高中英语参考教案 外研版必修1 教案 18页

Module5ALessoninaLabPeriod1Teachingaims:1.Tointroducesomegeneralscience.2.Tolearnsomewordsrelatedtothethemeofthismodule.3.Todevelopspeakingabilitybypracticingsayingthenumbers,especiallythefractions. Importantanddifficultpoints:1.Arousethestudents’interestsandloveinscience.2.Enablethestudentstounderstandsomeelementsaboutthechemistrylab.3.Makethestudentsknowhowtoreadthenumbers.Teachingprocedures:Step1.IntroductionActivity1Theaimoftheactivityistoaskthestudentstofinishthequizaboutgeneralsciencetoarousetheirinterestinscience.Theactivitycanbedoneasfollows:Firstly,askthestudentstogothroughthefollowingthequizandmaketheirchoiceontheirown.Quiz:Howmuchdoyouknowaboutgeneralscience?1.Waterexists__________.(a)asasolid,aliquidandagas(b)asasolidandaliquidonly2.Whenyouheatametal,itwill___________(a)expand(b)contract3.Steelismixtureof_____________.(a)ironandothersubstances.(b)ironandoxygen4._______________oftheearth’ssurfaceiswater.(a)Two-thirds(b)50%5.Thedistanceofthesunfromtheearthis______________kilometers.\n(a)25,500(b)150,500,5006.Theearthis4.6______________yearsold.(a)million(b)billion7.Theearthis______________themoon(a)twiceaslargeas(b)forty-ninetimeslargerthanThenputthestudentsinpairstocomparetheiranswersandcallbacktheanswersfromtheclass.Finallyaskthemtolistentothetapeabouttheabovequizandchecktheiranswers.Answers:1.a;2.a;3.a4.a;5.b;6.b;7.b.Activities2&3Theteachercanpreparesomecardsaboutdifferentthingsfortheclassatfirst.Beforeshowingthestudentsthecards,theteachercansaytothewholeclass:Thingscanbedividedintothreekinds,natural,man-made,andeithernaturalorman-made,nowI’llshowyousomecardsinmyhand,canyoutellmewhicharenatural,man-madeorboth?Afterthis,theteachercancontinuetosaytothewholetheclass:Canyougivesomeexamples?Thendividethewholeclassintotwobiggroupstocompete.TheteachercanasktheSstospeakoutasmanyexamplesaspossibleandwritedownthewordsinthetableontheblackboardasfollows:NaturalEg:wood,------Man-madeEg:glass,------Eithernaturalorman-madeEg:water,------Finally,asktheSstoopentheirbooksatPage41andreadthewordsintheboxaloud.Ifpossible,theycanlookupthewordstoknowwhattheymean.Ofcourse,theabovecompetitionwillcontinue,thatistosay,atthismoment,theteachercanasktheSstoputthewordsintheboxonPage41intheirbooksintheabovetable.Step2.VocabularyandSpeakingActivity1\nTheaimoftheactivityistohavethestudentsknowhowtoreadthelongnumbers.Sotheactivitycanbedonelikethis:Beforedealingwiththeactivity,theteacherhadbetterbuildupalongnumberbyhavingthestudentssayanincreasingsequence,eg:3three33thirty-three333threehundredandthirty-three3,333threethousand,threehundredandthirty-three33,333thirty-threethousand,threehundredandthirty-threeAtthistime,mostoftheSswillknowthewayofreadingtheselongnumbers:wheretosay“million”,“thousand”,and“hundred”.Soinordertoconsolidatewhattheyjustlearned,theteachercanpracticesayingthenumbersatthetopofPage42withthestudentstomakesuretheSshavethecorrectintonation.ThenasktheSstogothroughtherestofthenumbersinActivity1andfindtheerrorsindividuallyaccordingtothedirections.Finallytheteachercallsbacktheanswersfromtheclass.Answers:1)Theword“thousand”ismissingafter“fourhundredandseventy”;2)Theword“one”(or“a”)ismissingbefore“hundredmillion”.Activity2Firstly,theteacherpointatthefractionsandsaytheminEnglish.AtthesametimetheteacherhavetheSsrepeatthemafterhimorher.ThentheteacherandtheSsmakeananalysisabouttherulesofreadingfractionsinEnglishtogether.FinallytheteacherasktheSstoreadtherestofthefractionsinActivity2onPage42intheirbooksinEnglishontheirown.Ifnecessary,theteachercanwritedownthecorrectanswersontheblackboardtocheckwhattheyread.\nAnswers:1.two-fifths;2.five-eighths;3.nine-tenths4.three-eighths;5.five-sixths.Activity3Theteachershouldintroducetheconceptofpercentageatfirst,andthentheteacherwritedownsomepercentagesontheblackboardandreadthemoutinEnglish.Eg:35%→thirty-fivepercent(or:35percent);50percentequalsahalf.ThenhavetheSspracticereadingaloudthefollowingpercentages:40%;55%;85%.FinallyhavetheSsworkinpairstodescribethefractionsinActivity2aspercentagesinEnglish.Answers:1.Aquarteristhesameas25%;2.Onethirdisthesameas33.33r%(thirty-threepointthreerecurringpercent);3.Four-fifthsisthesameas80%;4.Onetenthisthesameas10%;5.Three-quartersisthesameas75%;6.Onehalfisthesameas50%;7.Two-thirdsisthesameas66.66r%(sixty-sixpointsixsixrecurringpercent);8.Two-fifthsisthesameas40%;9.Five-eighthsisthesameas62.5%(sixty-twopointfivepercent);10.Nine-tenthsisthesameas90%;11.Three-eighthsisthesameas37.5%(thirty-sevenpointfivepercent);12.Five-sixthsisthesameas83.33r%(eighty-threepointthreerecurringpercent).Step3.Homework1.Previewthereadingpart.2.WorkinpairstofinishActivities4&5onPage43.Periods2&3Teachingaimsanddemands:1.Tolearnaboutsomevocabularyandknowledgerelatedtoscienceandexperiments.2.Toknowaboutsomemetalsandgettoknowtheirmainusesinourlives.3.TomakethestudentsknowhowtodoasimpleexperimentandwritethereportaboutitinEnglish.4.Todealwithalltheactivities1-6aboutpassageAandpassageBonpage44-45.\n5.Todevelopstudents’expressionabilityaswellasreadingabilitybypracticingthesetwopassages.6.Toraisestudents’interestsinscienceandformtherigorousscientificattitude.Teachingkeypoints:1.Tomakethestudentsunderstandandgraspthevocabularyandknowledgerelatedtoscienceandexperiments.2.Toenablethestudentstoknowhowtoreadsomepassagesaboutsimplescientificexperiments.Teachingdifficulties:TomakestudentslearnhowtowriteanexperimentreportinEnglishTeachingmethods:⒈CommunicativeApproach⒉Task-basedApproach⒊Aural-oralApproachwiththehelpofthemulti-mediacomputerandtherecorderTeachingaids:Multi-mediacomputer;Software;PowerPoint;RecorderTeachingprocedures:Step1:Lead-inAtfirstshowthestudentsthepictureofalabwiththehelpofcomputer.Thendesignthefollowingquestionsandaskthestudentstodiscussthemingroups:\n1.Areyouinterestedindoingscientificexperiments?2.Supposeyouwanttodoachemicalexperimentaboutsomemetals,doyouthinkitisnecessarytoknowabouthowtheyreactwithothersubstances?3.Inordertocarryoutanexperimentsuccessfully,whatshouldyouprepareforit?ThisstepistowarmupthestudentsandraisetheirintereststospeakEnglishinclass.Becauseallthesequestionsareveryclosetothestudents’dailylifeandstudyingStep2.Pre-readingTeacher:Sinceyouareinterestedindoingscientificexperiments,nowlet’sgettoknowsomevocabularyandknowledgerelatedtoscienceandexperiments.AtthesametimeIcantypeoutsomepicturesaboutsomemetalsonthescreenwiththehelpofthecomputerasfollows:⑴potassium(钾)⑵sodium(钠)⑶calcium(钙)⑷magnesium(镁)⑸aluminium(铝)⑹zinc(锌)⑺iron(铁)⑻copper(铜)AsItypeouteachoftheabovepictures,Icanaskthestudentslikethis:What’sthis?Andwhatcanitbeusedfor?Atthismomentthestudents’interestsareprobablyapproachingaclimax.SoIfurtheraskthemlikethis:Doyouwanttoknowmoreaboutthesemetals?Anddoyouknowhowwecanusethesemetalsbetter?Well,thisiswhatwe’llstudyverysoon.Thisstepisemployedtocreatealanguageenvironmentforstudents’communication\nandarousetheirinterestsinreadingpassageAandpassageBonpage44-45Step3.ReadingPassageAT:Well,let’sreadthroughpassageAwiththetapeofitveryquicklytotrytocatchitsmainidea.ThenfinishActivity2onpage44andgiveyourreasons.Next,asktheSstoreadpassageAverycarefullytofindouttheanswersinActivity3onpage44.Finishthisactivitybymulti-mediacomputer.Itcanbedesignedasfollows:1.Whichofthemetalsinthetablereactsthemostwithoxygenandwater?Potassium,calciumandsodium.2.Whathappenswhenyouheatcalciuminoxygen?Itburnstoformanoxide.3.Whichmetalsreactwithsteam?Magnesium,aluminiumandzinc.4.Doesironhaveasloworfastreactionwithsteam?Ithasaslowreaction.5.Doescopperreactwithwater?No,itdoesn’t.PassageBT:Well,frompassageAwecanseehowinterestingtheexperimentaboutthereactionofmetalsis!Butdoyouknowhowwecancarryoutachemicalexperimentinalabsuccessfully?Andwhatisthecorrectordertodescribeascientificexperiment?AsktheSstolookatActivity1onpage44andgivethemabout2minutestodiscussit.Thencollecttheanswersfromthem.Atthesametimetypeoutthecorrectansweronthescreenwiththecomputerasfollows:aimconclusionresultmethod\nT:Now,let’scometosee“Asimplescientificexperiment”!ThenplaythetapeofpassageBforthestudentsandaskthemtoreadthepassagewiththetapequicklyandfinishActivity4onpage44.Inordertoleadthestudentstoreadthetextverycarefully,thefollowingtask-basedquestionscanbesignedtoaskthemtoanswer:⑴Canyouguessthemeaningoftheword“apparatus”throughthecontext?Haveyouknownalloftheapparatusesofthisexperiment?⑵Inthesecondpartoftheexperiment,whymustyouboilthewater?Andthenwhydoyouaddsomeoiltothewater?ForQuestion1,somestudentsmaybefeelstrangetosomeapparatuses.Ifso,thefollowingpicturescanbetypedoutwiththehelpofcomputertohelpSstoknowabout:TesttubeholderBunsenburnerTesttubeTheninordertomaketheSsconsolidatewhattheyreadinpassageBandcheckiftheyhaveunderstoodtheexperimentverywell,Activity5onpage46canbetypedoutonthescreenwiththehelpofcomputerasatask-basedactivity。Step4.Discussion1.Doyouthinkitiseasyordifficultforyoutocarryoutascientificexperimentwell?Andcanyoudescribehowtodoitsuccessfullyinsimplewords?2.Ifyouwanttolearnsciencesubjectswell,whatqualitiesdoyouthinkyoushouldhave?(Possibleanswers:Weshouldbecareful/serious/diligent/patient/thoughtful/etc.)ThisstepistoconsolidatewhatSshavelearntinthislesson,inadditiontopenetratingthemoraleducationtolovescienceandformtherigorousscientificattitude.Step5.Homework\n1.WriteacompletescientificexperimentreportinsimpleEnglish.2.Underlinethelanguagepointsyoucan’tunderstandinthetext.3.GoontoreadtheCUTULCORNERreadingpassageofthismoduleonPage49.Period4Teachingobjectives:Tomakethestudentsgrasptheusageofthedegreesofcomparison.Importantanddifficultpoints:1.TohavetheSsunderstandallkindsofformsofdegreeofcomparison.2.Toenablethestudentstoknowhowtousethedegreesofcomparisoncorrectly.Teachingprocedures:Step1.Lead-inPresenttheSsthefollowingsentencesontheBbandaskthemtodiscoverwhatkindofdegreesofcomparison.⑴JackspeakEnglishasfluentlyasTom.⑵Thisschoolisbetterthanthatone.⑶Thisbookismoreinterestingthanthatone.⑷Thisroomislessbeautifulthanthatone.⑸Theweatherisgettinghotterandhotter.⑹Theharderyoustudy,themoreyouwillmakeprogress.⑺Heworks(the)hardestinhisclass.Thencalltheanswersfromtheclass.Answers:1.原级;2、3、4、5、6、均为.比较级;7.最高级.Step2.GrammarstructureFirstlyasktheSstomakeasummaryaboutthestructuresofthedegreesofcomparison.Thenchecktheanswers.Answers：3forms——原级、比较级和最高级。Step3.DetailedNotesaboutGrammarUsage⒈原级的构成和用法\n1）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“as+原级adj./adv.+as”的结构；当表示双方不相等时，用“notas(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：①HeisastallasJack.//IspeakEnglishasfluentlyasyou.②Yourbikeisnotas(so)newashers.③Thisroadisthreetimesaslongasthatone.⒉比较级和最高级的构成和用法1）构成：⑴规则变化①单音节形容词以及少数以－er,－or结尾的形容词和副词加“er”,“est”．例如：fast-faster-fastest;few-fewer-fewest;great-greater-greatest;clever-cleverer-cleverestnorrow-norrower-norrowest.②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-simplest③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-hotter-hottest④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-happiestearly-earlier-earliest⑤一般双音节词、多音节形容词和副词在原级前more或most．例如：beautiful-morebeautiful-mostbeautiful;carefully-morecarefully-mostcarefully⑥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-moretired-mosttired;pleased-morepleased-mostpleased;crowded-morecrowded-mostcrowded\n⑵不规则变化原级比较级最高级good,wellbetterbestbad,illworseworstmany,muchmoremostLittlelessleastOldolder(较老、较旧),elder（较年长）oldest(最老、最旧)，eldest(最年长)Farfarter(较远的),further(进一步地)farest（最远的）furthest（最深刻地）[注意]辨析few-fewer-fewest和little-less-least的差别:①前者是规则变化，后者是不规则变化；②前者用来修饰可数名词，后者用来修饰不可数名词。2）用法：⑴比较级的用法①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：Thisbookisbetterthanthatone.②表示一方不及另一方时，用“less+原级adj./adv.+than”的结构表示。例如：Thisroomislessbeautifulthanthatone.③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）”的结构。例如：Theharderheworks,thehappierhefeels.Theharderyoustudy,themoreknowledgeyouwillget.④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：Theweatherisgettingcolderandcolder.Thelittlegirlbecomesmoreandmorebeautiful.⑤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：\nThisriverisfourtimesaslongasthatone.（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：Thisriverisfourtimesthelengthofthatone.（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：Thisriveristhreetimeslongerthanthatone.（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)any加比较级,表示疑问程度，译为“------一些”，“------一点”。例如：Areyoufeelinganybetter?b)no/not(any)加比较级,表示否定程度，译为“并不-------”。例如：Somegrownohigherthanyourankles.Thisfilmisnotmoreinterestingthanthatone.c)abit,alittle,slightly加比较级,表示“稍微，一点（些）”。例如：MayIstayherealittlelonger?Thisproblemisabitmoredifficultthanthatone.d)many,much,alot,greatly,(by)far,rather,agood(great)deal等加比较级,表示“------得多”。例如：Ourschoolismuchmorebeautifulthantheirs.Thepeoplehereareagreatdealrichernowthanbefore.[附]byfar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：Heistallerbyfarthanhisbrother.//Heisbyfarthetallerofthetwobrothers.e)even,still加比较级,表示强调，译为“甚至更/还要-------”。例如：Hegetsevenstronger.Jackistall,butTomisstilltaller.f)“数词+名词+比较级”表示确定的程度。例如：\nHeisfiveyearsolderthanI.Igotupanhourearlierthantheothers.⑵最高级的用法①三者或三者以上相比，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较范围的介词短语。例如：ZhangHuaisthetallestofthethree.Heworks(the)hardestinhisclass.TheThreeGorgesareaisoneofthemostbeautifulareasofChina.②最高级可被序数词以及byfar,bynomeans,much,nearly,almost,notquite,nothinglike等词语修饰。例如：TheYangtzeRiveristheworld’sthirdlongestriver.Howmuchdidthesecondmostexpensivehatcost?Thishatisbyfar/bynomeans/much/nearly/notnearly/almost/notquite/nothinglikethebiggest.[注意]：a)作状语的副词最高级前可以不加定冠词。例如：Hecame(the)earliestofalltheboys.b)excellent(优秀的、极好的)，extreme（极端的），favourite(最喜爱的)，perfect（完美的）等词本身含有最高级的含义，所以它们没有比较级和最高级。c)形容词最高级修饰作表语或介词宾语的名词、代词时，被修饰的词往往省略。Heisthetallest(boy)inhisclass.⒊使用形容词、副词的比较等级时要注意的几个问题⑴在as…as之间只能使用原级形容词（副词）。例如：误：Ihaveaslessmoneyasyoudo.正：Ihaveaslittlemoneyasyoudo.⑵切忌采用双重比较比较级前可以用表示程度的修饰语来表示强调或程度，但不可用more加比较级形式。例如：\n误：Hishealthismoreworsethanbefore.正：Hishealthisworsethanbefore.⑶应避免自我比较使用比较级时，进行比较的双方必须是互相分离、互不包含的独立概念或事物，否则比较就不合逻辑。例如：误：Bambooprobablyhasmoreusesthananyplantintheworld.正：Bambooprobablyhasmoreusesthananyotherplantintheworld.[附]比较的另一方如果是不定代词anyone,anything,前面不能加other,而要在其后加else.例如：Shestudiesharderthananyoneelseinherclass.但是，若比较的双方不属于同一范围，句中则不加other。例如：Sherunsfasterthananyboyinherclass.⑷表示“两者中较……”时，比较级前要加the。例如：Theolderofthetwonoblementookalightandledmeintoabackroom.⑸被比较的双方必须具有可比性。例如：误：Therearemorestudentsinthisschoolthanthatschool.正：Therearemorestudentsinthisschoolthaninthatschool.⑹连词than后使用代词主格和宾格有时意义不同。例如：①Iknowyoubetterthanhe.我比他更了解你②Iknowyoubetterthanhim.我对你的了解比对他的了解更透彻些（或：“我比他更了解你”，此时与①同义）。⑺使用最高级时，主语不可被排除在最高级所指的范围之外。例如：误：Heisthetallestofallhisbrothers.正：Heisthetallestofallthebrothers.⑻most前面加不定冠词a/an，或者不加冠词修饰形容词时，它的意思等于very。此时，most已失去最高级的意义。试比较：amostinterestingfilm(一部很有趣的电影)/themostinterestingfilm(最有趣的电影)\nStep4.PracticeExercise1:Makesentencesaboutthecomparativesizesofthepairs.Usethewordsinthebrackets.Example:IthinktheYangtzeRiverisabout3timesaslongastheSonghuaRiver.Orwecansay:IthinktheYangtzeRiverisabout3timeslongerthantheSonghuaRiver.⑴Lilyweighs:45kilogramsTomweighs:over90kilograms(heavy)___________________________________________________________________⑵MountTai:1,521metersMountQumolangma:8,848meters(high)____________________________________________________________________⑶WinterinBeijing:-5℃WinterinHarbin:-20℃(cold)____________________________________________________________________⑷Myhouse:80squaremetersMyaunt’shouse:160squaremeters(large)____________________________________________________________________Exercise2:Usethewordsbelowtowritesentencesasintheexample.Example:temperature/get/lowThetemperaturegetslowerandlower.⑴hotmetal/get/big___________________________________________________________________⑵magnesium/get/hot____________________________________________________________________⑶sun/get/strongduringthemorning____________________________________________________________________⑷sea/become/warm____________________________________________________________________Answers:Exercise1:\n⑴TomweighsovertwiceasheavyasLily.//Or:TomisovertwiceheavierthanLily.⑵MountQumolangmaisaboutsixtimeshigherthanMountTai.//Or:MountQumolangmaisaboutsixtimesashighasMountTai⑶Winteris4timescolderinHarbinthaninBeijing.//Or:Winteris4timesascoldinHarbinasinBeijing.⑷Myaunt’shouseistwiceaslargerasmyhouse.//Or:Myaunt’shouseistwicelargerthanmyhouse.Exercise2:⑴Thehotmetalisgettingbiggerandbigger.⑵Themagnesiumisgettinghotterandhotter.⑶Thesunisgettingstrongerandstrongerduringthemorning.⑷Theseaisbecomingwarmerandwarmer.Step5.Homework1.Finishtheexercises2,3&4onpage91-92intheirworkbook.2.Previewtherestofthismodule.Period5Teachingaims:1.Tolearntocatchtherelatedinformationfromwhattheyhearandunderstandthemeaningofsomeexpressionsbycontext.2.ToenabletheSstorecognizethebasicdifferencesabouttheintonationofWh-questionsandYes/Noquestionsfromwhattheyhear.3.Todevelopwritingabilitybypracticingwritingoutthedescriptionofthescientificexperimentaccordingtowhattheyhear. Importantanddifficultpoints:1.EnabletheSstorecognizethebasicdifferencesabouttheintonationofWh-questionsandYes/Noquestionsaccordingtowhattheyhear.2.HavetheSsunderstandtheexactmeaningofsomesentencesbycontext.\nTeachingprocedures:Step1.ListeningandWritingItisnecessaryforateachertogivetheSsabriefindicationbeforelistening.Forthislistening,theteachercansaytotheSs:Wearegoingtolistentoadialoguethattakesplaceinalab.Ateacherhelpsastudentdoanexperiment.Inthisexperiment,themetalmagnesiumburnsinair.Isthereachangeinweightwhenthismetalburnsinair?Let’sguess/predict.Afterthenecessaryindication,givetheSsverycleardirectionsandrequirementstolisten.Theteachercancontinuetosay:Nowlet’slistentothedialogue.Trytofindoutwhetherthereisachangeinweightwhenthemetalmagnesiumburnsinair.Atthesametime,payattentiontotheinformationrelatedtothefollowing:Aim:____________________________________________________________Apparatus:_______________________________________________________Method:_________________________________________________________Result:__________________________________________________________Conclusion:______________________________________________________Thenbegintoplaythetapeonceandaskanswersfromthewholeclass.AndthenasktheSstofinishActivity2onPage47.PlaytherecordingagainandasktheSstocompletetheabovedescriptionontheirown,andthentochecktheiranswersinpairs.Beforereplayingtherecording,ofcourse,hadbetterremindtheSshowtheyusuallywriteupscienceexperiments,thatis,completingthedescriptioninvolvessomecarefulreadingforspecificinformationandreorganizingtheinformation.Answers:Aim:tofindoutifthere’sachangeinweightwhenmagnesiumburnsinair.Apparatus:Magnesium,Bunsenburner,abalance,acrucible.\nMethod:First,putthemagnesiuminthecrucible.Thenputthecrucibleonthebalanceandweighit.Next,heatthemagnesium.LighttheBunsenburnerandholdthecrucibleoverit.Finally,weighthemagnesiumagain.Result:Itweighsalittlemorethanbefore.Conclusion:Thereisachangeinweightwhenmagnesiumburnsinair.Step2.EverydayEnglishFirstly,asktheSstogothroughtheeverydayEnglishonPage48andchoosethecorrectmeaningsindividually.ThentelltheSswheretheseeverydayEnglishsentencesfrom——theyarefromtheabovelistening.Nowreplaytherecording,asktheSstocheckwhattheychose.Answers:1)a;2)b;3)a;4)b;5)a.Step3.PronunciationAtfirst,organizetheSstolistentotherecording,atthesametime,givethemthedirectiontolistenandaskthemtopayattentiontotheintonationofWh-questionsandYes/Noquestions.ThenplaythetapefortheclassandaskthemagainAfterthat,helptheSstosummarizethebasicintonationofWh-questionsandYes/Noquestions.Answers:Wh-questionsoftenfallattheend.Yes/Noquestionsoftenrise.AndthenplaythetapeagainandasktheSstoimitateit.Finally,givetheSsmoresentencestopractice.Step4.HomeworkRevisethewholeModule5andbegintopreviewModule6.