1 Module 5 A Lesson in a Lab
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
高中英语外研版必修一《module 5 a lesson in a lab》课件
重点单词
点拨 (1)achieve one’s aim实现某人的目标 take aim at向……瞄准 with the aim of意在…… aim to do sth./aim at doing sth. 力求做某事 be aimed at目的是;旨在 (2)aimless adj.无目的的 aimlessly adv.无目标地 【点津】在take aim at中,aim前不能加冠词,即便aim前有形容词,也不可 加冠词。
重点单词
重点短语
重点短语
1. add...to...往……加入……;把……加到…… 教材原句 ① Add (add) some oil to the water. ◆单句填空 ②(202X课标全国Ⅲ) Adding (add) the money to her fund made Georgia agree to sell some of her objects. ③The dictionary is out of date: many words have been added to the language since it was published.
重点单词
④In our daily life, everyone fails every now and then. It is how you react that makes a difference. ◆完成句子 ⑤He didn’t believe it and even reacted strongly against me. 他不相信,乃至强烈反对我。 ⑥ How a person reacts to criticism often means the difference between success and failure.一个人对批评做出怎样的反应通常意味着他是成功 还是失败。
外研版必修一Module 5 A Lesson in a Lab完整优秀教案
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。
必修一module 5A Lesson in a lab知识点讲解及练习
MODULE 5 A Lesson in a labI 重点单词________ 液体________ 膨胀________ 收缩________ 物质________ 混合物________ 煮；煮沸________ 普通的，平常的________ 结论________ 形成________ 溶解；分解；分离________ 天平________ （化学）反应________ 钾________ 钠________ 钙________ 镁________ 铝________ 锌________ 部分的；局部的________ 铜________ 氧化物________ 氧气________ 电________ 蒸汽，水汽________ 漂浮________ 反应________ 有关电的；用电的________ 设备，装备________ 夹子；小镊子________ 火焰________ 设备，工具________ 演讲________ （大学的）科，系________ 吃惊的，惊愕的II 重点词组________ 过去常常做某事________ 在最后二十年________ 以…自豪________ 应该做某事________ 被期望做某事________ 和…不同________ 遗漏，省略，忽略________ 和…一样________ 想起，认为________ 让…按次序排列________ 确保________ 至少________ 向…学习________ 把…加在…上________ 阻止Section I Introduction , vocabulary and speaking语言知识点精讲Steel is a mixture of iron and other substances. 钢是铁和其他物质的混合物l)句中的substance 意为’_______ ”，是________ 名词________________________ ?它是由什么物质组成的？_________________________盐是我们烹任时用的东西。
(原创)高中英语必修1 Module 5 A lesson in a lab. 知识点整理一
Module 5 A lesson in a lab.知识点整理一1. substance意为“物质”，是可数名词。
What substances does it consist of?它是由什么物质组成的？Salt is a substance we use in cooking.盐是我们烹饪时用的东西。
substance[U]事实基础；根据；主旨；实质，基本内容He has been considering the substance of religion rɪ‟lɪdʒən.他一直在思索宗教的本质。
Tell us the substance of your activity.告诉我们你们活动的宗旨是什么。
辨析：material,matter 与substance(1)material指“材料”We are faced with a shortage…ʃɔ:tɪdʒ of manpower…mænpaʊə(r),not of raw rɔ: 生的，未加工materials.我们面临的问题是劳动力短缺，而不是缺乏原材料。
(2)matter指科学上概括性的“物质”（与“精神”相对），也可表示抽象意义的“事情”“东西”“问题”。
That‟s a matter of principle…prɪnsəpl.那是个原则问题。
(3)substance指具体的“物质”，引申为“大体”“大意”，也指具体有分量的“内容”。
Iron…aɪən is a hard substance.铁是一种坚硬的物质。
(1)A substance is pure pjʊə(r)纯的 if it is unmixted with_____.A.the other substancesB.other substancesC.the other substanceD.others substance(2)It_____to us whether you will join us in the game.A.will matterB.is matterC.is matteredD.will be mattered(3)You should grasp the______of the speech.A.substanceB.substancesC.wordsD.word(4)What____does it consist of?A.thingsB.objectsC.mattersD.substances(1)B (2)A (3)A (4)D2.“分数/百分数+of+名词”作主语时，谓语动词的单复数取决于of后的名词。
必修1-Module5-A-Lesson-in-a-Lab重难知识点总结
Unit 5. A Lesson in a Lab一．重点词汇及拓展1.contract vi.& n．收缩；(订)合约2．float vi.漂浮3．expand vi.膨胀→expansion n．膨胀4．mixture n．混合物→mix v．混合5．electricity n．电→electrical adj.电的，和电有关的→electric adj.发电的，用电的6．reaction n．反应→react vi.反应7.equipment n．设备，装备→equip vt.装置8．astonished adj.吃惊的；惊愕的→astonishing adj.令人吃惊的→astonish vt.惊讶，吃惊→astonishment n．惊讶，惊奇9．aim n．& v．目标；以……为目标→aimless adj.漫无目的的10．balance n．天平；平衡→balanced adj.平衡的二．重点短语1.react with与……反应2．add ...to往……加入3．used to过去常常4．be proud of因……而自豪5.be supposed to理应；应该6．put...in order 使……整齐；使……有条理7．keep ... out of 防止……进入；不让……靠近……三．重点句型1.It is hard to think of a world without metals.很难想象一个没有金属的世界。
2．Here is a table with the metals that react most at the top，and the metals that react least at the bottom.这儿有一个图表，那些反应最强烈的金属在上部，反应最不强烈的在下部。
3．The closer you are，the more you'll see.你靠得越近，你看到的就越多。
必修1 Module 5 A Lesson in a Lab精品课件
usual ，for it was an ③Today he came earlier than ______ unusual day.今天他来的格外早，因为它是一个不寻常的 ________
一天。 normal ． ④His temperature was two degrees above _______
晨读吧 基础盘点ABC 要点精析ABC
巧学助记
晨读吧
基础盘点ABC
要点精析ABC
has expanded from having one ①The company _________________
subcompany to having twelve. 这家公司已从拥有一个分公司发展到拥有12个分公司了。 will be extended next year. ②The railway _______________ 明年将要延长这条铁路。 stretched himself out on the beach，bathing in the ③He ____________________ sun.他平躺在海滩上，沐浴着阳光。
他的体温比正常高出两度。
晨读吧 基础盘点ABC 要点精析ABC
conclusion n．结论；结束；结局
What conclusion could be drawn from the passage？ (2012· 天津卷，阅读C)
从文章中可以得出什么结论？
(1)draw/come to/arrive at/reach a conclusion得出结论 make a conclusion下结论 bring...to a conclusion 使……结束 _____________________ in conclusion最后，作为结论地；总之 (2)conclude v．得出结论；断定，推断出；结束 to conclude 最后 ___________
外研版 必修一 Module5 A Lesson in a Lab_课件(38张PPT).ppt
①keep/lose one's balance保持/失去平衡 break the balance破坏平衡 make up the balance补足差额 on balance总的来说 keep the balance of nature保持生态平衡 ②balance A against B 权衡/比较A与B ③balanced adj.保存平衡的 a balanced diet均衡饮食
He is taller by far than his brother. ＝He is by far the taller of the two brothers. 他比他兄弟高多了。(注意by far的不同位置) Are you feeling any better today? 你今天感觉好些了吗？
【答案】 A
翻译句子
①——我可以借你的字典吗？ ——可以，拿去吧。
—
.
—
.
②我要先走一步，告诉他们你在路上。
. 【答案】 ①Can I borrow your dictionary？Yes， go ahead. ②I'll go ahead and tell them you're on the way.
Integrating Skills & Grammar
教师用书独具演示
●教学目标 (1)熟记学案中所列出的单词和短语。 (2) 通 过 学 案 中 所 给 出 的 重 点 单 词 和 重 点 短 语 的 学 习，让学生能够正确理解和使用这些单词和短语，能够运 用这些词语造句。
(3)听懂课文中所给出的听力材料。 (4)通过对语法的教学让学生能够理解并能够正确运 用形容词和副词的比较级。
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(4)对某事物有影响，对某事物产生变化(与介词
on连ቤተ መጻሕፍቲ ባይዱ)。
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活学活用
The football player reacted
match. A.on C.against B.to D.by
B
the
judge’s decision by withdrawing from the
最后，我祝大家健康长寿。
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归纳拓展 conclusion作“结束，结尾”讲时常用单数，用 作“结论”讲时为可数名词，用作“协议，缔结”
讲时为不可数名词。
come to/arrive at/reach/draw a conclusion 得 出结论 bring...to a conclusion使„„结束 in conclusion最后 conclude v.结束；断定;订立 conclude with以„„而结束 conclude sth.from sth.从某事中得出某个结论
break a contract违反合同
by/on contract按照合同；依约
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活学活用 You should read the you sign it. A.contrast C.contract B.contact D.conflict C carefully before
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5.From these facts we can draw some
conclusions (结论) about how the pyramids were built.
6.I think the sudden break of the electricity has something to do with an electrical (电的) fault. 7.They carry logs by floating (漂) them down the river.
句子仿造
把伞忘在出租车上，你真粗心。
It’s careless of you to leave your umbrella in the taxi.
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4.The closer you are,the more you’ll see.
你靠的越近，看到的就越多。 考点提炼 句子仿造 考查The more...,the more...句式 你越是努力，取得的进步就越大。
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8.The professor is giving a series of
lectures (讲座) on molecular biology.
9.This drink is a mixture(混合物) of three different sorts,so it has several tastes. 10.Try to keep a balance(平衡) between work and relaxation.
C.concluded
解析
D.considered
句意为：David从交通事故分析中推断出这
次交通事故是人为错误导致的。
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3.react vi.回应；起作用；起反应
Which of the metals in the table reacts
the most with oxygen and water? 表格中的金属哪一个与氧气和水反应最厉害？ (回归课本P44)
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观察思考
Today he came earlier than usual,for it was
not an ordinary day. 他今天来得比平常早，因为今天是一个不平常的 日子。 He is out of the ordinary among the
wider than that old one.
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3. It’s hard to think of a world without
metals.
很难想像一个没有金属的世界。 考点提炼 考查句式It is+adj.+(for/of sb.)+ to do sth.
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2.The earth is forty-nine times larger than the moon.
地球比月球大四十九倍。
考点提炼 句子仿造 考查倍数表达法 新修的路比原来的路宽3倍。
The newly-built road is three times
解析
考查名词词形和词义的辨析。contract合
同；contrast对照，对比；contact联系，接触； conflict冲突。
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2.conclusion n.结论；断定；结束；结局； 协定，协议
观察思考
What conclusion do you draw from the evidence? 你从证据中得到了什么结论？ From what you say I conclude that you are right. 根据你的话我断定你是对的。
对„„作出反应
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Ⅲ.典型句式运用
1.Two-thirds of the earth’s surface is
water.
地球表面的三分之二是水。 考点提炼 句子仿造 考查分数的表达法和主谓一致
这里三分之一的书是属于他的。
One third of the books here belong to him.
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The play concluded with the death of the entire cast. 该剧以全体剧中人物之死为结局。 In conclusion,I wish all of you good health and a long life.
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6.think of 考虑；想到→think up 想出(主意 等)→think over 仔细考虑→think twice 再 三考虑；慎重思考
e up with 突然想起→come to life 苏醒； 活跃起来
8.from that moment on 从那一刻起→from then on从那时起→from now on从现在起 9.in turn轮流→ by turns 轮流地；依次地 →take turns to do...轮流做„„→turn out 结果是„„ 10.react with 与„„发生反应→react to (人)
children.
the law.
多数人反对通过这项法律。 Applause can react greatly on/upon a speaker. 听众的掌声对演讲人有很大影响。
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归纳拓展
react的含义及用法： (1)作出反应，回应(与to连用); (2)反对，反抗，反动(与against连用); (3)(指物质)起化学反应(与with连用);
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观察思考 How did Wilson react to your idea? 威尔逊对你的想法反应如何？ Iron reacts with water and air to produce
rust.
铁和水及空气发生反应生成锈。 Most people reacted against the passing of
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Module 5
Ⅰ.高频单词思忆
A Lesson in a Lab 基础落实
1.We climbed out of the hole,right in front
of two astonished (惊讶的) policemen. 2.This is a 5 star hotel with perfect
The harder you study,the more progress you’ll make.
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5.Below is a description of a simple scientific experiment. 下面是对一个简单的科学实验的描述。
pairs of shoes.
我们和一家鞋厂签订了一份4 000双鞋的合同。 He made a two-year contract of employment with the firm. 他和那家公司签订了两年的雇用合同。
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归纳拓展 make a contract with 与„„签合同 sign a contract签署合同 carry out a contract 履行合同 cancel a contract取消合同
解析
表示“人对„„作出反应”用to。
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4.ordinary adj.普通的；平常的；n.常事； 惯例
The nails rust in the tube with ordinary
water. 在有普通水的试管里的铁钉生锈。 (回归课本P45)
conclude sth.(with) sb.与某人达成(协定)
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活学活用 David error. A.announced B.acknowledged C from the analysis of the traffic accident that it had been caused by human