WritingPPT专用课堂实录内容

The Fifth Period

Writing Teaching goals

教学目标

1. Target language

目标语言

Words and expressions of sequence Everyday English 2. Ability goals

能力目标

Enable the students to pay attention to the intonation in questions. Enable the students to write a description of an experiment, and pay attention to the function words. 3. Learning ability goals

学能目标

Help the students learn how to write a description of an experiment according to the outline. Teaching important and difficult points

教学重点和难点

Help the students organize the ideas about an experiment.

Teaching methods

教学方法

Question-answer method and pair work. Teaching aids

教具准备

A computer, a projector and a recorder. Teaching procedures & ways

教学过程与方式

StepⅠ

Revision Check the students’ homework. For PRONUNCIA-TION, ask the students to read the five sentences, and then play the tape for them to follow. Ask them what happens when they read questions. For EVERY-DAY ENGLISH, ask the students to choose the correct meanings individually, and then ask them to compare their answers with their partners’. At last, check the answers with the whole class. Step Ⅱ

Exercise 5 (P92) This exercise asks the students to use the given words to describe the picture. Give them 2 or 3 minutes to prepare the task, and then ask some of them to read out their descriptions. T: Well, now let’s look at the picture and the given words in Exercise 5. We’ll use

these words to describe the picture. Please work in pairs to do the job. Two or three minutes later, I’d like some of you to describe the picture to the whole class. Two or three minutes later. T: Which pair is ready to describe the picture?

S1: OK. Bob is doing an experiment in the chemistry lab. On the table there is a crucible, a beaker, a Bunsen burner, a pair of tongs, two nails and a test tube holder. Bob is holding a tube and a glass rod. Perhaps he is going to pour some liquid in the tube into the beaker. T: This is a good description. You have used all the given words. Who else would like to try?

S2: Let me try. After the incident, Paul becomes more and more careful. Now he’s going to do another experiment. First he puts a crucible, a Bunsen burner, a pair of tongs, two nails, a beaker, and a test tube holder on the table. This time, he examines what he takes from the cupboard again and makes sure that he does not make a mistake. Now he is holding a test tube in one hand and a glass rod in the other hand. Look, how serious he is! T: What a good job it is! The style is the man (文如其人). Your description, just like you, is very lively and lovely. Now, let’s turn to page 48 and look at FUNCTION. Step Ⅲ

Function The purpose of this part is to let the students master the words and expressions of sequence. Ask the students to look at the words in italics and then answer the question: When do we use them? T: Now look at the words in italics. What are they? Ss: First, then, next, after that, and lastly. T: When do we use them? S1: When we want to tell something according to the time when the thing happens. S2: We can also use them when we’re making a plan to do a thing. T: Right. What you said means “sequence”

or “connected line of events, ideas, and something else”. Well, read the passage again and then turn to page 96. We’ll do the Speaking and writing.

Step Ⅳ

Speaking and Writing (P96) The purpose of this part is very clear. That is to ask the students to practice the way of describing an experiment, and also make use of the function words. T: Now let’s turn to page 96 and look at Exercise 16. Do you know what you are supposed to do? Ss: Yes. T: OK, match the headings with the paragraphs quickly. Please pay attention to the function words. Check the answers with the class. T: Now look at Exercise 17. We are going to write a description of the experiment in Activity 13. You can refer to the plan and pictures on page 95 to organize your ideas. A sample description: Aim: The aim of this experiment is to write a secret message with invisible ink. Equipment: a lemon, a small container, a pen, some white writing paper, a candle and some matches. Method:

First, squeeze the lemon and pour the juice into a container.

Next, take your pen and dip it into the lemon juice. Then write your message on a clean sheet of white paper.

After that, blow the paper to dry the lemon juice.

Next, light a candle with the matches.

Finally, hold the paper near the candle flame. Result: The message will gradually appear on the paper with light brown color words. Conclusion: The message appears when you heat it because the lemon juice reacts with oxygen in the air. This reaction produces a brown colored oxide which you can see. Step Ⅴ

Homework TASK on page 50. A sample report: A Simple Scientific Experiment

Below is a description of a simple scientific experiment. It shows us the hydrolysis of salt(盐类的水解). Aim: To find out the acidity(酸性) and alkalescence(碱性) of the solution (溶液) with the same thickness.

Apparatus: Ph test paper, glass rod, glass sheet, test tube, Na2CO3, NH4Cl, NaCl with the same thickness. Method: 1) Add Na2CO3, NH4Cl and NaCl to three different test tubes to form three different solutions with the same thickness. 2) Put a piece of Ph test paper on the glass sheet. 3) Put glass rob in the tube with Na2CO3 in it, and get some solution to the paper. 4) Find out PH in the color comparator. 5) Repeat the stages from 2-4 with NH4Cl and NaCl. Result:

Solution

Na2CO3

NH4Cl

NaCl Conclusion: The salt from strong acid and weak base is neutral. The salt from strong and weak base is acidity. The salt from weak acid and alkali is alkalescence.

PH 11 6 7