第一篇：高中英語(yǔ) Unit 5 Nelson Mandela a modern heroPeriod Two課時(shí)作業(yè) 新人教版必修1

Period Two Learning about Language Ⅰ.閱讀理解

A

Every child should have a solid science education whether they want to be the next Albert Einstein or Michael Jordan.Science is all around us；it is everywhere，reaching everything that we do.The “we” in that last statement includes children.Children that understand how science plays a role in our everyday lives have a wonderful foundation(基礎(chǔ))for success in life.Children can learn science at any age.The earlier they start the better.The best way for kids to learn is through play and repetition.These are wonderful science toys for preschool science activities.With play being the best way kids learn，it only makes sense then introducing toys to them that encourage understanding science.Children love to use their imagination to have fun and to help them understand the world around them.So play is a wonderful time to introduce science to them.Think of the games that we used to play.Don’t Spill the Beans, Don’t Break the Ice，the Telephone Game，Lincoln Logs，each of these games has science behind it.Children are by nature curious(好奇的)as they feel out the world，trying to make sense of what is around them.Science feeds that curiosity hunger that they have.It is a hunger that needs to be encouraged and satisfied.Finding these toys is not as hard as one would think.To make sure that you get good quality toys，visit science toy shops online.These are the best places to find unique(獨(dú)特的)science toys such as 3D space projectors，or Hydro Greenhouses.Help your children appreciate the world around them with understanding the world around them.This way，they understand how we are all connected together.Children will not only question the world，but be able to come up with answers to those questions on their own.Science is life.【語(yǔ)篇解讀】 不管將來(lái)是否從事科學(xué)研究，每一個(gè)孩子都需要接受科學(xué)教育，不僅因?yàn)榭茖W(xué)和我們的日常生活密切相關(guān)，而且學(xué)習(xí)科學(xué)會(huì)為他們未來(lái)的成功奠定基礎(chǔ)。1．Don’t Spill the Beans，Don’t Break the Ice，the Telephone Game and Lincoln Logs are the games ________．

A．that are the most widely played B．that can introduce science to children C．that most students like to play at school D．that keep children strong and healthy 答案 B 細(xì)節(jié)理解題。根據(jù)第二段最后的“Think of the games that we used to play.Don’t Spill the Beans，Don’t Break the Ice，the Telephone Game，Lincoln Logs，each of these games has science behind it.”可知，這些游戲都有科學(xué)的成分，能教給孩子們科學(xué)知識(shí)。] 2．The third paragraph is mainly to tell us that ________．

A．children are born curious about the world B．it is necessary to feed children in time C．science toys can satisfy children’s curiosity

D．most of the toys online are very cheap 答案 C 主旨大意題。通讀本段可知，本段主要講孩子天生對(duì)這個(gè)世界好奇，而科學(xué)可以滿足他們的好奇心，而教給他們科學(xué)知識(shí)的最好方法是讓他們玩科學(xué)玩具，故選C項(xiàng)。] 3．The text is most probably written for ________．

A．parents

B．scientists

C．children

D．teachers 答案 A 推理判斷題。該文講述了孩子接受科學(xué)教育的重要性以及最佳方式，由最后一段“Help your children appreciate the world around them...”可知，本文的寫作對(duì)象最有可能是家長(zhǎng)。]

B

Wong Fuk-wing，a Hong Kong volunteer(志愿者)at an orphanage(孤兒院)in Yushu，was killed in the earthquake when he was trying to save others on April 14，2010.Wong managed to run safely out of the building with some children when the first quake happened at 7：50 am on April 14，but he went back inside to rescue three other children and three teachers inside，although he knew the danger of aftershocks(余震)． At 10 am，all the children and one of the teachers were saved.However，Wong was buried under the fallen building and died.The other two teachers were still waiting to be rescued.46-year-old Wong was a truck driver，who often said he could only give his efforts to charity(慈善)instead of money，as he did not earn a lot.His tragic(悲劇的)end touched the hearts of many people both in Hong Kong and on the mainland.Wong began volunteering in 2002.In 2003，Wong was told by the doctor he got serious illness，which gave him a great blow.However，the illness did not deter the warm－h(huán)earted man.When the earthquake struck Wenchuan in Sichuan Province in 2008，Wong rushed to the disaster area of Shifang to offer his help though his family did not want him to go.In fact，Qinghai is a place Wong had often visited since 2006.As a volunteer，he gave out medicine and clothing to the orphanage there.No one could expect that Wong would die helping others.Hong Kong Chief Secretary Henry Tang Ying-yen said he had “the highest respect” for the hero who gave his life for others.“What he did has shown the Hong Kong spirit.” The citizens of Hong Kong called him “the pride of Hong Kong’s people” and people on the mainland have also praised him as “a true hero”． 【語(yǔ)篇解讀】 本文介紹了香港義工黃福榮——阿福的故事。4．Wong died in the earthquake ________．

A．a(chǎn)fter he sent medicine and clothing to the orphanage B．when he returned to save the teachers and students C．because he suffered from his serious illness again D．a(chǎn)s the first earthquake happened 答案 B 細(xì)節(jié)理解題。本文第二、三段介紹了阿福地震中救人犧牲的事跡，故選B項(xiàng)。] 5．The underlined word “deter” in Para.5 refers to “________”．

A．prevent C．beat

B．refuse D．encourage 答案 A 詞義猜測(cè)題。由第五段中的“When the earthquake struck Wenchuan in Sichuan Province in 2008，Wong rushed to the disaster area of Shifang to offer his help...”可以看出嚴(yán)重的疾病也未能阻止他去汶川地震災(zāi)區(qū)當(dāng)一名志愿者。] 6．Which of the following words can be used to describe Wong according to the passage? A．Honest and self-satisfactory B．Warm-hearted and selfless.C．Proud and self-centered.D．Capable and hardworking.答案 B 推理判斷題。阿福從2002年開(kāi)始做義工，不顧自身疾病參與汶川地震和玉樹(shù)地震的援救工作，并在玉樹(shù)地震中獻(xiàn)出生命。從他的事跡不難看出，阿福是一個(gè)熱心而無(wú)私的人。]

C

A 13-year-old American boy on Saturday became the youngest climber to conquer Mount Qomolangma，the world’s highest mountain.Jordan Romero from Big Bear，California，climbed up the 8，850 meter summit(峰頂)from the Tibetan side.On the same day，a Nepali(尼泊爾的)man，Apa Sherpa，broke his own world record of climbing Qomolangma when he reached the summit for the twentieth time.Apa Sherpa’s team set off from Nepal’s capital，Kathmandu，last month，heading for the base camp(大本營(yíng))on the Chinese side of the mountain.“The team has just called in and believe that they are standing on top of Mt.Qomolangma，”Romero’s blog said.“Their dreams have now come true.Everyone is happy.”

The climbing has put Romero one step closer to reaching his goal of climbing the highest mountains on all seven continents(大洲)．“It is just a goal，”Romero said.He had already climbed five peaks(高峰)，and needs to climb only Vinson Massif，the highest peak in Antarctica，to hit his goal.The youngest person before to climb Qomolangma was 16-year-old Temba Tsheri Sherpa of Nepal.Romero climbed together with a team including his father Paul and three local guides.He wanted to pick a small piece of rock from the top of the world and wear it in a necklace.While Nepal insists that anyone planning to climb Mount Qomolangma must be 16，China does not have any age restrictions(限制)．Some mountain climbers haven’t agreed with the Romero family for letting him try it but his father said the climbing from the Chinese side is less dangerous.【語(yǔ)篇解讀】 本文是一篇新聞。一名13歲的美國(guó)男孩成功登上了珠穆朗瑪峰的峰頂，轟動(dòng)了世界。

7．Jordan Romero climbed up Mount Qomolangma mainly to ________．

A．meet Apa Sherpa B．build his body C．break the world record D．realize part of his goal 答案 D 細(xì)節(jié)理解題。根據(jù)第四段的“The climbing...reaching his goal of climbing the highest mountains on all seven continents(大洲)．”可知，喬丹攀登珠穆朗瑪峰的主要目的是要實(shí)現(xiàn)他的夢(mèng)想——登上世界七大洲的高峰。] 8．Why did Jordan Romero choose to climb from the Chinese side of Mount Qomolangma? A．China allows climbers of any age to climb Mt.Qomolangma.B．It wasn’t far from Jordan’s base camp on the Chinese side.C．There were more challenges on the Chinese side.D．There were more local guides on the Chinese side.答案 A 細(xì)節(jié)理解題。根據(jù)最后一段可知，從珠峰的中國(guó)境內(nèi)攀爬有兩個(gè)原因，一是沒(méi)有最小年齡限制，二是危險(xiǎn)較小(他的父親這樣認(rèn)為)。故選A項(xiàng)。] 9．Which of the following is TRUE? A．Apa Sherpa climbed up Mount Qomolangma from the Tibetan side to the base camp on the Nepali side.B．Jordan Romero’s father and three American guides climbed up Mount Qomolangma with Romero.C．The youngest person who has climbed up the world’s highest mountain is 16 years old.D．Apa Sherpa has reached the summit of Mount Qomolangma twenty times.答案 D 細(xì)節(jié)理解題。由第二段最后一句可知A項(xiàng)錯(cuò)誤；由第五段第二句可知B項(xiàng)錯(cuò)誤；由第一段第一句話可知C項(xiàng)錯(cuò)誤；由第二段第二句可知D項(xiàng)正確。]

10．What would be the best title for the passage? A．The great dream of picking rocks from top of Qomolangma B．California teen becomes the youngest to climb Qomolangma C．The most number of successful Qomolangma climbs D．Mount Qomolangma climbing becomes more popular 答案 B 主旨大意題。本文是一篇新聞，報(bào)道了一名13歲的美國(guó)男孩登上了珠穆朗瑪峰頂，成為世界上最年輕的成功登頂珠峰的人。故B項(xiàng)最能概括本文大意。] Ⅱ.根據(jù)短文內(nèi)容，從短文后的選項(xiàng)中選出能填入空白處的最佳選項(xiàng)。選項(xiàng)中有兩項(xiàng)為多余選項(xiàng)。

__1__ Safety in the highway is not totally out of our hands.Here are four ways we can protect ourselves when we travel.__2__ People in small cars are injured more often and more severely than people traveling in large cars.Factories of small cars are strengthening their products’ safety，which helps.But the mix of large cars and small cars on the road is the main reason of the problem.Being thrown into glass and metal car parts，or being thrown from the car can really hurt or even kill you.__3__ The safety belt’s main purpose is to pull you back if your car has a sudden crash with another vehicle or object，or if it rolls over.A belt can reduce the chance of deadly injury by 45% and the chance of serious injury by 50%.Air bags are important.More than half of all new cars sold have air bags.Air bags provide protection in frontal crashes—the type of crash that kills the most drivers—when they are also wearing safety belts.Most people are demanding air bags in the cars they buy.__4__ Effective as they are，they can’t take the place of safety belts.Drunk driving crashes are less likely to happen if you don’t drink.__5__ Many people have realized that drunk driving can lead to death and injury，prison time and other results.There are movements to strengthen penalties(處罰)for drinking and driving.A．How to drive safe.B．You are safe in a large car.C．How to protect ourselves in the highway? D．Air bags are not installed in all cars.E．That’s why safety belts should be worn.F．Drunk driving is the most serious problem.G．But the protection provided by air bags is limited in side or rear crashes.答案 1.C 2.B 3.E 4.G 5.F

第二篇：高一化學(xué)必修1 課時(shí)作業(yè)

高一化學(xué)必修1 課時(shí)作業(yè)

一、選擇題（只有1個(gè)正確答案；共6小題，每小題3分，共18分。）

1．下列關(guān)于電能的特點(diǎn)敘述中錯(cuò)誤的是

（）A．電能較其它能源使用方便

B．電能在現(xiàn)代社會(huì)中的使用最為廣泛 C．電能使用導(dǎo)致的污染小

D．電能是化學(xué)能與各種能量轉(zhuǎn)化中利用率最高的2．下面的能源中屬于二次能源的是

（）A．電能、蒸汽 B．電能、風(fēng)能 C．蒸汽、風(fēng)能 D．煤、石油

3．三峽工程水電站裝機(jī)總?cè)萘渴?820萬(wàn)千瓦，這將給中國(guó)電網(wǎng)帶來(lái)歷史性變革，有利于全國(guó)電力聯(lián)網(wǎng)和西電東輸工程。目前在我國(guó)發(fā)電總量中的比例最大的是

（）

A．水電（水力發(fā)電）

B．火電（火力發(fā)電）

C．核電（核能發(fā)電）

D．風(fēng)電（風(fēng)力發(fā)電）

4．火力發(fā)電是通過(guò)化石燃料燃燒，使化石燃料中化學(xué)能轉(zhuǎn)化為電能，其能量轉(zhuǎn)化方式正確 的是

（）A．化學(xué)能 → 電能

B．化學(xué)能 → 機(jī)械能 →電能

C．化學(xué)能 → 熱能 →電能

D．化學(xué)能 → 熱能

→ 機(jī)械能 →電能

5．現(xiàn)在電池的種類非常多，且由電池造成的污染越來(lái)越嚴(yán)重，下列電池不會(huì)造成環(huán)境污染的是

（）

A．鋰電池

B．鋅錳電池

C．氫氧燃料電池

D．鎳鎘電池

6．化學(xué)電池可以直接將化學(xué)能轉(zhuǎn)化為電能，化學(xué)電池的本質(zhì)是

（）A．化合價(jià)的升降

B． 電子的轉(zhuǎn)移 C．氧化還原反應(yīng) D．電能的儲(chǔ)存

二、選擇題（有1—2個(gè)答案，只有一個(gè)正確選項(xiàng)的，多選不給分；有兩個(gè)正確選項(xiàng)的，選對(duì)一個(gè)給2分，選錯(cuò)一個(gè)該小題不給分。共10小題，每小題4分，計(jì)40分。）

7．下列電池中不屬于二次電池的是

（）A．堿性鋅錳電池 B．鉛蓄電池

C．鎳鎘電池 D．鋰離子電池

8．有關(guān)原電池的工作原理中的下列說(shuō)法中不正確的是

（）A．電池負(fù)極發(fā)生氧化反應(yīng)

B．電池正極發(fā)生還原反應(yīng)

C．電子流向是從負(fù)極流向正極（外電路）

D．電流方向是從負(fù)極流向正極（外電路）

9．原電池是將化學(xué)能轉(zhuǎn)化為電能的裝置，但其構(gòu)成具有一定的條件，這些條件是（）。①電極（負(fù)極與正極：金屬活動(dòng)性不同）、②電解質(zhì)溶液、③閉合回路、④燈泡 A．①②③④

B．①②③

C．①②④

D．②③④

10．鋅電池可望代替鉛蓄電池，它的構(gòu)成材料是鋅、空氣、某種電解質(zhì)溶液，發(fā)生的總反應(yīng)是2 Zn＋O2＝2ZnO。下列有關(guān)它的說(shuō)法正確的是

（） A．鋅為電池負(fù)極，發(fā)生氧化反應(yīng)

B．電解質(zhì)溶液是酸性溶液

C．電池工作時(shí)，氧氣與鋅直接化合，生成氧化鋅

D．負(fù)極發(fā)生的反應(yīng)是：Zn－2ｅ＋H2O＝ZnO＋2H＋

11．日常所用干電池其電極分別為碳棒和鋅皮，以糊狀NH4Cl和ZnCl2作電解質(zhì)（其中加入MnO2氧化吸收H2），電極反應(yīng)可簡(jiǎn)化為：Zn－2ｅ＝Zn2＋；2NH4＋＋2e＝2 NH3＋H2（NH3再用于結(jié)合Zn2＋。）根據(jù)上述敘述判斷下列說(shuō)法中正確的是

（）A．干電池中Zn為正極，碳為負(fù)極

B．干電池工作時(shí)，電子由Zn極經(jīng)外電路流向碳極

C．干電池長(zhǎng)時(shí)間連續(xù)使用時(shí)內(nèi)裝糊狀物可能流出腐蝕電器

D．干電池可以實(shí)現(xiàn)化學(xué)能向電能的轉(zhuǎn)化和電能向化學(xué)能的轉(zhuǎn)化

12．某同學(xué)做完銅、鋅原電池的實(shí)驗(yàn)后得出了下列結(jié)論，你認(rèn)為正確的是

（）A．構(gòu)成原電池正極和負(fù)極的材料必須是兩種金屬 B．由銅、鋅電極與硫酸銅溶液組成的原電池銅是負(fù)極

C．電子沿導(dǎo)線由鋅流向銅，通過(guò)硫酸溶液被氫離子得到而放出氫氣 D．銅鋅原電池工作時(shí)，鋅被硫酸溶解，所以才產(chǎn)生電子

13．燃料電池是一種新型電池，下列有關(guān)燃料電池的說(shuō)法中正確的是

（）①優(yōu)點(diǎn)之一是能量轉(zhuǎn)換率高

②優(yōu)點(diǎn)之二是無(wú)污染

③缺點(diǎn)之一是需要持續(xù)的補(bǔ)充燃料

④缺點(diǎn)之二技術(shù)問(wèn)題有待改進(jìn)，尚未廣泛使用

A．①②③④ B．只有①② C．只有②③

D．只有②

14．下列反應(yīng)中，在原理上可以設(shè)計(jì)成原電池的是

（）

A．Ba(OH)2?8H2O與NH4Cl的反應(yīng)

B．鋁片與鹽酸的反應(yīng) C．甲烷與氧氣的反應(yīng)

D．石灰 石的分解反應(yīng)

15．某學(xué)生用下圖制作了原電池，其中正確的是

（）

16．現(xiàn)在各類堿性電池已經(jīng)占有了越來(lái)越多的市場(chǎng)份額，這類電池廣泛地應(yīng)用于各種小型用

電器（如照相機(jī)、收音機(jī)等）中。有一種新型的鋅錳電池就是這種堿性電池，它是在傳統(tǒng)鋅錳電池的基礎(chǔ)上改進(jìn)的。下列對(duì)于堿性鋅錳電池的敘 述中正確的是

（）A．由于堿性物質(zhì)的存在，這種電池的缺點(diǎn)是容易漏液失效 B．這種電池較傳統(tǒng)鋅錳電池使用壽命長(zhǎng)

C．這種電池的電解質(zhì)由傳統(tǒng)的KOH改進(jìn)為NH4Cl D．這種電池的電解質(zhì)由傳統(tǒng)的NH4Cl 改進(jìn)為KOH 第Ⅱ卷（非選擇題

共42分）

三、填空題（計(jì) 42分）

17．（9分）原電池是一種把

轉(zhuǎn)化

的裝置。在原電池中，較活潑的金屬發(fā)生

反應(yīng)，是

極，活潑性較差的金屬發(fā)生

反應(yīng)，是

極。

18．（18分）利用生活中或?qū)嶒?yàn)室中常用的物品，根據(jù)氧化還原反應(yīng)知識(shí)和電學(xué)知識(shí)，自己動(dòng)手設(shè)計(jì)一個(gè)原電池。請(qǐng)?zhí)顚懴铝锌瞻祝?/p>

（1）實(shí)驗(yàn)原理：Fe＋2H＋＝Fe2＋＋H2↑。

（2）實(shí)驗(yàn)用品：電極（、）、稀硫酸、（填寫所缺的實(shí)驗(yàn)用品）、耳機(jī)（或者電流計(jì)）（3）實(shí)驗(yàn)裝置

（4）原電池設(shè)計(jì)及注意的問(wèn)題

①按如圖所示連接好實(shí)驗(yàn)儀器，注意觀察（耳朵聽(tīng)）耳機(jī)是否有聲音發(fā)出，如果沒(méi)有，可將原電池的兩個(gè)電極中的一極接觸耳機(jī)插頭上的一極（注意：接觸的同時(shí)耳機(jī)的另一個(gè)極是連接在原電池的另一個(gè)電極上的），這時(shí)可以聽(tīng)見(jiàn)耳機(jī)發(fā)出“嚓嚓嚓????”聲音。其原因是：在原電池中，由化學(xué)能轉(zhuǎn)化為，在耳機(jī)中又由

轉(zhuǎn)化為聲音這種能量。

②如果將裝置中的耳機(jī)改為電流計(jì)，則鐵釘應(yīng)該接電流計(jì)的極，電極反應(yīng)是：

，發(fā)生了

反應(yīng)；銅釘應(yīng)該接電流計(jì)的 極，電極反應(yīng)是：，發(fā)生了

反應(yīng)。19．（8分）題目：化學(xué)電池在通訊、交通及日常生活中有著廣泛的應(yīng)用。前常用的鎳（Ni）鎘（Cd）電池，其電池總反應(yīng)可以表示為： Cd＋2NiO(OH)＋2H2O 2Ni(OH)2＋Cd(OH)2（1）已知Ni(OH)2 和Cd(OH)2均難溶于水但能溶于酸，放電就是使用電池的過(guò)程，充電 是給電池補(bǔ)充電量的過(guò)程。以下說(shuō)法中正

確的是

① 以上反應(yīng)不屬于置換反應(yīng)

② 以上反應(yīng)是復(fù)分解反應(yīng)

③ 充電時(shí)化學(xué)能轉(zhuǎn)變?yōu)殡娔?/p>

④ 放電時(shí)化學(xué)能轉(zhuǎn)變?yōu)殡娔?A．①③

B．②④

C．①④

D．②③

（2）廢棄的鎳鎘電池已成為重要的環(huán)境污染物，有資料表明一節(jié)廢鎳錫電池可以使一平方米面積的耕地失去使用價(jià)值。在酸性土壤中這種污染尤為嚴(yán)重。這是因?yàn)?/p>

（3）另一種常用的電池是鋰電池（它是一種堿金屬元素，其相對(duì)原子質(zhì)量為7，由于它的比容量（單位質(zhì)量電板材料所能轉(zhuǎn)換的電量）特別大而廣泛應(yīng)用于心臟起搏 器，一般使用的時(shí)間可長(zhǎng)達(dá)十年。它的負(fù)極用金屬鋰制成；電池總反應(yīng)可表示為：Li＋MnO2→LiMnO2試回答：鋰電池比容量特別大的原因是

鋰電池中的電解質(zhì)溶液需用非水溶劑配制，為什么這種電池不能使用電解質(zhì)的水溶液？請(qǐng)用化學(xué)方程式表示其原因

（4）下圖是廢棄鎳鋼電池中的重金屬滲入水體后，進(jìn)入人體的一條途徑：

生物體D中重金屬濃度

（大于、等于、小于）生物體A中重金屬濃度，這是通過(guò)食物鏈

作用所引起的。除上述途徑外，被污染水體中的重金屬還可以直接通過(guò)

（途徑）_________進(jìn)入人體。

（5）下圖是兩個(gè)電池外殼上的說(shuō)明文字某型號(hào)進(jìn)口電池

某型號(hào)進(jìn)口電池 某型號(hào)國(guó)產(chǎn)電池 RECHARGEABLE 1.2V 500mAh STANDARD

CHARGE 15h at 50mA GNY 0.6（KR－AA）1.2V 600mAh RECHARGE ABLESTANDARD CHARGE 15h at 60mA 上述進(jìn)口電池的電動(dòng)勢(shì)是

伏。上述國(guó)產(chǎn)電池最多可放出

毫安時(shí)的電量；若該電池平均工作電流為0.03安，則最多可使用

小時(shí)。20．（7分）在由銅鋅組成的原電池（電解質(zhì)是稀硫酸）中，有位同學(xué)在銅電極收集到了56mL標(biāo)準(zhǔn)狀況下的氣體，試問(wèn)：①銅電極產(chǎn)生56mL氣體的過(guò)程中有多少摩爾的鋅溶解？②銅電極產(chǎn)生56mL氣體的過(guò)程中有多少摩爾的電子發(fā)生了轉(zhuǎn)移？

第三篇：高中英語(yǔ)必修1,說(shuō)課稿

Good afternoon, dear teachers.My name is xxxx , I come from Kaifeng,a beautiful and historic city.I got my bachelor’s degree in English two years ago in xxxxUniversity.Now I’m a postgraduate student majoring in translation theory and practice.Since primary school I have a dream of becoming a teacher in the future because most of my teachers were very kind to me.They helped me a lot and I want to be someone like them one day.In this semester I took a part-time job as an English teacher in Zhengzhou University.I find that I am good at getting along with students and they like me very much.So this pleasant teaching experience strengthened my determination to become a teacher after graduation.I am standing here knowing that today’s interview is the basic foundation to be a teacher.I will try my best to perform well.Now I’d like to talk about my teaching ideas.The teaching material I’m going to talk about is taken from NSEFC book one.It’s the reading part of unit one---Anne’s Best Friend.My presentation consists of three parts: Part 1 is analysis of the teaching material, part 2 is my teaching methods and the last part is teaching procedures.Part 1.Analysis of the teaching material In this part, I’ll talk about my understanding of the teaching material, teaching objectives, key and difficult points.a)my understanding of the teaching material

The topic of unit 1 is friendship, a very familiar topic for students.The reading text---Anne’s best friend shows Ss a special kind of friendship, friendship between a girl and her diary.By reading the text, Ss can not only improve their language knowledge and ability, increase their awareness of the importance of friendship but also acquire some cultural and historic knowledge about the Jewish people and German Nazis.teaching objectives According to the teaching material, I set three teaching objectives.Knowledge objective: help Ss memorize and learn the usage of some important words, expressions,and grammatical structures like “it’s the first time that”, and broaden their knowledge of the Jewish people’s sufferings in the history.Ability objective: to train Ss’s reading ability such as fast reading, intensive reading, and information-gathering and summarizing ability.Moral objective: by studying the text, Ss would be able to understand the importance of friendship, learn to cherish and maintain friendship b)Key and difficult points The key point is to get Ss familiar with the usage of important words, expressions and

the difficult point is to help Ss master some complex grammars, such as the word it used as formal subject and present participle used as attributes.Part 2 my teaching theories, methods and aids: Ss should always be put in the predominant position of learning and teachers should play a leading role in instruction.Therefore, I will use question-and-answer activity teaching method, free discussion and pair work method to inspire Ss’s self-learning.During the class, I will draw Ss’s attention to important points by asking them some questions and let them find answers by themselves.They will learn important and difficult points through analyzing, discussion and summarizing.As for teaching aids, I will use OHP(overhead projector), PowerPoint, and tape recorder.Part 3 teaching procedures Step 1: lead-in and pre-reading(Unit 1)First, I’ll ask Ss some questions about their friends---“who is your best friend?” “What do you like most about your friends?” “Are you good to your friends?” then I will ask Ss to do the warming-up exercise.After that I will let them discuss in groups about their answers.After their discussion I will acquaint them with some background knowledge about German Nazis and the Jewish history to get them prepared for reading the text.Then we will move on to: Step 2 while-reading This step is divided into 2 parts---fast reading and careful reading.Before fast reading I will ask them some simple questions about the details in the text.These questions serve as clues for them to follow while reading and will help improve their skimming skills.Then I will ask them to read the texts again and retell or summarize the reading material.Step 3 post-reading and extension In this part students are instructed to focus on language usage and background knowledge.I will explain the usage of some key words, expressions and grammatical structures and also help them better understand the true meaning of friendship.Step 4 homework I will ask Ss to finish the exercise on Page 4 and 5/to consolidate what we have learnt.Also they are required to review the learnt lesson and underline the key words and phrases in the next text.第二課

Now I’d like to talk about my teaching ideas.The teaching material I’m going to talk about is taken from NSEFC book one.It’s the reading part of unit two The Road to Modern English My presentation consists of three parts: Part 1 is analysis of the teaching material, part 2 is my teaching methods and the last part is teaching procedures.Part 1.Analysis of the teaching material In this part, I’ll talk about my understanding of the teaching material, teaching objectives, key and difficult points.a)my understanding of the teaching material

The topic of unit 2 is English language and its development.The reading text---The Road to Modern English tells about the development of English language in history and different English dialects.By reading the text, Ss can not only improve their language knowledge and ability, but also acquire some cultural and historic knowledge about English dialects.teaching objectives According to the teaching material, I set three teaching objectives.Knowledge objective: help Ss memorize and learn the usage of some important words, expressions of racial discrimination in history.the difficult point is to make Ss fully understand the reading text by adding background knowledge

Part 2 my teaching theories, methods and aids: Ss should always be put in the predominant position of learning and teachers should play a leading role in instruction.Therefore, I will use question-and-answer activity teaching method, free discussion and pair work method to inspire Ss’s self-learning.During the class, I will draw Ss’s attention to important points by asking them some questions and let them find answers by themselves.They will learn important and difficult points through analyzing, discussion and summarizing.As for teaching aids, I will use OHP(overhead projector), PowerPoint, and tape recorder.Part 3 teaching procedures Step 1: lead-in and pre-reading First, I’ll give Ss some examples of English dialects, such as football and soccer, shop and store, and let Ss guess whether they belong to British dialect or American dialect.Then I will them videos taken from American and British movies.From the videos Ss could compare and discuss the differences between American accent and British accent.After their discussion I explain to them how these differences occur to get them prepared for reading the text.Then we will move on to : Step 2 while-reading This step is divided into 2 parts---fast reading and careful reading.Before fast reading I will ask them some simple questions about the details in the text.These questions serve as clues for them to follow while reading and will help improve their skimming skills.Then I will ask them to read the texts again and retell or summarize the reading material.Step 3 post-reading and extension In this part students are instructed to focus on language usage and background knowledge.I will explain the usage of some key words, expressions and grammatical structures andalso help them better understand how English language developed throughout the history and its role in modern society Step 4 homework I will ask Ss to finish the exercise on Page 11 and 12to consolidate what we have learnt.Also they are required to review the learnt lesson and underline the key words and phrases in the next text.Untie three

Now I’d like to talk about my teaching ideas.The teaching material I’m going to talk about is taken from NSEFC book one.It’s the reading part of unit three Journey Down the Mekong

My presentation consists of three parts: Part 1 is analysis of the teaching material, part 2 is my teaching methods and the last part is teaching procedures.Part 1.Analysis of the teaching material In this part, I’ll talk about my understanding of the teaching material, teaching objectives, key and difficult points.b)my understanding of the teaching material

The topic of unit 3 is travelling.The reading text---Journey Down the Mekong is taken from a travel journal by a boy named Wang Kun.It describes he and his sister’s dream and their travel plan.By reading the text, Ss can not only improve their language knowledge and ability, but also acquire some geographic knowledge about Mekong River.teaching objectives According to the teaching material, I set three teaching objectives.Knowledge objective: help Ss memorize and learn the usage of some important words, expressions ever since, persuade, make up one’s mind and emphatic pattern

Ability objective: to train Ss’s reading ability such as fast reading, intensive reading, and information-gathering and summarizing ability.Moral objective: by studying the text, Ss would be able to appreciate the beauty of rivers and other landscapes in our country and understand the importance of nature to our life, and therefore enhance their awareness of environmental protection.c)Key and difficult points The key point is to get Ss familiar with the usage of important words, expressions andthe difficult point is to help Ss master some important grammars, such as the emphatic pattern and present participle used as accompany adverbial.Part 2 my teaching theories, methods and aids: Ss should always be put in the predominant position of learning and teachers should play a leading role in instruction.Therefore, I will use question-and-answer activity teaching method, free discussion and pair work method to inspire Ss’s self-learning.During the class, I will draw Ss’s attention to important points by asking them some questions and let them find answers by themselves.They will learn important and difficult points through analyzing, discussion and summarizing.As for teaching aids, I will use OHP(overhead projector), PowerPoint, and tape recorder.Part 3 teaching procedures Step 1: lead-in and pre-reading First, I’ll ask Ss some questions related to the reading text.for example “have you ever travelled to some beautiful rivers in China?” I will spare 3 minutes for them to discuss with each other and answer my questions.Then I will show them some pictures of important rivers in the world and the map of Mekong River to arouse their interest in reading the text.Then we will move on to : Step 2 while-reading This step is divided into 2 parts---fast reading and careful reading.Before fast reading I will ask them some simple questions about the details in the text.These questions serve as clues for them to follow while reading and will help improve their skimming skills.Then I will ask them to read the texts again and retell or summarize the reading material.Step 3 post-reading and extension In this part students are instructed to focus on language usage and background knowledge.I will explain the usage of some key words, expressions and grammatical structures and also, to train their summarizing ability, I will ask them to describe the characteristics of Wang Kun and his sister.Step 4 homework I will ask Ss to finish the exercise on Page 20 and 21

to consolidate what we have learnt.Also they are required to review the learnt lesson and underline the key words and phrases in the next text.Untie four

Now I’d like to talk about my teaching ideas.The teaching material I’m going to talk about is taken from NSEFC book one.It’s the reading part of unit four A Night the Earth Didn’t Sleep

My presentation consists of three parts: Part 1 is analysis of the teaching material, part 2 is my teaching methods and the last part is teaching procedures.Part 1.Analysis of the teaching material In this part, I’ll talk about my understanding of the teaching material, teaching objectives, key and difficult points.d)my understanding of the teaching material

The topic of unit 4 is basic knowledge about earthquakes and how to protect oneself and help others in disasters.The reading text---A Night the Earth Didn’t Sleep describes the Tangshan earthquake.By reading the text, Ss can not only improve their language knowledge and ability, but also acquire some knowledge about earthquake.teaching objectives According to the teaching material, I set three teaching objectives.Knowledge objective: help Ss memorize and learn the usage of some important words, expressions as if, the number of and attributive clause and enlarge their knowledge of earthquake

Ability objective: to train Ss’s reading ability such as fast reading, intensive reading, and information-gathering and summarizing ability.Moral objective: by studying the text, Ss would be able to encourage Ss to help each other in disaster and recognize the signs of earthquake.e)Key and difficult points The key point is to get Ss familiar with the usage of important words, expressions and1.the the difficult point is to let students master the use of attributive clause Part 2 my teaching theories, methods and aids: Ss should always be put in the predominant position of learning and teachers should play a leading role in instruction.Therefore, I will use question-and-answer activity teaching method, free discussion and pair work method to inspire Ss’s self-learning.During the class, I will draw Ss’s attention to important points by asking them some questions and let them find answers by themselves.They will learn important and difficult points through analyzing, discussion and summarizing.As for teaching aids, I will use OHP(overhead projector), PowerPoint, and tape recorder.Part 3 teaching procedures Step 1: lead-in and pre-reading First, I’ll let Ss watch a video taken from the movie Tangshan Earthquake as an introduction to the topic of the reading text.Then I will ask Ss some questions related to the topic, such as “do you know why earthquake happens?” “What will you do if an earthquake happens?” “What should we do to help those in quake-hit areas?”

I will give Ss 5 minutes to talk about these questions in pairs or in groups.Then we will move on to: Step 2 while-reading This step is divided into 2 parts---fast reading and careful reading.Before fast reading I will ask them some simple questions about the details in the text.These questions serve as clues for them to follow while reading and will help improve their skimming skills.Then I will ask them to read the texts again and retell or summarize the reading material.Step 3 post-reading and extension In this part students are instructed to focus on language usage and background knowledge.I will explain the usage of some key words, expressions and grammatical structures and also let them list the some earthquake precursors, self-rescue measures and measures to help others in disaster.Step 4 homework I will ask Ss to finish the exercise on Page 28 and 29to consolidate what we have learnt.Also they are required to review the learnt lesson and underline the key words and phrases in the next text.Unite five Now I’d like to talk about my teaching ideas.The teaching material I’m going to talk about is taken from NSEFC book one.It’s the reading part of unit five ELIA’S STORY My presentation consists of three parts: Part 1 is analysis of the teaching material, part 2 is my teaching methods and the last part is teaching procedures.Part 1.Analysis of the teaching material In this part, I’ll talk about my understanding of the teaching material, teaching objectives, key and difficult points.my understanding of the teaching material

The topic of unit 5 is the qualities of a great person and the lives of some great people.The reading text---ELIA’S STORY is the self-narration by a man named Elias.He describes how Nelson Mandela helped him and fought for the rights of black people.By reading the text, Ss can not only improve their language knowledge and ability, but also learn the good qualities of Nelson Mandela and how people fought for racial equality.teaching objectives According to the teaching material, I set three teaching objectives.Knowledge objective: help Ss memorize and learn the usage of some important words, expressions and attributive clause and enlarge their knowledge of racial discrimination in history.Ability objective: to train Ss’s reading ability such as fast reading, intensive reading, and information-gathering and summarizing ability.Moral objective: by studying the text, Ss would be able to learn from the great people and cultivate them good qualities and attitudes towards life and work.f)Key and difficult points The key point is to get Ss familiar with the usage of important words, expressions and the difficult point is to let students master the use of attributive clause Part 2 my teaching theories, methods and aids: Ss should always be put in the predominant position of learning and teachers should play a leading role in instruction.Therefore, I will use question-and-answer activity teaching method, free discussion and pair work method to inspire Ss’s self-learning.During the class, I will draw Ss’s attention to important points by asking them some questions and let them find answers by themselves.They will learn important and difficult points through analyzing, discussion and summarizing.As for teaching aids, I will use OHP(overhead projector), PowerPoint, and tape recorder.Part 3 teaching procedures Step 1: lead-in and pre-reading First, I’ll show Ss some pictures of great people in the world and ask them how much do they know about these people.Then I will ask them some questions related to the topic.“Do you know some other famous people?” “Among these great people who do you like best?” “What qualities do these great people have in common?” I will give Ss 5 minutes to talk about these questions in pairs or in groups.Then we will move on to: Step 2 while-reading This step is divided into 2 parts---fast reading and careful reading.Before fast reading I will ask them some simple questions about the details in the text.These questions serve as clues for them to follow while reading and will help improve their skimming skills.Then I will ask them to read the texts again and retell or summarize the reading material.Step 3 post-reading and extension In this part students are instructed to focus on language usage and background knowledge.I will explain the usage of some key words, expressions and grammatical structures and help them summarize the great qualities of Nelson Mandela and explain to them the painstaking efforts that black people made to fight for their rights throughout history.Step 4 homework I will ask Ss to finish the exercise on Page 36 and 37 to consolidate what we have learnt.Also they are required to review the learnt lesson and underline the key words and phrases in the next text.

第四篇：人教新課標(biāo)高中英語(yǔ)必修1 Unit 2教案(含六課時(shí))

人教新課標(biāo)高中英語(yǔ)必修1教案（含六課時(shí)）

Unit 2: English Around the World Ⅰ單元教學(xué)目標(biāo)

技能目標(biāo)Goals

Talk about English and its development, different kinds of English.Talk about difficulties in language communication.Learn to make dialogue using request and commands.Learn to transfer from direct speech and indirect speech.Learn to give opinions and organize ideas by way of brainstorming.Learn to make a poster showing your ideas clearly.Ⅱ單元目標(biāo)語(yǔ)言

功能句式

Talk about English and its development，Refer to the introduction in the teachers’ book.Talk about difficulties in language communication.Different speakers may come from different places, so they may use different words and dialects, such as subway and underground railway, left-hand-side and on the left, two blocks and two streets.Make dialogue using request and commands:

Pardon? Could you repeat that, please?

I beg your pardon? Can you speak more slowly, please?

I don’t understand.Sorry, I can’t follow you.Could you say that again, please? How do you spell it, please?

詞匯

1.四會(huì)詞匯

Include role international native elevator flat apartment rubber petrol gas modern culture AD actually present(adj.)rule(v.)vocabulary usage identity government Singapore Malaysia rapidly phrase candy lorry command request retell polite boss standard midwestern southern Spanish eastern northern recognize accent lightning direction subway block 2.認(rèn)讀詞匯

Shakespeare Noah Webster Lori dialect Houston Texas Butord Lest catfish 3.固定詞組

Play a role(in), because of, come up, such as 語(yǔ)法

Command & request Open the door.Please Open the door.Would you please open the door.Direct and indirect speech He told(asked)me to open the door.Ⅲ.單元教材分析和教材重組 1.教材分析

本單元的中心話題是“English language and its development, different kinds of English”.通過(guò)對(duì)世界英語(yǔ)這一話題的探討，加強(qiáng)學(xué)生對(duì)英語(yǔ)語(yǔ)言的了解，對(duì)當(dāng)代語(yǔ)言特別是英語(yǔ)發(fā)展趨勢(shì)的了解，世界在發(fā)展，時(shí)代在前進(jìn)，語(yǔ)言作為交流的工具，也隨著時(shí)代的發(fā)展而變化，由于英語(yǔ)在世界上的廣泛應(yīng)用，它不斷吸收、交融、容納、創(chuàng)新，這就形成了各種各樣帶有國(guó)家、民族、地區(qū)特色的英語(yǔ)。盡管如此，我們還是要通過(guò)本單元課文的學(xué)習(xí)讓同學(xué)們感受、了解美國(guó)英語(yǔ)、澳大利亞英語(yǔ)、印度英語(yǔ)、新加坡英語(yǔ)等都有自己的規(guī)律和習(xí)慣用法和不同發(fā)音規(guī)則。

1.1 Warming up簡(jiǎn)要介紹了世界英語(yǔ)的分支以及英語(yǔ)語(yǔ)言在不同國(guó)家產(chǎn)生的差異，使學(xué)生感受英語(yǔ)語(yǔ)言的多文化、多層次、多元性，對(duì)英國(guó)英語(yǔ)和美國(guó)英語(yǔ)的不同有一個(gè)初步的了解。

1.2 Pre –reading通過(guò)兩個(gè)問(wèn)題引發(fā)學(xué)生對(duì)課文主題的思考，以便參與課堂活動(dòng)。

1.3 Reading 簡(jiǎn)要地說(shuō)明英語(yǔ)語(yǔ)言的起源、發(fā)展變化、形成原因，以及它的發(fā)展趨勢(shì)。1.4 Comprehending 主要是檢測(cè)學(xué)生對(duì)課文基本內(nèi)容的理解程度。

1.5 Learning About the Language 主要通過(guò)各種練習(xí)幫助學(xué)生重溫本單元前幾個(gè)部分所學(xué)的新單詞和短語(yǔ)，同時(shí)也通過(guò)新的例子展現(xiàn)了美國(guó)英語(yǔ)、英國(guó)英語(yǔ)的差異，并著重介紹了本單元的語(yǔ)法項(xiàng)目（Request &Command and Indirect Speech）

1.6 Using Language其中的reading and talking主要介紹了當(dāng)今世界各地英語(yǔ)有自己的特色，即使是美國(guó)東西部、南北部、說(shuō)話均有所不同。為了幫助培養(yǎng)跨文化意識(shí)，可以讓學(xué)生學(xué)完課文后討論中國(guó)的方言，使他們感受到本國(guó)的文化差異。2.教材重組

2.1 導(dǎo)入 把Warming Up作為一堂課。

2.2 精讀 把Pre-reading, Reading和 Comprehending整合在一起作為一堂精讀課

2.3 語(yǔ)言學(xué)習(xí)把Learning About the Language 和Workbook 中的Using Structures結(jié)合在一起。

2.4寫作

2.5聽(tīng)和說(shuō) 把課文中的聽(tīng)和說(shuō)整合成一堂課。

2.6練習(xí)課 workbook exercise & other exercise 3.課型設(shè)計(jì)與課時(shí)分配

st period Warming Up nd period Reading & Language Study rd period Learning About the Language & grammar th period Writing th period Listing & Speaking th period Exercise

Unit 2 English around the World Period One

Warming Up

一、教學(xué)目標(biāo)（teaching aims）1.能力目標(biāo)（ability aim）

a.Enable students to talk about the world English b.Enable students to talk about the differences between Am.English and Br.English 2.語(yǔ)言目標(biāo)(language aim)More than;include;play an important role;because of;international;native;elevator;flat;apartment;rubber;petrol;gas

二、教學(xué)重難點(diǎn)（Teaching important points and difficult points）

a.Students learn about the World English and the differences between Am.English and Br.English b.Students can understand the jokes caused by the misunderstanding of different English.三、教學(xué)方法（Teaching Methods）

a.Individual, pair or group work to finish each task.b.listening c.Discussion

四、教具（Teaching aids）

A computer;a tape-recorder;a projector

五、教學(xué)步驟（Teaching procedure）Step 1.Leading-in Fun time: warm the students up by asking them to greet each other with their dialects.At the same time, lead the students to thing about the topic of this unit---“l(fā)anguage”.Step 2.Warming Up 1)A quiz about the national flag of countries speaking English as their first or second language.Lead the students to the topic “English Around the World”.2)Ask the students to think about the question about the “world Englishes”.Step 3.Talking about “world Englishes”, especially the differences between Am.English and Br.English.1)Listen to a dialogue between an American and an Englishman.And try to find out the cause of the misunderstanding between them.2)Talk about the differences between Am.English and Br.English.(mainly about vocabulary and spelling)Step 4.Speaking task Student make up a dialogue with a misunderstanding caused by the differences between Am.English and Br.English like the dialogue they listened to

六、作業(yè)

七、板書(shū)設(shè)計(jì)

八、反思

Unit2 English Around the World Period Two Reading

一、教學(xué)目標(biāo)（teaching aims）

Get the students to know English language and its development and different kinds of English through this passage.教學(xué)內(nèi)容（Teaching contents）

Get the knowledge of English language and its development and different kinds of English.能力目標(biāo)（ability aim）

Get some knowledge of different kinds of English.語(yǔ)言目標(biāo)(language aim)Grasp some words and expressions: such as;play a role in;because of;come up;play a part in.Learn the grammar: the indirect speech of the imperative clause.二、教學(xué)重難點(diǎn)（Teaching important points and difficult points）The indirect speech of the imperative clause.三、教學(xué)方法（Teaching Methods）Task-based approach

四、教具（Teaching aids）Multi-media computer

五、教學(xué)步驟（Teaching procedure）Step 1.Warming Up Warm the students up by asking then to tell the differences between Am.English and Br.English Step 2.Pre-reading Ask the students to discuss some questions about “English” in pairs.1.How many people speak English in the world today? 2.Why do some people speak English? 3.What has helped to spread English around the world? 4.Do you think it important for Chinese to learn English? Why? Step 4.Reading 1)The First-reading Ask the students to scan the text and choose the correct answer in the book.2)The second reading Ask the students to read the text paragraph by paragraph, and get some detail information.a.For the first and second paragraph, students answer some questions.b.For the third paragraph, students find out the information to fill in the table of the development of English.c.For the last paragraph, students find out the reason why Indians speaks English.Step 4.Discussion 1.Do you think it matters what kind of English you learn? Why? 2.Why do you think people all over the world want to learn English? 3.Do you think Chinese will become the most popular language in the world instead of English in the future? Step 5.Extension Give the students some information of origin of Am.English and Br.English.六、作業(yè)（Homework）

1.Finish the exercise on page 10.2.Read passage on page 51

七、板書(shū)設(shè)計(jì)

八、反思

Unit 2 English Around the World Period Three Learning about the Language

一、教學(xué)目標(biāo)（teaching aims）1.能力目標(biāo)（ability aim）

a.Enable students to tell the differences between a request and a command.b.Enable students to learn about the Indirect Speech(request & command).c.Enable students to use about the Indirect Speech(request & command).2.語(yǔ)言目標(biāo)（Language aim）

Command;request;retell;polite;boss Indirect Speech(request & command)

二、教學(xué)重難點(diǎn)（Teaching important points and difficult points）a.Students learn about the differences between a request and a command.b.Students learn about the Indirect Speech(request & command).c.Students can use about the Indirect Speech.三、教學(xué)方法（Teaching Methods）

a.Individual, pair or group work to finish each task.b.discovering the structure through examples.c.Practice

四、教具（Teaching aids）A computer, a projector

五、教學(xué)步驟（Teaching procedure）Step1.Warming-Up(Revision)Warm the students up by asking them to go over the direct speech and the indirect speech.Do some exercise: change a statement or a question into indirect speech.Step2.Talk about Request and command.1)Talk about the polite and impolite tune.2)Change the commands into requests.3)Learn to give requests or commands according to the situations.Step3.Talk about hoe to change a request and a command into indirect speech.Ask(ed)sb.(not)to do sth.Tell/told sb.(not)to do sth.Step4.Practise change a request or command into indirect speech.Step5.Using the structure A game: Choose two students act two robots.One listens to the requests, the other listens to the commands.Other students give either requests or commands, and the robots do what the students asked them to do.六、作業(yè)（Homework）

七、板書(shū)設(shè)計(jì)

八、反思

Unit 2 English Around the World Period Four Writing

一、教學(xué)目標(biāo)（Teaching aims）

a.Let students get to know how to write a statement by using brainstorming b.Try to use connecting words or sentences to make it as an essage or passage not just several sentences 教學(xué)內(nèi)容（Teaching contents）Write a statement 能力目標(biāo)（Ability aim）

Use the brainstorming way to connect sentences and then arrange them properly.語(yǔ)言目標(biāo)（Language aim）I think’ I believe’

In my opinion, We learn English to……

二、教學(xué)重難點(diǎn)（Teaching important and difficult points）How to arrange sentences correctly.Try to use connecting words.三、教學(xué)方法（Teaching methods）Brainstorming way

四、教具（teaching aids）Multi-media computer

五、教學(xué)步驟（Teaching procedure）Step1.Lead-in Use the brainstorming way to ask students “Why should we live?”which is a simple question,at the same time there might be various answers to the question, which will stimulate their interest.Step2 Presentation Also use the brainstorming way to ask “Why should we learn English?” and “how can learning English help China?” Step3 A poster Write a poster to collect all their ideas, try to use complete sentences, such as: I like to study English use it for business in the future.I want to study English well so that I can read English books.Say, come to the blackboard and write down your ideas, try to use complete sentences, Such as: If I learn English well,I can bring in the advanced foreign technology to Ching, so China will become stronger.I decide to learn English well.In this case I canard English novels, so I can translate them inro Chinese, then more Chinese can know more things about the world.Step4.Write a essay The title is “Do we need to learn English?”

Step5.Display the structure on how to write the essay.1.State your point of view.2.Show the supporting reasons.3.Get a conclusion Step6.Show them the connecting words which can help them to join the sentence and paragraphs.Illustration: I think, I believe, In my opinion, As far as I am concern…… Addition: firstly, secondly, then, besides, at last…… Contrast: however, but, on the other hand…… Summary: in short, in a word, therefore, so……

Step7.Give them a simple example which is not complete Do we need to learn English? I strongly think we not only need to learning English but also learn it well……why should we learn it……How can Learning English help China in the future?......六、作業(yè)（Homework）

七、板書(shū)設(shè)計(jì)

八、反思

Unit 2 English Around the World Period Five Listening & Speaking

一、教學(xué)目標(biāo)（Teaching aims）

教材(Teaching materials)listening materials on P12 and P14 on the textbook, another one attached 能力目標(biāo)（ability sim）

Enable students to catch the listening materials and understand them and distinguish American and British English, try to use them in dialogues.語(yǔ)言目標(biāo)（Language aim）

Distinguish some words used in American and British English, and some dialect and accent.二、教學(xué)重難點(diǎn)（Teaching important and difficult points）

Understand words used in American and British English which have the meanings and some dialect accents.三、教學(xué)方法（Teaching methods）Listening and talking

四、教具（Teaching aids）

Tape recorder and get students answer sheet printed out

五、教學(xué)步驟（Teaching procedure）Step1.Listening Textbook P14 Listen to the tape, getting to know American dialect and accent.Step4.Speaking After listen to different dialects and accents, see if students know how to pronounce the following words: Ask, after, either, neither, kilometer, box,…..Step3.Listening Do exercise.六、作業(yè)（Homework）

七、板書(shū)設(shè)計(jì)

八、反思

Unit 2 English Around the World Period Six Exercise

一、教學(xué)目標(biāo)（Teaching aims）Finish the exercise on the workbook 1.能力目標(biāo)（Ability aim）

a.Enable the students to command “commands and requests” b.Through cooperative work find out correct answer themselves.2.語(yǔ)言目標(biāo)（Language aim）Full understanding of the readings.二、教學(xué)重難點(diǎn)（Teaching important and difficult point）Understand the main ideas of the passage.三、教學(xué)方法（Teaching method）a.Fast and careful reading b.Individual, pair or group work to finish each task.c.Discussion

四、教具（Teaching aids）A computer

五、教學(xué)步驟（Teaching procedure）Step1.Warming up Step2.Speaking task(Review commands and requests)Offer them situations and try to make dialogue with commands and requests.Step3.Do the “Reading”on P13 and answer questions on it briefly.Step4.Finish the “Reading task”on P51 and complete the form after it.Step5.Group work Ask them to sum up what codes and short forms of words they often use when they often chat in the net wuth others.Step6.Check up their researching result.六、作業(yè)（Homework）

七、板書(shū)設(shè)計(jì)

八、反思

第五篇：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(shí)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(guò)程。

二、能力目標(biāo)

培養(yǎng)學(xué)生的實(shí)驗(yàn)?zāi)芰Α⒎治瞿芰徒鉀Q問(wèn)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(wèn)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(guò)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(shí)安排 2課時(shí)

教學(xué)過(guò)程

一、導(dǎo)入新課

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

2．引入新課：

通過(guò)上節(jié)課的學(xué)習(xí)，我們已知道：物體運(yùn)動(dòng)狀態(tài)改變時(shí)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(lái)研究這個(gè)問(wèn)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(guò)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(guò)定滑輪各掛一個(gè)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(dòng)。

（2）對(duì)本次實(shí)驗(yàn)中說(shuō)明的兩個(gè)問(wèn)題

a：砝碼跟小車相比質(zhì)量較小，細(xì)繩對(duì)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(shí)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。

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b：打開(kāi)夾子，讓兩輛小車同時(shí)從靜止開(kāi)始運(yùn)動(dòng)，一段時(shí)間后關(guān)上夾子，讓它們同時(shí)停下來(lái)。

（4）需觀察的現(xiàn)象，觀察兩輛車在相等的時(shí)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(shí)間t一定時(shí)，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(duì)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(shí)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(jìng)賽用的小汽車，要求起動(dòng)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(dòng)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(shuō)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(lái)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(shí)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(dòng)定律

（1）綜合上述實(shí)驗(yàn)中得到的兩個(gè)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(gè)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(gè)物理量都采用國(guó)際單位，k＝1；

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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(gè)力作用的情況，當(dāng)物體受到幾個(gè)力作用時(shí)，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(shí)對(duì)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(shí)間改變，加速度也隨著時(shí)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(guò)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(gè)分力為：

F1x?F1xcos60o,F2y?F2sin60o

F2的兩個(gè)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(dòng)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(shí)，可采用建立平面直角坐標(biāo)系，將各個(gè)力沿x軸和y軸分解，最后求合力的方法。

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四、作業(yè)

課本P53練習(xí)二

五、板書(shū)設(shè)計(jì)：

?定律的實(shí)驗(yàn)條件（控制變量法）??

1、m一定時(shí)，a?F???1???

2、F一定時(shí)，a?m? ??

3、把F?ma改寫成，在F,m,a取國(guó)際單位的?????條件下k?1??牛頓第二定律?內(nèi)容：物體運(yùn)動(dòng)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(shí)對(duì)應(yīng)關(guān)系??因果對(duì)應(yīng)關(guān)系???

?

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