新人教版必修一 Unit 4 Earthquakes-Warming up and Reading[优秀教案]

单元规则

本单元的话题是“地震基础知识(basic knowledge about earthquakes)”和“遇到灾难时如何自救以及帮助别人(how to protect oneself and help others in disasters)”。具体涉及地震的成因、预兆、地震造成的损失、地震时的应急救生以及震后的救援等内容。语言知识和语言技能等各项语言活动都是围绕这些话题展开的。

为了围绕话题开展听、说、读、写活动，本单元安排了八个部分：“热身(Warming Up)”“读前(Pre-reading)”“阅读(Reading)”“理解(Comprehending)”“语言学习(Learning about Language)”“语言运用(Using Language)”“小结(Summing Up)”和“学习建议(Learning Tip)”。

“热身(Warming Up)”部分通过两张图片引出话题“一旦大地震发生，将会造成怎样的危害？”，为本单元的主题作了“热身活动”。

“读前(Pre-reading)”部分设置了两个开放性的问题，要求学生描述、讨论与地震有关的话题。目的是增加学生的生活常识，提高他们的应变能力。这部分为接下来的阅读作了很好的铺垫。学生可通过讨论，参阅有关地震的书籍，并运用一些生活常识来回答这两个问题。

“阅读(Reading)”部分是一篇新闻报道，详细介绍了1976年唐山大地震前的预兆、地震造成的城市建筑和人畜损失以及震后人们勇敢面对现实并及时实施抢救和重建工作的情况。文中关于地震的词汇较多，教师可在课前布置学生查找新唐山的中英文资料和与地震相关的词汇；文中还提及了很多孩子失去双亲成为孤儿，矿工在地震中的遭遇，救护人员和解放军官兵不顾自身安危奋力抢险的事迹，灾难无情人有情，感人至深。教师可将这些作为素材，设计多种任务，展开课堂教学活动。另外文中还出现了大量的定语从句，这对学生的语言阅读能力提出了更高的要求。在阅读教学中教师还可指导学生通过各种渠道如报纸、杂志、图书馆和网络等资源查找有关唐山的资料，使学生进一步了解唐山大地震和如今的唐山，形成对比和强烈的震撼，从而更好地了解学习唐山人民勇敢面对自然灾害，积极进行灾后重建的精神。最后，通过对文章的学习，了解新闻的特点，为后面的写作作准备。重点词汇和语法的学习可结合文章进行，并配以适当的练习。

“理解（Comprehending）”部分包括五个练习：练习1要求连接句子的正确部分；练习2要求列出唐山地震中发生的事情和时间；练习3要求写出文章的段落大意，并概括文章大意；练习4要求学生用自己的话解释文章标题；练习5要求学生就课文某一段落作采访活动。主要目的是为了帮助学生更好地理解“阅读(Reading)”部分的文章，尤其是练习3更突出了培养学生整体把握文章的能力。

“语言学习(Learning about Language)”部分涉及本单元的重点词汇和主要语法项目。词汇部分设计了4个练习：练习1是从阅读材料中为下面的每一项释义找到正确的单词或短语；练习2要求学生从阅读文章中找出尽量多的单词来分类描绘地震；练习3是用课文中的一些单词完成段落；练习4要求完成句子，考查as if的用法。这部分的目的是要求学生在整体把握文章的基础上，掌握重点词汇的词义及使用，注重培养学生运用上下文猜测词义的能力。语法项目是定语从句，设计了三个练习：练习1要求找出阅读文章中带定语从句的句子；练习2要求用that, which, who和whose填空完成句子、翻译成汉语并作比较；练习3要求通过游戏的形式造句并用定语从句扩展这些句子。该部分主要通过阅读和句型练习帮助学生学习由that, which, who和whose引导的定语从句，培养学生自主学习的能力。

“语言运用(Using Language)”部分分“读和说(Reading and speaking)”、“听力(Listening)”和“读和写作(Reading and writing)”三个步骤：“读和说(Reading and speaking)”训练提供了一封邀请函，要求学生阅读后写一篇在地震纪念公园落成仪式上的演讲稿，接着观察新唐山纪念邮票然后以小组的形式讨论地震后城市重建的问题，主要培养学生在实际生活中运用英语的能力。在随后的“听力”(Listening)部分里，一位美国人以第一人称讲述了他在1906年旧金山大地震中的可怕经历，要求学生根据听力材料进行正误判断和回答问题，旨在培养学生学

会获取听力材料中的细节要点的能力，并通过听来模仿标准的语音和语调，同时让学生了解人们在自然灾害中的经历和感受。“读和写(Reading and writing)”部分要求学生先阅读一篇新闻故事，然后为报纸写一篇新闻报道，描写家乡的一件不同寻常的事件，旨在培养学生按照规范的步骤进行写作，如选择适当的标题、组织语言、清晰地表达等，学会拟定写作提纲。

“小结(Summing Up)”部分帮助学生整理、巩固本单元所学到的知识，其中包括学到的关于地震的知识、有用的动词、名词、表达方式和新的语法项目。一个单元学完后，鼓励学生进行一番归纳和总结是非常有用的，这样可以起到事半功倍的效果。

“学习建议(Learning Tip)”部分要求学生重视听的技能的训练，并就听英语方面给出了一些建议，建议学生多听广播或多看电视里的英语节目。多听不仅能够提高听力水平，还能够帮助学生改善语音、语调，从而提高说的能力。因此，听不仅是吸收信息的重要渠道，也是学好英语的重要手段之一。教师可鼓励学生常听英文广播或电视节目，以扩大视野和增加英语的词汇量。

知识目标：

本单元需要学习的重点单词为：shake well (n. )rise crack smelly pond pipe burst canal steam dirt ruin injure destroy brick dam useless steel shock quake rescue electricity disaster army organize bury coal mine shelter freshpercent speech judge honor prepare Europe

本单元需要学习的重点词组为：right away at an end lie in ruins be trapped under sth.

a (great)number of put up give out wake sb. up thousands of dig outprepare sb. for sth. think little of sb. /sth.

本单元需要学习的重点句型为：

1. But the one million people of the city, who thought little of these events, went to bed as usual that night. (the Attributive Clause)

2. It seemed that the world was at an end! (It seems/seemed that. . . )

3. Bricks covered the ground like red autumn leaves. (Simile)

4. The army organized teams to dig out those who were trapped and to bury the dead. (those who. . . )

5. Workers built shelters for survivors whose homes had been destroyed. (the Attributive Clause)

6. Never before in history has a city been so completely destroyed. (Inversion)

7. Man himself had to make ruins of some of the city’s best buildings so that they would not be a danger to those in the streets. (so that. . . )

8. A list of buildings not destroyed was now only a few addresses. (the past participle used as attribute)

9. Amazing as it may seem, Wednesday night was a quiet night. (predicative/adverbial+as. . . )

10. Never in all San Francisco’s history were her people so kind as on that terrible night. (Inversion)

本单元需要掌握的功能用语为：叙述过去的经历(Talking about past experiences)

Strange things were happening in the countryside in Northeast Hebei. For three days the water. . . At about 3:00 am on July 28, 1976, people saw. . . At 3:42 am everything began to shake.

本单元需要掌握的语法为：定语从句（I ）（由that, which, who, whose引导的定语从句）

A huge crack that was eight kilometers long and thirty meters wide cut across houses, roads

and canals.

The number of people who were killed or injured reached more than 400 000.

It was heard in Beijing, which is one hundred kilometers away.

Workers built shelters for survivors whose homes had been destroyed.

能力目标：

1. 能运用所学语言知识描述地震前兆、危害及震后援救。

2. 根据已知信息推测将要听取的材料的内容。

3. 提高阅读技能和用英语进行思维、推理、判断的能力。

4. 掌握演讲稿的格式及新闻报道的写作步骤和要点。

情感目标：

1. 使学生对灾难有正确的认识，用积极的态度去面对它。

2. 学习唐山人民勇敢面对自然灾害，积极进行灾后重建的精神。

3. 在教学活动中培养学生的合作精神和互助精神。

课时安排

Natural disasters occur throughout the world, and China has a particular problem with earthquakes. This unit keeps a positive tone or outlook. It can make students not only understand the dangers people face in a quake, but also realize that there are things that can be done to minimize the damage caused by quakes. It includes exercises and tasks that enable students to think about how to avoid quakes, or at least some of the damage they can cause. This unit also lets them role-play community work that deals with disaster relief. Thus, based on the theme, contents and teaching objectives, the whole teaching procedures can fall into seven periods as follows: Period 1:Warming up and Reading

Period 2:Important language points

Period 3:Grammar:the Attributive Clause (I)

Period 4:Listening

Period 5:Using language

Period 6:Reading task and Speaking task

Period 7:Revision (Summing up, Learning tip and Project)

Period 1Warming up and Reading

整体设计

从容说课

This is the first teaching period of this unit. At the beginning of the class, the teacher can lead in the topic of the unit by showing students some pictures of natural disasters and talking about them.

As to Warming Up, the teacher had better ask students to describe the two photos on Page 25. In a sense, the photos show two cities famous for their earthquakes during a period of calm. Students must imagine what an earthquake could do to the buildings, roads and bridges they see in the photos. When students try to express their ideas, they will probably have difficulty. This activity provides them with the chance to learn how to do this. It is also a good opportunity for the teacher to teach them the new words and phrases for the unit, such as cracks, cut across houses, roads and canals, fall down, lie in ruins and destroy.

Before reading the passage A Night the Earth Didn’t Sleep, the students should discuss the two questions in the part Pre-reading. For the first question, students must consider what is of

most value to them materially. Perhaps the things students would take are expensive, or perhaps the things would have symbolic value. Would they take their camera or a photo album? Would they take their diary or a favorite sweater? The choices the students make and the reasons they give for making those choices should reveal something about them as people. The second question asks students to make guesses about what happens before an earthquake. Of course, the reading will describe to them what actually happened as the result of one terrible earthquake. So this question must precede the reading. Encourage students to think freely about the question and think of a reason why such and such might happen. This part prepares students for the reading passage.

The reading passage titled A Night the Earth Didn’t Sleep recounts the terrible earthquake that nearly destroyed the city of Tangshan in Hebei Province in 1976. The earthquake caused a greater loss of life than any other in the last century. The teacher can ask the students first to read quickly to get the main idea or topic sentence of each paragraph, then read carefully to locate particular information for exercises in the part Comprehending or some other exercises, and finally have a discussion of style in order to understand the passage better. During the course of reading teaching, the teacher can not only develop students’ reading ability, including skimming, scanning and other reading skills, but also get the students to learn about basic knowledge about earthquakes and learn from the bravery of the people in Tangshan to face the reality and rebuild the city. Because there are too many new words in the reading passage, in order not to let students feel much difficult, the teacher should deal with any language problems while they are reading.

To consolidate the contents of the reading passage, the students should be required to retell the passage in their own words at the end of the class. In order to arouse the students’ interest, the teacher can hold a competition between groups.

教学重点

1. Get the students to know basic knowledge about natural disasters.

2. Get the students to learn about Tangshan Earthquake.

3. Get the students to learn different reading skills.

教学难点

Develop the students’ reading ability.

教学方法

1. Task-based teaching and learning

2. Cooperative learning

3. Discussion

教具准备

The multimedia and other normal teaching tools

三维目标

Knowledge aims:

1. Get the students to learn the following useful new words and expressions in this passage:shake well (n. )rise crack smelly pond pipe burst canal steam dirtruin injure destroy brick dam useless steel shock quake rescue electricitydisaster army organize bury coal mine shelter fresh right away at an end lie in ruins be trapped under sth. a (great)number of

2. Get the students to know basic knowledge about natural disasters.

Ability aims:

1. Develop the students reading ability and let them learn different reading skills.

2. Train the students’ ability to collect useful information from the Internet by themselves.

Emotional aim:

1. Get the students know damages earthquakes bring about and the ways to reduce losses of earthquakes.

2. Get the students to know how to protect oneself and help others in earthquakes.

3. Get the students to be aware of terrible disasters, meanwhile get them to face it, treat it in a proper way, and never get discouraged.

教学过程

设计方案（一）

→Step 1 Lead-in

Show the students some pictures about natural disasters and ask them:

1. Have you ever experienced any natural disaster? Look at the pictures. Can you name all the disasters?

(volcano, fire, typhoon, flood, sandstorm, hailstone, thunderstorm, hurricane, earthquake)

2. Have you ever experienced an earthquake? Can you describe how terrible an earthquake is?

地震的破坏

(The earth is shaking; all the buildings will fall down; the roads will be destroyed; many people will be killed or injured; a lot of children will become orphans. . . )

→Step 2 Warming up

Turn to Page 25. Ask the students to read and look at the photos of Tangshan and San Francisco to describe what they see in the two photos to a partner.

(beautiful cities; broad roads; tall building; large population. . . )

Imagine there has been a big earthquake in these two cities, what might happen to all the things in the photos?

(If a big earthquake happened, the whole cities might be in ruins. Large quantities of tall buildings might collapse. The broad and busy roads might be destroyed. Many people might be killed or injured. . . )

→Step 3 Pre-reading

1. Imaging and sharing

Imagine there is an earthquake now. Your home begins to shake and you must leave it right away. You have time to take only one thing. What will you take? Is it money, water, fruits, mobile phones, a torch light, or anything else? Why?

2. Talking and sharing

What do you think may happen before an earthquake? Talk about the pictures on Page 25.

(Cows, pigs and dogs become too nervous to eat. Mice run out of the fields looking for places to hide. Fish jump out of ponds. The water in the well will rise and fall. The well walls will have deep cracks in them. There will be bright light in the sky. . . )

→Step 4 Reading

Tell the students:Today, we are going to read a news report about the strongest earthquake in China’s history, which happened in Tangshan, Hebei, in 1976.

1. Fast reading

Ask the students to read the passage quickly and pay attention to the first sentence of each paragraph.

1)Answer the questions.

Question 1:In what order was the passage written?

Question 2:What is the general idea of the passage?

(The text is written in time order. The general idea is the mixture of the first sentences of each paragraph, that is, the text tells us something that happened before the earthquake, during the earthquake and after the earthquake. )

2)Fill in the table.

Type of writing

Topic sentence of Paragraph 1

Topic sentence of Paragraph 2

Topic sentence of Paragraph 3

Topic sentence of Paragraph 4

General idea of the passage

Suggested answers:

Type of writing This is a news report.

Topic sentence of Paragraph 1 Strange things were happening in the countryside in

northeast Hebei.

Topic sentence of Paragraph 2 Everything began to shake and it seemed that the world

was at an end.

Topic sentence of Paragraph 3 Everywhere they looked nearly everything was

destroyed.

Topic sentence of Paragraph 4 All hope was not lost.

General idea of the passage The passage tells us something that happened before

the earthquake, during the earthquake and after the

earthquake.

3)True or False?

Ask the students to decide whether the following statements are true or false. If it is false, try to correct it.

(1)People in Tangshan were warned of the earthquake and didn’t go to bed that night.

(2)People in Beijing also felt the earthquake.

(3)More than 400 000 people were killed in the quake.

(4)Many rescue workers and doctors were trapped under the ruins during the aftershock.

(5)People tried to get fresh water from under the ground in Tangshan.

Suggested answers:

(1)F People in Tangshan thought little of the signs of the earthquake and went to bed as usual that night.

(2)T

(3)F More than 400 000 people were killed or injured in the quake.

(4)T

(5)F Fresh water was taken to the city Tangshan by train, truck and plane.

2. Reading carefully

Ask the students to read the passage carefully to locate particular information.

1)Do the exercises in the part Comprehending on Page 27.

2)Fill in the following form.

Time What happened Result

Before the earthquake:

three days before the earthquake at about 3 am on July 28

Wells:

Animals:

Lights and sound:

Water pipes:

People of the city

thought______________

and______________

While the earthquake:

At 3:42 am

Later that afternoon

Houses, roads and canals:

Hard hills of rock:

The large city:

The people:

Some rescue workers and

doctors:

More buildings:

Water, food and electricity:

______________ was

destroyed.______________

hospitals, 75% of______________

and 90% of______________ were

gone. More than______________

were killed or injured.

After the earthquake All hope:

The army:

Workers:

Fresh water:

The city______________.

3)Choose the best answer:

(1)What is the mood of this passage?

A. Sad.

B. Serious.

C. Serious and a bit sad.

D. Calm.

(2)What can be inferred from the passage?

A. If mice run out of the fields looking for places to hide, there must be an earthquake.

B. If some natural signs had not been ignored, all the people in Tangshan city might have had a chance to survive.

C. There wouldn’t have been such a great earthquake, if people had paid enough attention to some natural signs.

D. If some natural signs had not been ignored, more people might have had a chance to survive.

(3)Which of the following statements can not be part of the main reasons for the heavy loss of life in Tangshan earthquake?

A. The earthquake happened in the deep night and people were sleeping in bed at the very

movement.

B. There weren’t enough rescue workers.

C. The buildings were poorly constructed and most of them were destroyed in the earthquake.

D. People were not careful enough to notice some natural signs before the earthquake.

(4)How do you understand the real meaning of the idiom “It is always calm before a storm”?

A. It is unusually quiet before a thunderstorm or hurricane hit.

B. One should not trust situations that seem peaceful since bad things may happen.

C. The weather is fine before a storm comes.

D. You should stay calm before a storm.

Suggested answers:

(1)C(2)D(3)B(4)B

3. Language problems

While checking the answers with the whole class, deal with any language problems that the students can’t understand.

4. Reading aloud

Play the tape of the passage for the students to listen and follow. Then play the tape of Paragraph 1 of the passage once more; this time the students listen and repeat.

→Step 4 Game

Work in pairs. Suppose you are a newspaper reporter, and the other is a witness of the 1976 Tangshan Earthquake. Now the newspaper reporter is interviewing the witness.

→Step 5 Extension

Show the questions on the screen and have a discussion.

1. From whose point of view are events described? How do you know?

2. What is the mood of this passage? How is it created?

3. Why do you think the writer chooses to express his feelings about the quake rather than simply report what had happened?

4. Why does the writer use A NIGHT THE EARTH DIDN’T SLEEP as the title?

5. What does the sentence “Slowly, the city began to breathe again” mea n?

Suggested answers:

1. A writer’s who didn’t see the earthquake. He uses the third-person to describe the quake. His description is very objective. For example, in the second sentence of the third paragraph “Everywhere they looked nearly everything was destroyed. ”, the writer uses “they” instead of “we”.

2. The mood is serious and a bit sad. It is created by giving details of how many people and animals were killed or injured and how many buildings were destroyed.

3. Although the writer was not there, he felt sad for the people of Tangshan. He knows that giving some personal feelings will make the reading more interesting.

4. I think the reason is that, as usual, night is the time to sleep, and night should be safe and quiet. But that night everything cha nged. The writer uses A NIGHT THE EARTH DIDN’T SLEEP as a title to show how terrible and how unusual that night was.

5. Here we can see that the writer compared the city to a person who suffered a lot in the disaster. He felt her pain, and he worried about her. So when he said that people came to help her, we can feel his feelings to her. The city will not die, she has hope and she can recover from the pain.

→Step 6 Consolidation

Ask the students to read the passage again and try to retell it.

One possible version:

Strange things happened in Tangshan. For three days the water in the village wells rose and fell. The well walls had deep cracks and a smelly gas came out the cracks. The chickens, pigs and mice were too nervous. Fish jumped out of bowls and ponds. At 3:00 am on July, 1976, people saw bright lights in the sky and heard the sound of planes even when no planes were in the sky. The water pipes in some buildings cracked and burst.

At 3:42 am everything began to shake. It seemed that the world was at the end! One-third of the nation felt it. A huge crack cut across the city. In fifteen terrible seconds a large city lay in ruins. Two-thirds of the people died or were injured. Nearly everything was destroyed in the city. 75% of its factories and 90% of its homes were gone. Then later that afternoon, another big earthquake shook Tangshan. People began to wonder how long the disaster would last.

All hope was not lost. The army sent 150 000 soldiers to help them. Workers built shelters for survivors. Slowly, the city began to breathe again.

→Step 7 Homework

1. Learn the new words and expressions in this part by heart.

2. Read the text again and again and write a summary of the text.

设计方案（二）

→Step 1 Lead-in

Show the students some pictures about natural disasters and ask them:

1. Have you ever experienced any natural disasters? Look at the pictures. Can you name all the disasters?

2. Have you ever experienced an earthquake? Can you describe how terrible an earthquake is?

→Step 2 Warming up

Discuss the photos of Tangshan and San Francisco on Page 25 and imagine if there has been a big earthquake in these two cities, what might happen to all the things in the photos.

→Step 3 Pre-reading

1. Imaging and sharing

Imagine your home begins to shake and you must leave it right away. You have time to take only one thing. What will you take? Why?

2. Talking and sharing

What do you think may happen before an earthquake? Talk about the pictures on Page 25.

→Step 4 Reading

1. Fast reading

Ask the students to read the passage quickly.

1)Answer some questions.

2)Find out the topic sentences of each paragraph and get the general idea of the passage.

3)Do some true or false exercises.

2. Careful reading

Ask the students to read the passage carefully to locate particular information.

1)Do the exercises in the part Comprehending on Page 27.

2)Do some multiple choices.

3. Language problems

While checking the answers with the whole class, deal with any language problems that the students can’t understand.

4. Reading aloud

Play the tape of the passage for the students to listen to and follow. Then play the tape of Paragraph 1 of the passage once more; this time the students listen and repeat.

→Step 5 Game

Work in pairs. Suppose you are a newspaper reporter, and the other is a witness of the 1976 Tangshan Earthquake. Now the newspaper reporter is interviewing the witness.

→Step 6 Extension

Show some questions on the screen and have a discussion about writing style.

→Step 7 Consolidation

Ask the students to read the passage again and try to retell it.

→Step 8 Homework

1. Learn the new words and expressions in this part by heart.

2. Read the text again and again and write a summary of the text.

板书设计

Unit 4Earthquakes

A NIGHT THE EARTH DIDN’T SLEEP

Type of writing This is a news report.

Topic sentence of Paragraph 1 Strange things were happening in the countryside in

northeast Hebei.

Topic sentence of Paragraph 2 Everything began to shake and it seemed that the world

was at an end.

Topic sentence of Paragraph 3 Everywhere they looked nearly everything was

destroyed.

Topic sentence of Paragraph 4 All hope was not lost.

General idea of the passage The passage tells us something that happened before

the earthquake, during the earthquake and after the

earthquake.

活动与探究

Story-telling competition

1. Divide the class into groups of four. Each student should look for some unusual things that happened in the Tangshan earthquake. They can go to the library or surf in the Internet to search for useful information.

2. Work in groups and tell the stud ents’ own story to other members of the same group. Then each group should choose the most unusual story in the group.

3. Choose one representative of each group who will tell the most unusual story to the whole class.

4. The teacher acts as the judge and choose the best story and the best story-taller.

5. The teacher gives the group that has the best story and the best storyteller a prize.

人教版_高中英语必修一unit1_知识点总结

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完整word版,人教版高中英语必修一unit1教案最终版

Teaching Plan Unit1 Friendship 教材人教版高中英语必修一 试讲者李瑶单位新疆师范大学 适用年级高中一年级单元第一单元 课题Anne’s Best Friend 课时共五课时，第二课时 （ Reading） 一．教材分析 Analysis of the Teaching Materials This unit is the first unit of the senior English studying which talks about friendship.As for the students, at the beginning of senior school life, making new friends is one of important things for them now,so the topic of this unit is appropriate at the present time. It can easily stimulate students’interests in English learning and help students think how to choose friends and the meaning of the friendship. The reading passage is the center of the unit. It mainly talks about the Anna , a Jewish girl , during the world war II, regarded the diary as her best friend to express her happiness, sorrow and missing to her hometown. 二．学情分析 Analysis of the Students As the students, grade1of senior high school,they have the basic abilities of listening,speaking,reading and writing,but they still need more chances to practice what they have learnt and improve their ability of communicating with others and expressing their ideas fluently and accurately. Meanwhile,it is also necessary to develop their autonomous learning ability and cooperative learning ability, as well cultivate the awareness of cultural differences. 三. 教学目标 Teaching Aims 1.Knowledge Objectives 1.Get students to know the main content of this article. 2.Learn about the formats of a diary. 2.Ability Objectives 1.Develop their reading ability and learn to use some reading strategies such as guessing, key sentences, skimming and so on. 2.Summarize different paragraphs. 3.Emotion Objectives

高中数学人教版必修4全套教案

第1，2课时1.1．1 任意角 教学目标 （一） 知识与技能目标 理解任意角的概念(包括正角、负角、零角) 与区间角的概念. （二） 过程与能力目标 会建立直角坐标系讨论任意角,能判断象限角,会书写终边相同角的集合；掌握区间角的集合的书写． （三） 情感与态度目标 1． 提高学生的推理能力； 2．培养学生应用意识． 教学重点：任意角概念的理解；区间角的集合的书写． 教学难点：终边相同角的集合的表示；区间角的集合的书写． 教学过程 一、引入： 1．回顾角的定义 ①角的第一种定义是有公共端点的两条射线组成的图形叫做角. ②角的第二种定义是角可以看成平面内一条射线绕着端点从一个位置旋转到另一个位置所形成的图形． 二、新课： 1．角的有关概念： ①角的定义： 角可以看成平面内一条射线绕着端点从一个位置旋转到另一个位置所形成的图形． ②角的名称： ③角的分类： ④注意： ⑴在不引起混淆的情况下，“角α ”或“∠α ”可以简化成“α ”； ⑵零角的终边与始边重合，如果α是零角α =0°； ⑶角的概念经过推广后，已包括正角、负角和零角． ⑤练习：请说出角α、β、γ各是多少度? 2．象限角的概念： ①定义：若将角顶点与原点重合，角的始边与x 轴的非负半轴重合，那么 正角：按逆时针方向旋转形成的角 零角：射线没有任何旋转形成的角 始 边 终 边 顶 点 A O B 负角：按顺时针方向旋转形成的角

角的终边(端点除外)在第几象限，我们就说这个角是第几象限角． 例1．如图⑴⑵中的角分别属于第几象限角？ 例2．在直角坐标系中，作出下列各角，并指出它们是第几象限的角． ⑴ 60°； ⑵ 120°； ⑶ 240°； ⑷ 300°； ⑸ 420°； ⑹ 480°； 答：分别为1、2、3、4、1、2象限角． 3．探究： 终边相同的角的表示： 所有与角α终边相同的角，连同α在内，可构成一个集合S ＝{β|β=α+k ·360°，k ∈Z}，即任一与角α终边相同的角，都可以表示成角α与整个周角的和． 注意： ⑴ k ∈Z ⑵ α是任一角； ⑶ 终边相同的角不一定相等，但相等的角终边一定相同．终边相同的角有无限个，它们相差 360°的整数倍； ⑷ 角α + k ·720 °与角α终边相同，但不能表示与角α终边相同的所有角． 例3．在0°到360°范围内，找出与下列各角终边相等的角，并判断它们是第几象限角． ⑴－120°；⑵640 °；⑶－950°12＇． 答：⑴240°,第三象限角；⑵280°,第四象限角；⑶129°48＇,第二象限角； 例4．写出终边在y 轴上的角的集合(用0°到360°的角表示) ． 解:{α | α = 90°+ n ·180°,n ∈Z}． 例5．写出终边在x y 上的角的集合S,并把S 中适合不等式－360°≤β＜720°的元素β写出来． 4．课堂小结 ①角的定义； ②角的分类： ⑵ B 1 y ⑴ O x 45° B 2 O x B 3 y 30° 60o

人教版高中化学选修四知识点总结

化学选修4化学反应与原理 第一章化学反应与能量 一、焓变反应热 1．反应热：一定条件下，一定物质的量的反应物之间完全反应所放出或吸收的热量2．焓变(ΔH)的意义：在恒压条件下进行的化学反应的热效应 （1）.符号：△H（2）.单位：kJ/mol 3.产生原因：化学键断裂——吸热化学键形成——放热 放出热量的化学反应。(放热>吸热)△H为“-”或△H<0 吸收热量的化学反应。（吸热>放热）△H为“+”或△H>0 ☆常见的放热反应：①所有的燃烧反应②酸碱中和反应③大多数的化合反应④金属与酸的反应⑤生石灰和水反应⑥浓硫酸稀释、氢氧化钠固体溶解等 ☆常见的吸热反应：①晶体Ba(OH)2·8H2O与NH4Cl②大多数的分解反应 ③以H2、CO、C为还原剂的氧化还原反应④铵盐溶解等 二、热化学方程式 书写化学方程式注意要点: ①热化学方程式必须标出能量变化。 ②热化学方程式中必须标明反应物和生成物的聚集状态（g,l,s分别表示固态，液态，气态，水溶液中溶质用aq表示） ③热化学反应方程式要指明反应时的温度和压强。 ④热化学方程式中的化学计量数可以是整数，也可以是分数 ⑤各物质系数加倍，△H加倍；反应逆向进行，△H改变符号，数值不变 三、燃烧热

1．概念：25℃，101kPa时，1mol纯物质完全燃烧生成稳定的化合物时所放出的热量。燃烧热的单位用kJ/mol表示。 ※注意以下几点： ①研究条件：101kPa②反应程度：完全燃烧，产物是稳定的氧化物。 ③燃烧物的物质的量：1mol④研究内容：放出的热量。（ΔH<0，单位kJ/mol） 四、中和热 1．概念：在稀溶液中，酸跟碱发生中和反应而生成1molH2O，这时的反应热叫中和热。 2．强酸与强碱的中和反应其实质是H+和OH-反应，其热化学方程式为：H+(aq)+OH-(aq)=H2O(l)ΔH=－57.3kJ/mol 3．弱酸或弱碱电离要吸收热量，所以它们参加中和反应时的中和热小于57.3kJ/mol。4．中和热的测定实验 五、盖斯定律 1．内容：化学反应的反应热只与反应的始态（各反应物）和终态（各生成物）有关，而与具体反应进行的途径无关，如果一个反应可以分几步进行，则各分步反应的反应热之和与该反应一步完成的反应热是相同的。 第二章化学反应速率和化学平衡 一、化学反应速率 1.化学反应速率（v） ⑴定义：用来衡量化学反应的快慢，单位时间内反应物或生成物的物质的量的变化 ⑵表示方法：单位时间内反应浓度的减少或生成物浓度的增加来表示 ⑶计算公式：v=Δc/Δt（υ：平均速率，Δc：浓度变化，Δt：时间）单位：mol/（L·s）

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①写出目标方程式； ②确定“过渡物质”(要消去的物质)； ③用消元法逐一消去“过渡物质”． 例如： ①Fe2O3(s)+3CO(g)=2Fe(s)+3CO2 △H1 ②3Fe2O3(s)+CO(g)=2Fe3O4(s)+CO2(g)△H2 ③Fe3O4(s)+CO(g)=3FeO(s)+CO2(g)△H3 求反应FeO(s)+CO(g)=Fe(s)+CO2(g)△H4的焓变 三个反应中, FeO、CO、Fe、CO2是要保留的, 而与这四种物质无关的Fe2O3、Fe3O4要通过方程式的叠加处理予以消去, 先②+③×2-①×3先消除Fe3O4, 再消除Fe2O3, 得到④6Fe(s)+6CO2(g)=6FeO(s)+6CO(g)△H5, ④逆过来得到 ⑤6FeO(s)+6CO(g)=6Fe(s)+6CO2(g)-△H5, 再进行⑤÷6, 得到△H4=-； 2．计算过程中的注意事项： ①热化学方程式可以进行方向改变, 方向改变时, 反应热数值不变, 符号相 反； ②热化学方程式中物质的化学计量数和反应热可以同时改变倍数； ③热化学方程式可以叠加, 叠加时, 物质和反应热同时叠加； ④当对反应进行逆向时, 反应热数值不变, 符号相反. 【典例剖析】己知：Mn(s)+O2(g)═MnO2(s)△H l S(s)+O2(g)═SO2(g)△H2 Mn(s)+S(s)+2O2(g)═MnSO4(s)△H3 则下列表述正确的是( ) A．△H2＞0 B．△H3＞△H1 C．Mn+SO2═MnO2+S△H=△H2-△H1 D．MnO2(s)+SO2(g)═MnSO4(s)△H═△H3-△H2-△H1 【答案】D

(完整版)人教版高中英语必修一至必修五

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新人教版高中数学必修四教材分析

新人教版高中数学必修四教材分析

一、教材分析的理论 本文分析的内容为新人A教版高中数学（必修四），运用系统理论进行研究，其出发点就是将教材看成是一个系统。分析系统的要素之间整体与部分的构成关系，以及形成的不同质态的分系统及其排列次序。 进行教材分析，首先从整个数学教育发展到教师个人专业成长，再到课堂教学等方面研究教材分析的意义；然后，按照树立正确教材观、深刻理解课标、分析教材特点、分析教材内容结构、处理教材等步骤研究如何科学分析高中数学教材，其中的案例均来自人教A版高中数学(必修四)；最后，结合典例分析的感悟，提出了高中数学教材分析时应坚持的思想性、实践性、整体性及发展性原则，以提升教材分析的效果。 二、数学必修四第三章的教材分析 从系统上看作为新课程高中数学非常重要的必修四，它是由“第一章三角函数、第二章平面向量、第三章三角恒等变换”三部分内容组成。内容层层递进，逐步深入，这对于发展学生的运算和推理能力都有好处。 本章内容以三角恒等变换重点，体会向量方法的作用，并利用单位圆中的三角函数线、三角形中的边角关系等建立的正弦、余弦值的等量关系。在两角差的余弦公式的推导中体现了数形结合思想以及向量方法的应用；从两角差的余弦公式推出两角和与差的正弦、余弦、正切公式，二倍角的正弦、余弦和正切公式的过程中，始终引导学生

体会化归思想；在应用公式进行恒等变换的过程中，渗透了观察、类比、特殊化、化归等思想方法。特别是充分发挥了“观察”“思考”“探究”等栏目的作用，对学生解决问题的一般思路进行引导。教材还对三角变换中的数学思想方法作了明确的总结。 本章还强调了用向量方法推导差角的余弦公式，并用三角函数之间的关系推导和（差）角公式、二倍角公式。要把重点放在培养学生的推理能力和运算能力上，降低变换的技巧性要求。教学时应当把握好这种“度”，遵循“标准”所规定的内容和要求，不要随意补充知识点（如半角公式、积化和差与和差化积公式，这些公式只是作为基本训练的素材，结果不要求记忆，更不要求运用）。 三、数学必修四第三章第一课时的教材分析 3.1教学要求： 基本要求： ①能利用和、差、倍角的公式进行基本的变形，并证明三角恒等式。 ②能利用三角恒等变换研究三角函数的性质。 ③能把一些实际问题化为三角问题，通过三角变换解决。 发展要求： ①了解和、差、倍角公式的特点，并进行变形应用。 ②理解三角变换的基本特点和基本功能。 ③了解三角变换中蕴藏的数学思想和方法。 3.2重点难点：

(完整版)【人教版】高一英语必修一课文

必修一 Unit1 Anne’s Best Friend Do you want a friend whom you could tell everything to, like your deepest feelings and thoughts? Or are you afraid that your friend would laugh at you, or would not understand what you are goi ng through? Anne Frank wanted the first kind, so she made her diary her best friend. Anne lived in Amsterdam in the Netherlands during World War Ⅱ. Her family was Jewish so nearl y twenty-five months before they were discovered. During that time the only true friend was her diary. She said, ”I don’t want to set down a series of facts in a diary as most people do, but I want this diary itself to be my friend, and I shall call my friend Kitty.” Now read how she felt after being in the hiding place si nce July 1942. Thursday 15th June, 1944 Dear Kitty, I wonder if i t’s because I haven’t been able to be outdoors for so long that I’ve grown so crazy ab out everything to do with nature. I can well remember that there was a time when a deep blue sk y, the song of the birds, moonlight and flowers could never have kept me spellbound. That’s chan ged since I was here. … For example, one evening when it was so warm, I stayed awake on purpose until half past eleven in order to have a good look at the moon by my self. But as the moon gave far too much light, I di dn’t dare open a window. Another time five months ago, I happened to be upstairs at dusk when the window was open. I didn’t go downstairs until the window bad to be shut. The dark, rainy eve ning, the wind, the thundering clouds held me entirely in their power; it was the first time in a ye ar and a half that I’d seen the night face to face… … Sadly …I am only able to look at nature through dirty curtains hanging before very dusty windows . It’s no pleasure looking through these any longer because nature is one thing that really must be experienced. Yours, Anne 第一单元友谊Reading 安妮最好的朋友 你是不是想有一位无话不谈能推心置腹的朋友呢？或者你是不是担心你的朋友会嘲笑你，会不理解你目前的困境呢？安妮·弗兰克想要的是第一种类型的朋友，于是她就把日记当成了她最好的朋友。安妮在第二次世界大战期间住在荷兰的阿姆斯特丹。她一家人都是犹太人，所以他们不得不躲藏起来，否则他们就会被德国纳粹抓去。她和她的家人躲藏了两年之后才被发现。在这段时间里，她唯一的忠实朋友就是她的日记了。她说，“我不愿像大多数人那样在日记中记流水账。我要把这本日记当作我的朋友，我要把我这个朋友称作基蒂”。安妮自从1942年7月起就躲藏在那儿了，现在，来看看她的心情吧。亲爱的基蒂： 我不知道这是不是因为我长久无法出门的缘故，我变得对一切与大自然有关的事物都无比狂热。我记得非常清楚，以前，湛蓝的天空、鸟儿的歌唱、月光和鲜花，从未令我心迷神往过。自从我来到这里，这一切都变了。 ……比方说，有天晚上天气很暖和，我熬到11点半故意不睡觉，为的是独自好好看看月亮。但是因为月光太亮了，我不敢打开窗户。还有一次，就在五个月以前的一个晚上，我碰巧在