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人教版高中语文必修1《小狗包弟》教案2篇
巴金在十年浩劫中的大致经历：放弃包弟并没有换得保全一家人，1968年8月，巴金被关进牛棚改造，随后经受了大字报、挂牌游街等形式的批斗。1970年，到农村改造，掏大粪、喂猪、背稻草、种地……1972年，妻子萧珊在饱受精神折磨后患上癌症，病逝。巴金的儿子在劳动改造的过程中也饱受精神和肉体上的折磨，性格变得内向抑郁，疾病缠身。此时，巴金69岁。巴金曾在《病中》一文写道：“当姚文元拿着棒子的时候，我给关在牛棚里除了唯唯诺诺之外，敢于做过什么事情？十年间我不过是一条含着眼泪等人宰割的牛。”小结：（幻灯片12）社会是病态的社会，政治是高压的政治，人性是扭曲的人性。十年文革，十年浩劫，给多少人留下了累累不可弥合的精神创伤。即使一条小狗，也可能摆脱不了“文革”无情的迫害，比如包弟，比如艺术家邻居的小狗。
人教版高中语文必修1《鸿门宴》教案
刘邦：先看刘邦对项伯的表白（此话也是有意让项伯转述给项羽听的）：“秋毫不敢有所近”——说“不敢”而不说“不曾”，多么恭顺！“籍吏民，封府库，而待将军”——“待”，多么虔诚！“日夜望将军至”——说“望”而不说“等”，多么迫切！再看刘邦的卑词“谢罪”：他言必称“将军”，说自己与项羽“戮力而攻秦”，是战友而非敌人；将“先入关破秦”说成是不自意，以表自己的力量不如项羽；把“得复见将军于此”当作是自己莫大的荣幸以满足项羽的虚荣心；最后，他还把项羽的愤怒归咎于“小人”的挑拨，为项羽推卸责任，及时给项羽一个台阶下。小结：项羽：沽名钓誉、轻敌自大、寡谋轻信、不善用人、刚愎自用、优柔寡断的一介武夫。刘邦：狡诈多谋、遇事果断、临危不惧、能屈能伸、善于用人。
人教版高中语文必修1《论语》教案2篇
【教学意图】要了解中国传统文化，必须阅读古诗文名著名篇。但在中国文化形成过程中影响最大的是什么？可以说是儒家学说，包括《论语》这部经典。《论语》等书是读书人求仕做官的必修课本，是知识分子的思想言行基础，而且影响到整个社会生活，内容包括伦理道德、教育体制、民间习俗等方面的思想。因此，要了解中国传统文化，有必要读一读《论语》。【教学设计】因《论语》的年代已久远，对学生而言，要理解透彻文句是比较深奥困难的，因此必须在充分理解文意的基础上，对《论语》进行思想上的解读。可由教师从《论语》中概括出几点与生活、现实相关的要点，要求学生分组进行透彻的学习和领会，如“小人与君子”、“学习的方法”、“教育的理念”等等。〖教学重点、难点〗读《论语》知儒家思想。〖教学方法〗讲解启发、探究梳理、拓展延伸。
人教版高中语文必修1《奇妙的对联》教案2篇
3、介绍对联的历史引出本课的重点。人类历史上的第一副对联是“新年纳余庆，嘉节号长春”。出现在五代十国时期（公元964年），距离现在已经有1044年了。有着一千多年历史的对联有什么基本的特点呢？这是我们这节课学习的重点。请在座的各位当回医生，给下面这幅对联号号脉，看它对仗是否工整？上联：冬去春来千条杨柳迎风绿下联：冰消雪化梅花万朵扑鼻有什么问题，怎么改？刚才这几位同学指出了这幅对联的两个问题，也提出了两条修改意见。第一是下联少了一个字，最好是添加一个“香”字；第二是下联的“梅花万朵”与上联的“千条杨柳”是数量词对名词，名词对数量词，对仗不工整，要调整为“万朵梅花”。这样，数量词“万朵”对“千条”，名词“梅花”对“杨柳”。大家还有没有不同的看法。这样我们就可以得出对联的两个特点特点：第一个特点是上下联字数要相等（板书）。就是上联有几个字，下联也要有几个字。大家记下来，对联基本要求一，“上下联字数相等”。这个要求是很严格的，一般来说，违反这个规则就不成对联了。
人教版高中语文必修1《优美的汉字》教案2篇
书法艺术的繁荣期，是从东汉开始的东汉时期出现了专门的书法理论著作，最早的书法理论提出者是东西汉之交的扬雄第一部书法理论专著是东汉时期崔瑗的《草书势》汉代书法家可分为两类：一类是汉隶书家，以蔡邕为代表一类是草书家，以杜度、崔瑗、张芝为代表，张芝被后人称之为“草圣”最能代表汉代书法特色的，莫过於是碑刻和简牍上的书法东汉碑刻林立，这一时期的碑刻，以汉隶刻之，字型方正，法度谨严、波磔分明此时隶书已登峰造极汉代创兴草书，草书的诞生，在书法艺术的发展史上有著重大意义它标志著书法开始成为一种能够高度自由的抒发情感，表现书法家个性的艺术草书的最初阶段是草隶，到了东汉时期，草隶进一步发展，形成了章草，后由张芝创立了今草，即草书
人教版高中政治必修1经营公司教案
最后，公司要城信经营，树立良好的信誉与企业形象。教师活动：引导学生阅读教材P44“金华火腿”的事例；多媒体播放电视系列片3：“小天鹅”重视产品质量的例子，国家对洗衣机的质量标准是4000次运行无故障，而国际标准是5000次，为此，厂里组织近百名科技人员，花了两年时间进行全厂性技术攻关，终于实现了无故障运行5000次。“小天鹅”以它的信誉和质量给企业带来了巨大效益，1000多人的厂子，年销售收入10.03亿元，实现利润1.72亿元，公司跻身于全国500家大型企业的行列，企业综合经济效益居全国18位。设问：两个企业不同命运的原因何在？学生活动：思考讨论，发表见解。教师点评：企业的信誉和形象对企业的生存竞争至关重要，是企业的无形资产，是公司经营成败的重要因素。企业的信誉和形象集中体现在产品和服务的质量上。创立名牌产品，实行优质服务，是企业信誉和形象的表现，也是企业开展正当竞争的主要手段。
人教版高中政治必修1消费及其类型教案
贷款消费不仅满足了消费者的生活需要，提高了消费者的生活质量，而且促进了经济的发展，特别是我国经济发展进入买方市场后，贷款消费对扩大内需，拉动经济的增长起来重要的作用。所以，我们要转变传统的消费观念，以积极的态度来对待贷款消费，通过贷款消费满足来满足当前的需要，通过生活质量。当然，在贷款消费是也要考虑自己的偿还能力，还要讲究信用，按时还贷。（3）按消费的目的不同，可分为生存资料消费、发展资料消费和享受资料消费。其中生存资料消费是最基本的消费。随着经济水平的提高，发展资料和享受资料消费将逐渐增加。3、消费结构 教师活动：引导学生看书，指出（1）消费结构的含义：就是指人们各类消费支出在消费总支出中所占的比重。教师活动：引导学生分析个人及家庭消费状况的变化，说明对消费结构的理解，并总结消费结构的变化特点。学生活动：积极讨论，踊跃发言
人教版高中政治必修1市场配置资源教案
教师点拨：这则材料说明，市场调节有其局限性，单纯的市场调节具有自发性、盲目性、滞后性等缺点。市场调节不是万能的。社会生活中有很多领域和产品不能用市场来调节，如国防、治安、消防等产品的供给问题，枪支弹药、麻醉品等都不能让市场来调节。市场调节具有自发性、盲目性、滞后性。自发性：由于市场调节是在价值规律自发作用下进行的，在利益驱动下会产生一些违反市场原则的行为，如制造、销售假冒伪劣商品，大量排放废水、废气破坏环境，窃取他人智力成果等等。盲目性：由于人们不可能完全掌握生产各方面信息及其变化趋势，致使决策带有一定的盲目性。如某种商品有利可图则一哄而上，反之则一哄而退，从而造成资源浪费和消费得不到充分满足。滞后性：由于市场价格的形成和传递有一个过程，一旦传递到生产经营者手中进行生产调整，就有一个时间差，致使市场调节带有滞后性，成为一种事后调节。
人教版高中政治必修1依法纳税教案
（3）骗税 骗税是指纳税人用欺骗手段获得国家税收优惠的行为。教师活动：请同学们看教材87页“相关链接”，了解骗税行为的特点和法律处罚规定。学生活动：认真阅读，积极思考。（4）抗税 抗税是指纳税人以暴力、威胁等手段，拒不缴纳税款的行为。教师活动：请同学们看教材87页“相关链接”，了解骗税行为的特点和法律处罚规定。学生活动：认真阅读，积极思考。3、公民要增强税收监督意识教师活动：请同学们看教材88页“相关链接”，思考公民如何维护国家税收工作？学生活动：认真阅读，积极思考。教师总结：公民是国家税收的最终负税人，应自觉增强税收监督意识，以主人翁的态度积极监督国家公职人员及公共权力的行为，关注税收的征收和使用情况，对他们的违法行为进行批评、检举，维护国家利益和自身利益。
人教版高中政治必修1第二课多变的价格教案
（四）反思总结，当堂检测。本节内容讲述了价格变动对人们生活、生产的影响作用，主要知识框架如下：（1）、价格变动会影响人们的消费需求，商品价格上涨，人需求就减少，反之，则增大。价格变动对不同商品需求影响程度是不一样的，对生活必需品的需求量影响较小，对高档耐用品的需求量影响较大。相关商品价格变动对消费需求的影响不同，某种商品价格上涨，就会减少需求量，其替代品需求量增加，其互补品需求量则减少。（2）、价格变化也会影响生产经营，价格变动会调节生产，刺激生产者改进技术，提高劳动生产率，促使生产者生产适销对路的高 质量产品。（五）发导学案、布置预习。预习第三课第一框《消费及其类型》，完成预习导学案练习题九、板书设计《价格变动的影响》1、对人们生活的影响（1）商品价格变动与消费需求量之间的关系（2）不同商品的需求量对价格变动的反应程度不同
新人教版高中英语必修1Unit 2 Travelling Around-Reading and Thinking教案
Good expressions that students can choose to use: help the travelers choose which tour to take1. In my opinion, you could/might choose…, because you prefer to…2. …could be a perfect choice for you, for…3. As far as I am concerned, you would enjoy…, for…4. …would probably suit you, because you enjoy/love/hate doing…Step 5 Passage ConsolidationLanguage appreciation:1. You can then spend three days exploring the rainforest with a local guide and enjoying the plants and animals unique to the rainforest. 在接下来的三天里，您可以在当地导游的陪同下，深入雨林进行探索，欣赏雨林特有的动植物。本句主体结构为spend some time doing sth. 2. Inca builders cut stones to exact sizes so that nothing was needed to hold walls together other than the perfect fit of the stones. 印加的建筑工人将石头切割成精确的尺寸，仅仅凭着石头间的完美契合，即可稳固墙体。本句为so that引导的结果状语从句。nothing与the perfect fit为并列成分; other than在句中意为“除了”。Step 6 HomeworkSuppose you will travel to Peru, write a short essay about your three-day tour plan.
新人教版高中英语必修1Unit 3 Sports and Fitness-Reading and Thinking教案
2. Sort out detailed information about Michael Jordan.（1） Understand the transitional sentence.Q: Which part is about Michael Jordan as a master? Which part is about the example he set?（2） Have the Ss Focus on why Michael Jordan is a master and what good examples Michael Jordan set when they’re reading. And think about these questions as below:Q1: How does the author describe his impressive skills?Q2: How do you understand “time seemed to stand still”?Q3: What does “graceful” mean?Q4. Which sentence do you think best describes his mental strength?Q5. Which words is important in the sentence in describing his mental strength? Why?Q6: How do you understand “unique”?Q7: What can we learn from Michael Jordan?Step 5 Discussing and recommendingRecommend their own living legends of sports.Work in groups to choose your own living legend of sports and give the reasons of your choice. Step 6 HomeworkReview the stories of Lang Ping and Michael Jordan, and try to retell them.
新人教版高中英语必修1Unit 4 Natural Disasters- Reading for writing教案
①标题——标题应当简洁明了。②导语——导语是消息开头的第一段或第一句话，简明扼要地揭示出消息的核心内容。③主体——主体是消息的主要部分，要用充足的事实表现主题，对导语的内容作进一步的展开和阐述。④结束语——通常是对全文内容进行概括性的总结。3. 新闻报道增分句子（1）陈述事实常用的句型:①A terrible storm hit/struck ... , killing ..②It was a cool autumn night when the earthquake happened. A large number of buildings fell down and roads were destroyed, leaving a great many people homeless.地震发生在一个凉爽的秋夜。大量的建筑物倒塌，道路被毁,许多人无家可归。③With the help of the rescue team, people who were the trapped in the flood were saved.在救援队的帮助下，困在洪水中的人们得救了。（2）陈述观点常用的句型:①Clearly/Obviously/In my opinion/It seemed that people were shocked.显然/在我看来/似乎人们震惊了。②The whole city was in ruins after the earthquake.地震后整个城市成了一片废墟。（3）揭示原因常用的句型:Because of/As a result of/Thanks to the help of the army, people who got injured were sent to the hospital immediately.
新人教版高中英语必修1Unit 4 Natural Disasters-Discovering Useful Structures教案
【教材分析】This teaching period mainly deals with the grammar: the restrictive relative clauses.This period carries considerable significance to the cultivation of students’ writing competence and lays a solid foundation for the basic appreciation of language beauty. The teacher is expected to enable students to master this period thoroughly and consolidate the knowledge by doing some exercise of good quality.【教学目标与核心素养】1. Get students to have a good understanding of the basic usages of the restrictive relative clauses.2. Enable students to use the restrictive relative clauses flexibly.3. Develop students’ speaking and cooperating abilities.4. Strengthen students’ great interest in grammar learning.【教学重难点】How to enable students to have a good understanding of the restrictive relative clauses, especially the uses of the relative words such as which, that, who, whom.【教学过程】Step1: 语法知识呈现定语从句（一）—关系代词的用法在复合句中, 修饰名词或代词的从句叫定语从句。定语从句通常由关系代词或关系副词引导，说明事物的具体信息，从句位于被修饰词之后。被定语从句修饰的词叫先行词，引导定语从句的词叫关系词，关系词指代先行词，并在定语从句中充当成分。关系词有两种：关系代词who, whom ,whose, that, which, as和关系副词when, where, why。
新人教版高中英语必修1Welcome Unit-Discovering Useful Structures教案
II Learn the technical terms-2.1. What can be used as “Subject, Object, Predicative, Direct Object, Indirect Object and objective complement” in a sentence?2. What can be used as “adverbial” in a sentence?3. What can be used as “verb” in a sentence?Answers to questions 1-3:1. Nouns, pronouns and appellations can be used as “Subject, Object, Predicative, Direct Object, Indirect Object and Objective Complement”. Besides, adjectives can be used as “Predicative and Objective Complement” in a sentence.2. Adverbs and prepositional phrases can be used as “Adverbial”.3. Verbs with actual meaning can be used as “Verb” in a sentence. Auxiliary verbs alone cannot be used as “Verb” in a sentence.III Learn to recognize the sentence structures.1. SV structure. For Example:(1) A bird flies.S V(2) A monkey jumps.S V(3) A fish swims.S V√ In SV structures, verbs are “intransitive verbs”.2. SVO structure. For Example:(1) A sheep eats grass.S V O(2) They like bananas.S V O(3) He wants candy.S V O√ In SVO structures, verbs are “transitive verbs”.3. SP structure. For Example:(1) This is great.S P (2) He looks well.S P (3) She became a teacher.S P √ In SP structures, Predicatives are formed by “link verbs” and “adjectives or nouns”.√ link verbs: be, become, grow, look, feel, taste, etc.4. SV IO DO structure. For Example:(1) He asked me a question.S V IO DO(2) Danny wrote me a letter.S V IO DO(3) Billy brought Sam a kite.S V IO DO√ In SV IO DO structures, the verbs are transitive and are followed by two objectives – pronouns or nouns as Indirect Objective, and nouns as Direct Objectives.
新人教版高中英语必修1Welcome Unit-Discovering Useful Structures & Listening and Talking教案
常跟双宾语的动词有：（需借助to的）bring, ask, hand, offer, give, lend, send, show, teach, tell, write, pass, pay, promise, return等；基本句型 五S +V + O + OC（主＋谓＋宾＋宾补）特点：动词虽然是及物动词，但是只跟一个宾语还不能表达完整的意思，必须加上一个补充成分来补足宾语，才能使意思完整。 判断原则：能表达成—宾语 是…/做…注：此结构由“主语+及物的谓语动词+宾语+宾语补足语”构成。宾语与宾语补足语之间有逻辑上的主谓关系或主表关系，若无宾语补足语，则句意不够完整。可以用做宾补的有：名词，形容词，副词，介词短语，动词不定式，分词等。如：He considers himself an expert on the subject.他认为自己是这门学科的专家。We must keep our classroom clean.我们必须保持教室清洁。I had my bike stolen.我的自行车被偷了。We invited him to come to our school.我们邀请他来我们学校。I beg you to keep secret what we talked here.我求你对这里所谈的话保密。用it做形式宾语，而将真正的宾语放到宾语补足语的后面，以使句子结构平衡，是英语常用的句型结构方式。即：主语+谓语+it+宾补+真正宾语。如：We think it a good idea to go climb the mountain this Sunday.
新人教版高中英语必修1Unit 5 Languages Around the World-Reading and Thinking教案
【教材分析】本节课是高中英语第一册的最后一个单元的阅读和思考部分，文章难度明显增加，体现在以下几个方面：文章题材是说明文，比较难理解；话题生疏，涉及到历史等知识；生词量增大，而且在语境中理解词汇的要求提高。面对这些，教师的难度和高度也要有所提升，通过探讨说明顺序，了解背景知识等帮助他们找到说明文阅读的方法。【教学目标与核心素养】1. 文化意识目标新课程中指出，文化意识是对中外文化的理解和对优秀文化的认同。文化意识的的培养有助于学生增加国家认同和家国情怀，成为有文明素养和社会责任感的人。我们这个单元很好体现了这一点，通过了解汉字书写的体系和发展，学生可以有一种文化自豪感，同时也能够帮助学生深入挖掘这篇文章，从而想到更多和中国文化相关的方面。2. 学习能力目标
新人教版高中英语必修1Welcome Unit-Reading and Thinking教案
Step 2 New WordsUse ppt to show some words from the passage.Tell the students to remember the meanings.Step3 Skimming and Thinking1. Skim the text and decide which order Han Jing follows to talk about her first day. Time order or place order?Time order2. What is Han Jing worried about before she goes to senior high school?She is worried about whether she will make new friends and if no one talks to her, what she should do.Step 4 Fast Reading1. Match the main ideas with each paragraphParagraph 1:The worries about the new school day Paragraph 2Han Jing’s first maths classParagraph 3Han Jing’s first chemistry classParagraph 4Han Jing’s feelings about her first senior school dayStep 5 Careful Reading1. Fill in the chart with the words and phrases about Han Jing’s day. Answers: Senior high school, a little nervous; Her first maths class, classmates and teachers, friendly and helpful; Chemistry lab; new; great; annoying guy; Confident; a lot to explore2. Read the text again and discuss the questions.1) Why did Han Jing feel anxious before school?Because she was a new senior high student and she was not outgoing. What was more, she was worried about whether she can make friends.2) How was her first maths class?It was difficult but the teacher was kind and friendly. 3) What happened in the chemistry class? What would you do if this happened to you? A guy next to Han Jing tried to talk with her and she couldn’t concentrate on the experiment.
新人教版高中英语必修2Unit 1 Cultural Heritage-Discovering Useful Structure教案二
This theme of the part is “ Describe people or things in greater detail”. Students have learned the grammar(restrictive relative clauses) in Book 1, and further review and consolidate its structure “prep+relative pronouns(which/whom)” and the relative adverbs(when, where and why), besides students should understand its form, meaning and functions. In this section, students should be able to express the grammar correctly in daily communication and in the writing. 1. Review the basic usages of relative pronouns and adverbs of attributive clauses . 2. Learn to use some special cases about restrictive relative clauses.3. Learn to write sentences with restrictive relative clauses flexibly according to the context.1. Review the basic usages of relative pronouns and adverbs of attributive clauses .2. Learn to use some special cases about restrictive relative clauses.3. Learn tow rite sentences with restrictive relative clauses flexibly according to the context.Step 1. Observe the following sentences, and mark the relative pronouns and the adverbs. 1. After listening to the scientists who had studied the problems, and citizens who lived near the dam, the government turned to the United Nations for help.2. Temples and other cultural sites were taken down piece by piece, and then moved and put back together again in a place where they were safe from the water.Step 2 PracticePlease complete these sentences with relative pronouns and relative adverbs and answer the following questions.Questions: 1. What is the head noun ?2. What relative words should be used ?3. What elements do they act in these sentences ?
新人教版高中英语必修2Unit 1 Cultural Heritage-Reading and Thinking教案二
1. This section focuses on "Understanding how a problem was solved”, which is aimed to guide students to analyze and discuss the challenges and problems faced by cultural heritage protection during the construction of Aswan Dam, as well as the solutions. On the basis of understanding, students should pay attention to the key role of international cooperation in solving problems, and attach importance to the balance and coordination between cultural heritage protection and social and economic development. Students are encouraged to face challenges actively, be good at cooperation, and make continuous efforts to find reasonable ways and means to solve problems.2. Enable students to understand the main information and text structure of the reading text;3. Motivate students to use the reading strategy "make a timeline" according to the appropriate text genre;4. Enable students to understand how a problem was solved;5. Enable students to understand the value of protecting cultural heritage by teamwork and global community;1. Guide students to pay attention to reading strategies, such as prediction, self-questioning and scanning.2. Help students sort out the topic language about protecting cultural relics and understand the narrative characteristics of "time-event" in illustrative style3. Lead students to understand the value of protecting cultural heritage by teamwork and global community;