新课标高中数学必修5教案

下面是小编为大家整理的新课标高中数学必修5教案，本文共19篇，欢迎阅读与收藏。

篇1：新课标高中数学必修5教案

一、教材分析

1.《指数函数》在教材中的地位、作用和特点

《指数函数》是人教版高中数学(必修)第一册第二章“函数”的第六节内容，是在学习了《指数》一节内容之后编排的。通过本节课的学习，既可以对指数和函数的概念等知识进一步巩固和深化，又可以为后面进一步学习对数、对数函数尤其是利用互为反函数的图象间的关系来研究对数函数的性质打下坚实的概念和图象基础，又因为《指数函数》是进入高中以后学生遇到的第一个系统研究的函数，对高中阶段研究对数函数、三角函数等完整的函数知识，初步培养函数的应用意识打下了良好的学习基础，所以《指数函数》不仅是本章《函数》的重点内容，也是高中学段的主要研究内容之一，有着不可替代的重要作用。

此外，《指数函数》的知识与我们的日常生产、生活和科学研究有着紧密的联系，尤其体现在细胞分裂、贷款利率的计算和考古中的年代测算等方面，因此学习这部分知识还有着广泛的现实意义。本节内容的特点之一是概念性强，特点之二是凸显了数学图形在研究函数性质时的重要作用。

2.教学目标、重点和难点

通过初中学段的学习和高中对集合、函数等知识的系统学习，学生对函数和图象的关系已经构建了一定的认知结构，主要体现在三个方面：

知识维度：对正比例函数、反比例函数、一次函数，二次函数等最简单的函数概念和性质已有了初步认识，能够从初中运动变化的角度认识函数初步转化到从集合与对应的观点来认识函数。

技能维度：学生对采用“描点法”描绘函数图象的方法已基本掌握，能够为研究《指数函数》的性质做好准备。

素质维度：由观察到抽象的数学活动过程已有一定的体会，已初步了解了数形结合的思想。

鉴于对学生已有的知识基础和认知能力的分析，根据《教学大纲》的要求，我确定本节课的教学目标、教学重点和难点如下：

(1)知识目标：①掌握指数函数的概念;②掌握指数函数的图象和性质;③能初步利用指数函数的概念解决实际问题;

(2)技能目标：①渗透数形结合的基本数学思想方法②培养学生观察、联想、类比、猜测、归纳的能力;

(3)情感目标：①体验从特殊到一般的学习规律，认识事物之间的普遍联系与相互转化，培养学生用联系的观点看问题②通过教学互动促进师生情感，激发学生的学习兴趣，提高学生抽象、概括、分析、综合的能力③领会数学科学的应用价值。

(4)教学重点：指数函数的图象和性质。

(5)教学难点：指数函数的图象性质与底数a的关系。

突破难点的关键：寻找新知生长点，建立新旧知识的联系，在理解概念的基础上充分结合图象，利用数形结合来扫清障碍。

二、教法设计

由于《指数函数》这节课的特殊地位，在本节课的教法设计中，我力图通过这一节课的教学达到不仅使学生初步理解并能简单应用指数函数的知识，更期望能引领学生掌握研究初等函数图象性质的一般思路和方法，为今后研究其它的函数做好准备，从而达到培养学生学习能力的目的，我根据自己对“诱思探究”教学模式和“情景式”教学模式的认识，将二者结合起来，主要突出了几个方面：

1.创设问题情景.按照指数函数的在生活中的实际背景给出两个实例，充分调动学生的学习兴趣，激发学生的探究心理，顺利引入课题，而这两个例子又恰好为研究指数函数中底数大于1和底数大于0小于1的图象做好了准备。

2.强化“指数函数”概念.引导学生结合指数的有关概念来归纳出指数函数的定义，并向学生指出指数函数的形式特点，请学生思考对于底数a是否需要限制，如不限制会有什么问题出现，这样避免了学生对于底数a范围分类的不清楚，也为研究指数函数的图象做了“分类讨论”的铺垫。

3.突出图象的作用.在数学学习过程中，图形始终使我们需要借助的重要辅助手段。一位数学家曾经说过“数离形时少直观，形离数时难入微”，而在研究指数函数的性质时，更是直接由图象观察得出性质，因此图象发挥了主要的作用。

教师活动：①引导学生对课堂知识进行归纳，完成对分类讨论、数形结合等数学方法的归纳;②布置课后及拓展作业

学生活动：完成对指数函数的概念和性质的课内小结并通过课后作业进一步深化学习目标，有能力的同学完成网上调研并在下节课与同学交流我国在利用14C进行考古所取得的成果。

设计意图：教师在本环节引导学生对指数函数的知识进行梳理，深化知识与技能目标，并通过作业实现目标的巩固。

5.板书设计

考虑到板书在教学过程中发挥的功能，本节课我设计了由三个板块构成的板书，板面分配比例为2：1：1，第一大板块包含了两部分，一是指数函数的定义，二是课前准备的画有坐标系和表格的小黑板;第二板块书写了例1和例2的第一问;第三板块由学生完成例2的后两问、练习和课堂小结组成。

五、教学评价

教学评价的及时有效能调动课堂的气氛、感染学生的情绪，对课堂教学发挥着积极的推动作用，因此，我将教学评价将贯穿于本节课的每个教学环节中。例如情景导入的表达式评价、回忆指数知识的记忆评价、得出指数函数概念的归纳评价、作图时的准确性评价、解题时的规范性评价、小结时的表述性评价等。在学生交流、讨论、探究等环节注意启发学生完成知识互评、能力互评，通过多种评价方式让更多的学生获得学习的自信，在轻松融洽的课堂评价氛围中完成本节课的教学和学习任务。

当然教师会通过对学生作业的批改获得更全面的对学生知识掌握的评价和课堂效果的反思，并在后续的时间里修订课堂设计方案，达到预期的教学效果，实现学生的能力发展。以上是我对指数函数这节课的设计和思考，敬请批评指正!

篇2：新课标高中数学必修5教案

【学习目标】

知识与技能：理解两角差的余弦公式的推导过程及其结构特征并能灵活运用。

过程与方法：应用已学知识和方法思考问题，分析问题，解决问题的能力。

情感态度价值观： 通过公式推导引导学生发现数学规律，培养学生的创新意识和学习数学的兴趣。

.【重点】通过探索得到两角差的余弦公式以及公式的灵活运用

【难点】两角差余弦公式的推导过程

预习自学案

一、知识链接

1. 写出 的三角函数线 ：

2. 向量 , 的数量积,

①定义：

②坐标运算法则：

3. ， ，那么 是否等于 呢?

下面我们就探讨两角差的余弦公式

二、教材导读

1.、两角差的余弦公式的推导思路

如图,建立单位圆O

(1)利用单位圆上的三角函数线

设

则

又OM=OB+BM

=OB+CP

=OA_____ +AP_____

=

从而得到两角差的余弦公式：

____________________________________

(2)利用两点间距离公式

如图，角 的终边与单位圆交于A( )

角 的终边与单位圆交于B( )

角 的终边与单位圆交于P( )

点T( )

AB与PT关系如何?

从而得到两角差的余弦公式：

____________________________________

(3) 利用平面向量的知识

用 表示向量 ，

=( , ) =( , )

则 . =

设 与 的夹角为

①当 时:

=

从而得出

②当 时显然此时 已经不是向量 的夹角，在 范围内，是向量夹角的补角.我们设夹角为 ，则 + =

此时 =

从而得出

2、两角差的余弦公式

____________________________

三、预习检测

1. 利用余弦公式计算 的值.

2. 怎样求 的值

你的疑惑是什么?

________________________________________________________

______________________________________________________

探究案

例1. 利用差角余弦公式求 的值.

例2.已知 ， 是第三象限角，求 的值.

训练案

一、基础训练题

1、

2、???????????

3、

二、综合题

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新课标高中数学必修5教案

篇3：高中数学必修5教案

人教版高中数学必修5教案

（一）课标要求

本章的中心内容是如何解三角形，正弦定理和余弦定理是解三角形的工具，最后落实在解三角形的应用上。通过本章学习，学生应当达到以下学习目标：

（1）通过对任意三角形边长和角度关系的探索，掌握正弦定理、余弦定理，并能解决一些简单的三角形度量问题。

（2）能够熟练运用正弦定理、余弦定理等知识和方法解决一些与测量和几何计算有关的生活实际问题。

（二）编写意图与特色

1．数学思想方法的重要性

数学思想方法的教学是中学数学教学中的重要组成部分，有利于学生加深数学知识的理解和掌握。

本章重视与内容密切相关的数学思想方法的教学，并且在提出问题、思考解决问题的策略等方面对学生进行具体示范、引导。本章的两个主要数学结论是正弦定理和余弦定理，它们都是关于三角形的边角关系的结论。在初中，学生已经学习了相关边角关系的定性的知识，就是“在任意三角形中有大边对大角，小边对小角”，“如果已知两个三角形的两条对应边及其所夹的角相等,那么这两个三角形全”等。

教科书在引入正弦定理内容时，让学生从已有的几何知识出发，提出探究性问题：“在任意三角形中有大边对大角，小边对小角的边角关系.我们是否能得到这个边、角的关系准确量化的表示呢?”，在引入余弦定理内容时，提出探究性问题“如果已知三角形的两条边及其所夹的角,根据三角形全等的判定方法，这个三角形是大小、形状完全确定的三角形.我们仍然从量化的角度来研究这个问题，也就是研究如何从已知的两边和它们的夹角计算出三角形的另一边和两个角的问题。”设置这些问题，都是为了加强数学思想方法的教学。

2．注意加强前后知识的联系

加强与前后各章教学内容的联系，注意复习和应用已学内容，并为后续章节教学内容做好准备，能使整套教科书成为一个有机整体，提高教学效益，并有利于学生对于数学知识的学习和巩固。

本章内容处理三角形中的边角关系，与初中学习的三角形的边与角的基本关系，已知三角形的边和角相等判定三角形全等的知识有着密切联系。教科书在引入正弦定理内容时，让学生从已有的几何知识出发，提出探究性问题“在任意三角形中有大边对大角，小边对小角的边角关系.我们是否能得到这个边、角的关系准确量化的表示呢?”，在引入余弦定理内容时，提出探究性问题“如果已知三角形的两条边及其所夹的角,根据三角形全等的判定方法，这个三角形是大小、形状完全确定的三角形.我们仍然从量化的角度来研究这个问题，也就是研究如何从已知的两边和它们的夹角计算出三角形的另一边和两个角的`问题。”这样，从联系的观点，从新的角度看过去的问题，使学生对于过去的知识有了新的认识，同时使新知识建立在已有知识的坚实基础上，形成良好的知识结构。

《课程标准》和教科书把“解三角形”这部分内容安排在数学五的第一部分内容，

位置相对靠后，在此内容之前学生已经学习了三角函数、平面向量、直线和圆的方程等与本章知识联系密切的内容，这使这部分内容的处理有了比较多的工具，某些内容可以处理得更加简洁。比如对于余弦定理的证明，常用的方法是借助于三角的方法，需要对于三角形进行讨论，方法不够简洁，教科书则用了向量的方法，发挥了向量方法在解决问题中的威力。

在证明了余弦定理及其推论以后，教科书从余弦定理与勾股定理的比较中，提出了一个思考问题“勾股定理指出了直角三角形中三边平方之间的关系，余弦定理则指出了一般三角形中三边平方之间的关系，如何看这两个定理之间的关系？”，并进而指出，“从余弦定理以及余弦函数的性质可知，如果一个三角形两边的平方和等于第三边的平方，那么第三边所对的角是直角；如果小于第三边的平方，那么第三边所对的角是钝角；如果大于第三边的平方，那么第三边所对的角是锐角.从上可知，余弦定理是勾股定理的推广.”

3．重视加强意识和数学实践能力

学数学的最终目的是应用数学，而如今比较突出的两个问题是，学生应用数学的意识不强，创造能力较弱。学生往往不能把实际问题抽象成数学问题，不能把所学的数学知识应用到实际问题中去，对所学数学知识的实际背景了解不多，虽然学生机械地模仿一些常见数学问题解法的能力较强，但当面临一种新的问题时却办法不多，对于诸如观察、分析、归纳、类比、抽象、概括、猜想等发现问题、解决问题的科学思维方法了解不够。针对这些实际情况，本章重视从实际问题出发，引入数学课题，最后把数学知识应用于实际问题。

（三）教学内容及课时安排建议

1.1正弦定理和余弦定理（约3课时）

1.2应用举例（约4课时）

1.3实习作业（约1课时）

（四）评价建议

1．要在本章的教学中，应该根据教学实际，启发学生不断提出问题，研究问题。在对于正弦定理和余弦定理的证明的探究过程中，应该因势利导，根据具体教学过程中学生思考问题的方向来启发学生得到自己对于定理的证明。如对于正弦定理，可以启发得到有应用向量方法的证明，对于余弦定理则可以启发得到三角方法和解析的方法。在应用两个定理解决有关的解三角形和测量问题的过程中，一个问题也常常有多种不同的解决方案，应该鼓励学生提出自己的解决办法，并对于不同的方法进行必要的分析和比较。对于一些常见的测量问题甚至可以鼓励学生设计应用的程序，得到在实际中可以直接应用的算法。

2．适当安排一些实习作业，目的是让学生进一步巩固所学的知识，提高学生分析问题的解决实际问题的能力、动手操作的能力以及用数学语言表达实习过程和实习结果能力，增强学生应用数学的意识和数学实践能力。教师要注意对于学生实习作业的指导，包括对于实际测量问题的选择，及时纠正实际操作中的错误，解决测量中出现的一些问题。

篇4：新课标高中数学必修2教案

【学习导航】

(一)两角和与差公式

(二)倍角公式

2cos2α=1+cos2α 2sin2α=1-cos2α

注意：倍角公式揭示了具有倍数关系的两个角的三角函数的运算规律，可实现函数式的降幂的变化。

注： (1)两角和与差的三角函数公式能够解答的三类基本题型：求值题，化简题，证明题。

(2)对公式会“正用”，“逆用”，“变形使用”;

(3)掌握“角的演变”规律，

(4)将公式和其它知识衔接起来使用。

重点难点

重点：几组三角恒等式的应用

难点：灵活应用和、差、倍角等公式进行三角式化简、求值、证明恒等式

【精典范例】

例1 已知

求证：

例2 已知 求 的取值范围

分析 难以直接用 的式子来表达，因此设 ，并找出 应满足的等式，从而求出 的取值范围.

例3 求函数 的值域.

例4 已知

且 、、均为钝角，求角 的值.

分析 仅由 ，不能确定角 的值，还必须找出角 的范围，才能判断 的值. 由单位圆中的余弦线可以看出，若 使 的角为 或 若 则 或

【选修延伸】

例5 已知

求 的值.

例6 已知 ，

求 的值.

例7 已知

求 的值.

例8 求值：(1) (2)

【追踪训练】

1. 等于 ( )

A. B. C. D.

2.已知 ，且

，则 的值等于 ( )

A. B. C. D.

3.求值： = .

4.求证：(1)

篇5：新课标高中数学必修2教案

教学目标

(1)掌握一元二次不等式的解法;

(2)知道一元二次不等式可以转化为一元一次不等式组;

(3)了解简单的分式不等式的解法;

(4)能利用二次函数与一元二次方程来求解一元二次不等式，理解它们三者之间的内在联系;

(5)能够进行较简单的分类讨论，借助于数轴的直观，求解简单的含字母的一元二次不等式;

(6)通过利用二次函数的图象来求解一元二次不等式的解集，培养学生的数形结合的数学思想;

(7)通过研究函数、方程与不等式之间的内在联系，使学生认识到事物是相互联系、相互转化的，树立辨证的世界观.

教学重点：一元二次不等式的解法;

教学难点：弄清一元二次不等式与一元二次方程、二次函数的关系.

教与学过程设计

第一课时

Ⅰ.设置情境

问题：

①解方程

②作函数 的图像

③解不等式

【置疑】在解决上述三问题的基础上分析，一元一次函数、一元一次方程、一元一次不等式之间的关系。能通过观察一次函数的图像求得一元一次不等式的解集吗?

【回答】函数图像与x轴的交点横坐标为方程的根，不等式 的解集为函数图像落在x轴上方部分对应的横坐标。能。

通过多媒体或其他载体给出下列表格。扼要讲解怎样通过观察一次函数的图像求得一元一次不等式的解集。注意色彩或彩色粉笔的运用

在这里我们发现一元一次方程，一次不等式与一次函数三者之间有着密切的联系。利用这种联系(集中反映在相应一次函数的图像上!)我们可以快速准确地求出一元一次不等式的解集，类似地，我们能不能将现在要求解的一元二次不等式与二次函数联系起来讨论找到其求解方法呢?

Ⅱ.探索与研究

我们现在就结合不等式 的求解来试一试。(师生共同活动用“特殊点法”而非课本上的“列表描点”的方法作出 的图像，然后请一位程度中下的同学写出相应一元二次方程及一元二次不等式的解集。)

【答】方程 的解集为

不等式 的解集为

【置疑】哪位同学还能写出 的解法?(请一程度差的同学回答)

【答】不等式 的解集为

我们通过二次函数 的图像，不仅求得了开始上课时我们还不知如何求解的那个第(5)小题 的解集，还求出了 的解集，可见利用二次函数的图像来解一元二次不等式是个十分有效的方法。

下面我们再对一般的一元二次不等式 与 来进行讨论。为简便起见，暂只考虑 的情形。请同学们思考下列问题：

如果相应的一元二次方程 分别有两实根、惟一实根，无实根的话，其对应的二次函数 的图像与x轴的位置关系如何?(提问程度较好的学生)

【答】二次函数 的图像开口向上且分别与x轴交于两点，一点及无交点。

现在请同学们观察表中的二次函数图，并写出相应一元二次不等式的解集。(通过多媒体或其他载体给出以下表格)

【答】 的解集依次是

的解集依次是

它是我们今后求解一元二次不等式的主要工具。应尽快将表中的结果记住。其关键就是抓住相应二次函数 的图像。

课本第19页上的例1.例2.例3.它们均是求解二次项系数 的一元二次不等式，却都没有给出相应二次函数的图像。其解答过程虽很简练，却不太直观。现在我们在课本预留的位置上分别给它们补上相应二次函数图像。

(教师巡视，重点关注程度稍差的同学。)

Ⅲ.演练反馈

1.解下列不等式：

(1) (2)

(3) (4)

2.若代数式 的值恒取非负实数，则实数x的取值范围是 。

3.解不等式

(1) (2)

参考答案：

1.(1) ;(2) ;(3) ;(4)R

2.

3.(1)

(2)当 或 时， ，当 时，

当 或 时， 。

Ⅳ.总结提炼

这节课我们学习了二次项系数 的一元二次不等式的解法，其关键是抓住相应二次函数的图像与x轴的交点，再对照课本第39页上表格中的结论给出所求一元二次不等式的解集。

(五)、课时作业

(P20.练习等3、4两题)

(六)、板书设计

第二课时

Ⅰ.设置情境

(通过讲评上一节课课后作业中出现的问题，复习利用“三个二次”间的关系求解一元二次不等式的主要操作过程。)

上节课我们只讨论了二次项系数 的一元二次不等式的求解问题。肯定有同学会问，那么二次项系数 的一元二次不等式如何来求解?咱们班上有谁能解答这个疑问呢?

Ⅱ.探索研究

(学生议论纷纷.有的说仍然利用二次函数的图像，有的说将二次项的系数变为正数后再求解，…….教师分别请持上述见解的学生代表进一步说明各自的见解.)

生甲：只要将课本第39页上表中的二次函数图像次依关于x轴翻转变成开口向下的抛物线，再根据可得的图像便可求得二次项系数 的一元二次不等式的解集.

生乙：我觉得先在不等式两边同乘以-1将二次项系数变为正数后直接运用上节课所学的方法求解就可以了.

师：首先，这两种见解都是合乎逻辑和可行的.不过按前一见解来操作的话，同学们则需再记住一张类似于第39页上的表格中的各结论.这不但加重了记忆负担，而且两表中的结论容易搞混导致错误.而按后一种见解来操作时则不存在这个问题，请同学们阅读第19页例4.

(待学生阅读完毕，教师再简要讲解一遍.)

[知识运用与解题研究]

由此例可知，对于二次项系数的一元二次不等式是将其通过同解变形化为 的一元二次不等式来求解的，因此只要掌握了上一节课所学过的方法。我们就能求

解任意一个一元二次不等式了，请同学们求解以下两不等式.(调两位程度中等的学生演板)

(1) (2)

(分别为课本P21习题1.5中1大题(2)、(4)两小题.教师讲评两位同学的解答，注意纠正表述方面存在的问题.)

训练二 可化为一元一次不等式组来求解的不等式.

目前我们熟悉了利用“三个二次”间的关系求解一元二次不等式的方法虽然对任意一元二次不等式都适用，但具体操作起来还是让我们感到有点麻烦.故在求解形如 (或 )的一元二次不等式时则根据(有理数)乘(除)运算的“符号法则”化为同学们更加熟悉的一元一次不等式组来求解.现在清同学们阅读课本P20上关于不等式 求解的内容并思考：原不等式的解集为什么是两个一次不等式组解集的并集?(待学生阅读完毕，请一程度较好，表达能力较强的学生回答该问题.)

【答】因为满足不等式组 或 的x都能使原不等式 成立，且反过来也是对的，故原不等式的解集是两个一元二次不等式组解集的并集.

这个回答说明了原不等式的解集A与两个一次不等式组解集的并集B是互为子集的关系，故它们必相等，现在请同学们求解以下各不等式.(调三位程度各异的学生演板.教师巡视，重点关注程度较差的学生).

(1) [P20练习中第1大题]

(2) [P20练习中第1大题]

(3) [P20练习中第2大题]

(老师扼要讲评三位同学的解答.尤其要注意纠正表述方面存在的问题.然后讲解P21例5).

例5 解不等式

因为(有理数)积与商运算的“符号法则”是一致的，故求解此类不等式时，也可像求解 (或 )之类的不等式一样，将其化为一元一次不等式组来求解。具体解答过程如下。

解：(略)

现在请同学们完成课本P21练习中第3、4两大题。

(等学生完成后教师给出答案，如有学生对不上答案，由其本人追查原因，自行纠正。)

[训练三]用“符号法则”解不等式的复式训练。

(通过多媒体或其他载体给出下列各题)

1.不等式 与 的解集相同此说法对吗?为什么[补充]

2.解下列不等式：

(1) [课本P22第8大题(2)小题]

(2) [补充]

(3) [课本P43第4大题(1)小题]

(4) [课本P43第5大题(1)小题]

(5) [补充]

(每题均先由学生说出解题思路，教师扼要板书求解过程)

参考答案：

1.不对。同 时前者无意义而后者却能成立，所以它们的解集是不同的。

2.(1)

(2)原不等式可化为： ，即

解集为 。

(3)原不等式可化为

解集为

(4)原不等式可化为 或

解集为

(5)原不等式可化为： 或 解集为

Ⅲ.总结提炼

这节课我们重点讲解了利用(有理数)乘除法的符号法则求解左式为若干一次因式的积或商而右式为0的不等式。值得注意的是，这一方法对符合上述形状的高次不等式也是有效的，同学们应掌握好这一方法。

(五)布置作业

(P22.2(2)、(4);4;5;6。)

(六)板书设计

新课标高中数学必修2教案

篇6：新课标高中数学必修4教案

教学目标：①掌握对数函数的性质。

②应用对数函数的性质可以解决：对数的大小比较，求复合函数的定义域、值 域及单调性。

③ 注重函数思想、等价转化、分类讨论等思想的渗透,提高解题能力。

教学重点与难点：对数函数的性质的应用。

教学过程设计：

⒈复习提问：对数函数的概念及性质。

⒉开始正课

1 比较数的大小

例 1 比较下列各组数的大小。

⑴loga5.1 ,loga5.9 (a>0,a≠1)

⑵log0.50.6 ,logЛ0.5 ,lnЛ

师：请同学们观察一下⑴中这两个对数有何特征?

生：这两个对数底相等。

师：那么对于两个底相等的对数如何比大小?

生：可构造一个以a为底的对数函数，用对数函数的单调性比大小。

师：对，请叙述一下这道题的解题过程。

生：对数函数的单调性取决于底的大小：当0

调递减，所以loga5.1>loga5.9 ;当a>1时，函数y=logax单调递

增，所以loga5.1

板书：

解：Ⅰ)当0

∵5.1<5.9 ∴loga5.1>loga5.9

Ⅱ)当a>1时，函数y=logax在(0，+∞)上是增函数，

∵5.1<5.9 ∴loga5.1

师：请同学们观察一下⑵中这三个对数有何特征?

生：这三个对数底、真数都不相等。

师：那么对于这三个对数如何比大小?

生：找“中间量”， log0.50.6>0，lnЛ>0，logЛ0.5<0;lnЛ>1，

log0.50.6<1，所以logЛ0.5< log0.50.6< lnЛ。

板书：略。

师：比较对数值的大小常用方法：①构造对数函数，直接利用对数函

数 的单调性比大小，②借用“中间量”间接比大小，③利用对数

函数图象的位置关系来比大小。

2 函数的定义域, 值 域及单调性。

例 2 ⑴求函数y=的定义域。

⑵解不等式log0.2(x2+2x-3)>log0.2(3x+3)

师：如何来求⑴中函数的定义域?(提示：求函数的定义域，就是要使函数有意义。若函数中含有分母，分母不为零;有偶次根式，被开方式大于或等于零;若函数中有对数的形式，则真数大于零，如果函数中同时出现以上几种情况，就要全部考虑进去，求它们共同作用的结果。)生：分母2x-1≠0且偶次根式的被开方式log0.8x-1≥0，且真数x>0。

板书：

解：∵ 2x-1≠0x≠0.5

log0.8x-1≥0 ， x≤0.8

x>0 x>0

∴x(0,0.5)∪(0.5,0.8〕

师：接下来我们一起来解这个不等式。

分析：要解这个不等式,首先要使这个不等式有意义，即真数大于零，

再根据对数函数的单调性求解。

师：请你写一下这道题的解题过程。

生：<板书>

解： x2+2x-3>0x<-3 或 x>1

(3x+3)>0 , x>-1

x2+2x-3<(3x+3) -2

不等式的解为：1

例 3 求下列函数的值域和单调区间。

⑴y=log0.5(x- x2)

⑵y=loga(x2+2x-3)(a>0,a≠1)

师：求例3中函数的的值域和单调区间要用及复合函数的思想方法。

下面请同学们来解⑴。

生：此函数可看作是由y= log0.5u, u= x- x2复合而成。

板书：

解：⑴∵u= x- x2>0, ∴0

u= x- x2=-(x-0.5)2+0.25, ∴0

∴y= log0.5u≥log0.50.25=2

∴y≥2

x x(0,0.5] x[0.5,1)

u= x- x2

y= log0.5u

y=log0.5(x- x2)

函数y=log0.5(x- x2)的单调递减区间(0,0.5]，单调递 增区间[0.5,1)

注：研究任何函数的性质时，都应该首先保证这个函数有意义，否则

函数都不存在，性质就无从谈起。

师：在⑴的基础上，我们一起来解⑵。请同学们观察一下⑴与⑵有什

么区别?

生：⑴的底数是常值，⑵的底数是字母。

师：那么⑵如何来解?

生：只要对a进行分类讨论，做法与⑴类似。

板书：略。

⒊小结

这堂课主要讲解如何应用对数函数的性质解决一些问题，希望能

通过这堂课使同学们对等价转化、分类讨论等思想加以应用，提高解题能力。

⒋作业

⑴解不等式

①lg(x2-3x-4)≥lg(2x+10);②loga(x2-x)≥loga(x+1),(a为常数)

⑵已知函数y=loga(x2-2x)，(a>0,a≠1)

①求它的单调区间;②当0

⑶已知函数y=loga (a>0, b>0, 且 a≠1)

①求它的定义域;②讨论它的奇偶性; ③讨论它的单调性。

⑷已知函数y=loga(ax-1) (a>0,a≠1),

①求它的定义域;②当x为何值时，函数值大于1;③讨论它的

单调性。

5.课堂教学设计说明

这节课是安排为习题课，主要利用对数函数的性质解决一些问题，整个一堂课分两个部分：一 .比较数的大小,想通过这一部分的练习，

培养同学们构造函数的思想和分类讨论、数形结合的思想。二.函数的定义域, 值 域及单调性，想通过这一部分的练习，能使同学们重视求函数的定义域。因为学生在求函数的值域和单调区间时，往往不考虑函数的定义域，并且这种错误很顽固，不易纠正。因此，力求学生做到想法正确，步骤清晰。为了调动学生的积极性，突出学生是课堂的主体，便把例题分了层次，由易到难，力求做到每题都能由学生独立完成。但是，每一道题的解题过程，老师都应该给以板书，这样既让学生有了获取新知识的快乐，又不必为了解题格式的不熟悉而烦恼。每一题讲完后，由教师简明扼要地小结，以使好学生掌握地更完善，较差的学生也能够跟上。

篇7：新课标高中数学必修1教案

教学目标

(1)掌握 与 ( )型的绝对值不等式的解法.

(2)掌握 与 ( )型的绝对值不等式的解法.

(3)通过用数轴来表示含绝对值不等式的解集，培养学生数形结合的能力;

(4)通过将含绝对值的不等式同解变形为不含绝对值的不等式，培养学生化归的思想和转化的能力;

教学重点： 型的不等式的解法;

教学难点：利用绝对值的意义分析、解决问题.

教学过程设计

教师活动	学生活动	设计意图
一、导入新课 【提问】正数的绝对值什么？负数的绝对值是什么？零的绝对值是什么？举例说明？ 【概括】	口答	绝对值的概念是解 与 （ ）型绝对值不等值的概念，为解这种类型的绝对值不等式做好铺垫．
二、新课 【导入】2的绝对值等于几？－2的绝对值等于几？绝对值等于2的数是谁？在数轴上表示出来． 【讲述】求绝对值等于2的数可以用方程来表示，这样的方程叫做绝对值方程．显然，它的解有二个，一个是2，另一个是－2． 【提问】如何解绝对值方程 ． 【设问】解绝对值不等式 ，由绝对值的意义你能在数轴上画出它的解吗？这个绝对值不等式的解集怎样表示？ 【讲述】根据绝对值的意义，由右面的数轴可以看出，不等式 的解集就是表示数轴上到原点的距离小于2的点的集合． 【设问】解绝对值不等式 ，由绝对值的意义你能在数轴上画出它的解吗？这个绝对值不等式的解集怎样表示？ 【质疑】 的解集有几部分？为什么 也是它的解集？ 【讲述】 这个集合中的数都比－2小，从数轴上可以明显看出它们的绝对值都比2大，所以 是 解集的一部分．在解 时容易出现只求出 这部分解集，而丢掉 这部解集的错误． 【练习】解下列不等式： （1） ； （2） 【设问】如果在 中的 ，也就是 怎样解？ 【点拨】可以把 看成一个整体，也就是把 看成 ，按照 的解法来解． 所以，原不等式的解集是 【设问】如果 中的 是 ，也就是 怎样解？ 【点拨】可以把 看成一个整体，也就是把 看成 ，按照 的解法来解． ，或 ， 由 得 由 得 所以，原不等式的解集是	口答．画出数轴后在数轴上表示绝对值等于2的数． 画出数轴，思考答案 不等式 的解集表示为 画出数轴 思考答案 不等式 的解集为 或表示为 ，或 笔答 （1） （2） ，或 笔答 笔答	根据绝对值的意义自然引出绝对值方程 （ ）的解法． 由浅入深，循序渐进，在 型绝对值方程的基础上引出（ ）型绝对值方程的解法． 针对解 （ ）绝对值不等式学生常出现的情况，运用数轴质疑、解惑． 落实会正确解出 与 （ ）绝对值不等式的教学目标． 在将 看成一个整体的关键处点拨、启发，使学生主动地进行练习． 继续强化将 看成一个整体继续强化解 不等式时不要犯丢掉这部分解的错误．
三、课堂练习 解下列不等式： （1） ； （2）	笔答 （1） ； （2）	检查教学目标落实情况．
四、小结 的解集是 ； 的解集是 解 绝对值不等式注意不要丢掉 这部分解集． 或 型的绝对值不等式，若把 看成一个整体一个字母，就可以归结为 或 型绝对值不等式的解法．
五、作业 1．阅读课本 含绝对值不等式解法． 2．习题 2、3、4

课堂教学设计说明

1.抓住解 型绝对值不等式的关键是绝对值的意义，为此首先通过复习让学生掌握好绝对值的意义，为解绝对值不等式打下牢固的基础.

2.在解 与 绝对值不等式中的关键处设问、质疑、点拨，让学生融会贯通的掌握它们解法之间的内在联系，以达到提高学生解题能力的目的.

3.针对学生解 ( )绝对值不等式容易出现丢掉 这部分解集的错误，在教学中应根据绝对值的意义从数轴进行突破，并在练习中纠正这个错误，以提高学生的运算能力.

篇8：高中数学必修5等比数列教学教案设计

高中数学必修5等比数列教学教案设计

一、概述

教材内容:等比数列的概念和通项公式的推导及简单应用 教材难点：灵活应用等比数列及通项公式解决一般问题 教材重点：等比数列的概念和通项公式

二、教学目标分析

1. 知识目标

1）

2） 掌握等比数列的定义 理解等比数列的通项公式及其推导

2．能力目标

1）学会通过实例归纳概念

2）通过学习等比数列的通项公式及其推导学会归纳假设

3）提高数学建模的能力

3、情感目标：

1）充分感受数列是反映现实生活的模型

2）体会数学是来源于现实生活并应用于现实生活

3）数学是丰富多彩的而不是枯燥无味的

三、教学对象及学习需要分析

1、教学对象分析：

1）高中生已经有一定的.学习能力，对各方面的知识有一定的基础，理解能力较强。并掌握了函数及个别特殊函数的性质及图像，如指数函数。之前也刚学习了等差数列，在学习这一章节时可联系以前所学的进行引导教学。

2）对归纳假设较弱，应加强这方面教学

2、学习需要分析：

四. 教学策略选择与设计

1.课前复习

1）复习等差数列的概念及通向公式

2）复习指数函数及其图像和性质

2．情景导入

篇9：新课标高一必修2 Unit 3 Computer―教案5

人教版新课标高一必修2 Unit 3 Computer―教案5

人教版新课标高一必修2 Unit 3 Computer―教案5   Unit 3 Computer教5 TITLE=人教版新课标高一必修2 Unit 3      The 5th period: Reading and speaking & Writing Goals: 1. Learn a reading passage to learn about a football android called Andy. 2. Improve students’ reading ability. 3. Design an android. 4. Write a passage about the problems that the android might have while he/she is serving people. Teaching procedures: Step1: Lead-in Show the first picture and tell the students that computers could be put into androids or robots. Present “android”.  Tell the students: Androids are always with us! The students may disagree. Show pictures of Atom and Doraemon. Say: they are androids with magical power. Continue to show pictures of nursery maid androids and tell the students androids can be made to look after humans. Then ask:But can you imagine androids can play football? Maybe you are curious about it. I will show you a video that androids play football. Let the students watch the video and tell them: oday I would like to introduce an android family member to you .His name is Andy. Present the reading passage’s topic: Andy---the Android. Step2: Reading: Let the students read the passage. Carry out the tasks below: Task1: Answer the questions below: 1. Who is Andy? What is he good at? (He is an android. And he is good at playing football) 2. What helps him to move and think like a human? (His computer helps him to move and think like a human.) 3. What does Andy think about the team who beat them last year? Why? (She thinks the team cheated because they had a new kind of programmer, which had just been developed before the competition.) 4. What does the programmer do to Andy? (She programs me with all the possible moves she has seen while watching human games.) Task2: Fill in the blanks The story is about the _____ called ____, who is good at____________. And his__________ makes him think and move like a ______. However, they _____ in the _________ hosted in the USA, because the other team had a new kind of_______. After that, he will ask his programmer to improve his _________ and _______ some new moves. Task3: Language points: 1. I think we can work together to create even better software. even = much用于强调比较的.程度 2. In a way, my programmer is like my coach. in a way在某种程度上… in the way挡道,造成障碍 in this way用这种方法 Fill in the blank： 1). ________it was one of our biggest mistakes. 2). You can finish your work . 3). Your bike is .Move it away. 3. In this way, I can make up new moves. make up编写，补上 4. After all, with the help of my computer brain which never forgets anything, intelligence is what I’m all about. after all毕竟 with the help of sb./sth.在…的帮助之下= with one’s/ sth’s help Step3 Speaking  Tell the students that we already have many different kinds of androids in our daily life. Showsome pictures of androids for different purposes---maid, adventure and work. Then say to the students: Let’s design an android of our own! The following questions and expressions can help you: ＊What would you like it to look like? ＊What are some of the things you would like it to do? ＊Do you want it to be like a man or a woman, or neither? ＊How much would it cost?...... Get the students to use the following sentences for discussion: I think that… What’s your reason? In my opinion…I have decided that… Sample: A: What would you like your android to look like? B : In my opinion it should look like a bird. A: That sounds interesting. What will it do for you? B: I think it can sing beautiful songs for me day and night. A : Oh, yes! That sounds good. How much is it? B: It doesn’t cost much money because I will make it by myself. A: Really?! Do you want it to be a man or woman, or neither? B : I want it to be a beautiful girl named Kelly. A: Please show it to us some day. B: Oh, No money no talk. Step4 Pre-writing Say: Imagine what problems and delights this android might have to deal with while it is serving you. Try yourself in someone else’s shoes is an important way of understanding how other people feel. Then discuss: You are an android. You work for a family with one child who is very spoiled. The parents want you to do everything for them. The parents are nice, but they often ask you to watch over their child. How do you feel? What would you do if the child asked you to do his/her homework for him/her? Would you ever tell the child “no”? Step5 Writing Say: Write a passage about the result of your discussion! It should contain:  What do you have to do? What is the child like? What is the parents’ requirement of the child? What do the parents want you to do? What does the child want you to do? Then what will you do? How do you feel? Sample writing: Hello everybody, my name is Liu Yan．I am a 321 model android．I work for the Li family. Mr and Mrs Li work very hard too．Mr Li is an architect and designs great tall apartment blocks．Mrs Li is a doctor and has to look after many patients．I remember all the plans for Mr Lis projects and can tell Mrs Li which drugs are the best to give any particular patient. And I also look after their library. I store all the books that they borrow from their school or friends in my brain．Of course my brain is as large as a mountain, so work like that is no trouble to me．I really eat books just like people eat food． The Lis have a child who is very spoiled. He needs me to remember all his school textbooks so that I can do his homework for him．He just gives me the information on the subject, what has to be done and the page numbers and I get on with it while he enjoys himself with his friends．Sometimes I dont think it is right to do his homework for him ― its somewhat cheating. However, his parents are very concerned at the pressure of work in school these days．The child has too much homework to do. They like him to go to the key school but they also want him to be able to have hobbies, learn to swim and keep fit! Poor child!  So they consider me the most important person in the family after themselves．I am always introduced to their friends and play with visiting children．I am the perfect family academic aid and, although I was not cheap to buy, Mr Li says I was worth every yuan! Step6 Assessment Get the students to assess their writing ability according to the following the questions: 1. Is your composition well developed? 2. Are your ideas well organized to the point? 3. Do you have a good choice of words and idioms in your writing? 4. Do you get a good mastery of complex structures of language? 5. What kind of mistakes have you made in your writing? Step5: Homework Write about your discussion. You may begin like this: Hello, everyone. My name is ___. I’m 321 model android. I work for the Li family….

篇10：新课标高一必修3 Unit 2 Healthy Eating--教案5

人教版新课标高一必修3 Unit 2 Healthy Eating--教案5

人教版新课标高一必修3 Unit 2 Healthy Eating--教案5 Unit 2 Healthy Eating--教案5 TITLE=人教版新课标高一必修3 Unit 2 Healthy  Unit2 Healthy eating The fifth period Speaking   Step ⅠRevision   Check the students’homework.   Step Ⅱ Warming up   T: Work in pairs to act out the dialogue on page 13. One plays as the role of Jane and the other plays the role of Susan. You are shopping in a supermarket.   First let the students make a good preparation themselves. Then ask several pairs to act out the dialogue before the class. In this part the, try to make the class get active.   Step Ⅲ Talking   If young people are too thin or too fat, it shows that they are not eating a balanced diet. So this exercise is to encourage the students to discuss how their diets may affect their quality of life.   ( Divide the class into two groups: team A and team B.)   T: Now team A will take the role o f the patient who is worried about being too fat and has gone to the doctor for advice. Team B will take the role of the doctor and advise the patient how to change his or her diet. Here are some useful expressions. Imagine what you will say to the doctor or patient. Discuss with your group members.   Doctor Patient   What’s the matter? What should I do ?   How long have you been like this? What seem to be the trouble?   I think you ought to.. Do you think you could give me some advice?   Perhaps you should…   I suppose you had better…   Step Ⅳ Speaking task   This is the opportunity for the students to discuss their reaction to the information they have received. It allows students to have their own point of view and to practice explaining why they think as they do.   T: In the reading task we have read two speakers’arguments. Now it is your turn to discuss what you have heard at the meeting in groups of four. Two of ou argue for and two against building the restaurant. The following is useful to you. Please look at the table.   I don’t agree That’s a good idea.   I’m afraid not Certainly/ Sure.   Of course not. All right.   I don’t think so. No problem.   Yes, I think so.   Step Ⅴ Homework   1. Review the sentence structures, new words and expressions.   2. Imagine the old local restaurant has gone. What do you think should be built there. Present the advantages of your idea.

篇11：新课标高二必修5教案集(新课标版高二英语必修五教案教学设计)

设计教师：黄敏丽

Unit 1 Great Scientists

Teaching Goals:

1. Enable the Ss to familiar with some famous scientists and their contributions.

2. Enable the Ss to learn how to organize a scientific research.

3. Let the Ss learn the reading skill of getting the main idea of each para./ part & each passage .

Difficult points

1. How to grasp the main idea of each paragraph / part & each passage.

2. How to help the Ss use what they’ve learnt to do first aid treatment for burns correctly.

Teaching methods

1. Skimming & scanning methods to make the Ss get a good understanding of the text.

2.Discussion methods to make the Ss understand what they’ve learned in class.

3.Pair work of group to get every student to take part in the teaching-and-learning activities.

4.Competition and role-play method to arouse the Ss’ interest

Teaching process:

Period 1 Word study, Warming up, pre-reading

Pre-class task:

1. Preview new vocabulary of Unit 1, and especially pay attention to the pronunciation of the new word

2. Finish the quiz in Warming up( p1) in groups of four by referring to books or surfing the net.

Step 1 Learning Goals

Get Ss to go through the summing up form on p 8 in order to have a general idea of the learning goals of Unit 1

Step 2 Word Study

1. (Pair work) Get Ss to learn the new words and phrases on p92 within 3 mins, by reading them aloud to each other to make sure that they can pronounce the words correctly---- Get Ss to read aloud the words in pairs by turns, e.g. 1 pairs read 4 words then go to next pair

2. Practice Use the correct form of the words to fill in the blanks.

n. v. adj.

infection Infect Infectious

examination=exam examine X

science /scientist X scientific

conclusion conclude X

analysis analyse X

defeat defeat X

value Value(估价，评价) valuable

instructor/instruction instruct Instructive(有益的，教育性的)

contribution /contributor contribute contributive

creation create creative

calculation calculate X

movement move movable

completion complete completive(完成的，完全的)

enthusiasm X enthusiastic

Step 3. Warming up (Group competition and introduce the great scientists)

1.Check the answers to the quiz to find out which group know the most .

2.Introduce the great scientists.

1) Archimedes (287-212 BC) Ancient Greek. He was a mathematician. He found that if you put an object into water the water pushes the object up. It rises and partly floats.

“Give me a place to stand on, and I can move the earth.” ----Archimedes

2) Charlie Darwin(1808-1882) British naturalist. The Origin of Species was published in 1859. It explained how plants and animals had changed over time to fit in with a changing environment. His book showed that people had developed from apes.

3) Gregor Mendel(1822-1884) Czech. The father of genetic. He grew pea plants and developed ideas on heredity (遗传) and inherited characteristics. Between 1856-1863 he grew 28,000 pea plants. He examined seven kinds of seed and plant characteristics and developed some laws of inheritance.

4) Marie Curie ( Polish ) (1867-1934) was born in Poland, moved to Paris and studied chemistry and physics there. She married Pierre Curie and together they studied radioactive materials and discovered radium. In 1911 she received the Nobel Prize in Chemistry. Her death in 1934 was almost certainly due to radiation in her work.

5) Thomas Edison(1847----1931) He was already an inventor of other electrical devices (phonograph, electric light bulb) when in 1882 he designed a system for providing New York with electricity from a central power station. This was a tremendous achievement, which had previously been thought impossible.

6) Leonardo da Vinci (Italian) (1452-1519)He was a famous Italian artist whose skill for showing human skin tones made his paintings seem to come alive. He used to study dead people in order to make his paintings as accurate as possible. Some of his famous paintings include “The Adoration of the Magi” and the “The Last Supper”. Later in his life he lived in France where he designed a submarine (潜水艇) and a flying machine.

7) British. He did research into different gases and discovered the medical value of nitrous oxide (laughing gas) as an anaesthetic.(麻醉药) In 1815 he developed a safety lamp for miners.

8) Zhang Heng ,Chinese( 78-----139) He invented the first seismograph to indicate in the direction of an earthquake. It was in the shape of a cylinder with eight dragonheads round the top, each with a ball in its mouth. Around the bottom were eight frogs directly under a dragon’s head. When an earthquake occurred, a ball fell out of the dragon’s mouth, making a noise.

9) Stephen Hawking,British(1942--- ) He has worked in astronomy and studied black holes in space. He has shown that black holes do not only absorb everything around them but, from time to time, throw out matter as well. This may mark the beginning of new galaxies. This is an advance on the old theory which said that black holes “eat” everything they come across.

Step 4 Pre-reading

1. (Pair work) What five most important qualities do you think a scientist should have? Give reasons.

clever/talented strict patient creative determined/strong-willed positive honest energetic intelligent/hard-working ambitious careful co-operative confident brave

2. (Group work) Ex2, p1

Do you know how to prove a new idea in scientific research? Discuss in groups the stages in examining a new scientific idea. What order would you put them in?

8)Draw a conclusion 3)Think of a method 4)Collect results 5)Make up a question

1)Find a problem 5)Analyse the results 6)find supporting evidence 7)Repeat if necessary

Step 5. Summary

Seeing much, suffering much, and studying much are three pillars (支柱，要素) of learning.

learning without thought is a labour lost; thought without learning is perilous(危险的)

3. To know the disease is half the cure. 找出病根等于医治了一半。

Step 6 Homework

1. Preview the reading passage John Snow Defeats “King Cholera”(p2)

2. Speaking task (p46) write some key words to the Qs to help your talk on your book and prepare to introduce the scientist you admire most to the class

3. Read notes ①--⑨ to Unit 1, p76-77

4. Listening exercise P41,Ex 1&2

Period 2 Fast Reading (P2)

Step 1 Homework checking p41 Listening

Step 2 Lead in

1.Invite 2-3 Ss to introduce the scientists they admire most to the class

2. Background introduction to John Snow

John Snow (1813-1858) was born and worked as a doctor in Great Britain. He was originally an anesthetist(麻醉师).He was so famous that he became the doctor for Queen Victoria at the births of her many children.Four outbreaks of cholera in the 1830s and 1840s killed many people in England. In 1854, the most terrible outbreak of cholera which ever occurred in the kingdom began. It was so violent and sudden that 127people died in the first three days.

3.Give information of the deadly disease cholera

1) What infectious diseases do you know? (AIDS, SARS, Bird Flu, grippe，pig-borne disease 猪链球菌)

2) What kind of disease is it ?

Name cholera

Symptom(症状) severe vomit (呕吐) and diarrhoea (腹泻)

Aftereffect(后果) die quickly from a loss of liquid

Step 3 Fast Reading：

Read the text quickly and find out the answers to these two questions and the main idea of each paragraph.

1）What was the cause of this disease ? 2)How did John Snow find it out?

Para 1: the problem Para 2: the cause----two theories Para 3: the method

Para 4: the discovery Para 5: the result and conclusion Para 6: the suggestion

Show pictures of water pump and teach handle

Careful reading: Read the text carefully and fill in the chart (Ex 1, p3)

Step 4 Discussion

1. (Group work) Discuss how John Snow investigate cholera. Put the stages in examining the disease in the right order.

Para. Stages in an experiment Examples in this investigation

1 Find a problem What cause colera?

2 Make up a question Which theory is correct?

3 Think of a method Collect data on those who were ill or died and where to get water

4 Collect results Plot information on a map to find out where people die or didn’tdie

5 Analyse results Analyse the water to see if that was the cause of the illness

6 Repeat if neccessary Find out evidence to confirm you conclusion

7 Draw a conclusion The water is to blame

2. P3, Ex2, Q3: Do you think John Snow would have solved this problem without the map? Give your reasons.

Step VI. Homework

1)Finish P4, Ex 1,2(on SB) Ex3 make sentences on exercisebook (make one’s way to, make up one’s mind, make sure, make room for)

2)Find out the phrases according to the Chinese (part 1 on the paper for language points)

3)Retell the story John Snow Defeats “King Cholera” by following the 7 steps on p1

4. Read notes to Unit 1, p78-79, find out some difficult points while reading the text

Period 3

1.Learn expressions & phrases

2.Learn.language points ：Difficult and Important Points:

1）Language points 2）The usage of “suggest & in addition”

Teaching Methods: Presentation & Practice

Teaching Procedures:

Step I Homework checking.

Step II. Expressions & phrases

1.know about… 了解……的情况

2.lift up 举起;抬起;提升

3.steam engine 蒸汽机

4.physical characteristic 人体的特征

5.put forward a theory about black holes

提出一个有关黑洞的理论

6. infectious disease 传染性的疾病

7. in scientific research 在科学研究上

8. examine a new scientific idea

验证一个新的科学思想

9. draw a conclusion 得出结论

10. analyze the results 分析结果

11. a well-known doctor 一个著名的医生

12. ordinary people 百姓;普通人

13. expose (…)to sth. 暴露(…..)在……中

14. the most deadly disease 最致命的疾病

15. terrified people 被吓坏的人们

16. get interested in sth./doing sth.对…产生兴趣

17. absorb sth. into… 把….吸收入….

18. gather the information 收集信息

19. determine to do sth. 决心干某事

20. a valuable clue 一条珍贵的线索

21. the water pump 水泵

22. in addition (to…) 除..…之外还有…

23. link … to … 将…和…联系起来

(be linked to…)

24. have it delivered (have sth. done) 叫某人送东西

25. die of… 死于…

26. announce with certainty 肯定地宣布

27. polluted water 被污染的水

28. prevent sb. from doing sth.阻止某人干某事

29. deal with… 处理……

30. solve the problem 解决难题

Expressions & Phrases (2)

1.come to an end 到了尽头

2.find the cause of this illness 找出疾病的起因

3.look into… 调查……

4.apart from…除…之外;此外 (=except for…)

5.prepare for… 预备好….

6.be strict with sb. 对某人严格要求

7.a revolutionary theory 一个革命性的理论

8.lead to… 通向…. ;导致… (注意:to为介词)

9.make sense 有意义

10. at times =sometimes 有时候

11. contribute to sth. 有助于;促进

12. encourage sb. to do sth. 鼓励某人做某事

13. point of view 观点

14. living conditions 居住条件

15. break… in/into pieces 把…摔成碎块

16. be devoted to sth./sb.专致于.; 关心;挚爱…

17. devote one’s life to doing sth. 献身于…..

18. curved line 曲线

19. achieve great success 取得巨大的成功

Step IV. Language Points

1.discover & invent

discover v. “ 发现” 被探索或被揭示的事物早已客观存在着.

Eg. 1)Columbus discovered America in 1492.哥伦布于1492年发现了美洲.

2)Who discovered radium? 谁发现了镭?

invent v. “发明”,指的是发明原先不存在的东西.

Eg.Who invented the steam engine? 谁发明了蒸汽机?

2.who invented the way of giving electricity to everybody in large cities?是谁发明了把电带给大城市中的每个人的办法?

the way of doing sth.= the way to do sth … “做…..的方法”

She showed us the way of cleaning it.= She showed us the way to clean it.她教给我们清洗它的办法.

the way引导的定语从句的引导词有三种, 可以用that;可以用in which;还可以省略.

Eg.I don’t like the way (that / in which) you speak to your father.

我不喜欢你跟你父亲讲话的方式.

与way相关的短语:

by the way 顺便说 by way of … 通过……的方法，经，由

lose one’s way 迷路 no way (俚语) 没门,别想

feel one’s way 摸黑走,谨慎从事 on one’s way to…在去…的路上

in this way=by this means=with this method用这种方法

3.Who put forward a theory about black holes?谁提出了黑洞的理论?

put forward

(1) to offer (an idea, suggestion etc.) for consideration 提出(建议等)

(2)推荐某人或自己任职位;提名

Eg.May I put your name forward as our monitor? 我能否提名你当我们的班长?

put away 抛弃;舍弃 put down 写下来;记入名单;

put on 穿上;戴上;增加 put off 耽误;延期

put out 熄灭(灯);扑灭 (火) put up 建立;建造 put up with… 忍受……

You can take anything from the shelf and read, but please ______ the books when you’ve finished with them.

A. put on B. put down C. put back D. put off

4.This was the most deadly disease of its day.

die (v.) dead (adj.) death (n.) deadly (adj.)

adj. (1).dangerous; likely to cause death 危险的;致命的 a deadly disease/weapon

(2). highly effective against sth. or sb不强有力的;致命的 a deadly remark 击中要害的评论

(3)aiming to kill or destroy意在杀死的;不共戴天的: a deadly enemy不共戴天的敌人

adv. (1). Very极度;非常;十分: deadly serious 十分认真

(2). like death 死一般地: deadly pale 死一般苍白

5.But he became inspired when he thought about helping ordinary people exposed to cholera.

expose在句中是过去分词作后置定语,表示被动.意为“患霍乱的”.

如:The book written by Luxun is very popular.

expose v.

(1)to make visible 暴露 “expose ….to….” eg.He exposes his skin to the sun. 他把皮肤暴露在阳光下.

(2)to reveal the guilt or wrong doing of …揭露;揭发 eg.He exposed their plot.他揭穿了他们的阴谋.

I threatened to expose him ( to the police).我威胁要(向警察)揭发他.

expose to 使易受,使受 expose a fraud 揭穿骗局

expose sth. to the light of day 把某事暴露于光天化日之下

6. So many thousands of terrified people died every time there was an outbreak.每次爆发霍乱时就有大批惊慌的老百姓病死.

every time是连词,引导时间状语从句,意为“每次,每当”,如:

Every time I meet him, I always think of the things happened between us.

每次见到他,我就想起发生在我们之间的事情.

immediately, the moment, directly, instantly 等都可以作连词,引导时间状语从句,意为“一……就……”,

eg. 1)I will give the letter to him immediately I see him.我一见到他就把这封信给他.

2)I came directly I got your letter.我一接到你的信就来了.

7.The first suggested that cholera multiplied in the air without reason.第一种看法是霍乱病毒在空气中无缘无故地繁殖着.(Suggest 用法参考P43.4,并完成相关的练习)

8.absorb v. 吸收(液体);承受;承担 (费用等)

Eg.1)Use the cloth to absorb the spilled ink. 吸干撒的墨水

2)We will not absorb these charges.我们不能承担这些费用.

absorb…in/by..吸引.注意

eg.I was absorbed in a book and didn’t hear you call.专心看书

absorb…into…吸收…

eg.The big company has gradually absorbed these small companies into its own organization.

这家大公司逐渐将这些小的公司吞并了。

9.valuable

(1) adj. worth a lot of money值钱的;贵重的;有价值的

a valuable diamond 贵重的宝石 valuable information 重大的消息

(2) n. (常用复数形式) sth. that worth lots of money贵重物品

Eg. Mary kept her valuables in a safe. 玛丽把她的贵重的东西藏在保险箱里.

10.in addition adv. as well as 另外

Eg.1) In addition, the course also produces practical experience. 此外,这门功课还提供了实践的基础.

2) A number of people came to the zoo in addition to Peter and Paul. 彼得和保尔以外,还有许多别的人来到动物园.

Step V. Practice

Finish the exercises on P4 & P42.P43 Ex.3.4.5.

Step VI Homework Assignment

2. Ss raise Qs on some difficult points they found while reading the text

Deal with the Language points exercises with the help of the notes on the paper

Step 3 Homework

1. Finish P42, Ex 1, P43, Ex 3, 4, P44,Ex 1

2. Finish P4, “Discovering useful structures” Ex1 (explain)

3. Preview the notes of Grammar on the paper for language points

4. Review the words for tomorrow’s dictation.

Period 4

Step1 Dictation

Step 2 Homework checking

P42, Ex 1, P43, Ex 3, P44 Ex1

Step 3 Grammar

1. Look at the sentences carefully. Pick out the attributes& predicative of the sentences. Give reasons for why you divide them into these groups.

1) I was angry with him for keeping me waiting so long.

2) She is a beautiful young lady.

3) He got worried about losing the money.

4) Sally was so excited at the good news.

5) So many thousands of terrified people died.

2. Discovering Useful Structures ( P4 )

(1).Find more examples in the reading passage where the past participle is used as attribute and predicative.

1) Doctor John Snow was a well-known doctor in London. (attribute)

2) John Snow told the astonished people in Broad Street. (attribute)

3) He got interested in the two theories.(predicative)

4) Neither its cause, nor its cure was understood. (predicative)

(2).Teach how past participle used 过去分词(The past participle)用法总结

1.作表语: 1）The cup is broken. 2)The door remains locked.门仍然锁着。

3)She looked disappointed. 她显得很失望。 4)He was terrified at seeing this.

5)People from all countries are respected and different views and opinions are tolerated.

2.作定语：1）Polluted air and water are harmful to people’s health.

2）A broken cup is lying on the ground.

3）This is one of the houses built last year. =which was built last year.

4）I want to write about people addicted to drugs.

5）TV programmes and printed articles help people in other countries learn about China and the Chinese people.

3.作宾语补足语：可以带过去分词作宾语补足语的动词有：

1）see, hear, find ,feel, think, 等表示感觉和心理状态的动词

1） He found his hometown greatly changed when he came back from abroad.

2）He once heard the song sung in German.

3）Every thought the match lost.

4）Frnk Lloyd Wright found himself inspired by Japanese seashells.

2) make, get, have, keep 等表示“致使”意义的动词：

1. He’s going to have his hair cut.

2. She had her foot injured in the fall.

3. When you talk, you have to at least make yourself understood.

4. Please keep us informed of the latest developments. ( 请让我们了解最新的发展情况。)

5. Every great culture in the past had its own ideas of beauty expressed in art and architecture.

3）表示“希望” “要求”等意义的动词：

1） He won’t like such questions (to be ) discussed at the meeting .

2） I want this letter (to be ) typed now.

3）They ordered the film banned.（禁演）

4） They want their buildings constructed in a way to look unnatural.

4.作状语：

The trainer appeared, followed by six little dogs.

Once seen, it can never be forgotten. =Once it is seen,

Seen from the hill, the park looks very beautiful = When it is seen from the hill,

Given more time, we could do it much better. = If we were given more time,

Once published,(=Once it was published,) his work became famous for the absence of rhyme at the end of each line.

Fold in this pocket, (=As it was fold in this pocket,)the letter wasn’t found until twenty years later.

(3) Finish Ex 2 on P 5 “Complete the table with phrases that have the same meaning”(in halves, Ss should finish half of the exercises and listen to the others for the answers to the rest exercises)

(4) Exercises

Period 5

Step 1. Warming up

1.Get 1-2 Ss to report to the class information of Copernicus

( Who is he? What achievement did he make? When? …)

2. Background Supplementary: Background

Nicolaus Copernicus was a Polish astronomer (1473-1543). Born in Torun, he began his university studies in Krakow in 1491, where he studied canon law and Latin and Greek classics. However he also had an interest in mathematics and astronomy. After obtaining his degree of Doctor of Canon Law (教会法规博士学位)in Italy in 1503, Copernicus returned home to Warmia in Poland to serve as Canon (=priest) .

In 1530, Copernicus completed his great work De Revolutionibus (《天体运行论》).Copernicus knew that these findings would lead him into trouble with the Roman Catholic Church (罗马天主教教徒), so he was in no hurry to publish his theory. He only published it as he lay dying in 1543.

Though Copernicus did not live to hear of its extraordinary impact, the book which first suggested that the Sun, not the Earth, is the centre of the universe is now recognized as one of the most influential scientific works of all time.

3 Get Ss to give the names of the nine planets of the solar system .

Mercury Venus Earth Mars Jupiter Saturn Uranus Neptune Pluto

Can you use a good method to memorize them ?

My Very Easy Method: Just Set Up Nine Planets

Step 2 Reading ----Copernicus’ Revolutionary Theory (P6-7)

1. Fast reading: Listen to the tape, and find out the answers to the questions.

1). What did Copernicus think was the center of the solar system?

2). When did Copernicus publish his theory?

3) Why didn’t Copernicus publish his theory before he died?

2. Reading comprehension

P7. 1.Use the reading to help you draw the two theories of the universe.

Before Copernicus’ theory

A diagram showing the solar system with the earth at its centre

Showing Copernicus’ theory

A diagram showing the solar system with the sun at its center

Step 3. Homework

1 Revise the composition and hand it in tomorrow.

2 Revise the language points for tomorrow’s quiz.

Period 6 Exercises & Summary

Unit 2 The United Kingdom

Teaching Goals:

1. Get the students to know the information about the United Kingdom.

2. Encourage the students to talk out what they know about the UK and Ireland.

3. Help the students learn to get information by listening.

Teaching methods

1). Skimming & scanning methods to make the Ss get a good understanding of the text.

1. Discussion methods to make the Ss understand what they’ve learned in class.

2. Pair work of group to get every student to take part in the teaching-and-learning activities.

3. Competition and role-play method to arouse the Ss’ interest

Teaching procedures

Period 1

Step 1. New words study.

Get Ss read the new words from P93-94 by themselves.

Ss read the new words together.

T correct some mis-pronounciation for the students.

Step 2 Introduction of the UK.

Area: 244,820sq.km.

Population: 59,113,439

Languages: English, Kymric, Gaelic

Religion: Catholicism

Composing countries: England Wales Scotland Northern Ireland

Capitals: London Cardiff Edinburgh Belfast

Step 3. Warming up.: Ss compete in answering the questions as quickly as possible.

Step 4 Pre-reading.

Q: England can be divided into three main areas. Do you know what they are?

The south, the Midlands and the north

Step 5 Fast reading.

Ss read the passage within 4 minutes to find the answers to comprehending 1.

1 The Union Jack flag unites the flag of three countries in the United Kingdom, which country is left out? Why?

The country left out is Wales. It is usually assumed to be part of England

2 What three countries does British Airways represent?

1 England 2.Scotland 3 Northern Ireland

3 Which group of invaders did not influence London?

The Vikings didn’t influence London, it influence the vocabulary of the North.

Period2

Step1: Intensive Reading.

Ss Read the text carefully and divide the passage into three parts. Write down the main idea of each part.

Part1(Para.1-4): what England includes; about Great Britain; the UK.

Part2 (Para.5):the geographical division of England into zones; their similarities and differences.

Part3(Para.6): the cultural importance of London.

Step2. Teaching new words and structures

1.consist vi.组成；在于；存在于

常用搭配：consist of =be made up of 由……组成；由……构成

Eg. The team consists of four Europeans and two Americans.

The committee consists of seven members.

consist in=lie in在于； 存在于

eg.What does happiness consist in?

The beauty of Venice consist in the style of its ancient buildings.

2 puzzle 1)n. 迷；难题；玩具；迷惑（只用单数）

a Chinese puzzle（中国玩具）【比喻】复杂难懂之事

a cross-word puzzle（纵横填字游戏）

常用搭配：be in a puzzle about对……大惑不解

I am in a puzzle about the matter.我对这件事大惑不解。

2)vt. 常用搭配：puzzle sb./be puzzled with使……迷惑; 对……大惑不解

The question puzzled me./I am puzzled with the question.这个问题使我很迷惑。

3)vi. puzzle over苦思……

I puzzled over the question for quite a while.这个问题我想了好半天。

3.clarify vt., vi.解释；澄清；阐明

clarify matters澄清真相

The government has time and again clarified its position on equal pay for women?

政府已经反复阐明政府对男女同工同酬的立场。

His mind suddenly clarified.他的头脑突然清醒了。

4.convenience n.适合；方便

We bought this house for its convenience.

我们买下这所房子为的是它方便。

When and where will it suit your convenience for our next meeting?

“我们下次见面什么时候,什么地点对你方便?”

Please come at your convenience.请在你方便的时候前来。

常用搭配：for one’s convenience为 ……方便

for convenience’s sake为方便起见

at one’s convenience在……方便的时候

拓展：convenient adj. 方便的；便利的

Our house is convenient for the shops.

常用搭配：be convenient to sb. 对……方便

It is convenient for sb. to do sth.某人做……是方便的

Is it convenient for you to come tomorrow? 你明天来方便吗？

5.attraction n.吸引, 吸引力;吸引人的东西;引力

The idea of working for state-owned enterprises has little attraction to young people nowadays.

现时去国营企业就职的想法对年青人没有多大吸引力。

The tides are caused by the attraction of the moon for the earth.

潮汐是由月亮对地球的引力引起的。

A big city offers many and varied attractions.大城市有多种多样吸引人的东西。

拓展：attract v. 吸引

attractive adj. 有吸引力的

常用搭配：have attraction for sth. 对……有吸引力

attract one’s attention吸引某人的注意力

be attracted to sth.被……所吸引

6.influence 1) n.（常与on连用）影响力；感化力

My teacher's influence made me study science at college.由于我老师的影响，我上大学学了理科。

Many a woman has had civilizing influence upon her husband.许多妇女对其丈夫有影响。

2) n.（常与over, with连用）权力；势力

Will you exercise your influence on my behalf?你愿意运用你的权力给我帮忙吗？

3).vt. 影响

My teacher influenced my decision to study science.我的老师对我学理科的决定起了影响作用。

常用搭配：under the influence of受到……的影响

influence on/upon对……的影响

注意：influence 可以表示长期以来给人思想上以潜移默化的影响；还指影响力；而affect可指对具体事物的影响，或对人的思想感情产生了影响.

I was deeply affected by the news

我深深被这消息所感动.

7. You must keep your eyes open if you are going to make your trip to the United Kingdom worthwhile.如果想使你在英国的旅程有意义，你必须睁大双眼。

解读：1)句中的keep your eyes open和make your trip worthwhile都是“动词＋宾语＋形容词作宾补”结构。

He found the room open.他发现房间是开着的。

The rain made the ground wet.雨使地面浸湿了。

2)worthwhile adj.值得做的,常用于It is worthwhile to do sth./doing sth.中。

I don’t think it is worthwhile.我认为不值得做这件事。

It is worthwhile discussing/to discuss the question.讨论一下这个问题是值得的。

注意：worth, worthy 和worthwhile的区别

worth现在英语中被看作介词，因为它后面必须带名词或动名词。后接动名词时以主动形式表达被动的意思，接名词时须接表示价值、代价的名词。

worthy是形容词，在句中作表语或定语。作表语时，用be worthy of ＋n./doing sth. 或 be worthy to be done 结构。

This book is well worth reading.这本书很值得一读。

This dictionary is worth ten yuan.这本字典值10元。

The place is worthy of a visit/ being visited.这个地方是值得参观的。

This suggestion is worthy to be considered.这个建议是值得考虑的。

Step5.Exercise

单句改错

The foreigner tried his best to make his point be understood.（删去be）

They found a piece of rope with one end tying in a circle.（tired）

They both spent t he night locking in the room.（locked）

What kept you so exciting? （excited）

I noticed the traffic holding up after a bad accident.（held）

It is a great c_______ to have a cell phone.

Generally speaking, students are i__________ by their teachers in world ands actions.

Don’t interrupt me！I am doing a word p________.

I must _________（澄清） my reasons for not having attended the meeting.

To be honest, I can’t tell what the a________ of this famous painting has.

convenience2.influenced3.puzzle4.clarify 5.attraction

Step6.Homework

Write a short summary of the passage.

Period 3 learning about language and Grammar

Teaching goals

1. Learn about the appositive clause.

2. Identify noun clauses.

3. Enable students to use new words.

Teaching procedures

Step 1 Review the vocabulary and complete the sentences.

a. Students work in pairs first.

b. The teacher check the answers.

Step 2 Brainstorming

a. Review the text and present the appositive clause by asking questions:

1. What impresses you most in the passage ?

The fact that impresses me most.

2. What have you already known before reading the passage ?

I have known the fact that

3. Did you hear any news about Britain recently ?

I heard the news that

b. Collect answers as many as possible ,reminding students

of sentence structure if find errors.

Step 3 Grammar Explanation

a. Get students to identify the clauses .

c. Try to make students tell the differences between appositive clause and attributive clause by comparing the sentences.

1.The news that the plane would take off on time made everybody happy.

2.The news that is spreading around the airport is that a heavy storm is coming.

3.The suggestion that students should learn something practical is worth considering.

4.The suggestion that they are considering is that students should learn something practical.

c. The teacher offers explanation if necessary.

Step 4 Tell the function of the following sentences.

1.The idea that Great Britain is made up of three countries Corner ,Big Ben and the Tower of London is past.

2.The fact that Great Britain is made up of three countries is still unknown to many.

3.The result of so much French influence was that the English language ended up with many French words such as table, animal and age.

4.Some people feel that Wales is an ancient fairy land.

5.That most of these are now threatened and may disappear is a serious matter to the people in Britain.

6.They realize that it is of great value to record and teach them to the younger generation.

Step 5 Consolidation

Consolidate what have been learned by doing further exercises.

Period 4 Using language (Reading: Sightseeing in London)

Step1 Revision：What is London famous for?

Big Ben , London Tower Bridge, Hyde Park, etc

Step 2 New words study.

Step 3 Read the passage and answer these questions

1 Who built the Tower of London? When was it built?

2. Who guarded the Queen’s jewels? What kind of clothes did they wear?

3.What interested her most? What kind of line is it?

4.which places did she visit on the last day?

5.What seemed strange to her?

Step 4 Make a list of Zhang Pingyu’s tour of London and a comment on each place she visited.

sites of London comments

Day 1 1. Tower delight

2.St Paul’s Cathedral splendid and interesting

3.

Westminster Abby interesting

4 Big Ben famous and very loud

Day 2 Greenwich

famous and interesting

Day 3 Karl Marx’s statue

famous and interesting

British Museum

thrilled

Step 5 Language points

1. sightseeing n.& a.观光的 go sightseeing 观光 游览

sightsee v. 观光 sightseer n.观光客 游客

2. available adj.

1) (sth.)that can be used 可用的；可得到的

This was the only available room.

2)(sb.) be free to seen 可会见的

I am available in the afternoon.

He was not available for the interview.

3. delight n.&v. 愉快，乐趣，快乐

to one’s delight 令…感到愉快的是 delight sb. with sth. 用某物使某人高兴

delight in 喜欢，嗜好 take delight in 乐于，爱好

delighted adj. be delighted to do

1)I took delight in books.

2)To his delight, he passed the driving test.

3)She delights inbeing surrounded by admirers.

4.省略句：结构中的主语与主名句的主语一致时，可省略相同成分。

It looked splendid when first built!

当第一次建的时候它看上去很辉煌！

When first built=When it was first built

When asked why he was late , he went red.

Unless invited to speak, you should remain silent at the conference.

5.in memory of=in honor of 为了纪念

in celebration of 为了庆祝

eg: The museum was built in memory of the great writer – Lu Xun.

6.It is strange (necessary, natural, important, a pity) +that (should) +v. 虚拟语气（引导主语从句）

e.g:You can’t imagine that a well-behaved gentleman (should) be so rude to a lady.

It is strange that he know so much about me.

7.display n. & v. 陈列，展示，表露

on display 展览 on show 展示 =on exhibition

eg.The seller displays all kinds of fruits in the shop.

display one’s true feelings 表露自己真正的感受

8.thrill vt excite The film thrilled the audience

thrilling exciting a thrilling experience

thrilled excited

9.feel/be proud of 自豪（褒义） feel/be proud about 骄傲（贬义）

do sb proud 给人面子，待人客气 take pride in 以……为自豪

He takes a pride in his success.

He is proud of his success

Unit3 Life in the Future

Teaching Goals:

1. Predicting the good and bad changes in the future.

2. imagine the alien creatures.

Functions：

1. 做出预测（Making predictions）

Do you suppose that…?

Suppose that… I wonder if…

Do you imagine that…? I imagine that…

2. 猜测未来（Making conjectures about future）

Is it likely/ unlikely that… Possibly …

It is possible that … Most likely …

I’m sure… Probably…

Suppose that … Perhaps … Maybe …

Grammar:

1.过去分词作定语（The past participle as the attribute）

I followed him to collect a hovering carriage driven by computer.

Tomorrow you will be ready for some visits organized by computer.

2.过去分词作状语（The past participle as the adverbial）

Worried about the journey, I was unsettled for the first few days.

Confused by the new surroundings, I was hit by the lack of fresh air.

本单元以life in the future 为中心话题，旨在通过本单元的学习， 让学生大胆发挥想象， 对人类今后的生活环境，生活方式进行猜测， 提倡环保生活意识， 同时让学生学会过去分词作定语和作状语的不同用法， 最后让学生将本单元所讨论的话题和推测手法结合， 学习怎么样写report

本单元所涉及的要点有：

1. 学习并了解未来生活的各个方面用与现在生活的不同之处， 学习外星人的生活方式。

2）学习表示预测，建议的的句型。

（3）学习过去分词作定语和状语的结构。

（4）学习写好“report”,以训练学生的逻辑思维及写作能力.

Period 1

Teaching Aims:

1. Learn some new words and expressions.

2. Help the students to talk about life in the past, at present and in the future.

3. Enable the students to describe the life in the past, at present and in the future.

Difficult and Important Points:

Compare life in the past, at present and in the future

What is life in the future like? What changes will take place?

Teaching Methods:

1. First and careful reading,

2. Asking and answering question activity

3. Individual, Pair work & group work

Teaching Procedures:

Step 1 warming up

Talk about how many changes there have been in the last one thousand years. And what changes we might expect to find in the next one thousand years

Step 2: pre-reading

1.Can you tell what problems people are facing today?

2.what problems do you think people in the future will have overcome?Which ones will still be there or even

worse in AD3005?

Key: 1The problem of population will be solved,have begun to Control the birth rate.

2The problems will be still there,and will even worse.

3I don’t think so.Now scientists are trying their best to

develop new resources that human beings can make use of ,such as solar energy.In my opinion……

step 3： fast reading

Read the text for the first time and tell what the text is about?

It’s an e-mail written by a man Who has taken up a trip to the future.

2. Look at the following sentence, there are in wrong order, tell me the correct order for these sentence

A. We were transported into the future by a comfortable time capsule.

B. I arrived a t Wang Ping’s home and everything in his house made me surprised.

C.I won a travel to the year AD3005

D. I have my first try to master a hovering carriage.

Step 4 careful reading

1.why did I have the chance to travel to the year AD3005?

2. What is a “ time lag”?

3. How did I feel when I was in the capsule?

4who guides my trip?

5.why did my guide give me some tables?

6.who transported us to the future?

Key 1. I took up the prize I won the year before.

2. “Time lag”means a person gets flashbacks from his previous time period.

3. The seats in the capsule are very comfortable.

4. My friend Wang Ping is my guide to the future.

5. The tablets could help me feel less nervous and uncertain

6. Wang Ping’s parents’ company transported us to the future.

1How did I feel as soon as I was transported to the future?

After the writer was transported to the future,he was hit by the lack of fresh air.

2.how did Wang Ping solve this problem?

Wang Ping gave a mask to the writer and hurried him through to a small room nearby to have a rest.

3.what do you think has caused this kind of problem?

Now we are causing more and more pollution to the nature,this will cause serious problems to life in the nature.This may be the cause of the lack of fresh air in the future.

1 What did Wang Ping’s house look like?

His house is a large bright ,clean room.It had a green Wall,a brown floor and soft lighting .

2 What was the green wall made of? What’s the purpose of building this kind of green wall?

The green wall was made of trees.The leaves of the trees will provide much-needed oxygen to the house.

3 How can you produce a TV set in Wang Ping’s house?

You can just flash a switch on the computer screen and a TV set will rise from the floor.

Good changes

Bad changes

Time travel Can travel to

Different times

as you wish After-effects of travel

transport .can move swiftly Disorganized, difficult to

find way

houses save living space Short of space

Towns Busy, look like

markets Easy to get lost

Air quality Own family

oxygen supply Poor quality in public places

Sample answers Ex.2

I think the writer has an optimistic view of the future.He was very excited when he traveled to the year AD 3005 an d couldn’t elieve if was true.From this,we can see he is eager to go to the future.Though ehe was hit by the lack of fresh air,

The 2nd period

Teaching aims:

Learn expressions & phrases

Learn.language points

Difficult and Important Points:

1）Language points

2）The usage of “take up and sweep”

Teaching Methods:

Presentation & Practice

Teaching Procedures:

Step I Revision

Have a dictation

Step II. Check the answers

1)eck the answers of yesterday’s homework (P42.Using Words and Expressions)

Step three language point

1. I still can’t believe that I am taking up my prize that was won last year

Take up 开始做，占用， 选修

a.When does the manager take up his job?

b.he has take up art in college

c.He decided to take p photography as his career.

开放思维：

Take off 脱下， 起飞 Take over接管

Take to 喜欢上， 对…产生好感

a. Helen always helps her mother even though going to school____most of her day

A.Takes up B.makes up C.saves up D.puts up

2.I have to constantly rub my eyes to remind myself that I have traveled to the year AD3005

我得不断擦拭自己的眼睛来提醒自己， 我已到了公元30

Remind: to make someone remember something that they must do

Remind sb about sth提醒某人某事

Remind sb to do sth

Remind sb that/ where/how

3. As a result, I suffered from ‘time lag”

As a result: because of something that has happened结果，由于…的结果

e.g He worked hard, and as a result, he got promoted quickly.

Suffer from: to experience 患有…为…所苦。

he suffer from headache.

发散思维：

suffering n. 痛苦，劳苦 sufferance n.容忍， 忍耐

4. This is similar to the “Jet lag” you get when flying. Bit instead it means you keep getting flashbacks from your previous time period.

这种病有些像乘喷气式飞机高速飞行时所引起的时差反应那样， 所不同是是， 它意味着你的脑海里不停地从以前的时间断地直往回闪去

Similar /Be similar to: 与…相似

A cat is similar to a tiger in many respects.

similarity n.类似，相似 similarly: adv 相似地， 同样地

b. Keep doing something: 继续做某事

It kept raining for a week

c. Flashback:闪回， 倒叙

The event in his happy family life are shown in flashback.

5.he was swept up into the center of them and my link with him was broken as I was carried up to top of a high building nearby.

Sweep up:本意是打扫， 清扫，经常引申为“横扫， 掠过”等意思

The leaves were swept up into the air by the wind

6.Wang Ping’s mother appeared, flashed a switch on a computer screen, and a table and chairs rose from under the floor as if by magic.

王平的妈妈出现了， 电脑荧屏上的开头闪了一下， 于是一个桌子和几把椅子就像变魔术般的从地板下面升了起来

Switch:n 开关 where is the light switch?

vi. 转换， 改变：

he got tired of teaching and switched to writing stories

开放思维： switch off 把…关掉， 不听， 不理睬

switch on: 接通， 把开关打开

Switch out: 关上

As if by magic= like magic

He jumped so high as if by magic

发散思维： magical: adj 魔力的， 不可思议的

Magically adv 迷人地， 不可思议地 magician n:魔术师

7. You may find it difficult as this is your first time travel trip

当你第一次做这样的时间旅行时， 可能会感到有些困难

Find it difficult: 结构为 “ find+宾语+宾补”

宾补可以是形容词， 不定式， 动名词， 从句

I found him to be much younger than I expected

Do you find him very bright?

I find it hard to talk with him

I find it very easy to learn English well.

Sentence patterns

Worried about the journey, I was unsettled for the first few days

Well known for their expertise, his parents’ company named “future tours” transported me safely into the future in a time capsule.

Confused by the new surroundings, I was hit by the lack of fresh air

Arriving home, he showed me into a large bright, clean room.

Exhausted, I slid into bed and fell fast asleep

Homework

Do ex 1 in page 19 in the book

Do ex 2 in your exercise book

The 3rd period

Teaching Aims:

Teach grammar (The Past Participle as the adverbial and attribute)

Improve the students’ listening skills.

Difficult and Important Points:

1)Learn the grammar(The Past Participle as the Predicative & Attribute)

2)Have the Ss sum up the function of the past participle using inductive method.

Teaching Methods:

1. Inductive Method

2. Group work

Teaching Procedures:

Step I Dictation

Step II. Grammar

Grammar

past participle used as adverbial and attribute

Complete the following sentences with the words given, using their proper forms.

1, I like reading the novels______ (write) by him

2. The girl ________(write) a letter is my cousin

3. There is something wrong with my bike and I have to get it __________(repair).

4.He spoke loudly in order to make himself ____ (hear)

Sentence patterns

Worried about the journey, I was unsettled for the first few days

As I was worried about the journey, I was unsettled for the first few days

Well known for their expertise, his parents’ company named “future tours” transported me safely into the future in a time capsule.

His parents’ company was well known for their expertise …

3. Confused by the new surroundings, I was hit by the lack of fresh air

When I was confused by the new surrounding, I was…

Arriving home, he showed me into a large bright, clean room.

When he is arriving home, he showed me into…

Exhausted, I slid into bed and fell fast asleep

As I was exhausted, I slid into bed and fell fast asleep.

过去分词作状语，意义上相当于状语从句， 表示时间， 条件，原因， 伴随状况等

Whenever praised, he blushed

United, we stand, divided, we fall

Written in a hurry, the book is full of errors

Although born in Germany, John lives and works in U.S.A

PAGE 20, EX 2

1. Frightened by the loud noise, I went to see what was happening.

2. Hit by the lack of fresh air, he got a bad headache,

3. Tired after the long journey, I still enjoyed meeting the aliens on the space station

4. Frightened by the noise outside, the little girl dared not sleep in her bedroom.

5. Built in 1910, the museum is almost 100 years old.

6. Given some advice by the famous scientist, the student was not worried about his scientific experiment any more.

Pick out two more sentences from the reading with pp used as the attribute.

1. His parent’s company named “future tours” transported me safely into the future in a time capsule.

2. Tomorrow you will be ready for some visits organized by the company

3. He became inspired when he thought about helping ordinary people exposed to cholera.

Ex 4

1.Soon we lost sight of that famous astronomer called Li Qiang

2.I am going to buy a painting copied from Vincent van Gogh

3.I like that old private house built of wood and mud

4.The room connected to the rest fot he house by a long passage is completely empty

5. The queen was sitting in a royal carriage drawn by four horses.

6. The vehicle mentioned in the book is unknown to me

7. The castle built in 1432 is under repair

Page Ex1

1.Well-known for his books about South, JM Coetzee won the Booker Prize

2.A princess once owned a magical chair made of gold and silver

3.On his birthday he received a mysterious present wrapped in gold silver

4. Interrupted by the bell, he was unable to finish his speech

5. Awakened by a noise at midnight, she saw a thief in her room

6.Supposed to be locked, this door is now wide open and the room is empty.

Ex 2.

Called

Endangered pointed

Known

Fallen

Supported

Terrified

The 4th Period

Teaching Aims:

Improve the students reading skills.

Learn something about I have seem amazing things

Difficult and Important Points:

1)Reading Comprehension

2) write a report

Teaching Methods:

Comparative method

Teaching Procedures:

Step1 xtensive reading

Name of creature Mu-mu Dimpods

Size Tall and thin Small

appearance

Black and white face,

a pointed head,

shell-covered leg Like a little cat

colour Black and white face Blue or purple

personality Very friendly Interesting and lively

Numbers of arms Six Too many to tell

Numbers of legs One long leg

covered by shell To many to tell

How it moves Slowly and

from side to side Skip around fast

voice Whisper shout

Food Mixture of carrot

juice and cocoa Lemonade with herbs

Step2 group work

Create a new alien and fill in the blanks then draw it out

Name of creature Moddock

Size Small child when grown

Appearance Very large nose and hairy body

Color grey

Personality Slow and shy but friendly once approached

Number of arms Six

Number of legs six

How it moves Rolls over and over like a ball

Voice Uses sign language

food oil

With your partner, draw a picture of your alien.

Then write a description based on your drawing and the notes in the chart.

Step 3 extensive reading 2 Rising to a challenge

Paragraph 1

Silver adventure:

Advantages:

Paragraph 2:

Problem existed in the past:______________________________________________

____________________________________________________________________

Now solved by________________________________________________________

____________________________________________________________________

What can Saturation City provide?

Paragraph 3:_________________

Paragraph 4:_________________

Paragraph 5:_________________

Teaching procedures

Step 1 Revision

1 Check the homework exercises.

2 Ask the Ss a few random questions to revise future time and introduce the topic of the unit. For example: What lessons do you have this afternoon / tomorrow? Are you going to do anything special this evening? What do you think the weather will be like tomorrow? What are you going to do on Saturday evening? Are you planning to do anything on Sunday?

Step 2 Presentation

S. Ask questions about the picture (in PPT.), and get Ss to tell you what they think is happening. Teach the new words majority, goods, industry. Read the introduction aloud.

Step 3 Reading

Say Now read the dialogue silently and find out this information: What is being planned at this company? Allow the Ss a few moments to carry out the task. Check the answer. (A new factory may be built.) See if the Ss can guess the meaning of out of work.

Step 4 Dialogue

Play the tape of the dialogue for the Ss to listen and follow. Go through the dialogue briefly and make sure the Ss understand it. Ask questions like these: What are people at the company talking about? Who is going to make the decision? Why does the company need to build a new factory? What is the difficulty? Why do some people want the new factory to be built? Why are some people against the new factory? Explain that may have plans expresses uncertainty about the future. Play the tape again. This time the Ss listen and repeat. Then let the Ss practice the dialogue in pairs. You may wish to ask one pair to act the scene in front of the class.

Notes:

a People have been talking of it a lot recently.:

Note the Present Perfect Continuous Tense to express an activity which started in the past and is still continuing.

b I simply don‘t know. = I honestly don’t know.

c Right now = At this moment

d The problem is … it. = Finding land for building the new factory is a problem ( i.e. difficult).

e The majority of people = Most people

f a number of people = quite a lot of people

g out of work = do not have jobs

h But some people … built on. = Some people do not want them to build a factory on good farm land. Note the structure not want something to be done.

i I can see the problem. = I understand the problem.

j is likely to happen = will probably happen

k It‘s quite likely: Quite emphasizes likely and increases the possibility.

Step 5 Practice

Demonstrate how to make sentences from the table, and then get a few Ss to make example sentences. Then let the Ss do this exercise in pairs. At the end get Ss to write down 5 sentences from this table in their exercise books.

Step 6 Workbook

After Ex. 1 is done orally, get the Ss to write the answers in their exercise books.

Both Exx. 2 and 3 should be done in pairs first. Then check the answers with the class. Get Ss to translate the sentences into Chinese and ask them to think if they will be able to put them back into English. Pay attention to the sentence structures.

When doing Ex. 4, warn the Ss not to do word for word translation. Special attention should be paid to the sentence patterns and word order.

Step 7 Consolidation

With a good class you can give the Ss the following phrases and get them to make up a dialogue. Write these phrases on the Bb.

I believe you’re right.

What are the problems then?

What do you think is likely to happen?

Write them up on the Bb and demonstrate with a good S how it is possible to make up a dialogue.

A: I think the company will buy more land.

B: I believe you‘re right.

A: But it isn’t likely that the manager will make a decision soon.

B: What are the problems then?

With an ordinary class, just practice the dialogue in Part 1 again.

Homework

Finish off the Workbook exercises.

Unit 4 Making the news

一. 教学目标 (Teaching aims)

1. 能力目标 (Ability aim)

Enable the Ss to recognize the variety of jobs there are in newspapers and what is needed to work in a newspaper office.

Enable the Ss to know what is needed to become a reporter and how to conduct an interview.

2.. 语言目标 (Language aim)

重点词汇和短语

occupation, do research, on one’s own, cover, concentrate on, acquire, accuse…of, so as to, scoop

重点句子

1) Not till you are more experienced!

2) You’ll find your colleagues very eager to assist you and if you are interested in photography, it may be possible for you to concentrate on that later on.

3) Not only am I interested in photography, but I took a course at university, so it’s actually of special interest to me.

4) Only if you ask many questions will you acquire all the information you need to know.

5) We say a good reporter must have a “nose” for a story.

6) This is a trick of the trade.

7) Have you ever had a case where somebody accused your reporters of getting the wrong end of the stick?

8) Perhaps I too will get a scoop!

二. 教学重难点 (Teaching important points)

Know what is needed to become a reporter and how to conduct an interview

三. 教学方法 (Teaching method)

Fast reading; Task-based method & discussion

四. 教学步骤 (Teaching procedure)

Period 1

Step I Lead in.

1. Where can we get the news?

Newspaper, TV, radios, website, magazines, mobile phones, etc

2. What are the advantages of newspaper over other means of news medias?

Step 2 Warming up.

1. Can you tell some jobs in a newspaper company? What are their jobs involves?

Types of jobs What it involves

Reporter/ journalist Interview people or finds out events from onlookers

Photographer Takes photos of important people or events

Editor Makes sure the writing is clear, concise and accurate, check facts

Designer Lays out the articles and photographs

Printer Prints the newspaper

2. Do you know what’s the press of making a newspaper?

The chief editor hold a meetimg.

Journalists interview people and write stories

Photographers take photographs

Photo are quickly developed

Editors check the report.

Editors write the headline

The newspapers are printed.

The newspapers are delivered by train and truck.

Step III Pre-reading

T: Get the students discuss the importance of qualities a good news reporter needs to have. And why?

Step IV Reading

1. Listen to the tape and do the True or False questions.

1) Zhou can go out on a story immediately (F)

2) Zhou took a notebook,a pen,a camera with himself. (T)

3 While interviewing, the reporter would just ask the questions prepared before hand.(F)

4) Zhou took a course of photography at mid-school. (F)

5) Zhou is very enthusiastic. (T)

2. Read the passage and answer the following questions.

1) When can he go out on a story on his own?

2) A good reporter must have a “nose”, what does it mean?

3) What mistakes must he avoid?

4) Why is listening so important?

Step V Divide the dialogue into three parts, and write down the main idea of each section.

Part 1: To work in a team

Part 2: how to get an accurate story

Part 3: how to protect a story from accusation

Period 2. Language points:

1 occupation

(1) job / employment 工作/ 职业

Please state your name , age and occupation

(2) period of time during which a house ,country ,etc, is occupied

They have a five-year occupation of the farm .

他们对该农场有五年的占用期.

2 fill in

Don’t forget to fill in your boarding cards. (填写)

Let me fill you in on what’s been happening in the office over lunch . (向 …提供最新消息)

We have got some time to fill in before the show . Let’s go for a drink .( 消磨( 打发)时间)

Sally’s off sick . Can you fill in for her for a month. (临时替代 )

3 reporter : journalist

an on-the –spot reporter 现场记者

It ‘s reported that … 据报道

report sb 告发某人

report to sb 向某人汇报

4 personality

(1) characteristics and qualities of a person seen as a whole 人格/ 个性

She has a very strong personality .

(2)u/cn distinctive , esp socially attractive ,qualities 特色

We need a person with a lot of personality to organize the party .

(3) cn famous person

A lot of personalities from the film world attended the party .

5 assignment

She was sent abroad on a difficult assignment . (task or duty that is assigned to sb)

The English assignment is a book report . (homework )

assign homework 留家庭作业

be assigned to a new post 被派到新的工作岗位

6 Never will Zhou Yang forget his first …

否定词放在句首,故用倒装把谓语的一部分位于主语之前.类似词有:no / not / never / little / hardly / seldom / scarcely / neither …nor / not only …but also / no sooner …than / hardly…when/ by no means / in no time

他很少去看电影. Seldom does he go to the cinema .

在我一生中还未曾听说或见过这样的事呢 . Never in my life have I heard or seen such a thing .

7 influence

have a good / bad influence on sb / sth 对… 有好/坏的影响

have (no ) real influence over sb /sth 对..有/没有真正的约束力

use one’s influence with sb 利用与某人关系的影响力

under the influence of 在…的影响下

8 go out on a story

on 加名词与come /go / set out 等动词连用可表示目的,表示去做某事

He is leaving for Shanghai on business tomorrow . 他明天要动身去上海出差.

她打算下周去北京旅行. He is go on a visit to Beijing next week .

9 Not on your own .Not till you are more experienced !

= You can’t go on your own ! You can’t go till you are more experienced !

on your own = alone / without help / excellent

I’m all on my own today .

Although her father was in the company ,she got the job on her own .

When it comes to maths , Mary is on her own .

by oneself 独立地/ 单独地

of one’s own 属于某人自己的

10 experience un / cn /vt

Do he has much experience ?

He had many interesting experiences while travelling in Africa .

learn by / from / through experience

a meeting to exchange experience

a man of rich /much experience

be experienced / skilled / expert in / at

11 The first time we’ll send you with an …

the first time , “首先,第一次”带从句表示“某人第一次干某事”,the first time 可引导时间状语,类似，the moment / the second / the last time / immediately / every time / directly 注意：从句中将来的事要用一般现在时 。

The first time , we should make ourselves familiar with the surroundings .

首先,我们应当熟悉一下环境。

The first time I came here ,I couldn’t adapt myself to the climate here .

第一次来这的时候,我不适应这的气候.

I’ll tell him about the matter the moment he comes back .

他一回来我就告诉他这件事.

12 Only when you have seen what he or she does …

Only if you ask many different questions will you …

Only+状语放在句首,主句倒装,修饰名词和代词,句子不用倒装.

Only in this way can you make progress in your English .

只有这样你才能在英语学习上取得进步.

Only when he reached school did he find out that he had left his textbook at home .

直到他到学校时,他才发现把课本落在家.

Only you can find out the truth .

只有你能弄清真相.

13 cover a story by yourself .

He has been sent to cover the conference. (report )

Cover the table with a cloth . ( place sth over or in front of sth )

Our city has a beautiful park covering 1000 mu (have …as a size / take up )

Is that word covered in the dictionary ? (4 include / deal with )

We covered about 30 miles a day . (walk )

Is the money enough to cover the tuition? (afford )

14 You find your colleagues eager to assist …

be eager for /after / about sth …热切/兴奋的情绪

be eager to do sth

be anxious to do sth 焦虑的心情

be anxious about sth

15 concentrate vt---- concentration n concentrated (adj ) 集中的/浓缩的/ 紧张的/

concentrate one’s attention on sth

concentrate on (doing ) sth

concentrate the / one’s mind

concentrate one’s attention on sth

concentrate on (doing ) sth

concentrate the / one’s mind

The threat of going bankrupt is very unpleasant but it certainly concentrates the mind .

即将破产的威胁虽令人极烦恼,但也能逼人开动脑筋.

We should concentrate all our efforts on improving education.我们应集中精力努力改进教育工作.

concentrate on 专心于…

16 …but I took a course

She took a course in philosophy . (n 课程,常与in/on 连用)

Our course was straight to the south . (n 路线/ 方向)

It was one of those ideas that change the course of history . (un 过程/进程)

The first course was soup . (一道菜 )

17 … of special interest to me

① of + 抽象名词 (interest / importance / value / use / help / benefit ) = be + adj

②of + (the same) size / weight / height / length / colour / kind /shape 等

这个会议很重要 .The meeting is of great importance. = The meeting is very important.

18 have a good nose for sth = have an eye for …/ have an ear for .. 有眼光/ 对..感兴趣

She has an ear for music .

A good reporter has a nose for news .

19 avoid : v keep oneself away from sb /sth ; stop sth happening / prevent

avoid ( doing ) sth

learn from past mistakes and avoid future ones (惩前毖后)

avoid one’s company (避免和某人往来)

Such kind of accidents should be avoided .

Though he made a mistake ,he wanted to avoid being punished .

20 Here comes my list of ….

here / there / now / thus / then 等副词放在句首时,句子全部倒装.

There goes the bell .

Now comes your turn .

篇12：高中数学必修二教案

人教版高中数学必修二教案

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篇13：高中数学必修2教案

教学目标

1、知识与能力目标：理解掌握基本不等式，并能运用基本不等式解决一些简单的求最值问题;理解算数平均数与几何平均数的概念，学会构造条件使用基本不等式;培养学生探究能力以及分析问题解决问题的能力。

2、过程与方法目标：按照创设情景，提出问题→剖析归纳证明→几何解释→应用(最值的求法、实际问题的解决)的过程呈现。启动观察、分析、归纳、总结、抽象概括等思维活动，培养学生的思维能力，体会数学概念的学习方法，通过运用多媒体的教学手段，引领学生主动探索基本不等式性质，体会学习数学规律的方法，体验成功的乐趣。

3、情感与态度目标：通过问题情境的设置，使学生认识到数学是从实际中来，培养学生用数学的眼光看世界，通过数学思维认知世界，从而培养学生善于思考、勤于动手的良好品质。

教学重难点

1、基本不等式成立时的三个限制条件(简称一正、二定、三相等);

2、利用基本不等式求解实际问题中的最大值和最小值。

教学过程

一、创设情景，提出问题;

设计意图：数学教育必须基于学生的“数学现实”，现实情境问题是数学教学的平台，数学教师的任务之一就是帮助学生构造数学现实，并在此基础上发展他们的数学现实.基于此,设置如下情境:

上图是在北京召开的第24届国际数学家大会的会标，会标是根据中国古代数学家赵爽的弦图设计的，颜色的明暗使它看上去像一个风车，代表中国人民热情好客。

[问]你能在这个图中找出一些相等关系或不等关系吗?

本背景意图在于利用图中相关面积间存在的数量关系，抽象出不等式

在此基础上，引导学生认识基本不等式。

三、理解升华：

1、文字语言叙述：

两个正数的算术平均数不小于它们的几何平均数。

2、联想数列的知识理解基本不等式

已知a,b是正数，A是a,b的等差中项，G是a,b的正的等比中项，A与G有无确定的大小关系?

两个正数的等差中项不小于它们正的等比中项。

3、符号语言叙述：

4、探究基本不等式证明方法：

[问]如何证明基本不等式?

(意图在于引领学生从感性认识基本不等式到理性证明，实现从感性认识到理性认识的升华，前面是从几何图形中的面积关系获得不等式的，下面用代数的思想，利用不等式的性质直接推导这个不等式。)

方法一：作差比较或由

展开证明。

方法二：分析法(完成课本填空)

设计依据：课本是学生了解世界的窗口和工具，所以，课本必须成为学生赖以学会学习的文本.在教学中要让学生学会认真看书、用心思考，养成讲讲议议、

动手动笔、仔细观察、用心体会的好习惯，真正学会读“数学书”。

点评：证明方法叫做分析法,实际上是寻找结论的充分条件,执果索因的一种思维方法.

5、探究基本不等式的几何意义：

借助初中阶段学生熟知的几何图形，引导学生

几何解释实质可认为是：在同一半圆中，半径不小于半弦(直径是最长的弦);或者认为是，直角三角形斜边的一半不小于斜边上的高。

四、探究归纳

下列命题中正确的是

结论：

若两正数的乘积为定值，则当且仅当两数相等时，它们的和有最小值;

若两正数的和为定值，则当且仅当两数相等时，它们的乘积有最大值。

简记为：“一正、二定、三相等”。

五、领悟练习：

公式应用之二：(最优化问题)

设计意图：新颖有趣、简单易懂、贴近生活的问题,不仅极大地增强学生的兴趣，拓宽学生的视野，更重要的是调动学生探究钻研的兴趣，引导学生加强对生活的关注，让学生体会：数学就在我们身边的生活中

(1)在学农期间，生态园中有一块面积为100m2的矩形茶地，为了保护茶叶的健康生长，学校决定用篱笆围起来，问这个矩形的长、宽各为多少时，所用篱笆最短。最短的篱笆是多少?

(2)现在学校仓库有一段长为36m的篱笆，要围成一个矩形菜园，问这个矩形的长、宽各为多少时，菜园的面积最大。最大面积是多少?

六、反思总结，整合新知：

通过本节课的学习你有什么收获?取得了哪些经验教训?还有哪些问题需要

请教?

设计意图：通过反思、归纳，培养概括能力;帮助学生总结经验教训，巩固知识技能，提高认知水平.

老师根据情况完善如下：

两种思想：数形结合思想、归纳类比思想。

三个注意：基本不等式求函数的最大(小)值是注意：“一正二定三相等”

篇14：高中数学必修五教案

教学目标

A、知识目标：

掌握等差数列前n项和公式的推导方法；掌握公式的运用。

B、能力目标：

（1）通过公式的探索、发现，在知识发生、发展以及形成过程中培养学生观察、联想、归纳、分析、综合和逻辑推理的能力。

（2）利用以退求进的思维策略，遵循从特殊到一般的认知规律，让学生在实践中通过观察、尝试、分析、类比的方法导出等差数列的求和公式，培养学生类比思维能力。

（3）通过对公式从不同角度、不同侧面的剖析，培养学生思维的灵活性，提高学生分析问题和解决问题的能力。

C、情感目标：（数学文化价值）

（1）公式的发现反映了普遍性寓于特殊性之中，从而使学生受到辩证唯物主义思想的熏陶。

（2）通过公式的运用，树立学生“大众教学”的思想意识。

（3）通过生动具体的现实问题，令人着迷的数学史，激发学生探究的兴趣和欲望，树立学生求真的勇气和自信心，增强学生学好数学的心理体验，产生热爱数学的情感。

教学重点：

等差数列前n项和的公式。

教学难点：

等差数列前n项和的公式的灵活运用。

教学方法：

启发、讨论、引导式。

教具：

现代教育多媒体技术。

教学过程

一、创设情景，导入新课。

师：上几节，我们已经掌握了等差数列的概念、通项公式及其有关性质，今天要进一步研究等差数列的前n项和公式。提起数列求和，我们自然会想到德国伟大的数学家高斯“神速求和”的故事，小高斯上小学四年级时，一次教师布置了一道数学习题：“把从1到100的自然数加起来，和是多少？”年仅10岁的小高斯略一思索就得到答案5050，这使教师非常吃惊，那么高斯是采用了什么方法来巧妙地计算出来的呢？如果大家也懂得那样巧妙计算，那你们就是二十世纪末的新高斯。（教师观察学生的表情反映，然后将此问题缩小十倍）。我们来看这样一道一例题。

例1，计算：1+2+3+4+5+6+7+8+9+10。

这道题除了累加计算以外，还有没有其他有趣的解法呢？小组讨论后，让学生自行发言解答。

二、教授新课（尝试推导）

师：如果已知等差数列的首项a1，项数为n，第n项an，根据等差数列的性质，如何来导出它的前n项和Sn计算公式呢？根据上面的例子同学们自己完成推导，并请一位学生板演。

上面（I）、（II）两个式子称为等差数列的前n项和公式。公式（I）是基本的，我们可以发现，它可与梯形面积公式（上底+下底）×高÷2相类比，这里的上底是等差数列的首项a1，下底是第n项an，高是项数n。引导学生总结：这些公式中出现了几个量？（a1，d，n，an，Sn），它们由哪几个关系联系？［an=a1+（n—1）d，Sn==na1+ d］；这些量中有几个可自由变化？（三个）从而了解到：只要知道其中任意三个就可以求另外两个了。下面我们举例说明公式（I）和（II）的一些应用。

师：通过以上几例，说明在解题中灵活应用所学性质，要纠正那种不明理由盲目套用公式的学习方法。同时希望大家在学习中做一个有心人，去发现更多的性质，主动积极地去学习。

篇15：高中数学必修五教案

教学目标

1.数列求和的综合应用

教学重难点

2.数列求和的'综合应用

教学过程

典例分析

3.数列{an}的前n项和Sn=n2-7n-8,

(1)求{an}的通项公式

(2)求{|an|}的前n项和Tn

4.等差数列{an}的公差为,S100=145，则a1+a3 + a5 + …+a99=

5.已知方程(x2-2x+m)(x2-2x+n)=0的四个根组成一个首项为的等差数列，则|m-n|=

6.数列{an}是等差数列，且a1=2,a1+a2+a3=12

(1)求{an}的通项公式

(2)令bn=anxn ,求数列{bn}前n项和公式

7.四数中前三个数成等比数列，后三个数成等差数列，首末两项之和为21，中间两项之和为18，求此四个数

8.在等差数列{an}中，a1=20，前n项和为Sn，且S10= S15，求当n为何值时，Sn有最大值，并求出它的最大值

.已知数列{an}，an∈N，Sn= (an+2)2

(1)求证{an}是等差数列

(2)若bn= an-30 ,求数列{bn}前n项的最小值

0.已知f(x)=x2 -2(n+1)x+ n2+5n-7 (n∈N)

(1)设f(x)的图象的顶点的横坐标构成数列{an}，求证数列{an}是等差数列

(2设f(x)的图象的顶点到x轴的距离构成数列{dn}，求数列{dn}的前n项和sn.

11 .购买一件售价为5000元的商品，采用分期付款的办法，每期付款数相同，购买后1个月第1次付款，再过1个月第2次付款，如此下去，共付款5次后还清，如果按月利率0.8%，每月利息按复利计算(上月利息要计入下月本金)，那么每期应付款多少?(精确到1元)

12 .某商品在最近100天内的价格f(t)与时间t的

函数关系式是f(t)=

销售量g(t)与时间t的函数关系是

g(t)= -t/3 +109/3 (0≤t≤100)

求这种商品的日销售额的最大值

注：对于分段函数型的应用题，应注意对变量x的取值区间的讨论;求函数的最大值，应分别求出函数在各段中的最大值，通过比较，确定最大值

高中数学必修五复习知识点

1、棱柱

棱柱的定义：有两个面互相平行，其余各面都是四边形，并且每两个四边形的公共边都互相平行，这些面围成的几何体叫做棱柱。

棱柱的性质

(1)侧棱都相等，侧面是平行四边形

(2)两个底面与平行于底面的截面是全等的多边形

(3)过不相邻的两条侧棱的截面(对角面)是平行四边形

2、棱锥

棱锥的定义：有一个面是多边形，其余各面都是有一个公共顶点的三角形，这些面围成的几何体叫做棱锥

棱锥的性质：

(1)侧棱交于一点。侧面都是三角形

(2)平行于底面的截面与底面是相似的多边形。且其面积比等于截得的棱锥的高与远棱锥高的比的平方

3、正棱锥

正棱锥的定义：如果一个棱锥底面是正多边形，并且顶点在底面内的射影是底面的中心，这样的棱锥叫做正棱锥。

正棱锥的性质：

(1)各侧棱交于一点且相等，各侧面都是全等的等腰三角形。各等腰三角形底边上的高相等，它叫做正棱锥的斜高。

(2)多个特殊的直角三角形

a、相邻两侧棱互相垂直的正三棱锥，由三垂线定理可得顶点在底面的射影为底面三角形的垂心。

b、四面体中有三对异面直线，若有两对互相垂直，则可得第三对也互相垂直。且顶点在底面的射影为底面三角形的垂心。

高中数学学习方法

一)、课内重视听讲，课后及时复习。

新知识的接受，数学能力的培养主要在课堂上进行，所以要特点重视课内的学习效率，寻求正确的学习方法。上课时要紧跟老师的思路，积极展开思维预测下面的步骤，比较自己的解题思路与教师所讲有哪些不同。特别要抓住基础知识和基本技能的学习，课后要及时复习不留疑点。首先要在做各种习题之前将老师所讲的知识点回忆一遍，正确掌握各类公式的推理过程，应尽量回忆而不采用不清楚立即翻书之举。认真独立完成作业，勤于思考，从某种意义上讲，应不造成不懂即问的学习作风，对于有些题目由于自己的思路不清，一时难以解出，应让自己冷静下来认真分析题目，尽量自己解决。在每个阶段的学习中要进行整理和归纳总结，把知识的点、线、面结合起来交织成知识网络，纳入自己的知识体系。

二)、适当多做题，养成良好的解题习惯。

要想学好数学，多做题是难免的，熟悉掌握各种题型的解题思路。刚开始要从基础题入手，以课本上的习题为准，反复练习打好基础，再找一些课外的习题，以帮助开拓思路，提高自己的分析、解决能力，掌握一般的解题规律。对于一些易错题，可备有错题集，写出自己的解题思路和正确的解题过程两者一起比较找出自己的错误所在，以便及时更正。在平时要养成良好的解题习惯。让自己的精力高度集中，使大脑兴奋，思维敏捷，能够进入最佳状态，在考试中能运用自如。实践证明：越到关键时候，你所表现的解题习惯与平时练习无异。如果平时解题时随便、粗心、大意等，往往在大考中充分暴露，故在平时养成良好的解题习惯是非常重要的。

三)、调整心态，正确对待考试。

首先，应把主要精力放在基础知识、基本技能、基本方法这三个方面上，因为每次考试占绝大部分的也是基础性的题目，而对于那些难题及综合性较强的题目作为调剂，认真思考，尽量让自己理出头绪，做完题后要总结归纳。调整好自己的心态，使自己在任何时候镇静，思路有条不紊，克服浮躁的情绪。特别是对自己要有信心，永远鼓励自己，除了自己，谁也不能把我打倒，要有自己不垮，谁也不能打垮我的自豪感。

在考试前要做好准备，练练常规题，把自己的思路展开，切忌考前去在保证正确率的前提下提高解题速度。对于一些容易的基础题要有十二分把握拿全分;对于一些难题，也要尽量拿分，考试中要学会尝试得分，使自己的水平正常甚至超常发挥。

由此可见，要把数学学好就得找到适合自己的学习方法，了解数学学科的特点，使自己进入数学的广阔天地中去。

篇16：高中数学必修五教案

教材分析

本节课重在探究等比数列的前n项和公式的推导及简单的应用。教学中注重公式的形成过程及数学思想方法的渗透，并揭示公式的结构特征和内在联系．就知识的应用价值来看，它是从大量数学问题和现实问题中抽象出来的模型，在公式推导中所蕴含的数学思想方法在各种数列求和问题中有着广泛的应用．就内容的人文价值上看，它的探究与推导需要学生观察、分析、归纳、猜想，有助于培养学生的创新思维和探索精神，是培养学生数学的思考问题的良好载体．

教学目标

知识与技能： 掌握等比数列的前n项和公式以及推导方法；会用等比数列的前n项和公式解决有关等比数列的一些简单问题．

过程与方法： 经历等比数列前n 项和的推导过程，总结数列求和方法，体会数学中的思想方法．

情感态度与价值观：通过教材中的实际引例，激发学生学习数学的积极性及学习数学的主动性．

教学重点

等比数列的前n项和公式推导及公式的简单应用

教学难点

等比数列的前n项和公式推导过程和思想方法

教学过程

Ⅰ、课题导入

[创设情境]

[提出问题] “国王对国际象棋的发明者的奖励”的故事

Ⅱ、讲授新课

[分析问题]如果把各格所放的麦粒数看成是一个数列，我们可以得到一个等比数列，它的首项是1，公比是2，求第一个格子到第64个格子各格所放的麦粒数总合就是求这个等比数列的前64项的和。下面我们先来推导等比数列的前n项和公式。

篇17：高中数学必修四教案

一、教材分析

1．教学内容：《高中数学必修4》中第二章 “向量数乘运算及其几何意义”这一节，在新课标中主要内容有三方面：①向量数乘运算及其几何意义的含义；②数乘运算的运算律；③平面向量共线定理。

2．地位与作用：向量数乘运算是学习向量其他运算以及空间向量的基础，也是解决平面解几、立几、三角、复数的重要工具。因此，本节课的教学活动将对后续课程起着桥梁作用。教材通过复习引入新课，并通过三个探究活动，完成本节课的教学活动。

二、三维目标

根据新课标要求并结合学生具体实际，设计以下三维目标：

1．知识与技能

⑴掌握向量数乘运算及其几何意义，数乘运算的运算律，并能熟练运用定义、运算律进行简单的计算。

⑵理解向量共线定理及其推导过程，会应用向量共线定理判断或证明两个向量共线、三点共线及两直线平行等简单问题。

2．过程与方法

通过对两个向量共线充要条件的探究与推导，让学生对平面向量共线定理有更深刻的理解。为了帮助学生消化和巩固相应的知识，本节课设置了三个例题及其变式引申；指导学生探究发现，并得出结论，培养学生自主探究能力和创新思维能力 。

3．情感、态度与价值观

通过向量数乘运算的学习和探究，有助于激发学生学习兴趣和积极性，还有助于培养类比、分析、归纳、抽象思维能力以及逻辑推理能力。

三、重点、难点与疑点

1．重点：向量数乘运算的几何意义、运算律，向量共线定理；

〖解决办法〗为了突出重点，让学生在创设问题链的驱动下合作探究，得出结论，发展学生的认知结构。

2．难点与疑点：向量共线定理的探究过程及其应用。

〖解决办法〗为了突破难点与疑点，按照学生的认知规律、由浅入深地变式讨论，达到全面理解。

四、学情分析与对策

学生已明确向量是有大小和方向的量，且已学过向量的加、减法，对于这种有方向的量能否与实数进行乘法运算有些疑问，且“相乘后方向如何判断呢？”：这也就是本节课知识产生的背景。通过熟知的实数乘法作类比，探究向量数乘的含义，让学生在此过程中，体验数学知识的产生、发展、成熟和应用的过程。让学生懂得学习，热爱学习。

五、设计理念

高中新课程改革实验的核心是转变教师的教学方式与学生的学习方式。而课堂教学的有效性及自主探究学习则是教与学普遍关心的问题。

基于这一层面的考虑，本节课采用“探究----研讨”教学法。第一、“探究”。创设问题情境，将有关材料有层次地展示给学生，让学生自主探究它。学生通过对这些“结构化”的材料进行探究，获得对向量数乘的感性认识。 第二、“研讨”。在形成感性认识的基础上，组织学生进一步研讨，教师可以跟学生一起分析、交流、补充、完善，使学生对向量数乘的含义从感性的认识上升到理性认识，获得一定层次的科学概念。

除此之外，本节课从教材的实际出发，通过类比、探究、精讲、引申等系统地讲授知识，提高学生主动参与、自主学习的能力，培养学生的数学素养；从学生的认知规律出发，通过不断地创设问题情境，启发学生由浅入深地探究，从而得出规律性的结论；进一步提高课堂教学的有效性，让学生真正学会学习。

六、教学程序设计

1．创设问题，引入新课

（1）如何求作两个非零向量的和向量、差向量？

（2）相同的几个数相加可以转化为数乘运算，如3＋3＋3＋3＋3=5×3.那么相等的几个向量相加是否也能转化为数乘运算呢？这就是本节课要探究的问题。

[设计意图]创设问题，让学生在原有概念的.基础上，通过设问、类比等方法提出向量数乘运算及其几何意义的概念，让学生理解向量数乘运算知识产生的背景。

2．探究一：向量的数乘运算及其几何意义

问题1：已知非零向量 ，如何求作向量 + + 和（- ）+（- ）？是向量吗？ 向量3a和－2a与向量a的大小和方向有什么关系？

[设计意图]利用和向量的求法，让学生先对两个特殊向量的分析、而后引导学生推导出一般性结论，为理解平面向量共线定理埋下伏笔。

结论：一般地，实数λ与向量a（a≠0）的积是一个向量，这种运算叫做向量的数乘.记作λa，该向量的长度、方向与向量a有什么关系？

（1）|λa|=|λ||a|；

（2）当λ>0时，λa与a方向相同；

当λ<0时，λa与a方向相反；

当λ=0时，λa =0（向量还是实数？）.

3．探究二：向量的数乘运算性质

问题2：你认为－2×（5a），2a＋2b，（3＋ ）a可分别转化为什么运算？

-2×（5a）= -10a；2a＋2b=2（a+b）；（3＋ ）a =3a＋ a。

问题3：一般地，设λ，μ为实数，则λ（μa），（λ＋μ） a，λ（a＋b）分别等于什么？

λ（μa）=（λμ） a ；（λ＋μ） a =λa ＋μa； λ（a＋ b）=λa＋λb.

结论：（1）向量的加、减、数乘运算统称为向量的线性运算。

（2）对于任意向量a、b，以及任意实数λ、x、y，λ（xa±yb）可转化为什么运算？λ（xa±yb）=λxa±λyb

[设计意图] 提出设问：以前一学到运算时，一般离不开运算律。既然向量数乘运算是一种运算，那么是否有运算律呢？接着引导学生类比实数的运算律，得出向量数乘运算律，培养学生的类比、迁移和归纳能力。

例1 计算：

（1）（－3）×4a；（2）3（a＋b）－2（a－b）－a； 4．探究三：平面向量共线定理

[学情预设] 若直接讨论共线的充要条件，会显得难度较大，为此创设问题4与问题5，以求降低学习难度。

问题4：对于向量a（a≠0）和b，若存在实数λ，使b=λa，则向量a与b的方向有什么关系？

共线向量（平行向量）

当λ>0时，λa与a方向相同；

当λ<0时，λa与a方向相反；

当λ=0时，λa =0.

问题5：若向量a（a≠0）与b共线，则一定存在实数λ，使b=λa成立吗？

[设计意图]讨论平面向量共线定理的“充分性”与“必要性”为接下来的“概括、整合”作准备；同时让学生感受到成功的喜悦与数学的“和谐之美”。

结论：[平面向量共线定理]向量a（a≠0）与b共线，当且仅当有唯一一个实数λ，使b=λa.（当a＝0时，上述定理成立吗？）

[学情预设]因为课本在讲解共线时，先讨论a≠0时的情形，而后规定零向量与任意向量共线，因此，这里的预设与生成应当是很自然的，但老师要预见到可能出现的情况如学生提问当a＝0时的情形。

[设计意图] 补充说明当a＝0时的情形，激发学生进一步探究所得结论的严密性。

变式引申1：若存在实数λ，使 则A、B、C三点共线。

例2 如图，已知任意两个非零向量a，b，试作 =a＋b， =a＋2b， =a＋3b。

你能判断A、B、C三点之间的位置关系吗？为什么？

A，B，C共线 o

[学情预设]学生看到这个题目也许思维发散，不知道如何判断A、B、C三点之间的位置关系，这样就无法达到老师的预设与生成的目的，这时教师要引导学生思考，让学生从广阔的想象空间中回到预设的方向上来。此外教师还可用多媒体动画显示三点位置关系，使学生的思维汇集于三点共线问题上。

[设计意图] 设计这个题目的目的是，①让学生在猜想的基础上加以验证，减少证明难度；②强调用定理可以证明三点共线问题。

例3 如图，四边形ABCD满足 = ，试判断四边形ABCD的形状。

变式引申2： 若四边形ABCD满足 =2 ，试判断四边形ABCD的形状。

变式引申3：若平行四边形ABCD的两条对角线相交于点M， =a， =b，试用a，b表示向量 、。

[设计意图]由浅入深、多层次地变式条件，使学生加深对平面向量共线定理在证明平几中两直线平行的运用。

5．课堂变式训练与讲解

（1） 课本 p90： 4.

（2） [高考链接]在⊿ABC中， = ， = ；若点D满足 =2 ，则 =（ ）

（3）如图，已知圆o内的两弦AB，CD垂直相于P点，求证：

[设计意图]按一定梯度，分层设置了3道课堂变式训练。第（1）题主要考查向量数乘运算、向量共线定理的简单运用，第（2）题主要考查向量共线定理在平面几何中的运用， 第（3）题主要考查学生对向量数乘运算及向量共线定理的合作探究能力，培养学生空间想象能力与创新思维能力。

6．总结回顾（课标要求）

（1）掌握：λ 的定义及其运算律；

（2）理解：向量共线定理 （ ≠0）

= 向量 与 共线；

（3）理解： 向量共线定理的应用

Ⅰ. 证明 向量共线；

Ⅱ. 证明 三点共线： =λ A，B，C三点共线；

Ⅲ. 证明 两直线平行

=λ ‖ AB‖CD。

AB与CD不在同一直线上

7．布置作业 课本 P91 ： 10； P92： 5

七、教学效果预测

本节课主要是教给学生“动手做，动脑想；多训练，勤钻研”的研讨式学习方法。这样做，能让学生增加主动参与的机会，增强了合作意识，教给学生获取知识的途径，思考问题的方法；这样做，还能让学生“学”有新“思”，“思”有所“得”，“练”有所“获”； 这样做，更能让我们的教与学适应新课程背景下培养“创新型”人才的需要。

此外，本节课的设计还注重了多媒体辅助教学的有效作用，在复习引入，定理的探究以及定理的运用等过程中，力求恰到好处地使用多媒体，达到传统教学与网络教学优势互补之境界。

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篇18：必修5:《逍遥游》教案

必修5:《逍遥游》教案

教案：逍遥游 【教学目标】 1、初步了解庄子的哲学思想，一分为二地恰当评价庄子的思想，培养学生积极进取的人生态度。 2、初步了解庄子形象化说理的风格。 3、领略庄子散文想象丰富、汪洋恣肆的特点。 4、结合课文注释及工具书读通全文，增加文言积累，训练理清思路、把握文旨的能力。 5、掌握相关文言知识： 文言词语：怒、抟、覆、置、负、培、图、志、名、穷、特、匹、辩。 文言句式：其……邪？其……邪；奚以……为？奚以……也？恶……哉。 归纳“则”“乃”“而”的用法。 【教学重点】 1、了解本文的结构特点。 2、赏析本文形象化说理的特点。 【教学难点】 1、了解庄子世间万物若“有所待”则不自由的思想。 2、理想“至人无己，神人无功，圣人无名”的思想。 【教学方法】导读、启发、讨论、总结 【教学课时】4课时 【教学过程】 第一课时 教学要点： 1、了解庄子及其文和道家思想；2、初步感知课文内容；3、落实相关基础字词。 教学步骤： 一、导入新课 我发现大家有一个很好的习惯――每天一诗，这对提高大家的语文素养有着重要的作用，希望大家每天都能落实能坚持下去。大家有没有背过李商隐的《锦瑟》？我们一起来复习背一遍。“锦瑟无端五十弦，一弦一柱思华年。庄生晓梦迷蝴蝶，望帝春心托杜鹃。沧海月明珠有泪，兰亭玉暖日生烟。此情可待成追忆，只是当时已惘然。”这里有一个典故“庄生晓梦迷蝴蝶”，大家还记得吗？庄子有一天睡觉，梦见自己变成了蝴蝶，张开翅膀，在花丛中自由自在的飞舞歌唱。但当他醒来之后，却陷入了沉思：是我做梦变成了蝴蝶，还是蝴蝶做梦变成了我？如果是我做梦变成蝴蝶，为什么我会体会到蝴蝶独有的飞翔之乐呢？如果是蝴蝶做梦便成了我，为什么这一切会出现在我的梦中呢？于是他就跑过去问老子，老子说：“周即蝴蝶，蝴蝶即周。以明道之为一。”老子为什么要这么说呢？我们今天就一起来走进庄子，通过学习《逍遥游》来感受庄子的心灵世界。 庄子生活在社会矛盾及其复杂的乱世。战时，诸侯征战不已，暴君奸臣杀人如麻。他的志向抱负无法在现实中实现，他无法获得生命的自由。于是，他以追求精神上的自由来逃避纷乱的现实。希望在精神上天马行空无所羁绊，让精神的生活去解放作为形体的生命，从而达到物我两忘超然物外的绝对自由。他希望自己就是蝴蝶，摆脱形体的束缚，可以自由自在的飞翔。正是在这样的背景下，作者创作了《逍遥游》。 二、学习目标 我们一起来看一下这节课的学习目标： 1、了解庄子和道家思想； 2、初步感知课文； 3、落实相关基本字词。 二、走近作者 首先，我们来走近作者，明确相关知识： 明确： 1、庄子，名周，战国时宋国人，著名的思想家，文学家。道家学派的重要代表，与老子并称为“老庄”。道家的主要精神是崇尚自然，主张相对的认识论，认为天地一体，主张无为而治。庄子一生著书十余万言，书名《庄子》。《庄子》共33篇、内篇7篇是庄子所作，外篇15篇和杂篇11篇学术界认为是他人伪作。人们评价这本书为“文学的哲学、哲学的文学”。鲁迅先生更评价说: “其文汪洋辟阖，仪态万方，晚周诸子之作，莫能先也。”我们今天就一起来感受一下。 三、解题： 今天要学的《逍遥游》是《庄子?内篇》的第一篇。 那么什么是逍遥游呢？“逍遥游”就是指超越时间和空间，不受任何束缚，绝对自由地遨游于永恒的精神世界中。 四、整体感知课文，学习第1－3自然段 1.接下来我们先听一下课文录音，从整体上感知全文。听的时候也发出声音跟着它读，注意疑难字的读音以及断句和语气。 看ppt，读字音： 北冥（ míng） 鲲鹏（ kūn）抟（tuán） 迁徙（xǐ） 坳堂（ào） 草芥（jiè） 夭阏（è）蜩蝉（tiáo）决（xuè）抢（qiāng）舂粮（chōng） 蟪蛄（huìgū） 大椿（chūn）斥（chì yàn） 泠然（líng） 万仞（rèn） 蓬蒿（hāo） 2．读过文章后，你们印象最深的是什么事物？（鲲鹏）那鲲鹏的形象如何？文章哪里写到鲲鹏？那我们就先来看看文章的第一段。先请全班男生来读第一段。其他同学思考鲲鹏的形象到底是怎样的？ 重点字词句解释：（要求学生在文中圈出加黑的字词） 北冥有鱼，其名曰鲲。鲲之大，不知其几千里也。化而为鸟，其名为鹏。鹏之背不知其几千里也；怒而飞，其翼若垂天之云。是鸟也，海运则将徙于南冥。南冥者，天池也。 北冥：北海，冥通“溟”。之：（这里做什么？）助词，主谓之间取消句子独立性，主谓结构作状语。之：的。怒：奋起的样子。垂天：天边，垂通“陲”。海运：指大海的波浪汹涌动荡，也说大海运行，翻译的时候就可以直接译为海起风动。….者….也，这是一句判断句。 大家看第一段，还有没有哪句话不懂，提出来。没有的话，第一组下去，每个同学起来翻译一句，其他组同学找找看，他们有没有哪句话翻译错或者不到位。 译文：北海有一条鱼，它的名称叫鲲。鲲的大，不知道它有几千里。鲲变化成鸟，鸟的名称叫鹏。鹏的背，不知道它有几千里。奋起而飞，它的翅膀就像挂在天边的云彩。这只鸟，海动风起时就将迁往南方。南海就是大自然的水池。 3．从这段看，大鹏的形象如何呢？作者又是怎样描写这一形象的呢? 明确：鲲鹏形体硕大无比，变化神奇莫测，奋飞时气势壮美。 从体大、背大、翼大以及活动范围大（长度：从北海到南海；高度：九万里）四个方面极写鲲鹏形象磅礴壮观。用夸张的手法描述鲲鹏，“不知其几千里也”言其形，“若垂天之云”言其翼，“北冥”“南冥”“九万里”言其活动天地，极言鲲鹏形体之大、变化之神奇、飞腾时气势之壮观，一开头就向我们展示了一幅雄奇壮丽的画卷。 4．给大家两分钟的时间试着把第一段背过来。（看图一起背诵） 5．我们说第一段作者主要向我们描写了神奇莫测的巨鲲大鹏的形象，那第二段写到的鲲鹏又是怎样的呢？ 我们还是先请女生一起来朗读第二自然段，其他同学思考这段文字主要讲什么。 重点字词句解释：（要求学生在文中圈出加黑的字词） 《齐谐》者，志怪者也。《谐》之言曰：“鹏之徙于南冥也，水击三千里，抟扶摇而上者九万里，去以六月息者也。”【野马也，尘埃也，生物之以息相吹也。】天之苍苍，其正色邪？其远而无所至极邪？其视下也，亦若【是】则已矣。 志：记载。之：助词，主谓之间取消独立性，主谓结构作状语。抟：环绕而上。一说“抟”当作“搏”（bó），拍击的意思。扶摇：一种旋风（它乘着旋风环旋而上几万里的高空）。“抟扶摇而上者九万里”即海面上急骤的狂风盘旋而上直冲九万里高空。去：离，这里指离开北海。以：凭借。息：大风。以六月息者去，状语后置句，意思是凭借着六月的大风离开了北海。野马：游气。之：助词，主谓之间取消句子独立性，主谓结构作主语。以：用。息：气息。【野马也，尘埃也，生物之以息相吹也：这句话说明天地万物各有其不同，也有相同之处。尘埃可以成为雾气，鲲可以成为鹏，积蓄就可以强大。然而，鹏要凭借风，雾气要借助气息，都还有依赖，有所待。】正色：真正的颜色。邪：通“耶”。其：指鲲鹏。【是：指天之苍苍，其远而无所至极。】【高空中的大鹏和地上的人一样，都不能真正认识天。从另一角度说明大鹏受到限制，是不自由的。】 第二段还有没有哪句话不懂的，提出来。没有的话，第二组下去，每个同学起来翻译一句，其他组同学找找看，他们有没有哪句话翻译错或者不到位。 译文：《齐谐》是一部专门记载怪异事情的.书，这本书上记载说：“鹏鸟迁徙到南方的大海，翅膀拍击水面激起三千里的波涛，海面上急骤的狂风盘旋而上直冲九万里高空，离开北方的大海用了六个月的时间方才停歇下来”。山野中的雾气，尘埃，都是大自然里各种生物凭借气息吹拂它们的。天空是那么湛蓝湛蓝的，难道这就是它真正的颜色吗？抑或是高旷辽远没法看到它的尽头呢？鹏鸟在高空往下看，不过也就像这个样子罢了。 5．这段话引述所谓《齐谐》的记载，来证明大鹏南飞是可信的。作者还描写了高空中的游气奔腾和微尘浮动情形，接着以人仰视天空的经验来比说，说大鹏在九万里高空俯视下界，也如同下界的人仰视高空，只见莽莽苍苍，难辨其“正色”。那么回到刚才我们提出的问题，这个段落中的鲲鹏又是怎么样的呢（还只是神奇巨大吗）？ 明确：大鹏南迁徙到南海要“去以六月息者”，它也有所待，有局限。 6．给大家两分钟的时间试着把第一段背过来。（看图一起背诵） 7．接下来，大家齐读第三段，思考这段主要讲什么？ 重点字词句解释：（要求学生在文中圈出加黑的字词） 且夫水之积也不厚，则其负大舟也无力。覆杯水于坳堂之上，则芥为之舟；置杯焉则胶，水浅而舟大也。风之积也不厚，则其负大翼也无力，故九万里则风斯在下矣(19)。而后乃今培风(20)，背负青天而莫之夭阏者(21)，而后乃今将图南。 覆：倾倒。坳：坑凹处，“坳堂”指厅堂地面上的坑凹处。芥：小草。胶：粘住不动。而：连词，表并列。复：承载。斯：则，就。而后乃今：意思是这之后方才；以下同此解。而：连词，表承接。培：凭借。而：连词，标承接。莫：这里作没有什么力量讲。夭阏（è）：又写作“夭遏”，意思是遏阻、阻拦。“莫之夭阏”即“莫夭阏之”的倒装。图南：图谋飞往南方。 这段，还有没有哪句话不懂？没有的话，第三组下去，每个同学起来翻译一句，其他组同学找找看，他们有没有哪句话翻译错或者不到位。 译文：再说如果水汇积不深，它浮载大船就没有力量。如果倒杯水在庭堂的低洼处，那么小小的芥草也可以给它当作船；如果搁置杯子就粘住不动了，因为水太浅而

篇19：必修5 边城 教案

必修5 边城 教案

边城 教案 教学目标 1、了解沈从文描绘的湘西风土人情。 2、感受沈从文小说的语言特色。 3、走进作者构筑的善与美的理想世界，体会人性之美。 二、重、难点 情景交融的环境描写和细致含蓄的心理刻画。 三、课时安排 2课时 四、教学内容和过程 1、导入新课 （1）、简介作者沈从文。 沈从文(1902-1988）原名沈岳焕，苗族湖南凤凰县人，14岁时，他投身行伍，浪迹湘川黔边境地区，1924年开始文学创作，抗战爆发后到西南联大任教，1946年回到北京大学任教，建园后在中国历史博物馆和中国社会科学院历史研究所工作，主要从事中国古代服饰的研究，1988年病逝于北京。 沈从文一生共出版了《石子船》、《从文子集》等30多种短集小说集和《边城》，《长河》等6部中长篇小说，沈从文是具有特殊意义的乡村世界的主要表现者和反思者，他认为“美在生命”，虽身处于虚伪、自私和冷漠的都市，却醉心于人性之美，他说：“这世界或有在沙基或水面上建造崇楼杰阁的人，那可不是我，我只想造希腊小庙。选小地作基础，用坚硬石头堆砌它。精致，结实、对称，形体虽小而不纤巧，是我理想的建筑，这庙供奉的是“人性”（《习作选集代序》)。 中篇小说《边城》自问世以来，就引起了人们的广泛关注。赞者这是“一颗千古不磨的珠玉”、“田园诗的杰作。人性，作为文学创作的永恒主题在沈从文笔下得到了最充分的体现。在沈从文看来：“一部伟大作品，总是表现人性最真切的欲。”故表现人性便是他创作的中心。沈从文神往于不受“近代文明”玷污更不受其拘牵的原始古朴的人性，他创作时往往除现实生活中严酷的政治经济关系，而在古老的生活节奏与情调中塑造一系列不带社会阶级烙印的自然化的人，讴歌一种、自得的人生，追求一种“优美、健康”的生活。故而，他的作品游离于当时的社会背景，在文学的大道上另辟，以抒写自然的人性为题材，从而寄托作者对社会、人生的反思。在他众多的作品中，中篇小说《边城》就是这类内容的代表。 沈从文的创作风格趋向浪漫主义，他要求小说的诗意效果，融写实、纪梦、象征于一体，语言格调古朴，句式简峭、主干凸出，单纯而又厚实，朴纳而又传神，具有浓郁的地方色彩，凸现出乡村人性特有的风韵与神彩。整个作品充满了对人生的隐忧和对生生命的哲学思考，如他那实在而又顽强的生命，给人教益和启示。 沈从文创作的小说主要有两类，一种是以湘西生活为题材，一种是以都市生活为题材，前者通过描写湘西人原始，自然的生命形式，赞美人性美；后者通过都市生活的腐化堕落，揭示都市自然人性的丧失。其笔下的乡村世界是在与都市社会对立互参的总体格局中获得表现的，而都市题材下的上流社会“人性的扭曲”他是在“人与自然契合”的人生理想的烛照下获得显现，正是他这种独特的价值尺度和内涵的哲学思辨，构起了沈从文笔下的都市人生与乡村世界的桥梁，也正由于这种对以金钱为核心的“现代文学”的批判，以及对理想浪漫主义的追求，使得沈从文写出了《边城》这样的理想生命之歌。 中篇小说《边城》是他的代表作，寄寓着沈从文“美”与“爱”的美学理想，是他表现人性美最突出的作品，通过湘西儿女翠翠恋人傩送的爱情悲剧，反映出湘西在“自然”、“人事”面前不能把握自己的命运，一代又一代重复着悲涂的人生，寄托了作者民族的和个人的隐痛。 三、《边城》主要情节 在湘西风光秀丽、人情质朴的边远小城，生活着靠摆渡为生的祖孙二人，外公年逾七十，仍很健壮，孙女翠翠十五岁，情窦初开。他们热情助人，纯朴善良。两年前在端午节赛龙的盛会上，翠翠邂逅当地船总的二少爷傩送，从此种下情苗。傩送的哥哥天保喜欢上美丽清纯的翠翠，托人向翠翠的外公求亲，而地方上的王团总也看上了傩送，情愿以碾坊作陪嫁把女儿嫁给傩送。傩送不要碾坊，想娶翠翠为妻，宁愿作个摆渡人。于是兄弟俩相约唱歌求婚，让翠翠选择。天保知道翠翠喜欢傩送，为了弟弟，外出闯滩，遇意外而死。傩送觉得自己对哥哥的死负有责任，抛下翠翠出走他乡。外公因翠翠的`婚事操心担忧，在风雨之夜世。留下翠翠孤独地守着渡船，痴心地等着傩送来，“这个人也许永远不回来了，也许明天回来！”    三维目标   知识与技能    1.通过人物的语言描写、心理描写,培养语言鉴赏能力并认识翠翠、爷爷等作品中的人物形象。   2.通过分析环境描写来把握文章的主题。   过程与方法    1.泛读与精读相结合,以学生的阅读发现为线索,教师的阅读提示为指导,培养学生整合阅读信息的能力。    2.阅读兴趣的激发与阅读结论的归纳相结合,帮助学生形成自己对作品的阅读观点。   情感态度与价值观    1.领略作品散文化的叙事笔调、生活化的人物语言所营造的古朴而典雅、流畅而清新的氛围。   2.通过解析古老的风俗习惯、质朴的人物性格,师生共同探究出作品的主题。   教学重点    感受风俗美、人情美。   教学难点   剖析古老的风俗习惯、质朴的人物性格,探究出作品的主题   教具准备   多媒体课件   课时安排   1课时   教学过程 :   一、导入新课:   齐读: “我轻轻叹息了好些次。山头夕阳极感动我,水底各色圆石也极感动我。我心中似乎毫无什么渣滓,透明烛照,对河水,对夕阳,对拉船人同船,皆那么爱着,十分温暖地爱着!我看到小小渔船,载了它的黑色鸬鹚向下流划去,看到石滩上拉船人的姿势,我皆异常感动且异常爱他们。”   这是沈从文先生写给他的夫人张兆和女士的一段话。从这段文字中我们可以感受到从文先生对边城炽热的爱。沈从文先生被誉为现代中国的“风俗画家”,今天这节课我们就着重从风景、风俗、人情三方面来探究 文中的环境描写,进而把握文章的主题。   二、分析环境:   (1)风景美:   《边城》课文很长,布置了同学们扎扎实实的预习,请同学们快速浏览课文,找出描写自然风景的语句,这些景物突出了边城的什么特点?   明确:P16豆绿色的水  天气明朗  落日 薄雾 白云   “豆绿色”――象征了纯洁、原始和无污染。(欣赏沱江风景,突出水的豆绿色,给人一种纯天然无污染的感觉)青天碧水,落日白云构成一幅色彩明丽的风景画。边城的环境美,不仅体现在自然风景上,还体现在风俗美和人情美上。   (2)风俗美:   1、风俗美具体表现在哪些方面,请同学们结合文章谈一谈?   P14.端午节:  龙舟赛 捉鸭子比赛   (这官民同乐的龙舟赛,展现的就是湘西民众的热血性格,团结精神和对生活的热爱)   P19.中秋、过年: 月下对歌、狮子龙灯、放烟花   2、这些习俗透露出边城人怎样的生活氛围?(祥和、和睦、和谐)   突出的都是一个“和”字,所以这里的人民“莫不安分乐生”。这种氛围是不是和《桃花源记》诗意生活相类似。这就是边城人民生活的独特的生活环境。   (3)人情美:   在边城这样诗意祥和的社会环境中,生活了一群怎样的人呢?他们之间是一种怎样的关系呢?先看看作者写了哪些人?   明确:翠翠与傩送;翠翠与爷爷;爷爷与过渡人;爷爷与老熟人;顺顺与儿子……   下面我们分三大组一起来探究边城的人情美。一、二、三组探究翠翠与傩送的感情;四、五组探究翠翠与爷爷的感情;六、七、八组探究爷爷与乡邻的感情 。找出最能表现人情美的那些语言、动作、神态、心理的有关语句。   A、  翠翠与傩送:(爱情)先请是三个同学分角色朗读P18翠翠与傩送的对话。   翠翠:单纯(语言:我是翠翠)、可爱(回答时的神情:轻轻地、悖时砍脑壳的)。   1、从刚才的朗读中可看出翠翠对傩送的初次印象怎样?(不好,误以为傩送是个“轻薄男子”)   2、傩送有没有生气?请同学谈谈傩送是个怎样的人?从哪些方面可以看出来?   傩送:(他捉完鸭子后已是天黑,但他看到翠翠后主动询问,对话的过程,我们可以知道,傩送根本不认识翠翠,但他还是邀请翠翠到他家里去)(这里等不行,到我家里去)关心别人,古道热肠   傩送:(动作、神态:笑)心地宽厚,热情开朗   3、翠翠对傩送的印象有没有变化?在课文中是怎样体现的?(心理)   明确: P19在她知道是二老派人送她回家时,她“翠翠想起自己先前骂人的话,心里又吃惊又害羞,再也不说什么,默默的随了那火把走去”。 “吃惊”的是傩送对自己不但不记仇,还派人把自己送回去;“害羞”, 十三岁的翠翠,得到一个陌生男子的照顾,心里面还是有几分羞涩的,几分难为情。   P19:“但是另外一件事,属于自己不关祖父的,却使翠翠沉默了一个晚上。”   心理描写,把翠翠对傩送的朦胧的爱含蓄地表达出来。   这个片断,着重通过语言、心理、神态刻画了一个情窦初开的少女形象,一个宽厚热情的帅哥形象。正所谓“不打不相识”,在边城的青山绿水中,两位拌嘴的年轻人却给彼此留下了深刻的印象,这种蒙胧的纯洁的初恋之情怎能不令人怦然心动呢?   B、翠翠与爷爷:(亲情)   爷爷与翠翠间的亲情,在文中是怎样描写的呢?   首先,我们来看一看爷爷对翠翠的感情?   P16:爷爷非常疼爱翠翠。比如看赛龙舟时,他不忘叮嘱别人送翠翠回家。(四次)   然后,我们来看一看翠翠对爷爷的感情?   P22: 第六部分当爷爷说到翠翠长大了时,翠翠说“人大了就应当守船呢”,“人老了应当歇憩”,这些话表现出的是翠翠对爷爷的关心。况且下面还有这一句:“翠翠睨着腰背微驼白发满头的祖父,不说什么话”,我认为这句话也是写翠翠对爷爷的感情的,她看到爷爷越来越老,已经想着替爷爷守船了。 (语言)   Q: 不过,在文本中,在另外一件事上,爷爷没有弄明白翠翠是怎么想的,并且祖孙二人似乎真的是有那么一点隔阂了,大家明白我说的是什么事吗?   明确:P20。爷爷不理解翠翠的内心状态。   1、请学生朗读;   2、分析几句对话:   “翠翠说:‘一家人都好,你认识他们一家人吗?’”   “谁也不稀罕那只鸭子!”   (语言)这都是话中有话啊。第一句翠翠对爷

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