The first volume of grade six has relevant information about "there is only one earth".

First, the description of teaching materials

This lesson introduces the knowledge about the earth from the perspective of human existence, expounds the truth that there is only one earth for human existence, and explains the significance of protecting the earth's ecological environment.

The text begins with what astronauts see when they look at the earth from a distance in space, and leads to an introduction to the earth. Then, from the small size of the earth in the universe, the narrow range of human activities, the limited natural resources owned by the earth, uncontrolled exploitation or random destruction, it is explained 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, there will be no second planet for human habitation; Finally, it is concluded that there is only one choice for human beings, and that is to protect the earth and its ecological environment.

Second, learning objectives

1. Learn 7 words. Can read and write the following words correctly: smallness, mineral, gift, generosity, exhaustion, abuse, threat, witness, affable.

2. Read the text correctly, fluently and emotionally.

3. Understand the content of the text, understand that there is only one truth on the earth, and enhance the awareness of environmental protection.

Third, teaching suggestions

1. The key point of teaching this course is to guide students to understand that there is only one earth in the process of independent reading. Let the students read through the text first, at least twice, so that they can have a general understanding of the text. Then, we can put forward "from what aspects does the text explain that there is only one earth", guide students to read the text carefully, and organize students to exchange and discuss on the basis of reading the text carefully. Through communication and discussion, students can understand the truth that there is only one earth from the following aspects.

(1) From the position of the earth in the whole universe, the earth is very small. The radius of the earth is only over 6,300 kilometers, and it is like a ship in the whole universe. A number, a metaphor, illustrates the insignificance of the earth in the universe.

(2) The scope of human activities is very small. The area of the earth's surface is 5? 1 100 million square kilometers, and the land inhabited by human beings "only accounts for" one fifth of it.

(3) The earth's resources are limited, suffering from uncontrolled exploitation and random destruction. The formation of mineral resources takes "millions or even hundreds of millions of years", and if it is exploited without control, it may be in danger of "exhaustion". Renewable resources, such as water resources, forest resources, biological resources and atmospheric resources, can not be "regenerated" because of people's "random destruction" and "abuse of chemicals", but also create "ecological disasters" and threaten human survival.

(4) There is no second planet for human habitation. In this paper, scientists' research results are cited to show that there is no second planet suitable for human habitation "at least within 40 trillion kilometers centered on the earth". As for the idea of establishing an immigration base on Mars or the moon, even if it is "realized", it is impossible for many people to live.

2. The astronaut's exclamation "Our earth is so lovely and fragile at the same time" quoted in the article is a difficult point for students to understand. To guide students to understand this, we can first find out this sentence and read it, and say under what circumstances it was said. Then we can grasp the key words "lovely", "broken" and "at the same time" in this sentence and contact the whole class to talk about where the earth is lovely, where it is easy to be broken and why it should be emphasized. To understand the "loveliness" of the earth, we can think from the sights and natural resources seen by "looking at the earth from afar". To understand the fragility of the earth, we can think from the aspects of "unrestrained", "wanton destruction" and "wanton abuse". Emphasizing "simultaneity" means emphasizing the duality of the earth: both lovely and fragile. The purpose of emphasizing "simultaneity" is to remind people that if resources are destroyed at will, the lovely earth may be broken. If the ecological environment of the earth is carefully protected, the lovely earth will be even more lovely.

3. This class pays great attention to the accuracy of words and the rigor of writing in expression. In teaching, students should be guided to experience in reading and enhance their sense of language. The purpose of the third question "Thinking and Practice" is to arouse students' thinking about the words used in such sentences. When guiding students to do this problem, we can ask them to read the sentence after removing the added words, and then read the original sentence again to compare the differences in expression of the words that don't need to be added. 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.

The range of human activities on the earth is very small, but human beings can develop new areas of activities, such as the ocean. The natural resources on the earth are limited, but human beings can develop and utilize new energy sources, such as nuclear energy. Therefore, when emphasizing "there is only one earth", we can also guide students to realize this significance and let them realize that while protecting the earth, we should also vigorously develop new fields and new energy sources.

This lesson is an explanatory article. To guide students to read such works, we should not only inject our own feelings like reading narrative, but also pay attention to the rigor of writing and show the logical power of such works. For example, "yes, scientists have put forward many ideas, for example, to establish an immigration base on Mars or the moon. But even if these ideas can be realized, how many people can live? " When reading this passage, the word "but" is preceded by a level. You can read the word "imagination" more in a plain tone to emphasize that it is just an idea. We should emphasize "but" to draw people's attention to the content after "but". We can emphasize "even if", which makes people feel that it is still unknown whether this idea can be realized. We should emphasize "how many people" slightly, so as to make people realize that even if an immigration base is established on Mars or the moon, only a few people can live there.

6. For pupils, there are many new words in this class. Most words can guide students to understand in the context of reading and their own life experience. For example, "ecological disaster" can be understood basically as long as students connect with real life and think of water pollution, air pollution, soil erosion, sandstorm and other phenomena. The following text is explained for teachers' reference only.

Roaming: roaming; Travel.

Brilliant: this is the pearl and jade that dazzles people. Here, the stars are bright and dazzling

Universe: the infinite space including the earth and all other celestial bodies.

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

Generosity: Be generous.

Exhausted: exhausted.

Witness: I saw it with my own eyes.

Geology: composition and structure of the earth's crust.

Abuse: excessive use, excesses.

Fourth, reference materials.

1. Several figures of ecological environment in China?

Serious soil erosion. According to the satellite remote sensing calculation of 1992, the area of soil erosion in China is 179? 40,000 square kilometers, accounting for 18 of the land area? 7%。

Desertification is developing rapidly. Desertification land has reached 654.38 0.49 million square kilometers, accounting for 654.38 0.5% of the national territory. 5%。

Water pollution has increased significantly. 42% of urban water sources are polluted.

2. The ranking of China's main resources per capita in the world 144 countries.

The land area is 1 10.

The cultivated land area is 126.

After that, the grassland area was the 76th.

The back forest area is 107.

3. Forest resources crisis. As a terrestrial ecosystem, forest is the most important part of ecological environment. It not only provides wood and various forest by-products, but also has the functions of water conservation, soil and water conservation, wind and sand fixation, climate regulation, agricultural and animal husbandry production, biological species preservation and ecological balance maintenance. China is a Shaolin country, and its per capita forest area and forest volume rank behind 107 in the world. The serious problem is that the forest resources in China are declining in quantity and quality. Compared with 198 1976, the national forestland area decreased by 3.09 million hectares. According to the survey, the forest area of 23 provinces, autonomous regions and municipalities in China has decreased, and the main reasons for the decrease are deforestation and deforestation. Xishuangbanna is a relatively complete tropical rain forest area in China, where many tropical and subtropical plants and rare animals grow. Due to improper reclamation, the average annual deforestation was 220,000 mu, and the forest coverage rate in 0949 was 65,438+69,000. 4% dropped to 26% of 1980.

4. Groundwater pollution in Beijing. Beijing is short of water resources, and groundwater resources are in danger of being seriously polluted. Pollution sources mainly come from people themselves and nature. From a natural point of view, every northwest wind will bring a lot of sand and dust to Beijing. After falling to the ground, it will be carried through the surface by the rain and pollute the groundwater. Human pollution of groundwater is more serious than the consequences caused by nature. At present, almost all industrial and domestic water in Beijing is discharged into rivers without strict treatment. The polluted river water permeates the riverbed and coastal surface, causing groundwater pollution. Man-made pollution also comes from over-exploitation of groundwater. Over-exploitation leads to a significant drop in the groundwater level, which makes all kinds of harmful substances contained in groundwater highly concentrated. In order to solve the problem of water shortage in Beijing, the South-to-North Water Transfer Project should be implemented. However, if we do not pay attention to solving groundwater pollution, even if more than one billion cubic meters of South Water is transferred to Beijing every year, it may not cover groundwater pollution. More importantly, Beijing's water consumption will far exceed today's, and Beijing's water resources situation will be more severe.

5. The reduction of cultivated land area. China has a large population and a small population. From 1978 to 1994, the cultivated land decreased by 68.8 million mu and the population increased by 2? 300 million. Per capita arable land from 1? 55 mu reduced to 1? 19 mu. In Guangdong, Fujian, Zhejiang and other provinces, the per capita arable land has dropped to less than 0? 6 acres, so that people call cultivated land "life-saving field". However, in recent years, burial has become a common practice, not only burying the dead, but also building graves for the dead ancestors, and even building empty graves for the living, resulting in the waste of fertile land. This is a very serious problem.