四川宜宾一中2017_2018学年高中英语上学期第13周模块5（第3_4课时）课文语言知识点教学设计新人教版必修.docx

模块5（第3-4课时） 课文语言知识点课题必修1模块5（第3-4课时） 课文语言知识点课时3授课班级考点、知识点文章中出现的重点短语和语言知识点学习目标1. 掌握阅读文章中出现的重点短语和语言点的用法。2. 学会分析句子和归纳总结知识点。重、难点1. 重点：重点短语和语言点的理解和运用；2. 难点：句子的分析和知识点的归纳；学习内容学生活动The Second Period Listening and SpeakingTeaching goals 教学目标1. Target language 目标语言English numbers2. Ability goals 能力目标Help the students to read and write some English numbers correctly.Help the students find the main parts of an experiment while they are listening.3. Learning ability goals 学能目标Help the students know the rules of expressing numbers.Help the students guess the main parts of a listening material from the tips.Teaching important points 教学重点 Let the students pay attention to the key words in the materials about Aim, Equipment, Method, Result, and Conclusion.Teaching difficult points 教学难点Help the students read some large English numbers.Teaching methods 教学方法Listening and discussion.Teaching aids 教具准备A projector and a recorder.Teaching procedures & ways 教学过程与方式Step RevisionCheck the students homework. For Exercises 6 and 7, give them answer sheet. For Exercise 8, ask 10 students to read out the complete sentences one by one. They should pay attention to their pronunciation and intonation.Step Listening and WritingThis is a continued part to the reading material. The students can get more familiar with some new words and expressions, and also get familiar with the description of an experiment. Ask the students to scan the three activities in LISTENING AND WRITING on P46, so that they know what they are going to do, and try to get ready to catch the key words or key sentences when they are listening. T: Now, please turn to page 46. We are going to have a listening. At first, scan the three instructions to know what you are going to do.Several minutes later.T: Do you know what you are going to do?Ss: Yes. T: Whats the first one?S1: To read the Aim below and predict the Result.T: What is your prediction?S1: I think there are two results. One is that the magnesium is heavier than before. The other is that it becomes a little lighter than before. Its difficult to get a result, unless we make an experiment.T: Good, this is a correct attitude towards science. Now, well listen to the conversation to find the result. So please listen carefully and write down the key words.Play the recorder for the students to have a first listening. After that, let the students write down their answers using the key words. If possible, ask them to write the whole sentences.T: Now lets listen and complete the description of the scientific experiment. Weve known the Aim and Result. What we should focus on is Apparatus, Method and Conclusion. And for Method, we should pay attention to the function words: first, then, next, after that, and lastly. Do you remember?Ss: Yes. T: OK, lets listen again.Play the tape recorder again. The students listen to the recorder and complete their sentences. At last, collect the answers.Step Listening and Speaking (P95)This is another experiment for the students to have a listening. The purpose of the listening is the same as the above one. Ask the students to read the exercises before listening, including Exercises 13, 14 and 15, so that they know clearly what they are going to do.T: Now, well have another listening. Are you clear about what you are going to do?Ss: Yes.T: OK, for Exercise 13, we have to decide what the aim of the experiment is. And then decide the correct order of the stages. So, first look at the pictures, work in pairs to describe what the boy is doing.Let the students do the job, and then collect their descriptions.T: Well, just now, I collected some of your descriptions about what the boy is doing. Look at the sentences on the screen.Write the following sentences on the screen.a) Bob is writing a conclusion.b) He is squeezing a lemon.c) He is going to fire the paper.d) This is the aim of the experiment.e) He just lighted a candle.f) He is going to write something on the paper.g) He is blowing the paper.T: All of these descriptions are very good. Now lets listen to the tape to find the aim and put the stages in the correct order.After the students finish the task, check their answers with the whole class by listening to the material again.T: Well, its time for us to have a speaking. Look at Exercise 15. Take it in turns to describe the experiment. Use these words and phrases in the box.Give the students some time to do the job. And then ask one or two of them to read out their descriptions. Teacher can also leave this part as homework.Step Vocabulary and Speaking In this part help the students master the rules of reading English numbers. There are 3 tasks in this step: Task 1, Activity 1; Task 2, Activity 2; Task 3, Activities 3 and 4.Task 1: Activity 1T: Today well learn how to read some English numbers. Please look at Screen 1, Part A. There are some numbers on it. Find the rules and then work in pairs to read them correctly.Screen 1:A2202002,00020,000200,0002,000,00020,000,000200,000,0002,000,000,000B1221231,23412,345123,4561,234,56712,345,678123,456,7891,234,567,890Several minutes later.T: Do you find the rules of these numbers?S1: It seems that three zeros are used as a unit.T: Right. How do you read 20,000?S1: Twenty thousand.T: How about 200,000?S1: Two hundred thousand.T: How about 2,000,000?S1: Two thousand thousand.T: Im afraid you are wrong. It should be two million.S1: Sorry, I forget it.T: OK, how about 20,000,000?S2: Its twenty million.T: Right. How about 200,000,000?S3: Thats two hundred million.T: What about 2,000,000,000?S4: That is two thousand million. T: Right. This is the way that English numbers are read. American would like to read like this: two billion. You did very well. Sit down, please. Now, lets look at the screen. Here is the ways we read English numbers. Please pay attention to the bold face. Thats the unit of the numbers.Screen 2:200Two hundred2,000Two thousand20,000Twenty thousand200,000Two hundred thousand2,000,000Two million20,000,000Twenty million200,000,000Two hundred million2,000,000,000Two thousand million or two billionLet the students read the numbers on Screen 2 and then read numbers in Part B in Screen 1. Let them work in pairs to do the job, and then ask them to read the numbers out individually.S: .T: Now lets look at Screen 3. These are the ways we read and write the numbers.Screen 3:22Twenty-two123One hundred and twenty-three1,234One thousand, two hundred and thirty-four12,345Twelve thousand, three hundred and fifty-five123,456One hundred and twenty-three thousand, four hundred and fifty-six1,234,567One million, two hundred and thirty-four thousand, five hundred and sixty-seven12,345,678Twelve million, three hundred andforty-five thousand, six hundred and seventy-eight123,456,789One hundred and twenty-three million, four hundred and fifty-sixthousand, seven hundred and eighty-nine1,234,567, 890One billion, two hundred and thirty-four million, five hundred and sixty-seven thousand, eight hundred and ninetyTo check whether the students have mastered the way of reading English numbers, let them look at the numbers in Activity 1. There are two mistakes. Let the students read the numbers and find the mistakes.T: Now there are some numbers in Activity 1 on page 42. There are two mistakes in them. Read the numbers and then find the mistakes. After that Ill ask some of you to tell the mistakes.Later.T: What are the mistakes?S1: One is in Number 1. The word “thousand” is missing after “four hundred and seventy”. The other is in Number 2. The word “one” (or “a”) is missing before “hundred million”.T: Quite right. Thats all for Activity 1. Task 2: Activity 2Now, lets turn to Activity 2. Look at the fractions and the way of saying them. Whats the rule?S1: The upper ones are cardinal numbers and the lower ones are ordinal numbers.T: Right. When do we use plural forms?S2: When the upper one is more than one.T: Right. But the way you are saying is very interesting. In English, what you call “upper one” is called numerator of a fraction; while the “lower one” is called denominator. Now, lets read these fractions in English: 2/5, 5/8, 9/10, 3/8, 5/6.Students read the fractions.Task 3: Activities 3 and 4T: Now, lets look at Activity 3. Describe the fractions in Activity 2 as percentages. Ask the students to work in pairs to compare their answers. And then collect the answers from the class.T: Now, look at Activity 4. Read these questions aloud and say the answers. Work in pairs to take turns asking and answering the questions.Give them some help, if some of them have any trouble in doing this. After a while, check the answers with the whole class.If time permits, finish Activity 5. If not, leave it as homework.Step HomeworkT: In this class we listened to two materials and learned to read some numbers in English. Its hard, but you have mastered all of them. You are terrific! Now, pay attention to our homework: One is to preview Vocabulary on page 46; The other is to finish Exercise 9 on page 93 and Exercise 15 on page 95. For Exercise 15, youd better write them down, so that we can show them out on the screen. Next time, Ill check your answers to these exercises. OK, class is over, see you tomorrow.Ss: See you.The Third Period GrammarTeaching 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, lotsb. 重点句式The earth is forty-nine times larger than the moon. P43The earth is forty-nine times as large as the moon. P43Its getting brighter and brighter! P47The closer you are, the more youll see. P47The more books I read, the more information I learn. P472. 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 RevisionFor 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 Lead-inShow 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, well learn the degrees of comparison. At first, lets 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, well learn some of them. Step Degrees of comparison 1 (P43) In this step, the students will finish Activity 1 and Activity 2 on page 43.Task 1: Activity 1Let 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. Whats 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. Thats what well 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: Its 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, lets 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. Youve 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, lets go on to do some maths problems.Task 2: Activity 2Read 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. Its about the uses of the two structures weve 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 weve 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: Thats 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 Qomolangma is about six times higher than Mount Tai. Or, Mount Qomolangma is about six times as high as Mount Tai.S5: My aunts house is twice as large as my house. Or, my aunts 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 Degrees of comparison 2 (P47) Task 1: Activity 1T: Now, please finish the sentences on the screen, using proper words and the structure.Show the sentences on the screen.bright dark heavy weak fat1. When the sun rises, it is getting _.2. When the sun sets, its 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 brighter2. darker and darker 3. heavier and heavier4. weaker and weaker 5. fatter and fatter T: Now, we are going to learn another structure. Suppose you save a millionaires 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?S1: The more, the better.T: Yeah, you are so clever. Its 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! Youre clever. But there cant be such an easy thing in the world. No pains, no gains. If you gain what you shouldnt gain, that would be a disaster. Now, please look at the three sentences on the screen:1. Its getting brighter and brighter!2. The close you are, the more youll 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, lets practice the structure. Please look at Activity 2 on page 47. Use the words below to write sentences as in the exampl