1、A Lesson in a Lab第一课时一、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。二、教学目标（一）知识与技能Prepare a report on a simple scientific experimentLearn degrees of comparisonLearn words and expres
2、sions of sequenc eUnderstand and describe a simple scientific experimentTalk about numbers（二）过程与方法通过学生分组的形式，加强生生之间，师生之间的交流与互动，从而创建乐学的学习过程，达到预期的学习效果。（三）情感态度与价值观通过本模块的学习，培养学生自主学习的精神，热爱学习，积极探索。三、教学重点（依靠教学大纲）（1）分数、百分数的正确写法（2）三种表达倍数的句型（3) 修饰比较级的程度副词四、教学难点（1）倍数句型中“倍数”的位置问题（2) 如何高效记住能放在比较级前的程度副词及他们的区别五、教学策
3、略先说教法1、信息收集法 2、问题发现法 探究问题的方法 3、分组讨论法 将学生分成若干学习 4、榜样示范法 5、图示法 再说学法1. 自主探究法。自己读出不同分子的分数。让学生讨论得出分数的读法规则。让学生在英语课堂上找到成就感。树立学习自信心2. 观察发现法。在学习放在比较级前的程度副词时，通过教材上列出的程度副词，让学生观察他们的特点，最终得出结论。培养学生更有效学习的能力。3. 任务型合作策略。在学习倍数句型时，将学生分为三大组，每个组负责讨论并派代表写出三个句型中的一个句式。发展学生与人合作的意识和能力。六、教学准备学生提前预习本模块知识，教师提前充分准备本模块相关知识材料。七、教学
4、环节1、课堂导入，创设情境导入，故事导入，通过回忆本单元提前预习的词汇来引入本堂课内容。导入（Today we are going to have a math lesson, first lets learn to read numbers in English ）2、课堂讲授课型设计与课时分配1st Period Reading2nd Period Listening and Speaking3rd Period Grammar4th Period Extensive Reading5th Period WritingREDING NUMBERS1 a 1b 11c 111“（让后进生觉得
5、自己还会点，能跟上这堂课）d 1,111e 1,111,111f 1,111,111,1112 a 1/3 2/3B 1/4, 3/4(我读出数字，让学生总结，通过归纳的知识更加牢固C 1/23 a 1%B 20%(让学生知道“PERCENT”这个词没复数形式，因为多次在改错中出现4 a 1.23B 123.4561.1 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。1.2 VOCABULARY AND SPEAKING 这部分设计了一些数字，包括整数、分数和百分数，并通过一
6、些练习让学生熟悉并正确使用英语数字的读法。1.3 GRAMMAR 1 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
7、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。来源:学科网1.6 LISTENING AND WRITING 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 。1.7 GRAMMAR 2 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, a little 等) +形容词和副词的比较级。1.8 PRONUNCIATION 这部分介绍了英语中特殊疑问句和一般疑问句的语调
8、，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。1.12 TASK 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
9、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 和 READING AND VOCABULARY 整合成一堂阅读课。2.2 将 VOCABULARY AND SPEAKING,LISTENING AND WRITING 和 WORKBOOK 中的Listening and speaking 整合成一堂听说课。2.3 将 VOCABULARY, GRAMMAR 1 和 GRAMMAR 2 整合成一堂语法课。2.
10、4 将 CULTURAL CORNER 与 WORKBOOK 中的 Reading 整合成一堂泛读课。 2.5 将 PRONUNCIATION, FUCTION, TASK, EVERYDAY ENGLISH 与 WORKBOOK 中的Speaking and writing 整合成一堂写作课。3、课堂练习要求学生当堂做课本 P45 的课后练习。4、课堂活动1times 第一组数字中，数字 B 和数字 A 的关系引出倍数，这样不会突兀，很自然的将读书字过度到了语法倍数句型的学习。具体做法是(将学生分为三组，复习并讨论在第一模块中学习的倍数句式，派代表写在相应的位置，学生有能力这么做，给学生一个
11、表现自己的机会)2 借助前面的数字提问题在 GROUP ONE 中，WHICH IS easiest to read ,and which is hardest? So we can say “the longer ,the harder ro read)5、课堂小结得出结论:the+er, the +er,(越。 。 。 ， 越。 。 。)结论 2（from number a to number f, it becomes more and more difficult to read.）Ee+and + er (越来越)结论 3 特殊 ER否定+ 比较级（表达最高级）eg. It cant
12、 be better结论 4 比较级前的程度副词：a little a bit much a lot even still any（6、作业布置以“My learning feelings in a lab”为话题，写一篇不少于 80 词的作文。八、板书设计功 能 句 式Words and expressions of sequenceFirst, put the magnesium . Then put the crucible . Next, I light the Bunsen burner. After that, I hold . Lastly, we need to weigh .
13、Everyday EnglishWhere do we go from here?Keep the noise down.Youve got it!Its your turn.Go ahead!Definitely!词 汇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, d
14、issolve, flame, facility, lecture, department, astonished2 认读词汇potassium, sodium, calcium, magnesium, aluminium, zinc, copper, oxide, balance, tongs, 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
15、 is four times larger than that one.Its getting brighter and brighter!The closer you are, the more youll see.Adverbs used to modify comparative degreea little, a bit, a lot, rather, no, any, (very) much, lots重 点 句 子1. It is hard to think of a world without metals.P442. It is important to know how th
16、ey react with different substances, for example, water and oxygen. P443. This makes sure there is no air in the water.P454. The science facilities are very good, with laboratories that have all the latest equipment.P495. as the lecturers are people who have made real discoveries in their area of sci
17、ence. P496. They always thought I would become an English teacher! P49来源:学科网九、教学反思这节课从导入（告诉学生将上一堂数学课，引起学生的好奇心）就调动了学生的学习积极性。先从最简单的整数开始，因为简单，这就打消了后进生放弃学习的心理从而照顾到了大多数的学生。我之所以选择数字“1”是因为它的英语发音有点象汉语的狗叫声，也是为了能够更有力得调动学生主动性。在学习完多位整数读法后很直接的过度到了本节课的重点：分数和百分数的读法和写法。依旧利用黑板上的那几组数字很自然得过度到了语法（比较级句型）的学习。整节课过度自然，各环节环
18、环相扣。教学内容也是难易得体，既照顾到了后进生，也满足了尖子生对新知识的渴求，尤其是一些特殊比较级句型和放在比较级前程度副词的拓展，使得学生对比较级的用法有了一个宏观的认识。整体来说，这是一节成功的课，因为我做到了以学生为主体并创造了让每个学生都有机会证明自己“我行”的教学遵旨。十、分课时教案第一课时1.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
19、, 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. 教学目标（1）知识与技能Enable the students to describe a scientific
20、 experiment.Enable the students to learn some words concerning scientific experiment.（2）态度与方法 Help the students learn about the steps of a simple scientific experiment so that they can describe a similar one.（3）情感态度与价值观培养学生自学能力和团队意识。3. Teaching important points 教学重点Help the students learn how to des
21、cribe a simple scientific experiment.4.Teaching difficult points 教学难点Help the students understand the two tables of Passage A and Passage B.5.Teaching methods 教学方法Listening, reading and discussing.6.Teaching aids 教具准备A computer, a projector and a recorder.7.Teaching procedures Activity 2, find the b
22、est 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 Zhou Flight. What kind of materials would you like to use?S1: Id like to use some materials that are light enough a
23、nd hard enough, so that the flight can be easily sent up into space, and doesnt get in trouble.T: How can we find such kind of materials?S2: We can do some experiments. We cant use natural materials only; we need both man-made and natural materials.T: Thats right. Now well read a passage about a sci
24、entific experiment. Please turn to page 44. Well go through Passage A. When we are doing a thing, we should do it in an orderly way. Its especially true with a scientific experiment. Now lets see the four words in the table: conclusion, aim, result and method. The four words are about the orders or
25、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, t
26、hat is, to be a millionaire. And for “conclusion”, lets see an example first, when you have worked on a maths problem for a long time, but you still cant 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
27、: 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: Thats right. Without aim, w
28、e dont know where to go; without method, we dont know how to do things well; without result, well draw a blank or gain nothing; without conclusion, well find what weve done is worth nothing. Task 2: Activity 2Ask the students to scan Passage A and find the best title for the passage.T: Please look a
29、t 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, whats the best title for the passage?S4: The Reaction of Metals.T: Why?S4: The writer begins the passage by introducin
30、g 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, lets look at Activity 3.Task 3: Activity 3来源:学#科#网Ask the students to read and answer the
31、 questions below the passage. Give them some time to do the job. After that, check the answers with the whole class. Step 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
32、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 passageT: Now, well continue to read Passage B. The title of it is A Simple Scientific Experiment. From the passage we can
33、 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 Con
34、clusionT: 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 wat
35、er 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 whats “Bunsen burner”? We often find it in labs. Now, turn to page 46, and find the picture of Bunsen burner.Task 2: Activ
36、ity 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 the complete sentences and check the answers with the whole class.Task 3: Activity 6This part is about vocabulary study. Let the
37、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, plants or found in rock u
38、nder-groundBoil: (of water or other liquid) reach the temperature at which change to gas occursScientific: of, for, connected with, used in scienceExperiment: test carried out carefully in order to study what happens and gain new knowledgeFloat: be held up in air, gas or on the surface of liquid; mo
39、ve with liquid or airForm: give shape or form to; make, produceDissolve: (of a liquid) soak into a solid so that the solid itself becomes liquidStep Language PointsAsk the students to translate the following sentences, and get familiar with the sentence structures.Show the following sentences on the
40、 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, 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 are three sentences on it.Can y
41、ou 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 lets look at more sentences to get familiar with the two sentence structure
42、s.Write down the structures on the blackboard and then show the students more sentences on the 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.
43、 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 hel
44、p. Step HomeworkT: 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, thats all for today. See you next time.Ss: See you.
