習題課教案

功的計算習題課 篇1

教學題目

教學目的 在上節課的基礎知識中，進一步理解物體或外力做功的兩個基本因素，並能掌握功的計算。

教學方法 討論法。

教學內容

引言：上節課主要解決了兩個問題。一是做功的兩個因素，二是功的計算，今天我們要通過一系列的習題，在理解的基礎上，能識別物體是否做功，能掌握解習題的思維方法，以及解物理習題的規範要求。

教師可以事前印好試卷，也可以將問題寫在小黑板上，有助於討論。

先檢查上節課學生完成作業 的情況，指出他們完成作業 中的優缺點。

然後再將預先設計的習題進行討論。

一、填空題

1.物體做範b5牧礁鮃蛩厥莀_____和_______。

2.功計算的基本公式是____________。

3.在國際單位制中功的單位是_____，力的單位是________、距離的單位是_______。

4.用水平推力是200牛的力，將一木箱在水平方向上勻速地椎動了5米，水平推力所做的功是_______。（103焦耳）。

5.用500牛頓的舉力，將槓鈴勻速地舉高，若所做的功為250焦耳，那么舉高的高度是__________。（0.5米）

6.把重為200牛的箱子，放在10米高的涼台上，用100牛的水平拉力，勻速地將箱子移至2米的地方，那么，外力對箱子所做的功是__________。（200焦耳）

7.沿著長2米、高0.5米的斜面，將重為103牛的物體，勻速地推到斜面的頂端，那么，人反抗重力所做的功是_________。（500焦耳）

二、是非題：

1.只要有力作用在物體上，這個力就能做功。 （ ）

unin5 Advertise 習題課 篇1

（整個練習緊扣課文內容及知識點，建議教師選用）

I.單項填空: 從A,B,C,D 四個選項中選出可以填入空白處的最佳答案.

1. We have ____ in the local newspaper for new secretary, but we haven’t had any replies yet.

A. advised B. advertised C. announced D. noticed  (Key:B)

2.---- Wokers in this company are not doing their duties.

---- Advanced ways of management must be____ to make things better.

A. brought down B. brought in

C. brought on D. brought up (Key:B)

3. I don’t wait to buy the coat. For ______ thing I don’t like the colour, and for ______, the price is too___.

A. one; another; high B. a; the other; expensive

C. one; another; expensive D. one; other; low

(Key:A)

4.---- She is very tired.

---- So she is. She ___  letters all day.

A. is typing B. was typing

C. has typed D. has been typing  (Key:D)

5. They suggested that the doctor ____  be sent for at once.

A. referred to B. referred

C. refer to D. referring to (Key:A)

6.----Are there any English storybooks for us students in the library?

----There are only a few _____

A. if some B. if any C. if many . D. if ever  (Key:B)

7. Once you have made a promise, you must ____.

Unit2習題課講解3通案 篇1

製作人:北大附中河南分校高中部 王萍

學習目標：

1. to improve doing exercise’s skills

2. to classify the comprehension test into differentgroups.

3.  to encourage students to set a notebookfor mistakes.

學習難點： 

1. the long passage and the fear of reading them.

2. the drills of language comprehension may frustrate thestudents.

3. the grammar in the error-correcting.

預見性問題：

students skill of doing exercises should be improved.

教學方法：

students’ study indenpently combine with explanation byteacher

教學過程：

step1.greeting and leading-in (1’)

greet everyone as usual

step2. free-topic  (2’)

step3. discussion and explanation (小組合作10分鐘)

學生討論，公布習題答案，統一後組內解決個別學生的疑問。

並歸納組記憶體在的無法解決的難題。

課前拓展：

this is the room in which/ where lu xun oncelived

高一Unit3單元能力測試---習題課教案 篇1

北大附中河南分校高中英語 王萍

時間： XX年_10_月_7日  星期三 總第4課時

學習目標：

1. to improve doing exercise’s skills

2. to classify the comprehension test into differentgroups.

3.  to encourage students to set a notebookfor mistakes.

學習難點： 

1. the long passage and the fear of reading them.

2. the drills of language comprehension may frustrate thestudents.

3. the grammar in the error-correcting.

預見性問題：

students skill of doing exercises should be improved.

教學方法：

students’ study indenpently combine with explanation byteacher

教學過程：

step1.greeting and leading-in (1’)

greet everyone as usual

step2. free-topic  (2’)

step3. discussion and explanation (小組合作10分鐘)

學生討論，公布習題答案，統一後組內解決個別學生的疑問。

並歸納組記憶體在的無法解決的難題。

課前拓展：

課題： unit3 using language習題課教案

時間： XX年_10月_6_日  星期二  第3課時

學習目標：

1.  to improve reading skills

2.  to classify the comprehension test into different groups.

3.  to encourage students to set a notebook for mistakes.

學習難點： 

1.  the long passage and the fear of reading them.

2.  the drills of language comprehension may frustrate the students.

3.  the grammar in the error-correcting.

預見性問題：

students skill of doing exercises should be improved.

教學方法：

discussing in groups , students’ explaination

教學過程：

step1.greeting and leading-in (1’)

greet everyone as usual

step2. free-topic  (2’)

step3. review (5’)

review the language points about unit 3

 reading aloud about 《名師一號》p52 自學探究的知識點

連線高考題：

1 after we hear the______ news, both of us_______

a encouraging; were encouraging  b encouraging; were encouraged

 製作人:北大附中河南分校高中部 王萍

學習目標：

1. to improve doing exercise’s skills

2. to classify the comprehension test into differentgroups.

3.  to encourage students to set a notebookfor mistakes.

學習難點： 

1. the long passage and the fear of reading them.

2. the drills of language comprehension may frustrate thestudents.

3. the grammar in the error-correcting.

預見性問題：

students skill of doing exercises should be improved.

教學方法：

students’ study indenpently combine with explanation byteacher

教學過程：

step1.greeting and leading-in (1’)

greet everyone as usual

step2. free-topic  (2’)

step3. discussion and explanation (小組合作10分鐘)

學生討論，公布習題答案，統一後組內解決個別學生的疑問。

並歸納組記憶體在的無法解決的難題。

課前拓展：

this is the room in which/ where lu xun oncelived

the reason why/ for which he refused theinvitation is not clear

北大附中河南分校高中英語 王萍

時間： XX年_10_月_7日  星期三 總第4課時

學習目標：

1. to improve doing exercise’s skills

2. to classify the comprehension test into differentgroups.

3.  to encourage students to set a notebookfor mistakes.

學習難點： 

1. the long passage and the fear of reading them.

2. the drills of language comprehension may frustrate thestudents.

3. the grammar in the error-correcting.

預見性問題：

students skill of doing exercises should be improved.

教學方法：

students’ study indenpently combine with explanation byteacher

教學過程：

step1.greeting and leading-in (1’)

greet everyone as usual

step2. free-topic  (2’)

step3. discussion and explanation (小組合作10分鐘)

學生討論，公布習題答案，統一後組內解決個別學生的疑問。

並歸納組記憶體在的無法解決的難題。

課前拓展：

this is the room in which/ where lu xun oncelived

the reason why/ for which he refused theinvitation is not clear

 製作人:北大附中河南分校高中部 王萍

學習目標：

1. to improve reading skills

2. to classify the comprehension test into differentgroups.

3.  to encourage students to set a notebookfor mistakes.

學習難點： 

1. the long passage and the fear of reading them.

2. the drills of language comprehension may frustrate thestudents.

3. the grammar in the error-correcting.

預見性問題：

students skill of doing exercises should be improved.

教學方法：

discussing in groups , students’ explaination

教學過程：

step1.greeting and leading-in (1’)

greet everyone as usual

step2. free-topic  (2’)

step3. discussion and explanation (小組合作10分鐘)

學生討論，公布習題答案，統一後組內解決個別學生的疑問。

並歸納組記憶體在的無法解決的難題。

discuss in groups then ask somestudents to write down the answers on the blackboard.

learning abiut language

製作人：北大附中河南分校高中英語組 王萍

學習目標：

1. to improve doing exercise’s skills

2. to classify the comprehension test into differentgroups.

3.  to encourage students to set a notebookfor mistakes.

學習難點： 

1. the long passage and the fear of reading them.

2. the drills of language comprehension may frustrate thestudents.

3. the grammar in the error-correcting.

預見性問題：

students skill of doing exercises should be improved.

教學方法：

students’ study indenpently combine with explanation byteacher

教學過程：

step1.greeting and leading-in (1’)

greet everyone as usual

step2. free-topic  (2’)

step3. discussion and explanation (小組合作10分鐘)

學生討論，公布習題答案，統一後組內解決個別學生的疑問。

並歸納組記憶體在的無法解決的難題。

課前拓展：

translate the sentence into chinese,pay attationto “cover”：

1 the blankets didn’t cover completelythe bed.

課本習題是以對數學知識的認識發展為主線安排的，其缺陷在於無法把數學思想、數學方法系統化。數學思想方法不象公式，定理等可直接寫在書上，它是數學知識的“軟體”部分，隱含於概念的形成、公式的論證、習題的解決等過程之中，是課本的字裡行間所看不到的奇珍異寶。這些作為開啟數學寶庫的鑰匙，學生常常視而不見，或用後隨手丟棄了。作為數學老師，一個很重要的任務就是要把散見於習題中的數學思想，數學方法整理出來提供學生學習。