1. Understand the main contents of the text and screen Darwin's main views on the origin of species.

2. Continue to train and improve the ability to screen the main points and key words of the article.

3. Learn from Darwin's scientific attitude of persisting in truth, attaching importance to objective facts, being modest and prudent, being earnest and thorough, and the spirit of perseverance and assiduous study.

Teaching emphases and difficulties:

Grasp the whole, clear your mind, and select key points and key sentences.

Class arrangement:

The second class hour

Preview before class:

After class, please find the relevant materials of Darwin and his Origin of Species, summarize and sort them out, and answer the following two questions:

What was Darwin like?

2. What kind of book is the Origin of Species?

Teaching process:

first kind

First, the introduction of new courses.

? Natural selection, survival of the fittest is a famous saying of Darwin, the founder of evolution, in the book Origin of Species. As a new generation across the century, do you know Darwin? You know; Expressed views? So today we will open the door to Darwin's theory of evolution.

Second, solve the problem.

1. Discrimination between introduction and preface.

Introduction is a style used to explain the writing process, publishing intention, writing style, data source and author. Generally placed in front of a book, the purpose is to let readers know the main idea of the book and guide readers to better understand the content of the book. He and the author of the book must be the same person and their contents must be related. The preface doesn't need to do this.

2. About the origin of species

The Origin of Species (full name: the origin of species through natural selection or survival of the fittest in the competition for survival) written by Darwin, an outstanding British biologist, was published on June 24th. 1859+065438+. This is an epoch-making scientific masterpiece. This book criticizes the mistakes of creationism and clarifies the viewpoint of evolution.

Third, check the preview.

1. See "3D Design" for word mastery.

2. Students introduce the author and writing background, and teachers affirm, correct and supplement Darwin's scientific deeds according to the situation.

Darwin's theory is the general law of the development of biological history. The book Origin of Species by British naturalist Darwin laid a scientific foundation, and later showed and developed biological achievements. Darwin collected a lot of scientific data about the evolution and development of animals and plants through his global investigation, and pointed out that the leading force of biological evolution is natural selection, that is, the process of comprehensive action of heredity, variation and selection. It is believed that the fine and indefinite variation of organisms gradually accumulates favorable variation and develops into new species through iterative selection and survival of the fittest. Those unsuitable for external environmental conditions will be eliminated. He summarized the experimental results of obtaining new varieties of livestock and crops through artificial selection, and further demonstrated the theory of natural selection. Darwin's theory is a great achievement of human understanding of the biological world, which has dealt a heavy blow to metaphysics, creationism and species invariance, and has greatly promoted the progress of modern biological research. Marx and Engels spoke highly of Darwin's theory.

Fourth, study the text.

1. Guide students to read through the full text and notes.

(1) Students read the text quickly, find out the words that they have difficulty in understanding, and solve them by themselves with reference books first.

(2) To sort out the structure of the article and summarize the meaning of paragraphs in concise language;

2. Draw the key sentences of each paragraph.

Commentary: How to understand the key sentences of the article?

(1) Understanding key sentences can highlight the main idea of the article.

(2) From the content point of view, the central sentence is a key sentence, which focuses on revealing the characteristics of the object or pointing out the main things.

(3) From the structural point of view, general sentences, summary sentences and important turning sentences are key sentences. Summary sentences and transition sentences can show the progress of the content of the article, while summary sentences can summarize the basic content of the article.

(4) From the frequency of occurrence, repeated sentences are key sentences, which can express what needs to be emphasized. 2. Make clear the structure of the article and summarize the meaning of the paragraph in concise language.

The process of compiling a book (1)

The first part: The reasons for the early publication of writing (2)

( 1? 4) This book? Or the abstract nature? (3)

Thanks to the naturalist who helped us (4)

The second part (5-9) introduces the main contents of On the Origin of Species, criticizes creationism and expounds his basic views on evolution.

3. Choose the central sentence that can summarize the main idea of 1 paragraph.

Clear:? The reason why I explain this is to show that I am not jumping to conclusions. ?

Summary: What is the main content of the first paragraph? How did you write it in the book? It shows Darwin's scientific spirit of assiduous study.

4. Why did Darwin publish the Origin of Species in advance?

There are two reasons that prompted Darwin to publish the Origin of Species in advance: First, although the research work is coming to an end. However, it takes more time to get all the results, and I gradually feel exhausted (subjectively); Second, because Wallace through independent research.

Almost the same conclusion as Darwin, Darwin could not bear to waste more than 20 years of hard work (objectively).

Summary: the main content of the second paragraph is:? What is the reason for early publication? . It embodies Darwin's spirit of seeking truth from facts.

5. What are the main sentences in the third paragraph?

Clear: This book is abstract in nature and may be incomplete. (The reason why the content is too simple)

The author also mentioned? Is it inevitable that there will be a wrong invasion? ,? This book only discusses the general conclusions I got. From these expressions, we can see the author's modest and cautious attitude.

Verb (abbreviation of verb) course summary

Distribution of intransitive verbs

Complete the "three-dimensional design"

Second lesson

Teaching process:

First, check and review.

Read paragraphs 5-9 and find out the key sentences in each paragraph.

Hugging: How to understand the key sentences of the article?

1. Sentences that highlight the main idea of the article, mark the idea of the article and show the structural characteristics of the article are key sentences.

2. From the content point of view, the central sentence is a key sentence, which focuses on revealing the characteristics of the object or pointing out the main things.

3. From the structural point of view, general sentences, summary sentences and important turning sentences are key sentences. Summary sentences and transition sentences can show the progress of the content of the article, while summary sentences can summarize the basic content of the article.

4? Judging from the frequency of occurrence, recurring sentences are key sentences, which can not only express what needs to be emphasized, but also show the context level. .

Third, study the text.

1, the key sentence in paragraph 5 is-?

Clear: biological species, like varieties, have evolved from other species before, rather than being created alone.

2. How did the author infer this conclusion?

Clarity: Think about facts such as the genetic relationship between organisms, the relationship between their embryos, the geographical distribution and the procedures that appeared in geological periods.

The relationship between organisms: organisms can be divided into six levels: phylum, class, order, family, genus and species, and there are many similarities between the same level and between the upper level and the lower level. For example, peach blossoms and plum blossoms belong to Rosaceae, domestic cats and Siberian tigers belong to cats, and humans and golden monkeys belong to primates.

Relationship between biological embryos: The early embryos of human, chicken, pig, frog, turtle and fish are very similar, indicating that they have the same ancestor.

Geographical distribution: In roughly similar climates, such as South America, Africa and Australia in the southern hemisphere, there are tropical and temperate climates, but the biological types are very different from each other, or in some areas, such as Africa (or South America) with excellent climatic conditions, the biological types are similar to each other.

Geological relationship between biology and paleontology: according to the sequence of stratigraphic formation, paleontology divides the history of the earth into Archean, Proterozoic, Paleozoic, Mesozoic and Cenozoic. In the early strata, the simpler the organism, the lower it is; in the later strata, the more complex it is, the higher it is. This proves that the life on the earth was not created by God, but evolved from the simplest life step by step.

What's the difference between his view and that of other naturalists?

Clear: General natural history often regards climate, food and other external environment as the only possible cause of variation.

4. What is the author's attitude towards his conclusion?

Clear:? Still not satisfactory. ?

5. What kind of spirit does this show the author?

Clarity: the spirit of never advancing and striving for perfection in scientific research.

6.( 1) Distinguish multiple-choice questions. In the fifth paragraph, the author takes woodpeckers and mistletoe as examples to prove which of the following views?

(1) biological species and varieties, evolved from other species, rather than created separately.

② General naturalists often regard the external environment as the only possible reason for variation? Is unreasonable.

3 If you want to know? What are the causes and methods of biological variation and mutual adaptation? You can't just rely on one condition.

Clear: it is to prove the third point. Because the author's analysis of these two examples is obviously different. Take woodpeckers for example. The author said? Is it unreasonable only due to external conditions? . Take mistletoe as an example, the author says? Is it unreasonable to explain only by the influence of external environment or plant habits, or the tendency of plants themselves? . And then what? The influence of plant habits? 、? The tendency of plants themselves? Don't belong? External conditions? (that is, the external environment), so the second item can be ruled out; For item (1), students only need to grasp the author's two examples to deny the incorrect practice.

(2) What is the appointment in the last two sentences of this paragraph?

Clear: these two sentences give two examples to deny the views of general naturalists.

7. What is Darwin's main view on the origin of species?

Clear: A species evolved from other species before, not created alone. Natural selection is the most important condition for species generation.

Fourth, reading training of scientific and technological expositions (supplementary).

Fifth, class summary.

This introduction mainly explains the writing process of the Origin of Species and the author's basic views on the origin of species. The language of the article is accurate and rigorous. It fully shows Darwin's cautious scientific attitude.

Sixth, assign homework.

Complete the "three-dimensional design".

Blackboard design:

The process of compiling a book (1)

The first part: The reasons for the early publication of writing (2)

( 1? 4) This book? Or the abstract nature? (3)

Thanks to the naturalist who helped us (4)

The second part (5-9) introduces the main contents of On the Origin of Species, criticizes creationism and expounds his basic views on evolution.

Introduction to the Origin of Species Teaching Design II Teaching Purpose

1. Can identify and filter important information and materials.

2. Be able to grasp the key sentences in the article, and then synthesize the structural level of the article and the author's viewpoint and attitude.

Emphasis and difficulty in teaching

1. key: master the method of screening information and grasping the whole.

2. Difficulties: How to improve students' interest in reading expository texts?

Teaching assumption

1. Point-and-click instruction to stimulate students' reading interest by pointing out difficulties.

2. Combine teaching with practice to improve the operability of text reading through practice.

teaching method

It is planned to use multimedia teaching to expand the capacity of the classroom.

Teaching time

2 class hours

Teaching steps:

first kind

First, the lead design.

You must remember Engels' speech in front of Marx's tomb. He compared Darwin's discovery of the development law of the organic world with Marx's discovery of the development law of human history. More than a hundred years ago, Darwin's thought changed people's view of the world. For more than a hundred years, this thought has influenced generation after generation. As a new generation across the century, do you know Darwin? Do you know about evolution? Today we will open the door to Darwin's theory of evolution together.

Second, solve the problem.

1. Write on the blackboard

Identify whether the punctuation marks of the following sentences are correct.

We study Introduction to the Origin of Species.

(2) We study the introduction of the origin of species.

(3) We study; Introduction.

(4) We study Introduction to the Origin of Species.

2. About what? Introduction? . Introduction is introduction. There is an introduction in front of the book, which aims to let readers know the main idea of the book and guide readers to better understand the content of the book. (You can also leave it out for the time being, and keep the summary of the text. )

3. Introduce Darwin and his theory of evolution.

Let a student read the explanation 1 and the teacher will add it. [Charlie? Robert? Darwin] (Charles Robert Darmin, 1809? 1882). British naturalist and founder of the theory of evolution. After graduating from Cambridge University at the age of 22, he boarded a naval adventure ship as a naturalist? Bigger After traveling around the world for five years, I observed and collected a lot of data on animals, plants and geology. After induction and comprehensive analysis, I formed the concept of biological evolution. 1859, I published a book on the origin of species, which shocked the academic circles at that time and became a turning point in the history of biology. Later books such as The Variation of Animals and Plants at Home and Human Origin and Sexual Selection further enriched the content of the theory of evolution.

-Excerpted from Ci Hai (1999 edition)

[Evolution] Also known as? Evolution? , old translation? Evolution? . The theory of biological evolution is a science that studies the laws of biological evolution and biological development and how to apply these laws. It is an important department of biology. The term evolution was first put forward by Lamarck. Darwin's Origin of Species laid a scientific foundation for the theory of evolution. The development of modern biology has promoted the further development of evolutionary theories such as the origin of life, species differentiation and formation. It is believed that living things originally came from non-living things, and all kinds of living things on the modern earth have the same ancestor. In the process of evolution, they go from low to high, from simple to complex, from few to many through variation, heredity and natural selection. Engels believed that Darwin's theory of evolution was one of the three major discoveries of natural science in the19th century (law of conservation and transformation of energy, cell theory and evolution theory).

-Excerpted from Ci Hai (1999 edition)

Third, study the text.

1. Grasp the whole and clear your mind.

A. Students read the text quickly and find out the words that they have difficulty in understanding. First, they use reference books to answer the questions themselves, and then the teacher uses slides to type out the words that need attention in this article. Trivial: small and numerous. Caution: Be careful. Trend: ① verbs, developing in a certain direction; (2) Nouns, the development trend of things. Notes: the main points and experiences of reading notes. Discussion: research and discussion. Spread: spread widely. (It can also be used for the first inspection of the second category. )

A. draw the concluding sentence in the text;

B. Sort out the structure of the article and summarize the meaning of the paragraph in concise language;

B. Students exchange their understanding of the structure and meaning of the article, and ask a classmate to answer;

C. The teacher writes on the blackboard and makes it clear.

The process of compiling a book (1)

The reason why writing was published in advance (2)

( 1? 4) Reasons for oversimplification (3)

Thanks to the self-help naturalists. (4)

Species evolved (5)

Basic ideas and research methods (6)

(5? 9) Introduce the contents of the first three chapters (7)

Chapter 4 summarizes the main contents of the following chapters. (8)

Emphasize the correctness of the point of view (9)

(Commentary: Through speed reading, we can perceive the article as a whole and initially screen out the key sentences and points of the article; Through discussion and communication, clarify the structure of the article. Grasp the full text as a whole; Through concise paragraph summary, it is intended to cultivate students' pragmatic ability to refine their views and express them accurately. Can you contact? Introduction? Genre talks about content)

2. Specific research, highlighting key points and difficulties. Teachers and students discuss and solve the following problems and complete the screening of information in the text.

(1) What does the author think? Species? How did it come into being?

Clear: A species evolved from other species before, not created alone. Natural selection is the most important condition for species generation.

This topic changes the expression of after-class exercises and cultivates students' ability to grasp the author's point of view.

(2) Distinguish multiple-choice questions. In the fourth paragraph, the author takes woodpeckers and work parasites as examples to prove which of the following views? (The following three views are shown in slides. )

(1) biological species and varieties, evolved from other species, rather than created separately.

② General naturalists often regard the external environment as the only possible reason for variation? Is unreasonable.

3 If you want to know? What are the causes and methods of biological variation and mutual adaptation? You can't just rely on one condition.

Clear: it is to prove the third point. Because the author's analysis of these two examples is obviously different. Take woodpeckers for example. The author said? Is it unreasonable only due to external conditions? . Take mistletoe as an example, the author says? Is it unreasonable to explain only by the influence of external environment or plant habits, or the tendency of plants themselves? . And then what? The influence of plant habits? 、? The tendency of plants themselves? Don't belong? External conditions? (that is, the external environment), so the second item can be ruled out; For item (1), students only need to grasp two examples of the author, mainly to deny incorrect practices.

Fourth, homework.

Paragraph 6? So what? Medium? This? Paragraph 7? Why? Paragraph 9? These relationships? What do you mean?

Second lesson

First, check the operation.

1. Explanation of words

2. Pronouns refer to content

(1) At the beginning of the fifth paragraph? So what? What does it mean?

Clear: refers to an important content in the fourth paragraph, namely? Explain the reasons and methods of biological variation and mutual adaptation only by unilateral conditions? Is unreasonable.

The purpose of this topic is to train students to master relevant information comprehensively. When thinking, they must contact the context, recombine the relevant information in the text, and output it in the appropriate language.

② At the beginning of the sixth paragraph? Based on the above reasons? What is the specific reason?

Clear: What are the fifth and sixth paragraphs aimed at? Domestic variation? For the problem. The author puts this question in the first chapter of this book. The reason should be? Domestic variation? It is of great significance for studying the origin of species. After such reasoning, who thinks, can we still let it go? What is the significance of domestic variation? As the answer to this question. In a word, it should be: can domestic variation be the reason and method to deal with biological variation and mutual adaptation? Problems and all other complex events provide the best and most reliable clues.

(3) Type the following sentences and corresponding questions on the slide or TV screen (the answers in brackets can be displayed with the discussion process).

Why are some organisms widely distributed, while their neighboring species are small and rare? Who can solve this problem? However, these relationships are really important, because I believe that this determines the present and future fate of every living thing on earth, as well as the trend of variation.

? These relationships? Refers to the relationship between (an organism and its neighboring species), which determines the (fate) and (variation trend) of every organism on the earth.

To solve this problem, students should realize that the sharp contrast between an organism and its neighboring species is the secondary information in the sentence. And then what? Some kind of creature and its neighbors? Is an important information that constitutes the decision of every living thing on earth. Fate? And then what? Variation trend? The relationship.

Second, the teacher introduces the knowledge of long sentences and the methods of analyzing long sentences.

Long sentences are large in capacity, informative and solemn. They are suitable for describing things in detail or strictly expounding the truth, and are mostly used in written language, especially in scientific and political style.

When analyzing long sentences, we should first pay attention to finding the trunk (subject, predicate and object), eliminating branches and leaves (definite, form and complement) or distinguishing the hierarchical relationship between clauses (deviation, juxtaposition, turning, etc.). ) in order to grasp the general idea of the sentence; Second, pay attention? Branches and leaves in a sentence often restrict the trunk of the sentence in terms of procedure, time, scope, conditions, quantity and location. , thus making long sentences compact and thoughtful. Branches and leaves play a vital role in a sentence. If they are removed, the meaning of the sentence will change greatly.

Thirdly, select several long sentences from the text and analyze them by finding the trunk method and hierarchical method respectively.

1. When I was a naturalist aboard the Royal Biegel, I was deeply moved by some facts about the distribution of organisms in South America and the geological relationship between existing organisms and paleontology in that state.

Clear: This sentence is a long and simple sentence. What is its backbone? I was moved by the fact. ? There is a long attribute before the fact: some facts about the distribution of organisms living in South America, and some geological relations between existing organisms and paleontology in this state.

2. However, it is unreasonable to imagine the structure as a woodpecker. Its feet, tail, mouth and tongue are so skillfully adapted to catch insects under the bark, only because of external conditions.

Clear: this is a long sentence, although there are related words? But? But what will this lead to? Due to external conditions? Be the subject in a sentence.

However, such a conclusion, even if well-founded, is still insufficient, unless it can explain how countless species in the world have changed to obtain such perfect structure and mutual adaptation, which naturally attracts our admiration.

Clear: This is a compound sentence. Where is the first layer? According to? Behind, it is a turning point. Where is the second floor? Unless? The front is a hypothetical relationship.

Teacher's induction: Using these two methods, we mainly grasp the meaning of the sentence from the subject, while analyzing the subtle differences in the sentence, we must pay attention to the ideographic function of the keywords in the sentence.

4. Students analyze the sentences in Exercise 4 and Exercise 5, and then find similar long sentences from the text (displayed on the screen), and discuss and analyze them from the perspective of information screening and mining. The process is as follows:

1. I thought in 1837 that if we patiently collect all kinds of information related to this problem and sort it out, we may gain something.

Guide the students to screen out the corresponding words. ① The first three necessary processes of writing: collection, arrangement and research. ② The key in the process of collection: patience and comprehensiveness (all kinds). ③ Explain the caution of estimation: maybe, some.

2. Although I try my best to be cautious and make everything based on the correct evidence, it is inevitable that I will make a wrong judgment.

Q: Since the author bases everything on correct evidence, why are there any mistakes?

Students summarize after answering: in the sentence? Fight for? The word "two words" cannot be ignored. Has it played a restrictive role in the following text? Pursue hard? Has been revised to? So everything can be based on the right evidence? So, there will be errors.

3. Another example is grid parasitism, which grows on some trees to absorb nutrients and needs birds to spread its seeds. And because it is hermaphrodite, it must rely on insects to complete pollination. It is also unreasonable to explain the structure of this parasitic plant and its relationship with several other organisms only by the external environment, or the influence of plant habits, or the tendency of plants themselves.

Use the slide to type out four understandings of this sentence and choose the right one:

A. Taking Quercus as an example, it shows that the structures of all living things (including plants) and their relationships are very complicated and difficult to explain.

B. if we want to correctly explain the structure of organisms and the relationship between organisms, we can't attribute it to one aspect. Mistletoe is an example.

C. It is unreasonable to explain the structure and relationship of mistletoe only by the influence of external environment, the habits of plants and the tendency of mistletoe itself.

D. When studying mistletoe, its structure and its relationship with other organisms cannot be reasonably explained, just like studying other organisms.

Correct answer: item b, to answer this question, we need to compare and analyze the information of each option with the relevant information in the original text, so as to get the correct answer. In item a? Hard to explain? The original sentence has no corresponding point. What does the original sentence mainly mean? It is also unreasonable to just explain. ? What's the difference between item C and the original text? Or? It became a pause, and its meaning changed greatly. Or? Used in this sentence and? Just? Connecting means that only the center is selected, while pausing means parallel relationship. Used in this sentence means that three aspects are inseparable, which is quite different from the original intention. The error of item D is the same as that of item A, and the degree is greater than that of item A, and the error is even greater.

When we deal with a problem, we must describe and compare two facts and evidence in detail, and then we can get a perfect result, but it is impossible here.

Question: In this sentence? The truth? With what? Evidence? Can you remove one of these two words?

Clear: no, because facts refer to general perceptual materials, and? Evidence? Refers to examples in materials that can reflect the essence of things. The combination of these two words reflects the thoroughness of the author.

Question:? Narrative? And then what? Compare? Can you remove one of these two words?

Clear: No? Narrative? It can make people understand more comprehensively and concretely, but it can't show the essence; ? Compare? It can make people identify perceptual materials, get rid of the rough and get the essence, and grasp the essence of things from the outside to the inside, which embodies the author's rigor.

I often get the knowledge that animals are mutated by domestication. Although it is not complete, it can always provide the best and most reliable clues for dealing with this problem and all other complex events.

Question: put this sentence in? Clues? Replace the word with? Evidence? What is the difference?

Clear: Because there is something in this sentence? Not complete enough? Words, so the author only said? Give clues? It shows that the author evaluates his research results realistically. What if it's replaced by? Evidence? The meaning of the sentence becomes a conclusion that can provide regularity and reflect the essence of things. This sentence can also clearly reflect the author's rigor and thoroughness.

On the other hand, what does the author use in this sentence? Everything is the most. Two words express confidence in one's research results.

Fifth, summarize what we have learned in this class.

In this lesson, we mainly trained some long sentences in the article. To understand long sentences, we should dig deep into the rich information of keywords in sentences and pay attention to some modifiers such as? Must? 、? Most? 、? Should? 、? Maybe? And so on, restrictions on keywords in terms of degree and time.

Six, homework:

1. Mr. Lu Xun once said: Evolution has held me back, but it has also helped. ? How to understand this sentence? Please think about it. 2. Interested students can read Darwin's On the Origin of Species.