Unit 1 Period 3 Using 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“科学与科学家”主题，围绕听说读写综合运用展开。通过科技馆展品图片预测、科学现象短视频导入，激活主题词汇，以“科学探究”为主线，听说课积累描述实验的口语句型，读写课迁移至科学家传记写作，复用单元词汇与表语从句，搭建输入到输出的学习支架。 此资料特色在于主题连贯与素养融合，采用任务链设计，听说课通过分层听力（预测-细节）和微型演讲提升语言能力，读写课结合钱学森、霍金案例梳理传记框架与逻辑衔接词，训练思维品质，分层写作适配不同学情。助力学生提升综合语言运用能力，为教师提供完整教学资源与分层策略，高效落实教学目标。

Unit 1 Science and Scientists Period 3 Using 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(80min) 课型 语言综合运用（听说+读写） 教学设计理念 践行新课标英语学习活动观，遵循英语“听说读写”的语言规律，落实在具体语境中学习巩固语言知识的新课改理念。 1. 主题主线统一：全单元围绕 “科学家与科学探究”，第1课时以科技馆科学体验听说输入，积累描述实验、科研口语素材；第2课时阅读中外科学家传记，提炼人物写作框架、逻辑衔接词，实现输入到书面输出闭环，两课时任务连贯、层层递进。 2. 知识一体化：全程复用本单元词缀词汇、核心词块、表语从句语法，做到词汇、语法、语用同步巩固，学以致用。 3. 素养融合：依托斯诺、钱学森、霍金案例，培养严谨科学精神；对比中外科学家增强文化自信；分层活动兼顾不同学情，自主探究+小组合作突出学生主体。 教材分析 课时 1（听说板块） 【What】听力文本是朋友间参观巴黎科学工业城的对话，围绕声光、镜面、流体互动实验展开，话题为 “分享科学实验体验”，配套 5 组科技馆互动展品图片预测任务、听力细节填空、口语展示任务。 【Why】激活学生科学生活类词汇，训练听前预测、抓取细节听力策略；搭建描述科学现象、实验的口语句式，为下课时科学家写作积累表达素材。 【How】任务链：看图预测→分层听力（主旨+细节）→小组讨论→微型科研演讲，由输入过渡到口头输出。 课时 2（读写板块） 【What】阅读文本为钱学森、霍金两篇科学家人物传记，梳理生平、成就、精神品质，重点学习 however/above all/besides 等逻辑衔接词；写作任务为介绍杰出科学家、阐释科学精神，贴合新高考人物应用文题型。 【Why】拆解人物传记写作结构，积累描写科学家品质高级词汇，掌握非谓语、同位语、表语从句高级句式，将前一课时听说、词汇语法知识迁移到书面写作。 【How】任务链：话题导入→速读梳理人物框架→精读提炼衔接词与高级句型→支架式分层写作，实现从阅读输入到完整书面产出。 学情分析 What I know 1. 学生已完成单元 Reading、词汇、表语从句学习，掌握infection、blame、subscribe to等主题词汇与表语从句结构。 2. 能简单描述事物，但缺少科学实验、科学家生平成套表达，书面作文逻辑衔接薄弱。 What I want to know 1. 如何用英语清晰描述科学实验现象。 2. 人物传记标准写作结构。 3. 逻辑连接词的规范使用。 4. 如何融合单元词汇、从句写出高分作文。 What I learned 1. 掌握听前预测听力策略。 2. 熟练口头描述科学探究活动。 3. 掌握科学家传记“概况-经历-成就-品质-评价”五段式结构。 4. 能灵活使用衔接词、单元词汇、表语从句完成主题写作，树立崇尚科学、爱国科研价值观。 教学目标 语言能力 1. 听力：能借助图片预测听力内容，抓取声光实验关键细节，听懂科学体验类对话； 2. 口语：运用固定句式介绍科学实验、分享探究经历，完成 1 分钟微型科研演讲； 3. 阅读：梳理钱学森、霍金文本结构，识别逻辑衔接词，提炼描写科学家品质词汇； 4. 写作：掌握人物传记写作模板，分层完成科学家短文写作，熟练运用单元词块、表语从句、非谓语高级句型。 学习能力 1.掌握看图预测、分层精读、支架式写作学习策略。 2.通过双人、小组合作提升听说读写协作探究能力。 文化意识 1.了解钱学森爱国报国事迹与霍金身残志坚科研精神。 2.对比中外科学家，增强民族文化自信，树立严谨求真的科学价值观。 思维品质 通过听力信息排序、文本结构梳理、写作逻辑搭建，训练逻辑归纳、对比辨析、有序表达思维。 教学重难点 教学重点 1. 课时1：听力预测策略；描述科学现象固定口语句型。 2. 课时2：科学家传记写作框架；however/furthermore/above all 等衔接词；单元词汇、表语从句、非谓语在写作中的融合运用。 教学难点 1. 听力细节信息精准抓取；口语表达逻辑连贯。 2. 写作中事例支撑人物品质，长短句结合，自然嵌入单元语言知识点。 教学资源 PPT课件，教材，黑板、科技馆展品图片、听力音频 教学活动设计（听说课） 教学过程 活动形式及步骤 活动意图 时间 学习理解 Activity 1话题导入・图片预测（自主完成，核对答案） 展示 5 组科技馆展品图片（镜面大厅、巨型音盘、脚踏钢琴、蓝光血细胞投影、彩虹光影墙），小组讨论图片关联的物理 / 生物科学现象，播放相关短视频，进行知识迁移，预测听力对话主题。 参考学生回答： A 音盘：声音反射放大 B 脚踏钢琴：声学 C 蓝光屏：肉眼观测血细胞 D 镜面：光的反射 E 光影：光的色散 激活科学主题词汇，训练看图预测听力前置策略，衔接本课听力素材 5min Activity 2 分层听力训练（自主完成，核对答案） Step1: Before listening The photos above are related to the conversation you will hear. 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? 参考答案 1. They are going to a science museum. 2. It is a science museum that focuses on letting visitors experience science through interactive learning exhibitions. 3 .You can probably try different activities to learn about sound, light, reflection, and so on. For example, you can go to a room with many mirrors facing each other so it looks like there are many copies of you! Or you can play with a big piano on the floor. Step 2: While listening 第一遍听主旨：匹配图片出现顺序 Ask students to listen to the conversation and see if their answers for Activity 2 are correct. Then write down the letters (A-E) for the photos in the order that students hear them described. 1.__________2.__________3.__________4.________5.________ 参考答案: DCEBA Step 3: Post-listening 第二遍抓取细节，完成填空 Ask students to listen again and complete the descriptions of the photos above. Photo A: A giant dish; when you speak into it, it _____________the sound back and _________.You can use it to speak in a__________ to someone 17 meters away. Photo B: A giant ____________that you can use your feet to play. Instead of playing the sounds of a piano, it plays the voices of_____. Photo C: You look at a blue screen for a while, and then suddenly you can see__________moving around on it. These are our_______. Photo D: A_______________where you can see yourself reflected thousands of times. Photo E: You stand in front of_________and it casts different shadows of you, in_______________ the rainbow. 参考答案 A: reflects; makes it louder; whisper; B: piano keyboard; classical singers C:tiny bright lights, own blood cells D:hall of mirrors E:a white light, every colour of 分层听力由粗到细，落实听力获取主旨、细节两大核心技能，积累科学现象描述词汇。 7min 应用实践 Activity 3 Discussion Ask students to discuss the following questions in groups. 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? 参考学生回答： 1.Yes . I can learn a lot about science and it can broaden my horizons. 2.Yes. There are other interesting museums such as art museum or museum about science and technology. 内化听力语言素材，搭建口语表达支架，为后续演讲铺垫。 12min 迁移创新 Activity 4 微型演讲 向全班做一个微型演讲，介绍一种简单的科学小实验（如非牛顿流体、牛奶色素实验），用下面的范例和语块。 EXAMPLE Today, I want to talk to you about a very strange phenomenon called a non-Newtonian fluid. You can make it easily using equal parts of water and cornflour, like I have here. Anon-Newtonian fluid is strange because you can pour it like a liquid, but if you put any pressure on it, it suddenly becomes hard as concrete. In fact, it becomes hard enough to stand on. Then, as soon as you take the pressure off, it becomes a liquid again. This shows that it is possible that something can exist as a liquid and a solid at the same time. Useful Phrases Talking about scientific phenomena .. can/cannot exist in the form of a solid/gas and a liquid/plasma ... ... Is both a ... And a.. . at the same time .. how light/sound is reflected ... ... the existence of other… This occurs when ... If you ....it will become .... That demonstrates …. This experiment/research shows. .. Through this, we know that ... We can prove that ... This evidence proves … 实现听说输出迁移，将科学描述语言灵活运用，衔接第2课时科学家探究写作话题。 10min Activity 5 复盘与前置任务（师生共同梳理） 1.课堂小结：听力预测技巧、描述科学现象核心句型。 2.前置作业（衔接读写课）：搜集一位你敬佩科学家1-2 条典型科研事迹，用于下节课写作素材积累。 打通两课时听说读写的逻辑，为读写课提前储备人物事例素材。 6min 教学活动设计（读写课） 教学过程 活动形式及步骤 活动意图 时间 学习理解 Activity 1话题衔接导入（全班问答，头脑风暴） 1.承接上节课 “科学探究” 话题，提问：What qualities make a great scientist？ 2.学生头脑风暴词汇：determined, devoted, patriotic, brilliant, energetic, creative. 串联前一课时科学主题，激活描写人物词汇，搭建阅读前置词汇网络 7min Activity 2 速读 + 精读文本探究（自主阅读，小组合作） Step 1 Pr-reading Look at the picture, the title and, guess what the content of the text is. The text is mainly about____________________________. 参考答案：The text is mainly about the brief introduction of Qian Xuesen and Stephen Hawking. Step 2 While reading 1.Read the texts and decide if the statements are true (T) or false (F). 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. ③ When Hawking was young, almost everyone believed that the universe began with a big bang. ④ Because Hawking was determined, he was able to succeed even though he was ill. 参考答案：①F ②T ③F ④T 2.Answer the questions below using the information from the texts. ① Why was Qian called "the father of China's aerospace"? ② How was Hawking's own theory proven correct? 参考答案 1.Because much of the technology behind the Shenzhou rockets can also be traced back to Qian’s research. Qian earned the name of called "the father of China's aerospace”. 2.Hawking’s own work on the big bank theory was proven by astronomers with telescopes. 拆解传记文本行文逻辑，掌握逻辑衔接写作工具，学习 “事例佐证品质” 写作手法。 9min 应用实践 Activity 3 Post-reading Study the language and structure. 1. Underline the linking words and phrases in the passages, and describe their function. 2. Read the texts again and get the main idea of each paragraph. 3. Find Words that describe the personalities of the scientists. How do the stories about scientists help illustrate these personalities? 参考答案： 1.however; at that time; nevertheless; because; in general; besides;furthermore; above all function: these serve to link elements in the passage and bring greater cohesion and logical flow to it. 2.Qian Xuesen: Para1: Introduction Para2—5： His personal history and accomplishments Para6: His personality Para7: His death and people’s appreciation of him Stephen Hawking: Para 1: Introduction Para2: His claim to fame Para 3: Characteristics that made him great. 3.（1）Qian Xuesen a man with great scientific thought and scientific spirit” who was patriotic and served his homeland with effort, achievement, and devotion; a pioneer; didn’t let that discourage him; determined; an outstanding and creative scientist; deep appreciation for art. （2）Stephen Hawking: brilliant; brave; sometimes careless in what he said or did; willing to say what others were afraid to say; dream what others were afraid to dream about; quite determined; willing to admit his failure. In the case of Qian, we see his determination illustrated by his struggles, and how he overcame challenges; his story also shows he was patriotic and devoted to his career. In the case of Hawking, we also see his determination in the case of difficulty through the stories told about him. 通过挖掘教材文本信息，总结传记文的写作结构特征，梳理衔接词和积累句式和好的语块，为综合写作奠定基础条件。 10min 迁移创新 分层写作任务 分层设计适配不同学情，严格贴合新高考应用文评分标准，全程复用本单元词汇、表语从句、衔接词，真正实现学以致用，配套完整参考范文 10min 本节课作业二选一，为分层作业，难度有所区别。 Activity 4 课堂微写作 假如学校英文报举办 Great Scientists, Great Spirits 征文活动，请你写一篇短文介绍袁隆平，词数80左右。 要点：1. 生平背景 2. 科研贡献 3. 体现的科学精神；必须使用至少2组单元核心词块+表语从句+衔接词 ▌基础层 要求：覆盖全部要点，简单长短句，正确运用2组单元词块，无基础语法错误 基础层参考范文 Born in a poor family in Chongqing, Yuan Longping graduated from university in 1953 and has researched rice for decades. Most people subscribe to the view that his research is of great value. The truth is that his substantial findings solved food shortages worldwide. People link his success to his perseverance. Above all, he lives simply though he gains great fame. ▌提高层 要求：句式多样，衔接流畅，3组以上单元词块，事例支撑精神 提高范文参考范文 Born in Chongqing in 1937, Yuan Longping is honored as Father of Hybrid Rice. Many scientists subscribe to the idea that his research brings substantial benefits to the whole world. At first, people suspected that hybrid rice could not increase output, but he collected solid statistics as proof. The truth is that his devotion helps millions escape hunger. Furthermore, though famous, he cares little about fame, which fully shows the noble spirit of a great scientist. Activity 5同伴互评 + 课堂复盘（同桌互评，师生总结） 1. 互评清单：要点完整？衔接词是否使用？单元词汇 / 从句是否正确？ 2. 小结：科学家传记框架、逻辑词、单元语言写作运用要点。 3.课后作业：完善作文，背诵3组描写科学家高级句型。 以评促学，巩固本节课读写核心知识点，形成完整单元语言输出闭环。 4min 板书设计 Unit 1 Science and Scientists Using Language 教学反思 优点 1.两课时任务链条完整统一，以 “科学探究” 为主线，听说输入为读写写作铺垫，知识前后贯通，落实单元整体教学。 2.全程复用本单元词汇、表语从句等核心语言点，避免知识点割裂，真正做到学完即用。 3.活动分层清晰，基础任务保底、拓展任务提升，兼顾学困生与优等生；习题、写作均配备完整标准答案，方便课堂即时讲评。 4.融合钱学森等中国科学家案例，渗透文化自信与科学精神育人目标，符合新课标素养要求。 不足 1.听说课时微型演讲展示名额有限，部分学生缺少上台口语输出机会。 2.写作课时当堂写作时间紧张，部分基础薄弱学生对表语从句嵌入运用仍生疏。 改进 1.课后增设小组线上分享任务，保证全员口语展示。 2.补充单元词汇+表语从句写作微练习，作为课后巩固专项训练。 3.下节课课前5分钟作文优秀范文朗读赏析，强化高分句式积累。 1 / 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $