高一 1 教案（共6篇）
资料说明：
一、Goals & Contents 1.Knowledge A.words(basic)
honest, brave, loyal, wise, handsome, smart, classical, fond of, match, mirror, fry, gun, hammer, saw, rope, movie, cast, deserted, hunt, hunt for, in order to, share, sorrow, care about, feeling, such as, airplane, lie, speech, adventure, notebook, drop a line, error ,survive, be into B.words(optional)solution, compass, , parac 教材年级：人教修订版-高一 学期单元：上学期-01 上 传 人： li_xukui 审 核 人： webmaster 来
源： 整理 浏览次数： 1146 上传时间： 2006-9-27 11:20:53 >> 下载需要：5 个英币
Unit 1 Good Friends
By Yin Qingguo
一、Goals & Contents 1.Knowledge A.words(basic)
honest, brave, loyal, wise, handsome, smart, classical, fond of, match, mirror, fry, gun, hammer, saw, rope, movie, cast, deserted, hunt, hunt for, in order to, share, sorrow, care about, feeling, such as, airplane, lie, speech, adventure, notebook, drop a line, error ,survive, be into B.words(optional)
solution, compass, , parachute, scared, formal, hike C.Sentences
I don’t enjoy singing, nor do I like computers.I hate hiking and I’m not into classical music.Chuck is a businessman who is always so busy that he has little time for his friends.Chuck is on a flight across the Pacific when suddenly his plane crashes.He realizes that he hasn’t been a very good friend because he has always been thinking about himself.He also learns that he should have cared more about his friends.D.Phrases
have little time, surf the Internet, all the time, on a flight, survive the crash, a deserted island, all alone, collect water, hunt for food, make fire, develop a friendship, share happiness and sorrow, have someone to care about, to give as much as to take E.Grammar
Direct speech and Indirect speech.2.Ability & Function
① Learn how to describe friends.② Learn how to express your likes and dislikes ③ Learn how to make / offer apologies
④ Learn how to change the direct speech into indirect speech and vice visa.⑤ Learn how to compose an e-mail.二、Schedule and Procedures 1.Time Allotment
Period 1---Warming up & Speaking Period 2---Listening & Talking
Period 3&4---Reading(plus“Pre-”&“Post-”& language study)Period 5&6---Language study& Practicing Period 7&8---Integrating skills &Assessing ２.Procedures
Period 1
Warming up & Speaking
Step One：Warming up
Teaching aims: how to describe a good friend talking about likes and dislikes 1.Words to be studied
honest, brave, loyal, wise, handsome, smart, classical, be fond of, be into, classical, hobby 2.Making sentences using the words above, for example, I think a friend should be honest.He or she never tells lies.A good friend is someone who is brave.He or she is not afraid of difficulties.……………… How to carry it out: 1.Greetings to the Ss:
Good morning, everyone!Stand up!Sit down, please!Class is over!How are you today?
2.Do you have a good friend?/ what do you think should a good friend be like?/ what qualities should a good friend have? The students are asked to describe one of their good friends.Let them use as many adjective words as possible.At the same time I will write these words on the blackboard.Then I will explain some new adjective words.And ask Ss.to make sentences using them.Step Two: Speaking
Teaching aims: learn how to express your hobbies: likes and dislikes 1.Words and phrases to be studied
be into, fond(of), classical, all the time, surf the internet not……nor/neither…… 2.Useful expressions
love sth./ to do / doing doesn’t/don’t like/ love sth like sth./to do / doing I think that……is terrible or boring.enjoy sth./ doing sth.hate to do/doing sth.be into sth.be not into sth.be fond of sth./ doing sth.I can’t stand……
be crazy about sth.don’t/doesn’t enjoy sth./doing sth.How to carry it out:
1.Ask them to make a self-introduction
Hi, my name is…….I am ……years old.And I like ……, I don’t like……, etc.2.How to introduce their friends
Hi, everybody.…… is my good friend.He is …….He likes …….He doesn’t like …….We’re friends because we have the same interests.3.First ask the Ss.to read the text themselves.And then fill in the chart on page three.After that I will check the answers together.Then I will divide them into several groups and let them discuss the question who can be good friends.After about 5 minutes, I will ask them to answer it trying to use the useful expressions and tell the reasons.(A group survey)Name Terry Gender Male Age 24
Quality Optimistic Honest Likes Basketball Traveling Music
Dislikes Swimming Telling lies
Period 2
Listening & Talking
Step One: Listening
Teaching aims: how to deal with the problems or misunderstandings happened among good friends.How to carry it out:
1.Ask the Ss.to listen and find out what they(two friends)are arguing about and give suggestions to them in oral or written form.2.Go on listening on WB on page 85.3.Ask the Ss.if they have some other ways/methods to solve such problems.First divide them into several groups and then give them 5 minutes to discuss it.Let them decide what the most effective way to solve such problems is.Keys to textbook on page 2
1.Peter is often late for football practice.I think that he should try to be on time in the future.2.Mary usually borrows things without asking and she doesn’t return things on time.She should ask the owner is she wants to borrow something and try to return it on time in the future.3.Adam borrowed John’s CD player yesterday and now it is broken.Adam can ask his uncle to fix it.Keys to workbook on page 85
1.Solution: Try to understand your friend/Try to talk about the problem in a different way.2.Solution: Start by telling each other that you are sorry and take it from there.A simple apology is often enough.3.Solution: Keep your secrets to yourself.Step two: Talking
Friends often help each other.But sometimes there are some misunderstandings or unpleasant things occurring among them.To learn the skills or strategies is very important to keep good friendship.Under such circumstances, a simple apology is enough and works well.But how to make apologies?
Teaching aims: how to make apologies between friends when some unhappy/unpleasant things or misunderstandings occur.Words and useful expressions: work vi.工作，起作用，行得通
a.She works in a restaurant.b.The machine won’t work.c.Your suggestion works well.why did/didn’t you……？
You promised to …… I am very sorry…… Please forgive me.I forgot.It won’t happen again.You said that you would…… How to carry it out:
1.Study the example on page 85.First, hand out cards.Divide the Ss.into several groups, and let them choose their cards and make a short conversation using the expressions on page 86.Then I will check it one by one.2.Finish the exercises 2 on page 86.3.Think of some other situations and let the Ss.discuss and find out the solutions and then act them out.Homework: a.copy some words
b.make a name card.(full name, age, likes, dislikes……)
Period 3&4 Reading How to carry it out: Pre-reading:
1.Ask the Ss.to read the questions of pre-reading.First I will explain some new words.Match: a piece of short wood which can be used to make fire.Some phrases: strike a match;put a match to sth;matchbox(box for holding matches).Mirror: a piece of glass which can be used to reflect images.Some phrases: a driving-mirror;a hand mirror;look at yourself in the mirror.Fry: to cook or be cooked in boiling fat or oil.Gun: a kind of small weapon, which can be used to kill both persons and animals and of course you may use it to protect yourself.Hammer: you may use a hammer to hammer a nail into the wood.Saw: this is a kind of tool that can be used to cut the wood into two or pieces, but it is not a knife.Rope: 绳子
Compass: the instruments that can be used to distinguish the directions.2.Then let them make up sentences using the new words.3.I have to divide the class into seven groups, in each group there will be eight students.And I will make them discuss the questions and illustrate their reasons.I will make the students elect one captain for each group and report their reasons.The captain of each group can have a same idea or a different one.Then if the other groups don’t agree with the speaking group, they can debate.I think a knife is the most useful, because I could use it to cut things, to fight animals, and to …….Andy thinks that a box of matches is the most useful, because …… Reading the whole text:
1.Brief introduction to Tom Hanks
2.Some background knowledge to this famous film Cast Away
3.List some simple questions on this passage to let the Ss.find the answers while reading the text.And then make them answer them.Who is Chuck Noland?
Why did he land on a deserted island? How many years had he stay there? Is he alone? …………
4.Finish the first two questions of post-reading on page 4.5.Divide the whole class into several groups to discuss Question 4 of post-reading on page 4 or hold a debate among them.(Divide them into four groups.Each group represents one view of points.)
6.Explain the language points in the text one by one.At the same time, make them make up sentences using what they have learnt.Homework:
a.Try to memorize the new words & expressions.b.Try to recite the third paragraph.c.Write a composition: words limits: 100
If you were alone on an island, what would you do in order to survive? 7.Some knowledge points:
a.In the movie Cast Away, Tom Hanks played a man named Chuck Noland.Cast: cast, cast.To throw sth.on purpose or with force.Cast sb.away: usually used in the passive voice.It means that leaving sb somewhere because of the wreck.Play: to act the role of sb.e.g.he is playing Hamlet on the stage
b.Chuck is a businessman who is always so busy that he has little time for his friends.So +adjective / adv.+ that + a sentence 如此.…….以至于……..e.g.That shirt is so nice that I have to buy it even if I have to borrow some money from my friends.He did so well that he was praised by the boss.c.(phrase)a successful manager all over the world / country
d.One day Chuck is on a flight across the Pacific Ocean when suddenly his plane crashes.“When” means “just at that time”.It is usually used in the following structures: a.be + prep.Phrase + when
e.g.we were at work that afternoon when suddenly a fire broke out.b.be doing sth.+ when…
e.g.we were having a meeting when someone broke in angrily.c.be about to do sth.+ when …..e.g.I was about to go out when someone knocked at the door.e.Chuck survives the crash and lands on a deserted island.Survive: continue to live or exist in spite of nearly being killed or destroyed.Survive an earthquake, accident, etc.幸存的人或物+survive+事故 / 事件
e.g.the plants may not survive the frost.Deserted: with no one present.A deserted street, area, etc.Desert n.沙漠
d.all alone: all by himself or it means that only by himself.e.He has to learn how to collect water, hunt for food, and make fire.f.challenge: N.invitation or call to take part in a game, contest, fight, etc.to prove who is better or stronger, etc.challenge(to sb)(to do sth.)to issue / accept a challenge.Challenge V.challenge sb(to sth.)e.g.challenge sb to a game of tennis.Challenging adj.具有挑战性的，激励的 e.g.a challenging job, test.g.In order to survive, Chuck develops a friendship with an unusual friend---a volleyball he calls Wilson.In order to do sth.means “ so as to” but “so as to” could not be used in a negative sentence.Develop a friendship with sb.h.He realizes that he hasn’t been a very good friend because he has always been thinking about himself.Realize(se): understand e.g.I realized that they had told the secret the others before they told it to us.Have / has been doing sth.现在完成进行时
Think about and think of:
作“考虑”和“想起”解时两者同意，可以互换使用。但是作“对……有看法”或“评价”时则只能使用think of.e.g.do you ever think about your childhood? What do you think of the film?
i.even if is equal to even though.让步状语从句
j.He talks to him and treats him as a friend.Treat…….as(pre.)…..e.g.I decided to treat his words as jokes.k.share happiness and sorrow share: to have or use sth.with others.share sth.(with sb.)e.g.there is only one bedroom, so we have to share.I mean I have to share the bedroom with you.Sorrow: great sadness
l.it is important to have someone to care about it is +adj.+to / for sb to do something e.g.it is difficult for us to pass CET 4
it is very kind of you to help me with my homework.m.Care about: be worried, concerned or interested.忧虑，关心，惦念
e.g.People all over the world are caring about the future of Iraq.They don’t care about what will happen to the family.Care for:（一般用于疑问句和否定句）喜欢或爱某人；照看，照顾某人；（否定句）对某人或某事物爱好或喜爱
e.g.he cares for her deeply.Who will care for him if his wife dies? I don’t care much for opera.n.He also learns that he should have cared more about his friends.Should have cared: should have done, this is the subjunctive mood.It means that you should do something, but really you didn’t do that.o.We must give as much as we take.As + adj./ adv.+as + noun./ a sentence
e.g.You should finish the work as early as possible.We will do the work as well as we can.Can you give me the apple as big as yours? p.human being: man, woman or child;person
q.The lesson we can learn from Chuck and all the others who have unusual friends is that friends are teachers.此句的基本结构是the lesson is……..that……..Who 引导的是定语从句修饰的是all the others, 但that 引导的是表语从句，在表语从句中必须使用陈述语序。
e.g.the trouble is that I have lost his address.r.such as and for example: such as + noun.For example, +noun or sentence and the phrase for example can be used at the end of a sentence.e.g.many people, such as children and old men, lost their lives in the war.Many soldiers, for example, Lei Feng, have done very great deeds in their lives.s.friendship helps us understand who we are.help sb +to do / do sth.You may help me to finish the job.Period 5&6
Language study& Practicing
Teaching aims: Learn the rules of transformation of the Direct and Indirect Speeches and transform them fluently and correctly.How to carry it out: 1.Greetings to the Ss.2.Dictation of words & phrases.3.“Word study” on Page 4.Fill in and then translate them.4.“Vocabulary” on page 87 in WB.5.Give instructions on the translation work and do “Vocabulary 3”.Let the Ss.hand it in.Grammar Study
当我们引用别人的话时。如果我们引用别人的原话，那么被引用的部分就叫直接引语，一般用“ ”引起来。如果我们用自己把意思转述出来，那么这样的话称为间接引语。间接引语在多数情况下都构成一个宾语从句。由直接引语转化成间接引语可以分成下面几种情况：
1、如果直接引语是一个陈述句，在变成间接引语时一是要用连词把主句和从句连接起来，that可省略。二是根据意思改变人称，三是直接引语的动词的时态要作相应的变动。四是根据意思将指示代词、地点及时间状语等作必要的变动。
⑴Lin Tao said, “I am ready.” Lin Tao said(that)he was ready.⑵He said(to me), “I have left my book at home” He told me that he had left his book at home.⑶She said, “I will come here again tonight.” She said(that)she would come there again that night.2、在引用一个疑问句时，要用连词whether或if连接起来，不能省略。此外还要把人称、时态，时间和地点状语作相应的变化，从句一定要用陈述语序。
He asked, “Can you come here tomorrow.” He asked(me)if I could go there the next day.He asked, “ are you a teacher?” He asked me whether / if I was a teacher.3、如果直接引语是特殊疑问句，那么特殊疑问句作连词，连词不能省略，然后人称、时态、时间状语等仍需适当的变化，引语的语序为陈述语序。
⑴.He asked, “How are you getting along with your studies.” He said me how I was getting along with my studies.⑵.She asked, “Where will you have lunch ,Tom.” She asked Tom where he would have lunch.(3)She said, “ what are you doing?” She asked me what I was doing.时间改变可以用下表表示：
直接引语 间接引语
一般现在时 一般过去时
现在进行时 过去进行时
一般将来时 过去将来时
一般过去时 过去完成时
现在完成时 过去完成时
过去完成时 过去完成时
现在完成进行时 过去完成进行时
注意：如果直接引语表达的是客观事实，或当时直接转述，时态不用变。如：
The teacher told us that the earth turns around the sun.4、一些常用词改变规律表：
在直接引语中 在间接引语中
指示代词 This That These Those
表时间的词 Now Then Today that day
This week(month ,etc)that week(month)Yesterday the day before
Last week(month)The week(month etc)before Three days(a year, etc)ago three days(a year etc)before Tomorrow the next(following)day Next week(month)the next(following)week 地点 Here There 动词 Come Go
5、如果直接引语是祈使句，将say变为ask或tell等，直接在动词前加“to”。否定式加not to，这个请求或命令由一个复合宾语表示出来。
He said, “Come in, please.” He asked me to come in.He said, “Don’t do that again ,Peter.” He told Peter not to do that again.Grammar exercises 1: Ask someone to answer.1.Do “Grammar” 1 on Page 5 in SB, paying enough attention to the students’ common errors.2.Do “Grammar” 1 on Page 87 in WB.3.Do “Grammar” 2 & 3 individually, in pairs, or in groups.Of course, this part can be assigned for the students’ homework.4.“Grammar” 2 on Page 5-6 in SB is optional.You may do it by way of pair work or group work, or even simply omit it.But in this part, I should emphasize some words and phrases: be angry with sb.miss sth / sb.reef: 焦，焦脉.not any longer=not any much take care of =look after I am scared.Homework:
Finish Question 2 on page 87 after class.And check it next period.Period 7 & 8
Integrating skills &Assessing
Teaching aims: how to compose an E-mail How to carry it out: 1.Greetings to the Ss.2.Homework checkup/analysis Point out some common problems coming forth in Ss.’ homework.3.Reading and Writing on page 6 & 7 on the Ss.’ Book.Study the instruction and read the two quoted messages to decide whom of the two to make friends with.Pay special attention to the following words and phrases: e-pal, click it away, drop sb.line 4.“E-mail” writing formula To: Subject: Attachments: The body: Date Hi/Dear…… ……………… ……………… ……………… Your signature
5.Get the Ss.finish writing on page 7 & 90.6.Finish “Reading” on page 88 & 89.7.Assessing
Handouts for Ss.to self assess.Add some other items.Homework:
1.经历分式的形成过程 ,理解分式的概念 ,能辨识分式 。
2.经历对 “人群密度 、几何面积 、球赛均分 ”等情景问题的探索,感知数学来源于生活,且用于生活。
3.通过有关问题的讨论和例题的解答 , 会求分式有无意义,有意义,值为零的字母的取值。
4.经历 “ 思考 、 辨析 、 小结 ” 等环节的探讨交流 , 初步形成合作学习的意识及运用数学语言的能力。
【教学重点 】
分式的有关概念
【教学难点 】
理解并能确定分式何时有意义,何时无意义。
【教学过程 】
(一)创设情境,激发兴趣
情景1:教师出示上海踩踏事件。
在90平方米的区域内有233人,那么该区域的人群密度是多少?
若该区域再进入P人,那么该区域的人群密度是多少? (人群密度=某区域的总人数÷某区域的面积)
TIP:当人群密度每平方米超过5.5人时易发生踩踏事件 。
2.一个长方形的面积S平方米,长是5米,那么宽是多少米?
若把这个长方形的长减少x米,那么宽多少米?
3.林书豪在过去的一个赛季中参加了y场篮球比赛,其中投进2分球a个,3分球b个,罚球罚进了29个,则他平均每场得几分?
教师出示上题答案:
设计说明: 通过创设情境, 让学生感受到分式来源于实际,激发学生学习兴趣。
(二)类比思考,形成新知
请将刚才得到的五个代数式按照你认为的共同特征进行分类,并说明理由?
让学生比较说出这些代数式与过去学过的整式有什么不同? (可能学生只讲出有分母,教师应适当引导。 )
设计说明:让学生自己感悟分式与整式的不同,培养学生的归纳和表达能力。
(板书 )分式 :把这些分子 、分母都是整式且分母中含有字母的代数式叫做分式。
(三)辨析练习,巩固新知
做一做:
1.下列代数式中 ,哪些是整式 ? 哪些是分式 ?
2.从1、2、a、b、c中选取若干个 ,组成一个代数式 ,其中一个是整式、一个是分式。
3.填空
同学们在填表的过程中发现了什么问题? 你认为这个问题该怎么处理?
总结得出分式的意义: 分式中字母的取值不能使分母为零,当分母的值为零时,分式就没有意义。
设计说明:通过与整式比较突出对分式概念的理解。 通过讨论,加深学生对分式意义的认识。
(四)应用巩固,掌握新知
例1:对分式
(1)当x取什么数时 ,分式有意义?
(2)当x取什么值时 ,分式的值为零 ?
(3)当x=1时 ,分式的值是多少 ?
解后反思:(最好由学生主讲)
(1)因为当分母等于零时 , 分式无意义 , 所以只有当分母不等于零时,分式有意义。
(2)强调当分子等于零且分母不等于0时分式的值为零 。
(3)求分式的值的格式 。
设计说明:这是课本中的例题,一则是应用新知,二则是经历解题过程,三则是让学生体会解本题的关键。
练一练:(课内练习1)填空:
(1)当_____时 ,分式1/x无意义。
(2)当______时 ,分式有意义。
(3)当______时 ,分式值是零。
设计说明:给学生展现身手的机会,加强学生对什么情况下分式有意义,无意义,值为零的理解。
做一做:
例2:甲、乙两人从一条公路上某处出发,同向而行,已知甲每时行a千米,乙每时行b千米,a>b,如果乙提前1时出发,那么甲追上乙需要多少时间? 当a=6,b=5时,求甲追上乙所需的时间。
分析 : 此题是行 程问题中 的追及问 题 ,列出分式 。
第二问题是求分式的值,注意解题格式。
想一想:若取a=5,b=5,分式有意义吗? 它们表示的实际意义是什么?
(当a=5,b=5时 ,分式无意义,它表示甲永远也追不上乙。 )
解后反思:在用分式表示实际问题时,字母的取值一定要符合实际。
变式:甲、乙两人分别从相距20千米的A、B两地出发,相向而行,已知甲的速度为a千米/时,乙的速度为a千米/时,若甲先出发1时,问乙出发后几时与甲相遇?
(五)合作探究,延伸提高
探究题:口袋里装有若干个白球和黑球,这些球除颜色外均相同,设黑球的个数为n,白球的个数为(18-m)个,p表示从口袋中摸出一个球是白球的概率。
(1)你能用关于m、n的代数式来表示p吗 ? 它是哪一类的代数式。
(2)这个代数式在在什么条件下有意义 ?
(3)p有可能为0吗 ? 有可能为1吗 ? 如果有可能 ,请解释它的实际意义。
设计说明:通过合作探究,让学生体会到(1)分式的应用很广,(2)在用分式表示实际问题时,字母的取值一定要符合实际。
(六)谈谈自己的收获与体会
1.分式的概念 。
2.什么情况下分式有意义 、无意义 ,分式的值为零 。
3.在实际问题中应注意什么 ?
设计说明:为了避免学生毫无目的、流于形式地随意讲, 由教师根据本节课的教学目标开出清单,可使学生有的放矢。
(七)作业
课后作业题及备选练习或作业本。
设计思路:
1. across prep. 横过；穿过；在……对面
Walk across the street. And you can take the subway at the corner on the right.
穿过马路，你可以在右边街角处乘坐地铁。
注意：
不要将across误用作动词。
The river is too deep and we can’t across.（误）
The river is too deep and we can’t cross.（正）
【拓展】
（1） across作为副词意为“朝，向；宽”。
She rose from the chair and gazed across at him.
她从椅子上站起身，远远地看着他。
（2） come （run） across意为“偶然遇见；意外发现”，不用于被动式。
Where did you come （run） across her？
你在哪儿碰到她的？
I’ve just come across a beautiful poem in this book.
我在这本书里偶然发现了一首优美的诗。
2. face v. 面对，面向；面临；承认；正视现实
We all face the same challenge together.
我们大家都面对共同的挑战。
But， let’s face it； the progress has not been fast enough.
但我们需要承认，进步的速度还不够快。
【拓展】
（be） faced with... 面对，面临
Faced with the evidence， he confessed himself guilty.
面对证据，他承认有罪。
3. opposite prep. 在……对面
Jennie was sitting opposite her mother at breakfast.
珍妮吃早饭时坐在她母亲对面。
【用法精析】
比较opposite， on， in front of， beside和next to的区别：
（1） on 在河（湖、海）畔
China lies on the west of the Pacific Ocean.
中国位于太平洋西岸。
（2） in front of 在……的前面
There is a tree in front of the car.
在那个车的前面有一棵树。
（3） beside 在……的旁边
The little boy walked beside her big sister.
小男孩和他的姐姐一同前行。
（4） next to 在……的旁边；紧接着
Perry is standing next to you.
派瑞正站在你的旁边。
【拓展】
（1） opposite作为名词意为“对立面；对立物；相反的人或物”。
Some people think luxury is the opposite of poverty.
有些人认为奢华的对立面是贫穷。
（2） opposite作为形容词意为“对面的，相反的，对立的”。
You should get your ticket at the opposite counter.
你应该去对面的柜台拿你的票
（3） opposite作为副词意为“在对面地”。
They don’t live on this side of the road. They live opposite.
他们不住在马路这边，他们住在对面。
4. goal n. 目标
【用法精析】
比较goal，aim和purpose的区别：
goal指经过考虑和选择，需经坚持不懈和努力奋斗才能达到的目标；aim强调具体而明确的目标，常指短期目标；purpose则指一般的“目的”。
Once they have a common goal， nothing can get in the way of their career.
一旦他们有了一个共同的目标，就没什么可以阻拦他们的事业。
The aim of the exercise is to find out what was said about this article.
这个练习的目的是找到关于这篇文章的评价。
Remember that each of your goals should have a purpose.
记住，你的每个目标都应该有其目的。
5. similarity n. 类似；相似
【用法精析】
（1） 当similarity作不可数名词时意为“相像性，相似性”。
1） similarity between （两者的）相似性
nlc202309032040
Please pay attention to the similarity between the two cities.
请注意这两个城市之间的相似性方。
2） similarity in sth 在（某方面）的相似性
There is some similarity in the way they sing.
他们的演唱方式有点像。
（2） 当similarity作可数名词时意为“相似点，相像处”。
1） similarity to sb/sth 与……的相似之处
Home life has some similarities to college life， but the differences seem infinite.
家庭生活和大学生活有些相似，但差别似乎也是无止尽的。
6. vast adj. 巨大的；庞大的；浩瀚的
【用法精析】
比较vast，big，large，great和huge的区别：
（1） large侧重体积、范围、能力和数量方面的大，往往可以与big互换，但big较口语化。
Our factory is a big/large one. 我们的工厂很大。
在表示物体重量、重要性、长大了时，只能用big。
The box is too big to carry.（不仅体积大，而且很重）
The box is too large to carry.（箱子大，但未必重）
而在表示数量时，用large，不用big。
A large number of people came to see the exhibition.
有很多人来观看展览。
（2） great意为“伟大的”，多用于抽象意思。在修饰具体事物时，带有一定的感情色彩。
No great aspiration， no great genius.
没有伟大的愿望，就没有伟大的天才。
（3） vast常用来指“广袤无垠的，面积广阔的”，如：a vast forest， a vast sea， a vast desert等。
（4） huge强调体积庞大，容量和数量巨大。如：a huge stone， a huge building等。
7. exchange n. & v. 交换；互换
We need to promote an open exchange of ideas and information.
我们需要促进思想和信息的公开交流。
【拓展】
（1） exchange...for... 兑换；交易
（2） exchange...with sb 和某人交换
Where can I exchange my dollars for pounds？
我去哪儿可以把美元换成英镑？
Mary exchanged seats with Anne.
玛丽和安妮交换了座位。
8. work on 致力于，从事于；对……起作用
I’ve been working on a new work in London.
我一直在伦敦完成一个新作品。
He’ll work on his brother to make him change his mind.
他将努力说服他弟弟改变主意。
9. because of 因为；由于
He walks slowly because of his bad leg.
他因为腿不方便而行走缓慢。
【用法精析】
比较because of，because，as a result of和thanks to的区别：
（1） because是从属连词，后面跟一个完整的句子。because of是介词短语，后面跟名词、代词或名词性短语。
He came to work late because he got up late.
= He came to work late because of getting up late.
他上班迟到了，因为他起床起晚了。
（2） as a result of 意为“作为……的结果”，一般用作状语。
As a result of the rain， I was late.
由于下雨，我来晚了。
（3） thanks to意为“多亏，由于”，可表达正面意义，也可表达反面意义，多放在句首。
Thanks to your rotten idea， we went a long way.
多亏了你的馊主意，害得我们走了不少冤枉路。
10. be known as 作为……而出名/闻名
【用法精析】
（1） be known as后跟表某种职业或身份的名词。
Lu Xun is known as a writer.
鲁迅是作为作家而出名的。
（2） 比较be known as和be known for的区别：
be known as其后的名词表示某人的身份、职业等；be known for意为“因……而著名”，其后所接内容表示某人或物的特点、特长等。
nlc202309032040
He was known for his bravery.
他以勇敢而出名。
11. ever since 自从……，一直……
【用法精析】
（1） ever since作为副词，表示“此后一直……”。
He went to Turkey in 1950 and has lived there ever since.
他在1950 年去了土耳其，此后就一直住在那里。
（2） ever since作为连词时相当于since，引导时间状词从句，从句谓语动词常用一般过去时，主句谓语动词用现在完成时。
We have lived in Chengdu ever since we came to China.
自从我们来到中国后就一直住在成都。
12. be close to 接近；靠近
His house is close to my brother’s.
他的房子靠近我弟弟家。
The population of the city is close to a million.
这个城市的人口接近一百万。
【用法精析】
比较close和closely的区别：
两者作副词时，close意为“靠近；接近”，表示实际距离接近；closely意为“紧密地；密切地”，表示感情关系上的亲近。
Don’t stand too close to that window.
别站得离那扇窗户太近。
The two problems are closely connected.
这两个问题有密切的联系。
13. be willing to do sth 乐意做某事
She is always willing to help.
她总是乐于助人。
He is willing to help me with my English.
他很乐意帮我学英语。
【拓展】
表达“乐意做某事”的多种用法：
（1） be ready to do sth
（2） be glad to do sth
（3） be delighted to do sth
（4） be happy to do sth
语法精析精练
非谓语动词
考点提示：
1. 对非谓语动词的考查，主要集中在单项填空；在短文改错中，也常有一题考查非谓语动词的基本用法。
2. 非谓语动词在高考中考查占分与时态语态相当。
3. 高考主要考查非谓语动词的基本用法，且重点考查非谓语动词作状语、定语、补语和宾语的语法功能及相互间的用法区别。
语法精析
一、判断句子中动词是否用非谓语动词形式
1. 动词中的行为动词或连系动词在句子中的句法功能是用作谓语，但也可作其他句子成分，如：主语、宾语等。动词在句子中用作谓语时，就用相应的时态、语态或虚拟形式；如果动词在句子中不充当谓语，而作其他句子成分，则动词应使用相应的非谓语形式，即动词不定式、动名词、现在分词或过去分词。
2. 判断句子中的动词用作谓语的情况，是正确使用非谓语动词形式的前提。判断的方法是：一个句子的构成不可缺少作谓语的动词；如果一个句子中有两个或以上的动词，它们之间（或至少最后两个间）有连词and或其他并列连词连接，则这些动词应是并列的谓语动词，否则，除作谓语的动词外，其他动词应用相应的非谓语动词形式。如：This morning my mother went to the market alone， met an old friend of hers during her school days and talked to her for about two hours. （went，met和talked是三个并列的谓语动词）；Helen shouted to make herself heard above the sound of music. （shouted是谓语动词；to make是动词不定式作状语；heard则是过去分词作宾补）。
二、非谓语动词形式的用法区别
1. 动词不定式、现在分词、过去分词用作定语、状语和补语的用法区别：
记住12个字，即：主动、将来（动词不定式）；主动、进行（现在分词）；被动、完成（过去分词）。
注意：
（1） 这12字的运用是针对动词不定式、分词的一般式而言。
（2） “主动、被动”是指非谓语动词与其逻辑主语构成的是主动还是被动关系。“将来、进行、完成”分别指非谓语动词发生的时间在句子谓语动词时间之后、同一时间或之前。
（3） 选用非谓语动词形式时，要同时考虑满足非谓语动词与其逻辑主语的主动、或被动关系和非谓语动词发生的时间关系。另外，动词不定式用作宾补时也可表动作发生的全过程（尤其是在感官动词see，hear等后）；现在分词的动词是状态动词，在作定语时，可表示存在的情况；过去分词，也可表示出现的情况或存在的状态，无时间概念。
（4） 非谓语动词的逻辑主语，指的是：当非谓语动词作状语时，句子的主语就是其逻辑主语；作定语时，它所修饰的名词或代词就是其逻辑主语；作宾补时，其前面的宾语就是它的逻辑主语。
2. 动词不定式与动名词作宾语的用法区别：
The General Idea of This Period：
This period includes Warming up，Reading and Comprehending of Unit 5.It introduces different kinds of music and a band called “The Monkees”.Students will enlarge their knowledge of music by listening to the music.Meanwhile students can learn how The Monkees got successful by some reading strategies such as skimming，scanning，and intensive reading.Students should think carefully about the outlook on society and on personal value after reading the story of The Monkees.Students will realize the importance of hard work，right attitude towards work，and bravery on meeting the challenge.Teaching Aims：
1.Train the students’ reading ability.2.Learn some useful words，expressions and some important sentences.classical，folk，form，passer-by，earn，extra，instrument，pretend，hit，dream of，be honest with，play jokes on，be based on，put on advertisement，or so，be serious about，break up a.Have you ever dreamed of being in front of thousands of people at a concert，with everyone clapping and enjoying your singing? b.If we are honest with ourselves，most of us have dreamed of being famous.c....bands are formed by high school students who practise their music in someone’s home.d.They may play to passers-by in the street or subway so that they can earn some extra money.e.The musicians of whom the band was formed played jokes on each other as well as played music.f.Their music and jokes were based loosely on the band called “The Beatles”.g.Actors may not be able to sing so at first other musicians sang the songs for the programme while the band pretended to sing them.h.However，after a year or so in which they became more serious about their work.3.Enable the students to sum up the main idea of each paragraph.4.Express their opinion by answering the questions.Teaching Important Points：
1.Help the students to understand the passage better.2.Learn and master some important words and phrases in this period.3.Help the students to understand the details of the text by helping them to answer the following questions.Teaching Difficult Points：
1.How to help the students improve their reading ability and understand the passage better.2.How to master the important language points in this passage.3.How to help the students express their ideas on the two questions.a.Do you think the TV organizers were right to call “The Monkees”a band when they did not sing or write their own songs?Why? b.Do you agree that the jokes were more important than the music for this band?Give a reason.Teaching Methods：
1.Fast reading to get the general idea of the text.2.Careful reading to understand the passage better.3.Explanation to help the students master some language points.4.Discussion to help the students understand better what they’ve learned and to use the knowledge they’ve learned in this period.Teaching Aids： 1.A tape recorder.2.A multimedia.Teaching Procedures： Step 1 Lead-in 1.Greet the students as usual.2.Introduce the topic of music.T：Do you know who they are?（The teacher shows the pictures of some famous singers.）
Ss：SHE，Jay，Jacky Zhang，Celine Dion.T：Correct.So you all like listening to music.Then what kind of music do they sing? S1：Pop music.T：What other kinds of music do you like listening to? S2：Rap，Classical music，folk music，Rock ‘n’ Roll
T：Well，good job.It seems you know quite a lot about music.Now let we check whether you are really good at music.Have a look at the eight pictures.Then I’ll play a tape to you and you will hear 8 kinds of music.After listening，you have to tell me what kind of music you hear，clear?Let’s enjoy some kinds of music.Suggested answers： Choral，Country music，Rap，Folk music，Rock ‘n’ Roll，Orchestra，Jazz，Classical music T：Excellent.I am sure you are interested in music and know a lot about songs and music.Now I’d like to have a discussion.What kinds of music do you like better，Chinese or Western，classical or modern?How does music make you feel?And why do you like to listen to music?I’ll give you 5 minutes to talk with your partners.T：OK.Who is ready to share with us your opinions? S3：I like Chinese music.Because I think Chinese music is easier to understand.And I like listening to modern music，because it reflects the modern life.S4：I like Western music.Because I think Western music is lively and the singers’ voices are
beautiful.I like classical music since it can make me calm down if I have a bad mood.And the classical music often inspires us.It can last longer than the modern music.T：I enjoy your talk.Continue.Who would like to talk more?How does music make you feel? S5：I feel inspired when listening to music.When I’m not having a good mood，music can calm me down.When I listen to the beautiful music，I feel happy and recall some good memories and beautiful things in life.S6：When I am reading，I would like to listen to music，because it helps me concentrate on my reading.T：Well，so music can be used as the background music which helps us to be concentrated.What’s more? S7：I like to listen to music，because I feel relaxed when listening to music.Music tells us the real life.3.Introduce “The Monkees”.T：Excellent!I really enjoy your opinions and I also have learnt a lot from your ideas.So you are really music fans.Now，I have a problem and I would like you to give me some advice.I want to listen to some bands’ music.Would you recommend some bands and their famous songs for me? S1：There are several famous bands，like “Beatles”.I like their style of performances.Their famous song is “Let it be”.It is fantastic.Every time I listen to it，I recall the good old days with my classmates.S2：I like “Back-street Boy” best.The musicians in the band always seem very young and handsome.Their performances are perfect.Their famous song is “The Call”.The rhythm of the song is very strong and it is often used as the catwalk background music.S3：I like “West life” best.Their songs are full of deep feelings.They tell us about the love between lovers，friends and parents and children.When listening to their songs，my heart is full of warm.Their famous song is “My Love”.It’s really worth listening.T：Good.Thank you for your recommendation.I have many choices to consider.But here I have a photo of a band.Can you tell me who they are? S4：“The Monkees”.T：Great!Can you tell more about them? S5：It is a band formed of 4 persons.They followed the style of “The Beatles”.T：Right.Well，it seems you know little about them.It doesn’t matter.Now let’s go on to the reading and find more information about them，“The Band That Wasn’t”.Step 2 Skimming T：First，I would like you to skim the passage about “The Monkees” and find out the main ideas of each paragraph.Time is limited to 3 minutes.Suggested answers：
Paragraph 1：Dreaming of being famous musician or singer.Paragraph 2：How musicians form bands.Paragraph 3：How the band got their start.Paragraph 4：How “The Monkees” became serious about their business.Step 3 Scanning T：Now you have got the general idea about the passage.For this time，I would like you to scan the text and find out whether the following statements are true of false.Time is limited to 4 minutes.1.Most musicians meet and form a band because they like to write and play music.2.The TV organizers had looked for five musicians who were lovely and who could make good music.3.Each week the group that was called “The Beatles” would play a song or two written by other musician.4.“The Monkees” broke up in about 1960，but reunited in 1980.Suggested answer： 1.T 2.F 3.F 4.T Step 4 Intensive Reading Ask the students to look through the questions on the screen and read the text silently.Students are expected to find out all the answers by themselves.T：OK，boys and girls.Now let’s read the text in detail and answer the following questions.Questions：
1.Why do most musicians like to be in a band with others? 2.Which two musical bands are mentioned in the passage? 3.How do bands that are formed by high school students earn some extra money? 4.When did “The Monkees” break up and when did it reunite? 5.Why was “The Monkees” successful in their work? Suggested answers：
1.Because they want to write and play music together.2.Beatles & Monkees 3.They may play to passers-by in the street or subway so that they can earn some extra money.4.They broke up in about 1970 and it reunited in the mid-1980.5.Because they were serious about their work and they also worked very hard.T：You are so smart to get all the answers right.Then let me check whether you have really understood the passage.Have a look at the Ex.2 on Page 35.Try your best to review what you have learnt in your heart without looking back to the passage.And see who can get all the answers right.Time is limited to 2 minutes.（After 2 minutes，the teacher checks the answers.）Suggested answers：
1.（D）They produced a new record in 1996 to celebrate their time as a band.2.（E）Most musicians get together and form a band because they like to write and play music.3.（A）They put an advertisement in the newspaper looking for four rock musicians，but only one person was accepted.4.（B）The first TV show was a big hit.5.（C）However，the band broke up about 1970，but reunited in the mid-1980s.Step 5 Retell the Story T：Since you have read the text for three times，I guess you have totally understood the text.Now let’s check whether you have comprehended the text.On the blackboard，it’s the summary of our reading text.But it’s not complete.You have to think out a proper word to fill in each blank without reading your textbook.After filling the missing words，you will have a complete summary of the text.Now，I will give you 5 minutes to do this task.If we are ______ ______ ourselves，most of us have ______ ______ being famous
sometimes in our lives.Most musicians often meet and ______ a band.Sometimes they play in the street to ______ so that they can earn some ______ money and this also gives them a ______ to realize their dreams.There was once a band started ______ ______ ______ ______.The musicians of whom the band was formed ______ ______ ______ each other as well as played music，whose music and jokes were loosely ______ ______ “The Beatles”.Their exciting performances were copied by other groups.“The Monkees” played their own ______ and wrote their own music.Though it ______ ______ in 1970，it ______ in the mid-1980s and it is still popular today.Suggested answer： honest with；dreamed of；form；passers-by；extra；chance；in a different way；played jokes on；based on；instruments；broke up；reunited Step 6 Language Points Focus Teacher explains the important words and expressions from the reading.Try to use as many examples as possible to illustrate the point.After illustration，teacher can give students some exercises to consolidate their understanding.1.Have you ever dreamed of being in front of thousands of people at a concert，with everyone clapping and enjoying your singing? 你曾否梦想过在音乐会上面对成千上万的观众，观众一边欣赏你的歌唱一边为你鼓掌？ dream of 向往、梦想
She often dreams of being a teacher.她经常梦想成为一名老师。
The oversea students often dream of his hometown.海外的学子经常梦见自己的家乡。with 复合结构构成状语
He came into classroom，with a book in his left hand.他走进课室，左手拿着一本书。
With the day coming near，they felt excited.那一天快要来了，他们感到很激动。
2.Do you sing Karaoke and close your eyes and pretend you are Coco Li or Liu Huan? 你唱卡拉OK时，是否闭上眼睛装作自己就是李玟或刘欢？ pretend“假装；装扮”，后面常跟不定式作宾语。He pretended not to know the facts.他佯装不知实情。
He pretended to be reading an important paper when the boss entered.老板进来时他假装在看一份重要的文件。
He pretended that he was ill so that he could stay at home.他假装病了以便能待在家里。
3.The musicians of whom the band was formed played jokes on each other as well as played music.组成乐队的音乐人除了演奏音乐曲目，还经常彼此打趣逗笑。
play jokes on：speak lightly or amusingly about sb./sth.拿某人开玩笑，与某人开玩笑。Don’t play jokes on the disabled.不要拿残疾人开玩笑。
...of whom the band was formed...定语从句中把介词提前时，常用关系代词which，whom 而不用关系代词that。
This is the factory in which she works.这就是她工作的工厂。
Mr White is the person to whom you should send e-mail.你应该发邮件给怀特先生。
4.Their music and jokes were based loosely on the band called “The Beatles”.他们的音乐和玩笑多少有点模仿“甲壳虫”乐队。
be based on：use something as grounds 根据„„，以„„为基础 The story is based on real life.故事以真实生活为蓝本。This news report is based entirely on fact.这篇新闻报道是完全根据实际情况写成的。Judgment should be based on facts，not on hearsay.判断应该以事实为依据，而不应该依靠道听途说。
5.However，the band broke up in about 1970，but reunited in the mid-1980s.然而，“门基乐队”在1970年左右解散了，到80年代中期才又重组起来。break up：make something separated using force 解散，分裂，解体，驱散 The crowd started to break up when the night fell.天快黑时人群开始散开了。The police broke up the fighting crowd.警察驱散了打架的人群。Their marriage broke up.他们的婚姻破裂了。Step 7 Discussion T：Let’s come back to our discussion.Since now you have a complete understanding of the band “The Monkees”，I have two questions for you.a.Do you think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs? b.Do you agree that the jokes were more important than the music for this band?Give a reason.T：After your discussion with your partners，I would like you to report your discussion.Time is limited to 5 minutes.Go.（After 5 minutes.）
T：OK，who would like to be the first to give your report on the discussion? S1：Let me try.I think it was right for them to call “The Monkees” a band.Though they didn’t sing or write their songs，they really get people to appreciate music.It’s such a creative idea that many people become their fans.It was a band formed in an unusual way.And as it was an unusual band，I think jokes were more important than the music for the band.It was their special style.S2：No，I don’t think it was a band.They didn’t write or sing their own songs.How can we call it a band?I don’t think jokes were more important than the music for this band.The purpose of forming a band is getting people to enjoy the spirit of their music.It’s more important than playing jokes just to make people laugh.T：Good point.One more.Who would like to continue? S3：I don’t think we should call it a band either，because singing and writing its own songs is the basis of a band.I don’t think jokes were more important than the music either.I think the content of music is more important than the jokes.The content is the soul of the music.Step 8 Summary and Homework T：Today we’ve learned a text about the band “The Monkees” and learnt several different
kinds of music，including classical music，rock ‘n’ roll，orchestra，rap，folk music，jazz，country music and choral.In addition，we know their success lies in their hard work and unique style of performance.The Monkees worked hard to be a famous band and their special performance styles were loved by people all over the world.T：So much for today.Here is the homework for you to do so that your knowledge can be consolidated.1.Recite the key sentences on the text.2.Finish the word exercise，Ex.1 on Page 35，Ex.2 on Page 36.Ex.1&2 on Page 70.3.Collect some information about your favourite music or musicians.Step 9 The Design of the Writing on the Blackboard
Unit 5 Music Period 1 Main idea of each paragraph Paragraph 1：Dreaming of being famous musician or singer.Paragraph 2：How musicians form bands.Paragraph 3：How the band got their start.Paragraph 4：How “The Monkees” became serious about their business.Words and expressions 1.dream of 向往、梦想 with 复合结构构成状语 2.pretend 假装，装扮
3.play jokes on 拿某人开玩笑，与某人开玩笑
...of whom the band was formed...定语从句中把介词提前时，常用关系代词which，whom而不用关系代词that。
4.be based on：use something as grounds 根据„„，以„„为基础
5.break up：make something separated using force 解散，分裂，解体，驱散
中国作为一个有五千年文明史的统一的多民族国家，政治制度发展历史之长久，体系之完备，经验之丰富，影响之深远，都是世界其他国家和民族不可比拟的。这其中最突出的就是中央集权制度的建立与逐步完善。早在远古时期，人类社会中就有了权力的萌芽。夏朝时已出现了凌驾于全社会之上的公共权力。商朝的主要政治制度是内外服制度，商王通过两种不同的管理制度来处理本族和外族的事务，与各方国形成了支配与被支配的关系。周王利用分封与宗法制的结合，确立了天下共主的地位。但靠宗法制的血缘纽带维系统治秩序并非长久之计，春秋争霸，战国兼并，制度败坏，秦王嬴政，一统天下，建立了一个皇帝具有无上_的中央集权制度。但中央集权和地方分权的斗争曾长期延续，西汉的“七国之乱”、东汉至魏晋南北朝的国家_、唐朝的“安史之乱”和以后的藩镇割据，都说明了它的坎坷。直到宋代，这种斗争才尘埃落定，却不幸造成了积贫积弱的后患。伴随着中央集权制度的发展，皇权呈现出不断加强的趋势，中枢权力体系也不断发生变化。隋唐实行三省六部制，宋元勋益颇大，明朝废除丞相，清设军机处，_皇权发展到了顶峰。
学习本单元时，应注意以下几点：(1)掌握有关古代中央集权制度的基本知识。(2)对于重要的政治人物和政治事件及其对中国古代中央集权制度发展的影响，要正确地认识、分析、评价。同时还应注意在今后的学习中，与西方古代制度进行对比。(3)以史为鉴。中国古代的中央集权制度有很多值得我们借鉴的地方，要认真地思考、总结
学习指导
目前高中历史教学，高一年级是关键，培养历史情结是重点。
高中历史教学大纲把历史课分模块进行，大部分课程只有高一年级开设，这实际上使大多数高中生接受历史知识学习的时间就只有宝贵的一年，所以高一年级的历史课学习就显得颇为重要了。重视高一历史教学以培养学生的“历史情结”，也是势所必然，历史学习虽难上加难，但却责无旁贷。
有人进行过问卷调查，调查统计表明：表示很喜欢上历史课的学生占41.9%，表示不置可否的学生占55.3%，而明确表示不喜欢上历史课的学生仅占28%。学生没说不喜欢历史，但也没有表示明显的兴趣。原因何在?无外乎两个因素：(1)因主课学业繁重紧张，把学习历史当作类似看小说看电视等缓释紧张情绪的功能。(2)某些历史知识通过教师引人入胜的讲述，激发了学生的新鲜感，使他们产生了一时的冲动。这些统计表明，目前高中学生对历史学习的兴趣层次还较低，大部分停留在刺激性的历史情节中(这可能受初中历史教学内容的影响)，也就是停留在直接兴趣这一层次上。我们知道，直接兴趣是不稳定的，常会因各种因素而减退，比如知识简单易懂、概念重复讲述、结论不易理解、内容难记难背等，再加上其他学科学习压力，一旦学生感到乏味，或感到困难时，直接兴趣就会衰减、消失。改善之法可从以下几个方面入手：
一是优化课堂教学内容，创设积极的学习环境，构建先进而科学的教学模式，让学生“愿”学。
二是提高历史学科的课程实用价值，让学生“乐”学。我们至少应该向学生显示历史学科在学校这个小社会里的作用，比如可以改革历史考试方法，用写作历史小论文的形式，调动学生运用历史思想、寻找历史依据的积极性;也可以增加课堂教学内容，联系当今世界所发生的学生感兴趣的话题，运用历史分析的方法，指导学生对世界形势发展加以认识;还可以在校内多办一些历史学科的课外活动，如开设历史讲座、展示学生的历史小文章、搞一些历史性的纪念活动，等等。总之，校园要强化历史学科的气氛，久而久之，学生也会受到感染，让他们觉得至少在学校里，学好历史课还是有用武之地的，这样学生的学习兴趣也就会逐渐增加。
三是增强学生在学习中的成功心理，使学生“喜”学。高一学生在学习历史过程中，与初中比较，普遍感到困难，出现“怕”的情绪。教师应根据学生的心理，采取有效的方法增强学生的成功心理，这对稳定学习兴趣有极大作用。我们可以结合教学由浅入深的特征，在教学过程中，对每一层次的内容，作出达标的要求，对学生每达到一个层次，进行及时的评价和鼓励，让学生觉得自己是一个成功者，有信心进入下一个层次学习。再比如针对每个学生不同的情况，让他们在不同的场合获得不同的成功感觉，可以对在课堂上回答问题正确的学生作出当众表扬;可以对作业中有出色解答或独特见解的学生予以高分;也可以让学生在校内办的刊物或壁报上发表一些作品，如历史小论文、历史漫画等;或者将学生的优秀作品推荐到公开发行的报刊杂志上。总之，教师要对学生的每一点成绩和进步多加以肯定和鼓励，使他们对自己的学习抱有信心，最终保持历史学习的稳定兴趣。
1．指导学生通过朗读积累“阴、阳、乘、烛、以、及”等虚词的意义和用法，并疏通文意。
2．指导学生通过反复阅读欣赏精彩的写景片段。
3．体会本文简明生动的语言风格。
教学重点及难点
1．积累相应实词、虚词。
2．背诵全文。
课时分配
两课时
教学过程
第一课时
一、导入新课
中国版图上自古有五座大山最为有名，被称为“五岳”，它们分别是东岳泰山，西岳华山，北岳恒山，南岳衡山，中岳嵩山，而其中的泰山又被誉为“五岳”之尊。今天我们就一起来学习清代姚鼐的《登泰山记》，领悟泰山的高峻雄伟。
二、作家作品
（参见课文注释及教师教学用书）
三、整体把握
1．朗读课文，正音。
2．默读课文，结合书下注释疏通文意。
补充注释：
泰山之阳，汶水西流；其阴，济水东流：古时称山南水北为阳，山北水南为阴。
当其南北分者：在，正。
乘风雪：趁，冒着。
余始循以入：相当于“而”，表顺承。
及既上：到。
苍山负雪：背负。
明烛天南：名→动，照。
戊申晦：农历每月最后一天。
稍见云中白若摴蒱数十立者：依稀看见。
绛皓驳色：或红或白，颜色相杂。
尽漫失：模糊缺失。
极天云一线经：尽。
僻不当道者：偏僻。
3．理清思路：
问：全文共5段，每段要点是什么？
学生默读，讨论，明确：
第1段：总写地理环境，点出泰山及其最高峰——日观峰的位置。
第2段：登临泰山，重点记叙登山的艰难及到达山顶后所见景象。
第3段：重点描写泰山日出的美丽壮观。
第4段：人文景观。
第5段：补记自然景观。
四、布置作业：
1．课后练习一、二。
2．熟读课文。
第二课时
一、导入：
通过上节课的学习，我们已经大体了解了文意，把握了作者的思路。作者如何详写登山过程以及泰山日出的美景呢？这是我们这节课讨论的内容。
二、登山过程和路线。
问：作者如何详写登山路线和经过呢？
默读课文，分析讨论
明确：作者先从北京到泰安，历经齐河，长清，泰山西北谷，长城。
作者登山的路线是：南麓、中谷、中岭、天门、西谷、山巅。
最后见到了山顶的美景：“苍山负雪，明烛天南”，“晚日照城郭，汶水、徂徕如画”，“半山居雾若带然。”
学生用原文复述课文。
三、泰山日出
问：文章是怎样描写泰山日出的？
明确：文章通过景物变化写泰山日出，以时间为序，依次写出了日出前后景物的变化，展现了一幅泰山日出的美景。
例如写云，日出前是“足下皆云漫，”稍后是“极天云一线异色，须臾成五彩”，然后又有“红光动摇承之”。
写山，日出前是“白若摴蒱数十立”后是“绛皓驳色，而皆若偻”。
四、文中比喻，拟人手法的运用。
1．“苍山负雪，明烛天南。”
这是初登山顶时刹那间的感受，作者不说冰雪覆盖青山，却说青山背负白雪，赋予静态的青山以动态，用语新颖、传神。然后说泰山上的雪像蜡烛一样照着天南，形象生动地绘出了积雪的光彩。
2．“望晚日照城郭，汶水、徂徕如画，而半山居雾若带然。”
这是在山顶上远望和俯视所得到的画面，作者纵目远晀，夕阳照耀着泰安城，汶水、徂徕好像自然天成的山水画，而山腰间停留的云雾好似飘带，使人感到那种特有的宁静气息，而且设喻新奇，给人以美的享受。
3．“回视日观以西峰，或得日，或否，绛皓驳色，而皆若偻。”
这一比喻写出了日观以西诸峰的特点，更显日观峰的雄伟，且形象生动。
五、总结
本文充分体现了姚鼐的散文风格，尤以泰山日出一段最为精彩，极受人们推崇。通过对其它景物的描写，来烘托所要描写的景物，这种写作手法也很值得我们借鉴。
六、布置作业
1．背诵全文
2．选取一观察点，描写日出。
教学目标
1．指导学生通过朗读积累“阴、阳、乘、烛、以、及”等虚词的意义和用法，并疏通文意。
2．指导学生通过反复阅读欣赏精彩的写景片段。
3．体会本文简明生动的语言风格。
教学重点及难点
1．积累相应实词、虚词。
2．背诵全文。
课时分配
两课时
教学过程
第一课时
一、导入新课
中国版图上自古有五座大山最为有名，被称为“五岳”，它们分别是东岳泰山，西岳华山，北岳恒山，南岳衡山，中岳嵩山，而其中的泰山又被誉为“五岳”之尊。今天我们就一起来学习清代姚鼐的《登泰山记》，领悟泰山的高峻雄伟。
二、作家作品
（参见课文注释及教师教学用书）
三、整体把握
1．朗读课文，正音。
2．默读课文，结合书下注释疏通文意。
补充注释：
泰山之阳，汶水西流；其阴，济水东流：古时称山南水北为阳，山北水南为阴。
当其南北分者：在，正。
乘风雪：趁，冒着。
余始循以入：相当于“而”，表顺承。
及既上：到。
苍山负雪：背负。
明烛天南：名→动，照。
戊申晦：农历每月最后一天。
稍见云中白若摴蒱数十立者：依稀看见。
绛皓驳色：或红或白，颜色相杂。
尽漫失：模糊缺失。
极天云一线经：尽。
僻不当道者：偏僻。
3．理清思路：
问：全文共5段，每段要点是什么？
学生默读，讨论，明确：
第1段：总写地理环境，点出泰山及其最高峰——日观峰的位置。
第2段：登临泰山，重点记叙登山的艰难及到达山顶后所见景象。
第3段：重点描写泰山日出的美丽壮观。
第4段：人文景观。
第5段：补记自然景观。
四、布置作业：
1．课后练习一、二。
2．熟读课文。
第二课时
一、导入：
通过上节课的学习，我们已经大体了解了文意，把握了作者的思路。作者如何详写登山过程以及泰山日出的美景呢？这是我们这节课讨论的内容。
二、登山过程和路线。
问：作者如何详写登山路线和经过呢？
默读课文，分析讨论
明确：作者先从北京到泰安，历经齐河，长清，泰山西北谷，长城。
作者登山的路线是：南麓、中谷、中岭、天门、西谷、山巅。
最后见到了山顶的美景：“苍山负雪，明烛天南”，“晚日照城郭，汶水、徂徕如画”，“半山居雾若带然。”
学生用原文复述课文。
三、泰山日出
问：文章是怎样描写泰山日出的？
明确：文章通过景物变化写泰山日出，以时间为序，依次写出了日出前后景物的变化，展现了一幅泰山日出的美景。
例如写云，日出前是“足下皆云漫，”稍后是“极天云一线异色，须臾成五彩”，然后又有“红光动摇承之”。
写山，日出前是“白若摴蒱数十立”后是“绛皓驳色，而皆若偻”。
四、文中比喻，拟人手法的运用。
1．“苍山负雪，明烛天南。”
这是初登山顶时刹那间的感受，作者不说冰雪覆盖青山，却说青山背负白雪，赋予静态的青山以动态，用语新颖、传神。然后说泰山上的雪像蜡烛一样照着天南，形象生动地绘出了积雪的光彩。
2．“望晚日照城郭，汶水、徂徕如画，而半山居雾若带然。”
这是在山顶上远望和俯视所得到的画面，作者纵目远晀，夕阳照耀着泰安城，汶水、徂徕好像自然天成的山水画，而山腰间停留的云雾好似飘带，使人感到那种特有的宁静气息，而且设喻新奇，给人以美的享受。
3．“回视日观以西峰，或得日，或否，绛皓驳色，而皆若偻。”
这一比喻写出了日观以西诸峰的特点，更显日观峰的雄伟，且形象生动。
五、总结
本文充分体现了姚鼐的散文风格，尤以泰山日出一段最为精彩，极受人们推崇。通过对其它景物的描写，来烘托所要描写的景物，这种写作手法也很值得我们借鉴。
六、布置作业
1．背诵全文
2．选取一观察点，描写日出。
教学目标：
1．鉴赏本文简练的语言。
2．在反复诵读中了解泰山的人文景观和自然景观。
教学过程和步骤：
一、试读全文
1．提示以下句子的音节组合：
当其/南北分者
与知府/朱孝纯/子颖/由南麓/登
郦道元所谓/环水也
而半山/居雾/若/带然
大风/扬积雪/击面
稍见/云中/白若摴蒱/数十立者
极天/云/一线异色
是日/观/道中石刻
其远石刻/尽漫失
至/日观/数里内/无树
2．以下几处凡须连读以明确语意的，用底线标示：
余始循以入
磴几不可登
望晚日照城郭
极天云一线异色
视日观以两峰或得日或否
是日观道中石刻，自唐显庆以来；
至日观数里内无树，而雪与人膝齐
二、第一段导读
1．汶水，济水怎样分流？诵读原文语句。
“泰山之阳，„„阳谷皆入济”。首先介绍泰山突兀于汶、济二水之间，山南有汶水潺潺西流，山北有济水淙淙东去，“阳谷皆入汶”，“阴谷皆入济”点出了万壑争流的壮美景观，名山傍水，分外壮观。
2．古长城横亘于哪里？诵读原文语句。
“当其南北分者古长城也”，这句既点出古长城在泰山南北山谷的分界处，成为两水分界线，又写出泰山形势之险，依山筑城。
3．怎样介绍日观峰？诵读原文语句？
“最高日观峰，在长城南十五里”。以古长城作为参照物，写日观峰，既点明泰山最高点，也为这次泰山之行树起了一块指路牌。
4．小结：这幅泰山地理概貌图，犹如电影的远景镜头，又如绘画中的鸟瞰图面。作者系用由“面”（两水）到线（古长城）再到点（日观峰）的写法，为后文的叙述设下伏笔。
5．诵读。要求层次分明，字音清晰。前两句重音在“阳”“阴”“阳谷”“阴谷”上；后两句，前句轻读，后句重读。
三、第二段导读
1．由三人分读第二段，并全段由几幅画组成？
2．为第一层内容拟标题：旅游路线图?/p>
3．划出自京师至泰安的有关动词，品味其作用。
“乘”，好像风雪随作者驾驭，比“冒”“顶”多一份生动。“乘风雪”乃全文点睛之笔，作者悄悄埋下一条贯穿全文的伏线，为登山之难，览之豪兴创造了条件。
“历”“穿”“越”“至”，一气读来感到作者不辞漫长的旅途和行程的艰辛，正顶着风雪由远而近，快速行进，以归返自然，纵情登山揽胜。其游兴之豪，向往之切溢于言表。
4．为第二层内容拟标题：登临泰山图。
5．划出自山麓至山顶的途径，品读登山之险。
作者从南麓出发，取道泰安城下的中谷，半道经由中岭，复循西谷，到达山顶，重点表现一个“登”字。作者好像一个导游，引导我们一道攀登，突出“险”字。“成如容易却艰辛”，山高达四十五里，石级竟七千有余，从中岭到山巅，有不少山崖像门户一样挡着山路，人们称之为“天门”，峰峦险峻，雾重冰坚，攀行何其艰难，正如作者在《岁除与子颖登日峰观日出作歌》一诗中所写：“坚冰登滑澄如脂”“攀空险才到顶”，登山充满苦趣，但乐趣亦在其中。
6．为第三层内容拟出标题：晚清文照图
7．登山固然艰难，但登上极顶，那陡然呈现的泰山气象万千的景色，又激动着姚鼐的 高考全程导航家长入口学生入口
日期查询
2014年2013年
艺术类招生专业课测试 港校内地招生计划公布 自主招生考试
开学进入二轮复习阶段 寒假二轮复习
三轮复习高考体检 自主招生面试 一模冲刺
高水平运动员统一测试
《专业招生》目录 《招生章程》发放 加分政策性名单 一模考试 自主招生录取 外语口试 体育专业考试 小语种专业加试
保送生等高校优惠政策最终名单公示
二模考试
五一假期复习总结 填报高考志愿
澳门高校内地招生报名启动 高校招生咨询会
高考
军事、武警、公安类院校军检面试 高考成绩出台
部分香港高校考生面试
高职志愿填报 提前批次录取 高招录取
专科录取控制分数线公布
高考录取通知书寄出 一本录取 二本录取 三本录取
专科（高职）批次录取
艺术类测试 体育特长生测试 保送生测试 艺术特长生测试 自主招生测试 期末考试 寒假复习
学校开学 一轮复习开始 空军招飞启动
高三第一次月考
国庆节复习
保送生
艺术特长生
体育特长生
期中考试
高考报名时间及入口
自主招生简章出台
艺术特长生招生通知
民航招飞政策发布
《北京卷考试说明》出台
保送生招生简章
体育特长生招生简章
艺术特长生招生简章
自主招生招生简章
高校招生简章发布
外语口试
热门关键词
大学自主招生网大学排名高考资源网北约自主招生大学专业介绍高分经验自主招生条件大学排行榜自主招生网自主招生自荐信高考名师原创文章高考报名时间华约自主招生高考知识点自主招生一本分数线二本分数线三本分数线专科分数线自主招生简章
相关推荐
高二语文课件：登泰山记1高一语文教案：登泰山记1高一语文教案：登泰山记2全日制普高高三语文第三册教师用书 登高二语文课件：登泰山记3文言文翻译：登泰山记高二语文登泰山记1高二语文课件：登泰山记2高二语文视频教材人教版上册23：登泰高二语文登泰山记2
移动客户端下载高考院校库（挑大学·选专业，一步到位！）
高校分数线
查询中
查询中
查询中
高校名称
专业分数线
查询中
查询中
年份
2012 2011 2010 2009 2008 2007 2006 2005 2004 2003 2002 2001
百科词条：高一 教案 语文
收藏
【高一 1 教案】推荐阅读：
高一必修1第一章《函数的奇偶性》教案06-10
高一历史必修一教案06-15
高一数学必修4教案07-03
高一数学第二课堂教案05-27
劝学(高一必修) 教案教学设计05-29
高一物理《匀速圆周运动》教案06-03
高一化学必修一全套的教案06-14
高一语文教研组集体备课教案06-15
新教材高一英语UNIT2教案06-20
兰亭集序(高一必修) 教案教学设计07-01
