Eighth grade Chinese language unit 3 lesson plan, volume 2

As an unknown and selfless educator, it is necessary to prepare detailed lesson plans. The lesson plan is a blueprint for teaching, which can effectively improve teaching efficiency. How should we write lesson plans? The following is the lesson plan for the third unit of Chinese language in the second volume of eighth grade that I have collected for everyone. It is for reference only. You are welcome to read it. Teaching plan for the third unit of Chinese language in the second volume of eighth grade 1

Teaching objectives:

1. Perceive the text as a whole, clarify the ideas of the article, be able to filter relevant information and summarize the key points of the article as required, and improve Language generalization power.

2. Clarify the order of explanations in the article and guide students to explain things in an orderly manner.

3. Try to figure out the language, appreciate the vivid and beautiful characteristics of the language in this article, and enhance your ability to comprehend the language.

4. Learn to apply phenology knowledge in life to inspire students to love nature and then understand it.

Important and difficult points in teaching:

1. Perceive the text as a whole, clarify the ideas of the article, be able to filter relevant information and summarize the main points of the article as required, and improve the language generalization ability. Clarify the order of explanations in the article and guide students to explain things in an orderly manner.

2. Learn the accurate, vivid and elegant language of this article, and experience the vividness of the expository language of this article.

Teaching methods: cooperative discussion method, guidance method, tasting method

Class type: lecture and reading class

Teaching method: multimedia

Class hours: 1 class hour

Teaching ideas:

Because the expository text has been studied in the previous unit, students already have a certain understanding of the characteristics of expository text, the order of explanation and the method of explanation. However, the explanatory text in this unit is a matter-of-fact explanatory text, and the matter-of-fact explanatory text follows a logical sequence. Therefore, when teaching this article, you should be guided to clarify the logical order between paragraphs. The language of "The Language of Nature" is vivid and vivid, which has never been encountered before, so students must also understand the language characteristics of this article. The whole text is taught in one class hour. First guide students to analyze the text and grasp the content and structure of the text as a whole. Then guide students to conduct in-depth and detailed discussions and research on the text to further master the explanatory sequence and language features of this article.

This is an expository text reading class. It adopts the main question teaching method and designs four main questions:

1. Read the text silently and quickly and accurately filter out the required information: ( Tips: Circle the dots and outline in the text)

1. What is phenology? What is phenology?

2. What is the importance of phenological observation to agriculture?

3. What are the factors that determine phenological observations?

4. What is the significance of studying phenology?

2. Clarify the order:

1. Analyze the order of explanations in this article

2. Study the order of paragraphs 6-10. Swap, why?

3. Experience language:

1. Why is the article titled "The Language of Nature"?

2. Read 1-2 paragraphs aloud, chew the vivid language of this article carefully, and read it carefully.

4. Extend reading and use. The teaching clues are clear and stimulate students' interest in inquiry.

Teaching process:

(1) Passion introduction

Show pictures of the four seasons of spring, summer, autumn and winter, and the teacher introduces: The breeze caresses, and the swallows whisper the news of spring. ; The sun is scorching, and the blooming lotus tells us that summer has arrived; the fields are golden, and the fallen leaves bring the invitation of autumn; the earth is vast, and the flying snowflakes tell the story of winter. People have words, things have sounds, and nature can also speak. Nature is like a wise man, using his unique language to convey various messages of seasonal changes to humans. Today, let us go into Lesson 16 to listen to "The Language of Nature".

The design intention is to introduce passion, through beautiful pictures and beautiful language, to completely integrate students' emotions into this wonderful classroom mood and stimulate students' interest in learning.

(2) First reading, overall perception

1. Read the article for the first time and solve the new words.

2. Read the text silently and quickly and accurately filter out the required information: (Tip: circle the dots and outlines in the text)

1. What is phenology? What is phenology?

2. What is the importance of phenological observation to agriculture?

3. What are the factors that determine phenological observations?

4. What is the significance of studying phenology?

Students enter self-study and outline the required information in the text

The design intention is to outline the answers to these questions through self-study, grasp the text content, and guide students to search, filter and extract relevant information , summarize the main points of the article, and train students’ ability to summarize information.

(3) Interactive communication and display of results

After students complete their self-study, they will display and communicate. Questions 1, 3, and 4 are very clear and can be found easily from the text, and can be displayed directly in the class. Question 2 is somewhat difficult for students. First let students discuss and communicate in groups, and then present it to the class. The teacher will provide guidance based on the situation.

Design intention: Through interactive communication, students can more clearly grasp the content of the article and clarify the ideas of the article through communication.

(4) Read again and clarify the order

1. Analyze the explanatory order of this article

2. Study paragraphs 6-10 Can the order be reversed and why?

These two questions have a certain degree of difficulty, so I first give students time to think, let them go deep into the text, think quietly, then interact in the group, and finally present in the class.

Clearly:

1. The order of explanation in this article is a logical order

2. The order of paragraphs 6-10 cannot be exchanged, because these paragraphs Segments are described in logical order from primary to secondary.

Through this link, the design intention is to clarify the order of explanations, experience the organization of the article, and let students understand that this organization is not only reflected in the entire article, but also in parts of the article, paragraphs and paragraphs of the article. There will be different logical order between segments.

(5) Read and appreciate the language

1. Why is the article titled "The Language of Nature"?

2. Read 1-2 paragraphs aloud, chew the vivid language of this article carefully, and read it carefully.

Design intention: Through this link, students can appreciate the vivid and vivid language of this article and enhance students' language perception ability. Let students understand that the language style of expository writing can range from rigorous and simple to vivid and vivid.

(6) Extend reading and learn to apply

The writer Mr. Guo Moruo once had such doubts. Can you help him solve it?

Two months ago, I saw magnolia flowers blooming in Guangzhou; two months later, I saw magnolia flowers again in Beijing. Magnolia, I said, how slow are you walking! It took you two months to arrive in Jinghua.

——Guo Moruo's "Magnolia and Red Apricot"

Design intention: Learn to apply phenological knowledge in life, inspire students to love nature and then understand nature.

Conclusion: Students, nature is the basis for our survival. It is not only colorful, but also infinitely mysterious. Only by being attentive and caring people can we understand its language, listen to its talk, and live in harmony with nature.

(7) Assign homework

With the title "The Language of Nature" and the characteristics of a certain season of spring, summer, autumn and winter as the content, write a short essay that can properly describe "Phenological Phenomenon", no restriction on style, no less than 300 words.

Design intention: Give full play to students' cognitive ability and imagination, and train students' logical thinking, organization of materials and language abilities. Lesson plan for the third unit of Chinese language in the second volume of eighth grade 2

Teaching objectives

1. Cultivate students’ ability to read aloud proficiently and master new words.

2. Perceive the content of the article and experience the author’s feelings.

3. Improve the rational understanding of understanding and caring for nature.

Teaching Focus

1. Experience the author’s feelings through repeated reading.

2. Understand the profound philosophy in the article and establish a rational understanding of caring for nature.

Preparation before class

1. Students:

⑴ Preview the article, learn the words by yourself, and clarify the meaning of the text.

⑵ Query, collect, and organize pictures or text information about the relationship between nature and humans.

2. Teacher:

⑴ Prepare graphic and text materials related to nature and the protection of nature.

⑵ Prepare quotes, stories, information, etc. about caring for nature.

Class schedule: 2 lessons

First lesson

Teaching process

1. Situation introduction:

People It is a miracle created by nature. Human beings cannot do without the protection of nature. Nature is the mother of human beings, and human beings grow and grow in her embrace. However, with the advancement and development of modern science and technology, human beings have gradually moved away from nature, and more and more serious ecological problems have appeared on the earth. Humans have claimed to conquer nature, and it is not uncommon for humans to suffer punishment from nature. What is the relationship between humans and nature? Why should we be in awe of Mother Nature? Why does reverence for nature mean reverence for ourselves? After reading this article, we may think more rationally and have more responsibility to care for nature.

2. Present the objectives and write the topic on the blackboard:

Learning objectives:

1. Master the new words and initially perceive the content of the article.

2. Savor the key sentences and understand the author’s feelings.

3. Perceive the content and guide self-study:

Self-study guidance (1)

1. Ask students to read the text aloud and mark with pen during the reading process Pronunciation of words that are not correct.

2. Let one student read aloud, and other students will mark the errors with their pens while listening. After listening, students will communicate with each other. Then memorize the words, such as:

Penghao, close at hand, messy, shouting, overwhelmed, dwarfed by comparison, exquisite, delicious food.

3. Guide reading aloud and compare to see who can read with emotion. (One person from each group will read, and other students will evaluate.)

Self-study guidance (2)

Read the text twice in your favorite way, understand the content of the article, and feel the author's feelings , think about the following questions.

1. What is written in this article, and what feelings does the author contain? 2. Which sentences in the article best express the author’s point of view? 3. Why should we respect nature? Why does reverence for nature mean “reverence for ourselves”?

(After enough time to read, carry out classroom communication. During the communication, students can evaluate each other, and the teacher summarizes and evaluates.

Instruct students to learn to explain the basis when expressing opinions. , you can use the words in the article to clarify the cause and effect, or you can use your own words to summarize)

(The teacher helps the students organize and summarize after guiding the students to speak):

(① This article is an argument. Sex prose talks about the relationship between man and nature. People should not claim to "conquer nature" but should "revere nature" and "care for nature" to express a sense of worry and emotion. ②The sentence expressing the point of view of the article is the last word of nature in the article. Paragraph ③The reason why the author proposes to "revere nature" is that humans often contradict nature, sometimes violate the laws of nature, and cause punishment by nature. Only by understanding and caring for nature can humans and nature develop harmoniously.)

4. Teacher’s summary.

Human beings and nature are both components of life. They have different forms of existence, but they are all equal lives. Therefore, reverence for nature means reverence for wisdom and reverence for life. Respect ourselves. Respecting nature means caring for nature, and caring for the environment for human survival means caring for ourselves.

5. Homework:

1. Read and write (practice after class)

2. Discussion and practice 1

< p> Blackboard writing design for eighth grade Chinese language unit 3 of the second volume lesson plan 3

Teaching objectives

1. Knowledge and skills: read the text aloud, perceive the text content as a whole, grasp the author's feelings, and learn from the author descriptive techniques.

2. Process and methods: Taste the image, vivid and beautiful language.

3. Emotions, attitudes and values: Understand the author’s thoughts and feelings, and be influenced by the love of nature.

Key points

Learn the descriptive techniques of this article.

Difficulty

Combination of image, knowledge and lyricism.

Class schedule

1 class period.

Teaching process

1. Situation introduction

"Revere Nature" writes: We should no longer regard other creatures as just delicacies for the devil. But first of all, they should be regarded as beings equal to us, as creations of the wisdom of the universe, and as exhibitors of the beauty of the universe. We should first revere them as we revere ourselves. Leopold, the American theorist, was like this with the wild geese. He observed the various activities of the wild geese with affection and appreciation. His empathetic emotional experience of the wild geese can allow us to get closer to the wild geese.

2. Warm-up before class

1. Memorize new words:

mist (ǎì)

篷 (jiān) silent

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Hunting (shòu) hunting

Withering (diāo) zero

2. Word recognition:

Arrogant and arrogant

Diffusion

Gliding

Migration

Chips

3. Feedback on preview effect:

The author made a Which descriptions? What personality traits of the wild geese are highlighted in these descriptions?

3. Overall perception of the text content

The author describes the geese flying south, the geese in winter, the lone geese, and the calls of the geese in groups in April. The wild geese have found kindness, friendship, family affection, the concept of unity, and the poetry of nature.

IV. Collaborative exploration

1. Carefully understand the following sentences and talk about the ideal feelings expressed by these sentences.

⑴The arrival of a swallow cannot mean spring, but when a group of geese break through the mist of the March warm current, spring has arrived.

Wild geese are the true messengers of spring. Wild geese bring people the vitality, hope and joy of spring.

⑵ As soon as they touch the water, our newly arrived guests will scream, as if their splashes can shake off the winter on the fragile cattails.

The returning wild geese allow cattails and even all other things to usher in spring and flourish. The language is vivid and vivid.

2. Read paragraphs 6──10 of the text and explore the following questions

⑴ What descriptions of wild geese are made in the selected text?

The selected article vividly describes the geese’s journey to the cornfield, the order of the spring geese gathering, and the heated debates in the gathering.

⑵ Like in autumn, what fact does this sentence reflect that our spring geese go to the cornfield for a trip every day?

Reflects the change of seasons and the foraging habits of spring geese.

⑶The wild geese described by the author have thoughts, families, joys and misfortunes. How does he express all these?

The author often uses humane language such as whispers of hello, invitations to travel, noisy grunts, heated debates and speeches, which makes the geese have thoughts, families, joys and misfortunes, showing a lively and lively story. The picture is particularly contagious.

5. Feedback on achievement of standards

1. Warm up the words before class.

2. The structure of the text refers to the overall perception and blackboard design.

3. Write two more sentences following the format of the example sentences. Example: If you are a flower, bring a bit of warmth to people; if you are a grass, add a bit of spring to the world XXXXXXXXXXXXX;

6. Study Summary

1. Content Summary:

This article is a beautiful prose involving the relationship between humans and animals, full of environmental awareness, and making We followed along to experience the joy of the companionship between humans and animals.

2. Summary of methods:

⑴Lyric prose, a perfect combination of image, knowledge and matter.

⑵ Observation is subtle and the writing is fine. This article uses anthropomorphic techniques to write about wild geese, and the images are vivid.

3. Extension and expansion:

Leopold writes with fondness The style of writing depicts a group of returning wild geese to us. Can you use words full of emotion to recreate a cute little bird? Please write a snippet about this.

Blackboard writing design

The return of the wild geese

Return (favorite)

(lyrical prose)

The wild geese team and Lone Goose (sentimental)

Cherish animals

Call (debate-misconception-love)

Protect nature

The concept of unity (praise ) Lesson plan 4 for the third unit of Chinese language in the second volume of the eighth grade

Unit:

Unit 3

Teaching hours:

One class hour< /p>

Teaching objectives:

Knowledge objectives:

1. Accurately understand and remember "awe, basil, exquisiteness, overestimation, dwarfing, closeness, profoundness" , confusion" and other new words;

2. Understand the philosophical language in the article;

Ability objectives:

1. Grasp the key points of the article, Key sentences, understanding and analyzing the text, and training students' thinking ability;

2. The study article uses a variety of rhetorical techniques to explain abstract principles in an easy-to-understand writing technique;

3 , Understand the connotation of "reverence for nature";

Emotional attitudes and values:

1. Understand the principle of harmony and unity between man and nature, enhance students' understanding of nature, and establish environmental awareness;

2. Cultivate students’ noble sentiments of loving nature.

Teaching focus:

Firstly, dialectically understand the relationship between man and nature, and see how the author came to the point of view of "respecting nature"; secondly, learn how the article uses a variety of Rhetorical techniques are writing techniques that explain abstract truths in an easy-to-understand way.

Teaching difficulties:

First, understand the connotation of "reverence for nature", and second, understand the philosophical content in the text. language.

Teaching methods and methods:

1. Thinking while reading

2. Independent inquiry

3. Collaborative discussion

Teaching preparation:

Landscape pictures

Teaching process:

1. Self-study before class

(1) Reading 1 Read, write and try to remember the pronunciation, writing and meaning of the following words.

Messy (jí)咫(zhǐ)China(nà)Shout to pale in comparison(chù)

Delicious food(yáo)please with joy(zhān)

(2) Write words based on meaning

Do not measure your own abilities. Describes having too high an estimate of oneself. (Underestimating one's own abilities)

Comparing them with each other will reveal the shortcomings of one party.

(Dwarfed by comparison)

Extremely delicate and dexterous, unparalleled. (Exquisite)

Delicious meals. (delicious food)

Describes a self-satisfied and proud look. (Complacency)

2. Show pictures and introduce new lessons from appreciating the scenery of nature.

3. Classroom Activities

1. Overall Perception

Read the text carefully, mark each paragraph with a serial number, and use the "grasp the key sentences" method ", read and underline the key sentences silently. Read the text again and answer the questions below.

① This article is an argumentative essay. It talks about the relationship between man and nature. The author denies the slogan of "conquering nature" and puts forward the viewpoint of "respecting nature".

②The title is "Revere Nature". "Revere Nature" in the article means respecting, fearing and caring for nature, living in harmony with nature, making nature better, and thus making human existence better.

③Why does the author propose "respecting nature"?

Answer: The reason why the author proposes "respecting nature" is because people often pit humans against nature and claim to conquer it. Naturally, going to extremes often violates the laws of nature, destroys nature, and leads to punishment from nature. Only by understanding the greatness of nature and caring for nature can humans develop in harmony with nature.

④ Why do we say "respecting nature" means "respecting ourselves"?

Answer: Because people often think that humans and nature are both creations of the wisdom of the universe and the life of the universe. Although the existence forms of life are different and the forms of life are different, they are all equal lives and brothers. Therefore, reverence for nature means reverence for wisdom, and reverence for life means reverence for ourselves. Furthermore, reverence for nature means caring for nature, and caring for the home of human existence means caring for ourselves.

2. Structural Interpretation

Introduction: Overestimating one’s ability to conquer nature (Natural paragraph to the first paragraph)

Respecting metaphors

Fearing humans Wisdom is not something to be proud of (Natural Paragraph 1) Personification

Self-discussion on the relationship between human wisdom and nature’s wisdom (Natural Paragraph 3) Comparison

Life in the natural universe (Natural Paragraph 3) Go to the natural paragraph) and ask questions

Conclusion Respect nature and peace first place (go to the natural paragraph)

3. Read the paragraphs. Read paragraphs 5 to 7 carefully and answer the questions below.

(1) Paragraph 5 says, “Man himself is the highest expression of natural wisdom.” What is the basis for this?

Answer: ①Nature has made many cells in the human body The division of labor is reasonable and coordinated with each other; ② Nature has created the human brain with emotions and thinking; ③ Nature has created the indescribable beauty of the human body.

(2) In the sixth natural paragraph, the author said: "The reason why nature creates thinking creatures may have a deep meaning." How should this "deep meaning" be understood?

Answer: The universe understands (appreciates) itself and expresses itself through humans.

(3) In paragraph 7, what is the author’s intention of using the word “an organ”?

Answer: Echoing the metaphor “body” in the previous sentence, It enhances the coherence of the text and highlights the relationship between human beings and the universe as a part and a whole. (As long as the meaning is correct)

(4) The final point of view expressed by the author in paragraphs 5 to 7 is (answer with the original sentence in the text):

Answer: Let us care for nature Just like taking care of our own bodies.

4. If you still don’t understand anything, bring it up and discuss it with everyone to solve it. (Write the questions and discussion results below)

5. Many sentences in this article are philosophical, please understand them carefully:

(1) Human beings are overjoyed with these achievements they have made. , however, who can say that those messy mines will not be traps dug by humans?

(Falling into a trap is a crisis.

What this sentence means is that human mining of coal, oil, natural gas and other various minerals has left countless mine pits and destroyed the landscape and stratigraphic structure, which is likely to cause serious consequences and endanger mankind itself. )

(2). The reason why the universe creates intelligent creatures is for self-understanding and to appreciate her own magnificent beauty.

(This sentence means that the universe has created intelligent creatures like humans, which means that the universe has grown a brain and has the tools for self-understanding. Human beings’ understanding of the universe is the universe’s understanding of itself. . This sentence personifies the universe and describes the emergence of human beings as the purposeful creation of the universe. )

(3) Human beings are not alone, they are our brothers everywhere.

(Everything in the universe, including human beings, is a component of life in the universe. Everything other than human beings are also various forms of existence of life, so they are equal beings to us and are our brothers. )

6. If you still don’t understand anything, bring it up and discuss it with everyone.

7. This article uses rhetorical questions in many places to add color to the article. Try to find a few rhetorical questions from the text and transform them into general declarative sentences. Compare the expression effects of the two sentence patterns. different.

Function: The function of rhetorical questions is to strengthen the tone, stimulate readers' thinking, and make people think.

8. In-depth thinking:

1. Why does the author propose to "revere nature"?

(People often pit man against nature and claim to conquer it. Of course, this view has its reasonable side, but when taken to extremes, it often violates the laws of nature, destroys nature, and leads to punishment from nature. Only by understanding the greatness of nature and caring for it can humans develop in harmony with nature. )

2. Why is it said that "respecting nature" means "respecting ourselves"?

(The reason why "respecting nature" means "respecting ourselves" is because human beings and nature are originally one. , although they exist in different forms, they are all equal. To respect nature is to respect life and cherish nature, to cherish the home of human existence, and to respect and cherish ourselves. )

IV. Expansion of exploration: < /p>

Please talk about the relationship between man and nature, and draft a few slogans on the theme of "reverence for nature" to appeal to people.

5. Classroom exercises: Read the 5th natural paragraph and answer the following questions:

1. Please summarize the main content of this paragraph:

(Nature The wisdom is unparalleled.)

2. Why are "disgusting flies and mosquitoes" also said to be nature's "artwork"?

(Flies and mosquitoes are annoying, but they are The body structure and physiological mechanism of the animal are very wonderful, reflecting the exquisiteness of nature's creation.

3. In what aspects does the author specifically compare "dwarfed by comparison"?

(1). Nature uses "dead" matter to create rich and colorful life, but humans cannot create even the simplest living creatures;

(2) Human beings themselves are the highest embodiment of natural wisdom;

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(3) Nature "knows" how to use aesthetic principles to create various things and even the human body.

4. Word accumulation:

Profound: profound but unknown: unexpectedly. know to be different: to be different from everyone else to reflect: to illuminate the truth: to be true, basil: flying pods and wormwood, to refer to the wilderness, to assert: to say with certainty, to be pleasant: to be satisfactory, to be satisfying

6. Summary of the class

This is an argumentative essay. The author believes that human beings should fundamentally change their ideas on the relationship between man and nature, and should no longer claim to "conquer nature" and should respect and care for nature. Natural.