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Unit 5 Nature’s Temper Second Period Section A(3a-3d)
Topic Unit 5 Nature’s Temper Second Period Section A(3a-3d)
Teaching Content 1. Read the dialogue, comprehend its content and extract the key information from it. 2. Review and apply the vocabulary and expressions related to typhoons. 3. Conduct role-play and simulate dialogues with friends about typhoon experiences.
Lesson Type：Lecture Lesson Period：1 Total Periods
Teaching Material Analysis：This lesson is a reading-focused class following the first listening-speaking period, focusing on "nature’s temper". Taking the 3a reading passage as the core, with 3b-3d exercises to deepen understanding, it guides students to master reading skills, grasp key information about nature’s temper, connects listening-speaking with reading, and lays a foundation for subsequent writing.
Student Learning Situation Analysis：Based on the first period, students master basic vocabulary about nature’s temper. They can understand simple conversations but struggle with long reading passages, lacking skills in extracting details and summarizing main ideas, needing guidance to improve reading comprehension.
Core Literacy (Teaching) Objectives： 1. Language Ability: Master new vocabulary and key sentences in 3a, understand the reading passage, finish 3b-3d exercises, and express views on nature’s temper with learned language. 2. Thinking Quality: Improve reading and logical analysis ability through skimming, scanning and detail reading. 3. Cultural Awareness: Deepen the understanding of nature’s temper, cultivate awareness of adapting to nature and protecting the environment. 4. Learning Ability: Master basic reading skills and develop the habit of independent reading and cooperative discussion.
Key Teaching Points：Master new vocabulary and key sentences in the passage, grasp the main idea and details of 3a, and master basic reading skills.
Difficult Teaching Points：Understand complex sentences flexibly, infer implied meaning, and apply learned language to express views on nature’s temper accurately.
Teaching and Learning Methods：Teaching Methods: Reading Guidance Method, Task-based Teaching Method; Learning Methods: Skimming, Scanning, Cooperative Discussion.
Teaching Preparation:Multimedia courseware, 3a reading materials, new vocabulary cards and question lists for guided reading Preview the pre-class preparation section of this period in Learning Method Vision
Teaching Process Design Revision
Step 1 Lead-in Review key typhoon-related vocabulary and expressions by having students share their prior knowledge about typhoons. Step 2 Work on 3a 1. Predict & Discuss: What does“better prepared” mean (Think individually, then share in pairs) 2. Read & Check: Skim the text to check your predictions. 3. Read & List: Read again and list each family's preparations in a chart. 4. Discuss & Decide: Whose family was better prepared Support your opinion with evidence from the text. 5. Connect: How would your family prepare Step 3 Work on 3b 1. Pair Task: With your partner, reread the conversation. For each experience: Tick( ) whether it describes Lisa or Haitao. Underline or note the key sentence in the text that supports your answer. 2. Answers:A. Lisa;B. Haitao; C. Lisa; D. Haitao; E. Haitao (inferred). 3. Check: Compare answers and your supporting evidence with your partner. 4. Review as a class. For each answer, be prepared to explain your reasoning and point to the text evidence. Step 4 Work on 3c 1. Listen & Note: Replay the audio, focusing on pronunciation, intonation, and pauses. 2. Practise in Pairs: Role-play the conversation, aiming for a natural flow. 3. Present & Feedback: Select pairs to perform, with feedback on accuracy, fluency, and expression.
Step 5 Work on 3d 1. Prepare & Practise: In pairs, students create and role-play a conversation with“Haitao” or“Lisa” about their typhoon experiences,using the provided expressions. 2. Model: Present example dialogues to guide students. 3. Present: Invite selected pairs to perform their conversations for the class. Step 6 Summary 1. Summarize the key points of the lesson, emphasizing the importance of understanding conversations and using appropriate expressions to describe experiences. 2. Students showed significant improvement in understanding typhoon-related content and expressing their ideas. Step 7 Homework Practise reading the conversation in 3a and try to make your own conversation about a natural disaster experience. 【Class Exercises】 根据汉语意思完成句子，每空一词。 1.我在数学作业上遇到了一些困难。我解不出这道题。 I have some trouble with my maths homework. I can't solve this problem. 2.在大雨来临前作准备是很重要的。 It's important to make preparations before a heavy rain comes. 3.昨天，他在上班途中发生了事故。 Yesterday, he got into an accident on his way to work. 4.洪水来临前，我们把东西从地板上移开，让它们保持干燥。 Before the flood came, we moved the things off the floor to keep them dry. 5.暴风雨来临前，储存足够维持几天的应急物资是明智的做法。 Before the storm comes, it's wise to store enough emergency supplies to last for a few days. 【Blackboard Design】 Unit 5 Nature’ s Temper 第二课时 Section A(3a-3d) 单词和短语: relative, truck, preparation, make preparations 句型:1. We were driving home from our relatives' house when the strong winds started. 2. It was raining hard while we were driving back. 【Homework Assignment】 Finish the corresponding after-class exercises of this period. Students complete the exercises of this period in Learning Method Vision and are required to finish them earnestly to consolidate the learned knowledge.
Teaching Reflection
（北京）股份有限公司Unit 5 Nature’s Temper Third Period Section A Grammar Focus(4a-4d)
Topic Unit 5 Nature’s Temper Third Period Section A Grammar Focus(4a-4d)
Teaching Content 1. Review the usage of the past continuous tense and identify verbs that indicate actions in progress in the past. 2. Complete the passage with was, were, when or while. 3. Conduct role-play and simulate interviewing members of Jenny's family about their experiences during the tornado.
Lesson Type：Lecture Lesson Period：1 Total Periods
Teaching Material Analysis：This lesson is a grammar-focused class, focusing on Grammar Focus and 4a-4d exercises. It sorts out and consolidates the key sentence patterns and grammar about nature’s temper learned in the previous two periods, takes targeted practice as the core, guides students to master and apply the target grammar flexibly, strengthens language accuracy, and lays a foundation for subsequent comprehensive output.
Student Learning Situation Analysis：Based on the first two periods, students have mastered nature’s temper-related vocabulary and basic sentences, but lack systematic grammar induction. They often make mistakes in flexible application, needing targeted guidance and intensive practice to improve grammar ability.
Core Literacy (Teaching) Objectives： 1. Language Ability: Master the core grammar structures in Grammar Focus, finish 4a-4d exercises proficiently, and use the target grammar to express views on nature’s temper correctly. 2. Thinking Quality: Sort out grammar logic through induction and practice, and improve the ability of analyzing and applying grammar. 3. Cultural Awareness: Form the habit of standard English expression and understand the importance of grammar in smooth communication about nature themes. 4. Learning Ability: Master basic grammar learning methods and develop the habit of active induction and independent practice.
Key Teaching Points：Master the core grammar structures in Grammar Focus, finish 4a-4d practice tasks, and use the target grammar to make simple expressions about nature’s temper.
Difficult Teaching Points：Flexibly apply the target grammar in specific contexts and avoid common grammar mistakes.
Teaching and Learning Methods：Teaching Methods: Grammar Explanation Method, Task-based Teaching Method; Learning Methods: Practice Method, Independent Induction Method.
Teaching Preparation:Multimedia courseware, grammar explanation materials, 4a-4d practice sheets and example sentence cards. Preview the pre-class preparation section of this period in Learning Method Vision
Teaching Process Design Revision
Step 1 Lead-in Start the class by asking students to recall what they were doing at a certain time yesterday to review the past continuous tense. Step 2 Work on 4a 1. Read the sentences in 4a and ask students to underline the verbs which show an ongoing action in the past. 2. Discuss with students what these verbs mean and what they are used for. Emphasize the structure of the past continuous tense ( was/ were doing). Step 3 Work on 4b 1. Ask students to combine each pair of sentences using“when” or“while”. Remind them of the usage rules. 2. Guide students to analyze and check the answers for each sentence pair. 3. Ask students to create 2 original sentence pairs and combine them with“when” or“while”, then share with a partner. 4. Students choose one of their combined sentences and expand it into short story or paragraph. Step 4 Work on 4c and 4d 1. Complete & Discuss: Students fill in the blanks in 4c individually, then compare answers in pairs, explaining their choices. 2. Read & Review: Have students read the completed passage in 4c aloud as a class, then check and clarify the answers together.
3. Act It Out: In groups, students role-play the family's tornado experience based on the passage, adding emotions and actions. Select groups to perform. 4. Role-play: Imagine that you are a reporter and interview a member ofJenny's family about the tornado. Step 5 Summary Summarize the key points of today's lesson, emphasizing the usage of the past continuous tense and the difference between“when” and“while”.Also, notice how to use“was, were, when and while” correctly. Step 6 Homework Ask students to create a short story about a storm or other natural disasters, using the past continuous tense and when/ while. They can take the passage in 4c as an example. 【Class Exercises】 阅读短文，从方框中选出恰当的单词填空，使短文通顺、意义完整。(可重复使用) was, were, when, while Last week, an earthquake struck suddenly. 1. When it happ-ened, I was reading in the library. Books 2. were falling off shelves3. while students were rushing out. My friend Lily 4. was looking for me when I found her. We held hands, running downstairs.5. When the ground shook, teachers shouted to keep us calm. Soon it stopped. 6. When we went back, desks had turned over. Luckily, no one got hurt. It felt scary but taught us to stay brave. 【Blackboard Design】 Unit 5 Nature’ s Temper 第三课时Section A Grammar Focus(4a–4d) 单词: power, soundly, thick, beat, hide 句型:1. When my neighbour called, my family were having dinner. 2. While we were driving home, the strong winds started. 【Homework Assignment】 Finish the corresponding after-class exercises of this period. Students complete the exercises of this period in Learning Method Vision and are required to finish them earnestly to consolidate the learned knowledge.
Teaching Reflection
（北京）股份有限公司Unit 5 Nature’s Temper Fourth Period Section B(1a-1e)
Topic Unit 5 Nature’s Temper Fourth Period Section B(1a-1e)
Teaching Content Through reading the story of Tilly Smith who saved many lives by using the knowledge she had learned during the 2004 Indian Ocean Tsunami, students' reading comprehension ability and their understanding of natural disasters will be improved.
Lesson Type：Lecture Lesson Period：1 Total Periods
Teaching Material Analysis：This lesson is a listening-speaking class focusing on 1a-1e. It expands vocabulary related to nature’s temper on the basis of previous periods, takes 1b-1d listening practice and 1e oral dialogue as the core, guides students to listen for details about nature’s temper and talk freely, strengthens listening-speaking ability, and lays a foundation for subsequent reading and writing tasks.
Student Learning Situation Analysis：With the foundation of the first three periods, students have mastered relevant vocabulary and grammar. They can have simple conversations about nature’s temper but are weak in listening for details and fluent oral expression, needing more situational practice to improve their skills.
Core Literacy (Teaching) Objectives： 1. Language Ability: Master new vocabulary about nature’s temper, understand listening materials and capture key details, and use learned language to finish 1e oral dialogue and talk about nature’s temper fluently. 2. Thinking Quality: Improve the ability of listening for details and organizing language in oral communication through targeted practice. 3. Cultural Awareness: Deepen the understanding of nature’s temper and strengthen the awareness of adapting to and protecting nature. 4. Learning Ability: Develop the habit of active listening and speaking, and improve cooperative communication ability.
Key Teaching Points：Master new vocabulary related to nature’s temper, finish 1a-1d listening tasks and capture details, and use target sentence patterns to complete 1e oral practice.
Difficult Teaching Points：Listen for specific details accurately and express views on nature’s temper fluently in 1e dialogue.
Teaching and Learning Methods：Teaching Methods: Situational Teaching Method, Task-based Teaching Method; Learning Methods: Listening-Speaking Practice, Cooperative Communication Method.
Teaching Preparation:Multimedia courseware, listening audio, pictures of nature’s temper and 1e oral practice situational materials. Preview the pre-class preparation section of this period in Learning Method Vision
Teaching Process Design Revision
Step 1 Lead-in Show some pictures of natural disasters (such as earthquakes, tsunamis, hurricanes, etc.), ask students“What can you see in the picture ” and“What kind of natural disaster is it ” to lead to the topic of this class. Step 2 Work on 1a 1. Ask students“What is the worst natural disaster you know of Discuss it with a partner.” to guide students to share the worst natural disasters they know. 2. Encourage students to communicate with their partners and share each other's ideas. Step 3 Work on 1b 1. Let students read the first paragraph of the article and ask them“What do you think happened to Tilly Smith and her family next ” to guide students to make predictions. 2. Let students read the rest of the article to verify whether their predictions are correct. Step 4 Work on 1c 1. Let students read the article again, complete the timeline filling independently, and then let students discuss the answers in groups. 2. The teacher and students check the answers together:1. waves; 2. tsunamis/ geography;3. family;4. mother;5. nearby Indonesia;6. security guard;7. beach. 3. Teach the following words and expressions by giving examples: refuse, guard, thankfully, knowledge, thinking. 4. Let students summarize the main plot of the story. Step 5 Work on 1d 1. Divide students into groups, let them read the article again, judge whether the sentences are right or wrong, and correct the wrong sentences. 2. Check the answers: FFFTF. 3. Let students share the problems they encountered and solutions during the judgment process. Step 6 Work on le 1. Group Discussion: (1) Do you think Tilly Smith was a hero Why (2) From Tilly's experience, what do you think people need to know to survive a natural disaster (e. g., disaster signs, emergency skills) (3) What did you learn at school that might help to save your life one day (e. g., first-aid, safety drills) 2. Class Sharing: Invite groups to share their key ideas. 3. Conclusion: Summarize the importance of knowledge and preparedness in emergencies. Step 7 Summary Summarize the key words, phrases and sentences of this class, as well as the information conveyed by Tilly Smith's story, and emphasize the importance of knowledge and quick response in dealing with natural disasters. Step 8 Homework Let students write a short passage to describe a natural disaster they know and how to deal with it when it occurs. 【Class Exercises】 根据句意，用方框中所给单词的适当形式填空。 thank, bad, knowledge, think, hero 1. This is the worst movie I' ve ever seen; it is so boring. 2. Firefighters are heroes because they save people from dangerous fires. 3. Reading books can help improve your thinking skills. 4. I forgot my umbrella, but thankfully , my friend lent me hers. 5. Knowledge can help us solve many problems in life. 【Blackboard Design】 Unit 5 Nature’ s Temper 第四课时 Section B(1a-1e) 单词和短语: worst, refuse, guard, thankfully, knowledge, thinking,as soon as, hero 句型:1. This true story shows how a single lesson could mean the difference between life and death. 2. Thanks to her knowledge and quick thinking, one schoolgirl was able to save over 100 lives. 【Homework Assignment】 Finish the corresponding after-class exercises of this period. Students complete the exercises of this period in Learning Method Vision and are required to finish them earnestly to consolidate the learned knowledge.
Teaching Reflection
（北京）股份有限公司Unit 5 Nature’s Temper Fifth Period Section B(2a-Reflecting)
Topic Unit 5 Nature’s Temper Fifth Period Section B(2a-Reflecting)
Teaching Content 1. Master the collocation and usage of vocabulary related to natural disasters and finish the corresponding sentences. 2. Read the passage, extract key information, arrange it in the order of event occurrence and retell it. 3. Create chain stories about wildfires or blizzards in groups.
Lesson Type：Lecture Lesson Period：1 Total Periods
Teaching Material Analysis：This lesson focuses on 2a-Reflecting, integrating reading and unit reflection. Taking the 2a reading passage about nature’s temper as the core, it guides students to sort out key information, and combines reflection tasks to review unit knowledge, strengthening comprehensive language application and helping students summarize learning experiences and understanding of nature’s temper.
Student Learning Situation Analysis：Based on the first four periods, students have mastered the unit’s vocabulary, grammar and basic skills. They can finish simple reading tasks but are weak in sorting out reading information and reflecting on learning, needing guidance to improve summary and reflection abilities.
Core Literacy (Teaching) Objectives： 1. Language Ability: Master key information in the 2a passage, sort out its main idea, and use learned language to finish reflection tasks and express views on nature’s temper and learning experiences. 2. Thinking Quality: Improve reading induction and logical summary ability through information sorting and reflection. 3. Cultural Awareness: Deepen understanding of nature’s temper, strengthen awareness of adapting to and protecting nature, and form a positive attitude. 4. Learning Ability: Develop the habit of summarizing and reflecting, and improve the ability of integrating unit knowledge.
Key Teaching Points： Master the core content of the 2a passage, sort out key information, and finish unit reflection tasks with learned language.
Difficult Teaching Points： Sort out reading information logically and express personal learning reflection and views on nature’s temper accurately and fluently.
Teaching and Learning Methods：Teaching Methods: Reading Guidance Method, Task-based Teaching Method; Learning Methods: Intensive Reading, Summary and Reflection Method.
Teaching Preparation:Multimedia courseware, 2a reading materials, information sorting lists and unit reflection task sheets. Preview the pre-class preparation section of this period in Learning Method Vision
Teaching Process Design Revision
Step 1 Lead-in Lead students to review the new words and phrases related to natural disasters in this unit and guide them to read together. Step 2 Work on 2a 1. Show students some pictures of natural disasters and guide them to say the corresponding words. 2. Explain the collocations of words and verbs, and then ask students to make sentences with these collocations. 3. Check the answers: earthquake: An earthquake hit the city last night; typhoon:A typhoon blew across the coastal area yesterday; tsunami: The tsunami came suddenly and caused great damage. Step 3 Work on 2b 1. Guess: Read compound words. Students guess meanings by breaking them down (e. g., land + slide). 2. Apply: Students complete sentences with five words. Review answers. 3. Extend: In pairs, discuss“Which word is most interesting Why ” (Optional: Use remaining words in sentences.) Step 4 Work on 2c 1. Context: Introduce China's 2022 heatwave. 2. Task: Complete the passage with correct word forms. 3. Answers: drought; hit; wildfires; safety; warned; refused. 4. Discuss:“What is the biggest challenge fighting wildfires in heatwave ” Step 5 Work on 3a 1. Read for Main Idea: Students read to identify the passage's central topic. 2. Sequence Events: Arrange the events in chronological order. 3. Review & Discuss: Check sequence accuracy, then discuss“Which event was most surprising Why ” Step 6 Work on 3b,3c and 3d 1.3b (1) Identify sequencing words (e. g., first, suddenly, when). (2) Summarize narrative patterns. 2.3c (1) Task: Describe a bad weather experience.
(2) Discussion points: · Weather type· Ongoing activities when started · Sensory experiences · Consequences (3) Share key insights. 3.3d (1) Model text analysis (focus on connectors & details). (2) Independent writing. (3) Peer review (optional): sequence/ transitions/ details. Step 7 Work on4a, 4b and 4c 1.4a(1) Students read introductions individually. (2) In pairs, discuss preferences. Teacher checks comprehension. 2.4b (1) Teacher demonstrates activity with volunteers. (2) In groups, students create chain story orally. Teacher supports. 3.4c (1) Groups write and improve story, then select a speaker. (2) Representatives present to the class. (3) Vote: Class votes for“Best Chain Story”. Step 8 Work on Reflecting Guide students to think about the following questions in reflecting. Step 9 Summary Summarize the key words and phrases of this period. Step 10 Homework Have students make sentences with the phrases in 3c. 【Class Exercises】 根据句意，用方框中所给单词或短语的适当形式填空。 1. I felt terribly sorry for breaking my friend's favourite cup 2. Lucy woke up early to finish her homework before school. 3. She likes to volunteer at the old people's home and read stories to them. 4. We were talking happily, and all of a sudden , it started to rain heavily. 5. We were unlucky to find the shop closed when we got there. 【Blackboard Design】 Unit 5 Nature’ s Temper 第五课时 Section B(2a-Reflecting) 单词和短语: volunteer, terribly, alarm, go off, review, sudden,thunder, by the time, usual, as a result, unlucky 句型:1. An earthquake hit Japan yesterday. 2. A typhoon landed at 9 o’ clock last night. 【Homework Assignment】 Finish the corresponding after-class exercises of this period. Students complete the exercises of this period in Learning Method Vision and are required to finish them earnestly to consolidate the learned knowledge.
Teaching Reflection
（北京）股份有限公司Unit 5 Nature’s Temper
Unit 5 Nature’s Temper First Period Section A(1a-2d)
Topic Unit 5 Nature’s Temper First Period Section A(1a-2d)
Teaching Content Enable students to recognize and understand different natural disasters.
Lesson Type：Lecture Lesson Period：1 Total Periods
Teaching Material Analysis：This lesson is the opening listening-speaking class of Unit 5, focusing on "nature’s temper". Through 1a picture matching, 1b-2c listening exercises and 2d dialogue practice, it lays the foundation for weather and nature’s temper-related vocabulary and basic sentence patterns, connects with the unit theme, and guides students to talk about different kinds of nature’s temper and express their feelings.
Student Learning Situation Analysis：Eighth-grade students are familiar with common weather phenomena and have related life experiences. They have a certain English foundation but lack vocabulary about nature’s temper, and are weak in listening for details and fluent oral expression, needing situational guidance.
Core Literacy (Teaching) Objectives： 1. Language Ability: Master basic vocabulary and key sentence patterns about nature’s temper, understand short conversations about it, complete listening tasks and have simple oral communication. 2. Thinking Quality: Extract key information through listening, sort out dialogue logic and improve language organization ability. 3. Cultural Awareness: Understand different kinds of nature’s temper, cultivate awareness of adapting to nature and protecting the natural environment. 4. Learning Ability: Develop the habit of active listening and speaking, and improve cooperative communication and independent learning abilities.
Key Teaching Points： Master core vocabulary and basic sentence patterns related to nature’s temper, understand listening materials and capture key details, and talk about simple natural temper phenomena.
Difficult Teaching Points：Flexibly use target sentence patterns to describe nature’s temper and express personal feelings fluently.
Teaching and Learning Methods：Teaching Methods: Situational Teaching Method, Task-based Teaching Method; Learning Methods: Listening-Speaking Practice, Cooperative Inquiry Method.
Teaching Preparation:Multimedia courseware, listening audio, pictures of nature’s temper and core vocabulary cards. Preview the pre-class preparation section of this period in Learning Method Vision
Teaching Process Design Revision
Step 1 Lead- in 1. Show some pictures of natural disasters on the screen, such as earthquakes, typhoons, floods, etc. 2. Introduce the topic of natural disasters and lead students to preview the new words and expressions in this section. Step 2 Work on 1a 1. Show the six pictures (A——F) to students. Ask them to match the words with the corresponding pictures based on their understanding. 2. Check the answers: BFACE D. Step 3 Work on 1b 1. Pre- listening: Review the natural disaster words again. 2. Play the audio recording for 1b. Students try to write down the natural disasters for each conversation. 3. Play the recording again. Students check or correct their answers. Step 4 Work on 1c and 1d 1. Play the recording again. Students listen and circle the correct answers. 2. Check the answers with the whole class. The answers are: having dinner; doing her homework; doing chores; taking a train. Have some students explain their choices. 3. Ask students to work in pairs to make their own conversations using the information from 1c, using the example in 1d. Encourage them to use the past continuous tense. Step 5 Work on 2a 1. Ask students to read the four statements about typhoons in 2a carefully. 2. Have students discuss in pairs whether they think each statement is true or false based on their prior knowledge. 3. Check the answers: TITTF. Step 6 Work on 2b 1. Preview & Predict: Read the questions and discuss what to listen for. 2. Listen & Choose: Listen to the audio and circle the correct answers individually. 3. Check & Compare: Listen again to check, then compare answers with a partner. 4. Review & Discuss: Review answers as a class and discuss which topic was more interesting. Step 7 Work on 2c and 2d 1. Play the recording again. Students listen and complete the sentences. 2. Check the answers: having dinner; clean up; playing chess; reading;window; stay inside. 3. Divide students into pairs. Ask them to create their own conver-sations between the reporter and another person who experienced the typhoon, using the information from 2b and 2c. Step 8 Summary Recap the key points of this lesson, including the English expressions of natural disasters, the usage of the past continuous tense, and how to talk about people's behaviors during natural disasters. Step 9 Homework Have students write a short passage about a natural disaster they have experienced or heard of, using the past continuous tense to describe what people were doing at that time. 【Class Exercises】 根据句意及首字母或汉语提示填写单词。 1. My mum always warns me to finish homework before watching TV. 2. It will probably rain tomorrow, so remember to take an umbrella. 3. Don't trouble your parents with small things—— try to solve them yourself. 4. We should keep calm and find a safe place when an earthquake (地震) happens. 5. We should prepare some food and water before a flood (洪水)comes. 【Blackboard Design】 Unit 5 Nature’ s Temper 第一课时 Section A(1a–2d) 单词: earthquake, flood, warn, wave, interview, neighbourhood,nearly, report, trouble 句型:1. When the typhoon hit, my family were having dinner at home. 2. When I called them, they were playing chess at home. 【Homework Assignment】 Finish the corresponding after-class exercises of this period. Students complete the exercises of this period in Learning Method Vision and are required to finish them earnestly to consolidate the learned knowledge.
Teaching Reflection
（北京）股份有限公司

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