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有理數(shù)復(fù)習(xí)教案教學(xué)設(shè)計(jì)
3）乘除運(yùn)算①有理數(shù)的乘法法則：（老師給出，學(xué)生一起朗讀）1. 兩數(shù)相乘，同號(hào)得正，異號(hào)得負(fù)，并把絕對(duì)值相乘；2. 任何數(shù)與零相乘都得零；3. 幾個(gè)不等于零的數(shù)相乘，積的符號(hào)由負(fù)因數(shù)的個(gè)數(shù)決定，當(dāng)負(fù)因數(shù)有奇數(shù)個(gè)數(shù)，積為負(fù)；當(dāng)負(fù)因數(shù)的個(gè)數(shù)為偶數(shù)個(gè)時(shí)，積為正；4. 幾個(gè)有理數(shù)相乘，若其中有一個(gè)為零，積就為零。②有理數(shù)的除法法則：（老師提問(wèn)，學(xué)生回答）1. 兩個(gè)有理數(shù)相除，同號(hào)得正，異號(hào)得負(fù)，并把絕對(duì)值相除；2. 除以一個(gè)數(shù)等于乘以這個(gè)數(shù)的倒數(shù)。③關(guān)系（老師給出）除法轉(zhuǎn)化為乘法進(jìn)行運(yùn)算。
反比例函數(shù)教案教學(xué)設(shè)計(jì)
本節(jié)的內(nèi)容主要是反比例函數(shù)的概念教學(xué).反比例函數(shù)概念的建立，不能從形式上進(jìn)行簡(jiǎn)單的抽象與概括，而是對(duì)這些實(shí)例從不同角度抽象出本質(zhì)屬性后，再進(jìn)行概括。教材設(shè)計(jì)的基本思路是從現(xiàn)實(shí)生活中大量的反比例關(guān)系中抽象出反比例函數(shù)概念，讓學(xué)生進(jìn)一步感受函數(shù)是反映現(xiàn)實(shí)世界中變量關(guān)系的一種有效數(shù)學(xué)模型，逐步從對(duì)具體反比例函數(shù)的感性認(rèn)識(shí)上升到對(duì)抽象的反比例函數(shù)概念的理性認(rèn)識(shí). 同時(shí)本節(jié)的學(xué)習(xí)內(nèi)容，直接關(guān)系到本章后續(xù)內(nèi)容的學(xué)習(xí)，也是繼續(xù)學(xué)習(xí)其它各類(lèi)函數(shù)的基礎(chǔ)，其中蘊(yùn)涵的類(lèi)比、歸納、對(duì)應(yīng)和函數(shù)的數(shù)學(xué)思想方法，對(duì)學(xué)生今后研究問(wèn)題、解決問(wèn)題以及終身的發(fā)展都是非常有益的.基于以上分析，本節(jié)教學(xué)設(shè)計(jì)是建立在一個(gè)個(gè)數(shù)學(xué)活動(dòng)的基礎(chǔ)上，經(jīng)過(guò)對(duì)情境理解、本質(zhì)抽象的積累而形成的.讓學(xué)生對(duì)一類(lèi)問(wèn)題情境中兩個(gè)變量間的關(guān)系，在充分經(jīng)歷寫(xiě)表達(dá)式，計(jì)算函數(shù)值和觀察函數(shù)值隨自變量變化規(guī)律的過(guò)程中，逐步概括形成反比例函數(shù)的概念.針對(duì)教學(xué)實(shí)際，我選取了貼學(xué)生現(xiàn)實(shí)的，有價(jià)值的實(shí)例“文具店里買(mǎi)學(xué)習(xí)用品”和“剪面積為定值的長(zhǎng)方形紙片”等作為問(wèn)題情境.
數(shù)據(jù)的整理教案教學(xué)設(shè)計(jì)
一、課前準(zhǔn)備師：同學(xué)們想一想，你同父母一起去商店買(mǎi)衣服時(shí)，衣服上的號(hào)碼都有哪些，標(biāo)志是什么？學(xué)生：我看到有些衣服上標(biāo)有M、S、L、XL、XXL等號(hào)碼．但我不清楚代表的具體范圍，適合什么人穿，但肯定與身高、胖瘦有關(guān)．師：這位同學(xué)很善動(dòng)腦，也愛(ài)觀察．S代表最小號(hào)，身高在150~155cm的人適合穿S號(hào)．M號(hào)適合身高在155~160cm的人著裝……廠家做衣服訂尺寸也并不是按所有人的尺寸定做，而是按某個(gè)范圍分組批量生產(chǎn)．你覺(jué)得這種生產(chǎn)方法有什么優(yōu)點(diǎn)？學(xué)校要為同學(xué)們訂制校服，為此小明調(diào)查了他們班50名同學(xué)的身高，結(jié)果(單位cm)．如下
北師大初中八年級(jí)數(shù)學(xué)下冊(cè)分式的基本性質(zhì)教案
【類(lèi)型二】 分式的約分約分：(1)－5a5bc325a3bc4；(2)x2－2xyx3－4x2y＋4xy2.解析：先找分子、分母的公因式，然后根據(jù)分式的基本性質(zhì)把公因式約去．解：(1)－5a5bc325a3bc4＝5a3bc3（－a2）5a3bc3·5c＝－a25c；(2)x2－2xyx3－4x2y＋4xy2＝x（x－2y）x（x－2y）2＝1x－2y.方法總結(jié)：約分的步驟；(1)找公因式．當(dāng)分子、分母是多項(xiàng)式時(shí)應(yīng)先分解因式；(2)約去分子、分母的公因式．三、板書(shū)設(shè)計(jì)1．分式的基本性質(zhì)：分式的分子與分母都乘以(或除以)同一個(gè)不為零的整式，分式的值不變．2．符號(hào)法則：分式的分子、分母及分式本身，任意改變其中兩個(gè)符號(hào)，分式的值不變；若只改變其中一個(gè)符號(hào)或三個(gè)全變號(hào)，則分式的值變成原分式值的相反數(shù)．本節(jié)課的流程比較順暢，先探究分式的基本性質(zhì)，然后順勢(shì)探究分式變號(hào)法則．在每個(gè)活動(dòng)中，都設(shè)計(jì)了具有啟發(fā)性的問(wèn)題，對(duì)各個(gè)知識(shí)點(diǎn)進(jìn)行分析、歸納總結(jié)、例題示范、方法指導(dǎo)和變式練習(xí)．一步一步的來(lái)完成既定目標(biāo)．整個(gè)學(xué)習(xí)過(guò)程輕松、愉快、和諧、高效.
高教版中職數(shù)學(xué)基礎(chǔ)模塊下冊(cè)：10.1《計(jì)數(shù)原理》教學(xué)設(shè)計(jì)
授課 日期 班級(jí)16高造價(jià) 課題： §10.1 計(jì)數(shù)原理 教學(xué)目的要求： 1.掌握分類(lèi)計(jì)數(shù)原理與分步計(jì)數(shù)原理的概念和區(qū)別； 2.能利用兩個(gè)原理分析和解決一些簡(jiǎn)單的應(yīng)用問(wèn)題； 3.通過(guò)對(duì)一些應(yīng)用問(wèn)題的分析，培養(yǎng)自己的歸納概括和邏輯判斷能力. 教學(xué)重點(diǎn)、難點(diǎn): 兩個(gè)原理的概念與區(qū)別 授課方法： 任務(wù)驅(qū)動(dòng)法 小組合作學(xué)習(xí)法 教學(xué)參考及教具（含多媒體教學(xué)設(shè)備）： 《單招教學(xué)大綱》、課件 授課執(zhí)行情況及分析： 板書(shū)設(shè)計(jì)或授課提綱 §10.1 計(jì)數(shù)原理 1、加法原理 2、乘法原理 3、兩個(gè)原理的區(qū)別
一元一次方程教案教學(xué)設(shè)計(jì)
1、方程的定義1)像這種用等號(hào)“=”來(lái)表示相等關(guān)系的式子，叫等式。(老師給出定義。）2)請(qǐng)大家觀察左邊的這些式子，看看它們有什么共同的特征？(老師提出問(wèn)題。）3）列方程時(shí)，要先設(shè)字母表示未知數(shù)，然后根據(jù)問(wèn)題中的相等關(guān)系，寫(xiě)出含有未知數(shù)的等式叫做方程。（學(xué)生思考后，老師給出新學(xué)內(nèi)容方程的定義。）4）判斷方程的兩個(gè)關(guān)鍵要素： ①有未知數(shù) ②是等式（老師提問(wèn)，并給出。）
【高教版】中職數(shù)學(xué)基礎(chǔ)模塊上冊(cè)：3.3《函數(shù)的實(shí)際應(yīng)用舉例》教學(xué)設(shè)計(jì)
課程分析中專(zhuān)數(shù)學(xué)課程教學(xué)是專(zhuān)業(yè)建設(shè)與專(zhuān)業(yè)課程體系改革的一部分，應(yīng)與專(zhuān)業(yè)課教學(xué)融為一體，立足于為專(zhuān)業(yè)課服務(wù)，解決實(shí)際生活中常見(jiàn)問(wèn)題，結(jié)合中專(zhuān)學(xué)生的實(shí)際，強(qiáng)調(diào)數(shù)學(xué)的應(yīng)用性，以滿足學(xué)生在今后的工作崗位上的實(shí)際應(yīng)用為主，這也體現(xiàn)了新課標(biāo)中突出應(yīng)用性的理念。分段函數(shù)的實(shí)際應(yīng)用在本課程中的地位：（1） 函數(shù)是中專(zhuān)數(shù)學(xué)學(xué)習(xí)的重點(diǎn)和難點(diǎn)，函數(shù)的思想貫穿于整個(gè)中專(zhuān)數(shù)學(xué)之中，分段函數(shù)在科技和生活的各個(gè)領(lǐng)域有著十分廣泛的應(yīng)用。（2） 本節(jié)所探討學(xué)習(xí)分段函數(shù)在生活生產(chǎn)中的實(shí)際問(wèn)題上應(yīng)用，培養(yǎng)學(xué)生分析與解決問(wèn)題的能力，養(yǎng)成正確的數(shù)學(xué)化理性思維的同時(shí)，形成一種意識(shí)，即數(shù)學(xué)“源于生活、寓于生活、用于生活”。教材分析 教材使用的是中等職業(yè)教育課程改革國(guó)家規(guī)劃教材，依照13級(jí)教學(xué)計(jì)劃，函數(shù)的實(shí)際應(yīng)用舉例內(nèi)容安排在第三章函數(shù)的最后一部分講解。本節(jié)內(nèi)容是在學(xué)生熟知函數(shù)的概念，表示方法和對(duì)函數(shù)性質(zhì)有一定了解的基礎(chǔ)上研究分段函數(shù)，同時(shí)深化學(xué)生對(duì)函數(shù)概念的理解和認(rèn)識(shí)，也為接下來(lái)學(xué)習(xí)指數(shù)函數(shù)和對(duì)數(shù)函數(shù)作了良好鋪墊。根據(jù)13級(jí)學(xué)生實(shí)際情況，由生活生產(chǎn)中的實(shí)際問(wèn)題入手，求得分段函數(shù)此部分知識(shí)以學(xué)生生活常識(shí)為背景，可以引導(dǎo)學(xué)生分析得出。
高教版中職數(shù)學(xué)基礎(chǔ)模塊下冊(cè)：8.2《直線的方程》教學(xué)設(shè)計(jì)
課程名稱(chēng)數(shù)學(xué)課題名稱(chēng)8．2 直線的方程課時(shí)2授課日期2016.3任課教師劉娜目標(biāo)群體14級(jí)五高班教學(xué)環(huán)境教室學(xué)習(xí)目標(biāo)知識(shí)目標(biāo)： （1）理解直線的傾角、斜率的概念； （2）掌握直線的傾角、斜率的計(jì)算方法． 職業(yè)通用能力目標(biāo)： 正確分析問(wèn)題的能力 制造業(yè)通用能力目標(biāo)： 正確分析問(wèn)題的能力學(xué)習(xí)重點(diǎn)直線的斜率公式的應(yīng)用．學(xué)習(xí)難點(diǎn)直線的斜率概念和公式的理解．教法、學(xué)法講授、分析、討論、引導(dǎo)、提問(wèn)教學(xué)媒體黑板、粉筆
高教版中職數(shù)學(xué)基礎(chǔ)模塊下冊(cè)：10.2《概率》教學(xué)設(shè)計(jì)
課程課題隨機(jī)事件和概率授課教師李丹丹學(xué)時(shí)數(shù)2授課班級(jí) 授課時(shí)間 教學(xué)地點(diǎn) 背景分析正確使用兩個(gè)基本原理的前提是要學(xué)生清楚兩個(gè)基本原理使用的條件；分類(lèi)用加法原理，分步用乘法原理，單純這點(diǎn)學(xué)生是容易理解的，問(wèn)題在于怎樣合理地進(jìn)行分類(lèi)和分步教學(xué)中給出的練習(xí)均在課本例題的基礎(chǔ)上稍加改動(dòng)過(guò)的，目的就在于幫助學(xué)生對(duì)這一知識(shí)的理解與應(yīng)用 學(xué)習(xí)目標(biāo) 設(shè) 定知識(shí)目標(biāo)能力（技能）目標(biāo)態(tài)度與情感目標(biāo)1、理解隨機(jī)試驗(yàn)、隨機(jī)事件、必然事件、不可能事件等概念 2、理解基本事件空間、基本事件的概念,會(huì)用集合表示基本事件空間和事件 1 會(huì)用隨機(jī)試驗(yàn)、隨機(jī)事件、必然事件、不可能事件等概念 2 會(huì)用基本事件空間、基本事件的概念,會(huì)用集合表示基本事件空間和事件 3、掌握事件的基本關(guān)系與運(yùn)算 了解學(xué)習(xí)本章的意義,激發(fā)學(xué)生的興趣. 學(xué)習(xí)任務(wù) 描 述 任務(wù)一，隨機(jī)試驗(yàn)、隨機(jī)事件、必然事件、不可能事件等概念 任務(wù)二，理解基本事件空間、基本事件的概念,會(huì)用集合表示基本事件空間和事件
高教版中職數(shù)學(xué)基礎(chǔ)模塊下冊(cè)：9.5《柱、錐、球及其簡(jiǎn)單組合體》教學(xué)設(shè)計(jì)
課題序號(hào) 授課班級(jí) 授課課時(shí)2授課形式 教學(xué)方法 授課章節(jié) 名稱(chēng)9.5柱、錐、球及其組合體使用教具 教學(xué)目的1、使學(xué)生認(rèn)識(shí)柱、錐、球及其組合體的結(jié)構(gòu)特征，并能運(yùn)用這些特征描述生活中簡(jiǎn)單物體的結(jié)構(gòu)。 2、讓學(xué)生了解柱、錐、球的側(cè)面積和體積的計(jì)算公式。 3、培養(yǎng)學(xué)生觀察能力、計(jì)算能力。
【高教版】中職數(shù)學(xué)拓展模塊：3.2《二項(xiàng)式定理》教學(xué)設(shè)計(jì)
一、定義： ，這一公式表示的定理叫做二項(xiàng)式定理，其中公式右邊的多項(xiàng)式叫做的二項(xiàng)展開(kāi)式；上述二項(xiàng)展開(kāi)式中各項(xiàng)的系數(shù) 叫做二項(xiàng)式系數(shù)，第項(xiàng)叫做二項(xiàng)展開(kāi)式的通項(xiàng)，用表示；叫做二項(xiàng)展開(kāi)式的通項(xiàng)公式．二、二項(xiàng)展開(kāi)式的特點(diǎn)與功能1. 二項(xiàng)展開(kāi)式的特點(diǎn)項(xiàng)數(shù)：二項(xiàng)展開(kāi)式共（二項(xiàng)式的指數(shù)+1）項(xiàng)；指數(shù)：二項(xiàng)展開(kāi)式各項(xiàng)的第一字母依次降冪（其冪指數(shù)等于相應(yīng)二項(xiàng)式系數(shù)的下標(biāo)與上標(biāo)的差），第二字母依次升冪（其冪指數(shù)等于二項(xiàng)式系數(shù)的上標(biāo)），并且每一項(xiàng)中兩個(gè)字母的系數(shù)之和均等于二項(xiàng)式的指數(shù)；系數(shù)：各項(xiàng)的二項(xiàng)式系數(shù)下標(biāo)等于二項(xiàng)式指數(shù)；上標(biāo)等于該項(xiàng)的項(xiàng)數(shù)減去1（或等于第二字母的冪指數(shù)；2. 二項(xiàng)展開(kāi)式的功能注意到二項(xiàng)展開(kāi)式的各項(xiàng)均含有不同的組合數(shù)，若賦予a，b不同的取值，則二項(xiàng)式展開(kāi)式演變成一個(gè)組合恒等式．因此，揭示二項(xiàng)式定理的恒等式為組合恒等式的“母函數(shù)”，它是解決組合多項(xiàng)式問(wèn)題的原始依據(jù)．又注意到在的二項(xiàng)展開(kāi)式中，若將各項(xiàng)中組合數(shù)以外的因子視為這一組合數(shù)的系數(shù)，則易見(jiàn)展開(kāi)式中各組合數(shù)的系數(shù)依次成等比數(shù)列．因此，解決組合數(shù)的系數(shù)依次成等比數(shù)列的求值或證明問(wèn)題，二項(xiàng)式公式也是不可或缺的理論依據(jù)．
新人教版高中英語(yǔ)選修2Unit 2 Bridging Cultures-Discovering useful structures教學(xué)設(shè)計(jì)
The grammar of this unit is designed to review noun clauses. Sentences that use nouns in a sentence are called noun clauses. Nominal clauses can act as subject, object, predicate, appositive and other components in compound sentences. According to the above-mentioned different grammatical functions, nominal clauses are divided into subject clause, object clause, predicate clause and appositive clause. In this unit, we will review the three kinds of nominal clauses. Appositive clauses are not required to be mastered in the optional compulsory stage, so they are not involved.1. Guide the students to judge the compound sentences and determine the composition of the clauses in the sentence.2. Instruct students to try to learn grammar by generalizing grammar rules, controlling written practice, and semi-open oral output.3. Inspire the students to systematize the function and usage of noun clause1.Instruct students to try to learn grammar by generalizing grammar rules, controlling written practice, and semi-open oral output.2.Inspire the students to systematize the function and usage of noun clauseStep1: The teacher ask studetns to find out more nominal clauses from the reading passage and udnerline the nominal clauses.
新人教版高中英語(yǔ)選修2Unit 1 Science and Scientists-Discovering useful structures教學(xué)設(shè)計(jì)
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(yǔ)。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
新人教版高中英語(yǔ)選修2Unit 1 Science and Scientists-Using langauge教學(xué)設(shè)計(jì)
This happens because the dish soap molecules have a strong negative charge, and the milk molecules have a strong positive charge. Like magnets, these molecules are attracted to each other, and so they appear to move around on the plate, taking the food coloring with them, making it look like the colors are quickly moving to escape from the soap.Listening text:? Judy: Oh, I'm so sorry that you were ill and couldn't come with us on our field trip. How are you feeling now? Better?? Bill: Much better, thanks. But how was it?? Judy: Wonderful! I especially liked an area of the museum called Light Games.it was really cool. They had a hall of mirrors where I could see myself reflected thousands of times!? Bill: A hall of mirrors can be a lot of fun. What else did they have?? Judy: Well, they had an experiment where we looked at a blue screen for a while, and then suddenly we could see tiny bright lights moving around on it. You'll never guess what those bright lights were!? Bill: Come on, tell me!? Judy: They were our own blood cells. For some reason, our eyes play tricks on us when we look at a blue screen, and we can see our own blood cells moving around like little lights! But there was another thing I liked better. I stood in front of a white light, and it cast different shadows of me in every color of the rainbow!? Bill: Oh, I wish I had been there. Tell me more!? Judy: Well, they had another area for sound. They had a giant piano keyboard that you could use your feet to play. But then, instead of playing the sounds of a piano, it played the voices of classical singers! Then they had a giant dish, and when you spoke into it, it reflected the sound back and made it louder. You could use it to speak in a whisper to someone 17 meters away.? Bill: It all sounds so cool. I wish I could have gone with you? Judy: I know, but we can go together this weekend. I'd love to go there again!? Bill: That sounds like a great idea!
新人教版高中英語(yǔ)選修2Unit 5 First Aid-Discovering useful structures教學(xué)設(shè)計(jì)
You have no excuse for not going.你沒(méi)有理由不去。He was punished for not having finished his homework.他因未完成作業(yè)而受到懲罰。2．動(dòng)詞ing形式復(fù)合結(jié)構(gòu)由物主代詞或人稱(chēng)代詞賓格、名詞所有格或普通格加動(dòng)詞ing，即“sb./sb.'s＋doing”構(gòu)成。動(dòng)詞ing形式的復(fù)合結(jié)構(gòu)實(shí)際上是給動(dòng)詞ing形式加了一個(gè)邏輯主語(yǔ)。動(dòng)詞ing形式的復(fù)合結(jié)構(gòu)有四種形式：①形容詞性物主代詞＋動(dòng)詞ing②名詞所有格＋動(dòng)詞ing③代詞賓格＋動(dòng)詞ing④名詞＋動(dòng)詞ingHer coming to help encouraged all of us.她來(lái)幫忙鼓舞了我們所有人。The baby was made awake by the door suddenly shutting.這個(gè)嬰兒被突然的關(guān)門(mén)聲吵醒了。Can you imagine him/Jack cooking at home?你能想象他/杰克在家做飯的樣子嗎？無(wú)生命名詞無(wú)論是作主語(yǔ)還是作賓語(yǔ)都不能用第②種形式。Tom's winning first prize last year impressed me a lot.湯姆去年得了一等獎(jiǎng)使我印象深刻。Do you mind my/me/Jack's/Jack leaving now?你介意我/杰克現(xiàn)在離開(kāi)嗎？Excuse me for my not coming on time．很抱歉我沒(méi)能按時(shí)來(lái)。His father's being ill made him worried.他父親病了，他很擔(dān)心。We are looking forward to the singer's/the singer to give us a concert.我們盼望著這位歌手來(lái)給我們舉辦一場(chǎng)演唱會(huì)。
新人教版高中英語(yǔ)選修2Unit 1 Science and Scientists-Learning about Language教學(xué)設(shè)計(jì)
Step 7: complete the discourse according to the grammar rules.Cholera used to be one of the most 1.__________ (fear) diseases in the world. In the early 19th century, _2_________ an outbreak of cholera hit Europe, millions of people died. But neither its cause, 3__________ its cure was understood. A British doctor, John Snow, wanted to solve the problem and he knew that cholera would not be controlled _4_________ its cause was found. In general, there were two contradictory theories 5 __________ explained how cholera spread. The first suggested that bad air caused the disease. The second was that cholera was caused by an _6_________(infect) from germs in food or water. John Snow thought that the second theory was correct but he needed proof. So when another outbreak of cholera hit London in 1854, he began to investigate. Later, with all the evidence he _7_________ (gather), John Snow was able to announce that the pump water carried cholera germs. Therefore, he had the handle of the pump _8_________ (remove) so that it couldn't be used. Through his intervention，the disease was stopped in its tracks. What is more, John Snow found that some companies sold water from the River Thames that __9__________________ (pollute) by raw waste. The people who drank this water were much more likely _10_________ (get) cholera than those who drank pure or boiled water. Through John Snow's efforts, the _11_________ (threaten) of cholera around the world saw a substantial increase. Keys： 1.feared 2.when 3. nor 4.unless 5.that/which 6.infection 7.had gathered 8.removed 9.was polluted 10.to get 11. threat
新人教版高中英語(yǔ)選修2Unit 1 Science and Scientists-Reading and thinking教學(xué)設(shè)計(jì)
Step 5： After learning the text, discuss with your peers about the following questions:1.John Snow believed Idea 2 was right. How did he finally prove it?2. Do you think John Snow would have solved this problem without the map?3. Cholera is a 19th century disease. What disease do you think is similar to cholera today?SARS and Covid-19 because they are both deadly and fatally infectious, have an unknown cause and need serious public health care to solve them urgently.keys:1. John Snow finally proved his idea because he found an outbreak that was clearly related to cholera, collected information and was able to tie cases outside the area to the polluted water.2. No. The map helped John Snow organize his ideas. He was able to identify those households that had had many deaths and check their water-drinking habits. He identified those houses that had had no deaths and surveyed their drinking habits. The evidence clearly pointed to the polluted water being the cause.3. SARS and Covid-19 because they are both deadly and fatally infectious, have an unknown cause and need serious public health care to solve them urgently.Step 6: Consolidate what you have learned by filling in the blanks:John Snow was a well-known _1___ in London in the _2__ century. He wanted to find the _3_____ of cholera in order to help people ___4_____ it. In 1854 when a cholera __5__ London, he began to gather information. He ___6__ on a map ___7___ all the dead people had lived and he found that many people who had ___8____ (drink) the dirty water from the __9____ died. So he decided that the polluted water ___10____ cholera. He suggested that the ___11__ of all water supplies should be _12______ and new methods of dealing with ____13___ water be found. Finally, “King Cholera” was __14_____.Keys: 1. doctor 2. 19th 3.cause 4.infected with 5.hit 6.marked 7.where 8.drunk 9.pump 10.carried 11.source 12.examined 13.polluted 14.defeatedHomework: Retell the text after class and preview its language points
新人教版高中英語(yǔ)選修2Unit 3 Food and Culture-Discovering useful structures教學(xué)設(shè)計(jì)
The newspaper reported more than 100 people had been killed in the thunderstorm.報(bào)紙報(bào)道說(shuō)有一百多人在暴風(fēng)雨中喪生。(2)before、when、by the time、until、after、once等引導(dǎo)的時(shí)間狀語(yǔ)從句的謂語(yǔ)是一般過(guò)去時(shí)，以及by、before后面接過(guò)去的時(shí)間時(shí)，主句動(dòng)作發(fā)生在從句的動(dòng)作或過(guò)去的時(shí)間之前且表示被動(dòng)時(shí)，要用過(guò)去完成時(shí)的被動(dòng)語(yǔ)態(tài)。By the time my brother was 10, he had been sent to Italy.我弟弟10歲前就已經(jīng)被送到意大利了。Tons of rice had been produced by the end of last month. 到上月底已生產(chǎn)了好幾噸大米。(3) It was the first/second/last ... time that ...句中that引導(dǎo)的定語(yǔ)從句中，主語(yǔ)與謂語(yǔ)構(gòu)成被動(dòng)關(guān)系時(shí)，要用過(guò)去完成時(shí)的被動(dòng)語(yǔ)態(tài)。It was the first time that I had seen the night fact to face in one and a half years. 這是我一年半以來(lái)第一次親眼目睹夜晚的景色。(4)在虛擬語(yǔ)氣中，條件句表示與過(guò)去事實(shí)相反，且主語(yǔ)與謂語(yǔ)構(gòu)成被動(dòng)關(guān)系時(shí)，要用過(guò)去完成時(shí)的被動(dòng)語(yǔ)態(tài)。If I had been instructed by him earlier, I would have finished the task.如果我早一點(diǎn)得到他的指示，我早就完成這項(xiàng)任務(wù)了。If I had hurried, I wouldn't have missed the train.如果我快點(diǎn)的話，我就不會(huì)誤了火車(chē)。If you had been at the party, you would have met him. 如果你去了晚會(huì)，你就會(huì)見(jiàn)到他的。
新人教版高中英語(yǔ)選修2Unit 3 Food and Culture-Reading and thinking教學(xué)設(shè)計(jì)
The discourse explores the link between food and culture from a foreign’s perspective and it records some authentic Chinese food and illustrates the cultural meaning, gerography features and historic tradition that the food reflects. It is aimed to lead students to understand and think about the connection between food and culture. While teaching, the teacher should instruct students to find out the writing order and the writer’s experieces and feelings towards Chinese food and culture.1.Guide the students to read the text, sort out the information and dig out the topic.2.Understand the cultural connotation, regional characteristics and historical tradition of Chinese cuisine3.Understand and explore the relationship between food and people's personality4.Guide the students to use the cohesive words in the text5.Lead students to accurately grasp the real meaning of the information and improve the overall understanding ability by understanding the implied meaning behind the text.1. Enable the Ss to understand the structure and the writing style of the passage well.2. Lead the Ss to understand and think further about the connection between food and geography and local character traits.Step1: Prediction before reading. Before you read, look at the title, and the picture. What do you think this article is about?keys:It is about various culture and cuisine about a place or some countries.
二元一次方程組教案教學(xué)設(shè)計(jì)
1、問(wèn)題1的設(shè)計(jì)基于學(xué)生已有的一元一次方程的知識(shí)，學(xué)生獨(dú)立思考問(wèn)題，同學(xué)會(huì)考慮到題中涉及到等量關(guān)系，從中抽象出一元一次方程模型；同學(xué)可能想不到用方程的方法解決，可以由組長(zhǎng)帶領(lǐng)進(jìn)行討論探究.2、問(wèn)題2的設(shè)計(jì)為了引出二元一次方程，但由于同學(xué)的知識(shí)有限，可能有個(gè)別同學(xué)會(huì)設(shè)兩個(gè)未知數(shù)，列出二元一次方程；如果沒(méi)有生列二元一次方程，教師可引導(dǎo)學(xué)生分析題目中有兩個(gè)未知量，我們可設(shè)兩個(gè)未知數(shù)列方程，再次從中抽象出方程模型.根據(jù)方程特點(diǎn)讓生給方程起名，提高學(xué)生學(xué)習(xí)興趣.3、定義的歸納，先請(qǐng)同學(xué)們觀察所列的方程，找出它們的共同點(diǎn)，并用自己的語(yǔ)言描述，組內(nèi)交流看法；如果學(xué)生概括的不完善，請(qǐng)其他同學(xué)補(bǔ)充. 交流完善給出定義，教師規(guī)范定義.