improve students' reading ability. So that "readers love reading and listeners pay attention", teachers and students jointly explore the reading methods of ancient poems, listen to each other and make progress together, which greatly mobilized students' reading enthusiasm.

6. By summing up feelings, explore and respect students' unique experience, and then produce emotional voices, and further realize the deep homesickness. Let students deepen their understanding and experience, feel and think in positive thinking and emotional activities, and be influenced by emotions.