高中数学必修4新课标内容

高中数学必修4新课标内容（精选6篇）

篇1：高中数学必修4新课标内容

必修四

第一章三角函数

课程目标

本章学习的内容是三角函数的定义、图象、性质及应用。三角函数是基本初等函数，它是描述周期现象的重要模型，在数学和其他领域中都有重要的作用。在本章中，学生将通过实例，学习三角函数及其基本性质，体会三角函数在解决具有周期性变化规律问题中的作用。

第二章平面向量

课程目标

向量是近代数学中重要和基本的数学概念之一，它是沟通代数、几何与三角函数的一种工具，有着极其丰富的实际背景。本章中，学生将了解向量丰富的实际背景，理解平面向量及其运算的意义，能用向量语言和方法表述和解决数学和物理中的一些问题，发展运算能力和解决实际问题的能力。

第三章三角恒等变换

课程目标

本章学习的主要内容是两角和与差的正弦、余弦和正切公式，以及运用这些公式进行简单的恒等变换。在本章中，学生将运用向量的方法推导基本的三角恒等变换公式，由此出发导出其他的三角恒等变换公式，并能运用这些公式进行简单的三角恒等变换。三角恒等变换位于三角函数与数学变换的结合点上。通过本章的学习，要使学生在学习三角恒等变换的基本思想和方法过程中，发展推理能力和运算能力，使学生体会三角恒等变换的工具性作用，学会它们在数学中的一些应用。

篇2：高中数学必修4新课标内容

必修四.M4 Unit1

重点单词

conditionwelfareconnectionargueachieve/achievement

campaignorganizationspecialistdevotebehave/behavior

worthwhilerespectentertainmentinspireobserve/observationsupportcommunicationstrikeexplainmedical

considerationconsideratedelivermodestshade

wandernestbondchildhoodenvironment

cheersupportabroadratecareer

countrysidedriveimproveprizeproject

instituteencourageprotectfoundintend

diseaseaffectresearchemergencygeneration

determinationkindnessarguemean doing/mean to do

重点短语

devote … torather thanargue for/against/withset uplook down upon/onrefer to

care foras well asmake sure

have … in commonput to deathconcern oneself with

instead ofcommunicate withbody language

work outlead a … lifecrowd in

say to oneselfcarry onby chance

come acrosscatch one’s eyescan’t wait to do

重点句子

1.She spent years observing and recording their daily activities.2.Only after her mother came to help her for the first few months was she allowed to

begin her project.3.It seem that she had been very busy in her chosen career, traveling abroad to study

as well as writing books and articles.4.Further reading made me realize that it was hard work and determination as well as

her gentle nature that got her into medical school.5.Watching a family of chimps wake up is our first activity of the day.6.This means going back to the place where we left the family sleeping in the tree the

night before.7.It was unusual for a woman to live in the forest.8.Her work changed the way people think about chimps.9.She actually observed chimps as a group hunting a monkey and then eating it.… helped her work out their social system.However the evening make it all worthwhile.We watch the mother chimp and her babies play in the tree.必修四M4 Unit2

重点单词

hungersunburnsunburntstrugglesuperproductexpandcirculateequipfreedomexportsuitablechemicalconfusemineral

reducesupplybacteriagraduateagricultural

whateversummarynutritiondisturbingoutput

hobbyaffectlevelawakedangerous

farmingharvestgraincropcomfortable

thereforeunderlinedecadeproductionroot

statisticsmineralsdiscoveryorganicgoal

avoidcommentfertilecommon

重点短语

lead a … lifewith the hope offree from

insist onsearch forbe satisfied withget/feel/be exhaustedin additionfocus on

rid … ofthanks tocare about

as well aslead tobuild up

重点句子

1.Dr Yuan Longping grows what is called super hybrid rice.2.The special strain of rice makes it possible to produce one-third more of the crop in

the same field.3.Dr Yuan searched for a way to increase rice harvests without expanding the area of

the fields.4.Dr Yuan is quite satisfied with his life.袁博士对生活非常满足。

5.Using his hybrid rice，farmers are producing harvest twice as large as before

6.… planting peanuts that use the ground’s surface followed by vegetables that put

down deep roots.7.Some organic farmers prefer planting grass between crops to prevent wind or water

from carrying away the soil, and then leaving it in the ground to become a natural

fertilizer.8.This also keeps the air, soil, water and crops free from chemicals.9.In addition, fruit, vegetables and other food grown with chemical fertilizers usually

grow too fast to be full of much nutrition.10.One dream is not always enough, especially for a person who loves and cares for his

people,11.… Yuan Longping considers himself a framer, ….必修四 M4 Unit 3

重点单词

slideskincruelastonishingparticular

entertainthroughoutworn-outhomelessfailureovercomeboilunfortunatelysnowstormbottomchewdirectoutstandingswingmountainouswhispervastsensecomedyteens

popularparticularlyamusebrightencommon

ordinarycharmingoptimismedgeperformer

detectivemoustacheleatherdeterminationtaste

重点词组

pick outbe caught inplay jokes on sb

make fun ofbump intobe content with

badly offcut offin search ofat timesup to nowon one occasion

重点句子

1.He made people laugh at a time when they felt depressed, so they could feel more

content with their lives.2.No one was ever bored watching him—his subtle acting made everything entertaining.3.Instead they are hiding in a small hut on the edge of a mountain during a snowstorm

with nothing to eat.4.Charlie Chaplin wrote, directed and produced the films he starred in.5.He walked around stiffly carrying a walking stick.6.You may find it astonishing that Charlie was ….7.Laughter is the sun that drives winter from the human face.8.Unfortunately his father died, leaving the family ever worse off.必修四M4 Unit4

重点单词

majorlocalrepresentcuriousintroduce

approachstrangerexpressactiongeneralavoidmisunderstandsimilaragreementadultpunishintendmeansuniversalcultural

apologizebehavebowflightdefence

dormitorycanteendashcomfortabledistance

prefertouchcustomfalsehug

functioninternationalpowerfulgreetfist

yawnthreatenrespectfulassociationgesture

重点短语

be likely toat easeneither … nor …

kook sb in the eyeswatch outintroduce…to…

be similar tobe willing to doon the contrary

communicate withshake hands within general

facial expressionlose faceturn one’s back to

in most casesbase … onfrom side to side重点句子

1.I saw several young people enter the waiting area looking around curiously.2.Not all cultures greet each other the same way, Nor are they comfortable in the same

way with touching or distance between people.3.We can often be wrong about each other, so it is an amazing thing that we understand

each other as well as we do.4.Smiles around the world can be false, hiding other feelings ….Then Akira Nagata from Japan came in, smiling …

I stood for a minute watching them ….… I saw several young people enter the waiting area looking around curiously …

The first person to arrive was Tony Garcia from Colombia, closely followed by Julia Smith from Britain.She stepped back appearing surprised and put up her hands, as if in defense.5.… frowning and turning one’s back to someone shows anger.… shaking the head from side to side means

Being respectful to people is subjective, based on each culture, but in general it is probably not a good idea to give a hug to a boss or a teacher.Standing at a little distance with open hands will show that …

There are many ways around the world to show agreement, but nodding the head up and down is used for ….6.These actions are not good or bad, but are simply ways in which cultures have

developed.必修四M4 Unit5

重点单词

themeamusevariousshuttlechargeprofitsouvenirathleticbrand-newequipmentsneakerminorityfantasysettlerexperimentadvancetechniqueclothbeyondexperience creatureancientsurvivecrashopportunity historicaldeedcelebratejourneytrip

excellentlengthtourismuniqueold-fashioned cartoonsightperfectattractionengine availableincreaseonlinecharactermagical traditionalcarpentercandypreservemodel completelyjungleswordinformation

重点短语

be famous forno wonder（that）in advance

get close tocome to lifebe familiar withtake a ride onface to facevarious kinds of 重点句子

1.Whichever and whatever you like, there is a theme park for you!

2.With all these attractions, no wonder tourism is increasing wherever there is a

Disneyland.3.To enter a world of fantasy about ancient England, come to Camelot Park!

4.Futuroscope is not only for individuals, but is also the perfect mix of fun and learning

for class outings.5.If driving, Futuroscope is within easy reach of the freeway.6.Visit the candy shop to try the same kind of candy that American southerners made

150years ago, or take a ride on the only steam engine train still working in the …

7.After that, joined some drivers and went to the bottom of the ocean to see the strange

blind creatures that have never seen sunlight.8.Visitors can get close to parts of the world they have never experienced, going to the

篇3：高中生物新课标必修内容浅析

关键词：生物,新课标,必修

根据教育部2003年制定的《普通高中课程方案 (实验) 》和《普通高中生物<课程标准> (实验) 》, 课程教材研究所生物课程教材研究开发中心组织编写了生物学科六个模块的教材。吉林省在2007年开始施行。也许是因为一开始工作就接触新课标教材, 没有使用过其他的教材版本, 所以没有像一些同仁那样对新课标教材感觉到不适应。必修部分包括三个模块, 各模块选择的是现代生物科学发展最迅速、与社会和个人生活关系最密切的领域, 在编排体系上合理、有序。设计内容上体现出了编者的技巧, 充分考虑了学生的知识水平和认识能力。体现在对内容编排上把握基础性, 体现先进性, 并且维持在现行高中的知识水平, 避免出现过深过难;知识内容以基本概念、原理和规律为重点, 适当兼顾一些拓展性内容。对必修各模块的内容及相互联系总结如下:

细胞是生物体结构和功能的基本单位, 因此, 先讲细胞作为高中生物模块一的内容。模块一《分子与细胞》第1章“走近细胞”, 是让同学们在整体上认识细胞, 了解生命活动离不开细胞 (没有细胞结构的病毒也只有依赖于活细胞才能生活和繁殖) ;细胞是最基本的生命系统;细胞的多样性 (可分为原核细胞和真核细胞) ;细胞的统一性 (都有相似的细胞膜、细胞质和细胞核) 。然后分层次介绍组成细胞的物质基础、结构基础及行使的功能, 内容包括组成细胞的分子, 细胞的基本结构, 细胞的物质输入和输出及细胞的能量供应和利用。知识点总结:

多细胞生物体内不同种类的细胞是通过细胞分裂 (增加细胞数量) 和细胞分化 (增加细胞种类) 形成的, 在整个生命历程中还要经历衰老、凋亡甚至癌变。其中, 细胞分化的实质是基因的选择性表达, 模块二讲基因。模块二《遗传与进化》的内容包括:遗传因子的发现, 基因和染色体的关系, 基因的本质, 基因的表达, 基因突变及其他变异, 从杂交育种到基因工程和现代生物进化理论。这些内容可依次解决以下问题:人们是如何认识到基因的存在的?基因在哪里?基因是什么?基因是怎样决定生物性状的?基因在传递过程中如何变化?人类怎样利用的基因?基因频率在生物进化过程中是如何变化的?

生物的性状既受基因控制, 又受环境影响 (表现型=基因型+环境) , 模块三讲环境。模块三《稳态与环境》以生物个体、种群、群落和生态系统各个层次生命系统的稳态的维持为主线, 先讲个体的内环境与稳态, 再讲个体的外环境, 个体以外还有个体, 同种的个体构成种群, 所有的种群组成群落, 生物群落与它的无机环境相互作用形成生态系统。具体内容包括:人体的内环境与稳态, 动物和人体生命活动的调节, 植物的激素调节, 种群和群落, 生态系统及其稳定性, 生态环境的保护。知识点总结:

《稳态与环境》既强调了生命系统的稳态有其自身的调节机制, 也呈现了生命系统的稳态受到环境的影响, 从而让学生认识到作为生命系统来说, 其稳态不仅仅有其自身的调节, 还与所处的环境有着紧密的联系。特别是对于人类的行为而言, 是干预生命系统稳态变化发展的重要因素。人类的生存和发展, 需要良好的生态环境和可供持续的自然资源。然而, 由于人口增长过快等原因, 人类在很大程度上破坏了地球和资源, 甚至严重威胁了生物圈的稳定性。全球性生态问题主要包括全球气候变化、水资源短缺、臭氧层破坏、酸雨、土地沙漠化、海洋污染和生物多样性锐减等。这些问题已经干扰了我们的生活, 需要我们从自我做起, 保护共同的家园。

参考文献

[1]朱正威, 赵占良.普通高中课程标准实验教科书.生物学1.分子与细胞.教师教学用书.

[2]朱正威, 赵占良.普通高中课程标准实验教科书.生物学2.遗传与进化.教师教学用书.

篇4：高中新课标《化学必修一》

关键词：提问质疑；创设情景；推举代表；登台表演

中图分类号：G632 文献标识码：B 文章编号：1002-7661（2015）07-312-02

这节课在知识和能力方面的教学目标是：使学生了解（1）钠的物理性质——可溶性。（2）钠的化学性质——与水的反应。（3）钠与水反应的生成物——氢氧化钠的特性。[来源：学科网]

过程与方法方面的教学目标是：使学生知道观察、实验、比较、分类等方法在研究物质性质过程中的应用。知道研究物质性质的一般程序。

情感、态度和价值观方面的教学目标是：通过引导学生活动、实验、探究，让他们体 验怎样科学、合理地 运用观察方法。体会实验方法在化学研究中的作用，激发学生学习化学的兴趣，让他们乐于探究物质变化的奥秘；利用他们亲手做漂白实验和阅读《身边的化学》栏目，培养他们将化学知识与生产生活相结合 的意識。

那么，在这堂课的教学中，怎样才能很好地将“知识与技能、过程与方法、情感态度与价值观”这三方面相互联系，融为一体。真正体现知识、能力、态度三个方面的有机整合。把新课程的三维目标落到课堂教学的实处呢？经过 认真钻研教材和充分准备实验，我设计了以下教学过程及教学环节。

一、提问质疑，创设情景

钠能与水反应吗？

美丽的焰火中有谁的贡献？

电影特技中失火的场景可以怎样设计？

工业广泛应用的污水处理剂是 什么？

告诉学生这都是我们今天要探究的钠与水反应以及生成物之一氢氧化钠的功劳。通过以上问题引入新 课：“钠与水的反应”

这些问题的提出和质疑，首先就让学生感到了今天所学的知识（钠和氢氧化物）是有魅力的、有价值的，不是枯燥而骇人听闻的，也不是虚无缥缈的空中楼阁，更不是毫无用处的“玄学”。我们以前和以后所学的知识和今天所研究的知识一样，是绿色的、鲜活，就在我们的身边。让同学们怀着对知识的深厚感情和浓厚的情绪投入下一步的教学环节。

二、分组实验 设计实验方案

【实验指导】做钠与水反应的实验，首先， 在小烧杯中加入约1/2的水，滴入1～2滴酚酞，取一小块金属钠，用滤纸吸干表面的煤油，放入水中，盖上玻璃片。注意观察现象，观察时应注意几方面内容：钠在水中的哪个部位反应，形态有何变化，如何运动，发出怎样的声音，溶液颜色有何变化？

（学生进行实验探究，教师巡视学生实验情况，对学生的不规范操作进行指导。）

【讨论交流】钠与水反应的实验现象是怎样的？尽量用规范的化学语言来描述。从这些现象能得出怎样的实验结论？

1、钠浮在水面上（浮）──钠的密度比水小。

2、立刻熔成一个闪亮的小球（熔）──钠的熔点较低，钠与水反应放热。

3、在水面四处游动，发出嘶嘶声，最后完全消失（游、响）──钠与水剧烈反应，生成气体。

4、反应后溶液由 无色变为红色（红）──钠与水反应生成碱性物质。

【提 出问题】生成的气体是什么？

【Flash实验演示】展示钠投入装有水、酚酞试液的U型管的课件，观察到生成的气体点燃时火焰为淡蓝色。

【引导思考】燃烧产生蓝色火焰的气体有哪些？

【学生回忆】可能是 CO、CH4、H2

【教师引导】我们的反应物是钠和水，不存在碳元素，所以产物应该是氮气。请写出反应方程式。

【学生书写】

2Na+2H2O =2NaOH+H2↑[来源：学。科。网]

【教师引导】该反应是否是 氧化还原反应，谁是氧化剂，谁是还原剂？

【学生回答】是氧化还原反应，钠是还原剂，水是氧化剂。

【设疑】钠既能与氧气反应，又能与水 反应，那么钠应该如何保存呢？

我们不能把钠暴露在空气中，因为它会跟氧气反应，也不能保存在水里，因为钠会与水反应，实验室选择保存钠的试剂应注意两个问题：

1、选用的试剂和钠不反应；

2、试剂的密度比钠小。

所以应选用什么试剂来保存钠呢？

【学生回答】煤油或石蜡油。[来源：学&科&网]

【问题】已知钠和四氯化碳不能反应，那么钠能否保存在四氯化碳中？

【学生回答】不能，四氯化碳密度比钠大，钠浮在四氯化碳上面，起不到隔绝空气的作用。

【问题】钠着火应该怎么扑灭？用水行吗？泡沫灭火器呢？

【讨论】不能用水灭火，水和钠可以反应生成可燃性气体H2；也不能用泡沫灭火器灭火，因为钠燃烧生成的Na2O2能够跟CO2反应生成助燃 性气体氧气。所以应该用沙来扑灭。

学生分组讨论实验现象：各组同学讨论的非常热烈，集思广益，设计了实验方案和操作方法，并在教师的指导下进行了优化组合。这样的活动即复习了初中的有关知识和实验，又总结了今天所学的新知识，还体现了合作学习的优势。

讨论，不仅培养了学生的探究能力和思维能力，还可以使学生在语言表达中锻炼自己，寻找自信。这无疑为刚上高中进入陌生班级才几天的学生提供了一次很好的展示自己学习才能的机会。

三、推举代表 登台表演

同学们在经过了群策群力的精心设计后，都在跃跃欲试。各组代表上台对他们的实验方案进行了：说明——演示——解释——评价。使课堂气氛活跃而热烈，达到了高潮。锻炼了学生的胆识和动手能力以及语言表达能力。学生在说——做——说中主动参与了学习，促进了他们化学语言和认识水平的提高以及与人交流合作的勇气。这时，教师再趁热打铁、恰到好处地给予点评和小结。

篇5：高中数学必修4新课标内容

Part One: Teaching Design (第一部分：教学设计)

Period 1: A sample lesson plan for reading

(A NIGHT THE EARTH DIDN’T SLEEP)

Aims

To listen and talk about natural disasters

To read about earthquakes

Procedures

I. Warming up

Warming up by looking

Good morning class. Have you ever experienced any natural disasters? Look at the pictures, can you name all the disasters?

volcano fire sandstorm

typhoon hailstone thunderstorm

flood hurricane earthquake

Have you ever experienced an earthquake? Can you describe how terrible an earthquake is?

(The earth is shaking; all the buildings will fall down; many people will die; many children will become orphans.)

Warming up by discussing

Now, look at the pictures of Tangshan and San Francisco in warming up and describe what you see in the pictures. (beautiful cities; broad roads; tall building; large population.)

What will happen if there has been a big earthquake in these two cities?

As we all know, earthquakes are disasters to everyone. But can we avoid or at least reduce the loss caused by earthquakes? Can we foretell earthquakes? Now let’s come to Pre-reading and decide what may happen before an earthquake comes.

II. Pre-reading

1.Talking and sharing

What are the signs of an earthquake? (e.g. Cows, pigs and dogs become too nervous too eat. The mice will run out of the fields looking for places to hide. The water in the wells will rise and fall. Walls of the wells in village will have deep cracks. There will be bright light in the sky….)

2. Imaging and sharing

Imagine there is an earthquake now, your home begins to shake and you must leave it right away. You have time to take only one thing. What will you take? Why?

III. Reading

1. Listening and fast reading

Now let’s come to the text “A NIGHT THE EARTH DIDN’T SLEEP” and see what it tells us.

Please listen to the text and get the general idea of the passage. You should pay attention to the first sentences of each paragraph. In what order is the text written? (The text is written in time order. The general idea is the mixture of the first sentences of each paragraph, that is, the text tells us something that happened before the earthquake, during the earthquake and after the earthquake.)

2. Reading and underlining

Next you are to read and underline all the useful expressions or collocations in the passage. Copy them in your notebook after class as homework.

Collocations from A NIGHT THE EARTH DIDN’T SLEEP

a smelly gas, come out of, in the farmyards, too nervous to eat, run out of, look

for place to hide, water pipes, think little of sth., as usual, it seemed that, at an

end, one hundred kilometers away, one-third, eight kilometers long, thirty meters

wide, cut across, in ruins, be injury, the number of, reach more than 400, 000,

everywhere, everything was destroyed, be gone, blow away, sth. be not safe for, tens of thousands of, give milk, half a million, instead of, be shocked, later that afternoon,

be trapped under the ruins, fall down, all…is/was not…,hundreds of thousands of,

dig out, the dead, to the north of, coal mines, built shelters, fresh water

3. Reading aloud and translating

Next we are going to read aloud the text and translate it into Chinese.

4. Reading and transforming information

Read the text again and answer the following questions.

1. What natural signs of coming disaster were there?

2. Can you think of some reasons why these signs weren’t noticed?

3. Can you describe the disaster caused by the earthquake?

4. What events and situations probably made the disaster worse?

5. How were the survivors helped?

6. Could anything more have been done to help the survivors? Why or why not?

Answers: 1, 3, 4, 5 are easy to answer.

2. Maybe at that time people didn’t have knowledge of an earthquake.

6. The students have their own answers.

4. Discussing writing style

As you have understood the general idea of the text, I still put more questions to you.

1. From whose point of view are events described? How do you know? (A writer

who didn’t see the quake uses the third person “they” when he writes.)

2.Why do you think the writer chose to express her feelings about the quake rather than simply report what happened? (Although the writer was not there he felt sad for the people of Tang Shan. He knows that giving some feelings will make the reading more interesting.)

3.Why is the title “A NIGHT THE EARTH DIDN’T SLEEP”? (As usual, night is the time to sleep, and night should be quiet and safe. But that night everything changed. The writer used it as a title to show how terrible and how unusual that night is.)

5. Reading and understanding difficult sentences.

If you have some difficult sentences to understand, come to me for help.

IV. Closing down

Closing down by doing exercises

Now please do the comprehending Exercises 1, 2 and 3 on page 27.

Closing down by discussing

By now you’ve known that earthquakes are terrible natural disasters and that China is unlucky enough to have a lot of them. Now imagine that your group lives in the city that has a lot of earthquakes, what should you do during an earthquake? Look at the given situation and discuss in pairs.

(1) If you are OUTDOORS, …

(2) If you are in a HIGH BUILDING, …

(3) If you are DRIVING, …

(4) If you are HAVING CLASS, …

(5) If you are in a CINEMA, …

What should you do during the earthquake?

Situation:

(1) how to rescue those still trapped in the ruins;

(2) how to take care of the survivors;

(3) how to repair buildings that survived the earthquake;

(4) what to do with the buildings that survived the earthquake;

(5) where to find people to help build a new city;

(6) how to teach children about earthquake safety;

(7) where to put information for survivors and their families;

(8) how to plan for further disasters.

Period 2: A sample lesson plan for Learning about Language

(The Attributive Clause: that, which, who, whose)

Aims

To learn about the usage of who, which, that and whose in the Attributive Clause

To discover useful words and expressions

Procedures

I. Warming up

Warming up by discovering useful words and expressions

Hello everyone. After reading the passage, we have got to know the usage of the words and expressions, but we should do more practice. Now turn to page 27 to find the correct words and expressions from the passage to finish the sentences. You are given two minutes to finish them. Of course, you can discuss with your partners. Two minutes later, check in pairs and then check with the whole class.

II. Learning about language

1. Reading and finding

Turn to page 26 and read the text A NIGHT THE EARTH DIDN’T SLEEP. Tick out the attributive clauses in the reading passage and translate them into Chinese.

2. Doing Exercises 2 on page 28

Turn to page 28 and do Exercise 2 in pairs.

III. Ready used materials for Relative Pronouns: which, that, who whom whose

What are Relative Pronouns?

Relative pronouns are special pronouns which can connect the antecedent and the

attributive clause. Also they can be used as a part of the attributive clause. Here

are some important differences:

1． which/ that: referring to things, can be used as a subject or an object in the

attributive clause; when they are used as an object, they can be omitted:

The plane is a machine that/which can fly.

The school (that/which) he visited last week is to the south of the city.

2. that/ who/whom: referring to a person, can be used as subject or object in the

attributive clause; whom can be used as an object:

The girl (that/whom/who) we saw yesterday was Jim’s sister.

The man that/who is talking to my father is my maths teacher.

3. whose: referring to a person or a thing, can be used as an attribute in the

attributive clause:

This is the writer whose name is known all over the world.

The room whose window faces south is mine.

4.Before everything, anything, everybody, anybody, all, the best +n, the

fifth +n, we use that instead of which:

All (that) I need is time.

This is the largest factory (that) I have ever visited

The sixth lesson (that) we are learning is the most difficult in Book Two.

5. We can’t use that in a Non-Defining Attributive Clause:

I have lost the pen, which I like very much.

I have two sisters, who are both teachers.

IV. Closing down by doing a quiz

Now you are going to take a quiz on Relative Pronouns.

Fill in the blanks, using which, that, who, whom, whose.

(1) The force ( ) causes everything to fall towards the ground is called gravity.

(2) A friend ( ) helps you in time of need is a friend indeed.

(3) Do you know the girl ( ) parents are teachers in our school?

(4)The woman ( ) I spoke to just now is my English teacher.

(5) He saw a house ( ) windows were all broken.

(6)Everything ( ) can be done today mustn’t be done tomorrow.

(7)Can you think of anyone ( ) could look after him?

(8)This is the best hotel ( ) I know.

(9)The man ( ) I saw told me to come back today.

(10)Those ( ) want to go to the Great Wall write down your names here.

(11) He talked a lot about the teachers and the schools ( ) he had visited.

(12)The ninth lesson ( ) we are learning is the most difficult in Book One.

(13)Mount Blanc(勃朗峰), ( ) they visited last month, is the highest mountain in Europe.

(14)We know all the teacher ( ) work in our school.

(15)The house in ( ) Lu Xun once lived is a museum now.

(16)The house ( ) Lu Xun once lived is a museum now.

(17)The house ( ) Lu Xun once lived in is a museum now.

(18)You can take any room ( ) you like.

(19) He showed a machine ( ) parts are too small to be seen.

(20)The sports meet was put off, ( ) was exactly what we wanted.

Answers to the exercises: (1)which/that (2)who/that (3)whose (4)whom/that/who (5)whose (6)that (7)that (8)that (9)that/whom/who (10)who (11)that (12)that (13)which (14)that (15)which (16)in which/where (17)which/that (18)that (19)whose (20)which

Period 3:A sample lesson plan for Using Language

(A letter from Zhang Sha)

Aims

To read and speak about traveling

To write a letter describing feeling about traveling

Procedures

I. Warming up

Warming up by discussing

Have you ever written a speech? What is a speech? Speech means an act of speaking formally to a group of listeners. What do you have to consider when you are writing a speech? Please discuss it in pairs. (1. Who is the audience? 2. How can we express ourselves clearly?)

Warming up by reading

What should you include in your speech when you try to write one? Read the letter on page 29 and imagine you are the student who was invited to give a speech. Now write a short speech, in which you should follow the points in exercise 3 on page 29.

II. Reading and underlining

Read the letter and exercises again and underline all the useful expressions or collocations in the letter. Copy them in your notebook after class as homework.

Collocations from the letter

congratulations, be pleased to do sth., win the high school speaking competition, a

group of five judges, all of whom, agree, be proud of, open a new park, honour those who died in the terrible disaster, would like to do, have you do sth., as you know, invite sb.

to do sth., on that special day, at the beginning of, thank sb, for doing sth.,

honour sb. for sth., be known as, encourage sb. to do sth., be happy to do sth.,

collect stamps, lose one’s life

III. Listening

Turn on your books at page 30. We’ll listen to a story about a person who experienced the 1906 San Francisco earthquake. I’ll play the tape three times. First listen and try to get some details that exercises 1 and 2 request. Second listen again and try to finish the exercises. Third listen and check your answers.

IV. Guided writing (SB. page 31)

1. Making a introduction

Have you ever read a newspaper story? Now turn on your books to page 31 and look at Writing. Read the brief description about how to write a newspaper story. Compare a newspaper story to a short story and answer the following questions.

1) What should you write before writing a newspaper story? (outline)

2) What should a newspaper outline have? (a headline; a list of main ideas; a list of important details)

3) Why a headline is needed? (It can tell the readers what the topic is; it can also attract the readers’ attention)

4) How can you finish a newspaper story? (First, you should write a headline, then organize your main ideas into paragraphs, and then put some details into each paragraph.)

5) Have you found out the difference between a newspaper story and a short story?

(Usually a short story begins with small details and includes big details later. A newspaper story does just the opposite. Both kinds of stories use paragraphs with main ideas. In a good newspaper story, the point-of-view is objective (i.e. it has no point-of-view) while a short story is subjective (i.e. it has a point-of-view). A newspaper story has no conclusion; a short story generally does.)

Now I’ll show you a newspaper story to find out the headline, main idea and details of each paragraph.

THE WASHINGTON POST

SEATTLE-A powerful earthquake with a magnitude of 6.8 hit Washington State last week. The quake, the biggest in 50 years, caused billions of dollars in damage. But miraculously, only one person died and more than 100 people were injured in the quake.

Authorities said one reason there wasn’t greater destruction is that the region spent millions of dollars in the last decade designing earthquake----proof facilities and improving existing buildings, schools and homes.

Earthquake expert said the event illustrated(说明) the growing gap between rich and poor nations in the ability to mitigate(减轻) natural disasters. Only a handful of people were seriously injured here, a slight number compared with the devastation(破坏) in countries like Turkey, India and El Salvador, where quakes have buried thousands under poorly constructed buildings.

2. Writing

Now prepare the outline for a short newspaper story for China Daily. You can use the example in exercise 1 to help you organize your outline.

3. Underling

Read the outline and the newspaper story in Writing and underline all the useful expressions or collocations in them. Copy them to your notebook after class as homework.

Collocations from Writing

a list of, put some details into each paragraph, a team of, raise money, thousands of,

plan to do sth., in early June, hope to do sth., be interested to do sth.

IV. Closing Down

Closing down by summary

We have learned a lot about earthquakes. Now let’s have a summary about what we have learned. Look at the following questions.

(1) Have you ever experienced an earthquake?

(2) Can you describe an earthquake in English?

(3) What do you know about the cause of an earthquake?

(4) What new information about earthquakes have you learned now?

(5) What words and expressions can you use to describe an earthquake?

Closing down by finding information

Go to the library to read or get online to search in order to find more in formation about natural disasters.

Part Two: Teaching Resources (第二部分：教学资源)

Section1: A text structure analysis of A NIGHT THE EARTH DIDN’T SLEEP

I. Type of writing and summary of the main idea

Type of writing This is a piece of descriptive writing

Main idea of the passage The article describes the cause, the course and the

result of Tang Shan earthquake in 1976. It

shows us the terrible image of earthquake. At the

same time it hits us that we must realize that

we can do something to minimize the damage

caused by earthquake.

Topic sentence of 1st paragraph Strange things were happening in the countryside in

northeast Hebei.

Topic sentence of 2nd paragraph Everything began to shake and it seemed that the

world was at an end.

Topic sentence of 3rd paragraph Everywhere they looked nearly everything was

destroyed.

Topic sentence of 4th paragraph All hope was not lost.

II. A text structure analysis

Read the text “A NIGHT THE EARTH DIDN’T SLEEP”, and then complete the following chart.

Time/ order What happened Result

three days before the earthquake

at about 3:00 am Saw: cracks

water in the wells--- rose and fell,

animals--- too nervous , hide

fish jumped out of bowls & ponds

bright light in the sky

water pipes---cracked and burst

heard: sound of planes

smelt: smelly gas in the cracks of the wells People thought little of the

events and went to bed

as usual

at 3:42 am

felt: everything shook

one-third nation felt it

heard in Beijing 100 kilometers away

a huge crack cut across houses,

roads…

saw: steam burst from holes in the ground

hard hills of rock-rivers of dirt

city lay in ruins

4 400,000 people

killed/injured

75% factories

90% home were gone

bricks covered

dams/bridges fell

not safe railway tracks

useless

cows never milk

pigs/chickens died

wells filled with sand

rescue workers and doctors trapped under the ruins

buildings fell down

water/food/electricity

hard to get

after that hope not lost

army sent 150,000 soldiers

workers built shelters for survivors

fresh water was taken to the city the city began to breathe again

III. A retold version of the text

One possible version

Strange things happened in Tang Shan. For three days the water in the village wells rose and fell. The well walls had deep cracks and a smelly gas came out the cracks. The chickens, pigs and mice were too nervous. Fish jumped out of bowls and ponds. Bright light appeared in the sky. People heard the sound of planes even when no planes were in the sky. The water pipes in some buildings cracked and burst.

At 3:42 am everything began to shake. It seemed that the world was at the end! One-third of the nation felt it. A huge crack cut across the city. In fifteen terrible seconds a large city lay in ruins. Two-thirds of the people died or were injured. Nearly everything was destroyed in the city. 75% of its factories and 90% of its homes were gone. Then later that afternoon, another big earthquake shook Tangshan. People began to wonder how long the disaster would last.

But all hope was not lost. The army sent 150,000 soldiers to help them. Workers built shelters for survivors. Slowly, the city began to breathe again.

Section 2: Background information on EARTHQUAKES

I. Zhang Heng

Zhang Heng (张衡) (78AD-139AD) was an astronomer, mathematician, artist and literary scholar（文学学者）in the Eastern Han Dynasty of China.

Born in today’s Nangyang County, Henan, he was a good writer at age 12. At the age of 16, he left home to pursue(从事) his studying the capital city. He spent at least 10 years of his youth in literary studies and writing. He published several well-recognized literary writings. He switched to(转向) astronomy after age 30.

In the year 123 he corrected the calendar to bring it into line with the seasons.

In 132 Zhang Heng invented the first seismograph(地震仪) for measuring earthquakes. His device was in the shape of a cylinder(圆柱体) with eight dragon heads around the top, each with a ball in its mouth. Around the bottom were eight frogs, each directly under a dragon head. When an earthquake occurred, a ball fell out of the dragon’s mouth into a frog’s mouth, making a noise. He also invented the odometer(里程表)

Zhang Heng was the first person in China to construct a rotating celestial globe.

In one of his publications he also proposed π= 730/232 (or about 3.1466) .

II. Earthquake Survival Tips

Would you know what to do during a really big earthquake? Experts have looked into matter carefully. It may be worth you while to look over the following tips they have for us.

If the ground begins shaking while you are driving, pull over and stay in your car. If you are in a building, try to get near a strong wall. The corner of the room or the space under a big doorway is the safest. As soon as the quake is over, check the gas pipe in the building. Gas fires often result from earthquakes. These tips may prove to be lifesavers. We should, therefore, keep them in mind. Remember to always hope for the best but prepare for the worst.

Escape in the School

If it has an earthquake when having classes, the students should listen to the teacher’s instruction, protect their heads and hide under the desks.

If it has an earthquake when the students are in the sports ground, they can crouch on the spot and protect their heads with hands. Be sure to keep away with high building and dangerous objects.

Don’t go back to the classroom.

Retreat in order after the earthquake.

Escape in Public Places

Listen to the command of the site workers. Don’t be scared and don’t rush towards the exits. Try to avoid crowds. Avoid to be squeezed to the wall or barriers.

At theaters and gyms: crouch down or slip under the chairs; avoid suspending lights and electric fans; protect the head with schoolbags; after the earthquake, listen to the command of the workers, retreat in an organized way.

In department stores, bookstores, museums or subway: find firm counters, commodities (low furniture etc.) or a pillar, or the corner of a wall to crouch down on the spot, protect the heads with hands or other objects; keep away from glass windows, glass counters or show counters; keep away from tall cupboards; keep away from advertisement boards and other suspending objects.

On buses or trolley buses: Grasp the handles to avoid being injured; lower the center of gravity; hide near the seats; get off after the earthquake passed.

Section3: Words and expressions

I. Words for reading

1. imagine vt. form a picture of in the mind；think of (sth.) as probable：想象；认为（某事）可能发生或存在。宾语为名词、代词、动名词、从句。宾语从句为否定意义时，要用否定转移，与think, believe, suppose, expect用法相同，成为I/ We don’t imagine…,意为“我（们）认为……不……如：We can imagine her sadness.我们可以想象她的悲伤。I didn’t imagine (my) becoming a teacher in my childhood.在童年时代，我并未想象能成为一名教师。Can you imagine how much I was surprised to hear the news?你能想象我听见这个消息有多惊讶吗？I don’t imagine so. = I imagine not.我认为不是这样。

cf. imagine, guess, suppose

imagine意为“想象，幻想”，指在脑海中形成一个清晰明确的印象，或认为某事物可能发生或存在;

guess： form an opinion, give an answer, make a statement, based on supposition, not on careful thought, calculation, or definite knowledge: “猜测，臆测”，指未知道前的猜测;

suppose: let it be though that; take it as a fact that:认定，假定； guess; think: “想象，推测”，意指“假定或假设中的情形”。

2. cf. shake, tremble

shake: move, be moved, quickly or violently up and down, forwards and backwards: 最普通用词，可指人或物 “摇动，发抖”。指人时常用于感情激动、寒冷、惧怕引起的身体颤动。在表示 “因……而颤抖”时，多用with。在表示 “使受震撼，使（信念等）动摇”，常用于be shaken by/with/at中。

tremble: shake involuntarily ( with fear, anger, cold, physical weakness, etc.) 颤栗,震颤,发抖(因恐惧,愤怒,寒冷,体弱等)，常常与shake相互替换，但指握手，摇头或捧腹大笑时用shake, tremble只用作不及物动词。如：The poor boy was shaking with cold.这个孩子正冻的发抖。They were badly shaken by the news.他们对这个消息大为震惊。The host shook hands with all the guests.主人跟所有的客人握手。Her voice was trembling with anger.她气的声音发抖。

3. cf. rise, raise

rise vi. ( of the sun, moon, stars, river, price, temperature, etc.) appear above the horizon:指自然“上升”，常用于日、月、云、霞、烟、水蒸气、物价、温度、河水、潮水及人的职位等：He rose from his chair and began his speech.他从椅子上站起来开始了他的演说。Her temperature is still rising.他的体温还在上升。He has risen in rank.他已经升职了。

raise vt. 1. lift up; move from a low(er) to a high(er) level; cause to rise: 外部的力量，“举起、提高”： The people’s living standard has greatly been raised.人民的生活水平已大大的提高了。 2．grow or produce (crops); breed (sheep, etc.); bring up a family: 饲养、种植”、养育、抚育： They can raise rice here.他们这儿能种水稻。

4. burst into / burst out : send out suddenly; break out into; suddenly begin to ……

burst into + doing: She burst into tears. = She burst out crying.她突然哭起来了。

burst out + n.：All of them burst into laughter = All of them burst out laughing.他们全都大笑起来了。

5. cf. destroy, ruin, damage

destroy: break to pieces; make useless; put an end to: 毁灭；摧毁；毁坏；破坏。表示在肉体上、精神上或道义上彻底摧毁，使之无法复原，也可以表示对某物体进行完全的毁坏: All his hopes were destroyed.他所有的希望都毁灭了。An atom bomb would destroy a city. 一颗原子弹可以摧毁一座城市。

ruin: sth. which has decayed, been destroyed, etc.:败坏，毁坏，崩溃的状态。 指对物体或生命彻底的破坏，但往往是非暴力的，也往往不是一次的打击结果，常指对美好的或希望中的事物的破坏: Smoking ruined his health.吸烟毁了他的健康。She ruined his prospects.她毁了他的前途。

damage: harm or injury that causes loss of value: 损害；损毁（使失去价值）。一般指对物体或生命的局部损坏：Their houses were damaged by the enemy’s shellfire.他们的房屋被敌人的炮火击毁了。

6.cf. hurt, wound, injure

hurt: cause bodily injury or pain to; damage; pain ( a person, his feeling): 使受伤；使疼痛；伤害； 使伤心。一般用语，即可指肉体上的伤害，也可指精神上的伤害，还可用作不及物动词，意为“疼痛、惹起痛苦”: What he said hurt me deeply.他说的话使我非常伤心。

wound: hurt or injury to the living tissue of the body, caused by cutting, shooting, tearing, etc., esp. as the result of attack: 指外伤，如枪伤、刀伤、剑伤，尤指在战争中，战斗中受伤: He got wounded in the fighting.他在战斗中受了伤。

injure: hurt; damage, esp. for result of an accident;一般指由于意外或事故而受伤。如：He was badly injured in the accident.他在这次事故中受了重伤。Smoking will injure your health.吸烟会毁了你的健康。

7. cf. shock, astonish, surprise

shock vt./n: to cause usually unpleasant or angry surprise to (sb.): 震惊，打击，吃惊程度最大，后面常跟介词at/by构成词组be shocked at/by，表示“对……吃惊”，或接不定式表示原因，也可作名词，意为“震动，打击”: He was shocked by what you said.他对你说的话感到震惊。He was shocked to know his son playing all day.他知道他的儿子整天玩大为震惊。The news gave me a great shock.这个消息给了我很大的打击。

astonish vt./n: surprise greatly. 语气比surprise要强，含有令人难以置信: I was astonished to see him in Tibet.在西藏见到他，真感到惊异。The news astonished everyone.这个消息使每个人都很震惊。

surprise vt./n: (feeling caused by) sth. sudden or unexpected: 最普通用词，意为“使惊讶，使吃惊”，含有“意想不到”之意。如： I was surprised to see the great changes in my hometown.看到家乡的巨大变化他惊讶不已。His failure didn’t cause much surprise (was not a great surprise.)他的失败未引起很大的惊奇（并非很意外的事）。

II. Words for using language

1.congratulation n 1）（with on）an expression of joy for sb.’ success, good fortune, luck, etc. : 庆贺，祝贺，常用复述形式，并与介词on搭配，构成短语congratulations on sth. /doing …. 2）Congratulations ( on your winning the races)！恭喜（你获得了胜利）！I offered my congratulations on his success. 我对他的成功表示了祝贺。3）congratulate v. (with on.) to speak to ( a person) with praise and admiration for a happy event or sth. successfully done: 意为“向某人表示祝贺，向某人道贺”，构成短语congratulate sb. on sth. /dong…. congratulate oneself that结构中：We congratulated him on having passed the examination.我们祝贺他通过了考试。He congratulates himself on having chosen a good woman to be his wife.他暗自庆幸自己挑选了一位贤惠的女子作妻子。

2. cf. especially, specially

especially: to an exceptional degree; in particular: 特殊地，尤其，常用于正式文体中: This is a very common word, especially in spoken English.这是一个很普通的词，尤其在英语口语中。She likes the country, especially in spring.她喜欢这个国家，尤其是春天。

specially: for a particular purpose: 特别地，专门地，表示“为了特别的目的”：This cake was specially made for you. 这个蛋糕是专门为你做的。

3. cf. be known as, be known for, be known to sb.

be known as作为……而闻名；be known for以/因……而闻名；be known to sb.为……而熟悉。如：He was known as a excellent singer.他作为一名优秀的歌手而闻名。The city is known for its long history.这座城市以它的悠久的历史闻名。 He is known to the police as a thief. 警察都知道他是个小偷。

III. Explanation of difficult sentences

1. It seemed that the world was at an end.似乎世界末日来临。

seem连系动词，似乎，好象

1）seem + (to be ) + adj./n.

2）seem + to do

3）seem + like + n.

4）It seems/seemed (to sb.) + that-clause如：Our English teacher seems to be a kind man. He seems to know everything = It seems that he knows everything. It seems like years since we last met. It seems that I have seen her before. = I seem to have seen her before.

2. Everywhere they looked nearly everything was destroyed.人们无论朝哪里看，几乎一切都被毁了。

everywhere 用作连词，等于wherever, no matter where，引起让步状语从句。如：Everywhere I go, I find the same thing.无论我去哪儿，我都看到一样的东西。You see it everywhere you look.无论你往哪儿看，你都会看到它。

3. …90% of its homes were gone.90%的家都不存在了。

是过去分词作表语，意为“不在”“走了”“丢了”“用完了”，或指人“死了”。分数、百分数作主语，谓语动词要根据分数、百分数代表的量是可数名词还是不可数名词而定。如：His job was gone.他的工作丢了。My watch was gone.我的表不见了。He’ll be gone for quite a little while.他要离开很长一段时间。50% of the students in our class are girls.我们班50%的学生是女生。Two-thirds of the earth surface is covered with water.地球表面的三分之二是水。

4. The army organized teams to dig out those who were trapped and to bury the dead.救援人员组成小分队，将被困的人挖出来，将死者掩埋。

those who相当于意为“凡……的人”，表示的是两者以上的不定数量，who引导的定语从句用复数，不能用that代替。（注意：anybody who, he who中谓语动词用单数。）

the dead意为“死难者”。形容词或分词前加表示同一类人或物，谓语动词常用复数形式。如：Those who want to see the film write your names on the paper.想看电影的人把你们的名字写在这张纸上。Anybody who breaks the law will be punished.任何人犯法都要受到惩罚。He who laughs last laughs best.谁笑在最后，谁笑的最好。The rich are not always happy.有钱人并不总是幸福的。

5. To the north of the city, most of the 10,000 miners were rescued from the coal mines. 在城市的北部，一万矿工中的大多数从矿井中被救出。

in the north, to the north与on the north

篇6：高中数学必修4新课标内容

教学目标：理解函数的奇偶性

教学重点：函数奇偶性的概念和判定 教学过程： 1．概念形成： 通过对函数y1，yx2的分析，引出函数奇偶性的定义。x2．性质探究：

函数奇偶性的几个性质：

（1）奇偶函数的定义域关于原点对称；

（2）奇偶性是函数的整体性质，对定义域内任意一个x都必须成立；（3）f(x)f(x)f(x)是偶函数，f(x)f(x)f(x)是奇函数；（4）f(x)f(x)f(x)f(x)0, f(x)f(x)f(x)f(x)0；

（5）奇函数的图像关于原点对称，偶函数的图像关于y轴对称；

（6）根据奇偶性可将函数分为四类：奇函数、偶函数、既是奇函数又是偶函数、非奇非偶函数。

3．概念辨析：

判断下列命题是否正确

(1)函数的定义域关于原点对称，是函数为奇函数或偶函数的必要不充分条件。

此命题正确。如果函数的定义域不关于原点对称，那么函数一定是非奇非偶函数，这一点可以由奇偶性定义直接得出。

(2)两个奇函数的和或差仍是奇函数；两个偶函数的和或差仍是偶函数。此命题错误。一方面，如果这两个函数的定义域的交集是空集，那么它们的和或差没有定义；另一方面，两个奇函数的差或两个偶函数的差可能既是奇函数又是偶函数，如,与，可以看出函数都是定义域上的函数，它们的差只在区间[－1，1]上有定义且，而在此区间上函数

既是奇函数又是偶函数。都是偶函数。（3）是任意函数，那么与此命题错误。一方面，对于函数或

；另一方面，对于一个任意函数，不能保证

而言，不能保证它的定义域关于原点对称。如果所给函数的定义域关于原点对称，那么函数

是偶函数。

（4）函数

是偶函数，函数

是奇函数。

此命题正确。由函数奇偶性易证。（5）已知函数是奇函数，且

有定义，则。

此命题正确。由奇函数的定义易证。（6）已知是奇函数或偶函数，方程

有实根，那么方程的有奇数个所有实根之和为零；若实根。

此命题正确。方程偶性的定义可知：若来说，必有

是定义在实数集上的奇函数，则方程的实数根即为函数，则

。故原命题成立。

与轴的交点的横坐标，由奇

。对于定义在实数集上的奇函数4．例题讲解：

例

1、判断下列函数的奇偶性

（1）。f(x)x3x（2）。f(x)(x1)

例

2、已知f（x）xaxbx8且f(2)10，求f(x)。

参考答案：

例1.解：（1）、函数的定义域为R，f(x)(x)(x)xxf(x)

所以f(x)为奇函数

（2）、函数的定义域为{x|x1或x1}，定义域关于原点不对称，所以f(x)为非奇非偶函数

（3）、函数的定义域为{-2，2},f(x)0f(x)f(x),所以函数f(x)既是奇函数又是偶函数

评析：判断函数的奇偶性时先要判断的定义域是否关于原点对称，然后用定义来判断。

3323x1（3）。f(x)x242x2 x1

解:设g(x)x5ax3bx,则f(x)g(x)8,g(x)是奇函数例2.f(x)g(x)8,f(2)g(2)810,g(2)2，g(2)g(2)2,f(2)g(2)8286.评析：挖掘f(x)隐含条件，构造奇函数g(x)，从整体着手，利用奇函数的性质解决问题.课堂练习：教材第49页 练习A、第50页 练习B

小结：本节课学习了函数奇偶性的概念和判定 课后作业：第52页