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1、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 ab
2、out 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 p
3、oints: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 Englis
4、hTeaching methods: Communicative Approach Task-based Approach 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-in At first show the students the picture of a lab with the
5、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
6、?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-readingTeacher: Since you are
7、interested in doing scientific experiments, now lets 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:potassium(钾) sodium(钠) calcium(钙) magnesium(镁) alum
8、inium(铝) zinc(锌) iron(铁) copper(铜)As I type out each of the above pictures, I can ask the students like this: Whats 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?
9、 And do you know how we can use these metals better? Well, this is what well 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 AT: Well, lets read thro
10、ugh 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 a
11、s 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
12、 steam? It has a slow reaction.5. Does copper react with water? No, it doesnt.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
13、 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:T: Now, lets come to see “ A simple scientific experi
14、ment”! 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:Can you guess the mean
15、ing of the word “apparatus” through the context? Have you known all of the apparatuses of this 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?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 o
