Module 3 Adventure in Literature and the Cinema
I. 教学内容分析
本模块的主题是文学和电影作品中冒险故事，通过马克·吐温的冒险小说《哈克贝利·芬历险记》片断的学习使学生了解如何描写冒险小说，另外通过本模块学习还要了解不同的文学作品和电影作品类型，并能运用所学过的知识仿写一篇电影或小说的简介。最后，通过本模块的学习还要帮助学生了解文学，培养对文学的兴趣，扩大文学视野
本模块从不同的文学作品类型开始，导入本模块的话题——文学和电影作品中冒险故事。
Introduction 部分通过于三本书的封面介绍了三种不同的文学作品类型并列出了有关文学作品的一些单词，让学生说出自己喜欢的类型并且利用新单词给出理由，能激发学生的好奇心。并同通过阅读《哈克贝利·芬历险记》书评的开头效果导入整个模块的话题——文学和电影作品中冒险故事。
Reading and Vocabulary是通过马克·吐温的冒险小说《哈克贝利·芬历险记》片断的学习使学生了解如何描写冒险小说。并通过设计的练习让学生熟悉课文内容和学会使用一些相关词汇。
Grammar部分主要复习的语法项目是动词的-ed和-ing形式，动词不定式和一些连系动词的用法。
Learning to learn是教学生如何巧计感观动词的用法，对于提高学习策略水平有很大的帮助。
Vocabulary and Listening部分第一部分设计一个学习有关电影类型的词汇的活动，第二和三部分则通过听一段关于讨论决定看电影上映的哪部电影的对话，让学生听出电影的内容猜测电影名称。
Speaking部分让以电影为话题谈论所喜欢的电影并解释理由，能根据同学提供的内容猜测电影名称。
Function要求学生掌握怎样将表示“陈述”和“建议”的直接引语变为间接引语。
Writing首先让学生读两篇小说或电影的简介，接下来要求学生运用所学过的知识仿写一篇电影或小说的简介。
Everyday English通过学习复习Vocabulary and Listening中的句子学会一些非常有用的日常生活用语：feel in the mood for something, hang on a minute, get a move on和grab a bite to eat.
Cultural Corner 通过阅读The Life of Mark Twain的文章，帮助学生了解伟大作家马克·吐温的作品及其经历。
Task要求学生通过调查问卷的形式了解同学们的阅读习惯，然后汇报调查结果。
Module File 归纳了本单元的重点词汇，语法知识，功能用语和日常用语，有利于学生的复习总结，自我检验和自学的能力。
II．教学重点和难点
1. 教学重点
(1) 本模块的生词和短语
(2) 语法项目：动词的-ed和-ing形式，动词不定式和一些连系动词的用法
(3) 掌握怎样将表示“陈述”和“建议”的直接引语变为间接引语
(4) 了解不同的文学作品和电影作品类型，并能运用所学过的知识仿写一篇电影或小说
的简介
2. 教学难点
(1) 语法项目：动词的-ed和-ing形式，动词不定式和一些连系动词的用法
(2) 帮助学生了解文学，培养对文学的兴趣，扩大文学视野
III．教学计划
经过对教材内容的分析和重组，本模块可以分六课时教授：
第一课时：Introduction ,Task
第二课时：Reading and Vocabulary (1)
第三课时：Reading and Vocabulary (2) , Reading (Workbook)
第四课时：Learning to learn, Grammar, Function
第五课时：Vocabulary and Listening, Everyday English, Speaking, Writing
第六课时：Cultural Corner, Workbook, Module File
IV．教学步骤：
Period 1 Introduction, Task
Teaching Goals:
1. To arouse Ss’ interest in learning about adventure in literature and the cinema
2. To develop Ss’ speaking ability
3. Enable Ss to learn more new words about the types of book
4. Enable Ss to do a survey of teenage reading habits and then give a presentation Teaching Procedures:
Step 1 Leading-in
Purpose: To activate Ss’ and arouse them to talk about literature they know.
Ask Ss to discuss the following question in group of four or five:
What do you know about the literature in China?
The most famous works are:
《西游记》Journey to the West; Pilgrimage to the West
《红楼梦》The Dreams of the Red Mansion/ Chamber; A Dream in Red Mansions; The Story of the Stone
《三国演义》The Romance of the Three Kingdoms
《水浒传》Heroes of the Marshes; Heroes of Water Margins
Step 2 Speaking
Purpose: To develop Ss’ speaking ability
Work in pairs. Say which book you would like to read and tell the reason.
T
Examples:
I’d like to read Wolves of the Calla. It looks exciting.
I’d like to read 1421 The Year China Discovered America, because I like history very much and I am proud of my country.
I’d like to read The Singular Mark Twain, because I think he’s very awesome and
extraordinary.
Step 3 New words studying
Purpose: Enable Ss to learn more new words about the types of book.
Individual work: Ask Ss to use dictionary and wordlist to match the types with their meanings. After that, get the Ss to read the words after you.
Suggested answers
1 biography
2 fantasy
3 adventure
4 thriller
5 crime
6 history
Step 4 Group work (Vocabulary)
Purpose: Enable Ss to find more examples of each type.
Ask the students work in groups, decide what types of books are in Activity 1, and try to find more examples of each type.
Step 5 Group work (Task)
Purpose: Enable the Ss to do a survey of teenage reading habits and then give a presentation.
Ask the students to work in groups and discuss the following questions.
1 How often do you read for pleasure? (____hour/week)
2 What sort of books do you like reading? (biography/ fantasy/ adventure/ thriller/ crime/ history)
3 Are you reading a book at the moment? What’s the title?
4 Of all the books you’ve read, which one do you like best? Why?
After finish the survey, ask the students to give a presentation of the groups’ findings to the rest of the class.
Step 6 Homework
1. Get on the line and find out more information about a book called The Adventures of Huckleberry Fin.
2. Preview Reading and Vocabulary.
Period 2 Reading and Vocabulary (1)
Teaching Goals:
1. To learn something about The Adventures of Huckleberry Fin.
2. To develop some basic reading skills—Skimming, and Scanning.
3. To deal with the new words in the text.
Teaching Procedures:
Step 1 Leading-in
Purpose: To arouse Ss’ interest in learning about The Adventures of Huckleberry Fin As the Ss have got on the line and prepared something for The Adventures of Huckleberry Fin. That’s our homework. Ask them to share the information they have found and choose a student to tell the story of The Adventures of Huckleberry Fin.
Step 2 Pre-reading
Purpose:To review the words we have learnt and get more information about The Adventures of Huckleberry Fin.
Ask the students to turn to P21 (Introduction), and read the passage in Activity 4. Use the words in activity 2 to say what type of book it describes.
Suggested answers:It gives us a brief introduction of The Adventures of Huckleberry Fin and leads us to an exciting story. The type of the book is adventure.
Step 3 Scanning
Purpose: To get the general idea of the text.
1. Ask the Ss to turn to P22, and look at the picture. Think about what Huck and Jim will do.
(Maybe they will just pass by./ They will go into the steamboat and see what happened. )
2. Ask the students to scan the text and check whether it is the same as their ideas.
3. Pair work: Number the events in the order they happen.
Suggested answers:
a4 b2 c6 d1 e8 f5 g3 h7
4. Work in groups and say what you think happens next.
Suggested answers:
They went back and saved the three men./ They went to another place and found all the people talked about a murder.
Step 4 Skimming
Purpose: To get Ss to have some details in the text.
1. Read the passage again and answer the questions in activity 6 individually.
Suggested answers:
1) c 2) b 3) a 4) a
2. Read the text quickly for the second time and try to get some details from the text. While reading, underline the new words in the passage.
Step 5 New words studying
Purpose: To deal with the new words in the text.
1. Ask the Ss to use dictionaries to solve the new words and help them to deal with some difficult points. At last, ask the students to read after you.
2. Deal with activity 4&5.
Suggested answers (activity 4):
1) pour down 2) a shelter 3) a raft
4) panic 5) curious 6) threaten
Suggested answers (activity 5):
1) jump 2) running 3) flown 4) walk
5) climbed 6) paddled 7) sail 8)crawl
Step 6 Homework
Try to find the difficult sentences for you in the passage.
Period 3 Reading and Vocabulary (2), Reading (Workbook)
Teaching Goals:
1. To deal with the language points in the text.
2. To read a passage named An Introduction of Patrick O’Brian on P81 of workbook get some information about the novelist.
Teaching Procedures:
Step 1 Leading-in
Purpose: To review what we learnt yesterday.
Ask the Ss to retell the story that we learnt yesterday and have a dictation of the new words. Step 2 Group work
Purpose: To train Ss’ listening ability and to deal with the language points in the text.
Listen to the tape and deal with the language points in groups.
Listen to the tape and follow it in a low voice. Then the students are divided into seven groups. Each group is supposed to read through each paragraph, and then discuss them.
Paragraph 1.
1. the rain pour down = rain cats and dogs 大雨倾盆
pour 泼;倾倒.
Eg He poured the water over the lawn. 他给草坪泼了些水.
2. By the light of the lighting, we saw something in the middle of the river.通过闪电的光,我们看到河中间有个东西.
by的用法:
(1) through; with the help of 如例句
(2) close to; next to
Eg the window by the door
(3) past
Eg We drove by the house.
Paragraph 2.
as if/ as though 好像;仿佛
(1)用在look, feel, smell, taste或sound之后,后面从句用陈述语气
Eg It looks as if it will go under soon.
(2)用于引导结果状语从句时,从句用虚拟语气
Eg The house was in such a mess. It looked as though a bomb had dropped on it.
Paragraph 3.
1. board vt.上(船)，坐(船)；〔美国〕搭(车)；乘(飞机)。
Eg I don’t want to board a sinking ship.
2. So we paddled over and climbed on to the steamboat, keeping as quiet as mice. To our astonishment, there was a light in one of the cabins. 于是我们把木筏划了过去，蹑手蹑脚地，像耗子一样悄然声息地爬上了汽船。使我们大为惊讶的是，有间船舱里还亮着一盏灯。
to one’s astonishment/ joy / surprise / disappointment …使某人大吃一惊／高兴／惊讶／失望的是……
Paragraph 4.
It was quite dark, but I could see a man lying on the floor, tied up with rope.四周都很黑，但我能看见一个人被绳子捆着躺在地板上。
巧计lie 的用法：规则的“撒谎”；不规则的“躺”；“躺”过就“下蛋”，“下蛋”也不规则。
lie---lied---lied---lying撒谎（规则动词）
lie---lay---lain---lying躺，卧；位于（不规则动词，过去时形式就是下蛋的原形）
lay---laid---laid---laying下蛋; 放置（不规则动词）
Paragraph 5.
“I’ve had enough of you. I’m going to shoot you now,”…“我受够你了。我现在就要毙了你，”……
shoot---shot---shot
shoot at（指用枪、炮、弩、箭等）瞄准，射向；不知道是否射中的结果
shoot （仅指用枪、箭等）射中，枪击，射死；强调结果
Eg The hunter shot at the fox but missed it.
Paragraph 6
He sounds as if he is going to die of fright. 听起来他好像快被吓死了。
die of 与die from 的区别是：
die of 因（内因）……而死。
Eg die of age ；die of hunger
die from (a wound) 因（外因）伤致死。
Paragraph 7
persuade somebody to do something 说服某人做某事
feel bad about something 对于某事感到后悔
Step 3 Individual work
Purpose: To read a passage named An Introduction of Patrick O’Brian on P81 of workbook get some information about the novelist.
If you want to know other novelists, please turn to P81 and read the passage and answer the questions individually.
Suggested answers (Activity 7):
1. His real name is Richard Patrick Russ.
2. Historical adventure.
3. After writing for over forty years.
4. To make his own life seem more romantic.
5. The descriptions of fighting between ships at sea, the jokes, and the historical facts.
6. His daughter died when she was three.
Suggested answers (Activity 8):
1. a
2. c
3.b
4. b
5. a
6. b
Suggested answers (Activity 9):
1. The number of his historical adventure novels that have been sold around the world.
2. The year Patrick O’Brian was born.
3. The year Patrick O’Brian’s wife had a daughter.
4. The year he moved to the south of France.
5. When the New York Times called him “the best novelist you have never heard of”.
6. The year Patrick died.
Step6 Homework
1. Use the new words and expressions to make some sentences.
2. Preview Grammar, Learning to learn and Function.
Period 4 Learning to learn, Grammar, Function
Teaching Goals:
1. To enable the Ss to master how to remember copula verbs, such as be, seem, appear, look, feel and so on.
2. To get the Ss to have knowledge of this grammar point: non-finite verbs and link verbs.
3. To enable the Ss to report statements and suggestions.
Teaching Procedures:
Step 1 Leading-in
Purpose: To enable the Ss to master how to remember link verbs, such as be, seem, appear, look, feel and so on.
Ask Ss to read Learning to learn and discuss what is provided for their learning strategies. Have they tried the method? Is it good? Ask them to give two examples of the method.
Step 2Grammar
1. Presentation
Purpose: To get the Ss to know the teaching content of Grammar
Show the following contents on blackboard or PowerPoint.
非谓语动词考查要点简述
◆动词不定式复心中应注意的几个问题
①不定式作表语与“be + to do sth”的异同。不定式作表语说明主语的内容或性质。如：His job is to guard. 而be + to do sth表示按计划要做某事
②带不定式作宾语的词语。
(a) 下列词语常不定式作宾语：afford、promise、refuse、expect、hope、learn、offer、wish、want、fail、plan、agree、forget、like、prefer、decide、manage、try、arrange、determine、desire等。
(b)下列动词后可接疑问词+不定式：teach、decide、wonder、show、learn、forget、ask、find、out、advise、discuss等。
（3）如何理解和使用不定式作宾补。
①动词see、watch、notice、hear、listen to、observe、feel、taste、smell、make、let、have等的宾补用动词原形，变被动时要加to,此时的不定式就是主语补足语。
②常用带不定式作宾补的几种情况：
主语+ ask / require / tell / order / force / get / want / like + sb.to do sth.
③主语+ think / judge / suppose / believe / consider /imagine/ consider / feel + sb. + to be/ to have done
④主语+ call on / upon / depend on / wait for / ask for + sb.+ to do sth.
（4）不定式作定语的特殊用法。
①下列词语后常接不定式作定语：chance、wish、right、courage、need、promise、time、opportunity、way、the first、the second、the last、the only等。
②不定式作定语和所修饰的名词在逻辑上有主谓关系。
There is no one to look after her.
③不定式与被修饰的名词在逻辑上有动宾关系。
She is now looking for a room to live in.
（5）不定式作状语的用法。
不定式作状语，修饰动词，在句中表示行为目的、结果、原因。only to do表示出人意料的结果。
Eg We hurried to the classroom only to find none there .
in order(not)to, so as(not)to用来引导目的状语, enough, too, so…as to do, such + 名词…as to do作结果状语，
Eg The girl was so kind as to help the old man off the bus. I’m not such a fool as to believe that.
（6）不定式的完成时的特殊用法。
①表示不定式中谓语动词发生的动作先于主句的谓语动词发出的动作。
Eg The novel was said to have been published.
seem、appear、be said、be supposed、be believed、be thought、be known、be reported 等动词常用于上面句型。此外，glad、happy、satisfied、sorry、surprised、disappointed后也接完成时，但要注意与一般时的区别。
I’m sorry to keep you waiting for a minute.对不起，请稍等。（说话时还未等）
I’m sorry to have kept you waiting.对不起，让你久等了。（说话时已等了很久）
②不定式的完成时还可表示“过去本想做某事但未做”的虚拟语气。
（a）should like to / would like to / would love to + 不定式的完成时。
（b）was / were to +不定式的完成时，表示该做某事或想做但未实现。
（c）expect / hope / mean / promise / suppose / think / want/ wish + 不定式完成时，表示过去未曾实现的愿望。
（7）不定式的省略。
①同一结构并列由and或or连接。
Eg (a) I want to finish my homework and go home.
(b) I’m really puzzled what to think or say.
特例：To be or not to be, this is a question.
He is better to laugh than to cry.(表示对比)
②不定式作表语，其前面的主语从句中含有do时，后面的to省略。
What he did was lose the game.
③句中含有动词do时，but、except、besides、such as等后面to可省略。即“前有do,后省to”。
Don’t do anything silly, such as marry him.
④主句含有不定式，后面有rather than, rather than后省to。
⑤Why not、had better、would rather、can’t but等词后省to。如：He could not but walk home.
（8）不定式的替代。
多用在同一句或联系紧密的对话中，为了避免重复，作宾语或主补，宾补的不定式再次出现时，to后的内容常承前省略（只保留to即可）。但如果承前省略的不定式有助动用的have或be任何形式，后应该保留原形be或have。如：
Susan is not what she used to be.
—You came late last night. You ought to have finished your homework.
—I know I ought to have.
常见的有：I’d like / love / be happy to.
◆动名词复习中应注意的几个问题
（1）动名词作宾语。
①下列动词后只能接动名词：suggest, finish, avoid, stop, can’t help, mind, enjoy, require, practice, miss, escape, pardon, advise, consider, imagine, keep, appreciate, permit。
②下列动词短语接动名词：leave off, put off, give up, look forward to, feel like, have trouble / difficulty(in) doing sth. devote to, get used to, pay attention to, be fond of, be worth。
③介词后要接动名词。what about、how about、without、be fond of、be good at等介词后接动名词。注意on / upon doing sth. = as soon as 引导的从中。作此意讲时on / upon后也可以接名词。如on his arrival…。
④动名词作宾语和动词不定式作宾语的区别：
begin, start, continue, like, love, dislike, hate, prefer, can’t stand
如It began to rain. It began raining.
It was beginning to snow.
I love lying (to lie)on my back.
I like listening to music, but today I don't like to.
I don' t prefer to swim in the river now. 1.
意思无差别，但谓语动词用进行时，后面只跟不定式。
（2）表示一种倾向多接动名词作宾语，如果表示某一特定的或具体的行动，多接不定式。
remember, forget, regret, try。
如I remember to meet her at the station. I remember seeing her once somewhere.
I forgot giving it to you yesterday.
I forgot to tell you about it. Now here it is.
I regret not having working hard. I regret to hear of your sister’s death.
Try knocking at the back door. We must try to get everything ready.
That will mean flooding some land. I had meant to go on Monday.
★remember to do sth.记住要做的事remember doing sth.回顾过去发生的事
★forget to do sth.忘记要做的事forget doing sth.忘记做过的事
★regret to do sth.对将要做的事抱歉regret doing sth.对发生过的事后悔
★try to do sth.设法……，试图try doing sth.试试看，试一试
★mean to do sth.打算做……，想要mean doing sth.意味着，就是
want, require, need
如These desks need repairing.
These desks need to be repaired.
The patient required examined
The patient required to be examined.
★need doing需要被做need to be done需要被做
★want doing want to be done（与上同）
★require doing require to be done（与上同）
◆分词复习应注意的几个问题
（1）现在分词在句中作时间、原因、伴随、条件、结果等状语。
①时间状语（分词作状语前面可加when, while等）
Hearing the good news, he jumped with great joy.
Not having finished her work in time, the boss fired her.
②原因状语
Seeing nobody at home, he decided to leave them a note
③伴随状语
The girls came in, following their parents.
④结果状语
The poor old man died, leaving nothing to his children.
注意：现在分词作状语的几个特性。①时间性。与谓语动词同时发生，用一般时，如发生在谓语动作之前时则用完成式having done。②语态性。与句子的主语之间的关系，是主谓关系或动宾关系。遵循的规则“主动进行，被动完成”。③人称一致性。分词的逻辑主语就是句子的主语。
（2）分词作表语。
S. + be + 动词-ed表示被动，主语是人；S. + be +
动词-ing表示主动，主语是物。分词作宾补不定式作宾补的区别：
◆复习过去分词应注意的几个问题:
过去分词作状语，相当于一个状语从句，有来说明原因、时间、条件等。
（1）过去分词作原因状语
Tired by the trip, he soon feel asleep.
= Because he was tired by the trip, he soon fell asleep.
Lost in thought, he almost ran into a car.
=As he was lost in thought, he almost ran into a car.
（2）作时间状语
Seen from the hill, the city looks like a garden.
=When the city is seen from the hill, it looks like a garden.
（3）作条件状语
Given more time, I would have worked out the problem.
=If I have been given more time, I would have worked out the problem.
（4）伴随状语
The teacher came in, followed by some students.
=The teacher came in and was followed by some students.
分词短语作状语时，通常与主句中的主语在逻辑上一致，但有时它也可以有自己独立的逻辑上的主语，这种结构称为独立主格结构。如：
Her grandfather being ill, she had to stay at home looking after him.
2. Examples
(1) __________such heavy pollution already, it may now be too late to clean up the river.(NMET 2001)
A. Having suffered
B. Suffering
C. To suffer
D. Suffered
解析：答案为A。本题考查分词短语作状语的用法。分词作状语，其逻辑主语必须是句子的主语，而本句的主语看似是it,其实它为形式主语，真正的主语为不定式，而不定式省略了逻辑主语for people，所以应用现在分词，又因already，应用完成时。
(2) One learns a language by making mistakes and _______ them.(2001年春季高考)
A. correct
B. correcting
C. corrects
D. to correct
解析：答案为B。本题考查动名词作介词宾语的用法。介词by意为“通过……，凭……”，后面常接动名词，形成“by+ v. ing ”结构，表示通过做某事而得到某种结果。本题中只有correcting符合。
(3) The picture _________ on the wall is painted by my nephew.(2000年春季高考)
A. having hung
B. hanging
C. hangs
D. being hung
解析：答案为B。本题考查现在分词作定语的用法。根据句意“墙上挂的那幅画是我侄子画的”，可知空白处所填的动词形式在句中作定语，表说话时仍在进行的动作或所处的解题关键在于分析picture与hang之间的逻辑关系。
3. Practice Review of verb forms
Purpose: To get Ss to have knowledge of the grammar through exercises.
(1) Ask Ss to read the sentences and answer the questions in Activity 1.
Suggested answers:
a. Two, they are agree and want
b. let + object + infinitive without to.
c. In the third sentence.
d. At the end of the sentenc
e.
(2) Complete the sentences with the correct form (-ing or -ed) of the verbs in Activity 2.
Suggested answers:
1. worrying
2. excited
3. satisfied
4. frightened
5. frightening
6. interested
7. exciting
8. interesting
4. Conclusion
Activity 3 Complete the sentences with the correct form (-ing or to + infinitive)of the
verbs.
Suggested answers:
1. to get away
2. taking
3. making
4. to help
5. to enjoy
6. playing
7. to read
8. to use
Activity 4 Correct the mistakes in the passage. There are three verbs which should not be followed by to.
Suggested answers:
They are hear, make and let.
5. Conclusion
The verbs followed by the infinitive:
decide, used, go, teach, help, want, persuade, advise, agree, promise, would like, have no time…
The verbs followed by the –ing form:
suggest, enjoy, mind, give up, feel like, look forward t o…
The verbs followed by either the infinitive or the –ing form:
start, begin, like, love, hat e…
stop, mean, forget, remember, regret, go o n…
Activity 5 Complete the next part of the passage with the correct form of the verbs. Sometimes more than one form is possible.
Suggested answers:
1. to go
2. to find
3. to rain
4. moving
5. stolen
6. doing
7. to move/ move
8. approaching
9. surprised 10. sinking 11. to lose 12.raining
6. Conclusion
Give brief instructions of the points: non-finite verbs and link verbs.
(On P111-113 of Grammar in our textbook).
7. Practice about link verbs
Match the sentences with structures.
Suggested answers (Activity 6):
1. b
2. c
3. a
Suggested answers (Activity 7):
1. He sounded angry.
2. He felt very curious.
3. Jim looked terrified.
4. He felt bad.
5. He sounded surprised.
Suggested answers (Activity 8):
1.c
2.f
3.e
4.a
5.d
6.b
Suggested answers (Activity 9):
The students’ own answers.
Step 3 Function
Purpose: To enable Ss to report statements and suggestions.
1. Practice
Ask the students to finish the exercises on P27.
Suggested answers:
1. Billy said it was raining.
2. Vanessa suggested going to see a film.
3. Vanessa said that Billy and she had not been to the cinema for ages.
4. Vanessa said there were some good films on that evening.
5. Vanessa said Master and Commander sounded interesting.
6.Billy said that he had read the book.
7. Billy said that he didn’t want to see the film.
8. Billy suggested going to see The Emperor and the Assassin.
2. Conclusion
Group work Ask the Ss to read the exercises again and try to make a conclusion of the use of the indirect speech.
Step 4 Homework
1. Grammar on Workbook P79.
2. Review the new words and phrases that we have learnt.
Period 5 Vocabulary and Listening, Everyday English,
Speaking, Writing
Teaching Goals:
1. To develop Ss’ listening ability.
2. To review some useful everyday English.
3. To develop Ss’ speaking ability.
4. To develop Ss’ writing ability.
Teaching Procedures:
Step 1 Leading-in
Purpose: To arouse Ss’ interest in listening.
Use the function to arouse the Ss’ interesting listening.
As we know, in function V anessa and Billy were talking about the films. Do you want to know more about the films?
Step 2 Listening
Purpose: To develop Ss’ listening ability and study some useful everyday English.
1. Pre-listening
Ask the Ss to finish the activity 1 and get some types of film.
Suggested answers:
1. comedy
2. cartoon
3. horror
4. science fiction
5. romantic
2. While-listening
Listen to the conversation and answer the question in activity 2.
Suggested answers:
1. The Last Samurai.
2. The Emperor and the Assassin.
3. Master and Commander.
4. Monsoon Wedding.
5. The Emperor and the Assassin.
6. The Last Samurai.
7. Monsoon Wedding. 8. The Emperor and the Assassin.
Ask the Ss to answer any questions they can in Activity 3. Listen to the tape again, and check the answers.
Suggested answers :
3. Post-listening
Ask the students to finish the Everyday English individually and then check the answers and give some explanation.
Suggested answers:
(1)a (2) a (3) a (4) b
4.Explanation
（1）be/ feel in the mood for something 有心情做某事
in a good(bad) mood 情绪好（不好）
in one of one’s moods 闹情绪
（2）hang on ①紧紧握住②坚持下去③赖看不走④打电话用语（不挂断）⑤倚靠⑥渴望
（3）move on ①更换成（新的事物）②离开③使某人走开
Step 3 Speaking (Pair work)
Purpose: Enable the students to talk about the films.
Ask the Ss work in pairs, and tell each other what film they would like to see, and why. Then ask the Ss to read the description of Master and Commander and choose another film to describe. Step 4 Writing
Purpose: To develop Ss’writing ability and enable the students to know how to write a summary about a film or story.
1. Ask the Ss to read the summaries individually and finish activity 1.
Suggested answer:
(1) c (2)a (3)a (4) c
2. Ask the Ss to work in pairs, choose a well-known Chinese story or film and write a summary about it.
Sample:
Ke Ke Xi Li—the film, the life and the warfare
Ke Ke Xi Li, a film directed by Lu Chuan, is well-known among the audiences as its wonderful and profound plot—a story about life and belief. What’s more, it has recorded many prices.
Everyone who has seen the film said that their hearts were shaken. It based on a true story,
which took place in the Ke Ke Xi Li, a place in the Qinghai—Tibetan Plateau. The story is about the battle between poachers. As the wool of the Tibetan antelopes is more expensive than before and the demand of the market is increasing, more and more poachers want to hunt it to get the huge profits. So the action group started to work. It’s a great pity that two captains have sacrificed. Though they were always in danger, they never gave up the belief—to protect the Tibetan antelopes.
The characters are all newcomers, but they’re serious to the film. With the efforts of all characters and two-half year s’ time, the masterpiece finished finally.
“Ke Ke Xi Li is a heaven or a hell? It’s difficult to tell about the story, just who have really pass by it can understand deeply. The reason why I directed Ke Ke Xi Li is that this subject is full of strength, and I think people can realize something through it.” said Lu Chuan. This short and plain film concerns the human living condition and the environment. Ke Ke Xi Li, a mysterious and attractive place, it would be clam and harmony without people’s greed. Ke Ke Xi Li is a heaven or a hell? It depends on the people.
Ke Ke Xi Li purifies our soul, it’s not only a film, but also is the life and the warfare. (Written by Xie Jinjin and Zhang Jing in Nanxiong Middle School; Directed by Amy Dong)
Step 5 Homework
1. Use Everyday English to make a conversation with your partner..
2. Finish the rest exercise about module 3 in workbook.
Period 6 Cultural Corner, Workbook, Module File
Teaching Goals:
1. Enable Ss to get some information about the life of Mark Twain.
2. To deal with the exercise in workbook.
3. Enable Ss to make a conclusion of this module.
Teaching Procedures:
Step 1 Leading-in
Purpose: To activate Ss’ and arouse them to talk about Mark Twain.
Ask the students to discuss the following question in group of four or five:
Do you know the writer of The Adventures of Huckleberry Fin?
How much do you know about the writer?
(He is a very well-known writer and is an American. He wrote a lot of famous works, which are popular with people all over the world. The masterpiece of his is The Adventures of Huckleberry Fin. The other famous work is The Adventures of Tom Sawyer.)
Step 2 Cultural Corner
Purpose: With reading the passage, enable the Ss to get some information about the life of Mark Twain.
1. Ask the Ss to read through the passage and answer the following questions.
(1) In what ways was Mark Twain’s life an adventure?
(2) What are the best Chinese adventure stories?
Suggested answers:
(1) He left school early, and as an adolescent, determined to make his fortune in South America, set off from his home Hannibal Missouri, for New Orleans. And he worked for several years as a pilot on a steamboat, taking passengers up and down the Mississippi.
(2) For example, Journey to the West.
2. Ask the Ss to find the non-finite verbs in Cultural Corner and review the grammar in this module.
Step 3 Workbook
Purpose: To deal with the exercise in workbook.
First, check the Ss whether they have finished the homework. And then give some instructions of the confusing exercises.
Step 4 Module File
Purpose: Enable the Ss to make a conclusion of this module and to deepen what we have learned in the module.
Ask the Ss to look at Module File of Module 3 and try to recall what we have learnt in the module. Then tick the things they are sure that they know and put a question mark next to the points they are not sure of and a cross to what they don’t know.
Help the students to share their ideas and deal with the difficult or confusing points.
Step 5 Assessment
1. Individual work for self-assessment
In this module, you have learnt about adventure in literature and the cinema. How do you
I learnt __________________________________________.
I would like to know about __________________________.
I’m still not sure about ______________________________.
I’m confused about ___________ ___________________.
2. Group work:
1. Find more exercises about the non-finite verbs.
2. Get a general impression of Module 4.
Suggested websites.
https://www.doczj.com/doc/5a8328028.html,
https://www.doczj.com/doc/5a8328028.html,
https://www.doczj.com/doc/5a8328028.html,/kh71/index.php
https://www.doczj.com/doc/5a8328028.html,/
https://www.doczj.com/doc/5a8328028.html,/blog/tb.b?diaryID=1502654
第三单元测试
一. 选择填空
1.We agreed _____here but so far she hasn’t turned up yet.
A.having
B.meeting
C.to meet
D.to have met
2. ---The light in the office is on..
---Oh, I forget_____.
A.turning it ;off
B.turn it off
C.to turn it off
D.having turned it off
3. I _____to believe that God could make me enter a university.
A. reject
B. require
C.resist
D.refuse
4. The little time we have together we try _____ wisely.
A.spending it
B. to spend it
C.to spend
D.spending that
5. I’ll try to get her _____ the doctor.
A. see
B. seeing
C.to see
D.for seeing
6. They knew her very well. They had seen her____up from childhood.
A . grow B. grew C. was growing D.to grow
7. As you’ve never been there before, I’ll have someone _____ you the way.
A.to show
B.show
C.showing
D.shokwed
8. We enjoy ____very much because it is good to our health.
A. swim
B.to swim
C.swimming
D.to be swimming
9.The ___ matter did not make him _____ .
A. confused ,confusing
B. confusing , confusing
C . confused , confused D. confusing ,confused
10.____ to give up smoking , he threw away his _____ cigarettes .
A. Determined , remained
B. Determining , remaining
C. Determining, remained
D. Determined, remaining
二.完形填空
own, the rest those of boys who were schoolmates of mine. Huck Finn is drawn 3) _____ life; Tom Sawyer also, but not from an individual---he is a combination of the characteristics of three boys 4)_____I know, and therefore belongs to the composite order of architecture. The odd superstitions touched upon were all prevalent among children and slaves in the West at the 5)_____of this story---that is to say, thirty or forty years ago.
Although my book is intended 6)_____for the entertainment of boys and girls, I 7)_____it will not be shunned by men and women on that account, for part of my8)_____has been to try to pleasantly remind adults of what they once were 9)______,and of how they felt and 10)______and talked, and what queer enterprises they sometimes engaged in.
https://www.doczj.com/doc/5a8328028.html,plete the following sentences with the words, using proper forms when necessary. There are
12. As a(n)_____,he had little schooling, but he traveled a lot, doing many different jobs.
13. I want to do research on Mark Twain. Is there a(n)_____about him?
14. Young people are interested in_____films.
15. The wounded soldier _____into the cave to hide himself from the enemy.
16. He was ______to know what was going on in the neighborhood.
17. If a story is full of imaginary things, we call it a(n)_____.
18. He was badly injured ，_____on the ground, unable to stand up.
19. She______ at the sight of a snake in the cage.
20. It was pouring. The hunter got inside a hollow tree for______.
三.完成句子.
1.随着经济生活的提高, 人们过上了快乐的生活.
With the improvement of economic, people _______ _______ ________ __________.
2.那本小说是以18 世纪的巴黎为背景.
The novel ______ ______ _______ 18th century Paris.
3.天气看起来会好转.
The weather ______ _____ ______ it will get improved..
4.当老师问及她为何又迟到,她编了个借口.
When the teacher asked why she was late again, she ______ ________ an excuse.
5.船长警告我们前面会有危险.
The captain _____ _____ that there would danger in the future.
四.单词拼写(每小题1分,共10分)
1. This is a true A________ of the past.
2. Jim’s C_________ ,Jack , is from the country.
3. At the midnight there was a rain P__________ down.
4. I found a C______ of socks in the room, but they do not make a pair.
5. Most of children are C______ about new things.
6. When he heard the words, he felt __________(恐慌).
7. The little boy is always ________ (打扰)me.
8. Jim is in a bad ________(心情). Keep him off, please.
9. She _________(像) her sister in appearance but not in character.
10. The writer lived up to his ________(名誉).
一1－5 CCDCC 6-10 ABCDD
二1-5 Adventures ；experiences；from ；whom ；period ；
6－10mainly；plan；hope；；themselves ；thought
三11－15 beard, adolescent , biography ,cartoon, crawl, 16－20 curious ,fantasy ,lying, panicked ,pour, shelter 四
6.lead/live a happy life
7.is set in
8.looks like better
9.made up
10.warned us
教学过程 一、课堂导入 学习下列谚语： You are what you eat. 人如其食。 First wealth is health. -----Emerson 健康是人生的第一财富。 An apple a day keeps the doctor away. 一天一个苹果，医生不来找。 二、复习预习 教师引导学生复习上节课所学知识点，（以提问、回顾的形式进行），针对上节课的作业进行讲评、订正、答疑，并通过对情态动词具体用法的分析和扩展导入本节课所要学习的课本知识的学习。 三、知识讲解 考点/易错点1 重点单词与短语学习 balance n. 天平，平衡；余额，余数v. 平衡；权衡balanced adj. 均衡的 (回归课本P10)
What will happen to you if you don’t eat a balanced diet? Eg: 1). Try to achieve a better balance between work and play. 争取把工作和娱乐更好地结合起来。 2). I must check my bank balance (= find out how much money I have in my account). 我要核对一下我在银行的余额（看我的帐户上有多少钱）。 3). Try to balance your diet by eating more fruit and less protein. 多吃些水果，少摄入些蛋白质，使饮食均衡合理。 [归纳拓展] a balanced diet 均衡的饮食 keep the balance of nature保持生态平衡 keep one’s balance保持平衡 lose one’s balance (= be out of balance) 失去平衡 think of想，考虑 (回归课本P10) He thought of his mutton，beef and bacon cooked in the hottest，finest oil. （1）想起；记起Sorry，I didn`t think of your name just now. （2）考虑We should think of the matter carefully. （3）为…着想Chen is always thinking of the poor people in the poor areas. （4）想；打算I am thinking of giving up smoking. [归纳拓展] think about想；考虑think much of 对…评价很高think highly / well of 高度评价 think out 想出 think badly / little of认为不好think over 仔细考虑 tired of 厌倦 (回归课本P10) Tired of all that fat? 厌倦肥腻了吧？ be tired of 对……厌倦 eg. I’m tired of your conversation.你的讲话我听腻了. I grow tired of asking this，so it’ll be the last time. 我已厌烦了问这个问题，所以这是最后一次.
3.1 随机事件的概率 1、基本概念： （1）必然事件： ； （2）不可能事件： ； （3）确定事件： ； （4）随机事件： ； （5）频数与频率：在 下重复 试验，观察 是否出现，称n 次试验中事件A 出现的次数n A 为事件A 出现的 ；称事件A 出现的比例f n (A)= n n A 为事件A 出现的频率。对于给定的随机事件A ，如果随着试验次数的增加，事件A 发生的频率f n (A)稳定在 ，把这个常数记作P （A ），称为事件A 的 。 （6）似然法与极大似然法： 例1 判断下列事件哪些是必然事件，哪些是不可能事件，哪些是随机事件？ （1）“抛一石块，下落”. （2）“在标准大气压下且温度低于0℃时，冰融化”； （3）“某人射击一次，中靶”； （4）“如果a ＞b ,那么a －b ＞0”; （5）“掷一枚硬币，出现正面”； （6）“导体通电后，发热”； （7）“从分别标有号数1，2，3，4，5的5张标签中任取一张，得到4号签”； （8）“某电话机在1分钟内收到2次呼叫”；（9）“没有水份，种子能发芽”； （10）“在常温下，焊锡熔化”． 例2 某射手在同一条件下进行射击，结果如下表所示： （1）填写表中击中靶心的频率； （2）这个射手射击一次，击中靶心的概率约是什么？ 例3 某人进行打靶练习，共射击10次，其中有2次中10环，有3次环中9环，有4次中8环，有1次未中靶，试计算此人中靶的概率，假设此人射击1次，试问中靶的概率约为多大？中10环的概率约为多大？ 课堂练习 1．将一枚硬币向上抛掷10次，其中正面向上恰有5次是（ ） A ．必然事件 B ．随机事件 C ．不可能事件 D ．无法确定 2．下列说法正确的是（ ） A ．任一事件的概率总在（0.1）内 B ．不可能事件的概率不一定为0 C ．必然事件的概率一定为1 D ．以上均不对 3.下列事件中随机事件的个数为 （ ） (1) 物体在重力作用下自由下落。(2) 方程2 230x x -+=有两个不相等的实根
第一章算法初步 1．1．1算法的概念 一、教学目标： 1、知识与技能：（1）了解算法的含义，体会算法的思想。（2）能够用自然语言叙述算法。（3）掌握正确的算法应满足的要求。（4）会写出解线性方程（组）的算法。（5）会写出一个求有限整数序列中的最大值的算法。（6）会应用Scilab求解方程组。 2、过程与方法：通过求解二元一次方程组，体会解方程的一般性步骤，从而得到一个解二元一次方程组的步骤，这些步骤就是算法，不同的问题有不同的算法。由于思考问题的角度不同，同一个问题也可能有多个算法，能模仿求解二元一次方程组的步骤，写出一个求有限整数序列中的最大值的算法。 3、情感态度与价值观：通过本节的学习，使我们对计算机的算法语言有一个基本的了解，明确算法的要求，认识到计算机是人类征服自然的一各有力工具，进一步提高探索、认识世界的能力。 二、重点与难点： 重点：算法的含义、解二元一次方程组和判断一个数为质数的算法设计。 难点：把自然语言转化为算法语言。 三、学法与教学用具： 学法：1、写出的算法，必须能解决一类问题(如：判断一个整数n(n>1)是否为质数；求任意一个方程的近似解；……)，并且能够重复使用。 2、要使算法尽量简单、步骤尽量少。 3、要保证算法正确，且计算机能够执行，如：让计算机计算1×2×3×4×5是可以做到的，但让计算机去执行“倒一杯水”“替我理发”等则是做不到的。 教学用具：电脑，计算器，图形计算器 四、教学设想： 1、创设情境： 算法作为一个名词，在中学教科书中并没有出现过，我们在基础教育阶段还没有接触算法概念。但是我们却从小学就开始接触算法，熟悉许多问题的算法。如，做四则运算要先乘除后加减，从里往外脱括弧，竖式笔算等都是算法，至于乘法口诀、珠算口诀更是算法的具体体现。我们知道解一元二次方程的算法，求解一元一次不等式、一元二次不等式的算法，解线性方程组的算法，求两个数的最大公因数的算法等。因此，算法其实是重要的数学对象。 2、探索研究 算法(algorithm)一词源于算术(algorism)，即算术方法，是指一个由已知推求未知的运算过程。后来，人们把它推广到一般，把进行某一工作的方法和步骤称为算法。 广义地说，算法就是做某一件事的步骤或程序。菜谱是做菜肴的算法，洗衣机的使用说明书是操作洗衣机的算法，歌谱是一首歌曲的算法。在数学中，主要研究计算机能实现的算法，即按照某种机械程序步骤一定可以得到结果的解决问题的程序。比如解方程的算法、函数求值的算法、作图的算法，等等。 3、例题分析：
教学设计说明 1.教材分析 外研版高中英语教材分为必修（1-5册）和顺序选修（6-11册）。本课选自外研版高中英语必修三（供高中一年级下学期使用）模块1，单元的核心主题是Europe，介绍了欧洲的一些城市。各个板块内容分别是topic& task, grammar/function, skills, vocabulary/everyday English, culture/learning to learn, work-book六部分组成。通过本单元的学习，学生可以具体了解欧洲的一些国家或城市的历史发展，著名建筑物以及历史上的著名人物。本单元第一部分是Induction，除了对单词的学习，还介绍了一些国家或城市的名字，并对其的地理方位进行了描述，通过一张map，对这些城市进行学习。第二部分是Reading and Vocabulary，是本节课的重点，重点分析课文： Great European Cities. Function部分，主要进行Describing Location的学习。 接下来是对Grammar 1 Passive voice: present and past forms 和Grammar 2 Subject and verb agreement的学习。还有一部分技巧训练，对听、说、读、写四个方面进行练习。下一部分是 Pronunciation and everyday English的练习，最后一部分是Culture corner部分的学习，增加对欧洲文化知识的了解。 本课选取本单元的Reading and Vocabulary 部分的文章Great European Cities作为教学重点内容，作为本单元的第二课时，但是阅读课的第一课时，该文章是分别对欧洲四个国家的著
外研版高中英语必修三课文 3.1 Great European Cities Paris Paris is the capital and largest city of France, situated on the River Seine. It is one of the most beautiful cities in the world and is visited by more than eight million tourists every year. The most popular place for tourists is the Eiffel Tower, the famous symbol of Paris. One of the world's largest art galleries, the Louvre, is also located in Paris. The city is also famous for its restaurants, cafés and theatres. About two-thirds of France's artists and writers live in Paris. Barcelona Barcelona is the second largest city of Spain and is situated on the northeast coast, about five hundred kilometres east of the Spanish capital, Madrid. One of Barcelona's most famous landmarks is the Church of the Sagrada Familia, which was designed by an architect called Antonio Gaudi. Gaudi worked on the project from 1882 until his death in 1926. The church hasn't been finished yet! Florence Florence is an Italian city which became famous because of the Renaissance, a great artistic movement which began in the 1300s and lasted for three hundred years. During the Renaissance, some of the greatest painters of all time lived and worked in Florence. Many of Florence's most beautiful paintings and sculptures were produced by great artists such as Leonardo da Vinci and Michelangelo. Florence is visited each year by about a million tourists who come to see the art galleries, churches and museums. The Uffizi Palace is the most famous art gallery in the city. Athens Athens, the capital of Greece, is known as the birthplace of western civilisation. Two thousand four hundred years ago, it was the world's most powerful city. Buildings such as the Parthenon on the Acropolis Hill
高一英语第十一次课----- 必修三module3 一、考点、热点回顾 （一）key words and phrases 1.experience vt.经历n(可数)经历n(不可数)经验 2.cause vt.引起，导致cause sb. to do sth.导致某人去做某事cause sb. trouble/problems 给某人带来麻烦/问题 cause n.起因，理由，事业-------指造成某事的直接原因，后常接of或to do reason n.原因，理由------指从逻辑推理上得出的原因，后常接for或定语从句。 3.bury vt.埋葬 bury oneself in =be buried in 专心于，埋头于bury one’s face in one’s hands 双手捂脸4.occur vi.发生-------指发生时，有计划无计划均可。脑海中出现某种想法。 happen vi.发生------指事先无计划偶然发生。碰巧作某事happen to do sth. take place 发生-------指事先安排，计划的事情。举行。 以上三词均无被动形式。 sth. Occurs sb. 某人想起=strike/hit eg: A good idea occurred to me . It occurs to sb. to do sth.某人想起It occurred to me to visit my teacher. It occurs to sb. that…某人想起It occurred to me that I should visit my teacher. 5.take off 去掉，脱掉，起飞，成功，休假，减去，移动 6.strike vt＆n.(雷电，暴风雨等）袭击=hit，击打，碰撞，罢工，想起=occur to,打动 (1)The miners went on strike for higher pay. (2)Does this clock strike twelve? (3)A good idea struck me while I was walking along the river. (4)He hit me ,so I struck him back. (5)A huge forest fire broke out after the lighting struck. (6)I am still struck by the native beauty of the lake. 7.ruin vt.毁坏，破坏，使堕落n.毁灭，崩溃，废墟in ruins 变成一片废墟 8.warn vt.警告，告诫，提醒注意warn sb. of/about sth.提醒某人注意某事 warn sb. not to do sth.= warn sb.against doing sth. 提醒某人不要做某事 give a warning 发出警告without warning 毫无预警 9.in all 总共，总计 above all 最重要的是after all 毕竟at all 确实，根本first of all首all of a sudden突然all in all从各方面考虑all along一直，始终 10.possibility n.可能性，可能发生的事 There is a/no possibility that… 有（不）可能There is a/no possibility of doing sth.有（没有）的可能 possible adj.可能的It is possible (for sb.)to do sth. It is possible that……. 11.set fire to =set….on fire 放火（焚烧）……. on fire着火（状态）catch fire 着火（动作）put out a fire扑灭火 12.put out 扑灭（火），伸出，出版 put off推迟put up张贴，建造put away放好，收好put on 穿上，上演put forward 提出 1．拿起；拾起；搭载；学会；收听2．平均 3．有史以来4．到……时为止 5．结束；告终6．扑灭 7．放火烧…… 8．总共 9．带来损害10．使某人无家可归 pick up on average of all time by the time end up put out set fire to in all do/cause damage make sb. homeless
新人教版高中数学必修三教案（全册）第一章算法初步 (1) 1.1算法与程序框图 (2) 1.1 算法与程序框图（共3课时） 1.1.1算法的概念（第1课时） 【课程标准】通过对解决具体问题过程与步骤的分析（如二元一次方程组求解等问题），体会算法的思想，了解算法的含义. 【教学目标】1.理解算法的概念与特点； 2.学会用自然语言描述算法，体会算法思想； 3.培养学生逻辑思维能力与表达能力. 【教学重点】算法概念以及用自然语言描述算法 【教学难点】用自然语言描述算法 【教学过程】 一、序言 算法不仅是数学及其应用的重要组成部分，也是计算机科学的重要基础. 在现代社会里，计算机已经成为人们日常生活和工作不可缺少的工具. 听音乐、看电影、玩游戏、打字、画卡通画、处理数据，计算机几乎渗透到了人们生活的所有领域. 那么，计算机是怎样工作的呢？要想弄清楚这个问题，算法的学习是一个开始. 同时，算法有利于发展有条理的思考与表达的能力，提高逻辑思维能力. 在以前的学习中，虽然没有出现算法这个名词，但实际上在数学教学中已经渗透了大量的算法思想，如四则运算的过程、求解方程的步骤等等，完成这些工作都需要一系列程序化的步骤，这就是算法的思想. 二、实例分析 例1：写出你在家里烧开水过程的一个算法. 解：第一步：把水注入电锅； 第二步：打开电源把水烧开； 第三步：把烧开的水注入热水瓶. （以上算法是解决某一问题的程序或步骤） 例2：给出求1+2+3+4+5的一个算法. 解：算法1 按照逐一相加的程序进行 第一步：计算1+2，得到3；
第二步：将第一步中的运算结果3与3相加，得到6； 第三步：将第二步中的运算结果6与4相加，得到10； 第四步：将第三步中的运算结果10与5相加，得到15. 算法2 可以运用公式1+2+3+…+错误！未找到引用源。=错误！未找到引用源。直接计算 第一步：取错误！未找到引用源。=5； 第二步：计算错误！未找到引用源。； 第三步：输出运算结果. （说明算法不唯一） 例3：（课本第2页，解二元一次方程组的步骤） （可推广到解一般的二元一次方程组，说明算法的普遍性） 例4：用“待定系数法”求圆的方程的大致步骤是： 第一步：根据题意，选择标准方程或一般方程； 第二步：根据条件列出关于错误！未找到引用源。，错误！未找到引用源。，错误！ 未找到引用源。或错误！未找到引用源。，错误！未找到引用源。，错误！未找到引用源。 的方程组； 第三步：解出错误！未找到引用源。，错误！未找到引用源。，错误！未找到引用源。或错误！未找到引用源。，错误！未找到引用源。，错误！未找到引用源。，代入标准方程或一般方程. 三、算法的概念 通过对以上几个问题的分析，我们对算法有了一个初步的了解.在解决某些问题时，需要设计出一系列可操作或可计算的步骤，通过实施这些步骤来解决问题，通常把这些 在数学中，现代意义上的“算法”通常是指可以用计算机来解决的某一类问题的程 序或步骤，这些程序或步骤必须是明确和有效的，而且能够在有限步之内完成. 四、知识应用 例5：（课本第3页例1）（难点是由质数的定义判断一个大于1的正整数错误！未找到引 用源。是否为质数的基本方法） 练习1：（课本第4页练习2）任意给定一个大于1的正整数错误！未找到引用源。，设计一个算法求出错误！未找到引用源。的所有因数. 解：根据因数的定义，可设计出下面的一个算法： 第一步：输入大于1的正整数错误！未找到引用源。 .
高一化学必修2第三章有机化合物 1、甲烷是天然气、沼气、油田气和煤矿坑道气的主要成分。 2、甲烷的分子式为电子式为 结构式为 3、甲烷分子是一种对称的正四面体结构,碳原子位于正四面体的中心,而四个氢原子分别位于 正四面体的四个顶点上,四个C---H键强度相同。 4、甲烷的性质是一种没有颜色没有气味的气体,密度比空气小,极难溶于水。 5、甲烷很稳定，不能使酸性KMnO4溶液退色，也不与强酸、强碱反应。 6、甲烷的氧化反应 甲烷可以在空气（或氧气）中安静地燃烧，产生淡蓝色火焰。化学方程式： 7、甲烷的取代反应: 取代反应----有机物分子的某些原子基原子团被其他原子或原子团所代替的反应 继续反应: 反应式： 例在光照下，将等物质的量的CH4和Cl2充分反应，得到产物的物质的量最多的是（） A CH3Cl B CH2Cl2 C CCl4 D H Cl 例将装有甲烷与氯气混合气的一支试管倒扣在盛有饱和食盐水的水槽 中，经光照一段时间后，可观察到的现象是________________________， 有关化学反应式为___________________________。 烷烃的通式： ④密度增大。烷烃易溶于有机溶剂，难溶于水。 9、烷烃的化学性质。 氧化反应：烷烃完全燃烧的通式： 烷烃与高锰酸钾等强氧化剂不发生反应，不能与强酸和强碱溶液反应。 取代反应 例:一定量甲烷燃烧后得到CO、CO2和水蒸气，混合气体共重49.6 g，通过无水CaCl2时，CaCl2增重25.2 g，则CO2的质量为( ) A．12.5 g B．13.2 g C．19.7 g D．24.4 g 例有一类最简单的有机硅化合物叫硅烷，它的分子组成与烷烃相似。下列说法中错误的是[C] A.硅烷的分子通式为Si n H2n+2 B.甲硅烷燃烧生成二氧化硅和水 C.甲硅烷的密度小于甲烷 D.甲硅烷能发生取代反应
【今日任务知会于心】 1.检查上次作业，查漏补缺； 2.复习必修三Unit 2 词汇与课文； 3.复习英语词类——名词与冠词； 4.掌握英语词类——数词； 5.熟练语法填空题型与解题技巧。 【课前热身小试牛刀】 1、考查必修三Unit 1的词汇。 （见附页——测试题） 【知识精讲讲练结合】 一、数词（详见思维导图） 二、必修三Unit 2精讲： （见《中学教材全解》） 三、语法填空。 Cloze 1 A very tall, old tree had been growing quite slowly for a number of years. It was nearly the 1 (old) tree in the forest, and it raised its head high above the others toward the sky 2 a king of trees. One spring day the wind brought a 3 (pride) little seed and dropped it at the root of the tree. Soon it grew into a plant. “I’ll climb to the top of the tree,” said 4 little plant. “They’ll see how quickly I can grow.” So it held tightly to the tree and climbed 5 it was up to the top branch. It said to the tree, ”You have grown for a great many years, and I only 6 (begin) this summer and see where I have come to. ” But the old tree just said 7 at all. After a while a great storm
外研版高中英语必修三单词表（带音标） 课本单元单词音标中文 必修３1across[?'kr??s]prep.横过；穿过 必修３1boot[bu?t]n.长统靴；皮靴 必修３1continental[?kɑnt??nentl]adj.大陆的；大洲的 必修３1face[fe?s]vt.面向；面对 必修３1range[re?nd?]n.山脉 必修３1landmark[?l?nd?mɑrk]n.标志性建筑 必修３1gallery[?ɡ?l?ri]n.美术馆；画廊 必修３1situated[?s?t?u?e?t?d]adj.坐落/位于(某处)的必修３1symbol[?s?mb(?)l]n.象征；符号 必修３1located[l???ke?t?d]adj.位于 必修３1architect[?ɑ?k?tekt]n.建筑师 必修３1project[?pr?d?ekt]n.计划；项目；工程 必修３1sculpture[?sk?lpt??]n.雕刻；泥塑 必修３1birthplace[?b??θple?s]n.发源地 必修３1civilisation[?s?v?la??ze???n]n.文明 必修３1ancient[?e?n??nt]adj.古代的 必修３1opposite[??p?z?t]prep.在…对面 必修３1sign[sa?n]vt.签署 必修３1agreement[??ɡri?m?nt]n.协议；契约 必修３1whereabouts[?we?r??ba?ts]adv.在哪里 必修３1govern[?ɡ?v(?)n]vt.统治；治理 必修３1head[hed]n.领袖；领导人 必修３1representative[repr??zent?t?v]n.代表 必修３1parliament[?pɑ?l?m?nt]n.国会；议会 必修３1region[?ri?d??n]n.地区；区域 必修３1geographical[?d?i???ɡr?f?k(?)l]adj.地理的 必修３1feature[fi?t??]n.特点 必修３1produce[pr?'dju?s]n.产品；农产品 必修３2hunger[?h??ɡ?]n.饥饿 必修３2income[??nk?m]n.收入 必修３2poverty[/?p?v?ti ]n.贫穷 必修３2human['hju?m?n]n.(与动物等对比的)人必修３2development[d??vel?pm?nt]n.发展 必修３2index[??ndeks]n.指数 必修３2measure[?me??]vt.测定；测量；评估 必修３2goal[g??l]n.目标 必修３2expectancy[?k?spekt?nsi](根据概率得出的)预期数额必修３2position[p??z??(?)n]n.位置 必修３2educate[?edj?ke?t]vt.教育；培养；训练 必修３2figure[?f?ɡ?]n.数字 必修３2household[?ha?s?h??ld]n.一家人；家庭 必修３2homeless['h??ml?s]adj.无家可归的 必修３2charity['t??r?ti]n.慈善团体 必修３2crowded[?kra?d?d]adj.拥挤的 必修３2freeway[?fri?we?]n.高速公路 必修３2inhabitant[?n?h?b?t?nt]n.居民 必修３2similarity[?s?m??ler?ti]n.类似；相似 必修３2unfortunate[?n?f?rt??n?t]adj.不幸的；遗憾的 必修３2location[l??'ke???n]n.位置；所在地 必修３2tourism[?t??r?z(?)m]n.旅游业 必修３2transport[tr?ns?p??t]n.交通工具 必修３2industrial[?n?d?stri?l]adj.工业的 必修３2polluted[p?'lu?t?d]adj.受到污染的 必修３2smart[smɑ?t]adj.漂亮的;整洁的;时髦的必修３2vast[vɑ?st]adj.巨大的;庞大的;浩瀚的必修３2entertainment[ent??te?nm?nt]n.娱乐 必修３2exchange[?ks?t?e?nd?]n.交换 必修３3disaster[d??zɑ?st?]n.灾难 必修３3flood[fl?d]n.洪水
第三章概率 本章教材分析 随机现象在日常生活中随处可见，概率论就是研究客观世界中随机现象规律的科学，它为人们认识客观世界提供了重要的思维模式和解决问题的方法，同时为统计学的发展提供了理论基础.通过对生活中随机事件发生的可能性的刻画，概率的知识可以帮助人们作出合理的决策.概率的基础知识，有利于培养学生应付变化和不确定事件的能力，有利于培养学生以随机的观点来认识世界的意识，是每一个未来公民生活和工作的必备常识，也是其进一步学习所不可缺少的内容.因此，概率成为高中必修课，是适应社会发展的需要的. 教科书首先通过学生掷图钉的活动以及阅读材料，让学生了解随机事件发生的不确定性和频率的稳定性；然后,通过活动让学生澄清生活中的一些对概率的错误认识，进一步体会频率的稳定性和随机的思想,随机思想贯穿始终.其次，通过具体实例让学生理解古典概型的两个基本特征及其概率计算公式，初步学会把一些实际问题转化为古典概型，了解可以建立不同的模型来解决实际问题；通过实例，让学生了解两个互斥事件的概率加法公式和对立事件的概率计算公式，以及它们在古典概率计算中的应用. 最后通过实例，让学生了解模拟方法估计概率的实际应用，初步体会几何概型的意义，能够运用模拟方法估计概率. 值得注意的是：数学教学是师生交流、互动和互相促进的过程，在教学中，应注意发挥教师的主导作用和学生的主体作用. 1.注意联系实际，通过学生喜闻乐见的具体实例让学生了解随机事件发生的不确定性和频率的稳定性，从而建立随机观念.在日常生活中有很多随机现象，教师可以通过大量的随机现象的例子，让学生了解学习概率知识的必要性及概率知识在日常生活中的作用，体会随机事件发生的不确定性和频率的稳定性，建立随机观念，让学生认识到随机事件的概率确实是存在的，概率就在我们身边. 2.设置丰富的问题情境，让学生经历探索、解决问题的过程.在教学过程中，要注意充分利用教科书中“思考交流”“动手实践”等栏目提供的问题情境，调动起学生学习的积极性和主动性，组织学生开展研究性学习，培养学生的思维能力和分析解决实际问题的能力.对于“思考交流”“动手实践”等栏目，教师一定要给学生留有充足的时间进行思考和实践，并适时给予引导.教学时不能急于求成，更不能让学生活动形同虚设，而应在学生积极参与的前提下注重知识的落实和能力的提高. 3.通过一些简单的例子关注建立概率模型的思想及模拟方法的应用，注意控制难度.古典概率计算的教学，应让学生在理解古典概型的两个基本特征的基础上，初步学会把一些实际问题转化为古典概型，并会用列举法计算出随机事件所含的基本事件数及事件发生的概率.教学的重点不要放在“如何计数”上，这也是把排列组合安排为选修内容的原因之一.古典概率的计算可提倡一题多解，但对于一个实际问题，建立不同的概率模型来解决，一般来说有一定难度，因此教师应通过一些简单的例子让学生体会建立概率模型来解决实际问题的思想.教科书在练习和习题中配有一些可建立不同的模型来解决的题目，教师应结合这些题的讲解，突出建模的思想.此外，教学时应重点强调对古典概型基本特征的理解及用画树状图和列表的方法列举出所有可能结果，同时应让学生注意两个互斥事件的概率加法公式及对立事件的概率计算公式的运用. 用模拟方法估计概率的教学，主要是让学生初步体会几何概型的意义，并能够运用模拟方法解决简单的实际问题.教学时难度控制在例题和习题的水平即可，不要补充太多太难的题.由于我国很多地方还没有普及计算机(甚至还没有普及计算器)，教科书在用随机数进行模拟时仅要求用随机数表产生随机数，而用计算机(计算器)产生随机数则作为了解.但随着信息
Unit 1 Festivals around the world Ｉ．单元教学目标 II．目标语言
III. 教材分析与教材重组 1. 教材分析 本单元以节日为话题，介绍古今中外节日的种类、由来、意义以及人们的活动和习俗，旨在通过本单元的学习使学生不但了解我国的节日，而且对外国的节日也有所了解，进而拓展社会文化背景、增加跨国文化知识；使学生复习和巩固
运用请求和感谢的表达法，掌握情态动词的用法；并尝试根据阅读的文章写一个不同的结局，能表达自己的观点和想法。 1.1 Warming Up 旨在通过表格引导学生讨论并列举出五个我国节日的日期、庆祝内容和民俗。可以刚刚过去的春节为话题导入对节日的讨论；使他们由自己的经历谈起，扩展到别的节日以及外国的重要节日，激发学生的兴趣，激活他们关于节日的背景知识，为本单元的学习做准备。 1.2 Pre-reading是Reading 的热身活动。主要通过两个问题引导学生思考并讨论自己最喜欢的节日及欢度方式，进而了解学生对节日的认识，以便为阅读作好铺垫。 1.3 Reading 的五篇小短文分别介绍古代节日、亡灵节、纪念名人的节日、丰收节、春天的节日等，使学生了解各种节日的由来及其存在的意义。此部分载有Festivals的重要信息，还呈现了大量的词汇和主要的语法---情态动词的用法。处理时应作为重点、整体处理，通过上下文来教词汇、语法，并引导学生分析长句、难句和复杂句。 1.4 Comprehending是考察对阅读内容的进一步理解。 练习一：六个问题让学生对文章内容有浅层理解并考察课文细节，但又不能仅仅拘泥于课文，要引导学生理解课文内容的基础上联系现实生活。 练习二：要求学生讨论哪些节日是最重要的，哪些是最有趣的，以表格的形式检查学生对所读节日的理解，并训练他们举一反三的归纳和推理能力。 练习三：要求学生找出各种节日共有的三件事，然后讨论为什么这些事对各地的人们都很重要。这就要求学生不仅要温习文章内容而且要结合实际，阐述自己的想法，挖掘学生的思维能力和语言表达能力。 1.5 Learning about Language 分词汇和语法两部分。其中Discovering useful words and expressions是本单元单词的英文释义练习和用文章中的词汇的适当形式填空；Discovering useful structures 是以文章内容为载体在语境中练习语法，掌握情态动词。由此可以看出本教材已明显地由结构为特征的传统语法训练转变到以交际功能为特征的功能语法训练，充分体现了新教材话题、功能、结构相结合的特点。 1.6 Using Language 是英语听说读写的全面运用的练习。
高中英语外研版必修三单词表 1. prep. 横过；穿过 2. n. 长统靴；皮靴 3. adj. 大陆的；大洲的 4. vt. 面向；面对 5. n. 山脉 6. n. 标志性建筑 7. n. 美术馆；画廊 8. adj. 坐落（某处）的；位于（某处）的 9. n. 象征；符号 10. adj. 位于 11. n. 建筑师 12. n. 计划；项目；工程 13. n. 雕刻；泥塑 14. n. 发源地 15. n. 文明 16. adj. 古代的 17. prep. 在……对面 18. vt. 签署 19. n. 协议；契约 20. adv. 在哪里 21. vt. 统治；治理 22. n. 领袖；领导人 23. n. 代表 24. n. 国会；议会 25. n. 地区；区域 26. adj. 地理的 27. n. 特点 28. n. 产品；农产品 29. n. 饥饿 30. n. 收入 31. n. 贫穷 32. n. （与动物等对比的）人 33. n. 发展 34. n. 指数 35. vt. 测定；测量；评估 36. n. 目标 37. n. （根据概率得出的）预期数额 38. n. 位置 39. vt. 教育；培养；训练 40. n. 数字 41. n. 一家人；家庭 42. adj. 无家可归的 43. n. 慈善团体 44. adj. 拥挤的 45. n. 高速公路 46. n. 居民
48. adj. 不幸的；遗憾的 49. n. 位置；所在地 50. n. 旅游业 51. n. 交通工具 52. adj. 工业的 53. adj. 受到污染的 54. adj. 漂亮的；整洁的；时髦的 55. adj. 巨大的；庞大的；浩瀚的 56. n. 娱乐 57. n. 交换 58. n. 灾难 59. n. 洪水 60. n. 飓风 61. n. 闪电 62. n. 雷暴 63. n. 龙卷风 64. n. 柱状物；柱状体 65. vt. 经历 66. vt. 引起；导致 67. n. 海流；潮流 68. n. 纬度 69. n. 家具 70. vt. 埋葬 71. n. 羽毛 72. n. （动物的）毛皮 73. vi. 发生 74. adj. 热带的 75. n. 赤道 76. adj. 旋转的；循环的 77. adj. 猛烈的；激烈的；强烈的 78. n. 波浪 79. vt.& n. (struck; struck/striken)（雷电、暴风雨等）袭击 80. n. 墓地；公墓 81. n. 棺材 82. vt. 毁坏 83. n. 灰 84. vt. （火山的）爆发；喷发 85. n. 熔岩；岩浆 86. adj. 受潮水影响的；有涨落的 87. n. 火山 88. adj. 以前的 89. n. （火山的）爆发；喷发 90. n. 可能；可能性 91. n. 地震 92. adj. 吓人的；可怕的 93. adv. 幸运地；幸亏 94. adv. 感激地；满怀感谢地
1、基本概念： （1）必然事件：在条件S下，一定会发生的事件，叫相对于条件S的必然事件； （2）不可能事件：在条件S下，一定不会发生的事件，叫相对于条件S的不可能事件；（3）确定事件：必然事件和不可能事件统称为相对于条件S的确定事件； （4）随机事件：在条件S下可能发生也可能不发生的事件，叫相对于条件S的随机事件； 3、例题分析： 例1 判断下列事件哪些是必然事件，哪些是不可能事件，哪些是随机事件？ （1）“抛一石块，下落”. （2）“在标准大气压下且温度低于0℃时，冰融化”； （3）“某人射击一次，中靶”； （4）“如果a＞b,那么a－b＞0”; （5）“掷一枚硬币，出现正面”； （6）“导体通电后，发热”； （7）“从分别标有号数1，2，3，4，5的5张标签中任取一张，得到4号签”； （8）“某电话机在1分钟内收到2次呼叫”； （9）“没有水份，种子能发芽”； （10）“在常温下，焊锡熔化”． 答：根据定义，事件（1）、（4）、（6）是必然事件；事件（2）、（9）、（10）是不可能事件；事件（3）、（5）、（7）、（8）是随机事件． （2）这个射手射击一次，击中靶心的概率约是什么？ 分析：事件A出现的频数n A与试验次数n的比值即为事件A的频率，当事件A发生的频率f n（A）稳定在某个常数上时，这个常数即为事件A的概率。 解：（1）表中依次填入的数据为：0.80，0.95，0.88，0.92，0.89，0.91. （2）由于频率稳定在常数0.89，所以这个射手击一次，击中靶心的概率约是0.89。 5、自我评价与课堂练习： 1．将一枚硬币向上抛掷10次，其中正面向上恰有5次是（） A．必然事件B．随机事件 C．不可能事件D．无法确定 2．下列说法正确的是（） A．任一事件的概率总在（0.1）内 B．不可能事件的概率不一定为0 C．必然事件的概率一定为1 D．以上均不对 （2）该油菜子发芽的概率约是多少？
§3.2.1 古典概型 一、教材分析 本节课是高中数学3（必修）第三章概率的第二节古典概型的第一课时,是在随机事件的概率之后,几何概型之前,尚未学习排列组合的情况下教学的.古典概型是一种特殊的数学模型,也是一种最基本的概率模型,在概率论中占有相当重要的地位. 学好古典概型可以为其他概率的学习奠定基础,同时有利于理解概率的概念,有利于计算一些事件的概率,有利于解释生活中的一些问题.根据本节课的内容和学生的实际水平,通过模拟试验让学生理解古典概型的特征：试验结果的有限性和每一个试验结果出现的等可能性,观察类比各个试验,归纳总结出古典概型的概率计算公式,体现了化归的重要思想,掌握列举法,学会运用数形结合、分类讨论的思想解决概率的计算问题. 概率教学的核心问题是让学生了解随机现象与概率的意义,加强与实际生活的联系,以科学的态度评价身边的一些随机现象.适当地增加学生合作学习交流的机会,尽量地让学生自己举出生活和学习中与古典概型有关的实例.使得学生在体会概率意义的同时,感受与他人合作的重要性以及初步形成实事求是的科学态度和锲而不舍的求学精神. 二、教学目标 1、知识与技能： （1）正确理解古典概型的两大特点：1）试验中所有可能出现的基本事件只有有限个；2）每个基本事件出现的可能性相等； （2）掌握古典概型的概率计算公式：P （A ）=总的基本事件个数 包含的基本事件个数A 2、过程与方法： （1）通过对现实生活中具体的概率问题的探究，感知应用数学解决问题的方法，体会数学知识与现实世界的联系，培养逻辑推理能力； （2）通过模拟试验，感知应用数字解决问题的方法，自觉养成动手、动脑的良好习惯。 3、情感态度与价值观： 通过数学与探究活动，体会理论来源于实践并应用于实践的辩证唯物主义观点. 三、重点难点 教学重点：理解古典概型的概念及利用古典概型求解随机事件的概率. 教学难点：如何判断一个试验是否是古典概型,分清在一个古典概型中某随机事件包含的基本事件的个数和试验中基本事件的总数. 四、课时安排 1课时 五、教学设计 （一）导入新课 思路1 (1)掷一枚质地均匀的硬币,结果只有2个,即“正面朝上”或“反面朝上”,它们都是随机事件. (2)一个盒子中有10个完全相同的球,分别标以号码1,2,3,...,10,从中任取一球,只有10种不同的结果,即标号为1,2,3， (10) 思考讨论根据上述情况,你能发现它们有什么共同特点？ 为此我们学习古典概型,教师板书课题. 思路2 将扑克牌（52张）反扣在桌上,先从中任意抽取一张,那么抽到的牌为红心的概率有多大？是否一定要进行大量的重复试验,用“出现红心”这一事件的频率估计概率？这样工作量较大且不够准确.有更好的解决方法吗？把“抽到红心”记为事件B,那么事件B 相当于“抽到红心1”,“抽到红心2”,…,“抽到红