人教版(新教材)高中英语选修2Unit 1　Science and Scientists教学设计1：Using Language & Assessing Your Progress.docx

Unit 1 Science and ScientistsUsing Language & Assessing Your Progress教学目标与核心素养知识目标：学会并能熟练运用从语篇中学到的新词汇。能力目标：培养对信息理解、提取和归纳的能力。情感目标：引导学生理解科学家的伟大品格。教学重难点教学重点：强化学生运用略读策略快速获取文本的主要信息。教学难点：帮助学生分析语篇的组织结构，引导学生思考伟大科学家应该具有的品质和 个性。教学过程Pre-writing1. Greeting2. Leading-in教师活动：展示科学家钱学森和史蒂芬霍金的图片并简单科普关于两位科学家的相关 知识。While-writing1 .学生活动：学生浏览活动1的问题，并带着问题阅读两篇文章，判断活动1中的正 误，并从语篇中找出相关支撑信息。2 .学生活动：再次阅读语篇，小组讨论回答以下问题。 Why was Qian called "the father of China's aerospacen?Because much of the technology behind the Shenzhou rockets can also be traced back to Qian's research.How was Hawking's own theory proven correct?Hawking*s own work on the big bang theory was soon proven by astronomers with telescopes.3 .学生活动：根据文章内容，完成活动3的第3个问题。Find words that describe the personalities of the scientists. How do the stories about the scientists help illustrate these personalities?knowledgeable, creative, brilliant, brave, determined教师活动：引导学生根据活动3的问题归纳出钱学森和霍金的个性和品质。在找出表达 品质的词后，并在原文中找出表达个性和品质的事例。4 .学生活动：完成活动3的第一个问题，找出两篇人物传记中的衔接词语，并分析其 功能和表达效果。从文章可以看出，人物传记的逻辑衔接包括上述表示时间和空间关系、转折关系、因果 关系等的衔接词语，这些衔接词语的使用使得文章连贯顺畅。提示：衔接词语(linking words)是语篇衔接的纽带，表达的逻辑意义包括时间关系、 空间关系、列举和顺序、例证、递进、比照和转折、等同和替换、过渡和总结、结果和推论 等，其中多数是衔接性状语。5 .教师活动：分析人物传记语篇的结构。教师提问：What will be included in your essay if you are writing about a great scientist? (Who? What did he/ she do? When and where did these events happen? What achievements did he/she make? How did he/ she make them? Why could he/she make them?)根据学生的回答，教师板书关键词：Brief introductionLife storyMain achievementsPersonality and qualities然后请学生找出两个语篇中对应的段落，完成活动3的第二个任务。What is the function of each paragraph in the passages?Para. 1 Give a general introduction of Qian Xuesen.Para. 2 Qian switched his major to aviation.Para. 3 Qian became a pioneer in American jet and rocket technology.Para. 4 Qian returned to China and was put in charge of not only developing China's rocket science but also its space and missile programme.Para. 5 Qian earned the name of nthe father of China's aerospace*.Para. 6 Qian read a lot and was extremely knowledgeable, especially in the area of frontier science research.Para. 7 People honoured and remembered Qian in different ways.6 .教师活动：确定选材，教师通过几个问题确定学生的作文主体。(1) Besides Qian Xuesen and Stephen Hawking, what other great scientists can you think of?(2) Do you know any stories about them?(3) Besides the personal qualities Qian and Hawking showed, what other important qualities should a great scientist have?(4) Which personal qualities do you think are the most important for a great scientist?(5) Which of your stories can illustrate these qualities?(6) What is the significance of the scientific spirit and what inspiration can you get from these scientists?学生活动：分组讨论以上问题，完成以下问题。(1) In groups, discuss some stories about great scientists.(2) Using these stories as a basis, discuss the following questions:Apart from being clever, what are the most important personal qualities a scientist must have to be successful?How do these stories illustrate the scientific spirit?明确科学家应具备的几大品质，选取几个伟大科学家的故事来说明。7 .学生根据总结的人物品质来写作，注意人物传记写作的结构。8 .学生交换完成的草稿，并进行互查。After-writing1 .学生活动：将课堂上写好的人物传记文章进行修改，完成后在班级进行展示学习。2 .教师活动：针对学生的写作进行问题的点评，并对优秀的作品提出表扬。Summary总结课上所学，人物传记的写作应注意以下几个局部：Brief introductionLife storyMain achievementsPersonality and qualities