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新课标高一必修3 Unit 2 Healthy Eating--教案2

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篇1：新课标高一必修2 Unit 3 Computer―教案2

人教版新课标高一必修2 Unit 3 Computer―教案2

人教版新课标高一必修2 Unit 3 Computer―教案2 Unit 3 Computer教2 TITLE=人教版新课标高一必修2 Unit 3 Reading part: Who am I? Teaching aims 1.Knowledge aims (1)Get the students to learn the useful and expressions in this part. (2)Let students to learn about history and basic knowledge of computers. 1. Ability aims Develop students reading abilities and let them learn different reading skills. 3.Emotion aim: Arouse students great interest in learning computers and let them learn to use the computers in their daily lives. Teaching difficult and important points 1.Let the students learn more about history and basic knowledge of computers. 2.Get the students to learn different reading skills. Teaching methods 1. Task-based teachingand learning 2.Cooperative learning 3.Discussion Teaching procedures and ways Step1.Warming up Task1: How much do you know about computers? (Make a survey) 1. What does IT mean? Information technology 2. How to speak 科学技术 in English? Science and technology 3. What does PC mean? Personal computer 4. How to speak 人工智能 in English? Artificial intelligence 5. What does PDA mean? Personal digital assistant 6.How to speak 笔记本电脑 in English? Notebook computer/ laptop 7. What does W.W.W mean? World wide web 8. What can computers be used to do in our daily life? …… Task2: What is it? Give some sentences to describe different kinds of calculating objects and some pictures to help the students to guess what it is? ① An old calculating machine used in China until now. An abacus ② It is a new calculating machine which can solve a large number of mathematical problems. A calculator ③ It is built to solve some mathematical problems. But it is too big. A huge computer ④ It is a computer which can solve all kinds of problems and is used widely now . APC / desktop ⑤ It is a kind of computer which can be taken conveniently(方便). A laptop / notebook computer Step2.pre-reading Can you put these inventions in an order according to the time when they appeared? ( )Analytical machine（分析机） ( ) Laptop ( ) Calculating machine （计算机器） ( ) Robot／android ( ) PC ( ) Universal machine（通用机器） Step3. Reading (1)Skimming Task1. Find out the topic sentences of each paragraph (P19.Ex2) Task2 .Summarize the general idea of this passage. (2)Scanning Task1. True or False In 1642 I began as a calculating machine and could solve any mathematical problem. (F: solve any calculating problem) My real father was Charles Babbage, who wrote a book and build me in 1936.(F: Alan Turning) After I got my new transistors in the 1960s, I became smaller but cleverer and quicker.(T) I was brought into peoples homes in the 1970s.(T) Since my birth I have been built to take the place of human race.(F: build to serve human race) (3)Careful- reading Task 1: Look at the timeline below. Fill in the blanks with information from the reading text. Time The development of the computers 1642 1822 The Analytical Machine was made by Charles Babbage. 1940s The first family of computers was connected to each other. 1970s now 1642: The computer began as a calculating machine 1822: The Analytical Machine was made by Charles Babbage. 1936: The computer grew rapidly both in size and in brainpower. 1940s: The computers had grown as large as a room. 1960s: The first family of computers was connected to each other. 1970s: Computers were used in offices and homes Now: Computers connect people all over the world together. Step4. Conclusion of the text How did computers develop? A calculating machine →_____________→ _________________→_________________→________________→_____________→ ________________→________________→_ many new applications

篇2：新课标高一必修2 Unit 3 Computer―教案3

人教版新课标高一必修2 Unit 3 Computer―教案3

人教版新课标高一必修2 Unit 3 Computer―教案3 Unit 3 Computer教3 TITLE=人教版新课标高一必修2 Unit 3 教学目标：（一）通过学习本单元，使学生了解计算机的发展历程，及其在当今社会的广泛应用。（二）教会学生通过时间的先后顺序来表述一件事。教学重点，难点：迅速阅读捕捉重要信息并且理解长句复杂句。 Teaching procedures: Step1 Review new words Give the English meaning 1 计算_____________________2科技,技术_________________ 3革命________________ 4解决，解答_____________ 5 真实，现实___________6私人的.，亲自的_______ 7设计师_________________ 8完全的，整个的__________9探索，探究___________ 10 目标，目的，球门，得分_________________ 11 从…….时起_____________________ 12 结果_____________ 13 如此……以致于___________14 应用，申请_______________ Word puzzle The technology develops so quickly that many new things appear in human being’s life. Let’s guess what they are: 1.An old calculating machine used in China until now.( ) 2.It is built to solve some mathematical problems. But it is too big. 3.It is a new calculating machine which can solve a large number of mathematical problems. () 4.It is a personal computer which can solve all kinds of problems and is used widely now.( ) Step 2 Pre-reading Look at the pictures on P17 and put them in an order according to the time ( ) analytical machine ( ) laptop( ) calculating machine ( ) robot ( ) PC ( ) universal machine Step 3 Skimming The main idea of the passage: This is a short ________ of the __________ of computers. Find out the topic sentences of each paragraph 1 ______________________________________________________ 2____________________________________________________________ 3__________________________________________________________ Step4 Scanning True or False? In 1642 I began as a calculating machine and could solve any mathematical problem. ( ) My real father was Charles Babbage, who wrote a book and build me in 1936. () After I got my new transistors in the 1960s, I became smaller but cleverer and quicker. ( ) I was brought into people’s homes in the 1970s. ( ) 5.Since my birth I have been built to take the place of human race. ( ) Step 5 Careful reading 1642:_________________________________________________________________________ Nearly two hundred years after 1642 : ______________________________________________ 1936: ________________________________________________________________________ 1940s:________________________________________________________________________ 1960s:________________________________________________________________________ 1970s:________________________________________________________________________ Now: ________________________________________________________________________ Step 6 Discussion What have people done since computers were improved ? list of uses for computers what people did before computers writing letters, sending telegrams, postcards writing by hand or typewrite going to the cinema, watching TV Listening to radio or recorder looking up in reference books/magazines, going to library writing everything down and put into files shopping in a shop or market Summary: According to the informatin above,please give a brief introduction of uses of computers _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ A The Internet is becoming important in our life. How much do you know about it? What is the Internet? The Internet is a large, worldwide collection of computer networks. A network is small group of computers put together. The Internet is many different networks from all over the world. These networks are called the Internet. Once you have learned to use the Internet, you can do a lot of interesting things on the World Wide Web. What is the World Wide Web? The World Wide Web has been the most popular development of the Internet. The Web is like a big electronic book with millions of pages. These pages are called homepages (主页). You can find information about almost anything in the world on these pages. For example, you can use the Internet instead of a library to find information for your homework. You can also find information about your favorite sport or film star, talk to your friends or even do some shopping on the pages. Most pages have words, pictures and even sound or music. What is e-mail? Electronic mail (e-mail) is a way of sending messages to other people. It’s much quicker and cheaper than sending a letter. If you want to use e-mail, you must have an e-mail address. This address must have letters and dots and an “@” (meaning “at”). This is what an address looks like: Emily @ star. net. Write a message, type in the person’s e-mail address, then send the message across the Internet. People don’t need to use stamps, envelopes or go to the post office since the invention of the Internet. Quick, easy and interesting―that’s the Internet! () 1. What is the Internet? A. It’s a big computer.B. It’s a small group of computers. C. It’s lots of computer networks. D. It’s the World Wide Web ()2. What does “ talk to your friends on the pages” mean? It means_____ A．you can talk to your friends face to face B．you can type your words in the computer and then send them to your friends across the Internet C. you talk to your friends through the same computer D. you go to your friends’ houses to talk to them () 3. Why do people like to use e-mail to send message to their friends and families?Because_______ A. they don’t have to pay any moneyB.it’s faster and cheaper C. they don’t need to have stamps, envelopes or address D. sending e-mail is interesting () 4. What does the “e” mean in e-mail? It means______ A. easyB. electricalC. electronicD.enjoyable B How to protect children Web fans from unsuitable material on-line while encouraging them to use the Internet has long been discussed in US. For some parents the Internet can seem like a jungle, filled with danger for their children. But jungles contain wonders as well as hazards and, with good guides, some education and a few precautions (预防措施) the wilds of the Internet can be safely navigated (航行). Kids have to be on-line. If we tell our kids they cant have access (进入) to the Internet were cutting them off from their future, said an expert. Most kids have started to learn to use search engines. Many of them are great for finding tons of interesting Internet sites, and they can also locate places where you might not want your kids to go. There are search engines designed just for kids. A certain software contains only sites that have been selected as safe. But the most popular that was to limit access would be to use what is known as a content screener (过滤). But this cant be wholly reliable, and the best thing parents can do is to talk to their kids and let them know whats OK or not OK to see or do on the Internet. Another way is that mum or dad is nearby when the child is surfing (浏览) the Internet. A few other tips: ●Dont put the PC in a childs room but keep it in an area where mum or dad can keep an eye on things. That also makes the Internet more of a family activity. ●Ask your child what he

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

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

人教版新课标高一必修3 Unit 2 Healthy Eating--教案2 Unit 2 Healthy Eating--教案2 TITLE=人教版新课标高一必修3 Unit 2 Healthy Unit2 Healthy eating The second period Language study Step ⅠRevision 1. Check the students’ homework. 2. Ask some of the students to retell the text. Step Ⅱ Word study This part is a consolidation of the words in the text. Ask the students to do the exercise individually. T: Now please open your books and turn to page 11. Fill in the chart using the correct forms of the words which have the same root. Next activity is to match the definitions with the words we have learnt form the text. I necessary, you can discuss with your partners. Step Ⅲ Grammar The students will learn the usage of modal verbs. First try to make the students clear the functions of modal verbs, with the help of the practice 1on page 12. Then give them some examples. T: Please pick out all the sentences containing modal verbs in the text. a. By lunchtime they would have all be sold---It indicates possibility. b. His restaurant ought to be full of people.---It indicates possibility. c. What could have happened?--- It indicates possibility. d. Nothing could have been better.--- It indicates possibility. e. Something terrible must have happened if Maochang was not coming to eat with him as he always did.---It indicates guessing. f. He could not believe his eyes. ---It indicates intension. g. He wonder if he should go to the library to find out ---It indicates duty. h. He wouldn’t have Yong Hui getting away with telling people lies!---It indicates intension. Step Ⅳ Homework 1. Review the rules of word formation and the meanings of modal verbs. 2. Prepare the Using Structure on page 50 by making a dialogue in pairs.

篇4：新课标高一必修2 Unit 3 Computer―教案5

人教版新课标高一必修2 Unit 3 Computer―教案5

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

篇5：新课标高一必修2 Unit 3 Computer―教案4

人教版新课标高一必修2 Unit 3 Computer―教案4

人教版新课标高一必修2 Unit 3 Computer―教案4 Unit 3 Computer教4 TITLE=人教版新课标高一必修2 Unit 3 The 3rd period: learning about Language ---the Present Perfect Passive Voice Goals: 1. Learn the Present Perfect Passive Voice. 2. Help the students master the way of using the correct voice, telling the differences between the active voice and the passive voice. Teaching Procedures: Step 1: Revision and lead-in 1. Check the homework first Ex1: 1 totally 2 revolution 3 artificial intelligence 4 birth 5 simple-minded 6 go by 7 deal with 8 network 9 truly 10 anyway Ex2: revolution; network; went by; totally; truly; simple-minded; Anyway; deal with Ex3: 1 totally 2 amazed 3 exciting 4 excited 5 cheaply 6 unlucky 2. Lead-in Say: Are you familiar with these computers? Can you call them? (ask the Ss to distinguish different types of computers.) Do you know these new inventions of computer ? A wrist-worn PChas been invented recently. A pen-like computer has already been developed. (show them some pictures and ask them to make some sentences , using the Present Perfect Passive Voice.) Eg: It’s rather a hot day today! Would you like to have a swim after school ? Have you ever swum in the Blue Water World（蓝色水世界） in the Oriental Suntown (东方太阳城) which has been set up in Taizhou? There a beautiful swimming pool has been built . Many high buildings have been set up. Lots of flowers and trees have been planted. A new bridge has been completed…. Step2: Discovering Ask the Ss to discover whether these sentences have something in common.. Help them to learn the useful structure : the Present Perfect Passive Voice. Step3: Discussion : learning the structure Give some explanations 1构成：主动语态被动语态现在完成时 have/has done----------àhave/has been done He has been sent to study the new technology in the company. The dirty clothes have not been washed. Have the windows been cleaned? How many shopping centers have been built in this city? 2. 只有及物动词才有被动语态，不及物动词（词组）没有被动语态, 如:happen, take place, die, appear, disappear, fail, remain, lie, last, sit ,stand, break out, come true, belong to等．如： What has happened to your brother? 3．但许多不及物动词加介词或副词构成的.短语动词，相当于及物动词，也可以有被动语态。但短语动词是一个不可分割的整体，变为被动语态时，不可丢掉构成短语的介词或副词。如： The child has been taken good care of by Grandma Wang all these years. A notice has been put up on the wall Step4: Practice and exercises 1.Change the following sentences into the Present Perfect Passive Voice. !). We have completed all the preparations for the task, and we’re ready to start. 2). This company has producednew types of computers. 3). They have interviewed several teachers for the job. 4). George has sent some texts and pictures to his friend’s cellphone. 5). They have developed some programmes for the human resource department of their company. 2.Change the following sentences into the Present Perfect Passive Voice. Put the verbs into correct form. Recently we have bought a new personal computer. We have used the computer every day since we bought it. We have just joined our computer to the Internet. However, we have found many problems with it. So we have decided to ask a professional man to fix it.Soon he has fixed the computer. He has built a PC way we wanted . How excited we are! These days we have written a lot of E-mails on the computer. We have decided to write a report about the positive and the negative effects of using computers. 3. Do some exercises: choice Step5: Using the structure : Play a game―What has been decided. 1. Give The Ss the situation : Get into groups of four. Your task is to decide what has been decided for the class .Take turns to make the ideas as interesting or as lively as you can. 2. Give the Ss some examples: S1: It has been decided that those who do not do heir homework will be asked to return to school on Saturday. S2:It has been decided that those who keep the classroom tidy should be allowed to go home early everyday. S3:It has been decided … S4:… 3. Ask them to collect the ones they all like best and be prepared to tell them to the class. Step6: Further Study:高考链接(This step can be done according to teaching needs.) 1. ---How long _____ at this job?B --- Since 1990. A. were you employedB. have you been employed C. had you been employed D. will you be employed 2. When and where to go for the on-salary holiday ___yet. ( 上海春季) D A. are not decided B. have not been decided C. is not being decided D. has not been decided 3．All the preparations for the task ___, and we are ready to start. ( 北京春季) D Step 7: Homework 1.Finish Exercise 1 on P57. 2.Revise the Present Perfect Passive Voice.

篇6：新课标高一必修2 Unit 3 Computer―教案8

人教版新课标高一必修2 Unit 3 Computer―教案8

人教版新课标高一必修2 Unit 3 Computer―教案8 Unit 3 Computer教8 TITLE=人教版新课标高一必修2 Unit 3 课时教案授课时间：第周年月日课题 Unit 3 Computers 教学目标 Teaching aim: go over this unit to master the usage of words; phrases and sentences patterns of this unit. 教学重点 Important points: Grammar filling 教学难点 Difficult points:Basic writing 教学方法 Summary；Exercises；Consolidation 教具 Book II ； Blackboard；PPT；教学时数 Three Periods: (two periods for key points, one period for exercise) 教学过程 Teaching steps: Step 1 Word study 一、单词拼写根据词性和词义写出下列单词。 1.____________ vt. 计算2.____________ vt. 简化 3.____________ n. 接线员 4.____________ adv. 合逻辑的 5.____________ n. 科技 6.____________ n. 革命 7.____________ adj. 人造的8.____________ n. 智力 9_____________ vt. 解决10.___________ adv. 亲自 11.____________ n. 应用12.____________ n. 金融 13.____________ v. 探索14.____________ adv. 无论如何 15.____________ n. 目标16.____________ n. 信号 17.____________ n. 类型18.____________ vi. 出现， 19.____________ adj. 电子的， 20.____________ n. 外貌教学过程二、单词运用根据句子的结构和意义，在空格处填入一个恰当的单词，或者用括号中所给的适当形式填空。 1. At the end of a letter you should write “Yours _______” and your name. 2. With the development of science and ___________, people will live a happier life. 3. IQ(智商) stands for ___________ quality. 4. The captain had an ___________ leg, made of wood. 5. English is a _____________ language, so we have to learn it. 6. An a__________ is a calculating tool for dealing with figures in ancient China. 7. One Laptop per Child is a non-profit association devoted to research to develop a＄100 l_________ for every child in the world. 8. During the course, students will develop their ______________(analysis) skills. 9. The ______________ (develop) of the information technology was the greatest advance of the 20th century. 10. We will soon arrive at the point where we can find all the knowledge of humankind on a computer _____________(网络). 三、词语派生用括号中所给词的适当形式填空。 1. Try to _________ (simple) your explanation for the students to help them understand better. 2. If you want to know about the hotel, you can call the __________ (operate) to find out the information. 3. The boy is very clever and he shows high _____________ (intelligent) in study. 4. ________ (real) is not the way you wish things to be but the way they actually are. 5. Bob is _________ (total) different from his father, who is very tall. 6. They agreed to accept my ____________ (apply) for joining their team. 7. His success in business brought ____________ (happy) to his parents. 8. We will make a ___________ (person) visit to the student’s home. 9. His speech is _________ (logical) organized and sounds great. 10. I disagree that the age of ________________ (technology) revolution has ended. Step 2 Phrases reviewing 四、词组互译将下列词组或短语译成中文或英文。 1. from…on _____________________2. as a result ______________________ 3. so…that _________________________4. in a way ________________________ 5. with the help of ___________________ 6. deal with _________________________ 7. watch over _______________________8. as time goes by ___________________ 9. in/during the 1970s ________________10. after all _________________________ 11. _______________________ 公有；共用 12. _______________________ 技术革命 13. ______________ 处理；安排；对付 14. ______________________ 解决问题 15. ______________________ 人工智能16. ______________ 走过；过去 17. ______________________ 依某人看来18. ______________ 采取行动 19. ______________________ 与……信息共享20. ______________ 弥补、组成教学过程五、词组运用词组填空根据句子提供的语境，从第四大题中选一个适当的词组并用其适当的形式填空。 1. They had a lot ____________ and became good friends very soon. 2. How are you going to ___________ such problems? 3. Don’t blame him. _____________, he is a child. 翻译填空根据汉语意思，从上述短语中选一个恰当的词组完成句子。 4. He soon ___________ the lessons he missed. 5. Why didn’t you _______________ to put out the fire? 6. It is not rare in ____________ (九十年代) that people in ____________ (五十多岁)are going to university for further education. 句子翻译从上述短语中选择恰当的短语翻译下列句子。 7．她从那时起就知道自己会获胜。 8．结果，他只得离开。 9．在他父母的帮助下，他很快完成了作业。 10．在春天，我们通常将钟表向前拨一小时，以充分利用日光。 Step 3Practice 六、语法填空阅读下列短文，按照句子结构的语法性和上下文连贯的要求，在空格处填入一个适当的.词或使用括号中词语的正确形式填空。 eBay is the world’s online marketplace, 31 enables individuals and small Business to trade on a local, national and international basis32 (found) in September 1995, eBay provides a platform (平台) 33 the sale of goods and services to more than 135 million registered members from all around 34 world. Globally, eBay has more than 44 million items (项目) listed for sale at any one time. And an additional 4 million items 35 (add) daily. There are more than 50,000 kinds, including computers, art, toys, stamps, magazines music, glass, electronics, jewelry, e-Books and so on. Electronic (电子的) books or e-Books are texts designed to be read only 36 a computer screen. The greatest advantage of e-Books is that you can get the relevant information at the press of a button. Buying e-Books on eBay is easy. You can order e-Books online and they will be delivered (交付) electronically to your computer. So you can 37___money with no shopping, no taxes, and the lowest prices. You could visit e-Book Mall that has the world’s largest 38________(choose) of quality eCBook. Or go to Gemstar e-Books that give a new39 (mean) to the term “light reading”. They have powerful electronic features such40 a built-in dictionary, world search and bookmarks. 七、基础写作用括号中所给词翻译下列句子，然后将这些句子联成一篇5句话的连贯的短文。 1. 随着岁月的流逝，计算机在我们的日常生活中变得越来越重要。(as, go by, more and more, in our daily life) 2. 我们利用计算机查找我们所需要的资料；从某种意义上说，计算机是我们的好帮手。 (make use of, information, in a way) 3. 巧板学生沉迷于网络游戏，这对身体健康有害。(fall in love, be harmful to) 4. 依我来看，计算机有优点，也有缺点。(in one’s opinion, advantage, disadvantage) 5. 家长应该看护子女，如何用好计算机。(watch over, how to use) One possible version As time goes by, computer is more and more important in our daily life. We can make use of it to find out information we need. In a way, computer is our good helper. However, students fall in love with games in the Internet, it is harmful to their health. Step 4 : Points usages 核心单词 1. personallyadv. 亲自(= in person)，依本人之见，就人而论 ◇Personally, I couldnt work to live. 就我个人而言，我无法为生存而工作。 ◇Youd better talk to him personally.你最好亲自去跟他说。 ◇We like him personally, but dislike his way of living. 我们喜欢他这个人, 但不喜欢他的生活方式。 ※说明：该副词用于句首时，意为“就个人而言”，相当于as far as I am

篇7：新课标高一必修2 Unit 3 Computer―教案1

人教版新课标高一必修2 Unit 3 Computer―教案1

人教版新课标高一必修2 Unit 3 Computer―教案1 Unit 3 Computer教1 TITLE=人教版新课标高一必修2 Unit 3 Step1.Warming up Task1: What is it? ① An old calculating machine used in China until now._____________ ② It is a new calculating machine which can solve a large number of mathematical problems._____________ ③ It is built to solve some mathematical problems. But it is too big. ___________ ④ It is a computer which can solve all kinds of problems and is used widely now._____________ ⑤ It is a kind of computer which can be taken conveniently(方便). Step2. pre-reading Task1:Can you put these inventions in an order according to the time when they appeared? ( )Analytical machine（分析机）( ) Laptop ( ) Calculating machine （计算机器） ( ) Robot／android ( ) PC( ) Universal machine（通用机器） Please check to see if you were right after reading the passage! Step3. Listening and reading (1)Skimming Task1. Find out the topic sentences of each paragraph. (P19.Ex2) Paragraph 1 Paragraph 2 Paragraph 3 Topic sentence Task2 .Summarize the general idea of this passage. The passage tells us the _________________and________________ of the computers. (2)Scanning Task1. True or False 1.In 1642 I began as a calculating machine and could solve any mathematical problem. 2.My real father was Charles Babbage, who wrote a book and buildt me in 1936. 3.After I got my new transistors in the 1960s, I became smaller but cleverer and quicker. 4. I was brought into peoples homes and offices in the 1970s. 5.I am now take the place of human race. Task 2: Look at the timeline. Fill in the blanks with information from the reading text.(P19 Ex1.) Time The development of the computers 1642 1822 The Analytical Machine was made by Charles Babbage. 1940s The first family of computers was connected to each other. 1970s now (3)Careful- reading Task 1:Read the passage and complete the chart below.(P19 Ex2) Paragraph 1 Paragraph 2 Paragraph 3 Supporting details Step4 Conclusion How did computers develop? A calculating machine →_____________→ _________________→_________________→________________→_____________→ ________________→many new applications Step5 Homework 1.Retell the passage. 2.P19 Ex3 In pairs discuss.

篇8：新课标高一必修3 Unit 2 Healthy Eating--教案3

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

人教版新课标高一必修3 Unit 2 Healthy Eating--教案3 Unit 2 Healthy Eating--教案3 TITLE=人教版新课标高一必修3 Unit 2 Healthy Unit2 Healthy eating The third period Listening Step Ⅰ Revision 1. Check the using structure on page 50. 2. Ask the students to make a short dialogue in pairs. Step Ⅱ Listening( using language) The students will hear what Wang Pengwei did after leaving Yong Hui’s restaurant. Ask the students to finish the chart and answer the questions. T: OK. We have studied the text and know neither of the restaurant supplied a balanced diet. Let’s listen to the tape and see how the story went on. Go through the text quickly on page 14. ( Play the tape. Students write down the answers and check the answers with their partners.) T: Now listen to it again and try to make sure your answers are right. Energy-giving Body-building Protective Rice Meat Fruit Noodles Fish vegetables Nuts Tofu butter Step Ⅲ Listening (WB P48) The students will heat a conversation between Hong Mei and the doctor. They are asked to do exercise according to the tape. T: Doctor know that there are illnesses you may get if you do not eat properly. In the following part, we are going to listen to a dialogue. Hong Mei is going to see the doctor. Let’s see how the doctor gives her some advice. Listen carefully and do the exercises. Red foods: stop (Only a little) Orange foods: be careful( some every day) Green foods: go( more every day) Butter, cream, nuts, cakes, foods fried in fat Bread, noodles, rice, neat, cheese, egg, tofu All vegetables( potato, cabbage, carrots..) Step Ⅳ Homework 1. Pre-view the reading(2) and reading task on Page 52. See how the story ended. 2. Find some information about healthy eating on the Internet.

篇9：新课标高一必修3 Unit 2 Healthy Eating--教案1

人教版新课标高一必修3 Unit 2 Healthy Eating--教案1

人教版新课标高一必修3 Unit 2 Healthy Eating--教案1 Unit 2 Healthy Eating--教案1 TITLE=人教版新课标高一必修3 Unit 2 Healthy Unit2 Healthy eating Teaching Aims of this unit 1. Talk about healthy eating 2. Making suggestions or giving advice on diet 3. Distinguish the meanings of Modal verbs 4. Make a balanced menu 5. Vocabulary: 6.fiber,digestion,bean,slim,curiosity,lie,debt,glare,limit,benefit,item,protective get rid of, throw away, get away with, tell lies, earn one’s living in debt ,set out run one’s business ,carry on 7. Speaking: Practice talking about your ideas; practice giving suggestions and advice, practice seeing the doctor. Teaching importance: The use of ought to 1. Statements 2. You ought to cook fresh vegetables and meat without too much fat if you want to stay slim. You ought not to eat the same kind of food at every meal. 3. Difficulty 4. Distinguish and summarize the usage of ought to and should. 5. Teaching methods: skimming, scanning, discussing. 6. Teaching aids: a tape recorder, a projector and a computer. The first period Warming up and reading Step Ⅰ Warming up Review the words of foods by showing their pictures. First, ask students to list the foods they like best. Then tick off 3 of them they eat most often. Second, show the three groups of foods and see which group their foods belong to. Third, ask the students to tell us in what ways their foods help them grow. Step Ⅱ Pre-reading Get the students to discuss the questions with their partners in this part. Then ask them to report their work. This part will help the students understand the text. T: Please look at the slide show and discuss the questions with your partners. Then I’ll ask you to report your work. Are you clear? Which food contains more… Examples of foods Answer Sugar Chocolate or grapes Cakes or bananas Chocolate Fat Cream or rice Chocolate or chicken Cream Chocolate Fiber Peas or nuts Pork or cabbage Nuts Cabbage protein Potato crisps or ham Eggs or cream Ham Step Ⅲ Reading Get the students to comprehend the passage quickly and accurately and meanwhile help the students to form a good habit of reading. Give the students a couple o f minutes to look through the whole passage. Tell the students to read the text silently and then ask for the main idea of the text on the slide show with their partners. Encourage the students to express their ideas. 1. Fast reading In this part ask the students to read the text quickly for the first time and find out the main idea of the text. Then ask them to read the text again carefully to obtain some details. Before reading show the tasks and let the students read the tasks first. This text will help them have a good understanding of the text. a. The two restaurants supplied the healthy diet. b. The reason why Yong Hui’s restaurant was so popular with customers. c. Wang Pengwei found out why he had lost his customers and decided to win them back 2. Careful reading T: Now it is time for us to read the text carefully and decide which sentences are true. Then correct the false ones. First read the sentences. a. Usually Wang Pengwei’s restaurant was full of people. (T ) b. Yong Hui served a balanced diet. ( F) c. Yong Hui could make people thin in two weeks by giving them a good diet. (F) d. Wang Pengwei’s customers often became fat after eating in his reataurant. (T) e. Yong Hui’s menu gives them energy foods. (F ) f. Wang Pengwei’s menu gives tem foods containing fiber. (F ) g. Wang Pengwei admired Yong Hui’s restaurant when he saw the menu. (F ) h. Wang Pengwei decided to copy Yong Hui’s menu. (F ) Step Ⅳ Comprehending By now, the students have had a further understanding of the text. Let the students read the text again and find out the differences between the two restaurant. T: Now please read the text again and fill in the chart together with your partner. disadvantages advantages Wang Pengwei’s restaurant Not giving enough foods containing fiber Provide plenty of energy foods Yong Hui’s restaurant Not giving enough energy foods Providing plenty of fiber foods T: Until now we have known what’s wrong with both restaurant. What does it matter if you only eat at one of the restaurant? T: You all have a point here. But what will they do? We will see it next period. Facing the serious competiton Wang wasn’t lost in sadness and he didn’t quarrel with his competitor either. He went to the library to learn more about healthy eating and made his menu better than Yong Hui’s menu. Do you think we should follow his example? Ss: Yes. T: Now let’s deal with some language points. Turn to page 10, let’s look at the sentences: a. Wang Pengwei sat in his empty restaurant feeling very frustrated. This sentence means that the second action “ feeling very frustrated” happened together with the main action “sat”. Pay attention to the form (v-ing) of the second action. b. Nothing could have been better. This sentence tells us that everything has worked out the way you would like. It’s a sentence that we can use in any situation. c. He couldn’t have Yong Hui getting away with telling people lies! This sentence means that he will punish Yong Hui for her telling lies. Step Ⅴ Homework 1. Try to retell the text. 2. Prepare for the language learning and do Using words and Expressions on WB (Page 49-50)

篇10：新课标高一必修3 Unit 2 Healthy Eating--教案4

人教版新课标高一必修3 Unit 2 Healthy Eating--教案4

人教版新课标高一必修3 Unit 2 Healthy Eating--教案4 Unit 2 Healthy Eating--教案4 TITLE=人教版新课标高一必修3 Unit 2 Healthy Unit2 Healthy eating The fourth period Extensive reading Step ⅠRevision 1. Check the homework 2. Share the information the students have got form the Internet. Step Ⅱ Pre-reading Ask the students to read some proverbs and translate them into Chinese. T: Today we are going to see the end of the story. First, please look at the blackboard and try to translate the proverbs into Chinese. a. You are what you eat. b. An apple a day keeps the doctor away. c. First wealth is health. The students discuss with their partners. a. 人如其食. b. 一天一个苹果,医生不来找我. c. 健康是人生的第一财富. Step Ⅲ Reading The purpose of this reading is to complete the story of Wang Pengwei and Yong Hui and show the students that it is never too late to change bad eating habits and begin afresh. After the fast reading, let the students do the exercises on page 15. Then let them match the words with their definitions. T: Eating healthily means that no food in itself is good or bad. Eating properly depends on eating the right variety of foods in the right amount. Let’s read the passage quickly and say what they did with their menu. Ask the students to report their work. What did they do? Result Combine their menu and provide a balanced one 1. raw vegetables with hamburgers 2. the boiled potatoes, not fried 3. fresh fruit with ice cream 1. cut down the fat 2. increase the fibre 3. a big success Then find the words from the text to match the definitions. Definitions words Stare angrily or fiercely Glare Take a long deep breath Sigh Keep alive in a certain style Earn one’s living Advantage or profit Benefit Join or mix together to form a whole Combine Owe a lot of money In debt Step Ⅳ Homework 1. Collect eating attitudes from the Internet 2. Practice presenting reasons to support your ideas.

篇11：新课标高一必修3 Unit 2 Healthy Eating--教案6

人教版新课标高一必修3 Unit 2 Healthy Eating--教案6

人教版新课标高一必修3 Unit 2 Healthy Eating--教案6 Unit 2 Healthy Eating--教案6 TITLE=人教版新课标高一必修3 Unit 2 Healthy The sixth period Writing and re-viewing Step ⅠRevision Check the homework and take a dictation. Step Ⅱ Writing This is an opportunity for students to practice their persuasive writing skills and try to encourage others to support their point of view. The idea of a new library is chosen because it would be very useful in a town. T: You know, we have mad ea decision that we won’t build a Mcdonal’s. But what do you think should be built on the land? Can you write an article to support your idea? Give you 20 minutes and finish your articles. Pay attention to the orders. 1. Describe the new design 2. Draw a plan 3. explain the advantages of your ideas

篇12：新课标高一必修3 Unit 2 Healthy Eating--教案5

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

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

篇13：新课标高一必修2 Unit 3 Computer―教案7语法

人教版新课标高一必修2 Unit 3 Computer―教案7（语法）

人教版新课标高一必修2 Unit 3 Computer―教案7 Unit 3 Computer教7（语法） TITLE=人教版新课标高一必修2 Unit 3 Grammar------The Present Perfect Passive Voice Teaching Introduction This is the fourth teaching period of this unit. To test whether students have grasped the important and difficult language points they learned in the last period, the teacher should first offer some revision exercises. The Pattern “And my memory become so large that I couldn’t believe it.” is a bit important, so special exercise should be designed. This teaching period mainly deals with the grammar: the present perfect passive voice. Firstly, the teacher can ask students to read the reading passage again, tick out the sentences in the present perfect passive voice from the reading passage and translate them into Chinese. Secondly, compare and discover the structure and usages of the present perfect passive voice by giving a lot of example sentences. Thirdly, do the exercises in Discovering useful structures on page 21 and more exercises for students to master the present perfect passive voice. Finally, summarize the present perfect passive voice. Teaching goals: Knowledge goals 1.Get students to know the structure of the present perfect passive voice. 2.Let students learn the usages of the present perfect passive voice. Ability goals Enable students to use the present perfect passive voice correctly and properly. Emotion goals 1.Get students to become interested in grammar learning. 2.Develop students’ sense of group cooperation. Teaching important points Get students to master the structures and usages of the present perfect passive voice. Teaching difficult points Enable students to learn how to use the present perfect passive voice correctly. Teaching methods 1.Task-based teaching and learning 2.Cooperative learning and practice Teaching procedures Step 1 Revision ( 5 minutes) 1.Check the homework exercises. 2.Dictate some new words and expressions. 3.Translate the sentences into English: 1)他太聪明了，大家都喜欢他。 2)他是一个如此聪明的男孩，以致于大家都喜欢他。 3)他取得如此大的进步，以致于老师们都对他很满意。 4)他出了太多的差错，所以考试失败了。 Suggested answers: 1) He is so clever that everybody likes him. 2) He is such a clever boy that everybody likes him. 3) He made such great progress that the teachers were pleased with him. 4) He made so many mistakes that I failed the exam. Step 2 Grammar revision ( 8 minutes) 1. Review the passive voice 1)被动语态的结构：be + p.p. 2)一般现在时被动语态的结构：am/is/are (not)+p.p. 3)一般过去时被动语态的'结构：was/were (not)+p.p. 4）含有情态动词被动语态的结构： can/could/may/might/will/would/shall/should/must/need(not)+be + p.p. 5）一般将来时被动语态的结构：will (not)/be (not) to+ be+ p.p. 2. Fill in the blank with the right form of the verb given. 1) Running races (hold) on the playground yesterday. 2) Food (serve) between 12:00 and 14:00 every day. 3) Nobody can (allow) to enter the stadium without a ticket. 4) Whoever breaks the law, he (punish). Suggested answers: 1)were held2) is served3) will be allowed4) will be punished Step 3 Grammar learning ( 15 minutes) 1.Discovering Ask students to look at the exercises 1 on page 21. Look at the following sentence, paying attention to the underlined part. EXAMPLE: Over time I have been changed a lot. Ask students to go back to page 18 to read the passage Who am I ?, let them pick out the sentences in the present perfect passive voice and translate them into Chinese. Suggest answers: 1)Over time I have been changed quite a lot. 随着时间的逝，我已经被改变了许多。 2)……I have been used in offices and homes since the 1970s. ……自从20世纪70年代以来，我已经被应用于办公室和家庭。 3)……I never forget anything I have been told. ……我从来不会忘记告诉我的任何事情。 4)Since the 1970s many new applications have been found for me. 自从20世纪70年代以来，许多新的用途已经为我开发出来。 5)I have also been put into robots and used to make mobilephones…… 我也已经被装入机器人体内，并应用于制造移动电话…… 6)I have even been put into space rockets…… 我甚至已经被装入太空火箭…… 2．Thinking Let students look at the tense used in the sentences they picked out and think over this question: What is the structure of the present perfect passive voice? 3.Summing up The structure of the present perfect passive voice is “have/has+ been + p.p.”. It is a combination of the present perfect tense (have/has + done) and the passive voice (be + p.p.). Ask students to turn to page 87 and look at the chart of the present perfect passive voice. 现在完成时的被动语态的构成（以动词ask为例）肯定式否定式疑问式 I have been asked… You have He/She/It has We have You have They have I have not been asked… You have He/She/It has We have You have They have Have I Have you been asked…? Has he/she/it Have we Have your Have they Step 4 Grammar practice ( 12 minutes) Ask students to finish the exercise 2 and 3 on page 21. Exercise 2Change the following sentences into the present passive voice. 1.My friend has bought a new personal computer. 2.The shop has repaired my computer very quickly. 3.An unknown virus has just attacked my computer. 4.We have not solved the problem yet. 5.The company has given its computers away to a local school. 6.The scientists have developed a kind of intelligent robot. Suggested answers: 1. A new personal computer has been bought by my friend. 2. My computer has been repaired by the shop very quickly. 3. My computer had just been attacked by an unknown virus. 4. The problem has not been solved by us yet. 5. Its computers have been given away to a local school by the company. 6. A kind of intelligent robot has been developed by the scientists. Exercise 3 1. Underline the use of the present perfect passive voice in the following poem. Then fill in the chart below. Look at the way your face has been washed Look at the way your hair has been combed Look at the way your shoes have been cleaned You’d better do them again. Look at the way the flowers have been planted Look at the way the grass has been cut Look at the way the paths have been swept I hope that you’ll come here again. Things that have been done well Things that have been done badly Suggested answers: Look at the way your face has been washed Look at the way your hair has been combed Look at the way your shoes have been cleaned You’d better do them again. Look at the way the flowers have been planted Look at the way the grass has been cut Look at the way the paths have been swept I hope that you’ll come here again. Things that have been done well Things that have been done badly the way the flowers have been planted the way the grass has been cut the way the paths have been swept the way your face has been washed the way your hair has been combed the way your shoes have been cleaned 2. Read this poem aloud, paying attention to the rhythm and intonation. Then write your own poem. Look at the way Look at the way Look at the way Look at the way Look at the way Look at the way The answer is varies. Step 5 Consolidation ( 2 minutes) Ask the students to close their books, and then recall what have learned in this class. Step 6 Homework ( 3 minutes) 1.Finish the workbook exercises on page 57. 2.Finish the exercise as fol

篇14：新课标高中数学必修2教案

【学习导航】

(一)两角和与差公式

(二)倍角公式

2cos2α=1+cos2α 2sin2α=1-cos2α

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

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

(2)对公式会“正用”，“逆用”，“变形使用”;

(3)掌握“角的演变”规律，

(4)将公式和其它知识衔接起来使用。

重点难点

重点：几组三角恒等式的应用

难点：灵活应用和、差、倍角等公式进行三角式化简、求值、证明恒等式

【精典范例】

例1 已知

求证：

例2 已知求的取值范围

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

例3 求函数的值域.

例4 已知

且、、均为钝角，求角的值.

分析仅由，不能确定角的值，还必须找出角的范围，才能判断的值. 由单位圆中的余弦线可以看出，若使的角为或若则或

【选修延伸】

例5 已知

求的值.

例6 已知，

求的值.

例7 已知

求的值.

例8 求值：(1) (2)

【追踪训练】

1. 等于 ( )

A. B. C. D.

2.已知，且

，则的值等于 ( )

A. B. C. D.

3.求值： = .

4.求证：(1)

篇15：新课标高中数学必修2教案

教学目标

(1)掌握一元二次不等式的解法;

(2)知道一元二次不等式可以转化为一元一次不等式组;

(3)了解简单的分式不等式的解法;

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

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

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

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

教学重点：一元二次不等式的解法;

教学难点：弄清一元二次不等式与一元二次方程、二次函数的关系.

教与学过程设计

第一课时

Ⅰ.设置情境

问题：

①解方程

②作函数的图像

③解不等式

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

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

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

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

Ⅱ.探索与研究

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

【答】方程的解集为

不等式的解集为

【置疑】哪位同学还能写出的解法?(请一程度差的同学回答)

【答】不等式的解集为

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

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

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

【答】二次函数的图像开口向上且分别与x轴交于两点，一点及无交点。

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

【答】的解集依次是

的解集依次是

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

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

(教师巡视，重点关注程度稍差的同学。)

Ⅲ.演练反馈

1.解下列不等式：

(1) (2)

(3) (4)

2.若代数式的值恒取非负实数，则实数x的取值范围是。

3.解不等式

(1) (2)

参考答案：

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

3.(1)

(2)当或时，，当时，

当或时，。

Ⅳ.总结提炼

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

(五)、课时作业

(P20.练习等3、4两题)

(六)、板书设计

第二课时

Ⅰ.设置情境

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

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

Ⅱ.探索研究

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

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

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

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

(待学生阅读完毕，教师再简要讲解一遍.)

[知识运用与解题研究]

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

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

(1) (2)

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

训练二可化为一元一次不等式组来求解的不等式.

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

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

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

(1) [P20练习中第1大题]

(2) [P20练习中第1大题]

(3) [P20练习中第2大题]

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

例5 解不等式

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

解：(略)

现在请同学们完成课本P21练习中第3、4两大题。

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

[训练三]用“符号法则”解不等式的复式训练。

(通过多媒体或其他载体给出下列各题)

1.不等式与的解集相同此说法对吗?为什么[补充]

2.解下列不等式：

(1) [课本P22第8大题(2)小题]

(2) [补充]

(3) [课本P43第4大题(1)小题]

(4) [课本P43第5大题(1)小题]

(5) [补充]

(每题均先由学生说出解题思路，教师扼要板书求解过程)

参考答案：

1.不对。同时前者无意义而后者却能成立，所以它们的解集是不同的。

2.(1)

(2)原不等式可化为：，即

解集为。

(3)原不等式可化为

解集为

(4)原不等式可化为或

解集为

(5)原不等式可化为：或解集为

Ⅲ.总结提炼

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

(五)布置作业

(P22.2(2)、(4);4;5;6。)

(六)板书设计

新课标高中数学必修2教案

篇16：新课标高中化学必修2教案

教学目标

1、学习运用科学探究的方法进行学习，在与他人的合作中体验实验探究的快乐。

2、了解SO2的性质和用途，初步学会设计实验进行探究的技能。

3、培养实验设计、观察、分析能力，训练知识应用能力。

教学重难点

重点：SO2的化学性质、可逆反应

难点：SO2的化学性质、可逆反应

教学工具

实验仪器、多媒体

教学过程

导入新课

(用多媒体播放当天的空气质量日报)

师：请看当天空气质量日报的污染指数及首要污染物、空气质量级别、空气质量状况。

生：首要污染物有二氧化硫、二氧化氮、可吸入颗粒。

师：今天我们共同讨论关于二氧化硫的问题。

[板书]第三节硫和氮的氧化物

一、二氧化硫和三氧化硫

[实物展示]粉末状硫及块状硫。

师：我们在初中阶段学习过的硫有何物理、化学性质呢?

生：(学生讨论，用多媒体小结)

物理性质：-固体，难溶于水，微溶于酒精，易溶于CS2,易升华等。

与铁生成硫化亚铁、与铜生成硫化亚铜，也可以和活泼的金属反应;硫在空气中或氧气中可以燃烧生成SO2，可以与非金属反应。

1、SO2的物理性质

2、演示1课前收集好的一试管二氧化硫，观察颜色，闻气味，与空气密度比较。

3、师：请同学们总结一下二氧化硫的物理性质。

师：我们可以通过怎样的实验证明SO2的溶解性呢?(学生思考探索，设计实验方案，讨论可行性，然后由一名同学上台演示实验)

[演示]2将一集满SO2的试管倒置于水槽中，晃动、观察。

师：这个实验说明什么问题呢?(学生讨论实验，交流讨论结果)

[多媒体]二氧化硫的物理性质

状态：气体颜色：无色气味：有刺激性

沸点：-10 ℃ 毒性：有毒密度：比空气大

溶解度：易溶于水，在常温、常压下，1体积水大约能溶解40体积的SO2。[演示3]把刚才实验的试管用橡皮塞塞上后，取出水面，再用pH试纸测酸碱性(或者直接加入紫色的石蕊试液)。

生：观察溶液的颜色改变，思考讨论可能的原因。

师：经测量pH<7，说明溶液呈酸性，这是由于SO2溶于水和H2O反应生成H2SO3。这同CO2溶于水极为相似，亚硫酸也只能存在于溶液中，很不稳定，易分解成SO2和H2O。这个反应说明SO2是怎样的物质呢?

生：SO2是酸性氧化物。

师：怎样证明二氧化硫是酸性氧化物呢?

板书2.SO2的化学性质：

(1) 酸性氧化物

(2) 【学生练习】SO2+H2OH2SO3 CO2+H2OH2CO3

师：这两个反应有什么特点呢?

生：能同时向两个反应方向进行，属于可逆反应。(学生阅读教材P90,明确可逆反应的概念及基本特征)

师：可逆反应：在同一条件下，既能向正反应方向进行，同时又能向逆反应方向进行的反应，叫可逆反应。

师： ①CO2和水反应是可逆反应吗?

②H2燃烧生成水，水电解生成H2和O2，是可逆反应吗?为什么?

师：我们有没有其他方法可以证明二氧化硫是酸性氧化物呢?

师：既然SO2是酸性氧化物，它应具有酸性氧化物的通性，请大家写出SO2同NaOH溶液反应的化学方程式。

生：SO2+2NaOH====Na2SO3+H2O SO2+NaOH====NaHSO3

或写成：SO2+2NaOH====Na2SO3+H2O Na2SO3+SO2+H2O====2NaHSO3

师：如果把SO2通入澄清石灰水中，能反应吗?有何现象呢?写出反应的化学方程式。

生：SO2+Ca(OH)2====CaSO3↓+H2O CaSO3+SO2+H2O====Ca(HSO3)2

师：向石灰水中通入少量SO2气体，澄清石灰水变浑浊;若继续通入过量SO2气体，溶液又变澄清。这一性质与CO2相似。能否用通入澄清石灰水的方法来证明SO2的存在呢?

[演示4]在SO2水溶液中，滴入几滴品红溶液，振荡，观察颜色变化，加热试管，再观察。

生：认真观察实验现象，思考可能的原因。

师：滴入品红溶液，红色立刻褪去，与往其中通入Cl2的现象相同，说明SO2具有什么性质?加热后，红色恢复，说明了什么?

生：SO2具有漂白性，但生成的无色物质不稳定，受热易分解，使颜色恢复。

师：SO2和氯水的漂白有何不同?

师：氯水漂白是因Cl2溶于水后产生的HClO有强氧化性，可将有色物质氧化成无色物质而漂白，实质为氧化还原反应，这种漂白效果是永久性的。SO2漂白是因为它与有色物质反应生成一种不稳定的无色物质，这种无色物质见光遇热易分解，从而使有色物质恢复原色。实质为非氧化还原反应，这种漂白结果是暂时的。[多媒体]氯水与二氧化硫漂白性的比较：

工业上常用SO2来漂白纸浆，以致报纸放久会变黄)

[板书](2)二氧化硫漂白性：SO2溶于水产生的H2SO3与有色物质直接结合生成不稳定的无色物质。

师：SO2可以漂白某些有色物质，能否使紫色石蕊试液褪色呢?

[演示5]把SO2通过紫色石蕊试液(石蕊变红不褪色)。

师：由SO2中硫元素的价态，能否推测它可能具有的性质?

小结]硫单质及其化合物的化学性质

生：SO2中硫元素为+4价，既可得电子显氧化性，又可失电子显有还原性。

师：(引导学生分析)举例说明它的氧化性：

[小结](3)氧化性：SO2+2H2S====3S↓+2H2O

师：SO2的氧化性较弱，只在少数反应中体现。

[演示6]把SO2气体分别通过溴水和高锰酸钾酸性溶液中。

生：观察溶液颜色的变化，思考可能的原因。

师：SO2的还原性应表现在它与氧化剂的反应上，可通过与O2、KMnO4(H+)、卤素单质等氧化剂的反应来证明。

[板书](4) SO2具较强的还原性，可被X2、O2、KMnO4、HNO3等许多氧化剂氧化：

SO2+Br2+2H2O====H2SO4+2HBr

5SO2+2KMnO4+2H2O====K2SO4+2MnSO4+2H2SO4

师：SO2能使溴水、KMnO4溶液褪色，这与SO2使品红褪色，实质相同吗?

生：不同。前者缘于SO2的还原性，发生的是氧化还原反应。后者缘于其漂白性，发生的是非氧化还原反应。

[小结]SO2的化学性质

师：刚才我们学习了SO2的主要化学性质，结合生活实际，您能否说出SO2有何重要用途呢

生：(阅读教材P90，积极讨论交流)

[板书]3.二氧化硫的主要用途

(1)制硫酸：S→SO2→SO3→H2SO4

(2)漂白纸浆、毛、丝、草帽等

(3)杀菌消毒

4.三氧化硫

师：SO2在一定条件下可以转化为SO3，SO3也是一种典型的酸性氧化物，那么SO3具有哪些化学性质呢?

生：与水反应、与碱反应、与碱性氧化物反应

师：很好，请举例写出反应方程式

SO3+H2O====H2SO4

SO3+2NaOH====Na2SO4+H2O

SO3+Na2O====Na2SO4

师：请同学们注意，SO3的熔点16.8 ℃，沸点44.8 ℃，常温常压下，SO3不是气体

例题剖析

(例1)检验SO2气体中是否混有CO2气体，可采用的方法是( )

A.通过品红溶液

B.通过澄清石灰水

C.先通过NaOH溶液，再通过澄清石灰水

D.先通过KMnO4酸性溶液，再通过澄清石灰水

师：要正确解答本题必须先做到以下两点：

(1)理解题意，本题要检验的是CO2，且CO2又是混在SO2气体中。

(2)要掌握SO2与CO2性质上的相似点与不同点，SO2与CO2性质上有哪些相似点与不同点呢?

生:通过澄清石灰水都能生成白色沉淀(CaSO3和CaCO3)，遇NaOH溶液都能发生反应，这便是它们性质上的相似点。它们性质上的不同点表现在：SO2具漂白性从而能使品红褪色，而CO2不具备漂白性;又如在通过NaHCO3溶液时，由于H2SO3酸性>H2CO3酸性，所以SO2与NaHCO3溶液反应能放出CO2，而CO2却无法与NaHSO3反应;再如由于SO2的还原性，在通过KMnO4酸性溶液时会发生反应：5SO2+2KMnO4+2H2O====K2SO4+2MnSO4+2H2SO4，而CO2却不具备这种还原性。

师：总结得很好。若对本题选项稍加分析，A项验的是SO2而不是CO2;B项中不管是否混有CO2，均有白色沉淀生成;C项中不管是否混有CO2，均无白色沉淀生成;唯有D项在通过KMnO4酸性溶液时混合气体中仅SO2被吸收，再通过澄清石灰水若有白色沉淀，说明混有CO2，若无白色沉淀，说明不混有CO2。综上述分析，正确选项是D。

点评：气体的检验是中学化学气体制备实验中的重要内容。检验时一定要排除相关气体的干扰，排除时不能引进被检气体，否则结论不正确。

本节课要求掌握二氧化硫的物理性质和化学性质，了解三氧化硫的性质;了解可逆反应的概念;重点掌握二氧化硫的化学性质。要注意前后的知识联系和通过实验获取尽可能多的知识，通过国内外环境污染的惨痛教训，树立防止环境污染、保护环境的观念，意识到自己的义务和责任。

课后小结

板书

篇17：高一政治必修2教案

我国独立自主的和平外交政策

1、我国外交政策的决定因素：国家利益和国家性质决定了我国奉行独立自主的和平外交政策。

2、我国外交政策的宗旨、基本目标、立场

(1)宗旨：维护世界和平，促进共同发展基本目标：

(2)基本目标：维护我国的独立和主权，促进世界的和平与发展

(3)基本立场：独立自主

3、我国对外关系的基本准则

和平共处五项原则：互相尊重主权和领土的完整、互不侵犯、互不干涉内政、平等互利、和平共处。

4、我国的外交成就及其原因：

①从指导思想看，奉行独立自主和平外交政策，坚持走和平发展道路。

②从影响国际关系的因素看，我国综合国力增强，肩负国际责任的能力增强;积极寻求国家利益的共同点，从双方长远利益与和平大局出发，以和平方式解决国际争端。

③发展与世界各国，特别是广大发展中国家的关系;反对任何形式的霸权主义和强权政治，推动世界多极化发展;反对一切恐怖主义，维护世界和平，加强与世界各国的经贸往来，促进共同发展。

5、我国坚持走和平发展的道路

(1)中国和平发展道路的内涵：中国通过自身的努力和自主创新，采取和平的方式，增加财富，实现自身的发展。

(2)中国走和平发展道路的原因：①中国走和平发展道路是由我国的国家性质和国家利益决定的。我国是人民民主专政的社会主义国家，决定了我国绝不侵犯别国的国家利益、主权和领土完整。我国社会主义现代化建设需要在相对稳定的国际环境中进行。②中国走和平发展道路是为了顺应当今求和平、谋发展、促合作的时代潮流。③中国走和平发展道路是落实我国独立自主的和平外交政策的要求。④中国走和平发展道路符合中华民族热爱和平的历史文化传统。

(3)中国走和平发展道路的意义：中国是维护世界和平与稳定的积极因素和坚定力量，是促进世界经济发展的重要力量，中国越发展、越强大，越有利于维护世界和平、促进共同发展。

(4)怎样走和平发展道路(措施)：

①积极参与国际事务努力为我国的改革开放和现代化建设争取有利的国际环境。

②在和平共处五项基本原则的基础上同所有国家发展友好合作，继续同发达国家加强战略对话和深化合作，加强同周边国家的睦邻友好和务实合作，加强同广大发展中国家的团结合作。

③我们坚决反对各种形式的霸权主义和强权政治，永远不称霸。

④坚持独立自主的和平外交政策。

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