Lesson Plan for Chinese Language Sixth Grade Volume 1 "Only One Earth"

1. Interpretation of the textbook:

This article takes this as its title and adopts the form of a scientific essay (literary expository essay) to introduce the relevant knowledge of the earth from the perspective of human survival and clarify the The fact that there is only one earth for human existence calls on humans to cherish resources and protect the earth.

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, reflecting the vivid and vivid language of scientific sketches. The full text integrates scientific, artistic and ideological aspects. While introducing scientific knowledge, it can also stimulate readers' emotions and enlighten their thoughts.

Teaching focus: Understand that there is only one earth for human survival, and know how to cherish resources and protect the earth's ecological environment.

Teaching difficulties: deepen the understanding of the text by thinking about problems in connection with reality, and put the awareness of protecting the earth into action.

2. Teaching objectives:

1. Learn 10 new words and correctly read and write "yuanwang, crystal clear, resource, mineral, gift, moderation, depletion, abuse, threat, hope, Words like envision, emigrate, break, witness, affable”.

2. Read the text silently, understand the content of the text, 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. Preparation before class:

1. Teachers and students must carefully collect relevant information on the damage to our country’s ecological environment.

2. Multimedia courseware.

Class schedule:

2 class periods

Teaching process:

First class period

(1) Creation Situation, introduce new lesson:

Students, let’s look at a set of shots first. (Show the courseware) The teacher narrated the content of the picture in an emotional voice:

"Bright sunshine, fresh air, sufficient moisture; lush trees, beautiful flowers, green grass; animals In the embrace of nature, people can play and play freely under the blue sky, living and working happily, singing and dancing, and reproducing from generation to generation. Oh, have you ever thought about how wonderful this is? It’s all because there is a great mother who is nurturing everyone’s happy life! Do you know who it is?

(2) First reading of the text, overall perception:

1. Reading Familiar with the text and learn the words by yourself:

What does the author want to tell us about the earth through the lesson "There is Only One Earth"? Now please read the text freely, read it thoroughly, read it smoothly, and read it accurately. While reading, pay attention to your feelings. If you don't understand something, you can also put a question mark next to it. (Students are free to read the text)

We should pay special attention to the pronunciation and glyphs of these words:

Highlight the pronunciation of "give" and "generous", and compose words to talk about " The meaning of "gift" and "generous" in the text. Emphasize the glyph of the word "包".

2. First talk about perception, questioning and asking questions:

In what ways do you understand that the text explains that there is only one earth? You can also ask questions if you don’t understand.

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3. Summarize the problem and clarify the goal.

You have just talked about a lot, and there are many questions. To sum it up, it is a sigh made by astronauts while traveling in space. Let's read it together - (show this sentence in the courseware)

"Our earth is so cute, but at the same time it is too easy to break!"

Why do astronauts feel that " The earth is too cute? Why is it said that it is "too easily broken at the same time?" I believe that if we understand this sentence, other problems will be solved easily.

(3) Independent reading and group discussion. p>

(1) Study on your own calmly and make your own choices.

Now, we can study like this: On the topics that interest you, freely form study groups with your friends to explore these issues. The teacher would like to make two requirements for everyone:

First, everyone must calm down and read. We can connect it with the reality of our lives and the information we collected

To think and see how the author expresses his feelings;

Second, after self-study, you will have insights After experiencing it, go to the group to communicate with your friends.

(The teacher placed several small signs with the words "The Earth is too cute", "The Earth is too easily broken", and "We have nowhere to go" on the tables of several thematic study groups. )

2. Report and exchange, cooperate to explore, taste language, and accumulate language:

Start with the topic of "The Earth is Lovely":

(1) Please While reading this paragraph, use your rich imagination to see what kind of pictures come to mind? (Free expression)

Look, is it the same as you imagined? (Teacher shows the courseware: The Beautiful Shape of the Earth).

(2) What kind of language does the author use to make the beauty of the earth vivid on the page? Let’s read this passage describing the earth again and see which words and sentences do you think are particularly beautiful?

While reading, everyone appreciates "...the blue and white lines on it are intertwined with each other, surrounded by a thin layer of aqua blue gauze." "Earth, this human being "The mother, the cradle of life, is so beautiful, magnificent, and amiable." Because of the use of metaphors and personification, the earth is written in a more friendly and lovely way, and it suddenly makes the earth closer to us.

Ask people to read, comment on reading, and read aloud with music. The teacher can take the lead in reciting this beautiful text:

This text is very beautiful. The teacher will pair it with music and pictures, so that we can express our love for Mother Earth beautifully. (Teachers and students recite together, with music and pictures.)

(3) Advance step by step to understand "cute":

I wonder if the students have thought of the author. The earth is compared to the mother of mankind and the cradle of life. Is it just because of her beautiful appearance? Children who can read will connect with the context and grasp the content as a whole. Please quickly browse through the third and fourth paragraphs. Take a pen and check if there is anything lovely about the earth besides the beauty of its appearance. Mark it down.

Entering into the topic of "The earth is selfless and generously provides mineral resources to mankind":

(1) In what other ways do you think the earth is lovely? (The earth selflessly provides various resources to us humans.)

(2) Do you understand what mineral resources include? Have you checked the information? (Gold mines, silver mines, copper mines, coal mines, iron mines, salt mines, gypsum mines, oil fields... too many) In addition to mineral resources, what other resources does the earth provide to us humans?

Water resources, atmospheric resources, forest resources, biological resources..., the camera tells what they each include. Understand "renewable resources" and "non-renewable resources" accordingly.

Teacher summary: That means that the earth has as many resources as she is willing to provide to us humans! This is called (the teacher shows the red letter) - "selflessness". This is the real "generosity"! Only a mother would treat her children so selflessly and generously! It is precisely because of the selfless dedication of the earth that we humans can live a life of ample food and clothing. (After reading this, do you have anything to say to Mother Earth?

"Earth, you are really our mother, we thank you!" "Our earth is so cute!" "Because we have With your nurturing, we can live such a happy life"...Let the students express their love for the earth.)

I heard everyone's admiration coming from the heart.

Let’s go back to this sentence again,) I believe that we, the children of the earth, will all praise our mothers loudly——

This sentence returned to the screen, and students praised in unison——“Our earth So cute! ”

(4) Homework:

(1) Read the text carefully and recite the second natural paragraph of the text.

(2) Write new words and write a sentence or a paragraph using "selfless" and "generous".

(3) Continue to collect information on humans’ destruction of renewable or non-renewable resources, as well as people’s good practices in protecting the earth.

Second Lesson

(1) Review introduction, connection transition:

In the last lesson, through reading, we learned from the appearance of the earth and from her selflessness The earth generously provides all her resources to mankind, allowing mankind to live and work in peace and contentment. We deeply understand the loveliness of the earth. Let us once again praise our mother earth - (Male, female, read together ) "Our earth is so cute!"

(2) The teacher then took it in a low voice: "At the same time, it is too easy to break!"

Where to read it from What about "too easily broken"? Everyone knew something about the previous class. Now let's read the third and fourth paragraphs again, read and think about the words and sentences that you think can answer this question. One stroke at a time. The information collected outside class can also help our understanding at this time. (The students are once again involved in the dialogue with the text.)

(3) A dialogue occurs between teachers, students, and the text.

1. Grasp the key points and experience "easy to break":

(1) After reading, everyone communicated one after another. Presumption: The natural resources possessed by the earth are very limited. Take mineral resources as an example. If humans exploit them without restraint, the mineral resources on the earth will become less and less.

Pay attention to guiding students to connect with the large amount of information collected to enhance their understanding.

(2) Please read the third paragraph carefully and understand while reading, what kind of mood did the author feel when he wrote this paragraph? (Angry, dissatisfied, anxious, admonished...)

Then, express your understanding through your reading! When reading, everyone pays attention to what kind of language the author uses to express the emotions in his heart? I heard that when you read, you deliberately emphasized these places. If everyone reads like this, you will definitely have a new experience:

"It's not...but...even..." "But , if...will..." (When guiding the reading, highlight the role of related words, and realize that this paragraph is advanced layer by layer and explained clearly.)

(3) People cannot destroy it like this Renewable resources make the earth easily broken, so what about renewable resources? What is people's attitude?

When you read "destroy" just now, I naturally thought of the word "destroy" (write down two words on the blackboard). Let's compare, "destroy" and "destroy", Which word do you think is better to use here and why?

(They both mean destruction, but destruction is more serious than destruction.)

That’s right. Through comparison, we have deepened people's understanding of the malicious destruction of natural resources. So, what about this "abuse" and "misuse"? (Write two words on the blackboard) Compare them too.

(Indiscriminate means without choice or restraint; chaos means without order and very messy.)

(4) Students, take a look, the author uses How rigorous and precise the words are. Are there any such examples in our lives and in the information we collect? (The students must have a lot to say at this time and list relevant information one after another)

The teacher also collected this information. (The courseware shows content related to the narration)

The teacher narrated along with the courseware content: "Because people destroyed a large number of trees, strong winds blew up, yellow sand filled the sky, and sandstorms occurred more and more frequently. The quality of the air also deteriorated. It was severely damaged, with flooding and houses collapsed.

People only care about their immediate interests and dump harmful substances, waste gas and waste water into rivers, lakes and seas regardless of the consequences... The survival of humans and animals has been seriously threatened. ”

Students, we have read this, said this, and seen this. I don’t know what feelings you have to say.

(The student expressed his emotions excitedly. Emotions, express your heartfelt words.)

(5) You are all angry, aren’t you? We need to reason with these people who destroy natural resources! Let’s read again and see what kind of language the author uses. , how he expresses his anxiety, worry, and anger, and how he explains it clearly and rationally. Come on, let’s skip these brackets and try it out (the brackets should all be related words, now. They are all intentionally left blank.)

It seems to make sense. However, please add these related words. You will feel different when you read it again. Fortunately, the author uses such language. Where?

By the way, these related words help to express the sentences more rigorously, help to express the truth more clearly, and also help the author to express both anger and anxiety. Emotions are expressed more strongly! Let’s read it together again and experience it while reading.

2. Connect the upper part to the lower part and connect it with the above:

(1) 3 paragraphs. Paragraph 4 focuses on the destruction of human beings and how our earth is easily broken. See if there is any other content that talks about the fact that the earth is very easily broken.

Naturally, it’s time to read the second paragraph.)

Let’s read the last sentence of the second paragraph together -

“In this way, the scope of human life is very small. "

How small is it? Which sentence describes its smallness? It is just like a small boat in the vast universe. Look at this proportion diagram, (the courseware shows the proportion diagram )Excluding the ocean, the mountains, and the desert, there is only one-fifth of the place where we humans live! It is so small and there are so many people, so how about it? (It’s overcrowded.)

(2) Is this squeeze also easy to break? My classmates, in one paragraph, the author used numbers, metaphors and comparisons to make the earth’s smallness more prominent, especially the metaphor of the earth. "A small boat", what a wonderful language! We are the passengers on this small boat. If the boat is destroyed, what will happen to the people on the boat? (The whole boat is destroyed! The people on the boat will drown!...)

Summary: Students, through reading, we have read about the loveliness of the earth and how easy it is to break.

So astronauts sigh like this when they travel in space. (Back to this sentence again):

"Our earth is so cute! At the same time it breaks too easily! ”

(4) Linking up and down, connect the following:

After reading this, I naturally thought of a question. Since the earth is so easily broken, the resources on the earth are It’s so limited. If this planet doesn’t work, let’s live on another planet! Can you use your reading to answer this question?

(Click on three people to read it) Read paragraphs 5, 6, and 7)

Yes, after the earth is destroyed, we really have nowhere to go, because we only have——

Students answer: One Earth!

(5) Back to the topic, Sublimation of Emotions

There is only one Earth, and we have nowhere to go! So, what should we do at this time? What do you want to say? (Free expression) What you said is exactly what the last paragraph of the text calls on us - to protect the earth carefully! (Read the last paragraph on camera).

Now I understand why the author not only takes "One Earth" as the topic, but "There is Only One Earth" as the subject. (Student answer) Yes, it is the only planet on which we humans live! Read the topic again.

Students read the topic and the teacher evaluates it. For example: You emphasized "one", because you particularly want to highlight the "only".

Do you really want everyone to cherish this precious earth? She emphasized "earth" because she wanted to tell people that the only place we can live is the earth! Let’s read together:

There is only one Earth!

The teacher took over: There is only one earth, she is so cute and so fragile; there is only one earth, and we must protect it carefully! Let us once again read the topic with great affection and tell people to remember it!

Read together - there is only one earth!

(6) Assignments (choose one):

1. Scientific investigation activities: investigation reports on the damage to natural resources such as water pollution, air pollution, forest destruction and Governance recommendations.

2. In conjunction with World Earth Day, go to the community to promote the theme - there is only one earth, and we must carefully protect the earth!

3. Create environmental protection slogans, such as "Make the sky bluer, the trees greener, and the water clearer."