In the lab

u agree? So what instructions may the teacher ask you to follow ?
The students may have a discussion about it and then each group has one reporter show their group's opinion.
Step 2. Listen to the dialogue
Collect the students’ instructions and then put them on the blackboard as fast as possible.Then ask them to listen to the dialogue for the information they have not mentioned. After listening the students point out the instructions that they did not mention just now. Then the students are supposed to act out the dialogue. (group work) Four students form a group and one of them is the teacher who is supposed to tell the other three students what they must do and what they must not do when they have chemistry in the lab.
Step 3. Read the dialogue
Get the students to use the Look--speak method.They should look at their books before they speak the words. When they speak the words they should look at their partners. This method helps them remember the dialogue.
Step 4. Language points
Step 5. Language focus
Get the students to identify the different structures that are used for giving instructions. Write them on the blackboard:
Don't ……/Listen….. to/ Follow/ Do ……
Please do ……/Make sure ……/Do …… is allowed ./Don't forget to ……
Point out that " allow " is usually used in the Passive when we give instructions.
Step 6. Practice
Do Part Two of SB on page 5. Do one or two examples with the whole class, then let the students work in pairs. Finally to through the exercises with the whole class for checking/extra practice. If possible let the students put forward some other instructions by giving them some other situations, such as, what you must do and must not do when you are in the hospital /library / reading room park, etc. Give some group the same task and others different tasks .Then let them show the result of their discussion.
Step 7. Homework
Finish off the workbook exercised
Review the text .

第六课

教学设计方案Lesson 6

Step1. Revision the instructions for the chemistry lab
Ask the students to review what they must do and must not do when they are having class in the chemistry lab by using the “dos and don’ts”. Such as : Don’t touch anything unless the teacher tells you to do.

Step2. Presentation
Ask the students the question in order to lead in the new text.
(1) Do you like your teachers?
(2) Which teacher has impressed you most?
(3) Could you tell us something about the teacher who you like best ?
(4) What kind of teacher do you like best ?( What kind of teacher do you want ? )
Then after the students’ free talk begin the new lesson by saying “today we are going to read a story about a very interesting chemistry teacher.”

Step 3. Preparation for reading
The teacher shows the students three tubes of liquid---one is filled with white vinegar（白醋）, one with alcohol（白酒）, and the other one is filled with cooking oil（香油）.Then ask them to come to the front to taste each of the liquid in order to lead in the reading. The student who tastes the liquid must make a face after tasting because of the different taste of the liquid. Then ask all the students to watch the teacher carefully who does as the teacher in the text does. Then tell the students that the liquid is very delicious. Ask them why the teacher doesn’t make a face.

Step 4. Reading
1.Ask the students to read the text and then try to find out the following answers :
2.For the second reading the students are supposed to do the reading comprehension exercises.
(1) What does” taste”mean in paragraph 4?
　　A. be able to tell the difference between several things and through trying.
　　B. eat something
　　C. drink something
(2) Paul can’t forget his first chemistry teacher because .
　　A. The teacher was strict and kind
　　B. the teacher was humorous (幽默的)
　　C. the teacher taught him something useful in the first lesson
　　D. The teacher was a little man with thick glasses
(3) Before the teacher mixed the three kinds of liquids, he told the students to.
　　A. Watch carefully
　　B tell the names of the liquids
　　C be silent and listen to him carefully
　　D take out a notebook and write everything he would do
(4) How many fingers did the teacher use during the whole experiments?
(5) From the teacher’s smile, the students thought the mixture must taste.
　　A. Good 　　　　B. Bad 　　C. Bitter 　　D. terrible
(6) what kind of teacher is he?
　　A. Excellent at teaching
　　B. funny
　　C. cunning
　　D. ordinary looking
(7) Why did the teacher ask the students to watch for the Second time?
　　A .He wa

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