高中英语 Module 5 A Lesson in a Lab教案 外研版必修1 教案 41页

Module5ALessoninaLabⅠ.模块教学目标技能目标SkillGoals▲Prepareareportonasimplescientificexperiment▲Learndegreesofcomparison▲Learnwordsandexpressionsofsequence▲Understandanddescribeasimplescientificexperiment▲TalkaboutnumbersⅡ.目标语言功能句式WordsandexpressionsofsequenceFirst,putthemagnesium...Thenputthecrucible...Next,IlighttheBunsenburner.Afterthat,Ihold...Lastly,weneedtoweigh...EverydayEnglishWheredowegofromhere?Keepthenoisedown.You’vegotit!It’syourturn.Goahead!Definitely!\n词汇1．四会词汇liquid,expand,contract,substance,mixture,oxygen,electricity,stage,conclusion,aim,reaction,electrical,equipment,react,partial,rust,boil,ordinary,steam,float,form,dissolve,flame,facility,lecture,department,astonished2．认读词汇potassium,sodium,calcium,magnesium,aluminium,zinc,copper,oxide,balance,tongs,crucible3．词组add...to...,usedto,intheareaof,beproudof,besupposedto语法ComparativestructuresThisroomistwiceaslargeasthatone.Thisroomisfourtimeslargerthanthatone.It’sgettingbrighterandbrighter!Thecloseryouare,themoreyou’llsee.Adverbsusedtomodifycomparativedegreealittle,abit,alot,rather,no,any,(very)much,lots\n重点句子1.Itishardtothinkofaworldwithoutmetals.P442.Itisimportanttoknowhowtheyreactwithdifferentsubstances,forexample,waterandoxygen.P443.Thismakessurethereisnoairinthewater.P454.Thesciencefacilitiesareverygood,withlaboratoriesthathaveallthelatestequipment.P495.asthelecturersarepeoplewhohavemaderealdiscoveriesintheirareaofscience.P496.TheyalwaysthoughtIwouldbecomeanEnglishteacher!P49Ⅲ.教材分析与教材重组1.教材分析本模块以“ALessoninaLab”为话题，旨在通过模块教学，使学生了解一些基本的科学实验知识，学会怎样写实验报告，并掌握一些相关的词汇与短语，激发学生对科学的兴趣。此外还要求学生学会读一些大的整数、分数及小数。从文化的角度来看，鼓励学生了解国外有关科学教学的情况，以扩大学生的知识面，从而激发他们的学习兴趣。1.1INTRODUCTION这部分由三个内容组成。通过听材料，归纳词语和回答问题这三个形式来完成本部分所涉及到的与科学、实验有关的词语的练习，为以后的各项活动做好准备。1.2VOCABULARYANDSPEAKING这部分设计了一些数字，包括整数、分数和百分数，并通过一些练习让学生熟悉并正确使用英语数字的读法。1.3GRAMMAR1这部分介绍了形容词比较级中有关倍数的两种主要用法：...times...than...和...timesas...as...,并通过对比练习来加强学生对这一用法的了解。1.4READINGANDVOCABULARY这部分由两篇短文组成。PassageA介绍了金属在生活中的重要性，并列举了一些金属在氧气、水及蒸气中的反应及其结果。PassageB介绍了ASimple\nScientificExperiment，要求学生学习如何描述或写一个科学实验报告。通过对这两篇文章的学习，学生还可以学会一些科学词汇，有助于今后阅读一些相关的文章。1.5VOCABULARY该部分介绍了带分数的读法，及一些实验仪器的词汇，并配有相关练习。1.6LISTENINGANDWRITING这部分听力的内容是实验中的师生对话。我们可以将此作为对阅读内容在语言技能上的补充。听力问题的设计本身已经显示了做听力练习的技巧。1.7GRAMMAR2这部分继续介绍形容词和副词的比较级。主要是以下三种：1）表示“越来越……”；2)表示“越……越……”；3)表示程度的副词(much,alittle等)+形容词和副词的比较级。1.8PRONUNCIATION这部分介绍了英语中特殊疑问句和一般疑问句的语调，并要求学生能正确朗读。1.9EVERYDAYENGLISH这一部分介绍了五个日常用语，要求学生明确其意义、所用场合，并能正确使用。1.10FUNCTION次序的问题是写作中应注意的一个重要环节。这一部分要求学生掌握first,next,afterthat,lastly在文段中的运用以及与之相关的标点符号的用法。1.11CULTURALCORNER该部分阅读材料引用了加拿大一个中学生的文章，介绍了国外理科教育方面的一些信息，以扩大学生的知识面。1.12TASK这一部分是对本模块的一个复习与运用。要求学生能够使用所学词汇及实验报告的知识来写一篇简单的实验报告，并要求学生注意报告的内容应包括Aim,Equipment,Method,Result和Conclusion。1.13MODULEFILE这一部分集中展示了本模块的学习内容。2.教材重组2.1将INTRODUCTION和READINGANDVOCABULARY整合成一堂阅读课。2.2将VOCABULARYANDSPEAKING,LISTENINGANDWRITING和WORKBOOK中的Listeningandspeaking整合成一堂听说课。2.3将VOCABULARY,GRAMMAR1和GRAMMAR2整合成一堂语法课。2.4将CULTURALCORNER与WORKBOOK中的Reading整合成一堂泛读课。2.5将PRONUNCIATION,FUCTION,TASK,EVERYDAYENGLISH与WORKBOOK中的Speaking\nandwriting整合成一堂写作课。3.课型设计与课时分配1stPeriodReading2ndPeriodListeningandSpeaking3rdPeriodGrammar4thPeriodExtensiveReading5thPeriodWritingⅣ.分课时教案TheFirstPeriodReadingTeachinggoals教学目标1.Targetlanguage目标语言a.重点词汇expand,contract,conclusion,method,liquid,solid,iron,mixture,oxygen,electricity,aim,equipment,react,result,steam,substance,boil,float,form,dissolve,rustb.重点句式Itishardtothinkofaworldwithoutmetals.P44Itisimportanttoknowhowtheyreactwithdifferentsubstances,forexample,waterandoxygen.P44Thismakessurethereisnoairinthewater.P452.Abilitygoals能力目标Enablethestudentstodescribeascientificexperiment.Enablethestudentstolearnsomewordsconcerningscientificexperiment.3.Learningabilitygoals学能目标Helpthestudentslearnaboutthestepsofasimplescientificexperimentsothattheycandescribeasimilarone.Teachingimportantpoints教学重点\nHelpthestudentslearnhowtodescribeasimplescientificexperiment.Teachingdifficultpoints教学难点HelpthestudentsunderstandthetwotablesofPassageAandPassageB.Teachingmethods教学方法Listening,readinganddiscussing.Teachingaids教具准备Acomputer,aprojectorandarecorder.Teachingprocedures&ways教学过程与方式StepⅠLead-inThepurposeofthispartistoletthestudentsknowandgetfamiliarwiththenewwordsinINTRODUCTION:expand,contract,mixture,substance,oxygenandelectricity.First,writedownthewordsontheblack-board,andthenteachthemthemeaningofeachwordbyquestioning.T:Hello,everyone!DoyouknowtheprogramLucky52onCCTV?Ss:Yeah!T:OK,nowsupposeI’mLiYong,andyouarecompetitors.Herearesixwordsontheblackboard.Whatyoushoulddoistoguessthemeaningsofthem.Ifyoucan’texpresstheminEnglish,youmaysayinChinese.Thequicker,thebetter.Areyouclear?Ss:Yes.T:Listen.Whatdowetakeinwhenwebreathe?S1:Air.T:Right.Butnotexact.S2:氧气。T:Right.InEnglish,itiscalled“oxygen”.Weneedoxygentokeepalive.Andwithoutit,therewillbenolifeonthisplanet.OK,anotherquestion.Whatdowecallitwhenweputsugar,eggs,andmilktogether,orwemixthemtogether?S2:Wecallitmixture.\nT:Good.Allthethingsthataremixedtogethercanbecalledmixture.Nextone,wecanuseonewordtostandforallthethingsaroundus,whichincludesair,water,stone,wood,glass,ironandsoon.Whatisthisword?S3:Substance.T:Right.Next,whatwillhappenwhenwaterturnsintoice?S4:Liquidwillturnintosolid.T:Right.Besidesthis,willithavesomechangeinsize?S5:Yes.Itwillbecomelarger.T:Yeah!Whatdowecallthischange?S6:It’scalled“expand”.Teachercanusebodylanguagetoexpressthemeaningof“expand”.T:Now,thelastone.What’stheoppositemeaningof“expand”?S7:Isit“contract”?T:Youareright.Themeaningof“contract”ismakingorbecomingsmallerorshorter.Well,Ithinkthatallofusdidverywell.Nowpleasereadthesewordsafterme....StepⅡVocabularyAskthestudentstoreadthesentencesinActivity1onpage41,andthenpickoutthecorrectones.Atthesametimeaskthemtopayattentiontothenewwords.AtlastchecktheanswerstoActivity1withthewholeclass.ForActivity2,askthestudentstoworkinpairstofinishthetask.Ifpossible,askthemtogivetheirrea-sonsfordoingso.ForActivity3，givethestudentsmorewordstohelpthemknowthatmaterialsarearoundallofus,andweshouldusethemcorrectlyandreasonably.T:Asthesayinggoes:Birdsofafeatherflocktogetherorthingsofonekindcometogether.Nowwe’llputthewordsinActivity2inpairsorgroups,justlikethepairsinExample.Ifpossible,giveyourreasonstodoso.Itisagoodchancefor\nustogetfamiliarwiththesewords.OK,I’llgiveyouoneortwominutestodothejob.Twominuteslater.T:Haveyoufinishedthetask?Ss:Yes.T:Who’dliketoreadoutyouranswers?S1:We’dliketoputair,gasandoxygentogether,becauseallofthemaregas.Andweputearth,sunandmoontogether,becauseallofthemareplanets.T:Quiteright.Howaboutyoutwoboys’answers?S2:Weputgas,liquid,andsolidtogether,becausewethinktheyarethethreestatesofsubstance.Andwealsoputcontractandexpandtogether.Thetwowordshaveoppositemeanings.T:I’mverygladthatyoucanfinishthetasksoquicklyandcorrectly.Well,allofusknowthatwearelivinginamaterialworld.Withoutthesematerials,whethernaturalorman-made,we’llhavenothingtoeat,tolivein,touse,towearandsoon.Now,let’slookatthesewords:electricity,iron,metal,steel,air,andglassinActivity3.Youhavetotellwhichofthemarenatural,whichofthemareman-madeandwhichofthemcanbeboth.S3:Air,ironandsomemetalsarenatural.Steel,somemetalsandglassareman-made.Andelectricitycanbeman-madeandnatural.T:Whydoyouthinkelectricityisbothman-madeandnatural?S3:Becauseinastorm,wecanseelighteninginthesky.Whiletheelectricityweareusingineverydaylifeisfromelectricworks.SoIthinkelectricityisbothman-madeandnatural.T:Well,it’sagoodanswer.OK,canyousaysomeotherthingsthatareman-made?Ss:Therearetoomanysuchthings.T:Giveussomeexamples.\nS4:Cars,machines,man-madesatellites,plasticsandsoon.T:Doyouknowman-madebeauty?S6:Iknowit.Someordinary-lookinggirlscanbecomebeautifulovernight.T:Doyouthinkitisnecessarytodoso?S7:It’sdifficulttosay.ButIthinktohaveabeautifulmindismoreimportantthantohaveabeautifulappearance.T:Iagreewithyou.Itissaidthatawomanwithabeautifulmindismorebeautifulthanawomanwithaprettyface.StepⅢReading(PassageA:P44)Therearethreeactivitiesinthispart:Activity1:findthecorrectordertodescribethestagesofascientificexperiment;Activity2,findthebesttitleforthepassage;Activity3,answersomequestionsaboutthepassage.Task1:Activity1T:Well,ifyouwereanengineer,youwouldtakepartintheexperimentofmakingShenZhouⅤFlight.Whatkindofmaterialswouldyouliketouse?S1:I’dliketousesomematerialsthatarelightenoughandhardenough,sothattheflightcanbeeasilysentupintospace,anddoesn’tgetintrouble.T:Howcanwefindsuchkindofmaterials?S2:Wecandosomeexperiments.Wecan’tusenaturalmaterialsonly;weneedbothman-madeandnaturalmaterials.T:That’sright.Nowwe’llreadapassageaboutascientificexperiment.Pleaseturntopage44.We’llgothroughPassageA.Whenwearedoingathing,weshoulddoitinanorderlyway.It’sespeciallytruewithascientificexperiment.Nowlet’sseethefourwordsinthetable:conclusion,aim,resultandmethod.Thefourwordsareabouttheordersorstagesofascientificexperiment.Wemustknowthesetwowords:resultandmethod.Whatarethemeaningsoftheothertwowords?S3:“Aim”shouldbeaboutwhattheexperimentisfor.For“conclusion”,Ihave\nnoidea.T:Right.“Aim”meanspurposeorobject.Forexample,hehasonlyoneaiminlife,thatis,tobeamillionaire.Andfor“conclusion”,let’sseeanexamplefirst,whenyouhaveworkedonamathsproblemforalongtime,butyoustillcan’tworkitout.Soyoumaymakeaconclusionthattheproblemiswrong.Here,“theproblemiswrong”isyourconclusion.Doyouunderstand?Ss:Yeah!T:Nowwhocangiveussomeotherexamplestoshowthemeaningof“aim”?S4:Manypeopleaimtobeamillionaire.ButIthinktoservepeopleisthehighestaim.T:Whatisthecorrectorderofstagestodoanexperiment?Ss:Itshouldbeaim,method,resultandconclusion.T:That’sright.Withoutaim,wedon’tknowwheretogo;withoutmethod,wedon’tknowhowtodothingswell;withoutresult,we’lldrawablankorgainnothing;withoutconclusion,we’llfindwhatwe’vedoneisworthnothing.Task2:Activity2AskthestudentstoscanPassageAandfindthebesttitleforthepassage.T:PleaselookatActivity2.WhatyoushoulddoistoscanPassageAanddecidewhichisthebesttitleforthepassage.Givethestudentssometimetodothejobandthenchecktheanswer.T:Well,what’sthebesttitleforthepassage?S4:TheReactionofMetals.T:Why?S4:Thewriterbeginsthepassagebyintroducingthedifferentusesofdifferentmetals.Butfortherestpartofthepassage,includingthetable,he/shemainlydescribesseveralmetals’reactionwithdifferentsubstances.T:Whatagoodreasonitis!Now,let’slookatActivity3.\nTask3:Activity3Askthestudentstoreadandanswerthequestionsbelowthepassage.Givethemsometimetodothejob.Afterthat,checktheanswerswiththewholeclass.StepⅣReading(PassageB:P45)Inthispart,thestudentswillreadthepassageandthenfillinthetablebelowthepassage.TherearethreeTasksinthispart.Thefirstoneistoaskthestudentstofindthestructureofthepassageandfinishthetable.ThesecondoneistodealwithActivity5.ThethirdoneistofinishActivity6.Task1:StructureofthepassageT:Now,we’llcontinuetoreadPassageB.ThetitleofitisASimpleScientificExperiment.Fromthepassagewecanseehowtheexperimentisdone.Whatisthestructureofadescriptionofexperiment?Whocancometotheblackboardtowritedownthestructure?S:Letmetry.Astudentcomestotheblackboardandwritesdownthestructure.ASimpleScientificExperiment:Introduction→Aim→Apparatus→Method→Result→ConclusionT:OK.Weshouldnoticethatthereare3differentreactionswhicharerespectivelydescribedwithmethod,resultandconclusion.Now,pleasereadthepassageandthenfillinthetable.Letthestudentsdothejob,andthenchecktheanswerswiththewholeclass.T:Well,whatisordinarywateraccordingtotheexperiment?S6:Ithinkordinarywaterheremeansthewaterthathasnotbeenboiled,andhasairinit.T:Right.Wealsocallordinarywater“rawwater”.Nowwhat’s“Bunsenburner”?Weoftenfinditinlabs.Now,turntopage46,andfindthepictureof\nBunsenburner.Task2:Activity5T:Nowpleaseturntopage46.LookatActivity5.ReadPassageBagain.Completethesentences.Afterthestudentsfinishthesentences,asksomeofthemtoreadoutthecompletesentencesandchecktheanswerswiththewholeclass.Task3:Activity6Thispartisaboutvocabularystudy.Letthestudentsreadaftertheteacher,andthenworkinpairstofindthemeaningsofthenewwords.Explanationsofsomewords:React:haveeffecton(ofonesubstanceappliedtoanother)Steam:gasfromboilingwaterOil:liquidwhichdoesnotmixwithwater,obtainedfromanimals,plantsorfoundinrockunder-groundBoil:(ofwaterorotherliquid)reachthetemperatureatwhichchangetogasoccursScientific:of,for,connectedwith,usedinscienceExperiment:testcarriedoutcarefullyinordertostudywhathappensandgainnewknowledgeFloat:beheldupinair,gasoronthesurfaceofliquid;movewithliquidorairForm:giveshapeorformto;make,produceDissolve:(ofaliquid)soakintoasolidsothatthesoliditselfbecomesliquidStepⅤLanguagePointsAskthestudentstotranslatethefollowingsentences,andgetfamiliarwiththesentencestructures.Showthefollowingsentencesonthescreen.1.Itishardtothinkofaworldwithoutmetals.2.Itisimportanttoknowhowtheyreactwithdifferentsubstances,forexample,\nwaterandoxygen.3.Thismakessurethereisnoairinthewater.T:Beforewefinishthisclass,let’slookatthescreen.Therearethreesentencesonit.CanyoutranslatethemintoChinese?LetthestudentstranslatethesentencesintoChinese.T:OK.Infact,thesesentencesinvolvetwosentencestructures.Oneis:itis+adj.+todosomething.Theotherisanobjectclause.Nowlet’slookatmoresentencestogetfamiliarwiththetwosentencestructures.Writedownthestructuresontheblackboardandthenshowthestudentsmoresentencesonthescreen:1.It’shard(difficult)tosaywhichisbetter.2.It’sfoolish(silly)toactlikethat.3.It’seasytolearnaforeignlanguage.4.It’simpossibletofinishthejobinoneday.5.It’swrongtosteal.6.Ionlycametomakesurethateverythingwasallright.7.Fathermakessurethatallthelightsareoffbeforehegoestobed.8.Makecertainthatyourfactsareright.9.Wemustmakecertainthatshecancome.Letthestudentstranslatethesentences.Iftheyhaveanydifficulty,givethemsomehelp.StepⅥHomeworkT:Today,wehavelearnedsomenewwordsandtwopassagesaboutscientificexperiment.Afterclass,pleasedoExercises6,7and8onpages92&93.Theseexercisescanhelpusrememberthenewwordsandexpressionsaboutscientificexperiment.OK,that’s\nallfortoday.Seeyounexttime.Ss:Seeyou.TheSecondPeriodListeningandSpeakingTeachinggoals教学目标1.Targetlanguage目标语言Englishnumbers2.Abilitygoals能力目标HelpthestudentstoreadandwritesomeEnglishnumberscorrectly.Helpthestudentsfindthemainpartsofanexperimentwhiletheyarelistening.3.Learningabilitygoals学能目标Helpthestudentsknowtherulesofexpressingnumbers.Helpthestudentsguessthemainpartsofalisteningmaterialfromthetips.Teachingimportantpoints教学重点LetthestudentspayattentiontothekeywordsinthematerialsaboutAim,Equipment,Method,Result,andConclusion.Teachingdifficultpoints教学难点HelpthestudentsreadsomelargeEnglishnumbers.Teachingmethods教学方法Listeninganddiscussion.Teachingaids教具准备Aprojectorandarecorder.Teachingprocedures&ways教学过程与方式StepⅠRevisionCheckthestudents’homework.ForExercises6and7,givethemanswersheet.ForExercise8,ask10studentstoreadoutthecompletesentencesonebyone.Theyshouldpayattentiontotheirpronunciationandintonation.StepⅡListeningandWriting\nThisisacontinuedparttothereadingmaterial.Thestudentscangetmorefamiliarwithsomenewwordsandexpressions,andalsogetfamiliarwiththedescriptionofanexperiment.AskthestudentstoscanthethreeactivitiesinLISTENINGANDWRITINGonP46,sothattheyknowwhattheyaregoingtodo,andtrytogetreadytocatchthekeywordsorkeysentenceswhentheyarelistening.T:Now,pleaseturntopage46.Wearegoingtohavealistening.Atfirst,scanthethreeinstructionstoknowwhatyouaregoingtodo.Severalminuteslater.T:Doyouknowwhatyouaregoingtodo?Ss:Yes.T:What’sthefirstone?S1:ToreadtheAimbelowandpredicttheResult.T:Whatisyourprediction?S1:Ithinktherearetworesults.Oneisthatthemagnesiumisheavierthanbefore.Theotheristhatitbecomesalittlelighterthanbefore.It’sdifficulttogetaresult,unlesswemakeanexperiment.T:Good,thisisacorrectattitudetowardsscience.Now,we’lllistentotheconversationtofindtheresult.Sopleaselistencarefullyandwritedownthekeywords.Playtherecorderforthestudentstohaveafirstlistening.Afterthat,letthestudentswritedowntheiranswersusingthekeywords.Ifpossible,askthemtowritethewholesentences.T:Nowlet’slistenandcompletethedescriptionofthescientificexperiment.We’veknowntheAimandResult.WhatweshouldfocusonisApparatus,MethodandConclusion.AndforMethod,weshouldpayattentiontothefunctionwords:first,then,next,afterthat,andlastly.Doyouremember?Ss:Yes.\nT:OK,let’slistenagain.Playthetaperecorderagain.Thestudentslistentotherecorderandcompletetheirsentences.Atlast,collecttheanswers.StepⅢListeningandSpeaking(P95)Thisisanotherexperimentforthestudentstohavealistening.Thepurposeofthelisteningisthesameastheaboveone.Askthestudentstoreadtheexercisesbeforelistening,includingExercises13,14and15,sothattheyknowclearlywhattheyaregoingtodo.T:Now,we’llhaveanotherlistening.Areyouclearaboutwhatyouaregoingtodo?Ss:Yes.T:OK,forExercise13,wehavetodecidewhattheaimoftheexperimentis.Andthendecidethecorrectorderofthestages.So,firstlookatthepictures,workinpairstodescribewhattheboyisdoing.Letthestudentsdothejob,andthencollecttheirdescriptions.T:Well,justnow,Icollectedsomeofyourdescriptionsaboutwhattheboyisdoing.Lookatthesentencesonthescreen.Writethefollowingsentencesonthescreen.a)Bobiswritingaconclusion.b)Heissqueezingalemon.c)Heisgoingtofirethepaper.d)Thisistheaimoftheexperiment.e)Hejustlightedacandle.f)Heisgoingtowritesomethingonthepaper.g)Heisblowingthepaper.T:Allofthesedescriptionsareverygood.Nowlet’slistentothetapetofindtheaimandputthestagesinthecorrectorder.\nAfterthestudentsfinishthetask,checktheiranswerswiththewholeclassbylisteningtothematerialagain.T:Well,it’stimeforustohaveaspeaking.LookatExercise15.Takeitinturnstodescribetheexperiment.Usethesewordsandphrasesinthebox.Givethestudentssometimetodothejob.Andthenaskoneortwoofthemtoreadouttheirdescriptions.Teachercanalsoleavethispartashomework.StepⅣVocabularyandSpeakingInthisparthelpthestudentsmastertherulesofreadingEnglishnumbers.Thereare3tasksinthisstep:Task1,Activity1;Task2,Activity2;Task3,Activities3and4.Task1:Activity1T:Todaywe’lllearnhowtoreadsomeEnglishnumbers.PleaselookatScreen1,PartA.Therearesomenumbersonit.Findtherulesandthenworkinpairstoreadthemcorrectly.Screen1:A2202002,00020,000200,0002,000,00020,000,000200,000,0002,000,000,000B1221231,23412,345123,4561,234,56712,345,678123,456,7891,234,567,890Severalminuteslater.\nT:Doyoufindtherulesofthesenumbers?S1:Itseemsthatthreezerosareusedasaunit.T:Right.Howdoyouread20,000?S1:Twentythousand.T:Howabout200,000?S1:Twohundredthousand.T:Howabout2,000,000?S1:Twothousandthousand.T:I’mafraidyouarewrong.Itshouldbetwomillion.S1:Sorry,Iforgetit.T:OK,howabout20,000,000?S2:It’stwentymillion.T:Right.Howabout200,000,000?S3:That’stwohundredmillion.T:Whatabout2,000,000,000?S4:Thatistwothousandmillion.T:Right.ThisisthewaythatEnglishnumbersareread.Americanwouldliketoreadlikethis:twobillion.Youdidverywell.Sitdown,please.Now,let’slookatthescreen.HereisthewayswereadEnglishnumbers.Pleasepayattentiontotheboldface.That’stheunitofthenumbers.Screen2:200Twohundred2,000Twothousand20,000Twentythousand200,000Twohundredthousand\n2,000,000Twomillion20,000,000Twentymillion200,000,000Twohundredmillion2,000,000,000TwothousandmillionortwobillionLetthestudentsreadthenumbersonScreen2andthenreadnumbersinPartBinScreen1.Letthemworkinpairstodothejob,andthenaskthemtoreadthenumbersoutindividually.S:...T:Nowlet’slookatScreen3.Thesearethewayswereadandwritethenumbers.Screen3:22Twenty-two123Onehundredandtwenty-three1,234Onethousand,twohundredandthirty-four12,345Twelvethousand,threehundredandfifty-five123,456Onehundredandtwenty-threethou-sand,fourhundredandfifty-six1,234,567Onemillion,twohundredandthirty-fourthousand,fivehundredandsixty-seven12,345,678Twelvemillion,threehundredandforty-fivethousand,sixhundredandseventy-eight123,456,789Onehundredandtwenty-threemil-lion,fourhundredandfifty-six\nthousand,sevenhundredandeighty-nine1,234,567,890Onebillion,twohundredandthirty-fourmillion,fivehundredandsixty-seventhousand,eighthundredandninetyTocheckwhetherthestudentshavemasteredthewayofreadingEnglishnumbers,letthemlookatthenumbersinActivity1.Therearetwomistakes.Letthestudentsreadthenumbersandfindthemistakes.T:NowtherearesomenumbersinActivity1onpage42.Therearetwomistakesinthem.Readthenumbersandthenfindthemistakes.AfterthatI’llasksomeofyoutotellthemistakes.Later.T:Whatarethemistakes?S1:OneisinNumber1.Theword“thousand”ismissingafter“fourhundredandseventy”.TheotherisinNumber2.Theword“one”(or“a”)ismissingbefore“hundredmillion”.T:Quiteright.That’sallforActivity1.Task2:Activity2Now,let’sturntoActivity2.Lookatthefractionsandthewayofsayingthem.What’stherule?S1:Theupperonesarecardinalnumbersandtheloweronesareordinalnumbers.T:Right.Whendoweusepluralforms?S2:Whentheupperoneismorethanone.T:Right.Butthewayyouaresayingisveryinteresting.InEnglish,whatyoucall“upperone”iscallednumeratorofafraction;whilethe“lowerone”iscalleddenominator.Now,let’sreadthesefractionsinEnglish:2/5,5/8,9/10,3/8,5/6.Studentsreadthefractions.\nTask3:Activities3and4T:Now,let’slookatActivity3.DescribethefractionsinActivity2aspercentages.Askthestudentstoworkinpairstocomparetheiranswers.Andthencollecttheanswersfromtheclass.T:Now,lookatActivity4.Readthesequestionsaloudandsaytheanswers.Workinpairstotaketurnsaskingandansweringthequestions.Givethemsomehelp,ifsomeofthemhaveanytroubleindoingthis.Afterawhile,checktheanswerswiththewholeclass.Iftimepermits,finishActivity5.Ifnot,leaveitashomework.StepⅤHomeworkT:InthisclasswelistenedtotwomaterialsandlearnedtoreadsomenumbersinEnglish.It’shard,butyouhavemasteredallofthem.Youareterrific!Now,payattentiontoourhomework:OneistopreviewVocabularyonpage46;TheotheristofinishExercise9onpage93andExercise15onpage95.ForExercise15,you’dbetterwritethemdown,sothatwecanshowthemoutonthescreen.Nexttime,I’llcheckyouranswerstotheseexercises.OK,classisover,seeyoutomorrow.Ss:Seeyou.TheThirdPeriodGrammarTeachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和短语alittle,abit,alot,rather,no,any,(very)much,lotsb.重点句式Theearthisforty-ninetimeslargerthanthemoon.P43Theearthisforty-ninetimesaslargeasthemoon.P43It’sgettingbrighterandbrighter!P47\nThecloseryouare,themoreyou’llsee.P47ThemorebooksIread,themoreinformationIlearn.P472.Abilitygoals能力目标Enablethestudentstolearndegreesofcomparisonandsomeadverbsusedtomodifythecomparativedegree.3.Learningabilitygoals学能目标Helpthestudentssolvesomesimplemathsproblemstopracticethedegreesofcomparison.Teachingimportantpoints教学重点Theusagesofthecomparativedegree.Teachingdifficultpoints教学难点Helpthestudentspayattentiontotheagreementincomparisonobjects.Teachingmethods教学方法Question-answeranddiscussion.Teachingaids教具准备Acomputerandaprojector.Teachingprocedures&ways教学过程与方式StepⅠRevisionForthehomework,checkwhethertheycanreadthedecimalscorrectlybyfollowingtheexamples.Iftheyhaveanyproblemsaboutthispart,helpthem.ForExercise15,asksomestudentstoreadouttheirdescriptions.Meanwhile,payattentiontowhethertheyhaveusedthefunctionwordsandexpressionsinthetable.StepⅡLead-inShowsomeproverbstothestudentsandletthemguessthemeaningsofthesentences.Andthengivethemthecorrectmeaningsofthesentences.T:Today,we’lllearnthedegreesofcomparison.Atfirst,let’slookatthescreenandguessthemeaningsofthesentences.\n1.Twoheadsarebetterthanone.2.Morehaste,lessspeed.3.East,west,homeisbest.4.Thebestmirrorisanoldfriend.5.Leasttalk,mostwork.Studentsgivetheiranswers.Andteachercorrectssomemistakesifthereareany.Sampletranslations:1.(谚)两人智慧胜一人。2.(谚)欲速则不达。3.东跑西跑还是家里最好。4.(谚)老友是宝镜。5.少说话，多干事。T:Fromthesesentences,weknowthatDegreesofComparisonareusedwidelyinEnglish.Today,we’lllearnsomeofthem.StepⅢDegreesofcomparison1(P43)Inthisstep,thestudentswillfinishActivity1andActivity2onpage43.Task1:Activity1Letthestudentsgivesomesentencesthattheyhavelearnedwiththecomparativedegreein.Andthenturntopage43andreadthefirsttwosentencesinActivity1.Askthemtotellthedifferencebetweenthesesentences.T:Canyougivemesomesentenceswiththecomparativedegreeinthem?S1:Theearthislargerthanthemoon.S2:TomisfatterthanMike.S3:Sheismorebeautifulthanhersister.T:Right.What’sthedifferencebetweenthesesentencesandtheoneontheblackboard?Writethesentenceontheblackboard:\nTheearthisforty-ninetimeslargerthanthemoon.S4:Thereare“forty-nine”timesbeforetheword“larger”.T:Right.That’swhatwe’lllearntoday.Whenwewanttoexpressdegreesofcomparison,wecanusethisstructure.Ais...timeslarger(bigger,taller,higher,wider,longeretc.)thanB.Writedownthestructureontheblackboard.T:It’sverysimple;justadd“...times”beforethecomparativedegree.Butpleasenotethatwesay“twice”insteadof“twotimes”.Areyouclear?Ss:Yes.T:Now,let’sdosomeeasymathsproblems.Listen!IfObjectAis10meterslong,andObjectBistwicelongerthanObjectA,howlongisObjectB?S5:Twentymeterslong.T:Good.You’veunderstoodthestructurecorrectly.Thesecondproblem:ifObjectAweighs100kilogrammes,andObjectBisfourtimesheavier,howheavyisObjectB?S6:400kilogrammes.T:Why?S6:BecauseObjectBisfourtimesheavierthanObjectA.T:OK.Besidesthisstructure,wecanuseanotherstructuretoexpressthesamemeaning.Thatis:Ais...timesaslarge(big,tall,longetc.)asB.Writedownthestructureontheblackboard.T:Well,let’sgoontodosomemathsproblems.Task2:Activity2ReadtheinstructionofActivity2,andletthestudentsreadthesentencesinExample.Afterthat,askthemtofinishthefollowing5problems.T:Thepurposeofthetaskisnottocheckyourintelligence,becauseIbelievethat\nallofyouhavehighIQ.It’sabouttheusesofthetwostructureswe’vejustlearnt.Now,finishthetaskandthencheckyouranswerswithyourpartners.Rememberyoumustusebothofthestructurestopracticewhatwe’vejustlearned.Afterawhile,askfourstudentstoreadouttheiranswersincompletesentences.S1:IthinkwinterinHarbinisfourtimescolderthanBeijing.Or,winterinHarbinisfourtimesascoldasBeijing.T:Thestructureisright,buttherearemistakesinthetwosentences.Whocancorrectthemistakesandreadoutacompletesentence?S2:Itshouldbe“WinterinHarbinisfourtimescolderthanthatinBeijing.”T:Right.Whenweareusingthecomparativedegree，wemustpayattentiontothetwocomparisonobjects.Nowwhowouldliketodothethirdone?S3:MissWu,canwesaythat“inwinterthetemperatureofHarbinisfourtimeslowerthaninBeijing”?T:That’sagoodsentence,butalsoyoushouldpayattentiontothetwocomparisonobjects.Weshouldsaythat“InwinterthetemperatureofHarbinisfourtimeslowerthanthatofBeijing.”Writedownthetwosentencesontheblackboard,sothatthestudentscanclearlyknowtheagreementintwocomparisonobjects.T:Areyouclear?OK,howaboutthethirdproblem?S4:IthinkMountQumolangmaisaboutsixtimeshigherthanMountTai.Or,MountQumolangmaisaboutsixtimesashighasMountTai.S5:Myaunt’shouseistwiceaslargeasmyhouse.Or,myaunt’shouseistwicelargerthanmyhouse.S6:TomweighsovertwiceasheavyasLily.Or,TomisovertwiceheavierthanLily.StepⅣDegreesofcomparison2(P47)Task1:Activity1T:Now,pleasefinishthesentencesonthescreen,usingproperwordsandthe\nstructure.Showthesentencesonthescreen.brightdarkheavyweakfat1.Whenthesunrises,itisgetting_______.2.Whenthesunsets,it’sgetting_______.3.Whentherushhourcomes,thetrafficisgetting_______.4.Aftersufferingalongdisease,heisgetting_______.5.Shelikestoeatsweet,andthesedayssheisgetting_______.Readoutthefirstpartofeachsentence,andletthestudentsreadandfinishthesecondpartofthesentence.Sampleanswers:1.brighterandbrighter2.darkeranddarker3.heavierandheavier4.weakerandweaker5.fatterandfatterT:Now,wearegoingtolearnanotherstructure.Supposeyousaveamillionaire’slife,andheoffersyoumoneytothankyou,andasksyou:“Howmuchdoyouwant?”Andsupposeyouareagreedyperson.Whatwillyousay?S1:Themore,thebetter.T:Yeah,youaresoclever.It’sarealbargain.Butifhealsowantsyoutosharehispains,andasksyou“Howmuchdoyouwant?”,whatwillyousay?S2:Theless,thebetter.T:Ha!You’reclever.Buttherecan’tbesuchaneasythingintheworld.Nopains,nogains.Ifyougainwhatyoushouldn’tgain,thatwouldbeadisaster.Now,pleaselookatthethreesentencesonthescreen:1.It’sgettingbrighterandbrighter!2.Thecloseyouare,themoreyou’llsee.3.ThemorebooksIread,themoreinformationIlearn.\nT:Doyouknowthemeaningsofthesesentences?Ss:Yes.T:OK,now,pleaseanswermyquestions.Question1:Whichofthesestructuresisusedtosaythatsomethingischanging?S3:Allofthestructuresareusedtosaythatsomethingischanging.T:Question2:Whichofthesestructuresisusedtosaythatthingschange/arechangingtogether?S4:Thesecondandthethirdonesareusedtosaythatthingschange/arechangingtogether.T:Question3:Whichstructurerepeatsthesameadjective?S5:Thefirstonerepeatsthesameadjective.T:Good.Now,let’spracticethestructure.PleaselookatActivity2onpage47.Usethewordsbelowtowritesentencesasintheexample.WhowouldliketofinishSentence1?S6:Thehotmetalgetsbiggerandbigger.S7:MissWu,canwesaythat“Thehotmetalisgettingbiggerandbigger.”?T:Ithinkyoucandoit.Theyhavethesamemeaning.Now,let’sfinishthenextthreesentences.Canyouthreefinishthesentencesonebyone?S:...Bynowthestudentshavelearned4structuresaboutdegreesofcomparison,including:1.Theearthisforty-ninetimesaslargeasthemoon.2.Theearthisforty-ninetimeslargerthanthemoon.3.It’sgettingbrighterandbrighter.4.Thecloseryouare,themoreyou’llsee.Showthesentencesonthescreentoletthestudentshavearevision.T:Now,pleaselookatthescreen.Bynow,we’velearnedfourusefulstructuresaboutdegreesofcomparison.Pleaseturntopage91.Let’spracticethesestructures.\nIwillgiveyou3minutesorsotofinishExercises1and2.Threeminuteslater.Checktheanswerswiththewholeclass.T:I’mverygladthatyou’vemasteredthestructures.Nowpleaseturntopage47.LookatActivity3.Readthesesentencesandunderlinethecomparativeexpressionsandcircletheadverbsusedtogivemoreinformationaboutthecomparativeexpressions.Collecttheiranswers.T:Next,let’sturntopage48.ReadtheinstructionofActivity4andthendoasitasksyouto.Youcancompareeverythingyouknow.Sampleanswers:1.Playingcomputergamesismuchmoredangerousforyoungstudentsthanplayingothergames.2.TomisabittallerthanBob.3.TheclimateinGuangzhouisratherhotter.4.Idon’tknowanymorethanyou.5.HisFrenchisnobetterthanMr.Pastier’sEnglish.6.Thiskindofmathsproblemisalittlemoredifficultthanothers.StepVHomeworkT:Inthisperiod,welearnedDegreesofComparison.AfterclassyoushouldfinishExercises3and4onpage92tomakearevisionofthem.OK,classisover,seeyounexttime.Ss:Seeyou.TheFourthPeriodExtensiveReadingTeachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和短语usedto,intheareaof,beproudof,besupposedto,facility,crucible,balance,\ntongs,react,stage,mixture,setupb.重点句式Thehotterthemixture,thequickerthereaction.P94Continuetoheatthemixtureuntilthewaterevaporates,leavingthesaltinthecrucible.P94Usingtongstoholdthetesttube,heheateditovertheBunsenburner.P94That’swhenthingsstartedtogowrong.P94...asthelecturersarepeoplewhohavemaderealdiscoveriesintheirareaofscience.P49I’mbecomingmoreandmoreinterestedinphysics.P492.Abilitygoals能力目标Enablethestudentstodescribeanincidentinascienceclass.3.Learningabilitygoals学能目标Helpthestudentslearnhowtodescribeanincident.Teachingimportantanddifficultpoints教学重点和难点Helpthestudentsdiscussincidentsthathavehappenedintheirscienceclasses.Teachingmethods教学方法Discussionandpairwork.Teachingaids教具准备Acomputerandaprojector.Teachingprocedures&ways教学过程与方式StepⅠRevisionCheckthestudents’homework.Forthesetwoexercises,askthestudentstoreadoutthecompletesentences.T:FromExercise4,weknowthatwecanusemuch,abit,alot,alittletomodifythecomparativeexpressions.Besidesthese,wehaveotherwordstodothis.Nowpleaselookatthesentencesonthescreen.Readthesentencesandpayattention\ntotheboldface.YouhavefarmoreimaginationthanIhave.It’sslightlywarmertoday.She’sactuallyagooddealolderthanshelooks.Doyoufeelanybettertoday?ShewasnoolderthanZilla.Youmustgoandgetsomemoremilk.Heisfat,buthisbrotherisstillfatter.Thisbookisevenmoreusefulthanthatone.Mysisteristenyearsyoungerthanme.You’reaheadtallerthanJane.Itwasone-fourthcheaperthanthemarketprice.Afterthestudentshavefinishedreading,askthemtomakeaconclusionofthewordstomodifythecomparativedegree.T:Bynowwe’velearnedmanywordsthatcanmodifythecomparativedegree.Whatarethey?S1:Theyaremuch,alot,far,abit,alittle,slightly,any,no,some,even,still,ahead,tenyearsandsoon.T:Yeah,that’sright.Now,that’sallforthehome-work.Let’scometoReading.StepⅡLead-inT:Doyouknowthisman?S1:HeisTingZhaozhong,aworld-famousChinesescientist.HeoncewontheNobel\nPhysicsPrize.T:That’sright.Heisatop-classscientist.Manyoutstandingscientiststhinkitisanhonortoworkwithhim.Whatheoftensaysis“Idon’tknow”.Weknowscienceisaseriousthing.Youcan’tbetoocarefulinit.Ithinkthisistherealspiritthatascientistandthepersonwhoaimstobeascientistshouldhave.StepⅢReading(P94)Task1:FastreadingT:Nowlet’sturntopage94toseewhathappenedinthechemistrylab.First,readthethreesummariesaboutthispassageonpage93.Afterreadingthepassagequickly,choosethebestone.Givethestudentssometimetoreadthepassage.T:Whichonedoyouthinkcanbethebestsummaryofthepassage?S1:No.1isthebestsummary,Ithink.T:Good.Task2:CarefulreadingThepurposeofthistaskistoanswertheeightquestionsinExercise11,andletthestudentsgetfamiliarwithsomenewwordsinthisModule.T:Now,let’sreadthequestionsinExercise11,sothatyoucanknowwhatyoushoulddowhenyouarereading.Nowreadthepassagecarefullyandfindtheanswertoeachquestion.Markwheretheanswersareandthennumberthem.Sothatyoucanfindthemquicklywhenyouneedtheseanswers.Letthestudentsdothejobinpairs.Oneasksthequestionsandtheotheranswersthem.Whilethestudentsareaskingandansweringthequestions,walkaroundtheclassroomtoseeiftheyneedanyhelp.Andatthesametime,collecttheanswers.StepⅣDiscussionT:Well,youoftendosomeexperimentsinyoursciencelessons,right?Didanyincidentshappen?NowI’llgiveyousometimetodiscusstheincidentsthathave\nhappenedinyoursciencelessons.Afterawhile.T:Whowouldliketoreportanincidentthathappenedbefore?S1:I’dliketo.Onemorning,weweredoingachemicalexperimentintheschoollab.Wefetchedsomesolution(溶液)fromthecupboard,includingoilofvitriol(浓硫酸),andputthemonthetable.WangHuaandDingDingwereinthefrontrow.XiaoMingandIwereinthesecondrow.Suddenly,WangHuaturnedtosaysomethingtome,andturnedoverthebottlewithoilofvitriolbyaccident.Thebottlewasnotcovered!Theoilofvitriolsplashed.SoonaholewasburnedinXiaoMing’scoat.Andhishandwasburnedtoblack.Hescreamed.Weweresoworried.TheteacherranovertosendXiaoMingtothenearesthospital.Fortunately,nobodyelsewasinjuredintheincident.However,ittaughtusagoodlesson.Neverleaveabottleuncoveredonthetable.S2:I’dliketotellyouaboutoneoftheincidentsinourchemicalexperiment.Intheexperiment,weusedBunsenburner.Aftertheexperiment,oneofmyclassmatesforgottocoverit.Abouttenminuteslater,ateacherpassedthelaboratoryandsmelttheoddsmelling.Sheimmediatelyenteredthelabandputoutthefire.Fortunately,nofurtherincidentwascaused.Afterthatalltheteachersandstudentsweregatheredtohaveameeting.Theheadmastergaveatalktoemphasizetheimportanceofsafetyinlab.That’sagoodlesson.T:Yeah,iftheteacherdidn’tnoticetheincident,itwouldhavebeenaterriblefire.Weoftenthinkit’simpossibletomakeanaccident.Butasasayinggoes,“It’snottoocarefultodoathing.”Weshouldalwayskeepthesayinginmind.StepⅤCulturalCornerT:InthisModule,we’velearnedmanythingsaboutscientificexperiment.Maybesomeofyoufinditinteresting,becauseyouareinterestedinscience;whileothers\nmayfindit’sdull,becausetheypreferartlessons.Inourclass,whoenjoystudy-ingscience?Andwhy?S1:Ilikestudyingscience.Ilikemathsbest.WhenIworkoutaproblem,Ifeelveryhappy.S2:Ilikechemistry.It’sveryinterestingtoseethatyouaddonesubstancetoanother,andtheyreactandchangeintoanewsubstance.Thatisfantastic!T:Knowledgeispower.Whateversubjectsyouenjoylearning,youshoulddevoteyourselvestothem.Oryouwon’tmakeanyachievement.Nowlet’sturntopage49.Readthepassageandanswerthisquestion:WhyhasMarkbecomemoreinterestedinscience?Givethestudentssometimetodothisinpairs,andthenchecktheanswers.T:Areyoureadytoanswerthequestion?Ss:Yeah!T:WhyhasMarkbecomemoreinterestedinscience?S3:Ithinktherearetworeasons.Oneisthatthesciencefacilitiesareverygoodinthenewschool,withlaboratoriesthathaveallthelatestequipment.Theotheristhattheyhavefourchanceseachtermtopublicsciencelectures,andthelecturersarepeoplewhohavemaderealdiscoveriesintheirareaofscience.IthinkMarkisaluckyperson.T:Yeah.Situationscanchangeaperson.Infact,wealsohavethesamechancetolearnsomeknowledgeoutsideclass.Channel10onCCTVoffersalotoflecturesaboutscienceandart.Somearegivenbyfamousprofessors.Oneofmyfavoriteprogramsis“百家讲坛”.Ifyouoftenwatchit,Ibelieveyou’llbenefitfromit.StepⅥSummaryandHomeworkT:Wehavelearnedalotaboutscientificexperiments.Nowadays,itseemsthatmostpeoplepreferscience,becausetheythinksciencecanbringfinancialbenefits,whiletheydonotpaymuchattentiontomorality,ethicsandlove.Asaresult,there\naremanydisastersandwarsintheworld.Sowhenwearelearningscience,weshouldalsopayattentiontomorality,ethicsandlove.Today’shomeworkistopreviewPRONUNCIATIONandEVERYDAYENGLISH.OK,timeisup.Solong,everyone.Ss:Solong,teacher.TheFifthPeriodWritingTeachinggoals教学目标1.Targetlanguage目标语言WordsandexpressionsofsequenceEverydayEnglish2.Abilitygoals能力目标Enablethestudentstopayattentiontotheintonationinquestions.Enablethestudentstowriteadescriptionofanexperiment,andpayattentiontothefunctionwords.3.Learningabilitygoals学能目标Helpthestudentslearnhowtowriteadescriptionofanexperimentaccordingtotheoutline.Teachingimportantanddifficultpoints教学重点和难点Helpthestudentsorganizetheideasaboutanexperiment.Teachingmethods教学方法Question-answermethodandpairwork.Teachingaids教具准备Acomputer,aprojectorandarecorder.Teachingprocedures&&ways教学过程与方式StepⅠRevisionCheckthestudents’homework.ForPRONUNCIA-TION,askthestudentstoreadthefivesentences,andthenplaythetapeforthemtofollow.Askthemwhathappenswhentheyreadquestions.ForEVERY-DAYENGLISH,askthestudentstochoosethecorrect\nmeaningsindividually,andthenaskthemtocomparetheiranswerswiththeirpartners’.Atlast,checktheanswerswiththewholeclass.StepⅡExercise5(P92)Thisexerciseasksthestudentstousethegivenwordstodescribethepicture.Givethem2or3minutestopreparethetask,andthenasksomeofthemtoreadouttheirdescriptions.T:Well,nowlet’slookatthepictureandthegivenwordsinExercise5.We’llusethesewordstodescribethepicture.Pleaseworkinpairstodothejob.Twoorthreeminuteslater,I’dlikesomeofyoutodescribethepicturetothewholeclass.Twoorthreeminuteslater.T:Whichpairisreadytodescribethepicture?S1:OK.Bobisdoinganexperimentinthechemistrylab.Onthetablethereisacrucible,abeaker,aBunsenburner,apairoftongs,twonailsandatesttubeholder.Bobisholdingatubeandaglassrod.Perhapsheisgoingtopoursomeliquidinthetubeintothebeaker.T:Thisisagooddescription.Youhaveusedallthegivenwords.Whoelsewouldliketotry?S2:Letmetry.Aftertheincident,Paulbecomesmoreandmorecareful.Nowhe’sgoingtodoanotherexperiment.Firstheputsacrucible,aBunsenburner,apairoftongs,twonails,abeaker,andatesttubeholderonthetable.Thistime,heexamineswhathetakesfromthecupboardagainandmakessurethathedoesnotmakeamistake.Nowheisholdingatesttubeinonehandandaglassrodintheotherhand.Look,howseriousheis!T:Whatagoodjobitis!Thestyleistheman(文如其人).Yourdescription,justlikeyou,isverylivelyandlovely.Now,let’sturntopage48andlookatFUNCTION.StepⅢFunction\nThepurposeofthispartistoletthestudentsmasterthewordsandexpressionsofsequence.Askthestudentstolookatthewordsinitalicsandthenanswerthequestion:Whendoweusethem?T:Nowlookatthewordsinitalics.Whatarethey?Ss:First,then,next,afterthat,andlastly.T:Whendoweusethem?S1:Whenwewanttotellsomethingaccordingtothetimewhenthethinghappens.S2:Wecanalsousethemwhenwe’remakingaplantodoathing.T:Right.Whatyousaidmeans“sequence”or“connectedlineofevents,ideas,andsomethingelse”.Well,readthepassageagainandthenturntopage96.We’lldotheSpeakingandwriting.StepⅣSpeakingandWriting(P96)Thepurposeofthispartisveryclear.Thatistoaskthestudentstopracticethewayofdescribinganexperiment,andalsomakeuseofthefunctionwords.T:Nowlet’sturntopage96andlookatExercise16.Doyouknowwhatyouaresupposedtodo?Ss:Yes.T:OK,matchtheheadingswiththeparagraphsquickly.Pleasepayattentiontothefunctionwords.Checktheanswerswiththeclass.T:NowlookatExercise17.WearegoingtowriteadescriptionoftheexperimentinActivity13.Youcanrefertotheplanandpicturesonpage95toorganizeyourideas.Asampledescription:Aim:Theaimofthisexperimentistowriteasecretmessagewithinvisibleink.Equipment:alemon,asmallcontainer,apen,somewhitewritingpaper,acandleandsomematches.\nMethod:First,squeezethelemonandpourthejuiceintoacontainer.Next,takeyourpenanddipitintothelemonjuice.Thenwriteyourmessageonacleansheetofwhitepaper.Afterthat,blowthepapertodrythelemonjuice.Next,lightacandlewiththematches.Finally,holdthepapernearthecandleflame.Result:Themessagewillgraduallyappearonthepaperwithlightbrowncolorwords.Conclusion:Themessageappearswhenyouheatitbecausethelemonjuicereactswithoxygenintheair.Thisreactionproducesabrowncoloredoxidewhichyoucansee.StepⅤHomeworkTASKonpage50.Asamplereport:ASimpleScientificExperimentBelowisadescriptionofasimplescientificexperiment.Itshowsusthehydrolysisofsalt(盐类的水解).Aim:Tofindouttheacidity(酸性)andalkalescence(碱性)ofthesolution(溶液)withthesamethickness.Apparatus:Phtestpaper,glassrod,glasssheet,testtube,Na2CO3,NH4Cl,NaClwiththesamethickness.Method:1)AddNa2CO3,NH4ClandNaCltothreedifferenttesttubestoformthreedifferentsolutionswiththesamethickness.2)PutapieceofPhtestpaperontheglasssheet.3)PutglassrobinthetubewithNa2CO3init,andgetsomesolutiontothepaper.4)FindoutPHinthecolorcomparator.5)Repeatthestagesfrom2-4withNH4ClandNaCl.\nResult:SolutionPHNa2CO311NH4Cl6NaCl7Conclusion:Thesaltfromstrongacidandweakbaseisneutral.Thesaltfromstrongandweakbaseisacidity.Thesaltfromweakacidandalkaliisalkalescence.附件AboutDingZhaozhongDingZhaozhong,academicianofAmericanAcademyofScience,experimentalphysicist.BorninAnnArbor,MichiganonJanuary27,1936,hewasbroughtbacktoChinabyhisparentswhenhewasthreemonthsold.HemovedtoTaiwanwithhisparentsin1949.HewenttoMichiganUniversitytostudyinthedepartmentsofphysicsandmathematicsin1956,wonMaster’sdegreein1960,PhDinphysicsin1962.HeonceworkedintheNuclearCenterinEuropeforoneyear,andbeganteachingatColumbiaUniversitysince1964andbecameprofessorattheMassachusettsInstituteofTechnologyin1967.Dr.DingdiscoveredＪ／ψparticlein1974andwontheNobelPrizeforthiswithanotherscientistin1976.YoungstersGoforScience,TeachingProfessionsWhichcareerwillyouchoosewhenyougrowup?ForChineseyoungsters,scienceoreducationarenowthemostpopularchoices,accordingtoarecentsurveybytheAll-ChinaWomen’sFederation.Chineseyoungpeopleusedtochoosecareersinbusinessorfilmsonlyafewyearsago,occupationswhichwouldbringthemwealth,fameorboth.Butthelatestpoll\nhasrevealedthat28.12percentofallthe3,500youngpeoplesurveyed,agedbetween6and18,expressedtheirkeennesstobecomescientistsinthefuture,withanother17percenthopingtobecometeachers.TheysaidthatWuWenjun,aChinesemathematician,andYuanLongping,the“fatherofhybridrice”,havesetgoodexamplesforthem.Boththescientistshavemadeoutstandingachievementsintheirrespectivefieldsandwon5millionyuan(US$604,000)eachincashinFebruarythisyearbywinningthecountry’stopscienceandtechnologyawardfortheyear2000.ThesurveywasconductedinBeijingandShanghaimunicipalitiesandfiveotherprovincesaroundChina.Theyoungsters’mothers,mostofwhomhadseniorhighschoolorhighereducationalbackgrounds,alsofilledinquestionnaireswhichaimedtorevealChinesefamilies’currentattitudestowardsnewtrendsinchildren’seducation.ThemothersheldthefirmbeliefthattobecomewealthythroughknowledgewouldcorrectlyguideChinesesocietyintoitsnextphaseinthenewknowledgeeconomyera.Inrecentyears,theChineseGovernmenthasbeencallingforpeopletohaveagreaterrespectforscienceandknowledge,andhasencouragedintellectualstomakethemselvesrichthroughknowledge.SocialstatusandeconomiclevelsofChinesescientistsandteachershavesinceseenobviousimprovements.Thesurveyhighlightedabigchangeinordinarypeople’svaluesandtheirconceptsofeducation,whichwasaresultofChina’ssocialadvancement,saidGuanHongyu,directoroftheeducationmanagementdepartmentoftheBeijingInstituteofEducation. Chineseparentsarewellknownfortheirconcernsabouthowwelltheirchildrendoatschool.Butaccordingtothelatestpoll,roughlyhalfofthemothersbelievedagoodchildshoulddependonhimselforherself,andconstantlystrivetopursuehisorherdream.Some33.57percentoftheyoungsterssurveyedagreedwiththis\nopinion.“Chinaistransformingitselffromasocietythatusedtobesolelyconcernedaboutschoolcertificatestoonethatrequiresall-roundabilities.”Guanre-marked.IntroductiontotheSchoolofPhysics,PekingUniversityIn1902,theDivisionofMathematicsandPhysicswasestablishedintheMetropolitanUniversity(originalnameofPekingUniversity).ItwasthebeginningofthehighereducationofmathematicsandphysicsinChina.In1913,The“WuLiMen”(PhysicsDepartment)wasformedintheUniversity,whichwasthefirstphysicsundergraduateeducationunitinChina.DuringtheWarofResistanceagainstJapan,PekingUniversity,TsinghuaUniversityandNankaiUniversitymovedtoKunmingandformedtheNationalSouthwesternAssociatedUniversity.PhysicsDepartmentofSouthwesternAssociatedUniversityhasnurturedmanyoutstandingscientists,includingLiZhengdao(T.D.Lee),YangZhengning,ZhuGuangya,DengJiaxian.In1952,China’shighereducationsystemreorganizeditscollegesanddepartments.FormerPhysicsDepartmentsofTsinghuaUniversityandYanjingUniversitymergedintoPhysicsDepartmentofPekingUniversity.ThenewPhysicsDepartmentofPekingUniversitybecameoneofthemostimportantphysicscityinChina,gatheringtogethertalentedscholarssuchasRaoYutai,HuNing,HuangKun,YuFuchun,ZhouPeiyuan,YeQisun,WangZhuxi,YangLimingandZhuShenglin.In1950’s,somesubdivisionsofPhysicsDepart-menthaddevelopedintonewdepartments,suchasGeophysicsDepartmentandElectronicsDepartment.Inaddition,DepartmentofTechnicalPhysics,whichisthefirstnuclearsciencedepartmentinChina,wasestablishedbasedonstaffsandstudentscomingfromaroundthecountry.Since50yearsaftertheliberation,physicsdepart-mentsinPekingUniversityhavecultivatedthousandsofscholars,includingmorethan90academiciansoftheChineseAcademyofScience.Lecturesandtext-booksinthesedepartmentsarewell\nknownnationwideandabroad.CoursesgivenbyProfessorWangZhuxi,HuangKun,ZhaoKaihua,GuoDunren,ZengJinyanandmanyothershavedeepinfluenceontheChinesephysicssociety.Theresearchworkarealsofruitful,thankstotheleadershipoffamousProfessorssuchasHuNing,YangLiming,GanZizhao,YangYingchang,HuJimin,ChenJiaer,ZhaoBolinandChenJiansheng.Atthebeginningoftwenty-firstcentury,onthewaytowardstheworld-classuniversity,PekingUni-versityisreformingitsinternalorganizationsystem.OnMay18th,2001theSchoolofPhysicswasestablishedbasedonformerPhysicsDepartment,AtmosphericScienceDivisionofformerDepartmentofGeophysics,formerDepartmentofTechnicalPhysics,formerDepartmentofAstronomy,formerInstituteofHeavyIonPhysicsandsomeinter-disciplineresearchcenters,totalingabout320staffsandabout1,500students.Inthisnewlycombinedschoolthereare6academiciansofAcademyofScience,5Chang-JiangProfessors,2nationalkeylaboratories,onekeylaboratoryofthestateDepartmentofEducation,2nationalbaseofbasicscienceeducation,5nationalkeydisciplines,8specialtiesfordoctoralcandidatesand8post-doctoralstations.Theschoolisoneofthemostimportantpartoftheuniversity,withaviewforpromotingitaworld-classuniversity.SchoolofPhysicsofPekingUniversitywillkeepanddevelopitsfineacademictraditionsandwillmakegreatestefforttopromoteitseducationandresearch.