Listening and vocabulary板书设计及设计说明

Module 5 A Lesson in a Lab (外研版高一英语必修五教案教学设计) 呼玛高中

孙艳

Teaching aims and demands（教学目的和要求）: ⒈

To learn about some vocabulary and knowledge related to science and

experiments ⒉

To know about some metals and get to know their main uses in our lives ⒊

To make the students know how to do a simple experiment and write the report about it in English ⒋

To deal with all the activities1-6 about passage A and passage B on page 44-45 ⒌

To develop students’ expression ability as well as reading ability by practicing these two passages ⒍

To raise students’ interests in science and form the rigorous scientific attitude.

Teaching key points（教学重点）: ⒈

To make the students understand and grasp the vocabulary and knowledge related to science and experiments ⒉

To enable the students to know how to read some passages about simple scientific experiments Teaching difficulties（教学难点）: To make students learn how to write an experiment report in English Teaching methods（教学方法）: ⒈

Communicative Approach ⒉

Task-based Approach ⒊

Aural-oral Approach with the help of the multi-media computer and the recorder Teaching aids（教学辅助手段）: Multi-media computer; Software; PowerPoint

Teaching procedures（教学流程）: Step 1: Lead-in At first show the students the picture of a lab with the help of computer Then design the following 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 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 very close to the students’ daily life and studying

Step 2：Pre-reading Teacher: Since you are interested in doing scientific experiments, now let’s get to know some vocabulary and knowledge 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 as follows: ⑴potassium(钾) ⑵sodium(钠) ⑶calcium(钙) ⑷magnesium(镁) ⑸aluminium(铝) ⑹zinc(锌) ⑺iron(铁) ⑻copper(铜) 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 you want to know more about these metals? And do you know how we can use these metals better? Well, this is what we’ll study very soon. This step is employed to create a language environment for students’ communication and arouse their interests in reading passage A and passage B on page 44-45 Step 3: Reading Passage A T: Well, let’s read through passage A with the tape of it very 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 the 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 copper react with water? No, it doesn’t.

Passage B T: Well, from passage A we can see how interesting the experiment about the reaction of metals is! But do you know how we can carry out a chemical experiment in a lab successfully? And what is the correct order to describe a scientific experiment? Ask the Ss to look at Activity 1 on page 44 and give them about 2 minutes to discuss it. Then collect the answers from them. At the same time type out the correct answer on the screen with the computer as follows: T: Now, let’s come to see “ A simple scientific experiment”!

Then play 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: ⑴Can you guess the meaning of the word “apparatus” through the context? Have you known all of the apparatuses of this experiment? ⑵In 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 pictures can be typed out with the help of computer to help Ss to know about: Then in order to make the Ss consolidate what they read in passage B and check if they have understood the experiment very well, Activity 5 on page 46 can be typed out on the screen with the help of computer as a task-based activity。

Step 4：Discussion ⒈Do 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? ⒉If you want to learn science subjects well, what qualities do you think you should 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.

Homework（作业）：

Since we have known about how to do a scientific experiment, please write a complete scientific experiment report in simple English? Teaching summary（教学小结）: ⒈We’ve learnt about some vocabulary and knowledge related to science and experiments

⒉We’ve finished studying passage A and passage B on page44-45. ⒊We’ve known how to carry out a scientific experiment in a lab successfully and write a complete scientific experiment report in simple English