当前位置：首页 > 教学文档 > 教案>人教版高二不定式语法教案

人教版高二不定式语法教案

2023-10-05 08:51:00 收藏本文下载本文

“ak-47”通过精心收集，向本站投稿了18篇人教版高二不定式语法教案，下面是小编整理后的人教版高二不定式语法教案，希望能帮助到大家!

人教版高二不定式语法教案

篇1：人教版高二不定式语法教案

Unit 1 Grammar----The Infinitive (1)

Content: the Infinitive used as object and object complement.

Teaching aims:

1. Review the Infinitive used as object and object complement.

2 .Ss are able to understand the meaning and the function of

the Infinitive.

3. Ss can use the grammar to express their ideas in communication.

Aid: multiple-media , paper .

Procedures:

Step 1: Lead in: Help the students to us the infinitive to communicative .

Situation:

National day is coming .

What do you want to do during the National Day ?

1. Ask the students to brainstorm on their plans for the National Day by the structure of infinitive.

2. Ask the students to make sentences by using the given picture.(We plan to climb the mountains.

We plan to go fishing .

We plan to go camping .

We plan to swim. )

Step2: Help the students to recognize the functions of the infinitive by reading the story and underlining the structure.

《The tiger and the mouse》

A tiger and a mouse were walking in a field when they saw a big lump of cheese lying on the ground. The mouse wanted to eat the cheese itself ,so he said, “Please , tiger, let me have it. You don't even like cheese. Be kind and find something else to eat.” But the tiger put his paw on the cheese and said: “It's mine! And if you don't go , I'll eat you too.” The mouse was very sad and went away.

The tiger tried to swallow all of the cheese at once but it got stuck in his throat and whatever he tried to do he could not move it. First,he wanted the dog to help him, but the dog failed to do it .He suggested that the mouse should help him . So the tiger went to ask for the mouse's help . “Open your mouth and let me jump in. I'll nibble at the cheese until it is small enough to eat” The tiger opened his mouth, the mouse jumped in and began nibbling at the cheese. The tiger thought: “I really am very hungry…”

Step3.Ask the students to explain the infinitive of structures.

Step 4. Learn to use the Infinitive used as object.

A. Brain storm on verbs ( verb+ to do).

1. Show the students more verbs.

afford agree ask be decide come dare demand desire determine expect hope fail happen help learn mean manage offer plan pretend promise refuse wish forget, remember

2. Practise the infinitive by using the given pictures, Ask the students to make some sentences with the infinitive.

Eg1:The driver failed to see the other car in time.司机没能及时看见另一辆车。

Eg2.It is raining hard ,Jack is holding a newspaper over his head . He forget to take an umbrella.

B. Brainstorm on some verbs which follow “how to do; what to do …”as an objects.

动词+what(when, where ,how )+ to do

1.Show the students some verbs followed by how to do (What to do ) as an object.

decide, know, forget, learn, understand,

wonder, find out, explain,

2.Practisethe structure, Ask the students to make some sentences according to the pictures.

Eg1. The teacher is showing the student how to use the recorder.

Eg2. The man doesn't know where to go .

3.Ask the students to make their sentences orally in class.

Step5. The Infinitive used as object complement.

(Verb+ object +to do)

1.Brain storm on verbs( verb+ object+ to do).

2. Show the students some more verbs.

ask, beg, choose, expect , want, tell, order, show, …

3.help the students to tell the different meaning between an object and an object complement .

Eg1. The manager wants to speak to Tom and say,

“我想和汤姆谈话。”

Q: Who will speak to Tom ?

The manager.

The manager wants his secretary to speak to Tom.

我想让你和汤姆谈话。

Q: Who will speak to Tom ?

His secretary.

Eg2:In the circus, the trainer taught the dog to stand, to sit, and to bark on command.

4.Practise the function by completing the sentences .

1).We planned to climb the mountain, my little sister begged to go with us .(我们计划爬山，我的小妹妹求跟我们一起去。)

2) Tom begged me to play the computer games with him .

（汤姆求我跟他一起完电脑游戏。）

3) The worker happened to know the place where we wanted to go ,We wanted him to be us to be our guide .

（那个工人碰巧去过我们想要去的地方，我们想让他当我们的导游）

4)My father promised to buy a new bike for me .

（我爸爸答应给我买一辆新自行车）

5）He expected to be forgiven .（他期待着他人的谅解）

6）What do you expect me to say ?(你要我说什呢？)

Step6.

1. Observe the sentences and get to understand the infinitive

without “to”.

1).Didn't you hear anyone say anything about it ?

2).What made you thing like that ?

3).When there were 3.2 seconds left in the basketball match ,I felt the atmosphere （气氛）grow tense .

2.Brainstorm more verbs. (动词+ do)

see, watch, notice, hear, do, make, let +do表示动作的完整性，真实性；+doing表示动作的连续性，进行性

3. Ask the Ss to make sentences by using the verbs in thebrackets.

Eg1.Every day we have to do a lot of home work .(make )

Teacher Li makes us do a lot of homework everyday .

Eg2. When I passed his room he was singing . (hear )

I heard him sing .

Eg3. When I was walking along the river, suddenly

a boy fell into the river, immediately a man jumped into the river and saved him . (see)

Step7:Ask the student to make up sentences with the verbs they have learned, pay attention to the infinitive.

Homework: Write down 10 sentences with the verbs they have learned .

Unit 1 Grammar----The Infinitive (2)

Content: the Infinitive used as attributive ,adverbial modifier,

and subject modifier .

Teaching aims:

1. Review the Infinitive used as attributive ,adverbial modifier, and subject modifier .

2 .Ss understand the meaning and function of the Infinitive.

3. Ss can use the grammar freely in communication.

Teaching Procedure :

Step1.

Lead in : Try to analyse the sentence, How is the Infinitive used.(P5 ,1)

Step 2:Practise the Infinitive used as attributive

1.Look at the picture and make up a sentence.

Eg1. After he finished college, he had a lot of jobs to choose.（他有许多工作可选）

Eg2.He is a Senior 3 students ,He has lots of homework to do .

（她有许多作业要做）

Eg3.The general manger wants his secretary to his office ,

he has something important to tell her .

（他有重要的事情要告诉他）

2.Ask the students to sum up the structure.

Noun (Pron.) to do

Step 3.Review the Infinitive used as an adverb.

1. Lead in.

Eg1.When do you get up every morning ?

At 5 o'clock .Why do you get up so early ?

In order to catch the first bus. (not to be late for class).

n order to, so as to, so(such)… as to… (如此……以便……)

Eg2. He ran so fast as to catch the first bus.

他飞快地跑以便赶上第一班车。

2. Used as a cause I'm glad to see you.

3.Ask the students to anylise the sentences and find out their functions.

1) He came to help me with my math .( 目的 )

2) They started early so as to catch the first bus . (目的 )

3) In order to serve the people well, I study hard . ( 目的 )

4) They ran over to welcome the champions . ( 目的 )

5) To hear him talk in that manner, you would think him a foreigner . ( 原因 )

6) We jumped with joy to hear the good news . ( 原因 )

4．Rewrite the sentences without changing the meaning .

1) She raised her voice loud so that she might be heard .

(She raised her voice so as to be heard .)

(In order to be heard she raised her voice loud.)

(she raised her voice loud in order to be heard. )

( To be heard she raised her voice loud .)

(She raised her voice loud to be heard .)

Situation: Task :

You have watched the man basketball matches in the Olympic Games. Are you pleased with the result ?

Do you know what Yao Ming think of it ?

Why did he feel disappointed ?

2.Yao Ming felt very disappointed ,because he didn't reach his aim in the basketball match .

Yao Ming was very disappointed not to reach his aim in the basketball match .

Step 4.Ss try to understand the function of the Infinitive used as attribute . Ss try to change the sentences using the Infinitive.(p6,3)

Step 5.Practise the infinitive, to make some more sentences with the Infinitive.

Task: Situation:

A tourist is in hospital ,a policeman goes to ask for some information of the robbery.

“Why did you go to the city ?

What did you want to do ?

What did you do yesterday ?

What did you see ?

What did you do ?

What happened next ?”

1.I came here to spend （来度假）my holidays.

2. I want to watch （想看）the sun rising above the sea level.

3.I watched the sun rise （看日出）yesterday.

4.I saw the burglar stealing into the bank（看见盗贼进入银行） when I was watching the stars at night .

5.I chased(追赶)the burglar.

6.I felt my head bump against something(感到我头碰到什么东西)then I felt the earth shaking .

Homework: Finish writing the interview .

补充材料：

The Infinitive used as subject .

It's +adj.+ to do

1.Eg:It's easy (for me) to do that.我做这事太容易了

2.Brain storm on phrases( verb+ do).

3. Show the students more adj.

easy, difficult, hard, important, possible, impossible, comfortable, necessary, better; the first, the next, the last, the best, not enough

It's so nice to hear your voice.听到你的声音真高兴。

It's necessary for you to lock the car when you do not use it.

It's +adj.+of sb.to do

It's very kind of you to help us. 他帮助我们，他真好。

kind, nice, stupid, rude, clever, foolish, thoughtful, thoughtless, brave, considerate(考虑周到的), silly, selfish(自私的)

例句:You often offer some money to the begger .

It was silly of us to believe him. 我们真愚蠢，竟然相信了他。

It's very kind of you .

It seemed selfish of him not to give them anything.

Summmary:

It's+adj for sb. 常用于表示事物的特征特点，表示客观形式的形容词，

It's very hard for him to study two languages.

对他来说学两门外语是很难的。 of sb的句型一般用表示人物的性格，品德，表示主观感情或态度的形容词，如good, kind, nice, clever, foolish, right。

It's very nice of you to help me. 你来帮助我，你真是太好了。

篇2：人教新课标高二不定式语法教案

School: Lize Middle School

Name: Wu Dongsheng

Type of lesson: Grammar

Unit 1 Grammar----The Infinitive (1)

Content: the Infinitive used as object and object complement.

Teaching aims:

1. Review the Infinitive used as object and object complement.

2 .Ss are able to understand the meaning and the function of

the Infinitive.

3. Ss can use the grammar to express their ideas in communication.

Aid: multiple-media , paper .

Procedures:

Step 1: Lead in: Help the students to us the infinitive to communicative .

Situation:

National day is coming .

What do you want to do during the National Day ?

1. Ask the students to brainstorm on their plans for the National Day by the structure of infinitive.

2. Ask the students to make sentences by using the given picture.(We plan to climb the mountains.

We plan to go fishing .

We plan to go camping .

We plan to swim. )

Step2: Help the students to recognize the functions of the infinitive by reading the story and underlining the structure.

《The tiger and the mouse》

The tiger tried to swallow all of the cheese at once but it got stuck in his throat and whatever he tried to do he could not move it. First,he wanted the dog to help him, but the dog failed to do it .He suggested that the mouse should help him . So the tiger went to ask for the mouse’s help . “Open your mouth and let me jump in. I'll nibble at the cheese until it is small enough to eat“ The tiger opened his mouth, the mouse jumped in and began nibbling at the cheese. The tiger thought: ”I really am very hungry…“

Step3.Ask the students to explain the infinitive of structures.

Step 4. Learn to use the Infinitive used as object.

A. Brain storm on verbs ( verb+ to do).

1. Show the students more verbs.

afford agree ask be decide come dare demand desire determine expect hope fail happen help learn mean manage offer plan pretend promise refuse wish forget, remember

2. Practise the infinitive by using the given pictures, Ask the students to make some sentences with the infinitive.

Eg1:The driver failed to see the other car in time.

司机没能及时看见另一辆车。

Eg2.It is raining hard ,Jack is holding a newspaper over his head . He forget to take an umbrella.

B. Brainstorm on some verbs which follow “how to do; what to do …”as an objects.

动词+what(when, where ,how )+ to do

1.Show the students some verbs followed by how to do (What to do ) as an object.

decide, know, forget, learn, understand,

wonder, find out, explain,

2.Practisethe structure, Ask the students to make some sentences according to the pictures.

Eg1. The teacher is showing the student how to use the recorder.

Eg2. The man doesn’t know where to go .

3.Ask the students to make their sentences orally in class.

Step5. The Infinitive used as object complement.

(Verb+ object +to do)

1.Brain storm on verbs( verb+ object+ to do).

2. Show the students some more verbs.

ask, beg, choose, expect , want, tell, order, show, …

3.help the students to tell the different meaning between an object and an object complement .

Eg1. The manager wants to speak to Tom and say,

“我想和汤姆谈话。”

Q: Who will speak to Tom ?

The manager.

The manager wants his secretary to speak to Tom.

我想让你和汤姆谈话。

Q: Who will speak to Tom ?

His secretary.

Eg2:In the circus, the trainer taught the dog to stand, to sit, and to bark on command.

4.Practise the function by completing the sentences .

1).We planned to climb the mountain, my little sister begged to go with us .(我们计划爬山，我的小妹妹求跟我们一起去。)

2) Tom begged me to play the computer games with him .

（汤姆求我跟他一起完电脑游戏。）

3) The worker happened to know the place where we wanted to go ,We wanted him to be us to be our guide .

（那个工人碰巧去过我们想要去的地方，我们想让他当我们的导游）

4)My father promised to buy a new bike for me .

（我爸爸答应给我买一辆新自行车）

5）He expected to be forgiven .（他期待着他人的谅解）

6）What do you expect me to say ?(你要我说什呢？)

Step6.

1. Observe the sentences and get to understand the infinitive

without “to”.

1).Didn’t you hear anyone say anything about it ?

2).What made you thing like that ?

3).When there were 3.2 seconds left in the basketball match ,I felt the atmosphere （气氛）grow tense .

2.Brainstorm more verbs. (动词+ do)

see, watch, notice, hear, do, make, let

(+do) 表示动作的完整性，真实性；

(+doing) 表示动作的连续性，进行性

3. Ask the Ss to make sentences by using the verbs in the

brackets.

Eg1.Every day we have to do a lot of home work .(make )

Teacher Li makes us do a lot of homework everyday .

Eg2. When I passed his room he was singing . (hear )

I heard him sing .

Eg3. When I was walking along the river, suddenly

a boy fell into the river, immediately a man jumped into the river and saved him . (see)

Step7:Ask the student to make up sentences with the verbs they have learned, pay attention to the infinitive.

Homework: Write down 10 sentences with the verbs they have learned .

Unit 1 Grammar----The Infinitive (2)

Content: the Infinitive used as attributive ,adverbial modifier,

and subject modifier .

Teaching aims:

1. Review the Infinitive used as attributive ,adverbial modifier, and subject modifier .

2 .Ss understand the meaning and function of the Infinitive.

3. Ss can use the grammar freely in communication.

Teaching Procedure :

Step1.

Lead in : Try to analyse the sentence, How is the Infinitive used.(P5 ,1)

Step 2:Practise the Infinitive used as attributive

1.Look at the picture and make up a sentence.

Eg1. After he finished college, he had a lot of jobs to choose.（他有许多工作可选）

Eg2.He is a Senior 3 students ,He has lots of homework to do .

（她有许多作业要做）

Eg3.The general manger wants his secretary to his office ,

he has something important to tell her .

（他有重要的事情要告诉他）

2.Ask the students to sum up the structure.

Noun (Pron.) to do

Step 3.Review the Infinitive used as an adverb.

1. Lead in.

Eg1.When do you get up every morning ?

At 5 o’clock .Why do you get up so early ?

In order to catch the first bus. (not to be late for class).

in order to, so as to, so(such)… as to… (如此……以便……)

Eg2. He ran so fast as to catch the first bus.

他飞快地跑以便赶上第一班车。

2. Used as a cause

I'm glad to see you.

3.Ask the students to anylise the sentences and find out their functions.

1) He came to help me with my math .( 目的 )

2) They started early so as to catch the first bus . (目的 )

3) In order to serve the people well, I study hard . ( 目的 )

4) They ran over to welcome the champions . ( 目的 )

5) To hear him talk in that manner, you would think him a foreigner . ( 原因 )

6) We jumped with joy to hear the good news . ( 原因 )

4．Rewrite the sentences without changing the meaning .

1) She raised her voice loud so that she might be heard .

(She raised her voice so as to be heard .)

(In order to be heard she raised her voice loud.)

(she raised her voice loud in order to be heard. )

( To be heard she raised her voice loud .)

(She raised her voice loud to be heard .)

Situation: Task :

You have watched the man basketball matches in the Olympic Games. Are you pleased with the result ?

Do you know what Yao Ming think of it ?

Why did he feel disappointed ?

2. Yao Ming felt very disappointed ,because he didn’t reach his aim in the basketball match .

Yao Ming was very disappointed not to reach his aim in the basketball match .

Step 4.Ss try to understand the function of the Infinitive used as attribute . Ss try to change the sentences using the Infinitive.(p6,3)

Step 5.Practise the infinitive, to make some more sentences with the Infinitive.

Task: Situation:

A tourist is in hospital ,a policeman goes to ask for some information of the robbery.

“Why did you go to the city ?

What did you want to do ?

What did you do yesterday ?

What did you see ?

What did you do ?

What happened next ?”

1.I came here to spend （来度假）my holidays.

2. I want to watch （想看）the sun rising above the sea level.

3.I watched the sun rise （看日出）yesterday.

4.I saw the burglar stealing into the bank（看见盗贼进入银行） when I was watching the stars at night .

5.I chased(追赶)the burglar.

6.I felt my head bump against something(感到我头碰到什么东西)then I felt the earth shaking .

Homework: Finish writing the interview .

补充材料：

The Infinitive used as subject .

It’s +adj.+ to do

1.Eg:It's easy (for me) to do that.我做这事太容易了

2.Brain storm on phrases( verb+ do).

3. Show the students more adj.

easy, difficult, hard, important, possible, impossible, comfortable, necessary, better; the first, the next, the last, the best, not enough

It's so nice to hear your voice.

听到你的声音真高兴。

It's necessary for you to lock the car when you do not use it.

当你不用车的时候，锁车是有必要的。

It’s +adj.+of sb.to do

It's very kind of you to help us. 他帮助我们，他真好。

kind, nice, stupid, rude, clever, foolish, thoughtful, thoughtless, brave, considerate(考虑周到的), silly, selfish(自私的)

例句:You often offer some money to the begger .

It was silly of us to believe him. 我们真愚蠢，竟然相信了他。

It’s very kind of you .

It seemed selfish of him not to give them anything.

他不给他们任何东西，这显得太自私了。

Summmary:

It’s+adj for sb. 常用于表示事物的特征特点，表示客观形式的形容词，

It's very hard for him to study two languages.

对他来说学两门外语是很难的。 of sb的句型一般用表示人物的性格，品德，表示主观感情或态度的形容词，如good, kind, nice, clever, foolish, right。

It's very nice of you to help me. 你来帮助我，你真是太好了。

Unit 1 Grammar : theInfinitive

一．Read the story,try to recognize the functions of the infinitive .

《The tiger and the mouse》

A tiger and a mouse were walking in a field when they saw a big lump of cheese lying on the ground. The mouse wanted to eat the cheese itself ,so he said, ”Please , tiger, let me have it. You don't even like cheese. Be kind and find something else to eat.“ But the tiger put his paw on the cheese and said: ”It's mine! And if you don't go , I'll eat you too.“ The mouse was very sad and went away.

The tiger tried to swallow all of the cheese at once but it got stuck in his throat and whatever he tried to do he could not move it. First,he wanted the dog to help him, but the dog failed to do it .He suggested that the mouse should help him . So the tiger went to ask for the mouse’s help . “Open your mouth and let me jump in. I'll nibble at the cheese until it is small enough to eat” The tiger opened his mouth, the mouse jumped in and began nibbling at the cheese. The tiger thought: “I really am very hungry…”

二． Completing the sentences .

1). 我们计划爬山，我的小妹妹求跟我们一起去。

----------------------------------------------------------------

2)汤姆求我跟他一起完电脑游戏。

-------------------------------------------------------------------

3)那个工人碰巧去过我们想要去的地方，我们想让他当我们的导游.-------------------------------------------------------------------------------------------------------------------------------------------------------

4)我爸爸答应给我买一辆新自行车

--------------------------------------------------------------------------------

5）他期待着他人的谅解.

---------------------------------------------------------------------------------

6）你要我说什呢？

-------------------------------------------------------------------------------------

三．Observe the sentences and anylise the infinitive without “to”.

1.Didn’t you hear anyone say anything about it ?

2.What made you thing like that ?

3.When there were 3.2 seconds left in the basketball match ,I felt the atmosphere （气氛）grow tense .

四． Make sentences by using the verbs in the brackets.

1）.Every day we have to do a lot of home work .(make )

---------------------------------------------------------------------

2）. When I passed his room he was singing . (hear )

----------------------------------------------------------------------

3）. When I was walking along the river, suddenly

a boy fell into the river, immediately a man jumped into the river and saved him . (see)

---------------------------------------------------------------------------

五Complete the sentences.

1.） After he finished college,

__________________________________

（他有许多工作可选）

2.）He is a Senior 3 students ,

________________________ .（她有许多作业要做）

3）.The general manger wants his secretary to his office ,

___________________________________________

（他有重要的事情要告诉他）

六Anylise the sentences and find out the functions of the infinitive .

1) He came to help me with my math .( )

2) They started early so as to catch the first bus . ( )

3) In order to serve the people well, I study hard . ( )

4) They ran over to welcome the champions . ( )

5) To hear him talk in that manner, you would think him a foreigner . ( )

6) We jumped with joy to hear the good news . ( )

七．Rewrite the sentences without changing the meaning .

1）．She raised her voice loud so that she might be heard .

--------------------------------------------------------

2）．Yao Ming felt very disappointed ,because he didn’t reach his aim in the basketball match .

---------------------------------

八．Task: Situation:

A tourist is in hospital ,a policeman goes to ask for some information of the robbery.

“Why did you go to the city ? What did you want to do ?

What did you do yesterday ?What did you see ?

What did you do ? What happened next ?”

1）.I 来度假）my holidays.

2）. I （想看）the sun rising above the sea level.

3）.I （看日出）yesterday.

4）.I （看见盗贼进入银行） when I was watching the stars at night .

5）I ----------------(追赶)the burglar.

6）I -------------------------- (感到我头碰到什么东西then I felt the earth shaking .

篇3：高二不定式语法教案 (新课标版高三英语下册教学论文)

高二不定式语法教案

Unit 1 Grammar----The Infinitive (1)

Content: the Infinitive used as object and object complement.

Teaching aims:

1. Review the Infinitive used as object and object complement.

2 .Ss are able to understand the meaning and the function of

the Infinitive.

3. Ss can use the grammar to express their ideas in communication.

Aid: multiple-media , paper .

Procedures:

Step 1: Lead in: Help the students to us the infinitive to communicative .

Situation:

National day is coming .

What do you want to do during the National Day ?

1. Ask the students to brainstorm on their plans for the National Day by the structure of infinitive.

2. Ask the students to make sentences by using the given picture.(We plan to climb the mountains.

We plan to go fishing .

We plan to go camping .

We plan to swim. )

Step2: Help the students to recognize the functions of the infinitive by reading the story and underlining the structure.

《The tiger and the mouse》

Step3.Ask the students to explain the infinitive of structures.

Step 4. Learn to use the Infinitive used as object.

A. Brain storm on verbs ( verb+ to do).

1. Show the students more verbs.

afford agree ask be decide come dare demand desire determine expect hope fail happen help learn mean manage offer plan pretend promise refuse wish forget, remember

2. Practise the infinitive by using the given pictures, Ask the students to make some sentences with the infinitive.

Eg1:The driver failed to see the other car in time.司机没能及时看见另一辆车。

Eg2.It is raining hard ,Jack is holding a newspaper over his head . He forget to take an umbrella.

B. Brainstorm on some verbs which follow “how to do; what to do …”as an objects.

动词+what(when, where ,how )+ to do

1.Show the students some verbs followed by how to do (What to do ) as an object.

decide, know, forget, learn, understand,

wonder, find out, explain,

2.Practisethe structure, Ask the students to make some sentences according to the pictures.

Eg1. The teacher is showing the student how to use the recorder.

Eg2. The man doesn't know where to go .

3.Ask the students to make their sentences orally in class.

Step5. The Infinitive used as object complement.

(Verb+ object +to do)

1.Brain storm on verbs( verb+ object+ to do).

2. Show the students some more verbs.

ask, beg, choose, expect , want, tell, order, show, …

3.help the students to tell the different meaning between an object and an object complement .

Eg1. The manager wants to speak to Tom and say,

“我想和汤姆谈话。”

Q: Who will speak to Tom ?

The manager.

The manager wants his secretary to speak to Tom.

我想让你和汤姆谈话。

Q: Who will speak to Tom ?

His secretary.

Eg2:In the circus, the trainer taught the dog to stand, to sit, and to bark on command.

4.Practise the function by completing the sentences .

1).We planned to climb the mountain, my little sister begged to go with us .(我们计划爬山，我的小妹妹求跟我们一起去。)

2) Tom begged me to play the computer games with him .

（汤姆求我跟他一起完电脑游戏。）

3) The worker happened to know the place where we wanted to go ,We wanted him to be us to be our guide .

（那个工人碰巧去过我们想要去的地方，我们想让他当我们的导游）

4)My father promised to buy a new bike for me .

（我爸爸答应给我买一辆新自行车）

5）He expected to be forgiven .（他期待着他人的谅解）

6）What do you expect me to say ?(你要我说什呢？)

Step6.

1. Observe the sentences and get to understand the infinitive

without “to”.

1).Didn't you hear anyone say anything about it ?

2).What made you thing like that ?

3).When there were 3.2 seconds left in the basketball match ,I felt the atmosphere （气氛）grow tense .

2.Brainstorm more verbs. (动词+ do)

see, watch, notice, hear, do, make, let +do表示动作的完整性，真实性；+doing表示动作的连续性，进行性

3. Ask the Ss to make sentences by using the verbs in thebrackets.

Eg1.Every day we have to do a lot of home work .(make )

Teacher Li makes us do a lot of homework everyday .

Eg2. When I passed his room he was singing . (hear )

I heard him sing .

Eg3. When I was walking along the river, suddenly

a boy fell into the river, immediately a man jumped into the river and saved him . (see)

Step7:Ask the student to make up sentences with the verbs they have learned, pay attention to the infinitive.

Homework: Write down 10 sentences with the verbs they have learned .

Unit 1 Grammar----The Infinitive (2)

Content: the Infinitive used as attributive ,adverbial modifier,

and subject modifier .

Teaching aims:

1. Review the Infinitive used as attributive ,adverbial modifier, and subject modifier .

2 .Ss understand the meaning and function of the Infinitive.

3. Ss can use the grammar freely in communication.

Teaching Procedure :

Step1.

Lead in : Try to analyse the sentence, How is the Infinitive used.(P5 ,1)

Step 2:Practise the Infinitive used as attributive

1.Look at the picture and make up a sentence.

Eg1. After he finished college, he had a lot of jobs to choose.（他有许多工作可选）

Eg2.He is a Senior 3 students ,He has lots of homework to do .

（她有许多作业要做）

Eg3.The general manger wants his secretary to his office ,

he has something important to tell her .

（他有重要的事情要告诉他）

2.Ask the students to sum up the structure.

Noun (Pron.) to do

Step 3.Review the Infinitive used as an adverb.

1. Lead in.

Eg1.When do you get up every morning ?

At 5 o'clock .Why do you get up so early ?

In order to catch the first bus. (not to be late for class).

n order to, so as to, so(such)… as to… (如此……以便……)

Eg2. He ran so fast as to catch the first bus.

他飞快地跑以便赶上第一班车。

2. Used as a cause I'm glad to see you.

3.Ask the students to anylise the sentences and find out their functions.

1) He came to help me with my math .( 目的 )

2) They started early so as to catch the first bus . (目的 )

3) In order to serve the people well, I study hard . ( 目的 )

4) They ran over to welcome the champions . ( 目的 )

5) To hear him talk in that manner, you would think him a foreigner . ( 原因 )

6) We jumped with joy to hear the good news . ( 原因 )

4．Rewrite the sentences without changing the meaning .

1) She raised her voice loud so that she might be heard .

(She raised her voice so as to be heard .)

(In order to be heard she raised her voice loud.)

(she raised her voice loud in order to be heard. )

( To be heard she raised her voice loud .)

(She raised her voice loud to be heard .)

Situation: Task :

You have watched the man basketball matches in the Olympic Games. Are you pleased with the result ?

Do you know what Yao Ming think of it ?

Why did he feel disappointed ?

2.Yao Ming felt very disappointed ,because he didn't reach his aim in the basketball match .

Yao Ming was very disappointed not to reach his aim in the basketball match .

Step 4.Ss try to understand the function of the Infinitive used as attribute . Ss try to change the sentences using the Infinitive.(p6,3)

Step 5.Practise the infinitive, to make some more sentences with the Infinitive.

Task: Situation:

A tourist is in hospital ,a policeman goes to ask for some information of the robbery.

“Why did you go to the city ?

What did you want to do ?

What did you do yesterday ?

What did you see ?

What did you do ?

What happened next ?”

1.I came here to spend （来度假）my holidays.

2. I want to watch （想看）the sun rising above the sea level.

3.I watched the sun rise （看日出）yesterday.

4.I saw the burglar stealing into the bank（看见盗贼进入银行） when I was watching the stars at night .

5.I chased(追赶)the burglar.

6.I felt my head bump against something(感到我头碰到什么东西)then I felt the earth shaking .

Homework: Finish writing the interview .

补充材料：

The Infinitive used as subject .

It's +adj.+ to do

1.Eg:It's easy (for me) to do that.我做这事太容易了

2.Brain storm on phrases( verb+ do).

3. Show the students more adj.

easy, difficult, hard, important, possible, impossible, comfortable, necessary, better; the first, the next, the last, the best, not enough

It's so nice to hear your voice.听到你的声音真高兴。

It's necessary for you to lock the car when you do not use it.

It's +adj.+of sb.to do

It's very kind of you to help us. 他帮助我们，他真好。

kind, nice, stupid, rude, clever, foolish, thoughtful, thoughtless, brave, considerate(考虑周到的), silly, selfish(自私的)

例句:You often offer some money to the begger .

It was silly of us to believe him. 我们真愚蠢，竟然相信了他。

It's very kind of you .

It seemed selfish of him not to give them anything.

Summmary:

It's+adj for sb. 常用于表示事物的特征特点，表示客观形式的形容词，

It's very hard for him to study two languages.

对他来说学两门外语是很难的。 of sb的句型一般用表示人物的性格，品德，表示主观感情或态度的形容词，如good, kind, nice, clever, foolish, right。

It's very nice of you to help me. 你来帮助我，你真是太好了。

责任编辑：李芳芳

篇4：人教版高二政治教案

教学目标：

1、知识与能力：

提高辨别是非能力及用法律进行自我约束和自我保护的能力

2、过程与方法：

本框内容是第六课思想教育的落脚点和归宿，教师应结合学生的实际有针对性的进行讲述，或者让学生提出自己的疑问与问题，通过与学生一起讨论，甚至辩论，共同总结出解决问题的方法。

3、情感、态度与价值观：

使学生充分认识我国的未成年人保护法，引导学生珍惜和运用自己的合法权益，增强自我保护意识，依法保护自身合法权益。

重点分析：

增强自我保护意识是本框的教学重点。因为它是第六课思想教育的落脚点和归宿。对未成年人的各种保护只是为未成年人的健康成长提供了必要条件，而真正要使未成年人的身心健康和合法权益得到保护，还需要未成年人自身的大力配合。

教法建议：

本框从三个方面简要阐述了如何增强自我保护意识和能力：第一、要依法自律;第二、要正确对待父母和学校的教育;第三、要学会运用法律武器保护自己的合法权益。在讲“第一”时，教师可以直接引用法律原文，还可以综合其他相关要求进行讲授。接下来，教师在讲后两部分内容时，可以精选几个案例或者由学生提出他们在日常生活中，遇到的一些烦恼或疑问，让学生展开讨论，进行自我教育，增强自我保护意识和能力。在此教师还可以组织一场辩论会或演讲会。

复习导入新课：

提问：前面三节课都介绍了未成年人保护法的哪些内容?

归纳：――介绍了未成年人保护法关于对未成年人的家庭保护、学校保护、社会保护和司法保护。

下面看一个案例：

投影：“14岁的北京少女马某，在观看流星雨的夜晚，被丧尽天良的狡猾歹徒凶残地杀害了”。

讨论一：这个案件给我们的启示是什么?

归纳：――未成年人保护法关于对未成年人的保护不只是家庭、学校、社会及司法机关的工作，更重要的是未成年人自己长本事，提高自己的自我保护意识和能力，才能有效地防范来自社会生活中的各种侵权侵害，依法维护自己的合法权益。因此，接下来就来讲：

四、增强自我保护意识和能力(板书)

(一)增强自我保护意识和能力的必要性(板书)

讨论二：题目――未成年的中学生怎样做才能增强自我保护意识?

要求：(1)学生以行政小组为单位按题目进行讨论;

(2)时间为15分钟;

(3)每组推选一名学生代表本组将讨论结果公布出来;

(4)其他组可以补充或发表不同意见。

讨论过程(略)

最后由老师进行归纳总结，除了点明教材中的三个方面外，还要将学生讨论的结果总结归纳进去。

(二)如何增强自我保护意识和能力(板书)

下课之前，教师布置关于“正确对待家长的正确教育”辩论会的工作。

教学手段：

1、教学时间和教学条件允许的情况下，可以充分利用教材中的插图、小栏目、文字资料及教师自己、学生搜集到的资料、案例，解决本框教学的重点、难点。

2、可以利用投影片、实物投影、电视录像及影视作品或图片来帮助学生理解、掌握各知识点。

3、条件的地区，可以充分利用现代化的多媒体及互联网技术，开展多种方式的教学。

篇5：人教版高二政治教案

自读，即在教师指导下，学生自己读书、讨论、提问的阶段。一般安排在一节课开始的10分钟之内。由于现行教材知识起点不高，坡度小，可读性强，多数内容通过学生自读就可以解决教学要求的70%―80%左右，所以“自读”在一般水平的班级都可以实行。

在“自读”过程中，我都要按照大纲要求和教材的内容结构，结合社会生活实际，给学生设计一些既突出重难点，又兼具社会性、趣味性的自学题目。这样做，有利于培养学生的阅读习惯和自学能力，有利于学生准确地掌握教材的内容和教学要求，也有利于培养学生理论联系实际的能力。例如，我在讲“商品的两个基本属性”时，设计了这样一个问题：常言道“便宜没好货，好货不便宜”，还有“质量是企业的生命线”，请用相关知识进行分析。在“讲价值规律的作用”时，我设计的问题是：“同一商品生产者为什么有时赚钱，有时赔钱;生产同类商品的不同生产者为什么有时赚钱，有时赔钱?”用这样的问题作为研究的对象，然后鼓励学生积极、主动地参与教学活动，并启发学生在“自读”时要大胆生疑，由疑惑引起思索，由思索产生学习动机。

“自读”时教师巡回检查，并解决学生提出的各种问题和疑难。但涉及到与教学要求密切相关需要统一讲解的重点和难点问题，则放到“精讲”阶段统一解决。这样，就把学习的主动权交给了学生，激发了学生的学习兴趣，开阔了学生的思路，达到了思想政治课理论联系实际、提高学生思想认识的目的。学生自读时，老师巡视检查，也有效地预防了个别学生违纪现象的发生，解决了传统的课堂教学存在的“老师满堂灌、学生在捣蛋;老师费劲儿、学生没事儿”的烦人现象。

“启思”和“精讲”，是根据教学大纲的要求，教师引导学生解决第一个环节中的问题，以及教师精心讲授学生在“自读”时提出的问题的阶段，它是教学过程的中心环节，一般安排10～15分钟的时间。由于“自读”过程中学生对所设问题有了一个大致的思考，同时教师也基本掌握了学生中普遍存在的疑难问题，这时的课堂教学就有了针对性。“启思”主要是引导学生自主地解决问题，能充分调动了学生学习的积极性，让学生感受到学有所用，学能所用。“精讲”能使学生感到教师讲的正是他需要问的，讲在了学生心上，学生听得更用心了，达到了教和学的有机结合，提高了教学的效率，进而提高了教学的整体效果。

多练，是教师根据本节课的教学要求设计并提出练习和思考题，辅导学生课堂练习，完成课堂教学的阶段，一般安排10～15分钟时间。课堂练习是学生掌握思想政治课的基础知识和培养学生分析解决问题能力的有效途径之一，只有通过这一环节，学生对本节课的基础知识和基本原理才能理解、记忆、巩固和融会贯通。

我们要求学生多练，但在规定的时间内，讲和练又是一对矛盾。在解决这一矛盾时，讲和练都不可偏废，而是要突出“精”字，必须以精讲来保证多练。在课堂练习题的编排上，要注意作到：第一，既要考虑到有利于学生掌握基本知识，又要考虑到有利于启发学生思维，提高学生解决实际问题的能力。第二，在整个教学过程中，我们要求多层次、多类型的练习题反复出现，但就一堂课来说，题型不宜过多过杂，要从本节课教学的实际出发。练习题不论从形式上或内容上讲，都要做到少而精。第三，课堂练习题不宜过难，一般以能解决本节教学的基本问题为主，综合性强、难度大的题应放到学完一个章节或一篇课文之后再出现为宜。

教学有法，教无定法，教学方法不能强求一致。就思想政治课教学来说，“自读、启思、精讲、多练”的教学模式是我在高中教学中的粗浅体会，今后，还要随着教育教学改革的发展，在实践中不断改进和完善。

篇6：人教版高二政治教案经典

【教材分析】

我们使用的是人教版第四册《生活与哲学》教材，本框属于第四单元第十二课第二框题。内容主要分两目，第一目主要介绍价值判断与选择的含义、产生、要求以及社会历史性特点第二目主要介绍影响价值判断与选择的因素、正确的价值判断与选择的条件及正确处理集体与个人的关系等。

【学情分析】

学生学习基础分析：学生已经学习了前三单元及价值观的有关内容，因此，学生已经有相应的知识铺垫，具备学习相关知识基础。高二学生具备一定的哲学常识知识，通过近一个学期的哲学生活知识的学习，掌握了一定的哲学生活基础知识，为本框题的学习准备了一定知识的基础。

学生能力分析：高二学生拥有一定生活体验，具备一定的信息收集和筛选能力、阅读能力、语言表达能力;具备初步逻辑思维能力，对问题的一定的探究能力，伙伴合作能力;

学生心理分析：学生的心理包括情感、意志、注意、思维、能力、气质与性格等。高二的学生即将面临高考，因此，学生中存在着不同程度的焦虑和疑惑。对于学生个体的发展和我们社会的发展应该持什么态度和观点，学生已经有了思考的需要和希望得到解惑的需要，有着强烈的求知欲望，现在独生子女有良好的生活条件，但是社会很多的价值诱因导致他们选择与判断的迷茫，因此学习本框题有它特有的意义。他们的可塑性很强，有相当大的发展潜力。

【设计思路】

教育理念：新课程背景下的课堂教学不再把学生看作是纯粹的知识接受者，而是让学生主动地参与到教学活动中来，形成互动的教学氛围。同时要开展合作学习和探究学习，从而使学生能够自主获取知识，使学生的潜能得到发挥。本教学设计通过设计一系列的问题带动教学内容的讲授。较多的学生活动设计使学生能够充分思维、积极合作、加强交流，学会通过对感性材料的分析获得深刻的理性认识。整节课的设计都贯穿着情感教育，促进学生树立起正确的世界观、人生观和价值观。

教学方法： (1)结合生活中的社会现状，深入领会哲学价值判断与选择的概念。

(2)搜集新闻热点，让学生感悟正确的价值判断与选择标准。

(3)结合趣味哲学案例，增强课堂教学的生动性、趣味性。

【教学目标】

知识目标：知识目标：

识记：什么叫事实判断和价值判断;

理解：价值判断的独特作用;社会存在决定社会意识;价值判断和价值选择的社会历史性;阶级社会中，价值判断和价值选择具有阶级性。

分析：人民群众的利益是最高价值标准;价值冲突和价值标准。

能力目标：联系实际，分析人们的价值选择是在价值判断的基础上作出的。

透过现象认识本质，领悟社会存在决定社会意识。

通过事例总结概括人民群众的利益是最高价值标准

情感、态度和价值观目标：通过本课的学习，理解价值选择是在价值判断的基础上作出的，理解社会存在决定社会意识，正确认识价值判断和价值选择的社会历史性，从而正确地作出自己的价值判断，当个人利益与集体利益，他人利益发生冲突时，把人民群众的利益作为最高的价值标准，自觉地站在最广大人民的立场上。把个人、集体、社会三者的统一作为自己选择的标准，两利相权取其重，两弊相衡取其轻。

【教学重难点】

理解作出正确的价值判断和价值选择需要遵循社会发展的客观规律，领悟社会存在决定社会意识;理解最大多数人的利益是最紧要和最具有决定性的因素。

【教学过程】

导入课堂：生活当中我们会遇见很多的价值困惑，比如期末考就要到了，你最要好的朋友求你在考试中能对他伸出友谊之手，面对学校纪律和对友谊的理解你嫩个否帮他呢，这就是我们这一框题所要上的内容价值判断与价值选择。

教学内容教学活动设计意图教师活动学生活动框题一：价值判断与价值选择

(一)自觉遵循社会发展的客观规律

1、价值判断与价值选择

(1)价值判断与价值选择的基本含义

A事实判断

B价值判断

C价值选择

(2)价值判断与价值选择的产生：社会实践基础之上产生的，并非凭空产生的

(3) 价值判断与价值选择的要求：要树立正确的价值观，做出正确的价值判断与价值选择，就必须坚持真理，遵循社会发展的客观规律，走历史的必由之路。

2、价值判断与价值选择的历史性特征

(1)依据

(2)内涵

(3)意义

二、自觉站在最广大人民的立场上

1、影响价值判断有选择的因素：

(1)人们的社会地位

(2)人们认识事物的角度

(3)人们的立场

2、保证价值判断与价值选择正确性的条件

(1)自觉站在人民群众的立场上，把人民群众的利益作为最高的价值标准

(2)牢固树立为人民服务的思想，把献身人民的事业维护人民的利益作为自己最高的价值追求。

3、正确处理个人利益与人民群众的利益。

总结：本框题的重要知识点——正确的价值判断与选择的条件 [活动一]、提问：

1、请说说友谊是什么。

2、友谊对你人生有什么作用?

3、你会选择什么样的人做朋友呢?

引导：对于友谊的理解从她本身的角度来说有自己的特点和规律的，得出事实判断的含义，通过友谊对人的作用得出价值判断的含义，另外通过大家的选择得出价值选择的含义

4、你为什么要选择这样的人当朋友呢?是自己想出来的，还是在生活中的出来的呢?

[活动二]

幼儿园、小学、初中高中三个阶段你认为什么事情让你觉得最高兴呢?

2、为什么呢?

引导：随着时空和地点的变化，一定事物的价值及人们的价值观念也会发生变化，充分理解起特点对我们的生活有重大意义

[活动三]播放新闻背景：重庆一家医院的医生，竟撇下下体大量出血的流产孕妇，前往开会数十分钟。孕妇孤零零地躺在观察室里疼得在铺上打滚。医生称这样做是因为每周一次的早会缺席会被扣钱。(7月5日《重庆晚报》)

篇7：人教版高二政治教案经典

教学目标

知识目标

理解价值判断与价值选择的含义以及特点;

掌握影响价值判断与价值选择的因素;

掌握如何进行正确的价值判断与价值选择

能力目标

联系实际，培养认识和进行正确价值判断与价值选择的能力，领悟和认识实现人生价值的正确途径的能力;

情感态度与价值观目标

牢固奉献意识，培养热爱人民的情感;

在价值冲突中正确处理个人、集体和国家的关系，做出正确的价值判断与价值选择，实现人生价值。

教学重难点

教学重点

影响价值判断和价值选择的因素

教学难点

自觉站在最广大人民的利益上

在价值冲突中正确处理个人与集体、社会的关系

教学方法

案例教学法

情景教学法

角色扮演法

教学过程教学

环节教学内容教师活动学生活动设计意图教

导

入

呈现案例：

《广东一男子扶老人被指撞人;为证清白投水自杀》：的最后一天，河源市东源县漳溪乡村民老吴骑摩托外出，在途中遇到一名八旬老人摔倒在地，好心将其扶起送医，不料反被老人咬定自己就是肇事者。两天后，认为有冤无处说的老吴，在巨大心理压力下，选择自杀身亡来证明清白。

问题探究，分组讨论：

如果你是老吴，你会选择扶起老人吗?

为什么?

总结：

不同的人对同一件事情会有不同的看法，就像看待摔倒老人该不该扶的这个问题一样，能否找到一个标准来进行衡量和判断呢?这就是我们今天要共同探讨的问题。

课题呈现：价值判断与价值选择

审读并理解所呈现案例，提取有效信息

分组讨论，发表看法

通过学生熟悉的社会热点道德两难问题导入课题，引起学生求知兴趣，为新课学习创造良好的条件

设疑导思，设置问题情境激发学生自主探究的欲望新

课

教

(一)

价值判断与价值选择的含义

概念讲授：

利用学生在上一环节讨论所得结果引导学生，在诸多观点中，大家都作出了判断(即为什么?)，都作出了选择(即选择扶不扶)

总结：

价值判断：对事物能否满足主题的需要以及满足的程度作出判断。

价值选择：在价值判断的基础上作出的选择。

这是这节课学习前所必须要掌握的基础知识。

在教师启发下主动思考，理解价值判断与价值选择的基本概念

启发式教学：在启发引导中讲授基本概念，而非直接呈现，易于学生接受理论概念新

课

教

(二)

影响价值判断与价值选择的因素(认识角度，立场，地位及需要)

多媒体呈现：

“老人摔倒该不该扶”的网络调查结果：

担心自己被讹诈，所以我不扶;

及时扶起老人可以让老人得到及时救治，避免伤害，所以我会扶;

尊老爱幼，救死扶伤是中华民族的传统美德，所以我会扶;

老人摔倒不关我事，我不管闲事，所以我不会扶。

问题探究：

为什么一个说担心自己，一个说担心老人?

为什么一个说传统美德，一个说不管闲事?

网友们的看法都对吗?

总结：

认识事物的角度不同，所站的立场不同，都会对价值判断和价值选择产生不同的影响。

围绕问题进行小组讨论，发表并交流各自的看法

合作总结：影响价值判断和价值选择的其中两个因素

从同一案例不同角度和侧面，引导学生通过分析不同观点以达到教学目标

基于道德两难问题，帮助学生分析不同的人的判断和选择，锻炼学生的分析总结能力新

课

教

(三)

影响价值判断与价值选择的因素(认识角度，立场，地位及需要)

过渡：网友们对“摔倒老人该不该扶”的看法各有不同，会不会专家们会有一个统一的答案呢?

多媒体呈现：

医生，律师，伦理学家对“摔倒老人该不该扶”的看法：

医生：扶不扶是一个医学问题;

律师：要扶必须要健全相关法律法规;

伦理学家：扶不扶是一个反映社会良知的问题

问题探究：

为什么不同职业的人，在看待同一问题时，同时同地会有不同的判断和选择?

这些人的看法都对吗?

总结：

人们的社会地位不同，需要不同，价值判断和价值选择也就不同。面对同一事物或行为，不同阶级和阶层的人会做出不同的甚至截然相反的价值判断和价值选择。

思考及分析问题，发表看法

仍然以“摔倒老人扶不扶”的话题展开，从不同侧面和角度引导学生通过分析不同观点以达到教学目标，使学生认识不同社会地位需求会影响价值判断和价值选择

新

课

教

(四)

价值判断与价值选择的社会历史性特征

过渡：

看过网友们以及专家们对“老人摔倒该不该扶”的观点，似乎还没有一个明确的答案。我们试着从其他维度来看看结果如何?

多媒体呈现：

古代、彭宇案发生后以及20对于“摔倒老人该不该扶”看法的变化

问题探究：

对于“摔倒老人该不该扶”这一价值判断和价值选择是否一成不变?

篇8：高二人教版语文教案

四大趣味法解决高二生语文记忆难题

1.特定形象

即为了记忆的要求，特设事物一具体形象。

例①：唐宋八大家。即唐朝的韩愈、柳宗元，宋朝的欧阳修、苏洵、苏轼、苏辙、王安石、曾巩，此八人散文有很高成就而得名。

为便于记忆，给其一特定形象：在唐朝的“韩柳”下，宋朝的欧王争(曾)三苏。

例②：英国文艺复兴时著名戏剧家莎士比亚。给其喜剧一做梦的形象来记忆：在《第十二夜》、《威尼斯商人》做了个《仲夏夜之梦》，梦见《温莎的风流娘儿们》，真是《皆大欢喜》。其四大悲剧则以一愤怒的形象来记忆：《哈姆莱特》被贬为《李尔王》，他对着麦克风愤怒地说(《麦克白》)：《奥瑟罗》!

2.特定口诀

例③：实词的分类：名词、动词、形容词、数词、量词、代词;虚词的分类：副词、连词、助词、叹词、介词、拟声词。

加以调整，成为口诀，句式整齐，音韵和谐，宜于吟诵，容易记忆。可记为：

名、动、形，数、量、代;

副、连、拟，助、叹、介。

3.特定联想

例④：鲁迅1881年9月25日出生，1936年10月19日逝世。

这枯燥的生卒时间不易记住，但只??氲铰逞傅男愿窈蜕矸菥秃眉橇恕!?1”建军节，是枪杆子的象征。鲁迅是反帝反封的主将，他以笔作刀枪，他的文章似子弹，他向国内外反动派毫不妥协地战斗。

鲁迅一出生，就架着两支“81”(1881年)永久(9月)地战斗，把国内外两方面的敌人打得“鸣”声大哭(25日)(出生)。他像不少中国人那样，36(1936年)而逝(10月)，但在人们心中依旧(19日)(去世)。

4.特定字头记忆

有时只记字头，提纲挈领，效果很好。

例⑤：初唐四杰：王勃、杨炯、卢照领、骆宾王。

只记为：初唐四杰：王杨卢骆。

例⑥：我党的代表大会地址：从一大到七大分别为：上海、上海、广州、上海、武汉、莫斯科、延安、八大会以后都在北京。

只须记：上上广上武莫延，八大以后皆北京。

篇9：人教版高二同步辅导（含同步练习）语法复习1

：

1. 过去分词做状语

2. 复习分词的各种形式（doing; having done; having been done）做状语。

知识总结与归纳：

（一）过去分词可以做一个陈述句的时间，原因，条件，让步等状语。

结构：过去分词短语，主句（主语+谓语）

相当于

（1）表示被动语态的时间，原因，条件，让步状语从句。

例：

1. Kicked out from this company, he had to find a new job.

2. Once published, his work became famous for the absence of rhyme at the end of each line.

3. Seen from the top, it looks as if the stadium is covered by a gray net of steel.

4. Bent roof and twenty-foot high walls of glass make them special when compared with other architecture from the same period.

5. Given more time, we would be able to do the work much better.

6. Left alone at home, Sam did not feel afraid at all.

7. Once translated into Chinese, the book became very popular among Chinese teenagers. （2）含主系表结构（be+V-ed形式）表示状态或性质的状语从句。

例：

1. Deeply interested in medicine, she decided to become a doctor.

2. Excited by our success, we decided to celebrate with dinner.

3. Shocked at the waste of money, I decided to leave that company.

4. Well-known for her skill as a designer, she was invited to work with the company.

5. Surprised at what Berry had done, he didn’t know what to say at first.

（二）过去分词表达的动作先于主句的动作，表示：已经被……

结构：having been done短语，主句（主语+谓语……）

1. Having been translated into Chinese, the book became very popular in China.

2. After having been examined carefully, the room was locked again.

3. Having been exhausted by the journey, he went straight to bed.

4. Having been taught many times, he still made the same mistake.

（三）复习：现在分词（doing短语）以及它的完成式（having done短语）做时间、原因，条件，让步状语；相当于表示主动意义的状语从句。

例：

结构：doing 短语，主句（主语+谓语……）

当……时，/由于……/如果……

having done短语，主句（主语+谓语……）

已经……之后

1. Living far from school, he is often late.

2. Knowing that her daughter got sick at school, she hurried to school to take her home.

3. Not having received any news from home for many years, she got more and more homesick.

4. Driving to the airport, he hit a boy on the bike.

5. Hearing the music, he began to get homesick.

6. Being quite ill, he had to give up the chance of going on a picnic.

7. Having got married, he lived separately from his parents.

（四）分词短语的逻辑主语应当与主句主语一致。如果分词短语的主语不是主句的主语，则分词短语的主语（名词）应放在分词前面。

1. Time permitting, we’ll call on our teacher.

2. Work finished, he prepared to return home.

3. The shower being over, we continued working.

（五）总结及解题思路：根据分词短语与主句主语的关系（主动，被动）和时间顺序（在主句动作之前，或与主句同时发生）来确定做状语的分词的形式。

（六）分词在陈述句后面，做陈述句的伴随状语或结果状语：表示伴随动作的分词根据它们与主句主语的关系（主动/被动），选用doing或done短语表达。

1. He was standing, holding on to a tree that grew against the wall.

2. There she stopped, listening to the strange sounds, while the whole house moved.

3. At last he stopped running, sweat streaming down his face.

【典型例题】

一. 单项选择：

1. ____in 1636, Harvard is one of the most famous universities in the United States.

A. Being founded B. It was founded C. Founded D. Founding.

分析：根据句意： Harvard大学创建于1636年，“创建”与主句主语Harvard为被动关系。

答案：C

2. Hearing the news, he hurried out, ___ book ___ on the table and disappeared into the distance.

A. left; lain open B. leaving; lying open

C. leaving; lie open D. left; lying opened

分析：根据句意：听到这个消息，他匆匆跑出去，消失在远方，但他的书还打开着放在桌上。

hurried out和disappeared是连续的动作。而___ book ___ on the table则是伴随的动作。

答案：B

3. Though ____ money, his parents managed to send him to university.

A. lacked B. lacking of C. lacking D. lacking in

分析：根据句意：虽然缺少钱，他的父母还是想方设法把他送进了大学。Lack of（缺乏）与主语his parents为主动关系。

答案：B

4. ____ more attention, the tree could have grown better.

A. Given B. To given C. Giving D. Having given

分析：根据句意：如果给予更多的关注，树会长得更好。____ more attention做条件状语，give与主语the tree为被动关系，用过去分词做状语。

答案：A

5. ___ in thought, he almost ran into the car in front of him.

A. Losing B. Having lost C. Lost D. To lose

分析：由于走神了，他差点撞到汽车上。lost in thought形容词短语：走神。

答案：C

二. 翻译句子：

1. 泰德拒绝了朋友去海洋公园的邀请，因为他已经去过两次了。

答案：

Having been to the Ocean Park twice, Ted refused his friend’s invitation to go there.

Ted refused his friend’s invitation to go to the Ocean Park because he had been there twice.

2. 从远处看，这个岛屿就象一朵彩云。

答案：

Viewed from the distance, the island looked like a color cloud.

When it was viewed from the distance, the island looked like a color cloud.

3. 他出身与一个贫困家庭，只上过两年学。

答案：

Born into a poor family, he had only two years of schooling.

As he was born into a poor family, he had only two years of schooling.

4. First built as an exclusive playground for the 60’s jet set by a member of its own, A&P Supermarket heir Huntington Hartford, over the years the club did close some of its luster, but never its beautiful setting.

答案：

翻译：最初的时候，海洋俱乐部只是一个为六十年代有钱人阶层专门建立的私人俱乐部，其创建者Huntington Hartford是A&P超市的继承人，也是富人阶层的一分子。多年之后，俱乐部已失去原有的一些光彩，但是它那优美的环境依旧保存完好。

【模拟试题】（答题时间：50分钟）

一. 单项选择：

1. ____ wrong with the engine, he stopped his car.

A. Feeling something go B. Feeling something to go

C. To feel something gone D. Having felt something gone

2. ____my parents’ letter, I decided to write again.

A. Not receive B. Not to receive

C. Not received D. Not having received

3. The new machine, if ___ properly, will work for at least ten years.

A. use B. using C. being used D. used

4. ____, the young man is healthy and strong.

A. Fully developed B. Fully developing

C. Having fully developed D. To be fully developed

5. ___ to make a speech, he said he would be very glad to.

A. When asked B. When asking

C. To be asked D. When he was asking

6. When ___, the museum will be open to the public next year.

A. Completed B. completing

C. being completed D. to be completed

二. 完型填空

Norman Cousins was a businessman from the United States who often traveled around the world on business. He enjoyed his ___1__ and traveling.

Then after returning to the United States from a __2__ trip to Russia .Mr. Cousins got sick. Because he had pushed his body to the __3__ of its strength on the trip, a change began to take place _4__ him. The materials between his bones became __5__.

In less than one week after his return, he could not __6___. Every move that he _7___ was painful. He was not able to sleep at night. The doctors told him that they did not know how to cure Mr. Cousins’ problem and he might never ___8__ over the illness. Mr. Cousins, however, refused to give up ___9___.

Mr. Cousins thought that ___10___ thoughts were causing bad chemical changes in his body. He did not want to take medicine to cure himself. ___11__, he felt that happy thoughts or _12____ might cure his illness.

He began to _13__ on himself while still in hospital by watching funny shows on television. Mr. Cousins quickly found that 10 minutes of real laughter during the __14____ gave him two hours of pain-free sleep at night.

__15___ the doctors could not help him. Mr. Cousins left the hospital and checked into a hotel room where he could __16___ his experiments with laughter. For eight days, Mr. Cousins rested in the hotel room watching funny shows on television, reading funny books, and sleeping __17___ he felt tired. Within three weeks, he felt well __18____ to take a vacation to Puerto Rico where he began running on the beach for __19____.

After a few months, Mr. Cousins returned to work. He had laughed himself back to __20___.

1. A. time B. holiday C. sleep D. work

2. A. boring B. tiring C. dangerous D. pleasant

3. A. top B. degree C. problem D. limit

4. A. from B. around C. inside D. beside

5. A. weak B. ill C. false D. painful

6. A. speak B. breathe C. stand D. see

7. A. made B. did C. took D. gave

8. A. look B. get C. turn D. think

9. A. effort B. hope C. treatment D. arrangement

10. A. foolish B. unusual C. funny D. unhappy

11. A. Instead B. However C. Therefore D. Otherwise

12. A. sleep B. travel C. laughter D. television

13. A. rescue B. operate C. try D. experiment

14. A. day B. week C. month D. year

15. A. Promising B. Deciding C. Doubting D. Recognizing

16. A. invent B. begin C. continue D. prove

17. A. until B. whenever C. unless D. so that

18. A. soon B. completely C. slowly D. enough

19. A. exercise B. illness C. rest D. pleasure

20. A. power B. sense C. health D. happiness

三. 阅读理解：

It is important to know another language and how to communicate without words when you are in another country. Before saying anything, people communicate with each other by using gestures（手势）. However, many gestures have different meanings, or no meaning at all, in different parts of the world.

In the United States, nodding your head up and down means “yes”, while in some pats of Greece and Turkey, it means “no”. In the southeast of Asia, it is a polite way of saying “I heard you”.

Today in the USA, when someone puts his thumb up, it means “Everything is all right.” However, in Greece it is bad. Also putting your clasped（紧握的）hands up above your head means “I am the winner.” It is the sign which players often make. In Russia it is the sign of friendship.

In the USA, holding your hand up with the thumb and index finger（食指）, and the other three straight means “Everything is OK.” In France, it means “You are worth nothing.”

It is also important to make eye communication. If you look down when talking to an American, he or she may feel that you are shy, or you are trying to hide something.

Besides these, you should also know there are some topics that can not be talked about, such as age, weight and marriage. You can talk about the weather, work, sports, food, where one lives and news of the day.

1. Which of the following is true?

A. People all over the world only communicate by words.

B. Many gestures either have different meanings or no meanings at all.

C. Gestures are the most common way to communicate.

D. People can talk about anything in another country.

2. In Greece nodding your head means “_________.”

A. Yes. B. No

C. I heard you D. I am the winner

3. Putting the thumb up should not be used in _____.

A. Greece B. the USA C. England D. China

4. What does this sentence mean “….your action can speak louder than your words” ?

A. What you do is better than what you say.

B. You try your best to be polite.

C. You are better understood by your gestures than through your words.

D. What you say is better than what you do.

5. The main idea of the passage is that when you are in another country, _____.

A. it is important to know the language.

B .it is important to know what you talk about to a foreigner.

C. to know how to communicate without words is as important as to know the language.

D. to communicate through gestures is more important than to know the language.

The desire to make explorations is born with man. Wherever his imagination goes, man also has a strong wish to go. A large part of human history is considered with the exploration of the world in which we live. Again and again people have set out with surprising courage and patience to look into unknown regions and lands to see what had not yet been seen, to make the unknown known. With kites, balloons and aircraft they left the ground to pass through the lower atmosphere. Now the outer space receives their attention.

Why should man take the trouble of conquering space ? It is hard to list the specific practical benefits that will surely see and discover new things in space that will increase our scientific knowledge, and this new knowledge will find its way into valuable practical uses. What we learn about man himself, from his experience in space, and from the effects of space and the space flight environment on him, will be extremely valuable. The new techniques developed to carry out the exploration of space, and to keep man alive in space, will certainly find practical uses in everyday life in some way. The areas that will benefits are manifold. They include communication, generation of power, transportation and travel, food production, materials, fuels and many others. But to say definitely just what the practical results will be is almost impossible.

1. The main idea of the first paragraph is that ___.

A. man desire to explore what is unknown.

B. man often goes wherever his dreams go

C. man is no longer interested in the study of the land and sea now.

D. man’s history is his exploration of the world.

2. The word “manifold” in the second paragraph probably means ___.

A. vast B. various C. valuable D. practical

3. The author seems to be in favor of ___.

A. doubting the necessity of the space exploration

B. the exploration of space

C. exploring more in space than in sea

D. his experience in space

4. In the last sentence of Paragraph 2 the phrase “practical result” refers to the results ___.

A. that are obtained from experience

B. that can be learned as knowledge

C. that can be made use of

D. helping us make further exploration.

【试题答案】

一. 单项选择：

1. A

解析：____ wrong with the engine做全句的原因状语，feel与主语具有主动关系，用-ing形式做状语，go wrong做宾语something的补足语。

2. D

解析：由于没有受到父母的来信，在全句中做原因状语，动作在主句decided to write again动作之前，用-ing 的完成式Not having done结构做状语

3. D

解析：如果被使用恰当，过去分词做条件状语。

4. A

解析：如果进行全面发展，过去分词做状语，与主句主语构成被动关系。

5. A

解析：当被要求讲话时，他说他很高兴。

6. A

解析：当博物馆被完工（竣工）时，它将与明年对公众开放。

二. 完型填空

1. D

解析：他很喜欢他的工作和旅行出差

2. B

解析：从到俄罗斯的令人疲惫不堪的出差回到美国。Tiring预示下文提到的Mr. Cousins生病。

3. D

解析：在旅途中，他把他的身体的体力推向了极限

4. C

解析：于是他的身体内部发生了变化

5. A

解析：他的骨头之间的物质变得脆弱了。本题另外三个选项与主语搭配不合适。

6. C

解析：他几乎无法站立了

7. A

解析：他所做的每一个动作都让他感到疼痛。做运动：make a move

8. B

解析：医生告诉他，他们无法解决他的问题，他可能不能从他的疾病中恢复过来。get over：从病中恢复过来。

9. B

解析：Mr. Cousins拒绝放弃治疗的希望。

10. D

解析：Mr. Cousins认为一些不愉快的想法正在他的体内产生着某种化学变化。此处与下文的happy thoughts相对应。

11. A

解析：他不想进行药物治疗，相反，

12. C

解析：他认为愉快的想法或放声大笑能治愈他的疾病。

13. D

解析：在住院期间他开始用观看滑稽电视节目来进行实验。experiment on somebody：拿某人做实验。

14. A

解析：他发现白天10分钟的开心大笑能给他带来夜间两小时的舒适睡眠。during the day对应下一句的at night.

15. B

解析：已经肯定医生无法再帮助他了。 deciding :确定。

16. C

解析：他离开医院在旅馆里继续他的实验。

17. A

解析：他在房间里反复看电视娱乐节目，读书，睡觉，做这些事直到他感到累了为止。

18. D

解析：他感到身体足够健康了

19. A

解析：他开始出国度假并在海边跑步锻炼。

20. C

解析：他通过笑使自己恢复了健康。

三. 阅读理解：

1. B

解析：细节判断题，根据第一段However, many gestures have different meanings, or no meaning at all, in different parts of the world.可以得知：许多手势在某些地区要么有着不同的含义要么根本就没有任何意义。

2. B

解析：根据第二段内容可以得知点头在希腊某些地区的含义。

3. A

解析：根据第三段：Today in the USA, when someone puts his thumb up, it means “Everything is all right.” However, in Greece it is bad.可以得知树大拇指在希腊的含义不同于在美国。它是“不好”的表示，不应使用。C，D两项文章没有涉及。

4. C

解析：语句理解。根据第一段内容：人们在国外与人交流要么懂得外语，要么学会使用手势交流。所以说“通过手势动作比通过语言能更好地被人理解。

5. C

解析：考查文章的主旨。第一段第一句交代了文章的主题。

1. A

解析：考查文章的主旨大意。从第一段Again and again people have set out with surprising courage and patience to look into unknown regions and lands to see what had not yet been seen, to make the unknown known.可知。

2. B

解析：词义猜测。从第二段The new techniques developed to carry out the exploration of space, and to keep man alive in space, will certainly find practical uses in everyday life in some way.可知the areas that will benefit是广泛多样的。文章下文说明获利饿各个方面。

3. B

解析：从全文看，作者对探索太空持赞成态度。

4. C

解析：文章最后一句意思是：但是要确切地说这种实际结果是什么将是不可能的。这种实际结果就是能应用上文所提到的各种领域所获得的利益。

篇10：人教版高二同步辅导（含同步练习）语法复习2

语法复习：

非谓语动词做名词的定语

There be句型中的非谓语动词的使用

With+名词+补足语

知识总结与归纳：

（一）非谓语动词（to do; doing; done）做名词的定语

修饰一个名词除了后面用定语从句以外，还可以用doing短语，done短语，being done短语，to be done短语修饰。其结构和意思如下：

1. 被修饰名词+doing短语：正在做……的人/正在发生的事。

2. 被修饰名词+ done短语：被……的人/事

3. 被修饰名词+being done短语：正在被……的人/事

4. 被修饰名词+ to be done短语：将要被……的人/事

请看下面几个定语从句以及句中定语从句的简化表达：

1. The man who is sitting on the platform is a professor from Wuhan University.

The man sitting on the platform is a professor from Wuhan University.

2. The letter that was mailed last night will reach him tomorrow.

The letter mailed last night will reach him tomorrow.

3. The question that is being discussed is very important.

The question being discussed is very important.

4. You are welcome to a party which is to be given in our class at 7:45.

You are welcome to a party to be given in our class at 7:45.

总结：以上做定语的那些短语就是英语语法中所说的分词，不定式的各种形式作定语。

1. 这些短语作定语应放在被修饰名词的后面。如果单独一个V-ing或V-ed形式作定语，则可以放在被修饰名词前面。

2. 分词作定语时，其动作应与全句动作同时发生。V-ing表示主动意义和正在做，V-ed表示被动意义。being done表示正在被做的。

3. 不定式作定语表示将要发生的，to be done表示将要被做的。

例句：

1. Goods imported from abroad are not always better than those made in China.

2. A bridge connecting Asia with North America across the Bering Strait could be a critical link in the proposed global highway which would allow people to travel overland to anywhere in the world.

3. A driver starting off in the evening on the Russian side would arrive in Alaska on the morning of that same day, effectively traveling many hours back in time.

注意：还有一些结构已经形成了固定的短语： doing/done+名词

如：

the fallen leaves a washing machine

spoken English written English

a dressing mirror a waiting room

the coming year boiled water

boiling water等

（二）There be句型中的非谓语动词的使用：

There be + 名词+ to do：有……要做

+doing：有……正在做/发生

+done：有……被……

There is nothing to worry about.

There are birds singing in the tree.

（三）用with/without短语做伴随状语。结构如下：

with/without+名词+ doing 短语

done短语

to do 短语

介词短语/副词

例句：

1. Tom went away, without a word spoken.

2. Most of houses were built of bricks made of dried mud, with a roof supported by palm tree trunks.

3. He lay on his back, with his hands behind his head.

4. The silence was suddenly broken when a large car , with its headlights on and its horn blaring, roared down the arcade.

【典型例题】

一. 单项选择：

1. With a lot of difficult problems _____, the newly-elected president is having a hard time.

A. settled B. settling C. to settle D. being settled

分析：With a lot of difficult problems _____ 意思是“有这么多难题要解决，”因此使用with+名词+to do 形式。

答案：C

2. How many of us_____, say, a meeting that is not important to us would be interested in the discussion?

A. attended B. attending C. to attend D. have attended

分析：根据句意：比如说，我们当中参加一个对我们毫不重要的会议的人会有多少人对这个讨论感兴趣呢？_____, say, a meeting that is not important to us修饰How many of us做定语与全句动作同步。

答案：B

3. Don’t you think the question _____ tomorrow is of great importance.

A. being discussed B. discussed

C. to be discussed D. to discuss

分析：难道你不觉得明天要讨论的问题很重要吗？_____ tomorrow做定语修饰名词the question，表示：“将要被讨论的……” 用to be done 结构做定语。

答案：C

4. The picture ____ on the wall is painted by my nephew.

A. having hung B. hanging C. hangs D. being hung

分析：The picture ____ on the wall：挂在墙上的画。Hang在句中是不及物动词。hanging做picture的定语。

答案：B

二. 翻译句子：

1. Though there is much to be concerned about, there is far, far more for which to be thankful.

答案：尽管人生有许多烦扰，但更多的是感恩。

2. The Amazon has over a thousand tributaries feeding into it. The entire river system is the size of North America.

答案：亚马孙河由一千多条支流汇交而成。整个水系覆盖的面积如北美洲一样大。

3. There is every reason to be hopeful about the future. As I make visits around the country, I see at first hand the effort being made to bring communities together.

答案：我们有理由对未来充满希望。在我巡视全国时，我亲眼看到人们为团结各社群而正在进行的努力。

4. There is certainly much more to be done and many challenges to be overcome.

答案：我们要做的事还有很多，要战胜的挑战也很多。

5. They all need to be reassured that there is so much to be gained by reaching out to others.

答案：他们都需要重新树立观点：了解他人受益匪浅。

6. The implication drawn by Jesus is clear. Everyone is our neighbor-no matter what race, creed or color. The need to look after a fellow human being is far more important than any cultural or religious differences.

答案：耶酥要传达的寓意十分清楚。无论何种民族，信仰和肤色，每一个人都是我们的邻居。照顾每个人的需要远远重要于任何文化和宗教上的分歧。

【模拟试题】（答题时间：50分钟）

一. 单项选择：

1. The missing boy were last seen _____near the river.

A. playing B. to be plying C. play D. to play

2. Who did the teacher have ____ an article for the wall newspaper just now ?

A. writing B. write C. to write D. written

3. They would not allow him ___ across the enemy line.

A. to risk going B. risking going

C. for risk going D. risk going

4. - Where should I send my form ?

- The Personal office is the place ____.

A. for sending it B. to send it to C. to send D. to send it

5. The students, ____ at the way the question was put, didn’t know how to answer it.

A. being surprised B. surprising C. surprised D. having surprised

6. He is lying in bed, with his eyes looking at the ceilings and his hands ____ behind his head.

A. to cross B. crossing C. cross D. crossed

7. The old man was moved by what she said, with tears ___ up in his eyes.

A. welling B. welled C. rolling D. rolled

二. 阅读理解：

“ A band plays in Lumley Park every Sunday afternoon. I often attend these open-air concerts if the weather is fine, because I find it a very restful way of passing time, and because the band plays many kinds of music: dance music, marching music, anything with a tune you can whistle; you know what I mean.”

“One Sunday, there was a blind girl in the front row of the audience, just behind the band-leader. She must have been about fourteen or fifteen years of age, I should think. She had been sitting down until about halfway through the programme, when the band started to play ‘ The Blue Danube’ by Johan Strauss. I’d never heard them play this particular piece before; and there was something magical about the way they played it then. They’d only played a few bars when this blind girl stood up and began waving her arms about in time to the music, just as the band-leader himself was doing.

“After a while, I could see that more and more members of the band were watching the bind girl instead of the band-leader. And the leader must have noticed this himself, because he turned round and watched her, and saw that she was keeping perfect time. He was a very thoughtful man, that band-leader; I took my hat off to him. He moved to one side little by little, so that the band could see the blind girl better, and after a while he stopped conducting altogether. The band knew the piece quite well, of course, so things weren’t likely to go seriously wrong. But she kept time beautifully, and she made it clear when she wanted certain passages to be loud or soft, just as the band-leader himself had done. Since then, to be quite honest, I’ve never heard ‘The Blue Danube’ played better anywhere.

“I have seldom heard an audience clap more loudly than that audience, when the music was over. I should think they must have heard the noise on the other side of the town. When the blind girl sat down, even from where I was sitting I could see that there were tears running down her face.”

“ And she wasn’t the only one in that audience who was crying, I can tell you.”

1. The speaker thought that attending the Sunday afternoon concerts is a pleasure because ____.

A. a band plays music in Lumley Park.

B. He could pass the time in a peaceful way in good weather

C. His favourite music could be played by the band in the open air

D. All the above

2. When the band was playing “The Blue Danube”, a blind girl who was sitting in the front row behind the band-leader____.

A. stood up to play with the band

B. stood up and waved her arms to keep perfect time by herself

C. played just as the band-leader was doing

D. listened to the particular piece “The blue Danube”

3. While the blind girl was waving her hands to keep time, _____.

A. many more members of the band were still watching their and-leader

B. the band-leader stopped conducting after a while and took off her hat to the girl

C. the band kept playing wonderfully even without their band-leader

D. the audience preferred the blind girl to the band-leader

4. From what the speaker said, it can be inferred that _____.

A. he not only respected the band-leader but also thought highly of the blind girl

B. he thought the blind girl was doing better than the band-leader

C. he regarded the band as the first class band even without anyone conducting

D. with the blind girl conducting, the concert was much more wonderful

三. 短文改错：

Many children have a birthday cake with candle on their birthday. 1. ______

In some countries, like England and Scotland, there are another custom, 2. ______

too. There are people spank（拍打）or hit the child on his/her birthday. 3. ______

This may hurt a little, and they say it is very lucky for the child. The 4. ______

child must never cry. The custom sys that if you cry, you cry all year. 5. ______

The reason for birthday spanks is to make the bad spirits go 6. ______

away. The hard you spank the better it is. In Belgium, another 7. ______

country in Europe, the custom is a little difference. There a parent 8. ______

goes into the child room early in the morning with a needle（针） 9. ______

As soon as the child woke up, the parent pricks（刺）the child 10. _____

with the needle. This is for good luck.

【试题答案】

一. 单项选择：

1. A

解析：那个失踪的男孩最后依次被看见正在河边玩。see sb. doing 的被动结构：sb. be seen doing.

2. B

解析：老师让谁写稿。have sb. do sth.：让某人做某事。

3. A

解析：allow sb to do sth.：允许某人做某事。 risk doing：冒险做某事。

4. B

解析：the place ____：把表格送到的地方。 send the form to the place

5. C

解析：surprised at the way the question was put形容词短语做定语。

6. D

解析：双手交叉在脑后。cross 与hand为动宾关系。With +名词+done结构。

7. A

解析：with tears ___ up in his eyes：指眼泪夺眶而出。well：涌出。与tears是主动关系。

二. 阅读理解：

1. D

解析：题干中的关键部分：出席周日下午的音乐会是一种乐趣的原因是……。根据第一段……if the weather was fine, because ….a very restful way of passing time, and because the band plays many kinds of music; dance music, marching music, anything with a tune you can whistle…可知A，B，C均符合题义。

2. B

解析：题干的关键：坐在前排即指挥后面的那位失明的女孩….。根据第二段最后两行… “this blind girl stood up and began waving her arms about in time to the music, just as the band-leader himself was doing.”…

3. C

解析：此题是判断“女孩打拍子时，乐队成员，乐队指挥，乐队和观众的表现。仔细阅读第三段，特别是最后四行The band knew the piece quite well, of course, so things weren’t likely to go seriously wrong. But she kept time beautifully, and she made it clear when she wanted certain passages to be loud or soft, just as the band-leader himself had done. Since then, to be quite honest, I’ve never heard ‘The Blue Danube’ played better anywhere.可以排除A，B，D。

4. A

解析：这是在总结作者的思想；根据第三段描述指挥 “he was a very thoughtful man,” 和最后两段可以得出结论：作者对小女孩和乐队指挥都给予了高度评价。

三. 短文改错：

Many children have a birthday cake with candle on their birthday. 1. candles

In some countries, like England and Scotland, there are another custom, 2. is

too. There are people spank（拍打）or hit the child on his/her birthday. 3.去掉are

This may hurt a little, and they say it is very lucky for the child. The 4. _but_

child must never cry. The custom says that if you cry, you ∧cry all year. 5. will

The reason for birthday spanks is to make the bad spirits go 6.√

away. The hard you spank the better it is. In Belgium, another 7. harder

country in Europe, the custom is a little difference. There a parent 8. different

goes into the child room early in the morning with a needle（针）. 9. child’s

As soon as the child woke up, the parent pricks（刺）the child 10. wakes

篇11：《陈情表》教案(人教版高二选修)

高二语文备课组钱国雷

教学目标:

1、熟读全文，掌握文中出现的重要的实词、虚词、古汉语句式；

2、鉴赏本文融情于事的表达方式和形象精粹的语言；学习本文结构思路的缜密、严谨。

3、体会本文凄切委婉的陈情技巧，理解“忠”“孝”的含义。

教学重难点：

1、在吟诵中解读作者的“情”字，体会本文悲恻动人的原因。

2、把握本文陈述的层次及语言特色，体会情之深，理之透。

3、理解作者当时的处境和李密祖孙间真挚深厚的感情以及对“忠”“孝”的理解。

教学时数：三课时

教学过程：

第一课时

一、作者介绍

李密（224－287），西晋犍为武阳人，又名虔，字令伯。少时师事著名学者谯周，以学问文章著名于世。曾出仕蜀汉担任尚书郎，屡次出使东吴，很有才辩。晋武帝征为太子洗马，李密以祖母年老多病，辞不应征。

二、背景介绍

此表是西晋初晋武帝泰始三年（公元267）写的。魏国后期，魏的实权落在司马氏手里，到魏元帝曹奂咸熙二年（公元265），司马炎代魏即帝位，改国号为晋，年号泰始。在此之前两年，蜀汉（刘备建立的政权）已经灭亡（孙吴到公元280年才灭亡），李密的家乡由晋统治。李密有学问，所以晋武帝想征他做官。

三、文体知识

表，是臣子向皇帝陈述己见的一种奏章。古代臣属进呈帝王的奏章的统称。它包括奏、议、疏、表、对策等。《文章有体序说》：“七国以前，皆称上书，秦初改书曰奏。汉定礼议，是有四品：一曰章，以谢恩；二曰奏，以劾；三曰表，以陈情；四曰议，以执议。”

四、题解

陈--陈述、禀报

情--①情况（事实）②衷情、隐情、（孝情、忠情）③情理（忠孝之道）

表--奏章（“表”是古代的一种文体，虽是公文，但并不是为了表达对国家大事的意见主张，而是臣子为了向皇帝表述自己的请求。）

所以“陈情表”就是“禀告自己苦衷的奏章。

五、朗读课文，初步感知课文。

1、朗读课文，正音。（见《金榜》P30自主学习：字音辨识）

2、指导学生朗读全文，提醒学生注意各段的感情基调。

第1段：凄苦，悲凉；第2段：感激，恳切；

第3段：真挚，诚恳；第4段：忠诚，恳切，期待。

六、再读课文，整体把握，理清思路

①对照注释，自由诵读全文，自行圈点加注。提醒学生注意“鲜”“期”“强”“洗”“有”等读音变化的字，以及“闵凶”“见背”“祚薄”“儿息”“逋慢”“盘桓”“希冀”等词语的解释。

②内容与形式梳理。

范读全文，由题目展开思考：为什么要“陈情”？“陈”什么“情”？如何“陈情”？

明确：“陈情”的原因：除臣洗马，辞不就职（或：不想到晋朝为官）。

“陈情”的内容：夙遭闵凶；更相为命；不能废远；愿乞终养。（或：陈述幼时的孤苦及祖孙的相依为命、自己的一片孝心）。（孝情、忠情、苦情）

“陈情”的方法：融理于情，融情于事，朴素细腻，曲折委婉（或以情动人）。

七、研读课文

（一）分析课文第1段

1、齐读第一段。

2、由一组学生找出重要的实词、虚词，并连同词义大声读出。

3、两名学生口译本段文字，师生共同订正。

4、提问：文章一开始，作者说：“臣以险衅，夙遭闵凶。”该句在全段中起到什么作用？它总提了哪几个方面？

明确：总摄作用，统领文章第1段。

5、提问：李密到底遭遇了哪些不幸呢？学生回答后，教师投影或板书：

第一：半岁丧父，四岁母嫁，祖母抚养；（父死母嫁）

第二：年幼多病，九岁不行，伶仃孤苦；（孤苦多病）

第三：两辈单传，内外无亲，形影相吊；（内外无人）

第四：祖母年迈，夙婴疾病，卧床不起。（刘婴疾病）

6、提问：从上面的四个不幸中，我们可以看出，在早年，李密是孤苦多病，祖母照料他，而后来则是祖母年老多病，李密照料祖母。祖孙二人的关系可以概括为？

明确：相依为命。

7、提问：李密和祖母相依为命，这样的意思在第三段中也有照应，有强调。大家一起读出来，看看是哪些句子。

明确：臣无祖母，无以至今日？祖母无臣，无以终余年。母孙二人，更相为命。

8、提问：李密陈述自己和祖母相依为命的情况，目的是什么？

明确：李密本不能出仕，但朝廷又在对他步步逼迫。朝廷是如何步步紧逼的呢？请大家预习课文第二、三两段，我们下节课再讲。

9、小结：第一段：孤苦之情。从纵横两方面分两个小层次：身世凄苦，祖母抚养恩深似海；人丁衰微，作者尽孝责无旁贷。

第二课时

（二）分析课文第2段

1、学生齐读第2段。

2、由一组学生找出重要的实词、虚词，并连同词义大声读出。

3、两名学生口译本段文字,师生共同订正。

4、提问:第2段有一句关键语句，“泄露”了作者的思想感情，请同学们找出来。

明确：“臣之进退，实为狼狈。”

5、提问：这一段表现的情感不是平直的，前一部分急迫焦灼，后一部分辗转两难。诵读时要张弛有度，把握情感的焦急与沉重。学生再次诵读，体会作者情感。

6、提问：结合文章写作的历史背景，讨论分析，“进”难在哪里？“退”，难在何处？

明确：进：无以报答祖母养育之恩；

退：不能回报朝廷知遇之情。

7、提问：本段分几个层次？各层的重点是什么？

明确：第一层：重点叙朝廷征召之殷；

第二层：重点写自己进退两难的境地。

8、提问：从本段中我们看到的是李密的态度坚决呢，还是他的哀婉陈情？（词意凄恻婉转，恭谨虔诚，外表象是俯首乞怜，令人同情。实质是态度坚决，还是不去应征。）

9、小结：第二段：两难之情

（三）分析课文第3段

1、学生默读并口头通译第3段；

2、提问：本段文势有三转，表示转换的字眼是什么？（伏惟、且、但）文意的重点落在哪里？（区区不能废远）

3、提问：“是以区区不能废远”中“是”指代上文的什么内容？（指代“但以刘日薄西山……更相为命”）

4、提问：本段结尾落在辞官养亲上（“是以区区不能废远”），是从哪几个角度来展开的？

思考：假设你是晋武帝与李密面谈，此时在此处李密直接提出了终养祖母的请求，你晋武帝能不能一两句话就把李密驳得哑口无言？

引导：晋武可能会说，既然你要终养祖母以尽孝心，为什么在蜀汉你又出来做官呢？

因此，李密深知，这段历史是不能回避的，只能剖明自己心迹：一仕伪朝“本图宦达，不矜名节”，二在圣朝“宠命优渥，岂敢盘桓”让晋武明白自己的忠心。

4、朗读思考：李密最后提出解决尽孝与尽忠两者矛盾的办法是什么？他是怎样提出这个办法的？引导：作者以列数字作对比的方式提出了先尽孝后尽忠这一解决矛盾的办法，合情合理，再加上李密在最后再表忠心，不容晋武帝置疑，不得不答应李密的陈请。提示：尽忠日长，尽孝日短：先尽忠后尽孝。（投影）

明确：A、抓住晋“以孝治天下”的大理，解释自己应得到同情。

B、陈述自己的从政经历和态度，称颂君恩，表明辞职与“名节”无关，以求皇帝谅解。

C、再次强调自己的处境，以打消武帝的疑虑，求得体恤。

5、提问：品味第一层，作者为什么扯起“孝”这面大旗？“凡”句有何含义？

明确：A、借“孝”来掩饰自己的观望之意，从而解除晋武帝的疑忌之心。

B、“凡”是指一般，“况”是指特殊。“孝”既已及于一般，对特殊就更应如此了。理由充足。

6、提问：李密最担心晋武帝怀疑他哪一点？他是怎么为自己辩解的？

明确：矜守名节。古代崇尚一种观念“一臣不事二主”，魏晋文人名士最重气节。晋武帝同样怕李密也是矜守名节。本图宦达→至微至陋→过蒙拔擢→岂敢盘桓

7、朗读第3节，品味语言特点

提问讨论：本段讨欢心、诉悲苦、求谅解、表心志，极尽陈情之能事，请结合本段文字具体分析。

明确：A、“至微至陋”“岂敢”等词委婉动人，至为恳切。

B、“日薄西山”“气息奄奄”“人命危浅”“朝不虑夕”“更相为命，……”，一组四字句，皆出于至孝之心，感人至深。

语言特点：委婉、流畅。此段中反复表明心迹，叙说衷曲，解释不能“废远”的原因，情辞恳切。

8、小结：第三段：感恩之情。情理兼具，打动武帝。

第三课时

（四）分析课文第4段

1、齐读第4段。

2、由一组学生找出重要的实词、虚词，并连同词义大声读出。

2、指明两名学生口译本段文字，师生共同订正。

3、提问：本段中哪句话是表文主旨？

明确：“愿乞终养”。

4、提问：贯穿全段的是哪两个词？

明确：“节”“报养”--“忠孝两全”。

5、提问：本节语言有什么特点？

明确：“愿乞”“愿矜悯”“听臣微志”--无比恳切)

6、朗读思考：李密最后提出解决尽孝与尽忠两者矛盾的办法是什么？他是怎样提出这个办法的？

引导：作者以列数字作对比的方式提出了“先尽孝，后尽忠”这一解决矛盾的办法，合情合理，再加上李密在最后再表忠心，不容晋武帝置疑，不得不答应李密的陈请。

提示：尽忠日长，尽孝日短：先尽忠后。

（五）师生讨论总结4段文字的主要内容：（投影或板书）

第一层：自诉家境困顿多舛，祖孙更相为命之状；

第二层：明写感激朝廷之情，实诉屡不奉诏苦衷；

第三层：喻之以孝道之大义，明降臣之不矜名节；

第四层；解决忠孝两全矛盾，提出愿乞终养请求。

（六）小结：第四段：两全之情。全文的感情脉络已经完全出现。

八、探讨文章的抒情方式：

1、注意第一、二段与第三、四段抒情的不同：

--第一、二段陈情于事，第三、四段寓理于情。先动之以情，再晓之以理。

2、小结：有人说《陈情表》有很高的语言艺术。读《陈情表》我们可以看到：李密形影相吊的孤寂，祖母奄奄一息的悲恻，帝王微笑背后的恼怒，作者诚惶诚恐的怖惧。读《陈情表》我们可以听到：少年孤苦无依的哀叹，老人病中无奈的呻吟，帝王催促严厉的呵责，孝子忠诚恳切的哀告。无论是形还是声，都以一种浓浓的情感为依托，那就是--孝情。《陈情表》的语言是有形的，有声的，因为它是有情的。

九、拓展探究：

1、提问：有论者认为，李密反复强调孝亲，其实是为自己不奉诏仕晋而故意寻找借口。你同意这一观点吗，为什么？（此为开放性题，学生可以各抒己见）

明确：回答1：李密反复强调孝亲，决不是为其不奉诏仕晋而故意寻找借口。他是真心因终养祖母才难能应诏的。读完全篇，我们可以清楚地体味到，他的孝心不是抽象的，而是充满了孙儿对祖母的一片真情。

2、提问：第三段的内容是否可以放在第一段的位置？

明确：①第三段重说理，没有前文情感的铺垫，理则显得生硬，难以深入人心，得到共鸣。前两段，先用特殊的亲情、孝情给大家一种特殊的心理感受，获得同情心，让人认为这种孝情值得鼓励，不该拒绝，之后再用“理”来提供依据，让人无法拒绝这合情合理的陈情。

再从文章写作背景看，本文读者极为特殊。俗话说“伴君如伴虎”，晋武帝不只是一个皇帝，他们司马家族用阴谋篡夺了皇位，是以阴险多疑著称的一族，因此，作者一言不慎，就有可能招来杀身之祸。所以作者必须把自己“孝情”之外的那一份“忠情”完全充分彻底地表达出来，然后再打出“孝治天下”的理的大旗，并提出“先尽孝再尽忠”的忠孝两全之策，这样才有可能达到陈请的目的。因此第三段不能提前到第一段的位置。

②陈情脉络：身世孤苦祖母情深（孝情）

沐浴清化身蒙国恩（忠情）

③、小结：为了达到“乞终养”的目的，作者首先陈述个人遭遇，祖母情深，作为陈情依据；继写进退两难的狼狈境地，博取晋武帝的同情；再抬出孝治天下的理，同时剖明心迹，排除了不愿做官的政治原因，最后提出解决方案。作者一路写来，发乎情，归乎理，先动之以情，再晓之以理，陈情于事，寓理于情，情真意切。全文构思缜密，脉络分明。

十、归纳总结艺术特色：

1、感情真挚，融情于事；（从本文的实际效果入手，找出文中李密表达的几种情感（孝顺之情，不满之情，恭敬之情），体会抒情和叙事的结合：“情为文之经，事为文之纬”）

2、文脉畅达，照应联通；（本文前后照应的句子很多，教师可举出若干例，让学生回答）

3、骈散结合，音韵和谐；（简介骈体文特点）

4、陈辞委婉，屈伸适宜。（可联系高一第一单元几篇文章，探讨陈情、讽谏、劝说的技巧：委婉含蓄、借题发挥、以小喻大、卑己敬人、直陈利弊、曲径通幽等等）

5、语言生动形象，自然精粹。

五、课堂总结：

《陈情表》的动人之处就在于它陈孝情情真意切。孝是中华民族的传统美德，十七八岁的年纪始终关注的永远是友情，深深憧憬的往往是爱情，最易忽略的却常常是亲情、孝情。希望李密对祖母的乌鸟深情能让我们有所感悟，有所行动，为亲人捧上自己哪怕微薄但却真诚的回报。

六、作业：

完成《金榜》本课相关练习

七、附：板书

《陈情表》

李密

陈情于事动之以情

寓理于情晓之以理

《陈情表》

李密

1、言家境之惨，叙祖孙之情（孤苦之情）

2、表感恩之切，诉内心苦衷（两难之情）

3、喻孝道大义，陈区区心声（感恩之情）

4、解忠孝矛盾，祈圣上宽容（两全之情）

张晴晴

[《陈情表》教案(人教版高二选修)]

篇12：人教版高二Unit20 Archaeology教案

英语第二册（下） Unit20Archaeology教案

Contents 目录

一、教学内容分析 (Analysis of the teaching materials)

二、教学目标和要求 (Teaching aims and demands)

三、教学重点与难点 (Teaching difficult and important points)

四、教学课时安排 (Teaching arrangements)

五、教学设计步骤 (Teaching procedures)

六、评估与反馈 (Assessing)

七、背景知识(Background Information)

一．教材内容分析(Analysis of the teaching materials)

“热身”(warming up )部分提供了四幅分别代表不同时期考古成就的图片。设计了四个问题要求同学们对中国古代四个重要时期的人类生活的习惯进行讨论，包括他们所使用的工具，他们的饮食，房屋，及房屋内的装饰品以及他们的娱乐和不同时期具有典型代表的艺术品。这部分的目的在于呈现本单元的中心话题--考古学，及引起同学门对考古学的兴趣，形成一个有关于考古学的信息包，对考古学及中国古代所取得的成就有初步的了解和印象，并引入相关的词汇。

“听力”（listening）部分提供了一段师生对话，要求学生在听的基础上完成细节，根据录音的描述绘画出古代所使用的工具的形状。本部分的目标在于训练

同学们获取细节知识的能力；另一方面有助于加强学生对古代所使用的工具的了解，进一步激发同学们对本单元中心--考古学的兴趣。

“口语”（speaking）部分结合本单元的中心内容，提供了为了获取有效信息，如何表达自己的愿望的句型，要求学生以双人对话的形式，按照例子，用所提供的句型和话题进行对话。对考古学以及考古学的重要发现提出自己的意见和看法。本部分的目的在于促进同学们对考古及考古学的思考，又促进同学在陈诉观点过程中的口头表达能力和语言组织能力。

“读前”（Pre-reading）部分提供了三个与本单元的主题有关的问题，通过启发学生对中国皇帝陪葬的猜测和思考，运用自己已有的文化背景知识和语言知识，来猜测英国史前巨石柱王的情况，并且通过阅读验证自己的猜测。

“阅读”（Reading）部分介绍了人类考古史上的一个重大发现the King of Stonehenge in England。这个发现使得考古学家相信那个时期的人们已经和欧洲其他地区有贸易和文化交往。

“读后”（Post-reading）部分设计了三个问题。第一题考察学生对文章内容的理解，要求学生在课文中找出在坟墓里挖掘出来的objects 和 materials。第二题要求学生根据课文信息找出青铜器时代的英国人民和欧洲其他国家和地区的文化和贸易交往。第三题要学生讨论建造the Stonehenge所需的技术，科技，发明和工具。

“语言学习”（Language study）分词汇和语法两部分。词汇部分提供了两组习题，第一题要求学生将词汇和解释相对应，考察学生对词汇的理解和区分能力。第二题要求学生掌握同一单词的不同功能，让学生在语境中应用词汇。语法项目是复习it作为形式主语，形式宾语，和在强调句中的用法。本部分为学生安排了句型转换，情景操练，完成句子等练习，旨在使学生能自如地运用“it”。

“综合技能”（Integrating skills）部分由阅读和写作两方面内容组成。阅读材料介绍了金沙和三星堆两个古文化遗址，旨在告诉世人我国拥有神秘而博大精深的文明。通过对这两个遗址的发掘，对研究我国历史文化具有极其深远的意义。写作部分让学生们讨论在发现古文物时，该做什么，不该做什么。为写作埋下伏笔。通过这些练习，学生不仅对文中提到的内容能够有进一步的理解，而且还能让学生对文物保护有更深的认识。

“学习建议”（Tips）部分提供了如何创作一张flow chart的步骤和资料，以帮助学生更好地完成“综合技能”的写作任务。

“复习要点”（Checkpoint）部分简要总结了本单元的语法重点--it作为形式宾语，形式主语和在强调句中的应用，并给出了一些例句，帮助同学举一反三。同时通过让学生寻找能够描述文物发现的词汇，引导学生对本单元所学的词汇作一次小结。

二．教学目标和要求(Teaching aims and demands)

根据《英语新课程标准》（实验稿）关于总目标的具体描述，结合高二学生实际和教材内容，我们将教学目标分为语言知识、语言技能、学习策略、情感态度、文化意识五个方面。

1．语言知识（Knowledge）

词汇（Vocabulary）：

能理解、内化、运用以下生词-archaeology, archaeological, archaeologist, curiosity, decoration, unearth, artefact, emperor, arrow, technical, root, ivory, climate, mask, accompany, precious, site, jade,

短语(Phrases and expressions)：

date back to, have a hand in, in terms of , in the eyes of, dig up, remind of , belong to, look like, must have done, may have done,

功能(Functions)：学习掌握一些用于表达个人好奇和提出建议的句型，如：

I wonder what/ who--- I really want to know----

I’m curious to----- I’d love to know----

I wonder if/ whether---- What I’d really like to find out is----

I’m curious about----- I’d like to know about more about-----

语法(Grammar)：掌握和运用it的用法

I. Preparatory Subject

1. It be+ p.p./ n./ adj. + that clause

2. It seems /appears/ happens+ that clause

3. It be +n./ adj./ +wh-/how clause

4. It be +adj.+ for/ of sb. to do sth

5. It’s no use doing---

II. Preparatory Object

1. Subject + vt. +it +adj. +to do sth

2. Subject + vt. + it + adj. +that clause

III. The emphatic use

It be +---+ who/ that----

2. 语言技能 (Skills)

听：能捕捉特定信息、抓关键词，听懂一篇介绍古代工具的文章。训练学生听力理解能力及技能，如从说话人的语气表情判断信息正误的能力等等。

说：能熟练运用所学表达法来表明自己的观点，谈论不同喜好和好奇心，并给出建议；能就本单元相关话题表达看法；能较好地完成一些开放性的话题，以提高在真实语境中的英语交际能力。

读：获取关于考古的相关信息,且进行skimming, scanning, careful reading, generalization; inference等阅读微技能训练。

写：*能有立场，有观点，实事求是地创作一张flow chart。

*写一篇论述利弊观点的小作文。充分想象，清楚地表达出挖掘古代文物的利弊，并且阐明自己的立场。

3. 学习策略(Strategy)：

认知策略：在学习过程中，善于抓住重点，做好笔记，并能对所学内容进行整理和归纳。

调控策略：能够根据个人的特点和需要安排自己的学习，主动拓宽学习英语的渠道，总结有效的学习方法，能在一定程度上形成自主学习的能力。

交际策略：能够在课内外活动中积极用英语和他人交流，利用各种机会用英语进行真实的有效的交际的能力。

资源策略：能够有效地使用图书馆、网络等方式查阅有关考古的资料进行信息处理的能力，获得更广泛的英语信息，扩展所学知识。

4. 情感态度(Affect)：

让学生了解考古学的重要性。

能在多种英语学习情境中感受、分享用英语交流的成功与喜悦

培养学生正确的阅读观，和良好的阅读习惯。

让学生学会用辨证和积极的态度对待文物挖掘。

积极参与多种形式的合作学习，有较强的合作精神和互助精神。

5. 文化意识 (Cultural awareness)：

通过学习，了解一些中外著名的考古遗址，从而拓宽他们的文化视野，加深对中外文化遗产的理解和掌握。并且意识到是人民创造了历史，创造了奇迹。

三．教学重点与难点(Teaching difficult and important points)

Important points:

Train the students’ listening ability.

Train the students’ speaking ability by talking about archaeological discoveries and practicing expressing curiosity.

Improve the students’ reading ability.

Master the use of “ it”.

Master the new words and expressions in this unit.

Difficult points:

How to help the students understand the passage exactly.

The usage of “ it” used in the subject position to stand for an infinitive or a clause.

How to create a flow chart.

四．教学课时安排(Teaching arrangements)

Period one-----Warming up, speaking and listening

Period two and three----- Reading

Period four-----Language Study ( word study and grammar)

Period five------ Integrating Skills (reading and writing)

五．教学设计步骤(Teaching procedures)

The first period

Teaching aims:

1. Learn and master the following words:

Archaeology, archaeological, archaeologist, curiosity, decoration, unearth, spear, artefact

2. Do some listening

3. Learn to express curiosity.

Teaching Important Points:

1. Improve the student’s listening ability.

2. Train the student’s speaking ability by talking about archaeological discoveries and practicing expressing curiosity.

Teaching Difficult Point:

1. How to improve the student’s listening ability.

2. How to finish the task of speaking.

Teaching Methods:

1. Looking at some picture to arouse the student’s interest in archaeology.

2. Listening-and-answering activity to help the student’s go through with the listening material.

3. Individual, pair or group work to make every student work in class.

Teaching Aids:

1. the multimedia

2. the blackboard

Teaching Procedures:

Step I: Lead-in

Show students two pictures on screen about Archaeology in China. Then ask them to answer some questions together.

Q1: China is a country with a long history and brilliant culture, in which ways can we learn about its history and culture? (Archaeology)

Q2: How much do you know about the following pictures?

(①:Terracotta warriors and horses

②:Inscriptions on tones or tortoise shells)

Step II: Warming up

1. Talk about the four pictures on P73. Each of them stands for one period in Chinese history. Then ask them questions and help them learn some new words.

Q1: What are they? (Suggested answers: axe/Bronze tripod/A painting on silk/Tri-colored glazed pottery)

Q2: What can they remind us of ? (Suggested answers: life/culture)

2. Discussion: Let the students discuss the four different periods according to the questions shown on the screen and fill in the form on p73.

篇13：人教版新课标高二Unit1教案

Teaching plan for Unit One

Class

Date

project Great scientists

Period One

Aims and demands 1. Enable the Ss know sth about great scientists.

2. Learn some new words and expressions.

3. How to examine a new scientific idea.

4. Comprehend the reading passage.

Main points Warming up and Reading passage

Difficult points Comprehend the reading passage

Teaching procedures Step One warming up

1. Show the Ss some pictures of great scientists; ask them to talk about them.

2. The Ss discuss the quiz questions in groups and walk along to offer them help if needed.

3. Work out their answers by themselves.

4. Check their answers to see who knows the most.

Step Two pre-reading

1. The Ss discuss the stages in examining a new scientific idea in pairs by asking the questions in the pre-reading.

2. Ask the Ss to put them in order and get their answers.

Step Three Reading passage

1. Fast reading. Let the Ss go over passage as fast as possible and try to find the hard words, expressions and sentences they have.

2. Explain the difficulties they have.

3. Extensive reading. Ask the Ss to read the passage more carefully and then try to complete the chart in the comprehending by discussing in groups.

4. Choose some Ss to answer the questions in the comprehending.

5. Ask the Ss to choose one of the paragraphs to read aloud fluently.

Notes: steam engine, physical characteristics, put forward a theory, draw a conclusion, expose to, be to blame, in addition (to), be linked to, know about, absorb into.

It seemed the water was to blame.

To prevent this from happening again, John Snow suggested that …be found. (suggest sb do sth)

Step Four homework

Read the passage again and go over Learning about language.

Teaching plan for Unit One

Class

Date

project Great scientists

Period Two learning about language

Aims and demands 1. Discover the useful words and expressions.

2. Learn and improve the use of useful words and expressions.

Main points Learn to use the words and expressions that the Ss discover.

Difficult points Improve the use of the words and expressions.

Teaching procedures Step One Learning about language

1. Discover the useful words and expressions in this unit in groups of four.

2. Ask the Ss to show their results to the class.

3. Ask them to study the words and expressions in Exx.1

4. Ss have a discussion and do the exercise.

5. Check their answers.

6. Change the verbs into nouns and make sentences by using “make a …”

Step two Using words and expressions

1. Make sure the Ss know the words and expressions.

2. Let the Ss work in groups to complete the blank in Exx.1.

3. The teacher walks around the offer them help.

4. Check their answers. The possible answers are: exposed to, linked to, connect to, blame, examine, test, rejected, defeated.

5. Do the translations. Ss discuss the sentences and the translate them into English, using the words and phrases in brackets.

Step three words learning

1. Show the Ss a list of prefixes. Ask the to talk about them.

2. Ask them to work in groups to find some words with the prefixes and study their meanings.

3. Ask them to show their results to the class.

4. Walk around the class to give them help if needed.

Step four study the use and meanings of suggest.

1. Study the meaning of suggest by looking the dictionary entry.

2. Match the meanings with the sentences on the right in Ex.4.

3. Check their answers.

Step five Homework

Write down the translation Exx.2, 4, 6 and 7 in the exercice book.

Teaching plan for Unit One

Class

Date

project Great scientists

Period Three learning about language

Aims and demands 1. Discover the useful structure.

2. Learn to use the grammar of past participle.

3. Enable the Ss understand the past participle using as attribute and predicative.

Main points Learn the usage of the past participle using as attribute and predicative.

Difficult points Use the useful structure.

Teaching procedures Step One revision

Review the past participle of some verbs.

Step Two

1. look at the chart and study the phrases.

Past participle as the attribute Past participle as the predicative

1.terrified people

2.reserved seats

3.polluted water

4.a crowded room

5.a pleased winner

10. 1.

6.children who look astonished

7.a vase that is broken

8.a door that is closed

9.the audience who feel tired

10.an animal that is trapped

3. Ask the Ss the following questions:

1)What kind of words before the past participles?

2)What kind of words after the past participles?

1)1pp.+noun; *2noun+pp phrase

2)link verb +pp

4.Ask the Ss find the sentences using the past participle in the reading passage.

5.Ss have a discussion and complete the chart with the same meaning of the phrases above.

6. Ss show their results to the class.

7. Complete the sentences in Ex.3.

Step Three using structure

1. Make sure the Ss know the words and the discuss in groups to finish the sentences using past participle.(Ex.1)

2. Rewrite the sentences into one sentence using the past participle as the attribute or predicative.

3. Check their answers.

Step four Homework

Write down 1)3)5)7) of Ex.2 in the exercise book.

Teaching plan for Unit One

Class

Date

project Great scientists

Period Four using language Listening

Aims and demands 1. Improve the Ss listening skills.

2. Know more about great scientists.

Main points Listening and speaking

Difficult points Get to know the information of listening materials.

Teaching procedures Step One Listening and speaking

1. Listen to the tape and answer the questions.

1What did Qian Xuesen study first?

2What experience did he get in America that was very useful for China?

3What was Qian Xuesen’s achievement when he returned to China from America?

4How has he been honoured in China?

5How did Steve honour him?

Step Two speaking

1. Ss discuss what scientific job they will do in the future in pair by using the questions and expressions on Page6.

2. Choose some Ss to talk in class.

Step Three Listening and talking

1. Play the tape for the Ss to listen and finish the exercises in the workbook , pause from time to time if needed.

2. Check their answers.

3. Work in pair. Imagine you are going to meet a specialist about a newly-found flower by using the useful sentences on Page42.

Step Four listening task

1. Play the tape for the Ss to get the information of the listening task.

2. Check their answers.

Step Five Homework

Prepare the reading task.

Teaching plan for Unit One

Class

Date

project Great scientists

Period Five Reading and reading task

Aims and demands Improve the Ss reading skills and their talent in getting the information.

Main points Reading and reading task

Difficult points Finding the Euler path

Teaching procedures Step one Revision

Revise the past participle used as the attribute and predicative.

Step two Reading

1. Ss read the passage as fast as they can and then draw the two theories of the universe in groups.

2. Ask the Ss to show their pictures to the class.

3. Ss read the passage again and find the problems they have.

4. Solve the Ss’ problems.

Notes: lead to (All roads lead to Rome.)

Make sense (1.Here, read the sentence. It doesn’t seem to make sense.2.Your story doesn’t make sense to me.)

Only (1. Only by shouting and waving his hand could he be noticed. 2. Only if I get a job can I have enough money to continue my studies at college. Only phrase … could he …. Only if I … can I …)

5. Discuss in pairs. If you were Nicolaus Copernicus, would you have hidden your theory for so many years? Why?

6. Choose some Ss to share their ideas to the class.

Step three Reading task

1. Ss read the passage and answer the following questions.

1What is odd point? 2What is even point? 3What rule did Euler find?

2. Ss discuss in groups and try to find the answers.

3. Teacher walks around to offer them help.

Notes: If a figure has more than two odd points, you cannot go over it without lifting your pencil from the page or going over a line twice.

4. Use the rule to see if you can go over the diagram, not missing any points or going over any line twice.( See figures on page 46)

5. Ss work in groups.

Step four Homework

Write a short passage about Copernicus.

Teaching plan for Unit One

Class

Date

project Great scientists

Period Six

Aims and demands 1. Try to write sth persuasive.

2. Learn to write a report about people.

Main points Make a plan in discussion.

Difficult points Write a passage / a report.

Teaching procedures Step one Writing

1.Ask the Ss to read the passage again and gather some information about Copernicus. For example:

He believes his new theory is true.

There are problems with his present theory.

He has done many years of observation to prove his new theory is true.

Science cannot develop unless people publish their ideas.

Time will show if his theory is true or not.

2. Plan to write a letter.

1Ss work in groups to make up a plan of writing the letter. They can follow the plan in the book on P8.

2Ask the Ss to read their plans.

3Write their letters in groups, when finished,ask the Ss to read in class.

Step two Writing task

Write a report about your scientist, his/her life, achievements and the key to his/her success.

1. Before you begin to write, remember to put your information under three headings: life, achievements and key to success.

2. Plan your report like the one on P47.

3. Ask them to read their plans.

4. Begin to write the report.

Step three Homework

Complete the report and write down on the exercise book.

篇14：人教版高二生物教案优秀

生物对环境的适应和影响

教学目标：

1、描述生物对环境的适应和影响。

2、举出例子并初步培养学生环保意识。

教学重点难点：

重点：描述生物对环境的适应和影响。

难点：在教学中引导学生理解生物体结构和功能相适应的辩证观点。

教学过程：

导入：先比较仙人掌和普通植物的不同，分析为什么仙人掌的叶子退化成刺，得出结论是为了适应干旱的环境。同时学生分析刺猬、变色龙、竹节虫，得出除了环境影响生物之外，生物本身也能适应环境。

除了环境影响生物之外，生物本身也能适应环境。

分析书本P19的资料，回答问题：生物的形态结构或生活方式的特点与它们的生活环境有什么关系?观察兔子和猫的双眼在头部的位置,你能发现什么问题? 从而学生自己得出结论，生物为了适应不同环境其形态结构都有所改变。

生物除了适应环境，同时也影响环境。

过渡问题：那是否生物只能被动地适应环境呢?生物本身对环境有没有影响?学生举出例子，人类对环境的影响，植物对环境的影响，动物对环境的影响(蚯蚓、鼠妇疏松土壤，柳、杉树能吸收空气中的有害成分，帮助净化空气，人类大量得排除废气、废水使环境受到污染……)

讲解实验:植物对空气湿度的影响。

1.提出问题:植物对空气湿度的影响

2.作出假设:裸地,草地,茂密的灌丛的空气湿度不一样.

3.制定计划:学校内测量裸地,草地和茂密的灌丛中的湿度.(裸地指什么?灌丛指什么?)

4.填写P7空气湿度记录表.并画出曲线图.

5.注意:如果裸地或草地上有小水洼,测量湿度时,能把干湿计放在水洼边吗?测量灌丛的湿度时,能把干湿计放在地上吗?

篇15：人教版高二生物教案优秀

教学目标

1.了解并说出人类活动对生物圈的多方面的影响。

2.设计并完成酸雨或废电池对生物影响的探究实验。

3.能够开展课外调查并完成调查报告。

教学重难点

1.知识方面：掌握调查和收集资料、科学探究的方法;设计两个探究实验的方案;开展课外调查并完成调查报告;拟定保护当地生态环境的计划

2.科学方法、能力方面：调查和收集资料的方法，合作学习、自主探究的能

3.科学价值观方面：充分认识到环境污染对生物的危害，培养学生的环保意识，以及人和自然和谐发展的意识，树立环境保护的紧迫感、责任感，培养团结协作精神。

教学过程

课前准备：

1.指导学生分成四组，明确组长及组员名单

2.布置调查任务：

①人类破坏森林的实例

②人类活动引起沙尘暴的实例

③各种野生动物被捕杀的实例

④结合广州珠江水的污染状况，收集我国河流、湖泊被人类污染、破坏的实例

⑤空气污染的原因及实例

⑥生物入侵及其危害的实例

⑦酸雨、废电池产生危害的实例

⑧温室效应和臭氧层破坏

小组讨论：这些现象的后果是什么?面对这些问题，作为一个负责任的公民，我们应该怎样要求自己的行为?

3.每组选两个标题(彼此不重复)进行资料的收集和整理，做成幻灯片(最好图文并茂)，在课堂上汇报。小组讨论内容每个同学都要做好发言的准备。

设计意图：

考虑到学生的时间和精力有限，因此将下一课时的调查内容也纳入本节课，每个小组选做其中两项内容，负担不会太重，再通过堂上的汇报交流，达到资源共享的目的。这里将课外阅读(⑥⑧)也纳入查阅范围，一方面拓展学生的视野，一方面引导学生关注当前生态环境中的热点和焦点问题以及有关科学研究的新进展。

教学引入：

通过大屏幕展示组图：

青山—绿水—蓝天—小鸟天堂—繁华的都市—拥挤的人群—密集的厂房—高高耸立的排污烟囱—荒山—污水—灰蒙蒙的天空—垂死挣扎的小鸟

教师：美丽的青山绿水没有了，带给我们的是一幅幅触目惊心的画面。人类在制造巨大财富的同时，人类活动对生物圈的负面影响也是巨大的，今天我们就一起来探讨这个问题。课前同学们都做了大量的工作，有了充分的准备，我们看看哪一小组做得最好!先请出我们第一组的代表来发言。liuxue86.com

学生堂上展示阶段：

学习活动：由每组选派发言人1～2人，用ppt展示资料收集结果

第1组汇报：人类破坏森林的实例，空气污染的原因及实例

第2组汇报：人类活动引起沙尘暴的实例，生物入侵及其危害的实例

第3组汇报：各种野生动物被捕杀的实例，温室效应和臭氧层破坏

第4组汇报：结合广州珠江水的污染状况，收集我国河流、湖泊被人类污染、破坏的实例，收集酸雨、废电池产生危害的实例

师生互动：教师可向学生发问，学生也可以向老师提问

生生互动：一个小组汇报结束后，不同小组成员之间可提问

设计意图：

这个环节是学生课前资料收集整理成果的展示，也是这节课的主要环节。学生学生将课外查找到的资料，以制作的演示文稿进行汇报，在课堂上同其他同学共同分享，互相交流。组内可以分工，每人交流一个方面，其他同学给予补充，让学生意识到自己在小组中的位置，增强学习的自信心。堂上教师要提醒每组发言时间控制在8分钟以内。

学生在汇报的同时，其他小组也要认真聆听，并对汇报的小组作出质疑或提问，这样有利于学生之间的相互学习，共同进步。教师也可以通过提问的方式，将一些重要的内容点出，引起学生的关注，或者将被学生忽略的内容加以补充。

无论是学生的展示环节，还是师生、生生间的互动环节，均体现了以学生为中心，充分调动学生的积极性，兴趣引导着学生，使他们自觉地参与到调查问题、收集资料、准备发言的活动中去。学生在课堂上参与交流可以促进学生利用课外时间收集资料和信息，达到了课标要求的“培养学生收集、处理信息、获取新知识的能力，分析和解决问题以及合作交流的能力。”

师生讨论阶段：

讨论内容：这些现象的后果是什么?面对这些问题，作为一个负责任的公民，我们应该怎样要求自己的行为?

学生：各抒己见，具体谈谈自己的一些做法或感想

教师：与学生一起平等地发言，参与其中，引导学生从身边的小事作起。

设计意图：

给学生提供自由宽敞的舞台，让学生尽情地展现自己，表达自己的看法和观点。教师完全参与到学生的活动中，与学生一起平等地发言，拉近师生关系，有利于创造学生平等、自由的学习氛围。

结束：

表扬各小组成员作业完成得很好，鼓励他们再接再厉，下次做得更好!

播放“地球之歌”的MTV，在歌声中结束本节课。

篇16：高二地理教案人教版下册

【课标要求】

1、以某区域为例，分析该地区农业生产的条件、布局特点和问题，了解农业可持续发展的方法和途径。

2、以某农业区域为例，分析该区域的发展过程，以及在此过程中产生的主要问题，了解解决这些问题的对策措施。

【教材分析】

在一定的社会经济条件下，地理条件是区域经济发展的重要基础，以致影响到区域经济的特点、布局和发展方向。本章教材紧紧围绕区域经济发展这一中心，从农业、工业和城市的角度做出了阐述。本节以我国东北地区为例，首先从气候、地形、土壤条件和社会经济条件方向介绍了东北地区农业发展的地理条件，然后从因地制宜发展农业的角度指出了该区农业的布局特点，着重介绍了商品粮基地农业生产的突出特点，最后从水土流失、黑土退化、土地沙化、盐碱化和草场退化、自然灾害频繁和环境污染等方面揭示了农业发展存在的问题，并从生态效益和经济效益的角度指出了该区域农业发展的方向。

其中，区域农业发展条件及发展方向是本节的重点和难点，学习本节内容应抓住：区域自然和社会经济条件→决定区域发展特点→区域发展方向这一主线。

【教学目标】

知识与技能

1.初步了解，实现区域农业的可持续发展应该综合考虑哪些因素。

2.通过阅读地形和气温、降水分布图，了解东北地区农业发展的利弊因素。

3.通过对比和分析，了解东北地区农业布局特点，并深入探讨东北地区大规模专业化生产和商品粮基地建设的特色。

4.结合具体发展模式，分析东北不同区域农业发展的方向。

过程与方法

1、能够通过网络、报刊、杂志等各种媒体收集地理信息及从现实生活中获取地理信息，如结合本地的农业、发展条件，尝试运用所学的地理理论和方法对本地区的农业地理信息进行梳理、分析、解释，得出本地区的农业发展特点、发展中存在问题，及今后发展的方向。

2、关注中央的农业政策和经济发展的策略调整，了解全国农业发展的主要方向。

情感、态度与价值观

1、激发学生探究地理问题的兴趣和动机，养成求真、求实的科学态度，提高地理审美情趣。

2、增强对资源、环境的保护意识和法制意识，形成可持续发展观念，增强关心和爱护

环境的社会责任感，养成良好的行为习惯。

【教学重点】

1.东北地区农业发展的利弊因素

2.东北地区农业布局特点，深入探讨东北地区大规模专业化生产和商品粮基地建设的特色。

3.分析东北不同区域农业发展的方向。

【教学难点】

1.实现区域农业的可持续发展应该综合考虑哪些因素。

2.东北地区农业发展的利弊因素

【教学方法】比较法、案例分析法、图示法等

【教具准备】多媒体课件

【课时安排】3课时

三、农业布局特点——三大农业生产区域

东北地区农业生产条件地域差异显著，农业生产的地域性突出。根据气候、地貌、植被和土壤等农业生产自然条件的差异(图4.4～4.5)及农业生产方式的不同，东北地区可划分为三大农业生产区域。

思考：阅读图4.3、图4.4和图4.5，思考并回答下列问题。

1.东北地区年降水量和年平均气温的分布呈现什么规律?

点拨：从东南向西北年降水量和年平均气温总趋势是逐渐递减的。但受丘陵、山地地形的影响，局部地区不符合上述趋势。

2.东北地区自然条件南北向地域分异的主导因素是什么?

点拨：纬度

3.东北地区自然条件东西向地域分异的主导因素是什么?

点拨：海陆位置和地形

耕作农业区

林业和特产区

畜牧业区

分布

平原地区：松嫩平原、三江平原和辽河平原。

大小兴安岭和长白山区

西部高原、松嫩平原西部及部分林区草地

主要(树、畜)种

玉米、大豆、小麦、水稻等作物

兴安落叶松、樟子松、红松、蒙古栎、白桦等

重要的羊、牛、马牧畜生产基地

特殊分布

①玉米分布非常普遍，由南向北种植比例逐渐减少。②小麦和大豆种植比例由南向北逐渐增多。③水稻多种植在辽河、松花江流域的大型灌区以及东部山区的河谷盆地。④随着育种和种植技术的进步，水稻种植已扩展到北纬50°以北的黑龙江沿岸。

①大小兴安岭是我国的林区(图4.6)。②长白山区是我国主要的鹿茸、人参等珍贵药材产区，③延边盛产苹果梨。④辽东低山丘陵和半岛五陵区是我国的柞蚕茧产区。⑤辽南是重要的苹果产区。

①呼伦贝尔市三河地区的三河牛和三河马，是闻名国内的良种。②松嫩平原西部是东北红牛的商品生产基地，有良好的半农半牧饲养条件。③广大农区的舍饲养畜业发展较快，主要饲养猪、-、肉牛、奶牛等。牛奶及乳品业发展较快，并向专业化和规模化方向发展。

特殊分布

活动：1.归纳东北地区农业布局的自然条件，并填写表4.1。

点拨表4.1东北地区农业布局的自然条件

农业生产类型布局的主要自然条件

农业生产类型

布局的主要自然条件

耕作业

有利条件是平原广阔，黑土肥沃，水源充足，不利的是热量不足，只能满足对热量要求不高的农作物，且能一年一熟。

林业

有广大的湿润半湿润的山地丘陵，温度低，树木成材时间长，病虫害少。

畜牧业

有一定面积的草原，但长达半年以上的低温天气，降水又少，草类枯干期长，不利于畜牧业的发展。

2.在《地理2》中我们已经学习了水稻种植业的特点和地区分布。根据水稻在东北地区的分布特点，讨论农业生产应怎样处理与自然条件的关系。

——水稻多种植在辽河、松花江流域的大型灌区以及东部山区的河谷盆地。

——由于育种和种植技术的进步，水稻种植已扩展到北纬50°以北的黑龙江沿岸。

点拨水稻种植多选择在地形平坦、水源充足的地区。由于培育耐低温的水稻品种，种植技术的进步，缩短了水稻的生产期。

3.东北地区畜牧业分布较广，但是农区畜牧业在畜牧业总产值中仍占绝对优势。这与全国其他地区的情况相似。

(1)农区发展畜牧业有哪些有利条件?

点拨：农区发展畜牧业的有利条件有：①克服天然草场夏季生长旺盛，冬季枯干，造成食物来源季节不均的问题。栏棚可使牲畜免受到寒冻。②养畜业与种植业结合，废物互用，充分利用资源。③能防止环境污染。

(2)结合《地理2》中学习的大牧场放牧业，为我国广大牧区畜牧业的发展提出你的建议。

点拨：可以从以下几方面考虑：①人工播种优质草种，改良牲畜。②将草场划片进行管理，执行轮流放牧的经营生产方式，但不宜种植粮食作物，即不宜耕作避免造成草场沙化。③增打机井，保证人畜饮水。

4、大规模专业化生产——商品粮基地建设

⑴大规模机械化生产

农场经营规模大，有利于推广先进技术，实现机械化生产(图4.9)。东北地区成为我国农业机械化水平的地区之一。

⑵地区专业化生产

农业生产的地区专业化是商品化的前提。在地理条件内部分异的基础上，东北商品粮基地已经形成了粮食作物的地区专业化生产(图4.10)。

东北地区商品粮基地主要分布在湿润和半湿润的东北平原地区。

主要粮食作物品种

主要分布区

水稻

东部的山间河谷盆地和辽河、松花江流域的大型灌区

小麦(以春小麦为主)

北部地区，以三江平原和松嫩平原北部最集中

玉米

松嫩平原，这里已经形成我国的“玉米带”

中美两国的玉米带的比较：详见《导学》第四章第一节“重难核心突破”之拓展延伸“中美两国的玉米带的比较”

(阅读)什么是农业地区专业化生产呢?请阅读P66“阅读：农业地区专业化生产”(此阅读材料简单介绍了农业的地区专业化生产的特点、发展演变的大致过程)

(活动探究)请自主探究P66“活动”

阅读表4.2，结合已有知识，回答下列问题。

(1)分析东北商品粮基地粮食商品率比较高的主要原因。(我国东北商品粮基地粮食商品率比较高的原因，可以从以下几个方面考虑：东北地区的大型国营农场集中，农业机械化水平和地区专业化生产水平高，粮食总产量居全国首列，占全国粮食总产量的1/7;东北地区人均粮食占有量高，如全国4个农村住户平均每人出售粮食超过500千克的省份中，3个是东北的3个省，其中吉林和黑龙江是仅有的两个超过1000千克的省份，出售的商品粮数量占全国商品粮总量的1/3。)

(2)东北平原不仅现在是我国的商品粮生产基地，而且将在我国的商品粮供应方面占据越来越重要的位置。你认为这一论点有道理吗?为什么?(从农业生产条件看，东北地区在全国的比较中具有较强的优势，人均占有耕地水平较高，更具有农业规模经营的基础。同时，伴随着全国日益加快的城市化和工业化步伐。耕地资源将继续呈现下降趋势，影响粮食总量的增长。因此，在一个较长的历史时期内，我国的商品粮供给仍是一个比较紧张的格局。巩固东北的商品粮基地，将是确保国家粮食安全的主要依托。)

(3)随着退耕还林、退耕还草和湿地保护工程的实施，东北地区靠扩大耕地面积(开垦荒地)来增加粮食产量的途径将受到限制。要保持和提高东北地区在全国商品粮供应中的地位，可行的途径有哪些?(这一部分可以参考下一个标题“农业发展方向”中的“平原区农业发展方向”中相关内容。)

篇17：《合欢树》教案 (人教版高二选修)

聂绍棋

教学目标：

1．体会无私的母爱，把握母亲的形象以及作者对母亲浓浓的思念和沉重的内疚交织的感情。

2．理解“合欢树”在文中的寓意。

教学重点:

理清文章思路，分析具体事件，从而体会母子深情。

教学难点:

“合欢树”丰富的情感内涵和象征意义.

课时安排：1课时

授课方法：颂读法，归纳法，探讨法

教学过程

一、导语

1983年全国优秀短篇小说奖的颁奖典礼上，人们惊讶地发现有一位获奖者是坐着轮椅来领奖的。第二年，这个残疾人又以另外一篇小说获得该项殊荣。他，就是史铁生，他自双腿瘫痪走上文学创作道路二十多年来创作了许多优秀的作品并多次获得各项文学创作奖。那么他是怎样克服了身体上的残疾而获得写作上的成功的？他的背后究竟是怎样一个人在支撑着他、激励着他？今天就让我们随着《合欢树》走进史铁生的世界，走进史铁生对于他母亲的沉甸甸的回忆中。

二、课文分析

（一）通读课文，整体把握文意

1、学生默读《合欢树》

熟悉文本，看作者写了人生中哪几个年龄段的哪些事情，以理清课文思路。

明确：年龄 “我” 母亲

十岁作文获奖惊喜，有活力

二十岁双腿残废叹息，不放弃

三十岁小说发表去世，没看到

三十多岁事业有成已死多年

（聊起合欢树）

由此我们可以看到本文是以时间为线索。

2、通过行文思路可以看出文章先后写了哪些内容，作者想借此表达什么？

母亲合欢树

主题--母爱

（二）分析把握母子间的亲情

母亲对儿子

1、在这篇描写母亲的文章中，你认为最能体现母爱的是哪些段落？

明确：第2、3两段，也就是作者二十岁的时候。

（学生一起诵读此两段）

2、在这两段中写母亲为“我”做了哪些事情？

明确：为“我”治病；为“我”借书；推“我”看电影；鼓励“我”写作

（生找出原文相关句子）

小结：可以看出母亲不仅关心“我“的身体，更关心“我”的精神，这正是母亲的伟大之处。

3、这两段运用了怎样的人物描写方法？各找出相应的句子来。

明确：语言描写；动作描写；肖像描写；心理描写句子（略）

4、通过这些事情体现了母亲怎样的性格？找出相应的句子来，全文还体现了母亲怎样的性格。

明确：乐观、坚强、执著聪明美丽善良热爱生活

儿子对母亲

1、对这样一位为自己付出太多的母亲，在母亲死后多年，儿子对母亲又是怎样的感情呢?找出相应的句子。

明确：感激、内疚、句子（略）

重点分析内疚之情：

（1）母亲原本是一个聪明、爱美、善良、热爱生活的人，在自己没得病的时候，他们过着无忧无虑的生活，但是突如其来的灾难让母亲陷入了无止境的忙乱，一次次的失望，而且，史铁生的母亲在49岁时就死去，他一直觉得母亲的早死与自己有关，所以，对母亲，史铁生是怀有深深内疚的。

（2）对母亲住过的房，栽种的合欢树，作者的态度是有变化的。从不愿去到想去看看一直到后悔没早看。不愿去既是无法从失去母亲的痛苦中解脱出来，也是无法面对自己深深的内疚之情。想去看，表明作者从内疚中解脱出来，终于可以理智的接受现实。因为他觉得母亲太苦了，死亡或许是一种解脱。

、1、可以表现母爱的东西很多，作者为何独选“合欢树”？

合欢树与母亲、与我的关系：

“合欢树” “我” 母亲

误种花盆作文获奖惊喜，有活力

没有发芽两腿残废叹息，不放弃

茁壮成长开始写作高兴，常侍弄

花繁叶茂事业有成去世，没看到

母亲的恩泽

明确：合欢树是作者情感的一种寄寓，并折射作者对母爱对命运对生命的感悟。合欢树，落叶乔木，夏天开红色的花。得名由来：对称的叶子，入夜就两两相合的缘故。而作品中的合欢树是这篇抒情作品中的外界景物。

2、文章主旨是母爱，合欢树与母爱有无联系?这运用的是什么写法？

明确：有联系，合欢树是母亲亲手栽种。运用的是象征的手法，也就是托物言志，借物写人的手法。（象征手法是根据事物之间的某种联系，借助某人某物的具体形象（象征体），以表现某种抽象的概念、思想和情感。它可以使文章立意高远，含蓄深刻。）

3、你认为合欢树象征的是谁，为什么?

明确：合欢树既象征母亲也象征作者。

合欢树是母亲亲自栽种，寄托着母亲的希望，所以象征着母亲。同时，合欢树从弱小到花繁叶茂，象征了作者的成长。

总结：

通过我们的分析品读，发现这棵合欢树并不是一颗平常的树，它牵系着史铁生母子之间的深情，再联想到我们自己，我们每一个人又何尝不是由父母亲精心呵护成长起来的树呢？我们的父母在我们的成长过程中同样也倾注了心血寄托着深切的希望。

所以不管母爱是以何种方式出现在我们面前，我们都应该珍惜，感谢史铁生，他提醒了我们要用心去感受爱，用理解去培养一棵爱与被爱的合欢树ジ惺馨，用理解去培养一棵爱与被爱的合欢树，为了不要失去后才感?nbsp;“树欲静而风不止，子欲养而亲不待”，感叹“此情可待成追忆，只是当时已惘然”所以，爱你们也需要懂得，希望大家做一个懂得爱别人，也懂得回报别人爱的人。

五、布置作业

课外阅读史铁生的文章，体会其语言质朴，感情真挚的特点。

板书：

主题--母爱 “合欢树” 年龄 “我” 母亲：美丽善良热爱生活

（感情）感激、内疚（性格）乐观坚强执著聪明

合欢树象征母亲

作者误种花盆十岁作文获奖惊喜，有活力

没有发芽二十岁双腿残废叹息，不放弃

茁壮成长三十岁小说发表去世，没看到

花繁叶茂三十多岁事业有成已死多年

（聊起合欢树）

母亲的恩泽

聂棋

[《合欢树》教案 (人教版高二选修)]

篇18：七年级语法课教案（祈使句） (人教版英语七年级)

七年级语法课教案（祈使句）

Subject English Grade Seven Lesson Type Grammar

Teacher Date June.9th School

Content 祈使句的基本应用

Studying aims 1、记住常见的四种祈使句基本句型。

2、理解祈使句的基本回答方式

3. 能用正确的方法解决祈使句的题组。

Teaching points Key point：

祈使句的灵活运用。

Difficult point：

能用正确的方法解决含祈使句的题组。

Pre---studying outline 1、想出几个命令(叫)别人做某事的短句。（可预习基础讲析P 142）

Teaching aids

多媒体

Teaching procedures

Teacher’s activities:

Students’ activities:

preparation .

Check preparation .

Talk about the short sentences that you know.

Lead-in

---Stand up ,please?

---Sit down , please.

--- Look at me ,please.

Do actions by the teacher’s order

Studying aims

Show the studying aims.

Look through the studying aims.

Self- study

guidance

Lead Ss to finish Self-study guidance 1.

Finish self -study guidance 1,

1. Learn the four types about the Imperative Sentence .

Sit dwn ,please . Don’t sit down .

Let’s sit down . No talking !

2. Finish model exercise by themselves.

And then discuss the answers in groups.(p144 I 1,2,4，9，10 ,P145 2)

3. Sum up the types of the Imperative Sentence,ss discuss in groups.

Lead Ss to finish Self-study guidance 2. (The respons to the Imperative Sentence)

Finish self - study guidance 2.

1. Finish model exercises by themselves.

2. Discuss and correct the answers in groups . (p145 III.3,4,5,9)

3. Sum up the respons to the Imperative

Sentence.

Similar exercises

Show the similar exercise.

Finish the similar exercise by themselves. then correct the answers in class.

Summary What have we learnt from this lesson? S1:…

S2:…

S3:…

Homework 《

Preparation. 1

Blackboard Design

一、祈使句的四种基本类型

A. ---- Do sth. ,please .

---- Ok, I Will do . Sorry ,I am busy , I have to do ….

B.------Don’t do sth. , please .

------ Sorry , I won’t do it again .

C ------ Let sb. Do sth .

------ That’s agood idea .That sounds good .(直接表示赞同)

------Oh,no. Let’s do …（提出自己的见解或建议）

D.----- No talking ,please !

----- Sorry ,I Won’t do it.

三．Sentence patterns:

---- Sit ,down ,please . ----- Ok, I will do. Thanks .

-----Don’t be late for class . ------ Sorry, I won’t.

-----Let’s go swimming. -------﹛That’s a good idea .That sounds good . Oh, no . Let’s go to the zoo﹜

-----No singing here , please ! ---- Sorry ,I won’t do it.

【人教版高二不定式语法教案】相关文章：

1.高二语法作文

2.大学英语四级语法精要：不带to 的不定式

8.人教版高二同步辅导（含同步练习）第五单元语法：名词性从句

9.八年上册英语人教版语法期末复习资料

10.英语动词不定式用法

《人教版高二不定式语法教案.doc》

将本文的Word文档下载到电脑，方便收藏和打印

推荐度：

点击下载文档

文档为doc格式

教案图文推荐

人教版高二不定式语法教案相关文章