人教版高二Unit 20 Archaeology说课稿
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篇1：《拟行路难（其四）》说课稿(人教版高二选修)
一、说教材
《知人论世之〈拟行路难〉》选自《中国古代诗歌散文欣赏》的第一单元。《中国古代诗歌散文欣赏》是高中语文实验教材中的选修教材，它着重从文学鉴赏的角度引导学生阅读古代诗文。第一单元的题目是“以意逆志、知人论世”，主要学习如何理解中国古典诗词的内容与主旨，围绕这一目标，介绍两种阅读诗歌的方法：“以意逆志”与“知人论世”。这一单元共有十首诗歌，这一节课我定的题目是《知人论世之〈拟行路难〉》，意思是通过《拟行路难》这首诗歌的学习教给学生“知人论世”的阅读方法。
我们在欣赏古人的诗歌作品时，要尽量利用现存的各种材料，深入探究他们的生平和为人，全面了解他们所生活的环境与时代，把握他们的心灵历程与精神世界。因为文学作品和作家本人的生活思想以及时代背景有着极为密切的关系。另外，古代诗人尤其是一些大家的名作，往往还反映了那个特定时代的社会风气与时代精神。我们要深入欣赏和把握其中的内容和旨趣，就要全面了解作者所处时代的政治、经济、文化、思想、宗教、风俗等背景知识。只有这样，才能洞察作品中所表现出的情志与反映现实的深度和广度，否则，就只能只见树木，不见森林。就像欣赏《拟行路难》时，首先要知道当时实行的是门阀制度，寒族士人普遍在政治上遭受到不公平待遇，这样才能深入理解诗歌中所表现出的怀才不遇的苦闷和愤激，决不仅仅是鲍照的个人牢骚与私愤，而是有着深广的社会意义和强烈的批判精神。只有知其人、论其世，即了解作者的生平思想和写作的时代背景，才能客观地正确地理解和把握文学作品的思想内容。“知人论世”就是为理解某个人的作品，而了解这人并研究他所处的时代，即结合作家思想和时代背景理解作品。
鲍照(约414～466)，字明远。南朝刘宋时期文学家，在当时，门阀世族在社会上的统治地位虽较两晋有所削弱，但他们依然顽强地维护着本阶层在政治上的垄断地位。“上品无寒门，下品无世族”，出身寒微的文人往往空怀一腔热忱，却报国无门，不得不在壮志未酬的遗恨中坐视时光流逝。即使跻身仕途，也多是充当幕僚、府掾，备受压抑，在困顿坎坷中徒然挣扎，只落得身心交瘁。鲍照出身寒素，自称“孤门贱生”（《解褐谢侍郎表》）无高贵的门第可资凭借。虽然年轻时即以诗为临川王刘义庆所赏识，但终不得志，一生中只做过诸如王国侍郎、县令、中书舍人、参军等一类的小官。尽管他的才华在当时已经与谢灵运、颜延之并称为“元嘉三大家”，但死后无传，可见其地位的卑微。他的文学成就是多方面的。诗、赋、骈文都不乏名篇，而成就最高的则是诗歌，其中乐府诗在他现存的作品中所占的比重很大，而且多传诵名篇。最有名的是《拟行路难》18首。“行路难”是乐府旧题，“备言世路艰难及离别悲伤之意”。鲍照的拟作，多抒发寒门之士备遭压抑的痛苦，充满了对门阀制度的不满与抗争精神，代表了寒士的呼声。《拟行路难》其四就是其中的代表。
拟行路难（其四）鲍照
泻水置平地，各自东西南北流。人生亦有命，安能行叹复坐愁。酌酒以自宽，举杯断绝歌路难。心非木石岂无感，吞声踯躅不敢言。
诗人拈出泻水流淌这一自然现象作为比兴，引出对社会人生的无限感慨。乍读之下，似乎诗人心平气和地接受了“人生亦有命”的现实。其实，他是用反嘲的笔法来抨击不合理的门阀制度：地，岂是平的？泻水于地，难道不是依照各自高低不同的地势而流向各方吗？一个人的遭际如何，犹如泻水置地，不是也由出身的贵贱、家庭社会地位的高低所决定了吗？“泻水”四句言不当愁；接下去写借酒浇愁：“酌酒以自宽，举杯断绝歌路难。”但满腔的悲愁岂能是区区杯酒所能驱散？诗人击节高歌唱起了凄怆的《行路难》。面对着如此不合理的现实，诗人“心非木石岂无感”？理的劝慰、酒的麻醉，难道就能使人心如槁木吗？当然不能，全诗的感情在这句达到高潮。紧接着却是一个急转直下：“吞声踯躅不敢言。”诗人将怨愤不平，对门阀制度的不满和抗争，以及备遭压抑后无可奈何的矛盾痛苦表现得淋漓尽致！
二、说学情
大部分学生对诗词阅读的兴趣不浓，欣赏诗词的能力停留在对诗词内容的感性认识这一层面，不懂得如何挖掘文本蕴含的深层含义，对欣赏诗词的方法所知甚少。这一节课，我将着重培养学生阅读欣赏诗词的方法--知人论世，提高学生赏析诗词的能力，借以激发他们的学习热情，培养他们阅读诗词的兴趣。
三、说教学目标及重难点
本节课主要通过对《拟行路难》的欣赏教给学生知人论世的欣赏方法，围绕这一目标，我是这样设计教学目标及重难点的。
［教学目标］
1.知识与技能
（1）了解作者及其生平；（2）了解诗歌的内容。
（3）培养学生把握诗歌情感的能力；（4）培养学生“知人论世”的阅读能力。
2.过程与方法
（1）激发学生的学习热情，让他们带着激情走进课堂。
（2）突出教学重点，从《孟子万章》中强调“知人论世”，从学生收集的材料汇总中强调鲍照生平，在学生的讨论中引导学生挖掘作品的深度与广度，强化“知人论世”的阅读方法。
（3）诵读法，小组讨论法。
3.情感态度与价值观
（1）感受作者在逆境中的抗争精神，培养学生抗挫折能力。
（2）准确把握诗人在作品中表达的思想情感，培养学生热爱生活，乐观豁达的情怀。
［教学重点］
1.了解作者及其生平，掌握诗歌的内容。
2.培养学生“知人论世”的阅读能力。
［教学难点］
引导学生运用“知人论世”的方法探究诗歌的意旨。
［教具准备］
多媒体电教设备
四、说教法
这节课的主要目标是通过《拟行路难》的欣赏教给学生知人论世的欣赏方法，首先激情导入，让学生带着激情走进课堂，接着介绍“知人论世”的欣赏方法。然后让学生根据自己的预习情况介绍作者及其生活的时代背景，教师适当补充。分析诗歌时，采用学生自主学习与合作探究相结合的方法来领悟作品思想与情感，培养学生自主学习的能力与合作探究的能力。教师适时点拨，把作者所抒发的情感与他的遭遇联系起来，通过“知人论世”的赏析方法，挖掘作品的深度与广度。
在掌握了“知人论世”的赏析方法后采用“延伸拓展法”，补充相关诗词，提升理性认识，设计问题锻炼学生运用所学方法赏析诗歌的能力。让他们在教学活动的参与中找到成就感，找到阅读的乐趣。采用这些教学方法，既丰富了学生的知识，又有力于良好学习习惯的养成，并且能锻炼学生的阅读能力。
五、说学法
以学生自主学习为主，合作探究为辅。
课前，自读诗歌，通过工具书获取作者资料，帮助自己理解诗歌。
课中，在教师的引导下，学生自读诗歌，通过合作探究解决问题，挖掘诗歌内涵。
课后，学以致用，利用所学方法阅读其它诗歌作品，锻炼自己阅读诗歌的能力。
六、说教学过程
1.导入
王勃在《滕王阁序》中抱怨自己空有报国之志却报国无门，“无路请缨，等终军之弱冠；有怀投笔，慕宗悫之长风”。可见机会之难求！在现实生活中，机遇同样是稍纵即逝，难以追求。现在给你一个机会，你能把握住吗？
【多媒体显示】
阅读下面两首诗，然后回答问题。
金陵晚望
高蟾
曾伴浮云归晚翠，犹陪落日泛秋声。
世间无限丹青手，一片伤心画不成。
金陵图
韦庄
谁谓伤心画不成？画人心逐世人情。
君看六幅南朝事，老木寒云满古城。
【注】高蟾、韦庄，均为晚唐诗人。
（1）这两首诗都写到了“伤心”，诗人为什么伤心？
答：诗人为唐朝的衰败而伤心。
从注解中诗人所处时代寻找答题角度，导入欣赏诗歌之方法--知人论世
2.运用多媒体展示“学习目标”以做到目标明确，有的放矢
【多媒体显示】
(1)了解作者及其生平，了解诗歌的内容。
(2)培养学生“知人论世”的赏析能力。
(3)感受作者在逆境中的抗争精神，培养抗挫折能力、乐观豁达的情怀。
3.术语解释--知人论世
【多媒体显示】
孟子谓万章曰：“一乡之善士，斯友一乡之善士；一国之善士，斯友一国之善士；天下之善士，斯友天下之善士。以友天下之善士为未足，又尚论古之人。颂其诗，读其书，不知其人可乎？是以论其世也，是尚友也。”《孟子万章下》
“知人论世”就是为理解某个人的作品，而了解这人并研究他所处的时代，即结合作家思想和时代背景理解作品。
4.请同学介绍作者及其生平，教师适时补充强调
【多媒体显示】
鲍照(约414～466)，字明远。南朝刘宋时期文学家，在当时，门阀世族在社会上的统治地位虽较晋代有所削弱，但他们依然顽强地维护着本阶层在政治上的垄断权。“上品无寒门，下品无世族”，出身寒微的文人往往空怀一腔热忱，却报国无门，不得不在壮志未酬的遗恨中坐视时光流逝。即使跻身仕途，也多是充当幕僚、府掾，备受压抑，在困顿坎坷中徒然挣扎，只落得身心交瘁。鲍照的遭遇就是这样的，他出身寒素，自称“孤门贱生”（《解褐谢侍郎表》）无高贵的门第可资凭借。虽然年轻时即以诗为临川王刘义庆所赏识，但始终不得志，一生中只做过诸如王国侍郎、县令、中书舍人、参军等一类的小官。尽管他的才华在当时已经与谢灵运、颜延之并称为“元嘉三大家”，但死后无传，可见其地位的卑微。他的文学成就是多方面的。诗、赋、骈文都不乏名篇，而成就最高的则是诗歌，其中乐府诗在他现存的作品中所占的比重很大，而且多传诵名篇。最有名的是《拟行路难》18首。“行路难”是乐府旧题，“备言世路艰难及离别悲伤之意”。鲍照的拟作，多抒发寒门之士备遭压抑的痛苦，充满了对门阀社会制度的不满和抗争精神，代表了寒士的呼声。《拟行路难》其四就是其中的代表。
5.赏析诗歌
（1）学生诵读诗歌，体会作者表达的情感；教师范读诗歌；学生再读诗歌，在感受思想情感的过程中背诵诗歌。
（2）用小组讨论法学习鲍照的《拟行路难（四）》
①整体把握：探讨诗歌表现了诗人怎样的情感世界？
讨论后明确：本诗抒发了诗人怀才不遇的愤懑之情和不屈的抗争精神。
②研读作品：作者是如何表现这种愁思与愤懑的？
1）第一二句用了什么表现手法？说明了什么道理？
讨论后明确：运用了比兴的表现手法。说明了像水是依照高低不同的地势流向各方一样，人的遭际也是被家庭门第的高低贵贱决定的。
2）第三句中的“命”是指什么？结合全诗看，作者对此有怎样的看法？
讨论后明确：“命”指门第决定人生，有什么样的门第就有什么样的遭遇。作者认为非常不公平，但没法改变，只能发出愤怒的控诉。
3）第五、六句塑造了一个什么样的形象？
讨论后明确：以非常精炼的笔法，生动形象地刻画出诗人悲怆难抑的情态。（提示：酌酒原为排遣愁绪，然而满怀郁结的悲愁岂是区区杯酒能驱散的？“抽刀断水水更流，举杯浇愁愁更愁”，平添的几分酒意反而更激起了愁海的狂澜，诗人趁着酒意击节高歌，唱起了悲怆的《行路难》，将一腔悲愤倾泻出来。长歌当哭，这是何等悲烈景况。读者从这举杯驱愁却大放悲声的情节中，亦可想见其悲其愁的沉郁了。
4）第七、八句写出了什么感情？我们该如何看待生活中遇到的挫折？
讨论后明确：第七句是对前面几句的总结，诗人对那驱不散的愁苦，实系于对世事的感慨，心并非无知无觉的木石，理的劝喻，酒的麻醉，都不能使心如槁木，用反问的句式，冲决了自我克制的堤防，使全诗的情感达到了高潮。表达了诗人的抗争。第八句表达的是作者心中的无奈，“岂无敢”越是激昂，“不敢言”的痛苦就越是深沉。两句构成了一种鲜明的对照，将诗人强烈的苦闷、不屈的抗争精神、矛盾痛苦的精神状况表现得淋漓尽致。
③造成作者不幸人生的原因是什么？作品反映的只是个人的悲剧吗？
讨论后明确：源于罪恶的门阀制度。寒族士人普遍在政治上遭受到不公平待遇，诗歌中所表现出的怀才不遇的苦闷和愤激，决不仅仅是鲍照的个人牢骚和私愤，而是具有深广的社会意义和强烈的批判精神。
（3）总结本节课教学要点并布置课堂作业：
运用“知人论世”的方法赏析鲍照《拟行路难（六）》
【多媒体显示】
《拟行路难（六）》
对案不能食，拔剑击柱长叹息。丈夫生世能几时，安能蹀躞垂羽翼。弃置罢官去，还家自休息。朝出与亲辞，幕还在亲侧。弄儿床前戏，看妇机中织。自古圣贤尽贫贱，何况我辈孤且直！
6.课后作业
（1）背诵并默写本诗。
（2）运用“知人论世”的方法赏析李白的《行路难》，写一段500字的赏析文字。
【多媒体显示】
行路难
李白
大道如青天，我独不得出。
羞逐长安社中儿，赤鸡白雉赌梨栗。
弹剑作歌奏苦声，曳裾王门不称情。
淮阴市井笑韩信，汉朝公卿忌贾生。
君不见昔时燕家重郭隗，拥彗折节无嫌猜。
剧辛乐毅感恩分，输肝剖胆效英才。
昭王白骨萦蔓草，谁人更扫黄金台。
行路难，归去来。
惜缘
[《拟行路难（其四）》说课稿(人教版高二选修)]
篇2：人教版 高二 Unit 6 Life in the future(说课稿)
大邑县安仁中学英语组 谢林伶
一、教材分析
(一)教材概述：
本套教材在保留SEFC基础上，根据当前教改精神而进行重新编写，它较好地衔接了已实施三年的初中义务教育教材，体现了“中小学英语教学一条龙”的设想。本单元围绕 Life in the future(未来的生活)这一主题开展听、说、读、写多种教学活动。随着人类文明的进步，未来社会人们的生活方式将如何发展，人们的生活究竟是什么样的情形，这是一个非常贴近生活、具有时代性、可挖掘性的教学主题。语言素材涉及人类生存方式的不断演变，具有典型的时代气息，有利于学生了解生活，展开想象。素材选择兼顾学生的知识面，已有词汇、生活经历等，体现了教材编写的“以学生为中心”，及“听说领先，读写跟上”的教学理念。
（二）教学目标：
理论依据：《新课程标准》（实验稿）
根据《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，我们分语言知识、语言技能、学习策略、情感态度、四个方面制定相应教学目标：
（1）语言知识：
单词：学习掌握一些有关生活的词汇，如： prediction,contemporary,cash,purchase,reform,catch a glimpse of , keep in touch with, pay attention to, in store等。
功能：学习掌握一些用于讨论、评价生活的结构句式，如：
What will life be like in the future?
What kinds of jobs will they have?
It would be wonderful if ...
No one can predict whatwhen...
语法：学习、掌握关系副词when，where，why、how引导的名词性从句及关系代词和连词引导的名词性从句。
（2） 语言技能：
听：学生训练集中注意、抓疑问词线索、捕捉特定信息的能力。
说：学生能根据自身体会和想象进行相互提问和回答，提高在真实语境中的英语交际能力。
读：获取文章中所给出的有关未来生活变化的相关信息，且进行Scanning, skimming, careful reading, generalization; inference等阅读微技能训练。
写：设想自己刚从30旅游回来，告诉他（她）你的这次旅行的所见所闻。教材列出了提纲和问题，供学生参考，为学生写作的内容和方法做指导。
（3） 学习策略：学生在一定程度上形成自主学习，有效交际、信息处理、英语思维能力。
（4） 情感态度：学习文章的相关内容后，让学生了解社会发展的趋势，激发学生思维，引起对未来人类生活的幻想和想象，使学生形成一种社会竞争意识和发展意识，明白学习的重要性。
（三）教学重点和难点：
（1） 关系副词引导的名词性从句及关系代词和连词引导的名词性从句。
（2） 与生活相关的词汇。
（3） 有关发表个人观点的句型、结构。
二、教学方法与教材处理
上述教学目标的确定是基于“第二语言习得论”和“整体语言教学理论”，其中渗透当前课程改革的一些理念。为达成上述教学目标，我们将运用任务型教学途径，初步设计“P-T-P”自主学习立体模式：（Pre-task-Task-cycle-Post-task）。
（1）Pre-task：引入话题，激活学生知识网络和扫清词汇障碍，明确学习任务和任务完成的步骤，激发学习英语兴趣。
学生：认知处于主动状态，有完成任务的强烈愿望。
教师：学习的组织者、促进者；善导、激趣的过程。
（2）Task-cycle：任务的完成过程。
学生：用英语做事，运用体验、参与、合作、实践、交流、探究等方式进行自主学习的过程，发展听、说、读、写综合英语技能。
教师：指导者、帮助者、参与者、合作者的角色；引思的过程。
（3）Post-task：展示成果，交流成果的过程。
学生：体验成功和喜税，自我评价、小组评价、认识自己、树立自信、反思自己、调控自己。
老师：评价者、总结者；总结教学中的成功与不足；发现学生学习中的问题与不足；精讲过程。
总体：学生愿学--乐学--惯学--论学过程。
师生真正学习共同体形成过程：教与学的交往、互动，师生双方交流，相互沟通、相互启发、相互补充。
三、教学程序
根据学生学习英语的特点和规律，学习阶段的侧重点以及高一学生的发展，我们把本单元划分为6课时：热身、听力与口语（2课时）、阅读（2课时）、作业（1课时）、语言（0.5课时）、写作与评价（0.5课时）。下面请看我们的课堂教学设计。
Period 1 Warming up & listening
(一) Warming up
这部分的重点是引出本单元的话题---生活的改变，了解学生对生活的熟悉程度并充分发挥学生的想象力,同时训练学生说的能力。
活动步骤：
（1）师生互动：教师提一些问题如Do you know how did people live in the future? How about today? What do you imagine life will be like in the future? 在此过程中教师可围绕教材设计的通讯、语言、职业、建筑、商贸、交通、教育、体育等方面，展示一些学生感兴趣的图片，从视觉上激发学生对本话题的兴趣。
（2）小组活动：教师选取几副不同题材的图片，要求学生进行小组合作，每小组选一幅画面进行讨论What do you imagine life will be like in the future? 要求学生不拘泥于已知的内容，发挥自己的想象力，给出各种不同的观点。
（3）班级活动：向班级其它同学描述本小组所选图片，其他同学可给出不同意见。
(二）listening
Step 1. Pre-task
师生互动：教师设置开放性的问题，进一步启发学生思考，并为过渡到听力部分做准备。问题可设置为：Of course your answers are very good and useful,but can you imagine where people will live in the future?学生各抒己见。
Step 2. Task-cycle
Finish off the excises.
班级活动：听2-3次，做笔记并回答问题。
Step 3. Post-task
两人活动：Retell the life about Mekanika.
（三）Homework:
1.复习本课所提到的有关未来生活的相关知识和内容。
2.口头准备话题“Twice as good or double trouble?”
篇3：《说木叶》说课稿 (人教版高二必修五)
一、说教材
《说木叶》这篇课文选自高中语文第5册第3单元，必修五第三单元是必修五册书中唯一的文艺评论和随笔单元，学习本单元，在把握文章基本观点的基础上，还可以引导学生参照选文的写法，试着对自己熟悉的作品做一点分析和评论。同时，因为本单元课文不同与以往学习的文学作品，都是论说性的，一次在阅读方法上应该给与学生必要的指导。
《说“木叶”》着重分析了中国古典诗歌用“木叶”而不用“树叶”，又由“木叶”发展为“落木”的原因，从而阐发了古典诗歌语言富于暗示性的特质。
本文内容比较单纯集中，围绕古诗中的意象“木叶”深入到“木”的艺术特征，谈诗歌的精微之处的表达效果，由此看出本文思路比较清晰。 依据教学大纲要求与学生的实际情况制定了以下教学目标：
知识目标：
1、了解文章内容，弄清文章由“木叶”所阐述的诗歌语言暗示性理论；（重难点）
2、积累古诗词句；
能力目标：
1、培养学生抓住关键句，整体把握文章的能力；
2、利用诗歌语言暗示性的特点，提高学生鉴赏古代诗歌的能力；
情感态度价值观目标：
借助品味诗句的审美体验，体会我国古诗词优美的意蕴，唤起学生对古代文化的热爱。
二、说学生
高中学生阅读的文艺评论并不多，加上文艺评论本身抽象难懂，学生可能会产生畏难心理，对课文不感兴趣，读不下去，或者虽能读下去但只是蜻蜓点水，走与观花而已，难以抓住重点。针对学生实际情况，在教学中，应注意激发学生兴趣，对学生感到难懂的地方进行重点讲解，将文章讲透。
三、说教法：整体把握--重点研读--拓展延伸--课堂训练
四、说教学过程
1、感知文本，把握字词。目的：积累字词，扫清文字障碍。2、初步感知课文
2、整体把握文本，弄清文章由“木叶”所阐述的诗歌语言暗示性理论 。
安排以下一些环节 --这些环节意在突出落实重点
（一）、速读1-3段，简说下列问题：（略说）
1、第1段中心句？（举三个例子说明了什么？）
2、第2段中心句？（对“木叶”和“树叶”两个词，古诗人多用哪个？）
3、第3段，说明“从‘木叶’发展到‘落木’，关键在‘木’字。然后，用哪句话“启下”？
明确：
1、 屈原以后，“木叶”成为诗人们笔下钟爱的形象。
2、 古代诗人有一个现象：多用“木叶”，而不用“树叶”。
3、 尾句“我们就不得不先来分析一下‘木’字”起到了启示下文的作用。
小结：可见，前三段只是一个“引子”，下面的文字才是正题，是课文重点。
（二）、速读第7段，回答问题：（略说）
思考：作者在这里得出了什么样的结论？
明确：“木”与“树”，在概念上相差无几，可是，在艺术形象上一字千里。
思考：作者为什么这样说呢？显然，这就需要解读4、5、6段。
（三）、研讨4-6段，回答下列五个问题：（详说，此处为重点、难点）
1、“木”的第一个艺术特征？结合段中例子，发挥想象，深入理解之。
2、“木”的第二个艺术特征？结合段中例子，发挥想象，深入理解之。
3、作者论述“木”的两个艺术特征，目的是什么？（这三段的中心句？）
4、前三段“引子”中说，古代诗人多用“木叶”而不用“树叶”；第7段又说，“木”与“树”在艺术形象上一字千里；而4、5、6这三段又是解说原因的。那么，你认为解说清楚了吗？用自己的话解说之。
5、课文所阐释的是诗歌语言的暗示性问题，而标题却拟为 “说‘木叶’” ，若改为 “谈谈诗歌语言的暗示性” ，你以为如何？为什么？
明确以上问题：
1、“高树”则饱满，“高木”则空阔。“木”本身就含有一个落叶的因素，这是“木”的第一个艺术特征。
2、“木”有暗示的颜色性，“木叶”有落叶的微黄与干燥之感，带来了疏朗的清秋气息。这是“木”的第二个艺术特征。
3、中心句是：诗歌语言具有暗示性（在概念〈词句〉之后，有言外之意。）
4、“木”与“树”，一字千里。古代诗人之所以多用“木叶”而不用“树叶”，是因为：“木”本身就含有落叶的因素，而且“木叶”能让人感受到落叶的微黄与干燥，这样，读者在读到“木叶”的诗句时，就能自然而然地联想到空阔、疏朗、冷清、萧瑟的秋天气息，它有衰败飘零之感，有离人的叹息，有游子的漂泊之意…… “自古文人多悲秋”也。 --这就是作者所说的“诗歌语言的暗示性理论”！
5、不好。
a、全文以“木叶”作为引论、立论和结论的依据并贯穿全文，以“说木叶”为题，体现了作者的行文思路。
b、以“说木叶”为题并以此作为立论的依据，使较为抽象的文艺理论得到了深入浅出的阐述。
c、以“木叶”具有暗示性，来阐释古代诗歌语言具有暗示性，有小中见大的艺术效果。
三、运用“诗歌语言的暗示性理论”探讨文本中诗句 --本环节意在突破难点
1、诗歌语言的暗示性 仿佛是概念的影子，常常躲在概念的背后。
我们不留心就不会察觉它的存在。敏感而有修
启发性 的诗人们正在于能认识语言形象中一切潜在
在的力量，把这些潜在的力量与概念中的意义
诗歌语言 交织组合起来，成为丰富多彩一言难尽的言说。
2、 根据意象特征，分析其意象在文本诗句中的特点
木：空阔 黄色
树：饱满 绿色
秋月照层岭，寒风扫高木 -- 空阔 黄色
高树多悲风，海水扬其波 -- 饱满 绿色
袅袅兮秋风，洞庭波兮木叶下 --飘零透些微黄
美女妖且闲，采桑歧路间；柔条纷冉冉，落叶何翩翩。 --饱含水份，繁密
静夜无四邻，荒居旧业贫；雨中黄叶树，灯下白头人。
--微黄但不干燥，无飘零之意
木叶的形象：
疏朗与绵密的交织，一个迢远而情深的美丽的形象。这却又正是那《九歌》中湘夫人的性格形象。
小结：诗歌的语言富于暗示性，那些微妙的意味往往寄诸言外。
鉴赏诗歌，不仅要品味言内的意思，而且要品味言外意味。
四、拓展延伸
概括下列诗句中意象“月”的暗示性：
1、月出惊山鸟，时鸣春涧中。 --王维 《鸟鸣涧》
2、露从今夜白，月是故乡明。 --杜甫《月夜忆舍弟》
3、今宵酒醒何处，杨柳岸、晓风残月。--柳永 《雨霖铃》
答案：
1、渲染清幽的气氛，烘托悠闲自在的心情。
2、寄托离别、相思、怀乡的情感。
3、表达广义的哀思，是诗人失意人生的写照，是诗人对自然、人生、社会的思考。
五、作业
分别找出文中关于树、叶、木叶、落木的诗句，并体会各句诗描绘的是什么季节的景物。
附参考答案：
木叶：秋
袅袅兮秋风，洞庭波兮木叶下。 《九歌》屈原
洞庭始波，木叶微脱。 《月赋》谢庄
木叶下，江波连，秋月照浦月歇山。 《临江王节士歌》陆厥
秋风吹木叶，还似洞庭波。 《渡河北王褒拟古》陶渊明
亭皋木叶下，陇首秋云飞。 《捣衣诗》柳恽
九月寒砧催木叶，十年征戍忆辽阳。 《古意》沈全期
树：春、夏
后皇嘉树，橘徕服兮。 《橘颂》屈原
桂树丛生兮山之幽。 《招隐士》淮南小山
庭中有奇树，绿叶发华滋。 《古诗十九首庭中有奇树》
高树多悲风，海水扬其波。 《野田黄雀行》曹植
午阴嘉树清圆。 《满庭芳》周邦彦
叶：春、夏
叶密鸟飞碍，风轻花落迟。 《折杨柳》萧纲
皎皎云间月，灼灼叶中华。 《拟古》陶渊明
美女妖且闲，采桑歧路间；柔条纷冉冉，落叶何翩翩。《美女篇》曹植
静夜四无邻，荒居旧业贫，雨中黄叶树，灯下白头人。《喜外卢纶见宿》司空曙
日暮风吹，叶落依枝。 《青溪小姑歌》吴均
落木：深秋
无边落木萧萧下，不尽长江滚滚来。 《登高》杜甫
辞洞庭兮落木，去涔阳兮极浦。 《哀江南赋》庚信
秋月照层岭，寒风扫高木。 《答柳恽》吴均
刘颖
[《说木叶》说课稿 (人教版高二必修五)]
篇4：S2A-Lesson38(人教版 高二)
作者：魏荣华 作者单位：无 简介：一:此课件适合课堂教学和学生自学.
二:参考书目和参考课件在本课件最后一张幻灯片上.
三:如果影片放映完后，点击鼠标不能进入下一张幻灯片.请按键盘方向键(下键)2次.
相关课件：篇5：人教版高二unit2
The First Period Listening Teaching time : Sep.9
Teaching goals教学目标
1. Target language目标语言
重点词汇和短语 media, reliable, fire, face, difficulty
2. Ability goal能力目标
Listen to a dialogue and from the dialogue the students should have an opinion that people will have different reports about the same event.
3. Learning ability goal学能目标
Listen to a dialogue and be able to express one’s opinion in a positive or negative way.
Teaching important points教学重点
Talk about news and media
Teaching difficult points 教学难点
How to improve students’ listening ability and teach them
to express opinions.
Teaching methods 教学方法
1. Listening to the tape (individuals).
2. Discussion after listening to the materials.
Teaching aids 教具准备
1. A recorder
2. A projector
3. A computer
Teaching procedures & ways 教学过程与方式
Step I Leading in
T: Good morning, boys and girls! Look, what is in my hand?
Ss: A newspaper.
T: What can we get from a newspaper?
Ss: We can learn what has happened or is happening home and abroad.
T: Good. Do you read newspapers every day?
S1: No, I surf on the internet. In my opinion, the most popular and convenient way is to surf on the internet.
S2: I would like to listen to radio.
S3: I watch TV every day.
S4: I prefer to read magazines. There are photos in magazines. They are pleasing to the eyes. And photos help us to understand the articles.
T: Quite good. I’m very glad you know many kinds of news media. Now let’s talk more about these news media.
Step Ⅱ Warming up
First the teacher will show students different news media. Then talk about them and compare these news media.
T: Boys and girls, please look at the questions on the PowerPoint. I’d like you to discuss them with your partner for 3 minutes. Then I will ask you to speak out your
opinions.
After students express their opinions, show the possible answers on the PowerPoint.
Possible answers:
1. I think TV is the most reliable news media. Because we can see who is responsible for the news.
2. Websites keep on updating the news. So on websites you can always learn the latest news, sometimes even with audio and video.
From TV you can see both the broadcaster and videos. From radio you can only hear the voice without seeing the scenes. You can read newspaper everywhere. It is easy to get magazines and we can take longer time to read them.
3. I trust TV, leading papers and important radio stations.
4. No.
5. magazine, newspaper, radio, TV, website, broadcast, editor, edit, editorials, facts, headline, interview, journalist, opinions, reliable, reporter, true and so on.
Step Ⅲ Pre-listening
Ask students to look at the two pictures on Page 10. Talk about the two pictures first. Ask students to use their imagination and describe the scenes. Try to think of as many words as possible to describe people.
Step Ⅳ Listening
Play the tape for the students. After listening for the first time, the students should tick the information they can hear in each part. Then play the tape again. This time students will answer the second question on Page 10. After checking the answers, do the rest of the exercises.
Step Ⅴ Describing people
Show the following passages to the students. Ask them to read the passages and speak out what impression the people give them. Are they described in a positive way or a negative way?
T: Ok. Boys and girls. Look at the two short passages. Try to judge whether they are described in a positive way or not.
John Trussell
My little brother. (I don’t care that he’s four years older than me.) I never had a brother before, but he’s the best one I think I may ever have who brings me the pleasure of adopting (收养). In spite of all the pain that he occasionally goes through, I have seen him bear it with patience and calm, and do his best to make certain that no one else was hurt before coping with his own pain. It is my only hope that I will never lose this little brother.
Chuck Tetzlaff
He is very funny, overworked, and is the third man I’ve ever met who can consistently make me unable to stop laughing. At the same point, I will get to see him more often, but that will probably be after he finishes working for his Chemistry Professor.
Ss: They are described in a positive way.
T: Read the following passage. Try to judge the man’s attitude towards life.
I was on my way down an elevator at the Hilton in Arlington, Texas, ready to begin a seminar on how to develop more positive team relationships. I shared that ride with a man whose face bore the frown lines that evidenced a less-than-positive attitude.
He commented, “I’m not so sure about this elevator.”
“Oh? Why not?” I asked.
“It was slow getting to us, and it sounds funny.”
“I’m sure we’ll make it,” I encouraged him.
“I don’t know. You never can tell about these things.”
When we arrived at the first floor, I said, “Well, we made it!”
Unimpressed, he answered, “Yeah, but the door’s not open yet.”
Ss: The man’s attitude is negative.
T: Yes, you are quite right. Being positive makes life enjoyable.
Read the following. It will help you to become positive.
Changing negative thoughts
Situation Negative
thoughts Other explanations
Getting critical
feedback for
an essay I am stupid. I didn’t have much time to do this essay the workload has been very heavy recently. I chose to do other things as well. The work is supposed to be challenging. Constructive criticism helps me to improve. I’ve done well in the past, which shows I can do well.
My friend does
not want to see
me tonight. They don’t
care about
me any more. They said they had to work tonight - this is most likely true. We saw each other at the weekend and had a good time. They said some nice things to me lately and seemed to care the last time we met.
T: After we learn so much about negative and positive description. I’m sure you can describe people in both ways. Today’s homework is to describe someone that you
are familiar with in a negative way and then in a positive way.
Step Ⅵ Homework
1. Finish the listening exercises on Page88.
2. Try to describe someone that you are familiar with in a negative way first and then in a positive way.
Record after teaching:
For listening part, it’s difficult for the Ss to write the words, expressions & sentences
The Second Period Speaking Teaching time : Sep.13
Teaching goals 教学目标
1. Target Language目标语言
Talk about news and the media
Practice expressing opinions
What do you think of ...?
What’s your opinion?
Why do you choose ...?
Perhaps ... is more important.
I would rather choose ...
I don’t think we should choose ...
Maybe it would be better to choose ...
Our readers want to know about ...
2. Ability goals能力目标
Students will act the role of editors. As editors, the students will decide which events to put in the newspaper.
3. Learning ability goals学能目标
By comparing different news media, students will learn to be editors. By speaking out their own opinions, students will learn to express their opinions.
Teaching important points教学重点
Practice expressing opinions.
Teaching difficult points教学难点
How to express one’s opinion clearly and make oneself understood.
Teaching methods教学方法
Discussing and speaking
Teaching aids 教具准备
A tape recorder, a projector and a computer
Teaching procedures && ways 教学过程与方式
Step I Revision
Check homework. Pick out some students’ homework to show to the whole class.
T: So much for your homework. As we know，things described in different ways have quite different effect. Being a reporter, one should observe the professional moral. Now let’s look at what some reporters have written.
Step Ⅱ Leading in
After checking homework, divide the students into different groups and hand out some newspapers to them. Ask them to find out the different events on different pages. Then discuss why these events are put in the newspaper. Students are given five minutes. Five minutes later, students are asked to speak out their opinions. During this activity, make sure each member is involved. When expressing their opinions, they should remember to use the following expressions.
I think ..., In my opinion ..., I think the reason why ... is that ...
T: Look at the newspapers in your hand. Please discuss why these events are put in the newspaper. Please speak out your opinions using the following expressions.
Show the expressions on the PowerPoint.
Five minutes later, students are asked to perform their discussion. They are encouraged to have different opinions.
T: OK. Boys and girls. Stop discussing please. I’d like each group to speak out your opinion. Don’t forget to use the expressions.
Eight minutes later, go on with the speaking part on Page10.
Step Ⅲ Speaking
T: Would you like to be an editor?
Ss: Yes.
T: If you are an editor, what events will you put in your newspaper?
Students may give various answers.
T: Good. Now suppose you are editors of a newspaper. Here are ten things that happened today. You may only report five of them (ON PAGE 10). Decide which events you are going to put in your newspaper and give reasons for your choices. Discuss with your group members. When you express your opinion, please use the following expressions. Show the expressions on the PowerPoint.
What do you think of ...?
What’s your opinion?
Why do you choose ...?
Perhaps ... is more important.
I would rather choose ...
I don’t think we should choose ...
Maybe it would be better to choose ...
Our readers want to know about ...
Students are given 8 minutes to discuss. 8 minutes later, they will be asked to act out
their discussion in front of the class.
Step Ⅳ Role play
Pair works on Page 88.
T: Boys and girls! Great news for you. A film star, a sports star and a fireman/firewoman are here. You have the golden opportunity to choose what you would like to be. And you will be interviewed by a very famous reporter. Complete the role cards on Page 88 and prepare your interview. You are given 8 minutes to do the interview. Then I will ask some pairs to perform.
Eight minutes later, ask some groups to present the interview.
Step Ⅴ Report
There are several different newspapers edited by students in our school. Teacher may
ask the student editors to introduce what work an editor does.
T: Student1, I was told you are an editor of the Students Union Paper. Would you please tell us what work an editor does?
S1: First I discuss the events with other editors and decide what to report. I also help writers to correct their writing.
T：How is your paper made?
S1: After having decided what to report, we will ask reporters to cover the events and write articles.
S2: After the stories being written, they will be handed to editors.
S1: Then we choose some good ones to put on different pages. Editors also write headlines for stories and make some necessary changes. Then the time for printing the newspaper comes.
T: Thank you very much. Now we are clear about an editor’s job and how the newspaper is made. If you want to learn more, please surf on the Internet and find how the newspaper is made. You can also find some information from the text on Page 11.
Step Ⅵ Homework
Surf on the Internet to find some information about news and news stories.
Read the text to find some information about how the news paper is made.
Record after teaching: Most of the students could only speak a little. Try to lead the students to speak more .
The Third Period Reading Teaching time : Sep. 14
Teaching goals 教学目标
1. Target Language目标语言
a. 重点词汇和短语
headline, inform, informed, relate, talented, switch, present, reflect, effort, spiritual, AIDS, seldom, addict, social, ignore, attention, view, tolerate, affair, for once, be addicted to, suffer from, even if, draw attention to,
on all sides, change one’s mind, current affairs
b. 重点句型
The editor’s job is to keep the newspaper balanced and interesting to the readers.
2. Ability goal 能力目标
Enable students to talk about news and the media and learn how the news is made.
3. Learning ability goal 学能目标
Students are divided into different groups. Each groupmember will play a different role to talk about news and media. Each group member should be involved and knows his role very well. Through these activities students should learn to be involved, co-operate and solve problems.
Teaching important points教学重点
Talk about news and media.
Teaching difficult points教学难点
How to express oneself clearly and correctly.
Teaching methods教学方法
Listening, reading and discussing
Teaching aids 教具准备
A tape recorder, a projector and a computer
Teaching procedures && ways 教学过程与方式
Step Ⅰ Revision
Check the homework. Ask students to say something about newspaper.
T：Good morning/ afternoon, boys and girls!
Ss: Good morning Mr. /Ms …!
T: Yesterday I asked you to surf on the Internet to find some information about news and media. Have you found any?
S1: I’ve found the style of the news story. Most news stories have a very clear style. They give the main points at the top in the headline and the leading paragraph(s).
The body of the story then adds details, statements and comments from people involved in the story, and plus any background which the writer feels necessary.
S2: News stories are easy to understand. Most news stories have three distinct sections: the headline, lead and body. Since each of these sections repeat or expand upon the story’s main points, you get at least three chances to understand them. The opening paragraph of the news story is known as the lead. Usually, the
lead will tell you what the “something happened” is. That information is generally found in the subject and in main verb of the leading sentence, so a little knowledge of the grammar of the lead will be useful.
Something happened
● Something happened.
● Something is happening.
● Something is going to/is expected to/might happen.
● Someone said something happened.
● Someone said something was happening.
● Someone said something was going to happen.
● Someone said something should happen.
● Someone said something should not have happened.
S3: I have found something about headlines. From the internet I learned there are two types of headlines. Most news stories use sentence headlines although they may be shortened by omitting certain words as you will see later. Many feature stories and some very short news stories use phrase headlines or titles which leave out the verb. Here are some examples of them:
Sentence
headlines Green Party Refuses to Back Nader for President
Scientists Listen to Whale hearing Via’Third Ear’
Bush’s Strength Is Also His Weakness
Man Complains Bad Rope Spoiled His Suicide
Phrase
headlines Politician Killed in Pakistani City
Bush in T-shirt not for broadcast
Family Friendly Television Group Growing Face Transplant No Longer Science Fiction
Step Ⅱ Pre-reading
T: I’m very glad you have learned a lot about news and news stories. Les’s continue the headlines. In this class we are going to learn “Behind The Headlines”. First open your books and look at Page11. Look through the pre-reading. Look at the title and pictures. Try to guess which of the following questions the text will answer.
It doesn’t matter whether students answer the questions right or not. The text is easy to understand, so it is not necessary to spend much time on the text. After dealing with pre-reading, turn to the text.
Step Ⅲ Reading
First play the tape for students, and then students are asked to answer the following
questions:
1. Are the two reporters interviewing others or being interviewed?
2. How do reporters decide what they are going to write?
3. What is the editor’s job?
Show the questions on the PowerPoint.
T: OK, so much for the pre-reading. Let’s come to the text. First look at the questions on the screens. (Students read the questions together).I will play the tape of the text for you. When you listen to the tape, please try to find the answers to the three questions.
After listening to the tape, ask students to answer the questions. Then show the
suggested answers on the PowerPoint.
Suggested answers:
1. The two reporters are being interviewed. They are interviewees.
2. Editors and reporters will discuss what events to report, how to report them and why. Editors will listen to reporters’ ideas and give suggestions.
3. The editor’s job is to keep the newspaper balanced and interesting to readers.
T: Well done! Now read the text and discuss the questions with your partner. Why is media so important?
This time students are asked to read the text loudly. After reading the text, the students
should discuss the above questions with their partners. Several minutes later, ask
some students to give their answers. The teacher will sum up the answer.
Suggested answer:
The media can often help people to solve problems and draw their attention to situations where help is needed. Carefully written articles can help people become interested in important questions around the world. TV programmes and printed articles help people to learn about the other part of the world. They lead us to a better understanding of the world on all sides and to a future world where people from all countries are respected and different views and opinions are tolerated.
T: After you’ve learned a lot about the newspaper. I’d like you to complete the following diagram. Then try to explain how a newspaper is made according to the diagram.
Suggested answers:
After checking the answers, ask some students to explain how a newspaper is made.
Step Ⅳ Explanation
Deal with some difficult sentences.
T: Let’s come to some details of the text. Do you find any difficult sentences to understand?
S1: I cannot understand the title “Behind the Headlines”?
T: S2, how do you understand it?
S2: I think the text talks about news stories behind the headlines.
T: S3, what’s your opinion?
S3: I think the text tells how news stories are written.
S4: I think the text is about what an editor does, reporters’ work, how the news is made and written.
T: Quite right. The title tells us that the text is about editors and reporters’ work and how the news is made and written.
S1：Thanks. Could you explain this sentence to me? A reporter begins by contacting the people to be interviewed and then prepares questions.
T: Contacting the people that reporters are going to interview is reporters’ first step of work. That is to say, first they make an appointment with the people that they are going to interview, and then prepare the questions they are going to ask. After that they will write the news reports. Do you have any difficulty?
Ss: No more.
T: OK. Now let’s come to the post reading questions.
Step Ⅴ Post-reading
Look through the text again. Deal with the post-reading questions. Students are divided into groups and discuss the questions together. After several minutes, check the answers with the whole class.
T: Boys and girls! Now I’d like to have your answers. Group1, what is your answer to the first question?
Group1: How a reporter decides what to write, why people read newspapers, how newspapers report what happens and how newspapers help us understand the world are answered. The other two are not answered.
2-4 questions are open ending questions. Students are en couraged to give various
answers.
Step Ⅵ Homework
1. Here are the beginnings of two stories. Compare them and try to find out their differences.
Show the following pictures on the PowerPoint
2. Write Exercise 4 on Page 90 in their exercise-books.
Record after teaching:
The Ss got familiar with the process of making a newspaper .
The Forth Period : language points Teaching time : Sep. 15
Teaching goals教学目标
1．Target language目标语言
rather than , switch, keep + O. + O.C , adapt to, even though ect.
2．Learning ability goals学能目标
Let Ss learn how to use the expressions
Teaching important points教学重点
The use of the expressions.
Teaching difficult points教学难点
How to teach Ss to master the usage of the expressions
Teaching methods教学方法
Explanation, Practice
Teaching aids教具准备 A computer A blackboard
Teaching procedures && ways教学过程与方式
Step Ⅰ Revision
T: Good morning, Students！
S: Good morning, sir/madam！
T: First let’s review what you learnt in the last class. Who can tell me the words that you learnt in relation to news media ?
Step Ⅱ Language points 课文注释与疑难解析
1． The two reporters agreed to switch roles for once and be the interviewees rather than the interviewers in order to let us know about their work and how the news we read is made.
为了让我们了解他们的工作及我们看的新闻是如何产生的，这两个记者这
次同意转换角色，来做一次被采访者而不是采访者。
a. switch改变，变化；交换
He switched the conversation from one subject to another.
他转变了话题。
I used to cook on electricity, but I’ve switched to gas.
我过去用电烧饭，但现已换成用煤气了。
Let’s switch the discussion to another topic.
让我们换一个讨论题目。
（与on, off连用）开关（电器等设备）
Shall I switch the TV on? 我可以打开电视吗？
Please switch the radio off.请关掉收音机。
b. rather than 胜于, 是…而不是…；与其说是…不如说是…
These shoes are comfortable rather than pretty.
这双鞋不好看，但是舒服。
I would like soda rather than cola.
我喜欢喝苏打水，而不是可乐。
American young people would rather get advice from strangers.
美国的年轻人宁可从陌生人那里获取建议。
We would rather receive money than the usual gifts.
我们宁可接受钱，而不希望收到通常的礼物。
2. The editor’s job is to keep the newspaper balanced and interesting to the readers.
编辑的任务是保持报纸的均衡和趣味性。
keep the newspaper balanced and interesting为keep + 宾语+宾补结构式 使人或物保持…状态
宾补可以由介词短语、形容词、副词和分词短语充当。
I always keep the key in my pocket.
我总是把钥匙放在口袋里。
I’m sorry to keep you waiting for so long.
真抱歉让你等了这么长时间。
Please keep the room clean.
请保持室内清洁。
Keep him out.别让他进来。
3. Even though I have interviewed famous people, the story I like best is about an ordinary young woman who tries to adapt to her new life after having studied abroad.
尽管我采访过名人,但是我最喜欢的还是关于一个从国外学习归来的普通女孩努力适应新生活的故事。
此句中含有两个定语从句。I like best 是the story 的定语从句, who tries to adapt to her new life after having studied abroad是the young woman 的定语从句
a. even though/if即使, 尽管用作连词，引导让步状语从句。
Even if I have to walk all the way, I will get there.
即使我的一路走着去，我也要走到那里。
I like her even though she can be annoying.
尽管她有时很恼人，我还是喜欢她。
b. adapt to适合
When he moved to Canada, the children adapted to the change very well.
他移居加拿大后孩子们很快适应了变化。
Record after teaching :
Some Ss felt confused about the differences among “ more than , no more than , not more than , other than”
The Fifth Period Grammar Teaching time : Sep. 19
Teaching goals 教学目标
1. Target language目标语言
Enable students to identify words with positive, negative or neutral meaning.
Learn about the Past Participle (1): used as Attribute and Predicative
2. Ability goals 能力目标
Learn about the Past Participle (1): used as Attribute and Predicative
3. Learning ability goals学能目标
By doing exercises of past participle students will have a good command of the grammar.
Teaching important points教学重点
The Past Participle (1): used as Attribute and Predicative
Teaching difficult points 教学难点
Use the correct form of verbs to fill in blanks.
Teaching methods教学方法
Explaining and practicing
Teaching aids教具准备
1. A projector 2. A computer
Teaching procedures && ways教学过程与方式
Step Ⅰ Revision
Ask some students to make a brief introduction of Yang Lan.
Go over the text and ask students to pick out the sentences containing past participles.
Step Ⅱ Grammar
There are eight sentences in the text. Then do Exercise 1. Students are asked to do the exercises individually. Then check the answers with the whole class. After checking the answers, ask students to sum up the usage.
T: Please read the 8 sentences and find out which past participles are used as attribute and which are predicative. Later we will check the answers together.
Suggested answers:
Attribute: experienced, informed, talented, organised, stolen, addicted and printed
Predicative：needed, respected and tolerated
Do Exercise 2. Ask students to write the sentences on a piece of paper, and then show
some on the projector. Through this activity, enable students to be careful about their
writings.
Suggested answers:
informed decisions= decisions that are informed
talented journalists= journalists who are talented
an organized way= a way that is organized
stolen culture relics= culture relics that had been stolen
people addicted to drugs= people who are addicted to drugs
printed articles= articles that are printed
Then deal with Exercise 3-5 in a similar way.
Step Ⅲ Explanation
To make sure students fully understand the grammar, explain and sum up in Chinese.
过去分词具有动词的性质，同时兼有形容词或副词的性质，可以拥有自己的逻
主语和状语，在句中可以作表语、定语、状语和补足语。及物动词的过去分词
示“结束了的被动动作”或者没有一定的时间性,只表示“被动关系”。不及物
词的过去分词不表被动，只表示动作发生在谓语动词之前，含有“动作完成，
作结束”之含义。
1）作表语 表示主语的心理感觉或所处的状态。许多动词的过去分词已经被当作形容词使用。如：disappointed, excited, moved, puzzled, pleased, surprised, lost等。
The window is broken. 窗户碎了。
He’s gone. 他走了。
Don’t get so excited. 别这么激动。
2）作定语 单个的过去分词作定语一般放在名词的前面，过去分词短语作定语通常放在被修饰的词后面，相当于一个被动语态的定语从句。如：
There are many fallen leaves on the ground.
地上有许多落叶。
Some of them, born and brought up in rural villages, had never been to Beijing.
他们中的一些人，在农村出生并长大，从没去过北京。
过去分词作定语也可用作非限制性定语，前后用逗号隔开。如：
The books, written by Guo Jingming, are very popular with teenagers.
这些书是郭敬明写的，深受青少年的喜爱。
Step Ⅳ Consolidation
Choose some NMET exercises for students to practice. Show these exercises on the PowerPoint.
1. Prices of daily goods ____ through a computer can be lower than store prices.
A. are bought B. bought
C. been bought D. buying
2. With a lot of different problems ____, the newly-elected president is having a
hard time.
A. settled B. settling
C. to settle D. being settled
3. Don’t use words, expressions or phrases ____ only to people with specific knowledge.
A. being known B. having been known
C. to be known D. known
4. When I got back, I saw a message ____ to the door____ “Sorry to miss you; will call later.”
A. pin, read B. pinning, reading
C. pinned, reading D. pinned, read
Keys: B C D C
Word study exercises are assigned as homework. Students are asked to finish them
after class.
Step Ⅴ Homework
1. Finish the grammar exercises on Page91.
2. Finish Vocabulary Exercises 1-3 on Page89-90.:
Record after teaching :
Some Ss confused “v-ing” with “v-ed”/ “to do” used as attributive
Eg. an excited look
The Sixth Period Integrating Skills Teaching time : Sep. 20
Teaching goals教学目标
1. Target language目标语言
Talk about news. For a reporter, the basic task is to report an event truthfully.
2. Ability goals能力目标
Enable students to learn what facts are and what opinions are.
3. Learning ability goals学能目标
By comparing two passages about the same event, students will realizereporters should report events truthfully.
Teaching important points教学重点
Enable students to learn what facts are and what opinions are.
Teaching difficult points 教学难点
How to write news stories.
Teaching methods教学方法
Task- based teaching, comparing, and speaking
Teaching aids教具准备
1. A recorder 2. A projector 3. A computer
Teaching procedures && ways教学过程与方式
Step I Revision
Check the homework.
T: Boys and girls! Let’s look at the two stories.
Show the two pictures on the PowerPoint.
Who will say something about Picture1?
S1: It is a fairy tale.The story will be described in the order in which they happened.
T: Quite good. What about Picture 2?
S2: Picture 2 is a news story. I don’t think it is described in the order of time.
T: Right. That’s the difference. News stories seldom describe events in the order in which they happened (chronological order). News writers know their readers have
limited time and they want the latest or most significant developments (the news) first. Thus, news stories are opposite to fairy tales.
Show these sentences on the PowerPoint.
Step Ⅱ Listening
T: So much for the homework. Open your books and look at Page 15.Look at the two pictures first. Please describe the first picture.
S1: There are a group of angry men armed with sticks outside a factory.
T: Right! What about Picture 2?
S2: Waste gasses from the factory are being sent into the air. Many people with slogans in hand are demonstrating against pollution.
T: Yes, you are quite right. But can you imagine the two pictures are about the same event? Now I will play the tape for you to listen. After listening to the two reports,
you will discuss the questions on Page15.
Step Ⅲ Discussion
After listening to the tape, students are given several minutes to discuss the questions
in groups. After several minutes, students are asked to give their answers.
Suggested answers:
1. The first report is in favor of the company, while the second supports the
demonstrators.
I think the first report was written by a worker. The second was written by one of
the activists.
Less than a hundred people or more than ninety citizens outside a factory is fact.
That the police came is a fact.
Fighting with each other is also a fact. “Cause trouble, most successful company,
rude and noisy, difficult to get into the factory, trouble-makers” are opinions in the
first report. In the second the following are opinions.
“Responsible and caring, the city’s worst polluter, brave and strong, sent out a
group of angry men armed with sticks to fight with the citizens.”
2. For the first report, I would like to use “Trouble-makers were taken to the police station” as the headline. I would choose the picture with a group of men with sticks. For the second report, I would like to use “Demonstration outside the city’s worst polluter”. I would like to use the picture with many people holding slogans.
Step Ⅳ Speaking
After students finishing the group work, go back to the speaking activity and decide
how to report the events they have chosen. Discuss what picture to use and tell the
reasons. Decide what headlines to use and tell the reasons. For this activity students
are given 10 minutes. Ten minutes later, students report their discussion to the whole
class. In this activity each group member should be involved.
Step Ⅴ Writing
After the discussion and demonstration of the speaking activity, students are asked to write a short newspaper article about it. They will write the article individually. Ten minutes later, check some of the articles on the projector with the whole class. Compare their articles about the same event.
Step Ⅵ Homework
1. Learn Integrating Skills on Page 92 IN THE PUBLIC EYE by themselves.
2. Students are asked to write a paragraph in which they compare two kinds of media: TV and newspaper or TV and websites referring to Page 16.
Postscripts:
. The Seventh Period Writing Teaching time : Sep. 21
Teaching Goals教学目标
Enable Ss to write a review of compare two kinds of media & to write an article about a famous TV personality.
Teaching important points and difficult points教学重点和难点
How to write a better comparison paragraph
Teaching methods教学方法 Task-based method
Teaching aids教具准备 projector, A computer
Teaching procedures && ways教学过程与方式
Step Ⅰ Pre-writing
T: Now look at the tips which may be helpful for you on Page 16.
Tell Ss how to find the differences & similarities
Step Ⅱ Samples of the Writings
Writing on Page 16
Writing a paragraph in which you compare two kinds of media, for example websites
and newspapers.
The similarities and differences between
websites and newspapers
Newspapers and websites are both important news media. Newspapers are traditional and have a long history, while websites are new. But they are similar to each other. Both provide news stories and information for people. Both make money by selling ads. Both have different pages. Both have headlines and pictures. But there are great differences between newspapers and websites. The first major difference between newspapers and websites is that websites need a computer and the Internet, while you can read a newspaper everywhere. Another difference is their writers. Newspapers are written by reporters, but websites can be written by anyone. What’s more, many websites are free, while most newspapers cost money. And websites have not only pictures but also audios and videos, which makes stories more interesting. The final difference is that websites change all the time. Many websites are updated many times every day. The latest news is always available on websites. That’s why more people prefer websites to newspapers.
Writing on Page 93
Imagine that you are a reporter for your local newspaper. Your editor has asked you to write an article about a famous TV personality. The editor has given you a list of questions that the readers interested in. Think of more questions and use the answers to write your article.
Li Zhuang, a very young promising host!
Li Zhuang, though only 25, is one of the most popular TV personalities. He is famous for the programme “Music online”.
Li Zhuang has a gift for music. His mother is a music teacher. When he was a small kid, he could sing many songs. At the age of 5, his mother sent him to a music school and this provided him a lot of opportunities to perform on the stage. Perhaps that’s one of the reasons why he is so good at performance. He was very active on the stage. Two years ago, he graduated from a normal university and began his career as a host. Before he came, there wasn’t a music programme. This is a great challenge to him. He worked very hard and watched a lot of video tapes of world famous music hosts. He is full of energy. With his mellow voice he can sing songs very well. He often invites pop stars to his programme. He can build a bridge of understanding easily between the stars and the audience. His enthusiasm always inspires the viewers. When you watch his programme, you cannot help singing. He is very popular, especially among the young people.
Despite the success, Li Zhuang remains modest. He said,“I have a long way to go and should improve myself.” Perhaps he will leave the show for further study.
Such is Li Zhuang, a very young promising host!
Step Ⅲ Writing
Step Ⅳ Comments on the writing
The teacher shows a few copies of the students’ homework on the projector. The whole class will check the answers together and correct the mistakes if there are any.
How to Write a Good News Story!
By: Bill Nelson
Thanks to the Scouters on Scouts-L who contributed to this page.
As you know, it is wonderful to watch our youth as they grow through the Scouting
program in character, citizenship and moral and physical fitness! Everyone in our community should know what we are doing and the great education our youth are obtaining through Scouting. Consider having a publicity person in your unit.
The local newspapers and TV stations are looking for community stories so we
have a great opportunity to tell our story.
News releases are easy to write up and many newspapers and TV stations now have
email addresses that you can send them to. Don’t forget to send releases to your local church, educational, community or corporate newsletters!
Every news release should be written to answer the essential questions of any news
item, commonly called the five Ws plus one:
Who will do it? What will they do?
When will they do it? Where will they do it?
Why will they do it? How will they do it?
The structure of the news release is important. It must be written so that the reader
has the essential information at the outset. The lead, usually the first paragraph or two, should summarize the “five Ws” to give the reader an overview. The rest of the paragraphs will answer the six questions. The longer the news release, the better the reader will understand the news. The news release should be typed double-spaced. The top of the page should include a title, contact name, and telephone number. ALWAYS include the Council Web site address, from there people can find out more about what we do and how to join. Note that if a paper prints your news release and needs to trim off for space, they will trim from the bottom.
News releases should be sent out for all sorts of activities, including, but not limited
to:
Special trips Parent’s Nights
Special events Social Activities
Service Projects Election of Offices
Pinewood Derbies Spring and Fall Recruiting
Photos catch the eye of the reader and make a story more interesting. News reporters know this and want a photo in the story as much as you do. If you have a photo, send it to them, but many newspapers would prefer to shoot their own. That means giving them plenty of notice of when your event will take place.
Some Tips:
1. Local weekly and semi-weekly newspapers are much more likely to publish your story. Look on the Editorial pages of those newspapers for a list of phone numbers
and email addresses.
2. Watch, listen, read your local media and start a list of media outlets that reports on these types of local events.
3. Read the paper and get a feel for the writing style. Write a news story not an advertisement. Your article may be cut so put the most important items up front.
4. Write to each company and ask for their Guidelines for Submissions. This should outline exactly how they wish to be notified about your event. Some request snail mail (not too many now) some will provide a special fax number, others may have a hotline, and still others may offer email. They may also request a certain format.
Ask about any special issues. They may have a neighborhood section that comes out a specific day of the week, there may be an annual issue with community
groups. Ask about deadlines they may have for those issues.
5. Keep holidays in mind. It’s a cliché, but helping the needy at Christmas, helping with a 4th of July event, etc. is classic Scouting and a standard for many papers.
6. Submit, submit, and submit. They will not yell at you for overloading their mailbox. They receive dozens to hundreds of them each day/week. The best ones or ones
that catch the editor’s attention get published.
7. It may help if you can make friends with the editor.
8. For pictures, action shots are generally better than lineups but in any case be sure the people in the picture are identifiable. Think about a sports picture and how it
usually focuses on one or two people--the other six or twenty people who were around the action got cut out by the photo editor. The focus is now on the action and the attention grabber isn’t lost in a crowd of people. It helps to provide larger pictures, i.e., 8x10, when available. Providing negatives helps with some papers.
9. Sometimes all that will be published is the picture with a caption. Clearly identify everyone in the picture and you may wish to secure releases from the parents of the
kids. Some parent may not want a child’s picture in the paper.
10. Think of how your event is unusual, i.e., the man bites dog story rather than the dog bites man. Special awards, big numbers, etc. should start your story. Avoid beginning “At Troop 0s monthly court of honor ...” What is different about your court of honor or event. One unit got some great coverage for their Court of Honor (COH) when the bat lady was the program - “Bat Lady Gives Life to Two Scouts”. A professor who studies bats showed some slides at the COH in anticipation on an upcoming outing to a bat cave. They had her present the Life Scout badges to two boys. Meanwhile, the story included all the other recognitions
that evening. Another local troop sent in their list of awards from a COH the same night and got no story.
11. News comes from NEW, not old. Get your stories in right away. If you take a week getting the info to the media, it is less likely to be used--history doesn’t
sell many newspapers.
12. If your story doesn’t get into the paper, don’t give up. Keep at it, you may have just hit a big news day and there wasn’t room. If several stories don’t make it,
give the editor a call and find out what you could do to improve your chances of getting published.
Finally, don’t forget to thank the reporter after the article is published for doing a good job in reporting the event!
What Does An Editor Do?
www.persuasivepen.com
by Holmberg, Janis
An editor corrects and prepares writing for publication. Three kinds of editing many editorial services offer are proofreading, content editing, and consulting and creative editing, or rewriting.
Proofreading marks the document for types, spelling, capitalization, punctuation, subject-verb agreement, and errors in word usage.
Content editing includes proofreading notations, and also analyzes reports and makes suggestions for word choice, figures of speech, sentence and paragraph structure and style, and overall readability.
Consulting and creative editing includes proofreading and content editing, and also works with the writer to determine the target audience, define and project an identity, and design or redesign the document to connect with and convince the target audience.
Here are some examples of proofreading, content editing and consulting and creative editing:
The original paragraph:
It is my painful duty to inform you that circumstances forced me to request the Finance Manager to relinquish his position. This action was not taken lightly and without incontrovertible evidence. Information received last Friday confirmed suspicions rose after taking the position concerning the misrepresentation of facts both before and after his appointment as to the holding of a doctorate. He has submitted his resignation effective January 22 .
The proofread paragraph:
It is my painful duty to inform you that circumstances forced me to request the finance manager to relinquish his position. This action was not taken lightly or without incontrovertible evidence. Information received last Friday confirmed suspicions rose after taking the position concerning the misrepresentation of facts both before and after his appointment as to the holding of a doctorate. He has submitted his resignation effective January 22, 1999.
The edited paragraph:
I am sorry to inform you that I have asked the finance manager to resign his position. I took this action because the company has evidence that this employee misrepresented his educational qualifications. The resignation is effective January 22, 1999.
The recreated paragraph:
Effective January 22, 1999, the finance manager has resigned his position with XXX Company.
Each revision reflects a decision about what and how much to change. A good editor works with the client to communicate clearly and concisely.
Some practical things
1. Brainstorming meetings.
Have them, but you’ll need a few rules to make them work. Sometimes I schedule them and make attendance mandatory. These meetings always have a topic, announced in advance. It might be something as simple as, “How can we come up with a great story for Mother’s Day” or it might be to explore some broader topic in the news, such as, “What can we do that no one else is doing on how DNA evidence is affecting the criminal justice system.”
Keep the meeting on the subject and never have one without a topic or it will turn into a useless bull session or maybe even a gripe session.
More often, the brainstorming sessions are held standing up, in the middle of our newsroom, over some story that is in the news or some issue that is suddenly on our
minds.
It is vital to foster an environment in which these discussions happen spontaneously, and anyone in the room feels free to start them.
Whether the meetings happen spontaneously or are scheduled, there is one golden rule. No one is allowed to say something is a bad idea. It kills discussion. And a lot of the best ideas are the ones that may sound stupid at first because they are different. The obligation of everyone in the brainstorming session should be to run with the idea and see where it leads. The prevailing ethic of these meetings should be this thought: If we were to proceed with this idea, what would we do?
2. Go for walks outside.
Get out of the office as much as you can, especially if you are a manager and actually have an office. In the office, it is hard for an editor to shed the illusion that
he has power, and this can make it difficult for folks to talk freely in front of you. The worst place you can be if you want your staff’s best thinking is on your throne
behind your desk. It’s not that getting out of the office fools anybody. They still understand the power relationships. But when you are outside, walking together, the symbols of editor power are absent and both you and your staffer can be more relaxed. The conversation changes from underling-boss to two folks who care about journalism having a chat. This more than a good way to talk to staff about story ideas or about their work. I think it is THE way to conduct job interviews. I always
take job candidates out of the office for a stroll to Central Park. On these jaunts, the candidate’s personality true personality is likely to come out, and since you will be
spending more time with your staff than with your spouse, you don’t want to hire any assholes. Added benefit: I get to smoke a good cigar when I walk.
3. Mentoring as part of the job.
Almost every newspaper has a few privileged writers. They have the best jobs, cover the biggest stories, and do the least amount of routine. (Here at AP, the writers in my department are particularly privileged. Their job is to do the great stories. They can go anywhere, write about anything, and take all the time that they need, as long as they produce first-class work.) With such privilege there should also be responsibility. So, I have made mentoring a category-along with such things as writing quality, productivity, creativity, etc. - in the annual appraisal form for my writers. There is no formal mentoring program. Rather, I make it clear to my writers that they have a responsibility to share what they know and that they had better find a way to do it. Some of them have taken several inexperienced bureau reporters under their wings. Others make it a point of stopping in at local AP bureaus on their travels and conducting writing or reporting workshops. And, oh yeah. No mentoring, no merit raise.
4. Where do ideas come from?
Make sure that everyone in the newsroom understands that at least 90 percent of the story ideas come from writers. Writers who sit around waiting for assignments
are not doing their jobs and need to be told as much. Editors who dream up most of the ideas for their staffs and then assign them are an even bigger problem and should be reeducated or fired. It’s not that editors can’t have ideas. Of course they can. But there is no way they can have anywhere enough good ones to keep a staff busy. I work in an office overlooking Rockefeller Plaza. If I lean out my window, I can see the famous skating rink, but that’s all I can see of the world from the place I spend most of my time. If, from here, I already know something is a story, how likely it is to be news. The writers must be the eyes and ears of the newspaper. The best ideas are the ones they come back to the office with and astonish us. Make idea generation the most heavily weighted category in annual evaluations of reporters.
5. First person stories.
Encourage them - especially in writers who write in journalese or with stiff, institutional voices. There is something about writing in first-person, about personal
experiences, that loosens writers up. It helps them overcome wrong-headed ideas about what journalism writing is supposed to be like and find their own natural
voices as writers.
6. Big ideas Movie reviews.
Encourage staffers all over the newspaper to write them -once again, especially those writers mired in journalese or institutional writing voices. Reviews, too, can loosen these writers up and help them discover their own voices. One AP writer, for example, has become a much different and much better writer since taking a regular turn reviewing children’s movies. (He always takes his kids along for their expert opinions.)
Big ideas
Beware of the boxes.
Newsroom structures put our staffs, and often our thinking, inside boxes. Usually they have labels such as “sports,” “business,” “arts && entertainment,” etc. The world, however, is not organized that way. We must not let the boxes we are in define how we see the world or how we write our stories. But often we do. Suppose, for example, we learn that a new restaurant near the State House is the new hot place for legislators to have their power lunches. If the business department does the story, it will be a business story. If the politics desk does it, it will be a political story. If the city desk does it, it may be a city life story. It could also be a restaurant review. But what is the BEST story? Meanwhile, some of the very best stories may not get done at all because they don’t fall into any of the boxes we have created. We must let the world as it is -- not our organizational structures -- define our work. And if you’ve moved to a team structure, don’t make the mistake of thinking you have solved this problem. What you have done is create a different set of boxes.
篇6：人教版高二unit5
The First Period Listening Teaching time : 10.18
Teaching goals教学目标
1. Target language目标语言
重点词汇和短语 consist, powerful, state, confusing, mistaken
2. Ability goal能力目标
Listen to a dialogue and from the dialogue the students should have an opinion that people will have different reports about the same event.
3. Learning ability goal学能目标
Listen to a dialogue and be able to express one’s opinion in a positive or negative way.
Teaching important points教学重点
Talk about news and media
Teaching difficult points 教学难点
How to improve students’ listening ability and teach them
to express opinions.
Teaching methods 教学方法
1. Listening to the tape (individuals).
2. Discussion after listening to the materials.
Teaching aids 教具准备
1. A recorder
2. A projector
3. A computer
Teaching procedures & ways 教学过程与方式
Step I Leading in
T: Good morning, boys and girls! Look, what is in my hand?
Ss: A newspaper.
T: What can we get from a newspaper?
Ss: We can learn what has happened or is happening home and abroad.
T: Good. Do you read newspapers every day?
S1: No, I surf on the internet. In my opinion, the most popular and convenient way is to surf on the internet.
S2: I would like to listen to radio.
S3: I watch TV every day.
S4: I prefer to read magazines. There are photos in magazines. They are pleasing to the eyes. And photos help us to understand the articles.
T: Quite good. I’m very glad you know many kinds of news media. Now let’s talk more about these news media.
Step Ⅱ Warming up
First the teacher will show students different news media. Then talk about them and compare these news media.
T: Boys and girls, please look at the questions on the PowerPoint. I’d like you to discuss them with your partner for 3 minutes. Then I will ask you to speak out your
opinions.
After students express their opinions, show the possible answers on the PowerPoint.
Possible answers:
1. I think TV is the most reliable news media. Because we can see who is responsible for the news.
2. Websites keep on updating the news. So on websites you can always learn the latest news, sometimes even with audio and video.
From TV you can see both the broadcaster and videos. From radio you can only hear the voice without seeing the scenes. You can read newspaper everywhere. It is easy to get magazines and we can take longer time to read them.
3. I trust TV, leading papers and important radio stations.
4. No.
5. magazine, newspaper, radio, TV, website, broadcast, editor, edit, editorials, facts, headline, interview, journalist, opinions, reliable, reporter, true and so on.
Step Ⅲ Pre-listening
Ask students to look at the two pictures on Page 10. Talk about the two pictures first. Ask students to use their imagination and describe the scenes. Try to think of as many words as possible to describe people.
Step Ⅳ Listening
Play the tape for the students. After listening for the first time, the students should tick the information they can hear in each part. Then play the tape again. This time students will answer the second question on Page 10. After checking the answers, do the rest of the exercises.
Step Ⅴ Describing people
Show the following passages to the students. Ask them to read the passages and speak out what impression the people give them. Are they described in a positive way or a negative way?
T: Ok. Boys and girls. Look at the two short passages. Try to judge whether they are described in a positive way or not.
John Trussell
My little brother. (I don’t care that he’s four years older than me.) I never had a brother before, but he’s the best one I think I may ever have who brings me the pleasure of adopting (收养). In spite of all the pain that he occasionally goes through, I have seen him bear it with patience and calm, and do his best to make certain that no one else was hurt before coping with his own pain. It is my only hope that I will never lose this little brother.
Chuck Tetzlaff
He is very funny, overworked, and is the third man I’ve ever met who can consistently make me unable to stop laughing. At the same point, I will get to see him more often, but that will probably be after he finishes working for his Chemistry Professor.
Ss: They are described in a positive way.
T: Read the following passage. Try to judge the man’s attitude towards life.
I was on my way down an elevator at the Hilton in Arlington, Texas, ready to begin a seminar on how to develop more positive team relationships. I shared that ride with a man whose face bore the frown lines that evidenced a less-than-positive attitude.
He commented, “I’m not so sure about this elevator.”
“Oh? Why not?” I asked.
“It was slow getting to us, and it sounds funny.”
“I’m sure we’ll make it,” I encouraged him.
“I don’t know. You never can tell about these things.”
When we arrived at the first floor, I said, “Well, we made it!”
Unimpressed, he answered, “Yeah, but the door’s not open yet.”
Ss: The man’s attitude is negative.
T: Yes, you are quite right. Being positive makes life enjoyable.
Read the following. It will help you to become positive.
Changing negative thoughts
Situation Negative
thoughts Other explanations
Getting critical
feedback for
an essay I am stupid. I didn’t have much time to do this essay the workload has been very heavy recently. I chose to do other things as well. The work is supposed to be challenging. Constructive criticism helps me to improve. I’ve done well in the past, which shows I can do well.
My friend does
not want to see
me tonight. They don’t
care about
me any more. They said they had to work tonight - this is most likely true. We saw each other at the weekend and had a good time. They said some nice things to me lately and seemed to care the last time we met.
T: After we learn so much about negative and positive description. I’m sure you can describe people in both ways. Today’s homework is to describe someone that you
are familiar with in a negative way and then in a positive way.
Step Ⅵ Homework
1. Finish the listening exercises on Page88.
2. Try to describe someone that you are familiar with in a negative way first and then in a positive way.
Record after teaching:
For listening part, it’s difficult for the Ss to write the words in the last step.
The Second Period Speaking Teaching time : Oct. 19
Teaching goals 教学目标
1. Target Language目标语言
Talk about news and the media
Practice expressing opinions
What do you think of ...?
What’s your opinion?
Why do you choose ...?
Perhaps ... is more important.
I would rather choose ...
I don’t think we should choose ...
Maybe it would be better to choose ...
Our readers want to know about ...
2. Ability goals能力目标
Students will act the role of editors. As editors, the students will decide which events to put in the newspaper.
3. Learning ability goals学能目标
By comparing different news media, students will learn to be editors. By speaking out their own opinions, students will learn to express their opinions.
Teaching important points教学重点
Practice expressing opinions.
Teaching difficult points教学难点
How to express one’s opinion clearly and make oneself understood.
Teaching methods教学方法
Discussing and speaking
Teaching aids 教具准备
A tape recorder, a projector and a computer
Teaching procedures && ways 教学过程与方式
Step I Revision
Check homework. Pick out some students’ homework to show to the whole class.
T: So much for your homework. As we know，things described in different ways have quite different effect. Being a reporter, one should observe the professional moral. Now let’s look at what some reporters have written.
Step Ⅱ Leading in
After checking homework, divide the students into different groups and hand out some newspapers to them. Ask them to find out the different events on different pages. Then discuss why these events are put in the newspaper. Students are given five minutes. Five minutes later, students are asked to speak out their opinions. During this activity, make sure each member is involved. When expressing their opinions, they should remember to use the following expressions.
I think ..., In my opinion ..., I think the reason why ... is that ...
T: Look at the newspapers in your hand. Please discuss why these events are put in the newspaper. Please speak out your opinions using the following expressions.
Show the expressions on the PowerPoint.
Five minutes later, students are asked to perform their discussion. They are encouraged to have different opinions.
T: OK. Boys and girls. Stop discussing please. I’d like each group to speak out your opinion. Don’t forget to use the expressions.
Eight minutes later, go on with the speaking part on Page10.
Step Ⅲ Speaking
T: Would you like to be an editor?
Ss: Yes.
T: If you are an editor, what events will you put in your newspaper?
Students may give various answers.
T: Good. Now suppose you are editors of a newspaper. Here are ten things that happened today. You may only report five of them (ON PAGE 10). Decide which events you are going to put in your newspaper and give reasons for your choices. Discuss with your group members. When you express your opinion, please use the following expressions. Show the expressions on the PowerPoint.
What do you think of ...?
What’s your opinion?
Why do you choose ...?
Perhaps ... is more important.
I would rather choose ...
I don’t think we should choose ...
Maybe it would be better to choose ...
Our readers want to know about ...
Students are given 8 minutes to discuss. 8 minutes later, they will be asked to act out
their discussion in front of the class.
Step Ⅳ Role play
Pair works on Page 88.
T: Boys and girls! Great news for you. A film star, a sports star and a fireman/firewoman are here. You have the golden opportunity to choose what you would like to be. And you will be interviewed by a very famous reporter. Complete the role cards on Page 88 and prepare your interview. You are given 8 minutes to do the interview. Then I will ask some pairs to perform.
Eight minutes later, ask some groups to present the interview.
Step Ⅴ Report
There are several different newspapers edited by students in our school. Teacher may
ask the student editors to introduce what work an editor does.
T: Student1, I was told you are an editor of the Students Union Paper. Would you please tell us what work an editor does?
S1: First I discuss the events with other editors and decide what to report. I also help writers to correct their writing.
T：How is your paper made?
S1: After having decided what to report, we will ask reporters to cover the events and write articles.
S2: After the stories being written, they will be handed to editors.
S1: Then we choose some good ones to put on different pages. Editors also write headlines for stories and make some necessary changes. Then the time for printing the newspaper comes.
T: Thank you very much. Now we are clear about an editor’s job and how the newspaper is made. If you want to learn more, please surf on the Internet and find how the newspaper is made. You can also find some information from the text on Page 11.
Step Ⅵ Homework
Surf on the Internet to find some information about news and news stories.
Read the text to find some information about how the news paper is made.
Record after teaching: Most of the students can only speak a little. Try to lead the students to speak more .
The Third Period Reading Teaching time : Oct. 20
Teaching goals 教学目标
1. Target Language目标语言
a. 重点词汇和短语
headline, inform, informed, relate, talented, switch, present, reflect, effort, spiritual, AIDS, seldom, addict, social, ignore, attention, view, tolerate, affair, for once, be addicted to, suffer from, even if, draw attention to,
on all sides, change one’s mind, current affairs
b. 重点句型
The editor’s job is to keep the newspaper balanced and interesting to the readers.
2. Ability goal 能力目标
Enable students to talk about news and the media and learn how the news is made.
3. Learning ability goal 学能目标
Students are divided into different groups. Each groupmember will play a different role to talk about news and media. Each group member should be involved and knows his role very well. Through these activities students should learn to be involved, co-operate and solve problems.
Teaching important points教学重点
Talk about news and media.
Teaching difficult points教学难点
How to express oneself clearly and correctly.
Teaching methods教学方法
Listening, reading and discussing
Teaching aids 教具准备
A tape recorder, a projector and a computer
Teaching procedures && ways 教学过程与方式
Step Ⅰ Revision
Check the homework. Ask students to say something about newspaper.
T：Good morning/ afternoon, boys and girls!
Ss: Good morning Mr. /Ms …!
T: Yesterday I asked you to surf on the Internet to find some information about news and media. Have you found any?
S1: I’ve found the style of the news story. Most news stories have a very clear style. They give the main points at the top in the headline and the leading paragraph(s).
The body of the story then adds details, statements and comments from people involved in the story, and plus any background which the writer feels necessary.
S2: News stories are easy to understand. Most news stories have three distinct sections: the headline, lead and body. Since each of these sections repeat or expand upon the story’s main points, you get at least three chances to understand them. The opening paragraph of the news story is known as the lead. Usually, the
lead will tell you what the “something happened” is. That information is generally found in the subject and in main verb of the leading sentence, so a little knowledge of the grammar of the lead will be useful.
Something happened
● Something happened.
● Something is happening.
● Something is going to/is expected to/might happen.
● Someone said something happened.
● Someone said something was happening.
● Someone said something was going to happen.
● Someone said something should happen.
● Someone said something should not have happened.
S3: I have found something about headlines. From the internet I learned there are two types of headlines. Most news stories use sentence headlines although they may be shortened by omitting certain words as you will see later. Many feature stories and some very short news stories use phrase headlines or titles which leave out the verb. Here are some examples of them:
Sentence
headlines Green Party Refuses to Back Nader for President
Scientists Listen to Whale hearing Via’Third Ear’
Bush’s Strength Is Also His Weakness
Man Complains Bad Rope Spoiled His Suicide
Phrase
headlines Politician Killed in Pakistani City
Bush in T-shirt not for broadcast
Family Friendly Television Group Growing Face Transplant No Longer Science Fiction
Step Ⅱ Pre-reading
T: I’m very glad you have learned a lot about news and news stories. Les’s continue the headlines. In this class we are going to learn “Behind The Headlines”. First open your books and look at Page11. Look through the pre-reading. Look at the title and pictures. Try to guess which of the following questions the text will answer.
It doesn’t matter whether students answer the questions right or not. The text is easy to understand, so it is not necessary to spend much time on the text. After dealing with pre-reading, turn to the text.
Step Ⅲ Reading
First play the tape for students, and then students are asked to answer the following
questions:
1. Are the two reporters interviewing others or being interviewed?
2. How do reporters decide what they are going to write?
3. What is the editor’s job?
Show the questions on the PowerPoint.
T: OK, so much for the pre-reading. Let’s come to the text. First look at the questions on the screens. (Students read the questions together).I will play the tape of the text for you. When you listen to the tape, please try to find the answers to the three questions.
After listening to the tape, ask students to answer the questions. Then show the
suggested answers on the PowerPoint.
Suggested answers:
1. The two reporters are being interviewed. They are interviewees.
2. Editors and reporters will discuss what events to report, how to report them and why. Editors will listen to reporters’ ideas and give suggestions.
3. The editor’s job is to keep the newspaper balanced and interesting to readers.
T: Well done! Now read the text and discuss the questions with your partner. Why is media so important?
This time students are asked to read the text loudly. After reading the text, the students
should discuss the above questions with their partners. Several minutes later, ask
some students to give their answers. The teacher will sum up the answer.
Suggested answer:
The media can often help people to solve problems and draw their attention to situations where help is needed. Carefully written articles can help people become interested in important questions around the world. TV programmes and printed articles help people to learn about the other part of the world. They lead us to a better understanding of the world on all sides and to a future world where people from all countries are respected and different views and opinions are tolerated.
T: After you’ve learned a lot about the newspaper. I’d like you to complete the following diagram. Then try to explain how a newspaper is made according to the diagram.
Suggested answers:
After checking the answers, ask some students to explain how a newspaper is made.
Step Ⅳ Explanation
Deal with some difficult sentences.
T: Let’s come to some details of the text. Do you find any difficult sentences to understand?
S1: I cannot understand the title “Behind the Headlines”?
T: S2, how do you understand it?
S2: I think the text talks about news stories behind the headlines.
T: S3, what’s your opinion?
S3: I think the text tells how news stories are written.
S4: I think the text is about what an editor does, reporters’ work, how the news is made and written.
T: Quite right. The title tells us that the text is about editors and reporters’ work and how the news is made and written.
S1：Thanks. Could you explain this sentence to me? A reporter begins by contacting the people to be interviewed and then prepares questions.
T: Contacting the people that reporters are going to interview is reporters’ first step of work. That is to say, first they make an appointment with the people that they are going to interview, and then prepare the questions they are going to ask. After that they will write the news reports. Do you have any difficulty?
Ss: No more.
T: OK. Now let’s come to the post reading questions.
Step Ⅴ Post-reading
Look through the text again. Deal with the post-reading questions. Students are divided into groups and discuss the questions together. After several minutes, check the answers with the whole class.
T: Boys and girls! Now I’d like to have your answers. Group1, what is your answer to the first question?
Group1: How a reporter decides what to write, why people read newspapers, how newspapers report what happens and how newspapers help us understand the world are answered. The other two are not answered.
2-4 questions are open ending questions. Students are en couraged to give various
answers.
Step Ⅵ Homework
1. Here are the beginnings of two stories. Compare them and try to find out their differences.
Show the following pictures on the PowerPoint 4 on Page 90 in their exercise-books.
Record after teaching:
The Ss got familiar with the process of making a newspaper .
The Forth Period : language points Teaching time : Oct. 21
Teaching goals教学目标
1．Target language目标语言
rather than , switch, keep + O. + O.C , adapt to, even though ect.
2．Learning ability goals学能目标
Let Ss learn how to use the expressions
Teaching important points教学重点
The use of the expressions.
Teaching difficult points教学难点
How to teach Ss to master the usage of the expressions
Teaching methods教学方法
Explanation, Practice
Teaching aids教具准备 A computer A blackboard
Teaching procedures && ways教学过程与方式
Step Ⅰ Revision
T: Good morning, Students！
S: Good morning, sir/madam！
T: First let’s review what you learnt in the last class. Who can tell me the words that you learnt in relation to news media ?
Step Ⅱ Language points 课文注释与疑难解析
1． The two reporters agreed to switch roles for once and be the interviewees rather than the interviewers in order to let us know about their work and how the news we read is made.
为了让我们了解他们的工作及我们看的新闻是如何产生的，这两个记者这
次同意转换角色，来做一次被采访者而不是采访者。
a. switch改变，变化；交换
He switched the conversation from one subject to another.
他转变了话题。
I used to cook on electricity, but I’ve switched to gas.
我过去用电烧饭，但现已换成用煤气了。
Let’s switch the discussion to another topic.
让我们换一个讨论题目。
（与on, off连用）开关（电器等设备）
Shall I switch the TV on? 我可以打开电视吗？
Please switch the radio off.请关掉收音机。
b. rather than 胜于, 是…而不是…；与其说是…不如说是…
These shoes are comfortable rather than pretty.
这双鞋不好看，但是舒服。
I would like soda rather than cola.
我喜欢喝苏打水，而不是可乐。
American young people would rather get advice from strangers.
美国的年轻人宁可从陌生人那里获取建议。
We would rather receive money than the usual gifts.
我们宁可接受钱，而不希望收到通常的礼物。
2. The editor’s job is to keep the newspaper balanced and interesting to the readers.
编辑的任务是保持报纸的均衡和趣味性。
keep the newspaper balanced and interesting为keep + 宾语+宾补结构式 使人或物保持…状态
宾补可以由介词短语、形容词、副词和分词短语充当。
I always keep the key in my pocket.
我总是把钥匙放在口袋里。
I’m sorry to keep you waiting for so long.
真抱歉让你等了这么长时间。
Please keep the room clean.
请保持室内清洁。
Keep him out.别让他进来。
3. Even though I have interviewed famous people, the story I like best is about an ordinary young woman who tries to adapt to her new life after having studied abroad.
尽管我采访过名人,但是我最喜欢的还是关于一个从国外学习归来的普通女孩努力适应新生活的故事。
此句中含有两个定语从句。I like best 是the story 的定语从句, who tries to adapt to her new life after having studied abroad是the young woman 的定语从句
a. even though/if即使, 尽管用作连词，引导让步状语从句。
Even if I have to walk all the way, I will get there.
即使我的一路走着去，我也要走到那里。
I like her even though she can be annoying.
尽管她有时很恼人，我还是喜欢她。
b. adapt to适合
When he moved to Canada, the children adapted to the change very well.
他移居加拿大后孩子们很快适应了变化。
Record after teaching :
Some Ss felt confused about the differences among “ more than , no more than , not more than , other than”
The Fifth Period Grammar Teaching time : Oct. 22
Teaching goals 教学目标
1. Target language目标语言
Enable students to identify words with positive, negative or neutral meaning.
Learn about the Past Participle (1): used as Attribute and Predicative
2. Ability goals 能力目标
Learn about the Past Participle (1): used as Attribute and Predicative
3. Learning ability goals学能目标
By doing exercises of past participle students will have a good command of the grammar.
Teaching important points教学重点
The Past Participle (1): used as Attribute and Predicative
Teaching difficult points 教学难点
Use the correct form of verbs to fill in blanks.
Teaching methods教学方法
Explaining and practicing
Teaching aids教具准备
1. A projector 2. A computer
Teaching procedures && ways教学过程与方式
Step Ⅰ Revision
Ask some students to make a brief introduction of Yang Lan.
Go over the text and ask students to pick out the sentences containing past participles.
Step Ⅱ Grammar
There are eight sentences in the text. Then do Exercise 1. Students are asked to do the exercises individually. Then check the answers with the whole class. After checking the answers, ask students to sum up the usage.
T: Please read the 8 sentences and find out which past participles are used as attribute and which are predicative. Later we will check the answers together.
Suggested answers:
Attribute: experienced, informed, talented, organised, stolen, addicted and printed
Predicative：needed, respected and tolerated
Do Exercise 2. Ask students to write the sentences on a piece of paper, and then show
some on the projector. Through this activity, enable students to be careful about their
writings.
Suggested answers:
informed decisions= decisions that are informed
talented journalists= journalists who are talented
an organized way= a way that is organized
stolen culture relics= culture relics that had been stolen
people addicted to drugs= people who are addicted to drugs
printed articles= articles that are printed
Then deal with Exercise 3-5 in a similar way.
Step Ⅲ Explanation
To make sure students fully understand the grammar, explain and sum up in Chinese.
Step Ⅳ Consolidation
Choose some NMET exercises for students to practice. Show these exercises on the PowerPoint.
1. Prices of daily goods ____ through a computer can be lower than store prices.
A. are bought B. bought
C. been bought D. buying
2. With a lot of different problems ____, the newly-elected president is having a
hard time.
A. settled B. settling
C. to settle D. being settled
3. Don’t use words, expressions or phrases ____ only to people with specific knowledge.
A. being known B. having been known
C. to be known D. known
4. When I got back, I saw a message ____ to the door____ “Sorry to miss you; will call later.”
A. pin, read B. pinning, reading
C. pinned, reading D. pinned, read
Keys: B C D C
Word study exercises are assigned as homework. Students are asked to finish them
after class.
Step Ⅴ Homework
1. Finish the grammar exercises on Page91.
2. Finish Vocabulary Exercises 1-3 on Page89-90.:
Record after teaching :
Some Ss confused “v-ing” with “v-ed”/ “to do” used as attributive
Eg. an excited look
The Sixth Period Integrating Skills Teaching time :Oct. 23
Teaching goals教学目标
1. Target language目标语言
Talk about news. For a reporter, the basic task is to report an event truthfully.
2. Ability goals能力目标
Enable students to learn what facts are and what opinions are.
3. Learning ability goals学能目标
By comparing two passages about the same event, students will realizereporters should report events truthfully.
Teaching important points教学重点
Enable students to learn what facts are and what opinions are.
Teaching difficult points 教学难点
How to write news stories.
Teaching methods教学方法
Task- based teaching, comparing, and speaking
Teaching aids教具准备
1. A recorder 2. A projector 3. A computer
Teaching procedures && ways教学过程与方式
Step I Revision
Check the homework.
T: Boys and girls! Let’s look at the two stories.
Show the two pictures on the PowerPoint.
Who will say something about Picture1?
1: It is a fairy tale.The story will be described in the order in which they happened.
T: Quite good. What about Picture 2?
S2: Picture 2 is a news story. I don’t think it is described in the order of time.
T: Right. That’s the difference. News stories seldom describe events in the order in which they happened (chronological order). News writers know their readers have
limited time and they want the latest or most significant developments (the news) first. Thus, news stories are opposite to fairy tales.
Show these sentences on the PowerPoint.
Step Ⅱ Listening
T: So much for the homework. Open your books and look at Page 15.Look at the two pictures first. Please describe the first picture.
S1: There are a group of angry men armed with sticks outside a factory.
T: Right! What about Picture 2?
S2: Waste gasses from the factory are being sent into the air. Many people with slogans in hand are demonstrating against pollution.
T: Yes, you are quite right. But can you imagine the two pictures are about the same event? Now I will play the tape for you to listen. After listening to the two reports,
you will discuss the questions on Page15.
Step Ⅲ Discussion
After listening to the tape, students are given several minutes to discuss the questions
in groups. After several minutes, students are asked to give their answers.
Suggested answers:
1. The first report is in favor of the company, while the second supports the
demonstrators.
I think the first report was written by a worker. The second was written by one of
the activists.
Less than a hundred people or more than ninety citizens outside a factory is fact.
That the police came is a fact.
Fighting with each other is also a fact. “Cause trouble, most successful company,
rude and noisy, difficult to get into the factory, trouble-makers” are opinions in the
first report. In the second the following are opinions.
“Responsible and caring, the city’s worst polluter, brave and strong, sent out a
group of angry men armed with sticks to fight with the citizens.”
2. For the first report, I would like to use “Trouble-makers were taken to the police station” as the headline. I would choose the picture with a group of men with sticks. For the second report, I would like to use “Demonstration outside the city’s worst polluter”. I would like to use the picture with many people holding slogans.
Step Ⅳ Speaking
After students finishing the group work, go back to the speaking activity and decide
how to report the events they have chosen. Discuss what picture to use and tell the
reasons. Decide what headlines to use and tell the reasons. For this activity students
are given 10 minutes. Ten minutes later, students report their discussion to the whole
class. In this activity each group member should be involved.
Step Ⅴ Writing
After the discussion and demonstration of the speaking activity, students are asked to write a short newspaper article about it. They will write the article individually. Ten minutes later, check some of the articles on the projector with the whole class. Compare their articles about the same event.
Step Ⅵ Homework
1. Learn Integrating Skills on Page 92 IN THE PUBLIC EYE by themselves.
2. Students are asked to write a paragraph in which they compare two kinds of media: TV and newspaper or TV and websites referring to Page 16.
Postscripts:
. The Seventh Period Writing Teaching time : Oct.24
Teaching Goals教学目标
Enable Ss to write a review of compare two kinds of media & to write an article about a famous TV personality.
Teaching important points and difficult points教学重点和难点
How to write a better comparison paragraph
Teaching methods教学方法 Task-based method
Teaching aids教具准备 projector, A computer
Teaching procedures && ways教学过程与方式
Step Ⅰ Pre-writing
T: Now look at the tips which may be helpful for you on Page 16.
Tell Ss how to find the differences & similarities
Step Ⅱ Samples of the Writings
Writing on Page 16
Writing a paragraph in which you compare two kinds of media, for example websites
and newspapers.
The similarities and differences between
websites and newspapers
Newspapers and websites are both important news media. Newspapers are traditional and have a long history, while websites are new. But they are similar to each other. Both provide news stories and information for people. Both make money by selling ads. Both have different pages. Both have headlines and pictures. But there are great differences between newspapers and websites. The first major difference between newspapers and websites is that websites need a computer and the Internet, while you can read a newspaper everywhere. Another difference is their writers. Newspapers are written by reporters, but websites can be written by anyone. What’s more, many websites are free, while most newspapers cost money. And websites have not only pictures but also audios and videos, which makes stories more interesting. The final difference is that websites change all the time. Many websites are updated many times every day. The latest news is always available on websites. That’s why more people prefer websites to newspapers.
Writing on Page 93
Imagine that you are a reporter for your local newspaper. Your editor has asked you to write an article about a famous TV personality. The editor has given you a list of questions that the readers interested in. Think of more questions and use the answers to write your article.
Li Zhuang, a very young promising host!
Li Zhuang, though only 25, is one of the most popular TV personalities. He is famous for the programme “Music online”.
Li Zhuang has a gift for music. His mother is a music teacher. When he was a small kid, he could sing many songs. At the age of 5, his mother sent him to a music school and this provided him a lot of opportunities to perform on the stage. Perhaps that’s one of the reasons why he is so good at performance. He was very active on the stage. Two years ago, he graduated from a normal university and began his career as a host. Before he came, there wasn’t a music programme. This is a great challenge to him. He worked very hard and watched a lot of video tapes of world famous music hosts. He is full of energy. With his mellow voice he can sing songs very well. He often invites pop stars to his programme. He can build a bridge of understanding easily between the stars and the audience. His enthusiasm always inspires the viewers. When you watch his programme, you cannot help singing. He is very popular, especially among the young people.
Despite the success, Li Zhuang remains modest. He said,“I have a long way to go and should improve myself.” Perhaps he will leave the show for further study.
Such is Li Zhuang, a very young promising host!
Step Ⅲ Writing
Step Ⅳ Comments on the writing
The teacher shows a few copies of the students’ homework on the projector. The whole class will check the answers together and correct the mistakes if there are any.
How to describe a landscape
By: Bill Nelson
Thanks to the Scouters on Scouts-L who contributed to this page.
As you know, it is wonderful to watch our youth as they grow through the Scouting
program in character, citizenship and moral and physical fitness! Everyone in our community should know what we are doing and the great education our youth are obtaining through Scouting. Consider having a publicity person in your unit.
The local newspapers and TV stations are looking for community stories so we
have a great opportunity to tell our story.
News releases are easy to write up and many newspapers and TV stations now have
email addresses that you can send them to. Don’t forget to send releases to your local church, educational, community or corporate newsletters!
Every news release should be written to answer the essential questions of any news
item, commonly called the five Ws plus one:
Who will do it? What will they do?
When will they do it? Where will they do it?
Why will they do it? How will they do it?
The structure of the news release is important. It must be written so that the reader
has the essential information at the outset. The lead, usually the first paragraph or two, should summarize the “five Ws” to give the reader an overview. The rest of the paragraphs will answer the six questions. The longer the news release, the better the reader will understand the news. The news release should be typed double-spaced. The top of the page should include a title, contact name, and telephone number. ALWAYS include the Council Web site address, from there people can find out more about what we do and how to join. Note that if a paper prints your news release and needs to trim off for space, they will trim from the bottom.
News releases should be sent out for all sorts of activities, including, but not limited
to:
Special trips Parent’s Nights
Special events Social Activities
Service Projects Election of Offices
Pinewood Derbies Spring and Fall Recruiting
Photos catch the eye of the reader and make a story more interesting. News reporters know this and want a photo in the story as much as you do. If you have a photo, send it to them, but many newspapers would prefer to shoot their own. That means giving them plenty of notice of when your event will take place.
Some Tips:
1. Local weekly and semi-weekly newspapers are much more likely to publish your story. Look on the Editorial pages of those newspapers for a list of phone numbers
and email addresses.
2. Watch, listen, read your local media and start a list of media outlets that reports on these types of local events.
3. Read the paper and get a feel for the writing style. Write a news story not an advertisement. Your article may be cut so put the most important items up front.
4. Write to each company and ask for their Guidelines for Submissions. This should outline exactly how they wish to be notified about your event. Some request snail mail (not too many now) some will provide a special fax number, others may have a hotline, and still others may offer email. They may also request a certain format.
Ask about any special issues. They may have a neighborhood section that comes out a specific day of the week, there may be an annual issue with community
groups. Ask about deadlines they may have for those issues.
5. Keep holidays in mind. It’s a cliché, but helping the needy at Christmas, helping with a 4th of July event, etc. is classic Scouting and a standard for many papers.
6. Submit, submit, and submit. They will not yell at you for overloading their mailbox. They receive dozens to hundreds of them each day/week. The best ones or ones
that catch the editor’s attention get published.
7. It may help if you can make friends with the editor.
8. For pictures, action shots are generally better than lineups but in any case be sure the people in the picture are identifiable. Think about a sports picture and how it
usually focuses on one or two people--the other six or twenty people who were around the action got cut out by the photo editor. The focus is now on the action and the attention grabber isn’t lost in a crowd of people. It helps to provide larger pictures, i.e., 8x10, when available. Providing negatives helps with some papers.
9. Sometimes all that will be published is the picture with a caption. Clearly identify everyone in the picture and you may wish to secure releases from the parents of the
kids. Some parent may not want a child’s picture in the paper.
10. Think of how your event is unusual, i.e., the man bites dog story rather than the dog bites man. Special awards, big numbers, etc. should start your story. Avoid beginning “At Troop 0s monthly court of honor ...” What is different about your court of honor or event. One unit got some great coverage for their Court of Honor (COH) when the bat lady was the program - “Bat Lady Gives Life to Two Scouts”. A professor who studies bats showed some slides at the COH in anticipation on an upcoming outing to a bat cave. They had her present the Life Scout badges to two boys. Meanwhile, the story included all the other recognitions
that evening. Another local troop sent in their list of awards from a COH the same night and got no story.
11. News comes from NEW, not old. Get your stories in right away. If you take a week getting the info to the media, it is less likely to be used--history doesn’t
sell many newspapers.
12. If your story doesn’t get into the paper, don’t give up. Keep at it, you may have just hit a big news day and there wasn’t room. If several stories don’t make it,
give the editor a call and find out what you could do to improve your chances of getting published.
Finally, don’t forget to thank the reporter after the article is published for doing a good job in reporting the event!
What Does An Editor Do?
www.persuasivepen.com
by Holmberg, Janis
An editor corrects and prepares writing for publication. Three kinds of editing many editorial services offer are proofreading, content editing, and consulting and creative editing, or rewriting.
Proofreading marks the document for types, spelling, capitalization, punctuation, subject-verb agreement, and errors in word usage.
Content editing includes proofreading notations, and also analyzes reports and makes suggestions for word choice, figures of speech, sentence and paragraph structure and style, and overall readability.
Consulting and creative editing includes proofreading and content editing, and also works with the writer to determine the target audience, define and project an identity, and design or redesign the document to connect with and convince the target audience.
Here are some examples of proofreading, content editing and consulting and creative editing:
The original paragraph:
It is my painful duty to inform you that circumstances forced me to request the Finance Manager to relinquish his position. This action was not taken lightly and without incontrovertible evidence. Information received last Friday confirmed suspicions rose after taking the position concerning the misrepresentation of facts both before and after his appointment as to the holding of a doctorate. He has submitted his resignation effective January 22 1999.
The proofread paragraph:
It is my painful duty to inform you that circumstances forced me to request the finance manager to relinquish his position. This action was not taken lightly or without incontrovertible evidence. Information received last Friday confirmed suspicions rose after taking the position concerning the misrepresentation of facts both before and after his appointment as to the holding of a doctorate. He has submitted his resignation effective January 22, 1999.
The edited paragraph:
I am sorry to inform you that I have asked the finance manager to resign his position. I took this action because the company has evidence that this employee misrepresented his educational qualifications. The resignation is effective January 22, 1999.
The recreated paragraph:
Effective January 22, 1999, the finance manager has resigned his position with XXX Company.
Each revision reflects a decision about what and how much to change. A good editor works with the client to communicate clearly and concisely.
Some practical things
1. Brainstorming meetings.
Have them, but you’ll need a few rules to make them work. Sometimes I schedule them and make attendance mandatory. These meetings always have a topic, announced in advance. It might be something as simple as, “How can we come up with a great story for Mother’s Day” or it might be to explore some broader topic in the news, such as, “What can we do that no one else is doing on how DNA evidence is affecting the criminal justice system.”
Keep the meeting on the subject and never have one without a topic or it will turn into a useless bull session or maybe even a gripe session.
More often, the brainstorming sessions are held standing up, in the middle of our newsroom, over some story that is in the news or some issue that is suddenly on our
minds.
It is vital to foster an environment in which these discussions happen spontaneously, and anyone in the room feels free to start them.
Whether the meetings happen spontaneously or are scheduled, there is one golden rule. No one is allowed to say something is a bad idea. It kills discussion. And a lot of the best ideas are the ones that may sound stupid at first because they are different. The obligation of everyone in the brainstorming session should be to run with the idea and see where it leads. The prevailing ethic of these meetings should be this thought: If we were to proceed with this idea, what would we do?
2. Go for walks outside.
Get out of the office as much as you can, especially if you are a manager and actually have an office. In the office, it is hard for an editor to shed the illusion that
he has power, and this can make it difficult for folks to talk freely in front of you. The worst place you can be if you want your staff’s best thinking is on your throne
behind your desk. It’s not that getting out of the office fools anybody. They still understand the power relationships. But when you are outside, walking together, the symbols of editor power are absent and both you and your staffer can be more relaxed. The conversation changes from underling-boss to two folks who care about journalism having a chat. This more than a good way to talk to staff about story ideas or about their work. I think it is THE way to conduct job interviews. I always
take job candidates out of the office for a stroll to Central Park. On these jaunts, the candidate’s personality true personality is likely to come out, and since you will be
spending more time with your staff than with your spouse, you don’t want to hire any assholes. Added benefit: I get to smoke a good cigar when I walk.
3. Mentoring as part of the job.
Almost every newspaper has a few privileged writers. They have the best jobs, cover the biggest stories, and do the least amount of routine. (Here at AP, the writers in my department are particularly privileged. Their job is to do the great stories. They can go anywhere, write about anything, and take all the time that they need, as long as they produce first-class work.) With such privilege there should also be responsibility. So, I have made mentoring a category-along with such things as writing quality, productivity, creativity, etc. - in the annual appraisal form for my writers. There is no formal mentoring program. Rather, I make it clear to my writers that they have a responsibility to share what they know and that they had better find a way to do it. Some of them have taken several inexperienced bureau reporters under their wings. Others make it a point of stopping in at local AP bureaus on their travels and conducting writing or reporting workshops. And, oh yeah. No mentoring, no merit raise.
4. Where do ideas come from?
Make sure that everyone in the newsroom understands that at least 90 percent of the story ideas come from writers. Writers who sit around waiting for assignments
are not doing their jobs and need to be told as much. Editors who dream up most of the ideas for their staffs and then assign them are an even bigger problem and should be reeducated or fired. It’s not that editors can’t have ideas. Of course they can. But there is no way they can have anywhere enough good ones to keep a staff busy. I work in an office overlooking Rockefeller Plaza. If I lean out my window, I can see the famous skating rink, but that’s all I can see of the world from the place I spend most of my time. If, from here, I already know something is a story, how likely it is to be news. The writers must be the eyes and ears of the newspaper. The best ideas are the ones they come back to the office with and astonish us. Make idea generation the most heavily weighted category in annual evaluations of reporters.
5. First person stories.
Encourage them - especially in writers who write in journalese or with stiff, institutional voices. There is something about writing in first-person, about personal
experiences, that loosens writers up. It helps them overcome wrong-headed ideas about what journalism writing is supposed to be like and find their own natural
voices as writers.
6. Big ideas Movie reviews.
Encourage staffers all over the newspaper to write them -once again, especially those writers mired in journalese or institutional writing voices. Reviews, too, can loosen these writers up and help them discover their own voices. One AP writer, for example, has become a much different and much better writer since taking a regular turn reviewing children’s movies. (He always takes his kids along for their expert opinions.)
Big ideas
Beware of the boxes.
Newsroom structures put our staffs, and often our thinking, inside boxes. Usually they have labels such as “sports,” “business,” “arts && entertainment,” etc. The world, however, is not organized that way. We must not let the boxes we are in define how we see the world or how we write our stories. But often we do. Suppose, for example, we learn that a new restaurant near the State House is the new hot place for legislators to have their power lunches. If the business department does the story, it will be a business story. If the politics desk does it, it will be a political story. If the city desk does it, it may be a city life story. It could also be a restaurant review. But what is the BEST story? Meanwhile, some of the very best stories may not get done at all because they don’t fall into any of the boxes we have created. We must let the world as it is -- not our organizational structures -- define our work. And if you’ve moved to a team structure, don’t make the mistake of thinking you have solved this problem. What you have done is create a different set of boxes.
篇7：人教版高二unit3
白山市高二英语教学观摩课教案
9月23日于抚松一中
Teacher Li Shujuan
School Fu Song No.1 Middle School
Type Warming up / Listening
Aims
and
Demands knowledge 1. To learn more about art and literature.
2. To encourage Ss to activate the relevant vocabulary
ability 1. To widen Ss’ range of knowledge.
2. To develop Ss’ listening abilities.
moral To arouse the Ss’ interest in art and literature, and to get the Ss’ to appreciate them.
Key points To know about art and literature.
To master and practice listening skills
Teaching aids computer and tape recorder
Teaching procedures
Step I Lead in :
To show some pictures about Modern Buildings and Traditional Buildings and ask Ss to express their ideas about them. Then to come out come words to help to introduce the listening methods
No. 1
Step 2 Present situation 1:
To listen to an unfamiliar listening material.
Procedure:
Teacher’s tip: Enable Ss to focus on specific words to finish Ex.1 and Ex.3
1. Take the listening text for example to explain how to get the specific information.
2. Instruct Ss to listen to the text. methods
Listening
Specific words
Step 3 Present situation 2:
To listen to a unfamiliar listening material.
Purpose:
To practice how to get unfamiliar sentences in the listening material.
To listen to the text and do EX.2 Listening
Specific sentences
Step 4 Present situation 3:
To Determine Context (听取大意)
Purpose:
To encourage Ss to summarize the main idea of the listening text .
Procedure: Listening
Summing up
Get the Ss to summarize the listening by filling the table.
Names Likes Dislikes
Amy
Danny
Step 5. Access:
To have a quiz on the workbook to access the teaching effect.
Step 6. Homework:
1. To listen to I-IV on the Extensive Reading Book.
2. To read the comprehension texts on Buildings in the Entrance Examination paper of and 2oo2.
postscript
No.3
篇8：人教版高二unit6
Unit6 Teaching Plan
The First Period :Vocabuary
1. prediction n. predict v. predictor n. 预言者
He predicted that our team will win.
His prediction came true.
2. exact adj. exactly adv.
What are his exact words? 他的原话是怎样说的?
The work is finished in less than one day -- six hours , to be more exact. (更确切地说)
-- Do you mean he disagrees with us? -- Not exactly (不完全如此)
This is exactly what I am looking for.
3. glimpse n. ( a quick look at)
a glimpse of a glimpse of the morning paper 对早报粗略的看一眼
catch/get/have a glimpse of 瞥见 I caught a glimpse of our new neighbor.
glimpse v. (to have a quick view of) I glimpsed her in the crowd.
glimpse&glance: glimpse强调看的结果（瞥见）了glance强调看的动作。类同于look&see的区别。 take a glance at …的结果便是catch a glimpse (of)… 。
4. indicate vt. indication n. 迹象，指示
1) to suggest the possibility or probabilityof; be a sign of 有。。。的可能性；象征
In this map, the towns are indicated by a red dot.
2) to show or point to sth. 指给。。。看，指示
With a nod of her head she indicated to me where I should sit.
5．ensure vt.
1) ensure +名词
His last jumping ensured the victory /champions/ fame.
2) ensure sb. sth.
This pill will ensure you a good night’s sleep.
3) ensure sb. against/from sth. 保护某人免受。。。 ensure sb. against/from danger
We should ensure ourselves against all possible risks. 我们要保护自己，以防止任何危险。
4) ensure that clause
I can’t ensure that he will be choosen as mayor.
6. reform vt. reform oneself 改造自己，改过自新
reform n. land reform social reform
reformer n. 改革家 reformation n. 改革，改造
7. keep / be in touch with … 与… 保持联系(状态) They keep in touch with each other by writing.
get in/into touch with… 与…接触(与…联系上)（动作） I want to get in touch with your parents.
in touch with = in communication with 同。。。联系
lose/be out of touch with sb. 与某人失去联系 I have been out of touch with them for years.
out of touch 失去联系
8. goods n. (pl.)商品, 货物 Half his goods were stolen.
good [U] 好处 ,善良，利益 Social workers do much good. 社会工作者做了许多善事。（行善）
9. 1) remain vi 剩下;遗留;逗留(通常没有进行时与被动语态)
a. 留下, 逗留 They all left, but I remained
b. 剩下 All the food was eaten up. Nothing remained.=Nothing was left
2) remain link.verb. 保持， 仍然是+
3) remain + to do sth. 常用做 sth. remains to be done sth. 有待于去做
Much work remains to be done.
4) It remains to be seen… ……还要看情况的发展
Whether it will do us harm or good remains to be seen.
Having a trip abroad is certainly good for the old couple, but it remains_______ whether they will enjoy it. (NMET ) (B)
A. to see B. to be seen C. seeing D. seen
5) remain in one’s memory 留在某人记忆中
The visit will always remain in my memory.
6) remaining “剩下的”做定语
剩下的时间： the remaining time =the time left
The boy ate up the remaining food.
10.purchase
1) n. [C] (pl.通常作复数)=something that you buy 所购买的物品 I have some purchases to make in town.
2) n. [U] the act of buying things 购买 We began to regret the purchase of such a small house.
3) v. to buy 买，购买 Employees are encouraged to purchased shares in the company.
4) purchase sth. with sth. 以某物换（买）某物
11. deal with
1). 与…相处 I found her quiet hard to deal with.
2). 处理 How shall we deal with these problems?
3). 对待 Teachers should deal fairly with their students.
4). 论述 Tom’s new book deals with difficult points in the study of English.
5). deal with 常用how 提问，而do with常用what提问。
He doesn’t know how to deal with the matter.
He doesn’t know what to do with the matter.
12. 1) cure vt. The doctor can cure the pain in my shoulder.
cure sb./sth.
cure sb.of… 治愈某人的…病;改掉某人的…恶习The doctor cured him of his illness(cancer).
cure a patient/ disease 治愈病人/疾病
2) cure n. 治愈,治疗法 Aspirin is a wonderful cure for colds.
a cure for a disease 治病的疗法/药剂
3) curable adj. 能治愈的 incurable adj. 不能治愈的
13. distance 距离
1) There is a boat in the distance. in the distance 在远处 (means far away)
2) The picture looks better at a distance. 这图画远看比较好看.(隔一定距离) (means not too near) 不太近
14. in store
1)将要发生,就要出现
There’s a shock in store for him. 他会遇到一件使他震惊的事.
There was another accident in store for him that day. 那天还有另一个灾难在等待着他.
Who knows what the future has in store for us?
2)储备着,准备着
we have a lot of food in store for the winter 我们储存了大量食物过冬。
The runner kept some energy in store for spurting at the end.
have/keep/hold… in store
15. require vt.&vi. 要求,需要
1) require sb. to do sth. We required him to keep it secret.
2) require (that) sb. (should) do sth. We required ( that) she (should) make an apologize to us.
3) sth. require doing The room requires repairing.
=needs / wants
The Second Period: Warming up & Speaking
Step 1 Warming up
Now let the students first have a discussion about the future of the world．There are eitht topics, so ask each group discusses one. Then ask some students to give us their opinions.
Step 2 Speaking
T: There are two boys in the pictures. One boy is doing his homework. The other is palying piano. Can you find any different between them?
T: No, they aren’t twins. One of them is coned. Work in groups. Your group has to decide whether the new technology should be used.
(Give 3-5 minutes to the students to have a discussion. Then ask them to say something about it.)
Step 3 Laguage Points
1. What’s…..like? ……像什么/怎么样/什么样子？
What’s the weather like today?
What will human beings look like in the future?
2. Twice as good or double trouble?
twice为副词，修饰比较级。double形容词. His parents are ill, and he has to do double work.
倍数表达：1）as…as… 2) 倍数+比较级+than 3) 倍数+th e+n.+of…
3. What will the future be like in general?
in general = generally Women in general like to shop. People in general like her.
The Third Period: Reading
Step 1 Post reading
1. Discuss the four questions before they read the text.
Step 2 Fast reading
Read the passage quickly to find out in which paragraph you can find the answers to the questions discussed just now．
(Teacher gives the students enough time to read the text and then collects their answers．)
1．How will people shop in the future?
Paragraph 3
People can do online shopping(on the Internet)and they can go to a pleasant mall using smart cards．
2．How will people travel／in the future?
Paragraph 2
We'll travel by car／taxi／bus／train that burns new fuels and uses new engines that will let us travel without worrying about whether we are polluting the environment
3．What will schools be like in the future?
Paragraph 5
In the future，there may be more“ schools on the air ”and “e-schools”．We can study at home by watching educators on TV or on a computer screen．
4．What will the future be like in general?
Paragraph 1
In general，the future will be brighter and our life will be more convenient．
Step 3 Intensive reading
1. Listen to and read the second paragraph. Find out the topic sentence(first sentence) and give the examples of how to protect the environment in the future transportation.(maglev train; new fuels)
2. Listen to and read the third paragraph. Find out the topic sentence(first sentence).And answer:
1)What is E-commerce?
2)How will people pay for their purchases?
3)What will be a mall like in the future?
3. Listen to and read the fourth paragraph. What will happen in the field of health and medicine in the future?
4. Listen to and read the fifth paragraph. Explain the meaning of “school on the air”.
Step 4 Language points
1.catch a glimpse of = catch a brief sight of I caught a glimpse of Meg at the station this morning.
2. contemporary society contemporary adj. 无比较级、最高级
1) belonging to the same time Dickens was contemporary with Thackeray.
2) of the present time contemporary events/style
3. do business (with…) (与…)做生意 We are doing a lot of business with foreigners now.
5. instead of doing/n.(=in place of/ rather than) prep.
If you can’t go, he’ll go instead of you.
6. search sb./sth. for…搜查,搜索…
He searched all the bags for the missing book.
They searched the man all over for money.
6. combine… with… 把…与…结合起来
We should combine theory with practice.
7. pay attention to
pay attention to 中的to是介词，后接名词和动名词。 attention是不可数名词该词组可用于被动语态
He paid much attention to his pronunciation.
draw (one’s) attention to 对…表示注意；令…注意某事物
She drew attention to an error in the report.
catch one’s attention/eye =attract one’s attention 吸引某人的注意
A newspaper headline caught his attention.
8. With a better understanding of the human body, scientists and physicians will be able to cure more diseases.
1) With prep. at the same time 随着 Good wine will improve with age.
2) understanding of …
9. on the air 在广播中,被广播 We’ll be on the air in five minutes.
in the air 在空中,在传播中,尚未决定的 Some kites are flying in the air.
10. 1) hopeful + of / about / that从句
We are hopeful of getting your support.
We are hopeful about their future.
She was hopeful that her job would bring in more money.
2) hopefully Mary said hopefully, “I’ll find it.” (怀着希望地)
Hopefully everything turn out well.
Hopefully we’ll arrive before dark. (如果顺利地话，但愿)
The Fourth Period: Grammar
The Fifth Period: Intergrating skills
Read the text and answer the questions:
A. T or F
1. Life in the year 3044 is only a little different from life in the 21 st century.
2. An e-friend is a machine that looks like a dog.
3. The e-friend can do homework, clean up the room and send message but it can’t talk.
4. The writer feels safe because the e-friend is programmed to take care of her.
5. Although the writer can have lots of fun with the e-friend, she still feels lonely sometimes.
B. Answer the questions
1．What friends do people have on the Mars?
2．Do they think about the world and reality in the same way we do either?
3．What are the differences between their computer programmes and ours?
C. Choose the proper words and phrases from the following to fill in the blanks.
keep sb company, imitate ,absurd, have lots of fun, clean up, old-fashioned. download, more than, digital, lifelike,
1.We now have e-friends to help us and __________us __________.
2.My e-friend is a lot like me and we _______________together.
3.She can also send me messages, just like _____________ e-mail.
4.You can _________ information from the computer.
5.You use computer programmes to _________the real world.
6.This may sound ___________ to you.
7.We can see ___________ just a picture.
8.I send my e-friend to _________my room.
9. I have a ____________ phone.
10. We see a ______________ model of the person.
Unit 6 Phrases
开始 get started 做生意 do business
生病 get sick 储藏in store
大的趋势 the major trends 处理 deal with
与往常一样as usual 一瞥catch a glimpse of
生活必需品 basic goods 在医学上in medical science
保持联系 keep in touch with 保持活跃remain active
公共交通 public transportation 迟早 in time
实现 come true 治愈某人的病 cure sb of sth
空中学校 school on the air 终身学习者lifelong learners
接受变化accept change 为…充分准备be well-prepared for
在天空中 in the air 在广播中，被广播 on the air
前途光明have a bright future 银行卡a bank card
双倍get double 数字电话a digital phone
虚拟现实virtual reality 当前的趋势 current trends
打扫 clean up 智能卡smart card
微型芯片a tiny chip 保护某人免于 ensure sb against sth
预报天气 forecast the weather 向某人保证某事 ensure sb sth
新型的磁悬浮列车the new maglev train
为了保证安全to ensure safety
以每小时430公里的惊人速度行使travel at an amazing 430 km/h
在中国大部分的城市地区 in most urban areas of China
先进的电脑系统an advanced computer system
网上购物的好the advantages of online shopping
对未来的发展进行预测 make forecasts about future development
一种娱乐的方式 a form of entertainment
把购物与乐趣相结合combine shopping with fun
随着对人体了解的深入with a better understanding of human body
在健康与医药领域in the field of health and medicine
对大众医药提建议give advice on general medicine
按要求去做…..be required to
陪伴某人keep sb. company
模仿现实世界imitate the real world
在遗传学和生物化学方面 in genetics and biochemistry
注意做某事 pay attention to sth/ doing sth
在当代社会 in contemporary society
使人迷惑 make people confused
当代文学contemporary literature
Language points
1. keep sb. company 陪伴某人
1) company: [U] 伴侣，伙伴。 companion [C] 伙伴。
I have no company on the journey.
fall into company with 偶然和。。。结识 in the company of… 在。。。的陪同下
2) [U] =companionship 伙伴关系。
3）v. 伴随。
2．In the year 3044, we can see more than just a picture…
more than: 1）+ 数词（冠词a/an）+名词 ： 以上 ，不止 I have known David for more than 20 years.
2）+ 副词
3）+ 形容词
4）+ 句子
3．clean up 收拾干净，清理，清除。He cleaned up his desk after school.
clean clear
篇9：人教版高二化学教案
一、学习目标
1、掌握原电池实质，原电池装置的特点，形成条件，工作原理
2、了解干电池、铅蓄电池、锂电池、燃料电池
3、了解金属的电化学腐蚀
二、知识重点、难点
原电池原理、装置特点、形成条件、金属的电化学腐蚀
三、教学过程
引入：你知道哪些可利用的能源?电池做为能源的一种，你知道
是怎么回事吗?它利用了哪些原理?你知道金属是如何生
锈的吗?
新授：原电池原理及其应用
实验：4-15：①将锌片插入稀硫酸中报告实验现象。
②将铜片插入稀硫酸中报告实验现象。
③将与铁锌铜片相互接触或用导线连接起来插入稀硫酸中报
告实验现象。
④在③中把锌片和铜片之间连上电流计，观察其指针的变化。
结论：①锌片能和稀硫酸迅速反应放出H2
②铜片不能和稀硫酸反应
③铜片上有气体生成
④电流计的指针发生偏转，说明在两金属片间有电流产生
结论：什么是原电池?(结论方式给出)它的形成条件是什么?
原电池定义:把化学能转化为电能的装置叫做原电池.
形成条件:①两个电极
②电解质溶液
③形成闭合电路
讨论：1、Zn|H2SO4|Cu形成装置后有电流产生，锌片上发生了什么
反应?铜片上发生了什么反应?(可以取锌片周围的溶液
用NaOH溶液鉴别;取铜片上生成的气体检验。)
结论：在锌片周围有锌离子生成;铜片上生成的是H2
讨论：可能造成此现象的原因?俩金属片上的反应式的书写。
结论：在Zn上:Zn–2e-=Zn2+
在Cu上:2H++2e-=H2
Zn失去电子?流出电子?通过导线--?Cu--电解质中的离子获得电子
我们把：流出电子的一电极叫负极;
电子流入的一极叫做正极
两极反应的本质：还是氧化还原反应，只是分别在两极进行了。
负极失电子被氧化,发生氧化反应
正极得电子被还原发生还原反应
实验：分别用两个铜片和两个锌片做上述实验④。
结论：两种情况下电流计不发生偏转，说明线路中无电流生成，铜
片上无气体生成。即两电极必须是活泼性不同的金属与金属
或金属与非金属(能导电)
篇10：人教版高二化学教案
知识与技能:过程与方法:
⑵通过反应中的能量变化的活动探究,体验定性实验在化学研究中的应用。
情感、态度与价值观:
本节课是人教版化学必修Ⅱ第二章第一节第一课时的教学内容,是化学学科重要的原理性知识之一。初中化学已经从燃料的角度初步学习了“化学与能源”一些知识,在选修“化学反应原理”中,将从科学概念的层面和定量的角度比较系统的深入的学习化学反应与能量。该节内容既是对初中化学相关内容的提升和拓展,又为选修“化学反应原理”奠定必要的基础。另外本节内容是在学习了“物质结构 元素周期律”之后,应用物质结构理论来指导化学反应原理的学习,是对第一章内容知识的深化。该部分内容在初中化学,高中必修和选修模块中均有安排,既有学习的阶段性,又有必修、选修的层次性,在具体内容上前后还有交叉和重叠,学生概念的形成和发展呈现一种螺旋式上升的形态。同时化学反应释放的化学能是现代能量的主要来源,这一节知识在工农业生产,科学技术研究和日常生活都有广泛的应用,与我们每一个人息息相关。因此,本节在全书中占有重要地位,是整个高中化学的重要内容之一。
【温故知新】
(回忆、思考)在初中你学过哪些能量变化较大的反应?
(回忆、思考)化学反应的本质是什么?
【课堂研讨】
(自学、思考)化学反应总伴随着热量变化吗?通过课本p32,请从化学键的断裂与形成的角度分析什么是放热反应?什么是吸热反应?
(自学、思考)通过分析课本p32的图2-1,请从反应物与生成物的总能量的高低角度分析什么是放热反应?什么是吸热反应?以能量为纵坐标,画出吸热反应和放热反应的简单示意图。
(观察、思考)通过观看实验2-1,表述现象,得出结论,完成下表。
实验步骤 实验现象 得出结论 将铝条打磨光,插入装有3ml 6mol/l盐酸的试管中 反应方程式:
该反应为 热反应 用手触摸试管外壁 用温度计测量溶液的温度
(观察、思考)通过观看实验2-2,表述现象,得出结论,完成下表。
实验步骤 实验现象 得出结论 将ba(oh)2·8h2o晶体研细后与nh4cl晶体一起放入烧杯中,放在滴有几滴水的玻璃片上,立即用玻璃棒快速搅拌混合物。 反应方程式:
该反应为 热反应 用手触摸烧杯下部 用手拿起烧杯 (思考、讨论)中和反应是吸热反应还是放热反应?举例说明什么是中和热?如果要通过实验测定盐酸与氢氧化钠反应的中和热,你认为在设计实验装置和操作时应该注意哪些问题?
(讨论、归纳)举例说明常见的放热反应有哪些?(多多益善)
⑤多数化和反应。
(讨论、归纳)举例说明常见的
吸热反应有哪些?(多多益善)
(自学、交流)化学能与热能的相互转化在生活、生产、工业与科研领域有何应用?
篇11：人教版高二化学教案
(一) 学习目标确定的依据
能列举合金材料的重要应用
1、能列举铝合金材料在生产和生活中的重要应用
2、了解铜合金在工业生产和高科技领域的应用
认识金属与合金在性能上的主要差异,知道生活中常见合金的组成
1、认识金属与合金在性能上的主要差异
2、知道生活中常见合金的组成
(二) 学习目标
1. 知识与技能目标
(1)能列举铁合金材料在生产和生活中的重要应用
(2)了解铜合金在工业生产和高科技领域的应用
2.过程与方法目标
(1)运用合金材料在生活中的应用创设学习情境,引导学生自主学习。
(2)对和教师给出的合金进行分类归纳概括,引导学生信息加工。
(3)体验科学知识和社会生活的互相影响的过程。
(4)通过完成小论文,体验科学研究和收集整理信息的过程。
3.情感态度与价值观目标
(1)通过多种多样的活动,鼓励学生积极提出问题,培养学生敢于质疑、勇于创新的精神。并通过相互交流、角色扮演的活动,增进感情,培养合作的精神。
(2)通过金属材料在生产、生活中的应用实例,提高学生学习知识的热情和求知欲,激发学生的爱国热情和服务社会的责任感和使命感。
二、教学重难点分析
材料发展的从生产力的侧面反映了人类社会发展的文明使,鉴于金属材料在一个国家的国民经济中占有举足轻重的位置和日常生活中的广泛应用,所以本节主要学习合金的性能、常见合金的组成和重要用途、如何正确选用金属材料等。此外金属材料自身还在不断发展,传统的钢铁工业在冶炼、浇铸、加工和热处理等方面不断出现新工艺。新型的金属材料如高温合金、形状记忆合金、储氢合金、永磁合金、非晶态合金等相继问世,大大扩展了金属材料的应用范围。所以介绍金属材料面临的挑战,激发学生的社会责任感。
基于以上观点确立教学重点为:
(1)生活中铁合金及铜合金的主要成分及性能定为本节的知识重点;
(2)培养学生的获取和整理信息的能力,提高学生实践能力是教学的重点;
(3)解决怎样调动学生积极参与、自主学习是教学重点
难点为:
调动学生积极参与、自主学习
三、教学内容安排
(一)本节内容在教材中的地位
本节内容是在初中介绍的金属和金属材料的基础上,进一步加深和提高。金属种类选了“钠、铝、铁、铜”,具有代表性:除钠外,其他三种金属都是常见金属,学生有感性的认识,能与日常生活中金属的应用相结合。鉴于金属材料在国民经济中占有重要的地位和日常生活中的广泛应用,编写一节金属材料的内容,以体现教科书内容的时代性,反应教学与生产、生活实际的联系。
(二)教学内容分析
本节课是人教版化学1第三章第三节教学内容,是金属知识的应用,密切联系生产、生活实际。教学分为两部分:
第一部分:通过实物、图片、录象等展示,让学生对金属材料形成一个初步概念再学习合金的性能、常见合金的组成和重要用途。
第二部分:再通过金属材料及有关知识的学习,使学生初步认识合理使用金属材料的意义。
合金以及金属材料的内容学生在初三已有一定知识基础,课标要求也仅为“能列举铁合金材料在生产和生活中的重要应用,了解铜合金在工业生产和高科技领域的应用”故不应过多介绍各种合金材料组成、性质、用途,以致过多使用课堂资源。应该着力开展实践活动(小论文要延伸至课外,做好动员和指导即可),组织好关于选用材料的讨论。这些教学内容充分体现了过程、方法、情感、态度、价值观的教学目标,理应获得相应的重视和教学资源。
(三)学时安排:1课时
四、教学资源建议
(一)利用大量的图片信息和视频材料用途广泛的金属材料的教学中,可展示常见铁和铜金属材料的实物,以增强学生的感性认识;展示多种金属材料的图片或视频,以帮助学生加深对合金等金属材料的认识。
(二)引用大量的生活中的事例
(三)可充分利用相关网站
五、教学方法、学习指导策略
这节课在“知识与技能”上要求不高,教学的重点是如何在课堂教学中以知识为载体落实“过程与方法”实现“情感态度与价值观”。
在教学过程中建议灵活地应用多种学习方式,把教学方式和学习方式有机结合起来,组织多样化的学习活动。
1.独立思考
2.交流讨论
3.展示交流
4.学生小结
六、教学资源建议
(一)上网查阅我国材料科学的发展史
(二)可上网查阅相关资料,就是否应该停止使用铝质饮料罐交流讨论
(三)任选你感兴趣的关于合金的课题进行调查,完成一篇关于合金的小论文。
七、课堂评价建议
对过程和方法、情感态度与价值观目标的达成度,可以通过活动表现评价表的方式进行。
人教版高二化学教案
篇12：高二数学题(人教版)
一、选择题(共12小题，每小题5分，共60分)
1、下列结论正确的是()
①函数关系是一种确定性关系;②相关关系是一种非确定性关系;③回归分析是对具有函数关系的两个变量进行统计分析的一种方法;④回归分析是对具有相关关系的两个变量进行统计分析的一种常用方法.
A.①②B.①②③C.①②④D.①②③④
2、以下结论不正确的是()
A.根据2×2列联表中的数据计算得出K2≥6.635,而P(K2≥6.635)≈0.01，则有99%的把握认为两个分类变量有关系
B.在线性回归分析中，相关系数为r，|r|越接近于1，相关程度越大;|r|越小，相关程度越小
C.在回归分析中，相关指数R2越大，说明残差平方和越小，回归效果越好
D.在回归直线中，变量x=200时，变量y的值一定是15
3、已知的取值如下表所示，若与线性相关，且，则()
A.B.C.D.
4、某饮料店的日销售收入(单位：百元)与当天平均气温(单位：)之间有下列数据：
-2-1012
54221
甲、乙、丙三位同学对上述数据进行研究，分别得到了与之间的四个线性回归方程，其中正确的是()
A.B.C.D.
5、设随机事件A、B的对立事件为、，且，则下列说法错误的是()
A.若A和B独立，则和也一定独立
B.若，则
C.若A和B互斥，则必有
D.若A和B独立，则必有
6、已知随机变量X服从正态分布N(μ,σ2),且P(μ-2σ
A.0.1359B.0.1358C.0.2718D.0.2716
7、随机变量ξ～B(100，0.3)，则D(2ξ-5)等于()
A.120B.84C.79D.42
8、小王通过英语听力测试的概率是，他连续测试3次，那么其中恰有1次获得通过的概率是()
A.B.C.D.
9、从装有除颜色外完全相同的2个红球和2个白球的口袋内任取2个球，则对立的两个事件是()
A.至少有1个白球，都是白球B.至少有1个白球，至少有1个红球
C.恰有1个白球，恰有2个白球D.至少有1个白球，都是红球
10、空间直角坐标系中的点(,1)关于z轴对称的点的柱坐标为()
A.B.C.D.
11、在极坐标系中，点到圆的圆心的距离为()
A.2B.C.D.
12、直角坐标方程y2-3x2-4x-1=0等价的极坐标方程是()
A.ρ=1+ρcosθB.ρ=1+cosθC.ρ=1+2ρcosθD.ρ=1+2cosθ
二、填空题(共4小题，每小题5分，共20分)
13、某班有名同学，一次数学考试的成绩服从正态分布，已知，估计该班学生数学成绩在分以上的有
人;
14、某单位为了了解用电量y度与气温x℃之间的关系，随机统计了某4天的用电量与当天气温.
气温(℃)141286
用电量(度)22263438
由表中数据得回归方程中，据此预测当气温为5℃时，用电量的度数约为.
15、在极坐标系中,圆ρ=2上的点到直线ρ(cosθ+sinθ)=6的距离的最小值是.
16、曲线极坐标方程ρ=2cos2θ，该曲线与坐标轴的交点个数是个。
三、解答题(共6小题，共70分)
17、(10分)已知直线l的参数方程为(t为参数),圆C的参数方程为(θ为参数).
(1)求直线l和圆C的普通方程;
(2)若直线l与圆C有公共点,求实数a的取值范围.
18、(12分)在直角坐标系中，曲线的参数方程为.若以该直角坐标系的原点为极点，轴的正半轴为极轴建立极坐标系，曲线的极坐标方程为：(其中为常数)
(1)若曲线与曲线只有一个公共点，求的取值范围;
(2)当时，求曲线上的点与曲线上点的最小距离
19、(12分)在一次购物抽奖活动中，假设某10张券中有一等奖1张，可获价值50元的奖品;有二等奖券3张，每张可获价值10元的奖品;其余6张没有将;某顾客从此10张券中任取2张，求：
(1)该顾客中奖的概率;
(2)该顾客获得的奖品总价值(元)的概率分布列.
20、(12分)某人居住在城镇的A处,准备开车到单位B处上班,若该地各路段发生堵车事件都是相互独立的,且在同一路段发生堵车事件最多只有一次,发生堵车事件的概率如图例如A→C→D算两个路段:设路段AC发生堵车事件的概率为,路段CD发生堵车事件的概率为.
(1)请你为其选择一条由A到B的路线,使得途中发生堵车事件的概率最小;
(2)若记路线A→C→F→B中遇到堵车的次数为随机变量ξ,求ξ的数学期望E(ξ).
21、(12分)学习雷锋精神前半年内某单位餐厅的固定餐椅经常有损坏，学习雷锋精神时全修好;单位对学习雷锋精神前后各半年内餐椅的损坏情况作了一个大致统计，具体数据如下：
损坏餐椅数未损坏餐椅数总计
学习雷锋精神前50150200
学习雷锋精神后30170200
总计80320400
(1)求:学习雷锋精神前后餐椅损坏的百分比分别是多少?并初步判断损毁餐椅数量与学习雷锋精神是否有关?
(2)请说明是否有97.5%以上的把握认为损毁餐椅数量与学习雷锋精神有关?
参考公式：，
22、(12分)测得某地10对父子的身高(单位:英寸)如下:
父亲身高x60626465666768707274
儿子身高y63.665.26665.566.967.167.468.370.170
(1)如果y与x之间具有线性相关关系,求线性回归方程;
(2)如果父亲的身高为73英寸,估计儿子的身高为多少.
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