1、Module 5 A Lesson in a Lab . 模块教学目标技能目标 Skill GoalsPrepare a report on a simple scientific experimentLearn degrees of comparisonLearn words and expressions of sequenceUnderstand and describe a simple scientific experimentTalk about numbers. 目标语言功 能 句 式Words and expressions of sequenceFirst, put the
2、magnesium . Then put the crucible . Next, I light the Bunsen burner. After that, I hold . Lastly, we need to weigh .Everyday EnglishWhere do we go from here?Keep the noise down.Youve got it!Its your turn.Go ahead!Definitely!词 汇1 四会词汇liquid, expand, contract, substance, mixture, oxygen, electricity,
3、stage, conclusion, aim, reaction, electrical, equipment, react, partial, rust, boil, ordinary, steam, float, form, dissolve, flame, facility, lecture, department, astonished2 认读词汇potassium, sodium, calcium, magnesium, aluminium, zinc, copper, oxide, balance, tongs, crucible3 词组add . to ., used to, i
4、n the area of, be proud of, be supposed to语 法Comparative structuresThis room is twice as large as that one.This room is four times larger than that one.Its getting brighter and brighter!The closer you are, the more youll see.Adverbs used to modify comparative degreea little, a bit, a lot, rather, no
5、, any, (very) much, lots重 点 句 子1. It is hard to think of a world without metals.P442. It is important to know how they react with different substances, for example, water and oxygen. P443. This makes sure there is no air in the water.P454. The science facilities are very good, with laboratories that
6、 have all the latest equipment.P495. as the lecturers are people who have made real discoveries in their area of science. P496. They always thought I would become an English teacher! P49. 教材分析与教材重组1. 教材分析本模块以“A Lesson in a Lab”为话题，旨在通过模块教学，使学生了解一些基本的科学实验知识，学会怎样写实验报告，并掌握一些相关的词汇与短语，激发学生对科学的兴趣。此外还要求学生学
7、会读一些大的整数、分数及小数。从文化的角度来看，鼓励学生了解国外有关科学教学的情况，以扩大学生的知识面，从而激发他们的学习兴趣。1.1 INTRODUCTION 这部分由三个内容组成。通过听材料，归纳词语和回答问题这三个形式来完成本部分所涉及到的与科学、实验有关的词语的练习，为以后的各项活动做好准备。1.2 VOCABULARY AND SPEAKING 这部分设计了一些数字，包括整数、分数和百分数，并通过一些练习让学生熟悉并正确使用英语数字的读法。1.3 GRAMMAR 1 这部分介绍了形容词比较级中有关倍数的两种主要用法：. times . than .和. times as . as .
8、, 并通过对比练习来加强学生对这一用法的了解。1.4 READING AND VOCABULARY 这部分由两篇短文组成。Passage A 介绍了金属在生活中的重要性，并列举了一些金属在氧气、水及蒸气中的反应及其结果。Passage B 介绍了 A Simple Scientific Experiment，要求学生学习如何描述或写一个科学实验报告。通过对这两篇文章的学习，学生还可以学会一些科学词汇，有助于今后阅读一些相关的文章。1.5 VOCABULARY 该部分介绍了带分数的读法，及一些实验仪器的词汇，并配有相关练习。1.6 LISTENING AND WRITING 这部分听力的内容是实
9、验中的师生对话。我们可以将此作为对阅读内容在语言技能上的补充。听力问题的设计本身已经显示了做听力练习的技巧。1.7 GRAMMAR 2 这部分继续介绍形容词和副词的比较级。主要是以下三种：1）表示“越来越” ；2) 表示 “越越” ；3) 表示程度的副词 (much, a little 等) +形容词和副词的比较级。1.8 PRONUNCIATION 这部分介绍了英语中特殊疑问句和一般疑问句的语调，并要求学生能正确朗读。1.9 EVERYDAY ENGLISH 这一部分介绍了五个日常用语，要求学生明确其意义、所用场合，并能正确使用。1.10 FUNCTION 次序的问题是写作中应注意的一个重要
10、环节。这一部分要求学生掌握 first, next, after that, lastly 在文段中的运用以及与之相关的标点符号的用法。1.11 CULTURAL CORNER 该部分阅读材料引用了加拿大一个中学生的文章，介绍了国外理科教育方面的一些信息，以扩大学生的知识面。1.12 TASK 这一部分是对本模块的一个复习与运用。要求学生能够使用所学词汇及实验报告的知识来写一篇简单的实验报告，并要求学生注意报告的内容应包括 Aim, Equipment, Method, Result 和 Conclusion。1.13 MODULE FILE 这一部分集中展示了本模块的学习内容。2. 教材重组
11、2.1 将 INTRODUCTION 和 READING AND VOCABULARY 整合成一堂阅读课。2.2 将 VOCABULARY AND SPEAKING,LISTENING AND WRITING 和WORKBOOK 中的 Listening and speaking 整合成一堂听说课。2.3 将 VOCABULARY, GRAMMAR 1 和 GRAMMAR 2 整合成一堂语法课。2.4 将 CULTURAL CORNER 与 WORKBOOK 中的 Reading 整合成一堂泛读课。 2.5 将 PRONUNCIATION, FUCTION, TASK, EVERYDAY EN
12、GLISH 与WORKBOOK 中的 Speaking and writing 整合成一堂写作课。3. 课型设计与课时分配1st Period Reading2nd Period Listening and Speaking3rd Period Grammar4th Period Extensive Reading5th Period Writing. 分课时教案The First Period ReadingTeaching goals 教学目标1. Target language 目标语言a. 重点词汇expand, contract, conclusion, method, liquid
13、, solid, iron, mixture, oxygen, electricity, aim, equipment, react, result, steam, substance, boil, float, form, dissolve, rustb. 重点句式It is hard to think of a world without metals. P44It is important to know how they react with different substances, for example, water and oxygen. P44This makes sure
14、there is no air in the water. P452. Ability goals 能力目标Enable the students to describe a scientific experiment.Enable the students to learn some words concerning scientific experiment.3. Learning ability goals 学能目标Help the students learn about the steps of a simple scientific experiment so that they
15、can describe a similar one.Teaching important points 教学重点Help the students learn how to describe a simple scientific experiment.Teaching difficult points 教学难点Help the students understand the two tables of Passage A and Passage B.Teaching methods 教学方法Listening, reading and discussing.Teaching aids 教具
16、准备A computer, a projector and a recorder.Teaching procedures Activity 2, find the best title for the passage; Activity 3, answer some questions about the passage.Task 1: Activity 1 T: Well, if you were an engineer, you would take part in the experiment of making Shen Zhou Flight. What kind of materi
17、als would you like to use?S1: Id like to use some materials that are light enough and hard enough, so that the flight can be easily sent up into space, and doesnt get in trouble.T: How can we find such kind of materials?S2: We can do some experiments. We cant use natural materials only; we need both
18、 man-made and natural materials.T: Thats right. Now well read a passage about a scientific experiment. Please turn to page 44. Well go through Passage A. When we are doing a thing, we should do it in an orderly way. Its especially true with a scientific experiment. Now lets see the four words in the
19、 table: conclusion, aim, result and method. The four words are about the orders or stages of a scientific experiment. We must know these two words: result and method. What are the meanings of the other two words?S3: “Aim” should be about what the experiment is for. For “conclusion”, I have no idea.T
20、: Right. “Aim” means purpose or object. For example, he has only one aim in life, that is, to be a millionaire. And for “conclusion”, lets see an example first, when you have worked on a maths problem for a long time, but you still cant work it out. So you may make a conclusion that the problem is w
21、rong. Here, “the problem is wrong” is your conclusion. Do you understand?Ss: Yeah!T: Now who can give us some other examples to show the meaning of “aim”?S4: Many people aim to be a millionaire. But I think to serve people is the highest aim.T: What is the correct order of stages to do an experiment
22、?Ss: It should be aim, method, result and conclusion.T: Thats right. Without aim, we dont know where to go; without method, we dont know how to do things well; without result, well draw a blank or gain nothing; without conclusion, well find what weve done is worth nothing. Task 2: Activity 2Ask the
23、students to scan Passage A and find the best title for the passage.T: Please look at Activity 2. What you should do is to scan Passage A and decide which is the best title for the passage.Give the students some time to do the job and then check the answer.T: Well, whats the best title for the passag
24、e?S4: The Reaction of Metals.T: Why?S4: The writer begins the passage by introducing the different uses of different metals. But for the rest part of the passage, including the table, he / she mainly describes several metals reaction with different substances.T: What a good reason it is! Now, lets l
25、ook at Activity 3.Task 3: Activity 3Ask the students to read and answer the questions below the passage. Give them some time to do the job. After that, check the answers with the whole class. Step Reading (Passage B: P45)In this part, the students will read the passage and then fill in the table bel
26、ow the passage.There are three Tasks in this part. The first one is to ask the students to find the structure of the passage and finish the table. The second one is to deal with Activity 5. The third one is to finish Activity 6.Task 1: Structure of the passageT: Now, well continue to read Passage B.
27、 The title of it is A Simple Scientific Experiment. From the passage we can see how the experiment is done. What is the structure of a description of experiment? Who can come to the blackboard to write down the structure?S: Let me try.A student comes to the blackboard and writes down the structure.A
28、 Simple Scientific Experiment: Introduction Aim Apparatus Method Result ConclusionT: OK. We should notice that there are 3 different reactions which are respectively described with method, result and conclusion. Now, please read the passage and then fill in the table. Let the students do the job, an
29、d then check the answers with the whole class.T: Well, what is ordinary water according to the experiment?S6: I think ordinary water here means the water that has not been boiled, and has air in it.T: Right. We also call ordinary water “raw water”. Now whats “Bunsen burner”? We often find it in labs
30、. Now, turn to page 46, and find the picture of Bunsen burner.Task 2: Activity 5T: Now please turn to page 46. Look at Activity 5. Read Passage B again. Complete the sentences.After the students finish the sentences, ask some of them to read out the complete sentences and check the answers with the
31、whole class.Task 3: Activity 6This part is about vocabulary study. Let the students read after the teacher, and then work in pairs to find the meanings of the new words.Explanations of some words:React: have effect on (of one substance applied to another)Steam: gas from boiling waterOil: liquid whic
32、h does not mix with water, obtained from animals, plants or found in rock under-groundBoil: (of water or other liquid) reach the temperature at which change to gas occursScientific: of, for, connected with, used in scienceExperiment: test carried out carefully in order to study what happens and gain
33、 new knowledgeFloat: be held up in air, gas or on the surface of liquid; move with liquid or airForm: give shape or form to; make, produceDissolve: (of a liquid) soak into a solid so that the solid itself becomes liquidStep Language PointsAsk the students to translate the following sentences, and ge
34、t familiar with the sentence structures.Show the following sentences on the screen.1. It is hard to think of a world without metals. 2. It is important to know how they react with different substances, for example, waterand oxygen. 3. This makes sure there is no air in the water. T: Before we finish
35、 this class, lets look at the screen. There are three sentences on it.Can you translate them into Chinese?Let the students translate the sentences into Chinese.T: OK. In fact, these sentences involve two sentence structures. One is: it is + adj. + to do something. The other is an object clause. Now
36、lets look at more sentences to get familiar with the two sentence structures.Write down the structures on the blackboard and then show the students more sentences on the screen:1. Its hard (difficult) to say which is better.2. Its foolish (silly) to act like that.3. Its easy to learn a foreign langu
37、age.4. Its impossible to finish the job in one day.5. Its wrong to steal.6. I only came to make sure that everything was all right.7. Father makes sure that all the lights are off before he goes to bed.8. Make certain that your facts are right.9. We must make certain that she can come.Let the studen
38、ts translate the sentences. If they have any difficulty, give them some help. Step HomeworkT: Today, we have learned some new words and two passages about scientific experiment. After class, please do Exercises 6, 7 and 8 on pages 92 Task 2, Activity 2; Task 3, Activities 3 and 4.Task 1: Activity 1T
39、: Today well learn how to read some English numbers. Please look at Screen 1, Part A. There are some numbers on it. Find the rules and then work in pairs to read them correctly.Screen 1:A220B1222002,00020,000200,0002,000,00020,000,000200,000,0002,000,000,0001231,23412,345123,4561,234,56712,345,67812
40、3,456,7891,234,567,890Several minutes later.T: Do you find the rules of these numbers?S1: It seems that three zeros are used as a unit.T: Right. How do you read 20,000?S1: Twenty thousand.T: How about 200,000?S1: Two hundred thousand.T: How about 2,000,000?S1: Two thousand thousand.T: Im afraid you
41、are wrong. It should be two million.S1: Sorry, I forget it.T: OK, how about 20,000,000?S2: Its twenty million.T: Right. How about 200,000,000?S3: Thats two hundred million.T: What about 2,000,000,000?S4: That is two thousand million. T: Right. This is the way that English numbers are read. American
42、would like to read like this: two billion. You did very well. Sit down, please. Now, lets look at the screen. Here is the ways we read English numbers. Please pay attention to the bold face. Thats the unit of the numbers.Screen 2:200 Two hundred2,000 Two thousand20,000 Twenty thousand200,000 Two hun
43、dred thousand2,000,000 Two million20,000,000 Twenty million200,000,000 Two hundred million2,000,000,000 Two thousand million or two billionLet the students read the numbers on Screen 2 and then read numbers in Part B in Screen 1. Let them work in pairs to do the job, and then ask them to read the nu
44、mbers out individually.S: .T: Now lets look at Screen 3. These are the ways we read and write the numbers.Screen 3:22 Twenty-two123 One hundred and twenty-three1,234 One thousand, two hundred andthirty-four12,345 Twelve thousand, three hundredand fifty-five123,456 One hundred and twenty-three thou-s
45、and, four hundred and fifty-six1,234,567 One million, two hundred and thirty-four thousand, five hundred andsixty-seven12,345,678 Twelve million, three hundred andforty-five thousand, six hundredand seventy-eight123,456,789 One hundred and twenty-three mil-lion, four hundred and fifty-sixthousand, s
46、even hundred and eighty-nine1,234,567, 890 One billion, two hundred and thirty-four million, five hundred and sixty-seven thousand, eight hundred andninetyTo check whether the students have mastered the way of reading English numbers, let them look at the numbers in Activity 1. There are two mistake
47、s. Let the students read the numbers and find the mistakes.T: Now there are some numbers in Activity 1 on page 42. There are two mistakes in them. Read the numbers and then find the mistakes. After that Ill ask some of you to tell the mistakes.Later.T: What are the mistakes?S1: One is in Number 1. T
48、he word “thousand” is missing after “four hundred and seventy”. The other is in Number 2. The word “one” (or “a”) is missing before “hundred million”.T: Quite right. Thats all for Activity 1. Task 2: Activity 2Now, lets turn to Activity 2. Look at the fractions and the way of saying them. Whats the
49、rule?S1: The upper ones are cardinal numbers and the lower ones are ordinal numbers.T: Right. When do we use plural forms?S2: When the upper one is more than one.T: Right. But the way you are saying is very interesting. In English, what you call “upper one” is called numerator of a fraction; while the “lower one” is called denominator. Now, lets read these fractions in English: 2/5, 5/8, 9/10, 3/8, 5/6.Students read the fractions.Task 3: Activities 3 and 4T: Now, lets look at Activity 3. Descri