UNIT 1 Science and Scientists 单元整体设计 -【大单元教学】高中英语同步备课系列（人教版2019选择性必修第二册）

教学基本信息 教材 书名：普通高中教科书·英语选择性必修第二册 出版社：人民教育出版社 单元名称 Book 5 Unit 1 Science and Scientists 学科 英语 学段 高中 年级 高二第二学期 单元主题与单元内容分析 ◆主题语境:人与社会 ◆主题群:文学、艺术与体育 ◆子话题:对社会有突出贡献的人物 本单元的主题是“科学与科学家”。本单元讲述了几位中外科学家的生平、经历、研究过程和重要贡献，以及近年来中国在科技创新方面取得的伟大成就，还呈现了一些有趣的科学体验、科学现象、研究发明，并探讨了未来的科学发展趋势、科学与艺术的关系等；旨在激发青少年对科学研究的兴趣和好奇心，引导他们思考科学研究的方法，积极开展科学研究，探究科学家的必备品质和科学精神的基本要素。本单元由记叙文、对话、人物传记、人物采访、新闻报道、议论文等多模态语篇（见表1）构成。 表1 单元语篇梳理 教学板块 语篇类型(技能) 语篇内容 语篇主题 Reading and Thinking 记叙文(阅读) 约翰•斯诺探究霍乱病源，阻止霍乱流行 弘扬科学精神 Learning about Language 新闻报道(阅读) 英国科学家研发治疗普通感冒的新药 彰显科学与生活的联系 Using Language 1 对话(听说) 描述常见的物理，生物等科学现象 培养学生对科学的兴趣 Using Language 2 人物传记(读写) 科学家钱学森和霍金的传记 科学家的成就和贡献 Assessing Your Progress 议论文(阅读) 成为科学家两大品格素养要素 深化科学精神的内涵 Video Time 视频(视听) 科学探索的目的和重要意义 深化科学研究的本质 单元整体教学框架及课时分配 课时分配： 语篇 课型 课时 Opening page Reading and Thinking 阅读课 第1课时 Discovering Useful Structures 语法课 第2课时 Reading for Writing 读写课 第3课时 Listening and Talking 听说课 第4课时 Build up your vocabulary 词汇课 第5课时 Assessing Your Progress 实践课 第6课时 Video Time 视听课 第7课时 单元整体教学目标及课时目标 1、 基于核心素养的单元目标 2、 基于主题意义的单元整体目标 本单元结束后，学生能够： 1.梳理科学研究的步骤，学习科学研究的方法，思考科学精神的内涵(批判与怀疑、好奇与坚持不懈地探索、求真与实证、实践与创新、奉献等) 2.了解中外科学家的重要贡献及其性格特色和高尚品格，深入理解科学精神的内涵，深化对科学及科学研究本质的认识，树立开拓创新、坚韧不拔、艰苦奋斗的观念。 3.了解中国科学技术发展的伟大成就;坚定文化自信。. 4.思考科学与生活、学习、未来、人文的关系，激发对科学的兴趣，树立正确的科学观。 单元目标指导下的课时目标 语篇 课型 课时 单元目标 Opening page Reading and Thinking 阅读课 第1课时 把握文本时间线索，结合斯诺的研究过程梳理科学研究的基本步骤，思考斯诺身上所体现的科学精神;通过斯诺的事迹和理解质疑精神的意义，学会批判性思考，形成自己的观点和看法。 Discovering Useful Structures 语法课 第2课时 能够在语境中正确理解和使用表语从句。 Reading for Writing 读写课 第3课时 阅读钱学森和斯蒂芬.霍金的人物传记，掌握此类文 章的文体结构、行文特点及语言特色，并分析他们身上体现的科学精神。 Listening and Talking 听说课 第4课时 能够充分利用图片中的有效信息预测听力内容;能够 口述自己参与科学探究活动的经历，并描述常见科学现象，与同学交流和分享。 Build up your vocabulary 词汇课 第5课时 能够结合所学词汇归纳常见词缀，并学会使用构词法 理解和记忆词汇。 Assessing Your Progress 实践课 第6课时 复习前面的语言知识及语法知识;完成单元评价和自 我反思;脑洞大开，“打破常规”。 Video Time 视听课 第7课时 探究探索科学的重要性及意义。 单元教学评一体化一览表 教学目标 课时 教学活动 评价内容 1. 围绕疾病话题，结合生活体验学习对疾病提出相关问题。 2. 运用讨论、略读、细读等策略梳理约翰·斯诺的科学研究过程。 3. 通过预测、归纳、推断等策略了解约翰·斯诺的名望和贡献。 4. 通过对本文的学习熟悉和掌握与疾病斗争和科学研究过程相关的语言。 第1课时 Reading and Thinking Activity 1: Talking about COVID-19 1. T: As we all know, today, China is working hard to fight against the highly infectious COVID-19. This is a medical problem that is challenging the whole world. Then, what questions do you think people mostly want to ask about this disease? 2.Students come up with questions concerning COVID-19. 3. Students may refer to the words shown on PPT to describe COVID-19. Activity 2: Putting scientific stages in order 1. T: Hopefully, COVID-19 can be defeated by people with the help of science. Actually, your questions bring me to “scientific research”. When conducting scientific research, we have to follow correct stages. Can you put the following stages in order? 2. Students discuss in groups the correct stages of doing a scientific research and put them in order. (1) analyse the results (2) ask a question (3) draw a conclusion (4) collect data(5) find a problem (6) find supporting evidence (7) think of a method (5)-(2)-(7)-(4)-(1)-(6)-(3) Activity3: Getting to know John Snow and “King Cholera” 1.Get down to the text. 　　T: Today, we will learn about a person who did his research following the scientific stages. 2.Students read the title and make predictions about the following questions: 　　Q1: Who is John Snow? 　　Q2: Why is it called “King Cholera” instead of “cholera”? 　　Q3: What do you think the passage is mainly about? 3. Students read through the whole passage to check whether their predictions are right. 4. Students read the first paragraph. After reading, use 1-2 adjectives to describe John Snow and King Cholera and explain their reasons. Activity 4: Figuring out what John Snow did in his research Students read the whole passage and fill in the chart indicating what John Snow did in his research into the cholera. Activity 5: Focusing on new words in some of the scientific stages Based on the chart, students figure out the meaning of some new words and phrases in the context. (1) He wanted to destroy cholera once and for all. (2) Snow subscribed to the second theory. (3) He investigated the places where the cholera outbreak was severe. (4) He found that multiple deaths were near the water pump. (5) Snow suspected that the water pump was to blame. (6) He had the handle of the pump removed. (7) Through his intervention, the disease was stopped in its track. (8) The truth was that the water from the Broad Street pump had been infected by waste. Activity 6: Exploring the significance of John Snow’s work Students read the last paragraph and answer the following questions: Q1: What were the results of John Snow’s tireless efforts? Q2: Why was John Snow considered the father of modern epidemiology? Assignment: Writing a summary of how John Snow defeated king cholera 1. Students retell how John Snow defeated king cholera by writing a summary of the text in about 100 words. 2. Students are supposed to follow the scientific stages and use the words and phrases leant in the text. 1.围绕疾病话题，首先激活学生背景知识；其次，介绍新冠肺炎部分词汇；再者，引导学生结合生活体验，学习提出问题、表达困惑，思考应用科学战胜新冠肺炎的可能性，同时为教师引出科学研究的步骤埋下伏笔。 2.引导学生理清科学实验的正确步骤。以小组为单位，帮助学生就不太明确的环节通过讨论初步达成一致意见，从而为学习阅读文本做好铺垫，并在阅读理解中加深对科学实验步骤的理解。 3.让学生围绕标题进行分析和预测，然后通过阅读检验自己的想法，学生还要通过阅读从文本中获取和推断约翰·斯诺的相关信息和当时的名望，了解霍乱的严重性，说明缘由，熟悉生词。 4.让学生梳理出约翰·斯诺如何按照科学步骤进行研究，最后发现霍乱的罪魁祸首，为后面的写作任务搭建好内容和机构框架。阅读中，教师安排持续默读时间让学生安静地思考，如有必要，学生可与同伴进行讨论从而得出正确答案。在校对答案的过程中，教师可以通过追问来帮助学生进一步明确科学实验的步骤，并对约翰·斯诺的不懈努力加深理解。 5. 引导学生在语境中思考下划线词语的意思并用英文进行转述，逐步熟悉和掌握与主题相关的词汇，为后面等写作任务搭建语言支架。 6.进一步理解约翰·斯诺研究取得的重要贡献：自来水公司从此售卖净水、减少了霍乱威胁、公众了解了如何预防霍乱。同时，约翰·斯诺的绘制地图、应用数据的方法也成为科学研究创新方法，因而他被称为现代流行病学之父。 1. 回顾系动词的知识点、表语从句的基本构成和名词性从句的引导词。 2. 学生能在具体语境情境中合理使用表语从句。 3. 树立积极正确的价值观和生活态度。 第2课时 Discovering Useful Structures Activity 1: Lead-in --- a passage from Youth ①Ask students to find out the sentence structure in the passage.(S+Link-v+P) ②According to the topic youth, ask students: The question is what we can do to keep young. And find out the predicative clause. 总结表语一般跟在系动词后，并简单复习常见的系动词（标红部分是常见的用于表语从句的系动词）  Activity 2:  fill in the blanks ①Ask students to read the passage and fill in the blanks with conjunctions. ②Ask students to think and find out what part those conjunctions play in the clauses. ③Ask students to translate 3 conversations to have a further understanding of predicative clauses. ④Ask one of the students to summarize the classification of conjunctions in predicative clauses. 通过翻译练习，巩固熟悉从句引导词的使用，为下面的讨论环节做准备。  Activity 3:  discussion about Youth Culture ① Briefly introduce two buzzword: lying down(tang ping) and involution(nei juan) ② Ask some students: What do they think of them? Why?What kind of youth culture do they prefer? Why? ③ Ask students to work in groups of four and make a report based on their discussion. 给学生一定的模板提示，让学生有意识地去使用这节课所复习的表语从句。 Activity 4: teacher’s opinion After students’ report, teacher also gives his/her opinion about youth culture.Eventually, offer students a poem about the value of time. 目的是传递正能量，帮助学生树立正确的价值观和积极的生活学习态度。 帮助学生复习表语从句的基本构成和引导词的选择。本节课选取了当下热门的“Youth Culture”这一话题，旨在通过具体语境的练习，提高学生语法的实际运用能力。 听说活动聚焦参观科学博物馆，通过这样的科学探究和体验方式激活学生的相关经历，让学生谈论不同类型的科学探究活动，描述自己参与科学实验和科学研究的经历，与同学交流。该板块体现了科学与生活、科学与学习的联系。  第3课时 Listening and Talking Step 1: Lead-in Activity 1: Look at the photos and talk about what these activities have to do with science. Where are they? Why do you think so? What can you see in the picture? What is he/she doing? Why is he/she doing that? A. I think the dish in this exhibition is related to sound. Maybe the boy is whispering into the smaller circle and the dish can make his voice louder. B. This looks like a piano you play with your feet. Maybe it shows how sound works. C. I'm not sure what this one shows, but it must be about light or eyesight. D. It is a hall of mirrors. Maybe it has to do with the principles of reflection. E. This is probably an experiment involving the composition of light. Step 2.Pre-listening Activity 2: Using the photos, try to predict the answers to the following questions. 1. Where are the people in the conversation going to go? 2. What kind of place is it, and what does it focus on? 3. What kinds of things can you do there? Step 3.While-listening: Activity 3: (1) Listen to the conversation to check your prediction in Activity 2. (2) Write down the letters (A-E) for the photos in the order that you hear them. Step 4.While-listening: Activity 4: Listen again and complete the descriptions of the photos about scientific experiences in the conversation. Step 5.Post-listening: Activity 5: Fill in the blanks with the words and expressions in the box to finish the summary of the conversation. Step 6.Post- listening: Activity 6: Talk about something more on the scientific museum (Page 7,Activity 5). 1.The conversation is about the City of Science and Industry, a museum in Paris. Would you like to go to this museum? Why or why not? 2. Are there any museums like this in China? What other interesting museums are there? Step 7. Post listening: talk about scientific phenomena Activity 7: Talk about the scientific research or experiment that you are interested in.(1) Brainstorm a scientific research or experiment (Page 7, Activity 6& 7). 1.What scientific phenomenon is the example about? A non-Newtonian fluid. 2. Do you know the phenomenon? Where did you know it? Yes. In TV programs or books. 3.What other scientific research/experiments have you ever done or read about? For example: the positive and negative charges of molecules. Step 8. Post-listening: talk about scientific phenomena Read the expressions to talk about scientific phenomena (Page 7). Step 9. Assignment: 1. Make a short presentation about the scientific research or experiment. 2.Use the example and useful expressions in Activity 7 on page 7 to help you. 1.通过观察图片预测听力内容，培养他们的听前预测策略 2.激活他们的相关背景知识和体验，为接下来的听力理解做好准备。 3.帮助学生抓住对话内容的主线，将活动1中科学体验活动的照片按顺序排列。 4.听后表达活动，对听力对话中所描述的科学实践活动发表看法。 5.学生开展头脑风暴，选择一项自己感兴趣的科学研究或实验活动，向全班展示和介绍。 通过阅读钱学森和霍金的人物传记，以及约翰斯诺研究霍乱病源的过程，并结合自身体验和知识积累写一篇文章。通过分析伟大科学家的品格和素养，阐述科学精神的内涵。 第4课时 Reading for Writing Step1: Pre-reading What makes a great scientist? Step 2.Fast Reading The father of China's aerospace Qian Xuesen The text is mainly about Study the structure of the texts: Paragraph 1: Introduction Paragraphs 2-5: His personal history and accomplishments Paragraph 6: His personality Paragraph 7: His death and people's appreciation of him Step 3.While-Reading: Read passage 1 with the following questions. I. True or False 1. Qian changed his major because of a shift in personal interest.() 2. Qian's strong interest in art has a positive impact on a scientist's development. () II. Why was Qian called "the father of China's aerospace"? Personal Resume/Profile Name: life span: Keyword summary: Education: 1. Attend schools in Beijing 2.Then Shanghai Jiao Tong University 3.in 1932 4.in 1935 Experiences: 1. over the course of the 1930sand 1940s 2.As a graduate assistant 3. in the 1940s 4.in 1955 Achievement Under Qian's leadership followed by in 1970 Because much of the technology behind the Shenzhou rockets can also be traced back to Qian's research, Qian earned the name of “ the father of China's aerospace." Step 4. Post-reading: What important personality and qualities Qian Xuesen had helped him earn the name of "thr father of Ckena's aerospace? Step 5.While-Reading: Study the structure of the texts: Paragraph 1: Introduction Paragraph 2: His claim to fame Paragraph 3: Characteristics that made him great Read passage 2 with the following questions. I. True or False 1. When Hawking was young, almost everyone believed that the universe began with a big bang.() 2.Because Hawking was determined, he was able to succeed even though he was ill.() II. How was Hawking's own theory proven correct? Step 6.Post-Reading: What made Stephen Hawking a genius? Step 7.Summary: How to write an essay about an outstanding figure? basic information: 1. age, sex, birth, background 2. appearance, character 3. education 4. big events in his or her life 5. evaluation Step 8.Writing: write an essay about Yuan Longpin according to the following information. 1.1930生于北京，自幼刻苦学习。 2.为了解决粮食短缺问题，他选择去西南农业大学学习农业。 3.自从1953年大学毕业后，他已经研究水稻几十年，一直在位世界农业默默耕耘。 4.由于他的不懈努力，我国水稻产量快速增长，为很多国家解决了粮食的不足问题。 5.他的最新愿望“海水水稻”也已经变为现实。 6.他被誉为“杂交水稻之父”。 7.虽然他很出名，但是他过着简朴的生活，不计名利。 8.他虽然年事已高，但内心依旧年轻，依旧有不断实现自己梦想能力。[设计意图]学习科学家袁隆平的生平和科学经历，学习他的科学精神。 Step 9.Assignment: 1. write a passage to describe a great scientist. 2. write an essay about the scientific spirit. 1.阅读语篇，了解文章结构和主要大意。 2.帮助学生抓住文章主要内容，了解钱学森的人生和经历及科研精神。 3.具体了解其他科学家的生平和科研经历。学会对科学实验和科学精神的描述。 4.学会描述科学家的一生，学习他们的可贵品质。 原创精品资源学科网独家享有版权，侵权必究！1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$