1、Module 5 Teaching planPeriod 1 Introduction 2. a; 3. a 4. a; 5. b; 6. b; 7. b.Activities 2 2)The word “one”(or “a”) is missing before “hundred million”. Activity 2Firstly, 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 he
2、r.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 th
3、e blackboard to check what they read.Answers: 1. two-fifths; 2. five-eighths; 3. nine-tenths 4.three-eighths; 5.five-sixths.Activity 3The 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: 3
4、5% 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 thir
5、d 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
6、-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). Homewo
7、rk:1. Preview the reading part.2. Work in pairs to finish Activities 4 Software; PowerPoint; RecorderTeaching 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:1. Ar
8、e 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
9、 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-readingTeacher: Since you are interested in doing scientific experiments, now lets get to know some vocabulary and knowledge related to
10、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:potassium(钾) sodium(钠) calcium(钙 ) magnesium(镁) aluminium( 铝) zinc(锌) iron(铁) copper( 铜)As I type out each of the above pictures, I can ask the students like
11、 this: Whats 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 well study very soon. This step
12、 is employed to create a language environment for students communication and arouse their interests in reading passage A and passage B on page 44-45Step 3: ReadingPassage AT: Well, lets read through passage A with the tape of it very quickly to try to catch its main idea. Then finish Activity 2 on p
13、age 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:1. Which of the metals in the table reacts the most with oxygen and water?Potassium, calcium an
14、d 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 doesnt.Passage BT: Well, from passage A
15、 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
16、 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, lets 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
17、 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:Can you guess the meaning of the word “apparatus” through the context? Have you known all of the apparatuses of this experiment?In t
18、he 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:aim method result conc
19、lusionThen 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 Do you think it is easy or difficult for yo
20、u to carry out a scientific experiment well? And can you describe how to do it successfully in simple words?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 t
21、o 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: Write a complete scientific experiment report in simple English.Underline the language points you cant understand in the text.Go on to
22、read the CUTUL CORNER reading passage of this module on Page 49.Teaching summary:Weve learnt about some vocabulary and knowledge related to science and experimentsWeve finished studying passage A and passage B on page44-45.Weve known how to carry out a scientific experiment in a lab successfully and
23、 write a complete scientific experiment report in simple EnglishPeriod 4 Grammar : Degrees of ComparisonTeaching objectives:To make the students grasp the usage of the degrees of comparison.Bunsen burnerTest tube holderTest tubeImportant and difficult points: To have the Ss understand all kinds of f
24、orms of degree of comparison. To enable the students to know how to use the degrees of comparison correctly.Teaching procedures:Step 1. Lead-inPresent the Ss the following sentences on the Bb and ask them to discover what kind of degrees of comparison .Jack speak English as fluently as Tom.This scho
25、ol is better than that one.This book is more interesting than that one.This room is less beautiful than that one.The weather is getting hotter and hotte r.The harder you study, the more you will make progress.He works (the) hardest in his class.Then call the answers from the class.Answers: 1.原级 ; 2、
26、 3、 4、 5、 6、均为 .比较级 ; 7.最高级 .Step 2. Grammar structureFirstly 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“a
27、s+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：He is as tall as Jack. / I speak English as fluently as you.Your bike is not as(so) new as hers.This road is three times as long as that one.比较级和最高级的构成和用法1）构成：规则变化单音节形容词以及少数以er, or 结尾的形容词和
28、副词加er，est例如：fast-faster-fastest; few-fewer-fewest; great-greater-greatest;clever-cleverer-cleverest norrow-norrower-norrowest.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
29、-hotter-hottest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 t
30、ired-most tired; pleased-more pleased-mos pleased;crowded-more crowded-most crowded不规则变化原级 比较级 最高级good, well better bestbad, ill worse worstmany, much more mostlittle less leastold 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-
31、fewest 和 little-less-least 的差别 : 前者是规则变化，后者是不规则变化；前者用来修饰可数名词，后者用来修饰不可数名词。2）用法：比较级的用法双方比较，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.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.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
32、） ”的结构。例如：The harder he works, the happier he feels.The harder you study, the more knowledge you will get.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.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 fou
33、r 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
34、)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 d
35、ifficult 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 brot
36、her./ 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.最高级的用法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
37、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.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 worlds 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 /
