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当前位置:Unit 2 In the lab
作者：未知来源：中央电教馆时间：2006/4/17 20:29:53阅读：nyq
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教学设计方案 Lesson 5
Step 1. Lead in
Ask the students some questions about
their subjects that are learned this term,
such as:
(1) How many subjects do you learn this
term ?
(2) What are they? (in order to make them
review the words they learnt in the last
unit.)
(3) Which subject(s) do you like best?
(Which is your favorite subjects ? )
(4) What do you think of chemistry ?
(5) What do you do sometimes?
(6) Where do you do the experiments ?
(7)In the chemistry lab you have to follow
the teacher 's instructions. Do you 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 .
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 wanted the students to see what
he would mix.
B. He wanted the students to see that
he used different fingers
C. He wanted to have the students’
attention
D. He wanted the students to learn
how to do experiments
(8) What does the sentence “ You must
do everything as I do “ mean in paragraph
3 ?
A. You should follow me, please.
B You must do everything in the whole
process（过程）of the experiment.
C You should do everything yourselves
D You should only do something.
(9) What did the teacher give to the
students in the first lesson?
A. some knowledge on chemistry
B. some knowledge on experiment
C. instruction in mixing liquids
D. instruction in the right way to
learn science.
(10) How did Paul think of this teacher
?
A. Disliked the teacher
B. respected（尊敬）and liked him
C. liked the teacher because the teacher
looked interesting
D. liked the teacher because the teacher
is a chemistry teacher and he likes
chemistry very much.
Key: 1. B 2. C 3. A 4. D 5. A 6. B 7.
B 8.A 9.D 10. B
Step 5. Retelling the text
Ask the students to retell the text
first in pairs then individually.
Step 6. Language points.
Step 7. Homework
Finish the exercises of the workbook.
Retell the story.
教学设计方案Lesson 7
Step 1. Checking the retelling and the
exercises of the workbook.
Step 2. Presentation
Show the students some instructions.
Example:
(1) Open the door.(2) Close the windows.(3)
Sit down.
Ask them whether these instructions are
polite enough. Then ask them to make these
instructions more polite. They can use
the following expressions:
Could you please ┉ ?
Please do ┉ .
Can you do ┉ ?
Draw a conclusion:
The first way of asking others to do something
is called “ORDER” which is not very polite
enough. And the second way is called RREQUEST”
which is more polite than the first one.
Step 3. Practice
1. Do the exercises of their workbook
on page 64. Exercise one.
2. The students are supposed to put some
orders into requests.
(1) Put all the plates in that cupboard.
(2) Shut the door and the windows.
(3) Don’t do the experiments in the classrooms.
(4) Don’t eat something before you sleep.
(5) Watch TV plays after you finish your
homework.
Step 4. Language focus
Ask one of the students to stand up. And
then ask the others answer the question:
What did I tell him? Then help the students
to say in this way: You told him to stand
up.
Conclusion:
Tell somebody to do something
Tell somebody not to do something
Ask somebody to do something
Ask somebody not to do something
The first two are not so polite as the
second two. Give the students some more
examples:
(1) The teacher says to the students,
“ Follow my instructions.”
The teacher asks the students to follow
her instructions.
(2) Mary says to John, “ Don’t lock the
door before turning off the lights.”
Mary asks John not to lock the door before
turning off the lights.
Step 5. Practice
Do the exercise of their workbook on page
64. Exercise 2 and on page 66 exercise
2.
Step 6. Pair work for practice. Do the
practice on page 7 part 3 orally.
Step 7. Homework
Finish the exercises of their workbook.
教学设计方案Lesson 8
Step 1.Check their homework
Step 2. Listening
Ask the students to look through the instructions
of listening task of their workbook on
page 128.Then ask them to listen to the
passage twice. At last check their answers.
Step 3. Preparation for writing
SB Lesson 8. Go through the instructions
with the students and make sure that they
know what to do. The teacher may wish
to do the first two sentences orally with
the whole class before they begin writing.
Write the answers on the blackboard as
a model.
Step 4. Fill in the blanks with the proper
words.
Students are supposed to fill in the blanks
with the proper words first. Then the
teacher may check the answers with the
whole class.
Step 5. Writing
Give the students a situation for writing.
Your parents are going to Shanghai for
business. They leave you a massage that
tells you what you should do and not do
while they are away. Ask them to discuss
about it first and then begin writing.
Step 6. Exchange their passages and then
ask them to correct each other’s mistakes.
After this task the teacher may choose
some of the good ones to read in front
of the whole class.
Step 7.Do the exercises of their workbook.
Step 8. Homework
Finish all the exercises of the workbook.