识字3课件（锦集十八篇）

✦ 识字3课件 ✦

1、知识与技能：

(2)、知道参考系的概念,知道对同一物体选择不同的参考系时,观察的结果可能不同,通常选择参考系时,要考虑研究问题的方便;在比较不同物体的运动情况时,必须选择同一参考系才有意义.

(3)、知道时间和时刻的概念以及它们的区别.知道时间的法定计量单位及其符号.

关注科学技术的新进展，关注物理学与其他学科的联系，培养爱国注意情感

结合课本16页内容，在学生自行阅读的基础，教师引入本章内容并简要讲解本章的学习要求(可见课本16页)

1、机械运动和参考系：

(2)、机械运动的定义：一个物理相对别的物理位置的变化，简称运动，是物质运动的一种基本形式

(3)、参考系的概念：在描述物体运动时，选作标准的参照物，叫参考系教学过程：以课本所介绍的电梯运动为例来说明选择参考系的必要性并强调：对于同一运动，选择的参考系不同，观察和描述的结果可能会不同的。

例1、下列关于参考系的描述中，正确的是：

a、参考系必须是和地面连在一起的物体；

b、被研究的物体必须沿参考系的连线运动；

c、参考系必须正在做匀速直线运动的物体，或是相对于地面静止的物体；

d、参考系是为了研究物体的运动而假定为不动的那个物体。

教师评析：参考系的选择是任意的，在具体问题上，一般以对运动的描述简单方便作为基本原则，通常选地面或相对地面静止的物体为参考系。

例2、某同学坐火车郊游，当火车开动以后他一直在座位上一动不动地看杂志，当他忽然抬头向车外望去，看见路旁的建筑物飞快地后退。这段话中画线的三种运动情况分别是以什么为参考系？

例3、两辆汽车在平直公路上，甲车内的人看见窗外的树木向东移动，乙车内的人发现甲车没有运动。若以地面为参考第，上述事实说明：()

a、甲车向西运动，乙车不动；

b、乙车向西运动，甲车不动；

c、甲车向西运动，乙车向东运动；

d、甲、乙两车都向西运动，且运动快慢相同。

教学过程1：通过两个例子的讨论：一是向陌生人说明你在龙岩三中的位置，二是课本中所例举的汽车位置的描述例子，让学生自已归纳总结得出确定空间位置的步骤

教学过程2：举课本14页及15页中的两个例子，说明如何利用一维和二维坐标系来描述物体的空间位置

教学过程3：学生讨论以下题目：一辆汽车由校门向东行驶，要描述汽车的位置，应建立怎样的坐标系？

答案：应建立一维坐标系，以校门为原点，正东方向为正方向，以1米(或其它单位长度)为单位长度建立坐标系。

教师评析：建什么样的坐标系，关键是看物体运动轨迹的形状：如果是直线则建立一维坐标系，如果是平面上的曲线，则建立平面直角坐标系，如果是立体的曲线，则建立三维坐标系。建立坐标系时要规定原点、正方向和单位长度。例如：要描述做飞行表演的飞机的位置变化，则要建立三维坐标系。

教学过程4：知识延伸：用钟表的时针指向几点来确定空间位置的方法，也是实际应用时常采用的方法之一。

教学过程1：以课本16页中“神舟”5号飞船飞行的部分重要时刻表为例(黑板上画出)，同学生一起讨论得出以下几点：

(1)、区分时间与时刻：时刻指的是某一瞬时，在时间坐标轴上对应一点；时间间隔指的是两个时刻的间隔，在时间坐标轴上对应一段线段。

✦ 识字3课件 ✦

间接引语：用自己的话转述别人的话。间接引语在多数情况下可构成宾语从句且不要加引号。

例：Mr. Black said, “ I’m busy.”

Mr. Black said that he was busy.

直接引语如果是陈述句，变为间接引语时，用连词that(可省略)引导，从句中的人称、时态、指示代词、时间状语、地点状语都要发生相应的变化。

例：1. He said, “ I like it very much.” → He said that he liked it very much.

2. He said to me, “I'v left my book in your room.”

→ He told me that he had left his book in my room.

例：

“I don’t want to set down a series of facts in a diary,” said Anne.

→Anne said that she didn’t want to set down a series of facts in a diary.

The boy said, “I’m using a knife.”

→ The boy said that he was using a knife.

▲注意：如果直接引语是客观真理，变为间接引语时，时态不变，如：

He said, “Light travels much faster than sound.”

He said that light travels much faster than sound.

如果直接引语是疑问句，变为间接引语时要把疑问句语序变为陈述句语序，句末用句号。

(1)一般疑问句：如果直接引语是一般疑问句，变为间接引语时，谓语动词是say或said时，要改为 ask或asked,原问句变为由if/whether 引导的宾语从句。

例:“Do you think a diary can become your friend?” the writer says.

→ The writer asks us if we think a diary can become our friend.

(2)特殊疑问句：如果间接引语是特殊疑问句，变为间接引语时，仍用原来的引导词，但疑问句要变为陈述句。

例：“What do you want?” he asked me.

✦ 识字3课件 ✦

高中英语必修二课件

高中英语必修二课件已经为大家准备好啦，老师们，大家可以参考以下教案内容，整理好自己的授课思路哦！

教学目标

Teaching Aims

全面复习第1至第7单元所出现重点词语，日常交际用语项目，重点复习有关命令和请求、语言困难、表示目的和发出通知的常用语句。复习1-7单元所出现的语法项目，时态、被动语态、直接引语和间接引语、定语从句等有关语法。

Teaching important and difficult points

1.Words

room ,offer, discover, arrive

2.Phrases

take turns, make into , a piece of , help oneself to, get angry

2．Revise（1～7words and phrases）

3.Useful expressions

Would you like...? How about some more. . . ?

Just a little, please. No, thanks. I’ve had enough.

I’m full. Thank you. Help yourself to. . .

Let me give you. . .

4．Grammar

复习1～7单元出现过的语法项目

1）各种时态

2）直接、间接引语

3）被动语态（特别是将来时）

4）目的状语

5）定语从句the Attributive Clause

教学建议

对话建议

方法一：

教师要充分利用教材上提供的用餐话语，食物名称对学生进行口语方面的训练, 把表达用餐的日常用语、词组编对话，编类似情景的对话并表演。

方法二：

教师组织学生分成几组，用竞赛形式把食物的名称用英文让学生写出来；看哪一组学生对食物名称的了解多，可写：蔬菜、肉类、水果、饮料及其他食物。

方法三：

教师准备好图片，让学生们说出自己喜欢的食物并且采取互问，比如：西红柿、豆腐、咖啡等，增加对所学的'单词的记忆。

课文建议

教师把这堂课的内容简述给学生：教师通过听磁带，阅读，问答，分组讨论，图片显示来完成本堂课的教学任务，教师在讲解此课时，特别是在谈论corn, 重点说明discovery, spreading, usage and the way of making food with it.

教材分析

本文的交际用语为用餐的表达法，如：Would you like…? How about…? Help yourself..这些词语较简单，学生能够容易运用，同时教材中列出不同的食物名称，短语，练习分别让学生们掌握和分组讨论。阅读课仅用一篇文章说明世界各地的日常食物的来源及产生的背景，如：玉米的发现，土豆、水果的种植。同时本单元是一个复习课，Lesson 31重点复习了定语从句中的先行词指人、物时，关系代词的使用。

重点难点

1．discover vt.—看出；发现（存在而尚未为人所知之物）

1)跟名词或代词：

It w as Madame Curie who discovered the element radium.是居里夫人发现了镭元素。

Columbus discovered America in 1492．哥伦布于1492年发现了美洲。

2)跟从句：

It was discovered that our food was running short. 我们发现粮食快完了。

We discovered that he was an enemy spy. 我们发现他是一名敌特。

3)跟带连接词的不定式：

We never discovered how to open the box. 我们找不出打开盒子的方法。

4)跟复合宾语：

We discovered him to be an enemy spy. 我们发现他是一名敌特。

2．discover 和invent的区分

1） 这两个及物动词虽然意义不同，但在具体使用时可能搞混。

discover意为“发现”，invent意为“发明”。

Coal was first discovered and used in China．煤是最先在中国被发现和使用的。

He has invented a new machine．他发明了一种新机器。

2）discover可跟从句作宾语，还可以带复合宾语；invent则不能。

3）discover的名词形式为discovery（发现、发现物），而invent的名词形式为invention。

Columbus’ discovery of America took place by accident．哥伦布发现美洲是偶然事件。

Watt’s invention of steam engine brought about a great change in human life．瓦特发明蒸汽机使人类生活发生了巨大变化。

3.prepare v. —预备，准备

1)跟名词或代词(可有较活译法)：

①Please prepare the table for dinner. 请摆好桌子吃晚饭。

②Mother is preparing us a meal.母亲正为我们做饭。

2)跟不定式：

①They are busy preparing to go on holiday. 他们正忙着准备休假。

3)prepare for引起的短语表示“为……做好准备”。

①We were given two days to prepare for the examination.给了我们两天时间准备考试。

②Hope for the best and prepare for the worst.[谚]存最好的希望，准备应付最坏的情况。

4. dinner与meal

dinner意为“正餐”，一般用作不可数名词，通常不与冠词连用。西方国家在星期一至星期五时，正餐一般是晚餐；在周末时，一般是午餐。dinner还可指“宴会”，通常作可数名词，如：

They were at dinner when I called.当我去拜访时，他们正在吃饭。

The city government will give a dinner to welcome the  foreigners.市政府将设宴招待这些外宾，以示欢迎。

meal意为“一顿（餐）饭”，可指一天早、中、晚中的任何一餐，是可数名词，如：

What time do you usually have your meals? 你通常什么时候吃三餐？

5.offer和supply的区分

从意义上来讲：

offer多表示主动提出给对方某物或主动提出做某事

supply 则多表示供给对方生活必需品

从搭配上来讲：

offer后可接：名词或代词；直接宾语和间接宾语；to do。

supply多用于下列结构：supply sth. to /for sb. ; supply sb. with sth.。但当offer表示“提供出售”之意时，它可与supply替换使用。例如：

He offered me a cup of coffee. 他给我端来一杯咖啡。

He offered to help me.他表示愿意帮助我。

Cows supply us with milk.奶牛向我们提供牛奶。

The school supplies books to/for children.学校向孩子提供书本。

The bookstore offers/supplies all kinds of books. 那家书店出售各种书籍。

6．be made of, be made from 和 be made into

1) be made of意为“由（看得见的原料）制成”。

The desk is made of wood. 这张桌子是由木头制成的。

2) be made from 意为“由（看不出的原料）制成”。

This paper is made from wood. 这种纸是由树木制成的。

3）be made into意为“（原料）被制成……”。

Wood can be made into paper and desks. 木材能被制成纸和桌子。

注：从以上例子可看出不管原料能否看得见，也就是说不管是be made of还是be made from, 均可与be made into转换。

7.room的基本用法

1)room可以用作不可数名词，意为“(未占用的或可利用的)空间；地位；余地”。例如：

①Is there room for me? 还有我的地方吗？

②It's polite for the youth to make room for the old in the bus.在公共汽车上为老人让路是有礼貌的。

③There's plenty of room for the desks. 有足够的空地方放课桌。

④There's room for three more. 还有三个人的位置。

⑤I haven't much room to move about here.我这儿没有多少活动余地。

⑥Can you make room for another?你还能腾出一个(或一件东西)的地方吗？

⑦This table takes up too much room----we'd better put it out. 这张桌子占的地方太大，我们最好把它搬到外头去。

2)room可以用作可数名词，意为“房间，室；一套房间；寓所”。例如：

①How many rooms are there in this hotel? 这家饭店里有多少房间？

②This room is a very pleasant one. 这个房间很舒服。

【注意】与room常合成的词有：bathroom 洗澡间；sitting-room 起居室；dinning-room 饭厅；schoolroom教室

8.ship作为动词的用法

1)ship作为及物动词，意思是“用船运送”、“运送”，如：

①They shipped the machine from Shanghai to Tianjin last week.他们于上星期用船把那台机器从上海运到天津。

②Did he ship the goods by train or by plane?他是用火车还是用飞机运送那批货物的？

2)ship作为不及物动词，意为“上船”、“乘船”、“在船上工作”，如：

①He said good - bye to his family and shipped out for England.他向家人道别，乘船到英国去了。

②He shipped as a cook.他在船上当厨师。

9.offer的用法

作为及物动词，有以下几种意思：

1)提供，提出，如：

①The young man offered the old woman his own seat.那位年轻人把自己的座位让给那位老大娘。

2)出价，开价(常与介词for连用)，如：

①I offered him ￡10,000 for the house.我出价一万英镑向他买那座房子。

②I offered him the house for ￡10,000．我提出一万磅的价格把那座房子卖给他。

3)表示愿意做某事(常与不定式连用)，如：

①We offered to go with him. 我们表示愿意和他一道去。

另外，offer也可作为名词用，意思是“提供”，“提供的事物”，如：

①You ought to accept the offer. 你应该接受这个提议

语法重点——定语从句

1．由which引导的定语从句：（which在从句中作主语或谓语动词的宾语）

This is the store which opens all night.

This is the pen which my brother bought for me.

Is this the house in which Lu Xun once lived?

(or: Is this the house which Lu Xun once lived in?)

This is the magazine which you are looking for.

Notes: which, whom在从句中作介词的宾语时，介词一般可置于关系代词之前或放在从句原来的位置。但在含有介词的动词固定短语中介词只能放在原来的位置上，而不能放在which之前，如例4则不能改为

This is the magazine for which you are looking.

2．由that引导的定语从句：

在定语从句中that可以指人或物，代替who，whom，which；在从句中可以作主语、宾语，但不能放在介词后作介词宾语。

This is the photo that (which) I took in Beijing last year.

This is the man that/who lives next door.

Is this the professor that you talked about yesterday? (about不能放在that前面)

但下列情况只能用that。

l）序数词或最高级形容词修饰先行词时用that。

This is one of the best novels that I have ever read.

The first English song that I learned was the ABC song.

2）all ,much, everything, nothing, something, anything作先行词时用that。（但先行词是everybody，everyone时因应用who，one指人时也用who）

Everything that we saw at the exhibition greatly interested us.

Is there anything that belongs to you?

All that we need is more time.

Nothing that parents do doesn’t influence their children.

3）先行词为any，no，only，every等修饰时用that。

That is the only way that we can find at present.

This is the very museum that we visited for the first time.

4) that可以用来引导限制性定语从句，当它在从句中作介宾时，介词应后移。

This is the good student that the teachers talked about just now.

5）先行词为既指人又指物的并列名词时，用that．

My mother and her old friends talked of the things and persons that they remembered in the school.

定语从句练习

I．用适当的关系代词或关系副词填空

1. Yesterday I met Doctor Wang, ____ told me the good news of his son's passing the examination.

2. The two pupils ____ you taught three yeas ago have become teachers.

3. He began to work in Beijing in the year ____ New China was founded.

4. I don’t know the reason ____ she didn't agree to our plan.

5. This is Carry ____ son died in the War of Resistance Against Japan.

6. He told us everything ____ he had seen in the traffic accident.

7. This was the best model of the TV set ____ the factory produced last year..

8. They have visited the Museum of Chinese History ____ Premier Zhou’s life and deeds are being shown.

9. Alice, ____ dress is all red, looks very pretty.

10. The first thing ____ I am going to do this evening is to write a report about the experiment.

II．用关系代词which或as填空

1. He is an American, ____ I know from his accent.

2. She was not discouraged, ____ can be seen from her eyes.

3. The sun heats the earth, ____ makes it possible for plants to grow.

4. ____ was usual with him, the old man went out for a walk after supper.

5. It was raining, ____ was a pity.

6. He said he had been to America, ____ is untrue.

7. ____ is well known, China is in Asia.

8. Edison was one of the greatest scientist, ____ is well-known.

9. He must be from Africa, ____ can be seen from his skin.

10. Air, ____ we breathe every day, is a mixture of gases.

✦ 识字3课件 ✦

复习检查

1、在一年级，我们学过了春天和夏天的归类识字课文，你们还记得吗？

夏姑娘来了，是什么样的呢？（生背）

3、秋姑娘一来，我们又看见了怎样的景象？

4、秋天一过，我们就迎来了寒冷的冬天，冬天是什么样的呢？我们一起来看图。

设计思路：激发学生的`学习兴趣，关于季节的韵文已经学过“春天、夏天、秋天”在上课之前先帮助学生进行复习，使学生明白不同的季节有不同的物候、动物、植物等等。由此对冬天产生好奇心。对学习课文有很大的帮助。

一、 看图说话学字词（把

1、出示：冬天到了，你们看见了什么？

2、冬天到了，一眼望出去雪白的一片，那是什么呢？

（根据回答出示：大雪。

（指导读词语。

（。

（。

（指导读好一行词：寒流    大雪    北风。

（冬爷爷把它们放在一起，是因为这些词是表示气象的，让我们再读一读。

北风刮起来时，许多花草都枯黄调谢了，可还有一些植物却不怕冷，还傲立在风雪之中。

（看图认识冬天的植物：苍松，翠竹，蜡梅。

（指导读好这三个词。在寒冷的冬天，只有蜡梅、翠竹、苍松不怕寒，所以人们称它们是“岁寒三友”。你想用怎样的语气同它们打招呼呢？

3、冬天到了，小动物们到哪儿去了呢？

（出示图片，指导说话：冬天到了，＿＿躲在洞里。

（指导读好词：蟒蛇，蚂蚁，刺猬。

（小结：动物过冬的方式很多，比如蛇、刺猬躲在洞里睡大觉，有的躲在洞里过冬，比如蚂蚁，有的飞到南方去，比如＿＿＿＿。

溜冰、跳绳

（在冬天，你还喜欢参加什么活动呢？

（看图，练说：小朋友们在雪地里有的＿＿，有的＿＿，有的＿＿，玩得        。

设计思路：在课文中，我将词语放到小卡片上，然后由学生自己找朋友，读一读，然后将卡片分给学生，让学生进行归类，对号入坐。最后进行分析总结。学生对“寒流”理解有一定的难度，所以可以借助“北风、大雪”来理解，其他词语的理解比较简单，不做重点的讲解，主要进行朗读训练。

二、根据词义归类学韵文

1、老师考考你们，去掉拼音会不会读？

2、打乱顺序后读这些词，一个个出示出来。

3、再考考你们，能不能把这些词分分类？

（谈谈想分什么类？

（2）请学生当“运动王子，植物妈妈，动物朋友，气象爷爷”，戴上头饰后上台分类。

（3）练读韵文

a、哪些词语表现了冬天的气候特点的？

b、哪些词语向我们介绍了不畏寒冷的三种植物的？

c、哪些词语使你知道了在洞中过冬的三种动物？

d、剩下的三个词语是什么词语？

（个别请一行词语齐读。

（4）分男女生起立读。

设计思路：有意识的把识字与学生已有的生活经验结合起来，与认识事物结合起来，让学生在识字的同时，发展语言，丰富知识，提高认识能力。

✦ 识字3课件 ✦

(一)理解一切行星的运动是因为太阳对行星存在引力作用。了解关于行星绕太阳运动的不同观点和引力思想形成的过程。

(二)通过开普勒第三定律和牛顿运动定律推导出太阳与行星间的引力与它们的质量乘积成正比，与距离的二次方成反比。

通过推导太阳与行星间的引力公式，体会逻辑推理在科学研究中的重要性。

通过从行星运动规律到太阳与行星间的引力规律的探索，体会探究大自然规律的乐趣。

高一学生已经学习了牛顿的三大定律，学习了圆周运动的知识，又学习了开普勒三大定律。理论上已经具备了接受万有引力定律的能力。

优势：从心理学的角度分析高一学生已经具备一定的观察力、记忆力、抽象概括力、想象力;学生对感性材料的认知能力较强;接受新知识的能力也很强。

缺点：学生在学习过程中对知识点的把握还不是很准确;数学的推理能力较弱;利用已有知识创造出新的概念、理论的能力很弱。

在教学过程中应注意引导学生从定性分析到定量分析、从形象思维到抽象思维、从简单的逻辑思维到复杂的分析推理的过渡。

一方面我国在航天事业上的突破(成功发射了神州系列宇宙飞船)、太阳系新行星的发现的报道等极大的激发了学生学习有关宇宙、航天、卫星知识的兴趣。但另一方面学生已有的有关宇宙、航天、卫星的知识仅局限于认知阶段，对于它们的规律知之甚少，甚至于存在错误的概念。所以对学习本课内容学生的愿望是迫切的，积极性很高。

一、从椭圆到圆的物理模型的建立。

二、根据牛顿运动定律和开普勒第三定律推导出太阳与行星间的引力。

根据牛顿运动定律和开普勒第三定律推导出太阳与行星间的引力。

4教学过程 4.1 第一学时 教学活动 活动1【导入】 创设情境，引入新课

播放太阳系八大行星运动视频。

提出问题：根据开普勒定律，所有行星都绕太阳做椭圆运动。椭圆运动是变速运动，运动状态在不断改变。根据牛顿运动定律：改变运动状态必须有力;那么，行星都绕太阳做变速运动应该有力，这个力从哪里来?

这个应只能来自于太阳;

理由：

1，力是物体对物体的作用，这个物体只有太阳;

2，不直接接触的物体间也可以产生力，如：地球与空中的苹果之间;不接触的磁体之间等;

太阳对行星的引力与那些因素有关?

猜想：太阳对行星的引力F应该与行星到太阳距离r有关;历史上胡克、牛顿等科学家也是这样猜想的;

1，建立模型(师)：把行星绕太阳的椭圆运动简化为匀速圆周运动，如图：

行星绕太阳运行周期为T，轨道半径为r，如图所示，请根据圆周运动知识推导出太阳对行星的引力F?

3，凸现r3/T2(师)：根据开普勒第三定律：r3/T2是常数k，请凸现出r3/T2?

4，得出引力与行星质量m和行星到太阳距离r的关系(师与生)：太阳与行星之间的吸引力跟行星的质量成正比，与行星到太阳的距离的二次方成反比。写成F∝

5，递进推理：

(师)根据力的作用的相互性，既然太阳对行星有引力，那么行星对太阳必然也有引力;既然太阳对行星有引力F与行星质量m成正比、与距离r的二次方成反比，那么行星对太阳的引力也必然与太阳质量M成正比、与距离r的二次方成反比，即:

(师与生)所以应该有太阳与行星间的引力与太阳质量M和行星质量m乘积成正比，距离r的二次方成反比。即: F引∝

6，得出结论(师与生)：太阳与行星间的引力与太阳质量M和行星质量m乘积成正比，距离r的二次方成反比。F引=G

1，开普勒认为行星绕太阳运动一定是受到了来自太阳的类似于磁力的作用.

2，笛卡儿认为行星运动是因为行星的周围有一种以太物质作用在行星上.

3，牛顿、胡克、哈雷认为：行星绕太阳运动是因为受到了太阳对它的引力的作用。

我们本堂课对太阳对行星引力的探究正是踏着牛顿当年研究的足迹。然而，牛顿他并没有止步，他想：太阳对行星引力与地球对苹果的引力和地球对月球的引力是否是同一种力呢?正是他这种猜想与后来的深入研究产生了伟大的发现——万有引力定律。下节课我们将沿着牛顿的足迹去探究万有引力定律。

设计小结：本节课的教学设计，我通过推导太阳和行星间的引力这条明线，和遵循牛顿发现“万有引力定律的足迹”这条暗线一起来进行。我通过引入视频资料，激发学生的学习兴趣。把复杂的推导过程以问题形式呈现，难点分层突破，符合学生的认知规律，贴近学生实际知识水平。在整个学习过程中学生自己完成了太阳与行星间引力的推导，体会了物理模型的建立过程，万有引力推导的科学过程。使学习过程变成学生自我提高完善的过程。提高学生各方面的能力。

播放太阳系八大行星运动视频。

提出问题：根据开普勒定律，所有行星都绕太阳做椭圆运动。椭圆运动是变速运动，运动状态在不断改变。根据牛顿运动定律：改变运动状态必须有力;那么，行星都绕太阳做变速运动应该有力，这个力从哪里来?

这个应只能来自于太阳;

理由：

1，力是物体对物体的作用，这个物体只有太阳;

2，不直接接触的物体间也可以产生力，如：地球与空中的苹果之间;不接触的磁体之间等;

太阳对行星的引力与那些因素有关?

猜想：太阳对行星的引力F应该与行星到太阳距离r有关;历史上胡克、牛顿等科学家也是这样猜想的;

1，建立模型(师)：把行星绕太阳的椭圆运动简化为匀速圆周运动，如图：

行星绕太阳运行周期为T，轨道半径为r，如图所示，请根据圆周运动知识推导出太阳对行星的引力F?

3，凸现r3/T2(师)：根据开普勒第三定律：r3/T2是常数k，请凸现出r3/T2?

4，得出引力与行星质量m和行星到太阳距离r的关系(师与生)：太阳与行星之间的吸引力跟行星的质量成正比，与行星到太阳的距离的二次方成反比。写成F∝

5，递进推理：

(师)根据力的作用的相互性，既然太阳对行星有引力，那么行星对太阳必然也有引力;既然太阳对行星有引力F与行星质量m成正比、与距离r的二次方成反比，那么行星对太阳的引力也必然与太阳质量M成正比、与距离r的二次方成反比，即:

(师与生)所以应该有太阳与行星间的引力与太阳质量M和行星质量m乘积成正比，距离r的二次方成反比。即: F引∝

6，得出结论(师与生)：太阳与行星间的引力与太阳质量M和行星质量m乘积成正比，距离r的二次方成反比。F引=G

1，开普勒认为行星绕太阳运动一定是受到了来自太阳的类似于磁力的作用.

2，笛卡儿认为行星运动是因为行星的周围有一种以太物质作用在行星上.

3，牛顿、胡克、哈雷认为：行星绕太阳运动是因为受到了太阳对它的引力的作用。

我们本堂课对太阳对行星引力的探究正是踏着牛顿当年研究的足迹。然而，牛顿他并没有止步，他想：太阳对行星引力与地球对苹果的引力和地球对月球的引力是否是同一种力呢?正是他这种猜想与后来的深入研究产生了伟大的发现——万有引力定律。下节课我们将沿着牛顿的足迹去探究万有引力定律。

设计小结：本节课的教学设计，我通过推导太阳和行星间的引力这条明线，和遵循牛顿发现“万有引力定律的足迹”这条暗线一起来进行。我通过引入视频资料，激发学生的学习兴趣。把复杂的推导过程以问题形式呈现，难点分层突破，符合学生的认知规律，贴近学生实际知识水平。在整个学习过程中学生自己完成了太阳与行星间引力的推导，体会了物理模型的建立过程，万有引力推导的科学过程。使学习过程变成学生自我提高完善的过程。提高学生各方面的能力。

✦ 识字3课件 ✦

Understanding of the teaching material(语篇分析)

本单元以世界性的体育盛会──Olympic Games 为话题，旨在通过本单元的教学，使学生了解奥运会的起源、宗旨、比赛项目以及古现代奥运会的异同。学会用英语表达自己的兴趣爱好以及如何向别人推荐某一种爱好，同时培养学生对体育运动的`爱好。

本单元课时安排：

The 1st period: Warming up and listening

Teaching objectives：

一．Learning objectives:

Ability Objects：

1.Foster the Ss’ ability of comprehending passages ,especially their ability of analyzing the structure of such kind of articles. Help the Ss learn how to scan the text and get detailed information

2.Offer the Ss chances of self-culture by working in groups and seeking information about Helen Thayer’s of traveling alone to the Antarctica .

3．Enable the students to conclude Helen Thayer’s qualities by reading the context and find the suitable words to describe her .

5. Learn to write an essay about people

Knowledge Objects:

1.Help the Ss further understand the passage and finish the relevant tasks correctly. And enable the Ss to master the grammarof Subject-verb agreement .

2.Learn the usages of the following words and phrases: inspire, admire ,increase , value ,optimisticadj. 乐观的,generous adj. 慷概的；大方的be about to do. 即将，正要做某事,around the corner. 很近

increase to.增加到come to terms with 甘心忍受（不愉快的处境）

lead?to? 通向，导致etc.

3．.And help the Ss talk about the reason why they admire Helen Thayer .Let them have strong

wills and determination .

二． Emotional goals：

学习奥运会的知识，培养学生热爱体育运动。学习更快，更高，更强的奥运精神，培养学生团体合作、努力拼博、积极向上的精神。

了解奥运会，培养全球意识，认识世界一体化以及国际合作的趋势；通过对比古现代奥运会，加深对奥运会的了解。

Teaching Approaches:

1. Task----based teaching method to finish the teaching assignment.

2. Activity---based teaching class work

3 .Fast reading to find out some general information .

4.Careful reading to find the details in the passage.

5.Questions and answers for inducing.

6.Inductive method to make the Ss understand the text better.

Teaching difficult points：

1. . Help the Ss talk about the reason why they admire Helen Thayer .Let them have strong wills and determination

2．Know Helen Thayer’s qualify and describe her in the Ss’ own words .

Teaching aids(略)。

Teaching procedures: Period3 & 4Reading

1. an dictation of the new words learned yesterday.

2.Questions:

T: What can you think of at the sight of the following pictures ?Good . the Olympic Games. In the last period I asked you to get as much information about Olympic Games as you can ,now Let’s see what you know about the Olympic Games?

The five rings stand for the friendship of fivecontinents

(1)How often are the Olympic Games held?

Ss :The Olympic Games are held every four years .

(2)When and where did the ancient Olympic Games begin?

Ss: The ancient Olympic Games began around the year 776BC in Greece .

(3)What games did they compete at the time ? Ss : Some of the games the young man competed were running, jumping and wrestling .

(4)When and where did the first modern Olympic Games happen?

Ss: The first modern Olympic Games happened in 1896 in Greece .

(5) How many countries and competitors took part in the games?

Ss : There were over 10,000 athletes from 227 countries taking part in the games .

(6) How many gold medals did the Chinese athletes get in the 27th Olympic Games in

Sydney?

Ss: In the 27th Olympic Games in Sydney , the Chinese team got 28 god medals .

(7) What about the 28th Olympic Games in Athens in ?

Ss: We won 32 gold medals that year and came second in the Games.

(8) Why do people say that China won another great competition in ?

Ss: Because China will host the 29th Olympic Games in Beijing in .

(9)What’s the slogan for the 2008 Olympics?

Slogan for 2008 Olympic is “One World, One Dream!”

(10) Do you know the mascots(吉祥物) for the 2008 Olympic Games?

The five mascots are officially called the Five Friendlies. They are Beibei, the fish; Jingjing, the panda; Huanhuan, the Olympic flame; Yingying, the Tibetan antelope; and Nini, the swallow. The first syllables from their two-syllable names form a line that reads “Beijing Huanying Ni”, or in English – “Welcome to Beijing”. The mascot’s colours were chosen in line with the colours of the Olympic rings. Step2. Pre-reading

T: Today we will learn a passage about the Olympic Games .First let’s discuss some questions in Pre-reading . You will discuss these questions with your partner then I’ll ask some of you to report your work .Are you clear ? Now who’d like to answer the first question ? Volunteer !

(1)Is it important to win in a sports match? Why or why not?

(2)Are the Olympic Games important to our society? Why?

Task1 .Skim the text and decide where in the text the questions below are answered.

T: You have done very well ,now let’s learn about the further information about the Olympics . Please read the text fast and then answer the following questions .

1.Do the Summer Olympics and the Winter Olympics happen at the same time ?

2. When did the old Olympic Games begin? What were the old Olympic Games like?

3. When were the first modem Olympic Games held?

4. How many gold medals did Carl Lewis win in the 1984 Olympic Games?

5. What does the Olympic motto mean? How many athletes took part in the Olympic Games?

6. How many different events are there in the 27th Olympic Games ?Give some examples .

7.What’s the competition ,which is not for a medal ?

T: OK. Now let’s check the answers . The first Q .

1. Sum up every paragraph in one sentence

T: How wonderful work you’ve done ! Now read the passage again ,this time ,try to obtain

A general understanding of the whole passage .While reading ,try to find out the main idea of each paragraph .

T: Now let’s sum up every paragraph in one sentence . The first paragraph .

Para1:The Olympics are held every four years

Para2: Something about the old Olympic Games

Para3: Something about the Olympics in modern times and the 27th Olympic Games.

Para4The Olympic motto and something about the track stars: Carl Lewis and the Chinese team in Sydney Olympics.

Para5: Beijing will host and is making preparation for the 29th Olympic Games.

T: Well done ! I think you’ve read your text very well and carefully . Now we have known that the reading gives a brief summary of the history of the Olympic Games and its development over the years .It also emphasize the sprit of the Games and describe China’s success in resent Olympic Games .

3. Try to get the information of the following numbers.

T: What do the following numbers in the text refer to ?

1). Every four years2). 776 BC 3). 393 AD 4).1896 5). 2000(27,28) 6). 2008 T: Who'd like to have a try ? Well done !

Possible answers :

1). Both the Summer and Winter Olympic Games are held every four years.

2). The ancient Olympic Games began around the year 776 BC in Greece.

3).After about the year 393 AD the Olympic Games stopped.

4).The first modern Olympic Games happened in1896.

5). In 2000, the 27th Olympic Games were held in Sydney. The Chinese team got 28 gold medals.6). In 2008, the 29th Olympic Games will be held in Beijing.

T: Please listen to the tape while looking at the sentences on the screen, you are asked to decide whether the following statements are true or false .

①( T ) In the early Olympic Games, only men were allowed to compete and watch the games. ②.(F )The motto of the Olympic Games is “FASTER,HIGHER,FURTHER”.

✦ 识字3课件 ✦

第一课时：

教学目标：

1、观察图画，看懂图意，对照图画理解句群意思。

2、学会13个生字，会写5个字，读准字音。

教学重点、难点：

巩固学过的生字，学习生字的音、形、义。

教具

课件、小黑板等

教学过程

一、复习。

出示拼音卡片，读准下面的音节shuō shuā shū

二、指导看图。

出示课件，提问：图上画的是什么时候的景物？有什么特点？你觉得景色怎样？

三、学习纯拼音句群。

1、学生试读并找出难读音节。读后检查音节卡片上的读音。

2、读纯拼音句群，要求：连词读→一句一句的读→两句话连起来读。注意该课的.要掌握的生字的读音,读后检查。

3、指导学生读准字音。教师范读，学生仿读。

四、图文结合，理解全文意思。

1、春天来了，“万物复苏”是什么意思？“莺歌燕舞”呢？

2、读其他句子，是什么景色？看图说一说，读准：”融”的读音。

五、自由朗读课文。

六、课堂小结。

第二课时

教学目标：

1、能主动积累有关春天的词语。

2、留心观察周围的事物，丰富自己的见闻和感受。

教学重点、难点：

认清字型，理解字义，正确书写田字格中的字。

教学过程

一、复习检查。

1、指名朗读课文，

2、检查生字，指名认读。

二、认识种笔画和本课的5个生字。

1、学习新笔画横折提。

（1）进一步理解万的意思，口头组词。

（2）教师示范，学生仿写。注意本字在田字格中的位置。

2、认识齐

（1）用齐口头组词。

（2）书空齐教师指导学生学习笔顺规则。从上到下。

3、学习百、丁、冬、齐，笔画和笔顺，教学步骤同上。

三、学生反复练习，并用开火车检查本课的生字的笔画、笔顺。

1、出示有田字格的小黑板，告诉学生用田字格写字，要注意字在田字格中的位置，哪一笔在横中线和竖中线上。

2、练习读全文，要读得正确、流利、有感情。

四、背诵课文。

1、指导背诵。

2、独立背诵。同桌互背。

3、指名背诵。

五、小结。

✦ 识字3课件 ✦

高中英语必修5课件

高中英语必修5课件

Teaching Plan for Book 5

Unit5 First Aid for Burns

Reading

Teaching Goals:

1. Enable the Ss to get some first aid knowledge

2. Enable the Ss to learn how to use what they've learnt to do first aid treatment for burns correctly.

3. Let the Ss learn the reading skill of getting the main idea of each para./ part & each passage .

Key Teaching Points

How to improve the Ss' reading ability.

Difficult points

1. How to grasp the main idea of each paragraph / part & each passage.

2. How to help the Ss use what they've learnt to do first aid treatment for burns correctly.

Teaching methods

1). Skimming & scanning methods to make the Ss get a good understanding of the text.

1. Discussion methods to make the Ss understand what they've learned in class.

2. Pair work of group to get every student to take part in the teaching-and-learning activities.

3. Competition and role-play method to arouse the Ss' interest

Teaching aids

The multi-media (see a short movie about how to treat burn from ppt.)

Teaching procedures

Step1. Lead-in

Lead-in by telling the Ss a story, meanwhile, teach them some new words: bandage, first-aid-kit, ambulance and then ask them to think of words about accidents and first aid

Step2. Pre-reading

Show the Ss the picture of Pre-reading on P33 and ask them the following questions:

What has happened?

What sort of injuries the child will have?

What kind of first aid would you perform?

Step3. Fast reading

Let the Ss read the passage fast and then find out the answers to the questions

1. What will the passage be about?

2. What do they tell you about the passage?

3. In which order are these topics covered in the text? Number them from 1 to 5.

____ the three types of burns

____ what to do if someone gets burned

____ the purpose of skin

____ the symptoms of burns

____ how we get burns

Step4. Detailed reading

1). Tell if the following statements are true or false:

1. Our skin has three layers.

2. We will never get burned by the sun.

3. Burns are divided into three degrees according to the degree of pain.

4. Third degree burns are the most serious and painful.

5. Put cool water on any burns to cool them.

6. Don't rub the burns

7. It's better that you put some butter or oil on burns.

2). Answer the questions

1.Why should you put cold water on a burn?

2.Why doesn't a third degree burn hurt?

3.Why do you think clothes and jewellery near burns should be removed?

4.If someone has a third degree burn, why might you see tissue?

3). Read the text again and then find out how many parts there are and the main idea of each part:

Part1. The purpose / function of skin

Part2. Causes of burns hot liquids, steam, fire, radiation, the sun, electricity, chemicals

Part3. Types of burns: First degree burns, Second degree burns, Third degree burns

Part4. Characteristics of burns

Part5 First aid treatment

3). Finish off Comprehending Ex2&3

Step5. Words competition

Have a competition to check the Ss' words spelling

Step6. Making a first-aid kit

An activity to let the Ss know what are included in a first-aid-kit

A well-stocked(存备得好的) first-aid kit, kept in easy reach, is necessary in every home. It should include: bandage, alcohol, flashlight, thermometer, soap, sharp scissors, plastic gloves (at least 2 pairs), your list of emergency phone numbers etc.

Step7. Role play

Work in pairs to act out how to place an emergency call for help

Step8. Summary

This passage doesn't contain enough information for you to do first aid for others. Please learn more after class. Do remember: Life is precious, we should care about others and help people in an emergency and try our best to give them effective first aid if they are in danger.

Step9. Homework

Search as much information as you can about first aid

✦ 识字3课件 ✦

This period includes Warming up,Reading and Comprehending of the Reading.It introduces a day of Jane Goodall and her colleagues in the forests,observing the chimps.After reading the passage the students can know about Jane Goodall’s working methods,her great achievements and her attitude towards wild animals.Reading the passage,the students can also learn some reading strategies such as predicting,skimming and drawing conclusions.

Help he students to comprehend the story of Jane Goodall’s protecting the African wildlife.

Get the students to learn from Jane Goodall’s story and come to the idea that great personality is of importance to one’s success.

Learn and master some important words,phrases and sentence patterns in this period.

Get the students to comprehend the story and understand what Jane Goodall has done to gain the achievements.

Get the students to believe that one’s personality as well as luck and ability is important to one’s success.

Predicting to guess the content of the passage.

Skimming to get the general idea of the text.

Scanning to get detailed information and get to understand the passage better.

Task-based activities to get the students to comprehend the passage and be able to debate about whether women can do a better job than men.

Enable the students to comprehend the story of Jane Goodall’s protecting the African wildlife.

Enable the students to learn from Jane Goodall to treat animals in a human way and come to the idea that great personality is of importance to one’s success.

Learn some useful words and expressions:achieve,achievement,condition,welfare,connection,behave,behavior,worthwhile,specialist,observe,observation argue,inspire,support,devote ... to,etc.

Learn some sentence patterns:

Watching a family wake up is our first activity of the day.

Only after her mother came to help her for the first months was she allowed to begin her project.

Group work to encourage the students to participate in class activities.

Fast reading to make the students get the main idea of the passage.

For forty years Jane Goodall has been helping the rest of the world understand and respect the life of these animals.People will do something that can satisfy their feelings and make a better world.

1.Greet the students.

T:Good morning/ afternoon,boys and girls!

Ss:Good morning/ afternoon,Miss./Mr.liu..

2.Introduce the topic of great women.

1)Show some pictures of women for the students to guess who they are and tell whether they are great women or not.

T:Do you have idols?Now I would like to show you some pictures of women to see whether they are your idols and try to tell me whether they are great women.

Show some pictures of some famous people.

The students might be very excited to see the pictures.They will tell their names and the reasons why they are so famous.But they will have the same point of view that they are famous and important but they are not great women.

2) Get the students to have a discussion about the qualities needed to be a great woman.

T:Although they are so famous and important in a certain field,they are not great women.So what do you think is needed in order to be a great woman?

(Give the students two minutes to discuss in pairs.)

T:Now what do you think is needed in order to be a great woman?Who would like to share the opinions with us?

S:Let me have a try. In my opinion,a great woman should be intelligent and hard-working,otherwise she will not achieve her goals.

S:I think a great woman should be determined and consistent.Because sometimes she might come across a lot of difficulties before her idea and invention are accepted by the public or other specialists.If she can’t stick to her opinion,she may fail in achieving her goals.

S:According to me,I think a great woman should be modest and responsible.I don’t think an arrogant and irresponsible woman will become a great woman.

Other students add their opinions.

T:I agree with all of you.But in my opinion,most importantly a great woman should be unselfish and willing to sacrifice.Otherwise they will not overcome different difficulties and make great contributions to humans and our society.Do you think so?

3) Talk about great women.

T:Now can you name some famous women?

S:I think Madam Curie is a great woman.She discovered radium(镭)with her husband and made great contributions to the field of science and also our society.She won the Nobel Prize for Chemistry and Physics.

T:Good.Who else would like to express your idea?

S:I think Mother Teresa is a great woman.She worked in India to help the poor,took care of the disabled people and won the Nobel Peace Prize in 1979.

(Some other students express their opinions.)

T:Now I would like to show you some more pictures to see whether you know them and their achievements.

(Get the students to read the information of the six women together.)

Get the Ss to read the title and predict the main content of the passage.

T:Today we are going to learn about one of the great women. Before that I would like to show you some pictures on P2.

T:What can you see in the picture?

Ss:A woman and an animal.

Ss:She is kissing the chimp.

T:If you meet a chimp in the forest,will you do that like Jane Goodall?

Step 3Skimming to get the general idea

Get the Ss to read the passage and find the answers to the four questions (two minutes) and try to sum up the general idea of the passage.

S:1.Jane Goodall is the protector.T:Now who can answer the first question?Who is the protector?

T:Good.What about the second one?What animals were observed?

S:2.Chimps were observed.

T:The third one?When did Jane Goodall arrive in Gombe？ How old was she?

S:3.She arrived in Gombe in 1960 when she was 26.

T:Very good.And the last one?

S:4.Her purpose was to help the rest of the world to understand and respect the life of the chimps.

T:Good job.What about the general idea?

S:The passage is mainly about how Jane Goodle worked with chimps in their environment and helped people understand and respect the life of these animals.

T:Wonderful job.So did you get the right prediction?

Get the students to read the whole passage and sum up the main idea of each paragraph.At the same time,instruct them the way of finding or summing up the main idea.

T:Now we have a rough idea about the passage.How will the writer introduce Jane Goodall’s story to us?How will she organize the passage?I would like you to read the story carefully and sum up the main idea of each paragraph.How can we sum up the main idea easily?

S:Try to see whether there are any topic sentences,which are usually at the beginning or the end of a paragraph.If there are not any topic sentences,try to sum up the main idea according to the content of the paragraph.

T:Good.Now read the passage and try to find out the main ideas.

T:How many paragraphs are there in the passage?

T:What are the main ideas of them?

S:1.The first paragraph is about a day in the Combe National Park.

S:2.The second paragraph tells us Jane’s way to study chimps and her achievements.

S:3.The third paragraph tells us her attitude to the animals.

S:4.The last paragraph is a short summary of the whole passage,telling us that she has achieved everything she wanted to do.

Get the students to read the whole passage to get some detailed information.

T:Now we have formed an overview of the whole passage.Next I would like you to read and get more information about Jane Goodall.Please try to find out the answers to the following questions.If there are some sentences that you cannot understand,put them down and we shall solve your problems later.

T:(four minutes later) Now who can answer the questions?

S:1.They watched the chimps wake up in the morning in the forest.

S:2.She suggested the chimps should be left in the wild.

S:3.She discovered that chimps hunt and eat meat,how chimps communicate with each other and worked out their social system.

(Not all the students can find the answer to the third question,or some of them can only find part of the answers.The teacher should instruct them the way of finding them accurately.First get them to find the possible sentences where the answer lies—“For example,one thing she discovered was that chimps hunt and eat meat...She also discovered how chimps communicate with each other and her study of their body language helped her work out their social system.” Remind them to pay attention to the transitional words like“one thing”,“also” and “and”.)

✦ 识字3课件 ✦

一、教学内容：

Unit 1 of Module I Period Three（Grammar）

1、学习一般现在时态和现在进行时态。

2、一般现在时态和现在进行时态表达将来的动作。

3、对比一般现在时态和现在进行时态，掌握它们的用法和区别，进一步强化学生对该语法项目掌握的熟练程度和运用能力。

（一）时态构成：

一般现在时主要由动词的原形表示，如果主语是第三人称单数，则在动词原形后加-s或-es。

（二）时态的用法：

常用的时间状语有：often, sometimes, usually, always, seldom, in the morning, every day, on Sunday 等。如：

He is always ready to help others.

The students have sports at five every afternoon.

Does he work hard?

Three plus two is five.

A plane is faster than a car.

China is in Asia.

Light travels faster than sound.

主句用一般将来时，从句则用一般现在时表示将来动作。如：

I will stay at home if it rains tomorrow.

She'll go to see him as soon as she arrives.

When they come, they'll tell you something important.

尽管主句用过去时态，但如果宾语从句所述内容是客观真理，从句谓语动词仍然用一般现在时。如：

The teacher told her pupils that the sun rises in the east.

一般用be, come, go, arrive, leave, start等动词。如：

My birthday falls on May 2.

动词常用一般现在时。如：

Scene 1 ( Mary and Miss Green are in the professor's room-a large ,pleasant room with many books. There is a big desk near the window. )

动词用一般现在时表示现在正在进行的动作。如：

There goes the bell. Let's hurry.

Here comes the teacher.

现在进行时由助动词be(am, is, are)+现在分词构成。am 用于第一人称单数，is用于第三人称单数， are用于其他各人称。

The boys are reading magazines.

Are the students dancing?

Mr. Green is talking with Jim in the classroom.

2）表示目前这段时间内正在进行的动作（尽管此时此刻该动作并不在进行中）

-What's he doing this week?

-He is translating a novel.

They are learning Chinese in Beijing.

I'm working for an American company.

3）现在进行时常与副词always, constantly 等连用，表示反复出现或习惯性的`动作，含有说话者的赞扬、不满、讨厌、遗憾等情绪。如

The girl is always smiling happily.

You're always making the same mistake.

She's constantly changing her mind. 她经常改变主意

The leaves on the trees are turning brown.

She's finding that chemistry is much more difficult than physics.

她渐渐感到化学比物理难学。

5）现在进行时可用来表示按计划安排即将发生的动作（见一般将来时有关讲解）

注意：英语里有些动词一般不用于进行时，它们在新教材里也被称为静态动词。

①表示知觉的动词，如see, hear, smell, taste, notice, feel 等；

②表示态度和感情的动词，如believe, agree, like, hate, want, think 等；

③一些不表示具体动作而表示某种抽象的关系或概念的动词，如have, depend, seem（似乎）, belong to（属于）, consist（组成）, possess（拥有，占有）等。

但当这些动词的词义改变时便可用于进行时。试比较：

I feel sick.

The doctor is feeling my pulse.

I can't see anything in the bowl.

Tom is seeing his friend off at the airport.

1. Exercises 2.3.4 of Lesson 1 on Page 54.

2. Exercises 1.2.3.4 of Lesson 3 on Page 58.

✦ 识字3课件 ✦

学习目标：

1、识记“孔、雀、鹂、灵、锦、鹰、丛、护、牢、嬉”10个生字，会写“丛，牢”，两个生字。

2、准确、熟练地朗读拍手歌，读出节奏感。理解内容，体会儿歌意境。

3、在学习中体会人与动物的互相依存，从而懂得保护动物。

教学重难点

掌握本课生字、新词，能正确读写。

培养学生保护动物的意愿。

课时：第一课时

教学过程设计

一、创设情境，激发兴趣

小朋友们，你们喜欢动物吗?你最喜欢什么动物?出示 《森林动物园》瞧，这是什么地方?想不想到动物乐园里跟可爱的动物们交朋友呢?

师：让我们乘着旅游小火车开始游览吧，看看动物乐园里有哪些动物呢?

今天我们来学习识字7板书课题，齐读

二、初读课文，认识生字

准备好，我们一起进入动物园，大门口贴着一首儿歌(出示)自己试着读一读，看谁最能干。对了，这首儿歌还在语文书122页，注意读准字音，读通句子。在读课文时遇到不认识的字用你 喜欢的方法来解决。

1：学生自读课文。

2：检查字词,出示“护，牢，丛，嬉”

合作学习，和同桌交流哪些生字你早就认识了，怎么认识的?

集体交流，随机组词

师归纳识字方法。

3：再读课文，在儿歌中划出小动物的名字。

交流，认识动物名字，随机认识“孔、雀、鹂、灵、锦、鹰”

强调“锦”前鼻音，“灵、鹰、”后鼻音

认识锦鸡，进行说话训练，用优美的语言赞美锦鸡

复现10个认读的生字开小火车

三：学习儿歌，感受意境

导语：小朋友们真能干!我们的动物朋友在大森林里快乐地生活着，它们有的在空中自由飞翔，有的在地上快活地奔跑，有的在水里无忧无虑地玩耍。它们生活的可真幸福啦!

1：出示写动物的 6个句子。展示朗读，指导朗读，读出节奏感

2：质疑问难：读着读着你有什么不明白的词语吗?

根据学生提问随机出现句子和相应的图片，带领学生理解：翱翔，嬉戏，唱不休，丛林等词语意思。并用“嬉戏”进行说话训练

3：全班齐读儿歌

4：同桌对拍诵读。

5：请学生说说读了这拍手歌你知道了什么?

师总结：是啊，大家说得太好了，大小动物都有家，人和动物是朋友，我们人人都应该关心动物，保护动物。

四：写字教学

1：生字宝宝玩累了，想回家，我们把她们送回家吧，田字格出示：丛，牢。仔细观察，书写时要注意什么呢?

生临写一个后评价，再练写一个。

五：布置作业

今天我们读着拍手歌，与许多动物交上了朋友，课外请收集别的拍手歌，下节课我们再交流。

✦ 识字3课件 ✦

1、理解线速度、角速度、转速、周期等概念，会对它们进行定量的计算。

2、知道线速度与角速度的定义，知道线速度与周期，角速度与周期的关系。

3、理解匀速圆周运动的概念和特点。

1、学会用比值定义法来描述物理量。

2、会用有关公式求简单的线速度、角速度的大小。

通过本节知识，了解匀速圆周运动的实际应用意义。

高中一年级学生拥有强烈的好奇心，初步具有自主、合作、探究学习的能力。圆周运动这节的概念比较多，也比较抽象， 因此，教师在教学过程中要注意引导学生，从易到难，逐渐培养学生的学习兴趣。

2、常见传动装置的应用。

让学生观察教室吊扇转动时扇尖的运动。

让学生观察吊扇，的中点处，提问A、B两点哪点运动的更快呢?

学生回答：B点比A点运动的快。因为相同时间B点运动的弧长较长。

A点和B点运动的一样快。因为相同时间A、B点转过的角度一样。

教师总结：前两种答案都很有道理，所以这两种答案都是对的。只是从不同的角度描述了圆周运动。

1、结合阅读提纲阅读课本内容。

2、学生归纳知识点。

1)、定义：质点做圆周运动通过的弧长 Δl 和所用时间 Δt 的比值叫做线速度。

1)、定义：质点所在的半径转过圆心角Δθ和所用时间Δt的比值叫做角速度。

2)、大小：

活动6【活动】线速度和角速度有什么联系 线速度和角速度关系的推导 活动7【导入】ppt：周期 ，频率，转速 周期 ，频率，转速的关系 活动8【练习】ppt：【练习1】

1. 温哥华冬奥会双人滑比赛中，申雪、赵宏博拿到中国花样滑冰史上首枚冬奥会金牌.如图 5-4-2 所示，赵宏博(男)以自己为转轴拉着申雪(女)做匀速圆周运动，转速为 30 r/min.申雪的脚到转轴的距离为 1.6 m，求：

(1)申雪做匀速圆周运动的角速度;

(2)申雪的脚运动的速度大小.

2.已知某一机械秒表的分针和秒针长(指转动轴到针尖的距离)分别为 1 cm 和 1.3 cm，它正常转动时可视为匀速转动，试求：

(1)分针和秒针的周期和转速;

(2)分针和秒针针尖的线速度大小;

(3)分针和秒针的角速度大小.

活动10【导入】ppt：

求ABC三点的角速度和线速度之比 活动11【讲授】ppt：.总结：传动装置中各物理量间的关系

1.共轴转动(如图 5-4-3 所示)：

(1)运动特点：转动方向相同， 即都逆时针转动或都顺时针转动.

活动12【练习】ppt：

为 rA=rC=2rB.若皮带不打滑，求 A、B、C 轮边缘上的 a、b、

c 三点的角速度之比和线速度之比.

活动13【练习】ppt：

4.(双选， 年佛山一中期中)如图 5-4-7 所示为一皮带传动装置，右轮半径为 r，a 为它边缘上一点;左侧是一轮轴，大轮半径为 4r，小轮半径为 2r，b 点在小轮上，到小轮中心的距离为 r，c 点和 d 点分别位于小轮和大轮的边缘上.若传动过程中皮

带不打滑，则(

5.(双选)关于匀速圆周运动，下列说法正确的是(

让学生观察教室吊扇转动时扇尖的运动。

让学生观察吊扇，的中点处，提问A、B两点哪点运动的更快呢?

学生回答：B点比A点运动的快。因为相同时间B点运动的弧长较长。

A点和B点运动的一样快。因为相同时间A、B点转过的角度一样。

教师总结：前两种答案都很有道理，所以这两种答案都是对的。只是从不同的角度描述了圆周运动。

⬬励志的句子十年编辑压箱底推荐:
• 24课件 | 26课件 | 20课件 | 10课件 | 识字3课件 | 识字3课件

1、结合阅读提纲阅读课本内容。

2、学生归纳知识点。

1)、定义：质点做圆周运动通过的弧长 Δl 和所用时间 Δt 的比值叫做线速度。

1)、定义：质点所在的半径转过圆心角Δθ和所用时间Δt的比值叫做角速度。

2)、大小：

活动6【活动】线速度和角速度有什么联系 线速度和角速度关系的推导 活动7【导入】ppt：周期 ，频率，转速 周期 ，频率，转速的关系 活动8【练习】ppt：【练习1】

1. 温哥华冬奥会双人滑比赛中，申雪、赵宏博拿到中国花样滑冰史上首枚冬奥会金牌.如图 5-4-2 所示，赵宏博(男)以自己为转轴拉着申雪(女)做匀速圆周运动，转速为 30 r/min.申雪的脚到转轴的距离为 1.6 m，求：

(1)申雪做匀速圆周运动的角速度;

(2)申雪的脚运动的速度大小.

2.已知某一机械秒表的分针和秒针长(指转动轴到针尖的距离)分别为 1 cm 和 1.3 cm，它正常转动时可视为匀速转动，试求：

(1)分针和秒针的周期和转速;

(2)分针和秒针针尖的线速度大小;

(3)分针和秒针的角速度大小.

活动10【导入】ppt：

求ABC三点的角速度和线速度之比 活动11【讲授】ppt：.总结：传动装置中各物理量间的关系

1.共轴转动(如图 5-4-3 所示)：

(1)运动特点：转动方向相同， 即都逆时针转动或都顺时针转动.

活动12【练习】ppt：

为 rA=rC=2rB.若皮带不打滑，求 A、B、C 轮边缘上的 a、b、

c 三点的角速度之比和线速度之比.

活动13【练习】ppt：

4.(双选，2011 年佛山一中期中)如图 5-4-7 所示为一皮带传动装置，右轮半径为 r，a 为它边缘上一点;左侧是一轮轴，大轮半径为 4r，小轮半径为 2r，b 点在小轮上，到小轮中心的距离为 r，c 点和 d 点分别位于小轮和大轮的边缘上.若传动过程中皮

带不打滑，则(

5.(双选)关于匀速圆周运动，下列说法正确的是(