《绿》的教学已是尾声了.在分析了“美文”的“语言美”后,老师要求学生再把“美文”品读一遍,进一步感受它的“语言美”. 其他的学生都已读完,只有一个学生还在高声诵读:“我不禁惊诧于梅雨潭的绿了——”他把那个句末语气助词拖得老长,引得全班大笑,老师也禁不住笑了.可他自己并没有笑,而是站起来说:“老师,我发现这篇文章特别爱用‘……了’的叙述句.好像还特别有韵味,但又说不出个所以然来”老师一怔,显然没有把课备到这儿,同学也被他的问题所吸引,停止了笑声. “那就让我们先看看:全文总共有多少个‘……了’的叙述句?”老师略作思考说. 师生共同查点,真像哥伦布发现了新大陆一样兴奋一千字短文,竟有十八个“……了”的叙述句. 老师马上联想到《醉翁亭记》的“也”字句,子是说:“我们在初中学过一篇文言短文,五百多字,同一句式却反复出现,多达——”老师故意拖长声调. The teaching of “Green” is already at the end. After analyzing the beauty of “America” ​​and “Language Beauty,” the teacher asks the students to read the “America” ​​again, and further feel its “language beauty”. Other students have finished reading, and only one student is still reading loudly: “I can’t help but be amazed at the greenery of Meiyu Lake -” He dragged the end of the sentence to the old, making the class laugh The teacher couldn’t help laughing. But he didn’t laugh, but stood up and said: “Teacher, I found this article particularly liked the narrative sentence of ’...’. It seemed to have a special charm, but said No one had come to know why the teacher was surprised. Obviously he did not put his class here. The classmates were attracted by his problems and stopped laughing. ” Let us first look at: how many full-text articles are there? “...there’s a narrative?”“ The teacher thought about it slightly. The teacher and the students jointly queried, and as Columbus discovered the New World, he was as excited as a thousand words of essay, and there were 18 narrative sentences. The teacher immediately thought of the words ”also“ in the ”Drunkard Pavilion“. The child said: ”We learned a short essay in the middle school and used more than 500 words. The same sentence has repeatedly appeared. ——"The teacher intentionally lengthens the tone.