五、海水分析化学模块教案

五、海水分析化学模块教案（通用6篇）

五、海水分析化学模块教案 篇1

《海洋科学基础实验》-“海水分析化学”模块实验教案

1.课程总学时：36 2.使用教材及参考书：（1）《海水分析的化学和生物学方法》（陈慈美等译，T R Parsons等著，厦门大学出版社，1990）；（2）《化学海洋学》（郭锦宝，厦门大学出版社，1997）；（3）《水污染的监测与控制》（吴国琳，科学出版社，2003）；（4）《海水养殖化学》（王宪，厦门大学出版社，2006）；（5）《海水化学要素调查手册》（韩舞鹰，海洋出版社，1986）；（6）《An introduction to marine biogeochemistry》（Libes S M著，Amsterdam;Boston : Elsevier/Academic Press, c2009）；（7）《An introduction to the chemistry of the sea》（Pilson M Q著，Prentice Hall出版，1998）；（8）《海洋调查规范GB12763》（中华人民共和国国家标准）；（9）《海洋监测规范GB17378》（中华人民共和国国家标准）。

3.课程性质、目的：

本实验主要是为了巩固学生海洋化学基础课的基本知识，掌握海洋化学的基本要素的测定，增强学生实验的技能技巧，为从事海洋工作打下基础。4.教学内容：

4.1海水盐度和氯度测定

4.1.1教学要求：

（1）掌握硝酸银滴定法测氯度的方法。（2）掌握氯度和盐度的关系。

4.1.2教学学时：4 4.1.3实验内容：硝酸银滴定法测氯度；由氯度计算盐度。4.1.4重点及难点：硝酸银滴定法测氯度。

4.2 海水溶解氧测定

4.2.1教学要求：

（1）掌握测定溶解氧的标准方法。

（2）巩固溶解氧瓶、滴定管等玻璃仪器的基本操作。

4.2.2教学学时：4 4.2.3实验内容：

（1）硫代硫酸钠浓度的标定，（2）水样的固定，（3）用溶解氧瓶测定溶解氧。4.2.4重点及难点：基本操作的训练与巩固。

4.3 海水酸度和碱度测定

4.3.1教学要求：学会海水pH值的原理及方法。4.3.2教学学时：4

4.3.3实验内容：海水pH值的测定。4.3.4重点及难点：pH的使用。

4.4海水CODMn测定

4.4.1教学要求：

（1）掌握海水CODMn测定原理（2）掌握测定海水CODMn测定方法。

4.4.2教学学时：4

4.4.3实验内容：测定海水CODMn标准方法。4.4.4重点及难点：基本操作的训练。

4.5锌镉还原法测定海水硝酸盐

4.5.1教学要求：

（1）了解锌镉还原法测定海水硝酸盐实验原理。（2）掌握锌镉还原法测定海水硝酸盐方法。

4.5.2教学学时：4 4.5.3实验内容：锌镉还原法测定海水硝酸盐的工作曲线、空白及样品测定。4.5.4重点及难点：锌镉还原法测定海水硝酸盐方法。

4.6 次溴酸钠法测定海水铵盐

4.6.1教学要求：

（1）掌握次溴酸钠法测定海水铵盐实验原理。（2）掌握用分光光度法测海水铵盐的实验方法。

4.6.2教学学时：4

4.6.3实验内容：次溴酸钠法测定海水铵盐。4.6.4重点及难点：分光光度计的使用。

4.7海水活性磷酸盐的测定

4.7.1教学要求：

（1）掌握海水活性磷酸盐的测定原理；

（2）掌握分光光度法测定海水活性磷酸盐的方法。

4.7.2教学学时：4 4.7.3实验内容：分光光度法测定海水活性磷酸盐的原理；工作曲线及样品的测定。4.7.4重点及难点：分光光度计的使用及工作曲线的测定。4.8厦门西海域及九龙江口海上综合调查实习

4.8.1教学要求：

掌握现场取样、站位选择、便携式盐度计的使用等在海上应用的实用技术和营养元素-氮、磷等的测定方法。

4.8.2教学学时：8

4.8.3实验内容：现场从海区至河端采样，返回后立即在实验室测定DO、COD、盐度、氮、磷等参数。

4.8.4重点及难点：战位的选择，现场取样等在海上应用的实用技术。

五、海水分析化学模块教案 篇2

关键词：体育与健康课程 水平五 模块教学 课程改革

模块教学新课程改革实践到目前为止，多数高中学校普遍认为为符合新课改要求，能够全面实现学生对体育的认知与情感、过程与方法、情感态度价值观等全方位的教学目标。另外，模块教学在体育与健康课程中实现因材施教、一人为本的最有效方法。因为無论从学校的发展出发还是从教育的本质——育人的要求出发，在高中阶段的体育与健康课程教学，全面推行模块教学十分必要。

六盘水市第一中学现正处在申请贵州省二类示范性高中关键性阶段，所有科目的课程都在进行全面深入的改革。对于体育与健康课程来说，这是一次与课程发展前沿接轨的重要机会，模块教学目前是水平五阶段全面推行课程改革的有效手段和最适合方式。笔者就目前贵州省六盘水市第一中学的情况做可行性分析，希望能够给学校相关改革作一些参考。

一、技术可行性

1、专业的师资技术情况。

技术可行性主要体现在师资现状。总的说来，目前六盘水市第一中学专职教师数量稍显不足，但专业项目丰富。目前六盘水市第一中学现有在岗体育教师12人，初、高中校区各六人。在高中小区任教的体育教师队伍中，硕士研究生学历一名，其中国家重点本科院校毕业的两名，其他也均有学士学位。目前专业教师数量上缺编三人，极大地增加了专业教师的工作量，已经无法有效完成人场的教学工作。这也是模块教学开展的主要阻碍之。目前的体育教师的专项技术主要涵盖了篮球、田径、体操、健美操、武术。理论上来说，可以满足课程改革实现模块教学的需要。另外，对部分项目的改造可以更加丰富模块内容。例如，定向越野所要求的专业技术不太高，有一定地理知识基础和田径训练经验的老师就可以开展该项目的教学活动。从事过健美操和武术专项学习的教师，也可以胜任形体训练的教学工作。值得注意的是，目前社会上比较流行切深受青少年喜爱的运动项目在现有的教师队伍中没有人有过参与经验，例如街舞、轮滑、体育舞蹈等。这方面来说，面前在整个贵州省的学校中学体育教学中基本没有开展，甚至高校开展的学校也极少。主要的原因不在于这方面的人才少，而是学校用人方法存在不少问题，只能利用学校资源无法有效利用社会资源。

2、模块教学的组织经验与技术情况。

主要是在模块教学前的课程时间表的安排上。主要有三大块内容必须安排合理。一是，模块内容的设置，主要包括具体学年或学期内的项目。二是以年级为单位的模块选择课与跨班级的组合和管理。三是实现到具体课程表格的安排。这三个内容科学合理安排地完成在进行模块教学前是一项巨大的工程，主要是对学校教务人员挑战。但一旦能够完成第一个流程，在之后的安排就完全可以参照之前的进行。目前，已经完成体育与健康课程水平五阶段的改革的学校不在少数，完全可以参照或参考其他先行者的经验。

二、经济可行性

经济可行性主要是体现在学校的场地与器材上。目前六盘水市第一中学双水校区的建设已经进入了三期工程。目前现有的场地情况是，标准400米田径场一块，室外篮球场共计10块，室外乒乓球台两个，室内舞蹈房一个（主要可用于形体训练课和健美操课教学）。其他方面来说，器材主要由上级单位每年的补充，学校自行购买的器材很少。另外每年器材的损耗也较大，所以没有及时的补充，根本不足够日常的教学使用，模块教学更加不能满足。尽管，学校的室内体育馆已在筹建之中，但也是远水不解近渴。场地来说，灵活地分配和运用，部分加以改造，不是模块教学经行的问题所在，器材的严重短缺才是模块教学经行迫在眉睫要解决的危机。

三、社会可行性

1、全面教学改革的要求。

《普通高中体育与健康课程标准（试验）》一颁布了四年的时间，其中说到《中共中央国务院关于深化教育改革全面推进素质教育的决定》指出：“健康体魄是青少年为祖国和人民服务的基本前提，是中华民族旺盛生命力的体现。是实现整个水平五阶段的体育与健康课程目标的最有效途径。四年来已经完成体育与健康课程改革，全面实行模块教学的学校在提高学生体能和提高学生运动技能上所取得的成绩明显高于未经行课改的学校。

2、学校发展的要求

目前，六盘水市第一中学正处在申报示范性高中的准备阶段，全面的课程改革是基本要求。因此，对于经行体育与健康课程的改革经行模块教学也是学校发展的必然要求。

3、水平五阶段学生身心发展的要求。

水平五阶段学生对体育项目已各有所爱，且男女生趋向也不相同。我们在教育活动不断强调因材施教，却依然还在用最落后的上课方式武断地进行文明所谓的体育课教学活动，显然已经完全违背了教学规律，也违背了学生身心发展的规律，更不能促进学生的身心发展。而模块教学方式能够完全满足该阶段学生在运动项目的自我爱好的需要。另外因为各个项目的特点，也可以解决因为性别的不同对参与体育运动项目的不同取向。该阶段的学生体育兴趣已经基本形成，再次基础上另辟蹊径地开或改变学生对项目的兴趣有很大的困难，而且效果不佳。我们只有根据学生现有的兴趣，提供其可以选择的项目才是进一步增强其参与体育锻炼，学习锻炼方法的有效途径。因此，在水平五阶段全面推行进行模块教学推行体育与健康课程改革已是势在必行。

综上所述，在六盘水市第一中学水平五阶段的体育与健康教学中全面推行模块教学的基本条件是能够满足的，短期内急需解决的少量有专项特长的师资和大量运动器材补充。因此，在六盘水市第一中学高中阶段全面推行模块教学是完全可行的。

参考文献：

[1]毛振明.体育课程改革新论：兼乱何为好的体育课[M].北京：教育科学出版社，2012-01-01.

[2]体育与健康新课程标准.中华人民共和国教育部，2011-01-01.

五、海水分析化学模块教案 篇3

Unit 1 He was in the kitchen.邢云丽

一、学习目标：

1、能让学生听、说、认读、书写单词

kitchen、toilet、room、now、living room、hide-and-seek、last、hide、sofa、winner、won、2、会使用句子

Where did you find Lingling? I found Lingling in the toilet!

二、教学重、难点：

Where did you find…..?句式的问与答。

三、课前准备

1、教师准备本课时所需的道具。

2、教师准备本课时所需的课件。

四、教学过程： Step

1、创设氛围

1）学生一起用英语说口号“Good,better,best,we’re the best.”两遍。2）让我们一起说唱。

3）教师说：“Today we will learn Unit 1 He was in the kitchen.” 学生读老师板书。

4）导入新课，教师说A：“Class,Let’s play a game.OK? Please guess what game they will play.”

B:Now look at the picture.What are they doing?How are they feeling?What game are they playing? C:Show the learning amims D:Today let’s know about what Amy,Sam,Lingling,John and Tom are playing.Step

2、预习交流 1）、自学指导

Preview Page56-57Part 2(预习56页至57页第二部分，完成下列任务）

（1）、Find the new words and underline them.（找到生词，并在他们下面画横线）

(2)、Read and translate it.(边读边翻译）2)、合作解疑

小组长把组员不会读的单词、句子或不会翻译的句子教会组员。Step

3、合作展示（展示预习结果）

1)教师问：“Where was John?”。学生回答：“ He was in the kitchen.”教师指标题重复。

2)、老师指着图，让一名学生说出图上的单词，其他的学生书空拼写单词，叫一名学生在黑板上写出学生所拼写的单词。3)、请学生仔细看课件，看一看谁是火眼金睛，巩固所学生词。Step

4、听对话录音，回答下列问题：（1）、1.What game are they playing? They’re playing hide-and-seek（2）、Where is Sam? He’s in the bedroom（3）Do they find Tom last ? Yes, they do.Step

5、读一读、选一选。Step 6排一排，连一连。

Step

7、问一问，答一答。让一名学生把重点句子写到黑板上。Step

8、朗读课文《1》、班长领读；《2》、男生和女生的赛读 ； 《3》、小组长领读；《4》展示朗读（抽四组，以抽牌为准）Step

9、复述课文。Step

10、达标检测（1）、连词成句（2）、读生词和句子

1)kitchen、toilet、room、now、living room、hide-and-seek、last、hide、sofa、winner、won、2）Where did you find Lingling? I found Lingling in the toilet!

板书设计

1、重点单词：kitchen、toilet、room、now、living room、hide-and-seek、last、hide、sofa、won、winner

2、重点句型：

五、海水分析化学模块教案 篇4

教学目标：

1、了解氨碱法制纯碱的原料和步骤

2、知道氨碱法制纯碱的化学反应原理

3、了解纯碱在日常生活和工农业生产中的应用

4、通过了解侯德榜的事迹，激发爱国热情，树立正确的科学观和人生价值观。教学重点：氨碱法制纯碱的化学反应原理 教学难点：树立元素守恒观 教学过程： Ⅰ、组织教学： Ⅱ、知识回顾：

1、粗盐提纯的步骤

2、影响固体物质在水中的溶解度的因素

3、常见的碱（氢氧化钠、氢氧化钙、氨水）Ⅲ、新授内容：

一、氨碱法制纯碱

[过渡] 纯碱又称“面碱”，在生活和工农业生产中都有广泛的用途，你知道如何从海水中制取纯碱吗？

自学指导一：快速阅读课本，完成下列问题，并与同学们交流。

1、碳酸钠（俗称纯碱或苏打）是以、为原料，以氨为媒介，采用 法制得的。

2、氨碱法制纯碱的化学反应原理？

3、氨碱法制纯碱的工序？ [教师精讲]： 反应原理：

[交流共享]：

1、石灰石的作用是什么？

2、为什么氨盐水比食盐水更容易吸收二氧化碳？

3、氨盐水吸收二氧化碳后生成的碳酸氢钠和氯化铵，哪种物质首先结晶析出，为什么？ [学生]：交流讨论

[教师点拨]：

1、石灰石煅烧产生的二氧化碳作为氧源和碳源，氧化钙转化为氢氧化钙后再与氯化铵反应放出氨气，从而实现氨的循环利用。

2、氨气易溶于水，使溶液呈碱性，有利于二氧化碳的吸收，生成较多量的碳酸氢钠。

3、碳酸氢钠先析出，在相同温度下，碳酸氢钠的溶解度比氯化铵要小得多。练习一：

1、利用海水制碱，是因为海水中含有大量的（）A.CaCl2 B.MgCl2 C.NaCl D.ZnCl2

2、工业上常用氨碱法制取碳酸钠（将氨和二氧化碳先后通入饱和食盐水而析出小苏打，再经过过滤、焙烧得到纯碱），但却不能用氨碱法制碳酸钾，这是因为在溶液中（）A KHCO3溶解度较大 B KHCO3溶解度较小 C K2CO3溶解度较大 D K2CO3溶解度较大

[多识一点]：我国的哪位科学家改进了制碱技术？

二、纯碱在工业生产上的应用

[过渡] 工业上我们用氨碱法得到的纯碱有什么作用呢？ 自学指导

二、阅读课本，找出纯碱和小苏打的用途。练习二

试用①KMnO4 ②Na2CO3 ③NaCl填写下列空白： ⑴用作调味品的是

⑵医药上用作消毒剂的是 ⑶用于生产玻璃的是 ⑷用于洗涤剂的是 ［课堂小结］：

1、学生谈收获

2、师生共同对本节的知识要点再回顾

［课堂练习］：

1、下列不属于氨碱法制纯碱所需的原料是（）A 石灰石 B 氯化钠 C 氢氧化钠 D 水

2、在饱和碳酸钠溶液中通入二氧化碳会有晶体析出，向饱和氯化钠溶液中通入二氧化碳并不发生化学反应，若向饱和氯化钠溶液中先通氨气后，再通入二氧化碳则会有晶体析出，其化学方程式：，简述其原因。

3、我国化工专家侯德榜先生发明的“侯氏制碱法”的基本原理是：在浓氨水中通入足量的二氧化碳生成一种盐，然后在此溶液中加入细小食盐粉末，由于碳酸氢钠在该状态下溶解度很小，呈晶体析出，同时由于碳酸氢钠不稳定，加热后生成纯碱、水和二氧化碳。根据以上叙述简要回答问题：

⑴用上述方法进行生产时，所用的起始原料（写出它们的化学式，下同）。⑵最终产品是。

⑶有关的化学方程式是 ； 。⑷该生产过程中没有涉及的基本反应类型是。⑸有人认为侯氏制碱法的优点有四：

A 生产过程中部分产品可选为起始原料使用 B副产品是一种可利用的氮肥 C 反应不需要加热

D 副产物不会造成污染环境

你认为其中正确的是（用代号回答）。

板书设计：

第三节 海 水 制 碱

一、氨碱法制纯碱 反应原理：

二、纯碱在工业生产上的应用

五、海水分析化学模块教案 篇5

Topic The development of science and the natural world

Functions 1 Describing popular science and modern technology

Cloning is producing an exact copy of a plant or an animal using its cells .

If you clone an embryo, you can produce valuable tissues and organs that could be used to save human lives.

2 Describing agreeing and disagreeing

If I had the chance, I would have a cloned baby tomorrow.

I believe that human cloning is totally immoral. If we interfere with nature, we will have to deal with the consequences.

I am in complete agreement with human cloning.

Vocabulary Announcement clone tissue organ mankind cell normal praise breakthrough desperate adopt ahead deliver succeed goat benefit totally race sale surely comment advance concept negative correct conduct strict field profession figure behave beast agency involve cost definitely manage laboratory queen majority conclude urge seek practice nutrition revolution biscuit perform resistant pest limit agriculture planet favor argue disaster decade rate developed dam productive acceptable

On the other hand , point out, in general, push ahead with, end up, for sale, put…in place, figure out, on one’s part, in favor of , point of view, turn out

Grammar 1. verb-ed form

If I had the chance, I would have a cloned baby.

I think the scientific advances mentioned in your article are interesting.

My grandfather was delighted to hear I passed my exams.

After the robbery, they found the front windows broken.

2. verb-ed phrases

The scientist has copied a human cell, assisted by recent advances in medical science .

Shocked by the article , the woman wrote a letter to the newspaper.

Treated with electricity, the cell tissue will split into several parts.

Skills and strategies By the end of this unit, student will be able to :

1. read a newspaper article about cloning and an article about people and the natural world.

2. listen to a discussion about growth hormones

3. discuss your ideas about cloning and conduct an interview about GM food.

4. write a formal letter about GM food and take part in a debate.

5. expand vocabulary related to organs of the body.

Culture 1. advantages and disadvantages of cloning

2. the relationship between human beings and nature

Teaching plan for period one :reading

step1: Revision

In order to organize the teaching smoothly, have students revise the new words .

1>Ask students to read the words in the box. and pay more attention to the pronunciation . Point out the mistakes if necessary.

2>Have them fill in the blanks and call back the answers individually.

step2: Lead-in

1>If possible , show some pictures of the first cloned mammal, Dolly , to students. Tell them:

Dolly was the fist cloned mammal created by a Scottish scientist and his group I 1996. Dolly was world famous because she was exactly the same as her mother, in appearance and in genes. However, Dolly’s existence was controversial and she caused widespread discussion about whether humans should use cloning to create large animals, like sheep or human beings. Some people believe that cloning can help cure many diseases and save lots of people’s lives. However, others insist cloning is dangerous both technologically and ethically. They think cloning , especially human cloning , violates the laws the nature.

This is to encourage students’ interest in the unit topic as it may be unfamiliar to most of them. You can ask students to surf the Internet first to refer to other sources for further information

2>Have students read the instructions and study the six pictures one by one. Ask them to pay attention to the main feature of cloning, which is that the cloned animals or plants are exactly the same as original ones. And during this course, encourage students to say more about these cloned animals and present more cloned ones as well.

3>Ask one student to read the three questions below the pictures to make sure that everyone understands them. Allow students to form groups of four or six to discuss the three questions and make sure that each student has a chance to speak.

Ask several groups to report their answers to the class. Allow different opinions and encourage further discussion.

Step3: Listen and answer:

Ask students to listen to the tape carefully and answer the following easy questions to gain the main idea of the article.

1>Does the article give an anti-or pro-cloning point of view, or both?

2>What was the name of the first cloned mammal?

3>Is Pauline Carter pro- or anti- cloning?

step4: Fast reading and decide true or false questions.

Ask students to read the article fast and decide true or false questions.

If the question is wrong, encourage students to correct them.

Step5: Detail reading

Ask students to read the article again and carefully and find the reasons why people are pro- or anti- cloning in the article and letters and write them down in the form.

This part serves as a strengthening activity to let students find out why people are pro- or anti- cloning. Make sure that students understand the scientific article and identify the relevant supporting information within the given time. After students finish the exercise, check the answers as a class.

step6: Fill in the blanks

This part aims to get more familiar with the article and some useful words.

step7: Language points :

1>For this part, teachers need to take time to let students take part in the activity as much as possible so as to let them understand the article clearly.

2>Also, if students take part in this activity as much as they can , their ability to translate sentences can be improved in some way.

3>After teachers give the right answer, they can let students to repeat the answer to make sure of it.

step 8: Homework:

Write a composition about cloning .

Teaching Plan for Period Two: word power

step1: Brainstorming

Before beginning this section, you can first review what students know about the formation of words. Write down the following words on the blackboard.

able agree appear lead novel regular respect

Then tell students that they are going to hear several questions: To answer the questions , you need to us4e the words on the screen to help you , but you need to add some letters to the words first

!>You can’t find your new pen. What happened to your pen?(It disappeared)

2>You want to get the book on the top shelf, but you are not tall enough. Do you think you will be able to reach the book?( I am unable to do so)

3>The two groups don’t agree with each other . They argued fiercely. So what is the problem between them called? (Disagreement)

4>Many people respect Mr. li and think he is a good man. He helps people out and is a good citizen and friend . so can you find a word to describe Mr.Li ?(Respectable)

5>Miss Wang has published several books. She loves her job writing novels. So what is Miss Wang’s occupation?(She is a novelist )

6>You can’t find the order of the numbers in a groups of members. So can you find a word to describe the order of the numbers? (It is irregular)

7>Some ads say that if you take their pills, you will be healthy, look younger, become smarter and sleep better. what can you say about these kinds of ads. (They are misleading.)

Ask students to think about what these prefixes and suffixes mean. Encourage them to think of more words that can be added with these prefixes and suffixes.

step2: Ask students to look at page 46 . On page 46, there are two tables about prefixes and suffixes and their meanings. Ask several students to read the instructions for the class. Then ask students to work in pairs and read the examples to each other. Tell them that they need to explain the meanings of the sample words in their own words to their partners. Select several pairs to present their explanations to the class. Check for mistakes and mispronunciation.

Ask students to work in pairs and find more examples to add to the tables. You may hold a class competition and set the time limit at five minutes . The pair with the most correct examples wins. Encourage students to use a dictionary or a thesaurus.

step3: Ask students to focus on the exercise on page46, which serves as a strengthening exercise to check students’ understanding and application of the words they learnt on page46. In order to fill in the blanks , students have to understanding the passage and the exact meanings of the prefixes and suffixes. Ask students to complete the exercise individually first and then check the answers as a class.

step4: Discussion

Work in groups and try to find more words which can be added prefixes and suffixes.

Help students make a brief conclusion about the prefixes and suffixes they have learnt in this section. Ask students to make a list of prefixes and suffixes and meanwhile give more examples. You can divide students into several groups and complete the activity together. Make sure that every student take part in the activity.

step5: organs of the body

Ask students to try and revise what they have learnt about the different expressions about organs. You can ask one student to act as a teacher. The student can point to any part of his or her body and invite his or her classmates to do the activity, The purpose of this is to help students become more familiar with these expressions.

Then present the picture on the screen and name the parts of the body as many as they can.

step6: Expand their vocabulary for body parts.

Also present a picture of the body and encourage ss to name the parts as many as they can. At the same time make sure they pronounce the words correctly.

step7: Review

As this part is very important for every student, and these words can be used often in our daily life. So let students read all these words after you. Pay more attention to their pronunciation.

You may ask several students to read these words individually as a check.

step8: Fill in the blanks.

Ask students to focus on part B. Tell them to read the passage individually first . Make sure they understand the passage. Afterwards, ask students to complete the passage individually, then check the answers as a class.

step9: Homework:

Revise what we learned in this class and prepare for the checking.

Teaching Plan for Period Three: Grammar and Usage

verb-ed form:

Here students will learn that a verb-ed form can be used like an adjective or an adverb in a sentence serving as attribute, predicative and object complement. When the verb-ed form is used as an attribute , it can be changed into an attributive clause. Students will also lean that a verb-ed form can be used after some verbs like stand sit and lie to show the tow actions are happening at the same time. They should be able to identify different functions of the verb-ed form in different sentences.

step1: Have students identify the part of speech of the verb-ed form in the following sentences:

1>If I had the chance , I would have a cloned baby.

2>a dark-haired man went into the room.

Tell them in the above sentences the verb-e forms are used as adjectives.

Then encourage them to give more sentences like these.

step2: Tell students that a verb-ed can appear after a noun to modify the noun like an attributive clause does. You can provide students with more sentences as on the big screen and have them change the verb-ed form into the attributive clause.

step3: Decide the part of speech for verb-ed forms in the following sentences.

1>The cake was left untouched on the table.

2>The girl lay trapped under the wreckage.

Tell them in these sentences the verb-ed forms are used as verbs.

step4: Point out that the verb-ed form can express different meanings : the passive meaning and the past meaning. You can provide students with examples as on the screen and have them decide whether the verb-ed forms are used as passive or past meanings. and then ask them to change the sentences into attributive clauses

step5: Tell students that a verb-ed can be part of a compound with and adverb or a noun before it. You may present more examples and have students translate these Chinese phrases into English.

step6: Have students read point 2. Tell students that a verb-ed can be used as the predicative of a sentence. You may present more examples for them to understand better.

Then let students give more examples.

step7: Have students read point3. Tell them that verb-ed form can be used as the object complement of a sentence. You can provide students with more examples.

step8: Have students read part2. Tell them that a verb-ed form can be used after verbs like stand, sit and lie to show that the tow actions are happening at the same time.

step9: work in pairs and give a summary for the usage of the verb-ed form.

step10: Fill in the blanks

Have students read the article in part A on page49 and complete it with the correct verb-ed forms from the box. Then check the answers as a class.

step11: consolidation

Have students rewrite the following sentences with verb-ed form.

These sentences all contain an attributive clause so students need to change the attributive clause into verb-ed forms as a change.

verb-ed phrases :

In this section , students will learn that a verb-ed phrase is actually a verb-ed followed by an object and/or adverbial. They are expected to know that verb-ed phrases can be used to express the time, the reason and the condition. They will also compare the verb-ing forms with the verb-ed forms used as adjectives.

step12: Ask one of the students to read the instructions on pate50. Give them more examples of verb-ed forms used on its own or followed by an object and/ or adverbial. Then let them decide whether the verb-ed phrases are used to express time, reason. or condition . And have students change the verb-ed phrased into clauses.

step13: Rewrite sentences:

Have students change the clauses (time , reason, condition ) into verb-ed phrases as a change.

verb-ed and verb-ing used as adjectives.

step14: Have students read the instructions of verb-ing and verb-ed forms used as adjectives . Make sure that students know the difference between the two forms and ask students to choose the correct words from the brackets.

step15: Have students read the conversation in Part B on pae51 and complete it with the correct forms of the verbs in the brackets . Then check the answers as a class. or ask students to act it out in pairs.

step16: Revision:

Revise what we learned in this class and prepare for the checking.

Teaching Plan for Period Four : Task

step1: Game

To get ss interested. organize students into groups of ten and play a game called “Chinese whisper”

You prepare a sentence with about ten words for the game. At the beginning of the game, you whisper the sentence to the first students of each group. Ask him/her to pass it to the next orally. Make sure the third students will not hear the sentence. Then the second students pass the sentence to the third ones. The game continues until the sentence is passed to the last student in the groups. You may limit the time to two minutes. Have the last student in each group report the information to the class. The groups coming up with the correct answer win. At the same time, you can write or attach the correct answer on the screen and ask students to find what mistakes each group has made. Ask more able students to analyze what kind of mistakes they are.

Remind ss that when information is passed between several people, some details will often be mistakenly reported then ask them to discuss what they can do to avoid reporting the incorrect information and share their answers as a class.

step2: Ask students to read the guidelines in skill building one and make sure what they should do to change the wrong information.

step3: Listen and correct

If necessary play the tape one more time.

step4: confirming information

This section is designed to help ss develop their listening skills. They will read notes about GM food and confirm the information on the notes while listening to a conversation. Students need to correct and make changes if necessary.

step5: Conducting a discussion

Encourage students to think of different ways to ask for opinions and introduce new ideas. Write down their answers and collect them on the screen.

step6: Organize ss into groups of four and encourage them to study the interview form together. Ask them to discuss what questions they may ask about each heading and add a sixth heading. Make sure that each member of each group take part in the discussion and practices the useful expressions they have learnt.

step7: Make up a dialogue and ask students to act it out in pairs in front of the class.

step8: Homework:

五、海水分析化学模块教案 篇6

Important points:

1. feel betrayed 感觉被出卖了

2. feel like doing sth 想要做某事

3. be proud of/ take a pride in 以自豪

4. be determined to do 决定做

5. keep a secret/ keep one’s word/ keep a promise 保密

6. as a result of 因为

7. turn into 变成

8. keep on doing 继续做

9. can’t stand doing 不能忍受做某事

10. cannot help doing 情不自禁地做某事

11. had better do sth 最好做某事

12. make fun of/ laugh at 取笑

13. apologize to sb for doing sth 因做了某事而向某人道歉

14. feel jealous of sth 对感到嫉妒

15. if so 如果这样的话

16. in public 在公共场所

17. avoid doing 避免做某事

18. be gifted at sth 在某方面有天赋

19. help sb with sth 帮某人某事

20. make it 成功

21. be strict with sb 对某人严格

22. cheer sb up 使某人高兴

23. persuade sb to do/ not to do 说服某人做某事/不做某事

24. would rather do than do 宁愿做某事而不愿做

25. can’t wait to do sth 急不可待地做某事

26. look forward to doing 期待做某事

27. discourage sb from doing 阻止某人做某事

28. in advance 提前

29. suffer in silence 默默忍受

30. get through 接通

31. be of the same opinion as 有相同的意见

32. have a sense of humor 有幽默感

33. look out for sth 当心某事

34. get sb into a lot of trouble 使某人陷入麻烦中

35. a variety of topics 各种各样的话题

36. be absorbed in sth 专心致志于

37. in the world 究竟

38. without hesitation 毫不犹豫

39. share sth with sb 与某人分享

40. be based on 建立在基础上

41. on the other hand 另一方面

42. regardless of 不顾;不管

43. blame sb for sth 因某事而责备某人

44. have different attitude towards 对待某事有不同的态度

45. have an effect on 对-----有影响/效果

Important sentences:

1. What do you think are the most important characteristics in a friend?

2. I must have sounded very proud of myself after the test, saying loudly how easy it was and how I was sure to get a good mark.

3. I was so upset that I felt like crying.

4. He said it wasn’t his fault if he couldn’t play as well as me and that I shouldn’t yell at him

5. Football is very important to me, but so is our friendship.

6. I cannot help wondering if he wants Peter to be his best friend instead of me.

7. It is difficult to find a best friend.

8. We had nothing to do but watch TV.

9. I decided to write rather than e-mail you about my new friends because it’s always nice to receive a letter from someone special.

10. Why not write to me and tell me all about it?

11. I think it is no use crying about your exam results now.

12. Our lines can get very busy but please keep trying and you will eventually get through.

13. When asked they usually hesitate before responding it, I can’t think about that.

14. It is likely that the two share little about their feelings with one another.