高一必修四作文关于挫折

高一必修四作文关于挫折（共10篇）

篇1：高一必修四作文关于挫折

珍惜时间，旧话重提。

有一段时间，总会思考时间到底是什么?却始终没有答案。好像时间是长生不老的`，一直不断地延续着，永不停歇。在时间的对映下，人类的生命总是那么不值一提：眨眼间，转瞬即逝!而时间却一点反应都没有，始终是同一个速度，不断的延续。

有时又觉得时间是生命的产物，人可以控制时间的快慢，但是却只能控制一半，时间总是会在你想要停留时，瞬间划过;总是在你想快点进行时，慢若蜗牛。就像调皮的小孩子一样，总是和你对着干，把你气得吹胡子瞪眼，却又始终对它无可奈何。“一日不见，如隔三秋。”和“度日如年”都清晰的表达了时间的诡异多变!

时间又像一个经历万世春秋的老人，总在你得意忘形的时候提醒你要懂得珍惜时间，比如快乐往往会很“短”;但又会在你不珍惜时间时帮你把时间的流速变慢，比如无聊之时，时间又会变的很“慢”。在最正确的时间告诉你世间最真的真理!让你的生活变得有意义!

老天真的很老，人老成精，狡猾得不得了!他给每个人的时间看似各不相等，仔细想想却又相等的找不到一丝差距。人生就像一个历练场，到你取得真经的时候，就会收回生命，就像我们是犯过错误的小孩子一样，为了让我们改正错误，认识到错误，就把我们流放到人间，但是又怕我们有心理负担，就抹去了我们前生的记忆。好人命不长，坏人活千年，就是因为这个原因吧?坏人没有意识到他们的错，反而错上加错!

努力运用我们所拥有的时间创造更多的幸福，遇到病痛挫折，就把病痛挫折当成历练，努力生活，帮助他人，有限的是时间，无限的是幸福。瞬间的幸福更甚千年的等待，因为，瞬间即是永恒。

篇2：高一必修四作文关于挫折

“林花谢了春红，太匆匆。”时间一去不回，我们步步向前，无法回头。转眼，我也二八年华，在这个年纪，说成功太早，谈梦想太晚。可能对于每一个年轻人来说，都想要不一样的青春。我们想要轰轰烈烈的闯荡，想要用热情的怀抱，拥抱这世间万物。

这春去秋来，大雁南归又回来，白云苍狗，万物浩荡，却唯独没有我，而我，却拥抱着这世界。

我是个被世界遗弃的人，也是被世界宠爱的人。感谢这三年的匆匆岁月，让我明白这世间所有的爱。我热爱这所学校的一花一木，这个地方，充斥着我们青春的记忆，这个地方，还有老师未讲完的一道道题，还有一封封未写完的情书。

借我这世间所有勇敢;借我温柔让我呐喊;借我从头再来的勇气;借我悲怆的呼喊。算了，热烈盈眶才是的告别。

这里的每一朵花，都盛开着;每一棵树，都挺立着;每一个人，都欢笑着。这样的地方，我待了三年，又怎是说再见就可以再见的?梦想遥不可及，转眼却要各奔东西。

亲爱的老师啊，这道题您可以在讲一遍吗;亲爱的班长啊，班里的纪律你可以在管一下吗;亲爱的同桌啊，你给我讲的段子还可以再说一遍吗;亲爱的食堂大妈啊，这道菜你可以再做一遍吗?让我们再把这些事情重新做一遍好吗，就做一遍。

这里的每个人，我都忘不了啊;这里的每件事，我都记得清清楚楚啊!你在这里哭过，也在这里笑过，你记得这里，却怕忘了这里。

三年也好，十年也罢，终究都是过去了。

过去的追不回来，不如就让我们再约个时间吧，约好一起再见，约好一起相逢。就让这岁月啊，就让他看看，看看我们多年以后又是怎样的光景。故友重逢，再见恩师，故土重逢，何其美哉。这酒水洒了满满一桌，再多的怀念明天醒来都会过去，就这样吧，再相逢日，不醉不归。

篇3：高一必修四作文关于挫折

【关键词】地理必修一 教学建议

引言 新课改后要求教师进一步转变教学理念，把课堂还给学生。这就要求教师要更深层次的研究教材，在课堂有限的时间里让学生有效掌握知识要领。目前全国绝大部分省份已决定高考采用全国卷，为准确把握全国卷，必须从我们日常教学做起，加强教材研究，以下是我对必修一教材教学的一些浅显认识。

一、教材分析：

必修一以自然地理为主，它是高中地理知识和理论的基础，通过地理必修一模块的学习，学生可“获得关于地球和宇宙的基础知识，理解人类赖以生存的自然地理环境的主要特征，以及自然地理环境各要素间的相互关系”，为在后面的课程中深入理解人地关系、认识区域差异以及可持续发展的意义奠定知识基础。

二、教学建议：

1、做一个学习型教师，及时更新自己的存量知识 ：在业务上教师要加强自身修养，强化教育理论与地理知识的学习，及时更新自己的存量知识。使自己的地理教学能力提速，使自己能充分地驾御课堂，上课方式上更有创造性，以便更好地引导生生互动、师生互动产生共鸣，结出思维和知识的火花，跟上新课程的时代步伐，进而推进新课改的落实。教师应多钻研教材同事交流中学习。

2、高中新课程改革不仅是新教材的使用，改的更是教师的观念和教学方式。不在注重知识的系统性和完整性，而是强调最核心的地理基础知识，即：突出模块性。相对而言，模块性强有利于学生对该模块新知识的学习和掌握，但在知识的深度上缺乏系统化，使学生对一些更具体的内容了解甚少，知识结构有所欠缺。因此，教师应从高考备考的角度对课本作一定的补充，在教学中板书要清晰，知识结构完整，要求学生做笔记，在书上对重点内容要由一定勾画。

新课程认为“教材是范例”“教材不是唯一的教学资源”，要求教师主动参与课程资源的开发和建设，由“教教材”转向“用教材”。在课标在每节教案中必须列出，学习钻研教材；在收集优秀教案的基础上，撰写符合学情的优质教案，教案环节要完整，大致要有十个环节：

（1）课标要求；（2）教材内容分析；（3）教学目标；（4）学生学习情况分析；（5）教学策略选择与设计；（6）教学重点和难点；（7）教学资源；（8）教学过程设计；（9）教学评价；（10）教学反思

南川地理必修一教材的主要内容：

中图版：

第一章：宇宙中的地球（8课时）；

第二章：自然地理环境中的物质运动和能量交换（7课时）；

第三章：地理环境的整体性和区域差异（3课时）；

第四章：自然环境对人类活动的影响（9课时）；

3、在教学过程中建立起良好的师生关系：首先与班主任沟通了解学生的组成情况，包含初中就学于何种学校、学校开设地理的情况、家庭情况等；其次努力创造“民主、和谐、平等”的课堂教学氛围，有意识地对学生施以情感诱导，给予必要的关怀、勉励、尊重和理解，培养学生积极表演的信心，从而激发学生的求知欲望，发挥学习的主体作用。

4、发挥传统教学的优势，积极稳妥地探索新教法，促使学生掌握有效的学习方法，促进学生更好的求知和成长。通过新课改实践，我们大体总结出了以下三种课堂教学模式：

①讲述—领悟型。这种课型主要针对那些基本地理规律和原理的内容，这些内容往往难度较大，逻辑性较强。如第一章第三节“地球的运动”、第二章第一节中“大气运动”等，

②自主学习—探究型。这种课型主要围绕那些教学内容难度不大，学生易于理解的章节而进行。

③实践活动型。这种课型主要是针对新教材上的一些探索、案例研究等内容而进行。

5、网上的课件需重新编排，每节课图片不要多。

6、作业和练习：高一课程多，学习任务重，为了不给学生增加负担，不需要订练习或对资料进行一定删减后使用，可利用填充图册，教师在集体备课时对作业进行合理删减，做到统一；

7、在教学中一定要突出地理学科的图表教学，充分挖掘教材中的地理图像来设计教学，运用图像引导学生“动起来”，使学生充分参与教学活动，从而有利于发挥学生的主体作用.地理必修一以自然地理教学为主，难度大，课时紧，重庆的区县一般每周2课时，完成课程难度较大的，可每2周在晚自习中安排1节。

8、充分利用生活中的地理教学资源，让学生去体验身边的地理，并从体验中去探索、领悟、学习。联系生活实际，从学生身边找实例，由远及近、由浅入深的选择案例，如：地 震、台风、寒潮等，培养学生的地理学科素养；

9、积极参加集体备课活动（最好每周1次），相互听课，不论校内、校外，共同交流，相互提高；

篇4：高一语文人教版必修四作文

世界杯赛便是从一开始的粗暴错乱到现在的遵循纪律，和睦，公平公正，必须得益于标准，要是没有标准，便会导致错乱，有可能会摆脱世界各国和睦相处，互相帮助的和睦关联，制订有关标准，还提升球类运动的观赏价值也推动了赛事的公平合理，促使赛事顺利开展。

有的人很有可能会感觉遵守纪律要一直墨守陈规地感觉好烦，很不自由，换一个层面去想，如果不遵守纪律了，社会发展便会很错乱，打架斗殴行凶会经常会出现。社会发展还会继续像如今那麼稳定吗?自然是不容易的。世界杯赛也是这般，没有标准就难以开展下来的，再再加各国语言不一样，沟通交流中存有着阻碍，如果没了标准，那么就真乱了套了。标准尽管限定着大家，可是换一个层面去思索，实际上它在大家日常生活只充分发挥了非常大的功效。

日常生活之中实际上有很多事例，不单是只在球类运动里能反映出去。就如平常大家都是做的排长队买饭了，如果我们不遵守纪律，随意排队，便会造成他人的损害，朋友之间的友情。反过来，如果我们遵循了标准，好好地排长队，就不容易导致错乱。另外，也会防止许多多余的不便，这也就跟世界杯赛足球比赛相近了，大家都遵循世界杯赛的标准，才能够使赛事顺利开展下来。

世界杯赛足球比赛的标准持续去健全，持续去又话升级足球运动员们就持续去遵循新标准，融入新标准标准人非常好的管束住自身，这就是在其中一个拼搏精神——标准精神实质，遵守纪律是每一位选手来源于是全球的老百姓都必须的，搞好的一件事，那就是以便社会发展的和睦稳定。以便各种各样事的顺利开展，没了标准，大家按自身意向办事。相互之间中间打打闹闹，你退我嚷，到处都是争执的响声。那样的全球，我敢确信也不会喜爱的，那就是一副令人厌烦的丑恶嘴脸，想起来就恐怖。

无规定不成方圆，不但是体育文化行业在各行各业上都是一样的标准，针对我们都是很重要的。

高一语文人教版必修四作文5

自古以来，规矩一直是人们生活中必不可少的行为准则，小到家规，大到国家法律法规，是人们必须遵守的。所以，不以规矩，不成方圆。没有规矩，就不会有现如今的井然有序的人类社会。

规矩可以规范人的行为举止。中国上下几千年，儒学在其他的学派中脱颖而出，成为统治者所推崇的。其中荀子认为性本恶，但人们不善的行为可以用礼乐教育来进行约束，从而使其向善，这就必定要制定规矩。这个规矩一直持续到当今社会，成了法律，有了它，社会才能更加和谐。法律越详细越完整，人民也会更加安分。一个强国的人民必定是行为举止规范的。

每个人都渴望成功。那么规矩便是成功路上的一块垫脚石。《昆虫记》的作者法布尔，完成这部作品不仅仅因为他观察敏锐，而更因为他有自己的规矩：自己懂得知识可以大方的展示出来，不懂或卫生如研究的东西也能直说，也就是知之为知之，不知为不知，这才是真知啊。规矩可以成为你成功的助推器，一个有规矩的人往往离成功只差一步，这也就是规矩的魅力。

当然，规矩不仅仅局限于人类社会，自然界也有着各种各样的规矩。万物发展的过程，动植物之间的食物链，正是一种规矩，如果一个动物没有天敌那么他们将泛滥的繁衍后代，这就会破坏自然界的生物链，甚至会影响人类正产生活，由此观之，规矩无处不在。

遵守规矩也是我们不可忽视的一方面。都说不以规矩不成方圆，而现如今有许许多多的人以身试法，毫无法律观念，不遵守规矩，势必会导致一些不可估量的损失。而法律的制定就是为了防止这些事发生，法律就是人们的道德底线，一个连法律都轻视的的人那就是毫无道德可言，这不仅会受法律制裁，更会被道德所谴责。只有每个人都遵守法律法规，社会才能更加和谐安定。所以，遵守规则是多么的重要。

篇5：高一必修四作文关于挫折

崇德向善是中华文明历史的光辉结晶。“德”即德行，“善”即善良，是要求我们的德行要向善良、有爱心上面发展，展现社会的正能量，古代就有闵损芦衣顺母的故事。闵损是春秋时期鲁国人，是孔子的弟子，在孔门中以德行与颜渊并称，孔子曾赞扬他说：“孝哉，闵子骞!”他生母早死，父亲娶了后妻，又生了两个儿子，继母经常虐待他，冬天，两个弟弟穿着用棉花做的冬衣，却给他穿着用芦花做的“棉衣”。一天。父亲出门，闵损牵车时因寒冷打颤。将绳子掉落在地上，遭到父亲的斥责和鞭打，芦花随着打破的衣缝飞了出来，父亲方知闵损受到虐待，父亲返回家，要休逐后妻。闵损跪求父亲饶恕继母，说：“留下母亲只是我一个人受冷，休了母亲三个孩子都要挨冻。”父亲十分感动，就依了他，继母听说后，悔恨知错，从此对待他如亲子，人心向善，感动常青，无论时代怎样变迁，世事怎样变化，都要珍惜善良的存在，心存感激，让真情散播在我们身边。

在当代，作为新时代的曙光的新少年们更应该拥有一颗善心，奋发向上。“少年强，则国强。”中国梦的实现，国家繁荣复兴的重担都落在青少年们的肩上，我们应该披荆斩棘，朝着有梦的方向进发。

“慈善不是出于勉强，它像甘露一样从天上降下尘世;它不但给幸福于受施的人，也同样给幸福于施与的人。”在一档综艺节目中有一个问题是：电梯里总有一面大镜子，那个大镜子是干什么用的呢?嘉宾回答踊跃：“用来对镜检查一下自己的仪表，用来扩大视觉空间，增加透气感……”最后，主持人终于说出了非常简单的答案：肢残人士摇着轮椅进来时，不必费心转身即可从镜子里看见楼层的显示灯，原来是这样!原本活波、靓丽、机智风趣的嘉宾们多少有些尴尬，其中有一位颇有些抱屈地说：“那我们怎么能想到呢?”是啊，怎么能想到呢!时至今天，我们的知识面确实越来越宽，也懂得不少道理，我们思考问题也很深入，但我们总是以自我为中心，从自己的立场出发。

我们应该学习雷锋精神，学他无私奉献，有一颗爱人之心，学习那一种崇高的共产主义精神，从身边小事做起，主动捡起破坏校园环境的垃圾，主动帮助同学解决问题，在宿舍、教室轻声细语，做到“我为人人，人人为我。”在学校、社会以及全国形成一种良好的风气。

篇6：高一语文必修四单元质量检测作文

可无论人生是如何，我们都应好好活着，让我们更精彩。

不要因为一次失败，便失去了信心;也不要因为一次成功，就骄傲自满。对待人生正确态度就是不骄不馁，即使有一番辉煌成就，也应时刻谦虚。

要知道成功与失败往往只差一点点，只要每天多走一步就是卓越的开始，只要每天创新一点就是领先的开端，只要每天多做一点就是成功的积累。

人生，就该多一些挑战，那才是有意义的。生活是一条艰险的峡谷，只有勇敢的人才能通过。让我们用自己的智慧去挑战人生，这人生便多几分慑人的魅力。

现在我们为了以后的美好人生，更应该努力学习。不管你有多么聪明，你又有多么愚蠢，只要你有学好每一科的心，你就能获得成功。

其实我有一个大理想，想成为一名主持人。我现在该为这个理想做好行动了，我还是比较腼腆，老师每天都让去办公室背英语课文，我只去了一两次。其实已经背得滚瓜烂熟，就缺一份进办公室的勇气。

一次，向朋友倾诉，她说：没有天生的勇气，只有不断培养出的信心。如果一直都是这样的性格，离这个目标会很远。

我深思良久，决定为理想迈出一步，先从进老师办公室开始，锻炼我的勇气。

要成功就要努力，要努力就不要放弃，要放弃就一定不会成功。仅此而已。我会一步一步向着我的人生目标走去。

我不能成为一个完美的人，但我愿永远追求完美。我不愿落为人后，但我永远会笨鸟先飞。

今天的我也许不够精彩，但明天我会让自己更精彩。

人生也许有太多机遇，有时擦肩而过不再重来，不应犹豫，该牢牢把握。抓住一次机会，也许就找到了开启人生辉煌的钥匙;而错过了，就是一辈子的遗憾。

抓住每个可以帮助自己更上一层楼的机会，不放过任何使自己成功的可能。

人生宁可如刹那流星，留下辉煌;也不碌碌无为，平庸一生。

生命之灯，因热情而点燃;生命之舟，因拼搏而前进。

篇7：高一英语必修四课件

I．单元教学目标

技能目标  Skill Goals

Talk about body language: cultural differences and intercultural communication

Practise talking about prohibition & warning as well as obligation

Learn to use the -ing form as the Attribute &Adverbial

Learn to write a diary that showing the observation of how body language helps in communication

II． 目标语言

功能句式 Talk about body language

What is the purpose of language?

What do you think “body language” means?

How can you tell if someone is sad or happy even if they do not speak?

How can you communicate a feeling to someone who does not speak your language?

Why do we need to study body language?

Talk about cultural differences & intercultural communication

What do British people often do when they meet strangers?

What do French people often do when they meet people they know?

Why should we be careful about our own body language?

Why is it important to watch others as well as listen to them?

词汇

1． 四会词汇

Represent, association, canteen, dormitory, flight, curious, approach, major, misunderstand, dash, adult, crossroad

2． 认读词汇

unspoken,, Jordan

3． 词组

be likely to, in general, not all, turn one’s back to, lose face

语法 4． 重点词汇

represent, introduce, approach, touch, express, nod, avoid, misunderstand, punish, general, curious, similar, expression, agreement, gesture, action

The -ing form as the attribute && adverbial

Finding out in the reading text sentences with present participle(s) used as the attribute or adverbial.

1. The -ing form as the attribute

They are visitors coming from several other countries, ...

His nose touches Mr. Cook’s moving hand, ...

This is an exciting experience for you, ...

2. The -ing form as the adverbial

... so you stand watching and listening.

Four people enter looking around in a curious way.

You see her step back appearing surprised, and take a few steps away from Mr. Garcia.

The visitor from Japan comes in smiling at the same time as George Cook from Canada.

Ⅲ． 教材分析和教材重组

1． 教材分析

本单元以Body Language——“体态语”为中心话题，具体涉及什么是“体态语”，如何理解“体态语”，以及“体态语”的跨文化性等。本单元的语言技能和语言知识也都是围绕“体态语”这一中心话题设计的，旨在通过单元教学，用听、说、读、写、做(表演)等多种形式，让学生正确认识和掌握“体态语”在交际中的作用和意义，使学生明确“体态语”在人类交际中的重要性，了解“体态语”在不同民族、不同文化交际中的多样性；使学生在今后的日常生活、学习、工作和交往中尽量减少或避免运用“体态语”时可能产生的误解，提高他们的“语言交际”能力和“非语言交际”能力。

1.1  WARMING UP 以列表对比（填充及增补）的形式，并通过WARMING UP的活动，让学生了解有声语言与“体态语”的对应关系，了解语言意义与行为意义（“体态语”）在交际中具有同等重要的作用。同时，学生在听、说、做（即表演“体态语”的动作）中能够增进对语言交际的感性认识，为他们在阅读过程中上升到对语言交际的理性认识打下基础。

1.2  PRE-READING 通过提供三个关于不同文化背景下“体态语”的问题，启发学生思考我们所学习的“语言”的目的、形式、功能。通过引导学生联系自己日常生活的实际，提高学生努力学习英语的积极性和自觉性；同时培养学生留心社会、关注生活的洞察力，为引导学生进一步“阅读”作好准备。

1.3  READING 是一篇介绍性（记叙文）体裁的文章，主要介绍了各种文化背景下的“体态语”的异同，为学生提供了来自不同国度、不同语言文化背景的“体态语”及其在交际中的异同和影响的具体例证。学生也可以结合自己在语言交际中所遇到的实际例子来进一步理解“交际，毫无问题可言吗？”这一主题。

1.4  COMPREHENDING 包括八个问题（前5个旨在检查学生对阅读材料细节的理解，6~7旨在引导学生对“体态语”的意义及文化差异的`思考，第8个检查学生能否通过细节进行推理判断），通过对来自不同国度、不同语言文化背景的六个角色对待男女不同性别所使用的“体态语”异同的（学生在老师指导下的自我或小组讨论后的）归纳，进一步熟悉和掌握“体态语”在不同语言文化交际中的作用和意义。

1.5  LEARNING ABOUT LANGUAGE  分词汇和语法两部分。词汇部分由“本单元重点词汇英文释义”，“词语填空”和“词性变换”三项内容构成，语法部分由两大方面组成：一是让学生自己通过在课文中寻找相关语法的句子并按其语法功能分类，二是根据学生的认知规律安排该语法项目的练习让学生进行操练。整个项目通过三个练习和一个游戏，以及语法结构讲练，进一步巩固本单元所学词汇（尤其是课文中的黑体字），学习“现在分词”结构用作定语和状语，并通过操练，以收到“学以致用”、“熟练生巧”的效果。

1.6  USING LANGUAGE 通过增加阅读篇目“Showing Our Feelings”来拓展学生在“体态语”方面的知识视野，并通过“True” or “False”判断练习和问题讨论，使学生进一步明确“体态语”对人们在日常交际中了解对方情感、思想、态度等方面所起的作用。同时要让学生认真对待自己的“体态语”，并在日常交际中“听其言”（Listen to them）、“观其行”（Watch them）。此外，该部分还通过听、说、读、写四个方面来巩固本单元所学内容和语言交际项目。

1.7  SUMMING UP 师生从话题、词汇和结构三个方面来共同总结本单元所学的单词和短语，语言及语法项目，总结本单元所学的主要内容和收获。

1.8  LEARNING TIPS 建议学生关注实用交际技巧，学会“体态语”；建议学生在看英语电影时或与以英语为母语的人士交谈时，观察对方面部表情和体态姿势，观察对方的“言”、“行”，进而形成有效的口笔头语言及“体态语”的交际能力。

2. 教材重组

2.1 听力：Using language中的Listening, Workbook中的Listening和Listening Task这三部分的任务及话题较为接近，将这三个部分整合在一起上一堂听力课。

2.2 口语：Warming up, Using language中的Reading and Talking, Speaking和Workbook中的Talking，Speaking Task以及Learning about language中的Discovering useful words and expressions 4, “Play a game in group of four”均紧扣本单元话题，同时涉及到本单元的功能句，教师可指导学生通过“说”（用英语发出与“体态语”相关的指令）与“做”（用“体态语”表达指令）结合来进行口语训练，这将是一节生动有趣的口语课。

2.3 精读：把Pre-reading，Reading和Comprehending三部分整合为一节阅读课。

2.4 泛读：把Using Language中的Reading和Workbook中的Reading Task整合为一节拓展学生视野的泛读课。

2.5 语言学习：深入处理Learning about language中的Discovering useful words and expressions, Discovering useful structures; Workbook中的Using Words and Expressions和Using Structures。重点学习Discovering useful structures中“-ing (现在分词)”在句中做定语和状语的用法。

2.6 语言运用：处理Using Language中的Reading and Writing和Workbook中的Writing Task。指导学生写一篇有关“The Body Language I Know”短文，反映其在不同文化背景、不同语言环境中的运用情况，及所造成的理解上的困难、障碍甚至误解等。

3． 课型设计与课时分配

1st  period             Speaking

2nd  period            Reading (I)

3rd  period             Reading（II）

4th  period             Language Study

5th  period             Listening

6th  period             Writing

Ⅳ． 分课时教案

The First Period Speaking

Teaching goals 教学目标

1. Target Language目标语言

a. 重点词汇和短语

misunderstand, similar, facial, expression, agreement, yawn, chest, gesture, adult, punish

b. 重点句型或交际用语

Act out the following meanings, please.

Please guess what I mean.

Please show the actions, using body language.

Now it is your turn to show the action / gesture.

Please use either spoken words or body language to express your ideas.

Please use both spoken words and body language to express your ideas.

2. Ability goals能力目标

a. Enable the students to understand what a certain gesture of the body language means in a given situation.

b. Enable the students to act out some meanings, requirements, requests or situations given in the target language.

c. Enable the students to express with the target language the meanings given in body language.

3. Learning ability goals 学能目标

a. Help the students learn how to express themselves in body language when needed.

b. Help the students understand others when body language is being used.

Teaching important points教学重点

a. Teach the students how to understand body language used in different countries or cultures as well as in different occasions.

b. Teach the students how to use body language in the most appropriate occasions.

Teaching difficult points 教学难点

a. Enable the students to realize the importance of body language in communication so that little or no misunderstanding may occur.

b. Let the students know that there is both positive body language and negative body language.

Teaching methods教学方法

a. Individual work, pair work and group work.

b. Acting out by imitation, mime or with gestures and body movement.

Teaching aids教具准备

A computer, a projector and some pictures.

Teaching procedures & ways教学过程与方式

Step I Lead-in

The teacher shows some pictures on screen. These pictures are from the Evening Party Celebrating the coming Lunar New Year of the Rooster of .

Ss: Yes, Thousands of Hands Kwan-yin.

T: But do you know who she is? Yes, she was the leading dancer of the program. Her name is Tai Lihua（邰丽华）. She is called a Fairy of Peach blossom(桃花仙子) by people. You know she is a deaf girl, but she is a wise, diligent, charming and energetic girl. She studied very hard and got two degrees of bachelors in university. She was famous as an artist for her wonderful performance. She is deaf and dumb. But how did she get that great achievement and became a successful person? She loves life very much. We should learn from her spirit. Besides her hard working, body language plays a very important part in her life. We are all healthy people, sometimes we can use body language to express ourselves. So we should pay more attention to learning body languages.

Step II  Introduction

T: Now let’s do some TPR (Total Physical Response) activities together, I hope you will enjoy them and have fun as well.

Touch your head / face / eyes / nose / mouth / ears / cheeks / forehead / shoulders / stomach / legs / feet / toes ...

Shake your head / arm / hand ...

Wave your arm / hand ...

Open your eyes / arms /mouth ...

Close your eyes / mouth ...

Twist your wrist / waist.

Cross your arms / fingers.

Nod your head.    Bow your head.

Make a face to each other.

Bend / cry / shout / scream / smile / laugh ...

T: All right. Now let’s do them a little bit difficult. Let’s play a game together. Those who fail to follow the rule of the game will be dropped out. The game is: “Simon says”. For example, if I say “Simon says, touch your head”, then you touch your head. If not, you shouldn’t touch your head but remain still. Clear? Ready? Now let’s start.

3 or 5 minutes for the game.

T: Ok. It’s time to take up the lesson. Please look at the screen. Let’s take a look at the following gestures:

Gesture  Action Meaning

A handshake    You are welcome.

A clap of hand Come on; be cheerful.

A V-shape of the fore-finger and middle finger May you succeed!

Or congratulations on your success!

A half-closed hand with thumb down I am not in favor of your idea or I’ll have to refuse you.

A wrinkling of the brow in thought or displeasure or a scowl She is worried.

Tears coming out of his eyes. He is very sad.

All smiles on her face She is very happy.

Waving their hands They are waving goodbye to people around.

A hand stretched out forward with strength He is stopping a tank.

People jump with their both hands stretched open in the air. They are cheering for the victory.

T: What are the actions of the above gestures? What do they mean?

S4: The first gesture is a handshake, which means “You’re welcome”.

S5: The second is a handclap, which means “Come on” or “Be cheerful” or something like that.

S6: The third one is a V-shaped posture of the first finger and the middle finger, which suggests a wish for the other or others to succeed.

S7: The fourth is a half-closed hand with the thumb down. It means the one who gives this gesture is against the other’s idea or simply refuses the request.

S8: The fifth is a worried look of a woman. She wrinkles her brows or frowns. It also seems that she scowls. It shows that she is worried or sad. In other words, she is unhappy.

S9: The sixth is a man shedding tears. Tears were running down his cheeks. He is very sad for losing his relatives or sad for his failure.

S10: The seventh is a smiling face. It is easy to see that she is very happy.

S11: The eighth is a gesture of waving hands. They are waving goodbye to people who are around to see them off.

S12: The ninth is a hand stretched out forward with great strength. The boy is trying to stop a tank from entering into his homeland.

S13: The tenth is hands stretched out upward. They are all very cheerful. They are wild with joy; maybe they have just won a game. So we can see that they are cheering for their victory.

T: You have all done a good job. So you see that there are many cases or situations in which body language can convey meanings as well as spoken or written languages. If you want to know more about it, let’s come to Unit 4 Body Language.

Step Ⅲ Practice

T: Look at Page 25.

What are these people communicating?

Step Ⅳ Time for Fun

T: Now let’s play a game in groups of four. One thinks of a situation and asks the others to show some actions using body language. When the one chooses the action that is most likely, it is his or her turn to think of some other situation for the others to show the actions so that the game may go on for a few rounds. Clear?

Ss: Yes. That’s funny!

T: Try to make the situations as interesting and enjoyable as you can. And show the situation as lively as possible. Besides, make sure that everyone has a turn.

Ss: All right.

S1: What are you likely to do if it rains?

(Actions) S2: reads a book;

S3: puts on a raincoat;

S4: cleans the house.

S1: Ok. I think S3 seems the most likely, so it is his turn.

S3: What are you likely to do if the river floods?

(Actions) S1: runs away as fast as he can;

S2: helps the younger or elder to escape as soon as possible;

S4: climbs on to a tree.

S3: Ok. I think S2 seems the most likely, so it is her turn.

S2: What are you likely to do if the house catches fire?

(Actions) S1: fetches some water;

S3: tries to put it out with blooms;

S4: runs away as quickly as he can.

S2: Ok. I think S4 seems the most likely, so it is his turn.

S4: What are you likely to do if you meet with a fierce dog?

(Actions) S1: remains where he is and bends down, looking at the dog;

S3: tries to scare it away with small stones;

S4: runs away as quickly as possible.

S2: Ok. I think S1 seems the most likely, so we all have done a good job.

T: Yes. I couldn’t agree with you. Now, one more group.

Step V Role Play (Speaking task on P67)

T: Now, there’s still a little time left. Let’s come to Speaking Task on Page 67.

Homework

1. Team work: Discuss the importance of body language.

篇8：高一数学必修四教案

教学目标

o了解向量的实际背景，理解平面向量的概念和向量的几何表示;掌握向量的模、零向量、单位向量、平行向量、相等向量、共线向量等概念;并会区分平行向量、相等向量和共线向量·

o通过对向量的学习，使学生初步认识现实生活中的向量和数量的本质区别·

o通过学生对向量与数量的识别能力的训练，培养学生认识客观事物的数学本质的能力·

教学重难点

教学重点：理解并掌握向量、零向量、单位向量、相等向量、共线向量的概念，会表示向量·

教学难点：平行向量、相等向量和共线向量的区别和联系·

教学过程

(一)向量的概念：我们把既有大小又有方向的量叫向量。

(二)(教材P74面的四个图制作成幻灯片)请同学阅读课本后回答：(7个问题一次出现)

1、数量与向量有何区别?(数量没有方向而向量有方向)

2、如何表示向量?

3、有向线段和线段有何区别和联系?分别可以表示向量的什么?

4、长度为零的向量叫什么向量?长度为1的向量叫什么向量?

5、满足什么条件的两个向量是相等向量?单位向量是相等向量吗?

6、有一组向量，它们的方向相同或相反，这组向量有什么关系?

7、如果把一组平行向量的起点全部移到一点O，这是它们是不是平行向量?

这时各向量的终点之间有什么关系?

课后小结

1、描述向量的两个指标：模和方向·

2、平面向量的概念和向量的几何表示;

篇9：高一语文必修四教案

1.解韩愈关于尊师重道的论述和本文的思想意义。

2.学习借鉴本文正反对比的论证方法。

3.积累文言知识，掌握实词“传、师、从”，虚词“以、也、则、于、乎、所以”等词语的意义和用法，区别古今异义词语。

4.树立尊师重教的思想，培养谦虚好学的风气。

教学过程

第一课时

一、导入新课

孔子说：“三人行，必有我师焉，择其善者而从之，其不善者而改之。”在中国，自古以来就有从师的风尚，但是唐朝时候，人们却以从师为耻。柳宗元《答韦中立论师道书》说：“今之世，不闻有师;有辄哗笑之，以为狂人。独韩愈奋不顾流俗，犯笑侮，收召后学，作《师说》，因抗颜而为师;世果群怪聚骂，指目牵引，而增与为言辞。愈以是得狂名。”韩愈倡言师道，触犯流俗、勇气可嘉。今天，我们就来学习这篇的文章《师说》。

二、作者介绍

韩愈(768-824)，字退之，唐代河南河阳(今河南孟县)人，文学家、哲学家、古文运动的倡导者。和柳宗元一起提出“文以载道”、“文道结合”的观点。著有《昌黎先生文集》四十卷，其中有许多为人们所传诵的优秀散文。他的散文，题材广泛，内容深刻，形式多样，语言质朴，气势雄壮，因此后世尊他为唐宋八大家之首。

三、解题

“说”是一种议论文的文体，可以先叙后议，也可夹叙夹议。“说”与“论”相比要随便些。像《捕蛇者说》《马说》都属“说”一类文体。“说”，古义为陈述和解说，因而对这类文体，都可按“解说……的道理”来理解。《师说》意思是解说关于“从师”的道理。

四、研习课文

1.整体把握，理清思路。

(1)学生自读课文，查字词典疏通文字，并根据注解初步弄清文章的含义。教师巡回指导。

(2)请学生统计本课的生难字词，并注音解释，可将有关的内容整理在笔记本上，教师请两位同学到黑板上将自己整理的内容写出，然后全班同学一起订正、补充。

2.具体研习，突出重点难点。

(1)请学生自由翻译课文，要放声翻译，提倡讨论。

(2)学生相互讨论，将自己的疑难问题提出，以求教于周围同学，最后全班统一讨论，请同学向全班学生和老师询疑问难，教师或引导学生回答，或亲自回答。

(3)学生朗读课文。

(4)教师范读课文。

(说明：本课主要任务是在理解写作背景、熟悉作家的基础之上把握文意，以学生自学为主，培养其独立阅读浅易文言文的能力;诵读也是学习语文的重要方式，通过诵读可以使学生进一步体会文章的思想内容与艺术风格。)

五、布置作业

篇10：高一英语必修四课件

I.单元教学目标

技能目标 Skill Goals

Talk about body language: cultural differences and intercultural communication

Practise talking about prohibition & warning as well as obligation

Learn to use the -ing form as the Attribute &Adverbial

Learn to write a diary that showing the observation of how body language helps in communication

II. 目标语言

功能句式 Talk about body language

What is the purpose of language?

What do you think “body language” means?

How can you tell if someone is sad or happy even if they do not speak?

How can you communicate a feeling to someone who does not speak your language?

Why do we need to study body language?

Talk about cultural differences & intercultural communication

What do British people often do when they meet strangers?

What do French people often do when they meet people they know?

Why should we be careful about our own body language?

Why is it important to watch others as well as listen to them?

词汇

1. 四会词汇

Represent, association, canteen, dormitory, flight, curious, approach, major, misunderstand, dash, adult, crossroad

2. 认读词汇

unspoken,, Jordan

3. 词组

be likely to, in general, not all, turn one’s back to, lose face

语法 4. 重点词汇

represent, introduce, approach, touch, express, nod, avoid, misunderstand, punish, general, curious, similar, expression, agreement, gesture, action

The -ing form as the attribute && adverbial

Finding out in the reading text sentences with present participle(s) used as the attribute or adverbial.

1. The -ing form as the attribute

They are visitors coming from several other countries, ...

His nose touches Mr. Cook’s moving hand, ...

This is an exciting experience for you, ...

2. The -ing form as the adverbial

... so you stand watching and listening.

Four people enter looking around in a curious way.

You see her step back appearing surprised, and take a few steps away from Mr. Garcia.

The visitor from Japan comes in smiling at the same time as George Cook from Canada.

Ⅲ. 教材分析和教材重组

1. 教材分析

本单元以Body Language——“体态语”为中心话题，具体涉及什么是“体态语”，如何理解“体态语”，以及“体态语”的跨文化性等。本单元的语言技能和语言知识也都是围绕“体态语”这一中心话题设计的，旨在通过单元教学，用听、说、读、写、做(表演)等多种形式，让学生正确认识和掌握“体态语”在交际中的作用和意义，使学生明确“体态语”在人类交际中的重要性，了解“体态语”在不同民族、不同文化交际中的多样性;使学生在今后的日常生活、学习、工作和交往中尽量减少或避免运用“体态语”时可能产生的误解，提高他们的“语言交际”能力和“非语言交际”能力。

1.1 WARMING UP 以列表对比(填充及增补)的形式，并通过WARMING UP的活动，让学生了解有声语言与“体态语”的对应关系，了解语言意义与行为意义(“体态语”)在交际中具有同等重要的作用。同时，学生在听、说、做(即表演“体态语”的动作)中能够增进对语言交际的感性认识，为他们在阅读过程中上升到对语言交际的理性认识打下基础。

1.2 PRE-READING 通过提供三个关于不同文化背景下“体态语”的问题，启发学生思考我们所学习的“语言”的目的、形式、功能。通过引导学生联系自己日常生活的实际，提高学生努力学习英语的积极性和自觉性;同时培养学生留心社会、关注生活的洞察力，为引导学生进一步“阅读”作好准备。

1.3 READING 是一篇介绍性(记叙文)体裁的文章，主要介绍了各种文化背景下的“体态语”的异同，为学生提供了来自不同国度、不同语言文化背景的“体态语”及其在交际中的异同和影响的具体例证。学生也可以结合自己在语言交际中所遇到的实际例子来进一步理解“交际，毫无问题可言吗?”这一主题。

1.4 COMPREHENDING 包括八个问题(前5个旨在检查学生对阅读材料细节的理解，6~7旨在引导学生对“体态语”的意义及文化差异的`思考，第8个检查学生能否通过细节进行推理判断)，通过对来自不同国度、不同语言文化背景的六个角色对待男女不同性别所使用的“体态语”异同的(学生在老师指导下的自我或小组讨论后的)归纳，进一步熟悉和掌握“体态语”在不同语言文化交际中的作用和意义。

1.5 LEARNING ABOUT LANGUAGE 分词汇和语法两部分。词汇部分由“本单元重点词汇英文释义”，“词语填空”和“词性变换”三项内容构成，语法部分由两大方面组成：一是让学生自己通过在课文中寻找相关语法的句子并按其语法功能分类，二是根据学生的认知规律安排该语法项目的练习让学生进行操练。整个项目通过三个练习和一个游戏，以及语法结构讲练，进一步巩固本单元所学词汇(尤其是课文中的黑体字)，学习“现在分词”结构用作定语和状语，并通过操练，以收到“学以致用”、“熟练生巧”的效果。

1.6 USING LANGUAGE 通过增加阅读篇目“Showing Our Feelings”来拓展学生在“体态语”方面的知识视野，并通过“True” or “False”判断练习和问题讨论，使学生进一步明确“体态语”对人们在日常交际中了解对方情感、思想、态度等方面所起的作用。同时要让学生认真对待自己的“体态语”，并在日常交际中“听其言”(Listen to them)、“观其行”(Watch them)。此外，该部分还通过听、说、读、写四个方面来巩固本单元所学内容和语言交际项目。

1.7 SUMMING UP 师生从话题、词汇和结构三个方面来共同总结本单元所学的单词和短语，语言及语法项目，总结本单元所学的主要内容和收获。

1.8 LEARNING TIPS 建议学生关注实用交际技巧，学会“体态语”;建议学生在看英语电影时或与以英语为母语的人士交谈时，观察对方面部表情和体态姿势，观察对方的“言”、“行”，进而形成有效的口笔头语言及“体态语”的交际能力。

2. 教材重组

2.1 听力：Using language中的Listening, Workbook中的Listening和Listening Task这三部分的任务及话题较为接近，将这三个部分整合在一起上一堂听力课。

2.2 口语：Warming up, Using language中的Reading and Talking, Speaking和Workbook中的Talking，Speaking Task以及Learning about language中的Discovering useful words and expressions 4, “Play a game in group of four”均紧扣本单元话题，同时涉及到本单元的功能句，教师可指导学生通过“说”(用英语发出与“体态语”相关的指令)与“做”(用“体态语”表达指令)结合来进行口语训练，这将是一节生动有趣的口语课。

2.3 精读：把Pre-reading，Reading和Comprehending三部分整合为一节阅读课。

2.4 泛读：把Using Language中的Reading和Workbook中的Reading Task整合为一节拓展学生视野的泛读课。

2.5 语言学习：深入处理Learning about language中的Discovering useful words and expressions, Discovering useful structures; Workbook中的Using Words and Expressions和Using Structures。重点学习Discovering useful structures中“-ing (现在分词)”在句中做定语和状语的用法。

2.6 语言运用：处理Using Language中的Reading and Writing和Workbook中的Writing Task。指导学生写一篇有关“The Body Language I Know”短文，反映其在不同文化背景、不同语言环境中的运用情况，及所造成的理解上的困难、障碍甚至误解等。

3. 课型设计与课时分配

1st period Speaking

2nd period Reading (I)

3rd period Reading(II)

4th period Language Study

5th period Listening

6th period Writing

Ⅳ. 分课时教案

The First Period Speaking

Teaching goals 教学目标

1. Target Language目标语言

a. 重点词汇和短语

misunderstand, similar, facial, expression, agreement, yawn, chest, gesture, adult, punish

b. 重点句型或交际用语

Act out the following meanings, please.

Please guess what I mean.

Please show the actions, using body language.

Now it is your turn to show the action / gesture.

Please use either spoken words or body language to express your ideas.

Please use both spoken words and body language to express your ideas.

2. Ability goals能力目标

a. Enable the students to understand what a certain gesture of the body language means in a given situation.

b. Enable the students to act out some meanings, requirements, requests or situations given in the target language.

c. Enable the students to express with the target language the meanings given in body language.

3. Learning ability goals 学能目标

a. Help the students learn how to express themselves in body language when needed.

b. Help the students understand others when body language is being used.

Teaching important points教学重点

a. Teach the students how to understand body language used in different countries or cultures as well as in different occasions.

b. Teach the students how to use body language in the most appropriate occasions.

Teaching difficult points 教学难点

a. Enable the students to realize the importance of body language in communication so that little or no misunderstanding may occur.

b. Let the students know that there is both positive body language and negative body language.

Teaching methods教学方法

a. Individual work, pair work and group work.

b. Acting out by imitation, mime or with gestures and body movement.

Teaching aids教具准备

A computer, a projector and some pictures.

Teaching procedures & ways教学过程与方式

Step I Lead-in

The teacher shows some pictures on screen. These pictures are from the Evening Party Celebrating the coming Lunar New Year of the Rooster of .

Ss: Yes, Thousands of Hands Kwan-yin.

T: But do you know who she is? Yes, she was the leading dancer of the program. Her name is Tai Lihua(邰丽华). She is called a Fairy of Peach blossom(桃花仙子) by people. You know she is a deaf girl, but she is a wise, diligent, charming and energetic girl. She studied very hard and got two degrees of bachelors in university. She was famous as an artist for her wonderful performance. She is deaf and dumb. But how did she get that great achievement and became a successful person? She loves life very much. We should learn from her spirit. Besides her hard working, body language plays a very important part in her life. We are all healthy people, sometimes we can use body language to express ourselves. So we should pay more attention to learning body languages.

Step II Introduction

T: Now let’s do some TPR (Total Physical Response) activities together, I hope you will enjoy them and have fun as well.

Touch your head / face / eyes / nose / mouth / ears / cheeks / forehead / shoulders / stomach / legs / feet / toes ...

Shake your head / arm / hand ...

Wave your arm / hand ...

Open your eyes / arms /mouth ...

Close your eyes / mouth ...

Twist your wrist / waist.

Cross your arms / fingers.

Nod your head. Bow your head.

Make a face to each other.

Bend / cry / shout / scream / smile / laugh ...

T: All right. Now let’s do them a little bit difficult. Let’s play a game together. Those who fail to follow the rule of the game will be dropped out. The game is: “Simon says”. For example, if I say “Simon says, touch your head”, then you touch your head. If not, you shouldn’t touch your head but remain still. Clear? Ready? Now let’s start.

3 or 5 minutes for the game.

T: Ok. It’s time to take up the lesson. Please look at the screen. Let’s take a look at the following gestures:

Gesture Action Meaning

A handshake You are welcome.

A clap of hand Come on; be cheerful.

A V-shape of the fore-finger and middle finger May you succeed!

Or congratulations on your success!

A half-closed hand with thumb down I am not in favor of your idea or I’ll have to refuse you.

A wrinkling of the brow in thought or displeasure or a scowl She is worried.

Tears coming out of his eyes. He is very sad.

All smiles on her face She is very happy.

Waving their hands They are waving goodbye to people around.

A hand stretched out forward with strength He is stopping a tank.

People jump with their both hands stretched open in the air. They are cheering for the victory.

T: What are the actions of the above gestures? What do they mean?

S4: The first gesture is a handshake, which means “You’re welcome”.

S5: The second is a handclap, which means “Come on” or “Be cheerful” or something like that.

S6: The third one is a V-shaped posture of the first finger and the middle finger, which suggests a wish for the other or others to succeed.

S7: The fourth is a half-closed hand with the thumb down. It means the one who gives this gesture is against the other’s idea or simply refuses the request.

S8: The fifth is a worried look of a woman. She wrinkles her brows or frowns. It also seems that she scowls. It shows that she is worried or sad. In other words, she is unhappy.

S9: The sixth is a man shedding tears. Tears were running down his cheeks. He is very sad for losing his relatives or sad for his failure.

S10: The seventh is a smiling face. It is easy to see that she is very happy.

S11: The eighth is a gesture of waving hands. They are waving goodbye to people who are around to see them off.

S12: The ninth is a hand stretched out forward with great strength. The boy is trying to stop a tank from entering into his homeland.

S13: The tenth is hands stretched out upward. They are all very cheerful. They are wild with joy; maybe they have just won a game. So we can see that they are cheering for their victory.

T: You have all done a good job. So you see that there are many cases or situations in which body language can convey meanings as well as spoken or written languages. If you want to know more about it, let’s come to Unit 4 Body Language.

Step Ⅲ Practice

T: Look at Page 25.

What are these people communicating?

Step Ⅳ Time for Fun

T: Now let’s play a game in groups of four. One thinks of a situation and asks the others to show some actions using body language. When the one chooses the action that is most likely, it is his or her turn to think of some other situation for the others to show the actions so that the game may go on for a few rounds. Clear?

Ss: Yes. That’s funny!

T: Try to make the situations as interesting and enjoyable as you can. And show the situation as lively as possible. Besides, make sure that everyone has a turn.

Ss: All right.

S1: What are you likely to do if it rains?

(Actions) S2: reads a book;

S3: puts on a raincoat;

S4: cleans the house.

S1: Ok. I think S3 seems the most likely, so it is his turn.

S3: What are you likely to do if the river floods?

(Actions) S1: runs away as fast as he can;

S2: helps the younger or elder to escape as soon as possible;

S4: climbs on to a tree.

S3: Ok. I think S2 seems the most likely, so it is her turn.

S2: What are you likely to do if the house catches fire?

(Actions) S1: fetches some water;

S3: tries to put it out with blooms;

S4: runs away as quickly as he can.

S2: Ok. I think S4 seems the most likely, so it is his turn.

S4: What are you likely to do if you meet with a fierce dog?

(Actions) S1: remains where he is and bends down, looking at the dog;

S3: tries to scare it away with small stones;

S4: runs away as quickly as possible.

S2: Ok. I think S1 seems the most likely, so we all have done a good job.

T: Yes. I couldn’t agree with you. Now, one more group.

Step V Role Play (Speaking task on P67)

T: Now, there’s still a little time left. Let’s come to Speaking Task on Page 67.

Homework

1. Team work: Discuss the importance of body language.