第一篇：散文教學(xué)的一般步驟

散文教學(xué)的步驟

面對各種壓力，疲于探究語文教學(xué)，參加這次語文工作坊培訓(xùn)，讓我有機(jī)會(huì)可以反思自己的教學(xué)工作，十分難得。對于散文的教學(xué)，我談一下自己平時(shí)的教學(xué)步驟：我覺得一篇散文的教學(xué)，首先應(yīng)該注重基礎(chǔ)知識(shí)的積累，所以上課新課導(dǎo)入后的第一步是檢查字詞的預(yù)習(xí)情況，確保學(xué)生可以流利的朗讀課文；然后讓學(xué)生了解作家作品和寫作背景，讓學(xué)生對文章有更多的認(rèn)識(shí)；第三采取多形式的朗讀，老師先進(jìn)行朗讀提示（比如情感基調(diào)，抑揚(yáng)頓挫等），并且引導(dǎo)學(xué)生帶著問題去朗讀，（這些問題的預(yù)設(shè)，應(yīng)該是可以整體把我文章內(nèi)容和作者思想情感的問題）；第四學(xué)生討論之前朗讀時(shí)布置的問題，并且派組員搶答，老師恰當(dāng)?shù)囊龑?dǎo)和鼓勵(lì)，讓學(xué)生抓住散文的“神”；第五老師針對文章出現(xiàn)的一些優(yōu)美的段落和詞句，引導(dǎo)學(xué)生去賞析，體會(huì)散文語言的優(yōu)美和意境的深邃；第六引導(dǎo)學(xué)生小結(jié)課文，老師可以根據(jù)散文中出現(xiàn)的一些表現(xiàn)手法，對學(xué)生進(jìn)行寫作方面的指導(dǎo)，并讓學(xué)生嘗試去寫散文。我想一篇散文的教學(xué)，應(yīng)該突出重難點(diǎn)，目標(biāo)達(dá)成即可，不應(yīng)該做到面面俱到，應(yīng)該給學(xué)生留有思考的空間。同時(shí)我覺得應(yīng)該圍繞考點(diǎn)進(jìn)行點(diǎn)撥，講的再生動(dòng)，學(xué)生參與度再高，如果考試不能拿高分，教師的壓力會(huì)更大。教無定法，但愿通過培訓(xùn)大家可以互相借鑒互相學(xué)習(xí)，還請多多指正。

初語工作坊第二次線下培訓(xùn)心得

鄉(xiāng)村教師緊缺，平時(shí)教學(xué)工作和其他學(xué)校工作繁多，這次線下培訓(xùn)正好放在工作日，我本想請假，但幾經(jīng)思慮，抱著取經(jīng)的心態(tài)，天沒亮就起床，坐上了最早去縣城的班車。到錦江中學(xué)三樓的多媒體教室時(shí)，工作坊的班主任、坊主和小滕老師已經(jīng)在教室前面等候多時(shí)了，大家自覺排隊(duì)簽到，臉上掛著期待的微笑。

最開始，伴著《我愛我家》悅耳動(dòng)聽的旋律，美麗的李蕓老師帶著可愛的七年級學(xué)生，為我們帶來了一次溫馨的親情和愛的體驗(yàn)，這是一篇散文《散步》的示范教學(xué)課。接著，各個(gè)小組以這堂散文課為契機(jī)，圍繞“如何進(jìn)行散文教學(xué)”為主題，進(jìn)行了熱烈的探討，并且派代表做了討論結(jié)果的分享。接下來，語文資深教師黃麗坊主為我們帶來了一次精彩的講座《教學(xué)內(nèi)容的確定和教學(xué)環(huán)節(jié)的組織》，單刀直入，直奔主題，為我們解答了平時(shí)散文教學(xué)里的眾多困惑。最后，可愛的小滕老師為大家做了九月網(wǎng)絡(luò)培訓(xùn)情況的通報(bào)，也為接下來的培訓(xùn)布置了任務(wù)，指明了方向。

參加這次培訓(xùn)，不虛此行，受益頗多，我覺得這次培訓(xùn)有這幾個(gè)亮點(diǎn)：

一、這是一次精心組織，目標(biāo)明確，“真槍實(shí)干”，井然有序的線下培訓(xùn)；

二、這次培訓(xùn)全員參與，座無虛席，聽課專注，討論激烈，發(fā)言切中要害，有思想碰撞的火花；

三、名師示范課精彩紛呈，參訓(xùn)老師不僅耳濡目染，對于散文教學(xué)也有了新的認(rèn)識(shí)和新的想法；

四、專家講座，深入淺出。黃麗老師理論扎實(shí)，教學(xué)經(jīng)驗(yàn)豐富，為我們解答了散文教學(xué)存在的困惑，還分享了她個(gè)人多年來的散文教學(xué)研究成果，都是滿滿的干貨，對我們今后的教學(xué)有著重要的指導(dǎo)作用；

五、工作坊線上培訓(xùn)情況反饋及時(shí)，小滕老師分析細(xì)致入微，由面到點(diǎn)，還表揚(yáng)了部分優(yōu)秀學(xué)員，也點(diǎn)醒了個(gè)別認(rèn)識(shí)不到位的學(xué)員，同時(shí)為下一階段的培訓(xùn)任務(wù)敲了重點(diǎn)，明確了方向。

以上是我對這次培訓(xùn)的一些心得體會(huì)，希望我們“從牽著蝸牛去散步”變成“蝸牛帶著我們?nèi)ド⒉健?，在接下來的語文教學(xué)工作中，不斷創(chuàng)新思路，改革教學(xué)方式，將我縣語文教學(xué)推向新的臺(tái)階。

第二篇：教學(xué)實(shí)施步驟

教學(xué)實(shí)施步驟：

一、確定項(xiàng)目目標(biāo)，提出工作任務(wù)

（1）任務(wù)提出：教師展示任務(wù)及加工后任務(wù)成品，提出總體目標(biāo)。（2）總體目標(biāo)分解成若干子任務(wù)：

1.熟悉和掌握數(shù)控車床切削加工工藝及編制加工工藝過程卡 2.掌握數(shù)控車床切削加工零件的程序編制

3.掌握數(shù)控車床操作及加工調(diào)試及數(shù)控車床操作

4.復(fù)習(xí)數(shù)控車床的幾個(gè)復(fù)合指令格式，畫出復(fù)合切削路徑并注解

（3）人員分組。根據(jù)學(xué)生性別、掌握專業(yè)知識(shí)的程度、個(gè)人特質(zhì)，將不同層次的學(xué)生搭配分組，首先將本班學(xué)生分成六個(gè)小組，小組成員基數(shù)擬定為3-5人，由各小組成員討論決定各小組負(fù)責(zé)人。

二、計(jì)劃

學(xué)生針對該項(xiàng)目任務(wù)制訂一個(gè)工作計(jì)劃。教師根據(jù)需要給學(xué)生提供咨詢。工作計(jì)劃的內(nèi)容包括各個(gè)工作步驟介紹、小組安排、權(quán)責(zé)分配、時(shí)間安排等。制訂工作計(jì)劃有助于培養(yǎng)學(xué)生獨(dú)立設(shè)計(jì)項(xiàng)目實(shí)施的具體內(nèi)容和方法以及自主分配項(xiàng)目任務(wù)的能力。

三、決策

六個(gè)小組分別開展技術(shù)信息搜集，如刀具參數(shù)、加工手冊、使用說明書等技術(shù)資料和工作任務(wù)調(diào)研。在此基礎(chǔ)上，各小組分別獨(dú)立地開展工作，首先各小組復(fù)熟悉和掌握數(shù)控車床切削加工工藝及編制加工工藝過程卡。然后制訂加工工藝過程卡和數(shù)控加工刀具卡片，形成各自的決策后，在大組內(nèi)進(jìn)行信息匯總，分析各小組的決策內(nèi)容，探討并調(diào)整，從而形成本大組的優(yōu)化方案。

四、執(zhí)行

以小組的形式，根據(jù)步驟3中確定的加工方案，編制數(shù)控加工程序，并將程序輸人斯 沃?jǐn)?shù)控仿真軟件，在仿真軟件下模擬機(jī)床的起動(dòng)與關(guān)閉、程序的輸入、工件的裝夾、刀具的選擇與安裝、對刀、空運(yùn)行、程序的調(diào)試、零件加工等操作過程，以提高實(shí)際操作數(shù)控車床的熟練程度，并提前預(yù)見在實(shí)際操作過程中可能出現(xiàn)的問題。最后由小組討論，并經(jīng)教師審核后，將調(diào)試好的程序拿到數(shù)控加工車間，實(shí)際操作加工。在實(shí)際加工過程中隨時(shí)將當(dāng)前結(jié)果與項(xiàng)目目標(biāo)進(jìn)行比較，并適時(shí)修改決策方案。

五、評價(jià)

評價(jià)分為兩個(gè)步驟。(1)成果匯報(bào)

匯報(bào)內(nèi)容包括任務(wù)分工，計(jì)劃與決策過程，重點(diǎn)匯報(bào)實(shí)施過程中加工質(zhì)量的控制與測 量方法，產(chǎn)品是否合格。(2)評價(jià)

評價(jià)形式包括小組自評、組間互評、組間交流、教師總結(jié)，內(nèi)容包括加工的檢驗(yàn)、項(xiàng)目過程中出現(xiàn)的錯(cuò)誤及解決的方法、成功之處等。

成績評定：成績評定分為三部分，第一部分是現(xiàn)場操作規(guī)范評分，由教師根據(jù)現(xiàn)場操 作給定，這部分占20%;第二部分是成果匯報(bào)得分，由其他各組及教師根據(jù)匯報(bào)情況給 定，這部分占20%;第三部分為項(xiàng)目結(jié)果得分，根據(jù)對項(xiàng)目執(zhí)行結(jié)果的檢驗(yàn)評定，這部分 占60%。

六、遷移

第三篇：語言學(xué)教學(xué)步驟

來源：《英語語言學(xué)概論》課程組

發(fā)布時(shí)間：2007-5-6 21:42:00 已經(jīng)閱讀293次

Lecture one Chapter 1 Introduction

I.Objectives: Ss are to know the following from this lecture

1.What linguistics is

2.The scope of linguistics

3.Some important distinctions in linguistics

II.Procedures

A.Get to know each other(5’)

B.Introduce the book as well as the authors(10’)C.Requirements and evaluation of the course(5’)D.New Contents:

1.What linguistics is(20’)

2.The scope of linguistics(25’)

(1)The core of linguistics:

a.Phonetics

b.Phonology

c.Morphology

d.Syntax

e.Semantics

f.Pragmatics

(2)Interdisciplinary branches of linguistic study

a.Scociolinguistics

b.Psycholinguistics

c.Applied Linguistics

3.Some important distinctions in linguistics(23’)

(1)prescriptive vs.descriptive

(2)synchronic vs.diachronic

(3)speech vs.writing

E.Home work(2’)

(1)Qs 1-5(Pp.7-9)(oral)

(2)Gather information about Saussure and Chomsky

(3)Prepare the rest of 1.1.3

Lecture 2

Chapter 1 Introduction

I.Objectives: Ss are to know the following from this lecture

1.other important distinctions in linguistics

2.The definition of language

3.Some functions of language II.Procedures

A.Review questions(15’):

1.How do you understand that “l(fā)inguistics is the scientific study of language”?

2.What's the difference between phonetics and phonology?

3.What's the difference between semantics and pragmatics?

4.Why is speech considered as the primary medium of human language?

B.New Contents:

1.other important distinctions in linguistics(25’):

(4)Langue Vs.Parole

(5)Competence Vs.performance

(6)Traditional grammar Vs.modern linguistics

2.The definition of language(15'):

a.The definition

b.How to understand the definition

3.Some of the functions of language(33'):

a.Informative

b.Interrogative

c.Interpersonal

d.Performative

e.Directive

f.Emotive

g.Expressive

h.Phatic

i.Recreational

j.Metalingual

C.Home work(2’)

1.Pp.12 6(written)

2.Prepare the rest of the chapter.Lecture 3

Chapter 1 Introduction

I.Objectives: Ss are to know the following from this lecture

1.Some design features of language

2.Some theories as to the origin of language II.Procedures

A.Review questions(15’):

1.What’s the difference between langue and parole?

2.What’s the difference between competence and performance?

3.What’s the difference between the distinction of langue Vs.parole and that of competence Vs.performance?

4.Please name and explain with examples some functions of language.B.New Contents:

1.Five design features of language(25’):

a.Arbitrariness

b.Productivity

c.Displacement

d.Duality

e.Cultural transmission

2.Some theories as to the origin of language(15):

a.The Divine-Origin Theory

b.The Invention Theory:

1.The Bow-wow theory

2.The Pooh-pooh theory

3.The “Yo-he-ho” theory

4.The Ding-dong theory

c.the evolutionary theory

1.Children are born with both thought and language.2.The development of the physical apparatus for speech.3.It is labor that created the necessity for language.C.Home work(2’)

1.P.12, Q8(oral)

2.Prepare 2.1&2.2.Lecture 4 Chapter 2 Phonology

I.Objectives: Ss are to know the following from this lecture

1.The phonic medium of language

2.The branches of phonetics

3.Organs of speech

4.Orthographic representation of speech sounds

5.Classification of English speech sounds II.Procedures

A.Review questions(10’):

Give examples to show the following features that make human language different from animal communication system:

1.Arbitrariness

2.Productivity

3.Duality

4.Displacement

5.Cultural transmission

B.New Contents:

1.The concept of phonic medium of language and speech sounds(10’)

a.The phonic medium of language

b.Speech sounds

2.Three branches of phonetics(10’):

a.articulatory phonetics

b.acoustic phonetics

c.auditory phonetics

3.Organs of speech(15’)

a.the pharyngeal cavity

b.the oral cavity

c.the nasal cavity

4.Classification of English speech sounds(43)

a.consonants Vs.vowels

b.Consonants

c.vowels

C.Home work(2’)

1.P.31: 2-5(oral)

2.P.31: 6(written)

3.Prepare 2.3: Phonology

Lecture 5 Chapter 2 2.3 Phonology

I.Objectives: Ss are to know the following from this lecture

1.The differences between phonology and phonetics

2.The concepts of phone, phoneme, allophone, phonemic contrast, complementary distribution, and minimal pair

3.Some rules in phonology

4.Some suprasegmental features II.Procedures

A.Review questions(10’):

1.In what ways can English consonants be classified?

2.In what ways can English vowels be classified?

B.New Contents:

1.Phonology and Phonetics(10’)

a.Phonology

b.Differences between Phonology and Phonetics

2.Phone, Phoneme, and Allophone(15’):

a.Phone

b.Phoneme

c.Allophone

3.Phonemic contrast, complementary distribution, and minimal pair(20’)

a.Phonemic contrast

b.complementary distribution

c.minimal pair

d.Minimal set

4.Some rules in phonology(15’)

a.Sequential rules

b.Assimilation rule

c.Deletion rule

5.Suprasegmental features(18’)

a.Stress

b.Tone

c.Intonation

C.Home work(2’)

1.Review

2.P.31: 7-10(oral)

3.Prepare Chapter 3

Lecture 6

Chapter 3 Morphology

I.Objectives

Ss are to know the following through this lecture:

1.Types of Morphemes a.Prefix/suffix

b.Free/bound c.Derivational morpheme/inflectional morpheme 2.English word formation a.derivation b.compound II.Procedures

A.Review question s(10’)

1.How are English consonants classified? 2.How are English Vowels classified?

B.New Contents(77’)

1.definition 2.types of Morphemes a.Prefix/suffix b.Free/bound c.Derivational morpheme/inflectional morpheme 3.English word formation a.derivation b.compound a)grammatical category b).stress c).meaning 4.contrast between English and Chinese word formation

C.Summary(1’)

III.Home work(2’)

1.Review 2.Pp.40 Ex.1-4(oral)3.Prepare Chapter 5

Lecture 7

Chapter 5 Semantics(5.1-2)

I.Objectives: Ss are to know the following from this lecture

1.The scope of phonetics

2.A brief history of semantics

3.4 views concerning the study of meaning

4.Classification of meaning II.Procedures

A.Review questions(10’):

Q1.What’s the difference between phonetics and phonology?

Q2.Define the following terms:

a.phoneme

b.allophone

c.minimal pair

B.New Contents:

1.The scope of semantics(10’)

a.Definition

b.Scope

2.A brief history of semantics(10’): preparatory

a.etymological

b.structuralist

c.pluralist

3.4 views concerning the study of meaning(43’)

a.the naming theory

b.the conceptualist view

c.contextualism

d.behaviorism

4.Classification of meaning(15)

a.Grice's

b.Kitty's

c.Leech's

C.Home work(2’)

1.Review

2.Q1, Pp82.(oral)

3.Prepare 5.3: Lexical meaning

Lecture 8

Chapter 5 Semantics(5.3)

I.Objectives: Ss are to know the following from this lecture

1.The distinction between sense and reference

2.Major sense relations on the lexical level

a.synonymy

b.polysemy

c.homonymy

d.hyponymy

e.antonymy II.Procedures

A.Review question(10’):

What are the major views concerning the study of meaning?

B.New Contents:

1.Sense and reference(20’)

a.sense

b.reference

c.sense Vs.reference

2.Major sense relations on the lexical level(58’):

a.Synonymy

i.dialectal

ii.stylistic

iii.differing in their emotive or evaluative meaning

iv.collocational

v.semantically different

b.polysemy

c.homonymy

d.hyponymy

e.antonymy

i.gradable antonyms

ii.complementary antonyms

iii.relational opposites

C.Home work(2’)

1.Review

2.Qs 2-4, Pp82.(oral)

3.Prepare 5.4: Sense relations between sentences

Lecture 9

Chapter 5 Semantics(5.4/5.5)

I.Objectives: Ss are to know the following from this lecture

1.Major sense relations between sentences:

a.X is synonymous with Y

b.X is inconsistent with Y

c.X entails Y

d.X presupposes Y

e.X is a contradiction

f.X is semantically anomalous

2.Major presupposition triggers

II.Procedures

A.Review questions(10’):

1.What’s the difference between sense and reference?

2.What are the major sense relations on the lexical level? Explain.B.New Contents:

1.Major sense relations on the syntactic level(35’):

a.X is synonymous with Y

b.X is inconsistent with Y

c.X entails Y

d.X presupposes Y

A brief introduction of presupposition triggers

1)definite descriptions

2)factive verbs

3)implicative verbs

4)change of state verbs

5)iteratives

6)verbs of judging

7)adverbial clauses of time

8)cleft sentences

9)structures and expressions indicating comparison

10)counterfactual conditionals

11)non-restrictive attributive clauses

12)questions

e.X is a contradiction

f.X is semantically anomalous

2.Componential analysis(23’):

1.Definition

2.Examples

3.Classification of semantic features

4.Abstraction of semantic features

5.Strong Points

6.Weak Points

3.Predication analysis(20’)

1.Sentence Meaning

2.Grammatical meaning

3.Selection Restriction

4.Predication Analysis

5.Examples

6.More Examples

7.CA+PN

8.Strong points of formalization of meaning

9.Weak points of formalization of meaning

C.Home work(2’)

1.Review

2.P82: 2-5(written)

3.Prepare 6: Pragmatics

Lecture 10 Chapter 6 Pragmatics 6.1 Some Basic Notions

I.Objectives: Ss are to know the following from this lecture

1.definition of pragmatics

2.difference between pragmatics and semantics

3.context

4.difference between sentence meaning and utterance meaning

II.Procedures

A.Review question(10’):

1.Define the following 2 terms:

(1)Componential analysis

(2)Predication analysis

2.What does a predication consist of?

B.New Contents:

1.Definition(25’):

1.different definitons

2.common place

3.topics in pragmatics

4.origin and development of pragmatics

2.pragmatics vs.semantics(15’)

1.research methods

2.scope

3.key in the distinction

3.Context(15’)

1.definiton

2.cognitive context

3.importance of context

4.examples

4.Sentence meaning vs.utterance meaning(23’)

1.Sentence vs.utterance

2.sentence meaning vs.utterance meaning

3.examples

4.more examples

C.Home work(2’)

1.Review

2.Pp.94: Ex.1-3(oral)

3.Prepare 6.2

Lecture 11 Chapter 6 Pragmatics 6.2 Speech Act Theory

I.Objectives: Ss are to know the following from this lecture

1.Austin’s model of speech acts

2.Searle’s classification of speech acts

3.Speech act theory and indirectness of speech

II.Procedures

A.Review question(15’):

1.What’s the difference between pragmatics and semantics?

2.What’s the difference between sentence meaning and utterance meaning?

? 3.Try to think of contexts in which the following sentence can be used for other purposes than just stating a fact: ?

“The final examination is drawing near.”

B.New Contents:

1.Austin’s model of speech acts

(35’)

1.Origin of the theory

2.Examples of performatives

3.Main idea

4.Felicity/Happiness conditions

5.Grammatical and lexical criteria

6.Counter examples

7.More counter examples

8.Cancellation of the distinction

9.Development of the theory

10.“Three act” model

11.Example

12.Austin’s classification of IA

13.Austin’s Place

2.Searle’s classification of speech acts(25’)

1.Criteria for the classification

2.5/6 types of IA

3.Speech act theory and indirect speech(13’)

1.Indirectness of speech

2.Examples

3.Speech act theory and indirect speech

C.Home work(2’)?

1.Review ? 2.Pp.94: Ex.4-6(oral)? 3.Prepare 6.3

Lecture 12 Chapter 6 Pragmatics 6.3 Principle of Conversation

I.Objectives

Ss are to know the following through this lecture:

1.The main ideas of CP 2.The flouting of the maxims and conversational implicature 3.The flouting of the maxims and rhetoric 4.Development of CP II.Procedures

A.Review questions(10’)

1.According to Austin, what are the three acts a person is possibly performing while making an utterance.Explain with the following example: “Oh!What nice apples!”

2.Explain with examples the five types of illocutionary act classified by Searle:(1)representatives

(2)directives

(3)commissives(4)expressives(5)declarations

B.New Contents:

1.CP Proper(25’)

1.Origin of the theory 2.Main idea 3.CP explained 4.The maxims

2.The flouting of the maxims and conversational implicature(35’)

1.Main idea 2.Examples 3.Exercises 4.More exercises 5.Features of conversational implicature

3.Flouting of the maxims and rhetoric(10’)

1.Main idea 2.Examples 3.More Example

4.Post-Gricean Developments(8’)1.Some weak points of CP 2.Post-Gricean developments

C.Summary(1’)

III.Home work(1’)

1.Review 2.Pp.94: Ex.7(written)

3.Prepare Chapter 7

Lecture 13

Chapter 7 Language Change

I.Objectives

Ss are to know the following through this lecture: 1.Changes at different levels of language a.sound b.grammar c.vocabulary 2.Recent change in normal English usage 3.Causes of language change

II.Procedures

A.Review question(10’)

What are the four maxims of the CP? Try to give your own examples to show how flouting of these maims gives rise to conversational implicature.B.New Contents(77’)

1.Sound change 2.morphological and syntactic change a.change in “agreement” rule

b.change in negation rule c.process of simplification d.loss of inflections 3.Vocabulary change a.addition of new words b.loss of words c.changes in the meaning of words 4.Some recent trends

1).Moving towards greater informality 2).The influence of American English 3).The influence of science and technology

a.space travel b.computer and internet language

c.ecology 5.Causes of language change 1).The rapid development of science and technology 2).Social and political changes and political needs 3).The way children acquire the language 4).Economy of memory 5).The desire to be intelligible

C.Summary(1’)

III.Home work(2’)

1.Review 2.Pp.109: 1-8(oral)3.Prepare Chapter 8(1-2)

Lecture 14

Chapter 8 Language and Society(8.1-8.2)

I.Objectives

Ss are to know the following through this lecture: 1.The scope of sociolinguistics a.The relatedness between language and society b.Speech community and speech variety c.Two approaches to sociolinguistic studies 2.Varieties of language a.dialectal varieties

b.register c.degree of formality II.Procedures

A.Review question(20’)

1.Define the following 4 terms: 1)bound morpheme 2)free morpheme 3)derivational morpheme 4)inflectional morpheme

2.List as many as possible methods for the addition of new words.3.What are the 3 processes for semantic change of words?

B.New Contents(67’)

1.The scope of sociolinguistics a.The relatedness between language and society b.Speech community and speech variety c.Two approaches to sociolinguistic studies 2.Varieties of language a.dialectal varieties 1).regional dialect 2).sociolect 3).language and gender 4).language and age 5).idiolect 6).ethnic dialect b.register c.degree of formality

C.Summary(1’)

III.Home work(2’)

1.Review 2.Pp.126 Ex.1-6(oral)3.Prepare Chapter 8(3-5)

Lecture 15

Chapter 8 Language and Society(8.3-8.5)

I.Objectives

Ss are to know the following through this lecture: 1.standard dialect 2.pidgin and Creole 3.bilingualism and diglossia

II.Procedures

A.Review question(15’)

1.What are the ways that language is related with society? 2.List as many dialectal varieties as possible.3.What are the three social variables that determine the register? What is each concerned with?

B.New Contents(72’)

1.standard dialect a.definition b.features 2.pidgin and Creole a.pidgin 1).definition 2).features b.Creole 1).definition 2).features 3.bilingualism and diglossia a.bilingualism b.diglossia

C.Summary(1’)

III.Home work(2’)

1.Review 2.Pp.126 Ex.7-8(oral)3.Prepare Chapter 9(1-4)

Lecture 16

Chapter 9 Language and Culture(9.1-4)

I.Objectives

Ss are to know the following through this lecture: 1.the scope of the study 2.what culture is 3.the relationship between language and culture 4.Sapir-Whorf hypothesis

II.Procedures

A.Review question(15’)Define the following 4 terms: 1.Pidgin 2.Creole 3.Bilingualism 4.diglossia

B.New Contents(72’)

1.the scope of the study a.language and culture b.language and thought 2.what culture is a.definition b.culture Vs.nature 3.the relationship between language and culture a.example b.specific relationships c.summary 4.Sapir-Whorf hypothesis a.definition b.weak version c.strong version d.comment

C.Summary(1’)

III.Home work(2’)

1.Review 2.Pp.141 Ex.1-2(oral)3.Prepare Chapter 9(5-8)

Lecture 17

Chapter 9 Language and Culture(9.5-9.8)

I.Objectives

Ss are to know the following through this lecture:

1.linguistic evident of cultural differences 2.significance of cultural teaching and learning 3.cultural overlap and diffusion 4.intercultural communication

II.Procedures

A.Review question(15’)

Define the term: Sapir-Whorf hypothesis

B.New Contents(72’)

1.linguistic evident of cultural differences a.greetings and terms of address b.thanks and compliments c.color word d.privacy and taboos e.rounding off numbers f.words and cultural-specific connotations g.cultural-related idioms, proverbs and metaphors 2.significance of cultural teaching and learning 3.cultural overlap and diffusion a.cultural imperialism b.linguistic imperialism c.linguistic nationalism 4.intercultural communication

C.Summary(1’)

III.Home work(2’)

1.Review 2.Pp.141: 3-6(oral)3.Get prepared for the exam

第四篇：太極拳教學(xué)步驟

太極拳教學(xué)步驟

一、先快后慢原則

“先快后慢“原則是指，先以較快的動(dòng)作速度教會(huì)學(xué)員部分或全套動(dòng)作后，再進(jìn)行慢速練習(xí)的方法。教學(xué)時(shí)，教師先以比太極拳正常快一至兩倍的速度，教會(huì)動(dòng)作的運(yùn)動(dòng)過程和基本方法，可稱做“慢拳快教”，使學(xué)員再較快的時(shí)間內(nèi)先粗掌握動(dòng)作技術(shù)，待學(xué)員能夠把部分或全套動(dòng)作基本掌握后，教師再仔細(xì)“摳”每一個(gè)動(dòng)作細(xì)節(jié)，此時(shí)，可配合太極拳音樂進(jìn)行，讓學(xué)員逐步體會(huì)合掌握太極拳“緩慢柔和”的運(yùn)動(dòng)特點(diǎn)。

二、先分后合原則

“先分后合”原則是指，把一個(gè)完整的動(dòng)作分解，化繁為簡，變難為易，先教會(huì)學(xué)員分解動(dòng)作并使之基本熟練，再把分解動(dòng)作連合起來進(jìn)行完整動(dòng)作教學(xué)的方法，教學(xué)時(shí)，教師要根據(jù)動(dòng)作的不同機(jī)構(gòu)，選擇合理的分解時(shí)機(jī)與方法：有的動(dòng)作適合于分解成幾個(gè)小分動(dòng)，有的動(dòng)作則適合于先上、下肢分解的方法。無論采用哪種分解方法，一旦分解動(dòng)作基本熟練后，就應(yīng)把分解動(dòng)作連合起來，盡快向完整動(dòng)作的教學(xué)過渡。

三、先靜后動(dòng)原則

“先靜后動(dòng)”原則是指，先教會(huì)每個(gè)動(dòng)作的靜止架勢，再教會(huì)每個(gè)動(dòng)作的運(yùn)動(dòng)過程，以及教會(huì)動(dòng)作與動(dòng)作之間連接的教學(xué)方法。教學(xué)時(shí)，教師先按太極拳套路動(dòng)作的前后順序，使學(xué)員明確每一個(gè)動(dòng)作靜止姿勢的規(guī)格標(biāo)準(zhǔn)和要求，并通過對每個(gè)靜止架勢采用“站樁”似的練習(xí)，讓學(xué)員在一定時(shí)間的靜止姿態(tài)下體會(huì)身體各部位的感覺和技術(shù)要求，待把架勢做的基本正確，規(guī)范后，再對每一個(gè)動(dòng)作的運(yùn)動(dòng)過程進(jìn)行講示呵領(lǐng)做練習(xí)，以使學(xué)員逐步掌握動(dòng)作的運(yùn)動(dòng)特點(diǎn)和配合方法。在此基礎(chǔ)上，再讓學(xué)員學(xué)會(huì)動(dòng)作與動(dòng)作間的連接方法，從中把握其技巧和規(guī)律。

四、先高后低原則

“先高后低”原則是指，先以較高的重心姿勢使學(xué)員學(xué)會(huì)部分或全套動(dòng)作，再降低重心進(jìn)行練習(xí)的方法，教學(xué)時(shí)，教師先把太極拳中各種步型的重心升高，而步型不變，如虛步可做高虛步，弓步可做高弓步等，降低動(dòng)作速度，待學(xué)員學(xué)會(huì)了全套動(dòng)作后，老師再按標(biāo)準(zhǔn)姿勢領(lǐng)做，強(qiáng)調(diào)步型到位，虛實(shí)分明，降低重心練習(xí)，以此達(dá)到太極拳運(yùn)動(dòng)對重心的要求。

五、先方后圓原則

“先方后圓”原則是指，先讓學(xué)員按類似于長拳的方法劃出動(dòng)作，擺正架勢，再進(jìn)行動(dòng)作圓活，連貫教學(xué)的方法，教學(xué)時(shí)，教師先讓學(xué)員在不用力的情況下劃出動(dòng)作，擺正架勢，簡化動(dòng)作過程，降低路線要求，此時(shí)動(dòng)作會(huì)有棱有角，也可停頓。待學(xué)員大體掌握動(dòng)作后再及時(shí)向圓活，連貫方面要求發(fā)展。

六、先外后內(nèi)原則

“先外后內(nèi)”原則是指，先求外部形體動(dòng)作的準(zhǔn)確、規(guī)范，再求內(nèi)在意、氣、神、勁的運(yùn)用和配合。教學(xué)時(shí)，教師先教會(huì)動(dòng)作的外形，通過講示、領(lǐng)做等手段，使學(xué)員學(xué)會(huì)動(dòng)作的運(yùn)動(dòng)過程和架勢結(jié)構(gòu)，待較為熟練、規(guī)范、準(zhǔn)確后，再進(jìn)行意念、呼吸、勁力、精神等方面的教學(xué)。逐步要求用意念引導(dǎo)動(dòng)作，精神貫注道每個(gè)細(xì)小的動(dòng)作中，呼吸與動(dòng)作相配合，勁力剛?cè)嵯酀?jì)等。

第五篇：成語故事教學(xué)步驟

成語故事

一、千字文

女慕貞潔 男效才良 知過必改 得能莫忘 罔談彼短 靡恃己長信使可復(fù) 器欲難量 墨悲絲染 詩贊羔羊

二、巧記成語

最瘦的人——瘦骨嶙峋最大的嘴——?dú)馔躺胶?/p>

最高的人——頂天立地最大的聲響——驚天動(dòng)地

最有學(xué)問的人——學(xué)富五年最好的年份——風(fēng)調(diào)雨順

最年輕的老人——鶴發(fā)童顏?zhàn)罱Y(jié)實(shí)的墻——銅墻鐵壁

諺語

三、怎樣對成語故事進(jìn)行分類呢？

內(nèi)容上分類：

1、寓言故事成語：畫蛇添足、濫竽充數(shù)等。

2、歷史故事成語：望梅止渴、紙上談兵等。

3、神話故事成語：精衛(wèi)填海、夸父追日等。

字?jǐn)?shù)上分類：

四字成語故事居多。如：三顧茅廬、驚弓之鳥等。

三字成語故事。如：下馬威、東道主等。

五字成語故事。如：廬山真面目、十八般武藝等。

六字成語故事：如：上氣不接下氣等。

四、例文

八仙過海

1、這個(gè)成語故事是個(gè)（神話）故事。

2、八仙過海比喻各自有一套辦法或本領(lǐng)去完成任務(wù)。

望梅止渴

1、這個(gè)成語故事是個(gè)（歷史）故事。

2、望梅止渴這個(gè)成語說明（用空想安慰自己或他人。）

買櫝還珠

1、這個(gè)成語故事是個(gè)（寓言）故事。

2、這個(gè)故事告訴我們：不要做目光短淺,取舍不當(dāng)?shù)娜?/p>

五、讀寫鏈接

1.選擇兩個(gè)或者三個(gè)成語，讓學(xué)生了解掌握其意義。

2.創(chuàng)編一個(gè)成語故事，可以是現(xiàn)代社會(huì)發(fā)生的或者身邊發(fā)生的事。

3.要求不改變成語原意，大膽想象，故事完整。注意有細(xì)節(jié)描寫。