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1、Module 5 A Lesson in a LabPeriod 1Teaching aims:1. To introduce some general science.2. To learn some words related to the theme of this module.3. To develop speaking ability by practicing saying the numbers, especially the fractions. Important and difficult points:1. Arouse the students interests a
2、nd love in science.2. Enable the students to understand some elements about the chemistry lab.3. Make the students know how to read the numbers.The aim of the activity is to ask the students to finish the quiz about general science toarouse their interest in science. The activity can be done as foll
3、ows:Firstly, ask the students to go through the following the quiz and make their choice ontheir own.1.Water exists _.(a) as a solid, a liquid and a gas(b) as a solid and a liquid only2.When you heat a metal, it will _(a) expand(b) contract3.Steel is mixture of_.(a) iron and other substances.(b) iro
4、n and oxygen4._ of the earth s surface is water.(a) Two-thirds(b) 50%5.The distance of the sun from the earth is _ kilometers.(a) 25,500(b) 150,500,5006.The earth is 4.6_ years old.(a) million(b) billion7. The earth is _ the moon(a) twice as large as(b) forty-nine times larger thanThen put the stude
5、nts in pairs to compare their answers and call back the answers from the class.Finally ask them to listen to the tape about the above quiz and check their answers.Answers: 1. a;2. a;3. a4. a;5. b;6. b;7. b.Activities 2 & 3The teacher can prepare some cards about different things for the class at
6、 first. Beforeshowing the students the cards, the teacher can say to the whole class: Things can be dividedinto three kinds, natural, man-made, and either natural or manmade,- now I ll show you some cards in my hand, can you tell me which are natural, man-made or both?After this, the teacher can con
7、tinue to say to the whole the class: Can you give some examples? Then divide the whole class into two big groups to compete. The teacher can ask the Ss to speak out as many examples as possible and write down the words in the table on the blackboard as follows:NaturalEg: wood, -Man-madeEg: glass, -E
8、ither natural or man-madeEg: water, -Finally, ask the Ss to open their books at Page 41 and read the words in the box aloud. If possible, they can look up the words to know what they mean. Of course, the abovecompetition will continue, that is to say, at this moment, the teacher can ask the Ss to pu
9、t the words in the box on Page 41 in their books in the above table. Step 2. Vocabulary and SpeakingActivity 1The aim of the activity is to have the students know how to read the long numbers. Sothe activity can be done like this:Before dealing with the activity, the teacher had better build up a lo
10、ng number byhaving the students say an increasing sequence, eg:3three33thirty-three333three hundred and thirty-three3, 333three thousand, three hundred and thirty-three33, 333thirty-three thousand, three hundred and thirty-threeAt this time, most of the Ss will know the way of reading these long num
11、bers: where tosay “ million ” , “ thousand ” , and “ hundred ” . So in order to consolidate what they just learne the teacher can practice saying the numbers at the top of Page 42 with the students to makesure the Ss have the correct intonation.Then ask the Ss to go through the rest of the numbers i
12、n Activity 1 and find the errorsindividually according to the directions.Finally the teacher calls back the answers from the class.Answers: 1)The word “ thousand ”is missing after “ four hundred and seventy ” ;2)The word“ one” (or“ a” ) is missing before“ hundred million” .Activity 2Firstly, the tea
13、cher point at the fractions and say them in English. At the same time theteacher have the Ss repeat them after him or her.Then the teacher and the Ss make an analysis about the rules of reading fractions inFinally the teacher ask the Ss to read the rest of the fractions in Activity 2 on Page 42 inth
14、eir books in English on their own. If necessary, the teacher can write down the correctanswers on the blackboard to check what they read.Answers: 1. two-fifths;2. five-eighths;3. nine-tenths4.three-eighths;5.five-sixths.Activity 3The teacher should introduce the concept of percentage at first, and t
15、hen the teacher write down some percentages on the blackboard and read them out in English.Eg: 35% thirty-five percent (or: 35 percent);50 percent equals a half.Then have the Ss practice reading aloud the following percentages: 40%; 55%; 85%. Finally have the Ss work in pairs to describe the fractio
16、ns in Activity 2 as percentages inEnglish.Answers: 1. A quarter is the same as 25%; 2.One third is the same as33.33r%(thirty-three point three recurring percent); 3.Four-fifths is the same as 80%; 4. Onetenth is the same as 10%; 5. Three-quarters is the same as 75%; 6. One half is the same as50%; 7.
17、 Two-thirds is the same as 66.66r%(sixty-six point six six recurring percent); 8.Two-fifths is the same as 40%; 9. Five-eighths is the same as 62.5%(sixty-two point fivepercent); 10. Nine-tenths is the same as 90%; 11. Three-eighths is the same as37.5%(thirty-seven point five percent); 12.Five-sixth
18、s is the same as 83.33r%(eighty-threepoint three recurring percent).Step 3. Homework1. Preview the reading part.2. Work in pairs to finish Activities 4& 5 on Page 43. Periods 2 & 3Teaching aims and demands:1. To learn about some vocabulary and knowledge related to science and experiments.2.
19、To know about some metals and get to know their main uses in our lives.3. To make the students know how to do a simple experiment and write the report about it in English.4. To deal with all the activities1-6 about passage A and passage B on page 44-45.5. To develop students expression ability as we
20、ll as readinglity byabipracticing these two passages.6. To raise students interests in science and form the rigorous scientific attitude.1. To make the students understand and grasp the vocabulary and knowledge related to science and experiments.2. To enable the students to know how to read some pas
21、sages about simple scientificexperiments.Teaching difficulties:To make students learn how to write an experiment report in English Teaching methods: Communicative Approach Task-based Approach Aural-oral Approach with the help of the multi-media computer and the recorderTeaching aids:Multi-media comp
22、uter; Software; PowerPoint; RecorderTeaching procedures:Step 1: Lead-inAt 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 wan
23、t 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 cla
24、ss.Because all these questions arevery close to the students daily life and studyingStep 2. Pre-readingTeacher: Since you are interested in doing scientific experiments, now letsome vocabulary and knowledge related to science and experiments. s geAt the same time I can type out some pictures about s
25、ome metals on the screen with the help of the computer as follows: potassium(钾 )sodium(钠)calcium(钙 )magnesium(镁) aluminium( 铝)zinc(锌)iron(铁 ) copper(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 inter
26、ests are probably approaching a climax. So I furtherask them like this: Do you want to know more about these metals? And do you know how wecan use these metals better? Well, this is what we ll study very soon.This step is employed to create a language environment for students communicatarouse their
27、interests in reading passage A and passage B on page 44-45Step 3. ReadingPassage AT: Well, let s read through passage A with the tape ofryit quicklyve 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
28、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 m
29、etals 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 BT: Well, from passage A we can see how interesting the experiment about the reaction of metals is! But do you know ho
30、w 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 o
31、n the screen with the computer as follows:aimmethodresultconclusionT: 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 withthe tape quickly and finish Activity 4 on page 44.In order to lead the students to read
32、 the text very carefully, the following task-basedquestions can be signed to ask them to answer:Can you guess the meaning of the word“apparatus ” through the context? Have youknown all of the apparatuses of this experiment? In the second part of the experiment, why must you boil the water? And then
33、why doyou 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:Test tube holderTest tubeBunsen burnerThen in order to make the Ss consolidate what they read i
34、n 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. Discussion1. Do you think it is easy or difficult for you to carry out a scientific experiment well? And can you de
35、scribe how to do it successfully in simple words?2. If 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 add
36、ition to penetrating the moral education to love science and form the rigorous scientific attitude.Step 5. Homework1. Write a complete scientific experiment report in simple English.2. Underline the language points you can t understand in the text.3. Go on to read the CUTUL CORNER reading passage of
37、 this module on Page 49. Period 4Teaching objectives:To make the students grasp the usage of the degrees of comparison.Important and difficult points:1. To have the Ss understand all kinds of forms of degree of comparison.2. To enable the students to know how to use the degrees of comparison correct
38、ly. Teaching procedures:Step 1. Lead-inPresent the Ss the following sentences on the Bb and ask them to discover what kind of degrees of comparison. Jack speak English as fluently as Tom. This school is better than that one. This book is more interesting than that one. This room is less beautiful th
39、an that one.The weather is getting hotter and hotter.The harder you study, the more you will make progress.He works (the) hardest in his class.Then call the answers from the class.Answers: 1.原级 ; 2、3、4、5、6、均为 .比较级 ; 7.最高级 .Step 2. Grammar structureFirstly ask the Ss to make a summary about the struc
40、tures of the degrees of comparison.Then check the answers.Answers：3 forms 原级、比较级和最高级。Step 3. Detailed Notes about Grammar Usage原级的构成和用法1）构成：形容词和副词的原级形式是形容词和副词的原形。2）用法：当表示双方在程度、 性质、特征等某方面相等时， 用 “ as+原级 adj./adv.+as”的结构；当表示双方不相等时，用“not as(so)+原级 adj./adv.+as 的”结构；当表示一方是另一方的若干倍时，用 “倍数 +as+原级 adj./adv.+
41、as 的”结构。例如： He is as tall as Jack. / I speak English as fluently as you. Your bike is not as(so) new as hers. This road is three times as long as that one.比较级和最高级的构成和用法1）构成：规则变化单音节形容词以及少数以er,or 结尾的形容词和副词加“er ”,“est例如”：fast-faster-fastest;few-fewer-fewest;great-greater-greatest;clever-cleverer-clever
42、estnorrow-norrower-norrowest.以 e 结尾的单音节形容词和副词后以及少数以-ble,-ple 结尾的双音节形容词和副词后，加“r ”, “例st如”：large-larger-largest,able-abler-ablest,simple-simpler-simplest以一个辅音结尾的单音节形容词，其前面的元音字母发短元音时，该辅音字母要双写，然后加“er ”,“est例如”：hot-hotter-hottest以辅音加 y 结尾的形容词和少数不是形容词加ly 构成的副词要将y 改写为 i，再加 “er ”,“est例如”：easy-easier-easiest
43、,happy-happier-happiestearly-earlier-earliest一般双音节词、多音节形容词和副词在原级前more 或 most例如：beautiful-more beautiful-most beautiful; carefully-more carefully-most carefully 少数单音节或双音节形容词也加 more 和 most 构成比较级和最高级。例如：tired-more tired-most tired;pleased-more pleased-most pleased;crowded-more crowded-most crowded不规则变化
44、原级比较级最高级good, wellbetterbestbad, illworseworstmany, muchmoremostLittlelessleastOldolder(较老、较旧 ),oldest(最老、最旧 )，elder（较年长）eldest(最年长 )Farfarter(较远的 ),farest（最远的）further(进一步地 )furthest（最深刻地） 注意 辨析 few-fewer-fewest 和 little-less-least 的差别 : 前者是规则变化，后者是不规则变化；前者用来修饰可数名词，后者用来修饰不可数名词。2）用法：比较级的用法双方比较，表示一方超过另一方时，用“比较级 +than ”的结构表示。例如：This book is better than that one.表示一方不及另一方时，用“less+原级 adj./adv.+than 的”结构表示。例如：This room is less beautiful than that one.表示一个方面随另一个方面的程度而变化时，用“the 比+较级（ +主语 +谓语），the+比较级（ +主语 +谓语） ”的结构。例如：The harder he works, the happier he feels.The harder you