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2019-2020年高中英语ModuLe5ALessoninaLab单元教案外研版必修1Period1IntroductionVocabularyandSpeakingTeachingaims:
1.Tointroducesomegeneralscience.
2.Tolearnsomewordsrelatedtothethemeofthismodule.
3.Todevelopspeakingabilitybypracticingsayingthenumbersespeciallythefractions. Importantanddifficultpoints:
1.Arousethestudents’interestsandloveinscience.
2.Enablethestudentstounderstandsomeelementsaboutthechemistrylab.
3.Makethestudentsknowhowtoreadthenumbers.Teachingprocedures:IntroductionActivity1Theaimoftheactivityistoaskthestudentstofinishthequizaboutgeneralsciencetoarousetheirinterestinscience.Theactivitycanbedoneasfollows:Firstlyaskthestudentstogothroughthefollowingthequizandmaketheirchoiceontheirown.Quiz:Howmuchdoyouknowaboutgeneralscience
1.Waterexists__________aasasolidaliquidandagasbasasolidandaliquidonly
2.Whenyouheatametalitwill___________aexpandbcontract
3.Steelismixtureof_____________.aironandothersubstances.bironandoxygen
4._______________oftheearth’ssurfaceiswater.aTwo-thirdsb50%
5.Thedistanceofthesunfromtheearthis______________kilometers.a25500b
1505005006.Theearthis
4.6______________yearsold.amillionbbillion
7.Theearthis______________themoonatwiceaslargeasbforty-ninetimeslargerthanThenputthestudentsinpairstoparetheiranswersandcallbacktheanswersfromtheclass.Finallyaskthemtolistentothetapeabouttheabovequizandchecktheiranswers.Answers:
1.a;
2.a;
3.a
4.a;
5.b;
6.b;
7.b.Activities23Theteachercanpreparesomecardsaboutdifferentthingsfortheclassatfirst.Beforeshowingthestudentsthecardstheteachercansaytothewholeclass:Thingscanbedividedintothreekindsnaturalman-madeandeithernaturalorman-madenowI’llshowyousomecardsinmyhandcanyoutellmewhicharenaturalman-madeorbothAfterthistheteachercancontinuetosaytothewholetheclass:CanyougivesomeexamplesThendividethewholeclassintotwobiggroupstopete.TheteachercanasktheSstospeakoutasmanyexamplesaspossibleandwritedownthewordsinthetableontheblackboardasfollows:NaturalEg:wood------Man-madeEg:glass------Eithernaturalorman-madeEg:water------FinallyasktheSstoopentheirbooksatPage41andreadthewordsintheboxaloud.Ifpossibletheycanlookupthewordstoknowwhattheymean.OfcoursetheabovepetitionwillcontinuethatistosayatthismomenttheteachercanasktheSstoputthewordsintheboxonPage41intheirbooksintheabovetable.VocabularyandSpeakingActivity1Theaimoftheactivityistohavethestudentsknowhowtoreadthelongnumbers.Sotheactivitycanbedonelikethis:Beforedealingwiththeactivitytheteacherhadbetterbuildupalongnumberbyhavingthestudentssayanincreasingsequenceeg:threethirty-threethreehundredandthirty-three3333threethousandthreehundredandthirty-three33333thirty-threethousandthreehundredandthirty-threeAtthistimemostoftheSswillknowthewayofreadingtheselongnumbers:wheretosay“million”“thousand”and“hundred”.SoinordertoconsolidatewhattheyjustlearnedtheteachercanpracticesayingthenumbersatthetopofPage42withthestudentstomakesuretheSshavethecorrectintonation.ThenasktheSstogothroughtherestofthenumbersinActivity1andfindtheerrorsindividuallyaccordingtothedirections.Finallytheteachercallsbacktheanswersfromtheclass.Answers:1Theword“thousand”ismissingafter“fourhundredandseventy”;2Theword“one”or“a”ismissingbefore“hundredmillion”.Activity2FirstlytheteacherpointatthefractionsandsaytheminEnglish.AtthesametimetheteacherhavetheSsrepeatthemafterhimorher.ThentheteacherandtheSsmakeananalysisabouttherulesofreadingfractionsinEnglishtogether.FinallytheteacherasktheSstoreadtherestofthefractionsinActivity2onPage42intheirbooksinEnglishontheirown.Ifnecessarytheteachercanwritedownthecorrectanswersontheblackboardtocheckwhattheyread.Answers:
1.two-fifths;
2.five-eighths;
3.nine-tenths
4.three-eighths;
5.five-sixths.Activity3TheteachershouldintroducetheconceptofpercentageatfirstandthentheteacherwritedownsomepercentagesontheblackboardandreadthemoutinEnglish.Eg:35%→thirty-fivepercentor:35percent;50percentequalsahalf.ThenhavetheSspracticereadingaloudthefollowingpercentages:40%;55%;85%.FinallyhavetheSsworkinpairstodescribethefractionsinActivity2aspercentagesinEnglish.Answers:
1.Aquarteristhesameas25%;
2.Onethirdisthesameas
33.33r%thirty-threepointthreethreerecurringpercent;
3.Four-fifthsisthesameas80%;
4.Onetenthisthesameas10%;
5.Three-quartersisthesameas75%;
6.Onehalfisthesameas50%;
7.Two-thirdsisthesameas
66.66r%sixty-sixpointsixsixrecurringpercent;
8.Two-fifthsisthesameas40%;
9.Five-eighthsisthesameas
62.5%sixty-twopointfivepercent;
10.Nine-tenthsisthesameas90%;
11.Three-eighthsisthesameas
37.5%thirty-sevenpointfivepercent;
12.Five-sixthsisthesameas
83.33r%eighty-threepointthreethreerecurringpercent.Homework:
1.Previewthereadingpart.WorkinpairstofinishActivities45onPage
43.Periods23ReadingVocabularyTeachingaimsanddemands:⒈Tolearnaboutsomevocabularyandknowledgerelatedtoscienceandexperiments⒉Toknowaboutsomemetalsandgettoknowtheirmainusesinourlives⒊TomakethestudentsknowhowtodoasimpleexperimentandwritethereportaboutitinEnglish⒋Todealwithalltheactivities1-6aboutpassageAandpassageBonpage44-45⒌Todevelopstudents’expressionabilityaswellasreadingabilitybypracticingthesetwopassages⒍Toraisestudents’interestsinscienceandformtherigorousscientificattitude.Teachingkeypoints:⒈Tomakethestudentsunderstandandgraspthevocabularyandknowledgerelatedtoscienceandexperiments⒉ToenablethestudentstoknowhowtoreadsomepassagesaboutsimplescientificexperimentsTeachingdifficulties:TomakestudentslearnhowtowriteanexperimentreportinEnglishTeachingmethods:⒈municativeApproach⒉Task-basedApproach⒊Aural-oralApproachwiththehelpofthemulti-mediaputerandtherecorderTeachingaids:Multi-mediaputer;Software;PowerPoint;RecorderTeachingprocedures:Step1:Lead-inAtfirstshowthestudentsthepictureofalabwiththehelpofputerThendesignthefollowingquestionsandaskthestudentstodiscussthemingroups:AreyouinterestedindoingscientificexperimentsSupposeyouwanttodoachemicalexperimentaboutsomemetalsdoyouthinkitisnecessarytoknowabouthowtheyreactwithothersubstancesInordertocarryoutanexperimentsuccessfullywhatshouldyouprepareforitThisstepistowarmupthestudentsandraisetheirintereststospeakEnglishinclass.Becauseallthesequestionsareveryclosetothestudents’dailylifeandstudyingStep2Pre-readingTeacher:Sinceyouareinterestedindoingscientificexperimentsnowlet’sgettoknowsomevocabularyandknowledgerelatedtoscienceandexperiments.AtthesametimeIcantypeoutsomepicturesaboutsomemetalsonthescreenwiththehelpoftheputerasfollows:⑴potassium钾⑵sodium钠⑶calcium钙⑷magnesium镁⑸aluminium铝⑹zinc锌⑺iron铁⑻copper铜AsItypeouteachoftheabovepicturesIcanaskthestudentslikethis:What’sthisAndwhatcanitbeusedforAtthismomentthestudents’interestsareprobablyapproachingaclimax.SoIfurtheraskthemlikethis:DoyouwanttoknowmoreaboutthesemetalsAnddoyouknowhowwecanusethesemetalsbetterWellthisiswhatwe’llstudyverysoon.Thisstepisemployedtocreatealanguageenvironmentforstudents’municationandarousetheirinterestsinreadingpassageAandpassageBonpage44-45Step3:ReadingPassageAT:Welllet’sreadthroughpassageAwiththetapeofitveryquicklytotrytocatchitsmainidea.ThenfinishActivity2onpage44andgiveyourreasons.NextasktheSstoreadpassageAverycarefullytofindouttheanswersinActivity3onpage
44.Finishthisactivitybymulti-mediaputer.Itcanbedesignedasfollows:WhichofthemetalsinthetablereactsthemostwithoxygenandwaterPotassiumcalciumandsodium.WhathappenswhenyouheatcalciuminoxygenItburnstoformanoxide.WhichmetalsreactwithsteamMagnesiumaluminiumandzinc.DoesironhaveasloworfastreactionwithsteamIthasaslowreaction.DoescopperreactwithwaterNoitdoesn’t.PassageBT:WellfrompassageAwecanseehowinterestingtheexperimentaboutthereactionofmetalsis!ButdoyouknowhowwecancarryoutachemicalexperimentinalabsuccessfullyAndwhatisthecorrectordertodescribeascientificexperimentAsktheSstolookatActivity1onpage44andgivethemabout2minutestodiscussit.Thencollecttheanswersfromthem.Atthesametimetypeoutthecorrectansweronthescreenwiththeputerasfollows:T:Nowlet’setosee“Asimplescientificexperiment”!ThenplaythetapeofpassageBforthestudentsandaskthemtoreadthepassagewiththetapequicklyandfinishActivity4onpage
44.Inordertoleadthestudentstoreadthetextverycarefullythefollowingtask-basedquestionscanbesignedtoaskthemtoanswer:⑴Canyouguessthemeaningoftheword“apparatus”throughthecontextHaveyouknownalloftheapparatusesofthisexperiment⑵InthesecondpartoftheexperimentwhymustyouboilthewaterAndthenwhydoyouaddsomeoiltothewaterForQuestion1somestudentsmaybefeelstrangetosomeapparatuses.IfsothefollowingpicturescanbetypedoutwiththehelpofputertohelpSstoknowabout:TheninordertomaketheSsconsolidatewhattheyreadinpassageBandcheckiftheyhaveunderstoodtheexperimentverywellActivity5onpage46canbetypedoutonthescreenwiththehelpofputerasatask-basedactivityStep4Discussion⒈DoyouthinkitiseasyordifficultforyoutocarryoutascientificexperimentwellAndcanyoudescribehowtodoitsuccessfullyinsimplewords⒉IfyouwanttolearnsciencesubjectswellwhatqualitiesdoyouthinkyoushouldhavePossibleanswers:Weshouldbecareful/serious/diligent/patient/thoughtful/etc.ThisstepistoconsolidatewhatSshavelearntinthislessoninadditiontopenetratingthemoraleducationtolovescienceandformtherigorousscientificattitude.Homework:⒈WriteapletescientificexperimentreportinsimpleEnglish.⒉Underlinethelanguagepointsyoucan’tunderstandinthetext.⒊GoontoreadtheCUTULCORNERreadingpassageofthismoduleonPage
49.Teachingsummary:⒈We’velearntaboutsomevocabularyandknowledgerelatedtoscienceandexperiments⒉We’vefinishedstudyingpassageAandpassageBonpage44-
45.⒊We’veknownhowtocarryoutascientificexperimentinalabsuccessfullyandwriteapletescientificexperimentreportinsimpleEnglishPeriod4Grammar:DegreesofparisonTeachingobjectives:Tomakethestudentsgrasptheusageofthedegreesofparison.Importantanddifficultpoints:⒈TohavetheSsunderstandallkindsofformsofdegreeofparison.⒉Toenablethestudentstoknowhowtousethedegreesofparisoncorrectly.Teachingprocedures:Step
1.Lead-inPresenttheSsthefollowingsentencesontheBbandaskthemtodiscoverwhatkindofdegreesofparison.⑴JackspeakEnglishasfluentlyasTom.⑵Thisschoolisbetterthanthatone.⑶Thisbookismoreinterestingthanthatone.⑷Thisroomislessbeautifulthanthatone.⑸Theweatherisgettinghotterandhotter.⑹Theharderyoustudythemoreyouwillmakeprogress.⑺Heworksthehardestinhisclass.Thencalltheanswersfromtheclass.Answers:
1.原级;
2、
3、
4、
5、
6、均为.比较级;
7.最高级.Step
2.GrammarstructureFirstlyasktheSstomakeasummaryaboutthestructuresofthedegreesofparison.Thenchecktheanswers.Answers3forms——原级、比较级和最高级Step
3.DetailedNotesaboutGrammarUsage⒈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“notasso+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
①HeisastallasJack.//IspeakEnglishasfluentlyasyou.
②Yourbikeisnotassonewashers.
③Thisroadisthreetimesaslongasthatone.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-cleverestnorrow-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-largestable-abler-ablestsimple-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-easiesthappy-happier-happiestearly-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-morebeautiful-mostbeautiful;carefully-morecarefully-mostcarefully
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-moretired-mosttired;pleased-morepleased-mospleased;crowded-morecrowded-mostcrowded⑵不规则变化原级比较级最高级goodwellbetterbestbadillworseworstmanymuchmoremostlittlelessleastoldolder较老、较旧elder(较年长)oldest最老、最旧,eldest最年长farfarter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Thisbookisbetterthanthatone.
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Thisroomislessbeautifulthanthatone.
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Theharderheworksthehappierhefeels.Theharderyoustudythemoreknowledgeyouwillget.
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Theweatherisgettingcolderandcolder.Thelittlegirlbeesmoreandmorebeautiful.
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Thisriverisfourtimesaslongasthatone.(这条河是那条河的四倍长)b“倍数+the+sizelengthwidthdepthheight+of+被比较对象”,例如Thisriverisfourtimesthelengthofthatone.(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Thisriveristhreetimeslongerthanthatone.(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aany加比较级表示疑问程度,译为“------一些”,“------一点”例如Areyoufeelinganybetterbno/notany加比较级表示否定程度,译为“并不-------”例如Somegrownohigherthanyourankles.Thisfilmisnotmoreinterestingthanthatone.cabitalittleslightly加比较级表示“稍微,一点(些)”例如MayIstayherealittlelongerThisproblemisabitmoredifficultthanthatone.dmanymuchalotgreatlybyfarratheragoodgreatdeal等加比较级表示“------得多”例如Ourschoolismuchmorebeautifulthantheirs.Thepeoplehereareagreatdealrichernowthanbefore.[附]byfar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Heistallerbyfarthanhisbrother.//Heisbyfarthetallerofthetwobrothers.eevenstill加比较级表示强调,译为“甚至更/还要-------”例如Hegetsevenstronger.JackistallbutTomisstilltaller.f“数词+名词+比较级”表示确定的程度例如HeisfiveyearsolderthanI.Igotupanhourearlierthantheothers.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ZhangHuaisthetallestofthethree.Heworksthehardestinhisclass.TheThreeGorgesareaisoneofthemostbeautifulareasofChina.
②最高级可被序数词以及byfarbynomeansmuchnearlyalmostnotquitenothinglike等词语修饰例如TheYangtzeRiveristheworld’sthirdlongestriver.HowmuchdidthesecondmostexpensivehatcostThishatisbyfar/bynomeans/much/nearly/notnearly/almost/notquite/nothinglikethebiggest.[注意]a作状语的副词最高级前可以不加定冠词例如Hecametheearliestofalltheboys.bexcellent优秀的、极好的,extreme(极端的),favourate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Heisthetallestboyinhisclass.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Ihaveaslessmoneyasyoudo.正Ihaveaslittlemoneyasyoudo.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Hishealthismoreworsethanbefore.正Hishealthisworsethanbefore.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Bambooprobablyhasmoreusesthananyplantintheworld.正Bambooprobablyhasmoreusesthananyotherplantintheworld.[附]比较的另一方如果是不定代词anyoneanything前面不能加other而要在其后加else.例如Shestudiesharderthananyoneelseinherclass.但是,若比较的双方不属于同一范围,句中则不加other例如Sherunsfasterthananyboyinherclass.⑷表示“两者中较-------”时,比较级前要加the例如Theolderofthetwonoblementookalightandledmeintoabackroom.⑸被比较的双方必须具有可比性例如误Therearemorestudentsinthisschoolthanthatschool.正Therearemorestudentsinthisschoolthaninthatschool.⑹连词than后使用代词主格和宾格有时意义不同例如
①Iknowyoubetterthanhe.我比他更了解你
②Iknowyoubetterthanhim.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Heisthetallestofallhisbrothers.正Heisthetallestofallthebrothers.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amostinterestingfilm一部很有趣的电影/themostinterestingfilm最有趣的电影Step
4.PracticeExercise1:Makesentencesabouttheparativesizesofthepairs.Usethewordsinthebrackets.Example:IthinktheYangtzeRiverisabout3timesaslongastheSonghuaRiver.Orwecansay:IthinktheYangtzeRiverisabout3timeslongerthantheSonghuaRiver.⑴Lilyweighs:45kilogramsTomweighs:over90kilogramsheavy___________________________________________________________________⑵MountTai:1521metersMountQumolangma:8848metershigh____________________________________________________________________⑶WinterinBeijing:-5℃WinterinHarbin:-20℃cold____________________________________________________________________⑷Myhouse:80squaremetersMyaunt’shouse:160squaremeterslarge____________________________________________________________________Exercise2:Usethewordsbelowtowritesentencesasintheexample.Example:temperature/get/lowThetemperaturegetslowerandlower.⑴hotmetal/get/big___________________________________________________________________⑵magnesium/get/hot____________________________________________________________________⑶sun/get/strongduringthemorning____________________________________________________________________⑷sea/bee/warm____________________________________________________________________Answers:Exercise1:⑴TomweighsovertwiceasheavyasLily.//Or:TomisovertwiceheavierthanLily.⑵MountQumolangmaisaboutsixtimeshigherthanMountTai.//Or:MountQumolangmaisaboutsixtimesashighasMountTai⑶Winteris4timescolderinHarbinthaninBeijing.//Or:Winteris4timesascoldinHarbinasinBeijing.⑷Myaunt’shouseistwiceaslargerasmyhouse.//Or:Myaunt’shouseistwicelargerthanmyhouse.Exercise2:⑴Thehotmetalisgettingbiggerandbigger.⑵Themagnesiumisgettinghotterandhotter.⑶Thesunisgettingstrongerandstrongerduringthemorning.⑷Theseaisbeingwarmerandwarmer.Homework:
1.Finishtheexercises234onpage91-92intheirworkbook.Previewtherestofthismodule.Period5ListeningandWritingEverydayEnglishPronunciationTeachingaims:
1.Tolearntocatchtherelatedinformationfromwhattheyhearandunderstandthemeaningofsomeexpressionsbycontext.
2.ToenabletheSstorecognizethebasicdifferencesabouttheintonationofWh-questionsandYes/Noquestionsfromwhattheyhear.
3.Todevelopwritingabilitybypracticingwritingoutthedescriptionofthescientificexperimentaccordingtowhattheyhear. Importantanddifficultpoints:
1.EnabletheSstorecognizethebasicdifferencesabouttheintonationofWh-questionsandYes/Noquestionsaccordingtowhattheyhear.
2.HavetheSsunderstandtheexactmeaningofsomesentencesbycontext.Teachingprocedures:ListeningandWritingItisnecessaryforateachertogivetheSsabriefindicationbeforelistening.ForthislisteningtheteachercansaytotheSs:Wearegoingtolistentoadialoguethattakesplaceinalab.Ateacherhelpsastudentdoanexperiment.Inthisexperimentthemetalmagnesiumburnsinair.IsthereachangeinweightwhenthismetalburnsinairLet’sguess/predict.AfterthenecessaryindicationgivetheSsverycleardirectionsandrequirementstolisten.Theteachercancontinuetosay:Nowlet’slistentothedialogue.Trytofindoutwhetherthereisachangeinweightwhenthemetalmagnesiumburnsinair.Atthesametimepayattentiontotheinformationrelatedtothefollowing:Aim:____________________________________________________________Apparatus:_______________________________________________________Method:_________________________________________________________Result:__________________________________________________________Conclusion:______________________________________________________Thenbegintoplaythetapeonceandaskanswersfromthewholeclass.AndthenasktheSstofinishActivity2onPage
47.PlaytherecordingagainandasktheSstopletetheabovedescriptionontheirownandthentochecktheiranswersinpairs.BeforereplayingtherecordingofcoursehadbetterremindtheSshowtheyusuallywriteupscienceexperimentsthatispletingthedescriptioninvolvessomecarefulreadingforspecificinformationandreorganizingtheinformation.Answers:Aim:tofindoutifthere’sachangeinweightwhenmagnesiumburnsinair.Apparatus:MagnesiumBunsenburnerabalanceacrucible.Method:Firstputthemagnesiuminthecrucible.Thenputthecrucibleonthebalanceandweighit.Nextheatthemagnesium.LighttheBunsenburnerandholdthecrucibleoverit.Finallyweighthemagnesiumagain.Result:Itweighsalittlemorethanbefore.Conclusion:Thereisachangeinweightwhenmagnesiumburnsinair.EverydayEnglishFirstlyasktheSstogothroughtheeverydayEnglishonPage48andchoosethecorrectmeaningsindividually.ThentelltheSswheretheseeverydayEnglishsentencesfrom——theyarefromtheabovelistening.NowreplaytherecordingasktheSstocheckwhattheychose.Answers:1a;2b;3a;4b;5a.PronunciationAtfirstorganizetheSstolistentotherecordingatthesametimegivethemthedirectiontolistenandaskthemtopayattentiontotheintonationofWh-questionsandYes/Noquestions.ThenplaythetapefortheclassandaskthemagainAfterthathelptheSstosummarizethebasicintonationofWh-questionsandYes/Noquestions.Answers:Wh-questionsoftenfallattheend.Yes/Noquestionsoftenrise.AndthenplaythetapeagainandasktheSstoimitateit.FinallygivetheSsmoresentencestopractice.Homework:RevisethewholeModule5andbegintopreviewModule
6.附》关于本单元模块整体备课的特别说明本人在本单元模块的整体备课上主要遵循了“创造性、灵活性、有效性”的三大原则,为此,特意对原有教材的编排体系进行了重新整合,同时对原有教学素材进行了灵活取舍但是,这种整合与取舍不是随意的,主要考虑到以下三个方面因素的制约第一,为完成应有的教学任务,实际分配到每个单元模块的教学课时一般只有5~6课时;第二,每一课时的信息容量应合乎情理;第三,组合的话题之间有时是出于外在形式的需要,但更多是出于其内在的必然联系(如listening和everydayEnglish之间的组合)此外,为提高教案的情景化和可操作程度,我适当在教案中加入了一些图片需要补充说明一下的是,本教案的阅读课时安排的是两课时,但本教案只体现出了一课时左右的内容,原因在于另一课时主要集中处理阅读课文中的语言知识点,大家都轻车熟路了,没有再累述出来的必要;另外,在处理grammar部分时,我的安排是开始让学生主动体验experience和发现discover要讲解的grammar然后老师集中讲解,在讲解时考虑到平时语法课的实际效果,所以我在这一步骤的教案上主要使用的是汉语aimconclusionresultmethodTesttubeholderBunsenburnerTesttube。