Lesson 17 of the first grade Chinese language volume "Looking at the clouds and understanding the weather"

Text discussion

1. Overall grasp

This is a popular science article. The author uses vivid and vivid language to introduce the relationship between clouds and weather from two aspects: the relationship between clouds of different shapes and weather; the relationship between clouds with different brilliance and weather.

The article first talks about the relationship between different forms of clouds and weather. The first paragraph is an overview, and the language is very distinctive. Let me start by saying: "The clouds in the sky are really diverse and ever-changing." Next, the author uses metaphors and parallelism to describe the clouds' various postures very vividly, which can stimulate the readers' imagination. To learn this piece of language, teachers should let students read it familiarly, appreciate the beauty of the language, imagine the wonderful changes in the blue sky and white clouds, and even let students imitate writing.

The next four paragraphs introduce the relationship between cloud forms and weather in detail. 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 harbinger of rain, wind and snow. (The teacher reminds students to think: Why are "often" and "often" used as limiting words here? Is it okay if we don't use them?) The next three paragraphs are developed according to this "outline". This is the idea of ​​​​the article. Teachers should guide students to clarify this idea. Only when you have clarified your thoughts can you read the article without being blind.

There are also ideas when it comes to specific paragraphs of text. The third paragraph corresponds to the "thin clouds" and "sunny" in the second paragraph. How many types of thin clouds are there? What are the characteristics of thin clouds? Thin clouds are divided into "Cirrus clouds", "Cirrocumulus clouds", "Cumulus clouds" and "Altocumulus clouds". They each have their own characteristics and are completely different. Teachers should guide students to find out their respective characteristics and major similarities. This paragraph is divided into four levels and is very clear. Teachers can let students write it themselves. The author's clear thinking is expressed through classification. Divide Bo Yun into four types and introduce them one by one in an orderly manner, which is worthy of students' learning and reference.

The fourth and fifth paragraphs correspond to the "thickness" and "rainy, windy and snowy" in the second paragraph, and the writing ideas are the same as the above paragraphs. Starting from paragraph 6, the article turns to another layer of meaning, namely "the relationship between the brilliance of clouds and the weather." It should be said that "the brilliance of clouds" is covered by "the clouds in the sky are really diverse and ever-changing" in paragraph 1. The difference is that paragraphs 3, 4 and 5 are based on the relationship between the shape of clouds and the weather. From the perspective of explaining it, paragraph 6 switches to explaining it from the perspective of the relationship between the brilliance of clouds and the weather. Teachers should guide students to see the changes in explanation angles and summarize writing experience: be good at explaining things from different angles. According to the different brilliance of clouds, the author divides clouds into four types: halo, bloom, rainbow and cloud. The author also introduces the differences between them, which is a comparative explanation. The author also quoted proverbs to show that this has been tested by the people's practice and is a summary of life experience. The level of this section is also very clear. This can inspire students to summarize the clear-level characteristics of this article's writing.

The writing characteristics of this article: 1. The level is clear, organized and purposeful; 2. The characteristics of clouds can be grasped to explain; 3. The language is vivid, using metaphors, personification, parallelism and other rhetorical techniques to describe The clouds are written vividly; 4. Use the classification method to explain.

2. Problem Research

1. This is a popular science article. Should the teaching focus be on the study of weather knowledge? Or should it be on the study of explanatory texts? Or What about both? If you focus on the study of weather knowledge, it can easily become a geography class. You should focus on learning the reading rules of articles and grasp the characteristics of this type of articles. The study of weather knowledge can be carried out appropriately, and it is impossible not to learn at all. But the learning of weather knowledge should be integrated into reading training.

2. It is difficult to understand the names of clouds. You can deepen your understanding by combining the colorful inserts at the front of the textbook. For example, in the picture of "Cirrus Clouds", the cirrus clouds appear rolled up and have a small hook. In addition, the angle of viewing the clouds in the article is from the ground looking up, not from the plane looking down. Answer supplement "Read and write" seems simple: it is nothing more than listing the new and difficult words in the text and asking students to read and write. Some teachers muttered to themselves: Didn’t we do this in the past? Aren’t we done with phonetic notation, explanation, and reading a few times? In fact, this is not the case. There is really much to be done in this “reading and writing” process.

We can divide the words in "Read and Write" into three levels of exercises.

First, there are basic exercises, which are what we usually call "phonetic notation and interpretation" work. This exercise is mainly based on primary school to expand students' vocabulary. Therefore, as a teacher, you must first have an understanding of the vocabulary required to be mastered at the primary school level, so that you can be targeted and select a number of words in each text to do this work. It is not necessary and impossible for us to ask students to "note pronunciation and explanation" for every word in "read and write", because some of these words are already exposed to students, and after talking about most of the texts The words listed in "Read, Write, Write" range from a dozen to more than twenty. Writing them all is also a burden for students. Therefore, we can only do "phonetic notation and interpretation" selectively. Answer supplement Another basic exercise is to classify the words in "Read and Write".

We often say that students’ compositions are poor in words, and that is because they have not accumulated enough words. The classification work we are doing now is mainly to build something similar to a “word library”. Before assigning students to do this classification exercise, a more reasonable classification must be established first. After investigation, the words listed in "Read and Write" in the seventh grade (volume 1) are all nouns, verbs, and adjectives. Therefore, we can divide all words into four categories: writing about people and writing about things. , describing objects and scenes. Of course, we can also subdivide it based on the four major categories according to the different levels of students. For example, writing about people can be divided into writing about appearance, writing about demeanor, writing about action, writing about psychology, etc. One thing is enough. We believe that correct classification is the prerequisite for correct use, and the basis for correct classification is correct understanding. The answer is supplemented. Secondly, it is extended training, that is, on the basis of the words listed in "Read and Write" (of course not all, because some words do not meet the requirements of this training), the so-called " The specific method of "Word Finding" exercise is to select three or two words and find three or five similar words using a certain morpheme as the beginning or end of the word. For example, the second lesson "Take One Step, Another Step" contains the word "discipline", which requires students to use "discipline" as the prefix to form words such as "reprimand", "training", and "instruction". Through this With this method, we can use one word as a link to pull out a series of words, which can not only expand the vocabulary, but also feel the difference between synonyms, killing two birds with one stone.