Grammar教案公开课一等奖

Module 5 A Lesson in a Lab Ⅰ. 模块教学目标

技能目标Skill Goals ▲Prepare a report on a simple scientific experiment

▲Learn degrees of comparison

▲Learn words and expressions of sequence

▲Understand and describe a simple scientific experiment

▲Talk about numbers

Ⅱ. 目标语言

Words and expressions of sequence First, put the magnesium ... Then put the crucible ... Next, I light the Bunsen 功能句式burner. After that, I hold ... Lastly, we need to weigh ... Everyday English Where do we go from here? Keep the noise down. You’ve got it! It’s your turn. Go ahead!Definitely!

1．

四会词汇

liquid, expand, contract, substance, mixture, oxygen, electricity, stage, conclusion, aim, reaction, electrical, equipment, react, partial, rust, boil, ordinary, steam, float, form, dissolve, flame, facility, lecture, department,

词astonished 2．

认读词汇

potassium, sodium, calcium, magnesium, aluminium, zinc, copper, oxide, balance, tongs, crucible 3．

词组

add ... to ..., used to, in the area of, be proud of, be supposed to

汇

Comparative structures This room is twice as large as that one. 语 This room is four times larger than that one. It’s getting brighter and brighter! The closer you are, the more you’ll see. Adverbs used to modify comparative degree a little, a bit, a lot, rather, no, any, (very) much, lots

1. It is hard to think of a world without metals.

P44 2. It is important to know how they react with different substances, for example, water and oxygen. P44 法

重点句子3. This makes sure there is no air in the water.

P45 4. The science facilities are very good, with laboratories that have all the latest equipment.

P49 5. as the lecturers are people who have made real discoveries in their area of

science.

P49 6. They always thought I would become an English teacher! P49 The First Period

Reading

Teaching 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, rust b. 重点句式

It is hard to think of a world without metals. P44 It is important to know how they react with different substances, for example, water

and oxygen. P44 This makes sure there is no air in the water. P45 2. 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 a simple scientific experiment so that they can describe a similar one. Teaching important points

教学重点

Help the students learn how to describe a simple scientific 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

Step Ⅰ

Lead-in The purpose of this part is to let the students know and get familiar with the new words in INTRODUCTION: expand, contract, mixture, substance, oxygen and electricity. First, write down the words on the black-board, and then teach them the meaning of each 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 six words on the blackboard. What you should do is to guess the meanings of them. If you can’t express them in English, you may say in Chinese. The quicker, 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 “oxygen”. We need oxygen to keep alive. And without it, there will be no life on this planet. OK, another question. What do we call it when we put sugar, eggs, and milk together, or we mix them together? S2: We call it mixture. T: Good. All the things that are mixed together can be called mixture. Next one, 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: It’s called “expand”. Teacher can use body language to express the meaning of “expand”.

T: Now, the last one. What’s the opposite meaning of “expand”?

S7: Is it “contract”?

T: You are right. The meaning of “contract” is making or becoming smaller or shorter. Well, I think that all of us did very well. Now please read these words after me. ... Step Ⅱ

Vocabulary Ask the students to read the sentences in Activity 1 on page 41, and then pick out the correct ones. At the same time ask them to pay attention to the new 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 students more words to help them know that materials are around all of us, and we should use them

correctly and reasonably.

T: As the saying goes: Birds of a feather flock together or things of one kind come together. Now we’ll put the words in Activity 2 in pairs or groups, just like the pairs in Example. If possible, give your reasons to do so. It is a good chance for us to get familiar with these words. OK, I’ll give you one or two minutes to do the job. Two minutes later. T: Have you finished the task? Ss: Yes. T: Who’d like to read out your answers? S1: We’d like to put air, gas and oxygen together, because all of them are gas. And we put earth, sun and moon together, because all of them are planets. T: Quite right. How about you two boys’ answers? S2: We put gas, liquid, and solid together, because we think they are the three states of substance. And we also put contract and expand together. The two words have opposite meanings. T: I’m very glad that you can finish the task so quickly and correctly. Well, all of 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 some metals are natural. Steel, some metals and glass are 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 the electricity we are using in everyday life is from electric works. So I think electricity is both man-made and natural. T: Well, it’s a good answer. OK, can you say some other things that are man-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 beautiful overnight.

T: Do you think it is necessary to do so? S7: It’s difficult to say. But I think to have a beautiful mind is more important than to have a beautiful appearance. T: I agree with you. It is said that a woman with a beautiful mind is more beautiful than a woman with a pretty face.

Step Ⅲ

Reading (Passage A: P44) There are three activities in this part: Activity 1: find the correct order to describe the stages of a scientific experiment; Activity 2, find the best title for the passage; Activity 3, answer some questions about the passage. Task 1: Activity 1

T: Well, if you were an engineer, you would take part in the experiment of making Shen ZhouⅤ

Flight. What kind of materials would you like to use? S1: I’d like to use some materials that are light enough and hard enough, so that the flight can be easily sent up into space, and doesn’t get in trouble. T: How can we find such kind of materials? S2: We can do some experiments. We can’t use natural materials only; we need both man-made and natural materials. T: That’s right. Now we’ll read a passage about a scientific experiment. Please turn to page 44. We’ll go through Passage A. When we are doing a thing, we should do it in an orderly way. It’s especially true with a scientific experiment. Now let’s 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. We must know these two words: result and method. What are the meanings of 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 aim in life,

that is, to be a millionaire. And for “conclusion”, let’s see an example first, when you have worked on a maths problem for a long time, but you still can’t work it out. So you may make a conclusion that the problem is wrong. Here, “the problem 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 the highest 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 blank or gain nothing; without conclusion, we’ll find what we’ve done is worth nothing.

Task 2: Activity 2 Ask 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 and decide 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 of different metals. But for the rest part of the passage, including the table, he / she mainly describes several metals’ reaction with different substances. T: What a good reason it is! Now, let’s look at Activity 3. Task 3: Activity 3 Ask the students to read and answer the questions below the passage. Give them some time to do the job. After that, check the answers with the whole class.

Step Ⅳ

Reading (Passage B: P45) In this part, the students will read the passage and then fill in the table below the

passage. There are three Tasks in this part. The first one is to ask the students to find the structure of the passage and finish the table. The second one is to deal with Activity 5. The third one is to finish Activity 6. Task 1: Structure of the passage T: Now, we’ll continue to read Passage B. The title of it is A Simple Scientific Experiment. From the passage we can see how the experiment is done. What is the structure of a description of experiment? Who can come to the blackboard to write down the structure? S: Let me try. A student comes to the blackboard and writes down the structure. A Simple Scientific Experiment:

Introduction →

Aim →

Apparatus →

Method →

Result →

Conclusion T: OK. We should notice that there are 3 different reactions which are respectively described with method, result and conclusion. Now, please read the passage and then fill in the table.

Let the students do the job, and then check the answers with the whole class. T: Well, what is ordinary water according to the experiment? S6: I think ordinary water here means the water that has not been boiled, and has air in it. T: Right. We also call ordinary water “raw water”. Now what’s “Bunsen burner”? We often find it in labs. Now, turn to page 46, and find the picture of Bunsen burner. Task 2: Activity 5 T: 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 the complete sentences and check the answers with the whole class. Task 3: Activity 6 This 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 water Oil: liquid which does not mix with water, obtained from animals, plants or found in rock under-ground Boil: (of water or other liquid) reach the temperature at which change to gas occurs Scientific: of, for, connected with, used in science Experiment: test carried out carefully in order to study what happens and gain new knowledge Float: be held up in air, gas or on the surface of liquid; move with liquid or air Form: give shape or form to; make, produce Dissolve: (of a liquid) soak into a solid so that the solid itself becomes liquid Step Ⅴ

Language Points Ask the students to translate the following sentences, and get familiar with the 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, for example, water

and oxygen.

3. This makes sure there is no air in the water.

T: Before we finish this class, let’s look at the screen. There are three sentences on 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 object clause. Now let’s look at more sentences to get familiar with the two sentence structures. Write down the structures on the blackboard and then show the students more sentences on the screen: 1. It’s hard (difficult) to say which is better.

2. It’s foolish (silly) to act like that. 3. It’s easy to learn a foreign language. 4. It’s impossible to finish the job in one day. 5. It’s 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, give them some help.

Step Ⅵ

Homework T: Today, we have learned some new words and two passages about scientific experiment. After class, please do Exercises 6, 7 and 8 on pages 92&93. These exercises can help us remember the new words and expressions about scientific experiment. OK, that’s all for today. See you next time. Ss: See you.