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人教A版高中數(shù)學(xué)必修一誘導(dǎo)公式教學(xué)設(shè)計(jì)（2）
本節(jié)主要內(nèi)容是三角函數(shù)的誘導(dǎo)公式中的公式二至公式六，其推導(dǎo)過程中涉及到對(duì)稱變換，充分體現(xiàn)對(duì)稱變換思想在數(shù)學(xué)中的應(yīng)用，在練習(xí)中加以應(yīng)用，讓學(xué)生進(jìn)一步體會(huì) 的任意性；綜合六組誘導(dǎo)公式總結(jié)出記憶誘導(dǎo)公式的口訣：“奇變偶不變，符號(hào)看象限”，了解從特殊到一般的數(shù)學(xué)思想的探究過程，培養(yǎng)學(xué)生用聯(lián)系、變化的辯證唯物主義觀點(diǎn)去分析問題的能力。誘導(dǎo)公式在三角函數(shù)化簡(jiǎn)、求值中具有非常重要的工具作用，要求學(xué)生能熟練的掌握和應(yīng)用。課程目標(biāo)1.借助單位圓，推導(dǎo)出正弦、余弦第二、三、四、五、六組的誘導(dǎo)公式，能正確運(yùn)用誘導(dǎo)公式將任意角的三角函數(shù)化為銳角的三角函數(shù)，并解決有關(guān)三角函數(shù)求值、化簡(jiǎn)和恒等式證明問題2.通過公式的應(yīng)用，了解未知到已知、復(fù)雜到簡(jiǎn)單的轉(zhuǎn)化過程，培養(yǎng)學(xué)生的化歸思想，以及信息加工能力、運(yùn)算推理能力、分析問題和解決問題的能力。
人教A版高中數(shù)學(xué)必修一奇偶性教學(xué)設(shè)計(jì)（2）
《奇偶性》內(nèi)容選自人教版A版第一冊(cè)第三章第三節(jié)第二課時(shí);函數(shù)奇偶性是研究函數(shù)的一個(gè)重要策略,因此奇偶性成為函數(shù)的重要性質(zhì)之一,它的研究也為今后指對(duì)函數(shù)、冪函數(shù)、三角函數(shù)的性質(zhì)等后續(xù)內(nèi)容的深入起著鋪墊的作用.課程目標(biāo)1、理解函數(shù)的奇偶性及其幾何意義；2、學(xué)會(huì)運(yùn)用函數(shù)圖象理解和研究函數(shù)的性質(zhì)；3、學(xué)會(huì)判斷函數(shù)的奇偶性．?dāng)?shù)學(xué)學(xué)科素養(yǎng)1.數(shù)學(xué)抽象：用數(shù)學(xué)語(yǔ)言表示函數(shù)奇偶性；2.邏輯推理：證明函數(shù)奇偶性；3.數(shù)學(xué)運(yùn)算：運(yùn)用函數(shù)奇偶性求參數(shù)；4.數(shù)據(jù)分析：利用圖像求奇偶函數(shù)；5.數(shù)學(xué)建模：在具體問題情境中，運(yùn)用數(shù)形結(jié)合思想，利用奇偶性解決實(shí)際問題。重點(diǎn)：函數(shù)奇偶性概念的形成和函數(shù)奇偶性的判斷；難點(diǎn)：函數(shù)奇偶性概念的探究與理解．教學(xué)方法：以學(xué)生為主體，采用誘思探究式教學(xué)，精講多練。
人教A版高中數(shù)學(xué)必修一誘導(dǎo)公式教學(xué)設(shè)計(jì)（1）
一、復(fù)習(xí)回顧，溫故知新1. 任意角三角函數(shù)的定義【答案】設(shè)角 它的終邊與單位圓交于點(diǎn) 。那么（1） （2） 2.誘導(dǎo)公式一 ，其中， 。終邊相同的角的同一三角函數(shù)值相等二、探索新知思考1：（1）.終邊相同的角的同一三角函數(shù)值有什么關(guān)系?【答案】相等（2）.角 -α與α的終邊 有何位置關(guān)系?【答案】終邊關(guān)于x軸對(duì)稱（3）.角 與α的終邊 有何位置關(guān)系?【答案】終邊關(guān)于y軸對(duì)稱（4）.角 與α的終邊 有何位置關(guān)系?【答案】終邊關(guān)于原點(diǎn)對(duì)稱思考2： 已知任意角α的終邊與單位圓相交于點(diǎn)P(x, y),請(qǐng)同學(xué)們思考回答點(diǎn)P關(guān)于原點(diǎn)、x軸、y軸對(duì)稱的三個(gè)點(diǎn)的坐標(biāo)是什么?【答案】點(diǎn)P(x, y)關(guān)于原點(diǎn)對(duì)稱點(diǎn)P1(-x, -y)點(diǎn)P(x, y)關(guān)于x軸對(duì)稱點(diǎn)P2(x, -y) 點(diǎn)P(x, y)關(guān)于y軸對(duì)稱點(diǎn)P3(-x, y)
人教A版高中數(shù)學(xué)必修一冪函數(shù)教學(xué)設(shè)計(jì)（2）
冪函數(shù)是在繼一次函數(shù)、反比例函數(shù)、二次函數(shù)之后，又學(xué)習(xí)了單調(diào)性、最值、奇偶性的基礎(chǔ)上，借助實(shí)例，總結(jié)出冪函數(shù)的概念，再借助圖像研究?jī)绾瘮?shù)的性質(zhì).課程目標(biāo)1、理解冪函數(shù)的概念，會(huì)畫冪函數(shù)y=x，y=x2，y=x3，y=x－1，y=x 的圖象；2、結(jié)合這幾個(gè)冪函數(shù)的圖象，理解冪函數(shù)圖象的變化情況和性質(zhì)；3、通過觀察、總結(jié)冪函數(shù)的性質(zhì)，培養(yǎng)學(xué)生概括抽象和識(shí)圖能力．?dāng)?shù)學(xué)學(xué)科素養(yǎng)1.數(shù)學(xué)抽象：用數(shù)學(xué)語(yǔ)言表示函數(shù)冪函數(shù)；2.邏輯推理：常見冪函數(shù)的性質(zhì)；3.數(shù)學(xué)運(yùn)算：利用冪函數(shù)的概念求參數(shù)；4.數(shù)據(jù)分析：比較冪函數(shù)大?。?.數(shù)學(xué)建模：在具體問題情境中，運(yùn)用數(shù)形結(jié)合思想，利用冪函數(shù)性質(zhì)、圖像特點(diǎn)解決實(shí)際問題。重點(diǎn)：常見冪函數(shù)的概念、圖象和性質(zhì)；難點(diǎn)：冪函數(shù)的單調(diào)性及比較兩個(gè)冪值的大?。?/p>
人教A版高中數(shù)學(xué)必修一對(duì)數(shù)的運(yùn)算教學(xué)設(shè)計(jì)（1）
本節(jié)課是新版教材人教A版普通高中課程標(biāo)準(zhǔn)實(shí)驗(yàn)教科書數(shù)學(xué)必修1第四章第4.3.2節(jié)《對(duì)數(shù)的運(yùn)算》。其核心是弄清楚對(duì)數(shù)的定義，掌握對(duì)數(shù)的運(yùn)算性質(zhì)，理解它的關(guān)鍵就是通過實(shí)例使學(xué)生認(rèn)識(shí)對(duì)數(shù)式與指數(shù)式的關(guān)系，分析得出對(duì)數(shù)的概念及對(duì)數(shù)式與指數(shù)式的 互化，通過實(shí)例推導(dǎo)對(duì)數(shù)的運(yùn)算性質(zhì)。由于它還與后續(xù)很多內(nèi)容，比如對(duì)數(shù)函數(shù)及其性質(zhì),這也是高考必考內(nèi)容之一，所以在本學(xué)科有著很重要的地位。解決重點(diǎn)的關(guān)鍵是抓住對(duì)數(shù)的概念、并讓學(xué)生掌握對(duì)數(shù)式與指數(shù)式的互化；通過實(shí)例推導(dǎo)對(duì)數(shù)的運(yùn)算性質(zhì)，讓學(xué)生準(zhǔn)確地運(yùn)用對(duì)數(shù)運(yùn)算性質(zhì)進(jìn)行運(yùn)算，學(xué)會(huì)運(yùn)用換底公式。培養(yǎng)學(xué)生數(shù)學(xué)運(yùn)算、數(shù)學(xué)抽象、邏輯推理和數(shù)學(xué)建模的核心素養(yǎng)。1、理解對(duì)數(shù)的概念，能進(jìn)行指數(shù)式與對(duì)數(shù)式的互化；2、了解常用對(duì)數(shù)與自然對(duì)數(shù)的意義，理解對(duì)數(shù)恒等式并能運(yùn)用于有關(guān)對(duì)數(shù)計(jì)算。
人教A版高中數(shù)學(xué)必修一對(duì)數(shù)的概念教學(xué)設(shè)計(jì)（2）
對(duì)數(shù)與指數(shù)是相通的，本節(jié)在已經(jīng)學(xué)習(xí)指數(shù)的基礎(chǔ)上通過實(shí)例總結(jié)歸納對(duì)數(shù)的概念，通過對(duì)數(shù)的性質(zhì)和恒等式解決一些與對(duì)數(shù)有關(guān)的問題.課程目標(biāo)1、理解對(duì)數(shù)的概念以及對(duì)數(shù)的基本性質(zhì)；2、掌握對(duì)數(shù)式與指數(shù)式的相互轉(zhuǎn)化；數(shù)學(xué)學(xué)科素養(yǎng)1.數(shù)學(xué)抽象：對(duì)數(shù)的概念；2.邏輯推理：推導(dǎo)對(duì)數(shù)性質(zhì)；3.數(shù)學(xué)運(yùn)算：用對(duì)數(shù)的基本性質(zhì)與對(duì)數(shù)恒等式求值；4.數(shù)學(xué)建模：通過與指數(shù)式的比較，引出對(duì)數(shù)定義與性質(zhì).重點(diǎn)：對(duì)數(shù)式與指數(shù)式的互化以及對(duì)數(shù)性質(zhì)；難點(diǎn)：推導(dǎo)對(duì)數(shù)性質(zhì)．教學(xué)方法：以學(xué)生為主體，采用誘思探究式教學(xué)，精講多練。教學(xué)工具：多媒體。一、 情景導(dǎo)入已知中國(guó)的人口數(shù)y和年頭x滿足關(guān)系 中，若知年頭數(shù)則能算出相應(yīng)的人口總數(shù)。反之，如果問“哪一年的人口數(shù)可達(dá)到18億，20億，30億......”，該如何解決？要求：讓學(xué)生自由發(fā)言，教師不做判斷。而是引導(dǎo)學(xué)生進(jìn)一步觀察.研探.
人教A版高中數(shù)學(xué)必修一函數(shù)的概念教學(xué)設(shè)計(jì)（2）
函數(shù)在高中數(shù)學(xué)中占有很重要的比重，因而作為函數(shù)的第一節(jié)內(nèi)容，主要從三個(gè)實(shí)例出發(fā)，引出函數(shù)的概念.從而就函數(shù)概念的分析判斷函數(shù)，求定義域和函數(shù)值，再結(jié)合三要素判斷函數(shù)相等.課程目標(biāo)1.理解函數(shù)的定義、函數(shù)的定義域、值域及對(duì)應(yīng)法則。2.掌握判定函數(shù)和函數(shù)相等的方法。3.學(xué)會(huì)求函數(shù)的定義域與函數(shù)值。數(shù)學(xué)學(xué)科素養(yǎng)1.數(shù)學(xué)抽象：通過教材中四個(gè)實(shí)例總結(jié)函數(shù)定義；2.邏輯推理：相等函數(shù)的判斷；3.數(shù)學(xué)運(yùn)算：求函數(shù)定義域和求函數(shù)值；4.數(shù)據(jù)分析：運(yùn)用分離常數(shù)法和換元法求值域；5.數(shù)學(xué)建模：通過從實(shí)際問題中抽象概括出函數(shù)概念的活動(dòng)，培養(yǎng)學(xué)生從“特殊到一般”的分析問題的能力，提高學(xué)生的抽象概括能力。重點(diǎn)：函數(shù)的概念，函數(shù)的三要素。難點(diǎn)：函數(shù)概念及符號(hào)y=f(x)的理解。
人教A版高中數(shù)學(xué)必修一基本不等式教學(xué)設(shè)計(jì)（2）
《基本不等式》在人教A版高中數(shù)學(xué)第一冊(cè)第二章第2節(jié)，本節(jié)課的內(nèi)容是基本不等式的形式以及推導(dǎo)和證明過程。本章一直在研究不等式的相關(guān)問題，對(duì)于本節(jié)課的知識(shí)點(diǎn)有了很好的鋪墊作用。同時(shí)本節(jié)課的內(nèi)容也是之后基本不等式應(yīng)用的必要基礎(chǔ)。課程目標(biāo)1.掌握基本不等式的形式以及推導(dǎo)過程，會(huì)用基本不等式解決簡(jiǎn)單問題。2.經(jīng)歷基本不等式的推導(dǎo)與證明過程，提升邏輯推理能力。3.在猜想論證的過程中，體會(huì)數(shù)學(xué)的嚴(yán)謹(jǐn)性。數(shù)學(xué)學(xué)科素養(yǎng)1.數(shù)學(xué)抽象：基本不等式的形式以及推導(dǎo)過程；2.邏輯推理：基本不等式的證明；3.數(shù)學(xué)運(yùn)算：利用基本不等式求最值；4.數(shù)據(jù)分析：利用基本不等式解決實(shí)際問題；5.數(shù)學(xué)建模：利用函數(shù)的思想和基本不等式解決實(shí)際問題，提升學(xué)生的邏輯推理能力。重點(diǎn)：基本不等式的形成以及推導(dǎo)過程和利用基本不等式求最值；難點(diǎn)：基本不等式的推導(dǎo)以及證明過程．
人教A版高中數(shù)學(xué)必修一集合的概念教學(xué)設(shè)計(jì)（2）
例7 用描述法表示拋物線y＝x2＋1上的點(diǎn)構(gòu)成的集合．【答案】見解析 【解析】 拋物線y＝x2＋1上的點(diǎn)構(gòu)成的集合可表示為：{(x，y)|y＝x2＋1}．變式1．[變條件，變?cè)O(shè)問]本題中點(diǎn)的集合若改為“{x|y＝x2＋1}”，則集合中的元素是什么？【答案】見解析 【解析】集合{x|y＝x2＋1}的代表元素是x，且x∈R，所以{x|y＝x2＋1}中的元素是全體實(shí)數(shù)．變式2．[變條件，變?cè)O(shè)問]本題中點(diǎn)的集合若改為“{y|y＝x2＋1}”，則集合中的元素是什么？【答案】見解析 【解析】集合{ y| y＝x2＋1}的代表元素是y，滿足條件y＝x2＋1的y的取值范圍是y≥1，所以{ y| y＝x2＋1}＝{ y| y≥1}，所以集合中的元素是大于等于1的全體實(shí)數(shù)．解題技巧（認(rèn)識(shí)集合含義的2個(gè)步驟）一看代表元素，是數(shù)集還是點(diǎn)集，二看元素滿足什么條件即有什么公共特性。
人教A版高中數(shù)學(xué)必修一任意角教學(xué)設(shè)計(jì)（1）
本節(jié)課選自《普通高中課程標(biāo)準(zhǔn)數(shù)學(xué)教科書-必修一》（人 教A版）第五章《三角函數(shù)》，本節(jié)課是第1課時(shí)，本節(jié)主要介紹推廣角的概念,引入正角、負(fù)角、零角的定義，象限角的概念以及終邊相同的角的表示法。樹立運(yùn)動(dòng)變化的觀點(diǎn),并由此進(jìn)一步理解推廣后的角的概念。教學(xué)方法可以選用討論法,通過實(shí)際問題，如時(shí)針與分針、體操等等都能形成角的流念,給學(xué)生以直觀的印象,形成正角、負(fù)角、零角的概念,明確規(guī)定角的概念，通過具體問題讓學(xué)生從不同角度理解終邊相同的角,從特殊到一般歸納出終邊相同的角的表示方法。A.了解任意角的概念；B.掌握正角、負(fù)角、零角及象限角的定義，理解任意角的概念；C.掌握終邊相同的角的表示方法；D.會(huì)判斷角所在的象限。 1.數(shù)學(xué)抽象：角的概念；2.邏輯推理：象限角的表示；3.數(shù)學(xué)運(yùn)算：判斷角所在象限；4.直觀想象：從特殊到一般的數(shù)學(xué)思想方法；
人教A版高中數(shù)學(xué)必修一任意角教學(xué)設(shè)計(jì)（2）
學(xué)生在初中學(xué)習(xí)了 ～ ，但是現(xiàn)實(shí)生活中隨處可見超出 ～ 范圍的角.例如體操中有“前空翻轉(zhuǎn)體 ”，且主動(dòng)輪和被動(dòng)輪的旋轉(zhuǎn)方向不一致.因此為了準(zhǔn)確描述這些現(xiàn)象，本節(jié)課主要就旋轉(zhuǎn)度數(shù)和旋轉(zhuǎn)方向?qū)堑母拍钸M(jìn)行推廣.課程目標(biāo)1.了解任意角的概念.2.理解象限角的概念及終邊相同的角的含義．3.掌握判斷象限角及表示終邊相同的角的方法．?dāng)?shù)學(xué)學(xué)科素養(yǎng)1.數(shù)學(xué)抽象：理解任意角的概念，能區(qū)分各類角；2.邏輯推理：求區(qū)域角；3.數(shù)學(xué)運(yùn)算：會(huì)判斷象限角及終邊相同的角.重點(diǎn)：理解象限角的概念及終邊相同的角的含義；難點(diǎn)：掌握判斷象限角及表示終邊相同的角的方法．教學(xué)方法：以學(xué)生為主體，采用誘思探究式教學(xué)，精講多練。教學(xué)工具：多媒體。一、 情景導(dǎo)入初中對(duì)角的定義是：射線OA繞端點(diǎn)O按逆時(shí)針方向旋轉(zhuǎn)一周回到起始位置，在這個(gè)過程中可以得到 ～ 范圍內(nèi)的角.但是現(xiàn)實(shí)生活中隨處可見超出 ～ 范圍的角.例如體操中有“前空翻轉(zhuǎn)體 ”，且主動(dòng)輪和被動(dòng)輪的旋轉(zhuǎn)方向不一致.
《一百條裙子》閱讀課導(dǎo)讀教案教學(xué)設(shè)計(jì)
1、書中還有許多描寫旺達(dá)的片段，哪一處給你留下了深刻的印象呢？請(qǐng)同座位互相交流。全班交流。老師也想和大家一起分享一點(diǎn)感受。老師讀第13頁(yè)片段，并談感受。課件出示：孤單，被嘲笑者2、你有過被人嘲笑的經(jīng)歷嗎？談一談。旺達(dá)是怎樣面對(duì)同學(xué)們的嘲笑？3、轉(zhuǎn)學(xué)之后，十三班的同學(xué)們收到了她爸爸的來(lái)信。誰(shuí)愿意讀讀這封信？圣誕節(jié)來(lái)臨之際，旺達(dá)也寫來(lái)一封信。學(xué)生讀。讀完這兩封信，大家肯定感慨萬(wàn)千，一定有很多話想說吧？全班交流課件出示：善良 寬容
新人教版高中英語(yǔ)選修2Unit 4 Reading and thinking教學(xué)設(shè)計(jì)
【詞匯精講】highlight n.最好或最精彩的部分 vt.突出;強(qiáng)調(diào);使醒目One of the highlights of the trip was seeing the Taj Mahal.這次旅行的亮點(diǎn)之一是參觀泰姬陵。Your resume should highlight your skills and achievements.你的簡(jiǎn)歷應(yīng)該突出你的技能和成就。The report highlights the major problems facing society today.報(bào)告強(qiáng)調(diào)了當(dāng)今社會(huì)所面臨的主要問題。I’ve highlighted the important passages in yellow.我用黃色標(biāo)出了重要段落。7.Edmonton is freezing cold in winter,with daily temperatures averaging -10 ℃.埃德蒙頓冬季寒冷,日平均氣溫為-10°C。【詞匯精講】freezing adj.極冷的;冰凍的Leave a basin of water outside in freezing weather.在冰凍的天氣里,放一盆水在室外。It’s freezing cold outside so wear a warm coat.外面超冷的,所以穿一個(gè)暖和一點(diǎn)的外套吧。8.It was not until 9:30 a.m.that they finally reached the capital of Ontario,Toronto.直到上午9時(shí)30分,他們才終于到達(dá)多倫多的首府安大略省?！揪涫狡饰觥勘揪涫且粋€(gè)強(qiáng)調(diào)句,強(qiáng)調(diào)的是句子的時(shí)間狀語(yǔ)until 9:30。含有not...until...的句子的強(qiáng)調(diào)句為It is not until...that...,that后面的句子要用肯定形式。It was not until then that I suddenly realized nobody was happier than I was.直到那時(shí)我才突然意識(shí)到?jīng)]有人比我更幸福了。
新人教版高中英語(yǔ)選修2Unit 2 Learning about Language教學(xué)設(shè)計(jì)
The activity theme of this section is to design various activities around the key words in the first text. Therefore, the activities require students to pay attention to the spelling of words. On the other hand, let students grasp the meaning of words more accurately through sentences and short texts. This kind of teaching design also helps to improve the ability of using English thinking.1. Cultivating students' ability to use word formation to induce and memorize vocabulary, and the ability to use lexical chunks to express meaning.2. Guide the students to think independently and use the correct form of words to complete sentences3. Cultivate students' habit of using lexical chunks to express language completely, guide students to draw words in sentences quickly, pay attention to word collocation, so as to accumulate more authentic expressions4. Instruct students to create sentences with the chunks.1. Enable students to use the language points in the real situation or specific contexts flexibly and appropriately.2. Guiding the Ss to use unit topic words and the sentence patterns in a richer context.Step1: Think of a word that best fits each definition.1. to remember sth2.to accept, admit, or recognize sth or the truth/existence of sth3. the process of changing sth or yourself to suit a new situation4 .to make sb feel less worried or unhappy5. a strong desire to achieve sth
新人教版高中英語(yǔ)選修2Unit 5 Reading and thinking教學(xué)設(shè)計(jì)
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(yǔ)選修2Unit 5 Reading for writing教學(xué)設(shè)計(jì)
你校英語(yǔ)報(bào)計(jì)劃出版一期急救常識(shí)專刊,現(xiàn)面向全校學(xué)生公開征集稿件,你有意參加。請(qǐng)你根據(jù)下面提示內(nèi)容,用英語(yǔ)寫一篇短文,介紹在車禍現(xiàn)場(chǎng)對(duì)傷者進(jìn)行急救的方法和步驟。1.確保現(xiàn)場(chǎng)的安全;2.詢問傷者,確保其呼吸正常;3.檢查傷口,如流血?jiǎng)t應(yīng)采取止血措施;4.如需急救,確保其處于康復(fù)位置。注意:1.詞數(shù)80左右;2.可以適當(dāng)增加細(xì)節(jié),以使行文連貫。參考詞匯:康復(fù)位置 recovery positionAs we all know, having a knowledge of first aid can make a great difference in our daily life. If a traffic accident happens and someone is injured, the following steps can be used to treat the injured.In the first place, we should make sure that the accident scene is safe so that we won’t get hurt. We should ask the injured person if he is OK, and see if he is breathing. What’s more, we should check for cuts and wounds. If he is bleeding badly, it is vital that we should try to stop the bleeding by applying pressure to the injury. This is because if a person loses too much blood, he may die. If necessary, take the injured person to the hospital as soon as possible.Do remember: when giving first aid, please be sure to place the person in a recovery position.
新人教版高中英語(yǔ)選修2Unit 2 Reading and thinking教學(xué)設(shè)計(jì)
Her tutor told her to acknowledge __________ other people had said if she cited their ideas, and advised her _______（read） lots of information in order to form __________wise opinion of her own.Now halfway __________ her exchange year, Xie Lei felt much more at home in the UK. She said __________ (engage) in British culture had helped and that she had been__________ (involve) in social activities. She also said while learning about business, she was acting as a cultural messenger __________（build） a bridge between the two countries. keys:Xie Lei, a 19yearold Chinese student, said goodbye to her family and friends in China and boarded (board) a plane for London six months ago in order to get a business qualification. She was ambitious(ambition) to set up a business after graduation. It was the first time that she had left (leave) home.At first, Xie Lei had to adapt to life in a different country. She chose to live with a host family, who can help with her adaptation (adapt) to the new culture. When she missed home, she felt comforted (comfort) to have a second family. Also Xie Lei had to satisfy academic requirements. Her tutor told her to acknowledge what other people had said if she cited their ideas, and advised her to read lots of information in order to form a wise opinion of her own.Now halfway through her exchange year, Xie Lei felt much more at home in the UK. She said engaging (engage) in British culture had helped and that she had been involved (involve) in social activities. She also said while learning about business, she was acting as a cultural messenger building a bridge between the two countries.
新人教版高中英語(yǔ)選修2Unit 2 Reading for writing教學(xué)設(shè)計(jì)
The theme of this section is to express people's views on studying abroad. With the continuous development of Chinese economic construction, especially the general improvement of people's living standards, the number of Chinese students studying abroad at their own expense is on the rise. Many students and parents turn their attention to the world and regard studying abroad as an effective way to improve their quality, broaden their horizons and master the world's advanced scientific knowledge, which is very important for the fever of going abroad. Studying abroad is also an important decision made by a family for their children. Therefore, it is of great social significance to discuss this issue. The theme of this section is the column discussion in the newspaper: the advantages and disadvantages of studying abroad. The discourse is about two parents' contribution letters on this issue. They respectively express their own positions. One thinks that the disadvantages outweigh the advantages, and the other thinks that the advantages outweigh the disadvantages. The two parents' arguments are well founded and logical. It is worth noting that the two authors do not express their views on studying abroad from an individual point of view, but from a national or even global point of view. These two articles have the characteristics of both letters and argumentative essays1.Guide the students to read these two articles, and understand the author's point of view and argument ideas2.Help the students to summarize the structure and writing methods of argumentative writing, and guides students to correctly understand the advantages and disadvantages of studying abroad3.Cultivate students' ability to analyze problems objectively, comprehensively and deeply
新人教版高中英語(yǔ)選修2Unit 2 Using langauge-Listening教學(xué)設(shè)計(jì)
? 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(yǔ)選修2Unit 4 Learning about Language教學(xué)設(shè)計(jì)
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.