The eighth grade Chinese unit 3 teaching plan 1 teaching objectives:
1, perceive the text as a whole, sort out the ideas of the article, screen relevant information as required and summarize the main points of the article, so as to improve the ability of language generalization.
2. Make clear the explanation order of the article and guide students to explain things in an orderly way.
3. Try to figure out the language, experience the vivid and beautiful features of this language, and enhance the language perception.
4. Learn to use phenological knowledge in life to stimulate students' enthusiasm to know and understand nature.
Teaching emphases and difficulties:
1, perceive the text as a whole, sort out the ideas of the article, screen relevant information as required and summarize the main points of the article, so as to improve the ability of language generalization. Sort out the explanation order of the article and guide the students to explain things in an orderly way.
2. Learn the accurate, vivid and elegant language of this article and experience the vividness of the language explained in this article.
Teaching methods: cooperative discussion, guidance and taste.
Course types: lectures and reading classes
Teaching means: multimedia
Class hours: 1 class hour
Teaching philosophy:
Because the expository writing has been studied in the last unit, students have a certain understanding of the characteristics, order and methods of expository writing. But the expository text of this unit is a logical expository text, which follows the logical order. Therefore, when teaching this article, we should guide the clarification of the logical order between paragraphs. The language of nature is vivid and vivid, which has never been touched before, so students should also understand the language characteristics of this article. The full 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 discuss and study the text in depth, so as to further master the interpretation order and language characteristics of this article.
This is an expository reading class, which adopts the main question teaching method and designs four main questions:
First, silently read the text and quickly and accurately screen out the information you need: (hint: circle and sketch in the text)
1, what is phenology? What is phenology?
2. What is the significance of phenological observation to agriculture?
3. What are the factors that determine phenological observation?
4. What is the significance of studying phenology?
Second, the finishing order:
1, analyze the order of this article.
2. Read paragraph 6- 10. Can the order of these paragraphs be changed? Why?
Third, experience language:
1. Why is the title of the article Natural Language?
2. Read aloud the paragraph 1-2, chew the vivid language of this article carefully and read it carefully.
Fourth, extensive reading and application. Clear teaching clues and stimulate students' interest in inquiry.
Teaching process:
(1) Passionate devotion
Show pictures of spring, summer, autumn and winter, and the teacher leads in: the breeze caresses and the swallows whisper the news of spring; The hot sun, the blooming lotus tells us that summer is coming; The fields are golden, and the fallen leaves invite autumn; The land is vast, and the flying snowflakes tell the story of winter. People have words, things have sounds, and naturally they can speak. Nature, like a wise man, uses its own unique language to convey all kinds of news about seasonal changes to human beings. Today we go to 16 class to listen to the language of nature.
The design intention is to introduce passion, let students' emotions fully integrate into this wonderful classroom artistic conception through beautiful pictures and beautiful language, 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 screen out the information you need: (Hint: Circle and sketch in the text)
1, what is phenology? What is phenology?
2. What is the significance of phenological observation to agriculture?
3. What are the factors that determine phenological observation?
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 sketch out the answers to these questions through self-study, grasp the content of the text, guide students to search and filter relevant information, refine and summarize the main points of the article, and train students' ability to summarize information.
(3) Interactive communication and achievement display
After the students teach themselves, they will show and communicate. 1, 3, 4 questions are very clear, easy to find from the text, and show them directly in class. It is difficult for students to make a fuss. Let the students discuss and communicate in groups first, and then show them in class. The teacher will give guidance according to the situation.
The design intention is to let students grasp the content of the article more clearly through interactive communication, and clarify the ideas of the article in communication.
Read it again and put it in order.
1, analyze the order of this article.
2. Read paragraph 6- 10. Can the order of these paragraphs be changed? Why?
These two small questions are more difficult, so I will give students time to think, let them go deep into the text, think quietly, then interact in groups, and finally show them in class.
Clear:
1. The order of interpretation in this paper is logical.
The order of paragraphs 2, 6- 10 cannot be changed, because these paragraphs are interpreted in a logical order from primary to secondary.
Through this link, the design intention is to clarify the order of explanation, understand the organizational structure of the article, and let students understand that this organizational structure is not only manifested in the whole article, but also in the part of the article, and there will be different logical orders between paragraphs of the article.
(5) Reading and experiencing language.
1. Why is the title of the article Natural Language?
2. Read aloud the paragraph 1-2, chew the vivid language of this article carefully and read it carefully.
The design intention is to taste the vivid language of this article through this link and enhance students' language perception ability. Let students understand that the language style of expository writing is rigorous, concise and vivid.
(6) Expand reading and learn to use it.
The writer Mr. Guo Moruo once had such doubts. Can you help him solve it?
Two months ago, in Guangzhou, I saw magnolia; Two months later, in Beijing, I saw Magnolia again. Magnolia, I said, how slow you walk! It took you two months to get to Beijing.
-Guo Moruo's Magnolia and Apricot
Design intention: Learn to apply phenology knowledge in life to stimulate students' enthusiasm for nature, so as to know and understand nature.
Conclusion: Students, nature is the foundation of our existence. It is not only colorful, but also endless. Only by being a careful and caring person can we understand its language and its conversation and live in harmony with nature.
(7) Transfer
Write a short essay on the topic of "Language of Nature", combining the characteristics of a season of spring, summer, autumn and winter, which can appropriately describe the "phenological phenomenon", and the style is not limited, not less than 300 words.
The design intention is to give full play to students' cognitive ability and imagination, and cultivate their logical thinking ability, material organization ability and language expression ability.
Eighth grade Chinese Volume II Unit 3 Teaching Plan 2 Teaching Objectives
1. Cultivate students' ability to read and master new words skillfully.
2. Perceive the content of the article and experience the author's feelings.
3. Raise awareness and rational understanding of caring for nature.
Teaching focus
1. Understand 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. Student:
(1) Preview the article, learn the words by yourself, and find out the meaning.
(2) Inquire, collect and sort out pictures or written materials about the relationship between nature and human beings.
2. Teachers:
(1) Prepare graphic materials related to nature and nature protection.
(2) Prepare famous sayings, stories and materials. About caring for nature.
Course arrangement 2 class hours
first kind
teaching process
First, the situation import:
Man is a miracle created by nature, and it is inseparable from the protection of nature. Nature is the mother of human beings, and human beings grow and develop in her arms. However, with the progress and development of modern science and technology, human beings are gradually moving away from nature, and more and more serious ecological problems have appeared on the earth. Humans once claimed to conquer nature, and it is not uncommon for humans to be punished by nature. What is the relationship between man and nature? Why should we have awe in front of Mother Nature? Why to fear nature is to fear ourselves? After reading this article, we may have more rational thinking and more responsibility to care for nature.
Second, show the goal and write it on the blackboard:
Learning objectives:
1. Grasp the new words and feel the content of the article.
2. Taste the key sentences and feel the author's feelings.
Third, perceive the content and guide self-study:
Self-study guidance (1)
1. Please read the text aloud and mark the words you can't read correctly with a pen.
2. Read aloud by one student, and other students will mark mistakes while listening. After listening, the students will communicate with each other. Then recite words, such as:
Artemisia selengensis is so messy that its own strength is dwarfed. It's exquisite and delicious.
3. Guide reading, compare and see who reads with emotion. (Read by one person in each group and evaluate by other students. )
Self-study Guidance (2)
Read the text twice in your favorite way, understand the content of the article, feel the author's feelings, and think about the following questions.
1. What is this article about, including the author's feelings? 2. What are the sentences that best express the author's point of view? 3. Why should we fear nature? Why is the fear of nature "fear of yourself"?
After enough time to read, communicate in class. In communication, students can evaluate each other and teachers can summarize the evaluation.
Instruct students to learn to talk about evidence when talking about opinions. You can use the words in the article to explain the cause and effect clearly, or you can summarize it in your own words. )
The teacher guides the students to speak and helps them to sort out the summary;
(1) This article is an argumentative paper, which talks about the relationship between man and nature. People should not claim to "conquer nature", but should "respect nature" and "cherish nature" to express a sense of anxiety and emotion. The sentence expressing the opinion of the article is the last natural paragraph of the article. The reason why the author puts forward "reverence for nature" is that human beings often oppose nature, sometimes violate the laws of nature, destroy nature and lead to natural punishment. Only by knowing and caring for nature can man and nature develop harmoniously. )
Fourth, the teacher summed it up.
Both human beings and nature are components of life, which exist in different forms, but they are all equal lives. So fear of nature means fear of wisdom, fear of life and fear of oneself. To fear nature means to love nature, the environment in which human beings live and ourselves.
Verb (short for verb) Homework:
1. Reading and writing (exercises after class)
2. Seminars and exercises 1
blackboard-writing design
The eighth grade Chinese unit 3 teaching plan 3 teaching objectives
1, knowledge and skills: read the text aloud, perceive the content of the text as a whole, grasp the author's feelings, and learn the author's description techniques.
2. Process and method: Taste vivid, vivid and beautiful language.
3. Emotion, attitude and values: Understand the author's thoughts and feelings, and be influenced by loving nature.
focus
Learn the description of this article.
difficulty
The combination of image, knowledge and lyricism.
Class arrangement
1 class hour.
teaching process
First, situational introduction
"Fear of Nature" wrote: Other creatures should no longer be regarded as the devil's delicacies, but should first be regarded as equal lives with us, as the creation of cosmic wisdom, and as the exhibitor of the beauty of the universe. First of all, we should be as afraid of them as we are of ourselves. American ethicist Leopold did this to geese. He observed the activities of geese with love and appreciation. His emotional experience of empathy for the goose can bring us closer to the goose.
Second, warm up before class
1, vocabulary:
Fog (central)
Silence (jiān)
Hunting (Hugh)
Dilute (diāo) to zero
2, word memory:
Think that all people and things are not worthy of attention-be extremely arrogant
pervade
glide
move
chip
3. Preview effect feedback:
What is the goose described by the author? What personality traits do these descriptions highlight?
Third, the overall perception of the text content
The author describes the geese flying from the south, geese flying in winter, lonely geese and the chirping of geese living in groups in April. The author found kindness, friendship, affection, unity and nature's poetry in geese.
Fourth, cooperative exploration.
1, carefully understand the following sentences and talk about the ideal feelings expressed by these sentences.
The arrival of a swallow doesn't mean spring, but it comes when a flock of geese break through the warm mist of March.
Wild geese are the real messengers of spring, bringing people the vitality, hope and joy of spring.
As soon as we touch the water, the new guests will scream, as if the water they splash can shake off the winter on the fragile pu.
The returning geese let cattails and everything usher in spring and flourish. Vivid language.
2. Read the text.
6── 10 natural section, discuss the following questions.
(1) What are the descriptions of geese in the selected text?
The selected words vividly describe the goose's trip to the cornfield, the assembly order of the spring geese and the fierce debate in the assembly.
Like autumn, our spring geese travel to the cornfield every day. What kind of facts does this sentence reflect?
It reflects the change of seasons and the foraging habits of spring geese.
⑶ The goose described by the author has thoughts, families, joys and misfortunes. How did he show all this?
The author often uses humanized language, such as whispering hello, inviting tourists, noisy whispering, fierce debate and speech, which makes the goose lose its mind, have a family, have joy and misfortune, and present a particularly infectious and vivid picture.
V. Standard feedback
1, see warm-up before class for words.
2. See the overall perception and blackboard design for the text structure.
3. Continue to write two sentences in the form of example sentences. For example: if you are a flower, it brings warmth to people; If you are a grass, add a spring to the world; XXXXXXXXXXXXXXXXXXXXXXXxxxxxxxxxxxxxxxxxxx .
Sixth, learning summary
1, content summary:
This article is a beautiful essay, involving the relationship between human beings and animals, and full of environmental awareness. Let's enjoy the fun of human beings and animals together.
2, method induction:
⑴ Lyric prose is a perfect combination of image, knowledge and practicality.
⑵ Careful observation and meticulous brushwork. This paper uses anthropomorphic techniques to write geese, which is vivid.
3. Extension and expansion:
Leopold described a flock of returning geese to us with a loving style. Can you reproduce a lovely bird with emotional words? Please write a clip about it.
blackboard-writing design
Return of geese
Return (love)
(lyric prose)
Goose and Lonely Goose (Sentimental)
Love animals
Singing (Debate-Misunderstanding-Love)
Protect nature
The concept of alliance (praise)
Eighth grade Chinese Unit 3 Unit 4 Teaching plan:
Three units
Teaching time:
One class hour
Teaching objectives:
Knowledge goal:
1, accurately understand and remember new words such as "awe, Artemisia, exquisiteness, overreaching, dwarfing, close at hand, inscrutable";
2. Understand the philosophical language in the text;
Ability goal:
1, grasp the key points and key sentences of the article, understand and analyze the text, and exercise students' thinking ability;
2. Learn to use various rhetorical devices to make abstract truth easy to understand;
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 sentiment of loving nature.
Teaching focus:
One is to understand the relationship between man and nature dialectically, and see how the author came to the view of "fearing nature". The other is to learn the easy-to-understand writing skills of expressing abstract truth by using various rhetorical devices.
Teaching difficulties:
One is to understand the connotation of "reverence for nature", and the other is to understand the philosophical language in the text.
Teaching means and methods:
1, reading and thinking
2. Independent investigation
3. Cooperative discussion
Teaching preparation:
Landscape picture
Teaching process:
First, self-study before class
(1) Read and write, and try to remember the pronunciation, writing and meaning of the following words.
Chaos (jí), intelligence (zhǐ), ignorance (nà) and ignorance (Ch).
Gourmet (yáo) smug (zhān)
(B) according to the meaning of the text
Don't measure your ability. Describe yourself as having a high opinion. (more than one can chew)
Compared with each other, it shows the shortcomings of one side. (dwarfed)
Extremely delicate and dexterous, unparalleled. (exquisite)
Delicious food (gourmet)
Describe the self-righteous, smug look. (smug)
Second, show pictures and introduce new experiences in appreciating natural scenery.
Third, classroom activities.
1, overall impression
Be familiar with the text, number each natural paragraph, and draw key sentences while reading with the method of "grasping key sentences" Read the text again and then answer the following questions.
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 "fearing nature".
The topic is "reverence for nature". In this article, "reverence for nature" means to respect, respect and care for nature, live in harmony with nature, and make nature better, so that human beings can survive better.
(3) Why does the author propose "reverence for nature"?
A: The reason why the author puts forward "reverence for nature" is that people often oppose man and nature, claiming that to conquer nature, going to extremes often violates the laws of nature, destroys nature and leads to natural punishment. Only by recognizing the greatness of nature and caring for it can human beings achieve harmonious development with nature.
(4) Why do you say "fear nature" means "fear yourself"?
A: Because people often regard man and nature as creations of cosmic wisdom and components of cosmic life, although life exists in different forms and there are differences in life forms, they are all equal lives and brothers, so to fear nature means to fear wisdom, and to fear life means to fear ourselves. Moreover, reverence for nature means loving nature, loving the home where human beings live and loving ourselves.
2. Structural explanation
Introduction to the conquest of nature (paragraphs 1-2)
metaphor
Fear of human intelligence is nothing to be proud of (paragraphs 1 to 2).
Comparison of the relationship between human wisdom and natural wisdom (from the first paragraph to the second paragraph)
However, the rhetorical question of cosmic life (the first to the first natural paragraph)
Conclusion Fear of nature and peace (paragraphs 1 to 2)
3, sentence reading. Read paragraphs 5 to 7 carefully and answer the following questions.
(1) The fifth paragraph says that "man himself is the highest embodiment of natural wisdom". What is the basis of this statement?
Answer: ① Nature makes many cells of the human body have a reasonable division of labor and coordinate with each other; (2) Nature has created a human brain with emotion and thinking; Nature has created the indescribable beauty of the human body.
(2) In the sixth paragraph, the author said: "It may be meaningful for nature to create thinking creatures." How to understand this "deep meaning"?
A: The universe knows (appreciates) itself and expresses itself through human beings.
(3) What is the author's intention in using the word "an organ" in paragraph 7?
Answer: It echoes the metaphor of "body" in the previous sentence, which enhances the coherence of text and meaning and highlights the relationship between human beings and the universe as a whole. (That's right)
(4) In paragraphs 5 to 7, the author finally wants to express his views (in the original sentence):
Let's love nature as much as our own bodies.
4. Is there anything you don't understand? Bring it up for discussion with you. (Write down the questions and discussion results below)
Many statements in this article are very philosophical, please understand them carefully:
(1), mankind rejoices in these achievements. However, who can say that those messy mines will not be traps dug by humans?
(falling into a trap is a crisis. The mining of coal, oil, natural gas and other minerals has left countless pits, which have destroyed the landform and stratigraphic structure and are likely to lead to serious consequences and endanger mankind itself. )
(2) The reason why the universe creates intelligent creatures is to realize itself and appreciate its magnificent beauty.
The meaning of this sentence is that the universe has created intelligent creatures like human beings, which means that the universe has grown a brain, and with the tools of self-knowledge, human understanding of the universe is the universe's understanding of itself. This sentence personifies the universe and describes the appearance of human beings as purposeful creation of the universe. )
(3) Humans are not alone. Our brothers are everywhere in the universe.
Everything in the universe, including human beings, is an integral part of life in the universe, and everything except human beings is also life in various forms, so it is an equal life with us and our brothers. )
6. Is there anything you don't understand? Bring it up for discussion with you.
7. In this paper, rhetorical questions are used in many places to add color to the article. Try to find a few rhetorical questions from the text, convert them into general declarative sentences, and compare the expressive effects of the two sentences.
Function: The function of rhetorical questions is to strengthen the tone, stimulate the reader's thinking and make people think.
8. Think deeply:
1. Why does the author propose "reverence for nature"?
People often oppose man and nature and claim to conquer nature. This view has its reasonable side, but when it goes to extremes, it often violates the laws of nature, destroys nature and leads to natural punishment. Only by recognizing the greatness of nature and caring for it can human beings achieve harmonious development with nature. )
2. Why do you say "fear nature" means "fear yourself"?
The reason why we say "reverence for nature" means "reverence for ourselves" is because human beings and nature are one, and they are all equal despite their different forms of existence. Respecting nature means respecting life, caring for nature, caring for the home where human beings live, and respecting and caring for ourselves. )
Fourth, expand the inquiry:
Please talk about the relationship between man and nature, and draw up several propaganda slogans with the theme of "fearing nature" to appeal to people.
Classroom exercise: Read paragraph 5 and answer the following questions:
1, please summarize the main contents of this passage:
The wisdom of nature is unparalleled. )
2. Why do you say that "disgusting flies and mosquitoes" are also "works of art" of nature?
(flies and mosquitoes are annoying, but their body structure and physiological mechanism are wonderful, reflecting the exquisiteness created by nature.
3. From what aspects does the author compare "dwarfing"?
(1), nature has created colorful life with "dead" substances, but human beings can't even create the simplest creatures;
(2) Human beings are the highest embodiment of natural wisdom;
(3) Nature "knows" how to create various things and even the human body with aesthetic principles.
4. Word accumulation:
Profound: profound: I don't know. Different: different from others. It is true that the irradiation is really Artemisia: Erigeron and Artemisia. Referring to vilen's assertion, it must be pleasant: cheerful and satisfied.
Sixth, the class summary
This is an argumentative essay. The author believes that in the relationship between man and nature, human beings should fundamentally change their ideas, stop claiming to "conquer nature" and respect and care for nature.