外研版必修一Module5ALessoninaLab完整优秀教案文档格式.docx

外研版必修一Module5ALessoninaLab完整优秀教案文档格式.docx

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1.Arousethestudents’interestsandloveinscience.

2.Enablethestudentstounderstandsomeelementsaboutthechemistrylab.

3.Makethestudentsknowhowtoreadthenumbers.

Teachingprocedures:

Step1.Introduction

Activity1

Theaimoftheactivityistoaskthestudentstofinishthequizaboutgeneralsciencetoarousetheirinterestinscience.Theactivitycanbedoneasfollows:

Firstly,askthestudentstogothroughthefollowingthequizandmaketheirchoiceontheirown.

Quiz:

Howmuchdoyouknowaboutgeneralscience?

1.Waterexists__________.

（a）asasolid,aliquidandagas（b）asasolidandaliquidonly

2.Whenyouheatametal,itwill___________

（a）expand（b）contract

3.Steelismixtureof_____________.

（a）ironandothersubstances.（b）ironandoxygen

4._______________oftheearth’ssurfaceiswater.

（a）Two-thirds（b）50%

5.Thedistanceofthesunfromtheearthis______________kilometers.

（a）25,500（b）150,500,500

6.Theearthis4.6______________yearsold.

（a）million（b）billion

7.Theearthis______________themoon

（a）twiceaslargeas（b）forty-ninetimeslargerthan

Thenputthestudentsinpairstocomparetheiranswersandcallbacktheanswersfromtheclass.

Finallyaskthemtolistentothetapeabouttheabovequizandchecktheiranswers.

Answers:

1.a;

2.a;

3.a4.a;

5.b;

6.b;

7.b.

Activities2&

3

Theteachercanpreparesomecardsaboutdifferentthingsfortheclassatfirst.Beforeshowingthestudentsthecards,theteachercansaytothewholeclass:

Thingscanbedividedintothreekinds,natural,man-made,andeithernaturalorman-made,nowI’llshowyousomecardsinmyhand,canyoutellmewhicharenatural,man-madeorboth?

Afterthis,theteachercancontinuetosaytothewholetheclass:

Canyougivesomeexamples?

Thendividethewholeclassintotwobiggroupstocompete.TheteachercanasktheSstospeakoutasmanyexamplesaspossibleandwritedownthewordsinthetableontheblackboardasfollows:

Natural

Eg:

wood,------

Man-made

glass,------

Eithernaturalorman-made

water,------

Finally,asktheSstoopentheirbooksatPage41andreadthewordsintheboxaloud.Ifpossible,theycanlookupthewordstoknowwhattheymean.Ofcourse,theabovecompetitionwillcontinue,thatistosay,atthismoment,theteachercanasktheSstoputthewordsintheboxonPage41intheirbooksintheabovetable.

Step2.VocabularyandSpeaking

Theaimoftheactivityistohavethestudentsknowhowtoreadthelongnumbers.Sotheactivitycanbedonelikethis:

Beforedealingwiththeactivity,theteacherhadbetterbuildupalongnumberby

havingthestudentssayanincreasingsequence,eg:

3three

33thirty-three

333threehundredandthirty-three

3,333threethousand,threehundredandthirty-three

33,333thirty-threethousand,threehundredandthirty-three

Atthistime,mostoftheSswillknowthewayofreadingtheselongnumbers:

wheretosay“million”,“thousand”,and“hundred”.Soinordertoconsolidatewhattheyjustlearned,theteachercanpracticesayingthenumbersatthetopofPage42withthestudentstomakesuretheSshavethecorrectintonation.

ThenasktheSstogothroughtherestofthenumbersinActivity1andfindtheerrorsindividuallyaccordingtothedirections.

Finallytheteachercallsbacktheanswersfromtheclass.

1）Theword“thousand”ismissingafter“fourhundredandseventy”;

2）Theword“one”（or“a”）ismissingbefore“hundredmillion”.

Activity2

Firstly,theteacherpointatthefractionsandsaytheminEnglish.AtthesametimetheteacherhavetheSsrepeatthemafterhimorher.

ThentheteacherandtheSsmakeananalysisabouttherulesofreadingfractionsinEnglishtogether.

FinallytheteacherasktheSstoreadtherestofthefractionsinActivity2onPage42intheirbooksinEnglishontheirown.Ifnecessary,theteachercanwritedownthecorrectanswersontheblackboardtocheckwhattheyread.

1.two-fifths;

2.five-eighths;

3.nine-tenths4.three-eighths;

5.five-sixths.

Activity3

Theteachershouldintroducetheconceptofpercentageatfirst,andthentheteacherwritedownsomepercentagesontheblackboardandreadthemoutinEnglish.

35%→thirty-fivepercent（or:

35percent）;

50percentequalsahalf.

ThenhavetheSspracticereadingaloudthefollowingpercentages:

40%;

55%;

85%.

FinallyhavetheSsworkinpairstodescribethefractionsinActivity2aspercentagesinEnglish.

1.Aquarteristhesame