Unit 1《Friendship》教案21(人教版必修1)

第一篇：Unit 1《Friendship》教案21(人教版必修1)

新课标 高一必修1 英语教案

Unit 1 Friendship Part One: Teaching Design(第一部分：教学设计)

Period 1: A sample lesson plan for reading

(ANNE‟S BEST FRIEND)Aims

To talk about friendship To read about friendship

Procedures I.Warming up

1.Warming up by assessing

A lot of people have only few possibilities of getting feedback about their own personality.In this exercise you will have the opportunity to get some feedback and to discuss it with a partner.While comparing your mutual judgments, certain prejudices or misunderstandings may appear, as people often do not know each other thoroughly enough to judge others correctly.Try to be honest!Self assessment

Of the following characteristics choose 5 that are particularly applicable to you personally.sociable, honest, friendly, easygoing, nervous, open-minded, anxious, careful, talented, talkative, nosy, thoughtful, generous, carefree, pessimistic, peaceful, optimistic, interesting, reliable, helpful, active, careless, caring, exact, adventurous, imaginative, hot-blooded, well-organised, trustworthy, patient, responsible, outgoing, kind, brave, warm-hearted, selfless, tolerant Partner assessment

Now choose 5 characteristic features which you think are especially applicable to your partner.sociable, honest, friendly, easygoing, nervous, open-minded, anxious, careful, talented, talkative, nosy, thoughtful, generous, carefree, pessimistic, peaceful, optimistic, interesting, reliable, helpful, active, careless, caring, exact, adventurous, imaginative, hot-blooded, well-organised, trustworthy, patient, responsible, outgoing, kind, brave, warm-hearted, selfless, tolerant 2.Warming up by describing

Have the students get into groups of four to describe their own ideal friend.Individual students must decide on TOP 5 character adjectives that could be used to describe the ideal friend and insist they have good reasons for their choice.Then let the group leader give the class a description of their ideal friend.3.Further applying

You may also have the students do the survey in the textbook, following the steps below.1.Get the students to make a list of three qualities a good friend should have.2.Have the students get into groups of four to find out what each has listed.3.Have a member of each group report on what their lists have in common and list them on the board.4.Ask the class whether or not they agree with all the qualities listed.5.Then have the students do the survey in the textbook.6.Have the students score their survey according to the scoring sheet on page 8.7.The teacher ask some students how many points they got for the survey and assess their values of friendship:

★ 4~7 points: You are not a good friend.You either neglect your friend‟s needs or just do what he/she wants you to do.You should think more about what a good friend needs to do.★ 8~12 points: You are a good friend but you sometimes let your friendship become too important, or you fail to show enough concern for your friend‟s needs and feelings.Try to strike a balance between your friend‟s needs and your own responsibilities.★ 13+ points: You are an excellent friend who recognizes that to be a good friend you need balance your needs and your friend‟s.Well done.(You may also show your students the results above and let themselves self-reflect upon their own values of friendship)II.Pre-reading

To focus the Students‟ attention on the main topic of the reading passage.To activate their previous knowledge on the topic.III.Talking and sharing

Work in groups of four.Tell your group mates how you reflect on these questions.1.Why do you need friends? Make a list of reasons why friends are important to you.2.What do you think a good friend should be like? List what a good friend should do and share the list with your partners.3.Does a friend always have to be a person? What else can be a friend? 4.Do you think a diary can become your friend? Why or why not?

Instructions: The teacher can give each group one of these questions above to talk about.Then let the class share their ideas.It‟s better to stimulate the students to challenge their classmates‟ opinions about these questions.Possible answers

Q1: Reasons I need friends:

※ to cope with stressful situations in life

※ to share my worries and secrets in my inner world ※ to show my concern for other people ※ to let other people share my happiness

※ to unfold to other people the secrets in my heart(to name but few.)Q2: A good friend should: ※ tell me the truth(honest)※ be good to me(friendly)

※ be willing to consider or accept others’ ideas or opinions(open-minded)※ be willing to help others(generous or helpful)※ be good-tempered

※ think about what others need and try to help them(caring)※ be loyal to their responsibility(responsible)※ not easily upset(easy-going)

※ be out-going(like to meet and talk to new people)

※ be tolerant(allow other people to have different opinions or do something in a different way)

※ be selfless(to name but few)

Q3: What else can be a friend? Answers can be various.(omitted)

Q4: Students‟ answers may vary but must include a reason.Yes.I think it can be, because I can set down how I feel every day in my diary, and let other people read it to share my feelings some time later.Above all, it feels good to write down my thoughts and feeling on paper when I am sad or lonely.IV.Reading

1.Looking and guessing

Work in pairs.Look at the pictures and the heading and guess what the text might be about.1).Imagine what it might be like if you had to stay in your bedroom for a whole year.You could not leave it even to go to the WC or to get a cup of tea.How would you feel?

2).What would you choose if you are only allowed to have five things with you in the hiding place because there is very little room?

2.Reading to summarise the main idea of each paragraph.Skim the text and summarise the main idea of each paragraph in one sentence.Para.One: Anne made her diary her best friend whom she could tell everything.[来源:Zxxk.Com] Para.Two: Anne‟s diary acted as her true friend during the time she and her family had to hide away for a long time.Para.Three: Having been kept indoors for so long, Anne grew so crazy about everything to do with nature.3.Language focus

Next you are to read and underline all the useful expressions or collocations in the passage.Copy them to your notebook after class as homework.laugh at, go through, make/call + O +Noun(as O.C.), hide away, set down，grow crazy about, do with…, there was a time when…, keep sb.spellbound, on purpose, in order to do sth., far too +adj./adv, happen to do sth., it was the first/second time that …, face to face V.Closing down

Closing down by doing exercises

To end the lesson you are to do the comprehending Exercises 1 and 2.Closing down by discussion of ideas

Work in groups of four.Discuss the ideas put forward in the reading passage.It does not matter whether you agree or disagree.What is important is that you should have a reason for what you say.Also you can put forward your own ideas, either criticising the text or using it as a support:

★ What would you do if your family were going to be killed just because they did something the Emperor did not like? ★ Where would you plan to hide?

★ How would you arrange to get food given to you every day?

What would you do to pass the time? Language chunks from Unit 1 Friendship

add up, get sth.done, calm sb.done, have got to, go on holiday, talk care of, walk the dog, get loose, pay for sth, cheat in the exam, should have done, someone else‟s, laugh at, go through, hide away, set down, a series of, a hiding place, I wonder if…, grow/be/become crazy about, could have done, keep sb.spellbound, keep doing, stay awake, on purpose, in order to, by oneself, far too much, it was(is)the first time that…, face to face, feel lonely/sit alone, save one‟s life, be concerned about, with so many clothes on, have trouble with sb, at the moment, get along(well)with sb./ sth, enjoy doing, be/become/make friends with, be/fall in love(with), try sth.out on sb.ask for advice, give sb.some advice on…, make an effort to do sth., join in sth., show one‟s interest in, far and wide, pay attention to, look to one‟s own concern, share one‟s thoughts and feelings with sb, come to a conclusion, be prepared to do sth., a heart-to-heart talk, hurt one‟s feelings, change one‟s mind, live in peace, go on a picnic, get away with, feel at home, in need[来源:学科网ZXXK] Period 2: A sample lesson plan for Learning about Language

(Direct & Indirect Speech(Ⅰ)statements & questions)Aims

To discover useful words and expressions To discover useful structures [来源:学&科&网] Procedures I.Warming up

Warming up by discovering useful words and expressions

Turn to page 4 and do Exercises 1, 2, 3 and 4 first.Then check your answers with your class partner.II.Learning about grammar: Direct and Indirect Speech

1.Direct Speech

In direct speech, the original speaker's exact words are given and are indicated by quotation marks.★ “I don’t know what to do,” said Dean.In some grammar books, „said Dean‟ is referred to as a reporting clause.“I don't know what to do,” is referred to as the reported clause.2.Indirect Speech

In indirect speech, the exact meaning of the speaker‟s words is given, but the exact words are not directly quoted.★ Dean said that he didn‟t know what to do.To convert direct speech into indirect speech:

If the main verb is past tense, present tense verbs in „that clause‟ must also be changed to past tense.Dean said that he didn‟t know what to do.First and second person pronouns must be changed to third person pronouns.Dean said that he didn‟t know what to do.(The word „that‟ can often be left out: Dean said he didn‟t know what to do.)3.Indirect Questions

Direct question: “Did Marama‟s horse win a prize?” Owen asked.Indirect questions: Owen asked whether(or if)Marama‟s horse had won a prize.The same rules apply to indirect questions as to indirect statements.The difference is that a wh-clause is used instead of a that clause.Direct question: “Why won‟t you marry me?” asked Donald.Indirect question: Donald asked her why she wouldn‟t marry him.In telling a story or recounting events, a speaker using direct speech has all the resources of intonation to produce a lively account.Because indirect speech is always speech reported by someone else, the account is more reserved and restrained.“What shall we do?” asked Bev.“Don‟t worry, Bev,” said Duncan, “I‟ve got a plan.”

Bev asked Duncan what they should do.He told her not to worry and that he had got a plan.The ability to change direct speech into indirect speech is a useful skill for those engaged in taking the minutes of a meeting or reporting on events.Direct speech: “First of all, I would like to thank everybody who helped with the fair.The results were very good, and we will now be able to buy two more computers.”

Indirect speech: The principal said that he would like to thank everybody who had helped with the fair.He announced that the results were very good and that the school would now be able to buy two more computers.III.Discovering words and expressions

Do exercises 1, 2, 3 and 4 on page 4 and 5.Check your work with your partner‟s.IV.Discovering structures

Do exercise 1 and 2.Check your work with your partner‟s.Period 3: A sample lesson plan for Using Language

(A letter from a student to the editor of The 21st Century)Aims

To listen to a letter about friendship

To speak about a questionnaire about friendship To write advice about friendship

To write a few lines describing a friend Procedures I.Warming up

1.Read the letter to Miss Wang and find out what was upsetting Lisa.2.Listen to what Miss Wang says, and then answer the questions in Exercise 2.3.Listen to the tape again and try to spell out the missing words in Ex 3.II.Talking about designing a questionnaire

Work in groups of four.Design a questionnaire to find out what kind of friends your classmates are.Ask the Students to use the quiz in the Warming Up as an example.Note: The students should be talking while they are doing the task.This provides the students with the opportunity to practise expressing thought and concern in matters of immediate concern and interest.Tell the students to follow these steps:

Step1: In your group, come up with four situations among friends.Design four questions accordingly with three possible answers.Step2: Put the four questions together and form a questionnaire.Step3: Check the questionnaire through and try it out on your own group.Step4: Share your questionnaire with another group and try each other‟s questionnaires.Sample questionnaire:

This questionnaire has four questions, and each question is followed by a set of possible answers.Please read the questions, and then consider which response fits you best.1.Why am I close friends with this person now?

A.Because being friends with him/her helps me feel important.B.Because my friend would be upset if I ended the relationship.C.Because he/she is someone I really enjoy sharing emotions and special events with.2.Why do I spend time with my friend?

A.Because my friend would get mad at me if I didn‟t.B.Because it is fun spending time with him/her.C.Because I think it is what friends are supposed to do.3.Why do I listen to my friend‟s problems, or to what my friend has to say?

A.Because my friend praises me and makes me feel good when I do.B.Because it‟s interesting and satisfying to be able to share like that.C.Because I really value getting to know my friend better.4.Why do I keep promises to my friend?

A.Because I believe it is an important personal quality to live up to my promises to a friend.B.Because it would threaten our friendship if I were not trustworthy.C.Because I would feel bad about myself if I didn‟t.Scoring Sheet:

Q1 A 1point Q2 A 1point Q3 A1 point Q4 A3 points

B 2points B 2points B2 points B2 points C 3points C 3points C3 points C1 point

☆ 4~6 points: You are not a good friend.You either neglect your friend’s needs or just do what he/she wants you to do.You should think more about what a good friend needs to do.☆ 7~9 points: You are a good friend but you sometimes let your friendship become too important, or you fail to show enough concern for your friend‟s needs and feelings.Try to strike a balance between your friend‟s needs and your own responsibilities.☆ 10+ points: You are an excellent friend who recognizes that to be a good friend you need balance your needs and your friend‟s.Well done.Students work in groups and try their own questionnaires in the school to collect more information about students‟ reflection of the values of friendship.III.Guided writing

1.Read the letter to the editor from Xiaodong and make sure you know what problem Xiaodong has.2.Discuss in groups of four.Think what advice you can give Xiaodong.3.Write your advice to Xiaodong as an editor individually.Sample writing: Dear Xiaodong，Some people like talking with others, but some people are shy.If you fall into the second group, it can be hard to make friends.But you can change the situation.What are you interested in? If you like basketball, for example, you could talk with some of your classmates who like basketball.The easiest way to start talking to people is to find something you have in common.If you are standing beside a group of your classmates, join in their discussion if you know something about the subject they are discussing.But if you don‟t, you shouldn‟t feel afraid to say, for example, “That sounds interesting, what is it about?” Once you start talking to one person, it will get easier to talk to others.Find one person you have something in common with, and once you become friends with him, his friends will start talking to you too.Good luck!Editor

IV.Writing assessment

1.Can you give Xiaodong some good advice? 2.I s your letter well developed?

3.Are your ideas well organized to the point?

4.Do you have a good choice of words and idioms in your writing? 5.Do you get a good mastery of complex structures of language?

6.What kind of mistakes have you made in your writing? What can you do to avoid such mistakes? V.Further Applying

Here are some proverbs about friends and friendship.Read them carefully and pay attention to the sentence stress and intonation.Then write a passage.Choose some you agree and explain why.Then choose some you disagree and explain why.■You may also have the students complete the task as homework after class.Part Two: Teaching Resources(第二部分：教学资源)

Section 1: Background reading on friendship Friendship Quotes

I.Questions about friendship

1.What is the main problem in friendship?(leaving someone out)

2.How do you keep a friend?(treat someone like you want to be treated)3.What is a good friend?(somebody whom you can depend on)

4.What if your friend said they wouldn‟t be your friend if you were another person‟s friend?(That “friend” would not mind if she were really your friend.)★ “True friendship is like sound health;the value of it is seldom known until it be lost.”---Charles Caleb Colton

★ “A friend is one who walks in when others walk out”---Walter Winchell ★ “A friend is one who believes in you when you have ceased to believe in yourself.”---Lysha

★ “The better part of one's life consists of his friendships.”---Abraham Lincoln ★ “Advice is like snow;the softer it falls, the longer it dwells upon, and the deeper it sinks into the mind.”---Samuel Taylor Coleridge

★ “Friendship is the golden ribbon that ties the world together.”---Kristina Kentigian

★ “Friends are the sunshine of life.”---John Hay ★ A friend in need is a friend indeed.II.Tips on being a good friend

※ Treat your friends the way you want to be treated.※ Keep secrets that are told to you.※ Pay attention when your friend is talking.※ Keep your promises.※ Share things with your friend.※ Tell your friend the truth.※ Stick up for your friend.III.What kind of friend are you?

1.If your friend tells you a secret that isn‟t bad but you promised not to tell anyone, you will________.A.tell everyone B.keep the promise

2.If you know your friend is planning to cheat on a test, you will________.A.tell your teacher B.let your friend cheat

C.help your friend study for the test so she won't feel she needs to cheat 3.If your friend tells you a secret and it may cause his or her death, you will________.A.tell a trusted adult B.keep it a secret C.tell your friends

You may print this sheet and answer the questions.Then discuss the answers with your friends.A true friendship should:

☉encourage you to live your dream.☉support you toward your goals.☉sympathize for your losses and help you find a silver lining.☉build your self-esteem.If happiness and life-satisfaction are your goals, your friends should be chosen on the basis of how well they can accomplish those four goals.Happiness is a personal choice that comes from within.But, as the friendship poem says, it surely doesn‟t hurt to have supportive friendships that help us achieve our goals.IV.Self-reflection upon friendship

Read the following statements and then tick Yes(√)or No(×)to show your opinions upon friendship.1.Friendship is very important to me.2.I have a lot of friends.3.There can be true friendship between a schoolboy and a schoolgirl.4.I am very kind to my friends.5.I think everyone should have friends.6.Friends must have the same character.7.I keep a diary and think it is my close friend.8.When my friend is in trouble, I am always ready to help.9.I don‟t like to talk to others very much.I like to be alone.10.I keep a pet animal and treat it like a friend.A friendship poem

Choose friends wisely, the portrait they paint

Is who you are and who you ain‟t.Friendship is life‟s great support When friends are of the right sort.For all your dreams do they make room, Or bring you down with doom and gloom? You will know a friendship is true.When it brings out the best in you.It‟s true.You can tell a person by the company she keeps.Our friendships not only tell a lot about who we are---they make us who we are.The friendship poem above says it all.You will know a friendship is true when it brings out the best in you.Take a look at your friends.Do they bring out the best in you? That might seem like a silly question.We all tend to think, “Of course they bring out the best in me.I wouldn‟t be friends with them otherwise.” Section 2: Vocabulary teaching strategy I.The role of vocabulary teaching

In the context of learning English as a foreign language, a learner is forced to be autonomous and independent and make conscious effort to learn vocabulary outside the classroom simply because the exposure to the target language is limited in class.So teachers cannot rely on their students „picking up‟ lexical items.This makes explicit vocabulary teaching necessary.However, vocabulary is notoriously difficult if not impossible to teach because of the complexity of its linguistic, semantic and psycho-cognitive aspects II.Best approach

There are no universally useful strategies and they contribute to vocabulary learning in different ways.Students use a number of strategies, often simultaneously.The efficiency of vocabulary learning depends on how students combine individual strategies.If students combine and employ individual strategies from different groups they will be more successful in developing the target language lexicon.Thus, the ideal combination would be that of strategies from all four groups.The teacher should create activities and tasks(to be done both in and outside class)to help students to build their vocabulary and develop strategies to learn the vocabulary on their own.Students experiment and evaluate and then decide which to adopt or reject since strategies are not intended to be prescriptive.III.Practical activities

Here is a selection of practical activities that direct learners towards using strategies of vocabulary learning.1.The useful alphabet(self-initiated independent learning)

Each student gets a letter and has to find 5, 10 or 15 words he or she thinks would be useful for him or her.He or she then report to the class, perhaps as a mingle activity, using word cards(on one side they write the letter, on the other the information on the word-spelling, pronunciation, definition).2.Word bag(formal practice)

This is to get your students to write down new words they hear in class.At the beginning of the term/course, divide students into groups of about 5 and give each group a number(e.g.1-6).At the beginning of each class, give each group about 10 cards on which they write the number of their group and the new words they hear in class.At the end of each class, they put their cards into the “word bag” and every 2 weeks you check whether they still know those words and which group has the most cards.In the end there are two winners: the group that has the most cards, and the one that knows more words.3.Especially for you(Functional practice)

The teacher prepares a list of words.Each student gets one word, which is prepared especially for him or her.The trick is that each student gets a word whose initial letter is the same as the initial of the student‟s first name, e.g.Linda gets listless.Each student must look it up in the dictionary during the class and after a few minutes report to the class.E.g.“My name is Linda and I‟m listless.That means that I am...(definition)...”.For homework students can do the same using their surname.4.Word tour(memorizing)

Instructions for your students: Think of a town or city you know well.Imagine that you are organizing a sightseeing tour.Think of 5 places you would include on your tour and write down the order in which the tourists would visit them.Learn your tour off by heart so that you can picture it in your mind.Whenever you have 5 new English words to learn, imagine these words are the tourists on your tour and picture the words in the places on your tour like this.Tour: Trafalgar Square;Buckingham Palace;Houses of Parliament;Westminster Abbey;Downing Street.Words to learn: apron, dustpan, vacuum cleaner, feather duster, broom.Imagine Nelson on his column in Trafalgar Square wearing an apron, the queen brushing the floor in Buckingham Palace and using a dustpan...Section 3: Words and expressions from Unit 1 Friendship

add v.1.put something with something else or with a group of other things: Do you want to add your name to the list? 2.to put two or more numbers together in order to calculate the total: Add 6 and 6 to make 12.3.to increase the number: The sales tax adds 15% to the price of clothes.4.to say some more that is related to what has already been said: That‟s all I want to say.Is there anything you‟d like to add.Other verbal phrases of “add”

add to: to make something larger and more noticeable: Our explanation seemed only to add to his bewilderment.add up: to calculate the total of several numbers: Add your scores up and we‟ll see who won.add up to: to have a particular result: His schooling added up to no more than one year.point: n.1.small spot: The stars shone like tiny points of light in the sky.2.sharp end: a knife with a very sharp point.3.a unit used to show the score in a game or sport: She lost three points for that fall.(in a skating match)

upset: 1.vt.& vi.to make someone feel unhappy or worried: I‟m sorry, I didn‟t mean to upset you.2.adj.(not before noun)unhappy and worried: She was still upset about the argument that she had had with Harry.ignore: vt.1.to behave as if you had not seen or heard someone or something(不理睬): Either she didn’t see me wave or she deliberately ignored me.2.to pay no attention to something that you have been told or that you know about(忽视): Some drivers simply ignore speed limits.calm: 1.adj.quiet and without excitement, nervous activity or strong feelings: Keep calm, and try not to panic.2.vt.& vi.to make someone or something quiet after strong emotion or nervous activity: Charlie tried to calm the frightened children.3.calm down: vt &vi.to become quiet or make someone quiet after strong emotion or nervous activity: Calm down and tell me what happened.concern: 1.n.worry: something that worries you or a feeling of worry: There is growing concern about/over the effects of pollution on health.The rise in unemployment is of great concern to the government.2.vt.to make someone feel worried or upset: The fact that she spends so much money on her own really concerns me.More and more people are concerning themselves with/about environmental problems.3.be concerned about/for/with: Ross has never been concerned about what other people think of him.Rescuers are concerned for the safety of those trapped in the mine.This story is concerned with a Russian family in the 19th century.cheat: 1.vi.to behave in a dishonest way in order to win or to get a advantage in a competition, game or examination: Jack always cheats at cards.2.vt.to trick someone who trusts you.share: vi & vt.1.use equally: The last bus had gone, so the three of us shared a taxi.I shared a room with him at college.2.to have the same opinion, experience, feeling etc as someone else: I share your concern about this problem.3.to tell other people about an idea, secret, problem: It‟s always better to share your worries.4.n.part of sth.: I do my share of the housework.Don‟t worry---you‟ll get your fair share.set down: to write down something so that you have a record of it: I want to set down

my feelings on paper.Other verbal phrases of “set”

set apart: to make someone or somebody different from other people or things.set aside: to keep some money or time for a special purpose set off: to start to go somewhere/ to cause a explosion

set out: to start a journey/ to talk about something in an organized way set up: to start an organization/ to build something

crazy adj.1.impractical;foolish: That‟s the craziest idea I‟ve ever heard.2.mad;ill in the mind: Turn that music down---it‟s driving me crazy.3.be crazy about=to like sb.very much, or be very interested in something: The boy is

crazy about football.4.like crazy=very hard: We have to work like crazy to get this finished on time.purpose: 1.n.an intention or plan;the feeling of having an aim in life: The discussion serves a twin purpose---instruction and feedback.Tom went for a walk, with no definite purpose in mind.2.on purpose=deliberately trust: 1.n.a strong belief in the honesty, goodness etc.of someone or something e.g.You shouldn‟t put your trust in a man like that.2.vt.to believe that someone is honest and will not harm you or cheat you: I trusted Max, so I lent him the money.Can he be trusted to look after your pet dog?

suffer: vt.& vi.1.to experience physical or mental pain: At least he died suddenly and didn‟t suffer a lot.2.to be in a very bad situation that makes things very difficult for you: If you break the law, you must be prepared to suffer the punishment.She was very generous to him but she suffered for it when he ran away with all her money.3.to experience something unpleasant: The car suffered severe damage in the accident.get along(with): 1.to have a friendly relationship: If you two are going to share a room, you‟d better learn how to get along.I‟ve always found him a bit difficult to get along with.2.to progress you are doing: How are you getting along with your English studies?

Other verbal phrases of “get”:

get about/around:(news)get widespread get away: to succeed in leaving a place

get back: to return to a place;to have sth.returned to you get down: to make sb.feel unhappy;

get down to sth./doing sth.: to start doing something that needs a lot of time or energy.get over: get well after an illness;to do and finish sth.difficult get through: to pass a test or exam

communicate: vi.to express your thoughts and feelings: Parents sometimes find it difficult to communicate with teenage child.

第二篇：精品教案--人教必修1 抗日战争

高中历史必修一《抗日战争》教学案例

一、《课标》内容标准

“列举侵华日军的罪行，简述中国军民抗日斗争的主要史实，理解全民族团结抗战的重要性，探讨抗日战争胜利在中国反抗外来侵略斗争中的历史地位。”

二、教学目标

1、知识与能力：

（1）识记：七七事变、抗日民族统一战线的建立、正面战场与敌后战场的抗战、日军侵华的滔天罪行、抗日战争胜利的基本事实。

（2）理解：抗日民族统一战线形成的原因及过程；比较分析抗战初期两个战场的抗战；全面分析抗战胜利的原因，尤其是抗日民族统一战线的作用；抗战胜利的历史意义。

（3）运用：结合当前时事分析历史与现实的联系，思考战争给中日两国带来的影响。

2、过程与方法：

通过播放有关录象和历史图片，创设历史情境，让学生置身于抗日战争的特定背景中，去探究日军侵华和中国军民抗战这两方面的问题；通过提供材料让学生获取有效信息，培养学生从不同角度认识问题和论从史出的学习方法。

3、情感态度与价值观：

（1）日本帝国主义发动的侵华战争给中国人民带来了深重的灾难，学习本课历史激发学生的民族自豪感、历史使命感，树立强国之志。

（2）中国人民的抗战是“民族抗战”，以此培养和发扬学生的民族精神和爱国主义情感，形成对国家、民族的历史使命感和责任感，为建设中国特色社会主义做贡献。

三、教学准备

搜集与抗战相关的图片、影视资料和相关文字材料等信息，制作多媒体课件。

四、学情分析

由于初中生对抗日战争史的学习比较充分，学生对抗日战争的主要史实比较熟悉，但是主要停留在感性认识阶段，高中教学要在引导学生回顾抗日战争的基本史实的基础上，加强对抗日战争胜利原因和历史地位及以史为鉴、开创未来的理性思考。

五、教学方法：

本课采用“回顾—讨论—探究—反思”的互动教学模式，以史实为基础，以问题为载体，以情境为主线，以多媒体为辅助手段，以活动为实现方式，师生互动，生生互动，经过全体课堂参与者的阅读、思考、讨论，使每个学习者都经历一个主动的获取知识、解决问题、完善情感、升华人格的自主学习过程。

六、重点、难点

重点：日军的滔天罪行、全民族的抗战、抗战胜利的原因和地位。

难点：抗战胜利的原因和地位。

七、课时安排：1课时

八、板书设计

教学过程 导入新课：

播放《义勇军进行曲》。刚才大家听到的这首高亢激昂的歌曲是——（学生回答：《义勇军进行曲》。）我们每周升国旗仪式必唱的国歌，多么熟悉的旋律。《义勇军进行曲》创作于1935年，“中华民族到了最危险的时候”,主要是因为什么？（日本侵略，民族危机严重）中华民族当时的主要任务是什么？（抗日救亡）让我们共同走进那不堪回首的岁月，走进伟大的抗日战争。

本节课我们通过回顾历史、探究历史和感悟历史三个主题来纪念伟大的抗日战争。

一、回顾历史——血腥野蛮地侵略

1、侵华事变：

（由于高中生对抗战史的主要事实比较清楚，本目主要采取学生回顾的方式进行。）二十世纪三四十年代，日本帝国主义对中国进行了最惨无人道的野蛮侵略，同学们，你们在初中已经学习过抗日战争史，请你们回顾：日本帝国主义在三四十年代对中国发动了哪些侵华事变？对中国人民犯下了哪些滔天罪行？

在学生回答后，课件打出：《中华民国图》，在图中相应位置闪动出现九一八事变、一二八事变、伪满洲国、华北事变、七七事变等侵华事变，中国大片国土沦丧，中华民族到了最危险的时候。

【思考】：“小”日本为何侵略“大”中国？

（1）历史原因：从大陆政策到“国策基准”（课件打出“国策基准”的材料）。

（2）经济原因：自然条件的限制；摆脱经济危机。

（3）外部原因：国际社会的绥靖之风和国共内战。

（过渡）日本帝国主义在侵华过程中犯下了滔天罪行。

2、滔天罪行：

南京大屠杀：出示相关图片如累累白骨、杀人比赛（向井和野田在进南京城前谁先杀100人，野田杀了105人，向井杀了106人），突出遇难者300000人。

（请同学有感情地朗诵下列这首诗）

凝视300000，——

“3”后面是一个个“o”(零)吗?

不——分明是一颗颗屈死的头颅，正面对屠刀，怒目相看！

凝视300000，——

“3”后面是一个个“0”(圈)吗?

不——分明是一根根高悬的绞索，东条英机们 ,不正吊死在耻辱柱上？！

凝视300000，——

字字在喷火，声声在呐喊：

多行不义必自毙，血债定要用血来偿还！

3、潘家峪惨案：现场一角等图片，死难者1200余人。

4、七三一细菌部队：出示活体实验、2003年中毒后李贵珍等相关图片。

27万——侵华日军实施细菌战致死中国民众27万多人(日本学者认为，这是相当保守的数字，他们认为，死于侵华日军细菌战的中国人多于日军于1937年在南京制造的大屠杀人数)；

3000公斤——侵华日军“731部队”每年可以生产出3000公斤的纯细菌(每135克的纯细菌就可以使400平方公里之内的所有水源遭到污染，每年的生产量足以污染全中国的水源)；

3000人——侵华日军“731”部队用活人作试验人数(仅日方承认的)；

【讨论】同学们在看了这些图片之后一定深有感触，请用一句话表达你此时的心情（学生回答）。【学思之窗】是什么使他们从人变成了野兽？

（武士道精神、灭亡中国，泯灭中国人民的抗战意识）。

我们经常说，中日两国是一衣带水，我要说在中国近代史上，中日两国是一衣带血。日本帝国主义侵略者自1931年“九一八”事变至1945年战败投降，在长达14年的侵华战争中，在中国广大的土地上，以最野蛮、最残暴、最惨绝人寰、最没有人性的手段进行着大破坏、大屠杀，对中国人民犯下了滔天罪行。神州在流血，中华在哭泣。偌大的中国乌云密布，哀鸿遍野。泱泱中华，面临亡种灭国的危机。

作为一个中国人，作为那个时代有血性的中国人，你该怎么做（学生回答）？

“国破尚如此，我何惜此头！”

课件打出：以下材料

材料一 全中国同胞，政府，与军队，团结起来，建筑民族统一战线的坚固长城，抵抗日寇的侵掠！国共两党亲密合作驱逐日寇出中国！

——中国共产党为日军进攻卢沟桥通电

（1937年7月8日）材料二 我们希望和平而不求苟安，……如果战端一开，就是地无分南北，年无分老幼，无论何人，皆有守土抗战之责任，皆应抱定牺牲一切之决心。

——蒋介石庐山谈话（1937年7月17日）

国共两党捐弃前嫌，共赴国难，实现了第二次国共合作，建立了抗日民族统一战线，从此中国的抗日战争开始了全民族的抗战，成为抗日战争胜利的根本保证。

二、探究历史——不屈不挠地抗争

1、探究一：如何看待国民党正面战场和共产党敌后战场的抗战？

【新闻发布会：将班级分成两个大组分别代表国共双方】请分别代表国共双方阐述自己对抗战的贡献。

材料一：

正面战场：从1937年7月开始，国民党军队发动大型会战22次，重要战斗1117次，小型战斗28931次。陆军阵亡、负伤、失踪3211419人，空军阵亡4321人，毁机2468驾，海军舰艇损失殆尽。先后有70余名将军战死在沙场，其中佟麟阁、赵登禹、张自忠等8名上将；吴克仁中将（67军军长）冯安邦中将（42军军长）等32名中将；邹绍孟少将（124师参谋长）王凤山少将（暂45师师长）等32名少将。材料二：

敌后战场：中国共产党领导的人民抗日力量对敌作战12.5万次，消灭日、伪军171.4万人。同时，敌后抗日军民也付出了巨大的代价，部队伤亡60余万人，解放区人民群众伤亡600余万人。材料三：

以国民党军队为主体的正面战场，组织了一系列大仗，特别是全国抗战初期的淞沪、忻口、徐州、武汉等战役，给日军以沉重打击。

中国共产党领导的敌后战场，广泛发动群众，开展游击战争，八路军、新四军、华南游击队、东北抗日联军和其他人民抗日武装力量奋勇作战。平型关大捷打破了“日军不可战胜”的神话，百团大战振奋了全国军民争取抗战胜利的信心。敌后战场钳制和歼灭日军大量兵力，歼灭大部分伪军，逐渐成为中国人民抗日战争的主战场。

——胡锦涛《在纪念中国人民抗日战争暨世界反法西斯战争胜利60周年大会上的讲话》

学生发言后小结：

国民党正面战场：（1）抗战：卢沟桥抗战、淞沪会战、太原会战、徐州会战、武汉会战（播放有关影象资料）；中国远征军远征缅甸。（2）评价：积极抗日，粉碎了日军速决战的计划；节节败退（片面抗战路线）。（先在课件上打出证明国民政府在抗战时期抗战的有关数据，让学生总结概括国民政府抗战的评价。最后打出胡锦涛主席《在纪念抗日战争胜利60周年大会上的讲话》中对国民党抗战的评价加深学生印象。）

共产党敌后战场：全面抗战路线；建立敌后根据地；重大战役：平型关战役（抗战初期第一次胜利）、百团大战（主动出击的大规模战役）、回民支队的抗战。（课件展示有关中国共产党军队抗日的有关数据，表明中国共产党是抗日的中流砥柱。）

两大战场之间的关系：相互配合，相互支持。

2、探究三：抗日战争胜利的原因。

【谜语大家猜】抗日战争胜利的原因（打一历史人物）。（屈原、苏武、共工）（1）抗日民族统一战线建立，全民族抗战（根本原因）；（2）中共领导的人民军队起了中流砥柱作用；（3）国民党爱国官兵的英勇抗战；

（4）国际反法西斯联盟的有力支持和配合（苏联的援助、美国的原子弹）；（5）日本发动的是侵略的、非正义的法西斯战争。

3、探究四：抗日战争的胜利在中国反抗外来侵略斗争中的历史地位。（课件：展示相关材料，学生阅读后发言）。材料一：

在如何看待中国战场问题上，美国总统罗斯福曾说：“如果中国屈服，……那将是日军和纳粹的大规模钳形攻势，在近东某处会合，完全切断俄国同外界的联系，瓜分埃及，切断经过地中海的所有交通线……” 材料二：

在反法西斯战争中，中国伤亡3500万人，死亡2000多万人，直接经济损失620亿美元，间接经济损失5000亿美元；美国死亡40.5万人；英国死亡37.5万人。

学生发言后总结：

(1)第一次反帝斗争完全胜利；

(2)增强民族自尊、自信心，为革命胜利奠定基础；

(3)对世界反法西斯战争胜利作出重大贡献；

(4)中国的国际地位得到提高。

三、感悟历史——让历史告诉未来

60多年过去了，日本帝国主义发动的那场罪恶的侵华战争到底给中日两国带来了什么？中日两国的人们对待战争的态度又如何？

课件：展示日本首相小泉参拜靖国神社图片、西德总理勃兰特在波兰下跪图片

（图片配文字：同样是祭拜，相似的事件，不同的形式，迥异的内容。德国人跪下了，跪在了受难者墓前，跪得是那么的坦诚；日本人却站着，站在了凶手的牌位下，站得是那么的孤傲。同样举起过屠刀，也同样放下了凶器。德国人正视历史、尊重历史，用真诚换取理解，融入欧洲，强大自身；日本人无视历史、歪曲历史，用丑恶掩盖罪恶，一意孤行，伤害四邻。有的人下跪了，他显得更崇高；有的人还站着，他看着更卑微；有的人为尊严，有的人为生存；有的人毫无廉耻，有的人荒诞不经……下跪，意味着什么？你又为什么而下跪？参拜，又意味着什么，惨死在日本屠刀下的中国人，什么时候才能听到同样的忏悔？）

日本政要参拜靖国神社是日本不愿正视历史，日本军国主义复活的表现之一。你还知道哪些表现？（日本篡改教科书、否认南京大屠杀等）

中国：赵薇日本军旗装图片（我不懂这段历史）

侵华日军细菌战中国受害诉讼原告团团长兼总代表、2002年十大人物之一的王选图片

（颁奖词：“她用柔弱的肩头担负起历史的使命，她用正义的利剑戳穿弥天的谎言，她用坚毅和执著还原历史的真相。她奔走在一条看不见尽头的诉讼之路上，和她相伴的是一群满身历史创伤的老人。她不仅仅是在为日本细菌战中的中国受害者讨还公道，更是为整个人类赖以生存的大规则寻求支撑的力量，告诉世界该如何面对伤害，面对耻辱，面对谎言，面对罪恶，为人类如何继承和延续历史提供了注解。”）

（只要有两个王选这样的女人，就可以让日本沉没。——美国历史学家谢尔顿·h·哈里斯。下一个“王选”，会是你吗？）

【课堂感悟】通过本节课的学习，你从中得到哪些感悟？ 我们应该怎么做？

（历史不能忘却，忘记历史就意味着背叛！防止日本军国主义复活；以史为鉴，面向未来。好好学习，报效国家）

课后探究（两题任选一题）： 1、2005年，香港人大代表朱幼麟向全国人大递交了《我国国家级、国际化纪念抗战胜利60周年》的议案。请你就抗日战争设计一项国家级、国际化的纪念活动(包括活动形式、设计理念及设计理由等)。

2、阅读下列材料：

法国一位名叫切尔西的女记者对日本广岛和中国的南京两个灾难深重的城市纪念活动进行了记录，现摘抄一些：

广岛：被原子弹轰炸的残骸都保存完好；

南京：难以找到当年屠城遗址。

广岛：2001年，公布原子弹受害者221893人，精确到个位。

南京：大屠杀死难人数34万以上，纪念馆“哭墙”上只刻有3000个死者的名字；

广岛：每年8月6日，举行悼念大会，8月15日，钟声汽笛鸣响，工厂、学校、机关停止一切工作，全城哀悼；

南京：大屠杀纪念大会从1985年才开始，1997年才有了拉响防空警报和车船汽笛的做法，除了悼念大会会场，鲜见肃立默哀场面。

广岛：参加纪念大会人数有5万多人，占全市人口的1/21。

南京：参加纪念大会人数2000人左右，最多不到一万人，占全市人口的1/2800或1/500……

第三篇：边城》教案 沪教版必修1

《边城》

教学目标：

1、感受理解小说中体现的“人性美”。

2、品味学习小说中诗一般的语言。教学重点、难点：

情景交融的环境描写和细致含蓄的心理刻画 教学步骤：

1、导入新课：真正的艺术应当经得起两样东西的检验：一是纵向的生命力，那种产生时轰轰烈烈，经行中却经不起时间跨跃和时代洗礼的东西，绝非真正的艺术；二是横向的美感效应，即无论是谁，无论你从哪一个角度去审视它，它都能像水晶石一样熠熠生辉，使你能从中获取你所需要的东西，从而产生愉悦人心的美感效应。沈从文的《边城》正是这样一篇美文，自它问世以来，对它的评论便接踵而来，有人赞它为“一颗千古不磨的珠玉”，有人讥之为“有意回避尖锐的社会矛盾”。70多年来，经过历史浪潮的千淘万洗，人们渐渐认识到《边城》是一颗闪光的金砂。今天，我们大家一起来学习这部作品。（投影、配乐、朗诵）

“由四川过湖南去，靠东有一条官路。这官路将近湘西边境，到了一个地名为“茶峒”的小山城时，有一小溪，溪边有座白色小塔，塔下住了一户单独的人家。这人家只有一个老人，一个女孩，一只黄狗„„”

这就是沈从文笔下的《边城》，小说写的就是这户人家的故事，其中的“女孩”名叫翠翠。她是怎样的姑娘呢？（投影，女生朗读）

“翠翠在风日里长养着，把皮肤变得黑黑的，触目为青山绿水，一对眸子清明如水晶，自然既长养她且教育她，为人天真活泼，处处俨然如一只小兽物，人又那么乖，如山头黄鹿一样，从不想到残忍事情，从不发愁，从不动气„„”

这就是翠翠。小说中天保、傩送这两兄弟都爱上了她，不禁为爱情展开了竞争，按当地习俗，要在大月亮的晚上用歌声向姑娘求爱，阴历十四到了，月亮也快圆了，我们的课文中的故事便是从这儿开始的。

2、整体把握，梳理情节：

课前大家已自读了课文，下面我们思考两个问题：

（投影）

（1）课文三节内容有没有一个中心事件？（2）围绕这个中心事件，三节内容具体写了什么？（同学们讨论发言）明确：

A.节选的三节内容都是围绕一个中心事件来写的，中心事件是“听歌”。B.三节内容具体写的是：

第一节：十四的晚上祖父与翠翠听歌的情景。

第二节：十五的白天祖父进城鼓励大佬继续唱歌，却意外得知唱歌的是二佬。第三节：十五的晚上祖父与翠翠听歌的情景。

3、深入研读，把握旨趣：

欣赏《边城》需要有一种独特的眼光，它不同于一般小说以情节取胜，它向我们展示的是美。沈从文说：“美字笔画并不多，可是似乎很不容易认识；爱字虽人人认识，可是真懂得它意义的却很少。”

沈从文的《边城》就是用湘西的青山绿水，古朴纯厚的世俗人情，来表现一种质朴的爱和人性的美，我们一起来发现美、展示美、品味美。自己选择课文的美点，认真揣摩，品味美在何处？ ① 景美——湘西的青山绿水

“我平常最会想像好景致，且会描写好景致。”沈从文对写景可算是一个圣手。《边城》写景处皆十分精彩。

例：月光极其柔和，溪面浮着一层薄薄白雾

（这样的月下情境在文中几番出现，同样是舒缓的语气，轻柔的文字，同样是那样的静谧、幽深、充满温情与凄美）

小说里为什么要写景？——景是人物所在的环境，是人物的外化，人物的一部分，景即人。例：孙犁《荷花淀》开头：

“月亮升起来，院子里凉爽得很，干净得很，白天破好的苇眉子潮润润的正好编席。„„这女人编着席，不久在她的身子下面，就编成了一大片。她像坐在一片洁白的雪地上，也像坐在一片洁白的云彩上。她有时望望淀里，淀里也是一片银白世界，水面笼着一层薄薄透明的雾，风吹来，带着新鲜的荷叶荷花香。”

例：“天快黑了，别的雀子似乎都在休息了，心中有些薄薄的凄凉。”

（这段文字，从气味、声音、色彩等方面生动细腻地描绘出一幅湘西乡村所独具的古朴色调的黄昏图景。以景烘托情，以情渲染景，即烘托出人物内心的孤独与惆怅，也使景物带有忧郁的情调，认人们自然而然感受到人物“内心薄薄的凄凉）” ②情美：

翠翠纯真的初恋之情

沈从文写翠翠的精彩之处，便是以其特有的诗性笔触，捕捉并描摹出一个山野少女灵动微妙的神思流露，轻而且细，我们不妨细读。例：

小说开头：翠翠看到“天空为夕阳烘成桃色薄云”，看到夜幕降临，祖父仍“忙个不息”，“心中有些薄薄的凄凉”。因为翠翠此时心中“好像缺少什么”，担心“这个日子过去了”，而这个日子恰是“规矩”中听歌的日子。由此可见这正是她对爱的朦胧渴求和向往。由于祖父不理解她的心事，她竟有点怪祖父，冒出“坐船走”，让爷爷“满城打锣找”自己的念头。还有后文写翠翠在梦中跟歌声各处飞以及第二天晚上等歌的情景，都表示翠翠对爱的向往。

当暮色笼罩一切时，阴郁的感觉也锁紧了翠翠极度烦乱的心境。她“坐在溪边，望着溪面为幕色所笼罩的一切。望到那只渡船上一群过渡人，其中有个吸旱烟的打着火镰吸烟，且把烟杆在船边剥剥地敲着烟灰，就忽然哭起来了。”（从最初的心神飘忽，到后来难受得想哭又无理由可哭，再到莫名其妙哭起来，翠翠原来对爱的期待、兴奋和迷醉，已渐渐为无边际、无着落的烦闷和恐慌所淹灭。

沈从文曾说：“我是天生就一种理解女子的心。”的确，如此细腻的人生、人性，只有沈从文能如此深细而精微地表达，世间最美的东西莫过于凄婉缠绵的情思。李商隐：“春心莫于花争发，一寸相思一寸灰”。鲍照：“两相思，两不知”。翠翠这样一种没法对人诉说的朦胧的对爱的神往的表达，便默默地融入那片青山绿水，那片烟雨晨昏。祖孙相依为命的亲情：

翠翠对爷爷的爱带着一些任性，一些娇气，更有深深的依恋。

爷爷对翠翠关爱的具体表现：在听歌的第二天，他找到大佬天保，“很快乐”地鼓励他继续唱歌。回来后又以“笑话”的方式委婉地劝翠翠要“懂歌中的意思”表明他为有人向翠翠求爱而高兴，尽心尽力地希望她有个好归宿。他同时也时时怀着对翠翠难以割舍的慈爱与依 3

恋，一种相依为命的深情。如小说中翠翠说“万一跑了”时，爷爷说“我到那时可真像疯子，还怕大水大浪”。

补充赏析一段：老船夫向各个过渡本地人打听二老父子生活，关切他们如同自己家中人，绝望的体验已在他心上如阴云密布，终于承受不住而病倒了，躺了三天，人居然好了。心中惦念一件事，便预备进城过河街去，他仍不肯罢休，最后一次要去打听消息，也是最后一次，再想为那个愿望尽点心力。接下来这一段文字，请你慢慢读：

“老船夫在城里被一个熟人拉着谈了许久的盐价米价，又过守备街门看了一会新买的骡马，才到河街顺顺家里去。到了那里，见到顺顺正同三个人打纸牌，不便谈话，就站在身后看了一阵牌，后来顺顺请他喝酒，借口病刚好点不敢喝酒，推辞了。牌即不散场，老船夫又不想即走，顺顺似乎并不明白他等着有何话说，却只注意手中的牌。后来老船夫的神色倒为另外一个看出了，就问他是不是有什么事情。老船夫方忸忸怩怩照老样子搓着他那两只大手，说别的事没有，只想同船总说两句话。” 从中，你读出了什么？

（挣扎！——既想在层层绝望后面极其小心地探出一点希望来，又害怕揭晓的是更彻底的绝望。）

边民纯朴的风情： 唱歌求爱的美好风俗 大佬、二佬的“君子风度” 二佬的不爱碾坊爱渡船 ③人美：

抓住典型对话段，分角度朗读对话，体会总结人物性格特点： 翠翠：纯真美丽、淳朴善良 爷爷：仁厚慈善、坚毅自忍 天保：豪爽、慨慷大度 总结：边城的创作动机

我要表现的本是一种“人生的形式”，一种“优美，健康而又不悖乎人性的人生形式”。我注意不在领导读者去桃源旅行，却想借重桃源上行七百里路酉水流域一个小城市中几个愚夫俗子，被一件普通人事牵连在一处时，各人应得的一份哀乐，为人类的“爱”字作一度恰如其分的说明。

在这样一篇美丽的文字之中，我们更能感受到一种似乎已为我们所陌生的自然、优美、健康的人性，那种如大自然本身一样凝重、明慧而又本色真实的人生形式。因此，读这样的作品，我们获得的不只是文学艺术的美的享受，更有着对我们心灵人性的滋养与疗补。板书设计：

青山绿水的乡土气息 ———— 景美 翠翠纯真的初恋之情

祖孙相依为命的亲情 ———— 情美 边民纯朴的风情

翠翠：纯真美丽、淳朴善良

爷爷：仁厚慈善、坚毅自忍 ———— 人美 天保：豪爽、慷慨大度

第四篇：17_《牛顿第二定律》教案(新人教必修1)

牛顿第二定律

教学目标：

一、知识目标

1．理解加速度与力和质量的关系；

2．理解牛顿第二定律的内容，知道定律的确切含义；

3．知道得到牛顿第二定律的实验过程。

二、能力目标

培养学生的实验能力、分析能力和解决问题的能力。

三、德育目标

使学生知道物理中的一种研究问题的方法——控制变量法

教学重点

1．牛顿第二定律的实验过程；

2．牛顿第二定律。

教学难点

牛顿第二定律的意义。

教学方法

实验法、讲授法、归纳法

教学用具

两辆质量相同的小车，光滑的水平板（一端带有定滑轮）；砝码（一盒），细绳、夹子 课时安排 2课时

教学过程

一、导入新课

1．提问：什么是物体运动状态的改变？物体运动状态发生改变的原因是什么？

2．引入新课：

通过上节课的学习，我们已知道：物体运动状态改变时产生加速度，而产生的加速度又和物体的质量及所受力的大小有关，那么：加速度跟物体所受力的大小及物体质量之间有什么关系呢？本节课我们就来研究这个问题。

二、新课教学

（一）用投影片出示本节课的学习目标：

1．理解加速度与力的关系；

2．理解加速度与质量的关系

3．理解牛顿第二定律的内容。

（二）学习目标完成过程：

1、加速度和力的关系：

（1）用投影片出示本节课所用的实验装置，教师进行讲解：图中是两辆质量相同的小车，放在光滑的水平板上，小车的前端各系上细绳，绳的另一端跨过定滑轮各挂一个小盘，盘里放有数量不等的砝码，使两辆小车在不同的拉力下做匀加速运动。

（2）对本次实验中说明的两个问题

a：砝码跟小车相比质量较小，细绳对小车的拉力近似地等于砝码所受的重力。

b：用一只夹子夹住两根细绳，以同时控控制两辆小车。

（3）实验的做法：

a：在两砝码盘中放不同数量的砝码，以使两小车所受的拉力不同。

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b：打开夹子，让两辆小车同时从静止开始运动，一段时间后关上夹子，让它们同时停下来。

（4）需观察的现象，观察两辆车在相等的时间里，所发生的位移的大小。（实验现象：所受拉力大的那辆小车，位移大）

（5）分析推理：

a：由公式s1at2得到在时间t一定时，位移s和加速度a成正比；

2b：由实验现象得到：小车的位移与他们所受的拉力成正比。

c：推理得到结论：对质量相同的物体，物体的加速度跟作用在物体上的力成正比，即：

a1F1或aF a2F2a1F1a2F2

（6）巩固练习：

a．据得到：要使物体在短时间内速度的改变很大，即加速度很大，就必须给物体提供。

b．竞赛用的小汽车，要求起动后几秒钟内速度由零达到60m/s以上，他们为什么要装备功率很大的发动机？

2：加速度和质量的关系：

（1）实验装置同上；

（2）说明与前次实验的不同。

前一次实验中，我们是保持小车质量不变，而改变小车所受力的大小，来研究加速度和力之间的关系的。

本次实验是使两辆小车所受拉力相同，而在一辆小车上加放砝码的，以增大质量，研究加速度和质量之间关系的。

（3）实验现象：

在相同的时间里，质量小的那辆小车的位移大。

（4）分析推理，得到结论：

在相同的力作用下，物体的加速度跟物体的质量成反比，即

a1/a2=m2/m1或a∝m3：牛顿第二运动定律

（1）综合上述实验中得到的两个关系，得到下述结论：

物体的加速度跟作用力成正比，跟物体的质量成反比，且加速度的方向跟引起这个加速度的力的方向相同。

（2）公式表示：

a∝F或者F∝ma m即：F=kma

a：如果每个物理量都采用国际单位，k＝1；

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b：力的单位（牛顿）的定义：使质量为1千克的物体产生1m/s2的加速度的力叫做1牛顿。

（3）推广：上面我们研究的是物体受到一个力作用的情况，当物体受到几个力作用时，上述关系可推广为：

物体的加速度跟所受的合力成正比，跟物体的质量成反比，加速度的放心跟合力的方向相同。即F合＝ma。

（4）介绍F合和a的瞬时对应关系

a：只有物体受到力的作用，物体才具有加速度。

b：力恒定不变，加速度也恒定不变。

c：力随着时间改变，加速度也随着时间改变。

d：力停止作用，加速度也随即消失。

4：例题分析（课本例题）

（1）学生阅读例题内容

（2）分析：

质量m已知必须先求F1和F2的合力，而合力的大小可

要求物体的加速度以用作图法求解，也可以用计算法求解。

（3）用投影片展示解题过程：

如图所示，建立平面直角坐标系，把力F1和F2分别沿x轴和y轴的方向分解F1的两个分力为：

F1xF1xcos60o,F2yF2sin60o

F2的两个分力为：F2xoF2cos60o,F2yF2sin60

F1y和F2y大小相等，方向相反，相互抵消，F1x和F2x的方向相同，所以：

F合F1xF2xF1cos60oF2cos60o5N5N10N

已知合力F合和质量m，据F合＝ma，即可求得：

10NaF合5m/s2

2kg

三：小结

1：本节课的研究方法——控制变量法

2：牛顿第二运动定律确定了a和F之间的大小关系，也确定的a和F的方向关系

3：求解合力时，可采用建立平面直角坐标系，将各个力沿x轴和y轴分解，最后求合力的方法。

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四、作业

课本P53练习二

五、板书设计：

定律的实验条件（控制变量法）

1、m一定时，aF1

2、F一定时，am 

3、把Fma改写成，在F,m,a取国际单位的条件下k1牛顿第二定律内容：物体运动的加速度与合外力成正比，与质量成反比，且加速度与合外力方向相同F合和a的方向关系1N1kgm/s2单位关系：物理意义：瞬时对应关系因果对应关系



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第五篇：高中数学《指数函数》教案1 新人教A版必修1

3.1.2指数函数

（二）教学目标：巩固指数函数的概念和性质 教学重点：指数函数的概念和性质 教学过程：

本节课为习题课,可分以下几个方面加以练习: 备选题如下:

1、关于定义域

x（1）求函数f(x)=11的定义域

9（2）求函数y=1x的定义域

51x1（3）函数f(x)=3－x－1的定义域、值域是……()

A.定义域是R，值域是R

B.定义域是R，值域是(0，+∞) C.定义域是R，值域是(－1，+∞) D.以上都不对（4）函数y=1x的定义域是______ 5x11(5)求函数y=ax1的定义域(其中a＞0且a≠1)

2、关于值域

（1）当x∈［－2,0］时，函数y=3x+1－2的值域是______（2）求函数y=4x+2x+1+1的值域.（3）已知函数y=4x－3·2x+3的值域为［7,43］，试确定x的取值范围.(4).函数y=3x3x1的值域是() A.(0，+∞)

B.(－∞,1) C.(0,1)

D.(1,+∞)

(5)函数y=0.25x22x12的值域是______,单调递增区间是______.3、关于图像

用心 爱心 专心 1

（1）要得到函数y=8·2－x的图象，只需将函数y=(12)x的图象()

A.向右平移3个单位

B.向左平移3个单位 C.向右平移8个单位

D.向左平移8个单位

（2）函数y=|2x－2|的图象是()

（3）当a≠0时，函数y=ax+b和y=bax的图象只可能是()

（4）当0

B.第二象限 C.第三象限

D.第四象限

（5）若函数y=a2x+b+1(a>0且a≠1,b为实数)的图象恒过定点(1，2)，则b=______.（6）已知函数y=(12)|x+2|.

①画出函数的图象；

②由图象指出函数的单调区间并利用定义证明.(7)设a、b均为大于零且不等于1的常数，下列命题不是真命题的是()

用心 爱心 专心

A.y=a的图象与y=a的图象关于y轴对称

B.若y=a的图象和y=b的图象关于y轴对称，则ab=1 C.若a2x－xxx>a22－1,则a>1 ,则a>b D.若a>b

24、关于单调性

（1）若－1

A.5－x<5x<0.5x C.5<5<0.5x－xx

B.5x<0.5x<5－x D.0.5<5<5

x－xx（2）下列各不等式中正确的是() A.()3()3()3

252C.()3()3()3 52212121211

B.()3()3()3

225

D.()3()3()3

***

1211(x+1)(3－x)（3）.函数y=(2－1)的单调递增区间是()

A.(1，+∞)C.(1，3)

B.(－∞，1)

D.(－1，1)

(4).函数y=()2xxx2为增函数的区间是()

(5)函数f(x)=a－3a+2(a>0且a≠1)的最值为______.(6)已知y=(数.(7)比较52x12x12)xx22+1，求其单调区间并说明在每一单调区间上是增函数还是减函与5x22的大小

5、关于奇偶性

（1）已知函数f(x)= m21x2x为奇函数，则m的值等于_____ 11（1）如果82 x2x=4，则x=____

用心 爱心 专心 3

6阶段检测题: 可以作为课后作业: 1.如果函数y=ax(a>0,a≠1)的图象与函数y=bx(b>0,b≠1)的图象关于y轴对称，则有 A.a>b B.a

3(3x－1)(2x+1)

≥1}，则集合M、N的关系是

B.MN D.MN

3.下列说法中，正确的是

①任取x∈R都有3x>2x ②当a>1时，任取x∈R都有ax>a－x ③y=(3)－x是增函数 ④y=2|x|的最小值为1 ⑤在同一坐标系中，y=2x与y=2－x的图象对称于y轴

A.①②④ C.②③④

B.④⑤ D.①⑤

4.下列函数中，值域是(0,+∞)的共有 ①y=31 ②y=(A.1个 x1)③y=1()④y=3x

B.2个 x11xC.3个

D.4个

5.已知函数f(x)=a1－x(a>0,a≠1)，当x>1时恒有f(x)<1,则f(x)在R上是 A.增函数 B.减函数

C.非单调函数 D.以上答案均不对

二、填空题(每小题2分，共10分)6.在同一坐标系下，函数y=ax,y=bx,y=cx,y=dx的图象如下图，则a、b、c、d、1之间从小到大的顺序是__________.用心 爱心 专心 4

7.函数y=ax1的定义域是(－∞,0］，则a的取值范围是__________.8.函数y=2x+k－1(a>0,a≠1)的图象不经过第四象限的充要条件是__________.9.若点(2，14)既在函数y=2ax+b的图象上，又在它的反函数的图象上，a=________,b=________.10.已知集合M={x|2x2+x≤(14)

x－

2,x∈R}，则函数y=2x的值域是__________.三、解答题(共30分)11.(9分)设A=am+a－m，B=an+a－n(m＞n＞0，a＞0且a≠1)，判断A，B的大小.12.(10分)已知函数f(x)=a－

22x1(a∈R)，求证：对任何a∈R,f(x)为增函数.x1213.(11分)设0≤x≤2，求函数y=42a2xa21的最大值和最小值.课堂练习：（略）小结： 课后作业：（略）

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