人教版高二教学参考Unit 3 Art and architecture

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篇1：人教版高二化学教学工作计划

一、教材特点：

本教材所介绍的化学反应原理是一些有关化学反应的基本思想和方法，它们不仅具有理论意义，而且具有实际价值。

现代科学的发展使一些经典原理的含义或应用发生了质的变化，本教材尽量避免内容在科学性上与现代科学脱节，注重科学性，尤其避免为了“浅出”而随意地、错误地解释概念，使本教材在科学性上具有相对长的生命力。

《化学反应原理》模块是考查中学生对描述化学反应的物理量，如反应的能量变化、化学反应速率、化学平衡常数等，以及溶液中的离子平衡等知识的认识和掌握情况，同时考查学生运用这些化学知识解释生产、生活中的化学现象，解决与化学反应有关的一些实际问题的能力。

1、富有张力，适于因材施教。

2、注重科学性，避免自圆其说

3、重视知识的框架结构，重在介绍学术思想，不围绕有限的知识点组织素材，而是知识点服从知识的框架结构，介绍思路方法，力图从本质上理解。

4、注重知识发展的阶段性与连续性。注重知识的衔接(与必修内容衔接，各部分内容的衔接，与大学内容衔接)

5、突出实验科学的特点。知识是避免理论绝对化，任何理论都存在局限性，都有其应用范围;强调实验对理论产生的重要性。

6、突出现代化学走向定量化的特征。注意提供定量信息，设计一定数量的定量计算内容，如焓变、平衡常数、平衡转化率等。

二、工作措施：

1、注重知识发展的阶段性与连续性;注重与必修内容的衔接，尽可能从学生已有的知识出发，提出问题，让学生带着问题线索进入到新的学习内容中去;注重教材 内部内容的衔接，在前后章的内容、章内各节内容，以及各处内容的编写上都特别注意了这一点;注重与大学内容的衔接，不是简单地将大学内容搬来，简单下移， 而是精心设计、精心选择，遵循螺旋式上升的认识规律，在深入浅出上下功夫，让学生在中学阶段对相关问题有一个正确的概念、基本的了解，更深层次、更全面的 理解以及更高水平的把握留待大学阶段解决。因此，本教材在这方面比较好地解决了中学内容与大学内容的衔接问题。

2、合理处理抽象概念。对于一些比较抽象的概念(例如焓变、熵等物理函数)力求从同学熟悉的事实出发，用浅显的语言，分析其物理意义。尽量避免繁杂的数学推导或者不讲过程只端出结论的两种偏颇做法。

3、重视学习者的参与性。尽可能地启发同学开动脑筋、动手实践，经过理性思考之后，再做出归纳、介绍理论。避免填鸭式的知识罗列。尽可能给学生提供动手实验的机会。调实验对于理论产生的重要性，衡常数概念、速率概念都是通过实验数据导出。

4、介绍知识时避免将理论绝对化，理论的得出无不源自实验事实，理论的正确性必须经过实验的检验;任何理论都存在局限性，都有其应用范围;任何理论都不能随意使用，不可能放之四海而皆准。做到：

(1)提高认识，夯实基础

(2)重视对新增知识的处理。平衡常数、溶度积等勿深入探究，学生能理解会判断及进行有关计算即可。

(3)注意课本的编排方式及呈现方式。为有助于学生掌握，先讲电解池再讲原电池，先讲平衡再讲速率等。采用原处理方式。

(4)注重与原课本的结合。平衡移动原理运用Qc与Kc判断虽然合理，勒夏特列原理虽有局限性但应用方便，完全可采用，反应速率表示原处理方式即可。

(5)可将必修2第2章与原理结合在一起合并讲解，节约时间，同时也防止知识重复讲解。

(6)重视“过程与方法”体系的建构。

下一页更多精彩“高二化学教学工作计划”

篇2：S2A-Lesson38(人教版 高二)

作者：魏荣华 作者单位：无 简介：一:此课件适合课堂教学和学生自学.

二:参考书目和参考课件在本课件最后一张幻灯片上.

三:如果影片放映完后，点击鼠标不能进入下一张幻灯片.请按键盘方向键(下键)2次.

篇3：人教版高二unit2

The First Period Listening Teaching time : Sep.9

Teaching goals教学目标

1. Target language目标语言

重点词汇和短语 media, reliable, fire, face, difficulty

2. Ability goal能力目标

Listen to a dialogue and from the dialogue the students should have an opinion that people will have different reports about the same event.

3. Learning ability goal学能目标

Listen to a dialogue and be able to express one’s opinion in a positive or negative way.

Teaching important points教学重点

Talk about news and media

Teaching difficult points 教学难点

How to improve students’ listening ability and teach them

to express opinions.

Teaching methods 教学方法

1. Listening to the tape (individuals).

2. Discussion after listening to the materials.

Teaching aids 教具准备

1. A recorder

2. A projector

3. A computer

Teaching procedures & ways 教学过程与方式

Step I Leading in

T: Good morning, boys and girls! Look, what is in my hand?

Ss: A newspaper.

T: What can we get from a newspaper?

Ss: We can learn what has happened or is happening home and abroad.

T: Good. Do you read newspapers every day?

S1: No, I surf on the internet. In my opinion, the most popular and convenient way is to surf on the internet.

S2: I would like to listen to radio.

S3: I watch TV every day.

S4: I prefer to read magazines. There are photos in magazines. They are pleasing to the eyes. And photos help us to understand the articles.

T: Quite good. I’m very glad you know many kinds of news media. Now let’s talk more about these news media.

Step Ⅱ Warming up

First the teacher will show students different news media. Then talk about them and compare these news media.

T: Boys and girls, please look at the questions on the PowerPoint. I’d like you to discuss them with your partner for 3 minutes. Then I will ask you to speak out your

opinions.

After students express their opinions, show the possible answers on the PowerPoint.

Possible answers:

1. I think TV is the most reliable news media. Because we can see who is responsible for the news.

2. Websites keep on updating the news. So on websites you can always learn the latest news, sometimes even with audio and video.

From TV you can see both the broadcaster and videos. From radio you can only hear the voice without seeing the scenes. You can read newspaper everywhere. It is easy to get magazines and we can take longer time to read them.

3. I trust TV, leading papers and important radio stations.

4. No.

5. magazine, newspaper, radio, TV, website, broadcast, editor, edit, editorials, facts, headline, interview, journalist, opinions, reliable, reporter, true and so on.

Step Ⅲ Pre-listening

Ask students to look at the two pictures on Page 10. Talk about the two pictures first. Ask students to use their imagination and describe the scenes. Try to think of as many words as possible to describe people.

Step Ⅳ Listening

Play the tape for the students. After listening for the first time, the students should tick the information they can hear in each part. Then play the tape again. This time students will answer the second question on Page 10. After checking the answers, do the rest of the exercises.

Step Ⅴ Describing people

Show the following passages to the students. Ask them to read the passages and speak out what impression the people give them. Are they described in a positive way or a negative way?

T: Ok. Boys and girls. Look at the two short passages. Try to judge whether they are described in a positive way or not.

John Trussell

My little brother. (I don’t care that he’s four years older than me.) I never had a brother before, but he’s the best one I think I may ever have who brings me the pleasure of adopting (收养). In spite of all the pain that he occasionally goes through, I have seen him bear it with patience and calm, and do his best to make certain that no one else was hurt before coping with his own pain. It is my only hope that I will never lose this little brother.

Chuck Tetzlaff

He is very funny, overworked, and is the third man I’ve ever met who can consistently make me unable to stop laughing. At the same point, I will get to see him more often, but that will probably be after he finishes working for his Chemistry Professor.

Ss: They are described in a positive way.

T: Read the following passage. Try to judge the man’s attitude towards life.

I was on my way down an elevator at the Hilton in Arlington, Texas, ready to begin a seminar on how to develop more positive team relationships. I shared that ride with a man whose face bore the frown lines that evidenced a less-than-positive attitude.

He commented, “I’m not so sure about this elevator.”

“Oh? Why not?” I asked.

“It was slow getting to us, and it sounds funny.”

“I’m sure we’ll make it,” I encouraged him.

“I don’t know. You never can tell about these things.”

When we arrived at the first floor, I said, “Well, we made it!”

Unimpressed, he answered, “Yeah, but the door’s not open yet.”

Ss: The man’s attitude is negative.

T: Yes, you are quite right. Being positive makes life enjoyable.

Read the following. It will help you to become positive.

Changing negative thoughts

Situation Negative

thoughts Other explanations

Getting critical

feedback for

an essay I am stupid. I didn’t have much time to do this essay the workload has been very heavy recently. I chose to do other things as well. The work is supposed to be challenging. Constructive criticism helps me to improve. I’ve done well in the past, which shows I can do well.

My friend does

not want to see

me tonight. They don’t

care about

me any more. They said they had to work tonight - this is most likely true. We saw each other at the weekend and had a good time. They said some nice things to me lately and seemed to care the last time we met.

T: After we learn so much about negative and positive description. I’m sure you can describe people in both ways. Today’s homework is to describe someone that you

are familiar with in a negative way and then in a positive way.

Step Ⅵ Homework

1. Finish the listening exercises on Page88.

2. Try to describe someone that you are familiar with in a negative way first and then in a positive way.

Record after teaching:

For listening part, it’s difficult for the Ss to write the words, expressions & sentences

The Second Period Speaking Teaching time : Sep.13

Teaching goals 教学目标

1. Target Language目标语言

Talk about news and the media

Practice expressing opinions

What do you think of ...?

What’s your opinion?

Why do you choose ...?

Perhaps ... is more important.

I would rather choose ...

I don’t think we should choose ...

Maybe it would be better to choose ...

Our readers want to know about ...

2. Ability goals能力目标

Students will act the role of editors. As editors, the students will decide which events to put in the newspaper.

3. Learning ability goals学能目标

By comparing different news media, students will learn to be editors. By speaking out their own opinions, students will learn to express their opinions.

Teaching important points教学重点

Practice expressing opinions.

Teaching difficult points教学难点

How to express one’s opinion clearly and make oneself understood.

Teaching methods教学方法

Discussing and speaking

Teaching aids 教具准备

A tape recorder, a projector and a computer

Teaching procedures && ways 教学过程与方式

Step I Revision

Check homework. Pick out some students’ homework to show to the whole class.

T: So much for your homework. As we know，things described in different ways have quite different effect. Being a reporter, one should observe the professional moral. Now let’s look at what some reporters have written.

Step Ⅱ Leading in

After checking homework, divide the students into different groups and hand out some newspapers to them. Ask them to find out the different events on different pages. Then discuss why these events are put in the newspaper. Students are given five minutes. Five minutes later, students are asked to speak out their opinions. During this activity, make sure each member is involved. When expressing their opinions, they should remember to use the following expressions.

I think ..., In my opinion ..., I think the reason why ... is that ...

T: Look at the newspapers in your hand. Please discuss why these events are put in the newspaper. Please speak out your opinions using the following expressions.

Show the expressions on the PowerPoint.

Five minutes later, students are asked to perform their discussion. They are encouraged to have different opinions.

T: OK. Boys and girls. Stop discussing please. I’d like each group to speak out your opinion. Don’t forget to use the expressions.

Eight minutes later, go on with the speaking part on Page10.

Step Ⅲ Speaking

T: Would you like to be an editor?

Ss: Yes.

T: If you are an editor, what events will you put in your newspaper?

Students may give various answers.

T: Good. Now suppose you are editors of a newspaper. Here are ten things that happened today. You may only report five of them (ON PAGE 10). Decide which events you are going to put in your newspaper and give reasons for your choices. Discuss with your group members. When you express your opinion, please use the following expressions. Show the expressions on the PowerPoint.

What do you think of ...?

What’s your opinion?

Why do you choose ...?

Perhaps ... is more important.

I would rather choose ...

I don’t think we should choose ...

Maybe it would be better to choose ...

Our readers want to know about ...

Students are given 8 minutes to discuss. 8 minutes later, they will be asked to act out

their discussion in front of the class.

Step Ⅳ Role play

Pair works on Page 88.

T: Boys and girls! Great news for you. A film star, a sports star and a fireman/firewoman are here. You have the golden opportunity to choose what you would like to be. And you will be interviewed by a very famous reporter. Complete the role cards on Page 88 and prepare your interview. You are given 8 minutes to do the interview. Then I will ask some pairs to perform.

Eight minutes later, ask some groups to present the interview.

Step Ⅴ Report

There are several different newspapers edited by students in our school. Teacher may

ask the student editors to introduce what work an editor does.

T: Student1, I was told you are an editor of the Students Union Paper. Would you please tell us what work an editor does?

S1: First I discuss the events with other editors and decide what to report. I also help writers to correct their writing.

T：How is your paper made?

S1: After having decided what to report, we will ask reporters to cover the events and write articles.

S2: After the stories being written, they will be handed to editors.

S1: Then we choose some good ones to put on different pages. Editors also write headlines for stories and make some necessary changes. Then the time for printing the newspaper comes.

T: Thank you very much. Now we are clear about an editor’s job and how the newspaper is made. If you want to learn more, please surf on the Internet and find how the newspaper is made. You can also find some information from the text on Page 11.

Step Ⅵ Homework

Surf on the Internet to find some information about news and news stories.

Read the text to find some information about how the news paper is made.

Record after teaching: Most of the students could only speak a little. Try to lead the students to speak more .

The Third Period Reading Teaching time : Sep. 14

Teaching goals 教学目标

1. Target Language目标语言

a. 重点词汇和短语

headline, inform, informed, relate, talented, switch, present, reflect, effort, spiritual, AIDS, seldom, addict, social, ignore, attention, view, tolerate, affair, for once, be addicted to, suffer from, even if, draw attention to,

on all sides, change one’s mind, current affairs

b. 重点句型

The editor’s job is to keep the newspaper balanced and interesting to the readers.

2. Ability goal 能力目标

Enable students to talk about news and the media and learn how the news is made.

3. Learning ability goal 学能目标

Students are divided into different groups. Each groupmember will play a different role to talk about news and media. Each group member should be involved and knows his role very well. Through these activities students should learn to be involved, co-operate and solve problems.

Teaching important points教学重点

Talk about news and media.

Teaching difficult points教学难点

How to express oneself clearly and correctly.

Teaching methods教学方法

Listening, reading and discussing

Teaching aids 教具准备

A tape recorder, a projector and a computer

Teaching procedures && ways 教学过程与方式

Step Ⅰ Revision

Check the homework. Ask students to say something about newspaper.

T：Good morning/ afternoon, boys and girls!

Ss: Good morning Mr. /Ms …!

T: Yesterday I asked you to surf on the Internet to find some information about news and media. Have you found any?

S1: I’ve found the style of the news story. Most news stories have a very clear style. They give the main points at the top in the headline and the leading paragraph(s).

The body of the story then adds details, statements and comments from people involved in the story, and plus any background which the writer feels necessary.

S2: News stories are easy to understand. Most news stories have three distinct sections: the headline, lead and body. Since each of these sections repeat or expand upon the story’s main points, you get at least three chances to understand them. The opening paragraph of the news story is known as the lead. Usually, the

lead will tell you what the “something happened” is. That information is generally found in the subject and in main verb of the leading sentence, so a little knowledge of the grammar of the lead will be useful.

Something happened

● Something happened.

● Something is happening.

● Something is going to/is expected to/might happen.

● Someone said something happened.

● Someone said something was happening.

● Someone said something was going to happen.

● Someone said something should happen.

● Someone said something should not have happened.

S3: I have found something about headlines. From the internet I learned there are two types of headlines. Most news stories use sentence headlines although they may be shortened by omitting certain words as you will see later. Many feature stories and some very short news stories use phrase headlines or titles which leave out the verb. Here are some examples of them:

Sentence

headlines Green Party Refuses to Back Nader for President

Scientists Listen to Whale hearing Via’Third Ear’

Bush’s Strength Is Also His Weakness

Man Complains Bad Rope Spoiled His Suicide

Phrase

headlines Politician Killed in Pakistani City

Bush in T-shirt not for broadcast

Family Friendly Television Group Growing Face Transplant No Longer Science Fiction

Step Ⅱ Pre-reading

T: I’m very glad you have learned a lot about news and news stories. Les’s continue the headlines. In this class we are going to learn “Behind The Headlines”. First open your books and look at Page11. Look through the pre-reading. Look at the title and pictures. Try to guess which of the following questions the text will answer.

It doesn’t matter whether students answer the questions right or not. The text is easy to understand, so it is not necessary to spend much time on the text. After dealing with pre-reading, turn to the text.

Step Ⅲ Reading

First play the tape for students, and then students are asked to answer the following

questions:

1. Are the two reporters interviewing others or being interviewed?

2. How do reporters decide what they are going to write?

3. What is the editor’s job?

Show the questions on the PowerPoint.

T: OK, so much for the pre-reading. Let’s come to the text. First look at the questions on the screens. (Students read the questions together).I will play the tape of the text for you. When you listen to the tape, please try to find the answers to the three questions.

After listening to the tape, ask students to answer the questions. Then show the

suggested answers on the PowerPoint.

Suggested answers:

1. The two reporters are being interviewed. They are interviewees.

2. Editors and reporters will discuss what events to report, how to report them and why. Editors will listen to reporters’ ideas and give suggestions.

3. The editor’s job is to keep the newspaper balanced and interesting to readers.

T: Well done! Now read the text and discuss the questions with your partner. Why is media so important?

This time students are asked to read the text loudly. After reading the text, the students

should discuss the above questions with their partners. Several minutes later, ask

some students to give their answers. The teacher will sum up the answer.

Suggested answer:

The media can often help people to solve problems and draw their attention to situations where help is needed. Carefully written articles can help people become interested in important questions around the world. TV programmes and printed articles help people to learn about the other part of the world. They lead us to a better understanding of the world on all sides and to a future world where people from all countries are respected and different views and opinions are tolerated.

T: After you’ve learned a lot about the newspaper. I’d like you to complete the following diagram. Then try to explain how a newspaper is made according to the diagram.

Suggested answers:

After checking the answers, ask some students to explain how a newspaper is made.

Step Ⅳ Explanation

Deal with some difficult sentences.

T: Let’s come to some details of the text. Do you find any difficult sentences to understand?

S1: I cannot understand the title “Behind the Headlines”?

T: S2, how do you understand it?

S2: I think the text talks about news stories behind the headlines.

T: S3, what’s your opinion?

S3: I think the text tells how news stories are written.

S4: I think the text is about what an editor does, reporters’ work, how the news is made and written.

T: Quite right. The title tells us that the text is about editors and reporters’ work and how the news is made and written.

S1：Thanks. Could you explain this sentence to me? A reporter begins by contacting the people to be interviewed and then prepares questions.

T: Contacting the people that reporters are going to interview is reporters’ first step of work. That is to say, first they make an appointment with the people that they are going to interview, and then prepare the questions they are going to ask. After that they will write the news reports. Do you have any difficulty?

Ss: No more.

T: OK. Now let’s come to the post reading questions.

Step Ⅴ Post-reading

Look through the text again. Deal with the post-reading questions. Students are divided into groups and discuss the questions together. After several minutes, check the answers with the whole class.

T: Boys and girls! Now I’d like to have your answers. Group1, what is your answer to the first question?

Group1: How a reporter decides what to write, why people read newspapers, how newspapers report what happens and how newspapers help us understand the world are answered. The other two are not answered.

2-4 questions are open ending questions. Students are en couraged to give various

answers.

Step Ⅵ Homework

1. Here are the beginnings of two stories. Compare them and try to find out their differences.

Show the following pictures on the PowerPoint

2. Write Exercise 4 on Page 90 in their exercise-books.

Record after teaching:

The Ss got familiar with the process of making a newspaper .

The Forth Period : language points Teaching time : Sep. 15

Teaching goals教学目标

1．Target language目标语言

rather than , switch, keep + O. + O.C , adapt to, even though ect.

2．Learning ability goals学能目标

Let Ss learn how to use the expressions

Teaching important points教学重点

The use of the expressions.

Teaching difficult points教学难点

How to teach Ss to master the usage of the expressions

Teaching methods教学方法

Explanation, Practice

Teaching aids教具准备 A computer A blackboard

Teaching procedures && ways教学过程与方式

Step Ⅰ Revision

T: Good morning, Students！

S: Good morning, sir/madam！

T: First let’s review what you learnt in the last class. Who can tell me the words that you learnt in relation to news media ?

Step Ⅱ Language points 课文注释与疑难解析

1． The two reporters agreed to switch roles for once and be the interviewees rather than the interviewers in order to let us know about their work and how the news we read is made.

为了让我们了解他们的工作及我们看的新闻是如何产生的，这两个记者这

次同意转换角色，来做一次被采访者而不是采访者。

a. switch改变，变化；交换

He switched the conversation from one subject to another.

他转变了话题。

I used to cook on electricity, but I’ve switched to gas.

我过去用电烧饭，但现已换成用煤气了。

Let’s switch the discussion to another topic.

让我们换一个讨论题目。

（与on, off连用）开关（电器等设备）

Shall I switch the TV on? 我可以打开电视吗？

Please switch the radio off.请关掉收音机。

b. rather than 胜于, 是…而不是…；与其说是…不如说是…

These shoes are comfortable rather than pretty.

这双鞋不好看，但是舒服。

I would like soda rather than cola.

我喜欢喝苏打水，而不是可乐。

American young people would rather get advice from strangers.

美国的年轻人宁可从陌生人那里获取建议。

We would rather receive money than the usual gifts.

我们宁可接受钱，而不希望收到通常的礼物。

2. The editor’s job is to keep the newspaper balanced and interesting to the readers.

编辑的任务是保持报纸的均衡和趣味性。

keep the newspaper balanced and interesting为keep + 宾语+宾补结构式 使人或物保持…状态

宾补可以由介词短语、形容词、副词和分词短语充当。

I always keep the key in my pocket.

我总是把钥匙放在口袋里。

I’m sorry to keep you waiting for so long.

真抱歉让你等了这么长时间。

Please keep the room clean.

请保持室内清洁。

Keep him out.别让他进来。

3. Even though I have interviewed famous people, the story I like best is about an ordinary young woman who tries to adapt to her new life after having studied abroad.

尽管我采访过名人,但是我最喜欢的还是关于一个从国外学习归来的普通女孩努力适应新生活的故事。

此句中含有两个定语从句。I like best 是the story 的定语从句, who tries to adapt to her new life after having studied abroad是the young woman 的定语从句

a. even though/if即使, 尽管用作连词，引导让步状语从句。

Even if I have to walk all the way, I will get there.

即使我的一路走着去，我也要走到那里。

I like her even though she can be annoying.

尽管她有时很恼人，我还是喜欢她。

b. adapt to适合

When he moved to Canada, the children adapted to the change very well.

他移居加拿大后孩子们很快适应了变化。

Record after teaching :

Some Ss felt confused about the differences among “ more than , no more than , not more than , other than”

The Fifth Period Grammar Teaching time : Sep. 19

Teaching goals 教学目标

1. Target language目标语言

Enable students to identify words with positive, negative or neutral meaning.

Learn about the Past Participle (1): used as Attribute and Predicative

2. Ability goals 能力目标

Learn about the Past Participle (1): used as Attribute and Predicative

3. Learning ability goals学能目标

By doing exercises of past participle students will have a good command of the grammar.

Teaching important points教学重点

The Past Participle (1): used as Attribute and Predicative

Teaching difficult points 教学难点

Use the correct form of verbs to fill in blanks.

Teaching methods教学方法

Explaining and practicing

Teaching aids教具准备

1. A projector 2. A computer

Teaching procedures && ways教学过程与方式

Step Ⅰ Revision

Ask some students to make a brief introduction of Yang Lan.

Go over the text and ask students to pick out the sentences containing past participles.

Step Ⅱ Grammar

There are eight sentences in the text. Then do Exercise 1. Students are asked to do the exercises individually. Then check the answers with the whole class. After checking the answers, ask students to sum up the usage.

T: Please read the 8 sentences and find out which past participles are used as attribute and which are predicative. Later we will check the answers together.

Suggested answers:

Attribute: experienced, informed, talented, organised, stolen, addicted and printed

Predicative：needed, respected and tolerated

Do Exercise 2. Ask students to write the sentences on a piece of paper, and then show

some on the projector. Through this activity, enable students to be careful about their

writings.

Suggested answers:

informed decisions= decisions that are informed

talented journalists= journalists who are talented

an organized way= a way that is organized

stolen culture relics= culture relics that had been stolen

people addicted to drugs= people who are addicted to drugs

printed articles= articles that are printed

Then deal with Exercise 3-5 in a similar way.

Step Ⅲ Explanation

To make sure students fully understand the grammar, explain and sum up in Chinese.

过去分词具有动词的性质，同时兼有形容词或副词的性质，可以拥有自己的逻

主语和状语，在句中可以作表语、定语、状语和补足语。及物动词的过去分词

示“结束了的被动动作”或者没有一定的时间性,只表示“被动关系”。不及物

词的过去分词不表被动，只表示动作发生在谓语动词之前，含有“动作完成，

作结束”之含义。

1）作表语 表示主语的心理感觉或所处的状态。许多动词的过去分词已经被当作形容词使用。如：disappointed, excited, moved, puzzled, pleased, surprised, lost等。

The window is broken. 窗户碎了。

He’s gone. 他走了。

Don’t get so excited. 别这么激动。

2）作定语 单个的过去分词作定语一般放在名词的前面，过去分词短语作定语通常放在被修饰的词后面，相当于一个被动语态的定语从句。如：

There are many fallen leaves on the ground.

地上有许多落叶。

Some of them, born and brought up in rural villages, had never been to Beijing.

他们中的一些人，在农村出生并长大，从没去过北京。

过去分词作定语也可用作非限制性定语，前后用逗号隔开。如：

The books, written by Guo Jingming, are very popular with teenagers.

这些书是郭敬明写的，深受青少年的喜爱。

Step Ⅳ Consolidation

Choose some NMET exercises for students to practice. Show these exercises on the PowerPoint.

1. Prices of daily goods ____ through a computer can be lower than store prices.

A. are bought B. bought

C. been bought D. buying

2. With a lot of different problems ____, the newly-elected president is having a

hard time.

A. settled B. settling

C. to settle D. being settled

3. Don’t use words, expressions or phrases ____ only to people with specific knowledge.

A. being known B. having been known

C. to be known D. known

4. When I got back, I saw a message ____ to the door____ “Sorry to miss you; will call later.”

A. pin, read B. pinning, reading

C. pinned, reading D. pinned, read

Keys: B C D C

Word study exercises are assigned as homework. Students are asked to finish them

after class.

Step Ⅴ Homework

1. Finish the grammar exercises on Page91.

2. Finish Vocabulary Exercises 1-3 on Page89-90.:

Record after teaching :

Some Ss confused “v-ing” with “v-ed”/ “to do” used as attributive

Eg. an excited look

The Sixth Period Integrating Skills Teaching time : Sep. 20

Teaching goals教学目标

1. Target language目标语言

Talk about news. For a reporter, the basic task is to report an event truthfully.

2. Ability goals能力目标

Enable students to learn what facts are and what opinions are.

3. Learning ability goals学能目标

By comparing two passages about the same event, students will realizereporters should report events truthfully.

Teaching important points教学重点

Enable students to learn what facts are and what opinions are.

Teaching difficult points 教学难点

How to write news stories.

Teaching methods教学方法

Task- based teaching, comparing, and speaking

Teaching aids教具准备

1. A recorder 2. A projector 3. A computer

Teaching procedures && ways教学过程与方式

Step I Revision

Check the homework.

T: Boys and girls! Let’s look at the two stories.

Show the two pictures on the PowerPoint.

Who will say something about Picture1?

S1: It is a fairy tale.The story will be described in the order in which they happened.

T: Quite good. What about Picture 2?

S2: Picture 2 is a news story. I don’t think it is described in the order of time.

T: Right. That’s the difference. News stories seldom describe events in the order in which they happened (chronological order). News writers know their readers have

limited time and they want the latest or most significant developments (the news) first. Thus, news stories are opposite to fairy tales.

Show these sentences on the PowerPoint.

Step Ⅱ Listening

T: So much for the homework. Open your books and look at Page 15.Look at the two pictures first. Please describe the first picture.

S1: There are a group of angry men armed with sticks outside a factory.

T: Right! What about Picture 2?

S2: Waste gasses from the factory are being sent into the air. Many people with slogans in hand are demonstrating against pollution.

T: Yes, you are quite right. But can you imagine the two pictures are about the same event? Now I will play the tape for you to listen. After listening to the two reports,

you will discuss the questions on Page15.

Step Ⅲ Discussion

After listening to the tape, students are given several minutes to discuss the questions

in groups. After several minutes, students are asked to give their answers.

Suggested answers:

1. The first report is in favor of the company, while the second supports the

demonstrators.

I think the first report was written by a worker. The second was written by one of

the activists.

Less than a hundred people or more than ninety citizens outside a factory is fact.

That the police came is a fact.

Fighting with each other is also a fact. “Cause trouble, most successful company,

rude and noisy, difficult to get into the factory, trouble-makers” are opinions in the

first report. In the second the following are opinions.

“Responsible and caring, the city’s worst polluter, brave and strong, sent out a

group of angry men armed with sticks to fight with the citizens.”

2. For the first report, I would like to use “Trouble-makers were taken to the police station” as the headline. I would choose the picture with a group of men with sticks. For the second report, I would like to use “Demonstration outside the city’s worst polluter”. I would like to use the picture with many people holding slogans.

Step Ⅳ Speaking

After students finishing the group work, go back to the speaking activity and decide

how to report the events they have chosen. Discuss what picture to use and tell the

reasons. Decide what headlines to use and tell the reasons. For this activity students

are given 10 minutes. Ten minutes later, students report their discussion to the whole

class. In this activity each group member should be involved.

Step Ⅴ Writing

After the discussion and demonstration of the speaking activity, students are asked to write a short newspaper article about it. They will write the article individually. Ten minutes later, check some of the articles on the projector with the whole class. Compare their articles about the same event.

Step Ⅵ Homework

1. Learn Integrating Skills on Page 92 IN THE PUBLIC EYE by themselves.

2. Students are asked to write a paragraph in which they compare two kinds of media: TV and newspaper or TV and websites referring to Page 16.

Postscripts:

. The Seventh Period Writing Teaching time : Sep. 21

Teaching Goals教学目标

Enable Ss to write a review of compare two kinds of media & to write an article about a famous TV personality.

Teaching important points and difficult points教学重点和难点

How to write a better comparison paragraph

Teaching methods教学方法 Task-based method

Teaching aids教具准备 projector, A computer

Teaching procedures && ways教学过程与方式

Step Ⅰ Pre-writing

T: Now look at the tips which may be helpful for you on Page 16.

Tell Ss how to find the differences & similarities

Step Ⅱ Samples of the Writings

Writing on Page 16

Writing a paragraph in which you compare two kinds of media, for example websites

and newspapers.

The similarities and differences between

websites and newspapers

Newspapers and websites are both important news media. Newspapers are traditional and have a long history, while websites are new. But they are similar to each other. Both provide news stories and information for people. Both make money by selling ads. Both have different pages. Both have headlines and pictures. But there are great differences between newspapers and websites. The first major difference between newspapers and websites is that websites need a computer and the Internet, while you can read a newspaper everywhere. Another difference is their writers. Newspapers are written by reporters, but websites can be written by anyone. What’s more, many websites are free, while most newspapers cost money. And websites have not only pictures but also audios and videos, which makes stories more interesting. The final difference is that websites change all the time. Many websites are updated many times every day. The latest news is always available on websites. That’s why more people prefer websites to newspapers.

Writing on Page 93

Imagine that you are a reporter for your local newspaper. Your editor has asked you to write an article about a famous TV personality. The editor has given you a list of questions that the readers interested in. Think of more questions and use the answers to write your article.

Li Zhuang, a very young promising host!

Li Zhuang, though only 25, is one of the most popular TV personalities. He is famous for the programme “Music online”.

Li Zhuang has a gift for music. His mother is a music teacher. When he was a small kid, he could sing many songs. At the age of 5, his mother sent him to a music school and this provided him a lot of opportunities to perform on the stage. Perhaps that’s one of the reasons why he is so good at performance. He was very active on the stage. Two years ago, he graduated from a normal university and began his career as a host. Before he came, there wasn’t a music programme. This is a great challenge to him. He worked very hard and watched a lot of video tapes of world famous music hosts. He is full of energy. With his mellow voice he can sing songs very well. He often invites pop stars to his programme. He can build a bridge of understanding easily between the stars and the audience. His enthusiasm always inspires the viewers. When you watch his programme, you cannot help singing. He is very popular, especially among the young people.

Despite the success, Li Zhuang remains modest. He said,“I have a long way to go and should improve myself.” Perhaps he will leave the show for further study.

Such is Li Zhuang, a very young promising host!

Step Ⅲ Writing

Step Ⅳ Comments on the writing

The teacher shows a few copies of the students’ homework on the projector. The whole class will check the answers together and correct the mistakes if there are any.

How to Write a Good News Story!

By: Bill Nelson

Thanks to the Scouters on Scouts-L who contributed to this page.

As you know, it is wonderful to watch our youth as they grow through the Scouting

program in character, citizenship and moral and physical fitness! Everyone in our community should know what we are doing and the great education our youth are obtaining through Scouting. Consider having a publicity person in your unit.

The local newspapers and TV stations are looking for community stories so we

have a great opportunity to tell our story.

News releases are easy to write up and many newspapers and TV stations now have

email addresses that you can send them to. Don’t forget to send releases to your local church, educational, community or corporate newsletters!

Every news release should be written to answer the essential questions of any news

item, commonly called the five Ws plus one:

Who will do it? What will they do?

When will they do it? Where will they do it?

Why will they do it? How will they do it?

The structure of the news release is important. It must be written so that the reader

has the essential information at the outset. The lead, usually the first paragraph or two, should summarize the “five Ws” to give the reader an overview. The rest of the paragraphs will answer the six questions. The longer the news release, the better the reader will understand the news. The news release should be typed double-spaced. The top of the page should include a title, contact name, and telephone number. ALWAYS include the Council Web site address, from there people can find out more about what we do and how to join. Note that if a paper prints your news release and needs to trim off for space, they will trim from the bottom.

News releases should be sent out for all sorts of activities, including, but not limited

to:

Special trips Parent’s Nights

Special events Social Activities

Service Projects Election of Offices

Pinewood Derbies Spring and Fall Recruiting

Photos catch the eye of the reader and make a story more interesting. News reporters know this and want a photo in the story as much as you do. If you have a photo, send it to them, but many newspapers would prefer to shoot their own. That means giving them plenty of notice of when your event will take place.

Some Tips:

1. Local weekly and semi-weekly newspapers are much more likely to publish your story. Look on the Editorial pages of those newspapers for a list of phone numbers

and email addresses.

2. Watch, listen, read your local media and start a list of media outlets that reports on these types of local events.

3. Read the paper and get a feel for the writing style. Write a news story not an advertisement. Your article may be cut so put the most important items up front.

4. Write to each company and ask for their Guidelines for Submissions. This should outline exactly how they wish to be notified about your event. Some request snail mail (not too many now) some will provide a special fax number, others may have a hotline, and still others may offer email. They may also request a certain format.

Ask about any special issues. They may have a neighborhood section that comes out a specific day of the week, there may be an annual issue with community

groups. Ask about deadlines they may have for those issues.

5. Keep holidays in mind. It’s a cliché, but helping the needy at Christmas, helping with a 4th of July event, etc. is classic Scouting and a standard for many papers.

6. Submit, submit, and submit. They will not yell at you for overloading their mailbox. They receive dozens to hundreds of them each day/week. The best ones or ones

that catch the editor’s attention get published.

7. It may help if you can make friends with the editor.

8. For pictures, action shots are generally better than lineups but in any case be sure the people in the picture are identifiable. Think about a sports picture and how it

usually focuses on one or two people--the other six or twenty people who were around the action got cut out by the photo editor. The focus is now on the action and the attention grabber isn’t lost in a crowd of people. It helps to provide larger pictures, i.e., 8x10, when available. Providing negatives helps with some papers.

9. Sometimes all that will be published is the picture with a caption. Clearly identify everyone in the picture and you may wish to secure releases from the parents of the

kids. Some parent may not want a child’s picture in the paper.

10. Think of how your event is unusual, i.e., the man bites dog story rather than the dog bites man. Special awards, big numbers, etc. should start your story. Avoid beginning “At Troop 0s monthly court of honor ...” What is different about your court of honor or event. One unit got some great coverage for their Court of Honor (COH) when the bat lady was the program - “Bat Lady Gives Life to Two Scouts”. A professor who studies bats showed some slides at the COH in anticipation on an upcoming outing to a bat cave. They had her present the Life Scout badges to two boys. Meanwhile, the story included all the other recognitions

that evening. Another local troop sent in their list of awards from a COH the same night and got no story.

11. News comes from NEW, not old. Get your stories in right away. If you take a week getting the info to the media, it is less likely to be used--history doesn’t

sell many newspapers.

12. If your story doesn’t get into the paper, don’t give up. Keep at it, you may have just hit a big news day and there wasn’t room. If several stories don’t make it,

give the editor a call and find out what you could do to improve your chances of getting published.

Finally, don’t forget to thank the reporter after the article is published for doing a good job in reporting the event!

What Does An Editor Do?

www.persuasivepen.com

by Holmberg, Janis

An editor corrects and prepares writing for publication. Three kinds of editing many editorial services offer are proofreading, content editing, and consulting and creative editing, or rewriting.

Proofreading marks the document for types, spelling, capitalization, punctuation, subject-verb agreement, and errors in word usage.

Content editing includes proofreading notations, and also analyzes reports and makes suggestions for word choice, figures of speech, sentence and paragraph structure and style, and overall readability.

Consulting and creative editing includes proofreading and content editing, and also works with the writer to determine the target audience, define and project an identity, and design or redesign the document to connect with and convince the target audience.

Here are some examples of proofreading, content editing and consulting and creative editing:

The original paragraph:

It is my painful duty to inform you that circumstances forced me to request the Finance Manager to relinquish his position. This action was not taken lightly and without incontrovertible evidence. Information received last Friday confirmed suspicions rose after taking the position concerning the misrepresentation of facts both before and after his appointment as to the holding of a doctorate. He has submitted his resignation effective January 22 1999.

The proofread paragraph:

It is my painful duty to inform you that circumstances forced me to request the finance manager to relinquish his position. This action was not taken lightly or without incontrovertible evidence. Information received last Friday confirmed suspicions rose after taking the position concerning the misrepresentation of facts both before and after his appointment as to the holding of a doctorate. He has submitted his resignation effective January 22, 1999.

The edited paragraph:

I am sorry to inform you that I have asked the finance manager to resign his position. I took this action because the company has evidence that this employee misrepresented his educational qualifications. The resignation is effective January 22, 1999.

The recreated paragraph:

Effective January 22, 1999, the finance manager has resigned his position with XXX Company.

Each revision reflects a decision about what and how much to change. A good editor works with the client to communicate clearly and concisely.

Some practical things

1. Brainstorming meetings.

Have them, but you’ll need a few rules to make them work. Sometimes I schedule them and make attendance mandatory. These meetings always have a topic, announced in advance. It might be something as simple as, “How can we come up with a great story for Mother’s Day” or it might be to explore some broader topic in the news, such as, “What can we do that no one else is doing on how DNA evidence is affecting the criminal justice system.”

Keep the meeting on the subject and never have one without a topic or it will turn into a useless bull session or maybe even a gripe session.

More often, the brainstorming sessions are held standing up, in the middle of our newsroom, over some story that is in the news or some issue that is suddenly on our

minds.

It is vital to foster an environment in which these discussions happen spontaneously, and anyone in the room feels free to start them.

Whether the meetings happen spontaneously or are scheduled, there is one golden rule. No one is allowed to say something is a bad idea. It kills discussion. And a lot of the best ideas are the ones that may sound stupid at first because they are different. The obligation of everyone in the brainstorming session should be to run with the idea and see where it leads. The prevailing ethic of these meetings should be this thought: If we were to proceed with this idea, what would we do?

2. Go for walks outside.

Get out of the office as much as you can, especially if you are a manager and actually have an office. In the office, it is hard for an editor to shed the illusion that

he has power, and this can make it difficult for folks to talk freely in front of you. The worst place you can be if you want your staff’s best thinking is on your throne

behind your desk. It’s not that getting out of the office fools anybody. They still understand the power relationships. But when you are outside, walking together, the symbols of editor power are absent and both you and your staffer can be more relaxed. The conversation changes from underling-boss to two folks who care about journalism having a chat. This more than a good way to talk to staff about story ideas or about their work. I think it is THE way to conduct job interviews. I always

take job candidates out of the office for a stroll to Central Park. On these jaunts, the candidate’s personality true personality is likely to come out, and since you will be

spending more time with your staff than with your spouse, you don’t want to hire any assholes. Added benefit: I get to smoke a good cigar when I walk.

3. Mentoring as part of the job.

Almost every newspaper has a few privileged writers. They have the best jobs, cover the biggest stories, and do the least amount of routine. (Here at AP, the writers in my department are particularly privileged. Their job is to do the great stories. They can go anywhere, write about anything, and take all the time that they need, as long as they produce first-class work.) With such privilege there should also be responsibility. So, I have made mentoring a category-along with such things as writing quality, productivity, creativity, etc. - in the annual appraisal form for my writers. There is no formal mentoring program. Rather, I make it clear to my writers that they have a responsibility to share what they know and that they had better find a way to do it. Some of them have taken several inexperienced bureau reporters under their wings. Others make it a point of stopping in at local AP bureaus on their travels and conducting writing or reporting workshops. And, oh yeah. No mentoring, no merit raise.

4. Where do ideas come from?

Make sure that everyone in the newsroom understands that at least 90 percent of the story ideas come from writers. Writers who sit around waiting for assignments

are not doing their jobs and need to be told as much. Editors who dream up most of the ideas for their staffs and then assign them are an even bigger problem and should be reeducated or fired. It’s not that editors can’t have ideas. Of course they can. But there is no way they can have anywhere enough good ones to keep a staff busy. I work in an office overlooking Rockefeller Plaza. If I lean out my window, I can see the famous skating rink, but that’s all I can see of the world from the place I spend most of my time. If, from here, I already know something is a story, how likely it is to be news. The writers must be the eyes and ears of the newspaper. The best ideas are the ones they come back to the office with and astonish us. Make idea generation the most heavily weighted category in annual evaluations of reporters.

5. First person stories.

Encourage them - especially in writers who write in journalese or with stiff, institutional voices. There is something about writing in first-person, about personal

experiences, that loosens writers up. It helps them overcome wrong-headed ideas about what journalism writing is supposed to be like and find their own natural

voices as writers.

6. Big ideas Movie reviews.

Encourage staffers all over the newspaper to write them -once again, especially those writers mired in journalese or institutional writing voices. Reviews, too, can loosen these writers up and help them discover their own voices. One AP writer, for example, has become a much different and much better writer since taking a regular turn reviewing children’s movies. (He always takes his kids along for their expert opinions.)

Big ideas

Beware of the boxes.

Newsroom structures put our staffs, and often our thinking, inside boxes. Usually they have labels such as “sports,” “business,” “arts && entertainment,” etc. The world, however, is not organized that way. We must not let the boxes we are in define how we see the world or how we write our stories. But often we do. Suppose, for example, we learn that a new restaurant near the State House is the new hot place for legislators to have their power lunches. If the business department does the story, it will be a business story. If the politics desk does it, it will be a political story. If the city desk does it, it may be a city life story. It could also be a restaurant review. But what is the BEST story? Meanwhile, some of the very best stories may not get done at all because they don’t fall into any of the boxes we have created. We must let the world as it is -- not our organizational structures -- define our work. And if you’ve moved to a team structure, don’t make the mistake of thinking you have solved this problem. What you have done is create a different set of boxes.

篇4：人教版高二unit5

The First Period Listening Teaching time : 10.18

Teaching goals教学目标

1. Target language目标语言

重点词汇和短语 consist, powerful, state, confusing, mistaken

2. Ability goal能力目标

Listen to a dialogue and from the dialogue the students should have an opinion that people will have different reports about the same event.

3. Learning ability goal学能目标

Listen to a dialogue and be able to express one’s opinion in a positive or negative way.

Teaching important points教学重点

Talk about news and media

Teaching difficult points 教学难点

How to improve students’ listening ability and teach them

to express opinions.

Teaching methods 教学方法

1. Listening to the tape (individuals).

2. Discussion after listening to the materials.

Teaching aids 教具准备

1. A recorder

2. A projector

3. A computer

Teaching procedures & ways 教学过程与方式

Step I Leading in

T: Good morning, boys and girls! Look, what is in my hand?

Ss: A newspaper.

T: What can we get from a newspaper?

Ss: We can learn what has happened or is happening home and abroad.

T: Good. Do you read newspapers every day?

S1: No, I surf on the internet. In my opinion, the most popular and convenient way is to surf on the internet.

S2: I would like to listen to radio.

S3: I watch TV every day.

S4: I prefer to read magazines. There are photos in magazines. They are pleasing to the eyes. And photos help us to understand the articles.

T: Quite good. I’m very glad you know many kinds of news media. Now let’s talk more about these news media.

Step Ⅱ Warming up

First the teacher will show students different news media. Then talk about them and compare these news media.

T: Boys and girls, please look at the questions on the PowerPoint. I’d like you to discuss them with your partner for 3 minutes. Then I will ask you to speak out your

opinions.

After students express their opinions, show the possible answers on the PowerPoint.

Possible answers:

1. I think TV is the most reliable news media. Because we can see who is responsible for the news.

2. Websites keep on updating the news. So on websites you can always learn the latest news, sometimes even with audio and video.

From TV you can see both the broadcaster and videos. From radio you can only hear the voice without seeing the scenes. You can read newspaper everywhere. It is easy to get magazines and we can take longer time to read them.

3. I trust TV, leading papers and important radio stations.

4. No.

5. magazine, newspaper, radio, TV, website, broadcast, editor, edit, editorials, facts, headline, interview, journalist, opinions, reliable, reporter, true and so on.

Step Ⅲ Pre-listening

Ask students to look at the two pictures on Page 10. Talk about the two pictures first. Ask students to use their imagination and describe the scenes. Try to think of as many words as possible to describe people.

Step Ⅳ Listening

Play the tape for the students. After listening for the first time, the students should tick the information they can hear in each part. Then play the tape again. This time students will answer the second question on Page 10. After checking the answers, do the rest of the exercises.

Step Ⅴ Describing people

Show the following passages to the students. Ask them to read the passages and speak out what impression the people give them. Are they described in a positive way or a negative way?

T: Ok. Boys and girls. Look at the two short passages. Try to judge whether they are described in a positive way or not.

John Trussell

My little brother. (I don’t care that he’s four years older than me.) I never had a brother before, but he’s the best one I think I may ever have who brings me the pleasure of adopting (收养). In spite of all the pain that he occasionally goes through, I have seen him bear it with patience and calm, and do his best to make certain that no one else was hurt before coping with his own pain. It is my only hope that I will never lose this little brother.

Chuck Tetzlaff

He is very funny, overworked, and is the third man I’ve ever met who can consistently make me unable to stop laughing. At the same point, I will get to see him more often, but that will probably be after he finishes working for his Chemistry Professor.

Ss: They are described in a positive way.

T: Read the following passage. Try to judge the man’s attitude towards life.

I was on my way down an elevator at the Hilton in Arlington, Texas, ready to begin a seminar on how to develop more positive team relationships. I shared that ride with a man whose face bore the frown lines that evidenced a less-than-positive attitude.

He commented, “I’m not so sure about this elevator.”

“Oh? Why not?” I asked.

“It was slow getting to us, and it sounds funny.”

“I’m sure we’ll make it,” I encouraged him.

“I don’t know. You never can tell about these things.”

When we arrived at the first floor, I said, “Well, we made it!”

Unimpressed, he answered, “Yeah, but the door’s not open yet.”

Ss: The man’s attitude is negative.

T: Yes, you are quite right. Being positive makes life enjoyable.

Read the following. It will help you to become positive.

Changing negative thoughts

Situation Negative

thoughts Other explanations

Getting critical

feedback for

an essay I am stupid. I didn’t have much time to do this essay the workload has been very heavy recently. I chose to do other things as well. The work is supposed to be challenging. Constructive criticism helps me to improve. I’ve done well in the past, which shows I can do well.

My friend does

not want to see

me tonight. They don’t

care about

me any more. They said they had to work tonight - this is most likely true. We saw each other at the weekend and had a good time. They said some nice things to me lately and seemed to care the last time we met.

T: After we learn so much about negative and positive description. I’m sure you can describe people in both ways. Today’s homework is to describe someone that you

are familiar with in a negative way and then in a positive way.

Step Ⅵ Homework

1. Finish the listening exercises on Page88.

2. Try to describe someone that you are familiar with in a negative way first and then in a positive way.

Record after teaching:

For listening part, it’s difficult for the Ss to write the words in the last step.

The Second Period Speaking Teaching time : Oct. 19

Teaching goals 教学目标

1. Target Language目标语言

Talk about news and the media

Practice expressing opinions

What do you think of ...?

What’s your opinion?

Why do you choose ...?

Perhaps ... is more important.

I would rather choose ...

I don’t think we should choose ...

Maybe it would be better to choose ...

Our readers want to know about ...

2. Ability goals能力目标

Students will act the role of editors. As editors, the students will decide which events to put in the newspaper.

3. Learning ability goals学能目标

By comparing different news media, students will learn to be editors. By speaking out their own opinions, students will learn to express their opinions.

Teaching important points教学重点

Practice expressing opinions.

Teaching difficult points教学难点

How to express one’s opinion clearly and make oneself understood.

Teaching methods教学方法

Discussing and speaking

Teaching aids 教具准备

A tape recorder, a projector and a computer

Teaching procedures && ways 教学过程与方式

Step I Revision

Check homework. Pick out some students’ homework to show to the whole class.

T: So much for your homework. As we know，things described in different ways have quite different effect. Being a reporter, one should observe the professional moral. Now let’s look at what some reporters have written.

Step Ⅱ Leading in

After checking homework, divide the students into different groups and hand out some newspapers to them. Ask them to find out the different events on different pages. Then discuss why these events are put in the newspaper. Students are given five minutes. Five minutes later, students are asked to speak out their opinions. During this activity, make sure each member is involved. When expressing their opinions, they should remember to use the following expressions.

I think ..., In my opinion ..., I think the reason why ... is that ...

T: Look at the newspapers in your hand. Please discuss why these events are put in the newspaper. Please speak out your opinions using the following expressions.

Show the expressions on the PowerPoint.

Five minutes later, students are asked to perform their discussion. They are encouraged to have different opinions.

T: OK. Boys and girls. Stop discussing please. I’d like each group to speak out your opinion. Don’t forget to use the expressions.

Eight minutes later, go on with the speaking part on Page10.

Step Ⅲ Speaking

T: Would you like to be an editor?

Ss: Yes.

T: If you are an editor, what events will you put in your newspaper?

Students may give various answers.

T: Good. Now suppose you are editors of a newspaper. Here are ten things that happened today. You may only report five of them (ON PAGE 10). Decide which events you are going to put in your newspaper and give reasons for your choices. Discuss with your group members. When you express your opinion, please use the following expressions. Show the expressions on the PowerPoint.

What do you think of ...?

What’s your opinion?

Why do you choose ...?

Perhaps ... is more important.

I would rather choose ...

I don’t think we should choose ...

Maybe it would be better to choose ...

Our readers want to know about ...

Students are given 8 minutes to discuss. 8 minutes later, they will be asked to act out

their discussion in front of the class.

Step Ⅳ Role play

Pair works on Page 88.

T: Boys and girls! Great news for you. A film star, a sports star and a fireman/firewoman are here. You have the golden opportunity to choose what you would like to be. And you will be interviewed by a very famous reporter. Complete the role cards on Page 88 and prepare your interview. You are given 8 minutes to do the interview. Then I will ask some pairs to perform.

Eight minutes later, ask some groups to present the interview.

Step Ⅴ Report

There are several different newspapers edited by students in our school. Teacher may

ask the student editors to introduce what work an editor does.

T: Student1, I was told you are an editor of the Students Union Paper. Would you please tell us what work an editor does?

S1: First I discuss the events with other editors and decide what to report. I also help writers to correct their writing.

T：How is your paper made?

S1: After having decided what to report, we will ask reporters to cover the events and write articles.

S2: After the stories being written, they will be handed to editors.

S1: Then we choose some good ones to put on different pages. Editors also write headlines for stories and make some necessary changes. Then the time for printing the newspaper comes.

T: Thank you very much. Now we are clear about an editor’s job and how the newspaper is made. If you want to learn more, please surf on the Internet and find how the newspaper is made. You can also find some information from the text on Page 11.

Step Ⅵ Homework

Surf on the Internet to find some information about news and news stories.

Read the text to find some information about how the news paper is made.

Record after teaching: Most of the students can only speak a little. Try to lead the students to speak more .

The Third Period Reading Teaching time : Oct. 20

Teaching goals 教学目标

1. Target Language目标语言

a. 重点词汇和短语

headline, inform, informed, relate, talented, switch, present, reflect, effort, spiritual, AIDS, seldom, addict, social, ignore, attention, view, tolerate, affair, for once, be addicted to, suffer from, even if, draw attention to,

on all sides, change one’s mind, current affairs

b. 重点句型

The editor’s job is to keep the newspaper balanced and interesting to the readers.

2. Ability goal 能力目标

Enable students to talk about news and the media and learn how the news is made.

3. Learning ability goal 学能目标

Students are divided into different groups. Each groupmember will play a different role to talk about news and media. Each group member should be involved and knows his role very well. Through these activities students should learn to be involved, co-operate and solve problems.

Teaching important points教学重点

Talk about news and media.

Teaching difficult points教学难点

How to express oneself clearly and correctly.

Teaching methods教学方法

Listening, reading and discussing

Teaching aids 教具准备

A tape recorder, a projector and a computer

Teaching procedures && ways 教学过程与方式

Step Ⅰ Revision

Check the homework. Ask students to say something about newspaper.

T：Good morning/ afternoon, boys and girls!

Ss: Good morning Mr. /Ms …!

T: Yesterday I asked you to surf on the Internet to find some information about news and media. Have you found any?

S1: I’ve found the style of the news story. Most news stories have a very clear style. They give the main points at the top in the headline and the leading paragraph(s).

The body of the story then adds details, statements and comments from people involved in the story, and plus any background which the writer feels necessary.

S2: News stories are easy to understand. Most news stories have three distinct sections: the headline, lead and body. Since each of these sections repeat or expand upon the story’s main points, you get at least three chances to understand them. The opening paragraph of the news story is known as the lead. Usually, the

lead will tell you what the “something happened” is. That information is generally found in the subject and in main verb of the leading sentence, so a little knowledge of the grammar of the lead will be useful.

Something happened

● Something happened.

● Something is happening.

● Something is going to/is expected to/might happen.

● Someone said something happened.

● Someone said something was happening.

● Someone said something was going to happen.

● Someone said something should happen.

● Someone said something should not have happened.

S3: I have found something about headlines. From the internet I learned there are two types of headlines. Most news stories use sentence headlines although they may be shortened by omitting certain words as you will see later. Many feature stories and some very short news stories use phrase headlines or titles which leave out the verb. Here are some examples of them:

Sentence

headlines Green Party Refuses to Back Nader for President

Scientists Listen to Whale hearing Via’Third Ear’

Bush’s Strength Is Also His Weakness

Man Complains Bad Rope Spoiled His Suicide

Phrase

headlines Politician Killed in Pakistani City

Bush in T-shirt not for broadcast

Family Friendly Television Group Growing Face Transplant No Longer Science Fiction

Step Ⅱ Pre-reading

T: I’m very glad you have learned a lot about news and news stories. Les’s continue the headlines. In this class we are going to learn “Behind The Headlines”. First open your books and look at Page11. Look through the pre-reading. Look at the title and pictures. Try to guess which of the following questions the text will answer.

It doesn’t matter whether students answer the questions right or not. The text is easy to understand, so it is not necessary to spend much time on the text. After dealing with pre-reading, turn to the text.

Step Ⅲ Reading

First play the tape for students, and then students are asked to answer the following

questions:

1. Are the two reporters interviewing others or being interviewed?

2. How do reporters decide what they are going to write?

3. What is the editor’s job?

Show the questions on the PowerPoint.

T: OK, so much for the pre-reading. Let’s come to the text. First look at the questions on the screens. (Students read the questions together).I will play the tape of the text for you. When you listen to the tape, please try to find the answers to the three questions.

After listening to the tape, ask students to answer the questions. Then show the

suggested answers on the PowerPoint.

Suggested answers:

1. The two reporters are being interviewed. They are interviewees.

2. Editors and reporters will discuss what events to report, how to report them and why. Editors will listen to reporters’ ideas and give suggestions.

3. The editor’s job is to keep the newspaper balanced and interesting to readers.

T: Well done! Now read the text and discuss the questions with your partner. Why is media so important?

This time students are asked to read the text loudly. After reading the text, the students

should discuss the above questions with their partners. Several minutes later, ask

some students to give their answers. The teacher will sum up the answer.

Suggested answer:

The media can often help people to solve problems and draw their attention to situations where help is needed. Carefully written articles can help people become interested in important questions around the world. TV programmes and printed articles help people to learn about the other part of the world. They lead us to a better understanding of the world on all sides and to a future world where people from all countries are respected and different views and opinions are tolerated.

T: After you’ve learned a lot about the newspaper. I’d like you to complete the following diagram. Then try to explain how a newspaper is made according to the diagram.

Suggested answers:

After checking the answers, ask some students to explain how a newspaper is made.

Step Ⅳ Explanation

Deal with some difficult sentences.

T: Let’s come to some details of the text. Do you find any difficult sentences to understand?

S1: I cannot understand the title “Behind the Headlines”?

T: S2, how do you understand it?

S2: I think the text talks about news stories behind the headlines.

T: S3, what’s your opinion?

S3: I think the text tells how news stories are written.

S4: I think the text is about what an editor does, reporters’ work, how the news is made and written.

T: Quite right. The title tells us that the text is about editors and reporters’ work and how the news is made and written.

S1：Thanks. Could you explain this sentence to me? A reporter begins by contacting the people to be interviewed and then prepares questions.

T: Contacting the people that reporters are going to interview is reporters’ first step of work. That is to say, first they make an appointment with the people that they are going to interview, and then prepare the questions they are going to ask. After that they will write the news reports. Do you have any difficulty?

Ss: No more.

T: OK. Now let’s come to the post reading questions.

Step Ⅴ Post-reading

Look through the text again. Deal with the post-reading questions. Students are divided into groups and discuss the questions together. After several minutes, check the answers with the whole class.

T: Boys and girls! Now I’d like to have your answers. Group1, what is your answer to the first question?

Group1: How a reporter decides what to write, why people read newspapers, how newspapers report what happens and how newspapers help us understand the world are answered. The other two are not answered.

2-4 questions are open ending questions. Students are en couraged to give various

answers.

Step Ⅵ Homework

1. Here are the beginnings of two stories. Compare them and try to find out their differences.

Show the following pictures on the PowerPoint 4 on Page 90 in their exercise-books.

Record after teaching:

The Ss got familiar with the process of making a newspaper .

The Forth Period : language points Teaching time : Oct. 21

Teaching goals教学目标

1．Target language目标语言

rather than , switch, keep + O. + O.C , adapt to, even though ect.

2．Learning ability goals学能目标

Let Ss learn how to use the expressions

Teaching important points教学重点

The use of the expressions.

Teaching difficult points教学难点

How to teach Ss to master the usage of the expressions

Teaching methods教学方法

Explanation, Practice

Teaching aids教具准备 A computer A blackboard

Teaching procedures && ways教学过程与方式

Step Ⅰ Revision

T: Good morning, Students！

S: Good morning, sir/madam！

T: First let’s review what you learnt in the last class. Who can tell me the words that you learnt in relation to news media ?

Step Ⅱ Language points 课文注释与疑难解析

1． The two reporters agreed to switch roles for once and be the interviewees rather than the interviewers in order to let us know about their work and how the news we read is made.

为了让我们了解他们的工作及我们看的新闻是如何产生的，这两个记者这

次同意转换角色，来做一次被采访者而不是采访者。

a. switch改变，变化；交换

He switched the conversation from one subject to another.

他转变了话题。

I used to cook on electricity, but I’ve switched to gas.

我过去用电烧饭，但现已换成用煤气了。

Let’s switch the discussion to another topic.

让我们换一个讨论题目。

（与on, off连用）开关（电器等设备）

Shall I switch the TV on? 我可以打开电视吗？

Please switch the radio off.请关掉收音机。

b. rather than 胜于, 是…而不是…；与其说是…不如说是…

These shoes are comfortable rather than pretty.

这双鞋不好看，但是舒服。

I would like soda rather than cola.

我喜欢喝苏打水，而不是可乐。

American young people would rather get advice from strangers.

美国的年轻人宁可从陌生人那里获取建议。

We would rather receive money than the usual gifts.

我们宁可接受钱，而不希望收到通常的礼物。

2. The editor’s job is to keep the newspaper balanced and interesting to the readers.

编辑的任务是保持报纸的均衡和趣味性。

keep the newspaper balanced and interesting为keep + 宾语+宾补结构式 使人或物保持…状态

宾补可以由介词短语、形容词、副词和分词短语充当。

I always keep the key in my pocket.

我总是把钥匙放在口袋里。

I’m sorry to keep you waiting for so long.

真抱歉让你等了这么长时间。

Please keep the room clean.

请保持室内清洁。

Keep him out.别让他进来。

3. Even though I have interviewed famous people, the story I like best is about an ordinary young woman who tries to adapt to her new life after having studied abroad.

尽管我采访过名人,但是我最喜欢的还是关于一个从国外学习归来的普通女孩努力适应新生活的故事。

此句中含有两个定语从句。I like best 是the story 的定语从句, who tries to adapt to her new life after having studied abroad是the young woman 的定语从句

a. even though/if即使, 尽管用作连词，引导让步状语从句。

Even if I have to walk all the way, I will get there.

即使我的一路走着去，我也要走到那里。

I like her even though she can be annoying.

尽管她有时很恼人，我还是喜欢她。

b. adapt to适合

When he moved to Canada, the children adapted to the change very well.

他移居加拿大后孩子们很快适应了变化。

Record after teaching :

Some Ss felt confused about the differences among “ more than , no more than , not more than , other than”

The Fifth Period Grammar Teaching time : Oct. 22

Teaching goals 教学目标

1. Target language目标语言

Enable students to identify words with positive, negative or neutral meaning.

Learn about the Past Participle (1): used as Attribute and Predicative

2. Ability goals 能力目标

Learn about the Past Participle (1): used as Attribute and Predicative

3. Learning ability goals学能目标

By doing exercises of past participle students will have a good command of the grammar.

Teaching important points教学重点

The Past Participle (1): used as Attribute and Predicative

Teaching difficult points 教学难点

Use the correct form of verbs to fill in blanks.

Teaching methods教学方法

Explaining and practicing

Teaching aids教具准备

1. A projector 2. A computer

Teaching procedures && ways教学过程与方式

Step Ⅰ Revision

Ask some students to make a brief introduction of Yang Lan.

Go over the text and ask students to pick out the sentences containing past participles.

Step Ⅱ Grammar

There are eight sentences in the text. Then do Exercise 1. Students are asked to do the exercises individually. Then check the answers with the whole class. After checking the answers, ask students to sum up the usage.

T: Please read the 8 sentences and find out which past participles are used as attribute and which are predicative. Later we will check the answers together.

Suggested answers:

Attribute: experienced, informed, talented, organised, stolen, addicted and printed

Predicative：needed, respected and tolerated

Do Exercise 2. Ask students to write the sentences on a piece of paper, and then show

some on the projector. Through this activity, enable students to be careful about their

writings.

Suggested answers:

informed decisions= decisions that are informed

talented journalists= journalists who are talented

an organized way= a way that is organized

stolen culture relics= culture relics that had been stolen

people addicted to drugs= people who are addicted to drugs

printed articles= articles that are printed

Then deal with Exercise 3-5 in a similar way.

Step Ⅲ Explanation

To make sure students fully understand the grammar, explain and sum up in Chinese.

Step Ⅳ Consolidation

Choose some NMET exercises for students to practice. Show these exercises on the PowerPoint.

1. Prices of daily goods ____ through a computer can be lower than store prices.

A. are bought B. bought

C. been bought D. buying

2. With a lot of different problems ____, the newly-elected president is having a

hard time.

A. settled B. settling

C. to settle D. being settled

3. Don’t use words, expressions or phrases ____ only to people with specific knowledge.

A. being known B. having been known

C. to be known D. known

4. When I got back, I saw a message ____ to the door____ “Sorry to miss you; will call later.”

A. pin, read B. pinning, reading

C. pinned, reading D. pinned, read

Keys: B C D C

Word study exercises are assigned as homework. Students are asked to finish them

after class.

Step Ⅴ Homework

1. Finish the grammar exercises on Page91.

2. Finish Vocabulary Exercises 1-3 on Page89-90.:

Record after teaching :

Some Ss confused “v-ing” with “v-ed”/ “to do” used as attributive

Eg. an excited look

The Sixth Period Integrating Skills Teaching time :Oct. 23

Teaching goals教学目标

1. Target language目标语言

Talk about news. For a reporter, the basic task is to report an event truthfully.

2. Ability goals能力目标

Enable students to learn what facts are and what opinions are.

3. Learning ability goals学能目标

By comparing two passages about the same event, students will realizereporters should report events truthfully.

Teaching important points教学重点

Enable students to learn what facts are and what opinions are.

Teaching difficult points 教学难点

How to write news stories.

Teaching methods教学方法

Task- based teaching, comparing, and speaking

Teaching aids教具准备

1. A recorder 2. A projector 3. A computer

Teaching procedures && ways教学过程与方式

Step I Revision

Check the homework.

T: Boys and girls! Let’s look at the two stories.

Show the two pictures on the PowerPoint.

Who will say something about Picture1?

1: It is a fairy tale.The story will be described in the order in which they happened.

T: Quite good. What about Picture 2?

S2: Picture 2 is a news story. I don’t think it is described in the order of time.

T: Right. That’s the difference. News stories seldom describe events in the order in which they happened (chronological order). News writers know their readers have

limited time and they want the latest or most significant developments (the news) first. Thus, news stories are opposite to fairy tales.

Show these sentences on the PowerPoint.

Step Ⅱ Listening

T: So much for the homework. Open your books and look at Page 15.Look at the two pictures first. Please describe the first picture.

S1: There are a group of angry men armed with sticks outside a factory.

T: Right! What about Picture 2?

S2: Waste gasses from the factory are being sent into the air. Many people with slogans in hand are demonstrating against pollution.

T: Yes, you are quite right. But can you imagine the two pictures are about the same event? Now I will play the tape for you to listen. After listening to the two reports,

you will discuss the questions on Page15.

Step Ⅲ Discussion

After listening to the tape, students are given several minutes to discuss the questions

in groups. After several minutes, students are asked to give their answers.

Suggested answers:

1. The first report is in favor of the company, while the second supports the

demonstrators.

I think the first report was written by a worker. The second was written by one of

the activists.

Less than a hundred people or more than ninety citizens outside a factory is fact.

That the police came is a fact.

Fighting with each other is also a fact. “Cause trouble, most successful company,

rude and noisy, difficult to get into the factory, trouble-makers” are opinions in the

first report. In the second the following are opinions.

“Responsible and caring, the city’s worst polluter, brave and strong, sent out a

group of angry men armed with sticks to fight with the citizens.”

2. For the first report, I would like to use “Trouble-makers were taken to the police station” as the headline. I would choose the picture with a group of men with sticks. For the second report, I would like to use “Demonstration outside the city’s worst polluter”. I would like to use the picture with many people holding slogans.

Step Ⅳ Speaking

After students finishing the group work, go back to the speaking activity and decide

how to report the events they have chosen. Discuss what picture to use and tell the

reasons. Decide what headlines to use and tell the reasons. For this activity students

are given 10 minutes. Ten minutes later, students report their discussion to the whole

class. In this activity each group member should be involved.

Step Ⅴ Writing

After the discussion and demonstration of the speaking activity, students are asked to write a short newspaper article about it. They will write the article individually. Ten minutes later, check some of the articles on the projector with the whole class. Compare their articles about the same event.

Step Ⅵ Homework

1. Learn Integrating Skills on Page 92 IN THE PUBLIC EYE by themselves.

2. Students are asked to write a paragraph in which they compare two kinds of media: TV and newspaper or TV and websites referring to Page 16.

Postscripts:

. The Seventh Period Writing Teaching time : Oct.24

Teaching Goals教学目标

Enable Ss to write a review of compare two kinds of media & to write an article about a famous TV personality.

Teaching important points and difficult points教学重点和难点

How to write a better comparison paragraph

Teaching methods教学方法 Task-based method

Teaching aids教具准备 projector, A computer

Teaching procedures && ways教学过程与方式

Step Ⅰ Pre-writing

T: Now look at the tips which may be helpful for you on Page 16.

Tell Ss how to find the differences & similarities

Step Ⅱ Samples of the Writings

Writing on Page 16

Writing a paragraph in which you compare two kinds of media, for example websites

and newspapers.

The similarities and differences between

websites and newspapers

Newspapers and websites are both important news media. Newspapers are traditional and have a long history, while websites are new. But they are similar to each other. Both provide news stories and information for people. Both make money by selling ads. Both have different pages. Both have headlines and pictures. But there are great differences between newspapers and websites. The first major difference between newspapers and websites is that websites need a computer and the Internet, while you can read a newspaper everywhere. Another difference is their writers. Newspapers are written by reporters, but websites can be written by anyone. What’s more, many websites are free, while most newspapers cost money. And websites have not only pictures but also audios and videos, which makes stories more interesting. The final difference is that websites change all the time. Many websites are updated many times every day. The latest news is always available on websites. That’s why more people prefer websites to newspapers.

Writing on Page 93

Imagine that you are a reporter for your local newspaper. Your editor has asked you to write an article about a famous TV personality. The editor has given you a list of questions that the readers interested in. Think of more questions and use the answers to write your article.

Li Zhuang, a very young promising host!

Li Zhuang, though only 25, is one of the most popular TV personalities. He is famous for the programme “Music online”.

Li Zhuang has a gift for music. His mother is a music teacher. When he was a small kid, he could sing many songs. At the age of 5, his mother sent him to a music school and this provided him a lot of opportunities to perform on the stage. Perhaps that’s one of the reasons why he is so good at performance. He was very active on the stage. Two years ago, he graduated from a normal university and began his career as a host. Before he came, there wasn’t a music programme. This is a great challenge to him. He worked very hard and watched a lot of video tapes of world famous music hosts. He is full of energy. With his mellow voice he can sing songs very well. He often invites pop stars to his programme. He can build a bridge of understanding easily between the stars and the audience. His enthusiasm always inspires the viewers. When you watch his programme, you cannot help singing. He is very popular, especially among the young people.

Despite the success, Li Zhuang remains modest. He said,“I have a long way to go and should improve myself.” Perhaps he will leave the show for further study.

Such is Li Zhuang, a very young promising host!

Step Ⅲ Writing

Step Ⅳ Comments on the writing

The teacher shows a few copies of the students’ homework on the projector. The whole class will check the answers together and correct the mistakes if there are any.

How to describe a landscape

By: Bill Nelson

Thanks to the Scouters on Scouts-L who contributed to this page.

As you know, it is wonderful to watch our youth as they grow through the Scouting

program in character, citizenship and moral and physical fitness! Everyone in our community should know what we are doing and the great education our youth are obtaining through Scouting. Consider having a publicity person in your unit.

The local newspapers and TV stations are looking for community stories so we

have a great opportunity to tell our story.

News releases are easy to write up and many newspapers and TV stations now have

email addresses that you can send them to. Don’t forget to send releases to your local church, educational, community or corporate newsletters!

Every news release should be written to answer the essential questions of any news

item, commonly called the five Ws plus one:

Who will do it? What will they do?

When will they do it? Where will they do it?

Why will they do it? How will they do it?

The structure of the news release is important. It must be written so that the reader

has the essential information at the outset. The lead, usually the first paragraph or two, should summarize the “five Ws” to give the reader an overview. The rest of the paragraphs will answer the six questions. The longer the news release, the better the reader will understand the news. The news release should be typed double-spaced. The top of the page should include a title, contact name, and telephone number. ALWAYS include the Council Web site address, from there people can find out more about what we do and how to join. Note that if a paper prints your news release and needs to trim off for space, they will trim from the bottom.

News releases should be sent out for all sorts of activities, including, but not limited

to:

Special trips Parent’s Nights

Special events Social Activities

Service Projects Election of Offices

Pinewood Derbies Spring and Fall Recruiting

Photos catch the eye of the reader and make a story more interesting. News reporters know this and want a photo in the story as much as you do. If you have a photo, send it to them, but many newspapers would prefer to shoot their own. That means giving them plenty of notice of when your event will take place.

Some Tips:

1. Local weekly and semi-weekly newspapers are much more likely to publish your story. Look on the Editorial pages of those newspapers for a list of phone numbers

and email addresses.

2. Watch, listen, read your local media and start a list of media outlets that reports on these types of local events.

3. Read the paper and get a feel for the writing style. Write a news story not an advertisement. Your article may be cut so put the most important items up front.

4. Write to each company and ask for their Guidelines for Submissions. This should outline exactly how they wish to be notified about your event. Some request snail mail (not too many now) some will provide a special fax number, others may have a hotline, and still others may offer email. They may also request a certain format.

Ask about any special issues. They may have a neighborhood section that comes out a specific day of the week, there may be an annual issue with community

groups. Ask about deadlines they may have for those issues.

5. Keep holidays in mind. It’s a cliché, but helping the needy at Christmas, helping with a 4th of July event, etc. is classic Scouting and a standard for many papers.

6. Submit, submit, and submit. They will not yell at you for overloading their mailbox. They receive dozens to hundreds of them each day/week. The best ones or ones

that catch the editor’s attention get published.

7. It may help if you can make friends with the editor.

8. For pictures, action shots are generally better than lineups but in any case be sure the people in the picture are identifiable. Think about a sports picture and how it

usually focuses on one or two people--the other six or twenty people who were around the action got cut out by the photo editor. The focus is now on the action and the attention grabber isn’t lost in a crowd of people. It helps to provide larger pictures, i.e., 8x10, when available. Providing negatives helps with some papers.

9. Sometimes all that will be published is the picture with a caption. Clearly identify everyone in the picture and you may wish to secure releases from the parents of the

kids. Some parent may not want a child’s picture in the paper.

10. Think of how your event is unusual, i.e., the man bites dog story rather than the dog bites man. Special awards, big numbers, etc. should start your story. Avoid beginning “At Troop 0s monthly court of honor ...” What is different about your court of honor or event. One unit got some great coverage for their Court of Honor (COH) when the bat lady was the program - “Bat Lady Gives Life to Two Scouts”. A professor who studies bats showed some slides at the COH in anticipation on an upcoming outing to a bat cave. They had her present the Life Scout badges to two boys. Meanwhile, the story included all the other recognitions

that evening. Another local troop sent in their list of awards from a COH the same night and got no story.

11. News comes from NEW, not old. Get your stories in right away. If you take a week getting the info to the media, it is less likely to be used--history doesn’t

sell many newspapers.

12. If your story doesn’t get into the paper, don’t give up. Keep at it, you may have just hit a big news day and there wasn’t room. If several stories don’t make it,

give the editor a call and find out what you could do to improve your chances of getting published.

Finally, don’t forget to thank the reporter after the article is published for doing a good job in reporting the event!

What Does An Editor Do?

www.persuasivepen.com

by Holmberg, Janis

An editor corrects and prepares writing for publication. Three kinds of editing many editorial services offer are proofreading, content editing, and consulting and creative editing, or rewriting.

Proofreading marks the document for types, spelling, capitalization, punctuation, subject-verb agreement, and errors in word usage.

Content editing includes proofreading notations, and also analyzes reports and makes suggestions for word choice, figures of speech, sentence and paragraph structure and style, and overall readability.

Consulting and creative editing includes proofreading and content editing, and also works with the writer to determine the target audience, define and project an identity, and design or redesign the document to connect with and convince the target audience.

Here are some examples of proofreading, content editing and consulting and creative editing:

The original paragraph:

It is my painful duty to inform you that circumstances forced me to request the Finance Manager to relinquish his position. This action was not taken lightly and without incontrovertible evidence. Information received last Friday confirmed suspicions rose after taking the position concerning the misrepresentation of facts both before and after his appointment as to the holding of a doctorate. He has submitted his resignation effective January 22 1999.

The proofread paragraph:

It is my painful duty to inform you that circumstances forced me to request the finance manager to relinquish his position. This action was not taken lightly or without incontrovertible evidence. Information received last Friday confirmed suspicions rose after taking the position concerning the misrepresentation of facts both before and after his appointment as to the holding of a doctorate. He has submitted his resignation effective January 22, 1999.

The edited paragraph:

I am sorry to inform you that I have asked the finance manager to resign his position. I took this action because the company has evidence that this employee misrepresented his educational qualifications. The resignation is effective January 22, 1999.

The recreated paragraph:

Effective January 22, 1999, the finance manager has resigned his position with XXX Company.

Each revision reflects a decision about what and how much to change. A good editor works with the client to communicate clearly and concisely.

Some practical things

1. Brainstorming meetings.

Have them, but you’ll need a few rules to make them work. Sometimes I schedule them and make attendance mandatory. These meetings always have a topic, announced in advance. It might be something as simple as, “How can we come up with a great story for Mother’s Day” or it might be to explore some broader topic in the news, such as, “What can we do that no one else is doing on how DNA evidence is affecting the criminal justice system.”

Keep the meeting on the subject and never have one without a topic or it will turn into a useless bull session or maybe even a gripe session.

More often, the brainstorming sessions are held standing up, in the middle of our newsroom, over some story that is in the news or some issue that is suddenly on our

minds.

It is vital to foster an environment in which these discussions happen spontaneously, and anyone in the room feels free to start them.

Whether the meetings happen spontaneously or are scheduled, there is one golden rule. No one is allowed to say something is a bad idea. It kills discussion. And a lot of the best ideas are the ones that may sound stupid at first because they are different. The obligation of everyone in the brainstorming session should be to run with the idea and see where it leads. The prevailing ethic of these meetings should be this thought: If we were to proceed with this idea, what would we do?

2. Go for walks outside.

Get out of the office as much as you can, especially if you are a manager and actually have an office. In the office, it is hard for an editor to shed the illusion that

he has power, and this can make it difficult for folks to talk freely in front of you. The worst place you can be if you want your staff’s best thinking is on your throne

behind your desk. It’s not that getting out of the office fools anybody. They still understand the power relationships. But when you are outside, walking together, the symbols of editor power are absent and both you and your staffer can be more relaxed. The conversation changes from underling-boss to two folks who care about journalism having a chat. This more than a good way to talk to staff about story ideas or about their work. I think it is THE way to conduct job interviews. I always

take job candidates out of the office for a stroll to Central Park. On these jaunts, the candidate’s personality true personality is likely to come out, and since you will be

spending more time with your staff than with your spouse, you don’t want to hire any assholes. Added benefit: I get to smoke a good cigar when I walk.

3. Mentoring as part of the job.

Almost every newspaper has a few privileged writers. They have the best jobs, cover the biggest stories, and do the least amount of routine. (Here at AP, the writers in my department are particularly privileged. Their job is to do the great stories. They can go anywhere, write about anything, and take all the time that they need, as long as they produce first-class work.) With such privilege there should also be responsibility. So, I have made mentoring a category-along with such things as writing quality, productivity, creativity, etc. - in the annual appraisal form for my writers. There is no formal mentoring program. Rather, I make it clear to my writers that they have a responsibility to share what they know and that they had better find a way to do it. Some of them have taken several inexperienced bureau reporters under their wings. Others make it a point of stopping in at local AP bureaus on their travels and conducting writing or reporting workshops. And, oh yeah. No mentoring, no merit raise.

4. Where do ideas come from?

Make sure that everyone in the newsroom understands that at least 90 percent of the story ideas come from writers. Writers who sit around waiting for assignments

are not doing their jobs and need to be told as much. Editors who dream up most of the ideas for their staffs and then assign them are an even bigger problem and should be reeducated or fired. It’s not that editors can’t have ideas. Of course they can. But there is no way they can have anywhere enough good ones to keep a staff busy. I work in an office overlooking Rockefeller Plaza. If I lean out my window, I can see the famous skating rink, but that’s all I can see of the world from the place I spend most of my time. If, from here, I already know something is a story, how likely it is to be news. The writers must be the eyes and ears of the newspaper. The best ideas are the ones they come back to the office with and astonish us. Make idea generation the most heavily weighted category in annual evaluations of reporters.

5. First person stories.

Encourage them - especially in writers who write in journalese or with stiff, institutional voices. There is something about writing in first-person, about personal

experiences, that loosens writers up. It helps them overcome wrong-headed ideas about what journalism writing is supposed to be like and find their own natural

voices as writers.

6. Big ideas Movie reviews.

Encourage staffers all over the newspaper to write them -once again, especially those writers mired in journalese or institutional writing voices. Reviews, too, can loosen these writers up and help them discover their own voices. One AP writer, for example, has become a much different and much better writer since taking a regular turn reviewing children’s movies. (He always takes his kids along for their expert opinions.)

Big ideas

Beware of the boxes.

Newsroom structures put our staffs, and often our thinking, inside boxes. Usually they have labels such as “sports,” “business,” “arts && entertainment,” etc. The world, however, is not organized that way. We must not let the boxes we are in define how we see the world or how we write our stories. But often we do. Suppose, for example, we learn that a new restaurant near the State House is the new hot place for legislators to have their power lunches. If the business department does the story, it will be a business story. If the politics desk does it, it will be a political story. If the city desk does it, it may be a city life story. It could also be a restaurant review. But what is the BEST story? Meanwhile, some of the very best stories may not get done at all because they don’t fall into any of the boxes we have created. We must let the world as it is -- not our organizational structures -- define our work. And if you’ve moved to a team structure, don’t make the mistake of thinking you have solved this problem. What you have done is create a different set of boxes.

篇5：人教版高二unit3

白山市高二英语教学观摩课教案

9月23日于抚松一中

Teacher Li Shujuan

School Fu Song No.1 Middle School

Type Warming up / Listening

Aims

and

Demands knowledge 1. To learn more about art and literature.

2. To encourage Ss to activate the relevant vocabulary

ability 1. To widen Ss’ range of knowledge.

2. To develop Ss’ listening abilities.

moral To arouse the Ss’ interest in art and literature, and to get the Ss’ to appreciate them.

Key points To know about art and literature.

To master and practice listening skills

Teaching aids computer and tape recorder

Teaching procedures

Step I Lead in :

To show some pictures about Modern Buildings and Traditional Buildings and ask Ss to express their ideas about them. Then to come out come words to help to introduce the listening methods

No. 1

Step 2 Present situation 1:

To listen to an unfamiliar listening material.

Procedure:

Teacher’s tip: Enable Ss to focus on specific words to finish Ex.1 and Ex.3

1. Take the listening text for example to explain how to get the specific information.

2. Instruct Ss to listen to the text. methods

Listening

Specific words

Step 3 Present situation 2:

To listen to a unfamiliar listening material.

Purpose:

To practice how to get unfamiliar sentences in the listening material.

To listen to the text and do EX.2 Listening

Specific sentences

Step 4 Present situation 3:

To Determine Context (听取大意)

Purpose:

To encourage Ss to summarize the main idea of the listening text .

Procedure: Listening

Summing up

Get the Ss to summarize the listening by filling the table.

Names Likes Dislikes

Amy

Danny

Step 5. Access:

To have a quiz on the workbook to access the teaching effect.

Step 6. Homework:

1. To listen to I-IV on the Extensive Reading Book.

2. To read the comprehension texts on Buildings in the Entrance Examination paper of 2001 and 2oo2.

postscript

No.3

篇6：人教版高二unit6

Unit6 Teaching Plan

The First Period :Vocabuary

1. prediction n. predict v. predictor n. 预言者

He predicted that our team will win.

His prediction came true.

2. exact adj. exactly adv.

What are his exact words? 他的原话是怎样说的?

The work is finished in less than one day -- six hours , to be more exact. (更确切地说)

-- Do you mean he disagrees with us? -- Not exactly (不完全如此)

This is exactly what I am looking for.

3. glimpse n. ( a quick look at)

a glimpse of a glimpse of the morning paper 对早报粗略的看一眼

catch/get/have a glimpse of 瞥见 I caught a glimpse of our new neighbor.

glimpse v. (to have a quick view of) I glimpsed her in the crowd.

glimpse&glance: glimpse强调看的结果（瞥见）了glance强调看的动作。类同于look&see的区别。 take a glance at …的结果便是catch a glimpse (of)… 。

4. indicate vt. indication n. 迹象，指示

1) to suggest the possibility or probabilityof; be a sign of 有。。。的可能性；象征

In this map, the towns are indicated by a red dot.

2) to show or point to sth. 指给。。。看，指示

With a nod of her head she indicated to me where I should sit.

5．ensure vt.

1) ensure +名词

His last jumping ensured the victory /champions/ fame.

2) ensure sb. sth.

This pill will ensure you a good night’s sleep.

3) ensure sb. against/from sth. 保护某人免受。。。 ensure sb. against/from danger

We should ensure ourselves against all possible risks. 我们要保护自己，以防止任何危险。

4) ensure that clause

I can’t ensure that he will be choosen as mayor.

6. reform vt. reform oneself 改造自己，改过自新

reform n. land reform social reform

reformer n. 改革家 reformation n. 改革，改造

7. keep / be in touch with … 与… 保持联系(状态) They keep in touch with each other by writing.

get in/into touch with… 与…接触(与…联系上)（动作） I want to get in touch with your parents.

in touch with = in communication with 同。。。联系

lose/be out of touch with sb. 与某人失去联系 I have been out of touch with them for years.

out of touch 失去联系

8. goods n. (pl.)商品, 货物 Half his goods were stolen.

good [U] 好处 ,善良，利益 Social workers do much good. 社会工作者做了许多善事。（行善）

9. 1) remain vi 剩下;遗留;逗留(通常没有进行时与被动语态)

a. 留下, 逗留 They all left, but I remained

b. 剩下 All the food was eaten up. Nothing remained.=Nothing was left

2) remain link.verb. 保持， 仍然是+

3) remain + to do sth. 常用做 sth. remains to be done sth. 有待于去做

Much work remains to be done.

4) It remains to be seen… ……还要看情况的发展

Whether it will do us harm or good remains to be seen.

Having a trip abroad is certainly good for the old couple, but it remains_______ whether they will enjoy it. (NMET 2002) (B)

A. to see B. to be seen C. seeing D. seen

5) remain in one’s memory 留在某人记忆中

The visit will always remain in my memory.

6) remaining “剩下的”做定语

剩下的时间： the remaining time =the time left

The boy ate up the remaining food.

10.purchase

1) n. [C] (pl.通常作复数)=something that you buy 所购买的物品 I have some purchases to make in town.

2) n. [U] the act of buying things 购买 We began to regret the purchase of such a small house.

3) v. to buy 买，购买 Employees are encouraged to purchased shares in the company.

4) purchase sth. with sth. 以某物换（买）某物

11. deal with

1). 与…相处 I found her quiet hard to deal with.

2). 处理 How shall we deal with these problems?

3). 对待 Teachers should deal fairly with their students.

4). 论述 Tom’s new book deals with difficult points in the study of English.

5). deal with 常用how 提问，而do with常用what提问。

He doesn’t know how to deal with the matter.

He doesn’t know what to do with the matter.

12. 1) cure vt. The doctor can cure the pain in my shoulder.

cure sb./sth.

cure sb.of… 治愈某人的…病;改掉某人的…恶习The doctor cured him of his illness(cancer).

cure a patient/ disease 治愈病人/疾病

2) cure n. 治愈,治疗法 Aspirin is a wonderful cure for colds.

a cure for a disease 治病的疗法/药剂

3) curable adj. 能治愈的 incurable adj. 不能治愈的

13. distance 距离

1) There is a boat in the distance. in the distance 在远处 (means far away)

2) The picture looks better at a distance. 这图画远看比较好看.(隔一定距离) (means not too near) 不太近

14. in store

1)将要发生,就要出现

There’s a shock in store for him. 他会遇到一件使他震惊的事.

There was another accident in store for him that day. 那天还有另一个灾难在等待着他.

Who knows what the future has in store for us?

2)储备着,准备着

we have a lot of food in store for the winter 我们储存了大量食物过冬。

The runner kept some energy in store for spurting at the end.

have/keep/hold… in store

15. require vt.&vi. 要求,需要

1) require sb. to do sth. We required him to keep it secret.

2) require (that) sb. (should) do sth. We required ( that) she (should) make an apologize to us.

3) sth. require doing The room requires repairing.

=needs / wants

The Second Period: Warming up & Speaking

Step 1 Warming up

Now let the students first have a discussion about the future of the world．There are eitht topics, so ask each group discusses one. Then ask some students to give us their opinions.

Step 2 Speaking

T: There are two boys in the pictures. One boy is doing his homework. The other is palying piano. Can you find any different between them?

T: No, they aren’t twins. One of them is coned. Work in groups. Your group has to decide whether the new technology should be used.

(Give 3-5 minutes to the students to have a discussion. Then ask them to say something about it.)

Step 3 Laguage Points

1. What’s…..like? ……像什么/怎么样/什么样子？

What’s the weather like today?

What will human beings look like in the future?

2. Twice as good or double trouble?

twice为副词，修饰比较级。double形容词. His parents are ill, and he has to do double work.

倍数表达：1）as…as… 2) 倍数+比较级+than 3) 倍数+th e+n.+of…

3. What will the future be like in general?

in general = generally Women in general like to shop. People in general like her.

The Third Period: Reading

Step 1 Post reading

1. Discuss the four questions before they read the text.

Step 2 Fast reading

Read the passage quickly to find out in which paragraph you can find the answers to the questions discussed just now．

(Teacher gives the students enough time to read the text and then collects their answers．)

1．How will people shop in the future?

Paragraph 3

People can do online shopping(on the Internet)and they can go to a pleasant mall using smart cards．

2．How will people travel／in the future?

Paragraph 2

We'll travel by car／taxi／bus／train that burns new fuels and uses new engines that will let us travel without worrying about whether we are polluting the environment

3．What will schools be like in the future?

Paragraph 5

In the future，there may be more“ schools on the air ”and “e-schools”．We can study at home by watching educators on TV or on a computer screen．

4．What will the future be like in general?

Paragraph 1

In general，the future will be brighter and our life will be more convenient．

Step 3 Intensive reading

1. Listen to and read the second paragraph. Find out the topic sentence(first sentence) and give the examples of how to protect the environment in the future transportation.(maglev train; new fuels)

2. Listen to and read the third paragraph. Find out the topic sentence(first sentence).And answer:

1)What is E-commerce?

2)How will people pay for their purchases?

3)What will be a mall like in the future?

3. Listen to and read the fourth paragraph. What will happen in the field of health and medicine in the future?

4. Listen to and read the fifth paragraph. Explain the meaning of “school on the air”.

Step 4 Language points

1.catch a glimpse of = catch a brief sight of I caught a glimpse of Meg at the station this morning.

2. contemporary society contemporary adj. 无比较级、最高级

1) belonging to the same time Dickens was contemporary with Thackeray.

2) of the present time contemporary events/style

3. do business (with…) (与…)做生意 We are doing a lot of business with foreigners now.

5. instead of doing/n.(=in place of/ rather than) prep.

If you can’t go, he’ll go instead of you.

6. search sb./sth. for…搜查,搜索…

He searched all the bags for the missing book.

They searched the man all over for money.

6. combine… with… 把…与…结合起来

We should combine theory with practice.

7. pay attention to

pay attention to 中的to是介词，后接名词和动名词。 attention是不可数名词该词组可用于被动语态

He paid much attention to his pronunciation.

draw (one’s) attention to 对…表示注意；令…注意某事物

She drew attention to an error in the report.

catch one’s attention/eye =attract one’s attention 吸引某人的注意

A newspaper headline caught his attention.

8. With a better understanding of the human body, scientists and physicians will be able to cure more diseases.

1) With prep. at the same time 随着 Good wine will improve with age.

2) understanding of …

9. on the air 在广播中,被广播 We’ll be on the air in five minutes.

in the air 在空中,在传播中,尚未决定的 Some kites are flying in the air.

10. 1) hopeful + of / about / that从句

We are hopeful of getting your support.

We are hopeful about their future.

She was hopeful that her job would bring in more money.

2) hopefully Mary said hopefully, “I’ll find it.” (怀着希望地)

Hopefully everything turn out well.

Hopefully we’ll arrive before dark. (如果顺利地话，但愿)

The Fourth Period: Grammar

The Fifth Period: Intergrating skills

Read the text and answer the questions:

A. T or F

1. Life in the year 3044 is only a little different from life in the 21 st century.

2. An e-friend is a machine that looks like a dog.

3. The e-friend can do homework, clean up the room and send message but it can’t talk.

4. The writer feels safe because the e-friend is programmed to take care of her.

5. Although the writer can have lots of fun with the e-friend, she still feels lonely sometimes.

B. Answer the questions

1．What friends do people have on the Mars?

2．Do they think about the world and reality in the same way we do either?

3．What are the differences between their computer programmes and ours?

C. Choose the proper words and phrases from the following to fill in the blanks.

keep sb company, imitate ,absurd, have lots of fun, clean up, old-fashioned. download, more than, digital, lifelike,

1.We now have e-friends to help us and __________us __________.

2.My e-friend is a lot like me and we _______________together.

3.She can also send me messages, just like _____________ e-mail.

4.You can _________ information from the computer.

5.You use computer programmes to _________the real world.

6.This may sound ___________ to you.

7.We can see ___________ just a picture.

8.I send my e-friend to _________my room.

9. I have a ____________ phone.

10. We see a ______________ model of the person.

Unit 6 Phrases

开始 get started 做生意 do business

生病 get sick 储藏in store

大的趋势 the major trends 处理 deal with

与往常一样as usual 一瞥catch a glimpse of

生活必需品 basic goods 在医学上in medical science

保持联系 keep in touch with 保持活跃remain active

公共交通 public transportation 迟早 in time

实现 come true 治愈某人的病 cure sb of sth

空中学校 school on the air 终身学习者lifelong learners

接受变化accept change 为…充分准备be well-prepared for

在天空中 in the air 在广播中，被广播 on the air

前途光明have a bright future 银行卡a bank card

双倍get double 数字电话a digital phone

虚拟现实virtual reality 当前的趋势 current trends

打扫 clean up 智能卡smart card

微型芯片a tiny chip 保护某人免于 ensure sb against sth

预报天气 forecast the weather 向某人保证某事 ensure sb sth

新型的磁悬浮列车the new maglev train

为了保证安全to ensure safety

以每小时430公里的惊人速度行使travel at an amazing 430 km/h

在中国大部分的城市地区 in most urban areas of China

先进的电脑系统an advanced computer system

网上购物的好the advantages of online shopping

对未来的发展进行预测 make forecasts about future development

一种娱乐的方式 a form of entertainment

把购物与乐趣相结合combine shopping with fun

随着对人体了解的深入with a better understanding of human body

在健康与医药领域in the field of health and medicine

对大众医药提建议give advice on general medicine

按要求去做…..be required to

陪伴某人keep sb. company

模仿现实世界imitate the real world

在遗传学和生物化学方面 in genetics and biochemistry

注意做某事 pay attention to sth/ doing sth

在当代社会 in contemporary society

使人迷惑 make people confused

当代文学contemporary literature

Language points

1. keep sb. company 陪伴某人

1) company: [U] 伴侣，伙伴。 companion [C] 伙伴。

I have no company on the journey.

fall into company with 偶然和。。。结识 in the company of… 在。。。的陪同下

2) [U] =companionship 伙伴关系。

3）v. 伴随。

2．In the year 3044, we can see more than just a picture…

more than: 1）+ 数词（冠词a/an）+名词 ： 以上 ，不止 I have known David for more than 20 years.

2）+ 副词

3）+ 形容词

4）+ 句子

3．clean up 收拾干净，清理，清除。He cleaned up his desk after school.

clean clear

篇7：人教版高二化学教案

一、学习目标

1、掌握原电池实质，原电池装置的特点，形成条件，工作原理

2、了解干电池、铅蓄电池、锂电池、燃料电池

3、了解金属的电化学腐蚀

二、知识重点、难点

原电池原理、装置特点、形成条件、金属的电化学腐蚀

三、教学过程

引入：你知道哪些可利用的能源?电池做为能源的一种，你知道

是怎么回事吗?它利用了哪些原理?你知道金属是如何生

锈的吗?

新授：原电池原理及其应用

实验：4-15：①将锌片插入稀硫酸中报告实验现象。

②将铜片插入稀硫酸中报告实验现象。

③将与铁锌铜片相互接触或用导线连接起来插入稀硫酸中报

告实验现象。

④在③中把锌片和铜片之间连上电流计，观察其指针的变化。

结论：①锌片能和稀硫酸迅速反应放出H2

②铜片不能和稀硫酸反应

③铜片上有气体生成

④电流计的指针发生偏转，说明在两金属片间有电流产生

结论：什么是原电池?(结论方式给出)它的形成条件是什么?

原电池定义:把化学能转化为电能的装置叫做原电池.

形成条件:①两个电极

②电解质溶液

③形成闭合电路

讨论：1、Zn|H2SO4|Cu形成装置后有电流产生，锌片上发生了什么

反应?铜片上发生了什么反应?(可以取锌片周围的溶液

用NaOH溶液鉴别;取铜片上生成的气体检验。)

结论：在锌片周围有锌离子生成;铜片上生成的是H2

讨论：可能造成此现象的原因?俩金属片上的反应式的书写。

结论：在Zn上:Zn–2e-=Zn2+

在Cu上:2H++2e-=H2

Zn失去电子?流出电子?通过导线--?Cu--电解质中的离子获得电子

我们把：流出电子的一电极叫负极;

电子流入的一极叫做正极

两极反应的本质：还是氧化还原反应，只是分别在两极进行了。

负极失电子被氧化,发生氧化反应

正极得电子被还原发生还原反应

实验：分别用两个铜片和两个锌片做上述实验④。

结论：两种情况下电流计不发生偏转，说明线路中无电流生成，铜

片上无气体生成。即两电极必须是活泼性不同的金属与金属

或金属与非金属(能导电)

篇8：人教版高二化学教案

知识与技能:过程与方法:

⑵通过反应中的能量变化的活动探究,体验定性实验在化学研究中的应用。

情感、态度与价值观:

本节课是人教版化学必修Ⅱ第二章第一节第一课时的教学内容,是化学学科重要的原理性知识之一。初中化学已经从燃料的角度初步学习了“化学与能源”一些知识,在选修“化学反应原理”中,将从科学概念的层面和定量的角度比较系统的深入的学习化学反应与能量。该节内容既是对初中化学相关内容的提升和拓展,又为选修“化学反应原理”奠定必要的基础。另外本节内容是在学习了“物质结构 元素周期律”之后,应用物质结构理论来指导化学反应原理的学习,是对第一章内容知识的深化。该部分内容在初中化学,高中必修和选修模块中均有安排,既有学习的阶段性,又有必修、选修的层次性,在具体内容上前后还有交叉和重叠,学生概念的形成和发展呈现一种螺旋式上升的形态。同时化学反应释放的化学能是现代能量的主要来源,这一节知识在工农业生产,科学技术研究和日常生活都有广泛的应用,与我们每一个人息息相关。因此,本节在全书中占有重要地位,是整个高中化学的重要内容之一。

【温故知新】

(回忆、思考)在初中你学过哪些能量变化较大的反应?

(回忆、思考)化学反应的本质是什么?

【课堂研讨】

(自学、思考)化学反应总伴随着热量变化吗?通过课本p32,请从化学键的断裂与形成的角度分析什么是放热反应?什么是吸热反应?

(自学、思考)通过分析课本p32的图2-1,请从反应物与生成物的总能量的高低角度分析什么是放热反应?什么是吸热反应?以能量为纵坐标,画出吸热反应和放热反应的简单示意图。

(观察、思考)通过观看实验2-1,表述现象,得出结论,完成下表。

实验步骤 实验现象 得出结论 将铝条打磨光,插入装有3ml 6mol/l盐酸的试管中 反应方程式:

该反应为 热反应 用手触摸试管外壁 用温度计测量溶液的温度

(观察、思考)通过观看实验2-2,表述现象,得出结论,完成下表。

实验步骤 实验现象 得出结论 将ba(oh)2·8h2o晶体研细后与nh4cl晶体一起放入烧杯中,放在滴有几滴水的玻璃片上,立即用玻璃棒快速搅拌混合物。 反应方程式:

该反应为 热反应 用手触摸烧杯下部 用手拿起烧杯 (思考、讨论)中和反应是吸热反应还是放热反应?举例说明什么是中和热?如果要通过实验测定盐酸与氢氧化钠反应的中和热,你认为在设计实验装置和操作时应该注意哪些问题?

(讨论、归纳)举例说明常见的放热反应有哪些?(多多益善)

⑤多数化和反应。

(讨论、归纳)举例说明常见的

吸热反应有哪些?(多多益善)

(自学、交流)化学能与热能的相互转化在生活、生产、工业与科研领域有何应用?

篇9：人教版高二化学教案

(一) 学习目标确定的依据

能列举合金材料的重要应用

1、能列举铝合金材料在生产和生活中的重要应用

2、了解铜合金在工业生产和高科技领域的应用

认识金属与合金在性能上的主要差异,知道生活中常见合金的组成

1、认识金属与合金在性能上的主要差异

2、知道生活中常见合金的组成

(二) 学习目标

1. 知识与技能目标

(1)能列举铁合金材料在生产和生活中的重要应用

(2)了解铜合金在工业生产和高科技领域的应用

2.过程与方法目标

(1)运用合金材料在生活中的应用创设学习情境,引导学生自主学习。

(2)对和教师给出的合金进行分类归纳概括,引导学生信息加工。

(3)体验科学知识和社会生活的互相影响的过程。

(4)通过完成小论文,体验科学研究和收集整理信息的过程。

3.情感态度与价值观目标

(1)通过多种多样的活动,鼓励学生积极提出问题,培养学生敢于质疑、勇于创新的精神。并通过相互交流、角色扮演的活动,增进感情,培养合作的精神。

(2)通过金属材料在生产、生活中的应用实例,提高学生学习知识的热情和求知欲,激发学生的爱国热情和服务社会的责任感和使命感。

二、教学重难点分析

材料发展的从生产力的侧面反映了人类社会发展的文明使,鉴于金属材料在一个国家的国民经济中占有举足轻重的位置和日常生活中的广泛应用,所以本节主要学习合金的性能、常见合金的组成和重要用途、如何正确选用金属材料等。此外金属材料自身还在不断发展,传统的钢铁工业在冶炼、浇铸、加工和热处理等方面不断出现新工艺。新型的金属材料如高温合金、形状记忆合金、储氢合金、永磁合金、非晶态合金等相继问世,大大扩展了金属材料的应用范围。所以介绍金属材料面临的挑战,激发学生的社会责任感。

基于以上观点确立教学重点为:

(1)生活中铁合金及铜合金的主要成分及性能定为本节的知识重点;

(2)培养学生的获取和整理信息的能力,提高学生实践能力是教学的重点;

(3)解决怎样调动学生积极参与、自主学习是教学重点

难点为:

调动学生积极参与、自主学习

三、教学内容安排

(一)本节内容在教材中的地位

本节内容是在初中介绍的金属和金属材料的基础上,进一步加深和提高。金属种类选了“钠、铝、铁、铜”,具有代表性:除钠外,其他三种金属都是常见金属,学生有感性的认识,能与日常生活中金属的应用相结合。鉴于金属材料在国民经济中占有重要的地位和日常生活中的广泛应用,编写一节金属材料的内容,以体现教科书内容的时代性,反应教学与生产、生活实际的联系。

(二)教学内容分析

本节课是人教版化学1第三章第三节教学内容,是金属知识的应用,密切联系生产、生活实际。教学分为两部分:

第一部分:通过实物、图片、录象等展示,让学生对金属材料形成一个初步概念再学习合金的性能、常见合金的组成和重要用途。

第二部分:再通过金属材料及有关知识的学习,使学生初步认识合理使用金属材料的意义。

合金以及金属材料的内容学生在初三已有一定知识基础,课标要求也仅为“能列举铁合金材料在生产和生活中的重要应用,了解铜合金在工业生产和高科技领域的应用”故不应过多介绍各种合金材料组成、性质、用途,以致过多使用课堂资源。应该着力开展实践活动(小论文要延伸至课外,做好动员和指导即可),组织好关于选用材料的讨论。这些教学内容充分体现了过程、方法、情感、态度、价值观的教学目标,理应获得相应的重视和教学资源。

(三)学时安排:1课时

四、教学资源建议

(一)利用大量的图片信息和视频材料用途广泛的金属材料的教学中,可展示常见铁和铜金属材料的实物,以增强学生的感性认识;展示多种金属材料的图片或视频,以帮助学生加深对合金等金属材料的认识。

(二)引用大量的生活中的事例

(三)可充分利用相关网站

五、教学方法、学习指导策略

这节课在“知识与技能”上要求不高,教学的重点是如何在课堂教学中以知识为载体落实“过程与方法”实现“情感态度与价值观”。

在教学过程中建议灵活地应用多种学习方式,把教学方式和学习方式有机结合起来,组织多样化的学习活动。

1.独立思考

2.交流讨论

3.展示交流

4.学生小结

六、教学资源建议

(一)上网查阅我国材料科学的发展史

(二)可上网查阅相关资料,就是否应该停止使用铝质饮料罐交流讨论

(三)任选你感兴趣的关于合金的课题进行调查,完成一篇关于合金的小论文。

七、课堂评价建议

对过程和方法、情感态度与价值观目标的达成度,可以通过活动表现评价表的方式进行。

人教版高二化学教案

篇10：高二数学题(人教版)

一、选择题(共12小题，每小题5分，共60分)

1、下列结论正确的是

①函数关系是一种确定性关系;②相关关系是一种非确定性关系;③回归分析是对具有函数关系的两个变量进行统计分析的一种方法;④回归分析是对具有相关关系的两个变量进行统计分析的一种常用方法.

A.①②B.①②③C.①②④D.①②③④

2、以下结论不正确的是()

A.根据2×2列联表中的数据计算得出K2≥6.635,而P(K2≥6.635)≈0.01，则有99%的把握认为两个分类变量有关系

B.在线性回归分析中，相关系数为r，|r|越接近于1，相关程度越大;|r|越小，相关程度越小

C.在回归分析中，相关指数R2越大，说明残差平方和越小，回归效果越好

D.在回归直线中，变量x=200时，变量y的值一定是15

3、已知的取值如下表所示，若与线性相关，且，则()

A.B.C.D.

4、某饮料店的日销售收入(单位：百元)与当天平均气温(单位：)之间有下列数据：

-2-1012

54221

甲、乙、丙三位同学对上述数据进行研究，分别得到了与之间的四个线性回归方程，其中正确的是()

A.B.C.D.

5、设随机事件A、B的对立事件为、，且，则下列说法错误的是()

A.若A和B独立，则和也一定独立

B.若，则

C.若A和B互斥，则必有

D.若A和B独立，则必有

6、已知随机变量X服从正态分布N(μ,σ2),且P(μ-2σ

A.0.1359B.0.1358C.0.2718D.0.2716

7、随机变量ξ～B(100，0.3)，则D(2ξ-5)等于()

A.120B.84C.79D.42

8、小王通过英语听力测试的概率是，他连续测试3次，那么其中恰有1次获得通过的概率是()

A.B.C.D.

9、从装有除颜色外完全相同的2个红球和2个白球的口袋内任取2个球，则对立的两个事件是()

A.至少有1个白球，都是白球B.至少有1个白球，至少有1个红球

C.恰有1个白球，恰有2个白球D.至少有1个白球，都是红球

10、空间直角坐标系中的点(,1)关于z轴对称的点的柱坐标为()

A.B.C.D.

11、在极坐标系中，点到圆的圆心的距离为()

A.2B.C.D.

12、直角坐标方程y2-3x2-4x-1=0等价的极坐标方程是()

A.ρ=1+ρcosθB.ρ=1+cosθC.ρ=1+2ρcosθD.ρ=1+2cosθ

二、填空题(共4小题，每小题5分，共20分)

13、某班有名同学，一次数学考试的成绩服从正态分布，已知，估计该班学生数学成绩在分以上的有

人;

14、某单位为了了解用电量y度与气温x℃之间的关系，随机统计了某4天的用电量与当天气温.

气温(℃)141286

用电量(度)22263438

由表中数据得回归方程中，据此预测当气温为5℃时，用电量的度数约为.

15、在极坐标系中,圆ρ=2上的点到直线ρ(cosθ+sinθ)=6的距离的最小值是.

16、曲线极坐标方程ρ=2cos2θ，该曲线与坐标轴的交点个数是个。

三、解答题(共6小题，共70分)

17、(10分)已知直线l的参数方程为(t为参数),圆C的参数方程为(θ为参数).

(1)求直线l和圆C的普通方程;

(2)若直线l与圆C有公共点,求实数a的取值范围.

18、(12分)在直角坐标系中，曲线的参数方程为.若以该直角坐标系的原点为极点，轴的正半轴为极轴建立极坐标系，曲线的极坐标方程为：(其中为常数)

(1)若曲线与曲线只有一个公共点，求的取值范围;

(2)当时，求曲线上的点与曲线上点的最小距离

19、(12分)在一次购物抽奖活动中，假设某10张券中有一等奖1张，可获价值50元的奖品;有二等奖券3张，每张可获价值10元的奖品;其余6张没有将;某顾客从此10张券中任取2张，求：

(1)该顾客中奖的概率;

(2)该顾客获得的奖品总价值(元)的概率分布列.

20、(12分)某人居住在城镇的A处,准备开车到单位B处上班,若该地各路段发生堵车事件都是相互独立的,且在同一路段发生堵车事件最多只有一次,发生堵车事件的概率如图例如A→C→D算两个路段:设路段AC发生堵车事件的概率为,路段CD发生堵车事件的概率为.

(1)请你为其选择一条由A到B的路线,使得途中发生堵车事件的概率最小;

(2)若记路线A→C→F→B中遇到堵车的次数为随机变量ξ,求ξ的数学期望E(ξ).

21、(12分)学习雷锋精神前半年内某单位餐厅的固定餐椅经常有损坏，学习雷锋精神时全修好;单位对学习雷锋精神前后各半年内餐椅的损坏情况作了一个大致统计，具体数据如下：

损坏餐椅数未损坏餐椅数总计

学习雷锋精神前50150200

学习雷锋精神后30170200

总计80320400

(1)求:学习雷锋精神前后餐椅损坏的百分比分别是多少?并初步判断损毁餐椅数量与学习雷锋精神是否有关?

(2)请说明是否有97.5%以上的把握认为损毁餐椅数量与学习雷锋精神有关?

参考公式：，

22、(12分)测得某地10对父子的身高(单位:英寸)如下:

父亲身高x60626465666768707274

儿子身高y63.665.26665.566.967.167.468.370.170

(1)如果y与x之间具有线性相关关系,求线性回归方程;

(2)如果父亲的身高为73英寸,估计儿子的身高为多少.

篇11：高二数学题(人教版)

一、选择题(每小题5分，共20个小题，本题满分60分)

1、复数在复平面内对应的点位于()

A.第一象限B.第二象限C.第三象限D.第四象限

2.命题“，”的否定是()

A.，B.，

C.，D.，

3.设，则“”是“直线与直线平行”

的()

A.充分不必要条件B.必要不充分条件

C.充分必要条件D.既不充分也不必要条件

4.函数f(x)=的图像在点(0，f(0))处的切线的倾斜角为()

A.0B.π4C.1D.π2

5.以抛物线的焦点为圆心,且过坐标原点的圆的方程为()

A.B.

C.D.

6.已知双曲线的左右焦点分别为，以为直径的圆与双曲线渐近线的一个交点为，则此双曲线方程为()

A.B.C.D.

7.已知圆的方程为，过点的直线被圆所截，则截得的最短弦的长度为()

A.B.C.D.

8.已知函数f(x)=x3+ax2+(a+6)x+1有极大值和极小值，则实数a的取值范围是()

A.(-1，2)B.(-∞，-3)∪(6，+∞)

C.(-3，6)D.(-∞，-1)∪(2，+∞)

9.若方程在上只有一个解，则实数的取值范围是

A.B.

C.D.

10.我们把由半椭圆合成的曲线称作“果圆”(其中)。如图，设点是相应椭圆的焦点，A1、A2和B1、B2是“果圆”与x，y轴的交点，若△F0F1F2是腰长为1的等腰直角三角形，则a，b的值分别为()

A.5，4B.C.D.

11.函数的定义域为R，，对任意，函数导数，则的解集为()

A.B.C.D.

12.已知圆，定点，，()

A.B.C.D.

第Ⅱ卷(非选择题共90分)

二、填空题(每小题5分，共4小题，满分20分)

13.=.

14.设满足约束条件：;则的取值范围为.

15.已知分别为椭圆的左、右焦点，若存在过的圆与直线相切，则椭圆离心率的值为.

16.设函数f(x)=kx3-3x+1(x∈R)，若对于任意x∈[-1,1]，都有f(x)≥0成立，则实数k的值为________.

三、解答题(本大题共6小题，17题10分，18—22题均为12分，共计70分，解答时应写出解答过程或证明步骤)

17.已知命题：方程表示焦点在轴上的椭圆，命题：关于X的方程无实根，

(1)若命题为真命题，求实数的取值范围;

(2)若“”为假命题，“”为真命题，求实数的取值范围.

18.已知圆C：，直线过点

(1)若直线与圆C相切，求直线的方程;

(2)

19.已知抛物线C：上的一点到焦点的距离等于5.

(1)求抛物线C的方程;

(2)若过点的直线与抛物线C相交于A，B两点，为坐标原点，求面积最小值.

20.已知函数f(x)=ex-ax-1.

(1)若，求f(x)的单调增区间;

(2)是否存在a，使f(x)在(-2,3)上为减函数，若存在，求出a的取值范围，若不存在，请说明理由.

21.已知椭圆:的离心率为，左焦点为，过点且斜率为的直线交椭圆于两点.

(1)求椭圆的标准方程;

(2)求的取值范围;

(3)在轴上，是否存在定点，使恒为定值?若存在，求出点的坐标和这个定值;若不存在，说明理由.

22.已知函数.

(Ⅰ)若为函数的极值点，求的值;

(Ⅱ)讨论在定义域上的单调性;

(Ⅲ)证明：对任意正整数，.

高二数学题(人教版)

篇12：高二数学题(人教版)

一、选择题：(本大题共12小题，每小题5分，共60分。在每小题给出的四个选项中，只有一项是符合题目要求的。)

1.已知集合A={1，2｝，B={，｝，若A∩B={｝，则A∪B为

A.{-1，，1｝B.{-1，｝C.{1，｝D.{，1，｝

2.若复数是实数，则的值为()

A.B.3C.0D.

3.设点P对应的复数为，以原点为极点，实轴正半轴为极轴建立极坐标系，则点P的极坐标为()

A.(，)B.(，)C.(，)D.(，)

4.下列函数中与函数奇偶性相同且在(-∞，0)上单调性也相同的是()

A.B.C.D.

5.条件，条件，则p是q的()

A.充分不必要条件B.必要不充分条件充要条件D.既不充分又不必要条件

6.设偶函数在上为减函数，且，则不等式的

解集为()

A.B.C.D.

7.以下说法，正确的个数为：()

①公安人员由罪犯的脚印的尺寸估计罪犯的身高情况，所运用的是类比推理.

②农谚“瑞雪兆丰年”是通过归纳推理得到的.

③由平面几何中圆的一些性质，推测出球的某些性质这是运用的类比推理.

④个位是5的整数是5的倍数，2375的个位是5，因此2375是5的倍数，这是运用的演绎推理.

A.0B.2C.3D.4

8.若,,,则的大小关系是

A.B.C.D.

9.用数学归纳法证明“时，从“到”时，左边应增添的式子是()

A.B.C.D.

10.下列说法：

(1)命题“，使得”的否定是“，使得”

(2)命题“函数在处有极值，则”的否命题是真命题

(3)是(，0)∪(0，)上的奇函数，时的解析式是，则的解析式为

其中正确的说法的个数是()

A.0个B.1个C.2个D.3个

11.定义在R上的函数f(x)的图像关于点(-，0)成中心对称且对任意的实数x都有f(x)=-f(x+)且f(-1)=1，f(0)=-2，则f(1)+f(2)+……+f(2014)=()

A.1B.0C.-1D.2

12.已知函数=，=，若至少存在一个∈[1，e]，使得成立，则实数a的范围为

A.[1，+∞)B.(0，+∞)C.[0，+∞)D.(1，+∞)

二、填空题：(本大题共4小题，每小题5分，共20分.)

13.已知，且，则等于________??????????_________

14.观察下列等式:,…,根据上述规律,第五个等式为________??????????_________

15.已知两曲线参数方程分别为和，它们的交点坐标为________??????????_________

16.有下列几个命题：

①函数y=2x2+x+1在(0，+∞)上是增函数;②函数y=在(-∞，-1)∪(-1，+∞)上是减函数;③函数y=的单调区间是[-2，+∞);④已知f(x)在R上是增函数，若a+b>0，则有f(a)+f(b)>f(-a)+f(-b).其中正确命题的序号是______________

三、解答题：本大题共6小题，共70分，解答应写出文字说明、证明过程或演算步骤。

17.(本小题满分10分)设命题：实数满足，其中;命题：实数满足且的必要不充分条件，求实数的取值范围.

18.(本小题满分12分)直角坐标系xOy中，以原点为极点，x轴的正半轴为极轴建立极坐标系，曲线C的方程为，直线方程为(t为参数)，直线与C的公共点为T.

(1)求点T的极坐标;

(2)过点T作直线，被曲线C截得的线段长为2，求直线的极坐标方程.

19.(本小题满分12分)已知为实数，.

(Ⅰ)若，求在上的值和最小值;

(Ⅱ)若在和上都是递增的，求的取值范围.

20.(本小题满分12分)已知函数.

(1)若是函数的极值点，求曲线在点处的切线方程;

(2)若函数在上为单调增函数，求的取值范围;

21.(本小题满分12分)已知函数(x∈R，且x≠2).

(1)求f(x)的单调区间;

(2)若函数与函数f(x)在x∈[0，1]上有相同的值域，求a的值.

22.(本小题满分12分)已知定义在上的三个函数，，，且在处取得极值.

(Ⅰ)求a的值及函数的单调区间.

(Ⅱ)求证：当时，恒有成立.

篇13：高二数学题(人教版)

一、选择题：本大题共10小题，每小题5分，共50分，在每小题给出的四个选项中，只有一项符合题目要求.

1.已知抛物线的标准方程为x2=4y，则下列说法正确的是()

A.开口向左，准线方程为x=1B.开口向右，准线方程为x=﹣1

C.开口向上，准线方程为y=﹣1D.开口向下，准线方程为y=1

2.命题p：?x0>1，lgx0>1，则￢p为()

A.?x0>1，lgx0≤1B.?x0>1，lgx0<1C.?x>1，lgx≤1D.?x>1，lgx<1

3.在平行六面体ABCD﹣A1B1C1D1中，化简++=()

A.B.C.D.

4.某小组有3名男生和2名女生，从中任选2名同学参加演讲比赛，事件A表示“2名学生全不是男生”，事件B表示“2名学生全是男生”，事件C表示“2名学生中至少有一名是男生”，则下列结论中正确的是()

A.A与B对立B.A与C对立

C.B与C互斥D.任何两个事件均不互斥

5.已知甲、乙两名同学在某项测试中得分成绩的茎叶图如图所示，x1，x2分别表示知甲、乙两名同学这项测试成绩的众数，s12，s22分别表示知甲、乙两名同学这项测试成绩的方差，则有()

A.x1>x2，s12s22

C.x1=x2，s12=s22D.x1=x2，s12

6.设直线l的方向向量是=(﹣2，2，t)，平面α的法向量=(6，﹣6，12)，若直线l⊥平面α，则实数t等于()

A.4B.﹣4C.2D.﹣2

7.执行如图程序框图，若输出的S值为62，则判断框内为()

A.i≤4?B.i≤5?C.i≤6?D.i≤7?

8.下列说法中，正确的是()

A.命题“若x≠2或y≠7，则x+y≠9”的逆命题为真命题

B.命题“若x2=4，则x=2”的否命题是“若x2=4，则x≠2”

C.命题“若x2<1，则﹣11”

D.若命题p：?x∈R，x2﹣x+1>0，q：?x0∈(0，+∞)，sinx0>1，则(￢p)∨q为真命题

9.知点A，B分别为双曲线E：﹣=1(a>0，b>0)的两个顶点，点M在E上，△ABM为等腰三角形，且顶角为120°，则双曲线E的离心率为()

A.B.2C.D.

10.如图，MA⊥平面α，AB?平面α，BN与平面α所成的角为60°，且AB⊥BN，MA=AB=BN=1，则MN的长为()

A.B.2C.D.

二、填空题：本大题共5小题，每小题5分，共25分)

11.若双曲线﹣=1的焦距为6，则m的值为.

12.某公司在甲、乙、丙、丁四个地区分别有150个、120个、180个、150个销售点，公司为了调查产品销售的情况，需从这600个销售点中，抽取一个容量为100的样本，则应从丙地区中抽取个销售点.

13.已知两个具有线性相关关系的变量x与y的几组数据如下表

x3456

y

m4

根据上表数据所得线性回归直线方程为=x+，则m=.

14.在长为4cm的线段AB上任取一点C，现作一矩形，邻边长等于线段AC，CB的长，则矩形面积小于3cm2的概率为.

15.已知圆E：(x+1)2+y2=16，点F(1，0)，P是圆E上的任意一点，线段PF的垂直平分线和半径PE相交于点Q，则动点Q的轨迹方程为.

三、解答题：本大题共6小题，共75分.

16.已知实数p：x2﹣4x﹣12≤0，q：(x﹣m)(x﹣m﹣1)≤0

(Ⅰ)若m=2，那么p是q的什么条件;

(Ⅱ)若q是p的充分不必要条件，求实数m的取值范围.

17.一果农种植了1000棵果树，为估计其产量，从中随机选取20棵果树的产量(单位：kg)作为样本数据，得到如图所示的频率分布直方图.已知样本中产量在区间(45，50]上的果树棵数为8，.

(Ⅰ)求频率分布直方图中a，b的值;

(Ⅱ)根据频率分布直方图，估计这20棵果树产量的中位数;

(Ⅲ)根据频率分布直方图，估计这1000棵果树的总产量.

18.盒子中有5个大小形状完全相同的小球，其中黑色小球有3个，标号分别为1，2，3，白色小球有2个，标号分别为1，2.

(Ⅰ)若从盒中任取两个小球，求取出的小球颜色相同且标号之和小于或等于4的概率;

(Ⅱ)若盒子里再放入一个标号为4的红色小球，从中任取两个小球，求取出的两个小球颜色不同且标号之和大于3的概率.

19.如图，等边三角形OAB的边长为8，且三个顶点均在抛物线E：y2=2px(p>0)上，O为坐标原点.

(Ⅰ)证明：A、B两点关于x轴对称;

(Ⅱ)求抛物线E的方程.

20.如图，在三棱柱ABC﹣A1B1C1中，CC1⊥平面ABC，AB=5，BC=4，AC=CC1=3，D为AB的中点

(Ⅰ)求证：AC⊥BC1;

(Ⅱ)求异面直线AC1与CB1所成角的余弦值;

(Ⅲ)求二面角D﹣CB1﹣B的余弦值.

21.已知椭圆C：+=1(a>b>0)的左、右焦点为F1(﹣2，0)，F2(2，0)，点M(﹣2，)在椭圆C上.

(Ⅰ)求椭圆C的标准方程;

(Ⅱ)已知斜率为k的直线l过椭圆C的右焦点F2，与椭圆C相交于A，B两点.

①若|AB|=，求直线l的方程;

②设点P(，0)，证明：?为定值，并求出该定值.

篇14：高二英语教案（人教版）

【本课学习目标】：

阅读课文“A short story of western painting”，帮助学生认识国画和西洋画的不同特征、代表性作品及画家。

【自学探究】

一、词汇扩充：

1realistic(adj)现实主义的;现实的---reality(n)现实---realize(v)---实现

2belief(n)信仰;信任---believe(v)相信---believein相信

3consequent(adj)作为结果的;随之发生的---consequently(adv)所以;因而

---consequence(n)结果

4value(n)价值(pl)价值观;社会准则---valuable(adj)有价值的---beofgreatvalue

5religion(n)宗教;宗教信仰---religious(adj)宗教的

6possession(n)所有;财产---possess(v)持有;拥有

7convince(v)使确信;使信服---convincesbofsth使某人相信某事

---beconvincedof相信

8impress(v)给…留下印象---impression(n)印象---makeastrongimpressiononsb

给某人留下深刻印象---impressive(adj)---impressionism(n)印象主义;印象派

---impressionist(adj)印象派的(n)印象派艺术家

9agreatdeal(adv)大量---agreatdealof(adj)大量的….

10predict(v)预言;预告;预测---prediction(n)

11scholar(n)学者---scholarship(n)奖学金

12flesh(n)肉;肌肉;_---fresh(adj)新鲜的---flash(v)闪现

13exhibition(n)展览;陈列;展览会---exhibit(n)展览品;陈列品(v)展出

二、长难句分析

1Artisinfluencedbythewayoflifeandbeliefsofthepeople,andChina,unlikeEurope,hasfollowedasimilarwayoflifeforaverylongtime.

艺术受到人民生活方式和信仰的影响，而中国和欧洲不同，他的生活方式在很长时期里都是相近的。

2Whenpeoplefirstsawhispaintingtheywereconvincedtheywerelookingthroughaholeinthewallatarealscene.

当人们第一次看到他的画时，还以为是透过墙上的小洞来观看真实的场景。

3AmongthepainterswhobrokeawayfromthetraditionalstyleofpaintingweretheimpressionistswholivedandworkedinParis.

在那些突破传统画法的画家中有生活和工作在法国巴黎的印象派画家。

三、warmingup

Matchthewordsandmeanings.Thesewordsmighthelpyouinyourreading.

①realistic①accurate,minute

②abstract②stateorfactofexisting

③detailed③beinginthoughtbuthavingaphysicalorpracticalexistence

④traditional④lifelike,truetolife

⑤religious⑤classical,ofoldbeliefs

⑥existence⑥Sinceretobelieveinagodorgods

四、Reading

Skimming

1Whatweretheartistsinterestedinfrom5thto15thcenturyAD?

Theywereinterestedincreating_______and____forGod.

2HowdidMasacciopainthispaintings?

Hedrewthingsin__________,whichmakespicturesvery_______.

3.Whydidtheimpressionistshavetopaintquickly?

Becausethenaturallight_______quickly,theyhadto_____quickly.

Scanning

1.Whichofthefollowingstatementsistrue?

A.PaintingsinMiddleAgeswereveryrealistic.

B.Westernarthaschangedalotsincethe5thcentury.

C.Impressionistpaintingswerepaintedmainlyindoors.

D.ModernartbeganintheRenaissance.

2.Atfirstmostpeoplehatedtheimpressionists’styleofpainting,because_____.

A.theirpaintingswereveryabstract.

B.theirpaintingswereveryrealistic.

C.Theybrokeawayfromthetraditionalstyleofpainting.

D.theirpaintingswereveryridiculous.

3.IntheRenaissance,painters___.

APaintedreligiousscenesinamorerealisticstyle.

B.focusedmoreonreligionthanonhumans.

C.begantopaintoutdoors.

D.returnedtoclassicalRomanandGreekideasaboutart.

4.____discoveredhowtomakepaintingslookmorerealbyusingperspective.

A.GiottodiBondone.

B.Masaccio.

C.ClaudeMonet.

D.PabloPicasso

5.Whatdoesthetextmainlytellus?

A.Howreligiouspaintingdeveloped.

B.Howoilpaintingdeveloped.

C.Howimpressionistpaintingdeveloped.

D.Howwesternartdeveloped

DetailedReading:TrueorFalse

1.Westernarthaschangedverylittleoverthelastseventeencenturies.

()2.PaintersintheMiddleAgespaintedmainlyreligioussubjects.

()3.PaintingsintheMiddleAgeswereveryrealistic.

()4.Renaissancepainterstriedtopaintthingsinarealisticway.

()5.TwoimportantdiscoveriesintheRenaissanceperiodwereoilpaintsanddrawinginperspective.

()6.Impressionistspaintedtheirpicturesmainlyindoors.

()7.Atfirstpeopledidnotliketheimpressionists’paintings.

()8.Modernartbeganwiththeimpressionists

【达标检测】

fillinthechartaccordingtothetext

AgesTimeArtist

Feature

【文化园地】

ThecharacteristicsofChinesepaintingsandWesternpaintings:

Chinesepaintingisoftenaboutnature,suchasmountain,water,bird-and-flower,etc.

Ithasanairoflivinginnature,harmony(和谐)andpeace.

Westernpaintingisaboutreligion,human.

Itisabstract,richincolor,oil,lineandshape

kindsofpainting(matchtheEnglishwordsandChinesemeaning)

①oilpainting风景画

②watercolour油画

③landscape水彩

④cartoon人物

⑤figuredrawing素描

⑥sketch卡通

篇15：高二人教版作文

冷，一股寒心的冷。

我竖起衣领，索性也闭上了双眼，像是怕那冷风的肆无忌惮。

父亲问：“有些冷吧?”

不知出于什么原因，我没有回答。

父亲又说：“怕是这四月的天还留着些寒气……”语气说的意犹未尽。

沉默，寒冷中夹带着沉默。

恐惧·寒冷

沉默，因为我恐惧——恐惧这种刺骨的“冷”。

我看见在这霓虹交错的大都市中，有潮流的代表：穿戴名牌衣物，享受吃喝玩乐。却对那一直苦苦乞求的乞丐不屑一顾，甚至为了满足自己的虚荣心而加以冷嘲热讽，鄙夷唾弃。我愤怒---却无能为力。所以，我恐惧这世界的冷漠。

我发现在这巨速发展的贸易世界里，有金钱的奴隶，为了个人利益，为了荣华富贵，为了自己的私心，不惜付出任何代价。用尽各种欺骗手段甚至抛弃自己的家人去打劫犯罪，偷取抢盗。我悲痛---却无法改变。所以，我恐惧这世界的残忍。

我察觉在这日转星移的科技星球上，有利用的主使，情谊仅仅是一个名词，而友谊只代表一种利用价值。我伤心---却不知所措。所以，我恐惧这世界的无情。

我一直在寻找一种“解药”——温暖。

我想成为一位画家，勾勒出温暖的模样;我想成为一位诗人，描述出温暖的色彩;我想成为一位书法家，书写出温暖的轮廓;我想成为一位收藏家，筹集上更多片温暖，让它淹没冷漠，赶走残忍，覆盖无情……

日出·相遇

而现实中，风已经小了一些。身旁仿佛有人经过，因为明显感觉到父亲猛然的刹车。我稳了稳身子，不禁皱起眉头，却也在这瞬间听见他们的对话。

“累了吧孩子，走了很远了，歇会吧。”一个苍老的声音。

“我不累，爷爷，您休息一会吧，东西我拿着。”

我急忙向后望去，却只看见他们的背影。

那是一幅说不清、道不明，辛酸与感慨相交融的画面。可我立即又责备了自己，或许那所谓的辛酸不应该用来形容他们。因为我看到了，我看到了那简陋的衣衫中两颗同样温暖的心，它们温暖了我的寒冷：他们肩上扛着属于自己唯一的摊位，缓慢而艰难地前行。他们的背影越来越远，直到消失在拐角处，我才收回紧随的目光。人生，就是那一条路，而他们却坚毅地走了下去——艰难中透露着一种彼此依靠、彼此关心的温暖。仿佛他们肩上不是那沉重的摊位，而是那缓缓升起的太阳。

不知什么时候，身边的寒冷已经消失。取而代之的是那片照耀在这个城市上空的阳光、

望着那缕温暖的阳光，嘴角不经意的开始上扬。

篇16：高二人教版作文

第一印象

我心中的你——勇气可嘉

我心中的你——与我心灵想通

我心中的你，有太多的形象——认真对待学生的学习情况、行为习惯;悉心关照学生的身心健康;正确良好的处世态度逐渐影响学生;积极乐观面对挫折的心态感染学生……

你在我心中，是最美的!

作文网专稿未经允许不得转载

我心中的你，从8月30日那天就开始记录在心中了!你在我心中，像春天里的绵绵细雨温柔体贴;你在我心中，像夏天里的娇阳烈日，严格正直;你在我心中，像秋天里火红的枫叶，热情豪爽;你在我心中，像冬天里的雪花，美丽动人……

还记得开学报到那天，我正在填写信息，突然听见一段干脆利落、洪亮清脆的女声：“大家好，我就是朱老师!”我猛地抬头一看——一张淡妆轻拭后的瓜子脸，一头乌黑亮丽的头发，一双水灵灵的眼睛，一张薄薄的嘴唇;身着一条简约大方的连衣裙，脚踏一双黄色的方跟凉鞋;

昂首挺胸，双手自然交叉垂放在身前。那一瞬间，就让我感受到这是一位能力很强，能说会道的责任心极强的老师;是一位和学生将会友好相处的老师!那一刻，你的形象，让我对‘班主任’这个词汇有了新的定义。

也许在多数人心中不论老师说什么，做什么都是正确的;老师是不会犯错的。但是，朱老师你改变了这个普遍认知。那天是班会课，主题“诚信”。

你当时举例说：“曾经有一位女生为了得三好学生的荣誉，违背了诚信，在考试中作弊被老师发现了，知错就改，但最后还是只得了79分与荣誉无缘，这个女生现在就站在你们面前。”我顿时心头一颤，感到十分惊讶，您的勇气居然那么大，为我心中树立了一个好榜样!我同时也发现了你的优秀品质——敢做敢当、知错就改、敢于面对挫折!

我是一位外表坚强，内心却脆弱的女生。我也是属于那种的特别公平公正，相当坚持自己原则的，对待事情上也比较严格。所以许多人都不理解，不喜欢我这样的类型。

但是正当我陷入困惑中时，你读懂了我的内心，明白了我的心意。我正打算与你交流心得时，您也正有此打算，我在周记中的叙述，您也会认真解读并留言。

在我考证前期还会发微信鼓励我。这些小细节都让我感觉到我心中老师与学生也可以像知心朋友一样相处，而且还相处的很好，很有意义!你也是一位泪点极低，做事情一丝不苟，处理问题公正严明;所以在与您相处的这一年看到了我的影子!

我心中的你就是这样简单却饱含深意，不需要华丽的词汇来形容，永远都是以最真实、最真诚的心对待学生，时刻心系学生，懂得与学生为友。

篇17：高二人教版作文

江南烟雨蒙蒙，轻掩着古老的石桥，温厚的石兽。这千年江流犹如时光般荏苒流淌，从初晨到迟暮，轻烟散尽细雨不绝。

去南浔古镇就一定要去南西街，踩着青石板小路，去61号天空看看。石板铺满了狭道窄巷，湿漉漉的，并不平坦，但心情是愉悦的，买了一张江珊的CD《梦里水乡》，音像店里那台老式的收音机好像就是为这古镇而备的，一遍又一遍的循环往复，像缠绕的藤蔓扎根在梦里。

推开旅馆的窗，红霞与穹空睥睨，流光与流水交融，渔火与渔舟做缀，而隔岸天色已入暮。深有“横渡炊烟暗，障川渔火明”之感，夕阳横亘在河面上，不时有窄窄的船身，来往于南浔悠长的河道间。木浆插入水中，轻轻拔动，溅起一朵朵、一层层的水花。南浔就该是这般沧桑，平和，而温柔的。

凭窗而望，聆听窗外淅淅沥沥的雨声，似乎可以想像得到《红楼梦》中的听雨轩上有一个模糊的身影，像黛玉一般多愁善感的又满腹才华的多情女子，在吟唱一段悲伤的古典乐曲。杜鹃还没有到达，这春心只得托付给绵绵夜雨。

高二:林立知

南浔不缺烟雨，即使是在炎炎夏日也像蒙着一层水雾一般。人家房顶上的青瓦排列整齐，檐角轻巧地翘起。墙自然是白的，有似被烟熏过的痕迹，黑白交错，似水墨一般融入古镇的生命。浓淡均匀，恰到好处，不过墙角多出的几抹新绿，倒是惹眼。

“看那青山荡漾在水上，看那晚霞吻着夕阳……”踱踱步子，是时候该走了。去东大街听听流水，看看夕阳。

可一入夜又是一场雨落了下来。南浔的忧伤才下眉头，又上心头。

丝丝缕缕的雨浸染在黑色瓦砾间，一叶轻舟入梦来。

篇18：将进酒 教学设计(人教版高二选修)

目标可定为：

1.诵读诗歌，理解诗歌的基本内容。

2.把握作者形象，理解李白貌似消极行乐实则渴望入世的复杂情感。

3.探究诗歌的热情，体会诗歌的浪漫主义色彩，走近诗人李白。

重难点：

1.诵读诗歌，理解诗歌的基本内容。

2.把握作者形象，理解李白貌似消极行乐实则渴望入世的复杂情感。

教学过程：

一.导入新课

酒是上天赐给人类的一种神奇液体，“天若不爱酒，酒星不在天。地若不爱酒，地应无酒泉。天地既爱酒，爱酒不愧天”；酒也是一种文化和历史的载体，品酒，犹如品味一段醇厚的历史风云，亲历一段浩瀚的文化旅程……余光中这样形容李白“酒入豪肠，七分酿成了月光，余下的三分啸成了剑气，绣口一吐就是半个盛唐”，杜甫在《饮中八仙歌》中这样写道：“李白斗酒诗百篇，长安市上酒家眠。天子呼来不上船，自称臣是酒中仙。” 那么，李白是如何使他的酒和他的诗完美地结合在一起的呢?《将进酒》也许可以为我们解答-二。今天我们就来学习一首李白的佳作：《将进酒》。

二.了解背景。用多媒体课件展示以下相关知识：

《将进酒》是乐府旧题，多以饮酒放歌为内容。李白这首诗虽用了旧题，却能跳出前人窠臼，自创新意，把饮酒和对现实的批判结合起来。

唐玄宗天宝三年(公元744年)，诗人被排挤出长安后，又重新踏上了云游祖国山河的漫漫旅途。这首诗大约作于唐玄宗天宝十一年，距诗人离开长安已达八年之久。当时唐玄宗耽于女色，将政事交给奸相李林甫和杨国忠，官场一片黑暗，社会腐败到了无以复加的地步。诗人对此极为不满，但他又无力改变这种状况。当时，他跟好朋友岑勋应邀住在嵩山的另一位友人元丹丘家。三个好朋友登高饮酒，诗人借题发挥，尽吐郁积在胸中的不平之气。

三.读出诗韵

1.自由读，读准字音，读准节奏，体会诗歌的韵律美。

2.指名读，教师进行指导示范。

3.听朗读录音，把握诗歌的情感基调。

四．品出诗情

（1）君不见黄河之水天上来，奔流到海不复回。君不见高堂明镜悲白发，朝如青丝暮成雪。人生得意须尽欢，莫使金樽空对月。

你难道没有看见，汹涌奔腾的黄河之水，有如从天上倾泻而来？它滚滚东去，奔向大海，永远不会回还。你难道没有看见，在高堂之上对着明镜，深沉悲叹那一头白发？早晨还是满头青丝，傍晚却变得如雪一般。

天上来：这是一种浪漫主义写法，极言黄河源头之高远。极写人生短暂，要及时行乐。作品起笔即感叹时光流逝，一去不复返，人很快就会由年轻变为衰老。可诗人却以黄河之水一泻万里的流势形象来比喻，使人感到其奔腾咆哮之气势，给人一种奔放豪迈的感受。而悲叹人生之短暂，则以满头青丝“暮成雪”这一形象来生动表现。显得更加形象鲜明。因时光流失快，人生也是瞬息，所以不要辜负良辰美景，有兴致的时候应该及时饮酒尽情行乐。

（2）天生我材必有用，千金散尽还复来。

这句笔锋一转，“天生我材必有用，千金散尽还复来。”这虽然是诗人的自我安慰之词，但不难看出，诗人一方面并不甘心就在这种及时行乐中虚度自己短暂的一生，他相信，将来一定会有所作为。及时行乐，只不过是为了解脱有志不得施展的苦闷与忧愁。

烹羊宰牛且为乐，会须一饮三百杯。岑夫子、丹丘生，将进酒，杯莫停。与君歌一曲，请君为我倾耳听。钟鼓馔玉不足贵，但愿长醉不愿醒。古来圣贤皆寂寞，唯有饮者留其名。

烹羊宰牛姑且尽情享乐，今日相逢，我们真应该干他三百杯。岑夫子，丹丘生，请快快喝酒，不要停。我为你唱一首歌，请你们侧耳为我细细听。在钟鼓齐鸣中享受丰美食物的豪华生活并不值得珍贵，但愿永远沉醉不愿清醒。自古以来那些圣贤无不感到孤独寂寞，唯有寄情美酒的人才能留下美名。

写痛饮狂歌，但又表现出不慕功名富贵，愤世嫉俗的精神。“烹羊宰牛且为乐，会须一饮三百杯”，描绘的是痛饮，充满的是豪气。“且为乐”，即暂且以酒作乐，表明诗人决意要把忧愁和烦恼暂且放下，勉强“为乐”，由此可见，豪饮之中蕴含着极大的忧愤。“岑夫子，丹丘生，将进酒，杯莫停。与君歌一曲，请君为我倾耳听。”前一句是提醒朋友快快尽情干杯，后一句是提示朋友倾听我的激愤之言。什么样的激愤之言呢？“钟鼓馔玉不足贵，但愿长醉不愿醒。古来圣贤皆寂寞，惟有饮者留其名。”前一句表现出诗人不慕富贵，藐视功名利禄；后一句将“古来圣贤”与“饮者”做比，进一步否定了功名与富贵，在痛饮狂歌之中表现出一种“浮云富贵，粪土王侯”的气概。

陈王昔时宴平乐，斗酒十千恣欢谑。主人何为言少钱，径须沽取对君酌。五花马，千金裘，呼儿将出换美酒，与尔同销万古愁。

陈王曹植过去曾在平乐观大摆酒宴，即使一斗酒价值十千也在所不惜，恣意畅饮。主人啊，你为什么说钱已经不多，快快去买酒来让我们一起喝个够。牵来名贵的五花马，取出价钱昂贵的千金裘，统统用来换美酒，让我们共同来消散这千年万载也消散不尽的愁情。

写要以尽情饮酒来消散心中的忧愁，同时又表现了在黑暗现实中的苦闷。“陈王昔时宴平乐，斗酒十千恣欢谑”一句中，诗人以曹植受其兄曹丕排挤迫害而抑郁不得志自况。曹植当年为了排解心中不快能不惜美酒昂贵，自己为什么要怕花钱呢？只官尽情地痛饮吧！这里一个“何为”，一个“径须”，充分表现了诗人不惜一切只须痛饮的情景。这不惜一切痛饮，更加突出了诗人心中无可排解的愁苦。在“五花马，千金裘，呼儿将出换美酒，与尔同消万古愁”一句里，诗人不惜一切代价买酒痛饮的情状与气概，更能看出其心中愁苦至极。诗人以一个“愁” 字结束全篇，更加有力地突现了作品的主题。

总结：

1.从这首诗中，你读出了一个怎样的李白？说出你的依据。（引导学生把握作者情感的变化）

明确：悲伤的李白--君不见黄河之水天上来，奔流到海不复回。（人生短暂）君不见高堂明镜悲白发，朝如青丝暮成雪。（怀才不遇）

自信的李白--天生我材必有用，千金散尽还复来。

快乐的李白--人生得意须尽欢，莫使金樽空对月。（美酒盛宴）

豪放的李白--烹羊宰牛且为乐，会须一饮三百杯。（美酒盛宴）

愤激的李白--钟鼓馔玉不足贵，但愿长醉不愿醒。古来圣贤皆寂寞（怀才不遇）惟有饮者留其名。陈王昔时宴平乐，斗酒十千恣欢谑。

狂放的李白--主人何为言少钱，径须沽取对君酌。（反客为主劝酒）五花马，千金裘，呼儿将出换美酒。

通过分析我们发现，这首诗是以作者情感的变化为线索的：悲伤--快乐--愤激--狂放，全诗的主基调是愤激。

学生齐读这首诗，注意读出情感。

2.在这首诗中，李白到底有哪些愁呢？请同学们再读诗歌，从具体诗句中说出你体悟到的是何种愁情？并说说你的理由。（注意联系李白写作这首诗的年龄、生活背景、人生遭遇以及人生理想）

明确：人生短暂之愁;怀才不遇之愁;圣贤寂寞之愁。

3.好友相聚，本来是人生快事，宴逢知己，应把酒言欢，李白却为何有违常情，不喜反愁呢？

李白于公元744年，赐金放还，离开长安。本诗写于公元752年，已距流放当时8年之久，本来梦想未灭，只是“且放白鹿青崖间”，李白相信自己总有一天还会“长风破浪会有时，直挂云帆济沧海”的，但韶光易逝，人生易老，垂暮之年的李白，发现昔日的梦想离自己愈来愈远了，却无可奈何，怎么不愁思满怀呢？

全诗围绕一个愁字展开，作者因愁而悲叹人生短暂，因愁而纵酒作乐，因愁而慷慨愤激壮志难酬、圣贤寂寞，也因愁而癫狂失态，真是怎一个“愁”字了得。

齐读全诗。

五.悟出诗味

李白是伟大的浪漫主义诗人，这首诗也充分体现了丰富的浪漫主义色彩。哪些诗句对此有所体现？（重在引导学生体会诗歌中运用的手法：夸张、比喻、起兴等）

惜缘

[将进酒 教学设计(人教版高二选修)]

篇19：《将进酒》教学设计(人教版高二选修)

学习目标

1、 通过朗读把握本文的情感基调，体会作品豪迈奔放的特点。

2、通过鉴赏诗句来把握作者矛盾复杂的的思想感情。

3、了解李白的人格魅力，增强对李白其人、其诗的探究兴趣。

学习重难点

1、 通过朗读把握本文的情感基调，体会作品豪迈奔放的特点。

2、通过鉴赏诗句来把握作者矛盾复杂的的思想感情。

课前预习

1、查阅资料，了解李白及诗歌背景

2、读准字音：

馔玉  （      ）      金樽（        ）  千金散尽（        ）    烹羊宰牛（        ）

恣欢谑（      ）    岑夫子（ ）  千金裘（            ）    沽（        ）

将（      ）进酒  呼儿将出换美酒（        ）

3、参考注释，翻译课文：

补充注释--

会须：应当；

钟鼓馔玉：指富贵利禄；钟鼓：富贵人家宴会中奏乐使用的乐器。

馔玉：美好的食物。形容食物如玉一样精美。馔，吃、喝。玉，像玉一般美好。

径须：干脆，只管；

五花马：指名贵的马。一说毛色作五花纹，一说颈上长毛修剪成五瓣；

裘：皮衣。

教学过程

一、导入新课 （复习学生以前学过的与酒有关的诗，创设学习情景）

在中国文学史上，诗与酒相从相随，几乎有一种天生的缘分。中国诗人大多爱喝酒。多少诗人因酒忘却人世的痛苦忧愁，因酒在自由的时空中尽情遨游，因酒而丢掉面具口吐真言，因酒而成就传世佳作。请看

出示：

◎对酒当歌，人生几何…何以解忧，唯有杜康。 --曹操

◎劝君更尽一杯酒，西出阳关无故人。  --王维

◎把酒问青天, 不知天上宫阙今昔是何年!  --苏轼

◎举杯邀明月，对影成三人--李白

◎三杯两盏淡酒，怎敌他，晚来风急--李清照

◎东篱把酒黄昏后，有暗香盈袖。--李清照

◎今宵酒醒何处？杨柳岸、晓风残月。--柳永

唐代的天才诗人李白也好饮，也善饮，这有杜甫诗为证：

ppt2

“李白斗酒诗百篇，长安市上酒家眠，天子呼来不上船，自称臣是酒中仙。”（《酒中八仙歌》）

他一生写下 了许多咏酒的诗篇。今天我们一起来学习一首劝酒诗--《将进酒》。

【一、预习检查】

1、读准字音：

2、把握文意：

二、整体感知：

1、朗读指导：

过渡：许多人写劝酒诗，但名气最大，价值最高，个性最强的却是李白的《将进酒》。

一读：读懂课文，不明白的可参考屏幕上的译文。

你没见那黄河之水从天上奔腾而来，波涛翻滚直奔东海，再也没有回来。你没见那高大厅堂的明镜里，年轻时候的满头青丝如今已是雪白一片。人生得意之时应当纵情欢乐，莫要让这金杯无酒空对明月。每个人只要生下来就必有用处，黄金千两一挥而尽还能够再来。我们烹羊宰牛姑且作乐，一次痛饮三百杯也不为多！岑夫子和丹丘生啊！快喝吧！别停下杯子。我为你们高歌一曲， 请你们都来侧耳倾听：钟鸣馔食的豪华生活有何珍贵，只希望长驻醉乡不再清醒。自古以来圣贤无不是寂寞的，只有那喝酒的人才能够留传美名。陈王曹植当年宴设乐平关你可知道，斗酒万钱也豪饮宾主尽情欢乐。主人呀，你为何说我的钱不多？快快去买酒来让我们一起喝个够。牵来名贵的五花马，取出价钱昂贵的千金裘，统统用来换美酒，让我们共同来消融这无穷无尽的万古长愁！

再读：读出李白的豪放之气：

明代文学评论家徐增在评价《将进酒》时说：太白此歌，最为豪放，才器千古无双。我们要读出他的豪气。我们不妨先从“酒”入手来读李白的豪放，

我们看，A： 李白劝谁喝酒？ --岑夫子、丹丘生，是好朋友，心情很放松。

其实不同场合、不同心情喝酒是不一样的，有细品慢饮，有开怀畅饮，有埋头苦饮，A： 李白是怎样劝的呢？--杯莫停。--李白劝人怎样喝酒？A：喝得怎样？喝得快，喝得急，

A：量怎么样？--“会须一饮三百杯”。 --就是能喝多少喝多少。

A：那李白怎样饮？ --纵情，放纵，“斗酒十千恣欢谑”。

A：纵情到什么程度？读后几句，从“五花马，千金裘”开始读。 用名马、皮裘换酒，生活中有这样的人吗？喝酒喝得这么专注，这么任性，这就是李白。读他的诗就要放声的读，旁若无人的读。

三读：听濮存昕的诵读6分钟。

四读：找一生有感情地诵读，其他同学听，同时思考问题--此次宴饮，李白的感情如何？有什么变化？

三、文本赏析：

（一）此次宴饮，李白的感情如何？有什么变化？请结合相关诗句进行赏析。

把表达相似情感的句子归并在一起，然后就各组分类的句子对作者的情感进行概括，友情提示：有些句子中的某个字可以用来概括本部分的情感。用AA--BB--CC--DD的形式把它们串联起来。

小结（过渡）：在这首诗中，诗人的情感经历了几重奏呢？（几个阶段的变化？）

板书：悲壮-欢乐-愤慨-狂放

◎  悲

“君不见，黄河之水天上来奔流到海不复回。君不见，高堂明镜悲白发，朝如青丝暮成雪”

1、李白“悲”什么？

--时光易逝，人生易老，而功业未成。

2、这种悲是悲伤、悲痛、悲哀还是悲壮？

--这种悲是强烈的，但并不给人以衰飒之感，因为悲慨的抒发是以黄河之水天上来这一无限广阔的空间作为背景的，他给读者的艺术感受首先是豪迈奔放的气势，在这种自然形象衬托下，悲哀只能是巨人的悲哀，而不是伤感和叹息。

小结：诗歌前四句，综合运用了多种表现手法，表现了诗人对韶光易逝，人生短暂的感伤。那么，诵读时应该用什么样的语调？（如课后诵读提示所言：前两句有挟天风海雨而来之势，故慷慨有之。但诗人这里是慷慨生悲--沉郁）（单读，点评）

那么，作者在文中一直感伤下去了吗？

◎乐

人生真是很短暂的，那么如何面对这种短暂的人生呢？

纵酒狂歌 --“人生得意须尽欢，莫使金樽空对月。 天生我材必有用，千金散尽还复来。 烹羊宰牛且为乐，会须一饮三百杯。 ”

1、人生得意须尽欢，莫使金樽空对月。 既然人生短暂，悲又何益？既然之前失意，就应另寻寄托，与友相聚，何不在此“得意”时开怀畅饮，及时行乐！此时的李白是真的“得意”吗？

--李白大谈得意，是因为他此时处在失意之中。所谓的得意，乃是几个老朋友相逢，互相倾诉衷肠，纵酒狂歌，大发牢骚而已，这正是诗人百无聊赖的心境的反映。

2、“天生我材必有用，千金散尽还复来”表达了诗人怎样的一种情感？

--乐观自信，肯定人生，肯定自我，透露出一种怀才不遇而又渴望用世的积极的本质。

高谈阔论，狂歌纵酒原是为了平息自己内心难以压抑的痛苦，取得暂时的麻醉，但内心的隐痛，在酒酣耳热之时却最容易涌上心头。他想到自己所受的冷落和欺骗，想到统治者对自己的嘲弄与轻视，难道说自己真的是永远失败了吗？不，诗人不会承认这一点，他自信而又自豪地唱出了这气势磅礴的诗句。这两句诗表现了诗人对自己才能的充分肯定和屡遭失败之后不肯屈服的倔强性格。他不仅是时代的最强音，对后世人们也有振聋发聩的作用。

◎愤

1、钟鼓馔玉不足贵，但愿长醉不复醒。

这句再次表现了诗人期于用世不是汲汲于富贵，而是希望在政治上有所作为，当这些不能实现时，他只能但愿长醉不复醒了。这句是表达了诗人对现实中丑恶现象的厌恶，也反映了诗人在理想不能实现时欲求出路而不得的痛苦。

这是作者的真心话吗？哪个不是发自内心的呢？哪个是真正的想法？

--“天生我材必有用”是真的，后面的是醉话。

这一句表现了作者怎样的（心情）情感？（一则表现了诗人对权贵的蔑视，二则是诗人有才不得用，有志不得舒的一种悲愤--本句实际上是诗人仕途失意，志不得抒的愤激之词。）

2、“陈王昔时宴平乐，斗酒十千恣欢谑 ”诗人列举陈王曹植的事例，有何用意？

文才上：一样的才思敏捷，李白心中有敬佩

命运上：一样的遭人排挤，有志难展有同病相怜之感

诗人实际上是以曹植自况，表现自己的怀才不遇。既是对陈王昔时宴饮的倾慕，更是对现实遭遇的愤激。

小结：此六句，可谓酒后吐真言，诗人对自己怀才不遇的愤激之情溢于言表。

应该以一种什么样的语调去读这一小节？（悲愤）哪些句子应该重读？（教师范读，学生再读）

◎狂

那么，美酒又能否消解诗人内心的悲愤呢？诗行到此处，酒已至半酣。此时酒席上的李白又是怎样的一副姿态呢？请看：

“主人何为言少钱，径须沽取对君酌。”用一个成语来概括李白的言行举止。（喧宾夺主）

“五花马，千金裘，呼儿将出换美酒。”用一个成语来概括李白的言行举止。（颐指气使）

从这“喧宾夺主”与“颐指气使”中，你看到了一个怎样的李白？--不拘小节，狂放。

那么，要体现李白的狂放不羁，应该用什么样的语调读本小节？（豪迈，洒脱）（齐读）

（二）体会贯穿全文的基本情感是什么？探讨这种情感的原因。

（最后一句：与尔同销万古愁）酒尽本应兴来，可是此时，诗人心中先前的愁却不消反长，这万古之愁又是从何而来的呢？（能否从文中找到蛛丝马迹）

政治遭遇。（“赐金放还”激化了诗人心中的理想与现实之间的矛盾）

在李白的思想中，浸透着儒家思想的血液。“修身齐家治国平天下”是其毕生的追求。“仰天大笑出门去，我辈岂是蓬蒿人”但却被唐玄宗“赐金放还”。然而，鲁迅说，“人生最痛苦的是醒了之后的无路可走”。当无法企及的现实无情地摆在他的面前时，他的理想破灭了。进退维谷之间，他唯有以饮酒排解心中的愁闷，以放歌对抗现时的黑暗，以精神的旷达张扬自己的个性。

四、延展探究：

李白与酒

1、李白是“诗仙”，也是著名的“酒仙”。在诗文中哪些内容说明李白不愧于“酒仙”这个称号？

“人生得意须尽欢，莫使金樽空对月。”

“烹羊宰牛且为乐，会须一饮三百杯。”

“五花马，千斤裘，呼儿将出换美酒，与尔同销万古愁。”……

2、你能举出李白的其他酒诗吗？

《月下独酌》：“花间一壶酒，独酌无相亲。举杯邀明月，对影成三人。”

《客中作》 ：“兰陵美酒郁金香，玉碗盛来琥珀香。但使主人能醉客，不知何处是他乡。”

《宣州谢眺楼饯别校书叔云》：“抽刀断水水更流，举杯销愁愁更愁。”

《行路难》：“金樽清酒斗十千，玉盘珍馐值万钱。” ……

3、嗜酒反映着李白的失意人生，我们该如何正确看待李白的嗜酒如命的放浪行为呢？

李白一生不得志，借酒浇愁，及时行乐，是他无奈的选择。正如他在《宣州谢眺楼饯别校书叔云》所写：“抽刀断水水更流，举杯销愁愁更愁。人生在世不称意，明朝散发弄扁舟。”酒并不能实现他的政治抱负，也就不能真正消解他的忧愁，但是酒可以暂时麻痹痛苦的灵魂，寻得暂时的内心平衡。借酒解愁，酒酣赋诗，慷慨悲歌，抒发胸中郁闷，酒成为他生命的一部分。

他虽然嗜酒如命，但我们知道他依然没有放弃他伟大的抱负，纵观其一生，乐观自信，豪迈飘逸是他不变的风格，积极入世，关心国家是他思想的主流。

公元762年秋，病骨支离的李白什么都不需要了，惟要酒，酒。他一生醉得太多了，但这是最后一次。他举杯邀月，却发现月在水里，他悠悠忽忽扑进水中，抱月而眠。连死都是一首诗，一首醉酒的诗。以诗人的天真和狂放，完成了生命中最后的一次追求。于是他化成了朗朗的明月，滚滚的波涛，永远在中华大地上照耀着，奔流着。

五、课文小结

1、全诗围绕一个“酒”字，感情跌宕起伏：悲伤-欢乐-愤激-狂放，而这所有的情感又都是基于一个“愁”字，作者因愁而悲叹时光易逝，因愁而纵酒作乐，因愁而慷慨愤激，也因愁而狂放失态，表现了一种怀才不遇又渴望用世的矛盾复杂的情感。

2、李白生在唐代，幸矣；唐代拥有李白，甚幸矣。用余光中的《寻李白》作为这次对唐代与李白的激情巡礼的结语是再合适不过了： “酒放豪肠，七分酿成了月光，余下的三分啸成了剑气，绣口一吐就是半个盛唐。有兴趣的同学可以探讨一下李白与月、李白与剑。

六、当堂检测

1、请你依照下列句式，概括地说这是一个什么样的李白。--我们眼中的李白。

例：这是一个傲岸不羁的李白，他直斥“钟鼓馔玉不足贵”。

2、背诵默写名句：

君不见，   ，        ？君不见，                ，               。人生得意须尽欢，                 。                ，千金散尽还复来。

惜缘

[《将进酒》教学设计(人教版高二选修)]

篇20：定** 教学设计(人教版高二选修)

授课人：茹清平

授课班级：高二（5）班

授课地点：六楼多功能会议厅

实录整理：李锦霞、李蕊

教学过程：

上课铃响，师生相互问好。

第一个环节：课前演讲，了解作者

茹老师（以下简称“师”）：按平常的要求，请抽到签的同学上台演讲。

（课件展示：课前演讲：题目：          的苏轼。要求：自选一个角度介绍你所了解的苏轼，1分钟左右。）

生1：我所说的是“多才多艺的苏轼”。苏轼，他的身影几乎出现在百姓生活的各个方面。他，琴棋书画，堪称一绝，诗词歌赋，令全天下的人称赞不已。还记得那“但愿人长久，千里共婵娟”的千古绝唱吗？还记得那色香味俱全的东坡肉吗？还记得他那独创一家的书法吗?还记得他那风格别致的画吗？我可以说，苏轼是一个不可救药的乐天派，一个大文豪、大书法家、创新的画家，一个造酒实验家、美食家，一位瑜伽修行者。这就是博学多识的苏轼，这就是多才多艺的苏轼。（蔡兰芳）

生2：我说的是“豪放洒脱的苏轼”。几经诽谤陷害，苏轼终于掉入了“乌台诗案”的泥淖，一个被宋神宗称赞为“才与李白同，德比李白厚”的千古大家，在遭受小人泼来的污水，遭受贬谪后忘却了所有的失意。在黄州，种地酿酒。“夜饮东坡醒复醉”。他在黄州“倚杖听江声”，他在黄州写出“大江东去”。他总是那么淡定从容，总是将所有的失意抛在脑后，铭记着世间之美，不然，何来“清翥东坡肉”？何来“日啖荔枝三百颗，不辞长作岭南人”？从苏轼到宋东坡，东坡居士的名号凝聚了他达观的态度和超然的内心。我们崇拜东坡，不仅仅在于他绝妙的诗词书画，更在于他对待人生积极的态度。我们要学习他那种隐忍乐观，那种豪放洒脱，那种幽默诙谐和勇敢顽强。学习苏轼，了解苏轼，我们会体会到一种人格的力量和生命的硬度。

生3：我说的是“历经坎坷的苏轼”。苏轼的成就是有目共睹的，然而就是这样一位才华横溢的诗人，其人生经历却充满坎坷，饱尝艰辛。早在青少年时代，聪慧好学的苏轼就有报国安民之雄心。二十一岁参加科举考试深受文坛领袖欧阳修的赏识，然而就在此时，因母丧守孝两年。此后十年，他又先后遭受丧妻、丧父之痛。后因反对新法，因“乌台诗案”被贬黄州。旧党上台，他又主张保留新法兼用所长，引起旧党不满，只好要求外任。他连连遭受打击，被一贬再贬。他的一生可谓坎坷，虽然在地方官任上有所作为，但远远没有实现他富国强兵的抱负。可以说，苏轼的后半生一直处于新党和旧党之争的夹缝中，几起几落，饱经忧患，令人嗟叹！

生4：我说的是“黄州与苏轼”。一千八百年前，周瑜在此大破曹军80万，成就了一代英明，成为历史上有名的儒将与少将。而一千年前，苏轼也来到此地，他是被贬官的，但被贬得却不是他的心，他在这里有了更广阔的空间和豪迈的胸怀。苏轼来到这里才成为那个真正为我们熟悉的苏东坡，他真正获得了精神上的解放。在这里他的妻子去世了，他曾自撰一联“不死不生不垢不灭不尽，如梦如露如幻如电如影”，意思是一切的一切，都将消殆无踪，一切的一切，都是虚无缥缈，我就是这么一个人，从此以后的苏轼，旷达、开放、豪迈、洒脱，成为人人敬仰的文坛宗师。黄州与苏轼成为了不解之缘，苏轼因黄州而成就了更伟大的事业，黄州也因苏轼而更加光焰万丈。

（此开头既锻炼了学生的表达能力，让学生从不同侧面了解苏轼，比之于单个学生介绍苏轼，同题求异，可谓是加深学生积淀的好方法）

师：请桑一丹同学即兴点评一下。

桑一丹：我觉得他们都讲的十分动情，语言也很优美，每个人都概括了苏轼生活的一个方面，十分优秀，但要注意演讲时要注意停顿。

师：几位同学从不同的角度解读苏轼，说得真好。老师也为大家提供一组材料。

课件展示下面内容--

方方《喜欢苏东坡》：“假如将苏东坡连根须带枝蔓地拔起，我相信，整部中国文化史将因之而失重。” 苏轼《答李端叔书》：“得罪以来，深自闭塞。扁舟草屦，放浪山水间，与樵渔杂处，平生亲友，无一字见及，有书与之亦不答。”

林语堂《苏东坡传》：“他的一生是载歌载舞，深得其乐的。”

师：这三段话恰好是对同学们演讲的一个印证。苏轼是旷世奇才，一生那样坎坷，可是他却活得那样潇洒，为什么？今天，我们就通过《定**》来走近这位诗人，了解这位诗人。

第二个环节：诵读课文，积累感悟

师：首先请同学们自由地朗读这首词，读两遍。

生：（生读课文，声音洪亮。）

师：（学生读完课文后）学习诗歌，三分鉴赏七分诵。读出了感情，那一首词就理解了七分。读的时候我们要读准字音，还要注意诗词的节奏，比如第一句，哪一位同学来读一读？（十多位同学举手，老师示意一学生读）

生：（读）莫听穿林打叶声，何妨吟啸且徐行。

师：这位同学的断句正确吗？

生：我觉得“何妨吟啸且徐行”“且”这里不能断开，因为它是个虚词。

师：你的评点不错。我们读最后一句，也要注意节奏，应该这样读：“一蓑烟雨/任平生”。除了把握节奏以外还要注意诗词的重音，本词需要重读的有“莫听、何妨、谁怕、任、却、归去”。下面再齐读一遍。

生：（齐读，声音洪亮，有气势。）

师：哪位同学为大家读一遍《定**》？（十余名同学举手，老师示意一学生读。）

生：（一男同学起立，大声读完全词。）

师：读得不错。不过，“归去”还需重读。让我们一起听听诵读录音。（课件放范读）

师：听了专家的示范朗读，我们师生一起合作，把这首词再读一遍。有两个地方稍稍强调一下，上阕我读到“竹杖芒鞋轻胜马”后，请男同学齐读“谁怕”,全班同学再一起读一遍“谁怕”,然后再接着往下读，下阕“归去”的处理相同。

师生诵读课文，效果很好。

师：读了这么多遍，又听了一遍范读，我们一起来背一遍好不好？

生：好。（师生齐背）

（老师善于导，生随师读，起示范作用不言自明，“诵读”能力的提升落在了实处）

第三个环节：整体把握，初步鉴赏

师：鉴赏一首词，首先要整体感知。如果把全词浓缩为一个字或一个词（词组），你会想到哪个字？为什么？词中的主人公给你的印象是什么？请你用一个词概括。

（学生思考片刻。）

师：请将自己的思考结果与本学习小组的同学交流一下，每组派一名同学将本组的观点写在黑板上。

（八个学生上黑板写词：任、任平生、归去、归、谁怕……泰然自若、旷达、豁达、洒脱、潇洒……）

师：我看了一下，同学们写的词或词语大致可以分为三类。写“归去”的同学说说为什么选这个词。

生：因为苏轼被贬黄州之后又归隐之心。

师：请写“谁怕”的同学讲讲。

生：“谁怕”是一个反问句，苏东坡应该是反问那些陷害他的人，表明自己不在乎风雨，心胸很豁达。

师：这两位同学的观点都很独到，其实这样的词语有很多，比如还有“轻”“归”。“任平生”、“谁怕”是外在的表现，“轻”“归”是内在的表现，“任平生”、“谁怕”的结果就是“轻”“归”，我无所畏惧，看破风雨，因而视重若轻；我归向我的心灵，归向我内在的家园，不管外面风吹浪打，我都能够挺得住。

师：词中的主人公是很独特的一个形象，别人都躲雨了，他仍然能够冒雨前行，从黑板上的板书看，大家都能够想到泰然自若、旷达、豁达、洒脱、潇洒。看来整体上大家对这首词都有了感悟。

师：我们解读一首诗，要学会抓其中的关键词语进行深入分析，请同学们看屏幕上的思考题。

屏幕展示下列内容--

1、作者为什么说“竹杖芒鞋”比“马”轻？这里的“竹杖芒鞋”和“马”有什么深刻含义？

2、“一蓑烟雨任平生”中的“烟雨”是否只指自然界的风雨？

3、“也无风雨也无晴”中的“风雨”和“晴”的深层含义是什么？这句诗写出了作者怎样的人生感悟？

4、你最喜欢那个词或哪个句子，谈谈喜欢的理由。

5、选取文中的一种表达技巧，简要赏析。

（全场安静，学生思考五分钟）

（此处思考题的设计，围绕着学习重点层层深入，可见教者匠心）

师：经过思考，一些同学有了自己的观点了。现在，大家互相交流一下。时间是2分钟。

（同学先独立思考，然后分组交流。两分钟后，同学发言）

生8：“竹杖、芒鞋”代指隐居、闲适的生活，是苏轼向往的，“马”隐喻官场生活，“轻胜马”表明苏轼向往一种隐居闲适的生活，厌恶官场的险恶的争斗。

师：有没有新的见解和补充？

生：我不太同意高磊的看法，说“竹杖芒鞋”是苏轼喜欢的生活不太妥当，因为苏轼经历了“乌台诗案”之后，他是带着一身的怨气和无奈来到黄州，所以苏轼并不喜欢这种生活，而是无奈之举，在无奈中寻找一种寄托，在寄托中发泄自己、升华自己，所以才会有这样的感慨。

师：还有没有其他的意见？

生：我觉得“轻”是在说他的内心，当他在官场上的时候，每天都是担惊受怕，心情是非常沉重的，担心得罪哪个人，“竹杖芒鞋”就是他被贬谪之后，起码心理上是非常放松的。

师：能够从精神的领域来解读苏轼，角度不错。

师：下面哪个同学来说说第二个问题？“一蓑烟雨任平生”中的“烟雨”是否仅指自然界的风雨？

生：不仅指自然界的风雨，也指作者仕途中的坎坷和生活中遇到的磨难和困难。表现了作者乐观自信、飘逸豁达的态度，也体现出不为现实所束缚的心境。

生（张带）：关于“任”字，我的理解是，苏轼心中有自己的一杆秤，不以物喜，不以己悲，不因外物的表现而改变自己内心的态度和世界观。

师：刚才张带同学的发言让我想起了一副对联，“宠辱不惊，笑看庭前花开花落；去留无意，漫随天外云卷云舒。”“任”就有这样一种境界在里面。好，哪位同学谈谈第三个问题。

生：我觉得“风雨”和“晴”是两个对立面，“风雨”表明苏轼在他的人生中遇到了很多坎坷和不顺，但人生中毕竟还有快乐的事，所以“晴”代表快乐，这两个词说明了苏轼的人生是大起大落的，这句写出了诗人的豁达的心境，他看清了他的人生需要平淡，他需要在平淡中才能找到自己。

生：我认为“风雨”和“晴”不一定就是实指，苏轼在经历了“乌台诗案”，被贬谪到黄州之后，他的心灵受到很大的震撼，而且也受到了升华，从此以后看事情也非常的达观，他开始对这些风雨已经不在乎了，淡泊功名，所以即使是困境可能在他眼中也是晴天，所以不一定是现实中的晴天。

师：补充的很好（老师评点略）。下面每组选派一名代表把你们认为这首词采用的表达技巧写到黑板上。其他同学继续谈，看还有哪些词句是你想要赏析的？

（各组代表到黑板上板书，内容有：以小见大、直抒胸臆、融情于景、比喻、双关……）（其他同学交流自己的赏析意见）

生：我们想赏析的是“谁怕？一蓑烟雨任平生”，“谁怕”表明苏轼不畏强权，不向命运低头的气势，“一蓑烟雨任平生”表明苏轼的不以物喜，不以己悲的保持自己本心的心境。

生：我赏析的是最后一句。我觉得“晴”字是不是有谐音在里面，如果把风雨理解成感情的“情”那么是不是表明苏轼认为虽然我经历了风雨，但我心里没有起伏，没有沮丧。我觉得苏轼在这个时期是有这个心境的，所以我很喜欢这句话。

师: 这里把“晴”理解为双关，尽管老师不太赞同这种观点，但我觉得能这样去思考问题，这就是诗歌鉴赏中的“猜读”，或许你的观点会有人赞同，只是我并不这么想，但我的并不一定就是准确的。

生：我喜欢的是“山头斜照却相迎。”苏轼被一贬再贬，但他看到的是“斜阳”而不是“残阳”，如果看到“残阳”就表明他的心境已经是很悲了。“却相迎”，前面他已经淋雨感觉到冷，但现在他却觉得是太阳在迎接他，说明他心态的一种转变，由冷到暖，表明他的豁达。

师：这是非常独到的见解。不是“斜阳”而是“斜照”，作者虽然经历那么多的挫折却仍然这么的乐观，解读的还是非常有道理的。关于诗句的解读就到这里，下面看同学写的表现手法。

师：（看黑板）有的小组认为这首词是“直抒胸臆”，有的小组认为这首词是“曲笔写胸臆”。这是两种不同的意见啊，请再考虑一下，你同意哪一种一见？（学生思考片刻，部分同学小声交流）

生：曲笔写胸臆。

师：对，此人并没有直接表达胸臆，而是借自然界的风雨来写人生的风雨，借自然现象来表达心意，所以是曲笔。

师：看看其他同学写的。有以小见大、直抒胸臆、融情于景、比喻、双关。看来大家对本文的表达技巧把握得还比较准确。我们就不一一细谈了。

第四个环节：深入探究，拓展升华

师：下面我们来探讨几个比较有难度的问题。

屏幕展示下列内容--

1、  苏轼这种豁达胸襟的思想根源是什么？

2、  请结合你学过的词，谈谈东坡词是如何“新天下耳目”的。

3、  苏轼旷达的人生态度给你什么启示？

（学生思考）

师：哪位同学谈谈第一个问题？

生：苏轼是一个佛道释三家都有所长的人物，他的豁达的胸襟受到了儒家思想的影响，儒家提倡入世，百般曲折人为世用。再多的挫折又何惧，再多的磨难我都能容纳。

师：评点（略）

生：我觉得他思想的根源是缘于他的人生经历。他人生的大起大落，官场的黑暗对他的冲击很大，但这反而使他什么都看开了。

师： （评点略）把自己的人生际遇和思想结合起来，才有这样一个旷达的苏轼。

师：谁谈谈第二个问题？

生：我以《念奴娇赤壁怀古》为例。苏轼在开篇写道，“大江东去，浪淘尽千古风流人物”，可见，他的词同以前的词相比是豪放的，他的想象力是很丰富的。

（没有学生继续发言）

师：这个问题可能有些难度，我给大家谈一谈。

屏幕上展示以下内容--

比较点 传统写法 东坡词

音律上 协律 偶有不协

语言上 白描为主 重典实（学问语）

表现方式 假拟 直抒

题材境界 泛意（普遍情感）   狭小 殊意（个人所有体验）   阔大

作词目的 娱乐 自抒情志

风格上 婉约 多样化（豪放）

评论家点评 伶工（士大夫、市民）之词 文人之词

（老师结合屏幕展示的内容，简单评点）

师：下面来谈一谈学了这篇文章你得到怎样的启示？谁先谈？（六七位同学举手，老师示意一名同学发言。）

生：不管以后遇到多大的困难，处境又多落魄，也要有一种豁达的心胸，以乐观向上的态度去看待困难，藐视困难。

生：遇到困难，我们要学会换一种角度、换一种心境来考虑问题。

师：同学们能有这样的感悟老师非常高兴。人生的旅途不可能一帆风顺，大家可能遇到许多困难，当你遇到这些困难时，你想想苏东坡。苏轼是很多文人的精神之父，他给身处逆境中的文人以精神的力量。我希望在我们的人生旅途中，有苏东坡与你们相伴。

师：最后以一句话结束：心有东坡词，人生无难题。  人生再多的雨，经过东坡的过滤，都变成一片晴空了。苏轼为我们撑起了一把伞，撑出了一片晴朗的天空，愿我们活得像他一样明亮，一样豁达。

让我们以《啸赋》中的一句话共勉吧：心涤荡而无累，志离俗而飘然。

师：学了这首词后，老师布置一道作业：以学习小组为单位，在网上搜集资料，自选角度，对苏轼的词进行专题研究，写一份研究性学习报告。

师：下课。

徐宪军

[定** 教学设计(人教版高二选修)]

★ 高二历史人教版教学设计

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★ 人教版高二语文下期教学计划

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