Module 5 A Lesson in a Lab 教案
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| 名称 | Module 5 A Lesson in a Lab 教案 |  | |
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必修1 Module 5
A Lesson in a Lab
单元教案
渔门中学高一英语备课组
Moduel 1 A Lesson in a Lab
主备：杨玲 复备：舒前会 段雪梅
Part 1 Introduction
Teaching time :
Teaching aims :
1. Let the students catch some words related to experiments, the lab and something like that
2. Make the students know the general science
3. Improve the students’ ability of expression on the experiment in a lab.
Teaching important points :
Help them master some important words, phrases and some simple sentences
Teaching difficult points
Help them express a simple scientific experiment
Teaching method: Look-speaking method to train the students’ speaking ability
Teaching procedures
Step 1 Greeting and lead-in
Greet as usually
Ask the students to brainstrom the subjects they are studying this term.
Chinese, English, mathsmatics, geography, biology, politics, history, physics, chemistry, IT(Information Technology…)
3. Work in pairs
Ask the students to put these words into three groups and give their reasons.
◆Language: Chinese, English
◆ Acadamic subjects: politics, history
◆Science subjects: mathermatics, geography, biology, physics, chemistry, IT(Information Technology)
4. Work in groups
a. Ask the students to discuss what their favourite subjects are, giving their reasons.
b. Choose the students who like science subjects to speak out their reasons.
Step 2 Introduction
T: All of us have learned physics, biology and chemistry in middle school. Now let’s have a test to see how much you know.
Read through the questions quickly on the screen.
How does water exist
If you heat a metal, what change will happen
What is the steel made from
What is the earth’s surface mainly covered by
How far is the sun from the earth
How old is the earth
Which is larger, the earth or the moon
Ask the students listen to the tape and find out the answers to these questions.
Work in pairs
Compare their answers.
Call back the answers from the class.
Suggested answers:
Water exists as a solid, a liquid and a gas.
When you heat a metal, it expands.
Steel is the mixture of iron and other substances
Two-thirds of the earth’s surface is water.
The distance of the sun from the earth is 150 500 500 kms
The earth is 4.6 billion years old.
The earth is forty-nine times larger than the moon.
Step 3
Work in groups
Complete the second activity on P41 and give reasons for their classification.
And then compare their answers
Show the answers on the screen for the whole class to check their own ones.
Suggested answers
Air—gas—oxygen contract—expand
Earth—sun—moon gas—liquid—solid
Step 4
Work in groups
Brainstorm as many other things that are natural, man-made and both as possible in limited time.
For every correct word they speak out they get one grade.
When time is up, ask every group member to give a report to their group. Other group members listen carefully to check if the offered words are correct and count them.
The member who provides the most correct words will be the winner.
Step 5 Summary and homework
1.Science is great, students must try their best to learn and explore it.
2.Write down the words in the module word list for five times and remember them.
Results of Study:
主备：杨玲 复备：舒前会 段雪梅
Part 2 Reading and Vocabulary
Teaching time :
Teaching aims :
1. Develop the students’ reading ability
2. Learn some important words, phrases and sentences
Teaching important points :
Encourage the students to talk about science as well as science subjects.
Help them make sure of the two passages.
Help them to improve their reading ability.
Teaching difficult points
Lead the students to talk in class actively.
Deal with some difficult language points.
Teaching tools: the multimedia & a blackboard
Teaching method:
Train the students’ speaking ability through individual and pair work.
Train the students’ reading ability by dealing with some reading activities.
Teaching procedures
Step 1 Greeting
1.Greet as usually
Step 2 Pre-reading
Background knowledge of a scientific experiment.
a. First ask the students to read the offered words in Activity one on P44 by themselves, trying to understand what they mean. If they have any problems, explain to them clearly.
b. Ask the question: What are the stages of a scientific experiment
Work in pairs
Work out the correct order of these words describing the stages of a scientific experiment according to what they usually do in a lab.
c. Compare their answers with other pairs.
d. Show the correct answers to the whole class.
◆Suggest answers:
Aim—method—result—conclusion
Extension
Work in groups
Ever group chooses an easy physical or chemical experiment they have done recently and have a discussion on how to describe it in English.
representatives gives a report to the whole class. Other students listen carefully and check if their descriptions are in the correct order.
Vocabulary
Reaction electrical equipment react potassium sodium calcium magnesium aluminum zinc partial copper oxide rust boil ordinary steam float form dissolve
A volunteer reads the words with other students following him/her.(If there are any pronunciation mistakes, other students help to correct them)
Work in groups
Choose the words that they think can be made use of to describe a scientific experiment from the list on the screen.( A dictionary is recommended.)
Suggest answers: all of the words.
Step 3 While-reading
Scanning
Ask the students to read the three titles in activity two on P44 quickly and try to understand them.
Then have the students read Passage A and choose the best title.
Work in groups
Compare their answers.
Call back the answers from the whole class.
Careful reading
●Passage A
Work in pairs
Read this conversation in pairs and then decide whether these statements are true or false
Show the following on the screen.
Different metals have disagrees uses.
The reaction of metals with different substances is the same.
Magnesium can form an oxide when heated in oxygen.
Iron reacts with cold water
Copper reacts most when heated in oxygen.
◆Suggest answers: T F T F F
●Passage B
1.Lead-in
a. On the screen, picture 1 shows some test tubes, some oil, test tube holder, cotton wool, iron nails, Bunsen burner.
b. Picture 2 shows the process of the experiments about ① Iron in dry air ②Iron in air-free water ③Iron in ordinary water
c.Picrure3 shows the result of these experiments.
2.Ask the students to read Passage B carefully and silently and try to find out the information they need to complete the table on page 45.
Students’ Activities
Iron in dry air iron in air-free water iron in ordinary water
Stage AStarting experiment cotton wool water water
Stage B1 week later nails water
Stage CResult Iron doesn’t rust Iron does not rust. Iron rusts.
Representatives report their answers to the whole class. The teacher comments on them, and offers the correct answers for the students to check their own.
Consolidation
Step 4 Language points
Words and phrase
Exist 存在，实在，实有，生存
Existence n. 实在，实有 existent adj.现存的，存在的
Existing adj. 存在的，现存的 Exist in 在于 exist on 靠…生活，生存
contract vt. 使收缩，使变窄，收缩 sign a contract 签订合同 make a contract 订立合同
think of 考虑，认为，想起 think up/think out/think over
make sure 设法 确保 相信 make sure of /make sure that…
at (the) least not least 相当重要，least of all 最不，尤其不
add.. to 把…加到… add up sth= add sth together.
Keep out of 置身于….之外/使…不接近，不卷入
It is hard to think of a word without metals.
难以想象没有金属的世界
It be + adj+ for sb.+to do sth.
It be + adj+ of sb.+to do sth.
It be + adj./n.+that-clause
It be no good/use doing sth…没有益处
Here is a table 倒装句
句子以here, there, now, then, 等副词开头的句子主语是名词时要倒装。Here you are/Here it is.
Step 5 Summary and Homework
The teacher recalls what the students learnt in this class. The students mainly learned some new words about substances. In addition, they also get some information about a scientific experiment, through the reading activities of a report on a scientific experiment. Then assign the homework to the students — search for more information about scientific experiments.
Results of Study:
主备：杨玲 复备：舒前会 段雪梅
Part 3 Grammar &Speaking
Teaching time :
Teaching aims :
Train the students’ induction ability
Train the students’ speaking skill.
Teaching important points :
Learn to research by the cooperation and induce and summarize the rules of the disagrees of comparison.
Help students make full use of the disagrees of comparison.
Help the students to improve their speaking ability.
Teaching difficult points
1.Lead the students to be active in class
2.help the students learn how to improve their speaking ability.
Teaching tools: the multimedia & a blackboard
Teaching method:
1.Make the students to know how to use the disagrees of comparison.
2.Train the students’ speaking ability by designing some activities applicable to the students.
Teaching procedures:
Step 1 Review and lead-in
Ask a couple of the students to report the information about scientific experiments they collected after class.
Step 2 Grammar 1
1.a.Ask the students to read the two sentences in activity1on P43.Make sure they understand them clearly.
b. Get the students into pairs to compare them, finding out the similarities as well as differences.
Suggested answers:
They both express the use of degrees of comparison but their structures are different.
The first one is like this: A+ v.+ as+ adj. + as + B,
while the second one is as follows: A +v. + multiple +the comparative+ than +B.
Let the students read through the questions and give their questions individually, which will further deepen their understanding of this grammar item.
Work in pairs
Check their answers.
Call back the answers from the class.
2.a. Ask the students to read the example carefully and make sure they master the two sentences structures
b. Have the students look through the following information as well as understanding them.
Work in pairs
Take turns to make up sentences using the words in the brackets according to the example.
Compare the sentences they made with other pairs to check if they are correct.
Call back the answers from the class.
Check the answers on the screen.
Comparison using positive adjectives and adverbs.
We use several different grammatical structures or comparing.
a. The earlier you come, the better place you can find.
“比较级+and+比较级” 用英语表达"A 是 B 的 N 倍长（宽，高，大，重等）"，"A 比 B 长（宽，高，大，重等）N 倍" 或"A 的长度（宽度，高度，大
小，重量等）是 B 的 N 倍"，可用下列几种句型。
1."A + be + 倍数 + as + 计量形容词原级 + as + B".
This tree is three times as tall as that one. 这棵树是那棵树的三倍高。
His father is twice as old as he. 他父亲的年纪有他两倍大。
2."A + be + 倍数 + 计量形容词比较级 + than + B "
The Yangtze River is almost twice longer than the Pearl River.
长江差不多比珠江长两倍。
The dictionary is exactly five times more expensive than that one.
这本字典比那本恰好贵5倍。
3."A + be + 倍数 + the + 计量名词 + of + B "
The newly broadened square id four times the size of the previous one.
新扩建的广场是未扩建时的四倍大。
4."The + 计量名词 + of + A + be + 倍数 + that + of + B "
The size of the newly broadened square is four times that of the previous one.
新扩建的广场为以前的四倍大。
5.其它
I'm twice/ double his age. 我的年龄是他的两倍。
I've paid five times the usual price for the stamp.
我出了5倍于往常的价格买这枚邮票。
The average income of the staff has been increased by 50 percent compared with last year. 与去年相比，该单位职工的
收入增加了50%.
The price of TVs are twofold( adj. 两部分的, 双重的) down over these years.
近几年来，电视机的价格下降了两倍。
Step 3 Grammar 2
1. a. First let the students read through the sentences individually. Make sure that they understand what the sentences mean.
b. Have the students work in pairs to find out the sentence structures.
◆ Suggested answers:
Sentence 1: Subject + verb+ double comparatives(-er and –er or more and more)
Sentences 2 and 3: The comparative expression +subject +verb, the comparative expression + subject+ verb.
c. Look through and answer the following questions individually. Then check the answers in groups of four. Finally the teacher calls back the answers from the class.
◆ Suggested answers: A 1,2,3 B2,3 C 1
Work in pairs
d. Make up sentences using the given words according to the example.
e. Let the students to check their answers by comparison.
f. Ask the volunteers to report the answer to the whole class.
g. Finally teacher give the correct answers on the screen.
Comparison using comparative adjectives and adverbs.
a.表示“越来越……”。
He becomes fatter and fatter．
The girl becomes more and more beautiful.
那个女孩越长越漂亮了。
比较级前还可以用much，even，still，a little等来修饰。
b. the +比较级……，the +比较级……
意为“越……，越……”。前面部分是从句，后面部分是主句。
The harder you work, the more successful you will be.
The harder he works, the happier he feels.
他越努力学习，就越感到快乐。
Degree modifiers with comparatives and superlatives
We cannot use very with comparatives. Instead we use other degree modifiers like much, far, very much, a lot, lots, any, no, rather, a little, a bit and even.
She is much older than her husband.
Is he any better
Russian is much/far more difficult than Spanish.
There are much better shops in the city.
Step 4 Speaking
1.Read the numbers out and let the students follow you. Meanwhile, make them pay attention to the rules of reading them.
Work in pairs
b. Practice the reading of numbers. One speaks out five numbers over a million in Chinas or writes them on the blackboard, while the other reds it. Then exchange their rules to repeat this.
c. Show the following rules on the screen for them to read.
A fraction is made up of these parts——the numerator, a horizontal or italic line and the demonator. First, read the numerator with a cardinal number which must be in its plural from expect when the number is one
d. Ask them to read the following fractions one by one.
2/3 5/8 9/10 3/8 5/6
Check the answers and consoidate what they just learn in the form of a competition as they do Activity 1.
2. Percentages
a. The teacher explain the reading rules of percentages to the whole class using the given example. Ask the students to speak out them.
A percentage is composed of two parts——a number and the sigh %,which is real as percent.
b. Choose a pair of good students to give another model of how to read a percentage correctly. One gives any percentage in Chinese and other reads it.
Work in Groups
e. The students work in group of three. The first one reads any fractions in Activity 2, the second converts it into a percentage and the third one reads the percentage correctly. The less time they use, the better performance they give.
4.Comprehensive consolidation
a. The students take turns to answer the questions in pairs.
Work in Groups
b. One asks a question which is similar to those in Activity 4 on P43,while the other group to report their races to answer it. Take turns to repeat it.
e. Have any group to repair their races to the whole class.
Step 5 Summary and Homework
The teacher recalls what the students have learnt in this class. The students mainly learned the degrees of comparative. In addition in Grammar 1 and 2 parts, they learned to speak with correct intonations through the function activity. Then assign the homework to the tudents——make up more sentences using the degrees of comparative.
Results of Study:
主备：杨玲 复备：舒前会 段雪梅
Part 4 Listening ; Everyday English ; Cultural Corner;
Teaching time :
Teaching aims :
Develop the students’ listening ability.
Train the students’ communicating ability
Train the students’ reading skill.
Paying more attention to the pronunciation of the words.
Teaching important points :
1.Encourage the students to read the sentences accurately and fluently.
2.Know more about the description of science teaching in Mark’s school.
3.Help the students make full use of everyday English Freely
4.Master and apply what they have learnt in this module.
Teaching difficult points
1. Do listening carefully and clearly
2. Develop the students’ communication skills by practicing the use of daily expressions
3. Lead the students to be active in class
4. Apply important language points proficiently and correctly.
Teaching tools: the multimedia & a blackboard
Teaching procedures:
Step 1 Listening
1.Ask the students to review the stages of an simple science.
Students’ Activities
2.T: All of us have learned chemistry in middle school. Would you please tell me what’s the difference in weight when the metal magnesium burns in air
Ss: It will be light.
3.Listen to the tape and complete the sentences (Listening and Writing ) P46-47individually
4.Work in groups to discuss their answers and finish the task——one sentence
5. Ask a representative to show their answers on the screen, and other groups watch carefully and correct the answers.
6.The teacher give the answers.
7.The group who write the whole sentence will be the winner.
8.Listen again and ask the students pay attention to the pronunciation.
Step 2 Everyday English
1. a. Read the sentence out and have the students repeat them after you.
b. Choose the meanings of the sentences individually
c. Check their answers through a comparison.
◆Suggested answers: 1.a, 2.b, 3.a, 4.b, 5.a
Work in Pairs
Make up a short dialogue with these five daily expressions.
2. Language Points
a. It’s your turn. b. in turn
c. take turn to do sth d. It’s one’s turn to do sth.
Step 3 Cultural Corner
1.Lead-in
Look at this photo. This boy is Mark Kendon. Mark Kendon is a Canadian student at Senior High school. The passage is about his description of science teaching in his school.
2.Reading
a. Fast reading
Now read the passage quickly and try to find the answers to the following question:
Why has Mark become more interested in science
--Because he has moved to a new school with good facilities and teachers.
b. Careful reading
Read the passage again and try to get as much information as possible.
Students’ Activities
Do the following questions.
a. Was Mark interested in science at first
b. What happened to his feelings about science
c. How did he get interested in science
3. Ask the students to discuss their answers with their partners.
4.Check the answers
◆Suggested answers: a. No.
b. His feelings about science have now changed
c. The science teachers at the new school are excellent, the science facilities are very good, with labs that have all the latest equipment. We are taken to interesting public science lectures about four times a term.
Step 4 Summary and Homework
The teacher recalls what the students have learnt in this class. The students first listened the stages of an experiment and learnt science teaching in Mark’s school. In addition, they reviewed all the knowledge in this module. Then assign the homework to the students——review and remember the words, the use of the degrees of comparison as well as some daily expressions.
Results of Study:
A Lesson in a Lab
单元教案
渔门中学高一英语备课组
Moduel 1 A Lesson in a Lab
主备：杨玲 复备：舒前会 段雪梅
Part 1 Introduction
Teaching time :
Teaching aims :
1. Let the students catch some words related to experiments, the lab and something like that
2. Make the students know the general science
3. Improve the students’ ability of expression on the experiment in a lab.
Teaching important points :
Help them master some important words, phrases and some simple sentences
Teaching difficult points
Help them express a simple scientific experiment
Teaching method: Look-speaking method to train the students’ speaking ability
Teaching procedures
Step 1 Greeting and lead-in
Greet as usually
Ask the students to brainstrom the subjects they are studying this term.
Chinese, English, mathsmatics, geography, biology, politics, history, physics, chemistry, IT(Information Technology…)
3. Work in pairs
Ask the students to put these words into three groups and give their reasons.
◆Language: Chinese, English
◆ Acadamic subjects: politics, history
◆Science subjects: mathermatics, geography, biology, physics, chemistry, IT(Information Technology)
4. Work in groups
a. Ask the students to discuss what their favourite subjects are, giving their reasons.
b. Choose the students who like science subjects to speak out their reasons.
Step 2 Introduction
T: All of us have learned physics, biology and chemistry in middle school. Now let’s have a test to see how much you know.
Read through the questions quickly on the screen.
How does water exist
If you heat a metal, what change will happen
What is the steel made from
What is the earth’s surface mainly covered by
How far is the sun from the earth
How old is the earth
Which is larger, the earth or the moon
Ask the students listen to the tape and find out the answers to these questions.
Work in pairs
Compare their answers.
Call back the answers from the class.
Suggested answers:
Water exists as a solid, a liquid and a gas.
When you heat a metal, it expands.
Steel is the mixture of iron and other substances
Two-thirds of the earth’s surface is water.
The distance of the sun from the earth is 150 500 500 kms
The earth is 4.6 billion years old.
The earth is forty-nine times larger than the moon.
Step 3
Work in groups
Complete the second activity on P41 and give reasons for their classification.
And then compare their answers
Show the answers on the screen for the whole class to check their own ones.
Suggested answers
Air—gas—oxygen contract—expand
Earth—sun—moon gas—liquid—solid
Step 4
Work in groups
Brainstorm as many other things that are natural, man-made and both as possible in limited time.
For every correct word they speak out they get one grade.
When time is up, ask every group member to give a report to their group. Other group members listen carefully to check if the offered words are correct and count them.
The member who provides the most correct words will be the winner.
Step 5 Summary and homework
1.Science is great, students must try their best to learn and explore it.
2.Write down the words in the module word list for five times and remember them.
Results of Study:
主备：杨玲 复备：舒前会 段雪梅
Part 2 Reading and Vocabulary
Teaching time :
Teaching aims :
1. Develop the students’ reading ability
2. Learn some important words, phrases and sentences
Teaching important points :
Encourage the students to talk about science as well as science subjects.
Help them make sure of the two passages.
Help them to improve their reading ability.
Teaching difficult points
Lead the students to talk in class actively.
Deal with some difficult language points.
Teaching tools: the multimedia & a blackboard
Teaching method:
Train the students’ speaking ability through individual and pair work.
Train the students’ reading ability by dealing with some reading activities.
Teaching procedures
Step 1 Greeting
1.Greet as usually
Step 2 Pre-reading
Background knowledge of a scientific experiment.
a. First ask the students to read the offered words in Activity one on P44 by themselves, trying to understand what they mean. If they have any problems, explain to them clearly.
b. Ask the question: What are the stages of a scientific experiment
Work in pairs
Work out the correct order of these words describing the stages of a scientific experiment according to what they usually do in a lab.
c. Compare their answers with other pairs.
d. Show the correct answers to the whole class.
◆Suggest answers:
Aim—method—result—conclusion
Extension
Work in groups
Ever group chooses an easy physical or chemical experiment they have done recently and have a discussion on how to describe it in English.
representatives gives a report to the whole class. Other students listen carefully and check if their descriptions are in the correct order.
Vocabulary
Reaction electrical equipment react potassium sodium calcium magnesium aluminum zinc partial copper oxide rust boil ordinary steam float form dissolve
A volunteer reads the words with other students following him/her.(If there are any pronunciation mistakes, other students help to correct them)
Work in groups
Choose the words that they think can be made use of to describe a scientific experiment from the list on the screen.( A dictionary is recommended.)
Suggest answers: all of the words.
Step 3 While-reading
Scanning
Ask the students to read the three titles in activity two on P44 quickly and try to understand them.
Then have the students read Passage A and choose the best title.
Work in groups
Compare their answers.
Call back the answers from the whole class.
Careful reading
●Passage A
Work in pairs
Read this conversation in pairs and then decide whether these statements are true or false
Show the following on the screen.
Different metals have disagrees uses.
The reaction of metals with different substances is the same.
Magnesium can form an oxide when heated in oxygen.
Iron reacts with cold water
Copper reacts most when heated in oxygen.
◆Suggest answers: T F T F F
●Passage B
1.Lead-in
a. On the screen, picture 1 shows some test tubes, some oil, test tube holder, cotton wool, iron nails, Bunsen burner.
b. Picture 2 shows the process of the experiments about ① Iron in dry air ②Iron in air-free water ③Iron in ordinary water
c.Picrure3 shows the result of these experiments.
2.Ask the students to read Passage B carefully and silently and try to find out the information they need to complete the table on page 45.
Students’ Activities
Iron in dry air iron in air-free water iron in ordinary water
Stage AStarting experiment cotton wool water water
Stage B1 week later nails water
Stage CResult Iron doesn’t rust Iron does not rust. Iron rusts.
Representatives report their answers to the whole class. The teacher comments on them, and offers the correct answers for the students to check their own.
Consolidation
Step 4 Language points
Words and phrase
Exist 存在，实在，实有，生存
Existence n. 实在，实有 existent adj.现存的，存在的
Existing adj. 存在的，现存的 Exist in 在于 exist on 靠…生活，生存
contract vt. 使收缩，使变窄，收缩 sign a contract 签订合同 make a contract 订立合同
think of 考虑，认为，想起 think up/think out/think over
make sure 设法 确保 相信 make sure of /make sure that…
at (the) least not least 相当重要，least of all 最不，尤其不
add.. to 把…加到… add up sth= add sth together.
Keep out of 置身于….之外/使…不接近，不卷入
It is hard to think of a word without metals.
难以想象没有金属的世界
It be + adj+ for sb.+to do sth.
It be + adj+ of sb.+to do sth.
It be + adj./n.+that-clause
It be no good/use doing sth…没有益处
Here is a table 倒装句
句子以here, there, now, then, 等副词开头的句子主语是名词时要倒装。Here you are/Here it is.
Step 5 Summary and Homework
The teacher recalls what the students learnt in this class. The students mainly learned some new words about substances. In addition, they also get some information about a scientific experiment, through the reading activities of a report on a scientific experiment. Then assign the homework to the students — search for more information about scientific experiments.
Results of Study:
主备：杨玲 复备：舒前会 段雪梅
Part 3 Grammar &Speaking
Teaching time :
Teaching aims :
Train the students’ induction ability
Train the students’ speaking skill.
Teaching important points :
Learn to research by the cooperation and induce and summarize the rules of the disagrees of comparison.
Help students make full use of the disagrees of comparison.
Help the students to improve their speaking ability.
Teaching difficult points
1.Lead the students to be active in class
2.help the students learn how to improve their speaking ability.
Teaching tools: the multimedia & a blackboard
Teaching method:
1.Make the students to know how to use the disagrees of comparison.
2.Train the students’ speaking ability by designing some activities applicable to the students.
Teaching procedures:
Step 1 Review and lead-in
Ask a couple of the students to report the information about scientific experiments they collected after class.
Step 2 Grammar 1
1.a.Ask the students to read the two sentences in activity1on P43.Make sure they understand them clearly.
b. Get the students into pairs to compare them, finding out the similarities as well as differences.
Suggested answers:
They both express the use of degrees of comparison but their structures are different.
The first one is like this: A+ v.+ as+ adj. + as + B,
while the second one is as follows: A +v. + multiple +the comparative+ than +B.
Let the students read through the questions and give their questions individually, which will further deepen their understanding of this grammar item.
Work in pairs
Check their answers.
Call back the answers from the class.
2.a. Ask the students to read the example carefully and make sure they master the two sentences structures
b. Have the students look through the following information as well as understanding them.
Work in pairs
Take turns to make up sentences using the words in the brackets according to the example.
Compare the sentences they made with other pairs to check if they are correct.
Call back the answers from the class.
Check the answers on the screen.
Comparison using positive adjectives and adverbs.
We use several different grammatical structures or comparing.
a. The earlier you come, the better place you can find.
“比较级+and+比较级” 用英语表达"A 是 B 的 N 倍长（宽，高，大，重等）"，"A 比 B 长（宽，高，大，重等）N 倍" 或"A 的长度（宽度，高度，大
小，重量等）是 B 的 N 倍"，可用下列几种句型。
1."A + be + 倍数 + as + 计量形容词原级 + as + B".
This tree is three times as tall as that one. 这棵树是那棵树的三倍高。
His father is twice as old as he. 他父亲的年纪有他两倍大。
2."A + be + 倍数 + 计量形容词比较级 + than + B "
The Yangtze River is almost twice longer than the Pearl River.
长江差不多比珠江长两倍。
The dictionary is exactly five times more expensive than that one.
这本字典比那本恰好贵5倍。
3."A + be + 倍数 + the + 计量名词 + of + B "
The newly broadened square id four times the size of the previous one.
新扩建的广场是未扩建时的四倍大。
4."The + 计量名词 + of + A + be + 倍数 + that + of + B "
The size of the newly broadened square is four times that of the previous one.
新扩建的广场为以前的四倍大。
5.其它
I'm twice/ double his age. 我的年龄是他的两倍。
I've paid five times the usual price for the stamp.
我出了5倍于往常的价格买这枚邮票。
The average income of the staff has been increased by 50 percent compared with last year. 与去年相比，该单位职工的
收入增加了50%.
The price of TVs are twofold( adj. 两部分的, 双重的) down over these years.
近几年来，电视机的价格下降了两倍。
Step 3 Grammar 2
1. a. First let the students read through the sentences individually. Make sure that they understand what the sentences mean.
b. Have the students work in pairs to find out the sentence structures.
◆ Suggested answers:
Sentence 1: Subject + verb+ double comparatives(-er and –er or more and more)
Sentences 2 and 3: The comparative expression +subject +verb, the comparative expression + subject+ verb.
c. Look through and answer the following questions individually. Then check the answers in groups of four. Finally the teacher calls back the answers from the class.
◆ Suggested answers: A 1,2,3 B2,3 C 1
Work in pairs
d. Make up sentences using the given words according to the example.
e. Let the students to check their answers by comparison.
f. Ask the volunteers to report the answer to the whole class.
g. Finally teacher give the correct answers on the screen.
Comparison using comparative adjectives and adverbs.
a.表示“越来越……”。
He becomes fatter and fatter．
The girl becomes more and more beautiful.
那个女孩越长越漂亮了。
比较级前还可以用much，even，still，a little等来修饰。
b. the +比较级……，the +比较级……
意为“越……，越……”。前面部分是从句，后面部分是主句。
The harder you work, the more successful you will be.
The harder he works, the happier he feels.
他越努力学习，就越感到快乐。
Degree modifiers with comparatives and superlatives
We cannot use very with comparatives. Instead we use other degree modifiers like much, far, very much, a lot, lots, any, no, rather, a little, a bit and even.
She is much older than her husband.
Is he any better
Russian is much/far more difficult than Spanish.
There are much better shops in the city.
Step 4 Speaking
1.Read the numbers out and let the students follow you. Meanwhile, make them pay attention to the rules of reading them.
Work in pairs
b. Practice the reading of numbers. One speaks out five numbers over a million in Chinas or writes them on the blackboard, while the other reds it. Then exchange their rules to repeat this.
c. Show the following rules on the screen for them to read.
A fraction is made up of these parts——the numerator, a horizontal or italic line and the demonator. First, read the numerator with a cardinal number which must be in its plural from expect when the number is one
d. Ask them to read the following fractions one by one.
2/3 5/8 9/10 3/8 5/6
Check the answers and consoidate what they just learn in the form of a competition as they do Activity 1.
2. Percentages
a. The teacher explain the reading rules of percentages to the whole class using the given example. Ask the students to speak out them.
A percentage is composed of two parts——a number and the sigh %,which is real as percent.
b. Choose a pair of good students to give another model of how to read a percentage correctly. One gives any percentage in Chinese and other reads it.
Work in Groups
e. The students work in group of three. The first one reads any fractions in Activity 2, the second converts it into a percentage and the third one reads the percentage correctly. The less time they use, the better performance they give.
4.Comprehensive consolidation
a. The students take turns to answer the questions in pairs.
Work in Groups
b. One asks a question which is similar to those in Activity 4 on P43,while the other group to report their races to answer it. Take turns to repeat it.
e. Have any group to repair their races to the whole class.
Step 5 Summary and Homework
The teacher recalls what the students have learnt in this class. The students mainly learned the degrees of comparative. In addition in Grammar 1 and 2 parts, they learned to speak with correct intonations through the function activity. Then assign the homework to the tudents——make up more sentences using the degrees of comparative.
Results of Study:
主备：杨玲 复备：舒前会 段雪梅
Part 4 Listening ; Everyday English ; Cultural Corner;
Teaching time :
Teaching aims :
Develop the students’ listening ability.
Train the students’ communicating ability
Train the students’ reading skill.
Paying more attention to the pronunciation of the words.
Teaching important points :
1.Encourage the students to read the sentences accurately and fluently.
2.Know more about the description of science teaching in Mark’s school.
3.Help the students make full use of everyday English Freely
4.Master and apply what they have learnt in this module.
Teaching difficult points
1. Do listening carefully and clearly
2. Develop the students’ communication skills by practicing the use of daily expressions
3. Lead the students to be active in class
4. Apply important language points proficiently and correctly.
Teaching tools: the multimedia & a blackboard
Teaching procedures:
Step 1 Listening
1.Ask the students to review the stages of an simple science.
Students’ Activities
2.T: All of us have learned chemistry in middle school. Would you please tell me what’s the difference in weight when the metal magnesium burns in air
Ss: It will be light.
3.Listen to the tape and complete the sentences (Listening and Writing ) P46-47individually
4.Work in groups to discuss their answers and finish the task——one sentence
5. Ask a representative to show their answers on the screen, and other groups watch carefully and correct the answers.
6.The teacher give the answers.
7.The group who write the whole sentence will be the winner.
8.Listen again and ask the students pay attention to the pronunciation.
Step 2 Everyday English
1. a. Read the sentence out and have the students repeat them after you.
b. Choose the meanings of the sentences individually
c. Check their answers through a comparison.
◆Suggested answers: 1.a, 2.b, 3.a, 4.b, 5.a
Work in Pairs
Make up a short dialogue with these five daily expressions.
2. Language Points
a. It’s your turn. b. in turn
c. take turn to do sth d. It’s one’s turn to do sth.
Step 3 Cultural Corner
1.Lead-in
Look at this photo. This boy is Mark Kendon. Mark Kendon is a Canadian student at Senior High school. The passage is about his description of science teaching in his school.
2.Reading
a. Fast reading
Now read the passage quickly and try to find the answers to the following question:
Why has Mark become more interested in science
--Because he has moved to a new school with good facilities and teachers.
b. Careful reading
Read the passage again and try to get as much information as possible.
Students’ Activities
Do the following questions.
a. Was Mark interested in science at first
b. What happened to his feelings about science
c. How did he get interested in science
3. Ask the students to discuss their answers with their partners.
4.Check the answers
◆Suggested answers: a. No.
b. His feelings about science have now changed
c. The science teachers at the new school are excellent, the science facilities are very good, with labs that have all the latest equipment. We are taken to interesting public science lectures about four times a term.
Step 4 Summary and Homework
The teacher recalls what the students have learnt in this class. The students first listened the stages of an experiment and learnt science teaching in Mark’s school. In addition, they reviewed all the knowledge in this module. Then assign the homework to the students——review and remember the words, the use of the degrees of comparison as well as some daily expressions.
Results of Study: