Classical Chinese grammar in senior high school

1. Detailed explanation of the grammar of classical Chinese in the college entrance examination

The so-called judgment sentence is a sentence pattern that judges the subject with nouns, pronouns or noun phrases as predicates.

its common forms are as follows: 1. "………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Such as: "Lian Po, Zhao Zhiliang will also."

[Exercise 1] List such judgments in the classical Chinese we have studied. (The number of sentences is more than 3) ① Chen Shengsheng is also from Yangcheng.

② Xiang Ji Xuan, the old South Pavilion. (3) Nanyang Liu Ziji, Gao Shangshi also.

(4) If you are embarrassed, Zhou Jingwang has no shot. (5) seven slightly four libraries, the book of the son of heaven.

⑥ In the palace, everything is integrated. ⑦ Liang, my enemy, the prince, my foundation.

⑧ I hate these three. Pet-name ruby bribery qin and strength loss, the way to burst.

attending, the effect of using troops is also. 2. Adverbs such as Nai, i.e., Ze, Jun, Shi, Cheng and Wei are used to express judgment.

For example, "This is the autumn when I serve." [Exercise 1] List such judgments in classical Chinese that we have studied.

(the number of sentences is more than 3) ① When you ask what the world is today, you don't know whether there are Han people. I don't know what year it is today.

③ those who are now in the grave. (4) Liang Fu that chu will Xiang Yan.

⑤ This is the grand view of Yueyang Tower. 6. Either you die or you migrate.

⑦ all these are good and honest, and they are loyal and pure. Today, it's a critical autumn.

pet-name ruby nowadays, people are knives and I am fish. Attending I am a madman in Chu, and the wind sings and laughs at Kong Qiu.

3. Use negative adverb "Fei" to express negation. For example, "the collapse of the six countries is not bad for soldiers, but bad for war."

[Exercise 1] List such judgments in the classical Chinese we have studied. (The number of sentences is more than 3) ① Climb high and recruit, the arm is not lengthened, but the person who sees it is far away.

② The city is neither high nor deep, and the soldiers and grass are not profitable. (3) not too mountain to the north sea and so on.

[Edit this paragraph] Passive sentences In classical Chinese, the subject of some sentences is the receiver of the action, which is a passive sentence. Its common types are as follows: 1. "See", "……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

For example, "My parents laugh at generous families." [Exercise 1] List such passive sentences in classical Chinese that we have studied.

(the number of sentences is more than 3) ① I am afraid that I will be bullied by the king. (2) Qin Cheng fear not to get, and see the deceit.

③ Therefore, Zheng Xiu was deceived internally and Zhang Yi was deceived externally. (4) Li Zifan, seventeen years old, learning from time to time.

⑤ My uncle was poor, so he used it in a small town. 2. The expression "for" and "for ..." is passive.

for example, "parents and clans are all wiped out." (1) and die, laugh for the world.

(2) for the country, there is no ambassador to be robbed by Ji Wei. (3) for the group from the income.

(4) fear is the first thing to do. (5) After that, Chu Ri was cut, and for decades, it was destroyed by Qin.

[Edit this paragraph] Inverted sentences The inverted sentences in classical Chinese are relative to the sentence order of modern Chinese. Based on this, we divide the inverted sentences in classical Chinese into prepositional object, attributive postposition, adverbial postposition and subject-predicate inversion. 1. prepositional object's so-called prepositional object, which is usually used as an object, is placed in front of the predicate verb to show emphasis.

for example, the word "zhi" in "the letter of disapproval" is the prepositional object. Prepositional object is usually divided into four situations.

(1) In interrogative sentences, interrogative pronouns are used as objects, and prepositional object. Such as: "What is the king doing here?" (2) In the negative sentence, the pronoun is the object, prepositional object.

For example, "People in ancient times were full of bullying." (3) Advance the object with the help of "Zhi" and "Shi".

for example, "I don't know the sentence, but I'm puzzled." "It is urgent to study hard, and it is rare to see it."

(4) prepositional object in the prepositional phrase. Such as: "Otherwise, why is the book here?" 2. Attributive Postposition Usually attributive should be placed in front of the head word, but there are many sentences in classical Chinese that put attributive after the head word.

For example, "Earthworms have no advantage of their minions, but their bones and muscles are strong. They eat earth on the top and drink yellow water on the bottom, and they are also attentive." Among them, "benefit" and "strength" are all post-attributes.

in classical Chinese, attributive postposition has the following situations. (1) Use "zhi" to postposition the attribute.

For example, "How many people are there in a big world?" (2) Use the postposition of "zhe". For example, "a horse can travel a thousand miles, and a stone will be eaten at once."

3. In classical Chinese, prepositional structures as adverbials are often placed after sentences as complements. For example, "the poor speak better than the rich" and "the rich" are prepositional phrases placed after sentences as complements.

4. the inversion of subject and predicate is rare, and it is often to express strong exclamation. For example, "I'm sorry, you don't like it."

"Beautiful, I am young chinese." [Exercise] Judge the sentence patterns in the following sentences.

(1) to protect the people and be king, it is impossible to resist. (2) the king is no different from the people's love for the king.

(3) What kind of virtue can make you king? (4) how do you know I can also? ⑤ What a shame! It's so vulgar! ⑥ If you want to visit Suzhou and Bai Letian, you will be a fool. 8 mortals who can't teach their children don't want to be trapped in their sins.

5. prepositional phrases are often used as adverbials before predicates in modern Chinese, but they are often used as complements after predicates in classical Chinese. This so-called victory over the imperial court.

(Zou Ji satirizes coachable, King of Qi) ② Green, take it from blue, and green is blue. (Xunzi's "Encouraging Learning") 3 The general fought in Hebei and the minister fought in Henan.

(Hongmen Banquet) ④ It is decorated with the shape of tortoise, bird and beast in seal script. Elliptic sentences in Zhang Hengchuan [Editor's paragraph] in classical Chinese generally exist ellipsis elements. Grasping the ellipsis elements will help to fully understand the meaning of the sentence.

Elliptic sentences in classical Chinese usually include: 1. Omitting the subject. (1) Carry forward the previous province.

For example, "There are different snakes in the wild of Yongzhou, which are black and white." (2) Inheriting the province (also known as Mongolian province).

For example, "Pei Gong said to Zhang Liang,' When I went to the army, I entered the army." "(3) Self-report province.

For example, "(giving) love is a stream, and (giving) it is the home of others." (4) Dialogue province.

For example, "(Mencius) said,' Who is happy, alone or with others?' (the king) said,' If you don't be with others.' "2. Omit the predicate.

for example, "one drum is full of energy, then (drum) will fail, and three (drum) will be exhausted." 3. Omit the object.

For example, "You can burn it and leave." 4. Omit the prepositional object.

For example, "After the public reading, the mink will be released and the household will be covered." 5. Omit the preposition "Yu".

For example, "Today, Zhong Qing is placed in the water, although the wind and waves can't sing." [Exercise] Fill in the omitted components in the following sentences.

① ran. 2. How to teach Chinese grammar in senior high school < P > Grammar is the rule of language expression. Grammar teaching is an indispensable part of Chinese teaching, which is of great significance. However, in the current Chinese teaching in senior high schools, because the college entrance examination syllabus no longer requires simple grammar test sites, grammar is basically not directly involved in senior high school Chinese textbooks, and whether grammar knowledge is combined in teaching is entirely up to teachers. This has caused the Chinese grammar teaching in senior high schools to be basically in a disorderly state. In teaching practice, many teachers tend to downplay grammar teaching, and students are unwilling to spend too much time learning grammar. This has led to many senior high school students' weak grammar foundation, unclear text analysis, incomprehensible reading of classical Chinese, and confusing language questions. Many high school students can't even explain some simple grammatical phenomena. This has also caused teachers to be in a very passive situation in grammar teaching in senior high schools. Therefore, I think it is necessary to infiltrate grammar teaching in senior high school Chinese teaching to cultivate students' understanding of the most basic structural laws of their mother tongue and cultivate their Chinese literacy.

Combining the practical application with the needs of college entrance examination, specifically speaking, there are the following ways and steps to infiltrate grammar teaching in high school Chinese teaching:

First, teachers should teach students the ability to use specific grammar knowledge and solve practical problems in Chinese teaching practice. In this way, students can effectively penetrate grammar knowledge, including grammar terms, phenomena, rules and so on. For example, in prose teaching, when analyzing important sentences, we can analyze the grammar and then the meaning to help students understand important sentences.

Secondly, after students have accumulated certain grammar knowledge, teachers should supplement the grammar knowledge of the teaching system in time, so that students can construct a more complete grammar system in their minds, analyze some common grammar phenomena reasonably and strengthen their understanding of Chinese learning. Of course, because of the shortage of teaching time and students' poor understanding ability, systematic grammar knowledge teaching can be presented in a simple framework, and it is more appropriate to control the class time in about three periods. Too little can't completely present the system, and too much is easy to exceed the students' understanding and tolerance.

Finally, grammar teaching should be applied to teaching practice, including classroom teaching and the analysis of college entrance examination questions, so as to make teaching reliable and learning useful. Specifically, in classroom teaching, teachers and students can combine grammar knowledge to analyze important sentences and vocabulary in the text. In Chinese examination, we should also use grammar knowledge to solve related problems, such as the analysis of sick sentences, synonyms, sentence expansion, compression and transformation. Even on the composition questions, we should reduce the mistakes in expression according to grammar knowledge.

Therefore, in the usual Chinese teaching in senior high schools, we should strengthen the teaching of grammar knowledge and enhance students' awareness of the correct use of language. Only in this way can we continuously improve their oral and written expression ability, truly understand the meaning of Chinese and enhance their learning ability in learning Chinese. 3. grammar of classical Chinese in senior high school

knowledge points of classical Chinese grammar

1. division of sentence components

sentence components: subject, predicate, object, attributive, adverbial and complement

1. subject and predicate in a sentence, the object and content of the statement are all components of the sentence, and the object of the statement is called the subject, and the answer is "who" or "what". The subject and predicate are separated by "".

For example: ① The Chinese teacher is calling the roll; ② It's very warm today; ③ There are no fewer people in neighboring countries

2. When the central word of the predicate is a verb, the part dominated after the verb is called the object. (the object is marked with "﹏").

Example: ① Stone arch bridges in China have a long history.

② We need innovative spirit.

there must be a teacher for ancient scholars.

④ I am a teacher.

3. Attributive: It plays the role of modifying and restricting the subject or object head word in a sentence. (Attributive is marked with ()).

Example: ① Stone arch bridges in China have a long history.

the structure (so huge and complicated) should be a (how arduous) project!

③ (Qin) cut the fertile land to the east. (4) a good soldier will defend (the key point).

4. Adverbials are sentence components that modify and restrict the use of verbs or adjectives as predicate heads. (The adverbial is marked with "[]"). Adverbials are usually in front of the predicate head, and some are at the front of the sentence, explaining the time, place, scope and situation.

Example: ① On May 3, 1925, more than 1, people in Shanghai held a (anti-imperialist) demonstration [on Nanjing Road].

② I've been thinking about it all day.

③ (earthworm) [upper part] eats wormwood.

In short, the general sentence patterns are: [adverbial of time or place], (attributive) subject [adverbial] predicate (attributive) object 2. Special sentence patterns in classical Chinese

(1), prepositional object sentence

1. In negative sentences, a sentence before an object like prepositional object needs two conditions: one is that the object must be a pronoun, and the other is that.

Example: ① When I visited you at the age of three, I was unwilling to take care of you (Shuoshu)

② The ancient people were full of bullying (Shi Zhongshan Ji)

2. In the classical Chinese of prepositional object in interrogative sentences, interrogative pronouns such as Who, He, Xi and An are often used as objects.

Example: (1) "Liang asked,' What is your majesty doing here?' "(The Hongmen Banquet)

②" Where are you now? " (

3. Preposition prepositional object

In modern Chinese, prepositions are followed by objects to form an object-object structure, which is used to modify verb predicates. In classical Chinese, prepositional objects are often placed before prepositions, forming an inversion phenomenon.

Example: ① "Nai entered the meeting and asked:' Why fight'" (Cao Gui Debate)

② "Weiss, who are we going home with?" (The Story of Yueyang Tower)

4. Ordinary prepositional object

Sometimes, in order to emphasize the object, the object is put before the verb by certain grammatical means, which is called ordinary prepositional object. Example: ① mercenary, obedient

② "I don't know the sentence, I am puzzled, or I am ignorant, or I am ignorant." ("Shi Shuo")

(II) Attributive Postposition Sentence

In modern Chinese grammar, the attributive modifies the head word of the subject or object, and it is usually placed in front of the head word. In classical Chinese, sometimes in order to highlight the meaning of the head word of the subject or object, or to make the mood smoother, the attribute is placed behind the head word, which is called attribute postposition.

Example: ① "There are many people who are drowned by burning horses." ("Battle of Red Cliffs")

② "Cast it as twelve golden people to weaken the people of the world." (On the Qin Dynasty)

Note: Sometimes the word "zhi" is used between the head word and the postposition attribute, that is, "head word+zhi+postposition attribute", and this word "zhi" is the sign of the postposition attribute.

Example: ① "Earthworms have no advantage of their minions, but their bones and muscles are strong." ("Encouraging Learning")

② "Those who speak loudly in the stone are everywhere" ("The Story of Shi Zhongshan")

(3) Adverbial Postposition

In modern Chinese, adverbials are placed before predicates. In classical Chinese, if adverbial is placed after predicate, it is called adverbial postposition.

Example: ① My son and I are fishing in Jiangzhu, making friends with fish and shrimp and elk.

② Ice, water is colder than water for it.

. The banquet of the hongmen

(4) I sincerely hope that I can teach in order and apply it with the meaning of filial piety. "I am to the country" 4. All the grammar in the ancient Chinese in senior high school is urgently used < P > Yan (1) is equivalent to "Yu Zhi", "Yu Here" and "Yu There".

a threesome,