【教材分析】The topic of this unit is about teenage life, which belongs to the theme context of “humans and oneself”.As teenagers who shoulder the responsibility of “Chinese great dream”, they must fully know themselves, including their strengths, weaknesses and challenges etc. They are supposed to improve themselves continuously and readily study their subjects, and thus foster their strategies and confidence in lifelong studies.This period is entitled the freshmen challenges, which mainly concerns some big challenges for new students in Senior high school. In this period, a teacher should lead students to find out what their challenges are and guide them to figure out how to crack the challenges and better themselves. More importantly, a teacher should instruct students to absorb new language points and appreciate the language. Besides, a teacher must instruct students to acquire some skills concerning reading efficiently and inspire them to talk more about their new school life, especially their new problems and solutions both at school and in life.【教學(xué)目標(biāo)與核心素養(yǎng)】1. Enable students to acquire the basic usage of the new words and expressions concerning the freshmen challenges and learn to use them flexibly.2. Enable students to have a good understanding of the freshmen challenges in the new senior high school which is quite different from junior middle school.3. Develop students’ sense of cooperative learning and individual thinking capability. 4. Develop students’ different learning skills to solve different reading comprehensive problems.
【教材分析】高考聽(tīng)力材料的選用非常重視語(yǔ)言真實(shí)性和交際性的原則,語(yǔ)言材料一般來(lái)源于實(shí)際生活,對(duì)話的內(nèi)容大都取材于日常生活,即衣、食、住、行、工作、學(xué)習(xí)、天氣、生活環(huán)境等話題,可分為校園、公共場(chǎng)所、家庭等方面,如: shopping, finding the way, doing one’s homework, seeing a doctor, making a phone call, weather report, asking for different kinds of information等。新教材的特點(diǎn)就是利用生活中真實(shí)文本,只是降低難度,讓學(xué)生注重語(yǔ)言的應(yīng)用,將是我們高考把握方向的重要因素?!窘虒W(xué)目標(biāo)與核心素養(yǎng)】學(xué)習(xí)能力目標(biāo):在聽(tīng)力當(dāng)中,學(xué)生應(yīng)該有效規(guī)劃學(xué)習(xí)方法,選擇恰當(dāng)?shù)牟呗耘c方法。這節(jié)課的訓(xùn)練目標(biāo)是讓學(xué)生有正確的預(yù)測(cè)和抓住問(wèn)題的關(guān)鍵信息,從而用心去聽(tīng)來(lái)找尋關(guān)鍵信息。根據(jù)生活中實(shí)際情況和高考常見(jiàn)語(yǔ)境,我們不難發(fā)現(xiàn)提前預(yù)測(cè)和抓住題干中的w很重要,即what, where, when, why等等。
常跟雙賓語(yǔ)的動(dòng)詞有:(需借助to的)bring, ask, hand, offer, give, lend, send, show, teach, tell, write, pass, pay, promise, return等;基本句型 五S +V + O + OC(主+謂+賓+賓補(bǔ))特點(diǎn):動(dòng)詞雖然是及物動(dòng)詞,但是只跟一個(gè)賓語(yǔ)還不能表達(dá)完整的意思,必須加上一個(gè)補(bǔ)充成分來(lái)補(bǔ)足賓語(yǔ),才能使意思完整。 判斷原則:能表達(dá)成—賓語(yǔ) 是…/做…注:此結(jié)構(gòu)由“主語(yǔ)+及物的謂語(yǔ)動(dòng)詞+賓語(yǔ)+賓語(yǔ)補(bǔ)足語(yǔ)”構(gòu)成。賓語(yǔ)與賓語(yǔ)補(bǔ)足語(yǔ)之間有邏輯上的主謂關(guān)系或主表關(guān)系,若無(wú)賓語(yǔ)補(bǔ)足語(yǔ),則句意不夠完整。可以用做賓補(bǔ)的有:名詞,形容詞,副詞,介詞短語(yǔ),動(dòng)詞不定式,分詞等。如:He considers himself an expert on the subject.他認(rèn)為自己是這門(mén)學(xué)科的專(zhuān)家。We must keep our classroom clean.我們必須保持教室清潔。I had my bike stolen.我的自行車(chē)被偷了。We invited him to come to our school.我們邀請(qǐng)他來(lái)我們學(xué)校。I beg you to keep secret what we talked here.我求你對(duì)這里所談的話保密。用it做形式賓語(yǔ),而將真正的賓語(yǔ)放到賓語(yǔ)補(bǔ)足語(yǔ)的后面,以使句子結(jié)構(gòu)平衡,是英語(yǔ)常用的句型結(jié)構(gòu)方式。即:主語(yǔ)+謂語(yǔ)+it+賓補(bǔ)+真正賓語(yǔ)。如:We think it a good idea to go climb the mountain this Sunday.
(四)反思總結(jié),當(dāng)堂檢測(cè)。本節(jié)內(nèi)容講述了價(jià)格變動(dòng)對(duì)人們生活、生產(chǎn)的影響作用,主要知識(shí)框架如下:(1)、價(jià)格變動(dòng)會(huì)影響人們的消費(fèi)需求,商品價(jià)格上漲,人需求就減少,反之,則增大。價(jià)格變動(dòng)對(duì)不同商品需求影響程度是不一樣的,對(duì)生活必需品的需求量影響較小,對(duì)高檔耐用品的需求量影響較大。相關(guān)商品價(jià)格變動(dòng)對(duì)消費(fèi)需求的影響不同,某種商品價(jià)格上漲,就會(huì)減少需求量,其替代品需求量增加,其互補(bǔ)品需求量則減少。(2)、價(jià)格變化也會(huì)影響生產(chǎn)經(jīng)營(yíng),價(jià)格變動(dòng)會(huì)調(diào)節(jié)生產(chǎn),刺激生產(chǎn)者改進(jìn)技術(shù),提高勞動(dòng)生產(chǎn)率,促使生產(chǎn)者生產(chǎn)適銷(xiāo)對(duì)路的高 質(zhì)量產(chǎn)品。(五)發(fā)導(dǎo)學(xué)案、布置預(yù)習(xí)。預(yù)習(xí)第三課第一框《消費(fèi)及其類(lèi)型》,完成預(yù)習(xí)導(dǎo)學(xué)案練習(xí)題九、板書(shū)設(shè)計(jì)《價(jià)格變動(dòng)的影響》1、對(duì)人們生活的影響(1)商品價(jià)格變動(dòng)與消費(fèi)需求量之間的關(guān)系(2)不同商品的需求量對(duì)價(jià)格變動(dòng)的反應(yīng)程度不同
1、外匯與外幣的關(guān)系:(1)外匯包括外幣,但外匯不等于就是外幣。外幣是指外國(guó)的貨幣,包括外國(guó)的紙幣、鑄幣;外匯通常是以外國(guó)貨幣表示的用于國(guó)際間結(jié)算的支付手段,具體包括外幣、外幣有價(jià)證券、外幣支付憑證等。(2)外幣屬于外匯的范圍,但不能把二者等同起來(lái)。通常情況下,只有可以自由兌換的外幣才是外匯,因?yàn)橥鈪R的實(shí)質(zhì)是國(guó)際支付手段,如果某種貨幣不能自由兌換,它就不能成為國(guó)際支付手段。外匯執(zhí)行的 主要是貨幣的支付手段的職能。(3)持有外匯意味著對(duì)外匯發(fā)行國(guó)擁有債權(quán)。持有外匯過(guò)多,一方面意味著國(guó)際支付能力強(qiáng)和有可能對(duì)外匯發(fā)行國(guó)施加影響;另一方面則意味著大量該由本國(guó)享受的資源,被借給外國(guó)利用,并要承擔(dān)外匯貶值的風(fēng)險(xiǎn)。2、關(guān)于幣值變化的分析:(1)對(duì)貨幣升值的具體分析:一個(gè)國(guó)家的貨幣升值(上?。┖?,同量的這種貨幣能比以前換 取更多的他國(guó)貨幣,買(mǎi)到更多的他國(guó)商品。
3、討論問(wèn)題二:我國(guó)、我市人口增長(zhǎng)對(duì)環(huán)境有那些影響?教師:讓第三、第四組學(xué)生分別介紹、展示課前調(diào)查到的資料,說(shuō)明人口增長(zhǎng)對(duì)我國(guó)環(huán)境的影響、對(duì)三亞市環(huán)境的影響。學(xué)生:第三組學(xué)生派代表介紹人口增長(zhǎng)過(guò)快對(duì)我國(guó)生態(tài)環(huán)境的影響。第四小組由學(xué)生自己主持“我市人口增長(zhǎng)過(guò)快對(duì)三亞市生態(tài)環(huán)境的影響”討論會(huì),匯報(bào)課前調(diào)查到的資料和討論,其它小組參與發(fā)言。教師:投影:課本圖6-2組織學(xué)生討論、補(bǔ)充和完善。學(xué)生:觀察老師投影圖片并進(jìn)行討論,對(duì)圖片問(wèn)題進(jìn)行補(bǔ)充和完善。教學(xué)意圖:通過(guò)讓學(xué)生匯報(bào)、觀察、主持,能讓學(xué)生親身體驗(yàn),更深刻地理解人口增長(zhǎng)對(duì)生態(tài)環(huán)境的影響,培養(yǎng)和提高學(xué)生的表達(dá)能力、觀察能力、主持會(huì)議的能力。4、討論問(wèn)題三:怎樣協(xié)調(diào)人與環(huán)境的關(guān)系?教師:組織第五組學(xué)生進(jìn)行匯報(bào)課前調(diào)查到的資料,交流、討論、發(fā)表意見(jiàn)和見(jiàn)解。學(xué)生:展示課件、圖片,匯報(bào)調(diào)查到的情況,提出合理建議。
5、請(qǐng)列舉開(kāi)源的措施。(包括合理開(kāi)發(fā)和提取地下水;修筑水庫(kù);開(kāi)渠引水實(shí)行跨流域調(diào)水;海水淡化;人工增雨等。6、開(kāi)源“五水”歌:開(kāi)發(fā)地下水、蓄積洪水,跨流域調(diào)水,淡水海水,人增雨水。能馬上背出來(lái)嗎?7、請(qǐng)列舉節(jié)流的措施。(包括加強(qiáng)宣傳教育,提高公民節(jié)水意識(shí);重視改進(jìn)農(nóng)業(yè)灌溉技術(shù),提高工業(yè)用水的重復(fù)利用率等。)8、水資源時(shí)刻影響著我們的生存和發(fā)展,盡管我們已經(jīng)學(xué)習(xí)了關(guān)于如何合理利用水資源的知識(shí),但關(guān)鍵還是要研究問(wèn)題和解決問(wèn)題,面對(duì)復(fù)雜的生活環(huán)境,具體問(wèn)題要具體分析,看課本70頁(yè)“活動(dòng)”,請(qǐng)小組派代表回答問(wèn)題。提示:(1)西北地區(qū)的水資源供給,從可持續(xù)發(fā)展的角度,解決水資源的供求矛盾應(yīng)體現(xiàn)在:控制人口數(shù)量,減少用水規(guī)模;發(fā)展節(jié)水農(nóng)業(yè);保護(hù)生態(tài)環(huán)境,退耕還林還草。(2)我國(guó)缺水問(wèn)題,談?wù)効捶ǎ和ㄟ^(guò)電視、報(bào)紙雜志、互聯(lián)網(wǎng)收集有關(guān)水資源的資料;確定綜合思維、立體思維的方法,全面多角度地尋找解決缺水的對(duì)策。
本來(lái)比較速度變化的快慢也有兩種方法:一種是比較相同時(shí)間內(nèi)速度變化量的大??;另一種是比較發(fā)生相同的速度變化所需要的時(shí)間長(zhǎng)短。但教材是將比較質(zhì)點(diǎn)位置移動(dòng)快慢的思想直接遷移過(guò)來(lái),通過(guò)實(shí)例分析,使學(xué)生明白不同運(yùn)動(dòng)物體的速度變化快慢不同,表現(xiàn)在速度的變化與發(fā)生這個(gè)變化所用時(shí)間的比值不同,從而引入加速度的定義方法a=△v/△t。加速度表示速度的變化快慢,包括速度增加的快慢和減小的快慢,不能誤認(rèn)為只要有加速度的運(yùn)動(dòng)速度就一定是增加的。廣義地講,加速度不僅可以描述速度大小的變化快慢,而且也可以描述速度方向變化的快慢,本節(jié)教材只限定在直線運(yùn)動(dòng)的情景中討論。加速度的矢量性是一個(gè)難點(diǎn),教材是以與速度方向相同或是相反來(lái)表述加速度的矢量性的。如果以初速度方向?yàn)檎较?,那么加速度就有正?fù)之分,加速度的正負(fù)表示加速度的方向,不表示加速度的大小。
(三)合作交流能力提升教師:剛才我們通過(guò)實(shí)驗(yàn)了解了小車(chē)的速度是怎樣隨時(shí)間變化的,但實(shí)驗(yàn)中有一定的誤差,請(qǐng)同學(xué)們討論并說(shuō)出可能存在哪些誤差,造成誤差的原因是什么?(每個(gè)實(shí)驗(yàn)小組的同學(xué)之間進(jìn)行熱烈的討論)學(xué)生:測(cè)量出現(xiàn)誤差。因?yàn)辄c(diǎn)間距離太小,測(cè)量長(zhǎng)度時(shí)容易產(chǎn)生誤差。教師:如何減小這個(gè)誤差呢?學(xué)生:如果測(cè)量較長(zhǎng)的距離,誤差應(yīng)該小一些。教師:應(yīng)該采取什么辦法?學(xué)生:應(yīng)該取幾個(gè)點(diǎn)之間的距離作為一個(gè)測(cè)量長(zhǎng)度。教師:好,這就是常用的取“計(jì)數(shù)點(diǎn)”的方法。我們應(yīng)該在紙帶上每隔幾個(gè)計(jì)時(shí)點(diǎn)取作一個(gè)計(jì)數(shù)點(diǎn),進(jìn)行編號(hào)。分別標(biāo)為:0、1、2、3……,測(cè)各計(jì)數(shù)點(diǎn)到“0”的距離。以減小測(cè)量誤差。教師:還有補(bǔ)充嗎?學(xué)生1:我在坐標(biāo)系中描點(diǎn)畫(huà)的圖象只集中在坐標(biāo)原定附近,兩條圖象沒(méi)有明顯的分開(kāi)。學(xué)生2:描出的幾個(gè)點(diǎn)不嚴(yán)格的分布在一條直線上,還能畫(huà)直線嗎?
培養(yǎng)學(xué)生合作交流意識(shí)和探究問(wèn)題的能力,這一部分知識(shí)層層遞進(jìn),符合學(xué)生由特殊到一般、由簡(jiǎn)單到復(fù)雜的認(rèn)知規(guī)律。4、互動(dòng)探究(1)極限思想的滲透讓學(xué)生閱讀“思考與討論”小版塊.培養(yǎng)學(xué)生的自學(xué)和閱讀能力提出下列問(wèn)題,進(jìn)行分組討論:a、用課本上的方法估算位移,其結(jié)果比實(shí)際位移大還是?。繛槭裁??b、為了提高估算的精確度,時(shí)間間隔小些好還是大些好?為什么?針對(duì)學(xué)生回答的多種可能性加以評(píng)價(jià)和進(jìn)一步指導(dǎo)。讓學(xué)生從討論的結(jié)果中歸納得出:△t越小,對(duì)位移的估算就越精確。滲透極限的思想。通過(guò)小組內(nèi)分工合作,討論交流,培養(yǎng)學(xué)生交流合作的精神,以及搜集信息、處理信息的能力;通過(guò)小組間對(duì)比總結(jié),使學(xué)生學(xué)會(huì)在對(duì)比中發(fā)現(xiàn)問(wèn)題,在解決問(wèn)題過(guò)程中提高個(gè)人能力;
設(shè)計(jì)意圖:幾道例題及練習(xí)題,其中例1小車(chē)由靜止啟動(dòng)開(kāi)始行駛,以加速度 做勻加速運(yùn)動(dòng),求2s后的速度大小?進(jìn)而變式到:小車(chē)遇到紅燈剎車(chē)……,充分體現(xiàn)了“從生活到物理,從物理到社會(huì)”的物理教學(xué)理念;例題及練習(xí)題由淺入深、由易到難、各有側(cè)重,體現(xiàn)新課標(biāo)提出的讓不同的學(xué)生在物理上得到不同發(fā)展的教學(xué)理念。這一環(huán)節(jié)總的設(shè)計(jì)意圖是反饋教學(xué),內(nèi)化知識(shí)。(6) 小結(jié)歸納,拓展深化我的理解是,小結(jié)歸納不應(yīng)該僅僅是知識(shí)的簡(jiǎn)單羅列,而應(yīng)該是優(yōu)化認(rèn)知結(jié)構(gòu),完善知識(shí)體系的一種有效手段,為充分發(fā)揮學(xué)生的主題作用,從學(xué)習(xí)的知識(shí)、方法、體驗(yàn)是那個(gè)方面進(jìn)行歸納,我設(shè)計(jì)了這么三個(gè)問(wèn)題:① 通過(guò)本節(jié)課的學(xué)習(xí),你學(xué)會(huì)了哪些知識(shí);② 通過(guò)本節(jié)課的學(xué)習(xí),你最大的體驗(yàn)是什么;③ 通過(guò)本節(jié)課的學(xué)習(xí),你掌握了哪些學(xué)習(xí)物理的方法?
知識(shí)與技能1.了解大牧場(chǎng)放牧業(yè)和乳畜業(yè)兩種農(nóng)業(yè)地域類(lèi)型及其分布。2.通過(guò)學(xué)習(xí)大牧場(chǎng)放牧業(yè),學(xué)會(huì)分析農(nóng)業(yè)區(qū)位因素,訓(xùn)練讀圖分析能力。3.掌握大牧場(chǎng)放牧業(yè)在經(jīng)營(yíng)方式、商品化、專(zhuān)業(yè)化、經(jīng)濟(jì)效益等方面的特點(diǎn)。4.解西歐乳畜業(yè)的形成因素。過(guò)程 與方法1.通過(guò)對(duì)潘帕斯草原大牧場(chǎng)放牧業(yè)區(qū)位因素的分析,學(xué)會(huì)歸納大牧場(chǎng)放牧業(yè)的區(qū)位條件。2.把西歐乳畜業(yè)和潘帕斯草原大牧場(chǎng)放牧業(yè)的區(qū)位條件作比較。情感態(tài)度與價(jià)值觀1.自然條件是農(nóng)業(yè)地域類(lèi)型形成的條件,人類(lèi)必須尊重自然規(guī)律,才能天人合一。2.人文條件也越來(lái)越大地影響到農(nóng)業(yè)的區(qū)位選擇,事物是發(fā)展的,不能用靜止的觀點(diǎn)看待問(wèn)題?!窘虒W(xué)重點(diǎn)】1.理解大牧場(chǎng)放牧業(yè)和乳畜業(yè)兩類(lèi)農(nóng)業(yè)地域類(lèi)型的區(qū)位因素。2.利用圖表資料分析農(nóng)業(yè)區(qū)位因素的能力。
一、知識(shí)和技能1.了解鋒面系統(tǒng)、低壓系統(tǒng)、高壓系統(tǒng)的特點(diǎn)2.理解氣旋與反氣旋的形成過(guò)程、氣流運(yùn)動(dòng)特點(diǎn),掌握氣旋、反氣旋氣流運(yùn)動(dòng)的規(guī)律性3.使學(xué)生掌握氣旋和反氣旋控制下的天氣狀況二、過(guò)程和方法1.掌握各天氣系統(tǒng)活動(dòng)規(guī)律和處在不同天氣系統(tǒng)及其不同部位的天氣特點(diǎn),利用天氣圖進(jìn)行天氣形勢(shì)分析預(yù)報(bào)2.能夠說(shuō)明這些天氣系統(tǒng)是如何對(duì)所到達(dá)地區(qū)的天氣產(chǎn)生影響的,能夠結(jié)合當(dāng)?shù)厍闆r分析學(xué)校所在地曾經(jīng)發(fā)生的災(zāi)害性天氣及其影響下的天氣系統(tǒng)3.通過(guò)研究氣旋和反氣旋的形成過(guò)程,使學(xué)生初步具備研究問(wèn)題的方法與步驟4.通過(guò)對(duì)冷鋒與暖鋒天氣系統(tǒng)的對(duì)比分析來(lái)實(shí)現(xiàn)學(xué)生地理綜合分析能力的提高。通過(guò)對(duì)鋒面氣旋的分析來(lái)建立地理空間思維的習(xí)慣三、情感、態(tài)度、價(jià)值觀1.通過(guò)本節(jié)課學(xué)習(xí),讓學(xué)生懂得學(xué)科學(xué)、愛(ài)科學(xué),獻(xiàn)身氣象事業(yè),為“四化”建設(shè)服務(wù)
淺層地下水是貯存于地表松散堆積物中的潛水。主要受降水、氣溫、蒸發(fā)等氣象因素影響,有明顯的季節(jié)變化與日變化,并與河水有相應(yīng)補(bǔ)給關(guān)系,即河水高于潛水面時(shí),河水補(bǔ)給地下水,反之地下水補(bǔ)給河流;深層地下水是長(zhǎng)時(shí)間內(nèi)滲入地下深入儲(chǔ)存起來(lái)的,它緩慢地流出補(bǔ)給河流,受氣象因素影響很小,通常只有年變化,季節(jié)變化已不明顯。當(dāng)然,一條河流的河水補(bǔ)給來(lái)源往往不是單一的,而是以某一種形式為主的混合補(bǔ)給形式,對(duì)流域自然條件復(fù)雜的大的河流來(lái)說(shuō)尤其如此。我國(guó)長(zhǎng)江上游地區(qū)除雨水、地下水外,高原高山上冰川、積雪在夏季融化也補(bǔ)給河流;東北地區(qū)的河流,由春季融化積雪補(bǔ)給,夏季則由雨水和地下水補(bǔ)給;西北內(nèi)陸盆地除雨水外,夏季高山冰川、積雪融化成為河流的主要補(bǔ)給形式。我國(guó)季風(fēng)地區(qū),大部分河流以雨水補(bǔ)給為主,而冬季則由地下水補(bǔ)給。
1.流水堆積地貌由于河床坡度降低,導(dǎo)致流速減小 ,或者其他原因,引起河流搬運(yùn)能力降低,促使沉積發(fā)生,形成堆積地貌。常見(jiàn)的河流堆積地貌主要有以下幾種:(1)沖積扇平原沖積扇是河流出山口處的扇形堆積體。河流出 山口后,比降顯著減小,水流又分成許多交漢,成扇狀向外流動(dòng),河流能量顯著降低,大量物質(zhì)堆積下來(lái),又有利于河流改道。隨著各支汊的不斷堆積和變遷,就形成沖積扇。沖積扇的物質(zhì)結(jié)構(gòu),一般是頂部物質(zhì)較粗,主要為沙、礫 ,隨著水流搬運(yùn)能力向邊緣減弱,堆積的物質(zhì)逐漸變細(xì),邊緣一般多為沙、粉沙及亞粘土,分選性較好,所以沖積扇是較好的含水層,邊緣常有泉水出 露,可發(fā)展自流灌 溉。若山地河谷隨山地間歇抬升,也可形成疊置沖積扇。(2)河漫灘平原河漫灘平原發(fā)源于河流中下游。在河流中下游地區(qū),河流下蝕作用減弱,側(cè)蝕作用加強(qiáng),河流往往凹岸侵蝕,在凸岸堆積形成水下堆積體。堆積體 的面積逐漸擴(kuò)大,在枯水季節(jié)露出水面,形成河漫灘(見(jiàn)下圖)。
(2)這樣的例子很多,如,有的同學(xué)利用自己掌握的計(jì)算機(jī)知識(shí)制造黑客程序,破壞校園網(wǎng)的正常運(yùn)行;有的生產(chǎn)者和經(jīng)營(yíng)者制假售假,坑蒙拐騙;有的人身上存在著拜金主義傾向;等等。從上面的課堂探究中,我們認(rèn)識(shí)到:(1)出現(xiàn)道德沖突的原因:生活變化很快,不斷加快的城鎮(zhèn)化進(jìn)程;新型產(chǎn)業(yè)的崛起與傳統(tǒng)產(chǎn)業(yè)的衰落,使眾多勞動(dòng)者不得不面對(duì)新的擇業(yè)問(wèn)題;網(wǎng)絡(luò)的普及,使越來(lái)越多的人進(jìn)入社會(huì)交行的新天地;等等。在急劇變化的社會(huì)生活中,人們?cè)诟鎰e傳統(tǒng)牛活方式的同時(shí),也常常遭遇思想道德下的“兩難選擇”。(2)解決道德沖突的重要途徑解決道德沖突的一個(gè)重要的途徑,就是在社會(huì)主義精神文明建設(shè)的實(shí)踐中,加強(qiáng)自身知識(shí)文化修養(yǎng)和思想道德修養(yǎng),不斷追求更高的思想道德目標(biāo)?!笳n堂練習(xí):道德沖突()①是經(jīng)濟(jì)生活日益發(fā)展的反映②不存在于現(xiàn)實(shí)生活中③是一個(gè)永遠(yuǎn)無(wú)法解決的問(wèn)題④是社會(huì)生活急劇變化的產(chǎn)物
一、教材分析《思想道德修養(yǎng)和科學(xué)文化修 養(yǎng)》是人教版高中政治必修一《文化生活》第十課第二框題的教學(xué)內(nèi)容。主要學(xué)評(píng)析文化修養(yǎng)與思想道德修養(yǎng)的關(guān)系,說(shuō)明青少年應(yīng)該不斷地追求更高的思想道德目標(biāo)。二、教學(xué)目標(biāo)1、知識(shí)目標(biāo)識(shí)記:思想道德修養(yǎng)和科學(xué)文化修養(yǎng)的含義。理解:思想道德修養(yǎng)和科學(xué)文化修養(yǎng)的內(nèi)在聯(lián)系。分析:當(dāng)代中國(guó)青年如何追求更高的思想道德目標(biāo)。2、能力目標(biāo)通過(guò)對(duì)“兩個(gè)修養(yǎng)”的學(xué)習(xí),提高學(xué)生比較分析問(wèn)題的能力。3、情感、態(tài)度、價(jià)值觀目標(biāo):通過(guò)本課的學(xué)習(xí),增強(qiáng)當(dāng)代中學(xué)生自覺(jué)提高自身全面素質(zhì)的能力,不斷地追求更高的思想道德目標(biāo)。三、教學(xué)重難點(diǎn)教學(xué)重點(diǎn):理解思想道德修養(yǎng)和科學(xué)文化修養(yǎng)的內(nèi)在聯(lián)系。教學(xué)難點(diǎn):歸納如何追求更高的思想道德目標(biāo)。四、學(xué)情分析通過(guò)上一框題的學(xué)習(xí),學(xué)生從宏觀上把握了國(guó)家加強(qiáng)思想道德建設(shè)的相關(guān)內(nèi)容,,本課將從微觀上即從個(gè)人的角度重點(diǎn)學(xué)習(xí)不斷提高思想道德修養(yǎng)和科學(xué)文化修養(yǎng)的原因及具體要求。本課內(nèi)容離學(xué)生的距離較近,是學(xué) 生比較感興趣的。
Step 4 PracticeRead the conversation. Find out which words have been left out.Justin: Linlin, I’m going to Guizhou Province next month. I’m super excited! Any recommendations for places to visit?Linlin: Wow, cool! Guizhou is a province with a lot of cultural diversity. Places to visit...well, definitely the Huangguoshu Waterfall first.Justin: What’s special about the waterfall?Linlin: Well, have you ever heard of the Chinese novel Journey to the West ?Justin: Yes, I have. Why ?Linlin: In the back of the waterfall, you will find a cave, which is the home of the Monkey King.Justin: Really? Cool! I’ll definitely check it out.Linlin:And I strongly recommend the ethnic minority villages. You’ll find Chinese culture is much more diverse than you thought.Justin:Sounds great, thanks.Answers:Justin: Linlin, I’m going to Guizhou Province next month. I’m super excited! Do you have any recommendations for places to visit?Linlin: Wow, that’s cool! Guizhou is a province with a lot of cultural diversity. What are some places to visit in Guizhou ? Well, definitely the Huangguoshu Waterfall is the first place to visit in Guizhou Province.Justin: What’s special about the waterfall?Linlin: Well, have you ever heard of the Chinese novel Journey to the West ?Justin: Yes, I have heard of the Chinese novel Journey to the West . Why do you ask if I have heard of the Chinese novel Journey to the West?Linlin: In the back of the waterfall, you will find a cave, which is the home of the Monkey King from Journey to the West.Justin: That’s really true? It’s Cool! I’ll definitely check it out.Linlin:And I strongly recommend the ethnic minority villages on your trip to Guizhou Province. You’ll find Chinese culture is much more diverse than you thought it was.Justin:This all sounds great, thanks.
1. In Picture 1 and Picture 2, where do you think they are from? How do you know?From their wearings, we can know they are from ethnic minority of China--- Miao and Dong.Picture 1, they are playing their traditional instrument lusheng in their traditional costumes.Picture 2. the girls are Miao because they wear their traditional costumes and silver accessory.2. In Picture 3, can you find which village it is? What time is it in the picture?It is Dong village. It is at night. Step 2 While-listeningJustin met a new friend while traveling in Guizhou. Listen to their conversation and complete the summaries below.Part 1Justin and Wu Yue watched some Miao people play the lusheng. The instrument has a history of over 3,000 years and it is even mentioned in the oldest collection of Chinese poetry. Then they watched the lusheng dance. Justin wanted to buy some hand-made silver/traditional accessories as souvenirs. He was told that the price will depend on the percentage of silver. Part 2They will go to a pretty Dong minority village called Zhaoxing. they will see the drum towers and the wind and rain bridges. They may also see a performance of the Grand Song of the Dong people.Step 3 Post-listening---TalkingWork in groups. Imagine Justin is telling some friends about his trip to Guizhou. One of you is Justin and the rest of you are his friends. Ask Justin questions about his trip and experience. The following expressions may help you.
Discuss these questions in groups.Q1: Have you ever been to a place that has a diverse culture ? What do you think about the culture diversity ?One culturally diverse place that I have been to is Harbin, the capital city of Heilongjiang Province. I went there last year with my family to see the Ice and Snow Festival, and I was amazed at how the culture as different to most other Chinese cities. There is a big Russian influence there, with beautiful Russian architecture and lots of interesting restaurants. I learnt that Harbin is called “the Oriental Moscow” and that many Russians settled there to help build the railway over 100 years ago.Q2: What are the benefits and challenges of cultural diversity ?The benefits: People are able to experience a wide variety of cultures, making their lives more interesting, and it can deepen the feelings for our national culture, it is also helpful for us to learn about other outstanding culture, which helps improve the ability to respect others. The challenges: People may have trouble communicating or understanding each other, and it may lead to disappearance of some civilizations and even make some people think “The western moon is rounder than his own.”Step 7 Post reading---RetellComplete the passage according to the text.Today, I arrived back in San Francisco, and it feels good (1) _____(be) back in the city again. The city succeeded in (2)_________ (rebuild) itself after the earthquake that (3)________ (occur) in 1906, and I stayed in the Mission District, enjoying some delicious noodles mixed with cultures. In the afternoon, I headed to a local museum (4)____ showed the historical changes in California. During the gold rush, many Chinese arrived, and some opened up shops and restaurants in Chinatown to earn a (5)_____ (live). Many others worked on (6)______ (farm), joined the gold rush, or went to build the railway that connected California to the east. The museum showed us (7)____ America was built by immigrants from (8)________ (difference) countries and cultures. In the evening, I went to Chinatown, and ate in a Cantonese restaurant that served food on (9)________(beauty) china plates. Tomorrow evening, I’m going to (10)__ jazz bar in the Richmond District. 答案:1. to be 2. rebuilding 3. occurred 4. that 5.living6. farms 7.how 8. different 9. beautiful 10. a
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