高中英语Module5 A lesson in a lab-cultural corner教案(外研版必修1)
Module 5—A lesson in a lab课文翻译解析
铁在无空气的水中 方法：（1）把试管中加入一半水； （2）将水烧开保持3分钟（这样可以保证 水中无 空气）； （3）在水中放2~3枚洁净的铁钉； （4）在水中加些油，这样做可以防止空气进入水 中； （5）把试管放置一周。 结果：铁钉在没有空气的水中未生锈。 结论：铁在没有空气的水中不生锈。 铁在普通的水中 方法：（1）在试管中加入一半水，并在水中放2~3枚洁 净的铁钉； （2）把试管放置一周。 结果：铁钉在含有普通水的试管中生锈。 结论：铁在普通的水中会生锈。
Translation B
一个简单的科学实验 下面是对一个简单科学实验的描述。它向我们表明了铁是 怎样与空气和水反应的。 目的： 弄清铁是否在下列状态下生锈：（a）在干燥的空气中；（b） 在没有空气的水中（没有空气的水）；（c）在普通的水中。 仪器： 3颗洁净的铁钉、试管、试管夹、棉花、油、本生灯（即煤气灯 或是喷灯） 铁在干燥的空气中 方法：（1）把若干铁钉置于试管底部； （2）顺着试管塞入一些棉花；（3）把试管放置一周。 结果：一周后，铁钉未生锈。 结论：铁在干燥的空气中不生锈。
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Leave sth+地点 把某物落在某地 Leave sth. With sb. 把某事/某物委托给某人 Leave sth. behind 把某事/某物抛在后面 Conclusion n. 结论 Come to a conclusion = reach a conclusion =draw a conclusion 得出结论 in conclusion 最后 boil vt. 煮；煮沸 boiling water 正沸腾的水；boiled water 烧开的水 类似的还有：the rising sun 正升起的太阳 the rised sun 升起的太阳 a developing country 发展中国家 a developed country 发达国家
高一英语Module 5 A Lesson in a Lab外研社知识精讲
高一英语Module 5 A Lesson in a Lab外研社[本讲教育信息]一. 教学内容：Module 5 A Lesson in a Lab二. 重难点讲解1.heat vt.& vi. 加热；变热；使温暖 n. 热，热爱〔1〕Please heat the room, it’s too cold.〔2〕The hall will not heat up easily.〔3〕The sun gives us heat and light.2. expand v. 扩大，增加，增强，扩展；contract. v. 收缩，缩小，缩短；Metals expand when they are heated.Metals contract as they get cooler.3. substance n. 物质〔1〕What substance does it consist of?〔2〕This is a chemical substance.4. aim n. 目标 v. 瞄准，对准，力争……Take careful aim at the target before firing.He aimed his gun at the target, fired and missed it.5. react v. 作出反应，回应搭配： react to sb./sth.react against sb./sth.6. put … in order 把……有序排列，整理相关：in order 有序的out of order 无序的by order of …奉……的命令place an order with sb. for sth.in order toin order that7. be supposed to相当于shouldYou’re supposed to pay the bill by Friday.You’re not supposed to play football in the classroom.8.The closer you are, the more you’ll see.the more…. the more 结构是一种非常重要的形容词比较级结构，比如：The sooner we get this finished, the better we’ll be pleased.The harder we study, the more beautiful life we’ll have.9. It’s hard to think of a world without metals.本句中，it 为行事主语，真实主语是不定式to think of a world without metals，这是一个重要的不定式做主语的结构。
高中英语-Module-5-A-Lesson-in-a-Lab-Section-Ⅰ-Introduc
—To change the world by inventing things. 2.—How did they react (反应) to the new rule?
—They were strongly against it. 3.—What conclusion (结论) can we reach from the
第2页
词海拾贝 难句剖析 了解诱思
Physical changes are very common,too.There are many examples.You can make a physical change by tearing2 a piece of paper into two,or by cutting a piece of iron with a lathe3.Here the paper is still paper,and the iron is still iron.
补充完整
From Passage A we know the 1. reaction of metals with some
2. substances 3. put in order
such as water and oxygen can be .It can be seen the metals react most 4.at the top
and the metals react least 5. at the bottom .When you heat calcium in
oxygen,you’ll find it burns to form an oxide.And it can easily be seen
copper doesn’t 6.
高中英语：Module5 A lesson in a lab-cultural corner教案(外研版必修1)
Module5 A Lesson in a Lab-cultural corner教案Teaching content and aims:1.Understand a passage about science teaching in Canada.2.Learn how to use sequence in writing.3.Revise what we have learned in this module by module file.Teaching Design:Task: Understand a passage about science teaching in Canada.Pre-task: Lead-inQuestions:1.What subjects are you interested in?2.Are you always interested in it/them?3.How did you become interested in it/them?4.Why are you interested in it /them?5.What do you think of this subject?Today ,we’re going to learn a text about a Canadian boy about your age. Let’s read the text to find out what subject he likes and why.Cycle-task:Activity 1: Fast readingAnswer the questions:1.Why has Mark become more interested in science?2.Do you enjoy studying science? Explain why or why not.Activity 2: careful readingRead the passage ,and find out the difficult points and ask.Phrases:used to , first-class scientists , be proud ofbe supposed to do ,be interested inActivity 3:FunctionLook at the words in italics. When do we use them?The students read it. and then call back the answers from the class.Answer: We use them to indicate the stages of a process. Post-task:WritingActivity 1. Write individuallyUse “first, then, next, after that , lastly” to write a short passage. Activity 2: Share them in class.Let some students read their works.Summary and questions time:Revise what we have learne in this module by modulefile.Recall what we have learned.Homework:Revise what we learned in this module after class. Feedback:。
Module 5 A Lesson in a Lab - Cultural Corner 导学案
Module 5 A Lesson in a Lab - Cultural Corner一、Learning Aims学习目标：1) know about science teaching in Canada and have a better understanding of the passage.2) learn and grasp the important useful new words and expressions二、重点难点：astonished，used to do，be supposed to do and so on三、自主学习与验收excellent adj. facility n. laboratory n. equipment n[u]lecture n. lecturer n. discovery n. first-class adj.win v. (won, won) department n. astonished adj.1.Read the passage from Cultural Corner and choose the correct answers1) When did Mark Kendon enjoy science?A. Before he changed schools.B. After he changed schools.C. When he was a child.D. When he was in Primary school.2) What did Mark Kendon think of the science facilities of his new school?A. Bad.B. Well.C. Very good.D. Not mentioned.3) We can infer from the passage that .A. Canada has a small number of first-class scientists.B. the writer has no interest in science till now.C. the writer didn’t like his school.D. the writer has his own dream and wants to study physics at university.4) Which university does the writer want to go to?A. Montreal or Ottawa University.B. Qinghua University.C. Montreal University.D. Oxford University.5) What did the writer’s parents think he would become?A. A scientist.B. A doctor.C. An English teacher.D. Not mentioned2. True or false1) Mark used to be interested in English.2) The lecturers in Mark’s new school are people who have made real discoveries in their area of science.3) Seven Canadian scientists have won the Nobel Prize in history.四、合作探究1. Describe the procedure of the writer’s feelings about science.First, he enjoys science;Then, he is becoming interested in physics;Last, he wants to study at university.2. What are the reasons for Mark’s change? (4 reasons)Firstly, he last year. And are excellent. Secondly, the(科研设备)there are very good, with (实验室)that have all the latest (设备). He also had chances to listen to (公开科学讲座)given by lectures who have made real discoveries . What’s more, Canada had many (一流的)scientists, which made him feel very (自豪的).3.Find out these important useful expressions from the text and learn them by heart.Para 11. 过去常常做2. 最新的设备3. 把……带到……4. 一学期四次5. 发现6. 在……领域7. 在过去的20年里8. 获得诺贝尔奖9. 为……感到骄傲或自豪Para 21. 对……越来越感兴趣2. 努力做……3. 要么……要么……4. 既不……也不5. 本应该做…… 5. 物理系五、精讲点评（掌握下列重点短语、句型）1. I never used to enjoy science. 我过去从不喜欢科学（理科）。
《Module 5 A Lesson in a Lab》 (外研版必修1)课件
2. What’s the reasons for his change?
• 1) Last year I changed schools,and the science teachers at my new school are excellent.
• 2)the science facilities are very good,with laboratories that have all the latest equipment.
• 3) He has chances to listen to public science lectures given by people who have made real discoveries.
quentistions.
• 1. How did Mark’s attitude to science change?
• 2. What’s the reasons for his change? • 3. What’s Mark’s new plan?
1. How did Mark’s attitude to science change?
He came late this morning.
3.In the last twenty years,seven Candian scientists have won the Nobel Prthe latest equipment.
latest adj.最新的，做定语,或做late的最高级 你得到最新消息了吗？ Have you got the latest news? 她是最晚来的人 She was the latest person to come.
高中英语 Module 5 A Lesson in a Lab(典句精讲)教案 外研版必修1
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”。
高中英语Module 5 A Lesson in a Lab
Module 5 A Lesson in a LabPeriod 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 __________.(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 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: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 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: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 teacherhave 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 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. 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 inEnglish.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 twopassages.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 ve ry close to the students’ daily life and studyingStep 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 soo n.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. ReadingPassage 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 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, 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 。
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Module5 A Lesson in a Lab-cultural corner教案Teaching content and aims:
1.Understand a passage about science teaching in Canada.
2.Learn how to use sequence in writing.
3.Revise what we have learned in this module by module file.
Teaching Design:
Task: Understand a passage about science teaching in Canada.
Pre-task: Lead-in
Questions:
1.What subjects are you interested in?
2.Are you always interested in it/them?
3.How did you become interested in it/them?
4.Why are you interested in it /them?
5.What do you think of this subject?
Today ,we’re going to learn a text about a Canadian boy about your age. Let’s read the text to find out what subject he likes and why.
Cycle-task:
Activity 1: Fast reading
Answer the questions:
1.Why has Mark become more interested in science?
2.Do you enjoy studying science? Explain why or why not.
Activity 2: careful reading
Read the passage ,and find out the difficult points and ask.
Phrases:
used to , first-class scientists , be proud of
be supposed to do ,be interested in
Activity 3:Function
Look at the words in italics. When do we use them?
The students read it. and then call back the answers from the class.
Answer: We use them to indicate the stages of a process. Post-task:Writing
Activity 1. Write individually
Use “first, then, next, after that , lastly” to write a short passage. Activity 2: Share them in class.
Let some students read their works.
Summary and questions time:
Revise what we have learne in this module by modulefile.
Recall what we have learned.
Homework:Revise what we learned in this module after class. Feedback:。