不为明天做好准备的人是没有未来的，在幼儿教育工作中，我们都有会准备一写需要用到资料。资料是作用于人类社会实践的一种可供参考的材料。参考资料可以促进我们的学习工作效率的提升。那么，你知道有哪些常见幼师资料吗？有请阅读小编为你编辑的高一的课件，如果对这个话题感兴趣的话，请关注本站。
Type of lesson: Word study
Teaching Contents: Vocabulary: thrill, educate, divide, prevent, risk and it seems/ed.
Teaching Aims：Help the students grasp the usages and meanings of the above words or phrases.
Teaching procedures:
Step I . Present the words to be learned to the students.
Ask the students to discuss in group and get the meanings of the underlined words or phrases
1. Many people come to theme park looking for thrills and entertainment.
2. A good example of a theme park that both educates and entertains is Ocean Park in Hong Kong.
3. The park is divided into two sections.
4. It seems that people just cannot get enough of scary rides and exciting adventures.
5. New technology allows us to experience almost anything without actually being in danger or risking injury.
6. He cut off the electricity quickly and prevented an accident.
Step II: Learn each word in detail
1. thrill
Ask the Ss to read the following sentences and match the underlined words with their proper meanings.
1) The magic of his music continues to thrill audiences.
2) Although Mary has been acting for years, she still get a thrill out of going on the stage.
3) Stories of adventure thrilled him.
A. To give great pleasure to; delight.
B. To cause to quiver, tremble, or vibrate.
C. A sudden strong feeling of excitement and pleasure.
Practice: complete the following sentences.
这位旅行者的经历使我们惊骇不已。
1) The travelers ___________________ his stories. (thrilled us with)
我得知考试及格后很高兴。
2) It ____________________ to know I had passed the examination. (gave me a thrill/ is a great thrill for me)
2. educate
Ask the Ss to read the sentences and discuss the meanings and usages of “educate” in a group of 4.
1) educate sb: 教育，指导某人
School teachers educate children.
2) educate oneself自学，自修
Some children educate themselves because their parents can’t afford them to the school.
3) educate sb about/ on sth 就。。。对。。。进行教育，指导
The campaign will educate the public about the dangers of smoking.
4) be educated for... 为特定目的而提供知识或进行训练，培训
I was educated for an English teacher.
Ask Ss to translate the following phrases.
①自学, 自修educate oneself
②受大学教育; 上大学be educated at [in] a college
③培养音乐兴趣educate one's taste in music
④攻读法律be educated for the law.
⑤大学教a college education.
3. divide
1) 分开；划分（常与in, into连用）
Let's divide ourselves into several groups.
This class is too large; we shall have to divide it for oral practice.
2) 分开把…跟别的东西分开；分离：divide... from...
The teacher divided the boys from the girls for gym class.
3) 分，分食 （常与out连用）
“Children, divide the cake up between / among you.”
4) 除
15 divided by 3 is 5.
Three will not divide into eleven.
5) 使意见不合；使不和
Please don't let such a small matter divide us.
On some minor points members of the committee divide with one another.
Practice:
4. prevent
1) To keep from happening: 预防使防止发生：
It is the job of the police to prevent crime.
The government took steps to prevent the strike.
2) v. intr. To present an obstacle: 阻挠，阻止呈现出阻碍：
There will be a picnic if nothing prevents.
3)stop or hinder（常与from连用）阻止；制止；妨碍
We were prevented by heavy smog from seeing anything.
What prevented you from joining us last night?
4) To come before; proceed. 在…之前在…之前来；先于
Tom’s study always prevents his peers.
Practice: make up sentences according to the given key words and pictures.
Possible answers:
1) Your prompt action prevented a serious accident.
2) Italy famous football flayer Barkier has a leg injury that may prevent him from playing in tomorrow’s game.
3) Class 2’s basketball players tried their best to prevent us from winning.
5. risk
v. Ask the Ss to observe the following sentences and discuss the usage of risk.
1) risk sth
You should not have risked the confrontation with the government.
His action risked a sharp reprisal.
2) risk doing sth
Are you prepared to risk traveling without an guard?
Although he risked getting caught in a storm, Jim kept the appointment on time.
3) risk sth on sth
You’d be crazy to risk your money on an investment like that.
Tom’s Dad is a gambler. He once risked everything on a single throw.
4) risk one’s life
He risked his life when he saved the child from the river.
Martina risked her life to save her dog from the fire.
n. Ask the Ss to translate the risk-phrases in the following sentences.
1) He took a risk when he crossed the old bridge.
2) The firm’s reputation is at risk.
3) Anyone traveling without a passport runs a risk of being arrested.
4) At the risk of sounding stupid, can I ask a simple question?
5) You leave your wallet in the classroom at your own risk.
Practice
Complete the following blanks using what we learned about “risk”.
Last summer vacation, Xiao Ming _________________ (独自冒险旅行)to the Huang Long Virgin Forest. Before his journey, he told his plan to his parents. Xiao Ming’s Dad agreed with him and said: “Being a man, we should ___________（冒险）to become stronger.” But, his mother was worried about him, because she thought Xiao Ming was too young to travel the virgin forest alone and he just____________.（冒生命危险）
Xiao Ming explained his plan and said he had been well prepared. He wouldn’t _________（处于危险中）. At last Mum gave in and said: “OK. Be well prepared! Once you are in danger, do call the police and us for help. ”
Three days later, Xiao Ming came back home safely. Although Tom was very tired, he said to his parents: “___________________.（这值得冒险）”
Possible answers:
risked traveling alone, take a risk , risked his life ,
be at risk. It’s worth the risk
6. It seems/seemed...
Ask the Ss to read following sentences and discuss the sentence pattern.
1) it seems that...
It seems to me that it will snow.
It seemed that he was ill. So I called in the doctor.
2) it seems as if/ like / though...
It seems as if it is going to rain.
“At that time, it seemed as if I couldn't think of the right word anyhow.”
3) ...seem + adj.
He seems quite happy.
Mary didn’t seem very sure about tomorrow’s exam.
4) sb/sth seems/ed to be/do/ have done
Danger seems to attend everything they have tried.
I seemed to hear a voice in the distance.
Practice: use “seem” to make up as many sentences as you can according to the pictures.
1)
2)
Practice
Choose the following words or phrases and use their proper forms to fill in the blanks: admire...for..., thrill, educate, divide...into..., base...on..., prevent, risk and it seems/ed.
Ocean Park Hong Kong
Ocean Park, situated on the southern side of Hong Kong Island, is one of the world’s acclaimed _________ theme parks covering more than 870,000 square meters of land. With 24 years of history, Ocean Park has established itself as one of the major tourist attractions in Hong Kong and Asia. Aside from entertainment through _______ rides and a wide variety of shows, the park _____________ its education and conservation programmers.
Ocean Park is divided into two sections: the Headland and Lowland. At the Headland, the visitors can ______ its many rides including the Crazy Galleon, Flying Swing, Raging River, space wheel, and so on. Another attraction is Dolphin Aquarium. Unlike some aquarium where the visitors ____________________ touching the dolphins, it allows the visitors to dive and play with the dolphins. ________________ people just can’t get enough entertainment and education in Ocean Park.
Possible answers:
educational, thrill, is based on, risk,
are prevented from, It seems that
Period 1
I． Teaching Aims:
1. Review the Simple Present Passive Voice and to learn the Present Continuous Passive Voice
It is used for…/ It is being used for…
2. Develop the students’ listening skill by creating an information gap and stimulating their desire to discover things
II． Important points:
1.Words and expressions
2. The Moral Focus: Creative Thinking
III． Difficult points:
the Present Continuous Passive Voice
what ever, where ever, however, whenever, whoever
the usage about dare
IV． Teaching Aids:
A tape recorder, a toothpick, gloves, a sock, a plastic bag , pictures or objects of some daily things like chopsticks, a cell phone, a CD player, a MP3, a computer, a refrigerator, a mirror, a satellite receiver etc.
V． Teaching Procedures:
Step 1 Warming up
Talk about something that is seemingly common and trigger the students to discover something unique by observing carefully and thinking lively.
Create a proper learning environment and get the students geared for the oncoming classroom activities
Brainstorming
Present objects: a toothpick, a sock and a plastic bag
Provoke the students’ thinking by encouraging them to think of the new uses of the above objects
Be ready to accept any offered answers
Try to involve as many students as possible
Step 2 Pre-listening
1. Show pictures of some daily things including one or two but not all of the objects that are to be described
2. Prepare the students for the listening by encouraging them to discover what are being described
Step 3 Listening and Identifying
1. Listen to the tape and identify what is being described.
2. Talk about the possible uses of the described things.
3. Ring a bell to the Simple Present Passive Voice
Step 4 Talking and Guessing
Group work
Divide the whole class into several groups
Think about the objects we use in our daily life.
Describe two or three of the objects to the other groups and see if they can guess what you are describing.
Remember not to make it too easy to guess
Take turns to do the describing and guessing
Use the following structures and questions to help with the description and guessing
It is used for….
It can be found….
It is often seen….
They are made of(from)…
This thing can be put ….
What does it look like? What is it used for?
What is it made of? Who usually uses it?
How do people use it? How does it work?
When is it used? Where do you usually see it ?
Step 5 A Discussion
1. Work in groups of six
2.Discuss about the good impact of one of these things.
3.Each group member contributes some notes to the reporter of the group
4.Report to the whole class
Step 6 Listening in WB
Listen to the tape and fill in the information chart below.
Compare the information with the partner
Step 7 Pair work
Work in pairs.
Look at the space projects below and decide which one is the most useful.
Put “1” in front of the most useful project and “5” in front of the least useful.
Compare answers with the other pairs and explain your choices
Step 8 Summary
Summarize the good impact of all the things described and mentioned.
Think about the potential problems with the things described and mentioned
Suggest solutions to the problems
Homework
Prepare for the talking part in Wb
Period 2
I. Teaching Aims:
Learn phrases and sentences of expressing agreement and disagreement (Absolutely. /That’s exactly what I was thinking. /That’s a good point./ That’s just how I see it./ That’s worth thinking about./ I disagree. /I’m afraid I don’t agree. /Well, it depends. /Well, I don’t know. /Well, I am not sure about that…)
II． Important points:
1. words and expressions
2. To learn how to state one’s points clearly.
3. Moral Focus: Communication and Cooperation
III． Difficult points:
1. Useful expressions for agreement and disagreement
2. Learn the art of persuading
IV． Teaching Aids:
a set of multi-media teaching system, some episodes from Family Album, USA and Mr Bean, some role cards…a toothpick, a sock, a plastic bag , chopsticks, a cell phone etc.…
V． Teaching Procedures:
Step 1 Warming up
Draw the students’ attention by identifying the following statements.
1. The word “boat” can be spelled using four letters from the word “automobile”.
2. 11minutes past 5 o’clock is 48 minutes before 6 o’clock.
3. If you turn a left-handed glove inside out , it will fit on a right hand?
Step 2 Problem Solving
1. Discuss in groups of three about the possible problems with things mentioned the previous day
Examples: chopsticks, car, air-conditioner etc.
2. Provide solutions to all these problems and share opinions with other groups
3.Tolerate different opinions from other groups
Step 3 Listening and Speaking
1.Describe one or two of the teacher’s stressful situations
2. Encourage students to give solutions
3.Exchange ideas with other students
Step 4 Speaking and Acting
Discuss about Jane’s problem and express opinions
Jane wants to buy a cellphone. Before she buys one, she asks her parents and her best friend what they think.
Work in groups of four
Decide which role each group member should play
Take a few minutes to prepare the role cards
Report your decision to the class when you have finished the discussion
Step 5 Looking and Learning
1.Watch some episodes from Family Album, USA and Mr Bean
(《走遍美国》和《憨豆先生》的几组镜头)
2. Recognize more ways of expressing opinions
( Oh, I do so agree. Absolutely right. Definitely. I guess so. I can’t agree with you there. Not really. Not exactly. No way….)
Step 6 Describing and Deciding
1. Encourage the students to disclose their problems by asking
What troubles you most?
What is your problem?
What is your worry?
What upsets you?…
2. Get them to know where to find help by asking
To whom do you usually turn for help?
Where can your problems be possibly solved?
Who can most probably serve as a helper?
(Possible answers: Psychology Center, Hotline Service, Chatting Room, A Radio or TV Chitchat Programs…)
Step 7 Thinking and Judging
Lead the students gradually to the Unit Topic Technology by asking
What do you know about technology?
Why does the government pay so much attention to the development of technology?
Why is technology so important to people’s life?
In what way has it changed or improved people’s life?…
Homework
Profound understanding the positive effect of technology on individuals, nations and even the whole globe by surfing the internet and collecting related information
Hunt for caring stories hailed by technology and share the stories with other students in the next class.
Period 3
I． Teaching Aims:
1. To have a general understanding of how technology has changed the way people live
2.To get a rough idea of the Present Continuous Passive Voice
II． Important points:
1. Words and expressions
2. Present Continuous Passive Voice
3. the Moral Focus: Love & Caring
III． Teaching Aids: a tape recorder, the multimedia teaching system, etc.
IV． Teaching Procedures:
Step 1 Warming up
Greetings
Students’ description of some new inventions accompanied with photos downloaded from the internet
Step 2 Story Sharing
1. Share the caring stories hailed by technology
2. Comment on such stories
Step 3 Presentation
1. Comments on the great impact brought by technology and life in a technological time
2. Discuss these questions with a partner before reading
Have you ever used a cell phone? Do any of your classmates have cell phones?
How is the way we live today different from life in the past?
How have inventions and new technology changed our way of life?
Why are things like cell phones, computers and TV so popular?
What invention do you think is the most important in the human history?
Step 4 Pre-reading
Read the headline and guess the meaning of “Life on the Go”.
What information do you expect to find in the text?
Scanning
Which country does the girl in the passage come from? How do you know?
What is the other example that is being used to support the idea?
Step 5 Reading
Read the first paragraph and answer the following questions
What new invention is being discussed?
What kind of people are being talked about in this passage?
Read the whole text for through understanding and fill out the outline of the text
An Outline of the Text
Wang Mei is an example of Chinese teenagers who have cell phones.
Cell phones can be used for many things.
For Example:__________________________________________
Cell phones also cause problems.
In school___________________________________
At home____________________________________
There are several reasons why teenagers like cell phones.
1)__________________________________________
2)__________________________________________
3)__________________________________________
Wang Mei explains why she likes her cell phone and what she uses it for.
Step 6 Post-reading
Answer the following questions.
Why do some schools not let students use cell phones? Do you agree?
Why do teenagers like cell phones so much?
Wang Mei says that cell phones are the most useful inventions ever. Do you agree?
Which invention do you think is the most useful? Why?
What does the title “Life on the go” mean?
What is the writer’s attitude toward this problem? How do you know?
Step 7 An Activity
Find out how many students have phones in the class
Interview one of them and find out what his or her phone is like. These questions may help you do the interview
What type of phone do you have?
When and where did you buy it?
Who gave you the financial support?
Why do you want to have a phone?
What is your parents’ opinion?…..
Describe the phone and explain the reasons to the whole class
Step 8 A Project
Design your own cell phone. You work for a company that makes cell phones. Your manager wants you to design a new model to increase the sales among Chinese high school students. Work in groups and draw your model.
Advertise your model
These questions may help you do the job
What colour is it?
What size is it?
What shape is it?
What material is it made from?
What features does it have?
How much will it cost?
Let the students make their own choices with reasons available
Homework
Review the words and expressions we have just learned.
Period 4
I. Teaching Aims:
1. To encourage the students to pick out the useful phrases on their own like throughout the world, stay in touch with sb., call for help, in case of emergency, have fun, be cool etc..
2.To fulfill Word Study in the form of a Memory Competition press teenager remind dare emergency dial obey throughout calendar
3.To enable the students to formulate the rules of the Present Continuous Passive Voice ,test out the rules and finally refine their interlanguage
II. Important points:
1. Words and expressions
2. the comprehension of the intergrating skills text.
III. Difficult points:
Practising and using the Present Continuous Passive Voice
IV. Teaching Aids: A tape recorder, a cassette etc.
V. Teaching Procedures:
Step 1 Warming up
Word Game
Work in pairs and make new words
How many words can you make by moving the sides of the box?
S I D R
C O A T
A T O E
P R E M
Examples: STOP ROOM SOAP DATE etc
Step 2 Presentation
Listen to the text again and enable the students to pick out on their own useful words , phrases and sentences
Useful Words Useful Phrases Useful Sentences
emergency stay in touch with sb New functions are being added to the phones
… … …
Talk about the reasons why these words, phrases and sentences are worth their attention
Step 3 Word Study
Match the words and phrases with the meaning on the right
(See Word Study, page 61 )
A Memory Competition
Books closed.
Two Groups Group 1: Girls Group 2: Boys
Two boys and two girls act as secretaries
The group which gets more guesses wins.
Step 4 Grammar
Read the text again and try to identify the sentences that have the similar structure
Words and images are being sent throughout the world.
They are being used as cameras and radios, and to sent e-mail or surf the internet.
New functions are being added to the phones….
Let the students formulate the rules of the Present Continuous Passive Voice through careful observation
Step 5 Pair Work
Test out the rules and get feedback through peer interaction by putting the following into the Present Continuous Passive Voice and change the following sentences into questions, using the Present Continuous Passive Voice (see page 61)
Step 6 An Interview
After studying in the new school for a couple of months, you come across some problems with both your study and your life. In your opinion, the school should put more money in improving both the classroom facilities and dormitory facilities. Therefore, you go to see the headmaster and talk about your personal problems or even complaints.
An Interview
One student act as the headmaster and the other as the student suffering from the problems. The interview takes place in the Headmaster’s office.
Hopefully the student can use such structures as
I am being given too much homework.
We are always being highly controlled by the teachers
Not enough opportunities are being offered to us students
At night, I am frequently being disturbed by the noise from the nearby construction site. …
Personal opinions are to be concluded:
More teaching facilities are being needed
Air conditioners should be added to the dorm in case of hot and humid weather.
A telephone and a computer are also needed…
. Review the expressions of agreement and disagreement
Step 7 Writing
Write a letter to the Headmaster describing the heavy burden given by the school and complaining about the poor studying and living conditions. Personal opinions and suggested solutions are supposed to be included
Put your letter in the Headmaster’s Letter Box
Homework
Finish Part 1&2, p136 in WB
Period 5
I. Teaching Aims:
1. To impress the students with the great impact of technology
2.To use the words and phrases to describe things
(press, teenager, remind, dare, emergency, dial, obey, throughout, calendar, throughout the world, stay in touch with sb., call for help, in case of emergency, have fun, be cool….) To think about the problems caused by technology
II. Teaching Aids:
A cellphone, pictures of a robot and computer, the multi-media teaching system, etc.
III. Teaching Procedures:
Step 1 Warming up
Enjoy some well-selected MTVs
Comments on the producing of these MTVs and the use of new technology
Impress the students with the great impact of technology by displaying Hi-tech achievements.
Ask the students to imagine the future inventions
Step 2 Language Input
Read the passage and think what is missing in this future world?
Imagine that you are one of the students chosen to solve the problem. Write a letter to Q 12 in which you explain love and friendship. Remember that Q12 is a computer that does not understand how human beings feel and what human life is like. Tell Q12 about how we think, how we feel about each other, and try to give examples of love and friendship
Tell your classmates about the examples that you are going to use
A Letter to Q12 Love is the Everlasting Topic of the World. The following may help you with the writing
Step 3 A Design
Work in groups of five.
Work out some regulations for the communities to keep the teenagers away from the Cyber Cafe.
Step 4 Tips for reading
Learn to become a smart reader
Look at page 63 and read these tips. Help the students get better ways in dealing with reading comprehensions.
Step 5 Talking
Modern technology helps us do many of the things we want to do. But technology can also cause problems. What are the advantages and disadvantages of modern technology?
Work together with your partner. Write down the advantages and disadvantages of the following inventions.
Items Advantages Disadvantages
Cellphones 1.Cellphones help us keep in touch with friends and family.
… 1.Using a cellphone is expensive.
2.Overusing it may disturb our work.
…
Robots … …
Computers … …
Discuss about the advantages and disadvantages of modern technology with the help of the lists.
Homework
Finish off the Wb exercises of this unit.
Go over the whole unit and the grammar focus.
Period 5
一、Teaching Content
Unit 13 Word study; Grammar
二、Teaching Goals
1. Review the text learnt in the last period including useful words and expressions.
2. Learn how to use “had better”, “should” and “ought to ”while giving advice.
三、Teaching Important Points:
1. How to guess the missing word according to the given sentence.
2. Let the students learn how to give advice or opinion about something, especially master how to use “ should, ought to , had better and their negative forms” to give advice.
四、Teaching Difficult Points
1. How to help the students to understand the Grammar.
2. How to correctly use “should, ought to , had better and their negative forms” to give advice.
五、Teaching Methods:
1. Review method to consolidate the words and phrases last 4 periods.
2. Explanation methods to make the students master the Grammar.
3. Individual, pair work to make every student work in class.
六、Teaching Aids
1. A projector
2. The blackboard
七、Teaching procedures
Step 1 Greetings
T: Good morning! My boys and girls!
T: Sit down, please!
Step2 Word study
T: We’ve learned something about diets. As we all know, we’d better eat healthy food and eat less junk food. In this way, we can keep up with the high pace of modern life.
T: Ok. Please open your books on page 5. On the top of it there are some words and phrases in the form. I am sure you have all finished the homework yesterday.
1unit13.5. (2)
Ss: …
T: Nutrient diet vitamin
Mineral fat sugar
Protein calory
Step3 Grammar
T: In the third period(the part of Speaking ), we’ve learned some useful expressions to express suggestions.
T: We suppose that you are a doctor, and you should give some advice to patients.
T: Ok. Let’s review these useful expressions about suggestions:
1. I advise you to…
2. You’d better …
3. I think you should…
4. Why not…? Why don’t you…?
5. I suggest you should …
T: Now I want you to translate these Chinese sentences into English. Maybe, you can use these expressions.
我们不应该怎么粗心。
We shouldn’t ought not to be so careless.
你应该尊敬爷爷。
You shouldought to respect your grandfather.
他最好别脱他的衣服。外面很冷。
It’s very cold outside. You had better not take off your coat.
我们最好还是穿上我们的大衣。天气很冷。
It is freeze. We had better put on our coat.
T: Very good. We often give some persons advice or our opinions about something. In such a situation, we often use these Modal Verbs.
T: go back to your textbook. Look at the grammar: Modal Verbs-----had better, should, ought to.
T: We have leant how to give advice by using the Modal Verbs. Here in our textbook there are letters asking for some advice. Read them quickly, then write down four pieces of advice for each of them using “ had better(not)”, “ ought (not) to or should(not)”.
Step4 Summary and homework
T: In this class, we’ve review the words and phrases. Specially , we
Unit13.5. (3)
review the Modal Verb by giving some persons advice. After class, more exercises are necessary.
Homework
1. Review the new words and phrases, grammar.
2. Have a dictation about words (2)
3. Preview two Integrating skills on Page 6 and 74
4. Do the exercises the Grammar 1.2 3.on page74
八．黑板板书设计Blackboard:
(L)
Nutrient diet vitamin
Mineral fat sugar
Protein calory
(R)
I advise you to…
You’d better …
I think you should…
Why not…? Why don’t you…?
I suggest you should …
“ had better(not)”, “ ought (not) to or should(not)”.
九、Evaluation
1．道德目标：认识活板的发明对人类文化发展的深刻影响及重大意义，激发民族自豪感。
2、学会整理归纳文言文中古今异义、一词多义、同义词及通假字等文言现象。
（1）给下面加粗的生字注音。
昇（?? ）炀?（??? ）????砥（?? ）?? 贮（?? ）?????燔（?? ）?? ???讫（?? ）?
又为活板（?? ）??????? 薄如钱唇（?? ）???? ??? ?蜡和纸灰（?? ）??????
数十百千本（? ） ?????? 更互用之（?? ）????????? ?以纸帖之（?? ）
（2）给下列句子划分节奏。
2、对照注释，翻译课文。
要求：借助书下注释和工具书以及已有的文言知识，解释文言实词和虚词，翻译课文。将自学中不能解决的问题在小组中讨论解决，不能解决的以小组为单位提出，集体解决。
（四）作业：
1、归纳总结本文的`重要实词、虚词。
2、翻译课文。
3、预习：
（1）你能用自己的语言概括活板的制作过程吗？
（2）在说明活板制作技术时，采用的顺序是什么？（结合文中句子归纳）
（3）活板有什么显著特点？体现在哪里？
1.知道什么是资源，能说出我国资源的现状，能列举出重要的资源。
2.认识、了解化石燃料对环境的影响，懂得选择对环境污染小的燃料。
3.能理解资源合理开发与综合利用的必要性，开发新能源的必要性及重要意义。
4.初步学会解释、区分、说明煤和石油的综合利用的方法。
1.通过课前查阅和整理相关资料，提高学生比较、分类、归纳、概括等对信息的加工和处理能力。
2.通过对比图片和环境材料的影像资料，使学生产生情感冲突，培养和激发学生的求知欲。
3.通过步步设疑-解答的方式，学习本课知识，通过影像资料和小组研讨，教师指点突破本课难点。
4.通过讨论使学生形成良好的学习习惯和学习方法，培养合作精神，规范使用化学用语的表达能力和正确的化学符号表征能力。
1.通过对资料的搜集整理过程，感受和体验化学与社会发展的密切关系,意识到化学与社会发展关系的重要，体会和认识到化学对人类生存环境正反两方面的影响。
2.通过问题和问题的讨论总结，使学生产生对资源忧患意识，培养学生对自然和社会的责任感和正确的价值观,帮助学生树立学习科学、应用科学为人类驱害谋利的意识，提高学生的科学素养。
3.通过小组讨论和学习，使学生进一步意识和体会到自然资源并不是“取之不尽，用之不竭”的`，要关注资源和环境，遵守规则。
4.通过学习，使学生增强环保意识，树立环保法制观念，树立可持续发展思想，同时达到对学生思想教育的目的。
1、煤和石油的综合利用的方法
2.加聚反应的产物的书写
3.应用绿色化学要求设计合成实验路线。
选自《文山先生全集》卷十三(《四部丛刊》本)。有删节。《指南录》，文天祥诗集名。作者曾在《渡扬子江》诗中写道：“臣心一片磁针石，不指南方不肯休。”宋恭帝德v二年(1276)，元兵进逼南宋首都临安，文天祥奉命赴元营谈判，遭扣押。后乘隙逃归福州。此集就是他出使、被扣和逃归途中的纪行诗集。后序，此集前面有《自序》《后序》两篇，这篇课文就是《后序》，并不在诗集的后面。文天祥(1236-1283)，字宋瑞，又字履善，号文山，庐陵(现在江西吉安)人，南宋著名的民族英雄。
德v二年二月〔德v二年二月〕德v二年，即端宗景炎元年(五月改元)，公元1276年。德v，宋恭帝的年号。二月，据史实当作正月。十九日，予除〔除〕授官。右丞相兼枢密使，〔枢密使〕枢密院长官，掌管国家兵权。都督诸路军马。时北兵〔北兵〕指元兵。下文都以“北”代“元”。已迫修门〔修门〕本来是楚国郢都的城门，见于《楚辞》，这里借指临安的城门。外，战、守、迁皆不及施。缙绅、大夫、士萃于左丞相府，莫知计所出。会使辙交驰，〔使辙交驰〕使者所乘的车子往来频繁。辙，车行之轨。北邀当国者相见，众谓予一行为可以纾祸。〔纾(shū)祸〕缓解(国家的)祸患。国事至此，予不得爱身；意北亦尚可以口舌动也。初，奉使往来，无留北者，予更欲一觇北，归而求救国之策。于是辞相印不拜，⑨〔辞相印不拜〕未接受丞相的印信，不就职。翌日，以资政殿学士行。〔以资政殿学士行〕用资政殿学士(的身份)前往。资政殿学士，是授予文天祥的官位。
初至北营，抗辞慷慨，上下颇惊动，北亦未敢遽轻吾国。不幸吕师孟〔吕师孟〕南宋叛将吕文焕之侄，任兵部侍郎，暗通元军。构恶于前，贾余庆〔贾余庆〕南宋的右丞相，充任祈请使至元军。他和吕师孟都是通敌卖国的，所以说“构恶”“献谄”。献谄于后，予羁縻〔羁縻〕这里是被拘留的意思。不得还，国事遂不可收拾。予自度不得脱，则直前诟虏帅〔诟(gòu)虏帅〕骂元军的统帅。虏帅，指元军的统帅伯颜。下文的“诋(dǐ)大酋”也指这件事。失信，数〔数(shǔ)〕列举罪状。 吕师孟叔侄为逆。但欲求死，不复顾利害。〔利害〕指个人的安危。北虽貌敬，〔貌敬〕表面上表示尊敬。实则愤怒。二贵酋〔贵酋〕指元军的高级官员。名曰馆伴，〔名曰馆伴〕名义上是招待使者的官员。夜则以兵围所寓舍，而予不得归矣。未几，贾余庆等以祈请使诣北；北驱予并往，而不在使者之目。〔目〕列。予分当引决，〔分(fèn)当引决〕理当自杀。然而隐忍以行。昔人云：“将以有为也。”〔将以有为也〕这是唐朝名将南霁云的话。南霁云，唐朝张巡部将。安史之乱中，与张巡等同时遇害。
至京口，得间奔真州，〔得间(jiàn)奔真州〕得机会逃往真州(现在江苏仪征)。当时镇守真州的是安抚使苗再成。即具以北虚实告东西二阃，〔东西二阃(kǔn)〕指淮东淮西两制置使(主管军务的大官)。淮东制置使是李庭芝，淮西制置使是夏贵。恭帝降元后，李庭芝仍苦守扬州，兵败被杀。阃，统兵在外的将帅。约以连兵大举。中兴机会，庶几在此。留二日，维扬帅下逐客之令。〔维扬帅下逐客之令〕维扬统帅(即李庭芝)下逐客的命令。文天祥到真州时，扬州谣传元派一个丞相来真州劝降。李庭芝信以为真，命苗再成杀天祥。苗不忍这样做，骗天祥出城，出示李庭芝命令杀他的公文，让他留在城外。后见天祥不像来劝降的，就派人领他赴扬州。天祥到扬州城外，听守门人说制置司正下令捕他，他就改变姓名逃走。维扬，现在江苏扬州。不得已，变姓名，诡踪迹，〔诡踪迹〕隐蔽行踪(不使人知道去向)。草行露宿，日与北骑相出没〔相出没(mò)〕(彼此)互相出现或隐没(没有遇见)。于长淮间。〔长淮间〕指当时的淮东路(在现在江苏中部)。长淮，指淮河。穷饿无聊，追购〔追购〕悬赏捕捉。购，重金收买。又急，天高地迥，号呼靡及。已而得舟，避渚洲，出北海，〔北海〕指长江口以北的海。然后渡扬子江，入苏州洋，展转四明〔四明〕现在浙江宁波，又是山名，在宁波南。天台，以至于永嘉。
呜呼!予之及于死者不知其几矣!诋大酋当死；骂逆贼当死；与贵酋处二十日，争曲直，屡当死；去京口，挟匕首以备不测，几自刭死；经北舰十余里，为巡船所物色，〔物色〕搜寻。几从鱼腹死；真州逐之城门外，几彷徨死；如扬州，过瓜洲扬子桥，竟使遇哨，〔竟使遇哨〕假使碰上哨兵。无不死；扬州城下，进退不由，〔不由〕不能自主。殆例送死；〔殆例送死〕几乎类似送死。殆，接近于。坐桂公塘土围〔桂公塘土围〕在扬州附近。土围，是一所民房，已无屋顶，仅有土墙。〔几为巡徼(jiào)所陵迫死〕几乎被巡查的军官凌侮逼迫而死。陵，欺侮。中，骑数千过其门，几落贼手死；贾家庄几为巡徼所陵迫死；夜趋高邮，〔高邮〕现在江苏高邮。迷失道，几陷死；〔陷死〕陷没而死。质明，〔质明〕天刚亮的时候。质，正。避哨竹林中，逻者数十骑，几无所逃死；至高邮，制府檄下，〔制府檄下〕制置司官署的(通缉)公文发下。几以捕系死；行城子河，〔城子河〕在高邮东南。下文的“高沙”也在高邮附近。出入乱尸中，舟与哨相后先，几邂逅死；至海陵，〔海陵〕现在江苏泰州。如高沙，常恐无辜死；道海安、如皋，〔道海安、如皋〕取道海安、如皋(现在江苏海安、如皋)。凡三百里，北与寇往来其间，无日而非可死；至通州，〔通州〕现在江苏南通。几以不纳死；以小舟涉鲸波，〔鲸波〕巨浪。出无可奈何，而死固付之度外矣!呜呼!死生，昼夜事也，〔死生，昼夜事也〕死生是早晚间的事情，意思是随时都有死的`可能。死而死矣；而境界危恶，层见错出，非人世所堪。痛定思痛，痛何如哉!
予在患难中，间以诗记所遭，今存其本不忍废，道中手自钞录：使北营，留北关外，为一卷；发北关〔北关〕临安的北门。当时，元兵驻扎在临安城北的皋亭(一作高亭)山。外，历吴门、毗陵，〔毗(pí)陵〕现在江苏常州。渡瓜洲，复还京口，为一卷；脱京口，趋真州、扬州、高邮、泰州、通州，为一卷；自海道至永嘉来三山，为一卷。将藏之于家，使来者〔来者〕后来的人。读之，悲〔悲〕思念，同情。予志焉。……
是年夏五，〔是年夏五〕这一年夏季五月。这一年是1276年。改元景炎，庐陵文天祥自序其诗，名曰《指南录》。
作者通过叙述《指南录》诗集的成书经过，表达了自己的坚定信念和巨大毅力。作者的悲剧遭遇是双重的：既有来自敌人的悬购追捕，又有来自内部的误解和中伤。因此，这非同寻常的九死一生的经历，越发昭示出他信念的崇高和毅力的非凡。
文章三次重复南下路线，但每次作用都不一样。由于目的、作用不同，表达方式也随之有异，语气有缓有急，自叙出使元营、不幸被拘、真州脱逃、辗转而至永嘉、福州的始末，显示出这位民族英雄如日月经天的一身正气、至死不渝的爱国忠心、救亡图存的报国宏愿。学习这篇课文，重点体会作者的爱国热情和坚定信念。文中写了18种险境，试一一找出来，体会这样写有什么作用。
教学目标：
1、了解作者为纾国难出使北营及至南归中的险恶遭遇，体会他的至死不渝的爱国思想感情。
2、理解本文将叙事、抒情、议论相结合的写法。
教学重难点：
1、运用富于变化的动词和整散结合的句式在表情达意上的作用。
2、数“”分“”间“”拜“直”“为”等实词词义，“使”“度”“间”等多义词的不同用法。
一、导入新课：
学生背诵文天祥《过零丁洋》一诗后，指出《后序》一文就是“人生自古谁无死，留取丹心照汗青”的生动解释。指南录>
二、作者及时代背景简介。
宋理宗景定五年（1264年），元已基本上稳定地统治了北方和中原地区，迁都于大都（今北京），并不断南侵。当时南宋王朝的奸相贾似道只顾追求欢乐，不问边事，国势岌岌可危。宋度宗咸淳十年（1274年），元将伯颜大举入寇，前锋直达鄂州（今湖北武昌），朝廷闻报，惊恐万状，乃下诏勤王。次年（宋恭宗德佑元年），贾似道迫不得已，亲自都督诸路军马与元军大战于池州（今安徽贵池），结果大败，伯颜进占建康（今江苏南京）。至德佑二年（1276年）初，又进逼南宋都城临安（今浙江杭州）。本文开头说的“时北兵已迫修门外，战、守、迁皆不及施”，就是上述形势说的。
三、朗读并补充注释。
按段落顺序进行，先作补充注释，然后朗读，并归纳段落大意。
1、第1段。
①萃——集。
②会使辙交驰——在元军逼近首都临安的情况下，南宋朝廷为苟延残喘，曾多次派人前往元营求和。在文天祥之前，先后出使元营的有陆秀夫、刘岊（jié）、杨应奎等人。
③意北亦尚可以口舌动也——猜想元军统帅也还可以用言辞来打动的。意，猜想、揣度。
④觇（chān）——偷偷地察看。
提问：辞相印不拜而出使元营这件事说明了什么？（不计个人利害，图救国之策。）
2、第2段。
①予自度不得脱……叔侄为逆——伯颜尝引天祥与吴坚等同坐。天祥面斥贾余庆卖国，且责伯颜失信。吕文焕从旁谕解之，天祥并斥文焕及其侄师孟：“父子兄弟受国厚恩，不能以死报国，乃合族为逆，尚何言？”文焕等惭恚。伯颜遂拘天祥，随祈请使北行。
②“将以有为也”——语出韩愈《张中丞传后叙》：“城陷，贼以刃胁降云（南霁云）；巡（张巡）不屈，即牵去，将斩之。又降霁云，云未应，巡呼云曰：‘南八，男儿死耳？不可为不义屈！云笑曰：’欲将以有为也。公有言，云敢不死！‘即不屈。”张巡、南霁云皆唐代名将，守睢阳，杀安禄山叛军十余万人，终因兵尽粮绝，城被叛军攻破，不屈而死。
提问：天祥被拘留时“但欲求死”后来随祈请使北行，理当自杀而“隐忍以行”，这两种做法是否相互矛盾？（不矛盾。“求死”是因为“不得脱”，以死保全名节；“隐忍以行”，是因为有机会逃脱，还可以有所作为，图救国之策。）
提问：“昔人云：’将以有为也。‘”这句话是否可以删去？（删去后并不影响上下文的连贯性，但此句是下文的纲，作者历尽限险而不死，就因为他有这样一个坚强的信念。）
3、第3段。
①得间奔真州——天祥与其客杜浒等12人趁夜逃到真州。真州安抚使苗再城曾出迎，并共同商定以两淮兵为主力进攻元军的计划，所以下文说“中兴机会，庶几在此”。这计划后来未能实现。
②维扬帅下逐客之令——指李庭芝下令通缉文天祥一事。按：苗再成曾派20名士兵护送文天祥，抵扬州城时，夜方四鼓，听守门人说：“制置司（指李庭芝）下令捕文丞相甚急。”天祥不得不变姓名逃亡。
本段大意：叙述从京口脱险，展转逃亡，达于永嘉的经历。
4、第4段。
①出无可奈何——“出”后省“于”，由于的意思。
②死生，昼夜事也——“死生”是偏义复词，偏“死”，“生”字无义。
③层见（xiàn）错出——不断出现的意思。错出，交错出现。
提问：文末特地点出诗集的题名，有什么含义？（以磁针南指比喻作者效忠祖国的强烈感情。）
补充注释：宋恭宗（年号德佑）在位仅一年。德佑二年三月，伯颜入临安，掳帝北去。同年五月，宋端宗即位于福州，改年号为景炎。
四、结构层次和写作特点分析。
1、用提问导入。
①学习这篇文章须用倒读法，请大家先看最后两段，说说它们属于哪一种表达方式？（说明。）
③试将所说明的问题分为两类：一类是关于书的一般常识（卷数、书名、作序时间）；一类是有特殊内容的（结集目的）。
④在这两段话中，哪一句话是关涉全篇的？（“使来者读之，悲余志焉”。）
2、进行讨论（四人一组）。
①第5、6两段作为诗集的说明在书序体裁中是最不可少的，为什么被置于最后？
②前四段跟这两段有怎样的联系？
小结：
①前四段从总体上看，是用来说明诗的产生背景；分别来看，第1段说缘起，第2、3段说事实背景，第4段说作诗时的心态。知道这样的背景，才能更深刻地理解诗的内容。
②从第2、3段可以看出，诗集中卷次划分的标准正是这段所记叙的作者的行程；第4段是作者心志的集中描述，是为下文“悲余志”一语作铺垫的。
③先说背景后说有关诗集的问题，便无须再作任何解释，言简而意赅，有水到渠成之效。
3、板书示例（在全班讨论中随手写出）。
4、据板书即可归纳出记叙、抒情和说明相结合的写法（说明：由于第4段中也含有议论成分，把议论加进去也可）。
五、布置作业。
1、复述文天祥的遭遇。
要求是用自己的话来叙述，不要照书逐字逐句对译，培养领悟的习惯和口头表达能力。
2、诵读第4段。
要求当堂成诵，读得有感情。
相信《高一的课件》一文能让您有很多收获！“幼儿教师教育网”是您了解幼师资料，工作计划的必备网站，请您收藏yjs21.com。同时，编辑还为您精选准备了高一课件专题，希望您能喜欢！
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