Lesson 17 "Seeing the weather from the clouds"

This article is selected from the first volume of the seventh grade Chinese in junior high school published by People's Education Publishing House. The content of this paper is to introduce the method of knowing the weather by observing the clouds from the attitude and brilliance of observing the clouds respectively. The characteristics of this paper are as follows: the object is explained accurately, and the weather changes are introduced by grasping the different characteristics of cloud posture and brilliance; Explain the order clearly, write the posture of the cloud first, and then write the glory of the cloud; The explanation method is proper, and the analogy, classification and quotation of "mountain-like peak" are used properly; Explain that the language is rigorous and "often" pays attention to logic.

Second, student analysis

What students need to learn from it is to improve the reading and writing ability of explaining articles according to the appropriate interpretation order, interpretation method and interpretation language around the object of understanding the weather from the clouds. Junior one students have basically possessed the corresponding learning foundation: cognitively, they have a certain understanding and mastery of the object, order, method and language of explanation; Emotionally, I have a basic understanding and experience of the scientific principle of knowing the sky from the clouds. Students need to adopt autonomous learning methods such as reading aloud and exploring.

Third, the goal statement

(1) 3D target

1. Knowledge and ability

(1) can tell the content and characteristics of this article;

(2) Be able to explain the methods and effects described in this paper.

2. Process and method

(1) In the process of learning the content of the text, you can use the methods of inquiry and generalization;

(2) The method of imagination and experience can be used in the process of understanding the author's emotion.

3. Emotional attitudes and values

(1) can feel the beauty of Yunzi and Guanghua;

(2) Understand the scientific spirit contained in the article.

(B) the focus of teaching

Can tell the content and characteristics of this article.

(C) Teaching difficulties

Can tell the content and characteristics of this article. (Same as before)

teaching method

Teaching methods, questioning methods, pointing methods and other methods subordinate to students' learning needs.

Fourth, process design.

(A) to stimulate interest, the introduction of "cloud"

As the saying goes, "there are unexpected events in the sky." Is it really difficult to predict and trace the changes in nature? What natural phenomena do people rely on to identify weather changes in their lives? In fact, the clouds in the sky are like "signs" of weather, reading the secrets of nature. Today, we might as well learn how to "know the sun from the clouds" together.

(design intent: stimulate students' interest and naturally lead to topics. )

(B) analysis of the content, first understand the "cloud map."

First, independent exploration. Students can read the full text by themselves in various ways such as audio reading or silent reading. Let the students summarize independently first, and the requirements are from coarse to fine. You can use one sentence first, then two sentences, and finally summarize it in many sentences, and try to use the original words in the text. Requirements: concise, accurate and comprehensive (three requirements are upgraded step by step). Time: 10 minutes or so.

Secondly, group communication. The teacher does not presuppose an indicative position for students, so that students can discuss and communicate in groups, inspire and judge each other, talk about which of the three requirements has been met, and finally form the best answer of the group. The teacher randomly selected 2-3 representatives from the whole class to speak.

Finally, the teacher also talks about his basic point of view (adjusted according to the actual answers in class)—

Summarize in one sentence: know the weather from the clouds; It can be summarized in two sentences: you know the weather by looking at the posture of the cloud, and you know the weather by looking at the brilliance of the cloud; When summarizing in a few sentences, the teacher shows the form and asks the students to find out the "name of the cloud" and "characteristics of the weather" in the text and complete the filling.

Design intention: improve students' ability to summarize and explain the objects in the text through non-directive guidance. )

(3) Analyze the sequence and clarify the "cloud pulse"

First, independent exploration. The teacher first introduces the order of expository texts: chronological order, spatial order and logical order. Ask the students to summarize independently and write the answers on the spare paper. After in-depth study, let the students read the text again, sum up the relationship between the paragraphs, and finally refer to the examples and mark them intuitively. Requirements: concise, accurate and comprehensive (three requirements are upgraded step by step). Time: 10 minutes or so.

Secondly, group communication. The teacher does not presuppose an indicative position for students, so that students can discuss and communicate in groups, inspire and judge each other, talk about which of the three requirements has been met, and finally form the best answer of the group. The teacher randomly selected 2-3 representatives from the whole class to speak.

Finally, the teacher also talks about his basic point of view (adjusted according to the actual answers in class)—

This article is a logical order. The first to fifth paragraphs of the text describe the posture of the cloud, the sixth paragraph describes the brilliance of the cloud, and the seventh paragraph has a summary.

(Design intent: Improve the students' ability to summarize and explain the sequence. )

(D) Analysis method, exploring the "cloud map" in detail.

First, independent exploration. Let's sum up the method and concrete performance, and talk about the expression effect. Write down your questions on the spare paper. After in-depth study, let the students imitate the first paragraph of the text and use metaphors creatively. The topic is "The neon lights on the other side of the river are on, looking from a distance, …". Requirements: concise, accurate and comprehensive (three requirements are upgraded step by step). Time: 10 minutes or so.

Secondly, group communication. The teacher does not presuppose an indicative position for students, so that students can discuss and communicate in groups, inspire and judge each other, talk about which of the three requirements has been met, and finally form the best answer of the group. The teacher randomly selected 2-3 representatives from the whole class to speak. The class judges each other and forms the best answer of the class.

Finally, the teacher also talks about his basic point of view (adjusted according to the actual answers in class)—

First question: There are three ways to explain this article: analogy, classification and quotation. "Metaphor" mainly appears in the 1 section, which is a metaphor for the different postures of clouds to different objects; The expression effect is vivid, lively and interesting. "classification" focuses on the theme part, which divides the posture and brilliance of clouds into many categories; The expression effect is clear, and the other is that things can be explained from all directions and angles. "Quotation" is concentrated in paragraph 6, and many folk proverbs are quoted; The effect of expression is to enrich the content of the article and increase readers' knowledge.

The second question: like ribbons, like bead curtains, like Youlong, like flying shuttles; Like shining stars, like soft fireworks, like nepotism of fairies, like colorful bridges in the heavenly palace.

(Design intention: Through the specific language analysis in the article, improve students' ability to explain methods. )

(5) Appreciate the language and taste the "cloud scene"

First, independent exploration. Ask everyone to find out the decorative words and supplementary sentences in the text, accurately summarize and explain the characteristics of the language in words, and write down their own problems on spare paper. Requirements: concise, accurate and comprehensive (three requirements are upgraded step by step). Time: 10 minutes or so.

Secondly, group communication. The teacher does not presuppose an indicative position for students, so that students can discuss and communicate in groups, inspire and judge each other, talk about which of the three requirements has been met, and finally form the best answer of the group. The teacher randomly selected 2-3 representatives from the whole class to speak. The class judges each other and forms the best answer of the class.

Finally, the teacher also talks about his basic point of view (adjusted according to the actual answers in class)—

Add some examples of words in the sentence, such as "often" in the second paragraph, "general", "often" and "all" in the third paragraph, "gradually", "slowly" and "often" in the fourth paragraph, and "mostly", "possibly" and "often" in the sixth paragraph. Add some examples of sentences to the paragraph, such as the last two sentences in paragraph 7: "However, the weather changes are extremely complicated, and there is a certain limit to understanding the weather from the clouds. To accurately grasp the weather changes, we must rely on the weather forecast. " It can be seen that explanatory language is characterized by accuracy and strictness.

Design intention: to improve students' ability to taste expository language. )

(6) Expand and summarize the "cloud situation"

Before class, everyone summed up their learning gains in one sentence. Write it on the study paper first. Requirements: The generalization is accurate and comprehensive, profound and unique. Time: about 2 minutes.

After everyone finishes independently, communicate in the group. Then three or four people speak independently and evaluate each other as they speak.

Finally, the teacher also talked about his own summary-

The basic learning methods of expository writing are autonomous reading and autonomous generalization. Learn what it explains first, that is, the object of explanation; Then summarize how to explain, that is, the order, method and language of interpretation.

(Design intention: Let students summarize the content of the text, extend reading, and constantly improve the reading and writing ability of the expository text. )