Unit 1 Science and Scientists Learning About Language 教学设计-2026-2027学年高中英语人教版选择性必修第二册

该高中英语教学设计聚焦人教版（2019）选择性必修第二册Unit 1语言巩固，核心为构词法（前缀re-/micro-等、后缀-ory/-ion等）与表语从句。承接阅读语篇中约翰·斯诺霍乱研究素材，通过“发现—归纳—操练—运用”路径，搭建从阅读输入到语言内化的学习支架。 此资料以科学主题为载体，语言能力上通过构词归类、表语从句连接词辨析（如that不可省、why与because区别）提升语言运用；思维品质上结合对话推理（如科学项目对话排序）培养归纳与迭代思维；文化意识上渗透医学研究价值。情境对话迁移（如大卫与玛丽亚科学项目对话）实现语法从单句到交际的应用，助力学生语言与思维发展，为教师提供系统教学路径。

Unit 1 Learning About Language 1、 基础信息 （一）核心基础信息 项目 内容 课题 人教版（2019）高中英语选择性必修第二册 Unit 1 Learning About Language 课时 1课时（45 分钟） 授课年级 高二年级 课型 新授课 授课教师 授课时间 （二）课标要求 · 读懂文本中表语从句的语法功能，借助构词法（派生、合成、转化、缩略）与短语搭配拓展词汇；掌握表语从句的连接词选择、陈述语序、that 不可省及why/because 区别等规则，能完成句型转换与语法填空。 · 通过“发现—归纳—操练—运用”语法探究路径，分析名词性从句的语法功能，逻辑匹配对话推理，体会科学研究的迭代思维。 · 理解医学与科学研究的发展，感知全球科学探究的规范，树立公共卫生研究价值意识。 · 自主归纳构词规律，用语法范式解决语境任务，合作演练科学主题对话，培养自主学习与协作能力。 二、教学设计依据 （一）教材分析 本课为Unit 1语言巩固专项课时，分词汇积累、语法探究两大板块，承接 Reading and Thinking 中约翰·斯诺战胜霍乱的阅读语篇，实现阅读输入后的语言内化。 · 词汇板块：以构词法（前缀 re-/micro-/dis-/trans-、后缀-ory/-ion/-ial/-ology）、短语搭配（subscribe to, suspect of, blame for, link to）、词义替换、医学科普短文完形为载体，集中巩固 severe, infection, transform, blame 等单元核心词，搭建科学研究与疾病防控完整词汇体系。 · 语法板块：核心语法为表语从句，通过课文例句识别、连接词分类（that / whether / 连接代词 / 连接副词 / as if）、why 与 because 区别、句型操练层层拆解，区分表语从句与主语从句功能，解决学生连接词误用、that 省略等难点。 · 情境输出板块：以大卫与玛丽亚的科学研究项目对话为素材，实现语法知识从单句到真实交际的迁移。 · 前后关联：本课词汇、表语从句全部服务“科学与科学家”单元主题，为本单元 Using Language 科学写作、口语汇报提供语言支撑。 （二）学情分析 · 知识基础：学生已接触少量名词性从句，但未系统掌握表语从句的连接词选择与 why/because 区别；对派生、合成等构词法有零散认识，不会借助前缀后缀拓展同类词汇。 · 能力短板：容易混淆表语从句与主语从句；常误省 that；在真实对话中不会选用合适的连接副词；短语搭配 subscribe to 等易混用。 · 兴趣特点：学生对医学突破、疫苗研发等真实科学素材兴趣浓厚，构词游戏、对话表演类课堂任务参与度高。 三、教学目标与重难点 （一）教学目标 1. 语言能力 ① 熟练运用构词法（re-/micro-/dis-/trans- 等前缀，-ory/-ion/-ial/-ology等后缀）拓展词汇，掌握 subscribe to, suspect of, blame for, link to 等短语搭配，能完成词义替换与医学短文填空； ② 吃透表语从句全部规则（连接词选择、陈述语序、that 不可省、why 与 because 区别、as if 用法），独立完成句型转换与语法填空； ③ 能在科学主题对话中正确运用表语从句表达观点与推理。 2. 思维品质 ① 通过构词法归类、连接词分类训练归纳对比逻辑； ② 分析表语从句的语法功能，合理匹配对话推理，体会科学研究项目的迭代思维； ③ 结合医学研究素材思辨科学价值。 3. 文化意识 ① 了解医学与科学研究的发展及全球科学探究规范； ② 树立公共卫生研究价值意识与求真科学精神。 4. 学习能力 ① 借助表格、思维导图整理词汇与语法知识点； ② 小组合作完成构词探究、对话表演任务；课后自主整理错题。 （二）教学重难点 教学重点 区分 re-/micro-/dis-/trans- 等前缀与-ory/-ion/-ial/-ology等后缀含义，掌握核心短语搭配，完成医学短文配套习题； 全面掌握表语从句连接词选择、that 不可省、why 与 because 区别等规则，完成句型操练与语法填空； 在科学主题对话中正确运用表语从句。 教学难点 区分表语从句与主语从句的语法功能； 表语从句中 that 不可省略的规则应用； 在真实交际中灵活选用合适的连接副词（when / where / why / how）。 四、教学准备 多媒体资源：构词法例句、短语搭配、表语从句语法 PPT、科学项目对话、配套语法填空。 纸质学案：前缀后缀拓展卡、短语搭配练习、词义替换、医学短文填空、表语从句连接词选择、对话排序、综合语法填空练习卷。 前置预习任务：预习 severe, infection, transform, blame 等词；从 Reading 课文中摘抄 2–3 处含名词性从句的句子。 五、教学过程设计 Part 1 Build up your vocabulary Task 1 Review word formation 1. The teacher shows the four word-formation types (combining two or more words / adding a prefix or suffix / changing the part of speech / abbreviating) and explains that a prefix usually changes meaning while a suffix usually changes part of speech. 2. The teacher asks students to recall examples of each type from the reading passage and sort them on the board. Task 2 Find words with prefixes and add two more for each. 1. The teacher shows four prefixes with their meanings (re- = again; dis- = not; micro- = small; trans- = complete change / through, across). 2. The teacher asks students to find these words in the reading passage, then add two more words for each prefix and explain their meanings in pairs. Prefix Words Meaning Prefix Words Meaning re- remove replace reuse again micro- microscope microwave microphone small dis- discover disable disappear not trans- transform transport transplant complete change; through, across Task 3 Find words with suffixes and add two more for each. 1. The teacher shows six suffixes with their meanings (-tory / -ory = of or relating to; -ion = action or process; -al / -ial = having the characteristics of; -ology = a branch of knowledge). 2. The teacher asks students to find these words in the reading passage, then add two more words for each suffix and explain their meanings in groups. Suffix Words Meaning Suffix Words Meaning -ory contradictory advisory compulsory of or relating to -ial substantial partial financial having the characteristics of -ion infection action relation action or process -ology epidemiology biology sociology a branch of knowledge Task 4 Make phrases and complete the sentences. 1. The teacher displays the verbs (subscribe, suspect, blame, link) and the prepositions (to, of, for) and asks students to combine them into phrases. 2. The teacher asks students to complete the four sentences with the correct phrases. Many scientists subscribe to the view that it is human activity that has caused global warming. He was to blame for the accident because he drove on the wrong side of the road. The man suspected of being behind the robbery was seen crossing the street. Since heart disease is often linked to our lifestyle choices, we need to make healthy living an important part of our lives. Task 5 Replace the underlined parts with suitable words. The teacher displays five words (raw, a household name, substantial, statistics, handle) and asks students to replace the underlined parts in the five sentences with the most suitable word. ① It is not unusual for an athlete to be well-known while he is active, and quickly forgotten when his athletic career is over. （a household name） ② I’m sure she’ll deal with the changes very well because she’s very adaptable. （handle） ③ He was ready to serve dinner to his friends when he realised that he had forgotten to turn on the oven and the meat was not cooked yet. （raw） ④ He used his great influence to change the thinking of the scientific community on this issue. （substantial） ⑤ Scientists have collected more data than expected to prove the theory. （statistics） Task 6 Read the passage about medical science and complete it. 1. The teacher displays the cloze passage about fighting the common cold with the word bank (infection, multiple, decrease, severe, transform, proof, blame, substantial). 2. The teacher asks students to read the whole text first to grasp the main idea, then fill the blanks with proper word forms according to context clues. British scientists believe they may have found a way to fight the common cold. It blocks a key protein in the body’s cells that is to blame for the spread of cold-causing virus. Targeting the host rather than the infection was a bit non-traditional but made sense because it was tricky to target the virus. Cold-causing viruses are not only of multiple kinds, but they also transform 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, to decrease the chance of side effects. Though these scientists have made substantial advances in their research, further proof is needed to make sure such drugs are not so severe that they harm the body. Part 2 Discover useful structure Task 1 Underline predicative clauses in the reading passage. The teacher asks students to work in pairs and underline all the examples in the reading passage where noun clauses are used as the predicative, then state their meaning and function. Task 2 Learn full rules of predicative clauses 表语从句 · 概述 表语从句是在主系表结构中作表语的从句，位于系动词（be 动词 / 感官动词 / 变化类动词等）之后，用于说明主语的身份、性质、状态、内容或结果。 My dream is that I can become a doctor in the future. 我的梦想是将来成为一名医生。 · 注意事项 从句需用陈述句语序；连接词不可省略（即使从句语义完整，that 也不能省）。 系动词常见类型：be 动词（am/is/are/was/were）； 感官动词（look/seem/appear/sound/feel/taste/smell）； 变化类动词（become/get/turn/grow/go）； 状态类动词（remain/keep/stay/prove）。 · 连接词及用法 · that that在句中只起连接作用，无词义，不做任何成分，但是不可以省略。 It seems that she has already known the result of the exam. 似乎她已经知道了考试结果。 The fact is that he didn’t tell the truth to us. 事实是他没有对我们说实话。 · whether whether在句中只起连接作用，不做任何成分，意为“是否”，不可用 if 替代。 The question is whether we should accept his invitation to the party. 问题是我们是否应该接受他的派对邀请。 Her doubt is whether the plan will work out smoothly. 她的疑问是这个计划是否能顺利实施。 · 连接代词what/which/who等 连接代词引导表语从句时，在从句中作主语、宾语等，有实际意义。 What he said at the meeting is what I want to emphasize today. 他在会议上说的话正是我今天想强调的。 The problem is which book we should choose for our report. 问题是我们应该为报告选择哪本书。 · 连接副词when, where, why, how 连接副词引导表语从句时，在从句中作状语，有实际意义。 The question is when we will start our journey to the countryside. 问题是我们何时出发去乡下旅行。 This is where we lived during our childhood. 这就是我们童年时居住的地方。 The truth is why he broke his promise to us. 真相就是他违背对我们承诺的原因。 The problem is how we can improve our English speaking skills quickly. 问题是我们如何能快速提高英语口语能力。 · as if / as though等引导的表语从句 as if / though 意为“仿佛，好像”，引导表语从句，常位于 be、look、seem、sound、smell、feel等系动词之后。 The clouds look as if they are cotton candy floating in the sky. 云朵看起来好像漂浮在天空中的棉花糖。 The old building appears as though it has stood here for hundreds of years. 这座老建筑看起来仿佛已经在这里矗立了数百年。 · why与because引导的表语从句的区别 That’s why...意为“那是……的原因”，强调结果。 That’s because...意为“那是因为……”，强调原因。 In my town, it rains a lot and that’s why I always carry an umbrella with me. 我所在的小镇经常下雨，所以我总是随身带着雨伞。 Regular exercise strengthens our body. That’s why doctors advise us to work out often. 规律运动强身健体，这是医生建议我们常锻炼的原因。 I didn’t phone her, and that’s because I got angry with her. 我没有给她打电话。那是因为我生她的气了。 We drive very slowly today. That’s because the road is covered with ice. 我们今天开得很慢，那是因为路面结冰了。 Task 3 Answer the questions using predicative clauses. The teacher displays four questions based on the reading passage and asks students to answer them using predicative clauses. EXAMPLE What was it that John Snow showed to the world? What John Snow showed to the world was how cholera could be overcome. ① What was Snow’s discovery in two particular streets in London? Snow’s discovery in two particular streets in London was that the cholera outbreak was so severe that more than 500 people died in ten days. ② What was Snow determined to find out during the 1854 outbreak of cholera in London? What Snow was determined to find out was why the outbreak of cholera had caused over 500 deaths within ten days. ③ What were the exact places Snow marked on the map? The exact places Snow marked on the map were where all those who died had lived. ④ What was the finding that Snow announced? Snow’s finding was that the pump water carried cholera germs. Task 4 Complete David’s lines and order the conversation. 1. The teacher shows David’s five unfinished lines (A–E) and the box of connectives, and asks students to complete the lines. as if that what who when how why whose which whether A Absolutely. You may not believe it, but that was what happened at the initial stage of our group’s research on developing a vaccine for malaria. B Yes, it is. And it seemed as if all the theories were useful, but the fact was that we couldn’t persuade one another that one theory was better than another. C Exactly. The problem was not about whether all our theories were equally good, but in deciding which/ what/ whose theory to depend upon. D We realised that what we cared about was not which/what aspect we needed to develop a theory in, but rather how we can reduce the cost of a vaccine without reducing its effect! E You’re right. At last, we became focused on the key issue, which was why we had to carry out the research in the first place. 2. The teacher asks students to put David’s lines in the correct order (A → C → B → D → E) and practise the conversation in pairs. Maria: This mix of theory and data is one of the key characteristics of what we call science. David: A Maria: With your theoretical framework? David: C Maria: Deciding on a theory is definitely of critical importance. David: B Maria: This was when you should have calmed down and got down to doing some solid work. David: E Maria: So what happened in the end? David: D Part 3 Exercise 1. The teacher hands out the grammar cloze worksheet which mainly tests predicative clauses and asks students to finish all blanks. During the Gala, one striking moment was when the robots jumped with remarkable precision. That remote intersection is precisely where the catastrophic pile-up occurred. The unfortunate fact remains that we still lack conclusive evidence to prove his guilt. About seventy-one percent of the earth’s surface is covered by water. That’s why it looks blue from space. Tom left immediately. That’s because he only had 10 minutes to get to his next job! What our teacher always emphasizes is what we should focus on in the final review. The winner of the speech contest will be whoever can express ideas clearly and confidently. The biggest challenge in our group project is how we can finish the report on time with limited resources. The question on every student’s mind is whether we will have a spring outing this month. When I was a little boy, the dinner on the eve of the Spring Festival was what I looked forward to most. The company has decided to launch the product mainly in European markets. This is why they need an adviser familiar with EU business rules. Static electricity is more common in the winter than in the summer. This is because the air is typically drier in the winter. 2. Teacher checks all answers with the whole class and explains common mistakes and confusing grammar points. Part 4 Summary Review four word-formation types and the key prefixes (re-, dis-, micro-, trans-) and suffixes (-ory, -ion, -ial, -ology); Retell all rules of predicative clauses (connectives, statement order, that cannot be omitted, why vs because, as if / as though); Summarize ways to use predicative clauses in scientific-themed talk and group discussion. Part 5 Homework Use word formation to list five new words you learned today with their prefixes or suffixes, and write one sentence for each. 六、板书设计 Unit 1 Science and Scientists (Learning About Language) 1. Word Formation Prefixes: re- (again) / dis- (not) / micro- (small) / trans- (across, through) Suffixes: -ory (of or relating to) / -ion (action or process) / -ial (having the characteristics of) / -ology (a branch of knowledge) 2. Phrase Collocations subscribe to / suspect of / blame for / link to 3. Predicative Clauses Overview: after a linking verb, states the subject’s identity, nature, state, content or result Connectives: that (cannot be omitted) / whether / what, which, who / when, where, why, how / as if, as though That’s why... (result) vs That’s because... (reason) 七、教学评价与反思 （一）教学评价 1. 过程性课堂观察评价：全程观察学生词义匹配、构词分析、语法填空、短文仿写课堂表现，对主动发言、完整展示的学生及时口头鼓励。 2. 书面成果综合评价：课后收集词汇练习、虎豹公园信息表、西溪湿地填空、语法卷，汇总一词多义混淆、v-ing语态误用、主谓判断错误等共性问题，安排后续专项巩固。 3. 发展性观察评价：对比学生课前预习与课堂输出能力，以个人自身进步作为评价标准，不横向对比班级学生的分数。 （二）教学反思 1. 课堂优势 教学逻辑闭环完整，遵循“词汇积累—语法精讲—配套习题—综合输出”流程，从单词到句子再到对话，循序渐进降低表语从句学习难度。教学素材贴合单元主题，以医学研究、疫苗研发等科学素材为载体，在语言操练中渗透求真、协作的科学精神，实现语言学习与德育育人融合。 2. 课堂现存问题 构词法、前缀后缀讲解环节占用时长偏多，压缩后半段对话表演、小组分享时间，多数学生仅能完成对话初稿，缺少课堂展示机会。学生对表语从句 that 不可省理解不透彻，做题、对话中频繁误省；why 与 because 区别应用错误率较高。 3. 优化改进方案 课前发放构词法预习清单，要求学生提前标注词缀，课堂只针对全班共性错题统一讲解，节省基础知识点授课时间，预留充足对话展示时长。板书固定 that 不可省、why / because 对比例句，设置微型语法小测，当堂区分连接词用法；整理对话常用句型，带动内向学生参与交流。 学科网（北京）股份有限公司 $