Where can I find Chinese language training classes in Guangzhou?

1. Overview of the unit

This group of teaching materials revolves around the theme of "Traveling in the Kingdom of Chinese Characters", guiding students to conduct comprehensive learning, preliminary understanding of the characteristics and development history of Chinese characters, and deepening students' understanding of the characteristics and development history of Chinese characters. Emotions towards Chinese characters and traditional Chinese culture, and increased awareness of the correct use of Chinese characters. At the same time, students' abilities to plan and carry out activities, find and use information are cultivated.

"Traveling in the Kingdom of Chinese Characters" is divided into two major sections: "Interesting Chinese Characters" and "I Love You, Chinese Characters". The main body of each section is "activity suggestions". Students are expected to carry out activities independently according to the actual local conditions based on these suggestions. "Reading materials" are for students to read when carrying out activities, which are very helpful for understanding necessary knowledge and inspiring ideas. Of course, there are more materials for carrying out activities. Students can collect them themselves, and teachers can also provide them. This is the first time that students have carried out comprehensive learning for a long time. In order to ensure the effectiveness of the activity, a plan must be made before the activity; after the activity, the results of the activity will be displayed and exchanged. After each section, there are some words that are required to be read, so that students can learn to read them through reading, or they can focus on reading them after the activity.

The main activities that can be carried out in this comprehensive study are: (1) Group discussion and formulation of activity plans. (2) Play a word guessing game; collect idioms and jokes with homophonic characteristics of Chinese characters; collect information about the origin of Chinese characters and understand the origin of Chinese characters. (3) Collect information on the characteristics and changes of Chinese character fonts and understand the history of Chinese characters; conduct a survey on social word usage and write a simple survey report; collect calligraphy works and hold a calligraphy exhibition. (4) Use multiple ways to demonstrate the results of comprehensive learning.

Teaching this group of textbooks can take 12-14 class hours, and generally one section is completed every week. At the beginning, 1 class hour will be used to formulate and communicate the activity plan, and at the end, 1-2 class hours will be used to demonstrate and communicate the learning results. In order to facilitate the development of activities, the lessons can be appropriately adjusted and several Chinese lessons can be taken together.

2. Teaching objectives

1. Plan and carry out simple group activities and learn to write activity plans.

2． By understanding the characteristics of word puzzles and homophones, you can experience the richness and interest of Chinese character culture. A preliminary understanding of the origin of Chinese characters arouses students' interest in Chinese characters.

3． Preliminarily understand the evolution of Chinese characters, learn to appreciate the art of Chinese calligraphy, cultivate students' pride in the motherland's language and characters; improve students' understanding of the purity of the motherland's language and characters, and develop the habit of preventing and correcting typos.

4. Learn to write a simple investigation report or analysis report.

5． Know 21 new words.

3. Activity suggestions

(1) Basic ideas

Comprehensive learning is a new way of learning, and the teaching method is different from the text. For comprehensive learning in this group, the following ideas can be adopted: (1) Read the unit introduction to stimulate interest in learning. (2) Carefully read the "Activity Suggestions" in the two sections and browse the "Reading Materials" to understand what activities can be carried out and what materials can be referred to. (3) Develop an activity plan. There are many activity suggestions listed in the textbook. You can choose one or two activities in each section according to local conditions. (4) Group activities. As far as a class is concerned, group activities can be carried out in two ways: "side-by-side" and "staged". "Parallel" means each group selects content and carries out different activities at the same time, such as the first group guessing word puzzles, the second group collecting idioms, the third group collecting homophonic jokes, and the fourth group understanding the origin of Chinese characters, etc. Since the group learning tasks are different, teachers can prepare "activity suggestion cards" to remind the key points of activities with different contents and send them to relevant groups for students to refer to when making plans and activities. "Phase-based" means focusing on two or three activities based on the needs of most students in the class and local conditions, and proceeding one by one. The content of each group's activities is the same, but the specific materials and activity methods are still independent. For example, when guessing word puzzles, the word puzzles collected and guessed by each group will not be exactly the same. The whole class will focus on the activities based on the group activities. No matter which method is used, teachers must keep abreast of the progress of each group, provide specific guidance and help, and guide students to make full use of "reading materials" in activities, and conduct oral communication and exercises.

When guessing puzzles, it is often necessary to combine these methods.

3． There are many forms of homophonic expressions, and idioms are relatively common, which can be collected by students through reference books, the Internet, etc. It should be noted that what is collected in the activity "Interesting Homophonics" are homophonic idioms. Metaphorical idioms such as "Zhu Bajie looks in the mirror - he is not a human inside and outside" are not included in the collection. Let the students guess the collected sayings. You can show the first part and guess the second part. It can also be displayed in the form of posters, blackboards, etc., so that the whole class can share the resources. There are not too many ancient poems, couplets, and jokes, so students are not necessarily allowed to collect them. Some jokes are relatively vulgar, and students need to choose them after collecting them to avoid introducing vulgar jokes to the whole class.

4. The two short articles "Cangjie's Creation of Characters" and "The Origin of "Books, Codes, and Deletions"" can be skimmed by students. "Cangjie's Invention of Characters" can do two things based on reading: first, it talks about the inconvenience of not having words, encourages students to imagine the benefits and problems of "knotting events" and "stories", and understands the importance of the invention of words; It tells the story of Cangjie’s creation of characters and cultivates students’ oral expression skills. Don't just designate a few students to tell stories. You should provide opportunities for each student. You can use methods such as sitting at the same table to tell each other, group members taking turns to tell, etc. Absorb the words and expressions in the reading materials during storytelling. "The Origin of "Book, Code, and Deletion"" requires students to learn to extract the main information and understand the original meaning of the three words "Book, Code, and Deletion", and then use Find information about the origins of other Chinese characters. Understanding the origins of some Chinese characters can help us understand the meaning of the characters and write them correctly.

It is necessary to cultivate students’ problem awareness. "Cangjie's Creation of Characters" is just a legend. Students will think about other legends about the origin of Chinese characters and how Chinese characters originated in the long history of the Chinese nation. After reading "The Origin of "Books, Codes, and Deletions"", students will also think about the origin of Chinese characters. If you want to know the origin of other Chinese characters, students should be encouraged to continue to look for information outside of class and learn independently.

5． Understand the evolution of Chinese characters. To carry out this activity, try to make use of two "reading materials".

Reading and studying the "Evolution of Chinese Characters" table should allow students to understand the stages of development that Chinese characters have generally experienced from ancient times to the present. If possible, they can also look up information to understand what these different fonts are about. produced at the time. Students should also be guided to discover the evolution trend of Chinese characters from the table. From this simple table, we can feel that the development of Chinese characters is gradually moving from pictographic to symbolic, from more strokes to simple strokes, making writing faster and more convenient.

In "The Discovery of Oracle Bones", you can tell this story based on skimming and then talk about your feelings. I hope students can understand that Chinese characters have a very long history, and oracle bone inscriptions are the earliest existing writing system; and at the same time realize that by careful observation and good thinking in life, new discoveries may be made.

6． Understand the harm caused by typos and prevent and correct them. This content can carry out the following activities: (1) Read "One Point is Worth Ten Thousands of Gold" and then exchange your feelings. (2) Collect examples of jokes or serious consequences caused by typos. (3) Go to the streets and investigate the wording on signboards, advertisements, etc.; check if the words used in TV subtitles are not standardized (this activity takes too much time, and watching the subtitles on TV for a long time will cause damage to students’ vision, so you can use method of recall). The activity of investigating social word usage is suitable to be carried out in cities. Rural schools can allow students to analyze typos in their classmates' composition classes or homework, and provide suggestions to prevent and reduce typos. If you find problems in the social word usage survey, you can write recommendations to relevant shops or local governments to correct typos on the streets. For groups that go out on the streets to investigate social word usage, teachers must provide special safety education to avoid accidents.

After investigating social word usage, students can be guided to write a simple investigation report. The investigation report can generally be divided into three parts: (1) Time, location, and purpose of the investigation - discover typos on signboards and advertisements, and provide improvement suggestions to relevant units.

(2) Analyze the investigated materials, mainly statistics and classification, such as how many stores were investigated and how many were found to have typos on their signboards and advertisements; what are the types of these typos; and what are the reasons for these typos. (3) Put forward suggestions for rectification.

7. Appreciation of Chinese calligraphy. This activity can start from reading the textbook: first appreciate the excellent calligraphy works provided in the textbook and talk about why you like them; read and memorize "Praise for Chinese Characters" and use the words in the poem to print the calligraphy works, such as smooth running script and dignified regular script. , the cursive script is unrestrained. Then it expanded to extracurricular activities, collecting inscriptions on inscriptions, visiting calligraphy exhibitions, interviewing local people with calligraphy expertise, and holding small calligraphy exhibitions. The requirements for appreciating the art of calligraphy don't have to be too high. Students can also appreciate their well-written handwriting. It is necessary to make full use of educational resources inside and outside the school and hire teachers and parents with calligraphy expertise for guidance.

8. Exercises. After the activity, students are encouraged to write down the results of the activity in any form. You can describe the process of activities, such as "Charades" and "Street Typos Doctor"; you can express your feelings, such as "I am proud of Chinese characters" and "The beauty of Chinese calligraphy"; you can also write simple investigation reports and research reports, such as "Analysis of Typos in My Composition", "Investigation Report on Words Used in Advertisements on a certain road", etc. The length of the exercise does not matter, but you should write down what you feel most deeply in your activities. The purpose is to develop the habit of writing and be willing to communicate with others through words.

9. Report, communicate and summarize. Before the end of this comprehensive study, reporting, communication and summary should be carried out. There are many forms of reporting and communication. The teaching materials suggest compiling tabloids, holding exhibitions, and holding results reporting meetings. In addition, you can also conduct "Chinese character knowledge competitions" such as "How many Chinese characters do you know?" and "The Chinese character with the most strokes." Considering that teaching time is limited and the burden on students cannot be increased, it is best to determine the form of reporting and communication based on the wishes of most students. But no matter which form is used, all students must participate. Compiling a tabloid or organizing an exhibition can be done in groups, fully reflecting the results of group cooperative learning. The results reporting meeting is also prepared in groups, with all group members or recommended representatives reporting. Special emphasis should be placed here on student-student interaction, which should not be just one-way speaking and listening. Specific methods can be adopted: (1) The reporter leads the whole class to participate in activities. For example, if a group recites "Praise for Chinese Characters", other students can be invited to read the textbook together. (2) Supplement or express opinions on the report, for example, appreciating calligraphy works. After the presenters have finished speaking their opinions, they can ask students from other groups to express their opinions. (3) If the audience raises questions, ask the presenter or other students to answer them. (4) The audience evaluates the report, such as scoring, rating, etc. Through these forms, all students are promoted to participate and enjoy the learning results.

You can use reading "I Love You, Chinese Characters" as a summary of this activity to enhance students' feelings about Chinese characters and Chinese character culture.

Activity summaries can be carried out in cooperation between teachers and students, with both students talking about their gains and teachers talking about their experiences. The teacher's summary should fully affirm the students' independent attitude, cooperative spirit and creative consciousness, and also appropriately sort out the knowledge and abilities.

10． Assessment of integrated learning. The evaluation of comprehensive learning should focus on examining students’ spirit of inquiry and awareness of innovation. Evaluate both individuals and groups, focusing on individuals' cooperative attitudes and participation levels in activities. For this comprehensive study, "growth record evaluation" can be used. There are several types of "growth record evaluation". This activity should use "process-type growth record", that is, the data at each stage of the activity should be included in the growth record. Materials that can be included include: activity plans, activity records, collected information, self-written articles, tabloids compiled by the group, exhibits and reporting materials, etc. The entire growth record is followed by self-evaluation, evaluation by classmates in the group, and evaluation by the teacher. Qualitative evaluation is generally used, and teachers should use more motivational comments, and may also use grades or stars appropriately.

(3) Activity Cases

Case 1: Group Activity Plan

Second Group Activity Plan

Time: November 6 —Day 7

Location: Grandma Huang Yun’s house

Activity content: rich and interesting Chinese characters

Activity process: 1 word guessing

2 Tell homophone jokes and catchphrases

3 Edit tabloids

Team leader: Ye Manqian

Division of labor: Host: Ye Manqian Information collection: Jin Chuxue

Editor: Yang Yuanfang Copying: Huang Yun, He Chenyang

Illustration: Yao Jiefan

"Chinese Character Evolution" Group Activity Plan

Team Leader: Huang Kexin

Team members: Wang Chen, Shi Yutong, Ye Yujia, Tang Mingyue

Time: November 6

Location: Tang Mingyue’s home

Activity content : Find the glyphs and writing characteristics of ancient Chinese characters, compare ancient and modern characters, and make a table

Display method: Post the work on the class blackboard to learn about the glyphs and changes of Chinese characters

Division of labor: Wang Chen, Shi Yutong, and Ye Yujia searched for information, Huang Kexin designed, and Tang Mingyue used computers to produce

(provided by Chai Qunhong of Dongyuan Primary School, Hangzhou City, Zhejiang Province)

Case 2: No Writing typos

In the Chinese language practice activity class, students discussed "how to avoid writing typos". Everyone expressed their opinions, and two opinions were formed: 1. Get to the root of typos. 2. Explore ways to correct and eliminate typos. Therefore, the students freely formed into groups of 4-8 people. The group leader organized everyone to conduct an investigation and study on the causes and correction methods of typos written by themselves and their classmates based on the above two items, and wrote a small investigation report. After a week of collaborative research, the results came out, which really made me happy. Please see the "Causes of Typos" summarized by students:

1. Confused homophones: such as, Zai, Zai, Yi, Ji, Gong, Gong, etc. 2. The shapes are nearly confused: for example, Li, Li, Zhai, Di, etc. 3． More strokes and fewer strokes: (1) More horizontal strokes and less horizontal strokes, such as wine and sprinkles; (2) More vertical strokes and fewer vertical strokes, such as Hou and Hou; (3) More strokes and fewer strokes, such as Shi and Liu. 4. Failure to analyze the meaning of words leads to errors: such as image, image. 5. Because I was impatient, I should have written the previous word, but I was thinking about the next word, resulting in a mistake...

Look at the "corrective methods" proposed by the students:

1. Everyone prepares a typo correction book. Any typos found in their own writing will be recorded in the book and corrected three times. They will compose the words and dictate them again every other week. 2. Categorize your words that are easy to confuse and make mistakes, and review them frequently. 3． Carry out sentence-making training with homophones and similar-sounding words. 4. Tablemates work in pairs, help each other, supervise each other, and correct typos in a timely manner. 5. It is recommended that teachers hold a typo correction competition in the class and select the "Typos Elimination Star".

After a period of practice, the number of typos among students has been greatly reduced. The joy of success enhances their self-confidence and stimulates their thirst for knowledge. So some students suggested that typos often appear in school blackboard newspapers, advertisements and signs on the streets and in shops, community slogans, and some newspapers and periodicals, which pollute the language of the motherland. They would like to be "little guardians" to purify the language of the motherland. Some students suggested that they can search online and read newspapers and periodicals to find ways to eliminate typos. I couldn't help being happy, and immediately organized everyone to discuss the activity methods and matters needing attention, and worked with the students to use the holidays to carry out activities.

The activity has yielded new gains: the students have increased their knowledge and improved their ability to use the language of their motherland; they have helped merchants correct typos, and they have also learned methods and techniques for dealing with others; they have written letters to In newspapers and periodicals, it is recommended to correct typos. I also increased my reading volume by looking for typos in newspapers and periodicals, and developed the habit of serious reading. I also collected and compiled many calligraphy methods, such as the "rhyme" method: "The dead mouth Yue Beifan ( "Win)", "Hengxu point and Shuwu are hollow", "Full seal has been sealed, half seal has been sealed, and it is oneself not to seal"... It has collected "Common surnames that are easy to pronounce wrong", "Idioms that are easy to pronounce wrong", etc.

Students' enthusiasm for standardizing the use of their motherland's spoken and written languages ??is unprecedentedly high.

(Zhang Changhui, Changting County Experimental Primary School, Fujian Province)

4. Interpretation of teaching materials

(1) Interesting Chinese characters

"Interesting The reading material of "Chinese Characters" is divided into three parts: word puzzles, interesting homophonics, and the origin of Chinese characters.

Word puzzle is a unique form of game in China. The word puzzles provided in "Seven Word Puzzles" are examples and come in three forms: ① - ④ are word puzzles. The puzzles are like a little poem, vividly describing the characteristics of a certain Chinese character, and they are catchy to read. The answers are "Ri, Xiang, Li, Man". ⑤ is an action riddle. The four athletes’ surnames are Lin, Du, Liu and Meng. Through guessing puzzles, students can feel the fun of Chinese characters and initially understand that glyphs often represent certain meanings. After students understand the form and composition of word puzzles, they can also collect or compile word puzzles by themselves.

"Interesting Homophones" introduces several traditional Chinese forms that use homophonics, allowing students to feel the magic and fun of Chinese characters. Xiehouyu is an image and playful oral expression that is composed of two parts that are similar to a riddle and the answer to the riddle. There is a gap between these two parts. When speaking, only the first part is often said, and the latter part (the true meaning) is hidden, allowing the listener to guess, so it is called a pause. Xiehouyu can be divided into two categories: metaphorical and harmonious. What appears in the textbooks are homophonic idioms. Their characteristic is that they use homophonic or close-sounding connections to produce playful and interesting expressions. For example, "Confucius moved" we would think that he had many books, and "book" has the same pronunciation as "lose", so it implies "all is a loss". Use this catchphrase to describe always failing in a game or battle, which is humorous. Sometimes homophony is also used in ancient poetry to achieve the effect of pun. "Loquat" and "Loquat" tells us that there are many homophones in Chinese and we cannot use them randomly, otherwise it will become a joke.

"Cangjie's Creation of Characters" is a legend that introduces the origin of Chinese characters. The first and second paragraphs of the article mainly talk about the long period of early human beings who did not have writing. In order to help expression and memory, methods such as "tying knots to record events" and "storytelling" were used, but they were all inconvenient. "The development of human society has been affected by hindrance". These two paragraphs refer to the situation around the world. The third and fourth paragraphs talk about the legend that Cangjie created Chinese characters. He started by imitating the footprints of birds and then created Chinese characters based on the shapes of things. The Chinese characters created by Cangjie have various shapes and rich meanings, and are very popular among people. Reading this legend and asking students to tell the story in their own words mainly allows students to understand: It is very inconvenient to have no words; the history of Chinese characters is very long; the earliest Chinese characters were created to simulate the shapes of things. Although the legend of Cangjie's creation of characters is recorded in books such as Xunzi, Han Feizi, and Lu's Spring and Autumn Annals, most modern experts believe that Chinese characters were gradually produced and formed during long-term social practice and could not have been created by one person. Original. Cangjie may just be a famous figure in the collation of texts.

"The Origin of "Books, Codes, and Deletions"" is a short knowledge article about Chinese characters. It tells us that the appearance of the three words "Book, Code, and Delete" is related to the writing on bamboo and wood for a long time in our country's history. Oracle bone inscriptions and bronze inscriptions are ancient scripts existing in my country. It can be seen from the glyphs of oracle bone inscriptions and bronze inscriptions that "book" is a large piece of bamboo made of connected bamboo strips, "dian" means holding the book in hand, and "delete" means using a knife to remove wrong characters. If we understand the origin of these words, we will not write them incorrectly. Therefore, it is necessary for us to understand some knowledge about the origin of Chinese characters. From the origins of these characters, we also know that "pictography" and "knowing" were very important character-making methods in the early days of Chinese characters.

(2) I love you, Chinese characters

The reading materials for "I love you, Chinese characters" are divided into three parts: the evolution of Chinese characters, the harm of typos, and the appreciation of Chinese calligraphy.

"The Evolution of Chinese Characters" is a table that takes the four characters "sun, moon, chariot and horse" as an example to show the evolution of Chinese characters over thousands of years. From this table, we can feel that Chinese characters have a long history and Chinese character culture has rich connotations. "The Discovery of Oracle" is a true story.

From this story, we can learn that the earliest existing writing in our country is the oracle bone inscriptions carved on tortoise shells and animal bones during the Yin and Shang Dynasties, which is four to five thousand years ago.

"One point is worth ten thousand gold" is a true story. It tells that due to the difference of one "point", a plastic bag worth 180,000 yuan became a pile of waste. It warns us to prevent and correct typos. The photo of "Street Typos" is just an example. There are quite a lot of typos on street signs, advertisements, and TV. Taking this as an example is to guide students to investigate social vocabulary and contribute to the purification of the language of the motherland.

"Appreciation of Chinese Characters" and "Appreciation of Calligraphy Works" respectively present the beauty of Chinese characters in the form of text and pictures, which can be used as a reference for each other. "In Praise of Chinese Characters" adopts a four-character sentence structure in the form of a "thousand-character essay" and praises the different fonts of Chinese characters for their "each having their own specialties." The fonts mentioned include seal script, official script, running script, regular script and cursive script; it particularly points out the form of couplets It can reflect the beauty of calligraphy of Chinese characters. These lines of four-character poems are summarized concisely and the words are appropriate. For example, "fluent" is used to describe running script, "dignified" is used to describe block letters, and "unrestrained" is used to praise Kuangcao (a type of cursive script). They are all very accurate. By reciting this passage, students can not only have a general understanding of the characteristics of various fonts, but also accumulate some words and expressions. As for appreciating calligraphy works, the requirements do not have to be high, as long as students can roughly feel the diversity of Chinese character fonts and understand calligraphy as an art.

"I Love You, Chinese Characters" is an essay by the contemporary poet Liu Zhanqiu. In the author's eyes, each of them is "like a group of lively and lovely children joking and playing on the paper, and like beautiful and colorful flowers that delight your eyes." The author also takes some Chinese characters as examples and feels that each character has a different charm, and they can produce endless changes under the pen of calligraphers. The author proudly said: "In the long history of mankind, which nation has such rich calligraphy treasures as the Chinese nation?" The language of this article is vivid and figurative. Through the praise of Chinese characters, it expresses a strong sense of national pride. , an inspiring read.

The purpose of selecting this article is to allow students to further enhance their feelings for Chinese characters on the basis of feeling the magic, fun, ancient and richness of Chinese characters, strive to learn Chinese characters well, and inherit and carry forward the excellent traditions of Chinese character culture. This article allows students to read it emotionally and excerpt their favorite sentences as a summary of this comprehensive study.

Some sentences in the article are relatively long and have complex meanings, so students can be properly guided to understand. For example, "Like wandering under the stars on a summer night, intoxicated by the magnificent scenery, I am infinitely in love with the Chinese characters that I rely on to think and communicate, and I am shocked by its infinite vitality and unique charm." This sentence first uses a Vivid metaphor: There are many Chinese characters, and the culture of Chinese characters is vast and spectacular, just like the starry sky on a summer night, which is fascinating. This sentence mainly expresses my "infinite love" for Chinese characters, because Chinese characters are the most important tool for the author and each of us to think and communicate. In the process of using Chinese characters, we are "shocked by its infinite vitality." and strange charm”. Chinese characters are ancient and full of vitality, and they are still playing a huge role in today's era. With the improvement of my country's international status and the development of foreign cultural exchanges, more and more people are interested in Chinese characters.

At the end of this comprehensive study, the teaching materials put forward two requirements: First, display the learning results. It is best to write down your feelings about this study. Use your own articles, plus collected information and pictures, to create tabloids, hold exhibitions, hold results reporting meetings, etc. to communicate and summarize the results of this unit. The second is to continue to explore issues related to Chinese characters. Such as methods of recognizing and memorizing Chinese characters, methods of preventing typos, comparison of computer input methods of Chinese characters, etc.

5. Related links

(1) A set of word puzzles

1. One point is horizontal and the other is facing the west. There are two trees side by side, planted on the stone. (Grinding)

2. For twenty-four hours, don’t guess the word of the day. (Old)

3. One word, two mouths, and a dog underneath.

(crying)

4. On the left, you can see the horse leaning on it, on the right, it can be seen leaning on the horse. Look at both sides together, with your feet stepping on thousands of miles of sand. (Camel)

5. One yin and one yang, one short and one long, one day and one night, one hot and one cool. (Ming)

6. Grandpa Gao’s head, Grandpa Li’s feet, and Grandpa Zheng’s ears. (Guo)

7. There is water to raise fish and shrimps, there is soil to grow crops, there are people other than you and me, there are horses traveling around the world. (also)

8. Not outstanding at all. (Skill)

9. The tail of the cross is curved, and the number is three short. (7)

10. Ten brothers are powerful and are not afraid of any difficulties. (gram)

11. Bite off the cow's tail in one bite. (report)

12. More than half. (years old)

13. A small sailboat carries a grain of rice, heading east and west to no one knows where. (Mystery)

14. There are walls on three sides and one is empty, with a child sitting in the middle. (horse)

15. A man lives next to a mountain and has never met each other. (Fairy)

16. Sweet, salty, bitter and spicy, all flavors are available. (oral)

17. Goodbye. (Observation)

(2) Examples of homophones

Afterword:

Blow the trumpet on the plane - think (loud) high

IV Two pieces of cotton - can't talk (play)

A mouse climbs a scale hook - calls itself one

A tiger pulls a cart - who dares (to drive)

Nailed palms on the knees - too far away from the topic (hoof)

Cycling downhill - ignore (step on) and ignore (step on)

Old poem:

Zhuzhi Ci

(Tang Dynasty) Liu Yuxi

The willows are green and the Qingjiang River is level,

I hear Lang singing on the bank.

The sun rises in the east and rains in the west.

There is no clear sky (love) but there is sunshine (love).

Couplet:

Liu Ling drinks up without leaving any zero (Liu Ling) Jia Dao is drunk and does not lie (Jia Dao)

Six Seven Eight Nine Two Three, four, and five horizontal batches: Lack of clothes (1) Lack of food (10)

(3) The origin of Chinese characters

Chinese characters have a long history and are one of the oldest writing systems in the world. The most ancient and complete Chinese characters we can see now are the oracle bone inscriptions of the Yin Ruins, which were used by people in the Shang Dynasty for more than 3,000 years. The production of Chinese characters should be much earlier than the oracle bone inscriptions. There have been many theories about the origin of Chinese characters in the past.

About Cangjie’s creation of characters. This is the most widely circulated theory about the origin of Chinese characters. Xu Shen said in "Shuowen Jiezi? Xu": "Cangjie, the history of the Yellow Emperor, saw the traces of the hooves of birds and beasts far away, and knew that the principles could be distinguished from each other, so he first made a written contract..." Li Si's "Cangjie Chapter" "Cangjie wrote books to teach his descendants"; "Huainanzi? Ben Jingxun" "In the past, Cangjie wrote books, and the sky rained with grains, and ghosts cried at night"; "Lunheng? Bone Physiology" "Cangjie's four eyes". The above ancient book records attribute the creation of writing to Cangjie. It is said that Cangjie was the historian of the Yellow Emperor. He had four bright eyes and a strange face. He could look up at the sky, observe the geography, identify the traces of birds and animals, and see what people saw. Can't see. It is said that such an extraordinary person created writing, which shows the huge impact of writing on mankind. Of course, Cangjie's creation of characters is just a legend. Chinese characters are not an individual invention, but the product of social development to a certain stage and the crystallization of collective wisdom. If there really was Cangjie in history, he might have been a collector or organizer of texts.

About tying knots to record events. This is the earliest statement about the origin of Chinese characters. "Book of Changes" says: "In ancient times, people were governed by knotting ropes, and later generations of saints were able to change things by writing contracts.