How to recite the second grade text

Recitation is an important Chinese basic skill, which helps students to deepen their understanding and feelings of the text and accumulate rich language materials for speaking and writing. However, in the usual recitation activities, many students are busy reading when they pick up the text, eager to recite, and the result is often very little. In fact, reciting should also pay attention to methods. Only by using various methods flexibly according to different texts can we effectively improve the reciting effect and get twice the result with half the effort. Here are some effective methods.

1. clue method

It is under the guidance of the teacher to clarify the structural level of the text, clarify the internal logical relationship of the text, and form a memory network with the structural level as a memory clue. For example, the clue in the third paragraph of Zuiwengting Ji is: Chu people travel-Taishou banquet-all the guests are happy-Taishou drunk. The clue of Wolf is: encounter a wolf-fear a wolf-resist a wolf-kill a wolf-comment. Using this clue, students can recite correctly and quickly.

2. Tandem method

(1) hierarchical concatenation method: For longer texts and paragraphs, we can divide them into several parts, recite and memorize them one by one, and finally connect all the parts in turn. For example, recite the text "Spring": you can recite the spring grass map first; Recite the spring flower map again; Then memorize the spring breeze map; Recite the spring rain map again; Finally, recite pictures of the Spring Festival. Then connect these pictures in one go. Reciting the second, third and fourth paragraphs of "Born in Worry and Died in Happiness" can also grasp its content level: first, count the difficulties; Second, the reasons why difficulties can make people successful; Tie a knot at last. Then connect the three levels into a hymn.

. Fulcrum method

That is to say, take the keywords and key sentences in the text or paragraph as memory fulcrums, use these fulcrums to extract and store words in the brain, and recite the relevant paragraphs without errors. For example, reciting "The Story of Yueyang Tower": First, grasping epigrams as the fulcrum of memory and sorting out the context will help to remember quickly. The epigram of this paper is "Be the first in the world". With this ambition, we can recite "My humble room inscription": take the third sentence "I am humble, but I am honest" as the fulcrum of the whole text, and then understand and recite it from three levels: (1) At the beginning, I choose the topic by analogy-". (2) seclusion: a. environment: moss marks ... the color of grass ...; B. communication: talking and laughing ... communication ...; C. Interest in life: ... adjustment ... reading ... nothing ... nothing ...; (3) Analogy conclusion: What's the problem? It can be seen that the combination of fulcrum method and hierarchical series method will receive better memory effect.

Step 4 appreciate the method

Some text paragraphs are full of good words and sentences, and we are often intoxicated with them. The rule of appreciation is to look for beautiful words between the lines after reading the text, give reasons, read aloud with emotion, communicate with each other and enjoy yourself. Such as new moon, spring, listening to the tide, etc. Circle the good sentences about good words. Listen to the tape or video and read aloud many times to form a memory.

5. Drawing method

When reciting the text, I use pictures to recall the language of the text, how the author wrote the snow scene, and the evaluation of heroes from past dynasties. Some poems have no illustrations, so we can draw pictures by ourselves according to the content and artistic conception of the poems. For example, see Tianmen Mountain, Jiangnan Spring, Chilean songs and Qiantang Lake Spring. We can draw many pictures, remember them according to them, combine pictures and texts, and recite them quickly and interestingly.

6. Comparative method

That is, compare the characteristics of sentence patterns to remember. For example, recite the seventh paragraph of Praise of Poplar, and grasp the sentence characteristics of four coordinate rhetorical questions: first suppress and then raise, first suppress and then raise, first suppress and then raise. Suppression: no ... no ... maybe ... (negative sentence), if ... and then ... (hypothesis); Yang: But ... more ... it's ... (turning first, then making progress, then affirming).