1. Short text.

"There is only one earth" is a resounding slogan put forward by 1972 at the human environment conference held in Stockholm, Sweden. Based on this topic, this paper introduces the relevant knowledge of the earth from the perspective of human survival, clarifies the fact that there is only one earth for human survival, and calls on human beings to cherish resources and protect the earth.

The text has distinct layers and clear context. First of all, the introduction of the earth begins with the scene of astronauts watching the earth in space. Then, from the small size of the earth in the universe, the limited natural resources it has, and the uncontrolled exploitation or random destruction, it shows that the earth is facing the threat of resource depletion. Then it is proved by the research results of scientists that when the earth's resources are exhausted, human beings can't move to the second suitable planet at present; Finally, tell readers that human beings should carefully protect the earth and its ecological environment.

The text introduces all kinds of knowledge of the earth scientifically and effectively explains the fact that there is only one earth by enumerating numbers and giving examples. Strict wording and vivid expression are the main characteristics of this language. At the same time, metaphors and personification are used in many places, which reflects the vividness of the language of scientific papers. The full text is scientific, artistic and ideological. While introducing scientific knowledge, it can stimulate readers' emotions and enlighten readers' thoughts.

The purpose of writing this text is to guide students to master the main content, understand the relevant knowledge of the earth, and understand that there is only one earth for human existence; The second is to guide students to learn the method of "connecting with reality and thinking deeply", deepen their understanding of the text and stimulate their feelings of cherishing resources and protecting the earth; The third is to guide students to understand the accuracy of the words used in the article and the interpretation methods of the article.

The focus of this lesson is to understand that human beings have only one earth, cherish resources and protect the ecological environment of the earth. The difficulty is to deepen the understanding of the text and put the consciousness of protecting the earth into action by thinking about the problem in connection with reality.

2. Word comprehension.

Understanding of (1) sentence.

The earth, the mother of human beings and the cradle of life, is so beautiful, spectacular and amiable.

This is the author's praise for the earth, which highlights the loveliness and beauty of the earth and embodies the author's love for the earth. Comparing the earth to the "mother" and "cradle" in the sentence shows that the earth is a place where human beings and everything survive and multiply, and expounds the close relationship between the earth and human beings and everything. The use of metaphor makes sentences easy to understand, vivid to express and infectious to read.

Compared with the vast universe, the earth is small.

"Small" means insignificant. This sentence means that in the vast universe, the earth is as small as a boat in the sea. Therefore, the scope of human activities is very limited. This shows how precious the earth is to human beings, and human beings should cherish and protect it.

The water resources, forest resources, biological resources and atmospheric resources needed by human life could have been regenerated and contributed to human beings for a long time.

"Primitive" means "primitive and previous", which accurately points out that renewable resources have been destroyed, emphasizes the original renewability of "water resources, forest resources, biological resources and atmospheric resources", highlights the non-renewability of the present, and embodies the scientific and rigorous explanation language. Combined with the above description of "mineral resources", it once again confirms the finiteness of natural resources and the crisis it faces, thus giving readers a warning and reminder.

Scientists have proved that there is no second planet suitable for human habitation at least within 40 trillion kilometers centered on the earth.

This sentence quoted the research results of scientists. The intuitive explanation of "40 trillion kilometers" is too large for human beings to reach. The word "at least" emphasizes that the current research results are still limited to this scope, and the situation beyond "40 trillion kilometers" cannot be determined, which reflects the rigor of the explanation. At the same time, "at least" means "at least", which further explains the distance, thus concisely and forcefully confirming that there is no second planet suitable for human habitation. Easy to understand and convincing.

⑤ "Our earth is lovely and fragile!"

This sentence quoted the sigh of astronauts, taking into account the above, briefly and vividly summarized the characteristics of the earth and highlighted the importance of protecting the earth's ecological environment. The reason why the earth is "lovely" is that it selflessly nurtures human beings and breeds everything. The word "broken" is generally used to describe fragile objects such as glass and porcelain, which can be understood as the damage to the earth caused by various reasons, such as the resource depletion crisis mentioned in the article. This expression not only makes the sentence vivid, but also arouses the vigilance of human beings and highlights the urgency of protecting the earth.

(2) Understanding of words.

Crystal clear: bright and transparent. In this paper, the appearance of the earth is bright and transparent.

Resources: Natural sources of means of production or means of subsistence.

Minerals: Natural compounds and a few natural elements existing in the earth's crust, with relatively fixed chemical composition and properties. Most of them are solid (such as iron ore), and some are liquid (such as natural mercury) or gas (such as helium).

Gift: It used to refer to the reward given by the emperor, but now it generally refers to charity out of pity.

Abuse: To use indiscriminately or excessively. This article refers to the abuse or overuse of chemicals.

Threaten: to force or intimidate people into submission by force. The destruction of natural resources and a series of ecological disasters will do great harm to human survival, and even make it impossible for human beings to survive in the end.

Second, the teaching objectives

1. Learn the new words 10, and correctly read and write the words "looking forward, glittering and translucent, resources, minerals, gifts, temperance, fatigue, abuse, threat, hope, imagination, migration, debris, witness, amiable" and so on.

2. Read the text silently, understand the content of the text, understand that there is only one earth, and enhance the awareness of caring for the environment and protecting the earth.

3. Experience the accuracy and rigor of the explanation language and learn the explanation methods.

Third, teaching suggestions

1. Where conditions permit, students can be arranged to search for information about earth knowledge before class, and at the same time collect cases and data that damage the ecological environment and natural resources. Teachers can also prepare relevant materials and use them in class at an appropriate time.

2. One of the teaching focuses of this course is to guide students to understand the truth that there is only one earth and enhance their awareness of cherishing resources and protecting the earth. You can use the following ideas to start teaching:

First of all, around "what aspects of the earth are written in the text", we can initially grasp the main content of the text. Through self-study, communication and discussion, guide students to understand that the text is introduced from the perspective of astronauts looking at the earth, then explain the fact that there is only one earth from three aspects: "the earth is very small", "limited natural resources" and "human beings can't migrate at present", and finally tell human beings that we should protect the earth.

Through discussion and exchange, students are mainly guided to deeply understand the fact that there is only one earth from two aspects: "limited natural resources" and "human beings cannot migrate at present".

(1) Understanding "Only One Earth" from "Limited Natural Resources". This paper describes the crisis faced by the earth resources from two aspects: "the exhaustion of non-renewable resources" and "the destruction of renewable resources". First of all, the formation of mineral resources takes millions or even hundreds of millions of years. Therefore, "if mining is not controlled", it may face the danger of "exhaustion". In addition, water resources, forest resources, biological resources, atmospheric resources and other renewable resources, due to people's "random destruction" and "abuse of chemicals", not only can not be regenerated, but also create "ecological disasters", threatening human survival. If all kinds of resources on the earth are exhausted, it will be difficult for human beings to get supplements from other places.

(2) Understanding that "there is only one earth" from "human beings cannot migrate at present". The paper quotes the research results of scientists: "At least within the range of 40 trillion kilometers centered on the earth". Here, students need to be guided to understand the concept of "40 trillion kilometers". For example, it will take about 6 million years to reach 40 trillion kilometers based on the current flight speed of ordinary aircraft. At the same time, we should emphasize the understanding of the word "at least" and appreciate the rigor of the words used in the article. Let the students understand that even if there is a suitable second planet, humans can't reach it, so the earth is the only planet suitable for human habitation. As for the idea of establishing an immigration base on Mars or the moon, even if it can be "realized", it is a very distant thing, and it is impossible for many people to live.

Finally, connect with reality, enhance emotions, and let every student understand that we should protect the earth and protect its ecological environment. For example, you can design a small exercise pen: What do you want to say to the earth, to mankind or to yourself? In order to guide students to further deepen their understanding of "there is only one earth" and internalize it into their own actions.

3. The exclamation of the astronauts quoted in the article is a difficult point for students to understand. In teaching, we can grasp the key words of "cute", "broken" and "at the same time" in the sentence to understand. Let's talk about where the earth is "lovely", where it is easy to be bad, and why we should emphasize "at the same time". To understand the "loveliness" of the earth, we can think from the scene of "looking at the earth from afar", providing living space for human beings and selfless dedication to natural resources. To understand the fragility of the earth, we can think about the destruction of renewable resources from the aspects of "uncontrolled exploitation of mineral resources", "random destruction" and "indiscriminate abuse of chemicals". Emphasizing "simultaneity" means emphasizing the duality of the earth: both lovely and fragile, reminding people that if resources are destroyed at will, the lovely earth may also be broken, so that students can further understand the importance of protecting the earth's ecological environment.

4. This lesson pays attention to the accuracy of words and the rigor of writing in expression. In teaching, students should be guided to experience carefully, and the arrangement of the second question after class reflects this intention. In teaching, we can take these two sentences as examples, so that students can first remove the added words and compare them with the original sentences to understand what role these words play in expression; Then, ask students to find similar sentences from the text and analyze and compare them in the same way; Finally, guide students to experience the expressive effect of these sentences in reading the text, thus enhancing students' sense of language. In addition, this paper also uses a large number of explanation methods such as "number of columns" and "examples", which can guide students to understand the expression effect of these methods in the text and learn and use them in their usual exercises.

5. Reading scientific papers should not only inject feelings like narrative works, but also pay attention to reflecting the logical power of such works. For example, "... but even if these ideas can be realized, it is still a long way off." How many people can you live? " "But" should be emphasized to draw people's attention to the following contents. "Even if" can emphasize that it is unknown whether this idea can be realized, while "How many people" slightly emphasizes that even if an immigration base is built on Mars or the moon, few people can live there.

6. In order to better stimulate students' feelings of "cherishing resources and protecting the earth", we should attach importance to thinking about problems in combination with reality in teaching and guide students to deepen their understanding of the text. For example, when understanding limited resources, teachers can supplement specific data and information about natural resources, or guide students to supplement relevant facts according to their usual accumulation; When understanding the threat of ecological disasters to human beings, students can be guided to understand with specific examples; When understanding the idea of immigration base, students can be guided to contact the information about the moon and Mars, which is far away and impossible to realize. When educating students to put the consciousness of protecting the earth into action, we can start with small things that waste resources and destroy the environment in daily life, which can lead to thinking and turn it into action.

7. Teachers should remind students to pay attention to the pronunciation and glyphs of some words in the text. For example, the word "crystal clear" is not only nasal; "Zi" and "Ci" are both flat tongues; The vowel of "Guo" is "An", so we should pay attention to the difference between it and "Ai, Ang". "Ai" and "Exhaustion" are the same, so different parts can strengthen the distinction between glyphs.