高中英语 Unit 1 Friendship Reading Annes best friend教学设计 新人教版必修15篇

第一篇：高中英语 Unit 1 Friendship Reading Annes best friend教学设计 新人教版必修1

Unit 1 Friendship

一、教学对象分析

本堂课的教学对象是高一新生，他们正处于由初中向高中过渡的适应期，从一个熟悉的环境来到一个全新的校园，因此他们内心渴望被接受和认可，渴望被了解和认识，但同时又有羞涩和腼腆的一面，而本单元关于友谊的话题，贴近他们的实际生活需要，对他们有很强的吸引力和认同感。但是他们在交友的标准及尺度把握上意识比较模糊，所以需要老师和家长的指导和帮助。经过初中三年的英语学习，他们已经掌握了一定的语言知识和学习技能，但是因为新接触高中课文，在对如何加强外语语言文化的感知方面会有一定的困难，也需要老师的指导和点拨。

二、教材内容分析

本单元是人教版模块一的第一单元，以friend和friendship为话题，使学生通过讨论什么是好朋友，什么是真正的友谊，如何交友等问题，树立正确的交友观。而本单元的reading部分节选自《安妮日记》，讲述的是在二战时期，犹太人Anne在孤独中只能以日记为友，伴其度过两年的逃亡生活。语言地道，文字优美，对事物和人物的描写生动，使学生在了解主人公内心世界的同时，深切体会到英语语言文字的优美。

三、教学目标

At the end of the lesson, students will be able to(1)pay more attention to the beautiful words and sentences in the reading and read them aloud with their own feelings;(2)develop their critical thinking;(3)strengthen their judgment about good friends and bad friends.四、教学过程

Step1 Greetings(1 minute)

教师展示几张新校园的图片，并以主人的姿态欢迎新同学的加入。

T: At first, I would like to share several pictures with you.Could you tell me where it is? Ss: Our school.T: Right.All the pictures are about our school, your new school.So welcome to our school.I know you are new in this school.Some of you may feel lonely because you are far away from your old friends.It doesn’t matter.Today I prepare a game for you to make new friends.[设计意图]教师以图片和主人翁的姿态轻松自然的欢迎学生的到来，从而使学生能以更放松的心态融入到课堂中。

Step 2 Warming-up and lead-in(10 minutes)1.Warming-up(1)学生在老师的指导下以“击鼓传花”的游戏方式进行自我介绍。

T: Can you guess the game’s name according to the picture? Yes, “击鼓传花”in Chinese;that is, one is drumming while the others pass round the blossom.When the drum stops, whoever has the flower must do something.The procedures are as follows: ① Students who get the flower should stand up;② Make a brief introduction in English;③ After that, stand still and close your eyes to say “stop” for the next round.(2)教师对自己进行一个自我介绍，以此作为模版给学生参照。T: Ss who get the flower should introduce yourselves like this: Hello, boys and girls.I’m Linda.I like reading, traveling and music.I’m an easy-going girl.I hope everyone would like me.[设计意图]用学生很熟悉的击鼓传花进行自我介绍的游戏方式作为热身不仅可以很快的引起学生注意，而且在游戏的同时不知不觉的已经进入了本节课的话题。此外这种形式也很好的打消了他们因为彼此互不相识而造成交流上的心理隔阂，为后面的小组活动奠定基础。2.Lead-in 教师通过做游戏交朋友的环节自然过渡到让学生谈论为什么人类需要朋友的问题上来，让多个学生分享自己的观点，激发其他学生从不同角度对该问题的思考，并最终对该问题做出总结。

T: During the play time, I found some of you were nervous and excited.We played the game to make new friends;that is to say, all of us need friends.So, why do we need friends? T: Just now, different people express their different opinions.From what you said, I made a conclusion about the question: We need friends to tell sad things in our hearts.We need friends to share happiness and secret.We need friends to share our joys and tears.We need friends to support and help us.We need friends to communicate with others.We need friends to learn from each other.We need friends to exchange our points of view.We need friends to talk to and listen to us.We need friends to understand us.[设计意图]以学生自由回答的形式展现问题的答案是促进学生思想碰撞的很好方式，不同学生表述的观点可以激发其余学生多角度的看待该问题。3.Brainstorming

(1)教师在学生讨论完为什么需要朋友的问题后，继续引导学生集体回答什么可以是我们的朋友，对话题进一步深入的探讨。

T: Generally speaking, when we talk about friends, it often means a person.But do you think it must be a person? Then what can be our friends? Give us some examples.学生回答完问题后，教师在课件上展现图片，让学生更直观的感受到朋友种类的多样性。

(animals, computers, tree holes,„)(2)通过上面的思想碰撞，学生对于朋友的种类有了更广的认识，下面通过更深入的问题，了解个体学生对选择朋友的初步想法。

T: If you have got a chance to make a non-human friend, what do you choose? Why? [设计意图]这个环节中一共设置了两个问题，从全班共同作答到个体回答从形式和内容上采用逐层深入的形式让学生进行回答，符合认知规律中从浅到深，由易到难的规律。Step 3 Reading(13 minutes)3 1.教师给学生提供历史背景，让学生充分了解主人公当时所处的环境，理解主人公选择日记作为好朋友的原因和心态。同时课件展示不同版本的“安妮日记”的封面，给学生更直观的视觉冲击。

T: Anne was a German-Jewish teenager.During the World WarⅡ,Hitler wanted to kill all the Jews.So they had to hide, but unluckily Anne was found and killed.Because of the historical background, there were no children around Anne.So she had to make her diary her best friend.Although she has passed away, her best friend still exists.2.教师设计了几个与课文相关的问题，检验学生通过预习对文章的了解程度。

Q1 How many paragraphs are there in the diary? Three paragraphs.Q2 Who is Anne’s best friend? Her diary, Kitty.Q3 What did Anne talk about with her diary? Her deepest thoughts and feelings about nature.Q4 Why did Anne make her diary her best friend? She thought her diary could keep her secrets.[设计意图]历史背景知识的丰富有助于学生对主人公在日记中所表达的情感的理解，而通过回答问题教师也可以检查学生的预习工作是否到位，这两者都对后面的文学鉴赏有较好的铺垫和促进作用。

3.教师引导学生找出给自己留下深刻印象的好词好句，并以自己的情感朗诵出来，这是本节课的创新环节。通过带有情感的朗读，学会欣赏，激发兴趣。培养学生从赏析的角度提高阅读技能，并让高一学生对文字鉴赏有一个初步的体验。

T: While reading the diary, there are some words and sentences which move me deeply.I’m sure you have the same feeling as me.Please try to find the words or sentences that can touch your hearts, then tell us the reason, and at last read them out with your own feelings.Here are the words that can help you describe your feelings: relaxed, nervous, glad, angry, sad, worried, upset, wonderful, scared, hopeful, disappointed T: In order to develop your ability of appreciation, I prepare another article for you which is more difficult.Choice of Friends A good friend is better than a fortune, for a fortune cannot purchase those elements of character, which make friendship a blessing.The best friend is one who is wiser and better than ourselves, for we are inspired by his wisdom and virtue to nobler deeds.Greater wisdom and goodness than we possess lifts us higher mentally and morally.“A man is known by the friends he keeps.” it is always true.Friendship of a high order is powerful to develop character.Character makes character in the associations of life faster than anything else.This fact makes the choice of friends in early life more important even than that of teachers and guardians.Friendship is education, good or bad;it develops manhood or womanhood, high or low;it lifts the soul upward or drags it downward.There is no half way work about its influence.Nothing in the world is surer than this.Sow virtue, and the harvest will be virtue.Sow vice, and the harvest will be vice.Good friends help us to sow virtue;evil friends help us to sow vice.[设计意图]“安妮日记”是一篇文字相当优美的文章，如果只是简单的关注语言点或句式结构未免太可惜。应该让学生从对作者的了解到理解和感悟语言文字的美，从以往俗套的只关注语言点和知识点的层面带领学生更多关注文本框架和感悟语言美的层面，让高一学生对文学鉴赏有个粗浅的认识和了解。

Step 4 Consolidation（20 minutes）

通过以下两个小组活动进一步对本节课“朋友”的话题进行升华，引导学生有一个正确的交友观。

T: A person can have many friends, but not all friends are good friends.We should know how to judge whether our friend is a good one or a bad one, so that we could make good use of friendship.活动一：Pair work(5 minutes)学生对该问题发表完自己的看法后，教师用文字和图片结合的方式帮助学生得出结论。Ss talk about the question with their partners: Is the computer our good friend or a bad one? Then teacher helps Ss to make a conclusion about how to separate good friends from bad friends：

Everything is a double-edged sword.5

活动二：Group work(15 minutes)T: You should discuss the question with your team members: What kind of friends are our true friends? After that, each group chooses one person to do the report like this: Some members in my group think the friends who „ are true friends.Others think the friends who „are true friends.But I think„, because„.T: After discussing the question, I would like to use one sentence from the article “Choice of Friends”to draw a conclusion about the question.[设计意图]该部分由两个问题的讨论组成的，问题的设置围绕的是同一个话题的不同方面，一个对物，一个对人，让学生在讨论的过程中逐步提高自己对于交友的情感态度及价值观。两种讨论的形式可以培养学生不同的情商能力。

Step 5 Homework(1 minute)1.Write a composition on the topic: What kind of friends are true friends?”.2.Read the two passages—“Anne’s best friend” and “Choice of friends” again to further appreciate the words and sentences you like.[设计意图]家庭作业是课堂的延伸，将前面讨论的话题变成书面作业写出来，让学生把自己所学所感所悟以文字方式呈现出来是一种很好的输出方式；继续感悟所学的两篇文章目的是让学生对英语语言文字有更深的体会和领悟。

五、板书设计

Unit 1 Friendship Anne’s best friend

1.Why do we need friends? 2.What can be our friends? 3.What kind of friends are our true friends? 7

第二篇：高中政治新人教必修1 8.2《财政的巨大作用》教学设计

8.2 财政的巨大作用

★新课标要求

（一）知识目标

1、理解财政支出的巨大作用。

2、运用财政知识，联系当前国家财政政策，说明财政的巨大作用。

（二）能力目标

培养学生辨证的、全面的认识问题的能力，针对事实说明问题的能力，正确分析、观察社会经济现象的能力和调查研究能力。

（三）情感、态度与价值观目标

通过本框学习，增强学生社会主义优越感，培养学生为社会主义经济建设服务的观念和积极进取的意识和精神。

★教学重点、难点

财政可以集中力量办大事

调节资源配置，促进经济发展 ★教学方法

学生收集、整理有关资料，教师启发、引导，课上讨论等学生主体参与的教学形式。★教学过程

（一）导入新课

教师活动：引导学生阅读教材75页“神舟五号”材料，并议论材料提出的问题。学生活动：讨论问题，在教师引导下明确：属于科教文卫事业支出，社会主义国家财政有利于集中力量办大事等。

（二）进行新课 集中力量办大事

教师活动：多媒体展示下列材料

材料一：三峡工程静态总投资（未含物价上涨及施工期贷款利息），按1993年5月末价格计算，为900.9亿元人民币。其中枢纽工程投资500.9亿元，水库淹没处理及移民安置费用400 亿元。三峡工程施工期17年，全部完建约需20年，第11年(2003年）开始发电受益，后期工程投资较易解决，因此，工程投资的关键是发电前11年的资金，按1993年5月末价格计约650亿元。

材料二：总投资超过1400亿元的西气东输工程是中国西部大开发标志性工程，于2002年7月4日全线开工。沿线经过新疆、甘肃、宁夏、陕西、山西、河南、安徽、江苏、上海、浙江十个省（区、市）。东段运营一年来，已累计向下游四省一市21家用户供气超过7亿立方米。按照部署，工程将于2005年1月1日实现全线商业供气。

材料三：南水北调工程堪称世纪工程，该项工程通过东线、中线和西线三条调水线路与长江、黄河、淮河和海河四大江河联通，逐步形成“四横三纵、南北调配、东西互济”的水资源优化配置格局。工程总投资近5000亿元，不仅是我国投资最大的水利工程，也将成为迄今为止世界上最大的水利工程。实施东线和中线第一期工程的静态总投资为1548亿元人民币，其中主体工程投资1240亿元，配套工程投资3808亿元。

请结合教材神舟五号、青藏铁路等材料，讨论它们说明什么问题？ 学生活动：积极思考，发表见解

教师点评：国家通过财政支出，调节资源配置，集中财力办大事，说明社会主义制度的优越性等等。可见，国家财政在社会发展中有着十分重要的作用。

1、集中力量搞好基础设施、基础工业、高科技研究开发

这些行业是经济发展和提高人民生活的重要基础和保障，资金投入大、建设工期长，技术要求高，风险大，利润少。一般来说都是通过国家财政力量来兴办，从而为经济发展创造良好的基础和条件。

2、国家通过财政调节资源配置，促进经济发展

国家通过财政支出的数量、方向结构的控制和调整，促进供求平衡和经济结构优化，促进经济发展。如青藏铁路、三峡工程、西气东输等等，既使西部地区的丰富资源得到充分利用，带动西部地区经济发展，又改善了我国的经济结构、产业结构，改变东西部地区经济发展不平衡状况，促进了国民经济协调发展。

3、国家财政促进教科文卫事业发展

大家知道，经济发展要靠科技，科技进步靠人才，而人才的培养靠教育。教科文卫事业的发展是经济持续发展的基础，也是社会文明进步的标志。这些部门不能直接创造财富，只能靠国家财力取得发展。

教师活动：请看教材76、77页材料，联系神州五号、承办2008年奥运会材料，说明国家财政发挥了什么作用？ 学生活动：认真思考，发表见解 教师总结：促进教科文卫事业发展

二、保障人民生活

教师活动：请学生阅读教材77－78页内容，并思考国家财政是从哪些方面为人民生活提供保障的？。学生活动：阅读课本，认真总结，发表见解 教师点拨：

巩固国家政权，保证人民稳定的社会环境

如国防建设、维护社会治安、社会秩序，协调社会矛盾等等。建立和完善社会公共服务体系，创造安宁、和谐的生活环境

如加强全国公共卫生体系建设，建立突发公共卫生事件预警和应急措施，建立新型的医疗合作制度和医疗救助制度，解决城市流浪乞讨人员救助制度等等 健全社会保障体系，改善人民的生活水平

如提高职工和离退休人员的工资待遇，提高下岗职工生活保障标准，逐步取消农业税，多种措施增加农民收入等等。

（三）课堂总结、点评

这节课我们重点学习了财政的巨大作用，知道了国家财政对于促进经济发展、保障人民生活等方面发挥着极其重要的作用，充分体现了社会主义国家能集中力量办大事的优势。这对于我们在经济生活中正确地理解国家用财政手段调控经济、管理经济的政策和措施，认识社会主义制度的优越性等将有重大指导作用。★课余作业

讨论：联系日常生产、生活中的实际例子，讨论国家财政对国家、社会、公民个人所发挥的重要作用。★教学体会

本节内容与学生生活实际联系密切，在学习中应该多引入日常生产、生活中常见的一些财政活动实例，让学生去深刻理解、把握国家财政的作用。

第三篇：高中英语必修一Unit 1 Friendship教学设计

高中英语必修一Unit 1 Friendship教学设计

第一课时

Warming Up

第一步：教师可以采用以下的不同方式引出本单元的话题；

方案一:

可以直接利用课本热身部分提供的问题来引出话题。这一方案开门见山,不仅能很快切入本单元的主题,而且问题指向明确,学生比较容易展开话题。

方案二：

可以利用其它更为生动、灵活的方式如：在黑板上写下几种“朋友”这个词在不同语言里的表达，让学生猜这些词的意思以激发学生的学习兴趣（教师最好能知道这些不同表达的书写和读音，还可以让学生在课堂上试写和试读）；也可以播放一首以友情为主题的歌曲（无印良品：《朋友》；老狼：《睡在我上铺的兄弟》）或一段描述友谊的电影片段（韩国电影《朋友》导演：郭京泽主演：张东健），然后让学生就所播放素材的主题展开讨论，进入本单元话题；教师还可以引用一些国、内外谈论朋友的名人名言（见背景资料）来展开话题。

方案三：

可以事先让学生准备一张好朋友的照片，然后在课堂上让学生展示自己的朋友的照片并描述其主要特点。也可以让学生介绍自己新学期在新的班级里交到的朋友（此方案适合程度较好的班级）。

开展活动时可以全班一起进行，也可以分小组进行，但要提醒学生用英语进行表达。教师可以事先做一个brain-storm，在黑板上列出一些描述人物的常用词汇和句型以帮助学生顺利完成接下来的活动，如：

Personality：kind generous humorous

Appearance：handsome pretty good-looking tall

Hobby：sports reading traveling

In my opinion / I think / As to me, he(she)is a...person.He(She)always wears....He(She)looks like....We always do...together.第二步：学生完成课本热身部分的问卷调查。在一些学生程度较好的班级，教师还可利用网络或其它资源对原有的问卷进行一定的补充，丰富问卷内容（见背景资料），让学生计算得分并根据教师公布的各分数段所对应的性格类型得出自己的调查结果；（在调查过程中，教师可以对问卷内容中的部分新单词和词组作简单的解释以帮助学生顺利完成问卷。建议教师有针对性地保留对部分生词和词组的解释以锻炼学生的阅读理解能力）

第三步：小组活动，学生分成若干小组，讨论朋友之间建立友谊的基础，可能会出现的问题以及相应的解决方法或建议；

第四步：学生发表讨论结果；

方案一：

直接提问学生，公布讨论结果。

方案二(此方案适用于程度较好的班级)：

教师设计一个小型的采访活动让学生分角色进行role-play（教师根据学生的实际语言基础来要求讨论和发言时使用的语言，应鼓励学生尽量用英语表达并且提供相关的句型和词汇作为提示,如:

What kind of person are you according to the survey?

Do you thin can be a good friend to others? And how?

What do you think are the basients we need to r friendship?

第五步：教师整理学生讨论和发言的内容，并针对友谊这一话题提出自己的看法和建议供学生参考, 如：Everyone needs friend.（如果条件允许还可以要求学生在课后将在讨论中得出的好方法和建议搜集起来制作成小册子互相传阅和学习）。

Pre-reading

第一步：小组讨论：Does a friend always have to be a person? What else can be your friend?

第二步：教师根据学生的答案引出阅读部分的话题，可以增加更为具体和深入的问题，如：

How can animals / other things be our friends?

What are the(dis)advantages of having...to be our friends?

Using Language

Listening(Page 6)

第四篇：高中英语必修1,说课稿

Good afternoon, dear teachers.My name is xxxx , I come from Kaifeng,a beautiful and historic city.I got my bachelor’s degree in English two years ago in xxxxUniversity.Now I’m a postgraduate student majoring in translation theory and practice.Since primary school I have a dream of becoming a teacher in the future because most of my teachers were very kind to me.They helped me a lot and I want to be someone like them one day.In this semester I took a part-time job as an English teacher in Zhengzhou University.I find that I am good at getting along with students and they like me very much.So this pleasant teaching experience strengthened my determination to become a teacher after graduation.I am standing here knowing that today’s interview is the basic foundation to be a teacher.I will try my best to perform well.Now I’d like to talk about my teaching ideas.The teaching material I’m going to talk about is taken from NSEFC book one.It’s the reading part of unit one---Anne’s Best Friend.My presentation consists of three parts: Part 1 is analysis of the teaching material, part 2 is my teaching methods and the last part is teaching procedures.Part 1.Analysis of the teaching material In this part, I’ll talk about my understanding of the teaching material, teaching objectives, key and difficult points.a)my understanding of the teaching material

The topic of unit 1 is friendship, a very familiar topic for students.The reading text---Anne’s best friend shows Ss a special kind of friendship, friendship between a girl and her diary.By reading the text, Ss can not only improve their language knowledge and ability, increase their awareness of the importance of friendship but also acquire some cultural and historic knowledge about the Jewish people and German Nazis.teaching objectives According to the teaching material, I set three teaching objectives.Knowledge objective: help Ss memorize and learn the usage of some important words, expressions,and grammatical structures like “it’s the first time that”, and broaden their knowledge of the Jewish people’s sufferings in the history.Ability objective: to train Ss’s reading ability such as fast reading, intensive reading, and information-gathering and summarizing ability.Moral objective: by studying the text, Ss would be able to understand the importance of friendship, learn to cherish and maintain friendship b)Key and difficult points The key point is to get Ss familiar with the usage of important words, expressions and

the difficult point is to help Ss master some complex grammars, such as the word it used as formal subject and present participle used as attributes.Part 2 my teaching theories, methods and aids: Ss should always be put in the predominant position of learning and teachers should play a leading role in instruction.Therefore, I will use question-and-answer activity teaching method, free discussion and pair work method to inspire Ss’s self-learning.During the class, I will draw Ss’s attention to important points by asking them some questions and let them find answers by themselves.They will learn important and difficult points through analyzing, discussion and summarizing.As for teaching aids, I will use OHP(overhead projector), PowerPoint, and tape recorder.Part 3 teaching procedures Step 1: lead-in and pre-reading(Unit 1)First, I’ll ask Ss some questions about their friends---“who is your best friend?” “What do you like most about your friends?” “Are you good to your friends?” then I will ask Ss to do the warming-up exercise.After that I will let them discuss in groups about their answers.After their discussion I will acquaint them with some background knowledge about German Nazis and the Jewish history to get them prepared for reading the text.Then we will move on to: Step 2 while-reading This step is divided into 2 parts---fast reading and careful reading.Before fast reading I will ask them some simple questions about the details in the text.These questions serve as clues for them to follow while reading and will help improve their skimming skills.Then I will ask them to read the texts again and retell or summarize the reading material.Step 3 post-reading and extension In this part students are instructed to focus on language usage and background knowledge.I will explain the usage of some key words, expressions and grammatical structures and also help them better understand the true meaning of friendship.Step 4 homework I will ask Ss to finish the exercise on Page 4 and 5/to consolidate what we have learnt.Also they are required to review the learnt lesson and underline the key words and phrases in the next text.第二课

Now I’d like to talk about my teaching ideas.The teaching material I’m going to talk about is taken from NSEFC book one.It’s the reading part of unit two The Road to Modern English My presentation consists of three parts: Part 1 is analysis of the teaching material, part 2 is my teaching methods and the last part is teaching procedures.Part 1.Analysis of the teaching material In this part, I’ll talk about my understanding of the teaching material, teaching objectives, key and difficult points.a)my understanding of the teaching material

The topic of unit 2 is English language and its development.The reading text---The Road to Modern English tells about the development of English language in history and different English dialects.By reading the text, Ss can not only improve their language knowledge and ability, but also acquire some cultural and historic knowledge about English dialects.teaching objectives According to the teaching material, I set three teaching objectives.Knowledge objective: help Ss memorize and learn the usage of some important words, expressions of racial discrimination in history.the difficult point is to make Ss fully understand the reading text by adding background knowledge

Part 2 my teaching theories, methods and aids: Ss should always be put in the predominant position of learning and teachers should play a leading role in instruction.Therefore, I will use question-and-answer activity teaching method, free discussion and pair work method to inspire Ss’s self-learning.During the class, I will draw Ss’s attention to important points by asking them some questions and let them find answers by themselves.They will learn important and difficult points through analyzing, discussion and summarizing.As for teaching aids, I will use OHP(overhead projector), PowerPoint, and tape recorder.Part 3 teaching procedures Step 1: lead-in and pre-reading First, I’ll give Ss some examples of English dialects, such as football and soccer, shop and store, and let Ss guess whether they belong to British dialect or American dialect.Then I will them videos taken from American and British movies.From the videos Ss could compare and discuss the differences between American accent and British accent.After their discussion I explain to them how these differences occur to get them prepared for reading the text.Then we will move on to : Step 2 while-reading This step is divided into 2 parts---fast reading and careful reading.Before fast reading I will ask them some simple questions about the details in the text.These questions serve as clues for them to follow while reading and will help improve their skimming skills.Then I will ask them to read the texts again and retell or summarize the reading material.Step 3 post-reading and extension In this part students are instructed to focus on language usage and background knowledge.I will explain the usage of some key words, expressions and grammatical structures andalso help them better understand how English language developed throughout the history and its role in modern society Step 4 homework I will ask Ss to finish the exercise on Page 11 and 12to consolidate what we have learnt.Also they are required to review the learnt lesson and underline the key words and phrases in the next text.Untie three

Now I’d like to talk about my teaching ideas.The teaching material I’m going to talk about is taken from NSEFC book one.It’s the reading part of unit three Journey Down the Mekong

My presentation consists of three parts: Part 1 is analysis of the teaching material, part 2 is my teaching methods and the last part is teaching procedures.Part 1.Analysis of the teaching material In this part, I’ll talk about my understanding of the teaching material, teaching objectives, key and difficult points.b)my understanding of the teaching material

The topic of unit 3 is travelling.The reading text---Journey Down the Mekong is taken from a travel journal by a boy named Wang Kun.It describes he and his sister’s dream and their travel plan.By reading the text, Ss can not only improve their language knowledge and ability, but also acquire some geographic knowledge about Mekong River.teaching objectives According to the teaching material, I set three teaching objectives.Knowledge objective: help Ss memorize and learn the usage of some important words, expressions ever since, persuade, make up one’s mind and emphatic pattern

Ability objective: to train Ss’s reading ability such as fast reading, intensive reading, and information-gathering and summarizing ability.Moral objective: by studying the text, Ss would be able to appreciate the beauty of rivers and other landscapes in our country and understand the importance of nature to our life, and therefore enhance their awareness of environmental protection.c)Key and difficult points The key point is to get Ss familiar with the usage of important words, expressions andthe difficult point is to help Ss master some important grammars, such as the emphatic pattern and present participle used as accompany adverbial.Part 2 my teaching theories, methods and aids: Ss should always be put in the predominant position of learning and teachers should play a leading role in instruction.Therefore, I will use question-and-answer activity teaching method, free discussion and pair work method to inspire Ss’s self-learning.During the class, I will draw Ss’s attention to important points by asking them some questions and let them find answers by themselves.They will learn important and difficult points through analyzing, discussion and summarizing.As for teaching aids, I will use OHP(overhead projector), PowerPoint, and tape recorder.Part 3 teaching procedures Step 1: lead-in and pre-reading First, I’ll ask Ss some questions related to the reading text.for example “have you ever travelled to some beautiful rivers in China?” I will spare 3 minutes for them to discuss with each other and answer my questions.Then I will show them some pictures of important rivers in the world and the map of Mekong River to arouse their interest in reading the text.Then we will move on to : Step 2 while-reading This step is divided into 2 parts---fast reading and careful reading.Before fast reading I will ask them some simple questions about the details in the text.These questions serve as clues for them to follow while reading and will help improve their skimming skills.Then I will ask them to read the texts again and retell or summarize the reading material.Step 3 post-reading and extension In this part students are instructed to focus on language usage and background knowledge.I will explain the usage of some key words, expressions and grammatical structures and also, to train their summarizing ability, I will ask them to describe the characteristics of Wang Kun and his sister.Step 4 homework I will ask Ss to finish the exercise on Page 20 and 21

to consolidate what we have learnt.Also they are required to review the learnt lesson and underline the key words and phrases in the next text.Untie four

Now I’d like to talk about my teaching ideas.The teaching material I’m going to talk about is taken from NSEFC book one.It’s the reading part of unit four A Night the Earth Didn’t Sleep

My presentation consists of three parts: Part 1 is analysis of the teaching material, part 2 is my teaching methods and the last part is teaching procedures.Part 1.Analysis of the teaching material In this part, I’ll talk about my understanding of the teaching material, teaching objectives, key and difficult points.d)my understanding of the teaching material

The topic of unit 4 is basic knowledge about earthquakes and how to protect oneself and help others in disasters.The reading text---A Night the Earth Didn’t Sleep describes the Tangshan earthquake.By reading the text, Ss can not only improve their language knowledge and ability, but also acquire some knowledge about earthquake.teaching objectives According to the teaching material, I set three teaching objectives.Knowledge objective: help Ss memorize and learn the usage of some important words, expressions as if, the number of and attributive clause and enlarge their knowledge of earthquake

Ability objective: to train Ss’s reading ability such as fast reading, intensive reading, and information-gathering and summarizing ability.Moral objective: by studying the text, Ss would be able to encourage Ss to help each other in disaster and recognize the signs of earthquake.e)Key and difficult points The key point is to get Ss familiar with the usage of important words, expressions and1.the the difficult point is to let students master the use of attributive clause Part 2 my teaching theories, methods and aids: Ss should always be put in the predominant position of learning and teachers should play a leading role in instruction.Therefore, I will use question-and-answer activity teaching method, free discussion and pair work method to inspire Ss’s self-learning.During the class, I will draw Ss’s attention to important points by asking them some questions and let them find answers by themselves.They will learn important and difficult points through analyzing, discussion and summarizing.As for teaching aids, I will use OHP(overhead projector), PowerPoint, and tape recorder.Part 3 teaching procedures Step 1: lead-in and pre-reading First, I’ll let Ss watch a video taken from the movie Tangshan Earthquake as an introduction to the topic of the reading text.Then I will ask Ss some questions related to the topic, such as “do you know why earthquake happens?” “What will you do if an earthquake happens?” “What should we do to help those in quake-hit areas?”

I will give Ss 5 minutes to talk about these questions in pairs or in groups.Then we will move on to: Step 2 while-reading This step is divided into 2 parts---fast reading and careful reading.Before fast reading I will ask them some simple questions about the details in the text.These questions serve as clues for them to follow while reading and will help improve their skimming skills.Then I will ask them to read the texts again and retell or summarize the reading material.Step 3 post-reading and extension In this part students are instructed to focus on language usage and background knowledge.I will explain the usage of some key words, expressions and grammatical structures and also let them list the some earthquake precursors, self-rescue measures and measures to help others in disaster.Step 4 homework I will ask Ss to finish the exercise on Page 28 and 29to consolidate what we have learnt.Also they are required to review the learnt lesson and underline the key words and phrases in the next text.Unite five Now I’d like to talk about my teaching ideas.The teaching material I’m going to talk about is taken from NSEFC book one.It’s the reading part of unit five ELIA’S STORY My presentation consists of three parts: Part 1 is analysis of the teaching material, part 2 is my teaching methods and the last part is teaching procedures.Part 1.Analysis of the teaching material In this part, I’ll talk about my understanding of the teaching material, teaching objectives, key and difficult points.my understanding of the teaching material

The topic of unit 5 is the qualities of a great person and the lives of some great people.The reading text---ELIA’S STORY is the self-narration by a man named Elias.He describes how Nelson Mandela helped him and fought for the rights of black people.By reading the text, Ss can not only improve their language knowledge and ability, but also learn the good qualities of Nelson Mandela and how people fought for racial equality.teaching objectives According to the teaching material, I set three teaching objectives.Knowledge objective: help Ss memorize and learn the usage of some important words, expressions and attributive clause and enlarge their knowledge of racial discrimination in history.Ability objective: to train Ss’s reading ability such as fast reading, intensive reading, and information-gathering and summarizing ability.Moral objective: by studying the text, Ss would be able to learn from the great people and cultivate them good qualities and attitudes towards life and work.f)Key and difficult points The key point is to get Ss familiar with the usage of important words, expressions and the difficult point is to let students master the use of attributive clause Part 2 my teaching theories, methods and aids: Ss should always be put in the predominant position of learning and teachers should play a leading role in instruction.Therefore, I will use question-and-answer activity teaching method, free discussion and pair work method to inspire Ss’s self-learning.During the class, I will draw Ss’s attention to important points by asking them some questions and let them find answers by themselves.They will learn important and difficult points through analyzing, discussion and summarizing.As for teaching aids, I will use OHP(overhead projector), PowerPoint, and tape recorder.Part 3 teaching procedures Step 1: lead-in and pre-reading First, I’ll show Ss some pictures of great people in the world and ask them how much do they know about these people.Then I will ask them some questions related to the topic.“Do you know some other famous people?” “Among these great people who do you like best?” “What qualities do these great people have in common?” I will give Ss 5 minutes to talk about these questions in pairs or in groups.Then we will move on to: Step 2 while-reading This step is divided into 2 parts---fast reading and careful reading.Before fast reading I will ask them some simple questions about the details in the text.These questions serve as clues for them to follow while reading and will help improve their skimming skills.Then I will ask them to read the texts again and retell or summarize the reading material.Step 3 post-reading and extension In this part students are instructed to focus on language usage and background knowledge.I will explain the usage of some key words, expressions and grammatical structures and help them summarize the great qualities of Nelson Mandela and explain to them the painstaking efforts that black people made to fight for their rights throughout history.Step 4 homework I will ask Ss to finish the exercise on Page 36 and 37 to consolidate what we have learnt.Also they are required to review the learnt lesson and underline the key words and phrases in the next text.

第五篇：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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