Natural language teaching plan 1 teaching objectives
Knowledge and skills
1. Taste the concise, accurate, vivid and scientific language of this article.
2. Understand the relevant knowledge of phenology.
3. Master several explanation sequences of explanatory texts and explanation methods of examples.
Process and method reading aloud, group discussion, teacher inspiration.
Emotional attitudes and values
Inspire students to love nature and science.
Teaching focus
1. Make clear the order of text explanation, understand the organization of explanation, train students to quickly filter information and preliminarily summarize the main points.
2. Learn the accurate, rigorous, vivid and beautiful language of this article and experience the vividness of the explanation.
Teaching difficulties
1. Explain the explanation order of the four factors that determine the coming of phenological phenomena, and discuss the benefits of this arrangement.
2. Summarize the significance of phenology to agricultural production, screen suggestive words and make a comprehensive summary.
Preparation before class
1. Read the text and remove the word barriers. 2. Arrange students to collect some agricultural proverbs before class.
first kind
First, the introduction of new courses.
In life, we humans communicate with language. What about nature? Does it also have a language?
Enjoy the picture 1 Enjoy the picture 2. Tell me what you see. What are these phenomena telling people?
What the students above said is the unique language of nature. This language is everywhere, and you can find it in the blink of an eye. Please talk about the natural language you know.
Like these phenomena, ancient laborers called them "phenological phenomena". Today, let's go into nature and listen to their language.
Second, the students introduced Zhu Kezhen, and the teacher added.
Zhu Kezhen (1890- 1974), a native of Shangyu, Zhejiang Province, was an accomplished scientist, educator, meteorologist and geographer in the 20th century, and was known as a "great man of character and knowledge". 19 10 went to study in the United States, and 19 18 received a doctorate in geology from Harvard University. After returning to China, he first served as a teacher of Wuchang Normal School, director of the Department of Geography of Southeast University and director of the Institute of Meteorology of Academia Sinica, and became the founder of modern meteorology and modern geography in China. From 65438 to 0936, he became the president of Zhejiang University. During the war in War of Resistance against Japanese Aggression, in the hinterland of Guizhou, he turned Zhejiang University from a local university into a national famous comprehensive university, and wrote a dazzling chapter in the history of higher education in China. 1in June, 949, he served as the vice president of China Academy of Sciences. He is the author of Time and Place of the Origin of Twenty-eight Hostels, Preliminary Study on Climate Change in China in Five Thousand Years, Phenology, etc.
Third, explain the teaching objectives
Fourth, the teaching process:
1, read the text quickly, (1) mark the words that are difficult to read and remember. (2) perceive the text as a whole. The students went to the platform and wrote on the blackboard.
2. What information do you get from the text? Find and summarize in the article.
Free communication: (supplement)
1. What is phenology? (Paragraph 65438 +0.2.3)
2. What is the significance of phenological observation to agriculture? (para. 100). 4.5)
3. What are the factors that determine the coming of phenology? (Paragraph 6.7.8.9.10)
4. What is the significance of studying phenology? (Paragraph 1 1. 12)
Verb (abbreviation of verb) Read aloud 1 paragraph and taste the language.
Find out your favorite good words and sentences in this paragraph and explain the reasons.
After beginning of spring, the earth gradually woke up from a deep sleep. Snow and ice melted, vegetation sprouted, and all kinds of flowers bloomed for the first time. Two months later, the swallow returned lightly. Soon, the cuckoo also came. So it becomes a hot summer, that is, the period when plants breed fruits. In autumn, when the fruits are ripe, the leaves of plants gradually turn yellow and fall in the autumn wind. The geese flew south, and the insects active in the fields and grass disappeared. Everywhere I go, I see a scene of falling grass, ready to meet the snowy winter.
6. Class summary: Enjoy the pictures of four seasons (spring, summer, autumn and winter), choose a season and describe the beautiful scenery in front of you with vivid and beautiful words.
Seven, homework:
A (gifted students): Read and recite the first paragraph.
B: (Secondary students): Memorize and explain knowledge.
C: (the last third of the students): small volumes of words.
Reflection:
Blackboard writing:
Second lesson
First, introduce the new course:
Introducing a new lesson: the first attempt. Students read the short passage in the last lesson and make comments.
Whether it's a rosy spring day or a frozen winter night, it's a natural phenomenon. So what is the role of learning natural language for us human beings? What determines them? Today, we continue to explore the mysteries of nature.
Second, cooperative exploration:
Read aloud paragraph 6- 10 and think:
(1) What are the determinants of phenology? In what order did the author introduce the determinants of phenology?
(catch the key words: the first, the second, the third, and the other. ) clear: the logical order from major to minor or from space to time.
(2) What explanation methods does the author mainly use to explain the influence of these factors?
Clear: give an example. (Find and analyze) For example, in March and April in early spring, peach blossoms in Nanjing bloom 20 days earlier than those in Beijing. The influence of latitude on phenology is explained. But sometimes, in order to explain the object more thoroughly, you can give more examples.
(3) Can "according to a long-term phenological record in southern England" in paragraph10 be deleted? Why?
Clarity: it plays a restrictive role and reflects the accuracy and scientificity of the interpretation language. Can you still find the exact position in the text that reflects the language of the explanatory text?
For example, at the end of the first paragraph, "in the temperate and subtropical regions of the earth" accurately indicates that there are four distinct seasons.
Third, expand and extend-"Peach Blossom in Dalin Temple"
Students read poems together and understand them.
Qing: Dalin Temple is at the top of Lushan censer peak. The poet visited Dalin Temple in early summer. In April, it was the time when spring returned to the plain, but the poet was surprised to find that this ancient mountain temple was actually blooming with peach blossoms. The poet was sad for the passing of spring, but after revisiting the spring scene, he was overjoyed and suddenly "woke up" that spring had turned here.
This poem just illustrates the height difference, the third factor that affects phenology: "The flowering and flowering of plants are higher and later in spring and summer."
Fourth, summary:
Trilogy of asking questions and asking difficult questions:
The first step is to read the text silently, find out the difficult places and mark them well.
Step two, discuss the problem in groups of four.
In the third step, each group puts forward the "killer" (the problem that this group can't solve) for class discussion.
If not, the teacher asked: The students all know that the article introduces phenology, why should we take "natural language" as the topic?
Verb (abbreviation for verb) assigns homework.
A (gifted student): Do you know any unique natural language in your life? What alarm bells have been sounded to mankind?
B: (Intermediate student): Finish the exercise book.
C: (Last third of the students): Take notes.
Reflection:
Blackboard writing:
Teaching objectives of natural language lesson plan 2;
1, learn 9 new words and know 4 new words.
2. Understand the content of the text and read it aloud with emotion, so that students can experience the magic of natural language and stimulate their interest in exploring natural language.
Write a paragraph according to this poem.
Teaching focus:
Guide reading the text and know what the natural language in the text refers to.
Teaching difficulties:
Find regular language phenomena in poetry and imitate poetry.
Preparation before class:
1. Find words or pictures about trilobites and Himalayas.
2. Observe nature and collect information about "natural language".
Teaching process:
First, the introduction of conversation, revealing topics
Students, language is the most important communication tool for human beings. But it's not just humans who have languages. There are also many wonderful languages in nature. Let's go into nature, listen and discover.
Write on the blackboard.
Second, the preliminary reading of the text, the overall perception
1, please open your books, read the text, read the difficult sentences several times, pay attention to correct pronunciation, and don't add or miss words.
2, check the pronunciation, students read by train (every paragraph).
Please read the text again and think about which parts of the text are written in natural language.
4. Answer by name.
Let's read these chapters together.
6. The teacher downloaded two pictures online. Let's have a look. (The courseware shows "trilobite" fossils; Pictures and introduction of the Himalayas. )
7. Please read the text freely and think about some natural languages you have understood before. If you don't know any language, just look at the illustrations in the text, imagine and do some actions, or draw a picture on paper and read it. (Enough time for students to feel)
8. Who can tell me which languages you have studied before? What language do you read?
9. What do you think of natural language?
The classmate answered, and the teacher wrote on the blackboard: wonderful.
10, how can we understand these wonderful languages?
Students answer, teacher blackboard: observe and think.
1 1, guide.
We must be glad that we have read and know how to read these wonderful languages. Please think about how to read it, so that you can read the rhythm and feelings of the poem. Read it first, and then read the paragraph you think is the best to your deskmate.
Who will read the best you read to everyone? Tell me why you read like this.
Third, return to the whole and expand and extend.
1, read the text together.
He must be an observant and thoughtful person at ordinary times. Tell me about the natural language you found.
Write a short poem according to the natural language you know, and imitate the writing of a section in the text.
The Teaching Purpose of the Language of Nature Lesson 3
1. The language is vivid and has a vivid taste.
2. Learn to summarize the main points of the article.
Learning focus
1. The language is vivid and has a vivid taste.
2. Learn to summarize the main points of the article.
Teaching difficulties
The language is vivid and has a vivid taste.
Teaching time
Two classes.
Teaching process and steps
first kind
[teaching points]
Taste vivid language.
[learning process]
First, write before class and introduce new lessons.
Ask the students to describe the weather that day. And ask the students to speak.
Second, learn paragraphs 1, 2 and 3 of the text-taste the language
Research paragraph 1:
1. What characteristics did the author catch when writing the four seasons? Try to say it.
Students think, discuss and communicate.
Clear:
Spring-"melting of snow and ice", "germination of vegetation" and "second opening of flowers";
Summer-"Plants breed fruits";
Autumn-"the fruit is ripe", "the leaves turn yellow gradually" and "rustling falls";
Winter-insects "disappear", "grass withers everywhere" and "snow carries the road".
2. We have learned too many poems, all of which have obvious seasonal characteristics. Can you write a poem or two about these four seasons?
Reference:
Spring-several early warblers compete for warm trees, and new swallows peck at the mud in spring.
Summer-rice flowers smell good and listen to frogs.
Autumn-on the clear sky and crane clouds, brings poetry to the blue night.
In winter-there are no birds in hundreds of mountains and no footprints in thousands of roads.
Among them, "early warblers fight for warm trees" and "new swallows peck at spring mud" are the messages of spring. That's the nature. It communicates with us in its own unique language. As long as you listen carefully, you can understand "natural language". Write on the blackboard.
3. Which words do you think describe the seasonal characteristics accurately and vividly? Ask students to think, discuss and communicate. Speak freely.
Reference:
(1) The word "sprout" accurately reflects the state in which vegetation begins to grow;
⑵ "The Second Time" appropriately shows the order of flowering and renders the breath of spring;
⑶ "Gradually" accurately expressed the yellowing process of leaves;
(4) "rustling", imitating the sound of leaves being blown by the wind, makes people feel cold in autumn;
5] "load", that is, full, properly describes the degree of snowfall;
The second paragraph of the study:
1, students read the second paragraph together.
Question: The article reads: "The apricot blossoms are in bloom, as if nature is preaching rapid land reclamation; Peach blossoms are blooming, which seems to imply that we should plant millet quickly. The cuckoo began to sing, and the working people understood what it was singing:' Grandparents, cut wheat and transplant rice.' "
This sentence can also be changed to: "apricot blossoms are in bloom, as if nature is preaching to plow quickly;" Peach blossoms are in full bloom, as if nature is suggesting to plant millet as soon as possible; Cuckoo sings, as if nature is urging to cut wheat and transplant rice quickly. "
Please study it and see what is the difference between these two sentences. Which do you think is better and why?
Students think, discuss and communicate.
(1) difference: the first sentence only uses personification rhetoric; The second sentence adopts rhetorical methods of parallelism and personification.
(2) I think the first sentence is good, diverse and lively. The second sentence is neat and beautiful.
Read paragraph 3:
Ask a student to read aloud and think: What is phenology? What is phenology?
The discussion is clear:
Phenology-"These natural phenomena were called phenology by the ancients in China."
Phenology-"Using phenology knowledge to study agricultural production has developed into a science, that is, phenology."
Our text introduces the knowledge of phenology. Why not use "introduction to phenology" and "phenology and agricultural production" as the title, and use "natural language" as the title?
Students think, discuss and communicate.
Clarity: The title "Natural Language" is novel, unique and fascinating. And the other two are boring.
Third, practice writing: choose one from two.
1, reprocess the composition you wrote in class. Don't forget to use some rhetorical methods. (such as metaphor, personification, parallelism)
2. Write a paragraph with five of the following words.
When I woke up, the snow and ice melted, the plants sprouted and disappeared, and the flowers and birds sang repeatedly.
The long grass warbler flies back calmly.
Teaching goal: to taste the concise, accurate, vivid and scientific language of this article.
Understand phenology.
Master several explanation sequences of explanatory texts and explanation methods of examples.
Inspire students to love nature and science.
Teaching time: two hours.
Preparation before class: Collect some agricultural proverbs.
Instructional design:
Introduce a new lesson: in life, we humans communicate with language, so what about nature? Does it also have a language?
Enjoy the picture 1 Enjoy the picture 2. Tell me what you see. What are these phenomena telling people?
What the students above said is the unique language of nature. This language is everywhere, and you can find it in the blink of an eye. Please talk about the natural language you know.
Like these phenomena, ancient laborers called them "phenological phenomena". Today, let's go into nature and listen to their language.
New course teaching:
1. Look at the words: students introduce Zhu Kezhen, and teachers supplement.
Zhu Kezhen (1890- 1974), a native of Shangyu, Zhejiang Province, was an accomplished scientist, educator, meteorologist and geographer in the 20th century, and was known as a "great man of character and knowledge". 19 10 went to study in the United States, and 19 18 received a doctorate in geology from Harvard University. After returning to China, he first served as a teacher of Wuchang Normal School, director of the Department of Geography of Southeast University and director of the Institute of Meteorology of Academia Sinica, and became the founder of modern meteorology and modern geography in China. From 65438 to 0936, he became the president of Zhejiang University. During the war in War of Resistance against Japanese Aggression, in the hinterland of Guizhou, he turned Zhejiang University from a local university into a national famous comprehensive university, and wrote a dazzling chapter in the history of higher education in China. 1in June, 949, he served as the vice president of China Academy of Sciences. He is the author of Time and Place of the Origin of Twenty-eight Hostels, Preliminary Study on Climate Change in China in Five Thousand Years, Phenology, etc.
2. Wolf down: read the text quickly and (1) mark the words that are difficult to read and remember. (2) perceive the text as a whole.
The students went to the platform and wrote on the blackboard.
3. Speak freely: What information did you get from the text? Find and summarize in the article.
Free communication: (supplementary) 1. What are phenology and phenology? (Paragraph 65438 +0.2.3)
2. What is the significance of phenological observation to agriculture? (para. 100). 4.5)
3. What are the factors that determine the coming of phenology? (Paragraph 6.7.8.9.10)
4. What is the significance of studying phenology? (Paragraph 1 1. 12)
4. Chew slowly: read aloud the paragraph 1 and taste the language.
Find out your favorite good words and sentences in this paragraph and explain the reasons.
After beginning of spring, the earth gradually woke up from a deep sleep. Snow and ice melted, vegetation sprouted, and all kinds of flowers bloomed for the first time. Two months later, the swallow returned lightly. Soon, the cuckoo also came. So it becomes a hot summer, that is, the period when plants breed fruits. In autumn, when the fruits are ripe, the leaves of plants gradually turn yellow and fall in the autumn wind. The geese flew south, and the insects active in the fields and grass disappeared. Everywhere I go, I see a scene of falling grass, ready to meet the snowy winter.
4. Spell: Enjoy the pictures of four seasons (spring, summer, autumn and winter), choose a season and describe the beautiful scenery in front of you with vivid and beautiful words.