.外研版必修一外研版必修一 Module 5 A Lesson in a LabModule 5 A Lesson in a Lab 完整教案完整教案Period 1Period 1Teaching aims: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: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:Teaching procedures:Step 1. IntroductionStep 1. IntroductionActivity 1Activity 1The aim of the activity is to ask the students to finish the quiz about general science to arouse their interest in science. Theactivity 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 science1. Water exists _.(a) as a solid, a liquid and a gas(b) as a solid and a liquid only2. When you heat a metal, it will _(a) expand(b) contract3. Steel is mixture of_.(a) iron and other substances.(b) iron and oxygen4. _ of the earths surface is water.(a) Two-thirds(b) 50%5. The distance of the sun from the earth is _ kilometers.(a) 25,500(b) 150,500,5006.The earth is 4.6_ years old.(a) million(b) billion7. The earth is _ the moon(a) twice as large as(b) forty-nine times larger thanThen put the students in pairs to pare 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. a4. a;5. b;6. b;7. b.Activities 2 & 3Activities 2 & 3The teacher can prepare some cards about different things for the class at first. Before showing the students the cards, theteacher can say to the whole class: Things can be divided into three kinds, natural, man-made, and either natural or man-made,now Ill show you some cards in my hand, can you tell me which are natural,man-made or both.v.After this, the teacher can continue to say to the whole the class: Can you give some examplesThen divide the wholeclass into two big groups to pete. The teacher can ask the Ss to speak out as many examples as possible and write downthewords in the table on the blackboard as follows:NaturalMan-madeEither natural or man-madeEg: wood, -Eg: glass, -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 thewords to know what they mean. Of course, the above petition will continue, that is to say, at this moment, the teacher can askthe Ss to put the words in the box on Page 41 in their books in the above table.Step 2. Vocabulary and SpeakingStep 2. Vocabulary and SpeakingActivity 1Activity 1The 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 byhaving the students say an increasing sequence, eg:333threethirty-three333three hundred and thirty-three3, 333three thousand, three hundred and thirty-three33, 333thirty-three thousand, three hundred and thirty-threeAt this time, most of the Ss will know the way of reading these long numbers: where to say million , thousand, andhundred . So in order to consolidate what they just learned, the teacher can practice saying the numbers at the top of Page42 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 thedirections.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(ora) is missing before hundred million .Activity 2Activity 2Firstly, the teacher point at the fractions and say them in English. At the same time the teacher have the Ss repeat themafter 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 theirown. 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-tenths4.three-eighths;5.five-sixths.Activity 3Activity 3The teacher should introduce the concept of percentage at first,and then the teacher write down some percentages onthe blackboard and read them out in English.Eg: 35% thirty-five percent (or: 35 percent);50 percent equals a half.v.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 sameas 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 thesame 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. HomeworkStep 3. Homework1.Preview the reading part.2.Work in pairs to finish Activities 4& 5 on Page 43.Periods 2 & 3Periods 2 & 3Teaching aims and demands: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: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:Teaching difficulties:To make students learn how to write an experiment report in EnglishTeaching methods:Teaching methods: municative Approach Task-based Approach Aural-oral Approach with the help of the multi-media puter and the recorderTeaching aids:Teaching aids:Multi-media puter; Software; PowerPoint; RecorderTeaching procedures:Teaching procedures:Step 1:Lead-inStep 1:Lead-inAt first show the students the picture of a lab with the help of puter.Then design the following questions and ask the students to discuss them in groups:1.Are you interested in doing scientific experiments2.Suppose you want to do a chemical experiment about some metals, do you think it is necessary to know about how theyreact with other substances3.In order to carry out an experiment successfully, what should you prepare for itThis step is to warm up the students and raise their interests to speak English in class. Because all these questions are veryclose to the students daily life and studying.v.Step 2.Step 2.Pre-readingPre-readingTeacher: Since you are interested in doing scientific experiments, now lets get to know some vocabulary and knowledgerelated 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 puter as follows:potassium(钾)sodium(钠)calcium(钙)magnesium(镁)aluminium(铝)zinc(锌)iron(铁)copper(铜)As I type out each of the above pictures, I can ask the studentslike this:Whats this And what can it be used forAt this moment the students interests are probably approaching a climax. So I further ask them like this: Do you wantto know more about these metals And do you know how we can use these metals betterWell, this is what well study verysoon.This step is employed to create a language environment for students munication and arouse their interests in readingpassage A and passage B on page 44-45Step 3. ReStep 3. ReadingadingPassage APassage AT: Well, lets read through passage A with the tape of it very quickly to try to catch its main idea. Then finish Activity 2on 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 bymulti-media puter. It can be designed as follows:1.Which of the metals in the table reacts the most with oxygen and waterPotassium, calcium and sodium.2.What happens when you heat calcium in oxygenIt burns to form an oxide.3.Which metals react with steamMagnesium, aluminium and zinc.4.Does iron have a slow or fast reaction with steamIt has a slow reaction.5.Does copper react with waterNo, it doesnt.Passage BPassage BT: Well, from passage A we can see how interesting the experiment about the reaction of metals is! But do you know howwe can carry out a chemical experiment in a lab successfullyAnd what is the correct order to describe a scientific experimentAsk the Ss to look at Activity 1 on page 44 and give them about 2 minutes to discuss it. Then collect the answers fromthem. At the same time type out the correct answer on the screen with the puter as follows:aimaimmethodmethodresultresultconclusionconclusionT: Now, lets e to see A simple scientific experiment!.v.Then play the tape of passage B for the students and ask them to read the passage with the tape quickly and finish Activity4 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 toanswer:Can you guess the meaning of the word apparatus through the context Have you known all of the apparatuses ofthis experimentIn the second part of the experiment, why must you boil the water And then why do you add some oil to the waterFor Question 1, some students maybe feel strange to some apparatuses. If so , the following pictures can be typed out withthe help of puter to help Ss to know about:Test tube holderTest tube holderBunsen burnerBunsen burnerTest tubeTest tubeThen in order to make the Ss consolidate what they read in passage B and check if they have understood the experimentvery well, Activity 5 on page 46 can be typed out on the screen with the help of puter as a task-based activity 。Step 4.Step 4.DiscussionDiscussion1. Do you think it is easy or difficult for you to carry out a scientific experiment well And can you describe how to do itsuccessfully in simple words2. If you want to learn science subjects well, what qualities do you think you should have (Possible answers: We should becareful / 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 scienceand form the rigorous scientific attitude.Step 5. HomeworkStep 5. Homework1. Write a plete scientific experiment report in simple English.2. Underline the language points you cant understand in the text.3. Go on to read the CUTUL CORNER reading passage of this module on Page 49.Period 4Period 4Teaching objectives:Teaching objectives:To make the students grasp the usage of the degrees of parison.Important and difficult points:Important and difficult points:1. To have the Ss understand all kinds of forms of degree of parison.2. To enable the students to know how to use the degrees of parison correctly.Teaching procedures:Teaching procedures:Step 1. Lead-inStep 1. Lead-inPresent the Ss the following sentences on the Bb and ask them to discover what kind of degrees of parison .Jack speak English asfluentlyas Tom.This school is betterthan that one.This book is moreinterestingthan that one.This room is lessbeautifulthan that one.The weather is getting hotter and hotter.Theharder you study, themore you will make progress.v.He 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 structureStep 2. Grammar structureFirstly ask the Ss to make a summary about the structures of the degrees of parison. Then check the answers.Answers：3 forms 原级、比较级和最高级。Step 3. Detailed Notes about Grammar UsageStep 3. Detailed Notes about Grammar Usage原级的构成和用法原级的构成和用法1构成：形容词和副词的原级形式是形容词和副词的原形。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的构造；当表示双方不相等时，用 not as(so)+ 原级 adj./adv.+as的构造；当表示一方是另一方的假设干倍时，用倍数+as+原级adj./adv.+as的构造。例如：He is as tall as Jack. / I speak English as fluently as you.Your bike is not as(so) new as hers.This road is three times as long as that one.比较级和最高级的构成和用法比较级和最高级的构成和用法1构成：规那么变化单音节形容词以及少数以er,or 结尾的形容词和副词加 er, est例如：fast-faster-fastest;few-fewer-fewest;great-greater-greatest;clever-cleverer-cleverestnorrow-norrower-norrowest.以 e 结尾的单音节形容词和副词后以及少数以-ble,-ple 结尾的双音节形容词和副词后，加 r, st例如：large-larger-largest,able-abler-ablest,simple-simpler-simplest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以辅音加 y 结尾的形容词和少数不是形容词加ly 构成的副词要将 y 改写为 i，再加 er, est例如：easy-easier-easiest,happy-happier-happiestearly-earlier-earliest一般双音节词、多音节形容词和副词在原级前more 或 most例如：beautiful-more beautiful-most beautiful;carefully-more carefully-most carefully少数单音节或双音节形容词也加more 和 most 构成比较级和最高级。例如：tired-more tired-most tired;pleased-more pleased-most pleased;crowded-more crowded-most crowded不规那么变化原级原级good, wellbad, illmany, much比较级比较级betterworsemore最高级最高级bestworstmost.v.LittleOldFarlessolder(较老、较旧),elder较年长farter(较远的),further(进一步地)leastoldest(最老、最旧)，eldest(最年长)farest最远的furthest最深刻地注意辨析 few-fewer-fewest 和 little-less-least 的差异: 前者是规那么变化，后者是不规那么变化；前者用来修饰可数名词，后者用来修饰不可数名词。2用法：比较级的用法比较级的用法双方比较，表示一方超过另一方时，用比较级+than的构造表示。例如：This book is betterthan that one.表示一方不及另一方时，用less+原级 adj./adv.+than的构造表示。例如：This room is lessbeautifulthan that one.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 的构造。例如：Theharder he works, thehappier he feels.Theharder you study, themore knowledge you will get.表示自身程度的改变越来越-时，用比较级+and+比较级构造表示。如：The weather is getting colder and colder.The little girl bees more and more beautiful.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加上如下一些表示程度的状语，但要注意其含义的差异。a)any 加比较级, 表示疑问程度，译为-一些，-一点。例如：Are you feeling any betterb)no/not(any)加比较级, 表示否认程度，译为并不-。例如：Some grow no higher than your ankles.This film is not more interesting than that one.c)a bit, a little, slightly 加比较级, 表示稍微，一点些。例如：May I stay here a little longerThis problem is a bit more difficult than that one.d)many, much, a lot, greatly, (by)far, rather, a good(great) deal等加比较级, 表示-得多。例如：.v.Our school is much more beautiful than theirs.The people here are a great deal richer now than before.附 by far 通常用于强调最高级。用于比较级时，一般放在比较级的后面，如在前面，应在二者中间加 the。例如：He is taller by far than his brother./ He is by far the taller of the two brothers.e)even, still 加比较级, 表示强调，译为甚至更/还要-。例如：He gets even stronger.Jack is tall, but Tom is still taller.f)数词+名词+比较级表示确定的程度。例如：He is five years older than I.I got up an hour earlier than the others.最高级的用法最高级的用法三者或三者以上相比，表示最高程度时，用the +最高级的构造表示。这种句式一般常有表示比较围的介词短语。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.最高级可被序数词以及by far,by no means,much,nearly,almost,not quite,nothing like 等词语修饰。 例如：The Yangtze River is the worldsthirdlongest river.How much did thesecondmost expensive hat costThis hat is by far / by no means/ much / nearly / not nearly / almost / not quite / nothing like the biggest.注意：a)作状语的副词最高级前可以不加定冠词。例如：He came (the) earliest of all the boys.b)excellent(优秀的、极好的)，extreme极端的 ，favourite(最喜爱的)，perfect完美的等词本身含有最高级的含义，所以它们没有比较级和最高级。c)形容词最高级修饰作表语或介词宾语的名词、代词时，被修饰的词往往省略。He is the tallest (boy) in his class.使用形容词、副词的比较等级时要注意的几个问题使用形容词、副词的比较等级时要注意的几个问题在 asas 之间只能使用原级形容词副词 。例如：误：I have as less money as you do.正：I have as little money as you do.切忌采用双重比较比较级前可以用表示程度的修饰语来表示强调或程度，但不可用more 加比较级形式。例如：误：His health is more worse than before.正：His health is worse than before.应防止自我比较使用比较级时，进展比较的双方必须是互相别离、 互不包含的独立概念或事物， 否那么比较就不合逻辑。 例如：误：Bamboo probably has more uses than any plant in the world.v.正：Bamboo probably has more uses than any other plant in the world.附比较的另一方如果是不定代词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，假设比较的双方不属于同一围，句中那么不加other。例如：She runs faster than any boy in her class.表示两者中较时，比较级前要加the。例如：The older of the two noblemen took a light and led me into a back room.被比较的双方必须具有可比性。例如：误：There are more students in this school than that school.正：There are more students in this school than in that school.连词 than 后使用代词主格和宾格有时意义不同。例如：I know you better than he.我比他更了解你I know you better than him.我对你的了解比对他的了解更透彻些或：我比他更了解你，此时与同义 。使用最高级时，主语不可被排除在最高级所指的围之外。例如：误：He is the tallest of all his brothers.正：He is the tallest of all the brothers.most 前面加不定冠词 a/an，或者不加冠词修饰形容词时，它的意思等于very。此时， most 已失去最高级的意义。试比较：a most interesting film(一部很有趣的电影) / the most interesting film(最有趣的电影)Step 4. PracticeExercise 1: Make sentences about the parative 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.Lily weighs: 45 kilogramsTom weighs: over 90 kilograms(heavy)_Mount Tai: 1,521 metersMount Qumolangma: 8,848 meters(high)_Winter in Beijing:-5Winter in Harbin:-20(cold)_My house: 80 square metersMy aunts house: 160 square meters(large)_Exercise 2: Use the words below to write sentences as in the example.Example: temperature/ get /lowThe temperature gets lower and lower.hot metal/ get / big_magnesium/ get / hot_.v.sun/ get / strong during the morning_sea/ bee / warm_Answers:Exercise 1:Tom weighs over twice as heavy as Lily./Or: Tom is over twice heavier than Lily.Mount Qumolangma is about six times higher than Mount Tai./ Or: Mount Qumolangma is about six times as high asMount TaiWinter is 4 times colder in Harbin than in Beijing./ Or: Winter is 4 times as cold in Harbin as in Beijing.My aunts house is twice as larger as my house./ Or: My aunts house is twice larger than my house.Exercise 2:The hot metal is getting bigger and bigger.The magnesium is getting hotter and hotter.The sun is getting stronger and stronger during the morning.The sea is being warmer and warmer.Step 5. HomeworkStep 5. Homework1.Finish the exercises 2, 3 & 4 on page91-92 in their workbook.2.Preview the rest of this module.Period 5Period 5Teaching aims: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 whatthey 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:Important and difficult points:1. Enable the Ss to recognize the basic differences about the intonation of Wh-questions and Yes/No questions according towhat they hear.2. Have the Ss understand the exact meaning of some sentences by context.Teaching procedures:Teaching procedures:Step 1. Listening and WritingStep 1. Listening and WritingIt is necessary for a teacher to give the Ss a brief indication before listening. For this listening, the teacher can say to theSs: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,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 weithe metal magnesium burns in air. Is there a change in weight when this metal burns in air Lets guess / predict.ght when this metal burns in air Lets guess / predict.After the necessary indication, give the Ss very clear directions and requirements to listen. The teacher can continue to say:Now lets listen to the dialogue. Try to find out whether there is a chNow lets listen to the dialogue. Try to find out whether there is a change in weight when the metal magnesium burns in air.ange in weight when the metal magnesium burns in air.At the same time, pay attention to the information related to the following:At the same time, pay attention to the information related to the following:Aim:_Aim:_Apparatus:_Apparatus:_.v.Method:_Method:_Result:_Result:_Conclusion:_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 Page47.Play the recording again and ask the Ss to plete 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,pleting the description involves some careful reading for specific information and reorganizing the information.Answers:Aim:Aim:to find out if theres a change in weight when magnesium burnsin air.Apparatus:Apparatus: Magnesium, Bunsen burner, a balance, a crucible.Method:Method: First, put the magnesium in the crucible. Then put the crucible on the balance and weigh it. Next, heat themagnesium. Light the Bunsen burner and hold the crucible over it. Finally, weigh the magnesium again.Result:Result: It weighs a little more than before.Conclusion:Conclusion:There is a change in weight when magnesium burns in air.Step 2. Everyday EnglishStep 2. Everyday EnglishFirstly, 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 fromthey are from the abovelistening. Now replay therecording, ask the Ss to check what they chose.Answers: 1) a; 2) b;3) a;4) b;5) a.Step 3. PronunciationStep 3. PronunciationAt first,organize the Ss to listen to the recording, at the same time, give them the direction to listen and ask them to payattention to the intonation of Wh-questions and Yes/No questions.Then play the tape for the class and ask them againAfter 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.Step 4. HomeworkStep 4. HomeworkRevise the whole Module 5 and begin to preview Module 6.v.