【module5alifeinsport翻译】Module5ALessoninaLab

【jiaoan.jxxyjl.com--高二英语教案】

module 5 a lesson in a lab
introduction and vocabulary教案
period 1
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:
step 1. 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 words in the table on the blackboard as follows:123
natural  eg: wood, ------
man-made eg: glass, ------
either natural or man-made eg: 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 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.
step 2. 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 three
33 thirty-three
333           three hundred and thirty-three
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.123
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 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 recurring percent).
step 3. homework
1.  preview the reading part.
2. work in pairs to finish activities 4& 5 on page 43.

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