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新人教版高中英语必修3Unit 4 Space Exploration-Discovering Useful Structures导学案
【点津】 1.不定式的复合结构作目的状语 ,当不定式或不定式短语有自己的执行者时，要用不定式的复合结构?即在不定式或不定式短语之前加 for ＋名词或宾格代词?作状语。He opened the door for the children to come in. 他开门让孩子们进来。目的状语从句与不定式的转换 英语中的目的状语从句，还可以变为不定式或不定式短语作状语，从而使句子在结构上得以简化。可分为两种情况： 1?当目的状语从句中的主语与主句中的主语相同时，可以直接简化为不定式或不定式短语作状语。We'll start early in order that/so that we may arrive in time. →We'll start early in order to/so as to arrive in time. 2?当目的状语从句中的主语与主句中的主语不相同时，要用动词不定式的复合结构作状语。I came early in order that you might read my report before the meeting. →I came early in order for you to read my report before the meeting.
人教版高中语文必修3《锦瑟》说课稿
三、教学目标根据《锦瑟》诗的地位作用以及学生的实际情况，还有在古诗词教学方面课程标准的相关要求，现确定以下“三维教学目标”：（一）知识与技能目标：感受体悟古典诗歌的意境美，发挥合理的主观能动性进行创新性的阅读鉴赏，正确认识意象在诗歌意境中的重要作用。并在上述的基础上提高鉴赏能力和审美情操。（二）过程与方法目标：《锦瑟》诗的讲解采用“引导与自我生成”的方法，从老师的引导开始，以学生的研讨交流再加之教师的总结结束。利用教师引导和师生互动刺激学生的领悟力，提高学生的认知水平与能力。（三）情感态度价值观目标：培养学生在尊重传统文化的基础上热爱祖国自己文化的态度，让学生正确认识古典诗词的精神美。最后在自我感悟中陶冶情操，明心启智。
新人教版高中英语必修3Unit 3 Diverse Cultures教学设计四
该板块的活动主题是“介绍一个有显著文化特征的地方”( Describe a place with distinctive cultural identity)。该板块通过介绍中国城继续聚焦中国文化。本单元主题图呈现的是旧金山中国城的典型景象, Reading and Thinking部分也提到中国城,为该板块作铺垫。介绍中国城的目的主要是体现中国文化与美国多元文化的关系,它是美国多元文化的重要组成部分。中国城也是海外华人的精神家园和传播中国文化的重要窗口,外国人在中国城能近距离体验中国文化。1. Read the text to understand the cultural characteristics of Chinatown in San Francisco and the relationship between Chinese culture and American multiculturalism;2. Through reading, learn to comb the main information of the article, understand the author's writing purpose and writing characteristics;3. Learn to give a comprehensive, accurate, and organized description of the city or town you live in;Learn to revise and evaluate your writing.Importance:1. Guide the students to read the introduction of Chinatown in San Francisco and grasp its writing characteristics;2. Guide students to introduce their city or town in a comprehensive, accurate and organized way;3. Learn to comb the main information of the article, understand the author's writing purpose, and master the core vocabulary.
新人教版高中英语必修3Unit 3 Diverse Cultures教学设计三
The price is the same as(the price was)before the war.价格与战前相同。(4)定语从句中的“关系代词＋助动词be”可以省略。The ticket(that/which was)booked by his sister has been sent to him.他妹妹订的那张票已送到了他那里。Step 5 PracticeActivity 3(1) Guide students to complete the four activities in the Using Structures part of exercise book, in which activities 1 and 2 focus on ellipsis in dialogue answers, activity 3 focus on signs and headlines, two typical situations where ellipsis is used, and activity 4 focus on ellipsis in diary, an informal style.(2) Combine the examples in the above activities, ask students to summarize the omitted situations in groups, and make their own summary into a poster, and post it on the class wall after class to share with the class.(This step should give full play to the subjectivity of students, and teachers should encourage students to conclude different ellipsis phenomena according to their own understanding, they can conclude according to the different parts omitted in the sentence.)Step 6 Homework1. Understand and master the usages of ellipsis;2. Finish the other exercises in Using structures of Workbook.1、通过本节内容学习，学生是否理解和掌握省略的用法；2、通过本节内容学习，学生能否根据上下文语境或情景恢复句子中省略的成分，体会使用省略的效果；3、通过本节内容学习，学生能否独立完成练习册和导学案中的相关练习。
新人教版高中英语必修3Unit 3 Diverse Cultures教学设计二
(2)Consolidate key vocabulary.Ask the students to complete the exercises of activity 6 by themselves. Then ask them to check the answers with their partners.(The first language:Damage of the 1906 San Francisco earthquake and fire.A second language: Yunnan - one of the most diverse provinces in China).Step 5 Language points1. The teacher asks the students to read the text carefully, find out the more words and long and difficult sentences in the text and draw lines, understand the use of vocabulary, and analyze the structure of long and difficult sentences.2. The teacher explains and summarizes the usage of core vocabulary and asks the students to take notes.3. The teacher analyzes and explains the long and difficult sentences that the students don't understand, so that the students can understand them better.Step 6 Homework1. Read the text again, in-depth understanding of the text;2. Master the use of core vocabulary and understand the long and difficult sentences.3. Complete relevant exercises in the guide plan.1、通过本节内容学习，学生是否理解和掌握阅读文本中的新词汇的意义与用法；2、通过本节内容学习，学生能否结合文本特点了解文章的结构和作者的写作逻辑；3、通过本节内容学习，学生能否了解旧金山的城市风貌、文化特色，以及加利福尼亚州的历史，体会多元文化对美国的影响。
新人教版高中英语必修3Unit 3 Diverse Cultures教学设计一
Activity 81.Grasp the main idea of the listening.Listen to the tape and answer the following questions:Who are the two speakers in the listening? What is their relationship?What is the main idea of the first part of the listening? How about the second part?2.Complete the passage.Ask the students to quickly review the summaries of the two listening materials in activity 2. Then play the recording for the second time.Ask them to complete the passage and fill in the blanks.3.Play the recording again and ask the students to use the structure diagram to comb the information structure in the listening.(While listening, take notes. Capture key information quickly and accurately.)Step 8 Talking Activity 91.Focus on the listening text.Listen to the students and listen to the tape. Let them understand the attitudes of Wu Yue and Justin in the conversation.How does Wu Yue feel about Chinese minority cultures?What does Justin think of the Miao and Dong cultures?How do you know that?2.learn functional items that express concerns.Ask students to focus on the expressions listed in activity. 3.And try to analyze the meaning they convey, including praise (Super!).Agree (Exactly!)"(You're kidding.!)Tell me more about it. Tell me more about it.For example, "Yeah Sure." "Definitely!" "Certainly!" "No kidding!" "No wonder!" and so on.4.Ask the students to have conversations in small groups, acting as Jsim and his friends.Justin shares his travels in Guizhou with friends and his thoughts;Justin's friends should give appropriate feedback, express their interest in relevant information, and ask for information when necessary.In order to enrich the dialogue, teachers can expand and supplement the introduction of Miao, dong, Lusheng and Dong Dage.After the group practice, the teacher can choose several groups of students to show, and let the rest of the students listen carefully, after listening to the best performance of the group, and give at least two reasons.
人教版高中英语必修3Festivals around the World说课稿3篇
Teaching plan for Unit 1 book3Good morning, teachers. It’s my great pleasure to be here because I can share my lesson with you and I can learn a lot from it. I’ll begin my lesson from the following four parts， the teaching material, the teaching methods, the studying methods and the teaching procedure.Firstly, let me talk about the teaching material. The content of my lesson is the reading passage festivals and celebrations of Unit 1 Festivals around the world. This passage is about festivals and celebrations. By studying this passage, we’ll enable the students to know that festivals exit everywhere, and many of festivals in different countries celebrate similar ideas. As we all know, the reading passage is the center of each unit. If the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.After studying the teaching material, I think the teaching aims are as the followings:1. Knowledge aims:(1) The Ss can master the usage of the important words andexpressions.(2)The Ss can use the __________________ (grammar) in the proper situation.Make students know about the festivals all over the world and the detail of the festivals, such as origin, content, and the date of the holiday festivals.2. Ability aims:(1) Students can talk about festivals and celebrations in English(2) To improve the student’s reading ability, especially their skimming and scanning ability.3. Emotion aims:Make the Ss know about the foreign festivals, and respect other countries’ custom.Next, let’s come to the important points and the difficult points.The important point is how to make the Ss understand the text better and the difficult point is how can they talk about it. secondly， Teaching Methods:1. task-based Language Teaching2. Computer assisted language teaching.3. question-and–answer methodThirdly， Studying Methods:
人教版高中英语必修3The million pound bank note说课稿3篇
在接下来的细读环节，我套用了高考对阅读理解的考查方式设置了5个问题，分别为三个推理判断题，一个细节题和一个主旨大意题。学生需要对文章的内容进行分析、归纳、推理、猜测等高级思维活动才能做出正确的回答。【设计意图】这一过程是对学生进行细读的训练，培养学生获取特定信息和挖掘文章深层次信息的能力。第三环节:Intensive-reading (精读) 15′第三个环节精读，既是最重要的环节，也是突破本课重难点的关键。首先，让学生思考剧本中人物看到百万英镑前后的态度发生了怎样的变化。其次，让学生仔细阅读文章，找出可以表现人物态度变化的具体的语言和动作。最后，让学生总结人物的态度发生变化的根本原因是什么，从而引出Money Talks, 供学生思考。【设计意图】通过一系列的活动培养学生学习从人物的语言和动作探究人物的心理，使学生进一步体会戏剧语言的魅力，从而对文章背后所反映的社会问题进行思考，也为下一步的讨论环节做好铺垫。
人教版高中语文必修3《过秦论》说课稿3篇
本文篇幅较长，并且有一字句不易理解，因而对高一学生来说完全读懂内容有一些困难。这样的话，老师就要做好引导工作，把一些难点，或是出现词类活用比较多，局势比较特殊的句子，老师可以先给学生画出来，存疑，或是与同学们一起讨论解决。对那些不易懂的字词就引导学生联系上下文提供的语境、前后涉及的情节加以推测、判断，以培养学生依据文脉推断词义的好方法。要求学生点出重点实词、框出通假字，主要是为帮助学生积累和掌握一些文言文中常见的一词多义、异读现象、古今异义和通假现象的词语，并进一步得出规律，指导今后的文言文学习。词类活用和特殊句式在文言文翻译中难度较大，也是本文教学的两大难点。要求学生标出有活用现象的字和划出句式特殊的句子，是基于两点考虑：1、积累一定数量的第一手例句；2、引导学生加以分类，找出每类的相同特征，并抽取出来形成规律性的东西，从而上升到理性认识，使学生能由学会一个到会学多个。翻译过程中注重指导学生养成用符号法表示重点字句的好习惯，如点、框、圈、划线等符号应约定一致，便于突出翻译中的重点、难点及复习。我的提示着重归纳了实词“制”“亡”“遗”“利”等，名词活用、形容词活用、使动用法，被动句、状语后置句。
人教版高中语文必修3《劝学》说课稿3篇
《劝学》是普通高中课程标准试验教科书语文必修三第三单元的重点篇目，该文集中反映著名思想家荀子在学习问题上的观点和精彩斐然的论证艺术。该单元所选课文都是古代的议论性散文。通过本单元的学习在于让学生感受我国传统文化的精神，掌握基础的文言语法知识，学习如何清晰有力的表达自己的思想和见解。本文安排在单元的第一篇，如何指导学生学好这篇课文，是实现“授之以渔”，树立学生学好文言文的信心，掌握文言学习方法的关键。根据新课标倡导从“知识与能力”、“过程与方法”、“情感态度与价值观”三方面出发设计课程目标的要求和高一的学生对于文言文的知识还在积累的阶段，应该注重基础知识的积累和一定量的诵读的实际情况。我拟确定以下教学目标：1，了解荀子论述学习的思想，明确学习要靠积累、坚持不懈、专心致志的道理。2，掌握积累文言实词、虚词，活用、古今异议等现象和固定句式。
人教版高中语文必修3《师说》说课稿3篇
一、设计理念教学设计坚持少讲多学、以学为主的教学理念，重视学培养生的学习兴趣，要充分调动学生学习的积极性和主动性，充分发挥学生的主体性。教师要以组织者、引导者、合作者的角色参与到教学活动中去。力图通过导学案努力培养学生的自学习惯和自学能力。二、教材分析与处理1、教材的地位与作用：必修三第三单元所选的文言文都是古代的议论性散文。本课是“唐宋八大家”之首、中唐古文运动的倡导者韩愈的力作，是唐宋散文中的名篇，具有很强的代表性。通过这篇自读课的学习，能使学生了解唐宋散文的风貌，更能使学生进一步积累文言文基础知识，提高学生的文言文阅读欣赏能力，从而提升学生的文言文自读能力。2、教学目标：《高中语文课程标准》要求高中学生能阅读浅易文言文，能借助注释和工具书，理解词句含义，读懂文章内容；了解并梳理常见的文言实词、文言虚词、文言句式的意义或用法，注重在阅读实践中举一反三；对文章有一定的分析欣赏能力。高一的学生对于文言文的知识还在积累阶段，应该注重基础知识的积累和一定量的诵读。对此，我将教学目标确定为：
人教版高中语文必修3《祝福》说课稿3篇
各位评委老师，大家好。我说课的题目是《祝福》。一、说教材（一）教材所处的位置和地位高中语文新课程教材必修五本书，共有2个单元中外小说单元。一个必修3的第一单元，一个是必修5的第一单元，共六篇文章。（《林黛玉进贾府》《祝福》《老人与海》《林教头风雪山神庙》《装在套子里的人》《边城》）《祝福》是属于前者。小说是拥有众多读者的一种文体，它可以多方面刻画人物性格，描摹人物心理，完整地表现人物之间的冲突，还可以具体生动地再现人物生活的环境，因此在反映复杂的社会生活方面具有独特优势。所以学习小说这种文学样式，也是有助于学生学会鉴赏小说的基本方法，为将来的小说阅读打下基础。鲁迅的《祝福》是中国现代小说的精品，当中的人物祥林嫂也是鲁迅小说中与阿Q、孔乙己三个最为出名的人物之一。研读好这篇文章，对将来小说的阅读，小说中人物的理解，甚至小说的写作都有深广意义。
人教版高中历史必修3宋明理学说课稿3篇
陆王心学与程朱理学相比有何异同？生 不同点：在理的内涵上不同，程朱理学认为“理”是贯通于宇宙、人伦的客观存在，是一种普遍的规律准则；陆王心学认为心即理，是“良知”，认为人心便是世界万物的本原。方法上也有不同：前者向外追究，“格物致知”；后者向内探求，“发明本心”以求理，克服私欲、回复良知。生 相同点：都提出了一个宇宙、社会、人生遵循的“理”。师 对。程朱理学是客观唯心主义，阳明心学是主观唯心主义。这两者的分歧是理学范围内的分歧，其基本思想是一致的。师 宋明理学与汉唐以前的儒学比较，最大的特点在于批判地吸收了佛教哲学的思辨结构和道教的宇宙生成论，将儒家的伦理学说概括升华为哲学基本问题。其实质是把佛、道“养性”“修身”引向儒家的“齐家”“治国”“平天下”，对儒家的纲常道德给予哲学论证，使之神圣化、绝对化、普遍化，以便深入人心，做到人人遵而行之。
人教版高中英语必修3Astronomy the science of the stars说课稿3篇
Step 2 Pre-listeningAfter students finish their discussion, I will show a picture of Newton and ask them: Who is him? What is he famous for? Could you find out some words to describe him? Maybe students will answer that he is genius for his finding of theGravitation, making a great contribution to the progress of human being. At that time I will show another two pictures of Einstein and Hawking, letting students guess who they are and write down their idea about the Gravitation. For I have arranged them to search more information about the gravity before this class, Students have beenfamiliar with the topic and will not be afraid about this abstract conception, which is helpful for their listening.Step 3 While-listeningIn this step, students will be required to listen the material for three times. The first and listening is extensive listening and the second and third listening is intensive listening. In the first time, They are required to listen a material including Part 1 and Part 2 and choose the best summary of the listening text. After they choose the right answer, They also need work in group to explain what is wrong with the others. Then I will make a conclusion that we should pay attention to the first paragraph and last paragraph and some keys to get the main idea. By doing this, their capacity of generalization will have a great improvement.Before the second listening, I will ask students to scan the blank on the power point quickly and ask them to note down some key words .Then ask them to listen to the Part 1again and fill the first column of the chart. Maybe some students just show the ideas of these three scientists an still can’t catch their development of gravity. Therefore, I will ask them to listen to Part 2 again and fill in the rest. After finish the listening, I will give them ten minutes to discuss with their partner. I will also guidethem to improve their answers when they discuss with others.
空间向量基本定理教学设计人教A版高中数学选择性必修第一册
反思感悟用基底表示空间向量的解题策略1.空间中,任一向量都可以用一个基底表示,且只要基底确定,则表示形式是唯一的.2.用基底表示空间向量时,一般要结合图形,运用向量加法、减法的平行四边形法则、三角形法则,以及数乘向量的运算法则,逐步向基向量过渡,直至全部用基向量表示.3.在空间几何体中选择基底时,通常选取公共起点最集中的向量或关系最明确的向量作为基底,例如,在正方体、长方体、平行六面体、四面体中,一般选用从同一顶点出发的三条棱所对应的向量作为基底.例2.在棱长为2的正方体ABCD-A1B1C1D1中,E,F分别是DD1,BD的中点,点G在棱CD上,且CG=1/3 CD(1)证明:EF⊥B1C;(2)求EF与C1G所成角的余弦值.思路分析选择一个空间基底,将(EF) ?,(B_1 C) ?,(C_1 G) ?用基向量表示.(1)证明(EF) ?·(B_1 C) ?=0即可;(2)求(EF) ?与(C_1 G) ?夹角的余弦值即可.(1)证明:设(DA) ?=i,(DC) ?=j,(DD_1 ) ?=k,则{i,j,k}构成空间的一个正交基底.
人教版高中历史必修2罗斯福新政说课稿2篇
1、教材的地位作用本课是新人教版普通高中历史必修Ⅱ第六单元第18课的内容，阐述罗斯福新政的背景、措施、影响。从单元知识安排看，本课与第17课《空前严重的资本主义世界经济危机》、19课《战后资本主义的新变化》共同诠释第六单元课题——《资本主义世界经济政策的调整》。说明了“资本主义经济理论和政策随着资本主义发展而不断调整的特点”,凸显了“市场调节”和“国家干预”在经济发展中的重要性。从知识体系看，它是学生学习了第一次工业革命后自由资本主义、第二次工业革命后的垄断资本主义等之后出现的，既是对上述知识的巩固与综合运用，又为学生学习必修二的相关内容打下基础，有承上启下的作用。本课三个子目从逻辑上看又是递进关系。第一个子目“临危受命”承上启下，说明了罗斯福上台的历史背景具有临危受命的特点，第二个子目“实施新政”讲述了罗斯福新政的主要内容，第三个子目“摆托危机困境”主要讲述了罗斯福新政的影响。
在全市城市功能品质大提升暨城市建管十大提升行动推进大会上的讲话
从规划看，城市规划科学性不够。当前我市在城市规划中还存在着一些不足和需要改进的空间，主要体现在“三个滞后”：一是城市规划设计滞后于城市开发建设，规划有时被建设牵着鼻子走，导致建设不科学不规范无秩序，特别是在高层次大格局谋划X发展上，与大X都市圈周边县市规划衔接不够，以五大功能新城为载体联动周边地区发展规划不够；二是基础设施配套滞后于经济社会发展，地下管网建设滞后，地下空间利用不足，道路和公共基础设施建设缺乏长远性和预见性，造成建设浪费；三是规划设计理念滞后于高品质城市建设需求，城市总体规划、修建性详规、控制性详规等缺乏前瞻性和引领性，对城市风格风貌、色彩色调、天际线岸际线把控不够精细，对城市特质、山水格局彰显不够鲜明。
关于新型城镇化建设问题的思考的调研报告
二、要清醒认识我市城镇化建设中存在的问题 从1993年以来，我市城镇化建设取得巨大成就，城乡面貌发生了翻天覆地的变化，就是我们这些后来者，每当谈到X市城镇化建设都常常引以为豪。今天，我提出要清醒认识我市城镇化建设中存在的问题，就是要求我们要站在新的起点上，承前启后，继往开来，把X市城镇化建设再次掀起新高潮。 第一，规划起点不高。主要体现在四个方面：一是空间发展格局不到位。在生产、生活、生态空间，地上、地下、地面空间，存量、增量、留白空间等三大系统方面统筹不好。二是规划的前瞻性不够。比如，X市2015—20**年的城市规划，20**年前的建设用地规模根本满足不了实际需求；提出的六组团建设规划，规划修编刚结束，其中火车站物流组团就必须考虑重新规划选址的问题。三是特色不突出。我市城镇化建设给人的感觉是在“摊大饼”，在城市空间利用上、建设上、环境上、配套上研究不够，体现不出自己的特色；我市是民族自治市，但在民族文化研究上研究不深，在城镇化建设上看不出更多的民族文化特色；山水生态是我们的优势，但利用不充分，结合不是很理想。四是政府重视不够。由于我们缺少专业知识，工作方法不到位，与规划部门沟通不多，更提不出好的意见，基本上是由规划单位独立操作。同时，由于受资金影响，请不起一流的规划单位，加之他们深入实地少，对市情、县（市）情了解不多，等等。
新人教版高中英语必修3Unit 2 Morals and virtues教学设计一
(2) students are divided into groups according to the requirements of activity 3. Each student shares a story of personal experience or hearing-witnessing kindness, and then selects the most touching story in the group and shares it with the whole class. Before the students share the story, the teacher can instruct them to use the words and sentence patterns in the box to express. For example, the words in the box can be classified:Time order: first of all, then, after that, later, finally logical relationship :so, however, although, butTeachers can also appropriately add some transitional language to enrich students' expression:Afterwards, afterwards, at last, in the end, eventuallySpatial order: next to, far from, on the left, in front ofOtherwise, nevertheless, as a result, therefore, furthermore, in addition, as well asSummary: in a word, in short, on the whole, to sum up, in briefStep 8 Homework1. Understand the definition of "moral dilemma" and establish a correct moral view;2. Accumulate vocabulary about attitudes and emotions in listening texts and use them to express your own views;3. Complete relevant exercises in the guide plan.1、通过本节内容学习，学生能否理解理解“道德困境”的定义；2、通过本节内容学习，学生能否通过说话人所表达的内容、说话的语气、语调等来判断其态度和情绪；3、通过本节内容学习，学生能否针对具体的道德困境发表自己的看法和见解，能否掌握听力理训练中的听力策略。
新人教版高中英语必修3Unit 1 Festivals and Celebrations教学设计二
1. Ss look at the picture and scan the passage to understand the main idea while teacher is giving the following questions to inspire Ss to think.*Where are those people?*What are they doing?*Why are they so excited?2. Ss complete the passage with the appropriate -ing form. Then discuss and check the answers with class.Answers: boring, interesting, taking, exciting, amazing3. The teacher raises questions for the students to discuss and encourages them to express their opinions.*Do you like La Tomatina? Why or why not?4. Each group representative reports the discussion result, the teacher gives feedback and the evaluation.Step 6 PracticeActivity 41. Ss complete the Ex 2 in Using structures.2. Check the answers after finishing the exercises.①The dragon boat races are the most exciting part of the Dragon Boat Festival.② The children were excited to go Easter egg hunting.③What an amazing performance! This is the best music festival I have ever been to.④We were amazed by her funny-looking hat.⑤His inspiring speech at the conference won the admiration/ favour of the audience.⑥This is a challenging game to test your memory and observation capabilities. 3. T asks Ss to finish Ex 3 and 4 in Using structures by themselves, then check the answers with class.Step 6 Homework1. Understand and master the functions and usage of the -ing form;2. Finish the other exercises in Using structures.1、通过本节内容学习，学生是否理解和掌握动词-ing形式作定语和表语的功能和意义；2、通过本节内容学习，学生能否在理解文段内容的基础上，根据上下文语境和表达逻辑，能正确运用动词-ing形式描述节日庆典。3、通过本节内容学习，学生是否归纳和积累用于表达情绪的相关词汇。
