To compare people with things is to compare one's personality with the characteristics of something. This is also a common way to express and highlight the central idea in composition.
For example, groundnut tells the whole process of our family celebrating the harvest festival, tasting new peanuts and talking about the benefits of peanuts; Tell people to be pragmatic and useful, not decent and bad for others. When talking about the benefits of peanuts, there are a few paragraphs: Father said: "Peanut has many benefits, but one of them is the most precious: its fruit is buried underground, unlike peaches, pomegranates and apples, which hang bright red and green fruits high on the branches, which makes people feel amazed at first sight. You see it's getting shorter on the ground. When it is ripe, you can't immediately judge whether it has fruit or not. You have to dig it out to know. " We all agreed, and mom nodded. Father went on to say, "so you should be like a peanut." Although it is not good-looking, it is very useful, not something that looks good and has no practical use. " I said, "well, people should be useful, not just decent, but bad for others." The father said, "Yes. This is my hope for you. "
These paragraphs use the method of borrowing things to describe people (borrowing the characteristics of peanuts to describe how to be a man): the father leads the children to talk about peanuts in order to talk about life; He praised peanut's character and explained what kind of person a person should be. "I" learned from my father's words that "people should be useful, not only decent, but also not good to others." This understanding was affirmed by my father. This is like the finishing touch, which naturally expresses the central idea of the article "Composition Guidance for the First Grade of Primary School".
It can be seen that, whether writing character notes or writing landscapes, the correct use of the method of metaphor can make the article more profound and the expression more subtle; It can greatly enhance the expressive force and appeal of the article.
Read the following article again and experience the characteristics and functions of metaphor:
Old apricot trees in the mountains
Apricots are ripe, just in time for the bumper wheat harvest in rural areas. One day after the wheat harvest, I took time to carry a stick with a basket on it and climbed the South Mountain.
I met my neighbor's second aunt on the way. When my second aunt saw me picking apricots, she quickly told me, "I have searched everywhere. There is Xinger on the tree in the second ravine in the south of Shanliang, but the apricots are green and small, and they are not delicious!" Say that finish, second aunt went down the mountain.
I climbed the ridge and saw the tree in the distance. This is the only apricot tree in that valley. When I looked closer, I saw the semi-red apricots in the green leaves on the tree, which were crowded with branches in strings. With a breeze, apricot trees shook their branches and leaves as if to say hello to me.
This is an old apricot tree, which grows beside the rocks lacking soil and water at the bottom of the ditch. Its trunk is tall, curved, thick and scarred. Obviously, it has experienced many vicissitudes. I put a stick around my waist and climbed up the tree. Sitting on the thick branches, I can see more clearly: on the branches, there is a round apricot hanging on each leaf nest. Most apricots have "yin and yang faces"-one side is green and yellow, and the other side is yellow and red; He is not small, and everyone looks like a little apple. Looking at apricots with branches among these green leaves, I don't know whether they are like pearls or precious stones, or like jadeite or agate. Squeeze a look, alas, the golden pulp is soaked in the juice and put in the mouth, sour and sweet, refreshing.
Looking up, I accidentally found a stone stuck between two branches. Oh! I got it all: My second aunt said that apricots are green and small because the trees are too high. She couldn't see the knotted apricots on it, so she only picked some small ones below. She can't climb a tree, can't reach it, and can't throw stones at it. Obviously, she really wronged this old apricot tree.
Looking at the fruit within reach of the tree, and then looking down at this weather-beaten old apricot tree, a feeling of admiration arises spontaneously. Old apricot tree, old apricot tree, you are not afraid of loneliness, difficulties and hardships, and you are rooted alone in this strange mountain, old and lasting. How many apricots have you produced for people year after year? But you don't want anything from others. When you are wronged or have a cold shoulder, your heel is still so firm and your mind is still so open and selfless. What a respectable old apricot tree! I gently removed the stone and pulled out the stick at my waist, but refused to hit it, for fear of hitting Xinger, damaging the branches and leaves of the old tree and hurting its body and mind. So, I got off the tree, with a basket on my arm, climbed up the tree, sat in the arms of the old apricot tree, picked the apricots heartily, and enjoyed the fruits of its dedication heartily.
This is a beautiful, vivid and touching article. I believe that after reading this article, every student will realize that this is not just a "thing"; The author eulogizes the people with the character of the old apricot tree in the mountains by metaphor, enthusiastically eulogizes the people with the character of the old apricot tree (not afraid of loneliness, hardship, rooted in the mountains, weather-beaten, old and lasting, only dedication, open-minded and selfless), and at the same time expresses his great love for the people with the character of the old apricot tree from the heart.
It should be noted that the characteristics of things described in words should be similar to people's personality; After reading the article, people can clearly understand what to say when borrowing things and what kind of people to praise when borrowing things. If this is not the case, the method of "comparing people with things" will lose its meaning.
Thinking practice
(1) What does it mean to use things to describe people? What kind of effect can the composition receive by using metaphor? What should I pay attention to?
(2) Write your favorite things, ask yourself to draw up a topic, and correctly use the writing method of borrowing things to describe people.
2. First-year composition teaching plan [First-year composition teaching plan] First-year composition teaching plan
Twenty years later
Teaching objectives:
1, to stimulate students' imagination interest;
2. Cultivate students' imagination and organizational expression ability, stimulate students' yearning for a better life in the future, and make a composition teaching plan for the first grade of primary school.
Teaching process:
First, the introduction of songs to stimulate interest
The students are really energetic today! The teacher wants to invite you to listen to a song today, can you? However, the teacher has a small request. Please tell me what you understand after listening!
Play "See you in twenty years".
Do you understand the meaning of this song? Answer by roll call.
Yes, in another 20 years, we will meet again, and then the motherland will be more beautiful! The words on the blackboard: Twenty years later
Second, stimulate dialogue and expand ideas.
Twenty years later, one day we met. I haven't seen you for twenty years. When I appear in front of you, you won't believe that the person standing in front of you is the great teacher Li. Imagine what Miss Li will be like in twenty years.
Instruct students to imagine speaking from the aspects of appearance, movement and language.
Conclusion: Yes, twenty years later, Miss Li has stepped into the ranks of the elderly. Wrinkles have covered my cheeks and my hair is mixed with white hair. Writing instruction "Writing Teaching Plan for the First Grade of Primary School". How can I suppress my excitement and joy when I see you again after twenty years? Tears blurred my eyes.
Create a situation: meet again after 20 years.
Teacher: Oh, are you forty-seven children in Class Two, Grade Six, which I attached to the middle school twenty years ago? Ah, who is that? Why can't I recognize it? Let the students imagine and simulate their own language and actions at that time.
In the created situation, try to inspire students to imagine and speak, and tell what kind of person they have become after 20 years and in which position they will play a role.
Conclusion: I am very happy because there are so many promising people in my younger brother and son. "The waves behind the Yangtze River push the waves before." You are all better than Miss Li.
Third, communicate at the same table and express freely.
Twenty years later, we got together and found that everything had changed a lot. People have changed, and things have changed. Our school, our hometown by the sea, our Fuxi River, schoolbags, desks, blackboards, houses, computers ... What will it be like? Fly your imagination, fly your thoughts, and tell your deskmate your imagination!
Conclusion: The students are so lively that the teacher really can't bear to bother you. Come on, tell the teacher and classmates what you just said!
Fourth, class report, camera guidance
Names and hints, so that students can express themselves more completely and clearly!
Five, the teacher-student competition writing, the first draft
The students' imaginations are really colorful. The world after 20 years is wonderful! Your's creation and labor will make our motherland better! How I want to take the time-space express to see the world in 20 years! Would you like to go with the teacher? Ok, get a pen and write down the scenes you have thought of for twenty years! The teacher writes with you to see which of us writes fast and well!
Review in groups. Each group recommends an excellent article to read in the class.
Seven, the whole class communication, timely evaluation.
Eight. Summary:
After listening to the composition written by the students just now, I really want to be 30 years thinner and as young as you. * * * Together with the warm spring breeze that has been bathed for 20 years, * * * will hold up a colorful world! The quickest and surest way to overcome fear and build self-confidence is to do what you are afraid of until you gain successful experience.
3. How to guide the first-grade children to write sequel stories? A child's mind is full of wisdom and fantasy, personality and agility. How to stimulate students' wise and spiritual thinking and make them think boldly and create by themselves? Einstein said: Imagination is more important than knowledge. Combining with the text, let children continue to write the end of the article, which can not only enrich their imagination, but also exercise their writing ability in the future. For example, the ants and slugs in the second volume of the first day of junior high school. ..... let children generate sparks of wisdom and release their desire to speak and write in time. Reading the selected works in the class can stir up a thousand waves with one stone. Constantly improve children's interest in writing and form a good atmosphere. As the new curriculum standard points out, "Let students be interested in writing, write what they want to say and imagine." Starting from textbooks, expand students' thinking and stick to one pattern. Make public one's personality. Vivid and interesting in the form of sequel stories can untie the shackles of children's thinking. 2. Sentence pattern practice (1) To write correct sentences, teachers must also give sentence pattern guidance. First, let students know the "four elements" of a sentence, including time, place, people and events. When you start practicing writing, you can use the sentences in the text as examples. For example, on Sunday morning, mom and dad take them. What person? Where did you go and what did you do? On Sunday morning, my parents took me to the park to see chrysanthemums. (Time) (Character) (Location) (Event) Writing "four dishes" sentences can start with simple sentences, and there is "three dishes" training in the exercises in the second volume of Senior One. For example, fish swim in the river. Characters are replaced by animals: fish; Location: Xiaohe Li. Event: Travel. After instructing students to analyze sentence elements, teachers can let students practice freely. First, they can finish the exercises in books. That is, (1) Swallow trains students to write "Four Elements" step by step in _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _. Repeated practice can lay a good foundation for future composition training. (2) Practice writing "10 sentence", that is, "look", "listen", "think", "feel" and "yes". I feel very happy. I am playing in the garden. He is my classmate. (Yes) My book was borrowed by Xiao Ming. My mother mended my schoolbag. There is a big tree in front of my house. Then write new sentences based on life. When training, you must practice sentence by sentence from simple to complex. After top students practice writing "10 sentence" for a period of time, they can gradually train "linking sentences". For poor students, you can continue to strengthen sentences. They can strengthen them in their usual texts or do special exercises. Write a sentence around key words, such as "first … then …" and "once …" to improve students' writing ability. Third, writing a diary of civilization is a crucial period for developing good behavior habits and forming correct ideology and morality. The child did something good or was praised by the teacher. I think teachers can not only praise and encourage students, but also make them feel happy, so I ask students to record the good things you were praised or done by teachers that day in the diary of civilization. Teachers don't have to ask too much, but they should read every article. You can get to know students in time. This not only promotes children's continuous progress, but also inspires other children. In addition, it is also a means to form a correct class style and style of study. But don't forget, this is also a way of writing. As a teacher, you must have a pair of discerning eyes, and you can capture any details that are beneficial to students in teaching life in time. It is best to kill two birds with one stone for teachers' education and teaching work. Give children some space, give students a theme, give full play to their imagination, and encourage children to speak and write boldly. This is my view on writing teaching in grade one.
4. How to instruct the first-grade pupils to write a good composition 1? Improve their understanding and expression of things.
Second, take the cognitive structure as the core of the composition, including learning knowledge, observing accumulation, memory storage, training thinking, enriching imagination, cultivating emotion and exercising will; From talking about writing, scrutinizing and revising, reading more books and writing more. Third, establish the concept of big composition, organically combine listening, speaking, reading and writing, and learn five methods of conception: praising people with things, expressing one's mind directly, communicating things with things, touching the scene and expressing one's feelings.
Four, the implementation of the five training (a) word training. Master the golden key to using words: contact with things you are familiar with; Contact your own life reality; Contact your knowledge of language and writing.
(2) Sentence training. As long as it is a sentence, it includes two aspects: one is about people, things, things and scenery, and the other is about purpose.
Students can be taught to speak and write a sentence with four complete elements, four sentence patterns and nine sentence patterns, according to pictures, things, dialogues and exercises. Students will use different sentence patterns and sentence patterns to express different thoughts, feelings, attitudes and purposes in their compositions.
(3) segmented training. Like a sentence, it is also a description of people, things, things and scenery, and it also expresses a meaning.
Just to make a sentence clearer and deeper. (4) Text training.
A chapter is composed of paragraphs, so learn to write a narrative with clear center, complete meaning and appropriate details. (5) On-site training.
Use on-site training to better understand writing from the content. Fifth, implement "mutual evaluation and mutual reform" to cultivate students' thinking independence and creativity.
Finish the composition and sort out the comments in the group. Learn the advantages of other people's compositions first, and then point out the shortcomings in their own compositions with critical eyes and suggestions for improvement.
Rewrite on this basis, so that every article you write will be fruitful.
5. How to guide the first-grade pupils to write a good composition 1? Improve their understanding and expression of things.
Second, take the cognitive structure as the core of the composition, including learning knowledge, observing accumulation, memory storage, training thinking, enriching imagination, cultivating emotion and exercising will; From talking about writing, scrutinizing and revising, reading more books and writing more.
Third, establish the concept of big composition, organically combine listening, speaking, reading and writing, and learn five methods of conception: praising people with things, expressing one's mind directly, communicating things with things, touching the scene and expressing one's feelings.
Four, the implementation of five training
(1) word training. Master the golden key to using words: contact with things you are familiar with; Contact your own life reality; Contact your knowledge of language and writing.
(2) Sentence training. As long as it is a sentence, it includes two aspects: one is about people, things, things and scenery, and the other is about purpose. Students can be taught to speak and write a sentence with four complete elements, four sentence patterns and nine sentence patterns, according to pictures, things, dialogues and exercises. Students will use different sentence patterns and sentence patterns to express different thoughts, feelings, attitudes and purposes in their compositions.
(3) segmented training. Like a sentence, it is also a description of people, things, things and scenery, and it also expresses a meaning. Just to make a sentence clearer and deeper.
(4) Text training. A chapter is composed of paragraphs, so learn to write a narrative with clear center, complete meaning and appropriate details.
(5) On-site training. Use on-site training to better understand writing from the content.
Fifth, implement "mutual evaluation and mutual reform" to cultivate students' thinking independence and creativity. Finish the composition and sort out the comments in the group. Learn the advantages of other people's compositions first, and then point out the shortcomings in their own compositions with critical eyes and suggestions for improvement. Rewrite on this basis, so that every article you write will be fruitful.
6. How to write a composition in freshman and sophomore? How to write articles about people? First determine the characteristics of this person and what you want to write about him. For example, if you want to write about a good friend of yours, you should first think of some examples, such as how to help the children next door, how to help you and your classmates, how to help the old man who is about to cross the street on the road, and so on. Examples are a good way, which will not only enrich your article, but also give people a feeling of emptiness and increase the number of words instantly. Write in detail, write one thing in detail, and then write a few things simply, once and for all. Using the most pleasing structure-the total score is not bad. Generally speaking, master the writing skills of primary school students. First, improve your ability to understand and express things. Mr. Ye Shengtao, a famous educator in China, pointed out: "Writing anything depends on knowledge and experience. What kind of knowledge and experience can you write? On the other hand, without the ability to express knowledge, you can't write a good composition. " Second, take the cognitive structure as the core of the composition, including learning knowledge, observing and accumulating, and memorizing to train thinking. From talking about writing, scrutinizing and revising, reading and writing more. Third, set up a big composition concept and combine listening, speaking, reading and writing organically. The second is to make clear the purpose of writing and be innovative; Third, the selection of materials should be based on evidence; Fourth, we should pay attention to writing skills and arrange the structure of the article; Fifth, we should pay attention to the segmentation of the article and list the subheadings and composition outlines in advance; Sixth, we should pay attention to the writing and usage of the article; Seventh, we should use language skillfully and deploy language with ideas. We should learn five methods of conception: praise people with things, express our thoughts directly, understand things with things, touch the scene and express our feelings. Fourth, the big goal of composition should be graded year by year, with first-level words, second-level sentences, third-level fragments, fourth-level chapters, fifth-level synthesis and sixth-level improvement. Fifth, according to the principle that understanding is the core of composition, five trainings should be implemented. Contact your own life reality; Connecting with the learned language and word knowledge, we use the method of "ten quotations" to combine word learning with speech training. The "Top Ten Quotations" are: 1, analyzing glyphs; 2. Use teaching AIDS; 3. Look at the pictures and learn words; 4. Word formation and expansion; 5. Choose words to fill in the blanks; 6. collocation of words; 7. Adjust the word order; 8. Words used to move the scene; 9. Word classification; 10, conjunctions into sentences. Enrich the content of oral training, let me accumulate a large number of words that I can speak and use, and lay a solid foundation for writing. (2) Sentence training. As long as it is a sentence, it includes two aspects: one is people, things, scenery, and the other is purpose. But some teachers don't rely on pictures and things well when guiding students to say a sentence. Take out a picture or something casually and let the students say and write a sentence. Students don't know why to say and write a sentence, how to say and write a sentence, and what sentence pattern to say and write, which leads to a single, dull and lifeless composition tone. On the contrary, students can practice speaking and writing a sentence, including four elements of time, place, people and events, four sentence patterns and nine sentence patterns based on pictures, things and dialogues. Express different thoughts, feelings, attitudes and purposes. (3) Paragraph training. Combine the eight sections: in the order of things development, time and space transformation, summarize and describe the structural section, causal section, turning section, progressive section and parallel section, so as to understand the occurrence and development law of objective things. No matter which paragraph, it is a narrative thing. It is also a description of people, things, things and scenery, and also an expression of a meaning. Just make a sentence clearer and deeper. (4) Text training. A chapter consists of paragraphs. The knowledge and methods of reviewing topics, conceiving, selecting materials, planning articles, defining methods and using words can be expressed in four ways: narration, description, lyricism and discussion. Narrative and practical writing with complete meaning and appropriate details. (5) On-site training. Use on-site training to better understand writing from the content. Through various composition teaching activities such as "centering", "selecting materials", "composition consultation meeting", "small Zhuge examination meeting" and "using words skillfully", it is vivid and concrete. Carry out voluntary labor inside and outside the school and learn how to write labor scenes; Hold poetry recitals and lectures to learn how to write conference scenes and experiences; By visiting places of interest, you can learn how to write travel notes and travel notes, learn observation methods, and pay attention to things around you. "You can learn everywhere, and you can write articles if you are knowledgeable." Through on-site life composition, we can further realize that life is fertile ground for composition, so as to learn things, express true feelings, cultivate the sentiments of truth, goodness and beauty, and cultivate a good style of writing. Cultivate students' thinking independence and creativity. After students write their compositions, organize group comments. Learn the advantages of other people's compositions first, and then point out the shortcomings in their own compositions with critical eyes and suggestions for improvement. On this basis, write again. Therefore, students can learn something from every article they write. Writing honest words about yourself was said by Mr. Ye Shengtao, an old educator, in order to create a colorful "independent" composition world. The so-called "independence" means that students can write freely and are not restricted by rules and regulations. "Independent" composition means "from the heart", acting spontaneously and showing one's own style. Reflect a distinct personality. We should break away from the old composition teaching method, let students write in an "independent" state, shed affectation and imitation, give them fresh imagination and rich creativity, and what is waiting to be harvested will be colorful colors, fresh fruits and vitality. This often happens when writing in class.