【正文】 例如 ： You had better have e earlier. 你本該來得早一點。 The poems should be out in a month at most. 詩集估計最多還有一個月就要出版了。t have done so. The weather was hot. 旅行時 ， 我衣服穿得較多 ， 其實沒有必要。 否定句表示 不該做某事而做了 。t have found his car, for he came to work by bus this morning. 邁克一定還沒有找回他的車，因為早上他是坐公共汽車來上班的。 3）情態(tài)動詞 +動詞完成時，表示對過去情況的推測。例如 ： If Tom didn39。例如 ： I didn39。t tell him about it. 你不得把這件事告訴他。但 must 可用于間 接引語中表示過去的必要或義務(wù)。t very sure yet. A. must B. may C. can D. will 答案 B. 表可能性只能用 may。例如 ： He couldn39。 b. 情態(tài)動詞后。促進某事物 Her work has contributed greatly to our understanding of this difficult subject. The chairman encourages everyone to contribute to the discussion. Step 4. Listening and Reading Aloud T: Very good. You‘ve understood the text exactly. Now, I‘ll play the tape for you. First, listen and repeat, paying attention to the pronunciation and intonation. Then read it aloud for a while. Step 5. Writing Do you still remember what we learn about the properties of water? In that passage, the writer introduces the chemical structure and several properties of water to us, such as salinity, density, heat capacity. So from this we know when we are explaining what something is or how things happen, it is important that our explanations should be well anized and easy to understand. Tip one If we are describing a process， we‘d better explain each step in the order it happens. Tell the readers about the causes and effects and use words like first, second, then, etc to show the order of the steps. First… Second… Third/ Then… Last… Tip two If we are writing about something that has several parts, we should describe each part and explain its function and structure. The following questions may help: What is it? How many parts is it made up of? What‘s the structure of each part? How does it work? Step 5. Homework Imagine that your science teacher ask you to explain one of the following questions: Why does an ice cube float? What will happen to a piece of metal if you put it in water? Why do so many species live in estuaries? Why have so many cities been built by estuaries? Choose one of the questions and write a passage, using what you know about nature and science and what you have learned from this unit. Period 5 Grammar: Modal Verbs Teaching Aims and Demands: To review Modal Verbs ( to enable the Ss to grasp some important Modal Verbs and some important usages of them . ) Teaching Difficult Points: 1. to grasp the differences among some Modal Verbs 2. to learn how to use them. Teaching Aids: Some worksheets and some slides. Teaching Procedures: Step1. Check the answers to exercise1 on P21. Step 2. Review Modal Verbs. 1 情態(tài)動詞的語法特征 1） 情態(tài)動詞不能表示正在發(fā)生或已經(jīng)發(fā)生的事情 ， 只表示期待或估計某事的發(fā)生。從而 。 It keeps the earth‘s temperature steady. Step 4. Language Points Paragraph One: 1. range from…to … range between …and … 在 …… 和 …… 之間變化 There are 200 boys ranging from 7 to 14 in age. Prices ranged from 5 dollars to 10 dollars. The show had a massive audience, ranging from children to grandparents. range over 范圍包括 Our conversation ranged over many subjects. 2. all the way 自始至終 ， 一直 ， 一路上 All the way back, they talked about the persons and things that they could remember at school. It is very kind of you to e all the way to see me. We stayed in the game all the way. by the way順便一題 in no way絕不 in a way在 某種程度上 in the way阻礙 3. a great place to live 不定式短語作后置定語修飾表示地點的名詞時 , 如果這個不定式中的動詞時不及物動詞 , 后面必須跟一個介詞 。 etc. Ask students the names of Oceans and Continents: The Pacific Ocean, the Atlantic Ocean, the India Ocean, the Arctic Ocean。 Speaking Teaching Aims and Demands: 1. To get the Ss to understand the main properties of water by connecting them with some mon phenomena and learning to explain the phenomena. 2. To enable them to be aware of the importance of water, making good use of water in a proper way and protecting water resources. Teaching Difficult Point: Talk about how to use water and protect it. Teaching Aids: Some water, some oil and a glass。 It sticks together into beads or drops。 4) told, ancient, farewell, sufferings Listen to part 2 again and answer the following questions: What happens to the sailors? What happens to the mariner? Why is the person telling the story? Who is the person actually? Step 3. Postlistening Reflection: What do you learn from this story? － Everything existing in the world has their own certain values, we should understand and respect them. Creation Work with partner and try to e up with a good, scary story like the one about the mariner. Step 4. Homework Think as many examples as possible to illustrate water properties. Period 3 Reading Teaching Aims and Demands: 1. To help the Ss learn some language knowledge, patterns and language items as well as science knowledge. 2. To develop the Ss‘ ability of reading prehension through reading activities. 3. To help the Ss understand why water is so important to us and what we can do to protect water. Teaching Difficult Point: 1. Understand each part of the passage. 2. To help improve Ss‘ municative skills by introducing the proper use of ―Modal verbs‖. Teaching Aids: A recorder, some slides Teaching Procedures: Step1: Lead in Ask some questions to make students get to know something about water. Step 2. Fast Reading Ss read the bold words in the passage and understand the structure of the passage. How many parts are there in the passage? Ss read and get the main ideas of each part. Part 1(para1): the properties of water。 Whatever is left over is yours. You must do whatever is best for you. Whatever book you want to read will be sent to your office. She is against whatever I am fond of. b. what