一名爱岗敬业的教师要充分考虑学生的理解性，作为高中教师就要精心准备好合适的教案。教案可以更好的帮助学生们打好基础，帮助高中教师有计划有步骤有质量的完成教学任务。优秀有创意的高中教案要怎样写呢？下面是小编帮大家编辑的《惯性教案１１》，希望能为您提供更多的参考。

一、教学目标

1．在物理知识方面学习牛顿第一定律的内容，正确理解力跟物体运动的关系，掌握惯性的概念。

2．对客观事物的正确认识需要人们经过由表及里，由片面到全面长时间的认识过程。通过本节的学习要让学生建立起正确的认识论的观点，同时体会到人们认识世界的长期性和艰巨性。

3．物理实验是科学研究的方法，对实际问题做出合理的抽象，进行理想实验的研究正是伽利略得到力与物体运动正确关系的基础。我们要学习这种科学抽象的方法，并把它用到今后的物理研究中去。

二、重点、难点分析

1．本节的重点是正确认识物体运动跟力的关系，在物体不受力的情况下，应保持匀速直线运动状态或静止状态。通过对牛顿第一定律的学习，加深对惯性概念的理解。

2．生活常识使人们对力和运动的关系形成了不正确的认识，通过教学要让学

精选阅读

惯性教案１４

一名优秀负责的教师就要对每一位学生尽职尽责，作为教师就要精心准备好合适的教案。教案可以让学生们充分体会到学习的快乐，帮助教师更好的完成实现教学目标。那么如何写好我们的教案呢？小编收集并整理了“惯性教案１４”，供大家参考，希望能帮助到有需要的朋友。

目的要求]弄清惯性和惯性定律的区别

[知识要点]

1、牛顿第一定律（即惯性定律）

一切物体总保持静止状态或匀速直线运动状态，直到有外力迫使它改变这种状态为止。

2、对定律应从以下几个方面理解：

（1）、物体总保持原来的静止状态或匀速直线运动状态的性质叫惯性。一切物体都具有惯性。惯性是物体的固有属性。其大小只与物体的质量有关。与物体是否受力以及处于什么状态无关。当物体受合外力为零时，表现为保持静止或匀速直线运动状态；当物体所受所合外力不为零时，惯性则使物体表现出具有维持原来运动状态不变的趋势。惯性的大小体现了物体运动状态改变的难易程度。

（2）定律是指物体不受外力（客观上难找到）或所受合外力为零，

高一物理教案：《惯性系和非惯性系》教学设计

作为杰出的教学工作者，能够保证教课的顺利开展，教师要准备好教案，这是教师工作中的一部分。教案可以让学生能够听懂教师所讲的内容，帮助教师提前熟悉所教学的内容。您知道教案应该要怎么下笔吗？小编为此仔细地整理了以下内容《高一物理教案：《惯性系和非惯性系》教学设计》，仅供参考，欢迎大家阅读。

高一物理教案：《惯性系和非惯性系》教学设计

教学目标

1、知识目标：

(1)知道什么是惯性系和非惯性系;

(2)知道牛顿运动定律在惯性系中成立;

(3)知道什么是惯性力.

2、能力目标：培养学生发现问题、分析问题、解决问题的能力.

3、情感目标：培养学生辩证的科学思想.

教学建议

教材分析

(1)教材首先引入了《关于两种世界体系的对话》中一段在船舱里观察到现象的描述，并通过对它的分析和实例对比引入了惯性参考系和非惯性参考系的概念.指出了常用到的惯性参考系.

(2)通过对实例的进一步分析，引入了在非惯性参考系中存在的惯性力及其规律，并在升降机实例中简单应用.

教法建议

(1)本节属于选学内容，请教师根据自己学生的实际情况掌握深度和层次.

(2)在授课时采用举实例让学生分析，发现问题：运动和力的关系出现矛盾的现象.从而再引导学生分析发生矛盾的症结所在，和解决矛盾的方法.让学生学习知识的同时，学会辩证的科学思想.

教学设计示例

教学重点：惯性系和非惯性系、惯性力

教学难点：惯性力

示例：

一、惯性系和非惯性系

1、发现问题：

举例1：如图1所示，小车静止，小球静止于小车内光滑的水平桌面上.当小车相对于地面以加速度 做直线运动时，从地面上观察，小球如何运动?从小车上观察，小球如何运动?

分析：从地面上观察，小球相对于地面保持静止.从小车上观察，小球将逆着小车的运动方向运动，最后从桌子上掉下来.因为小球在水平方向上不受外力作用，所以小球相对于小车的运动不符合牛顿第一定律.

举例2：如图2所示，用弹簧将小球固定于小车内的光滑水平桌面上，当小车恒定加速度 做直线运动时，从地面上观察，小球如何运动?从小车上观察，小球如何运动?弹簧处于什么状态?

分析：从地面上观察，小球将做与小车同向的加速运动.小车上观察，小球将相对于小车静止.弹簧处于伸长状态.因为小球在水平方向上受弹力作用，所以小球相对于小车的静止不符合牛顿第二定律.

2、分析问题：

提出想法：当实验和理论发生矛盾时，可能是实验现象观察有误;可能是理论错误或理论存在一定的适用条件.

分析问题：实验现象观察正确.理论在很多的实际应用中被证明是正确的.因而可能是理论存在一定的适用条件.

矛盾的症结出在：相对于谁来观察现象，即参考系是谁.

阅读书P65伽利略在《关于两种世界体系的对话》中的一段话.

3、引入惯性系和非惯性系

(1)惯性系：牛顿运动定律成立的参考系.

研究地面上物体运动，地面通常可认为是惯性系，相对于地面作匀速直线运动的参考系也是惯性系.

研究行星公转时，太阳可认为是惯性系.

(2)非惯性系：牛顿运动定律不成立的参考系.

例如：前面例子中提到的小车，它相对于地面存在加速度，是非惯性系.

二、非惯性系和惯性力

解决问题：在直线加速的非惯性系中引入一个力，使物体的受力满足牛顿运动定律，这个力就是惯性力.例如在上述例1中，若设想由一个力 作用在小球上，其方向与小车相对于地面的加速度 的方向相反，其大小等于 ( 是小车质量)，则小球相对于小车的运动与其受力情况相符.同理可以分析例题2，这里不再赘述.

1、惯性力：在做直线加速运动的非惯性系中，质点受到的与非惯性系的加速度 方向相反，且大小等于质点质量 与非惯性系加速度大小 的乘积的力，称为惯性力.

2、注意：惯性力不是物体间的相互作用力，不存在施力物，也不存在反作用力.而且只有在非惯性系中才有惯性力.

3、例题：见典型例题.

探究活动

1、组织部分学生继续深入研究该课题.

2、开有关相对论的科普讲座，引发学生研究兴趣.

Unit11Keytosuccess教案

古人云，工欲善其事，必先利其器。作为教师就要好好准备好一份教案课件。教案可以保证学生们在上课时能够更好的听课，帮助教师缓解教学的压力，提高教学质量。所以你在写教案时要注意些什么呢？以下是小编为大家精心整理的“Unit11Keytosuccess教案”，仅供参考，欢迎大家阅读。

Unit11Keytosuccess

Ｉ．单元教学目标

技能目标SkillGoals

▲Talkaboutsocialbehaviorandsocialrelations

▲Talkaboutteamworkandsuccess

▲Practicepresentingideas

▲Integrativelanguagepractice

▲Writealetter

II．目标语言

功能句式

Practisepresentingideas

1.Whatcriteriadoyouusetoacceptpeopleasfriends?P91

2.Doyoustickwithyourfriendsthroughthickandthin?P91

3.Whatisthemomentforyoutopulloutofafriendship?P91

4.Whatwouldyoudoifyourteacherorparenthasbeenunfairtoyou?P91

5.Whatisyourdefinitionofagoodfriendatschool?P91

6.Areyoualwaysactiveinyourgroupwork?P91

7.Havingthereputationofbeinghonest,responsibleandreliablewillmakeotherpeopletrustyou.P92

8.Beingknownassomeonewhocanbetrustedwillprovideyoumanybenefits.P92

9.Abandoningourprinciplesisoftenthecauseofdamageordestructionofbothpersonalandprofessionalrelationships.P92

词汇

1.四会词汇

criterion,comrade,summary,percentage,questionnaire,colleague,suspect,cater,staff,temporary,coach,uncertain,expectation,division,rugby,compromise,excite,regulation,bureaucratic,dynamic,shortcoming,embarrass,contradictory,violent,resign,ambitious,actual,definite,combination,bride,hands-on,congratulate,smooth,finance,shame,decline,oral

2.认读词汇

frequency,management,requirement,sake,cooperate,explosion,stall,hairdresser,exceptional,pursue,intellectual,accommodate,complement,qualitative

3.词组

stickwith,throughthickandthin,pulloutof,caterto,forthesakeof,keepan/one’seyeon,take...intoaccount,asawhole,onceagain,liveupto

4.重点词汇

summary,percentage,suspect,staff,temporary,uncertain,expectation,excite,regulation,shortcoming,embarrass,resign,actual,definite,congratulate,shame,decline

重点句子

1.Thecompanycaterstovariousrestaurantsinthecitywhereyoulive.P93

2.Togothereandcomebackbybikewillonlytakeabouthalfanhour.P93

3.Especiallyatschool,itsometimesfeelsasifwearebeingaskedtoworkinteamsforthesakeofjustthat.P94

4.However,whenformingteamstocompletetasksatschool,weareoftenhardlyawareofthis.P94

5.Aswithsportsteams,groupworkcanonlybesuccessfulwhengroupmembersrespect,helpandsupporteachother.P94

6.Workinginateam,wehavetotakeintoaccounthoweachindividualmemberworksbest.P95

7.Knowingotherpeople’sshortcomingscanhelpusavoidembarrassingthem.P95

8.Manypeopletendtolistentotheirparentsortotheirteacherswhooftenhaveexpectationsthatarehardtoliveupto.P98

III．教材分析与教材重组

1.教材分析

本单元以Keytosuccess为话题，旨在通过单元教学，使学生了解走向成功的诸多要素，并介绍了团队精神在集体活动中发挥的作用。让学生学会谈论社会行为和社会关系。写作部分要求学生能根据INTEGRATINGSKILLS中Reading的内容写一封信。

1.1WARMINGUP部分通过对一系列问题的讨论来确定自己属于哪一种人，具有怎样的品德和个性。目的是让学生学会谈论社会行为和社会关系。

1.2LISTENING部分通过对三个问题的小组讨论来了解学生业余时间的安排。让学生通过对兼职工作的讨论初步了解团队精神。

1.3SPEAKING部分首先向我们阐述了具有诚实、负责、可信这些品德给我们带来的益处，接着通过三个情境来对学生进行检测。

1.4PRE-READING部分通过对三类球类运动的谈论让学生了解运动队的组成、游戏规则及良好运转的条件，为Reading埋下伏笔。

1.5READING部分是一篇关于团队工作的文章。通过阅读，让学生理解团队精神的重要性，知道一个团队应如何良好运转。1.6POST-READING部分设置了Reading部分的深层次理解题，并让学生对该话题展开讨论。

1.7LANGUAGEPRACTICE部分设计了系列练习，让学生在练习中巩固本单元所学习的重要单词和短语。

1.8INTEGRATINGSKILLS部分中阅读的题目是TickettoSuccess，要让学生在阅读中理解成功的真正含义并让学生意识到每个人的成功之路是不同的，每个人都应选择适合自己的成功之路。后一部分要求学生根据Reading的内容以LiYonghong老同学的身份写一封信。

2.教材重组

2.1通过认真分析教材，教材的WARMINGUP和SPEAKING部分谈论的都是人的品德和社会关系，可将这两部分与Workbook中READINGANDSPEAKING部分整合在一起上一节口语课。

2.2教材LISTENING(P91-92)和Workbook中LISTENING(P225)两部分都是听力材料，整合这两部分可以上精泛结合的听力课。

2.3将PRE-READING，READING和POST-READING整合在一起上一节精读课。

2.4将LANGUAGEPRACTICE和Workbook中的TESTINGYOURSKILLS整合在一起上一节词汇练习课。

2.5将INTEGRATINGSKILLS中的READING和WRITING与Workbook中WRITING部分整合在一起上一节阅读写作课。

3.课型设计与课时分配（经教材分析，根据学情，本单元可以用五课时教完。）

1stPeriodSpeaking

2ndPeriodListening

3rdPeriodReading

4thPeriodLanguagepractice

5thPeriodReadingandWritingⅣ.分课时教案

TheFirstPeriodSpeaking

Teachinggoals教学目标

1.Targetlanguage目标语言

a.重点词汇和短语

criterion,comrade,colleague,suspect,cater,management,staff,stickwith,throughthickandthin,pulloutof,caterto

b.重点句子

Whatcriteriadoyouusetoacceptpeopleasfriends?

Doyoustickwithyourfriendsthroughthickandthin?

Havingthereputationofbeinghonest,responsibleandreliablewillmakeotherpeopletrustyou.

Abandoningourprinciplesisoftenthecauseofdamageordestructionofbothpersonalandprofessionalrelationships.

2.Abilitygoals能力目标

Enablethestudentstotalkaboutthequalitiesandpersonalitytheyhave.

Enablethestudentstotalkaboutsocialbehaviorandsocialrelations.

3.Learningabilitygoals学能目标

Helpthestudentslearnhowtotalkaboutsocialbehaviorandsocialrelationsandhowtoactinsociety.

Teachingimportantpoints教学重点

Talkaboutthequalitiesandpersonalitythestudentshave.

Teachingdifficultpoints教学难点

Howtosolvetheproblemsinstudents’life.

Teachingmethods教学方法

1.Askingandanswering;

2.Discussing.

Teachingaids教具准备

Aslideprojectorandablackboard.

Teachingproceduresways教学过程与方式

StepⅠGreetings

T:Goodmorning/afternoon,boysandgirls!

Ss:Goodmorning/afternoon,Mr.Chen.

StepⅡWarmingup

Askthestudentsfortheiropinionsaboutwhatkindofpersonstheyareandwhatqualitiesandpersonalitytheyhave.T:Wouldyouliketotellmeifinyourfreetimemostofyouprefertostaywithyourfriends?

Ss:Yes.Inoursparetime,wewouldliketostaywithourfriends.

T:Whatkindofpersonwouldyouliketotalktoandshareyourhappinessandsorrowwith?

S1:Apersonwhoknowsmewell.

S2:Apersonwhosharesthesameinterestwithme.

S3:Apersonwhoishonestandreliable.

T:Thankyou!Good!Ithinkmostofthetimeitismoredifficulttoknowyourselfwellthantoknowothers.Sodoyouknowwhatkindofpersonyouareandwhatqualitiesandpersonalityyouhave?

Amomentlater.

T:LiJing,please.Canyoutelluswhatkindofpersonyouare?

S4:Ofcourse.I’mgenerousandalwaysreadytohelpothersbutsometimesitiseasyformetoburstintoanger.

T:Thisisyourownopinion.Maybeothershavedifferentopinions.Ifyouwanttoknowyourselfbetter,you’dbetteranswerthequestionsonthescreen.

Showthefollowingquestionsonthescreen.

Q1:Whatcriteriadoyouusetoacceptpeopleasfriends?

Q2:Doyoustickwithyourfriendsthroughthickandthin?Whatisthemomentforyoutopulloutofafriendship?

Q3:Whatdoyoudowhenyouaremisunderstoodbyyourfriendsorrelatives?

Q4:Whatwouldyoudoifyourteacherorparenthasbeenunfairtoyou?

Q5:Whatisyourdefinitionofagoodfriendatschool?Andatwork?

Q6:Doyoupreferdoingthingsonyourownorinagroup?Whichthingsdoyouprefertodoonyourown?Whichinagroup?Why?

Q7:Areyoualwaysactiveinyourgroupwork?Whyorwhynot?

Afewminuteslater,checktheanswers.

T:OK.Who’dliketoanswerthefirstquestion?

S5:Iwillacceptpeoplewhoarekindandhonestasfriends.

S6:Inmyopinion,afriendshouldhelpmewheneverIamintrouble.

S7:AsfarasIsee,friendsarepeoplewithwhomyoucantalkalot.

T:Good!Sitdown,please.Nowthesecondone.

S8:Itdependsonhowkindandhonesttheyaretome.Iftheyareverykindandhonesttome,I’llstickwiththemthroughthickandthin.

S9:IfmyfriendisreluctanttohelpmewhenIamintrouble,Iwillpulloutofthisfriendship.

S10:IfIfindmyfriendcheatsme,I’llpulloutofthefriendship.

T:Verygood!Nextone.

S11:IwillexplaintothemwhyandhowIhavedonethis.

S12:Iwillnotsayanythingaboutthis.ThethingsthatIdolaterwillspeakforme.Youknow,actionsspeaklouderthanwords.

T:Nowwhocantellmewhatyouwoulddoifyourteacherorparenthasbeenunfairtoyou?

S13:Iwilltrymybesttomakehimorherrealizethatthisisnotrightandwhatheorshehasdonehurtsme.

T:I’mgladtohearthat.Whatisyourdefinitionofagoodfriendatschool?

S14:Agoodfriendatschoolshouldbeapersonwhosharesthesameinterestwithmeandhelpsmenotonlywithmystudybutalsowithdifficultiesinmylife.

S15:AgoodfriendatworkshouldbeapersonwhopointsoutmymistakesinmyworkandgivesmehelpwhenIamintrouble.

T:Let’sgoontothesixthquestion.Anyvolunteer?

S16:IprefertostudyonmyownbecauseIdon’twantotherstobotherme.

S17:IprefertostudyandliveinagroupbecauseinthiswayIcangethelpfromothersandimprovemyselfsoon.

T:OK.Thelastone:Areyoualwaysactiveinyourgroupwork?

S18:IamalwaysactiveinmygroupworkbecauseIwanttogetasmuchtrainingaspossible.

S19:IamseldomactiveinmygroupworkbecauseI’mafraidofmakingmistakestoputothersintotrouble.

StepⅢSpeaking

Task1

Tellthestudentsthathavingthereputationofbeinghonest,responsibleandreliablewillbringbenefits.ThenaskthestudentstodiscussthethreesituationsonPage93toseeiftheyhavethereputation.

T:WiththehelpofthediscussioninWarmingup,wehavebeenclearaboutourqualitiesandpersonalitynow.Inourlife,ifwearereliable,responsibleandhonest,wearemorelikelytobesuccessful.Thisisbecausehavingthereputationofbeinghonest,responsibleandreliablewillmakeotherpeopletrustus.Asaresult,wewillbeprovidedmanygoodopportunitieswhichothersmaynotget.Thesequalitiesnotonlymakeyouriseintheeyesofothers,butalsomakeyoufeelbetteraboutyourself.Butarewereallyreliable,responsibleandhonestinourlife?Therearemanysituationsinwhichourabilitytobehonest,responsibleandreliableisputtothetest.Abandoningourprinciplesisoftenthecauseofdamageordestructionofbothpersonalandprofessionalrelationships.IngroupsreadaboutthethreesituationsonPage93anddiscusshowyouwouldactandwhy.

Givethestudentsseveralminutestohaveadiscussion,andthenaskafewstudentstospeakouttheirideas.

Suggestedanswers:

Situation1:Iwilldomybesttopersuademyfriendtotellthetruthtothepolice.Inmyview,beinghonestisveryimportant.Ifherefusestodoso,Iwilltellthepolicethetruth.Idon’twantotherstobemisunderstood.Maybemyfriendwillfeelangrywithme,buthewillunderstandmelater.

Situation2:FirstIwillfindoutthepeoplewhohavethesameopinionasmineandalsowanttopointoutthemistakebutareafraidofbeingfired.ThenIwillpersuadethemtovisitthebosswithme.Intheoffice,Iwillpointoutitisbadforpeople’shealthandifwedon’ttakepropermeasures,unfortunatethingswillprobablyhappeninthenearfuture.Asaresult,therestaurantswillhavetobeclosed.Ifthebossdoesn’tlistentome,I’llspeakoutthetruth.Becauseacompanyorashopprofitsfromconsumers,theyshouldputtheinterestsofthecustomersinfrontofanythingelse.

Situation3:I’lltellmyclassmatethatIhavetotakecareoftheneighbor’sbabygirl.Itisnotsafetoleaveheraloneinthehouse.Thereasonwhymyneighborletsmelookafterthebabyisthatshetrustsme.Beingreliableisveryimportantforus.Iwillgotoherhomeandhelphersolvetheproblemthenextday.Ifshecan’twaitforalongtime,Iwillgothereandsolvetheproblemaftertheneighborcomesback.

Task2(WorkbookonPage227)

T:NowpleaseturntoPage227andreadastoryaboutHanXin,afamousgeneralofHanDynasty.PleasereadcarefullyandthenanswerthequestionsonPage228.

Afewminuteslater,checktheanswers.

T:OK!Time’sup.Haveyoufinished?

Ss:Yes.

T:DoyouknowwhypeoplerememberthestoryofHanXin?

S20:Fromthestory,wecanfindoutthatHanXinisagenerousandambitiousman.Theaimhealwayscarriedhisswordwasn’ttofightwithsomebadguyswhoonlyknewlaughingatothersandhadn’tanyambitions.Hecanstandtheshamewhichcommonpeoplecannotbear.ThishasshownthatyoungHanXinhadgreatambitionsandcouldignorelittleortrivialthings.Sopeopleoftenusethisstorytoeducatetheyoungandadvisetheyshouldhavegreatambitions.

T:Youareverygood.ThenwhydidLiuBangaskHanXintobeoneofhisgeneralswhenhecametopower?

S21:LiuBanghadlearntaboutthestoryofHanXinandhadhadaninsightintothecharacterofhis.HeknewthatHanXinwasapersonwhocoulddoagreatdeed.

T:Excellent.WhatmakesHanXinagoodcharacter?

S22:Ithinkhehasabigdreaminhisheart.Torealizethedream,hecanignoreanytrivialthings,eventhethingsmakinghimshameful.Heissoambitious.Weshouldsethimanexample.

StepⅣSummaryandHomework

T:Inthislessonwehavetalkedaboutthequalitiesandpersonalitywehaveandhowtobereliable,honestandresponsibleindifferentsituations.Afterclassyoucantalkmorewithyourfriends.YourhomeworkistohaveafurtherdiscussionabouthowtobehonestandreliableandtopreviewListeningpart.Seeyoutomorrow.

Ss:Seeyoutomorrow.

Unit11ScientificAchievement教案

Unit11ScientificAchievement
TeachingGoals:
1.Talkaboutscienceandscientificachievement.
2.Practiceexpressingintentionsandwishes.
3.LearnaboutWordFormation(1).
4.Writeapersuasionessay.
TheFirstPeriod
TeachingAims:
1.Learnandmasterusefulnewwordsandexpressionsappearedinthisperiod.
2.Trainthestudents’listeningandspeakingabilities.
3.Talkaboutscienceandscientificachievementandencouragestudentstoworkhardattheirlessons.
TeachingImportantPoints:
1.Completethelisteningandspeakingtotrainthestudents’abilities.
2.Practiceexpressingintentionsandwishes.
TeachingDifficultPoints:
1.HowtohelpstudentstalkinEnglishaboutscienceandscientificachievementsandabletoexpressoneselfreadilyandeffortlessly.
2.Howtoimprovethestudents’listeningability.
TeachingMethods:
1.ListeningandSpeakingtotrainthestudents’abilitytouseEnglishfreelyandfluently.
2.Individual,pairorgroupworktomakeeverystudenttakeanactivepartinclass.
TeachingAids:Theblackboard,taperecorder
TeachingProcedures:
Step1Greetings
Greetthewholeclassasusual.
Step2Lead-in
Question:Whathaschangedtheworld?(Scientificachievement)
Asweallseenow,withthedevelopmentofscienceandtechnology,theworldischangingdaybyday.Today,wearegoingtolearnUnit11Scientificachievement.First,Let’slearnsomenewwordsandusefulexpressionsasusual.

Step3NewwordsandExpressions
1．constitution
1)宪法
theConstitutionoftheUnitedStatesofAmerica/theAmericanConstitution美国宪法
2)体格，体质
Hehasaweakconstitution
3)构造，构成
theconstitutionofstarch(淀粉的构成)
2．achievement[U]取得，完成[C]成就，成绩
注意：ment是名词后缀
developmentgovernmentmovementequipment
achievevt.获得，实现
e.g.Hehadachievednofame,nosuccess.
Nothingwouldstopmefromachievingmyambition.没有什麽能阻止实现我的目标。
3．mankind人类[U]manmade(adj)
Manly有男子气概的；刚强的manned载人的
4．likely
1)belikelytodosth很可能（发生某种情况）
Heislikelytocome.
2)itislikelythat+从句
Itislikelythatwe’llgoonapicnicintheforesttomorrow.
辨析：likely,possible与probable
Likely常用词，指“从表面现象看很有可能”
Possible指“由于有适当的条件和方法，某事可能发生或做到”，强调“客观上有可能”，但“实际希望很小”。
Probable语气比possible强，指“有根据、合情理、值得相信的事物，带有大概，很可能的意思”
Likely之后常跟不定式（belikelytodosth）而possible与probable之后通常不跟不定式；
Likely的主语可以是人，而possible与probable的主语不能是人。
5．Setfootin(on)登上；涉足；访问
setfootin/onsth.:enterorvisit(aplace);arrive
e.g.Don’teversetfootinthishouseagain!
Whowasthefirstmantosetfootonthemoon.
6．privateadj私人的；私立的；不公开的
Privateproperty
Privateschool
aprivatedoor便门
inprivate在私下，秘密地
inpublic公开地
7．graspvt
1)抓住
Ifyougraspthisrope,Iwillpullyouup.
2)(=understand)掌握，领会
Igraspedthemainpointsofthespeech.
8．mastern硕士；（男）主人；能手；雇主；大师
masterlessadj无主的mastermindn非常聪明的人masterkeyn万能钥匙
masterpiece(masterwork)n杰作Themasterofthehouse家长
masterandman雇主与雇工Amasterinliterature文学大师
MasterofArts(MA)文学硕士MasterofSciences(MS)理学硕士
bachelor学士doctor博士
vt.掌握；精通；控制；统治
Masteraforeignlanguage
9．perfectadj理想的；完美的；绝对的；完全的；（动词的）完成的
Nobodyisperfect.人无完人。Heisaperfectstrangertous.
Thepresent/past/futureperfecttense现在（过去/将来）完成时
vt使完美
Theyworkedhardtoperfecttheirdance.
Practicemakesperfect熟能生巧
BeperfectinEnglish精通英语beperfectoneselfin使熟练，精通
10．arrangevt.安排；筹划；整理；布置
e.g.arrange(for)sth.Callupandarrangeataxi,please.
Motherarrangedanappointmentformewiththedentist.
11.haveaneffecton对……产生影响ineffect=infact实际上
12.relyon/upon:dependon…依赖，依靠；信赖，信任
e.g.Weshouldrelyonourownefforts.我们应该自力更生。
Youmayrelyonitthatshewon’tbelate.你可以放心，她不会迟到的。
13.failure(vfail)失败[U]，失败的人或事[C]
e.g.Failureisthemotherofsuccess.
Heisafailureasanartist,butasuccessasanartteacher.
他不是一个成功的艺术家，但是个成功的美术老师。
14.cometolife:苏醒过来，恢复生气，活跃起来
Thequietgirlhascometolifesinceshelivedwithhergrandma.
自从和奶奶生活在一起以来，这个沉默寡言的女孩变得活泼起来。
WhenImentionedourplansforatripabroad,thekidscamebacktolifeatonce.
当我一提到我们的旅行计划，孩子们顿时兴致勃勃。
15.markn.痕迹；符号；商标；分数；特征
inkmark墨痕questionmark问号fullmarks满分
makeamark作标记
vt.做标记；留痕迹于；表明；批分数，评成绩
e.g.Adirtroadmarkedwithfootprints留有脚印的泥路
bemarkedwith标着……；(人、动物等身上)具有
e.g.Herfaceismarkedwithsadness.她面露悲哀。
16.breakthroughn.重大突破，突围；突破性的发现，成就
Amilitarybreakthrough军事突破
Ascientificbreakthrough科学成就
17．enable(注意词缀的变化)
en-使+able能……enrichenlarge
strengthenstrength(力量)+en(使)vt.增强vi变强
e.g.theystrengthenedthecitywall..
Thewindstrengthened.
18.putforward提出（建议、意见）；推荐，提名
e.g.Heputforwardseveralinterestingplans.他提出了几项令人感兴趣的计划。
19.aim(sth)atsth/doingsth(把……)瞄准；目的在于；企图
Heaimedhisgunatthetarget.
Thosegirlsworkedouteverymorning,aimingatlosingweight.
20.announcevt.宣布，宣告
1）announcesth./sb.
Thegovernmentannounceditsneweconomicpolicies.政府宣布了新的经济政策。
2)announce(tosb.)that/when…
Pleaseannouncetoyourclassthattherewillbenoschooltomorrow.
请对你们班上的学生宣布明天没有课。

Step4.Warningup
Now,whocantelluswhatscientificachievementsyouthinkhavechangedtheworld?
S:(forexample:electricity;cars;aeroplane;radio;theInternet;solarenergy…)
Ithinksomeotheroneslikegeneticengineeringandcloningarealsochangingtheworld.
Q:whichonedoyouthinkisthemostimportant?Why?
(Answer:Ithinksolarenergyisthemostimportant,becauseithelpsussavelotsofnaturalsourcesofenergylikecoals,naturalgasandsoiletc.)
Whataresomeotherscientificachievementsthatyouthinkareimportant?
(Answer:theinventionofsteamengine/computer/telephoneetc.)
Dotheseachievementshaveanythingincommon?Ifso,what?
(Answer:Theyareallimportantandusefulforthedevelopmentofmankindandsociety.)
Step5Listening
Thelisteningmaterialcontainstwoparts.
Task1.pleaselookatthechartinexercise1atthetopofpage2asquicklyaspossible.(Thenplaythefirstpartofthetapeforyouronlytwicetocompleteit.Afterthat,checktheanswerwithwholeclass.)
Task2.ListentoPart2andfinishthesentencesthisperiod.Thencheckanswerasthelaststep.
Step6Speaking
Puttheclassingroupsoffivetohaveadiscussionasrequest.Fourgrouprepresentscientists;onememberwilllistentoallthescientistsandaskquestions.Attheendofthediscussion,thestudentmustdecidewhowillgetthemoneyandwhy.
Whenyouintroduceyourprojectandexplainwhyitisthemostimportant,youmayusetheusefulexpressionsatthetopofpage3.
Someusefulexpressions:
(1)I’mgoingto…./Areyougoingto…?
(2)Iwill…./Whatwillyou…?
(3)Iintend/mean/planto…./Doyouintend/mean/planto…?
(4)I’dliketo/Ifeellike…/I’mreadyto….
(5)Iwantto…/Ihopeto…/Iwishto…/Doyouhopeto…?/whatdoyouwishto…?
(6)Iwouldrather…/Iwouldrathernot…
(7)Ihopethat…
(8)I’vedreamedof…/I’vebeenlookingforwardto…/I’mthinkingof…/IthinkIwill…
Step7SummaryandHomework
Inthisperiod,wehavemainlytalkedaboutscientificachievement.Wealsohavelearntsomenewwordsandexpressionsandsomeusefulexpressionstoexpressintentionsandwishes.Afterclass,pleasereviewthesenewwordsandexpressionsandpreviewthereadingpart.

TheSecondPeriod
TeachingAims:
1.Reviewandmasternewwordsappearedinthereadingmaterial.
2.Trainthestudents’readingability.
3.LearnaboutZhongguancun
TeachingImportantPoints:
1.Learntousethefollowingphrasesandsentencepatterns:
Instore;setfootin(on);relyon;cometolife;putforward
Itislikelythat…;make…clear…
2.Improvethestudents’readingability.
TeachingDifficultPoints:
Howtohelpthestudentsunderstandthereadingclearly.
TeachingMethods:
1.Pre-readingtomakethestudentsinterestedinwhattheywillread.
2.Fastreadingtogetageneralideaofthetext.
3.Carefulreadingtogetthedetailedinformation.
4.Single,pairandgroupworktomakeeverystudentcanunderstandthereadingmaterialexactlyandplayanimportantroleinclass.
TeachingAids:
1.theblackboard
2.thetaperecorder
TeachingProcedures:
Step1Greetings
Greetthewholeclassasusual.
Step2RevisionandLead-in
Dotheexerciseonpage5toreviewthenewwordslearntduringthelastperiod.
(fiveminuteslater,checktheanswerwiththewholeclass.)
Itiswell-knowntoeveryonethatscienceandtechnologyinourcountryisrapidlydeveloping.Anditisalsowell-knownthatthereisanewcenterforChinesescienceandtechnologyinBeijing.Doyouknowwhatthenameofcenteris?(Zhongguancun)
Today,wearegoingtolearnthetextaboutZhongguancun.
Step3Reading
Now,pleaseturnyourbookstopage3.Readthetextasquicklyaspossibleinfiveminutesandfindouttheanswerstothefollowingquestion.
1)WhatkindofspirithasmadeZhongguancunasuccess?
2)Whatarethetwomottosmentionedinthetextforthepark?
(Answertothequestions:1.Itisthespiritofcreativityandscientificskillthathasmade3Zhongguancunasuccess.2.“Relyingonscience,technology,andknowledgetoincreaseeconomicpower”and“Encouragingpioneeringworkandacceptingfailure.”)
Afterthese,readthepassagecarefullyagain.Payattentiontosomedetailedinformationandusefulexpressions.ThenworkingroupstocompletethefirstexerciseinPost-reading.
(Afewminuteslater,checktheanswers)(ABC;D;CD;B;CD)
Step4Languagepoints
1.instore:comeinthefuture;abouttohappen
2.setfootin/on:enterorvisitaplace;arrive
3.relyon:dependon
4.cometolife:backtonormalstate,esp.ofmind
5.Itislikelythat…(Paymoreattentionto→likely;possible;probable)
e.g.Sheislikelytocometonight.
Itislikelythatshewillcometonight.
6.makeitclearthat…
e.g.Shemadeitclearthatshewasright.
Shemadeclearherright.
Step5Listeningandreading
Listentothetapeandreadthepassageagainandpayattentiontothepronunciationofthenewwordsandintonation.Atthesametime,pleasetryyourbesttounderstandthephraseandsentencepatternslearntinthetext.
Step6SummaryandHomework
1.Inthisperiod,we’velearntmoreaboutscienceandtechnologynewcenter---zhongguancun.Itiscalled“China’ssiliconvalley”.Andwealsolearnedsomeusefulphrasesandsentencepatterns.Afterclass,pleaseremembertoreviewtheuseofthem.
2.Exercisesinworkbook.

TheThirdPeriod
TeachingAims:
1.Reviewandmasterthefollowingwords:
brand;luggage;achieve;organ
2.LearnaboutWordFormation.
TeachingImportantPoints:
1.Studythewaysofformingaword.
2.Studythemeaningofsomeprefixesandsuffixes.
TeachingDifficultPoints:
HowtohelpthestudentsmasterWordFormation.
TeachingMethods:
1.Doingsomeexercisestoreviewthelearntwordsinthestudents’book.
2.Studyingandpracticingtomasterthewaysofformingaword.
3.Questionmethodtomakeeverystudenttakeanactivepartinclass.
TeachingAid:theBlackboard
TeachingProcedures:
Step1Greetings
Greetthewholeclassasusual.
Step2Revision
Inthelasttwoperiods,wediscussedthescienceachievementsandreadthepassageZhongguancunandlearnedsomeusefulphrasesandsentencepatterns.
Now,Let’sdoanexerciseonpage82.
(Thenchecktheanswers)
Step3WordFormation
Now,Let’sstudywordformation.First,lookatthewordsonpage6.givetwominutestoletstudentsfindoutthewaysofformingaword.
1.someofwordsareformedwithprefixesinfrontofthestems.
2.Someofwordsareformedwithsuffixesattheendofthestrems.
3.mankindandbroadbandarecompounds,hi-techande-mailareshortforms;ITandCSAarealsoshortforms.
Lookattheblackboardandguessthemeaningoftheseaffixes.
Trans-carry
-graphsee
tele-below
super-life
co-togetherwith
vis-morethanusual
bio-far
sub-across
-port-writing
theanswers:trans-=acrosstele-=farco-=togetherwithvis-=see-port=carrysupper-=morethanusualsub-=below-graph=writingbio-=lifetele-=far
Step4Consolidation
Now,wedosomeexercisestoconsolidatetheitemofgrammar----WordFormation.
Turntopage6,dotheexercisesfrom2to4.Give10minutes,thenchecktheanswer.
Step5SummaryandHomework
1.Inthisperiod,we’velearnttheWordFormationandknowsomemeaningoftheaffixesinthedifferentwords.Andwealsoreviewtheusefulnewwordsandexpressionsatthebeginning.Don’tforgetpreviewthenextpartafterclass.
2.Findmoresuffixesandprefixesandshareitwithclassmates.

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