Chinese reading skills in primary schools: pause refers to the interval between sentences or words. On the one hand, pause is due to the physiological needs of the reciter when reciting; On the one hand, it is the need of sentence structure; On the other hand, it is the need to fully express thoughts and feelings; At the same time, it can also give listeners room to appreciate, think, understand and accept, and help listeners understand the meaning of the article and deepen their impressions. There are three kinds of pauses:
(1) physiological pause. That is, the reciter pauses briefly according to the needs of breath without affecting semantic integrity. Physiological pause does not hinder semantic expression and does not split grammatical structure.
(2) Grammatical pause. It is embodied in written language as punctuation marks. Generally speaking, the pause score and colon after period, question mark and exclamation mark are longer; The pause after semicolon and colon is longer than comma; The pause after comma is longer than pause; Pauses between paragraphs are longer than pauses in sentences.
(3) emphasize pause. That is to say, in order to emphasize something and highlight a certain meaning or feeling, there is a pause where there is no pause in writing, or there is a big pause where there is punctuation. Emphasizing the pause is mainly arranged by carefully pondering the work and deeply understanding its internal meaning.
Chinese reading skills in primary schools: Stress refers to the phenomenon that some words in a sentence are heavily read when reading and speaking. Generally, it is reflected by increasing the intensity of sound. There are two kinds of pressure:
(1) Grammatical stress. According to the characteristics of grammatical structure, it is called grammatical stress to stress some parts of a sentence without expressing any special thoughts and feelings. The position of grammatical stress is relatively fixed, and the common rules are as follows: ① Predicates in short sentences are often stressed; ② Adverbials before verbs or adjectives are often stressed: ③ adjectives, verbs and some phrases after verbs are often stressed; The attributive before nouns is often stressed; ⑤ Some pronouns are often stressed; If there are many elements in a sentence, there will be more than one stress, and joint elements such as attributes, adverbials and complements will often be stressed first. It is worth noting that the intensity of grammatical stress is not very strong, but it is heavier than other parts of the sentence.
(2) Stress. Refers to the sound that is deliberately emphasized in order to express a special feeling or emphasize a special meaning, in order to attract the listener's attention to a certain part he wants to emphasize. There is no fixed rule when to use stress, but it is dominated by the speaking environment, content and mood. The same sentence, with different stress, often has different meanings, such as:
I have been to Shanghai. (answer? Who has been to Shanghai? )
I have been to Shanghai. (answer? have you ever been to shanghai? )
I have been to Shanghai. (answer? Beijing, Shanghai and other places, where have you been? )
Therefore, when reading aloud, we should first carefully study the works and correctly understand the author's intention, so as to quickly and accurately find the place where the stress is emphasized.
Chinese reading skills in primary schools: speed can be used to set off the atmosphere, highlight the development and changes of content and enhance the effect of stylistic expression, which can be grasped from four aspects.
(1) Distinguish the atmosphere. Fast reading expresses enthusiasm, happiness, tension and terror, while slow reading expresses quietness, solemnity, dullness and desolation.
(2) personality. Young people speak fast; People who are cheerful, lively, brave and witty, or cunning and treacherous should speak quickly; Old people should speak slowly, or those who are honest, simple, calm and ignorant.
(3) the mood of the characters. Speak faster when you are happy or nervous and anxious, slower when you are heavy and sad or when you express your memories, and faster when you attack and denounce the enemy.
(4) Different themes. The speed of lyric poetry should not be too fast, and the speed of passionate articles and passionate poems should not be too slow.
Chinese reading skills in primary schools: intonation refers to the rising and falling trend of sounds in sentences, which changes with the change of intonation and the speaker's feelings, focusing on the understanding of works.
(1) rising tone: The tone rises gently, indicating rhetorical questions, questions, surprises, excitement and calling.
(2) Descending tone: first leveling and then descending, expressing affirmation, lamenting the request, feeling sad and ashamed.
(3) Flat tone: There is no obvious change in tone, indicating a serious, calm, solemn, indifferent and thoughtful tone.
(4) Melody: The melody rises first and then falls, and changes in twists and turns, indicating hints, exaggeration, irony, irony, doubt and surprise.
Chinese reading skills in primary schools: the rhythm of rhythmic sentences refers to the word density in a certain period of time. To master rhythm skills, we should distinguish between fast and slow, alternating fast and slow, and distinguish between dominant rhythm and auxiliary rhythm according to the emotional needs of material content.
Lightness: more praise and less derogatory, more light and less heavy, high word density, fast speech speed, often indicating joy and relief;
Dignified type: restraining more and promoting less, more and less, sparse speech, slow speech, often expressing serious and solemn feelings;
Deep type: dull voice, heavy sentence ending and slow speech. It is often used to describe unfortunate things and express sadness.
High-pitched: bright and high-pitched, the younger you are, the faster you speak, and express exciting and ecstatic passion;
Soothing type: relaxed and clear, gentle and stretching, slow speech speed, free and comfortable expression;
Tension type: more emphasis on less restraint, more light, short syllables, shortness of breath, fast speech, often expressing urgent content, anxiety and fear.