Third grade language quality lesson plan 6

Third Grade Language Quality Lesson Plans Part 1

Learning Objectives:

1, familiar with the text, to recognize the "inlaid", "inlaid", and other eight vocabulary words.

2. Understand the content of the text, imagine the picture, feel the exotic scenery.

3. Accumulate the words "fat and strong", "vast and boundless" and favorite sentences.

4. Read the text aloud with emotion, experience the author's immense love for the Netherlands, and stimulate the desire for a better nature.

Preparation:

Teachers and students **** with the collection of postcards or other pictures of exotic scenery and audio-visual materials classroom

Learning key points:

Key points: accumulation of words and phrases

Difficulties: to cultivate the ability to imagine the picture through the words and phrases.

Lesson time arrangement:

1?2 hours

Learning process:

I. Exchange of information to stimulate the desire to learn.

Teacher: Students, on our planet, there is a green water and flowers blooming beautiful country, do you know where it is? Yes, there is a water country, the flower of the reputation of the city? The Netherlands is also a country of pastures.

Read the subject. Before the class let you check the information, who can say what you know about the Netherlands?

Second, understand the content, feel the beauty.

1, teachers: students really will learn. Today we will go through this article to feel the exotic flavor. Please read a few students to read. Other students listen to him read right? Read smooth or not? After listening to the text, say the Netherlands left you how the overall impression?

Teacher: Who can comment? (Teachers camera to show the difficult words and vocabulary, prompted to read aloud.)

2. Teacher: Who will talk about the overall impression left by the Netherlands.

Teacher: Yes! As you feel, the Netherlands is a pasture to make the country, is a beautiful place! Let's read the first paragraph of the text with their own feelings.

3, why call the Netherlands is the country of pasture? Now please quickly browse the whole text, to reflect the Netherlands is the country of pasture statements to find out to read, fully appreciate. Students read freely.

Teacher: who will read the sentences that reflect the Netherlands is the country of pasture.

Students read. Teacher camera to guide the study of the corresponding natural paragraph. (Such as the first to the second natural paragraph teacher focused on guiding students to feel more cattle, cattle leisurely.)

Teacher: What does this paragraph say? We also read it on our own.

Produce "a green grass between the canals, black and white flower cattle, white head black cattle, white waist blue mouth black cattle, in low grazing."

Read the sentences and tell your experience. (There were many cows.) How did the author accurately describe these cows? (To appreciate the author's accuracy in the use of words.)

Teacher board. (cows much)

Teacher: read the next sentence, what else do you feel? (Imagine the cow's demeanor and movements, and understand the author's accurate and vivid anthropomorphic sentences.)

Teacher: students are very good at reading, please read with their own feelings gently and beautifully. Later, let's compete.

Name the competition, teachers and students evaluation.

The requirements for selecting sentences to accumulate and recite, and practicing recitation.

Teacher summary: It seems that the author is through the writing of cattle to describe the Dutch pastoralism.

4, everyone noticed? We just how to learn this paragraph? Teacher guide to summarize the learning method: the first reading? Exchange of feelings? Imagine, beautiful reading? Race reading? Selective accumulation of memorization

5, group cooperation in accordance with the method of learning two, three, four natural paragraphs.

Exchange feedback, the teacher camera guide.

6, teacher: table exchange, the picture that comes to your mind. You are a cow, a stallion, a sheep or a chicken on this vast and boundless grassland, you will see, hear and think of something?

Table exchange.

7, teacher: no wonder the author said? This is the real Netherlands!

8, you see these paragraphs which statements or words are particularly good? Can you memorize it and write it out? Try it and compare it with your group.

Third, the classroom display exotic scenery film.

Appreciate and then use a paragraph to introduce the introduction, you can use the words and phrases learned in the text.

Homework: group cooperation to do a cut-and-paste tabloid of exotic scenery, with a short description, outside the classroom exhibition and evaluation in small groups.

Third Grade Language Quality Teaching Plan Part 2

Teaching Objectives:

1, combined with the specific language environment, understand the meaning and function of words and sentences.

2. To experience the passion of eulogizing Young China.

Key points: read aloud, to experience the emotionally charged character.

Difficulties: memorization.

Teaching time: one hour

Steps:

I. Introduction to the text:

Transition from the "Hundred Days' Reform" to Liang Qichao and the text. By the students as the main participants, by Liang Qichao how to think of the idea of the change of law this suspense to read this article, stimulate students' interest in the text.

Second, read the text, their own dictionary to remove textual barriers.

Key words and phrases

Therefore, they often dare to break the pattern

Breaking the rules

People are inherent, and the country is also appropriate

Should have been

For the sake of the edge

Tied together

The sky wears its pale, and the earth walks on its yellow

The top of the tread?

2. Pronunciation:

wū

ri sī

whetstone xíng

3. Proposing a Breakthrough

What is "Young China"? What is the young China in the author's mind? What methods does the author use to express it?

China is really old

Really

The only thing that can destroy the world

Just focusing on the present, getting by

The only thing that can make progress is to be new

Fourth, read aloud the first and second paragraphs of the introduction

What is the difference in the character of the young and the old people?

The old man is always thinking about the past, and he always keeps his mind on the past

The young man

Always thinks about the future

Wishes for the future

Enterprising

The new is always new

The old man

Thinks about the future

The new is always new

The old man

Thinks about the future

The new is always new.

As usual

Young people

Thinking of the future

Broken

2)Old people

Worried

Discouraged

Cowardly

Complaining

Perishable

Young people

Pleasant

Respectful

Transcendent

The old people

The old people

The young people

The young people

The old people

The old people

boldness

adventurousness

creation of the world

3) The old man

is always tired of things

everything is inaccessible

the young man

is always pleased with things

nothing is inaccessible

4) The old man is like

the setting sun

a barren cow

The young people are like

The sunrise

The barren tiger

2. Summarize

Using similes and comparisons, the different characters of the young people and the old people are likened to the strengths and weaknesses of the country, with neat sentences layered with sharp images.

The character of the young people who are full of vigor, positive and enterprising, and dare to break the rules and innovate is the characteristic of Junior China.

3. Read aloud and memorize. Pay attention to the momentum, emotionally charged.

V. Focus on the third paragraph:

(1), read aloud to introduce

(2), read the third paragraph, think about how the author looks forward to the bright future of young China?

1, analyze the level of this paragraph

2, grasp the key sentence "to produce the future of the young China, the responsibility of the Chinese young people", say the relationship between the two and three paragraphs.

This paragraph warmly eulogize the young China, the hope will be entrusted to the Chinese teenagers, layer by layer.

3, read aloud to feel the third paragraph, from the beautiful image provided by the text to feel the vibrant vitality of young China.

1) "The red sun rises ............ across the eight wastelands" read and recite.

2) the role of the metaphor: "red sun" like a brilliant prospect, "river out of the volcano" of the magnificent development, such as "submerged dragon", "milk tiger" great sound. Milk tiger" of the great prestige, such as "strange flowers" of the magnificent prospects, such as "dry generals" of the courageous image;

3) "The sky wears its pale ", "the earth to walk its yellow", a "vertical" a "horizontal", seems extraordinary, a top of the Oriental giant standing above the earth.

4) "The beauty of ............ and the country without boundaries"

Both praise the young China, but also eulogize the Chinese teenagers, indicating that the future and fate of the two are closely linked. .

Six, read aloud to feel, recite, summarize the center

The author of the old feudal China and the ideal of young China for a sharp contrast, enthusiastically praised the spirit of young people courageous reform, criticizing the negative and conservative ideas, encouraging people to shoulder the responsibility to strive for strength. It shows that the author is eagerly looking forward to the prosperity and strength of the motherland, and is full of hope for the future of China.

VII. Assignment: memorize the text

Third grade language quality lesson plan chapter 3

Teaching objectives:

1, will recognize the "desert, Yan, hooks, Ho, brain, step" five words.

2. Read the poem aloud correctly, fluently and emotionally, and recite it by heart.

3. Through reading aloud and combining with the illustrations to understand the general meaning of the poem, feel the poet's ambition and a picture of the desire to serve the country.

Teaching Focus:

1. Recognize the words "desert, swallow, hook, he, brain, step".

2. Read the poem aloud correctly, fluently and emotionally, and recite it by heart.

Teaching Difficulties:

To understand the general meaning of the poem through reading aloud and combining with the illustrations, and to feel the poet's ambition and a picture of the desire to serve the country.

Teaching time:

One lesson time

Teaching process:

I. Inspiring conversation, introducing a new lesson

1, the teacher inspired conversation:

? Horse Poetry" is a group of horse poetry as the theme of the group of poems, *** there are twenty-three, named chanting horse, actually chanting people. This poem is the fifth in the group, and the poet expresses his own feelings by singing about horses.

2, board book topic, students read the topic.

Second, the first reading of the text, read correctly, read fluently.

Teachers read, so that the students feel the overall experience, stimulate interest.

Try to read the text yourself.

Draw the raw words in the text against the raw words in Gerry, and read them to each other at the same table, and read the words accurately.

Show the word cards and read the words by train.

Third, read the text carefully, read the poem.

You must want to read this poem to your classmates, then you have to read it a few times. (Students read the verses freely)

Named students read the verses.

(Please ask the students who read well to read again with music)

You can look at the picture or the poem, what do you think of?

(The first and second lines of the poem show the scenery of the frontier battlefield: on the rolling Yanshan mountain range, a bright moon is in the sky; the flat sands are like a layer of white frost and snow in the moonlight. Constitutes a three-dimensional picture, which is a horse allowed to gallop "scroll". Flat sand like snow frontier cold, but it is the hero's place. (The third and fourth sentences borrow horse to express emotion: when the war horse can be equipped with a gold brain, galloping in the fall of the earth?)

Male and female competition to see who reads well.

Fourth, read aloud and recite, experience the feelings.

Guide students to recite the poem.

Can you memorize this poem? Try it by yourself first.

Name the students to recite it.

In groups of four, choose your favorite way to recite.

Collectively recite the ancient poem.

V. Extend outside the classroom and emphasize accumulation.

What other ancient poems related to horses have you collected? Recite it to your classmates!

Board Design:

Horse Poetry

Li He

The sand in the desert is like snow,

The moon in Yanshan Mountain is like a hook.

When you are in the middle of your journey,

you will be able to walk in the fall.

Third Grade Language Quality Teaching Plan Part 4

Text Analysis:

This article takes the Second World War as the background, and takes a small episode on a train from Berlin as the story material, which reflects the cruelty of the war through the encounters of a family in the war, and expresses the author's indictment of the war. This is a miniature novel which deals with a serious topic: the cruelty of war in less than four hundred words. The author intercepts a short scene on the train and takes a passage from a reserve veteran as the core of the plot of the novel, omitting all the explanations of the background and the process, and pushing the tragic consequences of the war directly to the readers. The novel's length is extremely short, but it contains rich connotations; the plot of the novel is very simple, but it has a strong readability. Teachers in the teaching of this class, because the length of this article is extremely short, so do not have to dwell on the hierarchical division of the novel, but should select the appropriate sentence understanding, so that students in the self-reading self-comprehension to experience the writing characteristics of the article and the deep thrust.

Teaching Objectives:

1. To understand the deep thrust of the article, and to appreciate the author's indictment of the cruel war.

2. To realize the importance of the momentum and padding in this miniature novel, and the effect of the ending of the soundless is better than the sound.

Teaching Focus:

Taste the key words and phrases in the text and understand the author's feelings.

Teaching Difficulties:

Understanding how the novel uses the technique of baggage to push the plot to the extreme.

Arrangement of lesson time:

1 hour

Teaching process:

I. Stimulate the interest of the introduction, revealing the subject

1.

Transition: students, this unit we learn the text are novels. In the first two lessons, we learned the bridge and the poor, a short, a longer, but the plot is heart-wrenching. Today's novel you should have read in advance, can you combine the initial feeling it gives you to say how it is the same and different from the first two novels?

Preset: students on the initial impression to talk about, do not require detailed, in-depth, can be from the length, the end or after reading the feeling to talk about.

2. Show the subject, guide students to read the introduction before class, to understand the background. (The class presents relevant information)

Berlin in World War II Between 1940 and 1942, Berlin was still a relatively prosperous metropolis that was occasionally subject to sporadic bombing. This was attributed to the protective umbrella provided by the Luftwaffe.In late 1942 and into 1944, due to the deterioration of the battlefield on the Eastern Front, a large number of air defense units and fighter wings were moved to the front. Combined with the gradual increase in Allied air raids and Churchill's policy of bombing Germany's large and medium-sized cities to demoralize the population, the normal life of Berlin's citizens was gradually disrupted until it collapsed.In 1945, the Soviet army captured Berlin.

Second, the first reading of the text, the overall perception

1. Quickly browse the article, summarize the time, place, characters and events of the novel.

? Time: (there is no small point in time, only the big era background) during the Second World War.

? Place: in a train carriage. ? Main characters: old soldier, old woman, two little girls.

? Incident: tells the story of an episode that took place on a train out of Berlin. An old woman repeatedly counts "one, two, three", which attracts the ridicule of two little girls. In the veteran's narration, everyone realizes that the old woman has lost three sons in the war, and the veteran is about to go to the battlefield.

2. Raise questions, students learn with questions, and then explore at the end of the lesson.

Thinking: why is the novel titled In Berlin when it is about a story that takes place in a train car?

Presumption: after students have sorted out the elements of the novel and summarized the main plot of the novel, questions about the title may have surfaced. At this time to raise questions, so that students in the subsequent study at any time to pay attention, more conducive to the subsequent discussion.

Third, the study of the text, focus on exploration

1. Looking for the anomalies of the article.

Transition: students in the previous comparison found that the length of this article in this unit of the three novels in the shortest, to reflect the rich social life in such a limited space, to express the profound main idea, it will be necessary to create some profound plot, triggering people's interest in reading, and when the final unraveling of the mystery, only to let a person have a sudden realization of the feeling. Then we must pay attention to the anomalies in this novel when we study it.

(1) Students read the text carefully and look for anomalies according to the prompts. (Anomalous situations, anomalous characters.)

(2) Groups share the labeled sentences.

a. Perverse situations.

A train pulled slowly out of Berlin, its carriages full of women and children, hardly a sturdy man in sight.

One of the anomalies: trains are always powerful and fast, so why use the word "slow" here?

Anomaly two: the train is a public **** transportation, but also a public **** place, men and women, old and young convergence is a normal situation, and how this train carriages are "women and children"?

Presumption: this is the author of the idea of subtle place, the beginning of the set up a suspense, and this suspense is like a comedy in the baggage, until the end of the novel to shake open. Teachers can then sell a secret, or can also be said to set a suspense, do not tell students the answer, just tell students the answer to go to the text to find, leading students into the text to find the answer.

b. Perverse characters.

Apparently she was alone in her contemplation, and the travelers heard her counting "one, two, three," which overpowered the clacking of the wheels. After a pause, she repeated it.

"One, two, three," the delirious old woman repeated.

① What is the special meaning of the old woman's repetition of "one, two, three"? (On behalf of her three lost sons.)

② How could the old woman's voice overpower the clacking of the wheels? Isn't it not common sense? (This may be an exaggeration, from the side to show that the old woman's voice is loud.)

2. Explain the mystery? Explore the ending and resolve the doubts.

(1) Students read the 3rd natural paragraph of the text.

(2) Group communication, analyze the image of the veteran.

Transition: it turned out that the old woman's three sons were killed in battle, she could not withstand this huge blow, and lost her sanity. Here, we realize that everything above plays the role of padding, setting off. In connection with the context we know that the man's identity is that of a father, a husband, and a veteran. Please combine the specific words and phrases in the text to say what kind of a man he is.

(出示课件)This is a father, this is a husband, this is a soldier.

Exchange: ① As a father: strong and stoic. "Lost three sons".

② as a husband: calm, responsible, responsible. "stood up for himself" "sent to the madhouse".

③ As a soldier: sad and helpless. "It's my turn to go to the front line", for the sake of the country has a responsibility that can not be shirked. "Always have to", the sadness that the family is broken but can not be taken into account.

(3) re-read the novel at the beginning of the perverse situation, solve the mystery.

Clarification: This is a train with no energy, just like the national mood under the dark clouds of war, can not see the future. The train has become a symbol of hope, because we do not know where, so the text does not even specify the direction of the train, so it is a "slow" train. Because the war was so tense, even the old men had to go to war, so the carriages were full of women and children, and there was hardly a able-bodied man in sight.

3. Feel the pain of war.

(1) Teachers show the exchange of questions, students group exchange.

① The pain of war, the people in the carriages feel it?

Clarify: After listening to the words of the old soldier, the carriage was silent and terribly quiet. Because the crowd listened to the words of the veteran, both shocked and saddened, and their hearts were filled with hatred of the war. It was not only the veteran's family that suffered the ravages of war, but all the people on the wagon probably had relatives or friends who were on the battlefield or had already died on the battlefield. The war brought great trauma at this time shrouded the entire carriage, so they all fell into silence.

② The pain of war, do you feel it? Please write a warning against war and call for peace.

Example: Don't let the smoke of war extinguish the goodness of human nature, don't let the situation of deep water hurt the hope of the country, peace is our ultimate expectation. (Although students have not experienced the war, but as long as they have paid attention to the world news know that there are still many countries are at war, through the study of this lesson, students should have a deeper understanding of the war to people's injuries.)

(2) Re-read the title of the text to realize its deep meaning.

Clarify: The Second World War started by German fascists brought deep suffering to people in many countries. Berlin is the center of Germany, as the invading country's nationals have suffered so much trauma, paid such a terrible price, then the invaded countries are even more tragic. The ultimate victims of war are always the millions of ordinary people, and the people are always eager for peace and against war. So this title stands in the perspective of the nationals of the aggressor country accuses the cruelty of war and calls for peace.

Fourth, language training, classroom review

1. Classroom language practice training. (Maneuvering)

(1) Put yourself in the position to think and speak.

Questioning: as a German soldier, the veteran's duty and obligation is to fight for the country; but the German fascists are the party that invaded other countries and started the war. His role is really awkward. Please put yourself in his shoes and say what you want to say to the veteran.

(2) Read and memorize. (Show the ancient poems related to war.)

◇The moon is bright in Qin time, and the people have not yet returned from the long march of ten thousand miles.

◇Thirty years of fame and fortune, eight thousand miles of clouds and moon.

◇The city is about to be destroyed by the black clouds, and the golden scales will open to the sun.

◇Winning and losing is not a matter of time for soldiers, and it is a man's duty to bear shame and humiliation.

2. Teachers should summarize the content of the teaching and close the course.

Summary: In this lesson, we have learned a short and concise miniature novel, we must have felt the miniature novel plot of the exquisite conception, the character of the careful arrangement. We have learned to seize the key phrases to feel the unusual plot, to generate thinking, to study with the problem, and finally to solve the mystery. And in the process of pursuing the answer, we were even more shocked by the heart? The terrible war has brought so much pain to people, so we have to call for peace, but also to cherish our peaceful life more.

V. Recitation and accumulation, homework design

1. Excerpt their favorite sentences, rich accumulation.

2. Complete the corresponding training in this lesson.

Board Design:

Third Grade Language Quality Teaching Plan Part 5

Teaching Aims:

1. Read the text independently and be able to tell the story.

2. To understand the content of the text and to appreciate the thoughts and feelings expressed throughout the story.

3. Appreciate the language characteristics of the text.

Teaching process:

I. Introduction to stimulate interest

1. Read the content of the previous lesson, you must be anxious to know what happened after the Cowherd and the Weaving Maiden came together, this lesson we continue to study this article.

2. What do you want to know before learning the text?

The students questioned: How is the life of Cowherd and Weaving Maiden after they got married? What happens when the Queen Mother wakes up? Why is this story passed down in folklore? What thoughts does it hold about people?

Second, self-study text, experience feelings.

1. How was the life of the Cowherd and the Weaving Maiden after they got married?

(1) The students read the first natural paragraph with feeling.

(2) Students report: the two married men plowing and weaving, you diligent and frugal. The days went by beautifully.

"Mei Man" is a perfect and beautiful meaning. It means that by their hard-working hands, the days are not only rich, but also the family reunion.

(3) students report: the weaver loved this life. When she told the story to the children, the author used the rhetorical method of prose to emphasize the weaver's love of life on earth.

2. What happens when the Queen Mother wakes up?

(1) Read the second paragraph of the text to the penultimate natural paragraph.

(2) students report: the Queen Mother woke up first punished her nymphs, and then sent the heavenly soldiers and generals to find the whereabouts of the weaving girl, ready to give her awesome punishment. It shows that the Queen Mother has been hard-hearted, predicting the miserable fate of the weaver after she came back.

(3) Students reported: "She especially hated the Weaving Maiden, how dare she stay on earth and not come back, it is simply intentional to destroy her discipline and damage her dignity." From this, we can realize that the Queen Mother is a dead love of face and selfish people, in order to save their own face, at the expense of destroying the happiness of their own loved ones throughout their lives, in order to show their own dignity, ruthless use of the river in the sky to separate the Cowherd and the Weaving Maiden and their little friend, this is how hateful and selfish people ah!

(4) "The Weaving Maiden was severely punished, but refused to die, and must live with the Cowherd and live together" This sentence shows that the Weaving Maiden is a person who dares to pursue a happy life, and is a brave and strong person.

3, the teacher guide: do you like this story? Why?

(Because the Cowherd and the Weaving Maiden are both the kind of people who rely on hard work and thrift to invent and pursue a better life. It is because of this that there is such a long folk legend.)

4. Please read the last natural paragraph and tell us why people think this way?

(Because people want Cowherd and Weaving Maiden, two kind, brave and hard-working people, to live a good life, and send the people's good wishes to live a beautiful life as well.)

Third, the story will be held

1. Group members to tell the story, you can add their own reasonable imagination.

2. Interested students can accumulate their own folk tales in the "storytelling" report.

Third grade language quality lesson plan chapter 6

I. Teaching objectives

1, read aloud the text with feeling, and recognize the words: carry, cai.

2. Understand the content of the text and key sentences through group cooperation and exploration and other ways.

3. Learn from Cai Lun's spirit of observation and discovery and continuous exploration, and cultivate students' love for traditional Chinese culture.

The key points of teaching

The key points: through group cooperation and exploration, to understand the content of the text and key sentences.

Difficulties: learning Cai Lun to observe the spirit of discovery and exploration, and cultivate students' love of traditional Chinese culture.

Third, teaching methods

Read aloud method, question and answer method, group discussion method.

Fourth, the teaching process

(a) Introduction of the new lesson

Students, you usually like to read books to accumulate knowledge? Teacher has a few small questions to test you to see who usually accumulate the most knowledge. Who invented the electric light. (Edison); Kongming lamp is the Three Kingdoms period (Zhuge Liang) invented; geodesic instrument is an ancient Chinese (Zhang Heng) invented.

It seems that everyone's usual accumulation of a lot of it, we find that these questions are related to what? (Invention) Our lesson today is related to invention. Let's walk into today's new lesson "the invention of paper". The board book topic

(B) the first reading perception

1, the first reading of the text, learn the words

create, read, carry, cocoon, Cai Lun, even, inheritance.

2, re-read the text, clarify the line of the article.

Clearly:

Part I (1): papermaking is one of China's great contributions to the world.

The second part (2-4): the process of paper invention.

Part 3 (5): Papermaking influenced the whole world.

The main content of the article is clear:

3. Why did Cai Lun improve this method of paper making?

Clear: Cai Lun before the book is made of bamboo and wood chips, very bulky and heavy, and then the words were written on silk, although the weight problem was solved, but due to the high price, it could not be popularized. During the Western Han Dynasty, paper was made from hemp, but it was rough and difficult to write.

(C) in-depth study

1, Cai Lun used what method to improve paper making? What do you realize from this?

clear: the bark, hemp, straw, rags and other raw materials cut or cut off, soaked in water, pounded into pulp, and then the pulp out of the sun, it became a lightweight and useful paper.

I learned from this that Cai Lun's papermaking is easy to get raw materials, cheap, and easy to meet people's needs. I admired him, marveled and proud.

2, the article 1, 4 natural paragraphs in the line structure of what relationship?

Clear: a general start, a generalization, is the relationship between the front and back echo.

3, why do you say that "the invention of papermaking is one of the great contributions of China to world civilization?"

Clear: Because the invention and dissemination of papermaking has greatly contributed to human. Progress and cultural development, affecting the whole world. So is said to be one of the great contributions of China to world civilization.

4, group discussion session:

(1) from the text can be experienced Cai Lun is a kind of person?

Clear: Cai Lun is the inventor of paper. Because of his invention of paper, it caused the first revolutionary change in the medium of communication technology in China and the world. With his invention, Cai Lun became the first great Chinese inventor who changed the face of the world, especially the face of world culture.

(2) Why is it that only Cai Lun's improved papermaking has survived?

The invention of papermaking by Cai Lun greatly contributed to human. Progress and cultural development, affecting the whole world. Cai Lun's papermaking was handed down because the raw materials were easy to get, cheap and fluent in writing, which could easily meet people's needs.

(D) consolidate and improve

Watch the video "The Four Great Inventions" to talk about their feelings, students speak freely.

(V) Summary of homework

Summary: By learning this text, we understand the invention of papermaking, papermaking is one of the four great inventions of China's Gouda, and we need to love the culture of our own country.

Homework: collect a variety of new types of paper, choose their favorite kinds of introduction to everyone, and write a few words of paper saving advertising campaigns.