Unit 5 Look into Science Lesson 26 Keep the Candle Burning 教学设计

Lesson
26:Keep
the
Candle
Burning!
教学设计
一、教学内容分析：
《Lesson26:Keep
the
candle
burning》是冀教版九年级第五单元的阅读课，本单元的重点话题为Look
into
science!功能意念为Certainty
and
Uncertainty,
Sequence.本节课以一个有趣的实验为主线，既渗透了有趣的科学知识，更对用英语来有次序的表达实验过程是一个很好的练习。所以本节课在本单元来说尤其重要。
二、学生情况分析：
本班学生性格有点内敛，但他们对我有强烈的感情，更对英语有着强烈的求知欲和好奇心，以及他们在活动中乐于表现自己，并有很强的集体观念等特点，本节课我设计了一系列的教学活动，激发和培养学生的学习兴趣，鼓励学生大胆实践，勇于探索，热爱科学。
三、教学目标分析
本节课以“How
much
oxygen
is
there
in
the
air?”为主题进行展开，从实验的材料，到实验步骤，再到实验结论，环环相扣，层次显明。针对本节课的实际内容，结合本单元的重点话题，因此确定本课的三维目标为：
1、知识与技能：掌握单词match,
light,
burn,短语use
up，并学会用英语描述和解释这个实验。
2、过程与方法：通过实物，动作，语境中体会，实验操作来完成。
3、情感态度与价值观：培养学生，热爱科学的精神。
四、教学重点、难点分析
教学重点：本课的重点为四会单词（match,
light,
burn,
use
up,)及用英语描述实验过程，通过听，读，反复呈现，实验操作来突出重点。
教学难点：Describe
and
explain
the
experiment
in
English.通过示范，实验操作来突破难点。
五、教学过程设计
步骤一：Class
Opening.
1.Lead-in.
Show
the
picture
-
the
air
pressure
helps
the
cardboard
hold
the
water
in
the
jar
and
ask:
What
is
happening?
(The
force
of
the
air
keeps
the
water
in
the
jar.)
Science
is
so
interesting
.
Today
we
are
going
to
look
into
science
again
and
learn
to
do
another
experiment.
What
experiment
will
we
do?
We’ll
learn
Lesson26:
Keep
the
candle
burning!
2.Learning
aims.
Show
the
learning
goals
and
Let
the
students
know
what
they
will
learn.
(1)
New
words:
match,
light,
burn,
shallow,
candleholder,
oxygen
(2)
Phrases:
use
up,
one-fifth
(3)
Sentences:
①
Fill
the
dish
half
full
of
water.
②
As
the
candle
burns,
it
uses
up
oxygen
in
the
air.
③
There
is
about
one-fifth
oxygen
in
the
air,
so
the
water
rises
and
fills
about
one-fifth
of
the
jar.
(4)
Describe
and
explain
the
experiment
in
English.
设计意图：用图片直接导入课题，形象直观，言简意赅。目标出示，让学生对本节课要学的内容整体感知并做到心中有数。
步骤二：New
words.
1.Teach
the
new
words（match
,
candleholder）
with
the
real
objects.
Light
the
Lighter
to
teach
“light”,and
let
the
candle
burn
to
teach
“burn”...
2.Read
and
remember
the
new
words.
3.Exercises:
(1)
英汉互译。
____________
用光
________________
one-fifth
____________
一个装水的浅盘子
________________
stop
burning
(2)
用所给词的适当形式填空。
①
Keep
the
candles
_______(burn).
②
Mother________(light)
a
candle
and
the
room
was
bright.
③
Please
cut
the
apple
into_______(half).
④
Please
pass
me
a
box
of________(match).
设计意图：用实物火柴，烛台教授match,
candleholder，用动作点燃，蜡烛燃烧教授light,
burn,并利用一个空火柴盒来教授use
up
等能在学生头脑形成一个深刻的印象，并及时读，记忆，习题巩固。
步骤三：Learn
the
text
and
do
the
experiment.
1.Watch
,
Say
and
Fill.
How
much
oxygen
is
there
in
the
air?
Do
you
know?
Let’s
do
the
experiment.
(1)What
do
we
need?
We
need
a
candle,
a
candleholder,
a
big
glass
jar,
a
shallow
dish
with
water
and
matches(or
lighters)
(2)What
do
we
do?
First,
_____the
candle
____the
candle
holder.
Then,
_____the
candle
holder
____the
dish.
Third,
_____the
dish
___________water
.
Fourth,
______the
candle
.
Fifth,
______the
candle
______for
two
minutes
.
2.Imagine
and
predict.
If
I
put
the
jar
over
the
candle
until
the
top
of
the
jar
rests
on
the
dish,
what
will
happen?
I’m
not
sure
/I’m
sure
it
will+v
…
I
think...
Maybe...
3.
Do，
Observe
and
answer.
Sixth
,
carefully
put
the
jar
over
the
candle
until
the
top
of
the
jar
rests
on
the
dish.
What
observation
can
you
make?
(The
candle
stops
burning.
The
water
rises
up.)
设计意图：教师示范实验，教师描述实验过程，让学生熟悉实验流程，并让学生在听的过程中填出关键词，为下一步的做实验作好基础。并猜测会发生什么？体现单元功能certainty
and
uncertainty。
步骤四：
Listen,
read
and
think.
1.
Why
did
the
candle
stop
burning?
(
Because
it
has_________
the
oxygen
in
the
air
and
there
is____
oxygen
in
the
jar.)
use
up
用完，用光
2.Why
did
the
water
rise?
(Because
the
force
outside
the
jar
is
_________
than
the
force
inside
the
jar.)
3.How
far
did
the
water
rise?
Why?
(Because
there
is
about
________oxygen
in
the
air,
so
the
water
rises
and
fills
about
_______of
the
jar.)
One-fifth
五分之一
（分子基，分母序，分子大于一，分母加“s”.）
4.What
does
this
experiment
show
about
air?
It
proved
that
there
is
_________oxygen
in
the
air.
步骤五：Correct
the
mistakes.
1.There
are
lots
of
matches
in
the
small
box.
2.Can
you
let
my
uncle
laughing?
3.There
is
about
one–five
oxygen
in
the
air.
4.There
are
about
two–third
students
in
the
classroom.
5.I
used
out
my
money.
Can
you
lend
me
some?
设计意图：及时对本节课的重点四会单词和短语进行检测，以达到巩固的效果。
步骤六：Summary.
1.
Can
you
read
the
new
words?
火柴
点燃
燃烧
烛台
浅的
氧气
2.
Can
you
use
the
phrases
correctly?
use
up,
one-fifth,
3.
Do
you
know
the
sentences?
①
Fill
the
dish
half
full
of
water.
②
As
the
candle
burns,
it
uses
up
oxygen
in
the
air.
③
There
is
about
one-fifth
oxygen
in
the
air,
so
the
water
rises
and
fills
about
one-fifth
of
the
jar.
4.
Can
you
describe
and
explain
the
experiment
in
English?
5.
Teacher’s
words:
Science
is
so
interesting
and
weird!
We
love
science.
Study
hard,
you
will
be
a
scientist
someday!
If
you
think
you
can
,you
can!
you
can!
设计意图：总结让知识条理化，并对学生进行情感教育。
步骤七：Homework.
1.
Do
and
describe
this
experiment
to
your
family.
2.
Write
the
experiment
that
you
have
learned
in
this
unit.
设计意图：把实验做并用英语描述给家人，再把本单元的你学过的实验写下来，即有口语练习又是对本单元的一次小练笔，高效实用。
步骤八：板书设计
Lesson
26:Keep
the
Candle
Burning!match-
matches
First,
_____the
candle
____the
candleholder.light-lighted
Then,
_____the
candleholder
____the
dish.burn
–
burnt
–
burnt
Third,
_____the
dish
___________water
.use
up
Fourth,
______the
candle
.one-fifth
五分之一
Fifth,
______the
candle
______for
two
minutes