TPO4 文本标注沉诗萌word精品文档14页.docx

TPO4 文本标注沉诗萌word精品文档14页.docx

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TPO4文本标注沉诗萌word精品文档14页

TPO4

其实,任何一门学科都离不开死记硬背,关键是记忆有技巧,“死记”之后会“活用”。

不记住那些基础知识,怎么会向高层次进军?

尤其是语文学科涉猎的范围很广,要真正提高学生的写作水平,单靠分析文章的写作技巧是远远不够的,必须从基础知识抓起,每天挤一点时间让学生“死记”名篇佳句、名言警句,以及丰富的词语、新颖的材料等。

这样,就会在有限的时间、空间里给学生的脑海里注入无限的内容。

日积月累,积少成多,从而收到水滴石穿,绳锯木断的功效。

Passage1

我国古代的读书人,从上学之日起,就日诵不辍,一般在几年内就能识记几千个汉字,熟记几百篇文章,写出的诗文也是字斟句酌,琅琅上口,成为满腹经纶的文人。

为什么在现代化教学的今天,我们念了十几年书的高中毕业生甚至大学生,竟提起作文就头疼,写不出像样的文章呢?

吕叔湘先生早在1978年就尖锐地提出:

“中小学语文教学效果差,中学语文毕业生语文水平低,……十几年上课总时数是9160课时,语文是2749课时,恰好是30%,十年的时间,二千七百多课时,用来学本国语文,却是大多数不过关,岂非咄咄怪事!

”寻根究底,其主要原因就是腹中无物。

特别是写议论文,初中水平以上的学生都知道议论文的“三要素”是论点、论据、论证,也通晓议论文的基本结构:

提出问题――分析问题――解决问题,但真正动起笔来就犯难了。

知道“是这样”,就是讲不出“为什么”。

根本原因还是无“米”下“锅”。

于是便翻开作文集锦之类的书大段抄起来,抄人家的名言警句,抄人家的事例,不参考作文书就很难写出像样的文章。

所以,词汇贫乏、内容空洞、千篇一律便成了中学生作文的通病。

要解决这个问题,不能单在布局谋篇等写作技方面下功夫,必须认识到“死记硬背”的重要性,让学生积累足够的“米”。

Conversation1

语文课本中的文章都是精选的比较优秀的文章,还有不少名家名篇。

如果有选择循序渐进地让学生背诵一些优秀篇目、精彩段落,对提高学生的水平会大有裨益。

现在,不少语文教师在分析课文时,把文章解体的支离破碎,总在文章的技巧方面下功夫。

结果教师费劲,学生头疼。

分析完之后,学生收效甚微,没过几天便忘的一干二净。

造成这种事倍功半的尴尬局面的关键就是对文章读的不熟。

常言道“书读百遍,其义自见”,如果有目的、有计划地引导学生反复阅读课文,或细读、默读、跳读,或听读、范读、轮读、分角色朗读,学生便可以在读中自然领悟文章的思想内容和写作技巧,可以在读中自然加强语感,增强语言的感受力。

久而久之,这种思想内容、写作技巧和语感就会自然渗透到学生的语言意识之中,就会在写作中自觉不自觉地加以运用、创造和发展。

Narrator

Listentoaconversationbetweenastudentandalibrarian.

Librarian

CanIhelpyou?

Student

Yeah,Ineedtofindareview.It’sformyEnglishclass.Wehavetofindreviewsoftheplaywearereading.Buttheyhavetobefromwhentheplaywasfirstperformed,soIneedtoknowwhenthatwasandIsupposeIshouldstartwithnewspaperreviewsand…（Q1）

Librarian

Contemporaryreviews.

Student

Sorry?

Librarian

Youwantcontemporaryreviews.（Q5）What’sthenameoftheplay?

Student

It’sHappyStrangers.Itwaswrittenin1962andwearesupposedtowriteaboutitsinfluenceonAmericantheatreandshowwhyit’sbeensoimportant.

Librarian

Well,thatcertainlyexplainswhyyourprofessorwantsyoutoreadsomeofthoseoldreviews.Thecritiquesreallytoretheplaytopieceswhenitopened.It’ssocontroversial.（Q2）Nobodyhadeverseenanythinglikeitonthestage.

Student

Really?

Isthatabigdeal?

Librarian

Oh,sure.Ofcoursethecritics’reactionmadesomepeoplekindofcuriousaboutit.Theywantedtoseewhatwascausingallthefuss.Infact,wewereonvacationinNewYork.Oh,Ihadtobe,oh,around16orso,andmyparentstookmetoseeit.Thatwould’vebeenabout1965.

Student

Sothatwastheyearitpremiered?

Great!

Butuh,newspapersfrombackthenaren’tonline,so,howdoI…

Librarian

Well,wehavecopiesofoldnewspapersinthebasement,andallthemajorpaperspublishreferenceguidestotheirarticles,reviews,etc.Youwillfindtheminthereferencestacksintheback.ButIstartwith1964,IthinktheplayhadbeenrunningforalittlewhilewhenIsawit.

Student

Howdoyoulikeit?

Imeanjusttwocharactersonthestagehangingaroundbasicallydoingnothing.

Librarian

Well,Iwasimpressed.Theactorswerefamous,andbesidesitwasmyfirsttimeinarealtheatre.（Q3）Butyouareright.Itwasdefinitelydifferentfrommanyplaysthatwereadinhighschool.Ofcourse,inasmalltowntheassignmentsareprettytraditional.

Student

Yeah,I’veonlyreaditbutitdoesn’tseemlikeitwouldbemuchfuntowatch.Thestorydoesn’tprogressinanysortoflogicalmatter,doesn’thaverealendingeither,juststops.Honestly,youknow,Ithoughtitwaskindofslowandboring.

Librarian

Oh,wellIguessyoumightthinkthat.ButwhenIsawitbackthenitwasanythingbutboring.Somepartswerereallyfunny,butIremembercryingtoo（Q3）.ButI’mnotsurejustreadingit.Youknow,they’vedonethisplayatleastonceoncampus.I’msurethereisatapeoftheplayinourvideolibrary.Youmightwanttoborrowit.

Student

That’sagoodidea.I’llhaveabetterideaofwhatIreallythinkofitbeforeIreadthosereviews.

Librarian

I’msureyouwillbesurprisedthatanyoneeverfounditradical.Butyouwillseewhyitisstillpowerful,dramaticallyspeaking.

Student

Well,theremustbesomethingaboutit,ortheprofessorwouldn’thaveassignedit.I’msureI’llfigureitout.（Q4）

Passage2

Lecture1-Biology（DisplacementActivity）

Narrator

Listentopartofalectureinabiologyclass.Theclassisdiscussinganimalbehavior.

Professor

Ok,thenextkindofanimalbehaviorIwanttotalkaboutmightbefamiliartoyou.Youmayhaveseen,forexample,abirdthat’sinthemiddleofamatingritual,andsuddenlyitstopsandpreens,youknow,ittakesafewmomentstostraightenitsfeathers,andthenreturnstothematingritual.Thiskindofbehavior,thisdoingsomethingthatseemscompletelyoutofplace,iswhatwecalla‘DisplacementActivity’.

Displacementactivitiesareactivitiesthatanimalsengageinwhentheyhaveconflictingdrives.（Q6）Ifwetakeourexamplefromaminuteago,ifthebirdisafraidofitsmate,it’sconflicted.Itwantstomatebutit’salsoafraidandwantstorunaway.So,instead,itstartsgroomingitself.So,thedisplacementactivity,thegrooming,thestraighteningofitsfeathers,seemstobeanirrelevantbehavior.

So,whatdoyouthinkanotherexampleofadisplacementactivitymightbe?

Karl

Howaboutananimalthat,um,insteadoffightingitsenemyorrunningaway,itattacksaplantorabush?

Professor

That’sreallygoodsuggestion,Karl.Butthat’scalled‘redirecting’.Theanimalisredirectingitsbehaviortoanotherobject,inthiscase,theplantorthebush.Butthat’snotanirrelevantorinappropriatebehavior.（Q11）Thebehaviormakessense.It’sappropriateunderthecircumstances.Butwhatdoesn’tmakesenseistheobjectthebehavior‘sdirectedtowards.

Ok,whoelse?

Carol?

Carol

IthinkIreadinanotherclassaboutanexperimentwhereanobjectthattheanimalwasafraidofwasputnexttoitsfood–nexttotheanimal’sfood.Andtheanimal,itwasconflictedbetweenconfrontingtheobjectandeatingthefood,soinstead,itjustfellasleep.Likethat?

Professor

That’sexactlywhatImean.Displacementoccursbecausetheanimal’sgottwoconflictingdrives–twocompetingurges（Q7）,inthiscase,fearandhunger.Andwhathappensis,theyinhibiteachother,theycanceleachotheroutinaway,andathirdseeminglyirrelevantbehavior（Q7）surfacesthroughaprocessthatwecall‘Disinhibition’.（Q8）

Now,indisinhibition,thebasicideaisthattwodrivesthatseemtoinhibit,toholdback,athirddrive.Well,well,they’regettinginawayofeachotherina…inaconflictsituationandsomehowlosecontrol,losetheirinhibitingeffectonthatthirdbehavior,whichmeansthatthethirddrivesurfaces,it’sexpressedintheanimal’sbehavior.

Now,thesedisplacementactivitiescanincludefeeding,drinking,grooming,evensleeping.（Q7）Thesearewhatwecall‘ComfortBehavior’.Sowhydoyouthinkdisplacementactivitiesaresooftencomfortbehaviors,suchasgrooming?

Karl

Maybebecauseit’seasyforthemtodo?

Imean,groomingislikeoneofthemostaccessiblethingsananimalcando.It’ssomethingtheydoallthetime,（Q9）andtheyhavethestimulusrightthereontheoutsideoftheirbodiesinordertodothegrooming,oriffoodisrightinfrontofthem.Basically,theydon’thavetothinkverymuchaboutthosebehaviors.

Carol

Professor,isn’titpossiblethatanimalsgroombecausethey’vegotmessedupalittlefromfightingormating?

Imeanifabird’sfeathersgetruffledorananimal’sfur,maybeit’snotsostrangeforthemtostopandtidythemselvesupatthatpoint.

Professor

That’sanotherpossiblereasonalthoughitdoesn’tnecessarilyexplainotherbehaviorssuchaseating,drinkingorsleeping.

What’sinterestingisthatstudieshavebeendonethatsuggestthattheanimal’senvironmentmayplayapartindeterminingwhatkindofbehavioritdisplays.Forexample,there’sabird,the‘woodthrush’,（Q10）anyway,whenthe‘woodthrush’isinanattack-escapeconflict,thatis,it’scaughtbetweenthetwourgestoescapefromortoattackanenemy,ifit’ssittingonahorizontalbranch,it’llwipeitsbeakonitsperch.Ifit’ssittingonaverticalbranch,it’llgroomitsbreastfeathers.Theimmediateenvironmentofthebird,itsimmediate,um,itsrelationshiptoitsimmediateenvironmentseemstoplayapartinwhichbehaviorwilldisplay.

Passage3

Lecture2-Literature（Emerson’sSelf-Reliance）

Narrator

Listentopartofalectureinaliteratureclass.

Professor

Allright,soletmeclosetoday’sclasswithsomethoughtstokeepinmindwhileyouaredoingtonight’sassignment.YouwillbereadingoneofRalphWaldoEmerson’sbest-knownessays‘Self-Reliance’（Q12）andcomparingitwithhispoemsandotherworks.

Ithinkthisessayhasthepotentialtobequitemeaningfulforallofyouasyoungpeoplewhoprobablywonderaboutthingsliketruthandwhereyourlivesaregoing-allsortsofprofoundquestions.

KnowingsomethingaboutEmerson’sphilosophieswillhelpyouwhenyouread‘Self-Reliance’.Andbasically,oneofthemainbeliefsthathehadwasabouttruth.Notthatit’ssomethingthatwecanbetaught,Emersonsaysit’sfoundwithinourselves.Sothistruth,theideathatit’sineachoneofus,isoneofthefirstpointsthatyou’llseeEmersonmakinginthisessay.It’sabitabstractbuthe’sveryinto…uh…intoeachpersonbelievinghisorherownthought,believinginyourself,thethoughtorconvictionthat’strueforyou.

Butactually,hetiesthatinwithasortof‘universaltruth’–somethingthateveryoneknowsbutdoesn’trealizetheyknow.Mostofusareintouchwithourselvesinaway,sowejustaren’tcapableofrecognizingprofoundtruth.Ittakesgeniuses,peoplelike,say,Shakespeare,who’reuniquebecausewhentheyhaveaglimpseofthistruth,thisuniversaltruth,theypayattentiontoitandexpressitanddon’tjustdismissitlikemostpeopledo.

SoEmersonisre