What is the basic idea of "seeing the weather from the clouds"

2. Clear the thinking of the article, grasp and learn how to explain things by grasping the characteristics of things.

3. Understand the logical order and its function.

4. Understand and master the interpretation methods such as classification and analogy.

5. Accumulate language materials and experience popular, accurate and vivid language.

6. Cultivate students' interest in loving nature.

Teaching assumption

This is a clear, vivid and literary exposition of popular science. 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. This paper explains the topic very closely and the logical level is very clear: firstly, it shows that you can recognize the weather by looking at the clouds, then it shows how to understand the weather by looking at the clouds, and finally it shows that the purpose of understanding the weather by looking at the clouds is the finishing touch.

In teaching, it is important to guide students to understand the content of the article, clarify their thinking, master and learn the writing methods and classification interpretation methods that grasp the characteristics of things. The popular, accurate and vivid language features of this article should also guide students to understand it carefully in teaching.

This article is intended to be taught in two classes. Teaching objectives 1 and 2 are the main contents of the first class, and teaching objectives 3, 4 and 5 are the main contents of the second class.

teaching process

first kind

First, the introduction of new courses.

Show students pictures of various clouds in the air through multimedia, inspire students to tell about the changes of clouds and weather, stimulate students' interest and lead to topics.

Or through proverbs and poems that students are familiar with (such as: "There are carp spots in the sky, and there is no need to turn over the grain tomorrow", indicating that it will be fine the next day; "Don't go out at dawn, go to Wan Li Road at sunset" tells us that there is no cloud in the east and clouds in the west in the morning, and the weather will turn rainy. Evening, like sunset, indicates sunny weather. Wait a minute. )

Students can also talk about their own accumulation and observation from the preparation before class. For example, the clouds in the sky are changeable and have different shapes. What experiences or feelings have you gained from them? What proverbs do you know about clouds and weather? )

Second, check the preview.

1. Pinyin the underlined characters

Peak-ridge yarn collapses symmetrically in an instant.

2. Explain the following words

Scale waves are filled with omens and gestures.

Third, overall perception.

1. Read the text and summarize the content of the article. (Seven students can read in sections, four students can read in grades, or they can read together. )

① Teachers give pertinent evaluation and appropriate encouragement to students' reading from pronunciation and tone.

(2) Through the students' speeches and discussions, the relationship between cloud morphological changes, brilliant phenomena and weather changes described in this paper is clarified.

2. Read the text silently and clarify the ideas of the article.

Question: What is the basic idea of the article? It can be divided into several parts. Please summarize the general idea of each part.

Teachers give correct guidance and appropriate explanations to students' wrong answers.

Clarity: The basic idea of this paper is: first talk about the role of clouds, then talk about the relationship between clouds and weather, and finally explain the purpose of knowing the weather by clouds.

The structure of the full text is as follows: Part I (1): Seeing clouds can identify the weather.

Part 2 (2 ~ 6): How to know the weather from the clouds?

The first layer (2 ~ 5): the relationship between cloud morphological changes and weather.

The second layer (6): the relationship between cloud luster and weather.

Part III (7): The purpose of knowing the weather by observing the clouds.

Fourth, reading and appreciation.

1. Read paragraphs 2-6 quickly and repeat the content.

Hugging: grasp the organization of the article and repeat it in categories.

This session can be retelled by a male and a female student, and the teachers and students complement each other. Teachers evaluate and guide from two aspects: oral expression ability and thinking organization.

2. Design a table to accurately list the types and characteristics of clouds and their brightness, as well as the weather conditions they represent.

Hugging: ① How to classify? ② What items need to be listed? ③ How to design more concisely and clearly?

After the design is completed, students can communicate with each other, or they can tell their own design and understanding in class through the physical projector. The teacher will summarize and help students understand the text clearly through the design.

3. Fill in the designed form according to the content of the text.

Reference form:

Types of clouds

The shape of the cloud

weather conditions

Qing Xiang

Masahiro

Relating to Uranus

Poisonous cloud

cirrus

Like feathers, like brocade.

Sunlight can shine on the ground through it without bringing rain and snow.

cirrocumulus

Image proportional wave

Will not bring rain and snow.

cumulus

Like cotton balls

There is mild sunshine in the sky.

altocumulus clouds

Blind obedience (not independent thinking)

There is a blue sky between the clouds.

Prewinding

Zhao Xue

clouded

halo

cirrostratus

Like white silk curtains

It will move forward and the weather will turn cloudy.

altostratus

Like frosted glass

This indicates that it will rain or snow.

Cloud

Fill the sky

The continuous rain and snow will begin to fall.

cumulonimbus

Form a tall Yunshan.

It will rain heavily soon.

light

Power generation and distribution

colour

Weather omen

foolish

Produced on the cirrostratus, distributed around the sun and the moon.

Infrared violet

The sun is dizzy in the middle of the night, the rain is dizzy, and the moon is dizzy at noon.

Magnificent

Produced at the edge of cumulus clouds.

Plum violet red

The garland changed from small to large and refined; From small to large, to continuous rain.

rainbow

After a storm comes a calm, on the cloud curtain opposite the sun.

Color arc

The east rainbow roared and the west rainbow rained.

pink clouds

In the morning and evening, the sun shines on the clouds.

The clouds turn red.

Stay indoors at sunrise and travel thousands of miles at sunset.

4. Grasp the characteristics of the object of explanation.

Grasping the characteristics of the explanatory object is the key to reading the explanatory text. The so-called feature is a sign that one thing is different from other things. The characteristics of things can be divided into general characteristics and essential characteristics: general characteristics are the signs of people's understanding of things, while essential characteristics are the important basis for people to understand things. How can we grasp the characteristics of the object of explanation? First of all, we should grasp the main points of explanation, which are often the characteristics of the object. The main points of explanation vary with the object of explanation. Secondly, it is necessary to find out which features the author introduced from which angles.

Grasping the characteristics of the explanatory object can be started from three aspects: 1. Look at the topic; 2. Look at the first paragraph; 3. Look at key words, such as general sentences, clauses, turning sentences, etc. Secondly, you must read the full text and learn important information. Thirdly, we should master certain generalization methods. Generally, the explanation center of a summary article should focus on three issues: 1. What things or events should the full text explain? 2. What are the characteristics of these things or things? 3. In what ways do you explain this thing or thing?

(1) Can you find sentences that reveal the characteristics of objects?

Example: "Cirrus, cirrocumulus, Cumulus and Cumulus are all beautiful." The characteristics of four kinds of thin clouds representing clear weather are summarized.

(2) What are the characteristics of the full-text description object?

The relationship between clouds and weather. Clouds are like signs of weather. What kind of weather will happen when there are clouds hanging in the sky? )

Clarify the order of instructions

Teacher's guidance: There are three kinds of explanatory texts in common use: chronological order, spatial order and logical order. The logical order also includes from cause to result, from main to secondary, from whole to part, from generalization to concreteness, from general statement to secondary statement, from phenomenon to essence, from feature to use, etc.

How to arrange the order of instructions? First, it depends on the contents of the instructions. The author's determination of the order of interpretation is generally restricted by three factors: the internal order and characteristics of the things to be explained, people's understanding of things, the purpose of interpretation and readers. Explanatory articles that mainly explain the structure of things are often explained according to the order in which spatial order or people observe things. Explanatory articles that mainly explain the development process of things are often explained according to the time sequence of things, and explanatory articles that mainly explain something are often explained in logical order. Second, we should be able to summarize the content of each paragraph of the article, and then analyze the relationship between these contents to find the order of the full text. Third, try to find a meaningful language symbol in the paragraph, indicating the order of interpretation.

Most of the content of an explanatory article is not only used in a single interpretation order, but also used in a variety of interpretation orders. Therefore, when sorting out the explanation order, we should analyze how the author arranges it from the full-text layout order, the explanation theme order and the paragraph order.

(1) Part II Analysis of the Interpretation Order of the First Layer

After the students speak and communicate according to their own understanding, the teacher makes it clear that this part of the content is always said first and then divided; In the explanation, the author starts from the spatial perspective, from the high-level cloud to the middle-level cloud and then to the low-level cloud; From the relationship between clouds and weather changes, from clouds symbolizing sunny days to clouds bringing continuous rain and snow, to clouds causing storms.

(2) The order of the full text.

Logical Order (Total-Minute-Total)

(3) Understand the function of logical order.

This paper uses logical order to explain what kind of functions it has.

Clarity: This order of explanation can make the article clear, coherent and hierarchical, and the structure conforms to people's cognitive laws and is logical.

Verb (abbreviation of verb) classroom practice

Read the following article and answer the questions.

In many cities in the United States, people want to breathe the cleanest air, and this pursuit almost reaches religious fanaticism. To this end, some new technologies to reduce air pollution came into being, but no one thought that people have been paying a huge price for it.

1990, the Clean Air Act of the United States forced areas with poor air quality to add oxygenates and other chemicals to gasoline, thus reducing the emission of harmful gases such as carbon monoxide and benzene. However, it is now found that most commonly used oxygenates, such as methyl tert-butyl ether, have infiltrated into groundwater from underground storage tanks, polluting underground drinking water sources, which may make this area the most polluted area of groundwater in the United States in a few years. Scientists believe that even if there are dozens of parts per billion of methyl tert-butyl ether in water, it will have a serious impact on people's health and may even cause cancer. Some groups that have resolutely opposed the use of this technology also believe that the high content of oxygen-containing gas in the air of gas stations will make people have difficulty breathing, headache and dizziness, and not only people at gas stations but also pedestrians on the road will be affected.

The trouble is far more than that. Scientists have confirmed that this chemical has strong water solubility and low affinity for soil, and it is a long-lived substance that is difficult to decompose. Although methyl tert-butyl ether can be decomposed by light, it is difficult for sunlight to enter soil and groundwater. Therefore, once it enters the groundwater, it is difficult for people to "please" it out, and the possibility of its infiltration into deeper water layers is inevitable. The relevant departments of the United States government have also taken some measures, such as closing polluted wells, cutting off polluted water sources and trying to transfer water from outside the polluted areas. Of course, the amount of funds needed to solve these problems is huge. Another method is to reduce the leakage of gasoline containing harmful substances by improving the oil storage tank, but this still cannot solve the water pollution problem that has occurred.

At present, American scientists are working out a plan to remove this harmful substance from water sources. They are trying to inject the bacteria named PM 1 isolated from the soil into the polluted groundwater. It is said that PM 1 can absorb a large dose of methyl tert-butyl ether in a short time. At the same time, scientists admit that this experiment, which has been successfully carried out in samples of polluted soil and water, has no convincing example in the specific application of clean groundwater. It seems that on the issue of environmental protection, this situation of "painting gourd ladle" is worthy of attention.

Please summarize the main content of the article.

2. In what order is this article explained?

Sixth, the class summary

In this lesson, we learned "Seeing the Sun through Clouds" from the aspects of understanding the content of the article, sorting out our thoughts, grasping the characteristics of the explaining object and understanding the explaining order, and initially mastered some laws and methods of reading popular science explaining articles. In the next class, we will further read and appreciate the interpretation methods and the language of the interpretation text.

Seven. distribute

1. Accumulate beautiful sentences in the text (such as 1 and 5 paragraphs) and recite them.

2. Collect proverbs that tell the weather from clouds.

Eight, blackboard design

See the weather from the clouds.