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Unit 2 In the lab 　 一、素质教育目标 （一）知识教学点 1．单词 allow　 once　 unless　 taste　 experiment　 electricity　 request proper 2．词组 first of all　　 turn off　　 instead of　　 on holiday 3．日常交际用语 Here are some dos and don'ts. Follow) …instruction. What about)… Make sure that)… Do what he or she tells you to do. 4．语法 表示命令和请求的句式。 （二）能力训练点 1．利用对话、课文组织学生进行听、说、读、写的训练。 2．利用所学的新单词、词组以及日常交际用语，组织学生造句，编对话， 培养学生运用英语的能力。 3．组织学生对课文进行延伸性的讨论，引导学生充分运用所学知识，结合 本单元新的语法，词汇及句式结构，培养学生运用英语表达自己思想的能力。 （三）德育渗透点 通过对对话、课文的教学，启发学生认识到学习和遵守有关场所规章制度的 重要性，以及在学习过程中应该不断培养观察能力的必要性。 二、重点、难点、疑点及解决办法 （一）重点 1．知识教学点 allow　 once　 unless　 taste　 turn off　 instead of make sure 2．阅读能力培养 指导学生如何略读（skim over）全文，迅速抓住全文大意；指导学生如何 浏览（scan）全文，迅速找到特定信息。 （二）难点 1．taste vt. ＆ link v. 2．Do what he or she tells you to do. 3．Any other questions? 4．He put a finger in his mouth, tasted it and smiled, looking rather pleased. 5．But the finger I put into my mouth was not the one I had dipped into the cup. （三）疑点 1．Don't touch anything unless your teacher tells you to. (It is likely that the Ss prefer to know something about the elliptical structure, which will help them understand the sentence.） 2．He had a strange way of making his classes lively and interesting. (It's a good chance to introduce the structure of object complement. ) （四）解决办法 1．用学过的英语解释重点词汇、短语及难句。 2．通过例句体会重点词汇和短语的意义及用法。 3．组织学生造句。 4．组织学生编对话，讨论。 三、课时安排 3课时。 四、学生活动设计 （一）听读练习 （二）问答练习 （三）造句练习 （四）编演对话 （五）讨论 五、教学步骤 　 THE FIRST PERIOD 　 Ⅰ．TEACHING AIMS 1．To train the Students' ability of listening understanding and improve their spoken English. 2．To learn how to give instructions. 3．To learn how to use the following words and expressions. allow once unless make sure turn off 4．To get the students to know the importance of following instructions in certain places, for example, in labs. Ⅱ．TEACHING STEPS Step 1 　Make clear the teaching aims Tell these that in this period we are going to learn how to use different structures for giving instructions. Step 2 　Presentation 1．Ask the Ss to look at the picture on page 5. Ask the following questions: Where are they? Who are they? (They seem to be in a lab. The taller is a teacher, while the others are students) What an you see in the picture? (a blackboard; tables; bottles and test tubes; an alcohol burner and a washing basin a faucet and so on. ) What's the teacher doing? (It seems that the teacher is saying or explaining something to the Ss.) What're the students doing? (The students are listening to the teacher very carefully.) 2．Tell the Ss that we are going to learn a dialogue. In the dialogue the teacher, Mr. Zhu, will tell his students what to do and what not to do in the chemistry lab. T: Please listen to the tape carefully with your books closed. After listening, you at to listen to several sentences to judge whether they are true or false according to the dialogue you hear. Step 3 　Drills 1．Get the Ss to listen to the tape. 2．After hat, ask the Ss to read the following sentences and then judge whether they $ true or false. 1）Mr Zhu is showing the Ss of Class 4 the physics lab.(False) 2）The students have never been in this lab before. (True) 3）The students are not allowed to come into the lab without a teacher.(True) 4）The students are not allowed to touch anything in the lab. (False) 5）The electricity should be turned off before the students put everything back to the cupboards. (False) 6）The students have to wash their hands before they begin their experiments. (False) 3．Get the Ss to listen to the tape again and then fill in the blanks in the following sentences.( These sentences may be shown on the screen of the projector. ) (See WBb1 ) 4．Get the Ss to read the dialogue in pairs or groups. Allow them enough time to discus any difficult sentences so as to understand the dialogue fully. If theystill have problems after the discussion, they may ask the teacher to explain them. 5．Possible problems 1）Do what he or she tells you to　 do. Teacher' s explanation: In the lab the students should do everything under the teacher' s instructions. The Ss may be told that some chemicals in the lab are dangerous if not used properly. 2）Don't touch anything unless your teacher tells you to. Teacher' s explanation: Don't touch anything; however, if your teacher tells you to touch something, then you can. Step 4　 Practice 1．Tell the Ss that there are several useful words and expressions in the dialogue. Get the Ss to read the following sentences so as to understand the meaning and the usage. ( This part may also be shown on the screen of the projector. ) (See WBb 2) 2．Get the Ss to sum up the usage of each of the words and expressions and then write the structures on the blackboard. ( See WBb 3) 1）allow: say that someone can have or do something 2）once: as soon as 3）unless: if not 4）first of all: before　 anything else 5）make sure: find out　 about something so that you are certain 6）turn off: stop something, especially electricity, water or gas Allow the Ss several minutes to make sentences with the words and expressions on the blackboard. Tell them to try to make as many sentences as they can. Top students are encouraged to make a short story using some of the words and phrases. 3．Get some Ss to speak out so that the others can hear their sentences clearly. Praise them if they' ve made good sentences. 4．Get the Ss to read the dialogue again to find out how many instructions Mr. Zhu gave. Ask the Ss to identify the different structures that are used for giving instructions. Write them on the blackboard. ( See WBb 4) Step 5 　Summary and further practice 1．Summary Go over the useful expressions and structures on the blackboard again and make sure they' ve learnt how to use them. 2．Communicative activities Allow the Ss enough time to make a similar dialogue using the expressions and structures on the blackboard. The following topics are for the Ss to choose from,or they may just talk about their own topics. 1）In the language lab. 2）In the reading room. 3）In the computer room. 3．Ask two or three pairs (groups) to act their dialogues out. Step 6 　Homework Ask the Ss to finish the exercises in the workbook. Ⅲ．WRITING ON THE BLACKBOARD 　 1 　 allow　　　　　　　　 Don't… once　　　　　　　　　 Listen/ Do/ Follow unless　　　　　　　　 Please… first of all　　　　　 Make sure turn off　　　　　　　 No…is　 allowed make sure　　　　　　 Don' t forget to. 　 2 　 1．First of all, don't come in here without a teacher. 2．Once you're in here, listen to you teacher. 3．Don 't touch anything unless your teacher tells you to. 4．When you have finished your experiment, please tidy the lab and put everything back in the cupboards. 5．Before you leave the lab, make sure the electricity is turned off and the windows are shut. 6．Are we allowed to use the basin by the side of the cupboard? 　 3 　 1．allow 1）You cannot stand by and allow such a thing. 2）Papa wouldn't allow it. 3）They shouldn't allow parking in this street; it's too narrow. 4）Smoking is not allowed. 5）They don't allow people to swim in this part of the river. 2．once 1）Once you began, you wouldn' t stop. 2）Once he realized　 what was meant, he would be angry. 3）Once you' ve learnt Spanish you will find Italian easy. 4）Once he said that, I knew he was lying. 3．unless 1）Don't come unless I telephone. 2）I won't write unless he writes. 3）Unless I'm mistaken, I've seen that man before. 4）I shall go there unless I'm too busy. 5）You will fail　 unless you work hard. 4．first of all 1） First　 of all, you　 must　 be　 honest. 2）First of all, let me say how glad I am to be here 3）I'm interested in old coins but first of all I'm a stamp collector. 5．make sure 1）I only come to make sure that everything was all right. 2）Father makes sure that all the lights are off before he goes to bed. 3）Make sure that both doors are locked when you go out. 4）have you made sure of the time of the train? 5）Before you write your report on the life of Washington, you should make sure of your facts. 6．turn off 1）Please turn off the wireless. 2）Be sure to turn off the lights when you leave the room. 3）I forgot to turn off the water. 4）Sara goes to turn off the music. 　 THE SECOND PERIOD 　 Ⅰ．TEACHING AIMS 1．To train ability of skimming the text to find the general idea and scanning the text to locate specific information quickly. 2．To learn to use some useful words and expressions. 3．To get the students to know how important it is to observe things carefully while studying. Ⅱ．TEACHING STEPS Step 1　 Revision Check up the workbook first. If the teacher feels it necessary, he/she may ask another two or three pairs(groups) to act out the dialogues they made using the useful expressions and structures learned in lesson Five. Step 2 　Make clear the aims of this period Tell the Ss that we are going to learn a story in this period. The Ss are required to have a full understanding of the text and they are encouraged to have a discussion using the words and expressions in the text. Step 3 　Make an inference of what will happen 1．Ask the Ss the following questions. 1）Do we have a chemistry lab in our school? 2）Have you ever been in the chemistry lab before? 3）Can you tell me something about the chemistry lab? 4）Have you ever done any experiments in this lab? 5）What's most important for you when your teacher is showing an experiment to you? 2．Predication　 from　 the　 title Write down the title of the text on the blackboard and then ask the Ss to predict what the story will be like. They can also refer to the key words in the word list at the back of the textbook. The Ss are encouraged to form different stories based on their own experience and imagination. Step 4　 Reading comprehension 1．Ask the Ss to skim through the text to find the answer to this question: How did the student feel after they tasted the mixture? [Tell the Ss that topic(key) sentences in each paragraph will help them to get the main idea of the passage. Topic sentences are usually put at the beginning or the end of a paragraph, but sometimes they may be in the middle. And it is possible that there isn't one in a paragraph. Besides, conjunctions and adverbs such as when, before, after, while, and, but, therefore, however, now, then, as, because(of), and so on are very helpful to grasp the clue and plot of a passage.] (The Ss found that the mixture tasted terrible. They might wonder why it seemed as if the professor enjoyed the mixture so much.) 2．Ask the Ss to scan the text to find the following specific information. 1）What did Paul's first teacher look like? (He was a little man with thick glasses. ) 2）What did the professor take out at the beginning of class? (He took　 out　 three bottles.) 3）What was the mixture made of? (It was made of petrol, caster oil and vinegar.) Step 5　 Practice 1．Ask the Ss to read aloud the text to understand each sentence. Explain the difficult sentences if there are any. Possible problems: 1）He had some strange way of making his classes lively and interesting. He had some unusual methods in his class, which were quite different from the other teachers'. And the students are interested and active in his class. If the teacher finds it necessary, he/she may explain the structure of “making his class lively and interesting”. The Ss may prefer more examples. His words made the　 old　 man angry. It will make me happy if you accept it. Bob made me stay to tea. He made　 her his　 wife. The passive form can also be introduced if you like. He was made angry. People who don't work should be made to work. 2）…but the finger I put into my mouth was not the one I had dipped into the cup. The professor put a finger into the mixture but later he sucked another finger. Just tell the Ss that there are two attributive clauses in this long sentence, which will be studied soon. Step 6　 Summary and further discussion 1．Write the following key words on the blackboard, help the Ss sum up how to use these words and expressions, and ask the Ss to retell the whole story with the help of the words and expressions on the blackboard. (See WBb 1) 2．Ask the Ss to discuss the following topics in groups of four. Allow them enough time. The teacher may ask several Ss to talk about their own opinions. 1）What can we learn from　 the　 text? 2）Which teacher do you like best? Why? 3）Do you have any suggestions to your teachers? 4）How would you teach if you were a teacher of English in our school? Step 7　 Homework 1．Ask the Ss to finish Ex. 2 and　 3 in their workbook. 2．Ask the Ss to choose one paragraph from the text and recite it fluently. Ⅲ．WRITING ON THE BLACKBOARD LOOK CAREFULLY AND LEARN bring　 out fill　 with watch mix hold　 up hand around dip, suck, taste instead of 　 THE THIRD PERIOD 　 Ⅰ．TEACHING AIMS 1．To consolidate the words and useful expressions learnt in this unit. 2．To help the students use the important words and phrases with proficiency. 3．To help the students arrange a story by the sequence of events 4．To provide a chance of writing correct English for the students. Ⅱ．TEACHING STEPS Step 1 　Make clear the aims Tell the Ss that in this period we are going to have quite a lot of practice in order. to consolidate what we' ve learnt in this unit. Step 2 　Revision 1．Check up the workbook. 2．Ask some Ss to recite one paragraph from the text. Praise those who recite with fluency and accuracy; help them with their pronunciation if they have any problems Step 3　 Dictation 1．Tell the Ss that we are going to dictate several sentences. Then tell them to listen to the　 whole　 sentence　 when the teacher reads　 it for the first time, write it down the second time the teacher reads it, and go over them again after they finish each sentence. The sentences may be shown on the screen of the projector after the dictation so that the Ss may have a check up. 1）He handed the cup around the class of students. 2）The professor took out three bottles. 3）One was filled with petrol, one with castor oil, and one with vinegar. 4）Each of the students made a face after they had tasted the mixture. 5）He mixed the three together, dipped a finger into it, and then he sucked a finger. 6）The professor looked rather pleased after tasting the mixture. 7）The professor was sorry　 and said that none of them had watched carefully enough. 2．After checking ask the students to put the sentences into a passage in the se quence of events. Suggested answer: (2356147) Step 4　 Close test Ask the Ss to look through the passage very quickly to get the main idea of it, then try to fill in all the blanks with proper words. Tell them to pay special attention to the　 context. (See　 WBb 1) Step 5　 Writing Ask the Ss to complete the following sentences, and pay attention to the meaning, usage, and correct form of different words or expressions. The Ss may be asked to read their sentences to the class. (See WBb 2) Step 6　 Correction Ask the Ss to correct the mistakes in the following sentences. There is only one mistake in each sentence. (See WBb 3) Step 7 　Homework　 Tell the Ss to finish the exercises on the　 workbook. Ⅲ．WRITING ON THE BLACKBOARD 　 1 　 This is a story told by my friend Paul. Paul will 　　 1 　 　his first chemistry teacher for ever. He was a little man with thick glasses,　 2 　 　he had a strange way of making his classes lively. All the students were 　　 3 　 　in his class. One day the professor 　　 4 　 　three bottles at the beginning of the class. One was 　　 5 　 with castor oil, 6 　 with petrol, and one with vinegar. He then 　　 7 　 　the three together. After that he 　 8 　 　a finger into the 　　 9 　 . After a few seconds he took his finger out. Then he put a finger into his mouth and 　　 10 　 　it. He 　　 11 　 　rather pleased. The cup was handed 　　 12 　 　the class of students. Each student made a face after they sucked the finger. The mixture 　　 13 　 　terrible. This was Paul's first important lesson 　　 14 　 　a student of 　　 15 　 　and he's never forgot it ever since then. Suggested answers: 1．remember　 2．but　 3．interested/active 4．brought out/took out 5．filled 6．one 7．mixed/put　 8．put/dipped　 9．mixture 10．tasted/sucked　 11．looked 12．round/around　 13．tasted　 14．as 15．chemistry 　 2 　 1．The cars ____ because the　 street is too narrow. (allow) 2．Don't touch the machine ____. (unless) 3．Make sure ____ before you leave. (turn off) 4．____ you will never forget the beautiful West Lake. (once) 5．He was a tall man ____. (with) 6．What the teacher said ____. (make) 7．The dish tasted ____so he ate like a horse. (well) 8．We will have the tea party on Monday ____. (instead) 　 3 　 1．Please allow me do the experiment again so as to understand it better. 2．You will not be able to pass the examination unless you work hard. 3．A great number of electricity is used in the factories. 4．Great damage may be caused if you do not turn off the electricity proper. 5．Don't punish him any more; first of all, he is only a child. 6．What fine weather!　 What about go to the seaside? 7．The fish has gone bad. It tastes terribly. 8．Don't go anywhere unless you are told. Suggested answers: 1．allow me to do　 2．drop“don't” 3．A great deal of　 4．properly　 5．after all　 6．going 7．terrible　 8．told to 六、推荐参考资料 （一）《高级中学英语第一册（下）（必修）教师教学用书》人民教育出版 社朗文出版集团有限公司合编 1997年 6月第 1版 （二）《高中英语教科书（必修）背景知识与重难点讲解》第一册（下）教 育科学出版社人民教育出版社 1998年 1月第 1版 （三）《三点一测丛书（修订版）高一英语》 科学出版社 龙门书局 1997年 7月修订版