13 There is only one funeral of the Earth and 14 Great Falls. Main content 2. Central idea.

First, the interpretation of teaching materials

1. Short text.

When reading the text, a series of questions surfaced in our minds. "Mourning" is usually a mourning activity for the dead, and a funeral is held for a waterfall. Why? Moreover, the funeral was presided over by the president himself, and the specifications were so high. Why? What does the author want to tell people through this special funeral?

The text uses flashback, first writing that Brazilian President Figuerite presided over the funeral for the Great Falls; Then I wrote about the different scenes before and after the Great Waterfall changed, the reasons why the Great Waterfall was buried and the situation of people holding funerals for it. Finally, back to the scene at the beginning of the text, President Figuerite called on people to protect the ecological balance and care for the earth on which we live. Write the result first, then the reason and process. This has firmly grasped the reader's heart from the beginning, which is a feature of this article. In addition, this lesson also compares the majestic waterfalls in the past with the dying scenes today, and compares the lively scenes of lingering tourists in the past with the sad ending of today's disappointment due to impulse, which strongly embodies the "particularity" and necessity of funeral and shocks the hearts of every reader.

To compile this article, we should first guide students to understand the process of Sete Caidas Waterfall from spectacular to exhausted, and realize the relationship between environmental protection and ecology, natural scenery, and the importance of environmental protection. The second is to understand the author's expression through language.

The teaching focus of this paper is to grasp the content of the text, understand the purpose and significance of President Figuerite's funeral for the Great Falls, and inspire students' feelings of protecting the earth's ecological environment.

2. Text analysis.

Understanding of (1) sentence.

(1) Especially in the flood season every year, the grand waterfall is more spectacular. Every second, 65438+100000 cubic meters of water flows down from the height of tens of meters, hitting ten thousand lotus flowers, splashing water mist, and the sound is deafening.

The author of this sentence wrote the "majestic" beauty of the great waterfall from two angles of vision and hearing. "There is 10000 cubic meters of water per second", which vividly illustrates the huge flow and extremely fast speed of the waterfall with figures. "Flying Down" wrote the magnificent momentum of the roaring down of the Great Waterfall. The author spends a lot of pen and ink describing waterfalls, aiming to attract readers' attention and play a comparative role with the following.

It bowed its head helplessly in the mountains, like a dying old man, haggard and dying.

Comparing the dwindling waterfall to a dying old man touched readers' heartstrings and caused their sadness. In this way, the present situation of the waterfall is vividly written, which arouses people's vigilance, contrasts with the spectacular scenery in front of them, makes people feel sad, sad and awakened, and also expresses the author's infinite attachment to the waterfall.

(3) President Figuerite told the story of the pride and joy that Sete Caidas Waterfall once brought to people in Brazil and other countries, and called on people to take immediate action to maintain ecological balance, care for the earth on which we live, and prevent the tragedy of the Waterfall from happening again!

"Tragedy" is to destroy something of value for everyone to see, which makes people feel sad and sorry. It is appropriate to call the gradual depletion and imminent disappearance of the Great Waterfalls "tragedy". It is precisely because the great waterfall is no longer as majestic as it used to be, but a twilight, so people spontaneously gather at the foot of the waterfall. In this special way, President Figuerite intends to bury people's ignorant and backward ideas and behaviors that destroy the ecological balance and awaken people's sense of responsibility to protect the environment and protect our homeland. The exclamation mark at the end of the sentence enhances the expression effect. This sentence also points out the theme.

(2) Understanding of words.

Come in droves.

Withering: ① (vegetation) withers; (2) (face) gaunt.

Dying: there is only one breath left, which describes dying. The text means that the waterfall is about to disappear completely. Dying, breathing weakly. One breath, one breath.

Chief: The chief of a tribe.

Water curtain: refers to a waterfall falling from the sky like a water curtain.

Second, the teaching objectives

1. Read the text with emotion and understand the content.

2. Understand profound sentences, understand the thoughts and feelings that the author wants to express, and enhance environmental awareness.

Third, teaching suggestions

1. The Caidas Waterfall in the text is very strange to students. You can collect information about waterfalls before class. Where conditions permit, some audio-visual materials can be used to let students enter the country.

2. In teaching, students can first understand the reading tips, grasp the requirements, and then read the text for the first time to understand the content of the text. Then guide students to read the text carefully, and organize students to exchange and discuss on the basis of reading since since the enlightenment. You can refer to the following teaching ideas:

(1) When reading the text for the first time, think about what the text says and summarize it by filling in the blanks orally. For example,

At the junction of Europe and these two countries, there is a river and a world-famous waterfall. Due to uncontrolled development and utilization, this great waterfall is facing challenges. 1September, 986, the then President of Brazil personally presided over the funeral of this waterfall. )

(2) Read the text again, think about the difference between the scene before and now, and draw relevant sentences. (Watch videos and pictures where possible) Feel the different scenes of the Great Falls in the past and now, and feel sad that the Great Falls are about to disappear. Then say and read different tones.

(3) Read the text three times and think about the reasons for the tragedy of the Great Falls. (We can communicate from the following aspects: ① A hydropower station has been built upstream; (2) Water resources are wasted, and the surrounding factories "use water without restraint"; (3) Forest destruction and deforestation have caused "large-scale soil erosion". ) Organize students to discuss in groups: The funeral is for the dead. Since the Great Falls have not completely disappeared, why do people hold funerals? After the exchange, guide the students to talk about their feelings in practice.

(4) Review the full text at a faster speed and think about the characteristics of the text. Mainly grasp two points: first, the comparison between the past and the present; The second is care from beginning to end.

The text of President Figuerite's speech at the funeral hasn't started yet. Classes with spare capacity can organize students to practice writing on the basis of reading the text and combining the descriptions of different scenes before and after the Great Waterfall. In addition, this paper uses many words to describe waterfalls and tourists properly, which can guide students to accumulate.

Fourth, teaching cases.

Compare past and present feelings and read aloud.

Teacher: How does the text describe the former waterfall and the present waterfall? Please scan the text quickly and draw the relevant sentences.

Students browse the text and draw sentences. )

Teacher: (showing courseware) These are words! Let's read together.

(Students read "This waterfall used to be ... clearly audible." "A few years have passed ... and it describes withering and dying." )

Teacher: Read and read. What two pictures seem to appear in front of you?

Health: I seem to see the river of the former Seti Caidas Waterfall, roaring down like a million lions, rushing thousands of miles, which is very spectacular; Now, the flow of Sete Caidas Waterfall is very small, like a small river, flowing slowly, without the majestic appearance of the past.

Teacher: Because I just imagined it, I didn't really see it, so I used "like". Your words are very accurate. Keep communicating!

Health: I seem to see 10,000 cubic meters of water flowing down from a height of tens of meters every second, like a huge pearl screen, knocking down 10,000 lotus flowers. The water mist is fluttering, the sound of water is deafening and magnificent, which is enough to make people sigh as a wonder of the world. I seem to see today's great waterfall like a stream, like a thin line flowing down a cliff.

Teacher: Students can imagine how great it would be if they could see the great waterfall roaring down. Want to see it?

Health: Yes.

Teacher: Please look at the big screen. (Play the courseware) Please express your feelings in one sentence, and use the words in class as much as possible.

Health: The Caidas Waterfall in Seth is endless, and it flows thousands of miles. According to the data, it used to be the largest waterfall in the world. What I saw with my own eyes today is really deserved!

Health: Sete Caidas Waterfall is the pride of the Brazilian people!

Health: Sete Caidas Waterfall is so spectacular, no wonder it attracts so many tourists from all over the world!

Teacher: That's good! Now look at today's great waterfall. (Play the courseware)

Teacher: How do you feel at the moment?

Health: People have done so much damage to the natural environment that Seti Caidas Waterfall has gradually dried up, and we will never see the endless spectacular scene again. Oh, what a pity!

Health: If people destroy nature, they will naturally punish human beings. Who will hold a funeral for mankind in a few years?

Health: From now on, we must protect the environment and care for nature!

Teacher: The disappearance and exhaustion of the Great Waterfall makes people feel sad and sigh. Let's read the text with such feelings, read it through your feelings, and touch our colleagues and teachers.

Verb (abbreviation for verb) related links

Parana river and parana river are the third largest rivers in South America, second only to the Amazon and Mississippi rivers. From northeast to southwest, parana river flows through the borders of southern Brazil, Paraguay, Brazil and Argentina, enters the northeast of Argentina, turns to the southeast of parana river, and flows into the La Plata River. It starts from the confluence of Rio Grande and Rio Paranaiba in Brazil at 20 south latitude, with a total length of nearly 4,000 kilometers and a drainage area of 2.8 million square kilometers, of which about half belongs to Brazil and the rest belongs to Bolivia, Paraguay and Argentina.

Sete Caidas Falls is a waterfall group located on the border of Brazil and Paraguay in South America. It is located in parana river Gorge and is one of the largest waterfalls in the world. Water power is extremely rich. The waterfall is 90 meters wide, with a total drop of 1 14 meters, and the sound of the drop is as far as 30~40 kilometers. The world's largest Yitaipu hydropower station was built upstream of the waterfall, and the artificial lake formed made the waterfall disappear.

Itaipu Hydropower Station in Brazil has experienced two power and energy crises since its economic take-off in 1970s. Based on the profound lessons and the prediction of energy demand for future economic and social development, the Brazilian government resolutely decided to cooperate with Paraguay to build the world's largest hydropower station.

On the basis of the establishment of Yitaipu Company, Yitaipu Hydropower Station finally broke ground in June of 1975+00. After 10 years of hard work, the first generator set was put into operation in May 1984. After another seven years' efforts, all the projects of199/kloc-0 were completed in May, and the last generator set began to generate electricity. The world's largest hydropower station with a cost of $183 billion has finally been built.

Itaipu Hydropower Station has played an important role in the energy supply and economic development of Brazil and Paraguay since its completion. Today, Itaipu Hydropower Station can not only meet all the electricity demand of Paraguay, but also supply more than 30% of Brazil's electricity consumption. 38% of the electricity in major industrial areas such as Sao Paulo, Rio de Janeiro and Minas Gerais comes from Itaipu.

13 There is only one earth.

First, the interpretation of teaching materials

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.

Fourth, teaching cases.

Recognize the finiteness of natural resources

Teacher: Please read the third and fourth paragraphs and tell us what kind of earth this part shows you.

Health: The earth I see is full of scars mutilated by human beings.

Health: The earth I saw was polluted by chemicals, and flowers and trees stopped growing.

Health: I saw that the beautiful blue clothes and green clothes on the earth were gone, but I put on an old yellow dress.

Teacher: Oh, this is a vast desert!

Teacher: Who caused these changes on the earth? Please use the words in the article to tell us!

Health: Reading "The Earth is selfless ... Exhausted" is caused by the uncontrolled exploitation of resources by human beings themselves.

Teacher: What words do you pay special attention to here?

Health: "free"! These resources were formed by geological changes over millions or even hundreds of millions of years. The earth is so generous and selfless to us, but we develop it without restraint. You can see how selfish human beings are from this word!

Health: I think we can also see how ignorant human beings are, because doing so is harming themselves!

Teacher: Yes, an "intemperance" clearly contrasts the selflessness of the earth with the selfishness of human beings. Can you read this sentence well? (Instruct to read out the tone of anger, pity, etc. )

Teacher: Anything else?

Health: Reading Threats Needed by Human Life also tells us that it is human beings who endanger the earth.

Teacher: Pay attention to the word "originally". Do you think it's okay to get rid of it?

Health: The "original" here means "primitive", which means that these resources can be regenerated in the original time, but now they can't.

Teacher: The word "originally" embodies the accuracy of the words used in this paper, highlights the characteristics that these resources can be regenerated in the past, and emphasizes that they cannot be regenerated now. Who is the culprit of this consequence?

Health: It is because people destroy natural resources at will and abuse chemicals at will.

Teacher: Do you know what an "ecological disaster" is? Give an example!

Health: such as floods caused by deforestation. I remember the text "The Story of a Small Village" in Grade Three, which is the best example.

Health: I also know the phenomenon of acid rain formed after air pollution.

Health: And desertification.

Teacher: Not only that, please have a look at this information. (See related links "Several Numbers of Global Ecological Environment" and "Several Numbers of China Ecological Environment")

Health: (a quick glance. )

Teacher: Look! All ecological disasters pose a serious threat to human survival and also give a serious warning to human behavior. Who can read this paragraph with his own understanding?

Verb (abbreviation for verb) related links

One of the nine planets in the earth's solar system, it is the third farthest planet from the sun. Its shape is slightly flat, like a ball. Spin around the sun for one day and one night. Surrounded by the atmosphere, the surface is land and sea, in which humans, animals and plants live. There is a satellite-the moon.

According to People's Daily Overseas Edition (June 65438+1October 65438+April 1 1 Edition), the global ecological environment is red, as shown in the following figure:

23% of cultivated land is seriously degraded.

50% rivers have been reduced or seriously polluted.

25% of mammals and 12% of birds are endangered.

1/4 human diseases are related to environmental degradation.

1/3 The land is facing desertification.

80 countries are seriously short of water.

654.38 billion people are threatened by desertification.

According to several figures in China Ecological Environment 1999 National Ecological Environment Construction Plan, the deterioration trend of natural ecological environment in China has not been contained, mainly as follows:

-soil erosion is getting worse. The national soil erosion area is 3.67 million square kilometers, accounting for about 38% of the national area, and the national soil erosion area has increased by 6.5438+0 million square kilometers annually.

-The area of desertified land is constantly expanding. The area of desertified land in China has reached 2.62 million square kilometers, and it is expanding at the rate of 2,460 square kilometers per year.

-Forests have been cut down in a large area, and natural vegetation has been destroyed, greatly reducing its ecological functions such as wind and sand fixation, soil and water conservation, water conservation, air purification and biodiversity protection. Deforestation, planting on steep slopes, and reclamation around lakes have aggravated the losses caused by natural disasters.

-the area of grassland degradation, digestion and alkalization (hereinafter referred to as "three modernizations") has increased year by year. There are 65.438+0.35 billion hectares of grassland in China, accounting for 654.38+0/3 of the grassland area, and it is increasing at the rate of 2 million hectares per year.

-biodiversity has been seriously damaged. In China, 15%~20% of animal and plant species are threatened, which is higher than the world average 10%~ 15%.