部編人教版高中英語選擇性必修二教學(xué)設(shè)計全套

人教版高中英語選擇性必修二教學(xué)設(shè)計全套《Unit1ScienceandScientists》單元教學(xué)設(shè)計Period1Readingandthinking【教材分析】Thethemeofthissectionis"understandingthequestioningmind".ByguidingstudentstoanalyzeJohnSnow'sprocessandmethodsofexploringthesourceofcholera,cuttingoffthesourceofinfection,andfinallypreventingtheepidemicofcholera,thetextbookurgesthemtothinkaboutandsortoutthebasicstepsandcommonmethodsofscientificresearch,andunderstandtheimportantroleofquestioningspiritinscientificresearch.Thispaperisanarrativetextthatdescribesthedevelopmentprocessofeventsinchronologicalorder.Thestepsofscientificresearcharethehiddenclueofthearticle.Thefirstparagraphintroducesthebackgroundoftheresearch.Thesecondparagraphisthefirststageofscientificresearch,thatis,raisingthequestion:thereweretwoviewsonthesourceofcholeraatthattime.ThefollowingthirdparagraphdescribestheresearchprocessadoptedbySnow:collectingdata,analyzingresults,findingfurtherevidence,andfinallyreachingaconclusion.Snowcameupwithascientificandeffectivewaytomapcholeracases.Hemarkedtheresidencesofallthepatientswhodiedofcholeraonthemap,sothattheresidenceswithhighmortalitycouldbeseenobviously.Snowfoundthatresidentsofzerodeathhomesdidnothavewaterfromapumpbecausetheyreceivedfreebeer.Asaresult,snowsuspectedthatthepumpwastheproblem.Supportedbyanothercase,snowconcludedthatthewaterinthepumpcarriedcholerabacteria.Heimmediatelyhadthepumphandleremoved,cuttingoffthetransmissionofcholera.Thefourthparagraphrevealsthetruthaboutthespreadofcholera.IthasbeenprovedthatthewaterinBroadStreetispollutedbywaste,andpeoplewhodrinksuchwaterwillgreatlyincreasetheprobabilityofgettingsick.ThelastparagraphdescribesSnow'scontributiontothecontrolofcholeratransmission.Thankstosnow'stirelessefforts,peoplebegantodrinkcleanwater,andthethreatofcholerawassignificantlyreducedworldwide.Hisresearchresultsandresearchmethodsarealsoofpracticalsignificancetothepreventionofcholeratoday,and"choleramap"hasbecomeaclassiccaseofepidemiologicalresearch,sosnowhaswonthereputationof"fatherofepidemiology".【教學(xué)目標(biāo)與核心素養(yǎng)】LeadingstudentstoreadabouthowJohnSnowdefeated“KingCholera”GuidingstudentstoanalyzeJohnSnow'sscientificprocessandmethodsofdefeatingtheepidemicofcholeraInstructingstuendentstofigureoutthebasicscientificresearchsteps,andunderstandtheimportantroleofquestioningspiritinscientificresearch.Instructingstudentstounderstandtheimportantroleofquestioningspiritinscientificresearch.Encouragingstudentstosolvethereadingtasksbythinkinglogicallyandcooperatingwithpeers.【教學(xué)重難點】1.Enablestudentstoworkoutthestagesofscientificresearch.2.Cultivatestudentstoformthespiritsofraisingnewquestions.【教學(xué)過程】LeadinNamesomefamousscientistsyouknowandsharesomedetailsaboutthem.Theteachercanshowsomesomepicturesaboutsomefamousscientistswiththehelpofthemultimedia.Ifitistoodifficult,theteachercaninspirestudentsbyaskingsomequestions.TakeCharlesDarwinforexample,theteachercanshowapictureabouthimandthenaskaquestion:Whowroteabookexplaininghowanimalsandplantsdevelopedastheenvironmentchanged?Pre-reading:Lookatthepicture,thetitleandthemap,guesswhatthecontentofthetextis.Thenskimitquicklytoseeifyouareright.key:ThetextismainlyaboutJohnSnowandhowhedefeatedkingcholera.Step1:Readthetextquicklyandfindoutwhatorderwouldyouputthesevenstagesin?_____analyzetheresults_____askaquestion_____drawaconclusion_____collectdata_____findaproblem_____thinkofamethod_____findsupportingevidenceKey:1.findaproblem2.askaquestion3.thinkofamethod4.collectdata5.analyzetheresults6.findsupportingevidence7.drawaconclusionStep2:Readthetextquicklyandfindouttheanswerstothefollowingquestions.1.What’sthepurposeofthetext?2.WhatinspiredJohnSnowaccordingtothefirstparagraph?3.What’stheuseofJohnSnow’smapinhisresearch?4.HowdidJohnSnowfeelaboutthecauseofcholeraafterhefinishedthemap?5.Whywascholeracalled“KingCholera”inthetext?keys:1.TotellushowJohnSnowfoundthecauseofcholeraandthecureforit.2.TodestroyCholeraonceandforall.3.Tohelphimfindthereasonofthecholeraoutbreakbymarkingtheresidencesofallthepatients.4.Unsure;hesuspectedthatthewaterpumpwastoblame.Thus,heneededmoresupportingproof.5.Becausecholerawasthemostdeadlydiseaseofitsday.Step3：Readthepassageagainandcompletethechartbelow.AtwasbelievedthatcholerawascausedbybadAtwasbelievedthatcholerawascausedbybad_1___orgermsin___2__________（A）Snow__3______theplaceswherethepeoplewho_4___hadlived.(B)Manydeathsoccurrednearthe____5_______inBroadStreet.Somepeople_6__drunkthewaterfromthepump,andlived.Manydeathsoccurrednearthe____5_______inBroadStreet.Somepeople_6__drunkthewaterfromthepump,andlived.AwomanandherdaughterdiedinanotherpartofLondonafter__7_.(C)The__9__ofthepumpwasremoved.(The__9__ofthepumpwasremoved.(E)Thepumpwatercarried_____8___(D)Thepumpwatercarried_____8___(D)keys:1.air2.foodorwater3.marked4.died5.waterpump6.hadnot7.movingawayfromBroadStreet8.choleragerms9.handle.Step4：Matchthefollowingheaderswiththelettersfromthechartabove.writeA---Eintheblanks.conclusion____________evidence_____________process_____________solution_____________theories_____________keys:1—5:DCBEAStep5：Afterlearningthetext,discusswithyourpeersaboutthefollowingquestions:1.JohnSnowbelievedIdea2wasright.Howdidhefinallyproveit?2.DoyouthinkJohnSnowwouldhavesolvedthisproblemwithoutthemap?3.Choleraisa19thcenturydisease.Whatdiseasedoyouthinkissimilartocholeratoday?SARSandCovid-19becausetheyarebothdeadlyandfatallyinfectious,haveanunknowncauseandneedseriouspublichealthcaretosolvethemurgently.keys:JohnSnowfinallyprovedhisideabecausehefoundanoutbreakthatwasclearlyrelatedtocholera,collectedinformationandwasabletotiecasesoutsidetheareatothepollutedwater.No.ThemaphelpedJohnSnoworganizehisideas.Hewasabletoidentifythosehouseholdsthathadhadmanydeathsandchecktheirwater-drinkinghabits.Heidentifiedthosehousesthathadhadnodeathsandsurveyedtheirdrinkinghabits.Theevidenceclearlypointedtothepollutedwaterbeingthecause.SARSandCovid-19becausetheyarebothdeadlyandfatallyinfectious,haveanunknowncauseandneedseriouspublichealthcaretosolvethemurgently.Step6:Consolidatewhatyouhavelearnedbyfillingintheblanks:JohnSnowwasawell-known_1___inLondoninthe_2__century.Hewantedtofindthe_3_____ofcholerainordertohelppeople___4_____it.In1854whenacholera__5__London,hebegantogatherinformation.He___6__onamap___7___allthedeadpeoplehadlivedandhefoundthatmanypeoplewhohad___8____(drink)thedirtywaterfromthe__9____died.Sohedecidedthatthepollutedwater___10____cholera.Hesuggestedthatthe___11__ofallwatersuppliesshouldbe_12______andnewmethodsofdealingwith____13___waterbefound.Finally,“KingCholera”was__14_____.Keys:1.doctor2.19th3.cause4.infectedwith5.hit6.marked7.where8.drunk9.pump10.carried11.source12.examined13.polluted14.defeatedHomework:Retellthetextafterclassandpreviewitslanguagepoints.Unit1ScienceandScientistsPeriod2LearningaboutLanguage教學(xué)設(shè)計【教材分析】Intheaspectoflearningstrategies,thisteachingdesignfocusesoncultivatingstudents'abilitytousewordformationtoinduceandmemorizevocabulary,andtheabilitytouselexicalchunkstoexpressmeaning.Besides,itmadesomeexercisetoteachstudentstomatchtheverbswiththeproperprepostionsandtheninstructthemtousetheappropriatechunkstocompletethesentenceinthecontextappopriately.Otherexerciseisaimedtoguidestudentstouseunittopicwordsandthesentencepatternsinarichercontext.【教學(xué)目標(biāo)與核心素養(yǎng)】1.GuidingtheSstouseunittopicwordsandthesentencepatternsinarichercontext.2.Cultivatingstudents'abilitytousewordformationtoinduceandmemorizevocabulary,andtheabilitytouselexicalchunkstoexpressmeaning.【教學(xué)重難點】Instructstudentstoknowmoreaboutsuffixandprefix.Enablestudentstousethelanguagepointsintherealsituationorspecificcontextsflexiblyandappropriately.【教學(xué)過程】Step1:Theteacherinstructsthestudentstobuilduptheirvocabularybyreviewingsomeword-buildingmethodssuchasprefixandsuffix.re:________________________-ory :________________________dis:________________________-ion :________________________micro:________________________ -ial:________________________trans:________________________-ology:________________________mis:________________________ -al: ________________________un:________________________ -or:________________________multi:________________________ -ist: ________________________keys:re:retell recycle -ory :theory contradictorydis:disappoint dislike -ion :action inventionmicro:Microsoft microphone -ial: beneficial officialtrans:transform transport -ology: biology geologymis:misunderstand misleading -al: natural actualun:Unlike unhappy -or: actor inventormulti:multiple multinational -ist: biologist scientistStep2:Makephrasesbycombiningthewordsintheleftboxwiththoseontheright.Thencompletethesentecesusingtheproperformsofthesephrases.toofforSubscribetoofforSubscribesuspectblamelinkManyscientist____________________theviewthatitishumanactivitythathascausedglobalwarming.Hewasto________________________theaccidentbecausehedroveonthewrongsideoftheroad.Theman________________beingbehindtherobberywasseencrossingthestreet.Sinceheartdiseaseisoften___________________ourlifestylechoice,weneedtomakehealthylvinganimportantpartofourlives.keys:subscribeto;blame…for…suspect…of…..link…to….1.subscribedto2.blamefor3.suspectedof4.linkedtoStep3:Fillintheblanksaccordingtothegrammarrules.1.Ifeelitisbothofyouwhoare__________(blame)forthespoiledchild.2.Thenewstudentis________sincerethatallclassmateswanttomakefriendswithher.3.________seemedthatthesealiondidn'tmindbeingwiththetouristsatall.4.WangPengsatinhisemptyrestaurantfeelingvery________(frustrate)becausenocustomershadcometohisrestauranteversincehegotupinthemorning.5.Thewaythathedidthingswas________(contradiction)towhathehadsaidearlierthisweek.6.Your________(subscribe)willbeautomaticallyrenewedeachmonthwithoutnoticeuntilyoucancelit.7.Heiscominghere___________(pure)becausehewantstoparticipateinthefootballchampionshipsagain.8.Thepolicesuspecthim__________havingapartinthejewelrobbery.9.Thevaccineisdevelopedtoprotectthewholepopulationagainst_________(infect)ofCOVID-19.10.ItwasreportedthatGermanyhadtakenalotofmeasurestoslowtherateofinfection,includingclosinghairandbeautystudios.Othernon-essentialshops__________(shut)already.keys:toblame2.so3.It4.frustrated5.contradictory6.subscription7.purely8.of9.infection10.hadbeenshutStep4:CompletethesentenceaccordingtotheChinesemeanings.1.Itisnotunusualforanathletetobeh_____________(家喻戶曉的)namewhileheisactive,andquicklyforgottenwhenhisathleticcareerisover.2.I'msureshe'llh____________(處理)thechangesverywellbecauseshe'sveryadaptable.3.Hewasreadytoservedinnertohisfriendswhenherealizedthathehadforgottentoturnontheovenandthemeatwas_____________(生的)yet.4.Heusedhiss_________________（重大的）influencetochangethethinkingofthescientificcommunityonthisissue.5.Scientistshavecollectedmores________________（數(shù)據(jù)）thanexpectedtoprovethetheory.keys：1.household2.handle3.raw4.substantial5.statisticsStep5:Readthispassageaboutmedicalscience.Completeitusingthewordsbelow.infectionmultipledecreaseinfectionmultipledecreaseseveretransformproofblamesubstantialBritishscientistsbelievetheymayhavefoundawaytofightthecommoncold.Itblocksakeyproteininthebodycellsthatisto__1______________forthespreadofcold-causingvirus.Targetinghehostratherthan__2_______________wasabitnon-traditionalbutmadesensebecauseitwastrickytotargetthevirus.Cold-causingvirusarenotonlyof3_____________kinds,theyalso_4______________rapidly,meaningtheycanquicklydevelopresistancetomedicine.Researchersareworkingonmakingaformofmedicinethatcanbetakendirectlyintoone’slungs,to5____________thechanceofsideeffects.Thoughthesescientistshavemade__6__________________advancesintheirresearch,further___7___________isneededtomakesuresuchdrugsarenotso__8____________thattheyharmthebody.keys:1.blame2.infection3.multiple4.transform5.decrease6.substantial7.proof8.severeStep6:Dictatethekeywordsandphrasesinthisunit.Part1:keywords:1.proof n．證據(jù)；證明；檢驗2.multiple adj.數(shù)量多的；多種多樣的3.household n．一家人；家庭；同住一所(套)房子的人4.suspect vt.&vi.懷疑；疑有；不信任n．犯罪嫌疑人；可疑對象5.blame vt.把……歸咎于；責(zé)怪；指責(zé)n.責(zé)備；指責(zé)6.handle n．把手；拉手；柄vt.處理；搬動；操縱(車輛、動物、工具等)7.intervention n．介入；出面；干涉8.link vt.把……連接起來；相關(guān)聯(lián)n.聯(lián)系；紐帶9.raw adj.未煮的；生的；未經(jīng)處理的；原始的10.pure adj.干凈的；純的；純粹的11.substantial adj.大量的；價值巨大的；重大的12.decrease n．減少；降低；減少量vt.&vi.(使大小、數(shù)量等)減少；減小；13.statistic n．[pl.]統(tǒng)計數(shù)字；統(tǒng)計資料；統(tǒng)計學(xué)14.transform vt.使改觀；使改變形態(tài)vi.改變；轉(zhuǎn)變15.thinking n．思想；思維；見解16.finding n.發(fā)現(xiàn)；調(diào)查結(jié)果；(法律)判決17.initial adj.最初的；開始的；第一的18.solid adj.可靠的；固體的；堅實的n.固體Part2:Keyphrases1．onceandforall 最終地；徹底地2．subscribeto 同意；贊同3．thanksto 幸虧；由于4．a(chǎn)ttendto 照料；照顧5．thinkof 想起；考慮6．a(chǎn)saresultof 由于……的結(jié)果7．ingeneral 總之；通常；一般而言8．findout 找出；查明9．what'smore 而且；另外Step7:completethediscourseaccordingtothegrammarrules.Cholerausedtobeoneofthemost1.__________(fear)diseasesintheworld.Intheearly19thcentury,_2_________anoutbreakofcholerahitEurope,millionsofpeopledied.Butneitheritscause,3__________itscurewasunderstood.ABritishdoctor,JohnSnow,wantedtosolvetheproblemandheknewthatcholerawouldnotbecontrolled_4_________itscausewasfound.Ingeneral,thereweretwocontradictorytheories5__________explainedhowcholeraspread.Thefirstsuggestedthatbadaircausedthedisease.Thesecondwasthatcholerawascausedbyan_6_________(infect)fromgermsinfoodorwater.JohnSnowthoughtthatthesecondtheorywascorrectbutheneededproof.SowhenanotheroutbreakofcholerahitLondonin1854,hebegantoinvestigate.Later,withalltheevidencehe_7_________(gather),JohnSnowwasabletoannouncethatthepumpwatercarriedcholeragerms.Therefore,hehadthehandleofthepump_8_________(remove)sothatitcouldn'tbeused.Throughhisintervention，thediseasewasstoppedinitstracks.Whatismore,JohnSnowfoundthatsomecompaniessoldwaterfromtheRiverThamesthat__9__________________(pollute)byrawwaste.Thepeoplewhodrankthiswaterweremuchmorelikely_10_________(get)cholerathanthosewhodrankpureorboiledwater.ThroughJohnSnow'sefforts,the_11_________(threaten)ofcholeraaroundtheworldsawasubstantialincrease.Keys：1.feared2.when3.nor4.unless5.that/which6.infection7.hadgathered8.removed9.waspolluted10.toget11.threatUnit1ScienceandScientistsPeriod3Discoveringusefulstructures【教材分析】Thegrammaticalstructureofthisunitispredicativeclause.Likeobjectclauseandsubjectclause,predicativeclauseisoneofNominalClauses.Theleadingwordsofpredicativeclausesarethat,what,how,what,where,asif,because,etc.Thedesignofteachingactivitiesaimstoguidestudentstoperceivethestructuralfeaturesofpredicativeclausesandthinkabouttheirideographicfunctions.Beyondthat,studentsshouldbeguidedtousethisgrammarinthecontextapporpriatelyandflexibly.【教學(xué)目標(biāo)與核心素養(yǎng)】1.EnabletheSstomastertheusageofthepredicativeclausesinthisunit.2.EnabletheSstousethepredicativepatternsflexibly.3.TraintheSstoapplysomeskillsbydoingtherelevantexercises.【教學(xué)重難點】1.Guidestudentstoperceivethestructuralfeaturesofpredicativeclausesandthinkabouttheirideographicfunctions.2.Strengthenstudents'abilityofusingpredicativeclausesincontext,butalsocultivatetheirabilityoftextanalysisandlogicalreasoningcompetence.【教學(xué)過程】Step1:Underlinealltheexamplesinthereadingpassage,wherenounclausesareusedasthepredicative.Thenstatetheirmeaningandfunctions.Onetheorywasthatbadaircausedthedisease.Anothertheorywasthatcholerawascausedbyaninfectionfromgermsinfoodorwater.ThetruthwasthatthewaterfromtheBroadStreethadbeeninfectedbywaste.Sumuptherulesofgrammar:1.以上黑體部分在句中作表語。2.句1、2、3中的that在從句中不作成分，只起連接作用。Step2:Reviewthebasiccomponentsofpredicativeclauses1.Definition在復(fù)合句中作表語的從句，叫作表語從句。它位于主句的系動詞之后，對主語進行解釋、說明，使主語的內(nèi)容具體化。2．Leadingwords,functionsandexamples:引導(dǎo)詞用法例句從屬連詞that、whether(不能用if)that在從句中不作成分，that沒有實際意義，不可省略；whether意為“是否”MybeliefisthatIwillsucceedbyworkinghard.我的信念是通過努力我會成功。Themostpleasantthingoftherainyseasonisthatonecanbeentirelyfreefromdust.雨季最令人愉快的事情是完全沒有灰塵。Theproblemiswhetherwecanfindthemthere.問題是我們能否在那里找到他們。because說明主語所表示的事件發(fā)生的原因，意為“因為”Hehasheartdisease.Thatisbecausehehasbeensmokingtoomuch.他有心臟病。那是因為他抽煙太多。asif/though從句表示的情況發(fā)生的可能性較小時常用虛擬語氣Itseemsasifhedidn’tknowtheanswer.他好像不知道答案。連接代詞who(ever)、whom(ever)、whose、what(ever)、which(ever)等在從句中作主語、賓語、表語、定語等Youcanbewhoeveryouwanttobe.你可以成為你想做的任何人。Tomisnolongerwhatheusedtobe.湯姆不再是過去的那個他了。連接副詞when、where、why、how等在從句中作狀語，表示時間、地點、原因、方式等ThisiswhereIdon'tagreewithyou.這就是我不同意你的地方。Thequestionishowwecangetintouchwithhim.問題是我們怎樣才能和他聯(lián)系。ThatiswhyIgotwetthrough.所以我才被淋濕了。3．Pointsthatweshouldpayattentionto:(1)Thedifferenceof“that”and“what”.that引導(dǎo)表語從句時，是連詞，在從句中不作成分；what是連接代詞，引導(dǎo)表語從句時，在從句中作主語、賓語、表語或定語。Thatwaswhatshedidthismorningonherwaytoschool.那就是她今天早晨在去學(xué)校的路上做過的事。Myopinionisthatweshouldcommunicatewithparentsfrequently.我的意見是我們應(yīng)該經(jīng)常和父母溝通。(2)because與why的區(qū)別because引導(dǎo)表語從句時強調(diào)原因，why引導(dǎo)表語從句時強調(diào)結(jié)果。Sheoftencomeslate.That'sbecauseshehasababytotakecareof.她經(jīng)常遲到。那是因為她有一個孩子要照顧。Shehasababytotakecareof.That'swhysheoftencomeslate.她有一個孩子要照顧。那就是她經(jīng)常遲到的原因。[點睛]名詞reason作主語時，后面的表語從句表示原因時要用that引導(dǎo)，而不用because。(3)Thesubjunctivemoodusedinpredicativeclauses①在表示建議、勸告、命令等含義的名詞后的表語從句中，謂語動詞用“should＋動詞原形”，should可以省略。Mysuggestionisthatwe(should)haveadiscussionaboutthismatterinsteadofjustlayingitaside.我的建議是我們應(yīng)當(dāng)討論一下這件事，而不應(yīng)該只是把它放在一邊。Thedoctor'sadviceisthatwe(should)takemoreexercise.醫(yī)生的建議是我們應(yīng)該多做運動。②asif/asthough引導(dǎo)的表語從句如果是事實，就用陳述語氣；如果與事實不符，就用虛擬語氣(用一般過去時表示現(xiàn)在，過去進行時表示現(xiàn)在進行，過去完成時表示過去，could/would/might＋動詞原形表示將來)。Tomlikestotalkbigasifhewereanimportantperson.湯姆喜歡說大話，好像他是一個重要人物似的。Darkcloudsaregathering.Itlooksasifit'sgoingtorain.烏云正在聚集?？雌饋砗孟褚掠炅?。(與事實相符)Step3:Practiceusingpredicativeclauseincontext.(1)Answerthefollowingquestionsusingtheinformationfromthereadingpassageaswellasthepredicativeclauses.1.WhatwasitthatJohnSnowshowedtotheworld?WhatJohnSnowshowedtotheworldwas___________________________.2.WhatwasSnow’sdiscoveryintwoparticularstreetsinLondon?SnowsdiscoveryintwoparticularstreetsinLondonwasthat___________________________3.WhatwasSnowdeterminedtofindoutduringthe1854outbreakofcholerainLondon?WhatSnowwasdeterminedtofindoutwaswhy___________________________4.Whatweretheexactplaces(Snowmarkedonthemap?)TheexactplacesSnowmarkedonthemapwerewhere__________________5.WhatwasthefindingthatSnowannounced?Snow'sfindingwasthat__________________________keys:1.howcholeracouldbeovercome.2.thecholeraoutbreakwassoseverethatmorethan500peoplediedintendays3.theoutbreakofcholerahadcausedover500deathswithintendays4.allthosewhodiedhadlived/allthedeadpeoplehadlived5.thewaterpumpwastoblameforthespreadofcholera/thepumpwatercarriedcholeragerms/waterfromtheBroadStreetpumphadbeeninfectedbywaste(2)DavidistalkingtoMariaabouttheirscientificresearchproject.FirstcompleteDavid'slines(A-E),usingthewordsinthebox.ThenputDavid'slinesinthecorrectorderandpracticetheconversation.asifthatwhatasifthatwhatwhowhenHowwhywhosewhichwhetherA:Absolutely!Youmaynotbelieveit,butthatwas___________happenedattheinitialstageofourgroup'sresearchondevelopingavaccineformalaria.B:Yes,itis.Anditseemed_______________allthetheorieswereuseful,butthefactwas_________wecouldn'tpersuadeoneanotherthatonetheorywasbetterthananother.C:ExactlyTheproblemwasnotabout______________allourtheorieswereequallygood,butindeciding___________________theorytodependupon.D:Werealizedthatwhatwecaredaboutwasnot_______________aspectweneededtodevelopatheoryin,butrather_________________wecanreducethecostofavaccinewithoutreducingitseffect!E:You'reright.Atlast,webecamefocusedonthekeyissue,whichwas___________wehadtoCaryouttheresearchinthefirstplace.keys:what;asif;that;whether;which/what/whose;which/what/;how;whyDavidistalkingtoMariaabouttheirscientificresearchproject.FirstcompleteDavid'slines(A-E),usingthewordsinthebox.ThenputDavid'slinesinthecorrectorderandpracticetheconversation.Maria:Thismixoftheoryanddataisoneofthekeycharacteristicsofwhatwecallscience.David:__A_____Maria:Withyourtheoreticalframework?David:__________________Maria:Decidingonatheoryisdefinitelyofcriticalimportance.David:_________________MariaThiswaswhenyoushouldhavecalmeddownandgotdowntodoingsomesoldwork.David:_________________Maria:Sowhathappenedintheend?David:__________________keys:ACBEDUnit1ScienceandScientistsPeriod4Usinglangauge（1）Listening【教材分析】Thethemeofthelisteningsectionis"talkaboutscientificexperiences",whichfocusesonvisitingthesciencemuseum,Throughthiswayofscientificinquiryandexperience,studentscanactivatetheirrelevantexperience,talkaboutdifferenttypesofscientificinquiryactivities,describetheirexperienceofparticipatinginscientificexperimentsandscientificresearch,andcommunicatewiththeirclassmates.Thissectionreflectstheconnectionbetweenscienceandlife,scienceandlearning.Textanalysis:listeningtextisadialoguebetweenfriends.Inthedialogue,Billwasnotabletovisitthesciencemuseumbecausehewasill.HisfriendJudytoldhimabouttheinterestingexperienceofscientificexploration.Thisexperienceinvolvesmanyscientificfieldssuchasphysicsandbiology,andfullymobilizesvisitors'multiplesensessuchasvision,hearingandtouch.Judygaveavividdescriptionoftheexperimentalfacilitiesinthemuseum,andalsoexpressedherownwonderandcuriosity.【教學(xué)目標(biāo)與核心素養(yǎng)】Instructstudentstopredictthelisteningcontentbyobservingthepicturesandtodeveloptheirprelisteningpredictionstrategies,InstructstudentstograspthekeyinformationandimportantdetailsofthedialogueInstructstudentstoexpresstheiropinionsonthescientificpracticeactivitiesdescribedinthelisteningdialogue,andsharetheirexperienceswiththeirpeers.Instructstudentstogiveabriefpresentationaboutascientificresearchorexperimentalactivitytheyareinterestedin【教學(xué)重難點】1. Instructstudentstograspthekeyinformationandimportantdetailsofthedialogue2. Instructstudentstogiveabriefpresentationaboutascientificresearchorexperimentalactivitytheyareinterestedin【教學(xué)過程】LeadinLookatthephotobelow,anddiscussingroupswhattheseactivitieshavetodowithscience.keys:A:Ithinkthedishinthisexhibitionisrelatedtosound.Maybetheboyiswhisperingintothesmallercircleandthedishcanmakehisvoicelouder.B:Thislookslikeapianoyouplaywithyourfeet.Maybeitshowshowsoundworks.C:I'mnotsurewhatthisoneshows,butitmustbeaboutlightoreyesight.D:Itisahallofmirrors.Maybeithastodowiththeprinciplesofreflection.E:Thisisprobablyanexperimentinvolvingthecompositionoflight.Step1:Beforelistening:Thephotosabovearerelatedtotheconversationyouwillhear.Usingthephotos,trytopredicttheanswerstothefollowingquestions.1.Wherearethepeopleintheconversationgoingtogo?2.Whatkindofplaceisit,andwhatdoesitfocuson?3.Whatkindsofthingscanyoudothere?keys:1Wherearethepeopleintheconversationgoingtogo?Theyaregoingtoasciencemuseum.2.Whatkindofplaceisit,andwhatdoesitfocuson?Itisasciencemuseumthatfocusesonlettingvisitorsexperiencesciencethroughinteractivelearningexhibitions.3.Whatkindsofthingscanyoudothere?Youcanprobablytrydifferentactivitiestolearnaboutsound,light,reflection,andsoon.Forexample,youcangotoaroomwithmanymirrorsfacingeachothersoitlooksliketherearemanycopiesofyou!Oryoucanplaywithabigpianoonthefloor.Step2:AskstudentstolistentotheconversationandseeiftheiranswersforActivity2arecorrect.Thenwritedowntheletters(A-E)forthephotosintheorderthatstudentshearthemdescribed.keys:DCEBAStep3:.AskstudentstolistenagainandcompletethedescriptionsofthephotosabovePhotoA:Agiantdish;whenyouspeakintoit,it_________________thesoundbackand_____________.Youcanuseittospeakina_____________tosomeone17metersaway,PhotoB:Agiant____________.thatyoucanuseyourfeett