外研版高中英语必修1教案module 5 a lesson in a lab (2)

Book1Module 5 A lesson in a lab(教案)执笔人：刘淑康Period 1Introduction & Vocabulary and SpeakingTeaching 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 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 cards in m y 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 speak out as many examples as possible and write down the words in the table on the blackboard as follows:Natural Eg: wood, ------Man-made Eg: glass, ------Eg: water, ------Either natural orman-madeFinally, 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 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. Vocabulary 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 by having the students say an increasing sequence, eg:3three33thirty-three333 three 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 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 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-tenths4.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 Ss 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 as33.33r%(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.2.Work in pairs to finish Activities 4& 5 on Page 43 .Periods 2 & 3Reading & VocabularyTeaching aims and demands:⒈ To learn about some vocabulary and knowledge related to science and experiments⒉ To know about some metals and get to know their main uses in our lives⒊ To make the students know how to do a simple experiment and write the reportabout it in English⒋ To 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 practicingthese two passages⒍To raise students’ interests in science and form the rigorous scientific attitude.Teaching key points:⒈ To make the students understand and grasp the vocabulary and knowledge related to science and experiments⒉ To enable the students to know how to read some passages about simple scientific experimentsTeaching difficulties:To make students learn how to write an experiment report in EnglishTeaching methods:⒈ Communicative Approach⒉ Task-based Approach⒊ Aural-oral Approach with the help of the multi-media computer and the recorder Teaching 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:1.Are you interested in doing scientific experiments?2.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?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 class. Because all these questions are very close to the students’ daily life and studyingStep 2：Pre-readingTeacher: Since you are interested in doing scientific ex periments, 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: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.This 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: Re adingPassage AT: Well, let’s read through passage A with the tape of it very quickly 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: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 metals 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 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 todiscuss 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。

高中英语 Module 5 A Lesson in a Lab学案外研版必修1A Lesson in a Lab学案外研版必修1一、题材内容与学习目的本模块简单介绍金属的氧化反应，使学生了解和学会使用与科技、实验有关的词汇和知识，学习用英语表达相关的话题。

学习本课规定的语法项目和词汇。

二、语言知识目标1、语音掌握一般疑问句和特殊疑问句的语调，并能正确朗读。

2、词汇（1）单词addv、aimn、astonishedadj、balancen、billionn、boilvt、burnvi、& n、conclusionn、contractvi、cruciblen、departmentn、dissolvevi、electricaladj、electricityn、equipmentn、expandvi、flamen、floatvi、formvt、four-fifthsgasn、ironn、lecturen、liquidn、methodn、mixturen、one-tenthordinaryadj、oxygenn、partialadj、percentn、reactvi、rustvi、solidn、stagen、steamn、tongsn、（2）短语add…to…used toin the area ofbe proud ofbe supposed to3、语法形容词和副词的比较级。

（1）学习倍数的表示法1）倍数+ as +形容词+ as…例如：This river is twice as longas that one、2）倍数+形容词的比较级+ than…例如：Thisroom is four times larger than that one、3）倍数+ thesize (length, width, height, depth)of…例如：Our school is three times the size ofyours、（3）“the +比较级+ the +比较级”结构，表示“越……，就越……”的意思。

Module 5 A Lesson in a LabListening , speaking and writing教案Teaching aims:1. To learn to catch the related information from what they hear and understand the meaning of some expressions by context.2. To enable the Ss to recognize the basic differences about the intonation of Wh-questions and Yes/No questions from what they hear.3. To develop writing ability by practicing writing out the description of the scientific experiment according to what they hear.Important and difficult points:1. Enable the Ss to recognize the basic differences about the intonation of Wh-questions and Yes/No questions according to what they hear.2. Have the Ss understand the exact meaning of some sentences by context.Teaching procedures:Step 1. Listening and WritingIt is necessary for a teacher to give the Ss a brief indication before listening. For this listening, the teacher can say to the Ss:We are going to listen to a dialogue that takes place in a lab. A teacher helps a student do an experiment. In this experiment, the metal magnesium burns in air. Is there a change in weight when this metal burns in air? Let’s guess / predict.After the necessary indication, give the Ss very clear directions and requirements to listen. The teacher can continue to say: Now let’s list en to the dialogue. Try to find out whether there is a change in weight when the metal magnesium burns in air. At the same time, pay attention to the information related to the following:Aim:____________________________________________________________Apparatus:_______________________________________________________Method:_________________________________________________________Result:__________________________________________________________Conclusion:______________________________________________________Then begin to play the tape once and ask answers from the whole class. And then ask the Ss to finish Activity 2 on Page 47.Play the recording again and ask the Ss to complete the above description on their own, and then to check their answers in pairs. Before replaying the recording, of course, had better remind the Ss how they usually write up science experiments, that is, completing the description involves some careful reading for specific information and reorganizing the information.Answers:Aim:to find out if there’s a change in weight when magnesium burns in air.Apparatus: Magnesium, Bunsen burner, a balance, a crucible.Method: First, put the magnesium in the crucible. Then put the crucible on the balance and weigh it. Next, heat the magnesium. Light the Bunsen burner and hold the crucible over it. Finally, weigh the magnesium again.Result: It weighs a little more than before.Conclusion: There is a change in weight when magnesium burns in air.Step 2. Everyday EnglishFirstly, ask the Ss to go through the everyday English on Page 48 and choose the correct meanings individually.Then tell the Ss where these everyday English sentences from——they are from the above listening. Now replay the recording, ask the Ss to check what they chose.Answers: 1) a; 2) b; 3) a; 4) b; 5) a.Step 3. PronunciationAt first,organize the Ss to listen to the recording, at the same time, give them the direction to listen and ask them to pay attention to the intonation of Wh-questions and Yes/No questions.Then play the tape for the class and ask them againAfter that, help the Ss to summarize the basic intonation of Wh-questions and Yes/No questions.Answers: Wh-questions often fall at the end. Yes/No questions often rise.And then play the tape again and ask the Ss to imitate it.Finally, give the Ss more sentences to practice.Step 4. HomeworkRevise the whole Module 5 and begin to preview Module 6.。

完整教案外研版必修一Module 5 A Lesson in a Lab Period 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 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:Step 1. 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 __________.(b) as a solid and a liquid only (a) as a solid, a liquid and a gas2. When you heat a metal, it will ___________(b) contract (a) expand3. Steel is mixture of_____________.(b) iron and oxygen (a) iron and other substances.4. _______________ of the earth's surface is water.(b) 50%(a) Two-thirds5. The distance of the sun from the earth is ______________ kilometers.(b) 150,500,500(a) 25,5006.The earth is 4.6______________ years old.(b) billion(a) million7. The earth is ______________ the moon(b) forty-nine times larger than(a) twice as large asThen 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 orman-made, now I'll show you some cards in my hand, can you tell me which are natural, man-made or both?1 / 12the divide some examples? Then say to the whole the class: Can you give teacher After this, the can continue towhole class into two big groups to compete. The teacher can ask the Ss to speak out as many examples as possible and writeFinally, ask the Ss to open their books at Page 41 and read the words in the box aloud. If possible, they can look up thewords to know what they mean. Of course, the above competition will continue, that is to say, at this moment, the teachercan ask the Ss to put 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. So the activity can be done likethis:Before dealing with the activity, the teacher had better build up a long number byhaving the students say an increasing sequence, eg:three 3thirty-three33three hundred and thirty-three333three thousand, three hundred and thirty-three 3, 333thirty-three thousand, three hundred and thirty-three33, 333At 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 thenumbers at the top of Page42 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 thedirections.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 teacher point at the fractions and say them in English. At the same time the teacher have the Ss repeat themafter 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 theirown. 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 onthe blackboard and read them out in English.Eg: 35%→thirty-five percent (or: 35 percent); 50 percent equals a half.2 / 12Then have the Ss 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 recurringpercent); 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. Onehalf 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 thesame 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 as83.33r%(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. 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 well as reading ability by practicing these two passages.6. To raise students' interests in science and form the rigorous scientific attitude.Teaching key points: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 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 computer.Then design the following questions and ask the students to discuss them in groups:Are you interested in doing scientific experiments?1.know about2.Suppose you want to do a chemical experiment about some metals, do you think it is necessary tohow they react with other substances?In order to carry out an experiment successfully, what should you prepare for it?3.3 / 12This step is to warm up the students and raise their interests to speak English in class. Because all these questions arey close to the students' daily life and studying ver Pre-readingStep 2.and vocabulary to know some in doing scientific experiments, now let's get you Teacher: Since are interestedknowledge related to science and experiments.as of the computer with metals on the screen the help At the same time I can type out some pictures about somefollows:) 钙calcium() ⑷magnesium(镁⑴potassium(钾) ⑵sodium(钠) ⑶)铜⑻copper( ) ⑺iron(铁) aluminium(⑸铝) ⑹zinc(锌What's this? And what can it be used for?of the above pictures, I can ask the students like this: As I type out eachAt this moment the students' interests are probably approaching a climax. So I further ask them like this: Do youWell, this is what we'll do you know how we can use these metals better? want to know more about these metals? Andstudy very soon.in create a language environment for interests and arouse their students' communication is This step employed toreading passage A and passage B on page 44-45ading Step 3. RePassage AT: Well, let's read through passage A with the tape of it very quickly to try to catch its main idea. Then finish Activity 2on 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 activityby multi-media computer. It can be designed as follows:Which of the metals in the table reacts the most with oxygen and water?1.Potassium, calcium and sodium.What happens when you heat calcium in oxygen?2.It burns to form an oxide.Which metals react with steam? 3.Magnesium, aluminium and zinc.Does iron have a slow or fast reaction with steam?4.It has a slow reaction.Does copper react with water? 5.No, it doesn't.Passage B4 / 12T: Well, from passage A we can see how interesting the experiment about the reaction of metals is! But do you knowAnd what is the correct order to describe a scientific how we can carry out a chemical experiment in a lab successfully?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 fromthem. At the same time type out the correct answer on the screen with the computer as follows:conclusionresultmethodaimT: 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 finishActivity 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 askthem to answer:Can you guess the meaning of the word “apparatus”through the context? Have you known all of the apparatuses of ⑴this experiment?In the second part of the experiment, why must you boil the water? And then why do you add some oil to the water? ⑵For Question 1, some students maybe feel strange to some apparatuses. If so , the following pictures can be typed outwith the help of computer to help Ss to know about:Bunsen burnerTest tube holderTest tube the understood if they have and Ss to make the consolidate what they read in passage B check order Then intask-based a help on the screen with the of computer as be on very experiment well, Activity 5 page 46 can typed out。

Module 5 A Lesson in a Lab Ⅰ. 模块教学目标Ⅱ. 目标语言Ⅲ.教材分析与教材重组1. 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。

1.1 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 SimpleScientific 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。

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。

Module 5 A Lesson in a Labreading教案Teaching aims and demands:1. To learn about some vocabulary and knowledge related to science and experiments.2. 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 well as reading ability by practicing these two passages.6. To raise students’ interests in science and form the rigorous scientific attitude.Teaching key points: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 passages about simple scientific experiments. Teaching difficulties:To make students learn how to write an experiment report in EnglishTeaching methods:⒈ Communicative Approach⒉ Task-based Approach⒊ Aural-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 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 want 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 class. Because all these questions are very close to the students’ daily life and study ingStep 2. Pre-readingTeacher: Since you are interested in doing 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.This 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. Re adingPassage AT: Well, let’s read through passage A with the tape of it very quickly 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 page44. 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 metals 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 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 knownall of the apparatuses of this experiment?⑵In the second part of the experiment, why must you boil the water? And then why do you addsome 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:Bunsen burner Test tube holderTest tubeThen 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。

典句精讲1.The science facilities ar e very good with laboratories that have all the latest equipment.这些科研设备非常好，实验室配有最新的设备。

【巧解句构】w ith在此句中意思为“带有……”，其引导的短语对句子作附加说明，that haveall the latest equipment为定语从句，修饰laboratories。

2....and these are always very interesting，as the lectures are peopl e who have made real discoveries in their areas of science.这些讲座总是很有趣的，因为作讲座的人是在各自的科研领域里真正有所发现的人。

【巧解句构】as conj.“因为，由于”，在本句中引导原因状语从句。

as作连词可以引导多种状语从句，主要有时间、原因、方式、比较、让步等从句。

3.Th e Nobel Prize is the highest scient ific prize there is，so we should be very proud of that.诺贝尔奖是目前科学方面的最高奖，因此我们为此感到骄傲。

【巧解句构】there is为定语从句，修饰prize。

4.It is important to know how they r eact with different substances，fo r example，water and oxygen.了解它们如何同像水、氧气这样的物质发生反应的是非常重要的。

【巧解句构】1)it是形式主语，真正的主语是动词不定式to后面的部分。

2）how引导的句子作know的宾语。

【要点剖析】react with同……发生反应。

for example是不完全列举，“例如”。