Unit 1 Assessing Your Progress（以读促写课讲义）英语人教版选择性必修第二册

本讲义聚焦科学思维驱动叙事续写的核心知识点，通过识别伏笔（矛盾数据、物件细节等）、用Goal-Obstacle-Choice-Consequence梳理冲突、设计“观察-比较-控制变量-重复测试-修正结论”行动链等学习支架，衔接前两课“证据意识”，实现“问题-证据-进步”的三课贯通。 该资料以原创语篇《The Experiment That Wouldn’t Work》为载体，通过任务链融合科学逻辑与叙事表达，如“线索-行动”分析培养思维品质，“动作微写作”提升语言能力。课中助力教师落实科学精神教学，课后通过修订清单和反思任务帮助学生巩固科学思维与写作技能。

人教版高中英语选择性必修第二册 UNIT 1 SCIENCE AND SCIENTISTS Assessing Your Progress / Read-to-write Assessing Your Progress（以读促写课）讲义（学生原卷版） QUESTION 问题 CLUES 伏笔 ACTIONS 行动链 THEME 科学精神 核心问题：How can scientific thinking drive a believable story? 原创语篇：The Experiment That Wouldn’t Work 建议课时：40分钟｜课堂产出：伏笔表 + 情节证据链 + 续写提纲/关键段（完整续写课后完成） 学生使用说明｜请先独立完成阅读标注、伏笔分析和情节规划，再进行同伴交流与修改。开放性任务答案不唯一。 课堂实施：40分钟重点完成Task 3—21的阅读、冲突诊断、伏笔回收与情节规划；Task 22课堂完成提纲或关键段，完整两段续写及Task 23—27安排课后完成。 姓名：________________ 班级：________________ 日期：________________ 1 使用说明与学习目标 课时定位｜本课将Unit 1前两课的“证据意识”迁移到叙事续写：学生不是靠偶然和口号解决冲突，而是通过观察、比较、验证和如实呈现推动故事。 Task 1 明确学习目标。 目标 本课结束时，我能够…… 1 识别原文中的矛盾数据、物件细节和人物选择，说明它们如何构成伏笔。 2 用Goal—Obstacle—Choice—Consequence梳理冲突，避免把技术问题与诚信问题混为一谈。 3 设计“观察—比较—控制变量—重复测试—修正结论”的可信行动链。 4 完成两段约150—180词读后续写，通过人物行动自然呈现诚实、严谨与坚持。 Task 2 确认课堂产出与完成标准。 产出 完成标准 检查证据 伏笔—行动表 至少回收2项线索，并说明线索将触发什么行动。 照片/阴影/温度计/记录表 两段情节链 每段3—4个动作节点；段首衔接合理。 第一段解决方法；第二段呈现结果与主题 动作微写作 完成“发现异常”和“拒绝删数据”两个关键句。 用动作、观察或对话，不直接贴品质标签 续写初稿 150—180词；人物、科学逻辑和语言衔接基本完整。 有控制变量、重复测试和如实记录 三课贯通｜课时1：证据支持结论；课时2：事例支持品质；课时3：伏笔触发行动。三课共同回答：How do questions and evidence lead to progress? 2 Lead-in & Pre-reading 从选择困境进入故事 Task 3 阅读校园创新展前的一段对话，判断哪一种选择更符合科学精神。 人物 话语 Leo “We only need one impressive number. Let’s keep 62°C and remove the lower results.” Nina “But the four trials were not carried out in exactly the same way. The lower numbers may be telling us something.” 选择 可能的短期结果 可能的长期后果 A 只保留最好数据 展板看起来更有说服力 结论不可靠；无法解释装置真正的性能 B 保留全部数据并追查差异 需要额外时间，结果可能不够漂亮 发现变量问题；形成可重复、可解释的结论 我的判断｜我选择 ______。理由： ____________________________________________________________________________ ____________________________________________________________________________ Task 4 根据标题预测故事冲突与可能的解决方式。 Title: The Experiment That Wouldn’t Work 预测维度 我的预测 阅读后修正 “wouldn’t work”可能指什么？ ________________________________ ______________________________ ______________________________ 人物会面临什么选择？ ________________________________ ______________________________ ______________________________ 哪种细节可能成为伏笔？ ________________________________ ______________________________ ______________________________ 阅读任务｜快速阅读时只做两件事：①圈出所有异常线索；②判断故事的核心冲突是“技术问题”还是“面对数据的选择”。 3 While-reading 原创语篇：The Experiment That Wouldn’t Work（1） THE EXPERIMENT THAT WOULDN’T WORK Nina and Leo had spent three weeks building a small solar oven for the school innovation fair. Made from a pizza box, black paper, foil, and clear plastic, it was designed to heat food without electricity. Their first goal sounded simple: prove that the oven could reach at least 55°C on a sunny day. The first test reached 49°C. Leo frowned, but Nina wrote the number in their table. During the second test, the thermometer suddenly climbed to 62°C. They cheered and took a photograph beside the oven. Yet the next two tests produced only 43°C and 51°C. The same oven, the same school yard, and four results that refused to agree. On the evening before the fair, their desk was covered with notes, four photographs, and a half-finished display board. Leo circled 62°C in red. “This is the number the judges need to see,” he said. “The other trials probably failed because of clouds.” Nina looked at the weather records. All four tests had been done under mostly clear skies. She then checked the written procedure. The angle of the foil reflector was recorded only once. The thermometer position was described simply as ‘inside the box.’ Nothing explained why the numbers were so different. 边读边标｜用“○”圈出数据；用“□”框出物件或环境细节；用“____”画出人物对数据的态度。 3 While-reading 原创语篇：The Experiment That Wouldn’t Work（2） Leo opened the digital file. “We can remove the failed trials and say the oven reached 62°C,” he suggested. His voice was calm, but his finger rested on the delete key. “We do not have time to rebuild everything tonight.” Nina did not answer at once. She picked up the four photographs. In one, a tree shadow crossed the left corner of the box. In another, the thermometer bulb appeared to be touching the black paper. The reflector also faced the sun at slightly different angles. The experiments had not only produced different results; they had been different experiments. “Maybe the oven isn’t the problem,” Nina said slowly. “Maybe our method is.” Leo stared at the photographs, then at the nearly finished display. Outside the classroom window, the afternoon sun was already dropping. Task 5 阅读续写要求。 Paragraph 1｜As Leo reached for the delete key, Nina spread the four photographs across the desk. Paragraph 2｜The next morning, the judges stopped in front of a display titled “What Our Failed Trials Taught Us.” 基本要求 说明 词数 两段合计约150—180词。 衔接 第一段直接承接delete key和photographs；第二段合理到达展示现场。 内容 至少回收两项伏笔，并出现可信的科学行动链。 主题 通过人物选择和结果体现科学诚信，不直接喊口号。 4 Post-reading Analysis 情节诊断：先看冲突，再想续写 Task 6 完成Goal—Obstacle—Choice—Consequence冲突图。 故事要素 我的梳理 Goal _______________________________________________________ _______________________________________________________ Obstacle _______________________________________________________ _______________________________________________________ Choice _______________________________________________________ _______________________________________________________ Possible consequence _______________________________________________________ _______________________________________________________ Task 7 判断核心冲突，并说明理由。 判断 我的判断 理由 这只是一个装置技术故障。 ____________ ___________________________________ ___________________________________ Leo是一个故意作弊的“坏人”。 ____________ ___________________________________ ___________________________________ 故事核心是“结果是否漂亮”与“结论是否可靠”的冲突。 ____________ ___________________________________ ___________________________________ 思考问题｜If Nina only says “We must be honest,” is the story solved? Why or why not? ______________________________________________________________________________ ______________________________________________________________________________ Task 8 概括原文的情感变化。 阶段 Leo Nina 建造与初测 ______________________ ______________________ 数据矛盾 ______________________ ______________________ 原文结尾 ______________________ ______________________ 5 Post-reading Analysis 伏笔显影：线索必须触发行动 Task 9 完成“线索—推断—续写行动”表。 文本线索 它说明什么？ 它可以触发什么行动？ 四张测试照片 ___________________________ ___________________________ ___________________________________ ___________________________________ 树影越过箱角 ___________________________ ___________________________ ___________________________________ ___________________________________ 温度计碰到黑纸 ___________________________ ___________________________ ___________________________________ ___________________________________ 反射板角度不同 ___________________________ ___________________________ ___________________________________ ___________________________________ 记录表描述模糊 ___________________________ ___________________________ ___________________________________ ___________________________________ 删除键 ___________________________ ___________________________ ___________________________________ ___________________________________ Task 10 区分“变量”和“结果”。 项目 类别 说明 温度读数 ________________ ______________________________________ 反射板角度 ________________ ______________________________________ 温度计位置 ________________ ______________________________________ 阴影遮挡 ________________ ______________________________________ 是否删除数据 ________________ ______________________________________ 科学可信度底线｜续写不能写“他们重新试了一次就证明62°C正确”。可信写法应是：统一变量 → 重复测试 → 获得较稳定的范围 → 修正原有结论。 6 Plot Planning 第一段：解决“方法问题” Task 11 明确第一段的功能与硬约束。 必须完成 不能这样写 直接承接Nina铺开照片；让Leo暂时停下删除。 突然出现老师或专家，直接告诉他们答案。 比较照片并定位至少两项变量问题。 只写“Nina was honest and determined”。 制定控制变量清单并进行重复测试。 写一次测试立刻获得完美结果。 保留全部数据，修正展示结论。 用长篇说教替代行动。 Task 12 选择并排列第一段动作节点。 顺序 动作节点 情节作用 ____ Leo停下删除，提出用剩余阳光再做一组受控测试。 ____________________________ ____________________________ ____ Nina把四张照片按测试顺序排开，并让Leo比较。 ____________________________ ____________________________ ____ 他们保留全部结果，把结论改为稳定温度范围及误差来源。 ____________________________ ____________________________ ____ 两人发现阴影、温度计位置和反射板角度不同。 ____________________________ ____________________________ ____ 他们固定角度与测量位置，连续记录三次较接近的温度。 ____________________________ ____________________________ 数据提醒｜重测结果应体现“数值接近、可以重复”。具体数据可自行合理设定，但不能用一次测试就证明原结论。 Task 13 设计第一段情感变化。 人物 段首 中段 段末 Leo _________________ _________________ _________________ Nina _________________ _________________ _________________ 7 Plot Planning 第二段：呈现“选择结果与主题” Task 14 明确第二段的功能与硬约束。 必须完成 避免套路 承接“第二天—评委—展板标题”的新场景。 评委一句话宣布他们轻松夺冠。 让人物主动解释为什么保留失败数据。 把主题全部交给评委说教。 回收照片、记录表或最高数据62°C。 只写观众鼓掌，没有具体互动。 结局可以获得认可，但不必获得第一名。 用“honesty is the best policy”等口号结尾。 Task 15 选择并排列第二段动作节点。 顺序 动作节点 情节作用 ____ Leo坦率说明62°C不可靠，Nina指出变量控制与修正结论。 ____________________________ ____________________________ ____ 评委看到展板上同时保留四次原始数据与受控测试数据。 ____________________________ ____________________________ ____ 他们未必获得最高设计奖，但获得认可或新的研究问题。 ____________________________ ____________________________ ____ 评委追问：“Why did you include the failed trials?” ____________________________ ____________________________ ____ 评委评价他们的investigation比一个漂亮数字更有价值。 ____________________________ ____________________________ Task 16 选择更自然的主题落点。 结尾 我的评价与修改 “They won first prize and learned that honesty was important.” ___________________________ ___________________________ ___________________________ “Walking away, Leo glanced at the four crossed-out mistakes they had restored to the board. For the first time, failure looked like part of the answer.” ___________________________ ___________________________ ___________________________ 主题落点｜真正的进步不是让结果看起来完美，而是让结论经得起追问。人物的成长应体现在他们愿意公开不确定性、解释方法并接受更谨慎的结论。 8 Language Building 用动作、观察和证据写人物 Task 17 积累“观察—比较—验证”动作链。 功能 可迁移表达 示例 发现异常 a detail caught her eye; something did not match; notice that... A detail in the second photograph caught Nina’s eye. 比较证据 line up; compare ... with ...; point from one photo to another She lined up the photographs and compared the thermometer positions. 提出假设 What if...?; It might be... rather than... “What if the high reading came from the thermometer touching the paper?” 控制变量 keep ... constant; fix ... at the same angle; place ... in the same position They fixed the reflector at the same angle and kept the thermometer off the surface. 重复与记录 repeat the trial; take three readings; record every result They repeated the trial three times and recorded every reading. 修正结论 revise the claim; narrow the conclusion; admit that... They revised their claim from “62°C” to “about 52–53°C under controlled conditions.” Task 18 用动作和停顿表现犹豫，不直接贴标签。 普通表达 更有效的表达 Leo was nervous and dishonest. Leo’s finger hovered above the key. He looked at the deadline on the board, then slowly pulled his hand back. Nina was careful. Nina moved from one photograph to the next, checking the shadow, the reflector, and the thermometer before she spoke. They were honest. They restored the deleted rows and placed the inconsistent results at the centre of the display. 句式桥｜The results differed not because ______, but because ______. / Only after they ______ did they realise that ______. / Rather than ______, they decided to ______. 9 Micro-writing 先写两个关键瞬间 Task 19 写“发现异常”：必须包含物件细节 + 推断。 支架 我的尝试 A detail in ______ caught Nina’s eye: ______. If ______, then ______. _____________________________________ _____________________________________ _____________________________________ _____________________________________ 我的句子： ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ Task 20 写“拒绝删数据”：必须包含动作/停顿 + 简短对话。 支架 我的尝试 His finger ______. “______,” Nina said, pointing to ______. “______.” _____________________________________ _____________________________________ _____________________________________ _____________________________________ 我的句子： ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ Task 21 把品质标签改写为行为证据。 品质标签句 我的改写 Nina was honest and determined. __________________________________________ __________________________________________ __________________________________________ Leo became responsible. __________________________________________ __________________________________________ __________________________________________ 10 Independent Writing 完成两段续写并快速自检 Task 22 根据情节链完成续写。 Paragraph 1｜As Leo reached for the delete key, Nina spread the four photographs across the desk. 续写第一段： ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ Paragraph 2｜The next morning, the judges stopped in front of a display titled “What Our Failed Trials Taught Us.” 续写第二段： ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ Task 23 使用10分自评表。 维度 检查标准 分值 段首衔接 第一段承接delete key和photographs；第二段自然转入展示现场。 2 线索回收 至少回收照片、阴影、温度计、记录表中的两项。 2 科学行动链 包含比较、控制变量、重复测试和修正结论。 2 人物与主题 通过行动体现转变与诚信，不靠口号。 2 语言与准确 时态基本一致，动作清楚，衔接自然，词数合适。 2 课堂提示｜40分钟课堂允许完成“情节规划 + 初稿”。完整语言润色可放在课后，但情节证据链必须在课堂内确定。 11 Peer Review & Revision 同伴互评与二次修改 Step 1 交换初稿。请同伴先完整阅读，不急于改词句；先判断情节是否由原文线索和科学行动推动。 Step 2 在对方初稿中圈出证据，填写下表；随后由作者根据建议完成二次修改。 Task 24 完成同伴互评与修改记录。 检查项目 我找到的文本证据 给作者的修改建议 伏笔回收 _____________________________ _____________________________ ___________________________ ___________________________ 科学行动链 _____________________________ _____________________________ ___________________________ ___________________________ 人物转变 _____________________________ _____________________________ ___________________________ ___________________________ 结论边界 _____________________________ _____________________________ ___________________________ ___________________________ 主题落点 _____________________________ _____________________________ ___________________________ ___________________________ 互评原则｜只指出能够定位到文本的问题；建议必须具体到“补哪一条线索、改哪一个动作、删哪一句口号”。 12 Homework & Reflection 终稿修订与单元迁移 Task 25 课后完成终稿修订。 修订动作 具体要求 补证 在原稿中圈出至少2项伏笔回收；若不足，补写对应动作。 补链 用箭头标出“观察→比较→控制变量→重复测试→修正结论”。 删口号 删除直接贴品质标签或空泛主题句，改为行为、物件或人物反应。 语言升级 至少改进2处：1处动作描写 + 1处因果/转折衔接。 规范 检查过去时、人物指代、段首衔接和150—180词要求。 Task 26 完成单元反思（60—80词）。 Reflection question｜How do questions and evidence lead to progress? Use one example from John Snow, Qian Xuesen/Hawking, or Nina and Leo. 建议结构 语言支架 观点 Progress begins when people are willing to question ______. 例证 For example, ______ did not simply believe that ______; instead, he/she ______. 解释 The evidence showed ______, so ______. 回应 This proves that reliable progress depends on ______ rather than ______. Task 27 完成终稿问题清单与个人修正。 可能问题 我的检查与修正 人物是否被写成简单的“好人/坏人”？ □ 已检查 □ 需要修改 修改位置：________________________ 关键发现是否能回到原文线索？ □ 已检查 □ 需要修改 修改位置：________________________ 是否出现控制变量、重复测试和修正结论？ □ 已检查 □ 需要修改 修改位置：________________________ 结局是否过度完美或只写获奖？ □ 已检查 □ 需要修改 修改位置：________________________ 主题是否靠口号直接说出？ □ 已检查 □ 需要修改 修改位置：________________________ 我的单元证据链｜Question → Clues → Controlled test → Reliable result → Honest presentation 用一句话说明这条链如何贯通本单元三课： ______________________________________________________________________________ ______________________________________________________________________________ 学科网（北京）股份有限公司 $ 人教版高中英语选择性必修第二册 UNIT 1 SCIENCE AND SCIENTISTS Assessing Your Progress / Read-to-write Assessing Your Progress（以读促写课）讲义（解析版） QUESTION 问题 CLUES 伏笔 ACTIONS 行动链 THEME 科学精神 核心问题：How can scientific thinking drive a believable story? 原创语篇：The Experiment That Wouldn’t Work 建议课时：40分钟｜课堂产出：伏笔表 + 情节证据链 + 续写提纲/关键段（完整续写课后完成） 解析版说明｜黄色框为参考答案或教师提示；开放性任务答案不唯一。原创语篇用于本系列教学开发，不替代教材原文。 1 使用说明与学习目标 课堂实施：40分钟重点完成Task 3—21的阅读、冲突诊断、伏笔回收与情节规划；Task 22课堂完成提纲或关键段，完整两段续写及Task 23—27安排课后完成。 课时定位｜本课将Unit 1前两课的“证据意识”迁移到叙事续写：学生不是靠偶然和口号解决冲突，而是通过观察、比较、验证和如实呈现推动故事。 Task 1 明确学习目标。 目标 本课结束时，我能够…… 1 识别原文中的矛盾数据、物件细节和人物选择，说明它们如何构成伏笔。 2 用Goal—Obstacle—Choice—Consequence梳理冲突，避免把技术问题与诚信问题混为一谈。 3 设计“观察—比较—控制变量—重复测试—修正结论”的可信行动链。 4 完成两段约150—180词读后续写，通过人物行动自然呈现诚实、严谨与坚持。 Task 2 确认课堂产出与完成标准。 产出 完成标准 检查证据 伏笔—行动表 至少回收2项线索，并说明线索将触发什么行动。 照片/阴影/温度计/记录表 两段情节链 每段3—4个动作节点；段首衔接合理。 第一段解决方法；第二段呈现结果与主题 动作微写作 完成“发现异常”和“拒绝删数据”两个关键句。 用动作、观察或对话，不直接贴品质标签 续写初稿 150—180词；人物、科学逻辑和语言衔接基本完整。 有控制变量、重复测试和如实记录 三课贯通｜课时1：证据支持结论；课时2：事例支持品质；课时3：伏笔触发行动。三课共同回答：How do questions and evidence lead to progress? 2 Lead-in & Pre-reading 从选择困境进入故事 Task 3 阅读校园创新展前的一段对话，判断哪一种选择更符合科学精神。 人物 话语 Leo “We only need one impressive number. Let’s keep 62°C and remove the lower results.” Nina “But the four trials were not carried out in exactly the same way. The lower numbers may be telling us something.” 选择 可能的短期结果 可能的长期后果 A 只保留最好数据 展板看起来更有说服力 结论不可靠；无法解释装置真正的性能 B 保留全部数据并追查差异 需要额外时间，结果可能不够漂亮 发现变量问题；形成可重复、可解释的结论 参考判断｜选择B更符合科学精神。失败数据不是“无用数据”；当结果矛盾时，它们可能暴露变量失控、测量误差或原有假设的问题。 Task 4 根据标题预测故事冲突与可能的解决方式。 Title: The Experiment That Wouldn’t Work 预测维度 我的预测 教师参考方向 “wouldn’t work”可能指什么？ ________________________________ 装置本身失败，或实验过程不稳定，导致数据无法解释。 人物会面临什么选择？ ________________________________ 追求漂亮结果 vs. 如实面对不一致数据。 哪种细节可能成为伏笔？ ________________________________ 照片、阴影、温度计位置、记录表或删除键。 阅读任务｜快速阅读时只做两件事：①圈出所有异常线索；②判断故事的核心冲突是“技术问题”还是“面对数据的选择”。 3 While-reading 原创语篇：The Experiment That Wouldn’t Work（1） THE EXPERIMENT THAT WOULDN’T WORK Nina and Leo had spent three weeks building a small solar oven for the school innovation fair. Made from a pizza box, black paper, foil, and clear plastic, it was designed to heat food without electricity. Their first goal sounded simple: prove that the oven could reach at least 55°C on a sunny day. The first test reached 49°C. Leo frowned, but Nina wrote the number in their table. During the second test, the thermometer suddenly climbed to 62°C. They cheered and took a photograph beside the oven. Yet the next two tests produced only 43°C and 51°C. The same oven, the same school yard, and four results that refused to agree. On the evening before the fair, their desk was covered with notes, four photographs, and a half-finished display board. Leo circled 62°C in red. “This is the number the judges need to see,” he said. “The other trials probably failed because of clouds.” Nina looked at the weather records. All four tests had been done under mostly clear skies. She then checked the written procedure. The angle of the foil reflector was recorded only once. The thermometer position was described simply as ‘inside the box.’ Nothing explained why the numbers were so different. 边读边标｜用“○”圈出数据；用“□”框出物件或环境细节；用“____”画出人物对数据的态度。 3 While-reading 原创语篇：The Experiment That Wouldn’t Work（2） Leo opened the digital file. “We can remove the failed trials and say the oven reached 62°C,” he suggested. His voice was calm, but his finger rested on the delete key. “We do not have time to rebuild everything tonight.” Nina did not answer at once. She picked up the four photographs. In one, a tree shadow crossed the left corner of the box. In another, the thermometer bulb appeared to be touching the black paper. The reflector also faced the sun at slightly different angles. The experiments had not only produced different results; they had been different experiments. “Maybe the oven isn’t the problem,” Nina said slowly. “Maybe our method is.” Leo stared at the photographs, then at the nearly finished display. Outside the classroom window, the afternoon sun was already dropping. Task 5 阅读续写要求。 Paragraph 1｜As Leo reached for the delete key, Nina spread the four photographs across the desk. Paragraph 2｜The next morning, the judges stopped in front of a display titled “What Our Failed Trials Taught Us.” 基本要求 说明 词数 两段合计约150—180词。 衔接 第一段直接承接delete key和photographs；第二段合理到达展示现场。 内容 至少回收两项伏笔，并出现可信的科学行动链。 主题 通过人物选择和结果体现科学诚信，不直接喊口号。 4 Post-reading Analysis 情节诊断：先看冲突，再想续写 Task 6 完成Goal—Obstacle—Choice—Consequence冲突图。 故事要素 参考答案 Goal 在校园创新展上证明太阳能烤箱具有稳定的加热能力。 Obstacle 四次测试数据互相矛盾；实验变量没有被统一记录和控制；时间紧迫。 Choice Leo倾向删除低数据；Nina倾向保留全部数据并追查差异。 Possible consequence 删数据：展板漂亮但结论不可靠；追查差异：可能来不及，却能获得可信认识。 Task 7 判断核心冲突，并说明理由。 判断 是否正确 说明 这只是一个装置技术故障。 不完整 技术问题只是表层；真正推动续写的是人物如何处理矛盾数据。 Leo是一个故意作弊的“坏人”。 不准确 他受到截止时间和竞赛压力影响，选择不当但动机真实，人物应有转变空间。 故事核心是“结果是否漂亮”与“结论是否可靠”的冲突。 正确 它同时连接科学方法与科学诚信。 教师追问｜If Nina only says “We must be honest,” is the story solved? — No. 她还必须让照片和记录转化为具体的比较、验证和修正行动。 Task 8 概括原文的情感变化。 阶段 Leo Nina 建造与初测 期待 → 兴奋 认真记录 → 困惑 数据矛盾 焦虑 → 想简化问题 怀疑 → 查找证据 原文结尾 犹豫、受时间压力影响 发现方法问题，准备行动 5 Post-reading Analysis 伏笔显影：线索必须触发行动 Task 9 完成“线索—推断—续写行动”表。 文本线索 它说明什么？ 它可以触发什么行动？ 四张测试照片 可以比较每次实验是否真正相同。 把照片按时间排开，逐项核对角度、阴影和温度计位置。 树影越过箱角 受光面积不同，低数据可能不是装置性能本身造成。 选择无阴影位置，保持测试时段或光照条件一致。 温度计碰到黑纸 测到的可能是表面局部温度，62°C可能被高估。 将温度计固定在同一位置，避免接触黑纸。 反射板角度不同 进入箱内的太阳辐射不同。 用刻度或标记固定反射板角度。 记录表描述模糊 实验不可重复，结论无法验证。 建立控制变量清单，记录每次测试条件。 删除键 把压力转化为人物的道德与方法选择。 Leo停下删除；两人保留全部结果并修改展示结论。 Task 10 区分“变量”和“结果”。 项目 类别 说明 温度读数 结果/因变量 它随实验条件变化，是需要解释的数据。 反射板角度 需要控制的变量 角度变化会影响进入箱内的能量。 温度计位置 需要控制的变量 位置不同会造成不可比的测量结果。 阴影遮挡 环境变量 应避免或记录，否则影响光照条件。 是否删除数据 诚信选择 不是技术变量，但决定结论是否完整可靠。 科学可信度底线｜续写不能写“他们重新试了一次就证明62°C正确”。可信写法应是：统一变量 → 重复测试 → 获得较稳定的范围 → 修正原有结论。 6 Plot Planning 第一段：解决“方法问题” Task 11 明确第一段的功能与硬约束。 必须完成 不能这样写 直接承接Nina铺开照片；让Leo暂时停下删除。 突然出现老师或专家，直接告诉他们答案。 比较照片并定位至少两项变量问题。 只写“Nina was honest and determined”。 制定控制变量清单并进行重复测试。 写一次测试立刻获得完美结果。 保留全部数据，修正展示结论。 用长篇说教替代行动。 Task 12 选择并排列第一段动作节点。 顺序 动作节点 情节作用 1 Nina把四张照片按测试顺序排开，并让Leo比较。 回收段首photographs；从争论转向证据。 2 两人发现阴影、温度计位置和反射板角度不同。 解释矛盾数据，形成方法问题。 3 Leo停下删除，提出用剩余阳光再做一组受控测试。 表现人物转变，但不突兀。 4 他们固定角度与测量位置，连续记录三次较接近的温度。 形成“控制变量—重复测试”链。 5 他们保留全部结果，把结论改为稳定温度范围及误差来源。 完成方法与诚信选择。 可用数据｜受控测试可写成52°C, 53°C, 52°C。重点不是具体数字，而是“结果接近、可重复”，由此支持更谨慎的结论。 Task 13 设计第一段情感变化。 人物 段首 中段 段末 Leo 急于删除、焦虑 看到证据后沉默/犹豫 主动参与重测，接受修正结论 Nina 冷静但紧张 专注比较、提出方法 疲惫却更确定，尊重全部数据 7 Plot Planning 第二段：呈现“选择结果与主题” Task 14 明确第二段的功能与硬约束。 必须完成 避免套路 承接“第二天—评委—展板标题”的新场景。 评委一句话宣布他们轻松夺冠。 让人物主动解释为什么保留失败数据。 把主题全部交给评委说教。 回收照片、记录表或最高数据62°C。 只写观众鼓掌，没有具体互动。 结局可以获得认可，但不必获得第一名。 用“honesty is the best policy”等口号结尾。 Task 15 选择并排列第二段动作节点。 顺序 动作节点 情节作用 1 评委看到展板上同时保留四次原始数据与受控测试数据。 视觉回收记录表，显示如实呈现。 2 评委追问：“Why did you include the failed trials?” 给人物解释选择的机会。 3 Leo坦率说明62°C不可靠，Nina指出变量控制与修正结论。 用具体行为呈现科学诚信和成长。 4 评委评价他们的investigation比一个漂亮数字更有价值。 自然回应主题。 5 他们未必获得最高设计奖，但获得认可/新问题。 结局克制，突出进步而非名次。 Task 16 选择更自然的主题落点。 结尾 评价 “They won first prize and learned that honesty was important.” 过度概括，且获奖过于方便。 “Walking away, Leo glanced at the four crossed-out mistakes they had restored to the board. For the first time, failure looked like part of the answer.” 通过物件和认知变化呈现主题，更自然。 主题落点｜真正的进步不是让结果看起来完美，而是让结论经得起追问。人物的成长应体现在他们愿意公开不确定性、解释方法并接受更谨慎的结论。 8 Language Building 用动作、观察和证据写人物 Task 17 积累“观察—比较—验证”动作链。 功能 可迁移表达 示例 发现异常 a detail caught her eye; something did not match; notice that... A detail in the second photograph caught Nina’s eye. 比较证据 line up; compare ... with ...; point from one photo to another She lined up the photographs and compared the thermometer positions. 提出假设 What if...?; It might be... rather than... “What if the high reading came from the thermometer touching the paper?” 控制变量 keep ... constant; fix ... at the same angle; place ... in the same position They fixed the reflector at the same angle and kept the thermometer off the surface. 重复与记录 repeat the trial; take three readings; record every result They repeated the trial three times and recorded every reading. 修正结论 revise the claim; narrow the conclusion; admit that... They revised their claim from “62°C” to “about 52–53°C under controlled conditions.” Task 18 用动作和停顿表现犹豫，不直接贴标签。 普通表达 更有效的表达 Leo was nervous and dishonest. Leo’s finger hovered above the key. He looked at the deadline on the board, then slowly pulled his hand back. Nina was careful. Nina moved from one photograph to the next, checking the shadow, the reflector, and the thermometer before she spoke. They were honest. They restored the deleted rows and placed the inconsistent results at the centre of the display. 句式桥｜The results differed not because ______, but because ______. / Only after they ______ did they realise that ______. / Rather than ______, they decided to ______. 9 Micro-writing 先写两个关键瞬间 Task 19 写“发现异常”：必须包含物件细节 + 推断。 支架 参考作答 A detail in ______ caught Nina’s eye: ______. If ______, then ______. A detail in the second photograph caught Nina’s eye: the thermometer bulb was pressed against the black paper. If it had measured the hot surface instead of the air inside the box, the 62°C reading could not be compared with the others. 我的句子： ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ Task 20 写“拒绝删数据”：必须包含动作/停顿 + 简短对话。 支架 参考作答 His finger ______. “______,” Nina said, pointing to ______. “______.” His finger hovered above the key. “Don’t erase the evidence,” Nina said, pointing to the four photographs. “The numbers are different because our tests were different.” 我的句子： ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ Task 21 把品质标签改写为行为证据。 品质标签句 行为证据句（参考） Nina was honest and determined. Although there was little time left, Nina restored every result, built a control checklist, and insisted on testing the oven again. Leo became responsible. Leo pulled his hand away from the delete key, fixed the reflector himself, and later explained the unreliable 62°C reading to the judges. 10 Independent Writing 完成两段续写并快速自检 Task 22 根据情节链完成续写。 Paragraph 1｜As Leo reached for the delete key, Nina spread the four photographs across the desk. 续写第一段： ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ Paragraph 2｜The next morning, the judges stopped in front of a display titled “What Our Failed Trials Taught Us.” 续写第二段： ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ Task 23 使用10分自评表。 维度 检查标准 分值 段首衔接 第一段承接delete key和photographs；第二段自然转入展示现场。 2 线索回收 至少回收照片、阴影、温度计、记录表中的两项。 2 科学行动链 包含比较、控制变量、重复测试和修正结论。 2 人物与主题 通过行动体现转变与诚信，不靠口号。 2 语言与准确 时态基本一致，动作清楚，衔接自然，词数合适。 2 课堂提示｜40分钟课堂允许完成“情节规划 + 初稿”。完整语言润色可放在课后，但情节证据链必须在课堂内确定。 11 Model Continuation 参考范文与结构批注 Paragraph 1 As Leo reached for the delete key, Nina spread the four photographs across the desk. “Look,” she said, pointing from one picture to another. In the highest-reading trial, the thermometer was touching the black paper; in a lower one, a tree shadow covered part of the box. Leo’s finger froze. The numbers were not comparable because their method had changed each time. Rather than erase the results, they made a control checklist, fixed the reflector at the same angle, and placed the thermometer in the centre without touching the surface. Three new readings—52°C, 53°C, and 52°C—were close enough to repeat. They restored every row in the table and rewrote their conclusion. Paragraph 2 The next morning, the judges stopped in front of a display titled “What Our Failed Trials Taught Us.” One judge studied the photographs and asked why the 62°C result had not become their headline. Leo took a breath and admitted that the reading had been unreliable. Nina then showed how the uncontrolled variables had led them to repeat the experiment and narrow their claim. They did not receive the prize for the hottest oven, but the judges praised the honesty and clarity of their investigation. As they left, Leo glanced at the four imperfect trials still visible on the board. For the first time, failure looked less like something to hide and more like part of the answer. Task 24 标注范文中的功能。 功能 范文证据 作用 回收伏笔 thermometer touching black paper; tree shadow 把原文细节转化为方法诊断。 科学行动链 control checklist → fix angle/position → three readings 使解决过程可信，而非偶然成功。 人物转变 Leo’s finger froze; admitted the reading had been unreliable 用行动和公开解释表现成长。 谨慎结论 narrow their claim; 52–53°C 不夸大结果，体现证据边界。 自然主题 failure ... part of the answer 由人物认知变化收束，不喊口号。 范文不是唯一答案｜可以更换具体对话、评委反应和结尾，但必须保持人物动机、伏笔回收和科学行动链前后一致。 12 Homework & Teacher Notes 修订、迁移与课堂纠偏 Task 25 课后完成终稿修订。 修订动作 具体要求 补证 在原稿中圈出至少2项伏笔回收；若不足，补写对应动作。 补链 用箭头标出“观察→比较→控制变量→重复测试→修正结论”。 删口号 删除直接贴品质标签或空泛主题句，改为行为、物件或人物反应。 语言升级 至少改进2处：1处动作描写 + 1处因果/转折衔接。 规范 检查过去时、人物指代、段首衔接和150—180词要求。 Task 26 完成单元反思（60—80词）。 Reflection question｜How do questions and evidence lead to progress? Use one example from John Snow, Qian Xuesen/Hawking, or Nina and Leo. 建议结构 语言支架 观点 Progress begins when people are willing to question ______. 例证 For example, ______ did not simply believe that ______; instead, he/she ______. 解释 The evidence showed ______, so ______. 回应 This proves that reliable progress depends on ______ rather than ______. Task 27 教师易错点与纠偏。 常见问题 课堂纠偏 人物脸谱化 追问：What pressure is Leo under? 允许他犹豫并逐步转变。 发现过于突然 要求每个“发现”必须指向原文中的照片、阴影、温度计或记录。 科学过程缺失 板书固定五步：Observe—Compare—Control—Repeat—Revise。 结局过度完美 明确“不获第一名”也可以是完整结局；评价重点是可靠调查。 主题靠口号 要求结尾回到物件、数据或人物认知变化。 板书建议｜Question → Clues → Controlled test → Reliable result → Honest presentation 左侧：Goal / Obstacle / Choice；右侧：Observe / Compare / Control / Repeat / Revise。 学科网（北京）股份有限公司 $