第一篇：Unit 1《Friendship》教案21(人教版必修1)

新課標(biāo) 高一必修1 英語教案

Unit 1 Friendship Part One: Teaching Design(第一部分：教學(xué)設(shè)計(jì))

Period 1: A sample lesson plan for reading

(ANNE?S BEST FRIEND)Aims

To talk about friendship To read about friendship

Procedures I.Warming up

1.Warming up by assessing

A lot of people have only few possibilities of getting feedback about their own personality.In this exercise you will have the opportunity to get some feedback and to discuss it with a partner.While comparing your mutual judgments, certain prejudices or misunderstandings may appear, as people often do not know each other thoroughly enough to judge others correctly.Try to be honest!Self assessment

Of the following characteristics choose 5 that are particularly applicable to you personally.sociable, honest, friendly, easygoing, nervous, open-minded, anxious, careful, talented, talkative, nosy, thoughtful, generous, carefree, pessimistic, peaceful, optimistic, interesting, reliable, helpful, active, careless, caring, exact, adventurous, imaginative, hot-blooded, well-organised, trustworthy, patient, responsible, outgoing, kind, brave, warm-hearted, selfless, tolerant Partner assessment

Now choose 5 characteristic features which you think are especially applicable to your partner.sociable, honest, friendly, easygoing, nervous, open-minded, anxious, careful, talented, talkative, nosy, thoughtful, generous, carefree, pessimistic, peaceful, optimistic, interesting, reliable, helpful, active, careless, caring, exact, adventurous, imaginative, hot-blooded, well-organised, trustworthy, patient, responsible, outgoing, kind, brave, warm-hearted, selfless, tolerant 2.Warming up by describing

Have the students get into groups of four to describe their own ideal friend.Individual students must decide on TOP 5 character adjectives that could be used to describe the ideal friend and insist they have good reasons for their choice.Then let the group leader give the class a description of their ideal friend.3.Further applying

You may also have the students do the survey in the textbook, following the steps below.1.Get the students to make a list of three qualities a good friend should have.2.Have the students get into groups of four to find out what each has listed.3.Have a member of each group report on what their lists have in common and list them on the board.4.Ask the class whether or not they agree with all the qualities listed.5.Then have the students do the survey in the textbook.6.Have the students score their survey according to the scoring sheet on page 8.7.The teacher ask some students how many points they got for the survey and assess their values of friendship:

★ 4~7 points: You are not a good friend.You either neglect your friend?s needs or just do what he/she wants you to do.You should think more about what a good friend needs to do.★ 8~12 points: You are a good friend but you sometimes let your friendship become too important, or you fail to show enough concern for your friend?s needs and feelings.Try to strike a balance between your friend?s needs and your own responsibilities.★ 13+ points: You are an excellent friend who recognizes that to be a good friend you need balance your needs and your friend?s.Well done.(You may also show your students the results above and let themselves self-reflect upon their own values of friendship)II.Pre-reading

To focus the Students? attention on the main topic of the reading passage.To activate their previous knowledge on the topic.III.Talking and sharing

Work in groups of four.Tell your group mates how you reflect on these questions.1.Why do you need friends? Make a list of reasons why friends are important to you.2.What do you think a good friend should be like? List what a good friend should do and share the list with your partners.3.Does a friend always have to be a person? What else can be a friend? 4.Do you think a diary can become your friend? Why or why not?

Instructions: The teacher can give each group one of these questions above to talk about.Then let the class share their ideas.It?s better to stimulate the students to challenge their classmates? opinions about these questions.Possible answers

Q1: Reasons I need friends:

※ to cope with stressful situations in life

※ to share my worries and secrets in my inner world ※ to show my concern for other people ※ to let other people share my happiness

※ to unfold to other people the secrets in my heart(to name but few.)Q2: A good friend should: ※ tell me the truth(honest)※ be good to me(friendly)

※ be willing to consider or accept others’ ideas or opinions(open-minded)※ be willing to help others(generous or helpful)※ be good-tempered

※ think about what others need and try to help them(caring)※ be loyal to their responsibility(responsible)※ not easily upset(easy-going)

※ be out-going(like to meet and talk to new people)

※ be tolerant(allow other people to have different opinions or do something in a different way)

※ be selfless(to name but few)

Q3: What else can be a friend? Answers can be various.(omitted)

Q4: Students? answers may vary but must include a reason.Yes.I think it can be, because I can set down how I feel every day in my diary, and let other people read it to share my feelings some time later.Above all, it feels good to write down my thoughts and feeling on paper when I am sad or lonely.IV.Reading

1.Looking and guessing

Work in pairs.Look at the pictures and the heading and guess what the text might be about.1).Imagine what it might be like if you had to stay in your bedroom for a whole year.You could not leave it even to go to the WC or to get a cup of tea.How would you feel?

2).What would you choose if you are only allowed to have five things with you in the hiding place because there is very little room?

2.Reading to summarise the main idea of each paragraph.Skim the text and summarise the main idea of each paragraph in one sentence.Para.One: Anne made her diary her best friend whom she could tell everything.[來源:Zxxk.Com] Para.Two: Anne?s diary acted as her true friend during the time she and her family had to hide away for a long time.Para.Three: Having been kept indoors for so long, Anne grew so crazy about everything to do with nature.3.Language focus

Next you are to read and underline all the useful expressions or collocations in the passage.Copy them to your notebook after class as homework.laugh at, go through, make/call + O +Noun(as O.C.), hide away, set down，grow crazy about, do with…, there was a time when…, keep sb.spellbound, on purpose, in order to do sth., far too +adj./adv, happen to do sth., it was the first/second time that …, face to face V.Closing down

Closing down by doing exercises

To end the lesson you are to do the comprehending Exercises 1 and 2.Closing down by discussion of ideas

Work in groups of four.Discuss the ideas put forward in the reading passage.It does not matter whether you agree or disagree.What is important is that you should have a reason for what you say.Also you can put forward your own ideas, either criticising the text or using it as a support:

★ What would you do if your family were going to be killed just because they did something the Emperor did not like? ★ Where would you plan to hide?

★ How would you arrange to get food given to you every day?

What would you do to pass the time? Language chunks from Unit 1 Friendship

add up, get sth.done, calm sb.done, have got to, go on holiday, talk care of, walk the dog, get loose, pay for sth, cheat in the exam, should have done, someone else?s, laugh at, go through, hide away, set down, a series of, a hiding place, I wonder if…, grow/be/become crazy about, could have done, keep sb.spellbound, keep doing, stay awake, on purpose, in order to, by oneself, far too much, it was(is)the first time that…, face to face, feel lonely/sit alone, save one?s life, be concerned about, with so many clothes on, have trouble with sb, at the moment, get along(well)with sb./ sth, enjoy doing, be/become/make friends with, be/fall in love(with), try sth.out on sb.ask for advice, give sb.some advice on…, make an effort to do sth., join in sth., show one?s interest in, far and wide, pay attention to, look to one?s own concern, share one?s thoughts and feelings with sb, come to a conclusion, be prepared to do sth., a heart-to-heart talk, hurt one?s feelings, change one?s mind, live in peace, go on a picnic, get away with, feel at home, in need[來源:學(xué)科網(wǎng)ZXXK] Period 2: A sample lesson plan for Learning about Language

(Direct & Indirect Speech(Ⅰ)statements & questions)Aims

To discover useful words and expressions To discover useful structures [來源:學(xué)&科&網(wǎng)] Procedures I.Warming up

Warming up by discovering useful words and expressions

Turn to page 4 and do Exercises 1, 2, 3 and 4 first.Then check your answers with your class partner.II.Learning about grammar: Direct and Indirect Speech

1.Direct Speech

In direct speech, the original speaker's exact words are given and are indicated by quotation marks.★ “I don’t know what to do,” said Dean.In some grammar books, ?said Dean? is referred to as a reporting clause.“I don't know what to do,” is referred to as the reported clause.2.Indirect Speech

In indirect speech, the exact meaning of the speaker?s words is given, but the exact words are not directly quoted.★ Dean said that he didn?t know what to do.To convert direct speech into indirect speech:

If the main verb is past tense, present tense verbs in ?that clause? must also be changed to past tense.Dean said that he didn?t know what to do.First and second person pronouns must be changed to third person pronouns.Dean said that he didn?t know what to do.(The word ?that? can often be left out: Dean said he didn?t know what to do.)3.Indirect Questions

Direct question: “Did Marama?s horse win a prize?” Owen asked.Indirect questions: Owen asked whether(or if)Marama?s horse had won a prize.The same rules apply to indirect questions as to indirect statements.The difference is that a wh-clause is used instead of a that clause.Direct question: “Why won?t you marry me?” asked Donald.Indirect question: Donald asked her why she wouldn?t marry him.In telling a story or recounting events, a speaker using direct speech has all the resources of intonation to produce a lively account.Because indirect speech is always speech reported by someone else, the account is more reserved and restrained.“What shall we do?” asked Bev.“Don?t worry, Bev,” said Duncan, “I?ve got a plan.”

Bev asked Duncan what they should do.He told her not to worry and that he had got a plan.The ability to change direct speech into indirect speech is a useful skill for those engaged in taking the minutes of a meeting or reporting on events.Direct speech: “First of all, I would like to thank everybody who helped with the fair.The results were very good, and we will now be able to buy two more computers.”

Indirect speech: The principal said that he would like to thank everybody who had helped with the fair.He announced that the results were very good and that the school would now be able to buy two more computers.III.Discovering words and expressions

Do exercises 1, 2, 3 and 4 on page 4 and 5.Check your work with your partner?s.IV.Discovering structures

Do exercise 1 and 2.Check your work with your partner?s.Period 3: A sample lesson plan for Using Language

(A letter from a student to the editor of The 21st Century)Aims

To listen to a letter about friendship

To speak about a questionnaire about friendship To write advice about friendship

To write a few lines describing a friend Procedures I.Warming up

1.Read the letter to Miss Wang and find out what was upsetting Lisa.2.Listen to what Miss Wang says, and then answer the questions in Exercise 2.3.Listen to the tape again and try to spell out the missing words in Ex 3.II.Talking about designing a questionnaire

Work in groups of four.Design a questionnaire to find out what kind of friends your classmates are.Ask the Students to use the quiz in the Warming Up as an example.Note: The students should be talking while they are doing the task.This provides the students with the opportunity to practise expressing thought and concern in matters of immediate concern and interest.Tell the students to follow these steps:

Step1: In your group, come up with four situations among friends.Design four questions accordingly with three possible answers.Step2: Put the four questions together and form a questionnaire.Step3: Check the questionnaire through and try it out on your own group.Step4: Share your questionnaire with another group and try each other?s questionnaires.Sample questionnaire:

This questionnaire has four questions, and each question is followed by a set of possible answers.Please read the questions, and then consider which response fits you best.1.Why am I close friends with this person now?

A.Because being friends with him/her helps me feel important.B.Because my friend would be upset if I ended the relationship.C.Because he/she is someone I really enjoy sharing emotions and special events with.2.Why do I spend time with my friend?

A.Because my friend would get mad at me if I didn?t.B.Because it is fun spending time with him/her.C.Because I think it is what friends are supposed to do.3.Why do I listen to my friend?s problems, or to what my friend has to say?

A.Because my friend praises me and makes me feel good when I do.B.Because it?s interesting and satisfying to be able to share like that.C.Because I really value getting to know my friend better.4.Why do I keep promises to my friend?

A.Because I believe it is an important personal quality to live up to my promises to a friend.B.Because it would threaten our friendship if I were not trustworthy.C.Because I would feel bad about myself if I didn?t.Scoring Sheet:

Q1 A 1point Q2 A 1point Q3 A1 point Q4 A3 points

B 2points B 2points B2 points B2 points C 3points C 3points C3 points C1 point

☆ 4~6 points: You are not a good friend.You either neglect your friend’s needs or just do what he/she wants you to do.You should think more about what a good friend needs to do.☆ 7~9 points: You are a good friend but you sometimes let your friendship become too important, or you fail to show enough concern for your friend?s needs and feelings.Try to strike a balance between your friend?s needs and your own responsibilities.☆ 10+ points: You are an excellent friend who recognizes that to be a good friend you need balance your needs and your friend?s.Well done.Students work in groups and try their own questionnaires in the school to collect more information about students? reflection of the values of friendship.III.Guided writing

1.Read the letter to the editor from Xiaodong and make sure you know what problem Xiaodong has.2.Discuss in groups of four.Think what advice you can give Xiaodong.3.Write your advice to Xiaodong as an editor individually.Sample writing: Dear Xiaodong，Some people like talking with others, but some people are shy.If you fall into the second group, it can be hard to make friends.But you can change the situation.What are you interested in? If you like basketball, for example, you could talk with some of your classmates who like basketball.The easiest way to start talking to people is to find something you have in common.If you are standing beside a group of your classmates, join in their discussion if you know something about the subject they are discussing.But if you don?t, you shouldn?t feel afraid to say, for example, “That sounds interesting, what is it about?” Once you start talking to one person, it will get easier to talk to others.Find one person you have something in common with, and once you become friends with him, his friends will start talking to you too.Good luck!Editor

IV.Writing assessment

1.Can you give Xiaodong some good advice? 2.I s your letter well developed?

3.Are your ideas well organized to the point?

4.Do you have a good choice of words and idioms in your writing? 5.Do you get a good mastery of complex structures of language?

6.What kind of mistakes have you made in your writing? What can you do to avoid such mistakes? V.Further Applying

Here are some proverbs about friends and friendship.Read them carefully and pay attention to the sentence stress and intonation.Then write a passage.Choose some you agree and explain why.Then choose some you disagree and explain why.■You may also have the students complete the task as homework after class.Part Two: Teaching Resources(第二部分：教學(xué)資源)

Section 1: Background reading on friendship Friendship Quotes

I.Questions about friendship

1.What is the main problem in friendship?(leaving someone out)

2.How do you keep a friend?(treat someone like you want to be treated)3.What is a good friend?(somebody whom you can depend on)

4.What if your friend said they wouldn?t be your friend if you were another person?s friend?(That “friend” would not mind if she were really your friend.)★ “True friendship is like sound health;the value of it is seldom known until it be lost.”---Charles Caleb Colton

★ “A friend is one who walks in when others walk out”---Walter Winchell ★ “A friend is one who believes in you when you have ceased to believe in yourself.”---Lysha

★ “The better part of one's life consists of his friendships.”---Abraham Lincoln ★ “Advice is like snow;the softer it falls, the longer it dwells upon, and the deeper it sinks into the mind.”---Samuel Taylor Coleridge

★ “Friendship is the golden ribbon that ties the world together.”---Kristina Kentigian

★ “Friends are the sunshine of life.”---John Hay ★ A friend in need is a friend indeed.II.Tips on being a good friend

※ Treat your friends the way you want to be treated.※ Keep secrets that are told to you.※ Pay attention when your friend is talking.※ Keep your promises.※ Share things with your friend.※ Tell your friend the truth.※ Stick up for your friend.III.What kind of friend are you?

1.If your friend tells you a secret that isn?t bad but you promised not to tell anyone, you will________.A.tell everyone B.keep the promise

2.If you know your friend is planning to cheat on a test, you will________.A.tell your teacher B.let your friend cheat

C.help your friend study for the test so she won't feel she needs to cheat 3.If your friend tells you a secret and it may cause his or her death, you will________.A.tell a trusted adult B.keep it a secret C.tell your friends

You may print this sheet and answer the questions.Then discuss the answers with your friends.A true friendship should:

☉encourage you to live your dream.☉support you toward your goals.☉sympathize for your losses and help you find a silver lining.☉build your self-esteem.If happiness and life-satisfaction are your goals, your friends should be chosen on the basis of how well they can accomplish those four goals.Happiness is a personal choice that comes from within.But, as the friendship poem says, it surely doesn?t hurt to have supportive friendships that help us achieve our goals.IV.Self-reflection upon friendship

Read the following statements and then tick Yes(√)or No(×)to show your opinions upon friendship.1.Friendship is very important to me.2.I have a lot of friends.3.There can be true friendship between a schoolboy and a schoolgirl.4.I am very kind to my friends.5.I think everyone should have friends.6.Friends must have the same character.7.I keep a diary and think it is my close friend.8.When my friend is in trouble, I am always ready to help.9.I don?t like to talk to others very much.I like to be alone.10.I keep a pet animal and treat it like a friend.A friendship poem

Choose friends wisely, the portrait they paint

Is who you are and who you ain?t.Friendship is life?s great support When friends are of the right sort.For all your dreams do they make room, Or bring you down with doom and gloom? You will know a friendship is true.When it brings out the best in you.It?s true.You can tell a person by the company she keeps.Our friendships not only tell a lot about who we are---they make us who we are.The friendship poem above says it all.You will know a friendship is true when it brings out the best in you.Take a look at your friends.Do they bring out the best in you? That might seem like a silly question.We all tend to think, “Of course they bring out the best in me.I wouldn?t be friends with them otherwise.” Section 2: Vocabulary teaching strategy I.The role of vocabulary teaching

In the context of learning English as a foreign language, a learner is forced to be autonomous and independent and make conscious effort to learn vocabulary outside the classroom simply because the exposure to the target language is limited in class.So teachers cannot rely on their students ?picking up? lexical items.This makes explicit vocabulary teaching necessary.However, vocabulary is notoriously difficult if not impossible to teach because of the complexity of its linguistic, semantic and psycho-cognitive aspects II.Best approach

There are no universally useful strategies and they contribute to vocabulary learning in different ways.Students use a number of strategies, often simultaneously.The efficiency of vocabulary learning depends on how students combine individual strategies.If students combine and employ individual strategies from different groups they will be more successful in developing the target language lexicon.Thus, the ideal combination would be that of strategies from all four groups.The teacher should create activities and tasks(to be done both in and outside class)to help students to build their vocabulary and develop strategies to learn the vocabulary on their own.Students experiment and evaluate and then decide which to adopt or reject since strategies are not intended to be prescriptive.III.Practical activities

Here is a selection of practical activities that direct learners towards using strategies of vocabulary learning.1.The useful alphabet(self-initiated independent learning)

Each student gets a letter and has to find 5, 10 or 15 words he or she thinks would be useful for him or her.He or she then report to the class, perhaps as a mingle activity, using word cards(on one side they write the letter, on the other the information on the word-spelling, pronunciation, definition).2.Word bag(formal practice)

This is to get your students to write down new words they hear in class.At the beginning of the term/course, divide students into groups of about 5 and give each group a number(e.g.1-6).At the beginning of each class, give each group about 10 cards on which they write the number of their group and the new words they hear in class.At the end of each class, they put their cards into the “word bag” and every 2 weeks you check whether they still know those words and which group has the most cards.In the end there are two winners: the group that has the most cards, and the one that knows more words.3.Especially for you(Functional practice)

The teacher prepares a list of words.Each student gets one word, which is prepared especially for him or her.The trick is that each student gets a word whose initial letter is the same as the initial of the student?s first name, e.g.Linda gets listless.Each student must look it up in the dictionary during the class and after a few minutes report to the class.E.g.“My name is Linda and I?m listless.That means that I am...(definition)...”.For homework students can do the same using their surname.4.Word tour(memorizing)

Instructions for your students: Think of a town or city you know well.Imagine that you are organizing a sightseeing tour.Think of 5 places you would include on your tour and write down the order in which the tourists would visit them.Learn your tour off by heart so that you can picture it in your mind.Whenever you have 5 new English words to learn, imagine these words are the tourists on your tour and picture the words in the places on your tour like this.Tour: Trafalgar Square;Buckingham Palace;Houses of Parliament;Westminster Abbey;Downing Street.Words to learn: apron, dustpan, vacuum cleaner, feather duster, broom.Imagine Nelson on his column in Trafalgar Square wearing an apron, the queen brushing the floor in Buckingham Palace and using a dustpan...Section 3: Words and expressions from Unit 1 Friendship

add v.1.put something with something else or with a group of other things: Do you want to add your name to the list? 2.to put two or more numbers together in order to calculate the total: Add 6 and 6 to make 12.3.to increase the number: The sales tax adds 15% to the price of clothes.4.to say some more that is related to what has already been said: That?s all I want to say.Is there anything you?d like to add.Other verbal phrases of “add”

add to: to make something larger and more noticeable: Our explanation seemed only to add to his bewilderment.add up: to calculate the total of several numbers: Add your scores up and we?ll see who won.add up to: to have a particular result: His schooling added up to no more than one year.point: n.1.small spot: The stars shone like tiny points of light in the sky.2.sharp end: a knife with a very sharp point.3.a unit used to show the score in a game or sport: She lost three points for that fall.(in a skating match)

upset: 1.vt.& vi.to make someone feel unhappy or worried: I?m sorry, I didn?t mean to upset you.2.adj.(not before noun)unhappy and worried: She was still upset about the argument that she had had with Harry.ignore: vt.1.to behave as if you had not seen or heard someone or something(不理睬): Either she didn’t see me wave or she deliberately ignored me.2.to pay no attention to something that you have been told or that you know about(忽視): Some drivers simply ignore speed limits.calm: 1.adj.quiet and without excitement, nervous activity or strong feelings: Keep calm, and try not to panic.2.vt.& vi.to make someone or something quiet after strong emotion or nervous activity: Charlie tried to calm the frightened children.3.calm down: vt &vi.to become quiet or make someone quiet after strong emotion or nervous activity: Calm down and tell me what happened.concern: 1.n.worry: something that worries you or a feeling of worry: There is growing concern about/over the effects of pollution on health.The rise in unemployment is of great concern to the government.2.vt.to make someone feel worried or upset: The fact that she spends so much money on her own really concerns me.More and more people are concerning themselves with/about environmental problems.3.be concerned about/for/with: Ross has never been concerned about what other people think of him.Rescuers are concerned for the safety of those trapped in the mine.This story is concerned with a Russian family in the 19th century.cheat: 1.vi.to behave in a dishonest way in order to win or to get a advantage in a competition, game or examination: Jack always cheats at cards.2.vt.to trick someone who trusts you.share: vi & vt.1.use equally: The last bus had gone, so the three of us shared a taxi.I shared a room with him at college.2.to have the same opinion, experience, feeling etc as someone else: I share your concern about this problem.3.to tell other people about an idea, secret, problem: It?s always better to share your worries.4.n.part of sth.: I do my share of the housework.Don?t worry---you?ll get your fair share.set down: to write down something so that you have a record of it: I want to set down

my feelings on paper.Other verbal phrases of “set”

set apart: to make someone or somebody different from other people or things.set aside: to keep some money or time for a special purpose set off: to start to go somewhere/ to cause a explosion

set out: to start a journey/ to talk about something in an organized way set up: to start an organization/ to build something

crazy adj.1.impractical;foolish: That?s the craziest idea I?ve ever heard.2.mad;ill in the mind: Turn that music down---it?s driving me crazy.3.be crazy about=to like sb.very much, or be very interested in something: The boy is

crazy about football.4.like crazy=very hard: We have to work like crazy to get this finished on time.purpose: 1.n.an intention or plan;the feeling of having an aim in life: The discussion serves a twin purpose---instruction and feedback.Tom went for a walk, with no definite purpose in mind.2.on purpose=deliberately trust: 1.n.a strong belief in the honesty, goodness etc.of someone or something e.g.You shouldn?t put your trust in a man like that.2.vt.to believe that someone is honest and will not harm you or cheat you: I trusted Max, so I lent him the money.Can he be trusted to look after your pet dog?

suffer: vt.& vi.1.to experience physical or mental pain: At least he died suddenly and didn?t suffer a lot.2.to be in a very bad situation that makes things very difficult for you: If you break the law, you must be prepared to suffer the punishment.She was very generous to him but she suffered for it when he ran away with all her money.3.to experience something unpleasant: The car suffered severe damage in the accident.get along(with): 1.to have a friendly relationship: If you two are going to share a room, you?d better learn how to get along.I?ve always found him a bit difficult to get along with.2.to progress you are doing: How are you getting along with your English studies?

Other verbal phrases of “get”:

get about/around:(news)get widespread get away: to succeed in leaving a place

get back: to return to a place;to have sth.returned to you get down: to make sb.feel unhappy;

get down to sth./doing sth.: to start doing something that needs a lot of time or energy.get over: get well after an illness;to do and finish sth.difficult get through: to pass a test or exam

communicate: vi.to express your thoughts and feelings: Parents sometimes find it difficult to communicate with teenage child.

第二篇：精品教案--人教必修1 抗日戰(zhàn)爭

高中歷史必修一《抗日戰(zhàn)爭》教學(xué)案例

一、《課標(biāo)》內(nèi)容標(biāo)準(zhǔn)

“列舉侵華日軍的罪行，簡述中國軍民抗日斗爭的主要史實(shí)，理解全民族團(tuán)結(jié)抗戰(zhàn)的重要性，探討抗日戰(zhàn)爭勝利在中國反抗外來侵略斗爭中的歷史地位?！?/p>

二、教學(xué)目標(biāo)

1、知識與能力：

（1）識記：七七事變、抗日民族統(tǒng)一戰(zhàn)線的建立、正面戰(zhàn)場與敵后戰(zhàn)場的抗戰(zhàn)、日軍侵華的滔天罪行、抗日戰(zhàn)爭勝利的基本事實(shí)。

（2）理解：抗日民族統(tǒng)一戰(zhàn)線形成的原因及過程；比較分析抗戰(zhàn)初期兩個戰(zhàn)場的抗戰(zhàn)；全面分析抗戰(zhàn)勝利的原因，尤其是抗日民族統(tǒng)一戰(zhàn)線的作用；抗戰(zhàn)勝利的歷史意義。

（3）運(yùn)用：結(jié)合當(dāng)前時事分析歷史與現(xiàn)實(shí)的聯(lián)系，思考戰(zhàn)爭給中日兩國帶來的影響。

2、過程與方法：

通過播放有關(guān)錄象和歷史圖片，創(chuàng)設(shè)歷史情境，讓學(xué)生置身于抗日戰(zhàn)爭的特定背景中，去探究日軍侵華和中國軍民抗戰(zhàn)這兩方面的問題；通過提供材料讓學(xué)生獲取有效信息，培養(yǎng)學(xué)生從不同角度認(rèn)識問題和論從史出的學(xué)習(xí)方法。

3、情感態(tài)度與價值觀：

（1）日本帝國主義發(fā)動的侵華戰(zhàn)爭給中國人民帶來了深重的災(zāi)難，學(xué)習(xí)本課歷史激發(fā)學(xué)生的民族自豪感、歷史使命感，樹立強(qiáng)國之志。

（2）中國人民的抗戰(zhàn)是“民族抗戰(zhàn)”，以此培養(yǎng)和發(fā)揚(yáng)學(xué)生的民族精神和愛國主義情感，形成對國家、民族的歷史使命感和責(zé)任感，為建設(shè)中國特色社會主義做貢獻(xiàn)。

三、教學(xué)準(zhǔn)備

搜集與抗戰(zhàn)相關(guān)的圖片、影視資料和相關(guān)文字材料等信息，制作多媒體課件。

四、學(xué)情分析

由于初中生對抗日戰(zhàn)爭史的學(xué)習(xí)比較充分，學(xué)生對抗日戰(zhàn)爭的主要史實(shí)比較熟悉，但是主要停留在感性認(rèn)識階段，高中教學(xué)要在引導(dǎo)學(xué)生回顧抗日戰(zhàn)爭的基本史實(shí)的基礎(chǔ)上，加強(qiáng)對抗日戰(zhàn)爭勝利原因和歷史地位及以史為鑒、開創(chuàng)未來的理性思考。

五、教學(xué)方法：

本課采用“回顧—討論—探究—反思”的互動教學(xué)模式，以史實(shí)為基礎(chǔ)，以問題為載體，以情境為主線，以多媒體為輔助手段，以活動為實(shí)現(xiàn)方式，師生互動，生生互動，經(jīng)過全體課堂參與者的閱讀、思考、討論，使每個學(xué)習(xí)者都經(jīng)歷一個主動的獲取知識、解決問題、完善情感、升華人格的自主學(xué)習(xí)過程。

六、重點(diǎn)、難點(diǎn)

重點(diǎn)：日軍的滔天罪行、全民族的抗戰(zhàn)、抗戰(zhàn)勝利的原因和地位。

難點(diǎn)：抗戰(zhàn)勝利的原因和地位。

七、課時安排：1課時

八、板書設(shè)計(jì)

教學(xué)過程 導(dǎo)入新課：

播放《義勇軍進(jìn)行曲》。剛才大家聽到的這首高亢激昂的歌曲是——（學(xué)生回答：《義勇軍進(jìn)行曲》。）我們每周升國旗儀式必唱的國歌，多么熟悉的旋律。《義勇軍進(jìn)行曲》創(chuàng)作于1935年，“中華民族到了最危險(xiǎn)的時候”,主要是因?yàn)槭裁?？（日本侵略，民族危機(jī)嚴(yán)重）中華民族當(dāng)時的主要任務(wù)是什么？（抗日救亡）讓我們共同走進(jìn)那不堪回首的歲月，走進(jìn)偉大的抗日戰(zhàn)爭。

本節(jié)課我們通過回顧歷史、探究歷史和感悟歷史三個主題來紀(jì)念偉大的抗日戰(zhàn)爭。

一、回顧歷史——血腥野蠻地侵略

1、侵華事變：

（由于高中生對抗戰(zhàn)史的主要事實(shí)比較清楚，本目主要采取學(xué)生回顧的方式進(jìn)行。）二十世紀(jì)三四十年代，日本帝國主義對中國進(jìn)行了最慘無人道的野蠻侵略，同學(xué)們，你們在初中已經(jīng)學(xué)習(xí)過抗日戰(zhàn)爭史，請你們回顧：日本帝國主義在三四十年代對中國發(fā)動了哪些侵華事變？對中國人民犯下了哪些滔天罪行？

在學(xué)生回答后，課件打出：《中華民國圖》，在圖中相應(yīng)位置閃動出現(xiàn)九一八事變、一二八事變、偽滿洲國、華北事變、七七事變等侵華事變，中國大片國土淪喪，中華民族到了最危險(xiǎn)的時候。

【思考】：“小”日本為何侵略“大”中國？

（1）歷史原因：從大陸政策到“國策基準(zhǔn)”（課件打出“國策基準(zhǔn)”的材料）。

（2）經(jīng)濟(jì)原因：自然條件的限制；擺脫經(jīng)濟(jì)危機(jī)。

（3）外部原因：國際社會的綏靖之風(fēng)和國共內(nèi)戰(zhàn)。

（過渡）日本帝國主義在侵華過程中犯下了滔天罪行。

2、滔天罪行：

南京大屠殺：出示相關(guān)圖片如累累白骨、殺人比賽（向井和野田在進(jìn)南京城前誰先殺100人，野田殺了105人，向井殺了106人），突出遇難者300000人。

（請同學(xué)有感情地朗誦下列這首詩）

凝視300000，——

“3”后面是一個個“o”(零)嗎?

不——分明是一顆顆屈死的頭顱，正面對屠刀，怒目相看！

凝視300000，——

“3”后面是一個個“0”(圈)嗎?

不——分明是一根根高懸的絞索，東條英機(jī)們 ,不正吊死在恥辱柱上？！

凝視300000，——

字字在噴火，聲聲在吶喊：

多行不義必自斃，血債定要用血來償還！

3、潘家峪慘案：現(xiàn)場一角等圖片，死難者1200余人。

4、七三一細(xì)菌部隊(duì)：出示活體實(shí)驗(yàn)、2003年中毒后李貴珍等相關(guān)圖片。

27萬——侵華日軍實(shí)施細(xì)菌戰(zhàn)致死中國民眾27萬多人(日本學(xué)者認(rèn)為，這是相當(dāng)保守的數(shù)字，他們認(rèn)為，死于侵華日軍細(xì)菌戰(zhàn)的中國人多于日軍于1937年在南京制造的大屠殺人數(shù))；

3000公斤——侵華日軍“731部隊(duì)”每年可以生產(chǎn)出3000公斤的純細(xì)菌(每135克的純細(xì)菌就可以使400平方公里之內(nèi)的所有水源遭到污染，每年的生產(chǎn)量足以污染全中國的水源)；

3000人——侵華日軍“731”部隊(duì)用活人作試驗(yàn)人數(shù)(僅日方承認(rèn)的)；

【討論】同學(xué)們在看了這些圖片之后一定深有感觸，請用一句話表達(dá)你此時的心情（學(xué)生回答）?！緦W(xué)思之窗】是什么使他們從人變成了野獸？

（武士道精神、滅亡中國，泯滅中國人民的抗戰(zhàn)意識）。

我們經(jīng)常說，中日兩國是一衣帶水，我要說在中國近代史上，中日兩國是一衣帶血。日本帝國主義侵略者自1931年“九一八”事變至1945年戰(zhàn)敗投降，在長達(dá)14年的侵華戰(zhàn)爭中，在中國廣大的土地上，以最野蠻、最殘暴、最慘絕人寰、最沒有人性的手段進(jìn)行著大破壞、大屠殺，對中國人民犯下了滔天罪行。神州在流血，中華在哭泣。偌大的中國烏云密布，哀鴻遍野。泱泱中華，面臨亡種滅國的危機(jī)。

作為一個中國人，作為那個時代有血性的中國人，你該怎么做（學(xué)生回答）？

“國破尚如此，我何惜此頭！”

課件打出：以下材料

材料一 全中國同胞，政府，與軍隊(duì)，團(tuán)結(jié)起來，建筑民族統(tǒng)一戰(zhàn)線的堅(jiān)固長城，抵抗日寇的侵掠！國共兩黨親密合作驅(qū)逐日寇出中國！

——中國共產(chǎn)黨為日軍進(jìn)攻盧溝橋通電

（1937年7月8日）材料二 我們希望和平而不求茍安，……如果戰(zhàn)端一開，就是地?zé)o分南北，年無分老幼，無論何人，皆有守土抗戰(zhàn)之責(zé)任，皆應(yīng)抱定犧牲一切之決心。

——蔣介石廬山談話（1937年7月17日）

國共兩黨捐棄前嫌，共赴國難，實(shí)現(xiàn)了第二次國共合作，建立了抗日民族統(tǒng)一戰(zhàn)線，從此中國的抗日戰(zhàn)爭開始了全民族的抗戰(zhàn)，成為抗日戰(zhàn)爭勝利的根本保證。

二、探究歷史——不屈不撓地抗?fàn)?/p>

1、探究一：如何看待國民黨正面戰(zhàn)場和共產(chǎn)黨敵后戰(zhàn)場的抗戰(zhàn)？

【新聞發(fā)布會：將班級分成兩個大組分別代表國共雙方】請分別代表國共雙方闡述自己對抗戰(zhàn)的貢獻(xiàn)。

材料一：

正面戰(zhàn)場：從1937年7月開始，國民黨軍隊(duì)發(fā)動大型會戰(zhàn)22次，重要戰(zhàn)斗1117次，小型戰(zhàn)斗28931次。陸軍陣亡、負(fù)傷、失蹤3211419人，空軍陣亡4321人，毀機(jī)2468駕，海軍艦艇損失殆盡。先后有70余名將軍戰(zhàn)死在沙場，其中佟麟閣、趙登禹、張自忠等8名上將；吳克仁中將（67軍軍長）馮安邦中將（42軍軍長）等32名中將；鄒紹孟少將（124師參謀長）王鳳山少將（暫45師師長）等32名少將。材料二：

敵后戰(zhàn)場：中國共產(chǎn)黨領(lǐng)導(dǎo)的人民抗日力量對敵作戰(zhàn)12.5萬次，消滅日、偽軍171.4萬人。同時，敵后抗日軍民也付出了巨大的代價，部隊(duì)傷亡60余萬人，解放區(qū)人民群眾傷亡600余萬人。材料三：

以國民黨軍隊(duì)為主體的正面戰(zhàn)場，組織了一系列大仗，特別是全國抗戰(zhàn)初期的淞滬、忻口、徐州、武漢等戰(zhàn)役，給日軍以沉重打擊。

中國共產(chǎn)黨領(lǐng)導(dǎo)的敵后戰(zhàn)場，廣泛發(fā)動群眾，開展游擊戰(zhàn)爭，八路軍、新四軍、華南游擊隊(duì)、東北抗日聯(lián)軍和其他人民抗日武裝力量奮勇作戰(zhàn)。平型關(guān)大捷打破了“日軍不可戰(zhàn)勝”的神話，百團(tuán)大戰(zhàn)振奮了全國軍民爭取抗戰(zhàn)勝利的信心。敵后戰(zhàn)場鉗制和殲滅日軍大量兵力，殲滅大部分偽軍，逐漸成為中國人民抗日戰(zhàn)爭的主戰(zhàn)場。

——胡錦濤《在紀(jì)念中國人民抗日戰(zhàn)爭暨世界反法西斯戰(zhàn)爭勝利60周年大會上的講話》

學(xué)生發(fā)言后小結(jié)：

國民黨正面戰(zhàn)場：（1）抗戰(zhàn)：盧溝橋抗戰(zhàn)、淞滬會戰(zhàn)、太原會戰(zhàn)、徐州會戰(zhàn)、武漢會戰(zhàn)（播放有關(guān)影象資料）；中國遠(yuǎn)征軍遠(yuǎn)征緬甸。（2）評價：積極抗日，粉碎了日軍速決戰(zhàn)的計(jì)劃；節(jié)節(jié)敗退（片面抗戰(zhàn)路線）。（先在課件上打出證明國民政府在抗戰(zhàn)時期抗戰(zhàn)的有關(guān)數(shù)據(jù)，讓學(xué)生總結(jié)概括國民政府抗戰(zhàn)的評價。最后打出胡錦濤主席《在紀(jì)念抗日戰(zhàn)爭勝利60周年大會上的講話》中對國民黨抗戰(zhàn)的評價加深學(xué)生印象。）

共產(chǎn)黨敵后戰(zhàn)場：全面抗戰(zhàn)路線；建立敵后根據(jù)地；重大戰(zhàn)役：平型關(guān)戰(zhàn)役（抗戰(zhàn)初期第一次勝利）、百團(tuán)大戰(zhàn)（主動出擊的大規(guī)模戰(zhàn)役）、回民支隊(duì)的抗戰(zhàn)。（課件展示有關(guān)中國共產(chǎn)黨軍隊(duì)抗日的有關(guān)數(shù)據(jù)，表明中國共產(chǎn)黨是抗日的中流砥柱。）

兩大戰(zhàn)場之間的關(guān)系：相互配合，相互支持。

2、探究三：抗日戰(zhàn)爭勝利的原因。

【謎語大家猜】抗日戰(zhàn)爭勝利的原因（打一歷史人物）。（屈原、蘇武、共工）（1）抗日民族統(tǒng)一戰(zhàn)線建立，全民族抗戰(zhàn)（根本原因）；（2）中共領(lǐng)導(dǎo)的人民軍隊(duì)起了中流砥柱作用；（3）國民黨愛國官兵的英勇抗戰(zhàn)；

（4）國際反法西斯聯(lián)盟的有力支持和配合（蘇聯(lián)的援助、美國的原子彈）；（5）日本發(fā)動的是侵略的、非正義的法西斯戰(zhàn)爭。

3、探究四：抗日戰(zhàn)爭的勝利在中國反抗外來侵略斗爭中的歷史地位。（課件：展示相關(guān)材料，學(xué)生閱讀后發(fā)言）。材料一：

在如何看待中國戰(zhàn)場問題上，美國總統(tǒng)羅斯福曾說：“如果中國屈服，……那將是日軍和納粹的大規(guī)模鉗形攻勢，在近東某處會合，完全切斷俄國同外界的聯(lián)系，瓜分埃及，切斷經(jīng)過地中海的所有交通線……” 材料二：

在反法西斯戰(zhàn)爭中，中國傷亡3500萬人，死亡2000多萬人，直接經(jīng)濟(jì)損失620億美元，間接經(jīng)濟(jì)損失5000億美元；美國死亡40.5萬人；英國死亡37.5萬人。

學(xué)生發(fā)言后總結(jié)：

(1)第一次反帝斗爭完全勝利；

(2)增強(qiáng)民族自尊、自信心，為革命勝利奠定基礎(chǔ)；

(3)對世界反法西斯戰(zhàn)爭勝利作出重大貢獻(xiàn)；

(4)中國的國際地位得到提高。

三、感悟歷史——讓歷史告訴未來

60多年過去了，日本帝國主義發(fā)動的那場罪惡的侵華戰(zhàn)爭到底給中日兩國帶來了什么？中日兩國的人們對待戰(zhàn)爭的態(tài)度又如何？

課件：展示日本首相小泉參拜靖國神社圖片、西德總理勃蘭特在波蘭下跪圖片

（圖片配文字：同樣是祭拜，相似的事件，不同的形式，迥異的內(nèi)容。德國人跪下了，跪在了受難者墓前，跪得是那么的坦誠；日本人卻站著，站在了兇手的牌位下，站得是那么的孤傲。同樣舉起過屠刀，也同樣放下了兇器。德國人正視歷史、尊重歷史，用真誠換取理解，融入歐洲，強(qiáng)大自身；日本人無視歷史、歪曲歷史，用丑惡掩蓋罪惡，一意孤行，傷害四鄰。有的人下跪了，他顯得更崇高；有的人還站著，他看著更卑微；有的人為尊嚴(yán)，有的人為生存；有的人毫無廉恥，有的人荒誕不經(jīng)……下跪，意味著什么？你又為什么而下跪？參拜，又意味著什么，慘死在日本屠刀下的中國人，什么時候才能聽到同樣的懺悔？）

日本政要參拜靖國神社是日本不愿正視歷史，日本軍國主義復(fù)活的表現(xiàn)之一。你還知道哪些表現(xiàn)？（日本篡改教科書、否認(rèn)南京大屠殺等）

中國：趙薇日本軍旗裝圖片（我不懂這段歷史）

侵華日軍細(xì)菌戰(zhàn)中國受害訴訟原告團(tuán)團(tuán)長兼總代表、2002年十大人物之一的王選圖片

（頒獎詞：“她用柔弱的肩頭擔(dān)負(fù)起歷史的使命，她用正義的利劍戳穿彌天的謊言，她用堅(jiān)毅和執(zhí)著還原歷史的真相。她奔走在一條看不見盡頭的訴訟之路上，和她相伴的是一群滿身歷史創(chuàng)傷的老人。她不僅僅是在為日本細(xì)菌戰(zhàn)中的中國受害者討還公道，更是為整個人類賴以生存的大規(guī)則尋求支撐的力量，告訴世界該如何面對傷害，面對恥辱，面對謊言，面對罪惡，為人類如何繼承和延續(xù)歷史提供了注解?！保?/p>

（只要有兩個王選這樣的女人，就可以讓日本沉沒?！绹鴼v史學(xué)家謝爾頓·h·哈里斯。下一個“王選”，會是你嗎？）

【課堂感悟】通過本節(jié)課的學(xué)習(xí)，你從中得到哪些感悟？ 我們應(yīng)該怎么做？

（歷史不能忘卻，忘記歷史就意味著背叛！防止日本軍國主義復(fù)活；以史為鑒，面向未來。好好學(xué)習(xí)，報(bào)效國家）

課后探究（兩題任選一題）： 1、2005年，香港人大代表朱幼麟向全國人大遞交了《我國國家級、國際化紀(jì)念抗戰(zhàn)勝利60周年》的議案。請你就抗日戰(zhàn)爭設(shè)計(jì)一項(xiàng)國家級、國際化的紀(jì)念活動(包括活動形式、設(shè)計(jì)理念及設(shè)計(jì)理由等)。

2、閱讀下列材料：

法國一位名叫切爾西的女記者對日本廣島和中國的南京兩個災(zāi)難深重的城市紀(jì)念活動進(jìn)行了記錄，現(xiàn)摘抄一些：

廣島：被原子彈轟炸的殘骸都保存完好；

南京：難以找到當(dāng)年屠城遺址。

廣島：2001年，公布原子彈受害者221893人，精確到個位。

南京：大屠殺死難人數(shù)34萬以上，紀(jì)念館“哭墻”上只刻有3000個死者的名字；

廣島：每年8月6日，舉行悼念大會，8月15日，鐘聲汽笛鳴響，工廠、學(xué)校、機(jī)關(guān)停止一切工作，全城哀悼；

南京：大屠殺紀(jì)念大會從1985年才開始，1997年才有了拉響防空警報(bào)和車船汽笛的做法，除了悼念大會會場，鮮見肅立默哀場面。

廣島：參加紀(jì)念大會人數(shù)有5萬多人，占全市人口的1/21。

南京：參加紀(jì)念大會人數(shù)2000人左右，最多不到一萬人，占全市人口的1/2800或1/500……

第三篇：邊城》教案 滬教版必修1

《邊城》

教學(xué)目標(biāo)：

1、感受理解小說中體現(xiàn)的“人性美”。

2、品味學(xué)習(xí)小說中詩一般的語言。教學(xué)重點(diǎn)、難點(diǎn)：

情景交融的環(huán)境描寫和細(xì)致含蓄的心理刻畫 教學(xué)步驟：

1、導(dǎo)入新課：真正的藝術(shù)應(yīng)當(dāng)經(jīng)得起兩樣?xùn)|西的檢驗(yàn)：一是縱向的生命力，那種產(chǎn)生時轟轟烈烈，經(jīng)行中卻經(jīng)不起時間跨躍和時代洗禮的東西，絕非真正的藝術(shù)；二是橫向的美感效應(yīng)，即無論是誰，無論你從哪一個角度去審視它，它都能像水晶石一樣熠熠生輝，使你能從中獲取你所需要的東西，從而產(chǎn)生愉悅?cè)诵牡拿栏行?yīng)。沈從文的《邊城》正是這樣一篇美文，自它問世以來，對它的評論便接踵而來，有人贊它為“一顆千古不磨的珠玉”，有人譏之為“有意回避尖銳的社會矛盾”。70多年來，經(jīng)過歷史浪潮的千淘萬洗，人們漸漸認(rèn)識到《邊城》是一顆閃光的金砂。今天，我們大家一起來學(xué)習(xí)這部作品。（投影、配樂、朗誦）

“由四川過湖南去，靠東有一條官路。這官路將近湘西邊境，到了一個地名為“茶峒”的小山城時，有一小溪，溪邊有座白色小塔，塔下住了一戶單獨(dú)的人家。這人家只有一個老人，一個女孩，一只黃狗??”

這就是沈從文筆下的《邊城》，小說寫的就是這戶人家的故事，其中的“女孩”名叫翠翠。她是怎樣的姑娘呢？（投影，女生朗讀）

“翠翠在風(fēng)日里長養(yǎng)著，把皮膚變得黑黑的，觸目為青山綠水，一對眸子清明如水晶，自然既長養(yǎng)她且教育她，為人天真活潑，處處儼然如一只小獸物，人又那么乖，如山頭黃鹿一樣，從不想到殘忍事情，從不發(fā)愁，從不動氣??”

這就是翠翠。小說中天保、儺送這兩兄弟都愛上了她，不禁為愛情展開了競爭，按當(dāng)?shù)亓?xí)俗，要在大月亮的晚上用歌聲向姑娘求愛，陰歷十四到了，月亮也快圓了，我們的課文中的故事便是從這兒開始的。

2、整體把握，梳理情節(jié)：

課前大家已自讀了課文，下面我們思考兩個問題：

（投影）

（1）課文三節(jié)內(nèi)容有沒有一個中心事件？（2）圍繞這個中心事件，三節(jié)內(nèi)容具體寫了什么？（同學(xué)們討論發(fā)言）明確：

A.節(jié)選的三節(jié)內(nèi)容都是圍繞一個中心事件來寫的，中心事件是“聽歌”。B.三節(jié)內(nèi)容具體寫的是：

第一節(jié)：十四的晚上祖父與翠翠聽歌的情景。

第二節(jié)：十五的白天祖父進(jìn)城鼓勵大佬繼續(xù)唱歌，卻意外得知唱歌的是二佬。第三節(jié)：十五的晚上祖父與翠翠聽歌的情景。

3、深入研讀，把握旨趣：

欣賞《邊城》需要有一種獨(dú)特的眼光，它不同于一般小說以情節(jié)取勝，它向我們展示的是美。沈從文說：“美字筆畫并不多，可是似乎很不容易認(rèn)識；愛字雖人人認(rèn)識，可是真懂得它意義的卻很少?！?/p>

沈從文的《邊城》就是用湘西的青山綠水，古樸純厚的世俗人情，來表現(xiàn)一種質(zhì)樸的愛和人性的美，我們一起來發(fā)現(xiàn)美、展示美、品味美。自己選擇課文的美點(diǎn)，認(rèn)真揣摩，品味美在何處？ ① 景美——湘西的青山綠水

“我平常最會想像好景致，且會描寫好景致?！鄙驈奈膶懢翱伤闶且粋€圣手。《邊城》寫景處皆十分精彩。

例：月光極其柔和，溪面浮著一層薄薄白霧

（這樣的月下情境在文中幾番出現(xiàn)，同樣是舒緩的語氣，輕柔的文字，同樣是那樣的靜謐、幽深、充滿溫情與凄美）

小說里為什么要寫景？——景是人物所在的環(huán)境，是人物的外化，人物的一部分，景即人。例：孫犁《荷花淀》開頭：

“月亮升起來，院子里涼爽得很，干凈得很，白天破好的葦眉子潮潤潤的正好編席。??這女人編著席，不久在她的身子下面，就編成了一大片。她像坐在一片潔白的雪地上，也像坐在一片潔白的云彩上。她有時望望淀里，淀里也是一片銀白世界，水面籠著一層薄薄透明的霧，風(fēng)吹來，帶著新鮮的荷葉荷花香?！?/p>

例：“天快黑了，別的雀子似乎都在休息了，心中有些薄薄的凄涼?！?/p>

（這段文字，從氣味、聲音、色彩等方面生動細(xì)膩地描繪出一幅湘西鄉(xiāng)村所獨(dú)具的古樸色調(diào)的黃昏圖景。以景烘托情，以情渲染景，即烘托出人物內(nèi)心的孤獨(dú)與惆悵，也使景物帶有憂郁的情調(diào)，認(rèn)人們自然而然感受到人物“內(nèi)心薄薄的凄涼）” ②情美：

翠翠純真的初戀之情

沈從文寫翠翠的精彩之處，便是以其特有的詩性筆觸，捕捉并描摹出一個山野少女靈動微妙的神思流露，輕而且細(xì)，我們不妨細(xì)讀。例：

小說開頭：翠翠看到“天空為夕陽烘成桃色薄云”，看到夜幕降臨，祖父仍“忙個不息”，“心中有些薄薄的凄涼”。因?yàn)榇浯浯藭r心中“好像缺少什么”，擔(dān)心“這個日子過去了”，而這個日子恰是“規(guī)矩”中聽歌的日子。由此可見這正是她對愛的朦朧渴求和向往。由于祖父不理解她的心事，她竟有點(diǎn)怪祖父，冒出“坐船走”，讓爺爺“滿城打鑼找”自己的念頭。還有后文寫翠翠在夢中跟歌聲各處飛以及第二天晚上等歌的情景，都表示翠翠對愛的向往。

當(dāng)暮色籠罩一切時，陰郁的感覺也鎖緊了翠翠極度煩亂的心境。她“坐在溪邊，望著溪面為幕色所籠罩的一切。望到那只渡船上一群過渡人，其中有個吸旱煙的打著火鐮吸煙，且把煙桿在船邊剝剝地敲著煙灰，就忽然哭起來了?！保◤淖畛醯男纳耧h忽，到后來難受得想哭又無理由可哭，再到莫名其妙哭起來，翠翠原來對愛的期待、興奮和迷醉，已漸漸為無邊際、無著落的煩悶和恐慌所淹滅。

沈從文曾說：“我是天生就一種理解女子的心?！钡拇_，如此細(xì)膩的人生、人性，只有沈從文能如此深細(xì)而精微地表達(dá)，世間最美的東西莫過于凄婉纏綿的情思。李商隱：“春心莫于花爭發(fā)，一寸相思一寸灰”。鮑照：“兩相思，兩不知”。翠翠這樣一種沒法對人訴說的朦朧的對愛的神往的表達(dá)，便默默地融入那片青山綠水，那片煙雨晨昏。祖孫相依為命的親情：

翠翠對爺爺?shù)膼蹘е恍┤涡?，一些嬌氣，更有深深的依戀?/p>

爺爺對翠翠關(guān)愛的具體表現(xiàn)：在聽歌的第二天，他找到大佬天保，“很快樂”地鼓勵他繼續(xù)唱歌?；貋砗笥忠浴靶υ挕钡姆绞轿竦貏翊浯湟岸柚械囊馑肌北砻魉麨橛腥讼虼浯淝髳鄱吲d，盡心盡力地希望她有個好歸宿。他同時也時時懷著對翠翠難以割舍的慈愛與依 3

戀，一種相依為命的深情。如小說中翠翠說“萬一跑了”時，爺爺說“我到那時可真像瘋子，還怕大水大浪”。

補(bǔ)充賞析一段：老船夫向各個過渡本地人打聽二老父子生活，關(guān)切他們?nèi)缤约杭抑腥?，絕望的體驗(yàn)已在他心上如陰云密布，終于承受不住而病倒了，躺了三天，人居然好了。心中惦念一件事，便預(yù)備進(jìn)城過河街去，他仍不肯罷休，最后一次要去打聽消息，也是最后一次，再想為那個愿望盡點(diǎn)心力。接下來這一段文字，請你慢慢讀：

“老船夫在城里被一個熟人拉著談了許久的鹽價米價，又過守備街門看了一會新買的騾馬，才到河街順順家里去。到了那里，見到順順正同三個人打紙牌，不便談話，就站在身后看了一陣牌，后來順順請他喝酒，借口病剛好點(diǎn)不敢喝酒，推辭了。牌即不散場，老船夫又不想即走，順順?biāo)坪醪⒉幻靼姿戎泻卧捳f，卻只注意手中的牌。后來老船夫的神色倒為另外一個看出了，就問他是不是有什么事情。老船夫方忸忸怩怩照老樣子搓著他那兩只大手，說別的事沒有，只想同船總說兩句話?！?從中，你讀出了什么？

（掙扎！——既想在層層絕望后面極其小心地探出一點(diǎn)希望來，又害怕揭曉的是更徹底的絕望。）

邊民純樸的風(fēng)情： 唱歌求愛的美好風(fēng)俗 大佬、二佬的“君子風(fēng)度” 二佬的不愛碾坊愛渡船 ③人美：

抓住典型對話段，分角度朗讀對話，體會總結(jié)人物性格特點(diǎn)： 翠翠：純真美麗、淳樸善良 爺爺：仁厚慈善、堅(jiān)毅自忍 天保：豪爽、慨慷大度 總結(jié)：邊城的創(chuàng)作動機(jī)

我要表現(xiàn)的本是一種“人生的形式”，一種“優(yōu)美，健康而又不悖乎人性的人生形式”。我注意不在領(lǐng)導(dǎo)讀者去桃源旅行，卻想借重桃源上行七百里路酉水流域一個小城市中幾個愚夫俗子，被一件普通人事牽連在一處時，各人應(yīng)得的一份哀樂，為人類的“愛”字作一度恰如其分的說明。

在這樣一篇美麗的文字之中，我們更能感受到一種似乎已為我們所陌生的自然、優(yōu)美、健康的人性，那種如大自然本身一樣凝重、明慧而又本色真實(shí)的人生形式。因此，讀這樣的作品，我們獲得的不只是文學(xué)藝術(shù)的美的享受，更有著對我們心靈人性的滋養(yǎng)與療補(bǔ)。板書設(shè)計(jì)：

青山綠水的鄉(xiāng)土氣息 ———— 景美 翠翠純真的初戀之情

祖孫相依為命的親情 ———— 情美 邊民純樸的風(fēng)情

翠翠：純真美麗、淳樸善良

爺爺：仁厚慈善、堅(jiān)毅自忍 ———— 人美 天保：豪爽、慷慨大度

第四篇：17_《牛頓第二定律》教案(新人教必修1)

牛頓第二定律

教學(xué)目標(biāo)：

一、知識目標(biāo)

1．理解加速度與力和質(zhì)量的關(guān)系；

2．理解牛頓第二定律的內(nèi)容，知道定律的確切含義；

3．知道得到牛頓第二定律的實(shí)驗(yàn)過程。

二、能力目標(biāo)

培養(yǎng)學(xué)生的實(shí)驗(yàn)?zāi)芰?、分析能力和解決問題的能力。

三、德育目標(biāo)

使學(xué)生知道物理中的一種研究問題的方法——控制變量法

教學(xué)重點(diǎn)

1．牛頓第二定律的實(shí)驗(yàn)過程；

2．牛頓第二定律。

教學(xué)難點(diǎn)

牛頓第二定律的意義。

教學(xué)方法

實(shí)驗(yàn)法、講授法、歸納法

教學(xué)用具

兩輛質(zhì)量相同的小車，光滑的水平板（一端帶有定滑輪）；砝碼（一盒），細(xì)繩、夾子 課時安排 2課時

教學(xué)過程

一、導(dǎo)入新課

1．提問：什么是物體運(yùn)動狀態(tài)的改變？物體運(yùn)動狀態(tài)發(fā)生改變的原因是什么？

2．引入新課：

通過上節(jié)課的學(xué)習(xí)，我們已知道：物體運(yùn)動狀態(tài)改變時產(chǎn)生加速度，而產(chǎn)生的加速度又和物體的質(zhì)量及所受力的大小有關(guān)，那么：加速度跟物體所受力的大小及物體質(zhì)量之間有什么關(guān)系呢？本節(jié)課我們就來研究這個問題。

二、新課教學(xué)

（一）用投影片出示本節(jié)課的學(xué)習(xí)目標(biāo)：

1．理解加速度與力的關(guān)系；

2．理解加速度與質(zhì)量的關(guān)系

3．理解牛頓第二定律的內(nèi)容。

（二）學(xué)習(xí)目標(biāo)完成過程：

1、加速度和力的關(guān)系：

（1）用投影片出示本節(jié)課所用的實(shí)驗(yàn)裝置，教師進(jìn)行講解：圖中是兩輛質(zhì)量相同的小車，放在光滑的水平板上，小車的前端各系上細(xì)繩，繩的另一端跨過定滑輪各掛一個小盤，盤里放有數(shù)量不等的砝碼，使兩輛小車在不同的拉力下做勻加速運(yùn)動。

（2）對本次實(shí)驗(yàn)中說明的兩個問題

a：砝碼跟小車相比質(zhì)量較小，細(xì)繩對小車的拉力近似地等于砝碼所受的重力。

b：用一只夾子夾住兩根細(xì)繩，以同時控控制兩輛小車。

（3）實(shí)驗(yàn)的做法：

a：在兩砝碼盤中放不同數(shù)量的砝碼，以使兩小車所受的拉力不同。

高考資源網(wǎng) 2006精品資料系列

b：打開夾子，讓兩輛小車同時從靜止開始運(yùn)動，一段時間后關(guān)上夾子，讓它們同時停下來。

（4）需觀察的現(xiàn)象，觀察兩輛車在相等的時間里，所發(fā)生的位移的大小。（實(shí)驗(yàn)現(xiàn)象：所受拉力大的那輛小車，位移大）

（5）分析推理：

a：由公式s1?at2得到在時間t一定時，位移s和加速度a成正比；

2b：由實(shí)驗(yàn)現(xiàn)象得到：小車的位移與他們所受的拉力成正比。

c：推理得到結(jié)論：對質(zhì)量相同的物體，物體的加速度跟作用在物體上的力成正比，即：

a1F1?或a?F a2F2a1F1?a2F2

（6）鞏固練習(xí)：

a．據(jù)得到：要使物體在短時間內(nèi)速度的改變很大，即加速度很大，就必須給物體提供。

b．競賽用的小汽車，要求起動后幾秒鐘內(nèi)速度由零達(dá)到60m/s以上，他們?yōu)槭裁匆b備功率很大的發(fā)動機(jī)？

2：加速度和質(zhì)量的關(guān)系：

（1）實(shí)驗(yàn)裝置同上；

（2）說明與前次實(shí)驗(yàn)的不同。

前一次實(shí)驗(yàn)中，我們是保持小車質(zhì)量不變，而改變小車所受力的大小，來研究加速度和力之間的關(guān)系的。

本次實(shí)驗(yàn)是使兩輛小車所受拉力相同，而在一輛小車上加放砝碼的，以增大質(zhì)量，研究加速度和質(zhì)量之間關(guān)系的。

（3）實(shí)驗(yàn)現(xiàn)象：

在相同的時間里，質(zhì)量小的那輛小車的位移大。

（4）分析推理，得到結(jié)論：

在相同的力作用下，物體的加速度跟物體的質(zhì)量成反比，即

a1/a2=m2/m1或a∝m3：牛頓第二運(yùn)動定律

（1）綜合上述實(shí)驗(yàn)中得到的兩個關(guān)系，得到下述結(jié)論：

物體的加速度跟作用力成正比，跟物體的質(zhì)量成反比，且加速度的方向跟引起這個加速度的力的方向相同。

（2）公式表示：

a∝F或者F∝ma m即：F=kma

a：如果每個物理量都采用國際單位，k＝1；

高考資源網(wǎng) 2006精品資料系列

b：力的單位（牛頓）的定義：使質(zhì)量為1千克的物體產(chǎn)生1m/s2的加速度的力叫做1牛頓。

（3）推廣：上面我們研究的是物體受到一個力作用的情況，當(dāng)物體受到幾個力作用時，上述關(guān)系可推廣為：

物體的加速度跟所受的合力成正比，跟物體的質(zhì)量成反比，加速度的放心跟合力的方向相同。即F合＝ma。

（4）介紹F合和a的瞬時對應(yīng)關(guān)系

a：只有物體受到力的作用，物體才具有加速度。

b：力恒定不變，加速度也恒定不變。

c：力隨著時間改變，加速度也隨著時間改變。

d：力停止作用，加速度也隨即消失。

4：例題分析（課本例題）

（1）學(xué)生閱讀例題內(nèi)容

（2）分析：

??質(zhì)量m已知???必須先求F1和F2的合力，而合力的大小可

要求物體的加速度?以用作圖法求解，也可以用計(jì)算法求解。

（3）用投影片展示解題過程：

如圖所示，建立平面直角坐標(biāo)系，把力F1和F2分別沿x軸和y軸的方向分解F1的兩個分力為：

F1x?F1xcos60o,F2y?F2sin60o

F2的兩個分力為：F2xo?F2cos60o,F2y?F2sin60

F1y和F2y大小相等，方向相反，相互抵消，F(xiàn)1x和F2x的方向相同，所以：

F合?F1x?F2x?F1cos60o?F2cos60o?5N?5N?10N

已知合力F合和質(zhì)量m，據(jù)F合＝ma，即可求得：

10Na?F合??5m/s2

2kg

三：小結(jié)

1：本節(jié)課的研究方法——控制變量法

2：牛頓第二運(yùn)動定律確定了a和F之間的大小關(guān)系，也確定的a和F的方向關(guān)系

3：求解合力時，可采用建立平面直角坐標(biāo)系，將各個力沿x軸和y軸分解，最后求合力的方法。

高考資源網(wǎng) 2006精品資料系列

四、作業(yè)

課本P53練習(xí)二

五、板書設(shè)計(jì)：

?定律的實(shí)驗(yàn)條件（控制變量法）??

1、m一定時，a?F???1???

2、F一定時，a?m? ??

3、把F?ma改寫成，在F,m,a取國際單位的?????條件下k?1??牛頓第二定律?內(nèi)容：物體運(yùn)動的加速度與合外力成正比，與質(zhì)量成反比，且?加速度與合外力方向相同???F合和a的方向關(guān)系??1N?1kgm/s2?單位關(guān)系：???物理意義：?瞬時對應(yīng)關(guān)系??因果對應(yīng)關(guān)系???

?

高考資源網(wǎng) 2006精品資料系列

第五篇：高中數(shù)學(xué)《指數(shù)函數(shù)》教案1 新人教A版必修1

3.1.2指數(shù)函數(shù)

（二）教學(xué)目標(biāo)：鞏固指數(shù)函數(shù)的概念和性質(zhì) 教學(xué)重點(diǎn)：指數(shù)函數(shù)的概念和性質(zhì) 教學(xué)過程：

本節(jié)課為習(xí)題課,可分以下幾個方面加以練習(xí): 備選題如下:

1、關(guān)于定義域

x（1）求函數(shù)f(x)=??1??1的定義域

?9??（2）求函數(shù)y=1x的定義域

51?x?1（3）函數(shù)f(x)=3－x－1的定義域、值域是……()

A.定義域是R，值域是R

B.定義域是R，值域是(0，+∞) C.定義域是R，值域是(－1，+∞) D.以上都不對（4）函數(shù)y=1x的定義域是______ 5x?1?1(5)求函數(shù)y=ax?1的定義域(其中a＞0且a≠1)

2、關(guān)于值域

（1）當(dāng)x∈［－2,0］時，函數(shù)y=3x+1－2的值域是______（2）求函數(shù)y=4x+2x+1+1的值域.（3）已知函數(shù)y=4x－3·2x+3的值域?yàn)椋?,43］，試確定x的取值范圍.(4).函數(shù)y=3x3x?1的值域是() A.(0，+∞)

B.(－∞,1) C.(0,1)

D.(1,+∞)

(5)函數(shù)y=0.25x2?2x?12的值域是______,單調(diào)遞增區(qū)間是______.3、關(guān)于圖像

用心 愛心 專心 1

（1）要得到函數(shù)y=8·2－x的圖象，只需將函數(shù)y=(12)x的圖象()

A.向右平移3個單位

B.向左平移3個單位 C.向右平移8個單位

D.向左平移8個單位

（2）函數(shù)y=|2x－2|的圖象是()

（3）當(dāng)a≠0時，函數(shù)y=ax+b和y=bax的圖象只可能是()

（4）當(dāng)0

B.第二象限 C.第三象限

D.第四象限

（5）若函數(shù)y=a2x+b+1(a>0且a≠1,b為實(shí)數(shù))的圖象恒過定點(diǎn)(1，2)，則b=______.（6）已知函數(shù)y=(12)|x+2|.

①畫出函數(shù)的圖象；

②由圖象指出函數(shù)的單調(diào)區(qū)間并利用定義證明.(7)設(shè)a、b均為大于零且不等于1的常數(shù)，下列命題不是真命題的是()

用心 愛心 專心

A.y=a的圖象與y=a的圖象關(guān)于y軸對稱

B.若y=a的圖象和y=b的圖象關(guān)于y軸對稱，則ab=1 C.若a2x－xxx>a22－1,則a>1 ,則a>b D.若a?>b?

24、關(guān)于單調(diào)性

（1）若－1

A.5－x<5x<0.5x C.5<5<0.5x－xx

B.5x<0.5x<5－x D.0.5<5<5

x－xx（2）下列各不等式中正確的是() A.()3?()3?()3

252C.()3?()3?()3 52212121211

B.()3?()3?()3

225

D.()3?()3?()3

***

1211(x+1)(3－x)（3）.函數(shù)y=(2－1)的單調(diào)遞增區(qū)間是()

A.(1，+∞)C.(1，3)

B.(－∞，1)

D.(－1，1)

(4).函數(shù)y=()2x?x?x?2為增函數(shù)的區(qū)間是()

(5)函數(shù)f(x)=a－3a+2(a>0且a≠1)的最值為______.(6)已知y=(數(shù).(7)比較52x?12x12)?x?x?22+1，求其單調(diào)區(qū)間并說明在每一單調(diào)區(qū)間上是增函數(shù)還是減函與5x?22的大小

5、關(guān)于奇偶性

（1）已知函數(shù)f(x)= m?2?1x2x為奇函數(shù)，則m的值等于_____ ?1?1?（1）如果???8?2? x2x=4，則x=____

用心 愛心 專心 3

6階段檢測題: 可以作為課后作業(yè): 1.如果函數(shù)y=ax(a>0,a≠1)的圖象與函數(shù)y=bx(b>0,b≠1)的圖象關(guān)于y軸對稱，則有 A.a>b B.a

3(3x－1)(2x+1)

≥1}，則集合M、N的關(guān)系是

B.M?N D.MN

3.下列說法中，正確的是

①任取x∈R都有3x>2x ②當(dāng)a>1時，任取x∈R都有ax>a－x ③y=(3)－x是增函數(shù) ④y=2|x|的最小值為1 ⑤在同一坐標(biāo)系中，y=2x與y=2－x的圖象對稱于y軸

A.①②④ C.②③④

B.④⑤ D.①⑤

4.下列函數(shù)中，值域是(0,+∞)的共有 ①y=3?1 ②y=(A.1個 x1)③y=1?()④y=3x

B.2個 x11xC.3個

D.4個

5.已知函數(shù)f(x)=a1－x(a>0,a≠1)，當(dāng)x>1時恒有f(x)<1,則f(x)在R上是 A.增函數(shù) B.減函數(shù)

C.非單調(diào)函數(shù) D.以上答案均不對

二、填空題(每小題2分，共10分)6.在同一坐標(biāo)系下，函數(shù)y=ax,y=bx,y=cx,y=dx的圖象如下圖，則a、b、c、d、1之間從小到大的順序是__________.用心 愛心 專心 4

7.函數(shù)y=ax?1的定義域是(－∞,0］，則a的取值范圍是__________.8.函數(shù)y=2x+k－1(a>0,a≠1)的圖象不經(jīng)過第四象限的充要條件是__________.9.若點(diǎn)(2，14)既在函數(shù)y=2ax+b的圖象上，又在它的反函數(shù)的圖象上，a=________,b=________.10.已知集合M={x|2x2+x≤(14)

x－

2,x∈R}，則函數(shù)y=2x的值域是__________.三、解答題(共30分)11.(9分)設(shè)A=am+a－m，B=an+a－n(m＞n＞0，a＞0且a≠1)，判斷A，B的大小.12.(10分)已知函數(shù)f(x)=a－

22x?1(a∈R)，求證：對任何a∈R,f(x)為增函數(shù).x?1213.(11分)設(shè)0≤x≤2，求函數(shù)y=42?a?2x?a2?1的最大值和最小值.課堂練習(xí)：（略）小結(jié)： 課后作業(yè)：（略）

用心 愛心 專心 則