小學(xué)語文微課教案

ALessoninaLab。

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Module5ALessoninaLab教案

教案課件是老師工作中的一部分，大家應(yīng)該開始寫教案課件了。將教案課件的工作計劃制定好，才能使接下來的工作更加有序！那么到底適合教案課件的范文有哪些？急您所急，小編為朋友們了收集和編輯了“Module5ALessoninaLab教案”，歡迎大家閱讀，希望對大家有所幫助。

Module5ALessoninaLab教案
Period1
IntroductionVocabularyandSpeaking
Teachingaims:
1.Tointroducesomegeneralscience.
2.Tolearnsomewordsrelatedtothethemeofthismodule.
3.Todevelopspeakingabilitybypracticingsayingthenumbers,especiallythefractions.
Importantanddifficultpoints:
1.Arousethestudents’interestsandloveinscience.
2.Enablethestudentstounderstandsomeelementsaboutthechemistrylab.
3.Makethestudentsknowhowtoreadthenumbers.
Teachingprocedures:
Introduction
Activity1
Theaimoftheactivityistoaskthestudentstofinishthequizaboutgeneralsciencetoarousetheirinterestinscience.Theactivitycanbedoneasfollows:
Firstly,askthestudentstogothroughthefollowingthequizandmaketheirchoiceontheirown.
Quiz:Howmuchdoyouknowaboutgeneralscience?
1.Waterexists__________
(a)asasolid,aliquidandagas(b)asasolidandaliquidonly
2.Whenyouheatametal,itwill___________
(a)expand(b)contract
3.Steelismixtureof_____________.
(a)ironandothersubstances.(b)ironandoxygen
4._______________oftheearth’ssurfaceiswater.
(a)Two-thirds(b)50%
5.Thedistanceofthesunfromtheearthis______________kilometers.
(a)25,500(b)150,500,500
6.Theearthis4.6______________yearsold.
(a)million(b)billion
7.Theearthis______________themoon
(a)twiceaslargeas(b)forty-ninetimeslargerthan
Thenputthestudentsinpairstocomparetheiranswersandcallbacktheanswersfromtheclass.
Finallyaskthemtolistentothetapeabouttheabovequizandchecktheiranswers.
Answers:1.a;2.a;3.a4.a;5.b;6.b;7.b.
Activities23
Theteachercanpreparesomecardsaboutdifferentthingsfortheclassatfirst.Beforeshowingthestudentsthecards,theteachercansaytothewholeclass:Thingscanbedividedintothreekinds,natural,man-made,andeithernaturalorman-made,nowI’llshowyousomecardsinmyhand,canyoutellmewhicharenatural,man-madeorboth?
Afterthis,theteachercancontinuetosaytothewholetheclass:Canyougivesomeexamples?Thendividethewholeclassintotwobiggroupstocompete.TheteachercanasktheSstospeakoutasmanyexamplesaspossibleandwritedownthewordsinthetableontheblackboardasfollows:
NaturalEg:wood,------
Man-madeEg:glass,------
Eithernaturalorman-madeEg:water,------
Finally,asktheSstoopentheirbooksatPage41andreadthewordsintheboxaloud.Ifpossible,theycanlookupthewordstoknowwhattheymean.Ofcourse,theabovecompetitionwillcontinue,thatistosay,atthismoment,theteachercanasktheSstoputthewordsintheboxonPage41intheirbooksintheabovetable.
VocabularyandSpeaking
Activity1
Theaimoftheactivityistohavethestudentsknowhowtoreadthelongnumbers.Sotheactivitycanbedonelikethis:
Beforedealingwiththeactivity,theteacherhadbetterbuildupalongnumberby
havingthestudentssayanincreasingsequence,eg:
3three
33thirty-three
333threehundredandthirty-three
3,333threethousand,threehundredandthirty-three
33,333thirty-threethousand,threehundredandthirty-three
Atthistime,mostoftheSswillknowthewayofreadingtheselongnumbers:wheretosay“million”,“thousand”,and“hundred”.Soinordertoconsolidatewhattheyjustlearned,theteachercanpracticesayingthenumbersatthetopofPage42withthestudentstomakesuretheSshavethecorrectintonation.
ThenasktheSstogothroughtherestofthenumbersinActivity1andfindtheerrorsindividuallyaccordingtothedirections.
Finallytheteachercallsbacktheanswersfromtheclass.
Answers:1)Theword“thousand”ismissingafter“fourhundredandseventy”;2)Theword“one”(or“a”)ismissingbefore“hundredmillion”.
Activity2
Firstly,theteacherpointatthefractionsandsaytheminEnglish.AtthesametimetheteacherhavetheSsrepeatthemafterhimorher.
ThentheteacherandtheSsmakeananalysisabouttherulesofreadingfractionsinEnglishtogether.
FinallytheteacherasktheSstoreadtherestofthefractionsinActivity2onPage42intheirbooksinEnglishontheirown.Ifnecessary,theteachercanwritedownthecorrectanswersontheblackboardtocheckwhattheyread.
Answers:1.two-fifths;2.five-eighths;3.nine-tenths4.three-eighths;5.five-sixths.
Activity3
Theteachershouldintroducetheconceptofpercentageatfirst,andthentheteacherwritedownsomepercentagesontheblackboardandreadthemoutinEnglish.
Eg:35%→thirty-fivepercent(or:35percent);50percentequalsahalf.
ThenhavetheSspracticereadingaloudthefollowingpercentages:40%;55%;85%.
FinallyhavetheSsworkinpairstodescribethefractionsinActivity2aspercentagesinEnglish.
Answers:1.Aquarteristhesameas25%;2.Onethirdisthesameas33.33r%(thirty-threepointthreethreerecurringpercent);3.Four-fifthsisthesameas80%;4.Onetenthisthesameas10%;5.Three-quartersisthesameas75%;6.Onehalfisthesameas50%;7.Two-thirdsisthesameas66.66r%(sixty-sixpointsixsixrecurringpercent);8.Two-fifthsisthesameas40%;9.Five-eighthsisthesameas62.5%(sixty-twopointfivepercent);10.Nine-tenthsisthesameas90%;11.Three-eighthsisthesameas37.5%(thirty-sevenpointfivepercent);12.Five-sixthsisthesameas83.33r%(eighty-threepointthreethreerecurringpercent).
Homework:
1.Previewthereadingpart.
2.WorkinpairstofinishActivities45onPage43.

Periods23
ReadingVocabulary
Teachingaimsanddemands:
⒈Tolearnaboutsomevocabularyandknowledgerelatedtoscienceandexperiments
⒉Toknowaboutsomemetalsandgettoknowtheirmainusesinourlives
⒊TomakethestudentsknowhowtodoasimpleexperimentandwritethereportaboutitinEnglish
⒋Todealwithalltheactivities1-6aboutpassageAandpassageBonpage44-45
⒌Todevelopstudents’expressionabilityaswellasreadingabilitybypracticingthesetwopassages
⒍Toraisestudents’interestsinscienceandformtherigorousscientificattitude.
Teachingkeypoints:
⒈Tomakethestudentsunderstandandgraspthevocabularyandknowledgerelatedtoscienceandexperiments
⒉Toenablethestudentstoknowhowtoreadsomepassagesaboutsimplescientificexperiments
Teachingdifficulties:
TomakestudentslearnhowtowriteanexperimentreportinEnglish
Teachingmethods:
⒈CommunicativeApproach
⒉Task-basedApproach
⒊Aural-oralApproachwiththehelpofthemulti-mediacomputerandtherecorder
Teachingaids:
Multi-mediacomputer;Software;PowerPoint;Recorder
Teachingprocedures:
Step1:Lead-in
Atfirstshowthestudentsthepictureofalabwiththehelpofcomputer

Thendesignthefollowingquestionsandaskthestudentstodiscussthemingroups:
1.Areyouinterestedindoingscientificexperiments?
2.Supposeyouwanttodoachemicalexperimentaboutsomemetals,doyouthinkitisnecessarytoknowabouthowtheyreactwithothersubstances?
3.Inordertocarryoutanexperimentsuccessfully,whatshouldyouprepareforit?
ThisstepistowarmupthestudentsandraisetheirintereststospeakEnglishinclass.Becauseallthesequestionsareveryclosetothestudents’dailylifeandstudying
Step2：Pre-reading
Teacher:Sinceyouareinterestedindoingscientificexperiments,nowlet’sgettoknowsomevocabularyandknowledgerelatedtoscienceandexperiments.
AtthesametimeIcantypeoutsomepicturesaboutsomemetalsonthescreenwiththehelpofthecomputerasfollows:

⑴potassium(鉀)⑵sodium(鈉)⑶calcium(鈣)⑷magnesium(鎂)

⑸aluminium(鋁)⑹zinc(鋅)⑺iron(鐵)⑻copper(銅)

AsItypeouteachoftheabovepictures,Icanaskthestudentslikethis:What’sthis?Andwhatcanitbeusedfor?
Atthismomentthestudents’interestsareprobablyapproachingaclimax.SoIfurtheraskthemlikethis:Doyouwanttoknowmoreaboutthesemetals?Anddoyouknowhowwecanusethesemetalsbetter?Well,thisiswhatwe’llstudyverysoon.
Thisstepisemployedtocreatealanguageenvironmentforstudents’communicationandarousetheirinterestsinreadingpassageAandpassageBonpage44-45
Step3:Reading
PassageA
T:Well,let’sreadthroughpassageAwiththetapeofitveryquicklytotrytocatchitsmainidea.ThenfinishActivity2onpage44andgiveyourreasons.
Next,asktheSstoreadpassageAverycarefullytofindouttheanswersinActivity3onpage44.Finishthisactivitybymulti-mediacomputer.Itcanbedesignedasfollows:
1.Whichofthemetalsinthetablereactsthemostwithoxygenandwater?
Potassium,calciumandsodium.
2.Whathappenswhenyouheatcalciuminoxygen?
Itburnstoformanoxide.
3.Whichmetalsreactwithsteam?
Magnesium,aluminiumandzinc.
4.Doesironhaveasloworfastreactionwithsteam?
Ithasaslowreaction.
5.Doescopperreactwithwater?
No,itdoesn’t.

PassageB
T:Well,frompassageAwecanseehowinterestingtheexperimentaboutthereactionofmetalsis!Butdoyouknowhowwecancarryoutachemicalexperimentinalabsuccessfully?Andwhatisthecorrectordertodescribeascientificexperiment?
AsktheSstolookatActivity1onpage44andgivethemabout2minutestodiscussit.Thencollecttheanswersfromthem.Atthesametimetypeoutthecorrectansweronthescreenwiththecomputerasfollows:

T:Now,let’scometosee“Asimplescientificexperiment”!
ThenplaythetapeofpassageBforthestudentsandaskthemtoreadthepassagewiththetapequicklyandfinishActivity4onpage44.
Inordertoleadthestudentstoreadthetextverycarefully,thefollowingtask-basedquestionscanbesignedtoaskthemtoanswer:
⑴Canyouguessthemeaningoftheword“apparatus”throughthecontext?Haveyouknownalloftheapparatusesofthisexperiment?
⑵Inthesecondpartoftheexperiment,whymustyouboilthewater?Andthenwhydoyouaddsomeoiltothewater?
ForQuestion1,somestudentsmaybefeelstrangetosomeapparatuses.Ifso,thefollowingpicturescanbetypedoutwiththehelpofcomputertohelpSstoknowabout:

TheninordertomaketheSsconsolidatewhattheyreadinpassageBandcheckiftheyhaveunderstoodtheexperimentverywell,Activity5onpage46canbetypedoutonthescreenwiththehelpofcomputerasatask-basedactivity。
Step4：Discussion
⒈Doyouthinkitiseasyordifficultforyoutocarryoutascientificexperimentwell?Andcanyoudescribehowtodoitsuccessfullyinsimplewords?
⒉Ifyouwanttolearnsciencesubjectswell,whatqualitiesdoyouthinkyoushouldhave?(Possibleanswers:Weshouldbecareful/serious/diligent/patient/thoughtful/etc.)
ThisstepistoconsolidatewhatSshavelearntinthislesson,inadditiontopenetratingthemoraleducationtolovescienceandformtherigorousscientificattitude.
Homework:
⒈WriteacompletescientificexperimentreportinsimpleEnglish.
⒉Underlinethelanguagepointsyoucan’tunderstandinthetext.
⒊GoontoreadtheCUTULCORNERreadingpassageofthismoduleonPage49.
Teachingsummary:
⒈We’velearntaboutsomevocabularyandknowledgerelatedtoscienceandexperiments
⒉We’vefinishedstudyingpassageAandpassageBonpage44-45.
⒊We’veknownhowtocarryoutascientificexperimentinalabsuccessfullyandwriteacompletescientificexperimentreportinsimpleEnglish

Period4
Grammar:DegreesofComparison

Teachingobjectives:
Tomakethestudentsgrasptheusageofthedegreesofcomparison.
Importantanddifficultpoints:
⒈TohavetheSsunderstandallkindsofformsofdegreeofcomparison.
⒉Toenablethestudentstoknowhowtousethedegreesofcomparisoncorrectly.
Teachingprocedures:
Step1.Lead-in
PresenttheSsthefollowingsentencesontheBbandaskthemtodiscoverwhatkindofdegreesofcomparison.
⑴JackspeakEnglishasfluentlyasTom.
⑵Thisschoolisbetterthanthatone.
⑶Thisbookismoreinterestingthanthatone.
⑷Thisroomislessbeautifulthanthatone.
⑸Theweatherisgettinghotterandhotter.
⑹Theharderyoustudy,themoreyouwillmakeprogress.
⑺Heworks(the)hardestinhisclass.
Thencalltheanswersfromtheclass.
Answers:1.原級;2、3、4、5、6、均為.比較級;7.最高級.
Step2.Grammarstructure
FirstlyasktheSstomakeasummaryaboutthestructuresofthedegreesofcomparison.Thenchecktheanswers.
Answers：3forms——原級、比較級和最高級。
Step3.DetailedNotesaboutGrammarUsage
⒈原級的構(gòu)成和用法
1）構(gòu)成：形容詞和副詞的原級形式是形容詞和副詞的原形。
2）用法：當(dāng)表示雙方在程度、性質(zhì)、特征等某方面相等時，用“as+原級adj./adv.+as”的結(jié)構(gòu)；當(dāng)表示雙方不相等時，用“notas(so)+原級adj./adv.+as”的結(jié)構(gòu)；當(dāng)表示一方是另一方的若干倍時，用“倍數(shù)+as+原級adj./adv.+as”的結(jié)構(gòu)。例如：
①HeisastallasJack.//IspeakEnglishasfluentlyasyou.
②Yourbikeisnotas(so)newashers.
③Thisroadisthreetimesaslongasthatone.
⒉比較級和最高級的構(gòu)成和用法
1）構(gòu)成：
⑴規(guī)則變化
①單音節(jié)形容詞以及少數(shù)以－er,－or結(jié)尾的形容詞和副詞加＂er＂，＂est＂．例如：
fast-faster-fastest;few-fewer-fewest;great-greater-greatest;
clever-cleverer-cleverestnorrow-norrower-norrowest.
②以e結(jié)尾的單音節(jié)形容詞和副詞后以及少數(shù)以-ble,-ple結(jié)尾的雙音節(jié)形容詞和副詞后，加＂r＂，＂st＂．例如：
large-larger-largest,able-abler-ablest,simple-simpler-simplest
③以一個輔音結(jié)尾的單音節(jié)形容詞，其前面的元音字母發(fā)短元音時，該輔音字母要雙寫，然后加＂er＂，＂est＂．例如：
hot-hotter-hottest
④以輔音加y結(jié)尾的形容詞和少數(shù)不是形容詞加ly構(gòu)成的副詞要將y改寫為i，再加＂er＂，＂est＂．例如：
easy-easier-easiest,happy-happier-happiestearly-earlier-earliest
⑤一般雙音節(jié)詞、多音節(jié)形容詞和副詞在原級前more或most．例如：
beautiful-morebeautiful-mostbeautiful;carefully-morecarefully-mostcarefully
⑥少數(shù)單音節(jié)或雙音節(jié)形容詞也加more和most構(gòu)成比較級和最高級。例如：
tired-moretired-mosttired;pleased-morepleased-mospleased;
crowded-morecrowded-mostcrowded
⑵不規(guī)則變化
原級比較級最高級
good,wellbetterbest
bad,illworseworst
many,muchmoremost
littlelessleast
oldolder(較老、較舊),
elder（較年長）oldest(最老、最舊)，
eldest(最年長)
farfarter(較遠(yuǎn)的),
further(進一步地)farest（最遠(yuǎn)的）
furthest（最深刻地）
[注意]辨析few-fewer-fewest和little-less-least的差別:①前者是規(guī)則變化，后者是不規(guī)則變化；②前者用來修飾可數(shù)名詞，后者用來修飾不可數(shù)名詞。
2）用法：
⑴比較級的用法
①雙方比較，表示一方超過另一方時，用“比較級+than”的結(jié)構(gòu)表示。例如：
Thisbookisbetterthanthatone.
②表示一方不及另一方時，用“l(fā)ess+原級adj./adv.+than”的結(jié)構(gòu)表示。例如：
Thisroomislessbeautifulthanthatone.
③表示一個方面隨另一個方面的程度而變化時，用“the+比較級（+主語+謂語），the+比較級（+主語+謂語）”的結(jié)構(gòu)。例如：
Theharderheworks,thehappierhefeels.
Theharderyoustudy,themoreknowledgeyouwillget.
④表示自身程度的改變“越來越---”時，用“比較級+and+比較級”結(jié)構(gòu)表示。如：
Theweatherisgettingcolderandcolder.
Thelittlegirlbecomesmoreandmorebeautiful.
⑤表示倍數(shù)的比較級有如下幾種句型：
a)“倍數(shù)+as+原級adj.+as+被比較對象”，例如：
Thisriverisfourtimesaslongasthatone.（這條河是那條河的四倍長）
b)“倍數(shù)+the+size(length,width,depth,height)+of+被比較對象”，例如：
Thisriverisfourtimesthelengthofthatone.（這條河是那條河的四倍長）
c)“倍數(shù)+比較級adj.+than+被比較對象”，例如：
Thisriveristhreetimeslongerthanthatone.（這條河是那條河的四倍長/這條河比那條河長三倍）
[注意]：
在比較級的前面可以加上如下一些表示程度的狀語，但要注意其含義的差別。
a)any加比較級,表示疑問程度，譯為“------一些”，“------一點”。例如：
Areyoufeelinganybetter?
b)no/not(any)加比較級,表示否定程度，譯為“并不-------”。例如：
Somegrownohigherthanyourankles.
Thisfilmisnotmoreinterestingthanthatone.
c)abit,alittle,slightly加比較級,表示“稍微，一點（些）”。例如：
MayIstayherealittlelonger?
Thisproblemisabitmoredifficultthanthatone.
d)many,much,alot,greatly,(by)far,rather,agood(great)deal等加比較級,表示“------得多”。例如：
Ourschoolismuchmorebeautifulthantheirs.
Thepeoplehereareagreatdealrichernowthanbefore.
[附]byfar通常用于強調(diào)最高級。用于比較級時，一般放在比較級的后面，如在前面，應(yīng)在二者中間加“the”。例如：Heistallerbyfarthanhisbrother.//Heisbyfarthetallerofthetwobrothers.
e)even,still加比較級,表示強調(diào)，譯為“甚至更/還要-------”。例如：
Hegetsevenstronger.
Jackistall,butTomisstilltaller.
f)“數(shù)詞+名詞+比較級”表示確定的程度。例如：
HeisfiveyearsolderthanI.
Igotupanhourearlierthantheothers.
⑵最高級的用法
①三者或三者以上相比，表示最高程度時，用“the+最高級”的結(jié)構(gòu)表示。這種句式一般常有表示比較范圍的介詞短語。例如：
ZhangHuaisthetallestofthethree.
Heworks(the)hardestinhisclass.
TheThreeGorgesareaisoneofthemostbeautifulareasofChina.
②最高級可被序數(shù)詞以及byfar,bynomeans,much,nearly,almost,notquite,nothinglike等詞語修飾。例如：
TheYangtzeRiveristheworld’sthirdlongestriver.
Howmuchdidthesecondmostexpensivehatcost?
Thishatisbyfar/bynomeans/much/nearly/notnearly/almost/notquite/nothinglikethebiggest.
[注意]：
a)作狀語的副詞最高級前可以不加定冠詞。例如：
Hecame(the)earliestofalltheboys.
b)excellent(優(yōu)秀的、極好的)，extreme（極端的），favourate(最喜愛的)，perfect（完美的）等詞本身含有最高級的含義，所以它們沒有比較級和最高級。
c)形容詞最高級修飾作表語或介詞賓語的名詞、代詞時，被修飾的詞往往省略。
Heisthetallest(boy)inhisclass.
⒊使用形容詞、副詞的比較等級時要注意的幾個問題
⑴在as-----as之間只能使用原級形容詞（副詞）。例如：
誤：Ihaveaslessmoneyasyoudo.
正：Ihaveaslittlemoneyasyoudo.
⑵切忌采用雙重比較
比較級前可以用表示程度的修飾語來表示強調(diào)或程度，但不可用more加比較級形式。例如：
誤：Hishealthismoreworsethanbefore.
正：Hishealthisworsethanbefore.
⑶應(yīng)避免自我比較
使用比較級時，進行比較的雙方必須是互相分離、互不包含的獨立概念或事物，否則比較就不合邏輯。例如：
誤：Bambooprobablyhasmoreusesthananyplantintheworld.
正：Bambooprobablyhasmoreusesthananyotherplantintheworld.
[附]比較的另一方如果是不定代詞anyone,anything,前面不能加other,而要在其后加else.例如：
Shestudiesharderthananyoneelseinherclass.
但是，若比較的雙方不屬于同一范圍，句中則不加other。例如：
Sherunsfasterthananyboyinherclass.
⑷表示“兩者中較-------”時，比較級前要加the。例如：
Theolderofthetwonoblementookalightandledmeintoabackroom.
⑸被比較的雙方必須具有可比性。例如：
誤：Therearemorestudentsinthisschoolthanthatschool.
正：Therearemorestudentsinthisschoolthaninthatschool.
⑹連詞than后使用代詞主格和賓格有時意義不同。例如：
①Iknowyoubetterthanhe.我比他更了解你
②Iknowyoubetterthanhim.我對你的了解比對他的了解更透徹些（或：“我比他更了解你”，此時與①同義）。
⑺使用最高級時，主語不可被排除在最高級所指的范圍之外。例如：
誤：Heisthetallestofallhisbrothers.
正：Heisthetallestofallthebrothers.
⑻most前面加不定冠詞a/an，或者不加冠詞修飾形容詞時，它的意思等于very。此時，most已失去最高級的意義。試比較：
amostinterestingfilm(一部很有趣的電影)/themostinterestingfilm(最有趣的電影)
Step4.Practice
Exercise1:Makesentencesaboutthecomparativesizesofthepairs.Usethewordsinthebrackets.
Example:IthinktheYangtzeRiverisabout3timesaslongastheSonghuaRiver.
Orwecansay:
IthinktheYangtzeRiverisabout3timeslongerthantheSonghuaRiver.
⑴Lilyweighs:45kilogramsTomweighs:over90kilograms(heavy)
___________________________________________________________________
⑵MountTai:1,521metersMountQumolangma:8,848meters(high)
____________________________________________________________________
⑶WinterinBeijing:-5℃WinterinHarbin:-20℃(cold)
____________________________________________________________________
⑷Myhouse:80squaremetersMyaunt’shouse:160squaremeters(large)
____________________________________________________________________
Exercise2:Usethewordsbelowtowritesentencesasintheexample.
Example:temperature/get/low
Thetemperaturegetslowerandlower.
⑴hotmetal/get/big
___________________________________________________________________
⑵magnesium/get/hot
____________________________________________________________________
⑶sun/get/strongduringthemorning
____________________________________________________________________
⑷sea/become/warm
____________________________________________________________________
Answers:
Exercise1:
⑴TomweighsovertwiceasheavyasLily.//Or:TomisovertwiceheavierthanLily.
⑵MountQumolangmaisaboutsixtimeshigherthanMountTai.//Or:MountQumolangmaisaboutsixtimesashighasMountTai
⑶Winteris4timescolderinHarbinthaninBeijing.//Or:Winteris4timesascoldinHarbinasinBeijing.
⑷Myaunt’shouseistwiceaslargerasmyhouse.//Or:Myaunt’shouseistwicelargerthanmyhouse.
Exercise2:
⑴Thehotmetalisgettingbiggerandbigger.
⑵Themagnesiumisgettinghotterandhotter.
⑶Thesunisgettingstrongerandstrongerduringthemorning.
⑷Theseaisbecomingwarmerandwarmer.
Homework:
1.Finishtheexercises2,34onpage91-92intheirworkbook.
2.Previewtherestofthismodule.

Period5
ListeningandWriting,EverydayEnglishPronunciation
Teachingaims:
1.Tolearntocatchtherelatedinformationfromwhattheyhearandunderstandthemeaningofsomeexpressionsbycontext.
2.ToenabletheSstorecognizethebasicdifferencesabouttheintonationofWh-questionsandYes/Noquestionsfromwhattheyhear.
3.Todevelopwritingabilitybypracticingwritingoutthedescriptionofthescientificexperimentaccordingtowhattheyhear.
Importantanddifficultpoints:
1.EnabletheSstorecognizethebasicdifferencesabouttheintonationofWh-questionsandYes/Noquestionsaccordingtowhattheyhear.
2.HavetheSsunderstandtheexactmeaningofsomesentencesbycontext.
Teachingprocedures:
ListeningandWriting
ItisnecessaryforateachertogivetheSsabriefindicationbeforelistening.Forthislistening,theteachercansaytotheSs:Wearegoingtolistentoadialoguethattakesplaceinalab.Ateacherhelpsastudentdoanexperiment.Inthisexperiment,themetalmagnesiumburnsinair.Isthereachangeinweightwhenthismetalburnsinair?Let’sguess/predict.
Afterthenecessaryindication,givetheSsverycleardirectionsandrequirementstolisten.Theteachercancontinuetosay:Nowlet’slistentothedialogue.Trytofindoutwhetherthereisachangeinweightwhenthemetalmagnesiumburnsinair.Atthesametime,payattentiontotheinformationrelatedtothefollowing:
Aim:____________________________________________________________
Apparatus:_______________________________________________________
Method:_________________________________________________________
Result:__________________________________________________________
Conclusion:______________________________________________________
Thenbegintoplaythetapeonceandaskanswersfromthewholeclass.AndthenasktheSstofinishActivity2onPage47.
PlaytherecordingagainandasktheSstocompletetheabovedescriptionontheirown,andthentochecktheiranswersinpairs.Beforereplayingtherecording,ofcourse,hadbetterremindtheSshowtheyusuallywriteupscienceexperiments,thatis,completingthedescriptioninvolvessomecarefulreadingforspecificinformationandreorganizingtheinformation.
Answers:
Aim:tofindoutifthere’sachangeinweightwhenmagnesiumburnsinair.
Apparatus:Magnesium,Bunsenburner,abalance,acrucible.
Method:First,putthemagnesiuminthecrucible.Thenputthecrucibleonthebalanceandweighit.Next,heatthemagnesium.LighttheBunsenburnerandholdthecrucibleoverit.Finally,weighthemagnesiumagain.
Result:Itweighsalittlemorethanbefore.
Conclusion:Thereisachangeinweightwhenmagnesiumburnsinair.
EverydayEnglish
Firstly,asktheSstogothroughtheeverydayEnglishonPage48andchoosethecorrectmeaningsindividually.
ThentelltheSswheretheseeverydayEnglishsentencesfrom——theyarefromtheabovelistening.Nowreplaytherecording,asktheSstocheckwhattheychose.
Answers:1)a;2)b;3)a;4)b;5)a.
Pronunciation
Atfirst,organizetheSstolistentotherecording,atthesametime,givethemthedirectiontolistenandaskthemtopayattentiontotheintonationofWh-questionsandYes/Noquestions.
Thenplaythetapefortheclassandaskthemagain
Afterthat,helptheSstosummarizethebasicintonationofWh-questionsandYes/Noquestions.
Answers:Wh-questionsoftenfallattheend.Yes/Noquestionsoftenrise.
AndthenplaythetapeagainandasktheSstoimitateit.
Finally,givetheSsmoresentencestopractice.
Homework:
RevisethewholeModule5andbegintopreviewModule6.
附》關(guān)于本單元模塊整體備課的特別說明：
本人在本單元模塊的整體備課上主要遵循了“創(chuàng)造性、靈活性、有效性”的三大原則，為此，特意對原有教材的編排體系進行了重新整合，同時對原有教學(xué)素材進行了靈活取舍。但是，這種整合與取舍不是隨意的，主要考慮到以下三個方面因素的制約：第一，為完成應(yīng)有的教學(xué)任務(wù)，實際分配到每個單元模塊的教學(xué)課時一般只有5~6課時；第二，每一課時的信息容量應(yīng)合乎情理；第三，組合的話題之間有時是出于外在形式的需要，但更多是出于其內(nèi)在的必然聯(lián)系（如listening和everydayEnglish之間的組合）。此外，為提高教案的情景化和可操作程度，我適當(dāng)在教案中加入了一些圖片。
需要補充說明一下的是，本教案的閱讀課時安排的是兩課時，但本教案只體現(xiàn)出了一課時左右的內(nèi)容，原因在于另一課時主要集中處理閱讀課文中的語言知識點，大家都輕車熟路了，沒有再累述出來的必要；另外，在處理grammar部分時，我的安排是開始讓學(xué)生主動體驗(experience)和發(fā)現(xiàn)(discover)要講解的grammar,然后老師集中講解，在講解時考慮到平時語法課的實際效果，所以我在這一步驟的教案上主要使用的是漢語。

高一英語Alessoninalab單元學(xué)案

Module5　ALessoninaLab

一名優(yōu)秀負(fù)責(zé)的教師就要對每一位學(xué)生盡職盡責(zé)，作為教師就要在上課前做好適合自己的教案。教案可以讓學(xué)生更好地進入課堂環(huán)境中來，幫助教師能夠更輕松的上課教學(xué)。教案的內(nèi)容要寫些什么更好呢？以下是小編收集整理的“Module5　ALessoninaLab”，僅供參考，希望能為您提供參考！

Module5　ALessoninaLab
話題導(dǎo)入
人類從日常生活到宇宙探索都離不開科學(xué)技術(shù)。如果沒有科學(xué)的發(fā)展,我們將仍然處于愚昧無知的原始狀態(tài),科學(xué)技術(shù)是第一生產(chǎn)力,它推動了社會經(jīng)濟、文明的發(fā)展,使我們?nèi)祟惓蔀榱擞钪娴闹魅?。作為中學(xué)生,我們應(yīng)該以“八榮八恥”中的“以崇尚科學(xué)為榮、以愚昧無知為恥”為行為準(zhǔn)則,把智慧和熱情投入到科學(xué)研究和探索中。

背景資料
什么是鐵？?
鐵位于周期表第四周期第Ⅷ族。元素符號為Fe,原子序數(shù)為26,是一種重要的過渡元素。光亮的銀白色金屬,密度7.86g／cm3,熔點1535℃,沸點2750℃。純鐵的抗蝕力相當(dāng)強,但通常的鐵都含有碳和其他元素,因而使它的熔點降低,抗蝕力也減弱。鐵有延展性和導(dǎo)熱性，也能導(dǎo)電。但導(dǎo)電性比銅、鋁都差。鐵能被磁體吸引,在磁場作用下,鐵自身也能產(chǎn)生磁性。?
鐵為什么會生銹？?
鐵放的時間長了就會生銹。鐵容易生銹,除了由于它的化學(xué)性質(zhì)活潑以外,同時與外界條件也有很大關(guān)系。水分是使鐵容易生銹的物質(zhì)之一。然而,光有水也不會使鐵生銹,只有當(dāng)空氣中的氧氣溶解在水里時,氧在有水的環(huán)境中與鐵反應(yīng),才會生成一種叫氧化鐵的東西,這就是鐵銹。鐵銹是一種棕紅色的物質(zhì),它不像鐵那么堅硬,很容易脫落,一塊鐵完全生銹后,體積可脹大8倍。如果不除去鐵銹,這海綿狀的鐵銹特別容易吸收水分,鐵也就爛得更快了。??

引入型閱讀
ChemicalChangeandPhysicalChange
Therearetwokindsofchanges—chemicalchangeandphysicalchange.?
Inachemicalchange,thereisalwaysanewsubstanceformed.Breakingupwaterintohydrogenandoxygenisachemicalchange.Ineachofthechemicalchangeatleastonenewsubstanceisformed.Achangeisnotachemicalchangeifitdoesn’tformanewsubstance.
Physicalchangesareverycommon,too.Therearemanyexamples.Youcanmakeaphysicalchangebytearingapieceofpaperintwo,orbycuttingapieceofironwithlathe.Herepaperisstillpaper,andtheironisstilliron.
Anotherwayofmakingphysicalchangeisdissolvingsomethinginwater.Whenyoudissolvesaltin
water,thesaltdisappears.Youmaythinkthatanewsubstancehasbeenformed.Butreallythereisnonewsubstance.Thesaltisstillsalt.Youcanstilltasteit.Sothedissolvingofanythingisaphysicalchange.
Whenwaterfreezes,thechangeisalsoaphysicalone.Thewaterchangesfromliquidtosolid.Butitisstillthesamesubstance.Thatiswhythefreezingofanythingisaphysicalchange.?
1.Itisnot________ifanewsubstanceisnotformedinthechange.?
A.aphysicalchange
B.achemicalchange?
C.changeofstate
D.achange?
2.Thedissolvingofsaltinwateris________.
A.aphysicalchange
B.achemicalchange?
C.hydrogenandoxygen
D.breakingup?
3.Thechangeofthethreestatesofwateris________.?
A.achemicalchange
B.differentsubstances?
C.aphysicalchange
D.thesamestate?
答案:1.B　2.A　3.C??

Module5Alessoninalab

經(jīng)驗告訴我們，成功是留給有準(zhǔn)備的人。高中教師要準(zhǔn)備好教案，這是高中教師需要精心準(zhǔn)備的。教案可以讓學(xué)生能夠在教學(xué)期間跟著互動起來，幫助高中教師提高自己的教學(xué)質(zhì)量。那么一篇好的高中教案要怎么才能寫好呢？以下是小編為大家收集的“Module5Alessoninalab”希望能對您有所幫助，請收藏。

Module5Alessoninalab
Period1
Teachingaims:
1.Letthestudentsknowsomewordsrelatedtoexperiments,thelabandsomethinglikethat
2.Reviewtheusageofnumbers/fractions/percentages
3.KnowsthaboutDegreesofcomparison.
Teachingsteps:
I.Allofushavelearnedphysics,biologyandchemistryinmiddleschool.Nowlet’shaveatesttoseehowmuchyouknow.
DealwithActivity1onpage41.Choosethecorrectanswerstothequiz.
Nowplaythetapeforthestudentstolistenandchecktheiranswers.
Answers:
1a2a3a4a5b6b7b
II.FirstreadthewordsandthenaskthesstotranslatethemintoChinese.Atlastputtheminpairsorgroups.
Answers:
air-gas-oxygencontract-expandearth-sun-moon
gas-liquid-solid
III..Answerthequestions.
Answers:
1)Electricity,iron,somemetalsandairarenatural
2)Steel,somemetalsandglassareman-made
3)Electricityandsomemetalscanbeman-madeandoccurnaturally
IV.Turntopage42.
Activity1Readthenumbers.Payattentiontothepositionoftheword“and”.
V.Fractions.
基數(shù)詞+序數(shù)詞，當(dāng)分子大于1時，分母要加s
作主語時，謂語動詞要根據(jù)of后面的名詞決定。
Answers:
two-fifthsfive-eighthsnine-tenthsthree-eighthsfive-sixths
VI.Percentages
基數(shù)詞+percent/percent注意：percent永遠(yuǎn)單數(shù)形式
作主語時，謂語動詞要根據(jù)of后面的名詞決定。
VII.Degreesofcomparison12
英語倍數(shù)表達(dá)法
用英語表達(dá)"A是B的N倍長（寬，高，大，重等）"，"A比B長（寬，高，大，重等）N倍"或"A的長度（寬度，高度，大
小，重量等）是B的N倍"，可用下列幾種句型。
1."A+be+倍數(shù)+as+計量形容詞原級+as+B".
Thistreeisthreetimesastallasthatone.這棵樹是那棵樹的三倍高。
Hisfatheristwiceasoldashe.他父親的年紀(jì)有他兩倍大。
2."A+be+倍數(shù)+計量形容詞比較級+than+B"
TheYangtzeRiverisalmosttwicelongerthanthePearlRiver.
長江差不多比珠江長兩倍。
Thedictionaryisexactlyfivetimesmoreexpensivethanthatone.
這本字典比那本恰好貴5倍。
3."A+be+倍數(shù)+the+計量名詞+of+B"
Thenewlybroadenedsquareidfourtimesthesizeofthepreviousone.
新擴建的廣場是未擴建時的四倍大。
4."The+計量名詞+of+A+be+倍數(shù)+that+of+B"
Thesizeofthenewlybroadenedsquareisfourtimesthatofthepreviousone.
新擴建的廣場為以前的四倍大。
5.其它
Imtwice/doublehisage.我的年齡是他的兩倍。
Ivepaidfivetimestheusualpriceforthestamp.
我出了5倍于往常的價格買這枚郵票。
Theaverageincomeofthestaffhasbeenincreasedby50percentcomparedwithlastyear.與去年相比，該單位職工的
收入增加了50%.
ThepriceofTVsaretwofold(adj.兩部分的,雙重的)downovertheseyears.
近幾年來，電視機的價格下降了兩倍。
the+比較級……，the+比較級……
意為“越……，越……”。前面部分是從句，后面部分是主句。
Theharderyouwork,themoresuccessfulyouwillbe.
Theearlieryoucome,thebetterplaceyoucanfind.
“比較級+and+比較級”
表示“越來越……”。
Hebecomesfatterandfatter．
比較級前還可以用much，even，still，alittle等來修飾。
ⅦHomework
Dealwiththeexercisesonpages45,46and47

Module5Alessoninalab
Period2
Teachingaims:
1.RevisetheusageofDegreesofComparisonbytranslatingsomesentences.
2.Knowmoreaboutthetwoexperiments
Teachingsteps:
I.TranslatethefollowingsentencesintoEnglish.
1．這座新大樓是那幢舊樓的3倍大小。
Thenewbuildingisthreetimesthesizeoftheoldone.
Thenewbuildingisthreetimeslargerthantheoldone.
Thenewbuildingisthreetimesaslargeastheoldone.
2．孫老師說英語和你一樣流利。
MrSunspeaksEnglishasfluentlyasyou.
3．他越努力學(xué)習(xí)，就越感到快樂。
Theharderheworks,thehappierhefeels.
4．那個女孩越長越漂亮了。
Thegirlbecomesmoreandmorebeautiful.
II.CometotheReadingandVocabulary.
Askthequestion:Whatarethestagesofascientificexperiment?
Theyareasfollows:aim—method---result—conclusion
NowreadpassageAandfinishActivities2and3.
Answer:
Thereactionofmetals
Answers:
1.potassium,calcium,andsodium
2.Itburnstoformanoxide
3.Magnesium,aluminum,andzinc
4.Ithasaslowreaction.
5.No,itdoesn’t.
III.Prepareforthetest.
Preparesometesttubes,someoil,testtubeholder,cottonwool,ironnails,Bunsenburner.Describetheexperimenttothestudentsandaskthestudentstoexplainwhatwillhappenintheend.
AskthestudentstoreadPassageBandtrytofillinthetableonpage45.
Answers:
Ironindryairironinair-freewaterironinordinarywater
StageA
Startingexperimentcottonwoolwaterwater
StageB
1weeklaternailswater
StageC
ResultIrondoesn’trustIrondoesnotrust.Ironrusts.
Askthestudentstoreadthetextforsometimeandtrytoretelltheexperimentwiththehelpofthetable.
Ifthereistime,checkifsomecan.
IV.Homework:
Retelltheexperimentandreportasimilarexperiment.

Module5Alessoninalab
Period3
Teachingaims:
Enablingthestudentsto
1.knowhowtoreadthedecimals.
2.knowsthaboutthescienceteachinginaseniorhighschool.
Teachingsteps：
I.Asksomestudentstoreadthefollowingnumbers:
623,100,486
563,256,369
12,000,865,065
3/7
2/9
3/10
26%
48%
0.8
3.6
19.36
22.58
II.DealwithEverydayEnglishonpage48.
Answers：
1a2b3a4b5a
III.Turntopage49.CulturalCorner.
Lookatthisphoto.ThisboyisMarkKendon.MarkKendonisaCanadianstudentatSeniorHighschool.Thepassageisabouthisdescriptionofscienceteachinginhisschool.Nowreadthepassagequicklyandtrytofindtheanswerstothefollowingquestion:
WhyhasMarkbecomemoreinterestedinscience?
--Becausehehasmovedtoanewschoolwithgoodfacilitiesandteachers.
Readthepassageagainandtrytogetasmuchinformationaspossible.Dothefollowingquestions.
WasMarkinterestedinscienceatfirst?
--No.
Whathappenedtohisfeelingsaboutscience?
--Hisfeelingsaboutsciencehavenowchanged.
Howdidhegetinterestedinscience?
---Thescienceteachersatthenewschoolareexcellent,thesciencefacilitiesareverygood,withlabsthathaveallthelatestequipment.Wearetakentointerestingpublicsciencelecturesaboutfourtimesaterm.
IV.Discussion
1.Howdoourteachersteachsciencesubjects?
2.Isitagoodideatoasksomescientiststogiveuslectures?
V.Homework:
RevisethewholemoduleandgettheexercisesintheWORKBOOKready.