人教版Unit7 Cultural Relics The 3rd period
“hehecar”通过精心收集，向本站投稿了5篇人教版Unit7 Cultural Relics The 3rd period，以下是小编为大家整理后的人教版Unit7 Cultural Relics The 3rd period，欢迎阅读与收藏。
篇1：人教版经典英语教案
《I'm in New York now》
Teaching objectives:
1. Words: arrive taxi flat building made again
2. Sentences:
Grandma made Chinese food for me.
I want to try American food.
I will write again soon.
3. Practise to pronounce ‘wh’ ‘wr’.
4. Learn the song: It’s a big exciting world.
Teaching properties: cards tape-recorder pictures
Teaching procedures
Warmer:
1. Stick the pictures of unit 1 on the board. Have the students come to the front and mime the text of unit 1.
2. Say a sentence in the present tense and get the students say it in the past tense.
Examples:
T: Daming goes to New York.
Ss: Daming went to New York.
T: Grandma meets Daming.
Ss: Gradma met Daming.
Teach the text:
1. Raise the picture of the Statue of Liberty and ask: What is it ? Where is it?”
Guide the students say: It’s the statue of Liberty. It’s in New York”.
T: Daming is in New York now. Let’s see who met him at the airport. What he saw in New York and What food he wanted to eat.
2. Play the tape. Have the students listen and underline the new words in books.
3. Teach the new words.
4. Play the tape again. Have the students listen and say. After this, get the students to answer the following questions:
⑴Who met Daming at the airport? (Grandma and Simon)
⑵What did Daming see in New York? (Buildings, cards and people)
⑶What food did he want to try? (American food)
5. Complete activity 2 in SB. (Get the students to ask and answer in pairs)
6. Practise to pronounce 'wh' 'wr'.
7. Learn the song: It’s a big exciting world.
8. Complete exercise 1 in AB.
Homework:
Practise the following sentences in pairs:
Where are you from?
Where are you going to go?
Where are you going to go there?
Where are you going to do there?
Designs:
Module 10 Unit 2 I’m in New York now
Arrive Grandma mad Chinese food for me.
Taxi
Flat I want to try American food.
building
made I will write again soon
篇2：人教版虚拟语气
The Subjunctive Mood
英语中的三种语气：陈述语气、祈使语气和虚拟语气。其中虚拟语气用来表示说话人的一种与事实相反的主观愿望、猜测、建议或假想等。if条件句与主句的动词变化形式：
1.If 条件状语从句中的虚拟形式：
虚拟语气 If条件句 主句
与现在事实相反 动词过去式（若动词为be用were） should/would/could/might+动词原形
与过去事实相反 had＋过去分词 should/would/could/might+have＋过去分词
与将来事实相反 1.动词过去式
2.should＋动词原形
3.were to＋动词原形 should/would/could/might+动词原形
注意：
1）有时虚拟条件不用虚拟条件句表示，而用but for(要不是), without(如果没有),otherwise或or(否则)，或通过上下文来表示。
Eg. But for the storm, we would have arrived earlier.
Without water, all on the earth could not live.
2)if only（要是…就好了）
Eg. If only I were your brother.
2. 主语从句中的虚拟语气：
1)It’s important/necessary/strange/surprising/natural/desirable/ect.+that从句(谓语“(should)+V原”)
类似用法的形容词还有：essential, possible, impossible, dreadful, funny等
Eg. It is important that she (should) cooperate with us.
It was unnecessary that they (should) get here so early.
2)It’s +ordered/advised/ requested/required/desired/suggested + that从句(谓语“(should)+V原”)
Eg. It’s ordered that the classroom(should) be kept in order.
It is desired that every student (should) obey the school rules.
It is suggested that we (should)start the work at once.
3. 宾语从句中的虚拟语气：
1)表示“要求”、“建议”、“命令”等意义的动词后的宾语从句要用虚拟语气（即谓语“(should)+V原”)
这类动词有：request, order,propose, command, advise, recommend, demand, suggest, insist等。
Eg. He insisted that all of us (should) be there on time by any means.
The teacher suggested that we (should) clean the blackboard after class.
※注意：当insist表示“坚持认为”和suggest表示“表明；暗示”时,其后的宾语从句不用虚拟。
Eg. The look on his face suggested that he was quite satisfied with what I had done for hi.
He insisted that he was honest.
2) 过去式或过去进行时（be用were） 对现在情况的虚拟
wish+that宾语从句(that常省) had＋过去分词 对过去情况的虚拟
would +V原 对将来的主观愿望
eg. I wish I could fly.
I wish you would stay a little longer.
I wish I had known it before.
3)would rather+宾语从句（谓语动词用过去式）
Eg. I’d rather you didn’t make any comment on the issue for the time being.
4. 表语从句：
表示“要求”、“建议”、“命令”、“欲望”、“劝告”等动词派生出来的同根名词作主语时，其表语从句要虚拟（即谓语“(should)+V原”），这类名词有：suggestion, proposal,request, advice, decision, requirement等.
Eg. The old man’s request is that his children (should) give him some money to live on every month.
My suggestion is that the old houses (should) be pulled down.
5. 同位语从句：同位语从句用虚拟语气的情况与表语从句类似。
Eg. My wish that a teaching bulding (should) be built here will soon come true.
What do you think of Mr Li’s proposal that we (should) have a get-together next Friday?
6. It is (high) time+that从句（谓语动词常用过去式）
Eg. It is time that the child went to bed.
7. 注意下列用法：
should/ought to have done
should not/ought not to have done
could/ might have done
need not have done
8. as if/though从句若情况属实，用陈述语气。否则用虚拟语气。（现在情况：动词用过去式；过去情况：had＋过去分词
It looks as if it’s going to rain.
It looks as if he had finished all his task.
9.在if引导的虚拟语气的条件句中，如果谓语动词含有were,或had, should, would等，有时可将if省略，将条件句中were,或had, should, would提到主语之前。
Eg. Were I (=If you were) you, I would make more notes.
Had you (= If you had) invited us, we would have come.
Exercises:
1. If my lawyer ___ here last Saturday, he ___ me from leaving.
A. had been; would have prevented B. had been; would prevent
C. were; would prevent D. were; would have prevented
2. ___ more attention, the trees could have grown better.
A. Given B. To give C. Giving D. Having given
3. He suggested that she ___ at once.
A. starts B. to start C. should start D. started
4. Her expression suggested that she ___ angry.
A. was B. were C. be D. should be
5. They insisted that he ___ present at the meeting.
A. was B. were C. be D. should
6. I wish I ___ you yesterday.
A. seen B. did see C. had seen D. were to see
7. --- Did you enjoy the film last night?
--- Yes, but I wish I ___ a headache.
A. hadn’t B. didn’t have C. hadn’t had D. wouldn’t have
8. It is necessary that he ___ to the hospital at once.
A. should send B. be sent C. would be sent D. sent
9. My suggestion is that you ___ the party nexst weekend.
A. held B. sould hold C. should hold D. could hold
10. The leader gave orders that the work ___ before May Day.
A. finished B. be finished C. to finished D. finish.
11. Bod ___ hard, otherwise he ___ in this exam.
A. can’t have worked; wouldn’t have failed B. can’t work; wouldn’t have failed
C. mustn’t have worked; wouldn’t fail D. must have worked; would fail
12. The driver kept his head; or the accident ___.
A. would happen B. happened C. would have happened D. would be happened
13. His failure in the college entrance esam suggested that he ___ hard.
A. not study B. should not study C. study D. had not studied
14. I told Sally how to get here, but perhaps I ___ for her.
A. had to write it out B. must have written it out
C. should have written it out D. ought to write it out
15.--- I stayed at a hotel wihile in NewYork.
--- Oh, did you? You ___ with Barbara.
A. would have stayed B. could stay C. would stay D. must have stayed
1. It was suggested that such machines ___ at once.
A. would be produced b. will be produced C. was to be produced D. be produced
2. I wish I ___ to America with you, but I AM TOO BUSY.
A. will go B. can go C. shall go D. could go
3. --- It’s raining, and I have no umbrella.
--- Here’s mine and I insist ___ it.
A. you to take B. that you take C. that you taking D. you taking
4. She went to the market early so that she ___ buy some fresh fish.
A. can B. might C. must D. should
5. Bob would rather ____.
A. working in the garden than doing his homework.
B. work in the garden than do his homework.
C. to work in the garden than to do his homework.
D. work in the garden thatn doing his homework.
6. Would you rather I ___ buying a new bike?
A. decided against B. will decide against C. have decided against D. shall decide against
7. If only I ___ earlier.
A. come B. have come C. had come D. might come
8. Look at the trouble I am in! If only I ____ your advice.
A. followed B. would follow C. had followed D. should follow
9. If we ___ yesterday , we ___ the work.
A. weren’t interrupted; would finish B. didn’t interrupt; would have finished
C. hadn’t interrupted; had finished D. hadn’t been interrupted; would have finished
10. ___, I’d have told you.
A. If I would have known it B. If I have known it C. Had I known it D. Should I know it
11. ___ today, he would get there by Friday.
A. Would he leave B. Was he leaving C. were he to leave D. If he leaves
12. If you had not helped them, they ___ in London now.
A. would still be B. will still be C. would have still gone D. will have still gone
13. Without your help, we ___ so much.
A. will not achieve B. didn’t achieve C. don’t achieve D. would not have achieved
14. Your advice that she ___ till next week is reasonable.
A. will wait B. is going to wait C. waits D. wait
15. --- What are you going to do next year?
--- I don’t know. But it’s time ____ something.
A. I decided B. I deciding C. I’ll decide D. I’d decide
16. She insisted that a doctor ___ immediately.
A. had sent for B. send C. be sent for D. was sent
17. The thief closed his eyes ___ he ___ dying.
A. even if; was B. though; would be C. even; had been D. as if; were
18. The kind-hearted couple treat the orphan very well as though he ___ their won son.
A. is B. were C. had been D. should be
19. It is strange that he ___ back so early.
A. came B. will come C. had come D. should have come
20. My suggestion is that the meeting ___ of till next Sunday.
A. be put B. put C. should put D. had been put
21. The teacher demanded that the exam ___ before eleven.
A. must finish B. would be finished C. be finished D. must be finished
22. Helen doesn’t know how much I spent in repairing the house; if she ever found out, I’m sure ___.
A. she’d never forgive me B. she never forgives me
C. she’ll never have forgiven me D. she does never forgive me
23. Without the help of the teacher, I ___ the entrance exam.
A. wouldn’t pass B. wouldn’t have passed C. couldn’t be able to pass D. will never pass
24. But for the leadership of our Party and Government, we ___ these splendid results.
A. have achieved B. shouldn’t have achieved C. should have achieved D. would achieve
25. He didn’t come yesterday, or you ___ him.
A. would see B. were to see C. might have seen D. had seen
26. You didn’t let me drive. If we ___ in turn, you ___ so tired.
A.drove; didn’t get B. drove; wouldn’t get
C . were driving; wouldn’t get D. had driven; wouldn’t have get
27. ___ it rain tomorrow, we would have to put off the visit to the Yangpu Bridge.
A. Were B. Should C. Would D. Will
28. I suggested the person ___ to be put into prison.
A. refers B. refering C. referred D. refer
29. --- Did you go with them?
--- No, I was very busy, but I would have gone if I ___.
A. had been B. hadn’t C. wasn’t D. was
30. Without electricity, human life ___ qute difficult today.
A. is B. will be C. would have been D. was
篇3：人教版初中语文说课稿
一、依纲据本，说教材
1、教材简析：
《再塑生命》选自《假如给我三天光明》一书，原是互有联系又相对独立的三篇文章：《再塑生命》、《亲近自然》、《关于“爱”的含义》合在一起编成课文，并用空行使其自然分为三部分。本文叙述了莎莉文老师高超的教育艺术，同时也表现了作者求知的热望及艰辛而愉快的生活经历，抒发了作者对莎莉文老师无比的敬爱和感激之情。
2、学情分析：
八年级学生正处于青春期，心理还极其不稳定，甚至或多或少存在着不同程度的不良心态或心理障碍。他们还不大懂得怎样面对人，怎样面对生命，如何面对挫折，人活着的价值何在……鉴于此，本节课主要引导学生了解海伦凯勒的人生经历及其品质，体会作者热爱生活，对待生命的积极态度，进而建立正确的生命观。
3、教学目标：
根据课标的要求，结合教材特点及学生的实际情况，制定如下教学目标。
1)知识目标：
①理解、积累“企盼、花团锦簇、美不胜收、不可名状、期期艾艾”等词语。
②理清文章思路，整体把握文章内容。
2)能力目标：
①培养学生准确获取语言信息并进行语言概括的能力，把握课文一体两面的思路结构。
②品味重点语句，体会作者热爱生活，对待生命的积极态度。
3)情感、态度与价值观目标：
了解海伦凯勒的人生经历及其品质，学习海伦凯勒不怕困难、好学敏思、坚韧不拔、热爱生活的精神，引导学生建立正确的生命观。
4、教学重点：
研读课文，把握作品的思想内容，引导学生建立正确的生命观。
5、教学难点：
体会作为盲聋哑人的作者对生活的独特感悟，及对待生命的积极态度。
二、说教法和学法
1、教法的运用：
教是为学服务，根据文章内容和学生的特点，采用以下方法进行教学，以达到教学目标。
1)阅读感知法：遵循语文阅读的整体性原则，引导学生反复阅读文章，整体感知文章内容，培养学生的阅读能力、自学能力。
2)问题导思法：用问题的方式导读文本，引起学生的兴趣。教师可根据教学要求设置问题情境，激活学生的思维。
3)启发式教学：以启发、点拨、诱导的方式为学生的思维铺路搭桥，引导学生积极参与学习活动，提高学生分析问题和解决问题的能力，同时促进师生间的互动。
4)多媒体教学：丰富教学手段，弥补传统教学的不足，扩大教学容量，优化学习效果。
2、学法的渗透：
教是为了不教，在教学过程中应重视学习方法的指导。本节课主要从以下几方面渗透学法。
1)讨论交流法：语言是思维的工具，因此讨论交流是学生学习不可缺少的环节。让学生讨论交流，培养学生的感受能力、语言表达能力，体现学生的主体地位，促使学生主动获取知识。
2)品评积累法：学习中，对精彩的语言进行品评积累，把文章的精华装进大脑变成活材料投入周转，将会终身受用。
3)角色体验法：变换角色，换位思考，更容易引起学生的兴趣，利于感知，增进学生对课文的理解。教学应为现实生活服务。
4)读写结合法：以读促写，以写促读。在读写训练中，使学生的学习达到质的飞跃。
三、优化组合，说程序
(一)课前准备阶段
①学生：预习课文，自学字词，把握文章大意。
②教师：制作课件，准备阅读材料。
(二)课堂学习阶段
1、导入新课，简介作者。(2分钟)以古今中外获得成功的残疾人士导入，引起学生注意，激发学习兴趣。这一程序的目的在于明确本课学习的主要内容并了解作者，其作用是定向。
导语设计如下：失去光明的民间艺人阿炳的《二泉映月》给我们描画了一个凄凉哀怨的世界，也让我们感到了命运的残酷和抗争的力量。奥斯特洛夫斯基全身瘫痪，双目失明，但他以惊人的毅力，克服重重困难，在病榻上完成了长篇小说《钢铁是怎样炼成的》，鼓舞了一代又一代的热血青年。几乎全聋的贝多芬扼着命运的咽喉，奏出了与命运抗争的最强音一一《命运交响曲》……古今中外有许许多多付出艰辛努力而获得成功的残疾人。今天，我们一起走进《再塑生命》，去感受一个病弱生命的顽强成长的足迹和引领她人生转机走向光明的莎莉文老师。
2、检查预习，达标测评。
(3分钟)检查学生课前预习的情况，完成教学目标中积累词语的要求，这一程序主要针对中差生设计。
3、速读课文，整体感知。
(7分钟)学生在课前预习的前提下快速阅读文章，筛选主要语言信息，整体把握文章的主要内容，了解文章一体两面的结构特征。这一程序要鼓励、指导学生全员参与。
具体操作方法如下：
1)学生速读课文后先独自思考。
2)小组讨论交流、明确。教师可做适当提示，如：课文写了什么人?写了哪几件事?
4、深层研读，体察文意。
(15分钟)此程序在于引导品味、积累语言，了解海伦凯勒的人生经历及其品质，完成相应的学习目标。
1)课文展示了儿时海伦的性格特点和人生起步的足迹。请学生通读全文，联系作者的生平经历，说说海伦性格中的特点。
[小组合作研讨，课堂交流，学生归结，教师补充，尔后打出课件，展示有关内容。]
2)课文文笔优美，充满诗情画意。学生再读全文，品评并积累文中优美而精警的语句。
[学生在文章中圈点、勾画、批注，品味、积累语言，并自由诵读相关语句，体会作者热爱生活，对待生命的积极态度。]
学生品评、积累的语句可能有：
(1)“朋友，你可曾在茫茫大雾中航行过?在雾中神情紧张地驾驶着一条大船，小心翼翼地缓慢地向对岸驶去，心儿怦怦直跳，唯恐发生意外。”――十分形象地展示了坠人黑暗而沉寂世界的海伦的心灵历程。
(2)“我又获得了一种新的知识――大自然有时也会向她的儿女开战，在她那温柔美丽的外表下面还隐藏着利爪哩!”――与自然的相处中感受自然的严厉、暴躁的一面，以“利爪”形象说出。
(3)“我感觉到有无数无形的线条正穿梭在我和其他人的心灵中间。”――作者在执著痴想后体悟到的“爱”的情感。
5、归纳小结，过渡迁移。
(1分钟)
[打出课件，展示相关内容，引出下面的拓展阅读。]
6、延伸拓展，角色体验。
(8分钟)此程序目的是扩展学生视野空间，并进行换位思考，培养学生的生命可贵意识，引导学生建立正确的生命观。
[打出课件，展示阅读材料。欣赏韩红的歌曲《天亮了》，屏幕显示歌词。换位思考，自由发言。]
设问：假如你是潘子洁，在父母为你托起了这第二次生命后，你对生命是否有更深的理解?假如你是潘子洁，你正在这间教室里和你的老师、同学和作家海伦・凯勒共同探讨生命，请你对远去的父母说说，你将如何对待生命?
7、结束语。
(1分钟)这堂课就要结束了，但是，我们的生命还在继续，我们对生命的思考、探索才刚刚开始，我们的生命会在现在和未来闪光。
8、布置作业。
(1分钟)这一步目的在于“读写结合”，深化课堂教学。
1)学了这篇课文后，你的感受是什么?请结合自己的经历来谈谈，并把自己的感受写成500字的读后感。(同学们可以各抒己见，可以从莎莉文老师的角度考虑，也可以从海伦凯勒的角度考虑。)
2)课外阅读《假如给我三天光明》(学有余力的同学完成。)
篇4：初三化学知识点人教版
初三上册化学必背知识点
化学常见物质颜色汇总
1、白色固体：MgO、P2O5、CaO、NaOH、Ca(OH)2、KClO3、KCl、Na2CO3、NaCl、无水CuSO4;铁、镁为银白色(汞为银白色液态)，除了有颜色的固体，其他固体一般为白色。
2、黑色固体：炭粉、铁粉、CuO、MnO2、Fe3O4;注：KMnO4为紫黑色。
3、红色固体：Cu、Fe2O3、HgO、红磷;注：硫磺：淡黄色。
4、溶液的颜色：含Cu2+的溶液呈蓝色(如CuSO4溶液);含Fe2+的溶液呈浅绿色(如FeCl2溶液);含Fe3+的溶液呈棕黄色(如FeCl3溶液)，其余溶液一般为无色。(高锰酸钾溶液为紫红色)。
5、具有刺激性气体的气体：NH3(氨气)、SO2、HCl(皆为无色);无色无味的气体：O2、H2、N2、CO2、CH4、CO(剧毒)、空气、稀有气体注：具有刺激性气味的液体：盐酸、硝酸、醋酸(即醋);氨水;酒精为有特殊气体的液体。
6、有毒的：气体：CO。
初中化学必备化学反应方程式
1、木炭在氧气中燃烧：C+O2=点燃=CO2
2、硫在氧气中燃烧：S+O2=点燃=SO2
3、镁在空气中燃烧：2Mg+O2=点燃=2MgO
4、铁在氧气中燃烧：3Fe+2O2=点燃=Fe3O4
5、氢气还原氧化铜：H2+CuO=△=Cu+H2O
6、木炭还原氧化铜：C+2CuO=高温=2Cu+CO2↑
7、碳还原氧化铁：3C+2Fe2O3=高温=4Fe+3CO2↑
8、铁和硫酸铜溶液：Fe+CuSO4=Cu+FeSO4
化学九年级上册知识点
实验
1、实验室制取氧气的步骤：
“茶(查)、庄(装)、定、点、收、利(离)、息(熄)”
“查”检查装置的气密性“装”盛装药品，连好装置
“定”试管固定在铁架台“点”点燃酒精灯进行加热
“收”收集气体“离”导管移离水面
“熄”熄灭酒精灯，停止加热。
2、注意事项
①试管口略向下倾斜：防止冷凝水倒流引起试管破裂
②药品平铺在试管的底部：均匀受热
③铁夹夹在离管口约1/3处
④导管应稍露出橡皮塞：便于气体排出
⑤试管口应放一团棉花：防止高锰酸钾粉末进入导管
⑥排水法收集时，待气泡均匀连续冒出时再收集(刚开始排出的是试管中的空气)
⑦实验结束时，先移导管再熄灭酒精灯：防止水倒吸引起试管破裂
⑧用排空气法收集气体时，导管伸到集气瓶底部
3、氧气的验满：用带火星的木条放在集气瓶口
检验：用带火星的木条伸入集气瓶内
4、用CO还原氧化铜的实验步骤：
“一通、二点、三灭、四停、五处理”
“一通”先通氢气，“二点”后点燃酒精灯进行加热;
“三灭”实验完毕后，先熄灭酒精灯，“四停”等到室温时再停止通氢气;“五处理”处理尾气，防止CO污染环境。
5、电解水的实验现象：
“氧正氢负，氧一氢二”：正极放出氧气，负极放出氢气;氧气与氢气的体积比为1：2。
6、组成地壳的元素：养闺女(氧、硅、铝)
7、原子最外层与离子及化合价形成的关系：
“失阳正，得阴负，值不变”：原子最外层失电子后形成阳离子，元素的化合价为正价;原子最外层得电子后形成阴离子，元素的化合价为负价;得或失电子数=电荷数=化合价数值。
8、过滤操作：操作注意事项：“一贴二低三靠”
“一贴”：滤纸紧贴漏斗的内壁
“二低”：(1)滤纸的边缘低于漏斗口(2)漏斗内的液面低于滤纸的边缘
“三靠”：(1)漏斗下端的管口紧靠烧杯内壁
(2)用玻璃棒引流时，玻璃棒下端轻靠在三层滤纸的一边
(3)用玻璃棒引流时，烧杯尖嘴紧靠玻璃棒中部
9、过滤后，滤液仍然浑浊的可能原因有:
①承接滤液的烧杯不干净②倾倒液体时液面高于滤纸边缘③滤纸破损
九年级化学上册期末复习资料
考点1.原子的构成
⒈构成原子的粒子
质子：一个质子带一个单位的正电荷
原子核
原子中子：不带电
电子：一个电子带一个单位的负电荷
⒉在原子里，核电荷数=质子数=核外电子数，原子不显电性。
考点2相对原子质量
⒈相对原子质量的标准：碳-12原子质量的1/12。
⒉表达式：Ar=其他原子的质量/(碳-12的质量×1/12)
相对原子质量是一个比值，单位为1，符号为“Ar”，不是原子的实际质量。
⒊原子的质量主要集中在原子核上，相对原子质量≈质子数+中子数
考点3。元素
⒈元素的定义：具有相同核电荷数(即核内质子数)的一类原子的总称。
⒉元素的种类决定于核电荷数(即核内质子数)。
⒊地壳中含量列前四位的元素(质量分数)：氧、硅、铝、铁，其中含量最多的元素(非金属元素)是氧元素，含量最多的金属元素是铝元素。
⒋生物细胞中含量列前四位的元素：氧、碳、氢、氮。
考点4。元素符号
⒈元素符号：用元素的拉丁文名称的第一个大写字母来元素。
⒉书写：
⑴由一个字母表示的元素符号要大写，如：H、O、S、C、P等。
⑵由两个字母表示的元素符号，第一个字母要大写，第二个字母要小写(即“一大二小”)，如：Ca、Na、Mg、Zn等。
⒊元素符号表示的意义：⑴表示一种元素;⑵表示这种元素的一个原子(注意：当元素符号所表示的原子能直接构成物质时，它还能表示“某单质”。)例如：
①表示氢元素
H2H：表示二个氢原子
②表示一个氢原子注意：元素不讲个数，2H不能说成二个氢元素。
①表示铁元素
Fe②表示一个铁原子3Fe：表示3个铁原子
③表示金属铁
考点5物质组成、构成的描述
⒈物质由元素组成：如：水是由氢元素和氧元素组成的。
⒉物质由粒子(分子、原子、离子)构成。例如：
⑴水是由水分子构成的。
⑵水银是由汞原子构成的。
⑶氯化钠是由钠离子(Na+)和氯离子(Cl-)构成的。
⒊分子是由原子构成的：如：水分子是由氢原子和氧原子构成的;每个水分子是由二个氢原子和一个氧原子构成的。
篇5：人教版初中语文知识点
春 一、重点字词
1.给下列加点宇注音。 朗润.yùn 水涨.zhǎng 嫩.nân 宛.wǎn转 应和.hâ 撑.chēng伞 2.根据拼音写出相应的汉字。 (yùn niàng) 酝酿 鸟(cháo) 巢 披(suō) 蓑 戴(lì) 笠 抖(sǒu) 擞 3.解释下列句中加点的词语。 (1) (鸟儿)呼朋引伴地卖弄..
清脆的喉咙，唱出宛转的曲子。卖弄：炫耀。 (2) 傍晚时候，上灯了，一点点黄晕的光，烘托..出一片安静而和平的夜。烘托：衬托。
点拨：结合语境理解词语的意思。 4.用恰当的动词填空。
(1)小草偷偷地从土里钻出来。
(2)“吹面不寒杨柳风”，不错的，像母亲的手抚摸着你。 (3)花下成千成百的蜜蜂嗡嗡地闹着。 (4)人家屋顶上全笼着一层薄烟。 二、重点句子背记知识清单
1.桃树、杏树、梨树，你不让我，我不让你，都开满了花赶趟儿。红的像火，粉的像霞，白的像雪。
2.野花遍地是：杂样儿，有名字的，没名字的，散在草丛里，像眼睛，像星星，还眨呀贬的。
三、段背记知识清单 默写《春》最后三段。
春天像刚落地的娃娃，从头到脚都是新的，它生长着。 春天像小姑娘，花枝招展的，笑着，走着。
春天像健壮的青年，有铁一般的胳膊和腰脚，领着我们上前去。 四、文学(文体)常识背记知识清单
1.《春》是一篇诗意盎然的抒情散文(体裁)。
2.《春》的作者是朱自清，字佩弦，散文家、诗人、学者(称谓)，著名的散文有《背影》《荷塘月色》等。 第12课 济南的冬天 一、重点字词
1.给下列加点字注音。 暖和.huo 着.zhuï落 一髻.jì白花 镶.xiāng 宽敞.chǎng 贮.zhù蓄 2.解释下列句中加点的词语。
(1) 就是下小雪吧，济南是受不住大雪的，那些小山太秀气..! 秀气：清秀文雅，这里指小山秀美小巧。
(2) 对于一个刚由伦敦回来的人，像我，冬天要能看得见日光， 便觉得是怪事;济南的冬天是响晴..的。 响晴：晴朗无云。 (3) 设若..
单单是有阳光，那也算不了出奇。 设若：假若。
二、重点句子背记知识清单
1.山尖全白了，给蓝天镶上一道银边。
2.等到快日落的时候，微黄的阳光斜射在山腰上，那点薄雪好像忽然害了羞，
微微露出点粉色。
三、文学(文体)常识背记知识清单
老舍，原名舒庆春，字舍予，现代著名作家，北京市政府曾授予他“人民艺术家”荣誉称号。代表作有长篇小说《骆驼祥子》《四世同堂》等，话剧《龙须沟》《茶馆》等。
第13课 山中访友 一、重点字词
1.给下列加点字注音。
栀zhī子 湛zhàn蓝 犬吠fâi 津jīn津乐道 禅chán心 2.解释下列词语。
(1)唱和：指歌唱时此唱彼和，互相呼应。 (2)玄奥：玄秘深奥。
(3)德高望重：道德高，名望重。 (4)津津乐道：很感兴趣地谈论。 二、重点句子背记知识清单
你好，瀑布大哥! 雄浑的男高音，纯粹的歌唱家，不拉赞助，不收门票，天生的金嗓子，从古唱到今。
三、文学(文体)常识背记知识清单 《山中访友》的作者是李汉荣。 第14课 秋天 一、重点字词
1.给下列加点字注音。 伐木声丁.丁zhēng 鳊.biān鱼 乌桕.jiù 寥.liáo阔 枯涸.hã 清洌.liâ 梦寐.mâi 2.解释下列词语。
(1) 栖息：停留，休息(多指鸟类)。 (2) 寥阔：高远空旷。
(3) 枯涸：干涸，没有水了。 (4) 梦寐：睡梦。
二、重点句子背记知识清单
1.放下饱食过稻香的镰刀，/用背篓来装竹篱间肥硕的瓜果。 2.草野在蟋蟀声中更寥阔了。/溪水因枯涸见石更清洌了。 三、段背记知识清单
默写《秋天》“渔夫晨归图”一节。
向江面的冷雾撒下圆圆的网，/收起青鳊鱼似的乌桕叶的影子。/芦篷上满载着白霜，轻轻摇着归泊的小桨。/秋天游戏在渔船上。 四、文学(文体)常识背记知识清单
《秋天》一诗的作者是何其芳，他是现代散文家、诗人、文艺评论家(称谓)。
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