Unit 1 Period 2 Learning About Language（表格式教学设计）英语人教版选择性必修第二册

该高中英语教学设计聚焦选择性必修第二册Unit1“科学与科学家”主题，核心梳理单元前后缀构词规律、科研词块及表语从句用法。通过John Snow霍乱语篇例句导入，锁定语法结构与主题词汇，建立词汇与语法关联认知，搭建学习支架。 此资料亮点在于词汇语法双线融合，设计梯度化探究活动，如自主归纳构词规律、小组合作构建表语从句体系，结合微写作与分层作业，培养语言能力（词块与从句融合运用）、思维品质（引导词辨析）及学习能力（分层任务）。实例中微写作要求3个核心词块与2种表语从句，学科特色为语境化整合教学，助力学生提升综合语用能力，方便教师适配分层教学需求。

Unit 1 Science and Scientists Period 2 Learning About Language教学设计 教学基本信息 单元名称 选择性必修第二册Unit1 Science and Scientists 学科 英语 学段 高中 年级 高二第一学期 主要教材 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 出版日期：2019年11月 课时安排 2课时（80 min） 课型 语言学习 教学设计理念 本节课依据高中英语课程标准，以“科学探究与科研精神”为主题，通过John Snow霍乱探究语篇、真题及情境对话，引导学生在主题语境中自主归纳构词规律、核心词块及表语从句的语用功能。课堂以学生为主体，设计梯度化探究活动，兼顾分层学情，推动学生从知识感知到创新输出，灵活运用词汇与语法描述科学现象、阐释科研过程，实现知识向能力的转化，并渗透科学精神，落实核心素养。整体活动体系清晰，适配课件制作与常态课堂实施。 教材分析 本节课整合单元词汇、语法两大语言核心板块，依托单元John Snow霍乱科研主题统一语境，实现双线融合教学。 1. 词汇层面聚焦单元前后缀构词法、核心动词固定词块、主题词汇变形与篇章运用。 2. 语法层面聚焦单元重点语法——表语从句，涵盖句式结构、三类引导词辨析、特殊虚拟语气及语境运用。 3. 所有教学素材均源自单元配套备课资源与教材原生语句，词汇学习服务语法语境输出，语法学习赋能词汇精准运用。 4. 整体课堂打破知识壁垒，以一体式三段式教学推进，形成“输入—内化—巩固—输出”的完整语言学习链条，贴合新课标整合式语言教学要求。 学情分析 1. 高二学生已具备基础的系表结构认知和名词从句学习基础，掌握部分单元主题词汇，具备基础的简单句式表达能力。 2. 但学生普遍存在明显知识短板：未系统梳理单元词缀词族体系，词汇运用碎片化；对表语从句易混引导词that/what、why/because辨析模糊；缺乏词汇与语法融合的语境语用能力，难以在主题语境中连贯、规范地完成语言输出。 3. 本节课通过一体式梯度化教学，帮助学生构建完整知识体系，提升综合语用与创新输出能力。 教学目标 语言能力 系统掌握单元核心前后缀、词族及subscribe to、blame…for等核心科研词块；熟练掌握表语从句基本结构、三类引导词用法及特殊虚拟规则，可在单句、对话、语篇、写作中灵活、规范运用。 学习能力 通过自主探究、合作归纳，掌握“构词梳理—语法归纳—语境实操—迁移创作”的语言学习方法，提升自主学习与合作探究能力。 思维品质 通过辨析易混语言点、梳理科研语篇逻辑、完成主题输出，培养对比思辨、逻辑严谨、条理清晰的科学思维与语言表达思维。 文化意识 依托斯诺科研探究案例，感悟科学家求真务实、严谨求证的科研精神，树立科学求知态度，理解科学探究的本质与价值。 教学重难点 教学重点 单元核心词缀、科研主题固定词块；表语从句基本结构及三类引导词的语境运用。 教学难点 that与what、why与because的精准语境辨析；as if及建议类名词后表语从句的虚拟语气用法；词汇与表语从句融合的篇章运用与主题写作输出。 教学资源 PPT课件，教材，黑板 教学活动设计 教学过程 活动形式及步骤 活动意图 时间 学习理解 Activity 1 情境导入 教师呈现教材例句，锁定本节课核心语法结构与主题词汇，统一课堂主线。 1.One theory was that bad air caused the disease. 2.Another theory was that cholera was caused by an infection from germs in food or water. The truth was that the water from the Broad Street had been infected by waste. 划出句中表语从句结构，圈画infection、infect、blame等核心主题词汇，初步感知句式特征与主题语义，建立词汇与语法的关联认知。 依托教材原生语篇导入，快速激活主题语境，双线唤醒词汇与语法旧知、铺垫新知。 4min Activity 2 构词探究·单元词汇体系梳理 核心前缀梳理：re-（重复）、dis-（否定）、micro-（微小）、trans-（转换）、mis-（错误）、un-（否定）、multi-（多样） 1._______tell 复述 → _______________ 2._______like 不喜欢 → ________________ 3._______phone 麦克风 → _______________ 4._______form 转换 →________________ 5._______understand 误解 →_______________ 6._______happy 不开心 → ______________ 7._______media多媒体 → _______________ 参考答案1.retell 2.dislike 3.microphone 4.transform 5.misunderstand 6.unhappy 7.multimedia 核心后缀梳理：-ory（理论）、-ion（名词化）、-ial（形容词）、-ology（学科）、-al（形容词）、-or（人物）、-ist（专家） 1.theory_______ （理论的） → ______________ 2.invent _______ （发明者） →______________ 3.biology_______ （生物学家） → ______________ 4.act _______（行动） → ______________ 5.nature_______ （自然的） →______________ 6.benefit_______ （有益的） → ______________ 7.bi_______（生物学） → ______________ 参考答案：1.theoretical 2.inventor 3.biologist 4.action 5.natural 6.beneficial 7.biology 自主归纳构词规律，系统化积累单元主题词汇，夯实语言基础。 8min Activity 3 语法探究·表语从句整体建构 类别 连接词 语法功能 例句 从属 连词 that whether as if because 从句不缺成分，无实义/是否/好像/表原因 1.My belief is that clean water matters. 2.The problem is whether we find the source. 连接 代词 what who which 从句作主、宾、表语成分 Tom is no longer what he was. 连接 副词 when where why how 从句作状语，表时间、地点、原因、方式 This is where Snow collected data. 1.结合导入例句，小组合作探究表语从句定义、基本结构、三类导词功能及用法差异，自主完成语法体系归纳。 2.师生总结：主语 + 系动词 + 引导词 + 陈述语序从句 学生自主探究归纳，构建完整表语从句知识体系，实现词汇语法一体化输入。 13min Activity 4 核心词块夯实·单句融合输出 1.聚焦单元四大核心科研词块：subscribe to（赞同）、blame…for（归咎于）、suspect…of（怀疑）、link…to（关联），完成单句填空并拓展表语从句融合表达。 (1)Many scientists __________ the view that human activity leads to infection. (2)He was ___________ the accident because of wrong driving. (3)The man_____________robbery was questioned. (4)Heart disease is often _____________ bad lifestyle. 参考答案：（1）subscribed to （2）to blame for (3)suspected of (4)linked to 2.融合输出任务：结合单句拓展表语从句。 (1)My opinion is that human activity is closely linked to disease infection. (2)The question is whether you are to blame for this matter. (3)The truth was_______________________（他被怀疑拿走了钱） 参考答案：（1）that (2) whether (3)that he was suspected of taking money 夯实固定词块，实现单句层面词汇与语法的初步融合运用。 10min Activity 5 词汇变形专项练习 完成单元词汇变形填空。 1.I feel it is both of you who are___________(blame). 2. Wang Peng ___________(frustrated) with no customers. 3. His action was___________(contradict) to his words. 4. What we know is that this boy is__________(gift) at playing the violin. 5. It seemed that Mr. Jenkins was________ (infected) with a rare disease. 参考答案：1.to blame 2.was frustrated 3.contradictory 4.gifted 5.infected 强化词形变化与系表结构融合，达到夯实语言基础。 4min 应用实践 Activity 6 课文语境·表语从句规范改写 依托斯诺霍乱科研原文语境，规范完成表语从句句式改写。 1. What was it that John Snow showed to the world? What John Snow showed to the world was__________________. 2. What was Snow’s discovery in two particular streets in London? Snow's discovery in two particular streets in London was that___. 3.What was Snow determined to find out during the 1854 outbreak of cholera in London? What Snow was determined to find out was why _____________ 4. What were the exact places (Snow marked on the map)? The exact places Snow marked on the map were where_________ 5. What was the finding that Snow announced? Snow's finding was that __________________________ 参考答案 1. How cholera could be overcome. 2. The cholera outbreak was so severe that more than 500 people died in ten days 3. The outbreak of cholera had caused over 500 deaths within ten days 4. All those who died had lived / all the dead people had lived 5. The water pump was to blame for the spread of cholera / the pump water carried cholera germs / water from the Broad Street pump had been infected by waste 依托教材文本，强化主题语境下学习，实现词汇和语法学习的融合，为书面表达奠定语言基础。 8min Activity 7 情境对话·语法综合运用 1.用引导词as if that what who when how why whose which whether完成单句填空。 A: Absolutely! That was _______happened in our vaccine research. B: It seemed as if all theories worked, but the fact was _______we could not reach an agreement. C: The problem was not __________ theories were good, but which one we should choose. D: What we cared about was not _____field to study, but how to cut vaccine costs. E: The key issue was ________ we started the research at first. 参考答案：what; that; whether; which; why 2.将上面句子进行排序，然后组内两人分角色朗读，巩固各类从句用法。 正确排序：______→_______→_______→______→______ 参考答案A→C→B→D→E A: Absolutely! That was what happened in our vaccine research. C: The problem was not whether theories were good, but which one we should choose. B: It seemed as if all theories worked, but the fact was that we could not reach an agreement. D: What we cared about was not which field to study, but how to cut vaccine costs. E: The key issue was why we started the research in the first place. 在真实语境中综合运用各类表语从句，同时培养学生情境学习对语言能力提高的重要作用。 9min Activity 8 篇章完形·语篇综合巩固 依托医学科普语篇，用infection, multiple, decrease, severe, transform, proof, blame, substantial完成语篇填空。 British scientists believe they may have found a way to fight the common cold. It blocks a key protein in the body cells that is to __1______________ for the spread of cold-causing viruses. Targeting the host rather than __2_______________was a bit non-traditional but made sense because it was tricky to target the virus. Cold-causing viruses are not only of 3_____________kinds, they also _4______________ rapidly, meaning they can quickly develop resistance to medicine. Researchers are working on making a form of medicine that can be taken directly into one’s lungs, to5____________ the chance of side effects. Though these scientists have made __6__________________ advances in their research, further___7___________ is needed to make sure such drugs are not so __8____________ that they harm the body. 参考答案 1.blame 2.infection 3. multiple 4.transform 5.decrease 6.substantial 7. proof 8.severe 在篇章语境中整合词汇、语法知识，提升语篇感知与综合运用能力。 10min Activity 9 课堂微写作·主题创新输出 根据教材文本，完成80词左右《John Snow’s Scientific Research》短评。 要求： 1.使用3个以上单元核心词块、2种不同类型表语从句，贴合科研主题、逻辑连贯。 2.表语从句的句式：What Snow proved was that… / The truth is that… / That’s why… 3.展示评价：小组展示、师生互评，聚焦词块运用、从句规范、逻辑表达三维度点评纠错。 参考范文 John Snow’s Scientific Research John Snow carried out research into cholera when many people subscribed to the wrong theory. What he wanted to find out was that water infection was linked to the disease. The truth was that the polluted pump water was to blame for the outbreak. That’s why he marked the places where victims lived and collected statistics. His substantial findings helped people realize the importance of safe drinking water. 8min Activity 10 课堂整体复盘 1.将本节课词汇体系建构成网络图。 2.将表语从句的重点用法用思维导图构建出来。 提升学生总结能力，养成对知识复盘的习惯，将所学知识结构化，网格化，促进知识的内化。 2min 迁移创新 分层课后作业 本次分层微写作立足学生学情差异，实行弹性选做。基础层夯实核心词汇与基础表语从句，巩固课堂必备知识；提升层增加句式、词块与虚拟语气要求，拓展语言运用能力。两类任务依托同一主题，引导学生迁移课堂所学，落实新高考书面表达能力要求。 作业布置时长2min 本节课作业二选一，为分层作业，难度有所区别。 基础层（适配中等及学困生） 任务：简要介绍John Snow的霍乱研究过程与价值。 要求：涵盖两种霍乱理论、斯诺核心发现；至少2个表语从句，用到blame、infection、substantial核心词汇。 参考范文：John Snow studied cholera in 1854. One theory was that bad air caused the disease, while another was that food infection spread cholera. What he finally proved was that the polluted pump water was to blame. That’s why people began to pay attention to clean drinking water. His research made substantial progress in public health and saved countless people’s lives. 提升层（适配优等生） 任务：校英文报投稿《The Spirit of John Snow》。 要求：简述科研探究过程、评价科学精神；运用that/what/why三类表语从句、4个以上单元词块。 参考范文：John Snow is a scientist I admire most. Many people subscribed to the wrong theory that bad air caused cholera, yet he suspected that water infection was the real cause. It seemed as if nobody could find the truth before his careful survey. What moved me most is that he collected precise statistics and linked deaths to the Broad Street pump. The truth was that waste polluted the local water. That’s why his research put an end to the cholera outbreak and benefited global public health. 板书设计 Unit 1 Science and Scientists Learning About Language 教学反思 亮点 本节课力求实现词汇与语法深度融合，所有活动依托教材原生素材，梯度清晰、落地性强，适配课件制作与常态教学。分层活动与分层作业精准适配不同学情，贴合新高考语言运用与写作考查导向，全方位落实学生核心素养。 不足 课堂整体容量饱满，学困生对what/that、why/because易混引导词的灵活运用仍存在短板，课堂迁移写作的个性化指导时间有限。 改进 课前布置词汇词缀预习任务；课堂增设易错语法点快速辨析微练习；为学困生提供更细化的写作句型支架，强化个性化指导，全面提升整体教学实效。 1 / 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $