最新高一课件。
考虑到您的需求我们编辑了“高一课件”。老师上课前有教案课件是工作负责的一种表现，而现在又到了写课件的时候了。设计教案需要注重授课思路的清晰和逻辑性。建议你来看看或许能够帮助你解决问题！
高一课件 篇1
项羽之死(苏教版高一选修) 教案教学设计
【教材分析】
1、教材版本：人民教育出版社
2、年级：高中二年级
3、所属模块：选修
【教学目标】
（一）知识与技能
1、培养文言文自学能力：梳理知识点、确认重点字词句；借助书下注解和工具书解决疑难问题；学会交流学习，提高学习效率，共同进步。（第一课时完成）
2、引导学生结合历史来把握作者的观点
3、把握文章内容，掌握评价历史人物形象的方法。
（二）过程与方法
1、自主学习：课前让学生搜集所知的项羽的资料，准备课堂发言“我所知道的项羽”。
2、合作学习：课堂交流之后，归纳总结司马迁的观点，并对此做一番自己的理解。
（三）情感态度价值观
引导学生用审美的眼光读课文，品读文学家笔下的历史人物。
【教学重点】
1、文言文阅读的基本方法，品味文章优美语言；
2、理解本文所要表达的对人物评价的观点
【教学难点】
1、学习司马迁塑造人物的方法。
2、理解本文所要表达的态度，学习评价历史人物的方法
【教学过程】
一、导入：
由歌曲《霸王别姬》导入新课。
二、朗读感悟
1、配乐朗诵《项羽之死》（作用：富有感情的朗诵，能更好的表现文中描写的历史场景，营造悲剧氛围，感染学生，激发学生的学习兴趣。）
2、 朗读指导：
“垓下被围”重在抒情，节奏纾缓。
“东城被围”重在叙事，声情激越。
“乌江自刎”江畔陈辞，羽声慷慨。
三、分析文章：
（一）第一段：垓下被围
1、这一段作者主要通过哪些方面表现项羽的性格特征？
2、表现了项羽怎样的'性格特征？（多愁善感）
（二）第二段 垓下突围 被困东城
1、“田父”为什么“绐”项王，这说明什么问题？从这一情节可以看出项羽的什么性格特点？
2、由于“田父绐”，项王“陷大泽中”，“以故汉追及之”，双方的力量非常悬殊，项羽何去何从？他为什么说“天亡我，非战之罪”，由此可以看出项羽的什么性格特点？
3、这一部分，运用哪些手法表现人物性格？
（三）东城溃围
1、分析三次战斗
第一次：项羽--大呼、驰下、斩将
汉军--皆披靡
第二次：项羽--嗔目叱之
赤泉侯--人马俱惊，辟易数里
第三次：项羽--弛，斩汉一都尉，杀数十百人；亡两骑
2、三次行动，从不同的角度表现了项羽如猛虎一般的气势和战斗力，英武形象栩栩如生。非常精彩！展现了项羽的什么特点？
（四）乌江自刎
1、为什么项羽“欲东渡乌江”，却又在有船可渡的时候不渡了呢？
2、从中可见项羽的性格：知耻重义
三、深入探究
1、讨论项羽为什么失败。（合作探究）
2、太史公的观点：
太史公曰：“（项羽）自矜功伐，奋其私智而不师古，谓霸王之业，欲以力征经营天下，五年卒亡其国，身死东城，尚不觉寤而不自责，过矣。乃引“天亡我，非用兵之罪也”，岂不谬哉！
（《史记项羽本纪》）
3、既然批评他“谬”为何将他纳入本纪？
夫秦失其政，陈涉首难，豪杰蜂起，相与并争，不可胜数。然羽非有尺寸，乘执起陇亩之中，三年，遂将五诸侯灭秦，分裂天下，而封王侯，政由羽出，号为“霸王”，位虽不终，近古以来未尝有也。
四、拓展延伸
1、 题乌江亭 咏项羽
杜牧 李清照
胜败兵家事不期， 生当作人杰，
包羞忍耻是男儿。 死亦为鬼雄。
江东子弟多才俊， 至今思项羽，
卷土重来未可知。 不肯过江东。
明确：
杜牧认为：男儿应当能屈能伸卷土重来。
李清照认为：项羽气势豪壮，令人敬仰。因为从开始至结束都洋溢着对英雄的赞美和敬仰。
2、你怎样看待这个问题，项羽该不该渡乌江？（讨论探究）
结论：性格即人生
五、再次感受项羽的豪迈性格，悲剧人生。
欣赏视频《乌江自刎》
高一课件 篇2
思考的威力 教案教学设计(人教版高一必修二)
课题 思考的威力 课型 新授
教材分析 《思考的威力》是语文第二册第二单元的第三课，属讲读课文。本单元的主题是“擦拭理性的目光”，学习任务是引导学生进入理性的思考，使学生懂得用思想和智慧去解决人生面临的各种问题。本文则正是从方法论的角度告诉人们只有勤于思考，善于思考，才能有所发明，有所创造，才能成为一个有理性的人。学习方式是根据教师创设的自学提纲，引导学生自觉地梳理知识、提升学生的理性思维和探究能力。
学习者分析 作为一名中等职业学校的一年级学生，学习已有了一定的认知水平和人生体验，但随着年龄的增长和阅历的增加以及即将到来的岗位实习，都要求他们必须学会以理性的态度面对一切。表现在语文学习上，还停留在对文章表层的认识。因此，借助本文的学习引导学生开展自主、探究学习，在主动积极的思维中，加深理解，获得思想启迪。
教学目标 知识目标：把握文章的论证结构。
能力目标：学习文章运用典型事例和名人言论作为论据进行论证的方法。
情感目标：使学生懂得思考的重要性，养成勤学善思的学习习惯。
教学重点 学习文章是如何围绕中心论点，运用典型事例和名人言论作为论据进行论证。
教学难点 学习文章是如何运用多种论证方法和叙议结合的表达方式论证中心论点。
教学设计思路 充分尊重学生的主动性，让学生成为学习的主体、学习的主人。教学中主要采用“五步教学法”即自学、质疑、解疑、练习、测试五个步骤。让学生以自学提纲为契机，主动发现问题，研究问题，归纳问题。再以练习和测试巩固学习重点，培养学生的自主学习能力和探究问题、解决问题的能力。
媒体设计思路 准备自学提纲、练习题、课堂测试题、课件
教学活动过程
教学流程 教师活动 学生活动 教学媒体（资源）和
教学方式 备注
导入
一、自学
二、质疑
三、解疑
四、练习
五、测试 问：上课前，我们来个小小的思维热身。哪位同学知道“我思故我在”是谁的名言？
问：对了，是法国著名数学家、哲学家笛卡儿的名言。谁能利用自己已有的知识说说这句话的意思？
明确：非常好！能够准确理解“故”字和“在”的含义。让我们来看看笛卡儿先生原汁原味的解说吧。（出示课件1）也就是说，善于思考，敢于怀疑，勇于发问，才能标志我们的存在。
问：孔子也曾说过：“学而不思则罔”，它的意思是什么呢？
导入：可见，思考对于我们是多么的重要！今天我们就来学习一篇思想评论。（板书课题）分析一下认真思考为什么是发明创造的极其重要的决定性因素。
发放自学提纲，让学生根据自学提纲中的思考题自学课文。
问：除了思考题中的问题外，同学们还有什么疑问？（目的在于培养学生敢于质疑的能力）
答：这个同学提的这个问题很好，下面我们就从课文中找找有多少记叙和描写的文字，并思考它们对于论证文章观点有什么作用？
明确：这些记叙和描写简洁形象，并没有全面地介绍人物，而是紧紧围绕“思考”这一话题展开，生动地表现出这些科学家深入思考的形象和情景。因此，这些记叙和描写并没有喧宾夺主，而是与课文的议论有机地结合起来，起到了引人入胜、启人思考、突出中心的作用。
问：下面我们来解答第一个思考题，本文的中心论点是什么？
总结：同学回答的非常好。（板书：发明创造 决定性因素 认真思考 ）
问：这个中心论点是不是在开头就提出来的呢？
问：那它是怎样提出来的？
问：还有呢？
问：这样写有什么好处？
补充：突出论题的现实意义和普遍意义。
问：下面我们来解答第二个问题，本文的结构非常简单，同学们之间互相商量一下。”（目的在于提升学生探究问题能力和合作能力）
问：课文分三部分和分四部分，哪一种更好？
问：为什么呢？
总结：很好，我们就分成四部分。（出示课件2）
问：下面我们来思考本文运用了哪些论据？这些论据有何作用？
总结：文中列举的人物有14人，引用的具体事例有7个，引用的言论有8段。这些人物、事例、言论大都为青年所熟悉，容易引起他们的共鸣，更重要的是，这些论据对于作者所要阐明的观点非常恰当典型。（出示课件3并板书）
问：本文综合运用了多种论证方法。找找文中运用了哪些论证方法？
（板书）
问： 我们在文中找找具体的例子，看看作者为什么要用这些论证方法？
教师发放练习题
问：我们一块儿来看看练习的第四大题，你知道哪些与本文论点有关的名人名言？
总结：同学们平常积累的名言真多啊，很好！以后要继续积累，你才能在写作文时有话可说。（鼓励学生积累，对于学生养成良好的学习习惯和增加写作素材会大有裨益。）
问：学习完本文，同学们都有哪些收获？
教师做评点、补充。
布置作业：写一篇小短文，字数为300字左右（目的在于开拓学生的思维空间，培养学生多角度积极地思维，自由地表达自己的想法。）
发放测试题
答：是笛卡儿。
答：我思考，所以我存在。
答：只学习不思考就会迷惑和受蒙蔽。
根据自学提纲中的思考题自学课文（时间为15分钟）
问：老师，我感觉这篇文章不像议论文？议论文应该都是议论，但本文却有很多记叙和描写？
归纳：文中有五部分记叙和描写的文字。
答：对于每一个人来说，有没有发明创造，一个极其重要的决定性的因素，就是能不能开动脑筋，认真思考。
答：不是。
答：开头先写了几个青年人关于发明创造的疑问。
答：又写了卢瑟福与对手的一段对话。”
答：自然铺设，不唐突。
学生讨论后得出不同答案：有的分三部分，有的分四部分。
答：分四部分。
答：分四部分更清楚，更容易理解课文内容。
学生讨论回答（培养学生合作探究能力）
答：举例论证、引用论证、比喻论证、正反对比论证。
学生在文中找了许多例子。
分析作用：增强文章说服力，增加文章的生动性。
学生在下面做练习
另找三个学生到黑板分别做一至三题。
再找学生到黑板订正答案
学生畅所欲言，
学生做课堂小结。（目的在于培养学生的语言表达能力和总结概括能力。）
学生做测试题
课件1“我怀疑天，我怀疑地，我怀疑一切，但我不能怀疑一个事实，那就是我在思考，因此，只有思考才能证明我的存在。”
自学提纲
一、学习目标
二、学习重点
三、学习难点
四、走进作者
牛守贤，河南内乡人。发表有议论文《思考的威力》，杂文《学者与卡片》，报告文学《太行不老松》等。
五、思考题
1、思考本文的中心论点是什么？文章是怎样提出这个中心论点的？
2、思考分析本文可以分为几部分？
3、思考本文运用了哪些论据？这些论据有何作用？
4、思考本文运用了哪些论证方法？试举例说明。
课件2：
（引论）一提出中心论 点
二阐明思考的重要性
（本论）三论述怎样发挥思考的威力
（结论）四提出希望，深化中心
课件3
按文中的顺序分别
列举所出现的事实论据
和理论论据，并分别说
明各自的作用。
巩固与拓展
一、给下列词语中加点的字注音。
帷幕（ ）骰子（ ）按捺（ ）臆想（ ）沉吟（ ）寻思（ ）黏土( )
二、根据下列词语的意思写出相应的成语。
1、一心一意，集中精神。（ ）
2、掌握了关于某一事物的知识，而推出同类中其他事物。（ ）
3、全副精神高度集中。
（ ）
4、形容远得无影无踪。（ ）
5、顾不上睡觉，忘记吃饭。形容非常专心努力。（ ）
三、填空
1、文章中列举的人物有
，
共 人，引用的具体事例有 个，引用的言论有 段。
2、指出下列句子所使用的论证方法。
①这个创造发明的幼芽伴随着‘思考’的雨露，在他心灵里扎下了根。（ ）
②那些不肯开动脑筋的思想懒汉，是谈不上有创造性的劳动，更谈不上做出什么发明创造的。有志于献身‘四化’的青年朋友，在劳动、工作、学习中，一定要克服盲目性，努力养成思考的习惯，不断培养和发展自己的思考能力。（ ）
③多想出智慧，深思能创新。毕升经过长久的`细心钻研，终于发明了活字印刷术。（ ）
④周恩来同志在上中学的时候曾经说过：“思之思之，神鬼通之。”（ ）
四、找找看，你知道哪些与本文论点有关的名人名言。
板书设计 思考的威力
牛守贤
中心论点：发明创造 决定性因素 认真思考
举例论证
事实论据（7个） 引用论证
论据 论证方法 比喻论证
理论论据（8段） 正反对比论证
作业（测验）设计
写作
根据下面的材料，写一篇评论。
如果花瓶碎了，怎么办？大多数人的做法是，把碎片扔掉！只是一扔了事，全然不曾思考与之有关的规律。
那么，这里头有规律吗？有！将碎片按大小排列并称过重量之后你会发现：10-100克的最少，1-10克的稍多，0.1-1克的和0.1克以下的最多！尤其有趣的是，这些碎片的重量之间有着严整的倍数关系：最大碎片与次大碎片的重量比为16：1，中等碎片与较小碎片的重量比是16：1，较小碎片与最小碎片的重量比也是16：1。于是发现了这一倍比关系的人便将此规律用于考古或天体研究，即：只要有这个规律在，便可由已知文物、陨石的残肢碎片推测它的原状，从而迅速恢复它们的本来面貌！
课堂测试
一、阅读下面的文段，回答问题。
那么，应当怎样思考、怎样发挥思考的威力呢？ ……
其四，要有入迷的精神。所谓入迷，就是高度集中的注意力在大脑皮层中引起的极大兴奋性，使自己全神贯注于某一事物，而把其他一切都置之度外。这就像普希金所说的“我忘记了世界”，柴可夫斯基所说“忘记了一切”。英国著名科学家牛顿在研究万有引力定律的过程中，全部身心都投入了忘我的入迷的劳动之中。有一次他请了一位朋友到家吃饭，菜在桌子上已经摆了好久，可是他忙于在室内计算月球的轨道，把吃饭的事早已抛到九霄云外。于是客人自己吃掉了桌上的鸡，把骨头留在盘子里就走了。当牛顿计算完毕出来看见盘中的骨头时，“恍然大悟”地说：“我以为我还没有吃饭呢，原来已经吃过了。”他入迷到了这种废寝忘食的地步。
1、上述文段的论点是什么？作者在证明论点时用到了哪些论据和论证方法？
2、文中加点的“这”字指的是什么？
3、用“ ”标出文段中记叙和描写的文字，说说他们对证明论点的作用。
4、试另举一例，证明本段论点。
二、运用排比和比喻的修辞方法仿写句子。
“思考”是人类向科学进军的先导，是探索大自然秘密的侦察兵，是孕育发明之花的阳光雨露，是攀登科学高峰的阶梯。
勤奋是 。
教学评价
（反思） 教学过程是一个不断改进、反复强化的过程，教师作为学习的组织者、主导者和对话的首席，应十分注意信息反馈，适时调整学习策略。教师不能用自己的解读去替代学生丰富多彩的解读，教师作为对话的首席，应努力提出恰当的问题让学生去鉴赏、评价，允许答案的多元，允许观点的争鸣。本课通过对论据的阅读分析，带动对中心、结构、论证方法等的归纳总结，完成教学目标。这种方法，有助于提高学生的分析能力，有助于学生学会在作文时如何选择材料和使用材料。学生通过自己的分析去理解课文，激发学生思考的兴趣，培养学生的思考习惯。最后再通过练习和测试进一步检测和巩固所学重点，完成对教学目标的完善。
补充说明
拂尘
高一课件 篇3
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
B.
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
C.
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.
高一课件 篇4
《牲畜林》教学设计(人教版高一选修) 教案教学设计
第六单元 结构
教学目标
1、领会作品的内容与题旨；
2、体悟好的小说结构所应具有的特点， 了解长篇小主与短篇小说在结构运用上的异同。
3、认识情节与结构在概念和功能上的差异，了解结构的构成方式。
4、考察层层推进的结构， 了解“生活的横断面”是如何作为一种小说结构方式的。
5、了解现代小说以人物的心灵乃至小说叙述者的心灵作为中心结构的特色。
课时安排：2课时
《牲畜林》教学设计
一、导入：
“弱水三千，我只取一瓢饮”生活给我们提供的信息是如此庞大，不可能都写下来，一个好的结构就是一个合适的容器。那么，今天我们来《牲畜林》结构特点。
二、学生阅读课文，思考。
1、复述故事情节：
《牲畜林》是反法西斯战争的题材，小说描写了一个传奇的故事： 农民朱阿的小母牛把一个德国兵引入众多牲畜藏身的密林之中， 德国兵像猴子掰苞谷一样， 不断地放下这个牲畜， 去抓另外一个 , 而朱阿举着猎枪不敢开枪， 生怕误伤了牲畜。… .. .
小说的结局是皆大欢喜的， 连“可怜的吉鲁米娜”也获得了补偿。纵观全文， 只有这个“游击队员”和小说开头的。“扫荡”两个词透露出抵抗的色彩， 其余的， 好像是那么自然而然。 “牲畜林”这个充满自然和谐的地方， 似乎拥有自净能力， 经过一番小风浪， 它就又回到生活本来的轨道中去。它也正是以它这种民间故事般的神奇， 成为这篇小说结构和主题上双重的要点。
2、结构分析
“牲畜林”既是小说主题的要点， 也是小说结构的要点。
从外貌来看， 男主角朱阿是个近乎小丑的形象， 他还是嗜酒过度的酒鬼、不可救药的劣等射手。他不是英雄， 而是一个穿针引线的人物， 就像在马戏表演中， 小丑衔接起节目与节目。是朱阿把一个德国兵间接引到“牲畜林”中来的(直接把他引来的， 还是一头牲畜： 母牛“花大姐”, 也是朱阿的拙劣射术， 使得各种牲畜有与德国兵轮番接触的机会， 并最终使德国兵在树林的野猫和悬崖面前丧生。小说结构的要点是“牲畜林”, 而朱阿回村找牛等一系列情节则将其丰富为一个完整的结构。
3、《牲畜林》表现了人们战胜法西斯的乐观精神， 其中使用了几次“延迟”? 这样的“延迟”对表现主题有什么作用？
明确：《牲畜林》 , 多次使用“延迟”, 其中较大的有六次。这样的“延迟”使得原本紧张激烈的情节节奏舒缓下来，牲畜林里的各种动物可以自由地登台表演， 战争的阴影被更有生命力的和谐自然挤到一边。
朱阿一共有六次打算射击， 其中五次准备射击却因为各种原因而没有发射。但这又不是简单地照搬民间故事的写法， 而是有一些更深的意思在内。首先， 小说的结构和主题的要点， 都在于“牲畜林”这一意象。延迟法的反复使用， 使得各种 牲畜( 只有最后的野猫不是家畜) 接连出场， 成为故事的真正主角。牲畜们可不管你是德国兵还是什么， 它们只管在林子中间跑啊、跳啊， 仿佛这是一场盛大的狂欢节。正是这种欢乐的景象所蕴涵的精神， 把严酷的战争这一“历史真实”融化到自然和谐的“文学真实”中来。其次， 战争的严酷性也仍然从中显露出来。朱阿一想到他在世上惟一的财产花大姐要被带走， 便不寒而栗， 同样， 那头粉红色的小猪是那两个小孩的惟一财产， 那只“光秃秃没剩几根毛的母鸡”也是老太婆吉鲁米娜的惟一财产， 本来就已十分穷困， 一旦失去这点财产， 生活将更加悲惨。
小母牛花大姐倔强地不听德国兵的使唤， 反而领着他进入密林深处， 使他( 包括后面悄悄跟着的朱阿) 鼻子被荆棘划破， 双脚陷入小溪。而朱阿则是思前虑后， 本来就双手发抖， 瞄不准， 现在又如此激动……他使劲瞄准， 但颤抖的双手使枪口不停地在空中转动；从山洞里跑出的一只小羊， 被德国兵抓住之后， 则是声嘶力竭叫唤着。出来恳求朱阿瞄准点的是二位白胡子的老牧羊人。而朱阿被恳求之后， 简直给搞糊涂了， 连扳机在什么地方也不知道了 --对于朱阿的犹豫和颤抖， 第一次是用较多笔墨直接描写， 第二次是比喻( 借喻) , 第三次则使用夸张的修辞。朱阿当然不可能不知道扳机在何处， 但夸张的手法则把他的尴尬 ( 他也想瞄准， 但是心有余力不足) 写得更鲜活； 下面的一只火鸡更有趣， 它自始至终都没有被德国兵抓住， 逗引着对方一层一层地往树上爬， 最终压断树枝摔了下来， 而它自己却 挺着胸脯， 一直保持着开屏的姿势。来给火鸡求情的姑娘也很有趣， 半带利诱半带威胁地对朱阿说话， 使得朱阿羞得满面通红， 手中的猎枪像烤肉的铁叉一样在眼前转动起来。把猎枪这样凶恶的意象比做生活味极浓的烤肉的铁叉， 这也是作家想像力丰富、联想、无拘无束的表现， 而这种自由联想， 也暗示了自由精神对战争阴冕的反抗； 接下来出场的是一只兔子， 它圆鼓鼓的， 比野兔肥实， 听到响声不但不跑， 反而趴在地上不动， 被抓住之后吱吱乱叫、左右扭动( 与小猪的拼命挣扎又不间， 一词之异， 体现出作家用词的准确性) , 使德国兵不得不高举手臂， 跳来跳去。并且， 这一段只写了朱阿被恳求， 至于恳求之后的情， 则省略了。这大概也是为了避免重复的考虑。
然后是第六次， 这次是一只光秃秃没剩几根毛的母鸡。作者似乎有意避免把一个太鲜活的生命在他的小说里交付到死亡的命运中去， 从而安排了一只人们再也不可能见到比它更老、更瘦的鸡。 朱阿终于要射击了， 这次是躲在他临时堆砌的掩体后面。现在他可以毫无顾忌地开枪了， 就算把那没毛的母鸡打死， 也没什么关系。这句话暴露出朱阿更深层的心理活动前面不开枪， 不仅是因为怕误伤那些牲畜， 而且也是怕没有打中德国兵， 反被对方开枪还击。这一点心理很隐蔽， 作者的写法也很隐蔽， 但却是情节推进的一个小小扳机。
小说的高潮出现在朱阿终于开枪射击之后。但是他的子弹一颗也没有打到德国兵身上 , 而是全部交给了那只衰老的母鸡。作家把最后的任务交给一只凶恶的野猫， 它不是牲畜， 反而算得上是牲畜的敌人(专门捕食飞禽， 有时甚至到村子里偷鸡吃勺， 它和德国兵在厮打中一起掉下了石崖。让邪恶与邪恶同归于尽， 善良的人连手都不要弄脏。
三、作业：
1、阅读话题：结构
2、阅读《半张纸》
3、完成练习册中的阅读。
高一课件 篇5
边界望乡 教案教学设计(人教版高一选修)
第四单元：大地的歌吟
《边界望乡》导学案
【学习目标】
1.领会洛夫诗歌奇特意象及丰富意蕴；
2.体会洛夫魔术般的语言。
教学重点：
意象内蕴，乡愁的丰富性、独特性。
教学难点：
语言的奇妙组合
【知识链接】
1、 走近作者
洛夫（1928.5.11～ ），名莫运端、莫洛夫，湖南衡南县相市乡燕子山人。1938年举家从乡下迁居衡阳市大西门痘姆街，就读国民中心小学。1943年进入成章中学初中部，以野叟笔名在《力报》副刊发表第一篇散文《秋日的庭院》。1946年转入岳云中学，开始新诗创作，以处女诗作《秋风》展露才情。1947年转入含章中学，与同学组成芙兰芝剧社和芙兰芝艺术研究社，自编自演进步节目。1949年7月去台湾，后毕业于淡江大学英文系，从台湾迁居加拿大温哥华。洛夫是台湾现代诗坛最杰出和最具震撼力的诗人，为中国诗坛超现实主义的代表人物，由于表现手法近乎魔幻，因此被诗坛誉为“诗魔”。 洛夫和余光中一直被世界华文诗坛誉为双子星座，洛夫的《边界望乡》和余光中的《乡愁》一样脍炙人口。虽在大陆的名气不如余光中响亮，但在台湾诗界洛夫的名望却在余光中之上。1979年3月，洛夫访问香港时创作《边界望乡》，诗人余光中陪同他去边界落马洲用望远镜看大陆，洛夫离乡三十年，近在咫尺却过不去，有家不能归，近乡情切。于是写下了震撼人心的诗--《边界望乡》，传神地表达了游子怀乡咫尺天涯的`伤痛、落寞和无奈。
【探究与合作】
一、自主探究
1. 挑选自己印象深刻的精彩诗句，对其意象、情感、表达效果进行点评
2. 如何理解杜鹃、白鹭、鹧鸪这三个意象？
二、小组合作
赏析以下句子
1、病了病了/病得像山坡上那丛凋残的杜鹃/只剩下唯一的一朵/
蹲在那块“禁止越界”的告示牌后面/咯血
2、而这时，鹧鸪以火发音/那冒烟的啼声/一句句/穿透异地三月的春寒/我被烧得双目尽赤，血脉贲张/你却竖起外衣的领子，回头问我/冷，还是/不冷
3、当雨水把莽莽大地/译成青色的语言
4、本诗采用了哪三种艺术手法？
三、拓展探究，品味语言
1、本诗的语言特点
2、对比分析余光中的《乡愁》
当堂检测 写出自己对家的理解
【课后反思】
学完本诗，我学习到了什么抒情手法？在以后的作文中如何借鉴使用？
【布置作业】
找出洛夫的一首诗认真诵读，并写出赏析
任志刚
高一课件 篇6
我来自，我今天说课的课例是高中历史必修一第六专题《古代希腊、罗马的政治文明》中的第一课《民主政治的摇篮——古代希腊》
说课内容将围绕六个方面展开：教材的地位和作用讲析、教学目标、教学重点和难点、分析学生说教法学法、教学过程设计、教学反思，
一、教材的地位和作用：
本课教材是专题六的第一课，专题六是新高考增加的考试内容，主要讲述古代希腊、罗马政治文明的精华-民主与法制,是古典世界留给后人的一笔珍贵的政治文化遗产。第一课的内容是了解古希腊民主政治赖以萌芽、发展的自然和社会历史条件，认识自然环境对文明的影响很大，从中对我们有所借鉴。因此本课无论是在本专题还是在政治发展都具有重大的深远的历史意义。
二、说教学目标
1、课标要求：通过对古希腊文明产生的自然地理环境、希腊城邦制度的特点、希腊公民的素质的阐述，来认识古代希腊民主政治产生的自然和社会基础。
2、知识与能力：通过对古希腊民主政治产生的自然地理环境和社会条件的了解，培养学生全方位认识历史问题的能力
3、过程与方法：在教师的指导下学生围绕本课三个知识点进行课前预习，想象自己作为一个希腊城邦公民参加政治活动的情形，体会古代西方世界的公共政治活动氛围。
4、情感、态度与价值观：通过对希腊民主政治产生的自然条件与社会环境的认识，使学生明白一种制度的产生总是与其所处的自然地理环境和社会环境密切相关，一方水土、一种社会制度造就一方人民。希腊民主政治的产生得益于古代希腊独特的自然、社会环境和享有充分政治权利的公民。
三、说教学重难点
1、教学重点：古希腊独特的自然地理环境对希腊城邦民主政治产生的历史作用。
突破策略：展示古希腊地图，引导学生从位置，地形、气候分析古希腊的地理环境，进而分析这种地理环境对希腊产生的影响，并且与古代中国进行比较，从而能更好地理解独特的自然地理环境对希腊城邦民主政治产生的历史作用，以突破重点。
2、教学难点：西方的民主政治兴起于古希腊的历史条件。
突破策略：结合教材三个子目，设计“古希腊考察团”，通过三个行程考察古希腊的地理位置、古城邦、古公民，在情景教学中，领会古希腊民主政治产生的三个条件，达到突破难点的目的'。
四、分析学生说教法学法
1、学情分析(说学生)
本课的授课对象是福安二中的高一学生，他们思维较活跃，乐于表现，但认知水平相对有限，尤其对于世界史的基础知识储备不足，而且知识缺乏系统性，因此，在高一教学过程中首要任务就是通过再现生动直观的历史画面，激发学生的学习兴趣，构建知识结构体系并力争在能力上有所突破。
2、说教法
新课标要求充分发挥学生的主体性、积极性和参与性，培养学生探究历史问题的能力和实事求是的.科学态度。因此，在教学过程中要求学生自学教材上编写的较为详细的内容，对于重点、难点，我采用
(1)图片展示法：高一学生，形象思维能力较强，抽象思维相对薄弱。通过展现古代希腊文明和地理环境组图，加深学生对城邦的印象，适时引导学生思考城邦形成的原因。
(2)比较法：
(3)课堂讨论法：教学过程中，对于思维能力要求高的问题，教师可以采用课堂讨论的方式解决。这既可锻炼学生发散性思维，又可培育同学间相互探讨的氛围。
(4)情景教学法：学生想象自己作为一个希腊城邦公民参加政治活动的情形，体会古代西方世界的公共政治氛围以培养学生自主学习的意识，主动参与大胆质疑，创新的思维使学生的智能和认知水平得到发展。
3、说学法
与教法相适应，我通过组织学生课前预习、课堂讨论、合作学习与合作探究，培养学生的自学能力，观察能力和创新思维能力。
总之，教法和学法的设计，我尽可能以培养学生独立思考和探究能力为目的。因为只有通过个体独立思索、探究发现而建立的知识系统，才是最稳定的。
五、说教学过程设计
(一)导入新课
如何导入新课是上好每堂课的第一步，也是关键的一步。良好的导入语能在某种程度上激发学生的兴趣。
1、本节课我是通过一组图片导入，图片展示古希腊辉煌的历史文明，设计XX：古希腊文明光辉灿烂，一直影响到现在。那么到底是怎样的一片大地孕育了如此伟大的文明，又是在怎样的政治制度下，古希腊文明会有如此灿烂的发展。这样做的目的，是让学生感性的认识到古希腊文明灿烂辉煌，激发学生的探究XX，吸引学生的注意力，为新课的讲授打下良好的铺垫。由此导入新课。
2、展示课题，解释何为民主
(二)讲授新课
根据新课程标准的内容要求，我将本节课的教学活动设计一次“古希腊考察活动”，通过三个行程的情景教学，考察古希腊的地理位置、古城邦、古公民，领会古希腊民主政治产生的三个条件。这样做的目的：学生作为考察团的成员，可以提高学生参与教学活动的热情，知道考察的内容就是这节课要掌握的知识要点，达到提高45分钟的课堂学习效率。
高一课件 篇7
高一英语上册课件
定义：在英语中用来修饰一个名词、代词的句子在语法上称为定语从句，且定语从句放在被修饰词的后面。定语从句分为：限制性定语从句和非限制性定语从句。
限制性定语从句：修饰的词代表一个、一些、一类特定的人或物，这种定语从句已和被修饰词构成了一个完整的意思，一般把限制性定语从句译为“``````的”，定语从句不能随便拿掉。
关系代词一般用法一览表：
先行词/关系代词
作 用 主语 宾语 介词+宾语 定语
人 类 Who,
That Whom
That whom Whose
事 物 类 Which
that Which
that Whose Whose
用 法 说 明 不能省略 常可省略 介词的选择根据习惯搭配以及作用与
含义，短语动词中的介词不能拆开
关系副词一般用法一览表：
关系副词 作用 用法 说明
When 状语 跟在表时间的先行词后 相当于表时间的介词
+which的作用
Where 状语 跟在表地点的.先行词后 相当于表地点的介词
+which的作用
why 状语 跟在表原因的先行词后
（以reason为常见） 相当于表原因的介词
+which的作用
I. 关系代词
引导词：which, that, who, whom, whose
具体用法：1、当先行词为物时，关系代词在定语从句中作主语，宾语，定语。用which, that, whose+n, of+which
eg. (1) They planted the trees ______didn’t need much water.
(2) The meat ______we bought yesterday is not fresh.
(3) He lives in the room _______windows face the south.
(4) He lives in the room the windows ____________face the south.
2. 当先行词为人时，关系代词为that, who, whom, whose。
在定语从句中作主语时用that, who 作宾语时用 whom, who, that
作定语时用whose
eg. (1) The scientist _______visited our class yesterday is from Canada.
(2) The person _______you met yesterday is our Chinese teacher.
(3) The person _______you talked to just now is our Chinese teacher.
(4) Do you know the student ________pronunciation is the best in our class.
3.as引导的定语从句
(1) As引导的定语从句一般和such 连用：
There is no such place as you dream of in all this world.
全世界决没有像你梦想的地方。
I like such a fine city as Beijing.
我爱北京那样美丽的城市。
The waves were such as I never saw before.
这样的波浪我还从未见过。
(2) 有时和the same 连用：
I have the same trouble as you (have).
我和你有同样的困难。
This is the same bag as I lost yesterday.
这个书包和我昨天丢失的相似。
He is of about the same age as you (are of the age).
他和你年龄大约相同。
Is this the same as you showed me before?
这个和你以前给我看过的那个是一样吗？
（3）as引导的定语从句，也可以用在下面这类句子中：
He stopped the idea, as could be expected.
正如可以预料的，他反对这个意见。
As we all know, air is a gas.
在这种从句中，关系代词as 可作主语，宾语或表语。
as从句中修饰全句时有“正有”的含义，而 which 从句中没有此含义。
注意：下列四种常见错误
1. 在定语从句中加了多余的宾语：Some of the boys I invited them didn’t come.
2. 定语从句谓语动词的单复数弄错
eg. (1) Those who has finished may leave the classroom now.
(2) This is one of the rivers in China which flows northward.
(3) This is the only one of the rivers in China which flows northward.
3. 省略了定语从句中作主语的关系代词
eg. Children eat a lot of sugar often get bad teeth.
The key opens the room is missing.
4． 定语从句中加了多余的关系副词或介词
eg. The house where he lives in needs repairing.
高一课件 篇8
尊敬的各位领导、老师们：
今天我说课的题目是《义和团运动》，它选自人教版中国近代现代史上册第二章第八节，是该节的第一节课内容。
一、说教材
1、教材地位：
从内容上，中国近代史就是一部中华民族的抗争史，本节课内容是农民阶级抗争的重要组成部分，是旧式农民运动的终结。它上承本章的民族危机而出现，它的失败又开启了下章民族资产阶级革命的新篇章，因此，从结构上，它又起着承上启下的作用。
2、教学目标：
（1）、知识与能力
学生能了解和掌握反洋教斗争的发展；义和团运动兴起、发展、高潮、失败的全过程；清政府对义和团态度的变化。
通过教学，让学生初步培养阅读教材、分析教材的能力；初步运用辩证唯物主义评价历史问题的能力；初步学会分析图片、史料，培养"论出史出"的能力；通过合作探讨方案，初步培养小组合作学习分析问题的能力。
（2）、过程与方法
采取自学—设问—引导—探究—总结的模式进行教学。
（3）、情感、态度与价值观
通过对"义和团运动的兴起"的教学，培养学生"国家兴亡，匹夫有责"的爱国主义情感；对义和团运动的"扶清灭洋"口号的学习，以史为鉴，树立正确的爱国主义的思想；而义和团运动的失败，让学生再次认识"农民阶级无力救中国"的道理。
3、教学重点与难点：
教学重点："扶清灭洋"口号的提出
确定依据："扶清灭洋"口号是义和团运动的基本主张，也是农民阶级在民族危机情况下的救国主张，是农民阶级局限性的表现，也是导致其失败的重要原因，它贯穿本节课内容的始终。
教学难点：清政府对义和团策略的变化。
确定依据：高一年级学生正处于历史思维能力的形成期，思维能力还不强，对清政府由"剿"到"抚"再到"剿"的政策缺乏完整的掌握，是学生较难分析和掌握的问题。
二、说教法
1、教法选择：
本课的教学方法以师生互动为主，通过开展研究性学习，实现师生互动，生生互动，教师为"导演",学生为"演员".
依据：根据新课程改革的要求和高一学生的'心理特征，对学生的研究性学习，可以提高学生学习积极性，培养分析思维能力和理解能力。
2、具体做法：
（1）、采用问题教学法
从激发学生求知欲和培养学生的问题意识角度出发，围绕本课的重点、难点设置了若干材料、问题，并将材料、问题贯穿于教学之中。学生通过阅读资料、分析探究、小组讨论，在教师的指导帮助下掌握重点、突破难点。
（2）、谈话教学法
教师提供背景资料，设置学习情境，引导学生思考，以平等的地位与学生进行交流、对话，通过谈话的方式，引导学生思维，激发学习兴趣。
三、学法
1、学生情况分析
高一学生有一定的独立思考能力，但学习的方法和习惯还有待养成。因此我认为高一年级应当培养学生的自学能力和阅读分析史料的能力，形成良好的学习习惯和方法，在此基础上引导学生自主、探究、合作地学习，形成正确的世界观、人生观和价值观，体现新课程改革的基本思想，以凸现中学历史课程现代公民教育的本质。
2、学法指导
（1）、自主探究学习法
在课前，给学生预习资料，上课时教师扮演学生领路人的角色，学生在教师的引导下探究并自我总结，形成知识结构。
（2）、比较学习法
对重要知识引导学生进行比较，培养学生的比较思维意识，学生在比较中巩固知识，培养能力。
（3）、归结法
由于历史知识的过去性特征，在教学中培养学生横向、纵向联系至关重要，让学生有联系意识，掌握联系学习的方法。
高一课件 篇9
Unit 9 Technology
Teaching Aims and Demands
Words and Phrases
item agreement disagreement disagree absolutely depend press throughout add remind appointment behavior obey dare case whatever according unexpected particular negative interview department electricity defeat force succeed break down stay in touch with in case of call for according to take over teenager image latest calendar clone planet wonder peaceful skip
Spoken English:
Agreement and disagreement:
Absolutely
That’s exactly what I was thinking.
That’s a good point.
That’s just how I see it.
That’s worth thinking about.
I disagree. /Well, yes, but …
I’m afraid I don’t agree.
You can’t be serious.
I would have to disagree with that.
I would have to disagree with that.
Well, I am not so sure about that.
Grammar:
The Present Continuous Passive Voice:
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 cameras 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 /am/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.
Use of Language:
1. Master the function use of language as defined above.
2. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned.
Learn the text about technology and finish the related exercises.
Important points: the use of the Present Continuous Passive Voice.
Difficult points: the use of the Present Continuous Passive Voice.
Teaching aids: tape-recorder and computer.
Way of Teaching: Communication way of teaching, discussion and group work.
Lesson 1
Step 1 Warming-Up
Because the first part is designed to arose the students interest about creativity and practice problem solving skills. So ask the students to finish the exercise in the warming-up part.
Step 2 Listening
Listen to the tape and finish the exercise in the listening part.
Extension: Here we may encourage the students to make a guessing game. Encourage the students to supply more examples for guessing.
Step 3 Speaking
Divide the students into groups and make sure that the students know what they are going to do. If it is necessary put cards in front of each students to remind them which is which.
In the meanwhile, list the key sentences they can use to show others their opinion.
Agreement
Absolutely.
That’s exactly what I was thinking.
That’s a good point.
That’s worth thinking about.
Disagreement
I disagree.
I’m afraid I don’t agree.
Well, it depends.
Well, I’m not sure about that.
Step 4 Homework
Ask the students to prepare some information about the development of new technology for the next class.
Lesson 2
Step 1 Introduction
First get the students to mention some important inventions of the world that they prepared last class. And then list the positive and negative effects on our life.
Step 2 Reading
Fast-reading
Get the students to read the first paragraph of the text quickly to find the main idea of it.
The main idea is: it discusses the increasing popularity of cellphone in Chinese society. Cellphones are everywhere and have positive and negative effects on our life.
Carefully-reading
The students read the text more carefully. Then answer the following questions 1-4 in the Post-reading part.
Step 4 Post-reading
Ask the students to find the outline of the text --- that is how the text is organized, if it is necessary, explain the language points in the text. Finish the exercise 2 as well.
Step 5 Homework
1). Finish exercise 3 on page 60. the students may use the questions below it as a guide.
2). Translate the sentences in exercise 4 on page 135.
Lesson 3
Step 1 Revision
Ask several students to report their design of the new cellphone.
Step 2 Word-study
Finish the exercise in the word study part.
Finish the exercises 1 and 2 on page 134 as well.
Step 3 Grammar
First ask the students to list the sentences containing the use of Present Continuous Passive Voice.
1.Words and images are being sent throughout the world.
2. … They are being used as cameras and radios, …
3.New functions are being added to the phones.
4.They are being used everywhere – sometimes where they shouldn’t.
Then get the students to find the formation of the Present Continuous Passive Voice: be + being + pp.
Step 4 Consolidation
Finish the exercises on page 61.
Step 5 Homework
Finish the exercise about grammar on page 136.
Lesson 4
Step 1 Revision
Check the homework.
Step 2 Reading
Ask the students to read the text to find the main idea of the text: the world is ruled by the machines now and people lost happiness. Love and friendship do not exist any longer. There is only one hope --- that is you. Write a letter to the ruler Q12 to try manage to persuade it give up it inhuman ruling.
Step 3 Writing
Thinking that it is a little difficult for the students to write on such an abstract topic, we can first show them a letter as an example and try to analysis the way to write a good article. Here we may use the tips on page63 as aguide.
Step 4 Homework
Revise the text in this unit.
高一课件 篇10
教学目的要求：
1、知识目标：理解本文所写的内容，掌握一定的实词和个别虚词的用法，掌握“为……所……”被动句式的用法。
2、能力目标：理解本文在叙述中兼用议论抒情的表达方式及其作用。
3、思想感情和价值观目标：感受文天祥“不指南方不肯休”的爱国精神，体会其至死不渝的爱国情怀。
教学重点：
理解本文所写的内容，掌握一定的实词和个别虚词的用法，掌握“为……所……”被动句式的用法。
教学难点：
理解本文在叙述中兼用议论抒情的表达方式及其作用。
教学方法和学法指导：
文本只是载体，关键是教会他们对文言文学习的技巧，理解本文所涉及的重要实词和虚词的用法和一些被动句等语法性的内容，同时理解和背诵第五节。
由文天祥的诗句“人生自古谁无死，留取丹心照汗青”诗句引出文天祥。抽生背诵《过零丁洋》一诗。
1、文天祥简介：文天祥（1236年6月6日－1283年1月9日），汉族，吉州庐陵（今江西青原区）人，南宋民族英雄，初名云孙，字天祥。选中贡士后，换以天祥为名，改字履善。宝祐四年（1256年）中状元后再改字宋瑞，后因住过文山，而号文山，又有号浮休道人。文天祥以忠烈名传后世，受俘期间，元世祖以高官厚禄劝降，文天祥宁死不屈，从容赴义，生平事迹被后世称许，与陆秀夫、张世杰被称为“宋末三杰”。在抗元过程里，文天祥对忠君与爱国二事处理得非常恰当。宋恭帝投降前，他起兵勤王；宋恭帝投降后，他没有跟着投降，而是坚持「君降臣不降」。后来，文天祥兵败被囚，元朝又利用宋恭帝去劝他投降，他还是不从。在他看来，宋恭帝是君主，不幸而失去国家，值得同情。但当此之时，社稷为重君为轻，他决不能以忠君的行动去改变他忠于国家的信念。文天祥不仅是一个爱国者，也是一个政治家。他认为大宋的危机主要在内部而非外部，因此积极要求改革。他批评大宋「守内虚外」（即镇内媚外）的方针，要求加强地方力量以抵御外侮。同时提出革除祖宗专制之法，通言路、集众思、从众谋，发挥中书枢密院的作用，主张用人必须举贤授能，收用君子，起用直言敢谏之士。由此可见，文天祥的政治主张，不但表达了时代的要求，而且顺应了历史发展的进程。
题目取自诗句“臣心一片磁针石，不指南方不肯休”的思想。
指南，即向着南方，“录”是诗集的意思。
本文是一篇序跋文章，作者通过对自身出使元营、逃归永嘉的历程的记叙，扼要地叙述了诗作产生的背景，同时也简要说明了诗集编辑的体例和目的，作序的时间和诗集命名，是一篇典范的书序；但又是一篇文质兼美的叙事散文。写作上的特点是记叙中兼用了抒情和议论。
二、
作为文言文教学，这是一个基础环节，学生通过这一学习活动，能够疏通文章，了解文意，积累文言知识。这一环节要教师引导，学生自主合作来完成。以课堂检查为主。
（一）按照示例在文中或过去学过的文中找出相关的例子，进行归纳积累。
教师发下练习纸，让学生试着找出即可。
（三）归纳每一自然段的意思。
第五节：痛定思痛，借回顾九死一生的经历，抒发精忠报国的激情。
三、
1、讲读第1自然段。
教师先列出问题（1）（2）（见下文），要求学生用课文原句回答。
明确：是在“时北兵已迫修门外，战、守、迁皆不及施”（当时元兵已迫近国都门外，出战、坚守、迁都全都来不及实施）的严重形势下出使北营的。
明确：心情是：“予不得爱身”（我不能只顾爱惜自己），即已抱定了为国捐躯的决心。其意图是：一方面“意北亦尚可以口舌动也”（估计元军方面还是可以用言语说动的），企图以外交手段来挽回败局；另一方面是“更欲一觇北，归而求救国之策”（更希望去观察一下元军的情况，回来后好寻求挽救国家的策略）。
小结段意：出使北营的背景、心情与意图；表达了作者在国事危急之际挺身自任的思想感情。
2、讲读第2、3自然段。
（1）提问：文天祥至北营大致经历了三个阶段，这三个阶段是怎样的？
明确：第一阶段是：“初至北营……北亦未敢遽轻吾国。”第二阶段是：“不幸吕师孟构恶于前，贾余庆献谄于后……予不得归矣。”（按：吕师孟叔侄先后投降元军，文天祥曾上书要求宋朝杀掉他们的亲属，因此和吕师孟结下了仇恨。“构”，造成、结成；“恶”，怨恨、仇恨。“构恶”，即“结仇”。贾余庆在德祐二年二月元军使者入临安城封府库之后，他以右丞相充“祈请使”出使元军，与元军合谋扣留文天祥。“献谄”，向敌人献媚，指合谋
扣留文天祥。这两个分句也可泽为：吕师孟以前和我有仇，贾余庆在背后（卖国）媚敌出卖我。）第三阶段是：“未几……北驱予并往，而不在使者之目。”
（2）提问：文天祥既然“分当引决”（按理应当自杀），为什么却又“隐忍以行”（暗中忍受着去了）？
明确：“将以有为也”（“以”后省代词“此”。全句可译为：是打算借此机会有所作为啊！这句话出自韩愈《张中丞传后叙》：“巡呼云曰：‘南八，男儿死耳，不可为不义屈。’云笑曰：‘欲将以有为也，公有言，云敢不死！’”）。
小结段意：出使北营，震慑敌方，身受羁縻和被驱北上；表达了他忍辱负重，图谋再举的思想。
3、讲读第4自然段。
本段写了三层意思：第1层，得脱后的喜悦；第2层，受误会后的困境；第3层，得舟后急于南下的急迫心情。要求学生注意画出那些既能准确表明作者活动的特点，又能表达作者急切、紧张的心情，以及连续所经历的坎坷的动词；领会作者用词灵活多样的特点及其表达效果。
极富表现力的动词有：“奔”写出了当时迫不择路的极快速度；“变”“诡”二字反映了形势突变以及自己采取的果敢行动；“避”“出”“渡”“入”“展转”“至于”等一连串动词，反映了作者迅速离开险境的情况，同时也表现了作者急于南下组织力量抗元以报效国家的急切心情。
小结段意：写出京口抵永嘉的苦难历程，表现了作者经历艰险，仍力图中兴的心愿。
4、讲读第5自然段。
先给学生指出本段在结构上与前面1、2、3、4段的关系：本文在表达方式上有一显著特点，即“叙述和抒情相结合”。这具体体现在第1—4自然段侧重记叙曲折艰难的经历，第5自然段则偏重于对这种经历的慨叹，前者是后者的必要铺垫，后者是在前者的基础上的自然流露与抒发。例如，第2自然有“予自度不得脱，则直前诟虏帅失信……”，第5自然段则有“诋大酋当死……”；再如，第3自然段有“至京口，得间奔真州”，第5自然段则有“去京口……几自刭死。”让学生理解了上述关系之后，然后引导学生理解本段的层次结构。
本段可分三个层次：
第1层：“呜呼！予之及于死者不知其几矣！”（唉！我接近死亡的危险，真不知有多少次了啊！“之”，结构助词。“者”，指示代词，代及于死的情况。“其”，语气词，表测度。）用“呜呼”引出“及于死”的危难，总起下文。
第2层：承接上文，连用了“……当死”“几……死”“……死”等17个排比句，最后用一“无可奈何，而死固付之度外矣！”情感真挚，气势磅礴，大大提高了表达效果。
第3层：“呜呼！死生，昼夜事也……痛定思痛，痛何如哉！”（……痛苦过去了再回想痛苦，那是多么的痛苦啊！“痛何如”即“如何痛”；为强调“痛”，故将“痛”提前）三句，把思想感情向前推进，进一步抒发了出生入死而国事难为的伤痛。
至此，要求学生当堂熟读、背诵本段，使他们受到作者高洁情操的强烈感染。为强化记忆，可先将课文结合北行路线、脱险行程图例来理解记忆，也可将课文化整为零分块识记，如前三个“当死”、三个“几……死”可为一块，后十二“……死”又可分为三块。先个人读，再分组读，后全班读。
以上第1——5自然段是全文的第一部分，第5自然段是全文抒发感慨、表达心志的高潮，是前一部分的深化和后一部分的提引。
5、讲读第二部分（第6——8自然段）。
列出题目（见下文），要求用课文原句回答并解说。
明确：文天祥“在患难中，间以诗记所遭，今存其本不忍废，……”（在患难当中，有时用诗来记录所遭遇的事情，现在保存着那些稿本不忍心丢掉……）。
明确：目的是“将藏之于家，使来者读之，悲予志焉。”（打算把它藏在家里，使后世人阅读它，同情我的志向啊。文天祥的志向是什么？中兴复国。）
明确：取诗集中《扬子江》一诗“臣心一片磁针石，不指南方不肯休”句意命名，表达了作者心指南宋、冒死南归的一片忠贞爱国之情。
小结第二部分6——8段段意：说明诗篇的写作情况和结集的目的，交代诗集的命名。
归纳中心思想，并评价文天祥的行动。
四、再读作品，体会感情，感受人物的精神美。
（一）请大家有感情地诵读全文，根据自己的理解说说你读出了文天祥什么感情？
2、忠心报国的强烈愿望。
3、坚贞不屈的民族气节。
4、九死未悔的坚定意志。
5、隐忍有为的悲壮情怀。
6、富贵不淫的浩然正气。
7、生死大义的独特理解。
（二）哪些句子能够体现这样的情感？请找出来读一读，体会一下，并作简要分析。
2、予更欲一觇北，归而求救国之策。
3、初至北营，抗辞慷慨。
4、直前诟虏帅失信，数吕师孟叔侄为逆，但欲求死，不复顾利害。
6、中兴机会，庶几在此。
7、穷饿无聊，追购又急，天高地迥，号呼靡及。
8、呜呼！予之及于死者，不知其几矣！
9、呜呼！死生，昼夜事也，死而死矣，而境界危恶，层见错出，非人世所堪。痛定思痛，痛何如哉！
10、将藏之于家，使来者读之，悲予志焉。
11、生无以救国难，死犹为厉鬼以击贼，义也。
12、修我戈矛，从王于师，以为前驱，雪九庙之耻，复高祖之业，所谓“誓不与贼俱生”，所谓“鞠躬尽力，死而后已”，亦义也。
13、使旦夕得正丘首，复何憾哉！复何憾哉！等。
以上这些句子，或抒情、或议论、饱含作者的强烈感情，但是每一句的情感都不一样。
五、
草合离宫转夕晖，孤云漂泊复何依？
山河风景原无异，城郭人民半已非。
满地芦花和我老，旧家燕子傍谁飞！
天地有正气，杂然赋流形。下则为河岳，上则为日星。
于人曰浩然，沛乎塞苍冥。皇路当清夷，含和吐明庭。
时穷节乃见，一一垂丹青。在齐太史简，在晋董狐笔。
在秦张良椎，在汉苏武节。为严将军头，为嵇侍中血。
为张睢阳齿，为颜常山舌。或为辽东帽，清操厉冰雪。
或为出师表，鬼神泣壮烈。或为渡江楫，慷慨吞胡羯。
或为击贼笏，逆竖头破裂。是气所磅礴，凛烈万古存。
当其贯日月，生死安足论。地维赖以立，天柱赖以尊。
三纲实系命，道义为之根。嗟予遘阳九，隶也实不力。
楚囚缨其冠，传车送穷北。鼎镬甘如饴，求之不可得。
阴房阗鬼火，春院闭天黑。牛骥同一皂，鸡栖凤凰食。
一朝蒙雾露，分作沟中瘠。如此再寒暑，百疠自辟易。
嗟哉沮洳场，为我安乐国。岂有他缪巧，阴阳不能贼！
顾此耿耿在，仰视浮云白。悠悠我心悲，苍天曷有极。
哲人日已远，典刑在夙昔。风檐展书读，古道照颜色！
六、
第五节：痛定思痛，借回顾九死一生的'经历，抒发精忠报国的激情。
第一部分第1—4自然段侧重记叙曲折艰难的经历，第5自然段则偏重于对这种经历的慨叹。
第二部分6——8段段意：说明诗篇的写作情况和结集的目的，交代诗集的命名。
高一课件 篇11
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:
1
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
高一课件 篇12
Unit 9 Technology
贵州省都匀市民族中学 558000 赵培桃
Period I Listening
Goals:
1) to know the expressions used to describe an object;
2) to guess the objects described in the listening materials.
Assistant tools:
1) a cassette tape and recorder
2) a ball-pen
3) a key
4) an eraser
Procedures:
1) Preparation
The teacher will show the students an object as an example to the students. Ask them to think about the expressions used to describe an object. Then write their answers on the blackboard.
The teacher tells the students that she/he has had something in her/his pocket and ask them to guess what it is. They may use the expressions listed on the blackboard.
Find two students and ask them to do the same thing. The rest of them will do the guess.
2) Play the cassette tape for the students to listen twice. The students will do the exercises in this part.
Writing on blackboard:
Expressions used to describe an object:
1) What do we call it in English?
2) What color/size/shape is it?
3) How do people use it?
4) How does it work?
5) What does it look like?
6) What is it made of/from?
7) Who usually use it?
8) When do they use it?
9) Where do we usually see it?
Keys:
1) Toothpicks; eating, opening a bottle, teaching babies a lesson and so on. 2) Cell phones; making phone calls, sending pictures, playing games and so on.
3) Refrigerators; keeping food fresh, keeping drinks cool, storing things.
Homework:
The class is divided into four groups in which each student must prepare more than three riddles. The riddles are about objects in our daily life.
Thought after class:
Period II Life on the go
Goals:
1) Try to find the main idea of each paragraph;
2) Try to guess new words from the context;
3) Try to express one’s opinion.
Assistant tools:
Procedures:
I. pre-reading:
Get the students to discuss the questions listed in Pre-reading on P59;
Questions:
1) Have you ever used a cell phone? Do any of your classmates have cell phones?
2) How is the way we live today different from life in the past? How have inventions and new technology changed our way of life?
3) Why are things like cell phones, computers and TV so popular?
4) How did people keep in touch with each other in the past? How about nowadays?
II. Guessing the outline of the passage.
Questions to guide the students:
1) By the title “life on the go”, what does the writer try to talk about?
2) What kind of people and things does the writer try to talk about?
3) What is the main idea of Paragraph One? Ask the students to read Paragraph One quickly and look at the picture on the right side. (Today many Chinese teenagers have a very fast-paced lifestyle and use cell phones.)
4) If you are the writer, what words will you use in your article? How many paragraphs are you going to write? And what are you going to talk about in each paragraph? Give an outline of your article:
III. Reading: ask the students to read each paragraph quickly and find out the main idea of each of them.
Questions to guide the students in Paragraph Two:
1) How many things can we use cell phones to do?
2) Can you think of any other things that the writer doesn’t mention in the text?
3) What does the writer try to tell us in Paragraph Two?
Questions to guide the students in Paragraph Three:
1) How many kinds of people are mentioned in this paragraph?
2) Why does the writer talk about them in this paragraph?
3) Do they have the same attitude to cell phones being used in school?
4) Do they have the same reasons? What are their own reasons if they have different reasons?
5) What is the relationship between the fist sentence and the second sentence?
6) What is the main idea of this paragraph?
Questions to guide the students in Paragraph Four:
1) What is the main idea of this paragraph?
2) How many reasons are given in this paragraph? What words can be considered as clues to find out the main idea? ( answer, and, also, not only … but also)
Questions to guide the students in Paragraph Five:
3) Who is talked about in this paragraph?
4) What is his/her opinion of using cell phones?
5) Why does he/she have such opinion?
6) What is the relationship between Paragraph Four and Paragraph Five?
7) What is the main idea of this paragraph?
IV. Post-reading:
Ask the students to do the exercises in this part on Page 60.
Writing on blackboard:
Possible words:
Cell phones, press, words, pictures, send, call…
Outline:
Viewpoint: Today many Chinese teenagers have a very fast-paced lifestyle and use cell phones.
Paragraph 1: functions;
Paragraph 2: comparison;
…
Homework:
Design your own cell phone and provide it with a description in English. In your description you should give the following items in detail:
1) color;
2) size;
3) shape;
4) material
5) feature
6) price
…
Thought after class:
Period III Mine is the best one ever
Goals:
1) Try to design a new cell phone by oneself with computer.
2) Try to describe one’s cell phone to each other.
3) Try to sell one’s cell phone in a purchase talk.
Assistant tools:
Computer, internet
Procedures:
I. Drawing with computer:
Ask the students to design their own cell phones with computers in pairs. One will draw while the other will write a description of their cell phones. In the end, both of them get to hand in their work by e-mail.
II. Purchase talks:
Divide the class into two groups, each one will try to sell their own cell phones the other. Finally, have the whole class decide which cell phone is the most popular one.
Homework:
Thought after class:
Period IV Writing
Goals:
1) To understand the new words appear in this unit;
2) To make sentences with the new words;
3) To write a paragraph which will talk about only one thing with the sentences;
4) To write a composition with a given situation.
Assistant tools:
Procedures:
I. Write a paragraph:
1) Doing exercises on Page 61.
Ask the students to match the words with their meanings in Word study.
2) Making sentences:
Ask the students to make sentences with these words.
3) Writing a paragraph:
Ask the students to write a paragraph with the sentences they have made.
II. Provide a situation for the students.
Ask the students to read the passage on Page 62. Here are some questions to help them understand it:
1) Have you thought of anything about the future of the earth?
2) What will the man’s future be like?
3) What is the most thing that man worries about the developing computers? What is your idea about it?
4) Who rules the earth in the year 2374?
5) What kind of life do human beings have then?
6) What has the head of the humans decided to do?
7) Do you think that humans and machines can live peacefully together in the future?
8) Do you think the solution found by the students can solve the problem?
9) Imagine you are one of the students, write a letter to Q12.
10) In your letter what are you going to persuade to do?
11) How will you write your letter?
12) How many paragraphs will you write?
13) What are you going to talk about in each paragraph?
Writing on blackboard:
Make sentences with the words:
1) Press the keys.
2) We are teenagers full of power.
3) This photo reminds me of old things.
4) I don’t dare to do that.
5) This is an emergency.
6) You must dial the number first before calling someone.
7) You must obey your teacher.
8) Cell phones are being used throughout the world.
9) Calendars can remind us about important dates.
Write a paragraph with the above sentences:
Possible vision:
(I am talking with a man from 270BC.)
--Today we teenagers are full of power and we have many things you didn’t have in the past.
--Like…
--Cell phones which are being used throughout the world.
--What can you do with cell phones?
--A lot of things. Press the talk key and then we can talk to people far away.
--Anything else?
--Cell phones can have features like calendars which remind us about important dates.
--Are you allowed to use cell phones in school?
--No. And I don’t dare to do that. We must obey our teacher. But there is an exception, that is to say, if there is an emergency, we can use cell phones to call for help.
--Sounds great!
--Want to try to use it? You must dial the number first before calling someone.
--Thank you.
--You’re welcome.
Outline of your letter:
Aim: to persuade Q12 to live peacefully with human beings.
Time
Dear Q12,
Paragraph 1: Introduction of you and your purpose of writing the letter;
Paragraph 2: Definition of love and friendship?
Paragraph 3: What will the world be like with machines and human beings developing love and friendship with each other?
Signature.
Homework:
Work in pairs and try to describe each other’s actions in English. Use the Present Continuous Passive Voice.
Thought after class:
Period V Grammar
The Present Continuous Passive Voice
Goals: To master the grammar points:
Procedures:
I. Explanation of the grammar point:
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.
II. Exercises on Page 61.
Ask the students to do the exercises listed in this part.
III. Show time:
Ask a students to do the following things while describe his/her actions in English. Use the Present Continuous Passive Voice in every possible ways.
Ask two students to do the same.
Ask them work in pairs and do the same thing.
Writing on the blackboard:
The Present Continuous Passive Voice:
Is/are being done
e.g.
1) They are building a computer centre for the students.
--A computer centre for the students is being built.
2) They are also using the phones as cameras and radios.
--The phones are also being used as cameras and radios.
…
Homework:
Thoughts after class:
