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.
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