山西省吕梁市高中英语 Module 5 A Lesson in a Lab The Second Period Listening and Speaking精品教案 外研版必修1.docVIP

module 5 a lesson in a labthe second period listening and speakingteaching goals 教学目标1. target language 目标语言english numbers2. ability goals 能力目标help the students to read and write some english numbers correctly.help the students find the main parts of an experiment while they are listening.3. learning ability goals 学能目标help the students know the rules of expressing numbers.help the students guess the main parts of a listening material from the tips.teaching important points 教学重点 let the students pay attention to the key words in the materials about aim, equipment, method, result, and conclusion.teaching difficult points 教学难点help the students read some large english numbers.teaching methods 教学方法listening and discussion.teaching aids 教具准备a projector and a recorder.teaching procedures & ways 教学过程与方式step revisioncheck the students homework. for exercises 6 and 7, give them answer sheet. for exercise 8, ask 10 students to read out the complete sentences one by one. they should pay attention to their pronunciation and intonation.step listening and writingthis is a continued part to the reading material. the students can get more familiar with some new words and expressions, and also get familiar with the description of an experiment. ask the students to scan the three activities in listening and writing on p46, so that they know what they are going to do, and try to get ready to catch the key words or key sentences when they are listening. t: now, please turn to page 46. we are going to have a listening. at first, scan the three instructions to know what you are going to do.several minutes later.t: do you know what you are going to do?ss: yes. t: whats the first one?s1: to read the aim below and predict the result.t: what is your prediction?s1: i think there are two results. one is that the magnesium is heavier than before. the other is that it becomes a little lighter than before. its difficult to get a result, unless we make an experiment.t: good, this is a correct attitude towards science. now, well listen to the conversation to find the result. so please listen carefully and write down the key words.play the recorder for the students to have a first listening. after that, let the students write down their answers using the key words. if possible, ask them to write the whole sentences.t: now lets listen and complete the description of the scientific experiment. weve known the aim and result. what we should focus on is apparatus, method and conclusion. and for method, we should pay attention to the function words: first, then, next, after that, and lastly. do you remember?ss: yes. t: ok, lets listen again.play the tape recorder again. the students listen to the recorder and complete their sentences. at last, collect the answers.step listening and speaking (p95)this is another experiment for the students to have a listening. the purpose of the listening is the same as the above one. ask the students to read the exercises before listening, including exercises 13, 14 and 15, so that they know clearly what they are going to do.t: now, well have another listening. are you clear about what you are going to do?ss: yes.t: ok, for exercise 13, we have to decide what the aim of the experiment is. and then decide the correct order of the stages. so, first look at the pictures, work in pairs to describe what the boy is doing.let the students do the job, and then collect their descriptions.t: well, just now, i collected some of your descriptions about what the boy is doing. look at the sentences on the screen.write the following sentences on the screen.a) bob is writing a conclusion.b) he is squeezing a lemon.c) he is going to fire the paper.d) this is the aim of the experiment.e) he just lighted a candle.f) he is going to write something on the paper.g) he is blowing the paper.t: all of these descriptions are very good. now lets listen to the tape to find the aim and put the stages in the correct order.after the students finish the task, check their answers with the whole class by listening to the material again.t: well, its time for us to have a speaking. look at exercise 15. take it in turns to describe the experiment. use these words and phrases in the box.give the students some time to do the job. and then ask one or two of them to read out their descriptions. teacher can also leave this part as homework.step vocabulary and speaking in this part help the students master the rules of reading english numbers. there are 3 tasks in this step: task 1, activity 1; task 2, activity 2; task 3, activities 3 and 4.task 1: activity 1t: today well learn how to read some english numbers. please look at screen 1, part a. there are some numbers on it. find the rules and then work in pairs to read them correctly.screen 1:a2202002,00020,000200,0002,000,00020,000,000200,000,0002,000,000,000b1221231,23412,345123,4561,234,56712,345,678123,456,7891,234,567,890several minutes later.t: do you find the rules of these numbers?s1: it seems that three zeros are used as a unit.t: right. how do you read 20,000?s1: twenty thousand.t: how about 200,000?s1: two hundred thousand.t: how about 2,000,000?s1: two thousand thousand.t: im afraid you are wrong. it should be two million.s1: sorry, i forget it.t: ok, how about 20,000,000?s2: its twenty million.t: right. how about 200,000,000?s3: thats two hundred million.t: what about 2,000,000,000?s4: that is two thousand million. t: right. this is the way that english numbers are read. american would like to read like this: two billion. you did very well. sit down, please. now, lets look at the screen. here is the ways we read english numbers. please pay attention to the bold face. thats the unit of the numbers.screen 2:200two hundred2,000two thousand20,000twenty thousand200,000two hundred thousand2,000,000two million20,000,000twenty million200,000,000two hundred million2,000,000,000two thousand million or two billionlet the students read the numbers on screen 2 and then read numbers in part b in screen 1. let them work in pairs to do the job, and then ask them to read the numbers out individually.s: .t: now lets look at screen 3. these are the ways we read and write the numbers.screen 3:22twenty-two123one hundred and twenty-three1,234one thousand, two hundred andthirty-four12,345twelve thousand, three hundredand fifty-five123,456one hundred and twenty-three thou-sand, four hundred and fifty-six1,234,567one million, two hundred and thirty-four thousand, five hundred andsixty-seven12,345,678twelve million, three hundred andforty-five thousand, six hundredand seventy-eight123,456,789one hundred and twenty-three mil-lion, four hundred and fifty-sixthousand, seven hundred and eighty-nine1,234,567, 890one billion, two hundred and thirty-four million, five hundred and sixty-seven thousand, eight hundred andninetyto check whether the students have mastered the way of reading english numbers, let them look at the numbers in activity 1. there are two mistakes. let the students read the numbers and find the mistakes.t: now there are some numbers in activity 1 on page 42. there are two mistakes in them. read the numbers and then find the mistakes. after that ill ask some of you to tell the mistakes.later.t: what are the mistakes?s1: one is in number 1. the word “thousand” is missing after “four hundred and seventy”. the other is in number 2. the word “one” (or “a”) is missing before “hundred million”.t: quite right. thats all for activity 1. task 2: activity 2now, lets turn to activity 2. look at the fractions and the way of saying them. whats the rule?s1: the upper ones are cardinal numbers and the lower ones are ordinal numbers.t: right. when do we use plural forms?s2: when the upper one is more than one.t: right. but the way you are saying is very interesting. in english, what you call “upper one” is called numerator of a fraction; while the “lower one” is called denominator. now, lets read these fractions in english: 2/5, 5/8, 9/10, 3/8, 5/6.students read the fractions.task 3: activities 3 and 4t: now, lets look at activity 3. describe the fractions in activity 2 as percentages. ask the students to work in pairs to compa