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教学《伏尔加河上的纤夫》(语文十册第2课)后,我组织学生进行了一次描写人物肖像的教学活动。具体教学程序如下: 首先,我引导学生复习《伏尔加河上的纤夫》,对照彩图,认真理解纤夫拉纤时的不同形象和神态。例如:“领头的纤夫是个肩膀宽阔的老头儿。他包着头巾,衣服上打着补钉,他的眼睛漠然地望着前方,路还氏着哩”,“少年右面的老头好象有病。他那微微张开的嘴唇和没精打采的目光,显得又虚弱又疲惫。他正在用袖子拭额上的汗珠”,
Teaching “The Trappist at the Volga” (Language Class 10, Lesson 2) I organized my students to teach a portrait of a character. Specific teaching procedures are as follows: First of all, I guide students to review the “Volga on the Volga River,” control the color map, a serious understanding of the different shapes and demeanor. For example: “The lead scholar is a broad-shouldered old man with a turban, a patch of clothes on his back, his eyes staring indifferently in front of him,” said the young man on the right. His slight, open lips and listless gaze were weak and exhausted, and he was wiping sweat off his sleeves,