Sixth Grade Language Book Teaching Plan for Junior Leapland
"Junior Leapland" is from Lu Xun's short story "The Homeland", which portrays the image of Leapland, an insightful, intelligent, capable, witty and courageous rural teenager through "my" memories of my hometown, reflecting "I have a short but sincere friendship with him and my nostalgia for him. The following is my compilation of the sixth grade language book Junior leap earth lesson plan, I hope to provide you with reference and reference.
Sixth Grade Language Book Junior Leapfrog Teaching Plan Sample I
Analysis of the teaching materials:
"Junior Leapfrog" is excerpted from Lu Xun's short story "The Homeland", written in 1921. It is a text in the first book of the sixth grade of elementary school. In the text, "I" is a rich young man, and "leap earth" is the son of a poor farmer. Leuntu has lived by the sea for many years and has seen a lot of things. For "me", the young master who lives in a big house every day, "Leuntu's heart was full of strange things that my usual friends didn't know." The words are full of my praise and envy for Leuntu and my dissatisfaction with my own living environment. This text through "I" to the boy leap earth's memories, the language is simple, vivid. It adopts a variety of expressive methods such as white description, dialogues and examples to make the characters vivid and vivid. It portrays the image of a lively and lovely, witty and courageous, smart and capable, knowledgeable rural boy on the beach.
Analysis of the situation: sixth grade students have the ability to learn on their own, using the "case study" model, so that the classroom really become a student perception, thinking about the position, so that the classroom becomes a multi-tasking dialogue, so that the classroom becomes a practical experience of the process of the language, so that the classroom teaching becomes a process of independent inquiry, so that students in the learning process to experience the charm of knowledge. The process of learning to experience the charm of knowledge, experience the joy of success, to realize the natural generation of the value of life.
Type of teaching: Lecture class.
Teaching Objectives:
1. Correctly read and write the words "crotch, kitchen, hedgehog, animal, bright".
2. Read the text aloud with feeling and recite your favorite natural paragraphs.
3. Feel the character of young Leap-Tu, understand that Leap-Tu is a smart, capable, lively and lovely rural teenagers, and learn the author to seize the character's words and deeds of the appearance to summarize the character's characteristics of the writing method.
4. Understand the deep meaning of the sentences by connecting the context, the background of the times, and discussing with each other.
Teaching focus: read the text aloud with feeling, understand the content of the text. Preliminary perception of the image of leap earth.
Teaching Difficulties: to figure out the characteristics of the character, to experience the expression method of the text.
Teaching Methods:
1. Solve the vocabulary through self-study of the text.
2. Through reading, discussion, lecture and practice, combined with key words and phrases to make students understand the characteristics of the boy leap earth, to experience the deep friendship between "I" and leap earth.
Lesson time: 2 hours.
Teaching process:
The first lesson
Teaching points:
1. 7 words can be written, twisting the crotch of the kitchen set of hedgehog animal scurry. Can correctly read and write the words "crotch, kitchen, hedgehog, animal, bright, bound rice chicken clever pidgeon".
2. First read the text.
Teaching steps:
I. Introduce the new lesson
1. Teacher narration: Lu Xun published in 1921 in the short story "hometown", mentioned a childhood partner, many years have passed, he is still remembering this little friend, who is he?
2. Board book subject: Junior Leap Field prompted the "leap" writing.
Second, self-study guide
1. Use the toolkit or contact the context of self-study words.
2. Read the text aloud accurately and emotionally.
3. Say the main content of the text, think about what kind of emotion the text expresses the author?
3. Test self-study
1. Test the mastery of vocabulary and new words.
Detection method: students on the stage board show vocabulary, new words; board show content by the teacher to ask questions about easy to wrong, key vocabulary, new words, or let the students ask questions about the self-perceived easy to wrong vocabulary words; board show, the students collectively corrected, the teacher at the right time to point out. Such as "animal", "scurry", "bound", etc., to remind students to pay attention to the composition of the various components.
2. Experience, discuss and understand the meaning of the words: sacrifice, endless, endless
3. test the reading of the text:
(1) find one or two outstanding students to read the text, and then randomly find two students to read, other students listen carefully, and at any time to find the problem, give help.
(2) Read to each other at the same table.
(3) Re-read the text to clarify the order of the narrative.
Fourth, the overall perception, understand the content of the article
1. The article can be divided into several parts?
The first part (1-3) very much want to see leap earth.
The second part (4-7) I played with Leapfrog in the old days.
Part 3 (8-16) Leapfrog told me many rare things I envied him for being so knowledgeable.
The fourth part (17) Leapfrog is going back, and we don't want to part, and then we send something to each other, and in the end we never come back and forth.
2. How many things are written about Leap-frog?
The first thing: catching birds in the snow
The second thing: looking at the melons and hawthorns
The third thing: picking up shells on the seashore
The fourth thing: looking at the jumping fishes
3. Teaching the first natural paragraph:
(1) Show the first illustration of the textbook, describe the picture in your own words. Students describe.
(2) Read the first natural paragraph of the text softly and see what is the difference between the author's description and the students' description just now? What left the deepest impression on you?
(3) Feedback and exchange, the flavor to enhance.
Name the first sentence. The table read each other, and the table that thinks the reading is good recommended to everyone. And then ask these students to read together, students evaluation, learning to read. Teachers point of view: in the leap earth running in the endless sea, through the turquoise melon field, where was I? Imagine what kind of feeling is in my heart every time I recall this picture?
Read aloud the second sentence, Badger--Leapland is not only healthy and lovely, but also very brave, look at the illustration of the boy is clearly a little hero. Different forms of empathetic reading aloud, encouraging evaluation and appreciation between students and pupils.
Read the passage y, and put the picture and the little hero deep in your mind.
Is the image of the little hero engraved in your mind? Close your eyes and recall the image again: "During which ......"
Guide to recite the paragraph.
V. Expansion extension
1. Copy the vocabulary and words of this lesson. (focus on writing "hedgehog", "animal", "pidgeon", "partridge")
2. Read the text.
Six, summary: through the learning of this lesson you have what harvest? Read the article again to think about the author's thoughts and feelings are expressed?
The second lesson
Teaching key points: feel the character image of leap earth, understand leap earth is a smart, capable, lively and lovely rural teenagers, understand the author's special feelings for leap earth. Cultivate students' love for the ideological feelings of the working people.
Teaching Steps:
I. Direct Introduction
In this lesson, we continue to study "Junior Leapland", to understand the story of Junior Leapland, and to experience the author's thoughts and feelings.
II. Study Guide
1. By understanding the key words and phrases, experience to understand the author's special feelings for Leapland.
2. Table cooperation with each other to read the text with feeling.
Third, check the self-study
1. Say which part of this article you like best? Why?
2. Students read the words of Leapfrog and imagine the picture while reading. Find out which words of Leato interest you most?
Fourth, explore the theme, sublimation of feelings
1. learning "see the melon Badger"
(1) Although the author did not spend much time with Leuntu, but Leuntu has left a deep impression on the author, the mention of Leuntu, the author's mind immediately appeared in the picture, the text of which paragraph describes the content of the picture. The content of this picture, please students find out to read a read.
(2) students read the first natural paragraph, think: the content of this picture is leap earth to me which of the four things? (Watching the melon and stabbing Badger)
(3) Which natural paragraphs of the text are specifically about watching the melon and stabbing Badger? (10-14)
(4)Name and read the 10th -13th natural paragraphs, discuss: from the incident of watching the melon Badger, you can see that leap earth is a kind of person? (smart, brave)
(5) point to read the 14th natural paragraph, think: from this paragraph, you realize what?
("I" envy and admiration for Leuntu)
2. Learning "Snow Birding"
(1) quickly skim through the text to find out which natural paragraphs recount the snow birding. (6-7)
(2) Read these two paragraphs together and tell us how Leap-frog caught the bird.
(3)Discuss: What kind of person is Leuntu from the matter of catching birds in the snow? (smart, capable, witty)
3. Study "Summer Scavenging" and "Tidal Flood Fish Watching"
(1) Please read "Summer Scavenging" and "Tidal Flood Fish Watching" in your favorite way.
(2) class exchange: from these two things, you realize what?
(Leonto's colorful childhood life, Leonto rich in knowledge)
4. Learning the process of acquaintance
Transition: such a resourceful, courageous, intelligent and capable of rich knowledge of the rural teenagers, the author is not the beginning of the acquaintance? (No) Please quickly browse the text to find the paragraphs describing the process of their acquaintance. (2-4)
(1) read the 2-4 natural paragraphs, name how "I" and Leapfrog knew each other?
(2) Find out what kind of image of Runtu was when they first met.
(3) Find out the sentences describing the appearance of Runtu, talk about the appearance of these descriptions, reflect what? (Leato's simplicity and loveliness
(4)Nominate to read, and after reading, have a discussion in the group: "What kind of person do you think can be seen in the description of the appearance of the teenager Leato?" (see that leap earth is a pure, lively, healthy child)
(5) How do we get this information? Students realize that our knowledge and generalization of the image of Junior Leap-Frog's identity are experienced from the description of Junior Leap-Frog's appearance. It shows that the description of appearance allows the reader to recognize the character accurately.
(6) Let the students combine the study of the description of the appearance of leap earth, say what to pay attention to the description of the appearance of the character. (Capture the characteristics of the character)
(7) The class will show excellent examples of character appearance description and analyze them a little.
4. Learning "parting"
Transition: intercalary soil is a very interesting person, the author likes him very much, but the good times will not last long, after a short gathering will have to leave, at the time of parting, what kind of performance will the author and intercalary soil have?
Please read the last natural paragraph. Say what you feel from it? (The author's deep friendship with Leuntu and the author's nostalgia for Leuntu)
5.Read the experience
(1) How many things does the text tell about Leuntu? Which one is most interesting to you?
(2) In these four things, what else can we learn about the characteristics of leap earth? Please study the text according to the reading prompts.
Show reading tips: read the text freely, experience how the text is through the character's conversation, appearance, action description to show the character's characteristics, write your feelings next to it, read the paragraphs or sentences that you are most impressed and interested in a few times, and then exchange and discuss with your teacher and classmates.
(1) Leapfrog is a master bird catcher.
(2) Leap-frog's wit and courage.
(3) Briefly study the part of "picking up shells" and "watching the jumping fish": to experience the freedom of Leuntu
6. experience: leap earth is a lively and lovely teenager. In addition to appearance, the author also from what aspects to write leap earth? Please draw out the relevant sentences and read them by yourself.
(2) guide the students to realize that it is from the action, language, psychology and other aspects to portray the image of the teenager leap earth. Students read the drawn sentences. Teacher camera guide reading aloud.
7. focus on understanding
"Ah! Leap-frog's heart has endless strange things, all unknown to my usual friends. They don't know something; when Leapfrog was at the seaside, they were all like me, seeing only the sky at the four corners of the high wall in the yard."
What are the "endless strange things"? Who does "they" refer to? What does "the sky at the corners of the high wall" refer to? Why is it that "they all, like me, saw only the sky at the four corners of the high wall in the yard."
These are the words of the author.
What kind of feelings does this sentence express?
V. Teaching Summary: This article is excerpted from Lu Xun's short story "hometown". The text through "my" memories of the hometown, portrayed a rich and intelligent, clever and brave rural boy - the image of leap earth, reflecting the "I" and his childhood short and sincere friendship and nostalgia for him.
Six, expand and extend
1. Accumulate words describing the appearance and movement of characters.
2. Read the text and memorize the first natural paragraph
3. Learn to describe the appearance of intercalary earth sentences to write about their familiar people around.
4. There is always a time when a good friend parted, but this is thirty years, the text says they have not met since then, in fact, thirty years they met again, but after thirty years of Leapland has also changed a lot, what exactly is the reason for him to change? Suggest that you go to read Lu Xun's novel "Hometown".
seven, the board book design
Junior Leapland
snow bird catching smart and capable like
the seaside picking up shells knowledgeable admiration
watch the melon Badger wit and courageous envy
tide tide to see the fish knowledgeable nostalgia
eight, the teaching summary
sixth-grade language book Junior
Teaching Objectives:
1, understand the content of the text, understand the characteristics of the teenager intercalary, and appreciate the deep friendship between "I" and intercalary.
2. Read the text aloud with feeling. Memorize the first natural paragraph.
3, using a variety of ways (in context, with the help of background information, seize the key words, etc.) to understand the deep meaning of the sentences.
4. Learn the method of describing characters by seizing their characteristics (appearance, action, language).
5, the first acquaintance with Lu Xun, to understand the literary achievements of Mr. Lu Xun.
Teaching Focus and Difficulties:
Through the language of the text, in-depth understanding of the connotation of the work and learning writing methods.
Teaching time:
Two hours
The first lesson (entry class)
I. Show the picture, lead out leap earth
1. Show the picture of Mr. Lu Xun, teachers and students exchange information about Mr. Lu Xun. Introduce the exclamation "ah".
2. Show the picture of "Watching Badger" to understand Leuntu in Lu Xun's writing.
Second, the overall perception, the first acquaintance with intercalary
1. Read the text freely, read the words accurately, read the sentences, intercalary left you with the deepest impression of what, with a pen to make a mark.
2. Exchange impressive content, and sort out the structure of the text, during which pay attention to the pronunciation of vocabulary and the guidance of long and difficult sentences.
3. Summarize the overall impression of Leonto, back to the word "ah".
3. Shun learning and guide, understand leap earth
1. Find out the sentences with "ah" in the text, guide the students to question.
2. Leap-frog language as a breakthrough to experience the characteristics of the character:
(1) Naming rounds to read the words of Leap-frog, let the students understand that Leap-frog's words contain "snow birds, seaside shellfish, watching the melon Badger, watching jumping fish" four things.
(2) Read the words of Leonto, imagine the picture while reading. Q: What are you most interested in Leonto's words? The students read the teacher's camera guidance. Focus on the guidance "snow birds" and "watching the melon Badger", using "context rendering, contact with reality, the introduction of background information, correspondence and comparison" and other methods to understand the feelings, into the feelings of entry. The first time I read it aloud, I was able to get a good understanding of the situation.
3. Use "ah" to say how you feel about Leuntu.
4. Show the illustration of the text to experience the look and movement of the two conversations, and ask: In the dialog between Leapland and "I", "I" have very little language, only some feelings, can you imagine the "I" according to the "I" idea? Can you imagine what "I" said according to "my" thoughts? Write next to "my" feelings.
5. The same table read aloud in role, name reading.
Fourth, diversified analysis, remember the intercalary
1. Teacher summary quoted, compared to the "I" and intercalary different.
(1) you read from this "ah" in what, if the language that "I" exclamation, how would you say? Let the students with their own experience of emotional reading sentences.
(2) with the help of a variety of ways (context, picture comparison, contact with life, etc.) to experience the deep connotation of the "four corners of the sky".
2. Guiding students back to the first paragraph and recite.
V. Expand and extend, and then know leap earth
1. Inspire students to imagine talking: "I" and leap earth were separated for nearly thirty years, and then meet again, what is the first words said at the meeting?
2. Let the students quickly read the "hometown" original fragment:
One day was a very cold afternoon, I ate lunch, sat down and drank tea, felt that someone outside came in, then turned around to look. When I looked, I could not help but be very much out of shock, and stood up in a panic to meet it.
This is Leuntu. Although I knew at first sight that it was Leonto, but it was not the Leonto I remembered. He doubled his size; his purple round face had turned gray and yellow, and deep wrinkles had been added; his eyes were swollen and reddish around like his father's, which I knew was the case for those who farmed on the seashore and were exposed to the sea breeze all day long. His head is a broken felt hat, body only a very thin cotton coat, all the body Soso; hand carrying a paper bag and a long pipe, the hand is not I remember the red live round hand, but thick and stupid and cracked, like pine bark.
I was so excited, but I didn't know what to say, so I just said:
A! Brother Leapfrog, - you're here? ......
I then had a lot of words that wanted to come out in a series of beads: horned chickens, jumping fish, shells, Badger, ...... but always felt blocked by something, single in the brain inside the whirlwind, spit out of the mouth to go.
He stood still, his face appeared joyful and desolate look; moving lips, but did not make a sound. His manner at last became respectful, and he called out distinctly:
His lordship ......
I seemed to shudder; and I knew that a sadly thick barrier had come between us. And I couldn't speak.
1. Identify the language of Leapfrog and "I", and use "ah" to express your feelings.
2. Assign students to read the novel "Hometown" and explore the reasons independently.
VI. Summary of the lesson, sublimation of understanding
Teacher to "ah" as a summary. (Mainly from Lu Xun, intercalary soil, student performance and look forward to the future and so on to say.)
The second lesson (brief)
I. Briefly review the whole text, dictate some of the new words, and recite the first natural paragraph by name.
Second, look for the part of the text that describes the appearance and movement of the characters, in-depth exploration of the beauty of the small practice practice: ask students or teachers to do modeling, students dictate and then write fragments, teachers and students **** the same comment.
Third, combined with the "hometown" to further enable students to recognize the connotation of the work, understanding Lu Xun.
Fourth, the introduction of Lu Xun part of the representative works of the typical characters, such as; Q, Xianglin sister-in-law, to stimulate students to read their works outside the classroom, watch their film and television works.
V. Excerpts describing the appearance and action of leap earth sentences, you can try to memorize.
Board design:
Junior leap earth
want to hope envy (sigh)
(ah!)
Sixth Grade Language Book Junior Leap-Frog Lesson Plan Sample 3
Learning Objectives
1. Learn the vocabulary and new words in this lesson. Understand the meaningful sentences, and then understand the content of the text.
2. To read aloud the text correctly, fluently and emotionally, and to memorize the first natural paragraph.
3, feel the character image of young leap earth, understand leap earth is a smart, capable, lively and lovely rural teenagers, understand the author's special feelings for leap earth. Through the context, the background of the times, students discuss with each other to understand the deep meaning of the sentence.
4, learn the author to seize the character's words and deeds outward appearance to summarize the characteristics of the writing method.
Preparation before class
Classroom materials: illustrations of the text, introduction of Lu Xun and key phrases.
Teaching process
The first lesson
Talking exchange, introduce the new lesson
There is a great man of letters in China: he often wears a simple Chinese long shirt, short hair brush-like upright, thick beard into a "one" character in clerical script. ...... Do you know who he is? (Lu Xun)
After the students answered, show the picture on page 75 of the textbook. Let's get to know and understand Mr. Lu Xun with this group of texts!
Today we will first study an article written by Mr. Lu Xun, "The Young Leapfrog".
Board book topic, read the topic together.
Check the preview, overall perception
1. Students read the text aloud in segments and correct the pronunciation of words.
Read the text silently, make simple annotations in the margins of the textbook, and mark the places in the text that you do not understand. And think about what kind of impression the teenage leap frog left on you.
2, students read the circle, the teacher patrol guidance.
3. Question. (Students may not understand the words "between, for no reason, so I don't know, such as", the teacher can help students to understand through the exercise later; if you do not understand the meaning of the sentence, can be placed in a deeper understanding of the text to be resolved)
Produced exercise: the following words and the correct interpretation of the line:
The following words and correct interpretation of the line. p> during which only know
unprovoked rare
vegetarian don't know so
such as never know
hitch among them
single know for no reason
4, say what kind of impression Junior Leap-Tu has left on you? (Talk as much as you can)
First acquaintance with Leonto, understand the characteristics
1, "I" and Leonto's first meeting, Leonto is what it looks like? Read the text quickly and draw the relevant sentences.
? 出示：
(1) He was in the kitchen ...... with a circle to trap him.
(2) He was shy of meeting people ...... and we became acquainted.
2. What are the characteristics of Leapfrog's appearance?
Teachers in time board: purple round face head wearing a small felt hat neck set of silver collar
3, from the characteristics of Leapland's appearance, you can see what kind of teenager he is?
(1) If the students do not know where to start, you can guide the students to do a small exercise: take a pencil will be "round face" of "round", "small felt hat" of "small" and "small".
(2) if the students do not have new discoveries, and then do an exercise: use a pencil to cross out the "purple", replaced by "pale", "yellow" a class of words, read and say what experience. The first is to use a pencil to cross out the "purple" and replace it with "pale" and "yellow" words.
Board: young, healthy, innocent and lively
(3) combined with "he was shy ...... we became acquainted with" to experience the leap earth with young, healthy, innocent and lively characteristics.
With the text of the practice, the imitation writing
1, let the students combined with the study of the description of the appearance of leap earth, say what to pay attention to the description of the appearance of the character. (Capture the characteristics of the character)
2. Describe the appearance of a classmate in a few sentences.
? One student reads and the other students guess who he writes about. (If the students can guess it quickly, it means that he writes like and captures the character's appearance)
Board Design
Junior Leapfrog's purple round face
A small felt hat on his head
Neck set with a silver collar young and healthy
Innocent and active
Second Lesson
Review the old lesson and introduce the new lesson
In the last lesson, from the description of Leonto when "I" and Leonto first met, we realized that he was a healthy and lovely rural child. In what other ways can you write about people? (In terms of language, action, demeanor, etc.) What other aspects of Leuntu are described in this text? (language)
Please savor the 6 to 16 natural paragraphs, read and think about how many things Leuntu told us?
Re-recognize Leap-frog, explore the deep reading
1, students read the text silently and summarize it in concise language.
2, teacher-student exchanges, in due course, the board: snow birds summer picking up shells to see the melon Badger tide to see the fish
3, Leuntu to "I" about their own life on the beach, you can imagine his tone of voice, demeanor when he spoke? Please try to describe it with idioms. (brow fluttering, etc.)
4, with the kind of feelings you say read these paragraphs, I believe it will read better. After practicing, read it to your table and ask your table to comment on it.
5, students free to practice reading.
Students emotionally read their favorite natural paragraphs to see who can put everyone in the same place. (Each thing can be used in a different way to guide the reading aloud. For example, "snow birds" can let the students read aloud while performing; "see melon Badger" teacher can pretend to be "I" guide reading, mobilize the students' emotions)
By just reading aloud, do you think Leuntu is a good choice for the future?
By reading aloud just now, what kind of teenager do you think Leuntu is? (Teacher's camera board: smart, capable, brave, knowledgeable)
Imagine the picture, guide the recitation
Under the moon, Leonto alone to see the melon Badger in the eyes of the "I" is how thrilling and exciting things ah. So, thirty years later, when I remember Leuntu, this is the first thing that comes to my mind.
Show the first illustration in the textbook.
Describe the picture in your own words.
Students describe it.
Read the first natural paragraph of the text softly and see what is the difference between the author's description and what the students have just described. (Landscape description of the atmosphere, the appropriate use of verbs to make the picture move)
Guide recitation (can show the paragraph fill in the blanks for prompting)
solve the problem, sublimation of understanding
1, that Leap-frog's heart is only these four rare things? (Students will certainly answer: No, he has endless rare things ......)
Produce the sentence: "Ah! Leapfrog's heart has endless strange things, all unknown to my usual friends."
2, we imagine, his endless rare things will be what? (For example: pond fishing, catching loaches ......)
Yes, there are endless fresh things in Leapland's heart that can't be said enough. He is such a witty and courageous, smart and capable, knowledgeable rural boy. What kind of feelings do you use to read this sentence well? (focus on the guidance "ah" reading)
If it is "happy", how to read?
If it is "admire", how to read?
If it's "envy", how do you pronounce it?
If it's "amazed," how do you read it?
If it's "to marvel at", how do you read it?
3. Why do I have such complex feelings?
According to the students' answer, "They all saw only the sky at the four corners of the high wall in the yard as I did",
Teacher reads, students read:
When Leato was at the beach, they all saw only the sky at the four corners of the high wall in the yard as I did, and didn't know that there were shells like this on the beach. such a lot of shells)
When Leapland was (hunting birds in the snow), they all saw only the sky at the corners of the high wall in the yard, just like me, and didn't know that (it was possible to hunt birds in the snowy day, and so many birds could be caught)
When Leapland was (watching Badger in the watermelon), they all saw only the sky at the corners of the high wall in the yard, just as I did, and didn't know that (Badger is a piece of something, and doesn't know that) Watermelon has such a dangerous experience)
? Summary: It is because of this that "I" see the teenager leap earth as a rare good friend. Although they have only been together for a month, but established a deep, sincere friendship. Thirty years, has not been leap earth "watching the melon Badger" scene forgotten, a thought of leap earth, immediately appeared in the mind of this beautiful and magical picture (show "watching the melon Badger" picture) Let us once again read the first paragraph of the text with emotion.
Watch the illustrations and imagine the performance
1. Leapland opened a window for me to see a colorful world. I would like to spend a few more days with him and listen to those new and interesting things, but unfortunately we have to break up.
2, read the 17 natural paragraph. How will they say goodbye?
3, table divided into roles to imagine performance. The board book: hard to part
Accumulation in the class, expand outside the class
1, read the text aloud emotionally, copy the sentences describing the appearance and movements of Leonto.
2. Thirty years have passed since I parted with Runtu. Thirty years later, "I" and Runtu met again, and Runtu's "Master" surprised "me". Please read Lu Xun's novel "Hometown" in class, and then share your thoughts after reading.
Board Design
Teenage Leapland snow bird hunting
Summer shell picking
Watching the melon Badger
Tide watching the fish smart, capable
Brave, knowledgeable
Envy admiration yearn for hard to part with