Lesson 17 of the first volume of Chinese in senior one, "Seeing the clouds and knowing the weather".

First, the overall grasp

This is a popular science article. The author introduces the relationship between clouds and weather from two aspects with vivid language: the relationship between different forms of clouds and weather; The relationship between different glorious clouds and the weather.

The article first talks about the relationship between different forms of clouds and weather. Paragraph 1 is an overview with a unique language. Always said, "The clouds in the sky are really changeable." Next, the author uses metaphor and parallelism to describe the myriad poses of the cloud very vividly, which can stimulate readers' imagination. To learn this language, teachers should familiarize students with it, appreciate the beauty of the language, imagine the wonderful changes in the blue sky and white clouds, and even let students imitate writing.

The following four paragraphs specifically introduce the relationship between cloud morphology and weather. The second paragraph is the outline of the next three paragraphs: thin clouds are often a symbol of sunny weather; Low and thick clouds are often a sign of rain and snow. The teacher reminds the students to think: Why do you use "often" and "often" as restrictive words here? Is it okay? The last three paragraphs follow this "outline". This is the main idea of the article. The teacher should guide the students to clarify this idea. Clear your mind and you won't be blind when you read the article.

Specific to a paragraph, there are also ideas. The third paragraph corresponds to "thin clouds" and "clear" in the second paragraph. How many kinds of thin clouds are there? What are the characteristics of thin clouds? Thin clouds can be divided into cirrus, cirrocumulus, cumulus and cumulus. They have their own characteristics and similarities. Teachers should guide students to find out their own characteristics and similarities. This paragraph is divided into four layers, which is very clear. Teachers can let students write by themselves. The author's clear thinking is expressed by classifying other methods. There are four kinds of thin clouds, which are introduced in an orderly way, and are worth learning and learning from.

Paragraphs 4 and 5 correspond to "thickness" and "rain and snow" in paragraph 2, and the writing ideas are the same as those in the above paragraphs. Starting from paragraph 6, the article turns to another meaning, that is, "the relationship between the brilliance of clouds and the weather." It should be said that "the brilliance of clouds" is covered by 1 paragraph "The clouds in the sky are really changeable", but the difference is that paragraphs 3, 4 and 5 are explained from the perspective of the relationship between cloud morphology and weather, and paragraph 6 is changed from the perspective of the relationship between cloud brilliance and weather. Teachers should guide students to see the change of interpretation angle and sum up their writing experience: they should be good at explaining things from different angles. According to the different brilliance of clouds, the author divides clouds into four types: halo, glow, rainbow and chardonnay. The author also introduces the difference between them, which is a comparative explanation. The author also quoted a proverb, explaining that it has been tested by people's practice and is a summary of life experience. The level of this paragraph is also very clear. This can inspire students to sum up the characteristics of clear paper writing level.

Characteristics of this article: 1. Clear hierarchy and purpose; 2. Be able to grasp the characteristics of the cloud to explain; 3. Vivid language, using rhetorical devices such as metaphor, personification and parallelism to write the cloud vividly; 4. Use classified interpretation methods.

Second, the problem research

1. This is a popular science article. Should the teaching focus be on learning meteorological knowledge? Or about the study of expository writing? Or both? If we focus on the study of weather knowledge, geography class will be easy. We should focus on studying the reading rules of articles and grasp the characteristics of such articles. The study of weather knowledge can be carried out properly, and it is impossible not to learn at all. But the study of weather knowledge should permeate the training of reading.

2. The name of the cloud is difficult to understand, which can be deepened by combining the colorful inserts in front of the textbook. For example, in the picture "Cirrus", cirrus is rolled up with small hooks. In addition, clouds are seen from the ground, not from the plane. It seems simple to add "reading and writing" to the answer: it is nothing more than listing unfamiliar and difficult words in the text for students to read and write. Some teachers whisper in their hearts: didn't we do the same in the past? Isn't it just a matter of phonetic notation, explanation and reading several times? In fact, this kind of "reading and writing" is promising.

We can divide the words in Reading and Writing into three levels of exercises.

The first is the basic exercise, which is what we usually call "phonetic notation and explanation". This exercise is mainly to expand students' vocabulary on the basis of primary school. Therefore, as a teacher, we should first understand the vocabulary we need to master in primary school, and then we can choose a few words in each text to do this work. We don't need and can't ask students to "annotate and explain" every word in Reading and Writing, because some of these words have been touched by students. Besides, most of the words listed in "reading and writing" after the text are written, ranging from a dozen to more than twenty, which is also a burden for students. So you can only do "phonetic notation and explanation" selectively. Another basic exercise is to classify the words in "reading and writing". We often say that students' poor composition words are due to insufficient accumulation. The classification work we are doing now is mainly to establish something similar to a "thesaurus". Before arranging students to do this classification exercise, we should first establish a more reasonable classification. According to the survey, there are nouns, verbs and adjectives in the "reading and writing" in grade seven (volume one), so we can divide all the words into four categories: writing about people, things, things and scenery. Of course, we can also subdivide students according to their different levels or on the basis of four categories. For example, people can be divided into appearance, manners, movements and psychology. We believe that correct classification is the premise of correct use, and the basis of correct classification is correct understanding. Secondly, outward bound training, that is, on the basis of the words listed in "reading and writing" (of course, not all of them, because some words do not meet the requirements of this training), carries out the so-called "finding words" practice. The specific method is to select three or two words, find three or five similar words, and use a morpheme as a prefix or suffix. For example, there is a word "admonition" in the second lesson "Take one step, take another step", which requires students to combine words with "instruction" to form words such as "reprimand", "instruction" and "admonition". In this way, a word can be used as a link to lead to a series of words, which can not only expand the vocabulary, but also feel the differences between synonyms.