Grammar优秀教学设计内容

I. 教学内容分析

本模块以A Lesson in a Lab为话题，引入了许多与科技、实验有关的词汇，阅读部分简单介绍了金属的氧化反应并列出了显示部分金属活动性能的表格，旨在通过模块学习，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。本模块还要求学生学会一些大的整数、分数、小数还有倍数的表达方法，通过阅读了解国外有关科学教学的情况，扩大学生的知识面，并能就所学的内容谈论理科课程和实验。

Introduction

部分以科学常识问答的形式导入，激发学生的兴趣。列举了相关的词汇，并设计了三个练习活动，学生通过完成任务的形式来学习有关词汇。

Vocabulary and Speaking

部分引入了一些数字词汇，通过发现式的教学法来让学生掌握其用法。

Grammar 1 部分介绍了形容词的比较级，主要是引入了倍数的两种主要用法，并通过探究，发现型练习学生对这两种表达方法的了解。

Reading and Vocabulary

由两篇实验报告短文组成，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、水及蒸汽中的反应及结果；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。通过两篇短文的学习，继续引入与本模块主题有关的词汇，并通过两个练习使学生熟悉这些词汇，同时这些练习也为接下去的阅读活动作了铺垫。通实践型练习，学生可以熟悉课文内容和学会使用有关的词汇。同时培养学生的观察能力。

Vocabulary

部分引入了表示实验仪器的词汇，并介绍了带分数、小数的读法，让学生对常见的实验仪器和基本的科学计量有初步的了解。

Listening and Writing

部分的内容是实验课上老师与学生的对话，编者所设计的活动是让学生能在听懂对话的基础上获取所需要的信息，并能就得到的信息学会填写相关实验报告。话题贴近生活，使学生觉得有较高的实用性。

Grammar 2部分通过几个发现型语法练习来继续介绍形容词和副词的比较级的用法。并通过设定比较范围的操练，让学生体验到语法输入与输出的过程。

Pronunciation

部分介绍了英语中特殊疑问句和一般疑问句的句型，要求学生通过听力活动来体会，并学习掌握两种句型的语调，通过模仿来正确朗读这两种类型的句子。

Everyday English

部分介绍了五个日常用语，要求学生明确其意思，能在正确的场合中得当地运用这些句子。

Function

部分介绍了次序问题——在写作中我们应注意的一个重要环节。这一部分内容要求学生掌握表示次序的词的用法。让学生体会此类词在文章组织中的作用。

Cultural Corner

部分是一篇从一个加拿大高中同龄学生的角度介绍加拿大学科教学的有关情况，通过阅读同龄人的文章使学生增加中国学生对国外高中教育的了解，使学生可以横向比较两国的学习情况，初步运用本模块所学的相关词汇。

Task部分是对本模块的一个复习与应用，要求学生小组活动，回忆所做过的实验，运用所学过的词汇和知识来写一份简单的实验报告。从而达到学习与实践的统一。

Module File部分有助于学生对本模块学习内容进行归纳，对自己的学习进行反思和检验。

II. 教学重点和难点

1. 教学重点

来源学科网ZXXK]

(1)

掌握一些描述实验的词汇

(2)

学习形容词和副词的比较级

(3)

学会数字词汇的读法

2. 教学难点

(1)

有关介绍科学实验的讨论或发言；

(2)

运用形容词和副词的比较级来表示倍数

(3)

理解有关科学实验的文章，识别本模块的生词和词语并理解所在句子的含义

(4)

能用正确的格式写实验报告

III．教学计划

本单元分五个课时：

第一课时：Introduction, Cultural Corner 第二课时：Vocabulary and Speaking, Grammar 1 & 2 第三课时：Reading and Vocabulary 第四课时：Vocabulary, Listening and Writing, Everyday English, Pronunciation 第五课时：Function, Task, Module File IV．教学步骤：

Period 1 Introduction, Cultural Corner Teaching Goals:

1. To arouse Ss’ interest in learning about scientific experiments; 2. To introduce the topic “A Lesson in a Lab”; 3. Get Ss to learn some words to describe scientific experiments; 4. Get Ss to know the scientific lessons in Canada. Teaching Procedures: Step 1 Lead-in and Introduction Purpose: To arouse Ss’ interest in learning about scientific experiments. 1. (Pair Work) Show some pictures on the screen and ask Ss to guess who they are.

(Albert Einstein)

(Darwin)

(Steven Hawking)

(Marie Curie) 2. (Pair Work) Ask Ss to match the persons with their fields.

Alfred Nobel

Physics

Darwin famous scientists

Steven Hawking

Chemistry

Li Zhengdao

Thomas Edison

Biology

Albert Einstein

Newton

Marie Curie 3. (Group Work) Ask Ss to choose the correct answers to the quiz on page 41. 4. (Individual Work) Listen and check your answers. Suggested answers: (1) a (2) a (3) a (4) a (5) b (6) b (7) b 5. (Pair Work) Introduce some new words to them by reading some sentences solid

liquid

gas

expand contract

substance

mixture

oxygen (1) Gold is solid, but when you heat it, it becomes liquid. (2) There are several kinds of gas in the air, but the oxygen is the most important for us. (3) Irons expand when it is heated, but irons contract as it cools. (4) Salt is a substance we use in cooking. (5) Air is a mixture of gases. 6. (Pair Work) Ask Ss to finish Activity 2 on page 41. Suggested answers: (1) air-gas-oxygen (2) contract-expand (3) earth-sun-moon (4) gas-liquid-solid

7. (Group Work) (Things can be divided into three kinds, natural, man-made, either natural or man-made. Can you give some examples?) Ask Ss to finish the table according to the meanings of the words. Natural

Man-made

Either natural or man-made

Suggested answers: (1)

Electricity, iron, some metals and air are natural. (2) Steel, some metal and glass are man-made. (3) Electricity and some metals can be man-made and occur naturally.

8. (Group Work) Read the new words together. Step 2 Cultural Corner

Purpose: Let Ss know the scientific lessons in Canada. 1. (Group Work) Lead-in: Arouse Ss’ interest to the passage by asking some questions.

(1) Are you interested in scientific subjects?

(2) What subjects are you interested in?

(3) Why are you interested in it / them?

(We are going to learn a text about a Canadian boy about your age. He was not interested in science at first, but his feelings about science have now changed. Let’s read the text and try to find out why has Mark become more interested in science?) 2. (Individual Work) Ask Ss to read the passage and answer the above question. Suggested answers: Because he has moved to a new school with good facilities and teachers. 3. (Pair Work) Read the passage again and try to find out some words to fill in the table.

feeling about science

last year

science facilities

chemistry teacher

the fact

Nobel prize

I --------

my parents

Suggested answers:

feeling about science last year

science facilities

chemistry teacher

the fact

Nobel prize

I --------

my parents

changed, never used to school, excellent good, lab, latest equipmenttakes, lectures, interesting first-class , won highest, proud becoming, want to, going, astonished, thought

4. (Group Work) Post-reading: Ask Ss work in pairs to retell the passage. The words in the table will help you. 

A is Mark Kendon. 

B is a Chinese student who studies aboard.

For example:

B: What’s your feeling about science ?

A: My feeling about science have changed . 5. (Group Work)

Understand the passage by themselves, and the teacher walk around the classroom to help the Ss if necessary. Step 4 Homework: 1. Finish Workbook Reading Exercises on page 93-94. 2. Preview the Vocabulary and Speaking, Grammar 1 & 2. Periods 2 Vocabulary and Speaking, Grammar 1 & 2

Teaching Goals:

1. To get Ss to have knowledge of this grammar point: Degrees of comparison; 2. To enable Ss to read some large English numbers. Teaching procedures: Step 1 Revision

Check the Workbook Reading Exercises on page 93-94. Step 2 Vocabulary and Speaking Purpose: To help Ss master the rules of reading English numbers. 1. (Group Work) Ask Ss to read the numbers on the screen.

1

20

300

4,000

50,000

600,000

7,000,000

80,000,000

900,000,000

1,000,000,000

Suggested answers: We write We say 1 one 20 twenty 300 three hundred

4,000 four thousand

50,000 fifty thousand

600,000 six hundred thousand

7,000,000 seven million

80,000,000 eighty million

900,000,000 nine hundred million

1,000,000,000 one billion

(Please pay attention to the bold face. That’s the unit of the numbers.) 2. (Individual Work) Ask some Ss to write some numbers on the blackboard while the teacher says some numbers. The more he / she get, the higher scores he / she get.

(1) three hundred and forty-five

(2) two thousand seven hundred and eighty-nine

(3) ninety-eight thousand four hundred seventy-three

(4) a hundred thousand eight hundred and eighty-eight

(5) fifty-two million four hundred seventy thousand three hundred eighty-three Suggested answers: (1) 345 (2) 2,789 (3) 98,473 (4) 100,888 (5) 52,470,383 3. (Pair Work) Ask Ss to look at the numbers in Activity 1 on page 42. There are two mistakes. Let them to find them out. Suggested answers: 52,470,383 should be said揻ifty-two

million, four hundred and seventy thousand, three hundred and eighty-three”.

100,000,000 should be said one hundred million.

4. (Pair Work) Ask Ss to look at the fractions and think over how to read the fractions. Suggested answers: The upper ones are cardinal numbers and the lower ones are ordinal numbers. 5. (Individual Work) Practice: Ask Ss to read these fractions in English: 1/5, 2/9, 3/8, 4/7, 5/6. Suggested answers: 1/5: a fifth / one fifth 2/9: two-ninths 3/8: three-eighths 4/7: four-sevenths 5/6: five-sixths 6. (Pair Work) Describe the fractions in Activity 2 as percentages. Suggested answers: A fifth is the same as 20%. Two-ninths is the same as 22.22% (twenty-two point two two recurring percent). Three-eighths is the same as 37.5%. Four-sevenths is the same as 57.14%. Five-sixths is the same as 83.33% ( eighty-three point three three recurring percent).

7. (Pair Work) Ask Ss to finish Activity 4 on page 43. (Work in pairs to take turns asking and answering the questions.) Suggested answers: (1)

3，000，000 (2) 48，046，000 (3) 50，000，000 (4) 265，693，096 (5) 750，375，000 (6) 80,000,000 Step 3 Grammar 1 Purpose: Let Ss know how to use the comparative degree. 1. (Group Work) Ask Ss to express the meaning of the following pictures.

(1)__________________________________________________.

A

B

Line a: Line b:

(2) ___________________________________________.

A

B (3) __________________________________.

Suggested answers: 1) Triangle A is bigger than Triangle B. 2) Line b is two times as long as Line a. 3) Rabbit A is as big as Rabbit B 2. (Pair Work) Ask Ss to summarize the sentences patterns of comparison. Suggested answers: 

as + 原级

+ as; not as + 原级

+ as

Eg He likes her as much as he likes his sister. (他很喜欢她，同喜欢他的姐妹一样。)

It is not as hot in Beijing as in Wuhan. （北京没有武汉热。）



比较级

+ than；

not + 比较级

+ than; less + than

Eg She sees me more often than she sees her brother.（她见我比见她弟弟的时间多。）



the + 最高级

+ 比较范围

Eg This is the best picture in the hall. （这是大厅里最好的一张画。）



倍数

+ as + 原级

+as

Eg This room is twice as large as that one. （这个房间是那个房间的两倍大。）



倍数

+ 比较级

+ than Eg This room is twice larger than that one. （这个房间比那个房间大一倍。）



倍数

+ the length / height / depth / width / etc. of ….

Eg This room is twice the size of that one. （这个房间是那个房间的两倍。）

[来源:学科网]

3. (Pair Work) Ask Ss to finish Activity 1 on page 43. Suggested answers: (1)

it is more usual to say “I

went there twice”.

(2)

20 metres long (3)

400 kg 4. (Pair Work) Ask the Ss to finish Activity 2 on page 43. Suggested answers: (2)

Winter is four times colder in Harbin than in Beijing. Winter is four times as cold in Harbin as in Beijing. (3)

Mount Qumolangma is about six times higher than Mount Tai. Mount Qumolangma is about as six times high as Mount Tai. (4)

My aunt’s house is twice as larger as my house. My aunt’s house is two times larger than my house. (5)

Tom weighs over twice as heavy as Lily. Tom is over two times heavier than Lily. Step 4 Grammar 2 Purpose: Let Ss master the usage of comparison. 1. (Group Work) Ask Ss to read the sentences in Activity 1 on page 47. Then answer those questions. Suggested answers: (1) 1、2、3 （2）2、3 (3) 1 2. (Group Work) Let Ss to draw a conclusion about the usage of comparison by looking at the following sentences.

(1) You are growing taller and taller.

(2) Our country is getting more and more powerful.

(3) When the sun rises, it is getting brighter and brighter.

(4) When the sun sets, it is getting darker and darker.

(5) The harder you work at your lessons, the better you will do in them.

(6) The more you practice, the more fluently you will speak. Suggested answers: 1)“越来越……”: more and more + 多音节形容词；

单音节或双音节形容词

/ 副词的比较级

+ 单音节或双音节形容词

/ 副词的比较级

2）“越……，越……”：The + 形容词

/ 副词的比较级

+ 主语

+ 谓语，

the + 形容词

/ 副词的比较级

+ 主语

＋谓语

3. (Individual Work) Ask Ss to finish Activity 2 on page 47.

(Call back the answers after 2 minutes.) 4. (Pair Work)

Ask Ss to look at the sentences in Activity 3 on page 47. Underline the comparative expressions and circle the adverbs to give more information about the comparative expressions.

(表示程度的副词

5. (Individual Work) Practice: Use the proper word to fill in the blanks.

(1) Mary has been ill for a week. Is she getting ____________ better?

(2) Local speakers speak Japanese ___________ faster than he does.

(3) I weigh __________ heavier than my cousin, but he is ____________ stronger than I am. Suggested answers: (1) a little / a bit / any

(2) much / rather / a lot

(3) much / a lot; a little / a bit / rather

6. (Group Work) Play a game with the Ss. Let them guess what the following sentences mean.

(1) Two heads are better than one. [来源:Zxxk.Com]

(2) More haste, less speed.

(3) East, west, home is best.

(4) The best mirror is an old friend.

(5) Least talk, most work. Suggested answers: (1) 两人智慧胜一人。

(2) 欲速则不达。

(3) 金窝银窝不如自己的狗窝好。

(4) 老友是宝镜。

(5) 少说话，多干事。

Step 4 Homework

1. Finish off the grammar exercises on page 91-92. 2. Prepare for the Reading and Vocabulary class. Period 3 Reading and Vocabulary Teaching Goals: 1. Let Ss master how to read a passage; 2. Let Ss master some words and phrases; 3. Get Ss to talk something about science experiments Teaching procedures: Step 1 Lead-in and Vocabulary 1. Today we are going to talk about science experiments.

What do you think of when you see a lab? (Allow them to say out their thoughts even if they don’t know how to say in English.)

balance

alcohol burner

test tube

(Use the pictures to introduce some words to the Ss.) 2. (Group Work) Ask Ss how to do

an experiment? Put the following words in order.

conclusion

aim

result

method Suggested answers: When we do an experiment, we should first of all have an aim. We should use proper methods. We should find out the result and get a conclusion. Step 2 Reading Purpose:

To improve Ss’ reading skills.

1. (Individual Work) Fast reading: Read Passage A and choose the best title for it. Suggested answers: The reaction of Metals

2. Careful reading: (Individual Work)

(1) Read the passage again. Answer these questions.

a. Which of the metals in the table reacts the most with oxygen and water?

b. What happens when you heat calcium in oxygen?

c. Which metals react with steam?

d. Does iron have a slow of fast reaction with steam?

e. Does copper react with water? Suggested answers: ① Potassium, calcium and sodium ② It burns to form anoxide ③ Magnesium, aluminium and zine. ④ It has a slow reaction. ⑤ No, it doesn’t.

(Do some explanations about them if necessary)

(2) Read Passage B and fill in the table.

Suggested answers:

Iron in dry air Iron in air-free water Iron in ordinary water Stage A cotton wool (Starting oil layer water nails water nails nails experiment) Stage B cotton wool oil layer water nails water nails (1 week later) nails Stage C Iron does Iron does not rust Iron rusts (Result)

not rust

(3) Read Passage B again. Complete the sentences.

① In the first part of the experiment, the ____ is dry, not wet.

② It shows that iron ______________when the air is dry.

③ In the second part of the experiment, you must _____ the water to make sure there is no ____ in it.

④ You add _________ to the water because this keeps ____ out of it.

⑤

It shows that _____ does not rust in water that has no _____ in it. Suggested answers: ① air ② does not rust ③. boil, air ④ some oil, air ⑤ nail, air 3. Post reading (Group Work) Ask Ss to watch the experiment carefully. And then try to retell the stages of the experiment.

Report

Aim: _____________________________________________________

_____________________________________________________ Apparatus: _______________________________________________ Result: ____________________________________________________

________________________________________________

____________________________________________________

Conclusion:_________________________________________________ Method: ___________________________________________________

_______________________________________________ Suggested answers:

Report

Aim: To find out if iron rusts (a) in pure water; (b) in air-free water;

(c) in dry air Apparatus: 3 clean iron nails; test tubes; wood, oil; test tubes holder Result: The nails do not rust in the second and third tubes Conclusion: Iron doesn't rust in air-free water or dry air but in pure water.

Method: First, put some iron nails at the bottom of three test tubes.

Second, half-fill the first two test tubes with water.

Third, add some oil to the water into the second test tube.

Fourth, push a wood down the third tube.

Fifth, leave the tubes for one week.

Step 3 Language study Purpose: To let the Ss understand the passage well. 1. (Pair Work) Vocabulary: Ask the Ss to finish Activity 6 on page 46.

(Call back the answers after several minutes.) Reference:

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

underground

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 2. Group work.

Ss are divided into groups of four. Each group is supposed to read through each part, and then discuss them. (1) When we use metals, it is important to know how they react with different substances, for example, water and oxygen.使用金属时，要了解金属和不同的物质如何发生反应，例如，水和氧气。这一点很重要。

react vi. & vt.

①

作出反应，反应。后接介词to。

Eg How did she react to the news?

[来源:学科网ZXXK]

②

影响，起作用。后接介词on / upon。

Eg The two react upon each other.

③

抗拒，反抗。后接介词against。

Eg Children tend to react against their parents by going against their wishes. ④

起反作用，反过来起作用。常接介词on / upon。

Eg Unkindness often reacts on the unkind person.

⑤ [化]起化学作用，[物]反应。后接介词with / on。

Eg a. How do acids react on metals?

b. An acid can react with a base to form a salt.

(2) To find out if iron rusts in dry air.弄清楚铁在干燥的空气中是否生锈。

find out 指经过探听、询问、调查之后，才发现某事或事情的真相。

Eg ① He has found out the man who stole the watch.

② Will you try to find out when the trains leave?

[辨析] ◆ find有偶然发现某物的意思

Eg On her way home, Tim found a wallet lying on the ground.

◆

discover表示发现存在的但以前不为人知的事物，也可表示发现已为人知的事物的新的性质或用途，这种发现可能是有意的，也可能是无意的。

Eg Madame Curie discovered the element of radium.

(3) Put these words in the correct order to describe the stages of a scientific experiment.按正确的顺序排列下面词汇，描述一项科学实验的各个阶段。

put … in the correct order 按正确的顺序排列。in order按顺序。

Eg ① The reaction of metals with these substances can be put in order.

② Put everything in the room in order. (4) Now, what’s the aim of this experiment, Zhou Kai? 这次实验的目的是什么，周凯？

aim ①

vt. & vi.

把……瞄准；把……对准掷向；意欲，旨在。

Eg a. This anti-smoking campaign is mainly aimed at young teenagers.

b. My brother aims to be a novelist.

②

n. 目标，目的。常接介词of。

Eg It is now our aim to set up a factory.

5. No, we need rather more than that – about two and a half grams. 我们所需要的要大大超过那些——大约两克半。

rather是程度副词，修饰比较级more。例如：

Eg

① For the old, living in the country is rather more comfortable than in city.

② This computer is rather more expensive than that one.

※

注意：与rather近义的quite, fairly, very, too不能修饰比较级。可修饰比较级的词有：

◆ a bit, a little, rather, much, far, by far, many, a lot, lots, a great deal, any, still, even等。

◆

还可以用表示倍数的词或度量名词作修饰语。

Eg ① Tom is far cleverer than any other boys in the class.

② Sam is twice older than I.

③ Learning Greek is much harder than learning English.

6. I never used to enjoy science, but last year I changed schools, and the science teachers at my new school are excellent. 我过去从来没有喜欢过理科，但去年我换了学校，新学校的理科老师们非常出色。

used to do sth. 表示过去常常做某事，强调现在不再这样做。其否定式是used not …,可缩写为usedn’t / usen’t, 口语中可用didn’t use…。例如：

Eg ① I used to live there when I was a child.

② Used you to like opera? / Did you like opera?

③There used to be a church here, usedn’t there?

[联想] ◆ be used to do sth. 被用来做某事

Eg Wood can be used to make paper. 木材可以用来造纸。

◆ be / get used to sth. / doing sth. 习惯于做某事

Eg He was used to sleeping with the windows open. 他习惯敞着窗子睡觉。

Step 4 Homework 1.

Do Exercises 6, 7, 8 on page 92-93. 2.

Prepare for the Listening class. Period 4 Vocabulary, Listening and Writing,

Everyday English, Pronunciation Goals: 1. Review the degrees of comparison.

2. Enable Ss to know some skills of listening.

3. To study some daily expressions.

4. To learn the intonation in questions. Teaching procedures: Step 1 Revision Check the answers to the WORKBOOK exercises of Grammar. Step 2 Vocabulary Purpose: To get Ss to know some new words 1. (Group Work) Ask Ss to look at the pictures and learn some new words.

test tube holder

tongs

crucible

Bunsen burner

2. (Group Work) Let Ss review how to read the numbers including large numbers, fractions, percentages, decimals. Step 3 Listening Purpose: To get the main information in the listening part;

To develop Ss’ listening ability.

1. Pre-listening: (Pair Work) Ask Ss to predict what the result is. 2. While-listening: (Individual Work)

(1) Listen to the interview and check your answers. Suggested answers: It weighs a little more than before.

(2) Listen to the conversation and complete the description of the scientific experiment.

Aim: ______________________________________________________

Apparatus: _________________________________________________

Method: ___________________________________________________

Result: ____________________________________________________

Conclusion: ________________________________________________

Suggested 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.

(3) Listen to the tape and fill in the missing words.

(Mr. C = Mr. Chen, Z.K. = Zhang Kai, L. K. = Li Kang)

Mr. C: OK, boys and girls, we’re going to do an experiment. Come a bit closer. __________

___________________________________. That’s right! Now, what’s the aim of this

experiment, Zhou Kai?

Z. K.: We want to find out if there’s a change in weight when magnesium burns in air.

Mr. C: That’s right. So what do we need first?

Z. K.: Um … We need some magnesium. How much do we need? What about this piece? Is

this piece OK?

Mr. C: No, we need ____________________ – about two and a half grams. We need a piece

which is ________________ than that.

Z. K.: OK … And we need a Bunsen burner … a balance … and a crucible to put the metal

in … Here they all are … ______________________________________

Mr. C: Well, first, put the magnesium in the crucible. Then put the crucible on the balance

and weigh it.

Z. K.: OK …

Mr. C: How much does it weigh? Take a look, everyone. Is it _________________?

Z. K.: Um … It weighs two and a half grams. Do you want me to write that down?

Mr. C: Yes, write it down. What next?

Z. K.: Yes … Um, next, we’re going to heat the magnesium. So I light the Bunsen burner.

After that, I hold the crucible over it … Oh look, it’s burning with a white light! It’s

getting ____________________________!

Mr. C: It’s pretty, isn’t it? ___________________________, boys and girls, please.

Z. K.: Um … lastly, we need to weigh the magnesium again … It weighs four grams now.

Mr. C: So what does that tell you?

Z. K.: It weighs ____________________________ before.

Mr. C: How much more?

Z. K.: 1.5 grams more.

Mr. C: And what does that mean?

Z. K.: It means that there is a change in weight when magnesium burns in air.

Mr. C: _________________________ Well done! So now, let’s do the same experiment with

copper. Come along, Li Kang, ____________________ now. What do you think will

happen if you heat copper?

Z. K.: I think it’ll be a lot heavier than magnesium. Shall I begin?

Mr. C: Yes, ___________________ Suggested answers: The closer you are, the more you’ll see! rather more than that

much bigger Where do we go from here?

any heavier

brighter and brighter

Keep the noise down

a little more than

[来源学科网]

You’ve got it!

it’s your turn

go ahead! Step 4 Everyday English Purpose: To let Ss know some useful expressions. 1. (Individual Work) Ask Ss to read what they have filled in just now. And then ask them to finish the Everyday English exercises on page 38. Suggested answers: (1) a (2) b (3) a (4) b (5) a 2. (Pair Work) Ask Ss to use the phrases to make sentences. Step 5 Pronunciation – Intonation in questions Purpose: Enable Ss to know how to read the questions with proper intonation. 1. (Individual Work) Pre-pronunciation: Show some sentences on the screen, let Ss read them. Compare their pronunciation to see who the best is.

(1) Are you tired?

(2) Can you spell your name?

(3) Who would you like to come for a game of football?

(4) Why didn’t you tell me?

(Let Ss discuss how to read the question sentence.) 2. (Pair Work) Pronunciation:

(1) Listen and check the answers. Suggested answers:

(一般疑问句用升调，特殊疑问句用降调。)

(2) Read the sentences after the tape.

(3) Read the extract with a partner to see who is better.

a. Where did you go last month? b. What do you think of Tom’s pronunciation? c. Is the experiment successful? Step 6 Homework 1. Finish Workbook Vocabulary Exercises on page 92-93. 2. Work in groups. Try to write a simple scientific experiment. Period 5 Function, Task, Module File Goals: 1. Help the Ss review what we have learnt in this module;

2. Get the students to know the words and expression of sequence.

3. Help the Ss learn how to write a simple scientific experiment. Teaching procedures: Step 1 Revision

Check the Workbook Vocabulary Exercises on page 92-93. Step 2 Task and Function 1. (Group Work) Allow them to prepare for the presentation within 3 minutes. 2. (Individual Work) Ask two or three students to show their experiment reports on the slight. The rest of them check whether there are mistakes. 3. (Group Work) Conclusion: When we write the experiment report, we should pay attention to the orders. When we want to tell something according to the time when the thing happens. So what kind of words shall we use?

(First, second, then, next, after that, lastly.) 4. (Pair Work) Let the Ss discuss the following question by using the words in italics.

What do you do when you get home?

(Through practicing, let the Ss know how to describe things in order.) 5. (Group Work) Ask the Ss to finish Activity 16 & 17 on page 96. Step 3 Module File 1. Leading in: Now we have nearly finished module, what have we learnt?

2. Allow the Ss a few minutes to read the module file. 4. Review the grammar rules:

1) Comparative structures

2) Adverbs used to modify comparative structures. 5. Practice:

1) Fill in the blanks with a word given in the box, using its proper form when necessary. aim, balance, boil, conclusion, contract, electricity, equipment, expand, float, liquid, million, quarter, react, scientific, steam, substance

a. What’s your ___________ for this proposal?

b. Do you use ______________ for cooking?

c. He took a very _______________ approach to management.

d. She spent _____________ of yuan to buy a new house.

e. Try to keep a ___________ between work and relaxation.

f. “I will” and “I shall” are usually _____________ to “I’ll”.

g. The number of students in our school are _______________ rapidly.

h. Gas is also a kind of ______________ although some of it is invisible.

i. Boats ___________ in the direction of wind if they are not controlled.

j. Cut the apple into ______________.

k. He watched the result of the experiment and then drew a _______________.

l. I’ll _________ the water and make some tea.

m. Iron _________ with water and air to produce rust.

n. This science lab has good _______________ for doing experiments.

o. Matter usually has three states: solid, __________ and gas. Suggested answers: a. aim

b. electricity

c. scientific

d. millions e. balance

f. contracted

g. expand ing

h. substance i. float

j. quarters

k. conclusion

l. boil m. reacts

n. equipment

o. liquid 2) Multiple Choices a. What a table! I’ve never seen such a thing before. It is ____ it is long.

A. half not as wide as B. wide not as half as C. not half as wide as D. as wide as not half b. It is reported that the United States users _____ energy as the whole of Europe. A. as twice B. twice much

C. twice much as

D. twice as much c. John is the tallest boy in the class, _____ according to himself. A. five foot eight as tall as

B. as tall as five foot eight C. as five foot eight tall as

D. as tall five foot eight as d. – I hear your aunt likes travel, music, clothes and fine food. – Oh, yeah, and music may have been _____ of her tastes. A. the rather more respectable

B. much the most respectable C. very the most respectable

D. even more respectable one e. – Are you satisfied with what he has done? – Not at all. It couldn’t be _____. A. any worse B. so bad

C. much better

D. the worst f. Many people have helped with canned food, however, the food bank needs _____ for the poor. A. more B. much

C. many

D. most Suggested answers:

CDBBAA