外研版必修一Module5ALessoninaLab完整教案

1、外研版必修一Module 5 A Lesson in a Lab 完整教案Period 1Teaching 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 i

2、nterests 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. IntroductionActivity 1The aim of the activity is to ask the students to finish the quiz about general science to arous

3、e 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 only2.When

4、 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 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) 150,500,5006.The earth is 4.6_ years old.(a) milli

5、on(b) billion7.The earth is _ the moon(a) twice as large as(b) forty-nine times larger thanThen 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. a4. a;

6、5. b;6. b;7. b.Activities 2 & 3The 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

7、 some cards in my hand, can you tell me which are natural, man-made or both?第 1頁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 poss

8、ible and write down the words in the table on the blackboard as follows:NaturalEg: wood, -Man-madeEg: glass, -Either natural or man-madeEg: 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.

9、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 SpeakingActivity 1The aim of the activity is to have the students know how to read the long numbe

10、rs. So the activity can be done likethis:Before dealing with the activity, the teacher had better build up a long number by having the students say an increasing sequence, eg:3three33thirty-three333three hundred and thirty-three3, 333three thousand, three hundred and thirty-three33, 333thirty-three

11、thousand, three hundred and thirty-threeAt this time, most of the Ss will know th e way of reading these long numbers: where to say“ million ” , “ 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 mak

12、e 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 seve

13、nty2)The”word;“ one ” (or“ a” ) is missing before“ hundred million” .Activity 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 i

14、n 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-te

15、nths4.three-eighths;5.five-sixths.Activity 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.第 2頁Then have the Ss practi

16、ce 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

17、 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);

18、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. Homework1. Preview the reading part.2. Work in pairs to finish Activities 4& 5 on Page 43.Periods 2 &

19、 3Teaching 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

20、 all the activities1-6 about passage A and passage B on page 44-45.5. To develop students expression ability asreadingwellasability 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 underst

21、and 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 EnglishTeaching methods: Communicative Appro

22、ach Task-based Approach Aural-oral Approach with the help of the multi-media computer and the recorderTeaching aids:Multi-media computer; Software; PowerPoint; RecorderTeaching procedures:Step 1: Lead-inAt first show the students the picture of a lab with the help of computer.Then design the followi

23、ng 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

24、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第 3頁very close to the students daily life and studyingStep 2. Pre-readingTeacher: Since you are interested in doing scientificexperime

25、nts, now let gets to know some vocabularyandknowledge 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 asfollows: potassium(鉀 ) sodium(鈉 ) calcium( 鈣 ) magnesium(鎂 ) aluminium( 鋁) zinc(鋅 ) iron( 鐵 ) copper(

26、銅 )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 youwant to know more about these metals? And do you knowhow we can use t

27、hese metals better?Well, this is what we llstudy very soon.This step is employed to create a language environment for students communication and arouse their interests inreading passage A and passage B on page 44-45Step 3. ReadingPassage AT: Well, let s read through passage A with the tape of it ver

28、y 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 t

29、he 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 co

30、pper react with water?No, it doesn t.Passage BT: Well, from passage A we can see how interesting the experiment about the reaction of metals is! But do you knowhow we can carry out a chemical experiment in a lab successfully? And what is the correct order to describe a scientific experiment?Ask the

31、Ss to look at Activity 1 on page 44 and give them about 2 minutes to discuss it. Then collect the answers from第 4頁them. At the same time type out the correct answer on the screen with the computer as follows:aimmethodresultconclusionT: Now, let s come to see“ A simple scientific experiment” !Then pl

32、ay 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: Can you guess the meaning of the wo

33、rd“apparatus ” through the context? Have you known all of the apparatuses ofthis experiment? In 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 pi

34、ctures can be typed out with the help of computer to help Ss to know about:Test tube holderBunsen burnerTest tubeThen in order to make the Ss consolidate what they read in passage B and check if experiment very well, Activity 5 on page 46 can be typed out on the screen with the help of activity 。the

35、y have understood the computer as a task-basedStep 4. Discussion1. 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 sho

36、uld 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. Homework1. Write a compl

37、ete 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 4Teaching objectives:To make the students grasp the usage of the degrees of comparison.Important and

38、 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-inPresent the Ss the following sentences on the Bb and ask them to discover what kind of degrees

39、 of comparison . Jack speak English as fluently as Tom. This school is better than that one. This book is more interesting than that one.第 5頁 This room is less beautiful than that one. The weather is getting hotter and hotter. The harder you study, the more you will make progress. He works (the) har

40、dest in his class.Then call the answers from the class.Answers: 1. 原級; 2 、3、 4、5、6、均為 .比較級 ; 7.最高級 .Step 2. Grammar structureFirstly ask the Ss to make a summary about the structures of the degrees of comparison. Then check the answers. Answers： 3 forms 原級、比較級和最高級。Step 3. Detailed Notes about Gramma

41、r Usage原級的構(gòu)成和用法1）構(gòu)成：形容詞和副詞的原級形式是形容詞和副詞的原形。2）用法：當表示雙方在程度、性質(zhì)、特征等某方面相等時，用“ as+原級 adj./adv.+as 的結(jié)”構(gòu)；當表示雙方不相等時，用 “not as(so)+ 原級 adj./adv.+as 的”結(jié)構(gòu)；當表示一方是另一方的若干倍時，用“倍數(shù) +as+原級 adj./adv.+as 的”結(jié)構(gòu)。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 i

42、s three times as long as that one.比較級和最高級的構(gòu)成和用法1）構(gòu)成：規(guī)則變化單音節(jié)形容詞以及少數(shù)以er,or 結(jié)尾的形容詞和副詞加“er ”,“est例如”：fast-faster-fastest;few-fewer-fewest;great-greater-greatest;clever-cleverer-cleverestnorrow-norrower-norrowest.以 e 結(jié)尾的單音節(jié)形容詞和副詞后以及少數(shù)以-ble,-ple 結(jié)尾的雙音節(jié)形容詞和副詞后，加“r ”, “例st如”：large-larger-largest,able-abler-

43、ablest,simple-simpler-simplest以一個輔音結(jié)尾的單音節(jié)形容詞，其前面的元音字母發(fā)短元音時，該輔音字母要雙寫，然后加“er ”,“est例 ”如：hot-hotter-hottest以輔音加y 結(jié)尾的形容詞和少數(shù)不是形容詞加ly 構(gòu)成的副詞要將y 改寫為 i ，再加“er ”,“est例如”：easy-easier-easiest,happy-happier-happiestearly-earlier-earliest一般雙音節(jié)詞、多音節(jié)形容詞和副詞在原級前more 或 most例如：beautiful-more beautiful-most beautiful;ca

44、refully-more carefully-most carefully少數(shù)單音節(jié)或雙音節(jié)形容詞也加more 和 most 構(gòu)成比較級和最高級。例如：tired-more tired-most tired;pleased-more pleased-most pleased;crowded-more crowded-most crowded不規(guī)則變化原級比較級最高級good, wellbetterbest第 6頁bad, illworseworstmany, muchmoremostLittlelessleastOldolder( 較老、較舊 ),oldest(最老、最舊 )，elder（較年

45、長）eldest(最年長 )Farfarter( 較遠的 ),farest（最遠的）further( 進一步地 )furthest（最深刻地）注意 辨析 few-fewer-fewest 和 little-less-least 的差別 : 前者是規(guī)則變化，后者是不規(guī)則變化；前者用來修飾可數(shù)名詞，后者用來修飾不可數(shù)名詞。2）用法：比較級的用法雙方比較，表示一方超過另一方時，用“比較級 +than ”的結(jié)構(gòu)表示。例如：This book is better than that one.表示一方不及另一方時，用“l(fā)ess+原級 adj./adv.+than ”的結(jié)構(gòu)表示。例如：This room i

46、s less beautiful than that one.表示一個方面隨另一個方面的程度而變化時，用“the +比較級（ +主語 +謂語）， the +比較級（ +主語 +謂語） ”的結(jié)構(gòu)。例如：The harder he works, the happier he feels.The harder you study, the more knowledge you will get.表示自身程度的改變“越來越 -”時，用 “比較級 +and+比較級 ”結(jié)構(gòu)表示。如：The weather is getting colder and colder.The little girl becom

47、es more and more beautiful.表示倍數(shù)的比較級有如下幾種句型：a) “倍數(shù) +as+原級 adj.+as+被比較對象 ”，例如：This river is four times as long as that one. （這條河是那條河的四倍長）b) “倍數(shù) +the+size(length, width, depth, height)+of+被比較對象 ”，例如：This river is four times the length of that one. （這條河是那條河的四倍長）c) “倍數(shù) +比較級 adj.+than+ 被比較對象 ”，例如：This riv

48、er is three times longer than that one. （這條河是那條河的四倍長/這條河比那條河長三倍）注意 ：在比較級的前面可以加上如下一些表示程度的狀語，但要注意其含義的差別。a)any 加比較級 , 表示疑問程度，譯為“- 一些 ”，“- 一點 ”。例如：Are you feeling any better?b)no/not(any) 加比較級 , 表示否定程度，譯為“并不 - ”。例如：Some grow no higher than your ankles.This film is not more interesting than that one.c)a

49、bit, a little, slightly加比較級 , 表示 “稍微，一點（些）”。例如：May I stay here a little longer?This problem is a bit more difficult than that one.第 7頁d)many, much, a lot, greatly, (by)far, rather, a good(great) deal 等加比 , 表示 “- 得多 ”。例如：Our school is much more beautiful than theirs.The people here are a great deal r

50、icher now than before.附 by far 通常用于 最高 。用于比 ，一般放在比 的后面，如在前面， 在二者中 加“ the?！崩纾?He is taller by far than his brother./ He is by far the taller of the two brothers.e)even, still 加比 , 表示 ， “甚至更 / 要 - ”。例如：He gets even stronger.Jack is tall, but Tom is still taller.f) “ 數(shù) +名 +比 ”表示確定的程度。例如：He is five yea

51、rs older than I.I got up an hour earlier than the others.最高 的用法三者或三者以上相比，表示最高程度 ，用“the 最+高 ”的 構(gòu)表示。 種句式一般常有表示比 范 的介 短 。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 可被序數(shù) 以及by far,by no means,much,nearl

52、y,almost,not quite,nothing like 等 修 。例如：The Yangtze River is the worldthirds longest river.How much did the second most expensive hat cost?This hat is by far / by no means / much / nearly / not nearly / almost / not quite / nothing like the biggest.注意 ：a)作狀 的副 最高 前可以不加定冠 。例如：He came (the) earliest o

53、f all the boys.b)excellent( 秀的、極好的 ) ，extreme（極端的）， favourite( 最喜 的 )， perfect（完美的）等 本身含有最高 的含 ，所以它 沒有比 和最高 。c)形容 最高 修 作表 或介 的名 、代 ，被修 的 往往省略。He is the tallest (boy) in his class.使用形容 、副 的比 等 要注意的幾個 在 asas 之 只能使用原 形容 （副 ）。例如： ： I have as less money as you do.正： I have as little money as you do.切忌采用雙重比 比 前可以用表示程度的修 來表示 或程度，但不可用more 加比 形式。例如： ： His health is more