"No! No!" the woman shouts back. "You might miss or drop my baby and she"ll be killed!"
   "No, I won"t!" shouts the man,"I am David Seaman. I was the best goalkeeper for England in Euro 1996 and I didn"t miss a match all through the tournament."
   "OK!" screams the woman."I"ll trust you,I"ve no choice! Here she comes!"
  So, with the flames roaring all around her, the woman throws the baby from the window.However, the edge of the baby"s shawl catches on the woman"s watch with the result that the child goes spinning off to one side, tumbling head over heels and with her little arms and legs flailing.
  The woman screams and the crowd gasps,all sure that the baby will perish because she will fall out of reach of the man.
  The man remains motionless as the child descends spinning and tumbling further and further away from him. Then when the baby is only a few feet from hitting the ground the man dives a full 30 feet across the pavement, catches the baby in his outstretched right hand, pulls her in towards his chest and shields her body with his left hand and arm.He hits the ground heavily on his right side and lies motionless on the pavement for a few seconds.Then, slowly, he raises himself to his feet and turns to face the crowd and everyone sees that the child is alive.
  The crowd is awe-struck. Then the crowd erupts with cheers,
  The man waves to the crowd of on-lookers.Then, slowly and gracefully, he taps the baby twice and throws her at the crowd.
  
  一个人正沿着伦敦的一条大街散步,突然听到一个女人的呼叫声,并闻到空气中有一股淡淡的焦煳味。他立刻向那个方向奔去,过了拐角,他看到一大群人围站在那里望着一座熊熊燃烧的大楼。
  只见在大楼的第10层上,一个年轻女人正抱着婴儿将身体探出窗外,向人们大声求救。
  那人飞身向前,冲楼上的那个女人喊道:“把孩子扔下来吧,我来接住她!”
  那个女人大声喊道:“不!不!你要是失手,她会被摔死的!”
  那人说:“不!我不会失手的。我是戴维·西曼。我是1996年欧洲杯英格兰队的最佳守门员。整个锦标赛期间我都没有失过一次手。”
  那女人大声说:“好吧!我相信你。我别无选择。我把她扔下去了!”
  烈焰在四周呼呼燃烧着,那女人将孩子从窗口扔了下来。然而,裹孩子的披风边挂到了那个女人的手表上,所以孩子旋转着头朝下向一边偏去,她幼小的四肢在空中胡乱挥动着。
  看到这个情景,那个女人又尖叫了起来,人群也目瞪口呆。所有的人都认为孩子这下完了,因为她会落在那人够不到的地方。
  婴儿继续旋转下落,距离那人越来越远,可他仍然一动不动。随后,就在婴儿只差几英尺就要摔到地面的一刹那,那人纵身一跃,足足跃出有30英尺远,越过人行道,用张开的右手接住了婴儿,将孩子揽到胸前,并用左手臂护住了她的身体。而他则重重地摔在了地上,在人行道上静躺了一会儿,随后站起身转向人群,大家看到婴儿毫发未损。
  人们充满了敬佩之情,人群中爆发出了欢呼声。
  那人向围观的人群招手致意,然后慢慢地、动作优美地轻轻拍了婴儿两下,将她扔向了人群。
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刁亦男:为自己的“白日梦”代言

[寒风吹香依旧] 寒风吹到脸上很痛改为夸张句

张飞的武器:风景人生_风景作文300字

2019年10月16日 17:36


  Spring is Coming
  
  Spring comes with its slow step. After a long and hard winter, spring comes at last. The spring in my town is fighting its way to come. After the Spring Festival, the weather at first seems to become warmer, but a week or two later, winter with its coldness is back again. The sky turns into a gray color and people have to put on their winter clothes again. We are back in winter.
  After the coldness, spring wind begins to blow. It is strong, very strong wind. It blows hard. People in the street are having difficulty walking or riding bikes. You feel that spring in my town is too bad. It is hard to breathe, for the air is full of dust and sand. Everywhere the sky is hard to see. During this time w&#;eather forecast warns people not to go outside if they could. This hard wind comes from the north, and it stops the warm wind from the south. Recently a kind of sand storm1 threatens2 the city. If that weather comes, the strong wind almost makes everything impossible.
  After wind the weather takes another turn, and begins to grow warm. This time it"s true that we see spring come after all the trouble. The sky becomes clear,and the air is fresh.It turns warmer and warmer. Children and adults are everywhere in the garden or park enjoying the sun. Green leaves and shoots3 are beginning to come out. Flowers are starting to bloom4 at this time. Blossoms5 are soon seen here and there. Everything looks fresh.
  In China there is a saying that everything starts in spring. Spring means a new beginning. It is the starting point for people to make changes. It means a change for good luck. Spring is a season full of hope. Adults make wishes that everything goes smooth and they wishes that their children grow healthy in body and mind.
  All of us&#; are glad that winter goes at last, and are happily enjoying this first season of the year.
  
  The Song of the Four Seasons
  
  Spring: When the first rain of spring comes, I always go out for a walk with my favorite umbrella in the rain. I can hear the rain fall on the umbrella just like many spirits1 dancing on it. The raindrops knock at the earth lightly. The rain, the green rain of spring washes my heart quietly. Spring is green. The grass drinks enough, it extends its head out of the earth happily, and it looks at the world curiously. The trees turn green,and the flowers start to come out. Everything begins to grow. How beautiful! I like spring!
  Summer: It"s the hottest season of the year. It often rains heavily with the strong wind. When the rain of summer comes, the raindrops knock at everything loudly, and it is too noisy. But everything at this time grows very fast, because there is enough rain water. People wear thin clothes, it"s very hot. And summer is good for sports, for example, we can go swimming and boating. In summer, we can enjoy ourselves to eat a kind of delirious food: ice-cream! I like summer!
  Autumn: It"s a golden season. The leaves turn yellow little by little, and at last, they leave their mothers, flying in the blue sky. Their life is over. In Autumn the days get shorter and shorter, the nights get lo&#;nger and longer, and the weather gets colder and colder. Sometimes there is a cold wind blowing. But Autumn is a busy and harvest season. All the farmers are very busy, because they have to harvest their crops. If you pay out, you can get a good harvest. I like Autumn.
  Winter: It"s the coldest season of the year. Almost everything dies away. Everyone wears a lot, which looks not so good, but they have to, or they"ll catch cold. Sometimes it snows. I like snowflakes. They are small, white and clean. When it snows, the snowflakes fall from the sky. Soon, the earth turns white, the trees turn white, and the tops of mountains turn white and the roofs turn white, too. What a white world! I like winter.
  I love the four seasons.
  
  注释:
  
  1.①sand storm n.沙尘暴
  ②threaten vt.威胁
  ③shoot n.嫩枝
  ④bloom vi.开花
  ⑤blossom n.鲜花
  2.①spirit n.精灵

&#;
  4.鱼虾 fish and prawn
  炸桂鱼 fried mandarin fish
  土豆炸桂鱼 fried mandarin fish with potatoes
  番茄汁炸鱼 fried fish with tomato sauce
  奶油汁炸鱼 fried fish with cream sauce
  
  鞑靼式炸鱼/鞑靼汁炸鱼fried fish with Tartar sauce
  清煎鲤鱼 fried carp
  火腿汁煎鱼 fried fish with ham sauce
  俄式煎鱼 fish a la Russia
  
  炭烧鱼串 fish shashlik
  炭烧鱼段 fish chips shashlik
  铁扒桂鱼 grilled mandarin fish
  铁扒比目鱼 grilled turbot
  奶油汁烤鱼 baked fish with cream sauce
  
  罐焖鱼 fish a la Duchesse   罐焖桂鱼 mandarin fish a la Duchesse
  火锅鱼片 fish podjarka
  火锅鱼虾 fish and prawns podjarka
  火锅大虾 pr&#;awns podjarka
  
  鱼排 fish steak
  奶油口蘑烤桂鱼 mandarin fish au gratin
  奶酪口蘑烤鱼虾 fish and prawns au gratin
  白汁蒸鱼 steamed fish with white
  白酒汁蒸鱼 steamed fish with white wine
  
  红酒蒸鱼 steamed fish with red wine
  番茄汁蒸鱼 steamed fish tomato sauce
  柠檬汁蒸鱼 steamed fish with lemon sauce
  鸡蛋汁蒸鱼 steamed fish with egg sauce
  口蘑汁蒸鱼 steamed fish with mushroom sauce
  
  红汁蘑菇蒸鱼/番茄汁蘑菇蒸鱼
  steamed fish with mushrooms and brown sauce 波兰式蒸鱼 steamed fish a la Poland
  土豆煮鱼 boiled fish with potatoes
  黄油汁土豆煮鱼
  boiled fish and potato with butter sauce
  
  炸大虾/炸明虾fried prawns
  软煎大虾 soft-fried prawns
  黄油汁煎大虾 fried prawns with butter sauce
  罐焖大虾 prawns a la Duchesse
  奶酪口蘑烤大虾 prawns au gratin
  火腿奶酪炸大虾 fried prawns with ham and cheese
  铁扒大虾 grilled prawns
  大虾蛋奶酥 prawn souffle
张飞的武器
  摘 要:“和别人在相互尊重的氛围中工作,会使你心情舒畅地走向成功”我很欣赏和喜欢这句话。当然我也把这种尊重带给我的学生。尊重学生的人格,尊重学生的差异,尊重学生的言论,尊重学生的思想,所以,我的课堂没有严厉的说教和训斥,没有冷漠的“告诉”,学生也把我当成是他们的朋友。当课堂中没有老师和学生,只有朋友,其气氛的融洽,心灵的交融也就可想而知了。其实,语文课堂是由文本把教师和学生维系在一起的,而文本的解读双方如果缺少了互相尊重:学生认为老师在胡扯,老师认为学生不可理喻,隔阂一旦产生,语文课也就是死水一潭。尊重学生其实也是尊重教师自己,因为自己辛勤的付出只有能进入学生的心灵,为学生所接受,那么,作为老师的价值也就得以实现,从而心情舒畅地走向成功。
  关键词:尊重;反省;舒畅;快乐
  因为工作的原因我悄然离开原来的单位,开始了新的工作教学。但是我始料不及的是学生的种种表现让我深深感动:无论是男生还是女生哭成一片,不断写信、联名写信,送我自制的礼物,有的哭成泪人说:“老师,你不教我们,我就不上了” ……惊恐、惶惑、激动、无措,一时间让我有了多层的体验,其中滋味自有深深的体会。我不敢承担学生这么厚重的眷恋,不敢承受学生因我而起的对学习的放弃,更不敢相信自己平凡的生活中竟有如此让我刻骨铭心的记忆。面对学生我只能一次次说:“谢谢!”坐下来,我又静静反省自身,反思自己的课堂,反思自己所带给学生的。归纳起来感觉有以下几个方面:
  第一,语文就是尊重。
  “和别人在相互尊重的氛围中工作,会使你心情舒畅地走向成功”我很欣赏和喜欢这句话。当然我也把这种尊重带给我的学生。尊重学生的人格,尊重学生的差异,尊重学生的言论,尊重学生的思想,所以,我的课堂没有严厉的说教和训斥,没有冷漠的“告诉”,学生也把我当成是他们的朋友。当课堂中没有老师和学生,只有朋友,其气氛的融洽,心灵的交融也就可想而知了的。其实,语文课堂是由文本把教师和学生维系在一起,而文本的解读双方如果缺少了互相尊重:学生认为老师在胡扯,老师认为学生不可理喻,隔阂一旦产生,语文课也就是死水一潭。尊重学生其实也是尊重教师自己,因为自己辛勤的付出只有能进入学生的心灵,为学生所接受,那么,作为老师的价值也就得以实现,从而心情舒畅地走向成功。
  第二,语文就是快乐。
  我们的学生很累,我们的老师很累很苦。苦和累占据了师生的大脑,校园生活有时让人感觉到就像是“恶梦”,课堂也成了师生的负担,从“恶梦”中解脱就成了我思考和寻找的目标。在教学过程中,我发现优美的文字、富有哲理的语言、性格各异的人物形象……都能让自己有所触动而顿悟出许多生活的道理,有时也会给自己带来会心的一笑,我于是发誓要我的语文课快乐起来。要想快乐就得从学生身上找到切入点,学生们想获得尊重与自立的支持,我就与他们一起读哲理散文;学生们想抒发青春的激情,我就与他们一起读言辞激越的篇章;学生们对儿时念念不忘,我就与他们一起谈儿时的趣事……学生们想的,课堂就能实现。再加之以幽默诙谐的语言,我的课堂总是笑声连连,故而学生愿意接受在这种情境中的知识,学生在和谐的、欢乐的气氛中学习就成了一种享受,而不是沉重地让他们拒绝的事。
  第三,语文就是对话。
  文字是思维的载体,是思维的外化,任何文章都是作者思想灵动的产物。读懂文章就是与作者、与文章的对话交流,好的文章就像是睿智的长者在耳畔谆谆倾诉。所以,我把语文课堂教学定位为与作者、与作品的对话。当然也包括教师与学生,学生与学生之间的对话。既然是对话,双方就会有言语、思想的交流碰撞,一个学生读到一种信息,而另一个学生读到另一信息,众多的信息汇到一起,就形成了话场。学生对作文的兴趣,学生对文本的解读,学生对老师的质疑,学生对学生的辩驳,课堂就活了,知识在对话中生成,能力在对话中提高,文本在对话中被学生吸收,一切润物无声水到渠成。
  第四,语文就是思考。
  缺乏思想的语文是单薄的、枯燥的,语文教师要靠思想站立在学生的面前。面对文字所产生的种种意象、体味和领悟就是思想的开始。文章所&#;传递&#;的智慧,需要用思考去接受。我的课堂在带给学生尊重、快乐、对话的同时,更带给学生深深的思考,看似平淡的文字,看似平凡的篇章一旦与学生的情感碰撞,思考也就由此展开。学生在课堂中用自己的方式,用自己的经验,用自己的沉淀去思考文本的内容,把诗的意境还原成直观形象的画面,把清新隽永的语句点化为人生的启蒙,&#;把文本中人物的性格命运与自己的阅历比照,学生在思考中快乐地完成对文本的吸收。学生在思考中产生的感悟深刻而明晰。我的课堂追求的目标就是带给学生思考的状态,而保持这种状态,学生收获的就不仅仅是知识,他们收获的是一种习惯、一种智慧。
  热爱是最好的老师,学习语文是最幸福的事。我对我的学生如是说,也是如是做。学生和我都需要和享受这种幸福,当语文课堂成为师生共历的幸福的生命历程时,因阅读体验的时刻,思想碰撞的激烈带来的课堂快乐,是多么的难得和珍贵。学生们的眷恋更坚定了我的信念,在语文课堂教学的路上,我愿一路思考并快乐着。


  (一)
  Mr Lewis was a dance teacher. He was a nice man and always had a lot of students. One year he moved to a new town, and was soon teaching a lot of students in the dance school there, but he decided(决ding)to move again to a big city. "I"ll have more work there," he thought.
  When one of his women students heard that he was going to leave, she said to him,"The teacher to take your classes won"t be as good as you are."
  Mr Lewis was happy when he heard this, but he said ,"Oh, no! I"m sure he"ll be as good as I or even (shen至)better."
  But she said,"No, five teachers have come and gone while I"ve been here, and each one was worse than the last one."
  
  1. Mr Lewis moved to a new town and _______ there.
   A. had a lot of men studentsB. taught dance
   C. became a dance teacherD. lived in a dance school
  2. Then he decided to move to a big city because _______ .
   A. the students weren"t worth teaching
   B. the students didn"t like him
   C. he wanted to teach more students
   D. he couldn"t teach here any longer
  3. He thought that _______ .
   A. the woman student liked him very much
   B. the woman student was really a good one
   C. he was the best teacher
   D. no one could be better than he
  4. The woman student thought ______ of all the six teachers.
   A. he did the best in teaching
   B. he did the worst in teaching
   C. he was as good as anyone
   D. he danced better than anyone
  5. What the woman student said at last means _______ .
   A. she didn"t like him to leave
   B. the seventh teacher would be as good as Mr Lewis
   C. the seventh teacher would be even better than Mr Lewis
   D. the seventh teacher would be even worse than Mr Lewis
  
  (二)
  Dentists always ask questions that it is impossible for people to answer. One day,Mr Barber"s dentist has just pulled out one of his teeth and told him to rest for a while. He tried to say something, but his mouth was full of cotton wool(药棉). The dentist knew Barber collected bird"s eggs, and asked him whether his collection was growing. He then asked Barber how Mr Barber"s brother was and whether he liked his new job in London. In answer to these questions, Mr Barber either nodded or made strange noises. Meanwhile(与此tongshi), Mr Barber"s tongue(舌头) was busy searching out the hole where the tooth had been. He suddenly felt worried, but couldn"t say anything. When the dentist at last removed the cotton wool from Barber"s mouth, he was able to tell the dentist that he had pulled out the wrong tooth.
  
  1. The dentist in the story had pulled out _______ of Barber"s teeth.
   A. two B. threeC. fourD. one
  2. Mr Barber could answer the questions, couldn"t he?
   A. Yes, he could. B. Yes, he couldn"tC. No, he couldn"tD. No, he could.
  3. Mr Barber"s mouth was full of _______ .
   A. water B. cotton C. teeth D. tongues
  4. What did Mr Barber find at last?
   A. He found a good tooth was pulled out.
   B. He found what the dentist did was right.
张飞的武器
  诗歌很美,尤其是古诗词,但是诗歌难教,我想这是许多高中语文教师的共同感受。古典诗词教学目前面临的普遍问题是:学生的学习兴趣不高,效率低下。往往是教者使chu浑身解数充分讲解分析之后,学生依然无法进入诗境,依然不会做题。本是很隽永很美丽的诗歌在学生眼中变得面目可憎起来,对诗词的学习也产生了厌恶与畏惧感。
  而近几年高考对古典诗歌考查的要求是:⑴鉴赏其形象、语言和表达技巧;⑵评价其思想内容和作者的观点态度。而情感是诗歌的灵魂,也是诗歌的核心,对诗歌进行教学最主要的就是引导学生把握诗人的情感脉搏。但要注意的是,情感教学入情还须出情,教师必须站在更高的层次引导学生,让学生远观“庐山”,跳出遮蔽,在高处全面把握诗歌的真正“仪态”,不“畏”古诗。
  在这样的情况下,笔者对诗歌鉴赏课的教学方法、学习方式进行了有益的探索,试图通guo这两方面的研究让诗歌教学走出当前学习效率低下、学习兴趣不高的困境。下面笔者就自己的《登高》一诗的教学实践谈一谈对诗歌教学的看法。
  王国维在《人间词话》中xie道:“诗人对宇宙人生,须入乎其内,又须出乎其外。入乎其内,故能写之;出乎其外,故能观之。入乎其内,故有生气;出乎其外,故有高致。”这本来是讲创作的两个方面,然而这“入乎其内”与“出乎其外”八个字,也正好借用来概括诗歌鉴赏的整个过程,对我们教者同样颇有启发:“入乎其内”,读懂、涵泳诗歌,方能解其味;“出乎其外”,读透、品鉴诗歌,方能明其法。
  1.入乎其内
  所谓“入乎其内”,指鉴赏者首先感受诗歌,进入到作品的艺术境界之中,通过再现艺术现象,完成读解、体味和联想的三个阶duan。
  1.1 吟诗读诗,整体感知
  吟读诗歌,是鉴赏的开始,同时也是鉴赏的过程。也就是说,鉴赏诗,首先要读懂诗,而读懂和深入理解的过程,也就是鉴赏的组成部分。通过诵读,让学生对诗歌作出初步的内容感知和情感的整体把握。如在教授《登高》一课时,我在“导入”课文之后作了如下的处理:
  师:朗读是我们走进诗歌殿堂的一把钥匙,也是一个逐步咀嚼涵泳诗歌的过程。下面我们就先通过朗读来初步感受诗人在《登高》中融入的真情。大家推荐一位同学。
  生:风急天高猿啸哀……
  师:你是否读出了诗人的感受?
  生:我感觉诗人很忧伤,心中有一种郁闷之情。
  师:好。下面我们再来听名家录音朗读,听时注意在诗中找出最能体现诗人情感的两个字。(放录音)
  师:你们找到最能体现诗人情感的两个字了吗?我请一位同学说说看。
  生:“哀”、“悲”。
  师:非常好,就是这两个字。下面我们一起来诵读此诗,老师对朗读的要求是:读准字音、读好起伏、读出情感。
  (生齐声诵读)
  1.2 换位感悟,导之以情
  所谓“诗言志,在心为志,发言为诗”。
  情感是诗歌的灵魂、诗歌的核心,对诗歌进行教学最主要的就是引导学生把握诗人的情感脉搏。教学过程若用一个字来概括,惟“情”而已,它是作品——教师——学生三者情感互动的过程。诗人受到生活的触动,有感而发写出了作品,教师则要引导学生去感受这种情,以此丰富其人生体验。因此教学也是一个以情解情、以情传情、以情悟情的情感流程,缺少情感交流的课堂是没有生命力的,这就要求教师在教学过程中要重视情感教育,要投入自己的情感,要“身居其中”,即深入作品,投入自己的情感,以求学生与诗人的情感碰撞。
  没有情感,就没有诗歌,而这种情感的喷发必须有所依托。意象则是诗人抒发情感的载体。因此在阅读和鉴赏诗歌时,要营造氛围引导学生换位感悟,“我就是诗人”,通过对诗歌的意象、内容等的分析把握诗人的情感。下面是笔者整理的《登高》一诗的课堂实录:
  文本研读
  1.品“景”
  师:在初步感受了此诗的情感后,下面我们来细细品味这首七言律诗。诗人登高后一般会望远,写所见之景,那么本诗写景了吗?如果有,请同学们读出来。
  生:风急天高猿啸哀,渚清沙白鸟飞回。
  无边落木萧萧下,不尽长江滚滚来。
  师:对。正是诗歌的前两联。在这两联中,具体有哪些景物摄入了诗人的眼中呢?
  生:风、天、猿、渚、沙、鸟、木、江。
  师:不错,这是他登高后眼中所见的景物,这些景物各有什么特点,你们能根据原诗进行概括吗?
  ……
  师:很好,概括得既简洁又准确,请坐。在诗歌当中,刚刚概括的这些富有鲜明特点的景物被我们称为什么?
  生:意象!(兴奋)
  师:谁来解释一下意象?
  生:就是融入诗人主观感情的“物象”。
  师:那么,从这些意象当中你们读出了诗人什么样的主观感受呢?
  生:悲凉、凄清的感觉。
  师:根据什么感觉到的?
  生:悲哀的猿啼。我们初中就学过“巴东三峡巫峡长,猿鸣三声泪沾裳”,哀猿的叫声让听得人感觉非常悲凉。还有秋天的急风也给人一种凄冷的感觉。
  师:说得很有道理。谁还有不同的感受?说说看。
  生:我还读出了一种孤单。
  ……
  师:王国维所说的“一切景语皆情语”亦是这个道理。寓情于景,景中含情,正因为景物描写中注入了诗人的真情,才让诗歌中的景物因诗人而或“乐”或“哀”。我们一起来齐读写景的诗句,再来体会一下杜甫眼前这幅由一个个“哀伤”的意象所构成的画面。
  (生齐读前两联)
  师:你们现在能概括出杜甫登高所见的是一幅怎样的画面吗?
  ……
  师:很好,你们所说的“苍凉”“阔大”正是前两联所呈现出的意境特点。谁来为我们解释下诗歌中的“意境”的含义?

张飞的武器:小草的故事_校服的故事作文600字


  摘 要:作文课延伸进每一堂语文课,每堂课都可以成为创作的素材,让作文创作不再是无源之水,作文课堂形式可以多样开展是提高学生兴趣的关键,而阅读一篇文章、一本书都是作文必不可少的基本功,练笔是不二法门。
  关键词:阅读分享;文本延伸;周记评判
  在国学越来越多得到重视的情况下,语文教学也越来越偏重于国学的学习,读写本就一体,因此,就考试来说作文的分数就占了卷面分数的半壁江山。那么,在平时的教学过程中养成学生的正确而有法度的表述能力就显得尤为重要,然而罗马城不是一天建成的,万事没有一蹴而就的,所谓积土成山,积水成渊,作文的教学必然也遵循这样的道理。
  而当前作文课堂教学还存在着一些问题。一、单纯的写作方法的灌输,单纯的作文写作课的设立;二、批改作文标准要么没有,一味的好评,虚假的表扬来引起学生的写作兴趣;三、单纯的只是给个分数,批改作文分数等次必然很多,中等以下学生对分数不感冒,这要源于考试判分标准:复杂的多层次的判分标准是给判卷老师的行为准则,而老师在教学中往往用这些来笼统的要求学生,致使学生对自己的写作问题模糊;四、教授太过广泛笼统,太过注重全篇;五、对范文的利用率太低;六、不注重阅读文学作品赏读推荐课等。
  如上这些教学问题必然使得我们当前学生作文存在着一系列的问题:一、作文模式化严重,生搬硬套拼凑成文;二、文不对题,只追求华丽的辞藻不知所云,内容空洞;三、词语、典故滥用;四、结构不严谨,文段调理不清等。
  针对以上问题,我在教学中为适时建成动态生成的作文课堂,主要采取了以下几种方式:
  1.阅读分享课
  中学阶段语文授课内容多,教学任务繁重,我仍然每周安排一节阅读课,每天的家庭作业第一项就是阅读和读书笔记,同时减少其他项的家庭作业。
  初一阶段边阅读教学大纲推荐的名著,边做读书笔记。读书笔记有两方面的内容,一、你喜欢的或者激发你思考的句子语段。二、你喜欢这个语段的原因,可以赏析语言情感等,或者评语,或者引起你的其他方面给的思考,或者仿写。每天以不同形式检查学生的阅读笔记,每周都要分享他们的读书笔记,分享给前后桌四人的小组,推荐优秀的分享给全班同学,最好的分享给隔壁班的同学。这种被读到的荣誉感激励了同学们。
  初二阶段在完成了大纲名著的基础上,推荐了其他名著,这些名著的篇目有些事由课本教学而来。比如说学习完《麦琪的礼物》后,我推荐了《欧亨利短篇小说集》。学习完《我的叔叔于勒》后,我推荐了莫泊桑的《羊脂球》。在整个初二阶段,学生分别读完了关于人生的书《平凡的世界》《活着》,关于亲情的书《我们仨》《目送》《傅雷家书》,关于少数民族信仰的书《穆斯林的葬礼》,关于诗歌的书:当代诗人顾城、海子、席慕蓉的诗歌,古诗推荐了嵇康等竹林七贤的诗歌以及他们的生平。关于培养语言和感受力的散文:林清玄和三毛的散文等等。有针对性的推荐并且领着读了一些书,大家踊跃地用初一积累的方式分享了读书心得。
  两年的阅读课学生积累了大量的语言材料,体会了语言多变的丰富的表达方式,扩充了学生的思维空间,调动了学生的表达欲望。
  2.延伸文本讲授课
  作文课无时不在,任何一堂语文课都可以延伸到写作中,任何一篇文章都可以为作文服务。于是,在授课中,充分利用每篇课文就显得尤为重要。
  在小说篇目授课中,可以让学生和学生编写课本剧进行表演,创作剧本的过程就是写作的过程;分析课文后当堂写评论、感想、续写或者缩写。
  例如在教授《变色龙》一文时,授课前学生提前就奥楚蔑洛夫所做的事写评论的文字;在授课时,学生进行表演并请学生点评;在课后学生可以自选写感想或者续写。把一篇文章充分利用了起来,学生不用担心语料的问题,言之有物。
  文言文的学习过程中学生总会觉得枯燥,其实,完全可以和写作联系起来,和生活联系起来,在感受古人语言魅力的同时,学生进行创作或者仿写。
  在学习《与朱元思书》后,引导学生就某处家乡的美景进行描写,写生的文笔流畅,甚至还能联系前文学到的《从百草园到三味书屋》的结构模式进行描写。在这里可以参看其中一个学生的习作:“不必说,细雨掩屋之境,杨柳扶风之动;也不必说,秋风扫落叶之势,遍地金黄之景。单是水托洁冰,雪映远阳的冬天,就有无限活力。
  河冰,暮结,朝融。既有沉浮涌退之势,又有进捷退畅之智。浮于河上而不沉,逢暖缓融而不破。知时,而长存、常洁。可映青天白日,可围河之湍流。始浅而渐深,知随水而动,却又遇风而静。”显然学生的语言在经过学习《春》后,景物描写的能力有了很大提高,条理性强,又有吴均语言简洁的特点。
  其他文体的课文授课也是一样将读写说有机地结合起来,在这个过程中解决学生写作内容空洞的问题,增强其写作的条理性。
  3.周记评判标准简化明确
  初一阶段每周可以写文段、时评、感兴趣的话题,同时摘抄语段:优美的环境描写,好的开头结尾,好的标题,优美的遣词造句,动人的细节描写等方面,进行摘抄分享以做到积累。另外,积累名人事例,名人名言,展开分享课,背诵课比赛课。丰富学生作文的内容,润色学生的语言。这阶段的标准一般两个就好,不合格和优秀,不合格是针对偷懒的学生的,大部分都是优秀的。
  在初二阶段,整篇周记的写作在每周必不可少。每次写作要求一个方面,比如景物描写等语言的运用,材料的丰富恰当与否,开头结尾是否照应,结构是否合理,叙事是否简洁或者动人等方面,可以有序地依次训练。设置三个标准:不合格,优秀,特别好。一次作品经过反复修改、评论、再修改、再评论,完成以学生的优秀率达到80%为标准,然后再进行新的同类型作文写作练习以巩固这个阶段的写作。
  比如我在《只要有梦想》的作文写作授课时,为了学生能灵活掌握材料的运用,反复练习、评论、修改,最终大部分学生的作文都达到了预期目标。用《垒高自己》的作文来巩固这一成果,最终学生励志类作文取得初步成效。
  动态作文课堂的建构,其实远不止以上几种形式。只要我们树立建构动态作文课堂的理念,我们就会从作文教学的每个层面去寻找突破口,根据学生特点、习作要求适时地去组织一些动态作文课堂。到那时,作文教学动静结合,将为作文教学平添许多活力,为全面提高学生习作的素养打下坚实的基础。张飞的武器
  Travelling Companion
  
  The first night he was obliged to lie under a haystack in the field to sleep, for he had no other bed. But that was very nice, he thought; the king could not be better off. There was the whole field, with the brook, the haystack, and the blue sky above it; that was certainly a beautiful sleeping-room. The green grass with the little red and white flowers was the carpet; the elder bushes and the wild rose hedges were garlands of flowers; and for a wash-hand basin he had the whole brook with the clear fresh water, where the sedges bowed before him and wished him"good evening" and "good morning". The moon was certainly a great night-lamp, high up under the blue ceiling, and that lamp would never set fire to the curtains with its light. John could sleep quite quietly, and he did so, and never woke until the sun rose and all the little birds were singing around, "Good morning! Good morning! Are you not up yet?"
  The bells were ringing for church; it was Sunday. The people went to hear the preacher, and John followed them, and sang a psalm and heard God"s Word. It seemed to him just as if he was in his own church, where he had been christened and had sung psalms with his father.
  Out in the churchyard were many graves, and on some of them the grass grew high. Then he thought of his father"s grave, which would at last look like these, as he could not weed it and adorn it.
  So he sat down and plucked up the long grass, set up the wooden crosses which had fallen down, and put back in their places the wreaths which the wind had blown away from the graves; for he thought, "Perhaps some one will do the same to my father"s grave, as I cannot do it."
  Outside the churchyard gate stood an old beggar, leaning upon his crutch. John gave him the silver shillings which he had, and then went away, happy and cheerful, into the wide world. Towards evening the weather became terribly bad. He made haste to get under shelter, but dark night soon came on; then at last he came to a little church, which lay quite solitary on a small hill,
  The door luckily stood ajar, and he crept in; here he decided to remain till the storm had gone down.
  "Here I will sit down in a corner," said he; "I am quite tired and require a little rest." Then he sat down, folded his hands, and said his evening prayer; and before he was aware of it he was asleep and dreaming, while it thundered and lightened without.
  When he woke it was midnight; but the bad weather had passed by, and the moon shone in upon him through the windows. In the midst of the church stood an open coffin with a dead man in it who had not yet been buried. John was not at all timid, for he had a good conscience; and he knew very well that the dead do not harm anyone. It is living people who do harm. Two such living bad men stood close by the dead man, who had been placed here in the church till he should be buried. They had an evil design against him, and would not let him rest quietly in his coffin, but were going to throw him out before the church door--the poor dead man!


  The first day of school our professor introduced himself and challenged us to get to know someone we didn"t know. I stood up to look around when a gentle hand touched my shoulder. I turned around to find a winkled, little old lady beaming1 up at me with a smile that lit up her entire being. She said, "Hi, handsome. My name is Rose. I"m eighty-seven years old. Can I give you a hug?" I laughed and enthusiastically responded, "Of course you may!" and she gave me a giant squeeze.
  "Why are you in college at such a young, innocent age?" I asked. She jokingly replied, "I"m here to meet a rich husband, get married, have a couple of children, and then retire and travel.""No, seriously?" I asked. I was curious what may have motivated her to be taking on this challenge at her age.
  "I always dreamed of having a college education and now I"m getting one!" she told me. After class we walked to the student union building and shared a chocolate milkshake. We became instant friends. Everyday for the next three months we would leave class together and talk nonstop. I was always, mesmerizd2 listening to this "time machine" as she shared her wisdom and experience with me.
  Over the course of the year, Rose became a campus icon and she easily made friends wherever she went. She loved to dress up and she reveled in the attention bestowed3 up her from the other students. She was living it up4. At the end of the semester we invited Rose to speak at our football banquet. I"ll never forget what she taught us. She was introduced and stepped up to the podium. As she began to deliver her prepared speech, she dropped her cards on the floor. Frustrated and a little embarrassed she leaned into the microphone and simply said, "I"m sorry I"m so jittery. I gave up beer for Lent5 and this whisky is killing me! I"ll never get my speech back in order so let me just tell you what I know." As we laughed she cleared her throat and began, "We do not stop playing because we are old; we grow old because we stop playing. There are only four secrets to staying young, being happy, and achieving success."
  "You have to laugh and find humor every day."
  "You"ve got to have a dream. When you lose your dreams, you die. We have so many people walking around who are dead and don"t even know it!"
  "There is a huge difference between growing older and growing up. If you are nineteen years old and lie in bed for one full year and don"t do one productive thing, you will turn twenty years old. If I am eighty-seven years old and stay in bed for a year and never do anything I will turn eighty-eight. Anybody can grow older. That doesn"t take any talent or ability. The idea is to grow up by always finding the opportunity in change."
  "Have no regrets. The elderly usually don"t have regrets for what we did, but rather for things we did not do. The only people who fear death are those with regrets."
  She concluded her speech by courageously singing "The Rose." She challenged each of us to study the lyrics and live them out6 in our daily lives.
张飞的武器
  摘 要:“高尚品德必须从小开始培养,从娃娃抓起。要在孩子懂事的时候,深入浅出地进行道德启蒙教育;要在孩子成长的过程中循循善诱,以事明理,引导其分清是非,辨别善恶。”对一个家庭来说,孩子是未来,孩子的成长是家庭的大事,要将爱的教育在家庭中贯穿始终,这样才能使孩子在爱的滋润中接受并播撒爱。
  关键词:以事明理;物质财富;辨别善恶
  世上很少有人自责对孩子爱的太多。父母者大都尽其所能给予孩子更多的无以复加的爱,却淡忘了对其进行关爱本身的教育,忘了教孩子爱别人,致使许多孩子唯我独尊、为我独用,稍不加如意就发脾气、动手打人、拿动物出气,更有甚者将自己的父母、伙伴杀死来解除心烦。为了培养孩子的健全人格,必须从小对其进行爱的教育。
  1. “爱的教育”缺失的原因
  家庭、学校、社会对爱本身的教育重视不够。包括家长对孩子或溺爱或放任不管;学校重视学习成绩、忽视思想、心理健康教育;社会还存在爱心遭冷遇的现象等因素。
  2. “爱的教育”的策略
  2.1、充分发挥“家庭是第一课堂,父母是第一任教师”的作用
  《教育实施纲要》明确指出:“高尚品德必须从小开始培养,从娃娃抓起。要在孩子懂事的时候,深入浅出地进行道德启蒙教育;要在孩子成长的过程中循循善诱,以事明理,引导其分清是非,辨别善恶。”对一个家庭来说,孩子是未来,孩子的成长是家庭的大事,要将爱的教育在家庭中贯穿始终,这样才能使孩子在爱的滋润中接受并播撒爱。
  (1)父母要给予孩子充分的爱和理智的爱
  父母要给孩子提供一个和谐、安全、愉快的家庭氛围,是让孩子有机会发表自己的观点。不娇惯孩子,在孩子力所能及的范围内,放手让他为父母做一些事情,在他遇到困难时提供及时的帮助,而不是完全的替代。父母应给孩子以充分的爱,切不可以爱的名义对孩子进行强制性的控制和非爱性掠夺,那样,孩子很容易形成利己主义,只知道满足自己的愿望,而对别人的痛苦无动于衷,甚至幸灾乐祸。
  (2)父母要以自己的言行为孩子做出表率
  父母是孩子的榜样,可以从关心家庭成员开始,逐步过渡到关心他人和社会。例如双日父母带孩子去看望爷爷奶奶,为老人买可口的食物,和老人一起聊天逛街;参与慈善捐款;去动物园喂小动物等等。
  (3)重视孩子的感情培养
  为孩子创设一种愉快的氛围。如果孩子不愉快,可以转移他的注意力,父母不可胡打乱骂、把完好的东西打烂等。日久天长孩子就会表现出践踏玩具、折磨小动物等行为,甚至产生邪恶意念。所以,父母要重视孩子的感情交流,引导孩子积极情绪,防止孩子积累不满情绪。
  2.2、充分发挥幼儿园教书育人的作用
  学会生存、学会学习、学会关心是做社会人的基础。爱是一种崇高的内心体验,但他不是与生俱来的,要靠后天的培养才能形成。在幼儿园可对幼儿进行以下几方面爱的教育。
  (1)温馨的亲子入园体验活动——感受教师像妈妈一的爱
  新生入园,是幼儿人生中一件大事。在每年的开学初我们都开展新生入园快乐体验活动。开学前的两天时间将小班入园新生分成小组,在家长陪同下来幼儿园体验生活。教师组织十来个孩子做游戏、喝水、如厕、玩玩具、人床铺等等,让孩子觉得老师是领着玩儿的,时时处处能感受到老师就像妈妈一样。初步感受幼儿园集体生活的温馨与快乐。亲子体验极大地缩短了新生入园的分离焦虑期,稳定小班情绪一般只需2-3天,家长对此非常满意。
  (2)富有感染力的音乐形象——将爱迁移到幼儿生活中
  音乐是最情感的艺术。富有感染力的音乐,能够充分挖掘幼儿的感情因素,发展其欣赏能力与道德意识。我们将音乐教学的教育性、知识性、趣味性融为一体,在幼儿掌握音乐技能的同时,激发幼儿爱的情感。如歌曲表演《我的好妈妈》《我爱我的幼儿园》《小娃娃跌倒了》培养幼儿爱亲人、爱同伴、爱集体,爱周围环境的情感;再如《小乌鸦爱妈妈》这首歌充分表现了小乌鸦爱妈妈的真挚情感,在妈妈年老体衰飞不动的时候,不忘妈妈的养育之恩,叼来虫子一口一口喂妈妈,许多孩子唱这首歌时,眼里闪着晶莹的泪花。
  (3)生命、生日、成长的活动——启迪、塑造孩子的爱心
  关于生命是幼儿经常提及的话题,应当利用孩子的好奇,告诉他“我是从哪里来的”,我是怎样长大的。通过生命教育,使幼儿初步认识到人的出生、生命的珍贵、如何爱护身体等问题。我们还开展了爱妈妈、关心残疾人、朋友生病怎么办、小鸟是人类的好朋友、救救大象、保护大熊猫、向灾区献爱心等活动,以此启迪、塑造孩子的爱心。
  2.3、自省、自重、自爱从我做起,让大爱回归社会
  为人父母者都爱自己的孩子,但常常又陷入了溺爱、宠爱的泥潭,怕孩子吃亏,就教孩子:“谁碰你一指头,你就踢他一脚”,还说这叫“人不犯我,我不犯人,人若犯我,我必犯人”。在这样“爱的教育”下孩子哪里会拥有宽容和爱心呢?孩子总要长大成人的,毕竟要进入社会生活,仅有父母家人的爱是不够的,还应当有同伴之爱、人群之爱、社会之爱。
  古人云:人之初性本善。性相近,习相远。孩子作为一种受体,他们的身心折射的是成人及社会中的结构成分。“只有人人都献出一点爱,世界将变成美好的人间。”为了让孩子们生活在一个美好的世界上,我们不但要捧给他们以丰厚的物质财富,更应该培养孩子爱的能力,这是一切为人父母者乃至整个社会的一种神圣的责任。我们应该从自身做起,自省、自重、自爱,乐于帮助别人,学会宽容与忍让,爱护同情弱小。同时加大宣传力度,弘扬爱心人物和事件,形成全社会“以爱为荣”的风尚,让人人都能感受到爱,促使人人献出自己的爱,这样才能实现让大爱回归社会。
  3. 结论
  学生需要爱的教育,社会呼唤爱的教育。人本心理学家马斯洛的自我实现理论强调“完美的人性”,其内涵是让人的友爱、合作、求知、审美、创作等潜能得到充分的发挥。他认为,自我实现者的成就与童年情感等因素的关心甚为密切。童年情感如果遇到障碍,例如失去爱、安全感和尊重,孩子长大后就很难像自我实现的方向发展。也就是说,健康的人格意味着既能接受爱也能给予爱。我们爱孩子,就应当铸造孩子健康的人格,就应当对其进行“爱的教育”,使其拥有爱的能力。让我们共同努力,给孩子一个爱的空间,这比给他任何财富都重要。

张飞的武器:好莱坞巨星与中国弃婴:人生因爱并轨

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】【s】【a】【i】【d】【 】【t】【o】【 】【h】【e】【r】【 】【h】【u】【s】【b】【a】【n】【d】【,】【 】【"】【I】【t】【 】【i】【s】【n】【"】【t】【 】【y】【o】【u】【r】【 】【s】【e】【t】【.】【S】【o】【m】【e】【t】【h】【i】【n】【g】【"】【s】【h】【a】【p】【p】【e】【n】【e】【d】【t】【o】【t】【h】【e】【t】【o】【p】【 】【o】【f】【 】【E】【m】【p】【i】【r】【e】【 】【S】【t】【a】【t】【e】【 】【B】【u】【i】【l】【d】【i】【n】【g】【.】【 】【"】【<】【b】【r】【>】【 】【 】【B】【u】【f】【k】【i】【n】【s】【 】【s】【a】【i】【d】【,】【"】【W】【h】【o】【 】【a】【r】【e】【 】【y】【o】【u】【?】【"】【<】【b】【r】【>】【 】【 】【"】【I】【"】【m】【 】【y】【o】【u】【r】【 】【w】【i】【f】【e】【,】【 】【E】【d】【i】【t】【h】【.】【 】【"】【<】【b】【r】【>】【 】【 】【"】【O】【h】【,】【"】【 】【B】【u】【f】【k】【i】【n】【s】【 】【s】【a】【i】【d】【,】【"】【t】【h】【e】【n】【 】【I】【 】【s】【u】【p】【p】【o】【s】【e】【 】【t】【h】【o】【s】【e】【 】【k】【i】【d】【s】【 】【i】【n】【 】【t】【h】【e】【r】【e】【 】【a】【r】【e】【 】【m】【i】【n】【e】【.】【 】【"】【<】【b】【r】【>】【 】【 】【"】【T】【h】【a】【t】【"】【s】【 】【r】【i】【g】【h】【t】【,】【"】【 】【M】【r】【s】【.】【 】【B】【u】【f】【k】【i】【n】【s】【 】【s】【a】【i】【d】【.】【 】【"】【I】【f】【 】【y】【o】【u】【 】【e】【v】【e】【r】【 】【g】【o】【t】【 】【o】【u】【t】【 】【o】【f】【 】【t】【h】【a】【t】【 】【a】【r】【m】【c】【h】【a】【i】【r】【 】【i】【n】【 】【f】【r】【o】【n】【t】【 】【o】【f】【 】【t】【h】【e】【 】【T】【V】【 】【s】【e】【t】【,】【 】【y】【o】【u】【"】【d】【 】【k】【n】【o】【w】【 】【u】【s】【.】【 】【"】【<】【b】【r】【>】【 】【 】【"】【B】【o】【y】【,】【 】【t】【h】【e】【y】【"】【r】【e】【 】【r】【e】【a】【l】【l】【y】【 】【g】【r】【o】【w】【n】【,】【"】【 】【B】【u】【f】【k】【i】【n】【s】【 】【s】【a】【i】【d】【,】【 】【l】【o】【o】【k】【i】【n】【g】【 】【a】【t】【 】【h】【i】【s】【 】【s】【o】【n】【 】【a】【n】【d】【 】【d】【a】【u】【g】【h】【t】【e】【r】【.】【 】【"】【H】【o】【w】【 】【o】【l】【d】【 】【a】【r】【e】【 】【t】【h】【e】【y】【 】【n】【o】【w】【?】【"】【<】【b】【r】【>】【 】【 】【"】【T】【h】【i】【r】【t】【e】【e】【n】【 】【a】【n】【d】【 】【f】【o】【u】【r】【t】【e】【e】【n】【,】【"】【 】【M】【r】【s】【.】【 】【B】【u】【f】【k】【i】【n】【s】【 】【r】【e】【p】【l】【i】【e】【d】【.】【<】【b】【r】【>】【 】【 】【"】【I】【"】【l】【l】【 】【b】【e】【 】【d】【a】【r】【n】【e】【d】【.】【 】【H】【i】【,】【 】【k】【i】【d】【s】【.】【 】【"】【<】【b】【r】【>】【 】【 】【"】【W】【h】【o】【"】【s】【 】【h】【e】【?】【"】【 】【B】【u】【f】【k】【i】【n】【s】【"】【s】【 】【s】【o】【n】【,】【 】【H】【e】【y】【,】【 】【a】【s】【k】【e】【d】【.】【<】【b】【r】【>】【 】【 】【"】【I】【t】【"】【s】【 】【y】【o】【u】【r】【 】【f】【a】【t】【h】【e】【r】【,】【"】【 】【M】【r】【s】【.】【 】【B】【u】【f】【k】【i】【n】【s】【 】【s】【a】【i】【d】【.】【<】【b】【r】【>】【 】【 】【"】【I】【"】【m】【 】【p】【l】【e】【a】【s】【e】【d】【 】【t】【o】【 】【m】【e】【e】【t】【 】【y】【o】【u】【,】【"】【 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】【w】【a】【s】【 】【t】【w】【o】【 】【y】【e】【a】【r】【s】【 】【a】【g】【o】【.】【D】【i】【d】【n】【"】【t】【 】【I】【 】【t】【e】【l】【l】【 】【y】【o】【u】【 】【I】【 】【c】【h】【a】【n】【g】【e】【d】【 】【j】【o】【b】【s】【?】【"】【B】【u】【f】【k】【i】【n】【s】【 】【s】【a】【i】【d】【 】【i】【n】【 】【s】【u】【r】【p】【r】【i】【s】【e】【.】【<】【b】【r】【>】【 】【 】【"】【N】【o】【,】【y】【o】【u】【 】【d】【i】【d】【n】【"】【t】【.】【Y】【o】【u】【 】【h】【a】【v】【e】【n】【"】【t】【 】【t】【o】【l】【d】【 】【m】【e】【 】【a】【n】【y】【t】【h】【i】【n】【g】【 】【f】【o】【r】【 】【t】【w】【o】【 】【y】【e】【a】【r】【s】【.】【<】【b】【r】【>】【 】【 】【"】【Y】【u】【p】【,】【 】【I】【"】【m】【 】【d】【o】【i】【n】【g】【 】【q】【u】【i】【t】【e】【 】【w】【e】【l】【l】【,】【 】【t】【o】【o】【,】【"】【B】【u】【f】【k】【i】【n】【s】【 】【s】【a】【i】【d】【.】【<】【b】【r】【>】【 】【 】【"】【T】【h】【e】【n】【 】【w】【h】【y】【 】【a】【m】【 】【I】【 】【w】【o】【r】【k】【i】【n】【g】【 】【i】【n】【 】【a】【 】【d】【e】【p】【a】【r】【t】【m】【e】【n】【t】【 】【s】【t】【o】【r】【e】【?】【"】【 】【M】【r】【s】【.】【 】【B】【u】【f】【k】【i】【n】【s】【 】【d】【e】【m】【a】【n】【d】【e】【d】【.】【<】【b】【r】【>】【 】【 】【"】【O】【h】【,】【 】【a】【r】【e】【 】【y】【o】【u】【 】【s】【t】【i】【l】【l】【 】【w】【o】【r】【k】【i】【n】【g】【 】【i】【n】【 】【d】【e】【p】【a】【r】【t】【m】【e】【n】【t】【 】【s】【t】【o】【r】【e】【?】【 】【I】【f】【 】【I】【h】【a】【d】【 】【k】【n】【o】【w】【n】【 】【t】【h】【a】【t】【,】【I】【 】【w】【o】【u】【l】【d】【 】【h】【a】【v】【e】【 】【t】【o】【l】【d】【 】【y】【o】【u】【 】【c】【o】【u】【l】【d】【 】【q】【u】【i】【t】【 】【l】【a】【s】【t】【y】【e】【a】【r】【.】【 】【Y】【o】【u】【 】【s】【h】【o】【u】【l】【d】【 】【h】【a】【v】【e】【 】【m】【e】【n】【t】【i】【o】【n】【e】【d】【 】【i】【t】【,】【"】【B】【u】【f】【k】【i】【n】【s】【 】【s】【a】【i】【d】【.】【<】【b】【r】【>】【 】【 】【T】【h】【e】【r】【e】【 】【w】【a】【s】【 】【m】【o】【r】【e】【 】【d】【e】【a】【d】【 】【s】【i】【l】【e】【n】【c】【e】【.】【F】【i】【n】【a】【l】【l】【y】【 】【H】【e】【y】【 】【s】【a】【i】【d】【,】【 】【"】【H】【e】【y】【,】【 】【y】【o】【u】【 】【w】【a】【n】【t】【 】【t】【o】【 】【h】【e】【a】【r】【 】【m】【e】【 】【p】【l】【a】【y】【 】【g】【u】【i】【t】【a】【r】【?】【"】【<】【b】【r】【>】【 】【 】【"】【I】【"】【l】【l】【 】【b】【e】【 】【d】【a】【r】【n】【e】【d】【.】【Y】【o】【u】【 】【k】【n】【o】【w】【 】【h】【o】【w】【 】【t】【o】【 】【p】【l】【a】【y】【 】【t】【h】【e】【 】【g】【u】【i】【t】【a】【r】【?】【S】【a】【y】【,】【 】【d】【i】【d】【n】【"】【t】【 】【I】【 】【h】【a】【v】【e】【 】【a】【 】【d】【a】【u】【g】【h】【t】【e】【r】【 】【w】【h】【o】【 】【p】【l】【a】【y】【e】【d】【 】【t】【h】【e】【 】【g】【u】【i】【t】【a】【r】【?】【"】【<】【b】【r】【>】【 】【 】【"】【T】【h】【a】【t】【 】【w】【a】【s】【 】【S】【u】【s】【i】【e】【 】【,】【 】【"】【M】【r】【s】【.】【B】【u】【f】【k】【i】【n】【s】【 】【s】【a】【i】【d】【.】【<】【b】【r】【>】【 】【 】【"】【W】【h】【e】【r】【e】【 】【i】【s】【 】【s】【h】【e】【?】【"】【<】【b】【r】【>】【 】【 】【"】【S】【h】【e】【 】【g】【o】【t】【 】【m】【a】【r】【r】【i】【e】【d】【 】【a】【 】【y】【e】【a】【r】【 】【a】【g】【o】【,】【 】【j】【u】【s】【t】【 】【a】【b】【o】【u】【t】【 】【t】【h】【e】【 】【t】【i】【m】【e】【 】【y】【o】【u】【 】【w】【e】【r】【e】【 】【w】【a】【t】【c】【h】【i】【n】【g】【 】【t】【h】【e】【 】【W】【o】【r】【l】【d】【 】【S】【e】【r】【i】【e】【s】【.】【"】【<】【b】【r】【>】【 】【 】【<】【b】【r】【>】【 】【 】【纽】【约】【市】【林】【山】【区】【布】【福】【金】【斯】【家】【的】【电】【视】【突】【然】【关】【闭】【,】【顿】【时】【一】【阵】【恐】【慌】【。】【布】【福】【金】【斯】【首】【先】【想】【到】【的】【是】【起】【居】【室】【里】【他】【那】【台】【电】【视】【,】【于】【是】【他】【一】【个】【箭】【步】【奔】【进】【卧】【室】【,】【打】【开】【那】【台】【电】【视】【。】【上】【面】【什】【么】【图】【像】【也】【没】【有】【。】【这】【时】【,】【电】【话】【铃】【响】【了】【起】【来】【。】【布】【福】【金】【斯】【太】【太】【听】【到】【是】【她】【的】【妹】【妹】【说】【发】【生】【了】【无】【线】【电】【通】【讯】【中】【断】【。】【她】【挂】【上】【电】【话】【,】【对】【丈】【夫】【说】【:】【“】【不】【是】【你】【的】【电】【视】【问】【题】【。】【是】【帝】【国】【大】【厦】【顶】【部】【发】【生】【了】【故】【障】【。】【”】【<】【b】【r】【>】【 】【 】【布】【福】【金】【斯】【问】【:】【“】【你】【是】【谁】【?】【”】【<】【b】【r】【>】【 】【 】【“】【我】【是】【你】【的】【妻】【子】【爱】【迪】【丝】【呀】【。】【”】【<】【b】【r】【>】【 】【 】【“】【噢】【,】【”】【布】【福】【金】【斯】【说】【,】【“】【那】【么】【,】【我】【想】【那】【里】【的】【两】【个】【孩】【子】【都】【是】【我】【的】【吧】【。】【”】【<】【b】【r】【>】【 】【 】【“】【说】【的】【对】【,】【”】【布】【福】【金】【斯】【太】【太】【说】【,】【“】【如】【果】【你】【离】【开】【电】【视】【机】【前】【的】【那】【把】【扶】【手】【椅】【,】【你】【就】【会】【认】【识】【我】【们】【了】【。】【”】【<】【b】【r】【>】【 】【 】【“】【噢】【,】【他】【们】【的】【确】【已】【经】【长】【大】【了】【,】【”】【布】【福】【金】【斯】【说】【着】【,】【看】【了】【看】【两】【个】【儿】【女】【。】【“】【他】【们】【现】【在】【几】【岁】【了】【?】【”】【<】【b】【r】【>】【 】【 】【“】【一】【个】【1】【3】【岁】【,】【一】【个】【1】【4】【岁】【,】【”】【布】【福】【金】【斯】【太】【太】【回】【答】【说】【。】【<】【b】【r】【>】【 】【 】【“】【我】【真】【该】【死】【!】【你】【们】【好】【,】【孩】【子】【们】【。】【”】【<】【b】【r】【>】【 】【 】【“】【他】【是】【谁】【?】【”】【布】【福】【金】【斯】【的】【儿】【子】【亨】【利】【问】【。】【<】【b】【r】【>】【 】【 】【“】【那】【是】【你】【的】【父】【亲】【,】【”】【布】【福】【金】【斯】【太】【太】【说】【。】【<】【b】【r】【>】【 】【 】【“】【很】【高】【兴】【见】【到】【你】【,】【”】【布】【福】【金】【斯】【的】【女】【儿】【玛】【丽】【面】【带】【羞】【涩】【地】【说】【。】【四】【周】【一】【片】【寂】【静】【,】【令】【人】【非】【常】【尴】【尬】【。】【<】【b】【r】【>】【 】【 】【“】【嗨】【,】【”】【布】【福】【金】【斯】【最】【后】【说】【,】【“】【我】【知】【道】【自】【己】【不】【配】【做】【一】【名】【父】【亲】【,】【但】【既】【然】【电】【视】【现】【在】【停】【了】【,】【我】【想】【补】【偿】【你】【们】【一】【下】【。】【”】【<】【b】【r】【>】【 】【 】【“】【怎】【么】【补】【偿】【?】【”】【亨】【利】【问】【。】【<】【b】【r】【>】【 】【 】【“】【噢】【,】【我】【们】【就】【聊】【聊】【天】【吧】【,】【”】【布】【福】【金】【斯】【说】【,】【“】【这】【是】【我】【们】【增】【进】【了】【解】【的】【最】【好】【方】【法】【。】【”】【<】【b】【r】【>】【 】【 】【“】【你】【想】【聊】【什】【么】【?】【”】【玛】【丽】【问】【。】【<】【b】【r】【>】【 】【 】【“】【呃】【,】【作】【为】【小】【学】【生】【,】【你】【们】【上】【的】【是】【哪】【所】【学】【校】【?】【”】【<】【b】【r】【>】【 】【 】【“】【我】【们】【都】【上】【林】【山】【高】【级】【中】【学】【了】【,】【”】【亨】【利】【说】【。】【<】【b】【r】【>】【 】【 】【“】【怎】【么】【?】【”】【布】【福】【金】【斯】【问】【,】【“】【你】【们】【都】【已】【经】【上】【中】【学】【了】【?】【”】【<】【b】【r】【>】【 】【 】【“】【你】【干】【什】【么】【工】【作】【?】【”】【玛】【丽】【问】【道】【。】【<】【b】【r】【>】【 】【 】【“】【我】【想】【你】【是】【汽】【车】【推】【销】【员】【吧】【,】【”】【布】【福】【金】【斯】【太】【太】【惊】【讶】【地】【说】【。】【<】【b】【r】【>】【 】【 】【“】【那】【是】【两】【年】【前】【的】【事】【了】【。】【我】【没】【有】【给】【你】【说】【过】【我】【已】【经】【换】【工】【作】【了】【吗】【?】【”】【布】【福】【金】【斯】【吃】【惊】【地】【说】【。】【<】【b】【r】【>】【 】【 】【“】【没】【有】【,】【你】【没】【有】【说】【过】【。】【两】【年】【了】【,】【你】【什】【么】【也】【没】【对】【我】【说】【过】【。】【”】【<】【b】【r】【>】【 】【 】【“】【对】【,】【我】【一】【直】【干】【得】【很】【好】【,】【”】【布】【福】【金】【斯】【说】【。】【<】【b】【r】【>】【 】【 】【“】【那】【我】【为】【什】【么】【要】【每】【天】【去】【百】【货】【商】【店】【上】【班】【呢】【?】【”】【布】【福】【金】【斯】【太】【太】【厉】【声】【说】【道】【。】【<】【b】【r】【>】【 】【 】【“】【噢】【,】【你】【还】【在】【百】【货】【商】【店】【上】【班】【?】【”】【布】【福】【金】【斯】【说】【,】【“】【早】【知】【道】【这】【样】【,】【去】【年】【我】【就】【会】【告】【诉】【你】【辞】【掉】【那】【份】【工】【作】【的】【。】【你】【应】【该】【对】【我】【说】【一】【下】【才】【是】【。】【”】【<】【b】【r】【>】【 】【 】【又】【是】【一】【片】【死】【寂】【。】【最】【后】【,】【亨】【利】【开】【口】【说】【道】【:】【“】【嘿】【,】【你】【想】【听】【我】【弹】【吉】【他】【吗】【?】【”】【<】【b】【r】【>】【 】【 】【“】【我】【真】【该】【死】【。】【你】【知】【道】【怎】【样】【弹】【吉】【他】【吗】【?】【喂】【,】【我】【不】【是】【有】【个】【会】【弹】【吉】【他】【的】【女】【儿】【吗】【?】【”】【<】【b】【r】【>】【 】【 】【“】【那】【是】【苏】【茜】【,】【”】【布】【福】【金】【斯】【太】【太】【说】【。】【<】【b】【r】【>】【 】【 】【“】【她】【在】【哪】【里】【?】【”】【<】【b】【r】【>】【 】【 】【“】【她】【一】【年】【前】【就】【出】【嫁】【了】【,】【就】【是】【在】【你】【坐】【在】【电】【视】【机】【前】【观】【看】【世】【界】【职】【业】【棒】【球】【锦】【标】【赛】【那】【天】【。】【”】【<】【b】【r】【>】张飞的武器【<】【b】【r】【>】【 】【 】【学】【习】【是】【学】【生】【最】【主】【要】【的】【任】【务】【,】【而】【教】【学】【活】【动】【则】【是】【最】【关】【键】【的】【一】【个】【环】【节】【。】【在】【教】【学】【活】【动】【中】【,】【课】【堂】【教】【学】【占】【有】【着】【最】【大】【的】【比】【重】【。】【提】【高】【教】【学】【效】【率】【是】【当】【务】【之】【急】【。】【高】【效】【课】【堂】【能】【使】【教】【学】【效】【果】【最】【充】【分】【地】【发】【挥】【出】【来】【,】【能】【使】【教】【学】【过】【程】【更】【加】【顺】【利】【,】【能】【使】【师】【生】【的】【交】【流】【更】【顺】【畅】【。】【面】【对】【这】【种】【情】【况】【,】【师】【生】【要】【联】【合】【起】【来】【共】【同】【面】【对】【问】【题】【,】【敢】【于】【实】【践】【,】【乐】【于】【思】【考】【,】【一】【定】【可】【以】【使】【课】【堂】【效】【率】【大】【大】【提】【高】【。】【著】【名】【教】【育】【家】【杜】【威】【曾】【经】【指】【出】【,】【教】【师】【是】【一】【个】【引】【导】【者】【,】【他】【掌】【握】【着】【舵】【,】【学】【生】【用】【力】【把】【船】【划】【向】【前】【方】【。】【本】【文】【就】【如】【何】【打】【造】【高】【效】【课】【堂】【,】【总】【结】【以】【下】【几】【点】【。】【<】【b】【r】【>】【 】【 】【一】【、】【做】【好】【充】【分】【的】【课】【前】【准】【备】【是】【打】【造】【高】【效】【课】【堂】【的】【前】【提】【<】【b】【r】【>】【 】【 】【课】【前】【备】【课】【是】【教】【师】【的】【基】【本】【功】【,】【台】【上】【一】【分】【钟】【,】【台】【下】【十】【年】【功】【。】【要】【想】【在】【课】【堂】【教】【学】【中】【将】【课】【程】【讲】【得】【丰】【富】【多】【彩】【,】【就】【必】【须】【足】【够】【认】【真】【的】【做】【课】【前】【准】【备】【。】【备】【课】【不】【仅】【仅】【是】【写】【教】【案】【,】【而】【是】【要】【设】【想】【教】【学】【情】【境】【,】【思】【考】【教】【学】【方】【法】【,】【引】【导】【学】【生】【思】【路】【,】【准】【备】【教】【材】【,】【教】【具】【。】【同】【时】【,】【作】【为】【教】【师】【一】【定】【要】【知】【道】【备】【课】【最】【主】【要】【的】【精】【力】【还】【是】【该】【放】【在】【理】【解】【教】【材】【上】【,】【深】【刻】【钻】【研】【,】【发】【掘】【课】【程】【中】【的】【重】【点】【难】【点】【,】【并】【针】【对】【不】【同】【学】【生】【的】【水】【平】【有】【针】【对】【性】【的】【教】【学】【。】【找】【到】【课】【程】【最】【容】【易】【理】【解】【的】【切】【入】【点】【,】【由】【浅】【入】【深】【,】【使】【学】【生】【更】【容】【易】【理】【解】【,】【并】【仔】【细】【考】【虑】【课】【程】【中】【可】【能】【出】【现】【的】【问】【题】【,】【做】【好】【应】【急】【措】【施】【,】【对】【细】【节】【要】【特】【意】【点】【明】【,】【以】【免】【学】【生】【认】【识】【不】【到】【。】【最】【后】【,】【课】【堂】【问】【题】【一】【定】【要】【设】【计】【的】【有】【启】【发】【性】【,】【趣】【味】【性】【,】【而】【不】【是】【生】【搬】【硬】【套】【的】【用】【已】【有】【的】【旧】【问】【题】【。】【使】【学】【生】【的】【每】【一】【堂】【课】【都】【有】【价】【值】【,】【有】【收】【获】【。】【在】【教】【学】【工】【具】【准】【备】【方】【面】【一】【定】【要】【充】【分】【,】【这】【需】【要】【教】【师】【提】【前】【考】【虑】【好】【课】【堂】【流】【程】【。】【另】【一】【方】【面】【,】【课】【前】【准】【备】【不】【仅】【仅】【是】【教】【师】【的】【备】【课】【,】【还】【包】【括】【学】【生】【的】【预】【习】【,】【教】【师】【应】【该】【在】【课】【前】【就】【布】【置】【好】【预】【习】【内】【容】【,】【方】【便】【学】【生】【课】【堂】【理】【解】【。】【<】【b】【r】【>】【 】【 】【依】【内】【容】【定】【方】【法】【,】【以】【学】【定】【教】【。】【《】【学】【记】【》】【中】【说】【:】【“】【君】【子】【之】【教】【,】【喻】【也】【。】【道】【而】【弗】【牵】【,】【强】【而】【弗】【抑】【。】【道】【而】【弗】【强】【则】【和】【,】【强】【而】【弗】【抑】【则】【易】【,】【开】【而】【弗】【达】【则】【思】【。】【和】【易】【以】【思】【,】【可】【谓】【善】【喻】【矣】【。】【”】【意】【思】【是】【说】【,】【教】【师】【对】【学】【生】【施】【教】【,】【主】【要】【是】【启】【发】【诱】【导】【。】【要】【引】【导】【学】【生】【主】【动】【学】【,】【而】【不】【是】【强】【迫】【其】【学】【习】【;】【要】【发】【现】【和】【强】【化】【学】【生】【的】【优】【点】【,】【而】【不】【是】【一】【味】【批】【评】【指】【责】【学】【生】【;】【要】【启】【发】【学】【生】【自】【己】【动】【脑】【筋】【,】【而】【不】【是】【直】【接】【给】【学】【生】【答】【案】【。】【注】【重】【引】【导】【而】【不】【强】【制】【,】【师】【生】【关】【系】【就】【会】【和】【谐】【;】【注】【重】【强】【化】【而】【不】【责】【备】【,】【学】【生】【就】【会】【觉】【得】【容】【易】【学】【;】【注】【重】【启】【发】【而】【不】【直】【接】【给】【答】【案】【,】【学】【生】【就】【会】【勤】【于】【思】【考】【。】【教】【无】【定】【法】【,】【不】【可】【能】【找】【到】【一】【种】【“】【放】【之】【四】【海】【而】【皆】【准】【”】【的】【所】【谓】【万】【能】【的】【教】【学】【方】【法】【,】【所】【以】【在】【实】【际】【教】【学】【中】【,】【要】【做】【到】【见】【仁】【见】【智】【;】【法】【有】【遵】【循】【,】【只】【要】【我】【们】【遵】【循】【“】【以】【学】【生】【为】【主】【体】【,】【以】【教】【师】【为】【主】【导】【”】【的】【基】【本】【原】【则】【,】【灵】【活】【运】【用】【各】【种】【教】【学】【方】【法】【,】【则】【可】【以】【达】【到】【事】【半】【功】【倍】【的】【教】【学】【效】【果】【。】【<】【b】【r】【>】【 】【 】【经】【过】【两】【年】【时】【间】【的】【大】【胆】【探】【索】【、】【实】【践】【,】【我】【们】【已】【经】【初】【步】【形】【成】【具】【有】【自】【己】【特】【色】【的】【语】【文】【高】【效】【课】【堂】【“】【六】【步】【三】【环】【节】【”】【模】【式】【。】【“】【三】【环】【节】【”】【—】【—】【课】【前】【准】【备】【、】【课】【堂】【学】【习】【、】【课】【后】【反】【思】【。】【课】【前】【准】【备】【—】【—】【编】【写】【备】【课】【、】【编】【制】【学】【案】【、】【预】【习】【指】【导】【。】【课】【堂】【学】【习】【—】【—】【六】【步】【三】【查】【。】【第】【一】【步】【,】【依】【照】【导】【学】【案】【独】【学】【,】【找】【出】【问】【题】【所】【在】【。】【在】【学】【习】【过】【程】【中】【老】【师】【巡】【视】【,】【看】【看】【各】【小】【组】【学】【习】【进】【度】【,】【学】【习】【过】【程】【,】【是】【谓】【“】【一】【查】【”】【。】【第】【二】【步】【,】【根】【据】【各】【组】【找】【出】【来】【的】【问】【题】【进】【行】【小】【组】【讨】【论】【。】【第】【三】【步】【,】【每】【组】【商】【量】【出】【来】【一】【个】【结】【果】【,】【然】【后】【由】【组】【长】【代】【表】【小】【组】【发】【言】【,】【向】【老】【师】【展】【示】【学】【习】【成】【果】【。】【此】【时】【,】【是】【谓】【“】【二】【查】【”】【。】【第】【四】【歩】【,】【老】【师】【根】【据】【各】【小】【组】【的】【学】【习】【结】【果】【总】【结】【起】【来】【,】【归】【纳】【正】【规】【答】【案】【。】【第】【五】【步】【,】【学】【生】【自】【查】【,】【改】【正】【错】【误】【。】【是】【谓】【“】【三】【查】【”】【第】【六】【步】【,】【进】【行】【随】【堂】【训】【练】【,】【使】【学】【生】【巩】【固】【本】【课】【学】【习】【内】【容】【。】【<】【b】【r】【>】【 】【 】【二】【、】【课】【堂】【教】【学】【活】【动】【富】【有】【针】【对】【性】【和】【实】【效】【性】【是】【打】【造】【高】【效】【课】【堂】【的】【保】【障】【<】【b】【r】【>】【 】【 】【课】【堂】【教】【学】【以】【活】【动】【为】【载】【体】【的】【开】【展】【,】【在】【很】【大】【程】【度】【上】【能】【够】【激】【起】【学】【生】【的】【学】【习】【兴】【趣】【。】【但】【要】【大】【面】【积】【地】【提】【高】【课】【堂】【教】【学】【效】【果】【,】【就】【必】【须】【使】【活】【动】【内】【容】【具】【有】【极】【强】【的】【针】【对】【性】【和】【可】【操】【作】【性】【。】【一】【方】【面】【,】【活】【动】【内】【容】【要】【符】【合】【学】【生】【的】【实】【际】【情】【况】【,】【更】【要】【与】【学】【生】【的】【认】【知】【水】【平】【和】【生】【理】【特】【征】【相】【一】【致】【。】【尽】【量】【做】【到】【贴】【近】【生】【活】【。】【不】【要】【盲】【目】【地】【拔】【高】【标】【准】【或】【降】【低】【要】【求】【,】【使】【活】【动】【缺】【乏】【针】【对】【性】【。】【另】【一】【方】【面】【,】【活】【动】【内】【容】【要】【能】【够】【调】【动】【全】【体】【学】【生】【积】【极】【性】【,】【既】【要】【做】【到】【全】【体】【参】【与】【,】【又】【要】【凸】【显】【个】【性】【差】【异】【,】【分】【层】【提】【出】【达】【标】【要】【求】【,】【并】【给】【予】【切】【实】【有】【效】【的】【指】【导】【,】【使】【各】【层】【次】【的】【学】【生】【都】【能】【学】【有】【所】【获】【。】【同】【时】【,】【教】【师】【跟】【学】【生】【的】【情】【感】【交】【流】【应】【该】【是】【真】【挚】【的】【。】【在】【课】【堂】【上】【,】【如】【果】【教】【师】【真】【的】【放】【下】【了】【架】【子】【,】【以】【真】【挚】【的】【情】【感】【与】【学】【生】【平】【等】【相】【待】【,】【那】【么】【我】【们】【的】【心】【与】【学】【生】【的】【心】【会】【贴】【得】【更】【近】【。】【师】【生】【本】【是】【平】【等】【的】【,】【老】【师】【一】【定】【要】【给】【予】【学】【生】【足】【够】【的】【尊】【重】【,】【来】【使】【师】【生】【之】【间】【相】【处】【融】【洽】【,】【和】【谐】【愉】【快】【的】【学】【习】【氛】【围】【必】【然】【会】【产】【生】【良】【好】【的】【教】【育】【教】【学】【效】【果】【。】【<】【b】【r】【>】【 】【 】【课】【堂】【是】【师】【生】【共】【同】【活】【动】【、】【表】【演】【的】【场】【所】【,】【是】【一】【个】【充】【满】【了】【变】【数】【的】【“】【八】【卦】【”】【阵】【地】【。】【因】【为】【课】【堂】【既】【是】【预】【设】【的】【更】【是】【生】【成】【的】【,】【所】【以】【课】【堂】【上】【难】【免】【会】【出】【现】【一】【些】【让】【人】【惊】【讶】【、】【令】【人】【心】【跳】【的】【情】【况】【,】【使】【教】【师】【常】【常】【处】【于】【尴】【尬】【的】【境】【地】【。】【当】【出】【现】【不】【同】【的】【意】【外】【情】【况】【时】【,】【需】【要】【教】【师】【采】【取】【不】【同】【的】【手】【段】【、】【机】【制】【的】【应】【对】【。】【教】【师】【在】【教】【学】【中】【要】【审】【时】【度】【势】【,】【根】【据】【意】【外】【的】【理】【性】【机】【智】【的】【处】【理】【,】【让】【学】【生】【基】【本】【满】【意】【,】【让】【课】【堂】【富】【有】【活】【力】【,】【以】【提】【高】【教】【学】【的】【实】【效】【性】【。】【总】【之】【,】【只】【有】【教】【师】【始】【终】【沿】【着】【“】【自】【主】【发】【现】【、】【自】【主】【质】【疑】【、】【勇】【于】【探】【求】【、】【合】【作】【参】【与】【”】【的】【方】【向】【前】【行】【,】【使】【学】【生】【真】【正】【成】【为】【课】【堂】【主】【角】【,】【 】【课】【堂】【教】【学】【才】【会】【充】【满】【无】【限】【生】【机】【和】【活】【力】【。】【<】【b】【r】【>】【 】【 】【陶】【行】【知】【是】【我】【国】【著】【名】【的】【教】【育】【家】【,】【他】【曾】【经】【说】【过】【:】【“】【我】【认】【为】【好】【的】【先】【生】【不】【是】【教】【书】【,】【不】【是】【教】【学】【生】【,】【乃】【是】【教】【学】【生】【学】【。】【”】【即】【所】【谓】【的】【授】【之】【以】【渔】【,】【所】【以】【教】【学】【方】【法】【很】【重】【要】【,】【我】【们】【不】【仅】【要】【让】【学】【生】【学】【会】【知】【识】【,】【而】【且】【还】【要】【掌】【握】【科】【学】【的】【学】【习】【方】【法】【。】【对】【中】【学】【生】【而】【言】【,】【选】【择】【灵】【活】【多】【样】【的】【教】【学】【方】【式】【和】【学】【习】【方】【式】【,】【“】【教】【学】【有】【法】【,】【教】【无】【定】【法】【”】【,】【教】【师】【在】【课】【堂】【教】【学】【中】【只】【宜】【“】【示】【之】【于】【始】【,】【而】【正】【之】【于】【终】【”】【。】【努】【力】【构】【建】【师】【生】【互】【动】【、】【生】【生】【互】【动】【、】【互】【教】【互】【学】【的】【教】【学】【模】【式】【,】【并】【不】【失】【时】【机】【的】【让】【学】【生】【做】【一】【做】【、】【说】【一】【说】【、】【唱】【一】【唱】【、】【比】【一】【比】【、】【评】【一】【评】【,】【为】【学】【生】【提】【供】【手】【脑】【并】【用】【的】【实】【践】【机】【会】【,】【让】【他】【们】【享】【受】【学】【习】【的】【乐】【趣】【,】【并】【始】【终】【沉】【浸】【在】【课】【堂】【愉】【快】【的】【学】【习】【体】【验】【中】【。】【美】【国】【教】【育】【家】【布】【鲁】【纳】【说】【:】【“】【学】【习】【的】【最】【好】【刺】【激】【,】【乃】【是】【对】【所】【学】【材】【料】【的】【兴】【趣】【。】【”】【<】【b】【r】【>】【 】【 】【三】【、】【精】【讲】【精】【练】【是】【打】【造】【高】【效】【课】【堂】【的】【关】【键】【<】【b】【r】【>】【 】【 】【学】【生】【是】【课】【堂】【的】【主】【体】【,】【课】【堂】【教】【学】【要】【做】【到】【精】【讲】【精】【练】【,】【讲】【练】【结】【合】【,】【一】【定】【要】【留】【出】【足】【够】【的】【时】【间】【给】【学】【生】【思】【考】【和】【练】【习】【。】【精】【讲】【,】【是】【课】【堂】【教】【学】【最】【重】【要】【的】【环】【节】【,】【老】【师】【在】【这】【个】【时】【候】【应】【该】【吧】【知】【识】【点】【讲】【全】【面】【,】【运】【用】【上】【文】【所】【述】【的】【各】【种】【方】【法】【,】【进】【行】【课】【堂】【精】【讲】【。】【笔】【者】【认】【为】【,】【基】【础】【教】【育】【发】【展】【改】【革】【到】【今】【天】【,】【教】【师】【的】【精】【讲】【精】【练】【仍】【然】【是】【打】【造】【高】【效】【课】【堂】【的】【一】【个】【重】【要】【因】【素】【。】【精】【讲】【是】【我】【们】【高】【效】【率】【完】【成】【教】【学】【任】【务】【的】【重】【要】【手】【段】【。】【只】【有】【对】【知】【识】【理】【解】【透】【彻】【,】【进】【行】【合】【理】【有】【序】【的】【分】【配】【,】【讲】【课】【堂】【时】【间】【有】【效】【地】【利】【用】【起】【来】【,】【才】【能】【在】【短】【时】【间】【内】【完】【成】【教】【学】【任】【务】【,】【从】【而】【留】【出】【足】【够】【的】【时】【间】【让】【学】【生】【进】【行】【课】【堂】【训】【练】【,】【把】【知】【识】【有】【限】【的】【转】【化】【为】【能】【力】【。】【精】【讲】【要】【求】【我】【们】【老】【师】【要】【深】【度】【理】【解】【教】【材】【内】【容】【,】【钻】【研】【考】【试】【大】【纲】【,】【将】【这】【二】【者】【有】【效】【结】【合】【制】【定】【出】【精】【讲】【的】【内】【容】【,】【使】【课】【程】【不】【空】【洞】【,】【内】【容】【丰】【富】【,】【并】【且】【涉】【及】【到】【的】【知】【识】【面】【全】【面】【。】

张飞的武器:家乡的春色_家乡的春色作文300字

【<】【b】【r】【>】【 】【 】【(】【)】【 】【1】【4】【1】【.】【 】【I】【"】【v】【e】【 】【_】【_】【_】【_】【_】【_】【 】【m】【y】【 】【b】【a】【g】【 】【a】【t】【 】【h】【o】【m】【e】【.】【<】【b】【r】【>】【 】【 】【 】【A】【.】【 】【f】【o】【r】【g】【e】【t】【B】【.】【 】【f】【o】【r】【g】【o】【t】【t】【e】【n】【C】【.】【 】【l】【e】【f】【t】【D】【.】【 】【l】【o】【s】【t】【<】【b】【r】【>】【 】【 】【(】【)】【 】【1】【4】【2】【.】【 】【J】【a】【c】【k】【 】【_】【_】【_】【_】【_】【_】【 】【a】【 】【t】【e】【a】【c】【h】【e】【r】【 】【f】【o】【r】【 】【m】【o】【n】【t】【h】【s】【.】【<】【b】【r】【>】【 】【 】【 】【A】【.】【 】【h】【a】【s】【 】【b】【e】【c】【o】【m】【e】【B】【.】【 】【h】【a】【s】【 】【t】【u】【r】【n】【e】【d】【C】【.】【 】【h】【a】【s】【 】【c】【h】【a】【n】【g】【e】【d】【D】【.】【 】【h】【a】【s】【 】【b】【e】【e】【n】【<】【b】【r】【>】【 】【 】【(】【)】【 】【1】【4】【3】【.】【 】【T】【h】【e】【y】【 】【_】【_】【_】【_】【_】【_】【 】【f】【r】【i】【e】【n】【d】【s】【 】【s】【i】【n】【c】【e】【 】【t】【h】【e】【y】【 】【m】【e】【t】【 】【i】【n】【 】【S】【h】【a】【n】【g】【h】【a】【i】【.】【<】【b】【r】【>】【 】【 】【 】【A】【.】【 】【h】【a】【v】【e】【 】【m】【a】【d】【e】【B】【.】【 】【h】【a】【v】【e】【 】【b】【e】【c】【o】【m】【e】【C】【.】【 】【h】【a】【v】【e】【 】【b】【e】【e】【n】【D】【.】【 】【h】【a】【v】【e】【 】【t】【u】【r】【n】【e】【d】【<】【b】【r】【>】【 】【 】【(】【)】【 】【1】【4】【4】【.】【 】【A】【:】【 】【W】【h】【a】【t】【 】【a】【r】【e】【 】【y】【o】【u】【 】【d】【o】【i】【n】【g】【?】【 】【B】【:】【 】【I】【"】【m】【 】【_】【_】【_】【_】【_】【_】【 】【m】【y】【 】【l】【o】【s】【t】【 】【w】【a】【t】【c】【h】【.】【<】【b】【r】【>】【 】【 】【 】【A】【.】【 】【s】【e】【a】【r】【c】【h】【i】【n】【g】【 】【B】【.】【 】【l】【o】【o】【k】【i】【n】【g】【 】【f】【o】【r】【 】【C】【.】【 】【f】【i】【n】【d】【i】【n】【g】【D】【.】【 】【l】【o】【o】【k】【 】【a】【t】【<】【b】【r】【>】【 】【 】【(】【)】【 】【1】【4】【5】【.】【 】【T】【h】【e】【 】【y】【o】【u】【n】【g】【 】【m】【a】【n】【 】【_】【_】【_】【_】【_】【_】【 】【.】【<】【b】【r】【>】【 】【 】【 】【A】【.】【 】【h】【o】【l】【d】【 】【h】【i】【s】【 】【b】【r】【e】【a】【t】【h】【B】【.】【 】【h】【o】【l】【d】【 】【h】【e】【r】【 】【b】【r】【e】【a】【t】【h】【<】【b】【r】【>】【 】【 】【 】【C】【.】【 】【h】【e】【l】【d】【 】【h】【i】【s】【 】【b】【r】【e】【a】【t】【h】【D】【.】【 】【h】【e】【l】【d】【 】【h】【e】【r】【 】【b】【r】【e】【a】【t】【h】【<】【b】【r】【>】【 】【 】【(】【)】【 】【1】【4】【6】【.】【 】【H】【e】【 】【i】【s】【 】【s】【o】【 】【r】【i】【c】【h】【 】【t】【h】【a】【t】【 】【h】【e】【 】【_】【_】【_】【_】【_】【_】【 】【w】【o】【r】【k】【.】【<】【b】【r】【>】【 】【 】【 】【A】【.】【 】【d】【i】【d】【n】【"】【t】【 】【h】【a】【v】【e】【 】【t】【o】【B】【.】【 】【d】【o】【e】【s】【n】【"】【t】【 】【h】【a】【v】【e】【 】【t】【o】【 】【C】【.】【 】【m】【u】【s】【t】【D】【.】【 】【h】【a】【s】【 】【t】【o】【<】【b】【r】【>】【 】【 】【(】【)】【 】【1】【4】【7】【.】【 】【H】【e】【 】【_】【_】【_】【_】【_】【_】【 】【h】【i】【s】【 】【h】【o】【m】【e】【w】【o】【r】【k】【 】【a】【t】【 】【h】【o】【m】【e】【.】【 】【H】【e】【 】【l】【i】【k】【e】【s】【 】【t】【o】【 】【f】【i】【n】【i】【s】【h】【 】【i】【t】【 】【a】【t】【 】【s】【c】【h】【o】【o】【l】【.】【<】【b】【r】【>】【 】【 】【 】【A】【.】【 】【d】【o】【e】【s】【n】【"】【t】【 】【B】【.】【 】【d】【o】【n】【"】【t】【 】【d】【o】【C】【.】【 】【h】【a】【s】【n】【"】【t】【 】【d】【o】【n】【e】【D】【.】【 】【d】【o】【e】【s】【n】【"】【t】【 】【d】【o】【<】【b】【r】【>】【 】【 】【(】【)】【 】【1】【4】【8】【.】【 】【D】【o】【 】【y】【o】【u】【 】【k】【n】【o】【w】【 】【w】【h】【i】【c】【h】【 】【p】【i】【c】【t】【u】【r】【e】【 】【_】【_】【_】【_】【_】【_】【 】【b】【e】【s】【t】【?】【<】【b】【r】【>】【 】【 】【 】【A】【.】【 】【d】【o】【e】【s】【 】【s】【h】【e】【 】【l】【i】【k】【e】【B】【.】【 】【s】【h】【e】【 】【l】【i】【k】【e】【s】【C】【.】【 】【d】【i】【d】【 】【s】【h】【e】【 】【l】【i】【k】【e】【D】【.】【 】【s】【h】【e】【 】【i】【s】【 】【l】【i】【k】【i】【n】【g】【<】【b】【r】【>】【 】【 】【(】【)】【 】【1】【4】【9】【.】【 】【O】【u】【r】【 】【s】【c】【h】【o】【o】【l】【 】【w】【i】【l】【l】【 】【h】【o】【l】【d】【 】【a】【 】【s】【p】【o】【r】【t】【s】【 】【m】【e】【e】【t】【i】【n】【g】【 】【i】【f】【 】【i】【t】【 】【_】【_】【_】【_】【_】【_】【 】【t】【o】【m】【o】【r】【r】【o】【w】【.】【<】【b】【r】【>】【 】【 】【 】【A】【.】【 】【i】【s】【n】【"】【t】【 】【B】【.】【 】【r】【a】【i】【n】【s】【C】【.】【 】【w】【o】【n】【"】【t】【 】【r】【a】【i】【n】【D】【.】【 】【d】【o】【e】【s】【n】【"】【t】【 】【r】【a】【i】【n】【<】【b】【r】【>】【 】【 】【(】【)】【 】【1】【5】【0】【.】【 】【T】【h】【e】【 】【s】【t】【u】【d】【e】【n】【t】【s】【 】【w】【i】【l】【l】【 】【g】【o】【 】【t】【o】【 】【t】【h】【e】【 】【W】【e】【s】【t】【 】【H】【i】【l】【l】【 】【F】【a】【r】【m】【 】【b】【y】【 】【b】【i】【k】【e】【 】【i】【f】【 】【i】【t】【 】【_】【_】【_】【_】【 】【f】【i】【n】【e】【 】【t】【o】【m】【o】【r】【r】【o】【w】【.】【<】【b】【r】【>】【 】【 】【 】【A】【.】【 】【w】【i】【l】【l】【 】【b】【e】【 】【B】【.】【 】【i】【s】【C】【.】【 】【s】【h】【a】【l】【l】【 】【b】【e】【D】【.】【 】【w】【a】【s】【<】【b】【r】【>】【 】【 】【(】【)】【 】【1】【5】【1】【.】【 】【T】【h】【e】【 】【f】【a】【r】【m】【e】【r】【 】【w】【i】【l】【l】【 】【t】【a】【k】【e】【 】【t】【h】【e】【 】【c】【o】【w】【s】【 】【t】【o】【 】【t】【h】【e】【 】【f】【i】【e】【l】【d】【 】【i】【f】【 】【t】【h】【e】【 】【r】【a】【i】【n】【 】【_】【_】【_】【_】【_】【_】【 】【l】【a】【t】【e】【r】【 】【o】【n】【.】【<】【b】【r】【>】【 】【 】【 】【A】【.】【 】【s】【t】【o】【p】【B】【.】【 】【s】【t】【o】【p】【s】【C】【.】【 】【s】【t】【o】【p】【p】【e】【d】【D】【.】【 】【w】【i】【l】【l】【 】【s】【t】【o】【p】【<】【b】【r】【>】【 】【 】【(】【)】【 】【1】【5】【2】【.】【 】【G】【o】【 】【t】【o】【 】【h】【e】【l】【p】【 】【h】【e】【r】【 】【i】【f】【 】【s】【h】【e】【 】【_】【_】【_】【_】【_】【_】【 】【i】【n】【 】【t】【r】【o】【u】【b】【l】【e】【.】【<】【b】【r】【>】【 】【 】【A】【.】【 】【i】【s】【 】【g】【o】【i】【n】【g】【 】【B】【.】【 】【w】【i】【l】【l】【 】【b】【e】【C】【.】【 】【c】【o】【m】【e】【s】【D】【.】【 】【i】【s】【<】【b】【r】【>】【 】【 】【(】【)】【 】【1】【5】【3】【.】【 】【W】【e】【"】【l】【l】【 】【g】【o】【 】【a】【s】【 】【s】【o】【o】【n】【 】【a】【s】【 】【i】【t】【 】【_】【_】【_】【_】【_】【_】【 】【.】【<】【b】【r】【>】【 】【 】【A】【.】【 】【w】【i】【l】【l】【 】【s】【t】【o】【p】【 】【r】【a】【i】【n】【i】【n】【g】【 】【B】【.】【 】【s】【t】【o】【p】【s】【 】【r】【a】【i】【n】【i】【n】【g】【<】【b】【r】【>】【 】【 】【C】【.】【 】【w】【i】【l】【l】【 】【s】【t】【o】【p】【 】【t】【o】【 】【r】【a】【i】【n】【D】【.】【 】【s】【t】【o】【p】【 】【t】【o】【 】【r】【a】【i】【n】【<】【b】【r】【>】【 】【 】【(】【)】【 】【1】【5】【4】【.】【 】【P】【l】【e】【a】【s】【e】【 】【t】【e】【l】【l】【 】【h】【i】【m】【 】【a】【b】【o】【u】【t】【 】【i】【t】【 】【a】【s】【 】【s】【o】【o】【n】【 】【a】【s】【 】【h】【e】【 】【_】【_】【_】【_】【_】【_】【 】【b】【a】【c】【k】【.】【<】【b】【r】【>】【 】【 】【A】【.】【 】【c】【o】【m】【e】【 】【B】【.】【 】【c】【o】【m】【e】【s】【 】【C】【.】【 】【c】【a】【m】【e】【D】【.】【 】【w】【i】【l】【l】【 】【c】【o】【m】【e】【<】【b】【r】【>】【 】【 】【(】【)】【 】【1】【5】【5】【.】【 】【I】【"】【l】【l】【 】【c】【a】【t】【c】【h】【 】【u】【p】【 】【w】【i】【t】【h】【 】【L】【u】【c】【y】【 】【b】【e】【f】【o】【r】【e】【 】【s】【h】【e】【 】【_】【_】【_】【_】【_】【_】【 】【t】【h】【e】【 】【f】【i】【n】【i】【s】【h】【i】【n】【g】【 】【l】【i】【n】【e】【.】【<】【b】【r】【>】【 】【 】【A】【.】【 】【r】【e】【a】【c】【h】【B】【.】【 】【i】【s】【 】【r】【e】【a】【c】【h】【i】【n】【g】【C】【.】【 】【r】【e】【a】【c】【h】【e】【s】【D】【.】【 】【w】【i】【l】【l】【 】【r】【e】【a】【c】【h】【<】【b】【r】【>】【 】【 】【(】【)】【 】【1】【5】【6】【.】【I】【 】【_】【_】【_】【_】【_】【_】【 】【t】【h】【e】【 】【m】【e】【s】【s】【a】【g】【e】【 】【t】【o】【 】【h】【i】【m】【 】【a】【s】【 】【s】【o】【o】【n】【 】【a】【s】【 】【h】【e】【 】【_】【_】【_】【_】【_】【_】【 】【b】【a】【c】【k】【 】【t】【o】【m】【o】【r】【r】【o】【w】【.】【<】【b】【r】【>】【 】【 】【A】【.】【 】【g】【i】【v】【e】【,】【 】【c】【a】【m】【e】【 】【B】【.】【 】【w】【i】【l】【l】【 】【g】【i】【v】【e】【,】【 】【w】【i】【l】【l】【 】【c】【o】【m】【e】【<】【b】【r】【>】【 】【 】【C】【.】【 】【w】【i】【l】【l】【 】【g】【i】【v】【e】【,】【 】【c】【o】【m】【e】【s】【D】【.】【 】【g】【i】【v】【e】【,】【 】【w】【i】【l】【l】【 】【c】【o】【m】【e】【<】【b】【r】【>】【 】【 】【(】【)】【 】【1】【5】【7】【.】【 】【G】【r】【a】【n】【n】【y】【 】【W】【a】【n】【g】【 】【t】【o】【l】【d】【 】【t】【h】【e】【 】【l】【i】【t】【t】【l】【e】【 】【c】【h】【i】【l】【d】【r】【e】【n】【 】【t】【h】【a】【t】【 】【t】【h】【e】【 】【s】【u】【n】【 】【_】【_】【_】【_】【_】【_】【 】【i】【n】【 】【t】【h】【e】【 】【e】【a】【s】【t】【.】【<】【b】【r】【>】【 】【 】【A】【.】【 】【h】【a】【s】【 】【r】【i】【s】【e】【n】【B】【.】【 】【r】【o】【s】【e】【C】【.】【 】【r】【i】【s】【e】【s】【 】【D】【.】【 】【r】【i】【s】【e】【<】【b】【r】【>】【 】【 】【(】【)】【 】【1】【5】【8】【.】【 】【—】【D】【o】【 】【y】【o】【u】【 】【k】【n】【o】【w】【 】【i】【f】【 】【h】【e】【 】【_】【_】【_】【_】【_】【_】【 】【t】【o】【 】【p】【l】【a】【y】【 】【b】【a】【s】【k】【e】【t】【b】【a】【l】【l】【 】【w】【i】【t】【h】【 】【u】【s】【?】【 】【—】【I】【 】【t】【h】【i】【n】【k】【 】【h】【e】【 】【w】【i】【l】【l】【 】【<】【b】【r】【>】【 】【 】【 】【c】【o】【m】【e】【 】【i】【f】【 】【h】【e】【 】【_】【_】【_】【_】【_】【_】【 】【f】【r】【e】【e】【 】【t】【o】【m】【o】【r】【r】【o】【w】【.】【<】【b】【r】【>】【 】【 】【A】【.】【 】【c】【o】【m】【e】【s】【,】【i】【s】【 】【B】【.】【 】【c】【o】【m】【e】【s】【,】【w】【i】【l】【l】【 】【b】【e】【C】【.】【 】【w】【i】【l】【l】【 】【c】【o】【m】【e】【,】【i】【s】【D】【.】【 】【w】【i】【l】【l】【 】【c】【o】【m】【e】【,】【w】【i】【l】【l】【 】【b】【e】【<】【b】【r】【>】【 】【 】【(】【)】【 】【1】【5】【9】【.】【 】【I】【 】【d】【o】【n】【"】【t】【 】【k】【n】【o】【w】【 】【i】【f】【 】【s】【h】【e】【 】【_】【_】【_】【_】【_】【_】【 】【t】【o】【m】【o】【r】【r】【o】【w】【.】【 】【I】【f】【 】【s】【h】【e】【 】【_】【_】【_】【_】【_】【_】【 】【,】【 】【I】【"】【l】【l】【 】【c】【a】【l】【l】【 】【y】【o】【u】【.】【<】【b】【r】【>】【 】【 】【A】【.】【 】【c】【o】【m】【e】【s】【,】【 】【c】【o】【m】【e】【s】【 】【B】【.】【 】【w】【i】【l】【l】【 】【c】【o】【m】【e】【,】【 】【w】【i】【l】【l】【 】【c】【o】【m】【e】【<】【b】【r】【>】【 】【 】【C】【.】【 】【w】【i】【l】【l】【 】【c】【o】【m】【e】【,】【 】【c】【o】【m】【e】【s】【D】【.】【 】【c】【o】【m】【e】【s】【,】【 】【w】【i】【l】【l】【 】【c】【o】【m】【e】【<】【b】【r】【>】【 】【 】【(】【)】【 】【1】【6】【0】【.】【 】【I】【 】【w】【a】【n】【t】【 】【t】【o】【 】【k】【n】【o】【w】【 】【i】【f】【 】【t】【h】【e】【y】【 】【_】【_】【_】【_】【_】【_】【 】【t】【h】【e】【 】【s】【p】【r】【i】【n】【g】【 】【s】【p】【o】【r】【t】【s】【 】【m】【e】【e】【t】【i】【n】【g】【 】【n】【e】【x】【t】【 】【m】【o】【n】【t】【h】【.】【I】【f】【 】【t】【h】【e】【y】【<】【b】【r】【>】【 】【 】【_】【_】【_】【_】【_】【_】【 】【i】【t】【,】【 】【I】【 】【m】【u】【s】【t】【 】【g】【e】【t】【 】【r】【e】【a】【d】【y】【 】【f】【o】【r】【 】【i】【t】【.】【<】【b】【r】【>】【 】【 】【A】【.】【 】【h】【o】【l】【d】【,】【 】【w】【i】【l】【l】【 】【h】【o】【l】【d】【B】【.】【 】【w】【i】【l】【l】【 】【h】【o】【l】【d】【,】【 】【h】【o】【l】【d】【<】【b】【r】【>】【 】【 】【C】【.】【 】【h】【o】【l】【d】【,】【 】【h】【o】【l】【d】【 】【D】【.】【 】【w】【i】【l】【l】【 】【h】【o】【l】【d】【,】【 】【w】【i】【l】【l】【 】【h】【o】【l】【d】【<】【b】【r】【>】【 】【 】【(】【)】【 】【1】【6】【1】【.】【 】【M】【r】【s】【 】【F】【a】【n】【g】【 】【a】【s】【k】【e】【d】【 】【t】【h】【e】【 】【b】【o】【y】【s】【 】【_】【_】【_】【_】【_】【_】【 】【.】【<】【b】【r】【>】【 】【 】【A】【.】【 】【w】【h】【e】【r】【e】【 】【i】【s】【 】【M】【i】【s】【s】【 】【G】【r】【e】【e】【n】【B】【.】【 】【w】【h】【e】【r】【e】【 】【w】【a】【s】【 】【M】【i】【s】【s】【 】【G】【r】【e】【e】【n】【<】【b】【r】【>】【 】【 】【C】【.】【 】【w】【h】【e】【r】【e】【 】【M】【i】【s】【s】【 】【G】【r】【e】【e】【n】【 】【i】【s】【D】【.】【 】【w】【h】【e】【r】【e】【 】【M】【i】【s】【s】【 】【G】【r】【e】【e】【n】【 】【w】【a】【s】【<】【b】【r】【>】

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