B4.5文化角文本复述版.doc
语文八年级上册标准细目
10.2了解余秋雨和他的作品。
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10.3采用默读的方法理解内容，概括信客的主要事迹。
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10.4分析信客典型事迹，揣摩、品味描写人物的语言，把握信客的性格特点。
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10.5通过品味信客的语言、行动和心理来感知信客默默奉献的可贵品质。
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10.6学会为信客写墓志铭，深入了解信客的职业道德和优秀品格，学习诚信无私、待人宽容的可贵品质,培养奉献精神。
八年级上册第一单元 世界何时铸剑为犁
课标要求：
1.能够区分写实作品和虚构作品，了解新闻、通讯、小说、书信、报告文学等体裁的不同特点。
2.具有独立阅读的能力，学会运用多种阅读方法。有较为丰富的积累和良好的语感，注重情感体验，发展感受和理解能力。能阅读日常的书报杂志，能初步鉴赏文学作品，丰富自己的精神世界。
5. 学习课文选材的方法， 学习观察生活，思考生活，及时总结自己的生活体验和感受并流畅地表达。
课
知识点
目标分解
ห้องสมุดไป่ตู้学习要求
识记A
理解B
分析C
鉴赏D
表达E
第6课
阿长与《山海经》
积累
6.1自主预习，借助工具书扫除阅读障碍掌握文中的重点字词。
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6.2积累作者鲁迅的相关文学常识。了解课文记叙的顺序。
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6.3理清文章的思路，理解文中带有感情色彩的词句的含义，把握作者情感变化的过程。
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13.4找出文中“艺术”“技术”“隔而不隔”“界而未界”等词语，并结合文中语句，体会说明文语言的准确性特点进而领略苏州园林的诗情画意，体会苏州园林的艺术地位与价值，培养审美情趣。
文化专题横A4
(4)是构建社会主义和谐社会和全面建设小康社会的需要。丰富精神文化生活越来越成为我国人民热切愿望。
①文化产业是典型的“低碳经济”，大力发展文化产业有利于经济社会的可持续发展；②科学技术是第一生产力，文化也是生产力，大力发展文化产业，有利于不断满足人民日益增长的物质文化生活的需要，有利于扩大就业，提高人民的生活水平（丰富人民的精神生活）。③中华文化博大精深，源远流长。因地制宜，大力发展文化产业，挖掘中华文化的优质资源，有利于促进旅游经济的发展，使中华文化和乡土文化不断发出新的生机和活力。
弘扬中华文化和传统美德。民族文化是民族的根。中华文化博大精深，源远流长。中华传统美德具有生生不息、历久弥新的品质。我们要取其精华，去其糟粕，继承和发扬中华民族的优秀传统文化和传统美德，并结合时代和社会发展的要求不断创新，为之增添新的富有生命力内容，建设中华民族共有的精神家园。（从历史角度关注文化发展与作用[另文]、从草根道德明星引发道德教育、两岸的“富春山居图”合卷）
1、为什么要加强文化建设？从精神文明建设角度考虑：
（1）发展中国特色社会主义的客观要求。在当代中国，发展先进文化，就是建设社会主义精神文明。建设中国特色社会主义必须大力发展先进文化，建设社会主义精神文明。社会主义精神文明是改革开放和现代化建设的重要目标，也是搞好改革开放和现代化建设的重要保证。
（2）由我国现阶段的基本同情决定的。我国正处于社会主义初级阶段，民族文化素质不高，人民日益增长的物质文化需要同落后的社会生产之间的矛盾；加强文化建设，能丰富人民群众的文化生活，有利于提高全民族的思想道德素质和科学文化素质，培养一代又一会主义精神文明建设的根本任务，为实现全面小康、促进社会和谐发展提供思想保证、精神动力和智力支持
沪科版七年级上册数学4.5角的比较与补余角同步练习含答案解析
《4.5 角的比较与补（余）角》基础练习1. 如图①，射线OC，OD分别在∠AOB的内部，外部，下列各式错误的是().图①A．∠AOB<∠AOD B．∠BOC<∠AOBC．∠COD<∠AOD D．∠AOB<∠AOC2. 在∠AOB的内部任取一点C，作射线OC，那么有().A.∠AOC＝∠BOCB.∠AOC＞∠BOCC.∠BOC＞∠AOBD.∠AOB＞∠AOC3. 如图②，如果∠AOB＝∠COD，那么().图②A．∠1＞∠2 B．∠1＝∠2C．∠1＜∠2 D．无法确定4. 点P在∠MAN的内部，现有4个等式：①∠PAM＝∠NAP；②∠PAN＝∠MAN；③∠MAP＝∠MAN；④∠MAN＝2∠MAP，其中能表示AP是∠MAN的平分线的有().A．1个B．2个C．3个D．4个5. 如图③，若有∠BAD＝∠CAD，∠BCE＝∠ACE，则下列结论中错误的是().图③A．AD是∠BAC的平分线B．CE是∠ACD的平分线C．∠BCE＝∠ACBD．CE是∠ABC的平分线6. 如图④，∠AOD－∠AOC＝().图④A．∠AOC B．∠BOC C．∠BOD D．∠COD7.下列说法正确的有().①锐角的余角是锐角，锐角的补角是锐角；②直角没有补角；③钝角没有余角，钝角的补角是锐角；④直角的补角还是直角；⑤一个锐角的补角与它的余角的差为90°；⑥两个角相等，则它们的补角也相等．A．3个B．4个C．5个D．6个8.若∠α＋∠β＝90°，∠β＋∠γ＝90°，则∠α与∠γ的关系是().A．互余B．互补C．相等D．∠α＝90°＋∠γ9. 如图⑤，直线AB，CD交于点O，因为∠1＋∠3＝180°，∠2＋∠3＝180°，所以∠1＝∠2的依据是().图⑤A．同角的余角相等B．等角的余角相等C．同角的补角相等D．等角的补角相等10. 如图⑥，点O在直线AE上，OB平分∠AOC，∠BOD＝90°，则∠DOE和∠COB的关系是().图⑥A．互余B．互补C．相等D．和是钝角11. 若一个角为75°，则它的余角的度数为().A．285°B．105°C．75°D．15°12. 已知∠A＝70°，则∠A的补角为().A．110°B．70°C．30°D．20°13. 下列各图中，∠1与∠2互为余角的是().14. 已知∠1和∠2互为余角，且∠2与∠3互补，则下列说法错误的是().A．∠1＋∠2＝90°B．∠2＋∠3＝180°C．∠3－∠1＝90°D．∠3－∠2＝90°－∠115. 如图⑦，直线AB与∠COD的两边OC，OD分别相交于点E，F，若∠1＋∠2＝180°.找出图中与∠2相等的角，并说明理由．图⑦答案和解析【答案】1. D2. D3. B4. D5. D6. D7. B8. C9. C 10. A11. D 12. A 13. B 14. D15. ∠3，∠4，∠6.【解析】1. 解：∠AOB与∠AOD的边OA重合，OB在∠AOD内，所以∠AOB<∠AOD，A正确；同理B、C正确；∠AOB和∠AOC的边AO重合，OC在∠AOB内，所以∠AOB>∠AOC，D错误．故选D.此题主要考查了角的大小比较，解题的关键是掌握角的大小比较方法．2. 解：在∠AOB的内部任取一点C，作射线OC，那么有∠AOB＞∠AOC.故选D.此题主要考查了角的大小比较，解题的关键是掌握角的大小比较方法．3. 解：因为∠AOB＝∠COD，所以∠1＋∠BOD＝∠2＋∠BOD，所以∠1＝∠2.故选B.此题考查了角的和差，掌握等量代换方法是解题的关键.4. 解：由角的平分线的几何表示可知：①∠PAM＝∠NAP；②∠PAN＝∠MAN；③∠MAP＝∠MAN；④∠MAN＝2∠MAP，都能表示AP是∠MAN的平分线，共有4个.故选D.判断一条射线是不是角的平分线，只要看这条射线是否将角分成相等的两个角．5. 解：因为∠BAD＝∠CAD，所以AD是∠BAC的平分线，A正确；因为∠BCE＝∠ACE，所以CE是∠ACD的平分线，∠BCE＝∠ACB ，B、C正确，D错误.故选D.判断一条射线是不是角的平分线，只要看这条射线是否将角分成相等的两个角．6. 解：由图可知，∠AOD－∠AOC＝∠COD，故选D.本题考查了角的和差，解题关键是掌握角的和差计算方法.7. 解：锐角的余角是锐角，锐角的补角是钝角，①错误；直角有补角，直角的补角还是直角，②错误，④正确；钝角没有余角，钝角的补角是锐角，③正确；若∠1是锐角，则它的补角为180°－∠1，它的余角为90°－∠1，那么这个锐角的补角与它的余角的差为(180°－∠1)－(90°－∠1)＝180°－∠1－90°＋∠1＝90°，⑤正确；两个角相等，则它们的补角也相等，⑥正确，故正确的有4个，故选B.主要紧扣锐角、直角、钝角、余角、补角的特征进行判断，除①②不正确外，其他说法都正确．由于互余的两个角之和为90°，所以这两个角都为锐角；互补的两个角之和为180°，所以这两个角为一个锐角、一个钝角或两个角都为直角．8. 解：因为∠α＋∠β＝90°，∠β＋∠γ＝90°，所以∠α、∠γ是∠β的补角，根据同角(或等角)的补角相等，∠α＝∠γ，故选C.此题考查的是补角的性质，根据“同角(或等角)的补角相等”进行解答即可.9. 解：因为∠1＋∠3＝180°，∠2＋∠3＝180°，所以∠1＝∠2的依据是同角的补角相等.故选C.此题考查的是补角的性质，根据“同角的补角相等”进行解答即可.10. 解：因为∠BOD＝90°，所以∠COB＋∠COD＝90°，又因为OB平分∠AOC，所以∠AOB＝∠COB，所以∠DOE＝180°－∠AOB－∠BOD＝180°－∠COB－90°＝90°－∠COB，所以∠DOE和∠COB的关系是互余.故选A.此题考查的是角平分线的性质和余角、补角的性质，能够根据图形正确找到角之间的和差关系，理解角平分线的性质和余角、补角的性质是解题的关键．11. 解：若一个角为75°，则它的余角的度数为90°－75°＝15°，故选D.本题考查了余角的定义，如果两个角的和等于一个直角，就说这两个角互为余角，简称互余，其中一个角是另一个角的余角．12. 解：已知∠A＝70°，则∠A的补角为180°－∠A＝180°－70°＝110°，故选A.本题考查了补角的定义，如果两个角的和等于一个平角，就说这两个角互为补角，简称互补，其中一个角是另一个角的补角.13. 解：因为三角形的内角和为180°，所以选项B中，∠1＋∠2＝90°，即∠1与∠2互为余角，故选B.此题考查的是余角的定义，掌握三角形内角和定理和余角的定义是解题关键.14. 解：因为∠1和∠2互为余角，所以∠1＋∠2＝90°，A正确；因为∠2与∠3互补，所以∠2＋∠3＝180°，B正确；∠3＝180°－∠2，∠1＝90°－∠2，所以∠3－∠1＝(180°－∠2)－(90°－∠2)＝180°－∠2－90°＋∠2＝90°，C正确；故选D.此题考查的是余角、补角的定义，根据余角、补角的定义，正确找到角之间的和差关系是解题的关键．15. 解：由图可知，∠1的补角有∠3、∠4，因为∠1＋∠2＝180°，所以∠2是∠1的补角，根据同角(或等角)的补角相等，得∠2＝∠3＝∠4，又因为∠2＋∠5＝180°，∠5＋∠6＝180°，所以∠2＝∠6，所以图中与∠2相等的角有∠3，∠4，∠6.已知∠1＋∠2＝180°，说明∠2是∠1的补角．根据同角(或等角)的补角相等，找出图中∠1的其他补角和∠2的其他补角的补角，便可确定与∠2相等的角．“同角(或等角)的余角相等”“同角(或等角)的补角相等”的实质是等量代换，在特定的背景下使用起来更便捷．《4.5 角的比较与补（余）角》提高练习1. 如图①，将一副三角板折叠放在一起，使直角的顶点重合于点O，则∠AOC＋∠DOB＝()．图①A．120°B．180°C．150°D．135°2. 如图②，点O在直线AB上，射线OC平分∠BOD，若∠COB＝35°，则∠AOD等于()．图②A．35°B．70°C．110°D．145°3. 借助一副三角尺，你能画出下面哪个度数的角()A．65°B．75°C．85°D．95°4.如图③，OC平分平角∠AOB，∠AOD＝∠BOE＝20°，图中互余的角共有().A．1对B．2对C．3对D．4对图③5. 已知∠AOB＝70°，以O为端点作射线OC，使∠AOC＝42°，则∠BOC的度数为(). A．28°B．112°C．28°或112°D．68°6. 如图④，直线AB与直线CD相交于点O，E是∠AOD内一点，已知OE⊥AB，∠BOD=45°，则∠COE的度数是( ).图④A．125°B．135°C．145°D．155°7.如图⑤，已知直线AB，CD相交于点O，OE平分∠COB，若∠EOB＝55°，则∠BOD的度数是( ).图⑤A．35°B．55°C．70°D．110°8. 如图⑥所示，已知AB为一条直线，O是AB上一点，OC平分∠AOD，OE在∠BOD内，∠DOE ＝∠BOD，∠COE＝75°，求∠EOB的度数．图⑥9. 已知∠A与∠B互余，且∠A的度数比∠B度数的3倍还多30°，求∠B的度数．10. 如图⑦，∠AOB＝120°，OD平分∠BOC，OE平分∠AOC.(1)求∠EOD的度数；(2)若∠BOC＝90°，求∠AOE的度数．图⑦答案和解析【答案】1. B2. C3. B4. D5. C6. B7. C8. 9 ∠BCM或∠DCO9. 15°10. (1)60°；(2)15°.【解析】1. 解：由图可得∠AOC＋∠DOB＝∠AOB＋∠COD＝90°＋90°＝180°.故选B.此题主要考查学生对角的计算的理解和掌握，解答此题的关键是让学生通过观察图示，发现几个角之间的关系．2. 解：因为射线OC平分∠BOD，∠COB＝35°，所以∠BOD＝2∠COB＝70°，所以∠AOD＝180°－∠BOD＝180°－70°＝110°，故选C.根据角平分线的性质可知，∠BOD＝2∠COB＝70°，由图可知，∠AOD与∠BOD互补，进而可以求出∠AOD的度数.本题主要考查了角的判定，可以根据图形依次数出角的个数.3. 解：一副三角尺的角有45°、45°、90°；30°、60°、90°.故借助一副三角尺，可以画出45°＋30°＝75°的角.故选B．本题考查了三角尺相关的知识，掌握三角尺的各个角的度数是解题关键.4. 解：因为OC平分平角∠AOB，所以∠AOC＝∠BOC＝∠AOB＝90°，所以∠AOD与∠COD互余，∠BOE与∠COE互余，又因为∠AOD＝∠BOE＝20°，所以∠BOE与∠COD互余，∠AOD与∠COE互余，故图中互余的角共有4对.故选D.此题考查的是角平分线的性质和余角的性质，能够根据图形正确找到角之间的和差关系，理解角平分线的性质和余角的性质是解题的关键．5. 解：如图⑧，当点C与点重合时，∠BOC＝∠AOB－∠AOC＝70°－42°＝28°；当点C与点重合时，∠BOC＝∠AOB＋∠AOC＝70°＋42°＝112°.图⑧故选C.此题考查的是角的和差，本题要分两种情况进行讨论：(1) 当点C与点重合时；(2)当点C与点重合时，进而根据图形正确找到角之间的和差关系进行解答即可.6. 解：因为OE⊥AB，所以∠AOE＝∠BOE＝90°，又因为∠BOD＝45°，所以∠EOD＝∠BOE－∠BOD＝90°－45°＝45°，所以∠COE＝180°－∠EOD＝180°－45°＝135°.故选B.此题考查的是余角、补角的定义，能够根据图形正确找到角之间的和差关系，理解余角、补角的定义是解题的关键．7. 解：因为OE平分∠COB，所以∠COE＝∠EOB，因为∠EOB＝55°，所以∠COE＝55°，所以∠BOD＝180°－∠COE－∠EOB＝180°－55°－55°＝70°.故选C.此题考查的是角平分线的性质和补角的定义，能够根据图形正确找到角之间的和差关系，理解角平分线的性质和补角的定义是解题的关键．8.解：设∠AOD的度数为x°，则∠BOD＝(180－x)°.因为OC平分∠AOD，∠DOE＝∠BOD，所以∠COD＝∠AOD＝，∠DOE＝∠BOD＝(180－x)°.由于∠COE＝∠COD＋∠DOE＝75°，因此，＋(180－x)＝75，解得x＝90.所以∠BOD＝180°－∠AOD＝180°－90°＝90°，∠EOB＝∠BOD＝60°.(1)几何题中包含多个已知量，条件包含多个数量关系，我们可选一个恰当的量为x，再用这个x来表示其他未知量；(2)利用方程思想进行计算，往往能达到意想不到的效果．本题中用到角的平分线及角的和、差、倍、分关系，涉及的角较多，应注意利用这些数量关系将未知角用已知角表示出来．9. 解：因为∠A与∠B互余，所以∠A＋∠B＝90°.又因为∠A的度数比∠B度数的3倍还多30°，所以∠A＝3∠B＋30°，所以3∠B＋30°＋∠B＝90°，解得∠B＝15°.故∠B的度数为15°.根据∠A与∠B互余，得出∠A＋∠B＝90°，再由∠A的度数比∠B度数的3倍还多30°，从而得到∠A＝3∠B＋30°，再把两个算式联立即可求出∠B的值．此题把角的关系结合方程问题一起解决，即把相等关系的问题转化为方程问题，利用方程组来解决．10. 解：(1)因为∠AOB＝120°，OD平分∠BOC，OE平分∠AOC，所以∠EOD＝∠DOC＋∠EOC＝(∠BOC＋∠AOC)＝∠AOB＝×120°＝60°；(2)因为∠AOB＝120°，∠BOC＝90°，所以∠AOC＝120°－90°＝30°，因为OE平分∠AOC，所以∠AOE＝∠AOC＝×30°＝15°.(1)根据OD平分∠BOC，OE平分∠AOC，可知∠DOE＝∠DOC＋∠EOC＝(∠BOC＋∠AOC)＝∠AOB，由此即可得出结论；(2)先根据∠BOC＝90°求出∠AOC的度数，再根据角平分线的定义即可得出结论．能够根据图形正确找到角之间的和差关系，理解角平分线的概念是解题的关键．《4.5 角的比较与补（余）角》培优练习1. 如图①，∠1＝∠2，∠3＝∠4，则下列结论：①AD平分∠BAF；②AF平分∠DAC；③AE平分∠DAF；④AF平分∠BAC；⑤AE平分∠BAC中，正确的有().图①A．4个B．3个C．2个D．1个2. 如图②，把一张长方形纸片沿EF折叠后，点D，C分别落在点D′，C′的位置，若∠DEF＝75°，则∠AED′等于().图②A. 75°B. 65°C. 30°D. 25°3. 如果∠α和∠β互补，且∠α＞∠β，则下列表示角的式子中：①90°－∠β；②∠α－90°；③(∠α＋∠β)；④(∠α－∠β)．不能表示∠β的余角的是().A. ①B. ②C. ③D. ④4. 如图③，OC是∠AOD的平分线，OE是∠BOD的平分线．(1)如果∠AOB＝130°，那么∠COE是多少度？(2)在(1)的条件下，如果∠DOC＝20°，那么∠BOE是多少度？图③5. 如图④，已知∠AOB在∠AOC内部，∠BOC＝90°，OM，ON分别是∠AOB，∠AOC的平分线，∠AOB与∠COM互补，求∠BON的度数．图④答案和解析【答案】1. C2. C3. C4. (1)65°；(2)45°.5. 15°【解析】1. 解：因为∠1＝∠2，所以AE平分∠DAF，③正确；又因为∠3＝∠4，所以∠1＋∠3＝∠2＋∠4，即∠BAE＝∠CAE，所以AE平分∠BAC，⑤正确. 故正确的有2个.故选C.由角的平分线的几何表示可知：当∠1＝∠2时，AE平分∠DAF；再由∠3＝∠4可得∠1＋∠3＝∠2＋∠4，即∠BAE＝∠CAE，因此AE平分∠BAC.判断一条射线是不是角的平分线，只要看这条射线是否将角分成相等的两个角．2. 解：由折叠的性质可知，∠D′EF＝∠DEF，因为∠DEF＝75°，所以∠D′EF＝75°，所以∠AED′＝180°－∠D′EF－∠DEF＝180°－75°－75°＝30°.故选C.由于∠AED′＝180°－∠D′EF－∠DEF，∠DEF为已知角，而∠D′EF＝∠DEF，易求得∠AED′的度数．折叠问题中的折痕平分被折边与原边的夹角．3. 解：由定义知∠β的余角为90°－∠β，故①正确；因为∠α和∠β互补，且∠α＞∠β，所以∠α＋∠β＝180°，∠α＞90°，所以∠β＝180°－∠α，所以∠β的余角为90°－(180°－∠α)＝∠α－90°，故②正确；因为∠α＋∠β＝180°，所以(∠α＋∠β)＝90°，所以∠β的余角为90°－∠β＝(∠α＋∠β)－∠β＝(∠α－∠β)，故④正确，而③错误．故选C.此题考查的是余角、补角的定义，能够正确找到角之间的和差关系，理解余角、补角的定义是解题的关键．4. 解：(1)因为OC平分∠AOD，所以∠DOC＝∠AOD.因为OE平分∠BOD，所以∠DOE＝∠BOD.所以∠COE＝∠DOC＋∠DOE＝(∠AOD＋∠BOD)＝∠AOB＝×130°＝65°.(2)由(1)可知∠COE＝65°，因为∠DOC＝20°, 所以∠DOE＝∠COE－∠DOC＝45°.因为OE平分∠BOD，所以∠BOE＝∠DOE＝45°.(1)由已知可知∠DOC＝∠AOD，∠DOE＝∠BOD.由于∠COE＝∠DOC＋∠DOE，因此，∠COE ＝∠AOD＋∠BOD＝∠AOB.(2)结合(1)的结论可求出∠DOE的度数，从而求出∠BOE的度数．利用角平分线进行计算时，要灵活运用角平分线的几种不同表达方式．在计算角的大小时，常常要用到等量代换，用已知角代替与它相等的未知角．5. 解：由∠AOB与∠COM互补，得∠AOB＋∠COM＝180°.由角的和差，得∠AOB＋∠BOM＋∠COB＝180°，∠AOB＋∠BOM＝90°.由OM是∠AOB的平分线，得∠BOM＝∠AOB，即∠AOB＋∠AOB＝90°.解得∠AOB＝60°.由角的和差，得∠AOC＝∠BOC＋∠AOB＝90°＋60°＝150°.由ON平分∠AOC，得∠AON＝∠AOC＝×150°＝75°.由角的和差，得∠BON＝∠AON－∠AOB＝75°－60°＝15°.根据补角的性质，可得∠AOB＋∠COM＝180°，根据角的和差，可得∠AOB＋∠BOM＝90°，根据角平分线的性质，可得∠BOM＝∠AOB，根据解方程，可得∠AOB的度数，根据角的和差，可得答案．本题考查了余角与补角及角平分线的相关知识，利用了补角的性质，角的和差，角平分线的性质进行计算，解决问题一定要结合图形认真分析，做到数形结合．。
《4.5角的比较与补(余)角》作业设计方案-初中数学沪科版12七年级上册
《角的比较与补（余）角》作业设计方案（第一课时）一、作业目标本课时作业设计旨在巩固学生对角的基本概念的理解，掌握角的比较方法，以及认识补角和余角的性质和计算。
通过作业练习，提高学生的逻辑思维能力和解决实际问题的能力。
二、作业内容1. 角的比较与识别：练习不同大小的角，并使用工具或徒手比较其大小。
识别各类角（如锐角、直角、钝角等），并标出相应角度。
2. 补角与余角的计算：练习补角的定义和计算方法，如两个角的度数之和为180°，即为补角。
掌握余角的定义和计算方法，如两角度数相加得90°，则称其为余角。
3. 应用练习：通过实际生活问题（如建筑设计、道路测量等）引出角的比较与补（余）角的应用。
设计几道应用题，要求学生运用所学知识解决实际问题。
三、作业要求1. 每位学生需独立完成作业，不得抄袭他人答案。
2. 认真审题，理解题目要求，按照题目要求进行作答。
3. 书写工整，步骤清晰，答案准确无误。
4. 及时完成作业，不拖延。
四、作业评价1. 教师根据学生提交的作业进行批改，对正确答案进行标注和鼓励。
2. 对错误答案进行详细分析，指出错误原因并给出正确解答方法。
3. 对学生的作业态度、完成情况和解题思路进行评价，并给予相应的反馈和建议。
五、作业反馈1. 教师将批改后的作业反馈给学生，让学生了解自己的错误和不足。
2. 对学生的疑问和困惑进行解答和指导，帮助学生巩固所学知识。
3. 根据学生的作业情况，调整教学计划和教学方法，以更好地满足学生的学习需求。
六、附加建议1. 鼓励学生多进行自我检查和自我纠正，培养其独立思考和解决问题的能力。
2. 家长可适当辅导孩子完成作业，但不要代替孩子完成作业，以培养孩子的自主学习能力。
3. 教师可针对学生的薄弱环节进行有针对性的辅导和练习，以提高学生的掌握程度。
作业设计方案（第二课时）一、作业目标1. 熟练掌握比较角的大小的方法；2. 了解补角、余角的定义，并掌握补（余）角之间的性质和计算方法；3. 通过实际运用，培养学生空间观念和数学应用能力。
沪科版数学七年级上册《4.5 角的比较与补(余)角》教学设计1
沪科版数学七年级上册《4.5 角的比较与补（余）角》教学设计1一. 教材分析《4.5 角的比较与补（余）角》是沪科版数学七年级上册的重要内容，这部分内容主要让学生了解角的补角和余角的概念，学会用补角和余角来解决实际问题。
教材通过丰富的实例，引导学生探究、发现并证明补角和余角的关系，进而提高学生解决实际问题的能力。
二. 学情分析学生在学习本节课之前，已经掌握了角的基本概念，如锐角、直角、钝角等。
同时，他们对平行线的性质、同位角、内错角等也有了一定的了解。
因此，在学习本节课时，学生可以借助已有的知识体系来更好地理解和掌握补角和余角的概念。
三. 教学目标1.让学生掌握补角和余角的概念，理解它们之间的联系和区别。
2.培养学生运用补角和余角解决实际问题的能力。
3.提高学生的逻辑思维能力和团队合作能力。
四. 教学重难点1.重点：补角和余角的概念及其应用。
2.难点：补角和余角的证明及其在实际问题中的运用。
五. 教学方法1.采用问题驱动法，引导学生主动探究补角和余角的概念。
2.使用多媒体辅助教学，展示丰富的实例，让学生更直观地理解补角和余角。
3.小组讨论，培养学生团队合作精神，提高解决问题的能力。
4.利用课后习题，巩固所学知识。
六. 教学准备1.准备多媒体课件，包括角的补角和余角的实例。
2.准备相关习题，用于课后巩固和拓展。
3.准备黑板、粉笔等教学工具。
七. 教学过程1.导入（5分钟）教师通过展示一些生活中的实际问题，如篮球比赛中的犯规，引出补角和余角的概念。
提问：“请问同学们知道什么是补角和余角吗？”让学生回顾已学的知识，为新课的学习做好铺垫。
2.呈现（15分钟）教师通过多媒体课件，展示一系列关于补角和余角的实例，如两个角互为补角、互为余角等。
在展示过程中，教师引导学生关注补角和余角的特征，让学生直观地理解补角和余角的概念。
3.操练（10分钟）教师学生进行小组讨论，要求每个小组找出一些互为补角或互为余角的例子，并说明它们的性质。
2024年四年级下册语文教学计划样本（四篇）
2024年四年级下册语文教学计划样本一、学生状况评估：基于上学期的教学经验，我对班级学生的理解已相当深入，发现约有十分之一的学生面临学习困难，他们缺乏有效的监管，基本不提交作业，且规定需背诵的课文均无法完成。
尽管多次尝试与家长进行面对面的沟通，但并未取得预期效果。
中等水平的学生数量有限，部分成绩波动较大，而优秀生则更为稀缺，导致考试成绩总体不甚理想。
通过与前任班主任和科任教师的广泛交流，我了解到本班学生思维活跃，但个性过于张扬，学习兴趣不足，主动学习的意愿不强。
这反映出他们在基础知识上的薄弱，学习习惯有待改进，以及浮躁的心态。
他们对基本知识点的忽视和对学习的不负责态度是主要问题。
因此，教学策略不仅应专注于语文教学，更应关注学生的品德教育和行为习惯的培养，以促进他们的全面发展。
二、教材分析：本册教材在主题选择上更倾向于引导学生的理性认知和深度思考。
如《规则》、《回归》、《快与慢》等单元，旨在激发学生对自然规律、社会现象、国家荣誉、人生价值和时间管理等多方面的思考。
例如，《规则》单元通过学习，使学生认识到社会规则的重要性，理解遵守规则可能需要个人牺牲，从而培养他们的规则意识。
《春潮》、《花》、《路》等单元则引入自然景观，拓宽学生的认知视野，展示不同地域的特色春景。
本教材在人文思想的熏陶上采取渐进和螺旋式上升的方式，如通过“受伤的小鸟”等例子进行渗透。
三、教学目标：1. 基础知识的掌握。
2. 提升阅读能力。
培养提问和解决问题的能力。
教导做好批注笔记。
建立初步的独立阅读能力。
深入理解文本，体验情感内涵。
加强古文学习。
3. 培养写作技能。
鼓励频繁写作。
教导如何选题。
学习自我修订。
1. 创设自主学习的环境，让学生在放松的状态下专注于学习目标，逐步养成良好的学习习惯。
2. 在课堂中持续推行自主和合作学习，确保学生在学习中的主体地位，提升学习效率。
3. 充分利用辅助教材和工具，支持学生的自主学习和对课文内容的深入理解。
2024年天津市中考数学试卷(Word版含解析)
2024年天津市中考数学试卷一、选择题（本大题共12小题，每小题3分，共36分。
在每小题给出的四个选项中，只有一项是符合题目要求的）1．计算3﹣（﹣3）的结果等于（）A．﹣6B．0C．3D．62．如图是一个由5个相同的正方体组成的立体图形，它的主视图是（）A．B．C．D．3．估计的值在（）A．1和2之间B．2和3之间C．3和4之间D．4和5之间4．在一些美术字中，有的汉字是轴对称图形．下面4个汉字中，可以看作是轴对称图形的是（）A．B．C．D．5．据2024年4月18日《天津日报》报道，天津市组织开展了第43届“爱鸟周”大型主题宣传活动．据统计，今春过境我市候鸟总数已超过800000只．将数据800000用科学记数法表示应为（）A．0.08×107B．0.8×106C．8×105D．80×1046．的值等于（）A．0B．1C．D．7．计算的结果等于（）A．3B．x C．D．8．若点A（x1，﹣1），B（x2，1），C（x3，5）都在反比例函数的图象上，则x1，x2，x3的大小关系是（）A．x1＜x2＜x3B．x1＜x3＜x2C．x3＜x2＜x1D．x2＜x1＜x39．《孙子算经》是我国古代著名的数学典籍，其中有一道题：“今有木，不知长短．引绳度之，余绳四尺五寸；屈绳度之，不足一尺．木长几何？”意思是：用一根绳子去量一根长木，绳子还剩余4.5尺；将绳子对折再量长木，长木还剩余1尺．问木长多少尺？设木长x尺，绳子长y尺，则可以列出的方程组为（）A．B．C．D．10．如图，Rt△ABC中，∠C＝90°，∠B＝40°，以点A为圆心，适当长为半径画弧，交AB于点E，交AC于点F；再分别以点E，F为圆心，大于的长为半径画弧，两弧（所在圆的半径相等）在∠BAC 的内部相交于点P；画射线AP，与BC相交于点D，则∠ADC的大小为（）A．60°B．65°C．70°D．75°11．如图，△ABC中，∠B＝30°，将△ABC绕点C顺时针旋转60°得到△DEC，点A，B的对应点分别为D，E，延长BA交DE于点F，下列结论一定正确的是（）A．∠ACB＝∠ACD B．AC∥DE C．AB＝EF D．BF⊥CE12．从地面竖直向上抛出一小球，小球的高度h（单位：m）与小球的运动时间t（单位：s）之间的关系式是h＝30t﹣5t2（0≤t≤6）．有下列结论：①小球从抛出到落地需要6s；②小球运动中的高度可以是30m；③小球运动2s时的高度小于运动5s时的高度．其中，正确结论的个数是（）A．0B．1C．2D．3二、填空题（本大题共6小题，每小题3分，共18分）13．不透明袋子中装有10个球，其中有3个绿球、4个黑球、3个红球，这些球除颜色外无其他差别．从袋子中随机取出1个球，则它是绿球的概率为．14．计算x8÷x6的结果为．15．计算的结果为．16．若正比例函数y＝kx（k是常数，k≠0）的图象经过第三、第一象限，则k的值可以是（写出一个即可）．17．如图，正方形ABCD的边长为，对角线AC，BD相交于点O，点E在CA的延长线上，OE＝5，连接DE．（Ⅰ）线段AE的长为；（Ⅱ）若F为DE的中点，则线段AF的长为．18．如图，在每个小正方形的边长为1的网格中，点A，F，G均在格点上．（I）线段AG的长为；（II）点E在水平网格线上，过点A，E，F作圆，经过圆与水平网格线的交点作切线，分别与AE，AF 的延长线相交于点B，C，△ABC中，点M在边BC上，点N在边AB上，点P在边AC上．请用无刻度的直尺，在如图所示的网格中，画出点M，N，P，使△MNP的周长最短，并简要说明点M，N，P 的位置是如何找到的（不要求证明）．三、解答题（本大题共7小题，共66分．解答应写出文字说明，演算步骤或推理过程）19．解不等式组请结合题意填空，完成本题的解答．（Ⅰ）解不等式①，得；（Ⅱ）解不等式②，得；（Ⅲ）把不等式①和②的解集在数轴上表示出来；（Ⅳ）原不等式组的解集为．20．为了解某校八年级学生每周参加科学教育的时间（单位：h），随机调查了该校八年级a名学生，根据统计的结果，绘制出如图的统计图①和图②．请根据相关信息，解答下列问题：（Ⅰ）填空：a的值为，图①中m的值为，统计的这组学生每周参加科学教育的时间数据的众数和中位数分别为和；（Ⅱ）求统计的这组学生每周参加科学教育的时间数据的平均数；（Ⅲ）根据样本数据，若该校八年级共有学生500人，估计该校八年级学生每周参加科学教育的时间是9h的人数约为多少？21．已知△AOB中，∠ABO＝30°，AB为⊙O的弦，直线MN与⊙O相切于点C．（Ⅰ）如图①，若AB∥MN，直径CE与AB相交于点D，求∠AOB和∠BCE的大小；（Ⅱ）如图②，若OB∥MN，CG⊥AB，垂足为G，CG与OB相交于点F，OA＝3，求线段OF的长．22．综合与实践活动中，要用测角仪测量天津海河上一座桥的桥塔AB的高度（如图①）．某学习小组设计了一个方案：如图②，点C，D，E依次在同一条水平直线上，DE＝36m，EC⊥AB，垂足为C．在D 处测得桥塔顶部B的仰角（∠CDB）为45°，测得桥塔底部A的俯角（∠CDA）为6°，又在E处测得桥塔顶部B的仰角（∠CEB）为31°．（I）求线段CD的长（结果取整数）；（Ⅱ）求桥塔AB的高度（结果取整数）．参考数据：tan31°≈0.6，tan6°≈0.1．23．已知张华的家、画社、文化广场依次在同一条直线上，画社离家0.6km，文化广场离家1.5km．张华从家出发，先匀速骑行了4min到画社，在画社停留了15min，之后匀速骑行了6min到文化广场，在文化广场停留6min后，再匀速步行了20min返回家．如图图中x表示时间，y表示离家的距离．图象反映了这个过程中张华离家的距离与时间之间的对应关系．请根据相关信息，回答下列问题：（I）①填表：141330张华离开家的时间/min张华离家的距离/km0.6②填空：张华从文化广场返回家的速度为km/min；③当0≤x≤25时，请直接写出张华离家的距离y关于时间x的函数解析式；（Ⅱ）当张华离开家8min时，他的爸爸也从家出发匀速步行了20min直接到达了文化广场，那么从画社到文化广场的途中（0.6＜y＜1.5）两人相遇时离家的距离是多少？（直接写出结果即可）24．将一个平行四边形纸片OABC放置在平面直角坐标系中，点O（0，0），点A（3，0），点B，C在第一象限，且OC＝2，∠AOC＝60°．（Ⅰ）填空：如图①，点C的坐标为，点B的坐标为；（Ⅱ）若P为x轴的正半轴上一动点，过点P作直线l⊥x轴，沿直线l折叠该纸片，折叠后点O的对应点O′落在x轴的正半轴上，点C的对应点为C′．设OP＝t．①如图②，若直线l与边CB相交于点Q，当折叠后四边形PO′C′Q与▱OABC重叠部分为五边形时，O′C′与AB相交于点E．试用含有t的式子表示线段BE的长，并直接写出t的取值范围；②设折叠后重叠部分的面积为S，当时，求S的取值范围（直接写出结果即可）．25．已知抛物线y＝ax2+bx+c（a，b，c为常数，a＞0）的顶点为P，且2a+b＝0，对称轴与x轴相交于点D，点M（m，1）在抛物线上，m＞1，O为坐标原点．（I）当a＝1，c＝﹣1时，求该抛物线顶点P的坐标；（Ⅱ）当时，求a的值；（Ⅲ）若N是抛物线上的点，且点N在第四象限，∠MDN＝90°，DM＝DN，点E在线段MN上，点F在线段DN上，，当DE+MF取得最小值为时，求a的值．。
英语必修Ⅳ外研版Module4金品课件(共54张)文化角和写作
for a walk.
完成句子
①云渐渐散去，太阳出来了。
The cloud slowly
and the sun came out.
②晚饭后，弟弟经常帮母亲收拾碟子。
After supper，my younger brother often helps mother
• 句中的keep the rocket moving属于“keep ＋宾语＋宾补”结构。其中the rocket是 宾 语 ， 现 在 分 词 moving 是 宾 补 ， 宾 语 与
k语ee＋p＋宾宾补形现 过容在 去词分 分/词 词副词分 分/词 词介与 与词宾 宾短语 语语构 构成 成主 被动 动关 关系 系
• 【对接高考】
• (2013·新 课 标 全 国 卷 Ⅱ)It's an eitheror situation－we can buy a new car this year
or we can go on holiday but we can't do
.
• A．others
B．either
• C．another
• He escaped from (the) prison this morning.
• 他今天早上从监狱里逃跑了。 • His name escaped me.我想不起他的名字
。
• You are lucky to escape punishment/being punished.
• 你逃脱了惩罚，真幸运。
●教学流程设计
演示结束
• Ⅰ.判断正误 • 阅读P39课文，判断正误 • 1．Today rockets are used in different
自制文化角课件
•Step1: lead –in•Which countries are they?Western EuropeThe countrysideCountryside in western EuropeNew Words and expressions:1.disappearvi.消失2.remainvi.留下,剩下;仍是3.liveieradj.更具活力的4.survivevi.幸存下来5.sad;sadderadj.令人伤感的6.ugly;uglieradj.丑陋的7.affordvt.买得起,有能力支付8.contactn./vt联络,联系A phrases Quiz1.例如such as2.许多/大量(四种)a large number of ; a great /good many a great deal of ; a large amount of3.在农村in the countryside4.上升go up5.不能负担得起做某事can ’t affort to do sth6.从…中赚钱make money from7.为生存而战fight to survive8.与某人取得联系;与某人保持联系make contact with sbkeep contact with sbRead the passage quicklyandanswer the question:Why are the villages inwestern Europe disappearing?Firstly…Secondly…Sometimes…Another problem…When you are fast reading,keep silence and read as fast as you can.Don’t use your finger pointing at the words.Brainstorm1.Can you give a description of the countryside in western Europe using only two words?Beautiful and quiet.2.What do you know happens to the countryside now?They are changing now.Fast readingTell following statements are true or false.Some villages are disappearing, the reasons are:1. Young people from villages usually want to live somewhere livelier and they do not return.2. The soil is too poor in the countryside.3. The natural disaster(自然灾害) completely damaged the villages.4. People move to the cities to find work ,as there are often very few jobs in the countryside.TFF Tanswer the following questions.1. In which countries is the countryside changing?In some countries in western Europe, such as France, Spain and Britain. 2. Why do some villages remain? Because people from the cities have bought a “second home” in the village.Read and answer the following question.3. What are the problems?1) Young people move to towns for a livelier life and for work.2) People can’t afford village house because city-dwellers buy them up.3) Farmers sell their land and stop farming.•careful reading•Please read the text carefully and then fill in the blanks.•LIife has become difficult for many villages ,and someare _________.There are a _____of reasons_____this.Firstly,young people from villages usually want to live somewhere______and they often move to the towns and not return.Secondly,people move to thecities to find _____,as there are often very few jobs inthe __________.Sometimes villages ____because people from the cities _________ a “ second home ” in the village,where thay can come and stay atweekends.•All these changes _____that many villages Inwestern Eroupe are ______ to survive.We can only hope they will remain .The coutryside would be asadder and uglier place______them.disappearing number for remain have bought mean without livelier work countryside fightingLanguage pointsTranslate the sentences:1.Life has been difficult for many villages ,and some are disappearing?生活对于许多村庄来说非常艰难,并且有些村庄正在消失.2.Firstly,young people from villages usually want to live somewhere livelier andthey often move to the towns and do not return.首先,来自农村的年轻人通常想住在更具活力的地方,因此他们常搬到城镇不再回来.3.Sometimes,villages remain because people from the citiea have bought asecond home in the villages,where they come and stay at weekends.有时,村庄依然存在是因为来自城市的人在村子买房下第二个家,他们来这里度周末. 4.The price of homes goes up and people from the area cannot afford to buy ahouse there.房价不断上升, 当地人买不起那儿的房子.5.All these things mean that many villages in western Europe are fighting survive.所有这一切都意味着西欧的许多村庄正在为生存而战.1.A great many buildings were destroyed in theearthquake.________________ ________ ________buildings were destroyed in theearthquake.2.Prices of fruit and vegetables have risen recently.Prices of fruit and vegetables have_______＿＿＿recently.3.It is becoming more and more difficult forfarmers to make money.＿＿＿＿＿＿＿＿is becoming more and more difficult for farmers 句型转化:A large number of gone up Making money1. such as 与for examplesuch as 往往不能把事物全部列出,可以以“名词(,) +such as +被列举的事物”和“such+名词+as+被列举的事物”形式出现。
英语必修Ⅳ外研版Module6金品(共53张)文化角和写作
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C．the alligator is a kind of animal that does not like
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B．the dragon in England has a good reputation
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WY ·英语 必修4
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2024年部编版八年级语文上册教案第五单元 文明印迹口语交际 复述与转述
口语交际复述与转述设计说明中学生已经具备了一定的口语交际能力,但对于一些需要特定方法和技巧的交际仍然容易出现问题。
若能有效提高学生对文字的整合及再加工能力,对于学生语文综合能力的提升将产生积极影响。
“复述与转述”旨在进一步培养中学生的口语交际能力,并有效提升学生的理解能力、概括能力和语言表达能力。
学习目标1.通过实例了解复述与转述的含义和特点。
2.通过实践区分详细复述与简单复述,重点学习简单复述。
3.掌握变换人称、转换时空等转述的方法。
教学重难点1.引导学生掌握复述与转述的方法。
2.引导学生根据要求进行复述与转述,做到准确、流畅。
教学方法点拨法讨论探究法资源与工具1.数字资源包、学习成果上传和互动的平台。
2.图书馆资源、网络搜索工具。
课时安排1课时。
教学过程一、学习情境大家都听过穿井得一人的故事,明明是挖井节省了一个人力,结果却被传为在井内挖到一个活人。
这就是传播过程中出现了失误。
在生活中,我们常常需要复述和转述,今天我们就来学习一下怎样才能正确地复述和转述。
四、过程性评价阅读教材P130口语实践三,用自己的话告诉同学什么是经典。
五、课堂小结同学们,这节课你有哪些收获?学无定法,贵在得法。
要想提高口语交际能力,还要学做生活的实践人,希望这节课能够给大家一点儿帮助。
六、布置作业完成下面的转述练习。
张明有一辆新自行车,刘宇特别想骑一次,但是又不好意思直接跟张明说,所以请李晨帮忙转述自己的想法。
听了李晨的话,张明欣然同意,请刘宇第二天上午九点到自己家所在的小区来骑车,并请李晨转述自己的邀请。
注意:转述要注意人称、时间、地点的转变,还要注意礼貌。
七、板书设计教学反思。
北师版高中数学选择性必修第一册精品课件 数学文化
(1)求证:OE⊥DF;
(2)若在“邪田”ABCD中,“正从”AB=4,“上头”AD=5,试求二面角O-DF-E的平
面角的余弦值.
(1)证明 如图(2),依题意E,F分别为AB,BC的中点,且由AD⊥AE,BF⊥BE,得
OD⊥OE,OE⊥OF,
∵OF∩OD=O,∴OE⊥平面ODF,
∵DF⊂平面ODF,∴OE⊥DF.
深三尺;末广八尺,无深;袤七尺,问积几何?该问题中的羡除是指如图所示的
五面体ABCDEF,其三个侧面皆为等腰梯形,且AB∥CD∥EF,两个底面为直
角三角形,且BC⊥CF,AD⊥DE,其中AB=6尺,CD=10尺,EF=8尺,AB,CD间的
距离为3尺,CD,EF间的距离为7尺,则异面直线DF与AB所成的角的正弦值
轴,OE所在直线为z轴,建立空间直角坐标系,
则 F(0,4,0),E(0,0,2),
设 D(x,y,0), =(0,0,2),
则由| |=5,| |= 17,
2 + 2 = 25,
联立方程组 2
+ (-4)2 = 17,
= 4,
= -4,
(舍去).
或
解得
=3
=3
∵PD⊥平面ABCD,PD⊂平面PDC,则平面PDC⊥平面ABCD,
又平面ABCD∩平面PDC=DC,AD⊥DC,可得AD⊥平面PDC,
又AD∥BC,∴BC⊥平面PDC,
∴∠BPC是直线PB与平面PDC所成的角,
∵PD=3,DC=4,∴PC=5,
又 BC=3,
∴PB= 32 + 52 = 34.
方尺,一丈为10尺,则下列判断正确的是
.(填写所有正确结论的编
小学：教案：《女娲补天》
小学：教案：《女娲补天》一、教学目标：1.1 让学生了解中国古代神话故事《女娲补天》的基本情节。
1.2 培养学生对中华传统文化的兴趣和热爱。
1.3 提高学生的口头表达能力和想象力。
二、教学内容：2.1 故事梗概：讲解《女娲补天》的故事情节，让学生了解女娲补天的原因、过程和结果。
2.2 重点词汇：解释故事中出现的关键词汇，如“女娲”、“补天”、“五彩石”等。
2.3 文化背景：介绍女娲在中国传统文化中的地位，以及补天的象征意义。
三、教学方法：3.1 讲授法：讲解故事情节、重点词汇和文化背景。
3.2 互动法：提问学生，让学生回答，提高学生的参与度。
3.3 情景模拟法：分组让学生扮演故事角色，进行情景模拟，提高学生的口头表达能力。
四、教学步骤：4.1 导入：简要介绍女娲在中国传统文化中的地位，引发学生兴趣。
4.2 讲解故事情节：详细讲解《女娲补天》的故事梗概，让学生了解故事内容。
4.3 解释重点词汇：讲解故事中出现的关键词汇，帮助学生理解。
4.4 介绍文化背景：讲解女娲补天的象征意义，让学生了解故事背后的文化内涵。
4.5 情景模拟：分组让学生扮演故事角色，进行情景模拟，提高学生的口头表达能力。
五、课后作业：5.1 让学生复述故事情节，巩固学习内容。
5.2 让学生查找其他关于女娲的神话故事，了解女娲在其他故事中的形象和地位。
5.3 让学生写一篇关于《女娲补天》的故事心得，表达自己的感受和理解。
六、教学评估：6.1 课堂问答：通过提问学生，了解学生对故事情节和重点词汇的掌握情况。
6.2 情景模拟：观察学生在情景模拟中的表现，评估学生的口头表达能力和想象力。
6.3 课后作业：检查学生的作业完成情况，评估学生对课堂内容的理解和应用能力。
七、教学资源：7.1 故事文本：《女娲补天》的文本材料，用于讲解和阅读。
7.2 图片资料：女娲的图片，用于展示和加深学生对女娲形象的认知。
7.3 视频资料：关于女娲补天的动画或视频，用于辅助讲解和让学生观看。
部编版七年级语文的教学计划(3篇)
部编版七年级语文的教学计划班级基本情况分析：教材分析：本册教材是按照《全日制九年制新课程标准》编排的新教材，体现了新理念和新目标，致力于构建新的教材系统，促进学生综合素质的提高，确立学生在学习中的主体地位。
全书按主题合成单元，每个单元按照主题进行综合训练，努力吸引学生，提高学生的学习积极性。
在综合学科中提高学生的语文素养，在不断的实践中，提高学生学习语文的积极性，培养实践能力、创新能力和探究能力。
教学的总要求：在教学改革的过程中，教者要更新教学理念，大胆进行教学改革，实施“自主、合作、探究”的学习方法，确立学生在学习中的主体地位，为学生自主学习、合作学习、探究学习、创造性学习，创造必要的条件。
教改措施：一、以深化语文教学改革为契机，加大课堂。
教学改革力度，积极投身新课改，运用先进教学理念和多媒体手段进行教学，在减轻学生负担的同时，努力提高课堂教学质量。
二、以全新的教学理念指导新课改，教师要做到教学五认真，总揽全局，面向全体，注重信息反馈，搞好试卷分析，及时调整教学思路，争取教学的大面积丰收。
三、认真抓好听说、读、写训练，进行口语交际训练，结合教材中的名著欣赏，诵读欣赏、引导学生进行综合训练，尤其要注重培养语言交际能力和写作能力。
四、注重培养学生良好的学习习惯，掌握良好的学习方法，增强学习的后劲，为学生今后的发展打下基础。
五、搞好第二课堂活动，引导学生多读文学名著，多读健康有益的课外读物，提高文学修养，陶冶高尚情操。
六、注重个学科之间的联系和相互渗透，沟通课堂内外。
沟通平行学科，强化综合能力的培养，为中考和高考打下坚实的基础。
七、充分挖掘本地的语文教学资源，组织学生到民间采风，领略民族文化的的博大精深。
培养学生的科学精神和人文精神。
八、努力探索学生评价体系，搞好学生学业成绩的综合性评价，着眼于学生的终身发展和终生受益，着眼于学生语文素养的提高。
部编版七年级语文的教学计划（二）一、学情分析通过一学期的教学实践和对学生的观察，我基本上对学生有了较为深刻的了解。
s版四年级语文上册教学计划范文（四篇）
s版四年级语文上册教学计划范文四年级要完成由中年级向高年级的过渡。
通过学习，要能达到课程标准规定的中年段的教学目标，为高年级的语文学习打下良好的基础。
这个基础除了扎实的语言文字的基础外，还包括良好的学习习惯和学习兴趣。
一、学生情况分析根据我与前任班主任和科任老师的广泛交流，了解到本班学生思维相当活跃，个性张扬，学习兴趣比较浓，主动性较强。
但是孩子们基础知识不牢固，学习习惯不够好，心浮气躁。
据前任老师给我讲：本班孩子打上课铃以后迟迟不回教室，上课时忙着各说各的，不善于倾听别人的观点和意见，对最基础的知识点不放在眼里，协作精神差，集体观念不够强，缺乏最基本的纪律观念……看来，教学的着眼点不应仅仅停留在语文教学上，更不能仅仅看孩子们的成绩，而应该从他们的做人和做事抓起，以促进他们的全面发展。
二、本册教材的基本结构本册教材仍以专题形式组织内容：导语，课例（精读课文，略读课文，思考练习，阅读链接，资料袋），词语盘点，语文园地（口语交际，习作，我的发现，日积月累，展示台或成语故事等）。
三、本册教材的教学目标本册通过精美的选文，在语言学习过程的熏陶和感染中，培养学生丰富的情感，积极的人生态度和正确价值观。
在识字写字，课文阅读教学，口语交际，作文，综合性学习等学习和活动中，达到中年级的上阶段教学目标。
本册学习要达到的主要目标：1.认字____个，会写200，养成主动识字的习惯。
2.会使用字典，词典，有独立识字的能力。
能用钢笔熟练书写正楷字。
3.能用普通话正确，流利，有感情地朗读课文。
4.体会课文中关键词句表达情意的作用。
5.能初步把握文章的主要内容，体会文章表达的思想感情。
能复述叙事性课文的大意。
6.养成读书看报的习惯，收藏并与同学交流图书资料。
7.在交谈中能认真倾听，养成向人请教，与人商讨的习惯。
听人说话能把握主要内容，并能简要转述。
能清楚明白地讲述见闻，并说出自己的感受和想法。
8.留心周围事物，勤于书面表达。
外研版英语必修5阅读与文化角课文原文
精读课文与文化角课文Module 1 British and American EnglishWords, words, wordsBritish and American English are different in many ways. The first and most obvious way is in the vocabulary. There are hundreds of different words which are not used on the other side of the Atlantic, or which are used with a different meaning. Some of these words are well-known –Americans drive automobiles down freeways and fill up with gas; the British drive cars along motorways and fill up with petrol. As a tourist, you will need to used the underground in London or the subway in New York, or maybe you will prefer to get around the town by taxi (British) or cab (American).British and AmericanChips or French friesBut other words and expressions are not so well known. Americans use a flashlight, while for the British, it’s a torch. The British queue up; Americans stand in line. Sometimes the same word ahs a slightly different meaning, which can be confusing. Chips, for example, are pieces of hot fried potato in Britain;in the States chips are very thin and are sold in packets. The British call these crisps. The chips the British know and love are French fries on the other side of the Atlantic.Have or have gotThere are a few differences in grammar, too. The British say Have you got…while Americans prefer Do you have… An American might say My friend just arrived, but a British person would say My friend has just arrived. Prepositions, too, can be different: compare on the team, on the weekend (American) with in the team, at the weekend (British). The British use prepositions where Americans sometimes omit them (I’ll see you Monday; write me soon!)Colour or colorThe other two areas in which the two varieties differ are spelling and pronunciation. American spelling seems simpler: center, color and program instead of centre, colour and programme. Many factors have influenced American pronunciation since the first settlers arrived four hundred years ago. The accent, which is most similar to British English, can be heard on the East Coast of the US. When the Irish writer George Bernard Shaw made the famous remark that the British and the Americans are two nations divided by a common language, he was obviouslythinking about the differences. But are they really so important After all, there is probably as much variation of pronunciation within the two countries as between them. A Londoner has more difficulty understanding a Scotsman from Glasgow than understanding a New Yorker.Turn on the TVSome experts believe that the two varieties are moving closer together. For more than a century communications across the Atlantic have developed steadily. Since the 1980s, with satellite TV and the Internet, it has been possible to listen to British and American English at the flick of a switch. This non-stop communication, the experts think, has made it easier for British people and Americans to understand each other. But it has also led to lots of American words and structures passing into British English, so that some people now believe that British English will disappear.However, if you turn on CNN, the American TV network, you find newsreaders and weather forecasters all speaking with different accents – American, British, Australian, and even Spanish. One of the best-known faces, Monita Rajpal, was born in Hong Kong, China, and grew up speaking Chinese and Punjabi, as well as English.This international dimension suggests that in the future, there are going to be many “Englishes”, not just two main varieties. But the messages is “Don’t worry.” Users of English will all be able to understand each other – wherever they are.The Man Who Made Spelling SimpleIn English the spelling of words does not always represent the sound. So people say /rait/ but spell it right, or write, or even rite. Combinations of letters (like ough) may be pronounced in a number of ways. And some words just seem to have too many letters.For Americans things are a little bit easier, thanks to the work of Noah Webster, a teacher who graduated from Yale University in 1778. as a young man he had fought against the British in the American War of independence, and he felt that written English in the newly independent United States should have a distinctive “American” look.So he began his work on American English. His first book, the Elementary Spelling Book, suggested simplifying the spelling of English words. The book was extremely popular. By the 1850s it was selling one million copies a year, making itone of the most popular school books ever.Many of the suggestions were quickly adopted. Center instead of centre, program instead of programme, and flavor instead of flavour. Others, however, such as removing silent letters like the s in island or the final e in examine, were not.Webster is best known for his American Dictionary of the English Language, which first appeared 1828. it introduced lots of new American words, with information about their pronunciation and use, and, of course, the new spelling. The British criticized the dictionary, but it quickly became a standard reference book in the States. Today, Webster’s dictionary is still the number one dictionary for American students.Module 2 A Job Worth DoingThe Human Traffic SignalAt 3500 meters, La Paz, in Bolivia, is the highest capital in the world. Life is hard at high altitude, and the mountains makecommunications difficult. Many roads are in bad condition and accidents are frequent. One road in particular, which goes north from La Paz, is considered the most dangerous road in the world. On one side the mountains rise steeply; on the other side there is a sheer drop, which in places is hundreds of metres deep. Although there is not a lot of traffic, on average, one vehicle comes off the road every two weeks. The drop is so great that anyone inside the vehicle is lucky to survive. In theory, the road can only be used by traffic going uphill from 8 in the morning, and by traffic coming downhill from 3 in the afternoon. But in practice, few drivers respect the rules.But thanks to one man, the death toll has fallen. Timoteo Apaza is a gentle 46-year-old man who lives in a village near the most dangerous part of the road, known locally as la curva del Diablo (the Devil's Bend). Timoteo has an unusual job –he is a human traffic signal. Every morning he climbs up to the bend with a large circular board in his hand. The board is red on one side and green on the other. Timoteo stands on the bend and directs the traffic. When two vehicles approach from opposite directions they can't see each other, but they can see Timoteo. Timoteo is a volunteer. No one asked him to do the job, and no one pays him for it. Sometimes drivers give him a tip,so that he has just enough money to live on. But often they just pass by, taking the human traffic signal for granted.So why does he do it Before he volunteer to direct the traffic, Timoteo had had lots of jobs. He had been a miner and a soldier. Then one day while he was working as a lorry driver he had a close encounter with death. He was driving a lorry load of bananas when he came off the road at a bend and fell three hundred metres down the mountain. Somehow he survived. He was in hospital for months. Then, a few years later, he was called out in the night to help pull people out of a bus which had crashed at la curva del diablo. This last experience had a profound effect on Timoteo. He realised that he was lucky to be alive himself, and felt that it was his mission in life to help others. And so every morning, week in, week out, from dawn to dusk, Timoteo takes up his place on the bend and directs the traffic.Growing JobsWhat sort of jobs will people de doing ten years from now according to a survey published by an American university, the ten fastest growing jobs will be related to computers and health. They include computer systems analysts, data analysts anddatabase managers. But there will also be a rise in the demand for health care professionals. Some of these will be new jobs, such as bioinformaticians, who combine computer skills with knowledge of biology. Others will be more traditional. For example, more home care nurses will be needed to look after the rapidly ageing population. But many youngsters will need professional care, too: 14 million Americans suffer from speech or language problems, and six million of them are under the age of 18. the number of speech pathologists (who help people who have problems speaking) is expected to double by the year 2012. and social workers will continue to be in demand.Of course there will be plenty of other new jobs, some of which we probably can’t even guess. But for those who love the outdoor life, a good bet could be the leisure industry. As more and more countries open up to tourism, more travel agents will be needed, but the real demand will be for guides to take groups and even individuals on adventure holidays. For people doing this job, common sense, physical fitness and an outgoing personality are likely to be more important than computer skills.Module 3 Adventure in Literature and the CinemaThe SteamboatThere was a big storm after midnight and the rain poured down. We stayed inside the shelter we had built and let the raft sail down the river. Suddenly, by the light of the lightning, we saw something in the middle of the river. It looked like a house at first, but then we realized it was a steamboat. It had hit a rock and was half in and half out of the water. We were sailing straight towards it."It looks as if it'll go under soon," Jim said, after a couple of minutes."Let's go and take a look," I said."I don't want to board a sinking ship," said Jim, but when I suggested that we might find something useful on the boat, he agreed to go. So we paddled over and climbed on to the steamboat, keeping as quiet as mice. To our astonishment, there was a light in one of the cabins. Then we heard someone shout, "Oh please boys, don't kill me! I won't tell anybody!"A man's angry voice answered, "You're lying. You said that last time. We're going to kill you."When he heard these words, Jim panicked and ran to the raft. But although I was frightened, I also felt very curious, so Iput my head round the door. It was quite dark, but I could see a man lying on the floor, tied up with rope. There were two men standing over him. One was short, with a beard. The other was tall and had something in his hand that looked like a gun.'I've had enough of you. I'm going to shoot you now," this man said. He was obviously the one who had threatened the man on the floor. And it was a gun he had in his hand."No, don't do that," said the short man. "Let's leave him here. The steamboat will sink in a couple of hours and he'll go down with it."When he heard that, the frightened man on the floor started crying. "He sounds as if he's going to die of fright!" I thought. "I have to find a way to save him!"I crawled along the deck, found Jim, and told him what I had heard. "We must find their boat and take it away, then they'll have to stay here," I said.Jim looked terrified. "I'm not staying here," he said. But I persuaded him to help me, and we found the men's boat tied to the other side of the steamboat. We climbed quietly in and as we paddled away we heard the two men shouting. By then we were a safe distance away. But now I began to feel bad about what we had done. I didn't want all three men to die.The Life of Mark TwainOften the lives of writers resemble the lives fo the characters they create. Mark Twain, who wrote The Adventures of Huckleberry Finn and The Adventures of Tom Sawyer, was no exception. To start with, the author’s name, Mark Twain, is itself an invention, or “pen name”. Twain’s real name was Samuel Clemens. “Mark Twain”, which means “watermark two”, was a call used by sailors on the Mississippi to warn shipmates that they were coming into shallow water.Like Huck, Mark Twain led an adventurous life. He left school early, and as an adolescent, determined to make his fortune in South America, set off from his home in Hannibal, Missouri, for New Orleans. He wanted to take a boat to the Amazon, where he thought he could get rich quickly. He arrived in New Orleans without a penny in his pocket only to find that there were no boats for South America. Forced to change his plans, he worked for several years as a pilot on a steamboat, taking passengers up and down the Mississippi, the great river which flows from the north of the US near the Canadian border, down to the Gulf of Mexico.Later he became a journalist and began writing storiesabout life on th e river. Twain’s vivid and often amusing descriptions of life on the river quickly became popular, and established the reputation he still enjoys today as one of America’s greatest writers.\Module 4 CarnivalThe Magic of the MaskThink of carnival, and you think of crowds, costumes, and confusion. The sounds and sights change from one country to another but the excitement is the same everywhere.“Carnival” comes from two Latin words, meaning “no more meat”. In Europe, where it began, carnival was fo llowed by forty days without meat, as people prepared for the Christian festival of Easter. People saw Carnival as a last chance to have fun at the end of the winter season. Having fun meant eating, drinking, and dressing up.The most famous carnival in Europe was in Venice. At the beginning, it lasted for just one day. People ate, drank, and wore masks. As time passed, however, the carnival period was extended, so that it began just after Christmas. For weeks on end people walked round the streets wearing masks, doing whatthey wanted without being recognised. Ordinary people could pretend to be rich and important, while famous people could have romantic adventures in secret. Many crimes went unpunished.The government realised that wearing masks had become a problem. Their use was limited by laws, the first of which dates back to the fourteenth century. Men were not allowed to wear masks at night; and they were not allowed to dress up as women. In later times more laws were passed. People who wore masks could not carry firearms; and no one could enter a church wearing a mask. If they broke the laws, they were put into prison for up to two years. Finally, when Venice became part of the Austrian empire, at the end of the eighteenth century, masks were banned completely, and carnival became just a memory.But in the late 1970s the tradition was revived by students. They began making masks and organising parties, and threw bits of brightly coloured paper (called coriandoli) at tourists. The town council realised that carnival was good for business, and the festival was developed for tourists.Today, carnival in Venice is celebrated for five days in February. People arrive from all over Europe to enjoy the fun. Hotels are fully booked and the narrow streets are crowded with wonderful costumes. German, French and English seem to be themain languages. But the spirit of Venice carnival is not quite the same as the great American carnivals. If the key to Rio is music and movement, then in Venice it is the mystery of the mask. As you wander through the streets, you see thousands of masks—elegant or frightening, sad or amusing, traditional or modern-- but you have no idea what the faces behind them look like. Nobody takes them off. If the masks come off, the magic is lost.The Meaning of CarnivalCarnival today is an international, multicultural experience. But how did it become so To understand what carnival is all about, we need to look at the history of America and the meeting of two cultures – European and African.The arrival of Europeans in America, and the opening of huge farms and plantations to grow cotton, fruit and vegetables, meant there was an immediate need for people to work on them. This marked the beginning of the slave trade. For more than two hundred years, until the beginning of the 19th century, when the trade was finally stopped, millions of people were taken by force from their homes in Africa and transported to the NewWorld to work as slaves. Six million were taken to the Caribbean islands where there were British and French landowners.Naturally, the Europeans also imported their own festivals. So the slaves were forced to watch as their masters celebrated carnival with food, drink, and masked dances. In Trinidad, the slaves began to hold their own carnival celebrations: they painted their faces white, imitating their masters and making fun of them. But at the same time they were continuing their own African traditions – such as walking round a village wearing masks and singing a custom which they thought would bring good luck.When the slave trade was abolished in 1838 the former slaves took over the carnival. It became more colourful and more exciting than it had been before. Magnificent costumes were made and musical bands created. Carnival became a celebration of freedom.With the passing of time, the white inhabitants of the island began to take part in the carnival, too –and they were welcomed by their former slaves. Carnival became a way to unite different communities, as people forgot their everyday problems and enjoyed themselves eating, drinking, and dancing. Today, visitors from all over the world come to this small statein the Caribbean to join in the fun. Carnival has become a celebration of life itself.Module 5 The Great Sports PersonalityA Life in SportThey called him the prince of gymnasts. When he retired at the age of 26, he had won 106 gold medals in major competitions across the world. They included six out of seven gold medals at the 1982 World Championship, and three at the 1984 Olympics in Los Angeles ( as well as two silver and a bronze). Li Ning was the best. When sports journalists met in 1999 to make a list of the greatest sportsmen and sportswomen of the twentieth century, L i Ning’s name was on it, together with footballer Pele and boxer Muhammad Ali. But even though he had won everything it was possible to win in his sport, Li Ning retired with the feeling that he had failed. He was disappointed because he had not performed well in the 1988 Seoul Olympics.But it was this sense of failure that made him determined to succeed in his new life. A year after his retirement, Li Ning began a new career—as a businessman. But he didn’t forget hissporting background. He decided to launch a new brand of sportswear, competing with global giants like Nike and Adidas. He made the unusual choice, for a Chinese person, of choosing his own name as the brand mark. The bright red logo is made up of the first two pingyin letters of Li Ning’s nam e, L and N.Li Ning’s sports clothes came onto the market at just the right time. The number of young people with money to spend was on the increase—and sport had never been so popular. Li Ning’s designs were attractive, and they had a major advantage over their better-known rivals—they were cheaper. A pair of Nike trainers, for example, could cost up to five times as much as a similar Li Ning product. Success for Li Ning was guaranteed, and it came quickly.In just a few years, Li Ning won more than fifty per cent of the national market. Today a Li Ning product is purchased every ten seconds. But the clothes are not only worn on the athletics track or the football pitch. If you go into a school or university anywhere, you will see students in Li Ning tracksuits with the familiar logo. The company has also grown internationally. The Spanish and French gymnastics teams wearLi Ning clothes, while Italian designers are employed by the company to create new styles. Whenever Chinese athletes stepped out onto the track during the 2008 Olympics, they were wearing Li Ning tracksuits.But Li Ning’s goal when he retired was not to make money. His dream was to open a school for gymnasts. He was able to do this in 1991. Since then, he has continued to help young people to achieve their sporting ambitions. Like Pele and Muhammad Ali before him, who have worked with the United Nations for children’s rights and peace, Li Ning has discovered that the work of a great sportsman does not finish when he retires from the sport. It starts. And if you are a great sportsperson, anything is possible, as Li Ning’s advertising slogan says.Marathon: the Ultimate Olympic EventThe final event in the Olympics is the marathon. It is also usually the most exciting. As the leader comes into the stadium to run the last few metres of the 42-kilometre race, the crowd rises to its feet to shout and cheer. The name of the race comes from a battle in Ancient Greece. According to the story, a soldier ran from the scene of the battle, Marathon, to Athens,to bring the news of a Greek victory against the Persians. He died just after arriving.The marathon has been an Olympic event. Since the modern games started in 1896. At first the distance was 40 kilometres –the distance between Marathon and Athens. In 1908, however, at the London Olympics, it was changed. The King of England wanted the runners to leave from his castle in Windsor and arrive in a new stadium in central London. The distance was 26 miles –about 42 kilometres. In fact, the 1908 marathon ended dramatically. When the leader, an Italian, entered the stadium he returned the wrong way and fell onto the ground. Officials picked him up and helped him to the finishing line, just as the second runner, an American, entered the stadium. The Americans protested and in the end the American runner was declared the winner. Since then, there have been many more exciting marathons.In fact, you don’t have to wait for the Olympic Games to run or watch a marathon, as there are marathons in over sixty countries and hundreds of cities around the world today. One of the most famous marathons is in New Your, and is watched by two million people around the streets and across the bridges of the city’s five boroughs, and past New York’s famouslandmarks. But perhaps one of the most beautiful and extraordinary marathons ever is the Greet Wall Marathon, which most competitors find is the toughest course to run.The marathon is the final Olympic event because it is thought to be the hardest. But experts believe that most people – even people who are not particularly good at sport – can run a marathon, if they train for it.Module 6 Animals in DangerSaving the AntelopesOn a freezing cold day in January 1994, Jiesang suonandajie found what he was looking for – a group of poachers who were killing the endangered Tibetan antelope. Jiesang knew he had to move quickly. He shouted to the poachers to put down their guns. Although surprised, the poachers had an advantage –there were more of them. In the battle which followed Jiesang was shot and killed. When his frozen body was found hours later, he was still holding his gun. He had given his life to save the Tibetan antelope.At the beginning of the twentieth century there were millions of antelopes on the Qinghai –Tibetan Plateau. By the1990s the number had fallen to about 50,000. The season is simple: the wool of the Tibetan antelope is the most expensive in the world. It is soft, light and warm – the ideal coat for an animal which has to survive at high altitudes. A shawl made from the wool (known as “shahtoosh”, or “king of wools” in Persian) can sell for five thousand dollars. For poachers the profits can be huge.Often working at night, the poachers shoot whole herds of antelopes at a time, leaving only the babies, whose wool is not worth so much. The animals are skinned on the spot and the wool taken to India, where it is made into the shawls. From there, it is exported to rich countries in North America and Europe. The business is completely illegal – there has been a ban on the trade since 1975. But in the 1990s the shawls came into fashion among rich people. A police raid on a shop in London found 138 shawls. About 1,000 antelopes –or 2 per cent of the world’s population – had been killed to make them.In the 1990s the Chinese government began to take an active part in protecting the antelopes in the Hoh Xil Nature Reserve –the huge national park on the Qinghai-Tibetan Plateau, which is the main habitat of the antelopes. Over the next ten years about 3,000 poachers were caught and 300 vehicles confiscated.Sometimes there were gunfights, like the one in which Jiesang Suonandajie was killed.But today the governments seems to be winning the battle. The number of poachers has fallen. The small group of officials who work in the reserve are helped by volunteers who come from all over the country, and who are ready for the difficult conditions of life at 5,000 metres. Meanwhile, in those countries where the shawls are sold, police are getting tough with the dealers. International co-operation seems to be working. Since 1997 the antelope population has slowly begun to grow again.WWFThe WWF is the world’s largest organization for nature conservation. It was founded in the UK in 1961 and opened an international office in Switzerland in the same year. its aim was to protect the natural habitats of wild animals in danger of extinction. One of the founders, the painter and naturalist Peter Scott, designed the famous panda logo. The initials, WWF, stand for World Wide Fund for Nature. Originally the name was World Wildlife Fund. Today the organization has branches in 90 countries in all five continents. It has thousands ofvolunteers and more than five million supporters who help by giving money. Since 1985 it has spent more than $1,000 million on 11,000 projects in 130 countries.The focus of attention has changed, too. In the 1980s the WWF became interested in all activities which have an effect on the environment, such as pollution and the way we use energy. The WWF believes that our world has a future only if peole learn to conserve nature and not waster energy. As a result, it started working with governments to introduce environmental education into schools.The WWF has worked with the Chinese government since 1980, when Dr George shaller arrived to work with Chinese scientists on the panda project. For fifteen years WWF China staff had been based in Switzerland but came to China to monitor the project. Then, in 1995, the organization set up an office in Beijing. Today there are more than thirty staff working on twenty rojects all over the country. They include work in forests, energy, and in environmental education for China’s primary and secondary schools as well as saving the panda, of course.。
5-5-3文化角教案
---------------------------------------------------------------最新资料推荐------------------------------------------------------5-5-3文化角教案Module 5 The Great Sports Personality (Cultural corner) Marathon:the Ultimate Olympic event Teaching Objectives : 1.At the end of this lesson, the students will know more about the history and the basic knowledge of marathon. 2.This class will further develop the students reading ability. Key points and Difficult Points Key points: Learn to solve practical problems and revise the use of adverbial clause. Difficult Points: Communicate with others and help the student understand the passage better Method : technology Strategies 1. English dule-activity method 2. Ask and answer 3. Pair work and group work Aids and Materials Computer project blackboard Teaching Procedures Step 1: Lead-in 1. Daily greetings: Greet the whole class as usual. 2. Daily performance Ask the students to talk about the events of the events of the Olympic games individually and find whats the ultimate Olympic event. Step 2: Pre-reading: 1. Get the students to exchange the information they have got about Marathon. 2.Further discussion about Marathon by talking about the following questions. (1) What are the origins of the Marathon? (2) Where does the name of the Marathon come from?.... (3) Why is the1 / 4Marathon the last Olympic event? (4) Do you think that Marathonis an exciting event? Why or why not? Step 3: While-reading 1. Listen to the tape of this part. Read the passage and findthe main idea of each paragraph. 2. Read the text again and decide which of the following are true or false by discussingwith your groupmates. True or false 1. The whole distance ofthe marathon is 42 kilometers. 2. The marathon started in a battle between Greece and Persia. 3. In the 1908 Olympic an American runner won the marathon. 4. Nowadays the matathons canbe watched out of the Olympics. 5. Only people who are good at sport can run a marathon. Match the words on the right with their meanings. Ultimate success, win Victory last, final, eventual Protest object, challenge Declare a man who wants to compete with others Competitor announce, state Tough hardly, difficult Step 4: Consolidation Close books and introduce marathon in their own words. Everyone choose a topic.the introduction of each topic cant be less than four sentences. For example: A: the origins of marathon B: the distance of the marathon C: the 1908 Marathon D: the new York marathon and the Great Wall Marathon Then ask the students tothe front of the classroom to present their result in Pairs.Step 5: Home work: Making a list of Chinese sports---------------------------------------------------------------最新资料推荐------------------------------------------------------ personalities 1. Work in groups. Make a list of names of Chinesesports personalities. a. put the students into groups of fouror five to do this activity. b. Ask them to list the names andsports of each person. 2. Discuss your choices with the mostof the class. Vote for the three greetest. a. Call back the names suggested by groups and make a masterlist on the board. b.ask the students to vote for each person, and record the votesto decide what are the three greatest. 3. Write a short factfile for each of the three greatest. If possible, complete thefiles with a photo and draw a modal-gold, silver or bronze. Blackboard Design Cultural corner: MarathonKey Points and Difficult Points. 1. Learn to solve practical problems. 2. Communicate with others. New words: Ultimate Victory Protest Declare Competitor Tough Assessment Assessment Self-assessment: In this periord, I tryto use some methods to train the students reading ability and develop the reading skills with pair work and groupwork.Encorage the students to speak English loudly and buildtheir confidence in learning Englsih happily. Everyone has chance to perform himself here. But I think the shortage of thisclass is that the use of the new words isnt enough. Ill try to3 / 4use more later in my class. Others assessment: This class is fulll of activities. Terrific! But each one should know his assignments clearly so that they can prepare for it more efficiently.。
江苏省中小学教师继续教育网络培训答案
江苏省中小学教师继续教育网络培训答案13第83题?2021公民教育实践活动中难点解析?网络培训答案(一)单项选择题1. 我国最高的立法机关是〔〕答案：(A)全国人民代表大会2. 品德教学活动中提倡“请人助教〞的教学思路，公民教育实践活动中学生接触到的( )正是“请〞到的“人〞。
答案：(B)专业人士3. 我国的根本大法是〔〕答案：(A)?中华人民共与国宪法?4. 制定出班级方案后我们应该采取的正确的行动是〔〕。
答案：(A)向及研究问题相关的政府部门递交班级方案5. 在公民教育实践活动中，学生通过实践发现与提出问题，在体验、探究与问题解决的过程中，形成良好道德品质，实现社会性开展。
这正及品德课程的学习是( )相统一的过程不谋而合。
答案：(A)知及行6. 在采访时，我们一般可以使用( )表格。
答案：(B)采访表7. 公民法制教育实践活动中常用的“七种表格〞分别是：问题确认及分析表、( ) 、印刷资料表、播送/电视观察表、文献资料表：出版物信息资料、文献资料表：信函或采访信息、宪法意见表。
答案：(A)采访表(二)多项选择题1. 在第四步骤：编制班级方案的过程中，我们要遵循的原那么是〔〕。
答案：(A)说服性(B)实用性(C)法律性(D)全体性2. 视频中，在第三步骤收集班级所要研究问题的有关资料时，我们可以通过实地查看、采访相关人员、上网、看电视、〔〕〔〕这些渠道来收集资料。
答案：(A)去新华书店(B) 查看报刊、书籍(C)去图书馆(D)发放调查问卷3. 在公民教育实践活动及学科教学整合的过程中，需要着力做好〔〕。
答案：(A)将公民课题纳入原有课程体系进展课程定位(B)确立新课程的学习目标(C)精心进展教学活动的设计及实施(D)重视学习成果展示与学习反思4. 品德课堂教学及公民教育实践活动的联结点是儿童的现实生活，这包含着( )。
答案：(A)真实的生活(B)普通的生活(C)日常的生活(D)今天的生活〔正在进展的生活〕(E)首属群体中的生活〔儿童主要生活圈中的生活〕(三)判断题1. 班级方案就是汇总了班级成员提出的所有方案。
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B4.5 文化角复述版
In 50 years of travelling Colin Mccorquodale has visited every country in the world, _____ three. And _______ he goes, he sends himself a postcard. He always chooses a postcard with a beautiful view, and sticks on an interesting stamp. Usually he writes just a short message to himself. His ______(late) one, from the Malvinas islands, reads Good fishing.
On a wall in his home in London there is a large map of the world. There are hundreds of little red pins______(stick) in it. It's good to get a pin in the map.says Mr Mccorquodale, but I follow the rules. I’m allowed to stick one in only if I've been in a place for more than 24 hours.
Naturally. Mr Mccorquodale has his favourite places. New Zealand describes as wonderful". In Europe Italy is a favourite place．“There’ s a _______ (say) in the travel trade _____ all tourists are ripped off. Well, at least the Italian rip you off with a smile. "____ China he says. " This is one country in the world _____ is completely different . There's no European influence. It's been around for 6,000 years.
Wherever he goes, Mr Mccorquodale takes with him a photo of his wife, a candle, a torch, a shirt with a secret pocket, and a pen for ________(write) his postcard。
So why does he do it? _____ the postcards or the travel? Mr Mccorquodale laughs “I do it for the journey, "he says. "I get
a kick out of travelling. And all the ________ (plan).”。