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2019-2020年高中英語 Module5 A lesson in a lab 全單元教案 外研版必修1 Introduction & Vocabulary and Speaking 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: 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 pare 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 pete. 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 petition 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. 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: 3 three 33 thirty-three 333 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 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 three recurring percent). Homework: 1. Preview the reading part. 2. Work in pairs to finish Activities 4& 5 on Page 43 . Periods 2 & 3 Reading & Vocabulary Teaching aims and demands: ⒈ To learn about some vocabulary and knowledge related to science and experiments ⒉ To know about some metals and get to know their main uses in our lives ⒊ To make the students know how to do a simple experiment and write the report about it in English ⒋ To deal with all the activities1-6 about passage A and passage B on page 44-45 ⒌ To develop students’ expression ability as well as reading ability by practicing these two passages ⒍ To raise students’ interests in science and form the rigorous scientific attitude. Teaching key points: ⒈ To make the students understand and grasp the vocabulary and knowledge related to science and experiments ⒉ 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 municative Approach ⒉ Task-based Approach ⒊ Aural-oral Approach with the help of the multi-media puter and the recorder Teaching aids: Multi-media puter; Software; PowerPoint; Recorder Teaching procedures: Step 1: Lead-in At first show the students the picture of a lab with the help of puter Then design the following questions and ask the students to discuss them in groups: 1. Are you interested in doing scientific experiments? 2. 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? 3. 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 puter as follows: ⑴potassium(鉀) ⑵sodium(鈉) ⑶calcium(鈣) ⑷magnesium(鎂) ⑸aluminium(鋁) ⑹zinc(鋅) ⑺iron(鐵) ⑻copper(銅) 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’ munication 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 puter. It can be designed as follows: 1. Which of the metals in the table reacts the most with oxygen and water? Potassium, calcium and sodium. 2. What happens when you heat calcium in oxygen? It burns to form an oxide. 3. Which metals react with steam? Magnesium, aluminium and zinc. 4. Does iron have a slow or fast reaction with steam? It has a slow reaction. 5. 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 puter as follows: aim method result conclusion T: Now, let’s e 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 puter to help Ss to know about: Test tube holder Test tube Bunsen burner 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 puter as a task-based activity。 Step 4：Discussion ⒈Do 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? ⒉If 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. Homework: ⒈Write a plete scientific experiment report in simple English. ⒉Underline the language points you can’t understand in the text. ⒊Go on to read the CUTUL CORNER reading passage of this module on Page 49. Teaching summary: ⒈We’ve learnt about some vocabulary and knowledge related to science and experiments ⒉We’ve finished studying passage A and passage B on page44-45. ⒊We’ve known how to carry out a scientific experiment in a lab successfully and write a plete scientific experiment report in simple English Period 4 Grammar : Degrees of parison Teaching objectives: To make the students grasp the usage of the degrees of parison. Important and difficult points: ⒈ To have the Ss understand all kinds of forms of degree of parison. ⒉ To enable the students to know how to use the degrees of parison 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 parison . 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.原級; 2、3、4、5、6、均為.比較級; 7.最高級. Step 2. Grammar structure Firstly ask the Ss to make a summary about the structures of the degrees of parison. Then check the answers. Answers：3 forms ——原級、比較級和最高級。 Step 3. Detailed Notes about Grammar Usage ⒈原級的構成和用法 1）構成：形容詞和副詞的原級形式是形容詞和副詞的原形。 2）用法：當表示雙方在程度、性質、特征等某方面相等時，用“as+原級adj./adv.+as”的結構；當表示雙方不相等時，用“not as(so)+ 原級adj./adv.+as”的結構；當表示一方是另一方的若干倍時，用“倍數+as+原級adj./adv.+as”的結構。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比較級和最高級的構成和用法 1）構成： ⑴規(guī)則變化 ①單音節(jié)形容詞以及少數以－er,－or結尾的形容詞和副詞加＂er＂，＂est＂．例如： fast-faster-fastest; few-fewer-fewest; great-greater-greatest; clever-cleverer-cleverest norrow-norrower-norrowest. ②以e結尾的單音節(jié)形容詞和副詞后以及少數以-ble,-ple結尾的雙音節(jié)形容詞和副詞后，加＂r＂，＂st＂．例如： large-larger-largest, able-abler-ablest, simple-simpler-simplest ③以一個輔音結尾的單音節(jié)形容詞，其前面的元音字母發(fā)短元音時，該輔音字母要雙寫，然后加＂er＂，＂est＂．例如： hot-hotter-hottest ④以輔音加y結尾的形容詞和少數不是形容詞加ly構成的副詞要將y改寫為i，再加＂er＂，＂est＂．例如： easy-easier-easiest, happy-happier-happiest early-earlier-earliest ⑤一般雙音節(jié)詞、多音節(jié)形容詞和副詞在原級前more或most．例如： beautiful-more beautiful-most beautiful; carefully-more carefully-most carefully ⑥少數單音節(jié)或雙音節(jié)形容詞也加more和most構成比較級和最高級。例如： tired-more tired-most tired; pleased-more pleased-mos pleased; crowded-more crowded-most crowded ⑵不規(guī)則變化 原級 比較級 最高級 good, well better best bad, ill worse worst many, much more most little less least old older(較老、較舊), elder（較年長） oldest(最老、最舊)， eldest(最年長) far farter(較遠的), further(進一步地) farest（最遠的） furthest（最深刻地） [注意]辨析few-fewer-fewest和little-less-least的差別: ①前者是規(guī)則變化，后者是不規(guī)則變化；②前者用來修飾可數名詞，后者用來修飾不可數名詞。 2）用法： ⑴比較級的用法 ①雙方比較，表示一方超過另一方時，用“比較級+than”的結構表示。例如： This book is better than that one. ②表示一方不及另一方時，用“l(fā)ess+原級adj./adv.+than”的結構表示。例如： This room is less beautiful than that one. ③表示一個方面隨另一個方面的程度而變化時，用“the +比較級（+主語+謂語），the +比較級（+主語+謂語）”的結構。例如： The harder he works, the happier he feels. The harder you study, the more knowledge you will get. ④表示自身程度的改變“越來越---”時，用“比較級+and+比較級”結構表示。如： The weather is getting colder and colder. The little girl bees more and more beautiful. ⑤表示倍數的比較級有如下幾種句型： a)“倍數+as+原級adj.+as+被比較對象”，例如： This river is four times as long as that one.（這條河是那條河的四倍長） b)“倍數+the+size(length, width, depth, height)+of+被比較對象”，例如： This river is four times the length of that one.（這條河是那條河的四倍長） c)“倍數+比較級adj.+than+被比較對象”，例如： This river is three times longer than that one.（這條河是那條河的四倍長/這條河比那條河長三倍） [注意]： 在比較級的前面可以加上如下一些表示程度的狀語，但要注意其含義的差別。 a)any加比較級, 表示疑問程度，譯為“------一些”，“------一點”。例如： Are you feeling any better? b)no/not(any)加比較級, 表示否定程度，譯為“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加比較級, 表示“稍微，一點（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等加比較級, 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通常用于強調最高級。用于比較級時，一般放在比較級的后面，如在前面，應在二者中間加“the”。例如：He is taller by far than his brother.// He is by far the taller of the two brothers. e)even, still加比較級, 表示強調，譯為“甚至更/還要-------”。例如： He gets even stronger. Jack is tall, but Tom is still taller. f)“數詞+名詞+比較級”表示確定的程度。例如： He is five years older than I. I got up an hour earlier than the others. ⑵最高級的用法 ①三者或三者以上相比，表示最高程度時，用“the +最高級”的結構表示。這種句式一般常有表示比較范圍的介詞短語。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最高級可被序數詞以及by far, by no means, much, nearly, almost, not quite, nothing like等詞語修飾。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)作狀語的副詞最高級前可以不加定冠詞。例如： He came (the) earliest of all the boys. b)excellent(優(yōu)秀的、極好的)，extreme（極端的），favourate(最喜愛的)，perfect（完美的）等詞本身含有最高級的含義，所以它們沒有比較級和最高級。 c)形容詞最高級修飾作表語或介詞賓語的名詞、代詞時，被修飾的詞往往省略。 He is the tallest (boy) in his class. ⒊使用形容詞、副詞的比較等級時要注意的幾個問題 ⑴在as-----as之間只能使用原級形容詞（副詞）。例如： 誤：I have as less money as you do. 正：I have as little money as you do. ⑵切忌采用雙重比較 比較級前可以用表示程度的修飾語來表示強調或程度，但不可用more加比較級形式。例如： 誤：His health is more worse than before. 正：His health is worse than before. ⑶應避免自我比較 使用比較級時，進行比較的雙方必須是互相分離、互不包含的獨立概念或事物，否則比較就不合邏輯。例如： 誤：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]比較的另一方如果是不定代詞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，若比較的雙方不屬于同一范圍，句中則不加other。例如： She runs faster than any boy in her class. ⑷表示“兩者中較-------”時，比較級前要加the。例如： The older of the two noblemen took a light and led me into a back room. ⑸被比較的雙方必須具有可比性。例如： 誤：There are more students in this school than that school. 正：There are more students in this school than in that school. ⑹連詞than后使用代詞主格和賓格有時意義不同。例如： ①I know you better than he.我比他更了解你 ②I know you better than him.我對你的了解比對他的了解更透徹些（或：“我比他更了解你”，此時與①同義）。 ⑺使用最高級時，主語不可被排除在最高級所指的范圍之外。例如： 誤：He is the tallest of all his brothers. 正：He is the tallest of all the brothers. ⑻most前面加不定冠詞a/an，或者不加冠詞修飾形容詞時，它的意思等于very。此時， most已失去最高級的意義。試比較： a most interesting film(一部很有趣的電影) / the most interesting film(最有趣的電影) Step 4. Practice Exercise 1: Make sentences about the parative 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/ bee / 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 ab