Unit5Lesson 26 Keep the Candle Burning 教学设计 2025-2026学年冀教版（2012）九年级英语全册

Lesson 26: Keep the Candle Burning 1、 Teaching Objectives Language Competence Students can master new words、understand and describe the experiment process and principle. Cultural Awareness Students recognize the importance of scientific experiments and the fun of discovering scientific principles. Thinking Quality 1.Students can develop logical thinking by analyzing the experiment steps and results. 2.Students can infer the reason for the water rising in the jar . Learning Ability 1.Students can improve reading comprehension by following the experiment instructions. 2.Students can work collaboratively to conduct experiments and share findings in English. 二、Teaching Key and Difficult Points Key Points 1.Mastery of new vocabulary and key sentence structures for describing experiments. 2.Understanding the experiment process and the scientific principle of oxygen consumption and air pressure. Difficult Points Using correct sequences to describe the experiment steps. 三、Teaching Methods Task-based Language Teaching (TBLT) Inquiry-based Learning Demonstration Method 四、Teaching Aids PPT 五、Teaching Procedures Step1. Warming-up - Greeting - Greet students and ask: “Do you remember the experiment in Lesson 25? Today we will do another interesting science experiment. Are you excited?” - Lead-in - Show a picture of a burning candle and a jar. Ask: “What will happen if we put the jar over the burning candle? Let’s learn Lesson 26 to find out.” Step2. Presentation - New Words Learning ※match n ．火柴；比赛 v .相称；相配→ matches （复 数）→ match up 相称 Matches are used to light a fire. ※hold v.抓住→holder n. 支托物；持有者 A holder is something that holds an object. use up 用完；用光= run out of Do a fill-in-the-blank exercise: To do the experiment, we need a candle, a ______, a glass jar, a ______, water and ______. After lighting the candle, we put the jar over it and ______ the result. The candle stops burning because it uses up ______. - Let students read and spell the words, then complete a word-definition matching task. Step3 Reading - Read the text. Ask students to answer: What do you do? ( )Let the candle burn for two or three minutes. ( )Put the candle in the candle holder. ( )Carefully put the jar over the candle until the top of the jar rests on the dish. ( )Put the candle holder on the dish. ( ) Fill the dish half full with water. ( )Examine the water in the jar. ( )Light the candle. - Guide students to analyze the text structure and take notes on the blackboard. What is happening? 1.Put the candle in the candle holder. 2.Put the candle holder on the dish. 3.Fill the dish half full with water . 4. Light the candle. 5.Let the candle burn for two or three m 6.Carefully put the jar over the candle until the top of the jar rests on the dish. 7. Examine the water in the jar. Step4. Practice - Let students practice using to retell the experiment steps. What do we need? →What do you do? →What is happening? Step5. Production - Divide students into groups. Provide each group with experimental materials. Let them conduct the experiment step by step and describe the process and result in English. - Discussion - Each group explains why the water rises in the jar, using simple English. Teacher summarizes the scientific principle: “Oxygen is part of the air. The candle uses oxygen to burn. When there’s no oxygen left, the candle stops. The water rises because the air pressure outside is higher.” Step6. Summary and Homework Summary - Review new words, key sentence structures, and the scientific principle of the experiment. Homework - Write a short report about the experiment, including materials, steps, and findings, using the new words and structures. - Find another experiment about air or fire and try to introduce it in English. 六、Blackboard Design Lesson 26: Keep the Candle Burning New Words: matches, holder, dish, examine, oxygen Key Structures: What do you need? ↓ What do you do? ↓ What is happening? 学科网（北京）股份有限公司 $