外研版必修一Module5ALessoninaLab完整教案.doc

外研版必修一Module 5 A Lesson in a Lab完整教案
Period 1
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:
Step 1. 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-made
Eg: glass, ------
Either natural or man-made
Eg: 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.
Step 2. 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:
3 three
33 thirty-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 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 recurring percent).
Step 3. Homework
1. Preview the reading part.
2. Work in pairs to finish Activities 4& 5 on Page 43.
Periods 2 & 3
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 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(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 44-45
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:
aim
conclusion
result
method

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:
Test tube holder
Bunsen burner

Test tube

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
1. Do 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?
2. If 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.
Step 5. Homework
1. Write a complete scientific experiment report in simple English.
2. Underline the language points you can’t understand in the text.
3. Go on to read the CUTUL CORNER reading passage of this module on Page 49.
Period 4
Teaching objectives:
To make the students grasp the usage of the degrees of comparison.
Important and difficult points:
1. To have the Ss understand all kinds of forms of degree of comparison.
2. 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.原级; 2、3、4、5、6、均为.比较级; 7.最高级.
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 ——原级、比较级与最高级。
Step 3. Detailed Notes about Grammar Usage
⒈原级的构成与用法
1）构成：形容词与副词的原级形式是形容词与副词的原形。
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adj./adv.+as”的结构；当表示双方不相等时，用“not as(so)+ 原级adj./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adj./adv.+as”的结构。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比较级与最高级的构成与用法
1）构成：
⑴规则变化
①单音节形容词以及少数以－er,－or结尾的形容词与副词加 “er”, “est”．例如：
fast-faster-fastest; few-fewer-fewest; great-greater-greatest;
clever-cleverer-cleverest norrow-norrower-norrowest.
②以e结尾的单音节形容词与副词后以及少数以-ble,-ple结尾的双音节形容词与副词后，加 “r”, “st”．例如：
large-larger-largest, able-abler-ablest, simple-simpler-simplest
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：
hot-hotter-hottest
④以辅音加y结尾的形容词与少数不是形容词加ly构成的副词要将y改写为i，再加 “er”, “est”．例如：
easy-easier-easiest, happy-happier-happiest early-earlier-earliest
⑤一般双音节词、多音节形容词与副词在原级前more或most．例如：
beautiful-more beautiful-most beautiful; carefully-more carefully-most carefully
⑥少数单音节或双音节形容词也加more与most构成比较级与最高级。例如：
tired-more tired-most tired; pleased-more pleased-most pleased;
crowded-more crowded-most crowded
⑵不规则变化
原级
比较级
最高级
good, well
better
best
bad, ill
worse
worst
many, much
more
most
Little
less
least
Old
older(较老、较旧),
elder（较年长）
oldest(最老、最旧)，
eldest(最年长)
Far
farter(较远的),
further(进一步地)
farest（最远的）
furthest（最深刻地）
[注意]辨析few-fewer-fewest与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：
This book is better than that one.
②表示一方不及另一方时，用“less+原级adj./adv.+than”的结构表示。例如：
This room is less beautiful than that one.
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：
The harder he works, the happier he feels.
The harder you study, the more knowledge you will get.
④表示自身程度的改变“越来越---”时，用“比较级+and+比较级”结构表示。如：
The weather is getting colder and colder.
The little girl becomes more and more beautiful.
⑤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）
[注意]：
在比较级的前面可以