學(xué)奕課文原文3篇
學(xué)奕課文原文1
今夫弈之為數(shù),小數(shù)也;不專(zhuān)心致志,則不得也。弈秋,通國(guó)之善弈者也。使弈秋誨二人弈,其一人專(zhuān)心致志,惟弈秋之為聽(tīng);一人雖聽(tīng)之,一心以為有鴻鵠將至,思援弓繳(zhuó)而射之。雖與之俱學(xué),弗若之矣。為是其智弗若與?曰:非然也。
學(xué)奕課文原文2
弈:下棋。(圍棋)
弈秋:秋,人名,因他善于下棋,所以稱(chēng)為弈秋。
數(shù):指技藝。
致志:用盡心志。致:盡,極。
不得:學(xué)不會(huì)
善:善于,擅長(zhǎng)。
誨:教導(dǎo)。
其:其中。
惟弈秋之為聽(tīng):只聽(tīng)弈秋(的教導(dǎo))。
雖聽(tīng)之:雖然在聽(tīng)講。
惟:同“唯”,只。
以為:認(rèn)為,覺(jué)得。
鴻鵠:天鵝。
援:引,拉。
將至:將要到來(lái)。
思:想。
弓繳:弓箭。
為:因?yàn)?/p>
繳:古時(shí)指帶有絲繩的箭。
之:謂,說(shuō)。
雖與之俱學(xué):雖然這個(gè)人和那個(gè)專(zhuān)心致志的人在一起學(xué)習(xí)。
弗若之矣:成績(jī)卻不如另外一個(gè)人。
弈者:下棋的人。
通國(guó):全國(guó)。
使:讓(動(dòng)詞)。
之:他,之前一個(gè)人。(指第一個(gè)用心聽(tīng)講的人)
俱:一起。
弗:不。
若:如。
矣:了。(語(yǔ)氣詞)
為:同“謂”,指有人說(shuō)。
其:他的,指后一個(gè)人。
與:同“歟”嘆詞,相當(dāng)于“嗎”。
然:這樣。
也:是。
學(xué)奕課文原文3篇擴(kuò)展閱讀
學(xué)奕課文原文3篇(擴(kuò)展1)
——《學(xué)奕》教學(xué)反思3篇
《學(xué)奕》教學(xué)反思1
《學(xué)弈》是一
篇文言文,這
篇文言文選自《孟子.告子》,通過(guò)弈秋教兩個(gè)人學(xué)下圍棋的事,說(shuō)明了做事必須專(zhuān)心致志,決不可三心二意的道理。文章先說(shuō)弈秋是全國(guó)最擅長(zhǎng)下圍棋的人,然后講弈秋同時(shí)教兩個(gè)學(xué)習(xí)態(tài)度不同的人下圍棋,學(xué)習(xí)效果截然不同,最后指出這兩個(gè)人學(xué)習(xí)結(jié)果不同,并不是在智力上有多大差異。
愛(ài)因斯坦說(shuō):“興趣是最好的老師。”所以教學(xué)本課時(shí),我主要是在引導(dǎo)學(xué)生喜歡學(xué)文言文的基礎(chǔ)上進(jìn)行教學(xué),讓學(xué)生對(duì)文言文產(chǎn)生興趣,從而達(dá)到本課的教學(xué)目的。在教學(xué)中,值得以后繼續(xù)嘗試的教學(xué)方法有以下幾點(diǎn):
一、“書(shū)讀百遍,其義自見(jiàn)”
在教學(xué)本課時(shí),對(duì)于文言文,怎樣指導(dǎo)學(xué)生把課文讀通順很重要。因此,我先安排了教師配樂(lè)范讀并打手語(yǔ)這一環(huán)節(jié),讓學(xué)生邊看手語(yǔ)邊聽(tīng),讓學(xué)生體會(huì)文言文與我們*時(shí)讀課文有什么不同。接下來(lái)讓學(xué)生朗讀,并提出朗讀的要求:把朗讀的速度放慢,便于邊讀邊思考;
停頓要得當(dāng),意思表達(dá)才清楚;讀出不同句式的語(yǔ)氣,也就讀出了感**彩。在這一環(huán)節(jié)上,在處理整個(gè)“讀”的教學(xué)環(huán)節(jié)上,我以教師的范讀,同桌互相讀和小組讀等形式,把讀的環(huán)節(jié)落到實(shí)處。并且指導(dǎo)學(xué)生如何讀出韻味,讓學(xué)生充分感受到文言文的韻律美。直接培養(yǎng)了學(xué)生的語(yǔ)感,指導(dǎo)了學(xué)生的個(gè)性化朗讀,誘發(fā)學(xué)生的情感。
二、“授人以魚(yú),不如授人以漁”
學(xué)習(xí)文言文,除了把課文讀通、讀懂外,還要讓學(xué)生理解文意。在這一環(huán)節(jié)上,我讓學(xué)生做到了四點(diǎn):1、對(duì)照著課本中的.注釋?zhuān)Y(jié)合著插圖,自己試著揣摩每句話的大意。2、同桌交流,如果遇到不懂的問(wèn)題作上標(biāo)記。3、在小組內(nèi)交流課文大意,把自己不理解的問(wèn)題提出來(lái),共同討論。4、還有不明白的問(wèn)題提出來(lái),老師和同學(xué)共同討論解決。
在讀通讀懂課文后,還要引導(dǎo)學(xué)生體會(huì)這
篇短小精悍的寓言故事中所蘊(yùn)含的警示世人的道理。在這個(gè)環(huán)節(jié)上,我引導(dǎo)學(xué)生先了解故事中的兩位年輕人學(xué)習(xí)的結(jié)果是否一致,然后弄清導(dǎo)致這一結(jié)果不一樣的原因,從而使學(xué)生明白到學(xué)習(xí)態(tài)度不一樣是導(dǎo)致學(xué)習(xí)結(jié)果不同的關(guān)鍵原因,再讓個(gè)別學(xué)生說(shuō)出從這個(gè)故事中所得到的啟發(fā),使“讀書(shū)明理”這個(gè)環(huán)節(jié)水到渠成,避免了教師煩瑣的分析講解。
三、本節(jié)課圍繞著“讀、學(xué)、研、悟”四個(gè)環(huán)節(jié)教學(xué).
這幾個(gè)環(huán)節(jié)層層推進(jìn),環(huán)環(huán)相扣,思路非常清晰,符合學(xué)生的認(rèn)知規(guī)律和思維活動(dòng)規(guī)律。在教學(xué)本課時(shí),老師始終只是個(gè)指導(dǎo)者,將主動(dòng)權(quán)還給了學(xué)生,充分體現(xiàn)了學(xué)生的主體地位。
教育本身是存在著缺陷的藝術(shù),在本課的教學(xué)中,留給學(xué)生小組合作、交流的環(huán)節(jié)時(shí)間較短。我意識(shí)到自己在今后的課堂教學(xué)中,還要結(jié)合學(xué)生實(shí)際不斷地實(shí)踐
總結(jié),不斷地反思提高。
《學(xué)奕》教學(xué)反思2
文言文是小學(xué)階段新出現(xiàn)的一種文學(xué)體裁,我教完《學(xué)弈》這篇文言文,感覺(jué)到教學(xué)時(shí)應(yīng)該多激發(fā)學(xué)生的學(xué)習(xí)興趣,還要讓學(xué)生自主探索。
一、以圖激趣引導(dǎo)預(yù)習(xí)
《學(xué)弈》一文配有一幅插圖、直觀、形象地表現(xiàn)了課文內(nèi)容的重點(diǎn)。教師在布置課前預(yù)習(xí)時(shí),要引導(dǎo)學(xué)生仔細(xì)觀察插圖,通過(guò)圖中人物不同的姿態(tài)、表情、想像、推測(cè)課文的主要內(nèi)容,同時(shí)要求學(xué)生對(duì)照注釋和查閱字典,自己先逐字、逐句地試著翻譯一遍。學(xué)生根據(jù)觀察插圖、依靠注釋和聯(lián)系上下文,完全可以基本上推想出課文中有關(guān)詞句的意思,初步讀通課文的主要內(nèi)容。
二、反復(fù)朗讀積極思維
《課程標(biāo)準(zhǔn)》指出:“閱讀是學(xué)生的個(gè)性化行為,不應(yīng)以教師的分析來(lái)代替學(xué)生的閱讀實(shí)踐。應(yīng)讓學(xué)生在主動(dòng)積極的思維和情感活動(dòng)中,加深理解和體驗(yàn),有所感悟和思考。”因此,我們必須為學(xué)生創(chuàng)設(shè)優(yōu)良的閱讀情境,激發(fā)學(xué)生主動(dòng)積極地思維。
⑴反復(fù)朗讀讀準(zhǔn)讀熟
應(yīng)給學(xué)生留下充分的**朗讀時(shí)間,讓他們借助注音讀準(zhǔn)生字,讓學(xué)生通過(guò)**朗讀讀熟課文、正確斷句。
⑵逐字精讀積極思維
翻譯文言文必須做到字字落實(shí),同時(shí)因?yàn)橄喈?dāng)于文言文的字詞具有一詞多義的特點(diǎn),所以應(yīng)引導(dǎo)學(xué)生逐字精讀、積極思維、比較歸納、總結(jié)規(guī)律。
課文中的“之”、“其”、“為”三個(gè)詞出現(xiàn)一詞多義現(xiàn)象,應(yīng)引導(dǎo)學(xué)生在逐字精確分析。
《學(xué)奕》教學(xué)反思3
《學(xué)奕》是本學(xué)期的第一篇課文,這篇文言文內(nèi)容較為淺顯,通過(guò)兩個(gè)學(xué)習(xí)態(tài)度不同的學(xué)生來(lái)學(xué)習(xí)下棋其學(xué)習(xí)結(jié)果是截然不同的,從而說(shuō)明了學(xué)習(xí)要專(zhuān)心致志,不能三心二意的道理。可以說(shuō)是“小故事大道理”的典型事例。
上課伊始,以回憶的導(dǎo)入形式,讓學(xué)生回顧以往學(xué)習(xí)的文言文以及文言文的特點(diǎn)。學(xué)生回憶其實(shí)是學(xué)生思考的過(guò)程,是一個(gè)主動(dòng)進(jìn)入的過(guò)程,對(duì)于接下來(lái)的學(xué)習(xí)有一定的幫助。 文言文與現(xiàn)代文相比,在詞語(yǔ)和句式等方面都有一定的差別,因此我將學(xué)生能準(zhǔn)確地?cái)嗑浜土骼刈x視為重點(diǎn)。由于學(xué)生已經(jīng)接觸過(guò)文言文且在預(yù)習(xí)的前提下,我相信學(xué)生應(yīng)該可以“搬著石頭自己過(guò)河了”。在學(xué)生試讀過(guò)后,我再加以引導(dǎo)。
之后在讀的基礎(chǔ)上抓住重點(diǎn)句,聯(lián)系生活實(shí)際,領(lǐng)悟課文所蘊(yùn)含的道理?v觀本次教學(xué),讓我明白教學(xué)文言文還是以興趣為主。在他們初期接觸文言文中,不要讓學(xué)生感到難了,要讓他們感到有趣。
找出文言文“可愛(ài)”的一面,感受它的魅力。我想以興趣為起點(diǎn),引發(fā)開(kāi)去,讓學(xué)生喜歡文言文,這才是教學(xué)的初衷。
學(xué)奕課文原文3篇(擴(kuò)展2)
——《學(xué)奕》教案3篇
《學(xué)奕》教案1
一、教學(xué)目標(biāo)
【知識(shí)與能力】
正確、流利、有感情地朗讀課文,初步感受文言文的語(yǔ)言特點(diǎn)。
【過(guò)程與方法】
通過(guò)學(xué)生小組合作探討,掌握學(xué)習(xí)文言文的方法,鍛煉自主、合作、探究的能力。
【情感態(tài)度與價(jià)值觀】
了解我國(guó)燦爛輝煌的古代文化,理解本文的深邃的寓意。
二、教學(xué)重難點(diǎn)
【重點(diǎn)】
感受文言文的語(yǔ)言特點(diǎn)。
【難點(diǎn)】
體會(huì)文章深邃的寓意。
三、教學(xué)方法
朗讀法、設(shè)置情境法。
四、教學(xué)過(guò)程
(一)情境創(chuàng)設(shè),激發(fā)興趣
播放現(xiàn)代下棋大賽的視頻,并順勢(shì)導(dǎo)入新課《學(xué)弈》。
(二)知人論世,整體感知
1.釋題:“學(xué)弈”的意思。
2.教師配樂(lè)范讀全文,同學(xué)聽(tīng)讀,初步感知文意。要求學(xué)生理解生字詞,體會(huì)語(yǔ)氣。
3.學(xué)生**朗讀課文,并指導(dǎo)學(xué)生如何斷句。
4.結(jié)合書(shū)下注釋?zhuān)g全文。
(三)深入研讀,體會(huì)情感
學(xué)生按語(yǔ)文興趣小組分組討論P(yáng)PT展示的問(wèn)題串,10分鐘時(shí)間后,指名學(xué)生具體分析問(wèn)題的答案。
1.本文的主人公是誰(shuí)?他是個(gè)什么樣的人?
2.主人公如此厲害,他的徒弟是否都像他一樣厲害?
3.兩個(gè)徒弟分別是如何學(xué)習(xí)的?找到原文中與之對(duì)應(yīng)的語(yǔ)句。
4.這兩個(gè)徒弟師出同門(mén),結(jié)局卻完全不同,原因是什么?作者首先排除了什么因素?你從哪句話得知?那么結(jié)局不同的真正原因是什么呢?
(四)拓展延伸,發(fā)散思維
通過(guò)這兩位徒弟不同的學(xué)習(xí)方式,你得到了什么啟示呢?
(五)小結(jié)作業(yè),鞏固提高
1.師生共同總結(jié)。
2.分角色表演課本劇《學(xué)弈》。
五、教學(xué)反思
《學(xué)弈》選自人教版小學(xué)語(yǔ)文六年級(jí)下冊(cè)第一組第1課《文言文兩則》的第一篇,本文通過(guò)兩人同名師弈秋學(xué)下棋,雖師出同門(mén),卻結(jié)局不同,說(shuō)明了做事要專(zhuān)心致志才能學(xué)有所成,決不能三心二意。本篇課文語(yǔ)言凝練,寓意深刻,是孟子的傳世之篇。
學(xué)生之前學(xué)習(xí)過(guò)文言文,所以已經(jīng)具備了一定的閱讀理解能力和解讀文言文的能力,比如結(jié)合書(shū)下注釋理解本篇文章的大體意思。但是由于文言文與現(xiàn)代文在表達(dá)形式上差距較大,對(duì)于學(xué)生來(lái)說(shuō)深刻理解其內(nèi)涵還有一定的困難,所以需要教師引導(dǎo)學(xué)生如何正確斷句,如何理解文章的深刻寓意。
因此,本篇教學(xué)設(shè)計(jì)旨在做到以學(xué)生為主體,教師只作引導(dǎo)。導(dǎo)入時(shí),通過(guò)播放視頻激發(fā)學(xué)生的學(xué)習(xí)興趣;整體感知時(shí),能夠做到教師先進(jìn)行示范性朗讀,為學(xué)生樹(shù)立正確的標(biāo)準(zhǔn),并引導(dǎo)學(xué)生體會(huì)文言文的斷句方式;深入研讀時(shí),采用小組討論的方式解決PPT上出示的問(wèn)題串,解決本堂課的重難點(diǎn)。整堂課思路連貫,能夠達(dá)到新課改理念的要求。
學(xué)奕課文原文3篇(擴(kuò)展3)
——《學(xué)奕》教學(xué)設(shè)計(jì)3篇
《學(xué)奕》教學(xué)設(shè)計(jì)1
教學(xué)內(nèi)容
1.文言文兩則:學(xué)弈
教學(xué)目標(biāo)
1.知識(shí)與技能:能根據(jù)課后注釋疏通一全文,了解故事內(nèi)容,背誦課文。
2.過(guò)程與方法:正確、流利、有感情地朗讀課文。理解重點(diǎn)詞句。
3.情感態(tài)度價(jià)值觀:能從課文中體會(huì)到學(xué)習(xí)必須專(zhuān)心致志、不可三心二意的道理,學(xué)習(xí)孔子實(shí)事求是的科學(xué)態(tài)度,體會(huì)學(xué)無(wú)止境的道理。
重點(diǎn)難點(diǎn)
能對(duì)照注釋讀懂課文內(nèi)容,并懂得其中蘊(yùn)含的道理。
教具準(zhǔn)備
小黑板、大白紙。
教學(xué)課時(shí)
一課時(shí)
教學(xué)過(guò)程
一、激情導(dǎo)入(1-2分鐘)
二、出示學(xué)習(xí)目標(biāo)。(1-2分鐘)
1.讀準(zhǔn)每個(gè)字的讀音。
2.正確流利地朗讀課文,背誦課文。根據(jù)課后注釋聯(lián)系上下文,了解故事內(nèi)容。
3.領(lǐng)悟文中所講的道理。
三、出示自學(xué)指導(dǎo)(2-3分鐘)
1、按要求讀文,理解文意
(1)讀準(zhǔn)字音
(2)畫(huà)出不理解的詞語(yǔ),結(jié)合工具書(shū),注釋解決
(3)掌握生字字形。
(4)對(duì)照注釋?zhuān)v解自己對(duì)文中語(yǔ)句的理解
2.閱讀理解
(1)“弈”指什么?“學(xué)弈”又是什么意思呢?
(2)誰(shuí)學(xué)下棋?
(3)怎么學(xué)下棋?
(4)學(xué)習(xí)結(jié)果怎么樣?
(5)《學(xué)弈》這個(gè)故事告訴我們一個(gè)什么道理?
3.背誦課文
四、學(xué)生自學(xué),教師巡視自導(dǎo)。(10分鐘)
五、檢查自學(xué)效果.
依據(jù)自學(xué)提示檢查。
1、用1-2分鐘讀學(xué)習(xí)目標(biāo)。
2、用2-3分鐘.讀自學(xué)指導(dǎo)。
3、在教師指導(dǎo)下限時(shí)自學(xué):
(1).初讀課文,結(jié)合注釋、讀課文,理解課文,學(xué)字詞。
(2).再讀課文,思考問(wèn)題。
(3).背誦課文
4、反饋、匯報(bào)學(xué)習(xí)成果。
(1)讀寫(xiě)字詞,解釋詞語(yǔ)。
(2)回答問(wèn)題。
六.當(dāng)堂訓(xùn)練:(15分鐘)
(一)給帶點(diǎn)的字選擇正確讀音。
1、使弈(yì yí)秋誨(huì huǐ )二人弈。
2、弗若之矣(yǐ yì )。
3、為(wèi wéi )是其智弗(fó fú )若與(yú yǔ )?
4、鴻鵠(hú háo)
5、思援弓繳( zhuo jiao)而射之
(二)給帶點(diǎn)的字選擇正確讀音。
弈: 通國(guó): 善: 者: 使: 誨: 惟: 鴻鵠: 至: 援:
繳: 俱: 弗: 若; 為:
(三)寫(xiě)出下面句子的意思。
1.,通國(guó)之善弈者也。
2.二人弈,其一人專(zhuān)心致志,惟弈秋之惟聽(tīng);
3.雖聽(tīng)之,一心以為有鴻鵠將至,思援弓繳而射之。
4.之俱學(xué),弗若之矣。
5.其智弗若與?曰:非然也。
(四)理解課文,回答問(wèn)題。
(1)為什么兩個(gè)人同時(shí)學(xué)下棋,后一個(gè)人卻不如前一個(gè)人?
(2)課文的主要內(nèi)容
(3)分別用“--”和“~~ ”畫(huà) 出兩個(gè)學(xué)下棋的人的不同表現(xiàn)。
5.**完成當(dāng)堂練習(xí)。
學(xué)奕課文原文3篇(擴(kuò)展4)
——大學(xué)英語(yǔ)課文原文3篇
大學(xué)英語(yǔ)課文原文1
Section A:
Slavery Gave Me Nothing to Lose
I remember the very day that I became black. Up to my thirteenth year I lived in the little Negro town of Eatonville, Florida. It is exclusively a black town. The only white people I knew passed through the town going to or coming from Orlando, Florida. The native whites rode dusty horses, and the northern tourists traveled down the sandy village road in automobiles. The town knew the Southerners and never stopped chewing sugar cane when they passed. But the Northerners were something else again. They were peered at cautiously from behind curtains by the timid. The bold would come outside to watch them go past and got just as much pleasure out of the tourists as the tourists got out of the village.
The front deck might seem a frightening place for the rest of the town, but it was a front row seat for me. My favorite place was on top of the gatepost. Not only did I enjoy the show, but I didn't mind the actors knowing that I liked it. I usually spoke to them in passing. I'd wave at them and when they returned my wave, I would say a few words of greeting. Usually the automobile or the horse paused at this, and after a strange exchange of greetings, I would probably "go a piece of the way" with them, as we say in farthest Florida, and follow them down the road a bit. If one of my family happened to come to the front of the house in time to see me, of course the conversation would be rudely broken off.
During this period, white people differed from black to me only in that they rode through town and never lived there. They liked to hear me "speak pieces" and sing and wanted to see me dance, and gave me generously of their small silver for doing these things, which seemed strange to me for I wanted to do them so much that I needed bribing to stop. Only they didn't know it. The colored people gave no coins. They disapproved of any joyful tendencies in me, but I was their Zora nevertheless. I belonged to them, to the nearby hotels, to the country — everybody's Zora.
But changes came to the family when I was thirteen, and I was sent to school in Jacksonville. I left Eatonville as Zora. When I got off the riverboat at Jacksonville, she was no more. It seemed that I had suffered a huge change. I was not Zora of Eatonville any more; I was now a little black girl. I found it out in certain ways. In my heart as well as in the mirror, I became a permanent brown — like the best shoe polish, guaranteed not to rub nor run.
Someone is always at my elbow reminding me that I am the granddaughter of slaves. It fails to register depression with me. Slavery is something sixty years in the past. The operation was successful and the patient is doing well, thank you. The terrible war that made me an American instead of a slave said "On the line!" The period following the Civil War said "Get set!"; and the generation before me said "Go!" Like a foot race, I am off to a flying start and I must not halt in the middle to look behind and weep. Slavery is the price I paid for civilization, and the choice was not with me. No one on earth ever had a greater chance for glory. The world to be won and nothing to be lost. It is thrilling to think, to know, that for any act of mine, I shall get twice as much praise or twice as much blame. It is quite exciting to hold the center of the national stage, with the audience not knowing whether to laugh or to weep.
I do not always feel colored. Even now I often achieve the unconscious Zora of that small village, Eatonville. For instance, I can sit in a restaurant with a white person. We enter chatting about any little things that we have in common and the white man would sit calmly in his seat, listening to me with interest.
At certain times I have no race, I am me. But in the main, I feel like a brown bag of mixed items propped up against a wall. Against a wall in company with other bags, white, red and yellow. Pour out the contents, and there is discovered a pile of small things both valuable and worthless. Bits of broken glass, lengths of string, a key to a door long since decayed away, a rusty knife-blade, old shoes saved for a road that never was and never will be, a nail bent under the weight of things too heavy for any nail, a dried flower or two still with a little smell. In your hand is the brown bag. On the ground before you is the pile it held — so much like the piles in the other bags, could they be emptied, that all might be combined and mixed in a single heap and the bags refilled without altering the content of any greatly. A bit of colored glass more or less would not matter. Perhaps that is how the Great Stuffer of Bags filled them in the first place — who knows?
大學(xué)英語(yǔ)課文原文2
Research into Population Genet
Section A:
Bribery and Business Ethics
(Bribery and Business Ethics)
Students taking business courses are sometimes a little surprised to find that classes on business ethics have been included in their schedule. They often do not realize that bribery in various forms is on the increase in many countries and, in some, has been a way of life for centuries.
Suppose that during a negotiation with some government officials, the Minister of Trade makes it clear to you that if you offer him a substantial bribe, you will find it much easier to get an import license for your goods, and you are also likely to avoid "procedural delays", as he puts it. Now, the question is: do you pay up or stand by your principles?
It is easy to talk about having high moral standards but, in practice, what would one really do in such a situation? Some time ago a British car manufacturer was accused of operating a fund to pay bribes, and of other questionable practices such as paying agents and purchasers an exaggerated commission, offering additional discounts, and making payments to numbered bank accounts in Switzerland. The company rejected these charges and they were later withdrawn. Nevertheless, at that time, there were people in the motor industry in Britain who were prepared to say in private: "Look, we're in a very competitive business. Every year we're selling more than a £ 1,000 million worth of cars abroad. If we spend a few million pounds to keep some of the buyers happy, who's hurt? If we didn't do it, someone else would."
It is difficult to resist the impression that bribery and other questionable payments are on the increase. Indeed, they seem to have become a fact of commercial life. To take just one example, the Chrysler Corporation, third largest of the U.S. car manufacturers, revealed that it made questionable payments of more than $2.5 million between 1971 and 1976. By announcing this, it joined more than 300 other U.S. companies that had admitted to the U.S. Securities and Exchange Commission that they had made payments of one kind or another — bribes, extra discounts, etc. — in recent years. For discussion purposes, we can pide these payments into three broad categories.
The first category consists of substantial payments made for political purposes or to secure major contracts. For example, one U.S. corporation offered a large sum of money in support of a U.S. presidential candidate at a time when the company was under investigation for possible violations of U. S. business laws. This same company, it was revealed, was ready to finance secret U.S. efforts to throw out the government of Chile.
In this category, we may also include large payments made to ruling families or their close advisers in order to secure arms sales or major petroleum or construction contracts. In a court case involving an arms deal with Iran, a witness claimed that £ 1 million had been paid by a British company to a "negotiator" who helped close a deal for the sup* of tanks and other military equipment to that country. Other countries have also been known to put pressure on foreign companies to make donations to party bank accounts.
The second category covers payments made to obtain quicker official approval of some project, to speed up the wheels of government. An interesting example of this kind of payment is provided by the story of a sales manager who had been trying for some months to sell road machinery to the Minister of Works of a Caribbean country. Finally, he hit upon the answer. Discovering that the minister collected rare books, he bought a rare edition of a book, slipped $20,000 within its pages, then presented it to the minister. This man examined its contents, then said: "I understand there is a two-volume edition of this work." The sales manager, who was quick-witted, replied: "My company cannot afford a two-volume edition, sir, but we could offer you a copy with a preface!" A short time later, the deal was approved.
The third category involves payments made in countries where it is traditional to pay people to help with the passage of a business deal. Some Middle East countries would be included on this list, as well as certain Asian countries.
Is it possible to devise a code of rules for companies that would prohibit bribery in all its forms? The International Chamber of Commerce (ICC) favors a code of conduct that would ban the giving and seeking of bribes. This code would try to distinguish between commissions paid for real services and exaggerated fees that really amount to bribes. A council has been proposed to manage the code.
Unfortunately, opinions differ among members of the ICC concerning how to enforce the code. The British members would like the system to have enough legal power to make companies behave themselves. However, the French delegates think it is the business of governments to make and impose law; the job of a business community like the ICC is to say what is right and wrong, but not to impose anything.
In a well-known British newspaper, a writer argued recently that "industry is caught in a web of bribery" and that everyone is "on the take";. This is probably an exaggeration. However, today's businessman, selling in overseas markets, will frequently meet situations where it is difficult to square his business interests with his moral conscience.
大學(xué)英語(yǔ)課文原文3
When is the best time to visit your city or country
The United States is a big country, so if you want to go there and play, you must be careful in the choice of time and place. Maybe you want to walk around, so take a good map.
It was a good time to go to New York and Washington, D.C., in May or October, when the weather was not very hot. There will be a lot of snow in winter.
It was a good idea to play new England in September, and the weather began to cool and the trees began to change color. Maybe you have to take photos of the leaves of the fall, so taking your camera is a good idea.
In Losangeles, California, four thousand miles away, the weather is good all year round. It's so nice to see the sun in December. With a swimsuit, you might want to swim in the sea.
The northwest is not very cold, but there is a lot of rain, so you have to take an umbrella. It's very comfortable to go to Alaska in July and August. But at night, it may be cool so remember to wear warm. But the winter do not go there, because all day long is dark and cold.
In the Texas and southeastern regions, there are frequent storms in summer and fall. Compared to many other places, there are often jiaoyangsihuo.
So, when is the best time to go to the United States?
學(xué)奕課文原文3篇(擴(kuò)展5)
——《落花生》課文原文3篇
《落花生》課文原文1
我們家的后園有半畝空地。母親說(shuō):“讓它荒著怪可惜的,你們那么愛(ài)吃花生,就開(kāi)辟出來(lái)種花生吧!蔽覀兘愕軒讉(gè)都很高興,買(mǎi)種,翻地,播種,澆水,沒(méi)過(guò)幾個(gè)月,居然收獲了。
母親說(shuō):“今晚我們過(guò)一個(gè)收獲節(jié),請(qǐng)你們的父親也來(lái)嘗嘗我們的新花生,好不好?”母親把花生做成了好幾樣食品,還吩咐就在后園的茅亭里過(guò)這個(gè)節(jié)。
那晚的天色不大好。可是父親也來(lái)了,實(shí)在很難得。
父親說(shuō):“你們愛(ài)吃花生嗎?”
我們爭(zhēng)著答應(yīng):“愛(ài)!”
“誰(shuí)能把花生的好處說(shuō)出來(lái)?”
姐姐說(shuō):“花生的味道很美!
哥哥說(shuō):“花生可以榨油!
我說(shuō):“花生的價(jià)錢(qián)便宜,誰(shuí)都可以買(mǎi)來(lái)吃,都喜歡吃。這就是它的好處!
父親說(shuō):“花生的好處很多,有一樣最可貴:它的果實(shí)埋在地里,不像桃子、石榴、蘋(píng)果那樣,把鮮紅嫩綠的果實(shí)高高地掛在枝頭上,使人一見(jiàn)就生愛(ài)慕之心。你們看它矮矮地長(zhǎng)在地上,等到成熟了,也不能立刻分辨出來(lái)它有沒(méi)有果實(shí),必須挖起來(lái)才知道!
我們都說(shuō)是,母親也點(diǎn)點(diǎn)頭。
父親接下去說(shuō):“所以你們要像花生,它雖然不好看,可是很有用。”
我說(shuō):“那么,人要做有用的人,不要做只講體面,而對(duì)別人沒(méi)有好處的人。”
父親說(shuō):“對(duì)。這是我對(duì)你們的希望!
我們談到深夜才散;ㄉ龅氖称范汲酝炅耍赣H的話卻深深地印在我的心上。
學(xué)奕課文原文3篇(擴(kuò)展6)
——三味書(shū)屋課文原文3篇
三味書(shū)屋課文原文1
三味書(shū)屋從前是一個(gè)書(shū)塾,魯迅小時(shí)候在那里讀過(guò)書(shū),現(xiàn)在是紹興魯迅紀(jì)念館的一部分。
書(shū)屋正中的墻上掛著一幅畫(huà),畫(huà)著一棵古松,樹(shù)底下臥著一只梅花鹿。畫(huà)前面是先生的座位,一張八仙桌,一把高背椅子,桌子上照從前的樣子,放著筆墨紙硯和一把戒尺。學(xué)生的書(shū)桌是從自己家里搬來(lái)的,分列在四面,魯迅的那一張?jiān)跂|北角上。當(dāng)年魯迅就在那里讀書(shū)、習(xí)字。有時(shí)還畫(huà)畫(huà),把紙蒙在《西游記》一類(lèi)的小說(shuō)上描繡像。
魯迅的書(shū)桌上刻著一個(gè)小小的“早”字。字橫著,很像一個(gè)還沒(méi)開(kāi)放的花骨朵,又像一支小小的火把。這個(gè)“早”字有一段來(lái)歷∶魯迅的父親害了病,魯迅一面**塾讀書(shū),一面幫著母親料理家務(wù),幾乎天天奔走于當(dāng)鋪和藥鋪之間,把家里的東西拿到當(dāng)鋪去換了錢(qián),再到藥鋪去給父親買(mǎi)藥。有一天早晨,魯迅上學(xué)遲到了。教書(shū)認(rèn)真的壽鏡吾老先生嚴(yán)厲地對(duì)他說(shuō)∶“以后要早到!”魯迅默默地回到座位上,就在那張舊書(shū)桌上刻了個(gè)“早”字,也把一個(gè)堅(jiān)定的信念深深地刻在心里。從那以后,魯迅上學(xué)再?zèng)]有遲到過(guò),而且時(shí)時(shí)早,事事早,毫不松弛地奮斗了一生。
學(xué)奕課文原文3篇(擴(kuò)展7)
——井底之蛙課文原文3篇
井底之蛙課文原文1
住在淺井中的一只青蛙對(duì)來(lái)自東海的鱉夸耀說(shuō):“我生活在這里真快活!高興時(shí),我躍出井外,攀緣欄桿,盡情地蹦跳。疲倦了,我回到井中,躲在井壁窟窿里,安然休息。跳進(jìn)井水中,井水剛剛浸沒(méi)我的兩腋,托住下巴;稀泥沒(méi)過(guò)我的雙腳,綿軟舒適。環(huán)顧那些蝦、蟹、蝌蚪,沒(méi)有誰(shuí)能像我這樣快活。而且,我獨(dú)占一口水井,跨井欄、倚井欄的樂(lè)趣,算是到了極點(diǎn),你何不進(jìn)來(lái)跟我一起分享這些快樂(lè)呢?”
鱉接受了青蛙的邀請(qǐng),準(zhǔn)備下井去看看;但是他左腿還沒(méi)有邁進(jìn)去,右腿已經(jīng)被絆住了。于是,他只好小心地退回來(lái),向青蛙講起大海的景觀:“用千里之遙,不能形容海的遼闊,千仞之高,不足以形容海的深度。夏禹時(shí)代,十年九澇,海面卻沒(méi)因此增高;商湯時(shí)代,八年七旱,海面也沒(méi)因缺雨而降低。大海不隨著時(shí)間的推移而發(fā)生變化,不因?yàn)樗龆鄿p少而或進(jìn)或退,這也可以說(shuō)是生活在東海的大快樂(lè)吧!
淺井之蛙聽(tīng)了這些話,瞠目結(jié)舌,覺(jué)得自己非常渺小。
學(xué)奕課文原文3篇(擴(kuò)展8)
——?jiǎng)游飪焊枵n文原文3篇
動(dòng)物兒歌課文原文1
《動(dòng)物兒歌》
蜻蜓半空展翅飛,
蝴蝶花間捉迷藏。
蚯蚓土里造宮殿,
**地上運(yùn)食糧。
蝌蚪池中游得歡,
蜘蛛房前結(jié)網(wǎng)忙。
《動(dòng)物兒歌》教學(xué)實(shí)錄
【教學(xué)目標(biāo)】
1.認(rèn)識(shí)“蜻、蜓、螞、蟻、蜘、蛛、迷、造、食、糧、網(wǎng)”等生字,會(huì)寫(xiě)“迷、運(yùn)”2個(gè)字。
2.正確、流利地朗讀并背誦兒歌。
3.了解蟲(chóng)字旁漢字的特點(diǎn),感知形聲字的構(gòu)字方法,培養(yǎng)自主識(shí)字的能力。
4.積累詞語(yǔ):蜻蜓展翅、蝴蝶飛舞、蚯蚓松土、**搬家、蜘蛛結(jié)網(wǎng)、蜜蜂采蜜,并照樣子說(shuō)。
【教學(xué)重點(diǎn)】
了解蟲(chóng)字旁漢字的特點(diǎn),感知形聲字的構(gòu)字方法;背誦課文,積累詞語(yǔ)。
【教學(xué)難點(diǎn)】
了解蟲(chóng)字旁漢字的特點(diǎn),感知形聲字的構(gòu)字方法;背誦課文,寫(xiě)好生字。
【教學(xué)過(guò)程】
一、導(dǎo)入,結(jié)合圖片和生活說(shuō)說(shuō)夏天的小動(dòng)物
師:一年有春、夏、秋、冬四個(gè)季節(jié)。春天過(guò)去了就是夏天。讓我們一起走進(jìn)夏天吧。(課件出示課文插圖)在這美麗的季節(jié)里,有哪些小動(dòng)物呀?請(qǐng)你們仔細(xì)觀察圖畫(huà),小動(dòng)物在做什么呢?
生:蜻蜓在空中飛呢。
師:你不僅說(shuō)出了小動(dòng)物的名字,還說(shuō)出了它在哪里干什么,觀察得真仔細(xì)!
生:蝴蝶在跳舞。
師:你能說(shuō)說(shuō)蝴蝶在哪里跳舞嗎?
生:(看著圖畫(huà)想了一會(huì)兒)蝴蝶在花叢里跳舞。
師:真棒!
生:蝌蚪在水里游來(lái)游去。
師:你也說(shuō)得很完整!
師:*時(shí)你們見(jiàn)過(guò)這些小動(dòng)物嗎?在哪里見(jiàn)過(guò)它們?
生:我在樹(shù)上見(jiàn)過(guò)蜘蛛,就是樹(shù)葉中間有蜘蛛網(wǎng),上面有蜘蛛。
生:爸爸帶我去外面玩,我
在小池塘里看到過(guò)很多小蝌蚪。
師:你們真會(huì)觀察!
二、初讀兒歌,認(rèn)識(shí)生字
1.**讀兒歌
師:有一首兒歌就寫(xiě)了這些小動(dòng)物的活動(dòng),就是今天我們要學(xué)的課文——《動(dòng)物兒歌》。(課件出示課題:動(dòng)物兒歌)
師:如果在讀課文的時(shí)候你遇到了不認(rèn)識(shí)的字,怎么辦?
生:書(shū)上有拼音,可以拼拼音。
生:舉手問(wèn)老師。
生:還可以問(wèn)同桌。
師:這些學(xué)習(xí)方法都很好。
現(xiàn)在請(qǐng)大家讀讀兒歌,要把字音讀準(zhǔn)哦。
(生**讀兒歌,兒歌比較簡(jiǎn)單,但學(xué)生讀得很認(rèn)真。)
2.認(rèn)識(shí)“迷、造、糧、食、網(wǎng)”
師:讀完的小朋友請(qǐng)坐端
正。這些詞語(yǔ)你們認(rèn)識(shí)嗎?(課件出示詞語(yǔ):捉迷藏 運(yùn)食糧 結(jié)網(wǎng)忙 造宮殿)加點(diǎn)的字是這節(jié)課要認(rèn)的生字,你有什么好辦法記住它們?
生:“告訴”的“告”加走之兒就是造宮殿的“造”。
師:你是用加一加的方法來(lái)記的。你帶大家讀這個(gè)詞。
(生領(lǐng)讀詞語(yǔ):造宮殿。師相機(jī)課件出示“蚯蚓在土里松土”的圖片。)
師:看,蚯蚓在泥土里鉆來(lái)鉆去,就像是在土里——
生:造宮殿。
師:這里還有一個(gè)帶走之兒的生字,它是誰(shuí)呀?
生:捉迷藏的“迷”。
師:我們給它找個(gè)朋友吧!
生:迷路。
生:入迷。
生:迷宮。
師:小朋友*時(shí)積累的詞語(yǔ)還真不少呢!
師:現(xiàn)在來(lái)說(shuō)說(shuō)其他生字吧!
生:張老師,我發(fā)現(xiàn)“食”和“糧”這兩個(gè)字很像。
師:哪里像?
生:“食”是人字頭,“糧”是米字旁,拿掉偏旁后的字很像。
師:你有一雙會(huì)發(fā)現(xiàn)的小眼睛!瞧,(板書(shū)兩個(gè)“良”)這個(gè)字念liáng,(在一個(gè)“良”字旁加上米字旁),還念liáng,(在另一個(gè)“良”字上板書(shū)人字頭,并把“良”的最后一筆捺改為點(diǎn))加了人字頭念shí。
(一生輕輕地說(shuō):糧食。)
師:你說(shuō)得對(duì)!這兩個(gè)字在一起可以組成詞語(yǔ)“糧食”。(生輕輕跟讀:糧食。)“運(yùn)食糧”就是運(yùn)糧食的.意思,為了讓兒歌讀起來(lái)更有味道,這里寫(xiě)作“運(yùn)食糧”。你帶大家讀這個(gè)詞語(yǔ)——運(yùn)食糧。
(生讀)
師:再來(lái)看看“網(wǎng)”字,見(jiàn)過(guò)網(wǎng)嗎?你知道什么網(wǎng)?
生:漁網(wǎng)、蜘蛛網(wǎng)、電網(wǎng)、球網(wǎng)……
師:(課件出示:漁網(wǎng) 蜘蛛網(wǎng))我們一起讀這兩個(gè)詞語(yǔ)。
(生齊讀)
師:老師還給大家?guī)?lái)一張網(wǎng)的圖片,(課件出示“網(wǎng)”字的演變過(guò)程)我們的祖先特別聰明,他們根據(jù)網(wǎng)的樣子創(chuàng)造出一個(gè)像圖畫(huà)一樣的“網(wǎng)”字,記錄在龜殼和野獸的骨頭上。后來(lái)人們把這些像圖畫(huà)一樣的文字稱(chēng)為甲骨文。再經(jīng)過(guò)許多變化,“網(wǎng)”才慢慢演變成現(xiàn)在楷書(shū)的樣子。
3.多種形式讀兒歌,把字音讀準(zhǔn)
師:學(xué)完生字,現(xiàn)在我們一起合作來(lái)讀讀兒歌,一人讀一句,怎么樣?聽(tīng)的小朋友要注意,他們的字音讀準(zhǔn)了嗎?
生1:蜻蜓半空展翅飛,蝴蝶花間捉迷藏。
師:“展翅”是翹舌音,你讀得特別準(zhǔn)!
生2:蚯蚓土里造宮殿,**地上運(yùn)食糧。
師:讀得正確又流利,還有節(jié)奏感!
生3:蝌蚪池中游得歡,蜘蛛房前結(jié)網(wǎng)忙。
師:“游得歡”這個(gè)詞讀得真好聽(tīng)!但他把“結(jié)”讀成了一聲,當(dāng)植物長(zhǎng)果子時(shí),我們讀jiē,結(jié)果子。(生跟讀)在這里讀二聲jié。
學(xué)奕課文原文3篇(擴(kuò)展9)
——濟(jì)南的冬天課文原文
濟(jì)南的冬天課文原文1
對(duì)于一個(gè)在北*住慣的人,像我,冬天要是不刮風(fēng),便覺(jué)得是奇跡;濟(jì)南的冬天是沒(méi)有風(fēng)聲的。對(duì)于一個(gè)剛由倫敦回來(lái)的人,像我,冬天要能看得見(jiàn)日光,便覺(jué)得是怪事;濟(jì)南的冬天是響晴的。自然,在熱帶的地方,日光是永遠(yuǎn)那么毒,響亮的天氣,反有點(diǎn)叫人害怕?墒牵诒*的冬天,而能有溫晴的天氣,濟(jì)南真得算個(gè)寶地。
設(shè)若單單是有陽(yáng)光,那也算不了出奇。請(qǐng)閉上眼睛想:一個(gè)老城,有山有水,全在天底下曬著陽(yáng)光,暖和安適地睡著,只等春風(fēng)來(lái)把它們喚醒,這是不是個(gè)理想的境界?小山整把濟(jì)南圍了個(gè)圈兒,只有北邊缺著點(diǎn)口兒。這一圈小山在冬天特別可愛(ài),好像是把濟(jì)南放在一個(gè)小搖籃里,它們安靜不動(dòng)地低聲地說(shuō):“你們放心吧,這兒準(zhǔn)保暖和!闭娴,濟(jì)南的人們?cè)诙焓敲嫔虾Φ摹K麄円豢茨切┬∩,心中便覺(jué)得有了著落,有了依靠。他們由天上看到山上,便不知不覺(jué)地想起:“明天也許就是春天了吧?這樣的溫暖,今天夜里山草也許就綠起來(lái)了吧?”就是這點(diǎn)幻想不能一時(shí)實(shí)現(xiàn),他們也并不著急,因?yàn)橛羞@樣慈善的冬天,干啥還希望別的呢!
最妙的是下點(diǎn)小雪呀?窗桑缴系陌稍桨l(fā)的青黑,樹(shù)尖上頂著一髻兒白花,好像**看護(hù)婦。山尖全白了,給藍(lán)天鑲上一道銀邊。山坡上,有的地方雪厚點(diǎn),有的地方草色還露著;這樣,一道兒白,一道兒暗黃,給山們穿上一件帶水紋的花衣;看著看著,這件花衣好像被風(fēng)兒吹動(dòng),叫你希望看見(jiàn)一點(diǎn)更美的山的肌膚。等到快日落的時(shí)候,微黃的陽(yáng)光斜射在山腰上,那點(diǎn)薄雪好像忽然害了羞,微微露出點(diǎn)粉色。就是下小雪吧,濟(jì)南是受不住大雪的,那些小山太秀氣!
古老的濟(jì)南,城內(nèi)那么狹窄,城外又那么寬敞,山坡上臥著些小村莊,小村莊的房頂上臥著點(diǎn)雪,對(duì),這是張小水墨畫(huà),也許是唐代的名手畫(huà)的吧。
那水呢,不但不結(jié)冰,倒反在綠萍上冒著點(diǎn)熱氣,水藻真綠,把終年貯蓄的綠色全拿出來(lái)了。天兒越晴,水藻越綠,就憑這些綠的精神,水也不忍得凍上,況且那些長(zhǎng)枝的垂柳還要在水里照個(gè)影兒呢!看吧,由澄清的河水慢慢往上看吧,空中,半空中,天上,自上而下全是那么清亮,那么藍(lán)汪汪的,整個(gè)的是塊空靈的藍(lán)水晶。這塊水晶里,包著紅屋頂,黃草山,像地毯上的小團(tuán)花的小灰色樹(shù)影;這就是冬天的濟(jì)南。
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