a,lesson,in,a,lab,,教案

导读：　a,lesson,in,a,lab,,教案(共5篇)Module 5 A Lesson In A Lab教案Lesson PlanLesson Plan教学内容：The Reading and Vocabulary part, Passage BModule 5, A Lesson In A Lab Senior English Book 1, F...

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a,lesson,in,a,lab,,教案(一)
Module 5 A Lesson In A Lab教案

Lesson Plan

教学内容：The Reading and Vocabulary part, Passage B

Module 5, A Lesson In A Lab.

Senior English Book 1, Foreign Language Teaching and Research Press. （外研版高中英语必修一）

课型：Reading & Vocabulary 课时 : 40min

学生 : first-year Senior School

一、教学目标

1. 语言知识目标：掌握以下实验词汇

conclusion, aim, result,a method, substance, form, react, reaction, rust, apparatus, test tube, iron nail, Bunsen-burner.

Potassium, sodium, calcium, magnesium, aluminum, zinc, copper.

2. 语言技能目标：能够对科技和实验进行讨论，能正确填写科学实验报告。

3. 学习策略目标：引导学生掌握词汇归类记忆词汇，通过自主合作探究优化学生学习方式。 4. 情感态度目标：培养对科学的热爱和实事求是的科学态度。

二、重点难点

1. 重点：掌握实验报告的写法。

2. 难点：如何使科技词汇及实验更有趣、易懂、易记；如何有效的将A,B两篇文章结合。

三、教学方法

1. 理论依据：高中英语课程标准；第二语言习得论

2. 具体方法：任务型教学（task-based language teaching）

围绕核心任务(能正确填写科学实验报告)，设定小任务开展自主性学习的小组活动合作探究与独立思考相结合

3. 教学模式：“P---T---P”自主学习立体模式

（Pre-task----Task-cycle----Post-task）

四、教学手段

利用多媒体计算机、网络资源、音像等创设教学情景、问题情景，扩大教学容量，增强教学的趣味性和时效性。

五、教学过程

a,lesson,in,a,lab,,教案(二)
BOOK1 Module 5 A Lesson in a Lab (教案)

BOOK1 Module 5 A Lesson in a Lab

Reading & Vocabulary

Teaching aims and demands:

⒈ To learn about some vocabulary and knowledge related to science and experiments ⒉ To know about some metals and get to know their main uses in our lives

⒊ To make the students know how to do a simple experiment and write the report about it in English

4. To develop students’ expression ability as well as reading ability by practicing these two passages

5 To raise students’ interests in science and form the scientific attitude.

Teaching key points:

⒈ To make the students understand and grasp the vocabulary and knowledge related to science and experiments

⒉ 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 English

Teaching methods:

⒈ Communicative Approach【a,lesson,in,a,lab,,教案】

⒉ Task-based Approach

⒊ Aural-oral Approach with the help of the multi-media computer and the recorder Teaching aids:

Multi-media computer; Software; PowerPoint; Recorder

Teaching procedures:

Step 1: Lead-in

At 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 do 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 studying

Step 2：Pre-reading

Teacher: 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 we match each of the above pictures with the new words, 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 44-45

Step 3: Reading

Passage A

T: 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

Passage B

T: Well, from passage A we can see how interesting the experiment about the reaction of metals is! But do you know how we can do a chemical experiment in a lab successfully? And what is the correct order to describe a scientific experiment?

T: 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 45.

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?

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。

Step 4：Discussion

⒈Do 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?

⒉If 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 addition to penetrating the moral education to love science and form the rigorous scientific attitude.

Homework:

⒈Write a complete scientific experiment report in simple English.

⒉Underline the language points you can’t understand in the text.

Teaching summary:

⒈We’ve learnt about some vocabulary and knowledge related to science and experiments ⒉We’ve finished studying passage A and passage B on page44-45.

⒊We’ve known how to carry out a scientific experiment in a lab successfully and write a complete scientific experiment report in simple English

Blackboard Design

Module 5 A Lesson in a Lab

READING: Passage a Passage b experiment

a,lesson,in,a,lab,,教案(三)
高中英语：Module5 A lesson in a lab-grammar教案(外研版必修1)

Module5 A Lesson in a Lab-grammar教案

Teaching content and aims:

1. Learn the expressions about the degrees of comparison.

2. Learn some adverbs which can put in front of the comparative expressions of adjectives and

adverbs.

3. Write out these sentence patterns.

Teaching Design:

Task: Learn the comparative expressions.

Pre-task Revision

A. Revise what we have learned last lesson.

B. Lead-in

The earth is the moon.=The earth is forty-nine times the moon.

Today, we’ll learn the degrees of comparison.

Cycle-task

Activity 1:Instruction

1．形容词和副词的比较等级的用法：

1）原级比较：表示两者程度相同。用句型表示：(倍数+)as+adj./adv.原级+ as …,否定句式：not

+(倍数+)as/so+ adj./adv.原级+as…,如:

e.g. Dick is as tall as his brother.

I have never seen a person as/so clever as he is.

2）比较级：

A.表示A超过B。此时使用句型： A is (倍数+)形容词和副词的比较等级+than+B如： Our classroon is brighter than yours.

Dogs run faster than rabbits.

I don’t think maths is more important than physics.

B.表示A不如B。用句型：less + adj./adv.原级表示。如：

Rabbits ran less fast than dogs.

Jenny is less clever than her sister.

It rains less often here in autumn than in spring.

3） A is three(four …)times the size(height,length,width,depth,…)of B.

e.g. The new building is four times the size of the old one.

注意：一倍用：once 二倍用：twice/double 三倍及以上使用：three/four …times.

4）形容词和副词的比较等级的特殊用法：

A.“越来越……”

e.g. You are growing taller and taller.

English is becoming more and more important.

B. “越……,越……”

e.g. The harder you push, the more quickly the cart will move.

The more careful you are, the better you will do in the exam.

C.“两者之中比较……的一个”：用of 引导，比较级前加上the,如：

Jack is the taller of the two brothers.

D.no more than e.g. She has on more than one yuan in her pocket.

E.no more …than.

e.g. He is feeling no better than yesterday.他觉得不比昨天好多少。（即今天昨天感觉都不好）

She is not more generous than her younger sister. 她不如她妹妹那样慷慨大方。=She is not so generous as her young sister.

F.no less than

e.g. I have no less than ten dictionaries.我起码有十本字典。

I have not less than ten dictionaries. 我具有的词典不少于十本。

G．no less…than

e.g. She is no less diligent than you.

H.不用比较级形容词的比较，如：senior, junior, superior, inferior等。

e.g. Mr Smith is three years senior to his wife.

I：He is more wise than diligent.与其说他勤奋，不如说他更聪明。

注意：

Farther和 further主要指“距离”和“时间”的比较，表示“更远”；further和furthest指“程度”，表示“更进一步”。

elder和eldest是用来表示家族关系的长幼顺序，只作定语形容词；older和oldest表示年龄的比较，以及事物的新旧，既可以作定语形容词又可以作表语形容词。

later和latest指时间的先后，但latter和last指顺序的先后。

Activity 2: Work in pairs

Answer the questions.

1. What is wrong with this sentence?

I went there two times.

2. If object A is 10 metres long, and object B is twice as long as object A, how long is object

3. If object A weighs 100 kilogrammes, and object B is four times heavier, how heavy is

object B?

Activity 3: Discovery

Look at these sentences.

1. Come a bit closer.

2. We need rather more than that.

3. It weights a little more than before.

4. It’ll be a lot heavier than magnesium.

5. Is it any heavier?

6. We need a piece which si very much bigger than that.

A. underline the comparative expressions.

B. Circle the adverbs used to give more information about the comparative expressions. Summary: 英语中常见的用来修饰比较级的词/词组

1.a little, a bit, rather 比……一点

e.g. He is a little taller than his brother.

2. much , a lot, lots, far, a great/ good deal 比……得多

e.g. This book is much more instructive than that one.

Things were far worse than expected.

3.even, still, yet 比…… 更….., 愈…..

e.g. He is even fatter than his father.

This river is wide but that river is wider still.(=still wider)

still 有时可置于比较级之后,其条件是:比较级单独使用,后面没有than从句．

4.分数,百分数,倍数及有关时间\长度\重量等的名词修饰比较级\表示比较的程度. e.g. She is a head taller than I.

My elder brother is two years older than I.

5.表”并不”,”和…….一样不”no 或not any

e.g. He is no richer than I.=He is as poor as I.

6.some 或any 修饰比较级,但多用于more 之前, some 用于表建议或请求的问句中,any 用于否\疑问句中.

e.g. Are you feeling any better?

Would you like some more rice?

Much/a little/a bit +more +uncountable noun.

many/a few/num.+more +countable noun.

e.g. He has made much more progress than anyone else in his class.

7.by far 修饰比较级注意位置：在比较级或最高级形容词或副词之后／或在有the或a 的比较级或最高级词句前或后．译为：大量；…….得多,非常，最…

e.g. She is the best by far. =She is by far the best.

e.g. His explanation is clearer by far.

He is by far the taller of the two brothers.

His handwriting is better by far than that of any other student in his class.

The Pacific is by far the largest ocean.

Far from :远非=not at all

e.g. He’s far from pleased with your work.

Post-task:

Activity 1: write the sentences.

Do activity 2 on page 47.

Do activity 2 on page 43.

Summary and question times: Recall what we have learnt.

Homework: Do the exercises 1,2,3 and 4 on page 91-92 in the workbook.

Feedback:

a,lesson,in,a,lab,,教案(四)
Module 5 A Lesson in a Lab教案

Period 1

Introduction & Vocabulary and Speaking

Teaching 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:

Introduction

Activity 1

The 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 only

2. When you heat a metal, it will ___________

(a) expand (b) contract

3. Steel is mixture of_____________.

(a) iron and other substances. (b) iron and oxygen

4. _______________ 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) 150,500,500

6.The earth is 4.6______________ years old.

(a) million (b) billion

7. The earth is ______________ the moon

(a) twice as large as (b) forty-nine times larger than

Then 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 & 3

The 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 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 speak out as many examples as possible and write down the

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 Speaking

Activity 1

The 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:

3【a,lesson,in,a,lab,,教案】

33 three thirty-three

333 three hundred and thirty-three【a,lesson,in,a,lab,,教案】

3, 333 three thousand, three hundred and thirty-three

33, 333 thirty-three thousand, three hundred and thirty-three

At 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 2

Firstly, 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 3

The 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 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.

2. Work in pairs to finish Activities 4& 5 on Page 43 .

Teaching aims and demands:

⒈ To learn about some vocabulary and knowledge related to science and experiments ⒉ To know about some metals and get to know their main uses in our lives

⒊ To make the students know how to do a simple experiment and write the report about it in English

⒋ To deal with all the activities1-6 about passage A and passage B on page 44-45

⒌ To develop students’ expression ability as well as reading ability by practicing these two

passages

⒍ To 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 experiments

⒉ 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 English

Teaching methods:

⒈ Communicative Approach

⒉ Task-based Approach

⒊ Aural-oral Approach with the help of the multi-media computer and the recorder

Teaching aids:

Multi-media computer; Software; PowerPoint; Recorder

Teaching procedures:

Step 1: Lead-in

At 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 studying

Step 2：Pre-reading

Teacher: 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 44-45

Step 3: Reading

Passage A

T: 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:

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.

3. 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?