Period 1
Introduction & Vocabulary and Speaking
Teaching 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:
Introduction
Activity 1
The 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 only
2. When you heat a metal, it will ___________
(a) expand (b) contract
3. Steel is mixture of_____________.
(a) iron and other substances. (b) iron and oxygen
4. _______________ 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) 150,500,500
6.The earth is 4.6______________ years old.
(a) million (b) billion
7. The earth is ______________ the moon
(a) twice as large as (b) forty-nine times larger than
Then 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 & 3
The 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 the blackboard as follows:
Natural Eg: wood, ------
Man-madeEg: glass, ------
Either natural or man-madeEg: water, ------
Finally, 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 Speaking
Activity 1
The 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:
3three
33thirty-three
333 three hundred and thirty-three
3, 333 three thousand, three hundred and thirty-three
33, 333 thirty-three thousand, three hundred and thirty-three
At 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 2
Firstly, 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 3
The 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 as 33.33r%(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 & 3
Reading & Vocabulary
Teaching aims and demands:
⒈ To learn about some vocabulary and knowledge related to science and experiments
⒉ To know about some metals and get to know their main uses in our lives
⒊ To make the students know how to do a simple experiment and write the report about it in English
⒋ To deal with all the activities1-6 about passage A and passage B on page 44-45
⒌ To develop students’ expression ability as well as reading ability by practicing these two passages
⒍ To 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 experiments
⒉ 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 English
Teaching methods:
⒈ Communicative Approach
⒉ Task-based Approach
⒊ Aural-oral Approach with the help of the multi-media computer and the recorder
Teaching aids:
Multi-media computer; Software; PowerPoint; Recorder
Teaching procedures:
Step 1: Lead-in
At 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 studying
Step 2：Pre-reading
Teacher: 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(鉀) ⑵sodium(鈉) ⑶calcium(鈣) ⑷magnesium(鎂)
⑸aluminium(鋁) ⑹zinc(鋅) ⑺iron(鐵) ⑻copper(銅)
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 44-45
Step 3: Reading
Passage A
T: 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 B
T: 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。
Step 4：Discussion
⒈Do you think it is easy or difficult for you to carry out a scientific experiment well? And can you describe how to do it successfully in simple words?
⒉If you want to learn science subjects well, what qualities do you think you should have? (Possible answers: We should be careful / serious / diligent /patient /thoughtful/ etc. )
This step is to consolidate what Ss have learnt in this lesson, in addition to penetrating the moral education to love science and form the rigorous scientific attitude.
Homework:
⒈Write a complete scientific experiment report in simple English.
⒉Underline the language points you can’t understand in the text.
⒊Go on to read the CUTUL CORNER reading passage of this module on Page 49.
Teaching summary:
⒈We’ve learnt about some vocabulary and knowledge related to science and experiments
⒉We’ve finished studying passage A and passage B on page44-45.
⒊We’ve known how to carry out a scientific experiment in a lab successfully and write a complete scientific experiment report in simple English
Period 4
Grammar : Degrees of Comparison
Teaching objectives:
To make the students grasp the usage of the degrees of comparison.
Important and difficult points:
⒈ To have the Ss understand all kinds of forms of degree of comparison.
⒉ To enable the students to know how to use the degrees of comparison correctly.
Teaching procedures:
Step 1. Lead-in
Present the Ss the following sentences on the Bb and ask them to discover what kind of degrees of comparison .
⑴Jack speak English as fluently as Tom.
⑵This school is better than that one.
⑶This book is more interesting than that one.
⑷This room is less beautiful than that one.
⑸The weather is getting hotter and hotter.
⑹The harder you study, the more you will make progress.
⑺He works (the) hardest in his class.
Then call the answers from the class.
Answers: 1.原級(jí); 2、3、4、5、6、均為.比較級(jí); 7.最高級(jí).
Step 2. Grammar structure
Firstly ask the Ss to make a summary about the structures of the degrees of comparison. Then check the answers.
Answers：3 forms ??原級(jí)、比較級(jí)和最高級(jí)。
Step 3. Detailed Notes about Grammar Usage
⒈原級(jí)的構(gòu)成和用法
1）構(gòu)成：形容詞和副詞的原級(jí)形式是形容詞和副詞的原形。
2）用法：當(dāng)表示雙方在程度、性質(zhì)、特征等某方面相等時(shí)，用“as+原級(jí)adj./adv.+as”的結(jié)構(gòu)；當(dāng)表示雙方不相等時(shí)，用“not as(so)+ 原級(jí)adj./adv.+as”的結(jié)構(gòu)；當(dāng)表示一方是另一方的若干倍時(shí)，用“倍數(shù)+as+原級(jí)adj./adv.+as”的結(jié)構(gòu)。例如：
①He is as tall as Jack. // I speak English as fluently as you.
②Your bike is not as(so) new as hers.
③This road is three times as long as that one.
⒉比較級(jí)和最高級(jí)的構(gòu)成和用法
1）構(gòu)成：
⑴規(guī)則變化
①單音節(jié)形容詞以及少數(shù)以－er,－or結(jié)尾的形容詞和副詞加＂er＂，＂est＂．例如：
fast-faster-fastest; few-fewer-fewest; great-greater-greatest;
clever-cleverer-cleverest norrow-norrower-norrowest.
②以e結(jié)尾的單音節(jié)形容詞和副詞后以及少數(shù)以-ble,-ple結(jié)尾的雙音節(jié)形容詞和副詞后，加＂r＂，＂st＂．例如：
large-larger-largest, able-abler-ablest, simple-simpler-simplest
③以一個(gè)輔音結(jié)尾的單音節(jié)形容詞，其前面的元音字母發(fā)短元音時(shí)，該輔音字母要雙寫，然后加＂er＂，＂est＂．例如：
hot-hotter-hottest
④以輔音加y結(jié)尾的形容詞和少數(shù)不是形容詞加ly構(gòu)成的副詞要將y改寫為i，再加＂er＂，＂est＂．例如：
easy-easier-easiest, happy-happier-happiest early-earlier-earliest
⑤一般雙音節(jié)詞、多音節(jié)形容詞和副詞在原級(jí)前more或most．例如：
beautiful-more beautiful-most beautiful; carefully-more carefully-most carefully
⑥少數(shù)單音節(jié)或雙音節(jié)形容詞也加more和most構(gòu)成比較級(jí)和最高級(jí)。例如：
tired-more tired-most tired; pleased-more pleased-mos pleased;
crowded-more crowded-most crowded
⑵不規(guī)則變化
原級(jí)比較級(jí)最高級(jí)
good, wellbetterbest
bad, illworseworst
many, muchmoremost
littlelessleast
oldolder(較老、較舊),
elder（較年長）oldest(最老、最舊)，
eldest(最年長)
farfarter(較遠(yuǎn)的),
further(進(jìn)一步地)farest（最遠(yuǎn)的）
furthest（最深刻地）
[注意]辨析few-fewer-fewest和little-less-least的差別: ①前者是規(guī)則變化，后者是不規(guī)則變化；②前者用來修飾可數(shù)名詞，后者用來修飾不可數(shù)名詞。
2）用法：
⑴比較級(jí)的用法
①雙方比較，表示一方超過另一方時(shí)，用“比較級(jí)+than”的結(jié)構(gòu)表示。例如：
This book is better than that one.
②表示一方不及另一方時(shí)，用“l(fā)ess+原級(jí)adj./adv.+than”的結(jié)構(gòu)表示。例如：
This room is less beautiful than that one.
③表示一個(gè)方面隨另一個(gè)方面的程度而變化時(shí)，用“the +比較級(jí)（+主語+謂語），the +比較級(jí)（+主語+謂語）”的結(jié)構(gòu)。例如：
The harder he works, the happier he feels.
The harder you study, the more knowledge you will get.
④表示自身程度的改變“越來越---”時(shí)，用“比較級(jí)+and+比較級(jí)”結(jié)構(gòu)表示。如：
The weather is getting colder and colder.
The little girl becomes more and more beautiful.
⑤表示倍數(shù)的比較級(jí)有如下幾種句型：
a)“倍數(shù)+as+原級(jí)adj.+as+被比較對(duì)象”，例如：
This river is four times as long as that one.（這條河是那條河的四倍長）
b)“倍數(shù)+the+size(length, width, depth, height)+of+被比較對(duì)象”，例如：
This river is four times the length of that one.（這條河是那條河的四倍長）
c)“倍數(shù)+比較級(jí)adj.+than+被比較對(duì)象”，例如：
This river is three times longer than that one.（這條河是那條河的四倍長/這條河比那條河長三倍）
[注意]：
在比較級(jí)的前面可以加上如下一些表示程度的狀語，但要注意其含義的差別。
a)any加比較級(jí), 表示疑問程度，譯為“------一些”，“------一點(diǎn)”。例如：
Are you feeling any better?
b)no/not(any)加比較級(jí), 表示否定程度，譯為“并不-------”。例如：
Some grow no higher than your ankles.
This film is not more interesting than that one.
c)a bit, a little, slightly加比較級(jí), 表示“稍微，一點(diǎn)（些）”。例如：
May I stay here a little longer?
This problem is a bit more difficult than that one.
d)many, much, a lot, greatly, (by)far, rather, a good(great) deal等加比較級(jí), 表示“------得多”。例如：
Our school is much more beautiful than theirs.
The people here are a great deal richer now than before.
[附] by far通常用于強(qiáng)調(diào)最高級(jí)。用于比較級(jí)時(shí)，一般放在比較級(jí)的后面，如在前面，應(yīng)在二者中間加“the”。例如：He is taller by far than his brother.// He is by far the taller of the two brothers.
e)even, still加比較級(jí), 表示強(qiáng)調(diào)，譯為“甚至更/還要-------”。例如：
He gets even stronger.
Jack is tall, but Tom is still taller.
f)“數(shù)詞+名詞+比較級(jí)”表示確定的程度。例如：
He is five years older than I.
I got up an hour earlier than the others.
⑵最高級(jí)的用法
①三者或三者以上相比，表示最高程度時(shí)，用“the +最高級(jí)”的結(jié)構(gòu)表示。這種句式一般常有表示比較范圍的介詞短語。例如：
Zhang Hua is the tallest of the three.
He works (the) hardest in his class.
The Three Gorges area is one of the most beautiful areas of China.
②最高級(jí)可被序數(shù)詞以及by far, by no means, much, nearly, almost, not quite, nothing like等詞語修飾。例如：
The Yangtze River is the world’s third longest river.
How much did the second most expensive hat cost?
This hat is by far / by no means / much / nearly / not nearly / almost / not quite / nothing like the biggest.
[注意]：
a)作狀語的副詞最高級(jí)前可以不加定冠詞。例如：
He came (the) earliest of all the boys.
b)excellent(優(yōu)秀的、極好的)，extreme（極端的），favourate(最喜愛的)，perfect（完美的）等詞本身含有最高級(jí)的含義，所以它們沒有比較級(jí)和最高級(jí)。
c)形容詞最高級(jí)修飾作表語或介詞賓語的名詞、代詞時(shí)，被修飾的詞往往省略。
He is the tallest (boy) in his class.
⒊使用形容詞、副詞的比較等級(jí)時(shí)要注意的幾個(gè)問題
⑴在as-----as之間只能使用原級(jí)形容詞（副詞）。例如：
誤：I have as less money as you do.
正：I have as little money as you do.
⑵切忌采用雙重比較
比較級(jí)前可以用表示程度的修飾語來表示強(qiáng)調(diào)或程度，但不可用more加比較級(jí)形式。例如：
誤：His health is more worse than before.
正：His health is worse than before.
⑶應(yīng)避免自我比較
使用比較級(jí)時(shí)，進(jìn)行比較的雙方必須是互相分離、互不包含的獨(dú)立概念或事物，否則比較就不合邏輯。例如：
誤：Bamboo probably has more uses than any plant in the world.
正：Bamboo probably has more uses than any other plant in the world.
[附]比較的另一方如果是不定代詞anyone, anything, 前面不能加other, 而要在其后加else. 例如：
She studies harder than anyone else in her class.
但是，若比較的雙方不屬于同一范圍，句中則不加other。例如：
She runs faster than any boy in her class.
⑷表示“兩者中較-------”時(shí)，比較級(jí)前要加the。例如：
The older of the two noblemen took a light and led me into a back room.
⑸被比較的雙方必須具有可比性。例如：
誤：There are more students in this school than that school.
正：There are more students in this school than in that school.
⑹連詞than后使用代詞主格和賓格有時(shí)意義不同。例如：
①I know you better than he.我比他更了解你
②I know you better than him.我對(duì)你的了解比對(duì)他的了解更透徹些（或：“我比他更了解你”，此時(shí)與①同義）。
⑺使用最高級(jí)時(shí)，主語不可被排除在最高級(jí)所指的范圍之外。例如：
誤：He is the tallest of all his brothers.
正：He is the tallest of all the brothers.
⑻most前面加不定冠詞a/an，或者不加冠詞修飾形容詞時(shí)，它的意思等于very。此時(shí)， most已失去最高級(jí)的意義。試比較：
a most interesting film(一部很有趣的電影) / the most interesting film(最有趣的電影)
Step 4. Practice
Exercise 1: Make sentences about the comparative sizes of the pairs. Use the words in the brackets.
Example: I think the Yangtze River is about 3 times as long as the Songhua River.
Or we can say:
I think the Yangtze River is about 3 times longer than the Songhua River.
⑴Lily weighs: 45 kilograms Tom weighs: over 90 kilograms (heavy)
___________________________________________________________________
⑵Mount Tai: 1,521 meters Mount Qumolangma: 8,848 meters (high)
____________________________________________________________________
⑶Winter in Beijing:-5℃ Winter in Harbin:-20℃ (cold)
____________________________________________________________________
⑷My house: 80 square meters My aunt’s house: 160 square meters (large)
____________________________________________________________________
Exercise 2: Use the words below to write sentences as in the example.
Example: temperature/ get /low
The temperature gets lower and lower.
⑴hot metal/ get / big
___________________________________________________________________
⑵magnesium/ get / hot
____________________________________________________________________
⑶sun/ get / strong during the morning
____________________________________________________________________
⑷sea/ become / warm
____________________________________________________________________
Answers:
Exercise 1:
⑴Tom weighs over twice as heavy as Lily.//Or: Tom is over twice heavier than Lily.
⑵Mount Qumolangma is about six times higher than Mount Tai.// Or: Mount Qumolangma is about six times as high as Mount Tai
⑶Winter is 4 times colder in Harbin than in Beijing.// Or: Winter is 4 times as cold in Harbin as in Beijing.
⑷My aunt’s house is twice as larger as my house.// Or: My aunt’s house is twice larger than my house.
Exercise 2:
⑴The hot metal is getting bigger and bigger.
⑵The magnesium is getting hotter and hotter.
⑶The sun is getting stronger and stronger during the morning.
⑷The sea is becoming warmer and warmer.
Homework:
1. Finish the exercises 2, 3 & 4 on page91-92 in their workbook.
2.Preview the rest of this module.
Period 5
Listening and Writing, Everyday English & Pronunciation
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:
Listening and Writing
It 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 listen 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.
Everyday English
Firstly, 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.
Pronunciation
At 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 again
After 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.
Homework:
Revise the whole Module 5 and begin to preview Module 6 .
附》關(guān)于本單元模塊整體備課的特別說明：
本人在本單元模塊的整體備課上主要遵循了“創(chuàng)造性、靈活性、有效性”的三大原則，為此，特意對(duì)原有教材的編排體系進(jìn)行了重新整合，同時(shí)對(duì)原有素材進(jìn)行了靈活取舍。但是，這種整合與取舍不是隨意的，主要考慮到以下三個(gè)方面因素的制約：第一，為完成應(yīng)有的任務(wù)，實(shí)際分配到每個(gè)單元模塊的教學(xué)課時(shí)一般只有5~6課時(shí)；第二，每一課時(shí)的信息容量應(yīng)合乎情理；第三，組合的話題之間有時(shí)是出于外在形式的需要，但更多是出于其內(nèi)在的必然聯(lián)系（如listening和everyday English之間的組合）。此外，為提高教案的情景化和可操作程度，我適當(dāng)在教案中加入了一些圖片。
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