2018届外研版必修一一轮复习：Module5ALessoninaLab教案（37页）

2018届外研版必修一一轮复习：Module5ALessoninaLab教案（37页）

Module 5 A Lesson in a Lab教案 Ⅰ. 模块教学目标 技能目标Skill Goals ‎▲Prepare a report on a simple scientific experiment ‎▲Learn degrees of comparison ‎▲Learn words and expressions of sequence ‎▲Understand and describe a simple scientific experiment ‎▲Talk about numbers Ⅱ. 目标语言 功 能 句 式 Words and expressions of sequence First, put the magnesium ... Then put the crucible ... Next, I light the Bunsen burner. After that, I hold ... Lastly, we need to weigh ...‎ Everyday English Where do we go from here?‎ Keep the noise down.‎ You’ve got it!‎ It’s your turn.‎ Go ahead!Definitely!‎ 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, astonished ‎2． 认读词汇 potassium, sodium, calcium, magnesium, aluminium, zinc, copper, oxide, balance, tongs, crucible ‎3． 词组 add ... to ..., used to, in the area of, be proud of, be supposed to 语 法 Comparative structures This room is twice as large as that one.‎ This room is four times larger than that one.‎ It’s getting brighter and brighter!‎ The closer you are, the more you’ll see.‎ Adverbs used to modify comparative degree a little, a bit, a lot, rather, no, any, (very) much, lots 重 点 句 子 ‎1. It is hard to think of a world without metals.‎ ‎ P44‎ ‎2. It is important to know how they react with different substances, for example, water and oxygen. P44‎ ‎3. This makes sure there is no air in the water.‎ ‎ P45‎ ‎4. The science facilities are very good, with laboratories that have all the latest equipment.‎ ‎ P49‎ ‎5. as the lecturers are people who have made real discoveries in their area of science. ‎ ‎ P49‎ ‎6. They always thought I would become an English teacher! P49‎ Ⅲ. 教材分析与教材重组 ‎ 1. 教材分析 ‎ 本模块以“A Lesson in a Lab”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。‎ ‎ 1.1 INTRODUCTION 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。‎ ‎ 1.2 VOCABULARY AND SPEAKING 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。‎ ‎ 1.3 GRAMMAR 1 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... times as ... as ..., 并通过对比练习来加强学生对这一用法的了解。‎ ‎ 1.4 READING AND VOCABULARY 这部分由两篇短文组成。Passage A 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。Passage B 介绍了A Simple Scientific Experiment，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。‎ ‎ 1.5 VOCABULARY 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。‎ ‎ 1.6 LISTENING AND WRITING 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。‎ ‎ 1.7 GRAMMAR 2 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, a little 等) +形容词和副词的比较级。‎ ‎ 1.8 PRONUNCIATION 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。‎ ‎ 1.9 EVERYDAY ENGLISH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。‎ ‎ 1.10 FUNCTION 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, after that, lastly在文段中的运用以及与之相关的标点符号的用法。‎ ‎ 1.11 CULTURAL CORNER ‎ 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。‎ ‎ 1.12 TASK 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。‎ ‎ 1.13 MODULE FILE 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READING AND VOCABULARY整合成一堂阅读课。‎ ‎ 2.2 将VOCABULARY AND SPEAKING,LISTENING AND WRITING和WORKBOOK中的Listening and speaking整合成一堂听说课。‎ ‎ 2.3将VOCABULARY, GRAMMAR 1和GRAMMAR 2整合成一堂语法课。‎ ‎ 2.4 将CULTURAL CORNER与WORKBOOK中的Reading整合成一堂泛读课。 ‎ ‎ 2.5 将 PRONUNCIATION, FUCTION, TASK, EVERYDAY ENGLISH与WORKBOOK中的Speaking and writing整合成一堂写作课。‎ ‎3. 课型设计与课时分配 ‎1st Period Reading ‎ 2nd Period Listening and Speaking ‎ 3rd Period Grammar ‎ 4th Period Extensive Reading ‎ 5th Period Writing Ⅳ. 分课时教案 The First Period Reading Teaching goals 教学目标 ‎1. Target language 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, rust b. 重点句式 It is hard to think of a world without metals. P44‎ It is important to know how they react with different substances, for example, water and oxygen. P44‎ This makes sure there is no air in the water. P45‎ ‎2. Ability goals 能力目标 Enable the students to describe a scientific experiment.‎ Enable the students to learn some words concerning scientific experiment.‎ ‎3. Learning ability goals 学能目标 Help the students learn about the steps of a simple scientific experiment so that they can describe a similar one.‎ Teaching important points 教学重点 Help the students learn how to describe a simple scientific experiment.‎ Teaching difficult points 教学难点 Help the students understand the two tables of Passage A and Passage B.‎ Teaching methods 教学方法 Listening, reading and discussing.‎ Teaching aids 教具准备 A computer, a projector and a recorder.‎ Teaching procedures & ways 教学过程与方式 Step Ⅰ Lead-in The purpose of this part is to let the students know and get familiar with the new words in INTRODUCTION: expand, contract, mixture, substance, oxygen and electricity. First, write down the words on the black-board, and then teach them the meaning of each word by questioning.‎ T: Hello, everyone! Do you know the program Lucky 52 on CCTV?‎ Ss: Yeah!‎ T: OK, now suppose I’m Li Yong, and you are competitors. Here are six words on the blackboard. What you should do is to guess the meanings of them. If you can’t express them in English, you may say in Chinese. The quicker, the better. Are you clear?‎ Ss: Yes. ‎ T: Listen. What do we take in when we breathe?‎ S1: Air.‎ T: Right. But not exact. ‎ S2: 氧气。‎ T: Right. In English, it is called “oxygen”. We need oxygen to keep alive. And without it, there will be no life on this planet. OK, another question. What do we call it when we put sugar, eggs, and milk together, or we mix them together?‎ S2: We call it mixture.‎ T: Good. All the things that are mixed together can be called mixture. Next one, we can use one word to stand for all the things around us, which includes air, water,‎ ‎ stone, wood, glass, iron and so on. What is this word?‎ S3: Substance.‎ T: Right. Next, what will happen when water turns into ice?‎ S4: Liquid will turn into solid.‎ T: Right. Besides this, will it have some change in size?‎ S5: Yes. It will become larger.‎ T: Yeah! What do we call this change?‎ S6: It’s called “expand”.‎ Teacher can use body language to express the meaning of “expand”.‎ T: Now, the last one. What’s the opposite meaning of “expand”? ‎ S7: Is it “contract”?‎ T: You are right. The meaning of “contract” is making or becoming smaller or shorter. Well, I think that all of us did very well. Now please read these words after me.‎ ‎...‎ Step Ⅱ Vocabulary Ask the students to read the sentences in Activity 1 on page 41, and then pick out the correct ones. At the same time ask them to pay attention to the new words. At last check the answers to Activity 1 with the whole class.‎ For Activity 2, ask the students to work in pairs to finish the task. If possible, ask them to give their rea-sons for doing so. For Activity 3， give the students more words to help them know that materials are around all of us, and we should use them correctly and reasonably. ‎ T: As the saying goes: Birds of a feather flock together or things of one kind come ‎ together. Now we’ll put the words in Activity 2 in pairs or groups, just like the pairs in Example. If possible, give your reasons to do so. It is a good chance for us to get familiar with these words. OK, I’ll give you one or two minutes to do the job.‎ Two minutes later.‎ T: Have you finished the task?‎ Ss: Yes.‎ T: Who’d like to read out your answers?‎ S1: We’d like to put air, gas and oxygen together, because all of them are gas. And we put earth, sun and moon together, because all of them are planets.‎ T: Quite right. How about you two boys’ answers?‎ S2: We put gas, liquid, and solid together, because we think they are the three states of substance. And we also put contract and expand together. The two words have opposite meanings.‎ T: I’m very glad that you can finish the task so quickly and correctly. Well, all of us know that we are living in a material world. Without these materials, whether natural or man-made, we’ll have nothing to eat, to live in, to use, to wear and so on. Now, let’s look at these words: electricity, iron, metal, steel, air, and glass in Activity 3. You have to tell which of them are natural, which of them are man-made and which of them can be both.‎ S3: Air, iron and some metals are natural. Steel, some metals and glass are man-made. And electricity can be man-made and natural.‎ T: Why do you think electricity is both man-made and natural?‎ S3: Because in a storm, we can see lightening in the sky. While the electricity we are using in everyday life is from electric works. So I think electricity is both man-made and natural.‎ T: Well, it’s a good answer. OK, can you say some other things that are man-made?‎ Ss: There are too many such things.‎ T: Give us some examples.‎ S4: Cars, machines, man-made satellites, plastics and so on.‎ T: Do you know man-made beauty? ‎ S6: I know it. Some ordinary-looking girls can become beautiful overnight. ‎ T: Do you think it is necessary to do so?‎ S7: It’s difficult to say. But I think to have a beautiful mind is more important than to have a beautiful appearance.‎ T: I agree with you. It is said that a woman with a beautiful mind is more beautiful than a woman with a pretty face. ‎ Step Ⅲ Reading (Passage A: P44)‎ There are three activities in this part: Activity 1: find the correct order to describe the stages of a scientific experiment; Activity 2, find the best title for the passage; Activity 3, answer some questions about the passage.‎ Task 1: Activity 1 ‎ T: Well, if you were an engineer, you would take part in the experiment of making Shen ZhouⅤ Flight. What kind of materials would you like to use?‎ S1: I’d like to use some materials that are light enough and hard enough, so that the flight can be easily sent up into space, and doesn’t get in trouble.‎ T: How can we find such kind of materials?‎ S2: We can do some experiments. We can’t use natural materials only; we need both man-made and natural materials.‎ T: That’s right. Now we’ll read a passage about a scientific experiment. Please turn to page 44. We’ll go through Passage A. When we are doing a thing, we should do it in an orderly way. It’s especially true with a scientific experiment. Now let’s see the four words in the table: conclusion, aim, result and method. The four words are about the orders or stages of a scientific experiment. We must know these two words: result and method. What are the meanings of the other two words?‎ S3: “Aim” should be about what the experiment is for. For “conclusion”, I have no idea.‎ T: Right. “Aim” means purpose or object. For example, he has only one aim in life, that is, to be a millionaire. And for “conclusion”, let’s see an example first, when you have worked on a maths problem for a long time, but you still can’t work it out. So you may make a conclusion that the problem is wrong. Here, “the problem is wrong” is your conclusion. Do you understand?‎ Ss: Yeah!‎ T: Now who can give us some other examples to show the meaning of “aim”?‎ S4: Many people aim to be a millionaire. But I think to serve people is the highest aim.‎ T: What is the correct order of stages to do an experiment?‎ Ss: It should be aim, method, result and conclusion.‎ T: That’s right. Without aim, we don’t know where to go; without method, we don’t know how to do things well; without result, we’ll draw a blank or gain nothing; 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 come to the blackboard to write down the structure?‎ S: Let me try.‎ A student comes 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 here means the water that has not been boiled, and has air in it.‎ T: Right. We also call ordinary water “raw water”. Now what’s “Bunsen burner”? We often find it in labs. Now, turn to page 46, and find the picture of Bunsen burner.‎ Task 2: Activity 5‎ T: Now please turn to page 46. Look at Activity 5. Read Passage B again. Complete the sentences.‎ After the students finish the sentences, ask some of them to read out the complete sentences and check the answers with the whole class.‎ Task 3: Activity 6‎ This part is about vocabulary study. Let the students read after the teacher, and then work in pairs to find the meanings of the new words.‎ Explanations of some words:‎ React: have effect on (of one substance applied to another)‎ Steam: gas from boiling water Oil: liquid which does not mix with water, obtained from animals, plants or found in rock under-ground Boil: (of water or other liquid) reach the temperature at which change to gas occurs Scientific: of, for, connected with, used in science Experiment: test carried out carefully in order to study what happens and gain new knowledge Float: be held up in air, gas or on the surface of liquid; move with liquid or air Form: give shape or form to; make, produce Dissolve: (of a liquid) soak into a solid so that the solid itself becomes 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 come.‎ 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 92&93. These exercises can help us remember the new words and expressions about scientific experiment. OK, that’s all for today. See you next time.‎ Ss: See you.‎ The Second Period Listening and Speaking Teaching goals 教学目标 ‎1. Target language 目标语言 English numbers ‎2. Ability goals 能力目标 Help the students to read and write some English numbers correctly.‎ Help the students find the main parts of an experiment while they are listening.‎ ‎3. Learning ability goals 学能目标 Help the students know the rules of expressing numbers.‎ Help the students guess the main parts of a listening material from the tips.‎ Teaching important points 教学重点 ‎ Let the students pay attention to the key words in the materials about Aim, Equipment, Method, Result, and Conclusion.‎ Teaching difficult points 教学难点 Help the students read some large English numbers.‎ Teaching methods 教学方法 Listening and discussion.‎ Teaching aids 教具准备 A projector and a recorder.‎ Teaching procedures & ways 教学过程与方式 Step Ⅰ Revision Check the students’ homework. For Exercises 6 and 7, give them answer sheet. For ‎ Exercise 8, ask 10 students to read out the complete sentences one by one. They should pay attention to their pronunciation and intonation.‎ Step Ⅱ Listening and Writing This is a continued part to the reading material. The students can get more familiar with some new words and expressions, and also get familiar with the description of an experiment. Ask the students to scan the three activities in LISTENING AND WRITING on P46, so that they know what they are going to do, and try to get ready to catch the key words or key sentences when they are listening. ‎ T: Now, please turn to page 46. We are going to have a listening. At first, scan the three instructions to know what you are going to do.‎ Several minutes later.‎ T: Do you know what you are going to do?‎ Ss: Yes. ‎ T: What’s the first one?‎ S1: To read the Aim below and predict the Result.‎ T: What is your prediction?‎ S1: I think there are two results. One is that the magnesium is heavier than before. The other is that it becomes a little lighter than before. It’s difficult to get a result, unless we make an experiment.‎ T: Good, this is a correct attitude towards science. Now, we’ll listen to the conversation to find the result. So please listen carefully and write down the key words.‎ Play the recorder for the students to have a first listening. After that, let the students write down their answers using the key words. If possible, ask them to write the ‎ whole sentences.‎ T: Now let’s listen and complete the description of the scientific experiment. We’ve known the Aim and Result. What we should focus on is Apparatus, Method and Conclusion. And for Method, we should pay attention to the function words: first, then, next, after that, and lastly. Do you remember?‎ Ss: Yes. ‎ T: OK, let’s listen again.‎ Play the tape recorder again. The students listen to the recorder and complete their sentences. At last, collect the answers.‎ Step Ⅲ Listening and Speaking (P95)‎ This is another experiment for the students to have a listening. The purpose of the listening is the same as the above one. Ask the students to read the exercises before listening, including Exercises 13, 14 and 15, so that they know clearly what they are going to do.‎ T: Now, we’ll have another listening. Are you clear about what you are going to do?‎ Ss: Yes.‎ T: OK, for Exercise 13, we have to decide what the aim of the experiment is. And then decide the correct order of the stages. So, first look at the pictures, work in pairs to describe what the boy is doing.‎ Let the students do the job, and then collect their descriptions.‎ T: Well, just now, I collected some of your descriptions about what the boy is doing. Look at the sentences on the screen.‎ Write the following sentences on the screen.‎ a) Bob is writing a conclusion.‎ b) He is squeezing a lemon.‎ c) He is going to fire the paper.‎ d) This is the aim of the experiment.‎ e) He just lighted a candle.‎ f) He is going to write something on the paper.‎ g) He is blowing the paper.‎ T: All of these descriptions are very good. Now let’s listen to the tape to find the aim and put the stages in the correct order.‎ After the students finish the task, check their answers with the whole class by listening to the material again.‎ T: Well, it’s time for us to have a speaking. Look at Exercise 15. Take it in turns to describe the experiment. Use these words and phrases in the box.‎ Give the students some time to do the job. And then ask one or two of them to read out their descriptions. Teacher can also leave this part as homework.‎ Step Ⅳ Vocabulary and Speaking ‎ In this part help the students master the rules of reading English numbers. There are 3 tasks in this step: Task 1, Activity 1; Task 2, Activity 2; Task 3, Activities 3 and 4.‎ Task 1: Activity 1‎ T: Today we’ll learn how to read some English numbers. Please look at Screen 1, Part A. There are some numbers on it. Find the rules and then work in pairs to read them correctly.‎ Screen 1:‎ A ‎2‎ ‎20‎ ‎200‎ ‎2,000‎ ‎20,000‎ ‎200,000‎ ‎2,000,000‎ ‎20,000,000‎ ‎200,000,000‎ ‎2,000,000,000‎ B ‎1‎ ‎22‎ ‎123‎ ‎1,234‎ ‎12,345‎ ‎123,456‎ ‎1,234,567‎ ‎12,345,678‎ ‎123,456,789‎ ‎1,234,567,890‎ Several minutes later.‎ T: Do you find the rules of these numbers?‎ S1: It seems that three zeros are used as a unit.‎ T: Right. How do you read 20,000?‎ S1: Twenty thousand.‎ T: How about 200,000?‎ S1: Two hundred thousand.‎ T: How about 2,000,000?‎ S1: Two thousand thousand.‎ T: I’m afraid you are wrong. It should be two million.‎ S1: Sorry, I forget it.‎ T: OK, how about 20,000,000?‎ S2: It’s twenty million.‎ T: Right. How about 200,000,000?‎ S3: That’s two hundred million.‎ T: What about 2,000,000,000?‎ S4: That is two thousand million. ‎ T: Right. This is the way that English numbers are read. American would like to read like this: two billion. You did very well. Sit down, please. Now, let’s look at the screen. Here is the ways we read ‎ English numbers. Please pay attention to the bold face. That’s the unit of the numbers.‎ Screen 2:‎ ‎200 Two hundred ‎2,000 Two thousand ‎20,000 Twenty thousand ‎200,000 Two hundred thousand ‎2,000,000 Two million ‎20,000,000 Twenty million ‎200,000,000 Two hundred million ‎2,000,000,000 Two thousand million or two billion Let the students read the numbers on Screen 2 and then read numbers in Part B in ‎ Screen 1. Let them work in pairs to do the job, and then ask them to read the numbers out individually.‎ S: ...‎ T: Now let’s look at Screen 3. These are the ways we read and write the numbers.‎ Screen 3:‎ ‎22 Twenty-two ‎123 One hundred and twenty-three ‎1,234 One thousand, two hundred and ‎ thirty-four ‎12,345 Twelve thousand, three hundred ‎ and fifty-five ‎123,456 One hundred and twenty-three thou-‎ ‎ sand, four hundred and fifty-six ‎1,234,567 One million, two hundred and thirty ‎ -four thousand, five hundred and ‎ sixty-seven ‎12,345,678 Twelve million, three hundred and ‎ forty-five thousand, six hundred ‎ and seventy-eight ‎123,456,789 One hundred and twenty-three mil-‎ ‎ lion, four hundred and fifty-six ‎ thousand, seven hundred and eighty-nine ‎1,234,567, 890 One billion, two hundred and thirty-‎ ‎ four million, five hundred and sixty-‎ ‎ seven thousand, eight hundred and ‎ ninety To check whether the students have mastered the way of reading English numbers, let them look at the numbers in Activity 1. There are two mistakes. Let the students read the numbers and find the mistakes.‎ T: Now there are some numbers in Activity 1 on page 42. There are two mistakes in them. Read the numbers and then find the mistakes. After that I’ll ask some of you to tell the mistakes.‎ Later.‎ T: What are the mistakes?‎ S1: One is in Number 1. The word “thousand” is missing after “four hundred and seventy”. The other is in Number 2. The word “one” (or “a”) is missing before “hundred million”.‎ T: Quite right. That’s all for Activity 1. ‎ Task 2: Activity 2‎ Now, let’s turn to Activity 2. Look at the fractions and the way of saying them. What’s the rule?‎ S1: The upper ones are cardinal numbers and the lower ones are ordinal numbers.‎ T: Right. When do we use plural forms?‎ S2: When the upper one is more than one.‎ T: Right. But the way you are saying is very interesting. In English, what you call “upper one” is called numerator of a fraction; while the “lower one” is called denominator. Now, let’s read these fractions in English: 2/5, 5/8, 9/10, 3/8, 5/6.‎ Students read the fractions.‎ Task 3: Activities 3 and 4‎ T: Now, let’s look at Activity 3. Describe the fractions in Activity 2 as percentages. ‎ Ask the students to work in pairs to compare their answers. And then collect the answers from the class.‎ T: Now, look at Activity 4. Read these questions aloud and say the answers. Work in pairs to take turns asking and answering the questions.‎ Give them some help, if some of them have any trouble in doing this. After a while, check the answers with the whole class.‎ If time permits, finish Activity 5. If not, leave it as homework.‎ Step Ⅴ Homework T: In this class we listened to two materials and learned to read some numbers in English. It’s hard, but you have mastered all of them. You are terrific! Now, pay attention to our homework: One is to preview Vocabulary on page 46; The other is to finish Exercise 9 on page 93 and Exercise 15 on page 95. For Exercise 15, you’d better write them down, so that we can show them out on the screen. Next time, I’ll check your answers to these exercises. OK, class is over, see you tomorrow.‎ Ss: See you.‎ The Third Period Grammar Teaching goals 教学目标 ‎1. Target language 目标语言 a. 重点词汇和短语 ‎ a little, a bit, a lot, rather, no, any, (very) much, lots b. 重点句式 The earth is forty-nine times larger than the moon. P43‎ The earth is forty-nine times as large as the moon. P43‎ It’s getting brighter and brighter! P47‎ The closer you are, the more you’ll see. P47‎ The more books I read, the more information I learn. P47‎ ‎2. Ability goals 能力目标 Enable the students to learn degrees of comparison and some adverbs used to modify the comparative degree.‎ ‎3. Learning ability goals 学能目标 Help the students solve some simple maths problems to practice the degrees of comparison.‎ Teaching important points 教学重点 ‎ The usages of the comparative degree.‎ Teaching difficult points 教学难点 Help the students pay attention to the agreement in comparison objects.‎ Teaching methods 教学方法 Question-answer and discussion. ‎ Teaching aids 教具准备 A computer and a projector.‎ Teaching procedures & ways 教学过程与方式 Step Ⅰ Revision For the homework, check whether they can read the decimals correctly by following the examples. If they have any problems about this part, help them. For Exercise 15, ask some students to read out their descriptions. Meanwhile, pay attention to whether they have used the function words and expressions in the table.‎ Step Ⅱ Lead-in Show some proverbs to the students and let them guess the meanings of the sentences. And then give them the correct meanings of the sentences.‎ T: Today, we’ll learn the degrees of comparison. At first, let’s look at the screen and guess the meanings of the sentences.‎ ‎1. Two heads are better than one.‎ ‎2. More haste, less speed.‎ ‎3. East, west, home is best.‎ ‎4. The best mirror is an old friend.‎ ‎5. Least talk, most work.‎ Students give their answers. And teacher corrects some mistakes if there are any.‎ Sample translations:‎ ‎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: From these sentences, we know that Degrees of Comparison are used widely in English. Today, we’ll learn some of them. ‎ Step Ⅲ Degrees of comparison 1 (P43) ‎ In this step, the students will finish Activity 1 and Activity 2 on page 43.‎ Task 1: Activity 1‎ Let the students give some sentences that they have learned with the comparative degree in. And then turn to page 43 and read the first two sentences in Activity 1. Ask them to tell the difference between these sentences.‎ T: Can you give me some sentences with the comparative degree in them?‎ S1: The earth is larger than the moon. ‎ S2: Tom is fatter than Mike.‎ S3: She is more beautiful than her sister.‎ T: Right. What’s the difference between these sentences and the one on the blackboard?‎ Write the sentence on the blackboard: ‎ The earth is forty-nine times larger than the moon.‎ S4: There are “forty-nine” times before the word “larger”.‎ T: Right. That’s what we’ll learn today. When we want to express degrees of comparison, we can use this structure.‎ A is ... times larger (bigger, taller, higher, wider, longer etc.) than B.‎ Write down the structure on the blackboard.‎ T: It’s very simple; just add “... times” before the comparative degree. But please note that we say “twice” instead of “two times”. Are you clear?‎ Ss: Yes. ‎ T: Now, let’s do some easy maths problems. Listen! If Object A is 10 meters long, and Object B is twice longer than Object A, how long is Object B?‎ S5: Twenty meters long.‎ T: Good. You’ve understood the structure correctly. The second problem: if Object A weighs 100 kilogrammes, and Object B is four times heavier, how heavy is Object B?‎ S6: 400 kilogrammes.‎ T: Why?‎ S6: Because Object B is four times heavier than Object A.‎ T: OK. Besides this structure, we can use another structure to express the same meaning. That is:‎ A is ... times as large (big, tall, long etc.) as B.‎ Write down the structure on the blackboard.‎ T: Well, let’s go on to do some maths problems.‎ Task 2: Activity 2‎ Read the instruction of Activity 2, and let the students read the sentences in Example. After that, ask them to finish the following 5 problems.‎ T: The purpose of the task is not to check your intelligence, because I believe that all of you have high IQ. It’s about the uses of the two structures we’ve just learnt. Now, finish the task and then check your answers with your partners. Remember you must ‎ use both of the structures to practice what we’ve just learned.‎ After a while, ask four students to read out their answers in complete sentences.‎ S1: I think winter in Harbin is four times colder than Beijing. Or, winter in Harbin is four times as cold as Beijing.‎ T: The structure is right, but there are mistakes in the two sentences. Who can correct the mistakes and read out a complete sentence?‎ S2: It should be “Winter in Harbin is four times colder than that in Beijing.”‎ T: Right. When we are using the comparative degree，we must pay attention to the two comparison objects. Now who would like to do the third one?‎ S3: Miss Wu, can we say that “in winter the temperature of Harbin is four times lower than in Beijing”?‎ T: That’s a good sentence, but also you should pay attention to the two comparison objects. We should say that “In winter the temperature of Harbin is four times lower than that of Beijing.” ‎ Write down the two sentences on the blackboard, so that the students can clearly know the agreement in two comparison objects.‎ T: Are you clear? OK, how about the third problem?‎ S4: I think Mount Qumolangma is about six times higher than Mount Tai. Or, Mount Qumolangma is about six times as high as Mount Tai.‎ S5: My aunt’s house is twice as large as my house. Or, my aunt’s house is twice larger than my house.‎ S6: Tom weighs over twice as heavy as Lily. Or, Tom is over twice heavier than Lily.‎ Step Ⅳ Degrees of comparison 2 (P47) ‎ Task 1: Activity 1‎ T: Now, please finish the sentences on the screen, using proper words and the structure.‎ Show the sentences on the screen.‎ bright dark heavy weak fat ‎1. When the sun rises, it is getting _______.‎ ‎2. When the sun sets, it’s getting _______.‎ ‎3. When the rush hour comes, the traffic is getting _______.‎ ‎4. After suffering a long disease, he is getting _______.‎ ‎5. She likes to eat sweet, and these days she is getting _______.‎ Read out the first part of each sentence, and let the students read and finish the second part of the sentence.‎ Sample answers:‎ ‎1. brighter and brighter 2. darker and darker ‎ ‎3. heavier and heavier 4. weaker and weaker ‎ ‎5. fatter and fatter ‎ T: Now, we are going to learn another structure. Suppose you save a millionaire’s life, and he offers you money to thank you, and asks you: “How much do you want?” And suppose you are a greedy person. What will you say?‎ S1: The more, the better.‎ T: Yeah, you are so clever. It’s a real bargain. But if he also wants you to share his pains, and asks you “How much do you want?”, what will you say?‎ S2: The less, the better.‎ T: Ha! You’re clever. But there can’t be such an easy thing in the world. No pains, no gains. If you gain what you shouldn’t gain, that would be a disaster. Now, please look at the three sentences on the screen:‎ ‎1. It’s getting brighter and brighter!‎ ‎2. The close you are, the more you’ll see.‎ ‎3. The more books I read, the more information I learn.‎ T: Do you know the meanings of these sentences?‎ Ss: Yes.‎ T: OK, now, please answer my questions. Question 1: Which of these structures is used to say that something is changing?‎ S3: All of the structures are used to say that something is changing.‎ T: Question 2: Which of these structures is used to say that things change / are changing together?‎ S4: The second and the third ones are used to say that things change / are changing together.‎ T: Question 3: Which structure repeats the same adjective?‎ S5: The first one repeats the same adjective.‎ T: Good. Now, let’s practice the structure. Please look at Activity 2 on page 47. Use the words below to write sentences as in the example. Who would like to finish Sentence 1?‎ S6: The hot metal gets bigger and bigger.‎ S7: Miss Wu, can we say that “The hot metal is getting bigger and bigger.”?‎ T: I think you can do it. They have the same meaning. Now, let’s finish the next three ‎ sentences. Can you three finish the sentences one by one?‎ S: ...‎ By now the students have learned 4 structures about degrees of comparison, including:‎ ‎1. The earth is forty-nine times as large as the moon.‎ ‎2. The earth is forty-nine times larger than the moon.‎ ‎3. It’s getting brighter and brighter.‎ ‎4. The closer you are, the more you’ll see.‎ Show the sentences on the screen to let the students have a revision.‎ T: Now, please look at the screen. By now, we’ve learned four useful structures about degrees of comparison. Please turn to page 91. Let’s practice these structures. I will give you 3 minutes or so to finish Exercises 1 and 2. ‎ Three minutes later. Check the answers with the whole class.‎ T: I’m very glad that you’ve mastered the structures. Now please turn to page 47. Look at Activity 3. Read these sentences and underline the comparative expressions and circle the adverbs used to give more information about the comparative expressions.‎ Collect their answers.‎ T: Next, let’s turn to page 48. Read the instruction of Activity 4 and then do as it asks you to. You can compare everything you know.‎ Sample answers:‎ ‎1. Playing computer games is much more dangerous for young students than playing other games.‎ ‎2. Tom is a bit taller than Bob.‎ ‎3. The climate in Guangzhou is rather hotter.‎ ‎4. I don’t know any more than you.‎ ‎5. His French is no better than Mr. Pastier’s English.‎ ‎6. This kind of maths problem is a little more difficult than others.‎ Step V Homework T: In this period, we learned Degrees of Comparison. After class you should finish Exercises 3 and 4 on page 92 to make a revision of them. OK, class is over, see you next time. ‎ Ss: See you.‎ The Fourth Period Extensive Reading Teaching goals 教学目标 ‎ ‎1. Target language 目标语言 a. 重点词汇和短语 ‎ used to, in the area of, be proud of, be supposed to, facility, crucible, balance, tongs, react, stage, mixture, set up b. 重点句式 The hotter the mixture, the quicker the reaction. P94‎ Continue to heat the mixture until the water evaporates, leaving the salt in the crucible. P94‎ Using tongs to hold the test tube, he heated it over the Bunsen burner. P94‎ That’s when things started to go wrong. P94‎ ‎... as the lecturers are people who have made real discoveries in their area of science. P49‎ I’m becoming more and more interested in physics. P49‎ ‎2. Ability goals 能力目标 Enable the students to describe an incident in a science class.‎ ‎3. Learning ability goals 学能目标 Help the students learn how to describe an incident.‎ Teaching important and difficult points 教学重点和难点 Help the students discuss incidents that have happened in their science classes.‎ Teaching methods 教学方法 Discussion and pair work.‎ Teaching aids 教具准备 A computer and a projector.‎ Teaching procedures &ways 教学过程与方式 StepⅠ Revision Check the students’ homework.‎ For these two exercises, ask the students to read out the complete sentences.‎ T: From Exercise 4, we know that we can use much, a bit, a lot, a little to modify the comparative expressions. Besides these, we have other words to do this. Now please look at the sentences on the screen. Read the sentences and pay attention to the bold face.‎ ‎ You have far more imagination than I have.‎ ‎ It’s slightly warmer today.‎ ‎ She’s actually a good deal older than she looks.‎ ‎ Do you feel any better today?‎ ‎ She was no older than Zilla.‎ ‎ You must go and get some more milk.‎ ‎ He is fat, but his brother is still fatter.‎ ‎ This book is even more useful than that one.‎ ‎ My sister is ten years younger than me.‎ ‎ You’re a head taller than Jane.‎ ‎ It was one-fourth cheaper than the market price.‎ After the students have finished reading, ask them to make a conclusion of the words to modify the comparative degree.‎ T: By now we’ve learned many words that can modify the comparative degree. What are they?‎ S1: They are much, a lot, far, a bit, a little, slightly, any, no, some, even, still, a head, ten years and so on.‎ T: Yeah, that’s right. Now, that’s all for the home-work. Let’s come to Reading.‎ Step Ⅱ Lead-in T: Do you know this man? ‎ S1: He is Ting Zhaozhong, a world-famous Chinese scientist. He once won the Nobel Physics Prize.‎ T: That’s right. He is a top-class scientist. Many outstanding scientists think it is an honor to work with him. What he often says is “I don’t know”. We know science is a serious thing. You can’t be too careful in it. I think this is the real spirit that a scientist and the person who aims to be a scientist should have.‎ Step Ⅲ Reading (P94)‎ Task 1: Fast reading T: Now let’s turn to page 94 to see what happened in the chemistry lab. First, read the three summaries about this passage on page 93. After reading the passage quickly, choose the best one.‎ Give the students some time to read the passage.‎ T: Which one do you think can be the best summary of the passage?‎ S1: No. 1 is the best summary, I think.‎ T: Good.‎ Task 2: Careful reading The purpose of this task is to answer the eight questions in Exercise 11, and let the students get familiar with some new words in this Module.‎ T: Now, let’s read the questions in Exercise 11, so that you can know what you should do when you are reading. Now read the passage carefully and find the answer to each question. Mark where the answers are and then number them. So that you can find them quickly when you need these answers. ‎ Let the students do the job in pairs. One asks the questions and the other answers ‎ them. While the students are asking and answering the questions, walk around the classroom to see if they need any help. And at the same time, collect the answers.‎ Step Ⅳ Discussion T: Well, you often do some experiments in your science lessons, right? Did any incidents happen? Now I’ll give you some time to discuss the incidents that have happened in your science lessons.‎ After a while.‎ T: Who would like to report an incident that happened before?‎ S1: I’d like to. One morning, we were doing a chemical experiment in the school lab. We fetched some solution(溶液) from the cupboard, including oil of vitriol(浓硫酸), and put them on the table. Wang Hua and Ding Ding were in the front row. Xiao Ming and I were in the second row. Suddenly, Wang Hua turned to say something to me, and turned over the bottle with oil of vitriol by accident. The bottle was not covered! The oil of vitriol splashed. Soon a hole was burned in Xiao Ming’s coat. And his hand was burned to black. He screamed. We were so worried. The teacher ran over to send Xiao Ming to the nearest hospital.‎ Fortunately, nobody else was injured in the incident. However, it taught us a good lesson. Never leave a bottle uncovered on the table.‎ S2: I’d like to tell you about one of the incidents in our chemical experiment. In the experiment, we used Bunsen burner. After the experiment, one of my classmates forgot to cover it. About ten minutes later, a teacher passed the laboratory and smelt the odd smelling. She immediately entered the lab and put out the fire. Fortunately, no further incident was caused. After that all the teachers and students were gathered to have a meeting. The headmaster gave a talk to em-phasize the importance of safety in lab. That’s a good lesson.‎ T: Yeah, if the teacher didn’t notice the incident, it would have been a terrible fire.‎ ‎ We often think it’s impossible to make an accident. But as a saying goes, “It’s not too careful to do a thing.” We should always keep the saying in mind. ‎ Step Ⅴ Cultural Corner T: In this Module, we’ve learned many things about scientific experiment. Maybe some of you find it interesting, because you are interested in science; while others may find it’s dull, because they prefer art lessons. In our class, who enjoy study-ing science? And why?‎ S1: I like studying science. I like maths best. When I work out a problem, I feel very happy.‎ S2: I like chemistry. It’s very interesting to see that you add one substance to another, and they react and change into a new substance. That is fantastic!‎ T: Knowledge is power. Whatever subjects you enjoy learning, you should devote yourselves to them. Or you won’t make any achievement. Now let’s turn to page 49. Read the passage and answer this question: Why has Mark become more interested in science?‎ Give the students some time to do this in pairs, and then check the answers.‎ T: Are you ready to answer the question?‎ Ss: Yeah!‎ T: Why has Mark become more interested in science?‎ S3: I think there are two reasons. One is that the science facilities are very good in the new school, with laboratories that have all the latest equipment. The other is that they have four chances each term to public science lectures, and the lecturers are people who have made real discoveries in their area of science. I think Mark is a lucky person. ‎ T: Yeah. Situations can change a person. In fact, we also have the same chance to ‎ learn some knowledge outside class. Channel 10 on CCTV offers a lot of lectures about science and art. Some are given by famous professors. One of my favorite programs is “百家讲坛”. If you often watch it, I believe you’ll benefit from it. ‎ Step Ⅵ Summary and Homework T: We have learned a lot about scientific experiments. Nowadays, it seems that most people prefer science, because they think science can bring financial benefits, while they do not pay much attention to morality, ethics and love. As a result, there are many disasters and wars in the world. So when we are learning science, we should also pay attention to morality, ethics and love. Today’s homework is to preview PRONUNCIATION and EVERYDAY ENGLISH. OK, time is up. So long, everyone.‎ Ss: So long, teacher. ‎ The Fifth Period Writing Teaching goals 教学目标 ‎1. Target language 目标语言 Words and expressions of sequence Everyday English ‎2. Ability goals 能力目标 Enable the students to pay attention to the intonation in questions.‎ Enable the students to write a description of an experiment, and pay attention to the function words.‎ ‎3. Learning ability goals 学能目标 Help the students learn how to write a description of an experiment according to the outline.‎ Teaching important and difficult points 教学重点和难点 Help the students organize the ideas about an experiment. ‎ Teaching methods 教学方法 Question-answer method and pair work.‎ Teaching aids 教具准备 A computer, a projector and a recorder.‎ Teaching procedures && ways 教学过程与方式 StepⅠ Revision Check the students’ homework. For PRONUNCIA-TION, ask the students to read the five sentences, and then play the tape for them to follow. Ask them what happens when they read questions. For EVERY-DAY ENGLISH, ask the students to choose the correct meanings individually, and then ask them to compare their answers with their partners’. At last, check the answers with the whole class.‎ Step Ⅱ Exercise 5 (P92)‎ This exercise asks the students to use the given words to describe the picture. Give them 2 or 3 minutes to prepare the task, and then ask some of them to read out their descriptions.‎ T: Well, now let’s look at the picture and the given words in Exercise 5. We’ll use these words to describe the picture. Please work in pairs to do the job. Two or three minutes later, I’d like some of you to describe the picture to the whole class.‎ Two or three minutes later.‎ T: Which pair is ready to describe the picture? ‎ S1: OK. Bob is doing an experiment in the chemistry lab. On the table there is a crucible, a beaker, a Bunsen burner, a pair of tongs, two nails and a test tube holder. Bob is holding a tube and a glass rod. Perhaps he is going to pour some liquid in the ‎ tube into the beaker.‎ T: This is a good description. You have used all the given words. Who else would like to try? ‎ S2: Let me try. After the incident, Paul becomes more and more careful. Now he’s going to do another experiment. First he puts a crucible, a Bunsen burner, a pair of tongs, two nails, a beaker, and a test tube holder on the table. This time, he examines what he takes from the cupboard again and makes sure that he does not make a mistake. Now he is holding a test tube in one hand and a glass rod in the other hand. Look, how serious he is!‎ T: What a good job it is! The style is the man (文如其人). Your description, just like you, is very lively and lovely. Now, let’s turn to page 48 and look at FUNCTION.‎ Step Ⅲ Function The purpose of this part is to let the students master the words and expressions of sequence. Ask the students to look at the words in italics and then answer the question: When do we use them?‎ T: Now look at the words in italics. What are they?‎ Ss: First, then, next, after that, and lastly.‎ T: When do we use them?‎ S1: When we want to tell something according to the time when the thing happens.‎ S2: We can also use them when we’re making a plan to do a thing.‎ T: Right. What you said means “sequence” or “connected line of events, ideas, and something else”. Well, read the passage again and then turn to page 96. We’ll do the Speaking and writing.‎ Step Ⅳ Speaking and Writing (P96)‎ The purpose of this part is very clear. That is to ask the students to practice the way of describing an experiment, and also make use of the function words.‎ T: Now let’s turn to page 96 and look at Exercise 16. Do you know what you are supposed to do?‎ Ss: Yes.‎ T: OK, match the headings with the paragraphs quickly. Please pay attention to the function words.‎ Check the answers with the class.‎ T: Now look at Exercise 17. We are going to write a description of the experiment in Activity 13. You can refer to the plan and pictures on page 95 to organize your ideas.‎ A sample description:‎ Aim: The aim of this experiment is to write a secret message with invisible ink.‎ Equipment: a lemon, a small container, a pen, some white writing paper, a candle and some matches.‎ Method: ‎ First, squeeze the lemon and pour the juice into a container. ‎ Next, take your pen and dip it into the lemon juice. Then write your message on a clean sheet of white paper. ‎ After that, blow the paper to dry the lemon juice. ‎ Next, light a candle with the matches. ‎ Finally, hold the paper near the candle flame.‎ Result: The message will gradually appear on the paper with light brown color words.‎ Conclusion: The message appears when you heat it because the lemon juice reacts ‎ with oxygen in the air. This reaction produces a brown colored oxide which you can see.‎ Step Ⅴ Homework TASK on page 50.‎ A sample report:‎ A Simple Scientific Experiment Below is a description of a simple scientific experiment. It shows us the hydrolysis of salt(盐类的水解).‎ Aim: To find out the acidity(酸性) and alkalescence(碱性) of the solution (溶液) with the same thickness. ‎ Apparatus: Ph test paper, glass rod, glass sheet, test tube, Na2CO3, NH4Cl, NaCl with the same thickness.‎ Method:‎ ‎1) Add Na2CO3, NH4Cl and NaCl to three different test tubes to form three different solutions with the same thickness.‎ ‎2) Put a piece of Ph test paper on the glass sheet.‎ ‎3) Put glass rob in the tube with Na2CO3 in it, and get some solution to the paper.‎ ‎4) Find out PH in the color comparator.‎ ‎5) Repeat the stages from 2-4 with NH4Cl and NaCl.‎ Result:‎ ‎ Solution PH ‎ Na2CO3 11‎ ‎ NH4Cl 6‎ ‎ NaCl 7‎ Conclusion:‎ The salt from strong acid and weak base is neutral.‎ The salt from strong and weak base is acidity.‎ The salt from weak acid and alkali is alkalescence.‎ 附 件 About Ding Zhaozhong ‎ Ding Zhaozhong, academician of American Academy of Science, experimental physicist. Born in Ann Arbor, Michigan on January 27, 1936, he was brought back to China by his parents when he was three months old. He moved to Taiwan with his parents in 1949. He went to Michigan University to study in the departments of physics and mathematics in 1956, won Master’s degree in 1960, Ph D in physics in 1962. He once worked in the Nuclear Center in Europe for one year, and began teaching at Columbia University since 1964 and became professor at the Massachusetts Institute of Technology in 1967.‎ ‎ Dr. Ding discovered Ｊ／ψ particle in 1974 and won the Nobel Prize for this with another scientist in 1976.‎ Youngsters Go for Science, Teaching Professions ‎ Which career will you choose when you grow up? ‎ ‎ For Chinese youngsters, science or education are now the most popular choices, according to a recent survey by the All-China Women’s Federation. ‎ ‎ Chinese young people used to choose careers in business or films only a few years ago, occupations which would bring them wealth, fame or both. But the latest ‎ poll has revealed that 28.12 percent of all the 3,500 young people surveyed, aged between 6 and 18, expressed their keenness to become scientists in the future, with another 17 percent hoping to become teachers. They said that Wu Wenjun, a Chinese mathematician, and Yuan Longping, the “father of hybrid rice”, have set good examples for them. Both the scientists have made outstanding achievements in their respective fields and won 5 million yuan (US$604,000) each in cash in February this year by winning the country’s top science and technology award for the year 2000. ‎ ‎ The survey was conducted in Beijing and Shanghai municipalities and five other provinces around China. The youngsters’ mothers, most of whom had senior high school or higher educational backgrounds, also filled in questionnaires which aimed to reveal Chinese families’ current attitudes towards new trends in children’s education. ‎ ‎ The mothers held the firm belief that to become wealthy through knowledge would correctly guide Chinese society into its next phase in the new knowledge economy era. ‎ ‎ In recent years, the Chinese Government has been calling for people to have a greater respect for science and knowledge, and has encouraged intellectuals to make themselves rich through knowledge. Social status and economic levels of Chinese scientists and teachers have since seen obvious improvements. ‎ ‎ The survey highlighted a big change in ordinary people’s values and their concepts of education, which was a result of China’s social advancement, said Guan Hongyu, director of the education management department of the Beijing Institute of Education. Chinese parents are well known for their concerns about how well their children do at school. But according to the latest poll, roughly half of the mothers believed a good child should depend on himself or herself, and constantly strive to pursue his or her dream. Some 33.57 percent of the youngsters surveyed agreed with this ‎ opinion. ‎ ‎ “China is transforming itself from a society that used to be solely concerned about school certificates to one that requires all-round abilities.” Guan re-marked.‎ Introduction to the School of Physics, Peking University ‎ ‎ In 1902, the Division of Mathematics and Physics was established in the Metropolitan University (original name of Peking University). It was the beginning of the higher education of mathematics and physics in China. ‎ ‎ In 1913, The “Wu Li Men” (Physics Department) was formed in the University, which was the first physics undergraduate education unit in China. ‎ ‎ During the War of Resistance against Japan, Peking University, Tsinghua University and Nankai University moved to Kunming and formed the National Southwestern Associated University. Physics Department of Southwestern Associated University has nurtured many outstanding scientists, including Li Zhengdao(T.D.Lee), Yang Zhengning, Zhu Guangya, Deng Jiaxian. ‎ ‎ In 1952, China’s higher education system reorganized its colleges and departments. Former Physics Departments of Tsinghua University and Yanjing University merged into Physics Department of Peking University. The new Physics Department of Peking University became one of the most important physics city in China, gathering together talented scholars such as Rao Yutai, Hu Ning, Huang Kun, Yu Fuchun, Zhou Peiyuan, Ye Qisun, Wang Zhuxi, Yang Liming and Zhu Shenglin. ‎ ‎ In 1950’s, some subdivisions of Physics Depart-ment had developed into new departments, such as Geophysics Department and Electronics Department. In addition, Department of Technical Physics, which is the first nuclear science department in China, was established based on staffs and students coming from around the country. ‎ ‎ Since 50 years after the liberation, physics depart-ments in Peking University ‎ have cultivated thousands of scholars, including more than 90 academicians of the Chinese Academy of Science. Lectures and text- books in these departments are well known nation wide and abroad. Courses given by Professor Wang Zhuxi, Huang Kun, Zhao Kaihua, Guo Dunren, Zeng Jinyan and many others have deep influence on the Chinese physics society. The research work are also fruitful, thanks to the leadership of famous Professors such as Hu Ning, Yang Liming, Gan Zizhao, Yang Yingchang, Hu Jimin, Chen Jiaer, Zhao Bolin and Chen Jiansheng. ‎ ‎ At the beginning of twenty-first century, on the way towards the world-class university, Peking Uni-versity is reforming its internal organization system. On May 18th, 2001 the School of Physics was established based on former Physics Department, Atmospheric Science Division of former Department of Geophysics, former Department of Technical Physics, former Department of Astronomy, former Institute of Heavy Ion Physics and some inter-discipline research centers, totaling about 320 staffs and about 1,500 students. In this newly combined school there are 6 academicians of Academy of Science, 5 Chang-Jiang Professors, 2 national key laboratories, one key laboratory of the state Department of Education, 2 national base of basic science education, 5 national key disciplines, 8 specialties for doctoral candidates and 8 post-doctoral stations. The school is one of the most important part of the university, with a view for promoting it a world-class university. ‎ ‎ School of Physics of Peking University will keep and develop its fine academic traditions and will make greatest effort to promote its education and research.‎