高中英语 Unit1 Friendship Period 4 Grammar优秀教师版教学案 新人教版必修1[合集5篇]

第一篇：高中英语 Unit1 Friendship Period 4 Grammar优秀教师版教学案 新人教版必修1

Unit 1 Friendship Period 4 Grammar(Direct Speech and Indirect Speech(Ⅰ)整体设计

从容说课

This is the fourth teaching period of this unit.To test whether the students have grasped the important and difficult language points they learned in the last period, the teacher should first offer them some revision exercises.This teaching period is a grammar lesson.The students are expected to make clear the differences between Direct Speech and Indirect Speech and grasp the main usages of them in this period.Students often feel grammar very abstract and boring, so it is necessary to make the class lively and interesting.Example sentences and grammar summary should be carefully designed so as to make it easy for students to understand and accept.In this lesson, we will first offer a supposed situation and make the students learn about the differences between Direct Speech and Indirect Speech.The situation makes students know that when talking in our daily life sometimes we have got to use Direct Speech and sometimes we also need to use Indirect Speech.This is to help them to have the sense to connect grammar form with real situations in our daily life.If we want to express ourselves clearly and correctly, we should use a proper form of language, otherwise others can’t understand us.That is why it is necessary for us to have some knowledge in grammar.Later on, we’ll show and explain the rules of these grammar items, that is to say, to make the students know how to change Direct Speech into Indirect Speech and Indirect Speech into Direct Speech.Then ask them to do exercises in Discovering useful structures, Learning about language on Page 5.It will make the students further know about the differences and grasp the usages.This also can help the students connect grammar rules with proper language forms so as to make grammar rules less abstract.Then we will ask the students to do Exercise 1 in Using structures on Page 42.If the students have difficulty, help them and check their mistakes with the help of the grammar rules.Tell the students not just to learn some simple grammar rules but to learn and use them in practical situations.For example, my friend says, “I will come here tomorrow.” If using Indirect Speech, you can express it in many different ways.1.If at the same time in the same place, you should say:My friend says she(he)will come here tomorrow.2.If the time has changed and still in the same place, you should say:My friend said she(he)would come here the next day.3.If the place has changed and the time is still today, you should say:My friend said she(he)would go there tomorrow.4.If both the time and the place have changed, you should say:My friend said she(he)would go there the next day.用心

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5.If both the time and the place have changed, the other should say:He(She)said he(she)would go there the next day.If students learn the grammar this way, it is easier for them to grasp.教学重点

Summarize the rules of Direct Speech and Indirect Speech.教学难点

Get the students to learn about the special cases in which the tenses shouldn’t be changed.教学方法

Discussing, summarizing and practicing 教具准备

A projector and other necessary teaching tools 三维目标

Knowledge aims: Get the students to learn and grasp the rules of Direct Speech and Indirect Speech.Ability aims: Get the students to be able to use the rules to express their meanings and retail others’ correctly.Emotional aims: 1.Get the students not to be afraid of grammar learning.2.Get the students to develop their sense of group cooperation.教学过程

→Step 1 Revision 1.Check the homework exercises.2.Have a dictation to write some important words and expressions.Suggested words and expressions: upset ignore concern loose cheat reason share nature thunder entirely go through hide away calm down set down grow crazy about on purpose face to face according to 3.Translate some sentences using the patterns we have learned.Suggested sentences: 1）为了上课不迟到，他七点钟就出发了。(in order to)2）小明昨天没来上学确实是因为生病了。(It is...that...)3）这小房间里太闹。(far too much)4）那是我第一次到北京。(It is/was the first/second time/that...)Suggested answers: 1）In order not to be late for class, he set off at seven o’clock./He set off at seven o’clock in order not to be late for class.2）It is because he was ill that Xiaoming didn’t come to school.3）There is far too much noise in the small room.4）It was the first time that I had been to Beijing.→Step 2 Lead-in Tell the class:In the last lesson, we learned Anne Frank’s story.She is telling

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her stories to two of her friends—you and Mary.Mary has something wrong with her ears, so you have to repeat Anne’s sentences, using Indirect speech.Sometimes you explain Mary’s sentences to Anne.“I have to stay in the hiding place.”said Anne.→ Anne said she had to stay in the hiding place.“Do you feel sad when you are not able to go outdoors? ” Mary asked Anne.→ Mary asked Anne if/whether she felt sad when she was not able to go outdoors.“I don’t want to set down a series of facts in a diary, ” said Anne.→ Anne said that she didn’t want to set down a series of facts in a diary.“What do you call your diary? ” Mary asked.→ Mary asked what she called her diary....Get the students to go on this topic by themselves.→Step 3 Grammar

1.Tell the class:Now let’s look at these sentences again.If we want to change Direct Speech into Indirect Speech, what should be changed? 2.Get the students discuss by themselves.Perhaps most students can find sentence structures, tenses, pronouns, adverbials of time and place and verbs should be changed.3.Show the students the form on the screen.These are the rules.当我们引用别人的话时，如果我们引用别人的原话，被引用的部分就叫直接引语，一般用“”引起来。如果我们用自己的话把意思转述出来，被转述的部分称为间接引语，间接引语在多数情况下都构成一个宾语从句。

直接引语变成间接引语时，要注意以下几点：人称变化、时态变化、宾语从句要用陈述句语序。

1）直接引语是陈述句，变成间接引语时，由连词that 引导。Mary said, “I am very happy to help you.” →Mary said that she was very happy to help you.2）直接引语是一般疑问句或选择疑问句，变成间接引语时，由连词whether或if引导。He asked me, “Do you like playing basketball? ” →He asked me if/whether I liked playing basketball.注意：大多数情况下，if和whether都可以用，但后面和or not连用时或在动词不定式前或放在介词后作连接词时，一般只用whether。

She asked me whether I could do it or not.3）直接引语是特殊疑问句，变成间接引语时，由原句的疑问词who, whom, whose, how, when, why, where 等引导。

My sister asked me, “What do you think of the film? ” →My sister asked me what I thought of the film.4）注意事项

（1)间接引语一般要用陈述句的语序，即主、谓、宾的顺序。He asked Lucy, “Where have you been? ” →He asked Lucy where she had been.Mary said, “What do you want, Ann? ” →Mary asked Ann what she wanted.用心

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（2)直接引语是客观事实、真理、规律等，变成间接引语时，时态不变。The teacher told his students, “The earth goes round the sun.” →The teacher told his students that the earth goes round the sun.（3)直接引语变间接引语时，指示代词、时间状语、地点状语等要作相应的变化。He said, “I haven’t seen my daughter today.”

→He said that he hadn’t seen his daughter that day.注意：如果转述时就在原来的地方，就在说话的当天，就没必要改变指示代词、时间状语、地点状语等。

时态变化规律表

直接引语 一般现在时 现在进行时 一般将来时 一般过去时 现在完成时 过去完成时 现在完成进行时

间接引语 一般过去时 过去进行时 过去将来时 过去完成时 过去完成时 过去完成时 过去完成进行时

一些常用词变化规律表

指示代词 时间状语 直接引语 this these now today tomorrow next week/month/...yesterday last week/month/...three days/months/...ago this week/month/...here come

间接引语 that those then that day

the next(following)day

the next(following)week/month...the day before

the week/month/...before three days/month/...that week/month...there go 地点 动词

Option:如果学生基础较好，语法部分也可用英语讲解。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 Tom.In some grammar books, “said Tom” 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.Tom 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.Tom said that he didn’t know what to do.First and second person pronouns must be changed to third person pronouns.Tom said that he didn’t know what to do.(The word “that” can often be left out:Tom said he didn’t know what to do.)

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3.Indirect Questions 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:“Did Dick’s horse win a prize? ” Owen asked.Indirect questions:Owen asked whether/if Dick’s horse had won a prize.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 reported by someone else, the account is more reserved and restrained.“What shall we do? ” asked Mary.“Don’t worry, Mary, ” said Dick, “I’ve got a plan.”

Mary asked Dick 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.→Step 4 Practice(Discovering useful structures)

Get the students to turn to Page 5.Please change the following direct speech into indirect speech and indirect into direct.1.“I’m going to hide from the Germans, ” Anne said.2.“I don’t know the address of my new home, ” said Anne.3.“I cannot ask my father because it is not safe to know, ” she said.4.“I had to pack up my things very quickly, ” the girl said.5.“Why did you choose your diary and old letters? ” Dad asked her.6.Mum asked her if/whether she was very hot with so many clothes on.7.Margot asked her what else she had got.8.Anne asked her father when they would go back home.9.Anne asked her sister how she could see her friends.10.Mother asked Anne why she had gone to bed so late the night before.→Step 5 Correcting mistakes

Analyze the common mistakes students have made during the practice.Let the students look at the screen and pay attention to these sentences.Then choose the right sentence and make it clear why the other one is wrong.→Step 6 A game Play a guessing game “who is my secret friend? ” One student comes to the front with his partner.The rest students ask him questions while his partner changes them into indirect speech.In the end, the person who has guessed the right answer can come to the front to take the place of the first student.So the game goes on.用心

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Suggested sentences: Can your friend speak? What does he/she wear today? Is he/she tall or short? What do you and your friend do in your free time? Do you quarrel with each other?...→Step 7 Workbook

Do Exercise 1 in Using Structures on Page 42.Here is another page of Anne’s diary.Read it through and then use indirect speech to retell the story.If time doesn’t permit, declare it as homework.Suggested answers: Anne said that they went quickly upstairs and into the hiding place when they arrived at Prinsengracht.She said that they closed the door behind them and they were alone.She said(that)Margot had come faster on her bicycle and was already waiting for them.She said(that)all the rooms were full of boxes and they lay on the floor and the beds.She said(that)the little room was filled with bedclothes and they had to start clearing up at once, if they wished to sleep in comfortable beds that night.Anne said(that)her mother and Margot were not able to help.She said(that)they were tired and lay down on their beds, but her daddy and she, the two “Helpers” of the family, started at once.Anne said(that)they unpacked the boxes, filled the cupboards and tidied the whole day, until they were extremely tired.She said they did sleep in clean beds that night.She said they hadn’t had any warm food to eat all day, but they didn’t care.Anne said(that)her mother and Margot were too tired and worried to eat, and her daddy and she were too busy.→Step 8 Homework

1.Finish off the related Workbook exercises.2.Review and grasp the rules of Direct Speech and Indirect Speech.板书设计

Unit 1 Friendship

Grammar

Direct Speech and Indirect Speech Direct Speech 1.Mary said, “I am very happy to help you.” 2.He asked me, “Do you like playing basketball? ”

3.My sister asked me, “What do you think of the film? ”

4.The teacher told his students, “The earth goes round the sun.”

Indirect Speech

Mary said that she was very happy to help you.He asked me if/whether I liked playing basketball.My sister asked me what I thought of the film.The teacher told his students that the earth goes round the sun.活动与探究

Get the students to work in groups of four out of class and design a questionnaire to find out what kind of friends your classmates are.The purpose of this activity

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is to encourage students to think independently and act in matters of immediate concern and interest.It also can develop students’ design ability and spirit of cooperation.Sample questionnaire Directions: This questionnaire has four questions.Each question is followed by three possible answers.Please read the questions, and then consider which response fits you best.Questions: 1.Why am I close friends with this person now? A.Because he/she is someone I really enjoy sharing emotions and special events with.B.Because my friend would be upset if I ended the relationship.C.Because being friends with him/her helps me feel important.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: 1.A 3 B 2 C 1 2.A 1 B 2 C 3 3.A 1 B 2 C 3 4.A 3 B 2 C 1 Explanations: 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 to balance your needs and your friend’s.Well done.用心

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第二篇：高中英语必修3_Unit_5_语法教学案

2013-2014学紫荆中学高一英语（必修3）Unit5导学案设计：郭凤萍

审核：高一英语集研组

班级：小组：组内号：姓名：评价：必修3 Unit 5Canada―“The True North学案导学

Period four grammar：同位语从句

一、Preparation for the lesson before class

Stepone: make a thorough inquiry for grammar

learn by oneself（SB P37 Discovering useful structures）

Let’s students find out and understand concepts usesofby consuling materials.同位语从句是名词性从句的一种，常用从属连词that引导，（when, where, who等也可引导），常常跟在fact, idea, opinion, news, hope, ability, patience, answer, order, 逻辑上表现为同位关系。例如：

① Finally the workers got an answer that the government could do nothing to raise their wages.工人们最终得知政府不会采取任何措施来增加他们的工资。

② They are familiar with the opinion that all matter consists of atoms.他们很熟悉这一观点，所有的物质都是由原子构成的。

二、Discussing each other during class

审核：高一英语集研组

班级：小组：组内号：姓名：评价：

Steptwo:同位语从句与that引导的定语从句的区别

：

1）从先行词来看

同位语从句与名词在本质上是同一的，是形式与内容的关系，该名词是需要做特殊说明的抽象名词。例如：

They were delighted at the news that their team had won.当听到他们的球队赢了的消息时，他们欣喜若狂。

逻辑关系：The news was that their team had won.2)从引导词来看

引导词that在同位语从句中是连词，只起连接作用，无具体含义，that不可省略；that在定语从句中是关系代词，他在从句中充当一定成分：主语或宾语，有具体词意，作宾语时还可以省略。试比较：

①The factory(that)we visited yesterday is a chemical one.我们昨天参观的那家工厂是化工厂。(that在从句中作宾语)

②The news that he will leave for Shanghai is true.他将要去上海的消息是真的。（that只起连接从句的作用。）

Stepthree:同位语从句的简易判断方法

因同位语从句与其先行词在逻辑上是同位关系，所以，我们可在名词和从句之间加系动词be, 使其可以构成一个新句子，如果合乎逻辑，句子通顺，则句子为同位语从句；定语从句是不能够用系表结构把先行词与从句连接起来的。例如：

审核：高一英语集研组

班级：小组：组内号：姓名：评价：The thief that the earth is flat is still held in some countries.地球是扁平的这一观念依然在一些国家存在。(The belief is that the earth is flat.)

三、Summary

Stepfour:Teacher and students toghter.课后拓展

※单项填空

1.A story goes _____ Elizabeth I of England liked nothing more than being surrounded by clever and qualified noblemen at court.A.whenB.whereC.whatD.that

2.There is a feeling in me ______ we’ll never know what a UFO is forever.A.thatB.whichC.ofwhichD.what

3.Word came ______ the examination will be held in June instead of in July.A.thatB.whenC.whetherD.what

4.The fact ______ he failed the exam is not the one ______ he told me.A.which;thatB.that;thatC.which;whichD./;that

5.I have no idea ______ we ______ hand in our papers after class.A.if;needB.whether;need toC.if;ought toD.that;dare

6.They didn’t tell me the fact ______ they had already paid the bill.A.thatB.howC.whatD.if

审核：高一英语集研组

班级：小组：组内号：姓名：评价：

7.Information has been put forward ______ more middle school graduates will be admitted into universities.A.whichB.thatC.whenD.what

8.The doctors are trying to reduce the patient’s fear ______ he would die of disease.A.whichB.whenC.thatD.if

9.You have not answered my question ______ I can join in the party tonight.A.whetherB.ifC.whichD.that

10.It is a common belief _______ teenagers today know about computers and are familiar _____ using them in all aspects of life.A.that;outB.what;withC.that;withD.what;about

11.There is no doubt _____ my friend Smith will come to visit China soon.A.thatB.whetherC.ifD.when

12.The possibility ______ the majority of the labour force will work at home is often discussed.A.whichB./C.thatD.what

13.The suggestion _____ students should learn some practical knowledge is worth considering.A.ifB.whichC./D.that

14.The news came ______ The British Queen’s Mother celebrated her 101st

2013-2014学紫荆中学高一英语（必修3）Unit5导学案设计：郭凤萍审核：高一英语集研组

班级：小组：组内号：姓名：评价：

15.birthday in good health, _____ isn’t surprising, because she lives an easy life and gets the best medical care.A.that;whichB.which;whichC.that;thatD.when;as

16.Along with the letter was his promise _____ he would visit me on this coming Christmas.A.whichB.thatC.whatD.whether

17.There is a new problem involved in the popularity of private cars ______ road conditions need ______.A.that;to be improvedB.which;to be improved

C.where;improvingD.when;improving

17.It was with great joy ______ he received the news ______ his lost son would soon return home.A.because;thatB.that;thatC.because;whichD.that;/

18.A decision was made _______ those who once lied to the factory in order to get a job would not be allowed to stay.A.whetherB.whenC.thatD.once

19.One of the men held the view ________ the book said was right.A.that whatB.what thatC.thatD.all which

20.It is no longer a question now _______man can land on the moon.A.thatB.whichC.whetherD.what

Suggested answer:1-5.DAABB;6-10.ABCAC;11-15.ACDAB;16-20.ABCAA

第三篇：11《师说》学案(新人教 必修第三册)

11《师说》学案

班级： 小组： 姓名

【学习目标】

1.扎实掌握文中重点实、虚词的用法，掌握文中重要的文言现象，翻译并默写重点句子。

2.自主、合作、探究式学习；品味文章的语言特色。

3.理解课文尊师重道的深刻内涵，感悟作者抨击时弊、坚持真理的精神。4.朗读并背诵这篇文章。【学习重点】

1.扎实掌握文中重点实、虚词的用法，掌握文中重要的文言现象，翻译并默写重点句子。2.自主、合作、探究式学习；品味文章的语言特色。

【学习难点】

3.理解课文尊师重道的深刻内涵，感悟作者抨击时弊、坚持真理的精神。

4.朗读并背诵这篇文章。【学习过程】

一、知识链接

1、作家作品

（1）韩愈（768—824），字退之，河南河阳（今河南省孟县）人，唐代著名的文字家，哲学家，古文运动的倡导者。祖籍河北昌黎，也称“韩昌黎”。晚年任吏部侍郎，又称“韩吏郎”。死后谥“文”，故又称“韩文公”，作品收录于《昌黎先生集》。

韩愈和柳宗元为唐代古文运动的倡导者，提出了“文以载道”，“文道结合”的观点。他的散文题材广泛，内容深刻，语言质朴，主张学习先秦、两汉的优秀散文传统、倡导古文运动，把当时的文体从矫揉造作的骈体文中解放出来，奠定了唐宋古文的基础，因此后世尊他为唐宋八大家之首。（2）韩愈的文章

韩愈的论说文从内容上可分为两类，一类重在宣扬道统和儒家思想，如《原道》、《原性》、《原人》等；另一类重在反映现实，揭露矛盾，作不平之鸣，而且不少篇章还有一种反流俗、反传统的力量，并在行文中夹杂着强烈的感情倾向，因而值得重视。在这类论说文中，《师说》最有代表性。

韩愈是一位善辩之士，而善辩又主要来源于他的胆壮气盛，二者结合在一起，遂使得他的议论文字往往惊世骇俗，极具震慑人的气势。反映时代精神、抒发愤慨不平、对社会现实深刻批判的佳作，大气磅礴、笔力雄健、排宕顿挫、感情激烈是其共同特点。

有为而发，不平则鸣，本无意于塑造形象，而其自我形象在波涛翻卷的情感激流和气势夺人的滔滔雄辩中得以自然展现，这是韩愈论说文的一大特点。（3）梁衡对韩愈的评价

人生的逆境大约可分四种。一曰生活之苦，饥寒交迫；二曰心境之苦，怀才不遇；三曰事业受阻，功败垂成；四曰存亡之危，身处绝境。处逆境之心也分四种，一是心灰意冷，逆来顺受；二是怨天尤人，牢骚满腹；三是见心明志，直言疾呼；四是泰然处之，尽力有为。韩愈是处在第二、第三种逆境，而选择了后两种心态，既见心明志，著文倡道，又脚踏实地，2

子之师，授之书而习其句读者，非吾所谓传其道解其惑者也。句读之不知，惑之不解，或师焉，或不焉，小学而大遗，吾未见其明也。巫医乐师百工之人，不耻相师。士大夫之族，曰师曰弟子云者，刚群聚而笑之。问之，则曰：“彼与彼年相若也，道相似也，位卑则足羞，官盛则近谀。”呜呼！师道之不复，可知矣。巫医乐师百工之人，君子不齿，今其智乃反不能及，其可怪也欤！

6．“嗟乎”一词表示的语气是（）

A．感慨 B．叹息 C．悲哀 D．愤慨

7．下列句子中加点词的意义和用法都相同的一组是（）

8．下列各句中划横线的词与“巫医乐师百工之人，不耻相师”中的“耻”用法不同的一项是（）

A．且庸人尚羞之，况于将相乎 B．是己而非人，俗之同病

C．卒廷见相如，毕礼而归之 D．孔子师郯子、苌弘、师襄、老聃 9．在下列句中与例句句式相同的句子是（）

例：句读之不知，惑之不解

A．道之所存，师之所存也 B．蚓无爪牙之利，筋骨之强 C．李氏子蟠„„不拘于时 D．古之人不余欺也

10．“彼童子之师，授之书而习其句读者，非吾所谓传其道解其惑者也”在文中的正确意思是（）

A．那些教孩子的老师，只教给孩子书本并帮助他们朗读其中的文句，不是我所说的 传授道理、解释疑难问题的老师。

B．那些教孩子的老师，只教给孩子书本并帮助他们学习其中的文句，不是我所说的传 授道理、解释疑难问题的老师。

C．对那些只教给孩子书本并帮助他们学习其中的文句，传授道理，解释疑难问题的老 师，我是无所谓的。

D．那些教孩子的老师，交给孩子书本并帮助他们朗读其中的文句，不是我所说的传授 道理、解释疑难问题的老师。

11．对这段文字分析不当的一项是（）

A．该段句式变化多，整句和散句相结合，奇偶互见；字里行间饱含感情，读来感心动耳。B．作者连用三个对比，尖锐地批判了“今之众人”“土大夫”“君子”耻于从师的不良 风气。

C．三个对比，结语语气一句比一句重，第一个对比的结语是疑问语气，第二个对比的 结语是肯定、责备的语气，第三个对比的结语是带有讽刺意味的语气，表达的感情更强烈。D．这一段批判反面现象的目的仅在阐明从师学习的重要性。（２）

二十一日，宗元白：辱书云，欲相师。仆道不笃，业甚浅近，环顾其中，未见可师者。虽尝好言论、为文章，甚不自是也。不意吾子自京师来蛮夷间，乃幸见取。仆自卜固无取假令有取亦不敢为人师为众人师且不敢况敢为吾子师乎孟子称人之患在好为人师由魏晋氏以下，人益不事师。今之世不闻有师，有，辄哗笑之以为狂人。独韩愈奋不顾流俗，犯笑侮，收召后学，作《师说》，因抗颜而为师。世果群怪聚骂，指目牵引，而增与为言辞。愈以是

第四篇：13《张衡传》学案(新人教 必修第四册)

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普通高中课程标准实验教科书-[新人教版]

13《张衡传》学案

【学习目标】

1.了解传记文章的特点，学习本文记人叙事详略安排得当的写法。2.掌握课文中所涉及的文言词句知识和文史、文化常识。

3.了解张衡的品格和他在科学、文学、政治各方面的贡献，学习他刻苦求学、科学务实、追求真理的精神。【学习重点】

1.记人叙事详略得当的写作方法。

2.文言词句知识的归纳整理和迁移运用。3.文史、文化常识。【学习难点】

掌握课文中所涉及的文言词句知识和文史、文化常识。【学习过程】

一、解题 “传”：传记.记述的内容是一个人的生平事迹。传记要突出传主的特点。

比较“传”的不同含义：

《张衡传》 《左传》

《廉颇蔺相如列传》 《诗集传》

（传记）（传记）

张衡，作为一个伟大的学者，在中国历史上是罕见的；作为一个伟大的科学家，在世界历史上也是突出的。他在政治、文学与自然学诸方面都有重大的贡献。他在书法、绘画上也有成就。他尤其注重实验科学的研究和发明创造，其发明的候风地动仪比欧洲人第一次制出地震仪要早 1700 多年。他的这一伟大成就，至今为世界所公认。课文节选自《后汉书·张衡传》。

《后汉书》作者范晔，字蔚宗，南朝宋顺阳（今河南淅川县东人）人，历史学家。博涉经史，善属文，能隶书，晓音律。始为尚书吏部郎，后左迁宣城太守。不得志，乃删众家汉书，成一家之作。累迁太子左卫将军，意志不满，与鲁国孔熙选谋逆，伏诛。

二、导读全篇，掌握内容、结构、写法。1.逐段阅读，把握内容

课文以时间先后为顺序，介绍传主的生平事迹。全文包括五个自然段，各段内容各有侧重。

(1)写张衡的文学才能、廉虚高洁的品格，以及他既关心国家而不慕荣利的性格。(2)写张衡擅长于器械制造，尤致思于天文阴阳历算术学，取得突出的科技成就。(3)写张衡不慕官场名利。简要叙述官职变迁情况。(4)着重介绍张衡制作的候风地动仪。

①制作时间和仪器名称。

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②仪器的材料、大小、形状、雕饰。从外形介绍入手，给人总体印象。

③仪器的机关构造。说明内部主要部件和外面八龙的作用。

④觉知地震的道理，从内外结合上说明动仪的作用。

⑤仪器的效果：灵验如神，用实验证明地动仪的灵验和准确。由“怪”到“服”，形象地反映出人们对这新仪器的认识过程。

⑥仪器正式投入使用。

此段像一篇小型的说明文，从制作时间、名称、外形、内部构造、功能、效果和应用等方面，对候风地动仪作了介绍，说明详而不杂，有条不紊，形象具体，以致可以根据这个说明来复制候风地动仪。

(5)写张衡在政治上的作为。2.分析结构。

采用明段意分段法：先逐段概括段意，然后用合并同类项法把相关联紧缩密的自然段合在一起。

（全文五个自然段中，二、三、四自然段讲的都是张衡取得的科学成就，自然应合为一大段。这样，就理清了文章的结构。）

全文可分为三个部分：(1)写张衡的品格和文才①

(2)写张衡在科学技术上取得的成就(②③④)(3)写张衡的政治才干(⑤)第二部分是文章的重点，又可分为两层： 一是仕途情况，以及制作浑天仪和著《灵宪》、《算图论》的情况； 二是专门介绍候风地支仪。显然，后者又是第二部分的重点。

作者这样处理文章的详略安排。无疑是非常正确的，因为张衡一生有多方面的才能和成就，而他在科技方面的才能和创造发明最为突出，理应成为本文记叙的重点。

三、基本知识、1、本文选自，作者 是南朝宋历史学家、文学家。张衡是（朝代）科学家、文学家。

2、解释下列句子中的词语。

⑪衡少善属文（属：）⑫而无骄尚之情（骄尚：）⑬公车特征拜郎中（拜：）⑭衡不慕当世（当世：）

⑮京师学者咸怪其无征（无征：）⑯时国王骄奢，不遵典宪（典宪：）

3、下列说法正确的一项是（）

A．“遂通五经，贯六艺”中“五经”是指：诗、书、礼、易、左传；“六艺”是指：礼、乐、射、御、书、数。

B．《两都赋》的作者是张衡，《二京赋》的作者是班固。二都与两京都指长安和洛阳。

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C．“拜、迁、转、徙”都是指调动官职。D．《后汉书》与《史记》、《汉书》、《三国志》被称为“四史”。

4、译句。

⑪永元中，举孝廉不行，连辟公府不就。

⑫其牙机巧制，皆隐在尊中，覆盖周密无际。

⑬阴知奸党名姓，一时收禽，上下肃然，称为政理。

5、课文叙述了张衡哪几方面的情况？

6、下列对原文的有关内容的分析和概括，不正确的一项是（）

A、张衡年轻时就很有才能，但他并不恃才傲物，而是稳重淡泊，不去结交庸俗之人，也无意出世为官。

B、张衡精于机械方面的巧思，致力于天文、气象的研算，因此被皇帝征召，于是他更精心于钻研这方面的学问。

C、张衡研制成浑天仪后，又研制成了候风地动仪，根据里面设置的机关，可以测定地震的发生及方位。

D、永和初年，张衡出京做河间相前，预先打听到河间的奸邪豪右，上任前将他们一举收擒，河间从此安宁了。

四、读选文，回答问题：

阳嘉元年，复造候风地动仪。以精铜铸成，员径八尺，合盖隆起，形似酒尊，饰以篆文山龟鸟兽之形。中有都柱，傍行八道，施关发机。外有八龙，首衔铜丸，下有蟾蜍，张口承之。其牙机巧制，皆隐在尊中，覆盖周密无际。如有地动，尊则振龙机发吐丸，而蟾蜍衔之。振声激扬，伺者因此觉知。虽一龙发机，而七首不动，寻其方面，乃知震之所在。验之以事，合契若神。自书典所记，未之有也。尝一龙机发而地不觉动，京师学者咸怪其无征，后数日驿至，果地震陇西，于是皆服其妙。自此以后，乃令史官记地动所从方起。

7、区别下列字的不同含义。

⑪之：下有蟾蜍，张口承之（）

乃知震之所在（）

⑫以：以精铜铸成，员径八尺（）

自此以后（）

⑬而：尊则振龙机发吐丸，而蟾蜍衔之（）

虽一龙发机，而七首不动（）

8、选段从三个方面介绍了地动仪，请分别加以概括。⑪

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⑫ ⑬

9、用自己的话说说地动仪的工作原理。

10、通过对地动仪的解说，照应了上文的哪一句话？

五、知识拓展

墨翁者，吴槐市里中人也。尝游荆楚间，遇人授古造墨法，因曰：“吾鬻此，足以资读书，奚汲汲①四方乎?”乃归，署门曰“造古法墨”。躬操杵臼，虽龟手黧②面，而形貌奇古，服危③冠大襦。人望见，咸异之。时磨墨沈④数斗，醉为人作径尺字，殊伟。所制墨，有定直。酬弗当，辄弗与。故他肆之屦⑤恒满，而其门落然。

客有诮⑥之曰：“子之墨虽工，如弗售何!”翁曰：“嘻!吾之墨聚材孔良，用力甚勤，以其成之难，故不欲售之易也。今之逐利者，苟作以眩俗，卑贾以饵众，视之虽如玄圭⑦，试之则若土炭，吾窃耻焉。使吾欲售而效彼之为，则是以古墨号于外，而以今墨售于内，其可乎?且吾墨虽不售，然视箧中，则黝然者固在，何遽戚戚为!”客闻之曰：“吾侪⑧诵圣人之言，以学古为则，不能以实德弸⑨其中，徒饰外以从俗徼⑩誉者，岂不愧是翁哉?”叹息而去。

[注]①奚汲汲：奚，哪里。汲汲，心情急切的样子。②黧：色黑而黄。③危：高。④墨沈：墨汁。⑤屦：用麻、葛等制成的鞋。⑥诮：讥讽。⑦玄圭：黑色的玉。⑧侪：同辈。⑨弸：充满。⑩徼：求。

11、下列句子中加点的词语解释错误的一项是（）

A、躬操杵臼（躬：弯腰）

B、人望见，咸异之（异：感到„„怪异）C、所制墨，有定直（直：价钱）D、使吾欲售而效彼之为（效：仿效）

12、下列句子中加点的词意思相同的两项是（）

A、以：而以今墨售于内 以精铜铸成，员径八尺

B、而：虽龟手黧面，而形貌奇古 虽才高于世，而无骄尚之情 C、虽：视之虽如玄圭 虽一龙发机，而七首不动 D、于：则是以古墨号于外 衡少善属文，游于三辅

13、对下列句子中加点的“之”所指代的意思，理解正确的一项是（）①人望见，咸异之 ②客有诮之曰 ③试之则若土炭 ④客闻之曰

A、①和③句不同，②和④句相同 B、①和③句相同，②和④句相同 C、①和②句相同，③和④句不同 D、①和④句相同，②和③句不同

14、用现代汉语写出下列句子的意思。

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①时磨墨沈数斗，醉为人作径尺字，殊伟。

②徒饰外以从俗徼誉者，岂不愧是翁哉?

15、本文善于运用对比的写法来刻画人物形象。文中的“墨翁”与“逐利者”的区别是什么?请根据文意，用自己的话简要回答。

参考答案：

1、《后汉书》 范晔 东汉

2、⑪连缀，连续 ⑫骄傲自大 ⑬授给官职 ⑭为世所用 ⑮没有应验 ⑯典章制度

3、D

4、⑪（汉和帝）永元年间，被推荐为孝廉，没有去应荐；三公官署屡次召请去任职（他）也不去应召。

⑫仪器的枢纽和机件制造的巧妙，都隐藏在酒樽形的仪器中，覆盖严密得没有一点缝隙。⑬暗中探知一些奸党分子的姓名，一下子全都抓起来，官民上下都很敬畏，赞颂河间地区政治清明。

5、记叙了张衡的高尚品德和刻苦钻研精神，以及他在文学、科学方面的成就，在政治上的作为。

6、D

7、⑪代词，代铜丸；助词，无实义 ⑫用；与“后”连用，表示时间的限制 ⑬表顺接；表转接

8、⑪地动仪的形状及构成。⑫地动仪的工作原理。⑬地动仪的运用。

9、地动仪外面有八条铜龙，龙口各含一枚铜丸，（龙头）下面各有一个蛤蟆，张着嘴巴，准备接住龙口吐出的铜丸，如果发生地震，仪器外面的龙就震动起来，机关发动，龙口吐出铜丸，下面的蛤蟆就把它接住。寻找它的方向，就能知道地震的地方。

10、衡善机巧

11、A

12、AB

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13、C

14、①经常研磨很多墨汁，爱好给他人写一尺见方的字，所写的字非常壮美。②仅仅是装饰外表迎合世俗求得名誉的人，面对这位墨翁，难道不感到羞愧吗?

15、逐利者以假冒真，迎合世俗，而墨翁则临财不苟，洁身自好，坚守道德准则。

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第五篇：新人教必修三_Unit1_Festivals_around_...

易仁荣特级教师工作室：

国家级课题“英语模块教学法”正式开题

4月10日下午，国家级课题“英语模块教学法提高教学效率研究”在北京市第八十中学正式开题。该课题是由国家基础教育中心外语实验中心批准的2009－2010资助金项目，本北京市仅此课题获批。

“英语模块教学法”（english modular approach）是由特级教师、全国优秀教师易仁荣老师历经十年探索出的一种新的英语教学方法。该方法以“模块”(module)为原理，以辩证法和系统论为理论指导，把复杂的英语语法、3500个英语单词和英语听说读写等语用能力的培养优化为若干个教学模块，模块的内容既相对独立，又相互衔接。“英语模块教学法”使英语教学内容板块化、简单化，系统化，既节省英语教学时间，减轻师生教学负担，又能提高英语教学效率。教育部主管的国家级核心刊物《中小学英语教学与研究》、《课程 教材 教法》等先后发表了易仁荣老师的系列论文，北京教育出版社出版了易仁荣老师编著的《高中英语语法7天会》、《高中英语写作7天会》、《高中英语词汇7周会》等5 本专著，颇受读者欢迎。

教育部英语课程标准组专家鲁子问教授、朝阳分院副院长夏秋荣、教研中心教研员朱丽萍、八十中学校长田树林等分别在开题会上对“英语模块教学法”给予高度评价，并希望课题组认真做好此课题的扩大实验和推广工作。朝阳区教委特级教师工作室管理办公室王雪梅老师、易仁荣工作室核心成员以及八十中学、日坛中学、九十四中学部分英语老师也出席了开题会。

(八十中学 易仁荣 供稿)

朝阳区职业高中第二期青年教师培训班启动

2009年3月27日，朝阳区教研中心职成教研室组织完成了第二期培训班的开学典礼暨培训课程第一阶段讲座，培训工作正式启动。全区八所职业高中上报本期学员30名，涉及9类学科。教研室针对学员具体需求，拟聘13位职高校骨干教师和5位教研员，组建了师资力量比较雄厚的指导教师队伍。本期培训班将延续上期“理论与实践紧密结合、指导教师与学员密切配合、教研室对导师和学员跟踪管理”的特点，与时俱进地完善课程设计方案、完善管理方法，将本期课程分为教学理念学习、教学设计、课堂教学实践与听评课、教学论文撰写等四个阶段，为期四个月，主体课程拟在本学期结束。

（区教研中心职成教研室 陈 清 供稿）

第八十中学

◆日前，由中国教育学会教育机制研究分会和教育杂志社联合举办的“第三届全国中学优秀校内报刊活动颁奖典礼”在京铁大酒店举行，八十中学报送的教科研刊《八十教研》获最佳科研刊特等奖、《晨光报》获最佳社团报一等奖。

◆2009年2月13日，八十中组织全体教职工召开了首届教科研年会，会议主题确定为：建立科学有效的管理体系，促进教师专业化发展。会议由张恩海副校长主持，朝阳区教委姜继为副主任、朝阳区教科所桂富荣所长、朝阳分院教科研处刘继玲主任出席了会议。

在会上，刘丽斌书记宣读了获奖名单，教科研室童嘉森主任做了学校2008年教科研工作总结报告，于冬云助理对《教科研年会章程》进行了解读，随后对评选出的优秀科研成果3个一等奖、8个二等奖、4个三等奖和4个先进科研集体进行了隆重的颁奖仪式。

颁奖仪式结束后，教委姜继为副主任发表了热情洋溢的讲话，姜主任首先对八十中的教科研工作给予了充分的肯定，高度评价了老师们在教育教学工作中取得的成果，同时对八十中的教科研工作提出了指导性意见。获奖代表刘亦工、涂洁、吴卫东三位老师做了典型经验介绍，向全校教师介绍了他们开展校本教研的切身体会。最后田校长做了大会总结，肯定了八十中2008年的教科研工作，同时指出，学校将为教师的专业发展创造条件、搭建平台，造就一支具有创新精神的科研型教师队伍，实现培养创新性人才的目标。

（八十中学 童嘉森 供稿）

望京实验学校

我校承担的北京市教育科学规划办课题《培养中小学学生问题解决能力策略的研究》即将于今年结题。为了配合学校结题工作的顺利开展、进一步提高教师的实践研究能力及总结反思能力，2009年2月12日，我校请来课题指导专家——北京市基础教育研究所评价研究室张爱兰主任，对全校教师进行了两个多小时的培训。会后各教研组针对专家讲座内容，结合各组研究进展情况，就前期实践中的培养学生问题解决能力的策略进行交流、讨论，结合学校的科研计划，各教研组、各子课题组对即将开展的课题研究进行规划，制定了本学期各教研组详细的研究计划，这对后期的课题研究工作将起到很好的指导作用。

（望京实验学校 黄秀英 供稿）

呼家楼中学

◆2009年1月6日下午呼家楼中学召开“呼家楼中学第十一届教育教学论文年会”，会议由学校教科研负责人主持。该年会共收到60篇论文，有14篇获奖，其中一等奖3名，二等奖5名，三等奖6名，获奖比例占25%。学校领导为获奖者颁发了荣誉证书。两位获奖论文教师分别做了交流发言；李献国校长做了重要讲话，强调教育教学实践与教育教学思想的相互融合、相互促进、相互提高，强调教师必须提高课堂教学的实效性，强调教师必须准确把握考纲、考点等。本次活动搭建了展示教师教育教学智慧的平台，营造了积极向上、努力钻研业务的校园文化氛围。◆2009年2月12日上午，呼家楼中学召开2008-2009学第二学期“校本培训暨专家讲座”会议。学校特邀我区教研中心语文教研员王丹就《对中学校本课程的认识》做专题讲座。该讲座涉及四个版块内容：

一、开发校本课程的意义。

二、开发校本课程的基本原则。

三、开发校本课程中学校和教师的角色。

四、关于校本课程的评价。该讲座逻辑性强，环环相叩；科学性强，引经据典；实用性强，联系实际；思路开阔，旁征博引。通过聆听该讲座，全校教职工受益匪浅：徜徉在论证严密的科学之中，领略到如何研究的方法之中，将尝试在新学期的实践之中。

◆2009年2月27—28日，呼家楼中学在朝来农艺园召开毕业年级教育教学双研会。与会领导有区中教科乔科长、教研中心苏主任、各科教研员以及学校领导。会议由教学主任李锋主持。首先，李献国校长致开幕词。主管教学的白光副校长、李锋主任就高三和初三年级学情现状先后做了认真细致地分析，就新学期工作任务、工作重点、工作措施和注意要求做了认真布置。初三和高三年级组长就各自年级教情与学情现状先后做了详细剖析。之后初中、高中组进行分组讨论，区教研员随组参加，针对学科特点做出指导；

中教科乔科长参加了初中分组讨论，就中考报名、查漏补缺、采取措施和注意事项等提出了指导性意见。最后初三和高三两个年级组长将分组讨论情况进行汇报。区教委中教科乔科长对这次校本培训——双研会，予以充分肯定、体现了学校教育教学管理精细化、文本化，希望教师认真细致地做好教研、考研，为质量工程的推进落到实处。区教研中心苏主任肯定了教师的学情分析细致、到位，针对中高考工作重点强调四个要点：思路清晰、安排合理、方法得当、落实到位。这次双研会，气氛热烈，集思广益，受益匪浅，意义重要，影响长久。

（呼家楼中学 供稿）

劲松职业高中

阳春三月，春光明媚。劲松职高“以提高教学质量”为主题的校本培训拉开帷幕。学校聘请北京市职教专家庆敏校长进行了《如何上好一节课——做好教学设计》的专题讲座。区职成教研室张俊英主任解读了《朝阳区职高课堂教学评价标准》。学校组织全体教师观摩赏析了市区级优秀课，进行课例分析。在理念讲座与课例观摩的基础上，“以提高教学质量”为主题的校本培训进入到实践演练阶段。4月底，学校开展了“教学开放周”活动，中层干部推门听课实地了解培训效果。5月份，学校将在推门听课的基础上，推出典型全校展示，并组织优秀教师参加区市级教学基本功大赛。

（劲松职高 孙敬梅 供稿）