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新人教版高中英語必修2Unit 1 Cultural Heritage-Discovering Useful Structure教案二
This theme of the part is “ Describe people or things in greater detail”. Students have learned the grammar(restrictive relative clauses) in Book 1, and further review and consolidate its structure “prep+relative pronouns(which/whom)” and the relative adverbs(when, where and why), besides students should understand its form, meaning and functions. In this section, students should be able to express the grammar correctly in daily communication and in the writing. 1. Review the basic usages of relative pronouns and adverbs of attributive clauses . 2. Learn to use some special cases about restrictive relative clauses.3. Learn to write sentences with restrictive relative clauses flexibly according to the context.1. Review the basic usages of relative pronouns and adverbs of attributive clauses .2. Learn to use some special cases about restrictive relative clauses.3. Learn tow rite sentences with restrictive relative clauses flexibly according to the context.Step 1. Observe the following sentences, and mark the relative pronouns and the adverbs. 1. After listening to the scientists who had studied the problems, and citizens who lived near the dam, the government turned to the United Nations for help.2. Temples and other cultural sites were taken down piece by piece, and then moved and put back together again in a place where they were safe from the water.Step 2 PracticePlease complete these sentences with relative pronouns and relative adverbs and answer the following questions.Questions: 1. What is the head noun ?2. What relative words should be used ?3. What elements do they act in these sentences ?
新人教版高中英語必修2Unit 1 Cultural Heritage-Discovering Useful Structure教案一
This teaching period mainly deals with grammar “restrictive relative clauses.” To begin with, teachers should lead students to revise what they have learned about the relative pronouns and relative adverbs. And then, teachers move on to stress more special cases concerning this grammar, such as the “preposition+ relative pronouns which and whom” and cases where we can omit the relative pronouns. This period carries considerable significance to the cultivation of students’ writing competence and lays a solid foundation for the basic appreciation of language beauty. The teacher is expected to enable students to master this period thoroughly and consolidate the knowledge by doing some exercises. 1. Guide students to review the basic usages of relative pronouns and adverbs of attributive clauses.2. Lead students to learn to use some special cases concerning restrictive relative clauses flexibly.2. Enable students to use the basic phrases structures flexibly.3. Strengthen students’ great interest in grammar learning.1. Help students to appreciate the function of relative pronouns and adverbs of attributive clauses in a sentence2. Instruct students to write essays using the proper relative pronouns and adverbs of attributive clauses.本節(jié)語法思考：定語從句在復(fù)合句中的作用是什么？ 關(guān)系詞有哪些？定語從句在復(fù)合句中的作用相當(dāng)于形容詞，它在句中作定語修飾名詞或代詞。他們?cè)谙刃性~和定語從句之間起到聯(lián)系作用，同時(shí)在意義上代表先行詞并在定語從句中擔(dān)任一個(gè)成分。被定語從句所修飾的詞稱先行詞，定語從句一般放在先行詞的后面。
新人教版高中英語必修2Unit 1 Cultural Heritage-Reading and Thinking教案二
1. This section focuses on "Understanding how a problem was solved”, which is aimed to guide students to analyze and discuss the challenges and problems faced by cultural heritage protection during the construction of Aswan Dam, as well as the solutions. On the basis of understanding, students should pay attention to the key role of international cooperation in solving problems, and attach importance to the balance and coordination between cultural heritage protection and social and economic development. Students are encouraged to face challenges actively, be good at cooperation, and make continuous efforts to find reasonable ways and means to solve problems.2. Enable students to understand the main information and text structure of the reading text;3. Motivate students to use the reading strategy "make a timeline" according to the appropriate text genre;4. Enable students to understand how a problem was solved;5. Enable students to understand the value of protecting cultural heritage by teamwork and global community;1. Guide students to pay attention to reading strategies, such as prediction, self-questioning and scanning.2. Help students sort out the topic language about protecting cultural relics and understand the narrative characteristics of "time-event" in illustrative style3. Lead students to understand the value of protecting cultural heritage by teamwork and global community;
新人教版高中英語必修1Unit 2 Travelling Around-Discovering Useful Structure教案
（5）be to do （可以和具體的時(shí)間狀語連用）①表示按計(jì)劃、安排即將發(fā)生的動(dòng)作。②用于時(shí)間、條件狀語從句中，表示“如果要……，想要……”。The students are to meet at the school gate tomorrow. 明天學(xué)生們將在學(xué)校大門口集會(huì)。 If you are to succeed, you must work as hard as possible. 如果你想要成功，比必須努力工作。（6）be about to do （不與具體的時(shí)間狀語連用） 表示即將要發(fā)生的動(dòng)作。We are about to start. 我們就要出發(fā)了。The new school year is about to begin. 新學(xué)年開學(xué)在即。（7）一般現(xiàn)在時(shí)表將來①表示按時(shí)間表規(guī)定將要發(fā)生的動(dòng)作。常限于表示位置移動(dòng)的短暫性動(dòng)詞。②在時(shí)間、條件或讓步狀語從句中，用一般現(xiàn)在時(shí)表將來。Look at the timetable. Hurry up! Flight 4026 takes off at 18:20. 你看看時(shí)刻表，快點(diǎn)！4026次航班的起飛時(shí)間是下午6點(diǎn)20分。Jane is in a hurry because the train to the airport leaves in half an hour. 簡(jiǎn)很匆忙，因?yàn)槿C(jī)場(chǎng)的火車半小時(shí)后出發(fā)。
新人教版高中英語必修1Unit 2 Travelling Around–Listening and Speaking教案
無論她說什么都不會(huì)對(duì)我們的安排有影響。Answers: for, arrangement3) Parents arrange everything for their children and spare no effort to pave the way for their success.父母為孩子安排好一切，不遺余力地為他們的成功鋪路。4. extremely adv 極其，非常extreme adj 非常的1) Mary found it extremely difficult to get a job.2) I’m extremely sorry to have troubled you.Answers:瑪麗發(fā)現(xiàn)找工作極其困難。給你添了麻煩，我十分抱歉。3) It had white-painted tunnels and bright red carriages, and proved _________ (extreme) popular with the public.它有白色的隧道和明亮的紅色車廂，結(jié)果證明它非常受大眾的歡迎。Answers: extremelyExercises1. I am continuing to apply_______ jobs though I have failed several times.2. All this had an _______ (extremely) bad effect on the criminal justice system.3. The invention would have wide ______ (apply) in industry.4. She’s happy with her unusual living _________ (arrange).5. I was banging so loudly that I’m ___________ (amaze) that they didn’t hear me.6. You haven’t changed at all you still look ___________ (exact) the same.7. “Was it what you expected?” “Yes, _________ (definite).”8. He was looking forward to______ (work) with the newPrime Minister. Answers: for extreme application arrangement amazed exactly definitely looking單句寫作：1. _______________ (你要說些什么) when you get on the platform to accept the reward?2. Since_____________________(我們?yōu)檫@些事情做好了準(zhǔn)備), we have nothing to worry about.
新人教版高中英語必修1Unit 4 Natural Disasters-Listening and Speaking教案
【教材分析】高考聽力材料的選用非常重視語言真實(shí)性和交際性的原則，語言材料一般來源于實(shí)際生活，對(duì)話的內(nèi)容大都取材于日常生活，即衣、食、住、行、工作、學(xué)習(xí)、天氣、生活環(huán)境等話題，可分為校園、公共場(chǎng)所、家庭等方面，如: shopping, finding the way, doing one’s homework, seeing a doctor, making a phone call, weather report, asking for different kinds of information等。新教材的特點(diǎn)就是利用生活中真實(shí)文本，只是降低難度，讓學(xué)生注重語言的應(yīng)用，將是我們高考把握方向的重要因素?！窘虒W(xué)目標(biāo)與核心素養(yǎng)】學(xué)習(xí)能力目標(biāo)：在聽力當(dāng)中，學(xué)生應(yīng)該有效規(guī)劃學(xué)習(xí)方法，選擇恰當(dāng)?shù)牟呗耘c方法。這節(jié)課的訓(xùn)練目標(biāo)是讓學(xué)生有正確的預(yù)測(cè)和抓住問題的關(guān)鍵信息，從而用心去聽來找尋關(guān)鍵信息。根據(jù)生活中實(shí)際情況和高考常見語境，我們不難發(fā)現(xiàn)提前預(yù)測(cè)和抓住題干中的w很重要，即what, where, when, why等等。
新人教版高中英語必修2Unit 1 Cultural Heritage-Listening＆Speaking＆Talking教案
Listening and Speaking introduces the topic of “Take part in a youth project”. The listening text is an interview about an international youth cultural heritage protection project. More than 20 high school students from seven countries participated in the project. The reporter interviewed two participants Stephanie and Liu Bin. By listening to the text, students can understand the significance of cultural heritage protection, and teenagers can use their knowledge, combine their own interests and advantages, etc. to participate in the action of cultural heritage protection. Listening and Talking introduces the theme of "Talk about history and culture". The listening text is a dialogue between two tourists and tour guides when they visit the Kremlin, red square and surrounding buildings. The dialogue focuses on the functional items of "starting a conversation", which is used to politely and appropriately attract the attention of the others, so as to smoothly start a conversation or start a new topic. The purpose of this section is to guide students to understand the history and current situation of Chinese and foreign cultural heritage in their own tourism experiences or from other people's tourism experiences, explore the historical and cultural values, and be able to express accurately and appropriately in oral communication.1. Guide students to understand the content of listening texts in terms of the whole and key details; 2. Cultivate students' ability to guess the meaning of words in listening; discuss with their peers how to participate in cultural heritage protection activities.3. Instruct students to use functional sentences of the dialogue such as “I beg your pardon, but…” “Forgive me for asking, but…" and so on to start the conversation more politely and appropriately.
新人教版高中英語必修2Unit 1 Cultural Heritage-Reading and Thinking教案一
The theme of the reading and thinking is about “Understanding how a problem was solved”.The Listening & Speaking & Talking is about international co-work to protect the Mount Tai, in which the students from seven countries came up with many solutions even create the Mount Tai App. This section aims at showing how to solve a difficult and even tough problem about protecting the cultural heritage by the international co-work. So in this section, cultivating students’ international awareness is very clear and important. Concretely, with the economic development, how to balance the protection of cultural relics and social development is a big challenge for human. In the 1950s, the Egyptian government wanted to build the Aswan Dam across the Nile to control floods, produce electricity and water farms. But the proposal led to protests because it would destroy a lot of cultural relics. The Egyptian had no choice but ask the UN for help. Therefore, a international cooperation about how to protect the cultural relics began, which involved the time length about 20 years and a large amount of fund. Then, the problems was solved. 1. Read quickly to get the main idea and the structure of the article; read careful to get detailed information.2. Learn to use the reading strategy---making a timeline3. Learn how to solve a tough problem by asking for help and cooperation4. Have the international awareness and understand the great strength of international cooperation.1. Read quickly to get the main idea and the structure of the article; read careful to get detailed information.2. Learn to use the reading strategy---making a timeline.3. Learn how to solve a tough problem by asking for help and cooperation.
人教版高中語文必修3《過秦論》教案
二、文本解讀方法點(diǎn)撥研讀課文第三、第四段。要求：師范讀，生輕聲跟讀，然后生齊讀。方法：第三段秦統(tǒng)一天下前，應(yīng)用較強(qiáng)的語勢(shì)讀出，充分渲染塑造一個(gè)“威加海內(nèi)”的帝王形象。統(tǒng)一天下之后，秦王朝至此已達(dá)頂峰，這意味著從此轉(zhuǎn)入守勢(shì)。這段文字義正詞嚴(yán)，充分揭露了秦的暴虐無道，故誦讀應(yīng)有“聲討”之勢(shì)。末句“天下已定”總承以上內(nèi)容，其后應(yīng)有較長(zhǎng)停頓，然后轉(zhuǎn)入敘秦始皇的心態(tài)，用以反襯下文滅亡之速，讀時(shí)須有嘲諷意，突出“自以為”“萬世之業(yè)”等詞語。第四段起首“始皇既沒，余威震于殊俗”兩句，暗示民心不服，人人自危，宜用從容、沉著的語調(diào)讀出?！叭魂惿娈Y牖繩樞之子……”急轉(zhuǎn)直下，稍作停頓，以下先抑（“陳涉”至“之富”）后揚(yáng)（“躡足”至段末）宜讀出對(duì)比情調(diào)。末句敘事結(jié)束全篇，要讀得沉著、有力。三、信息篩選學(xué)生自譯課文（一）學(xué)生參照文下注釋，口譯第三、四段，遇有疑難則作好相應(yīng)標(biāo)記，為討論做好準(zhǔn)備。
人教版高中語文必修4《竇娥冤》教案
竇娥的三樁誓愿明明是幻想，卻偏偏寫成現(xiàn)實(shí)，明明是不合理的偏偏寫成合理的，這說明了什么？明確：這說明在當(dāng)時(shí)的歷史條件下，除了乞求天地鬼神申訴冤屈以外，沒有別的辦法，作者采用這種浪漫主義的表現(xiàn)手法，一是表明社會(huì)的腐敗黑暗，二是刻畫竇娥強(qiáng)烈的反抗精神，三是表達(dá)人民要懲治邪惡的愿望?！吧贰本褪墙Y(jié)尾的曲牌，為什么關(guān)漢卿要把“煞”分成［二煞］［一煞］[煞尾]三個(gè)曲牌呢？明確：說明蓄積在竇娥胸中的怒火再也無法控制，猶如地下巖漿，沖向決口。也說明劇作家意猶未盡，他要把竇娥的無辜受害，要把人們對(duì)竇娥的同情，要把人們對(duì)統(tǒng)治者的憤恨表現(xiàn)得痛痛快快，淋漓盡致。于是在結(jié)尾處一波三折，把高潮推向頂峰?！陡]娥冤》中有兩句唱詞，兩個(gè)牌文本不同，試分析其優(yōu)劣。《古名家雜劇》本：地也，你不分好歹難為地；天也，我今日負(fù)屈銜冤哀告天。
人教版高中語文必修2《游褒禪山記》教案2篇
1．本文由“不得極夫游之樂”生發(fā)出“盡吾志”的觀點(diǎn)，又由“仆碑”生發(fā)出“深思慎取”的觀點(diǎn)，這兩個(gè)觀點(diǎn)彼此有聯(lián)系嗎？作者游褒禪山，本來是一次平常的游歷活動(dòng)，但卻從中悟出了人生哲理──從前洞后洞游人的多少悟出“夷以近，則游者眾；險(xiǎn)以遠(yuǎn)，則至者少”，從“入之愈深，其進(jìn)愈難，而其見愈奇”悟出“而世之奇?zhèn)?、瑰怪、非常之觀，常在于險(xiǎn)遠(yuǎn)”；由此再引申一步，就得出了“非有志者不能至”的結(jié)論。然后將這次游山而未能“極夫游之樂”的教訓(xùn)升華到理論上來，具體分析了“至”的幾個(gè)條件，最后得出“盡吾志”的觀點(diǎn)──這正是“求思之深而無不在”的結(jié)果。由此可見，“盡吾志”的觀點(diǎn)跟“深思慎取”的觀點(diǎn)是有聯(lián)系的：“盡吾志”的觀點(diǎn)是在“深思慎取”的基礎(chǔ)上產(chǎn)生的；有了這個(gè)觀點(diǎn)，又能反過來促使人們“深思慎取”，二者是相輔相成的。
人教版高中語文必修3《林黛玉進(jìn)賈府》教案2篇
2、黛玉進(jìn)入賈府到賈母處，她看到了什么？提示：從榮府西角門進(jìn)去，走“一射之地”，轉(zhuǎn)至垂花門，過穿堂，繞插屏，再經(jīng)三間過廳，后面方是賈母居住的正房大院?！罢嫖彘g上房，皆雕梁畫棟，兩邊穿山游廊廂房，掛著各色鸚鵡、畫眉等鳥雀。”這樣穿堂過廳一路行來，仆役、婆子、丫環(huán)輪番更換，的確給人以侯門深似海的感覺。然而賈母居處還不是正內(nèi)室。3、黛玉去拜見二舅舅時(shí)又看到什么？提示：往東?！按┻^一個(gè)東西的穿堂，向南大廳之后，儀門內(nèi)大院落，上面五間大正房，兩邊廂房鹿頂耳房鉆山，四通八達(dá)，軒昂壯麗”。堂屋中迎面“一個(gè)赤金九龍青地大匾，匾上寫著斗大的三個(gè)大字，是‘榮禧堂’，后有一行小字：‘某年月日，書賜榮國(guó)公賈源’，又有‘萬幾宸翰之寶’?！蔽輧?nèi)擺設(shè)有名貴的家具，珍貴的字畫、古玩?！坝钟幸桓睂?duì)聯(lián)，乃烏木聯(lián)牌，鑲著鏨銀的字跡，道是：座上珠譏昭日月，堂前黼黻煥煙霞。”由堂屋進(jìn)入東耳房，這里是起居室，另有一番布置，再到東廊三間小正房王夫人的住室，又別有擺設(shè)。
人教版高中語文必修3《錦瑟》教案2篇
【參考】“滄海月明珠有淚，藍(lán)田日暖玉生煙。”滄海中的珍珠只有在明月之夜，才能流下晶瑩的淚花；藍(lán)田下的美玉只有在日暖之時(shí)，才能升騰飄逸的煙霞。物猶如此，人當(dāng)如是。“滄海月明”與“藍(lán)田日暖”優(yōu)美意境的創(chuàng)設(shè)，不僅僅是詩人精妙絕倫藝術(shù)素養(yǎng)的表現(xiàn)和揮灑，更是詩人回答人生價(jià)值的標(biāo)準(zhǔn)和尺度。詩人以物推人，拓展深化了詩作的主題，整篇的閃光點(diǎn)在此，魂亦在此。【參考】“此情可待成追憶，只是當(dāng)時(shí)已惘然?！弊窇涍^去，盡管自己以一顆浸滿血淚的真誠(chéng)之心，付出巨大的努力，去追求美好的人生理想，可“五十弦”如玉的歲月、如珠的年華，值得珍惜之時(shí)卻等閑而過；面對(duì)現(xiàn)實(shí)：戀人生離、愛妻死別、盛年已逝、抱負(fù)難展、功業(yè)未建……，幡醒悟之日已風(fēng)光不再。如泣如訴的悲劇式結(jié)問，又讓詩人重新回到對(duì)“人生價(jià)值到底是什么？到底該怎樣實(shí)現(xiàn)？”深深的思考和迷惑之中，大大增強(qiáng)了詩作的震撼力。
人教版高中語文必修5《哦，香雪》教案
【教學(xué)內(nèi)容及步驟】第一課時(shí)一、簡(jiǎn)介并導(dǎo)入：這篇小說是發(fā)表于《青年文學(xué)》1982年第五期，并獲得1982年全國(guó)最佳短篇小說獎(jiǎng)的小說。作者鐵凝，1957年生，河北趙縣人，現(xiàn)任中國(guó)作家協(xié)會(huì)理事，發(fā)表中短篇小說60余篇，出版有短篇小說集《夜路》，中短篇小說集《沒有紐扣的紅襯衫》《鐵凝小說集》。她以一個(gè)女作家的敏銳、細(xì)膩的藝術(shù)感受力，真摯美好的情致，對(duì)生活素材獨(dú)到的發(fā)掘和精巧提取，語言清朗睿智，作品蘊(yùn)涵深摯，質(zhì)樸優(yōu)美。這篇小說寫的是一群以香雪為代表的山村少女對(duì)開進(jìn)深山的火車表現(xiàn)出來的喜怒哀樂，以此折射出受現(xiàn)代文明沖擊的農(nóng)村蹣跚前進(jìn)的身影。小說借臺(tái)兒溝的一角，寫出了改革開放后中國(guó)從歷史的陰影下走出，擺脫封閉、愚昧和落后，走向開放、文明與進(jìn)步的痛苦與喜悅，構(gòu)思巧妙，表述獨(dú)特，語言精美。小說主要通過哪幾個(gè)故事情節(jié)表現(xiàn)的呢？
人教版高中語文必修5《說“木葉”》教案
【教學(xué)目標(biāo)】Ⅰ、學(xué)習(xí)理解詩歌語言的暗示性特質(zhì)。Ⅱ、根據(jù)詩歌語言的特質(zhì)，進(jìn)行遷移，領(lǐng)略詩歌的精妙之處，給同學(xué)如何鑒賞詩歌提供實(shí)感。㈠、導(dǎo)入：各位同學(xué)，有個(gè)成語叫"一字千金"。對(duì)我而言，第一次領(lǐng)略到一個(gè)字的分量，是在小學(xué)三年級(jí)的時(shí)候，一次作文評(píng)析課上。當(dāng)時(shí)我對(duì)自己的文章充滿了期待，希望能得到老師的贊賞。記得老師進(jìn)來后的第一句話是"有一篇文章，我就沖它用了一個(gè)字，我給它打95分。打這樣的高分，對(duì)我來說，是極為難得的。"同學(xué)都充滿了好奇，老師接著說"這個(gè)字就是一個(gè)'悟'字。我們的同學(xué)都說我學(xué)到了，我明白了，我懂得了一個(gè)道理，而這位同學(xué)卻用了一個(gè)'悟'字，難能可貴。"這篇文章不是我的，在羨慕的同時(shí)，一個(gè)字在文章中的分量就深深的刻在了我的心上。文學(xué)作品中，一個(gè)字精妙與否，足以決定作品是流光溢彩，還是黯然失色。尤其是我們的古典詩詞，用簡(jiǎn)短的幾個(gè)字，造就的卻是豐富的情感與博大的意境。讀后滿口余香，卻是妙處難與君說。這跟詩歌的語言是密不可分的。今天，我們就通過《說"木葉"》一文，對(duì)中國(guó)古典詩詞語言特質(zhì)作一番探幽。
人教版高中語文必修5《滕王閣序》教案
⒈作者是如何寫洪州的地理風(fēng)貌的?突出了什么特點(diǎn)?明確：“豫章故郡，洪都新府。”――歷史久遠(yuǎn)“星分翼軫，地接衡廬”――界域遼闊?！敖笕鴰搴?，控蠻荊而引甌越”――地勢(shì)宏偉2.作者怎樣寫參加宴會(huì)的人物，照應(yīng)了前文的哪個(gè)詞語?明確：作者在寫參加宴席人物時(shí)，用了“雅望”“懿范”“勝友”“高朋”“騰蛟起鳳”“紫電清霜”等詞語，極盡人物的文韜武略，照應(yīng)了前文的“俊采”一詞。3.文章開始不寫樓臺(tái)，不寫宴會(huì)，而先寫地勢(shì)與人物，這樣寫有何好處?明確：文章借用鋪陳的手法，歷敘界域之大，地勢(shì)之雄，物產(chǎn)豐富，人才俊美，既渲染了和樂的氛圍、宴會(huì)的高雅，同時(shí)也緊扣照應(yīng)了題目《秋日登洪府滕王閣餞別序》7.小結(jié)：本段略寫洪州的地理風(fēng)貌，極寫滕王閣的無限壯美，和周圍環(huán)境的超凡脫俗，以及閣中如云高朋的文才武略。這樣寫，既初步寫出了滕王閣的不同凡響，又為后文詳寫做好了鋪墊。
人教版高中語文必修5《邊城》教案
【教學(xué)過程】一、介紹作者沈從文先生（1902～1988），現(xiàn)代作家、歷史文物研究學(xué)者。原名沈岳煥，筆名小兵、懋琳、休蕓蕓等。湖南鳳凰（今屬湘西土家族苗族自治州）人。1926年出版第一本創(chuàng)作集《鴨子》，有7O余種作品集，被人稱為多產(chǎn)作家。主要代表作有：短篇小說《丈夫》、《貴生》、《三三》，長(zhǎng)篇小說《邊城》、《長(zhǎng)河》，以反映湘西下層人民生活的作品最具特色。他的創(chuàng)作表現(xiàn)手法不拘一格，文體不拘常例，故事不拘常格，嘗試各種體式和結(jié)構(gòu)進(jìn)行創(chuàng)作，成為現(xiàn)代文學(xué)史上不可多得的“文體作家”。在文學(xué)態(tài)度上，沈從文先生一直堅(jiān)持自由主義立場(chǎng)，堅(jiān)持文學(xué)要超越政治和商業(yè)的影響。1948年沈從文先生受到了左翼文化界猛烈批判，郭沫若斥責(zé)沈從文先生：“一直是有意識(shí)的作為反動(dòng)派而活動(dòng)著”。下半生從事文物、工藝美術(shù)圖案及物質(zhì)文化史的研究工作。1978年調(diào)中國(guó)社會(huì)科學(xué)院歷史研究所任研究員，致力于中國(guó)古代服飾及其他史學(xué)領(lǐng)域的研究。于1980年應(yīng)邀赴美國(guó)講學(xué)，并進(jìn)入諾貝爾文學(xué)獎(jiǎng)的終審名單。
人教版高中語文必修5《指印》教案
一、明確目標(biāo)1．引導(dǎo)學(xué)生熟讀課文，理清文章的論述線索，抓住作者的主要觀點(diǎn)；2．通過學(xué)習(xí)，了解有關(guān)數(shù)學(xué)文化的一些知識(shí)；3．引導(dǎo)學(xué)生悉心體會(huì)作者對(duì)數(shù)學(xué)源頭的溯訪，感受其令人信服的推理能力和獨(dú)特的語言魅力；二、整體感知1．導(dǎo)入新課"屈指可數(shù)""彈指一揮見"，手指在生活中的計(jì)數(shù)功能，直接催生了數(shù)學(xué)這門科學(xué)，丹齊克的《指印》為我們揭開了這二者的關(guān)系（板書課題）。2．作者及相關(guān)背景介紹丹齊克（1884-1956），原籍立陶宛，曾在巴黎大學(xué)求學(xué)。1910年去美國(guó)，入美國(guó)國(guó)籍，先后在哥倫比亞大學(xué)、約翰·霍普金斯大學(xué)、馬里蘭大學(xué)講授數(shù)學(xué)。三、重點(diǎn)、難點(diǎn)的學(xué)習(xí)與目標(biāo)達(dá)成過程1．感知課文，明確本文的整體寫作思路。（1）學(xué)生讀課文，整理文章的結(jié)構(gòu)脈絡(luò)。（2）小組交流討論。
人教版高中語文必修4《雷雨》教案
節(jié)選部分結(jié)構(gòu):節(jié)選自第二幕，主要寫周樸園與魯家母子的對(duì)話，分兩部分。第一部分:三十年后周樸園和侍萍再次相見。第一層:侍萍以敘述別人故事的口吻，揭露周樸園的罪惡，訴說自己的遭遇。──寫他們過去的矛盾第二層:通過周樸園態(tài)度的變化，暴露他的偽善面目，表現(xiàn)侍萍這個(gè)勞動(dòng)?jì)D女的階級(jí)本色。──寫他們現(xiàn)在的矛盾第二部分:周樸園與魯大海父子、侍萍與周萍母子見面。通過周樸園和魯大海的激烈沖突，揭露周樸園壓榨工人的罪行，反映工人階級(jí)的反抗斗爭(zhēng)。分段依據(jù):第一部分從家庭生活方面來揭露周樸園；第二部分從社會(huì)生活方面來揭露周樸園。為了使周魯兩家三十年的新仇舊恨集中在一幕戲中得到反映，作者靈活地運(yùn)用了“回顧”的方法，把歷史和現(xiàn)實(shí)，過去和現(xiàn)在緊緊聯(lián)系起來了，用以刻畫人物性格，推動(dòng)劇情發(fā)展。
人教版高中語文必修2《家》教案3篇
（幻燈六）巴金作品《家》描寫的是“五四”之后，成都地區(qū)一個(gè)封建大家庭走向崩潰的故事。故事集中在1920年冬到1921年秋的八九個(gè)月時(shí)間里。成都的一個(gè)官僚地主家庭高公館，一家之主的高老太爺，封建專制，頑固不化。長(zhǎng)房長(zhǎng)孫覺新，為人厚道，卻很軟弱，原與梅表姐相愛，后屈從于老太爺之命而與李瑞玨結(jié)婚。后來梅和瑞玨雙雙慘死。覺新的胞弟覺民、覺慧積極參加愛國(guó)運(yùn)動(dòng)，從而和馮公館的馮樂山成了死對(duì)頭。覺民愛上琴，馮樂山卻要他娶自己的侄孫女，在覺民覺慧的反抗下，他們終于取得勝利。覺慧愛上聰明伶俐的婢女鳴鳳，但馮樂山卻指名要娶鳴鳳為妾，鳴鳳堅(jiān)決不從，投湖自盡…至此，覺新有所覺醒，而覺慧則毅然脫離家庭，投身革命。（故事主要以高家三兄弟的愛情遭際為線索。）