Teacher: Students, today we are going to learn 1950 "Why am I Living" by Russell, a British thinker and philosopher in Nobel Prize in Literature. The text topic "Why am I alive" is a rhetorical question. What are the advantages of using rhetorical questions to make headlines? Please say it in concise language.

(Students think and discuss in groups)

Health: The use of rhetorical questions can arouse readers' thinking and stimulate their interest in reading.

Health: Asking questions is often a high summary of the full text.

Teacher: Yes, asking questions does have such benefits as you said. Have you ever seen a similar essay?

Health: Jia Zuzhang's Why Flowers Are So Red, and Wei Wei's Who is the cutest person.

Teacher: As soon as we see such a topic, we should first think and stimulate our interest in reading the article. There are some such topics in our Chinese readers. For example, Moro's How Giants Become Giants and Zong Chunshan's Is it necessary to divide men and women into classes? He chimed why Ah Q was a farmer. In college entrance examination composition, many candidates also use questions to improve the attention of marking teachers. For example, "When you are bright, why are you closed?" ""Who stole the jade pendant? "and so on.

Teacher: Now, please read the text quickly and make clear the question "Why am I alive?" .

(Students read through the text and teachers patrol)

Health: courtship.

Health: seeking knowledge.

Health: Compassion.

Teacher: Just now, three students said the reason why I am alive? But I found that the first two statements are consistent in structure. Can students change the third point into a phrase with consistent structure?

Health: compassionate.

Health: sympathize with human suffering.

Teacher: The students' answers are very good, which makes these three reasons consistent in language structure, and they are all verb-object structures. Students, from the position of these three reasons in the text, what are their characteristics?

(Students discuss and answer)

Health: The three sub-arguments are at the beginning of each paragraph.

Health: Although they are all at the beginning, the expression has changed. The second argument adds "with the same enthusiasm", and the third argument adds "Love and knowledge lead me to heaven as much as possible, but …"

Teacher: the argument is at the beginning, and the point is clear and eye-catching. But why does the author say so? Isn't it more concise to use phrases with consistent structure?

(Students think and discuss with each other)

Health: The purpose of this expression is to make the arguments closely related and logically structured. At the same time, it also shows that these three theories are not parallel, but have a certain hierarchical relationship.

Teacher: Yes, these three arguments are a hierarchical relationship. "Desire for love" is the most primitive feeling of human beings to the individual self; "Seeking knowledge" is a necessary mental activity to improve one's own quality from both natural and social aspects. "Irresistible sympathy for human suffering" is the highest emotion in terms of the whole mankind or the universe. As we said just now, the main content is not parallel structure, but hierarchical structure. So what else do you know about the structure of argumentative writing?

Student: Comparison and total score. For example, the overall structure of this paper is the total score structure. At the beginning of the first paragraph, three aspects of life pursuit are put forward; The following syllogism describes the reasons for seeking love, knowledge and sympathy for human suffering; Finally, to sum up, once again show your attitude towards life.

Teacher: Just now, this classmate said two other ways to structure argumentative essays. The example given in this paper shows that it is a total score structure. So which student can give an example of comparative structure?

Health: Han Yu's Shi Shuo, which we studied in senior one, uses the comparative structure. In the introduction, the article clearly puts forward the center of "whether there is dignity, whether there is length, whether there is deficiency, whether there is Tao, and whether there is a teacher", and then launches the article one by one. At the beginning of the second paragraph, the author puts forward the post-argument that "the teacher's morality has not been passed on for a long time", and then lists various social shame phenomena that were learned from teachers at that time to illustrate. At the beginning of the third paragraph, after putting forward the sub-argument that "saints are impermanent teachers", it is proved by Confucius' words and deeds. Here, the second paragraph and the third paragraph constitute a positive and negative contrast.

Teacher: Yes, this student has a profound understanding of the text and remembers the contents of Grade One in Senior High School, which is really remarkable. Now, please open the article Happiness written by Barclays in Ireland. Read it carefully, please compare it with the article Why I Live in writing structure and argumentation methods.

(Students teach themselves to be happy first, then discuss in groups, and finally communicate in class)

Health: These two articles are characterized by clear structure and thinking. Happiness adopts the total score structure in the overall structure. First of all, I always talk about the three factors of a happy life: hope, something to do and being able to love others, and give a general view; Then it is discussed from three aspects. And why I live is the overall structure of the total score.

Health: I think the two articles are different not only in the overall structure, but also in the main structure of the article. The subject of happiness is a parallel structure, and the three sub-arguments of hope, something to do and love can be changed in order. However, the main argument why I am alive cannot be changed, and it is a hierarchical structure.

Health: The main points of the two articles are at the beginning. The articles are happy and clear, and the structure is consistent. However, compared with Why I Live, it seems that the logic is not strict enough, the transition is not good, and the characteristics of variety show are lacking.

Teacher: The students speak very well, which is better. As an argumentative paper, each has its own characteristics in expression and shows its magical power. Let the students see the difference between the two articles from the method of argument.

Health: I also think that the difference between the two articles in argumentation methods is mainly manifested in the application of arguments. The article Happiness uses examples and quotations. First use Alexander and an old English woman to demonstrate the facts, the first two arguments, and finally use the words of the poet Bai Langning to demonstrate the last argument. There are various methods of argumentation. The article "Why I Live" mainly adopts reasonable argumentation methods. The argument method is single.

Another notable feature of the article Health: Happiness is that some necessary analysis is added at the back of each argument.

Teacher: The students' comparative analysis is very accurate. Especially the last classmate is more careful. A good argumentative essay should not only find out the arguments, but also have its own analysis, and get through the relationship between viewpoints and materials, so that the article can fully reflect the rigor of the arguments. Just now, the students talked about the article Happiness. The arguments in the argumentative paper reflect diversity, with facts and reasons, examples and quotations. But the argument of "why am I alive" is extremely single. Students can enrich one of the arguments.

(Students think, discuss and communicate in groups)

Health: The argument of longing for love can add some factual arguments and demonstrate facts. The persistent love for Nuo in Border Town and the persistent love for Nuo in butterfly lovers; Romeo's loyalty to Juliet in Romeo and Juliet; Yingying's infatuation with Zhang Sheng in Farewell to the Pavilion. Can be used to express the desire for love.

Health: the desire for love, this argument, we can also use Shakespeare and other famous words to demonstrate:

Shakespeare said: love is a wisp of smoke blown by a sigh; Love is blind. Loyal love fills my heart, and I can't estimate the wealth I enjoy.

② Zhang Ailing said: What does it mean to love someone? This means being happy for his happiness, doing everything that needs to be done to make him happier and get happiness from it.

Molova said: to love someone is to leave her an apple in the refrigerator until she comes back; Loving someone is when you suddenly don't know what to say when you dial the phone, only to know that you just want to hear her familiar voice. What you really want to dial is just a string in your heart.

Xi Murong said: I want you to know that in this world, there is someone waiting for you forever. No matter when and where you are, you know there is always such a person.

Health: The argument of thirst for knowledge can be demonstrated by some famous sayings like this:

Stern: The thirst for knowledge is like the pursuit of wealth. The more you pursue, the stronger your desire.

Bacon: Knowledge is power. Knowledge is a kind of happiness, and curiosity is the bud of knowledge.

Suhomlinski: Get knowledge-that means finding the truth and answering questions.

Health: This argument of compassion for human beings can be proved by some famous sayings like this:

German Nietzsche said: compassion is the benchmark of all morality.

Muldoon said: Compassion is the best gift you can give to others.

Italian Boccaccio said: It is a virtue to show sympathy to the unfortunate people.

……

Teacher: Students, due to the time, our study of the article "Why am I Living" is over. It is an eternal topic to say why people live. I hope that all students will not only understand the truth that "the desire for love, the pursuit of knowledge and overwhelming sympathy for human suffering have dominated my life", but also learn the common structure and argumentation methods of argumentative writing.

Second, teaching reflection

With the arrival of the new curriculum reform, the two propositions of "teaching with textbooks" and "teaching with textbooks" have caused some disputes. I think these two teaching propositions are not contradictory, but the unity of opposites. "Teaching textbooks" is the basis of "teaching with textbooks", and "teaching with textbooks" is the expansion, extension, expansion and deepening of "teaching textbooks". In fact, to put it bluntly, "teaching textbooks" means walking into textbooks; "Teaching with textbooks" means getting out of textbooks. In teaching practice, we must realize that "going out of the textbook" and "going into the textbook" are organically related, and they are compatible with each other, not derived at will, but integrated into the teaching process. "Going out of the textbook" never goes out of the classroom teaching goal, but naturally "goes out" from the textbook text, rather than being inserted falsely and stiffly. In order to combine these two propositions well, I tried teaching with Russell's Why I Live. Through practice, I have the following inspirations:

1. Teaching objectives should be accurately established. Why I Live is a philosophical essay with a distinct theme. Students can see from the iconic words in the article that this article shows the theme of "I live to seek love, knowledge and sympathy". At the same time, the structure of the article is also very clear, and the total score structure is clear. However, because it is philosophical prose and the work of foreign writers, the sentences are more difficult and it is more difficult for students to understand. Even if the teacher explained it, I'm afraid I didn't fully understand it. In view of this, I put forward such an idea, simply shifting the focus of teaching to the study of article structure and argument application, promoting writing by reading, helping students learn the structure of argumentative papers and the accumulation and organization of arguments, and combining reading and writing closely. This also meets the teaching requirements. The composition training of senior two students is mainly argumentative writing, and the unit "writing guidance" is to "make your understanding deeper" and also to guide the profundity of argumentative writing. Furthermore, our students' argumentative writing ability is weak, which is mainly reflected in the messy structure and the inability to use arguments.

2. The choice of teaching content should be appropriate. In order to reflect the characteristics of "entering the textbook" and "leaving the textbook", that is, the organic combination of "teaching the textbook" and "teaching with the textbook", I first asked students to enter the textbook based on the textbook, select topics, structures, arguments and other issues to guide students to learn the textbook, and boldly give up the analysis of sentence content, which reflected the requirements of "teaching the textbook" and laid the foundation and foreshadowing for students to leave the textbook. At the same time, this choice is also in line with the concept of "teaching with textbooks". An article can learn a lot. The key is to choose the content that is beneficial to students' learning and promote students' effective learning. Effective classroom teaching should not only let students enter the teaching materials, but also let students leave the teaching materials to broaden, extend, expand and enrich the teaching materials. In order to do this, I guide students to discuss the beauty of rhetorical questions, so that students can understand the proposed topic of college entrance examination composition and improve their understanding of rhetorical questions by reviewing what they have learned before. "Out of the textbook", when I was studying the structure of the article, I chose the article Happiness written by Barclays in Ireland at the right time to guide students to make a comparative reading. Because there are some similarities and differences between this paper and Why I Live, this paper has good comparability, which stimulates students' enthusiasm for learning, greatly improves the teaching effect and helps students master the structure and argument types of argumentative papers.

3. The choice of teaching methods should be scientific. Give me a fulcrum and pry the earth up. This is especially true in classroom teaching. Giving students a scientific learning method can get twice the result with half the effort. I mainly use the guided teaching method in this course. By designing questions, we can guide students to devote themselves to text learning and actively participate in classroom teaching activities, so as to clarify the subtlety and clear structure of the text. In order to better understand the knowledge about the structure and arguments of argumentative essays, the article Happiness is selected to guide students to make comparative reading in time, so that students can better point out the similarities and differences between the two articles in structure and arguments, enrich classroom teaching content and broaden students' horizons. Guide students to enrich the arguments of the article, and also better let students accumulate writing materials, so that students can realize that in order to enhance the persuasiveness of the article, they should learn to use arguments and argumentation methods from multiple angles.