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高中英语外研版 (2019)必修 第三册Unit 3 The world of science教学设计
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这是一份高中英语外研版 (2019)必修 第三册Unit 3 The world of science教学设计，共4页。
教学设计
In this sectin, the reading passage is an essay, in which the authr questins the authenticity f Frankin’s famus experiment with lightening. The first half part f the essay intrduces the principle f the experiment and the educatinal significance f the stry f the lightning experiment. The secnd half part argues that the stry f the lightning experiment cannt be trusted frm the scientist's pint f view.
In the part f writing, the students will learn hw t write an experiment reprt with the writing help . The reference t the sample f an experiment reprt can help the students learn abut hw t rganize a similar passage.
1. Guide the students t understanding the text and think abut hw true the stry behind an inventin may be.
2. Lead the students t understand the writing features and argumentatin style f essays and help them frm yur wn pinins and develp critical thinking.
3. Guide students t cmplete reading and writing activities s as t grasp the methd f writing an experiment reprt.
1. Guide the students t develp their reading cmprehensin f the essay and fcus n hw t develp the essay arund the questin title.
2. Lead the students t think abut hw t express their arguments by listing supprting details.
3. Guide the students t write a reprt f the experiment accrding t the instructins fr the experiment given.
Step 1 Befre reading
Activity 1
1. Have the students read the brief intrductin t Benjamin Franklin and learn abut him.
2. Have the students add mre infrmatin abut Benjamin Franklin t share with the class.
Step 2 While reading
Activity 2 Have the students read the passage quickly and answer the questins.
1. What did Franklin’s experiment aim t prve?
2. What des the new study say abut the stry f Franklin’s experiment?
3. Why des the authr ffer the stry abut the apple falling Newtn’s head in the text?
Activity 3
1. Read the text again and cmplete the exercise in Activity 3.
2. Have the students thinhk abut the fllwing the questins and vice their pinin.
① Hw d yu understand the statement “ shuld nt always believe everything we read r hear-even if it is a great stry”?
② What qualities d yu think a great scientist shuld have?
Step 3 Pst reading
Activity 4
Wrk in grups. Have the students give a talk abut their understanding f the saying “Seeing is believing.”The students cmplete the exercise step by step under the guidance f Activity 4.
Step 4 Befre writing
Activity 5
Lead the students t read the instructins fr the experiment and answer the questins.
1. What will the results f this experiment be?
2. What can yu learn frm this experiment?
Step 5 Writing
Activity 6
1. Cmplete the bxes with the infrmatin in Activity 5.
Step 6 Language appreciatin
1. Franklin, alng with many ther scientists, has inspired us and taught us that scientific experiments are imprtant in rder t establish the truth and t cntribute
[句式分析] Franklin, alng with many ther scientists作主语时，谓语的人称与数与with前面的部分保持一致, “ in rder t d sth” 意为“为了...”, 引导“目的状语”, “ and t cntribute” 构成并列性目的状语。
[尝试翻译] 富兰克林和许多其他科学家一起启发并教导我们，为了确认真相并有助于后来的科学发现与发明，科学实验是很重要的。
2. Mre than ne accunt suggests that while Newtn was certainly inspired by a falling apple, there is n prf that it hit him n the head.
[句式分析] Mre than ne+单数名词，意为“不止一个...”, 作主语时，谓语用“第三人称单数形式”； 句中“suggest”意为“表明”，引导宾语从句时，从句的谓语用“陈述语气”， 注意suggest表示“建议”引导从句的谓语用“虚拟语气（shuld +verb）”。 名词 “prf”后接that-clause为“同位语从句”——同位语从句,指的是在复合句中充当同位语的从句，属于名词性从句的范畴，同位语从句用来对其前面的抽象名词进行解释说明，被解释说明的词和同位语在逻辑上是主表关系。
[尝试翻译] 不止一种说法表明，虽然牛顿肯定是受到了一个掉落的苹果的启发，但没有证据表明它击中了他的头部。
Step 7: Hmewrk
1. Review new wrds and phrases learn in this perid.
2. Plish yur reprt f the experiment.
Subject
Magic bttle
Materials
...
Prcedure
1/2/3/4/5
Results
...
Intrductin
Intrduce the aim f the experiment.
This experiment is designed t
Main bdy
Describe the materials used in the experiment and explain the prcedure.
I prepare ________________________________t d his experiment.
Prcedure: 1/2/3/4/5
__________________________________________________________
Cnclusin
Reprt the results and what yu have learned.
After the experiment, I can draw the cnclusin that______________________.
教学设计
In this sectin, the reading passage is an essay, in which the authr questins the authenticity f Frankin’s famus experiment with lightening. The first half part f the essay intrduces the principle f the experiment and the educatinal significance f the stry f the lightning experiment. The secnd half part argues that the stry f the lightning experiment cannt be trusted frm the scientist's pint f view.
In the part f writing, the students will learn hw t write an experiment reprt with the writing help . The reference t the sample f an experiment reprt can help the students learn abut hw t rganize a similar passage.
1. Guide the students t understanding the text and think abut hw true the stry behind an inventin may be.
2. Lead the students t understand the writing features and argumentatin style f essays and help them frm yur wn pinins and develp critical thinking.
3. Guide students t cmplete reading and writing activities s as t grasp the methd f writing an experiment reprt.
1. Guide the students t develp their reading cmprehensin f the essay and fcus n hw t develp the essay arund the questin title.
2. Lead the students t think abut hw t express their arguments by listing supprting details.
3. Guide the students t write a reprt f the experiment accrding t the instructins fr the experiment given.
Step 1 Befre reading
Activity 1
1. Have the students read the brief intrductin t Benjamin Franklin and learn abut him.
2. Have the students add mre infrmatin abut Benjamin Franklin t share with the class.
Step 2 While reading
Activity 2 Have the students read the passage quickly and answer the questins.
1. What did Franklin’s experiment aim t prve?
2. What des the new study say abut the stry f Franklin’s experiment?
3. Why des the authr ffer the stry abut the apple falling Newtn’s head in the text?
Activity 3
1. Read the text again and cmplete the exercise in Activity 3.
2. Have the students thinhk abut the fllwing the questins and vice their pinin.
① Hw d yu understand the statement “ shuld nt always believe everything we read r hear-even if it is a great stry”?
② What qualities d yu think a great scientist shuld have?
Step 3 Pst reading
Activity 4
Wrk in grups. Have the students give a talk abut their understanding f the saying “Seeing is believing.”The students cmplete the exercise step by step under the guidance f Activity 4.
Step 4 Befre writing
Activity 5
Lead the students t read the instructins fr the experiment and answer the questins.
1. What will the results f this experiment be?
2. What can yu learn frm this experiment?
Step 5 Writing
Activity 6
1. Cmplete the bxes with the infrmatin in Activity 5.
Step 6 Language appreciatin
1. Franklin, alng with many ther scientists, has inspired us and taught us that scientific experiments are imprtant in rder t establish the truth and t cntribute
[句式分析] Franklin, alng with many ther scientists作主语时，谓语的人称与数与with前面的部分保持一致, “ in rder t d sth” 意为“为了...”, 引导“目的状语”, “ and t cntribute” 构成并列性目的状语。
[尝试翻译] 富兰克林和许多其他科学家一起启发并教导我们，为了确认真相并有助于后来的科学发现与发明，科学实验是很重要的。
2. Mre than ne accunt suggests that while Newtn was certainly inspired by a falling apple, there is n prf that it hit him n the head.
[句式分析] Mre than ne+单数名词，意为“不止一个...”, 作主语时，谓语用“第三人称单数形式”； 句中“suggest”意为“表明”，引导宾语从句时，从句的谓语用“陈述语气”， 注意suggest表示“建议”引导从句的谓语用“虚拟语气（shuld +verb）”。 名词 “prf”后接that-clause为“同位语从句”——同位语从句,指的是在复合句中充当同位语的从句，属于名词性从句的范畴，同位语从句用来对其前面的抽象名词进行解释说明，被解释说明的词和同位语在逻辑上是主表关系。
[尝试翻译] 不止一种说法表明，虽然牛顿肯定是受到了一个掉落的苹果的启发，但没有证据表明它击中了他的头部。
Step 7: Hmewrk
1. Review new wrds and phrases learn in this perid.
2. Plish yur reprt f the experiment.
Subject
Magic bttle
Materials
...
Prcedure
1/2/3/4/5
Results
...
Intrductin
Intrduce the aim f the experiment.
This experiment is designed t
Main bdy
Describe the materials used in the experiment and explain the prcedure.
I prepare ________________________________t d his experiment.
Prcedure: 1/2/3/4/5
__________________________________________________________
Cnclusin
Reprt the results and what yu have learned.
After the experiment, I can draw the cnclusin that______________________.
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