数蛤蟆课件

发布时间:2024-03-25 蛤蟆课件

数蛤蟆课件(收藏十一篇)。

为了促进学生掌握上课知识点，老师需要提前准备教案，老师在写教案课件时还需要花点心思去写。只有教案课件老师写越充分，课堂氛围当然也会更好。由幼儿教师教育网编辑为您挑选这篇文章名为“数蛤蟆课件”，希望这些资料可以对你的工作和学习起到实质性的推动作用！

数蛤蟆课件篇1

活动中为了达到第一个目标：唱准6 1 6 1 2之处。我设计了一个小游戏，与幼儿一起玩青蛙跳水的游戏。请每个幼儿用手指来做蛤蟆跳水的动作，我的手做湖面，与幼儿互动，幼儿一个个的跳的同时，我在唱着“蛤蟆跳下水”的乐句。帮助幼儿在游戏中保持倾听的兴趣。因此幼儿在演唱过程中，基本上都能唱准这一乐句。由于幼儿在平时习惯了用一些简单的语句回答问题，因此幼儿在回答第一句时“一只蛤蟆几张嘴”时总是会忘记“一只蛤蟆一张嘴”中的“一只蛤蟆”而用“一张嘴”来代替，在歌曲中间部分的3、4两句乐句后面和前面部分都是“蛤蟆跳下水”，幼儿又只唱一句，这是我预先没有猜测到的。如果在这里我的提示性动作能够明确些，能够帮助幼儿比较完整地演唱歌曲了。

当我请许恩琦上来和我一起对唱时，他在第4乐句停顿了一下，而刘宇轩马上用太好的口气帮助其纠正，第二次当我请刘宇轩来演唱时，他同样也范了相同的错误，而同伴没有纠正他而是耐心地等待他想出正确的歌词。我抓住时机让他体会这种感受。本次活动也因此升华了教育的价值。

数蛤蟆课件篇2

活动目标：

1.引导幼儿学习童谣，理解童谣内容并学习创编童谣。

2.培养幼儿的想象力和创编能力及语言表达能力。

3.知道青蛙是益虫，教育幼儿从小爱护青蛙。

4.鼓励幼儿敢于大胆表述自己的见解。

5.鼓励幼儿大胆的猜猜、讲讲、动动。

二、放视频，请幼儿欣赏。

1、提问幼儿：图上有什么?它们生活在什么地方?它有什么本领?我们应该怎样对待它?

2、教师小结：青蛙还有一个名字叫蛤蟆，蛤蟆是我们人类的好朋友，它会捉害虫帮助我们保护庄稼，我们要爱护它，别伤害它。

三、引导幼儿学习童谣。

1、出示一只蛤蟆，请幼儿说说蛤蟆的.特征。

(1)提问幼儿：一只蛤蟆几张嘴?几只眼睛几条腿?扑通一声跳下水。

(2)引导幼儿完整说第一段童谣。

2、出示第二只蛤蟆。

(1)教师提问幼儿：现在是几只蛤蟆?几张嘴?几只眼睛几条腿?扑通几声跳下水?

(2)引导幼儿完整说第二段童谣。

3、教师引导幼儿完整诵读整首童谣。

四、引导幼儿创编童谣。

1、出示第三只蛤蟆，教师提问幼儿：现在是几只蛤蟆?几只眼睛几条腿?扑通几声跳下水?

2、引导幼儿把创编好的童谣连起来朗诵一遍。

3、引导幼儿给童谣取名字。

五、复习童谣。

1、引导幼儿复习童谣一遍，教幼儿用方言说一遍童谣。

2、小结：今天小朋友知道了蛤蟆是我们人类的好朋友，所以，我们要保护它。还学会了朗诵童谣，又有了新的本领，你们真棒。

六、结束部分：放音乐《数蛤蟆》，师幼一起边朗诵童谣边表演。

附童谣：

数蛤蟆一只蛤蟆一张嘴，两只眼睛四条腿，扑通一声跳下水。两只蛤蟆两张嘴，四只眼睛八条腿，扑通扑通跳下水。

教学反思：

数蛤蟆课件篇3

教学目的：

1、理解儿歌内容，知道蛤蟆大姐穿新衣服的变化及蛤蟆大姐的.心情。

2、体会儿歌风格（幽默、诙谐），对文学作品产生浓厚的兴趣。

3、知道做事要动脑筋、有主见，不能听别人怎么说就怎么做。

教学准备：

1、儿歌《蛤蟆大姐穿新衣》

2、儿歌情节图片

3、用花布事先剪成花裙、剪刀。

教学过程：

一、出示图片，引出儿歌。

1、出示主人公蛤蟆大姐的图片，初步了解蛤蟆大姐的形象。

2、蛤蟆大姐好开心啊，穿了一件新花裙。蛤蟆大姐身上会发生什么有趣的事呢？下面我们一起欣赏儿歌《蛤蟆大姐穿新衣》。

二、听儿歌，理解儿歌内容。

儿歌：

蛤蟆大姐真高兴，穿件衣裙新又新。

小兔见了把头摇：“不如田鼠花花袄。”

花裙改成花花袄，蛤蟆大姐眯眯笑。

青蛙肚子鼓啊鼓：“不如小鹿花花裤。”

花袄改成花花裤，蛤蟆大姐跳起舞。

小狗眼睛斜一斜：“不如花猫蝴蝶结。”

花裤改成蝴蝶结，蛤蟆乐得像过节。

蛤蟆大姐伸出手，摸摸头顶光溜溜。

蝴蝶结，没法戴，哭得眼泪流呀流。

1、感受儿歌诙谐、幽默的风格，提出问题：小朋友们听了这首儿歌有什么感受呢？

2、组织幼儿看视频，感受儿歌内容，掌握蛤蟆大姐花裙的变化过程，蛤蟆大姐的花裙都发生了什么变化？

3、分段落理解儿歌

第一段：

谁看见了？小兔见了怎么做、怎么说？“不如”是什么意思？

蛤蟆接受了小兔的建议吗？它是怎么做的？（幼儿适当学说）

第二段：

蛤蟆大姐听了谁的意见？青蛙给了什么意见？

第三段：

蛤蟆大姐又听了谁的意见？小狗给了什么意见？“斜一斜”表示什么意思？

第四段：

后来蛤蟆大姐带上蝴蝶结了吗？为什么呢？它头上光溜溜的，如何带上蝴蝶结？真搞笑！

三、念儿歌。

1、观看图片念儿歌。

2、分角色朗诵、表演儿歌。

四、情感理解：

最后蛤蟆大姐为什么没有穿上新衣服？小朋友喜欢蛤蟆大姐吗？

无论做什么事情都应当动脑筋，有主见，不要像蛤蟆大姐一样听别人怎么说自己就怎么做。

数蛤蟆课件篇4

活动目标：

1、通过观察、猜想的方法，帮助幼儿了解故事内容，初步体会故事角色的情感变化。

2、理解故事中的秘诀，鼓励幼儿遇到困难、危险时勇敢、机智地面对。

活动准备：PPT。

活动过程：

一、导入。

师：今天，老师带来了一本有意思的故事书，我们一看这是关于谁的故事？（播放幻灯1）幼：蛤蟆、两只蛤蟆

师：这是一对感情非常好的爷爷和孙子，看起来蛤蟆爷爷好像在对小蛤蟆说话，他们会说些什么呢？我们一起去故事中找找答案吧。（播放幻灯2）二、分段播放课件，幼儿猜想故事梗概。

1、遭遇大蛇--秘诀一：勇敢。

A、猜猜它是谁？

师：有一天，蛤蟆爷爷和小蛤蟆在森林里散步。蛤蟆爷爷告诉小蛤蟆，在森林里有很多饥饿的敌人，会来吃我们。爷爷有对付他们的秘诀哦！还没说完，草丛里出现了一个可怕的脑袋。它会是谁呢？（播放幻灯3,个别幼儿猜测）B、小蛤蟆的反应师：我们一起看看到底是谁。（播放幻灯4）原来是一条大蛇！大蛇吐着信子，咝咝地说：我要把你们当午饭吃了。小蛤蟆听到了是怎么做的？（引导幼儿从小蛤蟆的表情、动作来回答）师：你是怎么看出来的？

C、蛤蟆爷爷的做法师：你们观察得真仔细！面对像蛇这么危险的敌人时，小蛤蟆逃走了，蛤蟆爷爷会怎么做呢？

你们的猜想让我觉得蛤蟆爷爷真勇敢，那我们一看蛤蟆爷爷到底是怎么做的。（播放幻灯5）谁来说说你看到了什么？

D、师：没错，蛤蟆爷爷露出了凶狠的表情，使劲地吸进好多空气，把自己的身体越鼓越大，就这样把大蛇给吓跑了。蛤蟆爷爷用自己的行动告诉小蛤蟆对付敌人的第一个秘诀：勇敢。小蛤蟆高兴地说：爷爷，你真勇敢！

2、遭遇鳄龟--秘诀二：机智。

A、猜猜它是谁？

师：蛤蟆爷爷刚把大蛇赶走，正要跟小蛤蟆说说对付敌人的第二个秘诀时，草丛里又出现了一个可怕的脑袋，它会是谁呢？（播放幻灯6,个别幼儿猜测）B、小蛤蟆的反应师：会是比大蛇还可怕的动物吗，我们放大了看一下。（播放幻灯7）原来是鳄龟！鳄龟非常饿，看到蛤蟆爷爷和小蛤蟆就恶狠狠地说："喂，蛤蟆，我要把你们当点心吃了。"小蛤蟆听到了是怎么做的？（引导幼儿从小蛤蟆的表情、动作来回答）师：你是怎么看出来的？

C、蛤蟆爷爷的做法师：你们观察得真仔细！看到比蛇还要大好多、特别凶狠的鳄龟，小蛤蟆忘记了勇敢又一次逃走了，蛤蟆爷爷是怎么做的？（播放幻灯8）你看到了什么？（幼：在说话）师：蛤蟆爷爷在和鳄龟说什么呢？（幼儿猜想）D、师：你们的猜想让我觉得蛤蟆爷爷不仅勇敢，还特别聪明。那我们一起来听听蛤蟆爷爷到底用了什么秘诀。蛤蟆爷爷面对比大蛇还可怕的鳄龟时，还是那么勇敢地站出来保护小蛤蟆。他凑近鳄龟的耳朵低声地说："鳄龟先生，你想吃大餐吗？告诉你，刚才有一条又肥又嫩的蛇游过去了，你赶紧追，还能追得上。"说着，还给鳄龟指了方向。鳄龟走了，蛤蟆爷爷用自己的智慧告诉小蛤蟆对付敌人的第二个秘诀：机智。小蛤蟆高兴地说：爷爷，你真聪明！

3、遭遇怪兽--秘诀三：朋友。

A、小蛤蟆、蛤蟆爷爷的反应师：蛤蟆爷爷正想告诉小蛤蟆对付敌人的第三个秘诀时，大树后面出现了什么？（播放幻灯9）幼：一条尾巴

师：会是谁的尾巴呢？我们放大图片看看。（播放幻灯10）哇！这是一头巨大无比的怪兽！他大声地说：我要把你们全都吃掉。这次小蛤蟆是怎么做的？

师：蛤蟆爷爷呢？（在幻灯10处点击一下出现爷爷的图片）B、蛤蟆爷爷遭遇危险时，猜想小蛤蟆的做法师：可是这个怪兽太厉害了，一下子就抓住了蛤蟆爷爷。（播放幻灯11）逃到草丛边的小蛤蟆他害怕极了，全身发抖，那他会去救自己的爷爷吗？

师：看来你们都希望小蛤蟆能学会勇敢。那它会想什么办法救自己的爷爷呢？

C、故事中小蛤蟆的做法师：你们的小蛤蟆不仅勇敢，还用了聪明的方法去救爷爷。那故事中的小蛤蟆会用什么办法我们来看一看。（播放幻灯12）小蛤蟆看到草从里的红果子，想到了一个办法，它把红果子扔向怪兽，怪兽的腿上立刻出现了红斑。怪兽一点都没发现，因为他正要吃蛤蟆爷爷。小蛤蟆勇敢地站到怪兽面前，说了些话，怪兽吓得马上丢掉了蛤蟆爷爷，飞快地逃走了。（播放幻灯13）小蛤蟆对怪兽说了什么呢，居然让怪兽那么害怕？（幼儿猜想）D、师：哈哈（没错），小蛤蟆说：怪兽，你已经中了爷爷的毒了，快看你的脚，都是红点点，你死定了！小蛤蟆就这样把怪兽给吓跑了。小蛤蟆用了爷爷的秘诀了吗？是什么秘诀？（幼：勇敢、机智）E、第三个秘诀师：这下爷爷得救了，他高兴地对小蛤蟆说："爷爷的第三个秘诀就是在最危险的时候，有一个靠得住的朋友。是你的勇敢、机智、爱心救了我。谢谢你，小蛤蟆！"师：爷爷的第三个秘诀是什么？（幼：朋友、爱心）三、完整欣赏故事。

1、猜想故事题目。

师：蛤蟆爷爷的秘诀真厉害！（播放幻灯14）故事讲完了，我们又回到了封面。这个封面缺了一个题目，你们觉得什么题目合适呢？让我们来看看会是什么题目呢？（点击幻灯片）2、完整倾听故事。

师：那我们完整地欣赏这本书吧。《蛤蟆爷爷的秘诀》……（教师讲述故事）四.结束1.故事讲完了，你们喜欢这个故事吗？（喜欢）你们回去后可以讲给中班，小班的小弟弟小妹妹听，让他们也学会蛤蟆爷爷的秘诀勇敢，机智的面对危险和困难。

数蛤蟆课件篇5

《花蛤蟆》这首歌在几个版的教材中都出现了，这首歌深受孩子们的喜爱，歌曲音乐情绪诙谐，曲调比较容易上口。 ×× × ×│×× × ×│×. × ××│×－－ │ ×× × ×│×× × ×│×. × ××│×－－ │

反思这节课，孩子们在倚音的演唱上刚开始有些不适应。

充分的发挥孩子们在课堂上的主体性。老师只是引导者。在装饰音的学习上我告诉孩子们如果将一首歌曲旋律比喻成一件漂亮的衣服的话，那么这件衣服上那些闪闪发亮的美丽的花边就一定会是我们音乐旋律曲中那活泼可爱的装饰音符。装饰音是歌曲旋律中不可缺失的一部分，如果少了这些美丽的花边，那么这件衣服绝对会让你没有任何兴致穿上它。而且是在旋律恰当的位置上出现会为歌曲增添音乐情趣。试着唱一唱，体会一下有和没有旋律是不是给我们不同的感觉。

本课不足之处是学生在八分休止符和四分休止符的节奏学习在视唱中不太准确，易混淆。在演唱中学生控制不了气息，唱到后面就容易喊唱起来。在后面的歌曲里继续纠正学生的喊唱问题。

虽然这是我一节我上过多年的老课，但是自己每次我都有新的对这首歌的体会和新的发现，把这些新的`发现记录下来争取更好地提高。

数蛤蟆课件篇6

目标：

1.愿意在同伴面前讲述自己的想法，提高口语表达能力。

2.知道种瓜是一件不容易的事，不能太着急。

准备：

1.挂图。

2.故事磁带。

3.西瓜(哈密瓜、甜瓜)一只。

过程：

1.倾听故事。

――出示西瓜(哈密瓜、甜瓜)，请幼儿说出名称，激发幼儿的兴趣。

――有一只蛤蟆也想种瓜，我们来听听蛤蟆种瓜的故事。

2.播放故事录音，请幼儿倾听。

――结合挂图，讲述故事第二遍。

――蛤蟆见种子没有长出来，它是怎么想的，又是怎么做的?

――青蛙告诉蛤蟆，种子怎样才会长出来?

――蛤蟆睡了很久很久，醒来发现了什么?它是怎么说的?

3.讨论。

――蛤蟆想的那些方法有用吗?

――为什么蛤蟆会说种瓜是一件不容易的事?

附：蛤蟆种瓜蛤蟆看见青蛙在种瓜，他也要种瓜。他刚把种子种在地里，就对种子喊：“种子，种子，快快长出来吧!”

过了一会儿，种子没有长出来。蛤蟆又趴在地上大声喊：“种子听见了没有，现在就长出来!”种子没有长出来。

青蛙跑过来，对蛤蟆说：“你那么大声地喊，会吓坏种子的。种子睡在地里，阳光照着它们，小雨浇着它们，慢慢就会长出来了。”

到了晚上，蛤蟆又着急了。他说：“种子大概怕黑吧，我给你们讲故事、唱歌。”蛤蟆点上蜡烛，给种子讲了一个很长很长的故事，唱了好多好多的歌。

蛤蟆讲一会儿，看一看;唱一会儿，看一看。种子一直没有长出来。蛤蟆累了，倒在地上“呼呼”睡着了，睡了很久很久。

“蛤蟆，蛤蟆，快起来，快来看你种的瓜。”青蛙叫醒了蛤蟆。蛤蟆往地上一瞧，哇，长出了许多青青的小苗。

青蛙说：“青青的小苗会慢慢长大，以后会结出许多许多瓜。”蛤蟆打了个呵欠，说：“种瓜真不容易啊!”

教学反思：

我觉得本节课基本上达成了教学目标，充分的提高了幼儿愿意在同伴面前讲述自己的想法，和口语表达能力，同时也知道种瓜是一件不容易的事，不能太着急。这个活动的重点不是理解种植的有关知识，而是让幼儿在校生领悟一个道理;种瓜不是一种容易的事情，因而，蛤蟆种瓜时的焦急心情与滑稽可笑的行为应该予以充分渲染。

数蛤蟆课件篇7

花蛤蟆

教学内容：

一、声音造型荷塘欢歌

二、学唱歌曲花蛤蟆

三、表现歌曲花蛤蟆

教学目标：

一、通过学唱《花蛤蟆》，领会歌曲描绘的意境，感受当地儿童的生活情趣。

二、通过表现歌曲《花蛤蟆》培养学生音乐表现力及合作意识。

三、通过声音造型《荷塘欢歌》培养学生即兴创作的能力。

教学重点、难点：

唱好歌曲中的倚音，积极主动的表现歌曲是重点;声音造型是难点。

教学准备

课件、录音机、磁带、头饰(荷花、荷叶)、手巾花、打击乐(双响筒、木鱼、蛙鸣筒、舞板)

教学时间：一课时

教学过程

一、组织教学。

听曲入室，师生问好。

快乐节奏三分钟，引导学生用青蛙的叫声来模仿各种节奏。

二、声音造型游戏：荷塘欢歌

出示课件“荷花图”：这么美的荷花池，到夏天的时候会有很多青蛙蛤蟆来与荷花做伴并唱歌，下面我们用青蛙的叫声来营造“荷塘欢歌”的景象。

请同学们想好一个蛤蟆叫的节奏，师随意点名模仿，看谁的节奏创作得。

请一名同学上台像老师一样指挥，师和其他同学坐在一起模仿。

三、学习歌曲《花蛤蟆》。

1、老师这里有首歌也是表现夏夜荷塘欢腾的景象的，请听。(放录音)

请你根据歌词唱的内容描述花蛤蟆有趣的样子。

边听歌曲边请几名同学把歌词描绘的花蛤蟆画到黑板上。

全班朗读歌词检查各位选手的画。

2、这首歌有几处花蛤蟆的叫声?请找出来。这些模仿蛤蟆的叫声都用了哪种装饰音?(倚音、下滑音)

跟琴学唱这四个乐句。

3、再听歌曲，找出你已经听会的乐句教大家唱一唱。

4、师生交流：你还有哪几句不会唱，请大家来帮帮你。

跟琴唱不熟悉的乐句。

5、齐唱全曲。

6、歌唱前加入花蛤蟆叫声投入演唱歌曲。

四、表现歌曲《花蛤蟆》。

1、自由选择小组：歌唱组、表演组、打击乐伴奏组。

2、分组设计、创作队形、练习。

3、集体演绎。

4、评出优秀表演队、绩优秀创意队。

五、结束。

听曲出室。

数蛤蟆课件篇8

各位尊敬的评委、老师：

大家好！

我是来自张公小学的xx。我说课的题目是《数蛤蟆》，下面我按照六个环节进行说课。

一、教材分析：

本节课的教学内容选自人民音乐出版社小学音乐二年级上册第九课。《数蛤蟆》是一首四川童谣，它的歌词和曲调具有一定的民族特色，学生听起来风趣幽默，但学习起来却有一定难度。

二、学情分析:

本堂课面对的是二年级的小朋友，虽然他们对事物好奇，而且好动，愿意参加各种活动，模仿力较强，能模仿简单节奏，但是他们以形象思维为主，对音乐认知还不够，所以我设计利用多媒体的直观性，来辅助学生对音乐进行认知。

三、教学目标：

根据教材内容和二年级学生认知特点，我确定本课的教学目标为：

1、学生唱会歌曲《数蛤蟆》。

2、学生找出歌曲中旋律、节奏相同的乐句。

3、学生为歌曲创编歌词，培养学生的创造力。

4、激发培养学生对音乐的兴趣，并树立环保意识，保护益虫从我做起。

四、教学重、难点：

由教学目标和学生认知水平，我确定以下教学重难点：

教学重点：

能用轻松、愉快有感情的声音熟练地演唱歌曲《数蛤蟆》。

教学难点：

找出歌曲《数蛤蟆》中旋律、节奏相同的乐句，为歌曲编创歌词。

五、说教法：

根据新课程标准，在本课我采用了情景教学法、模仿教学法、直观教学法。

六、教学流程：

为达成本节课的教学目标及重难点，我设计了下面的教学环节：

1、快乐猜谜，揭示课题。

首先以小朋友喜欢的猜谜语引出本课的主角蛤蟆。播放图片，向小朋友介绍蛤蟆的本领，激起孩子们对蛤蟆的喜爱之情，并揭示课题。

2、看动画，回答问题。

播放动画视频《数蛤蟆》，让小朋友带着问题观看动画。看一看动画中地上有什么，水里有些什么，然后分小组讨论进行汇报。

3、师生游戏、学习歌曲。

先播放本课中的歌曲，让孩子初听音乐，从中感受欢快的节奏。之后请小朋友来当老师的小回声的游戏，学习歌曲中的节奏。我准备了歌曲中的三条节奏，用手拍打，让学生模仿；然后出示歌词，师生按照节奏读歌词，同时手拍节奏；最后师弹钢琴以问唱的方式，引导学生答唱，这样互助学习歌曲。师生互助学习，这样练习了学生的模仿能力、协调能力和反应能力。接着播放《数蛤蟆》音乐，让孩子先听一遍，对比一下，再完整地跟唱一次。

4、反复实践、辨别乐句。

结合学习歌曲时拍打的节奏，来引导小朋友找出旋律、节奏相同的乐句，用一样的颜色标出来，然后小组分工合唱歌曲。

5、师生合作、分工完成音乐会。

学生分组演唱，给演唱的同学分发蛤蟆头饰，戴着头饰演唱。没有唱的同学拍节拍，老师弹钢琴一起完成演唱会。

6、开动脑筋、编创歌词。

最后是为歌曲编创第二、三段歌词的环节，我在课件中，制作并出示第二只和第三只蛤蟆的出现，学生对直观形象的画面，乐于接受、易于理解。有了多媒体信息的加入缩短了学生认识事物的时间，使课堂变得更有趣味。把小朋友回答的歌词填入歌曲之中唱一唱。

7、德育渗透

学习了《数蛤蟆》这课之后，对孩子进行思想教育：我们了解了蛤蟆是益虫，是我们的好朋友，教导小朋友应该保护蛤蟆、保护动物、还要爱护我们身边的花草树木，更应该保护人类生存的环境。

数蛤蟆课件篇9

活动名称：数蛤蟆(大班音乐活动)

活动目标：

1. 让幼儿了解这是一首四川民歌，知道四川方言中把青蛙称做"蛤蟆"，使幼儿通过数蛤蟆的嘴、眼、腿，对青蛙有出步的了解和认识.

2. 初步掌握歌曲的旋律，提高幼儿演唱技能，训练幼儿用各种感官(耳听旋律、眼看画面、嘴说歌词、身体动作)来感受歌曲的内容，增强幼儿的感受力和节奏感

3. 教育小朋友要从小爱护小动物.

活动重点：在熟悉歌曲之后，能够会表演.

活动难点：让幼儿掌握歌曲的内容及其旋律.

活动准备：环境布置(池塘)，青蛙头饰，录音机，磁带，课件.

活动过程：

一. 开始部分

1谜语引出-主题"青蛙"。

2听音乐做模仿动作，进入活动室.

二基本部分

1问话方式.

2欣赏、示范、表演、比赛.

3欣赏青蛙的演变过程.

4观看青蛙怎样捉虫从而进行品德教育.

结束部分：幼儿扮成青蛙在布置好的池塘里尽情的玩耍、捉虫等，自然结束本节课.

活动反思：

本次活动获得了较好的效果，我个人认为主要有以下几方面的特点：

1、选材成功：没有歌词却很有特色音响效果的律动。《数青蛙》配上一首幼儿较熟悉，且有琅琅上口有节奏的儿歌《数青蛙》，使音乐、语言与动作的结合得到最充分的表达，形成一幅青蛙边歌边舞的热闹完美图景。

2、程序设计：采用声势活动练习→嗓音造型练习→动作造型练习→图谱识记练习→游戏练习的方式引导幼儿一步一步循序渐进地调动原有的经验来学习新知识，使幼儿脑中的旧知识得到激活，进行重新组合与匹配形成新知识。

3、教学有法而无定法：始终遵循幼儿音乐活动设计的一个重要原则，即幼儿是音乐活动的主体，活动设计就须从幼儿的兴趣和音乐作品满足幼儿发展的需要出发，体现活动设计的灵活性和自主性。

数蛤蟆课件篇10

目标：

1、让幼儿初步了解故事的内容，能讲出故事的主要情节。

2、提高幼儿的语言表达能力。

3、教育幼儿不乱扔瓜皮果壳，进一步培养幼儿良好的行为以及生活卫生习惯。

4、培养幼儿的观察、操作、表达能力，提高幼儿的审美情趣及创新意识。

5、培养幼儿勇敢、活泼的个性。

中班语言优秀教案《瓜瓜吃瓜》

准备：

图书一本

过程：

一、导入活动，引起幼儿的兴趣。

师：小朋友。你们看，老师带来了什么呀？对！这是一只西瓜，告诉你们，有个小朋友的名字叫瓜瓜，为什么叫瓜瓜呢？你没想不想知道呀？现在我们一起来听一听，好吗？

（出示图片，老婆婆摔交的图片）问：图上有谁？她怎么拉？怎么会这样的？（鼓励幼儿大胆发挥想象，说出自己的想法）

二、教师完整地讲述故事一遍。提问：

1、你听到故事里说了些什么？

2、人民为什么叫他瓜瓜？

3、瓜瓜他是怎样吃西瓜的？吃完西瓜后他又是怎样做的？

4、结果发生了什么事？

三、教师再次完整地讲述一遍。（边看图边讲故事）提问：

1、瓜瓜有没有吃到外婆的西瓜？为什么？

2、后来，外婆摔了一跤后，瓜瓜是怎样想的？又是怎样做的呢？

四、引导幼儿边看图边讲述故事。

五、讨论：

1、你喜欢瓜瓜吗？为什么？

2、如果你是瓜瓜，你会怎样做？

3、出示有关这方面的图片。引导幼儿观察，说一说图中的小朋友谁是对的？谁是错的？错在哪儿？应该怎样做？（教育幼儿不要乱扔垃圾，做一个爱清洁、讲卫生的孩子。）

教学反思：

整个活动过程，思路比较清晰，教态自然，能够根据教案的流程来上课。但是整个活动过程的气氛有点沉，不能够体现幼儿对活动的乐趣。

本文扩展阅读：瓜，汉语常用字，读作guā，最早见于金文。瓜是"苽"和"蓏"的本字，其本义是挂在藤上的葫芦状果实，后引申为形状如瓜的饰物、仪仗、兵器之类的器物，又引申为瓜成熟、瓜分等含义。

数蛤蟆课件篇11

教学目标：

1.“春天”、“春雨”、“小鸟”都向人们“致春天”的来临，本课汇编了一组描绘春意的音乐作品。让我们在音乐的感染下，进一步激发对大自然的热爱。

2.聆听《春水》，感受拟人化的“春水”活泼、顽皮的形象。聆听《致春天》，感受乐曲对春天的描绘，尤其是第一与第三乐段，相同的曲调，不同的手法表现不同的情绪。让我们在聆听过程中体验音乐丰富的表现力。

3.表演《小鸟小鸟》、《春雨蒙蒙地下》，歌曲借景抒情，运用不同的节拍、节奏表达对春天的赞美。在学唱过程中学习切分节奏及乐句的重复、变化(相似)重复的创作手法。

教材分析：

《小鸟小鸟》是故事片《苗苗》的插曲。曲调欢悦而又奔放，充分表现了少年儿童在春意盎然的春天里，热爱大自然的美好情趣。歌曲为6/8拍，二段体结构。第一段(13小节)为齐唱，第二乐段为合唱。每段均由两个变化重复的大乐句组成，音乐素材十分精炼而集中。第一乐段以每三个音构成一个活泼、欢乐的音乐动机“”这个主导乐汇以先上行模进、后下行模进贯穿其中，给人以明亮、轻快的感觉，表现了少年儿童像一只快乐的小鸟在祖国明媚的春光里自由飞翔欢乐幸福的形象。第二乐段是副歌性的合唱，曲调在六度大跳后紧接连续同音反复和下行级进进行，并用“”这样的节奏，配以连贯的衬词“啦啦啦……”一气呵成，使得歌曲的情绪更加热情欢乐，抒发了少年儿童对美好生活的热爱和幸福欢乐的情感。

1.介绍作曲家的国籍及作品的背景为导入。

(1)设问：“挪威”地处欧洲的哪里?那里的气候条件如何?

(2)讲解：春天对地处北欧的挪威人民是多么的美好，作曲家格里格热情地谱写了这首钢琴抒情小品。

2.视听《致春天》。

(1)设问：你能根据伴奏及旋律的不同表现手法区分作品的段落吗?

(2)教师可适时指导，如听第一段的主题片段，以及第二段再现主题的片段。还可帮助学生听辨第二部分的低音区的伴奏片段等，以降低学生听赏中的困难，帮助他们听辨三段体的不同情绪的音乐表现。

3.复听《致春天》。

要求学生在座位上用脸部的表情或微小动作，表达出三段音乐在发展过程中的情绪变化。

4.完成教材中的书面作业。

(1)画出第三部分的图形谱，说明第一与第三部分旋律是相同的，

但情绪不同。

如用同样的线条，可以用线条的粗细表达其热烈的情景。还可以根据想像在图形谱上添加其他的图画等。

(2)完成方格框内的选择－－曲调高、低与情绪的平静、期待、热烈。

以上两个书面作业，因为是在学生通过二次欣赏作品的基础上独立完成或学生间的相互讨论完成，切忌教师包办代替，要充分发挥学生的想像与联想。

5.三度(欣赏)创作。

让学生根据自己的理解，用舞蹈动作即兴表演对春天来临时人们的祈望心情，要把三段的发展变化过程能表达出来。不求动作和舞姿的优美，主要是体现学生的自主参与及他们对春天的向往的心情。

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高一函数课件收藏

在进行学生授课前，教师通常会提前准备好教案课件，相信大家对此并不陌生。编写完整的教案有助于完成授课任务，但如何制作牢靠的课件教案呢？不妨来查阅一下栏目小编整理的“高一函数课件”知识点总结，希望对你有所帮助，并欢迎与朋友分享！

高一函数课件(篇1)

一、教材分析

本节课选自《普通高中课程标准数学教科书-必修1》(人教A版)《1.2.1 函数的概念》共3课时，本节课是第1课时。

托马斯说：“函数概念是近代数学思想之花”。生活中的许多现象如物体运动，气温升降，投资理财等都可以用函数的模型来刻画，是我们更好地了解自己、认识世界和预测未来的重要工具。

函数是数学的重要的基础概念之一，是高等数学重多学科的基础概念和重要的研究对象。同时函数也是物理学等其他学科的重要基础知识和研究工具，教学内容中蕴涵着极其丰富的辩证思想。函数的的重要性正如恩格斯所说：“数学中的转折点是笛卡尔的变数，有了变数，运动就进入了数学;有了变数，辩证法就进入了数学”。

二、学生学习情况分析

函数是中学数学的主体内容，学生在中学阶段对函数的认识分三个阶段：(一)初中从运动变化的角度来刻画函数，初步认识正比例、反比例、一次和二次函数;(二)高中用集合与对应的观点来刻画函数，研究函数的性质，学习典型的对、指、幂和三解函数;(三)高中用导数工具研究函数的单调性和最值。

1.有利条件

现代教育心理学的研究认为，有效的概念教学是建立在学生已有知识结构的基础上的，因此教师在设计教学的过程中必须注意在学生已有知识结构中寻找新概念的固着点，引导学生通过同化或顺应，掌握新概念，进而完善知识结构。

初中用运动变化的观点对函数进行定义的，它反映了历史上人们对它的一种认识，而且这个定义较为直观，易于接受，因此按照由浅入深、力求符合学生认知规律的内容编排原则，函数概念在初中介绍到这个程度是合适的。也为我们用集合与对应的观点研究函数打下了一定的基础。

2.不利条件

用集合与对应的观点来定义函数，形式和内容上都是比较抽象的，这对学生的理解能力是一个挑战，是本节课教学的一个不利条件。

三、教学目标分析

课标要求：通过丰富实例，进一步体会函数是描述变量之间的依赖关系的重要数学模型，在此基础上学习用集合与对应的语言来刻画函数，体会对应关系在刻画函数概念中的作用;了解构成函数的要素，会求一些简单函数的定义域和值域.

1.知识与能力目标：

⑴能从集合与对应的角度理解函数的概念，更要理解函数的本质属性;

⑵理解函数的三要素的含义及其相互关系;

⑶会求简单函数的定义域和值域

2.过程与方法目标：

⑴通过丰富实例，使学生建立起函数概念的背景，体会函数是描述变量之间依赖关系的数学模型;

⑵在函数实例中，通过对关键词的强调和引导使学发现它们的共同特征，在此基础上再用集合与对应的语言来刻画函数，体会对应关系在刻画函数概念中的作用.

3.情感、态度与价值观目标：

感受生活中的数学，感悟事物之间联系与变化的辩证唯物主义观点。

四、教学重点、难点分析

1.教学重点：对函数概念的理解，用集合与对应的语言来刻画函数;

重点依据：初中是从变量的角度来定义函数，高中是用集合与对应的语言来刻画函数。二者反映的本质是一致的，即“函数是一种对应关系”。但是，初中定义并未完全揭示出函数概念的本质，对y?1这样的函数用运动变化的观点也很难解释。在以函数为重要内容的高中阶段，课本应将函数定义为两个数集之间的一种对应关系，按照这种观点，使我们对函数概念有了更深一层的认识，也很容易说明y?1这函数表达式。因此，分析两种函数概念的关系，让学生融会贯通地理解函数的概念应为本节课的重点。

突出重点：重点的突出依赖于对函数概念本质属性的把握，使学生通过表面的语言描述抓住概念的精髓。

2.教学难点：第一：从实际问题中提炼出抽象的概念;第二：符号“y=f(x)”的含义的理解.

难点依据：数学语言的抽象概括难度较大，对符号y=f(x)的理解会受到以前知识的负迁移。

突破难点：难点的突破要依托丰富的实例，从集合与对应的角度恰当地引导，而对抽象符号的理解则要结合函数的三要素和小例子进行说明。

五、教法与学法分析

1.教法分析

本节课我主要采用教师导学法、知识迁移法和知识对比法，从学生熟悉的丰富实例出发，关注学生的原有的知识基础，注重概念的形成过程，从初中的函数概念自然过度到函数的近代定我。

2.学法分析

在教学过程中我注意在教学中引导学生用模型法分析函数问题、通过自主学习法总结“区间”的知识。

高一函数课件(篇2)

教学目标：

掌握二倍角的正弦、余弦、正切公式，能用上述公式进行简单的求值、化简、恒等证明;引导学生发现数学规律，让学生体会化归这一基本数学思想在发现中所起的作用，培养学生的创新意识.

教学重点：

二倍角公式的推导及简单应用.

教学难点：

理解倍角公式，用单角的三角函数表示二倍角的三角函数.

教学过程：

Ⅰ.课题导入

前一段时间，我们共同探讨了和角公式、差角公式，今天，我们继续探讨一下二倍角公式.我们知道，和角公式与差角公式是可以互相化归的.当两角相等时，两角之和便为此角的二倍，那么是否可把和角公式化归为二倍角公式呢?请同学们试推.

先回忆和角公式

sin(α+β)=sinαcosβ+cosαsinβ

当α=β时，sin(α+β)=sin2α=2sinαcosα

即：sin2α=2sinαcosα(S2α)

cos(α+β)=cosαcosβ-sinαsinβ

当α=β时cos(α+β)=cos2α=cos2α-sin2α

即：cos2α=cos2α-sin2α(C2α)

tan(α+β)=tanα+tanβ1-tanαtanβ

当α=β时，tan2α=2tanα1-tan2α

Ⅱ.讲授新课

同学们推证所得结果是否与此结果相同呢?其中由于sin2α+cos2α=1，公式C2α还可以变形为：cos2α=2cos2α-1或：cos2α=1-2sin2α

同学们是否也考虑到了呢?

另外运用这些公式要注意如下几点：

(1)公式S2α、C2α中，角α可以是任意角;但公式T2α只有当α≠π2+kπ及α≠π4+kπ2(k∈Z)时才成立，否则不成立(因为当α=π2+kπ，k∈Z时，tanα的值不存在;当α=π4+kπ2，k∈Z时tan2α的值不存在).

当α=π2+kπ(k∈Z)时，虽然tanα的值不存在，但tan2α的值是存在的，这时求tan2α的值可利用诱导公式：

即：tan2α=tan2(π2+kπ)=tan(π+2kπ)=tanπ=0

(2)在一般情况下，sin2α≠2sinα

例如：sinπ3=32≠2sinπ6=1;只有在一些特殊的情况下，才有可能成立

高一函数课件(篇3)

高一数学指数函数教案：教学目标

1.使学生掌握指数函数的概念,图象和性质.

(1)能根据定义判断形如什么样的函数是指数函数,了解对底数的限制条件的合理性,明确指数函数的定义域.

(2)能在基本性质的指导下,用列表描点法画出指数函数的图象,能从数形两方面认识指数函数的性质.

(3)能利用指数函数的性质比较某些幂形数的大小,会利用指数函数的图象画出形如

的图象.

2.通过对指数函数的概念图象性质的学习,培养学生观察,分析归纳的能力,进一步体会数形结合的思想方法.

3.通过对指数函数的研究,让学生认识到数学的应用价值,激发学生学习数学的兴趣.使学生善于从现实生活中数学的发现问题,解决问题.

高一数学指数函数教案：教学建议

高一数学指数函数教案：教材分析

(1)指数函数是在学生系统学习了函数概念,基本掌握了函数的性质的基础上进行研究的,它是重要的基本初等函数之一,作为常见函数,它既是函数概念及性质的第一次应用,也是今后学习对数函数的基础,同时在生活及生产实际中有着广泛的应用,所以指数函数应重点研究.

(2)本节的教学重点是在理解指数函数定义的基础上掌握指数函数的图象和性质.难点是对底数

在

和

时,函数值变化情况的区分.

(3)指数函数是学生完全陌生的一类函数,对于这样的函数应怎样进行较为系统的理论研究是学生面临的重要问题,所以从指数函数的研究过程中得到相应的结论固然重要,但更为重要的是要了解系统研究一类函数的方法,所以在教学中要特别让学生去体会研究的方法,以便能将其迁移到其他函数的研究.

高一数学指数函数教案：教法建议

(1)关于指数函数的定义按照课本上说法它是一种形式定义即解析式的特征必须是

的样子,不能有一点差异,诸如

等都不是指数函数.

(2)对底数

的限制条件的理解与认识也是认识指数函数的重要内容.如果有可能尽量让学生自己去研究对底数,指数都有什么限制要求,教师再给予补充或用具体例子加以说明,因为对这个条件的认识不仅关系到对指数函数的认识及性质的分类讨论,还关系到后面学习对数函数中底数的认识,所以一定要真正了解它的由来.

关于指数函数图象的绘制,虽然是用列表描点法,但在具体教学中应避免描点前的盲目列表计算,也应避免盲目的连点成线,要把表列在关键之处,要把点连在恰当之处,所以应在列表描点前先把函数的性质作一些简单的讨论,取得对要画图象的存在范围,大致特征,变化趋势的大概认识后,以此为指导再列表计算,描点得图象.

高一函数课件(篇4)

函数思想在解题中的应用主要表现在两个方面：一是借助有关初等函数的性质，解有关求值、解(证)不等式、解方程以及讨论参数的取值范围等问题：二是在问题的研究中，通过建立函数关系式或构造中间函数，把所研究的问题转化为讨论函数的有关性质，达到化难为易，化繁为简的目的。函数与方程的思想是中学数学的基本思想，也是历年高考的重点。

1.函数的思想，是用运动和变化的观点，分析和研究数学中的数量关系，建立函数关系或构造函数，运用函数的图像和性质去分析问题、转化问题，从而使问题获得解决。

2.方程的思想，就是分析数学问题中变量间的等量关系，建立方程或方程组，或者构造方程，通过解方程或方程组，或者运用方程的性质去分析、转化问题，使问题获得解决。方程思想是动中求静，研究运动中的等量关系;

3.函数方程思想的几种重要形式

(1)函数和方程是密切相关的，对于函数y=f(x)，当y=0时，就转化为方程f(x)=0，也可以把函数式y=f(x)看做二元方程y-f(x)=0。

(2)函数与不等式也可以相互转化，对于函数y=f(x)，当y>0时，就转化为不等式f(x)>0，借助于函数图像与性质解决有关问题，而研究函数的性质，也离不开解不等式;

(3)数列的通项或前n项和是自变量为正整数的函数，用函数的观点处理数列问题十分重要;

(4)函数f(x)=(1+x)^n(n∈N*)与二项式定理是密切相关的，利用这个函数用赋值法和比较系数法可以解决很多二项式定理的问题;

(5)解析几何中的许多问题，例如直线和二次曲线的位置关系问题，需要通过解二元方程组才能解决，涉及到二次方程与二次函数的有关理论;

(6)立体几何中有关线段、角、面积、体积的计算，经常需要运用布列方程或建立函数表达式的方法加以解决。

高一函数课件(篇5)

一、说教材

（一）地位与重要性

函数的最值是《高中数学》一年级第一学期的内容，是函数基本性质的重要部分。在实际问题的解决过程中，建立了变量间的函数关系后，求最值培养了学生运用基础理论研究具体问题的能力，这也是学习数学的目的之一。函数最值的教学在培养学生数形结合、化归的数学思想同时也可以使学生养成严谨思维的学习习惯。函数的思想是一种重要的数学思想，它体现了运动变化和对立统一的观点，本节课对初高中知识的衔接起到了承上启下的作用。函数的最值问题与不等式、方程、参数范围的探求及解析几何等知识综合在一起往往能编拟综合性较强的新型题目，可以综合考查学生应用函数知识分析解决问题的能力，从而成为高考的高档解答题，是高考测试的热点之一。

（二）教学目标

知识与能力目标：掌握求二次函数最值的常用方法——配方法，培养学生数形结合、化归的数学思想和运用基础理论研究解决具体问题的能力。

情感目标：经历和体验数学活动的过程以及数学在现实生活中的作用，激发学生学习数学知识的积极性，树立学好数学的信心。

过程目标：通过课堂学习活动培养学生相互间的合作交流，且在相互交流的过程中养成学生表述、抽象、总结的思维习惯，进而获得成功的体验。

科研目标：在教师指导下学生经历和体验探究过程的方法。

(三)教学重难点

重点：配方法、数形结合求二次函数的最值。

难点：二次函数在闭区间上的最值。

二、说教法与学法

在初中学生已经学习过二次函数的知识，根据本节课的内容和学生的实际水平，本节课主要采用探究式教学法和讲练结合法进行教学。教学过程也是一个学生主动建构的过程，教师不能无视学生已有的经验，企图从外部将新知识强行装入学生的头脑，而是要把学生现有的知识经验作为新知识的生长点，引导学生从原有的知识经验中“生长”及发现新的知识经验。在本堂课学习中，学生发挥主体作用，主动地思考探究求解最值的最优策略，并归纳出自己的解题方法，将知识主动纳入已建构好的知识体系，真正做到“学会学习”。

三、说教学过程

(一)课题引入

环节

教学过程

设计说明

课题讲解

例：动物园要建造一面靠墙的2间面积相同的长方形熊猫居室，如果可供建造围墙的材料长是30米，那么宽为多少米时才能使所建造的熊猫居室面积最大？熊猫居室的最大面积是多少平方米？

学生通过此例感受到在实际问题中需要解决函数的最值问题，从而引发学习本节内容的兴趣。

教学手段：用PPT展示题目

教师引导学生讨论解答，并个别答疑、点拨，收集学生的解法，挑出若干答案在实物投影仪上进行展示，并进行点评。

学生的解法主要为函数最值法和利用基本不等式求最值，由学生评价两种方法，为闭区间上二次函数的最值教学打下伏笔

教学手段：实物投影仪

（二）新知教学

环节

教学过程

设计说明

课题讲解

一、函数最大值和最小值的概念

通过引例最值的求解，引导学生阐述函数最大值和最小值的概念。

学生口述师板书。

一般地，设函数在处的函数值是.如果对于定义域内任意，不等式都成立，那么叫做函数的最小值，记作；如果对于定义域内任意，不等式都成立，那么叫做函数的最大值记作。

二、例题讲练

例1、求二次函数的最大值或者最小值：

师生共同完成一例，高一学生要养成规范的书写格式和习惯，其余题目请学生板演。

学生根据已有的能力和经验，动手得出答案，教师点评。提醒注意当取何值时，函数取到最值。

培养学生阐述、分析、理解概念的能力，引入最大值概念的过程是遵循由已知去认识未知的认识规律进行设计的，现代教育心理学的研究认为，有效的概念教学是建立在学生已有知识结构的基础上的，因此教师在设计教学的过程中必须注意在学生已有知识结构中寻找新概念的固着点，引导学生通过同化或顺应，掌握新概念，进而完善知识结构。让学生从求实际问题的最大值入手，由熟悉的二次函数图象的顶点所具有的特点出发，得到求二次函数最大值（最小值）的方法。

突出学生的主体地位，发挥教师的主导作用,培养思维的严谨性以及转化能力,通过区间的变化让学生充分感受到二次函数的最值的求解要讨论对称轴与所给区间的关系。

教学方式：讲练结合

例2、在的条件下，求函数的最大值和最小值。

教师引导学生逐步深入思考：

1、定义域与函数最值是什么关系？

2、转化后要研究的函数是什么？

教学方式：学生自主探究

高一函数课件(篇6)

一考纲要求。

1.利用计算工具，比较指数函数、对数函数以及幂函数增长差异；结合实例体会直线上升、指数爆炸、对数增长等不同函数类型增长的含义。

2.搜集一些社会生活中普遍使用的函数模型（指数函数、对数函数、幂函数、分段函数等）的实例，了解函数模型的广泛应用。

二．高考趋势。

函数知识应用十分广泛，利用函数知识解应用问题是数学应用题的主要类型之一，也是高考考查的重点内容。

三．要点回顾

解应用题，首先应通过审题，分析原型结构，深刻认识问题的实际背景，确定主要矛盾，提出必要的假设，将应用问题转化为数学问题求解；然后，经过检验，求出应用问题的解。其解题步骤如下：1.审题2.建模（列数学关系式）3.合理求解纯数学问题。4.解释并回答实际问题。

四．基础训练。

1．在一定的范围内，某种产品的购买量吨与单价元之间满足一次函数关系，如果购买1000吨，每吨为800元，购买2000吨，每吨700元，那么客户购买400吨，单价应该是

2.根据市场调查，某商品在最近10天内的价格与时间满足关系销售量与时间满足关系则这种商品的日销售额的值为.

3.某分公司经销某种品牌产品，每件产品的成本为3元，并且每件产品需向公司交元的管理费，预计当每件产品的售价为元（9时，一年的销售量为万件。则分公司一年的利润L元与每件产品的售价的函数关系式为.

4.有一批材料可以建成200的围墙，如果用此材料在一边靠墙的地方围成一块矩形场地，中间用同样的材料隔成三个面积相等的矩形（如图所示）,则围成矩形场地面积为（围墙厚度不计）。

5.某建筑商场国庆期间搞促销活动，规定：顾客购物总金额不超过800元，不享受任何折扣，如果顾客购物总金额超过800元，则超过800元部分享受一定的折扣优惠，按右表折扣分别累计计算。

可以享受折扣优惠金额折扣率不超过500元的部分5％超过500元的部分10％某人在此商场购物总金额为元，可以获得的折扣金额为元，则关于的解析式为；若元，则此人购物总金额为元。

6.在边长为4的正方形ABCD的边上有一点p沿着折线BCDA,由B点（起点）向A点（终点）移动，设p点移动的路程为，的面积与点p移动的路程间的函数关系式为

五．例题精讲。

例1.某村计划建造一个室内面积为800的矩形蔬菜温室，在温室内，沿左、右两侧与后侧内墙各保留1宽的通道，沿前侧内墙保留3宽的空地，当矩形温室的边长各为多少时，蔬菜的种植面积？种植面积是多少？

例2.某租赁公司拥有汽车100辆，当每辆车的月租金为3000元时，可全部租出当每辆车的月租金每增加50元时，未租出车将增加一辆，租出的车每辆每月需要维护费150元，未租出的车每辆每月需要维护费50元，两者都由租赁公司支付。

1当每辆车的月租金定为3600元时，能租出多少辆车？

2当每辆车的月租金定为多少元时，公司的月收益？月收益是多少？

例3.某城市现有人口100万人，如果每年自然增长率为1.2﹪，试解答下面问题

1写出城市人口总数（万人）与年份（年）的函数关系式

2计算xx以后该城市人口总数（精确到0.1万人）

3计算大约多少年以后该城市人口将达到120万人（精确到1年）

六.巩固练习：.

1.铁路机车运行1小时所需的成本由两部分组成：固定部分元，变动部分（元）与运行速度（千米／小时）的平方成正比，比例系数为，如果机车匀速从甲站开往乙站，甲，乙两站间的距离为500千米，则机车从甲站运行到乙站的总成本与机车的速度之间的函数关系为

2.某公司有60万元资金，计划投资甲，乙两个项目，按要求，对项目甲的投资不小于对项目乙投资的倍，且对每个项目的投资不少于5万元，对项目甲投资1万元可获得0.4万元的利润，对项目乙投资1万元可获得0.6万元的利润，该公司正确规划后，在这两个项目上共可获得的利润为

3.将进货单价为80元的商品按90元一个出售时，能卖出400个，已知该商品每个上涨1元，其销售量就减少20个，为获得利润，售价应定为

4.某地每年消耗木材约20万立方米，没立方米木料价格为240元，为了减少木材消耗，决定按木料价格的％征收木材税，这样每年木材消耗量减少万立方米，为了既减少木材消耗又保证税金收入每年不少于90万元，则的取值范围为

5.已知镭经过100年剩留原来质量的95.76％，设质量为1的镭经过年后的剩留质量为，则与之间的函数关系为

6.某公司一年共购买某种货物400吨，每次购买吨，运费为4万元／吨，一年总储存费用4万元，要使一年的总运费与总储存费用之和最小，则=

7.用总长为14.8的钢条做一个长方体容器的框架,如果所做容器有一边比另一边长0.5，则它的容积为

8.某工厂生产某种产品，已知该产品的月生产量（吨）与每吨产品的价格（元／吨）之间的关系式为：，且生产吨的成本为（元），问该产品每月生产吨才能使利润达到，利润是万元

9.有甲，乙两种产品经营销售这两种商品所获得的利润依次是和（万元）它们与投入的资金（万元）的关系，有经验公式，。今有3万元资金投入经营甲、乙两种商品，为了获得利润，对甲、乙两种商品的资金投入分别应是多少？最多能获得多大的利润？

高一函数课件(篇7)

同一只封建宗法制度的黑手，伸出了两条绳索，捆住了妇女的脖子，朝着相反的方向紧勒，要把劳动妇女置于死地而后快。祥林嫂当时就处在这种极端悲惨的境地中：

族权迫使她寡而再嫁，夫权又视此为奇耻大辱，使她忍辱含冤，永远生活在耻辱之中。祥林嫂以后的悲剧，都是由此而引起的。

那么，祥林嫂是如何对待新迫害的呢？

３．高潮：

①祥林嫂为什么又一次来到鲁四老爷家？

②有人认为，丧夫失子有偶然性，这种看法对不对？

丧夫失子似乎有偶然性，然而隐藏在偶然性背后的，是那起决定作用的必然性。祥林嫂的丈夫死于旧社会中蔓延着的传染病伤寒，阿毛死于祥林嫂的贫困、劳碌。（若不是忙着打柴摘茶养蚕，能让年仅两三岁的孩子去剥豆吗？）因此，实质上，是罪恶的政权夺走了祥林嫂的丈夫和儿子的生命，使她陷于嫁而再寡的境地。作者开始把批判的笔触由封建夫权、族权扩展到封建政权。

按照封建宗法观念，妇女出嫁从夫，夫死从子，一旦丧夫失子，则连在家庭中生存的权利都被剥夺了。因此，大伯来收屋使祥林嫂走投无路，只好再一次来到鲁家。她到鲁家后，又遭受了更大的打击。

③在鲁四老爷，人们对待祥林嫂这个嫁而再寡的不幸女人态度如何？

Ａ．鲁四老爷的态度：

鲁四老爷站在顽固维护封建宗法制度的立场上，从精神上残酷地虐杀她。他暗暗地告诫四婶的那段话，就是置祥林嫂于死地而又不露一丝血痕的软刀子。（通过四婶先后喊出三句你放着罢，杀人不见血地葬送了祥林嫂的性命。）

Ｂ．人们的态度：

人们叫她的声调和先前很不同。

鲁迅用他那犀利的笔锋，从广阔的领域里揭示了封建社会黑暗的程度。

人们对祥林嫂的态度，使她感到痛苦与迷惑。她不时地向人们诉说着自己不幸的遭遇，她的精神却惨遭蹂躏。而柳妈的说鬼又给祥林嫂新的打击。

Ｃ．柳妈说鬼：

④祥林嫂是如何对待这如此沉重的打击的？其结果如何？

为了争得做人的权利，为了求得一线生存的希望，她在竭尽全力地反抗着：

她背着沉重的精神包袱，整日劳碌着，以便积够十二元鹰洋，用捐门槛的方法去摆脱人们在阳世、阴世间给她设下的罪名，她忍受着咬啮人心的嘲笑和侮辱，在无边的寂寞和悲哀中，默默干了一年，这是何等坚韧的反抗精神啊！

而反抗的结果，出乎柳妈、祥林嫂的预想，这血淋淋的事实深刻地说明了：祥林嫂是无法赎罪的，祥林嫂陷入了求生不得，欲死不能的境地。

４．结局：

当祥林嫂被折磨得像木偶人，丧失了当牛做马的条件后，鲁四老爷就一脚把她踢出门外，使她终于成了只有那眼珠间或一轮，还可以表示她是一个活物的僵尸。即使这样，她在临死前，还向我提出了三个问题：

Ａ．一个人死了之后，究竟有没有魂灵的？

Ｂ．那么，也就有地狱了？

Ｃ．那么，死掉的一家的人，都能见面的？

这是对魂灵的有无表示疑惑。

她希望人死后有灵魂，因为她想看见自己的儿子；她害怕人死后有灵魂，因为她害怕在阴间被锯成两半。这种疑惑是她对自己命运的疑惑，但也正是这种疑惑，这种无法解脱的矛盾，使她在临死前受到了极大的精神折磨，最后，悲惨地死去。

从祥林嫂一生的悲惨遭遇中，可以清楚地看到，封建的宗法制度正是用政权、族权、神权、夫权这四条绳索把祥林嫂活活地勒死的。

祥林嫂一生的悲惨遭遇，正是旧中国千百万劳动妇女悲惨遭遇的真实写照。作者正是通过塑造祥林嫂这一典型人物，对吃人的封建制度和封建礼教进行深刻的揭露和有力地抨击的。

小结：

祥林嫂是生活在旧中国的一个被践踏、被愚弄、被迫害、被鄙视的勤劳、善良、质朴、顽强的劳动妇女的典型形象。

总之，祥林嫂的悲剧是一个社会悲剧，造成这一悲剧的根源是封建礼教对中国劳动妇女的摧残和封建思想对当时中国社会的根深蒂固的统治。

第三课时

本课时重点分析鲁四老爷、我和柳妈的形象。

一、检查作业：

二、分析鲁四老爷：

鲁四老爷是当时农村中地主阶级的代表人物，是资产阶级民主革命时期地主阶级知识分子的典型形象。他政治上迂腐、保守，顽固地维护旧有的封建制度，反对一切改革与革命。他思想上反动，尊崇理学和孔孟之道。自觉维护封建制度和封建礼教。他是造成祥林嫂悲剧的一个重要人物。

１．作者是通过什么手法来刻画这个人物的呢？

①间接描写：

通过鲁四老爷的书房陈设的描写，点明了鲁四老爷的身分（地主阶级、封建理学的卫道士），揭露了他的丑恶本质，从而揭示出他成为杀害祥林嫂的刽子手的深刻的阶级根源和思想根源。

②直接描写：

Ａ．行动描写：

这表现在祥林嫂被抢走的两件事上：

当婆婆一边抢人一边来领工钱时，鲁四老爷把祥林嫂一文还没有的工钱全交给了婆婆。

与此相对照的是对被压迫的寡妇祥林嫂的冷酷无情。

祥林嫂曾那样辛勤地为鲁家劳动过，可当她遭到恶运时，鲁家却无动于衷，连祥林嫂走没走、怎么走的，都毫不过问，只是到了正午，四婶肚子饿了，这才想起了祥林嫂淘米时拿走米和淘箩，于是倾巢出动分头寻淘箩；连平时摆派头、端架子的鲁四老爷都踱出门外，直到河边，等看见米和淘箩平平正正的放在岸上，旁边还有一株菜时，这才放心。这场虚惊，入木三分地揭露了：在封建统治者的眼里，一个劳动妇女的命运都不如一个淘箩、一点米、一株菜，鲁四老爷冷酷残忍的嘴脸跃然纸上。

Ｂ．语言描写：

在祥林嫂的问题上，鲁四老爷一共开过六次口，说了百十来个字，却就把他反动、顽固、虚伪自私、阴险狠毒的性格特征，把他杀害祥林嫂的罪行，揭露得淋漓尽致。

a．祥林嫂被抢前：

b．祥林嫂被抢时：

c．当他为寻淘箩，踱到河边时：

d．紧接着，午饭之后，卫婆子又来时：

e．对四婶的暗暗告诫：

f．祥林嫂死后：

作为这六次开口背景的是鲁四老爷虚伪寒暄后的大骂其新党，它恰恰深刻地揭示了那六次开口的根源。

三、分析我这一形象：

小说中的我是一个具有进步思想的小资产阶级知识分子的形象。我有反封建的思想倾向，憎恶鲁四老爷，同情祥林嫂。对祥林嫂提出的魂灵的有无的问题，之所以作了含糊的回答，有其善良的一面；同时也反映了我的软弱和无能。

在小说的结构上，我又起着线索的作用。祥林嫂一生的悲惨遭遇都是通过我的所见所闻来展现的。我是事件的见证人。

四、分析柳妈：

问：有人认为柳妈是帮助鲁四老爷杀害祥林嫂的凶手。你是怎样来看待这一问题呢？

明确：柳妈和祥林嫂一样都是旧社会的受害者。虽然她脸上已经打皱，眼睛已经干枯，可是在年节时还要给地主去帮工，可见，她也是一个受压迫的劳动妇女。但是，由于她受封建迷信思想和封建礼教的毒害很深，相信天堂、地狱之类邪说和饿死事小，失节事大的理学信条，所以她对祥林嫂改嫁时头上留下的伤疤，采取奚落的态度。至于她讲阴司故事给祥林嫂听，也完全出于善意，主观愿望还是想为祥林嫂寻求赎罪的办法，救她跳出苦海，并非要置祥林嫂于死地，只是结果适得其反。

她的主观愿望和客观效果的矛盾说明柳妈是以剥削阶级统治人民的思想──封建礼教和封建迷信思想为指导，来寻求解救祥林嫂的药方的，这不但不会产生疗效的效果，反而给自己的姐妹造成了难以支持的精神重压，把祥林嫂推向更恐怖的深渊之中。

高一函数课件(篇8)

教学目的：

1．训练按一定目的从课文中筛选信息的能力。

2．理解辩证立论，重点突出，广征博引，逐层深人的写法。

3．认识治学中占有材料与钻研理论的关系；树立实践第一的辩证唯物主义观点。

教学设想：

1．解读，关键要抓住“虚”与“实”的关系，理清课文的脉络，重点认识围绕基本观点立论辩证，广征博引、层层深人的论述特点，理清文章观点与材料之间的关系，把握课文的重点。

2．安排二课时。

教学过程及步骤：

一、开场白：

1980年10月22日，中国语言学会成立。吕叔湘先了题为《把我国语言科学推向前进》的讲话。全文分“中和外的关系”、“虚和实的关系”、“动和静的关系”、“通和专的关系”四个部分，分别论述了语言研究工作中需要处理好的四对关系。是其中的第二部分。题目是选作教材时编者加的。文章虽然“主要谈汉语研究”，但正如作者所言“在不同程度上也适用于其他方面”，对于一般治学和研究问题，对于中职学生的学习，包括.写作时处理好选材与立意的关系，都具有重要的指导意义。

二、作者简介：

吕叔湘（1904—1998），江苏丹阳人。当代著名语言学家、语文教育家，先后担任中国社会科学院语言研究所研究员、所长，兼任《中国语文》杂志主编，全国文字改革研究会主席，中国语言学会会长，语文出版社社长，并担任全国政协第二、三届委员，全国人大第三、四、五、六届代表，五届常委，法制委员会委员。他于1926年毕业于国立东南大学，曾任过中学教员。1936年留学英国，1938年回国。先后任云南大学文史系副教授、华西协和大学中国文化研究所研究员、金陵大学文化研究所研究员兼中央大学中文系教授、开明书店编辑。建国后任清华大学中文系教授，1952年到中国社会科学院语言研究所工作。他几十年来一直从事语文教学和研究，重点研究汉语语法，对我国语言学的发展作出了重要贡献。主要著作有《中国文法要略》、《语法修辞讲话》、《现代汉语八百词》等。他治学严谨，著述材料丰富，引证充分，阐述详尽，见解精辟。他还写有许多普及性语文读物，通俗实用，生动有趣。

三、分析课文：

全文共11段，可分为三个部分。

第一部分（第1～2段）：系全文的总纲，提出论题并表明了观点：理论从事例中来，事例从观察中来、从实验中来。文章首句提出论题，紧接着以两个设问表明了观点。在接下来的阐述中，作者以语言学研究为例说明了理论来自于事例，事例来自于观察和实验的道理。文章的第2段运用古人做学问、国外各种学派林立和“禅宗和尚”的例子阐述对前人的理论也要靠观察来验证的道理。在论述中，作者既承认“前人的理论是我们的财富”，又指出“前人的理论无论多么重要”，都“要用自己的观察来验证”；既肯定了讲“家法”的好处，又指出其缺点，全面辩证，客观公允，令人信服。这一段是对第1段的进一步强调和补充。

第二部分（第3～6段）：具体阐述理论和事实的辩证关系并指出了具体的处理方法。第3段从事实对理论的作用角度举出“反切”、“等韵”和“文字学”等理论的形成作为例证，指出事实能够决定理论。第4段从比较理论和事实轻重的角度，运用达尔文物种起源理论的形成和明朝两位理学家的故事作为论据，指出没有事实作基础，理论就靠不住，更加突出了事实对理论的决定性作用。第5段是从理论对事实的作用角度，肯定了理论能引导人去发现事实的作用。运用了门捷列夫元素周期表填写等例子。第6段具体提出处理二者关系的方法，特别强调“不可走极端”。这一部分的论述强调了事实对理论的决定性作用，其目的在于纠正现实中存在的重理论轻事实的认识。可贵的是作者“矫枉”而不“过正”，没有偏执一端，没有抹杀理论在治学中的作用，而是在轻重有别、详略有致、突出重点的同时，兼顾到了事物的各个方面，从而显得全面周到，辩证科学。作者对问题认识的深刻性和完整性由此可见一斑。

第三部分（第7～11段）：着重论述观察和实验方面的有关问题。文章联系实际，在分析重理论轻事例的原因、指出其危害的同时，阐述了观察和实验必须具备的精神和态度，强调要亲自去观察、实验，收集事例。第7段对重理论轻事例的错误倾向提出批评，引用了饶裕泰教授的话作为论据，切合实际，富于针对性。第8段运用“有限与无眼”的故事和叶斯丕森的例子阐述观察、实验“不容易”的一个原因，指出观察、实验不能懒惰，必须具备换而不舍的精神。第9段阐述了观察、实验“不容易”的另一个原因，指出观察、实验不能有成见，必须有客观的态度。第10段收束上文，进一步指出不愿观察实验的害处。第11段指出观察、实验必须自己去做，彻底堵住了不愿观察、实验者的退路。这一部分是第二部分论述的具体化和深化。

四、.总结全文：

文章紧紧围绕治学过程中“虚与实”也就是理论和事例的关系问题，运用大量典型、生动的事实和理论材料，进行了全面透彻的论述。明确提出理论从事例中来，事例则从观察和实验中来的观点。文章针对重理论轻事例的现实，在辩证立论、全面论述的基础上，强调突出了观察、实验对理论形成的作用这一重点。全文第一部分提出两者关系的问题，表明观点；第二部分紧紧围绕观点，对两者关系展开论述；第三部分在论述两者关系的基础上，进一步阐述观察和实验的有关问题，从整体到局部，逐步剖析，层层深人，不断具体、深化，具有严密的逻辑性和较强的说服力。

高一函数课件(篇9)

初中数学知识少、浅、难度容易、知识面笮。高中数学知识广泛，将对初中的数学知识推广和引伸，也是对初中数学知识的完善。如：初中学习的角的概念只是“0—1800”范围内的，但实际当中也有7200和“—300”等角，为此，高中将把角的概念推广到任意角，可表示包括正、负在内的所有大小角。又如：高中要学习《立体几何》，将在三维空间中求一些几何实体的体积和表面积;还将学习“排列组合”知识，以便解决排队方法种数等问题。如：①三个人排成一行，有几种排队方法，( =6种);②四人进行乒乓球双打比赛，有几种比赛场次?(答： =3种)高中将学习统计这些排列的数学方法。初中中对一个负数开平方无意义，但在高中规定了i2=-1，就使-1的平方根为±i.即可把数的概念进行推广，使数的概念扩大到复数范围等。这些知识同学们在以后的学习中将逐渐学习到。

(1)初中课堂教学量小、知识简单，通过教师课堂教慢的速度，争取让全面同学理解知识点和解题方法，课后老师布置作业，然后通过大量的课堂内、外练习、课外指导达到对知识的反反复复理解，直到学生掌握。而高中数学的学习随着课程开设多(有九们课学生同时学习)，每天至少上六节课，自习时间三节课，这样各科学习时间将大大减少，而教师布置课外题量相对初中减少，这样集中数学学习的时间相对比初中少，数学教师将相初中那样监督每个学生的作业和课外练习，就能达到相初中那样把知识让每个学生掌握后再进行新课。

初中学生自学那能力低，大凡考试中所用的解题方法和数学思想，在初中教师基本上已反复训练，老师把学生要学生自己高度深刻理解的问题，都集中表现在他的耐心的讲解和大量的训练中，而且学生的听课只需要熟记结论就可以做题(不全是)，学生不需自学。但高中的知识面广，知识要全部要教师训练完高考中的习题类型是不可能的，只有通过较少的、较典型的一两道例题讲解去融会贯通这一类型习题，如果不自学、不靠大量的阅读理解，将会使学生失去一类型习题的解法。另外，科学在不断的发展，考试在不断的改革，高考也随着全面的改革不断的深入，数学题型的开发在不断的多样化，近年来提出了应用型题、探索型题和开放型题，只有靠学生的自学去深刻理解和创新才能适应现代科学的发展。

其实，自学能力的提高也是一个人生活的需要，他从一个方面也代表了一个人的素养，人的一生只有18---24年时间是有导师的学习，其后半生，最精彩的人生是人在一生学习，靠的自学最终达到了自强。

初中学生模仿做题，他们模仿老师思维推理教多，而高中模仿做题、思维学生有，但随着知识的难度大和知识面广泛，学生不能全部模仿，即就是学生全部模仿训练做题，也不能开拓学生自我思维能力，学生的数学成绩也只能是一般程度。现在高考数学考察，旨在考察学生能力，避免学生高分低能，避免定势思维，提倡创新思维和培养学生的创造能力培养。初中学生大量地模仿使学生带来了不利的思维定势，对高中学生带来了保守的、僵化的思想，封闭了学生的丰富反对创造精神。如学生在解决：比较a与2a的大小时要不就错、要不就答不全面。大多数学生不会分类讨论。

初中数学中，题目、已知和结论用常数给出的较多，一般地，答案是常数和定量。学生在分析问题时，大多是按定量来分析问题，这样的思维和问题的解决过程，只能片面地、局限地解决问题，在高中数学学习中我们将会大量地、广泛地应用代数的可变性去探索问题的普遍性和特殊性。如：求解一元二次方程时我们采用对方程ax2+bx+c=0 (a≠0)的求解，讨论它是否有根和有根时的所有根的情形，使学生很快的掌握了对所有一元二次方程的解法。另外，在高中学习中我们还会通过对变量的分析，探索出分析、解决问题的思路和解题所用的数学思想。

初中学生由于学习数学知识的范围小，知识层次低，知识面笮，对实际问题的思维受到了局限，就几何来说，我们都接触的是现实生活中三维空间，但初中只学了平面几何，那么就不能对三维空间进行严格的逻辑思维和判断。代数中数的范围只限定在实数中思维，就不能深刻的解决方程根的类型等。高中数学知识的多元化和广泛性，将会使学生全面、细致、深刻、严密的分析和解决问题。也将培养学生高素质思维。提高学生的思维递进性。

高一函数课件(篇10)

高一数学教案：《函数的应用举例》教学设计

教学目标

1.能够运用函数的性质，指数函数，对数函数的性质解决某些简单的实际问题．

(1)能通过阅读理解读懂题目中文字叙述所反映的实际背景，领悟其中的数学本，弄清题中出现的量及其数学含义．

(2)能根据实际问题的具体背景，进行数学化设计，将实际问题转化为数学问题，并调动函数的相关性质解决问题．

(3)能处理有关几何问题，增长率的问题，和物理方面的实际问题．

2.通过联系实际的引入问题和解决带有实际意义的某些问题，培养学生分析问题，解决问题的能力和运用数学的意识，也体现了函数知识的应用价值，也渗透了训练的价值．

3.通过对实际问题的研究解决，渗透了数学建模的思想．提高了学生学习数学的兴趣，使学生对函数思想等有了进一步的了解．

教学建议

教材分析

（1）本小节内容是全章知识的综合应用．这一节的出现体现了强化应用意识的要求，让学生能把数学知识应用到生产，生活的实际中去，形成应用数学的意识．所以培养学生分析解决问题的能力和运用数学的意识是本小节的重点，根据实际问题建立数学模型是本小节的难点．

（2）在解决实际问题过程中常用到函数的知识有：函数的概念，函数解析式的确定，指数函数的概念及其性质，对数概念及其性质，和二次函数的概念和性质．在方法上涉及到换元法，配方法，方程的思想，数形结合等重要的思方法．．事业本节的学习，既是对知识的复习，也是对方法和思想的再认识．

教法建议

（1）本节中处理的均为应用问题，在题目的叙述表达上均较长，其中要分析把握的信息量较多．事业处理这种大信息量的阅读题首先要在阅读上下功夫，找出关键语言，关键数据，特别是对实际问题中数学变量的隐含限制条件的提取尤为重要．

（2）对于应用问题的处理，第二步应根据各个量的关系，进行数学化设计建立目标函数，将实际问题通过分析概括，抽象为数学问题，最后是用数学方法将其化为常规的函数问题(或其它数学问题)解决．此类题目一般都是分为这样三步进行．

（3）在现阶段能处理的应用问题一般多为几何问题，利润最大，费用最省问题，增长率的问题及物理方面的问题．在选题时应以以上几方面问题为主．

教学设计示例

函数初步应用

教学目标

1.能够运用常见函数的性质及平面几何有关知识解决某些简单的实际问题．

2.通过对实际问题的研究，培养学生分析问题，解决问题的能力

3.通过把实际问题向数学问题的转化，渗透数学建模的思想，提高学生用数学的意识，及学习数学的兴趣．

教学重点，难点

重点是应用问题的阅读分析和解决．

难点是根据实际问题建立相应的数学模型

教学方法

师生互动式

教学用具

投影仪

教学过程

一.提出问题

让学生明确是分段函数的前提条件下，求出定义域为．(板书)

问题解决后可由教师简单小结一下研究过程中的主要步骤(1)阅读理解；(2)建立目标函数；(3)按要求解决数学问题．

下面我们一起看第二个问题

问题二：某工厂制定了从1999年底开始到20xx年底期间的生产总值持续增长的两个三年计划，预计生产总值年平均增长率为，则第二个三年计划生产总值与第一个三年计划生

高一函数课件(篇11)

1、函数：设A、B为非空集合，如果按照某个特定的对应关系f，使对于集合A中的任意一个数x，在集合B中都有唯一确定的数f(x)和它对应，那么就称f：A→B为从集合A到集合B的一个函数，写作y=f(x)，x∈A，其中，x叫做自变量，x的取值范围A叫做函数的定义域，与x相对应的y的值叫做函数值，函数值的集合B={f(x)∣x∈A }叫做函数的值域。

2、函数定义域的解题思路：

⑴ 若x处于分母位置，则分母x不能为0。

⑵ 偶次方根的被开方数不小于0。

⑶ 对数式的真数必须大于0。

⑷ 指数对数式的底，不得为1，且必须大于0。

⑸ 指数为0时，底数不得为0。

⑹ 如果函数是由一些基本函数通过四则运算结合而成的，那么，它的定义域是各个部分都有意义的x值组成的集合。

⑺ 实际问题中的函数的定义域还要保证实际问题有意义。

⑴ 观察法：适用于初等函数及一些简单的由初等函数通过四则运算得到的函数。

⑵ 图像法：适用于易于画出函数图像的函数已经分段函数。

⑶ 配方法：主要用于二次函数，配方成 y=(x-a)2+b 的形式。

⑷ 代换法：主要用于由已知值域的函数推测未知函数的值域。

⑴平移变换：在x轴上的变换在x上就行加减，在y轴上的变换在y上进行加减。

6、映射：设A、B是两个非空集合，如果按某一个确定的对应法则f，使对于A中的任意仪的元素x，在集合B中都有唯一的确定的y与之对应，那么就称对应f：A→B为从集合A到集合B的映射。

⑴ 集合A中的每一个元素，在集合B中都有象，并且象是唯一的。

⑵ 集合A中的不同元素，在集合B中对应的象可以是同一个。

⑶ 不要求集合B中的每一个元素在集合A中都有原象。

⑴ 在定义域的不同部分上有不同的解析式表达式。

⑵ 各部分自变量和函数值的取值范围不同。

⑶ 分段函数的定义域是各段定义域的交集，值域是各段值域的并集。

8、复合函数：如果(u∈M)，u=g(x) (x∈A),则，y=f[g(x)]=F(x) (x∈A)，称为f、g的复合函数。

高一函数课件(篇12)

1.2解三角形应用举例第二课时

一、教学目标

1、能够运用正弦定理、余弦定理等知识和方法解决一些有关底部不可到达的物体高度测量的问题

2、巩固深化解三角形实际问题的一般方法，养成良好的研究、探索习惯。

3、进一步培养学生学习数学、应用数学的意识及观察、归纳、类比、概括的能力

二、教学重点、难点

重点：结合实际测量工具，解决生活中的测量高度问题

难点：能观察较复杂的图形，从中找到解决问题的关键条件

三、教学过程

Ⅰ.课题导入

提问：现实生活中,人们是怎样测量底部不可到达的建筑物高度呢？又怎样在水平飞行的飞机上测量飞机下方山顶的海拔高度呢？今天我们就来共同探讨这方面的问题

Ⅱ.讲授新课

[范例讲解]

例1、AB是底部B不可到达的一个建筑物，A为建筑物的最高点，设计一种测量建筑物高度AB的方法。

分析：求AB长的关键是先求AE，在ACE中，如能求出C点到建筑物顶部A的距离CA，再测出由C点观察A的仰角，就可以计算出AE的长。

解：选择一条水平基线HG，使H、G、B三点在同一条直线上。由在H、G两点用测角仪器测得A的仰角分别是、，CD=a，测角仪器的高是h，那么，在ACD中，根据正弦定理可得

AC=AB=AE+h=AC+h=+h

例2、如图，在山顶铁塔上B处测得地面上一点A的俯角=54，在塔底C处测得A处的俯角=50。已知铁塔BC部分的高为27.3m,求出山高CD(精确到1m)

师:根据已知条件,大家能设计出解题方案吗？

若在ABD中求CD，则关键需要求出哪条边呢？

生：需求出BD边。

师：那如何求BD边呢？

生：可首先求出AB边，再根据BAD=求得。

解:在ABC中,BCA=90+,ABC=90-,

BAC=-,BAD=.根据正弦定理,=

所以AB==在RtABD中,得BD=ABsinBAD=

将测量数据代入上式,得BD==≈177(m)

CD=BD-BC≈177-27.3=150(m)

答:山的高度约为150米.

思考：有没有别的解法呢？若在ACD中求CD，可先求出AC。思考如何求出AC？

例3、如图,一辆汽车在一条水平的公路上向正东行驶,到A处时测得公路南侧远处一山顶D在东偏南15的方向上,行驶5km后到达B处,测得此山顶在东偏南25的方向上,仰角为8,求此山的高度CD.

思考1：欲求出CD，大家思考在哪个三角形中研究比较适合呢？（在BCD中）

思考2：在BCD中，已知BD或BC都可求出CD,根据条件,易计算出哪条边的长？（BC边）

解:在ABC中,A=15,C=25-15=10,根据正弦定理,

=,BC=≈7.4524(km)CD=BCtanDBC≈BCtan8≈1047(m)

答:山的高度约为1047米

Ⅲ.课堂练习：课本第17页练习第1、2、3题

Ⅳ.课时小结

利用正弦定理和余弦定理来解题时，要学会审题及根据题意画方位图,要懂得从所给的背景资料中进行加工、抽取主要因素，进行适当的简化。

Ⅴ.课后作业

作业：《习案》作业五

高一数学教案：《函数》教学设计

高一数学教案：《函数》教学设计

教学目标

1．理解函数的概念，了解函数的三种表示法，会求函数的定义域．

（1）了解函数是特殊的映射，是非空数集A到非空数集B的映射．能理解函数是由定义域，值域，对应法则三要素构成的整体．

（2）能正确认识和使用函数的三种表示法：解析法，列表法，和图象法．了解每种方法的优点．

（3）能正确使用“区间”及相关符号，能正确求解各类函数的定义域．

2．通过函数概念的学习，使学生在符号表示，运算等方面的能力有所提高．

学过什么函数?

(要求学生尽量用自己的话描述初中函数的定义，并试举出各类学过的函数例子)

学生举出如等，待学生说完定义后教师打出投影片，给出定义之后教师也举一个例子，问学生．

提问1．是函数吗?

(由学生讨论，发表各自的意见，有的认为它不是函数，理由是没有两个变量，也有的认为是函数，理由是可以可做．)

教师由此指出我们争论的焦点，其实就是函数定义的不完善的地方，这也正是我们今天研究函数定义的必要性，新的定义将在与原定义不相违背的基础上从更高的观点，将它完善与深化．

二、新课

现在请同学们打开书翻到第50页，从这开始阅读有关的内容，再回答我的问题．(约2-3分钟或开始提问)

提问2．新的函数的定义是什么?能否用最简单的语言来概括一下．

学生的回答往往是把书上的定义念一遍，教师可以板书的形式写出定义，但还要引导形式发现定义的本质．

(板书)2．2函数

一、函数的概念

分子课件(收藏十一篇)

关于“分子课件”这篇文章可以给大家带来更深刻的认识。老师根据事先准备好的教案课件内容给学生上课，每个老师都需要细心筹备教案课件。学生反应可以反映教师对课程安排的条理性和合理性。请注意这只是我的意见仅供参考！

分子课件【篇1】

教学目标

（1）知道

（2）知道分子的大小，知道数量级的概念，记住分子大小的数量级．

（3）理解阿伏加德罗常数，记住它的数值和单位．

（4）会一些简单微观量的计算，如分子大小、直径等

（5）知道油膜法估测分子大小实验

教学建议

教材分析

分析一：本节简单介绍了分子动理论的第一个基本观点：物质是由大量分子组成的．要注意这里的分子与化学中提到的分子的含义是不完全相同的，这里把构成物体的分子、原子、离子等统称为分子．

分析二：油膜法估测分子大小实验是一个重要的实验，它巧妙地将微观的、不易测量的量转化为宏观的、可直接测量的量，能较好地培养学生解决问题能力，扩展学生分析问题的思路．在将解本实验时要注意实验原理的分析

分析三：阿弗加德罗常量是联系宏观和微观的重要桥梁，已知物质的体积和摩尔体积，就可以求出物质的分子数，；已知物质的质量和摩尔体积，就可以求出物质的分子数，；已知物质的摩尔体积，就可以求出该物质的单个分子体积；已知物质的摩尔质量，就可以求出该物质的单个分子质量．

教法建议

建议一：本节内容在初中已有相当好的基础，因此可以结合复习初中知识来讲解本节知识．另外还可以引入相关化学知识，使学生更易理解．

建议二：油膜法估测分子大小实验是一个重要的实验，有条件的学校最好能让学生自己动手做这个实验，以加深学生的分子大小的直观感觉．

建议三：围绕阿伏加德罗常数的计算，教师可以举几个例题，然后让学生自己动手计算几个相关题目．

教学设计方案

教学重点：分子大小的计算

教学难点：微观量与宏观量之间的联系

一、物质有大量分子构成

结合化学提出不同物体不同的分子组成，并且物理中此时提到的分子有别于化学中的分子，它包括分子、原子、离子等．

展示几个漂亮的分子模型，激发学生学习兴趣．

二、分子的大小

1、分子大小的测量方法

（1）显微镜观测

（2）实验油膜法估测分子大小

实验原理：将体积为的油滴到水面上，使其均匀地、尽可能地散开成很薄的一层，此时可以认为油分子一个挨一个紧密排成一单层油膜，油膜的厚度就是单个分子的直径，因此只需测出油膜的面积，就知道该油分子的近似直径

实验过程所用的酒精油酸溶液溶于水时，酒精溶于水，油酸形成单分子油膜．

例题：将1 cm3的油酸溶于酒精，制成200 cm3的油酸酒精溶液．已知1cm3溶液有50滴，一滴滴到水面上，酒精溶于水，油酸形成一单分子层，其面积为0.2 m2.由此可知油酸分子大约为多少？

解：一滴油酸酒精溶液含油酸体积

油酸分子直径约为：

三、阿伏加德罗常数

阿伏加德罗常数是联系微观和宏观的一个重要桥梁，其大小为每摩尔物质含有的微粒数（或12g炭12含有的炭原子数），即6.02×1023mol-1．

已知物质的体积和摩尔体积，就可以求出物质的分子数，；已知物质的质量和摩尔体积，就可以求出物质的分子数，；已知物质的摩尔体积，就可以求出该物质的单个分子体积；已知物质的摩尔质量，就可以求出该物质的单个分子质量

例题：已知地球到月球的距离是3.84×105km，铁的摩尔质量为56g，密度为7.9×103kg/m3，如果将铁原子一个一个地排列起来，从地球到月亮需要多少个铁原子？

Ａ、1.4×105个B、1.4×1010个

C、1.4×1018个D、1.4×1021个

答案：C

分析：本题可以先求出单个铁原子的直径：

所以需要的铁原子个数为：

另外，本题还可以从数量级上迅速判断出答案，由于地球到月亮的距离数量级为108m，而分子直径的数量级在10-10m左右，所以需要的铁原子个数在1018的数量级上，应选C选项．

四、作业

探究活动

题目：怎样测量阿伏加德罗常数

组织：分组

方案：查阅资料，设计原理，实际操作

评价：方案的可行性、科学性、可操作性

分子课件【篇2】

第一章、分子动理论内能

【教学课题】

分子及其热运动【教学目标】

（一）知识与技能

（1）认识物质是由分子组成的；知道一般分子直径的数量级（2）知道用单分子油膜方法估算分子的直径。

（3）理解阿伏伽德罗常数的含义，记住这个常数的数值和单位；（4）理解扩散现象及其识别；能用分子热运动的观点解释扩散现象；

（5）知道并记住什么是布朗运动，知道影响布朗运动激烈程度的因素，知道布朗运动产生的原因；

（6）理解布朗运动是分子无规则运动的反映；

（7）理解什么是分子的热运动，知道分子热运动的激烈程度与温度的关系。

（二）过程与方法

通过单分子油膜法估算测量分子大小，让学生体会到物质是由大量分子组成的；探究扩散快慢与温度的关系，经历探究的主要环节，初步学会使用渗透物理学的研究方法，让学生学会分析、学会用对比法、模型法等方法处理物理问题；分析概括出布朗运动的原因，培养学生概括、分析能力和推理判断能力。

（二）情感、态度与价值观

通过用物理探索的思维方式解释学生在日常生活中所接触的一些现象，再加上实验验证，让学生积极参与讨论和探究的过程，培养动手的习惯并提高分析问题、解决问题的能力，培养科学思维能力及表达能力，渗透科学方法的教育，通过探究性学习活动，使学生体验成功的喜悦，保持对学习新知识的热情和渴望。（体现新教改要求）

【教学重点】

（1）使学生理解和学会用单分子油膜法估算分子大小（直径）的方法；

（2）运用阿伏伽德罗常数估算微观量（分子的体积、直径、分子数等）的方法；（3）分子热运动的快慢与温度的关系；

（4）扩散现象及其识别；布朗运动的原因及实质

【教学难点】

（1）能用分子热运动的观点解释扩散现象（2）布朗运动的原因及实质

【教学课时】1课时【教学教具】

1.气体和液体的扩散实验：分别装有二氧化氮和空气的玻璃储气瓶、玻璃片；盛有冷热不同净水的烧杯两只、红墨水。2.幻灯投影片或课件：水面上单分子油膜的示意图；蓝色的硫酸铜溶液扩散到清水中的实验示意图；布朗运动实验示意图。

【教学方法】

讲授法、谈话法、演示法、实验法、讨论法

【教学过程】

（一）引入新课

教师活动：

创设情景：带一瓶香水到教室里面，打开盖子，让大家都闻到香味。

提问：大家想过没有“我们为什么会闻到香水的香味？”然后让学生进行讨论。总结：一切物质都是由分子构成的，而且分子在永不停息的无规则运动。

（二）进行新课

1、播放课件：通过油膜法实验估测分子的大小。

单分子油膜法粗测分子直径的原理，类似于取一定量的小米，测出它的体积V，然后把它平摊在桌面上，上下不重叠，一粒紧挨一粒，量出这些米粒占据桌面的面积S，从而计算出米粒的直径

d?VS?10注意：除一些有机物质的大分子外，一般分子的直径数量级为10说明，通常就以上面数值作为分子直径的数量级．

m，如果无特别

2、演示实验：

（1）把盛有二氧化氮的玻璃瓶与另一个玻璃瓶竖直方向对口相接触，看到二氧化氮气体从下面的瓶内逐渐扩散到上面瓶内。

（2）在两只装满不同温度净水的烧杯中，分别滴入一二滴红墨水后，红墨水在水中扩展的速度不同，热水快，冷水慢。提问:上述两个实验属于什么物理现象？这些现象说明什么问题？

总结：上述实验是气体、液体的扩散现象，扩散现象是一种热现象。说明分子在做永不停息的无规则运动。而且扩散现象的快慢直接与温度有关，温度高，扩散现象加快。

3、播放课件

1、介绍布朗运动现象的发现背景以及其定义

1827年英国植物学家布朗用显微镜观察悬浮在水中的花粉，发现花粉颗粒在水中不停地做无规则运动，后来把颗粒的这种无规则运动叫做布朗运。

2、介绍布朗运动的几个特点

（1）连续观察布朗运动，发现在多天甚至几个月时间内，这种运动一直在持续。所以说，这种布朗运动是永不停息的。

（2）换不同种类悬浮颗粒，如花粉、墨汁中的炭粒等都存在布朗运动，说明布朗运动不取决于颗粒本身。

（3）悬浮的颗粒越小，布朗运动越明显。颗粒大了，布朗运动不明显，甚至观察不到运动。（4）布朗运动随着温度的升高而愈加激烈。

3、分析、解释布朗运动的原因（结合课本中的图形进行解释）

布朗运动是悬浮在液体中的微小颗粒受到液体各个方向液体分子撞击作用不平衡造成的。但液体中许许多多做无规则运动的分子不断地撞击微小悬浮颗粒，当微小颗粒足够小时，它受到来自各个方向的液体分子的撞击作用是不平衡的。如教科书上的插图所示。

在某一瞬间，微小颗粒在某个方向受到撞击作用强，它就沿着这个方向运动。在下一瞬间，微小颗粒在另一方向受到的撞击作用强，它又向着另一个方向运动。任一时刻微小颗粒所受的撞击在某一方向上占优势只能是偶然的，这样就引起了微粒的无规则的布朗运动。

注意：

1、布朗运动是固体微粒的运动，而不是固体分子的运动，也不是液体分子的无规则运动。

2、固体微粒的运动是不规则的，课本图中并不是微粒运动的轨迹，而是每隔一段时间的位置的连线。

3、任何固体微粒悬浮于液体中，在任何温度下都会做布朗运动。

【总结点评】

教师活动：让学生概括总结本节的内容。请一个同学到黑板上总结，其他同学在笔记本上总结，然后请同学评价黑板上的小结内容。

学生活动：认真总结概括本节内容，并把自己这节课的体会写下来、比较黑板上的小结和自己的小结，看谁的更好，好在什么地方。

点评反思：总结课堂内容，培养学生概括总结能力。教师要放开，让学生自己总结所学内容，允许内容的顺序不同，从而构建他们自己的知识框架。其次教师还要在课后对这一节课的教学活动进行反思，以进一步改进教学。（体现新教改要求）

【作业布置】

认真思考课本上“问题与思考”的3、4两题，下节课提问回答。

【教学板书】

一、分子热运动理论

(一)物体由大量的分子组成

1、分子体积很小

（1）油膜法测定（2）数量级

2、阿阿伏伽德罗常数

（1）定义：1mol任何物质都含有相同的粒子个数

26－（2）大小：NA＝10mol（3）计算

（二）分子永不停息地做无规则运动

1、扩散现象

（1）定义：不同物质相互接触，彼此进入对方的现象。

(2)产生原因：组成物质的分子在做永不停息的无规则运动。(3)实质：物质分子的无规则运动

(4)快慢决定因素：物质状态（气体最快，液体次之，固体最慢）以及物质的温度（温度越高，扩散越快）

(5)直接反应了：组成物质的分子在做永不停息的无规则运动。

2、布朗运动

（1）定义：悬浮在液体或气体中的固体小颗粒的永不停息的无规则运动。

（2）原因：悬浮在液体中的小颗粒受到液体各个方向液体分子撞击作用不平衡造成的。

（3）实质：布朗运动是固体微粒的运动，而不是固体分子的运动，也不是液体分子的无规则运动。

(4)决定因素：颗粒越小，温度越高，布朗运动越激烈。(5)间接证明了：分子永不停息的做无规则运动。

分子课件【篇3】

知道物体的运动和静止是相对的。

1.2过程与方法：

体验物体运动和静止的相对性;

能用实例解释机械运动及其相对性。

1.3 情感态度与价值观：

通过观察物体运动，培养学生观察、实验的兴趣和习惯，养成认真细心、实事求是的科学态度。

机械运动的定义，以及在研究机械运动时要选择合适的参照物。

运动和静止的相对性。

充分体会选择不同的参照物，物体运动情况是可以不同的。

【师】日常生活中，你都见过哪些物体是运动的，哪些物体是静止的?下面有几个运动的例子，想一想判断下他们是不是运动的根据是什么。说

①你从座位走到黑板前，这一过程中，你的什么发生了变化?

②有一辆汽车停在路边和在路上行使有什么不同?

③说天上飞的飞机是运动的，你根据什么?

【师】根据我们刚刚的几个例子，可以看出来，上述的几个运动的物体，他们的位置都发生了相应的改变，所以我们今天要学的机械运动，就是关于位置的改变。

①图中的那些物体是否在做机械运动?

②我们周围的树木，房屋以及教室里的桌椅是运动的吗?

【生】图中物体在做机械运动，树木和房屋不运动，依据是看物体的相对位置没有发生改变。

【师】整个银河系、喜马拉雅山、猎豹都在做机械运动，而树木、房屋以及桌椅也都跟地球自转，同时绕太阳公转，它们也在做机械运动。可见，机械运动是宇宙中最普遍的运动。

知识点：一个物体相对于另一个物体位置的改变叫机械运动。

A、松树苗一个月长高500px，属于生命活动，不是机械运动;

B、地球绕太阳公转，地球相对于太阳有位置的改变，是机械运动;

C、中日两国陆地距离平均每年靠近2.9m，陆地相对于原来的位置发生了改变，是机械运动;

D、成熟的苹果从树上掉下来，苹果相对于地面有位置的改变，是机械运动.

【师】刚刚说了机械运动是相对位置的改变，既然是相对的，就得找一个物体来比较比较。

把课本放在桌上，课本上放一把尺子，推动课本使课本沿桌面运动。

讨论回答：

选取课本作标准，尺子和课本是运动还是静止?

选择课本作标准，尺子和课桌是运动还是静止?

选择尺子作标准，课桌和课本是运动还是静止?

【师】刚刚的简单实验中，在同一个事物过程中，为什么选取的标准不同，得出的结论会有这么大的区别呢?

得出参照物的概念：

参照物：描述物体是运动还是静止，要看是以哪个物体做标准。这个被选作标准的物体叫参照物。

【师】有了参照物的概念后，我们再来看生活中几个常见的例子。如下图：

图中汽车和人的运动情况：选取地面做参照物，人是运动的;选取汽车做参照物，人是静止的。

从而我们可以得出：在讨论物体的运动和静止时，要看以哪个物体做标准，选择的标准不同，它的运动情况就可能不同。这就是运动和静止的相对性。

物体的运动是相对的。

C.物体是运动还是静止，与参照物的选择无关，对任何参照物而言结果都是相同的

从运动和静止的相对性和参照物及其选择的角度去分析，即可作出判断.运动是绝对的，静止是相对的，对运动状态的描述是相对的.研究同一物体的运动状态，如果选择不同的参照物，得出的结论可以不同，但都是正确的结论.

A.运动是宇宙中普遍的现象，地球及其它一切天体都在不断的运动和发展当中，该选项说法正确;

B.运动是绝对的，静止是相对的，是相对于不同的参照物来说的，该选项说法错误;

C.运动和静止都是相对参照物而言的，当选择的参照物发生变化时，对于物体运动状态的结论也可能发生变化，该选项说法错误.

故选A。

【例题】观察图中的烟和小旗，关于甲、乙两车相对于房子的运动情况，下列说法中正确的是( )

知识点：研究物体的运动情况时，首先要选取一个物体作为标准，这个被选作标准的物体叫做参照物.研究对象的运动情况是怎样的，就看它与参照物的相对位置是否变化.由此来突破此题。

所以甲车运动状态有三种可能：1、向右运动;2、静止;3、向左运动，且速度小于风速.

因为乙车旗向右飘，所以乙车只能向左运动，且速度要大于风的速度.

故选D。

【师】通过学习，可以发现：

一个物体的运动状态的确定，关键取决于所选取的参照物.所选取的参照物不同，得到的结论也不一定相同.这就是运动和静止的相对性。

依据是看物体的相对位置没有发生改变。

参照物：描述物体是运动还是静止，要看是以哪个物体做标准。这个被选作标准的物体叫参照物。

在讨论物体的运动和静止时，要看以哪个物体做标准，选择的标准不同，它的运动情况就可能不同。这就是运动和静止的相对性。

1.知道参照物的概念.

重点什么是机械运动以及在研究机械运动时要选择参照物。

难点运动和静止的相对性。选择不同的参照物，物体运动情况可能不同。

阅读课本第16、17、18页内容，认识物体运动形式的判断，完成下列问题：

1.宇宙中一切物体都在运动，机械运动是宇宙中的普遍现象.

2.一位同学从自己的座位走到黑板前，他的位置发生了变化，物理学里把物体位置的变化叫做机械运动.

3.你们肯定见到过许多静止的和运动的物体，请各举3例.

运动的物体：空中飞行的小鸟、疾驰的汽车、河道中的流水.

1.如果你的一位同学和你一起并肩向前走，你认为他是静止的还是运动的?站在路边的人又认为他是运动的还是静止的?

2.可见描述同一物体的运动情况，选择的对象不同，结论一般不同.在描述物体的运动时，被选作标准的物体叫做参照物.

3.试着描述图1.2-3和1.2-4各种情形中物体的运动状况，总结一下选择参照物的方法技巧.

1.不要用物体本身作为参照物，参照物理论上可以任意选，但不是乱选，参照物选得恰当更容易判断物体的运动状态.

2.没提到参照物时，一般是以地面或地面上静止不动的物体为参照物，如桥梁、路边的树木、建筑物等.

3.运用参照物，判断物体的运动情况，具体方法如下：

①确定研究对象，即明确要判断哪个物体是否运动;

②选定参照物，即假定一个物体不动;

③看被研究的对象相对于参照物的位置是否变化，若位置有变化，则被研究的物体是运动的;若位置无变化，则被研究的物体是静止的.

1.下列说法中各是以什么作参照物的.

(1)坐在船上的乘客是静止的.

乘客是静止——参照物是船.

(2)“小小竹排江中游，巍巍青山两岸走”.

竹排在江中游——以江岸(青山)作参照物;

青山在走——以竹排为参照物.

(3)月亮从云中钻了出来.

月亮钻了出来——参照物是云 .

2.坐在汽车里的乘客、司机和路旁的孩子们有如图所示的对话，以下分析正确的是(C)

1.判断一个物体的运动，能选择的参照物不止一个，但选择不同的参照物，得出的物体的运动状态不一定相同，所以物体的运动和静止具有相对性.

2.航天飞机在太空与宇宙空间站对接时，两者在空中飞行的速度大小和方向必须相同，此时两物体间彼此处于相对静止状态.

1.在第一次世界大战的空战中，一名飞行员发现自己的机舱有一只“小虫”在飞来，于是一把抓住，一看才发现是一粒正在飞行的子弹!我们知道徒手抓住正在飞行的子弹一般是不可能的，那么这位飞行员为什么能抓住呢?

解：这颗子弹飞行的速度大小、方向与飞机飞行的速度、大小方向(飞行员)相同，子弹与飞机(飞行员)保持相对静止，所以飞行员能抓住这颗子弹.

2.观察图中的烟和小旗，分析甲、乙两车相对于房子的运动情况：

乙车相对于房子的运动情况：①可能静止;②可能向右运动;③可能向左运动，但运动速度小于风速.

运动具有速度和方向，围绕子弹和飞机运动的速度和方向进行分析.

1.我们通常所说的“太阳东升西落”，是以谁为参照物呢?地理学科中所说的“地球绕着太阳转”又是以谁为参照物呢?地球同步卫星与地球一起在做同步运动，如果以地球为参照物，地球同步卫星是运动还是静止?

2.“刻舟求剑”是人人皆知的典故.郑人之所以没有通过“刻舟”而求得剑，是由于他不懂得运动和静止的相对性的物理知识所致.

B.所谓参照物就是我们假设不动的物体，以它作为参考研究其他物体运动情况

C.选取不同的参照物来描述同一物体的运动状态，其结果可以是不同的

D.研究物体运动，选择地面做参照物最适宜，因为地面是真正不动的物体

4.空中有甲、乙两架直升机.甲机中的飞行员看到乙机向上运动;乙机中飞行员看到甲机向下运动，同时看到地面向上运动.则相对地面，甲直升机向下运动，乙直升机向下运动.甲直升机运动得快.

5.在我国古典小说《镜花缘》中有这样一句话：“吉岁一阵大风，把我院一口井，忽然吹到篱笆外去.”

说这句话的人和相信这句话的人，在刮大风前是以地面为参照物的，在刮大风后又是以篱笆为参照物的.

一般人不相信一口井会被大风刮到篱笆外去，因为他们是以地面为参照物的.

分子课件【篇4】

1. 知道一些常见的天然材料和人造材料。

2. 初步能区分常见物品中使用的天然材料和人造材料，知道生活离不开材料。

1. 主动搜集关于新材料的信息。

2. 懂得动手制作新材料的一些方法。

1. 乐于与人合作。

2. 意识到人类为了满足自身的需求，不断在发明新材料。

3. 增强对新事物的敏感性，激发创新意识。

二、重点难点：

使学生知道生活中各种各样的材料在总体上可分为天然材料和人造材料两类，并意识到人类为了满足自身的需求，不断地发明新材料。

教师：对身边具有代表性的材料进行收集，制作“塑料”的材料(酒精灯、烧杯、牛奶、醋、勺子等)。(课前每小组材料全组装好，放置在小组桌面中间，把纱布也是先扎在烧杯口，)

导入：波波等几位好友一起到妍妍家做客。波波说“真皮沙发真舒服”，彬彬说“难道还有假的皮沙发吗?”。谁说的对?你怎么来区别呢?真皮沙发的材料来自动物，仿皮沙发的材料来自人造皮革。这是存在的事实，今天我们来通过学习了解天然材料及人造材料的区别。

(目的：引入天然材料和人造材料概念，引领学生对身边材料的观察与思考，从而引入课题。)

描述：这是我们人类的远古时代，我们看看古人生活和劳作的情景：炉子用石头砌成，器皿是用黏土制成的陶土罐，锤子用石块、绳子、木条组合起来，捕鱼船来自粗大植物的树干，手里拿的武器用木棍等加工而成，衣服和帐篷则是来自动物皮毛，制作的生活、生产用品材料全部是存在于自然环境中的天然材料。

思考：古人用这些材料制作生活用品，这些材料来自哪里呢?

学生讨论汇报：

归纳：存在于自然环境种的材料是天然材料，如木材、岩石、粘土、动物皮毛、棉花、蚕丝、石油等。

学生观察：天然材料可以制成很多我们现代人的生活用品，看看用哪些天然材料制作了生产、生活用品?同时指导学生填好记录表。

目的：帮助学生初步建立起天然材料的概念，引导学生关注材料的发展情况。

归纳：古人用黏土、树木、骨头、毛皮以及岩石来建筑、制衣、炊厨、制造狩猎武器等，但还不知道如何去改变他们所发现的天然材料，许多世纪以后，人们发现了通过塑造或切削它们而改变这些材料的方法。后来，人们进而发现了通过加热或化学反应去处理天然材料，所以有些用品虽然都来自天然材料，但其技术含量是完全不同的，让学生意识到人类为了满足自身的需要而不断地创新，因此从某种意义上讲，人类文明发展史就是对材料占有、认识、制造、使用与发展的历史。

(出示课件部分天然材料的'用途：木材——做木制家具;黏土——制成陶罐;石油——提炼出的物质能合成橡胶和塑料;蚕丝——编织成丝巾;棉花——编织成棉质衣服;岩石——用来建造房屋。)

材料：出示牛奶、食醋、勺子、烧杯(或小锅)、酒精灯、石棉网、塑料汤匙、纱布、碟子。

今天我们也来自己动手用做人造材料吧。请同学们按照提示一步步的操作。

实验步骤:

1、将盛着牛奶(约100毫升)的烧杯(或小锅)放在酒精灯上加热。

2、不停搅拌，在沸腾之前取下来。在这同时可以加入一些色素。

3、将一汤匙食醋倒入牛奶中，均匀搅拌后，等待冷却。

4、过一段时间，牛奶冷却到白胶状时，用旧长丝袜做筛子，盖住烧杯将牛奶混合物倾倒到碟子中，过滤冷却好的牛奶。

5、把过滤出来的物质用塑料汤匙弄平。

6、用过滤出来的物质放在小器皿里，制作你喜欢的小动物。

7、将制好小动物放置在阴凉的地方，几天后变成了硬硬的“塑料” (要放足够的时间)。

(目的：让学生经历天然材料被加工成新材料的过程。虽然学生并不理解其中所发生的化学反应，但通过制作过程，学生能认识到有些材料经过处理后会生成新材料，从而初步形成人造材料的概念。)

汇报交流调查结果：展示在大屏幕上。让学生把自己的调查结果与同学交流分享。

讨论：

1. 为什么人们要用人造材料代替天然材料?

2. 天然材料与人造材料各有什么优点?

(目的：通过调查活动，学生会发现生活离不开材料，人造材料的使用量大大超过天然材料。使学生意识到人们为了改善自己的生活，不断发明和制造新材料，人造材料具有许多天然材料不可替代的优良性能，并让学生学会辩证地看待事物。)

分子课件【篇5】

一、走进分子世界

主备人：朱佩佩

教学目标：

1．通过活动了解分子模型的主要内容，知道分子是保持物质化学性质的最小单元，对分子大小有一定的感性认识。

2．知道显微镜在拓展人们的视觉范围、探测微观粒子方面的重要作用。

3．通过实验探究初步了解分子动理论的第1、2两个基本观点，能从微观分子的角度定性地解释一些物理现象。

4．了解科学家是如何探索微观世界奥秘的，初步体会科学家在探究微观物质结构时采用模型法的意义。

教学重点：

1．根据观察到的现象提出一种模型猜想，收集证据证实提出的猜想。

2．“物质是由大量分子组成的”和“分子处在永不停息的运动中”两个基本观点的建立和理解。

教学难点：

分子概念的理解；扩散现象中物质分子运动行为的想象。

教学资源：

粉笔、放大镜、水、高锰酸钾、酒精、玻璃管、铅块、钩码、烧杯、实物投影仪、各种不同物质的分子结构模型图片、模拟分子间作用力的课件。

教学过程

一、导入新课

师：从这节课开始，我们将进入第七章的学习。请同学们将书翻到23页，请一位同学将导语朗读一遍。

从本节课开始我们将学习与微观粒子和宏观宇宙有关的一些现象、理论和方法。这节课我们首先来探究微观的世界，学习“

一、走进分子世界”。

二、学习探究微观世界的方法，了解分子模型的主要内容

1．介绍模型法。

师：从很多现象我们可以判断出物质都是由很小的微粒组成的，但是物体内部的微小结构肉眼无法直接看到，我们应该怎样进行研究呢？科学家们找到了一个方法：观察现象——建立模型、假说（相当于猜想）——收集证据或进行实验进行验证检验——确认或建立新的模型（假说）。

2．下面我们也借用科学家的方法一起来认识物质的结构。（1）观察现象。

观察1：用素描炭笔在纸上画一条线，直接展示，问：细线是连续的还是断开的？（连续的）

再用放大镜观察，通过摄像头投影，问：细线是连续的还是断开的？说明了什么？（断开的，甚至可以观察到细小的颗粒。说明细线是有很小的颗粒组成的。）

观察2：展示一杯染成红色的水，问：水时连续还是断开的？（连续的）再用吸管吸取少量的水，一滴滴的挤出，问：水滴是连续还是断开的？（断开的，水能够被细分，说明水

1是由很小的颗粒组成的。）

观察3：打开酒精桶的盖子，扇一扇，待学生闻到气味后问：每位同学都能闻到酒精的气味，说明酒精气体是否可以被细分？（能够被细分）再问：进入你鼻腔的酒精气体的微粒是很大还是很小？

（闻见酒精的味道，说明酒精气体已经进入了人的鼻腔，每一位同学都闻到了，并且肉眼看不见，说明酒精气体是由很小的微粒组成的。）

（2）建立模型。

师：刚才我们分别观察了固态的素描笔留下的细线、液态的水和气态的酒精气体，发现它们可以被无限细分，由此我们提出一个猜想、假说（模型）：物质是由很小的微粒组成的。

师：在把物质无限细分的过程中，物质的种类没有发生变化，即没有变成新的物质，也就是说物质的化学性质没有发生变化，在科学中，像这种保持物质化学性质不变的最小微粒叫做分子。有了分子的概念后，刚才的猜想、假说（模型）可以修改为：物质是由分子组成的。

关于对“保持化学性质不变的最小微粒”的理解，我们还可以再打一个比方：我们学校可分为三个年级，每个年级由十个班构成，每个班级由50个学生组成，到这里我们再划分下去对学校的构成就没有意义了，因此学生个体是构成学校组织的最小单位。同样，物质划分到一定程度，就无法再保持物质的化学性质，这种能保持物质化学性质的最小颗粒称为分子。一杯水分下去是小水滴，小水滴分下去是小水珠，一直分到水分子，如果再继续分下去，就不具备水的性质了。

（3）检验和验证。

师：“物质是由分子组成的”这一观点我们如何来验证呢？必须借助于工具。科学家不断改进观察物质的手段和设施，发明了光学显微镜，可以看见微小的细胞；但最多可以观察到0.2μm的尺度，后来发明了电子显微镜，能够使人观察到10nm的物质结构，可以拍到一些较大分子的照片，例如图7-3；再后来人们又发现了扫描隧道显微镜，将观察精度提高到0.1nm，使人们观察到较小的分子和更小的原子，发现较大分子的内部结构，甚至能操纵较小的原子组成新的图案。

（4）确认假说（模型、猜想）。

师：①通过观察手段的不断改进，现在大家都确信：物质是由分子组成的。②采用“观察——提出假说——验证——确认或否定”这种模型法，对于研究物质的微观结构来说是很有用的一种方法。

3．讨论分子的大小。

（1）请同学们用刻度尺测量一下课本图7-3中一个碳化硅分子的直径（即相邻两个黑点之间的距离）。（约4mm）

图下的说明告诉我们，这个显微镜可以放大1500万倍。那么，同学们估算一下，一个碳化硅分子大约有多大？（2.7×10-7mm=2.7×10-10m）

（2）课文中还告诉我们水分子的直径、氢气分子的直径，请同学们找一找，是多少？（水分子直径4×10-10m，氢气分子直径2.3×10-10m）

科学研究发现，分子很小，一般分子直径的数量级是10-10m。想象一下，如果让2500万个人手拉手站成一行，那么这个长度将绕地球赤道一圈，而如果让2500万个水分子一个挨一个排成一行，那么这个长度就只有1厘米。

（3）由于分子很小，所以宏观物体中包含的分子的数量非常庞大。例如，1标准大气压下，1cm3（比划一下，一个食指端的大小）的任何气体中约含有2.7×1019个气体分子，让这些气体分子从容器中跑出，如果1秒钟跑出1亿个，你们猜需要多长时间？（约需9000年才能跑完）

三、探究分子间是否有间隙。

1．提出问题：现在我们已经确信物质是由大量分子组成的，有人提出一个问题：这些分子是一个挨着一个排列的然后组成宏观的连续的物体呢？还是每两个分子之间都有间隙，然后再组成一个空心的物体呢？

2．猜想、提出模型、建立假说：组成物质的分子之间有间隙（或没有间隙）。3．验证、确认或否定假说。

A.实验1：将高锰酸钾颗粒放入水中，将会看到什么现象？ ①实验器材：一包高锰酸钾颗粒和一个盛水的烧杯。

②实验要求：烧杯就放在桌子上既不要拿起，也不要晃动。高锰酸钾颗粒倒入水中的瞬间，立即开始观察。分工观察，一部分同学从烧杯的上方向下观察，另一部分同学从侧面开始观察。

③动手操作，观察现象。④交流讨论：

一问：实验中所看到的现象是什么？（水慢慢变成紫色。）

再问：水怎么变成紫色的呢？能不能具体描述一下水变成紫色的过程。（高锰酸钾颗粒沉入杯底，把一部分水染成紫红色，然后这紫红色慢慢向四周扩散开来。）

三问：再过段时间，烧杯中的水会怎样？（整杯水都变成紫色。）

四问：这个现象支持了上述哪个猜想？（微粒之间是有空隙的。）

五问：现在大家认为分子之间是有间隙的，你能结合现象解释一下吗？（构成水的微粒之间是有空隙的，构成高锰酸钾的颗粒进入水的空隙，使水慢慢变成紫色。）

六问：这个现象还说明什么问题？（高锰酸钾是由微粒即分子组成的；高锰酸钾的分子可以运动；水是由微粒即水分子组成的。）

B.实验2：等体积的水和酒精混合，总体积变小了。

教师演示：向一端封闭的玻璃管中注水至一半位置，然后再注入酒精，并在液面最高处做一记号。封闭管口，将玻璃管反复翻转，使水和酒精充分混合，观察液面位置。

实验现象：混合后水和酒精的总体积小于混合前水和酒精的体积之和。4．分析讨论：这个现象能够说明哪些问题？

（①水是有分子组成的；②酒精是由分子组成的；③水分子之间有间隙；④酒精分子之间有间隙；⑤水分子和酒精分子都能够运动。）

四、探究分子的运动规律

1．提出问题。

从刚才的两个实验中，我们发现高锰酸钾的分子可以运动，水分子和酒精分子也可运动。那么分子的运动是普遍现象吗？是部分物体的分子在运动，还是所有物体的分子都在运动？分子是自发的主动的要运动，还是被动的从动的在运动？分子是做有规律的运动，还是在做无规则的运动？分子的运动是短暂的，还是长久的永不停息的？

2．观察现象。

师：请同学们观察课本p.25图7-

4、7-

5、7-6所示的三个现象，你发现了什么？（红墨水的分子是运动的；香味分子是运动的，醋和酒精的分子是运动的。）

3．提出假说。

所有物体的分子都在自发的永不停息的做无规则运动。4．收集证据，验证假说的真伪。

（1）课件展示空气和二氧化氮气体的扩散现象。

强调：二氧化氮气体密度大，受重力作用应下沉，但事实上二氧化氮分子会向上运动；空气密度小，受重力作用应上浮，但事实上空气分子会向下运动。说明气体分子在自发的、无规则的运动。

（2）课件展示水和硫酸铜液体的扩散现象。

强调：硫酸铜液体密度大，受重力作用应下沉，但事实上会向上运动。水密度小，受重力作用应上浮，但事实上会向下运动。说明液体分子在自发的、无规则的运动。

（3）课件展示煤炭和墙角的扩散现象。

强调：时间越长。互相渗入越多，说明固体分子在自发的、无规则的运动，且永不停息。

（4）课件展示布朗运动。

强调：从花粉颗粒的永不停息的无规则运动我们可以间接推知水分子在永不停息地做无规则运动。

5．得出结论：一切物体的分子都在永不停息地做无规则运动。6．应用：列举日常生活中的其他的能够证明分子不停运动的事例。

水蒸发——潮湿的底面、衣服变干了，冰升华、樟脑丸升华，花香袭人等等。

五、小结：

（1）面对看不见也摸不着的微观世界，我们是利用什么方法探究的？（根据观察到的现象提出一种模型作为猜想，再搜集证据验证。）（2）利用这种探究方法我们了解到物质的微观构成是怎样的？（物质由大量分子构成）

（3）分子如何运动？一切物体的分子都在永不停息地做无规则运动。（4）有哪些证据能够说明分子在运动？（扩散现象、布朗运动。）

五、分子间的相互作用力

演示实验：把二个表面光滑的铅块相互紧压在一起

你观察到了什么现象？说明了什么？如果我继续用劲往里压，能不能把铅块压

短？这说明什么？生活中还有哪些现象说明分子间有相互作用的吸引力和排斥力？面对看不见也摸不着的微观世界，我们是利用：根据观察到的现象提出一种模型作为猜想，再搜集证据进行验证。利用这种探究方法我们了解到物质的微观构成是怎样的？

六、用分子模型解释固体、液体、气体的性质

知识梳理

1、用摩擦的方式使物体带电，叫做摩擦起电。

2、被丝绸摩擦过的玻璃棒所带的电荷称为正电荷（＋）；

被毛皮摩擦过的橡胶棒所带的电荷称为负电荷（－）。

3、同种电荷相互排斥，异种电荷相互吸引。

分子课件【篇6】

关注学生，营造宽松、民主、和谐的教学氛围。以学生为主体，师生互动为原则，精心创设问题情景，提供探索途径，引导学生思维、讨论，在讨论中探究获得知识，发现规律，掌握方法和发展能力。

“运动的描述”是“运动和力”的第一节，这一节看似简单，但它却深深影响运动、运动和力、机械能的学习，因而理解本节的内容对后面的学习起着重要的作用。

知道参照物的概念，知道物体的运动和静止是相对的。

体验物体运动和静止的相对性，能用实例解释机械运动及其相对性。

认识运动是宇宙的普遍现象，运动和静止是相对的，建立唯物主义世界观。

在课程标准的指导下，根据本节的内容及特点，采用讨论探究的方式进行。教师逐步深化提问，学生分析、论证、归纳得出结论，而后实例分析应用来使三维目标得到落实。

提问：生活中哪些物体是运动的？哪些物体是静止的？

这一问题与学生生活联系很紧，学生人人都能举出很多例子。教师选择几例记录。

这个问题激起学生的心里冲突而使学生主动思考，叙述各自的看法，讨论，而后明确：运动是宇宙中的普遍现象。

讨论探究②：你们刚才所举例子中说有的物体静止，有的物体运动，你是如何判断的？

由于物体的运动、静止是学生提出来的，问他们是如何得来，再次引起学生的思考、讨论，慢慢分析得出是通过看这个物体所处的位置是否改变的方法得来。

这样引起学生再次思考、讨论，得出结论：物体位置是否变化是相对于某个物体（标准）的，由此得出参照物的概念。

讨论探究④：行驶汽车中坐着一位乘客，请你们描述乘客是运动的还是静止的？

这里学生表述各自不同的看法，但经过讨论，分析得出：物体的运动和静止是相对的。

讨论探究⑤：刚上课时，大家所举的运动和静止的例子现在你怎样看？应如何完整的描述？

学生进一步的讨论分析，准确描述了物体的运动。

提问：这一节课你对“运动的描述”有了哪些认识？让学生归纳叙述本节的主要内容、判断方法，使学生对本节内容形成知识体系。

本节课由讨论探究的方式进行，学生人人参与，兴趣极高，不知不觉中完成了课程标准的三维目标。通过让学生观察身边熟悉的现象，探究物理规律，培养了学生的探究精神。活跃了课堂气氛，创造了一个良好的学习场所。在课堂中教师不再是一个主讲者，而是课堂教学的参与者和组织者，教师和学生一起去感觉、认识、探索、分析、概括，和学生建立起了良好的、平等民主的师生关系。重视了学生间的交流合作，加强了学生间友好相处的心态。充分体现了物理教学“从生活走向物理，从物理走向社会”“注重科学探究，提倡学习方式多样化”的教育理念。

分子课件【篇7】

一、组成细胞的原子和分子

（一）组成生物体的元素：

[引导与自主学习] 阅读教材P12页第2—3段，回答以下问题：

（1）组成生物体的元素主要有哪些？

元素玉米人

O 44.43 14.62

C 43.57 55.99

H 6.24 7.46

N 1.46 9.33

K 0.92 1.09

Ca 0.23 4.67

P 0.20 3.11

Mg 0.18 0.16

S 0.17 0.78

（2）不同生物体内的元素的种类和含量有无差别？

（3）生物体和非生物界的元素相同吗？

（4）举例说明生物体缺乏必需元素会带来什么样的结果呢？

[分析与讨论]：阅读右表，并分析讨论：

（所含元素占细胞干重的质量分数%）

结论：

[ 总结与拓展 ]：

1、组成生物体的元素：分大量元素和微量元素

（一）大量元素：

。

2）组成生物体的最基本的元素：，基本元素：

主要元素：

细胞鲜重含量最多的元素：氧（O）（占

细胞干重含量最多的元素：碳（C）（

（二）微量元素：Fe、Mn、B、Cl、Zn、Mo、Cu、Ni

2、生物缺必需元素可能导致疾病

如：人体缺硒可能导致病

人体缺铁可能导致病

3、生物界与非生物界的统一性和差异性

统一性：组成生物体的化学元素，在无机自然界都可以找到，没有一种元素是生物界特有的。（种类相同）

差异性：组成生物体的化学元素在生物体和自然界中含量相差很大。

（二）原子：

[引导自主学习] 阅读教材P12页第4段—P13页第2段，回答以下问题：

（1）物质的基本单位都是原子，原子的结构是怎样的？

什么是原子的质量数和价电子？

（2）原子之间是怎样相互作用的？据图分析什么是离子键？什么是共价键？

（三）分子：

[引导自主学习] 阅读教材P13页第3—4段，回答以下问题：

（1）举例说明什么是分子？

（2）水分子之间还可形成什么键？有什么意义？

二、细胞中的无机化合物：

无机化合物：水和无机盐

组成细胞的化合物

有机化合物：糖类、脂质、蛋白质、核酸

（一）水

[引导自主学习] 阅读教材P14页第1段—5段，回答以下问题：

（1）水在活细胞中的含量如何？

（2）细胞中水分子有哪两种存在形式？

（3）什么是自由水？自由水在生物体中有哪些功能？

（4）什么是结合水？结合水在生物体中有哪些功能？

（5）两种水在生物体中分布有何特点？

（6）无机盐在细胞中存在形式及含量？

举例说明无机盐在生物体的生命活动中有哪些功能？

[总结与巩固]

细胞中的无机化合物：和

含量：占细胞总重量的，

是活细胞中含量是的物质。

（

自由水：

（1）定义：自由水是以形式存在，可以的水。

（2）自由水的作用：

（3）自由水的特点：在代谢的细胞中，自由水的含量一般较多。

结合水：

（1）定义：结合水是与细胞内其他物质相的水。

（2）结合水的作用：是组成的重要成分。

（3）结合水的特点：结合水的含量增多，可以使植物的增强。

在条件下的植物结合水含量相对增多。

（二）无机盐

[引导自主学习] 阅读教材P15页第1段—2段，回答以下问题：

（1）无机盐有的存在形式？

（2）无机盐有哪些功能？

[总结与巩固]

（1）存在形式：细胞中的大多无机盐数以形式存在。

如：

（2）无机盐的作用：

① 参与细胞的。

许多无机盐对维持细胞和生物体的生命活动有重要作用

如：哺乳动物血液中Ca过高；

番茄缺少Ca2+果实，缺少K+老叶

②许多无机盐与等物质结合成复杂的化合物。

如： Mg

I- 是构成的成分。

③某些无机盐能维持细胞的酸碱平衡。

如：

[例题]

A．结合水/自由水的比值与此无关； B、结合水/自由水的比值会升高；

C、结合水/自由水的比值会降低； D、结合水/自由水的比值会不变。

A、水分子容易进出细胞； B、无机盐离子容易进出细胞；

C、细胞的特性造成； D、无机盐对维持细胞的形态和功能有重要作用。

[课堂练习]课本P15页：完成评价指南。

[继续探究] 通过网络或期刊收集细胞中某些微量元素和人体健康关系的资料（如Fe、Mn、Cu、Zn、Mo等）。

校本作业

（基础题）

1. 下列有关组成生物体化学元素的叙述，正确的是（ C )

A.组成生物体的化学元素都是生物必需的

B.人、动物与植物所含的化学元素的种类差异很大

C.组成生物体的化学元素在无机自然界中都可以找到

D.不同生物体内各种化学元素的含量比例基本相似

A.组成生物体和组成无机自然界的化学元素中，碳元素的含量最高

B.人、动物与植物所含有的化学元素的种类差异很大

C.组成生物体的化学元素在无机自然界都可以找到

D.不同生物体内各种化学元素的含量比例基本相似

①参与运输营养物质和代谢废物的水为自由水 ②生物体内的化学反应离不开水 ③水是细胞结构的组成成分之一 ④人体细胞内水的存在形式为结合水和自由水 ⑤自由水与结合水的比例与新陈代谢的强弱关系不大あ薏煌细胞内自由水与结合水的比例相差不大

A.①④⑤ B.①④⑤⑥ C.⑤⑥ D.②③④⑤⑥

A.对维持细胞的形态有着重要作用 B.是细胞中某些复杂化合物的重要组成部分C.为蛙心的持续跳动提供能量 D.对维持生物体的生命活动有重要作用

5、植物在冬季来临过程中，随着气温的逐渐降低，体内发生了一系列适应低温的生理生化变化，抗寒力逐渐增强。下图为冬小麦在不同时期含水量和呼吸速率变化关系图。请根据图推断以下有关说法中，错误的是 ( A )

A.冬季来临过程中，自由水明显减少是呼吸速率下降的主要原因

B.结合水与自由水含量的比值，与植物的抗寒性呈现明显的正相关

C.随着气温和土壤温度的下降，根系的吸水量减少，组织的含水量下降

D.随温度的缓慢降低，植物的呼吸作用逐渐减弱，有利于减少有机物的消耗

离子培养液浓度/molL-1

K+ 1

Na+ 1

Mg2+ 0.25

Ca2+ 1

NO-3 2

H2PO-4 1

SO2-3 0.25

Zn2+ 1

（提高题）

A.Ca2+ B.SO2-3 C.Zn2+ D.H2PO-4

8.2009年春我国许多地方出现旱情，影响农作物的生长。下列有关水对生命活动影响的叙述，不正确的是 ( C )

①越冬的植物体内自由水和结合水的比值下降，有利于抵抗不利的环境条件 ②细胞内自由水含量降低是细胞衰老的特征之一 ③癌细胞中自由水含量较正常的细胞低 ④当人体缺水时，血浆的渗透压会降低，从而产生渴觉

A.①④ B.①③ C.③④ D.②④

。请据表回答下列问题：

O Si C N H

地壳 48.60 26.30 0.087 0.03 0.76

细胞 65.0 极少 18.0 3.0 10.0

（1）组成细胞的化学元素在地壳中都普遍存在，没有一种化学元素是细胞所特有的，这一事实说明。

（2）由表中数据可知，同一元素在细胞和地壳中的含量相差甚远，这一事实说明。

答案（生物界与非生物界具有差异性

分子课件【篇8】

教材分析：

教材从分子的组成入手，先说明分之在做无规则运动，然后讲到扩散现象，并对分子热运动进行讲解，说明分子间存在相互作用力。

教学目标：

1、知识与技能

●知道物质是由分子组成的，一切物质的分子都在不停地做无规则的运动。

●能识别扩散现象，并能用分子热运动的观点进行解释。

●知道分子热运动的快慢与温度的关系彩缤纷。

●知道分子之间存在相互作用力。

2、过程与方法

●通过演示实验说明一切物质的分子都在不停地做无规则的运动。

●通过演示实验使学生推测出物体温度越高，热运动越剧烈。

●通过演示实验以及与弹簧的弹力类比使学生了解分子之间既存在斥力又存在引力。

3、情感态度与价值观

●用演示实验激发学生的学习兴趣，通过交流讨论培养学生的合作意识和能力。

教学重点与难点：

重点：分子的热运动。

难点：通过直接感知的现象，推测无法直接感知的事实。

教学器材：二氧化氮气体的广口瓶、空瓶、铅圆柱。

教学课时：1时

教学过程：

引入新课

我们生活在物质世界中，我们的周围充满着物质：水、空气、石头、金属、动物、植物等都是物质。而对于物质是怎样构成的，这一古老课题，很早就有过种种猜测，有的主张万物之源是“气”，有的主张万物之源是“火”。公元前5世纪墨子提出的物质的最小单位是“端”，公元前4世纪古希腊的德漠克利特认为宇宙万物，是由大小和质量不同的，不可入的，运动不息的原子组成。此后经过近20xx年的探索，直到17世纪末，才科学地认识到物质是由分子组成的。

进行新课

（1）分子和分子运动

①物质是由分子组成的，分子是极小的微粒。如果把分子看做球形，它的直径约10—10米，这是一个极小的长度，不仅肉眼看不到，即使用现代的显微镜也看不清分子。由于分子极小，所以物体含分子数目大得惊人。通常情况下，1厘米3空气里大约有2。7×1019个分子，如果人数的速度能达到每秒数100亿个，要数完这个数，也得用80多年。

②构成物质的分子永不停息地运动着。由于分子太小，目前尚无法直接观察分子的行为，但我们可以从宏观的实验现象，来判断分子的行为。

演示实验：扩散现象

出示事先装有二氧化氮气体的广口瓶。说明瓶内红棕色的气体是二氧化氮。再出示一只空的广口瓶，其实瓶内装满了空气。将装有二氧化氮的瓶子向空瓶倾倒，这时看到红棕色气体流入空瓶，开始先沉到瓶底。此现象说明二氧化氮的密度大于空气的密度。

另取一只“空”瓶，按课本图16。1—2所示，将其倒扣在装有二氧化氮气体的瓶子上。这时要强调：装有密度较大的二氧化氮气体的瓶子在下，装有空气的瓶子在上，抽掉玻璃隔板，二氧化氮气体不会流进空气瓶内。现在我抽掉隔板，没有出现二氧化氮气体流动的现象，我们停一会儿再来观察瓶内出现的现象。

在等候期间，组织学生自己做墨水扩散实验：同学们课桌上的烧杯里盛有清水，大家不要振动桌子，保持清水平静。请大家向清水里慢慢的滴入一滴墨水，观察墨水的变化情况。滴入的墨水将下沉，在清水中留下了清晰的墨迹，过一段时间墨迹的轮廓变模糊，墨迹变淡，周围的水色变墨。

组织学生观察前面已做的气体扩散实验。此时空气瓶出现了红棕色，下面红棕色的二氧化氮瓶中颜色变淡。实验现象表明，二氧化氮气体进入了空气，空气进入了二氧化氮气体中。像这样，不同的物体在互相接触时，彼此进入对方的现象，叫做扩散。

扩散现象也可以发生在液体之间。请大家再观察一下刚才大家滴入清水的墨水，已经没有明显的墨迹了，整杯水都变黑些了，说明墨水和水也发生了扩散。为了说明液体的扩散现象，我们再来做个实验。（按照课本图16。2—3液体的扩散实验演示）现在我们看到无色的清水和蓝色的硫酸铜溶液之间有明显的界面，要观察到扩散现象需要较长的时间。为了节省课堂时间，几天前我就做了同样的实验，请大家看几天前的实验。（出示提前二天、四天、六天做的实验样本）这些实验告诉我们，静放的时间越长，界面变得越模糊不清，彼此进入对方越深。

固体之间也会发生扩散现象。有人用固体做过实验，将铅片和金片紧压在一起，放置5年后再将它们分开，可以看到它们相渗入约1毫米。其实在日常生活中，我们也观察到过固体的扩散。煤矸石有的原来就是石炭岩，由于长期地跟煤挤压在一起，它的内部也变黑了。

大量事实说明气体、液体、固体都有扩散现象，即使在日常生活中大家也能找到许多事例。例如，某同学擦点清凉油，周围同学就能闻到清凉油味。

扩散现象表明：一切物体的分子都在不停地做无规则的运动。只有分子不停地运动才能相互进入对方。同时也说明分子不是紧密地挤在一起，而是彼此间存有间隙。

（2）分子间的作用力

固体、液体的分子都在不停地做无规则运动，且分子间又有间隙，为什么分子不会飞散开，反而聚合在一起呢？引导学生猜想，这可能是分子间存在着吸引力，这个猜想是否正确呢？需要我们用实验来证实。

演示实验：分子引力实验

出示演示分子引力的两个铅圆柱。随意将它们对在一起，这时两铅块并没有表现出吸引力。实验似乎得到分子间没有引力的结果，但是我们不要轻易地放弃我们的猜想，应再进一步分析原因。大家都知道磁铁能够吸引铁钉，（边讲边演示）但把铁钉远离磁铁，这时磁铁不能吸起铁钉（演示），这是为什么？（距离太远）。刚才两铅块没有表现出吸引力，是不是也是因为分子间的距离不够近呢？那么我们想法让两铅块靠的更近些。（再做实验时，用小刀将两铅块表面刮光亮，然后用力将两铅块挤压在一起）

实验结果两铅块能吸引在一起，并能负重达500克以上。这表明分子之间的吸引力，这种吸引力只有在分子靠得很近时，才能表现出来。一般分子距离要小于10—9米时才能表现出引力。

在实际生产中，人们早就利用分子间有吸引力，来进行金属焊接了。一般焊接是靠溶化金属，从而使分子间的距离足够近，金属冷却后就焊接到一起。近代还有爆破焊接技术，它是将金属表面清洁后靠在一起，然后靠爆炸产生的巨大压力，将两金属压接在一起。

液体分子之间也存在吸引力。

实验证实了我们关于分子引力的猜想。我们再进一步思考，又会发现新的矛盾：分子之间有间隙，分子之间又有引力，这两者是矛盾的，分子想互吸引最终应该相互靠紧，而不应该有间隙。既然分子间有间隙，物体应该很容易压缩，但事实却是固体、液体极难压缩。我们只有根据事实，深化我们的认识，事实表明我们对分子的认识还不够全面，还有没认识到的方面。

原来分子之间还存在斥力。分子之间既有引力，又有斥力，会不会两种力总是相互抵消呢？当然不会，只有在特定的距离r时，分子间的引力不等于斥力，这个距离r就是通常的分子间隙的距离，大约是10—10米。当分子距离小于r时，斥力和引力都增大，但斥力增大得快，分子间表现为斥力。当分子间距离增大时，斥力和引力都减小，但斥力减小得更快、分子间表现为引力。当分子距离再增大，分子引力继续减小，当分子距离大于10r时，分子间的作用力将变得十分微弱，可以忽略了。

有了对分子间存在斥力的认识，前面所说的矛盾也就迎刃而解了。

小结：

通过实验和思考，我们已经对分子和分子的运动有了初步认识，现在我们共同回顾一下，看看我们已经有了哪些认识。

1、物质是由分子组成的，分子是构成物质的微粒，直径大约是10—10米。

2、分子永不停息地无规则运动着。

3、分子之间有间隙。

4、分子之间存在作用力，相互作用力有两种，即引力和斥力。

以上几点，就是分子动理论的基本要点，利用这些要点，能够解释很多热现象。

板书设计：

第一节分子热运动

一、分子和分子运动

1、物质是由分子组成的，分子是极小的微粒。

2、构成物质的分子永不停息地运动着。

二、分子间的作用力

1、引力

2、斥力

作业：动手动脑学物理1、2、3、4

教学后记：

本节的主要目标是让学生知道什么是扩散现象，对分子间的作用力有正确的认识，知道分子做永不停息的无规则运动。

分子课件【篇9】

分子热运动扩散现象――――――→快慢影响因素温度分子间的作用分子之间的引力分子之间的斥力

教学设计(二) 学习目标

1.通过观察和实验，初步了解分子动理论的基本观点：物体是由分子组成的，分子之间存在空隙，分子在永不停息地运动着，分子之间存在引力和斥力。 2.了解气态、液态、固态分子的模型。

3.能从生活、自然中的一些简单现象推测分子的热运动，初步认识宏观热现象与分子热运动的联系。会利用分子动理论解释有关现象。课前准备

通过预习课文，你学会了什么，有哪些疑问，请简要记录下来：合作探究

一、扩散现象

活动1：观察图16.1-

1、16.1-

2、16.1-3 所示的实验，你发现什么现象?由此推测分子具有什么特点? 填一填

研究表明，物质中的分子都在不停地______。

思考讨论：你见到的哪些现象可以支持“分子在永不停息地运动着”这一观点，列举有关现象并加以说明。

(提示：1.扩散现象分子在不停地做无规则的运动 “填一填”：做无规则的运动 2.思考讨论：略) 活动2：阅读教材第125页的“想想议议”及16.1-4，思考：什么是热运动?热运动的剧烈程度和温度有什么关系?

(提示：温度越高，热运动越剧烈)

二、分子间的作用力

活动3：观察图16.1-5所示的实验，你看到什么现象?这个现象能说明什么? 观察如图所示的实验，你看到什么现象?这个现象能说明什么?

填一填

物体很难被拉开，说明分子间存在______，物体很难被压缩，说明分子间存在______。思考1：观察图16.1-5所示的实验后，有同学认为铅块被吸住是因为两个铅块挤压时挤出空气后，有大气压作用而不掉下来的。对此，你是怎么认识的?

思考2：有同学认为如图所示的实验中，水不能被压缩，是因为水分子挤在一起造成的。对此，你的观点是什么?

分子课件【篇10】

结构化学首先是一门直接应用多种近代实验手段测定分子静态、动态结构和静态、动态性能的实验科学。结构化学它要从各种已知的化学物质的分子构型和运动特征中归纳出物质结构的规律性，还要从理论上说明为什么原子会结合成为分子，为什么原子按一定的量的关系结合成为数目众多的形形色色的分子，以及在分子中原子相互结合的各种作用力方式和分子中原子相对位置的立体化学特征。结构化学还说明某种元素的原子或某种基团在不同的微观化学环境中的价态、电子组态、配位特点等结构特征。

另一方面，从结构化学的角度还能阐明物质的各种宏观化学性能（包括化学反应性能）和各种宏观非化学性能（包括各种物理性质和许多新技术应用中的技术性能等）与微观结构之间的关系及其规律性。在这个基础上就有可能不断地运用已知的规律性，设法合成出具有更新颖、结构特点更不寻常的新物质，在化学键理论和实验化学相结合的过程中创立新的结构化学理论。与此同时，还要不断地努力建立新的阐明物质微观结构的物理的和化学的实验方法。

与其他的化学分支一样，结构化学一般从宏观到微观、从静态到动态、从定性到定量按各种不同层次来认识客观的化学物质。演绎和归纳仍是结构化学研究的基本思维方法。早期的有关物质化学结构的知识可以说是来自对于物质的元素组成和化学性质的研究。当时人们对化学物质（包括各种单质和为数不多的几种化合物），只能从对物质组成的规律性认识，诸如定比定律、倍比定律等加以概括。随着化学反应当量的测定，人们提出了“化合价”的概念并用以说明物质组成的规律。那时，对于原子化合成分子的成因以及原子在分子中的排布方式可以说是一无所知。

结构化学的产生与有机物分子组成的`研究密切相关。有机化学发展的初期，人们总结出许多系列有机物分子中碳原子呈四面体化合价的规律。为解释有机物组成的多样性，人们提出了碳链结构及碳链的键饱和性理论。随后的有机物同分异构现象、有机官能团结构和旋光异构现象等研究，也为早期的结构化学研究提供有力的实验证据，促使化学家从立体构型的角度去理解物质的化学组成和化学性质，并从中总结出一些有关物质化学结构的规律性，为近代的结构化学的产生打下了基础。

近代实验物理方法的发展和应用，为结构化学提供了各种测定物质微观结构的实验方法；量子力学理论的建立和应用又为描述分子中电子和原子核运动状态提供了理论基础。有关原子结构特别是原子中电子壳层的结构以及内力、外力引起运动变化的理论，确立了原子间相互作用力的本质，也就从理论上阐明了化学键的本质，使人们对已提出的离子键、共价键和配位键加深了理解。有关杂化轨道的概念也为众多化合物的空间构型作出了合理的阐明甚至预测。原子中电子轨道空间取向的特征也为共轭体系（如苯环、丁二烯等）的结构以及它们的特殊化学性质作出了解释。

近代测定物质微观结构的实验物理方法的建立，对于结构化学的发展起了决定性的推动作用。X射线衍射结构化学方法和原理上相当类似的中子衍射、电子衍射等方法的发现与发展，大大地丰富了人们对物质分子(特别是在晶体中的分子)中原子空间排布的认识，并提供了数以十万种计的晶体和分子结构的可靠结构数据。基于对单质和简单的无机盐类（包括矿物）晶体的衍射测定，人们总结出并不断地精细化了有关原子和离子半径的数据。对于较为复杂的化合物晶体，也通过了衍射法测定了键长、键角等基本参数，还发现了原子之间键合方式的多样性和在不同聚集状态下分子间作用力方式的多样性，尤其是运用X射线晶体衍射方法测定了近三百种生物体中存在的蛋白质大分子结构，其中有些蛋白质的分子量达到十几万甚至几十万原子量单位。此外，通过晶体衍射的研究，使人们能够从分子和晶体结构的角度说明这些物质在晶态下的物理性质（如光学性质和电学性质）。

另一类测定结构的方法是谱学方法。谱学方法在提供关于分子能级和运动的信息，尤其是更精细的和动态的结构信息方面起着重要的作用。如分子振动光谱（红外和喇曼光谱）是鉴定物质分子的构成基团的迅速和有力的工具。因而被称为化学物质的“指纹”，与电子计算机高速信息处理功能结合起来，人们已能通过计算机的检索和识别很快地查明未知物样品的分子结构。红外喇曼光谱的理论处理，还能提供有关振动力常数等有关化学键特征的一些数据。其他谱学法有:核磁共振谱、顺磁共振谱、电子能谱（包括光电子能谱、X 射线光电子能谱、俄歇电子能谱）、质谱（见质谱法）、穆斯堡尔谱学、可见-紫外光谱、旋光谱、圆二色性谱(见圆二色性)以及扩展X射线吸收精细结构等。

物质的某些物理常数的测定，也能提供有关分子结构的某些整体信息，如磁化率、折射率和介电常数的测定等。此外，高放大率、高分辨率的电子显微镜还能提供有关物质表面的结构化学信息，甚至已能提供某些分子的结构形象。

分子课件【篇11】

教学目标

知识目标：

1.电解质与非电解质定义与实例。

2.电解质分类：强电解质和弱电解质。

3.强电解质和弱电解质的区分方法与实例。

能力目标：

1.通过演示电解质导电实验，培养学生实验探索能力。

2.通过区分强电解质和弱电解质，培养学生分析判断能力。

情感目标：

在分析强弱电解质的同时，体会结构和性质的辩证关系。

教学过程

1.基础知识导学

(1)电解质与非电解质。

在溶液里或熔融状态下能导电的化合物叫电解质。

插入演示实验：电解质溶液的导电性实验。

问题讨论：

(1)是非辩论。

①电解质一定是化合物，非电解质一定不是化合物。

②化合物一定是电解质。

③单质是非电解质。

(2)哪些物质是常见电解质?它们结构的特点是什么?

是不是电解质?为什么?

、氨气溶于水都能导电，是电解质吗?

氯化氢和盐酸都叫电解质吗?

(3)电解质溶液导电能力

电解质溶液导电能力强弱与单位体积中能自由移动的离子数目有关，即与自由移动的离子的浓度(非绝对数目)有关。离子浓度大，导电能力强。

讨论：试比较0.1L 2mol/l盐酸与2L 0.1mol/l盐酸，哪一种导电能力强?

(4)强电解质与弱电解质的区别(指导阅读后填表或讨论)

强电解质

弱电解质

定义

溶于水后几乎完全电离的电解质。

溶于水后只有部分电离的电解质。

化合物类型

离子化合物及具有强极性键的共

价化合物。

某些具有强极性键的共价化合物。

电离过程

不可逆过程，无电离平衡。

可逆过程，具有电离平衡。

电离程度

几乎100%完全电离。

只有部分电离。

溶液中存在的

微粒

(水分子不计)

只有电离出的阴、阳离子，不存在

电解质分子。

既有电离出的阴、阳离子，又有电解质分子。

实例

绝大多数盐(包括难溶盐)

强酸( )

强碱( )

低价金属氧化物( )

弱酸

( )

弱碱( 、大多数难溶碱如 )

电离方程式

2.重点、难点剖析

(1)电解质和非电解质均是指化合物而言，但认为除电解质之外的物质均是非电解质的说法是错误的，如单质不属于非电解质。

(2)电解质与电解质溶液区别：

电解质是纯净物，电解质溶液是混合物。

(3)电解质必须是在水分子的作用或受热熔化后，化合物本身直接电离出自由移动的离子的化合物，才是电解质，并不是溶于水能导电化合物都是电解质。如等溶于水都能导电，但是非电解质。它们导电的原因是：

这些自由移动的离子并非直接电离出来的。

(4)电解质溶液导电能力是由溶液中自由移动的离子浓度决定的，离子浓度大，导电能力强;离子浓度小，导电能力弱。离子浓度大小受电解质的强弱和溶液浓度大小的决定。所以强电解质溶液导电能力不一定强，弱电解质溶液导电能力也不一定弱。

3.思维发展与反馈

把0.01mol纯净的烧碱固体分别投入下列100mL的溶液中，溶液的导电能力有明显变化的是( )

A.0.5mol/L的硫酸 B.0.5mol/L的醋酸溶液

C.0.25mol/L的盐酸 D.0.25mol/L的硫酸铜溶液

随堂练习

1.下列物质：①能导电的是( )

②属于电解质的是( )

③属于非电解质的是( )

A. 溶液 B. C.液态 D.液态

E.蔗糖溶液F.液氨G.氨水H. 溶液

I.石墨J.无水乙醇

2.把0.05mol 固体分别加入到下列100mL液体中，溶液的导电性基本不变，该液体是( )

A.自来水 B.0.5mol/L盐酸

C.0.5mol/L醋酸 D.0.5mol/L氨水

多位数乘一位数课件(收藏9篇)

教师在新学期开始之前需要将教案和课件准备好，现在开始准备教案和课件也不算晚。教案是教学中非常重要的教学资料，你认为一个好的教案和课件应该具备哪些特点？笔者认为这篇“多位数乘一位数课件”文章非常适合广大读者阅读，相信你一定能够找到对自己有价值的信息！

多位数乘一位数课件【篇1】

教学目标：

1、使学生初步理解一位数乘二、三位数不进位笔算乘法的算理，初步掌握笔算乘法的算法，能正确地进行计算。

2、培养学生认真书写，仔细检查的良好习惯。

教学重点：

掌握笔算乘法的算法。

教学难点：

理解一位数乘二、三位数不进位笔算乘法的算理。

教学材料：

投影片，口算卡片。

一、谈话引入

1、口算：

13×3=答案20×4=答案50×6=答案300×2=答案210×4=答案160×1=答案

2、32×3读作（），3×32读作（）。

3、20×4这道算式表示（）。

4、9乘6可写成（）×（），还可写成（）×（）。

5、计算（指名板演）

×7

=42

×5

=15

今天我们开始学习乘数是一位数的“笔算乘法”，这节课先学习“一位数乘两、三位数（不进位的）”。（板书课题）。

二、教学新授

1、出示例1，计算31×2。

问：31×2表示什么意思？（学生回答后）。

（1）学生口算31×2=？你是怎样算的？

（2）教师说明：先概括口算方法，再指出，计算31×2除了口算，还可以笔算。

（3）讲解算法：列出竖式，告诉学生写乘法竖式时，先写被乘数，再写乘数，写乘数时应注意将乘数的个位与被乘数的个位对齐。然后边讲

解，边板书笔算方法。

×2

=62

A、将被乘数十位上的“3”遮住，便成了□1，1乘以2得2，表示2个一，写有积的个位上，即与2对齐的横线下。

□1

×2

B、露出遮住的“3”，引导学生想：用2乘被乘数十位上的“3”表示什么意思？得多少？（6乘以10，表示6个10是60即是60。）板书：

×2

=62

C、把个位、十位乘得的积合起来，得62。

2、教学例2，计算231×2。

（1）请同桌互相说一说，这道题列竖式应该怎么算？

（2）请同学们试着在练习本上列竖式计算，边写边说计算过程。并请2个学生上台板演。

（3）1个学生说计算过程。

231

×2

=462

4、小结：象今天学习的两、三位数乘一位数，你们应该怎么计算？

三、巩固练习

1、列竖式计算，同桌互相说一说计算方法。

2、填空。请同学们根据因数，填出积。

3、文字题。学生自己读题，列式解答。

4、应用题。

（1）学生读题，找出条件和问题。

（2）列式解答。

5、聪明题：□里填几？

四、总结

我们今天学习了什么知识？你觉得应该注意什么？

多位数乘一位数课件【篇2】

教学目标：

1、使学生掌握三位数（末尾有0的）乘一位数乘法的计算方法，能正确地进行计算。

2、培养学生的迁移类推能力。

3、培养学生自主探索、合作学习、自主获取知识的能力。

4、激励学生评价与反思，体验解决困惑成功喜悦。

教学重点：掌握三位数（末尾有0的）乘一位数乘法的计算方法。

教学过程

一、知识铺垫

1、口算。

30×2=10×6=300×2=40×6=3000×2=500×6=

小结：一个因数末尾有0的乘法题，可以用多位数中0前面的数乘一位数，再看多位数末尾有几个0，就在乘得的积的后面添几个0。

2、用竖式计算。

227×5=603×4=

《设计意图：通过复习整十、整百、整千数乘一位数的口算，为学生在例题的学习中，能灵活地运用迁移的方法，笔算一个因数末尾有0的乘法》

二、新课教学

1、导入新课：谈谈读书有什么好处？

2、教学例7

1）出示插图题目，找出已知条件和所求问题。

2）怎样列乘法算式计算？

3）估算一下结果

4）用竖式计算，自己试一试

5）学生板演，对比优化方法。

《设计意图：谈读书的好处既可以对学生进行思想教育，又很好的过度到例题的教学。然后让学生找出条件、问题尝试解决问题，体现学生的主体地位与课堂的开放性》

三、巩固练习

1、课本87页的第1题。（要求用竖式计算）

2、补充练习：算一算

1200×6=2600×5=1300×9=3200×4=

3、课本87页的第2题。

4、课本87页的第3题。

《设计意图：分层练习，分散难点。通过不同的练习，强化学生对《一个因数末尾有0的乘法》算理的掌握。书中的练习缺少了整百数乘一位数的练习，所以就补充了练习2》

四、课堂总结：今天我们学习了什么内容？

《设计意图：回顾板书，说说体会与收获，加深对本节课内容的理解与掌握。》

五、作业布置5、课本86页的“做一做”

板书设计：

一个因数末尾有0的乘法

一位数的书写位置：这个一位数应该与多位数0前面的那个数字对齐；

积末尾0的个数：多位数末尾有几个0，就在积得末尾添上几个

多位数乘一位数课件【篇3】

三年级上册数学多位数乘一位数教案已经为大家准备好啦，老师们，大家可以参考以下是教学设计模板，整理自己的教学思路！

教学内容：教科书p76例2，练习十七的第1、2、3题。

教学目标：1、通过学习，使学生感知乘法处处在生活中。

2、培养学生观察和思维能力。

1、学生观察情境图。

⑴、这幅图是在什么地方？

⑵、在小组里说说自己观察到的内容。

⑴、将图中提供的信息用文字表达出来。

书店有许多书，连环画每套18本，王老师买了3套，一共是多少本？

⑶、学生独立完成，把自己的算法说给同组的同学听。

⑷、各组代表汇报本组的各种算法，并说说本组的新发现。

⑸、教师将小组的汇报板演到黑板上。

学生在练习上完成做一做的三题，教师巡视了解情况。

1、练习十七题第1题，学生独立完成后，同桌互相检查。

2、练习十七题第2题，学生独立完成后，同桌说说为什么用乘法计算。

3、练习十七题第3、4题，学生独立完成后，小组交流，说说你是怎样想的，又是怎样做的。

五、全课小结。

1、这节课你学到了什么？你还有什么想说的。

教学反思：

[三年级上册数学多位数乘一位数教案]

多位数乘一位数课件【篇4】

教学内容：

课本90页练习二十一第1――4题。

教学过程：

一、归纳整理。

二、总结算法。

下面各题你会选择合适的算法吗？（出示89页整理和复习1、2、3题。）

学生独立思考后与小组同学讨论，然后进行集体交流。交流时说出各题选择的方法，并说明理由。

三、练一练。

1、口算下面各题。

204703123120435＋6

20xx6008214320348＋7

5002100073221100688＋6

做完后说说口算方法。（用多位数0前面的数和一位数相乘，再看多位数的末尾有几个0，就在积的末尾添几个0。）

2、估算下面各题上。

98479310252876

53621243197728

做完后说说估算方法。（把多位数看成和它最接近的整十数或整百数，用这个接近的整十、整百数去乘一位，就得到了估算的结果。）

3、笔算下面各题上。

21338972845075

2136354414694703

做完后说说笔算的方法。（从个位乘起，用一位数依次去乘多位数的每一位数，哪一位上乘得的积满几十就向前一位进几。）

四、课堂作业：

1、课本练习二十一第1题。

2、课本练习二十一第2题。

3、课本练习二十一第3题。

4、课本练习二十一第4题。

五、数学游戏

教师先说明游戏的内容并把2、3、4、5、6写在黑板上并举例说明一个数，把这个数连续乘2、3、4、5、6的意思。然后说一个14以内的数并宣布游戏开始，让全班学生一起。

六、课堂小结：

这节课我们对本单元的知识进行了整理和复习，同学们对本单元的知识有了系统的了解，能力有了提高。

教学目标：

1、通过整理和回顾本单元的知识，使学生在头脑中形成较为系统的认知结构，提高学生对本单元知识的掌握水平。

2、巩固多位数乘一位的计算方法，进一步培养学生的计算能力。

3、增强学生应用数学的意识。

重点难点：

1、提高计算能力。

2、增强应用数学的意识。

多位数乘一位数课件【篇5】

一、教学内容

1．口算乘法

A．整十、整百、整千数乘一位数

B．乘法的估算

2．笔算乘法

A．不进位的两位数乘一位数

B．一次进位的两位数乘一位数

C．连续进位的两位数乘一位数

D．连续进位的三位数乘一位数

E．因数中间或末尾有0的多位数乘一位数

二、教学目标

1．比较熟练地口算整十、整百数乘一位数。

2．使学生经历多位数乘一位数的计算过程，学会多位数乘一位数的笔算方法。

3．使学生能结合具体情境进行估算。

4．使学生会运用多位数乘一位数的计算解决简单的实际问题。

三、编排特点

1．在具体情境中教学计算知识。

游乐园买票问题。

计算共有多少枝彩笔。

计算一共买了多少本书。

开运动会时计算一共有多少瓶矿泉水。

计算运动场共能坐多少人。

七仙女摘桃的神话故事。

老寿星散步。

2．重视知识间的前后联系，口算、估算、笔算相互配合，让学生根据计算的实际需要选择合适的算法。

学生已经学过表内乘法，在这儿，以表内乘法为基础，过渡到整十数乘一位数的口算，而这些口算又是估算和笔算的基础（如123就要用到103和23的口算），在估算和笔算的过程中又同时巩固了口算。

3．不再出现算理叙述和直观操作，而是让学生在已有知识的基础上自主探索，用迁移类推的方法掌握新知识。

如整十数乘一位数的口算乘法，不再出现2个十乘3就是6个十，也就是60这样的算理叙述，而是以学生讨论交流各自算法的方式呈现。

再如两位数乘一位数的进位计算，不再借助直观图来帮助学生理解算理。（以前教学不进位的乘法时借助小方块，教学进位时用小棒来帮助学生理解。）

四、具体编排

（一）口算乘法

1．主题图

呈现了一个游乐园的情境图，类似于二年级上册乘法初步认识的情境图。图中可以提出许多用乘法计算的问题。如可以计算坐小火车的一共有多少人，坐过山车的有多少人，坐摩天轮的有多少人。图中有一个各种游乐项目的价格表，可以计算若干人玩某个项目需花的钱数。提的问题可以很开放（学生可以自己设定条件，如有15人想玩过山车）。

2．例1（整十数乘一位数的口算乘法）

（1）从主题图中抽取出情境，让学生在实际背景中理解乘法计算的意义。

（2）以表内乘法92作为过渡。

（3）计算210时体现算法多样化。

A．10个2直接相加。

B．9个2用表内乘法计算，再加一个2。

C．把210看成2个10相加。

（4）计算203时，只给出答案，没有给出思考过程。教学时，可以让学生说说自己是怎样计算的（自己归纳出2个十乘3就是6个十，也就是60的结论），引导学生将整十数乘一位数转化为表内乘法。

3．P69做一做

把整十、整百、整千数乘一位数对照排列，重点是引导学生发现口算乘法的规律。

4．例2

（1）在实际情境中，使学生理解估算的意义。

（2）利用已学的乘法口算进行估算。

（3）第一次出现约等号。

（4）一方面要掌握估算的方法，另一方面是用估算的结果进行判断。如果有32个同学参观，估算的结果是同样的，但判断却是不同的，所以在估算时还要分析实际的情况后再解决问题。

5．练习十五

第11题，是口算乘法的逆思考，如果学生已经掌握了整十数乘一位数的规律，只要思考哪两个数相乘得24即可。

（二）笔算乘法

1．例1（两位数乘一位数，不进位，重点是教学竖式）

（1）体现算法多样化，有连加，有口算乘法（隐含乘法分配律），还有用竖式笔算乘法。

（2）这儿是第一次出现乘法竖式，所以，在右边的方框中给出了笔算的整个过程，并对每一步计算中各个数的含义进行了说明，使学生看到笔算乘法的完整步骤。左边给出了简写的乘法竖式写法，并标明因数和积的位置，使学生知道在了解了笔算乘法的步骤以后，可以采用这种简明的形式。

（3）例题中只给出了两位数乘一位数的不进位计算，三位数乘一位数的算理让学生自己类推（下方的做一做中就对照编排了一、二、三位数乘一位数的三道例题，目的就是让学生形成这种迁移类推能力。）

（4）教学时要让学生结合竖式的计算过程进行讨论，掌握竖式的写法。

2．例2（两位数乘一位数，一次进位）

（1）先估算再精确计算。

（2）计算时，仍然采用多种算法。通过加法进位和乘法进位的比较，使学生掌握乘法时位的思想和方法。

（3）与例1一样，三位数乘一位数，一次进位的乘法放在做一做中，让学生运用类推能力进行计算。

3．例3（两位数乘一位数，两次连续进位）

（1）先估算再精确计算（估算出范围）。学生也可以按照这个思路进一步用减法计算：240－24＝216。

（2）三位数乘一位数的两次连续进位计算让学生自己列式计算，发展学生的迁移类推能力。

4．例4（三位数乘一位数，三次连续进位）

编排思路同前，可以让学生自行解决。

5．例5（0的乘法）

0的乘法编排在这儿，是为因数中间或末尾有0的乘法做准备的。

九义教材是出示三个空盘。现在借助于学生熟悉的孙悟空偷吃王母娘娘的仙桃的神话故事来引出0的乘法，由于乘法的意义学生已经掌握，所以学生很容易得出0和任何非零整数的积都得0的结论。至于两个0相乘，无法用乘法的意义解释，只是数学上一种完备的定义，不必向学生解释，只要学生用前面的结论加以类推即可。

在做一做中，提醒学生注意区别0的加法和乘法的不同。

6．例6（因数中间有0）

（1）多样化算法，可以口算（类似于123的口算方法），也可以笔算。

（2）要让学生运用类推的方法思考当因数中间有0时如何计算。虽然0的乘法很特殊，但计算方法同前面。

*练习题中也有三位数的个位和一位数相乘不满10的情况（5023），要提醒学生用0占位。

7．例7（因数末尾有0）

提供了两种不同的写法，可以引导学生思考哪种写法更简便一些，再和整十数和一位数相乘比较一下，两者有什么异同点。

（三）整理和复习

重点复习根据不同的要求和不同的数据类型可以选择不同的算法，培养学生灵活选择解决问题策略的意识和能力。

五、教学建议

1．结合情境教学计算问题，一方面使学生认识到数学的应用性，另一方面，可以提高学生学习数学的兴趣。

2．引导学生采用独立思考与合作交流相结合的学习方式，经历探究计算方法的过程。

教材非常重视学生已有的知识基础，许多计算要让学生运用迁移类推来进行学习，教材上没有专门出现计算法则的文字描述，教学时也不要求学生抽象地叙述法则，但同时也要重视学生经历计算方法的探究过程，提高对计算过程和方法的理解。如果学生在理解算理上存在困难，还是应该用直观的方式帮助学生掌握。

3．注意在日常教学中培养学生根据实际情况的需要选择合适的算法的意识和能力。

尤其是估算，教材中处处渗透估算的思想，目的是让学生在平时的学习中逐步培养起估算的意识和能力。

4．要重视基础知识的教学，保证一定的训练量。

这部分内容课时减少了（原为17课时，现为12课时），主要是因为不进位的乘法删去了，教学的步子更大一些。但必要的计算能力还是需要的，因为这是为以后学习多位数乘除法做准备的，如果基础没打好，后面就会出问题，虽然现在提倡复杂的计算可以用计算器进行计算，但必要的训练还是需要。

多位数乘一位数课件【篇6】

单元导学

本单元的主要内容有：口算乘法、笔算乘法和解决问题。

多位数乘一位数是《数学课程标准》数与代数领域“数的运算”中的重要内容，也是学习多位数乘多位数的基础。通过这部分知识的学习，一方面使学生基本掌握多位数乘一位数的计算法则，能熟练地进行计算，并能选取恰当的策略进行乘法估算；另一方面，为进一步学习多位数乘多位数打下基础。

在此之前，学生已经熟练掌握了表内乘法，能够正确地口算100以内加、减法，在此基础上学习多位数乘一位数，能够准确领会教材的层次和紧密衔接的用意，把握教材例题前后的.联系。

教学内容：

多位数乘一位数

口算乘法(1课时)

整十数、整百数乘一位数；两位数乘一位数(不进位)

笔算乘法(7课时)

多位数乘一位数(不进位)；多位数乘一位数(不连续进位)；多位数乘一位数(连续进位)；一个因数中间有0的乘法；一个因数末尾有0的乘法；用估算解决问题；用乘、除法解决问题

数字编码(1课时)

邮政编码的结构和含义；身份证号码蕴涵的信息和编码的含义；给学生编学号的方法

教学目标：

知识与技能

过程与方法

情感、态度与价值观

1.能够比较熟练地口算整十数、整百数乘一位数和两位数乘一位数(不进位)的计算方法。

2.能够结合具体情境，选取恰当的策略进行乘法估算，并说明估算的思路。

1.经历多位数乘一位数的计算过程，明白竖式中每一步计算的含义，掌握多位数乘一位数的计算方法。

2.能够应用计算方法解决实际问题。

1.能够运用所学知识解决日常生活中的简单问题，提高解决问题的能力。

2.培养学生学数学、用数学的意识。

重难点

重点

1.掌握口算乘法的计算方法。

2.掌握多位数乘一位数的笔算方法。

3.运用乘除混合运算解决简单的实际问题。

难点

1.理解多位数乘一位数的笔算算理。

2.掌握连续进位乘法的笔算方法。

3.掌握一个因数中间或末尾有0的乘法的笔算方法。

多位数乘一位数课件【篇7】

教学内容：课本P80第2题第4题

补充练习

教学要求：

I能正确地、熟练地应用一个因数是一位数的乘法法则进行计算。

2．通过练习，体现认真、细致的重要性，培养良好的计算习惯。

教学过程：

一、知识铺垫：

一个因数是一位数的乘法法则。

二、练习设计：

1．听算：(只写得数)

50072143203100094302

2．找出下面各题的错误，并改正

1355=5252696=656442735=8456

3．计算下面各题。

(1)5乘173是多少？(2)4个2531是多少？(3)23的2倍是多少？

4．课本P80第2、3题。其中

5．第4题可用比赛形式(看谁用最短的时间完成或3分钟内全做对的给予表扬。

6．做好练习的订正工作。

三、作业：

1、34548967983695

教学反思：

多位数乘一位数课件【篇8】

一、课时内容

1.经历整理和复习的过程，理清知识脉络，进行分类归纳，学会有序整理的学习方法，提高学习能力，形成清晰、完整的知识结构。

2.进一步巩固多位数乘一位数的口算、估算、笔算方法，能熟练、准确地进行计算。

3.进一步体验“归一”和“归总”问题的数量关系，提升解决此类问题的能力。

二、教学过程

小组交流，整理归纳

师：同学们，第6单元的学习已经结束了，我们学习了哪些知识呢？现在给大家一点时间，以小组为单位把本单元的知识进行整理，请各小组长做好记录。

【学情预设】学生互相交流，教师巡视，掌握学生的'整理情况和方法。

师：现在请各个小组来汇报一下你们的成果吧！

教学提示：教师根据小组的汇报用知识网络图的形式板书各部分主要内容（或出示课件），同时对学生用结构图、表格等方式进行整理给予肯定。

师：同学们整理得非常好。看一看知识网络图，就能把这个单元的知识点给整理好了。

设计意图：通过学生自主整理，交流汇报，明确本单元知识脉络，进一步培养学生整理知识的良好习惯和能力。

三、、复习巩固，提升认识

1.复习两、三位数乘一位数的笔算。

师：请同学们完成教材第75页第1题，比比看谁算得又对又快。

【学情预设】学生独立完成，指名汇报，并要求学生说一说计算时乘的顺序。

师：笔算两、三位数乘一位数的题目需要注意哪些问题？哪些地方容易出错？

【学情预设】有学生会说出忘记加上进位数；也有学生会说有0时不知道怎样对齐。

2.复习用乘法解决问题。

师：现在我们再来解决教材第75页的第2题。大家先独立完成第（1）题。

【学情预设】学生能很快用口算完成。

师：第（2）题应该怎样解决呢？

【学情预设】列式为136×6，可以用笔算来解决，这样不容易出错。

师：从第（3）题中你能得到什么信息？

【学情预设】学生可以提炼出有效信息。

师：这个问题应该怎么解决呢？

【学情预设】同桌之间进行讨论。

预设1：可以用笔算解决，列式为65×7，算出结果后再与400比较。

预设2：可以用估算解决，65×7的结果肯定比400大，所以能走到。

四、补充练习，发散思维

1.完成教材第76页“练习十六”第3题。

把握课堂节奏，以点名口答的形式练习用乘法解决单位转化的问题。

2.完成教材第76页“练习十六”第5题。

指导学生观察数据，通过尝试找出规律并进行验证，最后完成表格。

教学提示：对于三年级学生来说，有时候很难找出数据之间蕴含的规律，教师要注意引导他们从学过的运算着手去尝试。

3.完成教材第76页“练习十六”第6题。

先请学生提取信息，再根据数量关系列出算式，并求解作答。注意引导列分步算式的学生如何列综合算式。

设计意图：充分利用教材素材，对复习内容进行运用。以学生独立完成和表达为主，加深对笔算和解决问题的理解，提高计算能力和解决问题的能力。

五、作业设计，检验成果

完成课时练习。

六、教学反思

根据本课内容与复习目标，依据学生当前的学习经验和能力，充分发挥学生自主学习、归纳总结和探索交流的能力。使学生在计算和解决实际问题中，寻求知识间的内在联系，体会数学与生活的密切关系，从而更深入地理解算法和算理，有效地掌握解决实际问题的思路和方法。但是由于平时过于偏重笔算，而忽视口算和估算，会导致部分学生在这方面有所欠缺，应适当布置一些专项练习。

多位数乘一位数课件【篇9】

教学内容：

教科书第74页例1，练习十六第14题。

教学目标：

1、使学生经历多位数乘一位数（不进位）的计算过程，初步学会乘法竖式的书写格式，了解竖式每一步计算的含义。

2、养学生独立思考和合作交流的学习方法和积极的学习态度，体验计算方法的多样化。

3、培养学生初步的逻辑思维能力。

重点难点：

1、掌握两、三位数乘一位数的笔算方法。

2、理解两、三位数乘一位数的笔算算理。

教具准备：

课件、小棒、口算卡片。

教学过程：

一、提出问题：出示例1情境图。

师：元旦到了。小明、小华和小丽正在用彩笔画画，准备布置迎接元旦专刊。他们要用美丽鲜艳的彩色图画歌颂伟大的祖国，迎接新年的到来。

师：你能提出哪些用乘法计算的数学问题呢？

先请同学们估算一下，3合大约有多少枝彩笔？

师：如果我们要知道准确的枝数，该怎么办呢？

小精灵问：怎样算一共有多少枝彩笔？

二、探讨交流

师：1、用什么方法计算？怎么列式？

2、123表示什么意思？

3、这道题与我们以前学过的乘法计算有什么不同？

师：这道题该怎样算呢？1、让学生思考，计算摆一摆小棒或画图等。能想出几种算法的，就把几种算写出来。

2、算完以后，在小组里交流，把自己的算法说给同组的其他同学听。

3、教师巡回了解各组的情况，鼓励学习有困难的学生积极参与小组的活动。

4、全班汇报。教师将汇报板演在黑板上。

三、介绍竖式。

12因数

3因数

36积

学生在练习本上完成做一做的三道题，教师巡视了解情况。

四、巩固练习

学生完成练习十六的作业。每道题让学生估算，然后再用竖式计算。

第1题让学生独立完成后，说说为什么是用乘法计算。

第2题让学生独立完成后，同桌互相检查并说说自己是怎么算的。

第3题让学生独立完成后，再交流这道题有哪几种算法。

五、思维训练：

把一根长10米的木料锯成2米一段的短木料。每锯一段需要3分钟，全部锯完需要多少分钟？

六、课堂小结：

主《这节课我们学习了两、三位数乘一位数（不进位）的笔算乘法，同学们共同经历了计算过程，初步学会了乘法竖式的写法，计算时要注意乘的顺序和书写格式。

高一英语课件收藏十二篇

教案课件是老师工作中的一部分，老师还没有写的话现在也来的及。教案是激发学生求知欲的有效方式，写教案课件包括哪几个部分？想要更好地掌握“高一英语课件”的知识幼儿教师教育网小编为您推荐这篇文章，希望我们的建议能够为您提供一些灵感和指导！

高一英语课件篇1

I. 汉英翻译

1、发生……，结果…… 6、占有，占领

2、在世界的另一端 7、查询，提出

3、对……乐观 8、庆祝教师节

4、身体健康 9、由…组成构成

5、自求之路 10、开始干某事

II单词拼写

1 .It was very (大方) of you to lend them your new car for their holiday.

2.T he man (威胁) the little girl with a knife.

3.He was (极度) angry at the news.

4.They set out for the (远征) to the south pole.

5.Afrer (毕业)，he took a job as a typist.

6.When he woke up, he found some people (包围)him.

7. (农业)has been playing an important role in our country. .

8.In the end , the city was taken (拥有)of by the Red Army.

9.Active (山水)may empty at any time.

10.There are a lot of (埋葬)grounds at the foot or middle of the hill.

III单项选择

1.It will be two months Jane leaves school.

What will of her ?

She is going to be a teacher.

A. when, happen B. before, become

C. after, take place D. since, instead

2. I saw her, I was struck by her beauty.

A.When the first time B.During the first time

C.For the first time D.The first time

3.I was having my supper he called on me without any appointment made me unhappy.

A.before, as B.while, it C.as, that D.when, which

4.It was dark; we decided to for the nigt at a farmhouse.

A.put away B.put dowm C.put up D.put out

5.Hard work success while failure laziness.

A. leads up; lies to B. leads to; lies in

C. leads on; lies of D. lead down; lies by

6.I can guess you were in a hurry, you your sweater inside out.

A.would wear B.wore C.had worn D.are wearing

7.I had an accident a car and I was woozy hitting the car door.

A.of; by B.with; by C.with; from D.on; from

8.Mary, I didn’t recognize you at the party.

I my hair and sunglasses.

A.have cut ; wear B. had cut; was wearing

C.cut; put on D.was cuttimg; was putting on

for women seems men ,due to the tradition and the society.

A. twice difficult as B. as difficult as

C. twice as difficult as D. twice as difficult than

10.I can’t get the book on the top shelf, for it is my reach.

A. within B.beyond C.out D.from

11.Huang shan is famous its landscape and known a place of interest the world.

A.for; as ; to B.with;for; by C.to; for; wifh D.by; as; for

12.Girls one third of the total student population in our school, which 5678 students.

A.make of; is made up B.make up ; is made up of

C.make from; make up D.made into ;make up of

13.China has a population of 1.3 billion, _____are Han Nationality.

A. most of it B.two thirds of whom

C.70% of which D.mainly of them

14._____of the city lies a lake.

A.To east B.In east C.On east D.East

IV.课文填词

1.It has often been_____that life is difficult as it is.

2.What has______her?

3.On November 12th the storm died______.

4.I couldn’t ______my left leg and my head was woozy from hitting the ground.

5.I did so______regret.

6.He lives in a town ______the east coast.

7.Hainan Island is ______the south of Guangdong province.

8.Henan province lies _____central china.

9.The ship hit a rock _____the west coast of the pacific.

The Key

I :

1.to become of 2.at the opposite end of the world

3.to be oppotimistic about 4.to be in good health

5.the way of self rescue 6.to take possession of

7.to refer fo 8.to celebrate Teachers’ day

9.to be made up of 10.turn to doing something

1.generous 2.threatened 3.extremely 4.expedition 5.graduation 6.surrounding 7.Agriculture 8.possession 9.volcanoes 10.burial

III

1--5BDDCB 6-10 DCBCB 11---14ACBD

IV:

1.said 2.become of 3.dowm 4.stand on 5.without 6.on 7.on 8.in 9.off

高一英语课件篇2

1. dress up

2. celebrate & congratulate

3. would & used to

4. as well as & as well

5. as much as

6. each time & time-clause

7. Earth Day

8. Day Off & Day On

9. the living and the dead

10. rather & fairly, quite, pretty, very 表示程度

11. April Fool's Day

12. play tricks on sb

13. take in

14. decorate

15. jealous & envy

16. grave & tomb

17. lunar calendar & solar calendar

Word Study

1. theme

⑴ a subject of a talk or piece of writing 题目；主题；话题

Stamp collecting was the theme of his talk.

⑵ an idea that is developed or repeated in the work of a writer or artist

主题,中心思想

2. dress up (Point 1)

⑴ put on one's best or special clothes穿上盛装

All the family members dressed up for the party.

⑵ make sth or sb more attractive, as with clothing装饰;使变得更具魅力

⑶ put on a costume for fun or clothes for a part in a play 化装

Mary was dressed up to play Cinderella in her school play.

3. parade: an occasion when a group of people stand or walk in a

procession so that people can look at them 游行 ;行进

there used to be a military parade in Red square on I May.

4. Ramadan: the ninth month of the year in the Moslem calendar 斋月

5. Arabic: of or relating to Arabia, the Arabs, their language, or their culture.

阿拉伯人的(尤指其语言或其文学)

㈠ Arab: a member of an Arabic-speaking people; a member of a people

who lived originally in Arabia and who now live in many part of the

Middle East and North Africa 阿拉伯人

㈡ Arabia: a peninsula of southwest Asia between the Red Sea and the

Persian Gulf. Politically, it includes Saudi Arabia, Yemen, Oman, the

United Arab Emirates, Qatar, Bahrain, and Kuwait. Arabia has an

estimated one third of the world's oil reserves.阿拉伯半岛

亚洲西南部的一个半岛，位于红海与波斯湾之间。政治上它包

括沙特阿拉伯、也门、阿曼、阿联酋、卡塔尔、巴林及科威特。据估计，

阿拉伯半岛拥有世界储油量的三分之一

㈢ Arabian: of Arabia, esp the peninsula consisting Saudi Arabia and

several other countries 阿拉伯的, 阿拉伯人的

Arabian bird 凤凰 Arabian jasmine 白茉莉

Arabian camel (阿拉伯产的)单峰驼

Arabian Nights《一千零一夜》(《天方夜谭》)

㈣ Arabic : the Semitic language or writing of the Arabs which is the main

language of North Arabia, the Middle East and Arabia 阿拉伯语

6. holy

⑴connected with God or with religion and therefore very special or sacred

神圣的；上帝的

the Holy Bible 圣经

⑵ (used about a person) serving God; living according to a strict or

highly moral religious or spiritual system; pure; saintly 圣洁的

7. Easter: the Sunday in March or April when Christians celebrate Christ's

return to life 复活节

8. symbol

㈠ symbol

⑴ something that represents or suggests something else such as an idea

or quality 象征

The lion is often used as a symbol of courage.

The colour white is a symbol of purity.

In the picture the tree is the symbol of life and the snake the symbol of

evil.

⑵(for) a letter, sign or figure which expresses a sound, operation,

number, chemical substance, etc. 符号，记号, 标记

H2O is the chemical symbol for water.

In maths, x is the symbol for an unknown quantity.

The marks +、－、× and ÷ are symbols for add, subtract, multiply,

and divide.

㈡sign

⑴a standard mark, something which is seen and represents a

generally-known meaning; symbol 符号，记号

The signs for add, subtract, multiply and divide are +、－、×、÷.

A red flag was placed there as a sign of danger.

⑵a movement of the body intended to express a particular meaning or

command; signal 手势，姿势，信号

He nodded as sign of agreement.

She put her finger to her tips as a sign to be quiet.

He made a sign for me to follow him.

⑶ a notice giving information, warning, direction, etc. 标志,标记,告示

The sign by the road said ‘No Parking'.

⑷ (of) something that shows or points to the presence or likely future

existence of a particular condition, fact or quality 迹象;痕迹, 征兆

There are no signs of life about the house. 这房子没有有人住的迹象。

She saw no sign that he would change his mind.

㈢signal: something intended to warn, command, or give a message,

such as a special sound of action; a indicator, such as a gesture or

colored light, that serves as a means of communication. 信号,暗号

The railway signal showed that the train could pass.

Traffic signals tell drivers when to stop and go.

9. fighting: the occasion when people fight 战斗, 打仗

10. conflict

⑴ a fight or argument 打斗; 争执

a hand -to-hand conflict 短兵相接 a bloody conflict 血战

⑵ a difference between two or more ideas, wishes 冲突; 矛盾

conflict between the two countries 两国间的冲突

conflict between religion and science 宗教与科学之间的冲突

11. argument

⑴ a disagreement esp one that is noisy; quarrel 争论, 争辩, 争吵

The argument among the two parties was blown up by the press.夸大了

They were having an argument about whose turn it was to do the

cooking.

They got into an argument about politics.

⑵ (for, against) a reason given to support or disprove something

论据; 理由; 理由

There are many arguments against smoking.

This argument, however, does not hold water.

The risk of heart disease is a powerful argument against smoking.

⑶ the use of reason to decide something or persuade someone

按理; 说理; 辩论; 说服

We must settle this by argument not by fighting.

⑷ a short account of the story or subject of a book, poem, etc; summary

(文学作品的)梗概; 概要; 指要; 主题

⑸ (idm) put forward an argument 提出论点

⑹ (idm) drive an argument / a point home: make one's point clear

把论点讲透彻, 阐明观点

He drove home his point by citing specific examples.

⑺ (idm) fall into an argument with 与...发生争论

12. destruction

㈠ destruction: destroying or being destroyed摧毁；毁灭；毁坏

The fire caused the destruction of my books.

㈡ construction: building or being built 建设，建造

construction industry 建筑业

The new airport is still under construction

13. opinion

⑴ what a person thinks about sth. based on personal judgment rather

than actual facts 意见，看法，主张

⑵ what people in general think about something 舆论

Public opinion is against him.

⑶ professional judgment or advice [专业性的] 鉴定，劝告，意见

You should get a second opinion from another doctor.

⑷ (idm) in one's opinion: as sb thinks; as information, experience lead

him to believe照某人的意见

In my opinion, he is not right.

14. major

⑴ great in size, importance, seriousness重大的; 主要的

the major part 主要部分 major subjects 主修(专业)课程

major party (有竞选力量的)主要政党

a major surgical operation 外科大手术

⑵ an officer of middle rank in the army 陆军少校

15. probably

㈠ probably: almost (but not quite) certainly; according to what is likely;

most likely; presumably 很可能地；大概

㈡ possibly: perhaps; according what is possible 或许；也许

16. honour

⑴n something that gives pride or pleasure 光荣

It was a great honour to be asked to speak at the conference.

⑵ the respect from other people that a person, country gets because of

high standards of behaviour and moral character 崇敬

⑶ v to; show great respect for sb or sth or to give sb pride or pleasure

向...表示敬意

I am very honoured by the confidence you have shown in me.

⑷ to keep a promise to do sth履行诺言

17. ancestor

㈠ ancestor: a person in your family who lived a long time before you,

from whom you are descended; forebear 祖先

Mary's ancestor settled in our country a hundred years ago.

㈡ offspring: a child or children; the young of an animal后代

㈢ descendant: a person, an animal, or a plant whose descent can be

traced to a particular individual or group 子孙

18. principle

⑴ a basic general rule or truth about sth原则；主义

We believe in the principle of equal opportunity for everyone.

⑵a rule for good behaviour, based on what each person believes is right

行为准则

a person of high moral principles

⑶ a law of science 原理/ 定律

The system works on the principle that heat rises.

19. unity: the situation in which people are untied or in agreement

联合,团结, 统一

the unity of opposites 对立的统一

the unity of motive and effective 动机和效果的统一

Unity is strength, unity is victory. 团结就是力量, 团结就是胜利。

20. community

⑴the group of people who live in a particular place, area or country

社会, 社区

community welfare department 社会福利部

Recent increases in crime have disturbed the whole community.

⑵ a group of people who have sth in common 团体，社团，界

the Chinese community (纽约的)华侨（界）

the community of scholars 学术界

community antenna television (缩写为CATV)共用天线电视

⑶ society as a whole; the public 大众

He did it for the interests of the community. 为了公众的利益才这么做

21. nation

⑴ a people who share common customs, origins, history, and frequently

language; a nationality 民族,

the Chinese nation 中华民族

⑵ a relatively large group of people organized under a single, usually

independent government; a country 国家

a most favoured nation 最惠国 the United Nations 联合国

22. purpose: an aim or a goal; an intention or plan; a person's reason for

an action

⑴ the reason for doing or meaning sth 目的；意图

The main purpose of this meeting is to decide what we should do about the problem of noise.

⑵ having an aim or plan and acting according to it 有目标

a good leader inspires people with a sense of purpose.

⑶ (idm) on purpose: not by accident; with a particular intention

故意；蓄意

I came a it early on purpose to see if I could help you.

23. creativity: the ability to make or produce new things, especially using

skill or imagination 创造力; 艺术创新

We want teaching that encourages children's creativity.

24. faith

⑴ firm belief; trust; complete confidence 信心；信念；信任

Children usually have faith in their parents.

I have faith in his ability.

We have faith in ourselves.

We should have faith in our Party and our government.

He has faith in my ability.

I have faith in you; I am sure you will do well.

He still has great talent, but he has lost faith in himself.

⑵ (loyalty to one's) word of; honour; promise (对承诺，诺言等的)信守

You must keep faith with him.

You cannot expect your friends to trust you if you do not keep faith with

them.

Don't break faith with him.

I kept faith with them.

I told her in all good faith that I would be there, but I wasn't able to go.

⑶ (in) belief and trust in God 对上帝的信仰

Had it not been for her great faith in God, she would have given up.

⑷ a system of religious belief; religion 宗教信仰

Faith can remove mountains.

The Christian faith

He is a member of the Catholic faith Islamic faith.

The ceremony was attended by representatives of the Christian and

Jewish faiths.

25. commercial

⑴ connected with buying and selling goods 商业的；商务的

commercial traveller 旅行推销员

A commercial college teaches things that would be useful in business.

⑵ making a profit 获得利润的；可获利的

Oil has been found in commercial quantities. 发现大量有商业价值的石油

26. joy

⑴ a feeling of great happiness 欢乐, 喜悦, 快乐，乐事, 乐趣

We'd like to wish you joy and success in your life together.

⑵ a person or thing that gives ;you great pleasure 使人高兴的人或事

That class is a joy to teach.

27. light

⑴ v make sth start to burn or shine（常与up连用）点火，点燃

Will you light the fire for me?

⑵ give light to sth so that you can see it dearly照亮；使光明

We lit the candle and the candle lit the room.

⑶to become bright with pleasure or excitement

（常与up连用）使容光焕发,喜形于色

Her face lit up with joy when she saw her mother coming.

⑷ n the natural force that takes away darkness so that objects can be seen

光，光亮

The sun gives us light during the day.

He worked by the light of a candle / the moon.

⑸sth that produces light and allows other things to be seen , such as a

lamp or torch发光物；光源; 灯

⑹adj of little weight, not heavy 轻的，不重的

The basket is very light; I can easily pick it up.

28. similar

⑴ like or alike; of the same kind; almost but not exactly the same in

nature or appearance近似的；类似的；相似的

⑵ exactly the same in shape but not size 相似的

similar triangles have equal angles

29. generation: the children or the parents or the grandparents

⑴ a period of time in which a human being can grow up and have a family,

about 25 or 30 years 代，一代（约25 - 30年）

Members of my family have lived in this house for generations.

⑵ all the members of a family of about the same age(一家庭中的)一代人

We belong to the same generation.

This family photo shows three generations: myself, my parents, and my

grandparents.

⑶ all people of about the same age 世代; 一代人, 同龄人

Most people of my father's generation have experienced war.

⑷ all the members of a developing class of things at a certain stage

同一时代的产物

second generation computers

⑸ the act of process of generating 产生，生产

the generation of electricity by water-power

⑹ (idm) generation gap: the difference in ideas, feelings and interests

between older and younger people, esp. considered as causing lack of

understanding; a broad difference in values and attitudes between one

generation and another, especially between young people and their

parents 代沟，两代人之间的隔阂

How can teachers help to bridge the generation gap between parents and their teenage children?

30. play a trick on sb: deceive sb for fun or profit开某人的玩笑；欺骗某人

Tom got very angry when the other boys played a trick on him and hid

his show when he was swimming.

Don't play tricks on me I want to know the truth.

31. salute

⑴a sign that a soldier, etc makes to show respect, by raising he hand to

the forehead军礼（行举手礼、鸣礼炮、降旗礼）

The soldier saluted his officer.

⑵ an action that shows respect for sb 致敬表示

The next programme is a salute to one of the world's greatest film stars.

⑶ v to show respect with a salute（常与to连用）向… 致意，向…致敬

The soldiers saluted as they marched past the general.

This is the day on which we salute those who died in the war.

32. kiss touch someone with your lips to show your love or to say hello or

goodbye; to touch or caress with the lips as an expression of

affection, greeting, respect, or amorousness 接吻

kiss her goodbye 和其他用语

⑴ to say goodbye to sb ⑵ to wave goodbye to sb

⑶ to nod goodbye to sb ⑷ to kiss sb goodbye

⑸ Goodbye till tomorrow! ⑹ Goodbye for today.

33. cheek: one of the two parts of your face that are on each side of your

nose and mouth and below your eyes; the fleshy part of either side of

the face below the eye and between the nose and ear脸颊；面颊

Her cheeks became red after she ran up the stairs to the six floor.

34. nod

⑴ to lower and raise the head quickly, as in agreement or

acknowledgment (he act of admitting or owning to something

承认) 点头, 表示同意或致意

⑵ to let the head fall forward when sleepy 打盹；短时的小睡

He nodded off on the train. 在火车上打瞌睡

35. celebration: the act or occasion of doing sth enjoyable because sth

good has happened or because it is a special day 庆祝, 庆典

36. reminder: sb or sth that makes you remember sth.提醒的人, 暗示

We received a reminder that we hadn't paid the electricity bill.

37. respect

⑴ v to admire or have a high opinion of sb or sth

(与of, for连用) 尊敬; 尊重

I respect his courage.敬佩他的勇气

I'll respect your wishes. 尊重你的愿望

⑵ to show care for or pay attention to sb or sth; to show careful

consideration for 关心；注意；重视

We should respect other people's cultures and values.

I promise to respect your wishes.

⑶ n (for) the feeling that one admires someone or something very much

and that they or it should be treated well and honourably 尊敬; 尊重

They stood in silence for one minute as a mark of respect for the dead.

The young should show respect to those who are older

The students have great respect for their teachers.

⑷ (for) consideration or care 关心；考虑；顾虑；重视

The secret police show little respect for human rights.

Electricity is dangerous and should be treated with respect.

⑸ a detail; particular point 细节；方面

In many respects the new version is less good than the old one.

38. Mexico: a country of south-central North America 墨西哥

39. skeleton: the structure formed by all the bones in a human or animal

body（人或动物的）骨骼

a dinosaur skeleton in the Natural History Museum

40. gift

⑴ something which is given willingly; present 礼品；赠品

Christmas gifts

⑵ (for) a natural ability to do something; talent 天赋，天资；才能

He has a gift for poetry.

a man of many gifts 多才多艺的人

gift of the gab 口才

⑶ v to present with a gift 赠送礼物

41. cycle

⑴ v to ride a bicycle, motorcycle, or similar vehicle 骑车骑自行车等

He usually cycles to school.

Go cycling is a common way of talking about cycling for pleasure.

⑵ n a series of events, etc that happen repeatedly in the same order

循环；周而复始

the cycle of the season

the seemingly endless cycle of violence in this troubled part of the world

⑶ the period of time needed for this to be completed 周时, 周年

the life cycle of insects

⑷ a bicycle, motorcycle, or similar vehicle.

自行车，摩托车自行车，摩托车，或者类似的交通工具

42. fool

⑴ n a person who is lacking in judgment or good sense 蠢人, 傻瓜; 白痴

I'm a fool, I left my coat on the train.

⑵ v to deceive; trick 愚弄；欺骗

He fooled me into giving him money.

You can't fool her; she's much too clever for that.

43. take in (Point 13)

⑴ to receive into one's home; provide lodgings for a person接待;留宿

He had nowhere to sleep so we offered to take him in.

⑵ to include 包含；包括

This is the total cost of the holiday, taking everything in.

When I go to New Year for meetings, I usually take in a movie.

⑶ to understand fully; grasp充分理解；掌握

It took me a long time to take in what you said.

⑷ to deceive 欺骗

Don't be taken in by his promise.

44. invitation: inviting or being invited 请帖；邀请

We had three invitations to parties.

45. occasion

⑴ a particular time when sth happens特殊场合；特殊时刻

a great occasion 盛大的场面

⑵ the suitable or right time for sth良机；机会

I shall tell her what I think if the occasion arises.

⑶ usage:

① You used occasion when you mean the time is right or suitable for sth.

I saw them at the funeral, but it was not a suitable occasion for discussing holiday plans.

② You use opportunityor chance when you mean that it is possible to

do something.

I was only in Paris for one day and I didn't get the opportunity /

chance to visit the Louvre. (巴黎的)卢佛尔宫

⑷ a special event, ceremony; a happening; an incident重大的事件；事故

II Language Points

1. dress up (Word 1)

⑴ put on one's best or special clothes穿上盛装

All the family members dressed up for the party.

⑵ make sth or sb more attractive, as with clothing装饰;使变得更具魅力

⑶ put on a costume for fun or clothes for a part in a play 化装

Mary was dressed up to play Cinderella in her school play.

You don't need to dress up for this dinner.

I don't want to go to their wedding because I hate dressing up.

⑷ Notes:

① dress up 后接in表示“穿...服装打扮”

I just love the fun of dressing up in ancient clothing.

② dress up 后接as表示“打扮成...”

The little girl dressed herself up as a angle. (天使)

③ be dress in “穿着...”

She is always dressed in white.

2. celebrate & congratulate

㈠celebrate: do sth special and enjoyable on an important day or because

of an important event 庆祝, 祝贺, 庆贺

The people celebrated the victory.

We celebrated Christmas with a tree and presents.

we had a party to celebrate Mother's silver wedding.

㈡congratulate: to express one's pleasure, praise, or admiration for sb

because of a happy event or sth. successfully done

恭喜；祝贺，向...祝贺

I congratulated my friend on her birthday.

Let me congratulate you on the birth of your daughter.

We all came up to congratulate on the winner.

I'm writing to congratulate you on your being awarded the first prize in

the contest.

I congratulate you on your great success.

3. would & used to

㈠would

⑴ used as the past form of 'will' when you report what sb says or thinks

They said that they would help us.

⑵ used with 'like' or 'love' as a way of asking or saying what sb wants

Would you like to come with us?

⑶ used for talking about things that often happened in the past 过去常常

When he was young he would often walk in these woods.

㈡used to

⑴ used to: habits or states that existed in the past but no longer exist

He used to be a teacher in our school.

His father used to play football very well when he was young.

⑵ be (get) used to: in the habit of sth or doing sth习惯于

She is used to the weather here.

He has got used to getting up early.

⑶ be used to do: passive voice

Coal is used to cook our food.

Steel is used to make a lot of things.

4. as well as & as well

㈠ as well as

⑴ equally excellent; no less than同样好

You can't do it as well as I can.

⑵ in addition to; and also; besides和；及；除...之外

He was my friend as well ;as my doctor.

The book tells about the author's life as well as about his writings.

㈡ as well (as sb or sth): too; also; in conjunction with sb or sth specified;

in addition to sth 还；也；此外还

She knows English and French as well.

When we asked them to stay for the weekend we didn't realise they

would be bringing a couple of dogs as well.

5. as much as

⑴ to the extent, degree, or quantity as 尽多，一样多

Take as much as you like.

⑵ (or so much as) just the same as; almost; practically; really

等于；几乎；实际上；真正地

By running away he as much as admitted that he had taken the money.

⑶ (or much as) even though; although 虽然；尽管

As much as I hate to do it, I must stay home and study tonight.

⑷ as much as, as well as, no more than, no less than, rather than, but,

with , along with, together with, like, besides, except, in addition

to和 “of +名词”等,连接两个并列主语时,动词的单复数和第一个主

语保持一致.

Mary as well as her classmates has learned to drive a tractor.

My classmates as much as I are glad to hear that.

The teacher together with his students is going to visit the Great Wall

I rather than he am to blame.

No one except Xiao Wang and Xiao Li has been to Beijing.

He, like you and me, likes to play football.

The number of the students of our class is 50.

He, no less than you, is worthy of being praised.

His brother, no more than Jim, are to be answered for it.

6. each time & time-clause

⑴each time (every time) 每次

Each time I meet an Englishman, he starts off the conversation with

some comments on the weather.

Every time I travelled by boat, I got seasick.

⑵ by the time 到...时候

He had studied English for three years by the time he came to our

school.

The truck will have arrived by the time you have all the things packed

up.

⑶ the last time 在最后一次

The last time she saw Mr Brown, she was sitting on a sofa.

⑷ the first time 在第一次

The first time he spoke in public, he felt shy.

⑸ the second time 在第二次

The second time (that) we met, he replied to a lot of questions.

⑹ all the time 一直；始终

There were twelve of us, who never took a European meal all the time

we were in China.

⑺ at the time 在...时候

I told you at the time that I thought you were stupid.

⑻ from the time 自从...时候起

From the time the Red Army first came into being, its relationship with

people, in the words of Mao Zedong, was the relationship of fish and

water.

⑼ next time 在下一次...

Next time you come, you will see him.

⑽ the day 在那天

I saw them the day I left for Europe.

⑾ the week (that) 在...那周

We were there the week that it snowed so heavily.

7. Earth Day

Earth Day was first celebrated in 1970 to show international concern

for the environment. It is not, however, an official government holiday

in many countries.

8. Day Off & Day On: 休息日和奋斗日

To have “a day off” means to stay home from work for a day, usually

to relax. A “day on” means that although an American doesn't work that

day, they should do something serious to honour the man for whom the

holiday is given.

9. the living and the dead

某些形容词前加 the 表示一类人，其意义为复数。如： the poor,

the rich, the old, the young, the sick, the dead, the brave, the deaf and

dumb, the oppressed, the injured, the wounded, the unemployed 等。

The old are taken good care of.

The rich get richer and the poor get poorer in many countries.

10. rather & fairly, quite, pretty, very 表示程度

fairly good = 60 points very good = 100 points

rather (pretty, quite) good = 80 points or so

㈢ Note:

⑴ 只有rather能接比较级和too, 其余三个不能

rather warmer, rather too sure

I can't make a decision now, I need rather more time to think it over.

稍多

⑵quite 和 rather 可用在冠词前，也可和动词连用，其余两个不能

quite a good film, rather a good idea,

Rather the impression I wanted to give you.

I quite like her.

I rather enjoy doing nothing.

⑶ quite, fairly 和 rather也可放在a(n)之后，只有名词前有形容词时，才这

样用

a quite good film, a fairly interesting lecture, a rather good idea

⑷ quite可与绝对形容词连用，其他三个不能

quite right, quite completely, quite perfect, quite absolutely, quite

mistaken, quite round

11. April Fool's Day: April Fool's Day is traditionally a day to play practical

jokes on others, send people on fool's errands, and fool the

unsuspecting. No one knows how this holiday began , it was thought to

have originated in France.

12. play tricks on sb(Word 30)

deceive sb for fun or profit开某人的玩笑；欺骗某人

Tom got very angry when the other boys played a trick on him and hid

his show when he was swimming.

Don't play tricks on me I want to know the truth.

13. take in (Word 43)

⑴ to deceive; cheat; fool 欺骗;愚弄

Don't be taken in by his promise.

Many a person has been taken in by that trick.

⑵ to understand fully; grasp充分理解；掌握

He needs some time to take the situation in.

It took me a long time to take in what you said.

⑶ to receive into one's home; provide lodgings for a person接待;留宿

Now that his parents are dead, who will take athe boy in?

He had nowhere to sleep so we offered to take him in.

⑷to include 包含；包括

This is the total cost of the holiday, taking everything in.

When I go to New Year for meetings, I usually take in a movie.

14. decorate

⑴to add sth in order to make a thing more attractive to look at装饰；点缀

We usually decorate the main streets with flags on holidays.

Decorate the cake with cherries and nuts.

⑵ to put paint and wallpaper onto walls, ceilings and doors in a room or

building 油漆；粉刷

I think it's about time we decorated the living-room.

15. jealous & envy

㈠ jealous

⑴ feeling upset because you think that sb loves another person more than

you 吃醋

Tom seems to be jealous whenever Mary speaks to another boy!

⑵ feeling angry or sad because you want to be like sb else or because

you want what sb else has 嫉妒

He is jealous of their success.

⑶ wanting to keep what one has; envious （常与of连用）妒羡的；羡慕的

She is jealous of our success.

I was jealous of Sarah when she got her new bicycle.

I was very jealous of Sarah's new bicycle.

㈡ envy

⑴ n. (at, of, towards) the feeling you have towards sb. when you wish that

you had their qualities or possession 羡慕; 妒嫉

They are full of green of envy when they saw my new car.

Their beautiful garden is the envy of all the neighbours.

He was filled with envy at my success.

His success is the envy of us all.

⑵ v. feel envy towards sb. because of sth. 羡慕; ；妒嫉

I envy your ability to work so fast.

I don't envy you your journey in this bad weather.

I envy you your health.

I envy him his experience.

They envy him his success.

The award made him envy you and he is no longer your friend.

16. grave & tomb

㈠grave

⑴ the place in the ground where a dead person is buried 坟墓，墓地

He put some flowers on the grave.

⑵ death 死亡

Is there life beyond grave?

㈡ tomb

⑴a place where a body is buried, often one with a large decorated stone

above 坟墓

the Ming Tombs reservoir

⑵a monument commemorating the dead 墓碑

17. lunar calendar & solar calendar

㈠ calendar

⑴ a list that shows the days, weeks and months of a particular year

日历, 月历, 年历

tree ring calendar 年轮历

A calendar is often hung on a wall and may have a separate page for

each month, sometimes with a picture or photograph.

⑵ a system for dividing time into fixed periods and for marking the

beginning and end of a year 历法

the Muslim calendar

From January 1st to February 1st is one calendar month.

⑶ a list of dates and events in a year that are important in a particular

area of activity 全年大事表;一览表；记录表

school calendar, academic calendar 校历

㈡ lunar: of, for, or to the moon; be connected with the moon；

involving, caused by, or affecting the moon 月球的

㈢solar: of or from the sun; relating to, or proceeding from the sun

太阳的

高一英语课件篇3

1. explain to sb. sth.=explain sth. to sb. 向某人解释某事

5. lie to 位于……

7. on your father’s side 父系的,你父亲的血统

16. have a natural deep harbor 拥有天然的深水港

17. a very beautiful natural landscape 自然风光优美

20. take possession of 拥有……

21. settle mainly on the North Island 主要在北岛定居

23. sign an agreement with 同……达成协议

27. be native to 原产于……

41. attract tourists from all over the world 吸引世界各地的游客

5. use electric pumps in irrigation 使用电泵灌溉

7. increase agricultural production 增加农业产量

8. control…with computers 用计算机控制……..

16. from generation to generation 一代又一代

19. as…as possible 尽可能……

35. the condition of the soil 土壤的条件

41. change into 把…改变为…..

48. be a practical guide to…. 实用的….指南

49. plant wheat close together 密植小麦

13. act the role of 起…….作用,扮演….的角色

21. date back to/from 追溯到---

22. have --- in common 与-有共同之处/共用

23. intend to 打算做……

30. entertain the audience with 用……逗乐观众

33. quarrel over small matters 争论小事

34. be on good terms with 同某人关系好

35. in the other direction 在另一个方向

39. be angry with sb. for sth. 因某事生某人的气

2. express one’s thoughts and opinions 表达某人的思想和意见

4. thanks for 感谢……

5. help sb. with sth. 帮助某人做……

7. communicate with 与……交际 …

8. from culture to culture 从一种文化到另一种文化

10. learn about 打听…

13. be used to do 被用来做……

14. vary from culture to culture 因文化的不同而不同

17. look directly into someone’s eyes 直视

18. rest one’s head on the back of one’s hand 把头靠在手背上

19. get through difficult situations 摆脱困境

26. get into contact with sb. 与某人取得联系

29. lose/break contact with 与……失去联系

32. give sb. a hand--do sb. a favor 帮助

33. manage to do=succeed in doing sth. 努力且成功的做某事

35. carry a very heavy suitcase 提着很重的手提箱

37. vary from culture to culture 文化与文化不同

38. look directly into one’s eyes 直视某人的眼睛

39. make a circle with one’s thumb and index finger拇指与食指做成圆形

41. have opposite meaning 有相反的意思

44. greet with a kiss on the cheek 以轻吻面颊欢迎

45. press one’s palm together 紧紧的握手

46. rest one’s head on the back of one’s hand 把手靠在手背上

47. move the hand in circles over the stomach 用手在肚子上画圈

49. find friends in a world of strangers 在一群陌生人中找到朋友

51. express almost any emotion 表达几乎任何一种感情

53. smile at oneself in the mirror 在镜子中对自己微笑

54. see the smiling face of a good friend 看到好朋友的笑脸

10. become popular around the world 在世界上受欢迎

高一英语课件篇4

She said, “ They are using PSAs to educate people.”

She said that they were using PSAs to educate people.

“ We must not give up in the face of pressure.” she said.

She encouraged us not to give up in the face of pressure.

Step 2 Direct speech and reported speech (直接引语和间接引语)

He said, ‘I will go to school tomorrow.’

He said that he will go to the school the next day.

She said to me , ‘I am going to London with my father.’

She told me that she was going to London with his father.

She said, “Do you often come here for a visit.”

She asked if I often went there for a visit.

人称变化：

①He said, “I have been to Japan.”

He said that ___ had been to Japan.

②She said, “I'll give you an exam tomorrow.”

She told us that ______ would give ____ an exam tomorrow.

③She asked me, “When do they have their dinner?”

She asked me when _____ had _____ dinner.

She said. ”I have lost a pen.“→

She said. ”We hope so.“ →

She said. ”He will go to see his friend。“→

注意：①The geography teacher said, “The sun rises in the east and sets in the west.”

→

②“I’ll never forget the days in the country.”

③My father said to me, “I read the book in 1986.”

→

④He said to me, “I have taught English since I came here.”

→

代词 this→ 地点状语 here→

状

语 now→ bring→

today→

this week→

yesterday→

last week(month)→

Three day (month) ago→

tomorrow→

next week(month)→

1. ‘I will come and see you again this evening, Tom.’ he said.

2. ‘I will come here again today,’ she said.

The doctor said to the patient, ‘You will have to wait till 3 pm tomorrow.’

1. “I never eat meat.” he said.

He said that ______ never ______ meat.

2. “I’ve found my wallet.” he said to me.

He ______ me that he ______ ______ ______ wallet.

3. “I took it home with me.” she said.

She said that ______ ______ _______ it home with her.

4. The teacher said, “The sun rises in the east and goes down in the west.”

The teacher said that the sun ______ in the east and ______ down in the west.

5. “I met her yesterday.” he said to me.

He ______ me that he ______ met the day ______.

6. “You must come here before five.” he said.

He said that I ______ to go ______ before five.

7. “I bought the house 10 years ago.” he said.

He said that he _______ bought the house 10 years _______.

He said, “I came to see you.”

Tom said, “Do you have any difficulty with English?”

He said, “You are interested in English, aren't you?”

He asked, “Do you speak English or Chinese?”

I asked, “Will you take bus or on foot?”

He said to me，“Where are you from?”

He asked us, “How many factories are there in your country?”

①She said to us, “Please have a break.”

②The teacher said, “Don't smoke in the classroom.”

③The officer said, “Go out!”

She said, “What a lovely day it is.”

1. Our teacher asked us _____ our dictionaries to school.

A. bring B. brought C. bring D. to bring

2. The teacher told the boy students ______ football on the grass.

A. not play B. not to play C. played D. playing

3. Betty asked her sister ____ to the railway station to see her off.

A. not to come B. not to go C. to not come D. to not go

4. The pupil asked his teacher _____ round the earth.

A. whether the moon goes B. that the moon went

C. whether the moon goes D. whether the moon went

5. She asked him ____.

A. whose dictionary this isB. whose dictionary that was

C. whose dictionary is this D. whose dictionary that is

6. Mary’s mother asked her _____.

A. that whether she had finished her homework

B. if she has finished her homework

C. if she had finished her homework

D. that if she had finished her homework

7. Do you know ____?

A. what is he doing B. what he doing

C. what he is doing D. what does he do now

8. I don’t know ____ to learn English.

A. when did he begin B. when he began

C. he when began D. when he begins

9. You can’t imagine ____ when they received these nice Spring Festival presents.

A. how excited they were B. how excited were they

C. how they were excited D. they were how excited

10. Do you remember how many times ____ to Australia?

C. have you beenD. you have been

11. The boss asked his secretary ____ ____he had finished typing the report .

C. whether; or not D. whether; not

12. I wonder how much _____.

A. does he spend on his car B. did he spend on his car

C. he spent on his car D. he spent in his car

高一英语课件篇5

Subject: English Grade One, Class Six Class Time :Monday, August 23,

Revision(Unit13-17)

------- Focusing on the key phrases and structures

Teaching goals

1. Help students strengthen what they have learnt in the past half term

2. Make them relaxed fully in order that they can deal with the coming exam at their best.

3. Make them have a further understanding about some key structures.

Teaching important points

1.How to motivate our students when they are playing the games

2.How to help them to keep the key phrases and structures by heart efficiently.

Teaching difficult points

1. How to keep the activities well organized and how to clarify some complicated structures.

2. How to give the instructions simply and clearly

Class Type

I am making for a new way to review language knowledge more efficiently

Teaching methods

1. Communicative teaching methods

2. Integrate competitions into the process of reviewing

3. Group work.

4. Induce students to analyze some key structures

5. Strengthen the teaching effects by giving them great encouragement.

Teaching aids

Papers, blackboard, slide projector

Homework

Prepare themselves for the coming examination

Summary after Class

The goals made before class have been reached quite well. The students took part in the games actively. They are quite pleased to accept this way of teaching.. However, the amount of knowledge they have really learnt by heart is a little less than we have anticipated beforehand . So we have to admit the fact that it is rather difficult to combine the communicative teaching ways with the current teaching conditions, in which we have such a large class including fifty-six students or so and the great pressure coming from the miscellaneous examinations.

Teaching procedure

Step 1 A competition for key phrases(10 minutes)

T: Good morning, boys and girls .Have you prepared well for the coming exam? Do you feel a little nervous about that ? Now let’s relax ourselves together. We will have a competition. We have four unknown slides. They are slide A, slide B, slide C, and slide D. Each slide has six phrases in Chinese on itself. In our class we have four groups. Every group can get a slide by drawing lots(抽签).In the end , we will see which group can translate all of these phrases into English correctly., Ok , now every group will send a student out to choose your slide.

Group 4 : (A)junk food, ought to , plenty of , keep up with , make a choice, now and then

Group 1: (B)dress up, in one’s opinion, play a joke on sb., take in, call on, bring back

Group 3: (C)pay off, at most, act out, a great deal of , a number of , pick out

Group 2: (D)around the corner, come to terms with, die down, day and night, take possession of, make up

T: Good job. You have finished it very well except for only one mistake. Group 3 have mixed up two phrases.

We should pay attention to the answer to NO.4 in the slide C, The right answer should be ”a number of”. And the answer to NO.5 in the slide C should be “a great deal of ”. Let’ look at another slide.

T: Group1, Group2, Group4 each have got 10 points. Congratulations! Group 3 has got 5 points. Try harder, guys.

Step 2 Design a form about those modal verbs which are used to express possibility.(18minutes)

T: Our competition will continue. We have learnt that “must , can/could, may/might “can be used to express possibility.

Can you try designing a form to make it clear how to use them in different sentence styles and different tenses. Group members should work together to get the best one in your group. Give you ten minutes to prepare for it.

T: Ok, the time is up. You can’t change it any more. Different groups can exchange your forms, and let’ s compare them with each other. Oh, which do you think is the best one?

Ss: We have agreed on the form made by group 3 .

T: Let’s have a look at it with the projector.

Modal verbs to Tenses

express guess or possibility Present

Future

Present continuous Past

perfect

Positive

sentences must:: very sure, certain

may

might perhaps, maybe

could possible

Modal

verb

+do/be

Modal verb

+be doing

Modal verb

+have done

Negative

sentences Can’t very sure

Couldn’t it is impossible

May not perhaps

Might not not

Question

sentences

Can/could

T: Well done. Your group deserve another ten points and the other three groups each have got five points

Pay attention to two points: (1)“mustn’t” means “You shouldn’t do it”, or “you are forbidden to do something.”. If you want to express you are sure that something is impossible, you should use “ can’t or couldn’t” to say that.(2)Look at the following examples.

a. He must be a student, isn’t he?

b. He must have finished it, hasn’t he?

c. He must have done it yesterday, didn’t he?

If we write the first part of each sentence without “must”, we’ll get three sentences like these.

a’. He is a student b’. He has finished it. c. He did it yesterday.

We got the second part of a, b, c from the sentences a’,b’,c’. Actually, we don’t try to guess any more in the second part of Sentence a, b, c.

Step 3 A game named “single or plural”(15mintues)

T: The following game is still played among groups. The knowledge you will use in this game is Subject-verb agreement.

T:(facing the group 1) Let’ s take Group 1 as an example. I have some phrases for your group members which can be used as subjects. As soon as I tell you one, you should tell me whether its predicate verb is single or plural. I will tell you my phrases one by one and you guys give me your answers one by one. You must do it as quickly as possible because you have only three minutes. Within three minutes, the group who has got the most correct answers is the winner Let’s have a try.

T: physics

S1: single

T: a library together with books

S2: single

T: not only the teacher but also the students

S: plural

… … …

T: Do you know the rule of the game , S10? Can you tell us something about it?

S10: Yes.I think every student has a chance to take part in the game. It’s very exciting.

T: Quite right. Remember only your first answer makes sense. Anyone can not answer it twice in the same round.

T: When one student is telling his answer, others should keep quiet. Let’ s start our game from group 4.

(maths, the number of students , a number of students, everything, both A and B, half of the food, half of the students, fifty percent of the population, ten pounds, works, every possible means , a clerk and secretary, every boy and every girl, more than one , many a , the pair of glasses, the glasses, bread and butter, the United States, cattle …)

T: Ok, the game is over. Group1 has got 15 points ,.Group 2 has gained 17 points. Group 3 has got 21points. Group 4 has scored 14 points.

Step 4 Summary(1minutes)

Let’s look at our score board

Group 1 Group 2 Group 3 Group 4

30 32 36 29

T: Congratulations. Group 3 win the game at last.

Step 2 Homework(1minutes)

I will assign you nothing for homework. Just remember to prepare yourself for the coming examination. Keep yourself in a high spirit and never forget to relax yourself now and then.

高一英语课件篇6

提问是阅读教学中使用得最频繁的教法之一。目前语文教学中已形成众多流派,不管哪一派都离不开设计问题、提出问题、运用问题,开启学生心智,引导学生理解课文。那么究竟应该如何提问呢?本人认为,要研究阅读教学如何提问,首先要探讨何以要提问。

作为一种教法,提问是师生课堂会话的方式。提问是一种言语行为,属“语用”范畴,提问时使用的问句属“语形”范畴,而问句中包含的问题属“语义”范畴。

二十世纪科学哲学的一个重要成果,是发现智力活动的起点在发现和提出问题。英国科学家波普尔科学发现的模式就是:“问题(1 )--假设(猜测)--验证--问题(2)”。因此, 问题也是教师启发学生, 打开思路,开发智力的钥匙。布鲁纳的“发现法”,第一步设卡,即让学生认识上产生矛盾,发现问题;第二步设法,就是让学生运用已有知识框架或认识结构,在教师点拔下试作解答;第三步验证,如果解答正确,也即动用旧框架同化了新信息,进一步丰富了已有的框架,如果错了则帮助学生调整或转换旧框架,形成新框架 ;第四步小结,即反馈、总结。认识心理学中的“SQ4R阅读方法”,首先是预习或概观,在此基础上即是“提问”,然后精读(阅读、思考),最后是复述和复习,以加深记忆;其主要特征就在于提出问题、回答问题, 对教材进行细致、深化的加工。

阅读理解有不同层次。章熊先生分为:(1 )复述性理解(着眼于表层信息,侧重记忆);(2)解释性理解(通过信息加工, 由表及里、由此及彼,转化为自己的认识);(3 )评价性理解(对文章价值作用评价) ;(4)创造性理解(超越本文,探索新问题,提出新见解)。按章先生的意见,四个层次由低到高排列,而中学阶段的阅读理解应以一、二两项为本(注:《特级教师--专家学者之选》。)。理解的层次不同,问题的层面和提问方法也会有所不同。例如,在低年级使用的谈话法适用于复述性理解,提出反常问题,克服学生思维定势使用于创造性理解。本人认为,狭义的理解应指“解释性理解”,是实现阅读目标的关键,也是阅读智力活动的核心,想象、欣赏、评价、记忆、创造、应用都以此为基础。

西方解释学是关于文本意义的解释和理解的一种理论与方法或哲学,有助于探讨“解释性理解”的本质。解释学认为,阅读是读者和本文的对话、交流。伽达默尔说:“使留传下来的本文成为解释的对象,就意味着它向解释者提出问题,……理解本文也就是理解这个问题”;而“问题的重建变成了我们自己的提问,这种重建可以把本文意义理解为其回答”,“我们这些努力要求理解的人,必须通过自己让本文讲话”(注:《哲学译丛》1986年第三期。)。作为接受者总是以提问者身份出现,而作为本文则以对答者身份出现,双方建立起问答的伙伴关系;而理解就是通过对话、问答而达到“视界融合”的过程。所谓视界是一个从已有知识框架出发所能理解的可能范围,读者不断从自己已有视界出发,进入本文的视界,形成一个既非自己也非本文的新视界,具有新的可能性。达到理解的标准就是解释学家所说的“解释学循环”--整体只有通过理解它的部分才能得到理解,而对部分的理解又只能通过对整体的理解。“解释学循环”有两层意思:

(一)古典解释学认为,作品自身作为整体包括意义、风格、结构等,作品的各部分诸如章节、词句等, 必须放在这个整体中才获得理解与意义;而作品相对于产生它的整个历史文化背景而言,又是这一文化背景的部分,作品必须放在这一历史文化背景的整体关系中才能得到理解。对这一层次的“解释学循环”,钱钟书先生表述得最为清楚:“乾嘉‘朴学’教人,必知字之诂,然后识句之意,而后通全篇之义,进而窥全书之指。虽然,是特一边耳,亦祗初桄耳。复须解全篇之义乃至全书之指(“志”),庶得以定某句之意(“词”), 解全句之意,庶得以定某字之诂(“文”),或并须晓会作者立言之宗尚,当时流行之文风,以及修词异宜之着述体裁,方概知全篇或全书之指归。积小以明大,而又举大以贯小,推末以至本,而又探本以穷末;交互往复,庶几乎义解圆足而免于偏枯,所谓‘阐释之循环’者是矣。”(注:钱锺书《管锥篇》第一册,中华书局出版。)

(二)当代解释学认为,更重要的是解释者的前理解(已有知识框架)形成的视野(整体)与作品(部分 )的关系。读者已有的知识框架是向本文敞开的倾向性,在已有框架引导下进行理解活动,同时也在理解活动中受到检验、调整、修正,使本文的意义显现出来,因此理解决不是消极地复制本文,而是一种“生产性”、 “构成性”的努力。伽达默尔认为,理解永远是由整体(读者的前理解)运动到部分(作品),又回到整体( 读者所达到的新的理解)的理解。而所有部分与整体的和谐状态便是正确理解的标准。

根据当代认知科学研究成果,阅读理解同时存在两种信息加工方式:资料驱策加工和概念驱策加工(注: J.R.安德森《认知心理学》,吉林教育出版社出版。)。“资料驱策加工”是对来自本文的信息加工,本文从低到高有如下分析平面:语音平面、书写平面、词汇语义平面、句法平面、语篇平面和语篇所指平面。对本文各平面从高到低,从低到高的加工相当于“解释学循环”的第一层意思。可是读者的心智并不是一张“白纸” ,本文仅仅是信息的一个来源,其它信息还来源于读者头脑中已有的知识,一个人对有关本文的知识越多,理解效果越好,就能以最短时间、最少努力,有选择地使用最有成效的线索探索文章语义和句法制约关系,从本文中构造出意义,这种加工方式称为“概念驱策加工”。读者头脑中已有的知识相当于解释学家说的“前理解 ”,因此这种加工方式也相当于“解释学循环”的第二层意思。任何认识的发生、发展都是认识的外源因素和认识的内源因素双向作用的结果,阅读也是双向建构,阅读理解要达到两个平衡:作为客观的本文的整体和部分的协调,作为主体认知框架的平衡。

阅读教学中,教师的主导作用在于通过提问,引导学生达到“解释性理解”,起导读作用。这就要遵循“ 解释学循环”的原则,启发学生同时进行两种方式的信息加工,提高理解水平,培养迁移能力。

以上主要从解释学维度讨论了何以要提问,阅读教学中如何提问就有了根据。

课堂提问的组成是阶梯式的:最高层次是“课”,其次是“课段”,再次是“回合”(一次问和答),最低层次是“话步”(教师的“问”和学生的“答”)。

我们先讨论“回合”。教师和学生的对话并没有信息沟,教师提问并不是要从学生那里获得信息,而是要启发学生获得信息或检查学生是否已获得信息。一般会话结构是两话步:一种是A(问)--B(答),A(再问 )--B(再答);一种是A(问)--B(答),B(问)--A(答)。而课堂会话结构是三话步:T(教师问 )--S(学生答)--T(教师评价小结)。第三话步是信息的反馈, 即使有学生能作出正确回答,但不等于所有学生都能回答,应重复学生的回答以面向全体学生。

由回合到课段,提问有一个开始到结束的框架,每次提问都有一个焦点,如何组织一个课段的提问呢?遵循“解释学循环”的原则,大致有两种方式。

(一)由浅入深,由表及里。

1、由表层到深层,由具体到抽象。于漪老师《七根火柴》第21 节的提问设计是:(1)无名战士留给人间的最后话语是什么?(2)无名战士留给人间的最后动作是什么?(这两个是表层问题。)(3 )这些言行显示了他怎样的心灵、怎样的精神?(4)和一般人相比, 他的伟大之处是什么?(这两个是深层问题。)《截肢和输血》第1 节提问:(1)白求恩同志是在怎样的气候下赶路的?(冷)(2)作者怎样描写冷?(这两个是具体的问题)(3)作者着力描写气候寒冷的用意是什么?(这个问题较抽象。)

2、层层深入。如钱梦龙老师《捕蛇者说》第1节的提问:(1 )这种蛇特别,文中用了哪一个字?(“异 ”)(2)“异”在哪里? (归纳为:色、毒、用)(3)作者突出了哪一个?(“毒”)(4)为什么?(陪衬赋敛之毒)(5)为什么永州人民还“争奔走焉”? (将捕蛇和纳税联在一起)后一问句的焦点以上一问句提供的新信息为依托,层层递进。

(二)整体--部分--整体。

本人在教《白杨礼赞》第7节的提问设计是:(1)上一节从外形上写白杨树不平凡,本节从哪一方面赞美白杨树的不平凡呢?(内在气质)(2)作者调动哪些手段赞美白杨树的内在气质?(排比、比喻、拟人、对比、欲扬先抑)(3)“伟丈夫”和“好女子”对比, 这个“好”是什么含义?(美丽)(4)为什么要用这样的对比和隐喻? (突出其壮美,并由赞美树过渡到赞美人)(5 )作者用什么手法进而揭示其象征意义?(反问排比句)(6)这几个排比句之间有什么联系? (由外到内,层层深入)(7)四个反问句句式上有什么变化,

怎样逐步深化点出象征意义?(略)(8)这一节在全文起什么作用? (赞美的高潮所在,精华所在)。

在组织课段提问时,要防止孤立式的提问。一位新教师教读《挖荠菜》第2节提了三个问题:(1)“馋” 是什么意思?(2 )馋到什么程度? (3)饿到什么程度?关键要问:为什么要写馋(突出饿)和写“饿”反映了什么,才能由表及里。

在课堂上,提问的展示由“回合”到“课段”,再到“课”;可是教师在设计提问时是从“课”到“课段

高一英语课件篇7

Period 1 Warming up & Listening

Type of lesson: warming up & Listening

Teaching aims：

1. Help the Ss talk about archaeological discoveries and describe the life of people in China during the periods of the Stone Age, the Bronze age, Han Dynasty and Tang Dynasty.

2. By listening to the material on Page 74, students can know what the tool looks like, what its use is and so on and by practice, students can master the ways to get the main idea of the passage and some important or useful details.

Teaching focus: Train Ss’ listening ability.

Teaching aids: tape recorder, worksheet & computer

*********************************************************************

Teaching Procedures:

I. Warming up

Step 1. Ask the students some questions and show them some pictures of archaeological discoveries. Introduce the words “archaeology, archaeologist.”

1) T: China is a country with an ancient civilization. It has a long history and brilliant culture. In which ways can we learn about its history and culture? (Archaeology)

2) What can archaeological discoveries bring us?

Step 2. Present some typical archeological discoveries and lead the Ss to talk about them.

1) T: Please look at the pictures and talk about them.

Questions for thinking:

----What are these important discoveries ?

----What period of time do they belong to?

Step 3. Help the Ss describe the life of people in China during the periods above.

1) T: What can they remind us of ?

Remind us of the history

1.What they ate

2.Where they lived

3.What their houses looked like

4.What kind of tools they used

5.What kind of entertainment they had

……2) Discuss and talk about the following items.

Stone Age Bronze Age Han Dynasty Tang Dynasty

Food

Housing

Home decoration

Tools

Artefacts

Entertainment

Step 4.Help the Ss get to know more important discoveries.

1) Match the time with the place where its relics are unearthed:

Stone Age Mawangdui

Han Dynasty the Banpo Ruins/ the Ruins of Hemudu

Bronze Age the Ruins of the Chang’An City

Tang Dynasty the Ruins of Yanshi Erlitou(1959, Henan)

2) Let the Ss enjoy the pictures and answer the questions.1. Where were they unearthed ?

2. Where can you go if we want to visit them?

II. Listening

Step 1. Pre-listening

1. Show students three pictures. And ask them in which period of time the people in the pictures lived. (Stone Age)

2. Show students some pictures of the tools used by the people in Stone Age. And ask them if they are asked to introduce one of these tools to other people, from which aspects they are going to describe them.

what it looks like

when it was found

where it was found

when it was used

usage

how to use it

…

Step 2 While-listening

1. First listening to get the main idea.

What are they talking about?

A. a short stick.

B. an ancient weapon to throw spears.

C. a little carved animal.

2. Second listening

Task: Listen and write down the questions asked by the students.

1) What ____________________________________________?

2) What ____________________________________________?

3) How ____________________________________________?

4) How ____________________________________________?

5) Where ___________________________________________?

3. Listen to the tape for the third time

Task: Get the answers to each of the questions.

Questions 1: What is it?

☆ Listen and fill in the blanks.

1) It looks like ____________ to me; about ___________.

2) At the top there’s a little ________________________.

3) At the bottom end there are __________ through the stick.

4) On the right there are __________of a young baby goat that is _________.

☆ Make a drawing of the tool.

Question 2: What was it used for?

☆ Listen and fill in the blanks.

1) It is an _____________. One of the __________________.

2) There were bears that ______________________________ and very large kind of _____________________________________________.

3) It was too dangerous to ______________________________ or even _____________.

Question 3: How did it work?

☆ Listen and finish the exercises.

1). How far can you throw a spear with our arm?

A. 15m B. 50m C. 45m

2). How far can you throw a spear with a tool like this?

A. 90m B. 300m C. 60m

3).By using this tool it could be thrown ___________________________________ and with _____________.There are three holes. One __________________________________, one __________________________, and ______________________was tied into the smallest one. A spear of about ________________ was laid on the stick, resting against the small piece of ____________ or leather. With a _________ on the string and a ________________ of the arm, the spear would be thrown.

Question 4:When and Where was it found?

☆ Listen and answer the questions

1) How old is it?

a) 1 to 2,000 years

b) 10 to 20,000 years

c) over 5000years

2) In how many places were this tool found?

Three.

3) How did people in South America and Australia know about this tool?

They invented it again.

Step 3 Post-listening

Task: Write a passage to introduce an ancient tool.

1) Show students a picture of different tools used by people in Bronze Age, and ask them to have a discussion about which one they are interested in.

2) According to the questions and answers in the listening material, students write a short passage to introduce one of the tools in the picture.

3) Present in class.

III. Homework

1) Revise their passage.

2) Preview the reading part of this unit.

Self-evaluation

Unit 20 Reading

Type of lesson: Reading

Teaching aims: Get the Ss to know about the King of Stonehenge

Improve the Ss’ reading ability

Important points: the Ss get a good understanding of the text

Difficult points: Ss’ reading ability get improved

Teaching aids: a tape recorder ,a computer and worksheets

Teaching procedures:

Step I. Pre-reading.（leading-in ）

some pictures about famous tombs in Chinese history

2.When we discover a tomb of a king in China, what can usually be found in it?

( clothing, knife, pottery, jewellery, tools etc. )(leading the Ss know more words about them.)

3.Why were these things buried with the dead king or emperor？

Key：A.To show off their power and wealth.

B. To protect these things.

C. Want the died people to use them after their death.

D. To be given to him for his use in the next life.

F. To show people’s respect to the death.

Step II. While -reading

A. Fast reading to get the main idea of each paragraph, and then divide it into parts

Part 1 (para. 1): The discovery of a grave.

Part 2 (para.2_to 3_): Objects found in the grave.

Part 3 (para. 4_-_5): The importance of the discovery.

Part 4 (para. 6_-7_): About Stonehenge and the King of Stonehenge.

B. Detailed reading:

1. Read the first three paragraphs to find out

1) Which objects were found in the grave of the King of Stonehenge?

Key: a pin, clothing, a coat, a knife, earrings, arrows and a bow tools, weapons, pottery & jewellery

2) Which materials were found?

Key: fur, stone, clay, pottery, copper, bone, and goldRead paragraph 4 & 5 to answer the following question:

1) What are the five reasons to show the importance of the discoveries ?

Key: a) His grave is the richest of any found from that period.

b) This was a time when the first metals were brought to Britain.

c) This man was buried with two gold earrings which are the oldest gold ever found in Britain.

d) He was buried three miles from Stonehenge at the time when the great stones were being brought to Salisbury to build it.

e) He is an example of people who brought culture and new techniques from the European mainland to Britain.

3. Read Part 6&7. do T or F exercises

1) The biggest stones came from a long distance away.

2) Archeologists know how early man was able to construct Stonehenge without the use of modern constructions and machines.

3). The King of Stonehenge was likely to be involved in planning and

helping build the monument.

4). The King of Stonehenge came from Central Europe.

5). At first people thought that it was through was and armed conflict not

through trade and cultural links that the skills to make copper and bronze objects spread to Britain.

( Check the answers: F F T T T)

C. Language points:

1. Buried with him were the tools of a hunter or warrior.

该句为倒装句, 表语置于句首时, 倒装结构为“表语+系动词+主语”。

e.g. Present at the meeting were Professor White, Professor Smith and many other guests.

2. Some of the objects found in the grave give us an idea of how he was dressed when he was buried.

found in the grave是过去分词作定语

give sb. an idea of 使某人明白

e.g. The book will give you an idea of what everyday life of ordinary

Americans is like.

3.That would have made him a man of distinction.

must/may/might+have done (肯定) 对过去事实的推理

e.g. He might have given your more help, they were busy. I can’t find my pen

anywhere. I must have lost it.

can +have done 表示对过去事实疑问和否定的推测

e.g. He can’t have finished the work so soon.

could + have done 意为“过去能够,而事实上却没有”,表示一种遗憾

e.g. He always works hard. He could have passed the exam.

should / ought to +have done 意为“过去应该…但没有…”,有责备对方的意思

e.g. You should have told me the news an hour ago.

shouldn’t / oughtn’t to +have done 意为“过去不应该…，却…”,意在责备对方

e.g. You shouldn’t have told him the news. He was nearly sad to death.

needn’t + have done 意为“过去本没有必要..…却……”

e.g. There was plenty of time, she needn’t have hurried.

might + have done 表示“过去本可以….却没有…”

e.g. They might have given you more help, though they were busy.

Step III. Post reading.

1. From things that were found in the grave, archeologists now believe that people in the Bronze Age in England had trade and cultural links with other parts in Europe. Give examples of such links and what was traded.

country or part of Europe material or object of trade

West Wales stones to build Stonehenge

Spain copper knife

France copper knife

Europe gold jewellery

2. For trade and cultural links as well as life in Britain and the construction of Stonehenge, people in the Bronze Age must have had knowledge about certain things and certain fields of science. Work in groups to talk about the inventions and kinds of science they must have had, based on the reading passage.

activity knowledge, science, inventions and tools needed

1. travel to Scotland roads, shoes, language

nstruction of Stonehenge hammers, ropes, sth. to transport heavy stones, architecture

3. hunting rope, string, bow, arrows, spear, sticks

4. trade with Europe money or goods to trade, boats, bags, maps, language

5. making copper knives fire, chemistry, physics, pots, hammers

Homework:

With the development of modern tourism, more and more culture relics were destroyed by human beings, read the passage below, and think about “what should we do to protect our cultural heritage.”

Saving Stonehenge Oct.22nd,

With almost a million people visiting the monument each year, Stonehenge has become surrounded by roads and parking lots.

Recently, a group archaeologists decided to to restore Stonehenge to its natural setting. One road will be removed, and another will be routed through an underground tunnel. Today’s parking lots will become open fields, and a new visitors’ center will be built four kilometers away.

Unit20. Word Study

Type of lesson: word study

Teaching Contents: spare, average, date, cover, dress, find

Teaching Aims：Help the students grasp the usages and meanings of the above

words or phrases.

Important points: use the above words or phrases correctly and freely

Teaching Procedures:

I. spare

A. Read the following sentences and point out the part of speech of “spare” and the meaning of the underlined part

1. The boy loves surfing the internet in his spare time. (在空闲的时间里)

2. You should carry a spare tire in the back of your car. .( 备用胎)

3. I can’t spare the time for a holiday at present. . (抽出，腾出)

4. Can you spare me just a few minutes? . ( 抽出，腾出 )

5. He doesn’t spare any effort on his studies. .( 不遗余力)

6. Spare the rod and spoil the child. （不打不成器)

B. Summarize the usages and the meaning of “spare”

Spare : Adj. 1.空闲的；2.不用的，闲置的；3.备用的，外加的；

Verb, 1.抽出，拨出，留出；2.不吝惜（时间，金钱）

C. complete the following sentences.

1.What do you usually do _____________________( 在你空余时间)？( in your spare time)

2.You’re driving to Tibet? It’s a long way. Be sure to ________________________ ( 带个备用胎) (bring a spare tire)

3.We can ________________________(给你腾出一间房)（spare one room for you ）

4. He _____________(想尽各种办法)to make her happy.(spares no effort)

II. average

A. present the following sentences.

1. The average of 4, 5 and 9 is 6.平均数

2. Tom’s work at school is above average, while Mary’s is below average. 高于/低于平均

3. The average age of the boys in the class is 17.平均的

4. What is the average temperature in Wuhan in August?

5. If you average 7, 14 and 6, you get 9. 均分

6. On average, there are 20 boys present every day.平均来说

B. Summarize the usages and the meaning of the word “average”

. average adj.平均的

verb .平均，均分。

Noun.平均数，平均值。

C. Complete the following sentences：

1.What is ______________(平均的年龄)the students in your class?

2.平均来说,每年大约有400人死于这种疾病.

On average 400 people die of the disease every year.

3.Temperatures in winter are __________ for the time of year.( 低于平均值) （below average ）

III. date

A. Present the following sentences.

1. What is date today? (日期 )

2. The vase is of an earlier date than that one.（时代）

3. Has the date for the meeting been fixed? （日期）

4. The boy asked her for a date, but was refused. （约会）

5. They’ve been dating for months and know each other better than before. （谈恋爱）

6. Don’t forget to date your letter. （注明日期）

7. Young people’s clothes date quickly nowadays, so if you want to be fashionable you have to keep a close eye on fashion.（过时，不流行）.

8. The property of the family dates from the war.（始于，追溯到）

9. The castle dates back to the 15th century. （始于，追溯到）

10. The information is out of date; you need to get the latest news.（过期了）

11. She likes to wear clothes that are up to date（.新式的, 现代的）

B. Ss read the sentences and point out the part of speech of the word

“date” and the meaning of the word and phrases.

date : 1) noun . 日期，时代，约会, 流行.

2）verb. 谈恋爱,注明日期, 过时,不流行. 始于，追溯到

C. Complete the following sentences

1. This kind of clothes is ______________.不流行了( out of date)

2. The church __________________. 始建于13 世纪.( dates back to / dates from the 13 century.)

3. Would you like to ___________ (定个日期开个舞会.)( fix a date for a party.)

IV. cover

A . Present the following sentences.

1. The small town which covers five square miles is famous for its

beautiful scenery. 占地

2. Not having been cleaned for a month, the desk was covered with

dust. 布满

3. Hundreds of reporters were sent to cover the Olympic Games held

in Greece. 采访

4. The noise was so loud that she covered her ears with her hands遮蔽

5. The doctor’s talk covered the complete history of medicine. 涉及

6. I can cover 100 miles before it gets dark. 走一段路

7. Will cover the cost of a new shirt? 够付…钱

8. He always keeps a cover over his car. 覆盖物

9. May I have a look at the book whose cover is blue? 封面

B. Read the sentences above and pay attention to the meaning of the

word “cover”.

Cover : Verb占地,布满,采访, 遮蔽,涉及, 走一段路,够付…钱

noun 覆盖物,封面

C. Complete the following sentences.

1. Do you know _______________________. ( 这个国家占地多少) (how much the country covers )

2. His desk ___________________________ ( 堆满了书). ( is covered with books)

3. Who will be sent to __________________________ ( 采访这次运动会)？ ( cover the sports meeting)

4. His book, _______________________ ( 封面是绿色), was a birthday gift from his mother. ( whose cover is green / the cover of which is green)

V. dress

A. present the following sentences.

1. Jim isn’t old enough to dress himself. ( 穿衣服)

2. How long does it take you to dress yourself? 穿衣

3. He has to dress well in his position. 穿戴

4. She was in special dress for the ceremony. 套装

5. She was wearing a silk dress. 连衣裙

B. Read and observe the sentences and point out how the word dress is used.

C. Present more sentences with similar phrases and tell the differences.

1. He was dressed in white and was easy to be recognized in the crowd.

2. He put on his coat and went to the cinema.

3. The emperor had nothing on when he thought he was in his new clothes.

4. Nobody is allowed to wear a beard in that village.

5. What shall I wear to attend her birthday party?

6. she was all in black.

D. Choose the right phrase to complete the following sentences.

1. She was ___________ the white _______ her mother bought for her yesterday. ( wearing, dress)

2. Don’t forget to _________ your hat, or you’ll get burnt. ( put on)

3. We are going to be late. Please get __________ quickly. ( dressed)

4. The child is too small to _____________ himself. ( dress)

5. Do you think I need to ___________ any jewellery to attend her wedding? ( wear )

6. On Children’s Day, the children _____their best clothes ______. (have…on )

7. The girl _____ red is my former student.( in )

VI. find

A. Present the following sentences.

1. The most amazing find was two gold earrings.

2. The old painting is quite a find.

3. I found a ten-dollar bill on the road.

4. I found him asleep on the sofa.

5. Please find the key for me. = Please find me the key.

6. When a waiter asks a customer, “ How do you find the soup?” He wants to know what the customer thinks of the soup.

7. I find it difficult to understand this film.

8. I was disappointed to find him out.

9. After school I always find him waiting at the school gate.

10. The poor man found his house broken into.

11. You should find out the answer by yourself.

B. Read the sentences, and pay attention to how “find” is used.

C. Complete the following sentences.

1. ______________________________ ( 最有趣的发现) was two dolls lying in the drawer. ( The most interesting find)

2. ____________________________ ( 你觉得这个演讲怎么样？) ( How do you find the speech? )

3. He ___________________________ ( 发现很容易) to get along with his new classmates. ( finds it easy)

4. Whenever he comes back from school, he always _________________________________ ( 发现他的狗坐在门外) waiting for him. ( finds his dog sitting outside)

5. When he woke up the next morning, _________________________________ ( 他发现屋外的世界完全地改变了). ( found the world outside completely changed)

Unit20. Grammar

1. Teaching Goal:

Review the use of “it”. Let students learn how to use “it” by doing some practice in reading, writing and so on.

2. Teaching important points:

The usages of it in different situations.

3. Teaching difficult points:

How to teach the students to master the usages of it

4. Teaching methods:

Observe the materials given to them, generalize from the different examples.

5. Teaching aids:

a projector , a blackboard and paper

6. Teaching procedures:

Step1 Lead in.

Read the following the sentences, and pay your attention to the meaning and the function of “it” in each sentence.

1. It is likely that many of them will be born in northwestern Beijing. Textbook (P3)

2. With the right kind of body, it is possible to float around in the ocean. (P20)

3. Isn’t it amazing that a single substance can be so important to our planet and even the whole universe. (P20)

4. It is very relaxing to take a dip in the pool in summer. (P37)

5. It was during the “ Match on Washington DC” in 1963 that he gave the speech “ I have a dream”. (P28)

6. It was also in Atlanta that one of the great leaders of the Civil Rights Movement, Dr Martin Luther King, Jr, was born. (P44)

7. Zhongguanchun made it possible for him to follow his dreams and help the country he loves. (P3)

8. -“Relying on science, technology and knowledge to increase economic power” makes it clear that science and business can and must work together to build the future. (P4)

9. It was through trade and cultural links that European culture and new techniques were brought to Britain.

10. It has been proved that the copper knives came from the places as distance as Spain and western France.

Step 2 Learn the usages of “it” according to the following sentences, dialogues, and exercises.

1. -Where is your car?

-It is in the garage.

(指提到过的或正在谈论的动物或事情)

2. The young couple has a newborn baby. Do you know it is a boy or a girl?

(父母不会用it来指自己的孩子。it可以不区别他们的性别)

3. -It is seven o’clock. There is a knock at the door. Who is it?

-It is the milkman.

4. -Oh, by the way, there was a telephone call for you. Who was it?

-It was my Mum on the phone.

( it可以用来指时间，有人敲门，确认某人为何人，在电话里)

5. It is raining a whole day. It is perfectly cool. It has been a long time since the last rain.

(it可以用来谈论时间，日期，距离，天气等，但要作主语)

6. My grandmother kept telling me that I should help her with housework, but it didn’t help.

(it指前面的整个内容，即：祖母喋喋不休地让我帮助她做些家务)

7. It is no use quarrelling with such a man.

It’s hard for them to answer such difficult questions.

It seems that I have made the same mistake once again.

It is unclear what we should do next week.

It is reported that another big earthquake will happen in the area soon.

It will take you three hours to fly to Hong kong from Beijing.

(it作形式主语)

Exercise:

⑴. Is ______ necessary to finish the composition before May Day.

A. this B. that C. it D. he

⑵. Does ______ matter if I can’t finish the composition before May Day?

A. this B. that C. he D. it

⑶. ______ is a fact that English is being accepted as an international language.

A. There B. This C. That D. It

⑷. In fact ______ is a hard job for the police to keep order in an football match.

A. this B. that C. there D. it

⑸. It worried her a bit ______ her was turning grey.

A. this B. that C. there D. it

( Keys ⑴ C ⑵ D ⑶ D ⑷ D ⑸ B )

8. He is a heavy smoker. I find it difficult to persuade him to give up smoking.

We soon make it a rule to walk two miles a day.

We take it for granted that water is free at restaurants.

I don’t like it when you shout at your parents.

I don’t feel it my duty to do so.

I hate it when people talk with their mouths full.

(形式宾语)

Exercise:

⑴. They have made ______ a rule ______ in the room.

A. this; not to smoke B. it; smoking

C. it; to not smoke D. it; not to smoke

⑵. I don’t think ______ possible to master a foreign language without much memory work.

A. this B. that C. its D. it

⑶. The chairman thought ______ necessary to invite professor Smith to speak at the meeting.

A. this B. that C. its D. it

⑷. I think ______ to finish the work in such a short time is quite impossible.

A. it B. that C. this D. with

⑸ Don’t ______ that all those who get good grades in the entrance examination will prove to be most successful.

A. take as granted B. take this for granted

C. take that for granted D. take it for granted

(Keys: ⑴ D ⑵ D ⑶ B ⑷ B ⑸D )

9. 1). It was Tom who / that broke the window.

2). It was her whom you should ask.

3). It was because Li Ping was ill that he didn’t come to school last week.

4). It was where you come from that you should return to.

5). It was as you like that you must do everything.

6). It was not until 1920 that regular radio broadcasts began

7). It was in the library that was founded by Mr. Willians

that they finished reading the famous novel.

8). It was neither you nor he that is willing to go the park.

9). It was not only you but also he that is willing to go to the Great Wall.

10). It was his coming that made all of us very happy.

Exercise

⑴ It was the ability to the job ________ matters not where you come from or what you are.

A. one B. that C. what D. it

⑵ I have already forgotten _________ you put the dictionary.

A. that it was where B. where it was that

C. where was it that D. that where was it.

⑶ Was it _________ Sandy’s carelessness _________ your keys were all lost.

A. because; which B. for; what

C. because of; that D. since; why

⑷ It was not long _______ he was born ________ his mother died.

A. before; that B. since; when

C. until; when D. after that

⑸ It was in the factory ________ was owned by Mr. White ______ they learned a lot from the workers.

A. that; where B. which; that

C. what; that D. which; where

⑹ ______ was it in 1979 ______ I graduated from the University.

A. That; that B. It; that

C. That; when D. It; when

⑺ It was not until he finished all his homework _______ to bed last night.

A. did he go B. when he went

C. that he went D. then he went

⑻ ＿＿ Where did you meet Johnson?

＿＿ It was in the hotel ______ he stayed.

A. that B. where C. when D. while

(Keys: ⑴ B ⑵ B ⑶ C ⑷ A ⑸ B ⑹ B ⑺ C ⑻ B

10. 1. It is time for school.

2. It is time to go to school.

3. It is time for us to go to school.

4. It is time that we went to school.

综合练习:

1. It wasn’t until nearly a month later ______ I received the manager’s reply.

A. since B. when C. as D. that

2. Can ______ be in the desk ______ you have put my letter?

A. it; which B. I; where C. you; in which D. it; that

3. - ______ that he managed to get the information?

- Oh, a friend of his helped him.

A. Where was it B. What was it

C. How was it D. Why was it

4. It is what you do rather than what you say ______ matters?

A. that B. what C. which D. this

5. It was some time ______ we realized the true.

A. when B. until C. since D. before

6. It was in the lab ______ was taken charge of by professor Zhang ______ they did the experiment.

A. when; that B. which; where C. that; where D. which; that

7. I like ______ in the autumn when the weather is clear and bright.

A. this B. that C. it D. one

8. - He was nearly drowned once.

- when was ______?

- ______ was in when he was in middle school.

A. that; It B. this; This C. this; It D. that; This

(Keys: 1 D 2 D 3 C 4 A 5 D 6 D 7 C 8 A

Unit20. Integrating skills

Roots of Chinese Culture

Teaching aims:

1. Help the students get the general idea of the text.

2. Help students know the importance of the relics and have correct sense to protect them.

3. Teach the students how to create a flow chart.

Teaching procedures:

VII. Step1. Lead-in

Show students some pictures of unearthed objects in Snxingdui, and ask them questions such as: Have you seen the pictures? What do you think of them? When and where were they found?

VIII. Step2. Fast reading

Ask the students to read the text quickly and them summarize the main idea of the text.

Paragraph1. The discovery of Jinsha Relics.

Paragraph2. The similarities between Jinsha Relics and Sanxingdui Relics.

Paragraph3. The importance of the discovery of Jinsha Ruins Relics.

Paragraph4.The discovery of Sanxingdui Relics.

Paragraph5. The importance of the discovery of Sanxingdui Relics.

Step3. Careful reading

1. Ask the students to listen and read paragraph by paragraph and then do the exercises.

Paragraph1.

1. What kind of special relics were unearthed in Jinsha Ruins?

2. Why could they take the archaeologists’ attention?

Because the ivory and animal bones found in Jinsha Village are important ,they will serve as important materials for the study of local geography, climate and the environment in ancient times.

3. Who was the first to discover the Jinsha Ruins and when?

Construction workers from a local company found ivory and jade in the mud when they were building road there on February 8, .

Paragraph2.

Why is cong special?

Because it was not made in Sichuan, but was transported there, which proved that Sichuan had trade links with the Yangtze and Yellow River valleys at that time.

Paragraph3.

What is the significance of the discoveries in Jinsha Village?

The discoveries there proves that the history of Sichuan is much longer than 2300 years.

Paragraph4.

True or false:

1. Sanxingdui Ruins were first discovered by farmers.

2. The farmers hesitated about whether to give the relics to the state.

3.The local teachers and officials persuaded them to turn in the relics.

Paragraph5.

1. Since 1920, what have been unearthed in Sanxingdui Ruins Site?

More than 10,000 relics dating back to between 5000 BC and 3000 BC have been discovered. 53 holes were dug up and over 1,200 pieces, including bronze and gold masks, bronze objects and images, jade and ivory had been found.

2. What do archaeologists hope to discover in the future?

They hope to discover some of the mysterious palaces, tombs of kings and bronze and jade workshops.

True or false:

1. From 1929 to 1986, 53 holes were dug and over 1200 pieces of objects were found.

2. Today, the work in Sanxingdui has already been done.

2. Then let students to fill in the blanks.

What’s the link between Jinsha Ruins and Sanxingdui Ruins?

Civilizations Jinsha Ruins Sanxingdui Ruins

time

Who found it

Objects found

3. Reading comprehension.

1. The passage suggests that ______.

A. Jinshan Relics and Sanxingdui Relics were found by chance

B. archaeologists knew there were a lot of treasures there long ago

C. Yan Kaizong is not a patriot.

D. archeologists will never find another relics again.

2. Which of the following statements is right according to the text?

A. Jinsha had no trade links with other areas.

B. The ivory and animal bones found at Jinsha are of no real value.

C. Sichuan has a history of more than 2300 years.

D. Many of the relics at Jinsha have no connection with those found at Sanxingdui.

3. At Jinsha Relics, archaeologists found_________.

A. gold and jade

B. bronze and stone objects

C. many ivories

D. all of the above

4. Archaeologists are scientists who_______.

A.study nature

B. do research on animals

C. study the buried remains of ancient times

D. give instructions to students

5. We can infer from the passage that ________.

A. China has a long history with a rich culture

B. Yan Kaizong kept the relics found by his grandfather as his own

C. since 1986, archaeologists have stopped digging at Jinsha Relics

D. Sanxingdui Relics was first discovered by archaeologist

Keys: A C D C A

IX. Step4. Discussion

1. Why do you think the text is titled with “Roots of Chinese Culture” instead of “Sanxingdui Ruins”?

2. Do you think Yan Kaizong was foolish? Why?

X. Step5. Writing

1. After construction workers found ivory and jade in the mud when they were building roads there, what steps and decisions did they take? Then the teacher lists the all the steps and decisions on the blackboard.

2. Ask the students to decide in which order steps and decisions were taken.

3. Ask the students to create different shapes for different types for action, for example: triangles for decisions, circles for the discoveries, boxes for things that are going on and diamonds when calling in other people.

4. Then ask the students to draw the arrows to show the direction of the flow.

5. Ask the students to check for missing steps.

6. Just now we have made a poster showing a flow chart of “Jinsha Village”, can you make a poster showing a flow chart of “something has been stolen”? Please make it yourselves.

7. Please check your answer with the chart on page 80.

8. Ask the students to make a poster showing a flow chart of the things you should do when you have discovered some old things in the ground.

Example:

高一英语课件篇8

Period 1

(一)明确目标

1. To make the students creative and thinkable

2. Describe things and how they work.

(二)整体感知

Step1 presentation

Every day, we see and get in touch with a lot of things. But have you ever made any sense of how these things work and how many ways they can be used in our every life?

Fox example: a piece of chalk

Excellent, now we’ll see what our text wants us to say on page 57.

(三)教学过程

Step2 speaking

Next I’ll show you something for you to think over to see how many ways you can think of them which are used in our life.

The teacher shows practicalities on the screen using the projector, such as a toothpick, a sock and a plastic bag etc. show the students as many others as you would like.

Ask the students to say as many as they can. And collect those key works from the students on the blackboard.

Step3 talk box

Here on the screen you can see a talk box with some letters in. you are wanted to make as many words as you can by moving the sides of the box. And you can move any side as many steps as you wish.

For example :(to show them the way of moving the sides of the first and last to form the word “stop”.

Suggested answer stop, step, item, door date, room

(四)总结,扩张

Step 4 true or false

Show these three questions on the screen or just ask the students to turn to this page to read them.

Ask the students to get their answers by discussing them in pairs or groups of 4…

(1) The word “boat” can be spelled using four of the letters from the word “automobile” (true)

(2) 11 minutes past 5 o’clock, is 48 minutes before 6 o’clock. (False)

(3) If you turn a left-handed glove inside out it will fit on a fight hand. (It depends on what kind of gloves you are having. If it is a thread glove, it is true. It is a leather one, it is false.)

Step5 practice

Speak about the use of the following things. You may find the pictures of these practicalities and show them to the students on the screen.

A. a pencil B. a schoolbag C. an empty bottle D. a computer E. a desk

(五)随堂练习

Read the following passage and answer the question after discussing them in pairs

Disk Doctor

What can you if you lose the data from your disks? To find an expert, who would recover the lost information for you, is the easiest solution. Jack Olson is one of these experts, jack and a few of his friends set up a company called “jack’s disk doctor service” in 1984.They work from home and give all the money they earn to charity. The fees are always the same, no matter how precious the data on the disk is. Some people, however, are so grateful that they send extra money to jack or the charities his company supports. The fees are always the same, no matter how precious the data on the disk is. Some people, however, are so grateful that sent extra money to jack or to the charities his company supports, one oil company offered him ,000 for his help and an architect even sent him a blank check.

It would be difficult to put a value on the things rescued by the Disk Doctor. There have been disks containing medical research, television scripts, manuscripts of whole books, a lawyer’s papers for a court case and even Margaret Thatcher’s travel plan for a visit to eastern Europe. For this last case, jack had to go in person to Thatcher’s office “for security reasons”.

Disk is usually sent to the disk doctor by post, but some times people are in such a hurry that they can’t wait for the mail to come. For example, some radio scripts had to be rushed by taxi to jack’s house because they were needed for broadcasting the next day. When the material has been recovered, the disk is returned to the sender with a diagnosis and a prescription for avoiding the problem in the future, One grateful client, an author, put a “Thank you” to jack in the front of his book saved me from a heart attack,” he wrote.” but,”says jack “most people don’t take any notice of the doctor’s advice”

1. Why did the architect sent jack a blank check?

A. the architect did not have any money.

B. the architect did it for security reasons

C. the architect always followed the doctor’s advice

D. the architect thought jack’s service was priceless.

2. Which of the following statements is not true?

A. jack’s disk doctor service has only one standard fee.

B. jack and his company have made a fortune for their service.

C. Margaret Thatcher is a very important person.

D. jack’s clients are from all talks of life .

3. From the statement “but …most people don’t take any notice of the doctor’s advice”. We can infer that ____

A. most people don’t take medicine regularly

B. many of jack’s patients would probably get sick again

C. many of jack’s clients have sought for his help more than once

D. most people don’t read the instruction when using a computer

高一英语课件篇9

Teaching aims & demands:

To develop students’ ability of reading a play

To know about American family life and problems that happen between American teenagers and their parents

To form a positive attitude towards solving problems between teenagers and parents

Teaching procedures:

(1). a dirty or untidy state _______

(2). give a reason for something _______

(3). believe that somebody is good_______

(4). something worthless or of low quality_______

(5). a person between a child and a grown-up _______

(7). without being punished_______

Talk about the four pictures on P21

List some problems with parents.

①____________ ②_____________ ③_____________

(2) How to solve these problems.

①____________ ②_____________ ③_____________

Please go through the Reading strategy and tell how to read a play.

1.It is often in the form of ___ _________.

2.It usually includes_________ ______, and each act can have_________ _______.

3.The words or speeches in a play are very________, and some of the words in a sentence are______ _____.

4.There are some helpful _____________in a play.

5.It should be_____ ________.

Get students to read the play and finish Part A individually.

How many acts are there in this play? And how many scenes in each act?

1. Listening and complete C1 on P24.

2. Please read Act One of the play carefully and fill in the form

Characters Things they do Feelings

2. Please read Act Two carefully and fill in form:

Characters Things they do Feelings

1. This passage is mainly about ________.

A. what Mom and Dad did after they returned from vacation.

B. what Daniel and Eric did at home.

C. the reason why the dog was tired and hungry

D. a big quarrel that an American family had

2. Mom and Dad left Daniel in charge at home because ______.

A. he was an adult B. he was the youngest

D. they thought he could take good care of everything while they were away.

3. Which is NOT true according to the passage?

A. The children were very excited when their parents came back a day earlier than expected.

B. The children didn’t use the money for themselves.

C. Daniel was left in charge at home while their parents were away.

D. Eric wanted to tell his parents what had happened, but Daniel said they didn’t need to.

4. The main reason for their quarrel is that ______.

A. Daniel was too rude.

B. Eric didn’t tell his parents what had happened

C. the parents blamed Daniel without giving him a chance to explain

D. Daniel and Eric didn’t behave well at home.

Fill the missing words in the blanks to complete the summary of the play.

Mom and Dad arrived back from v_______ earlier than e_______ in order to give the boys a s_______. They got so a____. When they saw the house was in a m___ that Dad shouted at D____, the elder brother, who was in c______ of the house when they were away. Daniel s_______ the door to show his anger, because their parents never gave him a c_____ to explain. E___, the younger brother, wanted to explain to his parents what had h_______, but Daniel didn't think that their parents d______ to know the truth.

At the end of the play, both Mom and Dad thought maybe they were too h___on the boys. However, Dad decided to p_____ Daniel for his rudeness so that he would show r_____ for his parents in future.

1. If you were Eric or Daniel ,what will you do?

2. Find some adj. to describe good parents in your eyes.

They should be__________, __________, __________,__________...

3. How do you deal with the relationship between you and your parents?

We should _______, ________, _______, ________...our parents.

3. The word “family” means “f_______ a_____ m______ I l_____ y_____”.

1. Role-play the dialogue in groups of five.

(Divide students into groups of five and one is the narrator and the others are the main characters. Role-play Act One and Act Two.)

There are three kinds of goals: short-term, medium-range and long-term goals.

Short-term goals are those that usually deal with current (当前的)activities, which we can apply on a daily basis. Such goals can be achieved in a week or less, or two weeks, or possibly months. It should be remembered that just as a building is no stronger than its foundation, our long-term goals cannot amount to very much without the achievement of solid short-term goals. Upon completing our short-term goals, we should date the occasion and then add new short-term goals that will build on those that have been completed.

The intermediate goals build on the foundation of the short-term goals. They might deal with just one term of school or the entire school year, or they could even extend for several years. Any time you move a step at a time, you should never allow yourself to become discouraged or overwhelmed. As you complete each step, you will enforce the belief in your ability to grow and succeed. And as your list of completion dates grow, your motivation （动力）and desire（欲望） will increase.

Long-term goals may be related to our dreams of the future. They might cover five years or more. Life is not a static thing. We should never allow a long-term goal to limit（限制） us or our course of action.

1. Our long-term goals mean a lot ________.

A. if we cannot reach solid short-term goals

B. if we complete the short-term goals。

C. if we have dreams of the future

2. New short-term goals are built upon________.

A. a daily basis B. your achievement in a week

C. current activities D. the goals that have been completed

3. When we complete each step of our goals, _____________.

A. we will win final success B. we are overwhelmed

C. we should build up confidence of success

D. we should have strong desire for setting new goals

4. What is the main idea of this passage? _____________

A. Life is dynamic thing. B. We should set up long-term goals.

C. Different kinds of goals in life. D. The limitation of long-term goals.

5. Which of the following statements is wrong according to the passage? _____________

A. The long-term goals cannot amount to very much without the achievement of solid short-term goals.

B. The intermediate goals build on the foundation of the short-term goals.

C. Life is a static thing, thus we should never allow a long-term goal to limit us or our course of action.

D. We should often add new short-term goals to those which have been completed.

高一英语课件篇10

I. Teaching aims and demands学习目标和要求：

ic话题:

1>Talk about science and technology

2>Describe things and how they work

3>Talk about the advantages and disadvantages of modern technology

4>Talk about new inventions

ction功能:

Agreement and disagreement 同意和不同意:

Absolutely. I disagree. / Well, yes, but …

That’s exactly what I was thinking. I’m afraid I don’t agree.

That’s a good point. You can’t be serious.

That’s just how I see it. Well, it depends. That’s worth thinking about.

I would have to disagree with that. Well, I’m not so sure about that.

3.vocabulary词汇:

toothpick, agreement, disagreement, disagree, absolutely, depend, press, teenager, throughout, add, latest, calendar, remind, appointment, behaviour, obey, dare, emergency, whatever, dial, according, unexpected, particular, negative, clone, interview, department, electricity, planet, wonder, defeat, force, peaceful, succeed, skip

stay in touch with, call for, in case (of…), according to, take over, break down

4.grammar语法:

The Present Continuous Passive Voice (3) 被动语态:

1>用英语描述事物正受到某种影响或某种处理-使用现在进行时被动语态(is/are being + 过去分词)。例如：

New functions are being added to the phones.

Michael is being interviewed for the job.

Modern cellphones are being used as camera and radios.

2>用英语描述人物正受到某种影响或某种处理-使用现在进行时被动语态(is/are being + 过去分词)。例如：

The new student is being introduced to the class.

Look! The children are being led into the garden.

5.language usage语言运用

运用所学语言，围绕新科技、新技术和新发明这一话题，完成教材和练习册中的听、说、写的任务；阅读课文 “Life on the go” 并联系生活中的实际，书写一篇目短文。

II. Difficult points 难点

III. Main teaching aids教具: A tape-recorder; Multimedia, projector, role cards

Ⅳ. Main teaching methods 教法:

1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on.

2. Listening-and–answering activity to help the students go through with the 限listening material.

3. Use both individual work and group or pair work to make every student work and think in class

Ⅴ. Periods: 7-8 periods.

Ⅵ. Teaching procedures 教学过程

Period 1

1. PRESENTATION & REVISION

Talk about the teaching plan for this unit and at the same time tell the students the teaching aims and demands. During this period, do WARMING-UP, LISTENING, SPEAKING.

2. WARMING-UP

Introduction This activity provides a good opportunity to talk about creativity and to practise problem-solving skills.

Instruction When the students have solved the problems, ask them how they did it and compare different solutions. Ask the students what creativity is and if it is possible to learn how to be creative.

Answers:

Useful Things Various answers are possible. Encourage the students to think of as many uses as possible. It is not important if the new use is useful in the conventional sense, the emphasis here is on having students explain why / how it will be useful.

Talk box Various combinations are possible. Examples: 1st row left to right: stop, side, soot, stem. 2nd row left to right: coat, code, cram. 3rd row left to right: aide, atom. 4th row left to right: pram, poor. Students can also go right to left and diagonally - the more ways the better. Again, the emphasis is on having students explain their choices and solutions. The activity is not about getting the “right” answer.

True or False Answers: T-F-T. Ask the students how they came up with the answer and encourage them to think of more true or false questions.

Extension Ask the students to come up with more creativity tests.

3. LISTENING

Introduction The students will hear descriptions of everyday objects and are asked to try to guess what is being described. The exercise will be more useful and interesting if you encourage the students to move beyond the obvious uses of the objects described.

Instruction Tell the students to listen to the tape and try to guess what is being described. Before they listen to the tape, you can ask them to describe an everyday object (or you can bring two or three objects and describe them). When the students have listened to the tape and guessed what's being described, they can work in pairs or groups to discuss how the objects can be used. Encourage the students to think of new uses for the objects in addition to the “normal” uses.

Extension Ask the students to think about other objects that either fit the description or can be used for the same things.

LISTENING TEXT:

1 These are very simple. Two sticks, about 20 centimetres long. They are usually made of wood. You hold the two sticks in one hand. You put one stick between two of your fingers, and you hold the other one with your thumb. These things can be difficult to use at first, but you will soon learn how to pick up even small pieces of food.

2 This thing is very popular and useful. Almost everyone has one these days. You can see people using this thing on the bus, when they are walking, or at home. It is usually small, about the same size as your hand, and it comes in many colours. There are several buttons on it, some for numbers, others for other things. It can be put in your pocket or in a small bag. With it, you can talk to people far away.

3 This is a large box with a big door. If you open the door, a light comes on and you can see what's inside. You'd better not leave the door open for too long, because it is not good for the things inside. You might catch a cold, too, if you stand in front of the open door. There are several shelves inside, some in the box itself, some in the door. You usually find this large box. in the kitchen.

Answers to Exercise 1:

Object described Possible uses

I Chopsticks Eating, opening a bottle. Students can think of more creative uses.

2 Cellphone Making phone calls, sending pictures, sending e-mails. Students think of more.

3 Refrigerator Keeping food fresh, keeping drinks cool. Students think of more.

Answers to Exercise 2:

Various answers are possible.

4. SPEAKING

Introduction This group discussion is an opportunity for the students to practise their ability to express, support, and challenge an opinion. Jane wants to buy a cellphone, but before she buys one she wants to know what her parents and her friend think. The students will role-play the discussion.

Instruction Divide the students into groups and explain that they are going to prepare a role play and have a discussion. Each group member will play one of the roles and must prepare a role card. If necessary, you can use one of the role cards as an example. Explain the “rules” of the discussion to the students and remind them of the basic classroom rules.

1 Decide who will play which role. The student who plays Jane will be the group leader.

2 Give the group enough time to prepare the role cards.

3 Check that all group members are ready. Before the students begin the discussion, remind them that Jane should open the discussion and that they should take turns introducing themselves and stating their opinion as outlined in 4 and 5.

4 Jane opens the meeting by welcoming everybody. She also explains why they are meeting and asks everyone to help her make her decision.

5 Each group member introduces himself / herself and states his or her opinion and reasons.

6 When all the group members have introduced themselves and stated their opinions and reasons, the students can continue the discussion as they see fit. They can ask questions, give more examples and reasons, explain their opinions, and debate and challenge other views.

7 Remind the students that each group member must try to make the others agree with him or her.

Possible answers:

Jane

1 I can use a cellpho_e to call my parents if I am late.

2 I can use a cellphone to call for help.

3 I can use a cellphone to stay in touch with my friends. Jane's best friend

1 we don't really need cellphones.

2 we are not allowed to use cellphones in school.

3 it is better to use the money for something more important.

Jane's mother

1 cellphones are too expensive.

2 Jane should not spend too much time on the phone.

3 Jane is too young to have a cellphone. Jane's father

1 if Jane has a cellphone, I can always find out where she is.

2 a cellphone will help Jane feel safe.

3 Jane can use a cellphone send messages to her friends.

Sample discussion:

JANE: Thank you for taking the time to talk with me. Mum, Dad, you know I have told you before that I want to buy a cellphone. I would like to tell you why I want to buy one, and I would like your advice.

DAD: OK, why don't you start and then we will all tell you what we think.

JANE: Thanks, Dad. I think a cellphone is very useful, because I can use it to let you know where I am and when I will be back home. For example, if I have to stay late at school, you might get worried and wonder where I am. If I have a cellphone, I can call you and tell you that I will be late. .

MUM: Well, that's true, but I don't think you should buy a cellphone. In my opinion, a cellphone is too expensive. Besides, if you have a cellphone I think you will spend too much time talking on the phone. You'd better use your time to study instead.

CINDY: I agree with Mrs Collins. Some of the other students in our class have cellphones and they talk on the phone all the time. I don't see how they ever have time for anything else. And it is expensive. One of my classmates said that she spent 110 yuan in one month!

DAD: Jane, I think you are right. I often worry about where you are and I never know when I will be home from work. I remember last year, when you were at the supermarket and I had promised to pick you up. I was late and couldn't find you when I got there. If you have a cellphone I can just call you.

JANE: Thank you for telling me what you think. I will take some time to think about what you have said. Now let's have some fun. How about playing some cards!

5. SUMMARY & HOMEWORK

1. Preview the reading text

2. Learn the new words and expressions by heart.

3. Get ready to be examined in the speaking activities.

Period 2

1. PRESENTATION & REVISION

1. Ask some pairs to act out the speaking activities.

2. During this period, do some reading.

2. PRE-READING

Introduction The questions are designed to get the students to think about the cellphone as an example of inventions that have changed our way of life.

Instruction Encourage answers and comments that help students think about the way technology affects our life and thinking. The second question will help: students are likely to mention what we do today and compare to what people did in the past. Big inventions would include cars, computers, electricity, etc. The third question will help the students reflect on why some inventions are more popular than others.

Extension Ask the students to think about what “big” inventions have in common. Encourage students to think more about question 3. What are the consequences of “popular” science - will it lead science in the wrong direction?

3. READING

LIFE ON THE GO

Introduction The reading discusses the increasing popularity of cellphones in Chinese society. Cellphones are everywhere and have positive and negative effects on our life. Encourage the students to take a critical view of the cellphone culture, or life on the go, and think about how trends and life-styles are related to science and technology. Note that Wang Mei (the girl in the text) says that cellphones are useful and repeats the reasons we encounter in ads and the media - but in the last paragraph we also learn that she (like most people) actually uses the cellphone for other, perhaps less grand purposes. .

Note Life on the go refers to a fast-paced lifestyle where people are always on the go-rushing from one place to another, doing many things at once, and using portable phones, computers, etc.

Instruction

1 Ask the students to read the rust paragraph quickly to get the main idea of the text.

2 Ask the students to do the following (without reading the text).

A Try to guess what the next paragraph will talk about.

Ask the students what they think and why they think so. Compare different answers.

B Try to guess what the whole text will talk about. Ask the students what they think and why they think so. Compare different answers.

3 Ask the students to use the answers from 2A and 2B to write a simple outline of the text. The students can work in pairs or groups to write the outline.

4 Let the students read the whole text. Ask them to compare their outline with the text and note any differences.

4. POST-READING

Answers to Exercise 1:

1 The title refers to the high pace of modem life and to the fact that portable devices, like cellphones and laptops, are becoming popular.

2 The text lists a couple of reasons: cellphones can distract students in class, cellphones may make students spend more time talking on the phone than doing homework.

3 The text lists two reasons: safety and the cool factor, i.e. the desire to be like others. Students may add other reasons.

4 Students are of course free to agree or disagree. Make sure that the students give reasons for their opinion.

Questions 2 and 3 can be answered by skimming or scanning. For question 1, students may use the pre-reading discussion and their own thinking. The text does include the phrase life on the go, so additional help is available. Question 4 is perhaps best answered after a pair or group discussion.

2 Sample Outline

1 Wang Mei is an example of Chinese teenagers who have cellphones.

2 Cellphones can be used for many things.

For example: talking to people, sending mes5ages and pictures, .playing games, listening to music, keeping appointments

3 Cellphones also cause problems.

1 In school, cellphones may disturb lessons.

2 At home, students may spend too much time and money on phone calls.

4 There are several reasons why teenagers like cellphones.

1 Cellphones help us stay in touch with friends and family.

2 Cellphones make us feel safer.

3 Cellphones are fun and cool.

5 Wang Mei explains why she likes her cellphone and what she uses it for.

3 Various answers are possible.

5. SUMMARY & HOMEWORK

1. Read the text fluently.

2. Get LANUAGE STUDY ready.

3. Go on remembering the new words and expressions in this unit.

Period 3

1. PRESENTATION & REVISION

1. Have a dictation of the new words and expressions.

2. LANGUAGE POINTS IN THE READING TEXT

（Omitted.）

3. LANGUAGE STUDY

Word study

Answers to the exercise:

1G 2C 3B 4A 5F 6I 7E 8D 9H

4. GRAMMAR

The Present Continuous Passive Voice:

To form the present continuous passive voice, use is / are being done, which gives the idea that an action is in progress at the moment.

e.g.: Money is being collected for the broadband project.

A report is being written about the negative effects of 'Cellphones in school.

Answers to Exercise 1:

1 Money for the broadband project is being collected.

2 A report about the negative effects of cellphones in school is being written.

3 A computer center for the students is being built.

4 The test-tube baby is being taken good care of by its parents.

5 Human cloning is being studied by some scientists.

6 The laws to protect the rights of women and children are being revised.

Answers to Exercise 2:

1 How much money a month is being spent on their cellphones?

2 What is being produced by this company?

3 Who is being interviewed for the job?

4 What is being sent to his friend's phone?

5 Whom are some programmes being developed for?

5. SUMMARY & HOMEWORK

1. Grasp the language points in the reading text.

2. Finish all the exercises in the Student’s Book.

3. Learn to use the Grammar in this unit.

Period 4

1. PRESENTATION & REVISION

1. Check the students on the grammar points.

2. Ask the students to translate some sentences.

2. GRAMMAR EXERCISES

(Omitted.)

3. INTEGRATING SKILLS

Instruction Writing this letter can be difficult as the students will have to struggle with the abstract concepts. Most of them will find it difficult to capture the essence of the abstract terms, but in the process of doing so they will discover useful techniques for conveying their ideas, e.g. giving examples. Acceptable essays should include a rough definition of the two terms (love and friendship), with examples, within the framework of a letter to Q12. Advanced essays should use the definitions / examples to show Q12 that love and friendship are necessary, i.e. advanced essays should use the expository parts to support a persuasive thesis. These are important criteria for assessment. Let the students read the story about Q12 and then write the letter. The students can work individually or in pairs or groups.

Sample writing:

April 3 2374

Dear Q 12,

My name is Xiao Hong and 1 am a middle school student in Dalian. I would like to tell you about two things that 1 think are very important. Please read what 1 have to say, because 1 think it may be helpful to you. 1 want to tell you about love and friendship.

Love is difficult to explain, but 1 will try. Love is a feeling between two people. It is a very happy and warm feeling. When two people love each other, they almost become one person. For example, if a father loves his child, he will feel sad when the child is sad and happy when the childis happy. There are many different kinds of love: you can love your parents or children, you can love your husband or your wife, or you can love someone outside your family.

Friendship is also a kind of love. When two people are friends, they try to understand and help each other. A good friend will be there for you even when you are having a difficult time. Friends do things together and share thoughts, feelings and ideas.

Love and friendship are necessary if we want a happy world. If there is love, people will not do bad things to each other; if we have friends, we won't have to feel lonely or afraid. When people feel lonely and afraid, they often get angry with others and do mean things. If we learn to love and be friends, we can live happily together and solve the problems and difficulties we must face in life.

Your friend,

Xiao Hong

The words “chelyabinsk” and “Irkutsk” may be new to us, but the sentence tells us that they are examples of large Russian cities.

CHECKPOINT

Answers to Checkpoint 9:

A computer centre is being built for the students.

The phones are also being used as cameras and radios. The phones are being used everywhere.

4. LANGUAGE POINTS IN THE READING TEXT

(Omitted.)

5. SUMMARY & HOMEWORK

1. Write a clear and beautiful short passage in the Exercise-book.

2. Preview WORKBOOK.

Period 5

1. PRESENTATION & REVISION

1. Have a dictation of some phrases.

2. Say something about the students’ writing.

2. LISTENING

Instruction Tell the students that they will hear about the International Space Station. Ask the students what they know about it and then let them listen to the tape I and complete the informati0n chart.

LISTENING TEXT:

The International Space Station

As you are listening to this, the International Space Station is moving around the Earth. The International Space Station is an international project to build a small city in space. Sixteen countries are working together to build a space station where scientists can conduct experiments and learn more about space and the earth. The sixteen international partners are the United States, Russia, Canada, Japan, Brazil, and the European Space Agency. The United States and Russia are leading the effort but every country is making an important contribution to the ISS.

The International Space Station is made up of several parts and will be about the size of two soccer fields when completed. The different parts will be added one by one. Some parts are laboratories, some are for power sources, and others are for people to live in. The parts will be put together in space. When the new parts have been put together, space station astronauts will perform space walks to connect the parts to the station. The space walks are very dangerous and astronauts must be very careful one small mistake could be deadly! A total of 46 flights

will be necessary to connect the more than 100 parts. If all goes well, the station will be completed in a few years.

Note: The Europen space Agency involves 11 countries: France, Germany, Italy, Switzerland, Spain, the Netherlands, Belgium, Denmark, Norway, Sweden and the UK.

Answers to the exercises:

What is the task of the ISS? It is an international project to build the Internationals Space Station, a small city in space.

How many countries are building the station? 16

How big will the ISS be when finished? About the size of two soccer fields.

How many parts are needed? What will they be used for? More than 100.

Some parts are laboratories, some are for power sources and others are for people to live in.

How is the ISS being built? First, the different parts will be put together in space. Then, the people who work at the space station will take space walks to connect the parts to the station.

How many flights are needed to connect the parts? 46.

When will the project be finished? In a few years.

2 Various answers are possible.

3. TALKING

Instruction Help the students prepare the lists of advantages and disadvantages. You can use one of the examples and let the whole class think of advantages and disadvantages and then write them on the blackboard. If necessary, you can also model one or two “turns” in the debate.

Technology Advantages Disadvantages

Cellphones ●Cellphones help us keep in touch withour friends and family.

●Cellphones help us send e-mails.

● Cellphones help us send photographs and messages.

. ● Cellphones help us… ●Using a cellphone is expensive.

●Overusing it may disturb our work.

●Spending too much time making phone calls. . Cellphones ...

Robots

●Robots can work in dirty and dangerous places.

●Robots can do boring things that humans do not want to do.

● Robots can work without sleep and food. ●Robots can't think or make decisions.

● People may become unemployed if robots are used instead of humans.

●Robots need electricity.

Computers

●Computers help us work faster.

●Computers can help us study and learn.

●Computers can help us solve difficult problems. ●Computers are expensive.

●Computers can't think or make decisions.

●Computers are sometimes difficult to use.

Sample Dialogue:

A: I think that cellphones have many advantages. They help us keep in touch with our friends and family and we can use them to get important information, like news and weather reports.

B: Well, maybe, but there are many disadvantages, too. Cellphones are expensive to buy and use, and people may use them where they shouldn't, like in the classroom. Many people call their friends just for fun and may end spending too much time on the phone.

A: That may be true for some people, but that's not really because of the phones. You could say the same about TV or computers. People shouldn't do too much of anything. Think about all the other advantages. For example, if I'm meeting my Mum at the bus station and she is late, she can call me and let me know so I won't have to worry or get lost. And if I do get lost, or if I'm in danger, I can call for help.

B: ...

4. SUMMARY & HOMEWORK

1. Get ready to be examined in the talking activities.

2. Preview all the exercises in the workbook.

Period 6

1. PRESENTATION & REVISION

1. Ask some pairs to act out the talking activities.

2. PRACTISING

Vocabulary

Answers to the exercises:

1 1 toothpick 2 Teenagers 3 calendar 4 appointment 5 behaviour 6 emergency

7 interview 8 planet

2 1 answer (n) 2 changes (n) 3 defeat (v) 4 touch (n) 5 hand (n) 6 handed (v)

7 change (v) 8 phone (n) 9 forces (v) 10 phoned (v) 11 force (n) 12 answer (v)

13 defeat (n) 14 touch (v)

3 1 C 2C 3B 4A. 5A

4 1 You may do whatever you want to do.

2 I'll teach whoever wants to learn.

3 We can start whenever you're ready.

4 Life won't be easy whichever road you take.

5 He makes friends wherever he goes.

6 It rained throughout the night.

7 In case of rain, they usually go travelling with an umbrella.

Grammar

Answers to the exercises:

1 done, completed, built, have, collecting, planned, collected, spent, made, being improved, planted, painted

2 National day is coming and People's Park is being prepared for it. Look! By the lake, one boat is being repaired and the other one is being. painted. Beside the boats, the trees are being planted and the flowers are being watered. Not far away, the building is being painted and its roof is being repaired...

3. INTEGRATING SKILLS

Reading

FUTURE TRAVEL: TELEPORATION

Introduction The text states that the concept of transportation has remained the same despite advances in science and technology. However, recent discoveries suggest that we may be able to change the way we view transportation. The text defines and explains teleportation and reports advances. in science that have made teleportation seem possible. The discovery is an example of how something once believed to be science fiction (or impossible) is becoming science (or reality). It is important to note that while the discovery described in the text is significant, the teleportation of human beings does not seem possible.

Extension Encourage the students to think about what a concept is and how it changes - or, in other words, how the way we think about the world interacts with what we know about it. Use the Adventure Travel reading in the student's book as an example of another conceptual change.

Answers to the exercises:

1 1 Teleportation is a combination of sending information through telephones or the Internet and transportation.

2 With normal transportation, a person or thing is moved from point A to point B. With teleportation, a person or thing is taken apart at point A and put together again at point B.,

3 Teleporting a human being would be very difficult since there are so many parts in a human body.

4 Various answers are possible. The text does make it clear that it. is very unlikely that human teleportation will become possible.

2 The students are asked to match each new word with the correct strategy. Ask them to scan the text for the word and then decide which strategy they could use to guess the meaning of the word.

Teleportation

Strategy: Some words are made up of two parts. We can use the meaning of each part to guess the meaning of the word.

The text emphasizes the mix of telephone and transportation and the students can use this to conclude that tele has been added to -portation to make up teleportation, meaning a combination of regular transportation and telecommunication.

Photons

Strategy: Some words are explained in the sentence. The explanation is often between commas (,), dashes (-), or brackets ( ).

The explanation is given in brackets in the text (particles that carry light).

Apart

Strategy: We can use words we already know to guess the meaning of words that mean the same or that have the opposite meaning.

The students are already familiar with the phrase put together and can use this knowledge to conclude that apart means the opposite of together.

3 1 People used to think it was impossible to use machines to talk to each other, but it has become possible with the invention of the telephone. In the future, we may even be able to use machines to send our thoughts to other people.

2 People used to think it was impossible to make a copy of a living thing, but it has become possible with the invention of cloning. In the future, we may even be able to clone human beings.

3 People used to think that it was impossible to make a machine that could do math, but it has become possible with the invention of the abacus and the computer. In the future, we may even be able to use machines that can think.

4. WRITING

Instruction Ask the students to think of inventions that have changed the way we live, e.g. the steam engine, electricity, the telephone, the computer, the Internet etc. What will the next big invention be and how will it change our life? The students are free to come up with their own ideas. Remind the students that they should give the new invention a name, explain (roughly) how it works or what it is, how it will be used (or what it will be used for) and how it will change our life.

Sample writing:

The Thinkuter

I think that the next big thing, the next important invention, will be a computer that can actually think. I don't mean that this computer will be like a human being - it will not be able to come up with its own ideas

but it will be able to help us think. The computers we use today can only do very simple things, like adding and subtracting, or storing and recalling information. The new machine will be able to do things that we do when we think. Since it is a computer that can think, I will call it a thinkuter.

If we have thinkuters, we can do things that used to be impossible. For example, today, with normal computers, only a few very smart people can solve important problems. And even these experts can only solve the problems in the same way. With a thinkuter, we would be able to think in new ways and change the way we understand life, science, and nature. A thinkuter would give us more thinking power and we would be able to do more with our ideas. Everybody has lots of good ideas, even children do, but it is difficult to turn one's ideas into reality. If people had thinkuters, they could use their ideas better - no idea would be wasted.

With thinkuters, we would also need to spend less time in school. We could learn more and faster. School is good for us and we need it, but if we could learn more and faster, we would have more time to do other things that are also important.

5. SUMMARY & HOMEWORK

1. Finish all the exercises in this UNIT.

2. Finish the supplementary exercises given by the teacher.

Period 7

1. PRESENTATION & REVISION

2. GOING OVER SUPPLIMENTARY EXERCISES

3. SUMMARY & HOMEWORK

Period 8

1. PRESENTATION & REVISION

2. GOING OVER NEW WORDS AND EXPRESSIONS IN UNIT 2

3. SUMMARY & HOMEWORK

高一英语课件篇11

1. He sat at the desk, __________ a novel.

A. read B. to read C. reading D. reads

2. If you cheat in the exam, you could hardly _________ it.

A. throw away B. get away C. get away from D. get away with

3. No potatoes for me—I’m _______ a diet.

4. The speed of cars and trucks is _____ to 30 kilometers per hour in large cities in China.

A. limited B. limiting C. limiting to D. limited to

5. Smoking is a bad habit. You should _________ it.

A. throw away B. get away with C. get rid of D. throw

6. I’m really tired _______ Tom. He had me _________ for two hours in the rain.

A. of, waiting B. with; wait C. of; waited D. with; waited

7. Bob ran the 100 meters in 9.91 seconds, and I have not seen ________ this year. (浙江 2005)

A. the best B. better C. the most D. more

8. Filled with anger, he didn’t shout or swear, but just ________ silently at me.

A. looked B. stared C. glared D. glanced

9. — Why was Tom scolded by our teacher? — For ________.

A. tell a lie B. telling lies C. told lies D. telling lie

10. — Anything new in the new regulations? — They will be ________ to us all.

A. of great benefit B. do harms C. do many good D. for the benefit

11. Must I get through the business in one evening? No, you ________.

A. mustn’t B. haven’t C. needn’t to D. don’t have to

12. Your article is too long. You must _______ to about 3000 words.

A. cut it off B. cut it up C. cut it down D. cut it into

13. If your knowledge can be in some way _______ with my experiences, we are sure to succeed.

A. joined B. united C. connected D. combined

14. The news was so ____ that all the people present at the meeting were _______ at it.

A. amazing, amazing B. amazed, amazed C. amazing, amazed D. amazed, amazing

15. You ______be sitting in this waiting room, sir. You see, it is for women and children only.

A. oughtn’t to B. dare not C. need not D. will not

阅读下面短文，掌握其大意，然后从1~10各题所给的四个选项（A、B、C和D）中，选出最佳选项，并把答案写在答题卷上。

Every person needs water and a diet of healthy foods. These foods should contain some fat, some fiber, a little salt and so on.

People need energy 16 . They eat different kinds of food which change into energy. The energy is 17 in calories. Even when you 18 , you are using energy – about 65 calories an hour. 19 you are at school, or walking home, your body is burning up 100 calories an hour. When playing football or basketball, you 20 be using 400 calories an hour. On Sports Day, during the relay race, you will use most of all, 21 as much as 650 calories an hour.

The Chinese diet is considered to be the healthiest in the world. It contains a lot of fruit and green vegetables. It is 22 in fiber and low in sugar and fat. The Chinese eat less sugar than many other countries in the world. That is 23 lots of people in China have healthy white teeth.

People in the Western world do not eat such healthy foods. They eat 24 fat and sugar and don’t take enough 25 . Because of this, they 26 weight very easily. Their diet contains a lot of fat in the 27 of potato crisps, potato chips, butter, cream and chocolate. They eat a lot of sugar which exist in cakes, soft drinks, 28 and so on. The result is that many of them become fat. 29 some have bad teeth. In some parts of Britain, one person in ten, 30 the age of thirty, has no teeth left.

16. A. for lifeB. to live C. to live withD. for a living

17. A. measuringB. takenC. measuredD. measure

18. A. are asleepB. fall asleepC. go to sleep D. go to bed

20. A. mustB. canC. needD. might

21. A. surelyB. usuallyC. perhapsD. hardly

24. A. much tooB. many tooC. too manyD. too much

25. A. exercisesB. foodC. workD. exercise

26. A. put onB. gain onC. get onD. put up

27. A. typeB. formC. kindD. sort

28. A. sweetsB. sweetC. candy barD. sweet thing

阅读下列短文，从每题所给的'四个选项（A、B、C和D）中，选出最佳选项，并把答案写在答题卷上。 A．

A car needs gas to run and your body also needs food to work for you. Eating the right kind of food is very important. It can keep your body strong, so take care of what you eat.

There are four main food groups altogether. The dairy products group has food like milk, cheese and sour milk. The other three groups are the meat and fish group, the fruit and vegetable group, and the bread and rice group. Each meal should have at least one food from all the four main groups. With all these food together you will be given enough energy during the day.

It is easy to get into bad eating habits. You may eat your breakfast in a hurry to get to school on time. Or you may not have time for a good lunch. It may seem easy to finish your supper with fish and chips all the time. But you will find yourself tired during these days and you can not think quickly.

Watching what you eat will help keep your body healthy and strong. It is also good to take some exercise. It will help you eat more if you take a walk or play games in the open air. Having a good eating habit with some exercise is the key to your health.

31. Which of the following diets do you think is the best one?

A. Eggs, tomatoes and chicken.B. Milk, bread, cabbages and beef.

C. Corn, fish, cream and pork. D. Rice, beancurd, apples, fish and chicken.

32. Which of the following is a good eating habit?

A. Going to school without any breakfast.B. Eating fish and chips for supper all the time.

C. Finishing your lunch in a very short time.

D. Having at least one food from all the four groups each meal.

33. In this passage the writer mainly tells us that ______.

A. every person needs food to grow wellB. taking exercise can keep your body strong

C. right kind of food with exercise will keep you healthy

D. enough energy helps people think more quickly

Good health is the most valuable thing a person can have, but one cannot take good health for granted. It is important to remember that the body needs proper care in order to be healthy. There are three things that a person can do to help stay in good shape: eat right food ,get enough sleep, and exercise regularly.

Proper nutrition (营养) is important for good health. Your body cannot work well unless it receives the proper kind of “fuel”(燃料).Don't eat too much food with lots of sugar and fat. Eat plenty of foods high in protein (蛋白质) ,like meat, fish, eggs and nuts. Vegetables and fruits are very important because they provide necessary vitamins (维他命) and minerals. However, don't overeat. It is not helpful to be overweight.

Getting the proper amount of sleep is also important. If you don't get enough sleep, you feel tired and easily get angry. You have no energy. Over a long period of time a little a amount of sleep may even result in a change of personality (人的个性).Be sure to allow yourself from seven to nine hours of sleep each night. If you do, your body will feel strong and refreshed, and your mind will be sharp.

Finally, get plenty of exercise. Exercise firms the body, strengthens the muscles, and prevents you from gaining weight. It also improves your heart and lungs. If you follow a regular exercise program, you will probably increase your life-span (寿命).Any kind of exercise is good. Most sports are excellent for keeping the body in good shapes: basketball, swimming, bicycling, running and so on are good examples. Sports are not only good for your body, but they are enjoyable and interesting, too.

If everybody, were to eat the right foods, get plenty of sleep and exercise regularly, the world would be a happier and healthier place. We would all live to be much older and wiser.

34. According to the passage,_________.

B. if we were healthy, we could spend our days in doing things with less sleep

C. one can eat a lot to stay in good shape

D. one needn't take any exercise if he is healthy

35.In order to keep good health, ___________ .

A. we should eat a lot of sweets B. one needs a large amount of fat

C. people should eat according to the foods nutrition D. we must try to sleep now and then

36. Eating more and sleeping less________.

A. can keep healthy B. is no good for you

C. gets you more energy D. will keep your personality

37.The writer explains ________in this passage.

A. how to eat B. the importance of doing exercise

C. how to keep healthy D. what to eat

38.The title of the article should be___________ .

A. Eating and Exercising B. How Vitamins Work in Man's Body

C. Staying Healthy D. Sleeping Well

Isn't it astonishing how much time we spend talking about food? “Have you ever eaten …?” “What did you have for lunch?” and so on. And yet when you travel from one country to another, you will find that people have quite different feelings about food. People often feel that what they eat is normal (正常) and that what other people eat is strange or silly. In most parts of Asia, for example, no meal is complete without rice. In England, people eat potatoes every day. In the Middle East, bread is the main part of every meal. Eating like so many things we do, becomes a habit which is difficult to change. Americans like to drink a lot of orange juice and coffee. The English drink tea four or five times every day. Australians drink a great deal of beer, and the French drink wine every day.

The sort of meat people like to eat also differs from one country to another. Horse meat is thought to be delicious in France. In Hong Kong, some people enjoy eating snakes. New Zealander eat sheep, but they never eat goat meat. The Japanese don't like to eat sheep meat be-cause of its smell, but they enjoy eating raw fish (生鱼).

So it seems that although eating is a topic we can talk about for hours, there is very little common sense in what we say it. People everywhere enjoy eating what they have always eaten, and there is very little we can do to change our eating habits.

39. Which of the following is true according to the article?

A. All people have the same feeling about food.

B. In most parts of Asia, people usually have rice for meals.

C. People often consider other people to be strange or silly.

D. The topic people spend time talking about is bread and meat.

40. People in different countries .

A. drink the same sort of wineB. have the same eating habit

C. eat different kinds of meatD. have the same tea at different time within a day

41. The Japanese don't like to eat sheep meat .

A. because they dislike its smellB. because it is too expensive

C. because it is easy to go badD. because they think it will do harm to their health

42. English people drink tea four or five times a day .

A. because they get thirsty easilyB. because there is plenty of tea in Britain

C. because of their drinking habitD. because they have enough time to do so

第一节：根据句子的意思，写出正确的单词，并注意词的正确形式。（共10小题；10分）。

1. He gained all his ________(力量) and was ready for a second try.

2. I patted her _______(温柔地) on the shoulder.

3. It is healthier to keep a b_______ diet every day.

4. This restaurant was not giving its ______(顾客) energy-giving food.

5. ________ (好奇心)drove Wang Pengwei inside Yong Hui’s restaurant.

6. Wang Pengwei stopped worrying and started advertising the _______(好处) of his food.

7. To succeed, we must ___________(结合) talent with working hard.

8. He has been working for a long time, but he is still full of __________.（energetic）

9. You should do some _________(研究) before making the final decision.

10. She is not _________(苗条的)enough to wear these tight trousers.

1. When we are cooking with a gas fire, we ________(can / must) keep the window open.

2. Mr. Joseph has stayed in the US for several years. He _____(may / can) speak English quite well.

3. Jack’s ill, so they ______ (must / have to) change their plans.

4. It _______ (can't / mustn't) be Miss Gao. I know she has gone to Beijing.

5. You say you ________ not do it but I say you ____________ (shall / will)

第三节：根据中文意思完成句子(共5小题；10分)。

1. 我用了一个月才摆脱咳嗽。It took me a month to _____ _____ _____my cough.

2. 她欠我100块钱。 She _______ ________ _______ to me for 100 yuan RMB.

3. 我们应该抛弃考试作弊的坏习惯。We should ________ _________ the bad habit of cheating in the exam.

4.他们没有打架，只是站在那怒视对方。They didn’t fight, but stood there _____ ______ one another.

5．David 靠给报社写文章维生。David ____ _____ ______ by writing articles for newspapers.

高一英语课件篇12

作者：贺莉自：本站原创点击数：581 文章录入：helen

Teaching plan for SB1A Unit 9 Technology

Teaching goals: Talk about science and technology

Describe things and how they work

Express agreement and disagreement

Use the present Continuous Passive Voice

Talk about the advantages and disadvantages of modern technology

Write a letter to Q12 about love and friendship

Time arrangement:

Period 1 Warming up, listening, speaking

Period 2 Pre-reading, reading, post-reading

Period 3 Intensive reading

Period 4 Language study

Period 5 Integrating skills

Period 6 Workbook (Talking and Reading)

Period 7 Test

Period one ( listening and speaking )

Warming up

Step I Brainstorming about Technology

1. Is technology important to us? What will you think of when talking about technology?

2. What qualities shall we have if we want to have advanced technology?

( to be creative , good at solving problems and thinking in new ways )

Step II Activity

( Bring the items of a toothpick, plastic bag and left-handed glove if possible)

(Hold a competition of creativity among groups of students if necessary)

1. Students work in groups to solve the problems

2. Compare different solutions and talk about creativity.

Listening

Step I Introduction

1. Describe an everyday object for Ss to guess. (color/ size/ shape/ use etc.)

Step II listening

1. First-listening: what is being described?

2. Second-listening: what can the things be used for?

3. Discussion in pairs: what are the new uses for the objects in addition to the “normal” uses?

Step III A riddle-guessing competition

1. Read the instruction and the guided questions

2 Do a demonstration with a student.

Teacher: You seem to have something in your pocket. What does it look like?

Student: It looks like … ….

T: What is it made of ?

S: It’s made of …….

T: What is it used for ?

S: … … …

3 Ss practice in pairs

4 Competition--- Who can guess it ?

One student thinks of or hides an object in his pocket, while the rest raise questions to guess what it is.

Speaking

Step I Brainstorming

1. Present the situation

2. Brainstorming about the advantages and disadvantages about cellphones

Step II Expressions of agreement and disagreement

Teach new expressions

1) Absolutely= Definitely= Exactly

2) It depends.

3) That’s a good point.

4) That’s worth thinking about.

Step III Activity

1. Ss works in groups and prepare a role play.

2. Ss present their dialogues.

3. Debate: Players from different groups debate the advantages and disadvantages of a cellphone.

Homework: 1. Listening : Workbook P133 Listening Ex 1&2

2. Speaking: Interview your parents the way of life 30 years ago ( Were there telephones , TVs or computers ? )

3. Thinking : P60 Ex 3 Design your cellphone--- to be creative!

Period Two ( extensive reading )

Revision

Check the listening homework on page 133.

Pre-reading

Step I Discussion (Question 2 of Pre-reading )

1. Check the speaking homework of interview

How did people live 30 years ago?

What did people do at night without electricity?

How have inventions and new technology changed our way of life?

2. Talk about the title---Life on the go

Life on the go refers to a fast-paced lifestyle where people are always on the go---rushing from one place to another, doing many things at once, and using cellphones, computers, etc.

Reading

Step I Presentation

1. Talk about the cellphone and present the new vocabulary.

( Ask Ss to bring cellphones of different brands to class if possible)

Questions: What functions does a cellphone have?

What features does your cellphone have? etc.

Vocabulary: function, feature, image, an electronic calendar, remind ,appointment

2. The top question:

Why are cellphones so popular with teenagers according to the passage?

Step II Reading

1. Skimming for the top question.

2. Some T or F statements to check the general understanding of the passage.

3. Scanning for the main idea of each paragraph, comparing general statement and specific statement. ( Post-reading Ex 2 on Page 60 )

Step III Activity

1. Discussion in pairs ( Post-reading Ex 1 on Page 60 ).

2. Design your own cellphone in groups.

Homework: 1. Read the text after the tape, marking the difficulties.

2. Reading comprehension: WB page 136.

Period Three ( intensive reading )

Revision

Revise the text .

Language points

Vocabulary

1. depend v. dependent adj. independent adj.

1) That depends. = It depends. = I’m not completely sure.

2) depend on 依赖，信任，取决于

e.g. His family depends on him.

We’re depending on you to finish the job by Friday.

Happiness often depends on your attitude to life.

2. add v.

1) 增加，相加，补充说

e.g. Add a few more names to the list.

If you add 5 and 3 you get 8.

I should like to add that we are pleased with the result.

2) add to = to increase something

e.g. The rise in electricity costs has added to our difficulties.

3) add up to = amount to

e.g. These numbers add up to 100.

3. remind v.

remind sb to do sth.

of sth.

that –clause

e.g. Remind me to write to Dave.

This hotel reminds me of the one we stayed in last year.

She reminded me that Sue was in Paris.

4. touch n.

get in touch with sb. lose touch with sb.

stay in touch with be in touch with

keep in touch with be out of touch with

5. call v.

call for = to demand sth. , to collect sb.

call at some place = visit some place

call on sb. = to visit sb., to ask sb. to do sth.

call in = to ask sb. to come in{

e.g. Students are calling for more spare time and less homework.

I'll call for you at 8 o'clock.

I think we'd better call in a doctor.

I called on my uncle while I was in London.

6. case n.

in case in this case

in case of + n./pron in any case

in case --clause in no case = never

e.g. The meeting will be put off in case it rains.

In case he arrives before I get back, please ask him to wait.

In case of fire, ring the bell.

I don't think I need any money, but I'll bring some in case.

In no case should we give up dreaming about a better future.

7. need n.

[U] 缺乏；需要

[C] 需要得东西；必需品

in need of sth.

no need for sth.

e.g. There’s a growing need for new housing in big cities.

She didn’t earn enough money to satisfy all her needs.

We’re collecting money for children in need.

Please come to me if ever you’re in need of help.

There’s no need for you to say sorry to me.

Sentence patterns

1. Cellphones make it possible for us to talk to anyone from anywhere.

e.g. I think it necessary for her to stay in touch with her parents .

He found it possible for them to improve the working condition.

Our school makes it a rule for us to have an English Corner every Friday.

2. We have a need to stay in touch with friends no matter where we are or what we are doing.

e.g. Nobody believed him no matter what he said.

No matter where he goes, the thief can’t escape being caught.

She always goes swimming no matter how cold it is.

3. She says that her cellphone helps her do whatever she wants to do.

e.g. Whatever you do, wherever you go, I’ll be right here waiting for you.

She always goes swimming, however cold it is.

Homework: 1. WB page 134-135 Vocabulary Ex1,2,3&4

Period Four ( Language study )

Word study

Step I Page 61 Match the words with their meaning

Step II Check the homework on page 134-135.

Step III Reading for meaning ---guessing the words from the clues.

Page 63 Tips Are you a smart reader?

Grammar

The passive voice (3) --- The Present Continuous Passive Voice

Step I Study the examples

am/ is/ are + being + done

Step II Practice ( page 61 )

Step III Activity

Two students put on a performance of “双簧”.

The door is being pushed open slowly and quietly. A chair is being taken into the room and put at the desk. A piece of paper is being taken out of his pocket. The chair is being cleaned. Now he is sitting down. And some books are being moved to the side of the desk. The schoolbag is being opened, and an English book is being taken out…….

Homework: 1. WB page 136 Grammar 1&2

Period Five ( integrating skills )

Reading

Step I Reading

What is the computer Q12 like ?

How does it control human beings?

What other suggestions will you make to solve the problem?

What will the earth be like if Q12 understands love and friendship?

Step II Language points

1 take over 接管

e.g. The company has been taken over by a American firm.

Sarah will take over my job when I leave.

2 break down （机器）不运转；失败；

break up 结束；（关系）破裂

e.g. The car broke down on the motorway.

The peace talks between the two countries have broken down

The meeting broke up after only half an hour.

Their relationship wasn’t working, so they decided to break up.

3 come up with = to think of or suggest an idea 想出办法，提出建议

e.g. He couldn’t come up with an answer.

How have you come up with such a good idea?

4 success in manage to do sth.

sucessful in

succeed in doing sth. fail to do sth.

e.g. We had no success in finding a new flat.

Jane finally succeeded in passing the her driving test.

Writing

Step I Study the outline of the letter

Step II Students have a discussion in pairs.

Step III Ask a student to give a sample letter orally.

Homework: 1. write a letter to Q12

Period Six ( WB talking and reading )

Talking

WB page 134 Talk about modern technology.

Step I Read the situation

Step II Activity

Ss work in groups

First list the advantages and disadvantages of the inventions of cellphones, robots and computers.

Then Ss have a debate in groups.

Step III Debate

Have 3 debates between groups.

( There are speakers representing each group, and the rest are judges)

Reading

WB page 136 Reading Future travel: teleportation

Step I Fast reading and skimming

What does teleportation mean?

Step II Scanning

How is teleportation different from normal transportation?

Why is it so difficult to teleport human beings?

Step III Reading for words

Match the words with the best strategy on page 137.

Step IV Activity

Discussion : Will teleportation be realized?

Think of more impossible things that may be possible in the future.

数蛤蟆课件

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