Grammar教学设计

Module 5 A Lesson in a Lab教案

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

Words and expressions of sequence First, put the magnesium ... Then put the crucible ... Next, I light the Bunsen 功能句式burner. After that, I hold ... Lastly, we need to weigh ... Everyday English Where do we go from here? Keep the noise down. You’ve got it! It’s your turn. Go ahead! Definitely!

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,

词astonished 2．

认读词汇

potassium, sodium, calcium, magnesium, aluminium, zinc, copper, oxide, balance, tongs, crucible 3．

词组

add ... to ..., used to, in the area of, be proud of, be supposed to

汇

Comparative structures This room is twice as large as that one. 语 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 degree a little, a bit, a lot, rather, no, any, (very) much, lots

1. It is hard to think of a world without metals. 2. It is important to know how they react with different substances, for 法

重点句子example, water and oxygen.

3. This makes sure there is no air in the water. 4. The science facilities are very good, with laboratories that have all the latest equipment. 5. as the lecturers are people who have made real discoveries in their area of

science.

6. They always thought I would become an English teacher!

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 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 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? 4. weaker and weaker

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.