Comprehensive Education Topic 3 for Sixth Graders in Inner Mongolia: Different Languages ??Lesson 7: Nature’s Confession Lesson Plan

The language of nature

●Teaching objectives

Knowledge objectives

1. Accumulate the four two-syllable words "germination, sequence, graceful, and gestation" and master their meanings; accumulate the five phrases "disappear without a trace, withered grass, wind and snow, cycle over and over, grass growing and orioles flying", and learn to use them.

2． Understand phenological knowledge and enrich students' scientific knowledge.

Competency goals

1. Perceive the text as a whole, be able to filter relevant information as required and practice summarizing key points, gradually improving students' ability to read popular science texts.

2． Clarify the explanation order of the article, explore the writing skills of explanatory essays, and guide students to explain reasons in an orderly manner.

3． Try to figure out the language, appreciate the accuracy, rigor, vividness and beauty of the language in this article, enhance your language perception, and learn to use vivid language to explain things.

Moral education goals

To inspire students to love science and explore scientific mysteries, and cultivate their scientific attitude of paying attention to observation and emphasizing evidence.

●Teaching focus

1. Clarify the order of explanations in the text, understand the organization of explanations, train students to quickly filter information, and initially summarize the content and main points.

2． Learn the accurate, rigorous, vivid and beautiful language of this article, and experience the vividness of the explanations.

●Teaching Difficulties

1. Clarify the order of description of the four factors that determine the onset of phenological phenomena, and explore the benefits of such an arrangement.

2． Summarize the importance of phenology to agricultural production, select suggestive words, and make a comprehensive summary.

●Teaching methods

1. Reading method. Vivid descriptions can easily stimulate readers' interest in reading. Based on this, teachers should guide students to use various forms of reading aloud to understand the truth in reading aloud.

2． Discussion method, enlightenment method.

3． Competition incentives. Junior high school students have a competitive mentality. When training students to quickly filter information, this method should be used to stimulate their enthusiasm for participation and interest in learning.

4. Hanyong taste method. This is especially true for the understanding and use of language.

5． Extension method. Expand the use of the phenological knowledge learned from the text, collect several agricultural proverbs, and talk about the phenological knowledge they contain, so as to transform the knowledge learned in the classroom into abilities.

●Teaching aid preparation

Multimedia

●Class schedule

2 lessons

●Teaching process

First Lesson

[Teaching Points]

Read the text aloud and initially perceive the meaning of the text; screen the main information and grasp the overall meaning of the text; divide the paragraph levels and clarify the content of the article Explain the order of explanation; explore the order of partial explanation and learn the author's explanation skills.

[Teaching Steps]

1. Introduction Design

Design (1)

In the third unit, we studied five expository texts. They are all descriptions of things. In this unit we start to learn another type of expository essay, namely expository essay. Today we study "The Language of Nature".

Design (2)

Language, "the most important communication tool for mankind" (Lenin's words). We humans use language to output information, obtain information, and serve learning, work, and life, so that human society can survive and develop. At the same time, human beings cannot live without an information source "the language of nature" in their production and life. Does nature also have a "language"? What does it tell us as humans? What's the point? Today we are going to study an expository essay "The Language of Nature" that introduces "The Language of Nature".

Design (3)

Multimedia displays four beautiful pictures of spring, summer, autumn and winter.

The elegance of spring willows, the gracefulness of summer lotuses, the passion of autumn maples, and the proudness of winter plums are all poetic and picturesque, each with its own charm. This is the phenomenon of phenology. Today we will study an article about phenology knowledge-"The Language of Nature". The author is Mr. Zhu Kezhen, a famous scientist in my country. (Title and author written on the blackboard)

2. Read the text aloud and grasp the overall meaning of the text

1. Multimedia displays scenery throughout the year from spring to summer to autumn to winter.

The sound screen displays the text reading aloud. Students listen and read and initially perceive the meaning of the text.

2. The teacher prompts the words that need to be accumulated.

Multimedia display:

3. Students read the text twice, and then quickly and accurately filter the information according to the requirements to grasp the overall meaning of the text.

The reading requirements for multimedia display are as follows:

(1) What is phenology? What is phenology?

(2) What is the importance of phenological observation to agriculture?

(3) What are the factors that determine the onset of phenological phenomena?

(4) What is the significance of studying phenology?

Students work individually to sift through the information and then summarize it using sentences from the text or in their own words. Ask the students who finish first to raise their hands and the teacher will time the students. After the ten students with the shortest duration were selected, the teacher asked the students to show their reading results in order, and finally selected the student with the shortest duration and the best performance, and awarded him the title of "Little Pacesetter in Reading".

Students make it clear:

(1) Natural phenomena such as the growth and decline of vegetation and the coming and going of migratory birds were called phenology by ancient working people; the science of using phenology to study agricultural production is called phenology study.

(2) Phenology reflects the impact of climate conditions on organisms. It is relatively simple and easy to master, and can be widely used in agricultural production.

(3) The difference between latitude, longitude, height and the difference between ancient and modern times.

(4) Forecast the farming season and arrange sowing dates; arrange crop zoning and determine the dates for afforestation and seed collection; introduce plants to areas with the same climate conditions; avoid or reduce pest damage; facilitate agricultural development in mountainous areas .

The problem that students have difficulty with reading is probably question (4). Teachers can remind students to pay attention to some iconic words, such as "First of all, for..." "In addition..." "For..." "Also..." .""Also...""For...". These iconic words are of great reference value for filtering and summarizing information.

3. Divide paragraph levels and clarify the order of explanations in the article

1. Choose two students to divide the paragraph levels, clarify the ideas of the whole text, and mark them on the board, and the other students will evaluate.

Clear: The first part (paragraphs 1 to 3) introduces what phenology and phenology are.

The second part (paragraphs 4-5) explains the importance of phenological observation to agriculture.

The third part (paragraphs 6-10) explains the factors that determine the onset of phenological phenomena.

The fourth part (paragraphs 11-12) explains the significance of studying phenology.

2. Clarify the order of explanation in the article and explore the author's explanation skills.

Choose two students to summarize the explanatory sequence of this article in their own words.

If there are different opinions, other students are free to question or express their own understanding.

Clear: The article first introduces the objects of phenology research, then uses specific examples to illustrate the importance of phenology to agricultural production, then discusses the four factors that determine the onset of phenological phenomena, and finally explains the importance of phenology to agricultural production. of great significance.

The teacher makes a concluding speech based on the students’ answers: There are three commonly used explanation orders: temporal order, spatial order, and logical order. Logical order is the order of things, such as from general to special, from primary to secondary, from phenomenon to essence, from simple to complex. The four parts of the article are closely internally related; the first part introduces the object of explanation, the second part gives a specific explanation, and the third part is a further in-depth explanation of the second part and is the basis of the fourth part's explanation. The full text adopts a logical sequence and is well organized. The phenology knowledge introduced is easy to understand and leaves a deep impression on people.

4. Read paragraphs 6 to 10 of the text intensively and explore the partial explanation sequence

1. Students read paragraphs 6 to 10 together

2. Question: Can the order of description of the four factors that determine the onset of phenological phenomena be adjusted (or interchanged)? What are the benefits of this arrangement?

Students think and communicate among deskmates.

Explicit: cannot be adjusted. These four factors are arranged in order from large to small according to their degree of influence. Latitude has the greatest influence, followed by longitude, the difference between height and height, and the difference between ancient and modern times.

In addition, latitude and longitude are differences in location on the earth. The third factor is the difference in elevation of the same place. All three are spatial factors. The last one is a time factor. From space to time, there is another difference. sort order. The explanation of the four factors is introduced by a hypothetical question, followed by the use of connectives such as "first", "second", "third" and "in addition" to make this part well-organized, clear and easy to accept.

5. Assign homework

1. Collect several farmers' proverbs and talk about the phenological knowledge they contain.

2. Read the following and answer the questions at the end. (Teachers provide students with reading materials in the form of written materials)

What is intelligence

What is intelligence? Some people say that the meaning of intelligence includes intelligence, foresight, speed, and the ability to cope with many events at the same time. Some people define intelligence as the ability to learn, make judgments and imagination. In modern literature, intelligence often refers to the ability to think abstractly, reason, and organize information. Others express intelligence more concisely, saying that intelligence is making guesses and "excellent guesses" that discover some new inner order. For many people, it is the ability to innovate that is needed when you don’t know what to do, when you are at your wits’ end, when the usual methods don’t work.

So is human intelligence higher than other animals? This depends on the degree of brain development. Only the outer layer of the brain - the cerebral cortex - is clearly concerned with forming "new associations." The human cerebral cortex is even thinner than a sweet orange peel, only about 2 mm, which is only equivalent to the thickness of a dime. The human cerebral cortex is full of wrinkles, but if you peel it off and unfold it, its area is approximately equivalent to 4 sheets of printing paper. A chimpanzee's cerebral cortex is only as big as a piece of printing paper; a monkey's is as big as a postcard; a mouse's is only as big as a postage stamp. Therefore, human intelligence is much higher than that of animals.

1． This article is intended for _______________________.

2. What order of instructions is used in this article?

3. The explanation methods used in the second paragraph are _______________, _______________, and _______________.

4. The word "about" is used twice in the second paragraph. What characteristics of the language of the selection does this reflect?

5. Summarize the main content of this article in concise language.

6. This article gives five explanations of "intelligence". Please tell us which one of them you most agree with and explain why with examples.

Reference answers:

1. Intelligence

2. Logical sequence

3. Make comparisons, make analogies, list numbers

4. Accuracy and rigor.

5. It introduces various explanations of intelligence; and through comparison of the cerebral cortex of humans and animals, it shows that human intelligence is much higher than that of animals.

6. slightly.

Second Lesson

[Teaching Points]

Think about the language and appreciate the accuracy, rigor, vividness and beauty of the language in this article; learn to use vivid and vivid language to explain things ; Expand and transform the phenology knowledge learned in the classroom.

[Teaching Steps]

1. Try to figure out the language and appreciate the accuracy, rigor, vividness and beauty of the language in this article

1. Read paragraphs 1 and 2 of the article to appreciate the vividness of the explanation.

(1) Students read paragraphs 1 and 2 together.

(2) The teacher uses concise language to re-write the beginning, and requires students to compare it with the original text and talk about their different expression effects.

Multimedia display:

There are four seasons in a year, spring, summer, autumn and winter, which come and go. Each season has unique natural landscapes. For thousands of years, working people have paid attention to the relationship between natural phenomena and climate and arranged farming accordingly.

Students compare the different expression effects of the revised text and the original text. The revised text is concise, straightforward, and unattractive; the original language is vivid and expressive.

(3) Read paragraphs 1 and 2 intensively, and talk specifically about how well this paragraph is written. What’s good about it?

Students can express their own opinions and describe their reading experience in their own words, as long as their words are reasonable. Teachers should mainly encourage them.

Student 1: The text begins with the sentence "After the beginning of spring, the earth gradually wakes up from its slumber." It uses anthropomorphic rhetoric to describe the arrival of spring, which is very vivid and sets the tone for the following description. But I felt it was a little abrupt and came too hastily.

Student 2: In fact, as long as you carefully consider the word "awakening", you will have a clear idea. Below, "Ice and snow melt, vegetation sprouts, various flowers bloom one after another,...swallows return gracefully...cuckoos also come." These natural phenomena show the connotation of "awakening" and bring people A burst of spring scenery.

Student 3: These two paragraphs are well written and the words are vivid and vivid. For example, "the ice and snow melt, and the grass and trees sprout", the word "meng" accurately reflects the situation when the grass and trees begin to grow; such as "the flowers bloom in sequence", "the sequence" appropriately expresses the order of the flowers blooming, exaggerating the breath of spring; such as " "Leaves gradually turn yellow", "gradually" accurately expresses the process of leaves turning yellow; such as "falling rustlingly", "rustling" imitates the sound of wind blowing fallen leaves, making people feel the chill of autumn; such as "the wind and snow carry the road" ", "zai" appropriately describes the extent of the falling snow.

Student 4: These two paragraphs are good because of the use of figures of speech. Use personification of rhetoric to bring nature to life. For example, "After the beginning of spring, the earth gradually wakes up from its slumber", "There is a scene of decaying grass everywhere, preparing to face the cold winter of wind and snow", "The apricot blossoms are blooming, as if nature is sending a message to plow the land quickly; the peach blossoms are blooming The cuckoo began to sing..." Nature seems to have human thoughts and feelings, and seems to be worrying about the farmers, lest they miss their farm work. This method greatly enhances the vividness of the explanation and the readability of the article.

Student 5: These two paragraphs of text are good because they highlight the object of explanation. It not only vividly explains the changing patterns of flowers, plants, birds and insects and the close relationship with climate, but also gives people strong suspense with the wonderful writing of flowers, thus fully rendering and powerfully paving the way for the language of explaining nature below.

(4) The teacher prompts the students to read the note ① and asks: "Would it be good to change the title of the article to 'A fruitful science--phenology'?"

The student made it clear: Not good. The vividness of the description is lost. "The language of nature" is a visual representation of "phenological phenomena", which can easily stimulate readers' interest in reading.

(5) Students read paragraphs 1 and 2 together and try to memorize them.

2． Multimedia displays the following sentences, requiring students to figure out and understand the scientific nature of the language.

(1) Many agricultural proverbs handed down from ancient times contain rich phenological knowledge.

(2) According to Beijing’s phenological records, the blooms of mountain peach, apricot blossom, apple, elm-leaf plum, crabapple, lilac, and acacia flowers in 1962 were about 10 days later than in 1960 and later than in 1965. Five or six days.

(3) The phenological phenomena such as greening and flowering of plants are later in spring and summer as one goes higher up, while in autumn the leaves of trees fall earlier and earlier in higher places. However, special circumstances must be taken into consideration when studying this factor.

Students made it clear: The words in bold are more restrictive, reflecting the scientific nature of the expository language. The underlined sentences show the author's rigorous scientific attitude and scientific spirit of respecting facts.

3． Teacher summary: The purpose of expository writing is to introduce people to knowledge, so the explanatory language should be concise, accurate and rigorous. But sometimes in order to enhance persuasiveness and stimulate readers' interest in reading, vivid and vivid language is used to explain things. This article is a good example.

Looking back at the previous texts, there are many examples of using vivid language to explain things. Please list one or two.

Student 1: In the article "Chinese Stone Arch Bridge", he wrote about the different postures of lions on the stone railings on both sides of the Marco Polo Bridge: "Some mothers and children hug each other, some whisper to each other, some are like listening to the sound of water, and some are like listening to the sound of water. It's like looking at pedestrians. "

Sheng 2: In the article "The Beauty of the Bridge": "Both sides of the river in Wuzhen, Mao Dun's hometown, are densely covered with reeds, which are really airtight. When a stone bridge appeared, the reeds seemed to have taken a deep breath and let out a breath of relief. "

Sheng 3: In the article "The Palace Museum", he wrote about the appearance of the Hall of Supreme Harmony: " Under the blue sky, the golden glazed tile roof with double eaves looks particularly brilliant.

"

...

2. Guide students to learn to use vivid and vivid language to explain things

Multimedia display:

Swallows are beneficial birds. A pair of swallows can catch more than 8,000 insects in a day.

Swallows are good at flying, and their flying speed can reach 120 kilometers per hour.

Swallows are good at identifying directions. When swallows fly to their wintering grounds in the south, they can find tunnels through the Alps and head towards their destination.

The teacher requires students to refer to the above information and write a paragraph introducing swallows based on their own observations and understanding of swallows. Try to reflect the scientific nature and vividness of the expository essay.

Choose three or four students to read their excerpts, and the other students will evaluate them.

The better snippets are:

Everyone knows that swallows are good at flying. They can fly at a speed of 120 kilometers per hour, making them one of the most adept at flying in the bird family. Swallows also have superb flying skills: sometimes they fly against the wall like arrows, sometimes they fly vertically into the sky, sometimes they make a 180° turn, sometimes they don't flap their wings, and they simply glide in the air for a few minutes.

Swallows are always flying, and it seems that they never feel tired. But who would have thought that this is caused by their own weakness. Swallows have two very small feet that are difficult to support. Swallows' bodies do not allow them to maintain balance flexibly while standing on the ground, so they have learned to do everything in flight: drinking their prey while flying, and even feeding themselves. When children eat, they don't squat on the edge of the nest. Instead, they flap their wings and stay in the air in front of the nest like a helicopter, feeding the food to the children one by one.

Swallows are a kind of bird. Industrious birds. They are busy building nests, "marrying and raising children" and raising children. Swallows are also good at catching insects. A pair of swallows catch more than 8,000 insects every day, in addition to providing for their own needs. Part of it is used to feed their children who never seem to have enough to eat. Swallows eat a lot of pests and are of great benefit to agriculture and forestry. Therefore, swallows are beneficial birds and friends of mankind.

Swallows are also very smart birds. When flying to their hometown in the south, European swallows can find tunnels through the Alps. They do not fly over the mountains, but pass through these tunnels in groups and move towards their destinations. , thus saving flight time and physical strength.

3. Extend and transform classroom knowledge

1. The teacher requires students to show the agricultural proverbs collected before class and explain what they contain. phenological knowledge.

Student 1: "Before the Qingming Festival, the rice fields are opened" is determined according to the solar terms.

Student 2: "Willow hair blooms and beans are planted." "Melon" is to arrange the time of "ordering beans and planting melons" based on phenological phenomena.

生3: "Steamed bun clouds, the weather is sunny" predicts weather conditions based on the shape of clouds.

Student 4: "Hearing cicadas chirping in the rain predicts sunny days." Predict weather conditions based on phenological phenomena "cicadas chirping in the rain."

Student 5: "Snow falls when sparrows hoard food" and "Pigs hold grass in their mouths, and a cold wave arrives".

Student 6: "It will rain when ants build their nests." "When fish dive, rain will come." "When swallows fly low, rain will fall." "When toads come out of their holes, rain will fall steadily." "Tide on turtle's back, "It's a sign of rain," "earthworms crawl on the road, and the rain is messy." "Chickens stay late, ducks croak, and wind and rain will come soon." These farmer's proverbs predict weather conditions based on phenological phenomena.

......

2. In addition to agricultural proverbs, many ancient poems also reflect phenological knowledge. Bai Juyi's "Peach Blossoms in Dalin Temple" is an example. Connect with the phenological knowledge in the text and talk about your understanding of this poem.

Multimedia display:

Dalin Temple Peach Blossom

Bai Juyi

The beauty of April in the world is over, and the peach blossoms in the mountain temple are beginning to bloom.

Eternal regret has no place to return to in spring, and I don’t know where to turn. Students read poems together and understand their meaning.

Clearly: Dalin Temple is on the top of Xianglu Peak of Mount Lu. The poet visited Dalin Temple in early summer. In April, it is the time when the beauty of spring has faded on the plains, but the poet unexpectedly discovered that in this ancient temple on the mountain, there were peach blossoms that were beginning to bloom.

The poet once felt sad about the passing of spring. After encountering the spring scene again, he was overjoyed and suddenly "awakened" to the fact that spring has come here.

This poem just illustrates the third factor that affects phenology in the text - the difference in height: "Phenological phenomena such as greening and flowering of plants become later in the spring and summer as they go higher. "

3. The teacher asked students with travel experience to talk about the phenology knowledge they learned during travel.

For example, if you travel to the Northeast in midsummer or to the South in cold winter, you will always find new discoveries when climbing mountains and watching the sea.

4. Class Summary

This article is an explanatory article. The author introduces a science - phenology in an easy-to-understand and interesting way. The whole text is explained in a logical order, with clear ideas: describing phenological phenomena - making scientific explanations - investigating causal relationships - elaborating the significance of the research. This method of understanding and writing ideas from phenomenon to essence is worth learning. The language of this article is rigorous and vivid, and it is both scientific and vivid in explanation. It is a valuable popular science article. The article also tells us: Science is around us, and science is not far away from us. Let us have close contact with science and love science.

5. Assign homework

1. Explain the phenological knowledge contained in three farmer's proverbs: "Dark clouds cover the sky in the morning, but the wind blows even if there is no rain", "Yellow clouds roll up and down, and ice eggs are about to be laid", "Pagoda clouds appear in the early morning, and rain pours in the afternoon".

2. In order to strengthen people's awareness of environmental protection, please draft two environmental protection slogans focusing on "water, air, forest, and animal protection". Example: Pollution of the air is equivalent to chronic suicide.

3. Can you give me an example of a "human friend" that you are familiar with and introduce it to others?

●Blackboard writing design

●Activities and exploration

1. Writing activity design

1. Use your spare time to observe phenological phenomena around you and write an observation diary.

2. If you have the opportunity to observe a sunflower, you will find that the flower disk of the sunflower always rotates with the change of the position of the sun. Because of this, people gave it the name "sunflower". When the sunflower matures and stops growing, the flower disk will no longer rotate with the sun. Please write an explanatory essay on the topic "Why do sunflowers follow the sun?" Explain the mystery of the sunflower sun.

Tips: The legend about sunflowers facing the sun: The sun god originally had several sons, and they took turns on duty in the sky. One of the younger sons felt that it was boring to be in the sky all the time, so he sneaked down to play on the ground. But as soon as he came down from the sky, he could no longer shine and fell involuntarily to the top of a small tree. As time went by, he grew together with the tree and gradually turned into a sunflower. At this time, he felt that the sky was fun again and regretted it extremely. He wanted to go back to heaven, but it was no longer possible. From then on, he had no choice but to look at the sun brothers who took turns in the sky on the ground. Every day, from morning to night, day after day, his eyes never left the sun.

Botanists have discovered that there is a substance behind the sunflower disk that has a particularly strong ability to distinguish light. This substance likes yin but not yang. In order to avoid being illuminated by light, it causes the front of the flower disk to constantly change its direction and always follow the sun.

2. Practical activities

1. Use the Chinese activity class time to organize students to go to the farmland and ask the farmer uncles for their familiar phenological knowledge to enrich their scientific knowledge.

2. Collect one or two poems about objects and scenery, and try to analyze them using the knowledge of phenology.

3. Open inquiry

Read the following article and answer the questions:

Remembering Birdsong

Lin Yutang

< p>When we arrived at Sun Moon Lake, every pore felt comfortable. Pores can release sweat, and when sweat is released, the sweat can be turned into gas, and the sweat can be turned into gas to reduce heat, so this is a natural air conditioner. There are 36,000 pores in the human body, and there are 36,000 small air conditioners. So when you sweat, you feel refreshed. The key to avoiding the heat is not necessarily to not sweat, but to sweat when you need to. When you put on a foreign suit and a tie, eleven layers of cloth are wrapped around your neck, blocking the air conditioner and preventing you from sweating or venting your breath. This is not a sin of creation.

(The collar of the coat must be clamped, so it is two layers, and then the lapel is four layers; the lapel here is four layers, which makes eight, the tie is two, and the middle layer of bedding is added to make three, so it is eleven, that is Eleven seals, no discouragement) Assuming it is not blocked, the gentle breeze blows gently through the small hairs on the pores, which is very comfortable. If we live in a city instead of a mountain, the mountain wind cannot reach us. This is man-made and not a sin of creation. The tie is a piece of clothing that evolved from the cold zone of Northern Europe and is most unsuitable for the tropics. Sometimes when you follow the Romans, you have to wear them, which is really helpless. Let’s not mention this, let’s just talk about the birdsong of Sun Moon Lake.

Gong Ye always understood the language of birds. This is not impossible, but ordinary people don’t pay much attention to it. Language originated from poetry. First there were sighs and chants, and then there was written language. This is the Sing-Song Theory in linguistics. In the history of world literature, poetry appeared first and then prose. The saying "poems died and then prose (prose) was written in the Spring and Autumn Period" is what it should be. The so-called language is just a method of conveying meaning. When bees find a place where good flowers are blooming, they return to the nest and perform a special dance to report the news and give directions to the garden. This is a kind of language. Two ants meet on the road and exchange a brief moment, which also conveys the meaning. Therefore, it is correct to speak of bird language in Chinese, but not of bird songs, because it allows one to have a special understanding of the life of birds.

My family recently bought some chickens to raise. One morning a little rooster suddenly learned to sing and took up his morning responsibility. Its voice is hoarse and rapid, not as loud as that of a big rooster. You would never expect that this singing would make the ladies in the cage faint, their hearts would beat wildly, and they would say "I am here" in a gentle and tender voice. Its voice is as gentle as a hen calling her chicks, but not as vulgar as an old hen.

There are various wild birds in Sun Moon Lake. When the morning light is dim, the universe is silent, and the hateful humans are still dreaming, the birds can play their symphony concerts freely and carefree. There are probably four or five kinds of bird songs in Sun Moon Lake, and the most special one is what I call the Shizai bird. The main theme of its singing is "Shizai - Shizai!" It sings overlappingly and adds a chirping throat sound. . That day I didn't hear Zi Guiniao's "I miss my return! I miss my return!" I don't know if I did. I think there should be some in spring. People in Jiangsu and Zhejiang say that the name Zigui is the younger brother crying for his brother who was forced to death by his stepmother. He died of weeping blood and turned into a cuckoo, because the pronunciation of Jiangsu and Zhejiang calls "brother" as "Gugu". Birds have different speech patterns, including: ?

"Get up quickly! Get up quickly!" This is a very diligent bird that goes to bed early and gets up early. It calls out to others of its kind and looks for good insects to eat.

"Shame! Shame! Shame!" The voice was very rough. This is a kind of world-weary rock-dwelling master who thinks that the world is dull and turbid, and he is not worthy of speaking to Zhuang Yu. There is no doubt that he is of the Huang Lao sect.

"Don't hesitate! Don't hesitate! Don't be confused!"--The voice is very soft and graceful.

Others include short chirping sounds. Shi Zai Bird sings a lot of warbles, mixed with other words, and ends with the theme "Shi Zai! Shi Zai!" In this way, one is singing in harmony with the other, across the mountains, the birds' sounds are coming across the water, with the lakes and mountains as the background, and the trees as the sounds, reaching my ears through the blue sky at dawn, naturally forming a natural symphony. This is a phenomenon that cannot be experienced by raising birds in bird cages in the courtyard. Its natural rhythm and arrangement, even their silent pauses and then come back, are alive. It is probably like this when a hundred birds sing in unison.

1． The first natural paragraph of the article explains that the climate of Sun Moon Lake is ____________. The relationship between this writing and the birdsong is ____________. The author’s purpose of writing the tie is ____________ to achieve the artistic effect of __________.

2. The second nature paragraph is not long, but it involves very rich content. The genres involved are ___________, the languages ??involved are ____________, the time and space involved are ____________, and the animals involved are ____________. The purpose of writing this is ____________________________ .

3. Starting from the fourth natural paragraph, I really entered the level of writing bird language. I wrote _______________ kinds of bird language in one sentence, focusing on ____________ bird language, whose purpose is _______________________________.

4. What other birds have you heard? Can you imitate their language? Can you give two or three examples?

Reference answers:

1. Warm and hot. It provides the foundation for writing bird songs. It provides footnotes for writing bird songs. It is full of interest and readability.

2. Poetry, prose, spoken and written language, ancient times and the world, bees and ants, provide scientific basis for writing bird songs

3. Wu Shi Zai Bird First, because this bird has a special cry, and second, the author has the feeling of cherishing time

4. slightly.