Teaching design for the second volume of Chinese language course "The Language of Nature"

Teaching objectives

Knowledge objectives

1. Accumulate the four two-syllable words "germination, sequence, grace, and gestation" and master their meanings; accumulate " The five phrases "disappeared, the grass withered to the sky, the wind and snow carried the road, the cycle started over and over again, the grass grew and the orioles flew", and learn to use them.

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

Competency objectives

1. Perceive the text as a whole, be able to filter relevant information as required and practice summarizing key points, and gradually improve 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 the reasons in an orderly manner.

3. Study the language, appreciate the accuracy, rigor, vividness and beauty of the language in this article, enhance 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 to 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 key points of the content.

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

Teaching difficulties

1. Clarify the order of explanation 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 and guidance.

3. Competition incentive method. 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. How to taste Hanyong. 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.

Preparation of teaching aids

Multimedia

Class schedule

2 class hours

Teaching process

The 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 explanatory order of the article; Explore the order of partial exposition and learn the techniques of author exposition.

[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 a source of information, "the language of nature." Does nature also have a "language"? What does it tell us humans? What is its significance? Today we are going to study an explanatory 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 of writing on the blackboard)

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

1. Multimedia displays the 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.

Multimedia display reading requirements are as follows:

(1) What is phenology? What is phenology?

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

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

(4) What is the significance of studying phenology?

Students screen the information separately, and then Use sentences from the text or summarize in your 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 made 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 the working people in ancient times; the science of using phenology to study agricultural production is called phenology study.

(2) Phenology reflects the impact of climatic 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, arrange sowing dates; arrange crop zoning, 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 the paragraph levels and clarify the order of explanation of the article

1. Select two students to divide the paragraph levels, clarify the ideas of the whole text, and mark it 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 to 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 explanation orders usually used, namely chronological order, spatial order and logical order. Logical sequence is also the sequence 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 interconnected; the first part introduces the object of explanation, the second part explains it in detail, and the third part further deepens 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.

IV. Read paragraphs 6 to 10 of the text intensively and explore the order of partial explanations

1. Students read paragraphs 6 to 10 together

2. Question: Determine phenology Can the order of explaining the four factors of the phenomenon be adjusted (or interchanged)? What are the benefits of such an arrangement?

Students think and communicate among deskmates.

Clear: 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 connective words 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 agricultural 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 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, "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 that of other animals? It 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. The description object of this article is _______________________________.

2. What order of explanation 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 points of this article in concise language content.

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. Comparison

For example

Column numbers

4. Accuracy and rigor.

5. Introduced various explanations of intelligence; and through comparison of the cerebral cortex of humans and animals, it was shown that human intelligence is much higher than that of animals.

6. Omitted.

Second Lesson

[Teaching Points]

Think about the language and understand the characteristics of accurate, rigorous, vivid and beautiful language in this article; learn to use vivid and vivid language to explain things ; Expand and extend, 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 the first and second chapters of the article paragraph to experience 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 specifically talk about how well this paragraph is written. What is good about it?

Students can express their own opinions and describe their reading experience in their own words. Just make sense, and teachers should focus on encouragement.

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 a sense of spring to people.

Student 3: These two paragraphs are well written, and the words are vivid and vivid. For example, "ice and snow melt, grass and trees sprout", the word "meng" accurately reflects the situation when grass and trees begin to grow; such as "flowers bloom in sequence", "sequence" appropriately expresses the order of flowers blooming, exaggerating the breath of spring; such as " "The leaves gradually turn yellow", "gradually" accurately expresses the process of leaves turning yellow; such as "falling with a rustle", "whistle" 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. Such as "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 cultivate 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 students to read the note ① and asks: "Would it be good to change the title of the article to 'A science of high yield - phenology'?"

The student made it clear: Not good. The vividness of the description is lost. "The language of nature" is a visual expression 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) Beijing’s phenological records show that in 1962, the blooms of mountain peach, apricot blossom, apple, elm-leaf plum, crabapple, lilac, and black locust flowers were about 10 days later than in 1960 and later than in 1965. Five or six days.

(3) Phenological phenomena such as greening and flowering of plants become 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 that 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’s 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 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. Like watching passers-by.

"

Student 2: In the article "The Beauty of Bridges": "Both sides of the river in Wuzhen, Mao Dun's hometown, are covered with dense reeds, which are really airtight. Whenever a stone bridge appears in the middle, it feels like feeling stuffy. Wei Cong took a deep breath and let out a breath of relief. "

Student 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 tiled double-eaves roof looks particularly brilliant. ”

……

2. Guide students to learn to use 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. European swallows are heading south. When flying over the wintering ground, you can discover the tunnel through the Alps and head towards your destination.

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

Select three or four students to read their excerpts, and the other students will evaluate them. Good snippets include:

Swallows are known to be good at flying. They can fly at a speed of 120 kilometers per hour. Swallows are among the most adept at flying in the bird family. Their flying stunts are astonishing: they fly against the wall like arrows, rush vertically into the sky, make a 180° turn, and simply glide in the air for a few minutes without fluttering their wings.

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. The swallows have two very small feet that cannot support the swallow's body. They are unable to maintain their balance flexibly while standing on the ground, so they have learned to do everything in flight: drinking their prey while flying, and even feeding their children. Instead of squatting on the edge of the nest, they flap their wings and stay in the air in front of the nest like a helicopter, feeding food to the children one by one.

Swallows are hard-working birds. Building nests, "marrying wives and having children", and raising children are very busy all day long. Swallows are also good at catching insects. A pair of swallows catch more than 8,000 insects every day, and use most of them for their own needs. Feeding their children who never seem to have enough to eat. Swallows eat a lot of pests, which is of great benefit to agriculture and forestry. Therefore, swallows are beneficial birds and friends of mankind.

Swallows are also good for agriculture and forestry. A very smart bird. When flying to their hometown in the south, European swallows can find tunnels through the Alps. Instead of flying over the mountains, they pass through these tunnels in groups and move towards their destination, thus saving money. Flying time and your own physical strength.

3. Extension and transformation of classroom knowledge

1. The teacher requires students to show the agricultural proverbs collected before class and explain the phenological knowledge contained in them.

Phenological phenomena arrange the time of "ordering beans and planting melons".

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

Student 4: "Hearing cicadas chirping in the rain indicates the arrival of sunny days." Predict weather conditions based on the phenological phenomenon "cicadas chirping in the rain."

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

Student 6: "Rain will fall in the ant's nest" "Rain will come when fish dive" "Rain will fall when swallows fly low" "When the toad comes out of its hole, it will rain steadily" "Tide on the turtle's back, "It's a sign of rain", "Earthworms crawl on the road, the rain is messy", "Chickens stay late, ducks croak happily, wind and rain will come soon" are all agricultural proverbs that 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 phenology knowledge in the text and talk about your understanding of this poem.

Multimedia display:

Dalin Temple Peach Blossom

Bai Juyi

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

Eternally regretting the return of spring, there is no place to look for, and I don’t know where to turn.

Students read poems together and understand their meaning.

Clearly: Dalin Temple is at the top of Lushan Xianglu Peak. 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 the midsummer or to the South in the cold winter, you will always find new discoveries when climbing mountains and watching the sea.

IV. 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 on research significance. 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 that "there are dark clouds in the morning, and the wind will come even if there is no rain" "the yellow clouds are turning up and down, and ice eggs will be laid" "the pagoda cloud is in the early morning, and it will rain in the afternoon" The phenological knowledge contained in three agricultural proverbs.

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. Give an example of a "human friend" that you are familiar with and introduce it to others, okay?