1-12单元知识点总结
go-for-it七年级上册unit1-unit12知识点整理(附习题)
第一块国际音标国际音标是一种工具，其作用是标志英语字母和单词的读音。
1、 20 个元音单元音：／ i: ／ Ee1、／з:／ her／u:／ do／ I ／ it／?／ about／u／ book／ɑ:／ are／／ or／? ／ any／／ us／／ off／ e／ at双元音：／／ Ii／／ out／／ear／／ Aa ，／／ Oo／／air／／ boy／／sure2、 28 辅音：成对的清浊辅音：／ p／ map／ t／ it／k／ book／ f／ off／θ／ math／ s／ yes／ b／ club／ d／ dad ／ g／ big／v／ have／e／ this／ z／ zoo／／ fish／／watch／ tr ／ tree／ ts／ its／／ usually ／／orange／ dr／ dress／ dz／ beds其余辅音：／ m／ am／n／ and／／ English／ l／ like／ h／ hello／ r ／ red／ w／ what／ j／ yes3、国际音标拼读规则：辅见元，碰一碰。
／ l／在前，发本音；音节后边卷下舌。
／p ／、／ t ／、／ k／、／ tr ／清辅音，／ s／后读成浊辅音。
本块词汇 :speak 说讲start 开始school 学校strict 严格的out 外面club 俱乐部 usually 往常 dress 化妆about 对于大概us 我们her 她的ear 耳朵English英语sure 自然能够air 空气or 或许any 一些boy 男孩orange 橙子 ,桔子map 地图tree 树math 数学off 走开watch 观看腕表 do 做like 喜爱beds 床what 什么hello 喂是的red 红色的yes 是的book 书its 它的zoo 动物园fish 鱼dad 爸爸big 大的have 有this 这it 它第二块三个预备单元一、文化知识1、英语文化地区，熟人之间会面，常要相互问好。
初中化学复习1-12单元知识点
第1单元走进化学世界1、化学是研究物质的组成、结构、性质以及变化规律的基础科学。
2、我国劳动人民商代会制造青铜器，春秋战国时会炼铁、炼钢。
3、绿色化学-----环境友好化学(化合反应符合绿色化学反应)①四特点P6（原料、条件、零排放、产品）②核心：利用化学原理从源头消除污染4、蜡烛燃烧实验（描述现象时不可出现产物名称）（1）火焰：焰心、内焰（最明亮）、外焰（温度最高）（2）比较各火焰层温度：用一火柴梗平放入火焰中。
现象：两端先碳化；结论：外焰温度最高（3）检验产物H2O：用干冷烧杯罩火焰上方，烧杯内有水雾CO2：取下烧杯，倒入澄清石灰水，振荡，变浑浊（4）熄灭后：有白烟（为石蜡蒸气），点燃白烟，蜡烛复燃。
说明石蜡蒸气燃烧。
5、吸入空气与呼出气体的比较结论：与吸入空气相比，呼出气体中O2的量减少，CO2和H2O的量增多6、学习化学的重要途径——科学探究一般步骤：提出问题→猜想与假设→设计实验→实验验证→记录与结论→反思与评价化学学习的特点：关注物质的性质、变化、变化过程及其现象；7、化学实验（化学是一门以实验为基础的科学）一、常用仪器及使用方法（一）用于加热的仪器－－试管、烧杯、烧瓶、蒸发皿、锥形瓶可以直接加热的仪器是－－试管、蒸发皿、燃烧匙只能间接加热的仪器是－－烧杯、烧瓶、锥形瓶（垫石棉网—受热均匀）可用于固体加热的仪器是－－试管、蒸发皿可用于液体加热的仪器是－－试管、烧杯、蒸发皿、烧瓶、锥形瓶不可加热的仪器——量筒、漏斗、集气瓶（二）测容器－－量筒量取液体体积时，量筒必须放平稳。
视线与刻度线及量筒内液体凹液面的最低点保持水平。
量筒不能用来加热，不能用作反应容器。
量程为10毫升的量筒，一般只能读到0.1毫升。
（三）称量器－－托盘天平（用于粗略的称量，一般能精确到0.1克。
）注意点：（1）先调整零点（2）称量物和砝码的位置为“左物右码”。
（3）称量物不能直接放在托盘上。
一般药品称量时，在两边托盘中各放一张大小、质量相同的纸，在纸上称量。
(人教版)初中化学全册思维导图(知识点版)+初中化学知识点总结
初中化学思维导图1-12单元第一单元走进化学世界第二单元我们周围的空气第三单元自然界的水第四单元物质构成的奥秘第五单元化学方程式第六单元碳和碳的氧化物第七单元燃料及其利用第八单元金属和金属材料第九单元溶液第十单元酸碱第十一单元盐化肥第十二单元化学与生活初中化学知识点总结1、单质：非惰性气体一般由两个原子组成：F2，O2，H2，Cl22、惰性气体：一般由一个原子组成：He，Ne,Ar,Kr,Xe3、化合物：氢化物居多：H2S，HCl，H3P,HF，HBr，HI(一)、固体的颜色1、红色固体：铜，氧化铁2、绿色固体：碱式碳酸铜3、蓝色固体：氢氧化铜，硫酸铜晶体4、紫黑色固体：高锰酸钾5、淡黄色固体：硫磺6、无色固体：冰，干冰，金刚石7、银白色固体：银，铁，镁，铝，汞等金属8、黑色固体：铁粉，木炭，氧化铜，二氧化锰，四氧化三铁，(碳黑，活性炭)9、红褐色固体：氢氧化铁10、白色固体：氯化钠，碳酸钠，氢氧化钠，氢氧化钙，碳酸钙，氧化钙，硫酸铜，五氧化二磷，氧化镁(二)、液体的颜色11、无色液体：水，双氧水12、蓝色溶液：硫酸铜溶液，氯化铜溶液，硝酸铜溶液13、浅绿色溶液：硫酸亚铁溶液，氯化亚铁溶液，硝酸亚铁溶液14、黄色溶液：硫酸铁溶液，氯化铁溶液，硝酸铁溶液15、紫红色溶液：高锰酸钾溶液16、紫色溶液：石蕊溶液(三)、气体的颜色17、红棕色气体：二氧化氮18、黄绿色气体：氯气19、无色气体：氧气，氮气，氢气，二氧化碳，一氧化碳，二氧化硫，氯化氢等气体。
(一)质量增加的1、由于吸水而增加的：氢氧化钠固体，氯化钙，氯化镁，浓硫酸;2、由于跟水反应而增加的：氧化钙、氧化钡、氧化钾、氧化钠，硫酸铜;3、由于跟二氧化碳反应而增加的：氢氧化钠，氢氧化钾，氢氧化钡，氢氧化钙;(二)质量减少的1、由于挥发而减少的：浓盐酸，浓硝酸，酒精，汽油，浓氨水;2、由于风化而减少的：碳酸钠晶体。
(一)、气体的检验1、氧气：带火星的木条放入瓶中，若木条复燃，则是氧气.2、氢气：在玻璃尖嘴点燃气体，罩一干冷小烧杯，观察杯壁是否有水滴，往烧杯中倒入澄清的石灰水，若不变浑浊，则是氢气.3、二氧化碳：通入澄清的石灰水，若变浑浊则是二氧化碳.4、氨气：湿润的紫红色石蕊试纸，若试纸变蓝，则是氨气.5、水蒸气：通过无水硫酸铜，若白色固体变蓝，则含水蒸气.(二)、离子的检验.。
英语五年级上1-12单元复习
6. ─ Happy birthday! ─ Thank you!
7. It begins at two o’clock in the afternoon.
U4知识点
1. What do you usually do on Sundays? I usually play football on Sundays.
4. Where is Mum? She is in the ___. She ___ lunch for us.
A
A. kitchen; is cooking B. bedroom; makes C. kitchen; cooks
C 5. Ben usually ____ chess with friends, but now he ___football.
U2知识点
1. How do you come to school? How does he come to school? 2. 出行方式：(1)by + 交通工具 by car by bus by bike (2) take + a/ the + 交通工具 take a bus take the train (3) 步行： on foot, walk to + 地点 3. 介词+地点（1） on …street She lives on Green Street. （2）at … school at Happy Primary School. （3） at … Bus Stop/Station at Spring Street Bus Stop.
A. A. I am B. This is C. That is
U5知识点
1. both 两者都
人教版九年级英语Unit1-Unit12单元知识点复习资料.
九年级英语单元知识点复习资料Unit 1Section A一、短语1.by介词，“通过…(方式,手段）”by making flashcards 通过做单词抽认卡by doing sth 通过…。
方式（途径）。
例：I learn English by listening to tapes.②在…..旁边。
例：by the window/the door③乘坐交通工具例：by bus/car④在……之前,到……为止.例:by October在10月前⑤被例:English is spoken by many people。
2.read the textbook读/看教科书3。
make vocabulary lists 列生词表4.listen to tapes听磁带5。
ask sb for help向某人求助6。
study for a test为备考学习7.watch videos观看录像8.practice sth练习某事;practice doing sth练习做某事Do you ever practice conversations with friends？I have to practice speaking English everyday.9.read aloud朗读10.that way=in that way通过那种方式11.improve my speaking skills 提高我的会话技巧12. too…to…太…。
而不能…It’s too hard for me to understand the article。
= It’s so hard that I can’t understand the article。
13。
for example=for instance 例如14。
ask about询问有关…；ask sb about sth向某人询问/打听有关….We asked them about the best ways to learn more English. I want to ask about the use of the new machines（机器）。
最新英语教学法教程知识点总结(1-12单元)
FLTM: foreign language teaching methodology is a science which studies the processes and patterns of foreign language teaching, aiming at revealing the natural and laws of foreign languages.Major approaches in FLT:Grammar-translation method (deductive演绎法)Direct method (inductive归纳法)Audio-lingual methodHumanistic approaches: that emphasize the development of human values, growth in self-awareness and in the understanding of others, sensitivity to human feelings and emotions, and active student involvement in learning and in the way human learning takes palaceThe silent waySuggestopediaCommunity language learning (CLL)Total physical response method (TPR)●The natural approach(NA)●The communicative approach(CA )An approach is a set of correlative assumptions dealing with the nature of language teaching ad leaning. Approach is axiomatic. It describes the nature of the subject matter to b taught.Method is an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon, the selected approach. An approach is axiomatic, a method is procedural. Within one approach, there can be many methods.A technique is implementation---that which actually takes place in a classroom. It is a particular trick, stratagem, or contrivance used to accomplish an immediate objective. Techniques must b consistent with a method, and therefore I harmony with an approach as well.Views on language:Structural view: the structural view of language sees language as a linguistic system made up of various subsystems: the sound system (phonology); the discrete units of meaning produced by sound combinations (morphology); and the system of combining units of meaning for communication (syntax).Functional view: the functional view not only sees language as a linguistic system but also means for doing things. Functional activities: offering, suggesting, advising, apologizing, etc. International view: considers language to be a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language but as importantly they need to know the rules for using them in a whole range of communicative contexts.Process-oriented theories: are concerned with how the mind organizes new information such as habit formation, induction, making inference, hypothesis testing and generalization.Condition-oriented theories: emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, the kind of input learners receives, and the atmosphere.Behaviorist theory, the idea of this method is that language is learned by constant repletion and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised.Cognitive theory, language is not a form of behavior, it is an intricate rule-based system and alarge part of language acquisition is the learning of this system.Constructivist theory, believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already knows.Socio-constructivist theory, similar to constructivist theory, socio-constructivist theory emphasizes interaction and engagement with the target language in a social context based on the concept of “Zone of Proximal Development” (ZPD) and scaffolding.Ethic devotion, professional qualities and personal stylesCLT: communicative language teachingTBLT: task-based language teachingThe goal of CLT is to develop students’communicative competence, which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations. P16Hedge discusses five main components of communicative competence: linguistic competence, pragmatic competence, discourse competence, strategic competence, and fluency.Howatt proposes a weak and a strong version of CLT.Weak version: learners first acquire language as a structural system and then learn how to use it in communication. --- the weak version regards overt teaching of language forms and functions as necessary means for helping learners to develop the ability to use them for communication.Strong version: language is acquired through communication. The learners discover the structural system in the process of leaning how to communicate.---regards experiences of using the language as the main means or necessary conditions for learning a language as they provide the experience for learners to see how language is used in communication.Communicative activities: P24Tasks are activities where the target language is used by the leaner for a communicative purpose (goal) in order to achieve an outcome.Four components of a task: a purpose, a context, a process, and a productTasks focus on the complete act of communication. (Purposeful & contextualized communication). Exercises focus the students’attention on the individual aspects of language, such as vocabulary, grammar or individual skills. (Focus on individual language items) Exercise-task comes halfway between tasks and exercises, consists of contextualized practice of language item.PPP: for teaching a new structure-based lesson, content lesson, presentation (introduces new vocabulary and grammatical structures), practice (the lesson moves from controlled practice to guided practice and exploitation of the texts when necessary) and production(the students are encouraged to use what they are learned and practiced to perform communicative tasks)The importance of lesson planning: 1. an unprepared teacher begins of a disastrous lesson.2. An unprepared teacher receives less trust and cooperation from the students. 3. The students are different, the time is different, and the mood is different.Lesson Planning: is a framework of a lesson in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it. In other words, teachers need to think about the aims to be achieved, materials to be covered, activities to be organized, and techniques and resources to be used in order to achieve the aims of the lesson.Principles for good lesson planning: aim, variety, flexibility, learnability, and linkage. Variety: planning a number of different types of activities and where possible,introducing students to a wide selection of materials so that learning is always interesting, motivating and never monotonous for the students.Flexibility: preparing some extra and alternative tasks and activities at the class does not always go according to the plan so that teachers always have the option to cope with the unexpected situations rather than being the slaves of written plans or one methodology. Learnability:within capability of the students, not be too easy or beyond or below the students’ coping ability.Linkage: easy task followed by a comparatively difficult one, or do a series of language-focused activities to get the students prepared linguistically.Components of a lesson planning: background information, teaching aims, language content and skills, stages and procedures, teaching aids, assignments, and teacher’s after-lesson reflection.For skill-oriented lesson, focusing on developing skills, the model is applicable---pre-(reading), while-, post-. (Pre-step, while-step, post-step)Classroom management is the way teachers organize what goes on in the classroom.The role of the teacher: controller, assessor (evaluator, correcting mistakes and organizing feedback), organizer (organize and design task that students can perform in the class), prompter推动者(give appropriate prompts and give hints), participant, resource-provider, teacher’s new roles.There are rules to follow for making instructions effective.●The first is to use simple instructions and make them suit the comprehensive level of thestudents.●The second rule is to use the mother-tongue only when it is necessary.●Give students time to get used to listening to English instructions and help the make an effortto understand them.●Use body language to assist understanding and stick to it each time you teach the class. Student grouping: whole class group—same activity at the same rhythm and pace, lockstep, pair work, group work, individual studyDiscipline: refers to a code of conduct which binds a teacher and a group of students together so that learning can be more effective.Questioning in the classroom:Classification of question types: 1.closed questions and open questions 2.display questions and genuine questions 3.lower-order questions and higher-order questions 4.taxonomyClosed questions refer to those with only one s ingle correct answer while open questions may invite many different answers.Display questions are those that the answers are already known to the teacher and they are used for checking if students know the answer, too. Genuine questions are questions which are used to find out new information and since they often reflect real context, they are more communicative. Lower-order questions refer to those that simple require recalling of information or memorization of facts while higher order questions require more reasoning, analysis, and evaluation.Simple question and difficult questionA mistake refers to a performance error that is either a random guess or an “a slip of tongue”, it’s a failure performance to a known system.An error has direct relation with the learners’language competence. Results from Lack of knowledge in the target language. Language error cannot be self-corrected no matter how much attention is paidDealing with spoken errors: tasks or activities are focusing on accuracy or fluency. Balance between accuracy-based activities and fluency-based activities..When to correct: fluency work---not to interrupt, after the student’s performance; accuracy work---need to intervene moreHow to correct: direct teacher correction, indirect teacher correction, self-correction, peer correction, whole class correction.Goal of teaching pronunciation:Consistency: the pronunciation should be smooth and naturalIntelligibility: the pronunciation should be understandable t o the listenersCommunicative efficiency: the pronunciation should help convey the meaning that is intended by the speaker.Aspects of pronunciation: besides sounds and phonetic symbols, such as stress (strong and weak form, word stress and sentence stress), intonation and rhythm (variation).Perception practice: using minimal pairs, which order, same or different? Odd and out, Completion.Production practice: listen and repeat, fill the blanks, make up sentences, use meaningful context, use picture, use tongue twisters.Grammar presentation: The deductive method, the inductive method, the guided discovery methodGrammar practice: mechanical practice and meaningful/ communicative practice.Mechanical practice: involves activities that are aimed at form accuracy. Students pay repeated attention to a key element in a structure. Substitution drill and transformation drills.Meaningful practice: focus on the production, comprehension or exchange of meaning though the students keep an eye on the way newly learned structures are used in the process. It comes after mechanical practice. (Comparatives and superlatives). Using picture prompts, using mimes or gestures as prompts, using information sheet as prompts, using key phrases or key words as prompts, using chained phrases for story telling, using created situations.What does knowing a word involve? Denotative meaning; connotative meaning; chunk/collocations; synonyms, antonyms and hyponyms; receptive and productive vocabulary.Denotative meaning of a word or a lexical item refers to those words that we use to label things as regards real objects, such as a name or a sign, etc. in the physical world. Primary meaning of a word.A connotative meaning of a word refers to the attitudes or emotions of a language user in choosing a word and the influence of these on the listener or reader’s interpretation of the word.Collocations refer to words that co-occur with high frequency and have been accepted as ways for the use of words. For instance, see, look at, watch.Hyponyms refer to words which can be grounded together under the same superordinate concept. Receptive/passive vocabulary refers to words that one is able to recognize and comprehend in reading or listening but unable to use automatically in speaking or writing. Those words that one is not only able to recognize but also able to use in speech and writing are considered as one’s productive/active vocabulary.Ways of presenting vocabulary: inductive and deductive.Ways of consolidating vocabulary: labeling; spot the difference; describe and draw; play a game; use words series; word bingo; word association; finding synonyms and antonyms; categories; using word net-work; using the internet resources for more ideas.Developing vocabulary learning strategies: review regularly, guess meaning from context, organize vocabulary effectively, use a dictionary, and manage strategy use.Principles and models for teaching listening: focus on process, combine listening with other skills (listening can be practice with not-taking, and answers, role plays, retelling, interviewing, discussions, or a writing task), focus on the comprehension of meaning, grade difficulty level appropriately, principles for selecting and using listening activities.Two approaches are frequently used to describe different processes of listening.Bottom-up model and Top-down model.Bottom-up model: 从细节入手start with sound and meaning recognitions. Listeners construct meaning of what they hear based on the sound they hear, expect the listeners have a very effective short-term memory as they have to make sense of every sound in order to figure out the meaning of words, phrase, and structures. If there are unfamiliar sounds, listeners will find it very difficult to keep up with speaker. ---recognizing sounds of words, phrases or structures.Top-down model: 着重概要listening for gist and making use of the contextual clues and background knowledge to construct meaning are emphasized. Listeners can understand better if they already have some knowledge in their mind about the topic. Such knowledge is also termed as prior knowledge or schematic knowledge---mental frameworks for various things and experience we hold in our long-term memory. ---referring meaning from broad contextual clues and background knowledge.Three teaching stages: pre-listening—warming up; while-listening---listening comprehension; post-listening---checking answers.Teaching speakingLess complex syntax, short cuts, incomplete sentences, devices such as fillers, hesitation device to give time to thinking before speaking, false start, spontaneous, time-constraint.Types of speaking: pre-communicative activities—mechanical activities; communicative activities---meaningful activities.Controlled activities, semi-controlled activities, communicative activities:Information-gap activities; dialogues and role-plays; activities using pictures; problem-solving activities; change the story; human scrabbleOrganizing speaking tasks: use small group workTeaching readingThe construction of meaning from a printed or written message.Two broad levels in the act reading.1). A recognition task of perceiving visual signals from the printed page through the eyes.2). A cognitive task of interpreting the visual information revealing the received information with the reader’s own general knowledge, and reconstructing the meaning that the writer had meant to convey.For teaching: intensive/extensive readingIn terms of methods: skimming/scanning/predictingFor reading practice: reading aloud/silent readingThe role of vocabulary in reading: sight vocabulary: words that one is able to recognize immediately are often referred to as sight vocabulary.Principles and models for teaching reading: bottom-up model; top-down model; interactive modelPre-reading activities: predicting (predicting based on the tile/ based on vocabulary/based on the T/F questions) setting the scene, skimming, and scanningWhile-reading activities: TD (a transition device)Reading comprehension questions: 1. questions of literal comprehension 2. Questions involving reorganization or reinterpretation 3. Questions for inference (what is implied but not explicitly stated) 4. questions for evaluation or appreciation (making judgment about what the writer is trying to do and how successful he/she is in achieving his/her purpose) 5. Questions for personal responseIntensive reading is an accuracy-oriented activity involving reading for detail; the main purpose is to learn language embedded in the reading texts, which are usually short. Extensive reading is a fluency activity. The main purpose is to achieve global understanding. Te reading texts usually contains less new vocabulary and is longer than those intended for intensive reading.Teaching writingWriting for consolidating language, writing for communication, between writing for learning and writing for communication, imaginationNot have a real communicative purpose; for language skill; a little bit communicative; communicative approach; neither restrictions in contents nor in word limit; more communicative; more motivatedCA: communication approachA Productive approach to writing 成果法/a prose model approach---fruitlessA Process approach to writing 过程法: The teacher provides to guide students through the process that they undergo when they are writing. This kind of guidance should be gradually withdrawn so that the students can finally become independent writers.Main procedures of process writing include: creating a motivation to write, brainstorming, mapping, freewriting, outlining, drafting, editing, revising, proofreading and conferencing.。
Unit1-12单元小结
Unit 1 My name’s Gina.一.Numbers1.zero one two three four five six seven eight nine ten2.Telephone numbers二.English name: first name +(middle name)+ family name eg. Jim Alan BrownFirst name (given name) & Family name (last name/ surname)三.Expressions自我介绍（Introduce yourself）My name is Tony . OR：I’m Tony .询问对方/他人姓名：1．–What’s your name?--My name is …/ I am …2. –What’s his/her name?--His/Her name is…3. –What’s your family name/first name?--My family name/first name is…4. –What’s his/her family name/first name?--His/her family name/ first name is…问候他人（Greet people）--Nice to meet you. --Nice to meet you.询问和给出电话号码（Ask for ＆give telephone number）–What’s your/his/her telephone number?--My/His/Her telephone number is 220-1345.OR: --It’s+号码.四、Grammar1、be ( is \ am \ are) 动词用法:口诀：I 用am , you 用are , is 用于她他它（she \ he \ it）单数形式用is , 复数形式要用are.Eg. I am a student.You are my teacher.She is a girl. He is a boy. It is a penWhat is your name?My phone number is 220-1234.2、本单元出现的形容词性物主代词（Pronouns for ownership）my/your/his/her均为形容词性物主代词，其后面必须跟上用于表示“人”或“物”的名词。
新目标人教版初三unit1--unit12单元知识点总结
使用must，might，could，can't进行推论
The volleyballmustbe Carla's. She is the only one who plays volleyball.
Itcan'tbe Tom. He went toGuangzhoujust now.
Shemight / couldbe having lunch at the school canteen. It is lunch time.
I can't sleep the night before an exam. WhatshouldI do?
2.用虚拟语气和should来为他人提供建议
If Iwereyou, Iwouldtake a long walk before going to bed.
Youshoulddrink more water.
拓展词
belong, author, symphony, appointment, algebra, anxious, worried, creature, extremely, garbage, escape, bark, pretend, attempt
认读词
optometrist, chase, footstep, mystery
2.由where引导的定语从句
He likes to visit the villagewherehe can see beautiful trees.
目标词汇
核心词
educational, fall, lively, church, wine, translate, light, wonderful, provide
小学英语1-12册各单元知识点
第一册8课时：第1课时：Saying hello \good morning\afternoon\evening\hello\hi\ How are you?(1\2\3)goodbye\bye\bye-bye\ Here‟s .… Thank you. 26个英语字母大小写顺序笔顺发音、升降。
第2课时：making friends (with): what‟s your mane?\his\her name? I am\My name is\…Nice to meet you. How do you do?第3课时：My classroom: fan\light\ desk\chair\book\computer\ What‟s this in my classroom? What‟s that?第4课时：My school things ruler\bag\rubber\pen\pencil\pencil case\ This is my …第6课时：Playing a game : point to the …. Look at the… sit down \stand up\ open close your books.第7课时：My body: ears\eyes\nose\mouth\finger\ close---open draw two eyes.. 数字1——10 第8课时：Fruit: apple\banana\ lychee\pear\orange\ an apple \an orange第9课时：Colours : red\blue\green\yellow\brown\… what colur is it?第二册8课时：第1课时：About me介绍自己的名字、职业、班级。
例如：I am …(my name is ..)I am a student.I am seven years old. I am a young pioneer. I am model student. I am in Class ____ Grade ____第2课时：Fun with Koko : tall\short\fat\thin\big\small\\ Are you Fafa ? No, I‟m not, I am Tim. Are you Koko? Yes. I am..第3课时：Our show: I can sing\dance\run\jump\write\read can you …? Yes ,I can. No, I can‟t. 第4课时：At the zoo: 动物：an elephant\ panda\lion\giraffe\monkey\frog\puppy dog\cat\chicken …colour: grey\white\black.介绍动物和它的大小颜色：例如：this is a giraffe. It‟s brown and white. It‟s tall and thin.第6课时：Toys:robot\kite\bear\doll\ball\basketball\toy box 介词的用法：on\under\in\第7课时：My pet: bird\fish\rabbit\turtle\dog\cat\ …. This is a …\That‟s a … This is my …用英语描述一个动物：会干什么？什么色、大小。
五年级数学一二两单元总结(3篇)
五年级数学一二两单元总结（3篇）五年级数学一二两单元总结（3篇）复习总结应该注重对常用公式和定理进行记忆和理解。
复习总结应该注重对历年考试题进行分析和总结。
下面就让小编给大家带来五年级数学一二两单元总结，希望大家喜欢!五年级数学一二两单元总结篇11、2和6是12的因数。
12是2的倍数，也是6的倍数。
因数和倍数的描述：谁是谁的因数，谁是谁的倍数。
2、注意：为了方便，在研究因数和倍数时候，我们所说的数指的是整数(一般不包括0)3、一个数的最小因数是1，最大的因数是它本身。
4、一个数的因数的个数是有限的。
5、一个数的最小倍数是它本身，没有最大的倍数。
6、一个数的倍数的个数是无限的。
7、五年级下册数学知识点第二单元因数和倍数：因数或=它本身、倍数或=它本身、最大的因数=最小的倍数=它本身8、个位上是0、2、4、6、8的数是2的倍数。
9、自然数中，是2的倍数的数叫偶数(0也是偶数)，也就是个位上是0、2、4、6、8的数。
不是2的倍数的数叫奇数。
也就是个位上是1、3、5、7、9的数。
10、自然数分成偶数和奇数，最小的偶数是0，最小的奇数是1。
11、个位上是0或5的数，是5的倍数。
12、个位上是0的数，既是2的倍数，又是5的倍数。
13、奇数+、-偶数=奇数奇数+、-奇数=偶数偶数+、-偶数=偶数。
14、一个数各位上的数的和是3的倍数，这个数就是3的倍数。
15、既是2和5的倍数，又是3的倍数的最小三位数是120。
16、同时满足2.3.5的倍数，实际是求235=30的倍数。
17、一个数，如果只有1和它本身两个因数，这样的数叫做质数(或素数)。
18、一个数，如果除了1和它本身还有别的因数，这样的数叫做合数。
(至少3个因数)19、1既不是质数，也不是合数。
20、最小的质数是2，最小的合数是4 。
21、按因数的个数划分为：自然数分为质数、合数、1和0 。
22、按2的倍数划分：自然数分为偶数、奇数23、100以内找质数、合数的技巧：看是否是2、3、5、7、11、13的倍数，是的就是合数，不是的就是质数。
九年级1到12单元知识点
九年级1到12单元知识点在九年级的学习过程中，学生们将接触到很多不同的学科和知识点。
本文将概述九年级一到十二个单元的重要知识点，帮助同学们更好地理解和记忆这些内容。
1. 单元一：诗歌- 了解诗歌的基本概念和特点；- 掌握不同诗体的结构和韵律，如古体诗、近体诗等；- 分析和解读诗歌的意义与情感表达。
2. 单元二：小说- 认识小说的基本特点和类型；- 掌握小说的结构和写作方法，如人物描写、情节构思等；- 分析和理解小说中的主题以及作者的意图。
3. 单元三：戏剧- 了解戏剧的起源和发展；- 掌握戏剧的基本元素，如舞台布景、角色扮演等；- 理解戏剧的艺术形式和表现手法。
4. 单元四：古代诗词鉴赏- 学习古代诗词的基本知识和背景；- 掌握古代诗词的艺术特点和表现手法；- 分析古代诗词作品中的意象、意境和修辞手法。
5. 单元五：现代文学鉴赏- 了解现代文学的发展历程和代表作家；- 分析现代文学作品的题材、风格和思想内容；- 掌握现代文学的欣赏方法和阅读技巧。
6. 单元六：语法与修辞- 学习常见的语法知识点，如主谓一致、时态、语态等； - 掌握修辞手法的使用和效果，如比喻、拟人等；- 准确运用语法和修辞技巧进行写作和表达。
7. 单元七：议论文写作- 了解议论文的基本结构和特点；- 学习写作议论文的常用方法和技巧；- 分析和评价不同议论文的观点和论证逻辑。
8. 单元八：图表阅读- 学习解读图表、统计数据和图形；- 掌握图表分析和提炼信息的方法；- 运用图表阅读技巧进行信息整理和推理。
9. 单元九：古文阅读- 学习古代文言文的基本知识和阅读技巧； - 理解古文的意义和作者的写作意图；- 掌握古文解读的方法和注意事项。
10. 单元十：修辞手法- 了解修辞手法的种类和使用技巧；- 分析修辞手法在不同文体中的运用；- 运用修辞手法进行写作和修辞表达。
11. 单元十一：写景描写- 学习描写自然和人物的基本技巧和方法；- 熟悉不同写景描写的表现手法和修辞手段；- 运用写景描写进行创作和表达。
七年级下册英语unit_1-12单元全册知识点归纳与复习教案
七年级下册英语Unit 1 Can you play the guitar ?1、can+动词原形，它不随主语和数而变化。
(1)含有can的肯定句：主语+can+谓语动词的原形+其他。
(2)变一般疑问句时，把can提前：Can+主语+动词原形+其他？肯定回答：Yes，主语+can。
否定回答：No，主语+can't.(3)含有can的否定句：主语+can't+动词的原形+其他。
(4)含有can的特殊疑问句：特殊疑问词+can+主语+动词原形+其他？2、may+动词的原形。
（may为情态动词）一般疑问句是把may提前，肯定回答是：Yes，主语+may。
否定回答是：No，主语+mustn't。
或please don't。
join+某个组织，俱乐部，party，参军，党派等“加入”Join sb. “参加到某人中” join in (doing)sth “加入做......，参加某个活动” Join in=take part in +活动，比赛3、说某种语言：speak+语言4、play+球、棋、牌；play+the+乐器。
5、擅长于（做）什么：be good at +名词/动ing6、帮助某人做某事：help sb. (to ) do sth. help sb. with sth.7、我能知道你名字吗？May I know your name?8、想要做什么：want to do sth 例如：I want to learn about art.9、What club do you want to join?I want to join the chess club and the basketball club.10、What club does Tom want to join? He wants to join the swimming club .11、He can’t play the violin or the piano. Can you help kids with swimming?12、Why do you want to join the English club? Because I want to learn English well.Unit 2 What time do you go to school ?1、what time和when引导的特殊疑问句。
四年级英语一二单元知识点总结 (打印熟读)
四年级英语下册一、二单元知识点归纳第一单元知识点一、单词:1.问候： hello 喂，你好 hi 喂，你好2.称呼：you 你—---your 你的I 我---- my 我的he 他-----his 他的she 她-----her 她的3.名词： teacher 教师 friend 朋友 pupil 学生name 名字 pen钢笔 pencil 铅笔pencil box 铅笔盒ruler 尺子crayon 彩色蜡笔blackboard 黑板 desk 书桌 chair椅子 schoolbag 书包4.数词： one1 two2 three3 four4 five5 six6 seven7 eight8 nine9 ten10 eleven11 twelve12 thirteen13 fourteen14 fifteen15 sixteen16 seventeen17 eighteen18 nineteen19 twenty20 thirty30 forty40 fifty50 sixty60 seventy70 eighty80 ninety90 one hundred1004.疑问词： what 什么（对物提问） whose 谁的(对物主提问）where 在哪里（对地点、方位提问） how many 多少（对数量提问） how 怎样（对状态提问）6.方位词： in 在……里面 on 在……上面 under 在……下面beside 在……旁边 between 在……中间behind 在……后面 in front of 在……前面（方位介词歌：on在上面，under下面,beside旁边,in里面,between 中间,behind后面,in front of在前面）二、句子1. I’m your new teacher.我是你们的新老师。
He is a new pupil.他是一名新学生。
Welcome back to school.欢迎回到学校。
九年级化学知识点第一单元
九年级化学知识点第一单元初中化学1-12单元知识点总结，中考生务必掌握！初中化学1-12单元知识点总结，全部都是重点，考点一定要吃透。
一、第一单元（走进化学世界）1.纯净是相对的，不纯是绝对的。
2.冰水共存物是纯净物，洁净的空气一定是混合物，纯净水是混合物，食盐是混合物。
3.干冰不是冰，水银不是银。
4.燃烧和爆炸都既是物理变化，又是化学变化。
5.干冰升华是物理变化，导电导热是物理变化，生锈和腐烂是化学变化，利用沸点不同分离气体是物理变化。
二、第二单元（我们周围的空气）1.通常情况下氮气不活泼，但那是通常情况，氮元素很活泼。
2.二氧化碳不是空气污染物。
3.氧气性质“较活泼”，不是“很活泼”。
4.稀有气体也是有化合物的。
5.氧气不可燃但可助燃，CO不可助燃但可燃。
6.三个实验室制氧气的反应均为分解反应。
7.不是所有生物都需要氧气，空气中氧气的浓度不是越高越好，不是任何时候大量呼吸纯氧气都有利于健康。
8.铁丝在空气中不燃烧。
9.氧在地壳中不止以单质存在。
10.空气中的氧气含量是动态平衡的，而不是一直不变的。
三、第三单元（物质构成的奥秘）1.中子数不一定等于质子数，中子数可以为0。
2.相对原子量和分子量都没有单位，是一个比值。
3.氢的相对原子质量不为1，而是比1稍大。
4.由离子组成的化合物没有分子量，部分化合物如二氧化硅、碳化硅没有分子量，其化学式的意义仅仅说明了原子的个数比。
5.C02、S02、Ti02中均没有02分子。
6.食品和饮料的标签中标有X（元素符号）的含量，这个X指的是元素而不是原子，更不是单质。
7.大部分金属单质常温常压下是固态，但汞是液态，铯、镓熔点接近室温且容易处于过冷状态。
8.地壳中氧的含量位于首位，但空气中不是。
9.地壳中含量最多的金属是铝而不是铁，人体内含量最多的金属是钙而不是钠，海水中含量最多的金属是钠而不是钾。
10.注意区分粒子、离子、分子和原子，粒子是后三者的合集，如：有两个电子层，外层8电子的粒子不一定就是Ne原子，也可能是02-、F-、Na+或Mg2+等等。
新湘少版英语四年级下册复习资料1-12单元
湘少版四年级英语下册复习重点要求：单词听写，粗体句子默写。
Unit 1 Where’s my new cap?我的新帽子在哪？过关单词：Capbeside betweenwatchanswershoesbehind在…后面new新的glasses眼镜underonin过关句型：Where’s my new cap?我的新帽子在那里？It is on your head. 在你的头上。
It is on the bed在床上It is under the bed在床下It is behind the door 在门后面Where are my glasses?我的眼镜在哪里？They are in your bag.在你的书包里。
They are beside the books. 在你的书旁边。
They are between the caps.在帽子的中间。
过关知识点：1.区分介词：on(在...上面)，in（在...里面），under（在...下面），behind（在...后面）beside （在...旁边）between（在...中间）2.区分where is ....? 和where are....? 及相应的回答。
注释：where is 表达单数概念，“一个... 在哪里？”，如：where is my blue shirt, Mum? (妈妈，我的蓝色衬衫在哪里？) 强调只有一件。
回答用：It is ... 如：It is on my head.(它在我头上。
)Where are 表达复数概念，“两个（以上）... 在哪里？”，如：where are my brown shoes, Mum?(妈妈，我的鞋子在哪里？) 鞋子有两只，强调两个（及以上）数量。
回答用：They are ... 如：They are under the chair.(它们在椅子下。
)检测过关题：1. ()— where is my ball? —________ under the chair.A. ItB. It’sC. Its( ) — where are my glasses?— _________ on the table.A. It isB. They areC. There are3.( ) — ________ is the cat?—It’s behind the tree.A. WhereB. WhichC. What4. _______the desk______ the box______the chairUnit2Spring is warm.春天很温暖。
七年级下册英语unit_1-12单元全册知识点归纳与复习总结
七年级下册英语unit_1-12单元全册知识点归纳与复习总结Unit 1-12 Comprehensive Review and Summary of Knowledge Points in Grade 7 EnglishIntroduction:In this comprehensive review and summary article, we will provide an overview of the knowledge points covered in Units 1-12 of the Grade 7 English textbook. The article aims to help students revise and consolidate their understanding of the topics covered in these units. We will cover various grammar points, vocabulary, reading comprehension, listening skills, and writing skills that have been taught throughout the course. Let's dive in!Unit 1: Greetings and Introductions- Basic greetings and introductions- Expressing likes and dislikes- Asking and answering simple questions- Vocabulary related to personal informationUnit 2: Family and Friends- Vocabulary for family members and friends- Describing people's physical appearance and personality- Talking about hobbies and interestsUnit 3: School Life- Classroom objects and subjects- Talking about daily routines and schedules- Discussing school rules and responsibilitiesUnit 4: Health and Safety- Vocabulary related to health and illness- Expressing symptoms and giving advice- Talking about safety precautions and emergency situationsUnit 5: Food and Drinks- Vocabulary for food and drinks- Expressing preferences and ordering in a restaurant- Discussing healthy eating habitsUnit 6: Housing and Furniture- Vocabulary for different types of houses and rooms- Describing furniture and household items- Talking about home activities and choresUnit 7: Travel and Transportation- Vocabulary related to travel and transportation- Asking for and giving directions- Talking about different modes of transportation and travel experiencesUnit 8: Festivals and Celebrations- Vocabulary for various festivals and celebrations- Describing traditions and customs- Talking about holiday plans and activitiesUnit 9: Daily Life and Leisure- Vocabulary for daily activities and leisure time- Talking about past events and experiences- Expressing preferences for leisure activitiesUnit 10: Environment and Nature- Vocabulary related to the environment and nature- Discussing environmental issues and solutions- Describing natural phenomenaUnit 11: Art and Culture- Vocabulary for art and culture- Discussing different forms of art and their significance - Describing cultural practices and traditionsUnit 12: Science and Technology- Vocabulary related to science and technology- Discussing scientific discoveries and inventions- Talking about the impact of technology on societyConclusion:In this comprehensive review, we have covered the key knowledge points and topics from Units 1-12 of the Grade 7 English textbook. By revisiting these concepts, we hope that students will be able to consolidate their understanding and have a solid foundation for further English language learning. Remember to practice these skills in real-life situations to enhance your overall English proficiency. Good luck with your studies!。
七上1-12单元知识点总结
七年级（上）短语Unit 11. 她们外祖父母的全名their grandparents’full names2. 我爸爸的姓my father’s last name/ family name3. 她妹妹和我妹妹的名her sister’s and my sister’s first names4. 回答那些问题answer the questions5. 我们的电话号码our telephone number(s)6. 几本英汉字典a few English-Chinese dictionaries7. 一个黑白相间的背包a black and white backpack8. 第一节课the first class9. 最后一节课the last classUnit 21. excuse me 打扰2. in English 用英语表达3. do one’s homework 做作业4. a set of keys 一串钥匙5. lost and found case 失物招领箱6. school ID card 校卡7. call me at 555-2345 打555-2345给我8. call 555-2345 打555-2345这个电话9. play computer games 玩电脑游戏10. in the pencil case 在铅笔盒里11. at home: 在家里12. at school：在学校13. at work：在工作Unit 31.家谱family tree2.爱玛的一张全家福a photo of Emma’s family3.因…而感谢thanks for…4.爱玛一家在北京的照片Emma’s family photo of Beijing Unit 41.在沙发上on the sofa2.在门后behind the door3.在书柜旁边next to the bookcase4.在抽屉里in the drawer5.在椅子下under the chair6.在地板on the floor7.在梳妆台和书柜之间between the dresser and the bookcase8.一只闹钟an alarm clock9. 两个录象带two video tapes10.四个英式足球four soccer balls11.三本数学书three math books12.把…拿(去)给某人take sth to sb.13.把…带给某人bring sth. to sb.14.需要一顶帽子和一本笔记本need a hat and a notebook15.需要干…need to do sth.Unit 51. 四十只乒乓球拍forty ping-pong bats2. 一只有趣的网球拍an interesting tennis racket3. 许多体育俱乐部many sports clubs4. 大量的体育收藏品a great sports collection5. 在电视上观看一场足球赛watch a football game on TV6. 每一天every day7. 玩电脑游戏play computer games8. 打排球play volleyball9. 十五个英式足球fifteen soccer balls10.一些棒some baseball bats11.看他们look at them12.进行体育运动play/do sports13.听起来好sound good14.更多的篮球more basketballUnit 61. 许多,大量a lot of2. 健康食品healthy food3. 吃鸡肉eat/have chicken4. 吃早饭eat/have breakfast5. 吃午饭eat/have lunch6. 吃晚饭eat/have dinner7. 午餐吃鸡肉have chicken for breakfast8. 体育俱乐部sports club9. 一张食物清单a list of food10. 购物单a shopping list11. 编对话make a conversation12. 喜欢做某事like doing sth。
九年级知识点汇总1-12单元[28页]
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九年级英语Unit11. by + doing通过……方式如：by studying with a groupby 还可以表示：“在…旁”、“靠近”、“在…期间”、“用、”“经过”、“乘车”等如：I live by the river. I have to go back by ten o’clock.The thief entered the room by the window.The student went to park by bus.2. talk about 谈论，议论，讨论如：The students often talk about movie after class. 学生们常常在课后讨论电影。
talk to sb. === talk with sb. 与某人说话3. 提建议的句子：①What/ how about +doing sth.?如：What/ How about going shopping?②Why don’t you + do sth.?如：Why don’t you go shopping?③Why not + do sth. ? 如：Why not go shopping?④Let’s + do sth. 如：Let’s go shopping⑤Shall we/ I + do sth.?如：Shall we/ I go shopping?4. a lot 许多常用于句末如：I eat a lot. 我吃了许多。
5. too…to 太…而不能常用的句型too+adj./adv. + to do sth.如：I’m too tired to say anything. 我太累了，什么都不想说。
6. aloud, loud与loudly的用法三个词都与"大声"或"响亮"有关。
①aloud是副词,重点在出声能让人听见,但声音不一定很大,常用在读书或说话上。
人教版英语七年级下册1-12单元 知识点总结归纳
Unit 1 Can you play the guitar?语言点梳理一、语法：情态动词：有一定意义，表示说话人的语气或情态，但不能单独作谓语，只能和其他动词原形一起构成谓语，没有人称和数的变化。
否定形式是在情态动词后面加上not。
变一般疑问句要把情态动词提到句子的开头，即：情态动词+主语+动词原形+其他？1.肯定句：He/She/I/We/They/You/Tom+情态动词can+动词原形.2.否定句：He/She/I/We/They/You/Tom+情态动词can+not+动词原形3.一般疑问句：情态动词can+ He/She/I/We/They/You/Tom+动词原形？Yes，主语+can./No，主语+ can’t.1）表示能力，“会；能”。
eg: Can you dance? 你会跳舞吗？2）表示请求或许可，“可以”。
eg: Can I ask you a question? 我可以问你一个问题吗？1. play the guitar/piano/violin/drums弹吉他/钢琴/小提琴/敲鼓play chess下象棋play sports 做运动play soccer/basketball踢足球、打篮球（乐器名称前加the,球类名称前不加the)2. join the art club加入艺术俱乐部/swimming club游泳俱乐部sports club运动俱乐部/story telling club讲故事俱乐部English club/ art club/ music clubjoin v.参加，加入指加入某个团体，组织，群体，并成为其中的一员。
What club do you want to join ?你想加入什么俱乐部？I want to join the swimming club.=I want to be in the swimming club.takeEg. take part in the meeting参加会议3. want sth.想要某物want to do sth.想做某事want sb to do sth 想要某人做某事4. be good at（doing...)擅长于=do well in 在某方面做得好be good with与…相处的好be good for对…有益5. like to do sth.喜欢做某事like doing sth.6. Let’s do sth.让我干…let/make sb.do sth.使某人做某事10. write stories写故事write to sb= write a letter to sb= write sb a letter11.tell /speak/say/talk的用法1) tell讲述一件事实或故事等及物动词tell sb. sth 给某人讲某事=tell sth to sb 把某事告诉某人tell sb. to do sth 告诉某人做某事tell stories讲故事=tell a story tell a lie撒谎2)speak v. 主要是讲说话的能力，往往接语言speak English讲英语3）talk 为不及物动词往往加介词再接宾语talk to sb.和…交谈/talk with sb.和…交谈（指双方）4）say往往接说话的内容eg.Our teacher says we should study hard.say it in English用英语说它12. make friends with sb.和…交朋友13. play games with sb.和…做游戏14. help sb. with sth.= help sb. (to) do sth.帮助某人做某事15. call sb. at ＋电话号码给某人打电话拨+号码16. on /at the weekend 在周末on weekends after school放学后17.do Chinese kung fu 打中国功夫18.be free 空闲的19. sing very well 唱得好That sounds good. 那听起来很好20.English-speaking students 讲英语的学生学生运动中心23.also /too/eitheralso/too用在肯定句,also 用于句中，too 用于句尾,either用于否定句句未eg. I am a student . He is a student,too. I am a student . He is also a student.I am not a student . He is not a student, either.24.and/or 连接两个并列成分eg.I can sing and dance.(and用于肯定句）I can’t sing or dance.（or用于否定句）Can you sing or dance ?(or用于选择疑问句“或者”）25.at27. need to do sth需要干某事need sb. to do sth 需要某人干某事28.wanted students for School show学校表演招聘学生v.展示；给….看… show sb. Sth= show Sth to sb.给某人展示n.节目；表演TV show电视节目29.teach v.教，讲授teacher n.教师teach sb.English教某人英语teach sb. sth .= teach sth to sb.教给某人某事=教某事给某人teach sb.to do sth教给某人做某事30.music n.音乐musician n. 音乐家31.piano (pl.) pianosUnit 2 What time do you go to school?知识点梳理1.What time do you get up?What time +助动词do/does +主语+动词原形，询问某人做某事的具体时间。
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绪言与第一单元走进化学世界考点一、绪言1、化学是分子、原子层次上研究物质的性质、组成、结构以及变化规律的科学。
2、由道尔顿、阿伏伽德罗建立了原子—分子理论。
门捷列夫发现了元素周期律和编制元素周期表。
考点二、物质的性质与变化1、物理变化和化学变化变化类型物理变化化学变化定义有其他物质生成的变化没有其他物质生成的变化微观解释分子本身没有改变，改变的是分子间的间隔构成物质的分子改变伴随现象状态、形状发生改变发光放热，产生气体、生成沉淀区别有无其他物质生成2、常见物理性质有颜色、状态、气味、熔沸点、溶解性、挥发性。
常见化学性质：助燃性、可燃性、酸碱性、毒性。
考点三、实验探究1、对蜡烛及其燃烧的探究（1）火焰：焰心、内焰、外焰（温度最高）（2）如何检验燃烧后产物？H2O：在火焰上方罩一个干冷的小烧杯；CO2：在火焰上方罩一个内壁蘸有澄清石灰水的烧杯。
（3）熄灭后：有白烟（为石蜡蒸气凝结后的固体小颗粒），点燃，蜡烛复燃。
2、探究人体呼出气体与空气的成分:呼出气体中O2的量少，CO2和H2O的量多。
考点四、实验基本操作1、药品的取用的基本原则：（1）使用药品“三不”：不触、不直接闻、不尝（2）取用时要注意节约：取用药品要严格按照规定的用量，如果没有说明用量，一般取最少量，即液体取1-2毫升，固体只要盖满试管底部。
（3）用剩的药品要“三不”：a.不能放回原瓶；b.不能随意丢弃；c.不能带出实验室。
要放到指定容器内。
2、固体药品的取用（1）存放：广口瓶（2）取用仪器：A.粉末状：用药匙或纸槽；B块状的：用镊子。
（3）取用方法：A.粉末状的：一斜二送三直立 B.块状的：一横二放三慢竖3、液体药品的取用存放在：细口瓶，取用液体药品时需注意：大量液体药品：瓶塞倒放。
标签向着手心（药品腐蚀标签）。
试剂瓶口紧挨试管口4、量筒的使用（1）量筒必须放放平，读数时视线与量筒内液体的凹液面最低处保持水平。
仰视，读数偏小，俯视，读数偏大。
5、检查气密性：双手紧握试管，水中导管口有气泡冒出则证明装置气密性良好。
6试管烧杯分液漏斗锥形瓶量筒药匙水槽集气瓶酒精灯胶头滴管铁架台漏斗长颈漏斗第二单元 我们周围的空气考点一、空气1、红磷测定空气中氧气含量（1）现象：有白烟产生，集气瓶内液面上升约占集气瓶中原空气体积的51（2）结论：氧气约占空气体积的51 成分 氮气（N 2）氧气（O 2）稀有气体 二氧化碳(CO 2)其他 含量（体积分数） 78%21%0.94% 0.03% 0.03%用途化学性质不活泼，常做保护气体 支持燃烧、供给呼吸化学性质不活泼，做保护气体；制电光源3、空气污染的主要污染物CO 、SO 2（酸雨）、NO 2、可吸入颗粒（雾霾）、臭氧。
4、减少空气污染，我们应该怎么去做？加强大气质量检测；使用清洁能源；积极植树、造林、种草。
考点二、氧气的性质1、物理性质：通常状况下氧气是一种无色无味的气体； 不易 溶于水；密度比空气 大2、化学性质（1）氧气能使带火星的小木条复燃，说明氧气具有助燃性（2）氧气与可燃物反应 反应物 反 应 现 象化 学 方 程 式 在空气中 在氧气中硫+氧气 淡蓝色火焰发出明亮蓝紫色火焰，S + O 2 点燃 SO 2 放出热量，生成一种有刺激性气味的气体。
（SO 2 ） 木炭+氧气 持续红热，无火焰 燃烧更旺，发出白光C + O 2 点燃 CO 2 放出热量，生成使澄清石灰水变浑浊的气体（即CO 2 ) 铁+氧气不燃烧现象为剧烈燃烧，火星四射，放出热量，生成 黑色 固体（ Fe 3O 4）3Fe + 2O 2 点燃 Fe 3O 4注意：硫和铁在氧气中燃烧时，集气瓶底都放有少量的水，它们的目的是:(1)硫：吸收生成的SO 2防止污染空气 （1）铁：防止高温熔融物溅落使集气瓶炸裂 考点三、氧气、二氧化碳的制取（重点）1、工业制氧气：分离液态空气法，利用氮气和氧气沸点的不同，属于物理变化。
工业制二氧化碳：高温煅烧石灰石（CaCO 3 高温CaO + CO 2↑ ）2、实验室制取氧气和二氧化碳 考点四、催化剂和催化作用（1）催化剂：在化学反应中能改变其他物质的化学反应速率，而本身的质量和化学性质保持不变。
（2）催化剂作用：催化作用实验室制O 2实验室制CO 2实验原理2KMnO 4 △ K 2MnO 4+MnO 2 + O 2↑2KClO 3 MnO2 2KCl+ 3O 2 ↑2H 2O 2MnO22H 2O+O 2 ↑CaCO 3+2HCl === CaCl 2 + H 2O + CO 2↑ 发生装置收集装置验满方法 向上排空气法：将带火星的小木条放在集气瓶口，若小木条复燃，则氧气已满排水法：当瓶口有大气泡冒出，则氧气已满。
向上排空气法：将燃烧的小木条放在集气瓶口，若小木条熄灭，则二氧化碳已满。
检验方法将带火星的小木条伸入集气瓶内，若小木条复燃，则为氧气将气体通入到澄清石灰水中，若石灰水变浑浊，则为二氧化碳第三单元：物质构成的奥秘考点一：物质的构成1、物质的构成微粒有分子、原子、离子。
2、分子和原子的基本性质⑴分子的质量和体积都很小；⑵分子在在不断运动且温度越高，运动越快；⑶分子间存在间隔。
同一物质分子间隔固态<液态<气态；物体的热胀冷缩现象就是分子间的间隔受热时增大，遇冷时缩小。
⑷同种物质间分子的性质相同，不同物质间分子的性质不同。
3、分子和原子的区别和联系分子原子定义分子是保持物质化学性质最小的微粒原子是化学变化的最小微粒。
性质体积小、质量小；不断运动；有间隙联系分子是由原子构成的。
分子、原子都是构成物质的微粒。
区别化学变化中，分子可以再分，原子不可再分。
化学反应的实质：分子分裂成原子，原子重新结合成新的分子。
考点二：原子的结构1、原子的构成质子：一个质子带一个单位的正电荷原子核原子中子：不带电（氢原子没有中子）核外电子：一个电子带一个单位的负电荷在原子里，核电荷数＝核外电子数＝质子数=原子序数。
2、原子不显电性的原因：由于原子核内质子所带的电荷与核外电子的电荷数量相等，电性相反3、相对原子质量：Ar=原子的质量主要集中在原子核上，相对原子质量≈质子数＋中子数考点三：核外电子的分层排布1、电子分层排布：第一层不超过2个；第二层不超过8个；最外层不超过8个（氦原子最外层电子数为2个）。
2、原子结构示意图：（1）原子结构示意图⑵原子的最外层电子数与元素的分类、化学性质的关系元素的分类最外层电子数得失电子趋势化学性质稀有气体元素8个（氦为2个）相对稳定，不易得失电子稳定金属元素一般<4个易失去最外层电子不稳定非金属元素一般≥4个易得到电子不稳定①元素的化学性质决定于最外层电子数。
原子最外层电子数为8 （氦为③原子、阳、阴离子的判断：原子：质子数_=_核外电子数；阴离子：质子数<核外电子数阳离子：质子数> 核外电子数3、离子符号表示的意义：：2Mg2+表示每个镁离子带两个单位的正电荷表示两个镁离子121碳原子质量的原子的质量8 O 氧 16．00 考点四：元素1、（1）元素的定义：具有相同质子数（即 核电荷数 ）的一类原子的总称。
（2）元素的种类由核电荷数（即核内质子数）决定。
（3）地壳中含量居前四位的元素：O 、Si 、Al 、Fe 。
人体中含量最高的元素是：O ，人体中含量最高的金属元素Ca 2、元素符号：书写：“一大二小”第一个字母大写，第二个字母小写，。
3、元素周期表简介（1）元素周期表的结构 （原子序数） — ———— （ 元素符号 ） （ 核电荷数） ———— （ 元素名称） —— （ 相对原子质量 ）（2）周期表每一横行叫做一个 周期，共有7个周期。
同一周期的原子有相同的 电子层数周期表每一个纵行叫做一族，共有16个族（8、9、10三个纵行共同组成一个族）。
同一族的元素具有相似的化学性质，其原子最外层电子数相同 。
第四单元 自然界的水考点一：爱护水资源1、爱护水资源的途径：一方面要节约用水；另一方面要防治水体污染。
2、水污染：工业“三废”的任意排放；农业上农药、化肥的不合理使用；生活污水的任意排放3、防止水污染的方法：工业三废要处理达标后排放；生活污水要 处理后排放；农药、化肥和合理施用，提倡使用农家肥；加强水质监测。
考点二：水的净化：1、水的净化主要方法有沉淀、过滤、吸附、蒸馏，其中净化效果最好的操作是 蒸馏； （1）过滤 ①适用范围：用于分离固体 与 液体的混合物。
②操作注意事项：一贴：滤纸紧贴漏斗内壁；二低：滤纸边缘低于漏斗边缘；液面低于滤纸边缘三靠：烧杯口紧靠玻璃棒；玻璃棒紧靠滤纸三层处；漏斗末端紧靠烧杯内壁 ③玻璃棒的作用：引流（2）吸附 常用 活性炭（具有吸附性）：除去水的难溶性杂质、色素和异味。
（3）蒸馏：利用各物质沸点不同将液体分离的方法。
（发生的是物理变化） 2、硬水与软水（1）定义:硬水是含有较多可溶性钙镁化合物的水；软水是不含或含有少量可溶性钙镁化合物的水。
（2）鉴别时常用：肥皂水 ，现象：泡沫多的是软水、浮渣多的是硬水 （3）硬水软化的方法：实验室用 蒸馏 方法， 生活中用 煮沸 方法。
考点三：电解水电解水：（1）化学方程式：2H 2O 通电2H 2↑+ O 2 ↑1、 。
电解水实验中，加入稀硫酸或稀氢氧化钠溶液，为了增强水的导电性。
（2）正极产生氧气，负极产生氢气，体积比为正：负=1:2（正氧负氢，正一负二） （3）结论： ①水由氢元素和氧元素组成的。
考点四：物质的构成及分类分子：常见由分子构成的物质：水（H 2O ）、氧气(O 2)、二氧化碳(CO 2)、过氧化氢（H 2O 2）1、物质的构成粒子 原子：金属单质、固态非金属单质、稀有气体离子：氯化钠(NaCl)、碳酸钙（CaCO 3）、硫酸铜(CuSO 4) 2、物质的分类考点五：化学式与化合价1、元素符号的含义:该元素，一个该原子。
2、化学式的含义：宏观：该物质；该物质的元素组成微观：一个该分子；一个该分子的原子构成氢元素氢气H 一个氢原子H2 氢气是由氢元素组成的一个氢分子一个氢分子是由2个氢原子构成的3、在元素符号、离子和化学式前加数字只具有微观含义，表示粒子的个数2H:两个氢原子2H2：两个氢分子2H+：两个氢离子4、化学式周围数字的含义考点六、有关相对分子质量的计算1、计算物质的相对分子质量=各元素的相对原子质量×原子个数之和2、计算物质组成元素的质量比=各元素的相对原子质量×原子个数之比3、物质中某元素的质量分数=（相对原子质量×原子个数）÷化合物的相对分子质量×100%4、某元素的质量=化合物的质量×化合物中该元素的质量分数第五单元化学方程式考点一、质量守恒定律1、参加化学反应的各物质的质量总和等于反应后生成的各物质的质量总和2、化学反应的实质：①五个不变：原子的种类、数目和质量不变；元素的种类、质量不变②两个一定改变：物质的种类(宏观) 、分子的种类（微观）一定发生改变。