unforgettableexperience教。

一名爱岗敬业的教师要充分考虑学生的理解性，作为教师就要根据教学内容制定合适的教案。教案可以让学生更好的消化课堂内容，帮助教师掌握上课时的教学节奏。写好一份优质的教案要怎么做呢？急您所急，小编为朋友们了收集和编辑了“unforgettableexperience教”，相信能对大家有所帮助。

Unit4Unforgettableexperience
Period1.Listening

Teachingobjectivesanddemands:
1.Theactivityisdesignedtoencouragestudentstothinkaboutsomeunforgettableexperienceandtoactivaterelevantvocabulary.
2.Askthestudentstodescribeafamouspersonandgiveexamplesofsituationsthepersonortheaccidenthappened.Usetheactivityasabrainstormingsessiondoneeitheringroupsorwiththewholeclass.
3.Languageuse:Manipulatelistening,speakingpractice
Keypoints:
1.EverydayEnglishforcommunication.
2.Wordsandusefulexpressions
Teachingprocedures:
Step1Warmup
1.Game:Askstudentstoguesswhatorwhomtheteacheristalkingabout.
1)Heinventedthefirsttelephoneintheworld.----------AlexanderBell
2)HeisalsoagreatinventorinAmerica.Heinventedthephonographandtheelectriclamp-----Thomas
Edison
3)HeisaJewish,andhepresentedthetheoryofrelativity.-----------AlbertEinstein
4)Heisaveryfamouscartoonmaker.HecreatedMickeymouse.----------WaltDisney
5)TheyareAmericanbrothers.Theyinventedtheplane.------------LaiteBrother
2.TellSs:Wecanuseattributiveclausetodescribethesepersons.
e.g.AlexanderBellisthepersonwhoinventedthefirsttelephoneintheworld.
AskSstogiveotherfoursentencesusingtheattributiveclause.
TellSs:Allofthesepeopleareunforgettable,becausewhattheydidhavedevelopedhumanbeings’life.Thenpleaseturntopage22,andlookatthefourpictures.Pleaseuseattributiveclausetodescribethesepersonsandthings.
1)Zhanghengisthemanwhomadetheearliestseismographin132.
2)HowardcarteristhemanwhofoundtheKingTut’stombin1937.
3)TheTitanicistheshipthat/whichsankafterhittinganiceberg.
4)Beijingisthecitythat/whichhasgotthechancetohostthe2008OlympicGames.
4.AskSstomakeupdialoguesaboutthesepicturesandpractice.
e.g.----Doyouknowthemaninpicture1?----HeisZhangheng.
----Whatmadehimunforgettable?/Howdoyouknowhim?-----heisthemanwhomadetheearliestseismograph.
Step2Listening
1.AskSstodescribethepicturesofearthquake.
2.Briefintroduction:HankStramlivesinSanFranciscowithhiswifeanddaughter.OnOctober17th,1989astrongearthquaketookplaceandkilledover100people.Hewascaughtintheearthquake.Herewewilllistentotwopassagesabouthisownexperience.
3.AskSstoreadthequestionsinpart1,andlistentothetapetwice.Thenaskthemtoworkingroups
topresenttheiranswers.
a)Whendidtheearthquakehappen?----------5:15pm
b)Wherewasthemandrivingwhenithappened?-----------onhiswaytohisdaughter’sschool
c)Whatwasthefirstthinghesaw?----------thecarinfrontstartedtomovefromsidetoside.
d)Whathadhebeendoingbeforetheearthquake?----------hehadfinishedhisworkandgonetothepostoffice.
e)Whatwashegoingtodo?--------hewasgoingtofetchhisdaughterfromherschool.
4.Listentothetapeagaintocheckandtheteachergivenecessaryexplanation.
5.Readthesefivesentencesinpart2,andthenlistentothetapetwice,thenfilltheblanks.
a)Ifoundmyselfinthedark.
b)ThenIrememberedwhathadhappened.
c)ItwascleartomenowthatIhadbeeninanearthquake.
d)ThenIheardpeopleclimbingtowardsme.
e)Ateamofpeoplehadcometoseeifanyonewasunderthebrokenroad.
6.Listenagaintocheckandmakesomeexplanation.
7.AskSstotellthewholestory(usingfirst,next,then,finally)
Step3Exerciseintheworkbook(Page103)
AskSstolistentothetapetwiceandthencompletethetable.
NameChrissyJackDr.BrownMs.Brown
JobStudentStudentDoctorTeacher
AddressTianjingBeijing/Tianjing
Age19YoungOldMiddle-aged
LooksGlassesTallHatPurpledress
Evaluationofteaching:

Period2.Speakingandtalking
Teachingobjectives
1.Developthestudents’comprehensionofexplorativepassages,especiallytheirabilityofspeaking
andtalking,analyzingthestructureofsuchkindofarticles.
2.Offerthestudentschancesofself-culturebyworkingingroupsandseekinginformationaboutthe
filmoutsidetheclass.
3.Infusethestudentswithbasicknowledgeabouttheexperience
4.Learnsomewordsandusefulexpressionsfromthetext.
TeachingApproach
1.CommunicativeApproachshouldbeusedthroughouttheclass.Stressshouldbelaidon:
2.Learner-centeredness;learning-centeredness
3.Task-basedlearning
4.Activity-basedteaching(classwork;individualwork;groupwork)
Teachingtype:Speakingandtalking
TeachingProcedure
Step1.ReportinclassAstudentisaskedtoreportsomethinginterestingheorshepicksupfrom
newspaperormagazines.
Step2.ReviewandcheckSshaveaworddictationandchecktheirhomeworkinworkbook
Step3.Speaking
1.ReadthedialogueinP23inpairs,andactout.
2.Giveexplanationsofsomephrasesinthedialogue.
Begoodat:dowellinForfun:notseriously
3.AskSstofindouttheexpressionsaboutofferinghelp,encouragingothersandgivingadvice.
---Don’tworry!/Justtry/youcandoit/Welldone!/Thatwasaverygoodball.
4.Introducethemsomeotherusefulexpressions.
Whenindanger:Help!
Wheninfrighten:Itscaresme./I’mafraidto…
Whenencouragingsb:Itwillbeok./Comeon!/Keeptrying./It’sallright.
5.AskSstodescribethethreepicturesonP23.Thentheteacherintroducethethreedifferentsituations.
Pic1.Youhavejustbeensavedfromaterribleearthquakeandyouworryaboutyourfamily.
Pic2.Yourneighborwilltakecarsofyourfavoritepetwhileyougoonaholiday.
Pic3.Yourhouseisonfirebutthereisstillalittlegirlsleepinginthebedroomonthesecondfloor.
ThenaskSstomakedialoguesaccordingtothesesituations,usingtheseusefulexpressions,andchooseseveralpairstoactout.
Step4.Talking
1.GivetheBriefintroductionofthesituation:onediscoveredthetombofaChineseKingwhilehewasworking.Hewentinandhadalook,butdidn’ttouchanything.Thenascientistcame3dayslater,sotheybegantotalkaboutthetomb.
2.Role-play:AskSstoworkinpairstomakeupadialogue.Oneactsthepersonwhofindthetomb.TheotheroneactsthescientistfromBeijing.TheycanreadquestionsonP103first,andthenchoosesomeofthemtomakeuptheirdialogues.
Step5.Homework
workbook
RevisethekeypointsofthisUnit.
Evaluationofteaching:

Period3.Reading

Teachingobjectives
1.Developthestudents’comprehensionofreadingexplorativepassages,especiallytheir
abilityofanalyzingthestructureofsuchkindofarticles.
2.Offerthestudentschancesofself-culturebyworkingingroupsandseekinginformationaboutthefilmoutsidetheclass.
3.Infusethestudentswithbasicknowledgeaboutthefriendandfriendship
4.Learnsomewordsandusefulexpressionsfromthetext.
TeachingApproach
1.CommunicativeApproachshouldbeusedthroughouttheclass.Stressshouldbelaidon:
2.Learner-centeredness;learning-centeredness
3.Task-basedlearning
4.Activity-basedteaching(classwork;individualwork;groupwork)
Teachingtype:Readingcomprehension
TeachingProcedure
Step1.Pre-reading
1.TellSs:DoyourememberHankStram’sterribleexperience?Hewastrappedintheearthquakefor
about14hours.Itisreallyanunforgettableexperienceforhim.Asweallknow,theearthquakeisakindofnaturaldisasters.Thencanyoulistsomeothernaturaldisasters?
2.Writedowntheiranswersontheblackboard----Flood,Typhoon,Hurricane,Volcaniceruption,Thunderstorms,Snowstorm,Fire…
3.TellSs:Amongthesedisasters,IthinkmostofushaveexperiencedtheTyphoons,right?Thencanyoudescribewhatitwaslikeandhowyoufelt?AsksomeSstogivetheirideas.
4.Posequestion:Ifyouareridingabicycleontheroad,andthetyphooniscoming,thenwhatwouldyousee/feel/do?Pleaseusefirst,next,then,andfinallyinyourdescription.
AsktwoorthreeSstogivetheirdescription.
5.Posequestion:Haveyoueverexperiencedsuchnaturaldisasters?
Ifyes,askthemtodescribe.Ifno,askthemtousetheirimaginationanddiscussingroupstodescribewhatwouldtheysee/feel/doinothersituations.Thenchooseseveralgroupstopresenttheirideasusingfirst,next,then,andfinally.

DisasterTyphoonFloodEarthquakeFire
SituationYou’reridingabicycleontheroad.You’reintheclassroom.You’resleepinginyourbedroom.You’reshoppinginasupermarket.
Whatwouldyousee/feel/do?First,…
Next,…
Then,…
Finally,…First,…
Next,…
Then,…
Finally,…First,…
Next,…
Then,…
Finally,…First,…
Next,…
Then,…
Finally,…
Step2.While-reading
1.Poseaquestion:Whatisthetextabout?---AbouthowFloraandJeffrescuethemselvesintheflood.
2.Listentothetapeonce,andaskthemtoanswerquestions:
Whathappenedtothemfinally?----Survive
Howdidtheymakeit?----Stayintheroomwithachimney
Why?--------It’sthestrongestpartofthehouse.(Para8andPara11)
3.AskSstoreadthewholepassagecarefully,andthenfillinthetablebelow.
First
Whatdidsheseeandfeel?Next
Whatdidtheydointhefirstandsecondwave?Then
Whathappenedwhenanotherwavecame?Finally
Whathappenedtothem?
4.Accordingtothetable,askSstocatchthemainideaofthewholestory.ChoosesomeSstoretell.
5.Languagestudy
Paragraph1
1)Heardsomebodyshouting/sawJeffrunning
See/hearsbdoing--------Iheardhimsingingnextdoorlastnight.
See/hearsbdo-------Iheardhimsingnextdoor.
Comparethedifferencesbetweenthetwo.
2)Theattributiveclause:it’sapartofasentence,andtellsuswhichpersonorthing(orwhatkindofpersonorthing)thespeakermeans.
3)Lookaround:
4)Roar:(n)loudanddeepsoundofalion,thunder,orapersoninpain
(v)makeloudanddeepsound
5)Advance:(v)moveforwardordevelop---Ourtroops~dtwomiles.
----Thewateris~ingon/upon/towardsher.
(n)inadvance:beforehand---ifyouwanttocomehereforyourholiday,pleasecallme~.
6)Beupon:becloseto
Paragraph2
7)Seize:takeholdofsuddenlyandviolently
Paragraph3
8)Sweep:cleanandclearaway---e.g.sweepthedustfromthecarpets
sweepdown:knockdownbythewater
sweepaway(Para9)—e.g.s~thedeadleaves
9)Swallow:allowtogodownthethroat,heremeansshewastakeninbythewateranddisappeared.
10)Drag:pullalongwitheffortanddifficulty
11)Godown:golower;set----e.g.Thepriceofegghasgonedown.
Thesunisgoingdown.
Heremeanstheywereswallowedbythewater
Gothrough:pass---e.g.Aterriblenoisewentthroughthehouse.(Para10)
experience,suffer---e.g.~hardships
Paragraph4
12)Against:indicatingsupportandclose---e.g.placetheladder~thewall
13)Struggle:makegreatefforts
Struggleagainst---e.g.~againstdifficulties
14)Getonherfeet:standup
15)Fightforherlife:tryherbesttorescueherself
16)Lookinto:stareat---e.g.JeffandFloralookedintoeachother’sface.
examine,investigate---e.g.~aquestion
17)Withalookof:herelookisanoun,andmeansappearanceonone’sface
18)Fright:fear-----e.g.givesba~;take~atsth
Frighten(v):scare----e.g.Thegreatnoise~edme.
Paragraph6
19)Flow:movealongasariverdoes------e.g.Rivers~intothesea.
Thetears~edfromhereyes.
Paragraph7
20)Strike:hit,giveablowto----e.g.~whiletheironishot.
Theclockis~ing12.
21)Crackingnoise:Whenthehousewasbrokenwithlinesofdivision,itmadesuchsuddensharpnoise.
Paragraph8
22)Falldown:crash,breakdown/fail---e.g.~onone’spromise
Paragraph9
23)Noun+after+Noun:indicatingthesuccession.Treeaftertree;dayafterday;yearafteryear
24)Musthavedone:Heissleepythismorning.Hemusthavesleptverylatelastnight.
Mustbedoing:e.g.Ihearsloudvoicesnextdoor.Theymustbequarrelling.
Mustdo:e.g.HeisTom’sbestfriend.HemustknowhisE-mail.
Step3.Post-reading
1)AskSstofindthesesentencesbelowandthenworkoutwhattheunderlinedwordsreferto?
Beforeshecouldmove,sheheardaloudnoise,whichgrewtoaterribleroar.-------aloudnoise
Thereshesawawallofwaterthatwasquicklyadvancingtowardsher.------behindher
Shewantedtowatchit.---------awallofwater
Flora,whosebeautifulhairanddresswereallcoldandwet,startedcrying.----------flora’s
Forsomemomentsbothweresilent.---------JeffandFlora
2)Dotheexercisesinpage26
Step8.Homework
workbookReading
RevisethekeypointsofthisUnit.
Period4.Grammar
Teachingaimsanddemands
1.ThestudentsareaskedtomastertheGrammar:
2.IntegratingSkill:reading
3.Oralpractice:manipulateoralpracticerelevanttothereadingmaterial.
Keypoints:grammarandreading
Teachingmethods:Reading—Sentencestructure----explanation
Teachingprocedures:
Step1.Revision
(1)Checkthehomeworkexercises.
(2)Revisethekeypointsofthepreviouslesson.
Step2.Warmingup
Playagame:TheteacherdescribesborsthandaskSstoguess.
Ifapersonlikesreadingverymuch,wecallhimabookworm.
Ifapersonlovestoplayorwatchsports,wecallhimasportsfan.
Ifapersonoftenworksveryhard,andseldomstopworking,wecallhimaworkaholic.
IfapersonoftenspendsalotoftimewatchingTV,wecallhimacoughpotato.
IfapersoncancommunicatewithyouontheInternet,wecallhimane-pal.
Ifamachinecantellustime,itisawatchoraclock.
Ifamachinecanflyinthesky,itisaplane.
Step3.Leadin
1.TellSs:Wecanusetheattributiveclausetodescribethesepersonsandthings.
e.g.Abookwormisapersonwholikesreadingverymuch.
Aplaneisamachinethat/whichcanflyinthesky.
AskSstousetheattributiveclausetodescribethepeopleandthingsthatyouhaveguessedinthewarmingup.
Asportsfanisapersonwholovestoplayorwatchsports.
Aworkaholicisapersonwhoworksveryhard.
AcoughpotatoisapersonwhooftenspendsalotoftimewatchingTV.
Ane-palisapersonwhom/whowecancommunicatewithontheInternet
Aclockisamachinewhich/thatcantellustime.
2.TellSs:Intheattributiveclause,wewillusetherelativepronouns.whenwetalkaboutpeople,wecanusewho,whom,whoseandthat.Whenwetalkaboutthings,wecanusewhichandthat.
3.Giveexplanationandexamples.
1)ShelookedatJeffwhowaswavinghisarms.-----ShelookedatJeff.Jeffwaswavinghisarms.
2)ThemantowhomyoutalkedisMr.Li.-----ThemanisMr.Li.Youtalkedtotheman.
3)Thestorythat/whichyoureadis“TheRescue”.----Thestoryis“TheRescue”.Youreadthestory.
4)Doyouknowtheboywhoseparentsareonholiday?----Doyouknowtheboy?Theboy’sparentsareonholiday.
4.ThenaskSstomakeupsentences,usingtheattributiveclausetodescribeotherpeopleandthingsaswedidabove.
5.Dotheexercises1inP26andP105-----filltheblanks
6.AskSstocombinetwosentencesintoone,usingtheattributiveclause.(exercise2inP105)
Step4Homework
Finishofftheworkinworkbook
Trytowriteanewsstoryinabout100words
Revisethegrammar
Evaluationofteaching:

Period5.Integratingskills
Teachingaimsanddemands
IntegratingSkill
Grammarandwriting
Getthestudentstowriteanemail
Keypoints:1.Usefulexpressions;2.writing3.grammar
Teachingmethods:Writtenpracticeandgrammar.
Teachingprocedures
Step1.Revision
(1)Checktheworkexercises.
(2)Atestforunit4
Step2Post-Integratingskill
1.Listentothetapeonce,andposequestions:
whatisthepassageabout?------aboutatravel
wheredotheytravel?--------SichuanProvince(MountEmei,Leshan)
2.Readthewholepassageagain,andthenfillinthetableontheblackboard.
GoingonatriptoLeshanandEmei
ThereasonGoonaholiday;notfaraway
PreparationCallatravelagent;withtwofriends;takebottlesofwater,apples,oranges
WhattoseeinLeshanTheBuddha--------big,tallerthanthehighestbuildingintheirvillage
WhattoseeonEmeiMonkeys---notafraidofman;naughty----exciting
Templesandforest----beautiful
HowtogettothetopMaybeonfoot
3.AskSstoredagainandthenretellthewholestoryaccordingtothetableontheblackboard.
4.Givenecessaryexplanations
AskSstofindoutalltheattributiveclauseandthelinkingwords
EncourageSstousesuchclauseandlinkingwords.
Step3.SummaryinUnit4
AskSstotalkabouttheirowntravelorsomeunforgettableexperience
Step4Writing
AsktheSstowriteanarticleonanexperiencetosomeplace.
DothereadinginP106
Assignment:writeanessayaboutanunforgettableexperienceoftheSs’
Step5.Homework
(1)Finishofftheexercisesintheworkbook.
(2)Writeanemailintomyemail-box.
(1)Summarythekeypointsinthisunit
Evaluationofteaching:

延伸阅读

第六教时

第六教时

教材：交集与并集（1）

目的：通过实例及图形让学生理解交集与并集的概念及有关性质。

过程：

一、复习：子集、补集与全集的概念及其表示方法

提问（板演）：U={x|0≤x6,xZ}A={1,3,5}B={1,4}

求：CuA={0,2,4}．CuB={0,2,3,5}．

二、新授：

1、实例：A={a,b,c,d}B={a,b,e,f}

图

cdabef

cdabef

公共部分A∩B合并在一起A∪B

2、定义：交集：A∩B={x|xA且xB}符号、读法

并集：A∪B={x|xA或xB}

见课本P10--11定义（略）

3、例题：课本P11例一至例五

练习P12

补充：例一、设A={2,-1,x2-x+1},B={2y,-4,x+4},C={-1,7}且A∩B=C求x,y。

解：由A∩B=C知7A∴必然x2-x+1=7得

x1=-2,x2=3

由x=-2得x+4=2C∴x-2

∴x=3x+4=7C此时2y=-1∴y=-

∴x=3,y=-

例二、已知A={x|2x2=sx-r},B={x|6x2+(s+2)x+r=0}且A∩B={}求A∪B。

解：

∵A且B∴

解之得s=-2r=-

∴A={-}B={-}

∴A∪B={-,-}

三、小结：交集、并集的定义

四、作业：课本P13习题1、31--5

补充：设集合A={x|-4≤x≤2},B={x|-1≤x≤3},C={x|x≤0或x≥},

求A∩B∩C,A∪B∪C。

《课课练》P6--7“基础训练题”及“例题推荐”

第七教时

一名优秀的教师在教学时都会提前最好准备，作为教师就要好好准备好一份教案课件。教案可以让上课时的教学氛围非常活跃，帮助教师能够井然有序的进行教学。优秀有创意的教案要怎样写呢？为此，小编从网络上为大家精心整理了《第七教时》，供您参考，希望能够帮助到大家。

第七教时

教材：交集与并集（2）

目的：通过复习及对交集与并集性质的剖析，使学生对概念有更深刻的理解

过程：一、复习：交集、并集的定义、符号

提问（板演）：（P13例8）

设全集U={1，2，3，4，5，6，7，8}，A={3，4，5}B={4，7，8}

求：（CUA）∩(CUB),(CUA)∪(CUB),CU(A∪B),CU(A∩B)

解：CUA={1，2，6，7，8}CUB={1，2，3，5，6}

(CUA)∩(CUB)={1，2，6}

(CUA)∪(CUB)={1，2，3，5，6，7，8}

A∪B={3，4，5，7，8}A∩B={4}

∴CU(A∪B)={1，2，6}

CU(A∩B)={1，2，3，5，6，7，8，}

结合图说明：我们有一个公式：

U

A

B

(CUA)∩(CUB)=CU(A∪B)

(CUA)∪(CUB)=CU(A∩B)

二、另外几个性质：A∩A=A,A∩φ=φ,A∩B=B∩A,

A∪A=A,A∪φ=A,A∪B=B∪A.

（注意与实数性质类比）

例6（P12）略

进而讨论(x,y)可以看作直线上的点的坐标

A∩B是两直线交点或二元一次方程组的解

同样设A={x|x2-x-6=0}B={x|x2+x-12=0}

则(x2-x-6)(x2+x-12)=0的解相当于A∪B

即：A={3,-2}B={-4,3}则A∪B={-4,-2,3}

三、关于奇数集、偶数集的概念略见P12

例7（P12）略

练习P13

四、关于集合中元素的个数

规定：集合A的元素个数记作：card(A)

A

B

作图观察、分析得：

card(A∪B)card(A)+card(B)

card(A∪B)=card(A)+card(B)-card(A∩B)

五、（机动）：《课课练》P8课时5“基础训练”、“例题推荐”

六、作业：课本P146、7、8

《课课练》P8—9课时5中选部分

第九教时

一名优秀负责的教师就要对每一位学生尽职尽责，作为高中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，减轻高中教师们在教学时的教学压力。那么怎么才能写出优秀的高中教案呢？以下是小编为大家收集的“第九教时”大家不妨来参考。希望您能喜欢！

第九教时

（可以考虑分两个教时授完）

教材：单元小结，综合练习

目的：小结、复习整单元的内容，使学生对有关的知识有全面系统的理解。

过程：

一、复习：

1．基本概念：集合的定义、元素、集合的分类、表示法、常见数集

2．含同类元素的集合间的包含关系：子集、等集、真子集

3．集合与集合间的运算关系：全集与补集、交集、并集

二、苏大《教学与测试》第6课习题课（1）其中“基础训练”、例题

三、补充：（以下选部分作例题，部分作课外作业）

1、用适当的符号（，，，，=，）填空：

0F；0N；F{0}；2{x|x-2=0}；

{x|x2-5x+6=0}={2,3}；(0,1){(x,y)|y=x+1}；

{x|x=4k,kZ}{y|y=2n,nZ}；{x|x=3k,kZ}{x|x=2k,kZ}；

{x|x=a2-4a,aR}{y|y=b2+2b,bR}

2、用适当的方法表示下列集合，然后说出其是有限集还是无限集。

①由所有非负奇数组成的集合；{x=|x=2n+1,nN}无限集

②由所有小于20的奇质数组成的集合；{3,5,7,11,13,17,19}有限集

③平面直角坐标系内第二象限的点组成的集合；{(x,y)|x0,y0}无限集

④方程x2-x+1=0的实根组成的集合；F有限集

⑤所有周长等于10cm的三角形组成的集合；

{x|x为周长等于10cm的三角形}无限集

3、已知集合A={x,x2,y2-1},B={0,|x|,y}且A=B求x,y。

解：由A=B且0B知0A

若x2=0则x=0且|x|=0不合元素互异性，应舍去

若x=0则x2=0且|x|=0也不合

∴必有y2-1=0得y=1或y=-1

若y=1则必然有1A,若x=1则x2=1|x|=1同样不合，应舍去

若y=-1则-1A只能x=-1这时x2=1,|x|=1A={-1,1,0}B={0,1,-1}

即A=B

综上所述：x=-1,y=-1

4、求满足{1}A{1,2,3,4,5}的所有集合A。

解：由题设：二元集A有{1，2}、{1，3}、{1，4}、{1，5}

三元集A有{1，2，3}、{1，2，4}、{1，2，5}、{1，3，4}、{1，3，5}、{1，4，5}

四元集A有{1，2，3，4}、{1，2，3，5}、{1，2，4，5}、{1，3，4，5}

五元集A有{1，2，3，4，5}

5、设U={xN|x10},A={1,5,7,8},B={3,4,5,6,9},C={xN|0≤2x-37}求：

A∩B,A∪B,(CuA)∩(CuB),(CuA)∪(CuB),A∩C,[Cu(C∪B)]∩(CuA)。

解：U={xN|x10}={0,1,2,3,4,5,6,7,8,9},C={xN|≤x5}={2,3,4}

A∩B={5}A∪B={1,3,4,5,6,7,8,9}

∵CuA={0,2,3,4,6,9}CuB={0,1,2,7,8}

∴(CuA)∩(CuB)={0,2}(CuA)∪(CuB)={0,1,2,3,4,6,7,8,9}

A∩C=F又∵C∪B={2,3,4,5,6,9}∴Cu(C∪B)={0,1,7,8}

∴[Cu(C∪B)]∩(CuA)={0}

6、设A={x|x=12m+28n,m、nZ},B={x|x=4k,kZ}求证:1。8A2。A=B

证：1。若12m+28n=8则m=当n=3l或n=3l+1(lZ)时

m均不为整数当n=3l+2(lZ)时m=-7l-4也为整数

不妨设l=-1则m=3,n=-1∵8=12×3+28×(-1)且3Z-1Z

∴8A

2。任取x1A即x1=12m+28n(m,nZ)

由12m+28n=4=4(3m+7n)且3m+7nZ而B={x|x=4k,kZ}

∴12m+28nB即x1B于是AB

任取x2B即x2=4k,kZ

由4k=12×(-2)+28k且-2kZ而A={x|x=12m+28n,m,mZ}

∴4kA即x2A于是BA

综上：A=B

7、设A∩B={3},(CuA)∩B={4,6,8},A∩(CuB)={1,5},(CuA)∪(CuB)

={xN*|x10且x3},求Cu(A∪B),A,B。

解一：(CuA)∪(CuB)=Cu(A∩B)={xN*|x10且x3}又：A∩B={3}

U=(A∩B)∪Cu(A∩B)={xN*|x10}={1,2,3,4,5,6,7,8,9}

A∪B中的元素可分为三类:一类属于A不属于B;一类属于B不属于A;一类既属A又属于B

由(CuA)∩B={4,6,8}即4,6,8属于B不属于A

由(CuB)∩A={1,5}即1,5属于A不属于B

由A∩B={3}即3既属于A又属于B

∴A∪B={1，3，4，5，6，8}

∴Cu（A∪B）={2，7，9}

A中的元素可分为两类:一类是属于A不属于B,另一类既属于A又属于B

∴A={1,3,5}

同理B={3,4,6,8}

解二（韦恩图法）略

8、设A={x|-3≤x≤a},B={y|y=3x+10,xA},C={z|z=5-x,xA}且B∩C=C求实数a的取值。

解：由A={x|-3≤x≤a}必有a≥-3由-3≤x≤a知

3×(-3)+10≤3x+10≤3a+10

故1≤3x+10≤3a+10于是B={y|y=3x+10,xA}={y|1≤y≤3a+10}

又-3≤x≤a∴-a≤-x≤35-a≤5-x≤8

∴C={z|z=5-x,xA}={z|5-a≤z≤8}

由B∩C=C知CB由数轴分析:且a≥-3

-≤a≤4且都适合a≥-3

综上所得:a的取值范围{a|-≤a≤4}

9、设集合A={xR|x2+6x=0},B={xR|x2+3(a+1)x+a2-1=0}且A∪B=A求实数a的取值。

解：A={xR|x2+6x=0}={0,-6}由A∪B=A知BA

当B=A时B={0,-6}a=1此时B={xR|x2+6x=0}=A

当BA时

1。若BF则B={0}或B={-6}

由D=[3(a+1)]2-4(a2-1)=0即5a2+18a+13=0解得a=-1或a=-

当a=-1时x2=0∴B={0}满足BA

当a=-时方程为x1=x2=

∴B={}则BA（故不合，舍去）

2。若B=F即D0由D=5a2+18a+130解得-a-1

此时B=F也满足BA

综上:-a≤-1或a=1

10、方程x2-ax+b=0的两实根为m,n,方程x2-bx+c=0的两实根为p,q,其中m、n、p、q互不相等，集合A={m,n,p,q},作集合S={x|x=a+b,aA,bA且ab}，P={x|x=ab,aA,bA且ab},若已知S={1,2,5,6,9,10},P={-7,-3,-2,6,

14,21}求a,b,c的值。

解：由根与系数的关系知：m+n=amn=bp+q=bpq=c

又:mnPp+qS即bP且bS

∴bP∩S又由已知得S∩P={1,2,5,6,9,10}∩{-7,-3,-2,6,14,21}={6}

∴b=6

又：S的元素是m+n,m+p,m+q,n+p,n+q,p+q其和为

3(m+n+p+q)=1+2+5+6+9+10=33∴m+n+p+q=11即a+b=11

由b=6得a=5

又：P的元素是mn,mp,mq,np,nq,pq其和为

mn+mp+mq+np+nq+pq=mn+(m+n)(p+q)+pq=-7-3-2+6+14+21=29

且mn=bm+n=ap+q=bpq=c

即b+ab+c=29再把b=6,a=5代入即得c=-7

∴a=5,b=6,c=-7

四、作业：《教学与测试》余下部分及补充题余下部分

第八教时

第八教时

教材：交集与并集（3）

目的：复习交集与并集，并处理“教学与测试”内容，使学生逐步达到熟练技巧。

过程：

一、复习：交集、并集

二、1．如图（1）U是全集，A，B是U的两个子集，图中有四个用数字标出的区域，试填下表：

区域号

相应的集合

1

CUA∩CUB

2

A∩CUB

3

A∩B

4

CUA∩B

集合

相应的区域号

A

2，3

B

3，4

U

1，2，3，4

A∩B

3

A2

3

B4

11

U

8C

67

B4

5

3

2A

1U

图（1）

图（2）

2．如图（2）U是全集，A，B，C是U的三个子集，图中有8个用数字标

出的区域，试填下表：（见右半版）

3．已知：A={(x,y)|y=x2+1,xR}B={(x,y)|y=x+1,xR}求A∩B。

解：

∴A∩B={（0，1），（1，2）}

区域号

相应的集合

1

CUA∩CUB∩CUC

2

A∩CUB∩CUC

3

A∩B∩CUC

4

CUA∩B∩CUC

5

A∩CUB∩C

6

A∩B∩C

7

CUA∩B∩C

8

CUA∩CUB∩C

集合

相应的区域号

A

2，3，5，6

B

3，4，6，7

C

5，6，7，8

∪

1，2，3，4，5，6，7，8

A∪B

2，3，4，5，6，7

A∪C

2，3，5，6，7，8

B∪C

3，4，5，6，7，8

三、《教学与测试》P7-P8（第四课）P9-P10（第五课）中例题

如有时间多余，则处理练习题中选择题

四、作业：上述两课练习题中余下部分