高中语文教学设计全套

高中语文教学设计全套（精选4篇）

1.高中语文教学设计全套 篇一

Section One

Step I. Go over the new words.

Have a dictation to the following words.

teenager, get lost, confident, timetable, wallet, intelligence,

have fun, get used to, adult, junior, instead of, turn into

Step II. Lead-in by a poem

An English poem

Love is like the wild rose-briar,

Friendship like the holly tree

The holly is dark when the rose-briar blooms,

But which will bloom most constantly?

The wild rose-briar is sweet in spring,

It is summer blossoms scent the air,

Yet wait till winter comes again,

And who will call the wild-briar fair?

Then, scorn the silly rose –wreath now,

And the dark thee with holly’s sheen

That, when December blights thy brow

He still may leave the garland green.

Step III. Listen and read the test quickly, judge the following sentences.

1. Li Ming and Jenny have been communicating with each other through letters.

2. Li Ming is pretty good at English.

3. Li Ming and Da zhi are old friends.

4. When writing the letter, Li Ming has been a high school student for month.

5. Jenny feels more creative when she types on the computer.

6. Jenny and Pat are best friends.

7. In Jenny’s opinion, playing sports is a lot of fun and a good way to meet friends.

8. Jenny as well as 5 other girls will have a sleep-over party at School.

Step IV. 1. Ask the students read the text carefully and find out confusing language points and important sentences.

(1) It is always feels good to have friends to share the good times as well as the bad times.

(2) Friendship comes in all shapes, colors, and sizes.

(3) Her parents were not as angry as she had originally thought they would be.

(4) Although it was painful to lose such a close friend, it built me up into the individual person I am.

(5) It seems easier for me to express my thoughts and feelings.

2. Ask the students to ask some questions that they can not understand, then if other students can explain, make them answer. And if no one gives the answer, I will explain the confusing points to them, try my best to make the students learn more and be active.

Step V. Do exercises.

1. ⑴选择做 ________ ⑵需要 ________ ⑶想要做 ________

⑷由……组成 ________ ⑸过一种生活 ________ ⑹从旁边经过 ________

⑺压力重重 ________ ⑻由于,因为 ________ ⑼发生，进行 ________

⑽使某人逐渐成为_______ ⑾ 沉思 ________ ⑿喜欢做 ________

⒀上学 ________ ⒁集中于 ________

2. ⑴As the e_______ to the cinema, I met a friend of mine.

⑵ The news s_______ through the village quickly.

⑶ My father is not much a talker, and he is not good at e______ his feelings.

⑷ The encouraging speech a______ many people’s attention.

⑸ He has born in a w______ family, but he lived a poor life in his late life.

⑹ He is a very famous person, and he is always considered________(有创造力的)

⑺ He made an_________(通知)that he would go to Japan.

⑻ I am sure you will come to______(意识到)your mistakes

⑼ I am happy to have been_______(介绍)to the great scientist.

⑽ Our English teacher asked me to make a _______(相似的) dialogue.

Step VI. Homework

Preview section 2 and section 4

Section 2 and Section 3

Step I. Build the students’ comprehension

1. Have the students discuss the questions in groups of four.

2. Before I divide the class into groups for a short discussion on the this topic, practice the following language patterns.

3. When you agree someone you can use these words.

You are right.

That is true

You have got it

Sometimes you have to agree, but you do not want to. Use these words:

I am afraid I agree with you.

I hate to say it ,but I agree

When you strongly disagree, use these words:

I don’t think so.

I don’t agree

When you do not agree, but you want to speak less strongly, use these following words:

That is true, but there is a better way.

I see what you mean, but don’t you think …..

Let the students see the patterns on the screen, practice orally with the class. Keep the patterns on the screen, so that the students can refer to them when they are in groups discussing the topic.Then check the answer of the practice in this part.

Step II. Build your vocabulary

this can be assigned for homework

(Answers: 1. feel like 2. hate 3. agree with 4.go on the trip 5. feel good

6. choose/ chose)

Step III. Build the listening skills

With books closed, tell the students they will hear the tape once, then will be asked some true or false questions. Review the meaning of true or false.

Play one sentence at a time. After playing the sentence, ask for a volunteer to repeat what was said. If no one heard correctly, play it again. Ask if the statement is true or false.

Open the book to complete the listening activity.

(Answers: Part 1: 1. F 2. F 3. F; Part 2: 1. five 2. talk 3. friends 4. friendly)

Step IV. Build the speaking skills

1. First ask the students to read the dialogue with their desk mates and then ask some of them to act out in the class.

2. Than tell the students about the pronunciations of the vowel.

3. Now check other words on the screen, with each word, ask some students to pounce.

Step V. Build the writing skills

Ask the students to write a composition “my best friend”

Step VI. Grammar: attributive clause

1. 关系代词 who whom 和that

The girl______ is sitting next to me is my best friend.

The girl_______ I met just now is my best friend.

2. that 和which

The book______ I gave to my best friend is popular

The book_______ is popular was given to my best friend

3. whose

Do you know the girl______ name is Mary?

We are studying in the classroom______ door faces south

4. 关系副词 when ,where 和why.

I will never forget the day______ I was born.

I will never forget the place_______ I was born.

The reason_____ he went there is unknown.

Ask the students to study the above part and than ask them to do the exercise in the text book and workbook.

Section Four

Step I. Revision

Go over the following words.

Make friends, express, live a…life, entrance, agree with, type,

Indeed, find out, focus, consist of, wealthy, thanks to, consist of

Entry, thanks to

Step II. Ask the students listen to the type and check the following sentences.

1. At the beginning, the royal bull elephant enjoyed the poorly-fed stray dog’s company.

2. They soon got used to each other’s company.

3. One day, a man bought a dog and took it to a faraway village.

4. The royal bull elephant did not mind the dog’s absence.

5. The wise minister suggested the king make an official announcement to find the elephant.

6. At last the story has a happy ending.

Step III. Make the students read the text carefully and give the answers to the following questions.

1. Did you know that the elephants and dogs were “natural enemies”.

2. Is it impossible for natural enemies to become best friends?

3. What is the moral of this story? In other words, what truth or bit of wisdom does the writer want to show us through the story.

Step IV. Ask the students read the text carefully and find out confusing language points and important sentences. Then ask the students to ask some questions that they can not understand, then if other students can explain, make them answer. And if no one gives the answer, I will explain the confusing points to them, try my best to make the students learn more and be active.

Step V. Exercise

短语翻译：

1. 像往常一样 ____________

2. 使 …..平静 ____________

3. 从旁边经过 ____________

4. 同意某人 ____________

5. 借宿别人 ____________

6. 发现，弄明白 ____________

7. 向…… 敞开大门 ____________

8. ….. 原因 ____________

单句该错：

1.I did not recognize your friend which came to our class.

2.Have you got everything which you need.

3. Can you think of a situation which you may use this expression.

4. She is one of the students who has won the prize money.

5. The doctor always worked heart and soul cured of me.

Step V. Homework

Review this unit and do the exercise.

2.高中语文教学设计全套 篇二

Teaching Aims：

1.Learn and master the following words and phrases

Survive, item, hunt for, make a fire on board,hammer,mirror, saw,care about,parachute

2.Important Ss’reading ability

3.Enable Ss to value the friendship between friends by learning the reading text

Teaching Important Points:

1.Important Ss’reading ability

2. Master the following phrases

Hunt for,make a fire,care about, on board

Teaching Difficult points:

How to make Ss understand the reading text better

Teaching Methods:

1.Discussion before reading to make Ss interested in what they will learn

2. Discussion after reading to make Ss understand what they’ve learned better

3. Fast reading to get a general idea of the text

4. Careful reading to get the detailed information in the text

Teaching Aids:

1.a recorder 2. the blackboard

Teaching Procedures:

Step 1 Greetings and Revision

Yesterday we learned some self-introduction . We know how to describe yourself and your friends in English . Now who can give us self-introduction in English?

Step 2 Pre-reading

Ok. Thank you for your self-introduction . We all know that we have lived with our parents, since we were born. We have never been left on a plane without your parents , brother or sister, friends and all the things we use in our daily life . Yes or No ?

Step 3 Fast reading

First I’ll give five minutes to read the text and then summrize the main idea of each para.

Par. 1 : Chuck’s plane lands on a deserted island

Par.2: Chuck has to learn to how to survive on the island

Par.3: Chuck learns a lot about himself when he is alone on the island

Par.4 Chuck has made an unusual friend on the island

Step 4 Careful reading

Read the text again in three minutes and then answer the following questions and choose the best answer

Questions:

1.Does Chuck Noland always have time to get together with his friends?why?

2. Where does he land after the crash?

3. What things must he learn to survive?

4. What is the most difficult for him.

5.Who is Wilson?

6. What does Chuck learn about himself when he is alone on the island?

7. What does Chuck learn from his experience on the deserted island?

8. What can we learn from Chuck’s experience?

9.If you were alone on a deserted island,what would you do in order to survive?

10. Imagine that four people are in an airplane that is going to crash. One is a policeman, one is a doctor, one is a teacher, and one is a scientist . There is only one parachute. Decide who should get the parachute and explain why.

Choose the best answer

1.Tom Hanks _____________ . C

A.is a successful businessman B. doesn’t have much free time

C. is the main actor in the movie Cast Away D. had a plane accident over the Pacific

2.A deserted island __________ . C

A. has no post office on it B. lies in the middle of the Pacific Ocean

C. is an empty place where nobody lives D. is a plane crashes are most likely to happen

3.. To be short of _______ is what makes it most difficultfor chuck to live on the island. C

A. volleyball B. fresh water C. friendship D. enough food

4. After 5 years alone on the island , chuck would probably disagree that _______ . A

A. a good friend should never think about himself

B. people can make friends with some unusual things like animals

C. friends are the people who can share your happiness and sorrow

D. as a good friend ,you must give as much as you take

5. which can be learned from the last paragraph of the passage ? B

A. Everyone need an unusual friends

B. Friends can learn from each other

C. A friend in need is a friend indeed

D. Animals and things can make better friends than human beings

Step 5 Repeat the story according to the following.：

plane crashed deserted island make friends with(Key words: learn to realise the lesson from Chuck friendship an unusual friend)

Step 6 Language points

1. ① manager n. 经理,管理者,经营者

这家公司的经理 the manager of the company

manage v. 控制, 管理, 经营 (口语:应付得来,做得来

Manage a business 管理商务 I can’t manage it alone.我一个人办不来.

2 crash n. 坠毁,碰撞,碰坏,哗啦啦地倒塌

他于飞机失事中丧生 He was killed in an air crash

v. 撞击, 坠毁, 冲入 公共汽车撞在树上了 The bus crashed into a tree

那架飞机坠毁了 The aircraft crashed

3. deserted adj. 无人居住的 , 荒废了的, 被抛弃了的

a deserted village/island 荒废的村庄/荒岛

4. develop v. 发展, 开发,(使)成长;(使)发育

植物由种子发育而成. eg.Plants develop from seeds

工农业飞速发展. Agriculture and industry develop very quickly

A developing country 发展中国家

A developed country 发达国家

With the development of 随着…….的发展

5.On the island,Chuck has to learn to survive all alone.

Alone与lonely的区别:

Alone adj,adv.作为adj时,只能用作表语,不能做定语. 意为”独自一人” 作为adv时,表示”独自,单独” 用在名词,代词之后,意为”只有”

lonely adj. 表示人 “孤独的, 寂寞的”.也可表示地方”荒凉的:, “人烟稀少的”,既可以做定语,也可以做表语.

虽然我独自一人,但是我并不寂寞 I am alone, but I don’t feel lonely.

他独自一人在荒岛上呆了四年 He lived alone on the lonely island for four years

6.In order to survive, Chuck developed

In order to 引导表示目的的状语,意为”为了”

他早起为了赶第一班车 He got up early in order to catch the first bus.

Unit 2

Teaching Aims：

1.Learn the text “English around the world”

2. Get Ss to master the useful expressions in the text

3. Train ss to read the text with correct pronunciation and intonation

Teaching Important Points:

1. How to improve Ss’ ability to read an article

2. How to get Ss to masterr the useful expressions

Teaching Difficult points:

The use of some useful expressions

Teaching Methods:

1. Fast-reading to train Ss’ reading speed

2.Reading comprehension to help Ss grasp the main idea of the text

3. Preactise getting Ss to master what they’ve learned

Teaching Aids:

1. a recorder 2. the blackboard

Teaching Procedures:

Step 1 Lead-in

From the text we learned yesterday, we know that English is used widely around the world. People in many countries speak English as their first language, and among those countries are America and Britain. Then let’s look at two pictures. Can you tell me which one belongs to America and which one belongs to Britain?

The sceneries were so beautiful

But do you know that American English and British English are not the same. Then let’s have a revision of some differences between British English and American English.

e.g. a. Meaning: bathroom b. Spelling: color & colour

c. Pronunciation: hot d. Words: fall & autumn

I think most of our students are interested in the differences between American English and British English. Do you want to know more about it? Today we will learn the text named

Step 2 Reading Comprehension

ⅠFast Reading

Read the text quickly and answer the following question, then summarize the main idea of each para.

Question: Are the differences greater in the written language or the spoken language?

Answer: The differences are greater in the spoken language.

the main idea of each para.

Para.1 English is spoken as mother tongue and as a second language

Para.2 Many people learn English as a foreign language

Para.3 Many people communicate in English every day

ⅡCareful Reading

Questions:

1. When did American become independent?

2. When did the language begin to change?

3. Which country did the British take “Typhoon” from?

Which country did the Americans take “Tornado” from?

4. Who wrote the first American dictionary?

5. What was his purpose?

6. What are the main three reasons for the differences?

Step 3 Practice

ⅠRead aloud the text

ⅡGo through the text and deal with some language points

1.come about: happen e.g. How did the accident come about?

2. at first e.g. At first she was afraid of water,but she soon learned to swim.

3. while e.g. Some people are rich while others are poor.

4. just as e.g. Just as you say, he is a honest boy.

5. end up with e.g. At the dinner w usually begin with soup and end up with fruit.

6. except for e.g. You composition is good except for some spelling mistakes.

Ⅲ Answer the following questions by choosing the best answer.

1. America stopped being a part of England in _______. C

A 1707 B 1828 C 1776 D 1911

2. Which of the following statements is true? D

A After 1828 American English and British English stayed the same.

B After 1828 British English changed but British English stayed the same.

C After 1828 British English changed but American English stayed the same.

D After 1828 both British English and American English changed.

3. British English is different from American English because________. C

A British decided to change the spelling of many American words

B American English changed but British English stayed the same

C the Americans and British took different words from other languages

D America is a bigger country

4. Noah Webster was_______. D

A an American president B a Spanish farmmer C a British teacher D an American writer

5. Which of the following statements is true?D

A In the future both American English and British English will stay the same.

B In the future American English will change but British English will not.

C In the future British English will change but American English will not.

D In the future both British English and American English will change.

Step 4 Consolidation

Retell the text according to key words:

differences, come about, change, borrow, Noah Webster, spelling, pronunciation

Step 5 Homework

Write a short passage about the differences between British and American English, mainly the reason and some examples of the differences.

The Design of the Blackboard

American English & British English

ⅠDifferences Ⅱ Keywords

a.Meaning: bathroom differences

b. Spelling: color & colour come about

c. Pronunciation: hot change

d. Words: fall & autumn borrow

Noah Webster

spelling

pronunciation

Unit 3

Teaching Aims：

1. Learn and master the following words and expressions:

Adventure simply rafting equipment paddle get away from get close to

2. Train Ss’ reading ability

Teaching Important Points:

1.Improve Ss’ reading ability

2.Enable ss to understand the text better

3.Master the following phrases:

get away from get close to instead of be careful (not )to do sth

Teaching Difficult points:

Master sentence structures

1. Yet there are other reasons why people trave

2.It is done rives and streams where the waster moves quickly

Teaching Methods:

1.Discussion before reading to make Ss interested in travel and adventure travel

2. Fast reading to get a general idea of the text

3. Careful reading toanswerthe detailed questions in the text

Teaching Aids:

1. a recorder 2. the blackboard

Teaching Procedures:

Step 1 Discussion:

1.Do you like traveling? Why or why not?

2.Where would you most like to travel? Why?

3.What is adventure(冒险) travel?

Step 2 Reading

Today we’ll read a text “adventure travel”and know something about it Read the passage quickly to get the general idea

Para.1 adventure travel

Para2 Hiking

Para3 Rafting

Answer the following questions

1.Why do many people travel?

see other countries visit places that are famous, interesting or beautiful. meet new friends try new kinds of food experience life in other parts of the world get away from cold weather

2.Why do people enjoy hiking?

…get close to nature and take exercise at the same time.

…is easy to do and doesn’t have to be very expensive.

The basic equipment you need for hiking is simple.

…anywhere you like.

3.Why do people enjoy rafting?

…exciting adventure?

…a good way to experience nature?

4.If you want a normal rafting, what should you do?

If you are looking for more excitement, …try whitewater rafting.

5.What should you think about if you want to go for a rafting?

…safety; …good clothes; …learn the basic skills of rafting; such as how to handle the raft, how to paddle and how to…

You should also know how to swim.

…wear a life jacket.

HIKING

1).What is hiking?

2).Why is hiking a kind of adventure travel?

3).Where can you go hiking?

RAFTING

1).What is rafting?

2).Where is rafting done?

3).Why is rafting a kind of adventure travel?

Step 3 Careful reading

Read the text again and fill in the below form

Safety tips for hiking:

1.tell someone your destination 2.Bring some necessities

3.Watch out for possible dangers 4.Take some protectors

Benefits of hiking

1.Fun and exciting 2.Get close to nature 3.Take exercise

Safety tips for rafting

1.Learn some basic rafting skills 2.Know how to swim

3.Wear good and strong clothes 4.Wear a life jacket

Benefits of rafting

1.Give excitement 2.Experience nature 3.Take adventure

Compare hiking and rafting.

Similarities: Both are examples of adventure travel.

*Both take place outdoors.

*Both are fun and exciting.

*Both make people get close to nature.

*Both have safety tips.

Difference:

Places: Hiking : In the mountains,in a forest,along a river,in a city

Rafting : On rivers and streams

Equipment: Hiking : good shoes, clothes,backpack map, water, sunscreen, cell phone, hat, etc.

Rafting: Boat,paddle,good clothes,lifejacket

Cost: Hiking : Inexpensive

Rafting: Somewhat expensive

Skills needed: Hiking: Good walking skills

Rafting :Good rafting and swimming skills

Possible dangers: Hiking: Getting lost,sunburn,poisonous animals or plants,hunger and thirst

Rafting: Hitting rocks, trees,falling into water

Step 4 POST-READING

Choose the correct answers.

1 Adventure travellers want to ______ A

A experience fun and excitement B meet new friends

C try new kinds of food D visit famous sites or beautiful places

2 Hiking is a kind of adventure travel because ______ B

A it is not expensive B it is exciting

C you need a lot of equipment for it D you will often put yourself in danger

3 While hiking or rafting, it is important to think about ______D

A cost B excitement C fun D safety

4 Before you go to rafting, you do not have to _____ D

A learn rafting skills B know how to swim C put on a life jacket D wear leather shoes

5 Which of the following is the most difficult? _____ C

A Normal rafting B Stream rafting C Whitewater rafting D Rock rafting

Unit 4

Teaching Aims：

1.Improve Ss’ reading ability

2.Learn how to organize ideas in a text using “First” “ Next ” “Then ” “Finally ”

3. Master some important words and expressions

Teaching Important Points:

Help ss to understand the passage better

Teaching Difficult points:

How to improve ss’reading ability

Teaching Methods:

1.Discussion to let Ss know something about natural disasters

2.Fast reading to get the general idea

3. Careful reading to help ss understand some detailed information

Teaching Aids:

1. a recorder 2. the blackboard

Teaching Procedures:

Step 1 Pre-reading

1.What natural disasters do you know? Flood drought typhoon earthquake volcano fire

2.Have you ever experienced a natural disaster?

Can you describe what it was like and how you feel?

Step 2 Fast reading:

1.What were Flora’s first two feelings when she turned around and saw the water coming?

She felt surprised and wondered/frightened

2.Why was Jeff looking for the chimney? Because chimney is the strongest part of the house and he thought it would stand in the flood

Step 3 Careful reading

1.Jeff was waving his arms___________. D

A.to ask flora to look around B.to make Flora think twice

C.to make Flora t hear a loud noise D.to warn Flora of the advancing water

2.Put the following things in right order. B

a.Flora turned around and saw Jeff waving his arms. b.Jeff dragged Flora toward the house.

c.Flora climbed the stairs. d.Flora started crying. e.Jeff opened the hall door.

f.Jeff seized Flora’s arm and told her to run.

g.Flora struggle in the water and managed to get on her feet

A.a,b,g,d,e,f,c B.a,f,b,g,e,c,d C.a,g,e,b,f,c,d D.a,e,c,f,b,g,d

In the garden

Flood: roar/a wall of water/swept down/swallow / wave/cold as ice/ flow

Reaction: Jeff: wave arms/seize/dragged ..towards /pull her up/hold onto a tree /

Flora: struggle / get on her feet / hold hands / fought for life / pull…up

Feelings: surprised / wondering/frightened

On the way to the house

Flood: go down / great roar / flowed around their legs

Reaction: Jeff: shouted / ran to the steps / opened the hall door

Flora: couldn’t move/ran / got to the steps

Feelings: anxious / frightened

Inside the house

Flood: water: wave/like a sea/swept past/wild/ cut down trees /deep / swept away

House: cracking noise /strange sounds/ moved / falling down

Tree: went down / cut down by water

Garden: completely destroyed/swept away

Reaction: Jeff: looked for the chimney

Flora: climbed the stairs / ran upstairs/ listened / started crying.

Feelings: scared / panic / anxious

Next to the chimney

Flood: house: noise/gone down/moved up and down

Chimney: stand like a tower

Reaction: Jeff: found the chimney / saved themselves

Flora:

Feelings: relieved

Step 4 Pairs work:

1.Find out the words and expressions that the writer used to describe the terrible flood.

She heard a loud noise,which……..

There she saw a wall of water……..

The next moment the first wave swept her…….

The water moved up like a sea.

Below,the water swept past the house……

A terrible noise went through the house.

2.Find out the words and expressions that the writer used to describe their struggle.

Step 5 Pro-reading

Work out what the underlined words refer to(指代)

1.Before she could move, she heard a loud noise, which grow to a terrible roar. A loud noise.

2.There she saw a wall of water that was quickly advancing towards her. Behind her

3.She wanted to watch it. A wall of water that was advancing towards her.

4.Flora, whose beautiful hair and dress were all cold and wet, started crying. Flora’s.

5.For some moments both were silent. Jeff and Flora.

Step 6 Discussion

1.Who do you think is braver, Jeff or Flora? Why?

2. How can we rescue ourselves in a flood?

3. How will the disaster change

Jeff and Flora’s future life?

Step 7 Retell the story in your own words with your partner,

using the following words: First…… Next……. Then……. Finally……..

Unit 5

Teaching Aims：

1.Train Ss’reading ability

2.Learn the following words and phrases:

Creat, acript,academy, work on ,take off, cut…in pieces go wrong follow-up win over in the end

Teaching Important Points:

1.How to make Ss understand the reading text better

2.Learn and master the following phrases:

work on ,take off, cut…in pieces ,go wrong ,follow-up, win over, in the end ,owe to

Teaching Difficult points:

1. The differences between the following pairs of words or phrases:

2.be afraid of doing sth / be afraid to do sth ,high/highly

Teaching Methods:

1.Fast reading to get a general idea of the text

2.Question-and-answer activity to get the detailed information in the text

3. Explanation

Teaching Aids: 1. a recorder 2. the blackboard

Teaching Procedures:

Meryl Streep

1.When and where was Meryl Streep born?

2.How did he begin to act in plays?

3.When did she began to act in her first film?

4. What about his family?

Keanu Reeves

1.When and where was Keanu Reeves born?

2.Where did Keanu Reeves grow up?

3.What about the time when he was young?

4. What did make him famous?

INTERVIEWING

Useful expressions

You studied/worked/acted at different…

First…and then… What did you do next?

Finally you found a job as … Later on…

What roles did you act? How long have you been working as…?

Four parts of the text

1.The first part (the first paragraph)

Steven Spielberg is a passionate about film from a very early age.

2.The second part (the second paragraph) –

He could not go to the Film Academy but later his career began to take off.

3.The third part (the next four paragraph) it is about several of Steven Spielberg’s successful films.

4.The forth part (the last paragraph) What Steven Spielberg has said and written.

Reading

Step 1 Lead-in

Do you know who is the director of the two film? Steven Spielberg

Talk about Spielberg.

Do you know the director ?

Do you know something about Spielberg?

Step 2 Read and fill in the chart.

Name Steven Spielberg

Age 57

Gender(性别) male

Year of birth 1946

Place of birth A small town in America

Name of his first film Firelight

Why are these years important for Spielberg?

1946--------- He was born in this year

1958--------- He made his first real film

1959--------- He won a prize for a short film

1962--------- He made a film called Firelight.

1975--------- He made a real blockbuster , Jaws

1982--------- He made another blockbuster, ET.

1993--------- He made the movie , Jurassic Park.

What are the movies about?

1. Jaws(1975) is about a big shark that attacks and eats swimmers.

2. ET(1982) is about a little creature that comes from outer space and wants to go home.

3. Jurassic Park(1993) is about an island where a very rich man keeps all kinds of dinosaurs.

4. Schindler’s List(1993) is about the cruelty of war/a German who saved thousands of Jewish people from being killed in the war.

5. Saving Private Ryan is also about the cruelty of war/an American captain who led his team to search for a soldier named Ryan.

Step 3 Read the text again and then summarize the main idea of each part

Three parts:

Part 1. (1-2) Talking about Spielberg’s earlier works and his live.

Part 2. (3-6) Talking about some of his films. Such as Jaws (1975), Jurassic Park (1993), Saving Private Ryan (1998) and so on.

Part 3. (7) Talking about Spielberg’s career and happy family.

Details for part 1

Childhood:

1946 born in a small town in American

1958 made his first real film

1959 won a prize for a short film

1962 Made his first film named FIRELIGHT

Youth Got a small job at a film and began his career

Details for part 2 & 3

Works: Jaws (1975) E. T. (1982) Jurassic Park(1993) Schindler’s List (1993)

Saving Private Ryan(1198)

Career: now is one of the top directors in the film industry

Family; met his wife when he was working and got married with her after seven years. Now they have seven children and live a very happy life.

Step 4 Ask and answer

1.Why did Spielberg study English instead of film?

Because his grades were not enough to go to the Film Academy.

2.why were people who saw the film Jaws afraid to swim in the sea?

Because they are afraid of the big shark in the sea

3.How important is his family to Spielberg’s career.

Spielberg says that he owes much of his career to his family.

4.What was Spielberg’s dream?

When he was young , his dream was to go to the Film Academy.

5.What is his wife’s name? Cate Capshaw ,a famous actress

6.What have you learnt from reading about Spielberg?

Working hard and believing in your dream will make your dreams come true.

Step 5 Multiple-choice:

1. How old is Steven Spielberg? ( A )

A 57 B 12 C 16 D 49

2. Why couldn’t Steven Spielberg go to the Film Academy as he wished? ( C )

A Because his family was too poor B Because he was too young to be accepted

C Because his grades were too poor D Because he hadn’t got enough experience

3. Which of the following are Steven’s war films? ( B )

A Fire&Jaws B Schindler’s List&Saving Private Ryan

C Jurassic Park&Schindler’s List D Jaws&Jurassic Park

4. This passage mainly tells about______ . ( A )

A Steven Spielberg’s life as a film director B Steven Spielberg’s life as an actor

C Steven Spielberg’s successful films D Steven Spielberg’s family life

Not One Less

Characters: Mr. Gao, Mr. Tian, Minzhi, Huike Some other pupils

Story: This film is about a 13-year-old girl, called Wei Minzhi, who takes care of the village school when the teacher, Mr. Gao, is away for a month. She has to make sure that all the students stay in the school. When one of them – Huike runs away to the city, she follows him and bring him back, together with the people from the TV station.

Comments: Many people like this film not only because the story itself is moving, but also because most of the people in the film use their real names and play themselves

Unit 6

Teaching Aims：

1.Learn some useful words and expressions

2.Train Ss’ reading ability

3. Get Ss to learn about table manners in western countries

Teaching Important Points:

1.Learn and master the folowing useful expressions:

Make a good impression, be close to a little bit ,start with ,keep silent ,ask for ,at table ,all the time ,drink to , too much

2.Help Ss understand the passage better

Teaching Difficult points:

How to help Ss understand the passage exactly ,especially the following sentences;

Teaching Methods:

1.Discussion to compare table manners in China with that in western countries

2.Fast reading and careful reading to understand the passage exactly

Teaching Aids: 1. a recorder 2. the blackboard

Teaching Procedures:

Step 1 Lead-in

Please tranlate this sentence “ Do in Rome as Romans do”into Chinese Today we are going to read a passage about table manners at a dinner party.

Read the text fast and silently, find the answer to the question,

“Which of the following can be found in the text?”

how to place those things./ how to lay the table

Chinese table manners

how some Chinese start eating

the order of dishes

how to cook western food

how to use a napkin

things to pay attention to at dinner table

Step 2 Fast reading

Read the text quickly and summarize the main idea of each part

Part1 (Para1) laying the table and good table manners

Part2 (Para2-5) the order of dishes and good table manners

Part3 (Para6) table manners changing over time and places

Step 3 Careful reading

Read Para.carefully and answer the questions.

1.what can be found on a Western dinner table? What about on a Chinese one?

Is laying the table for a dinner party in Western countries and in China the same?

2. How is the table laid in Western dinner party?

Things found on a Western dinner table

a small plate; a large plate; a napkin; a small basket with a roll of bread; a glass for red wine;

a glass for white wine; a glass for water; two pairs of knives and forks of different sizes; a soup spoon; a dessert spoon

Things found on a Chinese dinner table

a bowl; a Chinese spoon; a pair of chopsticks; a small ornament to rest the chopsticks on; a small tray with a damp cloth; a napkin; a small glass fot spirits, a glass for beer of soft drinks.

How is the table laid ? a small,bread roll,glasses,knivesForks, plate, two spoons, napkin )

How to use the napkin at a western dinner party?

You can take your napkin , unfold it and put it on your lap when you sit down at the table .

Step 4 Read Para2-5 carefully and answer the questions.

1.Please number the follow dishes be served at a dinner party with the right order.

dessert 4 drinks 5 main course 3 starter 1 soup 2

What are good table manners ?

Pray and keep silent for a moment .Then say

“enjoy your meal”to each other and start eating .

Keep the knife in your right hand and the fork

in your left .

Never ask for a second bowl of soup.

Use your fingers when eating chicken or other birds.

Finish eating everything on your plate .

Speak quietly and smile a lot .

Raise your glasses and take only a sip.

Step 5 Read Para6 carefully and answer the questions.

1. What will you do if you are not sure what to do? You can always follow your hosts.

2. Why is it difficult for people to follow good table manners?

Table manners change over Time and places.

Competition

1)You eat with little noise and movement. ( )

2)Use the napkin to wipe the silver or china. ( F )

3)Wait until all dishes are served. ( F )

4)Try every kind of new dish and appear to enjoy it. (F )

5)Bread is taken by a fork. ( F )

6)A soup spoon should be left on the table. ( F )

7)Do not put much food in your mouth at a time. ( )

8)Try not to get your lips greasy when drinking. ( )

9)Do not drop any food on the table cloth. ( )

10)Do not make any noise when you eat. ( )

11)Talk when there is food in your mouth. ( F )

Step 6 Discussion

A friend from Britain named Jack invites you to have a dinner at his home at 7:00 pm.

What will you do if you want to leave a good impression?

Arrive on time . Say thanks and goodbye Follow table manners Knowing the manners will help you make a good impression

Step 7 Summary

1.How do you use forks and knives at the table in Western countries ?

We keep the knife in our right hands and the fork in our left.

2. What table manners does the text tell about ?

How to lay the table How to use forks and knives etc. How to behave to the table.

How to eat. How to toast and drink

Step 8 Useful Expressions:

pay a visit to sb./sth.=Pay sb./sth. a visit 拜访某人/某地

2. make /leave a …impression on sb. 给某人留下……印象

3. be/sit at the table 坐在桌边 at table 在吃饭

be at table 正在吃饭 sit at table 入席,坐下吃饭

4. start with = begin with

5. drink to…=drink a toast to… 为……祝酒,为……干杯

drink (to) one’s health 为某人的健康干杯

e.g. Let’s drink to our friendship. We drank (to) each other’s health.

6. too much much too

e.g. I’m afraid I’ve put you too much trouble. I’m afraid the gift may be much too expensive.

Unit 7

Teaching Aims：

1. Master the following words and expressions:

Restore,replace,recreate, in ruins, under attack, give ,in pieces,bring…back to life ,come true

2.Learn the following sentence patterns:

It is true that…

3. Improve Ss’reading ability

4. Enable ss to be aware of the significance of protecting cultural relics

Teaching Important Points:

How to improve ss’reading ability

Teaching Difficult points:

1.How to grasp the main idea of a paragraph

2.How to help the Ss masterthe use of some useful words and expressions

3. How to enable the Ss to use the sentence patterns correctly.

Teaching Methods:

1. Discussion method to make the Ss understand what they’ve learned in class

2. Pair work or group work to get every student to take part in the teaching-and-learning activities

Teaching Aids:

1.a recoeder 2. the blackboard

Teaching Procedures:

Step 1 Study the title and guess

What is the difference between “A City of Heroes” and “Heroes of a City”?

“A City of Heroes” focuses on (着重;强调)a city, and there are many heroes; while “Heroes of a city” focuses on heroes, who live in a city.

Step 2 Read the text fast and answer:

What makes the city very great?

A. the people of the city. B. the location(位置)of the city. C. the cultural relics of the city.

Step 3 Read the passage again, and find the topic of each paragraph.

Para1: the building of the city.

Para2: the destroying of the city.

Para3: the rebuilding of the city

Para4: the present situation of the city.

Step 4 True or false(P46 Ex.2)

1.The city of St Petersburg was rebuilt by Peter the Great. F

2. The Germans attack St Petersburg a hundred years ago. F

3.A portrait of Peter the Great was destroyed by Germans.

4.It was difficult for the people to rebuild the palaces.

5.Workers and painters used old photographs to help them rebuild the city.

6. St Petersburg will never be as beautiful as it was before. F

Step 5 Answer the following questions:

1.Who built the city? When and where ? Peter the Great Three hundred years ago

2. Who wanted to destroy the city? When? The Germans. In 1941.

3. What damage did they do to the city?

They burned many of the palaces and St Petersburg was almost in ruins: building were destroyed, and paintings and statues lay in pieces on the ground.

4. How long did the attack last? What did the people of the city do?

900 days They never gave up; they tried their best to protect the city

5. After the attack, what did the people of the city do? They rebuilt the city.

6. Was it very hard to finish the work? How did they do it?

Yes. They did it with the help of old paintings and photographs.

Step 6 Read the text carefully and answer the questions of each Paragraph

Paragraph 1

1.By whom was St Petersburg built? The Russian Czar, Peter the Great.

Where and when was St Petersburg built?

In 1703,St Petersburg was built on the banks of the Neva River.

Paragraph 2

Why has the city become an important part of Russian culture and history?

St Petersburg has been the centre of many important events in history. The events is the reason.

Paragraph 3

What is the paragraph about?

Rebuilding the great city was difficult, but the people of St Petersburg succeeded

Paragraph 4

The people of St Petersburg are heroes of the city, why?

Why is the city a city of heroes? (多选题)

A: the events. B: the people of the city C: Czar peter D: the building

Step 7 Summary

St Petersburg:: was builded over 300 years ago on the bank of Nave River

Builder: Peter the Great

Destroyer: the Germans

Protectors: the people of the city

The people of St Petersburg are the modern heroes of Russia.

Peter the Great: 1. the Russian Czar 2. strong, proud, built a new capital city

3. Many new beautiful palaces like something out of a fairytale were built during his lifetime.

the Germans: 1. Tried to destroy the city in 1941 2. Burned many of the palaces as they left

3. St Petersburg was almost in ruins when they left.

the people of the city: 1. never gave in facing the attack by Germans for 900 days.

2. not gave up restoring the city and its cultural relics though it seemed impossible.

3. A lot of work was done on rebuilding the city and its culture though it was very difficul.

Unit 8

Teaching Aims：

1. Imporove the Ss’reading ability fast-reading and reading

2.Enable the Ss to master the new words and expressions , as well as the language points

3. Train the Ss to love and take an active part in the sports

Teaching Important Points:

1. How to improve the Ss’ reading ability

2.How to write a summary

Teaching Difficult points:

1.How to grasp the main idea of a paragraph

2.How to use some useful words and expressions

Teaching Methods:

1.Discussion method to make the Ss understand what they’ve learned better

2.Pair work or group work to get every Ss to take an active part in the teaching-and-learning activities

Teaching Aids:

1.a recorder 2. the blackboard

Teaching Procedures:

Step 1 Lead-in

What do the five rings stand for?” Europe Africa America Asia Oceania

1.What is the themes (主题)of the Olympic Games?

The themes of the Olympic Games is the international friendship and world peace.

2.Which team enters the main stadium first, and which team enters last?

The Greek team enters first and the team of the host country enters last.

3. Where is the torch lit? It is lit in Olympia, Greece

Step 2 Fast Reading

When and where were the first Olympic Games in modern times?

Step 4 True or False

1.Both the summer and winter Olympics are held every four years. T

2. The modern Olympic Games began around the year 776 BC.

3. In the old times both men and women were allowed to take part in the Olympics Games.

4. The 27th Olympics were held in Los Angeles.

5. In Barcelona the Chinese team won 16 medals.

6.The 28th Olympic Games will be held in Beijing.

7、The first modern Olympic Games happened in the year 383 AD.( )

8、The Olympic Games were born in Greece.( T )

9、The 24th Summer Olympics were held in Barcelona in Spain.( )

10、Horse-riding is one of the unusual sports in the Olympic Games.( T )

Step 5 Careful Reading

Both the Summer and Winter Olympics are held every four years.

Time City

Atlanta

Sydney, Australia

(Winter Olympics) Salt Lake

Athens

Beijing

Step 6 Reading carefully and fill in the below form

Para2---4 Time Place Competitors Sports

the 1st old Olympics 776 BC Greece Olympia young men

women x (why?) (one item, one day)

the old Olympics running jumping wrestling….

393 AD stopped when Greece came under the rule of the Roman Empire (罗马帝国)

the 1st modern Olympics 1896 Greece Athens 311 (13 countries) many items

the 25th Summer Olympics 1992 Barcelona 8000 (150 countries) 250 (sailing,horse-

riding,shooting)

Step 7 Read Para5 and Listen to the tape

The Olympic motto : “Swifter, Higher, Stronger” “A nation(国家,民族)with a strong body

is the base(基础) upon which a society (社会) can be built into prosperity (繁荣) ”

Para 6: To hold the Olympic Games is a rich prize for a country.

Every country wants to be the sponsor(主办)of the Olympic Games. Why?

much richer ,stronger show national power(国力) famous

carry forward( 弘扬)the spirit of the Olympic Games

Step 8 Read the text again and Summary the main idea of each paragraph

What’s important Olympic events happened/will happen in the following years?

In 776BC: The ancient Olympic Games began

After about the year 393AD: the Olympic Games stopped.

In 1896: The first Olympic Games in modern times happened.

In 2000: The 27th Olympic Games was held in Sydney

In 2008: The 29th Olympic Games will will be held in Beijing

Summary the main idea of each paragraph

The 1st: The Olympic Games are held every four years.

The 2nd: Something about the old Olympic Games.

The 3rd: Something about the Olympics in modern times and the 27th Olympic Games.

The 4th: The Olympic motto and something about the track star: Carl Lewis and the Chinese team in Sydney Olympics.

The 5th: Beijing will host and is making preparations for the 29th Olympic Games.

Step 9 Discussion:

The 29th Olympic Games will be held in Beijing in 2008. What shall we Chinese do for the city? What will Beijing look like at that time?

Integrating skills

Fast reading:

Q1. What does Yao Ming do?

Q2. Why is he so famous?

Detail Reading:

Name : Yao Ming Sex : male Nationality: Chinese

Birthplace: Shanghai, China Date of birth: Sept.12.1980 Weight: 134Kg Height: 2.26m

Job: basketball player Position: centre Club: the Houston Rockets

His parents’ job: famous basketball players

His interest as a young boy: learn to play the world’s most popular games

Unit 9

Teaching Aims：

1. Train the Ss’reading ability

2.Learn and master the following words and phrases

Teenager, press, function ,image ,feature, throughout the world ,more than,add…to, remind sb.about sth,obey the rules,stay in touch with,in case of, at least,according to

Teaching Important Points:

1.Learn and master the following phrases

throughout the world ,more than,add…to, remind sb.about sth,obey the rules,stay in touch with,in case of, at least,according to

2.How to make the Ss understand the text better

Teaching Difficult points:

1.Master the difference between the following phrases: no matter wh-/wh-ever ,in case of/ in case

2.Understand the following sentences

(1) Having a cell phone also makes us feel safer , since we can for help in case of an emergency

(2) Wang Mei is one of many Chinese teenagers who live life on the go and use cell phones

Teaching Methods:

1.Discussion to arouse the Ss’interest in the text

2. Fast reading to let the Ss get the general idea of the text

3. Question-and-answer activity to let the Ss get the detailed information in the text

4. Making sentences to have the Ss master some language points

Teaching Aids:

1. a recorder 2. the blackboard

Teaching Procedures:

Step 1 Lead-in

(Show a mobile phone to the students) Answer the following questions

1.Have you ever used a cell phone? Do any of your classmates have cell phones?

Step 2 Read the passage again ,and try to find the main idea of each paragraph

1.Wang Mei is an example of Chinese teenagers who have cell phones.

2.Cell phones can be used for many things.

3.Cell phones also cause problems

4.There are several reasons why teenager like cell phones

5.Wang Mei explains why she likes her cell phone and what she used if for.

Paragraph 1 Enjoy the life on the go

Paragraph 2 New functions are being added

Paragraph 3 Cellphones can not be used in school.

Paragraph 4 Several reasons why teenagers like cellphones.

Paragraph 5 We enjoy the life with cellphones.

The main idea

It discusses the increasing popularity of cellphone in Chinese society. Cellphones are everywhere and have positive and negative effects on our life.

Step 3 Look at the outline of paragraph 2,3 and 4 and try to fill in the blanks

2.Cell phones can be used for many things.

For example: Cell phones are used as cameras, Radios and electronic calendars, and to send E-mail,surf the Internet,play games and enjoy music.

Step 4 Answer the following questions:

1.What does the title “Life on the go” mean?

It means the high pace of modern life and to the fact that portable devices, like cellphones and laptops, are becoming popular.

2. Why do some schools not let students use cellphones?

Cellphones can distract students in class; cellphones may make students spend more time talking on the phone than doing homework

3. Why do teenagers like cellphones so much?

Safety and the cool factor; the desire to be liked by others.etc.

4.Wang Mei says that cellphones are the most useful? Why?

Step 5 Read the text once again, fill in the blanks below:

1. Tell us some functions of cellphones:

Talking to people

Sending messages and images(pictures)

Playing games

Taking photos

Listening to radios and music

Sending e-mail or surfing the Internet

Reminding you about appointments

(3G cellphone)talking to people face to face

2.Cellphones may cause problems,such as:

In school,cellphones may disturb lessons.

Students may spend too much time and money on phone calls.

3. Teenagers like cellphones because …

1. Cellphones help us stay in touch with friends and family.

2. They can call for help in case of an emergency.

3. They think the cellphone is a way to have fun and be cool.

Step 6 Read through the text and tell if the following statements are true or false:

Wang Mei will be back home 10 minutes later. T

We may talk to anyone who also has a cell phone in his pocket. T

Now cell phones can be used as cameras, but not to send email or surf the internet.

Some important days can be reminded about by the earliest cell phones.

Some students disobey the rules and using their phones in the classroom.

John’s parents gave him a cell phone as a Christmas gift, but don’t let him use it in school

Wand Mei calls her best friend at least once a day. T

Unit 10

Teaching Aims：

1. Do some reading to improve the Ss’ reading ability

2.Help the Ss to know that we mustdo what we can to protect the animals and plants around us

3.Learn some useful words and expressions

Teaching Important Points:

1. Improve the Ss’ reading ability

2.Master the use of some important words and expressions

Teaching Difficult points:

How to help the Ss improve their reading ability and help them to know the importance of environmental protection

Teaching Methods:

1. Fast reading and careful reading to get the general idea and detailed information of the passage

2. Discussion and explanation to help the students understand the passage better

3. Listening and reading to improve the Ss’ pronunciation

4.Pairwork and individual work to make every student work in class

Teaching Aids:

1. a recorder 2. the blackboard

Teaching Procedures:

Step 1 Listening

What kind of pollution is it? air pollution

What are the causes? Causes: cars, factories, burning coal and oil

What are the effects? Effect: Human beings and animals can not breathe fresh air any more and may be poisoned.

water pollution

Causes: factories and drainage

Effect: Dead fish everywhere. We can not use and drink the water.

waste pollution

Causes: tourists

Effect: The world around us will be ugly, dirty. We will have a really bad environment.

Step 2 Scanning ( T or F )

1.Human beings always do as they say.

2.It’s late for us to take measures to keep animals and plants from dying out.

3.A species may die out if humans or other animals use too much of a plant or kill too many animals.T

4.Planting a tree is a way to create more space for animals.T

5. We often take good care of ourselves and planet .

6.Since many living things have already died out,we must do something to protect other living things.T

7.Plants and animals will be endangered when they can’t adapt to the change of their habitat.T

8.Plants or animals don’t have to change when a new species comes.

Step 3 Intensive reading

1.Why do animals & plants become endangered?

2.What can we do to protect animals & plants that are being endangered?

Main reasons:

Destruction of human beings.

Introduction of a new species.

Overuse of a plant and over-hunt for animals.

Lack of food.

Pollution.

Main idea of the text.

It’s about why a species becomes endangered and what we can do to protect plants & animals from becoming endangered.

Para 1. Many animals and plants have died out and some others are in danger

Para 2. Why do animals and plants become endangered?

Para.3. What can we do to keep animals and plants from being endangered?

Step 4 Listen to Para 1, answer questions:

1. Who is Steve Jones?

2. What does an environmental expert do?

3. Why should we take care of the planet and ourselves?

Listen to Para2, answer questions:

1. Can you explain what the habitat is like?

2. What will happen if the habitat is changed?

3. Why do some original species become endangered if a new species arrives?

Listen to Para 3, answer questions

1. What can we do to protect the animals and the environment?

2. Is it possible that people would be endangered?

Why do animals and plants become endangered?

Habitats are changed

New species arrive

Resources are overused

Animals are are over killed

Environment is polluted

1. Why is it important to make sure that animals do not die out?

If animals die out, our ecosystems will be destroyed and we human beings will die out, too

2.What can we do to help endangered animals?

We can stop people cutting too many trees, killing animals and polluting rivers. We can tell people to protect from now on.

Step 5 Choose the best answers

1.Steve Jones talks to the group ______. B

A. in a lecture hall of a university B. when he ‘s showing them around a park

C. In a zoo in Birmingham D. In a green park in London

2. The environment in which certain animals or plants are used to living is known as their ______. D

A. land B.species C. Park D. habitat

3. How many reasons does Steve Jones list to show how a species become endangered? A

A.3 B.2 C. 4 D.1

4. In what way nature seems to be cleverer than human beings? A

A. it does not drink. B. it always stays calm. C. it is a better recycler D. it never makes mistakes

5. What does “reduce” means? C

A. we must reduce the amount of food we eat. B. we must smoke less.

C. we must throw away less rubbish. D. we must control the world’s population

6. Which of the following is a way of “respond”?B

A Reply when asked a question B Show others how to protect the environment.

C try not to use harmful things. D Repair things and use them longer.

7. Which can be used as another title for passage 1? C

A. a lecture on the Tour B. Steve Jones

C. The Green park on Birmingham D. Action speak louder than words

8. Which is the best title for passage 2? C

A. Ecosystems B.Air , water and Energy

C.Four ways to care about nature D.Reduce the amount rubbish

Step 6 Discussion:

Think of things you could do to protect the environment. Write a list like Jennifer

Unit 11

Teaching Aims：

1.Train the Ss’ reading ability

2.Improve the Ss’communicating ability

3. Let the Ss know about the different styles of music in the world

Teaching Important Points:

1.Learn and master the following words and phrases

On the radio,in common, combine,variety

2. Improve the Ss’ reading ability and help the Ss understand the passage exactly

Teaching Difficult points:

How to help the Ss further understand the passage and finish the relevant tasks correctly

Teaching Methods:

1.Fast reading and careful reading to train the Ss’reading ability and understand the passage better

2.Discussion to improve the Ss’ability to communicate with each other

Teaching Aids:

1. a recorder 2.the blackboard

Teaching Procedures:

Step 1 Skimming

What is the passage about ? It’s a brief look at some of the exciting musical styles from around the world.

Step 2 Read the passage quickly and answer the following questions

1.How many styles of music does the author write about ? What are they?

Six They are blues, jazz, rock, hip-hop, rap, Latin music

2.Why does the author write this passage?

Because he wants to introduce some of the exciting music styles from around the world.

Step 3 Fast reading

3.Who are the two stars of Latin music mentioned in the passage?

Santana and Ricky Martin.

Step 4 Scanning

Read the passage slowly to get some details and then do the following :

I True or False questions and correcting the error

1.( ) There are only a few styles of music in the world.

2.( ) Blues is a new style of music.

3. ( ) Hip-hop and rap are completely different from blues and rock.

4. ( T ) Santana is a well-known Latin music artist.

5. ( ) Rappers sing the words to their music.

6. ( T ) There are many Spanish-speaking people in both North and South America.

Step 5 Intensive reading

kind Where is it from? Where is it popular?What are their characteristics?Famous singers/stars

Blues African songs US A way for…

Jazz Blues music US

Rock Blues music US

Hip- hop US fast/slow, combine

Rap US speak/“rap”

Latin music South/Latin America US/Spanish-speaking countries SantanaRicky Martin

Step 6 Choose the best answer

1. From Paragraph1 we can infer that___. A

A.There are many more kinds of music all over the world than we can hear on the radio or on TV.

B.There are not many kinds of music all over the world.

c.It is probable that few people like pop music.

D.Most of us probably have our favorite performers,stars or bands

2 .What is the most important characteristic of rap music?____ B

A.It combines other styles of music. B.The way it is sung is very special.

C.It can be fast or slow. D.It has something in common with blues and rock.

3.What do we know about Ricky Martin from the text?_______ D

A.He is popular in Spanish-speaking countries.

B.He is an American but speaks Spanish.

C.He is a rap singer.

D.He is not only well-known in Spanish-speaking countries but all over the world.

4.Where do you think Latin Music will be very much liked according to the text?______ B

A.Where there are many young people.

B.Where there are many Spanish-speaking people live.

C.Where there are many English-speaking people.

D.Where many Africans live.

5. Blues music comes from ________ . C

A. Latin America B. North America C. Africa D. Spain

6. The blues was brought to the US by _______ . B

A. African singers B. African artists C. African Musicians D. African slaves

7. The word “rap” in Paragraph 3 means “_______” . C

A. to sing and dance along with the beat. B. to peak the song words and dance along with the beat.

C. to sing and rap along with the beat. D. to speak the song words and rap along with the beat.

8. According to the passage, which of the following statements is true? D

A.Jazz, rock ,hip - hop , rap and Latin music are new musical styles.

B.Now blues is not popular in the US any more.

C.Hip - hop , rap and Latin music are very popular in the US.

D.Hip - hop and rap are completely the same as blues and rock.

9. In the US, where there are many Spanish – speaking , Latin music is a big part of the culture. The culture here refers to ______. B

A.African culture B. Spanish-speaking people’s culture C. Latin culture D. Spanish culture

Step 7 Post-reading

Listen to the tape and then have a discussion of the following questions:

1.Where does blues music come from?

Blues music came from Africa music that was brought to the United States by slaves.

2. What does the word “rap” mean?

To rap is to speak the words of a song along with the beat.

3. Why is Latin music so popular in the Us? Is it popular in China?

Latin music is popular in America partly because of the fact that the US has a large Spanish-speaking population, but also because of the success of such artists as Santana and Ricky Martin. No, it is not very popular in China.

4. What have you learned from the passage?

Different styles of music make the world more colorful.

Step 8 Find out the topic sentence of each paragraph.

Paragraph1: There is a world of music out there.

Paragraph2 Blues music has a long history

Paragraph3: Today’s American music culture contains many different styles.

Paragraph4: Latin music has spread all over the world

Paragraph5 There is a wide variety of new music to be discovered in every corner of the world.

Unit 12

Teaching Aims：

1.Train the Ss’reading ability

2. Learn and master the following phrases

In trouble, come across, fight against, succeed , share ,believe in

Teaching Important Points:

1. Let the Ss understand the text better

2. Tell the differences among the following phrases

Used to do/be used to do/ be used to doing

Teaching Difficult points:

1. Master the following sentence patterns

(1) make sb./sth +adj.

(2) It is +adj.+to do sth

2.Master sentence pattern

Teaching Methods:

1. Question-and-answer activity to help the students to go through with the whole passage

2. Careful reading to find out the detailed information about the passage

3.Pair work or group work to make every student work in class

Teaching Aids:

1.a recorder 2. the blackboard

Teaching Procedures:

Step 1 Lead-in

Have you seen the film”Harry Potter”? Can you tell us something about the film?

Step 2 Fast reading

Write the letter “T” if the sentence is true. Write “F” if the sentence is false, and then give the right information

1 ( ) Harry Potter is a world-famous writer.

2 ( T ) Harry is a boy with a scar on his forehead.

3 ( ) Harry is very happy before he goes to Hogwarts.

4 ( ) Harry goes to an ordianry school.

5 ( T ) Harry learns a lot about the real world at Hogwarts.

6 ( ) Rowling’s books are about magic and strange creatures, they don’t tell us something about the real world.

Step 3 Read the text again and summary the main idea of each paragraph

Para.1 It is a world of magic and wonders, a world where anything can happen

Para.2 Harry seems like a normal boy , but his life is miserable

Para.3 Hogwarts is an unusual school

Para.4 Harry has to fight against bad wizards and do the right thing

Step 4 Find out the key word of each paragraph as fast as you can. (team match)

JK Rowling , the author of the book and her books

Harry Potter, the hero in the books

Hogwarts , the place where the story happens

Harry’s feeling , which readers share

Step 5 Answer the following questions

1.Why is Harry Potter’s life miserable before he goes to Hogwarts?

Because his parents are dead and the family which he is living with treats him badly.

2.What does Harry learn about himself at Hogwarts?

At Hogwarts, Harry learns the truth about his past, a dark secret that will make his life and his choices more difficult.

3.Why does Rowling use strange creatures in her books?

3.高中语文教学设计全套 篇三

1、通过现象观察，分析、猜测水到哪里去了 2、通过活动体验，研讨影响水蒸发因素 3、通过模拟实验，感受水蒸发特点，研讨水和水蒸气的区别 科学态度 细致观察生活、尝试解释生活现象 重点 1、常温下，水会蒸发到空气里去 2、蒸发是水的一种形态 3、水和水蒸气有相同点也有不同点 难点 1、通过现象观察，分析、猜测水到哪里去了 2、通过活动体验，研讨影响水蒸发因素 3、通过模拟实验，感受水蒸发特点，研讨水和水蒸气的区别 教学过程 教学环节 教师活动 学生活动 设计意图 导入新课 展示图片，聚焦问题：

我们已经知道水是一种液体，没有固定的形状，但有一定的体积。水还可能有其他的形态吗? 学生猜测回答 单刀直入，激发兴趣 讲授新课 一、探究1 1、试着解释下面的现象，你认为水到哪里去了?（展示图片）2、水变成什么物质跑到空气里去了？ 教师点拨：

在常温下，水会慢慢变成水蒸气散发到空中，这种现象叫做蒸发。

3、教师小结 蒸发是水从液体变成气体的现象。（展示示意图）4、活动体验（1）请做以下这些活动，体验湿手变干的时间是否一样？ ①手心向下，手背向上 ②对一只手吹气 ③甩动一只手（2）活动手册 活动 体验 探究 手心向下，手背向上 对一只手吹气 甩动一只手 ……（3）教师小结：影响蒸发快慢的因素 ①液体的温度 ②液体的表面积 ③液体表面上方空气的流动速度 二、探索2 说一说我们在生活中还遇到过哪些类似现象？ 教师点拨：

①水洼的水会变干涸 ②煮食物时，锅里的水越来越少 ③晾干衣服 ④吹干湿发 …… 三、探索3：模拟实验 1、导入 用实验证明我们的解释。

2、工具与材料 两杯水、橡皮筋、保鲜膜、透明塑料盒、白板笔 3、实验（1）（1）实验过程 ①向两个大小相同的杯子里加入等量的水，标出水的高度。

②用塑料薄膜盖好其中一个杯口，并用橡皮筋固定。

③另一个不盖。

④把它们放到通风和向阳的位置。

⑤2-3天后，观察两个杯子中水量的变化。

（2）注意事项 ①为什么要放到通风和向阳的地方？ ②为什么要把其中一个杯口封住？（3）研讨1 怎样解释两个杯子出现的不同现象?依据是什么? 引导学生填写活动手册 现象 怎么解释 依据 封口水杯 开口水杯 教师点拨：封口水杯里的水基本没少，因为水蒸发后没有跑到空气里去；

开口水杯里的水少了，因为水蒸发后跑到空气里去了。依据是在常温下，水会慢慢变成水蒸气散发到空中。

4、实验（2）（1）实验过程 ①将透明的塑料盒倒扣在地面上 ②放置一段时间 ③观察盒中变化（2）研讨2 你在透明塑料盒中看到了什么?你认为它们是什么? 引导学生填写活动手册 你在透明塑料盒中看到了什么 你认为它们是什么? 教师点拨：

在透明塑料盒上看到了小水滴，它们是水蒸气遇冷编成的。

5、研讨3 水和水蒸气有什么相同和不同? 引导学生填写活动手册 教师点拨：

相同点：无色、无味、透明 不同点：水是看得见、摸得着，水蒸气是看不见、摸不着。

四、课堂练习（一）判断下列说法正误 1、水只有沸腾才能蒸发。（）2、水蒸气跑到空气里去了。（）3、湿手变干、衣服晾干的缘由是水变成水蒸气跑了。（）4、水蒸汽和水一样无色、无味、透明、看得见、摸得着。（）5、两杯温度相同的水，它们蒸发的快慢也一定相同。（）6、水蒸气是水的一种形态，物质没有发生变化。（）（二）问答题 1、怎样让衣服干得快些？ 2、干手器是通过什么方式来加快水分蒸发？ 教师点拨：

1、①把衣服展开 ②放在阳光下 ③挂在通风的地方 2、①提高液体温度 ②加快空气流动 五、拓展提高：动脑筋，想一想 为什么游泳时刚从水里出来会感觉冷？ 人吹电风扇时，为何会感到凉快？ 教师点拨：

蒸发的过程会吸收热量 六、作业布置 业余时间到图书馆或利用网络查阅：怎样减少蒸发？ 学生试着去解释交流：跑到空气里去了。

学生回答：水蒸气 学生依次做活动，并认真体验 学生填写活动手册，并交流 学生回忆、交流 学生准备工具材料 学生按步骤实验，认真观察现象 学生回答：加快蒸发速度，缩短实验时间 学生回答：防止水蒸气外逃，更好地进行对照实验 学生研讨交流，填写活动手册 学生实验并观察 学生研讨交流，填写活动手册 学生研讨交流，填写活动手册 学生独立完成 学生思考交流 学生课后完成 初步让学生了解水蒸发是怎么回事 通过体验活动，了解影响蒸发的因素 培养学生留心观察生活现象的品质 通过模拟实验，感受水蒸发特点，研讨水和水蒸气的区别 检测知识掌握和运用情况 了解蒸发吸热的特点 培养动手查阅、自主学习的能力 课堂小结 通过本节课的学习，我们知道水蒸气是水的另一种形态，水蒸发后变成水蒸气跑到空气里去了，同时又知道水蒸气和水都是无色、无味、透明的，但水可以看得见、摸得着，水蒸气是看不见、摸不到的。在活动体验中，研讨水蒸发特点和影响蒸发快慢的因素，培养了我们细致观察生活、尝试解释生活现象的科学态度。

总结课堂 板书 蒸发 水 水蒸气（液体）吸热（气体）板书设计 教科版科学三年级上册1.2《水沸腾了》教学设计 课题 水沸腾了 单元 1 学科 科学 年级 3 学习目标 科学知识 1、掌握温度计和酒精灯的使用方法 2、了解汽化的两种方式 3、了解水沸腾时的特点和条件 4、辨别蒸发与沸腾的区别 科学探索 通过给水加热的活动体验，观察水沸腾现象，探索其特点、形成的条件以及与蒸发的异同 科学态度 1、认识到正确使用试验设备的重要性 2、培养严谨实验态度 重点 1、掌握温度计和酒精灯的使用方法 2、了解汽化的两种方式 3、了解水沸腾时的特点和条件 4、辨别蒸发与沸腾的区别 难点 通过给水加热的活动体验，观察水沸腾现象，探索其特点、形成的条件以及与蒸发的异同 教学过程 教学环节 教师活动 学生活动 设计意图 导入新课 展示图片，聚焦问题：

同学们，大家一定见过热气腾腾的饭锅吧。如果我们不停地给里面的水加热，会出现什么情况? 学生思考 提出问题，引发思索，进入学习角色 讲授新课 一、探索1：怎么测量水温 1、承接聚焦问题，引导学生探索：说一说或画一画我们对这个问题的看法。

教师点拨：

水温很高，水会沸腾，热气腾腾，…… 2、怎么用温度计测量水温？ 教师指导：

◆手拿温度计的上端。

◆将温度计下端浸入水中，不能碰到容器的底与壁。

◆视线与温度计液面持平。

◆在液柱不再上升或下降时读数（测量连续变化的温度时除外）◆读数时温度计不能离开被测的水 3、实战演练 下列测量水温的方法哪种是正确的？说明理由。

教师点拨：

A.温度计下端碰到容器底部 B.温度计碰到容器壁 D.视线与温度计液面未持平 C.正确 二、探索2：给烧杯里的水加热，观察和记录水在加热过程中的变化 1、模拟实验（1）工具与材料：三脚架、酒精灯、石棉网、、温度计、烧杯和水、漏斗、秒表、塑料袋、试管夹、火柴（2）实验装置 依次按照三脚架、石棉网、酒精灯、烧杯、温度计的顺序安装好实验装置（3）酒精灯的结构 常见酒精灯一般由灯体、灯芯、灯帽和酒精四大部分所组成。（展示结构示意图）（4）酒精灯的火焰 酒精灯的火焰分为外焰、内焰、焰心三部分，其中外焰温度最高，所以常使用外焰加热物体。（展示结构示意图）（5）酒精灯的使用 ①检查酒精灯是否能正常使用 正常使用的酒精灯要求：

◆酒精灯灯体无破损；

◆酒精灯内酒精量不少于四分之一且不高于三分之二；

◆灯芯应浸润酒精且不宜太短，一般高出灯体0.3~0.5cm。若灯芯顶端不平或焦掉则用剪刀剪平。

②点燃酒精灯 ◆取下酒精灯灯帽，使用火柴或打火机点燃灯芯 ◆绝对禁止用另一个燃着的酒精灯去引燃 ③酒精灯的加热 ◆因为酒精灯外焰温度最高，所以常使用外焰进行加热。

◆用试管加热固体物质是应注意预热，防止试管受热不均而炸裂。

◆预热方法是将试管在灯焰上缓慢来回移动，使试管受热均匀。

④酒精灯的熄灭 ◆酒精灯使用完后用灯帽盖住熄灭，禁止用嘴去 吹灭。

◆熄灭酒精灯后应再提一下灯帽，方便下次使用时打开。

（6）实战演练 仔细观察，对酒精灯的使用正确的是哪些？为什么？ 教师点拨：

使用正确的是①③，②错在用酒精灯点燃酒精灯，④错在用嘴吹灭酒精灯（7）实验操作与要求 ①在烧杯中加入一些清水，放在火上加热 ②观察加热过程中水的变化和温度的变化，记录水沸腾时的温度 ③观察水沸腾时，水中、水面和水面之上的各种现象 ④将套有塑料袋的漏斗放在沸腾的水面下（塑料袋被挤压过），观察袋子的变化（8）温馨提示 此实验主要观察水沸腾前后发生的变化：

一听：水沸腾前后的声音变化 二看：水沸腾前后温度和气泡的变化 三记：当水温升高到90℃时，每隔1秒记录一次温度计的示数直至水沸腾后3-5秒 四画：画出水沸腾前后温度随时间的变化图象 2、填写活动手册（1）加热过程中水的变化 水在沸腾前 水在沸腾时 气泡 温度 声音 教师点拨：

水在沸腾前气泡由大变小，温度逐渐升高，声音较大；

水在沸腾时气泡由小变大，温度保持变，声音小。

（2）实战演练 猜猜气泡出现的时间（3）加热过程中水温变化 时间 0 1 2 3 4 5 6 温度 教师总结：水加热时温度一直上升，但沸腾时温度保持不变。

（4）画出水沸腾前后温度随时间的变化图象（展示图像）3、活动结论（1）沸腾是在一定温度下才能发生的在液体表面和内部同时进行的剧烈的汽化现象。

（2）各种液体在沸腾时温度不变，这个温度叫做沸点。

（3）拓展：温度计100℃就是以水沸腾时的温度为基础规定的。

4、讨论 （1）如果停止对水加热，会出现什么现象？ 教师提示：

水的沸腾要继续吸热。

（2）液体沸腾必须具备哪两个条件？ 教师提示：

二者同时具备，缺一不可。

（3）将套有塑料袋的漏斗放在沸腾的水面下（塑料袋被挤压过），塑料袋发生怎样变化？ 教师提示：

水在沸腾时，烧杯底部形成大量气泡，上升，变大到水面破裂开来，里面的水蒸气散发到空气中。

（4）水变成水蒸气后，体积会发生怎样的变化？ 三、探索3：比较蒸发和沸腾异同 蒸发 沸腾 相同点 不同点 发生部位 液 温度条件 剧烈程度 液温变化 教师适当点拨 四、课堂练习（一）判断下列说法正误 1、将温度计下端浸入水中，不能碰到容器的底与壁。（）2、水的沸点是100℃。（）3、蒸发和沸腾都是汽化现象，都是液态变为气态，都吸热。（）4、水变成水蒸气后，体积会变小。（）5、水在加热过程中产生的水泡就是水蒸气。（）6、水沸腾时温度保持不变。（）（二）问答题 想一想：小试管中的水能沸腾吗? 教师点拨：

当大试管中的水沸腾后，温度不再升高，小试管中的水虽能达到沸点，却不能继续通过大试管中的水吸热，所以不能沸腾。

五、拓展提高：几种液体的沸点 六、作业布置：魔术揭秘 我们常常在一些魔术表演或是街头巷尾的江湖艺人中看到“油锅取物”这个表演。锅里的油冒着热气沸腾着，这么烫的油，手不会烫伤吗?请查阅相关资料结合本课有关知识解释原因。

学生或说或画，互相交流 学生自由回答 学生演练 学生准备工具与材料 学生按老师指导进行组装 学生认真听 学生认真听 学生认真听 学生演练 学生按要求实验 学生观察填写各项活动体验记录 学生演练：第一个是水沸腾前，第二是是沸腾时 学生继续填写活动手册 学生在图像上画出不同时间的温度点，用线平滑连接 学生认真听 学生回答：水会停止沸腾 学生回答：

a、达到沸点 b、继续吸热 学生回答：塑料袋会膨胀起来 学生回答：体积变大 学生探究研讨并填写 学生独立完成 学生认真阅读 培养学生先对现象进行猜测，为下步的验证做准备 掌握温度计的使用方法 巩固温度计的使用要领、学生会安装实验设备 了解酒精灯的结构、火焰结构以及酒精灯的正确使用方法和注意事项 巩固酒精灯使用方法 学生做给水加热实验，观察沸腾现象，探究水沸腾特点 巩固沸腾特点 了解水加热时温度的变化特点 学生认识了解温度变化曲线图 了解沸腾、沸点的科学概念 通过讨论，了解沸腾的条件等 了解蒸发和沸腾的区别 检测知识掌握和运用情况 了解不同液体的沸点，拓宽学生知识面 激发探索科学奥秘兴趣 课堂小结 通过这节课学习，我们掌握了正确测量水温的方法和怎样正确使用酒精灯，知道沸腾和蒸发一样都是水的汽化现象，了解沸腾必须具备的两个条件。通过给水加热的活动体验，知道实验器材的组装和使用，比较沸腾与蒸发的异同点，培养了我们严谨的科学态度。

总结课堂 板书 温度计、酒精灯使用 沸腾 水沸腾了 给水加热 沸点 蒸发和沸腾区别 板书设计 教科版科学三年级上册1.3《水结冰了》教学设计 课题 水结冰了 单元 1 学科 科学 年级 3 学习目标 科学知识 1、水在0℃结冰 2、温度使水的形态发生变化 3、水结冰的过程叫凝固 4、水结冰后体积变大 科学探索 1、通过活动体验，探索水结冰过程发生的变化。

2、辨别水和冰的异同点 3、查阅资料，了解冰在生活中的广泛应用 科学态度 1、认识冰对生活的重要性 2、培养比较思维能力和科学探索精神 重点 1、水在0℃结冰 2、温度使水的形态发生变化 3、水结冰的过程叫凝固 4、水结冰后体积变大 难点 1、通过活动体验，探索水结冰过程发生的变化。

2、辨别水和冰的异同点 3、查阅资料，了解冰在生活中的广泛应用 教学过程 教学环节 教师活动 学生活动 设计意图 导入新课 展示图片，聚焦问题：

水，在常温下会蒸发；

如果温度升高，在蒸发的同时，达到一定温度还会沸腾。那么，请大家想一想，如果一直让水的温度下降、会出现什么情况? 教师小结：

水会结冰，例如冬天房檐下的冰、冬天水面的冰等。

（展示图片）学生回答 单刀直入，激发学习兴趣 讲授新课 一、探索1：你见过冰吗？ 你见过冰吗？说出来与大家一起分享。

教师点拨：

①冰瀑 ②冰川 ③漂浮的冰块 ④枝条上的冰 ……（展示图片）二、探索2：活动体验 1、导入 水是怎样结成冰的？水结冰的过程中发生了哪些变化？ 2、模拟实验（1）工具与材料：橡皮筋、烧杯、试管、食盐、碎冰、温度计（2）实验操作 ①在一支试管中加人约四分之一的清水，温度计固定在橡皮塞上插入试管，测出水温，并在水面处用橡皮筋做好标记 ②将装有清水的试管放入盛满碎冰的容器中，用温度计测量试管中水的温度 ③往容器里加入食盐，温度计插入水中的位置保持不变，等待试管中的水结冰 ④当试管中的水开始结冰时，记录温度。水完全结冰后，在试管上标记冰柱的高度（3）注意事项 ①正确使用温度计，注意轻拿轻放，不要碰到试管壁 ②及时做好实验记录，特别是观察冰水混合物的温度 ③维护课堂纪律，实验时轻声交流（4）疑难解答 碎冰中为什么要加盐？ 教师点拨：

一种物质分散于另一种物质中成为溶液的过程称为溶解。

（5）实验观察，填写活动手册 温度 其他变化 在试管清水中 插入碎冰中 碎冰加入食盐后 试管水开始结冰 得出结论 教师点拨：

水在0℃时会结冰，是温度使水的状态发生改变，水结冰后体积变大。

三、研讨 1、水结冰后有哪些变化? 2、冰还是水吗？ 教师通过水的三态讲解来引导学生选择回答 水的三种形态表 形态 种类 形成 液态 云、雨、雾、露 水蒸气遇冷形成的小水滴 固态 冰、雪、霜、冰雹 水或水蒸气在0℃以下形成的小冰晶 气态 水蒸气 水或水蒸气在0℃以下形成的小冰晶 3、观察并比较水和冰有哪些相同点与不同点 教师点拨：

相同点：无色、无味、透明 不同点：

水：无固定形状、会流动、液体 冰：固定形状、不流动、固体 4、拓展 什么是汽化和凝固？ 教师点拨：

水变成水蒸气的过程叫汽化。

水变成冰的过程叫凝固。

（展示示意图）5、人们怎么利用冰满足生活的的需求？ 教师点拨：

①保存海鲜 ②降温 ③冰雕 ④冷饮 …… 四、课堂练习：判断下列说法正误 1、水结冰后体积没变，质量变大。（）2、冰、水蒸气都是水，只是形态不同，物质没变。（）3、冰可以雕刻出各种各样的艺术品。（）4、冰是水遇冷后形成的晶体。（）5、温度使水的形态发生了改变。（）6、水在常温下蒸发，在0℃结冰，在100℃沸腾。（）五、拓展提高：怎么样制造冰花 1、制作过程 ①选择一个器皿，形状可以是多样的。在器皿中放满水，注意水可以有颜色，但不宜深色 ②在水里放一些自己的装饰，但要求是浸在水中 ③选择一条绳子，绳子是当水结冰以后冻到水里，而且绳子一定要能承担冰的重量 ④放到室外，冷冻，当结冰，冻实就做好了美丽的冰花 2、自制冰花欣赏（展示图片）六、作业布置 回家做一块冰，再对它进行仔细观察，看看你又会有哪些新的发现？ 学生回忆，交流 学生准备实验工具与材料 学生合作完成实验过程 学生回答：盐可加速冰的溶解，降低水温 学生填写活动手册，并互相交流 学生研讨回答：水结冰后形态发生变化：有固定的形态、不流动、固体，而且体积变大。

学生认真听，听后选择回答 学生观察比较，填写活动手册，互相交流 学生认真听 学生回忆、查阅交流 学生独立完成 学生课后可以制作 学生课后完成 让学生认识冰 通过活动体验，探索水结冰过程发生的变化。

辨别水和冰的异同点 了解冰在生活中的广泛应用 检测基本知识掌握情况 培养学生动手能力和对冰装点生活作用的理解 继续探索科学奥秘 课堂小结 通过这节课的学习，我们知道水在0℃下会结冰，温度使水的形态发生改变，水结冰的过程叫凝固，水结冰后体积会变大。通过模拟活动体验，探索水结冰过程中发生的变化，在比较中辨别水与冰的异同点，联系生活实际，了解冰在现实生活中的应用，让我们认识到冰的重要性，培养了探索自然奥秘的兴趣。

总结课堂 板书 水结冰了 0℃ 水 冰（液体）凝固（固体）板书设计 科教版科学三年级上册1.4《冰融化了》教学设计 课题 冰融化了 单元 1 学科 科学 年级 3 学习目标 科学知识 1、什么是融化 2、冰融化成水的原因 3、冰融化时的温度変化与体积变化 4、水、水蒸气和冰的异同点及其相互转化关系 科学探索 1、通过活动体验，探索冰融化的原因及其温度、体积变化状况 2、结合拓展资料，研讨水、水蒸气和冰的区别及其相互转化关系 科学态度 感受、体验物质状态变化的可逆性 重点 1、什么是融化 2、冰融化成水的原因 3、冰融化时的温度変化与体积变化 4、水、水蒸气和冰的异同点及其相互转化关系 难点 1、通过活动体验，探索冰融化的原因及其温度、体积变化状况 2、结合拓展资料，研讨水、水蒸气和冰的区别及其相互转化关系 教学过程 教学环节 教师活动 学生活动 设计意图 导入新课 展示图片，聚焦问题：

用碎冰和加食盐的方法可以使水温下降到0℃，水开始结冰。想一想，反过来，如果给冰加热，会看到什么现象？说说你的看法。

学生谈自己的看法：冰融化。

单刀直入，创设问题情境，激发学习兴趣 讲授新课 一、新知讲解 1、你见过冰融化的现象或景观吗？ 教师点拨：

北极冰川融化、河冰融化、冰柱融化、冰花融化等 2、活动体验（1）取一小块冰，用吸管不断地向冰块的某一部分吹热气，观察冰块的变化，说一说冰块融化的原因。

（2）填写活动观察 冰 吹热气 解释现象 我的疑问 3、让冰融化的办法有哪些？ 教师提示：

用吹风机的热风吹、用手捂热冰块、冰块放到太阳底下等。

4、冰在融化时温度会发生怎样的变化？引导学生做实验。

（1）实验器材：温度计、冰块、烧杯（2）实验操作 ①把冰块放入烧杯内，用温度计测量并记录冰块的温度 ②让冰块自行融化。在冰块融化过程中，按均匀的时间间隔测量温度 ③当冰块完全化成水时，记录温度计上的读数（3）冰融化的温度记录表 时间/分 1 2 3 4 5 6 温度/℃ 我的发现 教师点拨：

冰的温度一直在升高，当温度升到0℃时冰就开始融化，在融化的过程中很长时间保持在0℃，当完全融化成水后温度开始上升。

5、冰为什么会融化？ 教师点拨：

冰融化过程中，从周围吸热，温度升高，热量增加，热量是使冰的形态发生改变的重要因素。

6、观察并记录冰融化成水的过程中有哪些变化。引导学生继续活动体验（1）活动 ①取一支结冰的试管，在冰面处做上标记，把试管浸在热水里，观察冰的融化过程 ②在冰完全融化后，在水面处做上标记，比较冰和水的体积（2）冰融化成水的过程变化记录 形态 体积 快慢 教师点拨：

固体冰变成液体水这一过程叫融化。

7、比较水、水蒸气和冰的相同和不同 冰 水 水蒸气 教师点拨：

相同点：①都属于同一种物质 ②都有一定的体积 不同点：①水是液态，没有固定的形状 ②冰是固态的水，有固定形状 ③水蒸气没有固定形状，是气态的水 8、用箭头表示水、水蒸气和冰的转化关系 水 水蒸气 冰 教师点拨（展示示意图）：

水受热变成水蒸气，水蒸气遇冷又变成水；

水遇冷（0℃以下）变成冰，冰受热融化成水；

冰受热在融化成水的同时还产生水蒸气，水蒸气在0℃以结成冰。

9、自然界中哪些现象能说明水蒸气和冰之间可以转化？引导学生理解水蒸气与冰之间的转化。

教师点拨：

①霜是水蒸气在0℃以下在植物上或地面上形成的小冰晶。温度升高，霜会融化蒸发，产生水蒸气。

②雪是水蒸气在0℃以下形成的小冰晶。温度升高，雪会融化蒸发，产生水蒸气。

10、小牛试刀 夏天取出一瓶冰镇啤酒，倒入茶杯，过一会儿你会发现什么？为什么？ 教师点拨：

杯子外面有水珠。因为杯壁温度很低，杯子周围的空气遇冷后液化成小水滴。

二、课堂练习：选出正确的一项，填在括号内 1、把一小块正在融化的冰,投人到一大桶0℃的水中,则()A、有少量的冰融化成水B、冰全部融化成水 C、有少量水凝固成 D、冰和水的质量都保持不变 2、下列方法中，不能加快冰的融化速度的是（）A、用火烤 B、用手捂C、放在0 ℃以下的地方 3、下列温度环境中，冰块融化得最快的是（）A、10 ℃ B、50 ℃ C、90 ℃ 4、液态的水变成固态的冰的过程叫（）A.融化 B.凝固 C.冷却 5、固态的冰变成液态的水，是因为（）A.受热了 B.受冷了 C.温度不变 6、冰块放在实验桌上会融化的原因可能是（）A.室内的温度高 B.冰块比较小C.桌子产生了热 三、拓展提高：熔化、凝固、汽化(蒸发和沸腾）、液化（凝结）、升华、凝华六种物态变化的区别 展示示意图 熔化：固态到液态 凝固：液态到固态 汽化：液态到气态 液化：气态到液态 升华：固态到气态 凝华：气态到固态 四、作业布置 在不同的条件下，冰融化的快慢不同。在相同的条件下，冰和冰激凌哪一个融化得更快一些呢?试一试吧！学生回忆交流 学生活动，观察，描述 学生填写，相互交流 学生讨论交流 学生准备实验器材，按照实验步骤和要求进行实验，记录相关数据 学生填写 学生回答 学生按要求活动，注意观察 学生填写交流 学生阅读拓展资料，填写活动手册 学生自己做，交流 学生回答 学生研讨交流 学生独立完成 学生认真听 学生课后完成 认识冰融化现象 了解加快冰融化的方法 探究冰融化时温度変化 研讨冰融化的原因 探索冰融化后体积变化 明确融化概念 辨别水、水蒸气和冰的异同点 了解水、水蒸气和冰之间的转化关系 帮助学生理解水蒸气和冰之间的转化 学以致用 检测学生运用知识的能力 拓宽知识面 继续探索科学奥秘 课堂小结 通过这节课的学习，我们知道当环境温度高于0℃，冰的温度升至0℃时开始融化；

冰在融化过程中，温度会长时间保持在0℃，直至完全融化成水。冰在融化过程中，要从周围吸收热量，热量是使水的状态发生变化的重要因素。观测并记录冰块融化过程中的温度和现象，感受、体验物质状态变化的可逆性。

总结课堂 板书 融化 冰 水（固体）吸热（液体）板书设计 科教版科学三年级上册1.5《水能溶解多少物质》教学设计 课题 水能溶解多少物质 单元 1 学科 科学 年级 3 学习目标 科学知识 1、有的物质能溶解于水，有的很难溶解 2、物质的溶解能力可能不同 3、了解溶解的特点 科学探索 1、观察物质溶解于水的情况，辨别哪些物质溶解于水，哪些不能溶解于水 2、通过对比模拟试验活动，探索体会物质溶解能力可能不一样 3、在观察比较中归纳溶解的特点 科学态度 认识到溶解在生活中的广泛应用，给生活带来便利 重点 1、有的物质能溶解于水，有的很难溶解 2、物质的溶解能力可能不同 3、了解溶解的特点 难点 1、观察物质溶解于水的情况，辨别哪些物质溶解于水，哪些不能溶解于水 2、通过模拟试验活动，探索体会物质溶解能力可能不一样 3、在观察比较中归纳溶解的特点 教学过程 教学环节 教师活动 学生活动 设计意图 导入新课 聚焦问题，创设情境：

生活中我们经常把食盐和红糖放入水中，食盐和红糖会溶解在水中。还有很多物质也能在水中溶解。如果我们把它们一直不断地加入同样多的水中，它们还能继续溶解下去吗? 学生猜测回答 激发兴趣，尽快进入学习状态 讲授新课 一、探索与研讨1：溶解在水中的物质 你知道哪些物质能够溶解在水中？ 教师点拨：

小苏打、食用碱、味精、墨水、醋、味精等。

二、探索与研讨2：水的溶解能力 1、模拟实验（1）工具与材料：食盐、小苏打、透明杯、小勺、搅拌棒、水（2）实验操作 ①在两个透明杯中分别放入50毫升清水 ②分别取大约20克食盐和小苏打，再把它们平均分为8份 ③取一小份食盐，加入一个盛水的杯子中，用搅拌棒充分搅拌。在食盐完全溶解后，再加入第二份食盐，继续搅拌……，直到食盐不能溶解为止 ④按同样的方法，将小苏打一份一份地溶解，直到不能溶解为止 ⑤记录食盐和小苏打溶解在50毫升水中的份数（3）温馨提示 ◆可以用小勺一份一份地取食盐或小苏打 ◆水要一样多 ◆ 要一份一份加入水中 ◆须等完全溶解再加入 ◆记录溶解份数（4）填写：食盐和小苏打溶解能力的比较记录表 物质 50毫升水溶解物质的份数 溶解能力比较 实验结论 食盐 小苏打 教师点拨：

食盐比小苏打溶解能力强。不同物质在水中的溶解能力可能不一样。

（4）研讨 ①怎么计算溶解份数？ 教师点拨：

到食盐等物质再怎么搅拌也不能溶解时就达到了“最后溶解”。这时计算最后溶解在第几份的方法是最后一份数减去一份数。

②物质在水中的溶解能力为什么不是无限的？ 教师点拨：

一定量的水只能溶解一定量的物质，当物质和水已经形成饱和溶液时就不再溶解。像现在大家做好的盐水已经不能再溶解食盐了，这样的溶液叫做饱和溶液。

③实验时为什么一份份加入？ 三、探索与研讨3：溶解的特点 1、把食盐、红糖和石子放入水中，会发生怎样的不同变化？ 2、不能溶解于水的物质还有哪些？ 教师点拨：

铁钉、木炭、食用油、胡萝卜、塑料、玻璃等 3、小结 有些物质能溶解于水，有些物质很难溶解于水。

4、仔细观察，物质溶解于水之后有什么变化？ 教师归纳溶解特点：

①物质变成肉眼看不见的微粒。

②静止后不会沉淀。

③过滤后物质不能被分离。

提示学生：可以用滤布（或滤纸）过滤试试 四、课堂练习：判断下列说法正误 1、白糖、木屑、食盐、醋、油、面粉都能溶解于水。（）2、物质溶解于水后变成肉眼看不见的微粒。（）3、物质溶解于水后就消失了。（）4、小苏打比食盐的溶解能力强。（）5、有些物质能溶解于水，有的很难溶解于水。（）6、当物质和水形成饱和溶液时，物质不再溶解于水。（）五、拓展提高：什么是溶解度？ ①100毫升水能溶解的量即(饱和溶液）叫做“溶解度”。

②20℃的环境下食盐在水中的溶解度是36克。

六、作业布置 搜集生活中常见的例子，看看不同的物质在水中的溶解能力怎样。

学生回忆，交流 学生准备工具与材料 学生按步骤实验，做好实验记录 学生填写活动手册，交流 学生回答交流 学生研讨交流 学生研讨交流回答：为了准确观察比较不同物质在水中的溶解能力大小 学生继续做活动，仔细观察，回答：食盐、红糖能溶解在水中，石子不能溶解 学生回忆交流 学生研讨交流 学生独立完成 学生认真听 学生课后完成 了解常见的溶解于水的物质 通过对比模拟试验活动，探索体会物质溶解能力可能不一样 在观察比较中归纳溶解的特点 检测课堂掌握情况 了解一下什么是溶解度，拓宽知识面 培养继续探索精神 课堂小结 通过这节课的学习，我们知道有的物质能溶解于水，有的很难溶解于水；

一定量的水只能溶解一定量的物质 ；

物质的溶解能力有强有弱。通过科学实验活动的体验，探索研讨不同物质在水中的溶解能力可能不一样，体会到溶解在生活中被广泛利用，给人们的生活带来诸多便利。

总结课堂 板书 水能溶解多少物质 溶解 溶解 食盐 水 小苏打（强）（弱）板书设计 教科版科学三年级上册1.6《加快溶解》教学设计 课题 单元 学科 年级 学习目标 科学知识 1、了解加快溶解的基本方法 2、了解影响食盐溶解快慢的因素 科学探索 1、通过问题、假设、实验和验证等几个环节，探索温度、搅拌、颗粒大小分别于溶解快慢的关系 2、观察、回忆日常生活中的快速溶解的应用 科学态度 1、细致观察生活、互相合作 2、科学改变生活 重点 1、了解加快溶解的基本方法 2、了解影响食盐溶解快慢的因素 难点 1、通过问题、假设、实验和验证等几个环节，探索温度、搅拌、颗粒大小分别于溶解快慢的关系 2、观察、回忆日常生活中的快速溶解的应用 教学过程 教学环节 教师活动 学生活动 设计意图 导入新课 聚焦问题，创设情境：

平时父母煲汤的时候，你注意到了没有，他们什么时候往汤里加盐或味精？为什么要这要做呢 学生回答：加快溶解 单刀直入，创设情境，激发兴趣 讲授新课 一、探索1：加快溶解的猜测 我们有什么方法可以加快物质在水中的溶解呢？引导学生提出自己的看法。

二、探索2：实验方法 导入：采用什么实验方法验证？ 教师补充：

①对实验过程中通过人为控制所产生的两个类似现象之间差异进行对比分析的实验过程，叫对比实验。

②控制变量实验法注意事项：要求有且只有一个变量不同，也就是两组实验只有一个条件不同，其他条件都要相同，这才能够判断这个不同的条件是不是影响因素。

三、探索3：温度与溶解快慢的关系 （1）工具与材料：食盐、杯子2个、冷水、热水（2）实验步骤：

①准备两份相同质量的食盐 ②分别加到同样多的热水和冷水中 ③静置不动，观察并比较食盐溶解的快慢 ④将结果记录下来（3）注意事项：

①相同条件 食盐质量和水量 ②不同条件 一杯热水、一杯冷水（4）观察记录 实验目的 改变条件 不变条件 实验结论 教师点拨：

热水能加快溶解。

四、探索4：搅拌与溶解快慢的关系 （1）工具与材料：食盐、杯子2个、水、搅拌棒（2）实验步骤：

①准备两份相同质量的食盐 ②同时倒入两个盛有同样温度、同样多水的烧杯中 ③搅拌其中一个烧杯，另一个烧杯始终不搅拌 ④观察哪个烧杯中的食盐溶解得快 ⑤将结果记录下来（3）注意事项 ①相同条件 食盐质量、水量和水温 ②不同条件 一杯搅拌、一杯不搅拌（4）观察记录 实验目的 改变条件 不变条件 实验结论 教师点拨：

搅拌能加快溶解。

五、探索5：颗粒大小与溶解快慢的关系 1、比比看，谁能让糖块溶解得更快些？ 注意：每组同学要按规则吃糖。

2、糖溶解时间记录 溶解糖块方法 溶解所用时间（平均值）第一组 含在嘴里不动 第二组 用舌头翻动搅拌 第三组 把糖块嚼碎 第四组 既嚼碎又搅拌（为了节省实验时间，可以把整块糖分成几份）3、教师小结：

①研碎可以加快物质溶解 ②研碎颗粒越小，溶解越快 六、研讨1：影响食盐溶解快慢因素有哪些？ 七、研讨2：生活中哪些地方用到快速溶解？ 教师点拨：

冲咖啡、含服金嗓子喉宝、冲服小儿感冒颗粒等 八、课堂练习：判断下列说法正误 1、控制变量实验法的前提是必须有变量和不变量。（）2、加热、搅拌、研碎是加快溶解的三种基本方法。（）3、锅热的时候给菜加味精是为了加快味精溶解速度。（）4、加热、搅拌和研碎三种方法不能混合应用。（）5、研钵是供研碎物质使用的。（）6、粉末比颗粒溶解速度快。（）九、拓展提高：物质在热水中总比在冷水中溶解得多吗? 严格地说，世界上一切物质在水中，只有溶解多少之别，而没有不溶于水的物质。

对于大部分固体物质来说，温度越高，溶解的越多，但石膏例外。

气体相反，温度越高，溶解的越少。在达到100℃时，大部分气体的溶解度几乎都为零。

十、作业布置 请在生活中继续寻找加快溶解的方法。

学生提出自己的看法：

◆用热水 ◆搅拌 ◆将物体研碎 学生回答：对比实验 学生准备实验器材 学生按要求操作实验 学生填写观察记录，交流 学生准备实验器材 学生按要求实验操作 学生填写，交流 学生按规则吃糖，记录时间，求出平均值，填写表格 学生回答：温度、是否搅拌、颗粒大小 学生交流 学生独立完成 学生认真听 学生课后完成 培养学生科学猜测能力 了解控制变量实验法 实验探索温度与溶解快慢的关系 实验探索搅拌与溶解快慢的关系 实验探索颗粒大小与溶解快慢的关系 了解影响食盐溶解快慢因素 了解快速溶解在生活中的应用 检测课堂掌握情况 拓宽知识面 继续培养科学探索精神 课堂小结 通过这节课的学习，我们了解了加快物质溶解的三种基本方法以及快速溶解在生活中的应用。在科学探究中，通过问题、猜想、实验和证实等几个环节，探索温度、搅拌和研碎等分别于溶解快慢的关系，养成细致观察、互相合作的良好习惯，认识到科学改善人们的生活。

总结课堂 板书 用热水 加快溶解 搅拌 研碎 板书设计 教科版科学三年级上册1.7《混合与分离》教学设计 课题 混合与分离 单元 1 学科 科学 年级 3 学习目标 科学知识 1、什么是混合物 2、常见的混合物有哪些 3、常见混合物分离方法 4、食盐溶解于水是可逆过程 科学探索 1、通过实验探索食盐与沙、食盐与水如何进行分离 2、实验表明：不是所有的混合物都能进行分离 科学态度 激发课外探索混合物分离方法的兴趣 重点 1、什么是混合物 2、常见的混合物有哪些 3、常见混合物分离方法 4、食盐溶解于水是可逆过程 难点 1、通过实验探索食盐与沙、食盐与水如何进行分离 2、实验表明：不是所有的混合物都能进行分离 教学过程 教学环节 教师活动 学生活动 设计意图 导入新课 聚焦问题，创设情境：

1、导入 生活中，我们常常会遇到混合在一起的物质，比如食盐洒落在沙子里。我们把两种或多种物质混合而成的物质叫混合物。

2、你知道的混合物有哪些？说说理由。

教师点拨：

①空气（含有氧气、二氧化碳、污染物、灰尘等）②海水（含有盐、鱼、泥沙、污水等）③土壤（含有草根、石子、矿物质、水分、空气等）④饮料（含有水、果肉、果汁、糖、色素等）3、教师小结：

生活中常见的混合物还有很多，比如自来水、煤、石油、天然气、牛奶、水泥、胶水、岩石、雨、雾、雪、橡胶等。

4、我们怎样才能把它们分离出来呢？ 学生认真听 学生回忆交流 学生认真听、思考 了解混合物概念及其常见的混合物名称 讲授新课 一、探索盐与沙的分离 1、观察食盐和沙的混合物，区分哪些是食盐，哪些是沙。

2、怎样将食盐和沙分离？引导学生先猜想并验证。

3、教师指导学生用水溶解食盐和沙子后如何进行分离实验。

（1）工具与材料：水杯、搅拌棒、水、滤纸（2）实验操作 ①将混合物放入杯中，往杯中加水，搅拌，直到食盐完全溶解 ②用滤布(或滤纸）过滤，把沙分离出来 4、食盐和水怎么分离？引导学生继续实验。

（1）工具与材料：蒸发皿、火柴、三脚架、酒精灯、搅拌棒（2）试着做一做 ①将盐水溶液倒人蒸发皿，放在三脚架上加热 ②边加热，边搅拌。当有白色颗粒出现时，熄灭火焰，用余温将白色颗粒慢慢烘干 ③收集蒸发皿中的白色颗粒 5、实验注意事项 ①沙子用水洗干净 ②正确使用酒精灯 ③要在盐水还未蒸发掉之前熄灭酒精灯 ④加热后的器皿会很烫，注意安全 5、实验记录 混合物 分离方法 分离结果 沙与盐 食盐与水 概念解释：

过滤：把不溶于水的物质与水分开 结晶：物质从液态或气态形成晶体（固体）二、研讨 1、为什么要在盐水还未蒸发掉之前熄灭酒精灯？ 教师点拨：

防止在临近蒸干时，盐因局部过热发生迸溅。利用余热将水分蒸干是安全的。

2、水在食盐和沙的分离中起什么作用？ 3、食盐和水的分离后，水到哪里去了？ 教师小结：

食盐溶解于水的过程是一个可逆的过程。用蒸发的方法可以分离出溶解于水中的食盐，这种方法被广泛应用于生活中。如海水晒盐。

4、混合物都可采用过滤、结晶进行分离吗？ （1）猜猜看，绿豆和沙子、食用油和水、酒精和水，这些混合物怎么分离？（2）填写表格 混合物 分离方法 沙和绿豆 食用油和水 酒精和水 教师讲解：

用筛选法把绿豆与沙分离；

用分液法，用分液漏斗把油和水分离；

用蒸馏法先把酒精蒸发再冷却，把酒精和水分离。

三、课堂练习：判断下列说法正误 1、两种或多种物质混合而成的物质叫混合物。（）2、混合物都可以轻易进行分离。（）3、两种物质混合在一起有可能产生新的物质，如食盐和水。（）4、实验时，须在盐水还未蒸发掉之前熄灭酒精灯。（）5、混合物分离方法很多，常见的有过滤法、结晶法等。（）6、食盐溶解于水的过程是一个可逆的过程。（）四、拓展提高：不是所有的混合物都能进行分离 1、往小苏打里倒醋，会有什么现象发生？ 教师点拨：

说明产生新的物质——气体（二氧化碳）2、教师讲解：

实验表明：两种物质混合后如果没有产生新的物质，是能分离出来的；

如果产生新的物质，是不易分离的。

比如 混合物 是否产生新的物质 能否分离 水和沙 否 能 油和水 否 能 小苏打和醋 是 否 五、作业布置 木屑和铁屑混合在一起，怎么进行分离？ 学生观察回答：沙子黄色，食盐白色。

学生猜想验证①用筛子筛，结果分离不出来。

②用水溶解 学生在老师指导下做实验，采用过滤法把沙分离出来 学生在老师指导下继续做实验，采用结晶法把食盐分离出来 学生填写实验记录 学生交流 学生回答：溶解 学生回答：蒸发了 学生猜测 学生认真听 学生独立完成 学生实验观察：瞬间有大量的气泡产生 学生认真听与理解 学生课后完成 通过实验探索食盐与沙、食盐与水如何进行分离 掌握常见的混合物分离方法 检测课堂学习掌握情况 让学生明白不是所有混合物都能进行分离 培养探索兴趣 课堂小结 通过这节课的学习，我们知道什么是混合物，常见的混合物有哪些，了解混合物常见的分离方法。在科学实验中，探索沙和食盐、食盐和水如何进行分离，得出实验结论是食盐溶解于水的过程是一个可逆的过程，大大激发了我们课外探究混合物分离方法的兴趣。

总结课堂 板书 过滤 结晶 混合和分离 蒸馏 分液 筛选 板书设计 教科版科学三年级上册1.8《它们发生了什么变化》教学设计 课题 它们发生了什么变化 单元 1 学科 科学 年级 3 学习目标 科学知识 1、物体在改变形状、大小时，其物质没有发生改变 2、大多数物体具有热胀冷缩的性质 科学探索 1、通过实践操作橡皮泥和纸的变化，探究它们的变化与水的形态变化相同之处 2、联系生活实际，了解热胀冷缩这一物理性质以及在生活的广泛应用 科学态度 留心观察生活，解决生活实际问题 重点 1、物体在改变形状、大小时，其物质没有发生改变 2、大多数物体具有热胀冷缩的性质 难点 1、通过实践操作橡皮泥和纸的变化，探究它们的变化与水的形态变化相同之处 2、联系生活实际，了解热胀冷缩这一物理性质以及在生活的广泛应用 教学过程 教学环节 教师活动 学生活动 设计意图 导入新课 聚焦问题，创设情境：

生活中，我们注意过图中这类变化吗?它们的变化与水的形态变化是不是相同呢? 学生思考 调动学生思维，尽快进入课堂学习角色 讲授新课 一、探索1：橡皮泥做东西 1、活动要求 用橡皮泥做各种东西，让橡皮泥发生变化 2、介绍橡皮泥特点与功能 橡皮泥是儿童喜欢的一种手工材料，它色泽鲜艳，柔软易塑，可以捏玩各种各样玩具，塑造浮雕、圆雕等作品。

3、橡皮泥制作的基本工具 彩泥、剪刀、牙签、小刀（刮刀）4、橡皮泥制作的基本技能 ①分泥：用目测的方法将大块的泥，按物体的比例和制作的需要，分成若干小块来准备塑造 ②团圆：将泥放在手心中间,双手均匀转动,将手中泥团成圆球 ③搓长：将泥放在手心，两手前后搓动，将泥搓成长条状或圆柱体 ④压扁：用手掌或工具将搓成的长条或团成的圆球压成片状 ⑤抻拉：从一整块泥中,按物体的结构抻拉出各细节部位（如大象鼻子、天鹅脖子等）⑥连接：

◆直接粘接——将需要粘接的部分塑成一边凹进一边凸出，插接后压紧。

◆使用连接道具（竹签或小棒）插接两端，压紧后完成 5、比比看，哪组做得最好 6、讨论交流（1）想一想，这些物品还是橡皮泥吗？（2）我们对橡皮泥都做了什么？（3）这些橡皮泥作品都发生怎样的变化？ 二、探索2：用纸做东西 1、活动要求 用纸做各种东西，让纸发生变化 2、我们用纸可以做些什么东西？ 3、比比看，哪组做得最好？ 4、纸作品展示 5、讨论（1）我们对纸都做了什么？（2）想一想，纸被折叠、撕扯后还是纸吗？（3）这些纸作品都发生怎样的变化？ 三、探索3：回顾水的形态变化 1、结合图片说说诗句中水的形态发生怎样的变化？（1）冰消雪又释（2）千里冰封（3）水澹澹兮生烟（4）霜叶红于二月花（5）朝露待日晞 2、讨论（1）我们对水都做了什么？（2）想一想，水的形态发生变化后还是水吗？ 四、研讨 1、比较上面橡皮泥和纸的变化与水的变化的相同之处 我们做了什么 它们的变化 还是原来的物质吗 橡皮泥 纸 水 2、生活中，你还能找出类似水这样的变化吗？ 教师提示：

吹气球，气球变大 压瘪的乒乓球恢复原状 劈柴 酒精挥发 …… 五、课堂练习：判断下列说法正误 1、物体都具有热胀冷缩的性质。（）2、用橡皮泥捏出各种玩具，其物质是一样的。（）3、水的三态变化的结果导致物质发生改变。（）4、热胀冷缩只是改变物体的形状、大小，物质本身没变。（）5、酒精挥发的结果是酒精在空气中变成其他物质。（）六、拓展提高：热胀冷缩 1、一个压瘪的乒乓球放在热水中会发生怎样的变化？ 教师解释原因：

因为在乒乓球中的空气受热膨胀把乒乓球顶回原形。

2、煮熟的鸡蛋为什么放到凉水里浸一浸容易剥皮？ 教师点拨：

因为外壳先受冷，而里面的蛋白后受冷，里外受冷程度不一样，造成蛋壳与蛋白分离。

3、小结：

热胀冷缩是物体的一种基本性质，物体在一般状态下，受热以后会膨胀，在受冷的状态下会缩小。大多数物体都具有这种性质。

4、教师列举生活现象 （1）买来的罐头很难打开，是因为工厂生产时放进去的是热的，气体膨胀，冷却后里面气体体积减小。

（2）夏天，电工在架设电线时，如果把线绷得太紧，那么到冬天，电线受冷缩短时就会断裂。所以一般夏天架设电线时电线都要略有下垂。

（3）水泥混凝土路面每隔一定距离留有一定的空隙，为了防止热胀冷缩。

七、作业布置 找找生活中还有哪些热胀冷缩现象？ 学生认真听 学生认识并准备工具 学生认真听 学生按老师指导的方法捏玩橡皮泥，并展示自己的作品 学生回答：是的，还是橡皮泥，没变！学生回答：团、搓、捏、压、抻、拉、接等 学生回答：形状、大小 学生回答 学生动手操作学生展示作品 学生回答：折、叠、撕、剪、粘等 学生回答：是的，还是纸，没变！学生回答：形状、大小 学生回答：固态变成液态 学生回答：液态变成固态 学生回答：液态变成气态 学生回答：气态变成固态 学生回答：气态变成液态 学生回答：受热、遇冷 学生回答：是的，还是水，没变！学生填写手册，互相交流 学生回忆交流 学生独立完成 学生回答：会膨胀起来 学生回答 学生认真听 学生课后完成 了解橡皮泥的特点与功能 在活动中体验橡皮泥的变化特点 在折叠等过程中了解纸变化特点 在诗句中了解水的形态变化特点 总结归纳橡皮泥、纸的变化与水的形态变化相同之处 检测课堂掌握情况 用科学知识解决生活实际问题 留心观察生活 课堂小结 通过这节课的学习，我们知道生活中很多物体只是在形状、大小、颜色等方面发生改变，其物质本身保持不变。大多数物体都具有热胀冷缩的性质，在生活中有着广泛的应用。热胀冷缩的结果只是改变物体的形状、大小，物质本身也没有发生改变。只要我们留心生活，生活中处处有科学。

4.高中语文教学设计全套 篇四

1．如果代数式x1有意义，则x的取值范围为． x2

2x，则x的取值范围为． 2．若x22

3．若a2，化简a22____．b0，4．若a0，则化简(ab)2b2 ．

5．a2(a)2成立的条件是_______________．6．当x________时，式子x31

5x有意义．

7．下列二次根式有意义的范围为x≥3的是（）．(A)x3(B)x3(C)

8．已知x22x2y21，则x，y的值分别为（）

（A）2，1（B）1，2（C）1，1（D）不能确定 11(D)x3x3

229．当2x3时，化简(x2)(x3)得（）（A）2x1（B）2x1（C）1（D）5 10.求下列函数的定义域：(1)y1xx4，________；(2)yx3x2，_______； x2

11.已知函数f(x)的定义域是[2,2]，则函数yf(2x)的定义域为________________ x

12.已知f(2x7)的定义域是[2,5]，则f(1x)的定义域是__________

13.若f(x)的定义域为[0,1]，则函数f(2x)f(x2)的定义域为________________ 3

14.已知函数f(2x1)的定义域为[0,1)，则f(13x)的定义域为________________

15.函数yx2x2的定义域为[-1,2]，则值域为_______________

167.二次函数yx25x6(3x2)的值域为 ________________

x1,x017.已知f(x)0,x0，则f[f(3)]____________

x1,x0

18.已知f(2x1)3x2，且f(a)4，则a的值为_____________

19.已知函数f(x1)x1，则f(x)___________

20.已知f(x)是一次函数，且f[f(x)]4x1，则f(x)___________