力復(fù)習(xí)課件推薦十二篇

幼兒教師教育網(wǎng)特地為你收集并編輯了“力復(fù)習(xí)課件”。對于新入職的老師而言，教案課件還是很重要的，因此教案課件不是隨便寫寫就可以的。教案要做到結(jié)構(gòu)合理內(nèi)容豐富設(shè)計科學(xué)。您可以閱讀并參考本文！

力復(fù)習(xí)課件 篇1

教學(xué)目標(biāo)1．名詞、形容詞、副詞、代詞、數(shù)詞、介詞等詞類的單詞在句子中的靈活運用。2．詞性之間的轉(zhuǎn)換及易混單詞。3．一詞多譯或近義詞。4．通過以上任務(wù)活動，讓學(xué)生了解如何正確做好詞匯題，并且讓學(xué)生對英語的學(xué)習(xí)產(chǎn)生興趣。教學(xué)重難點1．注意名詞＆動詞在句子中的適當(dāng)變化。2．注意近義詞的不同用法教學(xué)方法運用多媒體輔助教學(xué)及任務(wù)型教學(xué)。教學(xué)總體思路任務(wù)1 導(dǎo)入任務(wù)2 考點一任務(wù)3 練習(xí)任務(wù)4 考點二歸納任務(wù)5練習(xí)任務(wù)6 考點三任務(wù)7中考試題練習(xí)教學(xué)過程設(shè)計Step 1 Presentation中考試題引出中考考點。1. Miss Brown taught (他們) English last term.2. We don’t think their classroom is (干凈) than ours.3. Is it the best one of the (照片) of your family ?4. I spent an hour (寫) the passage last night.（them/cleaner/photos/writing）Step 2歸納中考考點：中考考點一：考查不同詞類的單詞在句子中的靈活運用一、名詞 考慮可數(shù)名詞單復(fù)數(shù)、不可數(shù)名詞和所有格例1 Do you like white？We have shirts of different _____(顏色). 根據(jù)句意，可確定單詞為“color”，通過前面的shirts和different兩詞可確定此處應(yīng)用 colors。例2 September 10th is根據(jù)句意，確定單詞“Teacher”，它與Day之間存在所有格關(guān)系，將Teacher變?yōu)閺?fù)數(shù)，再變?yōu)樗懈瘢瑧?yīng)填Teachers’。二、形容調(diào)和副詞還要考慮到形容詞和副詞“級”的變化。例1 He was very _____ (生氣)with the man upstairs and began to shout， “Stop singing！”根據(jù)連系動詞was ，此處應(yīng)填形容詞原級angry。例 2 On Sundays，children play (高興）in the park. 此處應(yīng)填副詞happily，副詞修飾動詞 play。三、動詞 五種形式 :動詞原形、第三人稱單數(shù)形式、現(xiàn)在分詞,過去式和過去分詞例1 Thank you very much for (借）me your bike. 介詞后動詞用-ing形式，故填lending。例 2 When he was ten， in maths.become interested in為固定詞組，意為“對……感興趣”，故此處應(yīng)填interested。四、數(shù)詞主要考查基數(shù)詞和序數(shù)詞五、代詞考查人稱代詞、物主代詞、反身代詞、不定代詞和疑問代詞 例 1 Help y to some fish，Jim.根據(jù)句意，此處應(yīng)用yourself.例 2 “Help y to some fish，please. ”Mrs Green said to the twins. 根據(jù)句意，the twins為復(fù)數(shù)，故填yourselves。Step 3 ExercisesChoose some exercises from the high school entrance exam and let the students do them in class.1. Your song sounds _________ (優(yōu)美的).2. When he heard this, he became even ________(生氣).3. Lucy can run as ______as Lily. (快) (07適應(yīng)）4. They are __________ (摘) apples on the farm.5. My teacher always_________ me to work hard.(鼓勵)6. He _______(跌倒) off a tree yesterday and hurt himself.7. December is the ________month of the year. (twelve)8. _______(百)of visitors come to Hanzhou every year.9. The famous writer lived in the __________ (二十) century.10. December is the ________month of the year. (twelve)11. _______(百)of visitors come to Hanzhou every year.12. Go _____ (經(jīng)過) the bridge and you’ll find the shop.13. Jim hurried to school ______(沒有）breakfast..14． ______(然而) ,at that exact moment my teacher, Mr Guo, came in.15． These clothes are no longer in fashion _______(盡管）they are still new.Step 4 中考考點2注意詞性之間的轉(zhuǎn)換及易混單詞List all the words during the junior school and do some exercises. in the north of…/in the northern part of… west/western south/southern east/easternpark/no parkingplease/He is pleased./The trip is pleasant./With pleasure. It’s a pleasure. /unpleasantsafe/safely/safety succeed/success/successful/successfully be/feel proud of take pride inStep 5中考考點三1．注意一詞多譯或近義詞如：Today LiLei didn’t come to school because he didn’t feel _____. (好） 注：這題中，“好”可以翻譯成 good/well/nice，而表示身體好應(yīng)用well.2．讓學(xué)生歸納常見的單詞Step 6中考鏈接Choose some sentences from the high school entrance exam.Step 7 Homework1. Review the words2. Do some word exercises.

力復(fù)習(xí)課件 篇2

聲音是什么第一章聲現(xiàn)象(復(fù)習(xí))

1、聲音是由于發(fā)聲體的______產(chǎn)生的。一切發(fā)聲的物體都在_____。固體、液體、氣體都可以發(fā)聲。_____停止，發(fā)聲也停止。第一章聲現(xiàn)象(復(fù)習(xí))

(注意：振動一定會發(fā)聲，但發(fā)出的聲音人不一定會聽到；如果物體不振動，是決不會發(fā)出聲音的)第一章聲現(xiàn)象(復(fù)習(xí))

2、聲音的傳播第一章聲現(xiàn)象(復(fù)習(xí))

(1)聲音的傳播需要_____，一切固體、液體和氣體都可以作為______，聲音在介質(zhì)中以波的形式傳播，叫做______。第一章聲現(xiàn)象(復(fù)習(xí))

(2)_____ 不能傳聲。第一章聲現(xiàn)象(復(fù)習(xí))

(3)聲音在不同介質(zhì)中傳播的速度不同。聲音在固體中傳播速度最快，其次是液體，氣體的傳播速度最慢。

3、聲波能使物體振動，能粉碎小石頭，這表明聲音具有 。第一章聲現(xiàn)象(復(fù)習(xí))

聲音的特征

1、聲音的三要素第一章聲現(xiàn)象(復(fù)習(xí))

(1)聲音的三要素是指聲音的_____、_____和______。第一章聲現(xiàn)象(復(fù)習(xí))

(2)音調(diào)指聲音的_______，是由物體振動的_______決定的；響度指聲音的_____，是由物體振動的________決定的；我們能分辨不同人的聲音，依據(jù)的是聲音的________。第一章聲現(xiàn)象(復(fù)習(xí))

(3)聲音的特征

響度

音調(diào)

音色

影響因素

振動的

聲源的遠近

振動的

發(fā)聲體的材料、結(jié)構(gòu)

改變方法

改變力的大小

改變發(fā)聲體的長短、粗細、松緊

舉例

震耳欲聾

脆如銀鈴

悅耳動聽

說明

1、 頻率： 單位：赫茲（hz）

2、 振幅：振動的幅度

2、用一把直鋼尺完成下列探究實驗：

(1)探究聲音的響度與聲源的振幅有什么關(guān)系?

(2)探究聲音的音調(diào)與聲源振動的頻率有什么關(guān)系?

(1)實驗方法：將鋼尺一端放在桌面上，用手按住，另一端伸出桌面外( 相同)。第一次 撥鋼尺，使鋼尺振動發(fā)聲；第二次 撥鋼尺，使鋼尺振動發(fā)聲。

現(xiàn)象：第二次比第一次的響

結(jié)論：振幅越大， 。

(2)實驗方法：將鋼尺一端放在桌面上，用手按住，另一端伸出桌面外(用大小相同的 撥動鋼尺)。第一次伸出的 一些，使鋼尺振動發(fā)聲，此時鋼尺振動的 ；第二次伸出的 一些，使鋼尺振動發(fā)聲，此時鋼尺振動的 。

現(xiàn)象：第二次比第一次音調(diào)低

結(jié)論：振動越慢， 。

令人厭煩的噪聲

1、噪聲的來源、危害和控制第一章聲現(xiàn)象(復(fù)習(xí))

(1)劃分聲音強弱等級的單位是____，用符號“dB”表示。第一章聲現(xiàn)象(復(fù)習(xí))

(2)減弱噪聲的方法有：從噪聲的_________、_________和________三個環(huán)節(jié)來防治。第一章聲現(xiàn)象(復(fù)習(xí))

2、從環(huán)境保護的角度看，凡是影響人們正常學(xué)習(xí)、工作和休息的聲音都屬于噪聲。

人耳聽不見的聲音第一章聲現(xiàn)象(復(fù)習(xí))

1、由于人耳聽到聲音的頻率范圍是____Hz～_______Hz，在這個范圍以內(nèi)的聲音稱為可聽聲。人們把頻率低于____Hz的聲音叫做______，頻率高于_____Hz的叫做______。

2、超聲波具有 ___，易于獲得較為集中的聲能等特點。生活中的應(yīng)用：聲吶、B超圖像、超聲波清洗器、超聲波焊接器

3、次聲波可以傳的很遠，容易 。一定強度的次聲波對人體會造成傷害。

聲音的產(chǎn)生

1、聲音是由物體的振動產(chǎn)生的；(人靠聲帶振動發(fā)聲、蜜蜂靠翅膀下的小黑點振動發(fā)聲，風(fēng)聲是空氣振動發(fā)聲，管制樂器考里面的空氣柱振動發(fā)聲，弦樂器靠弦振動發(fā)聲，鼓靠鼓面振動發(fā)聲，鐘考鐘振動發(fā)聲，等等)；

2、振動停止，發(fā)生停止；但聲音并沒立即消失(因為原來發(fā)出的聲音仍在繼續(xù)傳播)；

3、發(fā)聲體可以是固體、液體和氣體；

4、聲音的振動可記錄下來，并且可重新還原(唱片的制作、播放)；

聲音的傳播

1、聲音的傳播需要介質(zhì)；固體、液體和氣體都可以傳播聲音；聲音在固體中傳播時損耗最少(在固體中傳的最遠，鐵軌傳聲)，一般情況下，聲音在固體中傳得最快，氣體中最慢(軟木除外)；

2、真空不能傳聲，月球上(太空中)的宇航員只能通過無線電話交談；

3、聲音以波(聲波)的形式傳播；

注：由聲音物體一定振動，有振動不一定能聽見聲音；

4、聲速：物體在每秒內(nèi)傳播的距離叫聲速，單位是m/s；聲速的計算公式是v=s/t；聲音在空氣中的速度為340m/s；

怎樣聽見聲音

1、人耳的構(gòu)成：人耳主要由外耳道、鼓膜、聽小骨、耳蝸及聽覺神經(jīng)組成；

2、聲音傳到耳道中，引起鼓膜振動，再經(jīng)聽小骨、聽覺神經(jīng)傳給大腦，形成聽覺；

3、在聲音傳給大腦的過程中任何部位發(fā)生障礙，人都會失去聽覺(鼓膜、聽小骨處出現(xiàn)障礙是傳導(dǎo)性耳聾；聽覺神經(jīng)處出障礙是神經(jīng)性耳聾)；

4、骨傳導(dǎo)：不借助鼓膜、靠頭骨、頜骨傳給聽覺神經(jīng)，再傳給大腦形成聽覺(貝多芬耳聾后聽音樂，我們說話時自己聽見的自己的聲音)；骨傳導(dǎo)的性能比空氣傳聲的性能好；

5、雙耳效應(yīng)：生源到兩只耳朵的距離一般不同，因而聲音傳到兩只耳朵的時刻、強弱及步調(diào)亦不同，可由此判斷聲源方位的現(xiàn)象(聽見立體聲)；

聲音的特性包括：音調(diào)、響度、音色；

1、音調(diào)：聲音的高低叫音調(diào)，頻率越高，音調(diào)越高(頻率：物體在每秒內(nèi)振動的次數(shù)，表示物體振動的快慢，單位是赫茲，振動物體越大音調(diào)越低；)

2、響度：聲音的強弱叫響度；物體振幅越大，響度]越強；聽者距發(fā)聲者越遠響度越弱；

3、音色：不同的物體的音調(diào)、響度盡管都可能相同，但音色卻一定不同；(辨別是什么物體法的聲靠音色)

注意：音調(diào)、響度、音色三者互不影響，彼此獨立；

超聲波和次聲波

1、人耳感受到聲音的頻率有一個范圍：20Hz～20000Hz，高于20000Hz叫超聲波；低于20Hz叫次聲波；

2、動物的聽覺范圍和人不同，大象靠次聲波交流，地震、火山爆發(fā)、臺風(fēng)、海嘯都要產(chǎn)生次聲波；

噪聲的危害和控制

1、噪聲：

(1)從物理角度上講物體做無規(guī)則振動時發(fā)出的聲音叫噪聲；

(2)從環(huán)保的角度上講，凡是妨礙人們正常學(xué)習(xí)、工作、休息的聲音以及對人們要聽的聲音產(chǎn)生干擾的聲音都是噪聲；

2、樂音：從物理角度上講，物體做有規(guī)則振動發(fā)出的聲音；

3、常見招生來源：飛機的轟鳴聲、汽車的鳴笛聲、鞭炮聲、金屬之間的摩擦聲；

4、噪聲的等級：表示聲音強弱的單位是分貝。符號dB，超過90dB會損害健康；0dB指人耳剛好能聽見的聲音；

5、控制噪聲：

(1)在生源處較弱(安消聲器)；

(2)在傳播過程中(植樹。隔音墻)(3)在人耳處減弱(戴耳塞)

聲音的利用

1、超聲波的能量大、頻率高用來打結(jié)石、清洗鐘表等精密儀器；超聲波基本沿直線傳播用來回聲定位(蝙蝠辨向)制作(聲納系統(tǒng))

2、傳遞信息(醫(yī)生查病時的"聞"，打B超，敲鐵軌聽聲音等等)

3、聲音可以傳遞能量(飛機場幫邊的玻璃被震碎，雪山中不能高聲說話，一音叉振動，未接觸的音叉振動發(fā)生)

力復(fù)習(xí)課件 篇3

一、概念：

1、酸的組成——氫離子+酸根離子

2、堿的組成——金屬離子+氫氧根離子

3、鹽的組成——金屬離子+酸根離子

4、復(fù)分解反應(yīng)——由兩種化合物互相交換成分，生成另外兩種化合物的反應(yīng)，叫做復(fù)分解反應(yīng)。AB+CD=AD+CB

5、稀釋濃硫酸的方法——一定要把濃硫酸沿著器壁慢慢地注入水里，并不斷攪動，使產(chǎn)生的熱量迅速地擴散，切不可把水倒入濃硫酸里。

6、中和反應(yīng)——酸跟堿作用生成鹽和水的反應(yīng)叫做中和反應(yīng)。

二、熟記常見元素和原子團的化合價口訣：

(正價)一氫鉀鈉銀，二鈣鎂鋇鋅，三鋁、四硅、五氮磷。

(負價)負一價：氟、氯、溴、碘;

負二價：氧和硫。

(可變正價)：一二銅汞，二三鐵，二四碳，四六硫。

(原子團的化合價

負一價：氫氧根(OH)，硝酸根(NO3)，氯酸根(ClO3)，高錳酸根(MnO4);

負二價：硫酸根(SO4)，碳酸根(CO3)，亞硫酸根(SO3)，錳酸根(MnO4);

負三價：磷酸根(PO4);

正一價：銨根(NH4)。

三、熟記下列反應(yīng)方程式：

(一)酸的性質(zhì)(1)與指示劑反應(yīng) 紫色石蕊試液變紅色，無色酚酞試液不變色。

(2)酸 + 堿 = 鹽 + 水。

(3)酸 + 某些金屬氧化物 = 鹽 + 水。

(4)酸 + 活潑金屬 = 鹽 + 氫氣。

(5)酸 + 鹽 = 新鹽 + 新酸。

1、鋅跟稀鹽酸反應(yīng)： Zn + 2HCl = ZnCl2 + H2 ↑ 有氣泡產(chǎn)生，鋅粒逐漸減少。

2、鋅跟稀硫酸反應(yīng)： Zn + H2SO4 = ZnSO4 + H2 ↑

3、鐵跟稀鹽酸反應(yīng)： Fe + 2HCl = FeCl2 + H2 ↑ 有氣泡產(chǎn)生，鐵逐漸減少，

4、鐵跟稀硫酸反應(yīng)： Fe + H2SO4 =FeSO4 + H2 ↑ 溶液變成淺綠色。

5、鐵銹跟稀鹽酸反應(yīng)：Fe2O3 +6HCl = 2FeCl3 + 3H2O 紅色鐵銹逐漸消失，

6、鐵銹跟稀硫酸反應(yīng)：Fe2O3 + 3H2SO4 = Fe2(SO4)3 + 3H2O 溶液變成黃色

7、氧化銅跟稀鹽酸反應(yīng)：CuO + 2HCl =CuCl2 +H2O 黑色氧化銅逐漸消失，

8、氧化銅跟稀硫酸反應(yīng)：CuO + H2SO4 = CuSO4 + H2O 溶液變成藍色。

(二)堿的性質(zhì)：(1)堿溶液能使紫色石蕊試液變藍色，無色酚酞試液變紅色。

(2)堿 + 多數(shù)非金屬氧化物 = 鹽 + 水

(3)堿 + 酸 = 鹽 + 水

(4)堿+某些鹽 = 另一種鹽 + 另一種堿

1、氫氧化鈉跟二氧化碳反應(yīng)：2NaOH + CO2 = Na2CO3 + H2O

2、氫氧化鈉跟二氧化硫反應(yīng)：2NaOH + SO2 = Na2SO3 + H2O

3、氫氧化鈉跟三氧化硫反應(yīng)：2NaOH + SO3 = Na2SO4 + H2O

4、氫氧化鈣跟二氧化碳反應(yīng)：Ca(OH)2 + CO2 = CaCO3↓ + H2O 使澄清石灰水變渾濁

5、氫氧化鈉跟稀硫酸反應(yīng)：2NaOH + H2SO4 = Na2SO4 + 2H2O

6、氫氧化鈉跟稀鹽酸反應(yīng)：NaOH + HCl = NaCl + H2O

7、生石灰跟水反應(yīng)：CaO + H2O =Ca(OH)2

(三)鹽的性質(zhì)：(1)鹽 + 某些金屬=另一種鹽 + 另一種金屬。

(2)鹽 + 某些酸 = 另一種鹽 + 另一種酸。

(3)鹽 + 某些堿 = 另一種鹽 + 另一種堿

(4)鹽 + 某些鹽 = 另一種鹽 + 另一種鹽

1、硫酸銅溶液跟鐵反應(yīng)：CuSO4 + Fe = ZnSO4 +Fe 鐵表面覆蓋紅色物質(zhì)，溶液由藍色變淺綠色

2、碳酸鈉跟鹽酸反應(yīng)：Na2CO3 + 2HCl = 2NaCl +H2O +CO2↑有氣泡產(chǎn)生固體逐漸減少

3、碳酸氫鈉跟鹽酸反應(yīng)：NaHCO3 + HCl = NaCl +H2O + CO2↑有氣泡產(chǎn)生固體逐漸減少

4、石灰石跟稀鹽酸反應(yīng)：CaCO3 + 2HCl = CaCl2 +H2O +CO2↑有氣泡產(chǎn)生固體逐漸減少

5、硝酸銀跟稀鹽酸反應(yīng)：AgNO3 + HCl = AgCl↓ +HNO3 有白色沉淀產(chǎn)生

6、氯化鋇跟稀硫酸反應(yīng)：BaCl2 + H2SO4 = BaSO4↓ + 2HCl 有白色沉淀產(chǎn)生

7、氫氧化鈣根碳酸鈉溶液反應(yīng)：Ca(OH)2 + Na2CO3 = 2NaOH + CaCO3↓ 有白色沉淀產(chǎn)生

8、硝酸銀溶液跟氫氧化鈉溶液反應(yīng)：AgNO3 + NaCl = AgCl↓ + NaNO3有白色沉淀產(chǎn)生

9、氯化鋇溶液跟硫酸鈉溶液反應(yīng)：BaCl2 + Na2SO4 = 2NaCl + BaSO4↓有白色沉淀產(chǎn)生

四、金屬活動性順序表：

K Ca Na Mg Al Zn Fe Sn Pb (H) Cu Hg Ag Pt Au

五、溶解性表：

(1) 大多數(shù)酸可溶(HCl、HNO3、H2CO3有揮發(fā)性、濃H2SO4有吸水性。)

(2) 堿的溶解性：鉀、鈉、鋇、銨溶、鈣微溶，其余堿 全不溶。

(3) 鹽的溶解性：

鉀、鈉、銨、硝四鹽溶。

氯化物除AgCl不溶外，其余全溶。

硫酸鹽除BaSO4不溶，Ag2SO4、CaSO4微溶外，其余全溶。

碳酸鹽除鉀、鈉、銨鹽全溶、MgCO3微外，其余全不溶。

六、反應(yīng)條件：

1、復(fù)分解反應(yīng)的條件——生成物中有沉淀析出，或有氣體放出，或有水生成

2、金屬跟酸反應(yīng)的條件——

(1) 在金屬活動性順序表中，金屬要排在氫前。

(2) 濃硫酸、硝酸跟金屬反應(yīng)不能生成氫氣。

(3) 鐵發(fā)生置換反應(yīng)時，生成+2價的鐵的化合物。

3、金屬跟鹽反應(yīng)的條件——

(1)在金屬活動性順序表中，單質(zhì)的金屬要比鹽中金屬活潑。

(2)反應(yīng)物中的鹽要可溶。

(3)K、Ca、Na、Ba等金屬跟鹽反應(yīng)不能生成另一種鹽和另一種金屬。

4、鹽跟鹽反應(yīng)的條件——反應(yīng)物都要可溶，生成物要有沉淀。

5、鹽跟堿反應(yīng)的條件——反應(yīng)物都要可溶，生成物要有沉淀或氣體。

七、熟記常見物質(zhì)的俗稱和化學(xué)式：

生石灰—— CaO 熟石灰——Ca(OH)2 石灰石、大理石—— CaCO3

食鹽——NaCl 火堿、燒堿、苛性鈉—— NaOH 純堿、蘇打——Na2CO3

小蘇打—— NaHCO3 鐵銹、赤鐵礦——Fe2O3 赤鐵礦—— Fe3O4

金剛石、石墨—— C 干冰——CO2 冰—— H2O

天然氣(甲烷)——CH4 酒精(乙醇)—— C2H5OH 醋酸(乙酸)——CH3COOH

八、熟記常見物質(zhì)的顏色：

紅色的固體——Cu、Fe2O3 、P(紅磷)

黑色的固體——C、CuO、Fe3O4、FeO、MnO2

白色的固體——KClO3、P2O5、P(白磷)、CuSO4(無水硫酸銅)、KCl、NaCl等

暗紫色的固體——KMnO4 黃色的固體—— S

藍色的固體——CuSO4?5H2O 藍色絮狀沉淀——Cu(OH)2

紅褐色絮狀沉淀——Fe(OH)3 常見不溶于酸的白色沉淀——BaSO4、AgCl

溶于酸并放出使澄清石灰水變渾濁的氣體的白色沉淀——BaCO3、CaCO3等不溶性碳酸鹽的沉淀

溶于酸但不產(chǎn)生氣體的白色沉淀——Mg(OH)2、Al(OH)3等不溶性堿的沉淀

藍色的溶液—— CuSO4、CuCl2、Cu(NO3)2等含Cu2+溶液

淺綠色的溶液——FeSO4、FeCl2等含F(xiàn)e2+溶液

黃色的溶液——FeCl3、Fe2(SO4)3、Fe(NO3)3等含F(xiàn)e3+溶液

九、物質(zhì)的檢驗和鑒別：

1、檢驗稀鹽酸(或Cl-)——取少量待檢液體于潔凈的試管中，滴入幾滴AgNO3溶液和稀HNO3，有白色沉淀產(chǎn)生。

2、檢驗稀硫酸(或SO42-)——取少量待檢液體于潔凈的試管中，滴入幾滴BaCl2溶液和稀HNO3，有白色沉淀產(chǎn)生。

3、檢驗CO32-——取少量待檢液體于潔凈的試管中，滴入幾滴稀HCl，有使澄清石灰水變渾濁的氣體產(chǎn)生。

4、檢驗NH4+——取少量待檢物于潔凈的試管中，滴入適量NaOH溶液并加熱，有使?jié)竦募t色石蕊試紙變成藍色的氣體產(chǎn)生。

5、鑒別稀鹽酸和稀硫酸——分別取少量待檢液體于兩支潔凈的試管中，各滴入幾滴BaCl2溶液，有白色沉淀產(chǎn)生的原溶液是稀硫酸，無現(xiàn)象產(chǎn)生的原溶液是稀鹽酸。

6、鑒別Ca(OH)2和NaOH溶液——分別取少量待檢液體于兩支潔凈的試管中，分別通入CO2氣體(或各滴入幾滴Na2CO3溶液)，有白色沉淀產(chǎn)生的原溶液是Ca(OH)2，無現(xiàn)象產(chǎn)生的原溶液是NaOH。

◎補充下列反應(yīng)方程式：

1、氫氧化銅跟稀鹽酸反應(yīng)： Cu(OH)2 + 2HCl = CuCl2 + 2H2O 藍色沉淀消失

2、氫氧化銅跟稀硫酸反應(yīng)： Cu(OH)2 + H2SO4 = CuSO4 + 2H2O 變成藍色溶液

3、氫氧化鈉跟硫酸銅溶液反應(yīng)：2NaOH + CuSO4 = Na2SO4 + Cu(OH)2 ↓ 有藍色沉淀產(chǎn)生

4、氫氧化鈉跟氯化鐵溶液反應(yīng)：3NaOH + FeCl3 = Fe(OH)3↓ +3NaCl 有紅褐色沉淀產(chǎn)生

◎判斷溶液的酸堿性——用指示劑，溶液的酸堿度——用pH來表示。

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14

中性 ← 酸性增強 堿性增強 →

紫色石蕊 無色酚酞

pH

pH=7為中性 顯紫色 顯紅色

pH>7為堿性 顯藍色 顯紅色

◎干燥劑的選擇：

1、濃硫酸可干燥：酸性氣體(如：CO2、SO2、SO3、NO2、HCl、)

中性氣體(如：H2、O2、N2、CO)

※不能干燥堿性氣體(如：NH3)

2、氫氧化鈉固體、生石灰、堿石灰可干燥：堿性氣體(如：NH3)

中性氣體(如：H2、O2、N2、CO)

※不能干燥酸性氣體(如：CO2、SO2、SO3、NO2、HCl、)

3、無水硫酸銅固體遇水由白色變藍色，可檢驗水的存在，并吸收水蒸氣。

一些知識點

單質(zhì)：非惰性氣體一般由兩個原子組成： F2，O2，H2，Cl2

惰性氣體一般由一個原子組成：He，Ne,Ar,Kr,Xe

化合物： 氫化物居多：H2S，HCl，H3P,HF，HBr，HI

力復(fù)習(xí)課件 篇4

1．復(fù)習(xí)所有的聲母，先認讀卡片上的聲母，再背一背。

2．創(chuàng)設(shè)情境導(dǎo)入：小朋友們表現(xiàn)得真棒！為了獎勵大家，陳老師決定帶大家去一個好玩的地方，（課件出示動物園門口的圖片）看! 我們來到了什么地方？

1．導(dǎo)入：是誰在歡迎我們的到來??？（出示連線圖）猜一猜（海豚）。

2．你怎么知道是海豚的??？學(xué)生各抒己見。

3．是的，只要我們把所有的聲母按順序連起來，海豚就出現(xiàn)了。

學(xué)生動手操作，教師巡查，發(fā)現(xiàn)問題及時糾正。

1．導(dǎo)入：你看! 海豚正跳著歡快的舞蹈歡迎我們呢! （出示海豚擺出的類似聲母的圖片）我們一起來認一認。

2．小組合作：

（1）導(dǎo)入：海豚用身體擺出聲母的形狀，你還能用其他的東西擺出聲母的形狀嗎？

（2）小組合作：先商量分工，誰是組長、匯報員、記錄員，再開始合作。

1．導(dǎo)入：海豚有海中智多星之稱，許多科學(xué)家們認為海豚是地球上最聰明的動物之一，你想與這么聰明可愛的海豚交朋友嗎？

2．示范：海豚姐姐，你好，歡迎你到我們班來，我想和你交朋友。我是陳老師，我姓陳。我的姓里的聲母ch和你身上的ch是一樣的，很高興認識你。

3．小組合作：以小組的形式找自己姓里的聲母。輪流說，空下的同學(xué)當(dāng)裁判，說對的.獎一顆小紅星。教師巡查。

這節(jié)課我們大家一起見到了海豚，通過大家的介紹，海豚對我們有了一定的了解，接下來它會帶我們?nèi)ツ睦铮ジ墒裁茨?？我們下?jié)課再繼續(xù)。

1．導(dǎo)入：這節(jié)課海豚姐姐繼續(xù)帶大家去認識更多的動物。（出示圖片）咦？這些動物怎么都背對著我們呀! 噢，原來小動物們要我們先讀對了每種動物上面的拼音，它才肯回頭見我們呢!

（1）zūzhū，cèchè，suōshuō，要分清楚平翹舌音。

（2）nàlà，要讀清楚鼻音。

（3）píqí，bǔdǔ看清形近的字母。

1．導(dǎo)入：同學(xué)們真能干，全讀對了。這些小動物都搶著想把自己介紹給大家，和大家交朋友呢! 你們想先聽誰介紹啊？

2．學(xué)生自由選擇，認讀音節(jié)詞（點擊出現(xiàn)，音節(jié)由學(xué)生讀出）。

我是愛開qì chē的小熊，大家好!

大家好，我是愛吃luó bo的兔子!

我是只能干的猩猩，我洗wà zi!

3．小組檢查讀，教師巡查。

1．過得真快，我們就要離開動物園、告別所有的動物了，臨走前動物園的工作人員為我們這些文明的游客送來了紀念品──一張紀念卡，說有能力的人才能得到它。

整堂課的設(shè)計以海豚姐姐為主線展開。在完成教材內(nèi)容的基礎(chǔ)上，認識了許多動物，做到了創(chuàng)造性地使用教材。本課的設(shè)計，要求老師作為學(xué)生學(xué)習(xí)的引導(dǎo)者、激勵者，主動地融入到學(xué)生的游戲中去，創(chuàng)造出愉悅、民主的課堂氣氛，使學(xué)生能大膽地進行交流，提高課堂效率。

學(xué)習(xí)方式的轉(zhuǎn)變是本次課改的顯著特征，在本課的教學(xué)設(shè)計中，我大膽地對以往的復(fù)習(xí)課進行改革、創(chuàng)新，轉(zhuǎn)變學(xué)習(xí)方法：變單純地說自己姓里的聲母為與海豚姐姐的交流；充分運用小姐合作的優(yōu)勢，集合組內(nèi)成員的力量，用繩子、小棒、肢體等擺出聲母，并乘機讓學(xué)生學(xué)會分工合作，使合作的效率得到大大提高。

在每一環(huán)節(jié)的教學(xué)設(shè)計中，把學(xué)習(xí)的主動權(quán)還給學(xué)生，給他們以足夠的時間與空間，讓他們充分發(fā)揮自己的聰明才智，使課堂煥發(fā)出應(yīng)有的活力。

力復(fù)習(xí)課件 篇5

篇一：畫風(fēng) 生字教案

《語文課堂教學(xué)技能》作業(yè)

語文教案

設(shè)計者姓名：朱芮，11 級 11 班，學(xué)號 60 號 成績

第1頁，共4頁 第2頁，共4頁

第3頁，共4頁 第4頁，共4頁

篇二：生字《前》教學(xué)設(shè)計

生字《前》教學(xué)設(shè)計

一、教學(xué)目標(biāo)

二、教學(xué)重點難點

三、教學(xué)準(zhǔn)備：課件

四、課題在教學(xué)過程中應(yīng)用的策略：以“小紅帽”故事設(shè)計情景，讓學(xué)生走進老師構(gòu)建的教學(xué)情境當(dāng)中，五、教學(xué)過程：

（一)復(fù)習(xí)導(dǎo)入

1、（出示課件）教師利用情境：“今天小紅帽高高興興的去動物樂園找小動物們玩，可是到了動物樂園

時小紅帽發(fā)現(xiàn)動物樂園的大門關(guān)著呢。動物管理員叔叔說只有回答出問題才肯開門，同學(xué)們我們來幫幫小紅帽好不好？”出示問題：（1）太陽從（）升起。（2）太陽從（）落下。

（4）小男孩站在（）邊。

(二)構(gòu)建新知

1、師：看小紅帽走進動物樂園準(zhǔn)備去找她的動物朋友們玩呢，咦，怎么了？（課件：大灰狼截住了

小紅帽的去路）

(2)指導(dǎo)學(xué)生學(xué)習(xí)生字“前”的書寫。

(三)復(fù)習(xí)鞏固

1、師：小紅帽找到了動物朋友們了，看看動物朋友們在干什么？

篇三：認識生字手教案

認識生字“手”教學(xué)設(shè)計

教學(xué)內(nèi)容：實用語文第二冊第12課第一課時

教學(xué)對象：培一三班

教學(xué)時間：2011年5月18日

教學(xué)目標(biāo)：

程度好的學(xué)生：

1、通過教學(xué)，練習(xí)，能認讀生字“手”；

3、能認讀詞語：左手、右手、洗手；

中等程度的學(xué)生：

1、通過教學(xué)，練習(xí)，能認讀生字“手”；

2、能認讀詞語：左手、右手、洗手；

程度差的學(xué)生：

1、通過教學(xué)，練習(xí)，能認讀生字“手”；

教學(xué)重點：“手”字的認讀和書寫

詞語：左手、右手、洗手的認讀；

教學(xué)難點：“手”字的認讀和書寫

教學(xué)方法：講解法、練習(xí)法、直觀演示法

一、復(fù)習(xí)導(dǎo)入

（一）實物圖片復(fù)習(xí)

1、復(fù)習(xí)筆畫橫、豎、撇、捺、豎勾

2、學(xué)習(xí)新的筆畫彎鉤

講彎鉤的豎勾的不同：先讓學(xué)生說一說它們有什么不同，再講解。

（三）復(fù)習(xí)生字左、右、毛、巾

二、教學(xué)生字“手”(一)圖片引人

（二）教學(xué)手字的讀寫

1、教“手”字的讀音

2、教“手”字的寫法

生：老師寫的時候?qū)W生邊讀邊寫

生：在書上臨摹寫“手”字

三、教學(xué)詞語左手、右手、洗手

（一）跟老師學(xué)兒歌“左右手”

(二)教學(xué)詞語左手、右手和洗手

1、、教讀詞語左手、右手。

四、兒歌“我愛洗手”

用ppt播放小朋友排隊洗手的圖片，給學(xué)生講洗手的重要性。

力復(fù)習(xí)課件 篇6

Period 1 Warming up & Listening

Type of lesson: warming up & Listening

Teaching aims：

1. Help the Ss talk about archaeological discoveries and describe the life of people in China during the periods of the Stone Age, the Bronze age, Han Dynasty and Tang Dynasty.

2. By listening to the material on Page 74, students can know what the tool looks like, what its use is and so on and by practice, students can master the ways to get the main idea of the passage and some important or useful details.

Teaching focus: Train Ss’ listening ability.

Teaching aids: tape recorder, worksheet & computer

*********************************************************************

Teaching Procedures:

I. Warming up

Step 1. Ask the students some questions and show them some pictures of archaeological discoveries. Introduce the words “archaeology, archaeologist.”

1) T: China is a country with an ancient civilization. It has a long history and brilliant culture. In which ways can we learn about its history and culture? (Archaeology)

2) What can archaeological discoveries bring us?

Step 2. Present some typical archeological discoveries and lead the Ss to talk about them.

1) T: Please look at the pictures and talk about them.

Questions for thinking:

----What are these important discoveries ?

----What period of time do they belong to?

Step 3. Help the Ss describe the life of people in China during the periods above.

1) T: What can they remind us of ?

Remind us of the history

1.What they ate

2.Where they lived

3.What their houses looked like

4.What kind of tools they used

5.What kind of entertainment they had

……2) Discuss and talk about the following items.

Stone Age Bronze Age Han Dynasty Tang Dynasty

Food

Housing

Home decoration

Tools

Artefacts

Entertainment

Step 4.Help the Ss get to know more important discoveries.

1) Match the time with the place where its relics are unearthed:

Stone Age Mawangdui

Han Dynasty the Banpo Ruins/ the Ruins of Hemudu

Bronze Age the Ruins of the Chang’An City

Tang Dynasty the Ruins of Yanshi Erlitou(1959, Henan)

2) Let the Ss enjoy the pictures and answer the questions.1. Where were they unearthed ?

2. Where can you go if we want to visit them?

II. Listening

Step 1. Pre-listening

1. Show students three pictures. And ask them in which period of time the people in the pictures lived. (Stone Age)

2. Show students some pictures of the tools used by the people in Stone Age. And ask them if they are asked to introduce one of these tools to other people, from which aspects they are going to describe them.

what it looks like

when it was found

where it was found

when it was used

usage

how to use it

…

Step 2 While-listening

1. First listening to get the main idea.

What are they talking about?

A. a short stick.

B. an ancient weapon to throw spears.

C. a little carved animal.

2. Second listening

Task: Listen and write down the questions asked by the students.

1) What ____________________________________________?

2) What ____________________________________________?

3) How ____________________________________________?

4) How ____________________________________________?

5) Where ___________________________________________?

3. Listen to the tape for the third time

Task: Get the answers to each of the questions.

Questions 1: What is it?

☆ Listen and fill in the blanks.

1) It looks like ____________ to me; about ___________.

2) At the top there’s a little ________________________.

3) At the bottom end there are __________ through the stick.

4) On the right there are __________of a young baby goat that is _________.

☆ Make a drawing of the tool.

Question 2: What was it used for?

☆ Listen and fill in the blanks.

1) It is an _____________. One of the __________________.

2) There were bears that ______________________________ and very large kind of _____________________________________________.

3) It was too dangerous to ______________________________ or even _____________.

Question 3: How did it work?

☆ Listen and finish the exercises.

1). How far can you throw a spear with our arm?

A. 15m B. 50m C. 45m

2). How far can you throw a spear with a tool like this?

A. 90m B. 300m C. 60m

3).By using this tool it could be thrown ___________________________________ and with _____________.There are three holes. One __________________________________, one __________________________, and ______________________was tied into the smallest one. A spear of about ________________ was laid on the stick, resting against the small piece of ____________ or leather. With a _________ on the string and a ________________ of the arm, the spear would be thrown.

Question 4:When and Where was it found?

☆ Listen and answer the questions

1) How old is it?

a) 1 to 2,000 years

b) 10 to 20,000 years

c) over 5000years

2) In how many places were this tool found?

Three.

3) How did people in South America and Australia know about this tool?

They invented it again.

Step 3 Post-listening

Task: Write a passage to introduce an ancient tool.

1) Show students a picture of different tools used by people in Bronze Age, and ask them to have a discussion about which one they are interested in.

2) According to the questions and answers in the listening material, students write a short passage to introduce one of the tools in the picture.

3) Present in class.

III. Homework

1) Revise their passage.

2) Preview the reading part of this unit.

Self-evaluation

Unit 20 Reading

Type of lesson: Reading

Teaching aims: Get the Ss to know about the King of Stonehenge

Improve the Ss’ reading ability

Important points: the Ss get a good understanding of the text

Difficult points: Ss’ reading ability get improved

Teaching aids: a tape recorder ,a computer and worksheets

Teaching procedures:

Step I. Pre-reading.（leading-in ）

some pictures about famous tombs in Chinese history

2.When we discover a tomb of a king in China, what can usually be found in it?

( clothing, knife, pottery, jewellery, tools etc. )(leading the Ss know more words about them.)

3.Why were these things buried with the dead king or emperor？

Key：A.To show off their power and wealth.

B. To protect these things.

C. Want the died people to use them after their death.

D. To be given to him for his use in the next life.

F. To show people’s respect to the death.

Step II. While -reading

A. Fast reading to get the main idea of each paragraph, and then divide it into parts

Part 1 (para. 1): The discovery of a grave.

Part 2 (para.2_to 3_): Objects found in the grave.

Part 3 (para. 4_-_5): The importance of the discovery.

Part 4 (para. 6_-7_): About Stonehenge and the King of Stonehenge.

B. Detailed reading:

1. Read the first three paragraphs to find out

1) Which objects were found in the grave of the King of Stonehenge?

Key: a pin, clothing, a coat, a knife, earrings, arrows and a bow tools, weapons, pottery & jewellery

2) Which materials were found?

Key: fur, stone, clay, pottery, copper, bone, and goldRead paragraph 4 & 5 to answer the following question:

1) What are the five reasons to show the importance of the discoveries ?

Key: a) His grave is the richest of any found from that period.

b) This was a time when the first metals were brought to Britain.

c) This man was buried with two gold earrings which are the oldest gold ever found in Britain.

d) He was buried three miles from Stonehenge at the time when the great stones were being brought to Salisbury to build it.

e) He is an example of people who brought culture and new techniques from the European mainland to Britain.

3. Read Part 6&7. do T or F exercises

1) The biggest stones came from a long distance away.

2) Archeologists know how early man was able to construct Stonehenge without the use of modern constructions and machines.

3). The King of Stonehenge was likely to be involved in planning and

helping build the monument.

4). The King of Stonehenge came from Central Europe.

5). At first people thought that it was through was and armed conflict not

through trade and cultural links that the skills to make copper and bronze objects spread to Britain.

( Check the answers: F F T T T)

C. Language points:

1. Buried with him were the tools of a hunter or warrior.

該句為倒裝句, 表語置于句首時, 倒裝結(jié)構(gòu)為“表語+系動詞+主語”。

e.g. Present at the meeting were Professor White, Professor Smith and many other guests.

2. Some of the objects found in the grave give us an idea of how he was dressed when he was buried.

found in the grave是過去分詞作定語

give sb. an idea of 使某人明白

e.g. The book will give you an idea of what everyday life of ordinary

Americans is like.

3.That would have made him a man of distinction.

must/may/might+have done (肯定) 對過去事實的推理

e.g. He might have given your more help, they were busy. I can’t find my pen

anywhere. I must have lost it.

can +have done 表示對過去事實疑問和否定的推測

e.g. He can’t have finished the work so soon.

could + have done 意為“過去能夠,而事實上卻沒有”,表示一種遺憾

e.g. He always works hard. He could have passed the exam.

should / ought to +have done 意為“過去應(yīng)該…但沒有…”,有責(zé)備對方的意思

e.g. You should have told me the news an hour ago.

shouldn’t / oughtn’t to +have done 意為“過去不應(yīng)該…，卻…”,意在責(zé)備對方

e.g. You shouldn’t have told him the news. He was nearly sad to death.

needn’t + have done 意為“過去本沒有必要..…卻……”

e.g. There was plenty of time, she needn’t have hurried.

might + have done 表示“過去本可以….卻沒有…”

e.g. They might have given you more help, though they were busy.

Step III. Post reading.

1. From things that were found in the grave, archeologists now believe that people in the Bronze Age in England had trade and cultural links with other parts in Europe. Give examples of such links and what was traded.

country or part of Europe material or object of trade

West Wales stones to build Stonehenge

Spain copper knife

France copper knife

Europe gold jewellery

2. For trade and cultural links as well as life in Britain and the construction of Stonehenge, people in the Bronze Age must have had knowledge about certain things and certain fields of science. Work in groups to talk about the inventions and kinds of science they must have had, based on the reading passage.

activity knowledge, science, inventions and tools needed

1. travel to Scotland roads, shoes, language

nstruction of Stonehenge hammers, ropes, sth. to transport heavy stones, architecture

3. hunting rope, string, bow, arrows, spear, sticks

4. trade with Europe money or goods to trade, boats, bags, maps, language

5. making copper knives fire, chemistry, physics, pots, hammers

Homework:

With the development of modern tourism, more and more culture relics were destroyed by human beings, read the passage below, and think about “what should we do to protect our cultural heritage.”

Saving Stonehenge Oct.22nd,

With almost a million people visiting the monument each year, Stonehenge has become surrounded by roads and parking lots.

Recently, a group archaeologists decided to to restore Stonehenge to its natural setting. One road will be removed, and another will be routed through an underground tunnel. Today’s parking lots will become open fields, and a new visitors’ center will be built four kilometers away.

Unit20. Word Study

Type of lesson: word study

Teaching Contents: spare, average, date, cover, dress, find

Teaching Aims：Help the students grasp the usages and meanings of the above

words or phrases.

Important points: use the above words or phrases correctly and freely

Teaching Procedures:

I. spare

A. Read the following sentences and point out the part of speech of “spare” and the meaning of the underlined part

1. The boy loves surfing the internet in his spare time. (在空閑的時間里)

2. You should carry a spare tire in the back of your car. .( 備用胎)

3. I can’t spare the time for a holiday at present. . (抽出，騰出)

4. Can you spare me just a few minutes? . ( 抽出，騰出 )

5. He doesn’t spare any effort on his studies. .( 不遺余力)

6. Spare the rod and spoil the child. （不打不成器)

B. Summarize the usages and the meaning of “spare”

Spare : Adj. 1.空閑的；2.不用的，閑置的；3.備用的，外加的；

Verb, 1.抽出，撥出，留出；2.不吝惜（時間，金錢）

C. complete the following sentences.

1.What do you usually do _____________________( 在你空余時間)？( in your spare time)

2.You’re driving to Tibet? It’s a long way. Be sure to ________________________ ( 帶個備用胎) (bring a spare tire)

3.We can ________________________(給你騰出一間房)（spare one room for you ）

4. He _____________(想盡各種辦法)to make her happy.(spares no effort)

II. average

A. present the following sentences.

1. The average of 4, 5 and 9 is 6.平均數(shù)

2. Tom’s work at school is above average, while Mary’s is below average. 高于/低于平均

3. The average age of the boys in the class is 17.平均的

4. What is the average temperature in Wuhan in August?

5. If you average 7, 14 and 6, you get 9. 均分

6. On average, there are 20 boys present every day.平均來說

B. Summarize the usages and the meaning of the word “average”

. average adj.平均的

verb .平均，均分。

Noun.平均數(shù)，平均值。

C. Complete the following sentences：

1.What is ______________(平均的年齡)the students in your class?

2.平均來說,每年大約有400人死于這種疾病.

On average 400 people die of the disease every year.

3.Temperatures in winter are __________ for the time of year.( 低于平均值) （below average ）

III. date

A. Present the following sentences.

1. What is date today? (日期 )

2. The vase is of an earlier date than that one.（時代）

3. Has the date for the meeting been fixed? （日期）

4. The boy asked her for a date, but was refused. （約會）

5. They’ve been dating for months and know each other better than before. （ 談戀愛）

6. Don’t forget to date your letter. （注明日期）

7. Young people’s clothes date quickly nowadays, so if you want to be fashionable you have to keep a close eye on fashion.（過時，不流行）.

8. The property of the family dates from the war.（始于，追溯到）

9. The castle dates back to the 15th century. （始于，追溯到）

10. The information is out of date; you need to get the latest news.（過期了）

11. She likes to wear clothes that are up to date（.新式的, 現(xiàn)代的）

B. Ss read the sentences and point out the part of speech of the word

“date” and the meaning of the word and phrases.

date : 1) noun . 日期，時代，約會, 流行.

2）verb. 談戀愛,注明日期, 過時,不流行. 始于，追溯到

C. Complete the following sentences

1. This kind of clothes is ______________.不流行了( out of date)

2. The church __________________. 始建于13 世紀.( dates back to / dates from the 13 century.)

3. Would you like to ___________ (定個日期開個舞會.)( fix a date for a party.)

IV. cover

A . Present the following sentences.

1. The small town which covers five square miles is famous for its

beautiful scenery. 占地

2. Not having been cleaned for a month, the desk was covered with

dust. 布滿

3. Hundreds of reporters were sent to cover the Olympic Games held

in Greece. 采訪

4. The noise was so loud that she covered her ears with her hands遮蔽

5. The doctor’s talk covered the complete history of medicine. 涉及

6. I can cover 100 miles before it gets dark. 走一段路

7. Will cover the cost of a new shirt? 夠付…錢

8. He always keeps a cover over his car. 覆蓋物

9. May I have a look at the book whose cover is blue? 封面

B. Read the sentences above and pay attention to the meaning of the

word “cover”.

Cover : Verb占地,布滿,采訪, 遮蔽,涉及, 走一段路,夠付…錢

noun 覆蓋物,封面

C. Complete the following sentences.

1. Do you know _______________________. ( 這個國家占地多少) (how much the country covers )

2. His desk ___________________________ ( 堆滿了書). ( is covered with books)

3. Who will be sent to __________________________ ( 采訪這次運動會)？ ( cover the sports meeting)

4. His book, _______________________ ( 封面是綠色), was a birthday gift from his mother. ( whose cover is green / the cover of which is green)

V. dress

A. present the following sentences.

1. Jim isn’t old enough to dress himself. ( 穿衣服)

2. How long does it take you to dress yourself? 穿衣

3. He has to dress well in his position. 穿戴

4. She was in special dress for the ceremony. 套裝

5. She was wearing a silk dress. 連衣裙

B. Read and observe the sentences and point out how the word dress is used.

C. Present more sentences with similar phrases and tell the differences.

1. He was dressed in white and was easy to be recognized in the crowd.

2. He put on his coat and went to the cinema.

3. The emperor had nothing on when he thought he was in his new clothes.

4. Nobody is allowed to wear a beard in that village.

5. What shall I wear to attend her birthday party?

6. she was all in black.

D. Choose the right phrase to complete the following sentences.

1. She was ___________ the white _______ her mother bought for her yesterday. ( wearing, dress)

2. Don’t forget to _________ your hat, or you’ll get burnt. ( put on)

3. We are going to be late. Please get __________ quickly. ( dressed)

4. The child is too small to _____________ himself. ( dress)

5. Do you think I need to ___________ any jewellery to attend her wedding? ( wear )

6. On Children’s Day, the children _____their best clothes ______. (have…on )

7. The girl _____ red is my former student.( in )

VI. find

A. Present the following sentences.

1. The most amazing find was two gold earrings.

2. The old painting is quite a find.

3. I found a ten-dollar bill on the road.

4. I found him asleep on the sofa.

5. Please find the key for me. = Please find me the key.

6. When a waiter asks a customer, “ How do you find the soup?” He wants to know what the customer thinks of the soup.

7. I find it difficult to understand this film.

8. I was disappointed to find him out.

9. After school I always find him waiting at the school gate.

10. The poor man found his house broken into.

11. You should find out the answer by yourself.

B. Read the sentences, and pay attention to how “find” is used.

C. Complete the following sentences.

1. ______________________________ ( 最有趣的發(fā)現(xiàn)) was two dolls lying in the drawer. ( The most interesting find)

2. ____________________________ ( 你覺得這個演講怎么樣？) ( How do you find the speech? )

3. He ___________________________ ( 發(fā)現(xiàn)很容易) to get along with his new classmates. ( finds it easy)

4. Whenever he comes back from school, he always _________________________________ ( 發(fā)現(xiàn)他的狗坐在門外) waiting for him. ( finds his dog sitting outside)

5. When he woke up the next morning, _________________________________ ( 他發(fā)現(xiàn)屋外的世界完全地改變了). ( found the world outside completely changed)

Unit20. Grammar

1. Teaching Goal:

Review the use of “it”. Let students learn how to use “it” by doing some practice in reading, writing and so on.

2. Teaching important points:

The usages of it in different situations.

3. Teaching difficult points:

How to teach the students to master the usages of it

4. Teaching methods:

Observe the materials given to them, generalize from the different examples.

5. Teaching aids:

a projector , a blackboard and paper

6. Teaching procedures:

Step1 Lead in.

Read the following the sentences, and pay your attention to the meaning and the function of “it” in each sentence.

1. It is likely that many of them will be born in northwestern Beijing. Textbook (P3)

2. With the right kind of body, it is possible to float around in the ocean. (P20)

3. Isn’t it amazing that a single substance can be so important to our planet and even the whole universe. (P20)

4. It is very relaxing to take a dip in the pool in summer. (P37)

5. It was during the “ Match on Washington DC” in 1963 that he gave the speech “ I have a dream”. (P28)

6. It was also in Atlanta that one of the great leaders of the Civil Rights Movement, Dr Martin Luther King, Jr, was born. (P44)

7. Zhongguanchun made it possible for him to follow his dreams and help the country he loves. (P3)

8. -“Relying on science, technology and knowledge to increase economic power” makes it clear that science and business can and must work together to build the future. (P4)

9. It was through trade and cultural links that European culture and new techniques were brought to Britain.

10. It has been proved that the copper knives came from the places as distance as Spain and western France.

Step 2 Learn the usages of “it” according to the following sentences, dialogues, and exercises.

1. -Where is your car?

-It is in the garage.

(指提到過的或正在談?wù)摰膭游锘蚴虑?

2. The young couple has a newborn baby. Do you know it is a boy or a girl?

(父母不會用it來指自己的孩子。it可以不區(qū)別他們的性別)

3. -It is seven o’clock. There is a knock at the door. Who is it?

-It is the milkman.

4. -Oh, by the way, there was a telephone call for you. Who was it?

-It was my Mum on the phone.

( it可以用來指時間，有人敲門，確認某人為何人，在電話里)

5. It is raining a whole day. It is perfectly cool. It has been a long time since the last rain.

(it可以用來談?wù)摃r間，日期，距離，天氣等，但要作主語)

6. My grandmother kept telling me that I should help her with housework, but it didn’t help.

(it指前面的整個內(nèi)容，即：祖母喋喋不休地讓我?guī)椭鲂┘覄?wù))

7. It is no use quarrelling with such a man.

It’s hard for them to answer such difficult questions.

It seems that I have made the same mistake once again.

It is unclear what we should do next week.

It is reported that another big earthquake will happen in the area soon.

It will take you three hours to fly to Hong kong from Beijing.

(it作形式主語)

Exercise:

⑴. Is ______ necessary to finish the composition before May Day.

A. this B. that C. it D. he

⑵. Does ______ matter if I can’t finish the composition before May Day?

A. this B. that C. he D. it

⑶. ______ is a fact that English is being accepted as an international language.

A. There B. This C. That D. It

⑷. In fact ______ is a hard job for the police to keep order in an football match.

A. this B. that C. there D. it

⑸. It worried her a bit ______ her was turning grey.

A. this B. that C. there D. it

( Keys ⑴ C ⑵ D ⑶ D ⑷ D ⑸ B )

8. He is a heavy smoker. I find it difficult to persuade him to give up smoking.

We soon make it a rule to walk two miles a day.

We take it for granted that water is free at restaurants.

I don’t like it when you shout at your parents.

I don’t feel it my duty to do so.

I hate it when people talk with their mouths full.

(形式賓語)

Exercise:

⑴. They have made ______ a rule ______ in the room.

A. this; not to smoke B. it; smoking

C. it; to not smoke D. it; not to smoke

⑵. I don’t think ______ possible to master a foreign language without much memory work.

A. this B. that C. its D. it

⑶. The chairman thought ______ necessary to invite professor Smith to speak at the meeting.

A. this B. that C. its D. it

⑷. I think ______ to finish the work in such a short time is quite impossible.

A. it B. that C. this D. with

⑸ Don’t ______ that all those who get good grades in the entrance examination will prove to be most successful.

A. take as granted B. take this for granted

C. take that for granted D. take it for granted

(Keys: ⑴ D ⑵ D ⑶ B ⑷ B ⑸D )

9. 1). It was Tom who / that broke the window.

2). It was her whom you should ask.

3). It was because Li Ping was ill that he didn’t come to school last week.

4). It was where you come from that you should return to.

5). It was as you like that you must do everything.

6). It was not until 1920 that regular radio broadcasts began

7). It was in the library that was founded by Mr. Willians

that they finished reading the famous novel.

8). It was neither you nor he that is willing to go the park.

9). It was not only you but also he that is willing to go to the Great Wall.

10). It was his coming that made all of us very happy.

Exercise

⑴ It was the ability to the job ________ matters not where you come from or what you are.

A. one B. that C. what D. it

⑵ I have already forgotten _________ you put the dictionary.

A. that it was where B. where it was that

C. where was it that D. that where was it.

⑶ Was it _________ Sandy’s carelessness _________ your keys were all lost.

A. because; which B. for; what

C. because of; that D. since; why

⑷ It was not long _______ he was born ________ his mother died.

A. before; that B. since; when

C. until; when D. after that

⑸ It was in the factory ________ was owned by Mr. White ______ they learned a lot from the workers.

A. that; where B. which; that

C. what; that D. which; where

⑹ ______ was it in 1979 ______ I graduated from the University.

A. That; that B. It; that

C. That; when D. It; when

⑺ It was not until he finished all his homework _______ to bed last night.

A. did he go B. when he went

C. that he went D. then he went

⑻ ＿＿ Where did you meet Johnson?

＿＿ It was in the hotel ______ he stayed.

A. that B. where C. when D. while

(Keys: ⑴ B ⑵ B ⑶ C ⑷ A ⑸ B ⑹ B ⑺ C ⑻ B

10. 1. It is time for school.

2. It is time to go to school.

3. It is time for us to go to school.

4. It is time that we went to school.

綜合練習(xí):

1. It wasn’t until nearly a month later ______ I received the manager’s reply.

A. since B. when C. as D. that

2. Can ______ be in the desk ______ you have put my letter?

A. it; which B. I; where C. you; in which D. it; that

3. - ______ that he managed to get the information?

- Oh, a friend of his helped him.

A. Where was it B. What was it

C. How was it D. Why was it

4. It is what you do rather than what you say ______ matters?

A. that B. what C. which D. this

5. It was some time ______ we realized the true.

A. when B. until C. since D. before

6. It was in the lab ______ was taken charge of by professor Zhang ______ they did the experiment.

A. when; that B. which; where C. that; where D. which; that

7. I like ______ in the autumn when the weather is clear and bright.

A. this B. that C. it D. one

8. - He was nearly drowned once.

- when was ______?

- ______ was in when he was in middle school.

A. that; It B. this; This C. this; It D. that; This

(Keys: 1 D 2 D 3 C 4 A 5 D 6 D 7 C 8 A

Unit20. Integrating skills

Roots of Chinese Culture

Teaching aims:

1. Help the students get the general idea of the text.

2. Help students know the importance of the relics and have correct sense to protect them.

3. Teach the students how to create a flow chart.

Teaching procedures:

VII. Step1. Lead-in

Show students some pictures of unearthed objects in Snxingdui, and ask them questions such as: Have you seen the pictures? What do you think of them? When and where were they found?

VIII. Step2. Fast reading

Ask the students to read the text quickly and them summarize the main idea of the text.

Paragraph1. The discovery of Jinsha Relics.

Paragraph2. The similarities between Jinsha Relics and Sanxingdui Relics.

Paragraph3. The importance of the discovery of Jinsha Ruins Relics.

Paragraph4.The discovery of Sanxingdui Relics.

Paragraph5. The importance of the discovery of Sanxingdui Relics.

Step3. Careful reading

1. Ask the students to listen and read paragraph by paragraph and then do the exercises.

Paragraph1.

1. What kind of special relics were unearthed in Jinsha Ruins?

2. Why could they take the archaeologists’ attention?

Because the ivory and animal bones found in Jinsha Village are important ,they will serve as important materials for the study of local geography, climate and the environment in ancient times.

3. Who was the first to discover the Jinsha Ruins and when?

Construction workers from a local company found ivory and jade in the mud when they were building road there on February 8, .

Paragraph2.

Why is cong special?

Because it was not made in Sichuan, but was transported there, which proved that Sichuan had trade links with the Yangtze and Yellow River valleys at that time.

Paragraph3.

What is the significance of the discoveries in Jinsha Village?

The discoveries there proves that the history of Sichuan is much longer than 2300 years.

Paragraph4.

True or false:

1. Sanxingdui Ruins were first discovered by farmers.

2. The farmers hesitated about whether to give the relics to the state.

3.The local teachers and officials persuaded them to turn in the relics.

Paragraph5.

1. Since 1920, what have been unearthed in Sanxingdui Ruins Site?

More than 10,000 relics dating back to between 5000 BC and 3000 BC have been discovered. 53 holes were dug up and over 1,200 pieces, including bronze and gold masks, bronze objects and images, jade and ivory had been found.

2. What do archaeologists hope to discover in the future?

They hope to discover some of the mysterious palaces, tombs of kings and bronze and jade workshops.

True or false:

1. From 1929 to 1986, 53 holes were dug and over 1200 pieces of objects were found.

2. Today, the work in Sanxingdui has already been done.

2. Then let students to fill in the blanks.

What’s the link between Jinsha Ruins and Sanxingdui Ruins?

Civilizations Jinsha Ruins Sanxingdui Ruins

time

Who found it

Objects found

3. Reading comprehension.

1. The passage suggests that ______.

A. Jinshan Relics and Sanxingdui Relics were found by chance

B. archaeologists knew there were a lot of treasures there long ago

C. Yan Kaizong is not a patriot.

D. archeologists will never find another relics again.

2. Which of the following statements is right according to the text?

A. Jinsha had no trade links with other areas.

B. The ivory and animal bones found at Jinsha are of no real value.

C. Sichuan has a history of more than 2300 years.

D. Many of the relics at Jinsha have no connection with those found at Sanxingdui.

3. At Jinsha Relics, archaeologists found_________.

A. gold and jade

B. bronze and stone objects

C. many ivories

D. all of the above

4. Archaeologists are scientists who_______.

A.study nature

B. do research on animals

C. study the buried remains of ancient times

D. give instructions to students

5. We can infer from the passage that ________.

A. China has a long history with a rich culture

B. Yan Kaizong kept the relics found by his grandfather as his own

C. since 1986, archaeologists have stopped digging at Jinsha Relics

D. Sanxingdui Relics was first discovered by archaeologist

Keys: A C D C A

IX. Step4. Discussion

1. Why do you think the text is titled with “Roots of Chinese Culture” instead of “Sanxingdui Ruins”?

2. Do you think Yan Kaizong was foolish? Why?

X. Step5. Writing

1. After construction workers found ivory and jade in the mud when they were building roads there, what steps and decisions did they take? Then the teacher lists the all the steps and decisions on the blackboard.

2. Ask the students to decide in which order steps and decisions were taken.

3. Ask the students to create different shapes for different types for action, for example: triangles for decisions, circles for the discoveries, boxes for things that are going on and diamonds when calling in other people.

4. Then ask the students to draw the arrows to show the direction of the flow.

5. Ask the students to check for missing steps.

6. Just now we have made a poster showing a flow chart of “Jinsha Village”, can you make a poster showing a flow chart of “something has been stolen”? Please make it yourselves.

7. Please check your answer with the chart on page 80.

8. Ask the students to make a poster showing a flow chart of the things you should do when you have discovered some old things in the ground.

Example:

力復(fù)習(xí)課件 篇7

學(xué)習(xí)內(nèi)容：

教材第7――9頁的內(nèi)容。

學(xué)習(xí)目標(biāo)：

1、明確要對學(xué)過的知識及時復(fù)習(xí)、經(jīng)常復(fù)習(xí)。

2、掌握一些好的復(fù)習(xí)方法。

學(xué)習(xí)重點：知道復(fù)習(xí)的重要性。

學(xué)習(xí)難點：掌握一些好的復(fù)習(xí)方法。

課前準(zhǔn)備：課前總結(jié)復(fù)習(xí)方法

教學(xué)過程：

一、導(dǎo)入新課：

老師讀詩歌提問：從詩歌中你們知道了這節(jié)課要學(xué)的內(nèi)容嗎？

學(xué)生回答：

讀書學(xué)習(xí)有訣竅，及時復(fù)習(xí)是妙招。

溫故知新忘不掉，事半功倍真美妙。

二、活動：復(fù)習(xí)真重要。

1、課件出示:放學(xué)后、考試前去玩耍和及時復(fù)習(xí)的情境。

2、想一想、說一說：

他們的學(xué)習(xí)效果會一樣嗎？

3、請同學(xué)們結(jié)合自己的學(xué)習(xí)體會，說說復(fù)習(xí)的重要性。

三、介紹復(fù)習(xí)方法。

1、遵循艾賓斯遺忘曲線所揭示的記憶規(guī)律，你覺得復(fù)習(xí)要注意哪些問題？怎樣復(fù)習(xí)效率會更高？

2、學(xué)生分組說。

3、老師歸納總結(jié)。

有效的復(fù)習(xí)方法：

第一步嘗試回憶

第二步認真讀書

第三步整理筆記

第四步溫故知新

4、把自己的復(fù)習(xí)的方法總結(jié)一下，與同學(xué)們交流。

（1）、在小組內(nèi)說一說。

（2）、找代表全班交流。

5、看看那種方法更適合你？

四、老師總結(jié)

遺忘的速度隨時間的流逝而先快后慢，學(xué)習(xí)就是不斷在和遺忘做斗爭，所以我們要對學(xué)過的知識及時復(fù)習(xí)、經(jīng)常復(fù)習(xí)。

力復(fù)習(xí)課件 篇8

教學(xué)目標(biāo)概覽

（一）知識目標(biāo)

通過復(fù)習(xí)使學(xué)生獲得的知識系統(tǒng)化，并鞏固本章知識。

（二）能力目標(biāo)

1、提高學(xué)生分析、判斷和綜合運用知識的能力。

2、提高學(xué)生解題舉一反三的能力。

（三）情感目標(biāo)

教會學(xué)生多角度、度方位看待事物、分析問題，從而了解事物的本質(zhì)。

教學(xué)重點：氧化還原反應(yīng)、離子反應(yīng)。

教學(xué)難點：氧化還原反應(yīng)的基本規(guī)律和離子反應(yīng)方程式的書寫。

教學(xué)方法：啟發(fā)討論式

教學(xué)過程：

請說出以下四個反應(yīng)的反應(yīng)類型

①NH4HCO3 === NH3↑＋CO2↑＋H2O↑ ②CuO+H2===Cu+H2O

③Ba(OH)2+H2SO4 ===BaSO4↓+2H2O ④ 2Fe + 3Cl2 ＝ 2FeCl3

略

1、根據(jù)反應(yīng)物和生成物的類別以及反應(yīng)前后物質(zhì)種類的多少：

①屬于分解反應(yīng) ；②屬于置換反應(yīng)；③屬于復(fù)分解反應(yīng)；④屬于化合反應(yīng)

2、根據(jù)反應(yīng)中是否有電子轉(zhuǎn)移：

②、④屬于氧化還原反應(yīng)；①、③屬于非氧化還原反應(yīng)

3、根據(jù)反應(yīng)中是否有自由移動的電子參加：

①、②、④屬于非離子反應(yīng)；③屬于離子反應(yīng)

一、化學(xué)反應(yīng)的分類

化合反應(yīng)

根據(jù)反應(yīng)物和生成物 分解反應(yīng)

的類別和種類可分為 置換反應(yīng)

復(fù)分解反應(yīng)

化 根據(jù)反應(yīng)中是否有 氧化還原反應(yīng)

學(xué) 電子轉(zhuǎn)移可分為 非氧化還原反應(yīng)

反 根據(jù)反應(yīng)中是否有自由 離子反應(yīng)

應(yīng) 移動的電子參加可分為 非離子反應(yīng)

據(jù)化學(xué)反應(yīng)中熱量 放熱反應(yīng)

變化情況可分為 吸熱反應(yīng)

上述反應(yīng)②、④屬于氧化還原反應(yīng)，請用雙線橋法表示電子轉(zhuǎn)移方向和數(shù)目，并指出氧化劑和還原劑，氧化產(chǎn)物和還原產(chǎn)物。

略

氧化還原反應(yīng)的本質(zhì)是電子的轉(zhuǎn)移，由此而產(chǎn)生的其他概念及轉(zhuǎn)化關(guān)系規(guī)納如下：

二、氧化還原反應(yīng)概念及轉(zhuǎn)化關(guān)系

氧化劑→具有氧化性→得電子→被還原→發(fā)生還原反應(yīng)→化合價降低→還原產(chǎn)物

還原劑→具有還原性→失電子→被氧化→發(fā)生氧化反應(yīng)→化合價升高→氧化產(chǎn)物

氧化還原反應(yīng)的實質(zhì)是電子的轉(zhuǎn)移，特征是反應(yīng)前后元素的化合價發(fā)生了變化。我們判斷某反應(yīng)是否為氧化還原反應(yīng)可根據(jù)反應(yīng)前后元素的化合價是否發(fā)生了變化這一特征。氧化還原反應(yīng)中的概念一般是成對出現(xiàn)的，理清概念是解決問題的關(guān)鍵。

三、氧化還原反應(yīng)的基本規(guī)律

1、表現(xiàn)性質(zhì)規(guī)律

當(dāng)元素具有可變化合價時，一般處于最高價態(tài)時只具有氧化性，處于最低價時只具有還原性，處于中間價態(tài)時既具有氧化性又有還原性。

2、性質(zhì)強弱規(guī)律

（1）在氧化還原反應(yīng)中：

強氧化劑＋強還原劑＝弱氧化劑（氧化產(chǎn)物）＋弱還原劑（還原產(chǎn)物）

（2）一般來說，含有同種元素不同價態(tài)的物質(zhì)，價態(tài)越高氧化性越強（氯的含氧酸除外），價態(tài)越低還原性越強。

3、價態(tài)歸中規(guī)律

含有不同價態(tài)同種元素的物質(zhì)，發(fā)生氧化還原反應(yīng)，該元素價態(tài)的變化一定遵循“高價＋低價→中間價”，而不會出現(xiàn)交錯現(xiàn)象。

4、反應(yīng)先后規(guī)律

同一氧化劑與含有多種還原劑（物質(zhì)的量濃度相同）的溶液反應(yīng)時，首先被氧化的是還原性較強的物質(zhì)；同一還原劑與含有多種氧化劑（物質(zhì)的量濃度相同）的溶液反應(yīng)時，首先被還原的是氧化性較強的物質(zhì)。

反應(yīng)③屬于離子反應(yīng)，請寫出離子反應(yīng)方程式

略

反應(yīng)③的離子反應(yīng)方程式還能表示哪些物質(zhì)間的反應(yīng)？

略

離子方程式書寫的基本規(guī)律要求。

四、離子方程式

（1）合事實：離子反應(yīng)要符合客觀事實，不可臆造產(chǎn)物及反應(yīng)。

（2）式正確：化學(xué)式與離子符號使用正確合理。

（3）號實際：“=”“”“→”“↑”“↓”等符號符合實際。

（4）兩守恒：兩邊原子數(shù)、電荷數(shù)必須守恒（氧化還原反應(yīng)離子方程式中氧化劑得電子總數(shù)與還原劑失電子總數(shù)要相等）。

（5）明類型：依據(jù)離子反應(yīng)原理，分清類型，總結(jié)方法技巧。

（6）檢查細：結(jié)合書寫離子方程式過程中易出現(xiàn)的錯誤，細心檢查。

五、例題分析

例1下列化工生產(chǎn)過程所發(fā)生的反應(yīng)不屬于氧化還原反應(yīng)的是（ ）

A．用油脂制肥皂 B．用鋁土礦制金屬鋁

C．用氯氣和消石灰制漂白劑 D．用氫氣和氮氣合成氨

解析：判斷氧化還原反應(yīng)的最簡單的方法是看反應(yīng)前后元素的化合價是否發(fā)生了變化。B中：Al2O3→Al，C中Cl2→CaCl2＋Ca(ClO)2，D中N2＋H2→NH3，均有化合價變化，故都屬于氧化還原反應(yīng)。選A。

例2已知在某溫度時發(fā)生如下三個反應(yīng)：⑴ C+CO2=2CO ⑵ C+H2O=CO+H2 ⑶ CO+H2O=CO2+H2 由此可以判斷，在該溫度下C、CO、H2的還原性強弱順序是（ ）

A C>CO>H2 B CO>C>H2 C C>H2>CO D CO>H2>C

解析：對于反應(yīng)：氧化劑+還原劑＝氧化產(chǎn)物+還原產(chǎn)物，有以下規(guī)律：還原劑的還原性>還原產(chǎn)物的還原性，氧化劑的氧化性>氧化產(chǎn)物的氧化性。由反應(yīng)式（1）可知C>CO，由反應(yīng)式（2）可知C>H2, 由反應(yīng)式（3）可知CO>H2。本題正確答案為A。

例3、G、Q、X、Y、Z均為氯的含氧化合物，我們不了解它們的分子式（或化學(xué)式），但知道它們在一定條件下具有如下的轉(zhuǎn)換關(guān)系（未配平）：（1）G Q+NaCl （2）Q+H2O X+H2 （3）Y+NaOH G+Q+H2O (4)Z+NaOH Q+X+H2O這五種化合物中氯的化合價由低到高的順序為 ( )

A.QGZYX B.GYQZX C.GYZQX D.ZXGYQ

解析：根據(jù)氧化還原反應(yīng)的特征可知，氧化還原反應(yīng)中元素化合價有升必有降。由（1）得Q>G，因為該反應(yīng)為歧化反應(yīng)，G中氯元素的化合價必介于Q和-1價氯之間。同理由（3）結(jié)合（1）得Q>Y>G，由（2）得X>Q，由（4）結(jié)合（2）得X>Z>Q。本題正確答案為B。

例4、下列離子方程式正確的是（ ）

A．氯化鋁溶液與氨水反應(yīng)：Al3++3OH-＝Al(OH)3↓

B．磷酸二氫鈣溶液跟足量NaOH溶液反應(yīng)：

3Ca2++2H2PO4-+4OH-＝Ca3(PO4)2↓+4H2O

C．硝酸亞鐵溶液中滴入稀硫酸：3Fe2++NO3-+4H+＝3Fe3++NO↑+2H2O

D．硫氫化鈉水解：HS-+H2O＝H2S↑+OH

解析：本題涉及溶液中電解質(zhì)強弱、離子反應(yīng)規(guī)律、氧化還原反應(yīng)、鹽的水解等知識，需要對各選項仔細全面地分析，才能正確解答。

A中氨水是弱電解質(zhì)，應(yīng)寫化學(xué)式；B中NaOH足量，Ca(H2PO4)2全部參加反應(yīng)，式中Ca2+與H2PO4-不符合Ca(H2PO4)2化學(xué)式中的比例，故不正確；C中 在酸性條件下具有氧化性，正確。D中HS-水解程度很小。不能用“＝”、“↑”，故不正確。答案為C。

例5、（1）向NaHSO4溶液中，逐滴加入Ba(OH)2溶液至中性，請寫出發(fā)生反應(yīng)的離子方程式_________________________。

（2）在以上中性溶液中，繼續(xù)滴加Ba(OH)2溶液，請寫出此步反應(yīng)的離子方程式______________________________。

解析：本題是一個“反應(yīng)進程”的試題。解題的關(guān)鍵是“中性”。即加入的Ba(OH)2溶液中OH-恰好與H+完全反應(yīng)。再繼續(xù)滴加Ba(OH)2溶液時，要分析此溶液中還有什么離子能繼續(xù)反應(yīng)。

答案：（1）2H++SO42-

+Ba2++2OH-＝BaSO4↓+2H2O

(2)Ba2++SO42-＝BaSO4↓

例6、下列各組中的離子，能在溶液中大量共存的是（ ）

A.K+、Ag+、、Cl－ B.Ba2+、、CO32-、OH- C.Mg2+、Ba2+、OH-、NO3- D.H+、K+、CO32-、SO42- E.Al3+、Fe3+、SO42-、Cl－ F.K+、H+、NH4＋、OH-

解析： A組中：Ag++Cl-=AgCl↓ B組中， + =BaCO3↓

C組中，Mg2++2OH-=Mg(OH2) ↓ D組中，2H++CO32-=CO2↑+H2O

E組中，各種離子能在溶液中大量共存。

F組中，NH4+與OH-能生難電離的弱電解質(zhì)NH3·H2O，甚至有氣體逸出。

NH4++OH- NH3·H2O或NH4++OH-=NH3↑+H2O

答案：E

力復(fù)習(xí)課件 篇9

力學(xué)是物理學(xué)中的一個重要分支，它研究物體的運動和受力情況。力學(xué)是物理學(xué)的基礎(chǔ)，也是學(xué)習(xí)其他物理學(xué)分支的前提。對于學(xué)生來說，力學(xué)的學(xué)習(xí)和復(fù)習(xí)非常關(guān)鍵。為了幫助同學(xué)們更好地復(fù)習(xí)力學(xué)知識，下面我將詳細介紹一份力學(xué)復(fù)習(xí)課件。

首先，我們先來了解一下這份力學(xué)復(fù)習(xí)課件的整體結(jié)構(gòu)。它分為七個主要部分：物理基礎(chǔ)、力的概念、牛頓定律、運動學(xué)、動能和勢能、動量和沖量以及萬有引力。每個部分都包含了相應(yīng)的知識點和例題，力求將知識點講解得通俗易懂，且具備生動的示意圖。

在物理基礎(chǔ)部分，課件詳細介紹了質(zhì)點和物體、參考系以及運動的基本概念。通過對這些基礎(chǔ)概念的解釋，同學(xué)們能夠建立正確的物理思維模式，為后續(xù)的學(xué)習(xí)打下堅實的基礎(chǔ)。

接下來，課件深入探討了力的概念。它介紹了質(zhì)量、重力和彈力等力的種類，并通過具體的例題解釋了如何計算力的大小和方向。示意圖和動畫的運用使得同學(xué)們更容易理解和記憶這些抽象概念。

牛頓定律是力學(xué)的核心內(nèi)容之一，課件給出了明確的講解和用例題來驗證。它詳細介紹了牛頓第一、第二和第三定律，以及彈力、摩擦力和重力等特殊情況下的應(yīng)用。這些內(nèi)容涵蓋了牛頓定律的全部內(nèi)容，同學(xué)們通過學(xué)習(xí)這部分內(nèi)容，不僅能夠理解和應(yīng)用牛頓定律，還能夠培養(yǎng)出較強的問題解決能力。

運動學(xué)是研究物體運動規(guī)律的基本內(nèi)容，課件通過對運動的描述和圖表的繪制，幫助同學(xué)們更直觀地了解加速度、速度和位移等概念，同時也包含了勻速、勻加速和自由落體等運動情況下的例題和解析。

動能和勢能是力學(xué)中涉及到能量轉(zhuǎn)化和守恒的重要概念，課件對這一知識點進行了詳細的講解。它介紹了動能和勢能的定義和計算公式，并通過力學(xué)實例來解釋這兩者的相互關(guān)系。類似于之前的部分，課件也給出了相關(guān)的例題和解答，以幫助同學(xué)們更好地理解和應(yīng)用這些知識。

動量和沖量是力學(xué)中與力和運動緊密相關(guān)的概念，對于復(fù)習(xí)來說也至關(guān)重要。課件詳細介紹了動量和沖量的定義、計算公式和單位，通過不同碰撞情況的描述和運算，教會同學(xué)們?nèi)绾斡嬎闩鲎睬昂笪矬w的動量和沖量變化。

最后，課件整理了萬有引力的內(nèi)容。它介紹了萬有引力定律以及引力的計算方法，還給出了一些實際問題的例題和解答。同學(xué)們通過學(xué)習(xí)這一部分，不僅能夠了解地球和其他天體之間的引力關(guān)系，還能夠了解人類如何利用引力進行工程設(shè)計和航天探測。

總體來說，這份力學(xué)復(fù)習(xí)課件的設(shè)計非常符合學(xué)習(xí)規(guī)律，同時也非常細致和全面。它通過生動直觀的圖示和詳細講解，使得學(xué)生們能夠更好地理解和應(yīng)用力學(xué)的知識。同學(xué)們可以通過復(fù)習(xí)課件中的例題和解答，提升自己的解題能力和分析問題的能力。希望這份力學(xué)復(fù)習(xí)課件能夠幫助學(xué)生們在考試中取得好成績。

力復(fù)習(xí)課件 篇10

Teaching goals

1. Talk about humour and comedians

2. Practice saying tongue twisters

3. Express intensions and plans

4. Learn to use the –ing Form (1) as Atrribute and Object Complement

5. Write a funny story or joke in English

Period 1 Word study

1. Homour/humor

(1) amusement 幽默;詼諧;幽默感

He has no sense of humour. 他沒有幽默感。

(2) person’s state of mind; temper 心情,心境

My daughter is in a good humour today. 我女兒今天很高興。

(3) v. 使?jié)M足；遷就

When a person is ill he may have to be humored.

一個人生病時，被人都的遷就他。

out of humour 不高興； 心情不好

humourous adj. 幽默感的，詼諧的

2. bitter adj. 苦的； 難過的；痛苦的

The soup is bitter.

His failure to pass the examination was a bitter disappointment.

他考試失敗是一件極令人失望的事。

a bitter pill to swallow 苦藥丸;勉強接受的苦事

to the bitter end 到底；拼命

take the bitter with the sweet 甘與苦都接受

bitterly adv. 苦澀地 bitterness n. 苦味

3. comedy 喜劇 tragedy 悲劇

comedian 喜劇演員； 行動滑稽的人

comedienne 喜劇中的女演員；女丑角

He prefers comedy to tragedy.

Comedians often work alone or as a pair.

Song Dandan is a popular comedienne.

4. intend v. ---have in mind as a purpose or plan 打算； 意欲

intend to do sth 打算做…

intend that… 打算；

intend sb to do sth 想讓某人做某事

be intended for 是為…設(shè)計的

intend to have done sth. 本想做某事（而沒做）

intention n. 意圖； 目的； 意旨

1.你今天打算做什么？

.2.他們計劃今年完成這一工程。

3.我們打算讓他去說服李先生。

4.這本書是給孩子們寫的.

5.我本想去拜訪你，但是來了一位不速之客。

5. amuse v. = satisfy or excite the sense of humour or cause laughter of 使歡樂； 使發(fā)笑

amusement n. 快樂；娛樂；消遣

amusing adj. 引起樂趣的； 娛人的

amusingly adv. 娛人地

feel/be amused at/by/with 對…感到有趣

1.我們玩游戲自樂。

2. 他的回答使我好笑。

6. appreciate v.

（1）be thankful or grateful for 感激

（2）understand and enjoy the good qualities of

賞識； 鑒賞；欣賞

1.我感激對我的幫助。

2.凡高死后他的畫才得到賞識。

3.我欣賞演出的每一個節(jié)目。

4.如蒙邀請，不勝感激。

7. suffer v. =experience pain or difficulty 受…苦／折磨

suffering n. 痛苦 苦難

sufferer n. 受難者；病人

sufferable adj. 受得住的； 禁得住的

When I was in my childhood, I suffered from poverty.

Economy in Iraq is suffering from the war.

I know you have suffered a lot. = I know you have had a lot of sufferings.

8. Operate v.---(cause to) work 開動; 使運轉(zhuǎn); 使生效; 操作;管理； 作手術(shù)

The machine operates continuously.

This law operates universally. 這個規(guī)律是普遍起作用的。

He intends Dr Li to operate on him.

The machines are operated by electricity.

This company operates two factories.

Operation n. 工作；操作；生效；手術(shù)

Operator n. 操作人員； 電話接線員；

Operative adj. 操作的；運轉(zhuǎn)的；有效的

9. Direction n. 方向；方位； （pl.）指示；說明；傾向；

He drove in the direction of London.

He gave me directions to enable me to find his house.

Our school is under the direction of a good principle.

The enemy ran away in all directions.

directive adj. 指導(dǎo)的

director n. 指導(dǎo)者； 董事

direct adj. 直接的

directly adv. 直接地

10. confuse v. ---mix up; put into disorder 弄糊涂；使混亂；混淆；

The road sign confused the driver.

Don't confuse Austria with [and] Australia.

They asked me so many questions that I got confused.

Confused adj. 混亂的；慌亂的；狼狽的

Confusedly adv. 慌亂地；混亂地

Confusion n. 混亂；慌亂；混淆

Period 2

Step 1 Warming up

1. Show a Chinese tongue twister to Ss and let them speak out as quickly as possible.(slide show)

“四是四，十是十；十四是十四，四十是四十；誰要把十四說成四十，我就打 他十四；誰要把四十說成十四，我就打他四十?！?/p>

2. T: “In fact, not only are there many Chinese tongue twisters, but also there are many English tongue twisters. ” let Ss read the following tongue twister as quickly as possible.

1. She sells sea shells on the seashore. The seashells she sells are seashells she is sure.

2. There those thousand thinkers were thinking how did the other three thieves go through.

3. Picky people pick Peter Pan Peanut Butter. Peter Pan Peanut is the peanut picky people pick.

4. I wish to wish the wish you wish to wish, but if you wish the wish the witch wishes, I won't wish the wish you wish to wish.

5. I thought a thought. But the thought I thought wasn't the thought I thought I thought. If the thought I thought I thought had been the thought I thought, I wouldn't have thought so much.

3. T say: “ It is difficult for people to say the sentence without making errors, these types of sentences are called tongues twisters. Tongue twisters are also difficult for native speakers. It can be fun to practise a few and try to see who can say them fastest.”

Step 2 Listening

1. Let Ss listen to the tape the first time, without taking notes. Make sure they understand all the words before listening. Then, ask them to finish Exercise 1.

2. let Ss listen to the tape again and ask them to finish Exercise 2. Then play the tape again to help them finish the Exercise 2

Step 3 Speaking

1. T asks: “Do you like to watch comedies or crosstalk shows?”

“ Which comedies, little sketches, or crosstalk shows do you like best? ”

“ Who is your favourite comedian? Why do you like him/ her?”

2. Listen and read the dialogue, then explain some language points in the dialogue.

make sb. laugh act the role of

tongue twister a couple of intend to

3. let Ss work in pairs, one act as a journalist and the other act as a circus clown and let them make a similar dialogue about interview between journalist and circus, then let Ss act it out in the class.

4. Learn useful expressions to express intensions and plans:

5. Group work (A)

6. Group work (B)

Step 4 Homework

1. Write a story according to the pictures and what you have heard on the tape.

2. TALKING: (Workbook, page 108)

Ask Ss to look at the pictures, make up a funny story about what is happening and say whether they think the situations are funny or not.

Period 2

Step 1 Revision

1. Word list

2. Enjoy the students’ dialogues

3.Read the following sentences as quickly as possible.

1). A skunk sat on a stump and thunk the stump stunk, but the stump thunk the skunk stunk.

2). Six thick thistle sticks. Six thick thistles stick.

3). She sells sea shells by the sea shore.

The shells she sells are surely seashells.

So if she sells shells on the seashore,

I'm sure she sells seashore shells.

Step 2 Pre-reading

1. Show some pictures to Ss :

Tasks: “Do you know these people?”

Stan Laurel and Oliver Hardy

The comic duo of the 1930s “Laurel and Hardy.” the thin one is called Stan Laurel, while the stout one is called Oliver Hardy. They are funny because they are each other’s opposites: one fat and one thin; one is clever and one is silly etc.

Mr Bean

Although Mr Rowan Atkinson acts as different comic characters he is most famous around the world as Mr Bean. Mr Bean is funny because he makes funny faces, he acts silly, he seems to be quite stupid, and the things he does are strange.

Dustin Hoffman

Dustin Hoffman in the film Tootsie (1982). In this film Hoffman acts the role of a woman, and many people agree that his performance was so good that you often can’t tell the difference. But in the film of course there all kinds of funny moments.

Ma Ji

Ma Ji is a well-known artist of crosstalk shows in China. His numerous crosstalk shows always make his audience roar with laughter.

2. Read the text and find out the best choice.

1).Why is Dustin Hoffman so famous?

A. He is famous for his works.

B. He is famous for his foreign accent.

C. He is famous for his role acting as a woman.

D. He is good at playing on words.

2). What does a “sketch” mean in the text?

A. a rough, quickly made drawing

B. general outline

C. short, humourous play

D. a piece of writing

3). Comedians and players in a comedy are similar in ______.

A. Their way of playing with words

B. Clothes

C. Crossing-dressing way

D. Foreign accent

4). Choose the main idea of each paragraph.

a.Description of a clown b.What’s a crosstalk show

c.The traditional crosstalk show d.Description of comedians

e.The writers of comedies both at home and abroad

A. 1-e; 2-a; 3-d; 4-b; 5-c

B. 1-e; 2-d; 3-c; 4-a; 5-b

C. 1-a; 2-e; 3-d; 4-b; 5-c

D. 1-e; 2-a; 3-b; 4-d; 5-c

5). Why have crosstalk shows been popular with people? Which of the following is not the reason?

A. They have two speakers.

B. They make people not only laugh, but also think about life.

C. The richness of the spoken language is made full use of.

D. Their talk includes rhythm and rhyming words.

Step 3 post-reading

1. Pair work let Ss describe a clown in their own words.

2. Discussion compare Western and Chinese comedy shows. What do they have in common? How are they different?

3. Exercise finish the exercise 2 in Studentbook, page 53

Step 3. listening True (T) or False (F)

1.Camedies are music plays that make people laugh.

2.Word play is a way to create fun in comedies.

3.Clowns use some words to make people laugh.

4.Both body language and face are important in comedians’ shows.

5.A crosstalk show has two speakers making many jokes and funny conversations.

Step 4 Oral practice

1. Can you describe a clown in your own words?

2. What does a clown look like?

Step 5 language points

make …funny 使得…有趣

be famous for 因…而著名

make fun of 取笑; 開…的玩笑

roar with laughter 大笑

make-up n. 化妝

act out 表演

have in common with 和…有共同之處

date back to ＝date from 追溯到

a flow of 源源不斷的

make use of 利用

Step 6 translation

1. 西安以兵馬俑而著名.

Xi’an is famous for the Terra Cotta Warriors.

2.有時候相聲演員以取笑自己來逗觀眾大笑.

Sometimes crosstalk players make fun of themselves to make the audience roar with laughter.

3. 西安古城墻始建于明朝.

Xi’an City Wall dates back to the Ming dynasty.

4.如今越來越多的人開始利用源源不斷的網(wǎng)絡(luò)資源.

Nowadays, more and more people begin to make use of the constant flow of information on the internet.

Step 7 exercises

1. He hates to be _____.

A. make fun of B. making fun of

C made fun of D. made fun

2. The castle ____ the 16th century.

A. is dated to B. dates from

C. dated from D. is dating back to

3. It is ____ to have cold drinks on such a hot day.

A. a fun B. funny C. fun D. funs

4. Our losses should be ____ with more loans, otherwise we won’t be satisfied.

A. made in B. made out C. made for D. made up

5. He put his whole heart into ____ ways ____ the quality of the products.

A. think of; of improve B. think up; to improve

C. thinking of; improving D. thinking up; of improving

Period 5

Integrating skill

Step 1 Reading comprehension

1.Which of the following is not mentioned in the text?

A. The writer was on her way to an interview.

B. She braked hard and hit another cyclist.

C. She shouted the driver of a yellow car.

D. The driver of the yellow car was angry with her for being so rude.

2. The driver of the yellow car turned out to be ______.

A.The boss of the office

B.The manager of the company

C.One of her friends

D.The man with whom she had to work together

3. What does she mean by the sentence “the last time we met I did most of the talking”?

A.You listened to me last time we met.

B. I’ll listen to you this time.

C. I shall say nothing about the accident.

D. I think you must be angry with me.

4. Which of the following can be used as another title for the text?

A. An Accident

B. An Interview

C. Tell Him What You Think of Him!

D. A Kind Manager

5. From the text, we can conclude that the manager was ______.

A.A careless driver B. selfish

C. Tolerant (寬容的) D. determined

Step 2 language points:

1.be on good terms with 與某人關(guān)系好

2.cut in 插入

3.in the other direction 朝著另外方向

in the direction of 朝著…方向

4. brake hard 使勁剎車

5.go up 上前去

6.lay down 放下

7.drive off 開車走掉

8.knock off 撞掉

9.shout at 沖著…大嚷

10. be on time for 按時

11. in great surprise 吃驚的

12. in (total) silence 一言不發(fā)地

13. look on…as… ＝ regard…as… 把…看作是

14. be angry with sb 對…生氣

15. make jokes about 拿…開玩笑

Step 3. exercises:

1. 他們把受傷的人放在地上。

2. 我看見他開車向著城里的方向去了。

3. 他對著我大叫大嚷，我很生氣。

4. 我和李巖關(guān)系一直很好，我把他當(dāng)作我的最親密的朋友。

5. 那個司機把一個男孩撞下自行車，卻駕車跑了。

They laid the injured man down on the ground.

I saw him drive away in the direction of the town.

I was angry with him for his shouting at me.

I have been on good terms with Li Yan and I look on him as my closest friend.

The driver knocked a boy off his bike but drove off.

Step 4 Homework

Write a funny story or joke in English.

Period 6

Grammar

Period 7

Exercises in workbook

Period 8

Workbook integrating skills

1. Read the poem and explain the meaning of it.

2. Understand the poem better by going through the explanations on the reading paper.

力復(fù)習(xí)課件 篇11

Lesson 25 Shopping in Beijing

1. go shopping do some shopping

He wants to shop.

He wants to do some sopping.

He wants to go shopping.

Let's do some shopping this Sunday.

go swimming go skating

go fishing go surfing

go skiing go boating

2. He looks in fifteen shops.

3. buy sth. for sb. buy sb. sth.

She buys a dress for Denden.

She buys Denden a dress.

4. a pair of chopsticks

5. You can walk with it.

你可以拿著它走。

6. 時間表達法：

直接表達法：“點鐘 + 分鐘”表達

9:35 nine thirty-five 8:20 eight twenty

分鐘數(shù)若小30分鐘時，用past 表示“超過”。即“分鐘 + past + 點鐘”。

6:25 twenty-five past six

7:05 five past seven

分鐘數(shù)若大于30分鐘時，用to 表示“差 --- --- ”。即“分鐘 + to + 點鐘”。

4: 58 two to five 2:35 twenty-five

整點用 “整點數(shù)+o'clock”來表示

11:00 eleven o'clock

半點用half 來表示

12:30 half past twelve

一刻鐘用 a quarter 來表示

10:45 a quarter to eleven

6:15 a quarter past six

Lesson 26 Li Ming goes home

1. miss: I miss you very much.

I missed the early bus this morning.

My pen is missing.

2. gift: This watch is a gift from my friend.

Mary has a gift for music.

3. He arrives in Beijing at eight.

He arrives at eight.

4. have a good/nice/great trip

I had a good trip yesterday.

Did you have a good trip yesterday?

--- I am going to Beijing tomorrow.

--- Have a good trip!

5. The new book is for you.

6. one & it

I have two books, a thick one and a thin one.

I have an interesting book. Would you like to read it?

7. fall fell have had is/am was

are were do/does did hurt hurt

8. 基數(shù)詞變序數(shù)詞規(guī)律：

123特殊記；8去t，9 去e , 5、12去ve 加fth, 整十?dāng)?shù)字把y 變 i 再加eth.

9. What happened to your leg?

What happened to you?

What happened yesterday?

Lesson 27 Jenny goes home

1. do /does did see saw

have / has had am/is was

are were fall fell

go/goes went get got

come came say said

break broke broken

take took hurt hurt

buy bought

2. look play

start live

hope use

stop plan

study carry worry

3. called moved borrowed

enjoyed answered finished passed

helped cooked wanted shouted

needed counted

4. last year last week last Monday

He is the first to come, I'm the last to come.

5. I have a gift for you.

Here is a ticket for you.

He is leaving for Shanghai tomorrow.

We are waiting for a bus.

Let's go for a walk.

6. I missed you very much.

Lesson 28 Danny goes home

1. I hurt my nose./I fell. /I broke my tail!

2. I was taking a picture with Jenny's camera.

I wanted to fly a kite.

It's too hard.

3. tell a (funny/interesting)story about --- .

4. fall over 向前倒 ; fall down 倒下；

fall off 掉下來。

5. 經(jīng)常以復(fù)數(shù)形式出現(xiàn)的一些名詞：

glasses: 眼鏡 jeans: 牛仔褲

shorts: 短褲 pants: 褲子

clothes: 衣服 trousers: 褲子

Lesson 29 Jenny's and Danny's Pictures

1. show sb. sth.=show sth. to sb.

2. What happened to --- ?

An accident happened to him.

3. This is --- at --- 這是 --- 在 ---

This is Li Ming at Tian'anmen Square.

4. a picture of ---

This is a picture of Jenny at the Palace Museum.

5. I have some pictures from my trip to Beijing.

6. It's near (to) Wangfujing Street.

Lesson 30 Gifts for everyone

1. put on : put on your T-shirt, please.

Please put it on. take off

Take off your coat, it's hot in the room.

2. I bought a gift for you. The kite is for you.

3. It's too small for me. It's too big for me.

4. above, over, on

above, 是\"在 --- 的斜上方”，而 over 是“在 --- 的正上方”， on 是“在 --- 的面上”。

The light is over us.

The plane is above us.

The book is on the desk.

5. She likes sandwiches.

She likes reading books.

She likes to read books today.

The hat looks like a hat.

He looks like his father.

He is like his father.

6. 別人感謝你時，你說：You're welcome.

別人向你道歉時，你說：Never mind.

--- Thanks a lot.

--- You're welcome.

--- I'm sorry, I broke your pencil.

--- Never mind. I have another one.

Lesson 31 A Letter from Li Ming

1. I like swimming, but I don't like to swim today.

2. Look! This is a letter from Li Ming.

3. have a great time with sb.

Did you go to the cinema with Tom?

He left with these words.

I bought a bike with that money.

What's wrong with her?

4. I like reading very much.

I like to visit a friend of mine today.

look like feel like be like

5. You were sleeping on the train. You were very loud.

The baby is sleeping.

He didn't sleep well last night.

He had a good sleep last night.

be sleeping go to sleep have a sleep

力復(fù)習(xí)課件 篇12

一、說教材分析

學(xué)生在本冊已經(jīng)學(xué)會了在具體的情境中確定物體位置，今天對于位置與方向的復(fù)習(xí)，進一步回顧了方向與位置。

二、說學(xué)情分析

學(xué)生們具有很好的記憶力和較強的總結(jié)能力，并熱衷于參加富有神秘感和挑戰(zhàn)性的活動?；趯滩囊约皩W(xué)情的分析，制訂出以下教學(xué)目標(biāo)。

三、說教學(xué)目標(biāo)

位置的方法。并總結(jié)根據(jù)描述在平面圖上找出物體的具體位置。

2、過程與方法：通過小組合作交流探討回顧確定物體位置的方法。

3、情感態(tài)度與價值觀：讓學(xué)生體驗數(shù)學(xué)與生活的聯(lián)系，體會數(shù)學(xué)的價值。感受到生活中處處有數(shù)學(xué)。培養(yǎng)學(xué)生合作交流的能力以及學(xué)習(xí)數(shù)學(xué)的興趣和自信心。

四、說教學(xué)重點、難點

重點：能根據(jù)任意方向和距離確定物體的位置。

難點：根據(jù)描述標(biāo)出物體在平面圖上的具體位置。

教具準(zhǔn)備：多媒體課件，直尺、量角器等。

五、說教法與學(xué)法

（一）教法分析

根據(jù)本課教學(xué)內(nèi)容的特點和學(xué)生思維特點，我選擇了以下教法：（逐層練習(xí)、及時反饋法。通過學(xué)與練的緊密結(jié)合，既突出了本課的教學(xué)重點，也幫助學(xué)生鞏固了舊知。

（二）學(xué)法分析

在教學(xué)中注重指導(dǎo)學(xué)生（觀察、比較、發(fā)現(xiàn)的學(xué)習(xí)方法。在比較中，學(xué)生有所發(fā)現(xiàn)，獲得思維的進步與發(fā)展。

六、說教學(xué)程序的設(shè)計

（一）設(shè)置情景

1、投影出示臺風(fēng)照片。

⑴同學(xué)們對這個例題有什么印象？

⑵播放有關(guān)臺風(fēng)的消息：目前臺風(fēng)中心位于Ａ市東偏南距離Ａ市600km的洋面上，正以20千米／時的速度沿直線向A市移動。師：聽到這側(cè)消息，你有什么感想？

啟發(fā)學(xué)生交流，引導(dǎo)學(xué)生關(guān)注臺風(fēng)的位置和動態(tài)。

（啟發(fā)學(xué)生觀察時關(guān)注以下幾方面的信息：東、南、西、北四個方向在哪里；

以哪里為觀測點；圖中臺風(fēng)中心的個體位置在哪里。）

2、交流確定臺風(fēng)中心具體位置的方法。

⑴讓學(xué)生嘗試說說臺風(fēng)中心的具體位置。

⑵教師結(jié)合學(xué)生的匯報情況進行引導(dǎo)。提問：東偏南30°是什么意思？

（東偏南30°表示的是臺風(fēng)中心位置相對于A市所在的方向，也就是臺風(fēng)中心

位置與A市的連線和正東方向的夾角是

⑶小結(jié)確定位置的方法。

1、確定觀測點。

2、確定物體在觀測點的什么方向。

3、確定物體距離觀測點的距離。

（三）知識反饋，鞏固延伸

（以警察局為觀測點，找出三個犯罪分子的位置）

2、連連看

4、完成書上練習(xí)。

（四）課堂小結(jié)七、板書設(shè)計：

確定物體的位置

1、確定觀測點。

2、確定物體在觀測點的什么方向。

3、確定物體距離觀測點的距離。

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