第一篇：谈语法课的情趣论文
摘 要：语法课因其知识性强，易使教学枯燥乏味，从而导致教师难教、学生厌学。然而语法知识对于学生学习语文有很重要的作用，有助于培养和提高学生的抽象思维能力以及理解和运用语言的能力。如何激发学生学习的情趣，以提高教学效率？趣味教学是一种很有效的方法。
关键词：语法课 知识性 趣味教学 激发兴趣
语法知识对于学生学习语文有很重要的作用，有助于培养和提高学生的抽象思维能力以及理解和运用语言的能力。但由于各种原因，现在许多学生的语法知识严重缺失甚至没有，导致学生在语文学习中遇到很多障碍；又因其知识性强，容易导致教师教学的枯燥乏味，从而也影响学生学习。通过多年的教学实践，我认为趣味语法教学法是一种可以激发学生的学习兴趣、提高教学成绩的有效方法。
一、用切近学生的实例激趣
按语气用途可以把句子分为陈述句、疑问句、祈使句、感叹句。在教学此内容时，我首先板书了下列四句话：“今天有一场球赛。”（陈述句）“你去看吗？”（疑问句）“我们一起去吧。”（祈使句）“好球！”（感叹句）然后让学生按上述四种语气读。接着又引用了唐代诗人王维的《红豆》：“红豆生南国，春来发几枝。愿君多采撷，此物最相思！”之后老师简析，从学生感兴趣的话题入手，使学生感受到这四个句子属于四种不同的句式，表达了四种不同的语气情态，从而掌握了四种句子类型的特点。用贴近学生实际的事例进行语法教学，学生感兴趣，易接受，能收到事半功倍的教学效果。
二、用优美的诗文激趣
在教学单句的结构类型时，用优美的诗词能收到引人入胜的效果。单句从结构上可以分为主谓句和非主谓句，以诗人马致远的小令《天净沙·秋思》“枯藤老树昏鸦，小桥流水人家。古道西风瘦马，夕阳夕下，断肠人在天涯”为例，短短二十八字却写了十种景色，可谓字字珠玑。这首小令突出选用了名词性非主谓句，前面三个句子都是名词性非主谓句，三句话又有九个场景的特写，且将家乡景色与行人场景形成对照，体现了淡淡的乡愁，为最后一句“断肠人在天涯”作了很好的铺垫。学生在对优美诗词的欣赏中，教师及时引导学生学习和了解主谓句与非主谓句的特点，即会收到理想的教学效果。
在教学词类这部分内容时，结合对诗歌语言的欣赏可以变枯燥为有趣。
1、名词。一些意象名词，由于意象的独特性或代表性，可以通过它理解作者的思想或感情，尤其是多个名词连用时，意象的组合会营造一定的意境。如有送别相思之情的诗作常常会出现柳、酒、月、雁、楼等意象。
如赵嘏的《寒塘》“乡心正无限，一雁度南楼”，游子心中蕴积的愁情，因秋而触发，化作无边的乡愁；孤雁从南楼飞过，凄哀的鸣叫，使乡愁更加上了一层“雁归人未归”的感伤，情景交融，含蓄而耐人寻味。
2、动词。一个好的动词能够点燃整个诗句，在鉴赏诗歌时，需要关照，特别是具有“多重含义”的动词。如“羌笛何须怨杨柳，春风不度玉门关”，“怨”字明显运用了拟人手法，既是曲中之情，又是吹笛人之心。“晓战随金鼓，宵眠抱玉鞍”（李白《塞下曲》）中“随”、“抱”都炼得很好，鼓是进军的号，只有“随”字最合适，只有“抱”才能显示出枕戈待旦的紧张来。
3、形容词。形容词不仅可以从形、声、光、色等方面点出形象的特点，还能传达出作者的感情。尤其是颜色，多能表现心情，增强描写的色彩感和画面感，渲染气氛。如“黄河远上白云间，一片孤城万仞山”，一个“孤”字，写尽环境之孤苦，由此可达人心。“日出江花红胜火，春来江水绿如蓝”中，“红”、“绿”、“火”、“蓝”这样包含绚丽色彩的词语把江南美景写得色彩鲜明，令人难忘。
三、用生动的故事激趣
在教学语序的变化以及其它作用时，运用故事能激发学生兴趣，开阔视野，拓宽知识面。
示例一：根据史载，曾国藩和太平军作战时，一连几次都大败，军中士气十分低落。在向皇上汇报战况时，师爷作了如实记载，曾国蕃审阅时，把其中的“屡败屡战，屡战屡败”颠倒了过来，改为“屡战屡败，屡败屡战”。同样的句子，曾国蕃变换了句子顺序后，内容有什么变化？“屡败屡战，屡战屡败”，突出的是“败”，表意重点在后一字；改成“屡战屡败”，强调的是“战”，体现出一种虽败不馁、英勇顽强的精神，毫无失败的沮丧，反给人以积极向上之感。
示例二：有两个兄弟，哥哥好学，而弟弟懒惰，常常是一摸着书就睡着了。每当弟弟打瞌睡，他妈就说：“你这孩子，怎么拿着书都睡着了？你看你哥，睡着了还拿着书！”“拿着书都睡着了”与“睡着了都拿着书”在意义上有什么区别？他妈说的两句话实际上是紧缩的转折复句，转折复句的表义重点在后一分句。批评弟弟的话实际上是“你虽然拿着书，但却睡着了”，突出的是“睡”；表扬哥哥的话为“他虽然睡着了，但是还拿着书”，强调的是“拿着书”。
语法知识是静止的、枯燥的，但语法现象却是丰富多彩的，语法知识的运用是动态的。如果我们语文教师改变语法教学的内容和方法，联系生活，将生活中丰富多彩的语法现象引进课堂，比如广告、歌词，这些含有语法成分的语言现象都是学生在生活中极为熟悉也极为喜欢的，引导学生运用语法知识去分析这些他们喜闻乐见的语言文字，一定会受到学生的欢迎。从上述的例析中，我们可以领悟到趣味教学的妙处，它妙就妙在化枯燥为有趣、变厌学为乐学。
第二篇：语法课
语法课课型
以人教版必修三UNIT3为例
红色字体为板书内容
蓝色字体为设计目的黑色字体为口述内容 绿色字体为提示内容
Grammar(板书内容)
教学目标：准确理解相关语法的基本概念，结构，运用。
重点：相关语法的基本概念和结构 难点：以学促考，灵活运用。
Part 1: Independent reading Ex 1:自主阅读Ex 1 部分, 了解名词性从句的用法
T: Good morning, boys and girls.Today, we’ll learn a new grammar style名词性从句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.(手势语：平伸右手，手掌朝上，示意学生回答。做边听状，边板书第一个句子，这个要提前备课，就是您早就准备好的句子！)
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，写第二个句子！)
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，写第三个句子！)
The fact is that I earned my passage by doing sth.（课本上的三个句子）
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(写完板书，此时，就下去转一下，回来在黑板上写1-2个难句子，就当是学生写的)
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.(手势语：平伸右手，手掌朝上，示意学生回答。)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.（此处用汉语解释语法现象，在讲解时可以在原句上画点记号什么的,目的是帮助，不是全部解决）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(写完板书，此时，就下去转一下，回来看练习四，当堂测验)T: Well, Tom, it’s you again!Please!(Pause)Very good!Thank you, sit down please.名词性从句：缺什么补什么，不缺什么用“that”.(简析语法现象)
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!(自己写上就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实战讲稿
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
词汇课课型试讲教案
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)（此处挑两个讲即可）
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 , “丝毫不象”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；转向；翻到……pay attention to 注意…… stick to 坚持get down to 开始认真干……object to 反对point to 指向see to 处理，料理devote…to… 贡献……给…
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
写作课课型 四色笔 讲稿模板
红色字体为板书内容 蓝色字体为设计目的 黑色字体为口述内容 绿色字体为提示内容
写作课：Writing class : Healthy eating（健康饮食） Teaching Objectives（教学目标）：
一、知识技能目标： 1.认识并掌握有关食物及健康饮食习惯的单词、词组；
2.用英语表达哪些是健康食物，哪些是垃圾食物，以及为什么；解决句式问题。3.总结平衡膳食的定义，并且能提出一些健康建议。
二、情感态度目标：了解有关营养饮食的基本常识和培养健康的饮食习惯。 教学重难点：
1.教学重点:如何区分健康食品以及垃圾食品并且会用英语表达;.2.教学难点: 教会学生如何自如表达自己的意见和建议并且帮助学生总结出平衡膳食的定义。
教学方法：
1.Pair work and Group work（小组合作，交流式教学）2.Discussion and cooperative learning（自主探究、合作探究）3.Task-based approach（任务式教学） 教学步骤：
Part 1 导入（Warming up）
1.以一句话：“Everybody needs foods, so do I”及麦当劳、肯德基的相关饮食引入话题。(1 分钟)T: Good afternoon, boys and girls.Today we’ll talk about “Healthy eating(板书的内容)“.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 小组练习（Pair works）（3分钟）
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.(下去转转)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 头脑风暴（Brain storming）3分钟
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.（展示两张纸，写点对应的内容就行，一会好念，提前备课时就写好）Group One win the game!Well done!(把学生分成两组竞赛，看哪组的同学收集的食物单词多，然后教师教导朗读(2-3分钟)Part 4 句型练习（Sentence structure practicing）（2分钟）
Now, I’ll show some of the names of food on the black board,(读其中的一些食物名称)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,板书完成后，此时可下去转转)老师先展示如何使用句型：“I think that(or the food name)is junk/healthy food because….”来描述什么是健康食品，什么是垃圾食品。然后把学生按4人分成一组进行讨论练习，老师给出了对话该涉及的内容范围：What is the name of the food? / What nutrition（营养物质）does it mainly contain?（2分钟）
Part 5: Activity task----make a survey活动任务---做调查报告(2分钟)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，可以下去转转)给学生发一张表格，引导学生按照表格询问周围3个左右的同学，了解同学间的饮食习惯，并能提出一些健康建议。
调查的表格如下:(可忽略不备)Name（名字）Breakfast（早餐）Snacks（零食）Lunch（午餐）Dinner（晚餐）
Part6.布置作业（1分钟左右）
T: Ok, let’s see the food Pyramid map together.（稍微暂停）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!老师在课件上展示食物金字塔图，让学生了解饮食的营养应如何平衡，然后布置作业：让学生自己写一篇健康饮食的作文。板书设计
Healthy Eating 1.Junk food VS Healthy food 2.Balanced diet
Reading Step 1 Lead-in 导入 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自然灾害, 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 台风/ volcanic eruption 火山爆发/thunderstorm 暴风雨 Flood 洪水/tsunami 海啸/ drought 干旱/ hurricane(tornado)飓风，龙卷风
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 泛读
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：语法课教案
泰州学院 外国语学院 09英教
（五）学号：09952014 张茜
语法课教案 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.泰州学院 外国语学院 09英教
（五）学号：09952014 张茜
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)+ 动词ing 用来表示正在发生的事和进行的动作，这种表达形式就是现在进行时。动词ing形式就是现在分词
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 泰州学院 外国语学院 09英教
（五）学号：09952014 张茜
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：语法修辞论文
巧用虚词 增强修辞效果
虚词,古代称虚字。清人马建忠《马氏文通》卷一云:“无解而惟以助实字之情态者,曰虚字。”从词义的角度看,虚词不表示词汇意义,只表概念之间的各种语法关系和句子的语气。由于“不表示词汇意义”,所以有人认为虚词在句中是可有可无的。此言实误。
据丁传靖《宋人轶事汇编》引《湘山野录》记:“太祖幸朱雀门,赵韩王从,上指门额问曰:‘何不只书朱雀门,须着“之”字安用?’普对曰:‘语助。’上笑曰:‘之乎者也,助得甚事?’”宋太祖不懂,能不耻下问,本是好事。但他说的虚词“助得甚事”这个话不对。“之”字在此例中确实无意义,但它又起着舒音节、缓语气的作用,有没有这个“之”,读起来是不一样的。
有一次,欧阳修为韩琦作《相州昼锦堂记》,写好后,他让人送给韩琦。一会儿,他又派人急速赶去将文稿追回,原来他觉得文中有两句语气不够顺畅,这两句是“仕宦至将相,富贵归故乡”。经他思索,加上了两个“而”字,改为“仕宦而至将相,富贵而归故乡”。这一改,果然节奏舒徐,语气顺畅,神韵十足了。这件事《过庭录》、《四勿斋随笔》等书中都有记载。一篇短短的《醉翁亭记》竟用了二十一个“也”字,造成文章旋转流畅的气势,铿锵圆润的声韵,向来为人叹服。
“君恩似海;臣节如山。”这是明末重臣洪承畴的一副自撰联。此人官至高位,常自命为“忠节”之人,为表此意,他将这副楹联高悬于大厅的门框上。后来,松山一战,洪承畴兵败被俘,叛国降敌,完全丧失了节操。有人鄙视这个变节的叛徒,在他自撰联的两边各添上一个“虚词”:君恩似海矣!臣节如山乎?于是,这副对联的意思全变了。一个“矣”字,感慨万端:你受明朝君王之恩似海深啊!一个“乎”字,直接提出质问:你的节操真像山那样不可动摇吗?无情嘲讽,辛辣有力,揭穿了叛徒的嘴脸,入木三分!语言真是太奇妙了!在由“实词”与“虚词”组成的语言中,“实词”的意义比较明确具体,在表意上的重要作用不言而喻;而“虚词”呢,似乎“虚”得很,仿佛不那么重要,往往被人们忽视。其实不然。“虚词”不“虚”,不仅具有极强的表意功能,而且在特定的语境中还具有“实词”所无法替代的作用,在表情达意时别具一番独特的语言艺术魅力!名家巨匠笔下有许多巧用“虚词”的精彩范例,仔细赏析,对提高我们分析作品与驾驭语言的能力不无裨益。有“人民艺术家”之美誉的老舍,他的作品《宝船》被选编进日本的汉语课本。日本出版界有人曾向老舍请教:“您的作品中有一处这样写道:‘开船喽!’请问这里为什么不用你们常用的‘啦’字,而要用这个‘喽’字呢?”老舍莞尔一笑,说:“这个地方,我记得自己当时念过,推敲过的。在咱们中国的北方方言里边,‘喽’字是对大伙儿说的。如果说‘开船啦!’那只是对一个人说的,没有许多人在场,而喊‘开船喽’则表示招呼大家。在拙作《宝船》中,这句话不正是对大伙儿说的吗?”语音未落,掌声四起，在座的日本朋友跷起大拇指，啧啧赞叹。“喽”字与“啦”字都是“虚词”中的语气助词，好像没多大区别，而在这里它们的表意功能竟有如此的奇妙差别！其中的学问的确不小，“虚词”的魅力可见一斑！
在写作中人们一般较为重视实词的运用,而对虚词,则有所忽视。其实,虚词用得好,不仅用助于强化作品的表情达意作用,而且照样有助于提高修辞效果。恰如清人刘大《论文偶记》所言:“文必虚字备后神态出。”唐诗宋词通过炼虚词来强化修辞作用的例子不胜枚举。
一、借助虚词丰富作品内涵
从数量看,虚词明显少于实词,加之意义空灵,在使用中容易被忽视。实际上,对于虚词,只要准确地把握其语法意义和词汇意义,切合使用的情境,照样能在虚词中灌注不同的情感,寄寓不同的意蕴,使作品的内涵得到丰富。如杜甫《石壕吏》:“吏呼一何怒,妇啼一何苦!”“一何”是个复音虚词,在句中有“多么”之意,用之便写出了残民以逞的官吏的凶暴,孤立无助的老妇的凄惨,分明地将作者对官吏的不满和对老妇的同情写了出来。体味到这一层,便决不会同意“作者仅是一个冷漠的旁观者”这一类说法。又如陈陶《陇西行》: “可怜无定河边骨,犹是春闺梦里人。”一个“犹”字使全篇笼罩了浓烈悲怆的气氛。两幅画面触目惊心,一幅是白骨累累的沙场,无数男儿毙命边关,未知能否魂归故里?另一是闺中妇女盼良人罢远征回归故园,一家人过上宁馨的生活,两幅画面通过“犹”字连接起来,使读者在对照中产生联想,产生惊悸的感受,对和平的向往必成一种美好的感景。
二、借助虚词寄寓作者感慨
古代那些身遭压抑、困顿偃蹇的诗人总是“发愤以抒情”,他们的不平之声、悲愤之声响彻天地。在多种表达方式中,运用虚词对抒发情感、寄寓感慨的作用是不容忽视的。如李白《蜀道难》句“噫吁!危乎高哉”,声情并茂,写出了作者对蜀道艰险,重峦叠嶂阻隔前行之路的惊叹之情。杜甫《茅屋为秋风所破歌》“呜呼!何时眼前突兀见此屋,吾庐独破受冻死亦足”,“呜呼”一声长叹,写出作者于艰难竭蹶的处境中,犹自心忧天下,牵挂千千万万流离失所、衣食不继的贫寒之士,使读者能够分明地感受到作者宽广的胸怀。苏轼被贬黄州,读陶渊明《归去来辞》,将之隐栝为一首《哨遍》,表达作者的愤世嫉俗之情,其过片是“噫!归去来兮,我今忘我兼忘世”,用了个叹词强化作者的愤激情绪。作者身处逆境,朝不虑夕,说要超脱偏又超脱不了,“忘我”不易,“忘世”更难,胸中憋着一股气,用个 “噫”字,仿佛尽情地得到了释放。
三、借助虚词激荡诗情
写诗作文,最忌平铺直叙,不少作家都讲求风生浪起,一波三折,以造成深邃的意境。恰如刘熙载《艺概》所言:“一转一深,一深一妙,此骚人之三味。”一些虚词的使用,极易收到这个效果。如姜夔《长亭怨慢》:“算只有并刀,难剪离愁万缕。”“只”表示让步兼假设,有 “纵使”、“即使”之意,用在前一分句,假设一种情况,后一分句所言结果被排除在外。这两句的意思是说:料想即使有并州快刀,也难以剪断千丝万缕的离愁。并州刀剪以锋利著称,却也有它剪不断的东西。“只”字使词意陡转,产生出人意料的效果。有时虚词配套使用,也可产生同样的作用。司空曙《山村即事》:“纵然一夜风吹去,只在芦花浅水边。”前句说一夜刮风的情况,后句说小船虽被吹走却在长满芦花的浅水边。“纵然”作了让步,“只”则突出了结果。两个虚词配套使用,使人顿生曲径通幽之感。可见,“诗中虚字用得妙时,直使全篇精神涌跃而出”(郭兆麒《梅崖诗话》)。
四、借助虚词深化意境
意境是古代文学理论中的一个十分重要的问题,也是中国古代美学中的审美基本范畴。在诗词作品中,由于文体本身具有鲜明强烈的抒情特征,因此这种文学形象就表现为主客观相统一的意境。有无意境是衡量一首诗或词优劣的重要标准,王国维《人间词话》认为诗词最高的艺术性和美是“意与境浑”。所以古往今来无数的诗人、词人以及文学评论家无不看重意境。意境的形成,既要有形象,又要有情感,若以实词来写诗填词,则容易做到形象性和情感性,而虚词由于本身缺乏实在的意义,于形象和情感都不容易体现。
换言之,运用实词,极易造成意境。如冯延已《南乡子》“细雨湿流光”句,描写雨后复斜阳,辉耀沾满水珠的春草。王国维叹为“能摄春草之魂者”;周邦彦《苏幕遮》“叶上初阳干宿雨,水面清圆,一一风荷举”几句,写水面上的荷叶在晨风中亭亭玉立,犹如被擎举着。王国维对此赞为“真能得荷之神理者”。而运用虚词,造成意境则较为困难。但事情决不是绝对的。若将虚词与实词恰当地搭配,作到“虚句用实字辅衬,实句用虚字点缀”(王骥德《曲律·论字法》),相辅相成,则又有利于意境的生成和深化。柳宗元《登柳州城楼寄漳汀封连四州刺史》是一首境界阔大、寄托深远的作品。其尾联“共来百越文身地,犹自音书滞一乡”,副词“共”总括范围,表示不同的人同时产生某种行动或出现某种性状,与“来”结合,写出了昔日的战友的共同遭遇;连词“犹自”同“犹”,用在动词之前,作状语,表示动作、状态持续不变,与动词“滞”结合,写出了众人身各一方,音讯阻隔。两句寄托了作者对友人的无限深情,凄凉激楚,充满愤郁不平之气,作品的意境进一步得到了深化。
修辞就是修饰词语,就是对语言进行修改、加工、润色,就是通过对语言的整理修饰来提高语言的表达效果。古人在诗词的创作中,十分注重炼字。一般地说,炼实词较易,而炼虚词较难。施补华《岘慵说诗》即指出:“炼实字有力易,炼虚字有力难。”但一些优秀的诗词,恰好就是通过炼虚词来出彩,显示出作者的高超的艺术功力。“实际上绝大多数实词正是借助于虚词之助才能尽善尽美地表情达意的。”惟其如此,虚词在古典诗词中的修辞作用也就很值得注意了。
第五篇：谈领导干部培养健康生活情趣
文章标题：谈领导干部培养健康生活情趣
胡锦涛总书记在中纪委第七次全体会议上的重要讲话，以邓小平理论和“三个代表”重要思想为指导，从贯彻落实科学发展观，构建社会主义和谐社会，加强党的执政能力建设和先进性建设的战略高度，深刻阐述了新形势下全面加强领导干部作风建设的重要意义，特别强调要大力倡导八个方面的良好风气，即：“勤奋好学，学
以致用；心系群众，服务人民；真抓实干，务求实效；艰苦奋斗，勤俭节约；顾全大局，令行禁止；发扬民主，团结共事；秉公用权，廉洁从政；生活正派，情趣健康。”这八个方面内容非常丰富，涵盖了思想作风、学风、工作作风、领导作风、生活作风等各个方面，这不仅是对各级领导干部的要求，也是对全体党员干部的要求。尤其是要求各级领导干部培养健康的生活情趣，作为党中央总书记，在这样的会上代表中央首次对干部生活作风提出这样的要求，可谓语重心长。
所谓生活情趣，是指人们对待生活的态度和志趣，是产生并存在于人们的思想、情感及心灵深处的对于生活的感应，它出自一种内在的情感和心理需要，是一种由感情和思想综合起来的，不轻易改变的心理状态。情趣有高雅与庸俗之分。高雅的情趣往往是“真”、“善”、“美”的化身，体现一个人对美好生活的追求、乐观的生活态度和健康的心理状态；庸俗的情趣却往往与“低级趣味”、“堕落”、“腐化”等丑陋的生活态度相联系，它让人玩物丧志，损害身心健康，丧失志向。一个人的生活情趣与他生活的时代、背景、环境，尤其是个人的道德文化水平有着密切的关系，是一个人世界观、人生观、价值观的集中反映。存在决定意识，环境造就人，不同时代背景下，人们的生活情趣可能存在很大差异，即使在同一个时代，由于个人的生活条件不同，尤其是道德文化水平的不同，情趣也会有较大差异。不仅如此，同一个人，随着年龄的增长，知识和生活阅历的丰富，环境或突发事件等因素的影响，在他不同人生阶段，其生活情趣也可能发生较大的变化。
近年来，在我国各级领导干部中出现了很多不正常的现象，经济发展了，生活富裕了，一些领导干部也渐渐淡忘了创业的艰难，淡忘了曾经的远大理想和志趣追求，淡忘了党的教诲和中国共产党员的身份，开始放松警惕了。有的领导干部贪图享受，贪污腐败，包养情妇，生活腐化；有的涉足黄赌毒等社会丑恶领域，身陷泥潭，不可自拔；有的钟情于酒桌、牌桌、洗脚、按摩，游手好闲，不务正业；有的把讲黄色笑话、黄色段子作为一大爱好，趣味低级，口无遮拦；还有的则沉迷于挑拨离间、搬弄是非、诬陷打击他人等下流行为，甚至雇佣黑社会势力炫耀淫威、胡作非为。这些不健康的生活方式严重损害了党和政府在群众中的形象和威信，在人民群众中造成了十分恶劣的影响。在这个时候重提作风教育，强调党员领导干部必须要培养健康的生活情趣，更显得十分重要和必要。
健康的生活情趣源于高雅的志趣，志趣的“高尚”与“卑下”决定了情趣的“高雅”与“庸俗”。
志趣是人的一种个性品质，指人的志向、理想和与志向相关的爱好和执着的追求，是人的世界观、人生观、价值观的内在表现。志趣决定情趣，有什么样的志趣，就有什么样的情趣。
高尚的志趣催人奋发向上，平庸的志趣使人走向平庸，卑下的志趣叫人落入低俗。有的人以天下为己任，如范仲淹；有的人“毫不利己，专门利人”，如白求恩；有的人虽历千难万险，亦百折不挠，胸怀宽广，如毛泽东……这些都是有着远大理想，洋溢着对人生的热爱之情的高尚的志趣。所以才有了范仲淹“先天下之忧而忧，后天下之乐而乐”的千古诗句；才有了白求恩这样“一个高尚的人，一个纯粹的人，一个有道德的人，一个脱离了低级趣味的人，一个有益于人民的人。”才有了万里长征的胜利和新中国的建立，有了“待到山花烂漫时”的豁然一笑。恰恰相反，奉行“人为财死，鸟为食亡”这种极端利己主义人生观、价值观的，难免物欲横流，利欲熏心；崇尚“人生在世，吃喝二字”的消极人生观的，难免醉生梦死，花天酒地。北宋张载说：“人若志趣不远，心不在焉，虽学无成。”只有有了高尚的志趣，才能心理健全，才有健康的生活情趣，也才能够脱离低级趣味，有所作为。
情趣反作用于志趣，健康的生活情趣能够净化灵魂，陶冶情操，砥砺心志，提升志趣。
健康向上的生活情趣可以丰富知识、调节劳逸、净化心灵、陶冶情操，有益于个人身心健康，有利于开拓眼界和开发智力，有助于提高思想文化修养，全方位提升人的素质和能力，同时又通过对真、善、美的一切感受力反作用于人的思想和感情，对心灵产生一种推动力，使人们的情感世界、个性品格和道德情操在无形中受到陶冶，促其求善向上，促进世界观、人生观、价值观的良性改造，从而提升志趣。正如著名作家培根在其《论读书》中所述：“读史使人明智，读诗使人灵秀，数学使人周密，科学使人深刻，伦
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