辽宁省沈阳市第二十一中学高中英语 ModuLe 5 A Lesson in a Lab 单元教案 外研版必修1

Module 5 A lesson in labPart One: Teaching Design第一部分教学设计Teaching aims and requirements of the unitTo learn about some vocabulary and knowledge related to science and experimentsTo know about some metals and get to know their main uses in our livesTo make the students know how to do a simple experiment and write the report about it in English To deal with all the activities 1-6 about passage A and passage B on page 44-45To develop students’ expression ability as well as reading ability by practicin g these two passages To raise students’ interests in science and form the rigorous scientific attitude.Teaching pointHow iron reacts with air and with water?Teaching proceduresPeriod 1: Introduction and readingStep1: Warming upWarming up by discussingGood morning, class. Today we are going to to read about A SIMPLE SCIENTIFIC EXPERIMENT. But first I’d like to show you something. See what’s in my hand? A rusted knife and rusted nail. How does this happen? Please discuss this with your partner.Warming up by learning vocabularyTurn to page115, and go over the vocabulary list for Unit 5Warming up by daily talkT: Now you learn several subjects at school, such as, maths, Chinese, English，physics, chemistry and so on. Which do you like best? Why ? Any volunteers?S1: I like English. My wish is to go abroad some day so I like English and I want to learn it well. S2: I like biology. I want to become a scientist to explore the secrets of life.S3: I like physics. I’m interested in electricity. I want to know more about it and make more use of it to make our life better and better.S4:… ... ... ...T: When I was at your age, I often did experiments at school.(Teacher writes the word “experiment” on the blackboard.) Do you know the meaning of the word “experiment”? It means “trial made in order to prove the truth of an idea”. For example, I hope to find the answer to this problem by experiment. Do you often do experiment?S5: Yes. We often do experiment in physics, chemistry and biology in the labs or in the classroom. T: So today we are going to learn an experiment.Step2: Pre-readingWork in pairs, and discuss why an iron knife and nail rust.( the students may say it’s because of water and oxygen.) How can you prove that? (to conduct an experiment).Introduce some key new wordsdissolve electricity equipment oxygen react rust solid steam test tube..Step 3: ReadingLeading-inWe know the experiment you did just now tell us a truth that metal may react with different substances in a certain situation. Now, we’re going to learn something about an experiment. Skim the text to get a general understandingFast reading: Read Passage A and choose the best title for it.A. The Different Uses of MetalsB. The Reaction of MetalsC. The Reaction of Metals with Oxygen( Key: B )Careful reading: Read passage A again and answer these questions.1) Which of the metals in the table reacts the most with oxygen and water?( Key: Potassium )2) What happens when you heat calcium in oxygen?( Key: It will burn to form an oxide )3) Which metals react with steam?( Key: Magnesium, Alumminium and Zinc )4) Does iron have a slow or fast reaction with steam?( Key: It reacts slowly.)5) Does copper react with water?( Key: No )Read passage B and fill in the table.(on page 44)Compare the 5 sentences and find the different usage of the word leave1) Leave the tube for one week. (使… 处于某种状态)2) I’m leaving Changchun for Beijing tomorrow. (离开)3) There are five minutes left. (剩下)4) Leave it to me. (交给)5) He said that he had left his book in the classroom. (落在某地方)Step 4: Post-readingIn our daily life maybe you always see something rusted, it is not good. How can you solve this problem?Step 5: DiscussionDo 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?If you want to learn science subjects well, what qualities do you think you should have? (Possible answer: We should be careful / serious / diligent / patient / thoughtful /etc.)Step 6: Reading practiceRead the following passage within 5 minutes and make a proper choice to each problem.During the 19th century scientists found that when certain parts of the brain of a man were injured, he would lose the power to do something. And so people thought that each part of the brain did a different job. But modern research has found out that this is not so, for it is not easy to say exactly what each part of the brain does.In the past fifty years, there has been a great increase in the amount of research done on the brain. Chemists and biologists have discovered that the way the brain works is not so simple as people in general may think. Chemists tell us that 1,000,000 chemical changes take place in thebrain every second. Some recent researches also suggest that we can remember everything that happens to us. We may not be able to recall the things we’ve heard and seen, but it is all kept there in the storehouse of the mind.Earlier scientists thought that the power of one’s brain got weaker and weaker as one grew older. But it is now thought that it is not true. As long as the brain is given plenty of exercise, it keeps its power.*It has been established that an old person who has always been active in the mind has a quicker mind than a young man, who has done some physical work without using much of his brain.* The more work we give our brains, the more work they are able to do.1. At present, the scientists have found out that___.A. a certain part of a man’s brain does a certain jobB. if a man’s brain is injured, he can’t do anythingC. it’s difficult to conclude what each part of a man’s brain doesD. the brain is more powerful than any other parts of a man’s body2. Which of the following is TRUE according to the text?A. Less researches have been done on the brain in the past fifty years.B. Most people think that the way the brain works is simple.C. 1,000,000 chemical changes take place in the brain every minute.D. We can’t recall all that we’ve heard and seen because what we can remember is limited.3. The main idea of the last paragraph is that____.A. One’s brain gets weaker and weaker as he grows olderB. One’s brain grows stronger as he grows olderC. One’s mind becomes quicker as he keeps active in thinkingD. We’d better do less ph ysical work, for it is not good for our mental health4. The purpose of writing this text is to ____.A. tell us some new findings about manB. criticize the scientists of the 19th centuryC. encourage further study in the brainD. correct some misunderstanding about the brain( Key: CBCD )Step 5: Homework1. Conduct an experiment about something you see in your daily life.2. Try to repeat the text freely yourself.3. Learn the new words again, using the dictionary If necessary.。

辽宁省沈阳市第二十一中学高中英语Module 5 知识点讲解外研版必修1【词条1】aim【点拨】aim常作名词,意为"目的,目标"。

如:As students, we must be clear about our learning aims.I don’t know his aim of going to Beijing at this time of the year.【拓展】1.aim作名词常用于以下短语:①achieve one’s aim"实现某人的目标"。

如:She made great efforts in order to achieve her aims.②take aim at"向……瞄准；把矛头或目标对准……"。

如:The hunter took aim at the tiger and shot at it.2. aim还可作动词,意为"目的是,旨在；瞄准,对准等"。

常用于以下结构:①aim to do / at doing s th."旨在做某事"。

如:They are aiming to reduce the unemployment rate by 50%.These steps aim at preventing crime.②aim at sth."向……瞄准"。

如:I was aiming at the tree but hit the car by accident.【词条2】balance【点拨】balance可作名词,意为"天平"。

如:My mother bought a pair of balances yesterday.This kind of balance are mostly used in labs.【拓展】1. balance作名词,还可意为"平衡,均衡",常用于balance between A and B。

外研版必修1 ModuLe 5 A Lesson in a Lab 学案核心词汇1．She spent the afternoon_____________(漂浮)on her back in the pool.[2．It is good because it is written in friendly，______________(普通)language.3．What was Jeff’s______________(反应)when you told him about the job?4．We’re getting to the ____________(阶段)where we hardly ever go out together.5．The hotel wants to ____________(扩大)its business by adding a swimming pool. 6．Hearing the news，she felt a strange ____________(混合)of excitement and fear.7．I’ve got a good sense of____________(平衡)and learnt to ski quite quickly.8．My father caught me and gave me a long____________ (演讲)about the dangers of drinking. 9．We talked late into the night，but nothing was____________，because it was hard for us to draw a____________.(conclude)．10．To our____________，he was not ____________ at the ____________news, but it really ________ his parents.(astonish)1.floating2.ordinary3.reaction4.stage5.expand6.mixture7.balance8.lecture9.concluded；conclusion10.astonishment；astonished；astonishing；astonished高频短语1．___________按顺序排列……；使……有条理2．___________ 在……的顶部/底部3．___________ 往……加入……4．___________ 不让……入内5．___________ 控制；保留6．___________ 进行；(表示准许)请做(说……)吧7．___________ 过去(常常)……8．___________ 在……领域9．___________ 为……感到骄傲/自豪10．__________ 理应；应当1. put...in order2.at the top/bottom of3.add...to...4.keep...out of...5.keep...down6.go aheaded to8.in the area of9.be proud of10.be supposed to重点句式1．_____________the earth’s surface ______________water.地球表面三分之二是水。

辽宁省沈阳市第二十一中学高中英语ModuLe 5 A Lesson in a Lab单元测试题外研版必修1第一部分：（共两节, 满分30分）●第一节(共5小题；每小题1.5分,满分7.5分)听下面5段对话。

每段对话后有一个小题,从题中所给的A、B、C三个选项中选出最佳选项,并标在试卷的相应位置。

听完每段对话后,你都有10秒钟的时间来回答有关小题和阅读下一小题。

每段对话仅读一遍。

1. What is the woman going to do?A. Fetch her driver’s license.B. Take a driving test.C. Take a three-month practice.2. Where will the man probably go next?A. The computer room.B. The bookstore.C. The National Library.3. What does the woman suggest the man do?A. Learn about the international situation.B. Read The New York Times.C. Go to New York.4. Where does the man want to go?A. Chang’an Street.B. The Great Hall of the People.C. The National Centre for the Pe rforming Arts.5. Why does the woman look sad?A. She doesn’t want to take the final history examination.B. She didn’t take the final history examination.C. She failed the final history examination.●第二节(共15小题；每小题1.5分,满分22.5分)听下面5段对话或独白。

Module 5 Teaching planPeriod 1Introduction & Vocabulary and SpeakingTeaching aims:1. To introduce some general science .2. To learn some words relate d 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 and 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.Teaching procedures:IntroductionActivity 1The aim of the activity is to ask the students to finish the quiz about general science to arouse their interest in science. The activity can be done as follows:Firstly, ask the students to go through the following the quiz and make their choice on their own. Quiz: How much do you know about general science?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) iron 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 students 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. a 4. a; 5. b; 6. b; 7. b.Activities 2 & 3The teacher can prepare some cards about different things for the class at first. Before showing the students the cards, the teacher can say to the whole class: Things can be divided into three kinds, natural, man-made, and either natural or man-made, now I’ll show you some c ards in my hand, can you tell me which are natural, man-made or both?After this, the teacher can continue 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 speakout as many examples as possible and write down the words in the table on the blackboard asNatural Eg: wood, ------Man-made Eg: glass, ------Either natural or man-made Eg: water, ------they can look up the word s to know what they mean. Of course, the above competition will continue, that is to say, at this moment, the teacher can ask the Ss to put the words in the box on Page 41 in their books in the above table.V ocabulary and SpeakingActivity 1The aim of the activity is to have the students know how to read the long numbers. So the activity can be done like this:Before dealing with the activity, the teacher had better build up a long number byhaving the students say an increasing sequence, eg:threethirty-threethree hundred and thirty-three3, 333 three thousand, three hundred and thirty-three33, 333 thirty-three thousand, three hundred and thirty-threeAt this time, most of the Ss will know the way of reading these long numbers: where to say “million”, “thousand”, and “hundred” . So in order to consolidate what they just learned, the teacher can practice saying the numbers at the top of Page 42 with the students to make sure the Ss have the correct intonation.Then ask the Ss to go through the rest of the numbers in Activity 1 and find the errors individually according to the directions.Finally the te acher 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 teacher point at the fractions and say them in English. At the same time the teacher have the Ss repeat them after him or her.Then the teacher and the Ss make an analysis about the rules of reading fractions in English together.Finally the teacher ask the Ss to read the rest of the fractions in Activity 2 on Page 42 in their books in English on their own. If necessary, the teacher can write down the correct answers on the blackboard to check what they read.Answers: 1. two-fifths; 2. five-eighths; 3. nine-tenths 4.three-eighths;5.five-sixths.Activity 3The teacher should introduce the concept of percentage at first, and then 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 S s practice reading aloud the following percentages: 40%; 55%; 85%.Finally have the Ss work in pairs to describe the fractions in Activity 2 as percentages in English . Answers: 1. A quarter is the same as 25%; 2.One third is the same as 33.33r%(thirty-three point three three recurring percent); 3.Four-fifths is the same as 80%; 4. One tenth is the same as 10%; 5. Three-quarters is the same as 75%; 6. One half is the same as 50%; 7. 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 five percent); 10. Nine-tenths is the same as 90%; 11. Three-eighths is the same as 37.5%(thirty-seven point five percent); 12.Five-sixths is the same as 83.33r%(eighty-three point three three recurring percent).Homework:1. Preview the reading part.Work in pairs to finish Activities 4& 5 on Page 43 .Periods 2 & 3Reading & VocabularyTeaching aims and demands:⒈To learn about some vocabulary and knowledge related to science and experiments⒉To know about some metals and get to know their main uses in our lives⒊To make the students know how to do a simple experiment and write the report about it in English⒋To deal with all the activities1-6 about passage A and passage B on page 44-45⒌To develop students’ expression ability as well as reading ability by practicing these two passages⒍To raise students’ interests in science and form the rigorous scientific attitude.Teaching key points:⒈To make the students understand and grasp the vocabulary and knowledge related to science and experiments⒉To enable the students to know how to read some passages about simple scientific experiments Teaching difficulties:To make students learn how to write an experiment report in EnglishTeaching methods:⒈Communicative Approach⒉Task-based Approach⒊Aural-oral Approach with the help of the multi-media computer and the recorderTeaching aids:Multi-media computer; Software; PowerPoint; RecorderTeaching procedures:Step 1: Lead-inAt first show the students the picture of a lab with the help of computerThen design the following questions and ask the students to discuss them in groups:Are you interested in doing scientific experiments?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?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 studyingStep 2：Pre-readingTeacher: Since you are interested in doin g 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.Th is step is employed to create a language environment for students’ communication and arouse their interests in reading passage A and passage B on page 44-45Step 3: ReadingPassage AT: Well, let’s read through passage A with the tape of it very qui ckly 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:Which of the metals in the table reacts the most with oxygen and water?Potassium, calcium and sodium.What happens when you heat calcium in oxygen?It burns to form an oxide.Which metals react with steam?Magnesium, aluminium and zinc.Does iron have a slow or fast reaction with steam?It has a slow reaction.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 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:aim method result conclusionT: 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 。