第一篇：談語法課的情趣論文

摘 要：語法課因其知識性強，易使教學枯燥乏味，從而導致教師難教、學生厭學。然而語法知識對于學生學習語文有很重要的作用，有助于培養和提高學生的抽象思維能力以及理解和運用語言的能力。如何激發學生學習的情趣，以提高教學效率？趣味教學是一種很有效的方法。

關鍵詞：語法課 知識性 趣味教學 激發興趣

語法知識對于學生學習語文有很重要的作用，有助于培養和提高學生的抽象思維能力以及理解和運用語言的能力。但由于各種原因，現在許多學生的語法知識嚴重缺失甚至沒有，導致學生在語文學習中遇到很多障礙；又因其知識性強，容易導致教師教學的枯燥乏味，從而也影響學生學習。通過多年的教學實踐，我認為趣味語法教學法是一種可以激發學生的學習興趣、提高教學成績的有效方法。

一、用切近學生的實例激趣

按語氣用途可以把句子分為陳述句、疑問句、祈使句、感嘆句。在教學此內容時，我首先板書了下列四句話：“今天有一場球賽。”（陳述句）“你去看嗎？”（疑問句）“我們一起去吧。”（祈使句）“好球！”（感嘆句）然后讓學生按上述四種語氣讀。接著又引用了唐代詩人王維的《紅豆》：“紅豆生南國，春來發幾枝。愿君多采擷，此物最相思！”之后老師簡析，從學生感興趣的話題入手，使學生感受到這四個句子屬于四種不同的句式，表達了四種不同的語氣情態，從而掌握了四種句子類型的特點。用貼近學生實際的事例進行語法教學，學生感興趣，易接受，能收到事半功倍的教學效果。

二、用優美的詩文激趣

在教學單句的結構類型時，用優美的詩詞能收到引人入勝的效果。單句從結構上可以分為主謂句和非主謂句，以詩人馬致遠的小令《天凈沙·秋思》“枯藤老樹昏鴉，小橋流水人家。古道西風瘦馬，夕陽夕下，斷腸人在天涯”為例，短短二十八字卻寫了十種景色，可謂字字珠璣。這首小令突出選用了名詞性非主謂句，前面三個句子都是名詞性非主謂句，三句話又有九個場景的特寫，且將家鄉景色與行人場景形成對照，體現了淡淡的鄉愁，為最后一句“斷腸人在天涯”作了很好的鋪墊。學生在對優美詩詞的欣賞中，教師及時引導學生學習和了解主謂句與非主謂句的特點，即會收到理想的教學效果。

在教學詞類這部分內容時，結合對詩歌語言的欣賞可以變枯燥為有趣。

1、名詞。一些意象名詞，由于意象的獨特性或代表性，可以通過它理解作者的思想或感情，尤其是多個名詞連用時，意象的組合會營造一定的意境。如有送別相思之情的詩作常常會出現柳、酒、月、雁、樓等意象。

如趙嘏的《寒塘》“鄉心正無限，一雁度南樓”，游子心中蘊積的愁情，因秋而觸發，化作無邊的鄉愁；孤雁從南樓飛過，凄哀的鳴叫，使鄉愁更加上了一層“雁歸人未歸”的感傷，情景交融，含蓄而耐人尋味。

2、動詞。一個好的動詞能夠點燃整個詩句，在鑒賞詩歌時，需要關照，特別是具有“多重含義”的動詞。如“羌笛何須怨楊柳，春風不度玉門關”，“怨”字明顯運用了擬人手法，既是曲中之情，又是吹笛人之心。“曉戰隨金鼓，宵眠抱玉鞍”（李白《塞下曲》）中“隨”、“抱”都煉得很好，鼓是進軍的號，只有“隨”字最合適，只有“抱”才能顯示出枕戈待旦的緊張來。

3、形容詞。形容詞不僅可以從形、聲、光、色等方面點出形象的特點，還能傳達出作者的感情。尤其是顏色，多能表現心情，增強描寫的色彩感和畫面感，渲染氣氛。如“黃河遠上白云間，一片孤城萬仞山”，一個“孤”字，寫盡環境之孤苦，由此可達人心。“日出江花紅勝火，春來江水綠如藍”中，“紅”、“綠”、“火”、“藍”這樣包含絢麗色彩的詞語把江南美景寫得色彩鮮明，令人難忘。

三、用生動的故事激趣

在教學語序的變化以及其它作用時，運用故事能激發學生興趣，開闊視野，拓寬知識面。

示例一：根據史載，曾國藩和太平軍作戰時，一連幾次都大敗，軍中士氣十分低落。在向皇上匯報戰況時，師爺作了如實記載，曾國蕃審閱時，把其中的“屢敗屢戰，屢戰屢敗”顛倒了過來，改為“屢戰屢敗，屢敗屢戰”。同樣的句子，曾國蕃變換了句子順序后，內容有什么變化？“屢敗屢戰，屢戰屢敗”，突出的是“敗”，表意重點在后一字；改成“屢戰屢敗”，強調的是“戰”，體現出一種雖敗不餒、英勇頑強的精神，毫無失敗的沮喪，反給人以積極向上之感。

示例二：有兩個兄弟，哥哥好學，而弟弟懶惰，常常是一摸著書就睡著了。每當弟弟打瞌睡，他媽就說：“你這孩子，怎么拿著書都睡著了？你看你哥，睡著了還拿著書！”“拿著書都睡著了”與“睡著了都拿著書”在意義上有什么區別？他媽說的兩句話實際上是緊縮的轉折復句，轉折復句的表義重點在后一分句。批評弟弟的話實際上是“你雖然拿著書，但卻睡著了”，突出的是“睡”；表揚哥哥的話為“他雖然睡著了，但是還拿著書”，強調的是“拿著書”。

語法知識是靜止的、枯燥的，但語法現象卻是豐富多彩的，語法知識的運用是動態的。如果我們語文教師改變語法教學的內容和方法，聯系生活，將生活中豐富多彩的語法現象引進課堂，比如廣告、歌詞，這些含有語法成分的語言現象都是學生在生活中極為熟悉也極為喜歡的，引導學生運用語法知識去分析這些他們喜聞樂見的語言文字，一定會受到學生的歡迎。從上述的例析中，我們可以領悟到趣味教學的妙處，它妙就妙在化枯燥為有趣、變厭學為樂學。

第二篇：語法課

語法課課型

以人教版必修三UNIT3為例

紅色字體為板書內容

藍色字體為設計目的黑色字體為口述內容 綠色字體為提示內容

Grammar(板書內容)

教學目標：準確理解相關語法的基本概念，結構，運用。

重點：相關語法的基本概念和結構 難點：以學促考，靈活運用。

Part 1: Independent reading Ex 1:自主閱讀Ex 1 部分, 了解名詞性從句的用法

T: Good morning, boys and girls.Today, we’ll learn a new grammar style名詞性從句Noun clauses.Now please open your book, turn to page 21, book 3 and look at Ex 1.Read the play, which are mainly about this kind of grammar? Try to find the sentences.（pause）

T: Ok.Stop here!Can you say one sentence? Now, who want to share your works? Ok, Tom, please.(手勢語：平伸右手，手掌朝上，示意學生回答。做邊聽狀，邊板書第一個句子，這個要提前備課，就是您早就準備好的句子！)

S: May we ask what you are doing in this country?

T: Very good，sit down, please.Now, who want to say the next? Ok, Lily, please.(同上，寫第二個句子！)

S: I didn’t know whether I could survive until morning.T: Very good, sit down, please.Now, who want to share the last one? Ok, Kate, please.(同上，寫第三個句子！)

The fact is that I earned my passage by doing sth.（課本上的三個句子）

T: Very good，sit down, please.T: Now, we can see the Noun clause is a piece of cake.Let’s look at the Ex 2 and try to finish the exercise of this part.If you can not solve the problem, first, lists problems of your own, then you can discuss in pairs;after discussion, you two can’t solve it, come to the blackboard and write it down.Part 2 comprehension 理解(寫完板書，此時，就下去轉一下，回來在黑板上寫1-2個難句子，就當是學生寫的)

Difficult point 1: What do you think of the bet the brothers have made?

Difficult point 2: What do you think will happen to Henry? Research 1: students’ comprehension to the grammar.T: Very good, just now two of our students wrote down two sentences, they think the sentences are much harder to understand.Can we help them to under the two sentences? T: Now, who want to try? Ok, Susan, please.(手勢語：平伸右手，手掌朝上，示意學生回答。)Which sentence do you want to explain to them?(Pause)Ok, the first one.(Pause)Ok, Susan’s explanation is very good!I must say that the bet is very interesting.Sit down, please.T: Now, who can solve the second sentence?(Look around)Research 2: With the teacher’s help to understand the grammar.T: Nobody? Really? Ok, let me help you.You can use “I must say that_____________” Here.Here, can” that” be left out?(Pause)Right!It can not be left out.Does it have any meanings?(Pause)Right.It has no any meaning.（此處用漢語解釋語法現象，在講解時可以在原句上畫點記號什么的,目的是幫助，不是全部解決）Now, who can have a try in volunteer? Ok, Linda, please!(Pause)Ok, Linda’s explanation is very good!

I must say that Henry will live a happy life.Sit down, please.T: Now, who can draw a conclusion to the grammar which we learnt in this text in volunteer? Nobody? Ok, let’s discuss in groups!

Part 3: The rule of the grammar(寫完板書，此時，就下去轉一下，回來看練習四，當堂測驗)T: Well, Tom, it’s you again!Please!(Pause)Very good!Thank you, sit down please.名詞性從句：缺什么補什么，不缺什么用“that”.(簡析語法現象)

And now let’s finish Ex 4, now I’ll ask some of you to finish two of them.The reason was ________________________.4 His concern is__________________________.T: Who will answer in volunteer? Bush and Black!OK!Come to the black board and finish them!(自己寫上就OK了)The reason was that he met a strong wind.His concern is whether they can offer him a job.Very good!Quite right!Thank you, go back to your seat and sit down please.Part 4: Homework

T: Ok, so much for this class.After class, please finish Ex 5 on page 21.That’s all for today, see you

Speaking實戰講稿

Step 1: Leading in: by discussion.Hi, boys and girls.We are now living in a highly developed world, with advanced culture and highly developed civilizations.But have you ever thought what are the base of all the culture and civilizations? Oh, yes, they are based on those which were created by our great, great grandfathers lived a long, long time ago.No one exactly knows what they lived on, what were their housing and home decoration conditions, what kind of tools they usually used in their production activities, and what entertainment they had in their spare time.Anyway, we can imagine!So now, let’s divide into groups of four and, with the help of your imagination, discuss what kinds of food the early man ate, what their housing conditions and home decorations were like, what tools they made and what entertainment they had in their spare time.Then I’ll ask some of you to report the results to the whole class.Step 2: role play

T: Good, sit down.Please turn to page 72, look at the SPEAKING part.You should read it with your partner, then, do the roles play.(Teacher writes bb--middle)Making suggestions and giving advice:

1.What can you suggest?

Maybe we/you could …… 2.Can I ask you for some advice?

I suggest(that)…… 3.Can you help me decide?

That’s a good idea.4.What do you have in mind?

Well, but what about……

Have you considered doing……？

T: OK, time is up.In our daily life, we often ask someone for advice when we can’t make a decision.On the other hand, we often give other advice if they come to us for help.How can we ask for and give advice in English? Let’s look at the blackboard.There are several sentences about giving advice, please read it follow me.T: Make sure you can use these sentences when you are making suggestion.Who can give us a dialogue? Any volunteers?

T: x x, you please, you can choose one of the situation in speaking part.T: Excellent

Step 3: Interview

T: We are going to have an interview.You are a host and your partner is Helen.Now give a chat with Helen.I’ll give you several minutes to prepare.T: Time is up.Which pair would like you have a try? Lily, your group please.Q.What skills do you think young people need to succeed in life? A.Set Goals, plan for success, and believe in themselves.Q.In this high-tech world, what’s the most important aspect of education?

A.A well-rounded education with a broad view of the world.Q.Who was the biggest influence in your life? Why?

A.My parents, Sir Edmund Hillary

Q.What’s the toughest part of your job?

A.Finding time to do all that I want.Q.When you were a teenager, what place in the world did you most want to visit, and have you traveled there yet? Was it as wonderful as you thought it would be? Why or why not?

A.The magnetic North Pole was my dream.I am the first woman to walk there alone without support.I wrote a best-selling book about my journey with my polar bear dog Charlie who saved my life from polar bears.When I finally arrived after having survived storms, a tent fire, frozen fingers, broken sea ice and polar bears I had a tremendous feeling of achievement.I didn’t matter that I was first.It mattered that I had a goal, a plan and therefore I stood at the Pole.T: Very good.Thank you.I will ask another two students.Any volunteers?

Lily, your group please.… … Blackboard design:

Speaking Step 1 Discussion

Step 2: Role play 1.What can you suggest? Maybe we/you could …… 2.Can I ask you for some advice? I suggest(that)……

Step 3: Interview

詞匯課課型試講教案

Teaching Plan for Module 1(SEFC Book 1)Unit 1 “My first day at senior high” The Third Period, language points I.Teaching Objectives 1.Language Objectives(1)Help students know the collocation and meanings of the following words and phrases: embarrassed, instruction, far from, nothing like, looking forward to etc.(2)Help students acquire the use of adjective ending –ing and –ed.(3)Help students know the use of present continuous tense 2.Ability Objectives(1)Enable students to use these new words correctly in speaking and writing.(2)Enable students to use adjective ending –ing and –ed correctly in daily life to describe sth.II.Important Points 1.Master some phrase, and some new words 2.Master the use of adjective ending –ing and-ed III.Difficult Points Analyze components of a sentence IV.Teaching Methods 1.Practice, discover, Asking and Answering, Explaining 2.Teaching Aids: text book V.Teaching Procedures Step I Reading(1 minute)T: Good morning, boys and girls.First let’s read the new words and new phrases, please turn to page 113 and read the new words from enthusiastic to amazed, go(enthusiastic, amazing, information, website, brilliant, comprehension, instruction , embarrassed, description, amazed)OK.Very good!Step II Lead-in(1 minute)T: Everybody, after we have studied this passage(My first day at senior high), we all know that the writer had a wonderful experience of his first day in senior high school.In this class let’s study some useful words and phrases.Phrases(look forward to, far from, nothing like)and words(bored/boring tired/tiring excited/exciting surprising/surprised interesting/interested embarrassed /embarrassing)Step III Careful analyzing(8 minutes)（此處挑兩個講即可）

OK.Well done!Now let’s look at some of the difficult points in the text!

1.The first one: 1.the classrooms in li kang’s school are amazing/ some students were embarrassed at first.Fellows we have already learned the adjective ending –ing and –ed in our junior high school, so let’s turn to page 7 and complete the sentences.Two minutes.(then the teacher check the answers), then let us look at grammar 2 the 2nd one choose the correct explanation according to the exercise we have done in page 7.ok it seems that you have a clear mind of the 2 kinds of endings, so let us find more examples in our text.(2nd paragraph, the classrooms are amazing, the3rd I don’t think I will be bored in Ms Shen’s class, the 4th paragraph some students were embarrassed at first)

The next one, 2?and Ms Shen’s method of teaching is nothing like that of the teachers at my Junior High school.（the sentence under the picture）Nothing like means , “絲毫不象”in Chinese.Eg: Math class is nothing like Chinese class, because the former is focus on logic thinking, the latter is main tell us how to think in a different way.The third, 3.I'm looking forward to doing it!

look forward to sth./doing sth.In this structure to is used as a preposition I look forward to hearing from you as early as possible.（do you remember some other this kind of phrases）There are some other preposition phrases :(ask students the same kind of words they have learned in their junior school：do you remember some other this kind of phrases look forward to 盼望…… turn to 求助于；轉向；翻到……pay attention to 注意…… stick to 堅持get down to 開始認真干……object to 反對point to 指向see to 處理，料理devote…to… 貢獻……給…

Pay attention to ____(walk)along this risky bridge.There is not much time , lets get down to ___(walk)on this research.Teachers’whole life is devoted to_____(teach)We should object to ___(tell)lies.Step V Summary(1mins)T: In this class we have learned some useful phrases and words.do you still remember their meaning ?(nothing like , look forward to)and now are you clear how to use the adjective ending –ed and –ing.Step VI Homework Assignment(1 mins)T: After class, let’s have a revision of the present tense and preview listening and vocabulary, then do the exercises in text book.So much for this class, bye!VI.Blackboard Design

寫作課課型 四色筆 講稿模板

紅色字體為板書內容 藍色字體為設計目的 黑色字體為口述內容 綠色字體為提示內容

寫作課：Writing class : Healthy eating（健康飲食）? Teaching Objectives（教學目標）：

一、知識技能目標： 1.認識并掌握有關食物及健康飲食習慣的單詞、詞組；

2.用英語表達哪些是健康食物，哪些是垃圾食物，以及為什么；解決句式問題。3.總結平衡膳食的定義，并且能提出一些健康建議。

二、情感態度目標：了解有關營養飲食的基本常識和培養健康的飲食習慣。? 教學重難點：

1.教學重點:如何區分健康食品以及垃圾食品并且會用英語表達;.2.教學難點: 教會學生如何自如表達自己的意見和建議并且幫助學生總結出平衡膳食的定義。

? 教學方法：

1.Pair work and Group work（小組合作，交流式教學）2.Discussion and cooperative learning（自主探究、合作探究）3.Task-based approach（任務式教學）? 教學步驟：

Part 1 導入（Warming up）

1.以一句話：“Everybody needs foods, so do I”及麥當勞、肯德基的相關飲食引入話題。(1 分鐘)T: Good afternoon, boys and girls.Today we’ll talk about “Healthy eating(板書的內容)“.We have three meals everyday.Everybody needs foods, so do I.I want to know the following questions.The first question: Have you had lunch or breakfast in McDonald’s or KFC? The second question: Do you like the food there? The third question: Which one do you prefer?”(The purpose of this part is to stimulate Ss’ interest and call their attention to the topic.)Part 2 小組練習（Pair works）（3分鐘）

T: Now, two students in pairs to ask each other about the above three questions, and then I’ll ask some of you to practice the dialogue in front of all of us.Now, let’s begin.(下去轉轉)T: Ok.Now, which pair wants to act this dialogue in volunteer?(Pause)Tom and Kate, please.Good!Sit down please.T: Any other pair?(Pause)Well, Linda and Susan, please.(Pause，pretend to be listening)Good!Sit down please.Part 3 頭腦風暴（Brain storming）3分鐘

1.Now, I will divide the whole class into two parts, the students on the left will be Group One, and the students on the right will be Group Two.Let’s compete between the two groups.One student will be the leader to collect the names of the food.Let’s see which group will get more names of the food.Who will be the leader? Ok!Tom and Kate.Ready? Go!(Pause)Ok!Now, let’s show the two sheets.（展示兩張紙，寫點對應的內容就行，一會好念，提前備課時就寫好）Group One win the game!Well done!(把學生分成兩組競賽，看哪組的同學收集的食物單詞多，然后教師教導朗讀(2-3分鐘)Part 4 句型練習（Sentence structure practicing）（2分鐘）

Now, I’ll show some of the names of food on the black board,(讀其中的一些食物名稱)let’s discuss which are junk food and which are healthy food? You can use the sentence structure” I think that(or the food name)is junk/healthy food because….” And you can talk about “What is the name of the food? / What nutrition does it mainly contain?” Four students in a group, and let’s begin.(Pause, Junk food VS Healthy food,板書完成后，此時可下去轉轉)老師先展示如何使用句型：“I think that(or the food name)is junk/healthy food because….”來描述什么是健康食品，什么是垃圾食品。然后把學生按4人分成一組進行討論練習，老師給出了對話該涉及的內容范圍：What is the name of the food? / What nutrition（營養物質）does it mainly contain?（2分鐘）

Part 5: Activity task----make a survey活動任務---做調查報告(2分鐘)T: Now I’ll give you a sheet.Ask 3 students around you about their dieting habits, and offer them some advice.You can use the sentence structure as” You should take less…, and you should have more….”(Pause，可以下去轉轉)給學生發一張表格，引導學生按照表格詢問周圍3個左右的同學，了解同學間的飲食習慣，并能提出一些健康建議。

調查的表格如下:(可忽略不備)Name（名字）Breakfast（早餐）Snacks（零食）Lunch（午餐）Dinner（晚餐）

Part6.布置作業（1分鐘左右）

T: Ok, let’s see the food Pyramid map together.（稍微暫停）From this picture you may well understand how to keep a balanced diet in our daily life.After class, write a composition about “Healthy Eating”.Ok, so much for this class.Class is over, see you!老師在課件上展示食物金字塔圖，讓學生了解飲食的營養應如何平衡，然后布置作業：讓學生自己寫一篇健康飲食的作文。板書設計

Healthy Eating 1.Junk food VS Healthy food 2.Balanced diet

Reading Step 1 Lead-in 導入 Brainstorm Class begins.Good morning, boys and girls.Today we will learn a new unit together.First let’s get to know the man, who is called Mr.Nature.He is very emotional.When he is happy, he stays calm and shows us beautiful natural scenery.But when he gets angry, he becomes a troublemaker and causes many natural disasters.Do you know the meaning of natural disaster? Yes, it means自然災害, for example, the earthquake happened in Ya’an last month, which caused great damage.Besides earthquake, what other kinds of natural disasters do you know? Please brainstorm and try to think of as many natural disasters as you can.Suggested answers: typhoon 臺風/ volcanic eruption 火山爆發/thunderstorm 暴風雨 Flood 洪水/tsunami 海嘯/ drought 干旱/ hurricane(tornado)颶風，龍卷風

Guys, you’ve done a great job.Have you experienced any natural disaster we mentioned just now? You please.Suggested answers: You have experienced flood in summer.What did you see? The flood water covered the whole city and you had to stay at home.Can you describe your feelings at that time? You felt frightened and nervous.Step 2 Reading 1)Skimming/Listening Yes, I totally agree with you.In most cases, natural disasters can be very frightening.Today we will read a passage about natural disasters.Please take out your handout and listen to the tape.After listening, please tell me the main idea of this passage and in what order this passage is organized.You only have 2 minutes.Ready? Go!Time is up.Who would like to tell us the main idea? Tom, would you please have a try? Suggested answers: This passage talks about Tangshan earthquake, the largest earthquake of 20th century.Very good? Can you tell me in what order this passage is developed? In order of time.How do you know that? Because the writer first describes strange things in the first part and then tells us the city was destroyed by the earthquake.Lastly, he says the army came after earthquake.Yes, you are right.2)Scanning In the first part, the writer tells us strange things happened before the earthquake.We know that before some natural disaster, there are sometimes warning signs from nature.If we have such kind of knowledge, we can reduce the damage.Please go through the first paragraph quickly and try to figure out what signs did the author mention? You only have one minute.Here we go!Now let’s read for more details.Let’s go through the whole passage and try to find the answers to the following three questions.Step 2 Fast reading 泛讀

Read the text quickly and try to finish the following exercises.A.New words or phrases burst: break open because of pressure from inside at an end: finished nation: all the people in the country steam: gas that hot water gives out in ruins: destroyed extreme: very great in degree useless: of no use shocked: surprised very much rescue: save somebody or something from danger shelter: a place that protects you from the weather or danger B.Questions 1.When did the Tangshan earthquake happen? Suggested answers: The earthquake happened at 3:42 am on July 28, 1976.2.How many people were killed or injured in the earthquake? Suggested answers: More than 400, 000 people were killed or injured in the earthquake.3.Was all hope lost? How did the army help the people there after the earthquake? Suggested answers: No, all hope was not lost.The army sent 150,000 soldiers to Tangshan to help the rescue workers.The army organized teams to dig out those who were trapped and to bury the dead.Step 3 post-Reading 1.Discussion Suppose an earthquake happens now, what should we do to keep ourselves safe? Please discuss natural wonders in groups and your discussion should be based on the two questions.This time, the group leader should take down your group members’ ideas and sum them up in your own words.Later, we will share your ideas with all of us here.Understand me? Time is up.Any group would like to share your idea with us? Suggested answers: 1.Don’t be nervous and keep calm.2.Don’t try to run out of the classroom at once.3.Protect your head by putting your school bag on your head.4.Squat under your desk.5.Leave the classroom after the earthquake.2.Interview Have you noticed that news reporters and interviewers play an important role in keep us informed after Ya’an earthquake happened? Next, please choose a paragraph and act out an interview between a reporter and survivor from the Tangshan earthquake.Make a dialogue with your partner.I will give you three minutes and then I will invite some of you to act it out.Step 4 Summary and assiagnment We have done a lot of things today.Firstly, we have talked about….Then, we discussed.Next, we learned some useful words and expressions.Here comes your assignment: 1.Retell the passage.2.Search the Internet to find more information about earthquake.

第三篇：語法課教案

泰州學院 外國語學院 09英教

（五）學號：09952014 張茜

語法課教案 Unit 4 I.Teaching Objectives

1.Perception objective: a)The Ss can hear, read and use the main sentences patterns “What are you doing? I?m…/We are…”

b)The Ss can understand and read the conversation of the lesson.2.Ability objectives: a)The Ss can use the sentence pattern of talking in telephone.b)The Ss can use the pattern to express their thoughts in the proper scene.3.Emotion objective: By completing the task, the Ss increase their interest and set up self-confidence in language study.II.Difficult Points The students can use the sentence pattern to chat with others and can make simple dialogues.III.Teaching Methods

1.Communicative teaching method 2.Audio-visual teaching method 3.Task-based teaching method

IV.Teaching Tools

Pictures, ppt

V.Teaching Time 45 minutes

VI.Teaching Process

Step 1.Warming up a)Free talk

T：How are you? S：I?m fine.Thank you.T：What?s the weather like today? S：It?s sunny.b)Review the new words and phrases in this unit, such as “sweep the floor” “wash the clothes”.Step 2.Presentation a)First, show some pictures and give the primary form of verb phrases at the same time.Then show the present participle of the words.泰州學院 外國語學院 09英教

（五）學號：09952014 張茜

For example, the teacher shows a picture and gives the primary form “read a book”.Then show the present participle “reading a book”.b)Second, give the form of present participle

c)Third, show pictures and ask Ss talk with her and guide Ss to use these sentences pattern “what are you doing? I?m …/We?re …”.For example, “what are you doing? I?m reading a storybook”.d)After presentation, ask Ss “what we have learnt today?” and give them five

minutes to discuss together.Then sum up: 1.the sentence pattern “what are you doing? I?m …/We?re …”.2.Be(am/is/are)+ 動詞ing 用來表示正在發生的事和進行的動作，這種表達形式就是現在進行時。動詞ing形式就是現在分詞

Step 3.Drills(Task time)

Task 1: Say out and spell First, ask Ss to say out primary form and present participle of these words and spell them.For example, show the word ?stand?, the Ss should read first, then say out ?standing? and spell it ?s-t-a-n-d-i-n-g?.Task 2: Make a telephone call Design a real situation about calling and let Ss work in pairs to make a telephone call like this: A: Hello, is that…? B: Yes.A: What are you doing now? B: I?m…

Task 3.Read and translate Give the Ss some incomplete sentences and ask them to fill in the blanks by using the sentences pattern and phrases.Task 4.Play a game The game is ?look and guess?.The teacher asks one student to draw in front of the stage and do the corresponding actions.Other students will guess what he/she is doing now.Step 4.Consolidation and extension

a)Fill in the blanks, then answer Ask Ss to fill in the blanks and then answer questions like this: T: What are you doing ? S1: I?m…

T: What is your English teacher doing? S1: He/She is…

b)Find and say 泰州學院 外國語學院 09英教

（五）學號：09952014 張茜

Show a picture about a park and ask Ss work in group to point out what are they doing and use sentences we learnt today.For example, Susan and Sam are running.Step 5.Homework 1.Copy the new words in Part B.2.Write about the pictures in Part C.3.Review some other verbs.Step 6.Blackboard design

Unit 6

running

swimming sweeping

What are you doing?

I?m …/We?re

cleaning 3

第四篇：語法修辭論文

巧用虛詞 增強修辭效果

虛詞,古代稱虛字。清人馬建忠《馬氏文通》卷一云:“無解而惟以助實字之情態者,曰虛字。”從詞義的角度看,虛詞不表示詞匯意義,只表概念之間的各種語法關系和句子的語氣。由于“不表示詞匯意義”,所以有人認為虛詞在句中是可有可無的。此言實誤。

據丁傳靖《宋人軼事匯編》引《湘山野錄》記:“太祖幸朱雀門,趙韓王從,上指門額問曰:‘何不只書朱雀門,須著“之”字安用?’普對曰:‘語助。’上笑曰:‘之乎者也,助得甚事?’”宋太祖不懂,能不恥下問,本是好事。但他說的虛詞“助得甚事”這個話不對。“之”字在此例中確實無意義,但它又起著舒音節、緩語氣的作用,有沒有這個“之”,讀起來是不一樣的。

有一次,歐陽修為韓琦作《相州晝錦堂記》,寫好后,他讓人送給韓琦。一會兒,他又派人急速趕去將文稿追回,原來他覺得文中有兩句語氣不夠順暢,這兩句是“仕宦至將相,富貴歸故鄉”。經他思索,加上了兩個“而”字,改為“仕宦而至將相,富貴而歸故鄉”。這一改,果然節奏舒徐,語氣順暢,神韻十足了。這件事《過庭錄》、《四勿齋隨筆》等書中都有記載。一篇短短的《醉翁亭記》竟用了二十一個“也”字,造成文章旋轉流暢的氣勢,鏗鏘圓潤的聲韻,向來為人嘆服。

“君恩似海;臣節如山。”這是明末重臣洪承疇的一副自撰聯。此人官至高位,常自命為“忠節”之人,為表此意,他將這副楹聯高懸于大廳的門框上。后來,松山一戰,洪承疇兵敗被俘,叛國降敵,完全喪失了節操。有人鄙視這個變節的叛徒,在他自撰聯的兩邊各添上一個“虛詞”:君恩似海矣!臣節如山乎?于是,這副對聯的意思全變了。一個“矣”字,感慨萬端:你受明朝君王之恩似海深啊!一個“乎”字,直接提出質問:你的節操真像山那樣不可動搖嗎?無情嘲諷,辛辣有力,揭穿了叛徒的嘴臉,入木三分!語言真是太奇妙了!在由“實詞”與“虛詞”組成的語言中,“實詞”的意義比較明確具體,在表意上的重要作用不言而喻;而“虛詞”呢,似乎“虛”得很,仿佛不那么重要,往往被人們忽視。其實不然。“虛詞”不“虛”,不僅具有極強的表意功能,而且在特定的語境中還具有“實詞”所無法替代的作用,在表情達意時別具一番獨特的語言藝術魅力!名家巨匠筆下有許多巧用“虛詞”的精彩范例,仔細賞析,對提高我們分析作品與駕馭語言的能力不無裨益。有“人民藝術家”之美譽的老舍,他的作品《寶船》被選編進日本的漢語課本。日本出版界有人曾向老舍請教:“您的作品中有一處這樣寫道:‘開船嘍!’請問這里為什么不用你們常用的‘啦’字,而要用這個‘嘍’字呢?”老舍莞爾一笑,說:“這個地方,我記得自己當時念過,推敲過的。在咱們中國的北方方言里邊,‘嘍’字是對大伙兒說的。如果說‘開船啦!’那只是對一個人說的,沒有許多人在場,而喊‘開船嘍’則表示招呼大家。在拙作《寶船》中,這句話不正是對大伙兒說的嗎?”語音未落,掌聲四起，在座的日本朋友蹺起大拇指，嘖嘖贊嘆。“嘍”字與“啦”字都是“虛詞”中的語氣助詞，好像沒多大區別，而在這里它們的表意功能竟有如此的奇妙差別！其中的學問的確不小，“虛詞”的魅力可見一斑！

在寫作中人們一般較為重視實詞的運用,而對虛詞,則有所忽視。其實,虛詞用得好,不僅用助于強化作品的表情達意作用,而且照樣有助于提高修辭效果。恰如清人劉大《論文偶記》所言:“文必虛字備后神態出。”唐詩宋詞通過煉虛詞來強化修辭作用的例子不勝枚舉。

一、借助虛詞豐富作品內涵

從數量看,虛詞明顯少于實詞,加之意義空靈,在使用中容易被忽視。實際上,對于虛詞,只要準確地把握其語法意義和詞匯意義,切合使用的情境,照樣能在虛詞中灌注不同的情感,寄寓不同的意蘊,使作品的內涵得到豐富。如杜甫《石壕吏》:“吏呼一何怒,婦啼一何苦!”“一何”是個復音虛詞,在句中有“多么”之意,用之便寫出了殘民以逞的官吏的兇暴,孤立無助的老婦的凄慘,分明地將作者對官吏的不滿和對老婦的同情寫了出來。體味到這一層,便決不會同意“作者僅是一個冷漠的旁觀者”這一類說法。又如陳陶《隴西行》: “可憐無定河邊骨,猶是春閨夢里人。”一個“猶”字使全篇籠罩了濃烈悲愴的氣氛。兩幅畫面觸目驚心,一幅是白骨累累的沙場,無數男兒斃命邊關,未知能否魂歸故里?另一是閨中婦女盼良人罷遠征回歸故園,一家人過上寧馨的生活,兩幅畫面通過“猶”字連接起來,使讀者在對照中產生聯想,產生驚悸的感受,對和平的向往必成一種美好的感景。

二、借助虛詞寄寓作者感慨

古代那些身遭壓抑、困頓偃蹇的詩人總是“發憤以抒情”,他們的不平之聲、悲憤之聲響徹天地。在多種表達方式中,運用虛詞對抒發情感、寄寓感慨的作用是不容忽視的。如李白《蜀道難》句“噫吁!危乎高哉”,聲情并茂,寫出了作者對蜀道艱險,重巒疊嶂阻隔前行之路的驚嘆之情。杜甫《茅屋為秋風所破歌》“嗚呼!何時眼前突兀見此屋,吾廬獨破受凍死亦足”,“嗚呼”一聲長嘆,寫出作者于艱難竭蹶的處境中,猶自心憂天下,牽掛千千萬萬流離失所、衣食不繼的貧寒之士,使讀者能夠分明地感受到作者寬廣的胸懷。蘇軾被貶黃州,讀陶淵明《歸去來辭》,將之隱栝為一首《哨遍》,表達作者的憤世嫉俗之情,其過片是“噫!歸去來兮,我今忘我兼忘世”,用了個嘆詞強化作者的憤激情緒。作者身處逆境,朝不慮夕,說要超脫偏又超脫不了,“忘我”不易,“忘世”更難,胸中憋著一股氣,用個 “噫”字,仿佛盡情地得到了釋放。

三、借助虛詞激蕩詩情

寫詩作文,最忌平鋪直敘,不少作家都講求風生浪起,一波三折,以造成深邃的意境。恰如劉熙載《藝概》所言:“一轉一深,一深一妙,此騷人之三味。”一些虛詞的使用,極易收到這個效果。如姜夔《長亭怨慢》:“算只有并刀,難剪離愁萬縷。”“只”表示讓步兼假設,有 “縱使”、“即使”之意,用在前一分句,假設一種情況,后一分句所言結果被排除在外。這兩句的意思是說:料想即使有并州快刀,也難以剪斷千絲萬縷的離愁。并州刀剪以鋒利著稱,卻也有它剪不斷的東西。“只”字使詞意陡轉,產生出人意料的效果。有時虛詞配套使用,也可產生同樣的作用。司空曙《山村即事》:“縱然一夜風吹去,只在蘆花淺水邊。”前句說一夜刮風的情況,后句說小船雖被吹走卻在長滿蘆花的淺水邊。“縱然”作了讓步,“只”則突出了結果。兩個虛詞配套使用,使人頓生曲徑通幽之感。可見,“詩中虛字用得妙時,直使全篇精神涌躍而出”(郭兆麒《梅崖詩話》)。

四、借助虛詞深化意境

意境是古代文學理論中的一個十分重要的問題,也是中國古代美學中的審美基本范疇。在詩詞作品中,由于文體本身具有鮮明強烈的抒情特征,因此這種文學形象就表現為主客觀相統一的意境。有無意境是衡量一首詩或詞優劣的重要標準,王國維《人間詞話》認為詩詞最高的藝術性和美是“意與境渾”。所以古往今來無數的詩人、詞人以及文學評論家無不看重意境。意境的形成,既要有形象,又要有情感,若以實詞來寫詩填詞,則容易做到形象性和情感性,而虛詞由于本身缺乏實在的意義,于形象和情感都不容易體現。

換言之,運用實詞,極易造成意境。如馮延已《南鄉子》“細雨濕流光”句,描寫雨后復斜陽,輝耀沾滿水珠的春草。王國維嘆為“能攝春草之魂者”;周邦彥《蘇幕遮》“葉上初陽干宿雨,水面清圓,一一風荷舉”幾句,寫水面上的荷葉在晨風中亭亭玉立,猶如被擎舉著。王國維對此贊為“真能得荷之神理者”。而運用虛詞,造成意境則較為困難。但事情決不是絕對的。若將虛詞與實詞恰當地搭配,作到“虛句用實字輔襯,實句用虛字點綴”(王驥德《曲律·論字法》),相輔相成,則又有利于意境的生成和深化。柳宗元《登柳州城樓寄漳汀封連四州刺史》是一首境界闊大、寄托深遠的作品。其尾聯“共來百越文身地,猶自音書滯一鄉”,副詞“共”總括范圍,表示不同的人同時產生某種行動或出現某種性狀,與“來”結合,寫出了昔日的戰友的共同遭遇;連詞“猶自”同“猶”,用在動詞之前,作狀語,表示動作、狀態持續不變,與動詞“滯”結合,寫出了眾人身各一方,音訊阻隔。兩句寄托了作者對友人的無限深情,凄涼激楚,充滿憤郁不平之氣,作品的意境進一步得到了深化。

修辭就是修飾詞語,就是對語言進行修改、加工、潤色,就是通過對語言的整理修飾來提高語言的表達效果。古人在詩詞的創作中,十分注重煉字。一般地說,煉實詞較易,而煉虛詞較難。施補華《峴慵說詩》即指出:“煉實字有力易,煉虛字有力難。”但一些優秀的詩詞,恰好就是通過煉虛詞來出彩,顯示出作者的高超的藝術功力。“實際上絕大多數實詞正是借助于虛詞之助才能盡善盡美地表情達意的。”惟其如此,虛詞在古典詩詞中的修辭作用也就很值得注意了。

第五篇：談領導干部培養健康生活情趣

文章標題：談領導干部培養健康生活情趣

胡錦濤總書記在中紀委第七次全體會議上的重要講話，以鄧小平理論和“三個代表”重要思想為指導，從貫徹落實科學發展觀，構建社會主義和諧社會，加強黨的執政能力建設和先進性建設的戰略高度，深刻闡述了新形勢下全面加強領導干部作風建設的重要意義，特別強調要大力倡導八個方面的良好風氣，即：“勤奮好學，學

以致用；心系群眾，服務人民；真抓實干，務求實效；艱苦奮斗，勤儉節約；顧全大局，令行禁止；發揚民主，團結共事；秉公用權，廉潔從政；生活正派，情趣健康。”這八個方面內容非常豐富，涵蓋了思想作風、學風、工作作風、領導作風、生活作風等各個方面，這不僅是對各級領導干部的要求，也是對全體黨員干部的要求。尤其是要求各級領導干部培養健康的生活情趣，作為黨中央總書記，在這樣的會上代表中央首次對干部生活作風提出這樣的要求，可謂語重心長。

所謂生活情趣，是指人們對待生活的態度和志趣，是產生并存在于人們的思想、情感及心靈深處的對于生活的感應，它出自一種內在的情感和心理需要，是一種由感情和思想綜合起來的，不輕易改變的心理狀態。情趣有高雅與庸俗之分。高雅的情趣往往是“真”、“善”、“美”的化身，體現一個人對美好生活的追求、樂觀的生活態度和健康的心理狀態；庸俗的情趣卻往往與“低級趣味”、“墮落”、“腐化”等丑陋的生活態度相聯系，它讓人玩物喪志，損害身心健康，喪失志向。一個人的生活情趣與他生活的時代、背景、環境，尤其是個人的道德文化水平有著密切的關系，是一個人世界觀、人生觀、價值觀的集中反映。存在決定意識，環境造就人，不同時代背景下，人們的生活情趣可能存在很大差異，即使在同一個時代，由于個人的生活條件不同，尤其是道德文化水平的不同，情趣也會有較大差異。不僅如此，同一個人，隨著年齡的增長，知識和生活閱歷的豐富，環境或突發事件等因素的影響，在他不同人生階段，其生活情趣也可能發生較大的變化。

近年來，在我國各級領導干部中出現了很多不正常的現象，經濟發展了，生活富裕了，一些領導干部也漸漸淡忘了創業的艱難，淡忘了曾經的遠大理想和志趣追求，淡忘了黨的教誨和中國共產黨員的身份，開始放松警惕了。有的領導干部貪圖享受，貪污腐敗，包養情婦，生活腐化；有的涉足黃賭毒等社會丑惡領域，身陷泥潭，不可自拔；有的鐘情于酒桌、牌桌、洗腳、按摩，游手好閑，不務正業；有的把講黃色笑話、黃色段子作為一大愛好，趣味低級，口無遮攔；還有的則沉迷于挑撥離間、搬弄是非、誣陷打擊他人等下流行為，甚至雇傭黑社會勢力炫耀淫威、胡作非為。這些不健康的生活方式嚴重損害了黨和政府在群眾中的形象和威信，在人民群眾中造成了十分惡劣的影響。在這個時候重提作風教育，強調黨員領導干部必須要培養健康的生活情趣，更顯得十分重要和必要。

健康的生活情趣源于高雅的志趣，志趣的“高尚”與“卑下”決定了情趣的“高雅”與“庸俗”。

志趣是人的一種個性品質，指人的志向、理想和與志向相關的愛好和執著的追求，是人的世界觀、人生觀、價值觀的內在表現。志趣決定情趣，有什么樣的志趣，就有什么樣的情趣。

高尚的志趣催人奮發向上，平庸的志趣使人走向平庸，卑下的志趣叫人落入低俗。有的人以天下為己任，如范仲淹；有的人“毫不利己，專門利人”，如白求恩；有的人雖歷千難萬險，亦百折不撓，胸懷寬廣，如毛澤東……這些都是有著遠大理想，洋溢著對人生的熱愛之情的高尚的志趣。所以才有了范仲淹“先天下之憂而憂，后天下之樂而樂”的千古詩句；才有了白求恩這樣“一個高尚的人，一個純粹的人，一個有道德的人，一個脫離了低級趣味的人，一個有益于人民的人。”才有了萬里長征的勝利和新中國的建立，有了“待到山花爛漫時”的豁然一笑。恰恰相反，奉行“人為財死，鳥為食亡”這種極端利己主義人生觀、價值觀的，難免物欲橫流，利欲熏心；崇尚“人生在世，吃喝二字”的消極人生觀的，難免醉生夢死，花天酒地。北宋張載說：“人若志趣不遠，心不在焉，雖學無成。”只有有了高尚的志趣，才能心理健全，才有健康的生活情趣，也才能夠脫離低級趣味，有所作為。

情趣反作用于志趣，健康的生活情趣能夠凈化靈魂，陶冶情操，砥礪心志，提升志趣。

健康向上的生活情趣可以豐富知識、調節勞逸、凈化心靈、陶冶情操，有益于個人身心健康，有利于開拓眼界和開發智力，有助于提高思想文化修養，全方位提升人的素質和能力，同時又通過對真、善、美的一切感受力反作用于人的思想和感情，對心靈產生一種推動力，使人們的情感世界、個性品格和道德情操在無形中受到陶冶，促其求善向上，促進世界觀、人生觀、價值觀的良性改造，從而提升志趣。正如著名作家培根在其《論讀書》中所述：“讀史使人明智，讀詩使人靈秀，數學使人周密，科學使人深刻，倫