2026-2027学年沪教版高中英语选择性必修第二册Unit1 Scientists Listening and Speaking课时作业

该高中英语作业设计方案聚焦沪教版选必二Unit1 Scientists第3课时听说训练，针对高二学生听力抓主旨细节弱、口语缺词块的特点，采用“词汇铺垫→听力输入→词块梳理→口语输出→反思复盘”路径，通过自评量表实现分层选做，贴合学生差异需求。 通过多样化练习提升学习效果，听力题训练抓取主旨与细节提升语言能力，词块分类归纳培养思维品质，小组演讲“新时代践行科学家精神”渗透文化意识。评价从知识、能力、思维、情感四维度科学赋权，助力学生听说技能与价值观念同步发展。

作业大赛 一、作品基础信息 项目 填写内容 作品名称 沪教版选必二 Unit1 Scientists 第 3 课时 Listening and Speaking 课时作业 学段学科 高中英语 适用年级 高二年级 教材版本 沪教版 对应内容 选必二 Unit1 Scientists 第 3 课时 Listening and Speaking 课时作业 作业类型 当堂作业 完成时长 总时长_40_分钟 设计者 朱玲 二、设计背景与意图 1. 课标与教材分析 · 课标要求：本作业对应的学科核心素养是语言能力、思维品质、文化意识、学习能力，需达成学业质量水平 22、25学业质量标准。能听懂叙事类听力材料，获取主旨与细节；能够梳理话题词块，围绕主题开展口头表达；体会科学家精神，树立正确价值观念。 · 教材地位：本课时是 Unit1 Scientists 单元听说课，基于课本主题语境，改编的新闻时事热点。以桂海潮航天员的听力语篇为载体，训练学生听主旨、抓细节的听力策略；搭建 “科学家精神” 主题词块库，完成小组演讲输出，承接前面阅读词汇课时，为后续写作课时做好语言铺垫。 · 教学重难点：本作业聚焦的重难点：①听懂叙事听力文本，抓取主旨、篇章结构、关键细节信息；②归纳梳理科学家精神相关主题词块；③借助词块，围绕 “新时代如何践行科学家精神” 完成逻辑通顺的口头表达。 2. 学情分析 维度 具体描述 已有基础 高二学生具备基础听力获取信息能力，能够识别简单人物叙事听力材料；有基本的小组合作口头表达经验；已经学习本单元阅读课，积累部分描述科学家品质的词汇。 现有困惑 听的时候容易只抓零散单词，缺少对主旨、篇章结构、写作意图的判断；口语输出缺少话题词块支撑，表达零散，演讲逻辑层次不清。 差异分析 部分学生听力解码存在障碍，需要前置词汇扫清障碍；中等学生能听懂材料，但口头输出缺少词块支架；能力较强学生可以独立完成演讲构思。设置课前自评，学生自主匹配对应分层作业。 3. 设计意图（一段话讲清即可） 本课时作业落实教学评一体化，遵循 “词汇铺垫→听力输入→词块梳理→口语输出→反思复盘” 学习路径，以桂海潮航天事迹为载体，分层设计任务，在训练听说技能的同时渗透科学家开拓拼搏的精神，借助分工表与同伴互评量表，降低口语输出难度，实现输入到输出的闭环。 三、作业目标 目标维度 编号 具体目标 对应核心素养 评价证据 知识理解 A 识别听力材料中航天、科学家精神主题词汇；听懂听力文本，获取主旨、写作目的与关键细节信息_ 语言能力 词汇匹配正确率；听力选择、填空答题情况 能力运用 B 梳理归纳科学家精神主题词块；借助词块，有条理完成主题小组演讲，做到内容完整、结构清晰 语言能力、思维品质 词块归纳成果；小组演讲稿、口头展示 思维发展 C 概括提炼科学家精神内涵；利用同伴互评量表评价他人演讲；课后复盘自己的听说学习得失 思维品质、学习能力 词块分类内容；同伴互评打分；课后反思表格 情感态度 D 感悟桂海潮身上的科学家精神，思考高中生如何在日常学习中践行科学精神 文化意识 词块分类内容；同伴互评打分；课后反思表格 四、作业内容与目标对应表 题号 题型 题目概要 对应作业目标编号 设计意图 Z3001 自评量表 课时学习效果自评，勾选自己听力、口语掌握水平，自主选择配套作业 A 学生自我诊断学习达成情况，实现分层选做作业 Z3002 词汇匹配题 听力前置词汇练习，英文句子与英文释义匹配，扫清听力生词障碍 A 提前攻克 pioneer、civilian、undergo、confine 等听力核心词，训练英文释义理解，对接上海高考 11 选 10 题型 Z3003 听力选择题 听第一遍完成客观题：主旨、篇章结构、受众、写作目的、作者态度 A、B 训练学生抓取听力主旨、文体、写作意图等宏观信息，对接高考听读类题型设问 Z3004 听力填空题 听第二遍，依据 “挑战行动结果” 逻辑链填写关键细节词块 A、B 训练抓取事件因果细节，巩固听力主题名词短语，可视化叙事听力文本逻辑 Z3005 词块分类归纳 围绕 “Scientist Spirit”，分四大维度整理话题表达，每个类别至少填写 2 个短语 B、C 搭建口语表达词块支架，解决演讲词汇零散、无话可说的问题 Z3006 小组合作演讲任务 小组完成《How to Practice the Scientist Spirit in the New Era》科技节演讲；含角色分工表、同伴互评量表 B、C、D 创设校园科技节真实交际情境；小组分工避免搭便车；同伴互评量表实现以评促改 Z3007 课后反思表 填写 “What I Have Learned / What I Still Want to Know” C、D 课时闭环复盘，定位听力口语学习短板，便于教师掌握学情 五、作业评价 维度 A（优秀） B（良好） C（待改进） 权重 知识理解 基础题全对，概念精确 少量细节错误 较多基础错误 20% 能力运用 方法恰当，过程清晰，理由充分 方法基本正确 方法不当或缺失 30% 思维发展 观点明确，论证充分，有独创性 表达清楚，欠缺深度 思路混乱，缺乏证据 30% 情感态度 主动投入，积极交流，乐于协作；学习目标明确，能主动反思改进 态度端正，能按要求完成任务；基本参与合作 学习态度消极，被动完成任务，合作意识弱 20% 6、 试题详情 【第3课时】Listening, Viewing and Speaking Z3001: Self-assessment Directions: Place a check ☑ in the box to evaluate your study in this period. Evaluate your current level and choose the corresponding homework to complete. Expected learning outcome of the period Corresponding homework I am Less clear to get the main idea and specific details of a listening clip about Professor Gui Haichao. clear I am Less able to use topic-related expressions to outline the "Scientist Spirit". I am fully able to organize ideas logically and give a group presentation on how to practice the scientist spirit. Self-assessment I. Preparing to listening Match the words in bold in the sentences (1-5) to the meanings (A-E). The Professor in Space ( ) 1. He is the pioneer of this new surgical technique, which has saved many lives. A. to experience something that is unpleasant or involves a change ( ) 2. As a civilian, he was not allowed to enter the top-secret military base. B. limited to a specific place or situation ( ) 3. Astronauts must undergo years of brutal training before they can go to space. C. a person who is not a member of the police or the armed forces ( ) 4. The condition of microgravity in space causes astronauts to float. D. a person who is the first to study and develop a particular area of knowledge ( ) 5. Her research is not confined to the lab; she often does fieldwork in the forest. E. a state in which there is very little gravity, making things seem weightless (教师参考答案：1.D; 2. C; 3. A; 4. E ; 5. B) II. Listen to the passage once and complete the following questions. 1. What is the topic of the passage? __________________________________________________________. 2. What is the organizational pattern of the passage? ( ) A. The problem-solution pattern. B. The narrative and descriptive pattern. C. The compare-contrast pattern. D. The chronological pattern. 3. What are the target listeners of the passage? ( ) A. Professional astronauts. B. University professors. C. High school students. D. Doctors. 4. What is the author’s purpose of writing this passage? ( ) A. To introduce the history of the Shenzhou-16 spacecraft. B. To explain how to become a civilian astronaut in China. C. To inspire readers with Gui Haichao’s courage and scientist spirit. D. To compare military pilots with university professors. 5. What is the author’s attitude towards Professor Gui? ( ) A. Positive B. Negative C. Neutral D. Indifferent (教师参考答案：1. Gui Haichao's space journey and how he interprets the scientist spirit. (Answers may vary 2.B 3.C 4.C 5.A) III. Listen to the passage twice and fill in the blanks of some specific information of the passage. · Challenge (Causes): Undergoing brutal (1) ________such as high-G force endurance in a centrifuge machine and (2) ________ training in deserts. · Action: He never backed down despite reaching his severe physical (3) ________. · Result (Effects): Successfully conducted complex experiments in a (4) ________ environment and gave an inspiring (5) ________ to students on Earth. (教师参考答案：1.physical training ; 2. survival; 3. limits; 4. microgravity; 5. science lecture) IV. Give a presentation on how to practice the scientist spirit. Word Bank Directions: Review the script of the listening material and work out a word bank about the "Scientist Spirit". Categorize the words and phrases to prepare for your final presentation. (Please fill in at least 2 expressions for each bubble) · Qualities of a Scientist: ________________________________ · Actions they take: ____________________________________ · Impact on society: ____________________________________ · How to practice it in daily study& Why:_________________________ (教师参考答案 · courage, pioneering innovation, ... (e.g., perseverance) · conduct experiments, reach for the stars, ... (e.g., break the boundaries, undergo brutal training) · send a powerful message, generate valuable data, ... (e.g., redefine the public image, inspire students) · Step out of my comfort zone. For example, actively participate in science fairs or tackle advanced physics problems even if they seem intimidating at first. Reasons: As Gui Haichao proved, progress is made only when we undergo challenges. Just like he wasn't confined to a lab, we shouldn't be confined to basic textbook knowledge. Experiencing failure in difficult tasks builds resilience. Group Work - Science Festival Presentation (小组合作与迁移创新) Directions: Work in Groups. Based on the information you obtained, give a presentation on "How to Practice the Scientist Spirit in the New Era". The best speech will be chosen to be delivered at the Opening Ceremony of our school's Science Festival. Step 1: Assignment Table Fill in the following assignment table and be sure you are fully aware of your role and responsibilities. Rotating team roles is highly recommended. Name(s) Roles and Responsibilities Lead and coordinate the group discussion. Take notes during the group discussion and sum up team members' viewpoints. Write a speech draft and design the PPT based on the outcome of the group discussion. Make a presentation on how to practice the scientist spirit confidently. (参考答案 Good morning, everyone! Today, I want to share my thoughts on how we, as high school students, can practice the scientist spirit in the new era. To me, the most crucial action we can take is to step out of our comfort zone. In our daily studies, it is very easy to just memorize standard answers. But the true scientific spirit requires us to actively participate in science fairs or tackle advanced physics problems, even if they seem completely intimidating at first. Why must we do this? The reason is simple. As Professor Gui Haichao proved during his remarkable space mission, progress is made only when we bravely undergo challenges. He wasn't confined to a quiet university lab, and similarly, we shouldn't be confined to basic textbook knowledge. When we try to solve a difficult equation and get it wrong, we shouldn't be discouraged. Experiencing failure in difficult tasks builds resilience. It teaches us how to think critically and bounce back from setbacks. Let's embrace the unknown, challenge our limits, and build the resilience needed for tomorrow's innovations. Thank you for listening! Step 2: Use the checklist below to guide your preparation and evaluate other groups. Checklist for Peer Assessment Disagree (1-2) Agree (3-5) Content: We can clearly state what the "scientist spirit" is and provide feasible solutions for high school students. Language: We can use topic-related expressions accurately (e.g., pioneer, undergo, boundaries). Structure: We can organize our ideas coherently and logically. Delivery: We can make an impressive presentation with confidence and passion. Self-reflection (课后总结与反思) Directions: Reflect on what you have completed in terms of comprehending the listening clip and giving a presentation, and complete the following chart. What I Have Learned What I Still Want to Know (Example) In this period, I have learned that true scientists are not confined to labs. I am now able to use topic-related expressions to discuss the scientist spirit with my classmates. (Example) I want to know what else I can do to make my presentation more appealing to my audience and motivate them to take action. I also want to learn about other civilian scientists. 7、 答案与解析 Appendix：Listening Scripts The Professor in Space: Gui Haichao Breaks the Boundaries When the Shenzhou-16 spacecraft successfully launched into space, one particular crew member caught the public's eye: Gui Haichao, a university professor wearing glasses. As China's first civilian astronaut and payload specialist, Gui's journey to the Tiangong space station redefines the public image of a scientist, perfectly interpreting the spirit of courage and pioneering innovation. Unlike professional military pilots, Gui spent most of his life in classrooms and laboratories, focusing on aerospace engineering. However, to qualify for this demanding space mission, he had to undergo the same brutal physical training as other astronauts. This included high-G force endurance in a centrifuge machine, where his face would distort under eight times the force of gravity, and survival training in extreme desert environments. Despite reaching his severe physical limits, he never backed down. During his five-month stay in space, Professor Gui successfully conducted dozens of scientific experiments in a microgravity environment. Through these experiments, he collected valuable data for our future space explorations. He even took the time to give an inspiring science lecture from space to millions of students back on Earth. Gui’s inspiring story sends a powerful message to high school students: true scientists are not confined to quiet labs. With a strong thirst for knowledge and great perseverance, they can reach for the stars, conquer physical challenges, and explore the universe on the frontline. 学科网（北京）股份有限公司 $