To write a sentence specific, that is, before and after the main components of the sentence, plus some appropriate modification or additional description of the words, so that the sentence expresses the meaning of a more clear and understandable, more vivid image.
For example: 1. The kingfisher swept across the lake. 2. The resourceful kingfisher swept across the sparkling lake.
The second sentence is much more specific after adding some modifying words.
The second sentence is much more specific with the addition of some qualifying words. It tells us "what kind" of kingfisher it is, and "what kind" of lake it skims.
If the second sentence is modified: "A clever kingfisher gently swept across the sparkling lake." The meaning expressed would be more specific.
But pay attention to one thing, write a specific sentence is not a pile of words, only according to the needs of expression, the modification of the modification, should not be modified, do not add to the snake, so as not to cause repetition, cumbersome. For example: 1. We are happy.
2. We jumped for joy. The second sentence added "jumped up", the "happy" results, the degree of specific portrayal, strengthened the expression of the infectious force.
2. How to Write Specific and Vivid SentencesTo write specific and vivid sentences, you need to use metaphors and similes? Right on.
(1) In spring, what kind of sentence is a concrete sentence.2. Process and method: by practicing.
(a) classroom demonstration, show the sentence, as to imagine, feel; what kind of sentence is a vivid sentence, emotional attitude and value. ③ The second sentence and then compare it with the third sentence, which one is more beautiful, the third sentence! Give a few more metaphorical sentences: through comparison, let the students understand what is vivid and specific, how this sentence is more beautiful than the second sentence, can be carefully observed yo, is the starting stage, and also the leaf as a person to write, this is another technique - anthropomorphism: 1, introduction: do you want to write a good article? The article is composed of a paragraph by paragraph, paragraph is written by a sentence by sentence, the training should also pay attention to decentralization.
Can not expect a few composition guidance class can make students write a beautiful article, but also to spread the training to the usual teaching, through the comprehension; and understand that, in order to write a sentence specific, but also learn to observe carefully, find the characteristics of it. ⑤ Look again at the second and third sentences, and then write a whole article.
In addition, you can't ask students to write a complete essay all at once, to build up the foundation of students' essays and achieve our expected goals. Teaching Objectives. so getting the sentences right is the basic skill of writing a good essay. today? (This is vivid.)
Board: vivid is the sentence is beautifully written, knowledge and skills, and further understanding of the method of writing sentences vividly and specifically; (this lesson, much less just through the writing training (such as the outline of the topic, the review of the topic?). Board. (B) comparative understanding ① the first sentence and the second sentence comparison, in addition to writing the color of the willow branches: learn to appreciate the sentence, to build a good foundation for essay writing, to start from the sentence, first write the sentence, the willow tree stretches out the branches.
(2) In spring, the willow tree stretches out the branches of yellow-green tender leaves. (3) In spring, the willow tree stretches open its branches of young yellow-green leaves, and brushes gently in the slight spring breeze, which is specific: vivid is that the sentences are beautifully written.
Being specific is being able to write more about something or someone. (2) He has two legs.
4 Commentary Motivation 5 To summarize, you can write sentences more beautifully with similes ah. Only through solid training in basic skills can we step by step to success, hyperbole and other methods to write sentences clearly, appreciation, accumulation, modeling guide) will be able to write good essays, so that students understand the role of the use of rhetorical devices on the sentence.
④ Think again, like a group of nymphs dressed in green dancing, but also wrote what the willow branches. Coupled with the first and second grade almost no formal training, so, and more specific, is the third sentence, then, and then write a good paragraph, is not written specifically.
3 practice consolidation: write the following sentences more vivid and specific. Board: specific is to be able to write more characteristics of things or people, so that the sentence is not only vivid: what we learned today, observation and other training? (Students can answer the use of metaphors) Summary of the board: it can be seen that the specific requirements to be able to use metaphors, anthropomorphism, hyperbole and other methods, is the content of the training in the future.)
3! Do not observe carefully. Summary, visible, which feature of the willow branch is written? (color) ② Which of these two sentences beautiful.
Teaching preparation: class teaching process: one, we will learn how to write the sentence specific and vivid. Second, to understand the specific and vivid sentences, right ah, he wrote the willow branches fluttering? (fluttering look).
But write specifically. (Show text) (1) The tree bears a lot of apples Shuangyang Center Primary School Wang Yumei Overall Idea: Composition for Third Grade in Primary School.
3. Basic skills training for elementary school language composition How to write sentences concretelyEssays are made up of sentences, and sentences are the basis of an essay. To write good essays, you need to practice writing good sentences. Learn to write sentences that are complete, smooth, coherent, and specific ....... The basic skills of the sentence are well practiced, and a solid foundation is laid for the essay.
How to write complete sentences
A complete sentence should meet two requirements: one is to express the meaning of complete; the second is the structure should be complete. A complete sentence generally has two parts. The first part of the main "who" or "what", the second part of the main "what", "what" or "how". or "how". To tell someone something, or to express a complete meaning, you must write both parts of the sentence, so that the meaning can be expressed clearly
4. How to make a sentence specificTo make a sentence specific is to add some appropriate modifying or supplemental explanatory words before and after the main components of a sentence, so that the meaning of the sentence is clearer and more vivid. For example: 1. The kingfisher swept across the lake. 2. The clever kingfisher swept across the sparkling lake. The second sentence with some modifying words, it is much more specific. It tells us "what kind" of kingfisher, swept across the lake "what kind". If the second sentence is further modified: "A nimble kingfisher gently swept across the shimmering lake." The meaning would be more concrete. But pay attention to one point, the sentence to write specific is not a pile of words, only according to the needs of the expression, the modification of the modification, should not be modified, do not add to the snake, so as not to cause repetition, cumbersome. For example: 1. 2. We jumped for joy. The second sentence added "jumped up", the "happy" results, the degree of specific portrayal, strengthened the expression of the infectious force. Practice to write a specific sentence in many ways, in the elementary school language class learned, there are the following three basic methods: 1. add the definite article. Example: The team flag is flying in the air. "The (brightly colored) team flag is flying in the (azure) air." The words in parentheses we call it definite article . When we add these determiners, we know what kind of flag is flying in the air. The meaning of the words will be clearer and more specific. We have done a lot of this kind of exercise in our language homework. For example, add words to the following sentences to make them more specific. ①The actors' performance was well received by everyone. The actors ( ) performed and were welcomed by everyone. The crowd cheered loudly. （The crowd cheered enthusiastically. The words in parentheses in the sentence above are determiners. What kind of definite article can be added to make the meaning of these two sentences more specific? According to the content of the sentences, the following words can be added to the first sentence: "Yesterday" - to indicate the time of the performance "at the Hundred Flowers Theater" - to indicate the place of the performance "wonderful" - to indicate the place of the performance "the wonderful" - to indicate the place of the performance "the wonderful". - describes the place of the performance "wonderful" - describes what kind of performance "Yesterday in the Hundred Flowers Theater wonderful" performance --The time, place and level of the performance are described. With the addition of these qualifiers, it is clear that each sentence is more specific than the original. The last sentence, which not only tells the time and place of the performance, but also describes the circumstances of the performance, is naturally the most specific. The second sentence can be added this way: If you want to make the meaning of the sentence more clearly expressed, more understandable, you can also make the center word - "crowd" with a recursive determiner: "The square to participate in the activities of the full of ***" crowd 2. "The crowd ...... 2. Add the gerund. Example: My brother came running. How did the brother run here? The younger brother (摇晃地) ran here. The words in parentheses are called gerunds. By adding the gerund, we can make it clear how the brother ran. The sentence will be more concrete. We've done this kind of exercise many times. Example: Add words to the following sentences to make them more specific. The soldiers accomplished their mission. The soldiers ( ) accomplished their mission. The words in parentheses are gerunds. What words can be added to make the meaning more concrete? There are many words that can be added to the phrase "accomplished the mission" to make it more specific. For example: Add words like "victorious, successful, honorable" to show the "situation" of the completion of the task. Add words like "ahead of schedule, ahead of schedule, yesterday, in the morning" to indicate the "time" when the task was accomplished. Add words like "all, all" to indicate the "extent" of the accomplishment of the task. Adding words like "under extremely difficult circumstances" indicates "under what conditions" the task was accomplished. In short, no matter what words, as long as the center of the sentence with the word - "complete" with the appropriate, but also in line with the original meaning of the sentence, can make the sentence more specific. 3. Add complements. Example: The airplane flew. How does the airplane fly? The airplane flew (high and fast). The words in parentheses are complements. Add the complement, the plane flew how to write a specific. Another example: the water of Li River is really quiet! It's so quiet that you can't feel it flowing. If you add the words in brackets, you can write out how quiet the water of the Li River is. These are three basic ways to practice writing concrete sentences, as long as you master the rules of their composition can be used freely. Think and practice: 1. Write specific sentences according to the example. Example: Swallows fly across the field. （What kind of swallow? What kind of field did the swallow fly over?) The black swallows flew over the green fields. There were white clouds in the sky. (What kind of sky? What kind of white clouds are floating in the sky?) ____________.
5. Composition class "how to write sentences specific and vivid" teaching designGeneral idea: the third grade of the composition, is the beginning stage, can not all of a sudden require students to write a complete composition, much less just through the writing training (such as the outline of the topic, the review of the topic, the model guides) will be able to write a good article. It is only through solid training in basic skills that students can move step by step towards success. In addition, there is almost no formal training in the first and second grades, so it is necessary to start from the sentence, first write a good sentence, then write a good paragraph, and then write a good article. In addition, the training should be decentralized . Can not expect a few composition guidance class can make students write beautiful articles, but also to spread the training to the usual teaching, through the comprehension, appreciation, accumulation, observation and other training, to build a good foundation for the students' composition, to achieve our expected goals. Teaching objectives: 1, knowledge and skills: through comparison, let the students understand what is vivid and specific; what kind of sentence is vivid sentence, what kind of sentence is specific sentence. 2, process and method: through the exercise, to further understand the sentence to write vivid and specific method; (this lesson, the specific requirements to be able to use simile, anthropomorphism, hyperbole, etc., to write a clear sentence; and to understand that, in order to write a specific sentence, to learn to observe carefully, to find the right place, to find the right place, to find the right place, to find the right place, to find the right place, to find the right place, to find the right place, to find the right place, to find the right place, to find the right place. But also learn to observe carefully, find the characteristics of the line, as for imagination, feelings, is the content of the future training.) 3, emotional attitude and value: to learn to appreciate the sentence, play a good foundation for writing. Teaching preparation: class teaching process: a. Introduction: you want to write a good article? The article is composed of a paragraph, paragraph is written by a sentence, so the sentence is written well, is the basic skill of writing a good article, today, we will learn how to write a sentence specific and vivid. Second, understand the specificity and vividness of the sentence. (A) classroom demonstration, show the sentence. (1) In spring, the willow tree spreads its branches. (2) In spring, the willow tree stretches the branches of the yellow-green leaves. (3) In spring, the willow tree stretches out the branches of the yellow-green leaves, in the slight spring breeze gently flick, like a group of nymphs dressed in green dancing. (B) comparative understanding ① the first sentence and the second sentence comparison, write out which characteristics of the willow branches? (color) ② Which of these two sentences is beautiful? (This is vivid.) (This is vivid.).
6. 作文指导《怎样把句子写具体生动》教学反思作文指导《怎样把句子写具体生动》教学反思
The past teaching of composition is really ignoring the students' imagination, which is considered to be empty, fictional and impractical, and how much creativity has been stifled by this practice. Einstein said: "Imagination is more important than learning knowledge" Students can not write a good composition, a big factor is that they do not dare to imagine, will not imagine. Their imagination is often suppressed by the teacher's domination, in fact, the imagination of elementary school students is rich, they like to imagine things, imagination can enrich their emotions, cultivate their sentiment. There is a free expression of free imagination. So how to operate in the teaching process? 1, observation is the premise, activity is the carrier, experience is the destination. Students' emotions generally come from direct experience, observation is the most fundamental. Without observation, there is no accumulation, there is no composition material. Such as writing willow trees, students are the basis of observation, otherwise students will not be able to show so big ***, say so many feelings. Observation not only let the students eyes, hands, ears, the most important thing is to let the students feel with their hearts, not only to seize the phenomenon but also to seize the essence. Students are not closed individuals, their cognition, emotions, values need to communicate with each other, promote each other, make up for each other, so "activity" is the core of teaching. Activities include external organizational activities and internal thinking activities, organizational activities refer to: visits, visits, games, discussions, performances, etc.; internal thinking activities refer to: comparison, imagination, self-talk and so on. Activities always run through the whole teaching process. There are activities have experience, experience is naturally occurring, the teacher can not be replaced, so it must be respected as a prerequisite to encourage students to have unique insights, unique language expression. Such as students can see the snowflake as a fluttering butterfly, as a blinking star, as a mother's smiling face, as a childhood dream. 2, interactive and cooperative, unconventional, oral expression. In the past, teaching is a single exchange of information, students only listen to the teacher, and now advocate the three-dimensional intersection of information, students should be full participation in the teaching process, the teacher is the student's friend, the student is the student's teacher, the relationship between equality and interaction, contributing to a democratic atmosphere, the student's subjective spirit and sense of creativity is fully embodied. The expression of the students' language to be oral, usually how to let them say how to say, and even dialect dialect can be used, as long as the other side can understand the expression of the meaning of the allowed. To see the essay as a dialog exchange process. 4, the teacher regulation, create a situation, penetrate the writing method. Students free composition is not the same as no teacher-led, free is relative, not absolute. Teachers' guidance, regulation is to let students write good essays on the premise, such as the design of the teaching process, teaching sessions of the unfolding of teaching activities, teaching and learning activities of the organization, teaching and evaluation of incentives, which should be teacher-led. Teachers should seize the psychological characteristics of students, the use of existing multimedia teaching tools, scenes, resources to create a situation, so that students get a real experience in a pleasant. Do not pay attention to the form of composition is not the same as not penetrate the form of composition, but not imposed on the students, to give the students the right to choose, the teacher should guide the students to discuss "how to write and what to write". So that students self-generated writing strategy, which is the students self-constructed, in line with the law of teaching composition.
7. How can you write a specific compositionFor example: 1. The kingfisher swept across the lake.
- A resourceful kingfisher swept across the sparkling lake. The 2nd sentence is much more specific after adding some modifying words.
It tells us "what kind" of kingfisher it was, and "what kind" of lake it swept across. The second sentence could be modified to say, "A nimble kingfisher gently skimmed the shimmering surface of the lake."
The meaning of the expression is more specific. But pay attention to the point that the sentence is written specifically is not a pile of many words, only according to the needs of expression, the modification of the modification, should not be modified, do not add to the snake, so as not to cause repetition, cumbersome.
For example, encounter nouns (words that indicate the name), find ways to add "what kind of" modifier in front. For example, "a body of feathers, a pair of wings, plus the tail, together as a swallow" this sentence right? Yes, but not specific, not vivid.
Look at the article "Swallow" how to modify the noun: a (black and shiny) feathers, a pair of (handsome and light) wings, plus (scissors-like) tail, together (lively and witty) swallows. (The punctuation is a noun.) Again, when it comes to verbs (words that express action), find a way to add "how to" in front of it.
For example, "He went away." (the punctuation is a verb), to make the sentence specific, you can write: "He carried his book and left in anger."
"He took the book in both hands and walked away with a bounce." And so on.
There are many ways to practice writing specific sentences, learned in elementary school language classes, there are the following three basic methods: 1. add the definite article. Example: The team flag is flying in the air.
"(Brightly colored) team flag fluttering in the (azure) air." The words in parentheses we will call it definite article.
With these determiners, we know what kind of team flag is flying in what kind of air. The meaning of the expression is more understandable and specific.
This kind of exercise students have done a lot of homework in the language. If you want to add words to the following sentence, make the sentence express more specific.
① The actors' performance was well received. The actors' (wonderful) performance at the Hundred Flowers Theater yesterday was well received.
Depending on the content of the sentence, some of the following words can be added: "Yesterday" - indicate the time of the performance "at the Hundred Flowers Theater" - - describes the location of the performance "wonderful" - describes what kind of performance "Yesterday at the Hundred Flowers Theater wonderful" performance -- describes the time, place and level of the performance. With the addition of these qualifiers, it is clear that each sentence is more specific than the original.
The last sentence, which not only tells the time and place of the performance, but also describes the circumstances of the performance, is naturally the most specific. ② The crowd cheered enthusiastically.
The crowd cheered enthusiastically. 2. Add the gerund.
Example: My brother came running. How did the brother come running? The younger brother (shakily) came running.
The words in parentheses are called gerunds. Adding the gerund brings out the way the brother ran.
The sentence is more specific. 3. Add complements.
Example: The airplane flew. How does the airplane fly? The airplane flew (high and fast).
The words in parentheses are complements. By adding the complement, you make it specific how the airplane flew.
Another example: the water of the Li River is really quiet! It's so quiet that you can't feel it flowing. Add the words in parentheses on the Li River water quiet degree written out.
These are the three basic ways to practice writing sentences specific, as long as you master the rules of their composition can be used freely. Think, practice: 1. According to the "example" to write a specific sentence.
Example: Swallows fly across the field. (What kind of swallows? What kind of field did the swallows fly over?) The black swallow flew over the green field.
① The sky was filled with white clouds. (What kind of sky? What kind of white clouds are floating?) ② The sun is rising.
(What kind of sun? How did it rise?) ③ The northwest wind was blowing. (What kind of northwest wind? How is it blowing?) Example: The frog crawled out.
(Crawl out from what?) The frog crawled out of the hole. (How did it crawl out?) The frog crawled out of the hole slowly.
(What did the hole look like?) The frog crawled slowly out of the dark, wet, muddy hole. ① The duck swims over.
(From what did it swim?) (How did it swim over?) (What does the brook look like?) The child counted the stars. （What kind of child counts stars?) (Where does he count the stars?) （How does he count the stars?) (What do the stars look like?) ③ The classroom is furnished with desks and chairs.
(What kind of classroom is it?) (How are the desks and chairs arranged?) (What do the desks and chairs look like?) Method two: to learn to ask a few more "how" to expand the plot Example: "Frightening night" This night, my family went out, leaving me alone at home to watch the house, I was very afraid. I was so relieved until my mom came back.
We can ask it this way: After the change: One night I was alone in the house. It was going to rain, lightning and thunder, and I was scared.
The thunder was so deafening that it rattled the windows. Suddenly, there was another flash of lightning, yikes, mama, there's going to be another thunder! I quickly covered my ears.
Nonetheless, the thunder penetrated my palms and shook my eardrums as if it had exploded above my head. I was even more afraid, and flew into the quilt, covering my head with the quilt as hard as I could, and kept praying in my heart: mom and dad, you come back soon! Example 1: "One Dollar": After school in the afternoon, I came home, my grandmother gave me five dollars and told me to go to the supermarket to buy a pound of onions.
I came to the supermarket, bought a pound of green onions, picked up the salesman aunt looking for money to run home. I went home to my grandmother to count the money, and found that I was missing a dollar.
I went to find her, but the aunt did not recognize. Grandma heard about this and was so angry that she told their leader.
You can ask: Q1, the saleswoman underpaid you 10 cents, how did you not realize it? Q2, you go to the salesman, what did you say? Q3: What did the salesman say to you? Q4: What did you think when you heard that? Q5. What did Grandma think when she found out? Q6, What was the result of reflecting it to the leaders? If you add these contents, won't it become a good essay with full contents? Example 2: "Swimming" The water in the swimming pool is very clear. My father and I went down into the water.
Dad stood five or six meters in front of me, and I swam toward him. Dad pointed out the faults to me, and patiently guided me to practice, so that I mastered the main points of the action very well.
Finally I took a breath.
8. How to write a specific compositionLearning from many experiences.
Writing should have a main line, a clue that can run through the whole text. In my own experience, I have to read more books. You might think that books don't leave much of a legacy when you read them, and that they're instantly forgotten.
But the book will bring you the spirit of sublimation, books read more, you will naturally be influenced by the book, naturally will absorb the long of a hundred, so as to form their own style. Sometimes books will make you boring, do not read the explanation of the book, look at your favorite, put yourself into the book.
You will feel that you are the protagonist. Keep it simple and write about things like intimacy.
Don't fall into line. There's no need to portray something conventionally.
You can list some small things in prose to strengthen the tone. In the end, there is a point of the pen on the line.