天津市高一上学期英语教案5-外研版必修1 module5 a lesson in a lab

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外研版高中英语必修一模块五教案

Book1Module 5 A lesson in a lab(教案)执笔人：刘淑康Period 1Introduction & Vocabulary and SpeakingTeaching aims:1. To introduce some general science .2. To learn some words related to the theme of this module .3. To develop speaking ability by practicing saying the numbers, especially the fractions.Important and difficult points:1. Arouse the students’ interests and love in science.2. Enable the students to understand some elements about the chemistry lab.3. Make the students know how to read the numbers.Teaching procedures:IntroductionActivity 1The aim of the activity is to ask the students to finish the quiz about general science to arouse their interest in science. The activity can be done as follows: Firstly, ask the students to go through the following the quiz and make their choice on their own.Quiz: How much do you know about general science?1. Water exists __________(a) as a solid, a liquid and a gas (b) as a solid and a liquid only2. When you heat a metal, it will ___________(a) expand (b) contract3. Steel is mixture of_____________.(a) iron and other substances. (b) iron and oxygen4. _______________ of the earth’s surface is water.(a) Two-thirds (b) 50%5. The distance of the sun from the earth is ______________ kilometers.(a) 25,500 (b) 150,500,5006.The earth is 4.6______________ years old.(a) million (b) billion7. The earth is ______________ the moon(a) twice as large as (b) forty-nine times larger thanThen put the students in pairs to compare their answers and call back the answers from the class.Finally ask them to listen to the tape about the above quiz and check their answers.Answers: 1. a; 2. a; 3. a 4. a; 5. b; 6. b; 7. b. Activities 2 & 3The teacher can prepare some cards about different things for the class at first. Before showing the students the cards, the teacher can say to the whole class: Things can be divided into three kinds, natural, man-made, and either natural or man-made, now I’ll show you some cards in m y hand, can you tell me which are natural, man-made or both?After this, the teacher can continue to say to the whole the class: Can you give some examples? Then divide the whole class into two big groups to compete. The teacher can ask the Ss to speak out as many examples as possible and write down the words in the table on the blackboard as follows:Natural Eg: wood, ------Man-made Eg: glass, ------Eg: water, ------Either natural orman-madeFinally, ask the Ss to open their books at Page 41 and read the words in the box aloud. If possible, they can look up the words to know what they mean. Of course, the above competition will continue, that is to say, at this moment, the teacher can ask the Ss to put the words in the box on Page 41 in their books in the above table. Vocabulary and SpeakingActivity 1The aim of the activity is to have the students know how to read the long numbers. So the activity can be done like this:Before dealing with the activity, the teacher had better build up a long number by having the students say an increasing sequence, eg:3three33thirty-three333 three hundred and thirty-three3, 333 three thousand, three hundred and thirty-three33, 333 thirty-three thousand, three hundred and thirty-threeAt this time, most of the Ss will know the way of reading these long numbers: where to say “million”, “thousand”, and “hundred” . So in order to consolidate what they just learned, the teacher can practice saying the numbers at the top of Page 42 with the students to make sure the Ss have the correct intonation.Then ask the Ss to go through the rest of the numbers in Activity 1 and find the errors individually according to the directions.Finally the teacher calls back the answers from the class.Answers: 1)The word “thousand” is missing after “four hundred and seventy”;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 her.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 the blackboard to check what they read.Answers: 1. two-fifths; 2. five-eighths; 3. nine-tenths4.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: 35%→ 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 third is the same as33.33r%(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-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). Homework:1. Preview the reading part.2.Work in pairs to finish Activities 4& 5 on Page 43 .Periods 2 & 3Reading & VocabularyTeaching aims and demands:⒈ To learn about some vocabulary and knowledge related to science and experiments⒉ To know about some metals and get to know their main uses in our lives⒊ To make the students know how to do a simple experiment and write the reportabout it in English⒋ To deal with all the activities1-6 about passage A and passage B on page 44-45⒌To develop students’ expression ability as well as reading ability by practicingthese two passages⒍To raise students’ interests in science and form the rigorous scientific attitude.Teaching key points:⒈ To make the students understand and grasp the vocabulary and knowledge related to science and experiments⒉ To enable the students to know how to read some passages about simple scientific experimentsTeaching difficulties:To make students learn how to write an experiment report in EnglishTeaching methods:⒈ Communicative Approach⒉ Task-based Approach⒊ Aural-oral Approach with the help of the multi-media computer and the recorder Teaching aids:Multi-media computer; Software; PowerPoint; RecorderTeaching procedures:Step 1:Lead-inAt first show the students the picture of a lab with the help of computerThen design the following questions and ask the students to discuss them in groups:1.Are 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 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 studyingStep 2：Pre-readingTeacher: Since you are interested in doing scientific ex periments, now let’s get to know some vocabulary and knowledge related to 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:As I type out each of the above pictures, I can ask the students like this: What’s 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 we’ll study very soon.This step 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: Re adingPassage AT: Well, let’s read through passage A with the tape of it very quickly to try to catch its main idea. Then finish Activity 2 on page 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 and 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 doesn’t.Passage BT: Well, from passage A 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 todiscuss it. Then collect the answers from them. At the same time type out the correct answer on the screen with the computer as follows:aim method result conclusionT: Now, let’s 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 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:⑴Can you guess the meaning of the word “apparatus” through the context? Have you known all of the apparatuses of this experiment?⑵In the 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:Then 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。

外研版必修一Module 5 A Lesson in a Lab grammar教案

中心发言人
难点
1.Lead the students to be active in class.
2.Helpthe studentsto improve their speaking ability.
教具
1.the multimedia
2.the blackboard
课型
课时安排
课时
Байду номын сангаас教法
Explanation&practising.
Step 4. Practice
Step 5. Homework
1.Finish the exercises 2, 3 & 4 on page91-92 in their workbook.
2.Preview the rest of this module.
教后
反思
审核人签字：年月日
⑸被比较的双方必须具有可比性。
⑹连词than后使用代词主格和宾格有时意义不同。例如：
I know you better than he.我比他更了解你
⑺most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：
a most interesting film(一部很有趣的电影) / the most interesting film(最有趣的电影)
Jack speak English as fluently as Tom.
This school is better than that one.
This book is more interesting than that one.
He works (the) hardest in his class.

外研版高中英语必修一Module 5 A Lesson in a Lab教案2

Module 5 A lesson in a labTeaching aims:Enabling the ss to1. know some words related to experiments, the lab and something like that2. review the usage of numbers/ fractions/ percentages3. know sth about Degrees of comparison.Teaching steps:I. All of us have learned physics, biology and chemistry in middle school. Now let’s have a test to see how much you know.Deal with Activity 1 on page 41. Choose the correct answers to the quiz.Now play the tape for the students to listen and check their answers.II. Activity 2. First read the words and then ask the ss to translate them into Chinese. At last put them in pairs or groups.III. Activity 3. Answer the questions.IV. Turn to page 42.Activity 1 Read the numbers. 注意：and 的位置billion, million, thousand, and --- ---V. Fractions.基数词+序数词，当分子大于1时，分母要加s作主语时，谓语动词要根据of 后面的名词决定。

外研版高中英语必修一Module5ALessoninaLab教案

Module 5 A Lesson in a Lab Ⅰ. 模块教学目标Ⅱ. 目标语言Ⅲ.教材分析与教材重组1. 教材分析本模块以“A Lesson in a Lab”为话题，旨在通过模块教学，使学生了解一些基本的科学实验知识，学会怎样写实验报告，并掌握一些相关的词汇与短语，激发学生对科学的兴趣。

此外还要求学生学会读一些大的整数、分数及小数。

从文化的角度来看，鼓励学生了解国外有关科学教学的情况，以扩大学生的知识面，从而激发他们的学习兴趣。

1.1 INTRODUCTION 这部分由三个内容组成。

通过听材料，归纳词语和回答问题这三个形式来完成本部分所涉及到的与科学、实验有关的词语的练习，为以后的各项活动做好准备。

1.2 VOCABULARY AND SPEAKING 这部分设计了一些数字，包括整数、分数和百分数，并通过一些练习让学生熟悉并正确使用英语数字的读法。

1.3 GRAMMAR 1 这部分介绍了形容词比较级中有关倍数的两种主要用法：... times ... than ...和... times as ... as ..., 并通过对比练习来加强学生对这一用法的了解。

1.4 READING AND VOCABULARY 这部分由两篇短文组成。

Passage A 介绍了金属在生活中的重要性，并列举了一些金属在氧气、水及蒸气中的反应及其结果。

Passage B 介绍了A Simple Scientific Experiment，要求学生学习如何描述或写一个科学实验报告。

通过对这两篇文章的学习，学生还可以学会一些科学词汇，有助于今后阅读一些相关的文章。

1.5 VOCABULARY 该部分介绍了带分数的读法，及一些实验仪器的词汇，并配有相关练习。

1.6 LISTENING AND WRITING 这部分听力的内容是实验中的师生对话。

我们可以将此作为对阅读内容在语言技能上的补充。

听力问题的设计本身已经显示了做听力练习的技巧。

外研版高中英语必修一Module 5A Lesson in a Labreading教案1

Module 5 A Lesson in a Labreading教案Teaching aims and demands:1. To learn about some vocabulary and knowledge related to science and experiments.2. To know about some metals and get to know their main uses in our lives.3. To make the students know how to do a simple experiment and write the report about it in English.4. To deal with all the activities1-6 about passage A and passage B on page 44-45.5. To develop students’ expression ability as well as reading ability by practicing these two passages.6. To raise students’ interests in science and form the rigorous scientific attitude.Teaching key points:1. To make the students understand and grasp the vocabulary and knowledge related to science and experiments.2. To enable the students to know how to read some passages about simple scientific experiments. Teaching difficulties:To make students learn how to write an experiment report in EnglishTeaching methods:⒈ Communicative Approach⒉ Task-based Approach⒊ Aural-oral Approach with the help of the multi-media computer and the recorderTeaching aids:Multi-media computer; Software; PowerPoint; RecorderTeaching procedures:Step 1:Lead-inAt 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.Are 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 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 study ingStep 2. Pre-readingTeacher: Since you are interested in doing scientific experiments, now let’s get to know some vocabulary and knowledge related to 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:⑴potassium(钾) ⑵sodium(钠) ⑶calcium(钙) ⑷magnesium(镁)⑸aluminium(铝) ⑹zinc(锌) ⑺iron(铁) ⑻copper(铜)As I type out each of the above pictures, I can ask the students like this: What’s 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 we’ll study very soon.This step 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. Re adingPassage AT: Well, let’s read through passage A with the tape of it very quickly to try to catch its main idea.Then finish Activity 2 on page 44 and give your reasons.Next, ask the Ss to read passage A very carefully to find out the answers in Activity 3 on page44. 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 and 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 doesn’t.Passage BT: Well, from passage A 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 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:aim method result conclusionT: Now, let’s 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 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:⑴Can you guess the meaning of the word “apparatus” through the context? Have you knownall of the apparatuses of this experiment?⑵In the second part of the experiment, why must you boil the water? And then why do you addsome 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:Bunsen burner Test tube holderTest tubeThen 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。

外研版高中英语必修一Module 5A Lesson in a Lablistening, speaking and writing教案1

Module 5 A Lesson in a LabListening , speaking and writing教案Teaching aims:1. To learn to catch the related information from what they hear and understand the meaning of some expressions by context.2. To enable the Ss to recognize the basic differences about the intonation of Wh-questions and Yes/No questions from what they hear.3. To develop writing ability by practicing writing out the description of the scientific experiment according to what they hear.Important and difficult points:1. Enable the Ss to recognize the basic differences about the intonation of Wh-questions and Yes/No questions according to what they hear.2. Have the Ss understand the exact meaning of some sentences by context.Teaching procedures:Step 1. Listening and WritingIt is necessary for a teacher to give the Ss a brief indication before listening. For this listening, the teacher can say to the Ss:We are going to listen to a dialogue that takes place in a lab. A teacher helps a student do an experiment. In this experiment, the metal magnesium burns in air. Is there a change in weight when this metal burns in air? Let’s guess / predict.After the necessary indication, give the Ss very clear directions and requirements to listen. The teacher can continue to say: Now let’s list en to the dialogue. Try to find out whether there is a change in weight when the metal magnesium burns in air. At the same time, pay attention to the information related to the following:Aim:____________________________________________________________Apparatus:_______________________________________________________Method:_________________________________________________________Result:__________________________________________________________Conclusion:______________________________________________________Then begin to play the tape once and ask answers from the whole class. And then ask the Ss to finish Activity 2 on Page 47.Play the recording again and ask the Ss to complete the above description on their own, and then to check their answers in pairs. Before replaying the recording, of course, had better remind the Ss how they usually write up science experiments, that is, completing the description involves some careful reading for specific information and reorganizing the information.Answers:Aim:to find out if there’s a change in weight when magnesium burns in air.Apparatus: Magnesium, Bunsen burner, a balance, a crucible.Method: First, put the magnesium in the crucible. Then put the crucible on the balance and weigh it. Next, heat the magnesium. Light the Bunsen burner and hold the crucible over it. Finally, weigh the magnesium again.Result: It weighs a little more than before.Conclusion: There is a change in weight when magnesium burns in air.Step 2. Everyday EnglishFirstly, ask the Ss to go through the everyday English on Page 48 and choose the correct meanings individually.Then tell the Ss where these everyday English sentences from——they are from the above listening. Now replay the recording, ask the Ss to check what they chose.Answers: 1) a; 2) b; 3) a; 4) b; 5) a.Step 3. PronunciationAt first,organize the Ss to listen to the recording, at the same time, give them the direction to listen and ask them to pay attention to the intonation of Wh-questions and Yes/No questions.Then play the tape for the class and ask them againAfter that, help the Ss to summarize the basic intonation of Wh-questions and Yes/No questions.Answers: Wh-questions often fall at the end. Yes/No questions often rise.And then play the tape again and ask the Ss to imitate it.Finally, give the Ss more sentences to practice.Step 4. HomeworkRevise the whole Module 5 and begin to preview Module 6.。

外研版高中英语必修一 Module 5 教学设计

Module 5 A lesson in a labThis module mainly introduces scientific knowledge and the operation and report of basic experiments to students. Questions can often lead to inquiry and phenomenon usually makes people think deeply. Thus, students can voluntarily practice and seek the truth on their own. In this module, we are going to learn some commonly used vocabulary and sentence patterns about scientific experiments. In terms of grammar, we’re going to learn the expressing ways of Degrees of Comparison. Besides, students should also learn to use the forms of modifier of Degrees of Comparison. In pronunciation, students are asked to learn the intonation of general questions and special questions. At the same time, after learning this module, students are required to improve their abilities of listening, speaking, reading and writing as well as some strategies of learning.【知识与能力目标】1.掌握并记忆本课的重点词汇和短语2.培养学生的阅读能力，训练学生阅读速度，查读的阅读技巧；训练学生学会找主题句，归纳文章主旨，运用想象，联想，学会用英语思考的能力3.让学生复习倍数比较和形容词比较级，并掌握这些用法。

外研版高中英语必修一Module 5A Lesson in a Labcultural corner教案

教学无忧/专注中小学教学事业！Module5 A Lesson in a Lab-cultural corner教案Teaching content and aims:1.Understand a passage about science teaching in Canada.2.Learn how to use sequence in writing.3.Revise what we have learned in this module by module file.Teaching Design:Task: Understand a passage about science teaching in Canada.Pre-task: Lead-inQuestions:1.What subjects are you interested in?2.Are you always interested in it/them?3.How did you become interested in it/them?4.Why are you interested in it /them?5.What do you think of this subject?Today ,we’re going to learn a text about a Canadian boy about your age. Let’s read the text to find out what subject he likes and why.Cycle-task:Activity 1: Fast readingAnswer the questions:1.Why has Mark become more interested in science?2.Do you enjoy studying science? Explain why or why not.Activity 2: careful readingRead the passage ,and find out the difficult points and ask.Phrases:used to , first-class scientists , be proud ofbe supposed to do ,be interested inActivity 3:FunctionLook at the words in italics. When do we use them?The students read it. and then call back the answers from the class.客服唯一联系qq 1119139686 欢迎跟我们联系探索尚未知道的东西Answer: We use them to indicate the stages of a process.Post-task:WritingActivity 1. Write individuallyUse “first, then, next, after that , lastly” to write a short passage.Activity 2: Share them in class.Let some students read their works.Summary and questions time:Revise what we have learne in this module by modulefile.Recall what we have learned.Homework:Revise what we learned in this module after class.Feedback:。

外研新标准高一英语上必修一 module 5 教案

Module 5 A Lesson in a LabPeriod 1Teaching aims:1. To introduce some general science.2. To learn some words related to the theme of this module.3. To develop speaking ability by practicing saying the numbers, especially the fractions. Important and difficult points:1. Arouse the students’ interests and love in science.2. Enable the students to understand some elements about the chemistry lab.3. Make the students know how to read the numbers.Teaching procedures:Step 1. IntroductionActivity 1The aim of the activity is to ask the students to finish the quiz about general science to arouse their interest in science. The activity can be done as follows:Firstly, ask the students to go through the following the quiz and make their choice on their own.Quiz: How much do you know about general science?1. Water exists __________.(a) as a solid, a liquid and a gas (b) as a solid and a liquid only2. When you heat a metal, it will ___________(a) expand (b) contract3. Steel is mixture of_____________.(a) iron and other substances. (b) iron and oxygen4. _______________ of the earth’s surface is water.(a) Two-thirds (b) 50%5. The distance of the sun from the earth is ______________ kilometers.(a) 25,500 (b) 150,500,5006.The earth is 4.6______________ years old.(a) million (b) billion7. The earth is ______________ the moon(a) twice as large as (b) forty-nine times larger thanThen put the students in pairs to compare their answers and call back the answers from the class.Finally ask them to listen to the tape about the above quiz and check their answers.Answers: 1. a; 2. a; 3. a 4. a; 5. b; 6. b; 7. b. Activities 2 & 3The teacher can prepare some cards about different things for the class at first. Before showing the students the cards, the teacher can say to the whole class: Things can be divided into three kinds, natural, man-made, and either natural or man-made, now I’ll show you some cards in my hand, can you tell me which are natural, man-made or both?After this, the teacher can continue to say to the whole the class: Can you give some examples? Then divide the whole class into two big groups to compete. The teacher can ask the Ss to speak out as many examples as possible and write down the words in the table on theFinally, ask the Ss to open their books at Page 41 and read the words in the box aloud. If possible, they can look up the words to know what they mean. Of course, the above competition will continue, that is to say, at this moment, the teacher can ask the Ss to put the words in the box on Page 41 in their books in the above table.Step 2. Vocabulary and SpeakingActivity 1The aim of the activity is to have the students know how to read the long numbers. So the activity can be done like this:Before dealing with the activity, the teacher had better build up a long number by having the students say an increasing sequence, eg:3three33thirty-three333 three hundred and thirty-three3, 333 three thousand, three hundred and thirty-three33, 333 thirty-three thousand, three hundred and thirty-threeAt this time, most of the Ss will know the way of reading these long numbers: where to say “million”, “thousand”, and “hundred” . So in order to consolidate what they just learned, the teacher can practice saying the numbers at the top of Page 42 with the students to make sure the Ss have the correct intonation.Then ask the Ss to go through the rest of the numbers in Activity 1 and find the errors individually according to the directions.Finally the teacher calls back the answers from the class.Answers: 1)The word “thousand” is missing after “four hundred and seventy”;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 her.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 the 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: 35%→ 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 third is the same as33.33r%(thirty-three point 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-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 as37.5%(thirty-seven point five percent); 12.Five-sixths is the same as 83.33r%(eighty-three point three recurring percent).Step 3. Homework1. Preview the reading part.2.Work in pairs to finish Activities 4& 5 on Page 43.Periods 2 & 3Teaching aims and demands:1. To learn about some vocabulary and knowledge related to science and experiments.2. To know about some metals and get to know their main uses in our lives.3. To make the students know how to do a simple experiment and write the report about it inEnglish.4. To deal with all the activities1-6 about passage A and passage B on page 44-45.5. To develop students’ expression ability as well as readin g ability by practicing these twopassages.6. To raise students’ interests in science and form the rigorous scientific attitude.Teaching key points:1. To make the students understand and grasp the vocabulary and knowledge related to science and experiments.2. To enable the students to know how to read some passages about simple scientific experiments.Teaching difficulties:To make students learn how to write an experiment report in EnglishTeaching methods:⒈ Communicative Approach⒉ Task-based Approach⒊ Aural-oral Approach with the help of the multi-media computer and the recorder Teaching aids:Multi-media computer; Software; PowerPoint; RecorderTeaching procedures:Step 1:Lead-inAt 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.Are 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 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 studyingStep 2. Pre-readingTeacher: Since you are interested in doing scientific experiments, now let’s get to know some vocabulary and knowledge related to science and experiments.At the same time I can type out some pictures about some metals on the screen with thehelp of the computer as follows:⑴potassium(钾) ⑵sodium(钠) ⑶calcium(钙) ⑷magnesium(镁)⑸aluminium(铝) ⑹zinc(锌) ⑺iron(铁) ⑻copper(铜)As I type out each of the above pictures, I can ask the students like this: What’s 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 we’ll study very soon.This step 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. Re adingPassage AT: Well, let’s read through passage A with the tape of it very quickly to try to catch its main idea. Then finish Activity 2 on page 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 and 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 doesn’t.Passage BT: Well, from passage A 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 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, let’s 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 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:⑴Can you guess the meaning of the word “apparatus” through the context? Have you known all of the apparatuses of this experiment?⑵In the 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:Then 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 。

外研版高中英语必修一备课Module 5 A Lesson in a Lab1st period教案

Module 5 A Lesson in a LabⅠ.The General Idea of This ModuleThis module mainly introduces scientific knowledge and the operation and report of basic experiments to students. Questions can often lead to inquiry and phenomenon usually makes people think deeply. Thus, students can voluntarily practice and seek the truth on their own. In this module, we are going to learn some commonly used vocabulary and sentence patterns about scientific experiments. In terms of grammar, we’re going to learn the expressi ng ways of Degrees of Comparison. Besides, students should also learn to use the forms of modifier of Degrees of Comparison. In pronunciation, students are asked to learn the intonation of general questions and special questions. At the same time, after learning this module, students are required to improve their abilities of listening, speaking, reading and writing as well as some strategies of learning.INTRODUCTIONSome vocabulary on science and technology, experiments are enumerated(列举) in this section.Three activities have been designed. Students ought to get familiar with the meanings of the useful words and expressions so that they can get ready for the study activities.VOCABULARY AND SPEAKINGThis part introduces vocabulary of numerals. Besides, five activities have been designed here for the students to distinguish and calculate the numbers and percentage.GRAMMAR 1In this part, we will learn degrees of comparison of the adjectives. It mainly deals with the expressing ways of multiple.READING AND VOCABULARYThis section leads to some words and useful expressions concerning the topic of this module. It also introduces oxide reaction of metals. The exercises designed according to the reading text enable the students to learn to use the relevant vocabulary by doing the exercises.VOCABULARYThis section supplies vocabulary on experimental apparatus and gives us the reading method of fractions. It also supplies us some relevant activities.LISTENING AND WRITINGThe listening material is a dialogue of teachers and students who are doing an experiment. It gives us the activity on relevant experiment as well.GRAMMAR 2This section mainly introduces three kinds of usage of degrees of comparison of the adjectives.PRONUNCIATIONIn this part, the students are required to master the intonation of general questions and special questions.EVERYDAY ENGLISHIn this part, the students shall learn several useful expressions of daily English. That is: “Where do we go from here?”“Keep the noise down.”“You’ve got it.”“It’s your turn.”“Go ahead!”FUNCTIONIn writing, the students are asked to grasp the use of first, next, after that, lastly and so on in a paragraph. They are also required to learn the usage of comma.CULTURAL CORNERThe students must learn the teaching conditions of senior high school education of Canada by reading this passage.TASKIt requires students to work in pairs. Furthermore, the students are asked to write an experimental report by recalling the experiments carried out in class and going over the content of reading.MODULE FILEThis section summarizes the words and expressions, grammar, pronunciation and everyday Egnlish learnt in this module.Ⅱ.Three－Dimensional Goals1.Knowledge and skills(1)Be able to master the key vocabulary and read the text fluently. Get to know something about science and technology, experimental reports.(2)The students are required to understand and master the usage of tractions and degrees of comparison of adverbs.2.Process and methods(1)Learn independently, under the teacher’s guidance.Try to get to know knowledge concerning experiments on science and technology.(2)Inquiry and activity. Students are required to understand its importance of scientific knowledge. The students will be aroused the enthusiasm for observing and analyzing problems.3.Emotion and valuesThe materials in this part can help students change their attitude towards study and arouse their interest of learning so that they can form their own goals of study.Ⅲ.Teaching Important PointsStudents should get to know some scientific knowledge and draw a conclusion by doing some experiments. Master relevant vocabulary and phrases and improve the students’ abilities of listening,speaking, reading and writing.Ⅳ.Teaching Difficult PointHow to improve the students’ ability of writing effectively.Ⅴ.Preparation of Teaching Aidsa tape recorder, multimedia, a computer and a slide projectorⅥ.Teaching Timefive periodsThe first period: Introduction, Vocabulary and SpeakingThe second and the third period: Reading and VocabularyThe fourth period: Vocabulary, Listening and Writing, Grammar 1－2The fifth period: Pronunciation Everyday English, Function and Cultural CornerThe First PeriodThe General Idea of This PeriodIn this period, we are going to learn to say some large numbers quickly and correctly. And we will learn to use some new words.Teaching Aims1.Learn and master the following:Learn the meaning of the following words:liquid,expand,contract, substance, mixture, oxygen, electricity.Learn to say the large numbers in English.2. Develop the students’ speaking ability by listening and speaking.Teaching Important Points1. Train the students’ abil ities of listening and speaking.2. Enable the Ss to recognize the numbers, fractions and percentages.Teaching Difficult PointHow to improve the students’ speaking ability.Teaching MethodsIndividual and pair work.Teaching Aids1. a computer2. a projector3. the blackboardTeaching ProceduresStep 1 Greetings and Lead－inT: Hello, everyone.Ss: Hello, Mr Li.T: Sit down, please. Now in this unit we are going to learn something about general science and learn how to express the numbers. First of all, let’s learn the new words. (Show the new words on the screen.)liquid 液体expand 膨胀contract 收缩substance 物质mixture 混合物oxygen 氧气electricity 电(The Ss read and look up the words in the vocabulary individually.Teacher makes sure the Ss know the new words. Read the words after you.)Step 2 Choose the correct answers to the quiz.Teacher asks the Ss to look through Part one and judge which statements are true.The Ss read and tick the possible right sentences.T: Now listen and check your answers.The Ss check the answers in pairs.1.a2.a3.a4.a5.b6.b7.bT: Now listen again and check your answers.Step 3 PracticeT: Put the words in pairs or groups individually.(The Ss work on their own.)T: Compare the answers in pairs.1.air—oxygen2.contract—expand3.earth—sun—moon4.gas—liquid—solidStep 4 PracticeTeacher shows the words on the screen. Have the class repeat them.electricity iron metal steel air glassT: Can you find these things in our classroom?(Further questions for them to answer)Which of the above are natural?Which are man－made?Which can be both?T: Work in pairs or groups.(Call back the answers from the class.)1. Electricity, iron, some metals and air are natural.2. Steel, some metals and glass are man－made.3. Electricity and some metals (alloys for example) can be man－made and naturally.Step 5 Vocabulary and speaking1. Look at the numbers.(Show these numbers on the screen. Ask them to say the numbers. The English expression will be given when a student makes the answer.)76 seventy－six876 eight hundred and seventy－six2876 two thousand, eight hundred and seventy－six32 876 thirty－two thousand, eight hundred and seventy－six432 876 four hundred and thirty－two thousand, eight hundred and seventy－sixBy this time, the Ss should know the meaning of “million”.T: Read the numbers. And find the two mistakes.This is a good time the Ss learn how to say the large numbers. The teacher walks around the class and offers help when necessary.S: I’ve found the errors. The first two numbers are misrea d.T: You’re right. But how can you say the numbers?S:The first one should be fifty－two million,four hundred and seventy thousand, three hundred and eighty－three.T: Great! What about the second?S: It’s one hundred million.T: Good job!3. Look and sayLook at the following big numbers and say them in English quickly.55 555655 5557 555 50587 555 500987 555 5001 000 000 0004. Listen and writeT: Listen to the following numbers in English and write them down.three thousand, five hundred and forty－sixthirty－three thousand, seven hundred and ninety－sixfive hundred and twenty－two thousand, four hundred and eighty－fivethree million, two hundred and thirty－five thousandThe Ss write in the Arab letter.The teacher collects some of their work and shows it on the real object objector.5. Look at these fractions SB, P42 Part 2T: Now please say these fractions in English.S: Two fifth.T: Is it right?S: No, it’s two fifths.T: Good! Next?S: Five eighths.S: Nine tenths.S: Three eighths.S: Five sixths.T: Who can describe the fractions in Activity 2 as percentages?S: I’ll try. One third is the same as 33.33%.S: Four－fifths is the same as 80%.S: One－tenth is the same as 10%.S: Three－quarters is the same as 75%.S: One half is the same as 50%.S: Two－thirds is the same as 66.66%.S: Two－fifths is the same as 40%.S: Five－eighths is the same as 62.5%.S: Nine－tenths is the same as 90%.S: Three－eighths is the same as 37.5%.S: Five－sixths is the same as 83.33%.T: Good! Your mathematics is excellent!6. PracticeT: Let’s turn to P43, Part 4Read these questions aloud and say the numbers.(Put the Ss into pairs to take turns asking and answering the questions.Circulate, monitor and help where necessary. Call back the answers from the class.)(1)3 000 000 (2)48 046 000(3)50 000 000 (4)265 693 096(5)750 375 000 (6)80 000 000Step 6 PracticeT: Work in pairs. Give your partner five sums. Use numbers over a million. Your partner must find the answers. Work out the answers and then say them in words.Step 7 Assignment1. Master the new words we have learned in this class.2.Work in pairs. Look,listen,speak and write the larger numbers, fractions and percentages.Module 5 A Lesson in a LabThe First Periodliquid 55 555expand 655 555contract 7 555 505substance 87 555 500mixture 987 555 500oxygen 1 000 000 000electricityStep 9 Activity and InquirySteps Students’ Acting Teacher’s Organizing1 The students are asked to use a mixture ofpercentages, additions and fractions,as in the previous activity. Then work outthe questions on their own first, but leavethe answers off the paper they write thequestions on. Ask the students to work out the answers independently.2 The students should exchange questions andwritethe answers out on paper as they would saythem(i.e. in words, not just in figures). The teacher looks around the class, inspecting the students’ activity.3 Take it in turns to ask and answer eachother’s question.Ask the students to carry out the activity seriously.。

外研版高中英语必修一备课Module 5 A Lesson in a Lab4th period教案

The Fourth PeriodThe General Idea of This PeriodIn this period, we’re going to learn Vocabulary,Listening and Writing, Grammar 1 & Grammar 2.Teaching Aims1. Learn to say the decimals.2. Develop their abilities of listening and writing.3. Learn the grammar: Degrees of Comparison.Teaching Difficult Points1. Improve the students’ listening ability.2. Master the grammar: Degrees of Comparisons 1 2.Teaching MethodsFinding, deducting.Teaching Aids1. a computer2. a projector3. the blackboardTeaching ProceduresStep 1 RevisionShow their homework exercises on the real object objector.Teacher gives some comments on the work.Step 2 Look and learnLearn to say the decimals by looking at Part 1 on Page 46.Give them two minutes. Work on their own first and then say to each other in pairs, paying attention to the numbers before and after point.Step 3 Write and sayT: Now write and say the numbers as decimals.S: Point five.S: Two point two five.S: (naught) Point seven five.S: Thirty point five.S: Twelve point three.T: Learn to say the fractions on Page 46.Work in pairs and report the answers to the class.Keys: a half two and a quarter three quartersthirty and a half twelve and three tenthsStep 4 PracticeWrite 5 fractions for each one to say.Step 5 Listening and writingT: Read the listening material and try to predict what you will hear.(It’s a good way to train their listening ability.)Play the cassette for them to listen.Listen another time for them to complete the description of the scientificexperiment.Listen a third time.Step 6 Grammar 1: Degrees of Comparison 1Learn how to use multiple in degrees of comparisonT: In junior middle school, we learned the sentence: “The earth is larger than the moon.” We add “forty-nine times” to the sentence on P43.Have you noticed the word order?T: What do we say “两倍” in English?S: Two times.T: Is it right?S: No. It’s twice.T: Now please answer the questions in Part 1, P43.S: It should be like this: I went there twice.T: What about No.2?S: 20 metres.T: No.3?S: Object B is 400 kilogrammes.Step 7 PracticePart 2 SB, P43Work on your own first and then check the answers together.1. Yangtze River is about three times as long as Songhua River.Yangtze River is about three times longer than Songhua River.2. Winter in Harbin is four times as cold as that in Beijing.Winter in Harbin is four times colder than that in Beijing.3. Mount Qumolangma is about six times as high as Mount Tai.Mount Qumolangma is about six times higher than Mount Tai.4. My aunt’s house is twice as large as mine.My aunt’s house is twice larger than mine.5. Tom weighs twice as heavy as Lily.Tom weighs twice than Lily.Step 8 Grammar 2: Degrees of Comparison 2T: Find the grammatical rules in the first three sentences on P47.S: The first sentence contains the structure “more and more”.T: Good!S: The next two contain the str ucture “the more...the more...”.A1、2、3 B 2、3 C1Step 9 Part 2, SB, P47T: Make sentences according to the example. Work on your own first and then check the answers together.1. The hot metal is getting bigger and bigger.2. The magnesium is getting hotter and hotter.3. The sun is getting stronger and stronger during the morning.4. The sea is becoming warmer and warmer.Step 10 Assignment1. Study Parts 3-4 on P47-48.Find out more words or phrases which can modify the degrees of comparison.2. Wb, Exx. 1-2, P91Step 11 The design of the writing on the BlackboardModule 5 A Lesson in a LabThe Fourth Perioda halftwo and a quarterthree-quartersthirty and a halftwelve and three tenthsmore and morethe more...the more...Step 12 Activity and InquiryDegrees of Comparison 2Activity Look at these sentences:1. Come a bit closer.2. We need rather more than that.3. It weighs a little more than before.4. It’ll b e a lot heavier than magnesium.5. Is it any heavier?Steps Students’ Acting Teacher’s Organizing1 Read through the sentences. Ask the students to read through thesentences.2 Complete the activityindividually. Get the students to complete the activity individually.3 Work in pairs to compare theiranswers. Put the students in pairs to compare their answers.。

外研版高中英语必修一备课Module 5 A Lesson in a Lab3rd period教案

The Third PeriodThe General Idea of This PeriodIn this period we’re going to learn another reading passage.Teaching Aims1 .Learn and master the following words and expressions:rust boil ordinary steam float form dissolve add to keep out of2. Learn to describe a simple scientific experiment.Teaching Difficult Points1. Enable the Ss to write a report on a scientific experiment.2. Learn to use the new words and expressions in this part.Teaching MethodsReading, question and answer.Teaching Aids1. a tape recorder2. a computer3. some test tubes, nails, Bunsen burner, balance, tongsTeaching ProceduresStep 1 GreetingsGreet the whole class as usual.Step 2 RevisionShow the metals learned in the last period to the class and ask them to name them in English.Step 3 PresentationRead the passage to find the answers to the questions.1. What’s the aim of the experiment?2. What equipment do we need in order to do the experiment?3. How long does it take to see whether iron rusts in the three cases?4. How can we take the air out of water?5. How can oil prevent air entering water?(Show the questions above on the screen.)Step 4 ReadingRead the passage individually and then discuss in pairs or groups. It’s a good time to learn the new words and understand the meaning of the passage.Step 5 Call back the answers from the Ss1. It is to find if iron rusts in dry air, in air－free water or in ordinary water.2. We need some test tubes, test tube holder, cotton wool, oil and Bunsen burner.3. A week.4. We can take air out of water by boiling it.5. Because oil is lighter than water, it stays on the surface of water.Step 6 Learn the new words1. Ask the Ss to pick out the new words in Passage B. Write the words on theblackboard.rust,test tubes,nails,Bunsen burner,boil,ordinary2. Read the new words after you twice. Bring out the apparatus on the desk.Step 7 Careful readingT: Well. Now reread the passage carefully to further understand it. Then work in pairs to fill in the blanks on Page 45.Step 8 Language points1. Add some oil to the water.在水中加点油。

英语必修1外研版模块5教学设计

electricity iron metal steel air glass
T: Can you find these things in our classroom?
(Further questions for them to answer)
Which of the above are natural?
英语必修1外研版M 5教案：单元设计共6课时
外研版高一英语Module 5ALesson in a Lab单元教学设计共六课时
The First Period
Introduction, Vocabulary and Speaking
Teaching goals
1.Target languages
liquid, expand, contract, substance, mixture, oxygen, electricity, aim, equipment, react, result, steam, substance, boil, float, form, dissolve, rust.
The Ss check the answers in pairs.
1.a 2.a 3.a 4.a 5.b 6.b 7.b
T: Now listen again and check your answers.
Step Practice
T: Put the words in pairs or groups individually.
2. Ability goals
Enable the students to learn some words concerning scientific experiment.
3. Learning ability goal

高一上学期英语教案5-外研版必修1 Module5 A Lesson in a Lab

年级：高一科目：英语必修一第一学期高一英语讲义5Book 1 Module 5 A Lesson in a Lab课时1词汇; 课型A（基础）；课长30分钟一、词汇互译1．____________________ 往…加入…2．used to do ____________________be used to do ____________________be used to doing ____________________3．in the area of ____________________4．____________________ 为…赶到骄傲/自豪5．be supposed to ____________________6．in order ____________________out of order ____________________7．____________________ 在…的顶端/底部8．do/carry out an experiment ____________________9．____________________ （表示鼓励/允许）说吧/做吧10．It’s one’s turn to do sth. ____________________11．____________________ 在过去的20年中二、单词拼写1. What（结论）do you draw from the evidence? Please tell me at once.2. Water and ice are the same（物质）in different forms.3. The girl kept her（平衡）with a long stick in her hands.4. We are proud of having all the latest ein our chemistry lab.5. We can’t imagine how people live without ein modern times.三、词汇运用1.我以为今天我们会领到薪水呢。

外研版高中英语必修一Module 5A Lesson in a LabListening,Spenking and Writin教案2

Module FiveA Lesson IN a LabTeaching Aims:1.Knowledge and Skilla.To develop speaking ability by practicing saying the numbers, especially the fractions..b.To learn about some vocabulary and knowledge related to science and experiments.c.To develop writing ability by practicing writing out the description of the scientificexperiment according to what they hear..2.Emotion and Valuesa.To raise students’ interests in science and form the rigorous scientific attitude.3. Character-building:a.To make them understand the importance of scientific knowledge.b.Arouse their interest of learning so that they can form their own goals of study. Difficulties and Importance:a.To make the students understand and grasp the vocabulary and knowledge related to scienceand experimentsb.To enable the students to know how to use the degrees of comparison correctly.c.Enable the Ss to recognize the numbers, fractions and percentages.Teaching Method:a.Task-based methodologymunicative ApproachTeaching Procedures:Period 3Teaching ContentGrammar1 &2Degrees of comparisonStep 1 show Ss the following picturesA is four times as _____as B.Or we can say:A is four times ______than B.A is four times the _______of B.Suggested answers: high; higher ; heightThe tallest man(2,55m) andthe shortest man(0.64m)in the worldThe old woman is about ________as old as hergranddaughter.The old woman is about ____________ older than hergranddaughter.111The old woman is about ten times ______of hergranddaughter.Suggested answers: ten times; ten times; the ageStep 2 Conclusion: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 four 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）Step 3 PracticeFill in the blanks with proper words.1.The Yangtze River is about three times as long as the Songhua River.The Yangtze River is about three times ______than the Songhua River.The Yangtze River is about three times ______of the Songhua River.2.Winter in Harbin is four times as cold as in Beijing.Winter in Harbin is four times _______than in Beijing.Winter in Harbin is four times ________of winter in Beijing.Step 4 Show Ss the following pictures and sentences.It’s becoming bigger and bigger.She is getting more and more beautiful.The higher it flies, the smaller it appears.Answer the questions below.1.Which of these structures is used to say that something is changing?2.Which of these structures is used to say that things change/are changing together?3.Which structure repeats the same adjective?Suggested Answers: 1,2,33,1,2Step 5 conclusion:a.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。