- •I. Lead-in
- •II. Vocabulary
- •III. Reading
- •IV. Speaking
- •V. Reading
- •VI. Listening
- •VIII. Writing
- •VII. Extra activities
- •IX. Grammar: Present Tenses
- •Lead-in
- •II. Reading
- •III. Speaking
- •IV. Reading
- •V. Listening
- •VI. Extra activities
- •VII. Write 10 equations and ask your partner to read them.
- •VIII. Project work
- •IX. Grammar: Past Tenses
- •I. Lead –in
- •II. Reading
- •III.Speaking
- •IV. Listening
- •V. Extra activities
- •VI. Speaking
- •VII. Grammar: will/going to
- •II. Reading
- •Read the text and check the pronunciation of the new words and elements in the dictionary.
- •Vocabulary
- •IV. Reading
- •Scan the text, find all the elements mentioned there. Then skim the text and say in what context they are used.
- •V. Writing
- •VI. Listening
- •Now listen to a “Periodic Table” song and check if you were right.
- •Iron is the 26th then cobalt, nickel ………you get
- •VII. Extra activities
- •Check the pronunciation of the elements in a dictionary or in appendix and read them aloud:
- •VIII. Grammar. Passive Voice
- •The Law of Conservation of Mass
- •I. Lead-in
- •II. Reading
- •The Law of Conservation of Mass
- •III. Speaking
- •IV. Reading
- •Read the text and check the new words in the dictionary.
- •Put the events into chronological order according to the text.
- •Find the synonyms to the words in bold from the text.
- •V. Speaking. Discuss with your partner which you think are the most important scientific discoveries of the past. Talk about:
- •VI. Video
- •Before watching the video match the words with their definitions.
- •Watch the video and complete the sentences using the words from ex. VI a.
- •VII. Translate into English.
- •VIII. Grammar: Participles
- •IX. Write a short essay to answer the question: “What are the main differences between the phlogiston theory and the Law of Conservation of mass”? Use these notes to write four paragraphs.
- •II. Reading
- •Read the text and choose the correct answer/answers and find the proof in the text.
- •VI. Reading
- •VII. Speaking /Project work
- •VIII. Video
- •Match the following words and word combinations with their Russian equivalents
- •IX. Writing
- •X. Grammar. Gerund
- •I. Lead- in
- •Reading
- •States of matter
- •IV. Translate into English.
- •V. Speaking
- •VI. Reading
- •Measuring matter: mass, weight, and volume
- •Volume V
- •Match the words and their definitions.
- •Measuring matter crossword
- •Fill in the table.
- •VIII. Listening
- •XI. Writing
- •X. Grammar. Infinitive
- •II. Reading
- •IV. Insert the missing prepositions into the blanks.
- •V. Speaking
- •VI. Reading
- •Answer the following questions.
- •VII. Fill in the blanks with the words and expressions listed:
- •Give the English equivalents for the following.
- •IX. Listening
- •X. Writing
- •XI. Grammar: Modal Verbs
- •Reading
- •Read the text and check if your definition is correct.
- •Speaking
- •Before you read
- •Reading
- •Comprehension
- •Read the text again and decide if the following statements are true or false.
- •Find synonyms for the following words in the text.
- •Speaking
- •Discuss these questions with your partner.
- •Do you agree with the following quotes? Why? Why not? Try to explain what Albert Einstein meant by saying them.
- •Writing
- •X. Extra activities
- •XI. Grammar: Reported speech.
- •Lead-in
- •Reading
- •Comprehension
- •Reading
- •Speaking
- •IX. Writing
- •Grammar: Conditionals
- •Lead-in
- •II. Reading
- •Read the text and check if your answers were correct.
- •Read the text thoroughly with a dictionary and answer the following questions.
- •Find in the text English equivalents to the given Russian words, word combinations and chemical terms.
- •III. Reading
- •Read the text and divide it into logical parts and entitle them.
- •Think of synonyms for the words in bold.
- •IV. Video
- •Look through the words before watching the video:
- •Now watch the video “Organic molecules” and find more information about carbon. Combine the information from the text and the video and tell the class about carbon.
- •Speaking
- •Translate the following sentences into English.
- •Match the names of organic chemistry reactions with their descriptions.
- •VIII. Grammar: Questions
- •IX. Choose one of the topics below and write a report (150-200 words): Properties of Carbon, Carbon bonds, Hydrocarbons and their isomers, Derivatives of hydrocarbons, Types of polymers.
- •I. Elements (symbol, atomic number, English pronunciation).
- •II. How to read chemical formulas in inorganic chemistry.
- •III. How to read chemical formulas in organic chemistry.
- •IV. Notes on reading chemical formulas.
- •V. Some abbreviations in common use in chemistry.
III.Speaking
Think of three more laboratory items, describe them and their functions. Ask your groupmates to guess what they are.
IV. Listening
a. Listen to the tape and tick the words or word combinations you hear. Then make your own sentences with some of them: measure out, career, piece of equipment, narrow, mechanic, brush, fine powder, tolls, degree, density, beakers, apothecary, and volumetric flask.
b. Complete the following sentences using the words or word combinations from ex. a. Then listen to the tape again and check.
1. The most common … is a balance.
2. The Erlenmeyer flask has a … neck so it is often used for containing and mixing solutions.
3. … is equal to mass divided by volume.
4. …are used for mixing, stirring, heating and pouring liquids.
5. … is used for preparing standard solutions.
c. Listen to the tape and mark the sentences as true or false.
1. There are some different types of balances. T/F
2. The author is going to measure out some grams of liquid sodium chloride. T/F
3. Beakers can come in a single shape and size. T/F
4. A balance is used to determine the mass of a substance. T/F
5. Mortar and Pestle are used to grind an substance up into a fine powder. T/F
6. The Erlenmeyer flask is the best piece of glass and it is very convenient to dissolve solid. T/F
7. The narrow neck of a volumetric flask is perfect for precise measurement of a liquid. T/F
V. Extra activities
Laboratory Safety
Safety is important in any laboratory and all laboratories are outfitted with certain basic instruments. These include fire extinguishers, chemical treatment washes (showers and eye wash stations) and fire sprinklers. Laboratories also have stores of gloves, goggles and protective coats to prevent burns and contact with harmful substances. There are also some symbols used in labs.
a. Look at the WHMIS symbols on the left and try to match them with the meaning on the right.
Corrosive Material |
|
Immediately Poisonous and Infectious
|
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Flammable and Combustible
|
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Toxic, Poisonous and Infectious
|
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Dangerously Reactive
|
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Biohazardous Infectious Material
|
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Oxidizing Material
|
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Compressed Gas
|
b. Answer each of the following questions.
1. What does WHMIS stand for?
2. What is WHMIS used for?
3. What is the difference between the WHMIS and the International safety symbols?
4. What is the significance of the shapes of the international safety symbols?
c. Put the words into correct order.
Laboratory instructions:
-
Rush/ never/ in the/ around /laboratory
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Loose/out of/ keep/ the way/hair
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Experiments/as instructed/ do/the teacher/by
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Play/ at mixing/chemicals/never
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Food/out/the laboratory/of / keep
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Your/wash/after/hands/chemicals/using
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Goggles/wear/heating/a liquid/safety/when/in a test tube
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Any/report /as soon as/happen/accidents/they
-
To /instructions/listen/read/ and/carefully
10. You/ spill/if /wash it off/a chemical/ water/with/ on your skin/ plenty of