高三课件

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高三课件 篇1

Teaching goals

Knowledge objectives:

1. Enable the students to know the communicating ways of bees.

2. Enable the students to understand how Professor Karl Von Frisch’s experiment is done.

Skill objectives:

Improve students’ reading ability, especially in exploring the implied information. Improve students’ thinking ability, especially deducing.

Moral objective:

Promote the spirit of scientific thinking and cooperation and loving animals.

Key points:

To improve students’ reading ability and skills

Difficult points:

The ways bees use to communicate information of food

Teaching methods and tool

Multi-media method, acting etc. computer, recorder

Period 1 Words and expressions

Aims：

1. Ensure the students to pronounce the new words and expressions correctly.

2. Learn the words and their usages by heart.

Teaching procedures

Step One Greeting

Greet the students as usual.

Step Two Lead in

Read aloud all the words and expressions to make sure the students can pronounce them correctly.

Step Three Comment on the usages of the key words & expressions

( Cf the ppt files )

1. -ology 学问，学科

生物学_________心理学_________技术__________

2. take/get/catch/seize hold of 抓住 lose hold of松开

3. surrounding n. 环境，周围(通常用复数形式)

Animals in zoos are not in natural _________.

动物园中的动物没有自然的生长环境。

surrounding adj. 周围的，附近的

The dance seemed to excite the _____________ bees.

这种舞蹈似乎使周围的蜜蜂兴奋起来。

surround v.环绕,围绕

He used to live in a lonely village ___________ with mountains.

他过去住在一个四面环山的偏僻的小村庄里。

4.oppose v.反对

adj. opposed （to）与…对照

opposable adj.可相对的，与其他手指相对的

opposite adj／adv. 对面的, 对立的, 相反的 prep.在…对面的 n.相反的东西

用以上的词填空：

The woman sitting ______ is a detective.

Light is the ________ of heavy.

In London you must drive on the _______ side of the road to China.

I am here on business as_______ to a holiday.

He ________ the proposal to build a new factory.

Other animals except the primates don’t have _______ toes so they can hardly grasp things with their feet.

e to light显露，为人所知 come to oneself苏醒过来

come to one’s help/aid/assistance/one’s rescue赶来帮助某人/救助某人

come to + number合计，总计

come to an agreement/a conclusion/an understanding

达成一致/得出结论／达成谅解

come to sb被…继承

it comes to sb that…(it occurs to sb that) 想起

come to realize/know/understand… 开始意识到／了解／理解…

when it comes to sth 涉及，有关

____________________ that he had been wrong all along.

(他突然想起他一开始时就错了)

___________________ upon his father’s death.

(他父亲死后他继承了那栋房子)

After a careful investingation,_____________________(他们最终得出结论)

___________________________.(他债务总计五千元)

New evidence __________________.(新的证据终于显露出来)

When we are in trouble,he will always ___________________.(及时帮助我们)

__________________________the significance of the matter.

(我开始意识到这件事的意义)

6. dot n.小数点，小圆点

v. be dotted with点缀着，分散 The sky is dotted with stars.

Step Three Drills

Give the English for the following:

humour (adj)________ surround (n)__________

assume (n)____________ maximum (ant)_________

upward (ant.)________ change (adj)_____________

adequate (syn.)_________ adapt (n)____________

根据要求出单词：

1. He told us such a h__________ story that we all burst into laughter.

2. Animals in the zoo are not in their s____________.(环境)

3. There were t_______ of friends to see him off.

4. The professor is a specialist of studying a criminal's p________(心理).

5. The weather is so __________(易变) that he has caught a cold.

6. The woman sitting o______(对面的) is a detective.

7. The teacher told him to f_______ some chalk for her.

8. The victim was able to give a p________ description of the suspect.

9. The s________ cheered when he won the first prize.

10. The supply is not a ________ to the demand.

Periods 2 & 3 Reading

The language of honey-bees

Teaching aims:

1. Enable the students to know the communicating ways of bees.

2. Enable the students to understand how Professor Karl Von Frisch’s experiment is done.

Teaching methods

Team work learning Task-based learning

Teaching aids

The computer media system in the classroom a tape recorder

Teaching procedures:

Step One: Leading in

1. How do people communicate with each other?

2. How do animals communicate?

Step Two: Reading and judging

A. T or F

1. All bees do not live in trees.

2. Honey-bees interested scientists most.

3. Bees communicate the news of food to other bees outside their hive.

4. There are three dances mentioned in the text.

5. The number of wagging dances per minute told the direction to the feeding place.

B. Choose the best answer

1. The scientist can research the language of the honeybees because of the development of ____ .D

A. the modern beehive B. experiment

C. dishes of honey D. both A and B

2. The phrase “tell the bees apart” in Paragraph 2 means ______. B

A. tell the bees separately B. tell one bee from the other

C. drive the bees away D. tear the bees into pieces

3. After the marked bees danced, the other bees _____. D

A. danced together B. became very excited

C. seemed not to noticed it D. both A and B

4. Different dances indict different ______. B

A. food B. feeding place C. steps D. semicircle

5. The phrase “come to light” in Paragraph 5 means _______. A

A. become known B. come to a bright place

C. turn bright D. both A and B

6. The circle dances told the bees about ______. A

A. the position of the feeding place B. the distance of the feeding place

C. the amount of the food D. all the information about food

7. The number of the wagging dances per minute told ______. C

A. the position of the feeding place B. the amount of the food

C. the distance of the feeding place D. all the information about food

8. You can find the main idea of the test simply from _____. A

A. the title B. the first paragraph

C. the second paragraph D. the last paragraph

9. Karl Von Frisch made an experiment to research ______. C

A. the food of honeybees B. the dance of honeybees

C. the ways honeybees communicate D. the hive of honeybees

10. Which of the statements is possible according to the last paragraph? D

A. We human beings can communicate as honeybees do

B. We human beings can go as quickly as honeybees

C. We human beings can come to help each other in a fast way

D. We human beings can learn something from animal’s behavior

Task 1: reading the text and match the main idea with the right paragraph.

Task 2: find out the ways bees used to communicate information of food

Answer some questions

Para2-3 1. What the scientist assume first?

2. What did they do for their assumption? Was it proved?

3. What kind of a dance was found? ( flash)

4. What was the conclusion?

Para 4-5 5. What was the other dance? (flash)

6. What information did it convey?

7. What’s the difference between the two dances?

A circle dance Food is near.

dance

A wagging dance Food is far away.

Para 6 8.What do you think the remaining question is

Step 3: consolidation

A circle dance

A wagging dance

A faster wagging dance

A slower wagging dance

Step 4: Reinforcement

1. Group work Finish the exercises in the Post Reading section

Step Five: homework

Read the text again and underline the useful expressions and sentences.

彼此交流 令人惊异的方法

对…感到迷惑 把这个消息传给…

区分那些蜜蜂 靠近峰巢

表演舞蹈 使周围的蜜蜂兴奋起来

模仿他的动作 传达信息

看到奇妙的景象 仔细观察

被人所知 剩下的问题

获取更多的数据 对蜜蜂行为的充分描述

被授予诺贝尔奖 把…标上红色

走直路，走近路 成群结队的跟在后面

Sentences:

最使科学家感兴趣的是蜜蜂。（强调句）

很显然，这种舞蹈告诉蜜蜂食物所在的位置。（主语从句）

喂食处越远，舞蹈的速度越慢。

Period 4 Integrating skills

Teaching goals:

1. Review the useful expressions learnt in this unit by practice.

2. Talk about animals and animal behavior.

Teaching procedures:

Step 1. Revision

Check language points by giving a dictation.

Step 2. Fast reading

In what ways are the higher primates, for example chimpanzees, similar to human being? How are they different?

Step 3. Detailed reading

Use the information in the text to complete the chart below. Give examples and characteristics for each type of animal.

Types Characteristics and examples

Primate 1. hands and feet can grasp and often have opposable thumbs and toes;

2. have a better sense of touch and the primate brain is larger.

Other animals 1. not good at holding, moving, and using objects;

2. have a weak sense of touch and small brain.

Higher primates Large size of brain, such as human beings and apes.

Lower primates Small size of brain.

Monkeys Have tails, small and walk less upright.

Apes no tail, larger and walk more upright, use sight more than smell, developed brain.

New world

primates Bigger and spend more time on the ground, such as monkeys, apes and humans

Step 4. Reinforcement

Deal with the exercises on page 126

Suggested answers to Ex 1 on Page 126

Primates Primates have hands and feet that can grasp or thumbs and toes that are opposable. Primates also have a highly developed sense of touch and a brain that is larger-compared to body size-than that of other animals. Other animals Other animals have smaller brains compared to their body size.

Higher primates Larger brains Lower

primates Smaller brains

Monkeys Most monkeys have tails; monkeys are smaller and doesn’t walk upright as apes; their brains are less developed. Apes Apes have no tails; apes tend to be larger and walk more upright; apes use sight more than smell; an ape’s brain is more developed; apes have fewer young

New world primates The group includes, among others, the spider monkey and the night monkey. New world primates are usually small and live in trees

Old world

primates The group includes monkeys, apes and humans. Old world primates are bigger and spend more time on the ground.

Suggested answers to Ex 2 on Page 126

Higher primates, such as chimpanzees, are genetically very similar to human beings. They walk like us (upright) and have hands and feet that can grasp. Chimpanzees and other higher primates also behave in “human” ways: they live in groups, they communicate with each other, and they use tools to find and eat food. However, these similarities do not mean that higher primates necessarily think like humans or are able to do what humans do, such as the solve problems and use human language. Some primates, such as chimpanzees, also have opposable toes, but human beings don’t.

Step 5. Language points

1. …are better than other animals 是比较级表最高级的用法

(1)比较级+than+ any other+单数名词

He is taller than any other boy in his class. 他在班上是最高的。

(2)比较级+than+ all the other+复数名词

He is taller than all the other boys in his class.

(=He is the tallest of all the other boys in his class.

(3)比较级+than + anyone (anybody) else

He is taller than anybody else in his class. 他是班上最高的。

2. have a sense of …

3. that指代“the brain”

辨析: it, that, one

(1)it代替的是前面提到的同一名称的同一事物，即同名同物，所指代的名词可以是可数名词，也可以是不可数名词。

(2)one代替的是前面提到的同名异物的任何一个（不定指），所代名词只能是可数名词，其前可代冠词，还可被this, that或形容词修饰，其后也可有定语。

(3)that代替前面提到的同名异物中特指的事物，所代替的名词可以是可数名词也可以是不可数名词，但其前不能有修饰语。

(4)如果前面提到的名词是复数形式，为避免重复，则可视具体情况分别为they, them, ones或those代替。

(5)it和that可代替前面整个句子的意思，而one却不能

(6)that可引导一个限制性定语从句,代替某个先行词(单复数名词均可),it和one则不能

(7)it可以代替不定式、动名词从句，用作形式主语或形式宾语，而one和that则不能。

4. Compared to (with)与……相比较

Compared to (with) her mother, she is tall.

compare…with…把……和……做比较

compare…to… 把……比作……

beyond/past/without compare 无比的; 无双的

5. feast on 或feast…on… 宴请(某人), 款待; 尽情地吃

He feasted his friends on turkey.

We feasted all evening on the best food and drink.

be a feast for the eyes

Step Five: homework

Finish the workbook exercises from Page 250 to Page 256

Period 4 Reinforcement

Teaching aims:

1. Review the key points of the unit

2. Comment on the workbook exercises

3. Practise writing a story

Teaching aids: computer system

Teaching procedures

Step One: Revision of the unit

(Cf: the word files)

Step Two: Comment on the workbook exercises

Refer to the workbook exercises from Page 250- Page 256.

Step Three: Assignment

Writing

星期五下午数学考试，你考得不好，心情郁闷。晚上几个好朋友邀你去歌厅(KTV)唱歌，你们一晚上唱得很尽兴。你用日记的形式记录下你今天的活动及感受。

日记需包括以下几个要点：

1．下午的数学考试你的成绩不佳，心情一直不好。

2．晚上朋友们邀请你去KTV唱歌，这是你第一次去KTV。

3．大家唱得很高兴，而你一直当听众，你觉得你的歌唱得不好，不敢去唱。

4．在大家的鼓励下， 你终于拿起麦克风 (microphone)，唱了一首英文歌曲 “I believe l can fly”。

5．现在你心情舒畅了，更重要的是你找回了自信。

6．你自己的感想。

注 意：1．词数：100 ~ 120。

2．日记须包括所有要点，但可用不同的句式表达。

3．时间：11月12日， 星期五，晴天。

Nov. 12, Friday Sunny

This evening I went to the KTV with some of my good friends.

This was the first time that I had been to a KTV and at first I didn’t want to go. I was ( had been ) in a bad mood the whole afternoon because I didn’t do well in the math exam. At the KTV, everybody sang their favorite songs very happily except me – I was only one of the audience. I dared not have a try because I was afraid that I couldn’t sing well. Encouraged by my classmates, I picked up the microphone and sang an English song entitled “I believe I can fly”.

I have become cheerful now and above all I’ve regained my self-confidence. I believe that the worst enemy in one’s life is oneself. I shouldn’t lose heart just because of one or two failures because I still have chances to try.

高三课件 篇2

Goals:

a. Achieve language skills and related knowledge about the topic of environment protection;

b. Learn to express causes and effects:

c. Vocabulary in this unit:

the words and expressions listed on the teacher’s book

d. Grammar:

Review Direct and Indirect Speech

Lesson 1

Main points

1.Words

in danger; fur; cut down; left;sometimes;discuss; make sure; find out

2.Sentence patterns

...,tigers can no longer hide and hunt.

ctional item

Questions and answers

Difficult points

No longer&no more

Teaching procedures

Step 1 Lead-in

Ss tell the reasons why some animals have died out.

T:We know there are far fewer kinds of animals in the world than before.They have died out for different reasons.

Ask several students to tell the reasons.Get Ss to know about the fact many animals have died because of human beings.

Step 2 Warming up

1.Ss talk about the three pictures.

What kinds of animals are they?

Why are they in danger?

Why do people hunt them?

2.Divide the class into groups and discuss the three questions.

3.Several groups report their answers.

Step 3 Listening

One of the reasons why animals are in danger is pollution.Next you will listen to a report about pollution to know how serious it is.

1.Go through each task and understand what to do.

2.Play the tape two times as necessary.Pause at important points and give the students help.

3.Let the Ss discuss their answers in pairs.

4.Check the answers.

5.Discuss Part Two in groups for a few minutes and then report the answers.

Step 4 speaking

1.Read the instructions.

2.Ss practise asking and answering in pairs.

3.Ask two pairs to act out.

Step 5 language points

1.no longer/no more

no longer =not ...any longer

no more=not...any more

It is later. I can't wait any more.

Time lost will not return any more.

2.make sure(that)

Ep: Make sure that you understand what your teacher says.

Ep: Arrive early at the cinema to make sure of(getting) a seat

Homework

Practise asking and answering questions.

Lesson 2

Main points

1.Words

die out, act, measure, original, respond, vaheatle , keep...from...,live a better life, that is, first of all, by doing, pick up.

2.Sentence patterns

...but we don’t always do as we say...

The good news is that there is a lot we can do to help.

Difficult points

the predicative clause

Teaching procedures

Step 1. Revision

Check the homework

Step 2. Pre-reading

1.Q:What do plants and animals need to survive?

A:Encourage the students to compare animals and humans.Animals and plants also have basic needs and animals live in social groups.

2.Q:What do animals do to survive in places where it is very hot or cold,where there isn't much water?

A:Animals adapt to change in their habitat and try to learn to survive when the conditions of their habitat change.

Step 3 Reading

T:From last period we know many animals are in danger.Then do you know why some plants are in danger and even human beings? Let's try to find the answer to the question above from the text and what we can do to stop it.

Ask students to read quickly in silence and find the answer to the following question.

Q:What can we do to protect the environment?

A:We should create more space for animals and plants.We should stop pollution.

Step 4 Post-reading

Ask students to read the text again and answer the following questions.

1.Why do animals and plants become endangered?

A:Animals and plants become endangered when their habitat is destroyed or when conditions in the habitat change too quickly or too drastically.The text lists three main reasons: habitat change,the arrival of new species in the habitat,and the overuse of the species itself or the resources in the habitat.

2.A species can become endangered when its habitat is changed or destroyed. Can you think of things human beings do that may destroy or cause change in a habitat?

A:Various answers are possible. Encourage the students to think of human behaviour that can cause problems:pollution, land use, hunting, farming, etc.

Step 5 Language points

1.as conj.

When in Rome do as the Romans do.

Do you have to feed plants as you feed chickens?

2.take action

I didn't take immediate action.

active adj.

He was active in the 1798 revolution.

3.measure v.&n.

(1)vt.&vi.

We measured the room and found it was 200 feet long and 15 feet wide.

Can you wait till I have finished measuring?

(2)n.

An inch is a measure of length.

Step 6 Listening to the tape

Homework

Review words and language points in the text.

Lesson 3

Main points

Words

devote...to...; at present; common; set...free; in the wilds; give a talk; what kind of; explain sth. to sb.; hope&wish; however; one day,some day&another day; stop doing&stop to do...

Difficult points

hope&wish

Teaching procedures

Step 1 Revision

1.check the homework

2.Ask several students to say something about the wildlife endangerment.

Step 2 Word study

Get students to know something about word formation and go over the use.

1.hope&wish

(1)hope

①for+n.

②to do...

③that...

(2)wish

①for+n.

②to do...

③sb./sth.+adj./done/to do...

④sb. sth.

⑤that...

2.stop doing&stop to do

He stopped smoking.(=He didn't smoke any more.)

He stopped to smok.(=He paused and began to smoke.)

Step 3 Grammar

1.Revise the rules for the Direct Speech and Indirect Speech.

2.Practice

(1)Read the news story on P68 in book.Pick out the sertences and then change them into Direct Speech.

(2)Do excercise on P141 in book. Grammar Ex 1.

Homework

1.Go over all words and expressions.

2.Preview: New words and phrases in next part.

Lesson 4

Main points

1.Words

energy; reduce; amount; harmful; material; organize; attractive; be careful with...; throw away; in fact; end up as waste; share; show sth. to sb.

2.Sentence patterns

It is important to do ...

Choose an environmental problem that you think is important.

Teaching porcedures

Step 1 Revision

1.Review the Direct Speech and Indirect Speech.

Change the sentences into Indirect Speech.

2.Make sentences with the following words and expressions.

hope&wish; stop doing&stop to do ; set...free

Step 2 Lead - in

Ss list some ways to protect the environment.

T:There are mays to protect the environment.List some of them.Next we will read a passage to find more ways of protecting environment.

Step 3 Presentation

1.Help the students understand what the passage tells us.

2.Divide the class into groups and discuss to find the answers.

3.Several groups report their answers.

Step 4 Language points

1.It is important to do...

(1)It is+adj./n.+to do sth.

It is wonderful to have a walk in the woods.

(2)It is+adj.+for sb. to do sth.

It was easy for me to answer the question.

(3)It is+adj.+of sb. to do sth.

It's kind of you to think so much of us.

sth. to sb.=show sb. sth.

He showed me a photo of him.

3.be careful with...

be careful with+n.

be careful in+v-ing.

Step 5 Listening

Homework

Revise all the words and expressions in this unit and revise the new words in next unit.

高三课件 篇3

So + be/can/do/have…+ S

① So + S + be/can/do/have…

Neither/nor + be… + S

eg: 1. He can ride bike, and so can I . She studies hard; so do you.

Tom is an honest boy; so is John. You have been to Beijing, and so have I .

2.It is fine today; so it is. You study hard, and so you do.

3.She hasn’t been to HK; neither/nor have I .

If you don’t go to the concert, neither shall I .

ex: 1.I like sports and my brother.

A. so does B. so is C. so D. so like

2.He can't drive a car , .

A. so can't I B. can't I either C.I can't too D. neither can I

3.She is not fond of cooking, I.

A. so am B. nor am C. neither do D. nor do

4.Helen doesn't like milk and .

A. so I don't B. so don't I C. either I do D. neither do I

5.-Did you enjoy that trip ? -I'm afraid not.And ______________.

A. my classmates don't either B. my classmates don't too

C. neither do my classmates D. neither did my classmates

6.-I don't think I can walk any further . - ;Let's stop here for a rest .

A. Neither am I B. Neither can I C.I don't think so D.I think so

7.-John won the first prize in the contest. - .

A. So he did B. So did he C. So he did, too D. So did he, too

8.After that we never saw her again, nor from her.

A. did we hear B. we heard C. had we heard D. we have heard

9.-Do you know Jim quarrelled with his brother?-I don't know, .(S91)

A. nor don't I care B. nor do I care C.I don't care neither D.I don't care also

10.-David has made great progress recently. - ,and .(S97)

A. So he has ; so you have B. So he has ; so have you

C. So has he ; so have you D. So has he ; so you have

11.- You forgot your purse when you went out. –Good heavens, _______ . (S02)

A. so did I B. so I did C. I did so D. I so did

Introduce sb. / oneself to sb.

②. introduce sth. to sb.

be introduce into/to…

eg:1. I’d like to introduce my friend Jane to you. Would you like to introduce yourself to us?

Marxism was introduced to China at the beginning of last century.

ex: He seems to _____ Jane. Shee knows him well.

A. introduce to B. be introducing to C. be introduced to D. have been introduced

In one’s opinion: In my opinion, you’d better introduce your partner to me.

③

in the opinion of sb. In the opinion of most people, the meeting is of great importance.

go on doing sth.: They often went on reading till midnight.

④ go on to do sth: After he finished writing the letter, he went on to read the text.

go on with sth: After supper, her mother told her to go on with her homework.

What’s going on over there?

ex: Go on the other exercise after you have finished this one.

A. to do B. doing C. with D. to be doing

too much: She talked too much at the meeting. Last night, I drank too much beer.

⑤ He is much too fat, because he always eats too much.

much too: This book is much too expensive for me.

ex: 1.It was late to catch a bus after the party, therefore we called a taxi.(S95)

A. too very B. much too C. too much D. far

2. Allen had to call a taxi because the box was ______ to carry all the way home. (03)

A. much too heavy B. too much heavy C. heavy too much D. too heavy much

have sb. do sth. He has me clean the room.

⑥ have sb./ sth. doing (sth) They had the machines running all the time. 使；让

have + n/ pron + p.p She will have her watch repaired.

have sth. to do I have some letters to answer. (有)

ex: 1.-Good morning. Can I help you ? -I'd like to have this package ,madam.(89)

A. be weighed B. to be weighed C. to weigh D. weighed

2.The old lady had a letter from her youngest son in the army ____ to her.

A. read B. write C. received D. written

3.-I’d like to go shopping with you, but I have a meeting _____ . -If you don’t go, _______. A. to attend; nor will I B. to attend; so do I C. attending; so will I D. attend; neither will I

4. He didn't keep on asking me the time any longeras he had had his watch .

A. to repair B. repaired C. repairing D. repair (S93)

prefer sth. to sth. I prefer chemistry to physics.

⑦ prefer doing sth to doing sth. She prefers watching TV to seeing films.

prefer to do sth. rather than do sth. He prefers to stay at home rather than go out .

ex: 1.Rather than on a crowded bus, he always prefers ______a bicycle.(94)

A. ride; ride B. riding; ride C. ride; to ride D. to ride ; riding

2.The teacher _____ giving lectures to students ____ invited to meetings sometimes.

A. preferred; to being B. preferred to; rather than

C. preferred; than being D. preferred to; to being

⑧ It’s one’s turn to do sth.: It’s your turn to do the cleaning.

by the way; on the / one’s way (to) / in this way / in the way

⑨. a way to do sth. He has a strange way of making his class lively and interesting.

a way of doing sth. He has a strange way to make his class lively and interesting.

ex: Please tell me the way you thought of ______ the garden.

A. to take care of B. being taken care of C. to be taken care of D. taking care of

⑩give one’s regards/best wishes/love to sb.

as a result: He had some bad fish. As a result, he felt ill this morning.

as a/the result of: As a result of his hard work, he got a pay rise.

result in: His carelessness resulted in an accident.

result from: The accident resulted from his carelessness.

高三课件 篇4

After discovering the American land, people went on exploring. Read the text on P 158 and find out what the unknown southern land refers to, Australia or Antarctica? ( Antarctica.)

Read more carefully and answer more questions.

1. Who was the first to put the land of Antarctica, as we know now, on the map?

2. What did they think of the land? How did Captain Cook prove that there was no southern continent like that?

3. Did Captain Cook reach Antarctica? Did he discover it? What did he put on the map instead?

1. A Greek map maker.

2. It was surrounded by a ring of fire with a mild climate and wealthy people.He saw icebergs on 10 December, 1772 and for the next two summers, he sailed between iceberg.

3. Yes, he did. No, he didn’t. He put Australia on the map istead.

Now, time goes to the 1920s. By the middle of the 1920s, the farthest corners of the earth had already been explored. That is the seven continents and the four oceans had been mapped. Then what did people explore? Turn to P 16 and have a look at the title. Going high: The Pioneer of the third pole. Can you guess the meaning of going high? (climbing the mountains) So where is the third pole? Mount Qomolangma or Antarctica? (Mount Qomolangma)

Read the text quickly and find out the answer to this question: Who was the first to reach the summit of Mount Qomolangma? When and what nationality were they?

Scanning

Title Going High: the Pioneers of the Third Pole

P1 By the middle of 1920s, Mount Qomolangma remained to be greatest challenge for human beings.

P2 Climbing Mount Qomolangma was dangerous and it seemed almost impossible because of its extreme conditions.

P3 Sherpas prove to be the ideal guide since the first attempt.

P4 Though several attempt failed in 1920s, Edmund Hillary and Tenzing Norgay made their first successful attempt to the summit in 1953.

P5 After the first successful attempt to conquer Mount Qomolangma, it remains man’s great challenges until now.

P6 The Chinese successfully reached the summit of it in 1960.

P7 Over the past 40 years, other 29 Chinese reached the summit for scientific research or sport.

Read the text and answer the following questions.

Why do you think the writer call Mount Qomolangma the third pole?

(First, the North Pole and the South Pole lie respectively in the southernmost and northernmost points of the world, while Mount Qomolangma stands the highest in the world. Second, like the North Pole and the South Pole, it is hard for people to conquer because of the extreme conditions.)

Why can the Tibetans live at ease in such extreme conditions?

Because they have lived there for centuries and have adjusted to the condition.

What makes Sherpas the most reliable guides in every attempt to climb Mount Qomolangma?

Because they are strong, skillful, honest and dedicative.

What might have been the possible reasons that made British expeditions fail in 1922 and 1924?

They were not prepared for many unexpected difficulties and they were not very familiar with Mount Qomolangma.

Why could the two Newzealanders make it to the summit of Mount Qomolangma?

After World War 2, technological advances in clothing and equipment had been made and more was known about the mountain itself.

When did Chinese first reach the summit of Mount Qomolangma? Who were they?

On May 25 of 1960. Gongbu, Wang Fuzhou, and Qu Yinhua.

What evidence does the Chinese team have to prove that they really reached the summit of Mount Qomolangma?

An iron container with the national flag and a portrait of Chairman Mao Zedong.

By now, how many Chinese have climbed Mount Qomolangma successfully, 29, 32 or more than that?

More than 32.

How to understand these sentences and phrases?

Going to Mount Qomolangma was like going to the moon.

Going to Mount Qomolangma was regarded as difficult as going to the moon.

The death Zone

People find it impossible to live in the area.

They had no idea what they were up against.

They didn’t know what conditions they were going to face.

English air

Oxygen brought by the British expeditons.

Like winning in the Olympic Games, climbing a mountain such as Mount Qomolangma is a great personal achievment.

Mountain climbing itself means exploring human possibilities and every success proves the conqueror’s courage, endeavor and ability.

Language points

1. suggest vt.

建议,提议[+v-ing][+(that虚拟)][+n]

I suggested a visit.

I suggest our going to the park on Sunday.

我建议我们星期天去公园。

The dentist suggested that she (should) come another day. 牙医建议她改天再来。

暗示; 启发[+(that陈述)，不能接不定式],

Her expression suggested pleasure./that she was pleased. 她面露喜色。

使人想起,使人联想到[(+to)]

That cloud suggests a boat to me. 那朵云使我联想到船。

2. accomplish vt.

完成,实现,达到

They didn't accomplish the purpose desired. 没有达到预期的目的。

They have accomplished their mission successfully. 他们成功地完成了任务。

走完,度过

She has accomplished 95 years of her life. 她已达九十五高龄。

The journey was accomplished in five weeks. 花了五个礼拜走完全部旅程。

3.apart from 除了，≈besides

Apart from Beijing, they have visited Tianjing,Nanjing,Jinan and Qingdao.

4.adjust to

The foreignners have adjusted to life in Beijing.

5.refer to

查阅，参阅

A person refers to a dictionary to find the meaning of the words.

指……而言，指的是

I knew the lady was referring to Bill when she spoke of a bright young boy.

把……称作(as)

Don’t refer to your sister as a silly cow!

refer…to

指导；让……找

Our teacher refers us to many good books.

If he needs any further information, refer him to me.

归功于；归咎于

He referred his success to the good teaching he’s had.

6. make it be successful in one’s career

He had never made it as a film star but he at last made it as a president.

7.arise (arose, arisen) vi.

升起,上升

A heavy mist arose from the lake. 湖面起了浓雾。

产生,出现,形成[(+from/out of)]

Unexpected difficulties arose in the course of their experiment.

在他们进行实验的过程中,出现了意想不到的困难。

Between the copartners serious disagreements arose.

合伙人之间产生了严重分歧。

8. be praised as =be honored as

The athletes who won medals in the Olympics are praised as national heroes.

高三课件 篇5

汉语的词类划分，在上古就已奠定了基础。实词可以分成名词、动词、形容词及数词等类；虚词可以分成代词、副词、介词、连词及助词等类。某个词属于某一词类比较固定，各类词在语句中充当什么成分也有一定的分工。比如名词经常用作主语、宾语、定语，动词经常用作谓语，形容词经常用作定语、状语和谓语，数词经常用作定语，代词经常用作主语、宾语、定语，副词经常用作状语，补语，等等。这些基本功能是古今相同的。

但是，在古代汉语里，某些词（主要是实词）可以按照一定的语言习惯灵活运用，在语句中临时改变它的基本功能（即原来词性）。例如《狼》：“转视积薪后，一狼洞其中。”句中的“洞”本是个名词，表示“洞穴”，这里却临时改变了词性，用为动词，作谓语，表示“打洞”。再如《陈涉世家》“将军身被坚执锐，伐无道，诛暴秦。”句中“坚”和“锐”本是形容词，这里也临时改变了词性，充当名词，作宾语，分别表示“坚固的铠甲”和“锐利的武器”，这种情况就是词类的活用。现代汉语里也有这种活用现象，如“铁了心”、“密切关系”、“巩固国防”等，但却远不及古代汉语，特别是上古汉语那样普遍。

总的说来，古代汉语中的词类活用，主要有名词活用为动词，名词的使动用法和意动用法；动词的使动用法，动词活用为名词；形容词活用为动词或名词，形容词的使动用法和意动用法；数词活用为动词，数词的使动用法，等等。此外，名词用作状语的现象在古代汉语中也很常见。名词用作状语，并不是词类活用，但是在现代汉语中，普通名词一般不能用作状语，古今有别，所以也附在这里加以介绍。

名词活用为一般动词，在古代汉语中是比较普遍的现象。活用后的意义仍和这个名词的意义的密切相关，只是动作化罢了。

例如：

③游人虽未盛，泉而茗者，�而歌者，红装而蹇者亦时时有。（《满井游记》）

古代汉语不仅普通名词能活用为动词，方位名词也常常活用作动词。例如：

①攻大泽乡，收而攻蕲。蕲下��攻�、�、苦、跖、樵，皆下之。（《陈涉世家》）

在现代汉语中，一般只有时间名词才能用作状语，普通名词用作状语的很少见。而在古代汉语中，不但 时间名词可以作状语，普通名词作状语的现象也极为常见，很值得我们注意。

普通名词直接用于动词前作状语，所起的作用是多种多样的.，有的还具有比较浓厚的修辞色彩。常见的可以分为以下几种情况：

1．表示动作行为发生的处所。例如：

2．表示动作行为的依据、手段或工具。例如：

3．表示动作行为的特征或状态。例如：

4．表示行为的身分或对待的方式。例如：

①兵挫地削，亡其六郡，身客死于秦，为天下笑。“（《史记非原列传》

时间名词用于动词前作状语，主要表示行为变化的时间。需注意以下几点：

1．古代汉语时间名词用作状语，往往用连词“而”或“以”把它和谓语中心词相连接。这是现代汉语里所没有的。例如：

2．古代汉语里“日”、“月”、“岁”等时间名词，用作状语时所表示的意义和它们平时的意义有所不同，已经不是单纯的时间修饰。例如：

古代汉语里，方位名词也可以直接用作状语，表示动作行为发生的处所或表示动作的趋向。例如：

③闭之，则右刻“山高月小，水落石出”，左刻“清风徐来，水波不兴”，石青糁之。（《核舟记》）

在语句中，形容词如果处在主语或宾语及判断句谓语的位置上，具有明显的表示人或事物的特征和意义，它就活用为名词。例如：

形容词活用为一股动词，多数是由于后面带了宾语，形容词本身是不能带宾语的。例如；

动词的主要作用是充当谓语，但有时也出现在主语或宾语的位置上，表示与这个动词的动作行为有关的人或事，这时它就活用为名词了。例如：

所谓使动用法，是指谓语动词具有“使宾语怎么样”的意思。实际上，它是以动宾的结构方式表达了兼语式的内容，学习的时候必须注意这一点。

使动用法中的谓语动词，有的是由名词、形容词活用来的。由于原来的词类不同，活用作使动以后，它 们所表示的语法意义也不完全相同。

动词和它的宾语不是一般的支配与被支配的关系，而是使宾语所代表的人或事产生这个动词所表示  的动作行为。

一般说来，活用作使动的动词，多数是不及物动词。不及物动词本来不带宾语，用于使动时，后面就带有宾语。例如：

及物动词也有活用为使动的，但较少见。例如：

及物动词本来就带宾语，在形式上与使动用法没有区别，区别只在意义上，这就需要认真具体分析具体语言环境，根据上下文来分辨。

形容词带上宾语以后，如果使得宾语具有这个形容词的性质和状态，那么这个形容词则活用为使动词。例如：

①故天将降大任于是人也，必先苦其心志，劳其筋骨，饿其体肤，空乏其身。（《孟子犯孀酉隆罚

名词用作使动动词，是指这个名词带了宾语，并且使宾语所代表的人或事物变成这个名词所代表的人或事物。例如：

在古代汉语里，名词用作使动动词比较少见。

所谓意动用法，是指谓语动词具有“认为（或以为）宾语怎么样”的意思。

意动用法只限于形容词和名词的活用，动词本身没有意动用法。

使动用法是主语使宾语在客观上产生某种动作行为，而意动用法是主语主观上认为（或以为）宾语具有谓语所表示的内容，是存于意念的想法或看法，客观上不一定如此。一般可译为“认为��”、“以��为 ”等。

名词用作意动，是把它后面的宾语所代表的人或事物看作这个名词所代表的人或事物。例如：

形容词用作意动，是主观上认为后面的宾语所代表的人或事物具有这个形容词所表示的性质或状态。

上述这些词类活用的现象，还不能概括所有的情况。比如数词或数量词有时也可活用为动词甚至是使动动词，因为较为少见，这里就不谈了。

高三课件 篇6

教学目标

(1)正确理解加法原理与乘法原理的意义，分清它们的条件和结论;

(2)能结合树形图来帮助理解加法原理与乘法原理;

(3)正确区分加法原理与乘法原理，哪一个原理与分类有关，哪一个原理与分步有关;

(4)能应用加法原理与乘法原理解决一些简单的应用问题，提高学生理解和运用两个原理的能力;

(5)通过对加法原理与乘法原理的学习，培养学生周密思考、细心分析的良好习惯。

教学建议

一、知识结构

二、重点难点分析

本节的重点是加法原理与乘法原理，难点是准确区分加法原理与乘法原理。

加法原理、乘法原理本身是容易理解的，甚至是不言自明的。这两个原理是学习排列组合内容的基础，贯穿整个内容之中，一方面它是推导排列数与组合数的基础;另一方面它的结论与其思想在方法本身又在解题时有许多直接应用。

两个原理回答的，都是完成一件事的所有不同方法种数是多少的问题，其区别在于：运用加法原理的前提条件是，做一件事有n类方案，选择任何一类方案中的任何一种方法都可以完成此事，就是说，完成这件事的各种方法是相互独立的;运用乘法原理的前提条件是，做一件事有n个骤，只要在每个步骤中任取一种方法，并依次完成每一步骤就能完成此事，就是说，完成这件事的各个步骤是相互依存的。简单的说，如果完成一件事情的所有方法是属于分类的问题，每次得到的是最后结果，要用加法原理;如果完成一件事情的方法是属于分步的问题，每次得到的该步结果，就要用乘法原理。

三、教法建议

关于两个计数原理的教学要分三个层次：

第一是对两个计数原理的认识与理解.这里要求学生理解两个计数原理的意义，并弄清两个计数原理的区别.知道什么情况下使用加法计数原理，什么情况下使用乘法计数原理.(建议利用一课时).

第二是对两个计数原理的使用.可以让学生做一下习题(建议利用两课时)：

①用0，1，2，……，9可以组成多少个8位号码;

②用0，1，2，……，9可以组成多少个8位整数;

③用0，1，2，……，9可以组成多少个无重复数字的4位整数;

④用0，1，2，……，9可以组成多少个有重复数字的4位整数;

⑤用0，1，2，……，9可以组成多少个无重复数字的4位奇数;

⑥用0，1，2，……，9可以组成多少个有两个重复数字的4位整数等等.

第三是使学生掌握两个计数原理的综合应用，这个过程应该贯彻整个教学中，每个排列数、组合数公式及性质的推导都要用两个计数原理，每一道排列、组合问题都可以直接利用两个原理求解，另外直接计算法、间接计算法都是两个原理的一种体现.教师要引导学生认真地分析题意，恰当的分类、分步，用好、用活两个基本计数原理.

教学设计示例

加法原理和乘法原理

教学目标

正确理解和掌握加法原理和乘法原理，并能准确地应用它们分析和解决一些简单的问题，从而发展学生的思维能力，培养学生分析问题和解决问题的能力.

教学重点和难点

重点：加法原理和乘法原理.

难点：加法原理和乘法原理的准确应用.