人教版 (2019)选择性必修 第二册Unit 1 Science and Scientists优质课教案

这是一份人教版 (2019)选择性必修 第二册Unit 1 Science and Scientists优质课教案，共7页。教案主要包含了what等内容，欢迎下载使用。

人教新版选择性必修二 Unit 1 Accessing your progress教学设计
第6课时
授课教师
陈恒艳
学校、年级
高二
课型
Accessing your progress
时长
40分钟
教学设计理念
本节课根据课标提出的六要素整合的英语学习活动观理念，关注学生学习参与的实际获得，创设与主题意义密切相关的语境，引导学生对文本主题意义的探究。依据英语学科能力要素及表现指征框架进行学习理解类，应用实践类和迁移创新类活动过程中培养学生语言理解和表达能力，推动学生对主题意义的深度学习，构建新知，发展思维。
文本解读
【what】该板块由三部分组成。第一部分是语言知识检测；第二部分是单元内容评价和自我反思；第三部分是项目活动，活动主题是“打破常规”(Think outside the box)。
【why】第一部分学生根据语篇内容和上下文补充表语从句的引导词，既增进了对科学家的工作的了解，又巩固了本单元目标语法结构——表语从句。第二部分是对整个单元的反思与检测。第三部分教材首先简单阐述了“打破常规”对于科学研究的重要意义，然后通过四个步骤引导学生设计一个不寻常的发明，并为全班介绍该产品。
【How】第一部分是语言知识检测，包含两个活动。活动1是语篇填空，该语篇以浅显的语言简述了科学家的必备素养。学生选择正确的单词将语篇补充完整。该活动既丰富了单元主题，又考查了学生在语境中运用词汇的能力。活动2仍为语篇填空，聚焦对本单元语法结构的检测。该语篇以生动活泼的语言阐释了科学家的工作内容，即“What do scientist do?”。
第二部分是单元内容评价和自我反思。学生通过回答一系列问题评价、反思自己对本单元重点内容的掌握情况，具体包括主题内容、语言运用、学习策略、问题与应对策略等。此部分还特别引导学生与同伴讨论、分析问题，共同进步。
第三部分是项目活动，活动主题是“打破常规”(Think outside the box)。该部分让学生合作 完成任务，综合考查学生对本单元内容的掌握情况。活动1让学生看图讨论，此处图片中的发明旨在激活学生的思维。活动2引导学生就其中一个发明 深入讨论，并尝试解释其工作原理及使用价值，为后续宣传自己的产品作准备。活动3指导学生合理分工，分别承担发明设计、展示汇报及物料准备等工作。活动4让学生参考教材中的示范，分别扮演设计者/展示者和用户，以对话的方式介绍和展示自己的发明。活动5引导学生以投票的方式选出最佳产品或发明，对该项目活动的成果作出评价。

学情分析
授课对象为高二年级的学生，学生有学习英语的兴趣，对“科学和科学家”的话题比较感趣。
1. 已有基础：本单元围绕“科学和科学家（Science and scientists）”这一主题展开。学生已通过前面 的课时活动，阅读了一篇关于约翰.斯诺打败霍乱的记叙文、学习了表语从句的用法、听过介绍科 学经历的对话以及写了一篇介绍伟大科学家的短文对本单元的话题词汇、语法、口头表达都有一 定的了解与掌握。
2. 存在不足：学生通过不同方面已完成单元的输入，但是输出方面稍逊色。
解决措施：通过活动1、2检测学生对于本单元语法、词汇的掌握程度；project部分“打破常 规”(Think outside the box)阐述科学探索的重要性。
教学目标
经过本课的学习，学生能够：
1. 正确选用brilliant solid microscope finding contradictory gift astronomer；(A1感知与注意)（A2获取与梳理）（B2分析与判断）（B3内化与运用）
2.通过语篇阅读理解，学生能够准确填写引导词，巩固单元语法学习。（B2分析与判断）（B3内化与运用）
3.学生学会自主反思与自我评价；（C3批判与评价）
4.发挥丰富的想象力，设计一个不寻常的发明，并为全班介绍该产品。（A2获取与梳理）（A3概括与整理） （B3内化与运用）（C3批判与评价）
教学重难点
教学重点：
1. 正确选用brilliant solid microscope finding contradictory gift astronomer；
2. 通过语篇阅读理解，学生能够准确填写引导词，巩固单元语法学习。
教学难点：
运用所学的知识，发挥丰富的想象力，设计一个不寻常的发明，并为全班介绍该产品。
教学资源
课件PPT，黑板、白板。
教学目标
活动形式与步骤
活动意图
活动
层次
学习效果评价
时间
学习目标 1: 正确选用brilliant solid microscope finding contradictory gift astronomer






























学习目标 2:通过语篇阅读理解，学生能够准确填写引导词，巩固单元语法学习。
brilliant solid microscope finding contradictory gift astronomer theory
Activity 1 Complete the dialogues with the correct forms of the words in the box.



The scientist's main task is to discover how things work in the universe. But few scientists have placed themselves under the ___________ . So even though the _______________ scientific method, which mainly includes hypotheses, data collection, and statistical analysis, is written down, the method by which scientists come to ________________ conclusions is hard to identify. Two of the essential qualities a scientist needs to have seem to be curiosity and creativity. People who are curious usually have a mixture of seemingly ____________ desires: They are looking for originality and yet they also want everything in its proper place. To settle the confict between statistics and _______,scientists often have to be creative, and think outside the box—approach the problem from different directions. They must have a vivid imagination and a strong intuition in order for new ________ to be made. It echoes something the _______ Carl Sagan once said. He believes that every child"starts out as a scientist" and every child is __________ with the“sense of wonder and awe".


【答案】1.microscope 2. brilliant
3.solid4.contradictory5.theory6.findings7.astronmer8.gifted
追问：What qualities can be added to the scientific spirit list according to this passage?


Activity 2 Review predictive clauses
Fill in each blank with a word or expression that introduces a predicative clause.

Science is simply __________ you can do. And doing science makes you a scientist! So,what do scientists do? Actually, what matters is not only __________ they observe in the world around them and what questions they ask, but also __________ they use evidence or data to answer the questions. They identify useful data and take new measurements.Some of the key issues that scientists face are __________ calculations they do and __________ they analyse their data to draw conclusions about the questions they ask. The final issue, which many believe to be the most important, is __________ they need to communicate their results. This is __________ they want everyone to benefit from their work! It seems __________ science is all around us. You see, by doing science, scientists get a better understanding of the world around them and share that understanding with the whole world.

【答案】what, what, how, what, how, why, because, that/as if

检查学生对单词语义的掌握，以及在语境中选择正确的词语。

















让学生再次回顾科学家的品质和精神。




在语篇中复习语法。在理解文章大意的基础上完成填空。在完成后让学生去除修饰成分，通过留下主干的方式去分析句子结构。
(A1感知与注意)
（A2获取与梳理）（B2分析与判断）
（B3内化与运用）























（A2获取与梳理）





（A2获取与梳理）（B2分析与判断）
（B3内化与运用）
学生能够根据语篇语境，选用适合的单词，并能用其适当形式填空。引导学生通过上下文猜测生词的含义。















巩固前面的内容，达成育人价值。



学生能够通过文本语篇语境，运用所学的表语从句的知识来填空。帮助学生巩固该语法点。
10
学习目标 3:学生学会自主反思与自我评价
Activity 3 Self assessment and reflection

What new ideas did you learn about science and scientists from this unit?
What new vocabulary and structures did you learn in this unit?
How well can you use them?
Did you use any of them in your language activities?
Do you think the "asking questions"strategy was useful in understanding the texts?
What problems did you or your friends have with this unit? How did you solve the problems? What advice did you give each other?
Overall, I thought this unit was ( )inspiring ( )interesting ( )so-so ( )difficult.


先让学生阅读Reflecting部分的问题，并进行自查，然后组织学生结对讨论，交流学习过中的收获、困难、问题以及解决方案等。
（C3批判与评价）
学生通过自我反思，归纳与总结本单元所学。
5
学习目标 4:发挥丰富的想象力，设计一个不寻常的发明，并为全班介绍该产品。
Activity 4 Project: Think outside the box
Most great scientists have the ability to see the world in ways that other people do not, and to come up with new ideas that other people have never thought of. In many cases, this has caused other people to think that they are crazy at first. However, that thinking ability is important to their creative process.
In this project, you are going to create an unusual invention.
1.Discuss these quetions in groups.
What is purpose of each invention?
Why is the invention unusual?
2.Choose one of the inventions,and brainstorm as many reasons as you can to explain how and why the invention is useful.
3.Divide the following tasks within your group:
write down ideas for the invention
serve as the presenter for the product/invention
make props and pictures for the invention
4.Create your product and present it to your class.
Example
Presenter: Does your goldfish suffer from low self-confidence? Is he afraid to go out into deep water? Do female goldfish refuse to return his calls? Then you can buy him our new Goldfish Shark-Fin! For just 999 yuan, you can turn your goldfish into a real go- getter!
Woman: Since I bought the Goldfish Shark-Fin for my Henry, he has turned into a new fish! Now he swims with the big fish! I'm so proud of him!
Presenter: You too can change the life of your fish! For just 999 yuan! Hurry! Buy it today!

As a class, vote on the best product/invention.

1.首先让学生逐一观察教材上的五幅图，教师引导学生描述图片中的人和物。教师可以帮助学生解决可能存在的词汇障碍，比如：solar panel、to convert mechanical energy into electrical energy、to ride on powered rocket roller skates、shark-fin等。
2.和学生一起开展头脑风暴。

3.让学生分小组轮流分享自己的信。然后每组推选一至两篇在全班分享，并说明推荐理由。最后，全班投票选出两至三篇最佳习作。
4.小组活动。按照3的要求进行分工。完成活动后选取一个发言人，仿照Example进行发言。





组织全班根据评判标准投票，选出表现最优秀的一组
（A2获取与梳理）（A3概括与整理）（C3批判与评价）
（想象与创造 C3）
脑洞大开，发挥想象力。








20
板书设计
选B1U2 Accessing your progress
活动1 答案：
1.microscope 2. brilliant 3.solid 4.contradictory 5.theory 6.findings 7.astronmer 8.gifted
活动2 答案：
what, what, how, what, how, why, because, that/as if