高二上册数学教学工作计划

高二上册数学教学工作计划（精选10篇）

1.高二上册数学教学工作计划 篇一

学习啦小编导语：为了完成本学期的英语教学目标，根据教育大纲，特制定以下教学计划：

一、指导思想

以学校工作计划为指导思想，以培养学生自主学习和自主管理能力为主线，全面贯彻落实新课程改革的精神，针对我校学生普遍英语底子差，基础薄的实际，坚持“夯实基础，狠抓双基，改进学法，激发兴趣，提高能力”的指导思想。

二、学生情况分析

本学期我依然担任83，84两个班的英语教学工作， 从学生上学期期末考试情况来看，存在以下三方面问题：

①在思想上、态度上放松或放弃的现象有所表露，读,不会读，就谈不上听得懂,看得懂,从而导致破罐子破摔的现象。

②基础知识不够扎实，灵活运用语言的技能相对薄弱。

③运用能力不够强实。学生的阅读能力、理解能力、分析能力、判断能力、应变能力等均不能较好地适应考查要求。语言学习的关键在于语言知识的积累，只有通过学习者亲身的体验和摸索，才能学会并掌握语言知识，从而达到在交际中灵活使用语言的目的。

三、高二上册英语教学目标及重难点

高二年级是高中的重要阶段，又是高中三年的承上启下阶段。因此，让学生在高二年级打好学科基础并有所发展是极其重要的。下列目标应在本学期内达到：巩固、扩大基础知识;培养口头和书面初步运用英语进行交际的能力，侧重培养阅读能力;发展智力，培养自学能力。争取在原有基础上有所提高，缩小与上学期期末考试时平均分排在我们前面的几个理科班的差距。

重点：认真完成各单元的 听，说，读。写任务。

难点：帮助学生了解文章背景，从而促进学生对文章的透彻理解，提高阅读理解能力，复习各种语法项目(过去分词、倒装、省略、虚拟语气、it的用法及v—ing)。

四、高二上册英语教学实施：

1、集体备课实效化

集体备课是发挥群体优势，提高备课质量的重要途径，也是落实教学常规，提高课堂教学效率的必要措施。为此，我组的集体备课有序地进行，做到定时间、定地点、定内容、定主讲人。活动内容有教材分析、有教法研究、有质量分析、有教学反思等，并且认真学习《新课标》，不断钻研新教材。主讲教师提前钻研教材，吃透重难点，并能提出重难点突破方法，其他组员质疑、补充、完善，做到集思广益。集体备课后，各位老师分别承担各项任务，任务具体到人，具体到写教案、 制作课件、出单元检测、语法专项、月考试卷、模拟试卷等。每个老师必须按时完成任务并传到共享文档， 供其他老师分享，当然，其他老师都在此基础上根据所教班级的实际情况，进行必要的修改，然后把修改过的教案等共享在网上。通过集体备课， 发挥所有老师的智慧，扎扎实实上好每一课;通过集体备课，使各位教师明确近期和远期任务。除了正式的备课时间外，我们还不分时间与地点，有问题随时随地讨论研究，并得到解决，有时是一个信息的传递，有时是一个知识点的落实，有时是一个考点的分析，有时是一点教学体会的交流。 总之，集体备课不流于形式，更注重内容与实效。

2、教学计划清晰化

针对今年进入高二学习的这一届学生底子薄，基础差，初高中学的教材不衔接，制定严谨的教学计划使进入高中校门的学生顺利完成初、高中英语的过渡。开学初，在制定本学期工作计划时，为进一步了解学生，并了解教学情况，对学生以前学过的教材进行了仔细的研究，分析了学生现有的英语水平，以及进行纵向横向比较, 备课组各位老师共同商讨制定了详细的备课组工作计划及高一英语教育教学计划，并以此作为我们的工作指导方案来贯彻实施。(具体内容见附表)

3、 措施具体化:

a、互相听课，共同进步

为了提高教学质量，高二全体英语老师都根据自己的计划,采取具体的行动,尽最大的努力使工作细化,具体化. 如每天早读的任务，培优补差的工作，默写环节的落实，课后的个别答疑,期中考试后开始的作业分层等，老师们要落到实处。虽然工作忙，但我们备课组内常常互相听课评课，取他人之长，补已之短。

b、采取一系列必要的措施夯实巩固基础

为了使学生能尽快地适应教材，我们把每单元词汇表上没有而学生没有学过的单词整理出来，督促学生背诵、记忆。

c.杜绝对话课变成回答问题课。

英语课堂上，每位老师带入课堂的必须是精心制作的课件和精心编织好的任务链。一些英语口语较好的学生，能轻松地完 成 老师布置的各项任务，而另一些学生常常无法用英语说出一段话，有的甚至听不懂老师的课堂用语，上课 时 老师不得不通过提问不断地启发，这样的一问一答，往往影响了整体性的教学内容，把对话化为回答，表面是师生的对话，是互动，而实质上学生仍然是 “听从”。新课程的课堂教学强调“对话”，而不是“满堂问”，因此我们必须努力提高学生英语的口头表达能力

五、高二上册英语教学进度

周别	日期	单元	教学内容及要求	课时	备注
1	9月1——9月6	Module5 unit 1	Great scientists	7
2	9月7——9月8	Unit 1	作业及练习讲解处理	2
3	9月9——9月15	Unit 2	The United Kindom	7
4	9月16——9月17	Unit 2	作业及练习讲解处理	2
5	9月18——9月23	Unit 3	Life in the future	7
6	9月24——10月3	Unit 3	作业及练习讲解处理	2
7	10月4——10月5	语法	非谓语动词	7
8	10月6——10月12	Unit4	Making the news	7
9	10月13——10月14	Unit 4	作业及练习讲解处理	2
19	10月15——10月21	Unit 5	First aid	7
11	10月22——10月24	Unit 5	作业及练习讲解处理	3
12	10月25——10月28	语法	从句	7
13	10月29——11月11		期中复习备考
14	11月12——11月14				期中考试
15	11月15——11月23	Module 6 unit 1	课文及练习讲解	9
16	11月24——12月1	Module 6 unit 2	课文及练习讲解	9
17	12月2——12月9	Unit 3	课文及练习讲解	9
18	12月10——12月18	Unit 4	课文及练习讲解	9
19	12月19——12月27	Unit 5	课文及练习讲解	9
20	12月28——1月2				月假
21	1月3——1月13				期末复习
22	1月14——1月16   1月17——2月1				期末考试

学习啦小编总结：好的计划就是成功的一半，以上就是本学期的英语教学计划，希望能对你的教学有所帮助!更多教学计划总结尽在学习啦!

2.高二年级上册学期语文教学计划 篇二

上完《中国古典诗歌散文》一书，上《中国古代小说》的部分篇目。

全力复习必修(1―5)的所有内容，全力准备学业水平考试。

以教材为依托，基本完成高考一轮复习的大致内容。

二、课堂教学：

向45分钟要质量。

每节课保证讲课时间不超过20分钟，8分钟的课堂练习，7分钟的学生讲解或者订正，将高考一轮复习内容贯穿其中。

8分钟练习具体内容为：

一、3月着重为字音字形题，病句连贯题的，成语文学常识题的综合考察。

二、4月着重成语题和名句题的考察。

三、5月着重考察文言文现象的

四、5月文言现象的考察，每天5道题目。

五、6月古代诗词的考察。(每天一首)

六、6月现代文阅读。

七、7月整套试卷复习，期末考试和学业水平考试。

三、语文活动：

一、3月，学霸考霸评选。

二、4月，读书会，评出书香小组。

三、5月，语文基础知识大赛，评出优秀个人。

四、6月，作文大赛，选出推出去参与比赛。

四、每周一次周记，两周一次作文：

天天做，周周清，每天争取学生拿出语文书，主动拿出语文书，喜欢拿出语文书。

五、自身修养：

一、加强继续教育的培训。

二、加强自身素质的培养，写作上能教学生学写，自己提笔就写，让学生读，自己就先读的好习惯和好习惯。

三、撰写科研论文，至少发表一篇。

四、参与课题研究。

3.高二上册语文教师工作总结 篇三

一、课前准备：备好课。

(一)制定语文高考一轮的复习计划和纲要，以“全面兼顾，落实重点”为原则进行深浅适宜的学考复习。例如文言文，要对其中重要的文言知识点，如重要虚词、实词、文言句式等要进行知识点的落实，尤其是教会学生解题的重要方法和技巧，通过练习，使学生能够灵活运用并自如解题。

(二)了解学生原有的知识技能的质量，他们的兴趣、需要、方法和习惯，这样才能设计出适合他们的教学方法。

二、课堂有序，练习有方

语文的高考复习重在对知识点的落实和掌握。因此，在教学过程中，我认真做好教学中的每一步工作，认真对待每一节课。所以在课堂上我胸有成竹，挥洒自如。由于高度的投入，饱满的热情，加上启发式的教学模式，学生的参与率高，课堂氛围活跃，对课文的掌握度也高。在此基础上，我系统地整理好专题练习，如语音字形题，现代文阅读，诗歌阅读等等，并在讲解练习的过程中，教授他们做题方法，所谓“授人以鱼，不如授人以渔”，如此，便可养成他们的语文思维意识，并扎实他们的语文基础知识功底。

三、努力提高学生的综合素质

学生的成长与成功，绝不仅限于一门学科成绩的优异，也绝不仅限于课堂上的良好表现，它在于积累，各种知识和能力的积累。所以，在这学期，我开展了一些语文学习活动，并鼓励他们在课外活动也能积极拓展思维，锻炼能力。比如，每日词语，文言知识竞赛等等，旨在提高他们的综合素质，让他们成为一个更加完整的人。

教学无止境，我已然踏上这条征途，定当尽我所能走彼岸!

20__年就这样迅速地成为了过去时，高二毕业班的日子总是这样急急匆匆，对于刚过去的这一学期和刚接的这两个班级，有一些浅显的感悟，在此作一个简要的总结，希望对自己今后的教育教学工作能起到一定的改进作用。

本学期我担任高二(5)(6)两个班的语文教学工作，这一届学生是我省课改后参加高考的第二届考生，从素质上看比上一届稍弱。其中(5)班是理科的普通班，(6)班是理科的提高班，虽然已经带过了五届高二，但此次还是感觉压力很大，因为六班是学校的希望所在，20__年我校高考的成绩很大程度上取决于六班。因此，在每一天的教学工作中，我都尽量做到兢兢业业，踏踏实实，丝毫不敢有所懈怠，惟恐出现任何差错，辜负了领导的期望，影响了学生的前途。语文高考考点细实、知识深广，《考试大纲》又不断更新，几乎每年都有一定的考试内容和范围的变动。在这种大背景之下，很多语文老师就顺理成章地走这样一条耗时长，收效差的教学老路：研究考试说明和近几年的高考语文试卷，然后逐一对照、条分缕析，然后在浩如烟海的各种复习训练题中寻章摘句，精心挑选，剪切拼凑出一套又一套的练习题，然后让学生做，做完以后批改，批改以后讲解，讲解以后再做。我也多次用过这种教学模式。现新课程改革日益推进，如果一直延用以前的旧方法，已经无法适应新形式下的高考了。通过摸索和研究，再根据本届高二的特点(时间最短，因为没有暑期补习)，努力探索一种用时少，效率高的教学模式。现将本学期工作作如下总结：

教学工作方面：

紧扣新一届的学情和新的高考要求组织复习，对学生的知识基础进行夯实，重视在语文知识的运用过程中提高学生的语文素养。认真研究考纲和本省本学科的考试要求，注意收集、分析相关的高考信息，收集和筛选各地相关高考模拟试题并加以改造，针对学情精心编制平时练习，尽可能地提高题目的新颖度和信息含量，以调动学生复习的积极性和复习效率。努力提高教学质量。而要提高高二语文教学质量，就要降低考查训练的难度，精心设计考查训练题，还学生以自主学习的时间空间，这是一个基本的前提，这样，才能让学生获得成绩，实现提高。要实现这一目的，我在管理和指导上大做文章，我认为高二的教师的作用并不主要体现在知识讲述和组织考查上。

高二语文教师的主要任务应该在于：

①学生情绪的控制与诱导;

②学习方法和解题方法的点拨;

③帮助学生构筑能力体系;

④帮助学生制定语文学习的短、中、长期目标;

⑤对学生当前语文学习状况进行评估并提出指导性意见和建议。

教师职责的根本是指导学生进行自主的、有效的学习和复习，把学生由“学习”变为“求知”，以此实现语文成绩的显现。

当然还存在着许多不足之处：

反思这一学期，教学工作中也仍然存在一些值得研究的问题：

其一：课堂教学中以教师讲解为主的情况、架空分析并且将现成的结论塞给学生的现象比以前大大减少。然而，我们想调动学生的学习积极性，努力体现以学生为主体的同时，却担心完不成教学任务，因而给学生的读书、思考和语言训练的实践活动时间不多或不充分;另外，教师让学生回答问题，常常要求学生讲出教师备课时的答案即标准答案，如果学生的答案不符合要求，教师则千方百计要“引导”学生走上“标准答案”的轨道。这实际是借学生的嘴巴说出教师要说的话。客观地说，这并不能真正体现学生为主体的教学理念，学生成了教师的传声筒。这样做的结果同样是影响了课堂教学效率的进一步提高。

其二：识记、理解层级的训练多，概括、综合能级的训练少，创造性思维的训练则更少。

其三：作文训练，未能很好地提高训练质量。尤其是在帮助和指导学生观察、思考社会生活及积累情感体验、生活经验方面做得不够。

其它方面工作：

教学研究方面：积极参加每周三下午的教研组活动，并认真为每次的讨论课题进行准备并发言。备课组内部的交流和集体备课、集体备考工作也有条不紊地进行，取得了一定的效果。同时，认真参加我组的《传统文化与语文教学》课题，并撰写了多篇论文和案例，并申请结题。

积极参加各类比赛活动，在晋江市“教学创新”大赛中获得二等奖。积极参加市级校际交流活动，于20__年11月组织了一节名为“仿写的提升”市级公开课，获得到听课老师较高的评价。

4.高二上册数学教学工作计划 篇四

a branch of science sth is important to sb a promising graduate student

have an incurable disease give up one’s dreams and hopes for the future

speak through a computer in the early 1970s make new discoveries

seek answers to questions about the nature of the universe according to …

the causes and effects predict future events in a practical way

use up all their money fall to the ground in the next ten years

take measures take steps take action

ruin our planet the crime scene make one’s dream come true

be happy with sth make a difference be curious about sth

change from season to season believe in sb. the other way around

a magic lamp download papers come into power

take sides in the war be respected as the leading scientist of the century

the First World War from that time on an atomic bomb

suffer from a disease observe the safety rules observe Christmas

the Law of Gravity give lectures scientific pioneers

II. Sentence Structures

1.It takes a very unusual mind to undertake analysis of the obvious.

2.What makes a scientist successful?

3.What do these three great minds have in common?

4.There did not seem much point in working on my PhD.

There is no point in complaining. There is not much point in arguing.

5.I did not expect to survive that long.

6.Yet two years had gone by and I was not that much worse.

7.1)In fact, things were going rather well for me and I had got engaged to a girl.

2)His father is engaged in writing a book.

8.1)Nor did he let the disease stop him from living the kind of life he had always dreamt of.

2)Never did I dream of seeing him in America.

3)Nowhere could I see him.

9.Hawking explains both what it means to be a scientist and how science works.

10.1)Scientists, on the other hand, Hawking writes, know that their job is never finished and that even the best theory can turn out to be wrong.

2)He was praised by his teacher on (the) one hand, but blamed by his friends on the other hand.

11.What is it that Hawking does not like about his speech computer?

12.The speech computer sounds just like a human voice.

13. 1)Only by discovering what we do best can we hope to reach our goals and truly make a difference.

2)Only in that way will we be ready for the challenges and opportunities in life.

14. It was only later that the world recognized his greatness.=

15.It appeared to scientists on earth that the stars had moved. =

16.Food is what sets this great mind on fire. (set…on fire)

5.高二上册数学教学工作计划 篇五

By Fu Xiaoyan

Class：Class 15 Grade 1

Time: April 12th

Subject: Unit 17 Period 2 Alone in Antarctica

Unit 17

Period 2 Alone in Antarctica

Teaching Aims

1. Train the students’ reading ability.

2. Learn and master the new words and phrases.

3. Make students know the greatness of Helen Thayer.

Teaching Important Points

1. Improve the students’ reading ability.

2. Enable the students to understand the text better.

3. Let the students have strong wills and determination by learning this passage.

Teaching Difficult Points

1. How to improve the students’ reading ability.

2. Make the students learn something about will and dertermination from this passage.

Teaching Methods

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

2. Careful reading to answer some detailed questions.

Teaching Aids

1. Multimedia 2. Blackboard

Teaching Procedures

Step 1. Greetings

Greet the whole class as usual.

Step 2. Lead-in

Tell students something about Antarctica, it is the highest, driest, coldest and windiest continent on earth. The weather conditions in Antarctica are extreme. But there is a woman called Helen Thayer who travelled to Antarctica alone when she was 60.

Step 3. Pre-reading

Ask students to discuss something more about the South Pole and the North Pole.

1. Imagine you’re travelling alone to the South Pole, what will you take with you?

2. Which animals live on the North/South Pole?

3. Why do polar bears never eat penguins?

Step 4. Reaing

Play the tape of this passage, and then ask them to think about the question:

1. Why could she travel to Antarctica alone?

2. What kind of person do you think she is?

Step 5. Careful Reading

Play the tape again and try to get the detailed information about Helen Thayer’s journey to Antarctica. Fill in the chart below.

Time Weather Activities

The first day Fine, icy, not strong wind Began the journey

The third day Stormy, windy ╱

Nov. 12th Storm died down Celebrate her birthday

A few days later ╱ Fell into a hole, got out

The 22nd day ╱ Increase her workday

The next morning ╱ Bad accident, hurt leg

Ask students to answer the following questions:

1. Did she finish the journey?

2. What kind of woman is Helen Thayer?

3. Do you admire her? Why?

Step 6. Exercise

Turn to workbook to do the exercises about reading.

Step 7. Summary

In this period, we’ve learned a passage about a special woman-Helen Thayer. From this passage, we know that Helen Thayer is a special woman, she is brave, active and optimistic.

Step 8. Homework

1. Review the words and phrases in this part.

2. Read the passage after class.

6.高二上册数学教学工作计划 篇六

Teaching aims:

1. Learn and master the following words and expressions:

Consist of, lie off, stand for, Europe, bagpipe, instrument

2. Improve student’s learning interests.

3. Get the students to know more about the British Isles

Teaching important points:

Master the expressions for agreement and disagreement

Teaching methods:

1. Free-talk method to get the students to talk about the UK and Ireland

2. Speaking activity to make the students go through the speaking task and improve the students’ speaking ability

Teaching aids: the map of the world, the pictures

Teaching procedures:

Step1 Lead-in

T: With the development of economy and growing living standard, more and more people like to travel around. And some richer one chooses to go abroad, especially to go to Europe. A travel agent tells me that if you have 0Yuan, you can pay a visit to Europe for about half a month. Now suppose you have enough money and time to go to Europe, which country do you prefer to travel?

S: Greece, Italy, Spain, Holland, France, Norway, Germany and England

T: I hear someone says England, do you mean “英国”

S: Yes

T: I am afraid you are mistaken! England is not the right name of “英国”. Do you think England is an independent country? In fact, it is not an independent country. It is just a part of the United Kingdom. UK is short for the United Kingdom of Great Britain and Northern Ireland. (Write the meaning of UK on the blackboard).

Step2 Warming up

T: To travel some place I think you should know something about it.

T: Do you know something about UK?

S: yes/no

T: Ok. (Someone say yes and others say no) if you don’t know, don’t care. Today we’ll learn a new unit -the British isles. After we have learnt this unit, we’ll know more about UK and Ireland. At First, we should know the geography of the British Isles. Please look at the map of the world. Do you know where is the Europe?

S: (point out )

T: Yes. This part on the map is the Europe. Where is the British Isles? And where is the UK?

T: I’m sure that you are very confusing. What is the difference between the British Isles and the UK? In fact, the British Isles are a group of islands lies off the west coast of the Europe. Now, please look at this map. This is the map of the British Isles. We can see from the map, there are two islands briefly. The large one is called Great Britain, the small one is Ireland. So we can say The British Isles consist of Great Britain and Ireland. (consists of由…组成 pay attention to the usage of consist of) And Great Britain consists of 3 parts. They are Scotland, England, and Wales; While UK consists of the Great Britain and the Northern Ireland. So, UK stands for the United Kingdom of Great Britain and Northern Ireland.

T: Ok. Are you clear about the difference between the British Isles and the UK.

Northern Ireland

UK

(Write on the Bb) Wales

Britain Scotland Scottish

England

Step3 Practice

T: Good. Well, in order to know more about UK further, please look at the pictures on page 33. Could you tell me what are they taken? guess what the picture is taken from: Scotland, England, Wales or Ireland? You should choose the right answer in 2 minutes.

T: Have you got the answers? Ok I will ask some Ss to tell me their answers. could you tell me your idea?

S: I think the picture one is taken from Scotland, picture two is from Ireland, picture three is from Wales and picture four is from England.

T: Do you all agree with her?

S: No, I think picture one is taken from Scotland, picture two is taken from England, picture three is taken from Ireland and picture four is taken from Wales.

T: Do you have the same idea?

S: No.

T: Well, I think it is a little difficult for you to get the right answers. Never mind, let’s do it together.

T: Look at the picture one. What can you see in the picture one?

S: A stone

T: Yes, a stone. What does this cross look like?

S: Cross

T: Yes a cross. (Show a picture of a cross) This is an ancient stone cross, which can be only found in Ireland. Now could you tell me where is this picture taken from?

S: Ireland.

T: Right. Just now we have learnt that the Ireland consists of two parts, do you still remember?

S: Yes, Ireland consists of Northern Ireland and the Republic of Ireland.

T: Very good. And what can you see behind this ancient stone cross?

S: Grass

T: Yes, green grass. Ireland has a mild climate, so green grass can be seen everywhere.

T: Before talking about picture two, please answer me one question. Do you like to read fairy tales? What fairy characters do you know?

S: Yes I like fairy tales. I know Snow White, Cinderella, Sleep Beauty and so on.

T: Do you like to be one of them?

S: Yes.

T: If you were one of them, you were a princess. And where do you choose to live with your prince?

S:Castle.

T: Yes, Castle. (Show a picture of castle) Some place with a lot of castles, can be called Land of Castles and also can be named Fairy Land. Do you think there is a real Fairy Land in the world?

S1: No

S2: May be

T: I can tell you there is a true place called Fairy Land. Do you know where it is? That is Wales. So could you tell me where is the picture two taken from?

S: Wales

T: Yes, you are clever.

T: Look at the picture three, there’re two people in the picture, are they men or women?

S: They are women

T: Why?

S: Because they dress in skirt.

T: But, I am sorry to tell you that you are wrong. They are men dressed in traditional kilts and playing a traditional instrument called bagpipe. (Show a picture of kilts and bagpipe). It is a typical scene seen in Scotland. So this picture is taken from Scotland.

T: Besides these two men, what else can you see in the picture three?

S: Mountains

T: Yes. In Scotland, there are a lot of hills and mountains, so Scotland is famous for its beautiful countryside.

T: Now let’s move into the last picture. What can you see in this picture?

S: A bridge.

T: What’s the name of this bridge?

S: London Bridge (show a picture of London Bridge)

T: Where is London?

S: In England.

T: Yes, so the last picture is taken from England.

T: What other famous architecture do you know in England?

S1: Big Ben (show the picture of Big Ben)

T: Big Ben is a clock acting as the symbol of London, even the United Kingdom

S2: London Tower (Show the picture of London Tower)

T: Is London Tower a real tower?

S: Maybe.

T:In fact, London Tower is not a tower, but a prison.

T: And in England there is a mysterious place called Stonehenge which is a place where ancient people did sacrifice (show a picture of Stonehenge)

T: We know England is also famous for its good education. There’re two world-known universities in England. Do you know what they are?

S: Oxford and Cambridge (show the pictures of them)

T: Until now we have talked something about these four parts of British Isles. Here is the information about what we have mentioned. (Show the table of the information of these four parts)

Ireland northern Ireland & republic of Ireland;

Green grass, mild climate

Wales fairy tales Land of castles, fairy land

Scotland kilt, bagpipe; hills and mountains, beautiful countryside

England Oxford university，Cambridge university; Stonehenge（巨石阵）Big Ben , London tower， London Bridge

Step 4 Consolidation

Do you know some famous people in UK, such as pop stars, sportsmen and poets who we have learnt in the last unit? What is UK famous for? Do you know? You can talk about famous cities, famous people, English food and sports, films, and the way of life... Talk about whatever you know! I will give you 3 minutes, are you clear?

(Show some pictures of David Backam, three bands respectively named Backstreet Boy, Westlife and The Beatles, and Shakespeare. When showing the pictures, I will explain them: David Backham is famous for his right foot. The Beatles, the band of 60s, is the most successful and famous band in the history. Shakespeare until now, is the most famous play write and poet)

Ss: yes

(After 3 minutes)

Famous cities: London ----capital city of the UK Edinburgh ---- capital city of Scotland

Belfast ---- capital city of Northern Ireland Cardiff ---- capital city of Wales

Some other cities:Manchester:home of the football club , Birmingham, Cambridge, Liverpool: the home of the Beatles etc.River Thames

Famous people: David Beckham, William Shakespeare, Charles Dickens, the Beatles, Newton

Food and sports: fish & chips, Beer, high tea, tennis: Wimbledon Championship

, football, golf, horse racing …

Buildings: Buckingham palace, Big Ben, London Tower Bridge Greenwich Observatory 格林威治天文台Westminster Abbey 威斯敏斯特教堂

National anthem: God Save The Queen

Tony Blair Prime Minister

Step 5 Discussion

Many people in the West say that English is one of the easiest languages to learn. Is English easy to learn for Chinese people ? Or is English one of the most difficult languages to learn for people whose mother tongue is Chinese ? Why do you think so?

The British Isles

Northern Ireland

UK Wales

Britain Scotland Scottish

England

Agreement: certainly/surely it must be right Consist of castle（城堡）

Yes, I agree with you. Lie off flag(旗)

Yes, you are right. Stand for cross(十字架)

Disagreement: I don’t agree with you. Bagpipe Buckingham palace I am afraid not. Instrument (白金汉宫)

7.高二上册数学教学工作计划 篇七

一、一般疑问句中几个情态动词的问与答

1. Need I/he/…?

Yes,you/he/…must.(不用need)

2. Must I/ he/…?

No,you/ he/…needn’t/don’t(doesn’t,won’t)have to.(不用mustn’t)

3. May I/ he/…?

No,you/ he/…mustn’t.(少用may not)

4. Could(Can)you…?

Yes,I can (不用could)

5. Shall I/she/ he…?

No,you(she,he)needn’t/can’t/mustn’t

二、情态动词表“推测”

1.can,may,must使用的句式：

1)肯定陈述句中：must表“肯定、必定、一定”意，may/might表“也许，或许”意。

2)否定陈述句中：can’t/couldn’t表“不可能”意，may not/might not表“也许不、可能不”意。

3)疑问句中：只能用can或could,不能用must,may或might。

注意：表推测的could,might并不是指过去时间，而是表示比can,may把握性略小些的情况。

2.对目前状态的推测：

1)must/may/might/can/could+be+表语

例如：She must be a teacher.她肯定是老师。She can’t/couldn’t be a doctor.她肯定不是医生。 He may not/might not be a doctor.他可能不是医生。

2)must/may/might/can/could+一些不能用于进行时的静态动词(如:have,exist,live,like,hate,own,belong to等)

例如：She must have her own car,for she has a lot of money.

That kind of bird may live in the valleys.

3.对目前正在发生的事情进行推测：

句式：must/may/might/can/could+be doing

例如：They must be waiting for us.他们肯定正在等我们。

She may/might be doing her homework.她可能正在做作业。

Can/Could he be playing football?他会正在踢足球吗?

4.对已发生的事情进行推测：

句式：must/may/might/can/could+have done

例如：There’s no lignt in the room. They must have gone to bed./She knows nothing about the film. She can’t/couldn’t have seen it./Can/Could he have been a doctor?/He may/might(not)have been a teacher./They must have been watching TV at nine last night./Can/Could she have stayed in Beijing last year?

注意：will have done句式也可表“肯定/可能已经…”推测意。

例如：He will have learned advanced mathematics,for he knows a lot about it. 他肯定/可能学过高等数学，因为他对此懂得很多。

三、“情态动词+have done”用法

1.should/ought to +have done,意“本应该…”，含有责备或后悔意。

例如：You should have come here a little earlier./I ought to have sent him to school./

2.shouldn’t/oughtn’t to+have done,意“本不应该”，含有责备或后悔意。

例如：You shouldn’t have watered the flower./I oughtn’t to have scolded her for such a small thing.

3.might have done,意“过去可能做”;could have done意“本能够做”，两者都含有委婉批评或遗憾之意，也可表对过去情况的推测。

例如：He might have gone to Nanjing with Professor Wang.last week,but he was ill.上星期他本可以和王教授一起去南京的，可他病了。We could have finished the work ahead of time.我们本来是能够提前完成工作的。

四、情态动词在反意疑问句中的用法

1.“肯定祈使句+附加问句”结构，附加问句常用will/would/won’t you形式。

例如：Stand still,will/would/won’t you?

2.“否定祈使句+附加问句”结构，附加问句常用will/would you形式。

例如：Don’t watch TV,will/would you?

3.Let’s…,shall we? ; Let us…,will/won’t you?

4.含有must句子的反意问句

1)must表示“必须”时，附加部分常用needn’t,也可用mustn’t.例如：He must go with you,needn’t/mustn’t he?

2)mustn’t表“一定不能”时，附加部分用may.例如：She mustn’t leave,may she?

3)must表“一定、想必”推测意时，附加部分主要有下列几种形式：

A.He must be an engineer,isn’t he?They must be writing now,aren’t they?(这类句子问句前部分含“must be…”或“must be doing…”。)

B.She must have a car/live there, doesn’t she?

C.He must have seen the film,hasn’t he?(这类句子问句前部分的谓语为must have done,句子无具体过去时间状语。)

D.He must have seen the film last week,didn’t he?(这类句子问句前面部分的谓语为must have done,句子有具体过去时间状语。)

E.Mother must have been shopping then,wasn’t she?(前面部分谓语为must have been doing。)

5.含有may表推测的句子，其反意问句形式与must表推测的反意问句形式相似。

例如：She may have finished her homework,hasn’t she?

五、几组词语辨析

1.must与have to:must强调说话者的主观看法，have to强调客观需要，表示“不必”意要用needn’t或don’t/didn’t/won’t have to,不能用mustn’t。

2.can/could与be able to:can多用于现在时，也可用于将来时，could只用于过去时，be able to可用于各种时态。表示“过去经过努力而做成(或没做成)”要用was/were(not) able to ，而不用could(not)。例如：He worked hard,but he wasn’t able to pass the exam.

3.will,would,used to:都可表“习惯”意。①will表示不受时间限制的习惯性动作。如：Fish will die out of water./ She’ll sit for hours without saying anything.

②would表示过去习惯性的动作，但不涉及与现在情况的对比。如：He would walk by the river in the morning.注意：would后不能跟表状态动词。例如不能说He would be late for school last year. ③used to表示过去习惯性的动作或状态，但这种习惯现在已不存在了。如：He used to get up early. He used to be late for school.

4.dare与need

六、虚拟语气在if引导的条件句的用法

1)与现在事实相反的结构：

2)与过去事实相反的结构：

3)与将来事实相反的结构：

**当条件状语从句表示的行为和主句表示的行为所发生的时间不一致时，动词的形式要根据它所表示的时间来调整。例如：

If you had worked hard, you would be very tired.

(从句说的是过去,主句指的是现在.)

5以上句型可以转换成下列形式:

**省略if,用“were, have, should +主语”. 例如:

Were I in school again, I would work harder.

Had you been here earlier, you would have seen him.

Should there be a meeting tomorrow, I would come.

**用介词短语代替条件状语从句：but forwithout.例如:

Without air, there would be on living things.

But for your help, I couldn’t have done it.

七、虚拟语气在名词性从句中的用法

1.“wish +宾语从句”表示不能实现的愿望,汉语可译为“可惜……”. “……就好了”, “悔不该……”, “但愿……”等.

表示现在不能实现的愿望,从句的谓语动词用过去式;表示将来不能实现的愿望用“would(could) +动词原形”;表示过去不能实现的愿望时用“had +过去分词”或“(could)would +have +过去分词”.例如:

I wish it were spring all the year round.

I wish you could go with us.

We wish we had arrived there two hours earlier.

2.虚拟语气在动词一个坚持(insist);两个命令(order，demand);三个建议(advise,suggest,propose);四项要求(demand,require,request,ask),等后面的宾语从句中用“(should)+动词原形”.例如:

We suggested that we (should) have a meeting.

We insisted that they (should) go with us.

The doctor ordered that she (should) stay in bed for a few days.

He demanded that we (should) start right away.

**注意:insist作“力言”, “强调”解时,宾语从句不用虚拟语气,只有当insist作 “坚持(认为)”, “坚持(应该)”解时宾语从句才用虚拟语气.例如:

Mike insisted that he had never stolen anything.

又如suggest

3.虚拟语气用于表语从句、同位语从句

作advice, idea, order, demand, plan, proposal, suggestion, request等名词的表语从句和同位语从句,其谓语动词要用虚拟语气的结构“(should)+动词原形”.例如:

We all agreed to his suggestion that we (should) go to Beijing for

sightseeing.

My idea is that we (should) exercises first.

4.虚拟语气在 as if(as though)中，引导的表语从句或状语从句中的应用.

如果从句表示的动作发生在过去，用过去完成时，指现在状况，则用过去时，指将来则用过去将来时.例如：

He looked as if he were an artist.

He speaks English so fluently as if he had studied English in England.

Even if he were here，he could not solve the problem.

5.虚拟语气用于主语从句.

在主语从句中，谓语动词的虚拟语气结构用“ should 十动词原形”的结构，表示惊奇、不相信、惋惜、理应如此等.例如：

It is necessary( important，natural，strange，etc) that … we should clean

the room every day.

It was a pity ( a shame，no wonder，etc) that you should be so careless.

It will be desired( suggested，decided，ordered，requested，proposed，etc)

that she should finish her homework this afternoon.

在上述三种主语从句中，should意为“应该”,“竟然”，可以省去，但不可换用would.主句所用动词的时态不限.

注意：这种从句表示的是事实.如果说话人对这种事实表现出惊奇的情感，就可用虚拟语气.反之，如果不表示惊奇等情感，that从句也可用陈述语气，例如：

It is a strange that he did not come yesterday.

It is a pity that you can’t swim.

八.几种常见的其他虚拟语气结构

1.虚拟语气用于定语从句

这种从句常用在 It is( high) time( that)…句型中，定语从句的谓语动词用过去式，或 should十动词原形( should不能省略，be用 were)来表示，意为“(现在)该……”。例如：

It is ( high) time we left (should leave).

lt is high time we were going.

2.虚拟语气用于 if only引导的感叹句中,用法同.wish

If only I had taken his advice.

我要是听他的话就好了.

If only I were a bird.我如果是一只鸟就好了.

3.虚拟语气在简单句中的应用

l)情态动词的过去式用于现在时态时，表示说话人谦虚、客气、有礼貌或语气委婉，常出现在日常会话中，例如：

It would be better for you not to stay up too late.

Would you be kind enough to open the door?

2)用于一些习惯表达法中，例如：

Would you like a cup of tea?

I would rather not tell you. You had better go now.

3)用“ may 十动词原形”表示“祝愿”、“但愿”. may须置于句首，例如：May you be happy! May you succeed!

4.would rather-----

8.高二上册数学教学工作计划 篇八

2.Identification Card 身份证

3.at first sight; lose one’s sight; at the sight of ;catch sight of;

out of one’s sight/beyond one’s sight/ in one’s sight

景色，景象(可数，常用复数)The sunrise is a beautiful sight.

4. have an appetite for (knowledge) 求知欲

5. at the appointed time

keep/break one’s appointment

make/fix an appointment with sb

6.be calculated to旨在，用意在

calculate on 指望

7.on purpose故意地; for the purpose of 为了…的目的

8.at one’s expense由某人负担费用

at the expense/ cost of牺牲，以…为代价

9. supply sth to/for sb; supply sb with sth

provide sth for sb; provide sb with sth

10.look out! = watch out!

look out for sth小心;留心, 找寻

11.be involved in (trouble) 卷入,忙于

12. the private/ state enterprise (私营/国营)企业

a spirit of enterprise 进取精神, 事业心

13. abandoned practice抛弃了的，废弃了的做法

14.a large amount of/ amounts of +u.n

15.experiment with/ on (animals)用…做实验

16.You deserve punishment/ punishing/ to be punished.

(同need/ want/require)

deserve attention值得注意

17.or else否则

18.be designed to do / for sth/sb专为…设计的，打算

be intended for/ to do

19.在脑海中出现某种想法A good idea occurred to me.

It occurred to me that…

20.in view可以看到，在望，临近

in view of 考虑到，鉴于

21.a bunch of 一束

22.lead a cosy life; a cosy little house

23.on a large scale大规模的

24.name after以…命名

9.高二上册数学教学工作计划 篇九

北京十八中 宋红靖

Type of lesson: Speaking

Contents: 1. Dialogue on P18

2.Useful expressions on preferences

3.Practice of the useful expressions

Teaching aims : Ss can use the expressions on preferences naturally and correctly.

Key point：Useful expressions on preferences

Teaching aids: computer & tape recorder

Teaching procedures:

Step 1: Warming up:

Show the Ss the following pictures to review what they’ve learnt in the previous lesson and lead in today’s topic------ talking about one’s preferences.

Q: 1. What are they?

2. Which do you prefer?

3. Why? (If the Ss can’t tell the reason , let them read the sample dialogue on P18 to help them .)

Step 2: Useful expressions:

Ss learn the expressions on P19 to enlarge the Ss’ vocabulary about preferences.

I’d rather…

I wouldn’t feel happy if …

I prefer something that…

I’m much more interested in …

I’m not very interested in …

I like seeing something …

In my opinion, …

I don’t get very excited about …

What I like is …

I really prefer …

If you ask me, then …

I can’t stand …

Step 3: Practice & Evaluation:

1. Show the Ss some sample dialogues with blanks for the Ss to fill in with

the suitable expressions above.

Example

1). (Betty came in, tired. Lisa said to her)

Lisa: We are going out to have a walk. What about you?

Betty: _______________________________. I am too tired. I need a rest.

2).----- What would you like to drink, coffee or tea?

------- Either is ok. But ____________________________.

3).------- What kind of music do you like?

------- _________________________.

--------What music don’t you like?

-------__________________________.

2. Give the Ss a situation with different topics and let them practice the dialogue in pairs, using proper expressions on preferences.

Practice:

Suppose you are shopping with your mother / friends / classmates and you have different opinions about clothes , books , pictures , food, …Make up a dialogue with your partner and tell each other what your preference is and why, using proper expressions you’ve learnt in this class.

Clothes Books

Food Pictures

3. When the Ss are acting their dialogue , the rest should listen carefully and take some notes and give them a proper evaluation.

When one group is reporting or acting, the listeners should do the following job.

Content/ topic Expressions used The reason (s)

Evaluation:

Score

Cooperation 5 4 3 2 1

Expressions learnt 5 4 3 2 1

Creative 5 4 3 2 1

Language 5 4 3 2 1

Logical 5 4 3 2 1

Step 4: Homework:

10.高二上册数学教学工作计划 篇十

【教学目标】

1、了解大自然无穷的奥秘，激发探究大自然的兴趣；学会对自然现象作合理的想象与哲理的思考。

2、利用诵读方式使学生能够欣赏本文融科学性与文学性于一体的风格，体会本文丰富多变的表现手法。【教学重点】

1、了解科学散文、科学随笔之间的关系以及它们各自的特点。

2、学会科学散文的鉴赏方法。【教学难点】

本文所涉及的有关自然常识，科学性的说明与文学性的描述的异同及其作用。【教学手段】 多媒体辅助教学 【教学过程】 一.导入新课

今天，我们要学习的新课文《自然笔记》选自《散文（海外版）2001年第4期。古今中外，几乎所有的名家大师，哲人智者都涉足过散文领域。许多诗人、作家、思想家、政治家、哲学家、艺术家都写过脍炙人口的美文华章。我们要注意一下今天我们学习的文章作者研究的领域是什么？ 二.作者简介

杨文丰(1957—)，广东科学技术职业学院中文系教授，中国作家协会会员，散文家。已出版散文集、写作学和创造学著作等10部(4部合作)，曾获国家科普奖二等奖、散文奖、省和部级教材奖等。三.整体感知

1、作者以细致的科学观察和广远的艺术想象生动描述了地球的色彩，空气的流动，以及光照、降雨的作用和异象。他凭卓越的想象力，以美妙而丰富的联想，华丽而灵动的笔触，将自然界种种令人叹为观止的瑰丽雄奇的景观，描绘得美轮美奂，在传授自然科学常识的同时，又给读者以无限美好的享受。

作者用小标题的形式结构全文，对象明确，每一段落既保持了全文一以贯之的文风，寓科学性于文学性之中，又各具特色，丰富多彩的内容和丰富多彩的表达形式融为一体，具有很强的可读性。一位自然科学家有如此美妙的文笔，令人赞叹。

2、文章结构

第一部分：“蓝地球”。第l段指出围绕地球的大气层是蓝色的；第2—3段介绍大气的蓝色是阳光与空气相遇而成；第4段表达了在蓝色天宇下人类能和平安宁生活的美好愿望。

第二部分：“‘晨昏线’寓言”。第1段说明晨昏线是白天与黑夜在地球表面上的交界线；第2段指出由于自然因素的复杂，晨昏线对光与暗的划分并不均匀；第3段揭示晨昏线的社会意义：昭示光明与黑暗永远共存的道理。

第三部分：“包容一切的空气”。第1—3段首先说空气的无处不在；第4—5段以“古老”而又“年轻”说明了空气的无时不在；第6—7段以“勤劳”的“园丁”和“永恒的流浪者”解读了空气对地球的意义；第8—12段揭示空气是平凡而伟大的。

第四部分；“蒲福风级”。第1—9段介绍了风的级别；第10段说明现已编出现代性与传统性相结合的蒲福风级表；第11段则联想到人类社会的森严等级。

3、每一部分阐释旨要

蓝地球：由于太阳光的波长不同，遇到空气中的微型物质形成散射和漫射，形成“蓝地球”。在这一段，作者将比喻和比拟手法运用得炉火纯青，把光学的一些知识描写得灵动飘逸，使七色阳光、空气与地球具有了人格化的含义。

“晨昏线”寓言：白天和黑夜在地球表面上的交界线。作者在这里的用意并不仅仅局限于解释自然现象，他还从晨昏线引申出了光明与黑暗相互依存、互有攻守的哲理，由于有自然宇宙的大境界作铺垫，因此，文章极具感染力。

包容一切的空气：空气无处不在，她的特征和作用。以比喻领起每一段，非常形象地描述了空气与地球的关系，与人类的关系，也使文章对包容一切的空气的神情赞美显得水到渠成，合情合理，字里行间充满了人类对“空气”的赞美和感恩。

蒲福风级：英国海军大将蒲福1805年以海陆之上的自然景物的“表现”来划分的风级。作者在蒲福分级的基础上加以浓墨重彩的渲染，引入大量人文典故和景物描写，将简略的风级分类表扩充为一篇声情并茂的散文，同时又赋予“风”以极为丰富的社会学寓意，令人掩卷长思。

4、本文生动精彩的语言

(1)修辞手法(比喻拟人)：“晨昏线，忠实地做着与地球反向，同速的运动。”把晨昏线的运动的规律性写得亲切形象。

(2)巧用类比：“一旦遭遇空气中的尘埃，冰晶等微型物质，必将共时性的发生类似于故居檐下雨水滴石，水花四溅的散射漫射。”用生活中熟悉的现象来作比，把散射这个陌生抽象的概念具体化，使其特征鲜明。

(3)化用概念：“所谓‘银币雨’，该是龙卷风将古墓里的银币戏纳入天空，御风而行，白天而降所形成的‘资本转移’。”化用金融术语，把“银币雨”说得通俗易懂。

(4)整散结合：“(空气)很诗化，抽象得像光，缥缈得如雾，飘泊得似水。”强调空气的各个特点，也使句子读上去朗朗上口。

(5)化用文言：“西班牙降了一场‘橙雨’，一只只橙子，随风跌入夜，砸地响闷声。”化用杜甫名句，把雨描写得诗情画意，又不失幽默。

(6)蕴涵哲理：“人类社会，一直风声不断，而且，新的级别，依然在流动产生。” 5.你最欣赏哪一段？

笼罩地球的一片蓝，是阳光与空气精心协作的“魔术”。

作者将比喻和比拟手法运用得炉火纯青，把光学的一些知识描写得灵动飘逸，使七色阳光、空气和地球具有人格化的含义。

温泉般汩动、往地球泼泻的阳光，总要与拥抱、呵护地球的空气邂逅。

比拟的修辞手法，生动形象地展现出阳光与空气相遇时极富人情化的动态场景。“泼泻”写出阳光自上而下的动态；“拥抱”、“呵护”写出空气既无所不包，又轻柔飘渺的特点；“邂逅”一词，使得阳光与空气的偶然相遇充满浪漫色彩，予人以美好的想象。

晨昏线过处，无非是白绸缎刚刚飘然过去，黑披风就急急拂脸而来。沧海桑田，云去云飞。黑夜和白天，对自己体下的江山万物施行着轮回式的恩泽与压迫。

“白绸缎”与“黑披风”，比喻形象贴切，它让我们感受到面纱下地球的秀丽和高贵。

一黑一白，回环反复，宇宙的游戏规则呈现的大气，使一切小人心智失去重量。而作为人，面对轮回着的恩泽和压迫，该怎么办？作者留下伏笔。作者对于地球形态和内涵进行了科学的庄重的开掘。她很诗化，抽象得像光，飘渺得如雾，漂泊得如水。

以光、雾、水等具体可见、可感的自然物来描写空气的诗化。

把实在的东西抽象化，把抽象的东西具象化，这是艺术联想对万物的诠释，没有丰富的语言组织和想像力是难以做到的。

她的胸襟早就不止于包容一切，她“统一了黑暗和光明，统一了寒冷和温暖，统一了阴电和阳电。”（高士其：《天的进行曲》）

运用引用和排比的修辞手法，从视觉与触觉、外在与内在的统一，突显空气囊括一切的气度和胸襟。微尘的极致是土地。河流的极致是海洋。星辰的极致是星系。——平凡的极致是伟大！

运用排比修辞手法，由近及远，由小及大，强调空气的本质是平平凡凡的伟大，伟伟大大的平凡。《蒲福风级》中对风的级别的描写，一级是大漠“烟直”。二级是叶儿“轻摇”，三级是海船“微显簸动”，四级是“船涨满帆”，五级变为“清劲风”，而六级则是“强风浩荡”，八级是“大风”„„ 从对风的级数的递增与之相对应的词语的准确选择，体现出了杨文丰不凡的语言功力。

风级”的界定对应物的不同形态，让人从中判断风之级数，由此而体现了大自然风云变幻的奇景。四.思考以下几个问题：

1、你从哪些地方读出了关于大气折射散射、晨昏线、空气、风的科学知识的？（划出说明科学道理的语句）

2、这些科学知识是通过怎样的方式表达得如此生动美妙的?(运用了哪些表现手法？修辞手法或说明方法？)同桌的两位同学可以交换一下意见，然后自己选择其中一小节来具体回答问题。

1、《蓝地球.》：科学道理——“不同波长的、„„奇特的蓝。” 形象的拟人、美妙的联想。

2、《“晨昏线”寓言》：科学道理——“白天与黑夜在地球表面上的交界线，气象学上称为“晨昏线”。黑夜、白天——黑披风、白绸缎（比喻）；拟人

3、《包容一切的空气》：总体运用了生动的拟人手法，运用丰富的艺术想象，形式上用行云流水般的排比句，形象描述了空气与地球、人类的关系。（隐含着科学道理）联想到人格化空气所具有的品质：她能包容一切，是伟大的。充满人类对空气的赞美和感恩。

4、《蒲福风级》：科学道理——风的级别

运用丰富的想象力将简略的风级分类表扩充为一篇声情并茂的散文。

引用并加入人文典故。告诉我们自然科学并不是人们想象中的枯燥乏味，自然学科与人文学科，科学理念的传达与文学审美，并不处于一种对立的状态，它和文学艺术其实是相通的。

5、《位置》：科学道理——年轮（下定义）（根据年轮看出位置对于植物生长的影响：不同位置所造成的生存环境的差异。）

运用说明文中举例子的手法：龙王山坡南坡北的位置差异造成山南山北松树生长状况的不同来说明科学道理。

6、《黄花雨》：科学道理——龙卷风。（下定义、打比方）

举例子；化用俗语和唐诗，语言幽默活泼，使人读来兴味盎然。

师：接着，请找出晨、蒲、位三节中作者借题发挥的议论性文字，分别思考一下它们与该节描述或说明内容的关系，给予你哪些启迪？想一想，是否还可以从其他角度生发联想，发表议论?前后四位同学可以讨论一下，推荐一位小组代表来回答问题。师：《自然笔记》是科学随笔，作者是自然科学家。他以科学家的目光观察自然，又以文学家的心灵描绘自然。文章既有科学美，又有深藏于大自然现象中的诗美、哲理美。你能不能以这篇文章为例，概括一下科学随笔的特点？

生：

1、它属于科学散文的一种。以科学内容为题材的随笔。它具有随笔的特点和优势：短小、轻松，活泼，锐利，情与理融为一体，具有较强的文学性、科学性和知识性。

2、它运用文学的表现方法丰富多彩，语言既形象生动，又科学、准确、鲜明，没有艰深的论述，可读性强，对读者有一种亲和力，符合现代人的阅读习惯。

3、它的题材广泛，最关注的并不在科学的内部，而是在科学哲学、科学史、科学与社会等方面，亦科亦文，可以说是科学与人文“杂交”的产品。文章，均体现出超越专业的文化视野，带给读者耳目一新的感觉。师：《自然笔记》的作者十分注重文章的通俗性与可读性，用文学方式传播科学知识，倡导科学精神。在这篇文章中，科学精神与人文精神交融，深入浅出，自由洒脱，充分体现了随笔的文体特点，显示了大家风范。作者以亲切、生动、优美的文笔，让人体味着科学知识的无穷魅力。学习这篇文章后，对你今后的随笔写作有什么启示呢？ 五.表现手法（写作技巧）

使文章整体或部分产生鲜明强烈的印象，达到感染读者的艺术效果的手段或方法，都可视为表现手法。主要着眼于使文章的整体或部分产生效果。

对比、象征、烘托、设置悬念、前后呼应、欲扬先抑、托物言志、借物抒情、联想、想象、衬托（正衬、反衬）、卒章显志、画龙点睛、直抒胸臆、以小见大、开门见山等等 六.作业：