高一必修四数学教案(精选6篇)
1 掌握利用单位圆的几何方法作函数 的图象
2 结合 的图象及函数周期性的定义了解三角函数的周期性,及最小正周期
3 会用代数方法求 等函数的周期
4 理解周期性的几何意义
二、学习重点与难点
“周期函数的概念”, 周期的求解。
三、学法指导
1、是周期函数是指对定义域中所有 都有
,即 应是恒等式。
2、周期函数一定会有周期,但不一定存在最小正周期。
四、学习活动与意义建构
五、重点与难点探究
例1、若钟摆的高度 与时间 之间的函数关系如图所示
(1)求该函数的周期;
(2)求 时钟摆的高度。
例2、求下列函数的周期。
(1) (2)
总结:(1)函数 (其中 均为常数,且
的周期T= 。
(2)函数 (其中 均为常数,且
的周期T= 。
例3、求证: 的周期为 。
例4、(1)研究 和 函数的图象,分析其周期性。
(2)求证: 的周期为 (其中 均为常数,
且
总结:函数 (其中 均为常数,且
的周期T= 。
例5、(1)求 的周期。
(2)已知 满足 ,求证: 是周期函数
课后思考:能否利用单位圆作函数 的图象。
六、作业:
七、自主体验与运用
1、函数 的周期为 ( )
A、B、C、D、
2、函数 的最小正周期是 ( )
A、B、C、D、
3、函数 的最小正周期是 ( )
A、B、C、D、
4、函数 的周期是 ( )
A、B、C、D、
5、设 是定义域为R,最小正周期为 的函数,
若 ,则 的值等于 ( )
A、1 B、C、0 D、
6、函数 的最小正周期是 ,则
7、已知函数 的最小正周期不大于2,则正整数
的最小值是
8、求函数 的最小正周期为T,且 ,则正整数
的值是
9、已知函数 是周期为6的奇函数,且 则
10、若函数 ,则
11、用周期的定义分析 的周期。
12、已知函数 ,如果使 的周期在 内,求
正整数 的值
13、一机械振动中,某质子离开平衡位置的位移 与时间 之间的
函数关系如图所示:
(1) 求该函数的周期;
(2) 求 时,该质点离开平衡位置的位移。
14、已知 是定义在R上的函数,且对任意 有
成立,
(1) 证明: 是周期函数;
关键词:结构变化;内容变化;习题变化
人教社(A版)数学必修四模块的内容包括“三角函数”“平面向量”“三角恒等变换”三章内容。相对于人教社(必修版)高一下册的改动很大,下面对比教材变化,谈几点自己的看法。
一、结构变化
必修四与过去的必修教材第一册(下)在结构安排上做了一些变化,将“两角和与差的三角函数”改章名为“三角恒等变换”放在了本模块的最后一章,“平面向量”的内容插在了“三角函数”与“三角恒等变换”之间。对于向量内容的提前是方便后面推导两角差的余弦公式,加强了向量的应用。“三角恒等变换”放在“三角函数”之后,分散了难点,第一章中学生更多地把注意力放在了函数的图象与性质上,三角恒等变换的明确提出并在书中给出了定义,对比代数恒等变换使内容更加明确。新教材在编写中增加了许多思考和探究的问题,这些问题情境的设置,提高了学生自主学习的主动性,增强学习的能力,为终身学习打下基础。
二、教学内容变化
在内容上,任意角三角函数的定义是一个变化,将原来的半径为r的圆改为单位圆,不仅是简单了定义,也使三角函数线的定义更加自然了。在1.5节“函数y=Asin(ωx+φ)”内容安排中大量应用了信息技术,通过“几何画板”软件的操作,使复杂的函数图象变化直观地展现在了学生面前,更因为“几何画板”软件的可操作性强,和随着家用电脑的普及,给学生的自主学习提供了更加广阔的平台。在第三章中共计11个公式,只有两角和(差)这两个公式书中给出了推导过程,其余的9个公式均是学生自行推导,体现了课标中要求的“倡导积极主动、勇于探索的学习方式”。
三、例题、习题安排变化
由于教材结构上有了变化,在最后一章的复习参考题中,配备了许多综合习题,充分展示了这种變化的好处,同时习题的归类整理上也比老版本的习题好,使学生的可模仿性加强,例题中也加大了注脚的作用,通过注脚来提问反思和归纳总结,在教科书127页例2中,利用注脚做了归纳总结,在这以前的课本中是没有的,教材中处处体现出课标中“发展学生的数学应用意识”这一理念,例题、习题中处处都能体现出数学在实际出的应用,使学生感受到数学与我们实际生活联系,增加了大家学习数学的兴趣。习题中也增加了研究性问题的比重,给学生增加了更多自主探索的机会,有利于提高学生的数学分析能力。
《琵琶行》教案(苏教版高一必修四)
一、教学目的: 1、欣赏并学习诗中运用形象比喻描写音乐的语言艺术,了解运用环境描写渲染气氛、烘托人物思想感情的表现方法。 2、认识封建社会造成琵琶女悲凉身世和诗人失意谪居的黑暗现实。 二、教学重点、难点: 1、重点:第二诗段,以串讲为主。 2、难点:对诗人思想感情的认识。 三、教学时数: 三课时 教学内容和步骤: 第一课时 一、预习提示:字词正音: 湓pén(江名)贾gǔ(商人)思sì(名词,思绪)嘈cáo(声音粗重) 舫fǎng(船)虾蟆hámó钿diàn(用金片做成的花朵形的装饰品)篦bì(用竹子做成的梳头用具)呕哑ōuyā(象声词,乐声嘈杂)嘲哳zhāozhā(象声词,声音细碎) 二、作者简介及背景提示 白居易,唐代著名现实主义诗人,字乐天,晚年号香山居士,生于河南省新郑,青年时家境贫困,对社会生活及人民疾苦有较多的接触和了解。二十九岁中进士,官至左拾遗(谏官)。有兼济天下的理想,屡次上书针砭时弊。写下了《新乐府》、《秦中吟》为代表的讽喻诗,反映了劳动人民的痛苦生活,揭露了统治阶级的腐朽和罪恶。由于得罪了宪宗和官僚集团,被贬官。著有《白氏长庆集》七十一卷,今存书近三千首。在文学上白居易主张文章合为时而著,歌诗合为事而作,强调和继承我国古典诗歌的现实主义优良传统,反对嘲风月,弄花草而别无寄托的作品,是新乐府运动的倡导者,在文学史上有重要地位。作品以通俗流丽著称。《琵琶行》是我国文学史上著名的长篇叙事诗,是白居易的代表作品之一。初中学过他的作品《卖炭翁》。 三、词的相关知识 1、关于歌、行、引: 《琵琶行》原作《琵琶引》。白居易还有《长恨歌》。歌、行、引是古代歌曲的三种形式,后成为古代诗歌的一种体裁。三者的名称虽不同,其实并无严格区别。其音节、格律一般比较自由,形式都采用五言、七言、杂言的古体,富于变化。 2、关于小序: 诗前有一小序,共一百三十八字。扼要地交代了时间、地点、人物和故事的主要经过,概述了琵琶女的身世,说明了本诗的写作动机,定下了全诗凄切伤怀的感情基调。本诗是一篇抒情色彩很浓的长篇叙事诗。 四、课文分析鉴赏 元和十年(9),予左迁(10)九江郡(11)司马(12)。明年秋,送客湓浦口(13), 降职为秋天(我) 闻舟中夜弹琵琶者,听其音,铮铮然有京都声(14)。问其人,本长安倡女(15), 邻船的人那琴声地发出京城乐曲的声调原来是歌女 尝学琵琶于曹穆二善才(16),年长色衰,委身(1)为贾人(2)妇。遂 过向乐师年龄增长,容颜衰老嫁给作妻子(我)就 命酒(3),使快(4)弹数曲。曲罢悯然(5),自叙少小 叫(手下人)摆酒畅快弹奏几支曲子弹完(她现出)忧郁的样子述说年轻 时欢乐事,今漂沦(6)憔悴,转徙于江湖间。予出官(7)二年, 事情漂泊沦落人瘦弱,面色不好看辗转迁徙各地京官外调(已有) 恬然(8)自安,感(于)斯人言,是夕始觉有迁谪意。因为 自己觉得安然(却)被这人的话感动了才觉得被贬谪的失意之情因此写了 长句(9),歌(10)以赠之,凡六百一十六言(11),命(12)曰《琵琶行》。 (这首)七言诗作歌并送(给)他共字命名叫 全诗按时间顺序分为五段: 浔阳江头(13)夜送客,枫叶荻(14)花秋瑟瑟。 晚上,在边秋风下,响瑟瑟 第一层:交代故事发生的时间、起因、自然环境,全诗一开始就笼罩着悲凉的气氛。 主人(16)下马客在船,举酒欲饮无管弦(17)。 白居易陪走上酒杯(却)没有(助兴的)音乐 醉不成欢惨(18)将别,别时茫茫江浸月。 (酒)欢乐悲伤分别(看到江面)月影映在江里 分析:主人下马与客在船是互文,即主客都下马登船。 在远离京都的浔阳江边送客,这不是一般的离愁别恨:暮色暗淡,更使人惆怅惜别;霜叶衰草,秋风萧瑟,更显出荒凉寥落;没有音乐助兴,只能对饮闷酒,借酒浇愁,更反映出失意谪居的冷落寂寞。一个惨字,直抒胸臆,真实表现了当时的场面气氛和人物心境。最后借用秋江月影,烘托出主客之间相对无言,黯然神伤的心情,形象说明诗人此时的哀愁就象那茫茫江水一样无边无际,此时的心绪就象江中破碎动荡的月影一样零乱。以上这些描写,为悲剧性的人物琵琶女的出场,创造了悲凉的气氛。 第二层:写与客人饯别时的凄凉情景。 忽闻水上琵琶声,主人忘归客不发。 然听到面(飘来)琴声回去(也)出发 分析:从侧面表现了琵琶曲强大的吸引力量。这两句,从感情上来说,是由抑郁到惊喜的一个转折;从结构上来说,起了承上启下的作用。先闻其声,后见其人。 第三层:概括写出主客对忽然传来的琵琶声的神往。 第一诗段:作者秋夜江边送客忽闻琵琶声。(诗的引子) 寻声暗(19)问弹者谁?琵琶声停语欲迟(20)。 顺着轻声询问要回答,(又有些)迟疑 移船相近邀相见,添酒回灯(20)重开宴。 把船移近那船她上菜拿回盏新 千呼万唤始出来,犹抱琵琶半遮面。 声声(她)才(走)(却)还着遮住半边脸 分析:寻问移添回开宴呼唤等一系列动词,生动地表现了诗人忽闻琵琶声和急欲见到弹奏者的迫切心情。诗人运用想象欲语迟、夸张千呼万唤始出来和行动描写犹抱琵琶半遮面,精炼而又细腻地表现了琵琶女此时矛盾复杂的心情。这中间有自惭身世,本不愿再向人献艺却又拗不过作者盛情相邀的不得已之情,也有在封建伦理道德观念束缚下的犹疑和顾虑。准确描绘了琵琶女真切的个性,复杂的心理和特有的神态。使读者如见其人,如见其态。 第一层:写邀请琵琶女的经过。 转轴拨弦(22)三两声,未成曲调先有情。 动琴动琴(调音)三声两声没弹奏(就)含深 弦弦掩抑(23)声声思(24),似诉平生不得志。 (一)低沉抑郁(的乐声)(一)愁思好倾一能 低眉信手(25)续续(26)弹,说尽心中无限事。 着头随连续拨伤心的事情 分析:写琵琶女的调弦、音调、感受、神态,包含丰富的切身生活体验,为下文弹奏有情作铺垫,是情的根源。这里略写,预示以后琵琶女自叙身世的一段叙述。 轻拢慢捻抹复挑,(27)初为《霓裳(1)》后《六么(2)》 轻轻地拢,慢慢地捻,一会儿抹,一会儿挑先弹奏弹奏 分析:写指法,即演奏者对各种技法综合的、熟练地运用,达到炉火纯青的地步,接着写以高超的技巧所奏的名曲,然后对音乐展开大段描写。 大弦(3)嘈嘈(4)如急雨,小弦(5)切切(6)如私语。 粗如同(降临的)急雨细在低声私语 分析:对比在不同弹法下产生截然相反的音乐效果。嘈嘈、切切,象声词,采用对比手法。 嘈嘈切切错杂弹,大珠小珠落玉盘。(7) 交错间杂弹奏(好象)在里 分析:用大珠小珠落在玉盘来概括音乐的美。 间关莺语花底滑(8),幽咽(9)泉流冰下难(10)。 像黄莺在花下啼叫一样宛转流利像冰下泉水幽幽咽咽冷涩艰难 分析:滑和难比喻声音的特色,滑指流利畅通,像善于歌唱的黄莺在花间鸣叫一样流畅、悦耳;难指滞涩阻塞,就像人低声哭泣,气咽声堵,又像冰下泉水,阻塞难通。幽咽,见杜甫《石壕吏》夜久语声绝,如闻泣幽咽。这是诗人想象中听到的声音。其特点:如泣如咽,似断似续。 冰泉冷涩弦凝绝(11),凝绝不通声暂歇。 像冰下的泉流寒冷滞涩,弦声渐缓似要断绝凝结不通弦声暂时停歇 分析:形容声音越来越低沉,以至停歇。 别有幽愁暗恨生,此时无声胜有声。 另一种产生这时琴 分析:停止后,让听众想象和感受琵琶女的幽愁暗恨,因此暂时的寂静无声,比连续不断的铿锵之声更能撩拨人们的心弦,增加一层对比:有声无声。 银瓶乍破水浆迸,铁骑突出刀枪鸣。(12) 突然破裂溅射爆发齐鸣 分析:形容琴声在沉咽、暂停后忽然又爆发出激越、雄壮的乐音,是全曲的最强音。 乐曲旋律的变化:舒缓流畅逐渐沉咽间歇停顿激越雄壮。 曲终收拨当心画,(13)四弦一声(14)如裂帛。 乐曲终了用拨子对着(琵琶)中心划一下四根琴弦响象撕裂绸帛 画通划 分析:写乐曲收束时的动作和声音。 第二层:弹奏琵琶的过程。(全诗描写重点,最精彩的地方) 东船西舫悄无言,唯见江心秋月白。 船静悄悄话声只看见一轮秋月淡白 分析:用精炼的.笔墨,突出琵琶感人的艺术效果。 第三层:听众的反映。 为什么演奏完毕,要添上这两句? 1、为了突出音乐效果。 悄无言比报之以热烈的掌声或喝彩声更好,这就是一种此时无声胜有声。乐曲引人入胜,感人肺腑,它虽然结束了,但听众还是曲意未尽,仍然沉浸在动人的音乐中,神情恍惚,如醉如痴。这是一种最好的艺术反应,在大段的直接描写之后,续以这两句精练而意味深长的间接描写,更突出了音乐的魅力,是画龙点睛之笔。 2、为了深化诗歌的意境。 它把动态的音乐凝固在静态的画面里,曲终已经收拨,乐声已经消逝,但人们的欣赏活动仍在继续。眼前是江水茫茫,无边无际,四周寥落,万籁俱寂,中天一轮明月,江心倒映一派光辉。人们凭着诗意的想象,似乎感到这秋凉的夜色中弥漫着音乐的气氛,这粼粼的波光中荡漾着动人的旋律。总之余音绕梁,不绝如缕。这两句诗里,情和景,意和景,悲怆的乐曲和凄清的画面都融为一体,这种以景结情的写法,颇有言有尽而意无穷之妙。 第二诗段:写琵琶女弹奏琵琶的情景,着重表现琵琶女的高超技艺和琵琶声所流露的幽愁暗恨。 第二课时 一、课前背诵引入 二、课文鉴赏分析 1、听读课文 2、分析课文 沉吟(15)放拨插弦中,整顿衣裳起敛容(16)。 片刻把拨子放插琴弦之中理现出正容 第一层:过渡句,琵琶女由弹奏结束到准备自叙时的动作和神情。 自言本是京城女,家在虾蟆陵(17)下住。 说(她)子居住 十三学得琵琶成,名属教坊(1)第一部。 成弹奏名字列在最前一部 曲罢曾教善才服,妆成每被秋娘(2)妒。 一曲弹完使琵琶名手叹服上妆后常常美貌歌伎嫉妒 五陵年少(3)争缠头(4),一曲红绡不知数。(5) 京城富
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180 1 弧度?度180??? 弧度?倒数关系:Sin?Csc??1 正六边形对角线上对应的三角函数之积为1
Cos?Sec??1
tan2??1?Sec2?
平方关系:Sin2??Cos??1 21?Cot2??Csc2?
乘积关系:Sin??tan?Cos? , 顶点的三角函数等于相邻的点对应的函数乘积
Ⅲ 诱导公式? 终边相同的角的三角函数值相等
Sin???2k???Sin? , k?z Cos???2k???Cos? , k?z
tan???2k???tan? , k?z
?角?与角??关于x轴对称Sin??????Sin?
Cos?????Cos?
tan??????tan?
?角???与角?关于y轴对称Sin??????Sin?
Cos???????Cos?
tan???????tan? ?角???与角?关于原点对称Sin???????Sin?
tan??????tan?Cos???????Cos?
?角?
2??与角?关于y?x对称???Sin
?????Cos?Cos??2?? ??????Cos?????Sin?
Cos??????Sin??2??2?
??????tan?????cot?tan??????cot??2??2?
上述的诱导公式记忆口诀:“奇变偶不变,符号看象限”
Ⅳ 周期问题
?
2?y?ACos??x??? , A?0 , ? ? 0 , T????y?ASin??x??? , A?0 , ? ? 0 , T??y?ACos??x??? , A?0 , ? ? 0 , T??
y?ASin??x??? ?b , A?0 , ? ? 0 , b ?0 , T?2?y?ASin??x??? , A?0 , ? ? 0 , T?2?
2?y?ACos??x??? ?b , A?0 , ? ? 0 , b?0 , T?????T??y?Acot??x??? , A?0 , ? ? 0 ,
?
y?Atan??x??? , A?0 , ? ? 0 , T?
?
??
y?Acot??x??? , A?0 , ? ? 0 , T?
?
Ⅴ 三角函数的性质
y?Atan??x??? , A?0 , ? ? 0 , T??怎样由y?Sinx变化为y?ASin??x????k ? 振幅变化:y?Sinx左右伸缩变化:
y 左右平移变化 x??)
上下平移变化y?ASin(?x??)?k
Ⅵ平面向量共线定理:一般地,对于两个向量 a,a?0,b,如果有
?
一个实数?,使得??,?,则与与是共线向量 那么又且只有一个实数?,使得??.
Ⅶ 线段的定比分点
?
.
OP?
?
?当??1时 ?当??1时
Ⅷ 向量的一个定理的类似推广
向量共线定理: ?? ??
?推广
?平面向量基本定理: a??e ??e , ??其中e1,e2?1122
??
?不共线的向量
?
?推广
??1e1 ??2e2 ??3e3,
空间向量基本定理: ?? 其中e,e,e为该空间内的三个123??
?不共面的向量???
Ⅸ一般地,设向量??x1,y1?,??x2,y2?且?,如果∥那么x1y2?x2y1?0 反过来,如果x1y2?x2y1?0,则∥.
Ⅹ 一般地,对于两个非零向量a,b 有 ???,其中θ为两向量的夹角。
Cos??
?
x1x2?y1y2x1
2?
y1
2
x2
2
?
y2
2
特别的,??? ?
2
Ⅺ
如果 ??x1,y1? , ??x2,y2? 且? , 则??x1x2?y1y2特别的 , a?b?x1x2?y1y2?0
Ⅻ 若正n边形A1A2???An的中心为O , 则OA1?OA2?????OAn?
三角形中的三角问题
A?B?C ?A?B?C?? ,A?B?C??,?-2
2
2
2
2
?A?B??C?
Sin?A?B??Sin?C? Cos?A?B???Cos?C? Sin???Cos??
?2??2?
?A?B??C?Cos???Sin??
?2??2?
?正弦定理:
abca?b?c
???2R? SinASinBSinCSinA?SinB?SinC
余弦定理:
a2?b2?c2?2bcCosA , b2?a2?c2?2acCosB c?a?b?2abCosC
2
2
2
b2?c2?a2a2?c2?b2CosA ?, CosB ?
2bc2ac
变形: 222
a?b?c
CosC ?2ab
I. 单元教学目标
技能目标Skill Goals
Talk about different types of humour; a taste of English humour
Learn how to express one’s emotions
Learn the -ing form as the Predicative, Attribute && Object Complement
Learn to write humorous stories
II. 目标语言
功 能 句 式 情感(Emotions)
I enjoy this very much because ...
I laugh at that kind of thing because ...
This is fun because ...
How wonderful/ surprising!
It surprises me that ...
I’m pleased we were both amused at ...
I felt happy because ...
It’s amusing that ...
词 汇
1. 四会词汇
slide, skin, cruel, content, astonish, particular, entertain, failure, entertaining, throughout, homeless, worn-out, overcome, difficulty, boil, fortunate, snowstorm, bottom, chew, mouthful, direct, star, outstanding, Switzerland, fortune, swing, pancake, mountainous, whisper, vast, sense
2. 认知词汇
verbal, nonverbal, mime, farce, Charlie Chaplin, Edward Lear, bump, poverty, charming, tramp, lace, enjoyment, Oscar, costume, Sherlock Holmes
3. 词组
be content with, badly off, pick out, star in, knock into
语 法 构词法:名词与形容词之间的转化 动词的-ing形式作表语、定语和宾语补足语的用法(The -ing form as predicative, attribute and object complement)
重 点 句 子 Do you find it funny to see someone sliding on a banana skin, bumping into someone else round a corner, or falling down a hole in the road? P17
Perhaps it makes us feel more content with our life ... P17
He became famous for using a particular form of acting, including mime and farce. P17
But he was lived by all who watched the films for his determination in overcoming difficulties and being kind even when people were unkind to him.
P18
Imagine you are hungry and all there is to eat is a boiled shoe. P18
That was the problem facing Charlie Chaplin in one of his most famous films. P18
He solved it by using nonverbal humour. P18
Their job is “panning for gold”. P18
Finally he tries cutting and eating the bottom of the shoe. P18
Ⅲ. 教材分析与教材重组
1.教材分析
本单元的中心话题是“感受英语幽默”,其中涉及到了幽默的种类及其代表人物,并就中外幽默进行了粗略的比较,以此让学生感受英语幽默的内涵。
1.1 WARMING UP中提出了三个问题:How many kinds of humour do you know?Do you know these kinds of humour? Do you have other kinds of humour in China?这三个问题直指本单元中心话题,为下一步的阅读理解作了准备。
1.2 PRE-READING在WARMING UP 的基础上提出了另外三个问题:What do you like to laugh at? What does humour mean? Is humour always kind?这三个问题进一步让学生了解幽默的含义,即把缺陷与完美、荒唐与合理、愚笨与机敏等两极对立的属性不动声色地结合起来,在对立统一中见其深刻的意义。
1.3 READING以美国著名喜剧大师Charlie Chaplin的表演为例,为学生展示了幽默的内涵。第一段以常见的踩香蕉皮滑倒为例,指出了幽默的内涵之一:“Perhaps it makes us feel more content with our life because we feel there is someone else worse off than ourselves”.从第二段开始介绍卓别林以其独特的表现方式成为著名的幽默大师,文中列举了两部他的喜剧片,一部是The Little Trump,另一部是The Gold Rush。前者以其穿着及行为而受到了人们的喜爱;后者通过吃皮鞋这一片段,让人领略了他的无与伦比的想象力与幽默感。卓别林将滑稽的相貌、夸张的穿戴和离奇的想象完美地结合起来,出于现实而又超脱现实。令人在捧腹大笑的同时,感到了他对待苦难的积极态度,和对下层小人物的同情。这篇文章揭示了幽默的内涵,给学生留下了思考的余地:Is humour always kind?
1.4 COMPREHENDING分为两部分。第一部分以填写表格的形式让学生练习写阅读笔记,同时提示他们人物传记的写法,让学生了解文章结构。第二部分练习课文中出现的生词。
1.5 LEARNING ABOUT LANGUAGE包括词汇和语法两部分。词汇部分强调用英语来解释词汇,并在实际情景中使用所学词汇。 语法部分主要通过大量的例句和习题来实现让学生自主学习的目的,总结-ing形式在句中作表语、宾语和宾语补足语的用法。
1.6 USING LANGUAGE部分, 从听、说、读、写四个方面来学习和巩固所学语言知识,全面体现语言运用能力。
2. 教材重组
2.1 将WARMING UP(P17), READING(P22)与SPEAKING(P23)整合在一起上一堂口语课。
2.2 将PRE-READING,READING (P17), COMPREHENDING (P18)及LEARNING ABOUT LANGUAGE中的练习一和练习二整合在一起上一堂阅读课。从字、词、句、和篇章几个方面掌握目标语言。
2.3 将LEARNING ABOUT LANGUAGE (P20)中的剩余练习及USING LANGUAGE (P56)中的所有练习整合成语法课来练习ing形式在句中作表语、宾语和宾语补足语的用法。
2.4 将LISTENING(P23), LISTENING(P55) 和LISTENING TASK(P58)整合在一起上一堂听力课。
2.5 将WRITING(P23),TALKING(P55)和SPEAKING AND WRITING(P60)整合成一堂写作课。
2.6 将USING WORDS AND EXPRESSIONS(P56),READING TASK(P59),PROJECT(P61)和 SUMMING UP(P24)整合在一起上一堂复习课,总结这个单元所学全部内容。
3. 课时分配
1st period Speaking
2nd period Reading
3rd period Grammar
4th period Listening
5th period Writing
6th period Summary
Ⅳ. 分课时教案
The First Period Speaking
Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇
verbal, nonverbal, mime, farce, pancakes, mountainous, whisper
b. 重点句型
I think how short life is and how long the universe has lasted. P22
2. Ability goals 能力目标
Enable the students to talk about some types of English humour and Chinese humour.
3. Learning ability goals 学能目标
a. Help the students learn how to talk about some types of English and Chinese humour, and then find their differences.
b. Let the students listen, read, and then imitate the jokes, so that they can realize that humour is to let people to be optimistic about everything around.
Teaching important points 教学重点
Help the students learn how to understand and enjoy English humors.
Teaching difficult points 教学难点
Help the students know the differences between English and Chinese in humours.
Teaching methods 教学方法
Using pictures, discussion, reading and imitation.
Teaching aids 教学准备
A recorder and a projector.
Teaching procedures & ways 教学过程与方式
Step ⅠRevision
Have a dictation about the words and expressions that appeared in Unit 2.
Step Ⅱ Warming up
Start the new unit by showing the students a picture:
T: Look! What do you think of the picture?
Ss: It’s very funny! A wolf or a dog is jumping across the back of a sheep!
T: Yeah! It’s so funny that we cannot help laughing about their acting. It makes us feel nice. Today, we are going to learn something about humour. The title is A taste of English humour. Do you know something about English humour?
S1: I’m sorry.
S2: I know an English humour.
T: Really? Please read it to us.
S2: I’ll try. One day a patient went to see his doctor. He said to the doctor: “Doctor, I see double.” The doctor said: “Sit on the chair please.” And then the patient asked the doctor: “Which one?”
T: That’s really interesting! Thank you! In fact this is a kind of English humour, which we call verbal joke. Ok, here are some pictures. Look, who are they?
(1) (2) (3) (4)
S3: It’s Charlie Chaplin. And I know picture one is from a film called The Gold Rush.
T: Right. Who know the man in picture 3?
S4: I dare say that everyone know him. He’s Mr. Bean, one of the most famous and successful British actor.
T: You are right. He’s now recognized as the most popular British comedy expert. And how about the last one?
S5: It’s difficult to say. I guess he’s an American because the picture behind him looks like an American flag.
T: Right. He is Mark Twain, the famous American writer. Do you know something about him?
S6: He liked to make jokes with other people.
T: Have you once read some?
S6: Only a few.
T: Can you bring us some next time?
S6: Let me try.
T: OK, now, let’s look at the chart on Page 17. What does it tell us?
S7: From the table we can see that Charlie Chaplin is good at nonverbal humour; Mr. Bean is famous for his mime and farce; while Mark Twain was good at tell some funny stories. But I don’t know Edward Lear.
T: Right. Edward Lear is a famous British poet. His poems are funny. But they were all from daily life. Until now people also read them and enjoy them. Here is one of his short poems. Please look at the screen:
There was an old Man with a bread
There was an old man with a bread,
Who said, “It’s just as I feared!
Two owls and a hen,
Four larks and a wren,
Have all built their nests in my bread!”
T: In these two poems we can see that Edward Lear used a kind of magnification to make his poem funny. But because the sense of humour of English and Chinese is different, sometimes what they feel funny would not sound funny to us. But if you want to make fun of one of your friends, you can send them to him/her. They will be surprise to see these. Well, do you know these persons in the pictures? What are they good at? Nonverbal, mime and farce, funny stories or funny poems?
(1) (2) (3) (4)
S8: Picture 1 is Chen Peisi. I think he is famous for his mime and farce.
S9: Picture 2 is Zhao Benshan. He is famous for his Xiao pin. And he is also for his mime, I think.
S10: The two persons in picture 4 are Liu Quanhe and Liu Quanlin. They are good at Ya ju (哑剧).
T: Do you know the third person? No? He is the famous cross talk actor-Hou Baolin. When he was living, he was the most popular actor. Many of his works are the classic. OK, now can you finish the last column of the chart?
The Suggested answers:
English humour
Nonverbal
Mime and farce
Verbal jokes
Funny stories
Funny poems Chinese humour
Pantomime (哑剧) 刘全和、刘全林
Funny plays 陈佩斯、赵本山
Cross talk 侯宝林、马季
Jokes
Doggerel (打油诗)
Step Ⅲ Reading on P22
The purpose of this reading is to introduce the kind of humour we can laugh at -verbal jokes. They use a “play on words” to be funny. Let the students read the three jokes and then match the joke with the explanation.
T: Well, boys and girls, just now we learned something about English and Chinese jokes. Now let’s read some English jokes on Page 22. I’ll give three minutes for you to read them and then match the joke with the explanation. If you like, you may have a discussion. And then we’ll check the answer. OK, read them.
The students read and finish their task, and the teacher can show some other jokes on the screen. After they have finished the task, check the answer and ask them to enjoy the jokes on the screen.
T: Have you finished the reading? Are the jokes funny?
Ss: Yes, they are very funny. We’ve never found that English jokes so funny.
T: What’s the answer?
S11: The answer is 1 to B, 2 to C and 3 to A.
T: Good. Now, please look at the screen. Here are more jokes on it. Read them and enjoy them. If you have some troubles in understanding, discuss, or ask me.
Give the students some time to read the jokes.
Patient: Doctor, I’ve lost my memory.
Doctor: When did this happen?
Patient: When did what happen?
Anisha: Thank you doctor. My fever is gone.
Doctor: Don’t thank me. Thank god.
Anisha: Then I’ll pay the fees to god.
A man with two red ears went to see his doctor.
Doctor: What happened to your ears?
Man: I was ironing a shirt and the phone rang but instead of picking up the phone, I accidentally picked up the iron and stuck it to my ear.
Doctor: Oh Dear! But ... what happened to your other ear?
Man: The scoundrel (恶棍) called back!
T: Funny?
Ss: We’re laughing to death!
T: Don’t do that, another joke is waiting for you. Please read the neat joke on Page 22. And then finish the question followed.
Give the students three minutes to do it.
T: Now decide which of these two kinds of jokes you like better. Give your reason.
S12: I find the first kind jokes are easier to understand.
S13: Those jokes on the screen are the funnies ones, I think.
S14: We must understand the background of the funny story at first, and then we can know what a humor Sherlock Holmes was. I think to understand this kind of jokes needs wisdom to understand. We must know that he was a detective, so he was always thinking of the things such as stealing.
T: What you said is reasonable. Now let’s listen to the tape, pay attention to the intonation, and try to bring out the humorous meaning.
If time permits, the teacher can ask some students to act out the jokes.
Step IV Speaking
T: Now, we’ve learned some jokes and listened to some too. How about speaking out what you feel funny in class? I’ll give you five minutes to prepare this task, and then ask some of you to tell us your story. There are some steps for you to finish the task. If you think they are useful, follow them.
Five minutes later.
S15: My story is one day Lian Hong was standing by the window, talking with other students. Ren Xinglian came up. She wanted to make a joke with Lian and gave her a surprise. So she rushed towards Lian and kicked her at the same. But to all of us surprise, Ren slipped on the floor! Everybody laughed to bend their backs, me too.
T: Me too! OK, this class is full of joy. We know that in our life, there are full of happiness, sorrows, boredoms, and joys. When we meet with sorrows or boredoms, don’t forget to read these jokes. Maybe they can bring you sunshine. Am I right?
Ss: Yes. Thank you.
Step V Homework
T: Today’s homework is to preview the Reading material and finish the Comprehending ahead. And I have a wish that at the beginning of each class, one of our classmates can give us a joke, to bring smile into the classroom. Do you agree?
Ss: That’s a good idea.
T: Let’s begin from Group one. One of you will tell a joke to us at the beginning of next class. Don’t forget it. Ok, class is over. See you next time.
Ss: See you.
详细内容请订阅
止言意味着“言不可随便”,但并不等于什么都不说,也不等于装聋作哑,而是不要不分场合、不分时间、不分情境地随便说、随便谈、随便聊、随便议论。如果要发言,就必须先考虑周全。老板不只是宣传鼓动者,还应该带头执行条例和制度,不但要抓好贯彻落实工作,还要注意“喊破嗓子,不如做出样子”,一个合格老板的行为就是“不言之教”。
止欲
欲有两大方面,一是物质欲,二是名誉、地位之欲。应当承认,人有欲望不但正常而且天经地义。但是,欲望绝不能过了头。老子说:“金玉满堂,莫之能守;富贵而骄,自遗其咎。”因此,老板应当淡化物质欲和名利欲,这样才能打破心灵上的枷锁。
止行
止行不是不做事,而是要对所管的人、事、物等分出个轻重缓急来。古人说:“如竹之有节,节节而制之,以一管十,以十管百,以百管千,以千管万,以简驭繁之法也。”老板应当效仿竹子这种中间空虚但因有节而直立数丈所不屈的品格,并抓住关键的环节,而不要什么事情都去管。
止怒
《孙子·火攻》中说:“怒可以复喜,愠可以复悦,亡国不可以复存,死者不可以复生。”也就是说,怒了之后可以转为喜,愠了之后也可以转为愉悦,但是,国家灭亡了却不可以再兴,人死了也不可以再生。所以,我们可以说,老板经常发怒,可能会以企业的利益甚至是命运作为代价,毕竟人在发怒的情况下是不理智的。当然,止怒不等于在任何情况之下都不发怒,只是说要在怒和不怒之间找到一个更为合适的“度”。
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