精选A Time to Break Silen范文.docx

精选A Time to Break Silen范文.docx

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精选ATimetoBreakSilen范文

ATimetoBreakSilen

教师范读的是阅读教学中不可缺少的部分，我常采用范读，让幼儿学习、模仿。

如领读，我读一句，让幼儿读一句，边读边记；第二通读，我大声读，我大声读，幼儿小声读，边学边仿；第三赏读，我借用录好配朗读磁带，一边放录音，一边幼儿反复倾听，在反复倾听中体验、品味。

　　theymustseeamericansasstrangeliberators.thevietnamesepeopleproclaimedtheirownindependence*in1954*--in1945*rather*--afteracombinedfrenchandjapaneseoccupationandbeforethecommunistrevolutioninchina.theywereledbyhochiminh.eventhoughtheyquotedtheamericandeclarationofindependenceintheirowndocumentoffreedom,werefusedtorecognizethem.instead,wedecidedtosupportfranceinitsreconquestofherformercolony.ourgovernmentfeltthenthatthevietnamesepeoplewerenotreadyforindependence,andweagainfellvictimtothedeadlywesternarrogancethathaspoisonedtheinternationalatmosphereforsolong.withthattragicdecisionwerejectedarevolutionarygovernmentseekingself-determinationandagovernmentthathadbeenestablishednotbychina--forwhomthevietnamesehavenogreatlove--butbyclearlyindigenousforcesthatincludedsomecommunists.forthepeasantsthisnewgovernmentmeantreallandreform,oneofthemostimportantneedsintheirlives.

“师”之概念，大体是从先秦时期的“师长、师傅、先生”而来。

其中“师傅”更早则意指春秋时国君的老师。

《说文解字》中有注曰：

“师教人以道者之称也”。

“师”之含义，现在泛指从事教育工作或是传授知识技术也或是某方面有特长值得学习者。

“老师”的原意并非由“老”而形容“师”。

“老”在旧语义中也是一种尊称，隐喻年长且学识渊博者。

“老”“师”连用最初见于《史记》，有“荀卿最为老师”之说法。

慢慢“老师”之说也不再有年龄的限制，老少皆可适用。

只是司马迁笔下的“老师”当然不是今日意义上的“教师”，其只是“老”和“师”的复合构词，所表达的含义多指对知识渊博者的一种尊称，虽能从其身上学以“道”，但其不一定是知识的传播者。

今天看来，“教师”的必要条件不光是拥有知识，更重于传播知识。

fornineyearsfollowing1945wedeniedthepeopleofvietnamtherightofindependence.fornineyearswevigorouslysupportedthefrenchintheirabortiveefforttorecolonizevietnam.beforetheendofthewarweweremeetingeightypercentofthefrenchwarcosts.evenbeforethefrenchweredefeatedatdienbienphu,theybegantodespairoftheirrecklessaction,butwedidnot.weencouragedthemwithourhugefinancialandmilitarysuppliestocontinuethewarevenaftertheyhadlostthewill.soonwewouldbepayingalmostthefullcostsofthistragicattemptatrecolonization.

死记硬背是一种传统的教学方式,在我国有悠久的历史。

但随着素质教育的开展,死记硬背被作为一种僵化的、阻碍学生能力发展的教学方式,渐渐为人们所摒弃;而另一方面,老师们又为提高学生的语文素养煞费苦心。

其实,只要应用得当,“死记硬背”与提高学生素质并不矛盾。

相反,它恰是提高学生语文水平的重要前提和基础。

afterthefrenchweredefeated,itlookedasifindependenceandlandreformwouldcomeagainthroughthegenevaagreement.butinsteadtherecametheunitedstates,determinedthathoshouldnotunifythetemporarilydividednation,andthepeasantswatchedagainaswesupportedoneofthemostviciousmoderndictators,ourchosenman,premierdiem.thepeasantswatchedandcringedasdiemruthlesslyrootedoutallopposition,supportedtheirextortionistlandlords,andrefusedeventodiscussreunificationwiththenorth.thepeasantswatchedasallthiswaspresidedoverbyunitedstates'influenceandthenbyincreasingnumbersofunitedstatestroopswhocametohelpquelltheinsurgencythatdiem'smethodshadaroused.whendiemwasoverthrowntheymayhavebeenhappy,butthelonglineofmilitarydictatorsseemedtooffernorealchange,especiallyintermsoftheirneedforlandandpeace.

这个工作可让学生分组负责收集整理,登在小黑板上,每周一换。

要求学生抽空抄录并且阅读成诵。

其目的在于扩大学生的知识面,引导学生关注社会,热爱生活,所以内容要尽量广泛一些,可以分为人生、价值、理想、学习、成长、责任、友谊、爱心、探索、环保等多方面。

如此下去,除假期外,一年便可以积累40多则材料。

如果学生的脑海里有了众多的鲜活生动的材料,写起文章来还用乱翻参考书吗?

theonlychangecamefromamerica,asweincreasedourtroopcommitmentsinsupportofgovernmentswhichweresingularlycorrupt,inept,andwithoutpopularsupport.allthewhilethepeoplereadourleafletsandreceivedtheregularpromisesofpeaceanddemocracyandlandreform.nowtheylanguishunderourbombsandconsiderus,nottheirfellowvietnamese,therealenemy.theymovesadlyandapatheticallyasweherdthemoffthelandoftheirfathersintoconcentrationcampswhereminimalsocialneedsarerarelymet.theyknowtheymustmoveonorbedestroyedbyourbombs.

要练说，先练胆。

说话胆小是幼儿语言发展的障碍。

不少幼儿当众说话时显得胆怯：

有的结巴重复，面红耳赤；有的声音极低，自讲自听；有的低头不语，扯衣服，扭身子。

总之，说话时外部表现不自然。

我抓住练胆这个关键，面向全体，偏向差生。

一是和幼儿建立和谐的语言交流关系。

每当和幼儿讲话时，我总是笑脸相迎，声音亲切，动作亲昵，消除幼儿畏惧心理，让他能主动的、无拘无束地和我交谈。

二是注重培养幼儿敢于当众说话的习惯。

或在课堂教学中，改变过去老师讲学生听的传统的教学模式，取消了先举手后发言的约束，多采取自由讨论和谈话的形式，给每个幼儿较多的当众说话的机会，培养幼儿爱说话敢说话的兴趣，对一些说话有困难的幼儿，我总是认真地耐心地听，热情地帮助和鼓励他把话说完、说好，增强其说话的勇气和把话说好的信心。

三是要提明确的说话要求，在说话训练中不断提高，我要求每个幼儿在说话时要仪态大方，口齿清楚，声音响亮，学会用眼神。

对说得好的幼儿，即使是某一方面，我都抓住教育，提出表扬，并要其他幼儿模仿。

长期坚持，不断训练，幼儿说话胆量也在不断提高。

sotheygo,primarilywomenandchildrenandtheaged.theywatchaswepoisontheirwater,aswekillamillionacresoftheircrops.theymustweepasthebulldozersroarthroughtheirareaspreparingtodestroytheprecioustrees.theywanderintothehospitalswithatleasttwentycasualtiesfromamericanfirepowerforonevietcong-inflictedinjury.sofarwemayhavekilledamillionofthem,mostlychildren.theywanderintothetownsandseethousandsofthechildren,homeless,withoutclothes,runninginpacksonthestreetslikeanimals.theyseethechildrendegradedbyoursoldiersastheybegforfood.theyseethechildrensellingtheirsisterstooursoldiers,solicitingfortheirmothers.

whatdothepeasantsthinkasweallyourselveswiththelandlordsandaswerefusetoputanyactionintoourmanywordsconcerninglandreform?

whatdotheythinkaswetestoutourlatestweaponsonthem,justasthegermanstestedoutnewmedicineandnewtorturesintheconcentrationcampsofeurope?

wherearetherootsoftheindependentvietnamweclaimtobebuilding?

isitamongthesevoicelessones?

wehavedestroyedtheirtwomostcherishedinstitutions:

thefamilyandthevillage.wehavedestroyedtheirlandandtheircrops.wehavecooperatedinthecrushingofthenation'sonlynoncommunistrevolutionarypoliticalforce,theunifiedbuddhistchurch.wehavesupportedtheenemiesofthepeasantsofsaigon.wehavecorruptedtheirwomenandchildrenandkilledtheirmen.

nowthereislittlelefttobuildon,savebitterness.*soontheonlysolidphysicalfoundationsremainingwillbefoundatourmilitarybasesandintheconcreteoftheconcentrationcampswecall"fortifiedhamlets."thepeasantsmaywellwonderifweplantobuildournewvietnamonsuchgroundsasthese.couldweblamethemforsuchthoughts?

wemustspeakforthemandraisethequestionstheycannotraise.these,too,areourbrothers.

perhapsamoredifficultbutnolessnecessarytaskistospeakforthosewhohavebeendesignatedasourenemies.*whatofthenationalliberationfront,thatstrangelyanonymousgroupwecall"vc"or"communists"?

whatmusttheythinkoftheunitedstatesofamericawhentheyrealizethatwepermittedtherepressionandcrueltyofdiem,whichhelpedtobringthemintobeingasaresistancegroupinthesouth?

whatdotheythinkofourcondoningtheviolencewhichledtotheirowntakingupofarms?

howcantheybelieveinourintegritywhennowwespeakof"aggressionfromthenorth"asiftherewerenothingmoreessentialtothewar?

howcantheytrustuswhennowwechargethemwithviolenceafterthemurderousreignofdiemandchargethemwithviolencewhilewepoureverynewweaponofdeathintotheirland?

surelywemustunderstandtheirfeelings,evenifwedonotcondonetheiractions.surelywemustseethatthemenwesupportedpressedthemtotheirviolence.surelywemustseethatourowncomputerizedplansofdestructionsimplydwarftheirgreatestacts.

howdotheyjudgeuswhenourofficialsknowthattheirmembershipislessthantwenty-fivepercentcommunist,andyetinsistongivingthemtheblanketname?

whatmusttheybethinkingwhentheyknowthatweareawareoftheircontrolofmajorsectionsofvietnam,andyetweappearreadytoallownationalelectionsinwhichthishighlyorganizedpoliticalparallelgovernmentwillnothaveapart?

theyaskhowwecanspeakoffreeelectionswhenthesaigonpressiscensoredandcontrolledbythemilitaryjunta.andtheyaresurelyrighttowonderwhatkindofnewgovernmentweplantohelpformwithoutthem,theonlypartyinrealtouchwiththepeasants.theyquestionourpoliticalgoalsandtheydenytherealityofapeacesettlementfromwhichtheywillbeexcluded.theirquestionsarefrighteninglyrelevant.isournationplanningtobuildonpoliticalmythagain,andthenshoreitupuponthepowerofnewviolence?

hereisthetruemeaningandvalueofcompassionandnonviolence,whenithelpsustoseetheenemy'spointofview,tohearhisquestions,toknowhisassessmentofourselves.forfromhisviewwemayindeedseethebasicweaknessesofourowncondition,andifwearemature,wemaylearnandgrowandprofitfromthewisdomofthebrotherswhoarecalledtheopposition.

so,too,withhanoi.inthenorth,whereourbombsnowpummeltheland,andourminesendangerthewaterways,wearemetbyadeepbutunderstandablemistrust.tospeakforthemistoexplainthislackofconfidenceinwesternwords,andespeciallytheirdistrustofamericanintentionsnow.inhanoiarethemenwholedthenationtoindependenceagainstthejapaneseandthefrench,themenwhosoughtmembershipinthefrenchcommonwealthandwerebetrayedbytheweaknessofparisandthewillfulnessofthecolonialarmies.itwastheywholedasecondstruggleagainstfrenchdominationattremendouscosts,andthenwerepersuadedtogiveupthelandtheycontrolledbetweenthethirteenthandseventeenthparallelasatemporarymeasureatgeneva.after1954theywatchedusconspirewithdiemtopreventelectionswhichcouldhavesurelybroughthochiminhtopoweroveraunitedvietnam,andtheyrealizedtheyhadbeenbetrayedagain.whenweaskwhytheydonotleaptonegotiate,thesethingsmustberemembered.

also,itmustbeclearthattheleadersofhanoiconsideredthepresenceofamericantroopsinsupportofthediemregimetohavebeentheinitialmilitaryb