Teaching Plan of Unit 13 全单元5课时教案(人教版高二英语下册教案教学设计)
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The water planet
Tasks which should be achieved in this unit:
a. Achieve language skills and related knowledge about the topic of water and the ocean.
b. Learn how to make suggestions and how to express opinions.
The water is being used to /for….
We should/ could….
If we …, we can ….
It would be better to …
c. Vocabulary in this unit:
benefit, disadvantage, range, available, pure, mass, float, absorb, stable, bottom;
d. Useful expressions:
benefit from, range from … to…., all the way, be made up of, that is, freezing point, break down, mix with, be measured in…, take advantage of…, keep … steady, manage to do.
e. Grammar:
Review Modal Verbs.
情态动词can, could, may, might, will, would, shall, should, must, can’t 等的用法。
1) can /could
Jin can speak English well. (ability)
Could you please show me the way to Beihai Park? (request)
2) may /might
May we see the awards for the teams? (permission; request)
She might give you some new clothing. (possibility)
3) will /would
The Spring Festival is the most fun. The whole family will come for dinner. (promise; agreement)
Often he would dress up like a rich man. (past habit; custom)
4) shall /should
The harvest festival begins on Saturday. We shall be there with our friends. (promise; agreement)
You should arrive at the airport two hours before he goes. (advice)
5) must /can’t
Wang Feng wins an award every year. He must be very strong (speculation)
You must be joking. That can’t be true. (guessing)
Teaching procedure:
Period 1.
Contents: Warming up & reading comprehension
Step 1.Warming up
Aim: Make students get to know something about water.
Step 2. Pre-reading
1.Show some pictures of making electricity, irritating in agriculture, transport by ships, etc,.
2. group work:
How is the water being used?
Step 3. While-reading
1.Scanning: Ss read scan the bold words in the passage and understand the structure of the passage.
How many parts are there in the passage?
2.Ss read and get the main ideas of each part.
Part 1(para1): the properties of water;
Part2(Para2): chemical structure of water---H2O
Part3(Para3): salinity----- the percentage of salt.
Part4(Para4): Density
Part5(Para5): heat capacity
Part6(Para6-7) Ocean motion
Step 4. After-reading
Finish the post-reading Ex on P21.
Step 5. Assignment
1. surf the internet and get more information about water and ocean using search engines like yahoo or baidu. ( or just input the key words like Jules Verne into the address column of IE)
2. discussion:
What will you prepare for writing an explanation of corals?
After discussion, work out an outline.
Period 2.
Contents: difficulties in the passage.
Step 1. Warming up
Ask some Ss to present their homework.
Step 2. Learning about the language:
Play the tape for students to follow.
Teacher explain some language points in the text on page 19--20.
1. Who benefits from using water in this way?
Benefit…from/ by…
This song reminds me of France.
Remind me to answer the letter.
I reminded her that the book would cost her much.
2. Life in the oceans ranges from the tiniest plankton all the way to giant like sharks and whales.
Range from… to…/ range between …. And…. 意为“从。。。。到。。。不等；在一定的范围内变化”，例如：
Temperatures here range from 10 to 30 degrees centigrade.
Prices range between ￡7 and ￡10.
His interests ranged from chess to canoeing.
3. The two hydrogen atoms form a polar molecule, that is, one with a slightly positive end and one with a slightly negative end.
That is 用作插入8，意为“那就是，即”
My birthday is a week later, that is, March 1st.
John is a New Yorker, that is , he lives in New York.
4. The nutrients in whatever falls into the ocean will quickly become available to other living creatures.
Whatever 引导名词性从句作宾语。
Tell me whatever is troubling you.
She is always succeeds in whatever she tries.
5. Marine animals and plants take advantage of the density of water.
Take advantage of “利用，欺骗”
Taking advantage of his friends, Mr. Li was scolded.
He always takes advantage of mistakes made by others.
Step 3. Practice
Ss finish on page 14 by themselves and then check the answers.
Step 4. Assignment
1. Learn the useful expressions by heart.
2. Finish Ex1 –3 on page 96-97 on WB
3. read the whole passage aloud.
Period 3.
Contents: Grammar; talking and speaking
Step 1. Revision
Check the answers of Ex 1 – 3 on page 96-97.
Step 2. Review Modal Verbs.
1 情态动词的语法特征
　1） 情态动词不能表示正在发生或已经发生的事情，只表示期待或估计某事的发生。
　2） 情态动词除ought 和have 外，后面只能接不带to 的不定式。
　3） 情态动词没有人称，数的变化，即情态动词第三人称单数不加-s。
　4） 情态动词没有非谓语形式，即没有不定式，分词，等形式。
　
2 比较can 和be able to
1）can/could 表示能力；可能 （过去时用could）, 只用于现在式和过去式（could）。be able to可以用于各种时态。例如：
　 They will be able to tell you the news soon. 他很快就能告诉你消息了。
2）只用be able to的情况：
　 a. 位于助动词后。
　 b. 情态动词后。
　 c. 表示过去某时刻动作时。
　 d. 用于句首表示条件。
　 e. 表示成功地做了某事时，用was/were able to，不能用could。例如：
He was able to flee Europe before the war broke out. = He managed to flee Europe before the war broke out.
他在战争爆发之前逃离欧洲。
注意：could有时不表示时态
1）提出委婉的请求，（注意在回答中不可用could）。例如：
　　 --- Could I have the television on? 我能看电视吗？
　　 --- Yes, you can. / No, you can't. 可以/不可以。
2）在否定句、疑问句中表示推测或怀疑。例如：
　　 He couldn't be a bad man. 他不大可能是坏人。　
3 比较may和might
1） 表示允许或请求；表示没有把握的推测；may 放在句首，表示祝愿。例如：
　　May God bless you! 愿上帝保佑你！
　　He might be at home. 他可能在家。
注意：might 表示推测时，不表示时态，只是可能性比may 小。
2） 成语：may/might as well，后面接不带to 的不定式，意为"不妨"。例如：
　　　If that is the case, we may as well try.如果情况确实如此，我们不妨试一试。
典型例题
　 Peter ___come with us tonight, but he isn't very sure yet.
A. must　　 B. may　 C. can　 D. will
答案B. 表可能性只能用may。此句意可从后半句推出。
4 比较have to和must
1） 两词都是'必须'的意思，have to 表示客观的需要，must 表示说话人主观上的看法，既主观上的必要。例如：
My brother was very ill, so I had to call the doctor in the middle of the night.　
弟弟病得很厉害，我只得半夜里把医生请来。（客观上需要做这件事）
　　He said that they must work hard. 他说他们必须努力工作。（主观上要做这件事）
2）　have to有人称、数、时态的变化，而must只有一种形式。但must 可用于间接引语中表示过去的必要或义务。例如：
He had to look after his sister yesterday. 他昨晚只得照顾他姐姐。
3） 否定结构中：don't have to表示"不必"，mustn't表示"禁止"。例如：
　　 You don't have to tell him about it.　你不一定要把此事告诉他。
　　 You mustn't tell him about it.　　　　你不得把这件事告诉他。
5 must表示推测
　1） must用在肯定句中表示较有把握的推测，意为"一定"。
　2） must表对现在的状态或现在正发生的事情的推测时，must 后面通常接系动词be 的原形或行为动词的进行式。例如：
　　　You have worked hard all day. You must be tired. 你辛苦干一整天，一定累了。（对现在情况的推测判断）
　　　He must be working in his office. 他一定在办公室工作呢。
　 比较：He must be staying there. 他现在肯定在那里。
　　　　　　He must stay there. 他必须呆在那。
　3） must 表示对已发生的事情的推测时，must 要接完成式。例如：
　　 I didn't hear the phone. I must have been asleep.　我刚才没有听到电话，我想必是睡着了。
　4） must表示对过去某时正发生的事情的推测，must 后面要接不定式的完成进行式。例如：
　　---Why didn't you answer my phone call? 为何不接我的电话？
　　---Well, I must have been sleeping, so I didn't hear it.唉，肯定在睡觉，所以没有听见。
　5） 否定推测用can't。例如：
　　 If Tom didn't leave here until five o'clock, he can't be home yet.　如果汤姆五点才离开这儿，他此时一定还未到家。
6 表示推测的用法
　 can, could, may, might, must 皆可表示推测，其用法如下：
1）情态动词+动词原形，表示对现在或将来的情况的推测，此时动词通常为系动词。例如：
　　 I don't know where she is, she may be in Wuhan. 我不知道她在哪儿，可能在武汉。
2）情态动词+动词现在进行时，表示对现在或将来正在进行的情况进行推测。例如：
　　 At this moment, our teacher must be correcting our exam papers. 这时，想必我们老师正在批改试卷。
3）情态动词+动词完成时，表示对过去情况的推测。例如：
　　 The road is wet. It must have rained last night. 地是湿的，昨天晚上一定下雨了。
4）情态动词+动词的现在完成进行时，表示对过去正在发生事情的推测。例如：
　　 Your mother must have been looking for you. 你妈妈一定一直在找你。
5）推测的否定形式，疑问形式用can't, couldn't表示。例如：
Mike can't have found his car, for he came to work by bus this morning.
迈克一定还没有找回他的车，因为早上他是坐公共汽车来上班的。
　　 注意：could, might表示推测时不表示时态，其推测的程度不如can, may。
7 情态动词+ have +过去分词
1） may（might） have + done sth, can （could） have + done sth　表示过去，推测过去时间里可能发生的事情。例如：
　　Philip may （might） have been hurt seriously in the car accident. 菲力浦可能在车祸中受了重伤。
　　Philip can （could） have been hurt seriously in the car accident.
2） must have +done sth，对过去时间里可能发生的事情的推测，语气较强，具有"肯定"，
"谅必"的意思。例如：
　 ---Linda has gone to work, but her bicycle is still here. 琳达已经去上班了，但她的单车还在这儿。
　 ---She must have gone by bus.肯定乘巴士去的。
3） ought to have done sth, should have done sth表示本应该做某事，而事实上并没有做。否定句表示"不该做某事而做了"。例如：
　　You ought to （should） have been more careful in this experiment. 你当时在做试验时应该更仔细点。
　　He ought not to have thrown the old clothes away.他不该把旧衣服扔了。（事实上已扔了。）
　　ought to 在语气上比should 要强。
4） needn't have done sth表示本没必要做某事，但做了。例如：
I dressed very warmly for the trip, but I needn't have done so. The weather was hot.
旅行时，我衣服穿得较多，其实没有必要。那时天很热。
5） would like to have done sth表示本打算做某事，但没做。例如：　
　　I would like to have read the article, but I was very busy then. 我想读这篇文章，但太忙了一直没读。
8 should 和ought to
除了上述的用法，两者还可表示"想必一定，按理应该"的意思。例如：
I ought to be able to live on my salary. 靠我的薪水，想必也能维持了。
It ought to be ready now. 想必现在准备好了吧。
They should be there by now, I think. 现在他们该到那儿了。
The poems should be out in a month at most. 诗集估计最多还有一个月就要出版了。
9 had better表示"最好"，相当于一个助动词，它只有一种形式，它后面要跟动词原形。例如：
　　It is pretty cold. You'd better put on my coat. 天相当冷。你最好穿上我的外套。
　　She'd better not play with the dog. 她最好不要玩耍那条狗。
　　had better have done sth表示与事实相反的结果，意为"本来最好"。例如：
　　You had better have come earlier. 你本该来得早一点。
10 would rather表示"宁愿"
　 would rather do
　 would rather not do
　 would rather… than…　 宁愿…而不愿。
　 还有would sooner, had rather, had sooner都表示"宁愿"、"宁可"的意思。例如：
　 If I have a choice, I had sooner not continue my studies at this school. 如果有选择的余地，我宁可辍学离开这个学校。
　 I would rather stay here than go home. = I would stay here rather than go home. 我宁愿呆在这儿，而不愿回家。
典型例题
----Shall we go skating or stay at home?
----Which ___ do?　　　　　
A. do you rather B. would you rather C. will you rather D. should you rather
答案B。本题考查情态动词rather的用法，would rather +do sth 意为"宁愿"，本题为疑问句，would 提前，所以选B。
11 will和would
　注意：1）would like；would like to do = want to 想要，为固定搭配。例如：
　　　 Would you like to go with me? 想和我一块去吗？
　 2）Will you…?　Would you like…? 表示肯定含义的请求劝说时，疑问句中一般用some, 而不是any。例如：
　　 Would you like some cake? 吃点蛋糕吧。
　 3）否定结构中用will，一般不用would, won't you是一种委婉语气。
　　 Won't you sit down? 你不坐下吗？
12 情态动词的回答方式
问句 肯定回答 否定回答
Need you…? Yes, I must. No, I needn't
Must you…?　 No, I don't have to.
典型例题
1）---Could I borrow your dictionary?
　　 ---Yes, of course, you____.　
A. might　 B. will　 C. can　 D. should
　 答案C. could表示委婉的语气，并不为时态。答语中of course，表示肯定的语气，允许某人做某事时，用can和 may来表达，不能用could或might。will 与you连用，用来提出要求或下命令。should与you 连用，用来提出劝告。
2）---Shall I tell John about it?
　　---No, you ___. I've told him already.　　
　 A. needn't　　 B. wouldn't　　 C. mustn't　　 D. shouldn't
　 答案A。needn't 不必，不用。 wouldn't 将不, 不会的。 mustn't 禁止、不能。 shouldn't　不应该。本题为不需要，不必的意思，应用needn't。
3）---Don't forget to come to my birthday party tomorrow.
　 ---______.
A. I don't　 B.　I won't　 C. I can't　 D. I haven't
答案B. will既可当作情态动词，表请求、建议、也可作为实义动词表"意愿、意志、决心"，本题表示决心，选B。
13 带to 的情态动词
带to 的情态动词有四个：ought to, have to, used to, be to, 如加上have got to （=must）, be able to，为六个。它们的疑问、否定形式应予以注意：
　 Do they have to pay their bill before the end of the month?
　 She didn't use to play tennis before she was fourteen.
　 You ought not to have told her all about it.
　 Ought he to see a heart specialist at once.?
　 ought to 本身作为情态动词使用。其他的词作为实义动词使用，变疑问，否定时，须有do 等助动词协助。
典型例题
Tom ought not to ___ me your secret, but he meant no harm.　
A. have told　 B. tell　 C. be telling　 D. having told
　 答案A。由于后句为过去时，告诉秘密的动作又发生在其前因，此地应用过去完成时，但它在情态动词 ought to 后，所以用have told。
14 比较need和dare
　 这两词既可做实义动词用，又可做情态动词用。作为情态动词，两者都只能用于疑问句，否定句和条件句。need 作实义动词时后面的不定式必须带to，而dare作实义动词用时, 后面的to 时常可以被省略。
1） 实义动词：need（需要, 要求） need + n. / to do sth
2） 情态动词：need，只用原形need后加do，否定形式为need not。例如：
　　 Need you go yet? 你要走了吗？
　　 Yes, I must. / No, I needn't.是的，我要走了/不，不急着走。
2. Ss do the grammar ex. On p21-22 to see if they can use the modal verbs correctly.
3. More exercises to consolidate the Grammar.
.EX1—2 on page 98-99 of WB.
Step 3. Talking
1. Ss four in one group and have a discussion about the topics on page 96.
2. Ss make notes during the discussion, and try to report the topic to the whole class.
Step 4. Speaking
Learn how to make suggestions and how to express opinions.
The water is being used to /for….
We should/ could….
If we …, we can ….
It would be better to …
5. Assignment
Writing on page 94.
Period 4.
Contents: Integrating skills:
Step 1. Warming up
Ask Ss to scan the passage and raise some questions:
Explain some difficulties if necessary:
Step 2. Reading
1. Ss read the passage :
2. Help Ss to understand the passage entirely.
Step 3. Writing
Finish the writing task on p 24.
You can give Ss some strategies for writing a short essay, or give them an outline if necessary.
Period 5.
(Listening)
Step 1. Listening
1. Ss finish the listening task on page 18.
2 . Ss listen to the tape again and check the answers.
Step 2. dealing with the Ex 1—4 on p 95 of Workbook.
Step 3. Listening skills
Give the students some tips on how to improve listening while checking the Ex.
a. make notes while listening;
b. grasp the most important information;
c. take some notes while listening.
Step 4. listen and reading:
First listen and then read the passage on p99.
Period 6.
Revision:
Go over the important points in this unit once again, and give Ss some additional reading materials if possible.
Period 7.
Teachers can use this period freely.
Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish Assessing on page 101. It is very important to improve their learning and let them have a sense of achieving gradually.
The Second Period
Teaching Aims:
1.Learn and master the following words and phrases:
cube,property,range,medium,relatively,dissolve,pure,relationship,mass,float,absorb,bottom,all the way,that is,add…to,mix with,take advantage of,manage to do
2.Improve the students’ reading ability.
3.Enable the students to realize that it is important to protect the water on our planet.
Teaching Important Points:
1.Improve the students’ reading ability.
2.Master the following phrases:
all the way,that is,mix with,take advantage of,manage to do
Teaching Difficult Point:
How to make the students understand the reading passage better.
Teaching Methods:
1.Discussion before reading to make the students interested in what they will learn.
2.Fast reading to get a general idea of the text.
3.Discussion after reading to make students understand what they’ve learned better.
4.Careful reading to get the detailed information in the text.
Teaching Aids:
1.the multimedia
2.the blackboard
Teaching Procedures:
Step Ⅰ Greetings and Revision
(Greet the whole class as usual.)
T:Yesterday we learnt something about water.Now who can tell me what you learned yesterday?
S1:I learned that water is very important to all the living things on the earth.
T:OK,can you give me the reason why it is important?
S2:Water can be used to wash clothing,to made electricity,to water the farm and so on.Of course,every day we must drink enough water.So water is very important.
T:Anything else?
S3:I know something about water.For example,from the experiments we made yesterday,I know vegetable oil can’t be dissolved by water.
Step Ⅱ Pre-reading and Reading
T:OK.Thank you for your answers to my questions.As we all know,we can’t live without water.But do you know what makes water so important to all the living things?
Ss:No,we don’t know.
T:Maybe we can get the answer to the question after reading the article for today.Before you read,first let’s learn the new words and phrases in the passage.
(Teacher deals with the new words with the whole class.)
T:Now please read the passage quickly to get the general idea and try to use the following structures to make six questions.
(Teacher uses multimedia to show the structures on the screen.)
1.What is/are ______?
2.What does ______ look like?
3.What are different parts of ______?
4.What can ______ be compared to?
5.How does ______ work?
6.What are some examples of ______?
(Teacher gives students five minutes to finish the fast reading and making questions.Five minutes later,teacher asks some students to write their questions on the blackboard.)
1.What are the properties of water?
2.What does the earth look like?
3.What are different parts of the ocean?
4.What can the ocean be compared to?
5.How does the special air-conditioner—the ocean work?
6.What are some examples of species in the ocean?
T:Well done.Who can tell me the general idea of the text?
S4:The passage mainly tells us it is water that makes the ocean so important to all the living things in the world.
T:Good work.Next,let’s read the passage carefully to get more information about water.While you are reading,try to finish the chart in Post-reading on Page 21 and find out the answers to the questions on the blackboard.
(Teacher gives students enough time to read the text and collects their information for the chart.)
Suggested answers:
Property What is it? What is it good for?
Chemical structure Every water molecule is made up of two hydrogen atoms and one oxygen atom. It is good for the living things in the ocean to absorb the nutrients easily.
Density The density of pure water is 1 000 kg/m3,meaning that one cubic metre of water weighs one thousand kilogram. It is good for marine organisms to take advantage of the density of water.
Heat capacity Heat capacity is the amount of energy it takes to raise the temperature of a substance one degree centigrade. It is good for the earth to keep the temperature steady.
T:Very good.What about the questions on the blackboard?
S5:I think I can answer the first one.The answer is that the properties of water are chemical structure,salinity density,heat capacity and ocean motion.
S6:In my opinion,the answer to the fourth question is that the ocean can be compared to a great place to live in.
T:Do you agree with them?
Ss:Yes.
T:What about other questions?
S7:I think plankton,sharks and whales are examples of species in the ocean.
S8:The answer to the second one is that the earth looks like an ocean planet.
T:You are quite right.Any volunteers?
S9:Dear teacher.Can you tell us the meaning of the special air-conditioner—the ocean?
T:Maybe it means that there are some similarities between air-conditioner and the ocean.
S9:Thank you.I got it.
T:Then,who can answer the question?
S10:Because the ocean can keep the temperature of the earth steady,some students compare the ocean to a special air-conditioning.I think the ocean keeps the temperature of the earth steady by absorbing and releasing heat.
T:Well done.There is only one question left.Who wants to try?(Nobody answers the question.)
T:Do you think it is a question that the text can’t answer?
Ss:Yeah.We think so.
T:OK.Maybe you are right.But I want to know the reason why you think the passage can’t answer the third question.
Ss:Because there is not any information about the different parts of the ocean.
T:Then,are there any questions you would need to add to “cover” all the information in the text?
S11:I have a question.Why is the water in the ocean always moving?
S12:Since changes in salinity and temperature affect water’s density,the water in the ocean is always moving.
Step Ⅲ Further Understanding and Language Study
T:Well done.I think you are very familiar with the passage.In the passage there are some words and expressions we should master.Now let’s look at the screen.I will give you some explanations about the words and expressions.
1.incredibly adv. (extremely or unusually)
e.g.The water is incredibly hot.
2.available adj.(that can be used or obtained)
e.g.Tickets are available at the box office.
The book is available to all the students.
3.range vi.
range from A to B
e.g.Their ages range from 25 to 50.
His interests ranged from chess to canoeing.
4.But the way the water molecule…
e.g.I don’t like the way (in which/that) he looks at me.
They admired the way (in which/that) she dealt with the crisis.
5.that is (to say) (which means)
e.g.A week later,that is,May 1 is her birthday.
He is a local government administrator,that is,he is a Civil Servant.
6.take advantage of (make use of something well/make use of somebody unfairly)
e.g.They took full advantage of the hotel’s facilities.
She took advantage of my generosity.
7.be sensitive to something (affected easily by something)
e.g.She is very sensitive to other’s words.
(Teacher writes the words,phrases and sentences on the blackboard.)
Step Ⅳ Listening and Reading Aloud
T:Let’s listen to the tape.When I play it for the first time,just listen to it.When I play it for the second time,please listen and repeat.Then read the text aloud.Are you clear about that?
Ss:Yes.
(Te teacher plays the tape for the students to listen.After listening,the teacher goes among the students and corrects any mistake the students make in pronunciation,stress and intonation.)
Step Ⅴ Summary and Homework
T:Today,we have read a passage about water.As we know,it is very important to all the living things.So we should do all we can to protect water from being polluted.In addition,try your best to retell the passage in your own words.Is that clear?
Ss:Yes.
T:See you tomorrow!
Ss:See you tomorrow!
Step Ⅵ The Design of the Writing on the Blackboard
Unit 13 The water planet
The Second Period
Questions:
1.What are the properties of water?
2.What does the earth look like?
3.What are different parts of the ocean?
4.What can the ocean be compared to?
5.How does the special air-conditioner—the ocean work?
6.What are some examples of species in the ocean?
Words:incredibly,available
Phrases:range from A to B,that is,take advantage of,be sensitive to
Sentences:But the way the water molecule…
Step Ⅶ Record after Teaching
The Third Period
Teaching Aims:
1.Review Modal Verbs.
2.Do some exercises to review some important words learnt in the last period.
Teaching Important Point:
Review Modal Verbs.
Teaching Difficult Point:
How to help the students correctly use the Modal Verbs.
Teaching Methods:
1.Review method to help the students remember all the Modal Verbs they have learnt before and use them correctly.
2.Individual work or group work to make every student work in class.
Teaching Aids:
1.the multimedia
2.the blackboard
Teaching Procedures:
Step Ⅰ Greetings and Revision
(Greet the whole class as usual.)
T:Yesterday we learned a passage about water and now who can retell the passage in your own words?
S1:Let me try.
…
T:Well done.Thank you for your performance.
Step Ⅱ Word Study
T:Now please turn to Page 21.Look at the first part of Word Study.There are some words learnt in the last period,but the letters of these words are in the wrong order.Now I will give you a few minutes to put the letters in the correct order.
(A few minutes later,teacher may ask some students to spell their answers and give the Chinese meaning of each word to all the students.Finally teacher writes the correct words on the blackboard.)
1 otmas atoms
2 tanomu amount
3 sdlio solid
4 oasbrb absorb
5 cgrnetidea centigrade
6 sag gas
7 nhroygde hydrogen
8 yoxgen oxygen
9 assm mass
10 fatol float
T:Good work.Next look at the screen and try to complete the following sentences by filling in the blanks with the proper words.The first letter has been given and some words can be used more than once.If you need,you can have a discussion with your partner.
(Teacher uses the multimedia to show the following sentences on the screen.)
1.The water molecule is made up of two h_____ atoms and one o_____.
2.Water is a l_____ at room temperature,but it turns into a s_____ when the temperature drops below 0℃ and into a g_____ when heated above 100℃.
3.An a_____ is the smallest part of any living or nonliving thing.
4.Places by the sea often have a s_____ climate that is never too hot or too cold,because water can a_____ and release a lot of heat.
5.Soil can a______ water,so it helps keep water from flowing away.
6.Marine scientists study the r_____ between living creatures and their habitat in the ocean.
7.Salt water has a lower f______ point and is heavier than fresh water.
8. Oil has a density lower than 1000 kg/m3,so it will f______ on water.
(Teacher gives students enough time to prepare and then check their answers.)
Suggested answers:
1.hydrogen,oxygen 2.liquid,solid,gas
3.atom 4.steady,absorb
5.absorb 6.relationship
7.freezing 8.float
Step Ⅲ Grammar
T:Up to now we have learnt many modal verbs.Who can tell me what they are?
Ss:…
(Teacher asks some students to write their answers on the blackboard.)
Modal Verbs:
can/could,may/might,will/would,be able to,must,should,have to,need,shall,ought to,had better.
T:Very good.Then do you know how to use them?
S2:I know “should” can be used to give others some advice.
S3:I know when I want to borrow a book from my friend,I can use “may”.
…
T:Your answers are very good.There is a conclusion about modal verbs on the screen.Let’s look at it.
(Teacher uses the multimedia to show the conclusion on the screen.)
Modal Verbs:
Possibility:can/could,may/might
Ability:can/could,be able to
Requests:can/could,will/would,would like
Necessity:must,have to,have got to,need
Certainty:must,will,should
Permission:can/could,may/might
Suggestions:could may/might,shall
Advice:should,ought to,had better
T:From the chart we can see modal verbs can be classfied into eight groups by their usages.Are you clear about the classification?
Ss:Yes.
T:OK.Now look at the first part in Grammar.Finish the exercises according to the class fication of modal verbs.If you need,you can discuss with your partner.In addition you’d better make it clear why you choose A、B、C,or D.Are you clear about the requirements?
Ss:Yes.
(Teacher gives students enough time to finish the exercises.Then deals with them with the whole class.)
T:Are you ready?
Ss:Yes.
T:OK.Who’d like to tell me the answer to the first one?
S4:I think “A” is right.
T:Can you tell us the reason why you choose “A”?
S4:Because the speaker wants to express his/her request.Among A、B、C and D,only A can be used to express request.
T:Very good.What about the second one?
S5:“May” is right,I think,because the sentence is used to ask for permission.
T:Congratulations!Who can answer the third one?
S6:The phrase “wants to” express a state of being necessity.So I think “C” is right.
T:Well done.It’s turn to do the fourth one.Who can try?
S7:I’m not sure,but I want to have a try.Is “C” right?
T:Why did you choose “C”?
S8:I think the first sentence expresses some necessity and the second one expresses guess.
S9:I don’t think so.Because “must” can’t be used in negative sentences to express guess.
S8:Oh,I’m sorry.I forgot it.I see,the correct answer is “D”.
T:Excellent!
…
(Teacher encourages students to show their opinions about each one,and then teacher gives the correct answers and some necessary explanations.)
Suggested answers:
1.A 2.A 3.C 4.D 5.A 6.A 7.A 8.B 9.A
T:You have finished the first part successfully.Now let’s go on with the second part.Do you have confidence to finish it?
Ss:Yes.Of course we have.
T:OK.This is a letter from Mary to John.Maybe John met some problems,so Mary wants to write a letter to help him.But Mary doesn’t know how to use the modal verbs correctly.She wants you to help her finish the letter.Before you finish the letter,read it to get the general idea of it first and then answer the questions on the screen.
(Teacher uses multimedia to show the questions on the screen.)
1.Can you tell from the letter what John’s problem is?
2.Do you agree on the advice that Mary gives to him?Why?What would be your advice?
(Teacher gives students a few minutes to read the letter,and then checks their answers to the questions.)
T:Who’d like to answer the first question?
S10:I want to have a try.In my opinion,John’s problem is that his manager suspected him of stealing something at the meat factory.
T:Well done.Do you agree with him?
Ss:Yes.
T:What about the second one?
S11:I’d like to answer the question.I don’t agree to the advice that Mary gives to him.Because if he finds another job,maybe it means that he really stole something at the meat factory.I think he should tell the manager that he didn’t do it and advise the manager to call in the police to make it clear.
S12:In my opinion,he’d better try to find out who is the real thief to prove that he didn’t do anything wrong.
…
T:I think your suggestions are all very helpful to John and I hope he can find a good way to deal with the problem.Now you are clear about John’s problem.It’s your turn to help Mary finish the letter.Maybe there are more than one answer for some blanks.If you have some difficulties,you can discuss with your partner.Five minutes later,I will check your answers.
Suggested answers:
can/will/should,may
not/might not,must,could/should,might/would,will,might/may/could/would,might,would/could/might,should,will
Step Ⅳ Summary and Homework
T:Today,we’ve reviewed some new words learnt in this unit.In particular,we have reviewed the usages of modal verbs.After class,do more exercises to master them better.Time is up.That’s all for today.See you tomorrow.
Ss:See you tomorrow.
Step Ⅴ The Design of the Writing on the Blackboard
Unit 13 The water planet
The Third Period
Words:
atom,amount,solid,absorb,centigrade gas,hydrogen,oxygen,mass,float
Modal Verbs:can/could,may/might,will/would,need,must,have to,shall,should,ought to,had better
Step Ⅵ Record after Teaching
The Fourth Period
Teaching Aims:
1.Review the useful expressions learnt in this unit by practising.
2.Improve the students’ reading ability by reading the material.
3.Improve the students’ writing ability.
4.Enable the students to realize that it is important to protect the estuary.
Teaching Important Points:
1.Improve the students’ reading ability by reading the material.
2.Improve the students’ writing ability.
Teaching Difficult Point:
How to improve the students’ integrating skills—reading and writing.
Teaching Methods:
1.Fast reading to go through the reading material.
2.Inductive method to help students write a paragraph successfully.
Teaching Aids:
1.the multimedia
2.the blackboard
Teaching Procedures:
Step Ⅰ Greetings
Greet the whole class as usual.
Step Ⅱ Revision
T:Yesterday we did some practice about modal verbs.Now let’s do some more exercises to see if you have mastered them.Please look at the screen.
(Teacher uses multimedia to show the exercises on the screen.)
Fill in the blanks using must/might/may/can/could and their negative forms.
1.—I saw Mary in the street yesterday.
—You ______ have seen her.She is still in Australia.
2.—Could I use your bike?
—Yes,of course you ______.
3.The ground is wet.It ______ have rained last night.
4.A machine ______ think for itself.It ______ be told what to do.
5.Tom,don’t play with the valuable bottle.You ______ break it.
Suggested answers:
1.can’t 2.can 3.must 4.can’t,must 5.may/might
Step Ⅲ Fast Reading
T:Good work.But if we want to use the modal verbs correctly,we must practise them as often as possible.Today we will read another passage.The ocean is very important to all the living things,which is known to us,and I think we have also known about the reason why the ocean becomes so important—because of the properties of water,the ocean is very important.The passage we will read is also about water.It deals with “the body of water”.Are you interested in the topic?
S1:Yes.But what is the meaning of “the body of water”?I think water has no body.
T:Good question.I think you can get the answer to the question by yourself.Now let’s read the passage.While you are reading,try to make clear what is the main idea of each paragraph.Besides,try fast reading,it is helpful to improve your reading ability.
(Teacher gives students a few minutes to read the passage.)
T:Have you finished your reading?
Ss:Yes.
T:Wang Lin,are you clear about “the body of water”?
S2:Yes.I think “the body of water” means the main part of water.
T:You are great!Now who’d like to tell me the main idea of the first paragraph?
S3:An estuary is the body of water where a river meets the ocean.
T:Right,thank you for your answer.What about the second one?
S4:Let me try.The general idea is that estuaries are great places for nature’s young.
T:Wang Ping,tell me the main idea of the third paragraph,please!
S5:I’m not sure.I think the third paragraph tells us estuaries are important to animals and plants,so we should try our best to protect them from environmental pollution.Am I right?
T:Yes.Congratulations!There is only the last paragraph left.Who can try?
S6:I think the main idea of the last paragraph is that estuaries are also important to human beings because they not only provide recreation and education for us but also contribute to the economy.
Step Ⅳ Discussion and Explanation
T:The general idea of the passage is very clear to us now.Now let’s re-read the passage carefully.While you are reading,try to find out the answers to the questions on Page 23.If you need,you can have a discussion about them.Then I’ll check your answers.
(Teacher gives students enough time to read the passage.At the same time,teacher goes among them and helps them express their own opinions in English correctly.)
Suggested answers:
1.Tides provide energy for the ecosystem,and estuaries are protected from waves and storms by islands.In addition nutrients arrive in estuaries from both the land and the ocean.So estuaries are great places for nature’s young ones.
2.Density means the quality of being dense.In other words,there are more living creatures than any other habitat on earth.
3.Estuaries can make our water clean by absorbing nutrients and pollutants from water coming from inland sources.
4.The function that estuaries can absorb pollutants and nutrients makes estuaries very sensitive to environmental pollution.
5.Estuaries can provide recreation and education for human beings.Besides estuaries also contribute to the economy.So they are very important to human beings.
T:Well done.Now you are very familiar with the passage.
To understand the passage better,I will explain some important phrases.Please,look at the blackboard.
(Teacher writes the following phrases on the blackboard.)
1.provide…for
e.g.The company will provide food and drink for them.
2.have an opportunity to do something
e.g.I had no opportunity to discuss the problem with her yesterday.
3.a variety of
e.g.He left for a variety of reasons.
There are a variety of patterns for you to choose from.
4.contribute to
e.g.His work has contributed to our understanding of this difficult subject.
Step Ⅴ Writing
T:Up to now,we have learnt a lot about water and known the properties of water and importance of estuaries.Now you are given an opportunity to check if you know a lot about water.Look at the questions on the screen.
(Teacher uses multimedia to show the questions on the screen.)
1.Why does an ice cube float?
2.What will happen to a piece of metal if you put it in water?
3.Why do so many species live in estuaries?
4.Why have so many cities been built by estuaries?
T:Now imagine that your science teacher asks you to choose one of the questions and write a paragraph to explain it.Use what you learn from this unit and what you know about nature and science to write the paragraph.You must be careful to explain it to make your explanations easy to understand.You’d better look at the tips on Page 24 before you write.It’s of great help to your writing.
Possible samples:
(Question 3)
Salt water from the ocean and fresh water from the river mix together in an estuary.The mixing of fresh and salt water creats a unique enviroment filled with life of all kinds.Here,animals can enjoy all the benefits of the oceans without having to face many of its dangers and nutrients arrive in estuaries from both the land and the ocean.So there are so many species living in estuaries.
(Question 4)
Estuaries are great places for nature’s young.If many cities are built by estuaries,we can enjoy fishing,swimming and having fun on the beach and scientists and students have endless opportunities to study a varety of life in the habitat.What’s more,estuaries also contribute to the economy through tourism and fishing.So many cities have been built by estuaries.
Step Ⅵ Test
T:In this unit,we’ve learnt some important phrases.Now I’ll give you a test to check whether you’ve mastered them or not.Look at the screen,please.
(Teacher uses multimedia to show the test on the screen and gives students a few minutes to finish them.Then checks their answers.)
1.The children’s age ______(在5岁至15岁之间).
2.______(她处理这个问题的方法) is very good.
3.A week later,______（也就是),Oct 1 is National Day.
4.He ______(充分利用了) multimedia in the class.
5.The little girl ______(对温度很敏感).
6.His actions ______(使他受到尊敬).
7.He ______(设法完成了工作) with very little help.
Suggested answers:
1.range from 5 to 15
2.The way she deals with the problem
3.that is
4.took advantage of
5.is very sensitive to temperature
6.made him respected
7.managed to get the work done
Step Ⅶ Summary and Homework
T:Today,we’ve done some reading and writing.We’ve also reviewed some useful expressions in this unit.After class,go over all the important points we have learnt in this unit.That’s all for today.Class is over.
Step Ⅷ The Design of the Writing on the Blackboard
Unit 13 The water planet
The Fourth Period
Phrases:provide…for,have an opportunity to do,a variety of,contribute to
Step Ⅸ Record after Teaching
The Fifth Period
Modal Verbs
Teaching Aims:
1.Review the important usages of modal verbs.
2.Sum up the different situations of modal verbs.
Teaching Important Point:
How to use modal verbs correctly.
Teaching Difficult Point:
How to choose modal verbs correctly.
Teaching Methods:
1.Review method to master the important usages of modal verbs.
2.Inductive method and comparative method to master the important and difficult points.
Teaching Aids:
1.the multimedia
2.the blackboard
Teaching Procedures:
Step Ⅰ Greetings
Greet the whole class as usual.
Step Ⅱ Revision
T:In this unit,we have done some practice about modal verbs.As we know,modal verbs have several points in common which make them quite different from other verbs.Now,please discuss the points in common among modal verbs in groups of four.After a while I will check your answers.
(Teacher gives students enough time to discuss,and then collects their answers and sums them up.)
Modal Verbs:
1.Modal verbs are used when we say that we expect things to happen or that things are possible,or necessary,or impossible,or improbable,or when we describe things that didn’t happen,or that we are not sure whether they happened.
2.Modal verbs have no -s on the third person singular.Questions and negatives are made without “do”.
3.Modal verbs have no infinitives.
4.Modal verbs have no past forms.“Could” and “would” are used with past meanings in some cases.
5.Modal verbs can be used with perfect infinitive to talk about things which didn’t happen,or which we’re not sure about.
Step Ⅲ Revision of the Important Usages of Modal Verbs
T:Good work.As we all know,modal verbs can be classified into eight groups according to their usages.Today we will review some important usages of modal verbs.Firstly,let’s review the modal verbs that can be used to express “possibility”.Please tell me which modal verbs can be used to express “possibility”.
Ss:Can/could/may/might all express “possibility”.
T:When they express “possibility”,they are not quite the same.“Can” is used to talk about theoretical possibility.If we want to talk about the actual chances of something happening,or being true,we use “could/may/might”.Besides,“can” is sometimes used to talk about present “possibility”,but only in questions and negative sentences.Is that clear?
Ss:Yes.
T:Now,let’s do some exercises to master them better.Look at the screen and try to finish the sentences as soon as possible.
(Teacher uses multimedia to show the sentences on the screen.)
Fill in the blanks using can/could/may/might.
1.Would you like to answer the phone?It ______ be your sister.
2.The part of the country ______ be very warm in September.
3.______ it be Lily?
4.It ______(not) be true.
5.You ______ be right.
Suggested answers:
1.could/may/might 2.can 3.Can 4.can’t 5.may/might/could
T:Besides “possibility”,can/could/may/might are also used to express “permission”.Yes?
Ss:Yes.But we are not sure about how to use them.
T:It doesn’t matter.I will give you some explanation.“Can” is the commonest one of the four,and “could” is rather more hesitant than “can”.“May” and “might” are used in a more formal style.They often suggest respect.“Might” is more hesitant and is not very common.Besides,when we give permission,we usually use “can” and “may”,but not “could” and “might”.When we report permission,“may” is not usually used.Are you clear about it?
Ss:Yes.
T:Then try to finish the following exercises,please.
(Teacher shows the exercises on the screen.)
1.—______I use your phone?
—Yes,of course.You ______.
2.______ you come into the meeting room without showing a passport?
3.Mary said that I ______ borrow her car.
Suggested answers:
1.Can/Could/May/Might;can/may
2.Can
3.might/could（“Might” and “could” can be used after a past verb.)
T:Next,which modal verbs do you think are necessary to review?
Ss:The modal verbs expressing “necessity”.They are very important.
T:Yes,I agree with you.We can use “must/have to/have got to/need” to express “necessity”.But about how to use them,I want you to review them by understanding the following sentences by yourselves.Look at the sentences on the screen.
(Teacher shows the sentences on the screen,and then asks some questions.)
1.I really must study hard.
2.You must be here by 3 o’clock.
3.You have (got) to go and see the manager.
4.You needn’t work on Sundays.
T:From the sentences,who can tell me the difference between “must” and “have to”?
S1:I want to have a try.When “must” is used,the necessity comes from the speaker.If the necessity comes from “outside”,“have (got) to” is more common.
T:Congratulations!Do you know how to use “need”?
S2:I think in negative sentences,“don’t need to”,“needn’t” or “don’t have to” is used to say that there is “no necessity”.
T:Please give me an example.OK?
S2:I know the reason why you were late.You needn’t try to explain.
T:Thank you.In addition,I want to tell you “have got to” is used instead of “have to” in informal English.Is that clear?
Ss:Yeah.
T:Now look at the blackboard.(Write the following on the blackboard.)
1.It must have rained last night,for the ground is wet.
2.You can’t have seen him yesterday,for he is still in Australia.
3.You could have told me he was coming.
4.She is very late.She may have missed the bus.
T:These sentences have something in common.Who can tell me what it is?
Ss:The modal verbs in these sentences are used together with perfect infinitives.
T:Very good.Then let’s review the modal verbs used together with perfect infinitives.
S3:When should we use modal verbs together with perfect infinitives?
T:When we talk about the past,we can use the structure,but it has a special meaning.It is used for speculating(thinking about what possibly happened) or guessing (thinking about how things could have been different).Have you got it?
Ss:Yes.Thank you.
T:Now let’s do some exercises to consolidate the usage of the structure.
1.I told Sally how to get there,but perhaps I ______for her.
A.had to write it out
B.must be have written it out
C.should have written it out
D.ought to write it out
2.You didn’t let me drive.If we ______ in turn,you ______ so tired.
A.drove;didn’t get
B.drove;wouldn’t get
C.were driving;wouldn’t get
D.had driven;wouldn’t have got
3.—I want to know why she is late.
—She ______ the early bus.
A.could miss
B.can have missed
C.may have missed
D.might miss
4.—I stayed at a hotel in New York.
—Oh,did you?You ______ with Barbara.
A.could have stayed
B.could stay
C.would stay
D.must have stayed
5.The light is still on.He ______ to turn it off when he ______ the room.
A.may forget;leave
B.must have forgotten;left
C.may forget;have left
D.could have forget;left
(Teacher shows the exercises on the screen and gives students enough time to finish them,and then checks their answers and gives them some necessary explanation.)
Suggested answers:
1.C 2.D 3.C 4.A 5.B
T:Now,it’s turn to review modal verbs expressing “advice”.Who’d like to tell me which modal verbs we can use to express “advice”?
S4:I think we usually use “should/ought to/had better” to give “advice”.
T:Yes.In most cases,both “should” and “ought to” can be used with more or less the same meaning.However,there is a very slight difference.When we use “should”,we give our own subjective opinion.“Ought to” had a rather more objective force,and is used when we are talking about laws,duties and regulations.Are you clear about that?
Ss:Yes.
T:Who wants to give us an example using “should” and “ought to” expressing “advice”?
S5:People ought to vote even though they don’t agree with any of the candidates.
T:Well done.What about “should”?
S6:Let me try.You should see “Hero”—it’s a great film.
T:Thank you for your good performance.Do you know how to use “had better”?
Ss:Yes.When we use “had better”,we don’t usually mean that the action recommended would be better than another one.We simply mean that he/she ought to do it.
T:Please make up a sentence using “had better”.
S7:You’d better hurry up,if you want to get to the factory on time.
T:Good example!
Step Ⅳ Summary and Homework
T:Up to now,we have reviewed modal verbs which express possibility,necessity,permission,advice and modal verbs used together with perfect infinitives.They are all very important.After class,try to do more exercises to master them better.That’s all for today.See you tomorrow.
Ss:See you tomorrow.
Step Ⅴ The Design of the Writing on the Blackboard
Unit 13 The water planet
The Fifth Period
Modal Verbs
1.It must have rained last night,for the ground is wet.
2.You can’t have seen her yesterday,for she is still in Australia.
3.You could have told me he was coming.
4.She is very late.She may have missed the bus.
Step Ⅵ Record after Teaching

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