Why You Should Still Buy Bonds
Why You Should Still Buy Bonds
By STEVE BECK
Posted: January 27, 2011
As an investment advisor, it seems like I have a daily conversation with investors who are running for the exit with their bond portfolios. The prognosticators have spoken, and apparently the news has finally leaked out to the masses: Inflation is either here or just around the corner, and with it the great and terrible day of reckoning for bonds. Yes, a
dot-com-sized bubble has inflated the bond market before our very eyes, leaving only the most foolish among us still holding on to our bonds. When the bond market finally craters, it will be the stubborn few taking the punishment—pigs, as they say, deserving slaughter.
The consensus for fleeing bonds has become more powerful with each passing week. The first notable warning shot came from Warren Buffett at his annual Berkshire Hathaway meeting when he predicted the future demise of the bond market. Soon after, the Vanguard Group announced worries about bond instability. Journalists, economists, and wealth managers have joined in chorus proclaiming disaster in the bond market. With such a dire consensus, why would any investor still buy bonds?
One idea investors should understand is what I like to call the Third Newtonian Law of Economic Motion: For every economist, there is an equal and opposite economist. You don't have to look far to find great minds lining up on the side of a long deflation wave fueled by a
mind-boggling backlog of massive debt. Take Jan Hatzius, Goldman Sachs' chief U.S. economist, who has been nothing short of shrill in warning of the severe deflationary risk still facing America and the world. Furthermore, according to a National Association for Business Economics (NABE) survey, 30 percent of their members still believe deflation is our primary risk for the next five years. Although no longer the majority view, deflation is still a concern for many. Now consider John Mauldin, who publishes one of the nation's leading financial newsletters. Last week he cited Gary Shilling's predictions for 2011 in his annual investment strategies article entitled "9 Buys, 9 Sells." Shilling's first and most emphatic recommendation is, of all things, to buy bonds! Shilling passionately lays out eight arguments, from the hard landing of the Chinese economy to the U.S. suffering a Japan-like malaise, all in favor of bonds as an outperforming asset class for the next five years.
What then is the answer? Should one buy or sell bonds? The answer lies in one's philosophy toward investing itself. If an investor is a long-term and principled retirement investor, he or she can escape the clamor of
mass hysteria by sticking to a disciplined approach that rises above such frays. Will inflation or deflation rule the day? The principled investor humbly answers, "I don't know." Today it looks like we are leaning toward inflation. Tomorrow, news about a country or state defaulting, China's inflation rate running rampant, or some other disruptive event may send deflationary fears toward the ceiling.
For the principled retirement investor, bonds are a critical asset class in a well-diversified portfolio. Much like a rock band that needs lead, rhythm and bass guitars backed by drums, so a retirement investor needs a bond allocation to make his portfolio sing. All the pieces of a retirement portfolio work together to make beautiful investment music. Each asset serves to help returns or mitigate risk in an atmosphere of intelligent skepticism about economic predictions. This approach may actually mean that as a retirement investor, it is time to rebalance your portfolio, trim equities that are flying high, and buy a few out-of-favor bonds to keep your portfolio in focus.
Steve Beck is cofounder of Market Riders, an online investment advisory and management service helping Americans invest for retirement. MarketRiders gives investors greater peace of mind knowing that they are leveraging the best thinking of Nobel laureates and the investing methods used by the world's most elite institutions and wealthiest
families. MarketRiders is on the investor's side, helping reduce investment costs and risks, and increasing retirement savings.
单音词,复音词,同义词
古漢語通論（三） 單音詞，複音詞，同義詞 我們研究古代漢語的時候，需要了解單音詞和複音詞的關係，複音詞和同義詞的關係，因為這有助於我們更徹底地了解古代漢語。 我們隨便把一篇古文翻譯成為現代漢語，就會發現譯文比原文長了許多。這主要是因為古代漢語的詞彙以單音詞為主，而現代漢語的詞彙以複音詞（主要是雙音詞）為主。例如“蹇叔之子與師”（《左傳》僖公三十二年）這一個句子中，“子”字在現代一般總說成“兒子”，“與師”更非譯成兩個複音詞“參加軍隊”不可。 古代單音詞和現代複音詞的對比，主要有三種情況：第一種情況是換了完全不同的詞，例如“與”變成“參加”，“師”變成“軍隊”；第二種情況是加上詞尾詞頭，如“虎”變成“老虎”，“杯”變成“杯子”，“石”變成“石頭”；第三種情況是利用兩個同義詞作為詞素，構成一個複音詞，例如“兒”和“子”是同義詞，合起來成為複音詞“兒子”。 最值得注意的是第三種情況。有許多古代的單音詞，作為詞來看，可以認為已經死去了；但是作為詞素來看，它們還留存在現代漢語裏。舉例來說，古代漢語有單音詞“慮”字。《論語·衛靈公》：“人無遠慮，必有近憂”；《詩經·小雅·無雨》：“弗慮弗圖”。但是，在現代漢語裏，“慮”字只作為詞素留存在“顧慮”、“考慮”等雙音詞裏，或者只出現在“深謀遠慮”，“深思熟慮”等成語裏，而不能作為單詞自由運用了。 漢語大部分的雙音詞都是經過同義詞臨時組合的階段的。這就是說，在最初的時候，只是兩個同義詞的並列，還沒有凝結成為一個整體，一個單詞。這可以從兩方面證明：第一，最初某些同義詞的組合沒有固定的形式，幾個同義詞可以自由組合，甚至可以顛倒。例如“險”“阻”“隘”（注：“隘”單用時，是狹的意思，同“險”“阻”的區别較大。）是同義詞，在上古常常單用，又可以互相組合。《左傳》僖公二十二年，既有“隘而不列”，“阻而鼓之”，又有“不以阻隘也”，“阻隘可也”。後兩句“阻”和“隘”雖然連在一起，但顯然還是兩個詞。在《史記·孫子吳起列傳》中有：“馬陵道陝（狹），而旁多阻隘”，“阻”和“隘”組合得緊一些。又《史記·淮陰侯列傳》：“恐吾至阻險而還”，是“阻”和“險”相結合。同時我們還可以看到，《左傳》成公十三年有“險阻”（逾越險阻），《離騷》中有“險隘”（路幽昧以險隘）。這說明三個同義詞組合時，各自的獨立性還很強，沒有組成新的單一的詞，還是自由組合的情況。第二，古人對於這一類同義詞，常常加以區别。例如“婚姻”很早就
单音词、复音词和同义词
单音词、复音词和同义词 【教学大纲】古代汉语是以单音词为主，现代汉语是以双音词为主，故不可将古代汉语中的单音词误认为双音词中的一个词素。复音词中要注意偏义复词和单纯联绵词。要注意辨析古汉语中的同义词，可以从含义差别、使用范围、使用条件等方面辨析。要求学生掌握古代汉语单音词、复音词、同义词的特点，以提高阅读古文的水平。 一、字和词的区别。 用现代语言学的观点来看，字是书写符号，是组成词的要素，而 词则是最小的能够独立活动的有意义成分，两者之间不能划等号。 在古汉语中，有些字的本身就是词，如“上” “天”“香”“祸” “山”“牛”“热”“乐”等，因为它们都具有作为一个词的条件：是 最小的成分，都有意义，都能独立活动。有些字本身不能成为词，必须与别的字结合在一起才能构成词，如“葡萄” “苜蓿”“蟋蟀”等连 绵词。有些字在有的情况下是词，有的情况下仅仅是字，如“犹”和“豫”都是词。“犹”有“像 , 一样”的意思，“豫”有事先的意思，它们都能够独立运用，具备词的条件，但在“犹豫”一词里，它们各自不能独立活动，不表示任何意义，仅仅起记录音节的作用。 二、单音词概说 （一）概念
由一个音节构成的词称为单音词，一般是用一个字记录，如“学”“而”“时”“习”等。 （二）古代汉语词汇中，单音词占着绝对的优势 1.古代汉语的词汇以单音词为主，而现代汉语的词汇以复音词为 主。 例一： 韩厥梦子与谓己曰：“旦辟左右。”故中御而从齐侯。邴夏曰：“射其御者，君子也。”公曰：“谓之君子而射之，非礼也。”射其左，越于车下；射其右，毙于车中。綦毋张丧车，从韩厥曰：“请寓乘。”从左右，皆肘之，使立于后。韩厥俛定其右。 《齐晋鞌 之战》（教材 32 页） 这段文字共计83 个字， 73 个词，其中单音词64 个，复音词 9个，分别是韩厥 3 次、子与 1 次、齐侯 1 次、邴夏 1 次、綦毋张 1 次、 君子 2 次，复音词占 88%。 例二： 秦国轻而无礼必败。 这句话译为现代汉语为“秦国军队轻浮而且没有礼节必定失败” ，字数增加 1 倍。 从以上两例可以看出，古代汉语的词汇以单音词为主，而现代汉 语的词汇以复音词为主。 2.古汉语词汇中单音词占绝对的优势，并不是偶然的，而是有着深刻
what did you buy教学设计
Module 2 Unit 1 What did you buy ？ 教学目标 知识目标： 1、能听说读need, food, shopping list, cheese, how much, egg 。 2、理解学习句型：How many / How much did she say? 能力目标：能在实际情景中运用How many …did she say? How much…did she say? 谈论购买物品的数量. 情感目标：通过对话感受西方文化，同时培养学生良好的生活习惯，做一个文明礼貌的学生。教学重点：新学单词和句型的教学。 教学难点：会运用句型How many / How much ?did she say?在实际生活中学会如何用英语进行购物。 教学准备：点读机、卡片、一体机。 教学过程 Step 1 Warmer： 1、小组内交流 小组长检查：动词过去式、单词及短语的拼读情况；全组交流疑惑问题，简单的组内解决。解决不了的组长记录下来，准备全班交流时提出。 2、全班交流展示 （1）指生拼读单词；让两名学生一问一答向全班同学介绍自己上星期天做的事情。 Eg: What did you do yesterday? I watched TV yesterday . （2）各小组推荐优生（或集体）进行展示。 （3）质疑问难（其他小组能解决的可帮助解答，解决不了的老师进行讲解）。 【设计意图：生生活动复习过去式，为本课的学习做铺垫。】 3、全班齐唱英语歌曲：Where did you go ? 【设计意图：通过让学生唱歌曲，为学生营造轻松的英语课堂。】 Step 2 Leading in Tell students：Ms Smart’s home and Lingling are going to have a picnic. They need some food for their picnic. So they went to the supermarket. Listen: What did they buy? 【设计意图：直接引入课题，让学生明白本节课的学习语境。】
Module 2 Unit 1 What did you buy教案
Unit 1 What did you buy? 教学目标： 1、知识目标 Listen say and write:list need first can lost how much cheese any Listen say and understand: What did you buy? How many bananas did you buy? 2、能力目标 Listen say and understand: What did you buy? How many bananas did you buy? 3、情感目标 通过看听说演唱等活动,使学生产生学习英语的兴趣,树立学好英语的信心. 教学重点： Words: can some any need cheese how much 教学难点： Sentence: What did you buy? How many bananas did you buy? 教学过程： Step 1: Warming up 1、Greetings 2、Sing a song: 《Fruit》 Step 2: Lead in
Ask: Do you like fruit? Which fruit do you like? Can you buy things at the supermarket? 21世纪教育网版权所有 Today we’ll learn Module2 Unit1What did you buy? Step 3: Presentation 1、Learn the words(多媒体出示图片，然后显示单词，猜词、认读和领读): Fruit: banana apple pear watermelon orange Food: egg tomato potato A shopping list: make a shopping list Need: I need a banana. We need a shopping list. You need food for picnic. Cheese:不可数名词，不能加s First 首先、第一，日常口语交际可以用到 Can 能我们可以说I can Lose 过去式lost 2、Learn the sentences: How many apples did your mum say? 讲解How many 后面跟可数名词的复数 可数名词例如：books apples bananas cups 讲解How much 后面跟不可数名词 不可数名词例如：rice milk
最新外研版小学英语五年级上册What did you buy公开课教学设计
What do you buy?教学设计 一、教学目标 1．语言知识目标 （1）掌握单词：“sausages, carrots, cabbage, potatoes”。 2．语言能力目标 会用“what do you like? what don’t you like?”询问周围人的喜好，并用“I like...but I don’t like...”来描述自己的喜好。 3．情感态度目标 培养学生节约粮食、养成合理饮食的好习惯。 二、教学重点与难点： （1）掌握单词：“sausages, carrots, cabbage, potatoes”。 （2）会用“what do you like? what don’t you like?”询问周围人的的喜好，并用“I like...but I don’t like...”。来描述自己的喜好。 三、教学用具 单词卡片、多媒体课件、视频、实物。 四、教学过程 （一）导学（3分钟） Warm-up 1、观看水果、食物儿歌视频。 2、Talk about food、fruit 、drink(work in pairs) 3、介绍学习目标。 （二）自学新词（10分钟） （1) I can learn by myself（我会自学）(4分钟) 跟录音、跟同学、跟教师学习sausages, carrots, cabbage, potatoes 。（2） I can practice（我能熟练）(4分钟)
同学们自读单词，力求熟练。并把自己读不准的单词做上记号。可向同伴和老师求助。 T:点拨疑难（了解单复数） 利用实物和PPT向同学们展示： sausage a sausage two/three sausages, carrot a carrot two/three carrots potato a potato two/three potatoes （3）I can response（我反应快）(2分钟) 小组合作学习：小组成员轮流担任指挥。指挥快速地、变换顺序地展示单词卡片，同伴快速说出相应的单词。先让其他同伴一起答，然后再让同伴单独答。 （三）自学句型（6分钟） （1）自读、同桌读、男女读、跟录音学句型“what do you like? what don’t you like?”，师引导学生用“I like...but I don’t like...”。 （2）师做表情和动作并提问“what don’t you like?”，引导学生理解句意并回答“I don’t like……” （四）小组互学。（6分钟） （1）小组内一人扮演快餐店的服务员，一人扮演顾客进行选购，运用运句型what do you like? what don’t you like?”，及答句“I like...but I don’t like...”来表演对话，每两个同学在练习时，其它同学要认真听，并指出说的不对的地方。 （2）小组长看一下组内成员的表演，选出最好的，要给予表扬。 （五）汇报展示（6分钟） 每小组选出优秀组给全班同学表演。 (六) 回顾提升（8分钟） 1、基础题☆ 选出不同类单词： （）1、A carrot B cabbage C sausage
最新外研版小学英语五年级上册What did you buy教学反思
《How many do you want?》教学反思 本课的教学内容为《小学新标准英语》第五册第2模块第1单元 《How many do you want?》。本课重点是词汇need 、food、 shopping list 、cheese 、how much、 kilo,句型How many did you buy? 课文内容相对较容易。因此，我在课堂上围绕重点内容安排了形式多样的活动： 一、准备一个袋子，告诉孩子们袋子里是装着我采购回来的东西，让他们猜一猜是什么？通过这一活动复习了有关的食物单词，如：banana、apple、orange、milk、fish、等，并由此引入新授单词need, list, cheese。 二、在黑板上事先画好的两个冰箱：（how many和how much）,先做示范，再让学生根据自己的理解将买回的食品放进相对应的冰箱里，并引导学生思考为什么要这么放？从而导入到可数名词与不可数名词。此教学更生动、形象，吸引了学生的注意力，并让学生理解和区分how many 和how much的用法。同时也发挥了学生的学习主动性，在教师的引导下思考知识的规律，这样更有利于孩子们牢固的掌握及运用新知识，也有利于孩子们思维能力的培养。 三、通过“最佳买卖”比赛，用新学的购物语言：A：How many eggs did you buy? B: twelve eggs .进行练习，此活动不仅巩固了新知识，而且通过奖励，使学生始终强烈的兴趣和信心，积极参与到语言实践中来，而且进一步巩固了新知识，突出了重点。 这堂课中，我总结了之前的教学，将好的经验与建议运用到自己的教学中来，如：在教授新单词时，结合句型进行教学，体现“字不离词，词不离句”的思想，比如，我在教“cheese”这个单词时，在学生掌握好行和义之后，引导学生用已学的句型进行口头表达：“Do you like cheese? I like cheese. 通过这样的方法，学生的理解能力有了提高。句型的练习也是先让学生模仿，等学生能正确运用时，引导学生进行扩展，这样学得既扎实又轻松。
M2 U1What did you buy
英语 《英语》（新标准）（三年级起点）五年级上册教学设计 Module2 U1 What did you buy? (Period1). 教学目标： 语言知识目标：What did you buy? How many…did you buy? How much did you buy? 单词：list, first, lost, cheese 知识技能目标： 能口头运用Wha t did you buy? How many …did you buy? 这类语句询问购物情况, “I bought .....” “We bought 12/13 apples....”这类语句陈述购物情况。情感态度目标：学生了解购物的礼节，以及有计划的购物。 教学重点与难点： 重点：Make the Ss use the following sentences correctly: “How many …did you buy? “We bought .....” “We bought 12/13 apples...” 难点：How to make a shopping list? 课前准备： 1、课本及CD。 2、课件。 教学过程： Step 1 Warm up (3’) 1.Greetings: T：What’s the weather like today? Ss: It’s sunny. T: What day is it today? Ss: It’s Thursday. 2.T: Look, what’s this? Ss: It’s a tree. T: Yes, and it’s a food tree. What are these? Ss: Apple, banana, ice cream, cake... 复习之前所学的食物单词。 Step 2 Presentation and practice (15’) 1.T: Last Sunday, I went to a picnic with my family. I prepared so many food. PPT 让食物消失，Now, can you still remember what did I prepare? Ss: Apple, banana… T: You are 59 students, so you can remember them all. But I can’t. So I made a shopping list. 教授新词list. 2. T: Look at the list, N.O.1 is...? Ss: bananas.
古汉语通论(三)单音词,复音词,同义词
古汉语通论（三）单音词，复音词，同义词 我们研究古代汉语的时候，需要了解单音词和复音词的关系，复音词和同义词的关系，因为这有助於我们更彻底地了解古代汉语。 我们随便把一篇古文翻译成为现代汉语，就会发现译文比原文长了许多。这主要是因为古代汉语的词汇以单音词为主，而现代汉语的词汇以复音词（主要是双音词）为主。例如“蹇叔之子与师”（《左传》僖公三十二年）这一个句子中，“子”字在现代一般总说成“儿子”，“与师”更非译成两个复音词“参加军队”不可。 古代单音词和现代复音词的对比，主要有三种情况：第一种情况是换了完全不同的词，例如“与”变成“参加”，“师”变成“军队”；第二种情况是加上词尾词头，如“虎”变成“老虎”，“杯”变成“杯子”，“石”变成“石头”；第三种情况是利用两个同义词作为词素，构成一个复音词，例如“儿”和“子”是同义词，合起来成为复音词“儿子”。 最值得注意的是第三种情况。有许多古代的单音词，作为词来看，可以认为已经死去了；但是作为词素来看，它们还留存在现代汉语里。举例来说，古代汉语有单音词“虑”字。《论语·卫灵公》：“人无远虑，必有近忧”；《诗经·小雅·无雨》：“弗虑弗图”。但是，在现代汉语里，“虑”字只作为词素留存在“顾虑”、“考虑”等双音词里，或者只出现在“深谋远虑”，“深思熟虑”等成语里，而不能作为单词自由运用了。 汉语大部分的双音词都是经过同义词临时组合的阶段的。这就是说，在最初的时候，只是两个同义词的并列，还没有凝结成为一个整体，一个单词。这可以从两方面证明：第一，最初某些同义词的组合没有固定的形式，几个同义词可以自由组合，甚至可以颠倒。例如“险”“阻”“隘”（注：“隘”单用时，是狭的意思，同“险”“阻”的区别较大。）是同义词，在上古常常单用，又可以互相组合。《左传》僖公二十二年，既有“隘而不列”，“阻而鼓之”，又有“不以阻隘也”，“阻隘可也”。后两句“阻”和“隘”虽然连在一起，但显然还是两个词。在《史记·孙子吴起列传》中有：“马陵道陕（狭），而旁多阻隘”，“阻”和“隘”组合得紧一些。又《史记·淮阴侯列传》：“恐吾至阻险而还”，是“阻”和“险”相结合。同时我们还可以看到，《左传》成公十三年有“险阻”（逾越险阻），《离骚》中有“险隘”（路幽昧以险隘）。这说明三个同义词组合时，各自的独立性还很强，没有组成新的单一的词，还是自由组合的情况。第二，古人对於这一类同义词，常常加以区别。例如“婚姻”很早就成为复音词，《左传》成公十三年：“寡君不敢顾婚姻”，但是《说文》还说“妇家为婚，婿家为姻”。“饥馑”在后代也是复音词，但是朱熹注《论语》还说“谷不熟曰饥，菜不熟曰馑。”今天，我们读古书的时候，应当把这些词当作复音词来理解，这样才能得到一个完整的概念。但是，词素的本来意义不能不管，因为分析复音词中的词素，不但能够帮助我们说明这些复音词是怎样形成的，而且可以从后代词义和本来意义不同的比较中看出复音词的完整性，从而把复音词和同义词区别开来。 这一类复音词的每一个词素，往往保存着一定的独立性。这就是说，在这个地方它是复音词的词素，在其他地方它又可以独立成为一个单音词。例如《战国策·齐策》：“齐王闻之，君臣恐惧。”“恐惧”可以认为复音词，但是《论语·颜渊》：“君子不忧不惧，”《孟子·梁
外研版五年级英语上册What did you buy(How much cheese did you buy)教案
Module 2 Unit 1 What did you buy ? Teaching goals: 知识与技能：Words: how much, how many, one kilo, one bottle, half a kilo； How many/much……did you buy? Sentences：How much cheese did you buy? Half a kilo.How many apples did you buy? 过程与方法：通过理解和对话掌握过去时一般疑问句的表达方法。 情感态度与价值观：学会运用过去时表达交流。 Teaching steps： Steps 1 Warming-up T: Good morning girls and boys. Ss: Good morning Miss Deng. T: Welcome to my class. Now, everyone let’s do it. Boys and girls, Are you happy now? Today we will learn the new lesson: What did you buy? T: What did you do yesterday? Ss: do homework , help my mother cook dinner T: NowI’m so happy to share something to you.YesterdayIhave to do dinner. Then I went shopping.Who can guess what did I buy? I bought…some apples, oranges, and fish, meat, some vegetables… Steps 2 Presentation Everyone if you go to the supermarket what do you want to buy? Nowprepare one paper, listen carfare and write down the massage. Q: What did dad ask Sam to buy? some fruit . And where is the fruit? –Sam ate it all. Boys and girls, maybe if you go to the supermarket maybe someone buy ice cream, hamburger, drink, but do you know what did Sam want to buy? Ok,close your book, next we listen the tape and answer the questions. Q: 1、Did dad make a shopping list? --- yes, he did. 2、Did they lose the list? --------- yes, they did. 3、Did they buy bananas? ----------- no, they didn’t. Steps 3 Practice
Module 2Unit 1 What did you buy
Module2 Unit1 What did you buy? 教学设计 一、教材分析（Text description） 本节课是小学英语五年级外语教学与研究出版社New Standard English小学英语三年级起点五年级上册Module 2 unit 1第一课时，课文的情境时Amy一家人要带Lingling去野餐。 M s Smart软泥怪Amy和Mr Smart去超市买些吃的，但是Mr Smart 问 Amy要买多少苹果，多少奶酪。Amy记住了要买四个苹果，但不知道要买多少奶酪。俩人回家后，Ms Smart问他们买了社么，Mr Smart和Amy 一一说明，结果发现忘了买香蕉，却多买了一打鸡蛋。主要运用句型What did you buy? How many bananas did you buy? How much cheese did you buy? 二、教学目标（Teaching objectives ） 1全体学生能运用单词list, need, first, can, lost, how much, cheese, any, use, over there.,听懂句子What did you buy? How many bananas did you buy? How much cheese did you buy? 2、全体学生能运用单词can, how much, any, use, half.能说What did you buy? How many bananas did you buy? How much cheese did you buy? 3、部分学生能认读并运用单词list, need ,first, lost, cheese, over there 三、教学重、难点分析（Important and difficult points） 1．重点：能听懂，并认读Part2 Listen and read表述的信件的内容。 2．难点：能用What did you buy? How many bananas did you buy? How much cheese did you buy?来询问别人.并学会问答。 四、教学准备（Teaching strategies） PPT课件、单词卡片 五、教学流程（Teaching procedures） Step1. Warm-up T: Good morning girls and boys. Ss: Good morning Miss Deng. T: Welcome to my class. Now, everyone let’s do it. (播放前一段歌曲，并跟着做动作if you are happy and you know it ) Boys and girls, Are you happy now? Today we will learn the new lesson: Step2: Lead-in T: What did you do yesterday? Ss: do homeworkers, help my mother cook dinner? T: Now I’m so happy to share something to you. Yesterday I have to do dinner. Then I went shopping. Who can guess what did I buy? I bought some apples, oranges, and fish, meat, some vegetables? Step 3: Presentation Everyone if you go to the supermarket what do you want to buy? (引导学生们回答有关这节课要讲到的单词，互动) Now prepare one paper, listen carfare and write down the massage. Q:What did dad ask Sam to buy? –some fruit. And where is the fruit? –Sam ate it all. (听一遍录音，全班回答后，然后打开课本全班跟录音读一遍并赞
单音词、复音词和同义词复习进程
单音词、复音词和同 义词
单音词、复音词和同义词 【教学大纲】古代汉语是以单音词为主，现代汉语是以双音词为主，故不可将古代汉语中的单音词误认为双音词中的一个词素。复音词中要注意偏义复词和单纯联绵词。要注意辨析古汉语中的同义词，可以从含义差别、使用范围、使用条件等方面辨析。要求学生掌握古代汉语单音词、复音词、同义词的特点，以提高阅读古文的水平。 一、字和词的区别。 用现代语言学的观点来看，字是书写符号，是组成词的要素，而词则是最小的能够独立活动的有意义成分，两者之间不能划等号。 在古汉语中，有些字的本身就是词，如“上”“天”“香”“祸”“山”“牛”“热”“乐”等，因为它们都具有作为一个词的条件：是最小的成分，都有意义，都能独立活动。有些字本身不能成为词，必须与别的字结合在一起才能构成词，如“葡萄”“苜蓿”“蟋蟀”等连绵词。有些字在有的情况下是词，有的情况下仅仅是字，如“犹”和“豫”都是词。“犹”有“像…一样”的意思，“豫”有事先的意思，它们都能够独立运用，具备词的条件，但在“犹豫”一词里，它们各自不能独立活动，不表示任何意义，仅仅起记录音节的作用。
二、单音词概说 （一）概念 由一个音节构成的词称为单音词，一般是用一个字记录，如“学”“而”“时”“习”等。 （二）古代汉语词汇中，单音词占着绝对的优势 1. 古代汉语的词汇以单音词为主，而现代汉语的词汇以复音词为主。 例一： 韩厥梦子与谓己曰：“旦辟左右。”故中御而从齐侯。邴夏曰：“射其御者，君子也。”公曰：“谓之君子而射之，非礼也。”射其左，越于车下；射其右，毙于车中。綦毋张丧车，从韩厥曰：“请寓乘。”从左右，皆肘之，使立于后。韩厥俛定其右。 《齐晋鞌之战》（教材32页）这段文字共计83个字，73个词，其中单音词64个，复音词9个，分别是韩厥3次、子与1次、齐侯1次、邴夏1次、綦毋张1次、君子2次，复音词占88%。 例二： 秦国轻而无礼必败。 这句话译为现代汉语为“秦国军队轻浮而且没有礼节必定失败”，字数增加1倍。 从以上两例可以看出，古代汉语的词汇以单音词为主，而现代汉语的词汇以复音词为主。
小学五年级英语Whatdidyoubuy
Whatdidyoubuy 五年级英语教案 ●一、教材分析: Analysis of This Lesson 1、教学内容(Teaching contents ) 本课的教学内容为外语教学与研究出版社的三年级起点《新标准英语》第五册的Module2 Unit1 What did you buy? 2、教学重点(Teaching Points) Words:can food need cheese how much 3、教学难点(Teaching difficults) Sentence: What did you buy? ●二、教学目标 Teaching Aims 1、知识目标(Knowledge aim) Listen and say:shopping food need cheese Listen and understand: What did you buy? 2、能力目标(Ability aim) Listen and understand: What did you buy? 3、情感目标(Emotion aim) 通过看听说演唱等活动,使学生产生学习英语的兴趣,树立学好英语的信心. ●三、教学过程Teaching Procedures
Step 1:Listen to a song: Sing a song:Mary hand a little lamb. (设计意图:活跃课堂气氛,创设英语氛围,激发学生的学习兴趣) Step 2:Free talks: Hello.How are you? What’s your name? How old are you? (设计意图:通过过自由对话拉近师生间的感情,并通过询问年龄复习数字。) Step 3、Warm up: 1.导入list (1) 通过出示Mr Smart和Sam对话的模拟情景,引出list, I you want go shopping.You can make a shopping list. 紧接着说: Such as: name list; book list. 2.导入cheese: (1)Read together.bananas,apples,pears,and cheese. &nb
外研版五年级英语上学期Module2 Unit1 What did you buy练习(含答案)
外研版五年级英语上学期Module2 Unit1 What did you buy练习 （含答案） 一、选择合适的单词或短语填空。 1. We food for our party. 2. cheese did your mum buy? 3. Xiaoqiang his pen yesterday. 4. Did you an y bananas? 5. girls ar e there under the tree? 6. Let's do our homework. 二、单项选择。 () 1. Amy, go buy some eggs, please. A. or B. and C. but () 2. We didn't buy ap ples. A. any B. much C. some () 3. How much do you need? A. bananas B. milks C. water () 4. My little sister pears. A. like B. liking C. likes () 5. I need water my trip. A. to B. for C. with 三、将下列句子与相应的图片连线。
1. How much milk did she buy? A. 2. I'll make a shopping list. B. 3. He didn't buy any eggs. C. 4. How many bananas do you have? D. 5. Did you buy any vegetables? E. 四、情景交际。 () 1. 你想知道妈妈买了几个苹果，你应问 () 2. 春游时你不小心丢了书包，你会对妈妈说 () 3. 妈妈从超市回来，你会问妈妈 () 4. 你想告诉妈妈表妹Lucy喜欢香蕉，你应说 () 5. 妈妈想让你去买些水果，她会说 A. What did you buy, Mum? B. Go and buy some fruit, please. C. I lost my bag. 教育精品 D. Lucy likes bananas. E. How many apples did you buy?教育精品 五、用所给单词的适当形式填空。 1. Mr Smart is making a (s hop) list. 教育精品 2. How many (book) are there on the desk? 3. We can (go) home by bus. 4. First, (finish) your homework.
Whatdidyoubuy教学设计
单元 M2 U1 课题 What did you buy? 课型新授型 知识与能力 1 Enable the Ss to learn the words:need,food,cheese,kilo. 2 Make the Ss understand and use the new sentence patterns: “How many bananas did you buy？How much cheese did she say?” 3 Develop the Ss abilities of listening and speaking . 4 Distinguish the words:need,food,cheese, ,and can write many and much. 过程与方法 1 Review the words about need,food,cheese by game method. 2 Teach the text with the task-based method. 3 Do a survey by cooperative learning . 情感与态度 1 Faster the Ss consciousness of good cooperation. 2 Keep the Ss confidence in learning English. 重点 Make the Ss use the following sentences correctly: “ How many … did you buy？ “ Do you like…? ” 难点 How to make a shopping list? What do we need to buy? 教法 1 game method 2 task –based method 3 approach method 学法 1 cooperative learning 教学 准备 Tape-recorder, word cards, pictures 预习设计 The students should read the new words and lessons for five times,it can help the students understand the text. 教学过程二次备课 Step1： 1. Revise Review the last module’s words and lessons by PPT. T：last module we learnt the word “ did ”. go—went run—ran meet—met buy—bought 2.Learn the new words and lessons： Show the powerpoint to the students:There are some pictures of the words: need ,food,shopping list,cheese,kilo. Then play a game：high low voice,it can help boys and girls recite the words. Step2 T:What did you do yesterday？ Ss:I did my homework. T:Please guess:What did I do yesterday? S1:Maybe you went shopping. T:Yes,you are right.I went to a supermarket.I bought lots of things,look at the board: T:Can you speak out in English?… Step3 Today Lingling and Mr Smart go to the supermarket,too.Let us Look at it. 1.Firstly,the students should follow the tape—recorder,then circle the new words in the text.
单音词复音词同义词
单音词、复音词、同义词 一、古汉语的单音词 1 古汉语词汇以单音词为主 在古代汉语中，单音词占绝对优势，与现代汉语以双音词为主的情况很不相同。只要翻阅任何一篇文言作品，我们就能发现这一特点。例如： 《庄子·秋水》：“秋水时至，百川灌河，泾流之大，两涘渚崖之间，不辨牛马。于是焉河伯欣然自喜，以天下之美为尽在己。顺流而东行，至于北海；东面而视，不见水端。于是焉河伯始旋其面目，望洋向若而叹曰：‘野语有之曰：“闻道百，以为莫己若”者，我之谓也。且夫我尝闻少仲尼之闻而轻伯夷之义者，始吾弗信，今我睹子之难穷也，吾非至于子之门，则殆矣。吾长见笑于大方之家。’” 这篇短文共140个字，其中双音词仅12个，即：河伯(出现2次)、欣然、天下、北海、面目、望洋、以为、且夫、仲尼、伯夷、大方。其余都是单音词，共116个。如果译成现代汉语，这些单音词中有许多词就必须用双音词来表示。 2 古汉语单音词与现代汉语双音词的比较 拿古汉语的单音词同现代汉语的双音词进行比较，主要有以下三种情况：
①从古代单音词到现代双音词，换了完全不同的词： 至——到来以——认为 视——观看殆——危险 ②利用古代的单音词作语素，再加上一个实义语素，合成现代的双音词： 秋——秋天流——水流灌——灌注 道——道理叹——感叹 ③利用古代的单音词作语素，再加上词头或词尾： 虎——老虎果——果子石——石头 3 不要把古代连用的两个单音词误认为双音词 古汉语中连用的两个单音词，有时候在形式上与现代汉语中的双音词相同，如果以现代双音词的意义去粗粗解释，而不细加推敲玩味，似乎也讲得通，但实际上却错解了古书的含意。对于这种情况，必须细加辨别。例如： ①虽然——《墨子·公输》：“王曰：‘善哉!雖然，公输般为我为云梯，必取宋。’”句中的“虽然”是“尽管这样”、“虽然如此”之意，是个词组，“虽”是转折连词，“然”是代词，不同于现代的转折连词“虽然”。 ②然而——《孟子·梁惠王上》：“老者衣帛食肉，黎民不饥不寒，然而不王者，未之有也。”句中的“然而”是“这样却……”、“如此，可是……”之意，“然”是代词，“而”是连
英语新课标五年级上M2U1what did you buy全英教学教案
Steps 1 Warming up (3mins) T: Good morning girls and boys. Ss: Good morning Miss Deng. T: Welcome to my class. Now, everyone let’s do it. (播放前一段歌曲，并跟着做动作if you are happy and you know it ) Boys and girls, Are you happy now? Today we will learn the new lesson: Module2 Unit1 What did you buy? (板书题目) T: What did you do yesterday? Ss: do homeworkers, help my mother cook dinner… T: Now I’m so happy to share something to you. Yesterday I have to do dinner. Then I went shopping. Who can guess what did I buy? I bought…some apples, oranges, and fish, meat, some vegetables… Steps2 Presentation (28mins) Everyone if you go to the supermarket what do you want to buy? (引导学生们回答有关这节课要讲到的单词，互动) Now prepare one paper, listen carfare and write down the massage. Q: What did dad ask Sam to buy? –some fruit. And where is the fruit? –Sam ate it all. (听一遍录音，全班回答后，然后打开课本全班跟录音读一遍并赞扬他们 perfect, big hands to yourself. ) Boys and girls, maybe if you go to the supermarket maybe someone buy ice cream, hamburger, drink, but do you know what did Sam want to buy?