您正在看的高中一年级是:Teaching Plan。 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.