【正文】 make, produce Dissolve: (of a liquid) soak into a solid so that the solid itself bees liquid Step Ⅴ Language Points Ask the students to translate the following sentences, and get familiar with the sentence structures. Show the following sentences on the screen. 1. It is hard to think of a world without metals. 2. It is important to know how they react with different substances, for example, water and oxygen. 3. This makes sure there is no air in the water. T: Before we finish this class, let’ s look at the screen. There are three sentences on it. Can you translate them into Chinese? Let the students translate the sentences into Chinese. T: OK. In fact, these sentences involve two sentence structures. One is: it is + adj. + to do something. The other is an object clause. Now let’ s look at more sentences to get familiar with the two sentence structures. Write down the structures on the blackboard and then show the students more sentences on the screen: 1. It’ s hard (difficult) to say which is better. 2. It’ s foolish (silly) to act like that. 3. It’ s easy to learn a foreign language. 4. It’ s impossible to finish the job in one day. 5. It’ s wrong to steal. 6. I only came to make sure that everything was all right. 7. Father makes sure that all the lights are off before he goes to bed. 8. Make certain that your facts are right. 9. We must make certain that she can e. Let the students translate the sentences. If they have any difficulty, give them some help. Step Ⅵ Homework T: Today, we have learned some new words and two passages about scientific experiment. After class, please do Exercises 6, 7 and 8 on pages 92amp。 without conclusion, we’ ll find what we’ ve done is worth nothing. Task 2: Activity 2 Ask the students to scan Passage A and find the best title for the passage. T: Please look at Activity 2. What you should do is to scan Passage A and decide which is the best title for the passage. Give the students some time to do the job and then check the answer. T: Well, what’ s the best title for the passage? S4: The Reaction of Metals. T: Why? S4: The writer begins the passage by introducing the different uses of different metals. But for the rest part of the passage, including the table, he / she mainly describes several metals’ reaction with different substances. T: What a good reason it is! Now, let’ s look at Activity 3. Task 3: Activity 3 Ask the students to read and answer the questions below the passage. Give them some time to do the job. After that, check the answers with the whole class. Step Ⅳ Reading (Passage B: P45) In this part, the students will read the passage and then fill in the table below the passage. There are three Tasks in this part. The first one is to ask the students to find the structure of the passage and finish the table. The second one is to deal with Activity 5. The third one is to finish Activity 6. Task 1: Structure of the passage T: Now, we’ ll continue to read Passage B. The title of it is A Simple Scientific Experiment. From the passage we can see how the experiment is done. What is the structure of a description of experiment? Who can e to the blackboard to write down the structure? S: Let me try. A student es to the blackboard and writes down the structure. A Simple Scientific Experiment: Introduction → Aim → Apparatus → Method → Result → Conclusion T: OK. We should notice that there are 3 different reactions which are respectively described with method, result and conclusion. Now, please read the passage and then fill in the table. Let the students do the job, and then check the answers with the whole class. T: Well, what is ordinary water according to the experiment? S6: I think ordinary water h