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定稿2

The Effects of T eachers’ Classroom Languages on Senior

High’s English Learning

Introduction

Language is the shell of mind and it is the tool to express emotion. As foreign language teachers, they finish their teaching task by language. With the development of the economic globalization, as a cosmopolitan language, English is used continually. There are so many factors that affect students’ learning efficiency, such as, teacher’s knowledge, personally accomplishment, teaching design and classroom languages. But among these factors, teacher’s classroom languages play key role in students’English learning. English teacher should pay much attention to classroom language in order to make the English class more efficient. “Generally, teacher?s classroom language is divided into six parts. The first one is greeting language. The second one is questioning language. The third one is demonstration language. The forth one is feedback language. The fifth one is posture language. The sixth one is farewell language. ”(Zhang Lianji, 2009:55) This thesis consists of six parts. The first part gives simple introduction to this thesis. The second part simply gives definition to teacher’s classroom language. The third part analyzes three main characteristics of teacher’s classroom language. The forth part analyzes the effects of teacher’s classroom language on students’English learning in senior high. After the author analyses these problems, the way of using teachers’ classroom language correctly for English teacher are proposed. Finally, the author draws a simple conclusion to this thesis.

This study analyzes the effects of teachers’ classroom language on senior high’s English learning and finds out English teacher’s problems and help students to learn English well. In senior high, English teacher should pay much attention to the new curriculum standard and spend much time to accept the new ideas of the new book. Also the English teacher maybe devotes themselves to accomplishing the task of teaching. They may ignore the needs of students’. In this case, it’s difficult for senior high to learn English well. So, the English teacher should improve their classroom languages to attract students’ attention and encourage them to learn English actively.

1. Definition and classification of teachers’ classroom language

“Teachers? classroom language was a language that is used to issue commands, convey information and teach knowledge. Also it is used to solve students?doubts, comment and hint, correct and organize classroom activities. ”(Li Ejun, 2010:204) Also, Liu Beibei(2011:29) said that the languages that were used to organize teaching and carry out teaching activities by teacher were classroom languages.

In English teaching, English is not only the target language of teaching but also the intermediate language. On one hand, teacher issues an order and explain the language knowledge in English. Also, this is a good way to train students’abilities and express teacher’s suggestions and communicate with students. On the other hand, artistic language teaching is of great importance to animate the class atmosphere and arouse students’ enthusiasm.

2. The characteristics of teacher’s classroom language

Teaching needs a number of information transmissions between teacher and students, between students and students. And the main media of information transmission is teacher’s classroom language. Language is a main canal to exchange ideas and express emotions among the persons. Teacher’s classroom languages turn in the direction of the students who accept the knowledge and education, especially for the students who have different characters and immature psychological qualities. Teacher’s classroom languages’fitting their position or not has a great effect on teaching efficiency. It is also one of the key factors that decides the success of the class.

2.1 The criterion of teacher’s classroom language

Classroom languages? criterion includes two meanings. The first one is using a language correctly. The second one is keeping to the grammar principles.(Wang Donghai&Wang Xiangru, 2011:1)

Each language has its own language habit and grammar. We can not change it arbitrarily. Teacher’s language should be strict and standard. Also teacher’s language has a demonstration to students. Teacher’s classroom languages set an example to students. So, teacher should make themselves an example to train the students to form the good habit of using standard languages. If we teacher organize a class with dialect, in a long time, students’voices and tones will be inaccurate. And it must have a bad effect on students’ learning efficiency.

The criterion of teacher’s classroom languages is obviously reflected in senior high’s English class. If teacher uses language without criterion, it will lead to students’problems. Some kinds of errors in class obstruct the improvement of students’oral English, for example, the sequence in the object clause. Although the teacher can guide students’ to finish the exercises, they will express it in this way: Do you know what day is it today? (The correct statement is that do you know what day it is today?) Even if the students can understand the direction, in a long time, they will make the same mistakes. There is the other example. Some teachers are used to saying

that how to spell it or how to say in English? (The correct statement is that how do you spell it or can you spell it in English?) The mistakes of noun’s singular and plural and the collocation of phrasal verb are included in classroom languages’ not standard. This shows that teacher’s classroom languages have an essential effect on students’English learning. Teacher’s classroom language is an important part in English teaching. It is also an efficient way to train students to use English directly. As a result, teacher should standardize the classroom languages in English teaching. It’s a basic demand for English teacher.

2.2 The vitality of teacher’s classroom language

The first and the main assistant of a educator is humor. Humor is an important and indispensable part in teaching language art.(Wang Donghai&Wang Xiangru, 2011:2)

Using humorous languages skillfully can not only make the teaching be with artistic charm, but also can make students be active to learn with happy mood. It can stimulate students’learning interests and passions and accept the knowledge in a relaxed environment. Also it can shorten the distance between teacher and students and promote their understanding to each other. What’s more, it can reduce students’anxieties. It is the activator of student’s curiosity. It is the stimulant of student’s self-confidence. It is the lighting agent of student’s attention. It is also the catalyst of student’s imagination. English teacher should organize a class with vivid and humorous classroom languages to fill the dull and monotonous teaching contents. Thus, students can get enjoyment and pleasure beyond their imagination. So, classroom languages must avoid telling in a simple and straightforward way. Teacher should make classroom languages up and downs, alternative length and speed suitable.

When the author was a student teacher in Mei Shan Duo Yue Middle School, she knew an English teacher whose name is Du Quanshu. His students comment his class like this” his class is our favorite. It’s like listening to the storytelling.” This teacher is good at using humorous classroom languages and speaking in measured tones in his

teaching. His students are so happy that the class atmosphere is very active. Naturally, the learning achievement of this class is great. Conversely, the trite and insignificant class will make students loose learning enthusiasms. This shows that the vitality of classroom languages is very important for students’ learning efficiencies.

2.3 The conciseness of teacher’s classroom language

Teacher’s classroom languages must be acceptable languages and be in line with students’age and subject characteristics. They also should be concise and easy to understand. “Teacher?s language accomplishment decides students?efficiencies of mental labour to a large extent. …human?s acquire language in only one way –by understanding messages or by receiving “comprehensible input”The only way of language acquisition is to understand information, that is, comprehensible input is the necessary condition of language acquisition.”(Wang Donghai&Wang Xiangru, 2011:4)

So, teacher’s classroom languages should take students’abilities to accept into consideration. Only students understand teacher’s direction, can they follow teacher’s guidance to do exercises and answer the questions correctly. Only the students understand teaching contents and teacher’s explanation to teaching contents, can they master the language knowledge and related culture knowledge, and then transfer the knowledge into language communication skills.

For English teachers, the classroom languages they used in class must be suitable for students’ actual level and they should organize the class with words that are often used. In order to show off, some teachers use some uncommon words when they speak in English in class. That leads to students’difficulty to understand what the teacher said. For example, when they explain a new word” relative”, they say that “relative”means relation or person to whom one is related by blood or marriage. If someone is your relative, they belong to the same family as you. “Troubled”means “upset” or “not feel quiet”. If you are troubled, that means you are worried. This kind of language is difficult for students to understand. The main reason is that teacher’s class room languages exceed students’level of understanding. If they use the words that students are familiar with to explain the new words, the situation may be different.

There is a teacher who explains “think”to students. His language is worth to draw lessons. He said “I see with eyes. I hear with my ears. I walk with my legs. I speak with my mouth. I think with my head.” These words are so simple to understand. It is easy for students to guess out the meaning of “think”. Thus, they will be confident to themselves.

3. The effects of teachers' classroom language on students'

English learning in senior high

With the deep development of the new curriculum reform, our class has been change to lay stress on students. As the organizer and director, the effect of teacher can not ne ignored. And it is the most important thing to use classroom languages reasonably for teacher to play the role well. Especially for the subject which aims to train students’ abilities to use language. English teacher should pay much attention to classroom languages. It has a critical effect on teaching and learning efficiencies. To a large extent, teacher’s classroom languages can attract students’ attention and stimulate students’ learning interests. Also, it is a good way to promote the exchange between English teacher and students.

3.1 Attracting students' attention

“Attention means the ability of human?s psychological activities pointing and focusing on something. Attention was the only portal of our hearts and everything in consciousness can get into through it. With attention, people can concentrate on to percept certain things clearly and think about certain things deeply without interruption. Without attention, people?s intelligence factors will be out of control. The stability of attention means that the ability of a person who concentrate on a particular object and activity in a certain time, that is, quality of attending a lecture. If the students can not concentrate on the class, their learning effic iencies must be very terrible.”

(https://www.wendangku.net/doc/8a15883320.html,/view/970468.htm)

Facing with the pressure of entrance examination and traditional teaching mode, senior high students are lack of learning interests. As Shu Dingfang and Zhuang Zhixiang(1996:47) mentioned , whether students are interested in teaching materials or not and whether they are interested in the organization form of teaching activities or not will affect students? mood and learning fruit. For senior high students, the only thing they should do is to do what they can do to enter a better college. In reality, most

students are forced to learn English. Thus, most of them hate English. They can not find out the interesting things in learning English and of course, they will not dig into teaching materials. Most of them can not find out the appropriate way of learning English. Their learning methods are also single and rigid. They can not recite English words and are weak in reading and writing. If things go on like this, the senior high students will be weariness. Some students even give up themselves. They make trouble in class, such as eating, sleeping and talking with classmates.

Facing with so many difficulties, there are so many things for teachers and students to do. The English teachers are eager to teach the students well and hope they will have good results. So how to attract students’ attention is urgent.

In order to get this goal, English teacher should make proper classroom decision. As Zhou Yan (2010:295) said that the classroom decision that conforms to students?developments has direct effect on their learning interests, motivation, methods, learning efficiency and ability development. The basic task for English teacher on class is to create a better learning atmosphere. For students, the class filled with happiness and relax is more attractive. So if the teacher uses more attractive and acceptable classroom languages, students will be willing to learn English. When the author was a student teacher in DuoYue middle school, she once listened to an English teacher’s class whose name is Zheng Lixia. In her class, she often uses such kind of classroom languages: “Y our expressions that focus on my contents make ne so happy and give me much encouragement.”“Y our eyes tell me that you can not understand what I said. Whether you want to listen to me again or not?”“Although what you said is not completely correct, I will say thanks for your courage.”“I know you can understand what I taught, but you can’t speak it out. So, I will report what you think, and you should speak it out after me.”“There is a question I want to ask you, who can help me?”. For senior high school students, these languages are acceptable and humorous. With the guidance of teacher, the students will pay much attention to the class. Thus, they will have no time to think about other bad things.

3.2 Stimulating the interests of students

“I nterest means the mood of liking and caring about things. It also means the sense of orientation of seeking to understand some things and engaging in an activity of people. Interest has important significance in people?s practice activity. It can help people to focus attention and produce intense and pleasurable mental state.”

(https://www.wendangku.net/doc/8a15883320.html,/view/45281.htm)

Usually, students would like to study in a comfortable and delighted atmosphere. When teacher’s classroom languages are simple and make people feel relaxed, students will be easy to follow teacher’s directions. This kind of class is attractive for students. Naturally, students will be interested in the class.

Interest is one of the key to learn English well. When students are interested in English, they will change their attitudes that they hold.Bernard Spolsky (2000:210) once said that attitudes affect the learning in two ways. First, they influence the development of motivation, which is an important explanation of success or failure, the influence is in this way general. Second, they have more specific effects, so that attitudes appear to carry into particular motivations. Sometimes, attitudes can decide many things.Once the students are willing to or make a decision to learn English, they will be quick to find that there are growing numbers of interesting things in English learning. They will be positive to think of teachers’ question. When they get into trouble, they will do everything they can to solve the problem. For example, when they learnt a passage which was related to history, they would be positive to find out some related materials. Thus, it is very easy for them to understand this passage. Of course, it is a good way to broaden their views. At this time, learning English is not just to finish the task but to look for delight. Of course, when they begin to learn English, they will be gradual to find out it is so easy for them to learn English well.

3.3 Promoting the exchange between English teacher and students

All the education activities are finished with the help of interaction and communication between teacher and students. Teaching activity should have two

factors including teacher and students. In this process, they participate in and share many things with each other.

Teaching is a bilateral activity between teacher and students. Teacher’s teaching has an effect on students’learning to a large extent. Language is a tool of communication of thought. In English teaching, teacher uses classroom languages to show teaching effect. In a sense, teacher’s classroom languages which are vivid and rich can make class come alive and enhance students’interests in English learning. It is so easy to form interaction between teacher and students. For example, in the process of questioning, teacher should make dialogue with the tone of discussion, such as, “Are you ready?”“It’s your turn now.”“Well done! Please give her a big hand.””Be brave, please.”“Is that right?”“Come on, you can do it.”This kind of questioning makes the teacher’s heart and students’ hearts closer. In this process, they can get to know each other with much more emotions.

Thus, the teacher can give students whatever instructions or help that they need. Since teaching is a bilateral activity and teacher is the sponsor and facilitator, teacher’s teaching behavior will affect students’learning outcomes to a large extent. English teacher should train students to develop a good habit to communicate with teacher. And teacher should create a backup and incentive classroom atmosphere. Such a relaxing environment can reduce students’anxieties. That is helpful for the interaction between teacher and students. To a large extent, class interaction can promote the communication of thought between teacher and students. What’s more, communication can make students believe their teacher and accept the teacher’s guidance.

4. The way of using classroom language correctly for English

teacher

In English teaching, there are some useful principles and methods about using classroom language. As Li E?jun(2010:204) mentioned, teacher should avoid using Chinese English and deal with the relationship between mother tongue and target language. Teaching language should be vivid and humorous. Try to use positive language instead of negative language. Teacher should often use words of encouragement and propose of criticism of the strategy. English teacher should grasp these principles and methods in order that to make the class more attractive and make students pay much attention to and be interested in the class.

English teacher should come into play to make classroom languages art up. Thus, students’learning interests can be stimulated. And they will tend to learn English by themselves and hold a good status to face with English learning. What’s more, students’will be of active attitudes to learn English. Students’ attitudes can promote class teaching and improve quality of classroom teaching.

4.1 The classification of teacher’s classroom language

Generally, teacher?s classroom language is divided into six parts: greeting language, questioning language, demonstration language, feedback language, posture language and farewell language. These languages play great roles in a class.

“C ommunication is a basic demand for individual and it is a process that they share their ideas and beliefs, minds and emotions in an acceptable way. And questioning and answering are the main ways of communication. ”(Gao Xiaoping, 2012:1)

Questioning is an efficient way for the interaction between teacher and students. And it is a good way to express teacher?s initiative and mobilize students? enthusiasm. It is also a teaching activity under the same goal for teacher and students. This kind of interaction is easy to manipulate. “A nd it reflects the democracy, complementation

and participation in teaching. In a word, questioning is a process that teacher uses it to direct students? study and then feedback. It is of high efficiency to teaching.”(Gao Xiaoping, 2012:2)

“D emonstration language should be standardized. Teacher?s language is the example for students? English learning.” (Zhang Lianji, 2009:55) Only the teacher use standard language, the language can have a good effect on students’English learning. Also demonstration should be logic and pure.

“F eedback language is one of teaching languages. It is a written language to express teaching information.”(Fan Honglian&Shen Qin,2010:2)

It is different from general oral English with its own unique function that it is a main tool of teaching. It’s also a good way to improve teaching efficiency and show teaching’s talent. “T eacher expresses his teaching attitudes and teaching ideas with the most refined language and tries to create a democracy teaching atmosphere in the class. Teacher cares about everyone?s personalities and teaches students in accordance with their aptitude. In the induction of teacher, students can try to explore and find out cognitive structure again.”(Fan Honglian&Shen Qin,2010:2) Posture language means body language. It is a sound language to transfer information and express emotion with body. Such as, winking and making signs to one another, behavior, giggling and flirting. Posture language can be helpful for the expression of sound language to express some emotions in interpersonal communication and emotional expression. It also can be used uniquely.

4.2 Reasonable use of questioning in class

Classroom questioning is an efficient form of interaction between teacher and students in class. The process of classroom questioning is the process to put forward questions and answer the questions. It’s also the process used to train students’thinking abilities. Questioning is an important way to achieve the teaching effect. In a word, questioning is a process that can direct students to study and trigger teaching activities and in which students can study again and again. The teaching efficiency is self-evident.“Communication is a basic demand in individuals. And classroom questioning and answering is a main way of classroom communication.”(Gao

Xiaoping, 2012:1)

The design and use of questioning can help teacher to arrange the teaching process according to the teaching resources and strengthen the regulation of teaching contents and atmosphere. It can help to stimulate students’ emotions and make them active to learn English.

Questioning should be acceptable and in line with the status quo of students. (Gao Xiaoping, 2012:3)

And the form of questioning should be reasonable. And the evaluation to students should just be perfect. Teacher should encourage and direct students to ask questions. And teacher should mobilize the enthusiasm of the students to make the atmosphere lively. In the process of questioning, teacher should make dialogue with the tone of discussion, such as, “You express it so well. I see.”“How is his idea? Do you want to try?”This kind of questioning makes the teacher’s heart and students’hearts closer.Teacher can introduce open questions in classroom questioning to make different students find out different thoughts of solving problems. As Zhou Yan (2010:295) said that the classroom decision that is adaptive to students? development affects their interests, motivations, methods, efficiency and ability development.For English teacher, using questioning languages correctly is one part of classroom decision. In English teaching, teacher should remember a principle that is people-oriented. Also teacher should arouse students?all kinds of emotions to train their learning interests, increase their learning motivation, confidence, initiation and purpose. (Chen Mofang, 2010:454) In questioning interactions, many students dare not to speak out because they are afraid to make mistakes or be laughed by other students. Teacher should be equal to students and be patient to encourage them to speak out.

4.3 Reasonable and positive feedbacks

“F eedback language is one of teaching languages. It is a written language to express teaching information. It is different from general oral English with its own unique function that it is a main tool of teaching.” (Fan Honglian&Shen Qin,2010)

It’s also a good way to improve teaching efficiency and show teaching’s talent. Teacher expresses his teaching attitude -s and teaching ideas with the most refined language and tries to create a democracy teaching atmosphere in the class. In the new curriculum standard, the position of teacher’s feedback languages more and more higher. It can not only help students to know their own advantages and shortcomings, but also can help teacher to direct students. What’s more, it can stimulate students to study, such as, “Well done!”“Y ou have your unique insights. That’s very good.”“I am proud of you.””Let’s cheer up for ourselves.”“I am moved by you.” These rich feedback languages show the respect to students, embody humanistic care and give students learning methods. So, the feedback languages should be accurate and humorous, clever and wit.

Feedback languages should be artistic. When students make achievement, teacher’s praise will make them feel happy and proud. And then they will feel cordial to study. So, teacher should insist on more praise and less criticism, for example, praising students’ thinking comprehensively and being good at discovering problems. These positive feedback languages can stimulate students’ positive thinking and make them dare to speak.

Euphemism feedback languages can lead students to a correct track. However, too straightforward languages are easy to cause to students’negative mood. It is not conducive to teaching. But, humorous feedback language is the lubricant of classroom atmosphere to resolve the embarrassment. It helps students to accept teacher’s comment with a good state of mind.

4.4 proper use of posture language

Posture language means body language. It is a sound language to transfer information and express emotion with body. Such as, winking and making signs to one another, behavior, giggling and flirting. Posture language can be helpful for the expression of sound language to express some emotions in interpersonal communication and emotional expression. It also can be used uniquely.

With the limitation of language level, it’s very difficult for students to understand

many things explained by language. At this time, the posture languages will have an effect on students’understanding and make the teaching activities go smoothly. First, proper posture languages will make the teaching activities more impressive, for example, the friendly eyes, expression. These posture languages will create a harmonious and happy classroom atmosphere and give students self-confidence. Second, correct posture languages can help teacher to explain the wo rds and grammars. When teacher teaches the knowledge point: “look left””walk there”“pick up”, he can explain these phrases with posture languages. It is very simple, but the effct is good.

When we use posture languages, we should remember that it is just an auxiliary means. And it should be used appropriately, or it will distract students’ attention.

Conclusion

As a foreign language in China, English is a basic subject in senior high school. It is of great importance for senior high school students to learn English well. The final goals for students to learn English is to make them use it properly and correctly in their daily life and learn it actively. However, in order to make students pass the college entrance exams, English teacher use the traditional teaching mode to organize their teaching activities. They teach students by means of explanation, media and writing. In this teaching mode, the teacher, the book, the class and the examination are the centers of all the teaching activities. In an English class, students just take notes and recite the notes. They have no time even no consciousness to digest the knowledge. In fact, they spend much time in reciting English words and phrases and a variety of grammars. Gradually, they are lack of learning interests. In order to develop teaching quality and make students learn English actively, the English teachers should use classroom languages correctly to attract students’ attention. This thesis consists of six parts. The first part gives simple introduction to this thesis. The second part simply gives definition to teacher’s classroom language. The third part analyzes three main characteristics of teacher’s classroom language. The forth part analyzes the effects of teacher’s classroom language on students’English learning in senior high. After the author analyses these problems, the way of using teachers’classroom language correctly for English teacher are proposed. Finally, the author draws a simple conclusion to this thesis.

To sum up, entering a better college is very necessary for senior high. So how to improve students’learning efficiency and attract student’s attention is very urgent for English teacher. In order to get this goal, English teacher should improve themselves from their classroom language. Teacher’s classroom language is of great importance for senior high. So, teacher should control his or her talk time in the class, treat students’ errors correctly and reduce their anxieties. Positive classroom language can attract student’s attention on English learning and encourage them to overcome difficulties in study. Students need teacher’s active guidance. The guidance can make them to be very active to learn English well.

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《禅拳动作详解》《禅拳动作详解》录自慧光居士在网络上公布的教学视频缘起：前几天，在朋友的提携带领下，与慧光居士幸会于北京某会所，聆听他畅谈禅拳的心法和特点，不时下场演示，1.85的身高，将近两百斤的体重，在柔软的草垫上，翩翩曼舞，赏心悦目。从会所出来，我们一行三人又进行了一番交流，畅谈练功习拳的各种觉受和心境，很是难得。期间，慧光居士也不时的表示了对禅拳传播的担心和些许的无奈，核心问题并不是传播的方法和方式，而是能否正确、准确的传习这套优秀的拳种，禅拳的练法与太极的练习方法是很不一样的，这一点我也深有体会，为了能减少慧光居士对禅拳在北京准确传播的担心，也为了广大爱好禅拳的朋友能在习练中有标准可遵循，我特将慧光居士公布于网上的禅拳教学视频进行文字记录，使得这套禅拳的习练者能按照创编者的原义进行习练和揣摩。也籍此祝愿慧光居士的“禅太极”在世界各地，开花结果。第一段起式：无中生有(万缘放下脑海空顶天立地站如松）面东背西，双脚平开与肩宽，身正体松，心平气和，闭目观想：“万缘放下脑海空顶天立地站如松”。待身温手热之后，用鼻吸气，同时，提档顶头，鼓腰收腹，五趾抓地，心中充满朝气。

眼慢慢睁开，前望远观。双手如托旭日冉冉升起，继续吸气，双手升至头顶上，双掌掌心相对，如日中天，身体失重有悬挂之感。呼气放松，双掌沿耳后滑落，如朝阳化作甘露一样，沐浴净身，继续呼气，放松，双掌下沉双乳降至胯前，同时头顶百会穴微微上顶，感觉如雨水沿脚趾渗入泥土。第一式：拈花献佛（拈花献佛龙华盛会）吸气，双手臂如翅侧平展开，五趾蹬地如鸟欲飞，（眼左顾右盼）眼看正前方，重心下沉，落胯曲膝，双手拇指和食指成拈花手，双掌掌根相合，托于喉前，同时双膝暗合内扣，眼看双手如花，鼻闻其香。第二式：童子拜佛（童子拜佛中立恭诚参见观音香山朝圣）双手小指、无名指、中指背向合拢，继而指向天空、人中、心口、肚脐，最后指向地面，身体好似从头顶到裆心，一分为二。眼随手运，双手化剑指前刺，略高于喉，同时背往后靠，眼看手指前刺。双手平分，眼睛左顾右盼，双手分开，吸气，重心右移，左膝拎起，双手交叉，（左手在上，右手在下）护在小腹前，左脚再开少许，成马步，双手旋开，重心归于中位，立身中正，双手合掌（当胸），眼看正前。第三式：仙人指路（仙人指路拨除迷障）重心下沉，落胯曲膝，同时双手收于心口，以头顶至裆心为轴，原地右转，以脚施力，以腰带胯，以胯带肩，眼神随手，连刺带推。右脚蹬地，重心移至左脚，双手从右到左，逆时针水平划圆，眼随手走；左脚蹬地借力，重心移向右脚，顺势吸气，收腹鼓腰，左腿顺时针内盘，钩挂后，向左前铲出，同时双掌掌心相搓十字推出，眼观左前。

元素周期表(word版)

三、元素周期表有关背诵口诀（1）元素周期表族背诵口诀氢锂钠钾铷铯钫——请李娜加入私访铍镁钙锶钡镭——媲美盖茨被雷硼铝镓铟铊——碰女嫁音他碳硅锗锡铅——探归者西迁氮磷砷锑铋——蛋临身体闭

氧硫硒碲钋——养牛西蹄扑氟氯溴碘砹——父女绣点爱氦氖氩氪氙氡——害耐亚克先动（2）元素周期表原子序数背诵口诀从前，有一个富裕人家，用鲤鱼皮捧碳，煮熟鸡蛋供养着有福气的奶妈，这家有个很美丽的女儿，叫桂林，不过她有两颗绿色的大门牙（哇，太恐怖了吧），后来只能嫁给了一个叫康太的反革命。刚嫁入门的那天，就被小姑子号称“铁姑”狠狠地捏了一把，新娘一生气，当时就休克了。这下不得了，娘家要上告了。铁姑的老爸和她的哥哥夜入县太爷府，把大印假偷走一直往西跑，跑到一个仙人住的地方。这里风景优美：彩色贝壳蓝蓝的河，一只乌鸦用一缕长长的白巾牵来一只鹅，因为它们不喜欢冬天，所以要去南方，一路上还相互提醒：南方多雨，要注意防雷啊。在来把这个故事浓缩一下：第一周期：氢氦---- 侵害第二周期：锂铍硼碳氮氧氟氖---- 鲤皮捧碳蛋养福奶第三周期：钠镁铝硅磷硫氯氩---- 那美女桂林留绿牙（那美女鬼流露绿牙）（那美女归你）第四周期：钾钙钪钛钒铬锰---- 嫁改康太反革命铁钴镍铜锌镓锗---- 铁姑捏痛新嫁者砷硒溴氪---- 生气休克第五周期：铷锶钇锆铌---- 如此一告你钼锝钌---- 不得了铑钯银镉铟锡锑（tī）---- 老把银哥印西堤碲碘氙---- 地点仙第六周期：铯钡镧系铪（hā）----（彩）色贝（壳）蓝（色）河钽钨铼锇---- 但（见）乌（鸦）（引）来鹅铱铂（bó）金汞铊铅---- 一白巾供它牵铋钋（pō）砹氡---- 必不爱冬（天）第七周期：钫（fāng）镭锕系---- 防雷啊！

公开课教案定稿

《种树郭橐驼传》教学设计高二语文组李冰雁【学习目标】知识与能力： 1. 能够归纳、积累本文一词多义、词类活用的现象，疏通文意。 2. 读懂文本，理清由事到理的论述过程及方法 3.掌握寓言体传记的特征，学习由事入理的写作方法过程与方法：教法：学案引导、问题设置、思维导图学法：学案预习、小组讨论情感态度价值观： 1. 由事入理，联系实际探究顺天致性的道理。 2. 理解柳宗元的悲悯情怀，树立尊重生命的意识。【学习重点】 1.归纳本文一词多义、词类活用的现象。 2.理清文章由事及理的论述过程。【学习难点】 1.由事入理，联系实际探究顺天致性的道理 2.理解柳宗元的悲悯情怀，树立尊重生命的意识。【课时】一课时【教学步骤】一、导入：柳宗元作为唐代著名的散文家，名列唐宋八大家。今天，我们要学习的是他的一篇传记《种树郭橐驼传》。 1．文言字词释疑

2. 这是一篇人物传记，然而作者仅仅是为人立传吗？文中哪句话揭示了本文的写作目的？明确：传其事以为官戒 3. “其”指的是谁？“事”又是何事？作为什么官戒？通过阅读这篇文章我们要解决这几个问题。一、察其事——探植木之性 1．郭橐驼种树的秘诀到底是什么？为什么“他植者虽窥伺效慕，莫能如也”？阅读课文，讨论并用在原文中勾画、做批注。 2．写作方法：对比总结：原来，郭橐驼种树并没有什么特殊的秘诀，“顺木之天以致其性焉尔”，顺天致性，为所当为，有所不为。四、为官戒——探养民之术 1．讨论：作者说他问“养树术”，得“养人术”，种树与官理有何相似之处？郭橐驼如何描述官吏？官吏们这样做的结果是什么？讨论并用在原文中勾画、做批注。 2.写作方法：类比 3. 作者得出的“养人术”是什么？明确：顺民之性以养民。要了解百姓，知道他们真正的需求，做好官府该做的事，不要朝令夕改，繁政扰民，让百姓得以休养生息。

会计基础第二章练习题定稿版

会计基础第二章练习题精编W O R D版 IBM system office room 【A0816H-A0912AAAHH-GX8Q8-GNTHHJ8】

第二章?会计核算的具体内容与一般要求一、单选 1、下列项目中，属于货币资金是的（） A、商业承兑汇票 B、银行承兑汇票 C、银行本票存款 D、可转换债券 2、以下不属于有价证券项目的是（） A、银行汇票 B、国库券 C、股票 D、企业债券 3、以下各项中，不属于企业财物的是（） A、燃料 B、在产品 C、设备 D、专利技术 4、债务是指由于过去的交易、事项形成的企业需要以（）等偿付的现实义务 A、资产或劳务 B、资本或劳务 C、资产或债权 D、收入或劳务 5、成本是企业为生产产品、提供劳务而发生的各种耗费，是（）了的费用 A、加总计算 B、计算分析 C、对象化 D、日常核算 6、企业在一定时期内通过从事生产经营活动而在财务上取得的结果称为（） A、经营业绩 B、财务成果 C、财务状况 D、盈利能力 7、以下应作为债权处理的项目是（） A、其他应收款 B、预收账款 C、应付账款 D、应交税费

8、下列说法中正确的是（） A、收入是在日常活动中形成的、会导致所有者权益增加的、与所有者投入资本无关的经济利益的总流入 B、经济利益的流入必然是由收入形成的 C、只有日常经营活动才会产生支出 D、费用就是成本 9、以下说法不正确的是（） A、财物包括原材料和固定资产等 B、财物是企业进行正常生产经营活动的经济资源 C、财物必须具有实物形态 D、包装物应作为固定资产 10、下列项目中，不属于会计核算具体内容的是（） A、有价证券的收付 B、财物的使用 C、制定下年度管理费用开支计划 D、资本的增减 11、费用中能予以对象化的部分构成（） A、期间费用 B、资产 C、成本 D、所有者权益二、多选 1、下列项目中，属于债权的有（） A、应收款项 B、应付款项 C、预付款项 D、预收款项 2、下列项目中，属于债务的有（）

化学元素周期表口诀

在背诵之前先用2分钟时间看一个不伦不类的小故事：侵害从前，有一个富裕人家，用鲤鱼皮捧碳，煮熟鸡蛋供养着有福气的奶妈，这家有个很美丽的女儿，叫桂林，不过她有两颗绿色的大门牙（哇，太恐怖了吧），后来只能嫁给了一个叫康太的反革命。刚嫁入门的那天，就被小姑子号称“铁姑”狠狠地捏了一把，亲娘一生气，当时就休克了。这下不得了，娘家要上告了。铁姑的老爸和她的哥哥夜入县太爷府，把大印假偷走一直往西跑，跑到一个仙人住的地方。这里风景优美：彩色贝壳蓝蓝的河，一只乌鸦用一缕长长的白巾牵来一只鹅，因为它们不喜欢冬天，所以要去南方，一路上还相互提醒：南方多雨，要注意防雷啊。看完了吗？现在我们把这个故事浓缩一下，再用6分钟时间，把它背下来。侵害鲤皮捧碳蛋养福奶那美女桂林留绿牙嫁给康太反革命铁姑捏痛新嫁者生气休克如此一告你不得了老爸银哥印西提地点仙（彩）色贝（壳）蓝（色）河但（见）乌（鸦）（引）来鹅一白巾供它牵必不爱冬（天）防雷啊！好了，现在共用去8分钟时间，你已经把元素周期表背下来了，不信？那你再用余下的2分钟，对照一下：第一周期：氢氦---- 侵害第二周期：锂铍硼碳氮氧氟氖---- 鲤皮捧碳蛋养福奶第三周期：钠镁铝硅磷硫氯氩---- 那美女桂林留绿牙

第四周期：钾钙钪钛钒铬锰---- 嫁给康太反革命铁钴镍铜锌镓锗---- 铁姑捏痛新嫁者砷硒溴氪---- 生气休克第五周期：铷锶钇锆铌---- 如此一告你钼锝钌---- 不得了铑钯银镉铟锡锑---- 老爸银哥印西提碲碘氙---- 地点仙第六周期：铯钡镧铪----（彩）色贝（壳）蓝（色）河钽钨铼锇---- 但（见）乌（鸦）（引）来鹅铱铂金汞砣铅---- 一白巾供它牵铋钋砹氡---- 必不爱冬（天）第七周期：钫镭锕---- 防雷啊！唉，没办法，这么难记的东东，又必须要背，就只能这样了。以上是横着按周期背。下面是竖着按族背：氢锂钠钾铷铯钫请李娜加入私访（李娜什么时候当皇上啦）铍镁钙锶钡镭媲美盖茨被累（呵！想和比尔.盖茨媲美，小心累着）硼铝镓铟铊碰女嫁音他（看来新郎新娘都改名了）碳硅锗锡铅探归者西迁氮磷砷锑铋蛋临身体闭氧硫硒碲钋养牛西蹄扑氟氯溴碘砹父女绣点爱（父女情深啊）氦氖氩氪氙氡害耐亚克先动化合价可以这样记忆：一家请驴脚拿银，（一价氢氯钾钠银）二家羊盖美背心。（二价氧钙镁钡锌）一价氢氯钾钠银二价氧钙钡镁锌三铝四硅五价磷二三铁、二四碳一至五价都有氮铜汞二价最常见正一铜氢钾钠银正二铜镁钙钡锌三铝四硅四六硫二四五氮三五磷一五七氯二三铁二四六七锰为正

2第二章杨陵古迹定稿

第二章历史遗迹第一节古邰国遗址第一节后稷“教民稼穑”地——古邰国遗址古邰国遗址属于新石器时代村落遗址，传说这里曾是我国农业始祖后稷——弃“教民稼穑”之地，它现在位于杨陵区李台乡疙瘩庙村以南，渭河岸二级台地上，东至杜家坡村700米，西距法禧村500米，呈东西分布，地势平坦，由北向南为缓坡状。古邰国遗址（原名疙瘩庙村遗址）1957年被陕西省人民政府公布为第二批陕西省重点文物保护单位。1986年至1989年普查后，更名为“古邰国遗址”，由杨陵区设置保护机构，划定范围，竖立保护牌，落实文物员保护。 1986年，杨陵区对陇海铁路以南邰国遗址及其周边地区进行文物普查，发现大面积多层次的古代遗址。遗址灰层高约3米，在未扰乱的灰层中发现有红、黑泥陶器，夹砂灰陶器，附加堆纹和绳纹灰陶器。上层有秦汉云纹瓦当和瓦片。除灰层外，还发现许多灰坑窑址以及长达12米的居住遗址和高约4米、宽约2米的窑穴遗址等。遗址还出土有大小不同的磨制石斧、陶碗、陶釜、陶罐、陶纺轮、骨锄、小铜镜、铜戈等器物。在战国时至西汉的5件陶缶、陶瓮上，发现有“邰市”“邰亭”两组印文。从灰土层和遗物证明，这是一处从原始氏族到秦汉时代，历时4000多年的居住遗址。

第二节五泉王上村“杨家陵”——隋文帝泰陵隋文帝泰陵位于杨陵五泉镇王上村东北约二百米处，渭河以北的三道塬上，当地人称“杨家陵”。其是隋王朝的创立者——隋文帝杨坚与文献独孤皇后的合葬墓。隋文帝陵泰陵营建于隋仁寿二年（公元602）属皇家陵园，占地宽敞，规模宏大。1996年被国务院公布为第四批全国重点文物保护单位。目前杨陵区设置保护机构，划定保护范围，设专职文保员进行保护。泰陵陵园占地559.68亩。今存陵冢呈覆斗性，高25.1米，冢顶平坦，东西长42米，南北宽约33米。陵底残存东西长155米，南北宽153米。陵冢周围的城垣已被毁坏，地面已难看到多少遗迹，唯北城尚有残缺遗迹。经考古勘察，陵垣东西长约592.7米，南北宽约628.9米。陵东南垣下1.25千米处的高台上建有文帝祠一座，称祭坛，宋碑文称“隋文帝庙”。该石碑经风雨剥蚀，字迹漫漶，难以辨认。建国后，平整土地时，发现有砂石柱础。寿面纹、云纹、板瓦、筒瓦等。陵冢南有清代石碑一通，高约3.5米，宽0.95米，厚0.28米。碑正文隶书“隋文帝泰陵”五个大字，右侧楷书“赐进士及第兵部侍郎兼副御使陕西巡抚毕沅书”，左侧落款为“大清乾隆岁次丙申孟秋知扶风县事熊家振立”。 1986年至1990年，区政府多次组织广大干部职工绿化泰陵，使昔日古墓披上绿装。1983年3月，驻区科研教学单位捐树14种2000株，经精心设计，在陵区南面由花木组成541—604字样，

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动作技术要领： 1.摆腿要向侧，尽量将髋打开。 2.经手倒立时要顶肩、立腰、大分腿。 3.腿的蹬摆要与手的撑顶协调配合。保护帮助：保护者站在练习者背后，两臂交叉掐住练习者腰部，随着动作顺势提拨，帮助翻转。易犯错误： 1侧摆腿方向不正，侧翻不经过倒立。 2.冲肩、塌腰、屈髋。教法： 1.教师讲解示范动作，学生分解练习。 2.把动作分解成倒立前和后两部分教，帮助侧起至分腿倒立和落地成分腿开立。 3.在地上划一条线，要求练习者脚、手落点在直线上。 4.教师保护帮助完成动作。 5.教师纠错。 6.完整练习。学习技巧前手翻动作动作技术要领：由助跑开始做节奏跳，两臂上举，身体积极下压，右（左）腿向后上方迅速摆起，两手拉开肩角向前下方撑地，左（右）脚蹬地迅速与右（左）腿并拢，接近手倒立部位时制动腿、顶肩、两手猛力推离地面，腾空后梗头立腰、保持体后屈，翻转后用前脚掌落地成两臂侧上举的站立姿势。保护帮助：保护者站练习者手撑地的侧前方，一手托肩，一手托腰，帮助翻转。教法： 1.教师讲解示范动作，学生分解练习。 2.由高处向低处做练习。 3.在两人帮助下练习蹬、摆、并、推。 4.靠墙竖一后垫子练习蹬摆、并腿。 5.教师保护帮助完成动作。 6.教师纠错。 7.完整练习。复习：技巧前手翻 1、学生分组练习 2、教师纠错二、学习支撑前摆向内转体180度下动作要领： 1.支撑前摆到最高点时以脚尖带动髋关节转体。 2.转体动作要果断。保护帮助：保护帮助者站在练习者落地同侧，右手握其右上臂，左手托其腰部。组织： ×××××××××××××× ▲ ×××××××××××××× 要求：在杠上完成转体。教法： 1.教师讲解、示范动作。 2在前摆的基础上先做前摆内转90度下。 3.脚搭在平腰高山羊或多层垫子上成仰撑做推手转体180成俯撑。 4.由转体90过渡到180形成完整动作练习。复习：双杠支撑前摆向内转体180度下 1、学生练习

传统礼仪动作详解

传统礼仪动作详解集团标准化工作小组 #Q8QGGQT-GX8G08Q8-GNQGJ8-MHHGN#

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计算机基础第二章习题定稿.docx

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定稿2