【英语周报】人教版选修六教案：Unit 5 The Fifth Period Integrating Skills (1) [ 高考]

The Fifth Period Integrating Skills (1)

Teaching goals 教学目标

1. Target language 目标语言

a. 重点词汇和短语

cyclone, fierce, damage, tear from, pull up, turn over

b. 重点句式P70

I’m looking forward to ...

I can’t wait ...

Everything will be all right.

Stay where you are.

2. Ability goals 能力目标

Enable the students to plan a play and act it out, using expressions listed under each scene. Enable the students to write a diary entry describing how they felt during and after the disaster. 3. Learning ability goals 学能目标

Help the students learn how to plan a play, make up a dialogue and act it out.

Help the students learn how to write a diary entry describing how they felt during and after the disaster.

Teaching important points 教学重点

Get the students to learn to plan a play and act it out, using expressions listed under each scene. Teaching difficult points 教学难点

Enable the students to write a diary entry describing how they felt during and after the disaster. Teaching methods 教学方法

Listening, task-based learning, discussing and writing.

Teaching aids 教具准备

A tape recorder and some pictures.

Teaching procedures & ways 教学过程与方式

Step ⅠTalking (P69)

T: Look at the picture on page 69, Talking. What happened to the house? Can you guess?

S1: Maybe it was damaged in an earthquake.

S2: Maybe a fierce cyclone happened in the area.

T: You got it. The house was damaged by a cyclone. Have you experienced a cyclone before?

Ss: No.

T: How about typhoon, snowstorm or hailstorm? What are they like? You can choose one and describe it to your partners.

Sample descriptions:

Hurricane

One Friday, a hurricane struck the southeast of England. Between the midnight and 6:00 am the hurricane crossed the southeast corner of England with winds of up to 160 kph. It had been raining heavily for two days and the ground was very wet. Besides, it was autumn and the trees still had their leaves on. So the strong winds pushed over the trees easily. Fifteen million trees had been blown down by the strong wind. Power lines were brought down by fallen trees or branches. Electric and telephone services in some areas were cut down.

Snowstorm

One night there was a heavy snowstorm, and in the morning people find their gardens were covered with thick snow. It’s very difficult to walk in the street. Dustman had to clean the snow with forklift. Meanwhile, the early arrival of snow caused extensive damage to the trees. With the majority of trees yet to shed their leaves, the burden of the snow proved too heavy for many, and by Friday morning, the streets were littered with broken branches.

Hailstorm

It was rare to see such a heavy hailstorm. A heavy downpour and table tennis-ball-sized hailstones attacked our town at 7:50 pm on Wednesday. On the street some big trees fell down in the hailstorm. Mr Wang stopped his car at the roadside to take shelter from the hailstorm, but the hailstorm almost broke the windows of his car. Farmers suffered a lot. Their corns and apple trees were destroyed completely.

T: Excellent description. Look at the picture again. We know the house was destroyed by a fierce cyclone. It happened in Darwin, a city in the far north of Australia. Suppose we live in Darwin. What would you feel during the cyclone and after it was over?

S3: I would be frightened by the strong wind and the huge noise it would make. I would stay in bed still and wait for the end of it. After it was over, I would be astonished by the big damages it had caused and feel helpless. How weak humans are before the natural forces!

Step ⅡListening (P69)

In this part, the students will listen to Christine talking about a cyclone she experienced. First get the students to read the seven sentences quickly and write 1-7 beside the events to show the order in which they happened. Then listen to check their answers. Listen to the tape for a second time to finish Exercise 2 on page 70.

T: Now let’s listen to Christine’s description of a cyclone and see how she felt during and after the cyclone. The events have been listed but they are disordered. Read them quickly and write 1-7 beside the events to show the order in which they happened according to your own experience. Then we will listen to the tape and check your answers. Understand?

Ss: Yes.

The students listen to check their answers. Then the teacher shows the correct answers.

T: Where were the family members during the storm? Look at the floor plan on page 70. Write the names of the family members in the correct place on the floor plan. You can use a letter to stand for a family member when listening. Then rewrite their names after listening. Let’s begin. Are you ready?

After listening, check their answers in class.

Step ⅢWriting (P74)

T: Turn to page 74. We are going to practice writing a diary entry. Choose one of the natural disasters on the list or any other disaster you know about. Then imagine you were caught in this terrible natural disaster but you are safe now. Write a diary entry to explain how you felt during and after the disaster. First, make a timeline to show the order in which the events happen. You can follow the example. Now please choose a disaster and make a timeline.

Ask the students to show their timelines before they write the dairy.

A sample timeline: A hurricane

T: OK! Now imagine you are safely back home after the disaster. Write a diary entry about your experience and how you felt during it according to your timeline.

A sample version:

A Hurricane

I am still terrified and a little excited. This afternoon my brother and I went to the hills to have a walk. It’s too hot at home. We were walking and talking happily, when we feel cool wind blowing. “It’s going to rain. Let’s go home.”Jim said. “But w e cannot get across the river.” I said, pointing to the river. The bridge had been washed away by the floods. So we had to find another way back. We walked along the river, trying to find another way home. At that time, it started to wind. “Where are we? W e are lost.”I asked my brother anxiously. “Don’t worry. Be calm. Sit there to have a rest and I will climb up to the rock to see where we are.”Jim comforted me. Then he climbed up to the rock. “I see the way.”he shouted happily. Unluckily, it began to rain and wind heavily. “We have to take shelter from the rain now.”Jim said, “After the rain stop we can leave here. There is a cave over there. I remember I have been there.”We ran into the cave and collected some sticks to make a fire. It’s for about an hour that we stayed in the cave. Everything returned to normal. We began to make our way home. The path was muddy and rocks were slippery. It took us a long time to go over the rocks and go home. My parents were about to look for us when we arrived home. They were anxious about us and believed we were lost. What exciting and adventurous experience!

Step ⅤHomework

T: Please turn to page 75. In next period, we will make a classroom display about natural disasters. Read the instructions and do some preparations after class. Collect pictures and diagrams and look for information about:

●what causes this kind of disaster;

●actual events that happened in the past in China or the rest of the world;

●how people helped the victims;

●what is being done to prevent the disaster happening again or to lessen the damage.

That’s all for today. S ee you tomorrow.

人教版高中英语选修八Unit 1第5课时(语法)教案

高二英语选修8 Unit 1 第五课时using language Teaching goals: Enable the ss to learn about how to write a diary. Find the places mentioned in the text. Part 1 Reading and answering Quickly read Geoge’s diary. He wrote this part of his diary when he was in San Francisco. Write the things he saw in these days. ?Monday 12th, June: ?Tuesday 13th,June: ?Wednesday 14th, June 1.able car:When was it invented?who?why? 2.sherman’s wharf the district_____________________________ Array It is a tourist area_____________________________ the place________________________________ 3.chinatown Name the things that visitors can do in it. 4.Angel Island Part 2 Language points 1.Teamed up with a couple from my hotel. team up with: make an effort in cooperation with; work together with Translate:

最新人教版高中英语选修六各单元阅读全英文教案(全册 共5个单元)

最新人教版高中英语选修六各单元阅读全英文教案（全册） Unit 1 Art Period2 Reading Teaching aims Enable students to learn something about the western arts ,and learn how to describe a painting. Teaching procedures Step1 Brainstorming How much do you know about art? Have you ever been to an art gallery? Do you find your visit interesting? What can you think of when looking at the word “art”? Step2 Pre-reading 1.kinds of painting: 2.Can you name some famous paintings and painters in the world? 3.Differences Western paintings:Realistic detailed, rich in color, line and shapeAbout religion, human Chinese paintings :It is often about nature, such as mountain, water, bird-and-flower, etc. It has the symbol of harmony (和谐）and peace. Step3 Fast reading 1．W hat’s the main idea of the text? has changed a lot with going by. 2.How many styles of Western painting are mentioned in the text? What are they? .3. How is the passage organized?

(完整word版)人教版高中化学选修3物质结构与性质教案

物质结构与性质 第一章原子结构与性质 第一节原子结构 第二节原子结构与元素的性质 归纳与整理复习题 第二章分子结构与性质 第一节共价键 第二节分子的立体结构 第三节分子的性质 归纳与整理复习题 第三章晶体结构与性质 第一节晶体的常识 第二节分子晶体与原子晶体 第三节金属晶体 第四节离子晶体 归纳与整理复习题 （人教版）高中化学选修3 《物质结构与性质》全部教学案 第一章原子结构与性质 教材分析： 一、本章教学目标 1．了解原子结构的构造原理，知道原子核外电子的能级分布，能用电子排布式表示常见元素(1～36号)原子核外电子的排布。 2．了解能量最低原理，知道基态与激发态，知道原子核外电子在一定条件下会发生跃迁产生原子光谱。 3．了解原子核外电子的运动状态，知道电子云和原子轨道。 4．认识原子结构与元素周期系的关系，了解元素周期系的应用价值。 5．能说出元素电离能、电负性的涵义，能应用元素的电离能说明元素的某些性质。 6．从科学家探索物质构成奥秘的史实中体会科学探究的过程和方法，在抽象思维、理论分析的过程中逐步形成科学的价值观。 本章知识分析： 本章是在学生已有原子结构知识的基础上，进一步深入地研究原子的结构，从构造原理和能量最低原理介绍了原子的核外电子排布以及原子光谱等，并图文并茂地描述了电子云和原子轨道；在原子结构知识的基础上，介绍了元素周期系、元素周期表及元素周期律。总之，本章按照课程标准要求比较系统而深入地介绍了原子结构与元素的性质，为后续章节内容的学习奠定基础。尽管本章内容比较抽象，是学习难点，但作为本书的第一章，教科书从内容和形式上都比较注意激发和保持学生的学习兴趣，重视培养学生的科学素养，有利于增强学生学习化学的兴趣。 通过本章的学习，学生能够比较系统地掌握原子结构的知识，在原子水平上认识物质构成的规律，并能运用原子结构知识解释一些化学现象。 注意本章不能挖得很深，属于略微展开。

选修八_详细知识点_UNIT3

Unit 3 Inventors and inventions 单元要点预览（旨在让同学整体了解本单元要点） 词汇部分 词 语 辨 析 1. discover / find / invent 2. hope / wish / expect 3. bear / endure / stand / tolerate 4. set off / set out / set about 词 形 变 化 1. mercy n.仁慈，宽容merciful adj. 宽恕的merciless adj.残忍的；无情的 2. abrupt adj.突然的，意外 的；唐突的，鲁莽的 abruptly adv.突然地； 粗鲁地 3. expect vt. 期待，预期， 指望 expectation n. 期待， 预料，指望，展望 unexpected. adj. 想不到的，未预料 unexpectedly adv. 出乎意料地，想不 到地 4. freeze v.(使)冻结，(使) 结冰n.冻结；冰冻期 freezing n. 冰点 adj. 冰冻的，严寒的 / 5. practise vt.&vi. 实行； 练习；实习 practice n. 练习，实 习，实践，习俗 practical adj.实际的，实 践的，实用的 重 点 单 词 1. distinguish 辨别；辨认；（常与from, between连用）区别；区分 2. convenient adj.便利的，方便的 3. seize vt. 抓住，捉住；占据；（指强烈的感情）突然影响或控制（某人） 4. file n.[c] 文件；档案vt. 把……归档 5. hang vt.& vi. (hung; hung) 悬挂，附着vt. (hanged; hanged) 吊死，绞死 重 点 词 组 1. call up征召；召集服兵役；唤起；使人回忆；带入心中；打电话给某人 2. set about sth/doing sth (不用於被动语态) 开始（某工作）；着手做某事 3. (every) now and then/again 时而；偶尔；有时 4. out of order次序颠倒；发生故障 5. get through 用完，消耗掉；（设法）做或完成某事；通过；与某人联系 6. ring back 回复电话 7. in case 因为可能发生某事；以防万一；万一 重点句 型1. The first thing I tried to do was to see if there were products that might help me, but there only seemed to be powders designed to kill snakes. 2. Between the outside and inside walls of the bowl there is some jelly, which freezes hard when cooled. 重点语 法 复习过去分词做表语和宾语补足语（见语法部分） 语言要点（模块） Ⅰ.词语辨析(旨在提供完形填空所需材料) 1. discover / find / invent 【解释】 discover表示“偶然”或“经过努力”发现客观存在的事物、真理或错误。 find意为“发现，找到”，指对某种事物的寻求，也指对丢失的事物的找到。invent 指设计或制造原来没有的东西。

最新选修8unit1单词电子教案

Unit 1 △California 加利福尼亚（州） △Californian 加利福尼亚（州）人 △illustrate vt. 说明；阐明 distinct adj. 清晰的；明显的；明确的 distinction n. 差别；区分；卓著 △immigrant n. （从外国移入的）移民 live on 继续存在；继续生存 strait n. 海峡 △Bering 白令海峡 Arctic adj. 北极的；北极区的 the Arctic 北极 means n. 手段；方法 by means of… 用……办法；借助…… △prehistoric adj. 史前的 majority n. 大多数；大半 ministry n. （政府的）部；（全体）牧师；牧师的职责Catholic adj. 天主教的 n.天主教徒 △Alaska n. 阿拉斯加（州） △San Francisco n. 圣弗朗西斯科（也称 旧金山） △adventurer n. 冒险家 make a life 习惯于新的生活方式、工作等 △despite prep. 尽管；不管 hardship n. 苦难；困苦 elect vt. 选择；决定做某事；选举某人 federal adj. 联邦制的；联邦政府的 rail n. 铁路；扶手；（护栏的）横条 percentage n. 百分比；百分率 △Los Angeles n. 洛杉矶 Italy n. 意大利 Italian n. 意大利人；意大利语 adj.意大利人的；意大利语的

Denmark n. 丹麦（北欧国家） keep up 坚持；维持；沿袭（风俗、传统等）△Hollywood n. 好莱坞；美国电影业 boom n. （人口、贸易的）繁荣 vi. 处于经济迅速发展时期 aircraft n. 飞行器；航空器；飞机 △Cambodian n. 柬埔寨人；柬埔寨语Korea n. 韩国；朝鲜 Korean n. 韩国/朝鲜人；朝鲜/韩语 adj.韩国（人/语）的；朝鲜（人/语）的Pakistan n. 巴基斯坦 Pakistani adj. 巴基斯坦（人）的 n.巴基斯坦人 △immigrate vi. 移入（外国定居）immigration n. 移民；移居入境 racial adj. 人种的；种族的 crossing n.横渡；横越；十字路口；人行横道vice n. & adj. 代理；副职 nephew n. 侄子；外甥 pole n. 地极；电极；磁极 applicant n. 申请人 customs n. 海关；关税；进口税 socialist n. 社会主义者；社会党人 adj.社会主义者的 socialism n. 社会主义 occur vi. 发生；出现 cattle n. 牛（总称） △Hispanic n. （美）讲西班牙语的美国人indicate vt. 指出；指示；表明；暗示 back to back 背靠背 luggage n. 行李（<美>baggage） shave vt. & vi. (shaved; shaved, shaven) 刮；剃 △cable n. 缆绳；绳索；电缆 △cable car 缆车；（美）有轨缆车

新版科普版六年级英语上册教案(全册 共35页)

新版科普版选修六年级英语上册教案（全册共35页）Lesson 1 Are you going to have a birthday party? Let’s talk. Goal request:（教学目的） 1.New words : party, invite . 2.Some useful expressions : -When is your birthday? -Next Sunday. -Are you going to have a birthday party? -Yes ,I am. Key difficulty:（教学重难点） Master these words: party , invite And master these useful expressions : -When is your birthday? -Next Sunday. -Are you going to have a birthday party? -Yes ,I am. Teaching times: （教学课时）1 Teaching method: three doubts three searches Teaching preparation and method: cards, radio Teaching process: Step 1 Warmer （5 minutes） First, let the Ss look at these new words : Party , invite ;let the Ss through these cards and try to read these new words , and let the Ss know the meaning of these words . Step 2 设疑自探（10 minutes） Let the Ss look at “let’s talk”, in this part let the Ss try to read this part an d try to answer these questions : (1) Who are they in the picture ?

化学选修3教案

化学选修3教案 【篇一：高中化学选修3全册教案】 新课标（人教版）高中化学选修3 全部教学案 第一章原子结构与性质 教材分析： 一、本章教学目标 1．了解原子结构的构造原理，知道原子核外电子的能级分布，能用 电子排布式表示常 见元素(1～36号)原子核外电子的排布。 2．了解能量最低原理，知道基态与激发态，知道原子核外电子在一 定条件下会发生跃 迁产生原子光谱。 3．了解原子核外电子的运动状态，知道电子云和原子轨道。 4．认识原子结构与元素周期系的关系，了解元素周期系的应用价值。 5．能说出元素电离能、电负性的涵义，能应用元素的电离能说明元 素的某些性质。 6．从科学家探索物质构成奥秘的史实中体会科学探究的过程和方法，在抽象思维、理 论分析的过程中逐步形成科学的价值观。 本章知识分析： 本章是在学生已有原子结构知识的基础上，进一步深入地研究原子 的结构，从构造原理 和能量最低原理介绍了原子的核外电子排布以及原子光谱等，并图 文并茂地描述了电子云和 原子轨道；在原子结构知识的基础上，介绍了元素周期系、元素周 期表及元素周期律。总之， 本章按照课程标准要求比较系统而深入地介绍了原子结构与元素的 性质，为后续章节内容的 学习奠定基础。尽管本章内容比较抽象，是学习难点，但作为本书 的第一章，教科书从内容 和形式上都比较注意激发和保持学生的学习兴趣，重视培养学生的 科学素养，有利于增强学 生学习化学的兴趣。

通过本章的学习，学生能够比较系统地掌握原子结构的知识，在原 子水平上认识物质 构成的规律，并能运用原子结构知识解释一些化学现象。 注意本章不能挖得很深，属于略微展开。 相关知识回顾（必修2） 1. 原子序数：含义： （1）原子序数与构成原子的粒子间的关系： 原子序数＝＝＝＝。（3） 原子组成的表示方法 aa. 原子符号： zxa z b. 原子结构示意图： c.电子式： d.符号表示的意义： a b c d e （4）特殊结构微粒汇总： 无电子微粒无中子微粒 2e-微粒 8e-微粒 10e-微粒 18e-微粒 2. 元素周期表：（1）编排原则：把电子层数相同的元素，按原子序数递增的顺序从左到右排成横行叫周期；再把不同横行中最外层电 子数相同的元素，按电子层数递增的顺序有上到下排成纵行，叫族。（2）结构：各周期元素的种数0族元素的原子序数第一周期 2 2 第二周期 810 第三周期 8 18 第四周期 18 36 第五周期 18 54 第六周期32 86第七周期 26118 a 表示；副族用 b 表示。 8、9、10纵行 罗马数字：i iiiii ivv vi vii viii （3）元素周期表与原子结构的关系： ①周期序数＝电子层数②主族序数＝原子最外层电子数＝元素最 高正化合价数 (4)元素族的别称：①第Ⅰa族：碱金属第Ⅰia族：碱土金属②第 Ⅶa 族：卤族元素 ③第0族：稀有气体元素 3、有关概念： （1）质量数：

人教版高中英语选修八 Unit3 Inventors and inventions-语法篇(教师版)-word

第6讲Inventors and inventions 语法篇 __________________________________________________________________________________ __________________________________________________________________________________ 1.掌握动词过去分词的用法和功能； 2.能够熟练运用非谓语中的动词的过去分词。 一. 概述：分词分为现在分词和过去分词。在句中作定语、状语、表语和宾语补足语。 (一). 分词的作用： 1、作定语 （1）单个分词作定语，分词前置。如： The sleeping boy is my son. The excited people rushed into the building. A lost opportunity never returns. He is a retired worker. （2）分词短语作定语，分词后置；分词修饰不定代词something等要后置；个别分词如give，left等作定语也后置。如： The girl standing under the tree is my niece. The building built last year is our library. This is the question given. There is nothing interesting. （3）过去分词作定语与其修饰的词是被动关系，相当于一个被动语态的定语从句。如：Most of the people invited to the party were famous scientists 2、作表语 现在分词作表语多表示主语具有的特征，过去分词作表语多指主语所处的状态。如： The film is touching. The glass is broken. She looked tired with cooking. He remained standing beside the table. 3、作宾语补足语 分词和不定式一样，在一些感官动词或使役动词后作宾语补足语。如： I smell something burning. I heard him singing the song. I heard my name called. I can’t make myself understood in English. I found my car missing.

高中英语选修6 unit1 Art 单元练习

Unit 1 单词和短语 1.abstract adj. 抽象的；n. 摘要，文摘，抽象；vt. 摘要，提炼 abstractly adv. 抽象地；难理解地abstractness n. 抽象；abstracted adj. 分心地；心不在焉地in the abstract 抽象的，理论上 2.influence vt./n. 影响 3.faith n.信仰，信心，信任 have faith in 对……有信心lose faith in 对……失去信心 4.consequently adv. 因此，结果 consequent adj. 作为结果的，随之发生的；consequence [C]n. 后果 as a consequence = as a result 结果；因此 5.aim [C]n. 目标；v. 瞄准 aimless adj. 漫无目的的；aimlessly adv. 漫无目的地； achieve one’s aim 达到目的；miss one’s aim达不到目的； aim to do sth. 计划做某事，力求做某事；aim at 向……瞄准 6.value n. 有价值，有作用；v. 看重，珍惜 valuable adj. 有价值的，宝贵的；valueless adj. 没价值的；invaluable adj. 无价的，极有用的valuables n. 有价值的东西，值钱的东西 be of value 有价值 7.concentrate vi./vt. （使）特别注意，集中注意力于 concentrate on 集中；concentrate one’s attention on 集中精神于 8.adopt v. 采取，采纳；领养，收养 adopted adj. 领养的；adoption n. 领养，采纳 9.possession n. [C]拥有的东西，财产；[U]拥有，占有权 possess v. 拥有，占有；具有 be in possession of sth. 拥有某物 be in one’s possession 某物为某人拥有 come into possession of 继承，得到 take possession of sth. 占领；拿到 10.convince v. 使信任，是信服 convinced adj. 信服的；convincing adj. 令人信服的 convince sb. of sth. 使某人相信某事 convince sb. to do sth. 説服某人做某事 be convinced of sth. 相信某事 11.attempt v./n. 试图，尝试 attempt to do sth.试图做某事 attempt doing sth. 试着做某事（为达到预期目的） make no attempt to do sth. 没有做某事的企图 make an attempt on sb.’s life企图谋杀某人 12.preference n.喜爱，偏爱，爱好 give a preference to sb./sth.给某人某物优惠 have a preference for sb./sth.喜爱某人某物 13.worth adj. 值；相等于……的价格 be worth doing 值得做

高中英语人教版选修8教案-Unit_1_A_land_of_diversity_教学设计_教案_1

教学准备 1. 教学目标 三、教学目标 1．知识技能目标 1）能从文中获取主要信息，如获取What happened to the Native Americans after the arrival of the Europeans? After all those sufferings, did all Native Americans choose to leave the land? How do you know (from the text)? 等直接信息能力； 2）能从文本中加工和处理信息，如What did the Spanish do to the Native Americans in the 16th century？（此问题需提取数个段落的文本信息） Two groups of immigrants had something in common. What are they? (double choices) Why? （此问题需要学生从文字的表面信息加工处理后方可得到答案） 3）能透过信息表层思考人文精神，培养学生的发散性思维与批判性思维，如what do you think of the Native Americans who survived and stayed at CA? How do you think the Europeans could have succeeded in making the Native Americans slaves or even kill them? Do you think language plays an important part in a culture? 等。 2．情感目标 学生能通过信息加工后学习移民们的不畏困难、坚持不懈等珍贵品质，并推论出落后就要挨打，少年强则中国强的借鉴意义。 2. 教学重点/难点 How do you think the Europeans could have succeeded in making the Native Americans slaves or even kill them? Do you think language plays an important part in a culture? 3. 教学用具 4. 标签 教学过程 四、教学过程

人教版高中化学选修三《创新设计》电子教案学案3-1

第三章晶体结构与性质 第一节晶体的常识 (时间：30分钟) 考查点一晶体与非晶体 1.下列叙述中正确的是()。 A.具有规则几何外形的固体一定是晶体 B.晶体与非晶体的根本区别在于是否具有规则的几何外形 C.具有各向异性的固体一定是晶体 D.晶体、非晶体均具有固定的熔点 解析晶体与非晶体的根本区别在于其内部微粒在空间是否按一定规律做周期性重复排列,B项错误；晶体所具有的规则几何外形、各向异性是其内 微粒规律性排列的外部反映。有些人工加工而成的固体也具有规则的几何外形,但具有各向异性的固体一定是晶体,A项错误,C项正确；晶体具有固 定的熔点而非晶体不具有固定的熔点,D项错误。 答案 C 2.下列说法正确的是()。 A.玻璃是由Na2SiO3、CaSiO3和SiO2熔合成的晶体

B.水玻璃在空气中不可能变浑浊 C.水泥在空气和水中硬化 D.制光导纤维的重要原料是玻璃 解析玻璃是由Na2SiO3、CaSiO3和SiO2熔合成的混合物,是玻璃体不是晶体,故A项错；水玻璃是Na2SiO3的水溶液,在空气中发生反应：Na2SiO3 ＋CO2＋H2O===Na2CO3＋H2SiO3↓,故B项错；水泥的硬化是水泥的重要性质,是复杂的物理变化和化学变化过程,故C项正确；制光导纤维的重要原料是石英而不是玻璃,故D项错。 答案 C 3.关于晶体的自范性,下列叙述正确的是()。 A.破损的晶体能够在固态时自动变成规则的多面体 B.缺角的氯化钠晶体在饱和NaCl溶液中慢慢变为完美的立方体块 C.圆形容器中结出的冰是圆形的体现了晶体的自范性 D.由玻璃制成规则的玻璃球体现了晶体的自范性 解析晶体的自范性指的是在适宜条件下,晶体能够自发地呈现封闭的规则的多面体外形的性质,这一适宜条件一般指的是自动结晶析出的条件,A 项所述过程不可能实现；C选项中的圆形并不是晶体冰本身自发形成的,而是受容器的限制形成的；D项中玻璃是非晶体。 答案 B 4.如图是a、b两种不同物质的熔化曲线,下列说法中正确的是()。 ①a是晶体②a是非晶体③b是晶体④b是非晶体 A.①④ B.②④ C.①③ D.②③ 解析晶体有固定的熔点,由图a来分析,中间有一段温度不变但一直在吸

人教版英语选修六高二-unit3-语法-Grammar—-it的用法(1)资料

人教版英语选修六高二-u n i t3-语法-G r a m m a r—-i t的用 法(1)

Section_ⅢGrammar—it的用法(1) 语法图解 探究发现 ①It is a beautiful day here and I am sitting under the big tree at the end of the garden. ②Your mother tells me that you started smoking some time ago and now you are finding it difficult to give it up. ③It is never too late to mend. ④It is no use talking to them. ⑤It is said that he stole the money. ⑥I think it difficult to learn English well. ⑦We make it clear that speaking to the teacher in that way is not polite. ⑧I don't like it when people talk with the mouth full of food. [我的发现] (1)①句it表示天气，②句第一个it代替to_give_it_up作形式宾语；第二个it代替句中所说的“吸烟”的事。 (2)在句③④⑤中it用作形式主语，其中句③用在“It is＋形容词＋(for/of＋sb.)＋动词不定式(短语)”中，it指代动词不定式(短语)；句④用在“It is＋no use/good＋动名词(短语)”中，it指代动名词(短语)；句⑤用在“It is＋said/believed/reported＋that从句”中，it指代that从句。 (3)在句⑥⑦⑧中it用作形式宾语，其中句⑥用在“动词＋it＋形容词＋动词不定式(短语)”中，it指代动词不定式(短语)，句⑦用在“动词＋it＋形容词＋that从句”中，指代that从句；句⑧it用在某些特殊的句式中，指代when从句。 一、it用作人称代词和非人称代词 1．用作人称代词 (1)it用来指代前面的名词或前面提到过的事。 My friend offered me a beautiful gift yesterday, and I like it very much. 我朋友昨天给了我一件漂亮的礼物，我非常喜欢。

人教版选修8unit1AlandofdiversityP1教学设计

Unit 1 A land of diversity

Part 1 Teaching Design 第一部分教学设计 Period 1 A sample lesson plan for reading (CALIFORNIA) Introduction In this period, after the warming up, students will be guided to pre-read by discussing, read for forms, copy and make sentences. Then they shall read the text to transfer information. Next they will read the text again to draw a diagram of it and retell the story in their own words. The period will end by students writing a history account. Objectives To help students understand the text’s forms and contentsandlearn about a land of diversity To help students communicate on the topic in focus with the words, collocations and structures learned in this unit Focus Words illustrate, indicate, swap, slip, hire, insert, react Collocations by means of, occur to, team up with, mark out, take in, a great many Patterns 1. Exactly when the first people arrived in what we now know as California, no one reallyknows. 2. However, in 1846 the United States declared war on Mexico and after it lost the war,Mexico had to give California to the United States. 3. Although Chinese immigrants began to arrive during the Gold Rush Period, it was the building of the railway from the west to the east coast that brought even larger numbers to California in the 1860s. 4．Now that you have read the text, you know a lot more about the pictures on pages 1-3.

2021人教版高中化学选修三《分子的性质》word教案

2021人教版高中化学选修三《分子的性质》word教 案 第三节分子的性质 第一课时 教学目标 1、了解极性共价键和非极性共价键； 2、结合常见物质分子立体结构，判定极性分子和非极性分子； 3、培养学生分析问题、解决问题的能力和严谨认确实科学态度。 重点、难点 多原子分子中，极性分子和非极性分子的判定。 教学过程 创设问题情境： （1）如何明白得共价键、极性键和非极性键的概念； （2）如何明白得电负性概念； （3）写出H2、Cl2、N2、HCl、CO2、H2O的电子式。 提出问题： 由相同或不同原子形成的共价键、共用电子对在两原子显现的机会是否相同？ 讨论与归纳： 通过学生的观看、摸索、讨论。一样说来，同种原子形成的共价键中的电子对不发生偏移，是非极性键。而由不同原子形成的共价键，电子对会发生偏移，是极性键。 提出问题： （1）共价键有极性和非极性；分子是否也有极性和非极性？ （2）由非极性键形成的分子中，正电荷的中心和负电荷的中心如何样分布？是否重合？ （3）由极性键形成的分子中，如何样找正电荷的中心和负电荷的中心？ 讨论交流： 利用教科书提供的例子，以小组合作学习的形式借助图示以及数学或物理中学习过的向量合

成方法，讨论、研究判定分子极性的方法。 总结归纳： （1）由极性键形成的双原子、多原子分子，其正电中心和负电中心重合，因此差不多上非极性分子。如：H2、N2、C60、P4。 （2）含极性键的分子有没有极性，必须依据分子中极性键的极性向量和是否等于零而定。 当分子中各个键的极性的向量和等于零时，是非极性分子。如：CO2、BF3、CCl4。当分子中各个键的极性向量和不等于零时，是极性分子。如：HCl、NH3、H2O。 （3）引导学生完成下列表格 一样规律： a．以极性键结合成的双原子分子是极性分子。如：HCl、HF、HBr b．以非极性键结合成的双原子分子或多原子分子是非极性分子。如：O2、H2、P4、C60。 c．以极性键结合的多原子分子，有的是极性分子也有的是非极性分子。 d．在多原子分子中，中心原子上价电子都用于形成共价键，而周围的原子是相同的原子，一样是非极性分子。 反思与评判： 组织完成“摸索与交流”。

人教版选修八：Unit3+Inventors+and+inventions+语法解析+

英语学习讲义 语法解析 1. 单个过去分词作定语一般放在它所修饰的名词之前；过去分词短语作定语则放在它所修饰的名词之后，且常可扩展为一个定语从句。如： Have you found the lost child? 你们找到那个失踪的孩子没有？ The concert (which was) given by them was a success. 他们举行的音乐会取得了成功。 2. 及物动词的过去分词作定语，既表示被动的意义又常常表示已完成的动作；不及物动词的过去分词作定语，仅表示已完成的动作，不含被动之意。如： the risen sun升起了的太阳（risen指已完成的主动动作） We must adapt our thinking to the changed conditions. 我们必须使我们的思想适应改变了的情况。（changed指已完成的被动动作） 3. 过去分词短语作非限制性定语，常有逗号与其他成分分隔，并可扩展为非限制性定语从句。如： Some of them, (who were) born and brought up in mountain villages, had never seen tall buildings. 他们当中有一些人生长在山村，从未见过高大的楼房。 4. 分词指人或人的表情时常用过去分词形式作定语及表语，这类动词常用的有:excite, please, disappoint, surprise, encourage, satisfy, interest, bore, worry, frighten等。如： The boy looked up with a pleased expression. 那男孩带着满意的表情举目而视。（过去分词作定语） She will be much surprised by your visit. 你的拜访会使她大感意外。（过去分词作表语） 5. 及物动词的过去分词作表语，指主语所处的状态及已完成的动作，表示被动的意义；不及物动词的过去分词作表语，仅表示已完成的动作，不含被动的意义。如： The sun is risen. 太阳升起来了。（risen指已完成的动作，不含被动的意义） The cup is broken. 茶杯破了。（broken既表示被动，又表示已完成的动作） 6. 及物动词的过去分词作宾语补足语，宾语是该过去分词的逻辑宾语，两者之间存在逻辑上的被动关系；少数不及物动词如go, fall 等的过去分词作宾语补足语时，仅表示动作已完成，两者之间不存在逻辑上的被动关系。如： He is going to have his hair cut. 他准备去理发。（cut表示被动） He found his wallet gone. 他发现钱包不见了。（gone表示已结束的动作） 7. 常用的能接过去分词作宾语补足语的动词有：like, want, wish, order, see, hear, notice, observe, watch, feel, find, have, get, make, leave, keep等；此外，介词with后面也可接过去分词作宾语补足语。如： No tricky words would move him. He kept his mouth tightly closed.什么花言巧语也不能使他动摇，他就是一言不发。 好好努力梦想终会实现 1

【2018秋季课程人教版高二英语】选修六unit1Art教案

适用学科 高中英语 适用区域 人教新课标版
适用年级
高二
课时时长（分钟） 2 课时
1 单词学习及辨析
知识点 2 虚拟语气
3 开放作文练习
教学目标
1. 掌握本单元重点词汇的基本含义与用法； 2. 锻炼提升写作能力。
教学重点
1. 重点的词汇与句型； 2. 书面表达的书写思路。
教学难点 如何准确地运用重要词汇和句型进行表达
教学过程
一、导入
教学建议：导入有很多种方法，一般控制在十分钟左右为宜，可以采用各种形式，比如： 1、直接导入法。 2、复习以往知识：可以从已学、已知的入手，与今天的教学进行对比。 3、课前小测：可以针对学生学校里近期讲授的内容进行出题（以简单题和中档题为主，以 10 分钟左右为宜）进行测验，也可以针对基础知识进行复习提问，检查学生学校所学内容 的掌握程度，进而展开教学。 4、以近年来发生的重大事件为题导入。既考查了学生从社会生活中获取信息的能力，又激 发了学生的学习兴趣，让学生马上进入学习状态等。
以上的导入方法只是建议，大家选择其中一种或两种进行交叉使用即可。

复习：上节课作业订正。
二、知识讲解
知识点 1 重点单词
1） faith n.信任；信心；信念 have faith in 对……有信心；信仰…… lose faith in 对……失去信心 be faithful to 忠实于某人 She has placed a great deal of faith in him. 她对他极其信任。 People have lost faith in the British Parliament. 人们已经对英国议会失去了信任。 夯实基础 (1)The older Tibetans have said they_______________________________ (对……有信心) the young generation. (2)Mary _______________________________(对……忠诚)her husband. 【答案】：1have faith in 2 is faithful to 2） consequently adv.因此；所以 (in consequence＝as a consequence＝as a result 因此；所以 in consequence of＝as a consequence of＝as a result of 由于 As a consequence，I decide to exchange it for something that I really need at present. 因此，我决定用它来换取目前真正需要的东西。 As a consequence，the number of polar bears is becoming smaller and smaller. 结果北极熊的数量变得越来越少。 夯实基础