高三课件(系列15篇)

高三课件

发布时间： 2024.02.24

高三课件(系列15篇)。

发现“高三课件”这个领域，让我们开启了一扇通往全新世界的大门。接下来，请继续阅读更多内容，希望您能够将这些知识应用到学习和工作中。教师们在工作中包括制作教学大纲和课件等内容，因此需要认真仔细地准备。学生的反馈可以帮助老师更好地调整教学计划，以更好地适应学生的需求。

高三课件【篇1】

Unit 14 The Language of Honey Bees教学设计

本篇课文The language of honey bees 是新编英语教材第三册的第14单元，是一篇科技性说明文。讲述了一位科学家对蜜蜂交流食物信息途径的研究。涉及到蜜蜂如何通过舞蹈传递食物的远近和距离等内容。就本单元Zoology而言，reading部分是本单元的中心，一方面有warming- up 和 speaking 当中学到的有关动物的知识为其作铺垫，另一方面此课的学习又为下面的Primates 打下基础，使学生能在reading 中学到的关于动物的信息和探索的科学方法，以及阅读中获得的阅读技巧得到更好的应用和发挥。就本册教材而言前四个单元都是有关对自身极限和对自然界的探索，在第十单元又涉及到了成功的关键，这就为本课的学习奠定了情感基础。另一方面，这是第十三单元的课文，已接近本册书的结尾，所以在语言能力的各个方面学生也都有了一定的积累。因此，从内容上看，本节课是对前面所学单元主题的再现与升华。本课的学习可以进一步培养学生的探索能力，推理能力和空间的想象力。．

相对而言，理科班的学生英语要弱一些，而本篇文章的很多句子和段落的语言不够清晰明了，对他们来说是有一定的难度的。但由于本文涉及到了蜜蜂的舞蹈，是属于动物学的问题，从内容上看应该是理科班的学生更感兴趣的话题。

为了使学生更好地理解本篇文章，达到教学目的，就必须通过将抽象的语言用图片或动画表现出来以减小语言上给他们带来的压力，同时又要激发他们原有的对动物的兴趣。

1. Enable the students to know the communicating ways of bees.

2. Enable the students to understand how Professor Karl Von Frisch’s experiment is done.

Skill objectives:

1. Improve students’ reading ability, especially in exploring the implied information.

2. Improve students’ thinking ability, especially deducing.

Moral objective: to promote the spirit of scientific thin king and cooperation and loving animals.

四.Key points : to improve students’ reading ability and skills

Difficult points: the ways bees use to communicate information of food

Multi-media method, acting ect.

Computer, recorder.

1、Show a group of pictures of animals on the screen. Ask the students to speak out the names of the animals.

2、Ask the students to say as many proverbs or sayings containing the name of an animal as possible.

When the is away, the will play.

Step 1: fast reading and do T or F

All bees do not live in trees.

Honey-bees interested scientists most.

Bees communicate the news of food to other bees outside their hive.

There are three dances mentioned in the text.

The number of wagging dances per minutes told the direction to the feeding place.

Task 1: reading the text and match the main idea with the right paragraph.

Task 2: find out the ways bees used to communicate information of food

Para2-3 1.What the scientist assume first?

2. What did they do for their assumption? Was it proved?

3.What kind of a dance was found?( flash)

4. What was the conclusion?

Para 4-5 5. What was the other dance?(flash)

6.What information did it convey?

7.What’s the difference between the two dances ?

A circle dance Food is near.

A wagging dance Food is far away.

Para 6 8.What do you think the remaining question is

2. Doing some reading comprehension

Karl Von Frisch got a noble Prize together with his partner.

Now suppose we are at a rewarding ceremony, one of you is Karl Von Frisch,

the others are reporters from different TV stations.

Find out the way to communicate direction.

高三课件【篇2】

1．话题：Talking about the mystery.

2．词汇：reception, considerate, cigar, splendid, astonish, coincidence, tension, elegant, bachelor, prescription, drawer, theft, religious, stubborn, enquiry, assistance, vital. guilty, stain, banquet, convince, assume, cancel, meanwhile, remark, innocent, commit, straightforward, roundabout

Maybe you could… You ought to…

If I were you I'D. .. Why don't you…?

It might be a good idea if you… Have you thought about…?

I suggest you… You must…

4. 词组：

2) in an act of revenge =in order to revenge

3) pass on… to sb. =hand sth. down to sb.

5) fasten… to…

7) be stubborn in doing…=insist on doing s

9) turn out (to be) guilty / that…

11) be desperate for sth/ to do sth…

= in great need of sth/ to do sth

12) have no choice but to do…

do nothing but do…

can't help but do…

can not choose but…

16. be considerate of/ to/toward …对…体贴 17. be astonished at / to do…

18. be guilty about/ over/for/of…

19． be cursed with …

20． be convinced of/ that…坚信……

21． be mistaken about sth/sb. 弄错

22． prove sth. to sb. 证实……

prove to sb. that…

take the trouble to do sth…

24. pay a high price for…

be engaged in politics/ business

26. as for…=with regard to sb. /sth

1) When he died he left the Moonstone to his sister's daughter, in an act of revenge, passing on his bad fortune to her.

2) His move to quit smoking cigars to please her is seen by the servants as evidence that he is in love with Rachel.

3) Is it coincidence or is it the moonstone's bad luck that causes the tension and strange things that happen during the rest of the evening?

4) Franklin's reply that doctors just guess which drug they should recommend, makes Dr Candy extremely angry.

5) The detective believes that she may have taken the diamond either from force of habit or to cause a disagreement between Rachel and Franklin.

6) Rachel is stubborn in resisting his enquiries about the Moonstone to the degree that she makes it seem as if she does not want the mystery to be solved.

7) I was convinced that she had taken her own diamond, and that Rosanna had assisted her.

set : 1) 放，安放（to put） He set his hand on my should.他把手放在我的肩上。

2）布置，安排 (to put into order for use) Please set the table for dinner

3)制定，确定（to fix or determine a rule, time, etc）

Have you set the time for the meeting?

4) （太阳等）下落（to go down）The sun rises in the east and sets in the west.

5) 镶嵌于（to fix…into）He set a diamond in a ring.

6）设置（书本，戏剧，电影等）的背景 The novel is set in the gold rush

act v. Think before acting . 三思而后行

The medicine was taken for a long time, but it failed to act. .这药服了很长时间了，但还未见效。

(1) 当action 作可数名词时，常与act 同义。a kind act/ action 仁慈的行为

(2) 但act 多指具体的，短时的的行为或行动；action多指复杂的，持续的行为或行动。

(3) 在某些固定词组中，如an act of cruelty (残忍的行为)，an act or war （战争行为），an act of mercy(仁慈的行为)等中，不能用action. 又如：take action (采取措施) 也是固定搭配。

He was interested in his book to such a degree that he thought about nothing else.他对工作是如此感兴趣，以至于从不想别的事情

To a certain degree he likes his job. 在某种程度上他喜欢他的工作。

Chinese fans love Yao Ming to the degree that they will try to watch any match that Yao Ming competes in.

（1）像……一样He doesn't like skating as much as he used to.他不像以前那么喜欢滑冰了。

（2）照……方式I have told the story just as it happened.我已如实讲了这件事。

（3）因为，既然 As you object, I’ll reconsider the plan. 既然你反对，我就重新考虑一下这个计划。

（4）虽然 Much as I like the book, I can't afford to buy it.

(1) whoever 既可引导名词性从句，又可引导让步状语从句。

Give the book to whoever (=anyone who) would like to read it.(whoever在从句中作主语)

Give the book to whomever (=anyone whom) you like. (whomever 在从句中作宾语)

Whoever comes to the meeting will be welcome. =Anyone who comes to the meeting will be welcome.

Whoever comes to the meeting, he will be welcome. =No matter who comes to the meeting, he will be welcome.

(2). no matter who 只能引导状语从句。No matter who you are, you can't go without permission.

considerate adj.体贴的（of, to, toward )+ n.

Franklin is very considerate toward Rachel.

in ~ of 考虑到…,顾及…

on no ~ 决不…

3) consider sb./sth. as sth. 视某人（物）为He is considered a weak leader.

investigate vt. 调查，侦查investigation n. 调查，探究investigative adj. 调查的，

Her absence of hair could hardly escape remark.

她的脱发无法回避他人的议论。

1）当remark 做及物动词表示“注意、说到”时，常接宾语从句或名词；表示“评论”时，常用于 remark on(upon) sb. / sth.

It was rude to remark to his/her appearance. 对别人品头论足是不礼貌的。

2）remarkable adj. 引人注目的，突出的，不平常的

She is a woman of remarkable imagination.

He was caught in the act of pickpocket(扒窃).

astonish （1） vt. 使惊讶，使惊愕常用于被动语态，不用于进行时

The news astonished everybody. 这消息令大家惊讶。

(2) vi. 被…惊讶I was astonished at/to hear the loud sound.

adj. 惊讶的 astonished adj. 令人惊讶的 astonishing n. 惊奇，惊愕 astonishment

to one’s astonishment 令人感到惊讶的是…

To my astonishment, the dog jumped at me suddenly.

(3)自觉有罪的，自知有过错的，内疚的(about/over/for/of + n.)

He was found guilty. 他被判有罪。

I was guilty of a slip of memory. 我记错了。

I feel guilty about having told a lie. 我说了谎话而感到内疚。

may 表示推测，“或许，可能”常用于肯定句中，may+动词原形表示对现在的情况进行推测。 It may rain tomorrow.

may not + v. 表示“可能不” can not + v. 表示“不可能”

may/must+can’t+have+done 表示对过去发生的事情的推测

He may have gone home. 他可能已经回家了。

(2) adj. 无邪的，天真烂漫的as innocent as baby 像婴儿般天真

(3) n. innocence 无辜 His friends proved his innocence.

.desperate （1）adj. (for+n.) 对…渴望，(to do)要做…(不置于名词前)

adj.不顾一切的，亡命的He was desperate for fame. 他极度渴望成名。

but是个介词，作“除了”解，后面跟动词的不定式。

We had no choice but to wait.

comfort vt.安慰（某人）comfort a dying man安慰垂死的人

The child ran to his mother to be comforted.那个孩子跑到母亲身边以求得到安慰。

comfortable adj. 适合的，令人安逸的，舒适的a comfortable bed 舒适的床

The patient was comfortable after his operation.病人手术后非常安逸。

The witchdoctor cursed him，his son and his grandson.巫师诅咒他、他儿子和他孙子。

She cursed him for ruining her life.她诅咒他破坏了她的生活。

She was cursed with stammer all her life.她一生受口吃之苦。

He is a stubborn boy who won’t obey his mother.他是一个固执的孩子，他不会听母亲的话的。

Tom is stubborn in accepting new things.汤姆不容易接受新鲜事物。

The lock is rather stubborn; it needs oiling.这把锁相当难开它需要加油了。

She wasn’t really crying;she was only pretending.她不是真哭，只是在假装。

She pretended to be reading when her mother came in.当母亲进来的时候，她假装正在读书。

高三课件【篇3】

Unit 13 The mystery of the moonstone

话题：Talking about the mystery.

词汇：reception, considerate, cigar, splendid, astonish, coincidence, tension, elegant, bachelor, prescription, drawer, theft, religious, stubborn, enquiry, assistance, vital. guilty, stain, banquet, convince, assume, cancel, meanwhile, remark, innocent, commit, straightforward, roundabout

Maybe you could… You ought to…

If I were you I'D. .. Why don't you…?

It might be a good idea if you… Have you thought about…?

I suggest you… You must…

in an act of revenge =in order to revenge

pass on… to sb. =hand sth. down to sb.

fasten… to…

be stubborn in doing…=insist on doing s

turn out (to be) guilty / that…

be desperate for sth/ to do sth…

= in great need of sth/ to do sth

have no choice but to do…

do nothing but do…

can't help but do…

can not choose but…

16. be considerate of/ to/toward …对…体贴 17. be astonished at / to do…

18. be guilty about/ over/for/of…

19． be cursed with …

20． be convinced of/ that…坚信……

21． be mistaken about sth/sb. 弄错

22． prove sth. to sb. 证实……

prove to sb. that…

take the trouble to do sth…

pay a high price for…

be engaged in politics/ business

26. as for…=with regard to sb. /sth

When he died he left the Moonstone to his sister's daughter, in an act of revenge, passing on his bad fortune to her.

His move to quit smoking cigars to please her is seen by the servants as evidence that he is in love with Rachel.

Is it coincidence or is it the moonstone's bad luck that causes the tension and strange things that happen during the rest of the evening?

Franklin's reply that doctors just guess which drug they should recommend, makes Dr Candy extremely angry.

The detective believes that she may have taken the diamond either from force of habit or to cause a disagreement between Rachel and Franklin.

Rachel is stubborn in resisting his enquiries about the Moonstone to the degree that she makes it seem as if she doe not want the mystery to be solved.

I was convinced that she had taken her own diamond, and that Rosanna had assisted her.

Step 1 Pre-reading:

1.What do you already know about the story The Moonstone?

2.How many main characters in the novel? Who are they?

Characters :

Rachel Verinder : a beautiful and wealthy young woman, who lives with her mother and several servants in a fine house in England.

Godfrey: a successful bachelor with many lady admirers, who asks Rachel to marry him .

Franklin Blake: Rachel’s childhood friend.

Dr. Candy: a local doctor who has a quarrel with Franklin about a prescription.

The Indians They follow the Moonstone around the world wait for an opportunity to take it back .

Rosanna: Rachel’s maid who seems fond of Franklin.

Make the students try summing up the main ideas of some paragraphs, then show them some suggested ones.

Para 1 : sth about the moonstone

Para 2: some information about Rachel

Para 3 : the tension and strange things caused by the moonstone

Para 4 : sth happened at Rachel’s birthday party

Para 5 : the miss of the moonstone and Sergeant Cuff’s discovering

Analyse the structure of the passage:

Part 1 ---- Paragraph 1 : How Rachel gets the Moonstone as her present.

Part 2 ---- Paragraph 2: Rachel’s happy life before her eighteenth birthday party.

Part 3 ---- Para 3-4: What happens at the party.

Part 4 ---- Para 5: the Moonstone is missing and Sergeant Cuff is asked to investigate the case.

Part 5 ---- Para 6-9: how Sergeant Cuff analyse the case

Part 6 ---- Para.10 the last paragraph: Sergeant Cuff finds a vital clue of the theft ---- a smear in the wet paint on the door.

1.Who gave Rachel the Moonstone ?Why did he give it to her ?Where did her uncle get the Moonstone ?

Rachel’s uncle gave her the Moonstone .He wanted to pass on his bad fortune to her in an act of revenge .He stole the diamond from the temple in India.

2.What happened to the diamond after the birthday party ?

It was gone .

Sergeant Cuff thought many people might have stolen the diamond .Who do you think stole the diamond ?

1.Why did the man who stole the Moonstone give it to his sister’s daughter ?

A. Because he wanted to help her

B. Because he had no other relatives

C. Because he wanted to pass on his bad fortune to her

2. Why did Franklin quit smoking ?

A. Because smoking damaged his health

C. Because he wanted to please Rachel

3. Why did Godfrey ask Rachel to marry him ?

A. Because he wanted to get the Moonstone because of his heavy debt

C. Because he didn’t wish Rachel to marry Franklin

D. Because he wanted to destroy her family

4. The word “ vital ” is closest in meaning to ______ .

A. deadly B. important C. curious D. clear

5. Why didn’t Rachel answer the detective’s question ?

A. Because she loved him and she wanted to protect him

B. Because she didn’t see him move the Moonstone

C. She was afraid of being killed by Franklin

6. Who moved the Moonstone at night ?

A. Dr. Candy B. Franklin C. Godfrey D. Rachel’s mother

7. You can find out the topic of the text simply from ______ .

A. the title B. the first paragraph

C. the second paragraph D. the last paragraph

8. When did the real story of the Moonstone take place ?

A. In the 1890s B. In the 1790s C. In the 1840s D. In the 1800s

9. In your opinion , who might kill Godfrey ?

A. Franklin B. Dr. Candy C. Rachel D. The Indians

10. How many people saw Franklin move the Moonstone to his bedroom ?

Step 4 Post-reading:

1. Rachel’s birthday party was not a success. Why not?

Several arguments and strange things happened: Godfrey proposed marriage to Rachel and was turned down, Franklin argued with Mr. Candy, and Indian entertainers arrived but gave poor entertainment. The passage also suggests a reason why the party was not successful might be the bad luck of the Moonstone.

Why did Sergeant Cuff think Franklin might have stolen the diamond?

He is enthusiastic to help the investigation even though this makes Rechel very angry. Is he covering up hid guilt?

A list about the suspects and reasons :

They followed the Moonstone around the world waiting for an opportunity to take it back to India .

He might have stolen the Moonstone as revenge for loss of face ,because Rachel turned down his proposal of marriage .

As with Godfrey, he lost face because of the quarrelling with Franklin.

Perhaps she had debts that needed to be paid .

She might have taken the diamond either from force of habit ,for she was a thief before Rachel’s mother gave her a job or cause a disagreement between Rachel and Franklin

He gave the detective assistance.His enthusiasm was the reason why he was suspected ,because it was not his business.

Step 5 What are the main clue of the story?

The detective story develops completely following the structure: the appearance of the Moonstone (receiving from Rachel’s uncle) ---- the loss of the Moonstone ---- the investigation of the Moonstone (and the person who might have stolen it )---- discovery of the truths or facts.

Integrating Skills Solving the mystery of the moonstone

In reading part, sergeant cuff had several suspects and it was difficult for him to make certain who was the theft. For the sake of the clue mentioned by cuff, can you guess the real theft?

Scan the passage and make out how the story develops:

Part 1---- Paras 1-2: how puzzled Sergeant Cuff was at the case before he knew the truth.

Part 2---- Paras3-7: the things that happened after the diamond had been stolen.

Part 3----Paras 8-9: the result of the case: Sergeant Cuff discovered the thief.

Part 4----: the feeling and thoughts Sergeant Cuff has about the case.

Step 2 Read the passage and finish the exercise

Get the students to read the passage and ask some questions:

1.Who was it that wrote the passage? _______

A Rachel B Rosanna C Franklin D the sergeant

2. Why did Rachel cancel the wedding after her accepting Godfrey? Because _____

A Rachel never loved him that much.

B Rachel sensed Godfrey loved her great wealth extremely. C The Indians attacked Godfrey.

3. According to the text, who made the sergeant not suspect Franklin any more?______

A Rachel and Rosanna B Dr. Candy C Franklin himself and Dr. Candy

4. We are told who the real theft was.__________

A Rachel and Franklin B the Indians C Godfrey D. Sergeant Cuff

5.Which one is correct in the following?

A Godfrey bought the moonstone at a high price.

B Sergeant Cuff didn’t know the reason for Godfrey’s death so he wasn’t a professional detective.

C The moonstone was gone without any cause at last.

D The passage is about how the sergeant finished the case of the moonstone.

Language points : 1. The novel the Moonstone is set in England in 1848, but the story really began 50 years later. Set: 设置（书本，戏剧，电影等）背景。如： The book is set in France in the eighteenth century. 这部书是以18世纪的法国为背景的。 This novel is set in the gold rush. 这部小说是以淘金热为背景的。 Set 其他意思： He set his hand on my shoulder. 他把手放在我的手上。 Please set the table for dinner. 请摆好餐桌准备就餐。 Have you set the time for the meeting?你们把开会时间定下来了吗？

The sun rises in the east and sets in the west. 太阳从东方升起在西方落下。 He set a diamond in a ring. 他把一块宝石镶嵌在戒指上。 2. curse n. 诅咒, 咒语, 祸根, 祸因 vt. 诅咒, 咒骂, 降祸, 使受罪 Our tribe is under a curse. 我们的部族正遭天谴。 Foxes can be a curse to farmers. 狐狸可给农民带来祸害。 It is essential for us to try to decide whether television is a blessing or a curse. 我们有必要来评断电视到底是福还是祸。 Selfishness is the greatest curse of the human race. {William Ewart Gladstone} 自私是人类最大的祸根(威廉尤尔特格拉德斯通)

V. She cursed him for ruining her life.她诅咒他破坏了她的生活。

She was cursed with stammer all her life.她一生受口吃之苦。

3. as the story develops … As 意思是“随着”。如： As time went by, he began to realize that he should have studied hard.

随着时间的推移，她开始意识到他本该好好学习的。

As 其他用法（作为连词） a.像……一样He doesn't like skating as much as he used to.他不像以前那么. 喜欢滑冰了。

b.照……方式I have told the story just as it happened.我已如实讲了这件事。C.因为，既然 As you object, I’ll reconsider the plan. 既然你反对，我就重新考虑一下这个计划。

d.虽然 Much as I like the book, I can't afford to buy it.4. to …degree达到。。。的程度 He was interested in his work to such a degree that he thought about nothing else. 他对工作如此感兴趣，以致于他从来不想别的事情。 To a certain degree he likes his job. 在某种程度上他喜欢他的工作。

Chinese fans love Yao Ming to the degree that they will try to watch any match that Yao Ming competes in.

To what degree are you fond of botany?5. guilty 惭愧（about），有过失的，有罪责的(of) I felt guilty about not visiting my parents more often. 我因没有常去看望父母而感到内疚。 John had a guilty look on his face. John 脸上显出惭愧的表情。 The jury found the defendant not guilty of the offence. 陪审团裁决被告无罪。 We’ve all been guilty of selfishness at some time in our lives.

我们每个人都有过自私自利的过失。 6. resist 抵制，阻挡 The bank strongly resisted cutting interest rates. 银行强烈反对降低利率。 (用于否定句) 忍住，抵挡 He couldn’t resist showing off his new car. 他忍不住炫耀起了他的新车。

7. .considerate adj. 考虑周到的, 体谅的,体贴的 consider v. consideration n.

considering prep.& conj. 考虑到,就…而言

be considerate toward/of /to sb.

It is /was considerate of sb to do

①He is always polite and considerate towards his employees.

②It was considerate of you not to play the piano while I was having a sleep.

③He bought his car at a considerable expense

④She is very active , considering her age.

⑤When marking Dan’s exam papers, the teacher took his long illness into consideration.

⑥The award is considered a great honor.

8. convince v. 使信服,使坚信,使确信;说服 convinced adj. convincing adj.

convince sb/oneself of sth.

sb.that clause…

convince sb. to do = persuade sb to do

①他使我相信他是无辜的.

He convinced me of his innocence.

②什么说服你为他们投票?

What convinced you to vote for them?

9.assume v.假定,假设,认为; 承担(责任),就职;呈现;假装

assume responsibility/office/a smile/an air of concern

①普遍认为,紧张是工作过中所致.

It is generally assumed that stress is caused by too much work.

②在未听到对他不利的证据之前,我们假定他是无罪的.

We assume him to be innocent before hearing the evidence against it.

10. meanwhile adv./n. 同时，其间，（两方面）对比之下 The doctor will see you again next week. Meanwhile, you must rest as much as possible. Stress can be extremely damaging to your health. Exercise, meanwhile, can reduce its effects.

压力对你的健康非常有害，而锻炼会减少这种害处。 in the meanwhile 在此其间，与此同时 I hope to go to medical school eventually. In the meanwhile, I am going to study chemistry. 我希望最终能上医学院，这其间我打算学化学。 11. desperate 冒险的，绝望的， The prisoners grew increasingly desperate. 非常需要，渴望 ~ (for sth)| ~ (to do sth) He was so desperate for a job he would have done anything. I was absolutely desperate to see her. 12。 While 用法 while 表示让步，通常位于句首，意思是“尽管；虽然”。又如： While I agree with your reasons, I can’t allow it. 尽管我同意你的理由，但我不允许你这样做。 While he loves his stuents, he is very strict with them. 虽然他爱他的学生，可是他对学生们很严格。 While 其他用法归纳如下： 1）引导时间状语从句，意思是“当。。。的时候，和。。。同时”。从句中谓语通常是延续性动词。如：Mary watched TV while she ate her supper. 玛丽边吃饭边看电视。 While she was listening to the radio, she fell asleep. 她听着收音机睡着了。 2）表示对比或转折，意思是“而，然而”。此时，while 一般谓语句中。如： Some people waste food while others haven’t enough. 有人浪费粮食，而有人却吃不饱。高考相关： I do every single bit of housework ____ my husband Bob just does the dishes now and then. A since B while C when D as

(2) adj. 无邪的，天真烂漫的as innocent as baby 像婴儿般天真

(3) n. innocence 无辜 His friends proved his innocence.

He is a stubborn boy who won’t obey his mother.他是一个固执的孩子，他不会听母亲的话的。

Tom is stubborn in accepting new things.汤姆不容易接受新鲜事物。

The lock is rather stubborn; it needs oiling.这把锁相当难开它需要加油了。

He was caught in the act of pickpocket(扒窃). 16. astonish （1） vt. 使惊讶，使惊愕常用于被动语态，不用于进行时

The news astonished everybody. 这消息令大家惊讶。

(2) vi. 被…惊讶I was astonished at/to hear the loud sound.

adj. 惊讶的 astonished adj. 令人惊讶的 astonishing n. 惊奇，惊愕 astonishment

to one’s astonishment 令人感到惊讶的是…

To my astonishment, the dog jumped at me suddenly.

(A)Fill in the blank with proper words or phrases

1.The police made _____________ about the stolen car.

2.Don’t make rude _____________ about her appearance.

3. The medicines are not available without a ________________.(药方)

4.What a _______________! I wasn’t expecting to see you here.

5. She can be as _____________ as a mule.

6 He was set free , for he was found ______________of any crime.

7. We feel some ______________ before we take the exam.

8. When we went to visit her, she happened to be out. We wrote a note and _________it______ the door.

9. The novel ______________ France in the eighteenth century.

10. He was interested in his work ___________________ that he thought about nothing else.

11. Be good to me and don’t ______________________me. I had my hair cut off and sold it out of love for you.

12. Frightened by the two robbers with guns in their hands , the little girl ____________________ cry.

1. ____ it rains tomorrow, what shall we do?

A. Pretending B. Thinking C. Assuming D. Believing

2. He was put in prison. He______ a crime.

A. must commit B. must have committed C. should have committed D. might commit

3. He makes it ______ if this is one of the most delicious meals _____ he has ever enjoyed.

A. seems like, that B. seem as, that C. seemed as, which D. seem like, which

4. Give the book to _____ would like to read it.

A. no matter who B. anyone C .whoever D. whomever

5. It is _____ of you to turn down the radio while I was asleep.

A. considerate B. considerable C. considered D. considering

6. It was hard to _____ you that we could not afford a new car.

A. persuade B. suggest C. convince D. advise

7.The meeting is beginning at 8 o’clock. ________ let’s make some preparations for it.

A. At the same time B. While C. During D. Meanwhile

8.If you buy more than ten, they knock 20 pence off____.

A. a price B. price C. the price D. prices

9.The discovery of new evidence led to ____.

A. the thief having caught B. the thief being caught C. catch the thief D. the thief to be caught

10.---Where will they meet?

---They are ___ to meet in Beijing.

A. suggested B. hoped C. engaged D。insisted

11.Those who suffer depression are likely to ___ suicide.

12.___from this point of view, the question will be of great importance.

A. Considered B. Considering C. Consider D. To consider

13．I have been making some ___ about it.

A. inquiry B. inquiries C. inquire D. enquire

14． As a Chinese saying goes, it is never too late to ___ for a man.

A. revenge B. revenge others C. revenge oneself D. revenge for oneself

15．I _____ that we were doing the right thing.

A. was believed B. was convinced C. was no doubt D. persuaded

16. The Chinese film,____ Tang Dynasty, is well received by many foreign viewers.

A. is set in B. setting in C. set in D. be set in

17 .__ no one has thought of this before.

A. I astonish that B. I am astonishing C. It astonishes me that D. It is astonished that

18..I find it quite___ that none of you likes play.

A. astonished B. astonishment C. astonishing D. astonish

高三课件【篇4】

原子核结构

新课标要求

1、知识与技能

(1)知道原子核的组成，知道核子和同位素的概念。

2、过程与方法

(1)通过观察，思考，讨论，初步学会探究的方法;

(2)通过对知识的理解，培养自学和归纳能力。

3、情感、态度与价值观

(1)树立正确的，严谨的科学研究态度;

(2)树立辨证唯物主义的科学观和世界观。

教学重点：原子核的组成。

教学难点：如何利用磁场区分质子与中子

教学方法：教师启发、引导，学生讨论、交流。

教学用具：投影片，多媒体辅助教学设备

1、原子核的组成

问提：质子：由谁发现的?怎样发现的? 中子：发现的原因是什么?由谁发现的?(卢瑟福用粒子轰击氮核，发现质子。查德威克发现中子。发现原因：如果原子核中只有质子，那么原子核的质量与电荷量之比应等于质子的质量与电荷量之比，但实际却是，绝大多数情况是前者的比值大些，卢瑟福猜想核内还有另一种粒子)

小结：

①质子(proton)带正电荷，电荷量与一个电子所带电荷量相等，

中子(nucleon)不带电，

②数据显示：质子和中子的质量十分接近，统称为核子，组成原子核。

提问：③原子核的电荷数是不是电荷量?④原子荷的质量数是不是质量?

提示：③不是，原子核所带的电荷量总是质子电荷的整数倍，那这个倍数就叫做原子核的电荷数。

④原子核的质量几乎等于单个核子质量的整数倍，那这个倍数叫做原子核的质量数。

小结：③原子核的电荷数=质子数=核外电子数=原子序数

④原子核的质量数=核子数=质子数+中子数

⑤ 符号表示原子核，X：元素符号;A：核的质量数;Z：核电荷数

一种铀原子核的质量数是235，问：它的核子数，质子数和中子数分别是多少?(核子数是235，质子数是92，中子数是143)

2、同位素(isotope)

(1)定义：具有相同质子数而中子数不同的原子，在元素周期表中处于同一位置，因而互称同位素。

(2)性质：原子核的质子数决定了核外电子数目，也决定了电子在核外的分布情况，进而决定了这种元素的化学性质，因而同种元素的同位素具有相同的化学性质。

提问：列举一些元素的同位素?

提示：氢有三种同位素：氕(通常所说的氢)，氘(也叫重氢)，氚(也叫超重氢)，符号分别是：。

碳有两种同位素，符号分别是。

高三课件【篇5】

Goals:

a. Achieve language skills and related knowledge about the topic of environment protection;

b. Learn to express causes and effects:

c. Vocabulary in this unit:

the words and expressions listed on the teacher’s book

d. Grammar:

Review Direct and Indirect Speech

Lesson 1

Main points

1.Words

in danger; fur; cut down; left;sometimes;discuss; make sure; find out

2.Sentence patterns

...,tigers can no longer hide and hunt.

ctional item

Questions and answers

Difficult points

No longer&no more

Teaching procedures

Step 1 Lead-in

Ss tell the reasons why some animals have died out.

T:We know there are far fewer kinds of animals in the world than before.They have died out for different reasons.

Ask several students to tell the reasons.Get Ss to know about the fact many animals have died because of human beings.

Step 2 Warming up

1.Ss talk about the three pictures.

What kinds of animals are they?

Why are they in danger?

Why do people hunt them?

2.Divide the class into groups and discuss the three questions.

3.Several groups report their answers.

Step 3 Listening

One of the reasons why animals are in danger is pollution.Next you will listen to a report about pollution to know how serious it is.

1.Go through each task and understand what to do.

2.Play the tape two times as necessary.Pause at important points and give the students help.

3.Let the Ss discuss their answers in pairs.

4.Check the answers.

5.Discuss Part Two in groups for a few minutes and then report the answers.

Step 4 speaking

1.Read the instructions.

2.Ss practise asking and answering in pairs.

3.Ask two pairs to act out.

Step 5 language points

1.no longer/no more

no longer =not ...any longer

no more=not...any more

It is later. I can't wait any more.

Time lost will not return any more.

2.make sure(that)

Ep: Make sure that you understand what your teacher says.

Ep: Arrive early at the cinema to make sure of(getting) a seat

Homework

Practise asking and answering questions.

Lesson 2

Main points

1.Words

die out, act, measure, original, respond, vaheatle , keep...from...,live a better life, that is, first of all, by doing, pick up.

2.Sentence patterns

...but we don’t always do as we say...

The good news is that there is a lot we can do to help.

Difficult points

the predicative clause

Teaching procedures

Step 1. Revision

Check the homework

Step 2. Pre-reading

1.Q:What do plants and animals need to survive?

A:Encourage the students to compare animals and humans.Animals and plants also have basic needs and animals live in social groups.

2.Q:What do animals do to survive in places where it is very hot or cold,where there isn't much water?

A:Animals adapt to change in their habitat and try to learn to survive when the conditions of their habitat change.

Step 3 Reading

T:From last period we know many animals are in danger.Then do you know why some plants are in danger and even human beings? Let's try to find the answer to the question above from the text and what we can do to stop it.

Ask students to read quickly in silence and find the answer to the following question.

Q:What can we do to protect the environment?

A:We should create more space for animals and plants.We should stop pollution.

Step 4 Post-reading

Ask students to read the text again and answer the following questions.

1.Why do animals and plants become endangered?

A:Animals and plants become endangered when their habitat is destroyed or when conditions in the habitat change too quickly or too drastically.The text lists three main reasons: habitat change,the arrival of new species in the habitat,and the overuse of the species itself or the resources in the habitat.

2.A species can become endangered when its habitat is changed or destroyed. Can you think of things human beings do that may destroy or cause change in a habitat?

A:Various answers are possible. Encourage the students to think of human behaviour that can cause problems:pollution, land use, hunting, farming, etc.

Step 5 Language points

1.as conj.

When in Rome do as the Romans do.

Do you have to feed plants as you feed chickens?

2.take action

I didn't take immediate action.

active adj.

He was active in the 1798 revolution.

3.measure v.&n.

(1)vt.&vi.

We measured the room and found it was 200 feet long and 15 feet wide.

Can you wait till I have finished measuring?

(2)n.

An inch is a measure of length.

Step 6 Listening to the tape

Homework

Review words and language points in the text.

Lesson 3

Main points

Words

devote...to...; at present; common; set...free; in the wilds; give a talk; what kind of; explain sth. to sb.; hope&wish; however; one day,some day&another day; stop doing&stop to do...

Difficult points

hope&wish

Teaching procedures

Step 1 Revision

1.check the homework

2.Ask several students to say something about the wildlife endangerment.

Step 2 Word study

Get students to know something about word formation and go over the use.

1.hope&wish

(1)hope

①for+n.

②to do...

③that...

(2)wish

①for+n.

②to do...

③sb./sth.+adj./done/to do...

④sb. sth.

⑤that...

2.stop doing&stop to do

He stopped smoking.(=He didn't smoke any more.)

He stopped to smok.(=He paused and began to smoke.)

Step 3 Grammar

1.Revise the rules for the Direct Speech and Indirect Speech.

2.Practice

(1)Read the news story on P68 in book.Pick out the sertences and then change them into Direct Speech.

(2)Do excercise on P141 in book. Grammar Ex 1.

Homework

1.Go over all words and expressions.

2.Preview: New words and phrases in next part.

Lesson 4

Main points

1.Words

energy; reduce; amount; harmful; material; organize; attractive; be careful with...; throw away; in fact; end up as waste; share; show sth. to sb.

2.Sentence patterns

It is important to do ...

Choose an environmental problem that you think is important.

Teaching porcedures

Step 1 Revision

1.Review the Direct Speech and Indirect Speech.

Change the sentences into Indirect Speech.

2.Make sentences with the following words and expressions.

hope&wish; stop doing&stop to do ; set...free

Step 2 Lead - in

Ss list some ways to protect the environment.

T:There are mays to protect the environment.List some of them.Next we will read a passage to find more ways of protecting environment.

Step 3 Presentation

1.Help the students understand what the passage tells us.

2.Divide the class into groups and discuss to find the answers.

3.Several groups report their answers.

Step 4 Language points

1.It is important to do...

(1)It is+adj./n.+to do sth.

It is wonderful to have a walk in the woods.

(2)It is+adj.+for sb. to do sth.

It was easy for me to answer the question.

(3)It is+adj.+of sb. to do sth.

It's kind of you to think so much of us.

sth. to sb.=show sb. sth.

He showed me a photo of him.

3.be careful with...

be careful with+n.

be careful in+v-ing.

Step 5 Listening

Homework

Revise all the words and expressions in this unit and revise the new words in next unit.

高三课件【篇6】

一、说教学内容

本节课的授课内容是高三物理八模考试（陕西省20xx届第二次模拟考试）试卷I卷讲评。

二、说学生现况

理综物理I卷共8个选择题，其中涉及力学部分考点的有4道题，涉及电磁部分考点的有4道题。从学生的答题情况看，力学部分得分率较高，最好的是15题追及和相遇问题，电磁部分得分率较低，最差的是20题的电磁感应现象的判断和小计算。I卷集中反映出学生两个问题，一是电磁部分掌握较差，二是复习不扎实，考虑问题不全面。

三、说教学目的

1、知识目标：通过分析试卷，查漏补缺，明确问题，矫正错误，并寻找出现错误的原因。

2、能力目标：通过典型错误的分析、矫正，掌握正确的思考方法和解题策略，培养分析问题、解决问题的能力。

3、情感目标：通过试卷评讲，增强学习信心；培养认真审题，仔细做题的好习惯。

四、说教学重点、难点

教学重点：典型错误出错原因的剖析与矫正

教学难点：典型题目解题思路探究与解题方法分析

五、说教学方法

启发引导、合作探究、讲练结合

六、说教学过程

三段：自主阶段——合作阶段——反思阶段

（一）自主阶段

一、教师试卷分析

1、学生得分情况与考查知识点：（PPT展示）

2、老师评析总体答题情况，表扬取得较好成绩的学生。

二、学生自主纠错

要求：对基础性的试题，概念性的问题由学生参考课本及辅导书在个人能力范围之内先独立纠错。

（二）合作阶段

三、小组合作讨论

要求：小组内互助，对自己还不能改正的题目，主动向小组其他同学请教，鼓励答题正确的同学将自己的解题思路、方法讲给本组答题错误的同学，重点是探索方法和思路。

四、师生共同探究

目的：知识建构，方法建构

要求：对小组不能解决的问题，说出自己错误的思路、解题方法，其它小组有能力帮助解决的请代表进行讲评，学生之间都不能解决的或分析不清的，教师重点讲评。

五、考点补偿训练

要求：限定时间，完成对点训练题

六、反思总结提升

要求：学生根据《八模考试自我分析报告单》，对本次考试涉及的考点，自己的致错原因、对存在问题的反思、近期目标、对老师的期望和建议等进行反思总结。

【课堂小结】检查教学目标的.落实

1、错因归纳 2、知识建构、方法建构

【作业布置】完成本次考试的考试分析报告单

七、说设计意图

高三课件【篇7】

知识目标

使学生了解自然界中水的分布状况;

水与工农业生产和人民日常生活的密切关系;

水污染的后果及防止水体污染;

了解水的组成及物理性质。

能力目标

培养学生发散思维及查阅媒体资料，获取信息的能力。

情感目标

培养学生树立节水观念，增强环境保护意识，为可持续发展做出自己的贡献。

培养学生团结协作的团队意识。

教学建议

本节内容大致可以分为：水对人类的影响，水的物理性质及水的组成，在处理这一节教材时，要充分以日常生活中的常见事例作为研究的线索。有条件的学校可以在课前布置研究课题，给学生一周的时间查找相关资料，特别是突出媒体信息量大的优势，通过互联网输入关键字词搜索相关信息，并要求学生对获取的信息进行加工，每2-3个学生为一个小组，通过课前准备发表自己的见解，可制作成powerpoint演示文稿或展板展示自己的研究成果。

通过这种组织形式可以提高学生学习化学的兴趣，特别是展示成果，无论对哪类学生来说，只要付出劳动，都会有收获，真正体现初中义务教育的全员性和教育的全过程性。特别对初中学生来说，强烈的表现_成为其学习过程的根本动力。水资源的有限，人类对水的需求的日益增加，工业化进程对水体的污染，对学生来说，有的可能了解很多，有的学生会一无所知，教师课堂上简单的介绍对增强学生的环境保护意识来说是远远不够的。让学生亲身去体验现实生活中，在我们生活中，水资源的浪费、水质的日益恶化等，使学生有一种危机感，自觉地从我做起是环保事业大众化的具体体现。

水的组成是本节课的另一个重点内容，它应包含两方面内容：

1.水的宏观组成，即：定性水的元素组成。

2.水的微观构成，即：定量。每个水分子所含原子的数目，从而得到水的分子式。这两个过程应有意识地加以区分，这样有助于学生了解化学学科研究物质组成的一般方法，为今后学生进行学习打好基础。电解水的实验是完成上述两个任务的经典实验，可以结合有关物理知识介绍实验装置，特别是电极的极性，两极产生气体的体积，两极产生气体的性质，然后结合有关数据帮助同学进行推导，从而得出结论。在这些过程中，应注意严谨性。

高三课件【篇8】

Step 1 Translate

1 匆忙的，慌忙的 2 随文化的不同而变化

3 直视着某人 4 把头靠在手背上

5 摆脱困境 6 感到闷闷不乐

7 按顺序排放 8 拆除；拆毁

9 使某人突然想到 10 把。。。集中于。。。

11 详细地 12 疯狂的想法

13 弯腰 14 把A 和B 搞混

15 与某人联络 16 帮某人一个忙

17 把手指放在嘴上 18 朝某人挥拳头

19 十指交叉合掌 20 耸耸肩

21 高昂着头 22 面部表情

Step 2 Grammar (-ing)

一、动名词和不定式的区别

1、作主语

（1）两者可互换，但表示一次性的动作多用不定式，表示一般性、经常性的动作多用动名词

如：眼见为实。

抽烟是难以该掉的一种习惯。________________________________________

你今天抽这么多烟不好。 ____________________________________________

(2) It’s no use good + V-ing 只能用动名词；It’s + adj. +(for sb.) + to do 一般用不定式

如：In a shop, it is important ____________________. (使顾客满意是重要的)

It is no use __________________________. (现在考虑它没有用)

2、作宾语

（1）常用动名词作宾语的及物动词有：mind, finish, enjoy, excuse, imagine, keep

practice, suggest, miss, consider, prevent, appreciate, advise, avoid 等

如：我们班长建议对这个题目进行讨论。___________________________________

（2）常见的跟动名词作宾语的短语有：give up, can’t help, insist on, devote to, stick to, be fond of, set about, look forward to, depend on, feel like, be proud of, be used to, prevent sb. from, succeed in, pay attention to, get to 等

如：我们都盼望着访问你们国家。_______________________________________

（3）常用不定式作宾语的动词有：want, wish, agree, decide, begin, learn, pretend, ask, promise, plan, expect, refuse 等

如：他们计划明年来中国。______________________________________

（4）一些动词既可用动名词也可用不定式，意思差不多：begin, start, continue, prefer, propose等

如：I prefer_______/ ___________ (go) there this evening.

（5）一些动词既可用动名词也可用不定式，意思不一样：

①like, love, hate,不定式作宾语常表一次性动作，动名词作宾语常表习惯性动作

如：他喜欢游泳，但他今天不喜欢游。__________________________________

②remember, forget, regret to do 要做而没做

doing做过了

如：我忘记关灯了。_________________________

我记得已了关灯了。__________________________________

3、作表语动名词、不定式作表语具有名词性质，说明主语内容。主语是名词时，表示一次性的动作，表语多用不定式；表示一般性、经常性的动作，表语多用动名词。

如：我今天的工作是给花园里的花浇水。_________________________________

我的工作是教英语。_______________________________________

4、逻辑主语：不定式的逻辑主语一般由for/ of 介词短语构成，而动名词的逻辑主语由形容词性物主代词（或宾格代词）和名词的所有格（或名词的普通格）来构成。

如：It is important________________________________（我们学习计算机很重要）

Would you mind ________/ ________ (I) opening the window?

_________ (Mary) being late delayed our meeting.

5、完成式动名完成式表示的动作发生在谓语动词之前；一些动词可用动名词的一般式代替完成式：remember, forget, regret, excuse, thank, apologize 等；动名词的完成被动式常可用其一般式来代替

如：He hated himself for not ___________ (work) hard.

She didn’t remember ________/________ (meet) him before.

He still remembers ___________/______________(praise) by a famous scientist.

6、否定式动名词的否定式是在其前面加“not”, 动词不定式的否定式为：not +to do

如：I must apologize for _________ （not let）you know ahead of time.

She pretended ______________ (not see) me when I passed by.

二、与动名词连用的一些常用句式

（1）idea / method / habit / purpose +of +V-ing

（2）way / pleasure / time / chance/ plan/ power +of+V-ing

（3）have + difficulty / trouble / problem/ fun/ pleasure/ a good time + (in)+ V-ing

（4）There is no need / use / harm / hurry / need + (in) + V-ing

（5）On + V-ing (一。。。。。就。。。。)

如：他知道一种学习英语的新方法。

我没打算告诉他真相。

我们在开车通过雪地时遇到一些困难。

没有必要等了，他不会来了。

一听到这个消息，他禁不住笑了起来。

Step 3 Correction

1、I don’t feel like to go to the cinema tonight.

2、She is used to live in the village.

3、We hoped he being here would make the work easier.

4、I regret having not worker harder while young.

5、I’m thinking of go to visit my aunt.

6、I began knowing about the danger of pollution.

7、Remember posting the letter.

高三课件【篇9】

Teaching aims:

1. Develop the students’abilities of listening,speaking and reading

2. Learn the new words and some important drills

Teaching aids: a tape recorder,some slides for shows,

exercises for Lesson 1,pictures

Teaching Procedures:

Step 1: Revision

Greet the class. Ask “What’s the date today?”

Check the homework

Revise some questions in pairs

Step 2: Presentation

Talk about one student from the class. Teach “full name”

Write an English name and a Chinese name on the Bb to help the students to see the difference between English and Chinese names

Step 3 : Practice

Tell the students that Jim is giving a talk tomorrow.

Ask “What is Jim thinking about?

Play the tape for the ss to find the answer

Practise the dialogue in pairs

Step 4 : Reading

Ask “How many names do English people usually have?

Discuss Chinese names: What do Chinese people call each other for short?

Step 5: Exercises in class

根据句意及所给首字母完成下列句子

1．The t _____ must stop when the lights are red．

2．This afternoon's meeting is very i_____ ．Everyone must be at the meeting．

3．Can you tell me the d_____ between Chinese and English names？

4．He's going to give us a t_____ on how to learn English well．

5．I think the s_____ lesson is very interesting．

Step 6: Important words

1.Call 1) call sb / give sb. a call

2) call one’s name 3) call him Jim

2. be short for… / for short 3.give a talk /talk about

4.be different from…/the difference between A and B

5.mean (v.) meaning (n.)

Blackboard Design

Lesson Two

the second lesson

give a talk think about

for example full names

given name be different from

be short for for short

the difference between Chinese and English names

高三课件【篇10】

Aims and demands:

通过本单元的教学，学生应能熟练地运用表示“禁止和警告”的常用语；复习定语从句和同位语从句；了解蜜蜂的习性，培养学生对科学研究的兴趣。

Importance and difficulty:

1. words and expressions: one after another, to his astonishment, come up, come to light

2. sentences:

A. Among the different types of bee, it is the honey bee that has most interested scientists because of the “language” they use to communicate wit each other.

B. To answer this question, Von Frisch and his co-worker set up a feeding place close to the hive.

C. Back at the hive they watched the wagging dance closely.

3. Grammar: Attributive and appositive clause

A. I still remember the time when I joined the army.

B. The pen which you are using is mine.

C. There is no doubt that this is the only way out.

D. I have no idea whether I will leave or not.

4. Useful expressions:

A. You can’t / mustn’t

B. Look out!

C. Be careful!

D. You’d better not do …

E. Don’t ….

Lesson 85 The language of honey bees (1)

Aims and demands:

Develop the Ss’ reading ability and have a better understanding of the text.

Deal with the language points:

Importance and difficulty: Understanding and the usage of the language points.

Teaching aid: tape recorder

Teaching procedure:

Step 1. Warming up ( picture showing )

T: What are these? ------ bees

T: What kind of people are compared to bees? ---- hard working people

T: Do you know what bees feed on? ----- pollen ( 花粉 ) and nectar ( 花蜜 )

T: Do you like bees? Why or why not?

Ss: People can collect honey made by the honey bees.

I am afraid of being stung / bitten.

T: All female bees have a sting.( bite – bit – bitten )

T: What are these bees doing ? ----- dancing

T: Some are making a circle dance and some are making a semicircle dance.

What do these dances mean?

----The circle dance meant that food was near. The wagging dance meant that food was far away.

Step 2. Reading

Read the text and find out the answer and do the comprehension 2.

Step 3. Careful reading and do the other comprehension

Wb, paper comprehension , Questions.

Reading completion for Unit 21 (Lesson 85)3B DDABD DDBD

1. Which of the following statements is right?

A. All the bees live together.

B. Most bees live together.

C. Many bees live together.

D. Some bees live together.

2. The scientists can study the language of honey bees only after the development of ___.

A. the modern beehive B. experiments

C. dishes of honey D. both A and B

3. You can find out the main idea of the text simply from ___.

A. the title

B. the first sentence of paragraph 1

C. the first sentence of paragraph 2

D. the first sentence of paragraph 3

4. The phrase “tell the bees apart” in paragraph 2 means ____.

A. let the bees live separately

B. tell one bee from the other

C. drive the bees away

D. tear the bees into pieces

5. Karl bon Frisch made an experiment to research __.

A. the food of honey bees

B. the dance of honey bees

C. the hive of honey bees

D. the ways honey bees communicate

6. The marked bee told the other bees by ___.

A. making a circle to the left

B. making a circle to the right

C. performing a circle dance

D. all of the above

7. After the marked bee danced, the other bees ___.

A. danced together B. became very excited

C. seemed not to notice it D. both A and B

8. Different dances indicate different __.

A. food B.feeding places C.steps D.semicircles

9. The circle dance communicates ___.

A. the distance of food B. the information of food C. the amount of food D. both A and B

Step 4. Listen toe the tape and deal with the language points.

1 . It is the honey bee that has most interested scientists.

The scientists are most interested in the honey bee.

The honey bee is most interesting.

2. communicate with : pass information to sb. or to and animal

3. The development of the modern beehive in 1851 made it possible to design.

我发现学习英语口语是很重要的。

I found it important to learn spoken English.

我认为掌握一门外语是很难的。

I think it difficult to master a foreign language.

暴风雨使他们不可能准时出发。

The storm made it impossible for them to start / set out on time.

4. spend…in doing sth.

spend …on sth

5. 先行词是way 的定语从句中，引导词可以是：that , in which , / .

eg. I don’t like the way he acts. ( that he acts. / in which he acts. )

6. again and again

over and over

over and over again

7. one after another

one by one

8. tell… apart : be able to know one from another

The twins are so much alike that we can hardly tell them apart.( tell one from another)

你能辨别这两件东西吗？

Can you tell the two things apart?

9. to one’s astonishment

to one’s surprise

10. The dance seemed to excite the surrounding bees.

The surrounding bees seemed to be excited by the dance.

11. troop: come or go together in a group

12. faraway adj. adv. 作定语时连写，作表语时常分开

nearby adj. adv. prep. 作定语时连写，作其他时有板有3 种形式

nearby , near-by , near by

13. wag: to shake quickly and repeatedly from side to side 摇摆

The dog wagged its tail with pleasure.

Step 5. Wb.

Homework

Lesson 86 The language of honeybees (2)

Aims and demands: Develop the Ss’ reading ability

Importance and difficulty: Have a deeper understanding of the text and develop their reading skill

Teaching aids: tape recorder and slides

Teaching method: reading and writing

Teaching procedure:

Step 1. Revision

T: Do all the bees live in groups? (No.)

Where do other types of bee live? (In holes in the ground, in holes in the rocks or trees.)

What was the name of the scientist who did research into bees? (Karl Bon Frisch.)

Was Bon Frisch a New Zealander ? (No, he was Austrian.)

What was special about the beehive he built for his research? (it had only one honeycomb and a glass wall.)

How did he mark the bees? ( With spots of colour.)

What did the wagging dance mean? (It meant that food was far away.)

What dance means food was near? ( Circle dance.)（FW76.COm 76范文网）

Step 2. Reading

Read the text and do the comprehension exercises:

Text comprehension 2

Workbook Ex 1

Paper comprehension

Reading comprehension for Unit 22 Lesson 86 (3B)

1. Skim the passage to figure out what the different dance dances mean and them make a choice.

Dances Meanings

A. a circle dance

B. a wagging dance

C. a faster wagging dance

D. a slower wagging dance 1.Food is closer.

2.Food is farther away.

3.Food is near.

4.Food is far away.

II. Further comprehension (Lesson 86) CCBDC

1. Which is Wrong about the further information the professor and his men discovered?

A. The closer the feeding place is, the faster the wagging dance is.

B. Bees fly a maximum distance of 3.2 km between their hive and a feeding place.

C. The speed of the wagging dance can tell about the amount of food.

D. The direction of the wagging dance tells the direction of the feeding place.

2. Professor Von Frisch did his third experiment to discover ___.

A. whether the wagging dance showed direction

B. how far bees can fly between their hive and a feeding place

C. whether the wagging dance told the bees how far away a feeding place was

D. how the straight part of the wagging dance was different when the sun’s position changed

3. “So another astonishing fact came to light .”The underlined part can be replaced by ___.

A. came up B. was discovered

C. remained unknown D. needed to be checked out

4. ____ can show the different position of the sun.

A. The right part of the wagging dance

B. The left part of the circle dance

C. The straight part of the circle dance

D. The straight part of the wagging dance

5. What can be inferred from the fourth paragraph?

A. Honey bees can pass news of food at high speed.

B. Man can communicate in the same way as honey bees do.

C. Man can learn something from animals’ behavior.

D. The expression “to make a beeline for someone or something” was used centuries ago.

Step 3. Language points

Underline the language points

Step 4. Practice

Practice 3

Note making 4

Wb. Ex 2

Homework : Note making 4

Wb Exercises

Unit 22 Lesson 85~86 Language points

Correct the mistakes if any.

1. It was in this house which we lived last year. that

2. Where was it Mr. Smith met his friend yesterday? That

如何区分定语从句和强调句型

3. It is this house that we lived in last year. 定语从句（此句的主句为一般现在时，从句为过去时，显然不是强调句。）

4. It was in this house that we lived last year. 强调句。强地点状语

5. It was this house that we built last year. 强调句。强调宾语

6. The development of modern beehive in 1851 made that possible to design experiments to research the language pf honey bees. it

7. The music made this possible for you to fall asleep. it

a. It 在句中可作代词（前面提到过的事物或一个句子，或一个部分）

---- Look at that girl on the stage . She is already fifty.

----You are joking. She doesn’t look it.

b. it 也可作强调 it

c. It 作形式主语或形式宾语

8. Many people criticized me , but I did what I thought it was right.

9. The twins are so much alike that we can hardly say them apart. tell

tell 常与 can, could , be able to 连用表示区分。识别。

tell…apart

tell… from

10. I don’t like the way which he acts ./ he speaks to his mother. That . in which . /

11. I don’t like the way in which he told me to learn English.

he learned English. Which . that

在定与从句中，当先行词是 way 时，如果在从句中作状语用 that, in which, /;

而在从句中作宾语则用 that , which.

11. In his surprise , he found nobody in the classroom. To

to one’s surprise , astonishment, pleasure, anger, disappointment, joy , delight , happiness…

12. The game was over and the players trooped to home .

go home

troop home

on one’s way home

14. The house is not faraway. Far away

Faraway :作定语时常连写；作表语、状语时则分开。

Nearby : 可作定语、状语，既可连写（nearby）也可分开（near by ）还可加连字符号（ near-by ）

15. I saw her going to a near-by post-box before lunch.

16. They live nearby ---- less than a kilometer.

17. He gave up his seat to the old man standing near by.

18. What I want is to get farther education. Further

19. Translate:

The farther away the feeding station was, the slower the dance was.

喂食地点越远，蜜蜂舞跳得越慢。

它给孩子们的越多，他们想要的就越多。

The more he gives his children , the more they want.

你越早做那事就越好

The sooner you do it, the better it will be.

20. So another astonishing fact came into light. To

21. 这笔钱直到那位老人临死才透露出来。

The money didn’t come to light until the old man was going to die.

21. The number of students in our class are 53. is

22. A number of students in our class is out by the lake. are

23. Now we have flew a distance of about kilometers. flown

24. As he spoke he made a beeline to the door. for

make a beeline for 走直路，走近路

head for 前往（某地）

Step 2. Exercises （useful expressions ）

Fill in the blanks with a proper word.(Unit 22)

1. In order to tell the bees apart, he painted some bees with little spots of colour.

2. We set out in search of / for the lost child on a stormy night.

3. A new hospital will be set up next to our school.

4. After a short while , a line of bees fly to and from the hive like a thin stream.

5. Go upward along the path, you’ll find the temple on the top of the hill.

6. The students came into the classroom one after another.

7. He cares more for music than for anything else.

8. When Jack arrived there, he learned Mary had been away for almost an hour.

9. We’ll play a game . Please stand in rows.

10. Don’t get close to the river. It’s dangerous.

11.We solve the problems as soon as they came _up__.

12. Where was it _that__ Mr. Smith met his friend yesterday.

13. The suggestion was made _that__ shops remain open till ten in the evening.

14. Was it because of illness _that__ Tom was absent from school?

Step 3. Practice

Correct the mistakes if any ( Lesson 85~86)

1. It was in this house which we lived last year.

2. Where was it Mr. Smith met his friend yesterday?

3. It is this house that we lived in last year.

4. It was in this house that we lived last year.

5. It was this house that we built last year.

6. The development of modern beehive in 1851 made that possible to design experiments to research the language pf honey bees.

7. The music made this possible for you to fall asleep.

8. ---- Look at that girl on the stage . She is already fifty.

----You are joking. She doesn’t look so.

9. Many people criticized me , but I did what I thought it was right.

1. The twins are so much alike that we can hardly say them apart.

2. I don’t like the way which he acts ./ he speaks to his mother.

3. I don’t like the way in which he told me to learn English./he learned English.

4. In his surprise , he found nobody in the classroom.

15. The game was over and the players trooped to home .

16. The house is not faraway.

17. I saw her going to a near-by post-box before lunch.

18. They live nearby ---- less than a kilometer.

19. He gave up his seat to the old man standing near by.

20. What I want is to get farther education.

21. 译：The farther away the feeding station was, the slower the dance was.

它给孩子们的越多，他们想要的就越多。

你越早做那事就越好。

22. So another astonishing fact came into light.

这笔钱直到那位老人临死才透露出来。

23.The number of students in our class are 53.

24. A number of students in our class is out by the lake.

25. Now we have flew a distance of about 2000 kilometers.

26. As he spoke he made a beeline to the door.

Homework

高三课件【篇11】

成都市新都区第二中学熊友林

高二下册第20单元考古之综合技能教学设计

Teaching Design for Integrating Skills, Untit20 Archaeology, Book 2B

教材内容分析

Integrating skills仍然围绕本单元的中心话题“考古学”展开的，由阅读和写作两方面内容组成。阅读部分探寻了中华文明的源头，介绍了四川的考古发现-金沙和三星堆两个古文化遗址。两个遗址中所发现的大量文化遗迹，对研究古蜀国的地貌﹑气候﹑环境和历史文化都具有极其深远的意义。我国拥有神秘而又博大精深的文明，很能激发学生的民族自豪感。作为古蜀人的后代，我们更为先人所创造的灿烂文明而骄傲。通过学习，讨论考古发现，激发学生的好奇心和求知欲望。写作部分让学生们讨论在发现古文物时，该做什么，不该做什么。要求学生编流程图并增强学生保护文物的意识。学生分析

1．经过前面几个课时的学习，学生对考古学方面的知识有了一定的了解和兴趣，但对我们的身边的考古文化和古老文明了解还比较有限；

2．学生多数来自农村，虽然离金沙遗址和三星堆遗址很近，但很少有学生去参观过，加之信息渠道很有限，对其了解不多；

3．学生具备一定的阅读理解能力，但在有限的时间内查找特定的信息和分析处理的能力还有待提高；

4．以前接触过流程图，有一定的基础，但自己编写流程图还是第一次；

5．课堂上学生活动积极，但人数多，调控有一定的困难。

教学目标(Teaching aims)

1. Learn and master the following:

quantity, serve as, mask, dig up, accompany, vast, square, triangle

2. Help the students to read a passage using the skills of fast reading and careful reading and create a flow chart.

3. Help the students to build up their integrating skills.

4. Help them to build up the ability to make use of information and process it according the demand and cooperate in a team and enjoy learning English

5. Help students realize the importance of the relics , inspire their pride of our country for her rich ancient culture and have correct sense to protect them.

其中，第1点为语言知识目标，第2点为语言技能目标，第3点和第4点是能力目标，第5点为德育目标。

设计思想

根据《高中英语教学大纲》的要求，在课堂教学中，必须以学生为主体，为中心进行教学，教师在教学中起主导作用。因此我采用任务型教学方式，每一部分都设有一定的任务，引导学生自主或者合作完成。教学过程由两张文物图片开始，引入本课阅读文章，进行所设计的快速阅读和仔细阅读活动，对文章进行相应要求的理解。阅读活动由整体入手，由易到难，步步推进，层层深入。接着进行听力活动，并观看三星堆的视频资料，旨在让学生对古蜀文明有一个更直观的了解，增强他们对家乡和祖国的自豪感。讨论部分旨在引导学生有正确的文物保护观和做法，并为写作流程图打下铺垫。在讨论的基础上进行流程图的写作指导便是水到渠成的事了。整个教学活动以教材为载体，以学生为中心。学生参与活动贯穿始终。学生既有个人活动，又有小组活动和班级活动。

在课堂教学中，学生应该跟老师学学习方法，提高阅读速度和阅读技巧,查找﹑分析﹑处理信息的能力以及写作能力。积极参与小组的各项活动，展现自己和小组的能力，并培养团队协作能力。在整个教学活动中，学生充分调动其各个感官进行听、说、读、写，积极主动的学习。

教学媒体1.the multimedia teaching system

2.the blackboard

教学过程(Teaching Procedures )(40 ms)

教师活动内容﹑方式活动内容﹑方式备注

Step 1 Leading in

Good morning, class. We’ve learned the rich culture in England . As you know, we Chinese have a long history with a rich and colorful culture, too, which we are take pride in. Let look at two pictures of unearthed objects somewhere in China.

Show students the pictures of unearthed objects in Sanxingdui and Jinsha Village, and ask them questions:

1. Have you seen the pictures?

2. What do you know about them?

3. When and where were they found?

Step2. Fast reading

China has a brilliant culture of about 5 000 years. Do you know the roots of Chinese culture? Now, let’s turn to page 78 and read the passage about roots of Chinese culture. Ask the students to read the text quickly and answer the questions

1. What cultural relics sites are talked in the text?

2. What objects have been dug up in the sites?

Show the first form on the screenShow the pictures of the objections for Q2

Step3. Careful reading

Just now we learnt something about the two sites. At present let’s read the passage carefully and learn more about them.

1. Where are the two sites located in?

2. When were they discovered?

3. Who discovered them?

4. What places did Sichuan have trade links with?

5. What do archaeologists hope to discover at the Sanxingdui site?

Show the second form on the screenShow the location of Sanxingdui and Jinsha

Ask the students to pay attention to the new words and phrases:

quantity, serve as, mask, dig up, accompany, vast, square

(write them down on the blackboard)

Step4 Listening & watch

A. Listening

Let’s listen to the text and decide which of the following statements are true and which false.

1. The relics found at Jinsha are a bit alike those at Sanxingdui, so it gives archaeologists a good chance to study the Chinese culture.

2. Ivory and animal bones can serve as materials to study climate and the environment in ancient times in Sichuan.

3. It is believed that Sichuan had trades with Japan 3000 years ago.

4. Cong, a piece of jade found at Jinsha was made in Chengdu.

5. It is said that many relics found at Jinsha date back to between 5,000 BC and 3,000 BC.

6. The Sanxingdui Site covers so large an area that the digging work will last until .

Step 5 Discussion

1. Yan Kaizong accompanying his grandfather gave the precious relics to the government in 1953. Is it foolish of him to do so? Why?/Why not?

Suppose you were construction workers working at Jinsha Village, and you discovered some jade or gold objects in the field, what action would you take and what decision would you make?Ask students to discuss it and write down the important steps and decisions

Step6. Writing

After construction workers found ivory and jade in the mud when they were building roads there. What steps and decisions did they take?

Ask three groups to write down their steps on the blackboard and then collect all the steps and decisions on the blackboard. (write down)

1. Ask the students to decide in which order steps and decisions are taken.

2. Ask the students to create different shapes for different types of action, for example: triangles for decisions, circles for the discoveries, boxes for things that are going on and diamonds when calling in other people.

3. Then ask the students to draw the arrows to show the direction of the flow.

4. Ask the students to check for missing steps.

Show the example on the screen

Step 7. Homework

Chengdu Plains has a long history. The ground contains cultural relics and important archaeological objects almost everywhere. Make a poster showing a flow chart of the things you should do when you have discovered some old things in the ground.

Individual activity. Enjoy the pictures and answer the questions

Individual activity.

Read quickly and fill in the form. Enjoy the pictures

Individual activity.

Read quickly and fill in the form. Look at the map and make it sure where they are.

Listen and finish the task

Watch the video.

Group activity.

Discuss in a group and share the information

Group activity.

Discuss in a group ,write down the steps and report to the class

Group leaders write down their steps on the blackboard.

Group activity.

Discuss and finish the task step by step following the tips

板书

如果已过15分钟，就把语言点留到下堂课

承上启下，关系写作进行，根据学生反馈机动调整

板书

评价与反思(assessment and reflection)

教师反思

1. Have all the teaching aims been reached? _________________

1． Have all the students learnt something in the lesson? ________________

2． What can be improved? _______________________

学生反思

1. What impressed me most in the class? ________________

2. what haven’t I understood yet? ________________

3. In what aspect do I need improvement? ________________

学生课堂活动评价

Class: Name: Score:

Items Understandable 5 4 3 2 1

Logical 5 4 3 2 1

Creative 5 4 3 2 1

Active 5 4 3 2 1

Cooperative 5 4 3 2 1

Others 5 4 3 2 1

高三课件【篇12】

长辛点铁路中学王雅芳

Type of lesson：integrating skills（reading and writing）

Teaching aims：

1． Understand the text

2． Learn how to write a description of a place

Teaching aids: writing material,computer

Teaching Procedures

StepⅠ：Leading－in

Ask the Ss to look at the picture and ask them the following questions：

―――What can you see in the picture？(the cathedral)

―――Where is it ？(in Salisbury)

―――Which country does the city belong to?(England)

StepⅡ：Reading

1． Ask the Ss to read the text and then answer the following questions：

1） What do we see in the landscape around Salisbury？

2） What historical and cultural relics can be found around the city？

3） What can we see in the city？

4） How do the people live and work？

5） What does the landscape in the suburbs of Salisbury look like？

2． Discussion：What did the author write in each of his paragraph？

→→ →

↓

←

StepⅢ：Writing

1． Pre－writing

Ask the Ss to discuss how to describe a place

Give them some information：

2．While－writing

Ask the Ss to write a passage by answering the questions

1） where is your hometown？（south－east of China）

2） is it big？ How many people are there in your hometown？（no，a small city， a population of about 200，000）

3） are there any historical relics in the city？（yes，a temple built in Ming Dynasty）

4） what is the main industry in the city？（soap industry）

5） What do you think of the people in the city？（warm，friendly）

6） What is in the wild beautiful countryside near the city ？（many hills and streams）

7） How do you find your hometown？

3． Post－writing

In this step,help the Ss realize that self-evaluation is very important, and at the same time tell them how to do the self-evaluation

Ask the students to evaluate their passage according to the following points and make necessary corrections

1) Are the punctuation and capitalization correct?

2) Is the spelling correct?

3) Are there any grammatical structures you need to improve?

(tense,voice,sentence structure)

4) Is it well organized?(conjunctions)

5) Are your ideas expressed clearly?(the usage of the verb)

6) Do you write in complete sentence?

Key points Grammar: Language:

( )sentence1

( )sentence 2

( )sentence 3

( )sentence4

( )sentence 5 ( )capitalization

( ) Spelling

( ) Punctuation

( ) Tense ( )词汇准确

( )句式正确

( )逻辑清晰

Ask the students to do peer-evaluation

Key points Grammar: Language:

( )sentence1

( )sentence 2

( )sentence 3

( )sentence4

( )sentence 5 ( )capitalization

( ) Spelling

( ) Punctuation

( ) Tense ( )词汇准确

( )句式正确

( )逻辑清晰

Ask the students to do class-evaluation

（Choose one of the students’s writing）

Key points Grammar: Language:

( )sentence1

( )sentence 2

( )sentence 3

( )sentence4

( )sentence 5 ( )capitalization

( ) Spelling

( ) Punctuation

( ) Tense ( )词汇准确

( )句式正确

( )逻辑清晰

One possible version：

My hometown lie in the south－east of China. It is a small city, with a population of about 2000,000 people.

In the city ,there is a temple built in Ming Dynasty .The main industry is soap industry. And the people are warm and friendly. There are many hills and streams in the wild beautiful countryside near the city.

My hometown has a blue sky, green water and a bright future, she is a charming city, I love my hometown.

4).Conclusion

Ask the Ss to list the main sentence structure that can be used to describe a place and people

lie in/on/to be in/on/to there be

bewarm/friendly/kind/hardworking/generous/ nice/pleasant/honest/independent/easy-going/brave/optimistic…

StepⅤ: homework

Ask the Ss to write a passage about their own hometown

高三课件【篇13】

Aims and demands:

通过本单元教学，学生应能熟练地运用表示“邀请”的常用语；复习谓语，情态动词和实义动词的时态；了解应如何地阅读，以及怎样做一个好的听者。

Importance and difficulty:

1. Words and expressions:

dip into, look our for, refer to , get at , respect, enlarge, digest, come across

2. Important sentences:

1) Imagine that you have found a good story, and , what is even more important, the time to enjoy it.

2) Do not start a book unless you can see from the first few pages that it is one you can easily read and understand.

3) The more we practise, the better we get at listening to speech in a foreign language.

4) Then it will be someone else’s turn.

3. Grammar:

1) If he comes, I will let him know.

2) You’re always making the same mistake.

3) I didn’t expect to meet you here.

4) If you have finished reading the magazine before I leave, please give it back to me.

5) He suddenly remembered that he hadn’t locked the door.

6) Given more time, we could finish it.

7) The ground is wet. It must have rained last night.

4. Useful expressions:

1) Would you like to …?

2) I’d like to invite you to…?

3) Have dinner with us , will you?

4) Yes, I’d love to ….

5) I’d love to , but……

Aims and demands:

1. Develop the Ss’ four skills , listening , speaking, reading and writing ability.

2. Let them know how to read different kinds of books.

Importance and difficulty:

Let them have a good understanding of the text and do the deeper understanding comprehension .

Teaching methods:

Teaching aids:

Teaching procedure:

Discussion: 1. What do you enjoy reading most?

2. What do you enjoy reading least?

3. What good books have you read recently?

4. What good stories have you read?

Read it quickly and find the answers to the two questions at the top of the text.

1. What are the three methods of reading which are described?

Tasting, swallowing, and chewing-and-digesting.

2. What is the most important piece of advice in the text?

Enjoy your reading.

Read it carefully and have a good understanding of the text.

Complete the following form on reading .

If you pick up a travel book just to read it before going to sleep It is enough for you to dip into it and read bits here and there. This is “tasting”.

If you have found a good story and the time to enjoy it You might go over it quickly from the beginning to the end, for it is so good that you cannot put it down. This is “swallowing”.

If the book you have is on a subject that you are interested in You will want to “chew and digest it”.

Read it slowly and carefully.

If it is not a story You may get an idea of the organization of the book. Read the back cover and the introduction. Look at the pictures and the short texts below them. Turn to the front of the book and look at the contents.

When you read a book for the first time You read a chapter quickly to get a general idea. Then, if you wish, you can read it once again more slowly.

When you want to use a dictionary You should know that you use it when necessary. Do not stop every time you come to a work or phrase you do not know. Quite often you will find the unknown word appears again, perhaps several times, and by the end of the chapter you will have guessed its meaning.

If you do not know what to read You may start by making a list of all the types of books that you enjoy reading in Chinese.

Number these subjects in the order in which they occur in the text.

Page 14.

Step 6. Note making.

Write down in your own words the advice the writer gives in the text. Page 14

Step 8. Comprehension exercises---- paper

Step 9. Listening and find out the importance and difficulty

Lesson 58 The art of being a good listener

Aims and demands:

1. Develop the Ss’ four skills: listening , speaking , reading and writing ability.

2. Teach them how to be a good listener.

Importance and difficulty:

Have a deeper understanding of the text and do the comprehension exercises.

Teaching methods: reading and speaking

Teaching aids: tape recorder and some slides .

Teaching procedure:

Ask Ss what they have learnt about reading in the previous lesson.

Ask them to talk about any techniques of their own which they find useful.

Step 2. Presentation and reading for general understanding

Read the title of the text aloud and get the Ss to talk about the Chinese character ting in the picture.

聽 Read the two comprehension questions aloud, then allow the Ss enough time to read the text and compare their answer in pairs.

1) Mainly about listening to people.

2) Both advice and information.

When you listen to someone,

what should you do?

Look at the speaker as Listen with complete

a sign of respect . attention, and with

the other person.

You should look at the speaker as a sign of respect while you are listening.

You should listen with complete attention , and with complete respect for the speaker.

More tips on First …

becoming a Second …

good listener Third …

1)Take turns to listen.

Don’t all try to speak at the same time when you are in a group.

Listen without interrupting, and stop other people from interrupting.

2)Do not give advice when your friends have problems. Ask some questions instead, such as “What do you want? How do you feel about it? What are you afraid might happen?”

3) Listen and be quiet while others are talking.

Step 4. Note making and discussion

Step 6. Comprehension exercise ----paper exercises

Aims and demands:

Grasp the language points.

Importance and difficulty:

Let them know the usage of the language points.

Teaching aids:

Some slides and a small blackboard.

Teaching procedure:

1. 有些书是应当尝尝滋味的，有些书是应当吞下去的，有少数书是应当咀嚼和消化的。

Some books are to be tasted , others to be swallowed, and some few to be chewed and digested

be +不定式的被动式结构表示“某事应当/ 必需如何做”的意思，常用在通知和说明书里。

The books you borrowed are to be returned before July 5. （应当于7月5日前归还）

This medicine is to be taken three times a day after meals. (此药一日三次，饭后服用)

子女“下达命令”。be +不定式结构通常用来表示“按计划或安排将要做的事情”，或表示上级对下级，父母对子女“下达命令”。

The train is to arrive in Beijing at 10:30.

你得完成作业后才能看电视。

You are to finish your homework before you watch TV.

I’m to meet him at the station. （双方约好）

I’m going to meet him at the station.（个人打算）

2．这种书只要浏览一下，这儿读一下，那儿读一下，也就够了。

It is enough to dip into this kind of book (it) and read bits here and there.

I haven’t read that book seriously , I’ve only dipped into it. （翻阅）

Each student dipped a finger into the mixture and sucked it. （伸入）

3．不要一遇到不认识的单词或短语就停下来。

Don’t stop every time you come to a word or phrase you don’t know.

every time 一。。。就。。。（从属连词，引出表示时间的状语从句）

每当他碰到一个好的句子，他就把它抄下来。

He copies it down every time he comes to a good sentence.

Make a sentence……

4．你有什么特别嗜好或特别喜爱的体育运动吗？如果有，你就该找一些有关的书籍，文章或杂志来读。

Are there any hobbies or sports you particularly like ? If so, look out for books , articles or magazines about them.

He has been looking out for a new job for half a year.

He has been looking for a job for half a year.

5．“听的能力”这个词组有两个意思。一个是指我们学习外语时所作的那种听力练习。另一个意思是指善于倾听别人讲话的艺术。

There are two meanings of the phrase “listening skills”. One refers to the type of listening practice which we do when learning a foreign language .The other meaning is about / (refers to) the art of being a good listener to other people.

refer to …

when doing…

6．我们练习得越多，就越能更好地听懂用外语所说的话。be good at listening to speech

The more we practice, the better we get at listening to speech in a foreign language.

get better at doing = be better at doing … 更善于做…

7．因此，当你听某人说话时，你要一心一意地听，对别人完全尊敬。

So when you listen to someone , you should listen with complete attention, and with complete respect for the other person.

with complete attention （作方式状语，修饰listen）

show / have respect to (for ) sb. (对……尊敬)

8．我们常常需要的是一位能倾听我们“畅叙衷肠”的好朋友。

Often, all we need is a good friend who will listen to us while we “talk things through” .

We talked the plan through for nearly an hour.

我们对计划讨论了将近一个小时。

After three long meetings , the question seemed to be talked through.

经过三次长时间的会议后，这个问题似乎已经详细讨论过了。

高三课件【篇14】

一、教材分析

本册书中，第十七章《欧姆定律》是电学中的基本定律，是进一步学习电学知识和分析电路的基础，是学习电功率、家庭电路等后续章节的必备知识。本章本身就具有承上启下的作用，是电学的重点之一。而《电流与电压和电阻的关系》一节十分重视科学方法的渗透，重视科学探究过程，主要是引导学生进行探究性实验，让学生在探究过程中体验方法、学习方法，利用“控制变量法”对“电流、电压、电阻”三者的关系进行一个定性分析，是了解得出欧姆定律的过程，因此，这是学生在学习了电流、电压、电阻等概念以及电压表、电流表、滑动变阻器使用方法之后的进一步总结深入，也是掌握电学最重要规律之一《欧姆定律》的前提。

同时，本节内容的探究实验是一个比较完整的探究，它涵盖了探究的七个基本要素：提出问题、猜想与假设、制订计划与设计实验、进行实验与收集证据、分析论证、评估、交流与合作。通过这部分的学习使学生深刻领悟科学探究的意义，掌握研究问题的科学方法，培养了小组合作的交流意识。通过本节课学习，主要是为了让学生掌握同一电路中电学的三个基本物理量之间的关系，进一步了解运用“控制变量法”研究多个变量间的关系的实验方法，为进一步学习电学知识打下基础。

二、学情分析

在之前的学习中，学生已经掌握电流、电压、电阻等电学基本知识，为我们本节对“电流、电压、电阻”三者的定性关系进行探究做了铺垫。但由于学生对已有知识的理解层次有所差别，而且存在一定的能力差距，所以常出现“一听就懂，一丢就忘，一用就错”的问题，主要是因为目前学生在分析处理问题时缺乏具体的思路与方法。

根据本学段学生心理和年龄特点及学生的实际水平，针对教材的地位和作用。依据课程标准我拟定了以下教学重点与难点。

三、重点与难点

根据对教材的详细分析，本节课是通过学生自主探究实验，发现电流与电压和电阻的关系，从而对实验数据进行分析，得出结论。因此，运用控制变量法进行实验设计与连接实际电路既是本节的重点，也是难点之一。与此同时，组织好学生运用表格法、图像法等科学方法进行实验数据的处理分析，也是本节的难点之一。

四、教学目标

根据对教材的分析与学生实际情况分析，为有效突破本节教学重点与难点，我从知识与技能、过程与方法和情感态度与价值观三方面设置了本节的教学目标：

1.知识与技能：

通过实验探究电流与电压、电阻的关系，让学生经历科学探究的全过程，掌握连接实际电路的方法与技巧。

2.过程与方法：

①在教师以递进式设问方式的引导下，能够利用“控制变量法”进行实验设计，从而掌握“控制变量法”的运用;

②通过实验数据的处理，掌握实验数据处理的常用方法。

3.情感态度与价值观：

①通过学生自身经历探究实验过程，培养学生实事求是的科学态度;

②通过小组探究实验，培养学生合作交流意识。

五、教学方法

为成功达到教学目标，根据学生实际情况，在教与学方面，本节课主要牵涉到以下方法：

1.教法方面

针对本节以实验为基础的特点，在教学过程中不能只限于探究的形式，而必须充分发挥学生的主体作用，教师的主导作用。主要采用在教师的指导下让学生自主实验探究的方法进行教学。通过引导探究实验，让学生亲身经历探究的过程。具体方法包括：递进式提问法、讨论法、分组探究法、师生互动法等。通过学生分组实验，相互讨论交流，相互启发，相互促进，培养学生的动手能力、分析综合能力，并且通过具体的实验设计掌握利用“控制变量法”研究问题的方法，达到共同进步的目的。

2.学法方面

本节课的主体是学生，主要内容是学生进行探究性实验，得出结论。因此在学习本节内容时，学生主要使用的学习方法有：小组实验法、自主探究法、讨论法等。学生通过利用各种学习方法，能够顺利完成课堂内容的同时，培养了自身的综合能力。

六、教学设计

针对前面的分析，依据学生实际情况，设计以下教学环节：

1.引入环节：结合学生已有知识，以提问“电流的影响因素”引入，有效降低学生学习难度。

2.新课讲授：结合“电流的影响因素”，对“控制变量法”进行讲解，同时引导学生分析得出进行探究实验的方法——保持R不变，改变U，观察I或者保持U不变，改变R，观察I。

3.实验设计：利用递进式提问方法，引导学生进行实验设计：

设问目的

在探究电流与电压的关系时，如何保持电阻R不变?

明确选用定值电阻R

如何改变定值电阻两端电压U?

明确滑动变阻器在本实验中的作用

需要用到哪些实验器材?

让学生明白实验器材的选择方法

如何连接所选用的实验器材?

锻炼学生设计实验电路的能力

马上要开始实验了，实验前我们还要准备什么?

锻炼学生设计实验步骤的能力，理清实验思路

根据大家的实验步骤，有什么特别要注意的地方吗?

提醒学生实验注意事项，培养学生严谨的思维能力

4.分组探究实验：教师组织学生开始分组探究实验，现场进行指导，及时帮助学生解决遇到的各种问题，协助完成探究实验。

5.评估交流：教师引导学生以小组为单位，对自己的探究活动进行展示、回顾、分析，思考设计方案有无不合理的地方，操作有无失误，测量结果是否可靠?

七、教学效果设想

因本节课是在充分分析了教材、学生情况等进行了重点、难点的拟定、教学方法的选择以及教学环节的设置，在学生已有知识的基础上，以递进式提问的方式引导学生顺利进行实验设计、完成实验。应该说，学生对本节课的学习难度大幅度下降，更容易掌握新知识，同时也能够从本节课的学习中进一步掌握“控制变量法”以及为下一节《欧姆定律》的学习奠定了基础。这样的课堂设计，会比较有效地达到所设定的教学目标，学生学习积极性较高。