Unit 3 The world of Science Developing ideas教学设计-2024-2025学年高中英语外研版（2019）必修第三册

附件： 教学设计 课程基本信息 课题 Franklin’s Experiment:How Much Is True? 课型 新授课 学科 英语 年级 高一年级 学段 高中 版本章节 外研社 Book 3 Unit 3 Developing ideas 教学目标 1.To help students master the key vocabulary and understand Franklin's story through listening;(Language Ability) 2.To enable students to learn about Franklin's experiment background and appreciate the scientific spirit;(Cultural Awareness) 3.To guide students to identify the features of an essay and conclude the structure of the passage;(Learning Ability) 4.To encourage students to analyze experiment details, question its truth, and develop critical thinking.(Thinking Quality) 教学重难点 1.To enable students to learn about the background of Franklin's experiment and appreciate the scientific spirit . 2.To encourage students to analyze experiment details, question its truth, and develop critical thinking. 学情分析 Senior high school students have learned English for six to eight years. They have some ability to understand texts and express ideas. They are curious about scientific topics and willing to learn through interesting stories. However, the students in this class are from Grade 1 of senior high school and most of them have a limited vocabulary and basic critical thinking skills. They may find it difficult to distinguish facts from stories or express their ideas fluently. Therefore, they need clear guidance, scaffolded tasks, and encouragement to participate in discussions. 教学准备 1.课件（PPT）、教学设计、预学案； 2.多媒体设备（用于播放视频、展示课件）； 3. AI Franklin 语音 和 动画素材； 4.科学论坛场景展示素材； 5.基于课文内容通过 AI 制作的歌曲音频。 教学过程 (总时长 40 分钟，情境设定为 “《科学世界》电视节目”，学生分 4 组当嘉宾) 教学任务 教学内容 设计意图 创新设计（含AI应用） Activity 1 Lead in（5mins） 1.Play some videos and guide students to guess who the scientists are. 2.Guide students to say “Hello” to AI Franklin and learn about Franklin. To arouse students’ curiosity about science and prepare them for the topic. 1.老师是The world of science 科学电视节目主持人，班级学生分成四组是来参加电视节目的嘉宾，他们在节目活动中将要完成一些任务。 2.在导入活动中，通过视频情境快速代入主题。学生通过AI合成三位科学家的说话内容猜出他们是谁,并抢答，回答正确就获得点赞。 Activity 2 Pre-reading（5mins） 1.Show the title: Franklin’s Experiment: How Much Is True? 2 .Ask students to predict the type of the text. 3.Guide students to learn the feature of essay through the “Learning to Learn” box. 1.To activate students’ background knowledge and develop their ability to predict. 2.To help students learn the features of essay . 学生当电视节目嘉宾通过模块导学明确文体知识，并抢答，回答正确就获得点赞。 Activity 3 While-reading （15mins） 1.Ask students to read Paragraph1 quickly and answer the question--How does the author introduce the theme of the article? 2. Introduce AI Franklin to tell the story of the second paragraph and ask students to complete the form of the experiment report 3.Ask students to read Paragraph 4 and judge how many statements about Franklin's experiment are true. 4 .Ask students to read Paragraphs 3–6 and answer the questions: What are people’s attitudes towards Franklin’s experiment ? ②Why should scientists question traditional stories? ③What is the article’s conclusion? 1.To help students know the author how to introduce the theme of the article. 2.To make the story vivid, strengthen listening skills, and increase participation through interaction. 3.To guide students to understand the details in the passage and develop critical reading skills. 4.To enable students to learn about Franklin's experiment background to appreciate the scientific spirit . 1.学生当电视节目嘉宾组内讨论老师基于课文提出的问题并抢答，回答正确就获得点赞。 2.引入 AI Franklin 语音 和 动画，生动呈现实验故事，替代传统教师讲解，增强趣味性和互动性，学生当电视节目嘉宾听AI Franklin 讲当年自己做实验的故事，然后完成他的实验报告。 3.学生当电视节目嘉宾组内讨论实验真假的多少并抢答，回答正确就获得点赞。 Activity 4 Post-reading (Discussion) （5mins） 1.Show students a question: Do you agree with the statement ----- we should not always believe everything we read or hear -- even if it is a great story? 2. Guide students to discuss the question and invite them to share their answers. To encourage students to use critical thinking to analyse questions and help students express their understanding of the statement. 学生当电视节目嘉宾组内讨论对这句话看法并说出自己的理由，通过小组合作激发思维碰撞。然后用抢答的方式发表自己的看法和理由。老师根据回答质量给予不同数量的点赞。 Activity 5 Show Time （5mins） 1.Set the scene: “You are audience members on the world of science TV program.” 2. Ask students to write a scientific question with doubts and “post it on the TV program science forum”and show their questions. 3. Guide students to recognize the importance of critical thinking. 1.To transfer classroom inquiry to real-life thinking. 2.To foster critical thinking . 3.To understand the importance of critical thinking. 1.设置场景：通过场景模拟提升实践能力，学生是参加电视节目的观众”，让他们写下一个有质疑的日常生活中的科学问题并发布到电视节目科学论坛，下一期电视节目将对点赞最多的问题进行讨论。 2.学生代表把问题展示出来，老师根据学生提出质疑给与不同点赞个数。 Summary （5mins） Guide students to summarize the lesson and highlight the critical thinking To help students  review the  learning process  and  cultivate  their ability to summarize. 1.为本课活动中获得点赞数最多的小组颁发奖励。 2.通过师生共同总结巩固这堂课学习成果。 3.让学生跟基于课文内容通过 AI 制作的歌曲音频复习课文。 作业设计 Compulsory : Find and write down 10 new words from the article. Look up their meanings and create a short sentence for each word. Optional : Retell the story of Franklin in your own words. 板书设计/课堂小结 教学反思 This lesson focused on helping students understand the historical background of major inventions and their great impact on human society. Through reading, listening, discussion, and presentation, students were encouraged to develop thinking and understanding abilities,and develop their scientific spirit. Most students were actively engaged and willing to participate. However, a few students still found it difficult to express their opinions clearly. In future lessons, more support and sentence patterns can be provided to help students express ideas more fluently. 1 学科网（北京）股份有限公司 $