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人教A版高中數(shù)學(xué)必修一集合間的基本關(guān)系教學(xué)設(shè)計(jì)（2）
第一節(jié)通過(guò)研究集合中元素的特點(diǎn)研究了元素與集合之間的關(guān)系及集合的表示方法，而本節(jié)重點(diǎn)通過(guò)研究元素得到兩個(gè)集合之間的關(guān)系，尤其學(xué)生學(xué)完兩個(gè)集合之間的關(guān)系后，一定讓學(xué)生明確元素與集合、集合與集合之間的區(qū)別。課程目標(biāo)1. 了解集合之間包含與相等的含義，能識(shí)別給定集合的子集．2. 理解子集.真子集的概念． 3. 能使用 圖表達(dá)集合間的關(guān)系，體會(huì)直觀圖示對(duì)理解抽象概念的作用。數(shù)學(xué)學(xué)科素養(yǎng)1.數(shù)學(xué)抽象：子集和空集含義的理解；2.邏輯推理：子集、真子集、空集之間的聯(lián)系與區(qū)別；3.數(shù)學(xué)運(yùn)算：由集合間的關(guān)系求參數(shù)的范圍，常見(jiàn)包含一元二次方程及其不等式和不等式組；4.數(shù)據(jù)分析：通過(guò)集合關(guān)系列不等式組， 此過(guò)程中重點(diǎn)關(guān)注端點(diǎn)是否含“=”及 問(wèn)題；5.數(shù)學(xué)建模：用集合思想對(duì)實(shí)際生活中的對(duì)象進(jìn)行判斷與歸類。
新人教版高中英語(yǔ)必修2Unit 2 Wildlife Protection-Discovering Useful Structure教案二
2．表示現(xiàn)階段正在進(jìn)行的被動(dòng)動(dòng)作(該動(dòng)作在說(shuō)話的瞬間未必正在進(jìn)行)。Many interesting experiments are being carried out these days.(說(shuō)話時(shí)，并不一定正在進(jìn)行)3．表示一種經(jīng)常性的被動(dòng)行為，常和always，constantly 等表示頻度的副詞連用，這種用法常常帶有贊揚(yáng)或厭惡的感情色彩。He is always being praised by the leader.4．表示按計(jì)劃或安排主語(yǔ)將要承受謂語(yǔ)動(dòng)詞所表示的動(dòng)作(僅限于少數(shù)及物動(dòng)詞)。A party is being held tonight.Step 4 Special cases1.像take care of, look after, talk about, think of等動(dòng)詞與介詞構(gòu)成的短語(yǔ)用于現(xiàn)在進(jìn)行時(shí)的被動(dòng)語(yǔ)態(tài)時(shí), 其中的介詞不可省略。The ways to stop illegally hunting are being talked about. 2．可與部分情態(tài)動(dòng)詞連用，表示對(duì)正在發(fā)生的事情的推測(cè)。She may be being punished by her mother.3．有時(shí)可表示按計(jì)劃或安排將要進(jìn)行的一個(gè)被動(dòng)動(dòng)作。A celebration is being held this weekend for his success.4．某些表示“狀態(tài)、心理活動(dòng)、存在”等的動(dòng)詞，如have，want，need，love，一般不用現(xiàn)在進(jìn)行時(shí)的被動(dòng)語(yǔ)態(tài)，而常用一般現(xiàn)在時(shí)的被動(dòng)語(yǔ)態(tài)。With the population increasing，more land is needed.5．“be＋under/in＋n.”可表示現(xiàn)在進(jìn)行時(shí)的被動(dòng)意義。My computer is under repair.＝My computer is being repaired.
新人教版高中英語(yǔ)必修2Unit 2 Wildlife Protection-Discovering Useful Structure教案一
The activity topic of this section is "report an ongoing event", and the structure is the passive voice of present continuous tense. Rare wild animals are suffering from large-scale poaching, and species are on the brink of danger. Rescue operations are underway. "Being" and "suffering" are the meanings of the present progressive passive voice.The usage of present progressive passive voice is of great importance in writing a good discourse and appreciating some difficult language items, so it is vital to master it and use it flexibly in a context.1. Motivate Ss to deepen the understanding of the usage of present progressive passive voice in a fixed context.2. Enable Ss to master the usage of present progressive passive voice and use it flexibly in a context.3. Lead Ss to construct sentences or appreciate sentences used master it and use it flexibly in a context.1. Help students to appreciate the function of the usage of present progressive passive voice in a sentence2. Instruct students to write essays using the proper usage of present progressive passive voice.Look at the picture and tell me what are workers doing? What is the house being done?
新人教版高中英語(yǔ)必修2Unit 2 Wildlife Protection-Listening and Speaking教案
This lesson is about wildlife protection. The listening and speaking is about “How to protect endangered wildlife ?” Faced with the facts and numbers of wildlife loss, people begin to detect the reasons, then people such as the celebrities (Prince William and Yao Ming) are calling on to protect them. So students are guided to enhance the awareness of protecting wildlife and try to take part in some volunteer activities of protecting wildlife.1. Predict the content by using visuals. 2. Learn to use the sentences such as “I’m concerned about.... But now they are in danger. I want to know the reasons/why./ What can we do to protect them ?3. Learn from the stars like Prince William and Yao Ming and enhance the awareness of protecting wildlife.4. Guide students to try to put forward the solutions to the problems of wildlife protection and then discuss them with partners and present the results of discussion.5. Master the pronunciation of stressed syllables.1. Learn from the stars like Prince William and Yao Ming and enhance the awareness of protecting wildlife.2. Guide students to try to put forward the solutions to the problems of wildlife protection and then discuss them with partners and present the results of discussion.3. Learn to use the sentences such as “I’m concerned about.... But now they are in danger. I want to know the reasons/why./ What can we do to protect them ?4. Master the pronunciation of stressed syllables.Part A Listening and Speaking--- How to save endangered wildlifeStep 1 Lead in1. Point at the pictures on P14 and ask Q1: What message do these posters share?
新人教版高中英語(yǔ)必修2Unit 2 Wildlife Protection-Reading and Thinking教案二
The theme of this unit is human and nature, focusing on the theme of wildlife protection. Nature is a complex ecosystem, in which there are delicate balance between animals and plants. Because of the role of the food chain, the extinction of one species will produce influence, causing a series of chain reaction. Large scale extinction of species will have a serious and even irreversible impact on the ecosystem, resulting in immeasurable losses. Therefore, it is of great significance to protect wild species. To protect wild species is to protect human beings themselves. The motto of this unit is "when the buying stops, the killing can too,” which is a public service advertising slogan to protect wildlife. It tells people that every rhinoceros horn, every fur, every bowl of shark fin soup, every Ivory product, and every tiger bone product, etc. consumed by human beings, are innocent wild animals slaughtered behind them. The mission of wild aid is to ban illegal trade in endangered wildlife and mitigate climate change. It aims to educate the public to reduce the consumption demand for endangered wildlife products through public publicity and improve the awareness of environmental protection.1. Improve the awareness of wildlife protection by acquiring the knowledge of wildlife protection.2. Focus on environmental protection and protection of all lives.3. Analysis of the living environment of wild animals with appropriate thinking mode.4. Skillfully use the vocabulary and grammar knowledge of this unit to cultivate self-study ability according to the unit content5. Develop cooperative learning ability through discussion and other ways1. Enable the Ss to talk about the current situation of wild animals.2. Guide the Ss to summarize the main idea of each paragraph as well as the main idea of the text.
新人教版高中英語(yǔ)必修2Unit 2 Wildlife Protection-Reading For Writing教案一
1. 標(biāo)題首先根據(jù)海報(bào)的特點(diǎn)、格式寫(xiě)明標(biāo)題。海報(bào)中往往把內(nèi)容作為大標(biāo)題。例如: Save the earth, Save the birds。2. 正文部分不同的海報(bào)其正文部分的側(cè)重點(diǎn)不同。對(duì)于介紹性的海報(bào), 首先要引出話題, 其次列出原因, 最后是總結(jié)。對(duì)于宣傳類的海報(bào), 要寫(xiě)明具體內(nèi)容, 如: 活動(dòng)內(nèi)容, 地點(diǎn)以及參加活動(dòng)的注意事項(xiàng), 主持或舉辦單位等。1. 圖片: 要選擇引人注目的圖片, 與主題要相關(guān), 色彩明亮。話題句式 1. It is a treasure of our country. 它是我國(guó)的國(guó)寶。2. Believe it or not, at present only several thousand pandas exist in the world. 信不信由你, 目前世界上僅現(xiàn)存幾千只熊貓。 3.It’s because of human activities that tigers are endangered. 正是因?yàn)槿祟惖幕顒?dòng), 老虎處于瀕危的狀態(tài)。4. Many wild animals are in danger of dying out. 很多野生動(dòng)物面臨著滅絕的危險(xiǎn)。 5. The government has taken effective measures to protect them. 政府已采取有效的措施來(lái)保護(hù)它們。6. People should raise the awareness of the protection of wild animals. 人們應(yīng)該提高保護(hù)野生動(dòng)物的意識(shí)。 7. It’s amazing that there are merely less than 1, 000 finless porpoises living in China. 非常令人吃驚, 目前中國(guó)僅有不足1 000只江豚。
新人教版高中英語(yǔ)必修2Unit 2 Wildlife Protection-Reading for Writing教案二
This lesson aims at making a poster about protecting wildlife after reading some posters. During reading students are guided to understand the content and try to summarize the posters with one sentence. Then students are guided to try to make a poster about protecting wildlife.1. Read the two posters and try to understand the summary sentences.2. Look at the two posters and try to understand what emotions they express.3. Try to summarize the features of posters4. Try to make a poster about wildlife.1. Look at the two posters and try to understand what emotions they express.2. Try to summarize the features of posters3. Try to make a poster about wildlife.Step 1 Lead inLook at the the posters on the textbook and ask:Which emotions do the posters communicate ?Step 2 Read the poster and answer the questions.1. What do you think of the animals in the poster on the left ?I think it is frightening and ugly.2. Why do we should protect the ugly animals ?All species--the good, the bad, and the ugly-- should be treated equally.The world needs all kinds--without variety, our planet cannot survive.3. Why are billions of trees being cut down every year ?To make paper for humans.4. What result will be lead to after the trees are cut down ?A lost of animal homes are being destroyed./The habitat of wildlife is being destroyed.Step 3 Find the feature of posters1. What does each poster use to stir up emotions ?On the left, it makes us a little frightened and it looks a little ugly, but it can activate our curiosity--What is it? And What is wrong with it?On the right, it makes us feel a little sad and want to protect them.
新人教版高中英語(yǔ)必修2Unit 2 Wildlife Protection-Reading and Thinking教案一
The listening and speaking part aims at how to protect and help endangered animals by listening, speaking and talking about the facts and reasons. This lesson analyzes the decreasing clause of Tibetan antelope population and the measures of protecting Tibetan antelopes. So students can be guided to learn to analyse the title and use different reading skills or strategies, like scanning, skimming and careful reading.1. Read quickly to get the main ideas and the purpose of going to Tibetan; read carefully to understand what the author see and think.2. Understand the sentences of the present continuous passive voice such as “Much is being done to protect wildlife.” and the inverted sentence “Only when we learn to exist in harmony with nature can we stop being a threat to wildlife and to our planet.”3. Enhance the awareness of protecting wildlife.4. Cultivate the reading methods according to different materials.1. Read quickly to get the main ideas and the purpose of going to Tibetan; read carefully to understand what the author see and think.2. Understand the sentences of the present continuous passive voice such as “Much is being done to protect wildlife.” and the inverted sentence “Only when we learn to exist in harmony with nature can we stop being a threat to wildlife and to our planet.”3. Cultivate the reading methods according to different materials.Step 1 Leading-inWatch a video about elephants and whales and then ask:Why are they endangered ? They are killed/hunted
新人教版高中英語(yǔ)必修2Unit 2 Wildlife Protection-Listening &Speaking＆Talking教案
Listening and Speaking introduces the topic of “how to save endangered wildlife and help wildlife in their neighborhood.” Due to the continuous deterioration of the living environment, a large number of wild animals are always facing the threat of endangered or extinction. Listening and speaking period enables students to understand the fact and reason why wild species are disappearing from the earth at an amazing speed, and realize that human beings ought to enhance the awareness of protecting wild species as soon as possible.Listening and Talking introduces the theme of " how to help wildlife in Ss’ neighborhood.". Now there are many volunteers who spontaneously protect wild animals, carry out various activities according to local conditions, and contribute their own strength to local animal protection with practical actions. Middle school students are also enthusiastic participants. They organize activities in their spare time, and take this opportunity to make friends, broaden their horizons, cultivate team spirit and communication skills. This section describes a bird watching activity organized by several middle school students of Bird watching Club. It aims to stimulate students' interest, improve their understanding of bird watching activities, and use the language structure of “being used for; in order to, so as to, to, so that, in order that ” to express the purpose for communication and discussion.1. Guide students to understand the content of listening texts in terms of using visuals to predict content.2. Cultivate students' ability to guess the meaning of words in listening; discuss with their peers how to save endangered wildlife and help wildlife in their neighborhood.3. Instruct students to use functional sentences of the dialogue such as “I am concerned about…” “what do you know about the endangered animals in…" and so on to talk about one of the endangered animals.
人教版高中歷史必修3文學(xué)的繁榮教案3篇
蘇聯(lián)文學(xué)的沿革，既反映了蘇聯(lián)社會(huì)的偉大思想性變革，又反映了蘇聯(lián)文壇活躍與混亂并存的局面，特別是其所具有強(qiáng)烈的意識(shí)形態(tài)色彩是蘇聯(lián)社會(huì)深層次變化的風(fēng)向標(biāo)。（2）20世紀(jì)的亞、非、拉美文學(xué)20世紀(jì)亞、非、拉美文學(xué)的繁榮伴隨著民族民主運(yùn)動(dòng)的高漲，其主流都體現(xiàn)了反對(duì)殖民壓迫、反對(duì)社會(huì)不公的愛(ài)國(guó)主義精神。出現(xiàn)了許多頗有影響的作家和作品。泰戈?duì)柺怯《冉F(xiàn)代文學(xué)的光輝代表，為印度現(xiàn)代民族主義奠定了基礎(chǔ)。其代表作《戈拉》塑造了愛(ài)國(guó)的印度民族主義知識(shí)分子形象。泰戈?duì)柺鞘孜猾@諾貝爾文學(xué)獎(jiǎng)的東方作家。魯迅是中國(guó)文學(xué)革命的巨匠，他的《吶喊》集，昭示著中國(guó)新文學(xué)時(shí)代的到來(lái)。哥倫比亞作家馬爾克斯的《百年孤獨(dú)》，描繪加勒比海沿岸小城百年孤獨(dú)的原因及打破這種狀態(tài)的途徑。
人教版高中政治必修3第六課我們的中華文化精品教案
（三）、中華之瑰寶．民族之驕傲1．我國(guó)各具特色的民族文化異彩紛呈．都為中華文化的形成和發(fā)展做出了重要貢獻(xiàn)(1)我國(guó)的雕刎建筑藝術(shù)是各族人民共同創(chuàng)造的，都是中華文化的瑰寶。例如：敦煌石窟、云岡石窟；克孜爾千佛洞等，是古代的漢族、鮮卑以及西域各族的藝術(shù)家和勞動(dòng)人民共同創(chuàng)造的。(2)許多少數(shù)民族用自己的語(yǔ)言文字創(chuàng)造了優(yōu)秀的民族文學(xué)。例如：藏族的《格薩爾王傳》、蒙古族的《江格爾》和柯?tīng)柨俗巫宓摹冬敿{斯》被并為三大英雄史詩(shī)?！笞⒁猓好褡逦幕钌畹伢w現(xiàn)著各民族的風(fēng)俗和精神面貌，通過(guò)一定的物質(zhì)展現(xiàn)，可以表現(xiàn)在建筑、民族文學(xué)、舞蹈、習(xí)俗、信仰、衣著等方方面面?！簏c(diǎn)撥：“相關(guān)鏈接”中提到的《江格爾)是蒙古族衛(wèi)拉特郝英雄史詩(shī)。史詩(shī)的篇幸結(jié)構(gòu)、故事情節(jié)、語(yǔ)言風(fēng)格等具有蒙古族說(shuō)唱藝術(shù)的特點(diǎn)。從民族文學(xué)角度反映了本民族的文化生活．同時(shí)也為中華文化增添了絢麗色彩。◇課堂探究：(1)你還知道哪蝗少數(shù)民族舞蹈?它們務(wù)有什么特點(diǎn)?
新人教版高中英語(yǔ)必修3Unit 1 Festivals and Celebrations教學(xué)設(shè)計(jì)二
1. Ss look at the picture and scan the passage to understand the main idea while teacher is giving the following questions to inspire Ss to think.*Where are those people?*What are they doing?*Why are they so excited?2. Ss complete the passage with the appropriate -ing form. Then discuss and check the answers with class.Answers: boring, interesting, taking, exciting, amazing3. The teacher raises questions for the students to discuss and encourages them to express their opinions.*Do you like La Tomatina? Why or why not?4. Each group representative reports the discussion result, the teacher gives feedback and the evaluation.Step 6 PracticeActivity 41. Ss complete the Ex 2 in Using structures.2. Check the answers after finishing the exercises.①The dragon boat races are the most exciting part of the Dragon Boat Festival.② The children were excited to go Easter egg hunting.③What an amazing performance! This is the best music festival I have ever been to.④We were amazed by her funny-looking hat.⑤His inspiring speech at the conference won the admiration/ favour of the audience.⑥This is a challenging game to test your memory and observation capabilities. 3. T asks Ss to finish Ex 3 and 4 in Using structures by themselves, then check the answers with class.Step 6 Homework1. Understand and master the functions and usage of the -ing form;2. Finish the other exercises in Using structures.1、通過(guò)本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生是否理解和掌握動(dòng)詞-ing形式作定語(yǔ)和表語(yǔ)的功能和意義；2、通過(guò)本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否在理解文段內(nèi)容的基礎(chǔ)上，根據(jù)上下文語(yǔ)境和表達(dá)邏輯，能正確運(yùn)用動(dòng)詞-ing形式描述節(jié)日慶典。3、通過(guò)本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生是否歸納和積累用于表達(dá)情緒的相關(guān)詞匯。
新人教版高中英語(yǔ)必修3Unit 1 Festivals and Celebrations教學(xué)設(shè)計(jì)一
本板塊的活動(dòng)主題是“談?wù)摴?jié)日活動(dòng)”（Talk about festival activities），主要是從貼近學(xué)生日常生活的角度來(lái)切入“節(jié)日”主題。學(xué)生會(huì)聽(tīng)到發(fā)生在三個(gè)國(guó)家不同節(jié)日?qǐng)鼍跋碌暮?jiǎn)短對(duì)話，對(duì)話中的人們正在參與或?qū)⒁H歷不同的慶?；顒?dòng)。隨著全球化的進(jìn)程加速，國(guó)際交流日益頻繁，無(wú)論是國(guó)人走出國(guó)門(mén)還是外國(guó)友人訪問(wèn)中國(guó)，都已成為司空見(jiàn)慣的事情。因此，該板塊所選取的三個(gè)典型節(jié)日?qǐng)鼍岸际菍儆诳缥幕浑H語(yǔ)境，不僅每組對(duì)話中的人物來(lái)自不同的文化背景，對(duì)話者的身份和關(guān)系也不盡相同。1. Master the new words related to holiday: the lantern, Carnival, costume, dress(sb)up, march, congratulation, congratulate, riddle, ceremony, samba, make - up, after all. 2. To understand the origin of major world festivals and the activities held to celebrate them and the significance of these activities;3. Improve listening comprehension and oral expression of the topic by listening and talking about traditional festivals around the world;4. Improve my understanding of the topic by watching pictures and videos about different traditional festivals around the world;5. Review the common assimilation phenomenon in English phonetics, can distinguish the assimilated phonemes in the natural language flow, and consciously use the assimilation skill in oral expression. Importance:1. Guide students to pay attention to the attitude of the speaker in the process of listening, and identify the relationship between the characters;2. Inspire students to use topic words to describe the festival activities based on their background knowledge. Difficulties:In the process of listening to the correct understanding of the speaker's attitude, accurately identify the relationship between the characters.
新人教版高中英語(yǔ)必修3Unit 1 Festivals and Celebrations教學(xué)設(shè)計(jì)三
*wide range of origins(= a great number of different origins, many kinds of origins)*It featured a parade and a great feast with music, dancing, and sports. (=A parade and a great feast with music, dancing, and sports were included as important parts of the Egyptian harvest festival.)*.. some traditions may fade away and others may be established.(= Some traditions may disappear gradually, while other new traditions may come into being.）Step 6 Practice(1) Listen and follow the tape.The teacher may remind the students to pay attention to the meaning and usage of the black words in the context, so as to prepare for the completion of the blanks in activity 5 and vocabulary exercises in the exercise book.(2) Students complete the text of activity 5 by themselves.The teacher needs to remind the students to fill in the blanks with the correct form of the vocabulary they have learned in the text.Students exchange their answers with their partners, and then teachers and students check their answers.(3)Finish the Ex in Activity 5 of students’ book.Step 7 Homework1. Read the text again, in-depth understanding of the text;2. Discuss the origin of festivals, the historical changes of related customs, the influence of commercial society on festivals and the connotation and essential meaning of festivals.3. Complete relevant exercises in the guide plan.1、通過(guò)本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生是否理解和掌握閱讀文本中的新詞匯的意義與用法；2、通過(guò)本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否結(jié)合文本特點(diǎn)快速而準(zhǔn)確地找到主題句；3、通過(guò)本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否理清論說(shuō)文的語(yǔ)篇結(jié)構(gòu)和文本邏輯，了解節(jié)日風(fēng)俗發(fā)展與變遷，感悟節(jié)日的內(nèi)涵與意義。
新人教版高中英語(yǔ)必修3Unit 3 Diverse Cultures教學(xué)設(shè)計(jì)三
The price is the same as(the price was)before the war.價(jià)格與戰(zhàn)前相同。(4)定語(yǔ)從句中的“關(guān)系代詞＋助動(dòng)詞be”可以省略。The ticket(that/which was)booked by his sister has been sent to him.他妹妹訂的那張票已送到了他那里。Step 5 PracticeActivity 3(1) Guide students to complete the four activities in the Using Structures part of exercise book, in which activities 1 and 2 focus on ellipsis in dialogue answers, activity 3 focus on signs and headlines, two typical situations where ellipsis is used, and activity 4 focus on ellipsis in diary, an informal style.(2) Combine the examples in the above activities, ask students to summarize the omitted situations in groups, and make their own summary into a poster, and post it on the class wall after class to share with the class.(This step should give full play to the subjectivity of students, and teachers should encourage students to conclude different ellipsis phenomena according to their own understanding, they can conclude according to the different parts omitted in the sentence.)Step 6 Homework1. Understand and master the usages of ellipsis;2. Finish the other exercises in Using structures of Workbook.1、通過(guò)本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生是否理解和掌握省略的用法；2、通過(guò)本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否根據(jù)上下文語(yǔ)境或情景恢復(fù)句子中省略的成分，體會(huì)使用省略的效果；3、通過(guò)本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否獨(dú)立完成練習(xí)冊(cè)和導(dǎo)學(xué)案中的相關(guān)練習(xí)。
新人教版高中英語(yǔ)必修3Unit 3 Diverse Cultures教學(xué)設(shè)計(jì)二
(2)Consolidate key vocabulary.Ask the students to complete the exercises of activity 6 by themselves. Then ask them to check the answers with their partners.(The first language:Damage of the 1906 San Francisco earthquake and fire.A second language: Yunnan - one of the most diverse provinces in China).Step 5 Language points1. The teacher asks the students to read the text carefully, find out the more words and long and difficult sentences in the text and draw lines, understand the use of vocabulary, and analyze the structure of long and difficult sentences.2. The teacher explains and summarizes the usage of core vocabulary and asks the students to take notes.3. The teacher analyzes and explains the long and difficult sentences that the students don't understand, so that the students can understand them better.Step 6 Homework1. Read the text again, in-depth understanding of the text;2. Master the use of core vocabulary and understand the long and difficult sentences.3. Complete relevant exercises in the guide plan.1、通過(guò)本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生是否理解和掌握閱讀文本中的新詞匯的意義與用法；2、通過(guò)本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否結(jié)合文本特點(diǎn)了解文章的結(jié)構(gòu)和作者的寫(xiě)作邏輯；3、通過(guò)本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否了解舊金山的城市風(fēng)貌、文化特色，以及加利福尼亞州的歷史，體會(huì)多元文化對(duì)美國(guó)的影響。
新人教版高中英語(yǔ)必修3Unit 3 Diverse Cultures教學(xué)設(shè)計(jì)一
Activity 81.Grasp the main idea of the listening.Listen to the tape and answer the following questions:Who are the two speakers in the listening? What is their relationship?What is the main idea of the first part of the listening? How about the second part?2.Complete the passage.Ask the students to quickly review the summaries of the two listening materials in activity 2. Then play the recording for the second time.Ask them to complete the passage and fill in the blanks.3.Play the recording again and ask the students to use the structure diagram to comb the information structure in the listening.(While listening, take notes. Capture key information quickly and accurately.)Step 8 Talking Activity 91.Focus on the listening text.Listen to the students and listen to the tape. Let them understand the attitudes of Wu Yue and Justin in the conversation.How does Wu Yue feel about Chinese minority cultures?What does Justin think of the Miao and Dong cultures?How do you know that?2.learn functional items that express concerns.Ask students to focus on the expressions listed in activity. 3.And try to analyze the meaning they convey, including praise (Super!).Agree (Exactly!)"(You're kidding.!)Tell me more about it. Tell me more about it.For example, "Yeah Sure." "Definitely!" "Certainly!" "No kidding!" "No wonder!" and so on.4.Ask the students to have conversations in small groups, acting as Jsim and his friends.Justin shares his travels in Guizhou with friends and his thoughts;Justin's friends should give appropriate feedback, express their interest in relevant information, and ask for information when necessary.In order to enrich the dialogue, teachers can expand and supplement the introduction of Miao, dong, Lusheng and Dong Dage.After the group practice, the teacher can choose several groups of students to show, and let the rest of the students listen carefully, after listening to the best performance of the group, and give at least two reasons.
新人教版高中英語(yǔ)必修3Unit 3 Diverse Cultures教學(xué)設(shè)計(jì)四
該板塊的活動(dòng)主題是“介紹一個(gè)有顯著文化特征的地方”( Describe a place with distinctive cultural identity)。該板塊通過(guò)介紹中國(guó)城繼續(xù)聚焦中國(guó)文化。本單元主題圖呈現(xiàn)的是舊金山中國(guó)城的典型景象, Reading and Thinking部分也提到中國(guó)城,為該板塊作鋪墊。介紹中國(guó)城的目的主要是體現(xiàn)中國(guó)文化與美國(guó)多元文化的關(guān)系,它是美國(guó)多元文化的重要組成部分。中國(guó)城也是海外華人的精神家園和傳播中國(guó)文化的重要窗口,外國(guó)人在中國(guó)城能近距離體驗(yàn)中國(guó)文化。1. Read the text to understand the cultural characteristics of Chinatown in San Francisco and the relationship between Chinese culture and American multiculturalism;2. Through reading, learn to comb the main information of the article, understand the author's writing purpose and writing characteristics;3. Learn to give a comprehensive, accurate, and organized description of the city or town you live in;Learn to revise and evaluate your writing.Importance:1. Guide the students to read the introduction of Chinatown in San Francisco and grasp its writing characteristics;2. Guide students to introduce their city or town in a comprehensive, accurate and organized way;3. Learn to comb the main information of the article, understand the author's writing purpose, and master the core vocabulary.
空間向量及其運(yùn)算的坐標(biāo)表示教學(xué)設(shè)計(jì)人教A版高中數(shù)學(xué)選擇性必修第一冊(cè)
一、情境導(dǎo)學(xué)我國(guó)著名數(shù)學(xué)家吳文俊先生在《數(shù)學(xué)教育現(xiàn)代化問(wèn)題》中指出:“數(shù)學(xué)研究數(shù)量關(guān)系與空間形式,簡(jiǎn)單講就是形與數(shù),歐幾里得幾何體系的特點(diǎn)是排除了數(shù)量關(guān)系,對(duì)于研究空間形式,你要真正的‘騰飛’,不通過(guò)數(shù)量關(guān)系,我想不出有什么好的辦法…….”吳文俊先生明確地指出中學(xué)幾何的“騰飛”是“數(shù)量化”,也就是坐標(biāo)系的引入,使得幾何問(wèn)題“代數(shù)化”,為了使得空間幾何“代數(shù)化”,我們引入了坐標(biāo)及其運(yùn)算.二、探究新知一、空間直角坐標(biāo)系與坐標(biāo)表示1.空間直角坐標(biāo)系在空間選定一點(diǎn)O和一個(gè)單位正交基底{i,j,k},以點(diǎn)O為原點(diǎn),分別以i,j,k的方向?yàn)檎较?、以它們的長(zhǎng)為單位長(zhǎng)度建立三條數(shù)軸:x軸、y軸、z軸,它們都叫做坐標(biāo)軸.這時(shí)我們就建立了一個(gè)空間直角坐標(biāo)系Oxyz,O叫做原點(diǎn),i,j,k都叫做坐標(biāo)向量,通過(guò)每?jī)蓚€(gè)坐標(biāo)軸的平面叫做坐標(biāo)平面,分別稱為Oxy平面,Oyz平面,Ozx平面.
拋物線及其標(biāo)準(zhǔn)方程教學(xué)設(shè)計(jì)人教A版高中數(shù)學(xué)選擇性必修第一冊(cè)
本節(jié)課選自《2019人教A版高中數(shù)學(xué)選擇性必修第一冊(cè)》第二章《直線和圓的方程》，本節(jié)課主要學(xué)習(xí)拋物線及其標(biāo)準(zhǔn)方程在經(jīng)歷了橢圓和雙曲線的學(xué)習(xí)后再學(xué)習(xí)拋物線，是在學(xué)生原有認(rèn)知的基礎(chǔ)上從幾何與代數(shù)兩 個(gè)角度去認(rèn)識(shí)拋物線.教材在拋物線的定義這個(gè)內(nèi)容的安排上是：先從直觀上認(rèn)識(shí)拋物線，再?gòu)漠?huà)法中提煉出拋物線的幾何特征，由此抽象概括出拋物線的定義，最后是拋物線定義的簡(jiǎn)單應(yīng)用.這樣的安排不僅體現(xiàn)出《課程標(biāo)準(zhǔn)》中要求通過(guò)豐富的實(shí)例展開(kāi)教學(xué)的理念，而且符合學(xué)生從具體到抽象的認(rèn)知規(guī)律，有利于學(xué)生對(duì)概念的學(xué)習(xí)和理解.坐標(biāo)法的教學(xué)貫穿了整個(gè)“圓錐曲線方程”一章，是學(xué)生應(yīng)重點(diǎn)掌握的基本數(shù)學(xué)方法 運(yùn)動(dòng)變化和對(duì)立統(tǒng)一的思想觀點(diǎn)在這節(jié)知識(shí)中得到了突出體現(xiàn)，我們必須充分利用好這部分教材進(jìn)行教學(xué)