高一英语教案全套必修（共4篇）
Section one
Step I. Greeting and speech time
Let one of the Ss give his/her speech in the front of class.
Step II. Go over the new words.
1. Listening to the tape of vocabulary and let the Ss read following it twice.
2. Have a dictation to the following words.
important ones: whisper, literature, eagle, feather, swan, beauty, muddy, peace,
sharp, familiar, identity, somehow, press, bite, expectation, statement,
content, entire, respond, material, challenge, vocabulary
Step III. Pre-reading
1. Read through the whole text and let them do the following simple questions 伴读P72
Answer the following questions.
A. Why did the girl walk into the forest one day?
B. What is the purpose of the eagle?
C. What is the purpose of the hawk?
D. What is the purpose of the hummingbird?
E. What is the purpose of the swan?
F. Did the girl find her dreams?
G. What was the dream of the girl?
2. Help the students identify the theme in this story.
Read the text more carefully and then answer the following questions.
1) What is the underlying idea?
2) What is the story trying to tell us?
3) What is the symbolic meaning?
4) What do the characters or the evens in the story stand for in the real world?
Possible answers:
1) a difficult journey
2) persistence
3) patience
4) Identifying one’s purpose in life and finding yourself and who your are.
Step IV. Language points
1. Deep into the forest
2. There is no hesitation in their flight. (There is no hesitation…)
3. fly away/ fly by /fly over
4. still 的各种含以及用法
5. from + 介词短语 ：from within her heart
Section Two
Step I. Build your comprehension
1. Ask the Ss to do brain-storm: what can you see in the forest?
What can you hear in the forest?
What can you feel in the forest?
Then collect the answers to enrich their vocabulary.
2. Finish the questions (见课本58页)
Step II. Build your vocabulary
1. Finish the exercise on P58.1
2. Lead the Ss to understand the rule of forming new words by adding Adv. Suffix “ly”.
Step III. Listening skills
Listening to the tape and finish the questions 课本59页
(Answers: a. a. a. b)
Step IV. Speaking skills
1. Giving out some expressions of making suggestions.
(If you want to…? / Do you like…? / Are you interested in…? / I would like you to…/ You’d better…)
2. Asking the Ss to give suggestions in order.
3. Let the Ss work in pairs to form dialogues.
Section Three
Step I. Let Ss read the text content (课本61页).
Step II. Lead them to the conclusion of the following rules:
1. ability: can / could/ be able to
2. request & permission: can / could / may/ might / must not / shall / will / would
3. duty & obligation: should /ought / must / have to
4. intention: will / would / shall / should
5. possibility & prediction: may / might / can / could / must / will / would / ought
Step III. Exercise
用适当情态动词填空：
1. You ________ work harder if you want to succeed.
2. ________ I have some more tea?
3. Where ________ it be? It ________ be in your desk.
4. Who ________ it be? It ________ not be the headmaster for he is now attending a meeting.
5. I ________ read English very fluently.
6. He ________ swim across the channel when was only 12.
7. It ________ rain at any moment.
8. Listen! It ________ be mother back. Let’s hurry up.
9. It ________ not be him, but I am not sure.
链接高考题：
1. You might just as well tell the manufacturer that male customers ________ not like the design.
A. must B. shall C. may D. need
2. How ________ you say that you really understand the whole story if you have covered only part of the article?
A. can B. must C. need D. may
3. My English-Chinese dictionary has disappeared. Who ________ have taken it?
A. should B. must C could D. would
4. -Is John coming by train?
-He should, but he ________ not. He likes driving his car.
A. must B. can C. need D. may
5. I heard they went skiing in the mountain last winter.
It ________ true because there was little snow there.
A. may not be B. won’t be
C. couldn’t D. mustn’t be
6. I hear you’ve got a set valuable Australian coins. ________ I have a look?
A. Do B. May C. Shall D. Should
Step IV. Let the Ss analyze several sentences to help them make clear about the sentence
structures.
1. In Africa I met a boy，who was crying as if his heart would break and said，when I spoke to
him，that he was hungry because he had had no food for two days.
分析: 第一，拆分句子:这个长句可以拆分为四段:In Africa I met a boy/who was crying as if his heart would break/when I spoke to him，that he was hungry because/he had had no food for two days.
第二，句子的结构分析:(1)主干结构是主语+过去式+宾语:I met a boy…。(2)crying后面是壮语从句“as if his heart would break”。(3)“when I spoke to him”是介于“said”和“that he was hungry because”之间的插入语。
2. There was little hope of continuing my inquiries after dark to any useful purpose in a neighborhood that was strange to me.
分析: 该句可分为三部分:There was little hope/continuing my inquiries after dark to any useful purpose/in a neighborhood that was strange to me.
Section Four
Step I. Introduction of background information of the woman writer.
谭恩美，著名美籍华裔女作家。1952年出生于美国加州奥克兰，曾就读医学院，后取得语言学硕士学位。她因处女作《喜福会》而一举成名，成为当代美国的畅销作家。著有长篇小说《灶神之妻》、《灵感女孩》和为儿童创作的《月亮夫人》、《中国暹罗猫》等，作品被译成20多种文字在世界上广为流传。
艾米谭是当代讲故事的高手。她是一个具有罕见才华的优秀作家，能触及人们的心灵。
艾米谭的处女作《喜福会》既获得了批评界的一致好评，也成了一本十分抢手的畅销书。她的新作写得更优美、更大胆，也取得了更大的成功。谭用她那讲故事的天才创造了一个丰富多彩的世界，这种才能时时照亮书中的每一个页码。
Step II. Check of understanding
1. How would you feel if you were a Chinese person born in the USA?
2. Are you still Chinese when you don’t know any Chinese?
3. Why do you think the author simply denied that she was Chinese?
4. What is it that drives her to go back to her roots?
5. Toward the end of the story, do you think the author comes to see that she is Chinese? Why or why not?
Step III. Difficult points
1. take off
2. feel my excitement rising
3. cannot be helped
4. I was about as Chinese as they were
5. someday
6. with引导的伴随状语
7. if only / only if
8. as though / as if
Step IV. Language points
1. be worth doing / sth. be worth while doing / to do sth.
It’s worth seeing / hearing / reading值得一看/一听/一读
be worth notice / the trouble 值得注意/费点事
It is worth while the place.这地方值得参观。
The problem is worth .这个问题值得讨论一下。
比较：上面两句中的主语, worth 前面的主语是名词或代词, 后面的动名词其逻辑宾语是句子的主语, 这是一种用主动式表达被动式的一种句型。worth while 前面的是It 是形式主语。
2. close to：
Our house is quite close to the town center.
Don’t get close to the falling building.
They were standing close to each other.
第一句中的close 是______ 词.二三句中的是______ 词.
The two things are closely interconnected.这两个事物是相互紧密地联系在一起的。
本句中的closely的意思是_________词，意思是__________。
3. follow
指出下列例句中follow的意义：
The children followed their mother into the room.
We shall follow closely the latest advance of the subject in the world. We followed the road to the top of the hill.
I didn’t follow his line of reasoning.
The soldiers must follow the officer’s orders.
Please follow the instructions on the packet when you take the drug. Disease often follows war.
4. cannot help but 不能不，不得不 can’t help 情不自禁地做某事
One cannot help but be struck by the enthusiasm of the representatives present.
人们不能不被到场的代表们的热情所感动。
I cannot help doing so under these circumstances.在这样的情况下我不得不这样做。
比较上面两句话,can’t help but 后面接__________ , can’t help 后接的是____________ .
It can’t be helped. 这是没办法的.
5. go through
to go through two stages (时期，阶段)
These countries have gone / been through too many wars.
上面两句中go through 意思是______________
The law has gone through Parliament(议会).
Their plans went through.他们的计划得到了批准。
You should go through the official channels to get help instead of through private relationship.
你应该通过官方渠道而不是通过私人关系寻求帮助。
归纳上面句子中go through的意思:
6. as though = as if ( means in a way that suggests that something is true )
The animal was walking as though it had hurt its leg.这动物走路的样子好像伤了腿似的。
She looked as if she’d been crying. 她看上去好像哭过.
He shook his head as if to say no.
7. similar 相似的, 类似的
My new dress is similar to the one you have.我的新衣服和你的那件相似。
be similar to
比较：familiar 熟悉的,熟知的
Are you familiar with this type of car? 你熟悉这种型号的汽车吗?
Are you familiar with the rules of baseball? 你熟悉棒球规则吗?
He is familiar with Chinese ancient history.他通晓中国古代史。
be familiar with 表示 ________ 对________ 熟悉.
Those plants are familiar to me.
The history of Tang Dynasty is quite familiar to him.
be familiar to
8. doubt 学习下列例句,归纳doubt 的用法
I doubt whether/if he is at home.我看他不一定在家。
I do not doubt that he can recite it.我相信他能把它背下来。
Can you doubt that he will win? 你不相信他会获胜吗?
I doubt what he said.我不相信他说的话。
9. intend vt.想要, 打算, 意指, 意为
We intend to go. They intend going. You intended that she go.
intend 后接_______和_________ 意思一样 , 如果接从句,从句中的谓语动词用_________.
intend...for 打算供...使用;打算使...成为;
The book is intended for beginners.本书是为初学者编写的。
The parent intended their daughter for a doctor . (翻译)
10. regard...as...把...视为; 认为...是
You can’t regard him as a friend but a business associate.
“你不能把他看作朋友,只是个生意合伙人。”
‘Titanic’ .
‘泰坦尼克号’被认为是到目前为止他拍得最好的影片。
At that time the ship’Titanic’was regarded as unsinkable.
当时’泰坦尼克号’船被认为是不会下沉的.
regard ... as ... 后面可接名词或 .
11.challenge向……挑战;邀请比赛
He challenged me to play another tennis game.他向我挑战要我跟他再打一场网球。
I challenged him to a game of chess.我邀他跟我下棋。
向...挑战的句型为 其中的to 后接动词时，是不定式符号, 接名词时to为介词。
12. purpose
What is your purpose in doing that? 你做那件事的意图是什么?
set the purpose for 为...确立目标 When you read , you must set the purpose for reading.
on purpose 故意地;为了;特地
I came here .我特地来这里看你。
for/with the purpose of ; 为的是; 为了....起见; 为了...的目的
He went to town .
他进城的目的是买一台新电视机。
13. more than
比较下面四个句子，试着翻译一下：
I have been there more than once.
More than one student has been to the Great Wall in our class.
Reading is more than rapidly running one’s eyes over the words.
My English teacher is more than a teacher, he is also my friend.
前两句中的more than 意思是 ;后面两句中的more than 意思是 。
Step IV. Homework
Step 1 warming up
Activity 1 talking about some signs used everyday
T: Most of you have been to many places whether big or small , far or near , and I’m sure you must have seen many signs . Now I’d like you to see some signs used everyday , and tell me what they represent , ok ?
Ss: Ok .
(show the signs on the screen)
T: What does Sign1 mean ?
Ss: Be quiet
T:Where do you usually see it ?
Ss: bus / railway station
T: what about sign 2 (sign2/3/4…the same as above)
Activity 2 : talking about the pictures on Page 15
T: turn to page 15 and have a look at the pictures ,I’ll give you two minutes to discuss with your partner and see whether they are doing wrong and write your answers on the line .there is already an example in picture 1, the man is driving too fast , he should drive at the speed of 30 km an hour , but he is driving at 60 km per hour .
(2 minutes later)
T: S5, is she doing anything wrong in picture 2?
S5: Yes
T: What’s that ?
S5: She is littering
T: Why?
S5: Because there is a sign in the tree saying Don’t litter/No littering.
(picture 3 and 4 the same as above)
T : Very good , Whenever you go on a trip , we shouldn’t do what we aren’t allowed to do , is that clear ?
Ss : Yes
step 2 an open discussion
T: How do you usually go to school? Or what kind of means of transportation do you take to go to school ?
( Bb : means of transportation : a means of carrying people or goods from one place to another)
Ss: By bus / by bike
T: Why ?
Ss: Because it’s not far.
( Bb : by bus –not far - distance)
T: Does anybody of you live in Dongtou Island?
Ss: No
T: Then suppose you live in Dongtou Island , and now it’s the weekend , how are you going home ?
Ss: By ship
T : why ?
Ss : because there is a lot of water around it .
( Bb : by ship-water - location)
T: suddenly the typhoon comes , how are you going home ?
Ss: By bus
T: So the weather is very important . Ok , what you said is reasonable
T: so from the above we can have a conclusion : before we decide which means of transportation we have to consider many things , now comes the question : what have we to consider ? ( an open question)
Ss: weather , time , distance, location …
( Bb : consider : think about , follow by sth ./doing sth /wh-to do sth /clause)
( show the map of PRC)
T : look at the third part of warming up , there are 4 situations and now discuss how you’d like to go to the places , by train , by boat , by air or others , and give reasons , the map can help you , please work in group of 4.
T: how would you go from shanghai to London( pointing to the map)what about from Beijing to Guangzhou / chongqing to chengdu / dalian to qingdao
Ss: By plane / train or bus / ship
Step 3 Speaking
Activity1 pre-speaking :ask and answer
T : do you know which actor I like best in Hongkong ?
Ss: …
T: I like him best , he plays an important part in this series (show the picture of Looking back into the Tang Dynasty on the screen)
T: What does this series talk about ?
S8:
( show on the screen “ a modern man traveled into the past ”)
T: what will you travel by if you want to go to the past or the future ? I have a machine which can take you to wherever you like and whichever year. (show the picture of the machine) I’m quite generous , if you want to borrow it from me , I’m glad to lend it to you.now I’ll give you 2 minutes to the place you’d like to visit best , the years when you would go and the reasons
( 2 minutes later)
T :Ok, who’d like to borrow it from me ?
( several students respond)
T: Ok, S9,which year would you like to go to ?
S9 :
T: where would you go ?
S9:
T: why ?
S9:Because…
T: Good , now take my machine , I wish you a good journey
T: OK ,S10, what about you ? Now S9 has come back , she said my machine was wonderful , which year would you like to go to ? ( S10/11 the same as above)
(the answers to each student are written on the blackboard)
Activity 2 making dialogues
T: Just now , I have made three examples for you . now please look at the examples in your books . it’s a dialogue between 2 students . They are talking about traveling to the future , read the dialogue by yourself first and two of you are to make a new dialogue using the information on the screen
(show the questions on the screen :Which year would you like to go to? Where would you go ? Why ? )
and make as many sentences as possible . I’ll give you 4 minutes to prepare and then I’ll ask 2 pairs of you to act out your dialogue , any questions ?
Ss: No.
( 4 minutes later )
T: who’d like to have a try ? S11 and your partner ,please ( 2 pairs)
Step4 debate
T : each of you wants to go somewhere else to have a trip , but not all the local people like you to go there , some thinks tourism is good for them ,others think it bad , now suppose you live in a village , some of you want to develop the lake and turn it into a tourist resort (胜地) while some not .
( show the two parties on the screen :)
A :You think tourism will be good for your village because
1.
2.
3.
B :You think tourism will be bad for your village because
1.
2.
3.
T: now group 1and 2 are A , and groups 3 and 4 are B , you can think out as many reasons as possible , then we’ll have a debate to which party will win I’ll give you 3 minutes to prepare
Step 5 summary and homework
Activity 1 : summary
Today we’ve done some speaking and know how to choose means of transportation , also we’ve used my machine and traveled to many places to the future and the past , besides we’ve learned some new words
Activity 2 : homework
Preview the reading text on page 17 and underline the new words and expressions
Do the exercises on page 101
Period 2 : Reading
Step 1 greetings
Greet the whole class as usual
Step 2 pre- reading
Activity 1 : pre-reading : questions
T : In the last period we’ve learned something about traveling , do you like traveling
Ss : Yes
T :why ?
Ss: because
T: where would you most like to go ? S1
S1: …
T: Why ?
S1 : because
( 2 students )
T : Do you want to experience something different ?
T : now turn to page 17 , look at the picture , what are they doing ?
Ss : they are walking
T : yes , and what are they carrying ?
Ss : Large bags
T : yes , or we can say it’s backpack . in front of them ,there is a high mountain , they are to climb them .
T: One of my friends went to Qingzang Plateau in the summer holiday .And he told me that he was making an adventure travel , do you think so ?
Ss : Yes
T : Then in your opinion , what’s an adventure travel ?
( S2 answers the question , 2 or 3 others add the answers)
T: Yes ,quite right . what are the two popular activities ?
Ss : hiking and rafting ( since some of them may have previewed the lesson , so they may know the answer )
Activity 2 : main idea
T : is it right ? now listen to the tape to find out whether hiking and rafting are the two popular activities , and to find out the main idea of the text , are you clear ?
( show the questions on the screen to make sure they won’t forget the questions)
( play the tape)
T : now all together , it’s right or not ?
Ss: Right
T : who ‘d like to tell us the main idea of the text . Ok , S3
S3 :
( generalize his answer and show the answer on the screen)
T : Very good . ok , we watch TV a lot , and from the TV , what other kinds of adventure travels do you see ?
Ss : ( climbing , diving , mountain biking , sailing , downhill snowboarding ,camping ,bungeeing)
Step 3 While reading
Activity 1 extensive reading
T: ok , now let’s turn to the text , This time , let’s read the text quickly and do the true or false questions on the screen .
T : first read through the questions
( 1minute later)
T : You can start reading now I’ll give you 3 minutes to do the job . if it’s false , correct it , ok?
( 3 minutes later )
T : ok , now , No. 1 …
( check the answers )
1.Hiking and rafting are both very dangerous.
2.When you are hiking , you should wear a life jacket .
3.People make adventure travels because they are looking for unusual experiences
4. The name “ whitewater” comes from the fact that the water is white Activity 2 intensive reading
T: turn back to page 17 . read the first paragraph carefully and find out the main idea of the paragraph , or what’s it about ? and find out the reasons of traveling , understand ?
( 1’ later)
T : ok , all together , what’s the main idea of the text
Ss: Why do many people travel ? ( shown on the screen )
T : yes , good . well , what are the reasons ?
Ss :see other countries , visit places …( shown on the screen)
T : yes , people travel for many different reasons , what do you travel for ? S4
S4:
T : what about you S5 ?( S 6 /7 the same as above)
S5/6/7 :
T : any problems about paragraph 1 , if not let’s go on
T : turn to page 18 , here is a chart , now you are wanted to read the following two paragraphs carefully and do the chart , finding out the similarities and differences between hiking and rafting , remember if the item is not mentioned in the text , just escape it , ok ? I’ll give you 3 minutes to do it.
( 3’ later ) ( ask one of the students who does the work more quickly to write the answers on the blackboard)
( then check the answer in accordance to the screen)
`Activity 3 : talking
T : can you go rafting in wenzhou?
Ss: Yes ,
T : where can you go rafting ?
Ss : nanxi river
T : who has ever been to nanxi river ?
Ss :
T : What can you do in nanxi river ?
S1 :
T : ok , now look at the pictures on the screen, can you tell me which picture is more likely to be the rafting in the nanxi river ?
Ss : the left one .
T :Do you think going rafting in nanxi river is the same as the rafting in the picture ?
Ss: No
T : what is the difference ?
Ss:more dangerous….
( the differences between normal rafting and whitewater rafting )
Step 4 post reading
T: now you have known a lot about the text , turn to page 18, there are 5 multiple choices here, after you have read them choose one of them , ok ?
Ss ; ok
T : I’ ll give you1.5 minutes to do it .
( 1.5’ later)
T : No1, adventure travelers want to ________
( check the answers just in the book)
Step 4 summary and homework
Activity 1 : summary
In this class , we’ve read a passage about adventure travel. And we’ve learned something about hiking and rafting . I hope you’ll go hiking and rafting if there’s a chance .What’s more ,in your spare time , read some passages about other adventure travels to know something about them .
Activity 2 : homework
Preview the integrating skills part
Workbook : do the related exercises (the reading parts)
( time permitting , options :check the exercises of reading on page 101
discuss the tips of other adventure travels)
Period 3 : Reading Integrating skills and writing
Step 1 revision [reading ( useful expressions) ]
T :yesterday , we have got the general idea of the reading part , who can tell us what it is mainly about ?
S1: It’s mainly about the adventure travel , rafting and hiking .
T : Yes , very good . now let’s have a quick look at the text and explain some language points of the text .
( teacher retells some main sentences of the text which have language points and the language points will be shown on the screen )
T : Are you clear now ?
Ss :Yes .
T ; Very good . look at the blackboard , there are several multiple choices , you are to do the exercises to make sure that you all know them .
Step 2 integrating skills
Activity 1 reading
T : When people travel , what kind of travel do they usually make ?
S1 : hiking .
T : And what kind of travel is hiking ?
S1 : adventure travel
T : Yes , besides adventure travel , what is the other kind of travel ? you just go to Beijing to see the Great Wall , what’s it ?
S1: normal travel .
T : Good , have you ever heard of another kind of travel-eco-travel ?
Ss : No .
T : In yesterday ‘s debate , B said that tourism was bad for the ecology , for people had to cut trees to develop the lake . ( ecology )so in your opinion , does eco-travel have sth to do with ecology ?
Ss : Yes
T : look at the two words , do they have something in common ?
( write the words on the Bb)
Ss : the beginning 3 letters of the 2 words are the same .
T : Yes , the prefix eco – usually means “ o f ecology ” “ 生态的 ”
T : Now guess what an eco-travel is ? what do people make an eco-travel for ?
Ss :
T : Good , now turn to page 20 and read out the words above the table loudly ,try to find out the meaning of eco-travel and the differences between normal travel and eco-travel . I’ll give you 2 minutes .
( 2 minutes later)
T : Ok , S1 have you found out what eco-travel is ? ok , what’s it ?
S1 : Eco-travel is a form of travel that combines normal tourism with learning.
T : S2, can you tell us the differences ?
S2: normal tourism is bad for the environment and eco-travel can make the environment better , or at least understand it better .
Activity 2 talking about the eco-travel
T :Yesterday I surfed the Internet and noticed 2 places , they are very suitable for us to make an eco-travel , do you want to see what they are ?
( show the pictures on the screen )
T : How are they ? Are they good ?
Ss : yes .
T : One is the red river village in Viet nam , the other is snow mountain , it is longgu mountain
T : S2 , which one do you like better ?
S2 : Red river village .
T : suppose now you are making an eco-travel in the red river village , what can you do ? What can you learn ? What can you help do ?
( 3 students are required to do it .)
T : Good , now discuss in group of four , you can choose one of the 2 places and finish the red box , then send us a representative t o make a report to us , ok ?
You can do as _______
I think we should go to ________ , because we can __________and we can learn about _______
If we visit Red river village ,we can help __________
Step3 writing
T :Above all , wherever you go , you must make a schedule everyday . In that case , you will make good use of time and have a good time . Naturally , you will not waste money . I like traveling very much and have been to many places , last night I went to Japan and I had a good time so I wrote a letter to you , ( in my dream) , have you received it ?
( show a letter on the screen )
Qs : How many time points have I told you in the letter ?
What did I do yesterday ?
What am I doing today ?
What will I do tomorrow ?
( 4 Ss are to answer it )
T : Good , in writing a letter , you should use the past tense to indicate the things happend in the past , ( so does the present and future tense ) and pay attention to the form of the letter
T : Now look at my letter carefully and see whether there is anything wrong with it ?
S3 : the date , comma
T : Yes ,very good , thank you very much , so next time when you write a letter , pay attention not to make mistakes
Step 5 homework
T : Now comes your homework , please write a letter to your friend or teacher about the schedule of your trip like mine .before you start writing , you need to think about what you are going to write , list good ideas and make notes , you should pay attention to the form of a letter ( shown on the screen )
( option : do the exercises on useful expression and the tenses)
1.The girls _________(下班) work at five p.m.
2.______(当心)that you don’t get into trouble .
3.Clothing can _______(保护)us _____cold .
4.I __________(进行锻炼)every morning on the playground .
5.He ______(细心)with his homework .
6.He has _____________(徒步旅游)
7.He is tired , let me go _____(代替)
8.He is tired , let me go ________(代替) him .
9.Don’t _________(靠近) the tiger , it’s dangerous .
Period 4 :Listening
Step 1 greeting
T : Good morning , boys and girls
S: Good morning ,Miss Huang
Step 2 pre-listening
Activity 1 : listening to a song
(play a piece o f song 2 or 3 minutes before the bell rings )
T : Is it a lovely song ?
Ss: Yes .
T: what’s the beautiful place in the song
Ss: California hotel
T: California is a lovely place for us to travel . If you want to go there , how can you make it ,by plane or by train ?
Ss: By plane
Activity 2 : talking about boarding calls
T : ok, now listen to me carefully , and tell me where you usually hear it ?
“ Ladies and gentlemen , attention please , Flight BA 432 from Shanghai to Wenzhou is boarding at Gate A2 in 20 minutes , please get ready .”
T : Have you heard of it before ?
Ss : Yes
T : Where do you usually hear about it ?
S1 : In the airport
T : When does it usually happen ?
S2 : Before people get on the plane .
T : Yes , very good . we can also say “ board the plane = get on the plane”
T : Now listen to me again and try to find out how many messages there are in my broadcast
( the same as the above)
T : now can you see how many messages ?
Ss : 3
T : yes , very good , what are they ?
S3 : the flight number , the destination , gate number
T : yes, ok now look at the screen , do you know what it is
Ss: Boarding pass
T : yes , now let’s go through the pass and find out the flight number , the destination , and the gate
T : ok , now altogether
Ss :
Step 3 : listening
Activity 1 : listening to the tape and doing the exercises on P15 -1
T : now turn to page 15 , there are 3 boarding calls , you will listen to them once and write down the destination , the flight number and the gate of each call , and pay attention to some details , make notes while listening
( play the tape once )
T: Have you got it ?now , all together .
( if necessary , play it again )
T : Good , you have done a wonderful job , among the 3 calls , which one isn’t changed ? What is the origin of each flight ? What happens to No.3 flight ?
( play again for the details)
Activity 2 : arrange the order of the pictures on page 97
T : We can see that things always change without expectation , so when you want to go somewhere by plane , please arrive at the airport earlier . you can wait in the waiting hall , when you hear the boarding calls , you can begin boarding the plane , now comes the question , when you hear the boarding calls what other things will you have to do before you get on the plane ?
S1:
T : Ok, turn to page 97 , what are they doing ?
Ss:
T : yes , very good , arrange the pictures first by yourself before listening
T : S5 , what’s your result ?
S5 :
T : Ok , now let’s listen to the tape to see whether it’s right or not
( play the tape )
T : arrange the right order
Activity 3 : listening to the tape and doing the exercises on P16-2
T : Do you know how to board a plane now ?
Ss : yes
T : Good , since you know how to board a plane , so going abroad becomes much easier , if you have a lot of money , where would you most like to go , at home or abroad ?
S6/7/8 :
T : Ok , you have many choices and we can’t say which is better , which is worse . I have been to many places , I think I could be a good guide for you , now look at my suggestions to see whether you like it or not.
( show pictures and describe the pictures : the Forbidden city , tian anmen, mona lisa , Eiffel Tower – how can we go up to the top of the tower , penguine , polar bear , yangliwei )
T : 5 world travelers like them very much , they take my suggestions and they wrote 5 postcards for us about their trip , now turn to page 16 , listen to the tape and find out the answers to the table
( listen to each card after talking about each picture on the screen )
( play the tape again if necessary)
( listen to it again one by one and discuss some other information)
NO.2 What’s the color of the flag?
Do you know where the painting is kept ?
What’s France called in the postcard ?
NO3 . How long is the plane ride ?
NO 4 . How high can we jump ?
NO5 : How long have we had to swim to get here ?
Is there enough air below ?
Step 5 : homework
do the exercises on page 18 : word study
Page 99-100 practising
Period 5 :Language study
Step1 word study
T : ok , now open your book ,turn to page 19 , match the words and phrases . Yesterday I have asked you to finish it , have you done your homework ?
Ss : Yes .
T :Good , now let’s have a check .
Step 2 grammar
Activity 1 do some exercises to review the tenses
T :We have learnt a few tenses before ,such as the present tense , the past tense , the past perfect tense and so on . Now look at the screen , we’ll do an exercises to review them . I think 2 minutes is enough for you .
( 2 minutes later , check the answers )
T : Ok , are you ready ? let’s have a check .
( explain the tenses and list the table of 12 tenses on the screen )
1.Unless he ________(promise ) to help us , we shall lose the games .
2.It is five years since my dear aunt _____(leave) here .
3.I don’t know when he _________(come) , but when he _____(come), I’ll speak to him.
4.She___(be) poor in French , but she _______(do) her best to improve it .
5.I’m sorry I ______( forget) to tell him to come here for the meeting .
6.I ________(have) the bad cold for a week ,still I can’t get rid of it.
7.Tom told me that he _______(meet ) John and ______(give) him he message already .
8.She __always _______(work) when I go to see her .
9.He ________(do)his lessons from seven to nine last night .
10.He said he _______( be) free the next week
Activity 2 : talking about the changes of life in different time , using 3 different tenses
T : Look at me carefully , am I different today ?
Ss : yes
T : Ok , now what are the changes ?
Ss : Hair style
T :yes , things are always changing . times change and so does the way we live , many things we often do become easier and faster ,such as writing , reading , shopping and so on , do you know the ways of doing things in the past ? can you imagine the ways in the future .
T :ok , now look at the red chart on page 19 , for example , in the past we traveled by horse , today we travel by car/plane , in the future, we will perhaps travel by spaceship . try to fill in the blanks and read out yours answers as the examples in part three . are you clear ?
Ss: yes.
(teacher copies the chart on the Bb ,4 students are required to do it ,T write down the answers on the blackboard)
T : look at part 3 ,When you make the report , follow this :
In the past people…
Today people…
In the future , people will …
Activity 3 the future tense
T : so we can say , to express the future tense , we can use “ will do ”, what else ways can we use to express the future tense ?
Ss : be going to , be to do
T : Yes , quite right , now we’re going to learn another kind of expression about the future tense .
( Bb : will do, be going to , be to do ; while explaining the grammar , use Chinese properly)
T : turn to page 19, Jane and Betty are going on separate holidays in a few days’ time , ok, S1 and your partner , can you read out the dialogue for us
( S1 and his partner read the dialogue)
T : thank you , sit down please
There are quite a number of expressions to express the future tense , now please underline the verbs that express future , I’ll give you 2 minutes to do the job
(2’later)
T : S2 , please .
Ss : are off, be getting to …
( when S2 is speaking , write down the answers in the blackboard and explain some important phrases)
T : Very good , the verbs used are 移动性动词, can you think out other移动性动词 like go
Ss : arrive , reach.. come, stay , return, leave , start …
T : yes , usually , when present continuous tense is used as the future tense , it aims to function as
1) 表示即将发生的或预定中计划好的活动。
Are you staying with us this weekend? 这周和我们一起度周末吗?
We are leaving soon. 我们马上就走。
2) 渐变动词如：get, run, grow, turn become, begin及die。
Eg :He is dying.
移动性动词：go,come,return,arrive,get,reach,leave,meet,see off,take off,start,fly,stay等
3)与always, constantly, forever 等词连用，表示反复发生的动作或持续存在的状态，往往带有说话人的主观色彩。
You are always changing your mind
( shown on the screen)
Step 3 expressions for good wishes
T : If it’s my birthday today , what will say to me ?
SS : Happy birthday
T : In our everyday life , we often have to wish others
now read the dialogue again ,try to find out some expressions for good wishes .
( 30 seconds later)
T : Are you ready ?
T : What are they ?
Ss : Have a nice time in Guangzhou & have a good trip .
T : How should we respond ?
Ss : Thanks & the same to you .
( when Ss finish answering , show the answers on the screen )
T : and we have a lot of other expressions . How can we say“ 祝你好运 ”“新年快乐”， “圣诞快乐”，“ 国庆节快乐”…
( shown on the screen )
Step 4 homework
Finish the exercises on page 99-101(完成课后99-101练习)
Finish workbook（完成同步练习）
Step 5 consolidation ( option)
T : Now we’ll do an exercise to consolidate the tense reviewed and learnt today .
( shown on the screen )
1.There ___ an English evening next Saturday.
A will have B is to have
C is going to do D is going to be
2.You’d better set about doing your homework now , or it __ too late .
A is B was C has been D will be
3.The boy is ill , he ___ absent from school for at least a week .
A has to B is to C will have to D will have to be4. They don’t buy any new clothes because they ____money to buy a big house
A save B are saving
C is saving D were saving
5.How ___ you ___ on with your work recently ?
A do ;get B have ;got
C are ; getting D were ;getting
6. He __ out when it began to rain .
A is going B was going
《遗传与进化》
人类是怎样认识基因的存在的？ 遗传因子的发现 基因在哪里？ 基因与染色体的关系 基因是什么？ 基因的本质
基因是怎样行使功能的？ 基因的表达
基因在传递过程中怎样变化？ 基因突变与其他变异 人类如何利用生物的基因？ 从杂交育种到基因工程
生物进化历程中基因频率是如何变化的？ 现代生物进化理论
主线一：以基因的本质为重点的染色体、DNA、基因、遗传信息、遗传密码、性状间关系的综合；
主线二：以分离规律为重点的核基因传递规律及其应用的综合；
主线三：以基因突变、染色体变异和自然选择为重点的进化变异规律及其应用的综合。
第一章 遗传因子的发现
隐性遗传因子 隐性性状
性状分离 杂合子 相对性状 显性遗传因子 显性性状
一、孟德尔简介
二、杂交实验
（一）1956----1864------1872
1．选材：豌豆 自花传粉、闭花受粉 纯种
性状易区分且稳定 真实遗传
2．过程：人工异花传粉 一对相对性状的 正交
P（亲本）高茎 DD X 矮茎dd 互交 反交
F1（子一代）高茎 Dd 纯合子、杂合子
F2（子二代）高茎 DD ：高茎 Dd ：矮茎dd
： 2 ： 1 分离比为3：1
3．解释
①性状由遗传因子决定。（区分大小写）②因子成对存在。③配子只含每对因子中的一个。④配子的结合是随机的。
4．验证 测交（F1）Dd X dd F1是否产生两种
高 1 ： 1 矮 比例为1：1的配子
5．分离定律
在生物的体细胞中，控制同一性状的遗传因子成对存在，不相融合；在形成配子时，成对的遗传因子发生分离，分离后的遗传因子分别进入不同的配子中，随配子遗传给后代。
三、杂交实验
（二）1． 黄圆 YYRR X 绿皱yyrr 黄圆YyRr 黄圆Y_R_ ：黄皱Y_rr ：绿圆yyR_ ：绿皱yyrr 亲组合 9 ： 3 ： 3 ： 1 重组合
2．自由组合定律
控制不同性状的遗传因子的分离和组合是互不干扰的；在形成配子时，决定同一性状的成对的遗传因子彼此分离，决定不同性状的遗传因子自由组合。
四、孟德尔遗传定律史记
①1866年发表 ②1900年再发现
③1909年约翰逊将遗传因子更名为“基因” 基因型、表现型、等位基因
△基因型是性状表现的内在因素，而表现型则是基因型的表现形式。表现型=基因型+环境条件。
五、小结
后代性状分离比 说明： 1 杂合子 X 杂合子： 1 杂合子 X 隐性纯合子： 0 纯合子 X 纯合子 ；纯合子 X 显性杂合子
1．2．
n对基因杂交 F1形成配子数 F1配子可能的结合数 F2的基因型数 F2的表现型数 F2的表型分离比 1 2......2 4......4 16......3 9......2 4......3：1 9：3：3：1......2n 2n 4n 3n 2n（3+1）n
第二章 基因与染色体的关系
依据：基因与染色体行为的平行关系 减数分裂与受精作用
基因在染色体上 证据：果蝇杂交（白眼）伴性遗传：色盲与抗VD佝偻病 现代解释：遗传因子为一对同源染色体上的一对等位基因
一、减数分裂
1．进行有性生殖的生物在产生成熟生殖细胞时，进行的染色体数目减半的细胞分裂。在减数分裂过程中，染色体只复制一次，而细胞分裂两次。减数分裂的结果是，成熟生殖细胞中的染色体数目比原始生殖细胞的减少一半。
2．过程
染色体 同源染色体联会成 着丝点分裂
精原 复制 初级四分体（交叉互换）次级 单体分开 精 变形 精 细胞 精母 分离（自由组合）精母 细胞 子
染色体 2N 2N N 2N N N DNA 2C 4C 4C 2C 2C C C
3．同源染色体
A a Bb ① 形状（着丝点位置）和大小（长度）相同，分别来自父方与母方的②一对同源染色体是一个四分体，含有两条染色体，四条染色单体
③区别：同源与非同源染色体；姐妹与非姐妹染色单体 ④交叉互换
4．判断分裂图象
奇数 减Ⅱ或生殖细胞 散乱 中央 分极 染色体 不 有丝
有 配对 前 中 后
偶数 同源染色体 有 减Ⅰ 期 期 期
无 减Ⅱ
二、萨顿假说
1．内容：基因在染色体上（染色体是基因的载体）
2．依据：基因与染色体行为存在着明显的平行关系。
①在杂交中保持完整和独立性 ②成对存在 ③一个来自父方，一个来自母方 ④形成配子时自由组合 3．证据： 果蝇的限性遗传 红眼 XWXW X 白眼XwY XW Y 红眼 XWXw 红眼XWXW ：红眼XWXw：红眼XW Y：白眼XwY
①一条染色体上有许多个基因；②基因在染色体上呈线性排列。
4．现代解释孟德尔遗传定律
①分离定律：等位基因随同源染色体的分开独立地遗传给后代。②自由组合定律：非同源染色体上的非等位基因自由组合。
三、伴性遗传的特点与判断
遗传病的遗传方式 遗传特点 实例 常染色体隐性遗传病 隔代遗传，患者为隐性纯合体 白化病、苯丙酮尿症、常染色体显性遗传病 代代相传，正常人为隐性纯合体 多/并指、软骨发育不全 伴X染色体隐性遗传病 隔代遗传，交叉遗传，患者男性多于女性 色盲、血友病 伴X染色体显性遗传病 代代相传，交叉遗传，患者女性多于男性 抗VD佝偻病 伴Y染色体遗传病 传男不传女，只有男性患者没有女性患者 人类中的毛耳
四、遗传图的判断 致病基因检索表
A1 图中有隔代遗传现象.................................隐性基因
B1 与性别无关(男女发病几率相等)............常染色体
B2 与性别有关
C1男性都为患者.................................Y染色体
C2男多于女.......................................X染色体
A2 图中无隔代遗传现象(代代发生)..................显性基因
D1与性别无关.......................................常染色体
D2与性别有关
E1男性均为患者.................................Y染色体 E2女多于男(约为男患者2倍)...............X染色体 第三章 基因的本质
肺炎双球菌转化实验 证据
噬菌体侵染细菌实验 基因是有遗传效应的DNA片段； 基因的 是控制生物性状的最基本单位；
双螺旋 DNA的结构 本质 其中四种脱氧核苷酸的排列顺 序代表的遗传信息。
半保留 DNA的复制
一、DNA是主要的遗传物质
1．肺炎双球菌转化实验
（1）体内转化 1928年 英国 格里菲思
① 活R，无毒 活小鼠
② 活S，有毒 小鼠 死小鼠；分离出活S
③ △杀死的S，无毒 活小鼠
④ 活R + △杀死的S，无毒 死小鼠；分离出活S 转化因子是什么？
（2）体外转化 1944年 美国 艾弗里 多糖或蛋白质 R型
活S DNA + R型 培养基 R型 + S型 DNA水解物 R型 转化因子是DNA。
2．噬菌体侵染细菌实验 1952年赫尔希、蔡明 电镜观察和同位素示踪 32P标记DNA
35S标记蛋白质 DNA具有连续性，是遗传物质。
3．烟草花叶病毒实验 RNA也是遗传物质。
二、DNA的分子结构
1．核酸 核苷酸 核苷 含氮碱基：A、T、G、C、U
磷酸 戊糖：核糖、脱氧核糖
2．1950年鲍林 1951年威尔金斯 + 富兰克林 1952年查哥夫
3．DNA的结构
①（右手）双螺旋 ② 骨架
③ 配对：A = T/U G = C
4．特点
①稳定性：脱氧核糖与磷酸交替排列的顺序稳定不变 ②多样性：碱基对的排列顺序各异
③特异性：每个DNA都有自己特点的碱基对排列顺序
5．计算
1．在两条互补链中的比例互为倒数关系。2．在整个DNA分子中，嘌呤碱基之和=嘧啶碱基之和。3．整个DNA分子中，与分子内每一条链上的该比例相同。
三、DNA的复制
1．场所：细胞核； 时间：细胞分裂间期。2．特点：① 边解旋边复制 ②半保留复制
3．基本条件：① 模板：开始解旋的DNA分子的两条单链；
② 原料：是游离在核液中的脱氧核苷酸；
③ 能量：是通过水解ATP提供；
④ 酶：酶是指一个酶系统，不仅仅是指一种解旋酶。4．意义：将遗传信息从亲代传给子代，从而保持遗传信息的连续性。
四、基因是有遗传效应的DNA片段
基因是DNA片段，是不连续分布在DNA上，是由碱基序列将其分隔开；
它能控制性状，具有特定的遗传效应。
△原核细胞和真核细胞基因结构 ①联系：编码区+非编码区
②区别 原核：编码区是连续的、不间隔的。
真核：编码区可分为外显子和内含子，故是间隔的、不连续的。第四章 基因的表达
有遗传效应 控制 mRNA 蛋白质 的DNA片段 基 蛋白质结构 性状 影响 环境 是控制生物 因 酶的合成 控制代谢 的基本单位 中心法则
一、基因指导蛋白质的合成
1．转录
（1）在细胞核中，以DNA双链中的一条为摸板合成mRNA的过程。
（2）① 信使（mRN A），将基因中的遗传信息传递到蛋白质上，是链状的； RNA ② 转运RNA（tRNA），三叶草结构，识别遗传密码和运载特定的氨基酸；（单链）③ 核糖体RNA（rRNA），是核糖体中的RNA。（3）过程（场所、摸板、条件、原料、产物、去向等）
2．翻译
（1）在细胞质的核糖体上，氨基酸以mRNA为摸板合成具有一定氨基酸顺序的蛋白质的过程。
（2）实质：将mRNA中的碱基序列翻译成蛋白质的氨基酸序列。
（3）（64个）密码子：mRNA上决定一个氨基酸的3个相邻碱基。
其中AUG，这是起始密码；UAG、UAA、AGA为终止密码。
（4）遗传信息
① 狭：基因中控制遗传性状的脱氧核苷酸顺序。
②广：子代从亲代获得的控制遗传性状的讯号，以染色体上DNA的脱氧核苷酸顺序为代表。③ 中心法则：
（5）翻译过程
三、基因对性状的控制 1．
DNA RNA 蛋白质（性状）
脱氧核苷酸序列 核糖核苷酸序列 氨基酸序列 遗传信息 遗传密码
2．基因、蛋白质和性状的关系
（1）基因通过控制酶的合成来控制代谢过程，进而控制生物体的性状，如白化病等。（2）基因还能通过控制蛋白质的结构直接控制生物体的性状，如镰刀型细胞贫血等。
第五章 基因突变及其他变异 不可遗传的
变异 基因突变 物、化、生 诱变育种 可遗传的 基因重组 杂交育种 染色体变异 多倍体、单倍体育种
一、基因突变
1．定义：DNA分子中发生碱基对的替换、增添和缺失而引起的基因结构的改变。
2.时间：有丝分裂间期或减数第一次分裂间期的DNA复制时
3．外因：物理、化学、生物因素 内因：可变性
4．特点：①普遍性 ②随机，无方向性 ③频率低 ④有害性
5．意义：①产生新基因 ②变异的根本来源 ③进化的原始材料
6．实例：镰刀型细胞贫血
二、基因重组
1．在生物体进行有性生殖的过程中，控制不同性状的基因的重新组合。
2.时间：减数第一次分裂前期或后期
2．意义：①产生新的基因型 ②生物变异的来源之一 ③对进化有意义
三、染色体变异
1． 缺失 1917年 猫叫综合症 果蝇的缺刻翅
结构的变异 重复 1919年 果蝇的棒状翅
易位 1923年 慢性粒细胞白血病
倒位
数目结构的变异 ： 个别染色体；染色体组的增加与减少
2．染色体组
细胞中的一组非同源染色体，在形态和功能上各不相同，携带着控制生物生长发育、遗传和变异的全部遗传信息的染色体。如：人的为22常+X或22常+Y
△染色体组型（核型），是指某一种生物体细胞种全部染色体的数目、大小和形态特征；如：人的核型：
46、XX或XY
3．一倍体 雌性配子 二倍体
单倍体 直接发育 合子 生物体
多单倍体 雄性配子 多倍体（秋水仙素）
四、人类遗传病 1． 常染色体 性染色体
隐性基因 镰刀型贫血、白化病、先天聋哑 红绿色盲
单基因遗传病 显性基因 多指、并指、软骨发育不全 抗VD佝偻病
多基因遗传病 ： 原发性高血压、冠心病、哮喘病、青少年糖尿病
染色体异常 ：21三体综合症 2． 危害 婚前检测与预防 遗传咨询
监测与预防 产前诊断 ：羊水、B超、孕妇血细胞检查、基因诊断
3．人类基因组计划（HGP）：人体DNA所携带的全部遗传信息
①提出：1986年美国的生物学家杜尔贝利
②主要内容：绘制人类基因组四张图：遗传图、物理图、序列图、转录图
③1990年10月启动
④1999年7月中国参与，解读3号染色体短臂上3000万个碱基，占1%。
⑤2000年6月20日，初步完成工作草图
⑥2001年2月，草图公开发表 ⑥2003年圆满完成 △直系血亲是指从自己算起向上推数三代和向下推数三代；，△旁系血亲是指与（外）祖父母同源而生的、除直系亲属以外的其他亲属。
△基因诊断是用放射性同位素、荧光分子等标记的DNA分子做探针，利用DNA分子杂交原理，鉴定被检测标本的遗传信息，达到检测疾病的目的。
△基因治疗是把健康的外源基因导入有基因缺陷的细胞中，达到治疗疾病的目的。
第六章 育种方法
单倍体
选择育种 杂交育种 诱变育种 多倍体 转基因
一、比较四中育种
常规育种 诱变育种 多倍体育种 单倍体育种 处理 P F1 F2 在F2中选育 用射线、激光、化学药物处理 用秋水仙素处理
萌发后的种子或幼苗 花药离体培养 原理 基因重组，组合优良性状 人工诱发基因 突变 破坏纺锤体的形成，使染色体数目加倍 诱导花粉直接发育，再用秋水仙素 优 缺
点 方法简单，可预见强，但周期长 加速育种，改良性状，但有利个体不多，需大量处理 器官大，营养物质 含量高，但发育延迟，结实率低 缩短育种年限，但方法复杂，成活率较低 例子 水稻的育种 高产量青霉素菌株 无籽西瓜 抗病植株的育成
二、基因工程 提取目的基因 剪刀：限制性内切酶
目的基因与运载体结合 ：质粒、噬菌体、病毒
将目的基因导入受体细胞 ：大肠杆菌、枯草杆菌、土壤农杆菌、酵母菌和细胞等
目的基因的检测与表达 ：受体细胞表现出特定的性状
第七章 进化论
拉马克 ： 用进废退、获得性遗传
达尔文 ： 适者生存，不适者淘汰（自然选择学说）基本单位：种群 实质：基因频率的改变 原材料：突变与重组
现代进化理论 形成物种 决定方向：自然选择 必要条件：隔离
生物多样性：基因、物种、生态系统
协同论（残酷竞争VS协同进化）中性学说（偶然VS必然）补充 间断平衡（渐进VS突进）灾变论（渐灭VS突灭）
一、生物进化
研究生物界历史发展的一般规律，如 ① 生物界的产生与发展：生命、物种、人类起源 ② 进化机制与理论：遗传、变异、方向、速率 ③ 进化与环境的关系 ④ 进化论的历史：流派与论点
二、现代进化理论的由来
1．神创论 + 物种不变论（上帝造物说）
2． 法国 拉马克 1809年《动物哲学》
①生物由古老生物进化而来的 ②由低等到高等逐渐进化的 ③生物各种适应性特征的形成是由于用进废退与获得性遗传。
3．英国 达尔文 1859年《物种起源》自然选择学说 过度繁殖与群体的恒定性 + 有限的生活条件 生存斗争 + 遗传和变异
自然选择即适者生存 + 获得性遗传 新类型生物
4．现代进化理论：以自然选择学说为核心内容
三、现代进化理论的内容
突变 等位基因 有性生殖 基因重组 不定向变异 选择 微小有利变异 多次选择、遗传积累 显著有利变异 基因频率的改变 新物种 定向进化
基本观点：种群是生物进化的基本单位，生物进化的实质是种群基因频率的改变。突变和基因重组，自然选择及隔离是物种形成过程的三个基本环节，通过它们的综合作用，种群产生分化，最终导致新物种形成。在这个过程中，突变和基因重组产生生物进化的原材料，自然选择使种群的基因频率定向改变并决定生物进化的方向，隔离是新物种形成的必要条件。
4．物种：能在自然条件下相互交配并且产生可育后代的一群生物。
种群 小种群(产生许多变异）新物种
全书小结
一、从亚显微结构水平到分子水平
细胞核→染色体→DNA→基因→遗传信息→mRNA→蛋白质(性状)
[例] 间要论述染色体、DNA、基因、遗传信息、遗传密码、蛋白质(性状)和生物多样性之间的关系。
简
染色体由DNA和蛋白质组成，是DNA的主要载体，而不是全部载体，因其还存在于真核细胞的叶绿体和线粒体，原核生物和病毒中的DNA不位于染色体上，DNA是染色体的主要组成成分。
DNA分子上具有遗传效应的、控制生物性状的片段叫基因，DNA分子也存在没有遗传效应的片段叫基因间区，DNA上有成百上千个基因。基因位于DNA分子上，也位于染色体上，并在染色体上呈线性排列，占据一定的“座位”(位点)，在减数分裂和有丝分裂过程中，随染色体的移动而移动，减数分裂过程中染色体互换，同源染色体的分离，非同源染色体自由组合是基因的三个遗传规律和伴性遗传的细胞学基础。
DNA分子基因上的脱氧核苷酸的排列顺序叫遗传信息，并不是DNA分子上所有脱氧核苷酸的排列顺序叫遗传信息(基因间区不含有遗传信息)，基因所在的DNA片段有两条链，只有一条链携带遗传信息叫有义链，另一条配对链叫无义链，DNA双链中的一条链对某个基因来说是有义链，而对另一个基因来说，可能是无义链。
遗传密码是指在DNA的转录过程中，以DNA(基因)上一条有义链(携带遗传信息)为模板，按照碱基互补配对原则(A-U，G-C)形成的信使RNA单链上的碱基排列顺序，遗传学上把信使RNA上决定一个氨基酸的三个相邻的碱基叫“密码子”，也叫“三联体密码子”，和遗传密码的含义是一致的，应当注意，20种氨基酸密码表中每个氨基酸所对应三个字母的碱基排序是指定位在信使RNA上的，并不是位于DNA或转运RNA(叫反密码子)上碱基排列顺序。
性状是指一个生物的任何可以鉴别的形态或生理特征，是遗传和环境相互作用的结果，主要由蛋白质体现出来。生物的性状受基因控制，是基因通过控制蛋白质的合成来体现的。
DNA分子中碱基的排列顺序千变万化，一个DNA分子中的一条多核苷酸链有100个四种不同的碱基，它们的可能排列方式是4100种。而事实上DNA分子中碱基数量是成千上万，其可能的排列方式几乎是无限的。DNA分子的多样性，可以从分子水平上说明生物的多样性和个体之间的差异的原因。
二、以人类遗传病为例分析遗传的三个基本规律和伴性遗传之间的区别和联系
[例] 下图是六个家族的遗传图谱，请据图回答：
(1)可判断为 X 染色体的显性遗传的是图 ；
(2)可判断为 X 染色体的隐性遗传的是图 ；
(3)可判断为 Y 染色体遗传的是图 ；
(4)可判断为常染色体遗传的是图。
[解析] 按Y染色体遗传→X染色体显性遗传→X染色体隐性遗传→常染色体显性遗传→常染色体隐性遗传的顺序进行假设求证。
D图属Y染色体遗传，因为其病症是由父传子，子传孙，只要男性有病，所有的儿子都患病。
B图为X染色体显性遗传，因为只要父亲有病，所有的女儿都是患病者。C和E图是X染色体隐性遗传，因为C图中，母亲患病，所有的儿子患病，而父亲正常，所有的女儿都正常；E图中，男性将病症通过女儿传给他的外孙。
A和F图是常染色体遗传，首先通过父母无病而子女有患病者判断出是隐性遗传，再根据父母无病，而两个家系中都有女儿患病而判断出是常染色体遗传。
[例] 下图为某家族性疾病的遗传图谱。请据图回答：若Ⅲ1与Ⅲ5近亲婚配，他们的孩子患此病的概率为(基因符号用A、a)表示。
[解析] 本题主要考查对系谱图的分析判断和简单概率计算能力，解题关键为运用多种遗传病的遗传特点去分析人手。
(1)在该遗传系谱中，发病率比较高，占子代的1/2，且子代之中有患者，则双亲之中必定有患者，儿子是患者则其母必定是患者，且患者中女性多于男性。所以该病的遗传为显性伴性遗传。
(2)Ⅲ1个体的父亲表现型正常，是隐性个体，基因型为XaY，他的X染色体上的基因必定遗传给他女儿Ⅲ1个体，Ⅲ1个体又表现为患者，所以Ⅲ1个体的基因为XAXa，Ⅲ5个体为隐性个体，基因型XaY。(3)画遗传图解(略)，Ⅲl与Ⅲ5婚配，他们孩子患病的概率为1/2。
三、以染色体概念系统为例，分析染色体与遗传变异进化之间的内在联系
[例] 下图是我国育种专家鲍文奎等培育出的异源八倍体小黑麦的过程图。
(1)A、B、D、R四个字母代表。
(2)Fl之所以不育，是因为。
(3)F1人工诱变成多倍体的常用方法是。
(4)八倍体小黑麦的优点是。
(5)试从进化角度，谈谈培育成功的重要生物学意义。
[解析] 解答本题的关键是运用染色体组整倍性变异的原理，联系减数分裂、受精作用、远缘杂交、秋水仙素作用机制，自然选择和人工选择等众多相应知识点综合分析解答。阐明有利变异为进化提供原材料，通过人工选择加快培育新物种的进程这一观点。
答案(1)4个染色体组(2)F1产生配子时，染色体不能两两配对形成四分体(3)秋水仙素处理植物萌发的种子或幼苗生长点，使其染色体加倍(4)耐土地贫瘠、耐寒冷、面粉白、蛋白含量高(5)我国育种专家鲍文奎教授培育成功的小黑麦品种，是人工创造异源多倍体很成功的实例。小黑麦本来是自然界没有的物种，科学家利用远缘杂交，通过人工选择在短短的十几年就创造出这个新物种。若靠大自然的恩赐，通过自然选择形成高等植物的一个新物种需要漫长的时间。由此可见，人工选择大大地加快了物种的进化。
☆生物的遗传是细胞核与细胞质共同作用的结果。
1．细胞质遗传
①主要特点：母系遗传；后代不出现一定的分离比。
②原因：受精卵中的细胞质几乎全部来自卵细胞；减数分裂时，细胞质中的遗传物质
随机地、不均等地分配到卵细胞中。
③物质基础：叶绿体、线粒体等细胞质结构中的DNA。
2．从性遗传是指由常染色体上基因控制的性状，在表现型上受个体性别影响的现象。
①是指由常染色体上基因控制的性状，在表现型上受个体性别影响的现象。
The third period: Reading (Language points)
The forth Period：Learning about Language
The fifth period: Using Language
The sixth period: Listening
(4)教学目标： ① 知识与技能：了解英语在世界上的发展状况，认识各种各样带有民族、地域特色的英语;对英国英语和美国英语的差异有所了解，尤其是一些常用词汇，比如falt和apartment, lift 和elevator, rubber 和eraser等; 掌握本单元中出现的词汇、短语的用法; 学会语言交际困难的表达法，如pardon, I beg your pardon?; 掌握祈使句及其间接引语的表达法。
② 过程与方法：本单元通过对“世界英语”这一话题的探讨，以加强学生对英语语言的了解，对当代语言特别是英语的发展趋势的了解。在教授本单元时必须强调美国英语、澳大利亚英语、印度英语、新加坡英语等都有各自的规律和和惯用法。要提防学生认为可以滥用英语词汇，随意违反英语语法规则或惯用法，不顾正常的发音、语调等。在学生用书中的听力部分，原文真实的反映了灭国南部地区英语的方言和语音，旨在让学生感受一下将英语作为母语的本国人说话的一个侧面。要注意掌握尺度，让学生感受一下、了解一下，点到为止，不提倡硬性模仿。 ③ 情感态度与价值观：了解英国英语和美国英语的区别，两种英语不存在那种好与不好的问题。可以给学生布置以下任务：通过对话形式，将所学过的英美说法的不同之处，按实际生活和想象编一段对话。尽可能运用语言功能中表达语言困难的说法。
(5) 教学重点和难点：
词汇 include role international native elevator flat apartment rubber petrol gas modern culture actually present rule vocabulary usage identity government rapidly candy lorry command request retell polite boss standard Midwestern Spanish eastern southeastern northwestern recognize accent lightning direction subway block
短语： play a role (in) because of come up such as play a part (in)
重点语法项目：祈使句及其间接引语
难点 Expressing one’s idea on which kind of English one should learn; guess the name of speaker’s country by listening; how to tell the differences between a command and a request; how to change the pronoun when turning the direct speech into indirect speech.
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