Classical Chinese reading plan

1. How to classify pauses in reading aloud in classical Chinese

Original publisher: *** Asia

How to classify pauses in reading aloud in classical Chinese

Chapter 1: How to classify pauses in reading aloud in classical Chinese

Reading is an important aspect of language ability, and pauses in sentences, especially reading pauses in classical Chinese, are an important manifestation of reading ability. Pay attention to the following six situations: pause.

1. There should be a pause between subject and predicate.

2. There should be a pause between the predicate and the object.

3. There should be a pause between the predicate head and the preposition phrase.

4. There should be a pause between "the two ancient times and the present one".

5. There should be a pause after the related words.

6. There should be a pause after the leading words.

3. Method guidance

There are several methods to determine the pause in a stanza:

1. Sentence-initial particles (also called sentence-initial words) and related words There should be a pause afterwards. There are some function words in classical Chinese that are placed at the beginning of a sentence to emphasize the tone or lead the entire sentence or even the entire paragraph. Commonly used sentence starter words and related words mainly include the following:

(1) Sentence starter words: such as "to", "ruo", "to if", "husband", "ruofu", "gai", "ran" Then”, “however”, “qi”, “qiruo”, “yi”, “sincerely”, “however”, “qi”, etc.

For example, when it comes to spring and Jingming, it rains and falls, but the north is connected to Wu Gorge and it is appropriate to open the Holy Court.

(2) Related words: "and", "although", "because" and "only" "Therefore" etc.

For example, how can I place earth and rocks? Even if I die, God will do a great job / This person is like earth and rocks.

When reciting, these words should be followed by a slight pause, and they should not be mixed with each other. The following text is read consecutively.

2. In ancient times, there were two monosyllabic words, but in modern Chinese, it is a two-syllable word, so they should be read separately. Such as:

①Therefore, God will give great responsibility to this person.

②You can fight.

③The sound of collapse in the middle/middle. 49(2c7 If there are transitional words at the beginning of the sentence. For example, 3. There should be a pause between the predicate and the complement. For example: I will tell you 2 2. What are the reading methods of classical Chinese? Essay

How does classical Chinese teach Baodi No. 5 Middle School? Wu Shujing, Yang Zhanping, Xu Junxia. Abstract: In order to change the long-term "old", "slow", "poor" and "expensive" teaching status of classical Chinese teaching and optimize the classical Chinese teaching process, this article attempts to stimulate students' interest and improve effectiveness, focusing on classical Chinese. The characteristics of teaching and learning, and specific methods are proposed to promote the development of classical Chinese teaching.

Keywords: stimulate interest, focus on concise teaching, refine and flexible methods, improve effectiveness, accumulate and transfer, "passed down after thousands of years of time." "Some of the most popular classical Chinese works are the best in poetry and the essence of the cultural heritage of the Chinese nation", and the classical Chinese works selected as teaching materials are the best of the best. However, there is no need to deny that the teaching of classical Chinese has long been in the old (teaching methods) , slow (slow progress), wasteful (long time consuming), poor (poor effect)

The vast majority of students are not interested in classical Chinese, and even hate and fear it. There are many reasons for this. There are also factors from "teaching": many teachers still adopt the traditional method of teaching word by word and sentence by sentence, asking students to take notes, and then select questions for training; or they focus on knowledge teaching, focusing on the understanding and translation of words, words, and sentences. Everything else is left to the students themselves; or they focus solely on recitation, asking students to memorize texts, annotations, and answers to exercises.

Such a class does not reflect the spirit of the new curriculum reform concept and cannot allow students to learn. Experiencing the essence of classical Chinese does not mean improving the ability to learn classical Chinese. Therefore, we teachers on the front line of teaching must reform our classical Chinese teaching in a large-scale and appropriate way, so that the spring breeze of the new curriculum reform can also pass through the "Yumen Pass". .

Reform classroom teaching, optimize the teaching process, maximize the teaching efficiency, and let classical Chinese radiate new vitality. After all, classical Chinese is far away from our lives, and the teaching method cannot be the same as the modern literary teaching method. It is the same, but it is not a foreign language and has a very strong inheritance relationship with modern literature, which is "big similarities" and "small differences".

Therefore, we can learn from modern literature teaching such as cooperation, inquiry, and openness. Learning methods, personalized teaching and other successful experiences have formed a flexible and practical teaching system with classical Chinese characteristics. Let’s talk about the specific methods of classical Chinese teaching based on the teaching of ancient Chinese in the eighth grade Chinese version of the People’s Education Press: 1. Stimulate interest. p>

Only with interest can active learning be possible. Cultivating students' interest in classical Chinese is the prerequisite for teaching classical Chinese well. This string must be kept in mind at all times when teaching.

(1) ), the teacher is rich ***. I still clearly remember the class where my Chinese teacher Yang Nailin taught Song poetry when I was a freshman in high school. He talked about Li Yu's change in poetry style from Wen Tingyun's "Huajian Ci", and talked about "According to the decree" Liu Yong, who wrote the lyrics "Liu Sanbian", talked about the bold poets Su Dongpo and Xin Qiji, Nalan Xingde in the Qing Dynasty, and ***.

What shocked us was that Teacher Yang could memorize their respective masterpieces while quickly writing them on the blackboard without reading the lesson plan. Together with his melodious reading voice and comments, we were completely impressed. Song Ci is so beautiful! We hurriedly took notes, and Teacher Yang said with a smile: "No need to remember, no need to remember, we will talk about it later." But we were unwilling to give up, for fear of missing every sentence, so our tablemates agreed that you should remember the first sentence, and I Remember the second sentence, and he will remember the third sentence.

It was such an enjoyment of the beauty of language and art. It was like sitting in the spring breeze, and I became obsessed with classical literature from then on. I am not exaggerating at all when I say this.

Think about it carefully, have you ever had a class like this that deeply touched your mind? The teacher must have put his *** into creating such a class. Each of the classical Chinese articles selected for teaching materials contains the author's ideals and emotions, and they are all "sent out by emotion" by the author. In teaching, our teachers should also guide students to "expose the text to express emotion" and penetrate into the author's heart. The world, together with the author, may be happy or sad, sad or disgusting.

It should be said that in order to be full of enthusiasm in the classroom, teachers should be familiar with history and understand the ancients in order to teach with emotion. Just imagine, if you don't understand Cao Cao, how can you understand the excitement of "facing the Jieshi in the east to see the vast sea"? If you don't understand Su Shi, how can you understand the boldness and boldness of "the great river goes eastward, and the waves are gone, and the romantic figures of the ages"? If you don't understand Xin Qiji, how can you understand the helplessness and anger of "patting all over the railings, but no one will show your intention to climb up"? Teachers' enthusiasm helps students to generate strong interest. On this basis, students will surely enjoy the beauty, be infected and influenced, so that their own values ????and spirits can be shaped and sublimated.

(2) Carefully design the introduction. Make the introduction of each classical Chinese lesson consistent with the principles of short and concise, diverse in form, and arousing interest, so as to achieve the effect of "one stone stirs up thousands of waves".

To give a few examples: Starting from reviewing old knowledge, the introduction of "The Story of Nuclear Boat" can be: "We have learned a work describing the superb skills of ancient artists. Do you remember it? Can you still recite it? "Some sentences?" The students can answer, and then introduce a new lesson: "The "Nuclear Boat" we are studying today is an article describing the superb skills of the sculptor. Please pay attention to the similarities and differences in writing"; "Looking at the Snow in the Pavilion in the Heart of the Lake" "The introduction is: "The West Lake is a famous scenic spot. We have learned many poems and essays describing it. Think about it. Which ones can you remember?" Students can say a few sentences, such as "North of Gushan Temple and west of Jiating, the water surface is initially flat. "The feet of the clouds are lower", "If you want to compare the West Lake to the West, it is always better to put on light makeup and heavy makeup", "After all, the scenery of the West Lake is different from that of the four seasons in June", etc. The teacher continued: "What we appreciate is the beauty of the West Lake in spring and summer. What is the West Lake like in winter? Let's take a look at the description in Zhang Dai's "Snow Pavilion in the Heart of the Lake"; introduced with famous quotes and famous poems, the introduction of "A Journey on the Great Road" is: "Mr. Sun Yat-sen has a very good saying The famous saying is in the text we are going to study today. Do you know which sentence it is? "The students have previewed the text, and most of them can guess that it should be "The world is for one."

The introduction to "Three Gorges" is: "Let's recite Li Bai's "Early Departure from Baidi City" together. Who can tell me what "Thousands of Miles of Rivers" refers to and where "Ten Thousand Mountains" refers to?" This leads to the breathtaking Three Gorges; based on the comparison between ancient and modern times, the introduction of "The Snake Catcher" is: "Our country and the people are committed to building a new socialist countryside. The tax system for farmers to farm land for thousands of years has been abolished, and Certain subsidies are also provided, which fully illustrates the superiority of the socialist system. The "Snake Catcher", which can be used as a comparison, profoundly reveals the serious consequences of harsh taxes on farmers. 3. How to write the situation of ancient prose reading activities

Here is a sample essay for your reference.

Just add your school’s information when writing. ---------------- -------The guiding ideology of ancient poetry reading activities is based on the special geographical location of our school. In order to develop school characteristics and promote the learning of Chinese courses, we follow the principles of the ancient poetry reading project and strive to allow students to accept it in a subtle way. Basic training and cultural influence in ancient Chinese poetry can further activate tradition, strengthen self-cultivation, and improve cultural taste.

Since 2001, the school has planned and carried out a program to "excavate the cultural heritage of ancient cultural streets and promote the Chinese nation." Ancient poetry reading activities with the theme of "Traditional Virtues of Traditional Chinese Medicine". The basic orientation activities are initially targeted at students, and different methods are used to carry out the activities according to the characteristics of the grade.

The teaching materials use "Reading Book of Ancient Chinese Poetry" and self-created Textbooks. As the activity progresses, the participants are expanded to teachers and parents.

The development goal is to mobilize the enthusiasm of every student in reading, so that every student can be influenced by excellent traditional culture and form an initiative. An average of 20 minutes a day for three years, and lifelong benefits.

Specific implementation process: 1. School-wide mobilization, preparation phase as early as the end of 2001, with the strong advocacy of the school. All teachers in the Chinese language group are actively planning and making preliminary preparations for carrying out ancient poetry reading activities. According to the characteristics of different grades and different students, at the beginning of each school year, each grade group makes different plans based on the specific characteristics of this grade.

2. Time Guarantee When formulating the plan, a requirement of reading for an average of 20 minutes a day was put forward.

In addition to requiring 2 to 5 minutes before each Chinese class to recite ancient poems and essays, 10 minutes of morning self-study time are also allocated for this activity.

Students with strong interests can participate in extracurricular group activities once a week. 3. Specific activities 1. Recitation competition In order to improve students’ interest in reciting ancient poems and essays, teachers held various recitation competitions in class.

There is a written test and an oral test. Oral examinations are also divided into different forms, such as: taking turns to recite, drawing to recite, etc.

2. Level-passing arena In order to mobilize the enthusiasm of the children, the teachers of the Chinese language group launched a competition for junior examiners. The junior examiner will assist the teacher in assessing the recitation of other students every Friday at noon, fill in recitation files for them, issue recitation badges, etc.

In order to announce the recitation results to the students, the teachers designed the recitation pass list and posted it in each class. (Last year we also designed the age ranking list to be posted on each floor).

The number of recitations for each class is announced every week, including the statistics of the number of recitations for each student and the statistics of the number of recitations for each class. Summary and commendation will be conducted once a semester.

3. Appreciation of poetry and painting Students recited more and more ancient poems, and their understanding of poetry also deepened. So every poem memorized must be paired with a painting.

The students told everyone about the contents of poems and paintings, as well as their own feelings, etc. in Chinese class. In this way, if one person recites the poem, the whole class will benefit.

And post outstanding works in class newspapers, grade newspapers, and school promotion windows. 4. Ancient Poetry Theme Class Meeting This semester, the first and second grade students held an ancient poetry reading class meeting. In the class meeting, there were recitations, singing, skit performances, games, and *** reciting competitions, dictation competitions, and Poetry activities, etc.

Make class activities both colorful and informative. 5. Blackboard promotion: Each class cooperated with the ancient poetry and prose activities, collected and screened materials, and produced an exquisite blackboard newspaper, creating a rich atmosphere for the reading activities.

In addition, the first and second graders also made display boards based on class and grade units for display in class, grade and school windows. 6. Grade-level ancient poetry and literature talent show. Based on the ancient poetry class meeting of each class, outstanding programs were selected and two grade-level ancient poetry and literature talent show were held respectively. The students participated actively and enthusiastically, and the atmosphere of the venue was warm. After the meeting, the students responded very well.

Our teachers also joined in the activity. 7. Chinese activity class At the beginning of this semester, the Chinese team teacher made a plan to hold a Chinese activity class every two weeks.

The content of the activity class is mainly based on ancient poetry and prose, combined with in-class and extra-curricular activities, and the form is flexible and diverse. 8. Become a little teacher. Some classes have carried out the activity of "reciting famous works of the past and becoming a little teacher".

That is to allow students to step onto the podium, act as little teachers, and lead everyone to learn ancient poetry. In the process, the students have exercised their abilities and experienced the hard work of the teacher in preparing lessons and giving lectures. 9. Research-based study: Under the guidance of the teacher, the students carried out research-based study.

The teacher will identify the author of the same research, and then the teachers and students will jointly determine the research topic and discuss it. After that, the students will also make the research results into courseware and edit a portfolio. Such as: "Appreciation of Landscape Idyllic Poetry" and so on.

This kind of learning fully mobilizes students' enthusiasm for learning, allowing students to have a deeper understanding of poets and a deeper understanding of poetry. And also mastered a method of learning.

10. Chinese Activity Week In order to cope with the students’ increasing enthusiasm for learning, the school specially arranged a Chinese activity week. During the Chinese activity week, in addition to organizing regular ancient poetry and prose activities, the Chinese team teachers also organized various activities mentioned above.

11. Research-based learning integrating disciplines With the in-depth development of ancient poetry and prose activities, we have developed the ancient poetry and prose reading activities of a single Chinese subject into research-based learning integrating Chinese and other subjects. Over the past few years, In accordance with the spirit of the new curriculum standards, we conducted multi-disciplinary research studies based on ancient poetry and prose, carried out "Research on Moon Culture" integrating Chinese, geography, art, history, computers and other disciplines, and produced exquisite Tabloids are shown at grade levels. We have carried out game-based research learning that integrates Chinese, geography, art, history, computers and other disciplines, starting from topic selection-collecting information-discussing and communicating-editing portfolios-results display.

We searched for ancient poems according to the travel route; studied Du Fu and Li Yu in conjunction with history; combined with art to produce folding fans, palace lanterns, screens, etc.; combined with computers to produce courseware and web pages. He edited two collections, "Du Fu in My Eyes" and "It's a Taste in My Heart - Li Yu", and presented the results.

We also closely combined the teaching of the ten chapters of the text "The Analects of Confucius" and carried out research on the Analects of Confucius with the participation of all students in the whole year, from visiting to collecting information to class meetings to grade presentations to New Year's party. From the tour to the edited volume of the "Into the Analects of Confucius" collection, to the short film of this event. 4. How to guide students in reading aloud ancient poems and essays

The most important thing is to focus on cultivating students’ interests. When students are interested, they will naturally learn independently.

Find ways to make students fall in love with ancient poetry.

You can introduce some good and excellent ancient poems or some ancient scholars with high achievements to students.

Let students have a mentality of admiration, which should help students' enthusiasm for learning ancient poetry. 1. Create situations to cultivate students’ love for ancient poetry.

First, create a scene in the school environment. Every morning, students can be organized to use morning reading time to recite ancient poems and articles, so that the sound of books can be heard on campus; when students are active in the school playground, the beautiful scenery in Tang poetry described on the surrounding walls can cultivate their sentiments; the teaching building In the corridors, there are hanging frames of exquisite poems and paintings; on display in the windows, there are poems and songs written by teachers and students who are vigorous and straight or soft and unrestrained, which can also make them learn from it. Influenced and infected by beauty.

Under the influence of the school environment, each class can also create a beautiful environment by themselves and create a poetic and picturesque atmosphere. Blackboard newspapers can be used for publicity and to build a platform for students to fully display themselves.

Computer paintings, colorful watercolor paintings, or fresh and melodious poems written by teachers and students can all show everyone's style. Hang the Chinese knots you made on the wall, and compose a poem next to it: Thousands of strands of knotted threads, loops inside each other, and a Chinese heart that I will not dare to move until I die.

On the window sill are pots of flowers that they have carefully cultivated. On the flower pots are affixed with their ingenious message: I am a seedling, and you must take good care of it. The sun shines on it, the rain and dew moisten it, and the breeze blows on it. One day, I will surely bloom it.

Inspired by this, Yutong wrote in his weekly diary: Every leaf has green hope, please give me sunshine; every flower has the right to bloom, Please give me time; every child has the desire to succeed, please give me a chance. These immature poems, just like a lotus flower, give them confidence and enhance students' sense of innovation.

2. In classroom teaching, deepen the reading activities of ancient poetry. In the teaching of ancient poetry, emphasis is placed on the practice of combining reading and writing.

Use the excellent traditional culture of the motherland to cultivate students’ innovative spirit. Poetry is a literary style that focuses on expressing emotions and aspirations.

Thoughts, emotions, and feelings are the basis of poetry. Therefore, when instructing students to read aloud, students should be allowed to appreciate the connotation of the poem, understand the poet's thoughts and feelings, and pay attention to the rhyme and rhythm of the poem.

When guiding students to read aloud, they must also be good at creating situations and atmospheres for students. For example, pair it with a beautiful piece of music, show it a beautiful picture, or add an impassioned introduction, etc., to combine poetry and painting and stimulate students' interest in reading.

Trying to let students learn to write poetry not only allows students to truly gain practice and practice, but also enables them to use their mouths, hands, and brains in class, and learn through interaction through imitation, observation, and experience. Learning in activities; it also truly allows students to fully participate, participate in the whole process, and participate fully, and builds a platform for them to fully display themselves. There are two sentences in the poem "Homesickness" written by classmate Li Yamei: I only regret that I have no wings under my ribs and cannot return to my hometown at starry night. Classmate Wan Jun recited in the poem: The wind blows, the leaves dance gracefully, and my mood is dim. , thousands of gossamers.

After Yang Ming’s grandmother passed away, he wrote a little poem in memory of her: Grandma, let me hold your hand again, Grandma, let me say I love you again. I want to walk gently to your side so that I can take a closer look at you.

I miss your earnest entrustment and your long concern! You are my heartache. It expresses Xiao Yangming's deep yearning for his grandmother.

Every child is a rich treasure, but sometimes it is not easy to discover. As long as we give children a chance, they will bring us one surprise after another and return us one miracle after another! The high condensation of ancient Chinese literature can enrich students' imagination and creativity. In the teaching of ancient poetry, attention should also be paid to using various forms to stimulate students' innovative spirit.

For example: After studying the lesson "For Learning", students can be asked to try to write a reply to Mr. Peng Duanshu to talk about your experience after studying, or the inspiration and education you received from it. After studying the lesson book "Wolf", you can ask students to arrange a textbook play, and collect idioms, proverbs and stories about wolves from ancient and modern times, both at home and abroad, to start a debate about killing wolves and protecting wolves.

After studying "Five Poems", students were called on to express the beautiful scenes described in the poems in the form of pictures. Let them appreciate the elegance of Li Bai, the melancholy of Du Fu, the elegance of Meng Haoran, the graceful refreshingness of Li Qingzhao and the freshness and joy of Xin Qiji, and feel the charm of language in ancient poetry, feel nature, and feel life.

Thus, cultivate their thoughts and feelings of loving nature and loving life. 5. How to divide the rhythm of reading aloud in classical Chinese

How to divide the rhythm of classical Chinese sentences: 1. There should be a pause after the sentence-initial particle (also called the sentence-initial word) and the related word.

2. In ancient times, there were two monosyllabic words, but in modern Chinese, it is a two-syllable word, so they should be read separately.

3. Pause according to the language order, that is, pause according to "subject-predicate-object", "adverbial-predicate", "verb-complement", that is, between the subject and the predicate, and between the verb and the complement. Pause (usually no pause between the attributive and the central word) to make the semantic meaning obvious.

4. The noun used as an adverbial and the center word must be read consecutively, that is, when the noun is used as an adverbial, there is usually a pause before the word, and the adverbial and the center word cannot be read separately. If they are read separately, the adverbial will be mistaken for the subject, changing the meaning of the sentence.

5. There should be a pause after the word "er". However, if the word "ER" plays the following roles in the sentence, then there should be no pause. In other words, the word "ER" cannot be read separately from the following words, but should be read continuously.

1. If "ER" connects an adjective (or adverb) and a verb in a sentence, that is, "adjective (adverb) + ER + verb", then the preceding adjective or adverb acts as an adverbial and plays the role of "er". The function of modifying the verb behind it cannot be read separately. 2. If "er" connects two verbs in a sentence, that is, "verb + er + verb", then "er" means succession, that is, when the previous action happens, the later action happens immediately after. At this time, there cannot be a pause after "er" and it should be continuous with the following verb.

3. "And" connects two words with the same part of speech (i.e. two nouns, two verbs, two adjectives), indicating juxtaposition, equivalent to "and", "and", "and" Or not translated, there should be no pause after "er". 4. "And" expresses a transitive relationship, which is equivalent to "and", "and", "just" or not translated.

6. Rhythmic pauses should reflect the original structure of the sentence. 7. Rhythm pauses should reflect omissions.

8. It is necessary to understand the ancient country names, era names, official positions, titles, historical facts, and place names, otherwise it will easily lead to pause errors in reading. 9. "Ye" is used in sentences to reveal pauses, and is followed by a pause when reading aloud.

If used as a modal particle at the end of a sentence, there will be no pause. 10. The pause should reflect the scope of the keyword.

11. The neat four-character, five-character, six-character, seven-character sentences, etc. can be read with the same pause when reading aloud to make the tone and intonation consistent. There are three rules for dividing the rhythm of classical Chinese sentences: 1. Determine the reading rhythm (subject, predicate, object) according to the grammatical structure of classical Chinese sentences.

2. Determine the reading rhythm based on the utterance words, modal particles at the beginning of the sentence, related words and other function words or summarizing words. 3. Pause where the statement is reversed.

Another important point is that the meaning of the text must be correctly understood, because this is the prerequisite for determining the pause rhythm of classical Chinese. While summing up experience, lay a solid foundation in classical Chinese so that you have a good sense of literary language.

At this time/I want to describe it in the next word/cannot be translated: At this time I want to use a word to describe the scene in front of me, but I can’t think of it. He likes to entertain guests, but his salary is meager and he often does not have enough to spare.

These sentence pauses are based on the third rhythm division rule above: pause according to the language order, that is, pause according to "subject-predicate-object", "adverbial-predicate", "verb-complement", and Make the semantic meaning obvious; and Rule 6: Rhythm pauses should reflect the original structure of the sentence. A. Yu Youshi/Jixixue Translation: I loved reading when I was a child.

B. The sentence fragment should be changed to: Yimu/The Way of the Sages Translation: After becoming an adult at the age of twenty, I admire the teachings of the ancient sages even more. C. None/Enjoy the taste of fresh fat Translation: There is nothing fresh and fat to enjoy.

D. Ye Ran/Ruo Shenren Translation: Shining like a god. The pauses in these sentences are based on the tenth rule of rhythm division above: the pauses should reflect the jurisdiction of the keywords.

Here, item A emphasizes "when I was young", so it is correct to pause after "when I was young"; item B emphasizes "yimu", so it is correct to pause after "yimu" , Furthermore, "the way of sages" is a complete phrase and cannot be separated, so this item is wrong; item C emphasizes that there are no fresh and delicious meat dishes, and the pause after "none" is right; item D It highlights the radiant appearance, so it is right to pause after "Ye Ran".

6. The pause method in classical Chinese requires originality

1. There should be a pause after the particles and related words at the beginning of the sentence. There are some function words in classical Chinese that are placed at the beginning of the sentence to emphasize the tone or lead the whole sentence or even the whole paragraph. For example, "to", "fu", "ruofu", "gai", "gu", "wei", etc., the reading should be paused slightly and cannot be connected with the following words. 2. In ancient times, there were two monosyllabic words, and In modern Chinese, it is a polysyllabic word and should be read separately. For example: ① Therefore, heaven will be responsible for / it is man. ② You can / fight with one battle. 3. Pause according to the language order, that is, according to "subject-predicate-object" , "adverbial-predicate", "verb-complement" to pause, that is to say, there should be a pause between the subject and the predicate, and between the verb and the complement (there is generally no pause between the attributive and the central word) to make the semantic meaning obvious. .For example: ① The late emperor / did not regard / the minister as despicable. ② The eternal man / fought / ran for Yan. 4. The noun and the central word used as adverbials should be read together. If they are read separately, the adverbials will be mistakenly regarded as the subjects. Change the The meaning of the sentence. For example: ① One of the dogs/is sitting in front. (It should be "One of the dogs/is sitting/in front".) 5. The pause should reflect the original structure of the sentence. For example: ①Wangwan/Rizhao/Chengguo ("Wangwan" in the sentence means "toward the evening", that is, when it is close to dusk. The original sentence has a subject-predicate structure. For example, if it is read as "Wang/evening sun/shining city wall", another understanding can be seen.) ② Zhan Yuma's head/may be also. 6. Rhythm pauses should reflect the omitted elements. For example: ① One drum / to make the energy, then / and then fade, three / and exhaust. 7. The ancient country title, reign title, official position, Titles, historical facts, and place names must be understood, otherwise it will easily lead to errors in reading pauses. For example: ① Yushan/Wang Yishuyuanfu/engraved. ("Yushan" is the name of the mountain, "Wang Yishuyuan", the surname Wang Yi, the character Shuyuan, "Fu", in ancient times A good name for a man.) 8. "Ye" is used in a sentence to reveal a pause, and there is a pause after it when reading aloud. For example: ① I have heard about it/it has been a long time. 7. How to divide the rhythm of classical Chinese writing

The division of sentence rhythm in classical Chinese writing: 1. There should be a pause after the particle at the beginning of the sentence (also called the first word of the sentence) and the related word. 2. In ancient times, there were two monosyllabic words. In modern Chinese, it is a two-syllable word, which must be read separately. 3. Pause according to the language order, that is, pause according to "subject-predicate-object", "adverbial-predicate", "verb-complement", that is to say , there should be a pause between the subject and the predicate, and between the verb and the complement (there is generally no pause between the attributive and the center word) to make the semantic meaning obvious. 4. The nouns that serve as adverbials and the center word should be read consecutively, that is, the nouns When making an adverbial, you usually pause before the word, and you cannot read the adverbial and the central word separately. If you read the adverbial separately, you will mistake the adverbial for the subject, changing the meaning of the sentence. 5. There should be a pause after the word "er". But If the word "ER" plays the following roles in a sentence, then there cannot be a pause. In other words, the word "ER" cannot be read separately from the following words, but should be read together. 1. If "ER" is connected with Adjective (or adverb) and verb, that is, "adjective (adverb) + ER + verb". At this time, the previous adjective or adverb acts as an adverbial and modifies the following verb, and cannot be read separately. 2. "ER" is in the sentence If two verbs are connected, that is, "verb + ER + verb", then "ER" means succession. That is to say, when the previous action occurs, the later action occurs immediately. In this case, "ER" cannot be followed by "ER". The pause should be continuous with the following verb. 3. "And" connects two words with the same part of speech (i.e. two nouns, two verbs, two adjectives), indicating juxtaposition, equivalent to "and", "and", " "和" may not be translated. In this case, there should be no pause after "And". 4. "And" indicates a transitive relationship, which is equivalent to "and", "and", "Ji" or not translated. 6. Rhythm pauses should reflect the sentence The original appearance of the structure. 7. Rhythmic pauses should reflect omitted elements. 8. Understand the ancient country names, era titles, official positions, titles, historical facts, and place names, otherwise it will easily lead to errors in reading pauses. 9. "Ye" is used in sentences Reveal a pause in the sentence, and pause after it when reading aloud. If you use a modal particle at the end of a sentence, there will be no pause. 10. The pause should reflect the scope of the keywords. 11. The sentence structure should be four, five, six, or seven words. etc. When reading aloud, you can read with the same pause to make the tone and intonation consistent. There are three rules for dividing the rhythm of classical Chinese sentences: 1. Determine the reading rhythm (subject, predicate, object) according to the grammatical structure of classical Chinese sentences. 2. According to the utterance word, the beginning of the sentence Modal particles, related words and other function words or summarizing words are used to determine the rhythm of reading. 3. Pause where the sentence is reversed. Another important point is that the meaning of the text must be correctly understood, because this is the prerequisite for determining the pause rhythm of classical Chinese. .While summing up experience, lay a solid foundation in classical Chinese so that you have a good sense of literary language. I hope that the Mingjiao team will answer your questions. If you have any questions, please continue to ask. Thank you.