Ask for examples, figures, definitions, categories, comparisons, metaphors and sentences that are used as explanatory references in the third and fourth unit texts of Chinese in the last semester of t

Ask for examples, figures, definitions, categories, comparisons, metaphors and sentences that are used as explanatory references in the third and fourth unit texts of Chinese in the last semester of the second day of junior high school. Lesson Plan of Unit 4 of Volume 8 (Language of Nature, Wonderful Clone, Two Essays by Asimov and Biological Invaders)

Author: Date of Joining: 5-11-16

Description of Unit:

Language of Nature, Wonderful Clone and Essays by Asimov selected by this unit. Learning this set of articles can not only cultivate the basic ability of Chinese, but also infiltrate the education of scientific spirit, scientific attitude and scientific thinking method.

The Language of Nature is a traditional text, and the author introduces a science-phenology in a simple and interesting way. The idea of the whole paper is clear: describing phenology-making a scientific explanation-investigating causality-expounding the research significance. This cognitive method and writing thinking from phenomenon to essence are worth learning.

The Wonderful Clone was adapted by biologist Tan Jiazhen from several related articles. It introduces us to the scientific knowledge about cloning, and reminds us to look at the development of science and technology comprehensively.

The author of Two Essays by Asimov uses two examples in scientific research, which strongly proves that "different scientific fields are closely linked, and new discoveries in one scientific field will definitely have an impact on other fields". By studying these two short essays, we can not only learn some scientific knowledge, but also learn the author's good thinking methods from them.

The theme of Biological Intruder is ecological environment, which is more and more urgent for us. Learning this article can not only help us understand some knowledge about the ecological environment, but also cultivate students' scientific awareness of the life around us.

"You will hear it" reminds us to look at the "sound world" around us with a new eye, and let us "listen to the wonderful symphony and mysterious story of the world". Learning this article should guide students to "experience" life and strive to cultivate themselves into people with sensitive senses and rich feelings.

of the above five texts, the first four are all popular science texts, and they are also explanatory texts. They are all written in logical order, which shows that things are well-organized and step by step. In order to better explain the problem, in the article, the explanation methods such as explanation, comparison, analogy, and column data are properly used; The skillful use of concise, accurate and vivid language also greatly enhances the effect of explanation.

The reading teaching in this unit should focus on cultivating students' ability to filter information; In "comprehensive learning", we should pay attention to cultivating students' ability to clarify their views by collecting and using information.

Design class: 22 class hours

16 natural language

● Teaching objectives

Knowledge objectives

1. Accumulate four disyllabic words of "germination, inferiority, lightness and gestation" and master their meanings; Accumulate five phrases: "Disappear, withering grass, snow and snow, cycle after cycle, grass grows and warblers fly" and learn to use them.

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

Ability goal

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

2. Clarify the order of explanation of articles, explore the writing skills of explanatory articles, and guide students to explain things in an orderly way.

3. Try to figure out the language, realize the accurate, rigorous, vivid and beautiful features of this language, enhance the language perception, and learn to use vivid language to explain things.

The goal of moral education

Stimulate students' interest in scientific exploration and cultivate their scientific attitude of paying attention to observation and demonstration.

● Teaching emphasis

1. Clear up the order of explanation of the text, understand the orderliness of explanation, train students to quickly screen information and preliminarily summarize the content? Key points.

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

● Teaching difficulties

1. Clarify the explanation order of the four factors that determine the coming of phenology, and explore the benefits of this arrangement.

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

● Teaching methods

1. Reading aloud. Vivid explanations are easy to stimulate readers' interest in reading. Based on this point, teachers should guide students to read aloud in various forms, and understand things in reading aloud.

2. Discussion method and nudge method.

3. Competition incentive method. Junior high school students are competitive, so this method should be used to stimulate their enthusiasm for participation and interest in learning when training students to quickly screen information.

4. the swimming taste method. This is especially true for the understanding and application of language.

5. Extension and expansion method. Expand the use of phenological knowledge learned from the text, collect a few agricultural proverbs, and talk about the phenological knowledge they contain, so as to transform the knowledge learned in class into ability.

● Multimedia preparation of teaching AIDS

● Three class hours are arranged in class hours

● Teaching process

The first class hour

[teaching points]

Read the text aloud to get a preliminary understanding of the meaning; Screen the main information and grasp the meaning of the text as a whole; Divide paragraph levels and clarify the order of explanation of articles; Explore the order of local explanations and learn the skills of the author's explanation.

[teaching steps]

1. Introduction design

Design (1)

Unit 3 We learned five expositions, all of which belong to things expositions. In this unit, we begin to learn another type of expository writing, that is, expository writing. Today we are going to learn the Language of Nature.

design (2)

language, "the most important communication tool for human beings" (Lenin). We humans export information through language, obtain information and serve our study, 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 about human beings? What's the point? Today we are going to learn an expository article "Language of Nature" which introduces "Language of Nature".

Design (3)

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

The elegant willow in spring, the graceful summer lotus, the passion of Qiu Feng and the proud shore of winter plum are picturesque and have their own charm, which is the phenological phenomenon. Today we will learn an article about phenology-Language of Nature. The author is Mr. Zhu Kezhen, a famous scientist in China. (Writing on the blackboard, author)

Second, read the text aloud to grasp the meaning of the text as a whole

1. Multimedia displays the scenery from spring to summer to autumn to winter all year round. The sound screen shows the text reading aloud. Students listen and read, and feel the meaning of the text initially.

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

Multimedia display:

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

The reading requirements for multimedia display are as follows:

(1) What is phenology? What is phenology?

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

(3) What are the factors that determine the coming of phenology?

(4) What is the significance of studying phenology?

Students screen the information separately, and then summarize it with sentences in the text or in their own words. Please raise your hand for the students who finish first, and the teacher will time the students. After the ten students with the shortest duration were decided, the teacher asked the students to show their reading achievements in order, and finally selected the students with the shortest duration and the best achievements and awarded him the title of "reading pacesetter".

The students made it clear:

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

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

(3) differences in latitude, longitude and competition, and differences between ancient and modern times.

(4) forecast the farming season and arrange the sowing date; Arrange crop zoning and determine the date of afforestation and seed collection; Introduce plants to areas with the same climatic conditions; Avoid or reduce the damage of pests; Facilitate the agricultural development in mountainous areas.

It is probably question (4) that students have difficulty in reading. Teachers can remind students to pay attention to some iconic words, such as "First of all, for ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………. These iconic words are of great reference value to the screening and generalization of information.

third, divide the paragraph level and clarify the order of the article

1. Choose two students to divide the paragraph level, clarify the ideas of the full text, and show them on the board, and the rest of the students will evaluate them.

clear: the first part (paragraphs 1 ~ 3) leads to what is phenology and phenology.

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

The third part (paragraphs 6-1) explains the factors that determine the coming of phenology.

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

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

Choose two students to briefly introduce the order of this article in their own words.

If you have different opinions, other students are free to question or express their understanding.

Clarity: This paper first introduces the research objects of phenology, then illustrates the importance of phenology to agricultural production with concrete examples, then discusses the four factors that determine the coming of phenology, and finally illustrates the significance of phenology to agricultural production.

The teacher makes a concluding speech based on the students' answers: there are three kinds of explanation order, namely, chronological order, spatial order order and logical order. The logical order is also the logical order, such as from general to special, from main to secondary, from phenomenon to essence, from simple to complex. The four parts of the article have close internal relations; The first part leads to the explanation object, the second part makes a concrete explanation, the third part is the further development of the second part, and it is also the basis of the fourth part. The full text is in logical order, well organized, and the phenological knowledge introduced is easy to understand, which leaves a deep impression on people.

4. Read paragraphs 6-1 of the text intensively and explore the partial explanation order

1. Students read paragraphs 6-1 together

2. Question: Can the explanation order of the four factors that determine the coming of phenology be adjusted (or interchanged)? What are the advantages of this arrangement?

students think and communicate with each other at the same table.

clear: it cannot be adjusted. These four factors are arranged according to the degree of influence, from big to small. Latitude has the greatest influence, followed by longitude, the difference between high and low, and the difference between ancient and modern times. In addition, latitude and longitude are different positions on the earth, the third factor is the difference of the same place, all of which are spatial factors, and the last factor is time, which is an arrangement order from space to time. The explanation of the four factors is led out by a rhetorical question, followed by conjunctions such as "first", "second", "third" and "besides" to make this part orderly, clear and easy to accept.

5. Assign homework

1. Collect some agricultural proverbs and talk about the phenological knowledge they contain.

2. Read the passage and answer the questions at the end. (Teachers provide students with written materials to read)

What is intelligence

What is intelligence? Some people say that intelligence includes intelligence, foresight and speed, and can cope with many events at the same time. Some people define intelligence as the ability to learn, judge and imagine. In modern literature, intelligence often refers to the ability of abstract thinking, reasoning and sorting out information. Others express intelligence more concisely, saying that intelligence is a guess and an "excellent guess" to discover some new internal order. For many people, it is the ability to innovate when you don't know what to do, when there is nothing you can do, and when the usual practices don't work.

So is human intelligence higher than other animals? It depends on how developed the brain is. Only the outer layer of the brain-the cerebral cortex-is obviously related to the formation of "new associations". The human cerebral cortex is even thinner than the sweet orange peel, only about 2 mm, which is only equivalent to the thickness of a dime. The human cerebral cortex is covered with wrinkles, but if you peel it off and spread it out, its area is about equal to 4 pieces of printing paper. The cerebral cortex of chimpanzees is only as big as a piece of printing paper; Monkeys are as big as postcards; The mouse's is only as big as a stamp. Therefore, human intelligence is much higher than that of animals.

1. the object of this article is _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.

2. What kind of explanation order is adopted in this paper?

3. The explanation methods used in the second paragraph are _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.

4. In the second paragraph, the word "about" is used twice, which shows what characteristics of the language of text selection?

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

6. There are five interpretations of "intelligence" in this paper. Please say which one do you agree with most, and explain why with examples.

Reference answers:

1. Intelligence

2. Logical order

3. Comparison, analogy, figures

4. Accuracy and rigor.

5. Various explanations of intelligence are introduced; Through the comparison between human and animal cerebral cortex, it shows that human intelligence is much higher than that of animals.

6. omitted.

in the second class

[teaching points]

try to figure out the language and realize the characteristics of accurate, rigorous, vivid and beautiful language in this paper; Learn to use vivid language to explain things; Expand and transform the phenological knowledge learned in class.

[Teaching Steps]

First, try to figure out the language and realize the characteristics of accuracy, rigor, vividness and beauty of this language

1. Enjoy the first and second paragraphs of the article and realize the vividness of the explanation.

(1) Students read paragraphs 1 and 2 together.

(2) The teacher redraws a beginning with concise language, asking students to compare with the original text and talk about their different expressive effects.

Multimedia display:

There are four seasons in a year, namely, spring, summer, autumn and winter. Every season has a unique natural landscape. 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 between 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 carefully, and specifically talk about how well this paragraph is written. What is good about it?

Students express their opinions and describe their reading feelings in their own words, so long as they are reasonable, teachers should give priority to encouragement.

Health 1: The text begins with a sentence "After beginning of spring, the earth gradually woke up from a deep sleep." It is vivid to write that spring has arrived in personification figures of speech, which sets the tone for the following description. But I think it's a little abrupt and too hasty.

health 2: in fact, as long as you carefully scrutinize the word "awakening", you will have a bottom in your heart. Below, "the snow and ice melt, the vegetation germinates, and all kinds of flowers bloom."