第一篇：新人教版必修三 Unit5 Canada-The true North[全單元教案]

Unit 5 Canada —— “The true North”

Period 1 Warming up and Reading 1 Teaching aims: 1.Talking about Canada.2.Learn the geography, population, main cities, and natural beauty, natural resources of Canada.3.Learn how to read a traveling report and pictures.Teaching aids: A computer, a project and pictures.Teaching steps: Step 1.Warming up.1.Ss discuss the following questions.1)Do you like to go traveling?

2)Which countries do you like to visit? Why? 3)What can you see in these countries?

2.T shows some pictures of winter and invites Ss to describe them.3.Get Ss to talk what they know about Canada.4.T shows a map of Canada and asks: 1.Which continent is Canada in? 2.Which country is its neighbor? 3.What are the Oceans Canada faces? 4.How large is Canada? 4.Have a quiz.Step 2.Pre-reading.T: Would you like to take a trip to Canada?

What three words would you use to describe Canada? Step 3 Reading 1.Shimming:

Get Ss to read the passage quickly and answer the following questions: 1)What is the passage mainly about?

Sample：The passage is about a trip of two girls, and it tells us some information about Canada.2)What is ―The Ture North‖?

Sample：―The True North‖ is the train that goes across Canada / the cross-Canada train.3)How many cities are mentioned in the text? What are they? Sample：Vancouver – Calgary—Thunder Bay—Toronto 4)What do you know about each city? Vancouver :

the warmest part of Canada； the most beautiful city in Canada many Asian want to live there；the trees are extremely tall.the oldest and most beautiful forests in the world Calgary:

famous for Stampede

Cowboys come to compete in riding wild horses.good at working with animals they can win a lot of money in prizes.Thunder Bay:

at the top end of the Great Lakes；very busy port

close to the centre of the country ,so that ocean ships can go there.2.Detailed reading:

1)Get Ss to read the passage again and correct the following sentences.1.The girls went to Canada to see their relatives in Montreal.(in the East of Canada / on the Atlantic coast of Canada)2.Danny Lin was going to drive them to Vancouver.(the train station to catch the cross-Canada train)3.You can cross Canada in less than five days by bicycle.(can’t)

4.The girls looked out the windows and saw Native Indians and cowboys.(a grizzly bear, mountain goats and wild scenery)

5.Thunder Bay is a port city in the south of Canada, near Toronto.(at the top end of the Great Lakes, near the center of the country)2)Listen to the tape and fill in the blanks from the text.Canada is _____ than the United States.It is the _______largest country in the world.It is _____

kilometers from coast to coast in Canada.The population of Canada is only slightly over_____________.Canada has _________ of the world’s fresh water, much of which is in the ___________.On the coast north of Vancouver some of the oldest and most beautiful _______ in the world still remain.It is so wet there that the trees are extremely ______.Period 2 Language points: 1.Canada is a multicultural country like China.加拿大像中國(guó)一樣是一個(gè)多元化國(guó)家。

multistory 多層的 multiform 多種形式的

multichannel 多通話線路的, 多波段的 multipurpose 多種用途的多黨的 multiparty 多國(guó)的、多民族的 multinational 多向的 multidirectional 多彩的，彩色的 multicolored 多媒體 multimedia

2.Li Daiyu and her cousin Liu Qian were on a trip to Canada to visit their cousins on the Atlantic coast.李黛予和她的表妹劉倩去加拿大大西洋海岸看望她們的表兄妹們。

trip: usually short journey, esp.for pleasure(通常指短途的)行走，旅行（尤指娛樂(lè)性的）

與trip搭配的主要?jiǎng)釉~和介詞： be on a trip to make a trip to take a trip to 海濱之行a trip to the seaside

前往巴黎的蜜月之旅 a honeymoon trip to Paris 他出差在外。He is on a business trip 我父親下禮拜要到紐約去。

My father will make a trip to New York next week

3.Rather than take the aeroplane all the way, they decided to fly from China to Vancouver and to take the train from west to east across Canada in September.rather than(prep.): in preference to(sb/sth);instead of 與其（某人/某物）;不愿;不要

他不愿惹麻煩,寧可離去.Rather than cause trouble, he left.我想喝檸檬汁,不想喝可樂(lè).I’ll have a lemonade rather than a coke.他正忙于寫信而不是讀報(bào).He was busy writing a letter rather than reading a newspaper.

4.It is the second biggest country in the world and as you go eastward, you will see mountains, and pass by thousands of lakes, forests and wide rivers as well as cities.它是世界

northeast等，都有類似的用法。

他住在洛杉磯以東（的地方）。

He lives to the east of Los Angeles

7.That afternoon in the train the cousins settled down in their seats.那天下午表姐妹倆才在火車上落了座。

settle down 安穩(wěn)坐下，安居下來(lái)，適應(yīng)起來(lái)

他爺爺手拿報(bào)紙坐在扶手椅里。

His grandfather settled down in the armchair with a newspaper.你適應(yīng)新工作了嗎？ Have you settled down in your new job yet?

8.Many of them have a gift for working with animals and they can win thousands of dollars in prizes.他們中許多人都有與獸共舞的才能，他們能贏得幾千美元的獎(jiǎng)金。

have a gift for 在…..方面有天分；有天賦

她對(duì)學(xué)語(yǔ)言有天賦。she has a gift for learning languages.好像他對(duì)音樂(lè)有些天賦。It seems he has a gift for music.Period 3 Learning about language Step 1: Check the answers of exercise 1 on page 36 multi = many meanings

multicoloured made of many colours multichannel having many channels multiform existing in many forms multinational including many nations multistorey having many stories / storeys multimedia using many media multitrack made of many tracks

multifaith including many religions / faiths multimember made of many members / people-ward(s)= in a direction meanings forward(s)ahead, to the front eastward(s)to the east

westward(s)to the west southward(s)to the south

backward(s)to the rear;to the back outward(s)out, in a direction away northward(s)to the north inward(s)to the inside toward(s)in a direction to

Step 2: Check the answers of exercise 2 on page 36 Extremely、have a gift for、settle down、coast Surround、harbour、figure out、port、within Step3：Check the answers of exercise 3 on page 36 figure out、harbour、within、border、a gift for settled down、surrounded、extremely Step4 Appositive clause

T.What kind of noun clauses are they?

1.What it was to become was a mystery.(主語(yǔ)從句)

2.I don’t know who will help Henry to win the bet.（賓語(yǔ)從句）

3.His trouble is that he doesn’t know anybody in London.(表語(yǔ)從句)

4.The fact that ships can go there surprises many people.（同位語(yǔ)從句）

Period 4 Grammar pionts 同位語(yǔ)從句講義及練習(xí)

一、理解同位語(yǔ)從句的含義，把握同位語(yǔ)從句的實(shí)質(zhì)

在主從復(fù)合句中作同位語(yǔ)的從句稱為同位語(yǔ)從句。同位語(yǔ)從句一般用that,whether，what, which, who,when，where，why，how

等

詞

引

導(dǎo)，常

放

在fact,news,idea,truth,hope,problem,information,wish, promise, answer, evidence, report, explanation, suggestion, conclusion,等抽象名詞后面，說(shuō)明該名詞的具體內(nèi)容。換言之，同位語(yǔ)從句和所修飾的名詞在內(nèi)容上為同一關(guān)系，對(duì)其內(nèi)容作進(jìn)一步說(shuō)明。

例：The news that they had won the game soon spread over the whole school.他們比賽獲勝的消息很快傳遍了整個(gè)學(xué)校。

析：they had won the game說(shuō)明The news的全部?jī)?nèi)容，因此該句為同位語(yǔ)從句。

二、正確運(yùn)用同位語(yǔ)從句的引導(dǎo)詞，準(zhǔn)確把握同位語(yǔ)從句

1.如同位語(yǔ)從句意義完整，應(yīng)用that引導(dǎo)同位語(yǔ)從句。（即that 不充當(dāng)任何成分，只起連接作用）

例：The general gave the order that the soldiers should cross the river at once.將軍下達(dá)了戰(zhàn)士們立即過(guò)河的命令。

析：the soldiers should cross the river at once是the order的全部?jī)?nèi)容，且意義完整，因此應(yīng)用that引導(dǎo)同位語(yǔ)從句。

2.如同位語(yǔ)從句意義不完整，需增加“是否”的含義，應(yīng)用whether引導(dǎo)同位語(yǔ)從句。（if不能引導(dǎo)同位語(yǔ)從句）

例：We'll discuss the problem whether the sports meeting will be held on time.我們將討論運(yùn)動(dòng)會(huì)是否會(huì)如期舉行的問(wèn)題。

析：the sports meeting will be held on time意義不完整，應(yīng)加“是否”的含義才能表達(dá)the problem的全部?jī)?nèi)容，因此應(yīng)用whether引導(dǎo)同位語(yǔ)從句。

3.如同位語(yǔ)從句意義不完整，需增加“什么時(shí)候”、“什么地點(diǎn)”、“什么方式”等含義，應(yīng)用when,where,how等詞引導(dǎo)同位語(yǔ)從句。

例1：I have no idea when he will be back.析：he will be back意義不完整，應(yīng)加“什么時(shí)候”的含義才能表達(dá)idea的全部?jī)?nèi)容，因此應(yīng)用when引導(dǎo)同位語(yǔ)從句。

例2：I have no impression how he went home,perhaps by bike.析：he went home意義不完整，應(yīng)加“如何”的含義才能表達(dá)impression的全部?jī)?nèi)容，因此應(yīng)用how引導(dǎo)同位語(yǔ)從句。

4.當(dāng)主句的謂語(yǔ)較短，而同位語(yǔ)從句較長(zhǎng)時(shí)，同位語(yǔ)從句常后肢。

如：The thought came to him that maybe the enemy had fled the city.他突然想到敵人可能已經(jīng)逃出城了。

三、把握同位語(yǔ)從句和定語(yǔ)從句的區(qū)別，明確同位語(yǔ)從句和相似從句的界限

同位語(yǔ)從句和定語(yǔ)從句相似，都放在某一名詞或代詞后面，但同位語(yǔ)從句不同于定語(yǔ)從句。同位語(yǔ)從句對(duì)名詞加以補(bǔ)充說(shuō)明，是名詞全部?jī)?nèi)容的體現(xiàn)，且名詞和同位語(yǔ)從句的引導(dǎo)詞均

不在從句中作成分；定語(yǔ)從句說(shuō)明先行詞的性質(zhì)與特征，與先行詞是修飾與被修飾的關(guān)系，且名詞和定語(yǔ)從句的引導(dǎo)詞均在從句中作成分。

區(qū)分時(shí)可以在先行詞與與從句之間加一個(gè)系動(dòng)詞be,使之構(gòu)成一個(gè)新句子，如果句子通順且符合邏輯，則為同位語(yǔ)從句，反之，則為定語(yǔ)從句。

如：The report that he was going to resign was false.他將辭職的傳聞是假的。

因?yàn)閠he report was that he was going to resign 句意通順，所以，that he was going to resign 是同位語(yǔ)從句。

例1：Information has been put forward ____ more middle school graduates will be admitted into universities.(NMET2001上海)

A.while B.that C.when D.as

析：答案為B。more middle school graduates will be admitted into universities是Information的內(nèi)容，且Information不在從句中作成分，所以該句為同位語(yǔ)從句。應(yīng)將該句區(qū)別于：

It is said that more middle school graduates will be admitted into universities，this is the information ____ has been put forward.A.what B.that C.when D.as

析：答案為B。that has been put forward為information的修飾性定語(yǔ)，且information在從句中作主語(yǔ)，所以該句為定語(yǔ)從句。

例2：She heard a terrible noise,____ brought her heart into her mouth.(MET91)

A.it B.which C.this D.that

析：答案為B。分析語(yǔ)境含義、句子結(jié)構(gòu)和句子成分可知，該句為非限制性定語(yǔ)從句，先行詞為a terrible noise，且它在從句中作主語(yǔ)。應(yīng)將該句區(qū)別于：

I can't stand the terrible noise ____ she is crying loudly.A.it B.which C.this D.that

析：答案為D。she is crying loudly是the terrible noise的內(nèi)容，且the terrible noise不在從句中作成分，所以該句為同位語(yǔ)從句。

Period 5 ?The True North?From Toronto To Montreal

Step 1.Lead in: Show some pictures of Canada, and asks “Do you know the following things in Canada? ”

Step 2.Ss read the passage within 3 minutes to fill in the following plot.The next morning They saw beautiful maple leaves And realized that fall had come Around noon They arrived in Toronto Late that night The train left At dawn the next

Morning They arrived in Montreal They spent the

afternoon In the lovely shop and and visiting artists In their workshops beside the water

The night The train was speeding down to the east coast

Step.3: Read the passage for a second time and answer the following questions.1.How do we know it is fall in Canada?

2.What can sometimes be seen from the CN Tower in Toronto? 3.Where does the water from the lake go? 4.Why is there good Cantonese food in Torono? 5.Which direction is the train going from Torono? 6.Why did the girls go to Old Montreal?

7.What three things show us that Montreal is a French city? Step 4 Language points

1.They were not leaving for Montreal until later.Not …until …表示―直到…才…‖，常與表示瞬間的動(dòng)詞連用。如：

我們直到今天晚上才離開。

We do not leave until this evening.街上的吵鬧聲直到深夜才停止。

The noise in the street didn't stop until midnight.2.It’s too bad you can’t go as far as Ottawa, Canada’s capital.遺憾的時(shí)你們不能一直走到加拿大的首都渥太華去。

as far as(習(xí)語(yǔ))直到所提到之處為止

我一直走到山腳。

I walked as far as the foot of the mountain.莎拉已經(jīng)讀到

第二篇：新人教必修三_Unit1_Festivals_around_...

易仁榮特級(jí)教師工作室：

國(guó)家級(jí)課題“英語(yǔ)模塊教學(xué)法”正式開題

4月10日下午，國(guó)家級(jí)課題“英語(yǔ)模塊教學(xué)法提高教學(xué)效率研究”在北京市第八十中學(xué)正式開題。該課題是由國(guó)家基礎(chǔ)教育中心外語(yǔ)實(shí)驗(yàn)中心批準(zhǔn)的2009－2010資助金項(xiàng)目，本北京市僅此課題獲批。

“英語(yǔ)模塊教學(xué)法”（english modular approach）是由特級(jí)教師、全國(guó)優(yōu)秀教師易仁榮老師歷經(jīng)十年探索出的一種新的英語(yǔ)教學(xué)方法。該方法以“模塊”(module)為原理，以辯證法和系統(tǒng)論為理論指導(dǎo)，把復(fù)雜的英語(yǔ)語(yǔ)法、3500個(gè)英語(yǔ)單詞和英語(yǔ)聽說(shuō)讀寫等語(yǔ)用能力的培養(yǎng)優(yōu)化為若干個(gè)教學(xué)模塊，模塊的內(nèi)容既相對(duì)獨(dú)立，又相互銜接?！坝⒄Z(yǔ)模塊教學(xué)法”使英語(yǔ)教學(xué)內(nèi)容板塊化、簡(jiǎn)單化，系統(tǒng)化，既節(jié)省英語(yǔ)教學(xué)時(shí)間，減輕師生教學(xué)負(fù)擔(dān)，又能提高英語(yǔ)教學(xué)效率。教育部主管的國(guó)家級(jí)核心刊物《中小學(xué)英語(yǔ)教學(xué)與研究》、《課程 教材 教法》等先后發(fā)表了易仁榮老師的系列論文，北京教育出版社出版了易仁榮老師編著的《高中英語(yǔ)語(yǔ)法7天會(huì)》、《高中英語(yǔ)寫作7天會(huì)》、《高中英語(yǔ)詞匯7周會(huì)》等5 本專著，頗受讀者歡迎。

教育部英語(yǔ)課程標(biāo)準(zhǔn)組專家魯子問(wèn)教授、朝陽(yáng)分院副院長(zhǎng)夏秋榮、教研中心教研員朱麗萍、八十中學(xué)校長(zhǎng)田樹林等分別在開題會(huì)上對(duì)“英語(yǔ)模塊教學(xué)法”給予高度評(píng)價(jià)，并希望課題組認(rèn)真做好此課題的擴(kuò)大實(shí)驗(yàn)和推廣工作。朝陽(yáng)區(qū)教委特級(jí)教師工作室管理辦公室王雪梅老師、易仁榮工作室核心成員以及八十中學(xué)、日壇中學(xué)、九十四中學(xué)部分英語(yǔ)老師也出席了開題會(huì)。

(八十中學(xué) 易仁榮 供稿)

朝陽(yáng)區(qū)職業(yè)高中第二期青年教師培訓(xùn)班啟動(dòng)

2009年3月27日，朝陽(yáng)區(qū)教研中心職成教研室組織完成了第二期培訓(xùn)班的開學(xué)典禮暨培訓(xùn)課程第一階段講座，培訓(xùn)工作正式啟動(dòng)。全區(qū)八所職業(yè)高中上報(bào)本期學(xué)員30名，涉及9類學(xué)科。教研室針對(duì)學(xué)員具體需求，擬聘13位職高校骨干教師和5位教研員，組建了師資力量比較雄厚的指導(dǎo)教師隊(duì)伍。本期培訓(xùn)班將延續(xù)上期“理論與實(shí)踐緊密結(jié)合、指導(dǎo)教師與學(xué)員密切配合、教研室對(duì)導(dǎo)師和學(xué)員跟蹤管理”的特點(diǎn)，與時(shí)俱進(jìn)地完善課程設(shè)計(jì)方案、完善管理方法，將本期課程分為教學(xué)理念學(xué)習(xí)、教學(xué)設(shè)計(jì)、課堂教學(xué)實(shí)踐與聽評(píng)課、教學(xué)論文撰寫等四個(gè)階段，為期四個(gè)月，主體課程擬在本學(xué)期結(jié)束。

（區(qū)教研中心職成教研室 陳 清 供稿）

第八十中學(xué)

◆日前，由中國(guó)教育學(xué)會(huì)教育機(jī)制研究分會(huì)和教育雜志社聯(lián)合舉辦的“第三屆全國(guó)中學(xué)優(yōu)秀校內(nèi)報(bào)刊活動(dòng)頒獎(jiǎng)典禮”在京鐵大酒店舉行，八十中學(xué)報(bào)送的教科研刊《八十教研》獲最佳科研刊特等獎(jiǎng)、《晨光報(bào)》獲最佳社團(tuán)報(bào)一等獎(jiǎng)。

◆2009年2月13日，八十中組織全體教職工召開了首屆教科研年會(huì)，會(huì)議主題確定為：建立科學(xué)有效的管理體系，促進(jìn)教師專業(yè)化發(fā)展。會(huì)議由張恩海副校長(zhǎng)主持，朝陽(yáng)區(qū)教委姜繼為副主任、朝陽(yáng)區(qū)教科所桂富榮所長(zhǎng)、朝陽(yáng)分院教科研處劉繼玲主任出席了會(huì)議。

在會(huì)上，劉麗斌書記宣讀了獲獎(jiǎng)名單，教科研室童嘉森主任做了學(xué)校2008年教科研工作總結(jié)報(bào)告，于冬云助理對(duì)《教科研年會(huì)章程》進(jìn)行了解讀，隨后對(duì)評(píng)選出的優(yōu)秀科研成果3個(gè)一等獎(jiǎng)、8個(gè)二等獎(jiǎng)、4個(gè)三等獎(jiǎng)和4個(gè)先進(jìn)科研集體進(jìn)行了隆重的頒獎(jiǎng)儀式。

頒獎(jiǎng)儀式結(jié)束后，教委姜繼為副主任發(fā)表了熱情洋溢的講話，姜主任首先對(duì)八十中的教科研工作給予了充分的肯定，高度評(píng)價(jià)了老師們?cè)诮逃虒W(xué)工作中取得的成果，同時(shí)對(duì)八十中的教科研工作提出了指導(dǎo)性意見(jiàn)。獲獎(jiǎng)代表劉亦工、涂潔、吳衛(wèi)東三位老師做了典型經(jīng)驗(yàn)介紹，向全校教師介紹了他們開展校本教研的切身體會(huì)。最后田校長(zhǎng)做了大會(huì)總結(jié)，肯定了八十中2008年的教科研工作，同時(shí)指出，學(xué)校將為教師的專業(yè)發(fā)展創(chuàng)造條件、搭建平臺(tái)，造就一支具有創(chuàng)新精神的科研型教師隊(duì)伍，實(shí)現(xiàn)培養(yǎng)創(chuàng)新性人才的目標(biāo)。

（八十中學(xué) 童嘉森 供稿）

望京實(shí)驗(yàn)學(xué)校

我校承擔(dān)的北京市教育科學(xué)規(guī)劃辦課題《培養(yǎng)中小學(xué)學(xué)生問(wèn)題解決能力策略的研究》即將于今年結(jié)題。為了配合學(xué)校結(jié)題工作的順利開展、進(jìn)一步提高教師的實(shí)踐研究能力及總結(jié)反思能力，2009年2月12日，我校請(qǐng)來(lái)課題指導(dǎo)專家——北京市基礎(chǔ)教育研究所評(píng)價(jià)研究室張愛(ài)蘭主任，對(duì)全校教師進(jìn)行了兩個(gè)多小時(shí)的培訓(xùn)。會(huì)后各教研組針對(duì)專家講座內(nèi)容，結(jié)合各組研究進(jìn)展情況，就前期實(shí)踐中的培養(yǎng)學(xué)生問(wèn)題解決能力的策略進(jìn)行交流、討論，結(jié)合學(xué)校的科研計(jì)劃，各教研組、各子課題組對(duì)即將開展的課題研究進(jìn)行規(guī)劃，制定了本學(xué)期各教研組詳細(xì)的研究計(jì)劃，這對(duì)后期的課題研究工作將起到很好的指導(dǎo)作用。

（望京實(shí)驗(yàn)學(xué)校 黃秀英 供稿）

呼家樓中學(xué)

◆2009年1月6日下午呼家樓中學(xué)召開“呼家樓中學(xué)第十一屆教育教學(xué)論文年會(huì)”，會(huì)議由學(xué)校教科研負(fù)責(zé)人主持。該年會(huì)共收到60篇論文，有14篇獲獎(jiǎng)，其中一等獎(jiǎng)3名，二等獎(jiǎng)5名，三等獎(jiǎng)6名，獲獎(jiǎng)比例占25%。學(xué)校領(lǐng)導(dǎo)為獲獎(jiǎng)?wù)哳C發(fā)了榮譽(yù)證書。兩位獲獎(jiǎng)?wù)撐慕處煼謩e做了交流發(fā)言；李獻(xiàn)國(guó)校長(zhǎng)做了重要講話，強(qiáng)調(diào)教育教學(xué)實(shí)踐與教育教學(xué)思想的相互融合、相互促進(jìn)、相互提高，強(qiáng)調(diào)教師必須提高課堂教學(xué)的實(shí)效性，強(qiáng)調(diào)教師必須準(zhǔn)確把握考綱、考點(diǎn)等。本次活動(dòng)搭建了展示教師教育教學(xué)智慧的平臺(tái)，營(yíng)造了積極向上、努力鉆研業(yè)務(wù)的校園文化氛圍。◆2009年2月12日上午，呼家樓中學(xué)召開2008-2009學(xué)第二學(xué)期“校本培訓(xùn)暨專家講座”會(huì)議。學(xué)校特邀我區(qū)教研中心語(yǔ)文教研員王丹就《對(duì)中學(xué)校本課程的認(rèn)識(shí)》做專題講座。該講座涉及四個(gè)版塊內(nèi)容：

一、開發(fā)校本課程的意義。

二、開發(fā)校本課程的基本原則。

三、開發(fā)校本課程中學(xué)校和教師的角色。

四、關(guān)于校本課程的評(píng)價(jià)。該講座邏輯性強(qiáng)，環(huán)環(huán)相叩；科學(xué)性強(qiáng)，引經(jīng)據(jù)典；實(shí)用性強(qiáng)，聯(lián)系實(shí)際；思路開闊，旁征博引。通過(guò)聆聽該講座，全校教職工受益匪淺：徜徉在論證嚴(yán)密的科學(xué)之中，領(lǐng)略到如何研究的方法之中，將嘗試在新學(xué)期的實(shí)踐之中。

◆2009年2月27—28日，呼家樓中學(xué)在朝來(lái)農(nóng)藝園召開畢業(yè)年級(jí)教育教學(xué)雙研會(huì)。與會(huì)領(lǐng)導(dǎo)有區(qū)中教科喬科長(zhǎng)、教研中心蘇主任、各科教研員以及學(xué)校領(lǐng)導(dǎo)。會(huì)議由教學(xué)主任李鋒主持。首先，李獻(xiàn)國(guó)校長(zhǎng)致開幕詞。主管教學(xué)的白光副校長(zhǎng)、李鋒主任就高三和初三年級(jí)學(xué)情現(xiàn)狀先后做了認(rèn)真細(xì)致地分析，就新學(xué)期工作任務(wù)、工作重點(diǎn)、工作措施和注意要求做了認(rèn)真布置。初三和高三年級(jí)組長(zhǎng)就各自年級(jí)教情與學(xué)情現(xiàn)狀先后做了詳細(xì)剖析。之后初中、高中組進(jìn)行分組討論，區(qū)教研員隨組參加，針對(duì)學(xué)科特點(diǎn)做出指導(dǎo)；

中教科喬科長(zhǎng)參加了初中分組討論，就中考報(bào)名、查漏補(bǔ)缺、采取措施和注意事項(xiàng)等提出了指導(dǎo)性意見(jiàn)。最后初三和高三兩個(gè)年級(jí)組長(zhǎng)將分組討論情況進(jìn)行匯報(bào)。區(qū)教委中教科喬科長(zhǎng)對(duì)這次校本培訓(xùn)——雙研會(huì)，予以充分肯定、體現(xiàn)了學(xué)校教育教學(xué)管理精細(xì)化、文本化，希望教師認(rèn)真細(xì)致地做好教研、考研，為質(zhì)量工程的推進(jìn)落到實(shí)處。區(qū)教研中心蘇主任肯定了教師的學(xué)情分析細(xì)致、到位，針對(duì)中高考工作重點(diǎn)強(qiáng)調(diào)四個(gè)要點(diǎn)：思路清晰、安排合理、方法得當(dāng)、落實(shí)到位。這次雙研會(huì)，氣氛熱烈，集思廣益，受益匪淺，意義重要，影響長(zhǎng)久。

（呼家樓中學(xué) 供稿）

勁松職業(yè)高中

陽(yáng)春三月，春光明媚。勁松職高“以提高教學(xué)質(zhì)量”為主題的校本培訓(xùn)拉開帷幕。學(xué)校聘請(qǐng)北京市職教專家慶敏校長(zhǎng)進(jìn)行了《如何上好一節(jié)課——做好教學(xué)設(shè)計(jì)》的專題講座。區(qū)職成教研室張俊英主任解讀了《朝陽(yáng)區(qū)職高課堂教學(xué)評(píng)價(jià)標(biāo)準(zhǔn)》。學(xué)校組織全體教師觀摩賞析了市區(qū)級(jí)優(yōu)秀課，進(jìn)行課例分析。在理念講座與課例觀摩的基礎(chǔ)上，“以提高教學(xué)質(zhì)量”為主題的校本培訓(xùn)進(jìn)入到實(shí)踐演練階段。4月底，學(xué)校開展了“教學(xué)開放周”活動(dòng)，中層干部推門聽課實(shí)地了解培訓(xùn)效果。5月份，學(xué)校將在推門聽課的基礎(chǔ)上，推出典型全校展示，并組織優(yōu)秀教師參加區(qū)市級(jí)教學(xué)基本功大賽。

（勁松職高 孫敬梅 供稿）

第三篇：高中英語(yǔ) Unit4 全單元教案必修三

Unit 4 Astronomy: the science of stars Period 1 Warming up & Pre-reading Teaching aims: 1.Learn the new words.2.Talk about the science of stars Step 1 Words Learn the new words of this unit.Step 2 Warming up & lead in 1.Talk about science subjects T: Good morning/afternoon, everyone.What class do you have today? S1: Maths, English, Chinese, physics, history, and geology.T: What other subjects do you have in school? S2: Computer, chemistry, biology, music, PE, and politics.T: Which is your favourite? Why? S3: My favourite one is …because it’s very interesting/exciting/instructive/… S4: I like …best because …

2.Talk about universe and solar system T: Let’s follow this astronomer to learn about universe.How did the universe come into being? S1: After the “Big Bang”, the universe came into being.T: Do you know the solar system in the universe? What is it made up of? S2: The solar system contains eight planets and many comets and other objects.T: Can you name the eight planets? S3: The Sun, Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune.T: Which planet do we live on? Can you describe what it looks like? S4: Earth.It supports a variety of life and 70% of the earth is covered with seas or oceans.T: Why does life only exist on the earth? S5: Because there is air and water on the earth.Step 3 Pre-reading Get the students to discuss the questions on page 25 with their partners.Then ask the students to tell their stories.Encourage them to tell different stories, If they don’t know any, tell them some.Read some stories to the students.Pangu separates the sky from the earth;The Biblical Account;India;Japan;Europe;Let them discuss in groups.Step4 Homework 1.Review the words of this unit.2.Preview the passage of “Reading”.3.Do page 27 Ex.3.Unit 4 Astronomy: the science of stars Period 2 Reading and Comprehending Teaching Aims: Enable the Ss to say something about astronomy Help the students to form a good habit of reading Cultivate the Ss' awareness of protecting the earth.Teaching Importance: How to improve the Ss'ability to understand how life began on the earth Teaching Methods: Task--based method Teaching Procedure: Step1.Warming up 1.Free talk 2.Review the words of Unit 4 by playing chess on the blackboard.Step2 Leading-in 1.Talk about some pictures.2.Watch a video and then ask the Ss to put the pictures on the screen into a right order.Step3 Reading Task 1 Skimming Read the passage quickly and join the main idea for each paragraph.Para.1a)The arrival of humans and their impact on the earth

Para.2 b)The development of plants and animals on the earth

Para.3 c)A widely accepted theory about the formation of the universe

Para.4 d)The importance of water for life

Para.5 e)The formation of the earth

Task 2 Scanning Read the passage carefully and then fill in the blanks with different kinds of living things.Fill in the blanks with different kinds of living things.plantsanimals1________________Small plants in watershellfish and all sorts of fish2____________________insects4__________amphibians5__________7__________reptiles8__________dinosaurs9__________mammals green plants on land3________________forests6_________Task 3 Careful Reading: Finish the summary according to the text: After the “big bang”, the earth was still just a cloud of _______,it _______loudly with fire and rock, which were _____ to produce the_________, carbon dioxide and other gases.Then ________ grew.They multiplied and filled the oceans and seas with _____.Many millions of years later the first ________ began to appear on land.When the plants grew to forest, _____ appeared for the first time.They produced young generally by __________.When dinosaurs disappeared, ________ became more important.Task 4 Post Reading Discuss in groups.1.What problems have been caused by humans to the earth? 2.How to protect the earth and make it a better place to live on? Step 4 Homework 1.Search the Internet for the imformation of the development of life.2.Read the passage carefully and try to find out key points.Period 3 Reading(2)Teaching goals:

1.Learn the usage of some difficult words and expressions.2.Train the students’ ability to remove the difficulties while reading.Teaching important points:

Train the students’ ability to cooperate with others.Step 1 Revision 1.Check up the homework.2.Have a quiz of the words.Step 2.Language points 1.It exploded loudly with fire and rock, which were in time to produce the water vapour.Which leads non-restrictive attributive clause.in time: sooner or later;eventually I will see him in time.In time(for sth/to do sth): not late She will be back in time to prepare dinner.In/out of time: in/not in the correct time 2.Whether life will continue on the earth for millions of years to come will depend on whether this problem can be solved.To come: serves as attributive She is the last person to do such a thing.Depend on: something might only happen or be true if the circumstances are right for it Our success depends on whether everyone works hard or not.3.…by laying eggs.lay-laid-laid-laying 放, 把......放在......;產(chǎn)卵 He laid his books on the desk.4.give birth to 1)生（孩子）She’s just given birth to a healthy baby girl.她剛剛生了個(gè)健康的女嬰。

2)產(chǎn)生

The extraordinary experience gave birth to his latest novel.這段奇特的經(jīng)歷促成了他的最新的一部小說(shuō)的誕生。

5.They are putting too much carbon dioxide into the atmosphere, which prevents heat from escaping from the earth into space.prevent sth./ sb.(from)doing sth.制止(防止)某人(某物)做某事 Nothing can prevent this plan from being carried out.6.…the earth may become too hot to live on.地球可能會(huì)因此變得太熱而不適合生物的生存。The question is too hard to understand.Step 3 Homework 1.Recite Para 5 of this passage.2.Do Ex.1 and 3 on page63.3.Preview the grammar of this unit.Period 4 Grammar Teaching Aims: To learn about Noun Clauses as the Subject To discover useful structures.Step 1 Revision Check up the homework.Step 2 Preparation Show some sentences on the blackboard.a.A tree has fallen across the road.b.You are a student.c.To find your way can be a problem.d.Smoking is bad for you.e.“How do you do?” is a greeting.f.What she said is not yet known.g.That we shall be late is certain.h.It’s certain that we shall be late.T: What part does the underlined part serve as in each sentence? Or find its subject in each sentence.Step 3 Grammar

1.Give the students some time to find the sentences in the passage.The collect answers from the class.2.Show typical examples of how to make a subject clause.Guide the Ss to find out what changes we have to make when we make a sentence or combine two sentences using subject clause.Teacher shows the example and Ss write down the sentences.3.Turn to page 64.Read the following passage quickly and finish the eight sentences.Step4 Homework 1.Do Ex.2 and 3 on page 29.2.Finisg Ex.1 on page 64.3.Preview “Using languge”.Period 5 Using Language and speaking Step 1 Revision Check up the homework.Step 2 Reading---A visit to the moon 1.Play the tape for the Ss to listen.2.Read the passage carefully and then describe the three ways in which gravity changed for Li Yanping and how his weight changed.3.Find out the key points.Step 3 Speaking Speaking on page 31 What do you need if you travel to the moon? Sample: S1: Let’s think about what we would need to protect our skin if we visited the Moon.S2: I’d take some skin cream.That works very well when we go to the sea.S3: Yes, but it’s going to be much too hot to put cream on your skin on the Moon.S4: What’s more you get direct heat from the sun.There are no clouds on the Moon to protect you.S3: Oh dear, and I also have to carry oxygen around with me everywhere because there’s no oxygen on the Moon.S2: Why don’t we carry the oxygen on our backs in a tank? S1: Good idea, but won’t that hurt our skin? S4: I think it will.Why don’t we wear a spacesuit which has the possibility of protecting your skin and helping you carry the oxygen very easily? S1: A very good idea.We also need some sunglasses as the sun will be as bad for our eyes as for our skin.S3: That’s right.The helmet of the suit can have sunglasses you can use.S2: How will the suit protect our skin? S4: It’s so hot there so I suggest we design suit that can supply cold water so the wearer feels cool and hot water to warm us if we feel cold.S2: Great!So I won’t need sun cream after all.That’s good!Step4 Homework Finish the exercises of 《English Learners’ Lighthouse》.

第四篇：新人教A版必修五教案：3.4 基本不等式(三)

河南教考資源信息網(wǎng)

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第三課時(shí) 基本不等式

（三）（一）教學(xué)目標(biāo)（1）知識(shí)與技能目標(biāo) 1.熟練使用a2+b2?2ab和a?b?2ab.2.會(huì)應(yīng)用此定理求某些函數(shù)的最值； 3.能夠解決一些簡(jiǎn)單的實(shí)際問(wèn)題.（2）過(guò)程與能力目標(biāo) 了解運(yùn)用a?b?2ab的條件，熟練運(yùn)用不等式中1的變換.（3）情感與態(tài)度目標(biāo) 通過(guò)掌握公式的結(jié)構(gòu)特點(diǎn)，運(yùn)用公式的適當(dāng)變形，提高學(xué)生分析問(wèn)題和解決問(wèn)題的能力，培養(yǎng)學(xué)生的創(chuàng)新精神，進(jìn)一步加強(qiáng)學(xué)生的實(shí)踐能力.（二）教學(xué)重點(diǎn)：在運(yùn)用a?b?2ab中要注意“一正”、“二定”、“三相等”.教學(xué)難點(diǎn)：a?b?2ab的運(yùn)用.（三）教學(xué)流程（1）復(fù)習(xí)：基本不等式（2）舉例分析

例1：a,b是正數(shù)且a?b?4，求ab的最值 解：ab?（a?b2422)?()?4,即ab的最大值為2變形1：a,b是正數(shù)且2a?b?4，求ab的最值

解：ab?112a?b21422ab?（）?()?222222b2?4，求ab的最值

即ab的最大值為2

變形2：a,b是正數(shù)且a?解：ab?2a(12a?b)?（2b即ab的最大值為8

2)2?2(4)2?8,22變形3： a,b是正數(shù)且2a+3b=4,求ab的最值和此時(shí)a、b的值

解：ab?112a?3b21422(2a)(3b)?（）?()?,66262323,當(dāng)且僅當(dāng)2a?3b即a?1,b?23取最大值

即ab的最大值為例2． a,b都是正數(shù)且2a+b=2,求a(1+b)的最值和此時(shí)a、b的值

解：a(1?b)?112a?1?b21329(2a)(1?b)?（）?()?,22222898,當(dāng)且僅當(dāng)2a?1?b即a?34,b?12取最大值 即ab的最大值為 1 河南教考資源信息網(wǎng)

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(2)a,b是正數(shù),a?2b22?2,a(1?2b)的最值是2。

解：a1?2b2?2a(1?2b)?22(a?1?2b2222)2?23262,b?12取最大值

即a1?b的最大值為2,當(dāng)且僅當(dāng)a例3：已知a、b?R,a?b?1,y???1?2b即a?1a14?1b，求y的最小值．

證法1：直接用公式

由ab?(a?b2)得ab?214，由ab?得1a1ab??4 1b1a?1b?21a?1b?21ab?4 即?4

證法2：對(duì)1進(jìn)行變換

因?yàn)閍?b?1,所以1a1bba1a?ba?1b?a?ba?a?bb?2?ba?ba 而ba?ba?2ba?ab?2

所以??2??4

練習(xí)

(1)已知a、b?R,且a?2b?1,y???1a?1b，求y的最小值．1?1?1

?9

abc111?(3)已知a、b、c?R,且a?b?c?1,求證(?1)(?1)(?1)?8

abc(2)已知a、b、c?R,且a?b?c?1,求證解：(1)1a?1b?a?2ba?a?2bb?1?2ba?2?ab?3?2ba?ab?3?22ba?ab?3?22

(2)1a?1b?1c?a?b?caba??aba?b?cb?2cacaac??aca?b?cc?2cb??3?bc?9ba?ab?ca?ac?cb?bc?3?2(3)1a1c?1??1?a?b?caa?b?cc?1??1?babc???2?2bcaabc(1b1a?1??1)(a?b?cb1b?1)(1c?1?ab?cb?2acbacbabc?8?1)?8bca課堂小結(jié)：

1.熟練使用不等式 a?b?2ab和a?b?2ab． 22河南教考資源信息網(wǎng)

http://004km.cn

版權(quán)所有·侵權(quán)必究

2.注意使用a?b?2ab的條件．

3.注意取等號(hào)的條件．

4.靈活變換“1”．課后作業(yè)：《習(xí)案》作業(yè)三十三

第五篇：數(shù)學(xué)1.2.2條件語(yǔ)句 教案(新人教A版必修三)

[教案]

1.2.2

條件語(yǔ)句 教學(xué)目標(biāo)：

1、正確理解條件語(yǔ)句的概念，2、掌握條件語(yǔ)句的結(jié)構(gòu).3、會(huì)應(yīng)用條件語(yǔ)句編寫程序.教學(xué)重點(diǎn)、難點(diǎn)：

重點(diǎn)：條件語(yǔ)句的步驟、結(jié)構(gòu)及功能.難點(diǎn)：會(huì)編寫程序中的條件語(yǔ)句.教學(xué)基本流程：

復(fù)習(xí)回顧，問(wèn)題引入------問(wèn)題導(dǎo)學(xué)，條件語(yǔ)句總結(jié)---例題展示，鞏固提高----練習(xí)反饋-----小結(jié)作業(yè) 教學(xué)情景設(shè)計(jì)：

一、復(fù)習(xí)回顧，問(wèn)題引入 復(fù)習(xí)回顧

1.提問(wèn)：算法的三種邏輯結(jié)構(gòu)？條件結(jié)構(gòu)的框圖模式？

2.提問(wèn)：輸入語(yǔ)句、輸出語(yǔ)句和賦值語(yǔ)句的格式與功能？

問(wèn)題引入

3.一次招生考試中，測(cè)試三門課程，如果三門課程的總成績(jī)?cè)?00分及以上，則被錄取.請(qǐng)對(duì)解決此問(wèn)題的算法分析，畫出程序框圖.（變題：…總成績(jī)?cè)?00分以下，則不被錄?。?/p>

二、問(wèn)題導(dǎo)學(xué)，條件語(yǔ)句總結(jié) 學(xué)生閱讀教材，完成下列問(wèn)題：

1、畫出兩種條件結(jié)構(gòu)的框圖模式？

2、給出問(wèn)題引入中的程序，試讀懂程序，說(shuō)說(shuō)新的語(yǔ)句的結(jié)構(gòu)及含義.3、條件語(yǔ)句的一般有兩種：IF—THEN語(yǔ)句；IF—THEN—ELSE語(yǔ)句.4、條件語(yǔ)句格式

5、條件語(yǔ)句及框圖

教師引導(dǎo)學(xué)生分析條件語(yǔ)句的流程，并做說(shuō)明： 1）“條件”是由一個(gè)關(guān)系表達(dá)式或邏輯表達(dá)式構(gòu)成，其一般形式為“<表達(dá)式><關(guān)系運(yùn)算符><表達(dá)式>”，常用的運(yùn)算符有“>”（大于）、“<”（小于）、“>=”（大于或等于）、“<=”（小于或等于），“<>”（不等于）.關(guān)系表達(dá)式的結(jié)果可取兩個(gè)值，以“真”或“假”來(lái)表示，“真”表示條件滿足，“假”則條件不滿足.2）“語(yǔ)句”是由程序語(yǔ)言中所有語(yǔ)句構(gòu)成的程序段，即可以是語(yǔ)句組.3）條件語(yǔ)句可以嵌套，即條件語(yǔ)句的THEN或ELSE后面還可以跟條件語(yǔ)句，嵌套時(shí)注意內(nèi)外分層，避免邏輯混亂.三、例題展示，鞏固提高

1）例1：編寫程序，輸入一元二次方程ax2＋bx＋c＝0的系數(shù)，輸出它的實(shí)數(shù)根.（教法：算法分析 →畫程序框圖 →編寫程序 → 給出系數(shù)的一組值，分析框圖與程序各步結(jié)果）

注意：解方程之前，先由判別式的符號(hào)判斷方程根的情況.函數(shù)SQR()的功能及格式.2）討論：例1程序中為何要用到條件語(yǔ)句？條件語(yǔ)句一般用在什么情況下？

答：一般用在需要對(duì)條件進(jìn)行判斷的算法設(shè)計(jì)中，如判斷一個(gè)數(shù)的正負(fù)，確定兩個(gè)數(shù)的大小等問(wèn)題，還有求分段函數(shù)的函數(shù)值等，往往要用條件語(yǔ)句，有時(shí)甚至要用到條件語(yǔ)句的嵌套

3）練習(xí)：編寫程序，使得任意輸入的2個(gè)實(shí)數(shù)從小到大排列.4）例2：編寫程序，使得任意輸入的3個(gè)實(shí)數(shù)從小到大排列.（討論：先用什么語(yǔ)句？→ 用具體的數(shù)值給a、b、c，分析計(jì)算機(jī)如何排列這些數(shù)？

→寫出程序 → 畫出框圖 → 說(shuō)說(shuō)算法 → 變式：如果是4個(gè)實(shí)數(shù)呢？

2）小結(jié)：條件語(yǔ)句的格式與功能及對(duì)應(yīng)框圖.編程的一般步驟：

1）算法分析 ：根據(jù)提供的問(wèn)題，利用數(shù)學(xué)及相關(guān)學(xué)科的知識(shí)，設(shè)計(jì)出解決問(wèn)題的算法.2）畫程序框圖：依據(jù)算法分析，畫出程序框圖.3）寫出程序：根據(jù)程序框圖中的算法步驟，逐步寫出相應(yīng)的程序語(yǔ)句.四、練習(xí)反饋：

1、編寫程序，判斷一個(gè)整數(shù)是偶數(shù)還是奇數(shù)，即從鍵盤上輸入一個(gè)整數(shù)，輸出該數(shù)的奇偶性。

2、.閏年是指年份能被4整除但不能被100整除，或者能被400整除的年份。編寫一個(gè)程序，判斷輸入的年份是否為閏年。

3、編寫一個(gè)程序，輸入兩個(gè)整數(shù)a，b，判斷a是否能否被b整除。

(x?1)?x?y??2x?1(1?x?10)?3x?11(x?10)?

4、已知函數(shù)編寫一個(gè)程序，輸入自變量x的值，輸出相應(yīng)的函數(shù)值。

五、小結(jié)與作業(yè)

小結(jié)：

1、條件語(yǔ)句的一般有兩種：IF—THEN語(yǔ)句；IF—THEN—ELSE語(yǔ)句.2、條件語(yǔ)句格式

3、條件語(yǔ)句的功能

作業(yè)：

1、試編寫程序進(jìn)行印刷品郵資的計(jì)算.（前100g 0.7元，以后每100g 0.4元）