Module 5 A Lesson in a Lab教案+辅导+训练

I. 根据下列各句句意及所给单词的首字母，写出该单词的正确形式。
1. Mr. Cook arrived in India on the final s_______ of his tour around Asia.
2. We have all come to the c_______ that she is the best doctor in the hospital.
3. He was surprised that his speech had caused such a strong r_______.
4. We have to buy some scientific e_______ to carry out our experiment.
5. Those sweet potatoes have been b_______ for 20 minutes.
6. Now even expensive cars have entered into o______ families.
7. There wasn’t enough water to f______ the ship.
8. After careful thought, a plan began to f_______ in his mind.
9. The girl lost her b_______ and fell off her bike.
10. Heat gently until the sugar d_______.
II. 用括号内所给单词的适当形式填空。
1. It was strange that they drew different _______ (conclude) from the same fact.
2. The soldier stood there, _______ (aim) his gun at the door.
3. The store sells tents and other camping _______ (equip).
4. It is known to all that dry wood _______ (burn) easily.
5. The little boy was watching his red balloon _______ (float) across the sky.
III. 用所给短语的适当形式填空。
1. add to; add up to
That he is leaving _______ our difficulties.
The money they collected for the Project Hope _______ ten thousand yuan.
2. used to; get used to
When I went to my hometown last month, I found it no longer what it _______ be.
They _______ living in the cold weather already.
3. keep out; keep out of
We must take some measures to _______ the cold in winter.
_______ the dog _______ the house. It is dangerous.
4. react with; react to
How did he _______ the news
Iron _______ water and air to produce rust.
IV. 用适当的介词填空。
1. His reaction _______ the joke is getting angry.
2. Factories must aim _______ developing new models of machines.
3. It was a traffic accident that resulted _______ his death.
4. Our teacher is showing us a new method _______ writing.
5. He would never think _______ letting his daughter marry a fellow like Tom.
6. The feeling had long been _______ the bottom of his heart.
7. He was as busy as a bee trying to put the house _______ order.
8. Do try to keep out _______ their quarrel!
9. Add a few more names of workers _______ the list.
10. He seems to dislike any form _______ exercise.
V. 根据括号内的提示翻译下列句子。
1. 你能想象他独自在一个陌生的城市生活的情形吗？ (think of)
2. 我将按顺序回答你这三个问题。 (in order)
3. 他们对你的建议有什么反应呢？ (react)
4. 实验室购进了一件最新的设备。 (equipment)
5. 我们应该从他的错误中吸取教训。 (learn from)
6. 请查一下火车什么时候开。 (find out)
7. 务必要记下她说的每一个字。 (make sure)
8. Kathy的妈妈让她往火里加点柴。 (add)
9. 你最好不要参与这些事情。 (keep out)
10. 学校的重要任务之一就是要帮助儿童形成自己的个性。(form)
参考答案：
I. 1. stage 2. conclusion 3. reaction 4. equipment
5. boiled 6. ordinary 7. float 8. form
9. balance 10. dissolves
II. 1. conclusions 2. aiming 3. equipment
4. burns 5. floating
III. 1. adds to; added up to 2. used to; have got used to
3. keep out; Keep; out of 4. react to; reacts with
IV. 1. to 2. at 3. in 4. of 5. of 6. at 7. in 8. of 9. to 10. of
V. 1. Can you think of him living in a strange city alone
2. I will answer your three questions in order.
3. How did they react to your suggestion
4. The lab has bought a latest piece of equipment.
5. We should learn from his mistakes.
6. Please find out when the train starts.
7. Make sure that you put down every word she says.
8. Kathy’s mother asked her to add some wood to the fire.
9. You’d better keep out of these things.
10. One of the most important tasks for a school is to help form a child’s own character.知识点辅导 3
1. 比较级 and 比较级 越来越……
It’s getting brighter and brighter.
The blackboard ran faster and faster.
2. The +比较级, the +比较级 越……越……
The more one has, the more he wants.
The more medicine I take, the worse I feel.
The more I read, the more intensely interested I became.
3. go ahead 1)干吧、说吧、尽管用吧
2) 与with 连用，表示“继续前进、继续进行”
--Could I have a look at the watch on show
-- Go ahead.
I think you are able to solve the problem. Just go ahead.
4. It’s sb’s turn to do sth. 轮到某人做某事了
You’d better wait for your turn.
by turns = one after another
in turn
It’s your turn to recite the text.
5. be proud of 以……为荣， 以……自豪
I am proud of my son’s ability to solve difficult problems on his own.
take pride in = be proud of
6. burn vi & vt.
1) (使)燃烧，（使）着火
The house is burning. We’d better dial 110.
Oil is burned to warn the house in winter.
2) (使)烧焦、(使)晒黑
Her skin burns easily.
The little plant may be burnt by the sun.
burn up 烧掉、烧光
burn down 烧毁
7. expand vi & vt 伸展、膨胀、鼓起；扩张、扩大
expand a balloon 吹气球
expand business 扩张事业
His company has expanded into a big one.
8. electricity [u] 电、电流、电力
conduct electricity 导电
generate electricity 发电
cut off electricity 断电
turn on electricity 打开电源
The machine is driven/ run by electricity.
There was no electricity in the house in the past.
9. 常见的合成形容词结构
1) adj. + n. + ed
warm-hearted, good-tempered
2) adj. + doing
good-looking
easy-going
3) adv. + doing
hard working
well-meaning
4) n, + doing
English-speaking
peace-loving
5) n. + done
man-made
heart-felt
snow-covered
6) adv. + done
well-known
well-educated
7) n. + adj.
snow-white
life-long
8) num + n. + adj
five-year-old
50-meter-wide
9) num. + n. + ed
three-legged
10) adj + n.
long-term
full-time
part-time词汇用法 2
1．make sure
1) 确定、查明、弄明白、确信
make sure of
make sure that
make sure wh-
We’d better make sure when the train arrives and leaves.
2) 确保、保证、务必
make sure of
make sure that-clause that 从句用一般时态代替将来时
Make sure that you get to the station ahead of time.
2. at least = at the least
at most = at the most
1) 至少、起码， 与数词连用
He had been away for at least 10 years.
2）无论如何，至少 程度副词，修饰谓语动词
I may fail, but at least let me have a try.
3. learn from
learn… from
1) 向……学习
We are called on to learn from Lei Feng.
The young lady learned cooking from her mother.
2) 从……得知/获悉……
I leaned about his death from the newspaper.
4. keep … out of 使……进不去，不让……进入， 不介入
keep out sth./ keep sth. out 挡住，把……挡在外面
You should wear warm clothes to keep out the cold.
Close the door after you to keep the dog out.
拓展：
keep on doing sth.
keep away (from)
keep back
keep…from doing
keep in touch with
keep up
keep up with
5. It is + 表语 + to do sth.
It is not easy to drink in a spaceship.
It is his duty to care for the child.
It is important to learn English well.
6. used to do sth. 过去常常干某事（强调现在不了）
否定式：
used not to do= usen’t to do
did not use to do= didn’t use to do
疑问形式：
Used + 主语+ to + 动词原形
Did + 主语 + use to + 动词原形
附加疑问句形式：
didn’t + 主语
usedn’t + 主语
There used to be a shop on the street corner, usedn’t there / didn’t there
Didn’t he use to come to work late
Usen’t he to come to work late
be used to do 被用来做……
be/ get used to (doing) sth. 习惯
7. be supposed to do sth. 理应/应当做某事
You are supposed to hand in your homework after school.
We are supposed not to smoke here. (委婉说法)单元测试题
一 听力略
二．单项填空
21． I suppose reading this book will ________ your taste for music.
A. add B. add up C. add to D. add up to
22. We are worried as our business has ______ a lot recently.
A. increased B. developed C. contracted D achieved
23. _________, I’d like to say thanks to all of your present.
A. With conclusion B. In conclusion C. For conclusion D. To conclusion
24. He studied hard, _____ the exam.
A. aim at B. aiming at passing C. aiming passing D. aim to passing
25. He is watching TV. He’s ______ to be cleaning his room.
A. known B. supposed C. regarded D. considered.
26.If we can _____ this speed, we should arrive there in about two days.
A. keep up B. keep to C. keep on D. keep with
27. All things in the room were, but she quickly _____ them _______.
A. in order; put; in order B. on order; place; in order
C. out of order; put; in order D. by order; place; in order
28. It __________ that the earth was flat.
A. is used to think B. used to be thought
C. used to think D. is used to be thought.
29. Though he is an/a _______ worker, he works hard.
A ordinary B. common C. usual D. normal.
30. _________ you try, _______ you’ll do in the exam.
A. Harder, better B. The harder; the better
C. The better; the harder D. Better; harder.
31. Try your best to _____ their quarrel.
A. keep out B. keep away.
C. keep out of D. keep from
32. The more you study, the more questions you think of ________.
A. ask B. to ask C. asking D. being asked
33. The students _______ a line on the playground, getting ready for their P.E. lesson.
A. formed B. stood C. rowed D. stood up
34. She reacted ______ the insult (侮辱) by turning her back on him.
A. to B. for C. with D. at
35. By the time she ________ home, her parents will have prepared some delicious food for her.
A. will get B. will have got C. is getting D. gets
第二节 完型填空（共20小题；每小题1.分，满分20分）
阅读下面短文，撑握其大意，然后从36—55各题所给的四个选项（A、B、C和D）中，选出最佳选项
The two teachers were sitting in the teacher’s room. For a moment there was 36 .
Then one of them, Miss Smith said: “I’m afraid I’d have to 37 him.”
“Now, Alice,” said her friend Mrs. Jackson, “is he such a terrible student ”
“That’s just the 38 ,” the other woman replied. “Tom is my best student. The problem is that he’s now so lazy that he never gets his 39 done. He hasn’t handed me
40 of his homework for three weeks and I’d be surprised 41 he did now.”
42 before had Mrs. Jackson seen Miss Smith look so unhappy. “Have you 43 with him about it ” she asked.
“Why should I He knows he has to prepare his lessons and do his homework. I 44 that clear the first day for class. When the course started , he did so 45 that I considered asking the 46 to give him a scholarship (奖学金). But now he even 47 in class! I’ve never seen such a 48 in a student.”
“You should have a 49 with him. Give him a chance to tell his side of story.”
Miss Smith spoke to Tom and 50 all about it. He was studying all day and 51 most of the night in a factory to pay for his education. Of course he was tired in the 52 and sometimes could hardly keep 53 . Miss Smith soon arranged for him to have a 54 and he was able to give up his 55 and concentrate (集中精力) on his studies .
36．A．distance B．silence C．pleasure D．delight
37．A．fail B．teach C．beat D．tell
38．A．lesson B．thing C．trouble D．boy
39．A．homework B．housework C．cleaning D．washing
40．A．some B．plenty C．any D．lots
41．A．even B．if C．though D．when
42．A．Long B．Until C．Ever D．Never
43．A．quarreled B．talked C．dealt D．discussed
44．A．said B．thought C．required D．made
45．A．quickly B．often C．much D．well
46．A．school B．class C．others D．parents
47．A．talks B．sleeps C．laughs D．walks
48．A．matter B．change C．habit D．way
49．A．lesson B．look C．talk D．meeting
50．A．studied B．got C．learned D．understood
51．A．sleeping B．working C．spending D．staying
52．A．morning B．afternoon C．evening D．class
53．A．silent B．clean C．warm D．awake
54．A．scholarship B．room C．teacher D．position
55．A．education B．sleep C．job D．pay
第三部分: 阅读理解（共20小题；每小题2分，满分40分）
阅读下列短文，从每题所给的四个选项（A、B、C、D）中选出最佳选项。
A
What is your favorite color Do you like yellow, orange, or red If you do, you must be an optimist（乐观主义者）, a leader, an active person who enjoys life, people and excitement. Do you prefer grays and blues Then you are probably quiet, shy and you would rather follow than lead. If you love green, you are strong-minded and determined (意志坚定的). You wish to succeed and want other people to see you are successful. At least this is what psychologists tell us, and they should know, because they have been seriously studying the meaning of color preference, and the effect that colors have on human beings. They tell us that we don't choose our favorite color as we grow up. If you happen to love brown, you did so as soon as you opened your eyes, or at least as soon as you could see clearly.
A yellow room makes us feel more cheerful and more comfortable than a dark green one, and a red dress rings warmth and cheer to the saddest winter day. On the other hand, black is depressing. Light and bright colors make people not only happier but more active. It is a fact that factory workers work better, harder, and have fewer accidents when their machines are painted orange rather than black or dark gray.
Remember, then, that if you feel low, you can always brighten your day or your life with a new shirt or a few colorful things. Remember also that you will know your friends and your enemies better when you find out what colors they like and dislike. And don't forget that anyone can guess a lot about your character when you choose a piece of handkerchief.
56. According to this passage, ___________.
　 A. One can choose his color preference　　
B. One is born with his color preference
　 C. One's color preference is changeable
　 D. One has to choose his favorite color as soon as he can see clearly
57. We would pay attention to colors because ___________.
　 A. Colors do have effect on our moods
　 B. A yellow room makes us feel more cheerful
　 C. Light and bright colors make people happy
　 D. You can know your friends better by the colors they like or dislike
58. The main idea of this passage is ___________.
One's color preference shows one's character
B. You can brighten your life with wonderful colors
　 C. Psychologists have been studying the meaning of color preference
　 D. One's color preference has something to do with his character and colors have effects on human beings
59. "I am feeling black" means ___________.
　　A. I am feeling well 　　 B. I am very happy
C. I am excited 　　 D. I am depressed
B
A desert is a beautiful land of silence and space. The sun shines, the wind blows, and time and space seem endless. Nothing is soft. The sand and rocks are hard, and many of the plants even have hard needles instead of leaves.
The size and location (分布)of the world’s deserts are always changing. Over millions of years, as climates change and mountains rise, new dry and wet areas develop. But within the last 100 years, deserts have been growing at a frightening speed. This is partly because of natural changes, but the greatest makers are humans.
　　Humans can make deserts, but humans can also prevent their growth. Algeria Mauritania is planting a similar wall around Nouakchott, the capital. Iran puts a thin covering of petroleum (石油) on sandy areas and plants trees. The oil keeps the water and small trees in the land, and men on motorcycles keep the sheep and goats away. Russia and India are building long canals to bring water to desert areas.
60. People in some countries are fighting a battle against_________
　 A. the growth of deserts. B. the disappearance of desert plants.
　 C. natural changes. D. congenital (先天的) climate.
61. We can guess that Mauritania and Algeria belong to__________
　 A. Asian countries.　　　　　　　　 B. American countries
　 C. European counties.　　　　　　　 D. African countries.
62. Choose the sentence which best gives the main idea of the passage.__________
A. The deserts of the world are always changing.
B. Man is to take measures to control the growth of the world’s deserts.
C. Deserts are lands of silence and space.
D. Deserts have grown at a fast pace in the past 10 years
C
Elizabeth had great trouble in finding a school to attend. No medical school would accept a woman student. So she studied by herself at first. She was helped by a few doctors who did believe that women should have the same chance to work as men did.
In 1847 she asked to be accepted at a small medical school in New York. Largely as a joke, the school accepted her. The teachers and students were all men. They waited for Elizabeth to make a fool on herself and then go away. But Elizabeth felt she could learn anything a man could learn. And she proved it. No one laughed at her. The jokes stopped. But none of the town-people would speak to her. They thought she was wrong to study medicine.
As a student, Elizabeth helped treat sick poor people during her summer holidays. She found out that she had much more to learn as she tried to help them. "I must learn more." She said. "There is so much work to be done among the sick. Somehow I must get other women to help me!"
That autumn she returned to school. Elizabeth Blackwell became a doctor in 1849.She was the first woman in the United States to become a doctor.
63. At first it seemed that it was impossible for Elizabeth to find a school to attend because ___________.
A. there was no medical schools in her hometown in those days
B. Elizabeth wanted to teach herself medicine at home
C. A few doctors helped her to study medicine
D. Most people of her day didn't think that women should have the same chance to work as men did
64. A small medical school in New York accepted Elizabeth because ___________.
A. she asked to be accepted many times
B. she was good at telling funny jokes
C. the school didn't take the matter seriously
D. the teachers and students wanted to have a try
65. Elizabeth began to help treat sick poor people ___________.
A. as soon as she graduated from the medical school
B. when she was still a medical student at that school
C. when the weather was very hot in the summer
D. as she found out that she had much more to learn
66. Choose the best title for the passage from the following.
A. The First Women Doctor in the USA.
B. Elizabeth became a Doctor after years of Hard Work.
C. Elizabeth-Pioneer in the Study of Medicine in America.
D. Women should have the Same Chance to Work as Men.
D
Without proper planning, tourism can cause problems. For example, too many tourists can crowd public places that are also enjoyed by the inhabitants of a country. If tourists create too much traffic, the inhabitants become annoyed and unhappy. They begin to dislike tourists and to treat them impolitely. They forget how much tourism can help the country's economy. It is important to think about the people of a destination country and how tourism affects them. Tourism should help a country, keep the customs and beauty that attract tourists. Tourism should also advance the wealth and happiness of local inhabitants.
　　Too much tourism can be a problem. If tourism grows too quickly, people must leave other jobs to work in the tourism industry. This means that other parts of the country's economy can suffer.
　　On the other hand, if there is not enough tourism, people can lose jobs.
　　Businesses can also lose money. It costs a great deal of money to build large hotels, airports, air terminals, first-class roads, and other support facilities（配套设施）needed by tourist attractions. For example, a major international class tourism hotel can cost as much as 50 thousand dollars per room to build. If this room is not used most of the time, the owners of the hotel lose money.
　　Building a hotel is just a beginning. There must be many support facilities as well, including roads to get to the hotel, electricity, sewers to handle waste, and water. All of these support facilities cost money. If they are not used because there are not enough tourists, jobs and money are lost.
67. Which of the following do you think has been discussed in the part before this selection
　 A. It is extremely important to develop tourism.
　 B. Building roads and hotels is essential.
　 C. Support facilities are highly necessary.
　 D. Planning is of great importance to tourism.
68. The underlined word "inhabitants" (in Paragraph 1) probably means_______ .
　 A. tourists　　　B. passengers C. population　　　　D. citizens
69. Too much tourism can cause all these problems EXCEPT ___________.
A. a bad effect on other industries B. a change of tourists' customs
　 C. over-crowdedness of places of interest D. pressure on traffic
70. It can be inferred from the text that ___________.
A. the author doesn't like tourism developing so fast
B. local people will benefit from tourist attraction
C. other parts of a country's economy won't benefit from tourism much
D. we can't build too many support facilities
71. The author thinks it is good for local people to know that tourism will ___________.
　 A. waste a lot of money B. weaken their economy
C. help establish their customs D. help improve their life
E
As the proverb says,＂no one knows the value of health until he loses it.＂In other words, nothing is more valuable than health.
It is clear that health is the foundation（基础）of one’s future success. If you become sick, it is scarcely pursue (从事) your career effectively, much less make your dreams come true. On the other hand, if you are strong, you can do all out to overcome the obstacles (障碍) that lie ahead of you.
Health is the resource of our energy. What should we do to maintain our health First we should exercise every day to strengthen our muscles. Second, we might as well keep good hours. If we get up early, we can breathe fresh air and see the sunrise. This habit can do wonders for our outlook on life. Third, there is a proverb that says, “Prevent is better than cure.” If pay close attention to your health, you can avoid getting sick. Or at least cure yourself of a disease while it is still in its beginning stage.
In conclusion, health is more important than wealth. Those who are rich but poor in health are no more fortunate than those who are poor and healthy in body. If you want your wish to come true, health is the most important component（组成部分）of your success.
72. A man knows the value of health___________.
A. till he loses B. before he loses it C. after he loses it
D. when he doesn’t lose it
73. In the second paragraph, “do all out to” means ___________.
A. go yourself outside to B. try very hard to
C. go with your friends to D. save your energy to
74. In the third paragraph, the topic sentence is “___________.”
A. Health is the resource of our energy B. Prevent is better than cure
C. We might as well keep good hours D. This habit can do wonders for our outlook on life
75. The passage tells us ___________.
A. that health is more valuable than wealth
B. that preventing is better than curing
C. that health is more important than anything
D. about two useful proverbs
英语试题
第II 卷 （45分）
第一节 阅读表达（共5小题；每小题3分，满分15分）
阅读下面文章，回答有关小题。
For most Americans, a clean glass of water is just a faucet away. But for many of the world’s poorest people, it’s hard to get.
On Wednesday, the United Nations (UN) marked World Water Day by trying to cut the number of people without good drinking water—one billion human beings worldwide –in half. In the next ten years, the UN will work with governments around the world to reduce the shortage.
Without clean water nearby, many people use water_________________. In India, many people bathe and wash their clothes in rivers that are polluted by human waste.
According to the UN, not having enough clean water and sanitation causes more than three million deaths a year.
“The links between water and human health are powerful,” said Dr Lee Jong Wook, director-general of the World Health Organization (WHO). “We cannot live without clean water.”
In fact, the International Federation of the Red Cross said that quick reaction after last year’s Asian tsunami had stopped disease. The agency provided clean water to nearly 500,000 people in Indonesia and Sri Lanka after the tsunami.
World Water Day was first celebrated in 1993. Since then, it is celebrated each year on March 22.
76. What is the best title of the passage
_________________________________________________________________
77. Which sentence in the passage can be replaced by this one
The quality of the water is closely connected with human health.
_________________________________________________________________
78. What did the International Federation of the Red Cross do after the tsunami
_________________________________________________________________
79. Please fill in the blank in the third paragraph with proper words or phrases to complete the sentence.
_________________________________________________________________
80. Translate the underlined sentence into Chinese.
_________________________________________________________________
第二节:书面表达（满分30分）
假设你是李华，最近收到澳大利亚朋友Smith的来信，现在你给他回信介绍学校基本情况以及你的高中生活。
说明：1．学校建于1990年，有教学班48个，教师280人，学生3200人。
2．教学楼能容纳60多个班；图书馆藏书20余万册；科技馆有许多物理和化学实验室，四个语音教室。
3．我在高一（四）班就读。所学主要课程有：语文、数学、英语、物理、化学、电脑。
4．擅长英语和电脑；业余爱好：听流行音乐，游泳和滑冰。
5．可适当增加细节，使内容连贯。信的开头已为你写好。词数：100左右。
Dear Mr. Smith,
I was so pleased to hear from you and am writing to tell you something about my school and school life.
21—25 CCBBB 26—30 ACBAB 31---35 CBAAD
完形填空：（共20小题，每小题1.5分，共30分）
36．B 37．A 38．C 39．A 40．C 41．B 42．D
43．B 44．D 45．D 46．A 47．B 48．B 49．C
50．C 51．B 52．A 53．D54．A 55．C
56-59 B A D D 60-62 ADB 63-66 DCBA 67-71 DDBBD 72-75 CBDA
阅读表达3分/个
76. World Water Day
77. The links between water and human health are powerful.
78. It provided clean water to the people in Indonesia and Sri Lanka to stop disease from spreading.
79. that / which is harmful to their health that / which is bad for their health that / which isn’t fit to drink
80. 周三，联合国将今年世界水日的主题确定为：努力将世界上缺少干净饮用水的约十亿人减半。
书面表达：（共1题，满分30分）
One possible version:
Dear Mr Smith,
I was so pleased to hear from you and am writing to tell you something about my school and school life.
Our school was built in 1990. There are 48 classes with 3200 students and 280 teachers in it. When entering the school gate, you can see the library with over 200, 000 books. In the science hall, there are many physics and chemical laboratories and four sound labs. The teaching building can hold sixty classes. I’m studying in Class4, Grade 1. The main subjects include Chinese, maths, English physics, chemistry and computer. I like English and computer best and I am very good at them. In my spare time, I enjoy listening to popular music, swimming and skating. I hope you come and visit some day.
Best wishes,
Wang Hu随课练习1
I、单词拼写
1. The business has _____________(扩张) from having one office to having twelve.
2. This drink is a __________(混合物) of three different sorts.
3. Do you use __________(电) for cooking
4. Tom Sawyer was an ___________(普普通通的) American boy who kept getting into trouble.
5. I was _________(大为惊讶) when I heard the hospital had burnt down.
6. Can you see something red _______ (飘浮) in the distance on the
water "
7. Water ___________(沸腾) at 100 degrees centigrade.
8. We should try our best to keep the ________(平衡) of nature.
II、单项选择
1."Would you join us tonight "
"Oh, I _____ but I have too much homework to do."
A. would love B. would love to do so
C. would love D. would love it
2. He _____ quite well in the examination since he feels so happy.
A. can't have done B. must have done
C. can't do D. must do
3. ______ that there would be a storm, he changer his holiday plan.
A. Having told B. Having been told
C. To be telling D. To tell
4. "Why didn't Mrs Smith come to meet us "
"I don't know. She _____ our telegram."
A. may not receive B. may receive
C. may have received D. may not have received
5. "Bob translated the book into Chinese."
"He _____.He doesn't understand Chinese."
A. can't have do that B. may not have have done that
C. must have done that D. can't have done that
6. His leg was broken in the accident. You _____ have lent him your car. He can't drive.
A. could not B. might not
C. must not D. ought not to
7. If she had worked harder, she _____ better in the examination.
A. might have done B. had done
C. could do D. should do
8.They were very much pleased _____ the good news.
A. at B. on C. in D. over
9.All the students are working hard ____ improving their English.
A. to B. in C. at D. with
10.In the old society, many people did nothing wrong, but were put into prison _______.
A. for some reason B. for a reason
C. for no reason D. for good reasons
11. Well, you'd better _____ smoking for reasons of health.
A. give in B. start C. finish D. give up
12. He is getting along quite well with English, _____,with all
his lessons.
A. or else B. or rather C. or so D. or that
13. _______ from Paris, he started his work on a new book.
A. Return B. As soon as returning
C. At returning D. On returning
14. You ______ to tell her the secret. She might probably have told in to the enemy.
A. did wrong B. did good C. did right D. did nothing
15.In those films,_____ good are always praised and _____ bad punished.
A. some, some B. the, the C. a, a D. the, some
参考答案：
I. 1. expanded 2. mixture 3. electricity4. ordinary 5. astonished 6. floating 7. boils 8. balance
II. 1-5 CBBDD 6-10 DAACC 11-15 DBDABModule 5 A Lesson in a lab
I: fill in the blanks with a word in the box, using its proper form when necessary.
Aim balance boil conclusion contract crucible electricity equipment expand float form iron liquid million quarter react scientific steam substance test tubes
What’s your_____ for this activity
You should _____the water before you drink it.
He watched the result of the experiment and then drew a _______.
There is no ______in the wire. Don’t worry. You can touch it.
This science lab has good ____for doing experiments.
Things ______when they are heated.
Boats _____in the direction of wind if they are not controlled.
_____can’t float on the surface of water.
Matter usually has three states: solid, ____and gas.
Doing experiments is a kind of _____method to prove an idea.
Many metals can _______with oxygen.
The girl is fit and has good _____. She can be a good gymnast.
_______are used a lot in the chemistry lab.
Gas is also a kind of ______although some of it is invisible.
In the sky there are countless stars, that is to say, there are ______of stars in the sky.
II: Translate the following into English:
这种恶劣的天气进一步增添了我们的困难(add).
在你离开之前请确定一下所有的门和窗都关上了(make sure).
请务必不要卷入他们之间的争吵因为这和你无关(keep).
请把书架上的书摆放整齐,小说放在上面,课本放在下面(order).
通过这个试验我们可以得出结论镍和氧气会发生反应的(react).
据估计这个城市的人口是那个城市的人口的三倍多一点(比较级).
学生们正在实验室里作一个化学试验(experiment).
我们将尽我们的最大努力拒敌于国门之外(keep).
当沙尘暴来临时我们的头发眼睛耳朵等到处都是沙子(fill).
我们的祖国有5,000多年的历史而且作为一个中国人我们都引以为自豪(proud).
参考答案：
I. 1. aim 2. boil 3. conclusion 4. electricity 5. equipments 6. expand 7. will float
8. iron 9. liquid 10. scientific 11. react 12. balance 13. Test tubes 14. substance
15. millions
II. 1. The bad weather adds more difficulty to us.
2. Make sure all the windows and doors are closed before you leave.
3. Keep away from their quarrel because it has nothing to do with you.
4. Please put the books on the shelve in order, textbooks up and storybooks
down.
5. From this experiment we can draw a conclusion that nickel can react with
oxygen.
6. The population of this city is maybe three times more than that of that city.
7. The students are making a chemical experiment in the lab.
8. We will do whatever we can to keep the enemy out of our country.
9. When dust-storm comes, we will find our hairs, eyes and ears all filled with
sand.
10. Our country has a history of more than 5,000 years, and as a Chinese, we all
feel proud of it.1. expand: [ iks'p nd ]
v. 使...膨胀,详述,扩张
例句与用法:
1.) The petals of many flowers expand in the sunshine.
许多花的花瓣在阳光中绽放。
2.) Our foreign trade has expanded during recent years.
近年来我们的对外贸易有所扩大。
3.) 金属遇热则膨胀。
2. contract: [ 'k ntr kt ]
n. 合约,婚约,立约
v. 缩短,缩小
v. 订约
1). The city contracted for a library with their firm.
市政当局和他们公司订立了修建图书馆的合同。
2.) Marriage is, first of all, a contract which must be governed by justice.
_______________________________________________________
3.) I'm not a permanent employee; I'm working here on a fixed-term contract.
我并不是永久雇员，而是根据定期合同在此工作的。
3. stage: [ steid ]
n. 阶段,舞台,驿站
v. 上演,表演,乘驿车旅行
例句与用法:
1. She stood alone on the enormous stage.
她孤零零地站在巨大的舞台上。
2. Negotiations were at a crucial stage.
谈判正处于一个关键的阶段。
3. The disease is still in its primary stage.
_______________________________________
4 aim: [eim]
n. 目标,对准
v. 对准目标,打算
1.) He aims to be a successful writer.
他的目标是成为一个成功的作家。
2.) What is your aim in life
你的生活目标是什么？
3.) ____________________________________________.
我瞄准了目标射击，但却打在了墙上。
4.) My remarks were not aimed at you.
我的话不是针对你的。
aim high _________ aim at 瞄准，目标是 take aim at__________________.
aim to do 旨在做某事
5. react: [ ri' kt ]
v. 反应,起作用,反动
例句与用法:
1) react to sb/sth _______________
2) react against sb/sth _____________
3) react against the political system ________________________________________
4) react with sth/react together _________________
5) react on sth _________________________________________.
6) Applause reacts_________ a speaker.
鼓掌对演讲人会有影响。
7) An acid can react _________ a base to form a salt.
酸可以和碱起反应而生成盐。
8) How did they react __________ your suggestion
他们对你的建议有什么反应？
9). Iron reacts ________ water and air to produce rust.
铁与水和空气起化学反应而生锈。
6. ordinary: [ ' :din ri ]
adj. 普通的
1.) Our ordinary workday is eight hours.
我们正常的工作日是8小时。
2.) She is likeable enough, but very ordinary.
她还算可爱，但是并不标致。
3.) The money I got was a useful supplement to my ordinary income.
我得到的那笔钱是很管用的外快。
4) Now electrical appliances have entered into ordinary families.
___________________________________________________________________
7. form: [ f :m ]
n. 形式,形状,表格
v. 形成,组成,建立
1.) _____________________________________________________________.
一项计划在他脑子中形成。
2.) He determined to form a club.
______________________________________________________________.
3.) In the early morning light we could just see the dark forms of the mountains.
___________________________________________________________.
4.) Judging by recent form, he should easily pass the exam.
从他最近的表现来看，他应该很容易考及格。
5). His research formed the basis of his new book.
______________________________________________________.
6). After six months training, the whole team is in superb form.
全队经过六个月的训练竞技状态极佳。
7). The team were on excellent form throughout the whole competition.
8. astonished: [ 'stani t ]
a. 惊讶的
1). I find it quite astonishing that none of you liked the play.
___________________________________________________.
2).___________________________________________________________________
她以其秀丽的书法而使我惊异。
3) __________________________________________________________________.
听到他逃之夭夭的消息，我感到惊讶。
4)._______________________________________.
这消息着实让我吃了一惊。
5). The news astonished everyone.
这消息使大家感到惊讶.
9. order
1) put... in order __________________________.
2) in order ________________________.
3)________________________无序的， 工作不正常， 出故障
4) by order of ___________________________.
5) place an order with sb for sth
6) on order ______________
7)in order to 为了干……
8)in order that 目的在于； 为了；以便
10.. add ... to ..把……添到，加到……上……
.Add some oil to the water.
往水里加些油
If you add 5 to 5, you'll get 10.
5加5等于10。
add to 增加， 增添某物
add up to 共计，共达
add up 加起来
1）These numbers _________ 100. 这些数字合计是100。
2) _____________________________ all the money i owe you.
把我应付你的钱都加在一起。
The bad weather only _________- our difficulties.
这种坏天气更增加了
Five _____________ four is nine.
5 加4 等于9。
11. Keep ……out of 不让（某人/某物）进入（某处）； 使某人避开……， 不卷入
Keep that dog out of my study.
别让那条狗进我的书房。
Keep the children out of harm's way if you take them to the match.
带孩子看比赛，要注意安全
She wore a hat to ______________.
他戴着帽子遮阳，保护眼睛(不受太阳伤害）。
Try your best to ___________ their quarrel.
A. keep out B. keep away C. keep out of D. keep from
链接
keep way 不接近，使不接近
keep ...from .... 阻止……做某事……
keep off 不接近或不接触某人/某事物
keep sth up 继续保持
keep up 持续不停（尤指天气）
keep up with 跟上， 与……同步前进。
答案
1.3) Metals expand when they are heated.
2.2)婚姻首先是一种契约，它必须以公正为制约。
3. 3) 这疾病仍然在初发阶段。
4.3) I aimed at the target but hit the wall.
aim high 胸怀大志；力争上游 take aim at 把目标对准某人、某事物
5. 1) 对……作出反应 2) 反对，反抗 3) 反抗政治制度。4) 和……起反应
5) 对某事物有影响 6) on 7) with 8) to 9) with
6 4) 现在家用电器已经步入普通家庭。
7. 1) A plan began to form in his head.
2) 他决心成立一个俱乐部
3) 在晨曦中，我们仅能看到群山的轮廓。
5) 他的研究成果是他这本新书的基础。
7) 这个队在整个比赛过程中一直处於极好的竞技状态。
8. 1）我感到惊讶的是你们谁都不喜欢那个剧.
2) She astonished me with her beautiful handwriting.
3) I was astonished at the news of his escape.
4) I was astonished at the news.
9. 1) 把有序排列，整理……；
2) 有序的， 情况良好
3) out of order
4) 奉……的命令， 按……的指示
6) 定购的
10.
1) add up to 2) Add up 3) added to 4) added to
1) keep the sun out of her eyes.
2) C
11. 1) keep the sun out of her eyes.
2) C词汇用法 1
1. be different from 与……不同
修饰different时，用very, much, quite, entirely, totally 等
注意：differ from…in…
tell the difference between A and B
the difference in ….
2. the same as
1) the same as 和……一样， as 后可接名词、代词、副词，也可以接从句。
His bike cost the same as hers.
2) the same …as 表同类
the same …that 表同一个事物
This is the same pen as I bought yesterday. 同类，一模一样
This is the same pen that I bought yesterday. 同一个
3. react vi & vt.
react to 对……产生反应、回应、对应
He didn’t react to the sad news.
react on/ upon 对……起作用、有影响
The atmosphere usually reacts on a person..
react with 与……发生反应
A lot of substances react with oxygen.
4. form 形成，产生，养成，培养，组织
Steam forms when water boils.
Ten players form the basketball team.
The little girl formed the habit of going to bed early.
A plan began to form in his mind.
5. conclusion 结论、决定
得出结论：arrive at/ come to/ draw/ reach a conclusion
a reasonable conclusion
结束、收尾、终了
at the conclusion of the speech 演讲结束时
The meeting came to a conclusion. 会议结束了。
The conclusion of his story was very moving. 故事结尾
6. add sth to sth 往……里加……
Add some sugar to the coffee.
add to 增加，增添
The heavy rain added to our difficulty.
add up 把……加起来
Add up these figures.
add up to 踪迹，总共有
His schooling added up to no more than one year.
另外注意：
The prime minister expressed his satisfaction, adding that he would like to come some time later.
7. think of 想起、记起
I can’t think of the English word for “公鸡”.
The moment I saw the old bike, I thought of my grandpa.
打算、考虑
I am thinking of going abroad to further my study.
What are you thinking of
评价、认为
think highly/ well of 高度评价
He was badly thought of by his fellow workers.
What do you think of my new car
8. put sth. in order 把东西按照顺序排列
After class, you should put all your books in order.
注意：有序的 in order 井然有序 in good order
乱七八糟 in bad order 无序的、杂乱的 out of order
按……顺序 in the order of练习2
I. 翻译下列句子
1．都市生活和农村生活非常不同。
2．亚洲是欧洲的4倍大。
3．据说他在学校里表现很好。
4．看到这个铅笔盒，我想起了我的好朋友。
5．许多化学物质与氧发生反应。
6．下班后，一切工具都应该有序的排列。
7．你最好弄明白飞机什么时候起飞。
8．我们一定要惩前毖后。
II. 完形填空
I once thought I would be a perfect parent. It took 1 sixteen years to learn 2 I could not be. I know that I made 3 mistakes. If I raised my 4 again, I would not make those 5 . Maybe I would make 6 ones, but I would do a better job.
　　I would try to understand my 7 towards my children. I often did what my own 8 would have done. I 9 their ways of raising children control me. For example, I had my teenage 10 David come home early. He hated this rule. He said no reason 11 it. As a girl, I had to be 12 early. I wanted my son to do 13 . Today I would think more about 14 I wanted things done in a certain way.
　　My father was sick when I was 15 . My sister, my brother , and 16 were quiet at 17 . We did not yell in anger. We did not shout for 18 . I wanted my children to be quiet too. I never 19 to ask “why ” 20 was hard for me to let my children show anger. I stopped my children when 21 started to get angry. Now I would tell my 22 . “It is all 23 to show love,. It is all right to show 24 . Your feelings are good. I love you 25 what you feel .”
1、A、more 　　　　B、me 　　　　　C、in 　　　　 D、my
2、A、this 　　　　B、what 　　　　　C、since 　　　D、that
3、A、some 　　　　B、few 　 　　　C、no 　　 　　D、any
4、A、hand 　　　　B、questions 　　 C、demand 　 　D、children
5、A、answers　　　B、says 　　　　　C、mistakes 　 D、friends
6、A、old 　　　　 B、new 　　　　 C、some 　　 　D、little
7、A、questions　　B、love 　　　　　C、actions 　　D、mistakes
8、A、children 　　B、belief 　　　　C、parents 　　D、strength
9、A、love 　　　　B、open 　　　　　C、let 　　　　D、go
10、A、son 　　　　B、mister 　　　　C、young 　　　D、friend
11、A、at 　　　 　B、for 　　　　 　C、by　　　　　D、of
12、A、natured　 　B、loved 　　　 　C、home 　 　　D、quick
13、A、the same　　B、a lot 　　 　　C、well　　　　D、at once
14、A、what　　　　B、which　　　　C、why　　 　　D、whom
15、A、taught 　　 B、told　　　　 　C、young 　　　D、naughty
16、A、we 　　 B、he 　　　　　C、I 　　　　　D、me
17、A、all times 　B、no time 　　 　C、some time 　D、the time
18、A、joy 　　　　B、anger 　　　 　C、all 　　　　D、games
19、A、believed　　B、worried 　　 　C、realized 　 D、stopped
20、A、It 　　　　 B、I 　　　　 C、There 　　　D、Sometimes
21、A、parents 　　B、suddenly 　　　C、had 　　D、they
22、A、parent 　 　B、children 　　　C、neighbour 　D、brother
23、A、in all 　 　B、men 　　　 　　C、agreed 　 　D、right
24、A、love 　　　 B、anger 　 　　　C、yourselves　D、around
25、A、no longer　 B、no more 　　 　C、no wonder 　D、no matter
答案：
I.
1. City life is very different from country life.
2. Asia is four times larger than Europe.
3. It is said that he is doing well in school.
4. I thought of my best friend when I saw the pencil-box.
5. Many chemical substances react with oxygen.
6. After work, all the tools should be put in order.
7. You’d better make sure when the plane takes off.
8. We must learn from the past mistakes to avoid future ones.
II.
　1、B 2、D 3、A 4、D 5、C 6、B 7、C 8、C 9、C 10、A 11、B 12、C 13、A 14、C 15、C 16、C 17、A 18、A 19、D 20、A 21、D 22、B 23、D 24、B 25、DModule 5 A Lesson in a Lab
Period 1
Teaching aims:
1. To introduce some general science.
2. To learn some words related to the theme of this module.
3. To develop speaking ability by practicing saying the numbers, especially the fractions.
Important and difficult points:
1. Arouse the students’ interests and love in science.
2. Enable the students to understand some elements about the chemistry lab.
3. Make the students know how to read the numbers.
Teaching procedures:
Step 1. Introduction
Activity 1
The aim of the activity is to ask the students to finish the quiz about general science to arouse their interest in science. The activity can be done as follows:
Firstly, ask the students to go through the following the quiz and make their choice on their own.
Quiz: How much do you know about general science
1. Water exists __________.
(a) as a solid, a liquid and a gas (b) as a solid and a liquid only
2. When you heat a metal, it will ___________
(a) expand (b) contract
3. Steel is mixture of_____________.
(a) iron and other substances. (b) iron and oxygen
4. _______________ of the earth’s surface is water.
(a) Two-thirds (b) 50%
5. The distance of the sun from the earth is ______________ kilometers.
(a) 25,500 (b) 150,500,500
6. The earth is 4.6______________ years old.
(a) million (b) billion
7. The earth is ______________ the moon
(a) twice as large as (b) forty-nine times larger than
Then put the students in pairs to compare their answers and call back the answers from the class.
Finally ask them to listen to the tape about the above quiz and check their answers.
Answers: 1. a; 2. a; 3. a 4. a; 5. b; 6. b; 7. b.
Activities 2 & 3
The teacher can prepare some cards about different things for the class at first. Before showing the students the cards, the teacher can say to the whole class: Things can be divided into three kinds, natural, man-made, and either natural or man-made, now I’ll show you some cards in my hand, can you tell me which are natural, man-made or both
After this, the teacher can continue to say to the whole the class: Can you give some examples Then divide the whole class into two big groups to compete. The teacher can ask the Ss to speak out as many examples as possible and write down the words in the table on the blackboard as follows:
Natural Eg: wood, ------
Man-made Eg: glass, ------
Either natural or man-made Eg: water, ------
Finally, ask the Ss to open their books at Page 41 and read the words in the box aloud. If possible, they can look up the words to know what they mean. Of course, the above competition will continue, that is to say, at this moment, the teacher can ask the Ss to put the words in the box on Page 41 in their books in the above table.
Step 2. Vocabulary and Speaking
Activity 1
The aim of the activity is to have the students know how to read the long numbers. So the activity can be done like this:
Before dealing with the activity, the teacher had better build up a long number by
having the students say an increasing sequence, eg:
three
thirty-three
three hundred and thirty-three
3, 333 three thousand, three hundred and thirty-three
33, 333 thirty-three thousand, three hundred and thirty-three
At this time, most of the Ss will know the way of reading these long numbers: where to say “million”, “thousand”, and “hundred”. So in order to consolidate what they just learned, the teacher can practice saying the numbers at the top of Page 42 with the students to make sure the Ss have the correct intonation.
Then ask the Ss to go through the rest of the numbers in Activity 1 and find the errors individually according to the directions.
Finally the teacher calls back the answers from the class.
Answers: 1)The word “thousand” is missing after “four hundred and seventy”; 2)The word “one”(or “a”) is missing before “hundred million”.
Activity 2
Firstly, the teacher point at the fractions and say them in English. At the same time the teacher have the Ss repeat them after him or her.
Then the teacher and the Ss make an analysis about the rules of reading fractions in English together.
Finally the teacher ask the Ss to read the rest of the fractions in Activity 2 on Page 42 in their books in English on their own. If necessary, the teacher can write down the correct answers on the blackboard to check what they read.
Answers: 1. two-fifths; 2. five-eighths; 3. nine-tenths 4.three-eighths; 5.five-sixths.
Activity 3
The teacher should introduce the concept of percentage at first, and then the teacher write down some percentages on the blackboard and read them out in English.
Eg: 35%→ thirty-five percent (or: 35 percent); 50 percent equals a half.
Then have the Ss practice reading aloud the following percentages: 40%; 55%; 85%.
Finally have the Ss work in pairs to describe the fractions in Activity 2 as percentages in English.
Answers: 1. A quarter is the same as 25%; 2.One third is the same as 33.33r%(thirty-three point three recurring percent); 3.Four-fifths is the same as 80%; 4. One tenth is the same as 10%; 5. Three-quarters is the same as 75%; 6. One half is the same as 50%; 7. Two-thirds is the same as 66.66r%(sixty-six point six six recurring percent); 8. Two-fifths is the same as 40%; 9. Five-eighths is the same as 62.5%(sixty-two point five percent); 10. Nine-tenths is the same as 90%; 11. Three-eighths is the same as 37.5%(thirty-seven point five percent); 12.Five-sixths is the same as 83.33r%(eighty-three point three recurring percent).
Step 3. Homework
1. Preview the reading part.
Work in pairs to finish Activities 4& 5 on Page 43.
Periods 2 & 3
Teaching aims and demands:
1. To learn about some vocabulary and knowledge related to science and experiments.
2. To know about some metals and get to know their main uses in our lives.
3. To make the students know how to do a simple experiment and write the report about it in English.
4. To deal with all the activities1-6 about passage A and passage B on page 44-45.
5. To develop students’ expression ability as well as reading ability by practicing these two passages.
6. To raise students’ interests in science and form the rigorous scientific attitude.
Teaching key points:
1. To make the students understand and grasp the vocabulary and knowledge related to science and experiments.
2. To enable the students to know how to read some passages about simple scientific experiments.
Teaching difficulties:
To make students learn how to write an experiment report in English
Teaching methods:
⒈ Communicative Approach
⒉ Task-based Approach
⒊ Aural-oral Approach with the help of the multi-media computer and the recorder
Teaching aids:
Multi-media computer; Software; PowerPoint; Recorder
Teaching procedures:
Step 1: Lead-in
At first show the students the picture of a lab with the help of computer.
Then design the following questions and ask the students to discuss them in groups:
Are you interested in doing scientific experiments
Suppose you want to do a chemical experiment about some metals, do you think it is
necessary to know about how they react with other substances
In order to carry out an experiment successfully, what should you prepare for it
This step is to warm up the students and raise their interests to speak English in class. Because all these questions are very close to the students’ daily life and studying
Step 2. Pre-reading
Teacher: Since you are interested in doing scientific experiments, now let’s get to know some vocabulary and knowledge related to science and experiments.
At the same time I can type out some pictures about some metals on the screen with the help of the computer as follows:
⑴potassium(钾) ⑵sodium(钠) ⑶calcium(钙) ⑷magnesium(镁)
⑸aluminium(铝) ⑹zinc(锌) ⑺iron(铁) ⑻copper(铜)
As I type out each of the above pictures, I can ask the students like this: What’s this And what can it be used for
At this moment the students’ interests are probably approaching a climax. So I further ask them like this: Do you want to know more about these metals And do you know how we can use these metals better Well, this is what we’ll study very soon.
This step is employed to create a language environment for students’ communication and arouse their interests in reading passage A and passage B on page 44-45
Step 3. Reading
Passage A
T: Well, let’s read through passage A with the tape of it very quickly to try to catch its main idea. Then finish Activity 2 on page 44 and give your reasons.
Next, ask the Ss to read passage A very carefully to find out the answers in Activity 3 on page 44. Finish this activity by multi-media computer. It can be designed as follows:
Which of the metals in the table reacts the most with oxygen and water
Potassium, calcium and sodium.
What happens when you heat calcium in oxygen
It burns to form an oxide.
Which metals react with steam
Magnesium, aluminium and zinc.
Does iron have a slow or fast reaction with steam
It has a slow reaction.
Does copper react with water
No, it doesn’t.
Passage B
T: Well, from passage A we can see how interesting the experiment about the reaction of metals is! But do you know how we can carry out a chemical experiment in a lab successfully And what is the correct order to describe a scientific experiment
Ask the Ss to look at Activity 1 on page 44 and give them about 2 minutes to discuss it. Then collect the answers from them. At the same time type out the correct answer on the screen with the computer as follows:
T: Now, let’s come to see “A simple scientific experiment”!
Then play the tape of passage B for the students and ask them to read the passage with the tape quickly and finish Activity 4 on page 44.
In order to lead the students to read the text very carefully, the following task-based questions can be signed to ask them to answer:
⑴Can you guess the meaning of the word “apparatus” through the context Have you known all of the apparatuses of this experiment
⑵In the second part of the experiment, why must you boil the water And then why do you add some oil to the water
For Question 1, some students maybe feel strange to some apparatuses. If so , the following pictures can be typed out with the help of computer to help Ss to know about:
Then in order to make the Ss consolidate what they read in passage B and check if they have understood the experiment very well, Activity 5 on page 46 can be typed out on the screen with the help of computer as a task-based activity。
Step 4. Discussion
1. Do you think it is easy or difficult for you to carry out a scientific experiment well And can you describe how to do it successfully in simple words
2. If you want to learn science subjects well, what qualities do you think you should have (Possible answers: We should be careful / serious / diligent /patient /thoughtful/ etc. )
This step is to consolidate what Ss have learnt in this lesson, in addition to penetrating the moral education to love science and form the rigorous scientific attitude.
Step 5. Homework
1. Write a complete scientific experiment report in simple English.
2. Underline the language points you can’t understand in the text.
3. Go on to read the CUTUL CORNER reading passage of this module on Page 49.
Period 4
Teaching objectives:
To make the students grasp the usage of the degrees of comparison.
Important and difficult points:
1. To have the Ss understand all kinds of forms of degree of comparison.
2. To enable the students to know how to use the degrees of comparison correctly.
Teaching procedures:
Step 1. Lead-in
Present the Ss the following sentences on the Bb and ask them to discover what kind of degrees of comparison.
⑴Jack speak English as fluently as Tom.
⑵This school is better than that one.
⑶This book is more interesting than that one.
⑷This room is less beautiful than that one.
⑸The weather is getting hotter and hotter.
⑹The harder you study, the more you will make progress.
⑺He works (the) hardest in his class.
Then call the answers from the class.
Answers: 1.原级; 2、3、4、5、6、均为.比较级; 7.最高级.
Step 2. Grammar structure
Firstly ask the Ss to make a summary about the structures of the degrees of comparison. Then check the answers.
Answers：3 forms ——原级、比较级和最高级。
Step 3. Detailed Notes about Grammar Usage
⒈原级的构成和用法
1）构成：形容词和副词的原级形式是形容词和副词的原形。
2）用法：当表示双方在程度、性质、特征等某方面相等时，用“as+原级adj./adv.+as”的结构；当表示双方不相等时，用“not as(so)+ 原级adj./adv.+as”的结构；当表示一方是另一方的若干倍时，用“倍数+as+原级adj./adv.+as”的结构。例如：
①He is as tall as Jack. // I speak English as fluently as you.
②Your bike is not as(so) new as hers.
③This road is three times as long as that one.
⒉比较级和最高级的构成和用法
1）构成：
⑴规则变化
①单音节形容词以及少数以－er,－or结尾的形容词和副词加 “er”, “est”．例如：
fast-faster-fastest; few-fewer-fewest; great-greater-greatest;
clever-cleverer-cleverest norrow-norrower-norrowest.
②以e结尾的单音节形容词和副词后以及少数以-ble,-ple结尾的双音节形容词和副词后，加 “r”, “st”．例如：
large-larger-largest, able-abler-ablest, simple-simpler-simplest
③以一个辅音结尾的单音节形容词，其前面的元音字母发短元音时，该辅音字母要双写，然后加 “er”, “est”．例如：
hot-hotter-hottest
④以辅音加y结尾的形容词和少数不是形容词加ly构成的副词要将y改写为i，再加 “er”, “est”．例如：
easy-easier-easiest, happy-happier-happiest early-earlier-earliest
⑤一般双音节词、多音节形容词和副词在原级前more或most．例如：
beautiful-more beautiful-most beautiful; carefully-more carefully-most carefully
⑥少数单音节或双音节形容词也加more和most构成比较级和最高级。例如：
tired-more tired-most tired; pleased-more pleased-most pleased;
crowded-more crowded-most crowded
⑵不规则变化
原级 比较级 最高级
good, well better best
bad, ill worse worst
many, much more most
Little less least
Old older(较老、较旧),elder（较年长） oldest(最老、最旧)，eldest(最年长)
Far farter(较远的),further(进一步地) farest（最远的）furthest（最深刻地）
[注意]辨析few-fewer-fewest和little-less-least的差别: ①前者是规则变化，后者是不规则变化；②前者用来修饰可数名词，后者用来修饰不可数名词。
2）用法：
⑴比较级的用法
①双方比较，表示一方超过另一方时，用“比较级+than”的结构表示。例如：
This book is better than that one.
②表示一方不及另一方时，用“less+原级adj./adv.+than”的结构表示。例如：
This room is less beautiful than that one.
③表示一个方面随另一个方面的程度而变化时，用“the +比较级（+主语+谓语），the +比较级（+主语+谓语）”的结构。例如：
The harder he works, the happier he feels.
The harder you study, the more knowledge you will get.
④表示自身程度的改变“越来越---”时，用“比较级+and+比较级”结构表示。如：
The weather is getting colder and colder.
The little girl becomes more and more beautiful.
⑤表示倍数的比较级有如下几种句型：
a)“倍数+as+原级adj.+as+被比较对象”，例如：
This river is four times as long as that one.（这条河是那条河的四倍长）
b)“倍数+the+ size(length, width, depth, height)+of+被比较对象”，例如：
This river is four times the length of that one.（这条河是那条河的四倍长）
c)“倍数+比较级adj.+than+被比较对象”，例如：
This river is three times longer than that one.（这条河是那条河的四倍长/这条河比那条河长三倍）
[注意]：
在比较级的前面可以加上如下一些表示程度的状语，但要注意其含义的差别。
a)any加比较级, 表示疑问程度，译为“------一些”，“------一点”。例如：
Are you feeling any better
b)no/not(any)加比较级, 表示否定程度，译为“并不-------”。例如：
Some grow no higher than your ankles.
This film is not more interesting than that one.
c)a bit, a little, slightly加比较级, 表示“稍微，一点（些）”。例如：
May I stay here a little longer
This problem is a bit more difficult than that one.
d)many, much, a lot, greatly, (by)far, rather, a good(great) deal等加比较级, 表示“------得多”。例如：
Our school is much more beautiful than theirs.
The people here are a great deal richer now than before.
[附] by far通常用于强调最高级。用于比较级时，一般放在比较级的后面，如在前面，应在二者中间加“the”。例如：He is taller by far than his brother.// He is by far the taller of the two brothers.
e)even, still加比较级, 表示强调，译为“甚至更/还要-------”。例如：
He gets even stronger.
Jack is tall, but Tom is still taller.
f)“数词+名词+比较级”表示确定的程度。例如：
He is five years older than I.
I got up an hour earlier than the others.
⑵最高级的用法
①三者或三者以上相比，表示最高程度时，用“the +最高级”的结构表示。这种句式一般常有表示比较范围的介词短语。例如：
Zhang Hua is the tallest of the three.
He works (the) hardest in his class.
The Three Gorges area is one of the most beautiful areas of China.
②最高级可被序数词以及by far, by no means, much, nearly, almost, not quite, nothing like等词语修饰。例如：
The Yangtze River is the world’s third longest river.
How much did the second most expensive hat cost
This hat is by far / by no means / much / nearly / not nearly / almost / not quite / nothing like the biggest.
[注意]：
a)作状语的副词最高级前可以不加定冠词。例如：
He came (the) earliest of all the boys.
b)excellent(优秀的、极好的)，extreme（极端的），favourite(最喜爱的)，perfect（完美的）等词本身含有最高级的含义，所以它们没有比较级和最高级。
c)形容词最高级修饰作表语或介词宾语的名词、代词时，被修饰的词往往省略。
He is the tallest (boy) in his class.
⒊使用形容词、副词的比较等级时要注意的几个问题
⑴在as…as之间只能使用原级形容词（副词）。例如：
误：I have as less money as you do.
正：I have as little money as you do.
⑵切忌采用双重比较
比较级前可以用表示程度的修饰语来表示强调或程度，但不可用more加比较级形式。例如：
误：His health is more worse than before.
正：His health is worse than before.
⑶应避免自我比较
使用比较级时，进行比较的双方必须是互相分离、互不包含的独立概念或事物，否则比较就不合逻辑。例如：
误：Bamboo probably has more uses than any plant in the world.
正：Bamboo probably has more uses than any other plant in the world.
[附]比较的另一方如果是不定代词anyone, anything, 前面不能加other, 而要在其后加else. 例如：
She studies harder than anyone else in her class.
但是，若比较的双方不属于同一范围，句中则不加other。例如：
She runs faster than any boy in her class.
⑷表示“两者中较……”时，比较级前要加the。例如：
The older of the two noblemen took a light and led me into a back room.
⑸被比较的双方必须具有可比性。例如：
误：There are more students in this school than that school.
正：There are more students in this school than in that school.
⑹连词than后使用代词主格和宾格有时意义不同。例如：
①I know you better than he.我比他更了解你
②I know you better than him.我对你的了解比对他的了解更透彻些（或：“我比他更了解你”，此时与①同义）。
⑺使用最高级时，主语不可被排除在最高级所指的范围之外。例如：
误：He is the tallest of all his brothers.
正：He is the tallest of all the brothers.
⑻most前面加不定冠词a/an，或者不加冠词修饰形容词时，它的意思等于very。此时， most已失去最高级的意义。试比较：
a most interesting film(一部很有趣的电影) / the most interesting film(最有趣的电影)
Step 4. Practice
Exercise 1: Make sentences about the comparative sizes of the pairs. Use the words in the brackets.
Example: I think the Yangtze River is about 3 times as long as the Songhua River.
Or we can say:
I think the Yangtze River is about 3 times longer than the Songhua River.
⑴Lily weighs: 45 kilograms Tom weighs: over 90 kilograms (heavy)
___________________________________________________________________
⑵Mount Tai: 1,521 meters Mount Qumolangma: 8,848 meters (high)
____________________________________________________________________
⑶Winter in Beijing:-5℃ Winter in Harbin:-20℃ (cold)
____________________________________________________________________
⑷My house: 80 square meters My aunt’s house: 160 square meters (large)
____________________________________________________________________
Exercise 2: Use the words below to write sentences as in the example.
Example: temperature/ get /low
The temperature gets lower and lower.
⑴hot metal/ get / big
___________________________________________________________________
⑵magnesium/ get / hot
____________________________________________________________________
⑶sun/ get / strong during the morning
____________________________________________________________________
⑷sea/ become / warm
____________________________________________________________________
Answers:
Exercise 1:
⑴Tom weighs over twice as heavy as Lily.//Or: Tom is over twice heavier than Lily.
⑵Mount Qumolangma is about six times higher than Mount Tai.// Or: Mount Qumolangma is about six times as high as Mount Tai
⑶Winter is 4 times colder in Harbin than in Beijing.// Or: Winter is 4 times as cold in Harbin as in Beijing.
⑷My aunt’s house is twice as larger as my house.// Or: My aunt’s house is twice larger than my house.
Exercise 2:
⑴The hot metal is getting bigger and bigger.
⑵The magnesium is getting hotter and hotter.
⑶The sun is getting stronger and stronger during the morning.
⑷The sea is becoming warmer and warmer.
Step 5. Homework
1. Finish the exercises 2, 3 & 4 on page91-92 in their workbook.
Preview the rest of this module.
Period 5
Teaching aims:
1. To learn to catch the related information from what they hear and understand the meaning of some expressions by context.
2. To enable the Ss to recognize the basic differences about the intonation of Wh-questions and Yes/No questions from what they hear.
3. To develop writing ability by practicing writing out the description of the scientific experiment according to what they hear.
Important and difficult points:
1. Enable the Ss to recognize the basic differences about the intonation of Wh-questions and Yes/No questions according to what they hear.
2. Have the Ss understand the exact meaning of some sentences by context.
Teaching procedures:
Step 1. Listening and Writing
It is necessary for a teacher to give the Ss a brief indication before listening. For this listening, the teacher can say to the Ss: We are going to listen to a dialogue that takes place in a lab. A teacher helps a student do an experiment. In this experiment, the metal magnesium burns in air. Is there a change in weight when this metal burns in air Let’s guess / predict.
After the necessary indication, give the Ss very clear directions and requirements to listen. The teacher can continue to say: Now let’s listen to the dialogue. Try to find out whether there is a change in weight when the metal magnesium burns in air. At the same time, pay attention to the information related to the following:
Aim: ____________________________________________________________
Apparatus: _______________________________________________________
Method: _________________________________________________________
Result: __________________________________________________________
Conclusion: ______________________________________________________
Then begin to play the tape once and ask answers from the whole class. And then ask the Ss to finish Activity 2 on Page 47.
Play the recording again and ask the Ss to complete the above description on their own, and then to check their answers in pairs. Before replaying the recording, of course, had better remind the Ss how they usually write up science experiments, that is, completing the description involves some careful reading for specific information and reorganizing the information.
Answers:
Aim: to find out if there’s a change in weight when magnesium burns in air.
Apparatus: Magnesium, Bunsen burner, a balance, a crucible.
Method: First, put the magnesium in the crucible. Then put the crucible on the balance and weigh it. Next, heat the magnesium. Light the Bunsen burner and hold the crucible over it. Finally, weigh the magnesium again.
Result: It weighs a little more than before.
Conclusion: There is a change in weight when magnesium burns in air.
Step 2. Everyday English
Firstly, ask the Ss to go through the everyday English on Page 48 and choose the correct meanings individually.
Then tell the Ss where these everyday English sentences from——they are from the above listening. Now replay the recording, ask the Ss to check what they chose.
Answers: 1) a; 2) b; 3) a; 4) b; 5) a.
Step 3. Pronunciation
At first, organize the Ss to listen to the recording, at the same time, give them the direction to listen and ask them to pay attention to the intonation of Wh-questions and Yes/No questions.
Then play the tape for the class and ask them again
After that, help the Ss to summarize the basic intonation of Wh-questions and Yes/No questions.
Answers: Wh-questions often fall at the end. Yes/No questions often rise.
And then play the tape again and ask the Ss to imitate it.
Finally, give the Ss more sentences to practice.
Step 4. Homework
Revise the whole Module 5 and begin to preview Module 6.
aim
conclusion
result
method
Test tube holder
Bunsen burner
Test tube
PAGE比较结构考点
考点一： 原级比较一般用 as … as ; not as … as ; the same … as ;
　特殊结构 A is to B what / as X is Y ; A+倍数或几分之几 as + adj. / adv. + as +B.
　　The work is not as difficult as you think.
　　Air is to us as water is to fish. 我们与空气的关系就像鱼和水的关系。
　　This book is twice as thick as that one.
　　考点二：比较级常用结构 A ＋比较级 ＋ than + B
　　 特殊结构：the more … the more (越……越……)； more and more (越来越)
　　 This question is less difficult than that that question. (比较对象为彼此独立的人或事物)
　　 Iron is more useful than any other metal. (比较对象具有所属关系， 含有最高级含义)
　　 The city is becoming more and more beautiful.
　　考点三：以拉丁文-ior结尾的含有比较意义的形容词后接to 而不是than. 这些词是：
　　 superior, inferior , senior , junior , major , minor, anterior, prior(在。。。之前) ,
　　posterior (在。。。之后)
　　 He is three years senior to me.
　　 This type of computer is superior to that type.
　　考点四：最高级用于三者以上的事物之间的比较，所以比较的范围自然是少不了。一般表示地方用介词in; 表示所属关系和人物比较用介词 of. ( 即the +最高级＋in /of …)
　　 The Yangtze River is the longest river in China, but it is the third longest river in the world.
　　 The youngest member of the family is most successful.
　　 Of all forms of energy, electricity is most widely used.
　　考点五：在 more … than 结构中， than 有时可看作关系代词，相当于than what…
　　 There ought to be less anxiety over the perceived risk of getting cancer than exists in the public mind today. (Than = than what…)
　　人们不应该像今天这样担心害怕患上癌症。
　　There are more wonders in heaven and earth than are dreamt of. ( than=than what…)
　　天地间的奇迹比人们所梦想的要多得多。
　　The medicine is more effective than is expected.
　　考点六：英语中有一小部分表示绝对意义的形容词没有比较级和最高级。如：
　　 dead, deaf, empty, total, whole, perfect, complete, right, wrong, equal, daily false, final
　　absolute, alone, round, pregnant, square, supreme, unique, straight, eternal, unanimous
　　考点七：几组由 “more than ；more … than” 和“no / not ＋ 比较级” 等构成的惯用句式及其含义。
　　 more than 其含义为: “不仅是， 非常， 十分”等， 用法和意义较多。
　　 more …than 其含义可以是: “与其说……不如说， 不是……而是”
　　What we are doing today is more than donating some money.
　　 今天我们所做的不只是捐一些钱。
　　 Their action was more than justified. 他们的行动是完全有理由的。
　　 He is more brave than wise. 他有勇无谋。
　　 The book seems to be more a dictionary than a grammer.
　　 这本书看起来与其说是一本语法书，不如说是一本词典。
　　 no more than 强调少，意为“只有，不过，仅仅”
　　 not more than 客观叙述，意为“不超过”
　　 He has no more than five dollars on him.
　　 他身上仅有5美元。(强调少)
　　 He has not more than five dollars on him.
　　 他身上带的钱不超过仅有5美元。(强调数额少于5美元)
　　 no more … than含有消极否定的意思，可译为“A与B都不…，不… 也不”
　　 not more … than 含有积极、肯定的意思，表示程度上的差异。
　　 He is no more diligent than you.
　　 他不勤奋，你也不勤奋。(两人都不勤奋)
　　 He is not more diligent than you.
　　 他没有像你那样勤奋。(两人都勤奋，但你更勤奋)
　　 no less than = as much as 意为：“竟有…之多，多达”强调多
　　 not less than 意为“不少于，至少”，可观地描述
　　 no less … than 前后均为肯定，含有惊奇的感彩。可译为：“是…是， 正是， 和 … 一样， 多达，应有…之多”
　　 His son has read no less than 50 English books.
　　 他的儿子竟然读了50本英文书。(强调多)
　　 His son has read not less than 50 English books.
　　 他的儿子读了不少于50本英文书。(不强调多或少)
　　 The middle-aged man was no less a person than the new minister.
　　 这位中年人正是新来的部长。
　　 Her voice is no less sweet than it used to be.
　　 她的歌声和以前一样甜美。
几个含有than的结构
1) no more than
只，仅仅，只不过是(=only)，后面接名词或数词，在句中起形容词作用。例如：The street is no more than two miles long.这条大街只有两英里长。What he is saying is no more than a joke.他所讲的只不过是个玩笑而已。The estimate of 20012 tons was probably no more than another wild assumption of theirs.这个二万零一十二吨的估计数字，也许只不过是他们的又一个胡编乱造。
2) no more... than (= not...any more than)
和……一样不(not...any more than)。Than前后都是否定的含义。
　　A whale is no more a fish than a horse is. (= A whale is not a fish any more than a horse is.)鲸和马都不是鱼。(鲸之非鱼类，正如马之非鱼类。)
　　My elder brother is no more a singer than I am.我哥哥和我都不是歌唱家。
　　They will no more sell their freedom for roubles than for dollars.他们既不会以他们的自由换取美元，也将同样不会以自由换取卢布。
　　The little man was ____one meter fifty high. (CET 4 1997,1)
　　A) almost more than B) hardly more than
　　C) nearly D) as much as
hardly more than用来表示“仅仅”。根据句意：这个小个子男人仅有1.5米高，应选择B.
3) no other than
只有，正是。它常用来加强语气，多用于书面语。
The murderer turned out to be no other person than the inspector himself.结果是，那个杀人犯不是别人，正是巡官自己。
　The beaten enemy had no other choice than to surrender.被打败的敌人只有投降。
4) no better than
和……一样，实际上等于(practically the same as)
A man who cannot read and write is no better than the blind.不识字的人跟瞎子没有两样。
The patient is no better than he was yesterday.病人的情况和昨天一样。
5)no less... than
和……一样，不逊于。其中的than前后都是肯定的意思。
　　This person is no less diligent than he used to be.这个人和从前一样勤奋。
　　The technique of writing is no less difficult than that of the other arts.写作技巧和其他艺术技巧一样困难。
　　Sunlight is no less necessary than fresh air to a healthy body.日光和新鲜空气对身体健康是同样必不可少的。
6) no less than
多达，竟有……之多，不下于(as many as, as much as)。
In the battle, the Red Amy wounded were no less than twenty thousand.在这次战斗中，红军伤员不下两万人。
He won no less than 1000 yuan in the lottery.他居然中了一千元的奖券。
The bank pays him a yearly salary of no less than ,000.银行给他的年薪竟高达九万。
7) other than
意思是：不同于，除……之外；rather than意思是：而不是。
【例如】
This crop doesn't do well in soils ____the one for which it has been specially developed.
A) beyond B) rather than C) outside D) other than
other than意思是：不同于，除……之外；rather than意思是：而不是。根据句意：除了这块专门为它培育的土壤，这种作物在其它土壤上都生长不好。应选择D.
In no country ___Britain, it has been said, can one experience four seasons in the course of a single day.
　　A) other than B) more than C) better than D) rather than
句意为：除了在英国，一个人不可能在其它国家在一天内经历四季。other than表示“除……之外”，故选择A.Module 5 A Lesson in a Lab
Ⅰ. 模块教学目标
技能目标Skill Goals▲Prepare a report on a simple scientific experiment▲Learn degrees of comparison▲Learn words and expressions of sequence▲Understand and describe a simple scientific experiment▲Talk about numbers
Ⅱ. 目标语言
功 能 句 式 Words and expressions of sequenceFirst, put the magnesium ... Then put the crucible ... Next, I light the Bunsen burner. After that, I hold ... Lastly, we need to weigh ...Everyday EnglishWhere do we go from here Keep the noise down.You’ve got it!It’s your turn.Go ahead!Definitely!
词 汇 1． 四会词汇liquid, expand, contract, substance, mixture, oxygen, electricity, stage, conclusion, aim, reaction, electrical, equipment, react, partial, rust, boil, ordinary, steam, float, form, dissolve, flame, facility, lecture, department, astonished2． 认读词汇potassium, sodium, calcium, magnesium, aluminium, zinc, copper, oxide, balance, tongs, crucible3． 词组add ... to ..., used to, in the area of, be proud of, be supposed to
语 法 Comparative structuresThis room is twice as large as that one.This room is four times larger than that one.It’s getting brighter and brighter!The closer you are, the more you’ll see.Adverbs used to modify comparative degreea little, a bit, a lot, rather, no, any, (very) much, lots
重 点 句 子 1. It is hard to think of a world without metals. P442. It is important to know how they react with different substances, for example, water and oxygen. P443. This makes sure there is no air in the water. P454. The science facilities are very good, with laboratories that have all the latest equipment. P495. as the lecturers are people who have made real discoveries in their area of science. P496. They always thought I would become an English teacher! P49
Ⅲ. 教材分析与教材重组
1. 教材分析
本模块以“A Lesson in a Lab”为话题，旨在通过模块教学，使学生了解一些基本的科学实验知识，学会怎样写实验报告，并掌握一些相关的词汇与短语，激发学生对科学的兴趣。此外还要求学生学会读一些大的整数、分数及小数。从文化的角度来看，鼓励学生了解国外有关科学教学的情况，以扩大学生的知识面，从而激发他们的学习兴趣。
1.1 INTRODUCTION 这部分由三个内容组成。通过听材料，归纳词语和回答问题这三个形式来完成本部分所涉及到的与科学、实验有关的词语的练习，为以后的各项活动做好准备。
1.2 VOCABULARY AND SPEAKING 这部分设计了一些数字，包括整数、分数和百分数，并通过一些练习让学生熟悉并正确使用英语数字的读法。
1.3 GRAMMAR 1 这部分介绍了形容词比较级中有关倍数的两种主要用法：... times ... than ...和... times as ... as ..., 并通过对比练习来加强学生对这一用法的了解。
1.4 READING AND VOCABULARY 这部分由两篇短文组成。Passage A 介绍了金属在生活中的重要性，并列举了一些金属在氧气、水及蒸气中的反应及其结果。Passage B 介绍了A Simple Scientific Experiment，要求学生学习如何描述或写一个科学实验报告。通过对这两篇文章的学习，学生还可以学会一些科学词汇，有助于今后阅读一些相关的文章。
1.5 VOCABULARY 该部分介绍了带分数的读法，及一些实验仪器的词汇，并配有相关练习。
1.6 LISTENING AND WRITING 这部分听力的内容是实验中的师生对话。我们可以将此作为对阅读内容在语言技能上的补充。听力问题的设计本身已经显示了做听力练习的技巧。
1.7 GRAMMAR 2 这部分继续介绍形容词和副词的比较级。主要是以下三种：1）表示“越来越……”；2) 表示 “越……越……”；3) 表示程度的副词 (much, a little 等) +形容词和副词的比较级。
1.8 PRONUNCIATION 这部分介绍了英语中特殊疑问句和一般疑问句的语调，并要求学生能正确朗读。
1.9 EVERYDAY ENGLISH这一部分介绍了五个日常用语，要求学生明确其意义、所用场合，并能正确使用。
1.10 FUNCTION 次序的问题是写作中应注意的一个重要环节。这一部分要求学生掌握first, next, after that, lastly在文段中的运用以及与之相关的标点符号的用法。
1.11 CULTURAL CORNER 该部分阅读材料引用了加拿大一个中学生的文章，介绍了国外理科教育方面的一些信息，以扩大学生的知识面。
1.12 TASK 这一部分是对本模块的一个复习与运用。要求学生能够使用所学词汇及实验报告的知识来写一篇简单的实验报告，并要求学生注意报告的内容应包括Aim, Equipment, Method, Result和Conclusion。
1.13 MODULE FILE 这一部分集中展示了本模块的学习内容。
2. 教材重组
2.1 将INTRODUCTION和READING AND VOCABULARY整合成一堂阅读课。
2.2 将VOCABULARY AND SPEAKING,LISTENING AND WRITING和WORKBOOK中的Listening and speaking整合成一堂听说课。
2.3将VOCABULARY, GRAMMAR 1和GRAMMAR 2整合成一堂语法课。
2.4 将CULTURAL CORNER与WORKBOOK中的Reading整合成一堂泛读课。
2.5 将 PRONUNCIATION, FUCTION, TASK, EVERYDAY ENGLISH与WORKBOOK中的Speaking and writing整合成一堂写作课。
3. 课型设计与课时分配
1st Period Reading
2nd Period Listening and Speaking
3rd Period Grammar
4th Period Extensive Reading
5th Period Writing
Ⅳ. 分课时教案
The First Period Reading
Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇
expand, contract, conclusion, method, liquid, solid, iron, mixture, oxygen, electricity, aim, equipment, react, result, steam, substance, boil, float, form, dissolve, rust
b. 重点句式
It is hard to think of a world without metals. P44
It is important to know how they react with different substances, for example, water and oxygen. P44
This makes sure there is no air in the water. P45
2. Ability goals 能力目标
Enable the students to describe a scientific experiment.
Enable the students to learn some words concerning scientific experiment.
3. Learning ability goals 学能目标
Help the students learn about the steps of a simple scientific experiment so that they can describe a similar one.
Teaching important points 教学重点
Help the students learn how to describe a simple scientific experiment.
Teaching difficult points 教学难点
Help the students understand the two tables of Passage A and Passage B.
Teaching methods 教学方法
Listening, reading and discussing.
Teaching aids 教具准备
A computer, a projector and a recorder.
Teaching procedures & ways 教学过程与方式
Step Ⅰ Lead-in
The purpose of this part is to let the students know and get familiar with the new words in INTRODUCTION: expand, contract, mixture, substance, oxygen and electricity. First, write down the words on the black-board, and then teach them the meaning of each word by questioning.
T: Hello, everyone! Do you know the program Lucky 52 on CCTV
Ss: Yeah!
T: OK, now suppose I’m Li Yong, and you are competitors. Here are six words on the blackboard. What you should do is to guess the meanings of them. If you can’t express them in English, you may say in Chinese. The quicker, the better. Are you clear
Ss: Yes.
T: Listen. What do we take in when we breathe
S1: Air.
T: Right. But not exact.
S2: 氧气。
T: Right. In English, it is called “oxygen”. We need oxygen to keep alive. And without it, there will be no life on this planet. OK, another question. What do we call it when we put sugar, eggs, and milk together, or we mix them together
S2: We call it mixture.
T: Good. All the things that are mixed together can be called mixture. Next one, we can use one word to stand for all the things around us, which includes air, water, stone, wood, glass, iron and so on. What is this word
S3: Substance.
T: Right. Next, what will happen when water turns into ice
S4: Liquid will turn into solid.
T: Right. Besides this, will it have some change in size
S5: Yes. It will become larger.
T: Yeah! What do we call this change
S6: It’s called “expand”.
Teacher can use body language to express the meaning of “expand”.
T: Now, the last one. What’s the opposite meaning of “expand”
S7: Is it “contract”
T: You are right. The meaning of “contract” is making or becoming smaller or shorter. Well, I think that all of us did very well. Now please read these words after me.
...
Step Ⅱ Vocabulary
Ask the students to read the sentences in Activity 1 on page 41, and then pick out the correct ones. At the same time ask them to pay attention to the new words. At last check the answers to Activity 1 with the whole class.
For Activity 2, ask the students to work in pairs to finish the task. If possible, ask them to give their rea-sons for doing so. For Activity 3， give the students more words to help them know that materials are around all of us, and we should use them correctly and reasonably.
T: As the saying goes: Birds of a feather flock together or things of one kind come together. Now we’ll put the words in Activity 2 in pairs or groups, just like the pairs in Example. If possible, give your reasons to do so. It is a good chance for us to get familiar with these words. OK, I’ll give you one or two minutes to do the job.
Two minutes later.
T: Have you finished the task
Ss: Yes.
T: Who’d like to read out your answers
S1: We’d like to put air, gas and oxygen together, because all of them are gas. And we put earth, sun and moon together, because all of them are planets.
T: Quite right. How about you two boys’ answers
S2: We put gas, liquid, and solid together, because we think they are the three states of substance. And we also put contract and expand together. The two words have opposite meanings.
T: I’m very glad that you can finish the task so quickly and correctly. Well, all of us know that we are living in a material world. Without these materials, whether natural or man-made, we’ll have nothing to eat, to live in, to use, to wear and so on. Now, let’s look at these words: electricity, iron, metal, steel, air, and glass in Activity 3. You have to tell which of them are natural, which of them are man-made and which of them can be both.
S3: Air, iron and some metals are natural. Steel, some metals and glass are man-made. And electricity can be man-made and natural.
T: Why do you think electricity is both man-made and natural
S3: Because in a storm, we can see lightening in the sky. While the electricity we are using in everyday life is from electric works. So I think electricity is both man-made and natural.
T: Well, it’s a good answer. OK, can you say some other things that are man-made
Ss: There are too many such things.
T: Give us some examples.
S4: Cars, machines, man-made satellites, plastics and so on.
T: Do you know man-made beauty
S6: I know it. Some ordinary-looking girls can become beautiful overnight.
T: Do you think it is necessary to do so
S7: It’s difficult to say. But I think to have a beautiful mind is more important than to have a beautiful appearance.
T: I agree with you. It is said that a woman with a beautiful mind is more beautiful than a woman with a pretty face.
Step Ⅲ Reading (Passage A: P44)
There are three activities in this part: Activity 1: find the correct order to describe the stages of a scientific experiment; Activity 2, find the best title for the passage; Activity 3, answer some questions about the passage.
Task 1: Activity 1
T: Well, if you were an engineer, you would take part in the experiment of making Shen ZhouⅤ Flight. What kind of materials would you like to use
S1: I’d like to use some materials that are light enough and hard enough, so that the flight can be easily sent up into space, and doesn’t get in trouble.
T: How can we find such kind of materials
S2: We can do some experiments. We can’t use natural materials only; we need both man-made and natural materials.
T: That’s right. Now we’ll read a passage about a scientific experiment. Please turn to page 44. We’ll go through Passage A. When we are doing a thing, we should do it in an orderly way. It’s especially true with a scientific experiment. Now let’s see the four words in the table: conclusion, aim, result and method. The four words are about the orders or stages of a scientific experiment. We must know these two words: result and method. What are the meanings of the other two words
S3: “Aim” should be about what the experiment is for. For “conclusion”, I have no idea.
T: Right. “Aim” means purpose or object. For example, he has only one aim in life, that is, to be a millionaire. And for “conclusion”, let’s see an example first, when you have worked on a maths problem for a long time, but you still can’t work it out. So you may make a conclusion that the problem is wrong. Here, “the problem is wrong” is your conclusion. Do you understand
Ss: Yeah!
T: Now who can give us some other examples to show the meaning of “aim”
S4: Many people aim to be a millionaire. But I think to serve people is the highest aim.
T: What is the correct order of stages to do an experiment
Ss: It should be aim, method, result and conclusion.
T: That’s right. Without aim, we don’t know where to go; without method, we don’t know how to do things well; without result, we’ll draw a blank or gain nothing; without conclusion, we’ll find what we’ve done is worth nothing.
Task 2: Activity 2
Ask the students to scan Passage A and find the best title for the passage.
T: Please look at Activity 2. What you should do is to scan Passage A and decide which is the best title for the passage.
Give the students some time to do the job and then check the answer.
T: Well, what’s the best title for the passage
S4: The Reaction of Metals.
T: Why
S4: The writer begins the passage by introducing the different uses of different metals. But for the rest part of the passage, including the table, he / she mainly describes several metals’ reaction with different substances.
T: What a good reason it is! Now, let’s look at Activity 3.
Task 3: Activity 3
Ask the students to read and answer the questions below the passage. Give them some time to do the job. After that, check the answers with the whole class.
Step Ⅳ Reading (Passage B: P45)
In this part, the students will read the passage and then fill in the table below the passage.
There are three Tasks in this part. The first one is to ask the students to find the structure of the passage and finish the table. The second one is to deal with Activity 5. The third one is to finish Activity 6.
Task 1: Structure of the passage
T: Now, we’ll continue to read Passage B. The title of it is A Simple Scientific Experiment. From the passage we can see how the experiment is done. What is the structure of a description of experiment Who can come to the blackboard to write down the structure
S: Let me try.
A student comes to the blackboard and writes down the structure.
A Simple Scientific Experiment:
Introduction → Aim → Apparatus → Method → Result → Conclusion
T: OK. We should notice that there are 3 different reactions which are respectively described with method, result and conclusion. Now, please read the passage and then fill in the table.
Let the students do the job, and then check the answers with the whole class.
T: Well, what is ordinary water according to the experiment
S6: I think ordinary water here means the water that has not been boiled, and has air in it.
T: Right. We also call ordinary water “raw water”. Now what’s “Bunsen burner” We often find it in labs. Now, turn to page 46, and find the picture of Bunsen burner.
Task 2: Activity 5
T: Now please turn to page 46. Look at Activity 5. Read Passage B again. Complete the sentences.
After the students finish the sentences, ask some of them to read out the complete sentences and check the answers with the whole class.
Task 3: Activity 6
This part is about vocabulary study. Let the students read after the teacher, and then work in pairs to find the meanings of the new words.
Explanations of some words:
React: have effect on (of one substance applied to another)
Steam: gas from boiling water
Oil: liquid which does not mix with water, obtained from animals, plants or found in rock under-ground
Boil: (of water or other liquid) reach the temperature at which change to gas occurs
Scientific: of, for, connected with, used in science
Experiment: test carried out carefully in order to study what happens and gain new knowledge
Float: be held up in air, gas or on the surface of liquid; move with liquid or air
Form: give shape or form to; make, produce
Dissolve: (of a liquid) soak into a solid so that the solid itself becomes liquid
Step Ⅴ Language Points
Ask the students to translate the following sentences, and get familiar with the sentence structures.
Show the following sentences on the screen.
1. It is hard to think of a world without metals.
2. It is important to know how they react with different substances, for example, water
and oxygen.
3. This makes sure there is no air in the water.
T: Before we finish this class, let’s look at the screen. There are three sentences on it.
Can you translate them into Chinese
Let the students translate the sentences into Chinese.
T: OK. In fact, these sentences involve two sentence structures. One is: it is + adj. + to do something. The other is an object clause. Now let’s look at more sentences to get familiar with the two sentence structures.
Write down the structures on the blackboard and then show the students more sentences on the screen:
1. It’s hard (difficult) to say which is better.
2. It’s foolish (silly) to act like that.
3. It’s easy to learn a foreign language.
4. It’s impossible to finish the job in one day.
5. It’s wrong to steal.
6. I only came to make sure that everything was all right.
7. Father makes sure that all the lights are off before he goes to bed.
8. Make certain that your facts are right.
9. We must make certain that she can come.
Let the students translate the sentences. If they have any difficulty, give them some help.
Step Ⅵ Homework
T: Today, we have learned some new words and two passages about scientific experiment. After class, please do Exercises 6, 7 and 8 on pages 92&93. These exercises can help us remember the new words and expressions about scientific experiment. OK, that’s all for today. See you next time.
Ss: See you.
The Second Period Listening and Speaking
Teaching goals 教学目标
1. Target language 目标语言
English numbers
2. Ability goals 能力目标
Help the students to read and write some English numbers correctly.
Help the students find the main parts of an experiment while they are listening.
3. Learning ability goals 学能目标
Help the students know the rules of expressing numbers.
Help the students guess the main parts of a listening material from the tips.
Teaching important points 教学重点
Let the students pay attention to the key words in the materials about Aim, Equipment, Method, Result, and Conclusion.
Teaching difficult points 教学难点
Help the students read some large English numbers.
Teaching methods 教学方法
Listening and discussion.
Teaching aids 教具准备
A projector and a recorder.
Teaching procedures & ways 教学过程与方式
Step Ⅰ Revision
Check the students’ homework. For Exercises 6 and 7, give them answer sheet. For Exercise 8, ask 10 students to read out the complete sentences one by one. They should pay attention to their pronunciation and intonation.
Step Ⅱ Listening and Writing
This is a continued part to the reading material. The students can get more familiar with some new words and expressions, and also get familiar with the description of an experiment. Ask the students to scan the three activities in LISTENING AND WRITING on P46, so that they know what they are going to do, and try to get ready to catch the key words or key sentences when they are listening.
T: Now, please turn to page 46. We are going to have a listening. At first, scan the three instructions to know what you are going to do.
Several minutes later.
T: Do you know what you are going to do
Ss: Yes.
T: What’s the first one
S1: To read the Aim below and predict the Result.
T: What is your prediction
S1: I think there are two results. One is that the magnesium is heavier than before. The other is that it becomes a little lighter than before. It’s difficult to get a result, unless we make an experiment.
T: Good, this is a correct attitude towards science. Now, we’ll listen to the conversation to find the result. So please listen carefully and write down the key words.
Play the recorder for the students to have a first listening. After that, let the students write down their answers using the key words. If possible, ask them to write the whole sentences.
T: Now let’s listen and complete the description of the scientific experiment. We’ve known the Aim and Result. What we should focus on is Apparatus, Method and Conclusion. And for Method, we should pay attention to the function words: first, then, next, after that, and lastly. Do you remember
Ss: Yes.
T: OK, let’s listen again.
Play the tape recorder again. The students listen to the recorder and complete their sentences. At last, collect the answers.
Step Ⅲ Listening and Speaking (P95)
This is another experiment for the students to have a listening. The purpose of the listening is the same as the above one. Ask the students to read the exercises before listening, including Exercises 13, 14 and 15, so that they know clearly what they are going to do.
T: Now, we’ll have another listening. Are you clear about what you are going to do
Ss: Yes.
T: OK, for Exercise 13, we have to decide what the aim of the experiment is. And then decide the correct order of the stages. So, first look at the pictures, work in pairs to describe what the boy is doing.
Let the students do the job, and then collect their descriptions.
T: Well, just now, I collected some of your descriptions about what the boy is doing. Look at the sentences on the screen.
Write the following sentences on the screen.
a) Bob is writing a conclusion.
b) He is squeezing a lemon.
c) He is going to fire the paper.
d) This is the aim of the experiment.
e) He just lighted a candle.
f) He is going to write something on the paper.
g) He is blowing the paper.
T: All of these descriptions are very good. Now let’s listen to the tape to find the aim and put the stages in the correct order.
After the students finish the task, check their answers with the whole class by listening to the material again.
T: Well, it’s time for us to have a speaking. Look at Exercise 15. Take it in turns to describe the experiment. Use these words and phrases in the box.
Give the students some time to do the job. And then ask one or two of them to read out their descriptions. Teacher can also leave this part as homework.
Step Ⅳ Vocabulary and Speaking
In this part help the students master the rules of reading English numbers. There are 3 tasks in this step: Task 1, Activity 1; Task 2, Activity 2; Task 3, Activities 3 and 4.
Task 1: Activity 1
T: Today we’ll learn how to read some English numbers. Please look at Screen 1, Part A. There are some numbers on it. Find the rules and then work in pairs to read them correctly.
Screen 1:
A2202002,00020,000200,0002,000,00020,000,000200,000,0002,000,000,000 B1221231,23412,345123,4561,234,56712,345,678123,456,7891,234,567,890
Several minutes later.
T: Do you find the rules of these numbers
S1: It seems that three zeros are used as a unit.
T: Right. How do you read 20,000
S1: Twenty thousand.
T: How about 200,000
S1: Two hundred thousand.
T: How about 2,000,000
S1: Two thousand thousand.
T: I’m afraid you are wrong. It should be two million.
S1: Sorry, I forget it.
T: OK, how about 20,000,000
S2: It’s twenty million.
T: Right. How about 200,000,000
S3: That’s two hundred million.
T: What about 2,000,000,000
S4: That is two thousand million.
T: Right. This is the way that English numbers are read. American would like to read like this: two billion. You did very well. Sit down, please. Now, let’s look at the screen. Here is the ways we read
English numbers. Please pay attention to the bold face. That’s the unit of the numbers.
Screen 2:
200 Two hundred2,000 Two thousand20,000 Twenty thousand200,000 Two hundred thousand2,000,000 Two million20,000,000 Twenty million200,000,000 Two hundred million2,000,000,000 Two thousand million or two billion
Let the students read the numbers on Screen 2 and then read numbers in Part B in Screen 1. Let them work in pairs to do the job, and then ask them to read the numbers out individually.
S: ...
T: Now let’s look at Screen 3. These are the ways we read and write the numbers.
Screen 3:
22 Twenty-two123 One hundred and twenty-three1,234 One thousand, two hundred and thirty-four12,345 Twelve thousand, three hundred and fifty-five123,456 One hundred and twenty-three thou- sand, four hundred and fifty-six1,234,567 One million, two hundred and thirty -four thousand, five hundred and sixty-seven12,345,678 Twelve million, three hundred and forty-five thousand, six hundred and seventy-eight123,456,789 One hundred and twenty-three mil- lion, four hundred and fifty-six thousand, seven hundred and eighty-nine1,234,567, 890 One billion, two hundred and thirty- four million, five hundred and sixty- seven thousand, eight hundred and ninety
To check whether the students have mastered the way of reading English numbers, let them look at the numbers in Activity 1. There are two mistakes. Let the students read the numbers and find the mistakes.
T: Now there are some numbers in Activity 1 on page 42. There are two mistakes in them. Read the numbers and then find the mistakes. After that I’ll ask some of you to tell the mistakes.
Later.
T: What are the mistakes
S1: One is in Number 1. The word “thousand” is missing after “four hundred and seventy”. The other is in Number 2. The word “one” (or “a”) is missing before “hundred million”.
T: Quite right. That’s all for Activity 1.
Task 2: Activity 2
Now, let’s turn to Activity 2. Look at the fractions and the way of saying them. What’s the rule
S1: The upper ones are cardinal numbers and the lower ones are ordinal numbers.
T: Right. When do we use plural forms
S2: When the upper one is more than one.
T: Right. But the way you are saying is very interesting. In English, what you call “upper one” is called numerator of a fraction; while the “lower one” is called denominator. Now, let’s read these fractions in English: 2/5, 5/8, 9/10, 3/8, 5/6.
Students read the fractions.
Task 3: Activities 3 and 4
T: Now, let’s look at Activity 3. Describe the fractions in Activity 2 as percentages.
Ask the students to work in pairs to compare their answers. And then collect the answers from the class.
T: Now, look at Activity 4. Read these questions aloud and say the answers. Work in pairs to take turns asking and answering the questions.
Give them some help, if some of them have any trouble in doing this. After a while, check the answers with the whole class.
If time permits, finish Activity 5. If not, leave it as homework.
Step Ⅴ Homework
T: In this class we listened to two materials and learned to read some numbers in English. It’s hard, but you have mastered all of them. You are terrific! Now, pay attention to our homework: One is to preview Vocabulary on page 46; The other is to finish Exercise 9 on page 93 and Exercise 15 on page 95. For Exercise 15, you’d better write them down, so that we can show them out on the screen. Next time, I’ll check your answers to these exercises. OK, class is over, see you tomorrow.
Ss: See you.
The Third Period Grammar
Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇和短语
a little, a bit, a lot, rather, no, any, (very) much, lots
b. 重点句式
The earth is forty-nine times larger than the moon. P43
The earth is forty-nine times as large as the moon. P43
It’s getting brighter and brighter! P47
The closer you are, the more you’ll see. P47
The more books I read, the more information I learn. P47
2. Ability goals 能力目标
Enable the students to learn degrees of comparison and some adverbs used to modify the comparative degree.
3. Learning ability goals 学能目标
Help the students solve some simple maths problems to practice the degrees of comparison.
Teaching important points 教学重点
The usages of the comparative degree.
Teaching difficult points 教学难点
Help the students pay attention to the agreement in comparison objects.
Teaching methods 教学方法
Question-answer and discussion.
Teaching aids 教具准备
A computer and a projector.
Teaching procedures & ways 教学过程与方式
Step Ⅰ Revision
For the homework, check whether they can read the decimals correctly by following the examples. If they have any problems about this part, help them. For Exercise 15, ask some students to read out their descriptions. Meanwhile, pay attention to whether they have used the function words and expressions in the table.
Step Ⅱ Lead-in
Show some proverbs to the students and let them guess the meanings of the sentences. And then give them the correct meanings of the sentences.
T: Today, we’ll learn the degrees of comparison. At first, let’s look at the screen and guess the meanings of the sentences.
1. Two heads are better than one.
2. More haste, less speed.
3. East, west, home is best.
4. The best mirror is an old friend.
5. Least talk, most work.
Students give their answers. And teacher corrects some mistakes if there are any.
Sample translations:
1.(谚) 两人智慧胜一人。
2.(谚) 欲速则不达。
3.东跑西跑还是家里最好。
4.(谚)老友是宝镜。
5.少说话，多干事。
T: From these sentences, we know that Degrees of Comparison are used widely in English. Today, we’ll learn some of them.
Step Ⅲ Degrees of comparison 1 (P43)
In this step, the students will finish Activity 1 and Activity 2 on page 43.
Task 1: Activity 1
Let the students give some sentences that they have learned with the comparative degree in. And then turn to page 43 and read the first two sentences in Activity 1. Ask them to tell the difference between these sentences.
T: Can you give me some sentences with the comparative degree in them
S1: The earth is larger than the moon.
S2: Tom is fatter than Mike.
S3: She is more beautiful than her sister.
T: Right. What’s the difference between these sentences and the one on the blackboard
Write the sentence on the blackboard:
The earth is forty-nine times larger than the moon.
S4: There are “forty-nine” times before the word “larger”.
T: Right. That’s what we’ll learn today. When we want to express degrees of comparison, we can use this structure.
A is ... times larger (bigger, taller, higher, wider, longer etc.) than B.
Write down the structure on the blackboard.
T: It’s very simple; just add “... times” before the comparative degree. But please note that we say “twice” instead of “two times”. Are you clear
Ss: Yes.
T: Now, let’s do some easy maths problems. Listen! If Object A is 10 meters long, and Object B is twice longer than Object A, how long is Object B
S5: Twenty meters long.
T: Good. You’ve understood the structure correctly. The second problem: if Object A weighs 100 kilogrammes, and Object B is four times heavier, how heavy is Object B
S6: 400 kilogrammes.
T: Why
S6: Because Object B is four times heavier than Object A.
T: OK. Besides this structure, we can use another structure to express the same meaning. That is:
A is ... times as large (big, tall, long etc.) as B.
Write down the structure on the blackboard.
T: Well, let’s go on to do some maths problems.
Task 2: Activity 2
Read the instruction of Activity 2, and let the students read the sentences in Example. After that, ask them to finish the following 5 problems.
T: The purpose of the task is not to check your intelligence, because I believe that all of you have high IQ. It’s about the uses of the two structures we’ve just learnt. Now, finish the task and then check your answers with your partners. Remember you must use both of the structures to practice what we’ve just learned.
After a while, ask four students to read out their answers in complete sentences.
S1: I think winter in Harbin is four times colder than Beijing. Or, winter in Harbin is four times as cold as Beijing.
T: The structure is right, but there are mistakes in the two sentences. Who can correct the mistakes and read out a complete sentence
S2: It should be “Winter in Harbin is four times colder than that in Beijing.”
T: Right. When we are using the comparative degree，we must pay attention to the two comparison objects. Now who would like to do the third one
S3: Miss Wu, can we say that “in winter the temperature of Harbin is four times lower than in Beijing”
T: That’s a good sentence, but also you should pay attention to the two comparison objects. We should say that “In winter the temperature of Harbin is four times lower than that of Beijing.”
Write down the two sentences on the blackboard, so that the students can clearly know the agreement in two comparison objects.
T: Are you clear OK, how about the third problem
S4: I think Mount Qumolangma is about six times higher than Mount Tai. Or, Mount Qumolangma is about six times as high as Mount Tai.
S5: My aunt’s house is twice as large as my house. Or, my aunt’s house is twice larger than my house.
S6: Tom weighs over twice as heavy as Lily. Or, Tom is over twice heavier than Lily.
Step Ⅳ Degrees of comparison 2 (P47)
Task 1: Activity 1
T: Now, please finish the sentences on the screen, using proper words and the structure.
Show the sentences on the screen.
bright dark heavy weak fat
1. When the sun rises, it is getting _______.
2. When the sun sets, it’s getting _______.
3. When the rush hour comes, the traffic is getting _______.
4. After suffering a long disease, he is getting _______.
5. She likes to eat sweet, and these days she is getting _______.
Read out the first part of each sentence, and let the students read and finish the second part of the sentence.
Sample answers:
1. brighter and brighter 2. darker and darker
3. heavier and heavier 4. weaker and weaker
5. fatter and fatter
T: Now, we are going to learn another structure. Suppose you save a millionaire’s life, and he offers you money to thank you, and asks you: “How much do you want ” And suppose you are a greedy person. What will you say
S1: The more, the better.
T: Yeah, you are so clever. It’s a real bargain. But if he also wants you to share his pains, and asks you “How much do you want ”, what will you say
S2: The less, the better.
T: Ha! You’re clever. But there can’t be such an easy thing in the world. No pains, no gains. If you gain what you shouldn’t gain, that would be a disaster. Now, please look at the three sentences on the screen:
1. It’s getting brighter and brighter!
2. The close you are, the more you’ll see.
3. The more books I read, the more information I learn.
T: Do you know the meanings of these sentences
Ss: Yes.
T: OK, now, please answer my questions. Question 1: Which of these structures is used to say that something is changing
S3: All of the structures are used to say that something is changing.
T: Question 2: Which of these structures is used to say that things change / are changing together
S4: The second and the third ones are used to say that things change / are changing together.
T: Question 3: Which structure repeats the same adjective
S5: The first one repeats the same adjective.
T: Good. Now, let’s practice the structure. Please look at Activity 2 on page 47. Use the words below to write sentences as in the example. Who would like to finish Sentence 1
S6: The hot metal gets bigger and bigger.
S7: Miss Wu, can we say that “The hot metal is getting bigger and bigger.”
T: I think you can do it. They have the same meaning. Now, let’s finish the next three sentences. Can you three finish the sentences one by one
S: ...
By now the students have learned 4 structures about degrees of comparison, including:
1. The earth is forty-nine times as large as the moon.
2. The earth is forty-nine times larger than the moon.
3. It’s getting brighter and brighter.
4. The closer you are, the more you’ll see.
Show the sentences on the screen to let the students have a revision.
T: Now, please look at the screen. By now, we’ve learned four useful structures about degrees of comparison. Please turn to page 91. Let’s practice these structures. I will give you 3 minutes or so to finish Exercises 1 and 2.
Three minutes later. Check the answers with the whole class.
T: I’m very glad that you’ve mastered the structures. Now please turn to page 47. Look at Activity 3. Read these sentences and underline the comparative expressions and circle the adverbs used to give more information about the comparative expressions.
Collect their answers.
T: Next, let’s turn to page 48. Read the instruction of Activity 4 and then do as it asks you to. You can compare everything you know.
Sample answers:
1. Playing computer games is much more dangerous for young students than playing other games.
2. Tom is a bit taller than Bob.
3. The climate in Guangzhou is rather hotter.
4. I don’t know any more than you.
5. His French is no better than Mr. Pastier’s English.
6. This kind of maths problem is a little more difficult than others.
Step V Homework
T: In this period, we learned Degrees of Comparison. After class you should finish Exercises 3 and 4 on page 92 to make a revision of them. OK, class is over, see you next time.
Ss: See you.
The Fourth Period Extensive Reading
Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇和短语
used to, in the area of, be proud of, be supposed to, facility, crucible, balance, tongs, react, stage, mixture, set up
b. 重点句式
The hotter the mixture, the quicker the reaction. P94
Continue to heat the mixture until the water evaporates, leaving the salt in the crucible. P94
Using tongs to hold the test tube, he heated it over the Bunsen burner. P94
That’s when things started to go wrong. P94
... as the lecturers are people who have made real discoveries in their area of science. P49
I’m becoming more and more interested in physics. P49
2. Ability goals 能力目标
Enable the students to describe an incident in a science class.
3. Learning ability goals 学能目标
Help the students learn how to describe an incident.
Teaching important and difficult points 教学重点和难点
Help the students discuss incidents that have happened in their science classes.
Teaching methods 教学方法
Discussion and pair work.
Teaching aids 教具准备
A computer and a projector.
Teaching procedures &ways 教学过程与方式
StepⅠ Revision
Check the students’ homework.
For these two exercises, ask the students to read out the complete sentences.
T: From Exercise 4, we know that we can use much, a bit, a lot, a little to modify the comparative expressions. Besides these, we have other words to do this. Now please look at the sentences on the screen. Read the sentences and pay attention to the bold face.
You have far more imagination than I have.
It’s slightly warmer today.
She’s actually a good deal older than she looks.
Do you feel any better today
She was no older than Zilla.
You must go and get some more milk.
He is fat, but his brother is still fatter.
This book is even more useful than that one.
My sister is ten years younger than me.
You’re a head taller than Jane.
It was one-fourth cheaper than the market price.
After the students have finished reading, ask them to make a conclusion of the words to modify the comparative degree.
T: By now we’ve learned many words that can modify the comparative degree. What are they
S1: They are much, a lot, far, a bit, a little, slightly, any, no, some, even, still, a head, ten years and so on.
T: Yeah, that’s right. Now, that’s all for the home-work. Let’s come to Reading.
Step Ⅱ Lead-in
T: Do you know this man
S1: He is Ting Zhaozhong, a world-famous Chinese scientist. He once won the Nobel Physics Prize.
T: That’s right. He is a top-class scientist. Many outstanding scientists think it is an honor to work with him. What he often says is “I don’t know”. We know science is a serious thing. You can’t be too careful in it. I think this is the real spirit that a scientist and the person who aims to be a scientist should have.
Step Ⅲ Reading (P94)
Task 1: Fast reading
T: Now let’s turn to page 94 to see what happened in the chemistry lab. First, read the three summaries about this passage on page 93. After reading the passage quickly, choose the best one.
Give the students some time to read the passage.
T: Which one do you think can be the best summary of the passage
S1: No. 1 is the best summary, I think.
T: Good.
Task 2: Careful reading
The purpose of this task is to answer the eight questions in Exercise 11, and let the students get familiar with some new words in this Module.
T: Now, let’s read the questions in Exercise 11, so that you can know what you should do when you are reading. Now read the passage carefully and find the answer to each question. Mark where the answers are and then number them. So that you can find them quickly when you need these answers.
Let the students do the job in pairs. One asks the questions and the other answers them. While the students are asking and answering the questions, walk around the classroom to see if they need any help. And at the same time, collect the answers.
Step Ⅳ Discussion
T: Well, you often do some experiments in your science lessons, right Did any incidents happen Now I’ll give you some time to discuss the incidents that have happened in your science lessons.
After a while.
T: Who would like to report an incident that happened before
S1: I’d like to. One morning, we were doing a chemical experiment in the school lab. We fetched some solution(溶液) from the cupboard, including oil of vitriol(浓硫酸), and put them on the table. Wang Hua and Ding Ding were in the front row. Xiao Ming and I were in the second row. Suddenly, Wang Hua turned to say something to me, and turned over the bottle with oil of vitriol by accident. The bottle was not covered! The oil of vitriol splashed. Soon a hole was burned in Xiao Ming’s coat. And his hand was burned to black. He screamed. We were so worried. The teacher ran over to send Xiao Ming to the nearest hospital.
Fortunately, nobody else was injured in the incident. However, it taught us a good lesson. Never leave a bottle uncovered on the table.
S2: I’d like to tell you about one of the incidents in our chemical experiment. In the experiment, we used Bunsen burner. After the experiment, one of my classmates forgot to cover it. About ten minutes later, a teacher passed the laboratory and smelt the odd smelling. She immediately entered the lab and put out the fire. Fortunately, no further incident was caused. After that all the teachers and students were gathered to have a meeting. The headmaster gave a talk to emphasize the importance of safety in lab. That’s a good lesson.
T: Yeah, if the teacher didn’t notice the incident, it would have been a terrible fire. We often think it’s impossible to make an accident. But as a saying goes, “It’s not too careful to do a thing.” We should always keep the saying in mind.
Step Ⅴ Cultural Corner
T: In this Module, we’ve learned many things about scientific experiment. Maybe some of you find it interesting, because you are interested in science; while others may find it’s dull, because they prefer art lessons. In our class, who enjoy study-ing science And why
S1: I like studying science. I like maths best. When I work out a problem, I feel very happy.
S2: I like chemistry. It’s very interesting to see that you add one substance to another, and they react and change into a new substance. That is fantastic!
T: Knowledge is power. Whatever subjects you enjoy learning, you should devote yourselves to them. Or you won’t make any achievement. Now let’s turn to page 49. Read the passage and answer this question: Why has Mark become more interested in science
Give the students some time to do this in pairs, and then check the answers.
T: Are you ready to answer the question
Ss: Yeah!
T: Why has Mark become more interested in science
S3: I think there are two reasons. One is that the science facilities are very good in the new school, with laboratories that have all the latest equipment. The other is that they have four chances each term to public science lectures, and the lecturers are people who have made real discoveries in their area of science. I think Mark is a lucky person.
T: Yeah. Situations can change a person. In fact, we also have the same chance to learn some knowledge outside class. Channel 10 on CCTV offers a lot of lectures about science and art. Some are given by famous professors. One of my favorite programs is “百家讲坛”. If you often watch it, I believe you’ll benefit from it.
Step Ⅵ Summary and Homework
T: We have learned a lot about scientific experiments. Nowadays, it seems that most people prefer science, because they think science can bring financial benefits, while they do not pay much attention to morality, ethics and love. As a result, there are many disasters and wars in the world. So when we are learning science, we should also pay attention to morality, ethics and love. Today’s homework is to preview PRONUNCIATION and EVERYDAY ENGLISH. OK, time is up. So long, everyone.
Ss: So long, teacher.
The Fifth Period Writing
Teaching goals 教学目标
1. Target language 目标语言
Words and expressions of sequence
Everyday English
2. Ability goals 能力目标
Enable the students to pay attention to the intonation in questions.
Enable the students to write a description of an experiment, and pay attention to the function words.
3. Learning ability goals 学能目标
Help the students learn how to write a description of an experiment according to the outline.
Teaching important and difficult points 教学重点和难点
Help the students organize the ideas about an experiment.
Teaching methods 教学方法
Question-answer method and pair work.
Teaching aids 教具准备
A computer, a projector and a recorder.
Teaching procedures && ways 教学过程与方式
StepⅠ Revision
Check the students’ homework. For PRONUNCIA-TION, ask the students to read the five sentences, and then play the tape for them to follow. Ask them what happens when they read questions. For EVERY-DAY ENGLISH, ask the students to choose the correct meanings individually, and then ask them to compare their answers with their partners’. At last, check the answers with the whole class.
Step Ⅱ Exercise 5 (P92)
This exercise asks the students to use the given words to describe the picture. Give them 2 or 3 minutes to prepare the task, and then ask some of them to read out their descriptions.
T: Well, now let’s look at the picture and the given words in Exercise 5. We’ll use these words to describe the picture. Please work in pairs to do the job. Two or three minutes later, I’d like some of you to describe the picture to the whole class.
Two or three minutes later.
T: Which pair is ready to describe the picture
S1: OK. Bob is doing an experiment in the chemistry lab. On the table there is a crucible, a beaker, a Bunsen burner, a pair of tongs, two nails and a test tube holder. Bob is holding a tube and a glass rod. Perhaps he is going to pour some liquid in the tube into the beaker.
T: This is a good description. You have used all the given words. Who else would like to try
S2: Let me try. After the incident, Paul becomes more and more careful. Now he’s going to do another experiment. First he puts a crucible, a Bunsen burner, a pair of tongs, two nails, a beaker, and a test tube holder on the table. This time, he examines what he takes from the cupboard again and makes sure that he does not make a mistake. Now he is holding a test tube in one hand and a glass rod in the other hand. Look, how serious he is!
T: What a good job it is! The style is the man (文如其人). Your description, just like you, is very lively and lovely. Now, let’s turn to page 48 and look at FUNCTION.
Step Ⅲ Function
The purpose of this part is to let the students master the words and expressions of sequence. Ask the students to look at the words in italics and then answer the question: When do we use them
T: Now look at the words in italics. What are they
Ss: First, then, next, after that, and lastly.
T: When do we use them
S1: When we want to tell something according to the time when the thing happens.
S2: We can also use them when we’re making a plan to do a thing.
T: Right. What you said means “sequence” or “connected line of events, ideas, and something else”. Well, read the passage again and then turn to page 96. We’ll do the Speaking and writing.
Step Ⅳ Speaking and Writing (P96)
The purpose of this part is very clear. That is to ask the students to practice the way of describing an experiment, and also make use of the function words.
T: Now let’s turn to page 96 and look at Exercise 16. Do you know what you are supposed to do
Ss: Yes.
T: OK, match the headings with the paragraphs quickly. Please pay attention to the function words.
Check the answers with the class.
T: Now look at Exercise 17. We are going to write a description of the experiment in Activity 13. You can refer to the plan and pictures on page 95 to organize your ideas.
A sample description:
Aim: The aim of this experiment is to write a secret message with invisible ink.
Equipment: a lemon, a small container, a pen, some white writing paper, a candle and some matches.
Method:
First, squeeze the lemon and pour the juice into a container.
Next, take your pen and dip it into the lemon juice. Then write your message on a clean sheet of white paper.
After that, blow the paper to dry the lemon juice.
Next, light a candle with the matches.
Finally, hold the paper near the candle flame.
Result: The message will gradually appear on the paper with light brown color words.
Conclusion: The message appears when you heat it because the lemon juice reacts with oxygen in the air. This reaction produces a brown colored oxide which you can see.
Step Ⅴ Homework
TASK on page 50.
A sample report:
A Simple Scientific Experiment
Below is a description of a simple scientific experiment. It shows us the hydrolysis of salt(盐类的水解).
Aim: To find out the acidity(酸性) and alkalescence(碱性) of the solution (溶液) with the same thickness.
Apparatus: Ph test paper, glass rod, glass sheet, test tube, Na2CO3, NH4Cl, NaCl with the same thickness.
Method:
1) Add Na2CO3, NH4Cl and NaCl to three different test tubes to form three different solutions with the same thickness.
2) Put a piece of Ph test paper on the glass sheet.
3) Put glass rob in the tube with Na2CO3 in it, and get some solution to the paper.
4) Find out PH in the color comparator.
5) Repeat the stages from 2-4 with NH4Cl and NaCl.
Result:
Solution PH
Na2CO3 11
NH4Cl 6
NaCl 7
Conclusion:
The salt from strong acid and weak base is neutral.
The salt from strong and weak base is acidity.
The salt from weak acid and alkali is alkalescence.
附 件
About Ding Zhaozhong
Ding Zhaozhong, academician of American Academy of Science, experimental physicist. Born in Ann Arbor, Michigan on January 27, 1936, he was brought back to China by his parents when he was three months old. He moved to Taiwan with his parents in 1949. He went to Michigan University to study in the departments of physics and mathematics in 1956, won Master’s degree in 1960, Ph D in physics in 1962. He once worked in the Nuclear Center in Europe for one year, and began teaching at Columbia University since 1964 and became professor at the Massachusetts Institute of Technology in 1967.
Dr. Ding discovered Ｊ／ψ particle in 1974 and won the Nobel Prize for this with another scientist in 1976.
Youngsters Go for Science, Teaching Professions
Which career will you choose when you grow up
For Chinese youngsters, science or education are now the most popular choices, according to a recent survey by the All-China Women’s Federation.
Chinese young people used to choose careers in business or films only a few years ago, occupations which would bring them wealth, fame or both. But the latest poll has revealed that 28.12 percent of all the 3,500 young people surveyed, aged between 6 and 18, expressed their keenness to become scientists in the future, with another 17 percent hoping to become teachers. They said that Wu Wenjun, a Chinese mathematician, and Yuan Longping, the “father of hybrid rice”, have set good examples for them. Both the scientists have made outstanding achievements in their respective fields and won 5 million yuan (US$604,000) each in cash in February this year by winning the country’s top science and technology award for the year 2000.
The survey was conducted in Beijing and Shanghai municipalities and five other provinces around China. The youngsters’ mothers, most of whom had senior high school or higher educational backgrounds, also filled in questionnaires which aimed to reveal Chinese families’ current attitudes towards new trends in children’s education.
The mothers held the firm belief that to become wealthy through knowledge would correctly guide Chinese society into its next phase in the new knowledge economy era.
In recent years, the Chinese Government has been calling for people to have a greater respect for science and knowledge, and has encouraged intellectuals to make themselves rich through knowledge. Social status and economic levels of Chinese scientists and teachers have since seen obvious improvements.
The survey highlighted a big change in ordinary people’s values and their concepts of education, which was a result of China’s social advancement, said Guan Hongyu, director of the education management department of the Beijing Institute of Education.
Chinese parents are well known for their concerns about how well their children do at school. But according to the latest poll, roughly half of the mothers believed a good child should depend on himself or herself, and constantly strive to pursue his or her dream. Some 33.57 percent of the youngsters surveyed agreed with this opinion.
“China is transforming itself from a society that used to be solely concerned about school certificates to one that requires all-round abilities.” Guan re-marked.
Introduction to the School of Physics, Peking University
In 1902, the Division of Mathematics and Physics was established in the Metropolitan University (original name of Peking University). It was the beginning of the higher education of mathematics and physics in China.
In 1913, The “Wu Li Men” (Physics Department) was formed in the University, which was the first physics undergraduate education unit in China.
During the War of Resistance against Japan, Peking University, Tsinghua University and Nankai University moved to Kunming and formed the National Southwestern Associated University. Physics Department of Southwestern Associated University has nurtured many outstanding scientists, including Li Zhengdao(T.D.Lee), Yang Zhengning, Zhu Guangya, Deng Jiaxian.
In 1952, China’s higher education system reorganized its colleges and departments. Former Physics Departments of Tsinghua University and Yanjing University merged into Physics Department of Peking University. The new Physics Department of Peking University became one of the most important physics city in China, gathering together talented scholars such as Rao Yutai, Hu Ning, Huang Kun, Yu Fuchun, Zhou Peiyuan, Ye Qisun, Wang Zhuxi, Yang Liming and Zhu Shenglin.
In 1950’s, some subdivisions of Physics Depart-ment had developed into new departments, such as Geophysics Department and Electronics Department. In addition, Department of Technical Physics, which is the first nuclear science department in China, was established based on staffs and students coming from around the country.
Since 50 years after the liberation, physics depart-ments in Peking University have cultivated thousands of scholars, including more than 90 academicians of the Chinese Academy of Science. Lectures and text- books in these departments are well known nation wide and abroad. Courses given by Professor Wang Zhuxi, Huang Kun, Zhao Kaihua, Guo Dunren, Zeng Jinyan and many others have deep influence on the Chinese physics society. The research work are also fruitful, thanks to the leadership of famous Professors such as Hu Ning, Yang Liming, Gan Zizhao, Yang Yingchang, Hu Jimin, Chen Jiaer, Zhao Bolin and Chen Jiansheng.
At the beginning of twenty-first century, on the way towards the world-class university, Peking Uni-versity is reforming its internal organization system. On May 18th, 2001 the School of Physics was established based on former Physics Department, Atmospheric Science Division of former Department of Geophysics, former Department of Technical Physics, former Department of Astronomy, former Institute of Heavy Ion Physics and some inter-discipline research centers, totaling about 320 staffs and about 1,500 students. In this newly combined school there are 6 academicians of Academy of Science, 5 Chang-Jiang Professors, 2 national key laboratories, one key laboratory of the state Department of Education, 2 national base of basic science education, 5 national key disciplines, 8 specialties for doctoral candidates and 8 post-doctoral stations. The school is one of the most important part of the university, with a view for promoting it a world-class university.
School of Physics of Peking University will keep and develop its fine academic traditions and will make greatest effort to promote its education and research.Module 5 A lesson in a lab
Teaching aims:
Enabling the ss to
1. know some words related to experiments, the lab and something like that
2. review the usage of numbers/ fractions/ percentages
3. know sth about Degrees of comparison.
Teaching steps:
I. All of us have learned physics, biology and chemistry in middle school. Now let’s have a test to see how much you know.
Deal with Activity 1 on page 41. Choose the correct answers to the quiz.
Now play the tape for the students to listen and check their answers.
Answers:
1 a 2 a 3 a 4 a 5 b 6 b 7 b
II. Activity 2. First read the words and then ask the ss to translate them into Chinese. At last put them in pairs or groups.
Answers:
air-gas-oxygen contract-expand earth- sun- moon
gas-liquid-solid
III. Activity 3. Answer the questions.
Answers:
1) Electricity, iron, some metals and air are natural
2) Steel, some metals and glass are man-made
3) Electricity and some metals can be man-made and occur naturally
IV. Turn to page 42.
Activity 1 Read the numbers. 注意：and 的位置
billion, million, thousand, and --- ---
V. Fractions.
基数词+序数词，当分子大于1时，分母要加s
作主语时，谓语动词要根据of 后面的名词决定。
Answers:
two-fifths five-eighths nine-tenths three-eighths five-sixths
VI. Percentages
基数词+ percent/ per cent 注意：percent 永远单数形式
作主语时，谓语动词要根据of 后面的名词决定。
VII. Degrees of comparison 1 & 2
英语倍数表达法
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。
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 earlier you come, the better place you can find.
“比较级+and+比较级”
表示“越来越……”。
He becomes fatter and fatter．
比较级前还可以用much，even，still，a little等来修饰。
VIII. Deal with the exercises on pages 45 , 46 and 47WORDS
Form
【寓词于境】 阅读下列句子，注意form的意思及用法。
1. I didn’t read enough of the book to form an opinion about it.
2. The little boy formed the habit of getting up early.
3. Steam forms when water boils.
4. They formed an army of about twenty thousand men.
5. Flour (面粉), eggs, fat, and sugar form the main contents of a cake.
6. Form the dough (面团) into a ball with your hands.
7. His sister has a tall and slim form.
8. Yeah is a very informal form of yes.
9. Before you join the league you should first fill in this form.
【自我归纳】
form 在句1到句6中，用作____词。意为“形成”时，可以作及物动词，如句____，也可以作不及物动词，如句____；在句2中，短语____意为“养成……的习惯”；在句4中，意为“____”； 在句5中，意为“____”；在句6中，意为“____”；在句7到句9中，form用作____词，其中在句____中，意为“体形”； 在句8中，意为“____”；在句9中，意为“____”。
Key: 动；1；3；form the habit of；组成；构成；使成形；名；7；形式；表格
【拓展】
in the form of以……的形式
take the form of采取……的形式
take form逐渐成形
in / out of form处于良好的 / 不良的竞技状态
form from由……构成；由……组成
form into组成；排成；分成
【即学即练】 汉译英。
1. 年轻时我们就应该养成好的习惯。
2. 她最近状态很好。
3. 钠和氧气反应会生成什么？
4. 在零摄氏度水会结冰。
5. 冰、雪和水蒸气是水的三种形态。
Key :
1. We should form good habits when we are young.
2. She has been in form recently.
3. What does sodium react with oxygen to form
4. Ice forms at the temperature of 0℃.
5. Ice, snow and steam are three forms of water.
EXPRESSIONS
used to
【语境展示】 阅读下列句子，注意used to短语的意思及用法。
1. Mother used to tell us stories at bedtime when we were children.
2. I used not / usedn’t / didn’t use(d) to enjoy science, but now I find science lessons very interesting.
3. Did you use / Used you to play football or basketball at school
【自我归纳】
used to意为“过去常常做某事（现在已不如此）”。
1. used to后面接动词____形;
2. used to的否定形式可以有：used not to，缩写为____，didn’t use to，didn’t used to；
3. used to的疑问形式可以有：used ... to ...，did ... use to ...。
Key: 原；usedn’t to
【辨析】
used to do sth.与be / get used to doing sth., be used to do sth.
used to do sth.意为“过去常常做某事”。
be / get used to意为“习惯于”，其中的to是介词，后接动词时要用其-ing形式。
be used to do意为“被用来做……”。如：
He is used to living in the country.
他习惯于居住在农村。
Wood is used to make paper.
木头被用来造纸。
【即学即练】 用used to和be used to的适当形式填空。
1. Mr. Wang _____ be a policeman.
2. Knives _____ cut things.
3. He is not what he _____ be, and he is now much thinner.
4. He _____ listen to pop music but now he likes rock music.
5. He has _____ looking after himself.
Key:
1. used to 2. are used to
3. used to 4. used to
5. been used to练习3
I. 形容词比较级练习
1. Bob never does his homework___ Mary. He makes lots of mistakes.
A. so careful as B. as carefully as C. carefully as D. as careful as
2.Now air in our town is _ than it used to be. Something must be done to it.
A. very good B. much better C. rather than D. even worse
3. I feel __ better than yesterday.
A. more B. very C. the D. far
4. China has a large population than __ in the world.
A. all the countries B. every country
C. any country D. any other country
5.This book is __ on the subject.
A. the much best B. much the best C. very much best D. very the best
6.The sick boy is getting __ day by day.
A. worse B. bad C. badly C. worst
7.This necklace looks __ and__ sells__.
A. well, well B. good, nice C. nice, good D. nice, well
8. Doctor Wang ___ heart operation
A. is interested on B. like doing C. does well in D. is good at
9.the population of Shangdong is__ than that Sichuan.
A. smaller B. larger C. less D. large
10.I didn’t go shopping yesterday. He didn’t __.
A. so B. either C. too C. neither
11.___ delicious the food is!
A. How B. how a C. What D. What a
12. What animal do like ___ I like all kinds of animals.
A. better B. best C. very D. well
13.Hainan is a very large island. It’s the second __ island in China.
A. large B. larger C. largest D. most large
14.If you want to book a round –trip ticket, you’ll have to pay __ $30.
A. more B. other C. the other D. another
15.A horse is __ than a dog.
A. much heavy B. more heavier C. much heavier D. more heavy
16.Which is __ season in Beijing I think it’s spring.
A. good B. well C. best D. the best
17.Usually Xiao Li spends __ time doing homework than Xiao Chen does.
A. little B less C. few D. fewer
18.I liked to play football when I was young. _______.
A. So he was B. So was he C. So did he D. So he did
II..用所给词的恰当形式填空。
1. Which is _______ (big), the sun, the moon or the earth
2. Which is ______ (beautiful), the black coat or the blue one
3. This mooncake is ____ (cheap) of all.
4. He is _______ (strong) in the class.
5. English is ____ (widely) spoken in the world.
答案
I. 1.B 2.D 3.D 4.D 5.B 6.A 7.D 8.C 9.B 10.B 11. A 12. B 13.C 14. D 15 C 16.D
17.B 18.C
II.
1. the biggest 2.more beautiful 3. the cheapest 4. the strongest
5.the most widely