高二数学必修五教案

高二数学必修五教案（通用8篇）

高二数学必修五教案 篇1

【教学目标】

3.概括小说主要情节，分析翠翠、爷爷、傩送及天保的形象，探讨“三美”的建构。【教学重难点】 重点：

1.翠翠形象分析。

2.小说语言、心理、环境描写及其作用，白塔、水、黄狗、碾坊和船等意象分析。3.人性美、人情美、风俗美及湘西世界的建构。难点：

1.小说主题的解读。

2.沈从文独特的生命体验及写作方式的认知。【教学时数】 三课时

【教学过程】 第一课时 【教学要点】

一、导入新课

同学们，经过前面两篇课文的学习，我们认识了中国古典小说《水浒传》中的血性男儿林冲和西方短篇小说《装在套子里的人》中的别里可夫斯基，今天让我们换一个视角，换一个时代，走进中国现当代小说。1.提出问题：

同学们，你们已经是有独立思考与认知的大孩子了，你们心中的真、善、美以及人性、人情是什么样的？

学生思考、讨论三分钟，然后找同学回答。学生：······ 2.教师归纳：

同学们的想法都很真切，老师为你们的真诚感动。但是老师心中最感动甚至可以说震撼却是另外一种世界。老师在你们这个时候，对一个作家描绘的描绘的真、善、美、人性、人情及其构成的世界一见倾心，此后便中毒至今。而他所描绘的一切不仅仅让老师向往，而是让几十个年代的人都为之动容。这个作家就是沈从文，他笔下真善美、风俗人情、湘西世界以及人性神庙是人们的追求，更是学者研究的重点。我们课本中的《边城》一直被认为是沈从文的代表作，也是湘西风俗的代表。现在就让我们一起来领悟沈从文及《边城》的美丽吧！1.沈从文（1902-1988），湖南凤凰人，苗族。现代小说家、散文家、文物研究家，是“京派作家群”成员。原名沈岳焕，笔名小兵、懋琳、炯之、休芸芸、甲辰、上官碧、璇若等。1918年小学毕业后曾入本乡土著军队当兵。1923年到北京。1924年开始发表作品，1927年在上海从事文学活动，参加新月社。1949年后转向文物研究工作，其巨著《中国服饰史》为学界所重。1988年病逝于北京。

沈从文文学创作丰富，数量惊人，有小说、散文、文论、自传、通信等集子七十余种，是现代文学史上最多产的作家之一。主要作品集有《鸭子》《蜜柑》《神巫之爱》《虎雏》《石子船》《阿黑小史》《月下小景》《八骏图》《湘西散记》《边城》《长河》等。其中长篇小说《边城》是代表作。他的主要文学贡献在于创造了一种描写特殊民情的乡土文学，形成了抽象的抒情和诗意的小说，发展了新文学中抒情小说的文学形式。沈从文大部分小说是以湘西生活为背景，描写了独特的民风民情。他把自身独特的生命体验和湘西丰富的社会风俗及优美的风景融为一体，展示了原始人性的粗犷强悍，民俗的淳厚善良，使作品充溢着浓郁的乡土气息和返璞归真的牧歌情调，建构了美好的“人性神庙”。《边城》无论是在沈从文的文学创作中，还是他独特的生命体验中，《边城》都具有里程碑的意义，是对文学的超越，更是对自身的超越。

高二数学必修五教案 篇2

陕西省佛坪县中学  王宝杰  辑

教学要点：巩固本课文言知识，拓展文言阅读能力。

一、本课文言知识归纳：

（一）、一词多义

息

去以六月息。           风

以息相吹。             气息

贱息舒祺。             子女

偃旗息鼓。             停止

苏武气绝，半日复息。   呼吸

名

北冥有鱼，其名为鲲。                        名词，名称。

圣人无名。                                  名词，名望。

今将军外托服从之名，而内怀犹豫之计。        名词，名义。

名之者谁。                                  动词，命名。

人虽有百口，口有百舌，不能名其一处也。      动词，说出、说明。

志

燕雀安知鸿鹄之志哉。      名词，志向。

《齐谐》者，志怪者也。    动词，记载。

博闻强志。                动词，记住。

便扶向路，处处志之。      动词，做标记。

图

图穷匕首见。                地图

乃强起扶杖，执图谐寺后。    图画

而后乃今将图南。            打算

如有离违，宜别图之。        谋划、筹划。

无使滋蔓，蔓难图也。        谋取、设法对付。

置

置杯焉则胶。                放上、安放。

郑人有且置履者。            购置、添置。

沛公则置车骑，脱身独骑。    放弃、放下。

穷

若夫乘天地之正，而御六气之辨，以游无穷者。       形容词，穷尽。

子孙习其家风，今多穷困。                         形容词，生活困难。

复前行，欲穷其林。                               动词，走到尽头。

穷不失义，达不离道。                             不得志，仕途不顺。

适

适莽苍。                       到、往。

始适还家门。                   出嫁

适得府君书。                   刚才

处分适兄意。                   依照

少无适俗韵。                   迎合

而吾与子之所共适。             享有、享受。

先主斜趋汉津，适与羽船会。     恰好、刚好。

苍苍

天之苍苍，其正色邪。       深蓝色

两鬓苍苍十指黑。           灰白色

其：

其翼若垂天之云。                代词，鲲。

则其负大舟也无力。              代词，水。

彼其于世。                      代词，宋荣子。

其正色邪，其远而无所至极邪。    连词，表选择。

而：

化而为鸟。            连词，表承接关系。

抟扶摇而上者九万里。  连词，表承接关系。

水浅而舟大也。        连词，表并列关系。

举世非之而不加沮。    连词，表转折关系。

其远而无所至极邪。    连词，表因果关系。

之：

鹏之徙于南冥也，水击三千里。      助、插、取。

汤之问棘也是已。                  助、插、取。

穷发之北。                        结构助词，的。

而莫之夭阏者。                    代词，鹏。

之二虫又何知。                    指示代词 ，表近指，这。

奚以之九万里而南为？              动词，到、往。

（二）、古今异义

虽然，犹有未树也。    即使这样

众人匹之。            一般人

腹犹果然。            食饱之状

穷发之北。            毛，指草木。

（三）、古字通假

北冥有鱼。           “冥”通“溟”，大海。

三餐而反。           “反”通“返”，返回。

小知不及大知。       “知”通“智”，智慧。

此小大之辩也。       “辩”通“辨”，区别。

而征一国者。         “而”通“能”，能力。（一说通“耐”，能耐。）

旬有五日而后反。     “有”通“又”，又。“反”同前。

而御六气之辩。       “辩”通“变”，变化。

（四）、词类活用

水击三千里。名词作状语，在水面上。

而后乃今将图南。名作动，南飞。

而征一国者。使到用法，使……信服。

（五）、特殊句式

南冥者，天池也。         判断句

《齐谐》者，志怪者也。   判断句

莫之夭阏者。             宾语前置

奚以知其然也？           宾语前置

彼且奚适也？             宾语前置

彼且恶乎待哉？           宾语前置

去以六月息者也。         状语后置

（六）、固定句式

奚以之九万里而南为？                     表反问，“哪里用得着……呢？”

天之苍苍，其正色邪？其远而无所至极邪？   表选择，“是……呢？还是……呢？”

（七）文化常识（关于纪日法）

晦：农历每月的最后一天。

望：农历每月的十五；十六为既望。

朔：农历每月的第一天。

二、达标训练：

（一）填空:

1、 庄子，战国时期著名的---- 家，----- 家。----- 家学派的代表人物。

2、 《庄子》一书共----- 篇，本文可以看成其中的------ 。

3、 《逍遥游》在写作上的特点是-------------，------------ 。

（二）、解释句中加横线的词：

1、 是鸟也，海运则将徙于南冥：

2、 《齐谐》者，志怪者也：

3、 奚以之九万里而南为：

4、 腹犹果然：

5、 众人匹之

（三）、下列句中“之”的用法为代词的项是（ ）

A、其翼若垂天之云 B、生物之以息相吹也

C、覆杯水于坳堂之上，则芥之为舟 D、奚以之九万里而南为

E、之二虫又何如

（四）、结合《逍遥游》，谈谈你对庄子思想及作品风格的认识。

（五）、拓展训练：阅读下面的文言文，完成1～5题。

子墨子言曰：“仁人之所以为事者，必兴天下之利，除去天下之害，以此为事者也。”然则天下之利何也？天下之害何也？子墨子言曰：“今若国之与国之相攻，家之与家之相篡，人之与人之相贼，君臣不惠忠，父子不慈孝，兄弟不和调，此则天下之害也。”?

既以非之，何以易之？子墨子言曰：“以兼相爱交相利之法易之。”然则兼相爱交相利之法将柰何哉？子墨子言：“ 视人之国若视其国，视人之家若视其家，视人之身若视其身。是故诸侯相爱则不野战，家主相爱则不相篡，人与人相爱则不相贼，君臣相爱则惠忠，父子相爱则慈孝，兄弟相爱则和调。天下之人皆相爱，强不执弱，众不劫寡，富不侮贫，贵不敖贱，诈不欺愚。凡天下祸篡怨恨可使毋起者，以相爱生也，是以仁者誉之。”?

然而今天下之士君子曰：“然，乃若兼则善矣，虽然，天下之难物于故也。”?

子墨子言曰：“天下之士君子，特不识其利，辩其害故也。昔者晋文公好士之恶衣，故文公之臣皆羊之裘，韦以带剑，练帛之冠，入以见于君，出以践于朝。是其故何也，君说之，故臣为之也。昔者楚灵王好士细腰，故灵王之臣皆以一饭为节，胁息然后带，扶墙然后起。比期年，朝有黧黑之色。是其故何也？君说之，故臣能之也。昔越王句践好士之勇，教训其臣，和合之焚舟失火，试其士曰：‘越国之宝尽在此’。越王亲自鼓其士而进之。士闻鼓音，破碎乱行，蹈火而死者左右百人有余。越王击金而退之”。?

是故子墨子言曰：“乃若夫少食恶衣，杀身而为名，此天下百姓之所皆难也，若苟君说之，则众能为之。况兼相爱，交相利，与此异矣。夫爱人者，人亦从而爱之；利人者，人亦从而利之；恶人者，人亦从而恶之；害人者，人亦从而害之。此何难之有焉，特士不以为政而士不以为行故也。”今天下之君子，忠实欲天下之富而恶其贫，欲天下之治而恶其乱，当兼相爱，交相利，此圣王之法，天下之治道也，不可不务为也。”?

（《墨子兼爱中》，有删节）

1.对下列句子中加点的词的解释，不正确的一项是（  ）

A. 家之与家之相                篡：劫夺?

B. 人之与人之相                贼：偷窃?

C. 何以                        易：改变?

D.  胁息然后带                 胁：收敛

2.下面句子中加点的词的意义和用法，不相同的一组是（  ）

A. 仁人之所以为事者，必兴天下之利，除去天下之害?强秦之所以不敢加兵于赵者，徒以吾两人在也

B. 凡天下祸篡怨恨可使毋起者，以相爱生也?洎牧以谗诛，邯鄣为郡，惜其用武而不终也

C. 昔者晋文公好士之恶衣?王无异于百姓之以王为爱也

D 忠实欲天下之富而恶其贫?夫赵强而燕弱，而君幸于赵王

3.下面各项中每句话都能体现本文主旨的一项是（  ）

①君臣相爱则惠忠，父子相爱则慈孝，兄弟相爱则和调。?

②强不执弱，众不劫寡，富不侮贫，贵不敖贱，诈不欺愚。?

③天下之士君子，特不识其利，辩其害故也。?

④夫爱人者，人亦从而爱之。?

⑤欲天下之治而恶其乱，当兼相爱，交相利。?

⑥此圣王之法，天下之治道也，不可不务为也。?

A. ①②⑥                 B. ①④⑤

C. ②③⑤                 D. ③④⑥

4.下列对本文的理解和分析，不正确的一项是（  ）

A.文中的“仁人”主要是指那些对他人怀有仁爱之心、实施仁政的人。

B.本文借第三自然段士君子的质疑展开论说，阐述了“兼爱”的可行性，说理严密具有说服力。

C.“兼爱”的好处远大于迎合君主所得到的好处。士君子没有认识到这一点，这是识小利而不识大利。

D.本文第四自然段列举事例进行论证，夹叙夹议，说理深入浅出。

5.把文言文中画横线的句子翻译成现代汉语。（8分）?

（1）比期年，朝有黧黑之色。是其故何也？君说之，故臣能之也。?

译文：                                                           。

（2）利人者，人亦从而利之；恶人者，人亦从而恶之。?

译文：                                                            。

（3）此何难之有焉，特上不以为政而士不以为行故也。?

译文：

[参考答案]

当堂达标：

一、1、哲学家 文学家 道 2、33 代表作 3、鲜明的对比 奇特的想象

二、1、这（只） 2、记载 3、奚以……为？ 哪里用得着呢？或：何必……呢？ 4、饱的样子 5、比

三、CE

四、（略）

五、拓展阅读

1.B  2.A  3.B  4.C

5. （1）等到一年，朝廷的臣子饿得面有黑黄色。这是什么缘故呢？君主喜欢这样，所以臣子能这样做。

（2）有利于别人的人，别人也跟着做有利于他的事；憎恶别人的人，别人也跟着憎恶他。

（3）这样有什么困难呢？只不过是君王不用这样的方法施政而士人不用这样的方法行事的缘故。

文言文翻译参考：

墨子说：“仁人处理事务的原则，一定是为天下兴利除害，以此原则来处理事务。”既然如此，那么天下的利是什么，而天下的害又是什么呢？墨子说：“现在如国与国之间相互攻伐，家族与家族之间相互掠夺，人与人之间相互残害，君臣之间不相互施惠、效忠，父子之间不相互慈爱、孝敬，兄弟之间不相互融洽、协调，这就都是天下之害。”

既然如此，那么考察这些公害又是因何产生的呢？是因不相爱产生的吗？墨子说：“是因不相爱产生的。”现在的诸侯只知道爱自己的国家，不爱别人的国家，所以毫无忌惮地发动他自己国家的力量，去攻伐别人的国家。现在的家族宗主只知道爱自己的家族，而不爱别人的家族，因而毫无忌惮地发动他自己家族的力量，去掠夺别人的家族。现在的人只知道爱自己，而不爱别人，因而毫无忌惮地运用全身的力量去残害别人。所以诸侯不相爱，就必然发生野战；家族宗主不相爱，就必然相互掠夺；人与人不相爱，就必然相互残害；君与臣不相爱，就必然不相互施惠、效忠；父与子不相爱，就必然不相互慈爱、孝敬；兄与弟不相爱，就必然不相互融洽、协调。天下的人都不相爱，强大的就必然控制弱小的，富足的就必然欺侮贫困的，尊贵的就必然傲视卑贱的，狡猾的就必然欺骗愚笨的。举凡天下祸患、掠夺、埋怨、愤恨产生的原因，都是因不相爱而产生的。所以仁者认为它不对。既已认为不相爱不对，那用什么去改变它呢？墨子说道：“用人们全都相爱、交互得利的方法去改变它。”既然这样，那么人们全都相爱、交互得利应该怎样做呢？墨子说道：“看待别人国家就象自己的国家，看待别人的家族就象自己的家族，看待别人之身就象自己之身。”所以诸侯之间相爱，就不会发生野战；家族宗主之间相爱，就不会发生掠夺；人与人之间相爱就不会相互残害；君臣之间相爱，就会相互施惠、效忠；父子之间相爱，就会相互慈爱、孝敬；兄弟之间相爱，就会相互融洽、协调。天下的人都相爱，强大者就不会控制弱小者，人多者就不会强迫人少者，富足者就不会欺侮贫困者，尊贵者就不会傲视卑贱者，狡诈者就不会欺骗愚笨者。举凡天下的祸患、掠夺、埋怨、愤恨可以不使它产生的原因，是因为相爱而生产的。所以仁者称赞它。 然而现在天下的士君子们说：“对！兼爱固然是好的。即使如此，它也是天下一件难办而迂阔的事。”墨子说道：“天下的士君子们，只是不能辨明兼爱的益处、辨明兼爱的.原故。现在例如攻城野战，为成名而杀身，这都是天下的百姓难于做到的事。但假如君主喜欢，那么士众就能做到。而兼相爱、交相利与之相比，则是完全不同的（好事）。凡是爱别人的人，别人也随即爱他；有利于别人的人，别人也随即有利于他；憎恶别人的人，别人也随即憎恶他；损害别人的人，别人随即损害他。实行这种兼爱有什么困难呢？只是由于居上位的人不用它行之于政，士人不用它实之于行的缘故。”从前晋文公喜欢士人穿不好的衣服，所以文公的臣下都穿着母羊皮缝的裘，围着牛皮带来挂佩剑，头戴熟绢作的帽子，（这身打扮）进可以参见君上，出可以往来朝廷。这是什么缘故呢？因为君主喜欢这样，所以臣下就这样做。从前楚灵王喜欢细腰之人，所以灵王的臣下就吃一顿饭来节食，收着气然后才系上腰带，扶着墙然后才站得起来。等到一年，朝廷之臣都（饥瘦得）面有深黑之色。这是什么缘故呢？因为君主喜欢这样，所以臣下能做到这样。从前越王句践喜爱士兵勇猛，训练他的臣下时，先把他们集合起来，（然后）放火烧船，考验他的将士说：“越国的财宝全在这船里。”越王亲自擂鼓，让将士前进。将士听到鼓声，（争先恐后），打乱了队伍，蹈火而死的人，近臣达一百人有余。越王于是鸣金让他们退下。所以墨子说道：“象少吃饭、穿坏衣、杀身成名，这都是天下百姓难于做到的事。假如君主喜欢它，那么士众就能做到。何况兼相爱、交相利是与此不同的（好事）。爱别人的人，别人也随即爱他；有利于别人的人，别人也随即有利于他；憎恶别人的人，别人也随即憎恶他；损害别人的人，别人也随即损害他。这种兼爱有什么难实行的呢？只是居上位的人不用它行之于政，而士人不用它实之于行的缘故。”

然而现在天下的士君子们说：“对！兼爱固然是好的。即使如此，也不可能行之于事，就象要举起泰山越过黄河、济水一样。”墨子说道：“这比方不对。举起泰山而越过黄河、济水，可以说是强劲有力的了，但自古及今，没有人能做得到。而兼相爱，交相利与此相比则是完全不同的（可行之事）。

古时的圣王曾做到过。”怎么知道是这样呢？古时大禹治理天下，西边疏通了西河、渔窦，用来排泄渠水、孙水和皇水；北边疏通防水、原水、}水，使之注入召之邸和滹沱河，在黄河中的}柱山分流，凿开龙门以有利于燕、代、胡、貉与西河地区的人民。东边穿泄大陆的迂水，拦入孟诸泽，分为九条河，以此限制东土的洪水，用来利于冀州的人民。南边疏通长江、汉水、淮河、汝水，使之东流入海，以此灌注五湖之地，以利于荆楚、吴越和南夷的人民。这是大禹的事迹，我们现在要用这种精神来实行兼爱。从前周文王治理西土（指岐周），象太阳象月亮一样，射出的光辉照耀四方和西周大地。

他不倚仗大国而欺侮小国，不倚仗人多而欺侮鳏寡孤独，不倚仗强暴势力而掠夺农夫的粮食牲畜。上天眷顾文王的慈爱，所以年老无子的人得以寿终，孤苦无兄弟的人可以安聚于人们中间，幼小无父母的人有所依靠而长大成人。这是文王的事迹，我们现在应当用这种精神实行兼爱。从前武王将祭祀泰山，于是陈述说：“泰山！有道曾孙周王有祭事。现在（伐纣的）大事已成功，（太公、周、召）一批仁人起而相助，用以拯救商夏遗民及四方少数民族。即使是至亲，也不如仁人。万方之人有罪，由我一人承当。”这是说周武王的事迹，我们现在应当用这种精神实行兼爱。

所以墨子说道：“现在天下的君子，（如果）内心确实希望天下富足，而厌恶其贫穷；希望天下治理好，而厌恶其混乱，那就应当全都相爱、交互得利。这是圣王的常法，天下的治道，不可不努力去做。”

高二数学必修五知识点总结 篇3

1、数列的定义及数列的通项公式：

①. an?f(n)，数列是定义域为N

的函数f(n)，当n依次取1，2，???时的一列函数值 ② i.归纳法

若S0?0，则an不分段;若S0?0，则an分段iii. 若an?1?pan?q，则可设an?1?m?p(an?m)解得m,得等比数列?an?m?

?Sn?f(an)

iv. 若Sn?f(an)，先求a

1?得到关于an?1和an的递推关系式

S?f(a)n?1?n?1?Sn?2an?1

例如：Sn?2an?1先求a1，再构造方程组：??(下减上)an?1?2an?1?2an

?Sn?1?2an?1?1

2.等差数列：

① 定义：a

n?1?an=d(常数),证明数列是等差数列的重要工具。 ② 通项d?0时，an为关于n的一次函数;

d>0时，an为单调递增数列;d<0时，a

n为单调递减数列。

n(n?1)2

③ 前n?na1?

d，

d?0时，Sn是关于n的不含常数项的一元二次函数，反之也成立。

④ 性质： ii. 若?an?为等差数列，则am，am?k，am?2k，…仍为等差数列。 iii. 若?an?为等差数列，则Sn，S2n?Sn，S3n?S2n，…仍为等差数列。 iv 若A为a,b的等差中项，则有A?3.等比数列：

① 定义：

an?1an

?q(常数)，是证明数列是等比数列的重要工具。

a?b2

。

② 通项时为常数列)。

③.前n项和

需特别注意,公比为字母时要讨论.

④.性质：

第2 / 4页

ii.?an?为等比数列,则am,am?k,am?2k,?仍为等比数列

，公比为qk。

iii. ?an?为等比数列,则Sn,S2n?Sn,S3n?S2n,K仍为等比数列，公比为qn。 iv.G为a,b的等比中项,G??ab 4.数列求和的常用方法:

①.公式法:如an?2n?3,an?3n?1

②.分组求和法:如an?3n?2n?1?2n?5，可分别求出?3n?，?2n?1?和?2n?5?的和，然后把三部分加起来即可。

?1?

③

如an??3n?2????，

?2??1??1??1??1?

Sn?5???7???9???????(3n?1)??

?2??2??2??2?

1

2

3

4

2

3

n?1

n

?1?

??3n?2???

?2?

n

n?1

n

?1??1??1??1??1?

Sn?5???7???9???…+?3n?1?????3n?2???2?2??2??2??2??2?

1

2

3

n

n?1

?1??1??1??1??1?两式相减得：Sn?5???2???2???????2????3n?2???

2?2??2??2??2??2?

，以下略。

④

如an?

1n?n?1?

1

?

1n

?

1n?1

;an?

1n?1?

n

?n?1?n，

an?

?2n?1??2n?1?

?

1?11?

???等。

2?2n?12n?1?

⑤.倒序相加法.例：在1与2之间插入n个数a1,a

2,a3,???,an，使这n+2个数成等差数列， 求：Sn?a1?a2?????an，(答案：Sn?

高二数学必修五教案 篇4

知识与能力

1、了解边塞诗的风格特点。

2、积累边塞诗的常见意象。

3、初步了解边塞诗的常用表现手法。

过程与方法

1.借助工具书和有关资料，读懂不太深的我国古代诗文，背诵一定数量的古代诗文名篇。学习古代诗词格律基础知识，了解相关的中国古代文化常识，丰富传统文化积累。

2.学习鉴赏诗歌基本方法，初步把握诗歌的艺术特性，注意从不同角度和层面发现作品意蕴，不断获得新的阅读体验。

情感态度与价值观

1.学习古代文人的爱国情怀

二.教学重点

1、了解边塞诗的风格特点。

2、积累边塞诗的常见意象。

3、初步了解边塞诗的常用表现手法。

三.教学难点

1.学习鉴赏诗歌基本方法，初步把握诗歌的艺术特性，注意从不同角度和层面发现作品意蕴。

四.教学过程

(一)导入

边塞诗是以边疆地区军民生活和自然风光为题材的诗。边塞诗形成于汉魏六朝时代，兴盛于唐代，代表诗人有王昌龄、高适、岑参等，他们被称为“边塞诗人”，形成了所谓的边塞派。

(二)整体感知：

学生背诵边塞诗范仲淹的《渔家傲秋思》，整体感知边塞诗的意象。

塞下秋来风景异，衡阳雁去无留意。四面边声连角起，千嶂里，长烟落日孤城闭。

浊酒一杯家万里，燕然未勒归无际，羌管悠悠霜满地，人不寐，将军白发征夫泪。

学生得出意象：塞外、衡阳、雁、角声、长烟、落日、孤城、浊酒、燕然、羌管、霜、将军、征夫

教师总结边塞诗的主要意象：

空间意象：楼兰、阴山、凉州、玉门关、天山、长城、瀚海、荒城、辕门等。

事物意象：乐器：羌笛、胡笳、琵琶、芦管、号角、鼓。

战具：金鼓、旌旗、烽火、弓、戈、战车。

景物：大漠、烽烟、黄沙、长云、秋月、雪山、孤城、飞雁、鹰扬、箭飞、马走。

人物意象：胡、羌、羯、夷、单于、戍卒、将军、征夫

(三)学生分析范仲淹的《渔家傲秋思》表达的感情从“浊酒一杯家万里”体现出对家乡和亲人的思念。从“燕然未勒归无际”体现出作者深沉的忧国爱国的感情。

教师总结边塞诗特点--最能体现国运兴衰

(四)教师找出典型的边塞诗，学生分析情感，教师总结。

1.初唐诗和表达的情感：

宁为百夫长，胜作一书生。(杨炯)

(表达建功立业的渴望。)

2.盛唐诗和表达的情感：

醉卧沙场君莫笑，古来征战几人回。(王翰)

孰知不向边庭苦，纵死犹闻侠骨香。(王维)

黄沙百战穿金甲，不斩楼兰誓不还。(王昌龄)

(豪迈，勇敢，即使是艰苦战争，也壮丽无比;即使是出征远戍，也爽朗明快;即使是壮烈牺牲，也死而无悔。)

3.中晚唐诗和表达的情感：

碛里征人三十万，一时回首月中看。(李益)

可怜无定河边骨，犹是春闺梦里人。(陈陶)

(虽然诗人也保持着昂扬向上的基调，但总有些悲壮，惋伤之情。)

4.宋代诗和表达的情感：

塞上长城空自许，镜中衰鬓已先斑。(陆游)

燕然未勒归无计，羌管悠悠霜满地。人不寐，将军白发征夫泪。(范仲淹)

(虽然洋溢着爱国的热情，却有了报国无门的愤懑，归家无望的哀痛。与盛唐时相比多了一些凄厉，一些惆怅。)

教师总结表达的主要感情

1.抒写将士杀敌报国建功立业的豪情。

如王昌龄的《从军行》“青海长云暗雪山，孤城遥望玉门关。黄沙百战穿金甲，不破楼兰终不还。”借孤寂艰苦悲壮的战争生活的描写表现戍边将土的壮志豪情。

2.表现思乡思亲的主题。

如王昌龄的《从军行》“烽火城西百尺楼，黄昏独坐海风秋。更吹羌笛关山月，无那金闺万里愁。”诗人借万里之外的妻子对自己的思念，含蓄表达自己对妻子和家人的思念。

3.描写战争场面的惨烈。

陈子昂《感遇诗三十八首》“苍苍丁零塞，今古缅荒途。亭堠何摧兀，暴骨无全躯。黄沙幕南起，白日隐西隅。汉甲三十万，曾以事匈奴。但见沙场死，谁怜塞上孤。”通过描写战争的惨烈，表达战士想要报效国家的豪情。

4.描写壮志难酬的感伤。

孟浩然《岁暮归南山》“北阙休上书，南山归敝庐。不才明主弃，多病故人疏。 白发催年老，青阳逼岁除。永怀愁不寐，松月夜窗虚。”通过戍边战士到老守边的事实，表现想要建功立业，却壮志难酬的感伤。

总的来说是总的来说有建功立业的渴望，遍地生活的艰辛，战争场面的惨烈，将士的思乡情绪，壮志难酬的感伤。

(五)总结常用手法

夸张用典比喻渲染、虚实结合等

(六)实战演练

阅读下面两首诗词，然后回答问题(学生简单组织答案)

从军行

王昌龄

青海长云暗雪山,孤城遥望玉门关。

黄沙百战穿金甲,不破楼兰终不还。

渔家傲秋思

范仲淹

塞下秋来风景异，衡阳雁去无留意。四面边声连角起，千嶂里，长烟落日孤城闭。

浊酒一杯家万里，燕然未勒归无际，羌管悠悠霜满地，人不寐，将军白发征夫泪。

[1]《从军行》和《渔家傲秋思》在所写内容上有什么共同点?

[2]两首诗在写法上有何异同?

[3]两首诗在思想风格上有何不同之处?

答：(1)都以戍边为题材，都表现边塞生活的艰辛。

(2)相同点：都写戍边生活，但却不从战争的角度写。不同点：诗偏重写边塞生活环境的恶劣，如用“暗”“孤”“穿”等词语;词侧重渲染战士思归的情绪，下片尤为明显。

(3)诗表现出勇于杀敌，不获全胜不言归的激越之情，风格豪壮;词较多地表现了战士们希望早日结束战争、尽快回家乡的情绪，在风格上显得悲壮。

(九)高考链接(重点讲解)

雨雪曲

江总①

雨雪隔榆溪②，从军度陇西③。绕阵看狐迹，依山见马蹄。

天寒旗彩坏，地暗鼓声低。漫漫愁云起，苍苍别路迷。

【注】

①江总(518-590)：南朝陈文学家，字总持，济阳考城(今河南兰考)人。历侍梁、陈、隋三朝。

②榆溪：指边塞。

③陇西：在今甘肃东部。

(1)这首诗描写了什么样的环境?末句中的“别路”是什么意思?

(2)诗人把“旗彩坏”、“鼓声低”分别接在“天寒”、“地暗”之后，这样写有什么好处?这首诗表现了戍卒什么样的情感?

答案：(1)这首诗描写了边地雨雪交加、荒凉苦寒的环境。“别路”的意思是戍卒离别家乡到边关的路。

(2)这样写的好处是，不仅点明了边塞“天寒”“地暗”的环境，也真实生动地透露出戍卒在这种环境中产生的“旗彩坏”“鼓声低”的心理感受。这首诗表现了戍卒身处辽远而艰苦的边塞的思乡之情。

(十)作业

1.阅读下面一首诗，然后回答问题。

征人怨

柳中庸

岁岁金河复玉关，朝朝马策与刀环。

三春白雪归青冢，万里黄河绕黑山。

(1)为什么说这是一首边塞诗?结合诗句具体说明。

(2)诗题为“征人怨”，通篇虽无“怨”字，但句句有“怨情”，请作简要赏析。

答：(1)诗句中有金河、玉关、青冢、黄河、黑山等边塞地名，写了征人的戍边生活。

(2)怨年年岁岁频繁调动，怨时时刻刻练兵备战，怨气候酷寒，怨景色单调。

2.阅读下面的诗，回答问题

凉州词(其一)

张籍

边城暮雨雁飞低，芦笋初生渐欲齐。

无数铃声遥过碛①，应驮白练带安西。

【注】①碛(q)：沙漠。②练：白绢，丝织品的一种。

(1)“无数铃声遥过碛”句表现了怎样的边塞景象?

(2)本诗运用了衬托对比和虚实相生的艺术手法，请简要分析。ぁ 答案：(1)长长的驼队行进在广袤的沙漠上，驼铃丁当清脆入耳。(2)远与近、高与低、动与静、抑与扬的衬托对比。前两句实写，后两句以虚为主，虚中有实。

王晓永

高二数学必修五教案 篇5

make a sketch of…画草图 expect to do sth 期待做某事

develop one’s love for sth.对某事产生了爱好或兴趣 make/earn a living 谋生

take sth one step further把….推进一步. lay foundation of ….奠定了….的基础

long before 很久以前 before long 不久以后

set out to do sth. = set about doing sth.出发做某事 in one’s efforts to survive 在某人努力求生时

make an/ every effort to do sth.尽全力做某事 spare no efforts to do sth. 不遗余力做某事

without efforts 毫不费力 turn out (to be)结果是//prove

take sb on board 带某人上船/机 from that day on 从那天开始

take sb on a voyage across the ocean带某人去越洋旅行 give a view of …给人提供一个…的景观

dress sb in….给某人穿…衣服 sb be dressed in某人穿着…衣服

diving suit 潜水服 by the lamps of 在灯光下

ever since自从…起 keep sb as a prisoner// keep sb prisoner囚禁某人

cry about 为…而哭泣 go on an adventure 去冒险

contrary to ….与….正好相反 // on the contrary 相反 sink to the bottom of the sea沉入海底

become a permanent pain in one’s heart成为某人心中永久的痛

be driven by a desire to learn被学习的渴望所推动 look for/ search for/ hunt for 搜寻,寻找

look for a road without having a map自己摸索 dream of doing sth 梦想做某事

throw/ cast light on/ upon 阐明, 给….以说明 pioneer a new way 开创一条新路

unfold sth to sb把某事揭示给某人 the principle of life 生命的原理

the cause of life生命起源 nothing but= only 只有，仅仅

slow down 减速,减慢 eight feet in height/length/width 8尺高/长/宽

result in结果:导致 light the flame of life燃起生命的火花 a lighted candle

burn sth out 燃尽 come into one’s mind想到

make a choice of选择 turn sth upside down起大变化，颠倒, 混乱

have a strong belief in sth对…有坚定的信仰 wash sth up on the shore冲上岸

look down on// upon看不起… be about to do … when

cut off切断 be free from the pull of gravity摆脱地心引力

高二数学必修五教案 篇6

南京三中 秦永法 刘巧

Teaching aims: 1. Enlarge students’ vocabulary about personalities.

2. let them recognize positive and negative

adjectives that describe personality.

3. make a list of synonyms and antonyms about the adjectives describing personality

Teaching important points:

1.Remember these words

2.try to use these adjectives that describe personality. freely.

Teaching difficult points:

1 how to make them to describe a person with these adjectives that we have learnt today

.Teaching methods:

1. Students-centered. (Discussion to make every student work in class.)

2. Teacher and students’ interaction (Talking to improve the students’ speaking ability.)

3. Multimedia way.( Practice to get the students to master what they’ve learnt.)

1. Discussion to make every student work in class.

Teaching aids:

1. the multimedia

2. the blackboard.

Teaching procedures:

Step 1 Revision and lead in

1 . Let students guess who is he

He was a soldier and died at an early age after the founding of PRC.

He is ----helpful -----warmhearted

------ unselfish/selfless

Chairman Mao encouraged us to learn from him on March 5th.

In March every year, we learn from him to offer help to others

2. He was Lei Feng

Step2 1. Have you paid attention the adjectives?

All these adjectives are used to describe Personalities.

2 Let’s have a try

.Use some adjectives to describe people’s personalities

1 What kind of person is “Dae Jang Geum”?

Smart Strong-willed Helpful Kind friendly Hardworking/diligent Creative Warm-hearted

2 try to describe other people

3 exercise

(1) Match these adjectives to their meanings

(2)

step 3 read the dialogue on the text book

1 The adjectives in red are negative The adjectives in blue are positive

2 exercise

1

Generous warm-hearted reliable open-minded honest helpful polite

Friendly dishonest narrow-minded

Stubborn bad-tempered moody impolite unkind boring

2

Strong-minded---determined

shy ------timid

Friendly------kind

Happy-----cheerful

Try to tell the synonyms

Brave-------courageous

Smart-----clever

Loyal-----faithful

Diligent ------hard-working

Passionate----enthusiastic

3 discussion

Do you know Eight Honors and Eight Disgraces?

What kind of personalities belong to Honors and what kind of personalities belong to Disgraces ?

Step4 synonyms and antonyms

1 Having the same or similar means------synonyms

Having the opposite meaning-----antonyms

2 exercise

Try to tell the synonyms and antonyms

3 discuss

(1) read the story

(2) Can you describe the personalities of the prince

(3) What your decision will be if you were the old king?

Step 5

1 keys to page7

Answers

1 easy-going 2 quiet 3 shy 4 friendly

5 honest 6 hard-working 7serious 8 strict

2 competition

Try to speak highly of your friends with as many positive adjectives as you can to make the others believe that your friend is the best

3 discussion

In your opinion, what kind of person is easy to get along with and make friends with?

What characteristics would you not like a friend to have.

Homework

1 Try to find more adjectives that describe personalities

高中数学必修五教案 篇7

本节课重在探究等比数列的前n项和公式的推导及简单的应用。教学中注重公式的形成过程及数学思想方法的渗透，并揭示公式的结构特征和内在联系.就知识的应用价值来看，它是从大量数学问题和现实问题中抽象出来的模型，在公式推导中所蕴含的数学思想方法在各种数列求和问题中有着广泛的应用.就内容的人文价值上看，它的探究与推导需要学生观察、分析、归纳、猜想，有助于培养学生的创新思维和探索精神，是培养学生数学的思考问题的良好载体.

教学目标

知识与技能： 掌握等比数列的前n项和公式以及推导方法;会用等比数列的前n项和公式解决有关等比数列的一些简单问题.

过程与方法： 经历等比数列前n 项和的推导过程，总结数列求和方法，体会数学中的思想方法.

情感态度与价值观：通过教材中的实际引例，激发学生学习数学的积极性及学习数学的主动性.

教学重点

等比数列的前n项和公式推导及公式的简单应用

教学难点

等比数列的前n项和公式推导过程和思想方法

教学过程

Ⅰ、课题导入

[创设情境]

[提出问题] “国王对国际象棋的发明者的奖励”的故事

Ⅱ、讲授新课

高二数学必修五教案 篇8

To deepen Ss’ understanding of friendship

To practice Ss’ oral English by getting them involved in the discussion of friends and friendship

To learn the way to describe the characteristics of a true friend

Teaching procedures:

Ⅰ.Lead-in

1. Listen to the song called Auld Lang Syne(友谊地久天长)

2. Show students some pictures about friends

3. Brainstorming questions:

1) Have you enjoyed the song? Can someone name the song ?

2) Can you guess the relationship between the ones in the pictures?

3) Do you have any good friends? How many are they?

4) Do you think it is important to have a good relationship with others? Why?

5) Do you know the concept of “friendship”? Try to explain.

6) In your opinion, what does a real friendship consist of ?

Ⅱ. Picture talking:

Talk about the pictures and proverbs with your partner. Try to discuss the following questions:

Picture 1,

1) Where are the two girls?

2) What are they doing ?

3) How long they spend speaking to each other?

4) Do you think they enjoy each other’s company?

5) What do you think ‘Friends are thieves of time.’ mean?

Picture 2,

1) What do you use a mirror for?

2) What are the two girls doing?

3) Do you think the girl on the right is a good friend? Why?

4) Do you have a good friend? Does he/she often give you advice?

5) What do you think the proverb ‘The best mirror is an old friend’ mean?

Picture 3,

1) What is the taller boy doing ?

2) Why does he do so?

3) Do you think it possible for a person to buy friendship?

4) In your opinion, what is the base of a good friendship?

Picture 4,

1) Do you think friends should be the same age and share the same hobbies and interests?

2) What does the proverb ‘True friends have hearts that beat as one.’

Ⅲ. Story-telling

Tell a story happened between you and your best friend.

Ⅳ. Discussion

1) What a true friend should be like?

A friend is someone who

---you respect and who respects you

---shares your happiness and sorrow

---is trustworthy

---is honest, loving

---is devoted and loyal to you

---is selfless

2) Try to think of more proverbs related to friendship.

For example,

A life without a friend is a life without a sun.

A man who has friends must show himself friendly.

……

Ⅴ. Extending

More proverbs about friendship

Ⅵ. Conclusion

What else can be our friends besides human beings?

There are many answers to this question. e. g. a dog, a cat, a dictionary, a computer, a toy car, a mobile phone, a TV set…

As long as we have love

Ⅷ. Homework

1. Smile to your friends.

2. Finish the passage in Part B.

3. on page 95 in Workbook..

4. Preview the reading part.

Period Two Reading (One)

Teaching aims:

To deepen Ss’ insight into problems between friends

To practice Ss’ reading comprehension skill

To identify feelings and emotions in a text

Teaching procedures:

Ⅰ.Lead-in

1. Show students a picture about a gang of friends.

It’s a picture of me. Can you find me out and guess who are the others. (My friends)

2. Brainstorming questions:

1) Do you have a friend? How do you get along with your friends?

2) Have you ever fallen out with a very good friend?

3) If you had a quarrel with a friend, how would you deal with it?

4) How would you mend a broken friendship?

3. Before reading the letters about broken friendships, analyse the reasons that might lead to a broken friendship.

---having little in common

---lacking trust

---there being conflict of interest

---being jealous of each other

---being indifferent to each other

…

Ⅱ. Fast-reading

Ask the students to go through the two letters quickly and answer questions in Part A

1. Are the writers of the two letters feeling happy or sad?

2. What did Sarah get for the surprise Maths test?

3. Is Matthew usually a quiet boy?

Ⅲ. Detailed-reading

1. Ask the students to read the first letter carefully and answer the following questions and an analysis diagram .

1) Why other children say we are no fun?

2) What did Sarah think about the surprise Maths test?

3) What did Hannah sense?

4) What did Sarah tell Hannah in the girls’ toilets?

5) Why did Sarah tell Hannah that they weren’t going to be friends any more?

6) The analysis diagram:

She felt betrayed because … she thought her best friend Hannah didn’t keep her secret.

shamed she scored the lowest score in her class.

upset she found a piece of paper on her desk that said ‘Stupid Sarah got a D’

angry she thought Sarah didn’t keep her word.

2. Ask the students to read the second letter carefully and answer the following questions and fill in a table.

1) Why did Andrew shout at Mathew after the match?

2) What did Matthew think about losing the match?

3) How did Andrew think of football?

4) What kind boy is Matthew?

5) How is Matthew recently?

6) Fill in the table:

How Andrew felt Why she felt so?

He had a dilemma. His best friend Matthew has stopped talking to him.

He felt really guilty. He said some really cruel things to Matthew.

He was angry with Matthew. They lost the game because of Matthew’s carelessness.

Ⅳ. Summarize the reading strategy according to the emotion analysis and tale above: read to understand emotion

Ⅴ. Consolidation

Complete two letters written by Agony Aunt back to the two students with the proper words.

Ⅵ. Role play

Divide the students into groups of three. Each group is formed with Agony Aunt Annie, Sarah and Hannah or Agony Aunt Annie, Andrew and Matthew. Just suppose they are having a face-to-face talk. Students are expected to act it out after a few minutes’ preparation.

Ⅶ. Discussion

What is a friendship?

Read a poem--- The ABC’s of Friendship

Ⅷ. Homework

1. Retell the two letters.

2. Write an article about the friendship in your mind.

Period Three Reading (Two)--- Language Points

Teaching aims:

To deepen Ss’ understanding of the two letters.

To help Ss master the important words and phrases in the text.

To introduce a few sentence structures to Ss.

Teaching procedures:

Ⅰ.Lead-in

1. Revision

Retell the main idea of the two letters.

Discussion: Will they be good friends again?

Ⅱ.Words

1. Match the words with the correct definitions

academic make jokes and laugh at someone

deliberately a situation where one can’t decide what to do

tease shout or say loudly

dilemma feeling shamed of something done wrong

brilliant good at studying and getting high marks

yell be kind and like to meet new people

outgoing extremely good, clever and excellent

guilty done in a planed way, on purpose

2. Complete the sentences with the words on the left

Though he is a popular student, he is not very academic.

I don’t know what to do. Actually I am in a dilemma .

After saying sorry to her, I didn’t feel guilty any longer.

He is quite outgoing and has lots of friends.

Don’t get upset I was only teasing .

He is so brilliant that he can always think of new ideas.

It is impolite to yell at the old.

I don’t think the young boy run into the old woman deliberately.

Ⅲ. Phrases

Explain the underlined words and make a sentence according to the picture given.

1. I was determined to be cheerful…(Line 14)

do something with a firm desire

eg. Though she loved him, she was determined to leave him.

2.… , and told her we weren’t going to be friends any more because she couldn’t keep her word.(Line 24)

do what one has promised

eg.

She is a good girl and can always keep her word.

3. … , and as a result of his careless playing, we lost the game.(Line 38)

because of

eg. As a result of his careless study, he failed the Maths test.

4. … I cannot help wondering if she wants Peter to be his best friend instead of me.(Line 53)

cannot take control of oneself and do…

eg. When thinking to the jokes, I can’t help laughing.

5 … I must have sounded very proud of myself after the test.(Line 8)

must have done means guessing that something has happened because there seems to be no other possibility.

More sentences in the text:

… Hannah must have deliberately told everyone about my mark...(Line 21)

How they must have laughed behind my back!

She said that someone must have heard us in the toilets, but I don’t believe her.

eg.It must have snowed yesterday.

Ⅴ. Sentences

What does the word mean in different sentences?

1. Hannah sensed something was wrong. (Line 14)

He doesn’t seem to have any sense of humor.

There is no sense in getting upset about it now.

One day he will come to his senses and see what a fool he has been.

This article does not make sense to me.

2. He kept on saying really mean things to hurt me. (Line 44)

Watch him. He can be really mean.

Don’t be so mean about money.

This word means a kind of meat in English.

I didn’t mean to hurt you.

3. I feel really guilty because I said some really cruel things too, but I can’t stand seeing our team lose. (Line 46)

All the audience stood and clapped.

He is too weak to stand.

Stand the bedroom against the door.

There is a fruit stand in the street.

Ⅵ.Sturctures

1.He said it wasn’t his fault if he couldn’t play as well as me and that I shouldn’t yell at him.

If there are two object clauses in one sentence, that is used at the beginning of the second object clause and cannot be left out.

eg.

She said (that) she would fly to Paris and that she would bring me a present.

2.Since the mach, he hasn’t spoken to me even though we sit next to each other in class.

They decided to leave each other even though they loved each other.

3. Various forms of a verb

… how I was sure to get a good mark. (Line 9)

I was determined to be cheerful. (Line 14) to infinitive

I made her promise not to tell anyone. (Line 16)---- bare infinitive

I was so upset that I felt like crying. (Line 20)

My best friend Matthew has stopped talking to me. (Line 34)

… as a result of his careless playing, we lost the game. (Line 39) V-ing form as a noun

Ⅶ. Homework

1. Review the useful phrases and important words in this text.

2. Review the two sentence structures learnt above.

3. Finish Parts A1 and A2 on Page 90 in workbook.

Period Four Word Power

Teaching aims:

To enlarge Ss’s vocabulary about personality.

To help Ss recognize positive and negative adjectives about personality.

To introduce synonyms and antonyms to Ss.

Teaching procedures:

Ⅰ.Lead-in

Questions:

1. Think of one of your friends and make a description.

2. What kind of person is easy to make friends with?

3. What kind of person is hard to make friends with?

Write down the adjectives on the blackboard.

Ⅱ.Read the dialogue

Ask Ss to pair work the dialogue and try to get the meaning of the adjectives.

Go through the first table and figure out positive adjectives and negative adjectives to describe personality.

Ⅲ. Competition

Encourage Ss to come up with more adjectives to describe personality.

Divide the Ss into two groups, the group which comes up with more groups will be the winner.

Ⅳ. Synonyms and Antonyms

Introduce the definition of synonyms and antonyms to the Ss.

Go through the second table and do some more exercises.

Ⅴ. Consolidation

1. Figure out the adjectives according to the meaning on the left.

2. Finish the exercises on Page 7

Ⅵ. Game --- Describe and Guess

One student is going to stand in front of the class and describe the personality of one of his/her friends, the others are going to guess out who the person is. The one who guess it out can have a chance to go to the front.

Ⅶ. Have a thinking

Have a summary of what we have learnt in this period of class.

Ask Ss to think about two questions:

Do you want to be popular?

Do you want to make true friends?

So we should build a positive personality.

Ⅷ. Homework

Finish the relevant exercises in the Unit Revision.

Period Five Grammar (1)

Teaching aims:

To recognize the basic forms of the to-infinitive and the bare infinitive.

To learn how to use to-infinitives and bare infinitives in different situations.

Teaching procedures:

Ⅰ.Lead-in

Look at some proverbs about friendship and pay attention to the words in red.

1) A faithful friend is hard to find.

2) The only way to have a friend is to be one.

3) It is better to be alone than in bad company.

Ⅱ.Functions of to-infinitive

1) subject of a sentence

2) object

3) object complement

4) attribute

5) predicative

6) adverbial

Ⅲ. Functions of bare infinitive

1) We use the bare infinitive after:

* let and make and sometimes have

* verbs of perception: feel, hear, see and watch

* Would rather, had better and why not

2) When two infinitives are joined by and, or, expect, but, than, rather than, we normally use the bare infinitive for the second infinitive.

Ⅵ. Consolidation

1. Turn to page 9 and complete the letter.

2. Retell the letter to your partner using your own language.

Ⅶ. Homework

Finish C1 on page 100 in Workbook and relevant exercises in Unit Revision

Some more exercises are prepared if time permits.

Period Six Grammar (2)

Teaching aims:

To recognize the basic form of the verb-ing.

To learn how to use the verb-ing form as a noun in different situations.

Teaching procedures:

Ⅰ.Lead-in

Show Ss some proverbs and ask them to pay attention to the words in red.

Saying is one thing and doing another.

Seeing is believing.

Constant dripping wears away a stone.

Reading enriches the mind.

Ⅱ.1. Functions of verb-ing

1) subject

2) predicative

3) object

4) after possessive pronouns

5) in compound nouns

2. We use a verb-ing form, not an infinitive after these verbs: admit, dislike, imagine, delay, consider, mind, understand, avoid, enjoy, practise, miss, finish, keep, suggest.

3. We can use a verb-ing form or an infinitive after the following verbs, with little difference in meaning: continue, prefer, begin, hate, like, start, love

4. Some verbs can be followed by a verb-ing form or a to-infinitive , but with some different in meaning or usage: forget, regret, remember, mean, try, go on

forget + to-infinitive (an activity that has not been done)

forget + verb-ing form (an action that has been done)

5. Some common phrases are used with verb-ing forms.

Would you mind …

…cannot help…

…look forward to…

…feel like…

…cannot stand…

…it is no use/ good…

…put off…

…keep on…

Ⅲ. Consolidation

Complete the letter on page 11

Ⅵ.Discussion:

State your opinion on visiting Internet chat rooms.

Ⅶ. More exercises

Ⅶ. Homework

Finish C2 on page 92 in Workbook and relevant exercises in Unit Revision.

Period Seven Task (1)

Teaching aims:

To practice Ss’ listening ability by taking notes.

To practice Ss’ oral ability by express agreement and disagreement

Teaching procedures:

1. Lead-in

1) Interview

One or two of our classmates has been abroad in this summer. Now you have a chance to interview him/her. Write down his/her answers.

Give some hint about how to take notes.

2) Watch a video about an interview, and try to take notes about the answers.

Ⅱ.Skills building1: writing down the answers

Think about what questions to ask and write them down in advance.

Write brief notes only, not whole sentences.

Make meaningful notes.

Use contractions and abbreviations whenever possible.

If you don’t hear or understand an answer, ask the other person to repeat it. You can use expressions such as:

Could you say that again?

Could you repeat that, please?

Did you say… or…?

Ⅲ.Listen to the tape and answer the questions on page 12.

First read the instruction in the box and try to answer two easy questions

Then listen to the tape and answer the questions.

Ⅵ.Step1 calling Teen Talk for advice

Read the leaflet about Teen Talk.Then complete the notes.

Listen to the tape and finish part B

Ⅶ. Discussion

1.Interview the classmates and fill in the chart.

2.According to the result of the interview, try to discuss some statements on friendship with classmates.

3.Expressions of agreeing or disagreeing.

Ⅶ. Homework

Review what we have learnt today and write a letter to your friend about what his/her friendship means to you.

Keep the ideas on Page 17 in mind when you write.

your feelings about friendship

your feelings about best friends

the quantities of a good friend

what makes a good friendship last

Period Eight Task (2)

Teaching aims:

To practice Ss’ listening ability by listening to others’ composition.

To practice Ss’ proofreading ability by checking each other’s composition.

Teaching procedures:

1. Lead-in

Review what we have learnt in Skills building 1 and Skills building 2

Listen to the composition of one student and the others try to find out his mistakes.

Ⅱ.Skills building 3 : proofreading

What careless mistakes do we often make in our compositions

facts

grammar

handwriting

punctuation

vocabulary

spelling

style

Tip: instruct students of how to make corrections.

Ⅲ.Practice

Proofread the article on page 16

Ⅵ.Further practice

Proofread a few sentences and one more piece of writing.

Ⅶ.Consolidation

proofread your composition by yourself.

Exchange your composition with your deskmate, proofread his/her composition.

Ⅶ. Presentation

Present the article you have proofread to the class.

Ⅷ. Homework

Proofread the composition you have written recently.

Finish the relevant exercises in Unit Revision.

Period Nine Project (1)

Teaching aims:

To practice Ss’ reading ability by reading the article from the school magazine.

To get Ss’ know the differences between teenage boys’ and girls’ friendship.

To instruct Ss on how to design and conduct a survey.

Teaching procedures:

1. Lead-in

1. Ask Ss to finish a questionnaire on friendship.

2. Analyze the result of the questionnaire and find out the difference between boys’ and girls’ friendship.

3. What’s your definition of friendship? (ask boys and girls to answer separately)

Do you think boys and girls have different attitudes towards friendship?

Ⅱ. Reading

Read the school magazine article carefully and try to answer the following questions.

What puzzles Robert?

What’s the difference between boys and girls in their attitudes towards friendship?

What are boys’ and girls’ friendships each based on?

Ⅲ. Language points

1. They’re still sitting on the sofa, absorbed in conversation! (Line, 6)

be lost in

2. What in the world do they have to talk about? (Line, 6)

on earth, used to emphasize a statement

3. Girls who have been asked can usually answer the question without hesitation. (Line 18)

without pausing before doing something

4. On the other hand, a girl’s closest friend might be the first to tell her about something good or bad that has happened in her life. (Line 24)

used when comparing different facts or ideas

在另一方面，从另一方面来说

5. Regardless of what these friendships are based upon, shared feelings or activities, the important thing to remember is that both of them are friendships. (Line 28)

without being affected by different situations, problems, etc. 不管，不顾

Ⅵ. Assignment of the project

1. Planning

form a group of 6

choose your topic

get the topic approved by your teacher

2. Preparing

discuss the purpose and design of the survey

clear assignments

design the survey ______

conduct the survey ______

calculate the result ______

write the report ______

present the oral report ______

3. Producing

make a questionnaire

give out and collect the questionnaires

record and analyze the statistics

write the report

4. Presenting

present your findings to the class in an oral report

answer any questions raised by your classmates

Ⅶ. Homework

Finish the project

Period Ten Project (2)

Teaching aims:

To practice Ss’ oral ability by anticipating in the oral report.

To improve Ss’ team work spirit by finishing and presenting the project..

To improve Ss’ emotional sense of friendship.

Teaching procedures:

Ⅰ. Lead-in

Revision

Retell the magazine article and summarize the difference between boys’ and girls’ attitude on friendship.

Ⅱ. Presentation on how attitudes between boys and girls differ on a certain topic.

Ⅲ. Presentation.

Ⅵ. Summary

We should cherish our friendship

Ⅶ. Homework

B1,B2 on page 91 in Workbook

D1,D2on page 93 in Workbook

Relevant exercises in Unit Revision

Period Eleven Self-assessment

Teaching aims:

To check Ss’ understanding of the two letters and the reading strategy of the two letters

To check Ss’ master of the adjectives to describe personality.

To consulate Ss’ understanding of the infinitives and Verb-ings.

Teaching procedures:

Ⅰ.Revision

Ask students to retell the two letters in the reading part. Share what he/she has learnt with the others.

Ⅱ. Exercises.

1. Fill in the blanks with correct words

Though he is a popular student, he is not very academic .

I don’t know what to do. Actually I am in a dilemma .

After saying sorry to her, I didn’t feel guilty any longer.

He is quite outgoing and has lots of friends.

Don’t get upset I was only teasing .

He is so brilliant that he can always think of new ideas.

It is impolite to yell at the old.

I don’t think the young boy run into the old woman deliberately .

I was determined to be cheerful, but Hannah sensed something was wrong.

He kept on saying really mean things to hurt me.

I cannot help wondering if he wants Peter to be his best friend instead of me.

But I can’t stand seeing out team lose.

When asked they usually hesitate before responding.

Girls who have been asked can usually answer the question without hesitation .

Friendships between girls are usually based on shared feelings and support

There are some things about Amanda and her friends that puzzle Robert.

2. Write down the synonyms and antonyms.

Synonyms

Brave---courageous

Loyal---faithful

Passionate---enthusiastic

Smart---clever

Diligent---hardworking

Antonyms

Open-minded---narrow-minded

Introvert---extrovert

Selfish---selfless

Generous---mean

Talkative---quite

3. Fill in he blanks with correct words, the first letter is given to you.

In China, most people think that the student who can get high marks in exams is a good student. However, will this kind of thought bring benefit to our Chinese education? This mark-oriented education system even worrys some educators. They have a different attitude. It is true that a student should be absorbed in his studies. But besides in-class study, he has to develop in an all-round way. Sport and after-school activities also play an important role in the development of a student. Most teenagers are suffering from the pressure of exams.

In addition, a good adolescent should be honest and kind to others. In other words, he never betrays his friends, if he does something wrong, he admits his mistakes and apologize without hesitation.

To sum up, a student should be brilliant in his study and have a good personality.

4. 根据中文补全句子。

1) 想找到一个最好的朋友是困难的。

It is difficult to find a best friend.

2) 我每天需要8小时睡眠。

I need to sleep for eight hours every day.

3) 我有一个重要的会议要参加

I have a very important meeting to attend.

4) 他的目的是使我开心起来

His intention was to cheer me up.

5） 爸给我安排了一些游泳课以给我一个惊喜。

My dad arranged some swimming lessons to surprise me.

6） 让我承诺每天写作。

He make me promise to write every day.

7） 最好打扫一下你的房间。

You had better tidy your bedroom.

8） 游泳池里有一只鞋。

There is a shoe in the swimming pool.

9） 我通过每天早上跑步来保健。

I keep fit by running every morning.

10) 我将永远不会忘记我赢得的第一枚金牌。

I will never forget winning my first gold medal.

11）我那样说不是故意想伤害你的。

I didn’t mean to hurt you by saying that.

12) 在中国摇手表示说再见。

In china waving hands means saying goodbye.

5. multiple choices

1.＿＿＿＿＿Sunday, the students are at home.

A.Being B.To be C.It is D.It being

2.The boy lay on his back, his teeth ＿＿and his glaring eyes ＿＿＿.

A.set； looked B.set； looking

C.setting； looked D.setting； looking

3.All the thing＿＿＿＿，his proposal is of greater value than yours.

A.considered B.considering C.to consider D.consider

4.＿＿＿＿who she was, she said she was Mr.Johnson’s friend.

A.Asking B.Asked C.To be asked D.When asking

5.He hurried to the station,＿＿＿the 9：30 train had already left.

A.to find B.found C.only to find D.only finding

6.Which do you enjoy ＿＿＿your weekends, fishing or watching TV?

A.spending B.to spend C.being spent D.spend

7.＿＿＿all my letters, I had a drink and went out.

A.Finished B.Having finished C.Finishing D.To finish

8.She had no money ＿＿＿a birthday present for her children.

A.to buy with B.buying C.bought D.with which to buy

9.From the dates＿＿＿on the gold coin, it is conformed that it was made five hundred years ago.

A.marking B.marked C.to be marked D.having been marked

10.＿＿＿＿time and labour, cartoonists generally draw the hands of their characters with only 3 fingers and a thumb.

A.To save B.Saved C.Saving D.Having saved

11.O’Neal works hard.He is often seen ＿＿＿heavily before his teammates start.

A.sweated B.to be sweated C.sweating D.being sweated

12.I can hardly imagine Peter＿＿＿across the Atlantic Ocean in 15 days.

A.sail B.to sail C.sailing D.to have sailed

13.Such＿＿＿the case, I couldn’t help but ＿＿＿＿＿ him.

A.being； support B.is； to support C.has been； supporting D.be； supported

14.Does the way you thought of＿＿＿the water clean make any sense?

A.making B.to make C.how to make D.having made

15.In order not to be disturbed, I spent three hours＿＿in my study.

A.locking B.locked C.to lock D.being locked

16.You will find the word “psychology” ＿＿＿＿under “P” in your dictionary.

A.have listed B.list C.listed D.listing

17.Sandy could do nothing but ＿＿＿to his mother that he was wrong.

A.admitting B.admits C.admit D.to admit

18.When I caught him cheating me, I stopped ＿＿things in his shop.

A.buying B.buy C.to buy D.bought

19.A doctor can expect＿＿＿at any hour of the day or night.

A.calling B.to call C.being called D.to be called

20.Nearly every great building in Beijing was built＿ south.

A.to face B.facing C.to have faced D.being facing

21.With his son＿＿＿, the old man felt unhappy.

A.to be disappointed B.disappointing C.being disappointed D.to disappoint

22.It was＿＿＿＿computer games that cost the boy a lot of time that he ought to have spent on his lessons.

A.to have played B.playing C.played D.having played

23.And there, almost＿＿＿in the big chair, sat her little brother, who never had to be told to keep quiet.

A.having lost B.losing C.to be lost D.lost

24.As I will be away for at least a year, I’d appreciate＿＿＿from you now and then＿＿me how everyone is getting along.

A.hearing； tell B.to hear； tell C.hearing； telling D.to hear； to tell

25.The students are forbidden, unless they have special passes, ＿＿＿ after 11 pm.

A.to stay out B.from staying out C.staying out D.not to stay out

26.I worked so late in the office last night that I hardly had time＿＿＿ the last bus.

A.catching B.to catch C.having caught D.to have caught

27.＿＿to sunlight for too much time will do harm to one’s skin.

A.Exposed B.Having exposed C.Being exposed D.After being exposed

28.Mike didn’t start＿＿＿＿the importance of a foreign language till he graduated from school.

A.knowing B.to know C.know D.to have known

29.-- Why was a special meeting called?

-- ＿＿＿a new chairman.

A.To elect B.Electing C.Our electing D.Elected

30.-- Why did Bob weep?

-- He couldn’t bear＿＿＿like that before the whole class.

A.making fun of B.being made fun of C.to be laughed at D.being made fun

31.The students expected there＿＿＿more reviewing classes before the final exams.

A.is B.to be C.being D.have been

32.I don’t mind＿＿＿by bus, but I hate＿＿in queues.

A.traveling； stand B.to travel； to stand

C.traveling； to stand D.traveling； to standing

33.We are looking forward to＿＿＿the film＿＿＿＿at the Grand Cinema.

A.seeing； to show B.see； shown C.seeing； shown D.see； to show

34.At the shopping-centre,he didn’t know what＿＿and＿＿with an empty bag.

A.to buy； leave B.to be bought； left C.to buy； left D.was to buy； leave

35.The policeman put down the phone, ＿＿＿with a smile on his face.

A.satisfied B.satisfying C.to be satisfied D.having satisfied

36.＿＿＿, your composition is full of mistakes.

A.Writing carelessly B.Written carelessly

C.Having written carelessly

D.Being written carelessly

37.She made a candle＿＿＿us light.

A.give B.gave C.to give D.given

38.-- What do you suppose made her worried?

-- ＿＿＿a gold ring.

A.Lose B.Lost C.Losing D.Because of losing

39.I know it’s not important, but I can’t help ＿＿about it.

A.to think B.and think C.thinking D.being thought

40.＿＿several times, the young scientist still kept on making his experiments.

A.Having been failed B.Having failed C.Though failed D.Because of failure

41.＿＿＿all over the hill and around the lake are wild flowers of different kinds.

A.To grow B.Growing C.Grown D.Grow

42.--Who are you going to have＿＿this letter for you?

-- My secretary.

A.type B.typed C.been typed D.been typing

43.The food＿＿＿at the moment is for the dinner party.

A.cooked B.to be cooked C.is being cooked D.being cooked

44.A kind old gentleman offered＿＿＿my bags to the taxi stand.

A.his help carried B.carrying C.me to carry D.to help me to carry

45.You can hardly imagine the difficulty the woman had＿＿＿her children.

A.brought up B.to bring up C.bringing up D.to have brought up

46.He was＿＿＿today, but was asked to stay for＿＿＿week.

A.to have returned； another B.returning； one more

C.returned； another D.to return； other

47.-- Where should I send my form?

-- The Personnel office is the place＿＿＿.

A.for sending it B.to send it to C.to send D.to send it

48.I could feel the wind＿＿on my face from an open window.

A.to blow B.blowing C.to be blowing D.blown

49.-- Lucy, why didn’t you come last Sunday?

-- I＿＿＿, but my father was in hospital.

A.would B.had C.was going to D.did

50.--What terrible weather! I simply can’t get the car＿＿＿.

- - Why not try＿＿＿＿the engine with some hot water?

A.starting； filling B.start； filling C.started; to fill D.to start; fill

参考答案及简析

1.D。本题考查独立主格结构,因为前后主语不一致,所以前面分词的逻辑主语不可以省略。It being Sunday相当于As it is Sunday。

2.B。独立主格结构在句中作伴随状语, teeth 与set两个词之间含有逻辑上的被动关系,所以用过去分词；look这一动作是eyes所发出,所以用looking。

3.A。独立主格结构在句中作状语,因为things与consider之间含有被动关系,所以用过去分词。

4.B。分词短语作状语,因为ask与句子的主语（she）之间有被动关系,所以用过去分词。5.C。本题考查“（only）＋不定式”与“-ing形式”作结果状语的区别。“only＋不定式”表示该结果在主语的预料之外；接“-ing”形式表示由主句所产生的逻辑上的结果。

6.B。本题考查不定式作目的状语,本题极易误选A。其实 enjoy的宾语为fishing or watching TV。

7.B。因finish这一动作发生在I had a drink and went out之前,所以必须用现在分词的完成式。

8.D。介词＋关系代词＋不定式的结构可以在句中用作定语，其作用相当于一个定语从句。9.B。本题考查非谓语动词作定语。不定式作定语时,表示将来的动作；现在分词作定语,表示主动、进行；过去分词作定语,表示被动、完成。因为dates是被标在gold coin上,所以用过去分词表示被动。

10.A。不定式作目的状语。

11.C。分词在句中作主语补足语。因sweat这一动作是he所发出,所以为主动。

12.C。Peter为逻辑主语，与sailing构成复合结构，作imagine的宾语。

13.A。can’t help but为固定短语, but后面接不带to的不定式；Such being the case为独立主格结构，the case为逻辑主语。

14.B。

15.B。lock与其逻辑主语应含有动宾关系,即 “被锁在书房里”。

16.C。单词psychology被列在 “P”之下,有被动关系。

17.C。but表示 “除了”,为介词,当其前面有动词do的各种形式时,but后接不带to的不定式。18.A。当stop后面接不定式时,表示“停下来去做某事”；如果接-ing形式,则表示“停止正在做的事”。

19.D。expect后面接不定式。由题意可知,doctor与call之间是被动关系。

20.B。现在分词在句中表示状态。

21.B。with复合结构在句中作状语,表示原因,意为“由于儿子很是令人失望。”

22.B。本题为强调句型，被强调的部分是句子的主语，所以采用-ing形式。

23.D。be lost in是固定短语，意为“陷入……之中”。变为分词短语作状语时，仍用过去分词lost。

24.C。appreciate后直接接-ing形式作宾语。

25.A。本题考查forbid 的用法。当forbid用作被动形式时,构成be forbidden to do结构。

26.B。

27.C。由题意“暴露在阳光下太久,会伤害人的皮肤”可知应采用-ing形式的被动式作主语。28.B。start后可以接-ing形式或to do,但如果start后面的动词表示心理活动的词时,必须用不定式。

29.A。回答why引导的问句，一般用不定式；回答what问句，一般用-ing形式。

30.B。bear意为“容忍”, 后面接-ing形式；make fun of与其逻辑主语有被动关系,所以用being done形式。

31.B。expected there to be的形式相当于expected there would be...。

32.C。mind意为“介意”, 后面接-ing形式； hate后可以接-ing形式或to do两种形式。33.C。look forward to（to为介词）后面接-ing形式；film与show之间含有被动关系,所以用过去分词作定语。

34.C。“特殊疑问词＋不定式”结构在句中作宾语；left与didn’t know并列。

35.A。be satisfied with“对……满意”,即satisfy与with紧紧相连时,必须用其过去分词。

36.B。write所表示的动作与其逻辑主语有被动关系。Being written为现在分词进行时的被动,表示该动作正在进行,与题意不符,所以选B。

37.C。不定式作目的状语, 意为“她制了一些蜡烛用来照明”。

38.C。参见注29。

39.C。can’t help表示“忍不住”后面接-ing形式；表示“不能帮助”时,后面接不定式。40.B。fail这一动作发生在主句谓语动词之前,所以用现在分词的完成时,并且为主动概念。41.B。all over the hill and around the lake为地点状语提前。wild flowers是长在“山上及湖的周围”的。

42.A。who为have的宾语。

43.D。根据句子意思可知该动作正在进行,所以用being done形式。

44.D。本题考查offer与help的用法, 即offer to do sth.与help sb.(to) do sth。45.C。本题考查have difficulty(in) doing sth.这一结构。本句中 the woman had为定语从句,修饰difficulty。

46.A。be to＋have done结构,表示本应该做某事,但事实上却没有做。

47.B。本题考查不定式作定语的用法。根据send的用法，send sth.to some place，故选择答案B。

48.B。blow这一动作是wind发出的,所以为主动,因此选择blowing。

49.C。该题考查了动词不定式的省略现象。由题意可知是表示过去的一种打算或计划，在“was going to”后省略了前面的内容或动作，故应选C。

50.A。get the car starting意为“使汽车发动起来”；try doing 意为“试着做某事”。

Ⅲ. Homework