A summary of sentence teaching design

Chapter one: Teaching design of sentence transformation.

Review objectives:

1, consolidate the methods of expanding and contracting sentences and master the requirements of contracting sentences.

2. By summarizing, reviewing and practicing the methods of consolidating sentence pattern transformation, you can skillfully change sentence patterns as needed.

Review focus: review of sentence transformation

Review process:

First, review extended sentences and abbreviated sentences.

1. Show self-study tips:

(1) What is an extended sentence? What is the abbreviation? What are the ways to expand and contract sentences?

(2) What should we pay attention to in expanding and contracting sentences?

(3) Show the sentence: Xiao Ming reads. (Extended sentence)

Xiaoming studies hard on the lesson plan.

It is hard for me to forget the night when the Barcelona Olympic Games ended. (abbreviation)

2. Students practice, discuss and communicate.

3. Teachers and students summarize in the same way: sentence expansion means adding branches and leaves to the trunk. Shrinkage is just the opposite of expansion. Deleting "branches" and "leaves" in a sentence means deleting additional components, which makes the meaning of the sentence more concise. (Teacher's summary: The expanded sentence can be preceded by rhetorical elements, and the abbreviated sentence first finds the trunk of the sentence, that is, who does what? What is what? How about what? And so on, and then delete rhetorical words, such as the components before the word "de", the components before the word "land" and the components after the word "de". )

4. Ask the students to talk about the key of abbreviation. (Can't change the original meaning of the sentence)

5. Practice: Expand the sentence in at least two places. ：

(1) The red flag has been hoisted.

(2) The moonlight shines on the sea.

(3) The soldiers rushed to the position.

(4) The street lamps are flashing.

(5) The sun rises in the sky.

Abbreviations:

(1) The athletes' faces show the joy of victory.

We cherish precious time as much as we cherish life.

(3) Our boat is getting closer to the banyan tree with lush foliage.

(4) The six-year-old brother ate the sweet and fragrant apples with relish.

(5) Peng often checks the combat readiness and training of frontline soldiers in coastal defense.

Second, review and change sentence patterns.

(A) the conversion between rhetorical questions and declarative sentences:

1, show me the sentence, can you change the following sentence into another statement with the same meaning?

(1) How many provinces and cities have nothing to do with the construction of Daxinganling? (changed to declarative sentence)

(2) Such beautiful water is really attractive. (changed to rhetorical question)

2. Students practice doing problems, exchanging comments and summarizing methods.

Conversion method: the conversion between rhetorical questions and declarative sentences: to turn rhetorical questions into declarative sentences, you need to change the words expressing affirmation or negation into negative or affirmative words, then change the question mark in the original sentence into a full stop, and remove modal auxiliary words such as "Yao Ma" and "How". Similarly, declarative sentences can be rewritten as rhetorical questions. First, change the words expressing affirmation or negation in the sentence into words expressing negation or affirmation, and then change the period in the original sentence into a question mark. In order to strengthen the tone, modal particles such as "don't" and "how" are usually added. No (negative word) is not enough, no matter what, there is no (negative word). Chen→ anti: add interrogative words (why, you don't want them) and modal particles (what? Really? )

3. Practice consolidation and exchange rhetorical questions with declarative sentences:

(1) Revolutionary soldiers are not even afraid of sacrifice, let alone difficulties.

We will never forget the friendship that the mountain is higher than the sea.

Nothing is more important than sticking to your post.

(4) The child fell into the river, can we get out of the ruins?

(5) Don't you feel satisfied with such a good life?

(6) How can you turn a blind eye to this kind of violation of discipline?

(b) Double negative and positive exchange:

1. Give me an example:

(1) is not very good, but there is still hope. (changed to double negative)

It's not that you don't know how important it is. (changed to affirmative sentence)

2. Students do the questions and discuss the ways to do them.

3. Teachers and students * * * use the method of induction and summary:

Methods: Generally, switch to the second half of the sentence and look for words that can form negative words (yes, neng, yes, maybe). If there are no words, you can add negative words. Finally, see if the sentence is fluent, and you can add or subtract it appropriately.

4. Consolidation exercises:

(1) Although he has gone too far, it still makes sense. (changed to double negative)

(2) The problem is not clear yet, but we have a clue. (changed to double negative)

If you want to cross the river, you must take a boat. (changed to affirmative sentence)

(4) This matter is not unsolvable. (changed to affirmative sentence)

(3) Exchange of direct quotation and indirect quotation.

1. Show me this sentence:

(1) Lin Xiangru said, "I am not afraid of the king of Qin. Will I be afraid of General Qian? " (change to report statement)

Mom said she would go to the meeting today. (changed to direct speech)

2. Students do problems, exchange discussions and summarize methods.

3. Teachers and students * * * use the method of summary and induction:

(1) Change the person name, the first person (or the third person) is changed to the third person (or the first person), and if it is the second person, it is changed to the specific person outside the quotation marks.

(2) Change punctuation, replace colon with comma, and remove or add double quotation marks.

(3) If it is a question of "and to", it is changed to an imperative sentence to indicate consultation.

(4) Increase or decrease individual words to ensure the fluency of sentences.

4. Consolidate the exercises and exchange the following sentences with direct speech and indirect speech:

(1) Yulai shook her head and said, "I'm in the house and I don't see anything."

(2) The teacher said to me, "You should give me your homework tomorrow."

(3) Lu Xun said in his reply that if his letter was published and there was room for publication, he could agree.

(4) Xiangyang told Dad that Mom called Dad to go to the railway station at ten tomorrow.

(4) Interchange this sentence with the Bei sentence.

1. Give me an example:

(1) The clever monkey angered the captain's son. (changed to Ba sentence and Bei sentence)

The instructor gave us a difficult task. (changed to Ba sentence and Bei sentence)

2. Students do the questions and discuss the ways to do them.

3. Teacher-student communication summary method: changing the general sentence pattern into Ba sentence or Bei sentence is not only a change in form, but also a change in sentence meaning. When changing to Ba sentence, emphasize the original subject (actor) (put it in front); When it becomes a sentence, the original object becomes a subject (subject) and is placed in an emphasized position (in front). Understand the meaning of the sentence, ask yourself and answer. For example, "who did what" should be "who did what" and "who did what" should be changed to "who did what"; "Who did what" and "Who did how" were changed to "Who did what".

4. Consolidate the exercises, in other words.

(1) I was attracted by this touching scene.

(2) The blade was held down by Song Wuyong with all his strength.

(3) Mr. Duck found the beautiful path back.

(4) Young Pioneers help the blind uncle cross the road.

(5) Change sentences into figurative sentences, anthropomorphic sentences and exaggerated sentences.

1. Give me an example:

It's raining hard. (changed to figurative sentence)

Frogs croak in the field. (changed to anthropomorphic sentence)

The classroom is quiet. (changed to an exaggerated sentence)

2. Students do the questions, discuss and communicate, and summarize the methods.

3. Teachers and students * * * the same induction: change the figurative sentence, one thing (ontology)+figurative words (like, like, yes, like, like)+another thing (vehicle, similar to the original: nature, shape, color, characteristics, etc. ). Changing anthropomorphic sentences, the object to be described is generally animals or plants, and changing anthropomorphic sentences is to give them human actions or behaviors. (benefits: vivid image). Change exaggerated sentences, exaggerated sentences: exaggeration and exaggeration, most of which are about degrees. Exaggeration is more common. Let's talk about exaggeration first. For example, there is a palm-sized place in this ravine. Analysis: Is there really a palm-sized land? Impossible, just exaggerated, indicating that his land is small.

4. Consolidate the exercises.

(1) The Woods on the shore are rustling. (changed into a figurative sentence)

Under the sunlight, the lake is sparkling. (changed into a figurative sentence)

(3) It's really hot! (changed into a figurative sentence)

(4) The river flows into the distance. (changed to anthropomorphic sentence)

The flowers are in bloom. (changed to anthropomorphic sentence)

This mountain is very high. (changed to an exaggerated sentence)

This room is very small. (changed to an exaggerated sentence)

(6) Sentence imitation.

Simulation question is a new type of question in the senior high school entrance examination in recent years, and it is also a hot topic. It can not only test the examinee's ability to understand and master the language, but also test the examinee's imagination and innovation ability, so it has emerged in large numbers in the senior high school entrance examination papers and occupied a more important position.

1. Use imitation to write a sentence in the form of an example, and the content is self-determined.

Example 1: Everyone loves autumn. They like clear skies, clear clouds and fragrant flowers.

Imitation sentence: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.

[Analysis] To do this kind of test questions, we must first make clear the meaning of the questions, identify the rhetorical devices used in the example sentences, and then apply them directly.

From the content, three characteristics of autumn are written; Syntactically, the rhetorical device of parallelism is adopted.

Therefore, the parody of this topic focuses on the selection of parody content, and its sentence pattern can be directly applied with example sentences. The choice of content can be scenery, people or things, and the key is to grasp its characteristics. For example, people love spring, her beautiful weather, her flowers, her rain and everything.

2. Continue to write one or more sentences according to the content and sentence patterns of the examples.

Example 2: Read the following paragraph and write a sentence with the same sentence pattern and coherent meaning on the horizontal line.

Good thinking can "read from where there are no words." Reading the desert, I read its magnanimous mind; Reading the sun, I read the selflessness that shines on everything; _________________________________。

[Analysis] This question requires students to write a sentence according to the content and sentence patterns of the example. First, analyze the example sentences. The example adopts the sentence pattern of "read out", and the content highlights the characteristics of the anthropomorphic content. Reference example: Reading the spring rain, I read its silent tenderness. Reading the sea, I read its magnificent pride. When I read the lime, I read its innocence. Can tell the characteristics of things, and the sentence pattern is similar.

3. Imitate the proposition of a given language material, and then use another proposition to determine the content.

Example 3. Write a sentence that begins with the word "campus" like the following example.

Example: Home is like a cake that can't be eaten, which makes homeless people replenish energy again and again. Home is like an endless thread with a tramp's big kite tied at the end.

Campus: _ _ _ _ _ _

[Analysis] This kind of topic has no context, and it is not necessary to consider the context of the meaning content, but only the sentence pattern and meaning relationship of the sentence itself. The example uses figurative rhetoric, and the content expresses the importance of home to vagrants.

Reference example: The campus is a nursery full of hope, which makes countless students become towering trees. Campus is a sailing ship, which always contains teachers' affection and love for students.

4. parody is actually making sentences according to the format of example sentences.

Example 4. Imitate the following sentences. Write another set of sentences, asking for a new ontology and carrier.

Example: What is adaptation? Adapted from pine trees dancing in the wind on the cliff of Mount Tai, wintersweet blooming proudly in winter, and petrel flying proudly in lightning and thunder.

Imitation sentence: _ _ _ _ _ _ _ _ _ _ _ _? ____________________,___________________,___________________。

[Analysis]: At first glance, this question seems to give students a lot of room for imitation, but after careful scrutiny, we will find that we should pay strict attention to the sentence features and rhetorical features of example sentences, which are composed of rhetorical questions and metaphors. And new themes and tools need to be re-selected. There is no language material provided in the title, only the content or form requirements; Or provide language material, but the content is customized. Students should pay attention to solving problems.

What is friendship? Friendship is a bond connecting emotions, a bridge to communicate with each other, a good medicine to resolve contradictions, and a torch to forge ahead in unity.

5. Open imitation writing: first, it does not provide language materials, but only provides content or form requirements; The second is to provide language materials, but the content is customized.

Example 6. Please imitate the following sentences, choose two things from "flowers", "minerals", "candles" and "boats" as the objects of your statement, and write two sets of sentences. You can also choose other things to write, and you should highlight the characteristics of the objects you write.

A seed will never germinate if it is afraid of being buried.

( 1)___________________

(2)___________________

Analysis: the content of this question is open, so you should be good at association and choose the object of your statement. From the example, no matter what you choose, the content you express should conform to the characteristics of things and contain a certain philosophy of life. Reference example: (1) Flowers are afraid of withering and will never be picked. (2) If the ore is afraid of burning (furnace), it will never be made into steel (gold). (3) If a candle is afraid of going out (burning), it will never shine. (4) If a ship is afraid of wind and waves, it will never reach the other side. (just in line with the meaning of the question)

Third, summarize the methods of sentence transformation and the points needing attention.

Fourth, consolidate practice.

1. The teacher cares about us. The teacher corrects the homework. (Extended sentence)

Birds are chirping in the tree. (change the anthropomorphic sentence)

4. A good horse runs fast on the beautiful grassland. (abbreviation)

A group of ants ate a big caterpillar. (changed to Ba sentence and Bei sentence)

I can't forget the interesting stories of my childhood. (change rhetorical question)

7. How can we tolerate people and things that violate discipline? (Change the declarative sentence)

8. A Taiwan Province compatriot said that he came from China and he loved China. (Change direct quotation)

9. Wang Xiaoming said to Li, "I want to learn from you and be a useful person to society." (change transitive sentence)

10. The whole class took part in this activity. (changed to double negative)

1 1. Write two figurative sentences with the same sentence pattern, starting with "time".

Books are like a ladder, which can lead us to the temple of knowledge. Books are like a key, which will help us open the window of wisdom in our hearts. (a) Time is like a kaleidoscope, which shows us everything in the world. Time is like a touchstone, which can help us distinguish truth, goodness, beauty from falsehood and ugliness. B, time is like a textbook, which can help us understand all the vicissitudes of the world. Time is like a treasure chest, which will make us fully realize the happiness of life. )

12. (1) Pessimists say that hope is the horizon, even if it is visible, it will never be reached; Optimists say I hope so.

Optimists say that the wind is the companion of sails, which can send you to the other side of victory; Pessimists say the wind is.

I hope it is on the other side of the river. Even if I can't jump, I can swim across. The wind is the companion of the sea, and it will throw you into boundless waves. )

13. Specify one thing as usual and write a sentence in the format of "thing+negation+imagination".

Example: Chalk crumbs are floating around the teacher. No, it's not chalk crumbs, it's the wisdom tidbits scattered by the teacher.

Answer: There is a blackboard in front of the classroom. No, it's not a blackboard. This is fertile ground for sowing knowledge.

14. Write a sentence modeled after the example, and the number of words in the sentence is the same as that in the example.

Grandma said I was a little pistachio, which always made her wrinkled face bloom with joy.

Answer: Dad said I was a happy lark, which always filled him with troubles and ignited the flame of struggle.

15. Imitation sentence: The table says "Be a down-to-earth person!" Chalk said.

16. China is a mellow wine with endless aftertaste. Chinese is.

17. Books are keys that can open the door to wisdom; Books are ladders that can help people climb ideal peaks.

This book is _ _ _ _ _ _ _ _ _ _ _

This book is _ _ _ _ _ _ _ _ _ _ _

18. Example: The meaning of life lies in giving, not taking. If you are a big tree, cast a shadow; If you are a clear spring, you will nourish one side of the land;

Imitation sentence: If, then. If you are a grass, add a touch of green; If you are a star, decorate a corner of the sky. If you are a flower, decorate it with spring. )

Chapter Two: Sentence Teaching Plan

Teaching objectives:

1. Through comparison, students understand what is vivid and concrete; What kind of sentences are vivid and what kind of sentences are specific.

2. Through practice, further understand the method of writing vivid and concrete sentences, and write vivid and concrete sentences. Teaching emphasis: master vivid and concrete sentence-making methods.

Teaching difficulty: write vivid and concrete sentences.

Teaching process:

First, import.

Students, do you want to write a good and beautiful article?

2. The article consists of paragraphs, which are written sentence by sentence. Therefore, writing good sentences is the basic skill of writing good articles. Today, we will learn how to write sentences concretely and vividly. Writing on the blackboard, reading questions and asking questions: concrete and vivid

2. What words should be filled in () to make the sentence more specific.

1, birds are singing in the tree.

Birds are singing happily in the tree.

The trees are covered with apples.

The tree of () is full of apples of ().

Please read these sentences by yourself. Look for their differences.

A is easier to understand.

1, multimedia: ① In autumn, the leaves of ginkgo trees turn yellow.

(2) In autumn, ginkgo trees were given yellow color.

(3) In autumn, I gave ginkgo yellow leaves, just like handfuls of small fans.

(4) In autumn, yellow leaves are given to ginkgo trees, just like handfuls of small fans, which one it fans will fan away the summer heat.

B leads the comparison.

Comparing the second sentence with the first sentence, what are the characteristics of ginkgo trees?

Which of these two sentences is better? (This is vividness)

Writing on the blackboard: Vivid means beautifully written sentences.

In the second sentence, a method is used to sketch the sentence. Did you find it?

Very clever, that is, personification, writing autumn as a person.

Compared with the third sentence, which is more beautiful?

To be exact, it's the third sentence, so in what way can you write the sentence more beautifully than the second sentence? I will find it. This is a metaphor. Think again, the third sentence, besides the color of leaves, what else did you write about leaves? (shape)

Yes, he also wrote the shape of leaves. This is concrete. Is it okay? Try it: blackboard writing: specifically, you can write more about food or people's characteristics.

Autumn leaves have different shapes, some like ... some like ... some like. ...

Look at the contrast between the fourth sentence and the third sentence. Where are the leaves? What leaves look like when they are blown by the wind. )

This is more specific, how to write vividly, and the leaves are written like people.

3. Summary: It can be seen that to write vivid sentences, we must use metaphor, personification, exaggeration and other methods.

To make a sentence concrete, you must write some features. Let's apply what we have learned and write these two sentences vividly and concretely. (classmates communicate)

Fourthly, in order to express needs, sometimes several rhetorical methods are used in a sentence or a paragraph at the same time, which makes the sentence more concrete and vivid.

For example, autumn is coming. The sky covers the earth like a sapphire. A pair of little white geese cocked their heads to appreciate their shadows in the water. The rice in the field, with head down and bent, silently waits for people to harvest in the autumn wind. In mid-air, geese lined up in a "human" shape, singing happily, saying goodbye to people and slowly flying to the horizon. ...

The above sentences are parallelism sentences, which can enhance tone and fully express feelings. It is catchy, rhythmic, magnificent and expressive.

Five, practice to consolidate:

I can speak and write. Now, please write down your findings. Note when writing: write neatly; Use figurative sentences, anthropomorphic sentences, exaggerated sentences, etc. Write sentences more vividly and concretely.

In autumn, maple leaves are red.

In autumn, apples are ripe.