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Module 5 A Less on in a LabI.模块教学目标技能目标 Skill Goals Prepare a report on a simple scientific experiment Lear n degrees of comparis on Lear n words and expressi ons of seque nee Un dersta nd and describe a simple seie ntific experime nt Talk about nu mbersn.目标语言Words and expressi ons of seque neeFirst, put the magnesium .Then put the crucible .Next, Ilight the Bunsenburner. After that, I hold . Lastly, we need to weigh . EverydayEn glishWhere do we go from here?Keep the no ise dow n.You ve got it!It s your turn.Go ahead!Defi nitely!1 四会词汇liquid, expa nd, con tract, substa nee, mixture, oxyge n, electricity, stage,con clusi on,aim, reaction,electrical,equipme nt,react,partial,rust,boil, ordin ary,steam, float,form, dissolve,flame, facility,lecture,词departme nt, ast oni shed汇2. 认读词汇potassium, sodium, calcium,magnesium, aluminium,zi ne,copper,oxide,bala nee, ton gs, crucible3.词组add . to ., used to, in 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 tha n that one.It s getting brighter and brighter!The closer you are, the more you II see.Adverbs used to modify comparative degree a little, a bit, a lot, rather, no, any, (very) much, lots重占八、句子1. It is hard to think of a world without metals.P442. It is importa nt to know how they react with differe nt substa nces, forexample, water and oxyge n. P443. This makes sure there is no air in the water.P454. The scienee facilitiesare very good, with laboratories that have all thelatest equipme nt.P495. as the lecturers are people who have made real discoveries in their areaof scie nee.P496. They always thought I would become an En glish teacher! P49川.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。1.2VOCABULARANDSPEAKING 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。1.3GRAMMA1R 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 .,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。1.6LISTENING ANDWRITING 这部分听力的内容是实验中的师生对话。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。1.7GRAMMA2R 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, alittle 等）+形容词和副词的比较级。1.8PRONUNCIATIONS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。1.12TASK 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2.1将 INTRODUCTION 口 READING AND VOCABULARY 合成一堂阅读课。2.2将 VOCABULARANDSPEAKING 丄 ISTENINGANDWRITING 和WORKBOOK 的 Listening and speaking 整合成一堂听说课。2.3将 VOCABULARY, GRAMMAR GRAMMAR 整合成一堂语法课。2.4将 CULTURAL CORNER WORKBOOK 勺 Reading 整合成一堂泛读课。2.5将 PRONUNCIATION,FUCTION,TASK, EVERYDAYNGLISH 与WORKBOOK 的 Speaking and writing 整合成一堂写作课。3. 课型设计与课时分配1st PeriodReading2nd PeriodListening and Speaking3rd PeriodGrammar4th PeriodExtensive Reading5th PeriodWritingIV.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, 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 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 asimple scientific experiment so that they can describe a similar one.Teaching important points Help the students learn how to describe a simplescientific 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 教具准备A computer, a projector and a recorder.Teaching procedures & ways 教学过程与方式StepILead-i nThe purpose of this part is to let the students know and get familiar with the教学重点new words in INTRODUCTION:expand, contract, mixture, substance,oxygen and electricity.First, write down the words on the black-board, and then teach them themeaning ofeach word by questioning.T: Hello, everyone! Do you know the program Lucky 52 on CCTV?Ss: Yeah!T: OK, now suppose I m Li Yong, and you are competitors. Here are sixwords on the blackboard. What you should do is to guess the meanings ofthem. If you cant express them in English, you may say in Chinese. Thequicker, the better. Are you clear?Ss: Yes.T: Listen. What do we take in when we breathe?S1: Air.T: Right. But not exact.S2:氧气。T: Right. In English, it is called“ oxyge n” . We need oxygento keep alive. Andwithout it, there will be no life on this planet. OK, another question. What dowe call it when we put sugar, eggs, and milk together, or we mix themtogether?S2: We call it mixture.T: Good. All the things that are mixed together can be called mixture. Nextone,we can use one word to stand for all the things around us, which includes air,water, stone, wood, glass, iron and so on. What is this word?S3: Substance.T: Right. Next, what will happen when water turns into ice?S4: Liquid will turn into solid.T: Right. Besides this, will it have some change in size?S5: Yes. It will become larger.T: Yeah! What do we call this change?S6: Its called“expand”.Teacher can use body language to express the meaning of“expand”.T: Now, the last one. Whats the opposite meaning of“expand”?S7: Is it“contract”?T: You are right. The meaning of“contract”is making or becoming smalleror shorter. Well, I think that all of us did very well. Now please read thesewords after me.StepnVocabularyAsk the students to read the sentences in Activity 1 on page 41, and thenpick out the correct ones. At the same time ask them to pay attention to thenew words. At last check the answers to Activity 1 with the whole class.For Activity 2, ask the students to work in pairs to finish the task. If possible,ask them to give their rea-sons for doing so. For Activity 3，give the studentsmore words to help them know that materials are around all of us, and weshould use them correctly and reasonably.T: As the saying goes: Birds of a feather flock together or things of one kindcome together. Now well put the words in Activity 2 in pairs or groups, justlike the pairs in Example. If possible, give your reasons to do so. It is a goodchance forus to get familiar with these words. OK, Ill give you one or twominutes to dothe job.Two minutes later.T: Have you finished the task?Ss: Yes.T: Whod like to read out your answers?S1: Wed like to put air, gas and oxygen together, because all of themare gas.And we put earth, sun and moon together, because all of them areplanets.T: Quite right. How about you two boys answers?S2: Weput gas, liquid, and solid together, because wethink they are thethree states of substance. And we also put contract and expandtogether. The two words have opposite meanings.T: I m very glad that you can finish the task so quickly and correctly. Well,allof us know that we are living in a material world. Without these materials,whether natural or man-made, we ll have nothing to eat, to live in, to use,to wear and so on. Now, let s look at these words: electricity, iron, metal,steel, air, and glass in Activity 3. You have to tell which of them are natural,which of them are man-made and which of them can be both.S3: Air, iron and somemetals are natural. Steel, somemetals and glassare man-made. And electricity can be man-made and natural.T: Why do you think electricity is both man-made and natural?S3: Because in a storm, we can see lightening in the sky. While theelectricity weare using in everyday life is from electric works. So I think electricity isboth man-made and natural.T: Well, it s a good answer. OK, can you say some other things that areman-made?Ss: There are too many such things.T: Give us some examples.S4: Cars, machines, man-made satellites, plastics and so on.T: Do you know man-made beauty?S6: I know it. Some ordinary-looking girls can become beautifulovernight.T: Do you think it is necessary to do so?S7: Its difficult to say. But I think to have a beautiful mind is moreimportantthan to have a beautiful appearance.T: I agree with you. It is said that a womanwith a beautiful mind is morebeautiful than a woman with a pretty face.Step 川 Reading (Passage A: P44) There are three activities in this part:Activity 1: find the correct order to describe the stages of a scientificexperiment; Activity 2, find the best title for the passage; Activity 3, answersome questions about the passage.Task 1: Activity 1T: Well, if you were an engineer, you would take part in the experiment ofmakingShen ZhouVFlight. What kind of materials would you like to use?S1: Id like to use some materials that are light enough and hardenough, so that the flight can be easily sent up into space, and doesnt getin trouble.T: How can we find such kind of materials?S2: We can do some experiments. We cant use natural materialsonly; we need both 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 athing, we should do it in an orderly way. Its especially true with ascientific experiment. Nowlets see the four words in the table: conclusion, aim, result and method.The four words are about the orders or stages of a scientific experiment.Wemust know these two words: result and method. What are the meaningsof the other two words?S3:“Aim”should be about what the experiment is for. For“conclusion”, I have no idea.T: Right.“Aim”means purpose or object. For example, he has only one aimin life, that is, to be a millionaire. And for“conclusion”, lets see anexample first, when you have worked on a maths problem for a long time,but you still cant workit out. So you may make a conclusion that the problem is wrong. Here,“theprobl em 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 thehighest aim.T: What is the correct order of stages to do an experiment?Ss: It should be aim, method, result and conclusion.T: That s right. Without aim, we don t know where to go; without method,we don t know how to do things well; without result, we ll draw a blankor gain nothing;without conclusion, we ll find what we ve done is worthnothing.Task 2: Activity 2Ask the 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 anddecide which is the best title for the passage.Give the students some time to do the job and then check the answer.T: Well, what s the best title for the passage?S4: The Reaction of Metals.T: Why?S4: The writer begins the passage by introducing the different uses ofdifferent metals. But for the rest part of the passage, including the table,he / she mainly describes several metalsreaction with differentsubstances.T: What a good reason it is! Now, let s look at Activity 3.Task 3: Activity 3Ask the students to read and answer the questions below the passage. Givethem some time to do the job. After that, check the answers with the wholeclass.Step IV Reading (Passage B: P45)In this part, the students will read the passage and then fill in the table belowthe passage.There are three Tasks in this part. The first one is to ask the students to findthe structure of the passage and finish the table. The second one is to dealwithActivity 5. The third one is to finish Activity 6.Task 1: Structure of the passageT: Now, we ll continue to read Passage B. The title of it is A SimpleScientificExperiment. From the passage we can see how the experiment is done.What is the structure of a description of experiment? Who can come to theblackboard to write down the structure?S: Let me try.A student comes to the blackboard and writes down the structure.A Simple Scientific Experiment:IntroductionAim Apparatus Method ResultConclusionT: OK. Weshould notice that there are 3 different reactions which arerespectively described with method, result and conclusion. Now, pleaseread the passage and then fill in the table.Let the students do the job, and then check the answers with the wholeclass.T: Well, what is ordinary water according to the experiment?S6: I think ordinary water here means the water that has not beenboiled, and has air in it.T: Right. Wealso call ordinary water “raw water ”. Nowwhat s “ Bunsenburner ” Weoften find it in labs. Now, turn to page 46, and find the pictureof 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 thecomplete sentences and check the answers with the 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 which does not mix with water, obtained from animals, plantsor foundin rock under-groundBoil: (of water or other liquid) reach the temperature at which change togas occurs Scientific: of, for, connected with, used in scienceExperiment: test carried out carefully in order to study what happensand gain new knowledgeFloat: be held up in air, gas or on the surface of liquid; move with liquidor airForm: give shape or form to; make, produceDissolve: (of a liquid) soak into a solid so that the solid itself becomesliquidStepVLanguage PointsAsk the students to translate the following sentences, and get familiar withthe 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, forexample, waterand oxygen.3. This makes sure there is no air in the water.T: Before we finish this class, lets look at the screen. There areon 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 objectclause. Now letsentences to get familiar with the two sentence structures.threesentens look at moremore sentencesWrite down the structures on the blackboard and then show the students onthe 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 language.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 students translate the sentences. If they have any difficulty, givethem some help.StepWHomeworkT: Today, we have learned some new words and two passages aboutscientific experiment. After class, please do Exercises 6, 7 and 8 on pages92&93. These exercises can help us remember the new words andexpressions about scientific experiment. OK, that s all for today. See younext time.Ss: See you.The Second Period Listening and SpeakingTeaching goals 教学目标1. Target language 目标语言English numbers2. Ability goals 能力目标Help the students to read and write some English numbers correctly.Help the students find the main parts of an experiment while they arelistening.3. Learning ability goals学能目标Help the students know the rules of expressing numbers.Help the students guess the main parts of a listening material from the tips.Teaching important points 教学重点Let the students pay attention to the key words in the materials about Aim,Equipment, Method, Result, and Conclusion.Teaching difficult points教学难点Help the students read some large English numbers.Teaching methods 教学方法Listening and discussion.Teaching aids 教具准备A projector and a recorder.Teaching procedures & ways 教学过程与方式StepIRevisi onCheck the students homework. For Exercises 6 and 7, give them answersheet. ForExercise 8, ask 10 students to read out the complete sentences one by one.They should pay attention to their pronunciation and intonation.StepnListening and WritingThis is a continued part to the reading material. The students can get morefamiliar with some new words and expressions, and also get familiar withthe description of an experiment. Ask the students to scan the threeactivities in LISTENING ANDWRITING on P46, so that they know what theyare going to do, and try to get ready to catch the key words or key sentenceswhen they are listening.T: Now, please turn to page 46. We are going to have a listening. At first,scanthe three instructions to know what you are going to do.Several minutes later.T: Do you know what you are going to do?Ss: Yes.T: Whats the first one?S1: To read the Aim below and predict the Result.T: What is your prediction?S1: I think there are two results. Oneis that the magnesiumis heavierthan before.The other is that it becomes a little lighter than before. Its difficult to geta result, unless we make an experiment.T: Good, this is a correct attitude towards science. Now, well listen to theconversation to find the result. So please listen carefullyand write down the keywords.Play the recorder for the students to have a first listening. After that, let thestudents write down their answers using the key words. If possible, askthem to write the whole sentences.T: Now lets listen and complete the description of the scientific experiment.Weve known the Aim and Result. What we should focus on is Apparatus,Method and Conclusion. And for Method, we should pay attention to thefunction words: first, then, next, after that, and lastly. Do you remember?Ss: Yes.T: OK, lets listen again.Play the tape recorder again. The students listen to the recorder andcomplete their sentences. At last, collect the answers.Step 川 Listening and Speaking (P95)This is another experiment for the students to have a listening. The purposeof the listening is the same as the above one. Ask the students to read theexercises before listening, including Exercises 13, 14 and 15, so that theyknow clearly what they are going to do.T: Now, we ll have another listening. Are you clear about what you aregoing to do?Ss: Yes.T: OK, for Exercise 13, we have to decide what the aim of the experiment is.And then decide the correct order of the stages. So, first look at the pictures,work in pairs to describe what the boy is doing.Let the students do the job, and then collect their descriptions.T: Well, just now, I collected some of your descriptions about what the boy isdoing.Look at the sentences on the screen.Write the following sentences on the screen.a) Bob is writing a conclusion.b) He is squeezing a lemon.c) He is going to fire the paper.d) This is the aim of the experiment.e) He just lighted a candle.f)He is going to write something on the paper.g) He is blowing the paper.T: All of these descriptions are very good. Now let s listen tothe tape to findthe aim and put the stages in the correct order.After the students finish the task, check their answers with the whole classby listening to the material again.T: Well, it s time fo
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