2017年必修一英语Module5单元教学案(外研版)

2017年必修一英语Module5单元教学案(外研版)
dule5
Teahingplan
Perid1
Intrdutin≈VabularandSpeaing
Teahingais:
Tintrduesegeneralsiene
2Tlearnserdsrelatedtthetheefthisdule
3Tdevelpspeaingabilitbpratiingsaingthenubers,espeiallthefra tins
Iprtantanddiffiultpints:
Arusethestudents’interestsandlveinsiene
2Enablethestudentstunderstandseeleentsabuttheheistrlab 3aethestudentsnhtreadthenubers
Teahingpredures:
Intrdutin
Ativit1
Theaiftheativitistasthestudentstfinishthequizabutgeneralsie netarusetheirinterestinsieneTheativitanbedneasflls:
Firstl,asthestudentstgthrughthefllingthequizandaetheirhient heirn
Quiz:Huhdunabutgeneralsiene?
aterexists__________
asaslid,aliquidandagas
asaslidandaliquidnl
2henuheataetal,itill___________
expand
ntrat
3Steelisixturef_____________
irnandthersubstanes
irnandxgen
4_______________ftheearth’ssurfaeisater
T-thirds
50%
5Thedistanefthesunfrtheearthis______________ileters
25,500
150,500,500
6Theearthis46______________earsld
illin
billin
7Theearthis______________then
tieaslargeas
frt-ninetieslargerthan
Thenputthestudentsinpairstparetheiransersandallbatheansersf rthelass
Finallasthetlistentthetapeabuttheabvequizandhetheiransers
Ansers:1a;
2a;
3a
4a;
5b;
6b;
7b
Ativities2≈3
Theteaheranprepareseardsabutdifferentthingsfrthelassatfirst Befreshingthestudentstheards,theteaheransatthehlelass:Thing sanbedividedintthreeinds,natural,an-ade,andeithernaturalran -ade,nI’llshuseardsinhand,anutellehiharenatural,an-aderbth?
Afterthis,theteaheranntinuetsatthehlethelass:anugiveseexapl es?
ThendividethehlelassinttbiggrupstpeteTheteaheranastheSstspe autasanexaplesaspssibleandritedntherdsinthetablentheblabard asflls:
Natural
Eg:d,------
an-ade
Eg:glass,------
Eithernaturalran-ade
Eg:ater,------
Finall,astheSstpentheirbsatPage41andreadtherdsinthebxaludIf pssible,theanluptherdstnhattheeanfurse,theabvepetitinillnti nue,thatistsa,atthisent,theteaheranastheSstputtherdsinthebx nPage41intheirbsintheabvetable
VabularandSpeaing
Ativit1
TheaiftheativitisthavethestudentsnhtreadthelngnubersStheati vitanbedneliethis:
Befredealingiththeativit,theteaherhadbetterbuildupalngnuber b
havingthestudentssaaninreasingsequene,eg:
3
three
33
thirt-three
333
threehundredandthirt-three
3,333
threethusand,threehundredandthirt-three
33,333
thirt-threethusand,threehundredandthirt-three
Atthistie,stftheSsillntheafreadingtheselngnubers:heretsa “illin”,“thusand”,and“hundred”Sinrdertnslidatehattheustlearned,theteaheranpratiesaingthen ubersatthetpfPage42iththestudentstaesuretheSshavetherretint natin
ThenastheSstgthrughtherestfthenubersinAtivit1andfindtheerrr
sindividuallardingtthediretins
Finalltheteaherallsbatheansersfrthelass
Ansers:1)Therd“thusand”isissingafter “furhundredandsevent”;
2)Therd“ne”isissingbefre“hundredillin”
Ativit2
Firstl,theteaherpintatthefratinsandsatheinEnglishAtthesaeti etheteaherhavetheSsrepeattheafterhirher
ThentheteaherandtheSsaeananalsisabuttherulesfreadingfratins inEnglishtgether
FinalltheteaherastheSstreadtherestfthefratinsinAtivit2nPage 42intheirbsinEnglishntheirnIfneessar,theteaheranritedntherr etansersntheblabardthehattheread
Ansers:1t-fifths;
2five-eighths;
3nine-tenths
4three-eighths;
5five-sixths
Ativit3
Theteahershuldintrduetheneptfperentageatfirst,
andthentheteaherritednseperentagesntheblabardandreadtheutin English
Eg:35%→thirt-fiveperent;
50perentequalsahalf
ThenhavetheSspratiereadingaludthefllingperentages:40%;55%;8 5%
FinallhavetheSsrinpairstdesribethefratinsinAtivit2asperenta gesinEnglish
Ansers:1Aquarteristhesaeas25%;2nethirdisthesaeas3333r%;3Fur -fifthsisthesaeas80%;4netenthisthesaeas10%;5Three-quartersi sthesaeas75%;6nehalfisthesaeas50%;7T-thirdsisthesaeas6666r% ;8T-fifthsisthesaeas40%;9Five-eighthsisthesaeas62%;10Nine-t enthsisthesaeas90%;11Three-eighthsisthesaeas37%;12Five-sixt hsisthesaeas8333r%
Her:
Previethereadingpart
2
rinpairstfinishAtivities4≈5nPage43
Perids2≈3
Reading≈Vabular
Teahingaisanddeands:
⒈Tlearnabutsevabularandnledgerelatedtsieneandexperients
⒉Tnabutseetalsandgettntheirainusesinurlives
⒊TaethestudentsnhtdasipleexperientandritethereprtabutitinEng lish
⒋
Tdealithalltheativities1-6abutpassageAandpassageBnpage44-45
⒌Tdevelpstudents’expressinabilitasellasreadingabilitbpratiingthesetpassages
⒍Traisestudents’interestsinsieneandfrtherigrussientifiattitude
Teahingepints:
⒈Taethestudentsunderstandandgraspthevabularandnledgerelatedt sieneandexperients
⒉Tenablethestudentstnhtreadsepassagesabutsiplesientifiexperi
Teahingdiffiulties:
TaestudentslearnhtriteanexperientreprtinEnglish
Teahingethds:
⒈uniativeApprah
⒉Tas-basedApprah
⒊
Aural-ralApprahiththehelpftheulti-ediaputerandthererder
Teahingaids:
ulti-ediaputer;
Sftare;
PerPint;
Rerder
Teahingpredures:
Step1:
Lead-in
Atfirstshthestudentsthepiturefalabiththehelpfputer
Thendesignthefllingquestinsandasthestudentstdisusstheingrup s:
Areuinterestedindingsientifiexperients?
2
Suppseuanttdaheialexperientabutseetals,duthinitisneessartna buththereatiththersubstanes?
3
Inrdertarrutanexperientsuessfull,hatshuldupreparefrit?
ThisstepistarupthestudentsandraisetheirintereststspeaEnglis hinlassBeauseallthesequestinsareverlsetthestudents’daillifeandstuding
Step2：Pre-reading
Teaher:Sineuareinterestedindingsientifiexperients,nlet’sgettnsevabularandnledgerelatedtsieneandexperients
AtthesaetieIantpeutsepituresabutseetalsnthesreeniththehelpf theputerasflls:
⑴ptassiu
⑵sdiu
⑶aliu
⑷agnesiu
⑸aluiniu
⑹zin
⑺irn
⑻pper
AsItpeuteahftheabvepitures,Ianasthestudentsliethis:
hat’sthis?Andhatanitbeusedfr?
Atthisentthestudents’interestsareprbablapprahingaliaxSIfurtherastheliethis:Duant tnreabuttheseetals?Anddunheanusetheseetalsbetter?
ell,thisishate’llstudversn
Thisstepisepledtreatealanguageenvirnentfrstudents’uniatinandarusetheirinterestsinreadingpassageAandpassageBnp age44-45
Step3:
Reading
PassageA
T:ell,let’sreadthrughpassageAiththetapefitverquilttrtathitsainideaThe nfinishAtivit2npage44andgiveurreasns
Next,astheSstreadpassageAverarefulltfinduttheansersinAtivit 3npage44Finishthisativitbulti-ediaputerItanbedesignedasflls :
hihftheetalsinthetablereatsthestithxgenandater?
Ptassiu,aliuandsdiu
hathappenshenuheataliuinxgen?
Itburnstfranxide
3
hihetalsreatithstea?
agnesiu,aluiniuandzin
4
Desirnhaveaslrfastreatinithstea?
Ithasaslreatin
5
Despperreatithater?
N,itdesn’t
PassageB
T:ell,frpassageAeanseehinterestingtheexperientabutthereatin fetalsis!Butdunheanarrutaheialexperientinalabsuessfull?
Andhatistherretrdertdesribeasientifiexperient?
AstheSstlatAtivit1npage44andgivetheabut2inutestdisussitThen llettheansersfrtheAtthesaetietpeuttherretansernthesreenitht heputerasflls:
T:N,let’setsee“Asiplesientifiexperient”!
ThenplathetapefpassageBfrthestudentsandasthetreadthepassage iththetapequilandfinishAtivit4npage44
Inrdertleadthestudentstreadthetextverarefull,thefllingtas-b asedquestinsanbesignedtasthetanser:
⑴anuguesstheeaningftherd“apparatus”thrughthentext?Haveunnallftheapparatusesfthisexperient?
⑵
Inthesendpartftheexperient,hustubiltheater?Andthenhduaddsei lttheater?
FrQuestin1,sestudentsabefeelstrangetseapparatusesIfs,thefll ingpituresanbetpedutiththehelpfputerthelpSstnabut:
TheninrdertaetheSsnslidatehatthereadinpassageBandheifthehav eunderstdtheexperientverell,Ativit5npage46anbetpedutnthesre eniththehelpfputerasatas-basedativit。

Step4：Disussin
⒈
Duthinitiseasrdiffiultfrutarrutasientifiexperientell?Andanu
desribehtditsuessfullinsiplerds?
⒉
Ifuanttlearnsienesubetsell,hatqualitiesduthinushuldhave?
ThisstepistnslidatehatSshavelearntinthislessn,inadditintpen etratingtheraleduatintlvesieneandfrtherigrussientifiattitud e
Her:
⒈riteapletesientifiexperientreprtinsipleEnglish
⒉Underlinethelanguagepintsuan’tunderstandinthetext
⒊GntreadtheUTULRNERreadingpassagefthisdulenPage49
Teahingsuar:
⒈e’velearntabutsevabularandnledgerelatedtsieneandexperients
⒉e’vefinishedstudingpassageAandpassageBnpage44-45
⒊e’vennhtarrutasientifiexperientinalabsuessfullandriteapletesi entifiexperientreprtinsipleEnglish
Perid4
Graar:Degreesfparisn
Teahingbetives:
Taethestudentsgrasptheusagefthedegreesfparisn
Iprtantanddiffiultpints:
⒈ThavetheSsunderstandallindsffrsfdegreefparisn
⒉Tenablethestudentstnhtusethedegreesfparisnrretl
Teahingpredures:
Step1Lead-in
PresenttheSsthefllingsentenesntheBbandasthetdisverhatindfde greesfparisn
⑴aspeaEnglishasfluentlasT
⑵Thisshlisbetterthanthatne
⑶Thisbisreinterestingthanthatne
⑷Thisrislessbeautifulthanthatne
⑸Theeatherisgettinghtterandhtter
⑹Theharderustud,thereuillaeprgress
⑺Hershardestinhislass
Thenalltheansersfrthelass
Ansers:1原级;2、3、4、5、6、均为比较级;7最高级
Step2Graarstruture
FirstlastheSstaeasuarabutthestruturesfthedegreesfparisnThen hetheansers
Ansers：3frs——原级、比较级和最高级。

Step3DetailedNtesabutGraarUsage
⒈原级的构成和用法
）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ad/adv+as”的结构；当表示双方不相等时，用“ntas+原级ad/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ad/adv+as”的结构。

例如：
①Heisastallasa//IspeaEnglishasfluentlasu
②urbieisntasneashers
③Thisradisthreetiesaslngasthatne
⒉比较级和最高级的构成和用法
）构成：
⑴规则变化
①单音节形容词以及少数以－er,－r结尾的形容词和副词加＂er＂，＂est＂．例如：
fast-faster-fastest;
fe-feer-feest;
great-greater-greatest;
lever-leverer-leverest
nrr-nrrer-nrrest
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,
siple-sipler-siplest
③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：
ht-htter-httest
④以辅音加结尾的形容词和少数不是形容词加l构成的副词要将改写为i，再加＂er＂，＂est＂．例如：
eas-easier-easiest,
happ-happier-happiest
earl-earlier-earliest
⑤一般双音节词、多音节形容词和副词在原级前re或st．例如： beautiful-rebeautiful-stbeautiful;
arefull-rearefull-starefull
⑥少数单音节或双音节形容词也加re和st构成比较级和最高级。

例如：
tired-retired-sttired;
pleased-repleased-spleased;
rded-rerded-strded
⑵不规则变化
原级
比较级
最高级
gd,ell
better
best
bad,ill
rse
rst
an,uh
re
st
little
less
least
ld
lder,
elder（较年长） ldest，
eldest
far
farter,
further
farest（最远的）
furthest（最深刻地）
[注意]辨析fe-feer-feest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：
Thisbisbetterthanthatne
②表示一方不及另一方时，用“less+原级ad/adv+than”的结构表示。

例如：
Thisrislessbeautifulthanthatne
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：
Theharderhers,thehappierhefeels
Theharderustud,therenledgeuillget
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：
Theeatherisgettinglderandlder
Thelittlegirlbeesreandrebeautiful
⑤表示倍数的比较级有如下几种句型：
a)“倍数+as+原级ad+as+被比较对象”，例如：
Thisriverisfurtiesaslngasthatne（这条河是那条河的四倍长） b)“倍数+the+size+f+被比较对象”，例如：
Thisriverisfurtiesthelengthfthatne（这条河是那条河的四倍长）
)“倍数+比较级ad+than+被比较对象”，例如：
Thisriveristhreetieslngerthanthatne（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)an加比较级,表示疑问程度，译为“------一些”，“------一点”。

例如：
Areufeelinganbetter?
b)n/nt加比较级,表示否定程度，译为“并不-------”。

例如： Segrnhigherthanuranles
Thisfilisntreinterestingthanthatne
)abit,alittle,slightl加比较级,表示“稍微，一点（些）”。

例如：
aIstaherealittlelnger?
Thisprbleisabitrediffiultthanthatne
d)an,uh,alt,greatl,far,rather,agddeal等加比较级,表示“------得多”。

例如：
urshlisuhrebeautifulthantheirs
Thepeplehereareagreatdealrihernthanbefre
[附]bfar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：Heistallerbfarthanhisbrther//Heisbfarthetallerfthetbrthers e)even,still加比较级,表示强调，译为“甚至更/还要-------”。

例如：
Hegetsevenstrnger
aistall,butTisstilltaller
f)“数词+名词+比较级”表示确定的程度。

例如：
HeisfiveearslderthanI
Igtupanhurearlierthanthethers
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：
ZhangHuaisthetallestfthethree
Hershardestinhislass
TheThreeGrgesareaisnefthestbeautifulareasfhina
②最高级可被序数词以及bfar,
bneans,
uh,
nearl,
alst,
ntquite,
nthinglie等词语修饰。

例如：
TheangtzeRiveristherld’sthirdlngestriver
Huhdidthesendstexpensivehatst?
Thishatisbfar/bneans/uh/nearl/ntnearl/alst/ntquite/nthingli ethebiggest
[注意]：
a)作状语的副词最高级前可以不加定冠词。

例如：
Heaeearliestfallthebs
b)exellent，extree（极端的），favurate，perfet（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。

)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。

Heisthetallestinhislass
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：Ihaveaslessneasud
正：Ihaveaslittleneasud
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
re加比较级形式。

例如：
误：Hishealthisrersethanbefre
正：Hishealthisrsethanbefre
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：Babprbablhasreusesthananplantintherld
正：Babprbablhasreusesthanantherplantintherld
[附]比较的另一方如果是不定代词anne,anthing,前面不能加ther,而要在其后加else例如：
Shestudiesharderthananneelseinherlass
但是，若比较的双方不属于同一范围，句中则不加ther。

例如： Sherunsfasterthananbinherlass
⑷表示“两者中较-------”时，比较级前要加the。

例如：
Thelderfthetnbleentalightandledeintabar
⑸被比较的双方必须具有可比性。

例如：
误：Therearerestudentsinthisshlthanthatshl
正：Therearerestudentsinthisshlthaninthatshl
⑹连词than后使用代词主格和宾格有时意义不同。

例如：
①Inubetterthanhe我比他更了解你
②Inubetterthanhi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：Heisthetallestfallhisbrthers
正：Heisthetallestfallthebrthers
⑻st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ver。

此时，st已失去最高级的意义。

试比较：
astinterestingfil/thestinterestingfil
Step4Pratie
Exerise1:aesentenesabuttheparativesizesfthepairsUsetherdsin thebraets
Exaple:IthintheangtzeRiverisabut3tiesaslngastheSnghuaRiver reansa:
IthintheangtzeRiverisabut3tieslngerthantheSnghuaRiver
⑴Lileighs:45ilgras
Teighs:ver90ilgras
___________________________________________________________ ________
⑵untTai:1,521eters
untQulanga:8,848eters
___________________________________________________________ _________
⑶interinBeiing:-5℃
interinHarbin:-20℃
___________________________________________________________ _________
⑷huse:80squareeters
aunt’shuse:160squareeters
___________________________________________________________ _________
Exerise2:Usetherdsbeltritesentenesasintheexaple
Exaple:teperature/get/l
Theteperaturegetslerandler
⑴htetal/get/big
___________________________________________________________ ________
⑵agnesiu/get/ht
___________________________________________________________ _________
⑶sun/get/strngduringtherning
___________________________________________________________ _________
⑷sea/bee/ar
___________________________________________________________ _________
Ansers:
Exerise1:
⑴TeighsvertieasheavasLil//r:TisvertieheavierthanLil
⑵
untQulangaisabutsixtieshigherthanuntTai//r:untQulangaisabut sixtiesashighasuntTai
⑶
interis4tieslderinHarbinthaninBeiing//r:interis4tiesasldinH arbinasinBeiing
⑷aunt’shuseistieaslargerashuse//r:aunt’shuseistielargerthanhuse
Exerise2:
⑴Thehtetalisgettingbiggerandbigger
⑵Theagnesiuisgettinghtterandhtter
⑶Thesunisgettingstrngerandstrngerduringtherning
⑷Theseaisbeingarerandarer
Her:
Finishtheexerises2,3≈4npage91-92intheirrb
2
Previetherestfthisdule
Perid5
Listeningandriting,EverdaEnglish≈Prnuniatin
Teahingais:
Tlearntaththerelatedinfratinfrhatthehearandunderstandtheean ingfseexpressinsbntext
2TenabletheSstregnizethebasidifferenesabuttheintnatinfh-que stinsandes/Nquestinsfrhatthehear
3Tdevelpritingabilitbpratiingritingutthedesriptinfthesienti fiexperientardingthatthehear
Iprtantanddiffiultpints:
EnabletheSstregnizethebasidifferenesabuttheintnatinfh-quest insandes/Nquestinsardingthatthehear
2HavetheSsunderstandtheexateaningfsesentenesbntext
Teahingpredures:
Listeningandriting
ItisneessarfrateahertgivetheSsabriefindiatinbefrelisteningF rthislistening,theteaheransattheSs:earegingtlistentadialgue thattaesplaeinalabAteaherhelpsastudentdanexperientInthisexp erient,theetalagnesiuburnsinairIsthereahangeineighthenthise talburnsinair?Let’sguess/predit
Aftertheneessarindiatin,givetheSsverleardiretinsandrequiree ntstlistenTheteaheranntinuetsa:Nlet’slistentthedialgueTrtfinduthetherthereisahangeineighthenthe etalagnesiuburnsinairAtthesaetie,paattentinttheinfratinrela tedttheflling:
Ai:________________________________________________________ ____
Apparatus:_________________________________________________
______
ethd:______________________________________________________ ___
Result:____________________________________________________ ______
nlusin:____________________________________________________ __
ThenbegintplathetapeneandasansersfrthehlelassAndthenastheSs tfinishAtivit2nPage47
PlathererdingagainandastheSstpletetheabvedesriptinntheirn,a ndthenthetheiransersinpairsBefrereplaingthererding,furse,ha dbetterreindtheSshtheusuallriteupsieneexperients,thatis,ple tingthedesriptininvlvessearefulreadingfrspeifiinfratinandre rganizingtheinfratin
Ansers:
Ai:tfindutifthere’sahangeineighthenagnesiuburnsinair Apparatus:agnesiu,Bunsenburner,abalane,aruible
ethd:First,puttheagnesiuintheruibleThenputtheruiblenthebala neandeighitNext,heattheagnesiuLighttheBunsenburnerandhldthe ruibleveritFinall,eightheagnesiuagain
Result:Iteighsalittlerethanbefre
nlusin:Thereisahangeineighthenagnesiuburnsinair
EverdaEnglish
Firstl,astheSstgthrughtheeverdaEnglishnPage48andhsetherrete aningsindividuall
ThentelltheSsheretheseeverdaEnglishsentenesfr——thearefrtheabvelisteningNreplathererding,astheSsthehatthehs e
Ansers:1)a;
2)b;
3)a;
4)b;
5)a
Prnuniatin
Atfirst,rganizetheSstlistentthererding,atthesaetie,givethet hediretintlistenandasthetpaattentinttheintnatinfh-questinsa
ndes/Nquestins
Thenplathetapefrthelassandastheagain
Afterthat,helptheSstsuarizethebasiintnatinfh-questinsandes/ Nquestins
Ansers:h-questinsftenfallattheendes/Nquestinsftenrise AndthenplathetapeagainandastheSstiitateit
Finall,givetheSsresentenestpratie
Her:
Revisethehledule5andbegintpreviedule6
附》关于本单元模块整体备课的特别说明：
本人在本单元模块的整体备课上主要遵循了“创造性、灵活性、有效性”的三大原则，为此，特意对原有教材的编排体系进行了重新整合，同时对原有教学素材进行了灵活取舍。

但是，这种整合与取舍不是随意的，主要考虑到以下三个方面因素的制约：第一，为完成应有的教学任务，实际分配到每个单元模块的教学课时一般只有5~6课时；第二，每一课时的信息容量应合乎情理；第三，组合的话题之间有时是出于外在形式的需要，但更多是出于其内在的必然联系（如listening和everdaEnglish之间的组合）。

此外，为提高教案的情景化和可操作程度，我适当在教案中加入了一些图片。

需要补充说明一下的是，本教案的阅读课时安排的是两课时，但本教案只体现出了一课时左右的内容，原因在于另一课时主要集中处
理阅读课文中的语言知识点，大家都轻车熟路了，没有再累述出来的必要；另外，在处理graar部分时，我的安排是开始让学生主动体验和发现要讲解的graar,然后老师集中讲解，在讲解时考虑到平时语法课的实际效果，所以我在这一步骤的教案上主要使用的是汉语。