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新人教版高中英語選修2Unit 2 Using langauge-Listening教學設(shè)計
? B: Absolutely! Getting involved with Chinese cultural activities there definitely helped a lot. I got to practice my Chinese on a daily basis, and I could learn how native Chinese speakers spoke.? A: What do you feel is your biggest achievement?? B: Learning Chinese characters! I have learnt about 1,500 so far. When I first started, I didn't think it was even going to be possible to learn so many, but now I find that I can read signs, menus, and even some easy newspaper articles.? A: What are you most keen on?? B: I've really become keen on learning more about the Chinese culture, in particular Chinese calligraphy. As I have learnt Chinese characters, I have developed a great appreciation for their meaning. I want to explore Chinese characters by learning how to write them in a more beautiful way. ? A: Finally, what do you want to say to anyone interested in learning Chinese?? I have really become keen on learning more about the Chinese culture, in particular Chinese Calligraphy. As I have learnt Chinese character, I have developed a great appreciation for their meaning. I want to explore Chinese characters by learning how to write them in a more beautiful way.? A: Finally, what do you want to say to anyone interested in learning Chinese?? B: I'd say, give it a shot! While some aspects may be difficult, it is quite rewarding and you will be happy that you tried.? A: Thanks for your time. ? B:You're welcome.
新人教版高中英語選修2Unit 3 Using langauge-Listening教學設(shè)計
1． How is Hunan cuisine somewhat different from Sichuan cuisine?The heat in Sichuan cuisine comes from chilies and Sichuan peppercorns. Human cuisine is often hotter and the heat comes from just chilies.2.What are the reasons why Hunan people like spicy food?Because they are a bold people. But many Chinese people think that hot food helps them overcome the effects of rainy or wet weather.3.Why do so many people love steamed fish head covered with chilies?People love it because the meat is quite tender and there are very few small bones.4.Why does Tingting recommend bridge tofu instead of dry pot duck with golden buns?Because bridge tofu has a lighter taste.5 .Why is red braised pork the most famous dish?Because Chairman Mao was from Hunan, and this was his favorite food.Step 5: Instruct students to make a short presentation to the class about your choice. Use the example and useful phrases below to help them.? In groups of three, discuss what types of restaurant you would like to take a foreign visitor to, and why. Then take turns role-playing taking your foreign guest to the restaurant you have chosen. One of you should act as the foreign guest, one as the Chinese host, and one as the waiter or waitress. You may start like this:? EXAMPLE? A: I really love spicy food, so what dish would you recommend?? B: I suggest Mapo tofu.? A: Really ? what's that?
新人教版高中英語選修2Unit 4 Learning about Language教學設(shè)計
This section guides students to pay attention to the typical context of vocabulary use, helps students accumulate vocabulary around the key vocabulary of this unit, and uses the learned words and word chunks in different contexts to deeply understand their meaning and usage, so as to achieve the purpose of review and consolidation.The teaching design activities aim to guide students to pay attention to the typical context in which the target vocabulary is used, as well as the common vocabulary used in collocation, so that students can complete the sentence with correct words. In terms of vocabulary learning strategies, this unit focuses on cultivating students' ability to pay attention to collocation of words and to use word blocks to express meaning.For vocabulary learning, it is not enough just to know the meaning of a single word, but the most important thing is to master the common collocations of words, namely word blocks.Teachers should timely guide students to summarize common vocabulary collocation, such as verb and noun collocation, verb and preposition collocation, preposition and noun collocation, and so on.1. Guide students to understand and consolidate the meaning and usage of the vocabulary in the context, 2. Guide the students to use the unit topic vocabulary in a richer context3. Let the students sort out and accumulate the accumulated vocabulary, establishes the semantic connection between the vocabulary,4. Enable students to understand and master the vocabulary more effectivelyGuiding the Ss to use unit topic words and the sentence patterns in a richer context.
新人教版高中英語選修2Unit 4 Reading for writing教學設(shè)計
假定你是英國的Jack，打算來中國旅行，請你給你的中國筆友李華寫一封信，要點如下：1．你的旅行計劃：北京→泰山→杭州；2．征求建議并詢問他是否愿意充當你的導游。注意：1.詞數(shù)80左右(開頭和結(jié)尾已給出，不計入總詞數(shù))；2．可以適當增加細節(jié)，以使行文連貫。參考詞匯：故宮 the Forbidden City；泰山 Mount TaiDear Li Hua，I'm glad to tell you that 'm going to visit China.First，I am planning to visit Beijing，the capitalof China，where I am looking forward to enjoying the Great Wall，the Forbidden City and somebeautiful parks.Then I intend to go to visit Mount Tai in Shandong Province.I've heard that it is one ofthe most famous mountains in China and I can't wait to enjoy the amazing sunrise there.After that，I amalso going to Hangzhou.It is said that it is a beautiful modern city with breathtaking natural sights，among which the West Lake is a well- known tourist attraction.What do you think of my travel plan? Will you act as my guide? Hope to hear from you soon.
新人教版高中英語選修2Unit 4 Using langauge-Listening教學設(shè)計
The theme of the listening section is " talking about scenery and culture along a journey."The part is designed to further lead the students to understand Canadian natural geography and social environment, and integrated into the cultural contrast by mentioning the long train journey from Beijing to Moscow routes. On this basis, the part activates students related travel experience, lets the student serial dialogue, guides the student to explore further the pleasure and meaning of the long journey, and Chinese and foreign cultural comparison.The part also provides a framework for the continuation of the dialogue, which is designed to provide a framework for students to successfully complete their oral expressions, and to incorporate an important trading strategy to end the dialogue naturally.1. Help students to understand and master some common English idioms in the context, and experience the expression effect of English idioms.2. Guide the students to understand the identity of different people in the listening context, and finish the dialogue according to their own experience.3. Instruct the students to use appropriate language to express surprise and curiosity about space and place in the dialogue, and master the oral strategy of ending the dialogue naturally.1. Instruct students to grasp the key information and important details of the dialogue.2. Instruct students to conduct a similar talk on the relevant topic.
新人教版高中英語選修2Unit 5 Learning about Language教學設(shè)計
The purpose of this section of vocabulary exercises is to consolidate the key words in the first part of the reading text, let the students write the words according to the English definition, and focus on the detection of the meaning and spelling of the new words. The teaching design includes use English definition to explain words, which is conducive to improving students' interest in vocabulary learning, cultivating their sense of English language and thinking in English, and making students willing to use this method to better grasp the meaning of words, expand their vocabulary, and improve their ability of vocabulary application. Besides, the design offers more context including sentences and short passage for students to practice words flexibly.1. Guide students to understand and consolidate the meaning and usage of the vocabulary in the context, 2. Guide the students to use the unit topic vocabulary in a richer context3. Let the students sort out and accumulate the accumulated vocabulary, establishes the semantic connection between the vocabulary,4. Enable students to understand and master the vocabulary more effectivelyGuiding the Ss to use unit topic words and the sentence patterns in a richer context.Step1: Read the passage about chemical burns and fill in the blanks with the correct forms of the words in the box.
新人教版高中英語選修2Unit 5 Reading and thinking教學設(shè)計
The theme of this activity is to learn the first aid knowledge of burns. Burns is common in life, but there are some misunderstandings in manual treatment. This activity provides students with correct first aid methods, so as not to take them for granted in an emergency. This section guides students to analyze the causes of scald and help students avoid such things. From the perspective of text structure and collaborative features, the text is expository. Expository, with explanation as the main way of expression, transmits knowledge and information to readers by analyzing concepts and elaborating examples. This text arranges the information in logical order, clearly presents three parts of the content through the subtitle, accurately describes the causes, types, characteristics and first aid measures of burns, and some paragraphs use topic sentences to summarize the main idea, and the level is very clear.1. Guide students to understand the causes, types, characteristics and first aid methods of burns, through reading2. Enhance students’ ability to deal withburnss and their awareness of burns prevention3. Enable students to improve the ability to judge the types of texts accurately and to master the characteristics and writing techniques of expository texts.Guide students to understand the causes, types, characteristics and first aid methods of burns, through readingStep1: Lead in by discussing the related topic:1. What first-aid techniques do you know of ?CPR; mouth to mouth artificial respiration; the Heimlich Manoeuvre
新人教版高中英語選修2Unit 5 Using langauge-Listening教學設(shè)計
The theme of this section is to learn how to make emergency calls. Students should learn how to make emergency calls not only in China, but also in foreign countries in English, so that they can be prepared for future situations outside the home.The emergency telephone number is a vital hotline, which should be the most clear, rapid and effective communication with the acute operator.This section helps students to understand the emergency calls in some countries and the precautions for making emergency calls. Through the study of this section, students can accumulate common expressions and sentence patterns in this context. 1.Help students accumulate emergency telephone numbers in different countries and learn more about first aid2.Guide the students to understand the contents and instructions of the telephone, grasp the characteristics of the emergency telephone and the requirements of the emergency telephone.3.Guide students to understand the first aid instructions of the operators.4.Enable Ss to make simulated emergency calls with their partners in the language they have learned1. Instruct students to grasp the key information and important details of the dialogue.2. Instruct students to conduct a similar talk on the relevant topic.Step1:Look and discuss:Match the pictures below to the medical emergencies, and then discuss the questions in groups.
人教版高中數(shù)學選修3排列與排列數(shù)教學設(shè)計
4.有8種不同的菜種,任選4種種在不同土質(zhì)的4塊地里,有 種不同的種法. 解析:將4塊不同土質(zhì)的地看作4個不同的位置,從8種不同的菜種中任選4種種在4塊不同土質(zhì)的地里,則本題即為從8個不同元素中任選4個元素的排列問題,所以不同的種法共有A_8^4 =8×7×6×5=1 680(種).答案:1 6805.用1、2、3、4、5、6、7這7個數(shù)字組成沒有重復(fù)數(shù)字的四位數(shù).(1)這些四位數(shù)中偶數(shù)有多少個?能被5整除的有多少個?(2)這些四位數(shù)中大于6 500的有多少個?解:(1)偶數(shù)的個位數(shù)只能是2、4、6,有A_3^1種排法,其他位上有A_6^3種排法,由分步乘法計數(shù)原理,知共有四位偶數(shù)A_3^1·A_6^3=360(個);能被5整除的數(shù)個位必須是5,故有A_6^3=120(個).(2)最高位上是7時大于6 500,有A_6^3種,最高位上是6時,百位上只能是7或5,故有2×A_5^2種.由分類加法計數(shù)原理知,這些四位數(shù)中大于6 500的共有A_6^3+2×A_5^2=160(個).
人教版高中數(shù)學選修3超幾何分布教學設(shè)計
探究新知問題1：已知100件產(chǎn)品中有8件次品，現(xiàn)從中采用有放回方式隨機抽取4件．設(shè)抽取的4件產(chǎn)品中次品數(shù)為X，求隨機變量X的分布列.（1）：采用有放回抽樣，隨機變量X服從二項分布嗎？采用有放回抽樣，則每次抽到次品的概率為0.08，且各次抽樣的結(jié)果相互獨立,此時X服從二項分布,即X～B(4，0.08).（2）：如果采用不放回抽樣，抽取的4件產(chǎn)品中次品數(shù)X服從二項分布嗎？若不服從，那么X的分布列是什么？不服從，根據(jù)古典概型求X的分布列.解：從100件產(chǎn)品中任取4件有 C_100^4 種不同的取法，從100件產(chǎn)品中任取4件，次品數(shù)X可能取0,1,2,3,4.恰有k件次品的取法有C_8^k C_92^(4-k)種.一般地，假設(shè)一批產(chǎn)品共有N件，其中有M件次品．從N件產(chǎn)品中隨機抽取n件(不放回），用X表示抽取的n件產(chǎn)品中的次品數(shù)，則X的分布列為P(X＝k）＝CkM Cn－kN－M CnN ，k＝m，m＋1，m＋2，…，r.其中n，N，M∈N*，M≤N，n≤N，m＝max{0，n－N＋M}，r＝min{n，M}，則稱隨機變量X服從超幾何分布．
人教版高中數(shù)學選修3全概率公式教學設(shè)計
2.某小組有20名射手，其中1，2，3，4級射手分別為2，6，9，3名.又若選1，2，3，4級射手參加比賽，則在比賽中射中目標的概率分別為0.85，0.64，0.45，0.32，今隨機選一人參加比賽，則該小組比賽中射中目標的概率為________. 【解析】設(shè)B表示“該小組比賽中射中目標”，Ai(i=1，2，3，4)表示“選i級射手參加比賽”，則P(B)= P(Ai)P(B|Ai)= 2/20×0.85+ 6/20 ×0.64+ 9/20×0.45+ 3/20×0.32=0.527 5.答案：0.527 53.兩批相同的產(chǎn)品各有12件和10件，每批產(chǎn)品中各有1件廢品，現(xiàn)在先從第1批產(chǎn)品中任取1件放入第2批中，然后從第2批中任取1件，則取到廢品的概率為________. 【解析】設(shè)A表示“取到廢品”，B表示“從第1批中取到廢品”，有P(B)= 112，P(A|B)= 2/11 ，P(A| )= 1/11所以P(A)=P(B)P(A|B)+P( )P(A| )4．有一批同一型號的產(chǎn)品，已知其中由一廠生產(chǎn)的占 30%, 二廠生產(chǎn)的占 50% , 三廠生產(chǎn)的占 20%, 又知這三個廠的產(chǎn)品次品率分別為2% , 1%, 1%，問從這批產(chǎn)品中任取一件是次品的概率是多少？
人教版高中數(shù)學選修3條件概率教學設(shè)計
(2)方法一:第一次取到一件不合格品,還剩下99件產(chǎn)品,其中有4件不合格品,95件合格品,于是第二次又取到不合格品的概率為4/99,由于這是一個條件概率,所以P(B|A)=4/99.方法二:根據(jù)條件概率的定義,先求出事件A,B同時發(fā)生的概率P(AB)=(C_5^2)/(C_100^2 )=1/495,所以P(B|A)=(P"(" AB")" )/(P"(" A")" )=(1/495)/(5/100)=4/99.6.在某次考試中,要從20道題中隨機地抽出6道題,若考生至少答對其中的4道題即可通過;若至少答對其中5道題就獲得優(yōu)秀.已知某考生能答對其中10道題,并且知道他在這次考試中已經(jīng)通過,求他獲得優(yōu)秀成績的概率.解:設(shè)事件A為“該考生6道題全答對”,事件B為“該考生答對了其中5道題而另一道答錯”,事件C為“該考生答對了其中4道題而另2道題答錯”,事件D為“該考生在這次考試中通過”,事件E為“該考生在這次考試中獲得優(yōu)秀”,則A,B,C兩兩互斥,且D=A∪B∪C,E=A∪B,由古典概型的概率公式及加法公式可知P(D)=P(A∪B∪C)=P(A)+P(B)+P(C)=(C_10^6)/(C_20^6 )+(C_10^5 C_10^1)/(C_20^6 )+(C_10^4 C_10^2)/(C_20^6 )=(12" " 180)/(C_20^6 ),P(E|D)=P(A∪B|D)=P(A|D)+P(B|D)=(P"(" A")" )/(P"(" D")" )+(P"(" B")" )/(P"(" D")" )=(210/(C_20^6 ))/((12" " 180)/(C_20^6 ))+((2" " 520)/(C_20^6 ))/((12" " 180)/(C_20^6 ))=13/58,即所求概率為13/58.
人教版高中數(shù)學選修3正態(tài)分布教學設(shè)計
3.某縣農(nóng)民月均收入服從N(500,202)的正態(tài)分布,則此縣農(nóng)民月均收入在500元到520元間人數(shù)的百分比約為 . 解析:因為月收入服從正態(tài)分布N(500,202),所以μ=500,σ=20,μ-σ=480,μ+σ=520.所以月均收入在[480,520]范圍內(nèi)的概率為0.683.由圖像的對稱性可知,此縣農(nóng)民月均收入在500到520元間人數(shù)的百分比約為34.15%.答案:34.15%4.某種零件的尺寸ξ(單位:cm)服從正態(tài)分布N(3,12),則不屬于區(qū)間[1,5]這個尺寸范圍的零件數(shù)約占總數(shù)的 . 解析:零件尺寸屬于區(qū)間[μ-2σ,μ+2σ],即零件尺寸在[1,5]內(nèi)取值的概率約為95.4%,故零件尺寸不屬于區(qū)間[1,5]內(nèi)的概率為1-95.4%=4.6%.答案:4.6%5. 設(shè)在一次數(shù)學考試中,某班學生的分數(shù)X~N(110,202),且知試卷滿分150分,這個班的學生共54人,求這個班在這次數(shù)學考試中及格(即90分及90分以上)的人數(shù)和130分以上的人數(shù).解:μ=110,σ=20,P(X≥90)=P(X-110≥-20)=P(X-μ≥-σ),∵P(X-μσ)≈2P(X-μ130)=P(X-110>20)=P(X-μ>σ),∴P(X-μσ)≈0.683+2P(X-μ>σ)=1,∴P(X-μ>σ)=0.158 5,即P(X>130)=0.158 5.∴54×0.158 5≈9(人),即130分以上的人數(shù)約為9人.
人教版高中數(shù)學選修3組合與組合數(shù)教學設(shè)計
解析:因為減法和除法運算中交換兩個數(shù)的位置對計算結(jié)果有影響,所以屬于組合的有2個.答案:B2.若A_n^2=3C_(n"-" 1)^2,則n的值為( )A.4 B.5 C.6 D.7 解析:因為A_n^2=3C_(n"-" 1)^2,所以n(n-1)=(3"(" n"-" 1")(" n"-" 2")" )/2,解得n=6.故選C.答案:C 3.若集合A={a1,a2,a3,a4,a5},則集合A的子集中含有4個元素的子集共有 個. 解析:滿足要求的子集中含有4個元素,由集合中元素的無序性,知其子集個數(shù)為C_5^4=5.答案:54.平面內(nèi)有12個點,其中有4個點共線,此外再無任何3點共線,以這些點為頂點,可得多少個不同的三角形?解:(方法一)我們把從共線的4個點中取點的多少作為分類的標準:第1類,共線的4個點中有2個點作為三角形的頂點,共有C_4^2·C_8^1=48(個)不同的三角形;第2類,共線的4個點中有1個點作為三角形的頂點,共有C_4^1·C_8^2=112(個)不同的三角形;第3類,共線的4個點中沒有點作為三角形的頂點,共有C_8^3=56(個)不同的三角形.由分類加法計數(shù)原理,不同的三角形共有48+112+56=216(個).(方法二 間接法)C_12^3-C_4^3=220-4=216(個).
人教版高中數(shù)學選修3成對數(shù)據(jù)的相關(guān)關(guān)系教學設(shè)計
由樣本相關(guān)系數(shù)??≈0.97,可以推斷脂肪含量和年齡這兩個變量正線性相關(guān)，且相關(guān)程度很強。脂肪含量與年齡變化趨勢相同.歸納總結(jié)1．線性相關(guān)系數(shù)是從數(shù)值上來判斷變量間的線性相關(guān)程度，是定量的方法．與散點圖相比較，線性相關(guān)系數(shù)要精細得多，需要注意的是線性相關(guān)系數(shù)r的絕對值小，只是說明線性相關(guān)程度低，但不一定不相關(guān)，可能是非線性相關(guān)．2．利用相關(guān)系數(shù)r來檢驗線性相關(guān)顯著性水平時，通常與0.75作比較，若|r|>0.75，則線性相關(guān)較為顯著，否則不顯著．例2. 有人收集了某城市居民年收入(所有居民在一年內(nèi)收入的總和)與A商品銷售額的10年數(shù)據(jù),如表所示.畫出散點圖，判斷成對樣本數(shù)據(jù)是否線性相關(guān)，并通過樣本相關(guān)系數(shù)推斷居民年收入與A商品銷售額的相關(guān)程度和變化趨勢的異同.
人教版高中數(shù)學選修3二項式系數(shù)的性質(zhì)教學設(shè)計
1.對稱性與首末兩端“等距離”的兩個二項式系數(shù)相等,即C_n^m=C_n^(n"-" m).2.增減性與最大值 當k(n+1)/2時,C_n^k隨k的增加而減小.當n是偶數(shù)時,中間的一項C_n^(n/2)取得最大值;當n是奇數(shù)時,中間的兩項C_n^((n"-" 1)/2) 與C_n^((n+1)/2)相等,且同時取得最大值.探究2.已知(1+x)^n =C_n^0+C_n^1 x+...〖+C〗_n^k x^k+...+C_n^n x^n 3.各二項式系數(shù)的和C_n^0+C_n^1+C_n^2+…+C_n^n=2n.令x=1 得(1+1)^n=C_n^0+C_n^1 +...+C_n^n=2^n所以，(a+b)^n 的展開式的各二項式系數(shù)之和為2^n1. 在(a+b)8的展開式中,二項式系數(shù)最大的項為 ,在(a+b)9的展開式中,二項式系數(shù)最大的項為 . 解析:因為(a+b)8的展開式中有9項,所以中間一項的二項式系數(shù)最大,該項為C_8^4a4b4=70a4b4.因為(a+b)9的展開式中有10項,所以中間兩項的二項式系數(shù)最大,這兩項分別為C_9^4a5b4=126a5b4,C_9^5a4b5=126a4b5.答案:1.70a4b4 126a5b4與126a4b5 2. A=C_n^0+C_n^2+C_n^4+…與B=C_n^1+C_n^3+C_n^5+…的大小關(guān)系是( )A.A>B B.A=B C.A<B D.不確定 解析:∵(1+1)n=C_n^0+C_n^1+C_n^2+…+C_n^n=2n,(1-1)n=C_n^0-C_n^1+C_n^2-…+(-1)nC_n^n=0,∴C_n^0+C_n^2+C_n^4+…=C_n^1+C_n^3+C_n^5+…=2n-1,即A=B.答案:B
第三周國旗下講話稿：抓常規(guī)管理 促進養(yǎng)成教育
第三周國旗下講話稿：抓常規(guī)管理促進養(yǎng)成教育老師們、同學們，大家早上好！今天我國旗下講話的題目是：《抓常規(guī)管理促進養(yǎng)成教育》。打造一個優(yōu)秀的集體，需要抓常規(guī)管理，促進養(yǎng)成教育。我認為：首先，要建章立規(guī)細化要求俗話說：沒有規(guī)矩不成方圓，常規(guī)管理的前提是制定常規(guī)，只有確立了學生的日常行為的規(guī)范，才能使學生的精力更多地放在學習上，而不是物質(zhì)追求上，不是放在那些無關(guān)學習的事情上。只有抓好了常規(guī)管理，才會有效約束學生的行為習慣與學習習慣，從而逐步形成良好的學風、班風、校風。常規(guī)管理要具體化，給學生以非常明確具體的要求，可以使學生更加有章可循，讓學生樹立道德感、責任感、尊嚴感，端正學習態(tài)度，學習更主動更自然，在具體操作時，可精細到每個細節(jié)，做到定人、定點、定時、定事。其次，要強化訓練促進養(yǎng)成學生是日常管理的對象，更是常規(guī)管理的主體，為此，我們以班級教育、自我教育、傳授教育為主渠道，訓練學生自我約束，自我管理的能力
人教版高中數(shù)學選修3分類變量與列聯(lián)表教學設(shè)計
一、 問題導學前面兩節(jié)所討論的變量,如人的身高、樹的胸徑、樹的高度、短跑100m世界紀錄和創(chuàng)紀錄的時間等,都是數(shù)值變量,數(shù)值變量的取值為實數(shù).其大小和運算都有實際含義.在現(xiàn)實生活中,人們經(jīng)常需要回答一定范圍內(nèi)的兩種現(xiàn)象或性質(zhì)之間是否存在關(guān)聯(lián)性或相互影響的問題.例如,就讀不同學校是否對學生的成績有影響,不同班級學生用于體育鍛煉的時間是否有差別,吸煙是否會增加患肺癌的風險,等等,本節(jié)將要學習的獨立性檢驗方法為我們提供了解決這類問題的方案。在討論上述問題時,為了表述方便,我們經(jīng)常會使用一種特殊的隨機變量,以區(qū)別不同的現(xiàn)象或性質(zhì),這類隨機變量稱為分類變量.分類變量的取值可以用實數(shù)表示,例如,學生所在的班級可以用1,2,3等表示,男性、女性可以用1,0表示,等等.在很多時候,這些數(shù)值只作為編號使用,并沒有通常的大小和運算意義,本節(jié)我們主要討論取值于{0,1}的分類變量的關(guān)聯(lián)性問題.
人教版高中數(shù)學選修3離散型隨機變量及其分布列(2)教學設(shè)計
溫故知新 1.離散型隨機變量的定義可能取值為有限個或可以一一列舉的隨機變量,我們稱為離散型隨機變量.通常用大寫英文字母表示隨機變量,例如X,Y,Z;用小寫英文字母表示隨機變量的取值,例如x,y,z.隨機變量的特點: 試驗之前可以判斷其可能出現(xiàn)的所有值，在試驗之前不可能確定取何值；可以用數(shù)字表示2、隨機變量的分類①離散型隨機變量:X的取值可一、一列出；②連續(xù)型隨機變量:X可以取某個區(qū)間內(nèi)的一切值隨機變量將隨機事件的結(jié)果數(shù)量化．3、古典概型:①試驗中所有可能出現(xiàn)的基本事件只有有限個；②每個基本事件出現(xiàn)的可能性相等。二、探究新知探究1.拋擲一枚骰子,所得的點數(shù)X有哪些值？取每個值的概率是多少？ 因為X取值范圍是{1，2，3，4，5，6}而且"P(X=m)"=1/6,m=1,2,3,4,5,6.因此X分布列如下表所示
新人教版高中英語選修2Unit 1 Science and Scientists-Discovering useful structures教學設(shè)計
The grammatical structure of this unit is predicative clause. Like object clause and subject clause, predicative clause is one of Nominal Clauses. The leading words of predicative clauses are that, what, how, what, where, as if, because, etc.The design of teaching activities aims to guide students to perceive the structural features of predicative clauses and think about their ideographic functions. Beyond that, students should be guided to use this grammar in the context apporpriately and flexibly.1. Enable the Ss to master the usage of the predicative clauses in this unit.2. Enable the Ss to use the predicative patterns flexibly.3. Train the Ss to apply some skills by doing the relevant exercises.1.Guide students to perceive the structural features of predicative clauses and think about their ideographic functions.2.Strengthen students' ability of using predicative clauses in context, but also cultivate their ability of text analysis and logical reasoning competence.Step1: Underline all the examples in the reading passage, where noun clauses are used as the predicative. Then state their meaning and functions.1) One theory was that bad air caused the disease.2) Another theory was that cholera was caused by an infection from germs in food or water.3) The truth was that the water from the Broad Street had been infected by waste.Sum up the rules of grammar:1. 以上黑體部分在句中作表語。2. 句1、2、3中的that在從句中不作成分，只起連接作用。 Step2: Review the basic components of predicative clauses1.Definition