Chapter4 课文 设空
Unit4英语短篇小说教程ppt课件
在整堂课的教学中，刘教师总是让学 生带着 问题来 学习， 而问题 的设置 具有一 定的梯 度，由 浅入深 ，所提 出的问 题也很 明确
The Character:
A round character: usually has more than one quality, and grows in the course of the story development, as he reacts to events and to other characters.
such as “he’s utterly selfish” or “he loves only himself.” The indirect presentation, on the other hand, does not mention
the trait but display and exemplifies it in various ways, leaving the reader the task of inferring the quality they imply.
A dynamic character, on the other hand, is one who is modified by actions and experiences, and one objective of the work in which the character appears is to reveal the consequences of these actions.
在整堂课的教学中，刘教师总是让学 生带着 问题来 学习， 而问题 的设置 具有一 定的梯 度，由 浅入深 ，所提 出的问 题也很 明确
Unit Four
Chapter4_4
Chapter4_4Chapter 4- the narrator speculates as to which asteroid from which the little prince cameI had thus learned a second fact of great importance: this was that the planet the little prince came from was scarcely any larger than a house!But that did not really surprise me much. I knew very well that in addition to the great planets-- such as the Earth, Jupiter, Mars, Venus-- to which we have given names, there are also hundreds of others, some of which are so small that one has a hard time seeing them through the telescope. When an astronomer discovers one of these he does not give it a name, but only a number. He might call it, for example, "Asteroid 325."I have serious reason to believe that the planet from which the little prince came is the asteroid known as B-612.This asteroid has only once been seen through the telescope. That was by a Turkish astronomer, in 1909.On making his discovery, the astronomer had presented it to the International Astronomical Congress, in a great demonstration. But he was in Turkish costume, and so nobody would believe what he said.Grown-ups are like that…Fortunately, however, for the reputation of AsteroidB-612, a Turkish dictator made a law that his subjects, under pain of death, should change to European costume. So in 1920 the astronomer gave his demonstration all over again, dressed with impressive style and elegance. And this timeeverybody accepted his report.If I have told you these details about the asteroid, and made a note of its number for you, it is on account of the grown-ups and their ways. When you tell them that you have made a new friend, they never ask you any questions about essential matters. They never say to you, "What does his voice sound like? What games does he love best? Does he collect butterflies?" Instead, they demand: "How old is he? How many brothers has he? How much does he weigh? How much money does his father make?" Only from these figures do they think they have learned anything about him.If you were to say to the grown-ups: "I saw a beautiful house made of rosy brick, with geraniums in the windows and doves on the roof," they would not be able to get any idea of that house at all. You would have to say to them: "I saw a house that cost $20,000." Then they would exclaim: "Oh, what a pretty house that is!"Just so, you might say to them: "The proof that the little prince existed is that he was charming, that he laughed, and that he was looking for a sheep. If anybody wants a sheep, that is a proof that he exists." And what good would it do to tell them that? They would shrug their shoulders, and treat you like a child. But if you said to them: "The planet he came from is Asteroid B-612," then they would be convinced, and leave you in peace from their questions.They are like that. One must not hold it against them. Children should always show great forbearance toward grown-uppeople.But certainly, for us who understand life, figures are a matterof indifference. I should have liked to begin this story in the fashion of the fairy-tales. I should have like to say: "Once upon a time there was a little prince who lived on a planet that was scarcely any bigger than himself, and who had need of a sheep…"To those who understand life, that would have given a much greater air of truth to my story.For I do not want any one to read my book carelessly. I have suffered too much grief in setting down these memories. Six years have already passed since my friend went away from me, with his sheep. If I try to describe him here, it is to make sure that I shall not forget him. To forget a friend is sad. Not every one has had a friend. And if I forget him, I maybecome like the grown-ups who are no longer interested in anything but figures…It is for that purpose, again, that I have bought a box of paints and some pencils. It is hard to take up drawing again at my age, when I have never made any pictures except those of the boa constrictor from the outside and the boa constrictor from the inside, since I was six. I shall certainly try to make my portraits as true to life as possible. But I am not at all sure of success. One drawing goes along all right, and another has no resemblance to its subject. I make some errors, too, in the littl e prince's height: in one place he is too tall and in another too short. And I feel some doubts about the color of his costume. So I fumble along as best I can, now good, now bad, and I hope generally fair-to-middling. In certain more important details I shall make mistakes, also. But that is something that will not be my fault. My friend never explained anything to me. He thought, perhaps, that I was like himself. But I, alas, do not know how to see sheep through t he walls of boxes. Perhaps I am a little like the grown-ups. I havehad to grow old.。
Chapter_04
L 0 zero-lift attack angle
stall
Consequence of the flow separation
It is impossible for we to calculate c l , max with inviscid flow approximation!!
or
( u 1 u 2 ) ds ( v1 v 2 ) dn
as
so
ds
ds ( u 1 u 2 ) ds ( v1 v 2 ) dn
As the top and bottom of the dashed line approach the vortex sheet, dn 0 , u 1 , u 2 become the velocity components tangential to the vortex sheet immediately above and below the sheet.
4.1 Introduction
Ludiwig Prandtl and his colleagues at Gö ttingen, Germany, showed that the aerodynamic consideration of wings could be split into two parts. (1) the study of the section of a wing—an airfoil. And (2) the modification of such airfoil properties to account for the complete, finite wing.
Experiment results for NACA2412
Unit 4课文原文
Unit 4 Wildlife Protection How Daisy Learned to Help WildlifeDaisy had always longed to help endangered species of wildlife. One day she woke up and found a flying carpet by her bed. “Where do you want to go?”it asked. Daisy responded immediately. “I’d like to see some endangered wildlife,” she said. “Please take me to a distant land where I can find the animal that gave fur to make this sweater.” At once the carpet flew away and took her to Tibet. There Daisy saw an antelope looking sad. It said, “We’re being killed for the wool beneath our stomachs. Our fur is being used to make sweaters for people like you. As a result, we are now an endangered species.” At that Daisy cried, “I’m sorry I didn’t know that. I wonder what is being done to help you. Flying carpet, please show me a place where there’s some wildlife protection.”The flying carpet traveled so fast that next minute they were in Zimbabwe. Daisy turned around and found that she was being watched by an elephant. “Have you come to take my photo?”it asked. In relief Daisy burst into laughter. “Don’t laugh,” said the elephant, “We used to be an endangered species. Farmers hunted us without mercy. They said we destroyed their farms, and money from tourists only went to the large tour companies. So the government decided to help. They allowed tourists to hunt only a certain number of animals if they paid the farmers. Now the farmers are happy and our numbers are increasing. So good things are being done here to save local wildlife.”Daisy smiled. “That’s good news. It shows the importance of wildlife protection, but I’d like to help as the WWF suggests.”The carpet rose again and almost at once they were in a thick rainforest. A monkey watched them as it rubbed itself. “What are you doing?” asked Daisy. “I’m protecting myself from mosquitoes,” it replied. “When I find a millipede insect, I rub it over my body. It contains a powerful drug which affects mosquitoes. You should pay more attention to the rainforest where I live and appreciate how the animals live together. No rainforest, no animals, no drugs.”Daisy was amazed. “Flying carpet, please take me home so I can tell WWF and we can begin producing this new drug. Monkey, please come and help.” The monkey agreed. The carpet flew home. As they landed, things began to disappear. Two minutes later everything had gone –the monkey, too. So the Daisy was not able to make her new drug. But what an experience! She had learned so much! And there was always WWF…。
最新必修四UNIT-4-COMMUNICATION-NO-PROBLEM-课文扣空
必4 UNIT 4 COMMUNICATION: NO PROBLEM?Yesterday, another student and I, ______(represent) our university's student association, went to the Capital ________(internation) Airport to meet this year's international students. They were coming _____(study) at Beijing University. We would take them first to their _______(dormitory) and then to the student canteen. After half an hour of _____(wait) for their flight to arrive, I saw several young people enter the _____(wait) area looking around curiously. I stood for a minute watching them and then went to greet them.The first person to arrive was Tony Garcia from Colombia, closely followed by Julia Smith from Britain. After I met them and then introduced them to each other, I was very surprised. Tony approached Julia, touched her shoulder and kissed her on the cheek! She stepped back appearing surprised and put up her hands, as if in defence. I guessed that there was probably a major misunderstanding. Then Akira Nagata from Japan came in smiling, together with George Cook from Canada. As they were introduced, George reached his hand out to the Japanese student. Just at that moment, however, Akira bowed so his nose touched George's moving hand. They both apologized - another cultural mistake! Ahmed Aziz, another international student, was from Jordan. When we met yesterday, he moved very close to me as I introduced myself. I moved back a bit, but he came closer to ask a question and then shook my hand. When Darlene Coulon from France came dashing through the door, she recognized Tony Garcia's smiling face. They shook hands and then kissed each other twice on each cheek, since that is the French custom when adults meet peoplethey know. Ahmed Aziz., on the contrary, simply nodded at the girls. Men from Middle Eastern and other Muslim countries will often stand quite close to other men to talk but will usually not touch women.As I get to know more international friends, I learn more about this cultural "body language". Not all cultures greet each other the same way, nor are they comfortable in the same way with touching or distance between people. In the same way that people communicate with spoken language, they also express their feelings using unspoken "language" through physical distance, actions or posture. English people, for example, do not usually stand very close to others or touch strangers as soon as they meet. However, people from places like Spain, Italy or South American countries approach others closely and are more likely to touch them. Most people around the world now greet each other by shaking hands, but some cultures use other greetings as well, such as the Japanese, who prefer to bow.These actions are not good or bad, but are simply ways in which cultures have developed. I have seen, however, that cultural customs for body language are very general - not all members of a culture behave in the same way. In general, though, studying international customs can certainly help avoid difficulties in today's world of cultural crossroads!SHOWING OUR FEELINGSBody language is one of the most powerful means of communication, often even more powerful than spoken language. People around the world show all kinds of feelings, wishes and attitudes that they might never speak aloud. It is possible to"read" others around us, even if they do not intend for us to catch theirunspoken communication. Of course, body language can be misread, but many gestures and actions are universal.The most universal facial expression is, of course, the smile –its function is to show happiness and put people at ease. It does not always mean that we are truly happy, however. Smiles around the world can be false, hiding other feelings like anger, fear or worry. There are unhappy smiles, such as when someone "loses face" and smiles to hide it. However, the general purpose of smiling is to show good feelings.From the time we are babies, we show unhappiness or anger by frowning. In most places around the world, frowning and turning one's back to someone shows anger. Making a fist and shaking it almost always means that someone is angry and threatening another person.There are many ways around the world to show agreement, but nodding the head up and down is used for agreement, almost worldwide. Most people also understand that shaking the head from side to side means disagreement or refusal.How about showing that I am bored? Looking away from people or yawning will, in most cases, make me appear to be uninterested. However, if I turn toward and look at someone or something, people from almost every culturewill think that I am interested. If I roll my eyes and turn my head away, I most likely do not believe what I am hearing or do not like it.Being respectful to people is subjective, based on each culture, but in general it is probably not a good idea to give a hug to a boss or teacher. In almost every culture, it is not usually good to stand too close to someone of a higher rank. Standing at a little distance with open hands will show that I am willing to listen.With so many cultural differences between people, it is great to have some similarities in body language. We can often be wrong about each other, so it is an amazing thing that we understand each other as well as we do!。
八年级上册4《一着惊海天》教案
教学方法与手段
教学方法
采用讲解、讨论、示范、练习等多种教学方法相结合的方式 ，引导学生积极参与课堂活动，激发学生的学习兴趣和主动 性。
教学手段
运用多媒体课件视频、图片等教学资源辅助教学，帮助学 生更好地理解课文内容；同时，通过小组讨论、角色扮演等 活动形式，培养学生的合作精神和口语表达能力。
CHAPTER 03
齐读
全班学生齐读课文，进 一步加深对文章的理解
和感受。
小组讨论与交流
分组讨论
组内交流
学生分成若干小组，围绕教师提出的问题 进行讨论，如“一着惊海天”指的是什么 ？文章是如何表现这一主题的？等。
小组内成员互相交流自己的看法和意见， 形成小组内的共识。
组间交流
教师点评
各小组选派代表在全班进行交流，分享本 组的讨论成果，其他同学可以提出补充或 质疑。
八年级上册4《一着惊 海天》教案
CONTENTS 目录
• 课程背景与目标 • 教学内容与方法 • 教学过程设计 • 学生活动与互动 • 教学评价与反馈 • 教学反思与改进
CHAPTER 01
课程背景与目标
教材分析
《一着惊海天》是八年级上册的一篇重要课文，选自某著名作家的小说。文章通 过生动的描写和丰富的情节，展现了主人公在困境中的坚韧和勇气。
专注度
互动与合作
观察学生在小组活动中的互动情况， 包括是否愿意与他人合作、分享观点 、解决问题等，以评估学生的合作精 神和团队意识。
注意学生在课堂上的专注度，包括是 否认真听讲、做笔记、跟随教师思路 等，以评估学生的学习态度。
作业完成情况评价
作业提交情况
记录学生每次作业的提交情况，包括是否按时提交、作业完整度 等，以评估学生的责任心和自主性。
八年级上册语文第4课《一着惊海天》预习教案(2024)
修辞手法
文章运用比喻、对偶等修辞手法，生动形象地描绘了歼-15舰载机着舰时的情景，增强了文章的感染 力和表现力。
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写作技巧指导与范例分析
写作技巧
文章采用了多种写作技巧，如倒叙、插叙等，使得文章结构 紧凑、情节跌宕起伏。同时，作者还通过描写人物的神态、 动作等细节，刻画出了鲜明的人物形象。
八年级上册语文第4课《一着惊海 天》预习教案
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目录
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• 课程背景与目标 • 文本解读与赏析 • 知识点归纳与拓展 • 思考与讨论环节 • 课堂活动与互动环节 • 课后作业与延伸阅读建议
2
01
课程背景与目标
Chapter
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教材版本及课文内容
教材版本
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03
知识点归纳与拓展
Chapter
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文学常识及修辞手法
文学常识
《一着惊海天》是当代作家蔡年迟、蒲海洋创作的通讯，首次发表于2012年11月25日《人民海军报 》，并入选“部编版”教科书八年级上册。文章用细腻的笔触记述了辽宁舰歼-15舰载机成功着舰的 过程，向读者展示了中国人民军队在创新中不怕困难，勇于胜利的精神。
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完成课后练习题并巩固所学知识
认真完成课后练习题，包括阅读理解、词语运用、语法 解析等，以巩固课堂所学知识。
对于不熟悉的词语和句型，要查阅相关资料或请教老师 ，确保完全掌握。
将课后练习题与课文内容相结合，加深对文章主旨和写 作手法的理解。
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阅读相关主题文章或书籍拓宽视野
9bchapter 4 课文及翻译
牛津英语9B chapter4 课文翻译悬赏分：30|解决时间：2010-3-7 23:02 |提问者：95fd12d4好人帮帮忙啊在线等。
不要机器翻的啊原文：CHAPTER FOUR READINGJoyce wanted to encourage students to read more famous books.So,in her newspaper,she printed this funny story from a book called The Adventures of Tom Sawyer by Mark Twain.Tom Sawyer Paints The Fence Saturday morning cameand everything was bright and fresh.Every boy in town was happy,except Tom Sawyer.Tom stood on the sidewalk with a bucket of white paintand a brush with a long handle in his handsHe looked at the fence that his aunt had told him to paint and felt very depressedIt was thirty yards long and three yards high!He dipped his brush in the paint and painted a corner of the fence.Then he stood back and looked at it.The section that was painted was so small,and the unpainted section was so big!He sat down under a tree to have a rest.He began to think of all the games which he had planned for the day.Soon the boys who were free would come along and make fun of him.But just then,he had a wonderful idea.He picked up his brush and went back to work.Ben Rogers came along the road,singing happily and carrying an appleHe stopped and looked at Tom.Tom went on painting and ignored Ben.'I'm going swimming,'said Ben.'Do you want to go swimming,Tom? But I guess you can't.You have to stay and work,don't you?'Tom went on painting.'Work?' he said.'This isn't work.I'm enjoying myself.Does a boy get a chance to paint a fence like this every day?'Ben thought about this.Tom went on painting,carefully.Sometimes he stopped,stood back to look at the fence,and then added a bit more paint in just the right placeBen was watching Tom's every moveHe was getting more and more interested.After a whilehe said,'Tom,will you let me do some painting?'Tom thought about it,and said,'No,Ben,I can't.You see,Aunt Polly wants it to be done properly.I'm the only one who can do it right.'Oh,please,Tom,'begged Ben.'I can do it.I'll be really careful Just let me try.I'll give you half of my apple.I'll give you all of it!'Well,all right,Ben,'said Tom.'But you must be careful.'He gave Ben his brush with worry on his face but joy in his heartHe sat down again under the tree,and started to eat the applethat Ben had given him.All day,boys came to make fun,but they ended up staying to paint.When Ben got tired,Billy Fisher was waiting.He gave Tom a kite for a chance to paint.Then Johnny Miller offered him twelve marbles,and so on.By late afternoon Tom had gained all sorts of toys,and the fence had gained three coats of paintLater Aunt Polly came to look at Tom's work.She was so pleased when she saw the painted fence that she gave Tom a large cake!最佳答案第四章阅读乔伊斯要鼓励学生多阅读有名的著作。
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等级：Chapter4 Educational Visits
Joyce wanted to include some articles ____________________________________(关于教育访问)to ______________________(其他国家)in the school newspaper. She asked some older student to ______________________(写这些文章).
A ______________________(绝妙的)year in New Zealand Tammy Luo
‘If I ________(去)to New Zealand, will I ______________________(能够理解)the local people?’ This was my ______________________(第一个想法) when the American Field Service (AFS) programme_______________(接受)me as part of their educational exchange programme.
I ______________________________________(和寄宿家庭呆在一起) in Auckland for one year. ____________________(开始时), ______________________(沟通)was quite difficult. But my hosts were very _________________(耐心的)and they helped me learn fast.
I______________________(拍了很多照片)of China with me so that I could show people ______________________(中国文化). I ______________________(作报告关于)China to my classmates, and I ___________(甚至) did some simple Chinese cooking.
It was a wonderful year. I______________________(了解到)a new culture, and I __________________________________________(变得更加自信).
Visiting ______________________(穷人)in Thailand Edwin Su
Last year I went to Thailand for ten days. The trip ______________________(由…安排)World Vision. ______________________(…的目标)our trip was to learn about the lives of poor people in Thailand.
I____________________________________________(被我所见的深深地打动). In certain areas, some families were ______________________(如此穷以至于) they had to live in rubbish dumps. __________________(但是), the Thai government is working hard to i____________________________________________(改善状况).
__________(虽然) the trip was___hard work, it was a very ____________________(有价值的经历)for me. It _________________________________________(显示出我有多么幸运).
Scholarship to Japan Sylvia Wang
I visited Japan for six weeks because I ____a Japan Airlines scholarship. For five weeks, I lived with _________________________________________(其他外国学生)in a hotel and ___________________________________________(上日语课) . We also had classes on Japanese culture and __________________________________________(去观光游览) .
For the _________(最后的) week, I stayed with a friendly family in Kyoto, the old ___________（首都）of Japan.
I _________________________(交朋友)students from other countries, ________________________(也，还) many from Japan. I ________________________(返回)China three months ago and ________________________(从那以后)I ___________________________________________(与…保持联系)my new friends ________________________(通过写邮件) .。