unit 13 The water planet[下学期]
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| 名称 | unit 13 The water planet[下学期] |  | |
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| 资源类型 | 教案 | ||
| 版本资源 | 通用版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2006-02-28 15:42:00 | ||
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Unit 13 The water planet
I. Teaching Goals
1. Talk about water and the ocean.
2. Practise communicative skills.
3. Review Modal Verbs.
4. Write an explanation paragraph.
II. Teaching Time: Five periods
The First Period
Teaching Aims:
1. Learn and master the new words and the useful expressions of this part.
Words: cube, sailor, disadvantages, enter tainment
Phrases: come up with, happen to
Useful expressions: The water is being used to/for……
We should/could……
If we……we can……
It would be better……
2. Learn something about water by doing ex periment,
3. Do some listening.
4. Improve the students' speaking ability by talking.
Teaching Important Points
1. Make the students be free to talk about water.
2. Improve the students' listening ability by listening.
Teaching Difficult Points:
1. How to finish the task of speaking.
2. How to improve the students' listening ability.
Teaching Methods:
1. Listening- and-answering activity to help the students go through with the listening material.
2. Individual, pair or group work to make every student work in class.
Teaching Aids;
1. the multimedia
2. the blackboard
3. an empty glass, a bottle of water and a bot tle of vegetable oil
Teaching Procedures;
I Greetings and Lead-in
T: Hello, everyone.
Ss: Hello, Mr.
As we all know, every year during the Spring Festival add Lantern Festival in our country, people like to see the lion dance and guess the riddles. Now I have a riddle. Please guess it.
(Teacher uses the multimedia to show the riddle on the screen.)
It's very important to all the animals and plants.It's also important to human beings.It's liquid at room temperature.Every day you keep in touch with it.You can't live without it.(a thing)
Answer to the riddle: It's water.
Step II Warming up
Make some interesting experiments. Get a student to come here to help the teacher. The Ss should watch the experi ment carefully and try to tell me what happens and why.
(Teacher puts a bottle of water, a bot tle of vegetable oil and an empty glass on the desk.)
Pour some water and some veg etable oil into the empty glass.
(A few seconds later.)
The liquid in the glass has become two parts. Make the Ss try to describe it in detail. The part above is vegeta ble oil and the part below is water. But the Ss might not know why.
Who'd like to answer his question (Nobody answers the question.)
Have a discussion about the reason for it, using what you have learnt in physics. (Teacher lets students discuss in groups of four. A few minutes later, teacher checks their answers. )
Explain the phenomenon
The answer is: water is heavier than oil, so vegetable oil is on the top of the water. That is the density of water is higher than the density of vegetable oil, so the result formed.
Summary about the experiment. If we pour vege table oil and water into one glass, the liquid will become two parts because oil can't dissolve in water. Since the density of water is higher than vegeta ble oil. Vegetable oil will be on top of the water.
Another experiment
We have a glass of water. Now cover it with a piece of thick paper. (Teacher puts one hand on the paper and turns the glass upside down. Then teacher slowly takes his/her hand away from the paper. )
What can the Ss see The piece of paper doesn't fall and the water in the glass doesn't flow.
The Ss are given a few minutes to have a discussion about the reason for it.
(Teacher gives students a few minutes to discuss and then checks their answers. )
Explanation: When the glass of water covered with a piece of paper is turned upside down, the pressure from air to the piece of paper is bigger than the pressure from the water in the glass to the piece of paper. So the paper won't fall and the water won't flow.
( Teacher shows a picture on the screen. )
We all know water is important to human beings and all the animals and plants. Unfortunately water is be ing polluted now. What do you think we can do to protect the water on our planet
(Teacher gives students enough time to prepare. When they prepare, teacher goes among the students to help them to express their ideas correctly. )
Sample answer:
To protect the water on our planet, I think we should save every drop of water and stop throwing rubbish into water. Besides, we should try our best to help the people around us realize the importance of using and protecting our water.
Step III Listening
Next, do some listening. Page 18 and look at the Listening part. Listen to the famous po ems about life on the ocean. Listen carefully and write down some key words when the Ss listen. Before lis tening, learn two phrases first.
1. happen toe. g. What happened to you last week If anything happens to the machine, please tell me.2. come up withe. g. I hope you can come up with a better plan than this.
(Teacher writes them on the black board and begins to explain them.)
Teacher plays the tape for the first time. Then play it for the second time. During this time, teacher may pause for students to write down the infor mation. Play some parts of the tape one more time if necessary. Finally teacher checks the answers with the whole class.
Step IV Speaking
In our daily life, water can be used in different ways. Now we'll talk about the ways in which water can be used. Look at the pictures on Page 18. The six pictures mean six different ways to use water. Ss can choose one of the pictures to discuss the importance of using and protecting our water, and then try to use some sentences to describe the picture they choose. If they like, they can make a dialogue with their partner about the picture. When they discuss, they may use the questions on the screen to help them.
1. How is the water being used 2. Is this a good way to use water 3. Why do we use water in this way 4. Who benefits from using water in this way 5. What are some disadvantages of using water in this way
(Teacher shows the questions on the screen by multimedia and gives students enough time to discuss and prepare.)
Suggested answers:
(Picture l) We can use water to make electricity, which can give us light and make us feel warm. I think it is a good way to use water.
(Picture 3) Water has a lot of usages and home use is the commonest one. Every day we must drink enough water. In addition, we need a lot of water, just for cooking and keeping clean. Water can help us to keep healthy. But if the waste water from home use is poured into river and soil, it will be harmful for some animals and plants. So we must pay more attention to it.
(Picture 4) In Picture 4, water is being used in industry. Water is very impor tant to industry. It can be used to make paper, cool machine and so on. But the disadvantage is that a lot of water mixed with some poisonous things being poured into the river and the sea. It is dangerous for the living things in the water.
(Picture 6) A: Do you know how the water is being used in Picture 6
B: Water is being used for entertain ment.
A: Is it a good way to use water
B: Yes, because it can help people keep fit and enjoy nature. But if people throw rubbish into the water, it will be bad for us.
A: Yes. It is the disadvantage of using water in this way. We must be careful.
Step V Summary and Homework
T: Today, we're mainly learned something about water by doing experiments, speaking and listening. Besides, we've learnt some new words and phrases, such as: happen to, come up with, den sity……
After class, try to remember them and preview the next part—Reading part.
Step VI The Design of the Writing on the Blackboard
Unit 13 The water planet The First Period1. happen toe. g. What happened to you last week If anything happens to the machine, please tell me.2. come up withe. g. I hope you can come up with a better plan than this.
The Second Period
Teaching Aims:
1. Learn and master the following words and phrases:
cube, property, range, medium, relatively, dis solve, pure, relationship, mass, float, absorb. bottom, all the way, that is, add…… to, mix with, take advantage of, manage to do
2. Improve the students' reading ability.
3. Enable the students to realize that it is important to protect the water on our planet.
Teaching Important Points;
1. Improve the students' reading ability.
2. Master the following phrases:
all the way, that is, mix with, take advan tage of, manage to do
Teaching Difficult Point;
How to make the students understand the reading passage better.
Teaching Methods:
1. Discussion before reading to make the students interested in what they will learn.
2. Fast reading to get a general idea of the text.
3. Discussion after reading to make students understand what they've learned better.
4. Careful reading to get the detailed informa tion in the text.
Teaching Aids:
1. the multimedia
2. the blackboard
Teaching Procedures;
Step I Greetings and Revision
Greet the whole class as usual.
Yesterday we learnt something about water. Now, get some Ss to tell us what they’ve learned yesterday.
Step II Pre-reading and Reading
Read the passage quickly to get the general idea and try to use the following structures to make six ques tions.
(Teacher uses multimedia to show the structures on the screen.)
l. What is/are ____ 2. What does ____ look like 3, What are different parts of ____ 4. What can ____ be compared to 5. How does ____ work 6. What are some examples of ____
(Teacher gives students five minutes to finish the fast reading and making ques tions. Five minutes later, teacher asks some students to write their questions on the blackboard,)
1. What are the properties of water 2. What does the earth look like 3. What are different parts of the ocean 4. What can the ocean be compared to 5. How does the special air-conditioner—the ocean work 6. What are some examples of species in the ocean
Next, read the pas sage carefully to get more information about water. While reading, try to finish the chart in Post-reading on Page 21 and find out the answers to the questions on the blackboard. (Teacher gives students enough time to read the text and collects their information for the chart.) Suggested answers:
Property What is it What is it good for
Chemicalstructure Every water molecule is made up of two hydrogen atoms and one oxygen atom. It is good for the living things in the ocean to absorb the nutrients easily.
Density The density of pure water is 1 000 kg/m3 , meaning that one cubic meter of water weighs one thousand kilogram. It is good for marine organisms to take advantage of the density of water.
Heat capacity Heat capacity is the amount of energy it takes to raise the temperature of a substance one degree centigrade. It is good for the earth to keep the temperature steady.
Step III Further Understanding and Language
Words and expressions.
1. incredibly adv. (extremely or unusu ally) e. g. The water is incredibly hot,2. available adj. (that can be used or obtained)e, g. Tickets are available at the box office.The book is available to all the students.3. range vi.range from A to Be. g. Their ages range from 25 to 50.His interests ranged from chess to canoeing.4. But the way the water molecule…… e. g. I don't like the way (in which/ that) he looks at me. They admired the way (in which/ that) she dealt with the crisis.5. that is (to say) (which means)e. g. A week later, that is May 1 is her birthday.He is a local government administra tor, that is, he is a Civil servant.6. take advantage of (make use of some thing well/make use of somebody unfairly)e. g. They took full advantage of the hotel's facilities. She took advantage of my generosity. :7. be sensitive to something (affected easily by something) e. g. She is very sensitive to other's words.
(Teacher writes the words, phrases and sentences on the blackboard.)
Step IV Listening and Reading Aloud
Let's listen to the tape. When playing it for the first time, just listen to it. When playing it for the second time. Listen and repeat. Then read the text aloud.
(Te teacher plays the tape for the students to listen. After listening, the teacher goes among the students and corrects any mistake the students make in pronunciation, stress and in tonation. )
Step V Summary and Homework
T: Today, we have read a passage about water. As we know, it is very impor tant to all the living things. So we should do all we can to protect water from being polluted. In addition, try your best to retell the passage in your own words.
Step VI The Design of the Writing on the Blackboard
Unit 13 The water planetThe Second Period Questions:1. What are the properties of water 2. What does the earth look like 3. What are different parts of the ocean 4. What can the ocean be compared to 5. How does the special air-conditioner—the ocean work 6. What are some examples of species in the ocean Words: incredibly (availablePhrases: range from A to B, that is, take advantage of, be sensitive toSentences: But the way the water molecule……
The Third Period
Teaching Aims:
1. Review Modal Verbs.
2. Do some exercises to review some impor tant words learnt in the last period.
Teaching Important Point-
Review Modal Verbs.
Teaching Difficult Point;
How to help the students correctly use the Modal Verbs.
Teaching Methods:
1. Review method to help the students remember all the Modal Verbs they have learnt before and use them correctly.
2. Individual work or group work to make every student work in class.
Teaching Aids:
1. the multimedia
2. the blackboard
Teaching Procedures;
Step I Greetings and Revision
Greet the whole class as usual.
Yesterday we learned a passage about water and now get a Ss to retell the pas sage in his / her own words
Step II Word Study
Page 21. The first part of Word Study. There are some words learnt in the last period, but the letters of these words are in the wrong order. Now give the Ss a few minutes to put the letters in the correct order.
(A few minutes later, teacher may ask some students to spell their answers and give the Chinese meaning of each word to all the students. Finally teacher writes the correct words on the blackboard,)
1 otmas atoms3 sdlio sojid5 cgrnetidea centigrade7 nhroygde hydrogen9 assm mass 2 tanomu amount4 oasbrb absorb6 sag gas8 yoxgen oxygen10 fatol float
Try to complete the following sen tences by filling in the blanks with the proper words. The first letter has been given and some words can be used more than once. Teacher uses the multimedia to show the following sentences on the screen.
1. The water molecule is made up of two h____ atoms and one o____.2. Water is a 1____ at room temperature, but it turns into a s____ when the temperature drops below 0"C and into a g_____ when heated above 100TC.3. An a_____ is the smallest part of any living or nonliving thing.4. Places by the sea often have a s____ climate that is never too hot or too cold, because water can a____ and release a lot of heat.5. Soil can a_____ water, so it helps keep water from flowing away.6. Marine scientists study the r between living creatures and their habitat in the ocean.7. Salt water has a lower f____ point and is heavier than fresh water.8. Oil has a density lower than 1000 kg/m3, so it will f____ on water.
(Teacher gives students enough time to prepare and then check their answers.)
Suggested answers;
1. hydrogen, oxygen 2. liquid, solid, gas
3. atom 4. steady, absorb
5. absorb 6. relationship
7. freezing 8, float
Step III Grammar
There is a conclusion about modal verbs on the screen. Let's look at it. (Teacher uses the multimedia to show the conclusion on the screen.)
Modal Verbs:Possibility: can / could, may / mightAbility: can / could, be able toRequests: can/could, will/would, would likeNecessity: must, have to, have got to, needCertainty: must, will, shouldPermission: can/could may/mightSuggestions: could may/might, shallAdvice: should, ought to, had better
The first part in Grammar. Finish the exercises according to the class faction of modal verbs.
(Teacher gives students enough time to finish the exercises, then deals with them with the whole class.)
Suggested answers;
l.A 2.A 3.C 4.D 5.A 6. A 7. A 8. B 9. A
Now let's go on with the sec ond part. This is a letter from Mary to John. Maybe John met some prob lems, so Mary wants to write a letter to help him. But Mary doesn't know how to use the modal verbs correctly. She wants you to help her finish the letter. Before finishing the letter, read it to get the general idea of it first and then answer the questions on the screen.
(Teacher uses multimedia to show the questions on the screen.)
1. Can you tell from the letter what] John's problem is 2. Do you agree on the advice that Mary gives to him Why What would be your advice
(Teacher gives students a few minutes to read the letter, and then checks their answers to the questions.)
Suggested answers:
can / will / should, may not / might not.
must, could / should, might/would, will,
might / may / could/would, might, would / could/might, should, will
Step IV Summary and Homework
T: Today, we've reviewed some new words learnt in this unit. In particu lar, we have reviewed the usages of modal verbs. After class, do more ex ercises to master them better.
Step V The Design of the Writing on the Blackboard
Unit 13 The water planetThe Third PeriodWords：atom, amount, solid, absorb, centigrade gas, hydrogen, oxygen, mass, float Modal Verbs：can/could, may/might, will/would, need, must, have to, shall, should, ought to, had better
The Fourth Period
Teaching Aims:
1. Review the useful expressions learnt in this unit by practising.
2. Improve the students' reading ability by reading the material.
3. Improve the students' writing ability.
4. Enable the students to realize that it is im portant to protect the estuary.
Teaching Important Points:
1. Improve the students' reading ability by reading the material.
2. Improve the students' writing ability.
Teaching Difficult Point:
How to improve the students' integrating skills—reading and writing,
Teaching Methods;
1. Fast reading to go through the reading material.
2. Inductive method to help students write a paragraph successfully.
Teaching Aids;
1. the multimedia
2. the blackboard
Teaching Procedures:
Step I Greetings
Greet the whole class as usual.
Step II Revision
Yesterday we did some practice about modal verbs. Now do some more exercises to see if the Ss have mastered them. Teacher uses multimedia to show the exercises on the screen.
Fill in the blanks using must/might/i may/can/could and their negative forms. :1. —I saw Mary in the street yesterday.— You ____ have seen her. She is still in Australia.2. —Could I use your bike —Yes, of course you ____.3. The ground is wet. It ____ have rained last night,4. A machine ____ think for itself. It ____ be told what to do.5. Tom, don't play with the valuable bottle. You break it.
Suggested answers:
1. can't 2. can 3. must 4. can't, must 5. may/might
Step III Fast reading
Now Read the passage. While reading, try to make clear what is the main idea of each paragraph, Besides, try fast reading, it is helpful to improve the reading ability. (Teacher gives students a few minutes to read the passage.)
Get a Ss to tell the main idea of the first para graph
An estuary is the body of water where a river meets the ocean.
The second one
The general idea is that estuaries are great places for nature's young.
The main idea of the third paragraph
The third para graph tells us estuaries are important to animals and plants, so we should try our best to protect them from environ mental pollution.
The last paragraph.
The main idea of the last para graph is that estuaries are also important to human beings because they not only provide recreation and education for us but also contribute to the economy.
Step IV Discussion and Explanation
Re-read the passage carefully. While read ing, try to find out the answers to the questions on Page 23. (Teacher gives students enough time to read the passage. At the same time, teacher goes among them and helps them express their own opinions in English correctly.)
Suggested answers:
1. Tides provide energy for the ecosys tem, and estuaries are protected from waves and storms by islands. In addition nutrients arrive in estuaries from both the land and the ocean. So estuar ies are great places for nature's young ones.
2. Density means the quality of being dense. In other words, there are more living creatures than any other habitat on earth.
3. Estuaries can make our water clean by absorbing nutrients and pollutants from water coming from inland sources.
4. The function that estuaries can absorb pollutants and nutrients makes estuar ies very sensitive to environmental pol lution.
5. Estuaries can provide recreation and edu cation for human beings. Besides，estuaries also contribute to the economy. So they are very important to human beings.
To understand the passage better, it is necessary to explain some important phrases. (Teacher writes the following phrases on the blackboard.)
1. provide……fore. g. The company will provide food and drink for them.2. have an opportunity to do something e. g. I had no opportunity to discuss the problem with her yesterday.3. a variety ofe. g. He left for a variety of reasons. There are a variety of patterns for you to choose from.4. contribute toe. g. His work has contributed to our understanding of this difficult sub ject.
Step V Writing
Up to now, we have learnt a lot about water and known the properties of water and importance of estuaries. Now the Ss are given an opportunity to check if they know a lot about water. Look at the questions on the screen, (Teacher uses multimedia to show the questions on the screen. }
1. Why does an ice cube float 2. What will happen to a piece of metal if you put it in water 3. Why do so many species live in estu aries 4. Why have so many cities been built by estuaries
T: Now imagine that your science teacher asks you to choose one of the questions and write a paragraph to explain it. Use what you learn from this unit and what you know about nature and sci ence to write the paragraph. You must be careful to explain it to make your explanations easy to understand. You'd better look at the tips on Page 24 before you write. It's of great help to your writing.
Possible samples;
(Question 3}
Salt water from the ocean and fresh water from the river mix together in an estuary. The mixing of
fresh and salt water creates a unique environment filled with life of all kinds. Here, animals can enjoy all the benefits of the oceans without having to face many of its dangers and nutrients arrive in estuaries from both the land and the ocean. So there are so many species living in estuaries.
(Question 4)
Estuaries are great places for nature's young. If many cities are built by estuar ies, we can enjoy fishing, swimming and having fun on the beach and scientists and students have endless opportunities to study a variety of life in the habitat. What's more, estuaries also contribute to the economy through tourism and fish ing. So many cities have been built by estuaries.
Step VI Test
Finish the following with some important phases.
1. The children's age (在5岁至15岁之间）．2. （她处理这个问题的方法）is very good.3. A week later （也就是），Oct 1 is National Day.4. He （充分利用了）multimedia in the class5. The little girl （对温度很敏感）．6. His actions （使他受到尊敬）·7. He （设法完成了工作）with very little help.
Suggested answers;
1. range from 5 to 15
2. The way she deals with the problem
3. that is
4. took advantage of
5. is very sensitive to temperature
6. made him respected
7. managed to get the work done
Step VII Summary and Homework
T: Today, we've done some reading and writing. We've also reviewed some useful expressions in this unit. After class, go over all the important points we have learnt in this unit.
Step VIII The Design of the Writing on the Blackboard
Unit 13 The water planetThe Fourth PeriodPhrases：provide……for，have an opportu nity to do, a variety of, contribute to
The Fifth Period Modal Verbs
Teaching Aims:
1. Review the important usages of modal verbs,
2. Sum up the different situations of modal verbs.
Teaching Important Point;
How to use modal verbs correctly.
Teaching Difficult Point:
How to choose modal verbs correctly.
Teaching Methods:
1. Review method to master the important usages of modal verbs.
2. Inductive method and comparative method to master the important and difficult points.
Teaching Aids;
1. the multimedia / the blackboard
Teaching Procedures:
Step I Greetings
Greet the whole class as usual,
Step II Revision
Dis cuss the points in common among modal verbs in groups of four.
Modal Verbs
1. Modal verbs are used when we say that we expect things to happen or that things are possible, or necessary, or impossible, or improbable, or when we describe things that didn't happen, or that we are not sure whether they happened.2. Modal verbs have no -s on the third person singular. Questions and nega tives are made without "do".3. Modal verbs have no infinitives,4. Modal verbs have no past forms. "Could" and "would" are used with past meanings in some cases.5. Modal verbs can be used with perfect infinitive to talk about things which didn't happen, or which we're not sure about.
Step III Revision of the Important Usages of Modal Verbs
Do some exercises
(Teacher uses multimedia to show the sentences on the screen.)
Fill in the blanks using can/could/may/might.1. Would you like to answer the phone It ____ be your sister.2. The part of the country ____ be very warm in September.3. ____ it be Lily 4. It ____(not) be true. 5, You ____ be right.
Suggested answers:
1. could/may/might 2. can 3. Can 4. can't 5. may/might/could
Finish another exer cises.
(Teacher shows the exercises on the screen.)
1. —____ I use your phone
— Yes, of course. You ____.
2. ____ you come into the meeting room without showing a passport
3. Mary said that I ____ borrow her car.
Suggested answers:
1. Can/Could/May/Might; can/may
2. Can
3. might/could ("Might" and "could" can be used after a past verb.)
Do some exercises to consol idate the usage of the structure.
1. I told Sally how to get there, but per haps I ____ for her. A. had to write it out B. must be have written it out C. should have written it out D. ought to write it out2. You didn't let me drive. If we ____ in turn, you ____ so tired. A. drove; didn't get B. drove; wouldn't get C. were driving; wouldn't get D. had driven; wouldn't have got3. —I want to know why she is late,—She ____ the early bus.A. could miss B. can have missedC. may have missed D. might miss4. —I stayed at a hotel in New York.—Oh, did you You ____ with Barbara.A. could have stayed B. could stay C. would stay D. must have stayed5. The light is still on. He ____ to turn it off when he ____ the room. A. may forget; leave B, must have forgotten; left C. may forget; have left D. could have forget; left
Suggested answers:
l. C 2.D 3. C 4. A 5.B
Step IV Summary and Homework
T; Up to now, we have reviewed modal verbs which express possibility, neces sity, permission, advice and modal verbs used together with perfect infin itives. They are all very important. After class, try to do more exercises to master them better.
Step V The Design of the Writing on the Blackboard
Unit 13 The water planetThe Fifth PeriodModal Verbs1. It must have rained last night, for the ground is wet.2. You can't have seen her yesterday, for she is still in Australia.3. You could have told me he was coming.4. She is very late. She may have missed the bus.
I. Teaching Goals
1. Talk about water and the ocean.
2. Practise communicative skills.
3. Review Modal Verbs.
4. Write an explanation paragraph.
II. Teaching Time: Five periods
The First Period
Teaching Aims:
1. Learn and master the new words and the useful expressions of this part.
Words: cube, sailor, disadvantages, enter tainment
Phrases: come up with, happen to
Useful expressions: The water is being used to/for……
We should/could……
If we……we can……
It would be better……
2. Learn something about water by doing ex periment,
3. Do some listening.
4. Improve the students' speaking ability by talking.
Teaching Important Points
1. Make the students be free to talk about water.
2. Improve the students' listening ability by listening.
Teaching Difficult Points:
1. How to finish the task of speaking.
2. How to improve the students' listening ability.
Teaching Methods:
1. Listening- and-answering activity to help the students go through with the listening material.
2. Individual, pair or group work to make every student work in class.
Teaching Aids;
1. the multimedia
2. the blackboard
3. an empty glass, a bottle of water and a bot tle of vegetable oil
Teaching Procedures;
I Greetings and Lead-in
T: Hello, everyone.
Ss: Hello, Mr.
As we all know, every year during the Spring Festival add Lantern Festival in our country, people like to see the lion dance and guess the riddles. Now I have a riddle. Please guess it.
(Teacher uses the multimedia to show the riddle on the screen.)
It's very important to all the animals and plants.It's also important to human beings.It's liquid at room temperature.Every day you keep in touch with it.You can't live without it.(a thing)
Answer to the riddle: It's water.
Step II Warming up
Make some interesting experiments. Get a student to come here to help the teacher. The Ss should watch the experi ment carefully and try to tell me what happens and why.
(Teacher puts a bottle of water, a bot tle of vegetable oil and an empty glass on the desk.)
Pour some water and some veg etable oil into the empty glass.
(A few seconds later.)
The liquid in the glass has become two parts. Make the Ss try to describe it in detail. The part above is vegeta ble oil and the part below is water. But the Ss might not know why.
Who'd like to answer his question (Nobody answers the question.)
Have a discussion about the reason for it, using what you have learnt in physics. (Teacher lets students discuss in groups of four. A few minutes later, teacher checks their answers. )
Explain the phenomenon
The answer is: water is heavier than oil, so vegetable oil is on the top of the water. That is the density of water is higher than the density of vegetable oil, so the result formed.
Summary about the experiment. If we pour vege table oil and water into one glass, the liquid will become two parts because oil can't dissolve in water. Since the density of water is higher than vegeta ble oil. Vegetable oil will be on top of the water.
Another experiment
We have a glass of water. Now cover it with a piece of thick paper. (Teacher puts one hand on the paper and turns the glass upside down. Then teacher slowly takes his/her hand away from the paper. )
What can the Ss see The piece of paper doesn't fall and the water in the glass doesn't flow.
The Ss are given a few minutes to have a discussion about the reason for it.
(Teacher gives students a few minutes to discuss and then checks their answers. )
Explanation: When the glass of water covered with a piece of paper is turned upside down, the pressure from air to the piece of paper is bigger than the pressure from the water in the glass to the piece of paper. So the paper won't fall and the water won't flow.
( Teacher shows a picture on the screen. )
We all know water is important to human beings and all the animals and plants. Unfortunately water is be ing polluted now. What do you think we can do to protect the water on our planet
(Teacher gives students enough time to prepare. When they prepare, teacher goes among the students to help them to express their ideas correctly. )
Sample answer:
To protect the water on our planet, I think we should save every drop of water and stop throwing rubbish into water. Besides, we should try our best to help the people around us realize the importance of using and protecting our water.
Step III Listening
Next, do some listening. Page 18 and look at the Listening part. Listen to the famous po ems about life on the ocean. Listen carefully and write down some key words when the Ss listen. Before lis tening, learn two phrases first.
1. happen toe. g. What happened to you last week If anything happens to the machine, please tell me.2. come up withe. g. I hope you can come up with a better plan than this.
(Teacher writes them on the black board and begins to explain them.)
Teacher plays the tape for the first time. Then play it for the second time. During this time, teacher may pause for students to write down the infor mation. Play some parts of the tape one more time if necessary. Finally teacher checks the answers with the whole class.
Step IV Speaking
In our daily life, water can be used in different ways. Now we'll talk about the ways in which water can be used. Look at the pictures on Page 18. The six pictures mean six different ways to use water. Ss can choose one of the pictures to discuss the importance of using and protecting our water, and then try to use some sentences to describe the picture they choose. If they like, they can make a dialogue with their partner about the picture. When they discuss, they may use the questions on the screen to help them.
1. How is the water being used 2. Is this a good way to use water 3. Why do we use water in this way 4. Who benefits from using water in this way 5. What are some disadvantages of using water in this way
(Teacher shows the questions on the screen by multimedia and gives students enough time to discuss and prepare.)
Suggested answers:
(Picture l) We can use water to make electricity, which can give us light and make us feel warm. I think it is a good way to use water.
(Picture 3) Water has a lot of usages and home use is the commonest one. Every day we must drink enough water. In addition, we need a lot of water, just for cooking and keeping clean. Water can help us to keep healthy. But if the waste water from home use is poured into river and soil, it will be harmful for some animals and plants. So we must pay more attention to it.
(Picture 4) In Picture 4, water is being used in industry. Water is very impor tant to industry. It can be used to make paper, cool machine and so on. But the disadvantage is that a lot of water mixed with some poisonous things being poured into the river and the sea. It is dangerous for the living things in the water.
(Picture 6) A: Do you know how the water is being used in Picture 6
B: Water is being used for entertain ment.
A: Is it a good way to use water
B: Yes, because it can help people keep fit and enjoy nature. But if people throw rubbish into the water, it will be bad for us.
A: Yes. It is the disadvantage of using water in this way. We must be careful.
Step V Summary and Homework
T: Today, we're mainly learned something about water by doing experiments, speaking and listening. Besides, we've learnt some new words and phrases, such as: happen to, come up with, den sity……
After class, try to remember them and preview the next part—Reading part.
Step VI The Design of the Writing on the Blackboard
Unit 13 The water planet The First Period1. happen toe. g. What happened to you last week If anything happens to the machine, please tell me.2. come up withe. g. I hope you can come up with a better plan than this.
The Second Period
Teaching Aims:
1. Learn and master the following words and phrases:
cube, property, range, medium, relatively, dis solve, pure, relationship, mass, float, absorb. bottom, all the way, that is, add…… to, mix with, take advantage of, manage to do
2. Improve the students' reading ability.
3. Enable the students to realize that it is important to protect the water on our planet.
Teaching Important Points;
1. Improve the students' reading ability.
2. Master the following phrases:
all the way, that is, mix with, take advan tage of, manage to do
Teaching Difficult Point;
How to make the students understand the reading passage better.
Teaching Methods:
1. Discussion before reading to make the students interested in what they will learn.
2. Fast reading to get a general idea of the text.
3. Discussion after reading to make students understand what they've learned better.
4. Careful reading to get the detailed informa tion in the text.
Teaching Aids:
1. the multimedia
2. the blackboard
Teaching Procedures;
Step I Greetings and Revision
Greet the whole class as usual.
Yesterday we learnt something about water. Now, get some Ss to tell us what they’ve learned yesterday.
Step II Pre-reading and Reading
Read the passage quickly to get the general idea and try to use the following structures to make six ques tions.
(Teacher uses multimedia to show the structures on the screen.)
l. What is/are ____ 2. What does ____ look like 3, What are different parts of ____ 4. What can ____ be compared to 5. How does ____ work 6. What are some examples of ____
(Teacher gives students five minutes to finish the fast reading and making ques tions. Five minutes later, teacher asks some students to write their questions on the blackboard,)
1. What are the properties of water 2. What does the earth look like 3. What are different parts of the ocean 4. What can the ocean be compared to 5. How does the special air-conditioner—the ocean work 6. What are some examples of species in the ocean
Next, read the pas sage carefully to get more information about water. While reading, try to finish the chart in Post-reading on Page 21 and find out the answers to the questions on the blackboard. (Teacher gives students enough time to read the text and collects their information for the chart.) Suggested answers:
Property What is it What is it good for
Chemicalstructure Every water molecule is made up of two hydrogen atoms and one oxygen atom. It is good for the living things in the ocean to absorb the nutrients easily.
Density The density of pure water is 1 000 kg/m3 , meaning that one cubic meter of water weighs one thousand kilogram. It is good for marine organisms to take advantage of the density of water.
Heat capacity Heat capacity is the amount of energy it takes to raise the temperature of a substance one degree centigrade. It is good for the earth to keep the temperature steady.
Step III Further Understanding and Language
Words and expressions.
1. incredibly adv. (extremely or unusu ally) e. g. The water is incredibly hot,2. available adj. (that can be used or obtained)e, g. Tickets are available at the box office.The book is available to all the students.3. range vi.range from A to Be. g. Their ages range from 25 to 50.His interests ranged from chess to canoeing.4. But the way the water molecule…… e. g. I don't like the way (in which/ that) he looks at me. They admired the way (in which/ that) she dealt with the crisis.5. that is (to say) (which means)e. g. A week later, that is May 1 is her birthday.He is a local government administra tor, that is, he is a Civil servant.6. take advantage of (make use of some thing well/make use of somebody unfairly)e. g. They took full advantage of the hotel's facilities. She took advantage of my generosity. :7. be sensitive to something (affected easily by something) e. g. She is very sensitive to other's words.
(Teacher writes the words, phrases and sentences on the blackboard.)
Step IV Listening and Reading Aloud
Let's listen to the tape. When playing it for the first time, just listen to it. When playing it for the second time. Listen and repeat. Then read the text aloud.
(Te teacher plays the tape for the students to listen. After listening, the teacher goes among the students and corrects any mistake the students make in pronunciation, stress and in tonation. )
Step V Summary and Homework
T: Today, we have read a passage about water. As we know, it is very impor tant to all the living things. So we should do all we can to protect water from being polluted. In addition, try your best to retell the passage in your own words.
Step VI The Design of the Writing on the Blackboard
Unit 13 The water planetThe Second Period Questions:1. What are the properties of water 2. What does the earth look like 3. What are different parts of the ocean 4. What can the ocean be compared to 5. How does the special air-conditioner—the ocean work 6. What are some examples of species in the ocean Words: incredibly (availablePhrases: range from A to B, that is, take advantage of, be sensitive toSentences: But the way the water molecule……
The Third Period
Teaching Aims:
1. Review Modal Verbs.
2. Do some exercises to review some impor tant words learnt in the last period.
Teaching Important Point-
Review Modal Verbs.
Teaching Difficult Point;
How to help the students correctly use the Modal Verbs.
Teaching Methods:
1. Review method to help the students remember all the Modal Verbs they have learnt before and use them correctly.
2. Individual work or group work to make every student work in class.
Teaching Aids:
1. the multimedia
2. the blackboard
Teaching Procedures;
Step I Greetings and Revision
Greet the whole class as usual.
Yesterday we learned a passage about water and now get a Ss to retell the pas sage in his / her own words
Step II Word Study
Page 21. The first part of Word Study. There are some words learnt in the last period, but the letters of these words are in the wrong order. Now give the Ss a few minutes to put the letters in the correct order.
(A few minutes later, teacher may ask some students to spell their answers and give the Chinese meaning of each word to all the students. Finally teacher writes the correct words on the blackboard,)
1 otmas atoms3 sdlio sojid5 cgrnetidea centigrade7 nhroygde hydrogen9 assm mass 2 tanomu amount4 oasbrb absorb6 sag gas8 yoxgen oxygen10 fatol float
Try to complete the following sen tences by filling in the blanks with the proper words. The first letter has been given and some words can be used more than once. Teacher uses the multimedia to show the following sentences on the screen.
1. The water molecule is made up of two h____ atoms and one o____.2. Water is a 1____ at room temperature, but it turns into a s____ when the temperature drops below 0"C and into a g_____ when heated above 100TC.3. An a_____ is the smallest part of any living or nonliving thing.4. Places by the sea often have a s____ climate that is never too hot or too cold, because water can a____ and release a lot of heat.5. Soil can a_____ water, so it helps keep water from flowing away.6. Marine scientists study the r between living creatures and their habitat in the ocean.7. Salt water has a lower f____ point and is heavier than fresh water.8. Oil has a density lower than 1000 kg/m3, so it will f____ on water.
(Teacher gives students enough time to prepare and then check their answers.)
Suggested answers;
1. hydrogen, oxygen 2. liquid, solid, gas
3. atom 4. steady, absorb
5. absorb 6. relationship
7. freezing 8, float
Step III Grammar
There is a conclusion about modal verbs on the screen. Let's look at it. (Teacher uses the multimedia to show the conclusion on the screen.)
Modal Verbs:Possibility: can / could, may / mightAbility: can / could, be able toRequests: can/could, will/would, would likeNecessity: must, have to, have got to, needCertainty: must, will, shouldPermission: can/could may/mightSuggestions: could may/might, shallAdvice: should, ought to, had better
The first part in Grammar. Finish the exercises according to the class faction of modal verbs.
(Teacher gives students enough time to finish the exercises, then deals with them with the whole class.)
Suggested answers;
l.A 2.A 3.C 4.D 5.A 6. A 7. A 8. B 9. A
Now let's go on with the sec ond part. This is a letter from Mary to John. Maybe John met some prob lems, so Mary wants to write a letter to help him. But Mary doesn't know how to use the modal verbs correctly. She wants you to help her finish the letter. Before finishing the letter, read it to get the general idea of it first and then answer the questions on the screen.
(Teacher uses multimedia to show the questions on the screen.)
1. Can you tell from the letter what] John's problem is 2. Do you agree on the advice that Mary gives to him Why What would be your advice
(Teacher gives students a few minutes to read the letter, and then checks their answers to the questions.)
Suggested answers:
can / will / should, may not / might not.
must, could / should, might/would, will,
might / may / could/would, might, would / could/might, should, will
Step IV Summary and Homework
T: Today, we've reviewed some new words learnt in this unit. In particu lar, we have reviewed the usages of modal verbs. After class, do more ex ercises to master them better.
Step V The Design of the Writing on the Blackboard
Unit 13 The water planetThe Third PeriodWords：atom, amount, solid, absorb, centigrade gas, hydrogen, oxygen, mass, float Modal Verbs：can/could, may/might, will/would, need, must, have to, shall, should, ought to, had better
The Fourth Period
Teaching Aims:
1. Review the useful expressions learnt in this unit by practising.
2. Improve the students' reading ability by reading the material.
3. Improve the students' writing ability.
4. Enable the students to realize that it is im portant to protect the estuary.
Teaching Important Points:
1. Improve the students' reading ability by reading the material.
2. Improve the students' writing ability.
Teaching Difficult Point:
How to improve the students' integrating skills—reading and writing,
Teaching Methods;
1. Fast reading to go through the reading material.
2. Inductive method to help students write a paragraph successfully.
Teaching Aids;
1. the multimedia
2. the blackboard
Teaching Procedures:
Step I Greetings
Greet the whole class as usual.
Step II Revision
Yesterday we did some practice about modal verbs. Now do some more exercises to see if the Ss have mastered them. Teacher uses multimedia to show the exercises on the screen.
Fill in the blanks using must/might/i may/can/could and their negative forms. :1. —I saw Mary in the street yesterday.— You ____ have seen her. She is still in Australia.2. —Could I use your bike —Yes, of course you ____.3. The ground is wet. It ____ have rained last night,4. A machine ____ think for itself. It ____ be told what to do.5. Tom, don't play with the valuable bottle. You break it.
Suggested answers:
1. can't 2. can 3. must 4. can't, must 5. may/might
Step III Fast reading
Now Read the passage. While reading, try to make clear what is the main idea of each paragraph, Besides, try fast reading, it is helpful to improve the reading ability. (Teacher gives students a few minutes to read the passage.)
Get a Ss to tell the main idea of the first para graph
An estuary is the body of water where a river meets the ocean.
The second one
The general idea is that estuaries are great places for nature's young.
The main idea of the third paragraph
The third para graph tells us estuaries are important to animals and plants, so we should try our best to protect them from environ mental pollution.
The last paragraph.
The main idea of the last para graph is that estuaries are also important to human beings because they not only provide recreation and education for us but also contribute to the economy.
Step IV Discussion and Explanation
Re-read the passage carefully. While read ing, try to find out the answers to the questions on Page 23. (Teacher gives students enough time to read the passage. At the same time, teacher goes among them and helps them express their own opinions in English correctly.)
Suggested answers:
1. Tides provide energy for the ecosys tem, and estuaries are protected from waves and storms by islands. In addition nutrients arrive in estuaries from both the land and the ocean. So estuar ies are great places for nature's young ones.
2. Density means the quality of being dense. In other words, there are more living creatures than any other habitat on earth.
3. Estuaries can make our water clean by absorbing nutrients and pollutants from water coming from inland sources.
4. The function that estuaries can absorb pollutants and nutrients makes estuar ies very sensitive to environmental pol lution.
5. Estuaries can provide recreation and edu cation for human beings. Besides，estuaries also contribute to the economy. So they are very important to human beings.
To understand the passage better, it is necessary to explain some important phrases. (Teacher writes the following phrases on the blackboard.)
1. provide……fore. g. The company will provide food and drink for them.2. have an opportunity to do something e. g. I had no opportunity to discuss the problem with her yesterday.3. a variety ofe. g. He left for a variety of reasons. There are a variety of patterns for you to choose from.4. contribute toe. g. His work has contributed to our understanding of this difficult sub ject.
Step V Writing
Up to now, we have learnt a lot about water and known the properties of water and importance of estuaries. Now the Ss are given an opportunity to check if they know a lot about water. Look at the questions on the screen, (Teacher uses multimedia to show the questions on the screen. }
1. Why does an ice cube float 2. What will happen to a piece of metal if you put it in water 3. Why do so many species live in estu aries 4. Why have so many cities been built by estuaries
T: Now imagine that your science teacher asks you to choose one of the questions and write a paragraph to explain it. Use what you learn from this unit and what you know about nature and sci ence to write the paragraph. You must be careful to explain it to make your explanations easy to understand. You'd better look at the tips on Page 24 before you write. It's of great help to your writing.
Possible samples;
(Question 3}
Salt water from the ocean and fresh water from the river mix together in an estuary. The mixing of
fresh and salt water creates a unique environment filled with life of all kinds. Here, animals can enjoy all the benefits of the oceans without having to face many of its dangers and nutrients arrive in estuaries from both the land and the ocean. So there are so many species living in estuaries.
(Question 4)
Estuaries are great places for nature's young. If many cities are built by estuar ies, we can enjoy fishing, swimming and having fun on the beach and scientists and students have endless opportunities to study a variety of life in the habitat. What's more, estuaries also contribute to the economy through tourism and fish ing. So many cities have been built by estuaries.
Step VI Test
Finish the following with some important phases.
1. The children's age (在5岁至15岁之间）．2. （她处理这个问题的方法）is very good.3. A week later （也就是），Oct 1 is National Day.4. He （充分利用了）multimedia in the class5. The little girl （对温度很敏感）．6. His actions （使他受到尊敬）·7. He （设法完成了工作）with very little help.
Suggested answers;
1. range from 5 to 15
2. The way she deals with the problem
3. that is
4. took advantage of
5. is very sensitive to temperature
6. made him respected
7. managed to get the work done
Step VII Summary and Homework
T: Today, we've done some reading and writing. We've also reviewed some useful expressions in this unit. After class, go over all the important points we have learnt in this unit.
Step VIII The Design of the Writing on the Blackboard
Unit 13 The water planetThe Fourth PeriodPhrases：provide……for，have an opportu nity to do, a variety of, contribute to
The Fifth Period Modal Verbs
Teaching Aims:
1. Review the important usages of modal verbs,
2. Sum up the different situations of modal verbs.
Teaching Important Point;
How to use modal verbs correctly.
Teaching Difficult Point:
How to choose modal verbs correctly.
Teaching Methods:
1. Review method to master the important usages of modal verbs.
2. Inductive method and comparative method to master the important and difficult points.
Teaching Aids;
1. the multimedia / the blackboard
Teaching Procedures:
Step I Greetings
Greet the whole class as usual,
Step II Revision
Dis cuss the points in common among modal verbs in groups of four.
Modal Verbs
1. Modal verbs are used when we say that we expect things to happen or that things are possible, or necessary, or impossible, or improbable, or when we describe things that didn't happen, or that we are not sure whether they happened.2. Modal verbs have no -s on the third person singular. Questions and nega tives are made without "do".3. Modal verbs have no infinitives,4. Modal verbs have no past forms. "Could" and "would" are used with past meanings in some cases.5. Modal verbs can be used with perfect infinitive to talk about things which didn't happen, or which we're not sure about.
Step III Revision of the Important Usages of Modal Verbs
Do some exercises
(Teacher uses multimedia to show the sentences on the screen.)
Fill in the blanks using can/could/may/might.1. Would you like to answer the phone It ____ be your sister.2. The part of the country ____ be very warm in September.3. ____ it be Lily 4. It ____(not) be true. 5, You ____ be right.
Suggested answers:
1. could/may/might 2. can 3. Can 4. can't 5. may/might/could
Finish another exer cises.
(Teacher shows the exercises on the screen.)
1. —____ I use your phone
— Yes, of course. You ____.
2. ____ you come into the meeting room without showing a passport
3. Mary said that I ____ borrow her car.
Suggested answers:
1. Can/Could/May/Might; can/may
2. Can
3. might/could ("Might" and "could" can be used after a past verb.)
Do some exercises to consol idate the usage of the structure.
1. I told Sally how to get there, but per haps I ____ for her. A. had to write it out B. must be have written it out C. should have written it out D. ought to write it out2. You didn't let me drive. If we ____ in turn, you ____ so tired. A. drove; didn't get B. drove; wouldn't get C. were driving; wouldn't get D. had driven; wouldn't have got3. —I want to know why she is late,—She ____ the early bus.A. could miss B. can have missedC. may have missed D. might miss4. —I stayed at a hotel in New York.—Oh, did you You ____ with Barbara.A. could have stayed B. could stay C. would stay D. must have stayed5. The light is still on. He ____ to turn it off when he ____ the room. A. may forget; leave B, must have forgotten; left C. may forget; have left D. could have forget; left
Suggested answers:
l. C 2.D 3. C 4. A 5.B
Step IV Summary and Homework
T; Up to now, we have reviewed modal verbs which express possibility, neces sity, permission, advice and modal verbs used together with perfect infin itives. They are all very important. After class, try to do more exercises to master them better.
Step V The Design of the Writing on the Blackboard
Unit 13 The water planetThe Fifth PeriodModal Verbs1. It must have rained last night, for the ground is wet.2. You can't have seen her yesterday, for she is still in Australia.3. You could have told me he was coming.4. She is very late. She may have missed the bus.