| Unit 16 |
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Teaching Plan Period 1 Warming up & Listening Learning Aims 1.To encourage the students to think and talk about their science subjects and activate their relevant vocabulary at the same time. 2.To learn what should be paid attention to when doing an experiment in a lab and how to give instructions to others. 3.To train the students’ ability of listening for information. Learning Procedures Step 1 Warming up Today, we are going to talk something about the subjects you are learning. Q1: How many subjects are you learning now? Q2: What are the subjects in which you learn science? Is it easy for you to learn them? 1). Group work Divide the whole class into two groups, one group is going to talk about the question “ What do you learn about for each field of science?”, and the other “How are you learning these subjects?” Write down the result of the discussion in a card, and choose the best member to do the report. 2). Class work Enjoy some pictures about the facilities in labs and students doing experiments in labs. Q: Which subjects are connected with these pictures? Do you often do experiments in the lab? Step2 Pre-listening 1).Group work Is it necessary for you to do experiments in the lab? List the reasons in the card and see which group can find more. 2).Class work Do you still remember what your teacher often remind you before, when and after you do an experiment? Divide the whole into several groups to have a competition in class and see which group will win the game. Step 3 Listening 1). Listen to what Mr. Zhu is talking to his students for the first time, focusing on the subjects mentioned in the passage. 2). Listen to the tape for the second time to write down some key words to the questions and check with the partners. 3). Listen to the tape for the third time. Understand the whole passage fully and check if the answers are complete, especially pay attention to different structures of giving instructions. DOS DON’TS Follow / teacher’s /instructions Don’t come into / without … Be careful about / when… Don’t touch… / unless… Always listen carefully to… Don’t throw… / unless… Clean…away and leave …clean and neat Don’t forget to… You should tie…up Never put / nose directly into… Remember that… Never put /fingers into/ and taste… Make sure that… Step 4 Post-listening 1). Group work List what you can do and can’t do in a lab as much as possible in groups. Knowing the rules in a lab is very necessary for the sake of our safety. Suppose you are a chemistry teacher, and you are going to make an announcement to your students to give them some instructions before an experiment. 3). Group work Design the rules for the chemistry lab of your school in groups and put it on the wall in the classroom. Homework: Task 1. Have a discussion to find out the best rules for the lab and recommend it to the school leader. Task 2. Preview Speaking and try to search for some information about the new inventions and discoveries. Period 2 Speaking Learning Aims 1. To learn to cooperate with partners to analysis a problem in different views. 2. Enable students to describe the advantages and disadvantages of something in specific words. Learning Procedures Step 1 Warming-up Daily report 1). Class work Watch a video about the successful launch of ShenZhou V manned space flight in China. Nowadays, more and more new inventions and discoveries are made all over the world. 2). Brainstorming List the words they’ve learned about the new scientific inventions and discoveries. Then have a short introduction to Maglev train. Step 2 Pre-speaking 1). Pair work Read the dialogue aloud to finish the following form: inventions advantages disadvantages Maglev train 2). Group work Discuss how you can talk about the advantages and disadvantages about some new inventions and list the relevant words and phrases an many as possible. Advantages Disadvantages It’s good for… It is too expensive It can help… It is dangerous to… It is important for… It is unnecessary to.. It brings people… Some people will use it for… It doesn’t pollute… It is bad / or harmful for… Step 3 While speaking 1). Group work Enjoy some pictures about some new inventions. (Cloning, Nuclear energy, Computers and Space flight ) Each group is to choose one of them to have a discussion and list the advantages and disadvantages. Exchange the ideas with the whole class. 2). Pair work Make a dialogue in pair to talk about one of the inventions, using the structures to show your agreement and disagreement, such as I’m afraid…/ I can’t agree with you./ I don’t think so. / In my opinion… And then act it out. Step 4 Post-speaking 1). Debate The scientific technologies are improving very fast. Some of them are widely accepted and applied, while some are still being argued about by people. Cloning humans is still one of them. In your opinion, do you think it good to do so all over the world? Divide the whole class into two groups to have a debate and see which group will perform better. 2). Imagination If you were a scientist many years later after you graduated from universities. Do you think what you would try to invent or discover? And why do you think so? Period 3 & 4 Reading Learning Aims 1. To get to know something about the story of famous scientists. 2. Enable students to understand the given material better using different reading skills. 3. To have a better understanding about the importance of experiments in science. Learning Procedures Step 1 Warming up Daily report: Share your poems with the other students. 1). Group competition In the 18th and 19th century, scientists all over the world made many important discoveries and inventions in different fields of physics, chemistry, medicine, biology and so on. Divide the whole class into four groups to name some of them. Physics chemistry medicine biology 2). Group work A match competition. Match Column B with Column A correctly. Alexander Bell the Theory of Relativity Thomas Edison the first telephone Wright Brothers the electric lamp Madame Curie black holes in Universe Heinrich Dreser electricity Franklin the first plane Steven Hawking the Theory of Gravity Elbert Einstein Radium Isaac Newton aspirin 3) Class work Q1. Is it easy for the scientists to make these inventions and discoveries? Q2. How could they succeed in their research? It is really difficult for the scientists to achieve their goal , and only after tens of thousands of attempts, experiments, thinking and failure can they be successful in their research. Today, we are going to learn one example of them: Franklin’s famous kite experiment. Step 2 Reading 1). Individual work Skimming: Read the material fast to find out the right picture about Franklin’s experiment. 2). Individual work Scanning: Listen to the tape part by part to find out the topic for each one. Para 1-3 the description of the experiment Para 4 the equipment of the experiment Para 5-6 the steps of the experiment Listen with the questions below: (1). Why did Franklin do this experiment? (2). Was the experiment successful? (3). What were needed when it was being done? (4). How many steps were mentioned? (5). What should be paid great attentions to when it was being done? Step 3 Acting 1). Class work With all the equipment ready ( a handkerchief made of silk, two pieces of light wood, strings, a sharp piece of metal, a key, a silk ribbon ), one student acts as the host to conduct two students how to make a kite as the one made by Franklin. 2). Individual work After that, all the students try to tell how to make such a kite in their own words with the help of the pictures on the screen. Step4 Further understanding 1). Pair work Read through the passage to fill in the blanks in the form in pairs. equipment usage a kite a key a condenser a sharp metal strings a silk ribbon 2). Class work Listen to some sentences to judge whether they are true or false. (1). In 1752 scientists already knew what electricity is. (2). Franklin was helped by a friend to do the experiment. (3). Franklin made the kite of silk because wet silk does not conduct electricity. (4). A condenser was used in the experiment to store electricity. (5). The key tied to the string was put into the door to stop the kite from flying away. (6). The experiment can be done at any time. (7). You can feel clear electric shock if you touch the string with your fingers after the kite is flying in the sky. Step 5 Post-reading 1). Pair work Franklin was doing the experiment with his little son, and he was a bit curious about what his father was doing. On the other hand, many people were watching Franklin doing the experiment. Divide the class into two groups to make a dialogue in pairs, one is between Franklin and his son ,the other Franklin and a person watching the experiment. 2). Group work Discuss the following questions in groups: (1). Why did Franklin do his experiment with a kite? (2). Why the kite made of silk is better than the one made of paper? (3). Is it dangerous for Franklin to do the experiment? Why do think so? (4). What can you learn from the experiment and also Franklin? Step 6 Oral practice 1). Individual work After you read the interesting experiment of Franklin, do you think of one of your own experiments? Is it a very successful one? And what do you learn after you do the experiment? Tell the story to your group members, and then choose the best one to share it with the whole class. 2). Class work During the lifetime of many famous scientists, there are a lot of interesting and instructive stories for us to enjoy. Then, we are going to hold a story telling competition in class. Have some judges among the students first, and then each group choose one student to present the story in front of the classroom. See who can get the first prize in the competition. Step 7 Watching, reading and thinking 1). Class work The teacher is ding such an experiment and showing it to all the students: Prepare four glasses on the table. One is filled with oil, one vinegar, and one spirit. Pour some of the liquid into one big glass and then mix them up. Dip one finger into the mixture, take it out then and put it into the mouth to suck. Then give a smile to the students to show that it tastes very delicious. Show the glass around the class and ask the students to do everything as the teacher does. Q: Does the mixture taste good? Why do you have a different taste from mine? 2). Individual work Read the passage titled “Look carefully and Learn” to find out the reason. Q 1: What do you learn after you read such a story? Q 2: Do you think what is the most important when you are doing an experiment in the lab? Q 3: If you want to be a scientist, what do you think are the most important qualities? Homework: Period 5 Language study Learning Aims Enable students to have a better knowledge of the rules of word-formation. Learning Procedures Step 1 Warming up Daily report: Show your opinions about the two problems mentioned in the reading passage. Individual work Show a tongue twister to students: If one doctor doctors another doctor, does the doctor who doctors the doctor doctor the doctor the way the doctor he is doctoring? Or does he doctor the doctor the way the doctor who doctors doctors? Practise the tongue twister for some times and see who can say it correctly and fast. Q: Do all “doctors” in this sentence have the same meaning? Conclusion: The meaning of the same word varies in different sentences and so does the gender. Step 2 Reading and thinking 1). Pair work Read the following sentences to distinguish the different meanings of the same word. How much do you charge for repairing my CD player? The frightened animal charged into the toy shop. It usually takes one hour to get my call phone fully charged. The man was charged for being irresponsible for the job in the court. We gave her the charge of the house when we were away for holiday. What is the charge for using the hall? The guide conducted the tourists around the museum. How well does this material conduct electricity or heat? The concert on this Saturday evening will be conducted by a world famous conductor. The teacher scolded him because of his bad conduct. The manager conducted the business carefully. He was surprise to see so many crosses marked in his Maths homework. This fruit is a cross between an apple an d appear. The river was too deep to cross. The two main roads cross in the center of the town. He crossed his name off the list. 2). Group work Discuss in groups to think about more words of this kind and make sentences according to the different meanings. Then read it out and the other students try to guess the meaning of the same word in different situations. Step 3 Imagination Group work Show some words on the screen ( such as bank, tie, sharp, tear) . Discuss in groups to make a short story, paying great attention to the different meanings and gender of the same word. Write it down on a card and share it with the whole class. See which group does the best job. Step 4 Compound words Sometimes if we put two different words together, we can make a new one. These words are called “Compound words”. Show some examples: Blackboard is compounded with two words: Part 1= a kind of deep color Part 2= a piece of thin wood Show the students the formulation: Part 1 + Part 2 = ? 1). Class work The teacher provide explanations to two single words. Ask the students to combine them together and then guess what the new word is. Repeat it for several groups. Part 1= part of the body used when we talk Part 2= a round thing to play with Part 1= water of ten degrees below zero Part 2= medicine to put on your skin Part 1= a liquid you need to make tea Part 2= moving in snow with wooden thing tied to your shoes 2). Group work Discuss to think of some some compound words in groups and then do the same game with the partners. 3) Class work Have a competition about word guessing and see which team can give the most wonderful performance. Two students to make a team with one facing the blackboard and the other facing all the students. The teacher lists some compound words on the screen. The students facing the Bb explains the two parts of the compound word as quickly and exactly as possible, so that the other one can join the two parts together to guess which word is mentioned. The game is limited in two minutes and then they can find out which team have guessed more words than the others. Step 5 Post-learning Read the story about “Franklin’s famous kite experiment” again , and try to find out all the similar words as those learned in this class. Homework: Task 1. Design an exercise to match the words in Column A with those in Column B to make some compound words. Exchange the exercises in class. Task 2. Prepare to make up a story about the relationship of humans and animals in groups and then act the short play out. Period 6 Integrating skills Learning Aims 1. Get the students to have reading extension for scientific experiments. 2. Enable students to write an argumentative essay by discussion. Learning Procedures Step 1 warming- up (1). Class work Daily report: A short play about the relationship between humans and animals. Q: What do you learn from it? (2). Class work Enjoy some pictures about animals killed by humans: Q: Why do people kill so many animals? Can it be avoided? (3). Class work Q: Why do scientists do experiments on animals? What would often be the result? Can it be avoided? Step 2 Reading (1). Individual work Can scientists make experiments on animals to test new products? People have different opinions about the problem. Let’s read such a passage now. Q: How many questions are mentioned? ( Does animals testing work? Do people have the right to use animals?) (2). Individual work People are having a heat argument about the problem. And if you were an animal, what do you think would say to humans beings? Prepare to make a short speech and speak it out. (3). Group work As a human being, do you agree with which side? A reporter is very interested in this argument, and he is having an interview with some people. Discuss the problem in groups, one as the reporter to hold the interview, one as a scientist who sticks to testing on animals, one as an activist who is against the idea and the other one tries to make some suggestions and notes. Exchange ideas with each other with the information in the reading material as well as your own opinions. Do the report and share your conclusions with the whole class. (4). Group work It’s really difficult for us to judge who is right or wrong. So in order to avoid such an argument, do you have some betters methods to solve problem, especially in the future? Discuss the problem in groups and reach an conclusion. Step 3 Writing (1). Pair work Now it’s time for you to write about an argumentative essay on this problem. So what do you think you are going to write about in your essay? Discuss in pairs and show the ideas to the class. (2). Individual work Read the tips carefully to check if you have the same idea. Title Choose a clear Pro or Contra animal testing title Introduction Explain for what reasons animals are used in experiments and make clear on which side you are: Is animal testing OK or are you an animal rights activist? Second Paragraph: Arguments Pro Choose two or three arguments from the reading to support your view, Explain them in your own words: 2—3 pros. Third Paragraph: Arguments Contra Choose one or two arguments from the reading that do against your view. Explain them in your own words and show that they are not true: 1—2 cons Conclusion Write what we should do with animals experiments in the future and why. (3). Individual work Then Write down your answers to the questions listed in the form one by one. Why are animals used in the experiments? Are you on which side of them? Which views do you agree with? Why? Which views don’t you agree with? Why? What other ways can you think of to solve the problem in the future? (4). Individual work Join your answers together to make a short passage. Divide them into several different paragraphs according to what you write about in each one. Read it through with your partners to make sure what should be corrected and improved. (5). Class work To make your essay read well, some useful words will help you a lot when your are writing an argumentative one. Read these words carefully, and choose to use some of them in your essay and then read it again to see what has changed. Homework: Task 1. Experience the life in your hometown with heart, and find out what people are talking about heatedly. Write them down and choose one to write about. Before writing, interview some people’s views about it, and then judge which side you are on. Write a letter to the local government to show your opinions. |
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