精品K12Module5 A Lesson in a Lab上课学习上课学习教案1.docx

精品K12Module5 A Lesson in a Lab上课学习上课学习教案1.docx

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精品K12Module5ALessoninaLab上课学习上课学习教案1

Module5ALessoninaLab教案

　　module5ALessoninaLab教案

　　Period1

　　Introduction&VocabularyandSpeaking

　　Teachingaims:

　　.Tointroducesomegeneralscience.

　　2.Tolearnsomewordsrelatedtothethemeofthismodule.

　　3.Todevelopspeakingabilitybypracticingsayingthenumbers,especiallythefractions.

　　Importantanddifficultpoints:

　　.Arousethestudents’interestsandloveinscience.

　　2.Enablethestudentstounderstandsomeelementsaboutthechemistrylab.

　　3.makethestudentsknowhowtoreadthenumbers.

　　Teachingprocedures:

　　Introduction

　　Activity1

　　Theaimoftheactivityistoaskthestudentstofinishthequizaboutgeneralsciencetoarousetheirinterestinscience.Theactivitycanbedoneasfollows:

　　Firstly,askthestudentstogothroughthefollowingthequizandmaketheirchoiceontheirown.

　　Quiz:

Howmuchdoyouknowaboutgeneralscience?

　　.waterexists__________

　　asasolid,aliquidandagas

　　asasolidandaliquidonly

　　2.whenyouheatametal,itwill___________

　　expand

　　contract

　　3.Steelismixtureof_____________.

　　ironandothersubstances.

　　ironandoxygen

　　4._______________oftheearth’ssurfaceiswater.

　　Two-thirds

　　50%

　　5.Thedistanceofthesunfromtheearthis______________kilometers.

　　25,500

　　150,500,500

　　6.Theearthis4.6______________yearsold.

　　million

　　billion

　　7.Theearthis______________themoon

　　twiceaslargeas

　　forty-ninetimeslargerthan

　　Thenputthestudentsinpairstocomparetheiranswersandcallbacktheanswersfromtheclass.

　　Finallyaskthemtolistentothetapeabouttheabovequizandchecktheiranswers.

　　Answers:

1.a;

　　2.a;

　　3.a

　　4.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

　　Eg:

glass,------

　　Eithernaturalorman-made

　　Eg:

water,------

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

　　VocabularyandSpeaking

　　Activity1

　　Theaimoftheactivityistohavethestudentsknowhowtoreadthelongnumbers.Sotheactivitycanbedonelikethis:

　　Beforedealingwiththeactivity,theteacherhadbetterbuildupalongnumberby

　　havingthestudentssayanincreasingsequence,eg:

　　3

　　three

　　33

　　thirty-three

　　333

　　threehundredandthirty-three

　　3,333

　　threethousand,threehundredandthirty-three

　　33,333

　　thirty-threethousand,threehundredandthirty-three

　　Atthistime,mostoftheSswillknowthewayofreadingtheselongnumbers:

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

　　ThenasktheSstogothroughtherestofthenumbersinActivity1andfindtheerrorsindividuallyaccordingtothedirections.

　　Finallytheteachercallsbacktheanswersfromtheclass.

　　Answers:

1）Theword“thousand”ismissingafter“fourhundredandseventy”;

　　2）Theword“one”ismissingbefore“hundredmillion”.

　　Activity2

　　Firstly,theteacherpointatthefractionsandsaytheminEnglish.AtthesametimetheteacherhavetheSsrepeatthemafterhimorher.

　　ThentheteacherandtheSsmakeananalysisabouttherulesofreadingfractionsinEnglishtogether.

　　FinallytheteacherasktheSstoreadtherestofthefractionsinActivity2onPage42intheirbooksinEnglishontheirown.Ifnecessary,theteachercanwritedownthecorrectanswersontheblackboardtocheckwhattheyread.

　　Answers:

1.two-fifths;

　　2.five-eighths;

　　3.nine-tenths

　　4.three-eighths;

　　5.five-sixths.

　　Activity3

　　Theteachershouldintroducetheconceptofpercentageatfirst,

　　andthentheteacherwritedownsomepercentagesontheblackboardandreadthemoutinEnglish.

　　Eg:

35%→thirty-fivepercent;

　　50percentequalsahalf.

　　ThenhavetheSspracticereadingaloudthefollowingpercentages:

40%;55%;85%.

　　FinallyhavetheSsworkinpairstodescribethefractionsinActivity2aspercentagesinEnglish.

　　Answers:

1.Aquarteristhesameas25%;2.onethirdisthesameas33.33r%;3.Four-fifthsisthesameas80%;4.onetenthisthesameas10%;5.Three-quartersisthesameas75%;6.onehalfisthesameas50%;7.Two-thirdsisthesameas66.66r%;8.Two-fifthsisthesameas40%;9.Five-eighthsisthesameas62.5%;10.Nine-tenthsisthesameas90%;11.Three-eighthsisthesameas37.5%;12.Five-sixthsisthesameas83.33r%.

　　Homework:

　　.

　　Previewthereadingpart.

　　2.

　　workinpairstofinishActivities4&5onPage43.

　　Periods2&3

　　Reading&Vocabulary

　　Teachingaimsanddemands:

　　⒈Tolearnaboutsomevocabularyandknowledgerelatedtoscienceandexperiments

　　⒉Toknowaboutsomemetalsandgettoknowtheirmainusesinourlives

　　⒊TomakethestudentsknowhowtodoasimpleexperimentandwritethereportaboutitinEnglish

　　⒋Todealwithalltheactivities1-6aboutpassageAandpassageBonpage44-45

　　⒌Todevelopstudents’expressionabilityaswellasreadingabilitybypracticingthesetwopassages

　　⒍Toraisestudents’interestsinscienceandformtherigorousscientificattitude.

　　Teachingkeypoints:

　　⒈Tomakethestudentsunderstandandgraspthevocabularyandknowledgerelatedtoscienceandexperiments

　　⒉Toenablethestudentstoknowhowtoreadsomepassagesaboutsimplescientificexperiments

　　Teachingdifficulties:

　　TomakestudentslearnhowtowriteanexperimentreportinEnglish

　　Teachingmethods:

　　⒈communicativeApproach

　　⒉Task-basedApproach

　　⒊Aural-oralApproachwiththehelpofthemulti-mediacomputerandtherecorder

　　Teachingaids:

　　multi-mediacomputer;

　　Software;

　　PowerPoint;

　　Recorder

　　Teachingprocedures:

　　Step1:

　　Lead-in

　　Atfirstshowthestudentsthepictureofalabwiththehelpofcomputer

　　Thendesignthefollowingquestionsandaskthestudentstodiscussthemingroups:

　　.

　　Areyouinterestedindoingscientificexperiments?

　　2.

　　Supposeyouwanttodoachemicalexperimentaboutsomemetals,doyouthinkitisnecessarytoknowabouthowtheyreactwithothersubstances?

　　3.

　　Inordertocarryoutanexperimentsuccessfully,whatshouldyouprepareforit?

　　ThisstepistowarmupthestudentsandraisetheirintereststospeakEnglishinclass.Becauseallthesequestionsareveryclosetothestudents’dailylifeandstudying

　　Step2：

Pre-reading

　　Teacher:

Sinceyouareinterestedindoingscientificexperiments,nowlet’sgettoknowsomevocabularyandknowledgerelatedtoscienceandexperiments.

　　AtthesametimeIcantypeoutsomepicturesaboutsomemetalsonthescreenwiththehelpofthecomputerasfollows:

　　⑴potassium

　　⑵sodium

　　⑶calcium

　　⑷magnesium

　　⑸aluminium

　　⑹zinc

　　⑺iron

　　⑻copper

　　AsItypeouteachoftheabovepictures,Icanaskthestudentslikethis:

　　what’sthis?

Andwhatcanitbeusedfor?

　　Atthismomentthestudents’interestsareprobablyapproachingaclimax.SoIfurtheraskthemlikethis:

Doyouwanttoknowmoreaboutthesemetals?

Anddoyouknowhowwecanusethesemetalsbetter?

　　well,thisiswhatwe’llstudyverysoon.

　　Thisstepisemployedtocreatealanguageenvironmentforstudents’communicationandarousetheirinterestsinreadingpassageAandpassageBonpage44-45

　　Step3:

　　Reading

　　PassageA

　　T:

well,let’sreadthroughpassageAwiththetapeofitveryquicklytotrytocatchitsmainidea.ThenfinishActivity2onpage44andgiveyourreasons.

　　Next,asktheSstoreadpassageAverycarefullytofindouttheanswersinActivity3onpage44.Finishthisactivitybymulti-mediacomputer.Itcanbedesignedasfollows:

　　.

　　whichofthemetalsinthetablereactsthemostwithoxygenandwater?

　　Potassium,calciumandsodium.

　　2.

　　whathappenswhenyouheatcalciuminoxygen?

　　Itburnstoformanoxide.

　　3.

　　whichmetalsreactwithsteam?

　　magnesium,aluminiumandzinc.

　　4.

　　Doesironhaveasloworfastreactionwithsteam?

　　Ithasaslowreaction.

　　5.

　　Doescopperreactwithwater?

　　No,itdoesn’t.

　　PassageB

　　T:

well,frompassageAwecanseehowinterestingtheexperimentaboutthereactionofmetalsis!

Butdoyouknowhowwecancarryoutachemicalexperimentinalabsuccessfully?

　　Andwhatisthecorrectordertodescribeascientificexperiment?

　　AsktheSstolookatActivity1onpage44andgivethemabout2minutestodiscussit.Thencollecttheanswersfromthem.Atthesametimetypeoutthecorrectansweronthescreenwiththecomputerasfollows:

　　T:

Now,let’scometosee“Asimplescientificexperiment”!

　　ThenplaythetapeofpassageBforthestudentsandaskthemtoreadthepassagewiththetapequicklyandfinishActivity4onpage44.

　　Inordertoleadthestudentstoreadthetextverycarefully,thefollowingtask-basedquestionscanbesignedtoaskthemtoanswer:

　　⑴canyouguessthemeaningoftheword“apparatus”throughthecontext?

Haveyouknownalloftheapparatusesofthisexperiment?

　　⑵Inthesecondpartoftheexperiment,whymustyouboilthewater?

Andthenwhydoyouaddsomeoiltothewater?

　　ForQuestion1,somestudentsmaybefeelstrangetosomeapparatuses.Ifso,thefollowingpicturescanbetypedoutwiththehelpofcomputertohelpSstoknowabout:

　　TheninordertomaketheSsconsolidatewhattheyreadinpassageBandcheckiftheyhaveunderstoodtheexperimentverywell,Activity5onpage46canbetypedoutonthescreenwiththehelpofcomputerasatask-basedactivity。

　　Step4：

Discussion

　　⒈Doyouthinkitiseasyordifficultforyoutocarryoutascientificexperimentwell?

Andcanyoudescribehowtodoitsuccessfullyinsimplewords?

　　⒉Ifyouwanttolearnsciencesubjectswell,whatqualitiesdoyouthinkyoushouldhave?

　　ThisstepistoconsolidatewhatSshavelearntinthislesson,inadditiontopenetratingthemoraleducationtolovescienceandformtherigorousscientificattitude.

　　Homework:

　　⒈writeacompletescientificexperimentreportinsimpleEnglish.

　　⒉Underlinethelanguagepointsyoucan’tunderstandinthetext.

　　⒊GoontoreadthecUTULcoRNERreadingpassageofthismoduleonPage49.

　　Teachingsummary:

　　⒈we’velearntaboutsomevocabularyandknowledgerelatedtoscienceandexperiments

　　⒉we’vefinishedstudyingpassageAandpassageBonpage44-45.

　　⒊we’veknownhowtocarryoutascientificexperimentinalabsuccessfullyandwriteacompletescientificexperi