高一的課件

不為明天做好準備的人是沒有未來的，在幼兒教育工作中，我們都有會準備一寫需要用到資料。資料是作用于人類社會實踐的一種可供參考的材料。參考資料可以促進我們的學習工作效率的提升。那么，你知道有哪些常見幼師資料嗎？有請閱讀小編為你編輯的高一的課件，如果對這個話題感興趣的話，請關(guān)注本站。

高一的課件【篇1】

Type of lesson: Word study

Teaching Contents: Vocabulary: thrill, educate, divide, prevent, risk and it seems/ed.

Teaching Aims：Help the students grasp the usages and meanings of the above words or phrases.

Teaching procedures:

Step I . Present the words to be learned to the students.

Ask the students to discuss in group and get the meanings of the underlined words or phrases

1. Many people come to theme park looking for thrills and entertainment.

2. A good example of a theme park that both educates and entertains is Ocean Park in Hong Kong.

3. The park is divided into two sections.

4. It seems that people just cannot get enough of scary rides and exciting adventures.

5. New technology allows us to experience almost anything without actually being in danger or risking injury.

6. He cut off the electricity quickly and prevented an accident.

Step II: Learn each word in detail

1. thrill

Ask the Ss to read the following sentences and match the underlined words with their proper meanings.

1) The magic of his music continues to thrill audiences.

2) Although Mary has been acting for years, she still get a thrill out of going on the stage.

3) Stories of adventure thrilled him.

A. To give great pleasure to; delight.

B. To cause to quiver, tremble, or vibrate.

C. A sudden strong feeling of excitement and pleasure.

Practice: complete the following sentences.

這位旅行者的經(jīng)歷使我們驚駭不已。

1) The travelers ___________________ his stories. (thrilled us with)

我得知考試及格后很高興。

2) It ____________________ to know I had passed the examination. (gave me a thrill/ is a great thrill for me)

2. educate

Ask the Ss to read the sentences and discuss the meanings and usages of “educate” in a group of 4.

1) educate sb: 教育，指導(dǎo)某人

School teachers educate children.

2) educate oneself自學，自修

Some children educate themselves because their parents can’t afford them to the school.

3) educate sb about/ on sth 就。。。對。。。進行教育，指導(dǎo)

The campaign will educate the public about the dangers of smoking.

4) be educated for... 為特定目的而提供知識或進行訓練，培訓

I was educated for an English teacher.

Ask Ss to translate the following phrases.

①自學, 自修educate oneself

②受大學教育; 上大學be educated at [in] a college

③培養(yǎng)音樂興趣educate one's taste in music

④攻讀法律be educated for the law.

⑤大學教a college education.

3. divide

1) 分開；劃分（常與in, into連用）

Let's divide ourselves into several groups.

This class is too large; we shall have to divide it for oral practice.

2) 分開把…跟別的東西分開；分離：divide... from...

The teacher divided the boys from the girls for gym class.

3) 分，分食 （常與out連用）

“Children, divide the cake up between / among you.”

4) 除

15 divided by 3 is 5.

Three will not divide into eleven.

5) 使意見不合；使不和

Please don't let such a small matter divide us.

On some minor points members of the committee divide with one another.

Practice:

4. prevent

1) To keep from happening: 預(yù)防使防止發(fā)生：

It is the job of the police to prevent crime.

The government took steps to prevent the strike.

2) v. intr. To present an obstacle: 阻撓，阻止呈現(xiàn)出阻礙：

There will be a picnic if nothing prevents.

3)stop or hinder（常與from連用）阻止；制止；妨礙

We were prevented by heavy smog from seeing anything.

What prevented you from joining us last night?

4) To come before; proceed. 在…之前在…之前來；先于

Tom’s study always prevents his peers.

Practice: make up sentences according to the given key words and pictures.

Possible answers:

1) Your prompt action prevented a serious accident.

2) Italy famous football flayer Barkier has a leg injury that may prevent him from playing in tomorrow’s game.

3) Class 2’s basketball players tried their best to prevent us from winning.

5. risk

v. Ask the Ss to observe the following sentences and discuss the usage of risk.

1) risk sth

You should not have risked the confrontation with the government.

His action risked a sharp reprisal.

2) risk doing sth

Are you prepared to risk traveling without an guard?

Although he risked getting caught in a storm, Jim kept the appointment on time.

3) risk sth on sth

You’d be crazy to risk your money on an investment like that.

Tom’s Dad is a gambler. He once risked everything on a single throw.

4) risk one’s life

He risked his life when he saved the child from the river.

Martina risked her life to save her dog from the fire.

n. Ask the Ss to translate the risk-phrases in the following sentences.

1) He took a risk when he crossed the old bridge.

2) The firm’s reputation is at risk.

3) Anyone traveling without a passport runs a risk of being arrested.

4) At the risk of sounding stupid, can I ask a simple question?

5) You leave your wallet in the classroom at your own risk.

Practice

Complete the following blanks using what we learned about “risk”.

Last summer vacation, Xiao Ming _________________ (獨自冒險旅行)to the Huang Long Virgin Forest. Before his journey, he told his plan to his parents. Xiao Ming’s Dad agreed with him and said: “Being a man, we should ___________（冒險）to become stronger.” But, his mother was worried about him, because she thought Xiao Ming was too young to travel the virgin forest alone and he just____________.（冒生命危險）

Xiao Ming explained his plan and said he had been well prepared. He wouldn’t _________（處于危險中）. At last Mum gave in and said: “OK. Be well prepared! Once you are in danger, do call the police and us for help. ”

Three days later, Xiao Ming came back home safely. Although Tom was very tired, he said to his parents: “___________________.（這值得冒險）”

Possible answers:

risked traveling alone, take a risk , risked his life ,

be at risk. It’s worth the risk

6. It seems/seemed...

Ask the Ss to read following sentences and discuss the sentence pattern.

1) it seems that...

It seems to me that it will snow.

It seemed that he was ill. So I called in the doctor.

2) it seems as if/ like / though...

It seems as if it is going to rain.

“At that time, it seemed as if I couldn't think of the right word anyhow.”

3) ...seem + adj.

He seems quite happy.

Mary didn’t seem very sure about tomorrow’s exam.

4) sb/sth seems/ed to be/do/ have done

Danger seems to attend everything they have tried.

I seemed to hear a voice in the distance.

Practice: use “seem” to make up as many sentences as you can according to the pictures.

1)

2)

Practice

Choose the following words or phrases and use their proper forms to fill in the blanks: admire...for..., thrill, educate, divide...into..., base...on..., prevent, risk and it seems/ed.

Ocean Park Hong Kong

Ocean Park, situated on the southern side of Hong Kong Island, is one of the world’s acclaimed _________ theme parks covering more than 870,000 square meters of land. With 24 years of history, Ocean Park has established itself as one of the major tourist attractions in Hong Kong and Asia. Aside from entertainment through _______ rides and a wide variety of shows, the park _____________ its education and conservation programmers.

Ocean Park is divided into two sections: the Headland and Lowland. At the Headland, the visitors can ______ its many rides including the Crazy Galleon, Flying Swing, Raging River, space wheel, and so on. Another attraction is Dolphin Aquarium. Unlike some aquarium where the visitors ____________________ touching the dolphins, it allows the visitors to dive and play with the dolphins. ________________ people just can’t get enough entertainment and education in Ocean Park.

Possible answers:

educational, thrill, is based on, risk,

are prevented from, It seems that

高一的課件【篇2】

Period 1

I． Teaching Aims:

1. Review the Simple Present Passive Voice and to learn the Present Continuous Passive Voice

It is used for…/ It is being used for…

2. Develop the students’ listening skill by creating an information gap and stimulating their desire to discover things

II． Important points:

1.Words and expressions

2. The Moral Focus: Creative Thinking

III． Difficult points:

the Present Continuous Passive Voice

what ever, where ever, however, whenever, whoever

the usage about dare

IV． Teaching Aids:

A tape recorder, a toothpick, gloves, a sock, a plastic bag , pictures or objects of some daily things like chopsticks, a cell phone, a CD player, a MP3, a computer, a refrigerator, a mirror, a satellite receiver etc.

V． Teaching Procedures:

Step 1 Warming up

Talk about something that is seemingly common and trigger the students to discover something unique by observing carefully and thinking lively.

Create a proper learning environment and get the students geared for the oncoming classroom activities

Brainstorming

Present objects: a toothpick, a sock and a plastic bag

Provoke the students’ thinking by encouraging them to think of the new uses of the above objects

Be ready to accept any offered answers

Try to involve as many students as possible

Step 2 Pre-listening

1. Show pictures of some daily things including one or two but not all of the objects that are to be described

2. Prepare the students for the listening by encouraging them to discover what are being described

Step 3 Listening and Identifying

1. Listen to the tape and identify what is being described.

2. Talk about the possible uses of the described things.

3. Ring a bell to the Simple Present Passive Voice

Step 4 Talking and Guessing

Group work

Divide the whole class into several groups

Think about the objects we use in our daily life.

Describe two or three of the objects to the other groups and see if they can guess what you are describing.

Remember not to make it too easy to guess

Take turns to do the describing and guessing

Use the following structures and questions to help with the description and guessing

It is used for….

It can be found….

It is often seen….

They are made of(from)…

This thing can be put ….

What does it look like? What is it used for?

What is it made of? Who usually uses it?

How do people use it? How does it work?

When is it used? Where do you usually see it ?

Step 5 A Discussion

1. Work in groups of six

2.Discuss about the good impact of one of these things.

3.Each group member contributes some notes to the reporter of the group

4.Report to the whole class

Step 6 Listening in WB

Listen to the tape and fill in the information chart below.

Compare the information with the partner

Step 7 Pair work

Work in pairs.

Look at the space projects below and decide which one is the most useful.

Put “1” in front of the most useful project and “5” in front of the least useful.

Compare answers with the other pairs and explain your choices

Step 8 Summary

Summarize the good impact of all the things described and mentioned.

Think about the potential problems with the things described and mentioned

Suggest solutions to the problems

Homework

Prepare for the talking part in Wb

Period 2

I. Teaching Aims:

Learn phrases and sentences of expressing agreement and disagreement (Absolutely. /That’s exactly what I was thinking. /That’s a good point./ That’s just how I see it./ That’s worth thinking about./ I disagree. /I’m afraid I don’t agree. /Well, it depends. /Well, I don’t know. /Well, I am not sure about that…)

II． Important points:

1. words and expressions

2. To learn how to state one’s points clearly.

3. Moral Focus: Communication and Cooperation

III． Difficult points:

1. Useful expressions for agreement and disagreement

2. Learn the art of persuading

IV． Teaching Aids:

a set of multi-media teaching system, some episodes from Family Album, USA and Mr Bean, some role cards…a toothpick, a sock, a plastic bag , chopsticks, a cell phone etc.…

V． Teaching Procedures:

Step 1 Warming up

Draw the students’ attention by identifying the following statements.

1. The word “boat” can be spelled using four letters from the word “automobile”.

2. 11minutes past 5 o’clock is 48 minutes before 6 o’clock.

3. If you turn a left-handed glove inside out , it will fit on a right hand?

Step 2 Problem Solving

1. Discuss in groups of three about the possible problems with things mentioned the previous day

Examples: chopsticks, car, air-conditioner etc.

2. Provide solutions to all these problems and share opinions with other groups

3.Tolerate different opinions from other groups

Step 3 Listening and Speaking

1.Describe one or two of the teacher’s stressful situations

2. Encourage students to give solutions

3.Exchange ideas with other students

Step 4 Speaking and Acting

Discuss about Jane’s problem and express opinions

Jane wants to buy a cellphone. Before she buys one, she asks her parents and her best friend what they think.

Work in groups of four

Decide which role each group member should play

Take a few minutes to prepare the role cards

Report your decision to the class when you have finished the discussion

Step 5 Looking and Learning

1.Watch some episodes from Family Album, USA and Mr Bean

(《走遍美國》和《憨豆先生》的幾組鏡頭)

2. Recognize more ways of expressing opinions

( Oh, I do so agree. Absolutely right. Definitely. I guess so. I can’t agree with you there. Not really. Not exactly. No way….)

Step 6 Describing and Deciding

1. Encourage the students to disclose their problems by asking

What troubles you most?

What is your problem?

What is your worry?

What upsets you?…

2. Get them to know where to find help by asking

To whom do you usually turn for help?

Where can your problems be possibly solved?

Who can most probably serve as a helper?

(Possible answers: Psychology Center, Hotline Service, Chatting Room, A Radio or TV Chitchat Programs…)

Step 7 Thinking and Judging

Lead the students gradually to the Unit Topic Technology by asking

What do you know about technology?

Why does the government pay so much attention to the development of technology?

Why is technology so important to people’s life?

In what way has it changed or improved people’s life?…

Homework

Profound understanding the positive effect of technology on individuals, nations and even the whole globe by surfing the internet and collecting related information

Hunt for caring stories hailed by technology and share the stories with other students in the next class.

Period 3

I． Teaching Aims:

1. To have a general understanding of how technology has changed the way people live

2.To get a rough idea of the Present Continuous Passive Voice

II． Important points:

1. Words and expressions

2. Present Continuous Passive Voice

3. the Moral Focus: Love & Caring

III． Teaching Aids: a tape recorder, the multimedia teaching system, etc.

IV． Teaching Procedures:

Step 1 Warming up

Greetings

Students’ description of some new inventions accompanied with photos downloaded from the internet

Step 2 Story Sharing

1. Share the caring stories hailed by technology

2. Comment on such stories

Step 3 Presentation

1. Comments on the great impact brought by technology and life in a technological time

2. Discuss these questions with a partner before reading

Have you ever used a cell phone? Do any of your classmates have cell phones?

How is the way we live today different from life in the past?

How have inventions and new technology changed our way of life?

Why are things like cell phones, computers and TV so popular?

What invention do you think is the most important in the human history?

Step 4 Pre-reading

Read the headline and guess the meaning of “Life on the Go”.

What information do you expect to find in the text?

Scanning

Which country does the girl in the passage come from? How do you know?

What is the other example that is being used to support the idea?

Step 5 Reading

Read the first paragraph and answer the following questions

What new invention is being discussed?

What kind of people are being talked about in this passage?

Read the whole text for through understanding and fill out the outline of the text

An Outline of the Text

Wang Mei is an example of Chinese teenagers who have cell phones.

Cell phones can be used for many things.

For Example:__________________________________________

Cell phones also cause problems.

In school___________________________________

At home____________________________________

There are several reasons why teenagers like cell phones.

1)__________________________________________

2)__________________________________________

3)__________________________________________

Wang Mei explains why she likes her cell phone and what she uses it for.

Step 6 Post-reading

Answer the following questions.

Why do some schools not let students use cell phones? Do you agree?

Why do teenagers like cell phones so much?

Wang Mei says that cell phones are the most useful inventions ever. Do you agree?

Which invention do you think is the most useful? Why?

What does the title “Life on the go” mean?

What is the writer’s attitude toward this problem? How do you know?

Step 7 An Activity

Find out how many students have phones in the class

Interview one of them and find out what his or her phone is like. These questions may help you do the interview

What type of phone do you have?

When and where did you buy it?

Who gave you the financial support?

Why do you want to have a phone?

What is your parents’ opinion?…..

Describe the phone and explain the reasons to the whole class

Step 8 A Project

Design your own cell phone. You work for a company that makes cell phones. Your manager wants you to design a new model to increase the sales among Chinese high school students. Work in groups and draw your model.

Advertise your model

These questions may help you do the job

What colour is it?

What size is it?

What shape is it?

What material is it made from?

What features does it have?

How much will it cost?

Let the students make their own choices with reasons available

Homework

Review the words and expressions we have just learned.

Period 4

I. Teaching Aims:

1. To encourage the students to pick out the useful phrases on their own like throughout the world, stay in touch with sb., call for help, in case of emergency, have fun, be cool etc..

2.To fulfill Word Study in the form of a Memory Competition press teenager remind dare emergency dial obey throughout calendar

3.To enable the students to formulate the rules of the Present Continuous Passive Voice ,test out the rules and finally refine their interlanguage

II. Important points:

1. Words and expressions

2. the comprehension of the intergrating skills text.

III. Difficult points:

Practising and using the Present Continuous Passive Voice

IV. Teaching Aids: A tape recorder, a cassette etc.

V. Teaching Procedures:

Step 1 Warming up

Word Game

Work in pairs and make new words

How many words can you make by moving the sides of the box?

S I D R

C O A T

A T O E

P R E M

Examples: STOP ROOM SOAP DATE etc

Step 2 Presentation

Listen to the text again and enable the students to pick out on their own useful words , phrases and sentences

Useful Words Useful Phrases Useful Sentences

emergency stay in touch with sb New functions are being added to the phones

… … …

Talk about the reasons why these words, phrases and sentences are worth their attention

Step 3 Word Study

Match the words and phrases with the meaning on the right

(See Word Study, page 61 )

A Memory Competition

Books closed.

Two Groups Group 1: Girls Group 2: Boys

Two boys and two girls act as secretaries

The group which gets more guesses wins.

Step 4 Grammar

Read the text again and try to identify the sentences that have the similar structure

Words and images are being sent throughout the world.

They are being used as cameras and radios, and to sent e-mail or surf the internet.

New functions are being added to the phones….

Let the students formulate the rules of the Present Continuous Passive Voice through careful observation

Step 5 Pair Work

Test out the rules and get feedback through peer interaction by putting the following into the Present Continuous Passive Voice and change the following sentences into questions, using the Present Continuous Passive Voice (see page 61)

Step 6 An Interview

After studying in the new school for a couple of months, you come across some problems with both your study and your life. In your opinion, the school should put more money in improving both the classroom facilities and dormitory facilities. Therefore, you go to see the headmaster and talk about your personal problems or even complaints.

An Interview

One student act as the headmaster and the other as the student suffering from the problems. The interview takes place in the Headmaster’s office.

Hopefully the student can use such structures as

I am being given too much homework.

We are always being highly controlled by the teachers

Not enough opportunities are being offered to us students

At night, I am frequently being disturbed by the noise from the nearby construction site. …

Personal opinions are to be concluded:

More teaching facilities are being needed

Air conditioners should be added to the dorm in case of hot and humid weather.

A telephone and a computer are also needed…

. Review the expressions of agreement and disagreement

Step 7 Writing

Write a letter to the Headmaster describing the heavy burden given by the school and complaining about the poor studying and living conditions. Personal opinions and suggested solutions are supposed to be included

Put your letter in the Headmaster’s Letter Box

Homework

Finish Part 1&2, p136 in WB

Period 5

I. Teaching Aims:

1. To impress the students with the great impact of technology

2.To use the words and phrases to describe things

(press, teenager, remind, dare, emergency, dial, obey, throughout, calendar, throughout the world, stay in touch with sb., call for help, in case of emergency, have fun, be cool….) To think about the problems caused by technology

II. Teaching Aids:

A cellphone, pictures of a robot and computer, the multi-media teaching system, etc.

III. Teaching Procedures:

Step 1 Warming up

Enjoy some well-selected MTVs

Comments on the producing of these MTVs and the use of new technology

Impress the students with the great impact of technology by displaying Hi-tech achievements.

Ask the students to imagine the future inventions

Step 2 Language Input

Read the passage and think what is missing in this future world?

Imagine that you are one of the students chosen to solve the problem. Write a letter to Q 12 in which you explain love and friendship. Remember that Q12 is a computer that does not understand how human beings feel and what human life is like. Tell Q12 about how we think, how we feel about each other, and try to give examples of love and friendship

Tell your classmates about the examples that you are going to use

A Letter to Q12 Love is the Everlasting Topic of the World. The following may help you with the writing

Step 3 A Design

Work in groups of five.

Work out some regulations for the communities to keep the teenagers away from the Cyber Cafe.

Step 4 Tips for reading

Learn to become a smart reader

Look at page 63 and read these tips. Help the students get better ways in dealing with reading comprehensions.

Step 5 Talking

Modern technology helps us do many of the things we want to do. But technology can also cause problems. What are the advantages and disadvantages of modern technology?

Work together with your partner. Write down the advantages and disadvantages of the following inventions.

Items Advantages Disadvantages

Cellphones 1.Cellphones help us keep in touch with friends and family.

… 1.Using a cellphone is expensive.

2.Overusing it may disturb our work.

…

Robots … …

Computers … …

Discuss about the advantages and disadvantages of modern technology with the help of the lists.

Homework

Finish off the Wb exercises of this unit.

Go over the whole unit and the grammar focus.

高一的課件【篇3】

Period 5

一、Teaching Content

Unit 13 Word study; Grammar

二、Teaching Goals

1. Review the text learnt in the last period including useful words and expressions.

2. Learn how to use “had better”, “should” and “ought to ”while giving advice.

三、Teaching Important Points:

1. How to guess the missing word according to the given sentence.

2. Let the students learn how to give advice or opinion about something, especially master how to use “ should, ought to , had better and their negative forms” to give advice.

四、Teaching Difficult Points

1. How to help the students to understand the Grammar.

2. How to correctly use “should, ought to , had better and their negative forms” to give advice.

五、Teaching Methods:

1. Review method to consolidate the words and phrases last 4 periods.

2. Explanation methods to make the students master the Grammar.

3. Individual, pair work to make every student work in class.

六、Teaching Aids

1. A projector

2. The blackboard

七、Teaching procedures

Step 1 Greetings

T: Good morning! My boys and girls!

T: Sit down, please!

Step2 Word study

T: We’ve learned something about diets. As we all know, we’d better eat healthy food and eat less junk food. In this way, we can keep up with the high pace of modern life.

T: Ok. Please open your books on page 5. On the top of it there are some words and phrases in the form. I am sure you have all finished the homework yesterday.

1unit13.5. (2)

Ss: …

T: Nutrient diet vitamin

Mineral fat sugar

Protein calory

Step3 Grammar

T: In the third period(the part of Speaking ), we’ve learned some useful expressions to express suggestions.

T: We suppose that you are a doctor, and you should give some advice to patients.

T: Ok. Let’s review these useful expressions about suggestions:

1. I advise you to…

2. You’d better …

3. I think you should…

4. Why not…? Why don’t you…?

5. I suggest you should …

T: Now I want you to translate these Chinese sentences into English. Maybe, you can use these expressions.

我們不應(yīng)該怎么粗心。

We shouldn’t ought not to be so careless.

你應(yīng)該尊敬爺爺。

You shouldought to respect your grandfather.

他最好別脫他的衣服。外面很冷。

It’s very cold outside. You had better not take off your coat.

我們最好還是穿上我們的大衣。天氣很冷。

It is freeze. We had better put on our coat.

T: Very good. We often give some persons advice or our opinions about something. In such a situation, we often use these Modal Verbs.

T: go back to your textbook. Look at the grammar: Modal Verbs-----had better, should, ought to.

T: We have leant how to give advice by using the Modal Verbs. Here in our textbook there are letters asking for some advice. Read them quickly, then write down four pieces of advice for each of them using “ had better(not)”, “ ought (not) to or should(not)”.

Step4 Summary and homework

T: In this class, we’ve review the words and phrases. Specially , we

Unit13.5. (3)

review the Modal Verb by giving some persons advice. After class, more exercises are necessary.

Homework

1. Review the new words and phrases, grammar.

2. Have a dictation about words (2)

3. Preview two Integrating skills on Page 6 and 74

4. Do the exercises the Grammar 1.2 3.on page74

八．黑板板書設(shè)計Blackboard:

(L)

Nutrient diet vitamin

Mineral fat sugar

Protein calory

(R)

I advise you to…

You’d better …

I think you should…

Why not…? Why don’t you…?

I suggest you should …

“ had better(not)”, “ ought (not) to or should(not)”.

九、Evaluation

高一的課件【篇4】

1．道德目標：認識活板的發(fā)明對人類文化發(fā)展的深刻影響及重大意義，激發(fā)民族自豪感。

2、學會整理歸納文言文中古今異義、一詞多義、同義詞及通假字等文言現(xiàn)象。

（1）給下面加粗的生字注音。

昇（?? ）煬?（??? ）????砥（?? ）?? 貯（?? ）?????燔（?? ）?? ???訖（?? ）?

又為活板（?? ）??????? 薄如錢唇（?? ）???? ??? ?蠟和紙灰（?? ）??????

數(shù)十百千本（? ） ?????? 更互用之（?? ）????????? ?以紙?zhí)?? ）

（2）給下列句子劃分節(jié)奏。

2、對照注釋，翻譯課文。

要求：借助書下注釋和工具書以及已有的文言知識，解釋文言實詞和虛詞，翻譯課文。將自學中不能解決的問題在小組中討論解決，不能解決的以小組為單位提出，集體解決。

（四）作業(yè)：

1、歸納總結(jié)本文的`重要實詞、虛詞。

2、翻譯課文。

3、預(yù)習：

（1）你能用自己的語言概括活板的制作過程嗎？

（2）在說明活板制作技術(shù)時，采用的順序是什么？（結(jié)合文中句子歸納）

（3）活板有什么顯著特點？體現(xiàn)在哪里？

高一的課件【篇5】

1.知道什么是資源，能說出我國資源的現(xiàn)狀，能列舉出重要的資源。

2.認識、了解化石燃料對環(huán)境的影響，懂得選擇對環(huán)境污染小的燃料。

3.能理解資源合理開發(fā)與綜合利用的必要性，開發(fā)新能源的必要性及重要意義。

4.初步學會解釋、區(qū)分、說明煤和石油的綜合利用的方法。

1.通過課前查閱和整理相關(guān)資料，提高學生比較、分類、歸納、概括等對信息的加工和處理能力。

2.通過對比圖片和環(huán)境材料的影像資料，使學生產(chǎn)生情感沖突，培養(yǎng)和激發(fā)學生的求知欲。

3.通過步步設(shè)疑-解答的方式，學習本課知識，通過影像資料和小組研討，教師指點突破本課難點。

4.通過討論使學生形成良好的學習習慣和學習方法，培養(yǎng)合作精神，規(guī)范使用化學用語的表達能力和正確的化學符號表征能力。

1.通過對資料的搜集整理過程，感受和體驗化學與社會發(fā)展的密切關(guān)系,意識到化學與社會發(fā)展關(guān)系的重要，體會和認識到化學對人類生存環(huán)境正反兩方面的影響。

2.通過問題和問題的討論總結(jié)，使學生產(chǎn)生對資源憂患意識，培養(yǎng)學生對自然和社會的責任感和正確的價值觀,幫助學生樹立學習科學、應(yīng)用科學為人類驅(qū)害謀利的意識，提高學生的科學素養(yǎng)。

3.通過小組討論和學習，使學生進一步意識和體會到自然資源并不是“取之不盡，用之不竭”的`，要關(guān)注資源和環(huán)境，遵守規(guī)則。

4.通過學習，使學生增強環(huán)保意識，樹立環(huán)保法制觀念，樹立可持續(xù)發(fā)展思想，同時達到對學生思想教育的目的。

1、煤和石油的綜合利用的方法

2.加聚反應(yīng)的產(chǎn)物的書寫

3.應(yīng)用綠色化學要求設(shè)計合成實驗路線。

高一的課件【篇6】

選自《文山先生全集》卷十三(《四部叢刊》本)。有刪節(jié)?！吨改箱洝罚奶煜樵娂?。作者曾在《渡揚子江》詩中寫道：“臣心一片磁針石，不指南方不肯休。”宋恭帝德v二年(1276)，元兵進逼南宋首都臨安，文天祥奉命赴元營談判，遭扣押。后乘隙逃歸福州。此集就是他出使、被扣和逃歸途中的紀行詩集。后序，此集前面有《自序》《后序》兩篇，這篇課文就是《后序》，并不在詩集的后面。文天祥(1236-1283)，字宋瑞，又字履善，號文山，廬陵(現(xiàn)在江西吉安)人，南宋著名的民族英雄。

德v二年二月〔德v二年二月〕德v二年，即端宗景炎元年(五月改元)，公元1276年。德v，宋恭帝的年號。二月，據(jù)史實當作正月。十九日，予除〔除〕授官。右丞相兼樞密使，〔樞密使〕樞密院長官，掌管國家兵權(quán)。都督諸路軍馬。時北兵〔北兵〕指元兵。下文都以“北”代“元”。已迫修門〔修門〕本來是楚國郢都的城門，見于《楚辭》，這里借指臨安的城門。外，戰(zhàn)、守、遷皆不及施?？N紳、大夫、士萃于左丞相府，莫知計所出。會使轍交馳，〔使轍交馳〕使者所乘的車子往來頻繁。轍，車行之軌。北邀當國者相見，眾謂予一行為可以紓禍?！布?shū)禍〕緩解(國家的)禍患。國事至此，予不得愛身；意北亦尚可以口舌動也。初，奉使往來，無留北者，予更欲一覘北，歸而求救國之策。于是辭相印不拜，⑨〔辭相印不拜〕未接受丞相的印信，不就職。翌日，以資政殿學士行?！惨再Y政殿學士行〕用資政殿學士(的身份)前往。資政殿學士，是授予文天祥的官位。

初至北營，抗辭慷慨，上下頗驚動，北亦未敢遽輕吾國。不幸呂師孟〔呂師孟〕南宋叛將呂文煥之侄，任兵部侍郎，暗通元軍。構(gòu)惡于前，賈余慶〔賈余慶〕南宋的右丞相，充任祈請使至元軍。他和呂師孟都是通敵賣國的，所以說“構(gòu)惡”“獻諂”。獻諂于后，予羈縻〔羈縻〕這里是被拘留的意思。不得還，國事遂不可收拾。予自度不得脫，則直前詬虜帥〔詬(gòu)虜帥〕罵元軍的統(tǒng)帥。虜帥，指元軍的統(tǒng)帥伯顏。下文的“詆(dǐ)大酋”也指這件事。失信，數(shù)〔數(shù)(shǔ)〕列舉罪狀。?呂師孟叔侄為逆。但欲求死，不復(fù)顧利害?！怖Α持競€人的安危。北雖貌敬，〔貌敬〕表面上表示尊敬。實則憤怒。二貴酋〔貴酋〕指元軍的高級官員。名曰館伴，〔名曰館伴〕名義上是招待使者的官員。夜則以兵圍所寓舍，而予不得歸矣。未幾，賈余慶等以祈請使詣北；北驅(qū)予并往，而不在使者之目?！材俊沉小Ｓ璺之斠龥Q，〔分(fèn)當引決〕理當自殺。然而隱忍以行。昔人云：“將以有為也。”〔將以有為也〕這是唐朝名將南霽云的話。南霽云，唐朝張巡部將。安史之亂中，與張巡等同時遇害。

至京口，得間奔真州，〔得間(jiàn)奔真州〕得機會逃往真州(現(xiàn)在江蘇儀征)。當時鎮(zhèn)守真州的是安撫使苗再成。即具以北虛實告東西二閫，〔東西二閫(kǔn)〕指淮東淮西兩制置使(主管軍務(wù)的大官)?；礀|制置使是李庭芝，淮西制置使是夏貴。恭帝降元后，李庭芝仍苦守揚州，兵敗被殺。閫，統(tǒng)兵在外的將帥。約以連兵大舉。中興機會，庶幾在此。留二日，維揚帥下逐客之令?！簿S揚帥下逐客之令〕維揚統(tǒng)帥(即李庭芝)下逐客的命令。文天祥到真州時，揚州謠傳元派一個丞相來真州勸降。李庭芝信以為真，命苗再成殺天祥。苗不忍這樣做，騙天祥出城，出示李庭芝命令殺他的公文，讓他留在城外。后見天祥不像來勸降的，就派人領(lǐng)他赴揚州。天祥到揚州城外，聽守門人說制置司正下令捕他，他就改變姓名逃走。維揚，現(xiàn)在江蘇揚州。不得已，變姓名，詭蹤跡，〔詭蹤跡〕隱蔽行蹤(不使人知道去向)。草行露宿，日與北騎相出沒〔相出沒(mò)〕(彼此)互相出現(xiàn)或隱沒(沒有遇見)。于長淮間?！查L淮間〕指當時的淮東路(在現(xiàn)在江蘇中部)。長淮，指淮河。窮餓無聊，追購〔追購〕懸賞捕捉。購，重金收買。又急，天高地迥，號呼靡及。已而得舟，避渚洲，出北海，〔北?！持搁L江口以北的海。然后渡揚子江，入蘇州洋，展轉(zhuǎn)四明〔四明〕現(xiàn)在浙江寧波，又是山名，在寧波南。天臺，以至于永嘉。

嗚呼!予之及于死者不知其幾矣!詆大酋當死；罵逆賊當死；與貴酋處二十日，爭曲直，屢當死；去京口，挾匕首以備不測，幾自剄死；經(jīng)北艦十余里，為巡船所物色，〔物色〕搜尋。幾從魚腹死；真州逐之城門外，幾彷徨死；如揚州，過瓜洲揚子橋，竟使遇哨，〔竟使遇哨〕假使碰上哨兵。無不死；揚州城下，進退不由，〔不由〕不能自主。殆例送死；〔殆例送死〕幾乎類似送死。殆，接近于。坐桂公塘土圍〔桂公塘土圍〕在揚州附近。土圍，是一所民房，已無屋頂，僅有土墻?！矌诪檠册?jiào)所陵迫死〕幾乎被巡查的軍官凌侮逼迫而死。陵，欺侮。中，騎數(shù)千過其門，幾落賊手死；賈家莊幾為巡徼所陵迫死；夜趨高郵，〔高郵〕現(xiàn)在江蘇高郵。迷失道，幾陷死；〔陷死〕陷沒而死。質(zhì)明，〔質(zhì)明〕天剛亮的時候。質(zhì)，正。避哨竹林中，邏者數(shù)十騎，幾無所逃死；至高郵，制府檄下，〔制府檄下〕制置司官署的(通緝)公文發(fā)下。幾以捕系死；行城子河，〔城子河〕在高郵東南。下文的“高沙”也在高郵附近。出入亂尸中，舟與哨相后先，幾邂逅死；至海陵，〔海陵〕現(xiàn)在江蘇泰州。如高沙，?？譄o辜死；道海安、如皋，〔道海安、如皋〕取道海安、如皋(現(xiàn)在江蘇海安、如皋)。凡三百里，北與寇往來其間，無日而非可死；至通州，〔通州〕現(xiàn)在江蘇南通。幾以不納死；以小舟涉鯨波，〔鯨波〕巨浪。出無可奈何，而死固付之度外矣!嗚呼!死生，晝夜事也，〔死生，晝夜事也〕死生是早晚間的事情，意思是隨時都有死的`可能。死而死矣；而境界危惡，層見錯出，非人世所堪。痛定思痛，痛何如哉!

予在患難中，間以詩記所遭，今存其本不忍廢，道中手自鈔錄：使北營，留北關(guān)外，為一卷；發(fā)北關(guān)〔北關(guān)〕臨安的北門。當時，元兵駐扎在臨安城北的皋亭(一作高亭)山。外，歷吳門、毗陵，〔毗(pí)陵〕現(xiàn)在江蘇常州。渡瓜洲，復(fù)還京口，為一卷；脫京口，趨真州、揚州、高郵、泰州、通州，為一卷；自海道至永嘉來三山，為一卷。將藏之于家，使來者〔來者〕后來的人。讀之，悲〔悲〕思念，同情。予志焉?！?/p>

是年夏五，〔是年夏五〕這一年夏季五月。這一年是1276年。改元景炎，廬陵文天祥自序其詩，名曰《指南錄》。

作者通過敘述《指南錄》詩集的成書經(jīng)過，表達了自己的堅定信念和巨大毅力。作者的悲劇遭遇是雙重的：既有來自敵人的懸購追捕，又有來自內(nèi)部的誤解和中傷。因此，這非同尋常的九死一生的經(jīng)歷，越發(fā)昭示出他信念的崇高和毅力的非凡。

文章三次重復(fù)南下路線，但每次作用都不一樣。由于目的、作用不同，表達方式也隨之有異，語氣有緩有急，自敘出使元營、不幸被拘、真州脫逃、輾轉(zhuǎn)而至永嘉、福州的始末，顯示出這位民族英雄如日月經(jīng)天的一身正氣、至死不渝的愛國忠心、救亡圖存的報國宏愿。學習這篇課文，重點體會作者的愛國熱情和堅定信念。文中寫了18種險境，試一一找出來，體會這樣寫有什么作用。

高一的課件【篇7】

教學目標：

1、了解作者為紓國難出使北營及至南歸中的險惡遭遇，體會他的至死不渝的愛國思想感情。

2、理解本文將敘事、抒情、議論相結(jié)合的寫法。

教學重難點：

1、運用富于變化的動詞和整散結(jié)合的句式在表情達意上的作用。

2、數(shù)“”分“”間“”拜“直”“為”等實詞詞義，“使”“度”“間”等多義詞的不同用法。

一、導(dǎo)入新課：

學生背誦文天祥《過零丁洋》一詩后，指出《后序》一文就是“人生自古誰無死，留取丹心照汗青”的生動解釋。指南錄>

二、作者及時代背景簡介。

宋理宗景定五年（1264年），元已基本上穩(wěn)定地統(tǒng)治了北方和中原地區(qū)，遷都于大都（今北京），并不斷南侵。當時南宋王朝的奸相賈似道只顧追求歡樂，不問邊事，國勢岌岌可危。宋度宗咸淳十年（1274年），元將伯顏大舉入寇，前鋒直達鄂州（今湖北武昌），朝廷聞報，驚恐萬狀，乃下詔勤王。次年（宋恭宗德佑元年），賈似道迫不得已，親自都督諸路軍馬與元軍大戰(zhàn)于池州（今安徽貴池），結(jié)果大敗，伯顏進占建康（今江蘇南京）。至德佑二年（1276年）初，又進逼南宋都城臨安（今浙江杭州）。本文開頭說的“時北兵已迫修門外，戰(zhàn)、守、遷皆不及施”，就是上述形勢說的。

三、朗讀并補充注釋。

按段落順序進行，先作補充注釋，然后朗讀，并歸納段落大意。

1、第1段。

①萃——集。

②會使轍交馳——在元軍逼近首都臨安的情況下，南宋朝廷為茍延殘喘，曾多次派人前往元營求和。在文天祥之前，先后出使元營的有陸秀夫、劉岊（jié）、楊應(yīng)奎等人。

③意北亦尚可以口舌動也——猜想元軍統(tǒng)帥也還可以用言辭來打動的。意，猜想、揣度。

④覘（chān）——偷偷地察看。

提問：辭相印不拜而出使元營這件事說明了什么？（不計個人利害，圖救國之策。）

2、第2段。

①予自度不得脫……叔侄為逆——伯顏嘗引天祥與吳堅等同坐。天祥面斥賈余慶賣國，且責伯顏失信。呂文煥從旁諭解之，天祥并斥文煥及其侄師孟：“父子兄弟受國厚恩，不能以死報國，乃合族為逆，尚何言？”文煥等慚恚。伯顏遂拘天祥，隨祈請使北行。

②“將以有為也”——語出韓愈《張中丞傳后敘》：“城陷，賊以刃脅降云（南霽云）；巡（張巡）不屈，即牽去，將斬之。又降霽云，云未應(yīng)，巡呼云曰：‘南八，男兒死耳？不可為不義屈！云笑曰：’欲將以有為也。公有言，云敢不死！‘即不屈?！睆堁?、南霽云皆唐代名將，守睢陽，殺安祿山叛軍十余萬人，終因兵盡糧絕，城被叛軍攻破，不屈而死。

提問：天祥被拘留時“但欲求死”后來隨祈請使北行，理當自殺而“隱忍以行”，這兩種做法是否相互矛盾？（不矛盾。“求死”是因為“不得脫”，以死保全名節(jié)；“隱忍以行”，是因為有機會逃脫，還可以有所作為，圖救國之策。）

提問：“昔人云：’將以有為也?！边@句話是否可以刪去？（刪去后并不影響上下文的連貫性，但此句是下文的綱，作者歷盡限險而不死，就因為他有這樣一個堅強的信念。）

3、第3段。

①得間奔真州——天祥與其客杜滸等12人趁夜逃到真州。真州安撫使苗再城曾出迎，并共同商定以兩淮兵為主力進攻元軍的計劃，所以下文說“中興機會，庶幾在此”。這計劃后來未能實現(xiàn)。

②維揚帥下逐客之令——指李庭芝下令通緝文天祥一事。按：苗再成曾派20名士兵護送文天祥，抵揚州城時，夜方四鼓，聽守門人說：“制置司（指李庭芝）下令捕文丞相甚急。”天祥不得不變姓名逃亡。

本段大意：敘述從京口脫險，展轉(zhuǎn)逃亡，達于永嘉的經(jīng)歷。

4、第4段。

①出無可奈何——“出”后省“于”，由于的意思。

②死生，晝夜事也——“死生”是偏義復(fù)詞，偏“死”，“生”字無義。

③層見（xiàn）錯出——不斷出現(xiàn)的意思。錯出，交錯出現(xiàn)。

提問：文末特地點出詩集的題名，有什么含義？（以磁針南指比喻作者效忠祖國的強烈感情。）

補充注釋：宋恭宗（年號德佑）在位僅一年。德佑二年三月，伯顏入臨安，擄帝北去。同年五月，宋端宗即位于福州，改年號為景炎。

四、結(jié)構(gòu)層次和寫作特點分析。

1、用提問導(dǎo)入。

①學習這篇文章須用倒讀法，請大家先看最后兩段，說說它們屬于哪一種表達方式？（說明。）

③試將所說明的問題分為兩類：一類是關(guān)于書的一般常識（卷數(shù)、書名、作序時間）；一類是有特殊內(nèi)容的（結(jié)集目的）。

④在這兩段話中，哪一句話是關(guān)涉全篇的？（“使來者讀之，悲余志焉”。）

2、進行討論（四人一組）。

①第5、6兩段作為詩集的說明在書序體裁中是最不可少的，為什么被置于最后？

②前四段跟這兩段有怎樣的聯(lián)系？

小結(jié)：

①前四段從總體上看，是用來說明詩的產(chǎn)生背景；分別來看，第1段說緣起，第2、3段說事實背景，第4段說作詩時的心態(tài)。知道這樣的背景，才能更深刻地理解詩的內(nèi)容。

②從第2、3段可以看出，詩集中卷次劃分的標準正是這段所記敘的作者的行程；第4段是作者心志的集中描述，是為下文“悲余志”一語作鋪墊的。

③先說背景后說有關(guān)詩集的問題，便無須再作任何解釋，言簡而意賅，有水到渠成之效。

3、板書示例（在全班討論中隨手寫出）。

4、據(jù)板書即可歸納出記敘、抒情和說明相結(jié)合的寫法（說明：由于第4段中也含有議論成分，把議論加進去也可）。

五、布置作業(yè)。

1、復(fù)述文天祥的遭遇。

要求是用自己的話來敘述，不要照書逐字逐句對譯，培養(yǎng)領(lǐng)悟的習慣和口頭表達能力。

2、誦讀第4段。

要求當堂成誦，讀得有感情。

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