英语小葵花学前基础练习第306期

"Chinese fifteen" course teaching reference

Teaching topics (teaching sections or topics): Fifth

Adverbs (4) the type of the course type, the grammar elective course of teaching week month

On the part of the week, the analysis of the teaching material of the fifth: the first section is the adverb of mood, and the second is the modality. Modal adverbs are a special kind of adverbs in modern Chinese, and their distribution in the sentence and the functional characteristics of all aspects have their own characteristics, which is also the difficult point for foreign students to learn. Modal adverbs are said action lexical features of adverb, the names and properties of this kind of word in grammar learning is still controversial, we just choose the three groups of words were relatively simple, students only know about basic usage.

Because this content more, the second section can be as class students to self-study, students finish the exercises, the teacher check, commenting. Teaching purposes and requirements: 1 understand and grasp the "inverted / but / but", "10 million / million", "original / original", "thanks to", "almost / nearly / almost", "what is the meaning and use of". 2 to understand the meaning and usage of modal adverbs in the three groups.

Focus and difficulty: the focus of this talk has three: 1 "fall / however / but" the semantic and grammatical features. 2 "after all / after all / in the end," the meaning of the use of the similarities and differences. 3 "anyway". The difficulty of this talk is: "instead" the semantic background. Teaching content and process of the idea, method, method: 1 by doing "pour / but / instead" the lesson before practice to guide students to pay attention to this group of adverbs in the correct position, the expression of mood and commonly used collocation. Teaching time is 20 minutes. 2 the similarities and differences of the comparison between the "inverted / but" and the "but" of the ". Teaching time is 5 minutes. 3 to reveal the semantic background of the "but", let the students according to the typical form of the induction to create a grammatical sentence, and complete the after-school practice, discussion, explanation is, the cause of the error. Teaching time is 20 minutes. 4 to understand the different tone expressed in different types of sentences by the "can / partial" class, and pay attention to the common format. "(but) the semantic bias" is easy to understand, and not "mixed". 5 on the basis of the practice of the former class, guide students to sum up the "ten million / million" of the syntactic distribution and common format, the comparison of "original / original" semantics, syntax differences.

6 guide students to sum up the sentence in the former practice, "fortunately / luckily / fortunately" and "thanks" collocation format, to complete the exercise of the sentence after the sentence. Teaching time is 45 minutes.

7 Comparison of the similarities and differences between "almost son / almost / nearly / almost"

8 compared the distribution characteristics and the expression of the sentence and discourse in the sentence and text.

9 explain the semantics, grammar and pragmatics of the "anyway", and finish the exercises after class. Teaching time is 45 minutes. Thinking, discussion, homework

: 1 do after-school exercise.

2 Preview sixth speaking, do pre class training. Reference (including reference books, literature etc.): 1 Huyang etc.. "Qi review of modern Chinese words" the eighth chapter, the ninth chapter, Anhui Education Press, 2002 edition 2 Yang Huifen "Adverb" Ke "meaning and usage of" carrier ", Chinese teaching in the world in 199

3 third" 3 Li Hong "Adverb" anyway "the semantic and pragmatic analysis", "carrying on language teaching and research" in 1999 fourth Zhang Mingying said "4" is "", "Chinese learning" in 2001 first contained 5 words "horse really research methods of modern Chinese theory of" three a P193 instance (a) "instead of" the Commercial Press, 200

4 edition, 6 king Gongping "Adverb" Dao "and" Que ", the comparison of semantic tone and related research", Jinan University master thesis, Chinese master theses full-text database, 2003 7, Ren progenitor graft Xue Mei, "after all," the discourse analysis, contained in the "Chinese language" in 1997 first

Teaching content and process analysis of first - 2 hours after class

One, organization teaching

Two, check preview situation

Whether to finish before class.

Three, enter a new lesson

1 to revise the "fall / instead" to practice the answer before the lesson, the students put forward the problems and discuss the questions. The teacher reminds the students to pay attention to the position of the sentence in the sentence:

V + + + Adj

... A A/ + Adj, is / however...... - concession

Not only no...... , instead / pour (more)...... - contrary to common sense

Although / though...... , but... But +V/Adj... - turning

2 the similarities and differences of the comparison between the "inverted / but" and the "but" of the ".

3 to guide students to reveal, to sum up the semantic background: (2004)

A phenomenon or situation appear or happen; B. ordinarily (common sense) / thought [expectations] a phenomenon or situation or occurrence will cause

B situations appear or occur; C. in fact B situations did not occur or occur; D. down or back with the B situations

C situations. To make the students according to the typical form of the inductive form of a grammatical sentence, and complete the after-school practice, discussion, explanation is, the reason for the mistake.

4 by "can / bias

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