The text "Only One Earth" explains from three aspects that there is only one earth and tells humans that we should protect the earth.

Explain from three aspects: "the smallness of the earth", "limited natural resources", and "currently humans cannot migrate".

1. Interpretation of textbooks

1. Brief introduction to the text.

"There is only one Earth", this is the resounding slogan put forward by the Human Environment Conference held in Stockholm, the capital of Sweden, in 1972. This article takes this as its title and adopts the form of a scientific essay (literary expository essay) to learn from the human The perspective of survival introduces relevant knowledge about the earth, clarifies the fact that there is only one earth for human existence, and calls on humans to cherish resources and protect the earth.

The text has distinct levels and clear context. It starts with what astronauts see when they look at the earth from space, which leads to an introduction to the earth. Then it starts with the earth’s smallness in the universe and the limited natural resources it has, which are exploited without restraint or destroyed at will. In other aspects, it shows that the earth is facing the threat of resource depletion; then it uses the results of scientific research to prove that when the earth's resources are exhausted, humans will not be able to move to a second suitable planet; and finally tells readers: humans should carefully protect the earth and protect it. Earth's ecological environment.

The text uses a variety of explanation methods such as listing numbers and giving examples to scientifically introduce various aspects of the earth's knowledge and effectively illustrate the fact that "there is only one earth". Rigorous wording and vivid expression are the main features of the language in this article. At the same time, metaphors, personification and other techniques are used in many places in the text, which reflects the vivid and vivid language of scientific essays. The full text integrates scientific, artistic and ideological aspects. While introducing scientific knowledge, it can also stimulate readers' emotions and enlighten their thoughts.

The purpose of selecting this text is, first, to guide students to grasp the main content, understand relevant knowledge about the earth, and understand that there is only one earth for human survival; second, to guide students to learn to "connect with reality and think deeply" The method is to deepen the understanding of the text and inspire students to cherish resources and protect the earth. The third is to guide students to understand the accuracy of the wording of the article and understand the explanation method of the article during reading.

The focus of this lesson is to understand that there is only one earth for human existence, and to cherish resources and protect the earth's ecological environment. The difficulty is to think about the problem in connection with reality, deepen the understanding of the text, and put the awareness of protecting the earth into action.

2. Word comprehension.

(1) Understanding of sentences.

①The earth, the mother of mankind, the cradle of life, is so beautiful, spectacular, and amiable.

This is the author's praise of the earth, which highlights the loveliness and beauty of the earth and reflects the author's love for the earth. The sentence compares the earth to "mother" and "cradle", explaining that the earth is the place where humans and all things live and reproduce, and clarifies the close connection between the earth, the survival of humans and all things. The use of metaphors makes the sentences easy to understand and vivid in expression, making them highly contagious to read.

② 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 small boat in the sea. It can be seen that the scope of human activities is very small. Limited. This shows how precious the earth is to humans, and humans should cherish and protect the earth.

③The water resources, forest resources, biological resources, and atmospheric resources required for human life can be continuously regenerated and contribute to mankind in the long term.

"Original" means "original, previous". It accurately points out that renewable resources have been destroyed and emphasizes the original renewable nature of "water resources, forest resources, biological resources, and atmospheric resources" , highlighting the non-renewability of the present and reflecting the scientific and rigorous nature of expository language. Combined with the previous explanation of "mineral resources", it once again confirms the limitations of natural resources and the crises they face, thus giving readers a warning and reminder.

④Scientists have proven that at least within a range of 40 trillion kilometers centered on the Earth, there is no second planet suitable for human habitation.

This sentence quotes the research results of scientists. "40 trillion kilometers" intuitively shows that the range is so large that humans cannot reach it at all. The word "at least" emphasizes that the current research results are limited to this range, and the situation beyond "40 trillion kilometers" cannot be determined, which reflects the rigor of the explanation. At the same time, "at least" means "least", which further illustrates the distance, thus concisely and effectively confirming that there is currently no second planet suitable for human habitation. Easy to understand and convincing.

⑤ "Our earth is so lovely, but at the same time it is too easily broken!"

This sentence quotes the astronaut's exclamation, which echoes the previous article and summarizes it concisely and vividly. It highlights the characteristics of the earth and highlights the importance of protecting the earth's ecological environment. The reason why the earth is said to be "lovely" is because it selflessly nurtures human beings and nurtures all things. The word "broken" is generally used to describe fragile items such as glass and porcelain. Here it can be understood as damage to the earth caused by various reasons, such as the crisis of resource depletion mentioned in the article. This expression not only makes the sentence vivid, but also arouses human alertness and highlights the urgency of protecting the earth.

(2) Understanding of words.

Jingying: bright and transparent. The article refers to the earth's appearance being bright and transparent.

Resources: natural sources of means of production or means of living.

Minerals: Natural compounds and a few natural elements present in the earth's crust, with relatively fixed chemical compositions and properties. Most are solid (e.g., iron ore), and some are liquid (e.g., natural mercury) or gaseous (e.g., helium).

Gift: Originally refers to the reward given by the emperor, but now it generally refers to charity given out of mercy.

Abuse: Indiscriminate or excessive use. The text refers to the indiscriminate or excessive use of chemicals.

Threat: Use force to force or intimidate someone into submission. The article points out that the destruction of natural resources and a series of ecological disasters will cause great harm to human survival, and even ultimately make it impossible for human beings to survive.

2. Teaching objectives

1. Learn 10 new words and correctly read and write words such as "distant, crystal clear, resource, mineral, gift, moderation, depletion, abuse, threat, hope, imagination, immigration, broken, witnessed, amiable".

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

3． Understand the accuracy and rigor of expository language and learn the methods of explanation.

3. Teaching suggestions

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

2. One of the teaching focuses of this course is to guide students to understand the principle of "there is only one earth" and enhance their awareness of cherishing resources and protecting the earth. The following ideas can be used to carry out teaching:

First, focus on "what aspects of the earth are written in the text" and initially grasp the main content of the text. Through self-reading, communication and discussion, students are guided to understand that the text is introduced from astronauts looking at the earth from a distance, and then explains the fact that there is only one earth from three aspects: "the smallness of the earth", "limited natural resources" and "currently human beings cannot migrate", and finally tells Humans should protect the earth.

Through discussions and exchanges, we focus on guiding students to deeply understand the fact that "there is only one earth" from the two aspects of "limited natural resources" and "currently human beings cannot migrate".

(1) Understanding “there is only one earth” from “limited natural resources”. The article describes the crisis facing the earth's resources from two aspects: "depletion of non-renewable resources" and "destruction of renewable resources": First, the formation of mineral resources takes "millions or even hundreds of millions of years"; therefore, “If exploited without restraint,” there may be a risk of “depletion.” In addition, water resources, forest resources, biological resources, atmospheric resources and other resources that could have been regenerated are not only unable to be regenerated due to people's "random destruction" and "abuse of chemicals", but also create "ecological disasters", threatening humankind. Survive. If all kinds of resources on the earth are depleted, it will be difficult for humans to replenish them from other places.

(2) Understanding that "there is only one earth" from "Currently human beings cannot immigrate". The text quotes the research results of scientists and explains: "At least within the range of 40 trillion kilometers centered on the earth." Here, students need to focus on guiding students to understand the concept of "40 trillion kilometers". For example, they can use examples to describe the current general Based on the flight speed of an airplane, it is estimated that it will take about 6 million years to reach 40 trillion kilometers. At the same time, we must emphasize the understanding of the word "at least" and appreciate the rigor of the wording in the article. This enables students to understand that even if there is a suitable second planet, humans cannot reach it. Therefore, the earth is the only planet suitable for human habitation. As for the various ideas of building immigration bases on Mars or the moon, even if they can be "realized", they are still far away, and it is impossible for many people to live there.

Finally, connect it with reality, enhance emotions, and make every student understand: We must carefully protect the earth and protect the earth's ecological environment. For example, you can design a small practice pen: What do you want to say to the earth, to mankind, or to yourself? This guides students to further deepen their understanding of "there is only one earth" and internalize it into their own actions.

3． The astronaut's exclamation quoted in the text is a difficulty for students to understand. When teaching, you can grasp the key words "cute", "broken" and "simultaneously" in the sentence to understand. First, contact the text to talk about where the "loveliness" of the earth is shown, where it is easy to be "broken", and why it is necessary to emphasize " at the same time". To appreciate the "loveliness" of the earth, you can think about the scene you see when you "look at the earth from a distance", and think about the earth's provision of living space for human beings and its selfless dedication of natural resources. To understand the earth's easy "breakability", you can understand it from the perspective of "unrestrained" Think about the destruction of renewable resources caused by "random destruction" and "reckless abuse of chemicals" due to excessive mining of mineral resources; emphasizing "at the same time" is to emphasize the duality of the earth: it has both a lovely side and an easy one. The broken side reminds people that if resources are "uncontrolled" and "randomly destroyed", the lovely earth may become "broken", thus allowing students to further understand the importance of protecting the earth's ecological environment.

4． In this lesson, attention should be paid to accurate wording and rigorous writing. During teaching, students should be guided to understand it carefully. The arrangement of the second question after class reflects this intention.

When teaching, these two sentences can be used as examples. First, let students remove the highlighted words and compare them with the original sentences to understand the role of these words in expression. Then, let students find similar words from the text. Sentences, use the same method to analyze and compare; finally, guide students to experience the expression effect of these sentences in reading the text aloud to enhance students' language sense. In addition, this article also uses a variety of explanation methods such as "listing numbers" and "giving examples", which can be combined with the understanding of the text to guide students to experience the expression effect of these methods in the text, learn and apply them to their daily exercises.

5． When reading scientific essays aloud, in addition to injecting emotions like narrative works, you must also pay attention to reflecting the logical power of such works. For example, "...but even if these ideas can be realized, it is still far away. Besides, how many people can live there?" The "but" should be emphasized to attract people's attention to the following content, and the "even if" can The emphasis makes people feel that it is still unknown whether this idea can be realized. The slight emphasis on "how many people" makes people realize that even if an immigration base is built on Mars or the moon, very few people can live there.

6. In order to better stimulate students' emotions of "cherishing resources and protecting the earth", teaching should pay attention to thinking about problems through connection with reality and guide students to deepen their understanding of the text content. For example, when realizing the limited resources, teachers can supplement specific data and information about natural resources in a targeted manner, or guide students to supplement relevant facts based on their daily accumulation; when realizing the threat of ecological disasters to human beings, they can guide students to Students can relate specific examples to understand; when understanding the idea of ??an immigration base, students can be guided to relate information about the moon and Mars to understand that the realization of this idea is far away and impossible; educate students to put the awareness of protecting the earth into their When taking actions, you can start by talking about small things that waste resources and damage the environment in daily life, trigger thinking, and turn them into actions.

7． Teachers should remind students to pay attention to the pronunciation and glyphs of some words in the text. For example, the word "Jingying" has a back nasal sound; "Zi" and "Ci" both have flat tongue sounds; the final rhyme of "Lan" is "an", pay attention to the difference with "ai and ang"; "Ai" and "Jie" has some parts that are the same, and different parts can be strengthened to distinguish the glyphs.