Unit 1 Science and Scientists单元教学计划（表格式） 2025-2026学年高中英语人教版（2019）选择性必修第二册
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| 名称 | Unit 1 Science and Scientists单元教学计划（表格式） 2025-2026学年高中英语人教版（2019）选择性必修第二册 |  | |
| 格式 | docx | ||
| 文件大小 | 405.8KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-10-16 23:26:43 | ||
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单 元 教 学 计 划
第 1 单元：Science and Scientists
教 材 地 位 及 作 用 The theme of this unit is great scientific minds and the powerful ways in which they interpret the world, analyse problems, and affect real change in our world. Students will consider what constitutes true achievement by exploring the lives of people such as John Snow, Qian Xuesen, and Stephen Hawking. This knowledge is then activated by having students talk and write factually about scientific phenomena and articulate opinions about the qualities that make a great scientific mind. Students will then gain tools for further study on the subject by reading about great people who exemplify the scientific spirit. It is hoped that students can use the information in this unit both to learn new ideas about science and find new ways of thinking outside the box.
教学目标 1. Enable students to master the usage of important words and expressions. 2. Enable students to master the basic grammar rules about the predicative clauses. 3. Guide students to consider what constitutes true achievement by exploring the lives of people such as John Snow, Qian Xuesen, and Stephen Hawking. 4. Enable students to write factually about scientific phenomena and articulate opinions about the qualities that make a great scientific mind. 5. Let students learn the good qualities of great scientists and describe the great scientist they admire most in their own language.
教学重点 Enable students to learn how to use the words and phrases in real situations. Enable students to master how to use grammar rules about the predicative clauses. Enable students to write factually about scientific phenomena and articulate opinions about the qualities that make a great scientific mind. Let students learn the good qualities of great scientists and describe the great scientist they admire most in their own language.
教学难点 1. Enable students to learn how to use the words and phrases in real situations. 2. Enable students to master the predicative clauses and write correct sentences according to the grammar rules. 3. Guide the students to properly introduce a great scientist and write factually about scientific phenomena and articulate opinions about the qualities that make a great scientific mind.
单元课时安排 序号 课题 课时数 起止时间
1 Opening Page 1
2 Reading and Thinking (1) 1
3 Reading and Thinking (2) 1
4 Language Points 1
5 Discovering Useful Structures 1
6 Using Language (1) 1
7 Using Language (2) 1
8 Revision 1
9 Exercise 1
授课时间 第 周 教案序号
课时 1 课 题 Opening Page 课 型 New lesson
主备教师 使用教师
核心 素养 教学 目标 1. Learn about the theme of this unit by observing and discussing the opening page. 2. Brainstorm some relevant vocabularies about the opening page under the guidance of the teacher. 3. Know more about the good qualities of great scientists and correct stages of conducting a scientific research. 4. Be able to express ideas about great scientists from different aspect.
教学重点 1. Guide students to observe and discuss the photo in the opening page. 2. Enable students to learn about the relevant vocabularies about the opening page.
教学难点 Get students to express their opinions on the qualities of the great scientists properly.
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. Observing and discussing 1. Overview the Opening Page of the unit and answer the questions below. (1) How would you describe the photo (Two young girl students are conducting an experiment in a school science laboratory, probably to test a theory, verify results, collect data,or develop skills needed in scientific research.) (2) What scientific equipment can you see in a science laboratory (Safety goggles 防护眼镜，glass rod 玻璃棒，beaker 烧杯，gauze mat 石棉网，tripod 三脚架，Bunsen burner本生灯，stand 托架，flask 烧瓶，test tube试管，test tube rack 试管架，etc.) (3) Would you like to work in science，why or why not I would like to work in science because such work can help me better understand the world, appreciate the world at different levels, and make a difference in people's lives. I would also be able to develop new technologies, find cures, solve practical problems,make informed decisions, and work on things that interest me. I wouldn't like to work in science because I'm outgoing and I can't stand staying in the laboratory day and night. What qualities do you need to be a scientist (Hard work, courage in face of challenges, persistence, devotion, passion, patience, creativity, etc.) Read the quote and and answer the question. What qualities did Einstein and Infeld think a scientist should have (Imagination, creativity, raising questions and new possibilities, and looking at old problems from a new angle.) 3. Read “In this unit, you will...” part and set the study goals for this unit. 4. Answer the following questions to explore the theme of this unit. What is the theme to be explored What sub-themes may be included Step 2. Brainstorming and discussing Activity 1: What personality and qualities does great scientists have and discuss in group of four. patriotic knowledgeable determined strong-minded warm-hearted easy-going gifted brave intelligent experienced diligent independent patient be strict with sb take...seriously get along well with... Step 3. Discussing and sharing 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 ) Brief introduction, Life story, Main achievements, Personality and qualities Students observe the photo of the opening page and try to answer some questions about it. Students work in group of four to brainstorm and discuss “Would you like to work in science，why or why not ” Take notes of the useful expression Students work in pairs to discuss how to introduce a great scientist.
总结 In this period, we knew the learning aims of this unit and have learnt the qualities of great scientist as well as how to introduce a great scientist.
布置作业 1. Memorize the words describing the qualities of great people. 2. Preview the reading passage
板书设计 Opening Page the words describing the qualities of great scientist patriotic knowledgeable determined strong-minded warm-hearted gifted brave intelligent experienced diligent independent patient
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Reading and Thinking (1) 课 型 New lesson
主备教师 使用教师
核心 素养 教学 目标 1. To prediction of the content; To make the structure of the passage; To fully understand the whole article. To get the main idea, paragraph meaning and some details by careful reading . To sum up and retell how John Snow defeated king cholera by writing a summary of the text in about 100 words. To describe the characteristics of John Snow
教学重点 1. Analyse the main idea of each paragraph to deepen the understanding of the text; 2. Further explore some details about conducting a scientific research.
教学难点 1. Enable students to judge the structure of the passage and catch the key information to understand the text. 2. Enable students to express their opinions freely and fluently.
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. Lead in T: As we all know, China worked hard to fight against the highly infectious COVID-19. This was a medical problem that was challenging the whole world. What do you know about this disease (infectious, deadly, cure, mortality, virus, corona virus, quarantine, statistics, germ, mask, suspected cases, confirmed cases…) T: COVID-19 was defeated by people with the help of science. Actually, your questions bring me to “scientific research”. When conducting scientific research, we have to follow correct stages. Can you put the following stages in order analyse the results (2) ask a question (3) draw a conclusion collect data (5) find a problem (6) find supporting evidence (7) think of a method (5)-(2)-(7)-(4)-(1)-(6)-(3) Step2. Pre-reading Students read the title and make predictions about the following questions: Q1: Who is John Snow Q2: Why is it called “King Cholera” instead of “cholera” Q3: What do you think the passage is mainly about Step3. While-reading Students read through the whole passage to check whether their predictions are right. 2. Students read the first paragraph. After reading, use 1-2 adjectives to describe John Snow and King Cholera and explain their reasons. 3. Students read the whole passage and fill in the chart. Step4. Post-reading StagesWhat John Snow did 1Find a problem●An outbreak of cholera hit London in 1854 and John Snow wanted to destroy cholera once and for all. (Cause and effect) 2Ask a question●He wondered about which theory was correct (what caused the disease).
Further questions: What are the two theories Which theory did he subscribe to 3Think of a method●He investigated the places where the cholera outbreak was severe and made a map. 4Collect data●He marked on a map the exact places where all those who died had lived. 5Analyse the results●He found that multiple deaths were near the water pump.
Some people had not drunk the water from the pump and lived.
He suspected that the water pump was to blame. 6Find supporting
evidence●He found a woman and her daughter died in another part of London after moving away from Broad Street. 7Draw a
conclusion●He announced that the pump water carried cholera germs.
(Further questions: Q1: What did he do after he drew a conclusion
He had the handle of the pump removed.
Through his intervention, the disease was stopped in its track.
O2: What was the truth of the water
The truth was that the water from the Broad Street had been infected by waste.)
Students read the last paragraph and answer the following questions: Q1: What were the results of John Snow’s tireless efforts Q2: Why was John Snow considered the father of modern epidemiology Students talk about COVID-19 and the process of defeating COVID-19. Students put the stages of scientific research in order. Read the text and predict the possible content. Students read paragraph one and use adjectives to describe John Snow and King Cholera. Students read the whole passage and fill in the chart. Students have critical thinking.
总结: 1. Students retell how John Snow defeated king cholera by writing a summary of the text in about 100 words. 2. Students are supposed to follow the scientific stages and use their own words and phrases learned in the text.
布置作业 Writing a summary of how John Snow defeated king cholera
板书设计 The process of a scientific research Find a problem →Ask a question →Think of a method →Collect data → Analyse the results → Find supporting evidence →Draw a conclusion
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Reading and Thinking (2) 课 型 New lesson
主备教师 使用教师
核心 素养 教学 目标 1. The students will be able to know the meaning and usage of the words in the text. 2. The students will be able to use these words correctly in writing and speaking. 3. The students will be able to write a short passage about people’s battle against COVID-19 4. The students will be more confident in writing and speaking and be able to refine the greatness of doing scientific research.
教学重点 Enable the students to know the meaning and usage of the words in the text and use these words correctly in writing and speaking.
教学难点 Get the students to learn and master some key words and phrases and put them into their own speaking and writing.
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. Revision Activity 1: Appreciating the summary 1. Students share some of the summaries and comment on each other’s summary.(Students’ comments are supposed to focus on the proper experimental stages and the use of new words and phrases.) 2. Students appreciate a suggested version of summary shown on PPT. Activity 2: Concluding the characteristics of scientific research Students have a brief discussion in groups and conclude the characteristics of scientific research.(Students are supposed to find supporting evidence in the text to justify their conclusions.） Step 2. Analyzing and talking Activity 3: Analyzing what lead to John Snow’s success in defeating King cholera Making connections between a claim and its evidence. T: I believe that one of the reasons why John Snow succeeded in defeating king cholera is that he followed the stages of scientific research. Besides this, what else do you think lead to his success Why do you think so Find evidence in the text to support your idea. (Possible answers: ①He was socially responsible. — He rose to become a famous doctor and even attended… but he never lost his desire to… ②He did research on the basis of existing theories, and made correct judgment…. ③He was brave.… ④He made a map and used the proper tool to analyze the data…. ⑤He was careful and cautious enough to make the final conclusion. … ) Step 3. Writing Activity 4: Writing a short passage about people’s battle against COVID-19 Students write a passage about people’s battle against COVID-19 with the words and expressions learned in the text. Para.1: Give some information about COVID-19 and people’s feeling when it first broke out. Para.2: Talk about the efforts made by Chinese experts and ordinary citizens. (
Vocabulary box:
Words and expressions to describe the
virus or disease:
deadly, severe,cause death, die from,infectious, most feared, severe, infection, germ, outbreak, hit, spread through ..., no cure for it
Words and expressions to describe
people
’
s feelings
:
fear, panic,frustrated, hopeless, helpless
Words and expressions to describe people's efforts
:
d
estroy
,
subscribe to
,
investigate
,
donate,
hospitalize(
就医
), collect data
,
volunteer to do,figure out, share... with, cooperate,
quarantine(
隔离
), be to blame, intervention, stop in its track, see a
substantial decrease, prevent ... from, risk
one's life to do
,
statistics,germ
,
mask
, f
acility
,
suspected cases,
confirmed
cases,
transparent (
透明
), selfless, fearless,
professional, scientific, objective
words and expressions to link sentences:
as a result
of, accordingly, moreover,
fortunately
, for this reason
, thanks to
) 2. T: In fact, we can learn a lot from the text as well as the history. The battle between human beings and germs will never end. Only if all the human beings cooperate with each other, and both scientists and ordinary citizens follow the scientific way, can we finally win the battle. Students share and comment on each other’s summary. Students conclude the characteristics of scientific research. Make connections between a claim and its evidence. Write A short passage about people’s battle against COVID-19. Talk about the efforts made by Chinese experts and ordinary citizens
总结 In this period, we have learned the useful new words in the text and wrote a passage about people’s battle against COVID-19.
布置作业 1. Polish the passage and appreciate each other’s passages. 2. Memorize the useful new words.
板书设计 Period 3 Reading and Thinking (2) Words and phrases to describe the virus or disease: Words and phrases to describe people’s feelings: Words and phrases to describe people's efforts: Words and phrases to link sentences:
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Language Points 课 型 New lesson
主备教师 使用教师
核心 素养 教学 目标 Enable students to master the usage of such important words and expressions and learn to express themselves by using them. 2. Guide students to summarize affixes and learn how to organize and memorize vocabulary using word formation. 3. Guide students to learn the method of constructing knowledge trees through self-study and cooperative exploration. 4. Have students to enjoy the fun of expressing themselves in English and participate in class with passion.
教学重点 Help students to learn the following key words and expressions: 2. Exercises are expected to assist students to express themselves freely in English.
教学难点 1. Enable students to learn how to use the words and phrases in real situations. 2. Enable students to master the important language points in class.
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. Lead in 1.Can you guess the meaning of this word (
Pneumonoultramicroscopicsilicovolcanoconi
osis
/,nju:m (u)n u,Altrs,maikr (u)'skopik,silik uvol,kein u,kounr'
susis/
)pneumono-(of lung肺的)、ultra-(to an extreme degree非常)、micro-(small 微小的)、scopic-(of viewing or observing观察或注意的)、silico-(of silicon 硅的)、volcano-(mountain that releases lava and ash火山的),coni-(ofdust 尘土的)、-osis (state of a disease疾病) 2.Now do you think it possible for you to guess the meaning of the word (a lung disease caused by inhaling very fine ash and sand dust) Step 2. Self - directed study 请给下列单词加上表示否定意义的前缀 aware → ___________ legal → ___________ moral → ___________ sense → ___________ agree → ___________ stop → ___________ relevant → ___________ advantage → ___________ like → ___________ appropriate → ___________ Unaware; illegal; immoral; nonsense; disagree; non-stop; irrelevant; disadvantage; dislike;inappropriate Step 3. Presentation of key words and expressions 1.subscribe vi.认购(股份);定期订购;定期交纳(会费) 温故知新： I’m afraid I can’t ________________________（同意）the theory. (agree with/subscribe to) 词源解读：sub- (underneath 在下面) + scrib (to write 写) + -e → 在合同下面签字 课文原文：Snow subscribed to the second theory. All scientists subscribe to the view that the increase in the earth’s temperature is due to the burning of fossil fuels. 习题巩固：Write the Chinese interpretation of the underlined parts (1) I subscribe to Reader’s Digest magazine. ________ (2) We subscribe to an animal protection society. ________ (3) Each employee may subscribe for up to $2,00 worth of shares. ________ 2. blame vt 责备；把……归咎于 to say or think that sb / sth is responsible for sth bad: ① blame sb / sth for (doing) sth: ② blame sth on sb / sth: 【常见搭配】 be to blame (for sth)（对某事）负有责任; take / bear the blame 3.handle n [C] 柄；把手： Tea in China was traditionally drunk from cups without handles. 2013 全国 turn a door handle handle vt （用手）触；碰；拿 to touch or hold sth with your hand(s)： Wash your hands before you handle food. Fragile. Handle with care! 高考链接：一句多译 说实话，我有信心能处理这个问题。 Honestly speaking, I’m confident that I can handle the problem. deal with/ approach/ address / manage t/ cope with/ tackle the problem. (2) 说实话，我有信心能解决这一难题。 Honestly speaking, I’m confident that I can solve the difficulty. settle/resolve/ work out the difficulty. Students guess and analyze the meaning of the long word. Student learn the words by using affixes. Students can discuss the meaning of “subscribe” with their plete the exercises. Translate the sentence into English.
总结 In this period, you have learned the usage of some important words and expressions and you should learn to express yourself by using them.
布置作业 Finish off related exercises in the workbook and exercise book. Memorize all the new words in this class.
板书设计 Period 4 Language Points subscribe vi.认购(股份);定期订购;定期交纳(会费) blame vt 责备；把……归咎于 handle n [C] 柄；把手：handle vt （用手）触；碰；拿 to touch or hold sth with your hand(s)：
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Discovering Useful Structures 课 型 New lesson
主备教师 使用教师
核心 素养 教学 目标 1.Enable the students to master the usage of the predicative clauses in this unit. 2.Enable the students to use the predicative patterns flexibly. 3.Train the students to apply some skills by doing the relevant exercises.
教学重点 1.Guide students to perceive the structural features of predicative clauses and think about their ideographic functions. 2. Help students to have a good command of predicative clauses.
教学难点 Strengthen students' ability of using predicative clauses in context, but also cultivate their ability of text analysis and logical reasoning competence.
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. Revision and discovering (1) One theory was that bad air caused the disease. (2) Another theory was that cholera was caused by an infection from germs in food or water (3)The truth was that the water from the Broad Street had been infected by waste. Sum up the rules of grammar: 1.以上黑体部分在句中作表语。 2.句1、2、3中的that在从句中不作成分，只起连接作用。 Step 2. Review the basic components of predicative clauses 1.Definition 在复合句中作表语的从句,叫作表语从句。它位于主句的系动词之后,对主语进行解释、说明，使主语的内容具体化。 2. Leading words , functions and examples: 引导词用法例句 从属连词 that、 whether (不能用if) that在从句中不作成分，that没有实际意义，不 可省略;whether意为“是否”1.My belief is that I will succeed by working hard. 2.The most pleasant thing of the rainy season is that one can be entirely free from dust. 3.The problem is whether we can find them there. because说明主语所表示的事件发生的原因，意为因为”He has heart disease. That is because he has been smoking too much. as if/though从句表示的情况发生的可能性较小时常用虛拟语气 It seems as if he didn't know the answer. 连接代词who(ever) whom(ever) whose what(ever) which(ever)等在从句中作主语、宾语、 表语、定语等. 1.You can be whoever you want to be. 2.Tom is no longer what he used to be. 连接副词when where why how 等在从句中作状语，表示 时间、地点、原因、方 式等1.This is where I don't agree with you. 2.The question is how we can get in touch with him. 3.That is why I got wet through.
3. Points that we should pay attention to: (1) The difference of“that" and“what". That引导表语从句时，是连词，在从句中不作成分what是连接代词，引导表语从句时，在从句中作主语、宾语、表语或定语。 That was what she did this morning on her way to school. My opinion is that we should communicate with parents frequently. (2)because与why的区别 because引导表语从句时强调原因，why引导表语从句时强调结果。 She often comes late. That's because she has a baby to take care of. She has a baby to take care of. That's why she often comes late. [点睛]名词reason作主语时,后面的表语从句表示原因时要用that引导,而不用because。 (3) The subjunctive mood used in predicative clauses ①在表示建议、劝告、命令等含义的名词后的表语从句中，谓语动词用"should+动词原形”，should 可以省略。 The doctor's advice is that we (should) take more exercise. ②as if/as though引导的表语从句如果是事实，就用陈述语气:如果与事实不符，就用虚拟语气(用一般过去时表示现在，过去进行时表示现在进行，过去完成时表示过去，could/would/might +动词原形表示将来)。 Step 3. Practice using predicative clause in context. Read the following sentences and underline the predicative clauses To tell the different uses of the guide words and state their functions. To make a study of the grammar rules of the predicative clauses Do the following exercises and then show their answers and reasons.
总结 In this period, you were guided to discover the grammar rules of the predicative clauses by yourselves and you also increased your experience of grammar learning.
布置作业 1. Finish Ex.2&3 on page 5 in of your textbook. 2. Memorise the grammar rules of the predicative clauses
板书设计 Period 5 Discovering Useful Structures Observe and analyse1----意义上区别小结 Observe and analyse2----引导词使用规则 Observe and analyse3----注意点
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Using Language (1) 课 型 New lesson
主备教师 使用教师
核心 素养 教学 目标 1. Instruct students to predict the listening content by observing the pictures and to develop their pre- listening prediction strategies. 2. Instruct students to grasp the key information and important details of the dialogue. 3. Instruct students to express their opinions on the scientific practice activities described in the listening dialogue, and share their experiences with their peers. 4. Instruct students to give a brief presentation about a scientific research or experimental activity they are interested in
教学重点 1. Listen and fill in the timetable. 2. Summary—Structure of the passage. 3. Summarize some useful and authentic expressions from the text.
教学难点 1. Instruct students to grasp the key information and important details of the dialogue 2. Instruct students to give a brief presentation about a scientific research or experimental activity they are interested in.
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. Lead in Look at the photo below, and discuss in groups what these activities have to do with science. keys: A: I think the dish in this exhibition is related to sound. Maybe the boy is whispering into the circle and the device can make his voice louder. B: This looks like a piano you play with your feet. Maybe it shows how sound works. C: I'm not sure what this one shows, but it must be about light or eyesight. D: It is a hall of mirrors. Maybe it has to do with the principles of reflection. E: This is probably an experiment involving the composition of light. Step2. Before listening The photos above are related to the conversation you will hear. Using the photos, try to predict the answers to the following questions. 1.Where are the people in the conversation going to go They are going to a science museum. 2. What kind of place is it, and what does it focus on It is a science museum that focuses on letting visitors experience science through interactive learning exhibitions. 3.What kinds of things can you do there You can probably try different activities to learn about sound, light, reflection, and so on. For example, you can go to a room with many mirrors facing each other so it looks like there are many copies of you! Or you can play with a big piano on the floor. Step 2 While listening 1.Ask students to listen to the conversation and see if their answers for Activity 2 are correct.Then write down the letters (A-E) for the photos in the order that students hear them described. 2.Ask students to listen again and complete the descriptions of the photos above. Step 4 After listening Ask students to discuss the following questions in groups: 1.The conversation is about the City of Science and Industry, a museum in Paris. Would you like to go to this museum Why or why not Yes . I can learn a lot about science and it can broaden my horizons. 2.Are there any museums like this in China What other interesting museums are there Yes. There are other interesting museums such as art museum or museum about science and technology. Step 5 Presentation Instruct students to make a short presentation to the class about your choice. Look at the photo and discuss in groups what these activities have to do with science. Try to predict the answers to the following questions. Listen and see if their answers for Activity 2 are correct. Ask students to discuss in groups.
总结 In this period, we have learned a passage about a museum, some useful words and expressions and the strategies of introducing a place full of scientific elements.
布置作业 1. Memorise the useful new words and expressions in the text. 2. Polish the content of your presentation.
板书设计 Period 6 Using Language (1) To go: To see； To do: To feel:
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Using Language (2) 课 型 New lesson
主备教师 使用教师
核心 素养 教学 目标 1.Enable the students to get to know the good qualities great scientists share. 2.Enable the students to understand the passage well. 3.Let the students learn some writing skills by scanning and skimming. 4.To learn from the great scientists and develop the noble spirits .
教学重点 1.Guide students to learn the role and function of conjunctions such as"however; nevertheless; above all; besides and so on". 2.Teach students to complete a short essay to explain the scientific spirit.
教学难点 Students can complete a short essay to explain the scientific spirit.
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. lead-in Before reading, the teacher first can raise a question "What makes great scientists ” Great scientists are creative, responsible, enthusiastic, strong-minded, passionate; energetic, determined, devoted, committed, undefeatable, perseverant....They are those who made a great contribution/made great achievements /succeeded in their scientific career/overcome many difficulties. Step2 Pre-reading Look at the picture, the title and, guess what the content of the text is. Then ask students to skim it quickly to see if they are right. keys: The text is mainly about the brief introduction of Qian Xuesen and Stephen Hawking. Step 3 Read and answer: Answer the questions below using the information from the texts. Why was Qian called "the father of China's aerospace" How was Hawking's own theory proven correct Step 4 Study the language and structure. 1.Underline the linking words and phrases in the passages, and describe their function. 2.What is the function of each paragraph in the passages 3.Find words that describe the personalities of the scientists. How do the stories about scientists help illustrate these personalities keys: 1. however; at that time; nevertheless; because; in general; besides;furthermore; above all 2. function: these serve to link elements in the passage and bring greater cohesion and logical flow to it. Qian Xuesen: Para1: introduction Para2-5: His personal history and accomplishments Para6 : his personality Para7: his death and people's appreciation of him Stephen Hawking: Para 1: introduction Para 2: His claim to fame Para 3: characteristics that made him great. Qi Xuesen: a man with great scientific thought and scientific spirit”who was patriotic and served his homeland with effort，achievement,and devotion;a pioneer; didn’t let that discourage him; determined; an outstanding and creative scientist; deep appreciation fro art Stephen Hawking: brilliant; brave; sometimes careless in what he said or did; willing to say what others were afraid to say; dream what others were afraid to dream about; quite determined; admit his failure. ln the case of Qian, we see his determination illustrated by his struggles, and how he overcame challenges; his story also shows he was patriotic and devoted to his career. In the case of Hawking, we also see his determination in the case of difficulty through the stories told about him. Step 5.Writing strategy How to write an article about the scientific spirits introduction about a famous scientist: 基本内容: age, sex, birth-place, background(概况). appearance, character (外表、性格) education(教育背景) big events in his or her life (in order of time)(经历、生平). evaluation (评价) Step 6. Practice 根据以下信息用英语写一篇短文介绍袁隆平教授。基本信息 1.1937年9月7日出生于重庆的一个贫困的家庭。自幼刻苦学习,酷爱农业科学;2.自从1953年大学毕业以后,他已经研究水稻近半个世纪,一直在为世界农业默默耕耘。主要成绩3 由于他的研究,我国水稻产量快速增长,为很多国家解决了粮食不足的问题;4.他被誉为“杂交水稻之父”"Father of Hybrid Rice";5.虽然他很出名，但是他过着简朴的生活，不计名利; Answer the question given by the teacher. Look at the picture, the title and, guess what the content of the text. Answer the questions Share their sentences in front of the whole class. Write an article about the scientific spirit
总结 Summarize what we have learned: useful expressions, useful sentence patterns, structure of the passage.
布置作业 1. Finish and polish the article on your own. 2. Memorise the useful expressions used to introduce a person.
板书设计 Period 7 Using Language (2) A famous scientist 1.age, sex, birth-place, background(概况) 2.appearance, character (外表、性格) 3.education(教育背景) 5.big events in his or her life (in order of time)(经历、生平). 5.evaluation (评价)
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Revision 课 型 Revision
主备教师 使用教师
核心 素养 教学 目标 1. Get the students to have a good command of the usage of words and expressions in this unit. 2. Enable the students to master the usage of the predicative clauses in this unit. 3. Enable the students to master the sentence patterns and expressions to introduce a person. 4. Enable the students to grasp some writing polish skills to put them into use
教学重点 1. Get the students to have a good command of the usage of words and expressions in this unit. 2. Enable the students to master the usage of the predicative clauses in this unit.
教学难点 3. Enable the students to master the sentence patterns and expressions to introduce a person. 4. Enable the students to grasp some writing polish skills to put them into use
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. Review the key words and expressions of this unit together Words: severe, contradictory, infection, subscribe, proof, multiple, household, suspect, blame, handle, intervention, link, raw, pure, substantial, decrease, statistic, transform, microscope, thinking, protein, cell, virus, finding, initial, framework, solid, cast, shadow, rainbow, pour concrete, mechanic, defend, assistant, missile, leadership, outstanding, gifted, abstract, concept, astronomer, telescope, brilliant, fault, shift,vivid phrases: once and for all, subscribe to, water pump, thanks to, theoretical framework, break out, in charge of, come down, above all Step 2. Review the important sentence patterns by filling the blanks 1.In the early 19th century,when an outbreak of cholera hit Europe,millions of people died from the disease. outbreak是合成名词，类似的由“副词+动词”或“动词+副词”构成的合成名词还有：outcome(n.结果)、output(n.输出)、intake(n. 摄入量)、breakdown(n.故障；崩溃)、makeup(n.化妆品)、 takeaway(n.外卖食品)等。 2.In time, he rose to become a famous doctor, and even attended to Queen Victoria when she gave birth. in time在本句中意为“经过一段时间之后；迟早；最后”; rise 在本句意为“变得重要(成功或有权力)”; attend to此处意为“照顾；处理”。 3.Snow began by marking on a map the exact places where all those who died had lived. by marking ...lived是方式状语，where all those who died had lived是定语从句，修饰the exact places。where引导的定语从句中包含另一个定语从句who died,该定语从句修 饰those。另外，还要注意这个句子的语序。动词marking有个较长的宾语the exact places where all those who died had lived,为了平衡句子结构，该宾语被后置，移到了地点状语on a map之后。 4.Through Snow's tireless efforts, water companies began to sell clean water, and the threat of cholera around the world saw a substantial decrease. see 此处意为“是……的发生时间(或地点);见证”,句子的主语常常是时间或者地点等。 必修第三册第二单元中也出现了see 的这种用法： Step 3. Review the grammar rules of the non-restrictive relative clauses 引导词用法例句 从属连词 that、 whether (不能用if) that在从句中不作成分，that没有实际意义，不 可省略;whether意为“是否”1.My belief is that I will succeed by working hard. 2.The most pleasant thing of the rainy season is that one can be entirely free from dust. 3.The problem is whether we can find them there. because说明主语所表示的事件发生的原因，意为因为”He has heart disease. That is because he has been smoking too much. as if/though从句表示的情况发生的可能性较小时常用虛拟语气 It seems as if he didn't know the answer. 连接代词who(ever) whom(ever) whose what(ever) which(ever)等在从句中作主语、宾语、 表语、定语等. 1.You can be whoever you want to be. 2.Tom is no longer what he used to be. 连接副词when where why how 等在从句中作状语，表示 时间、地点、原因、方 式等1.This is where I don't agree with you. 2.The question is how we can get in touch with him. 3.That is why I got wet through.
Step 4. Revision the expressions to introduce a great scientist 1. General introduction: 2. Appearance& Personality 3. Education: 4. Life experience: 5. Evaluation Speak out the words and phrases according to their Chinese meanings. Read the sentences loudly and then find out the key points. Tell the grammar rules and try to have a good command of their usage. Summarise the useful expression-s and the structure of the introduction about a scientist.
总结 In this period, we have reviewed the important expressions, sentence structures, grammar rules and the useful expressions used to introduce a scientist. You’re supposed to memorise after class.
布置作业 1. Finish the related exercises on the workbook. 2. Translate five sentences by using useful expressions.
板书设计 Period 8 Revision Words: outbreak, severe, infection, subscribe, suspect, blame,handle, intervention, link, decrease, statistic, Expressions: in time , attend to, once and for all, subscribe to, thanks to, break out, in charge of
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Exercise 课 型 Exercise
主备教师 使用教师
核心 素养 教学 目标 By the end of this class, students will be able to 1. use the words and expressions in various practice correctly and accurately . 2. judge the results of practice true or false with the critical thinking. 3. improve students’ ability of finding problem and solving problem.
教学重点 To help students to apply the language in practice to considerate the usage.
教学难点 To enable students to use the words and expressions correctly and flexibly.
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step1. Words revision 1. The doctors confirmed that he had contracted an___ ____(infect) caused by a virus. 2. The___________(assist) asked him to leave, but Dickie paid no attention to him and requested to see the manager. 3. She is a ____________(gift) musician, able to play multiple instruments with ease. 4. She worked__________(steady) on her project, making gradual progress each day. 5. She became increasingly __________(frustrate) with the slow progress of the project. Step 2. Fill in the blanks The school's yearly sci-tech festival was successfully (successful)held last week, aiming to encourage students' active engagement with science and technology. The festival, featuring “Innovation and technology, touching the future”, attracted (attract)lots of students to participate in a variety of activities (activity) such as robotics competitions, science exhibitions, and coding contests. But the highlight was the three forums(forum), the lecturers of which were all renowned scholars on emerging (emerge) technologies. So thrilled (thrill) were those present that they made the most of this opportunity to interact (interact)with the experts, trying to gain a deeper (deep)insight into how technology is changing the world. Overall, the festival received an enthusiastic response. It served as a platform for young minds not only to showcase their creativity, but also to explore how they might reshape the future by means of science. Step 3. learning for structure 1.文章体裁:应用文——报道。 2.谋篇布局:Paragraph 1: 活动的时间、地点和目的 Paragraph 2: 活动的具体内容 Paragraph 3: 活动的反响和意义 Step 4. learning for expressions 1.高级词汇短语:one's active engagement with(某人积极参与……), highlight (最精彩的部分),renowned (著名的),emerging (新兴的), interact with (与……交流),gain a deeper insight into(对……获得更深入的了解),receive an enthusiastic response(反响热烈), serve as(充当)等。 2.高级句式:①现在分词短语作状语:aiming to encourage students' active engagement with science and technology; trying to gain a deeper insight into…;②现在分词短语作定语: featuring “Innovation and technology, touching the future”;③定语从句:the lecturers of which were all renowned scholars on emerging technologies;④倒装句: so thrilled were those present that they made the most of this opportunity to interact with the experts;⑤宾语从句:how technology is changing the world; how they might reshape the future by means of science;⑥并列成分: not only to showcase their creativity, but also to explore…of science等。 Step3.Practice David was a 1. (gift) young man with scientific thinking. Last summer, cholera broke out in his hometown. Hundreds of households 2. (infect), suffering from severe diarrhea, dehydration and it even caused multiple deaths. The disease cast a shadow on people's life. 3. (defend) people's health from harm, a medical team was set up to trace back to the cause of the disease. However, the doctors became 4. (frustrate) by the contradictory theories.Working as an 5. (assist), David offered to help. David soon saw a link between the disease and water. Then he interviewed the residents who came down with cholera and the people in charge 6. the nearby factories. He collected concrete 7. (prove)that the water was to blame for the 8._____________ (infect). After reading his statistics and findings, the doctors shifted the treatment immediately. Thanks 9. David's solid and outstanding work and the government’s intervention, the threat of cholera saw a substantial and steady decrease. Besides, people were called on to take a vaccine to destroy the disease once and for all. Above all, David 10. (transform) the way people studied diseases. Students are guided to fill in the blanks with the proper forms of the given words. Fill in the blanks with the proper forms of the given words and appreciate the passage. Learn the high-level expression-s and sentence patterns in the passage. Fill in the blanks with the proper form of the given words and review the key words of this unit.
总结 This period is mainly about helping students to apply the language in practice to considerate the usage.
布置作业 1. Finish off related exercise in exercise book 2. Memorize the useful words, phrases and sentence patterns.
板书设计 Period 9 Exercises 1.高级词汇短语:one's active engagement with(某人积极参与……), highlight (最精彩的部分), 2.高级句式:①现在分词短语作状语: aiming to...; ②现在分词短语作定语: featuring ...
教学反思 优点： 缺点： 改进措施：
第 1 单元：Science and Scientists
教 材 地 位 及 作 用 The theme of this unit is great scientific minds and the powerful ways in which they interpret the world, analyse problems, and affect real change in our world. Students will consider what constitutes true achievement by exploring the lives of people such as John Snow, Qian Xuesen, and Stephen Hawking. This knowledge is then activated by having students talk and write factually about scientific phenomena and articulate opinions about the qualities that make a great scientific mind. Students will then gain tools for further study on the subject by reading about great people who exemplify the scientific spirit. It is hoped that students can use the information in this unit both to learn new ideas about science and find new ways of thinking outside the box.
教学目标 1. Enable students to master the usage of important words and expressions. 2. Enable students to master the basic grammar rules about the predicative clauses. 3. Guide students to consider what constitutes true achievement by exploring the lives of people such as John Snow, Qian Xuesen, and Stephen Hawking. 4. Enable students to write factually about scientific phenomena and articulate opinions about the qualities that make a great scientific mind. 5. Let students learn the good qualities of great scientists and describe the great scientist they admire most in their own language.
教学重点 Enable students to learn how to use the words and phrases in real situations. Enable students to master how to use grammar rules about the predicative clauses. Enable students to write factually about scientific phenomena and articulate opinions about the qualities that make a great scientific mind. Let students learn the good qualities of great scientists and describe the great scientist they admire most in their own language.
教学难点 1. Enable students to learn how to use the words and phrases in real situations. 2. Enable students to master the predicative clauses and write correct sentences according to the grammar rules. 3. Guide the students to properly introduce a great scientist and write factually about scientific phenomena and articulate opinions about the qualities that make a great scientific mind.
单元课时安排 序号 课题 课时数 起止时间
1 Opening Page 1
2 Reading and Thinking (1) 1
3 Reading and Thinking (2) 1
4 Language Points 1
5 Discovering Useful Structures 1
6 Using Language (1) 1
7 Using Language (2) 1
8 Revision 1
9 Exercise 1
授课时间 第 周 教案序号
课时 1 课 题 Opening Page 课 型 New lesson
主备教师 使用教师
核心 素养 教学 目标 1. Learn about the theme of this unit by observing and discussing the opening page. 2. Brainstorm some relevant vocabularies about the opening page under the guidance of the teacher. 3. Know more about the good qualities of great scientists and correct stages of conducting a scientific research. 4. Be able to express ideas about great scientists from different aspect.
教学重点 1. Guide students to observe and discuss the photo in the opening page. 2. Enable students to learn about the relevant vocabularies about the opening page.
教学难点 Get students to express their opinions on the qualities of the great scientists properly.
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. Observing and discussing 1. Overview the Opening Page of the unit and answer the questions below. (1) How would you describe the photo (Two young girl students are conducting an experiment in a school science laboratory, probably to test a theory, verify results, collect data,or develop skills needed in scientific research.) (2) What scientific equipment can you see in a science laboratory (Safety goggles 防护眼镜，glass rod 玻璃棒，beaker 烧杯，gauze mat 石棉网，tripod 三脚架，Bunsen burner本生灯，stand 托架，flask 烧瓶，test tube试管，test tube rack 试管架，etc.) (3) Would you like to work in science，why or why not I would like to work in science because such work can help me better understand the world, appreciate the world at different levels, and make a difference in people's lives. I would also be able to develop new technologies, find cures, solve practical problems,make informed decisions, and work on things that interest me. I wouldn't like to work in science because I'm outgoing and I can't stand staying in the laboratory day and night. What qualities do you need to be a scientist (Hard work, courage in face of challenges, persistence, devotion, passion, patience, creativity, etc.) Read the quote and and answer the question. What qualities did Einstein and Infeld think a scientist should have (Imagination, creativity, raising questions and new possibilities, and looking at old problems from a new angle.) 3. Read “In this unit, you will...” part and set the study goals for this unit. 4. Answer the following questions to explore the theme of this unit. What is the theme to be explored What sub-themes may be included Step 2. Brainstorming and discussing Activity 1: What personality and qualities does great scientists have and discuss in group of four. patriotic knowledgeable determined strong-minded warm-hearted easy-going gifted brave intelligent experienced diligent independent patient be strict with sb take...seriously get along well with... Step 3. Discussing and sharing 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 ) Brief introduction, Life story, Main achievements, Personality and qualities Students observe the photo of the opening page and try to answer some questions about it. Students work in group of four to brainstorm and discuss “Would you like to work in science，why or why not ” Take notes of the useful expression Students work in pairs to discuss how to introduce a great scientist.
总结 In this period, we knew the learning aims of this unit and have learnt the qualities of great scientist as well as how to introduce a great scientist.
布置作业 1. Memorize the words describing the qualities of great people. 2. Preview the reading passage
板书设计 Opening Page the words describing the qualities of great scientist patriotic knowledgeable determined strong-minded warm-hearted gifted brave intelligent experienced diligent independent patient
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Reading and Thinking (1) 课 型 New lesson
主备教师 使用教师
核心 素养 教学 目标 1. To prediction of the content; To make the structure of the passage; To fully understand the whole article. To get the main idea, paragraph meaning and some details by careful reading . To sum up and retell how John Snow defeated king cholera by writing a summary of the text in about 100 words. To describe the characteristics of John Snow
教学重点 1. Analyse the main idea of each paragraph to deepen the understanding of the text; 2. Further explore some details about conducting a scientific research.
教学难点 1. Enable students to judge the structure of the passage and catch the key information to understand the text. 2. Enable students to express their opinions freely and fluently.
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. Lead in T: As we all know, China worked hard to fight against the highly infectious COVID-19. This was a medical problem that was challenging the whole world. What do you know about this disease (infectious, deadly, cure, mortality, virus, corona virus, quarantine, statistics, germ, mask, suspected cases, confirmed cases…) T: COVID-19 was defeated by people with the help of science. Actually, your questions bring me to “scientific research”. When conducting scientific research, we have to follow correct stages. Can you put the following stages in order analyse the results (2) ask a question (3) draw a conclusion collect data (5) find a problem (6) find supporting evidence (7) think of a method (5)-(2)-(7)-(4)-(1)-(6)-(3) Step2. Pre-reading Students read the title and make predictions about the following questions: Q1: Who is John Snow Q2: Why is it called “King Cholera” instead of “cholera” Q3: What do you think the passage is mainly about Step3. While-reading Students read through the whole passage to check whether their predictions are right. 2. Students read the first paragraph. After reading, use 1-2 adjectives to describe John Snow and King Cholera and explain their reasons. 3. Students read the whole passage and fill in the chart. Step4. Post-reading StagesWhat John Snow did 1Find a problem●An outbreak of cholera hit London in 1854 and John Snow wanted to destroy cholera once and for all. (Cause and effect) 2Ask a question●He wondered about which theory was correct (what caused the disease).
Further questions: What are the two theories Which theory did he subscribe to 3Think of a method●He investigated the places where the cholera outbreak was severe and made a map. 4Collect data●He marked on a map the exact places where all those who died had lived. 5Analyse the results●He found that multiple deaths were near the water pump.
Some people had not drunk the water from the pump and lived.
He suspected that the water pump was to blame. 6Find supporting
evidence●He found a woman and her daughter died in another part of London after moving away from Broad Street. 7Draw a
conclusion●He announced that the pump water carried cholera germs.
(Further questions: Q1: What did he do after he drew a conclusion
He had the handle of the pump removed.
Through his intervention, the disease was stopped in its track.
O2: What was the truth of the water
The truth was that the water from the Broad Street had been infected by waste.)
Students read the last paragraph and answer the following questions: Q1: What were the results of John Snow’s tireless efforts Q2: Why was John Snow considered the father of modern epidemiology Students talk about COVID-19 and the process of defeating COVID-19. Students put the stages of scientific research in order. Read the text and predict the possible content. Students read paragraph one and use adjectives to describe John Snow and King Cholera. Students read the whole passage and fill in the chart. Students have critical thinking.
总结: 1. Students retell how John Snow defeated king cholera by writing a summary of the text in about 100 words. 2. Students are supposed to follow the scientific stages and use their own words and phrases learned in the text.
布置作业 Writing a summary of how John Snow defeated king cholera
板书设计 The process of a scientific research Find a problem →Ask a question →Think of a method →Collect data → Analyse the results → Find supporting evidence →Draw a conclusion
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Reading and Thinking (2) 课 型 New lesson
主备教师 使用教师
核心 素养 教学 目标 1. The students will be able to know the meaning and usage of the words in the text. 2. The students will be able to use these words correctly in writing and speaking. 3. The students will be able to write a short passage about people’s battle against COVID-19 4. The students will be more confident in writing and speaking and be able to refine the greatness of doing scientific research.
教学重点 Enable the students to know the meaning and usage of the words in the text and use these words correctly in writing and speaking.
教学难点 Get the students to learn and master some key words and phrases and put them into their own speaking and writing.
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. Revision Activity 1: Appreciating the summary 1. Students share some of the summaries and comment on each other’s summary.(Students’ comments are supposed to focus on the proper experimental stages and the use of new words and phrases.) 2. Students appreciate a suggested version of summary shown on PPT. Activity 2: Concluding the characteristics of scientific research Students have a brief discussion in groups and conclude the characteristics of scientific research.(Students are supposed to find supporting evidence in the text to justify their conclusions.） Step 2. Analyzing and talking Activity 3: Analyzing what lead to John Snow’s success in defeating King cholera Making connections between a claim and its evidence. T: I believe that one of the reasons why John Snow succeeded in defeating king cholera is that he followed the stages of scientific research. Besides this, what else do you think lead to his success Why do you think so Find evidence in the text to support your idea. (Possible answers: ①He was socially responsible. — He rose to become a famous doctor and even attended… but he never lost his desire to… ②He did research on the basis of existing theories, and made correct judgment…. ③He was brave.… ④He made a map and used the proper tool to analyze the data…. ⑤He was careful and cautious enough to make the final conclusion. … ) Step 3. Writing Activity 4: Writing a short passage about people’s battle against COVID-19 Students write a passage about people’s battle against COVID-19 with the words and expressions learned in the text. Para.1: Give some information about COVID-19 and people’s feeling when it first broke out. Para.2: Talk about the efforts made by Chinese experts and ordinary citizens. (
Vocabulary box:
Words and expressions to describe the
virus or disease:
deadly, severe,cause death, die from,infectious, most feared, severe, infection, germ, outbreak, hit, spread through ..., no cure for it
Words and expressions to describe
people
’
s feelings
:
fear, panic,frustrated, hopeless, helpless
Words and expressions to describe people's efforts
:
d
estroy
,
subscribe to
,
investigate
,
donate,
hospitalize(
就医
), collect data
,
volunteer to do,figure out, share... with, cooperate,
quarantine(
隔离
), be to blame, intervention, stop in its track, see a
substantial decrease, prevent ... from, risk
one's life to do
,
statistics,germ
,
mask
, f
acility
,
suspected cases,
confirmed
cases,
transparent (
透明
), selfless, fearless,
professional, scientific, objective
words and expressions to link sentences:
as a result
of, accordingly, moreover,
fortunately
, for this reason
, thanks to
) 2. T: In fact, we can learn a lot from the text as well as the history. The battle between human beings and germs will never end. Only if all the human beings cooperate with each other, and both scientists and ordinary citizens follow the scientific way, can we finally win the battle. Students share and comment on each other’s summary. Students conclude the characteristics of scientific research. Make connections between a claim and its evidence. Write A short passage about people’s battle against COVID-19. Talk about the efforts made by Chinese experts and ordinary citizens
总结 In this period, we have learned the useful new words in the text and wrote a passage about people’s battle against COVID-19.
布置作业 1. Polish the passage and appreciate each other’s passages. 2. Memorize the useful new words.
板书设计 Period 3 Reading and Thinking (2) Words and phrases to describe the virus or disease: Words and phrases to describe people’s feelings: Words and phrases to describe people's efforts: Words and phrases to link sentences:
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Language Points 课 型 New lesson
主备教师 使用教师
核心 素养 教学 目标 Enable students to master the usage of such important words and expressions and learn to express themselves by using them. 2. Guide students to summarize affixes and learn how to organize and memorize vocabulary using word formation. 3. Guide students to learn the method of constructing knowledge trees through self-study and cooperative exploration. 4. Have students to enjoy the fun of expressing themselves in English and participate in class with passion.
教学重点 Help students to learn the following key words and expressions: 2. Exercises are expected to assist students to express themselves freely in English.
教学难点 1. Enable students to learn how to use the words and phrases in real situations. 2. Enable students to master the important language points in class.
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. Lead in 1.Can you guess the meaning of this word (
Pneumonoultramicroscopicsilicovolcanoconi
osis
/,nju:m (u)n u,Altrs,maikr (u)'skopik,silik uvol,kein u,kounr'
susis/
)pneumono-(of lung肺的)、ultra-(to an extreme degree非常)、micro-(small 微小的)、scopic-(of viewing or observing观察或注意的)、silico-(of silicon 硅的)、volcano-(mountain that releases lava and ash火山的),coni-(ofdust 尘土的)、-osis (state of a disease疾病) 2.Now do you think it possible for you to guess the meaning of the word (a lung disease caused by inhaling very fine ash and sand dust) Step 2. Self - directed study 请给下列单词加上表示否定意义的前缀 aware → ___________ legal → ___________ moral → ___________ sense → ___________ agree → ___________ stop → ___________ relevant → ___________ advantage → ___________ like → ___________ appropriate → ___________ Unaware; illegal; immoral; nonsense; disagree; non-stop; irrelevant; disadvantage; dislike;inappropriate Step 3. Presentation of key words and expressions 1.subscribe vi.认购(股份);定期订购;定期交纳(会费) 温故知新： I’m afraid I can’t ________________________（同意）the theory. (agree with/subscribe to) 词源解读：sub- (underneath 在下面) + scrib (to write 写) + -e → 在合同下面签字 课文原文：Snow subscribed to the second theory. All scientists subscribe to the view that the increase in the earth’s temperature is due to the burning of fossil fuels. 习题巩固：Write the Chinese interpretation of the underlined parts (1) I subscribe to Reader’s Digest magazine. ________ (2) We subscribe to an animal protection society. ________ (3) Each employee may subscribe for up to $2,00 worth of shares. ________ 2. blame vt 责备；把……归咎于 to say or think that sb / sth is responsible for sth bad: ① blame sb / sth for (doing) sth: ② blame sth on sb / sth: 【常见搭配】 be to blame (for sth)（对某事）负有责任; take / bear the blame 3.handle n [C] 柄；把手： Tea in China was traditionally drunk from cups without handles. 2013 全国 turn a door handle handle vt （用手）触；碰；拿 to touch or hold sth with your hand(s)： Wash your hands before you handle food. Fragile. Handle with care! 高考链接：一句多译 说实话，我有信心能处理这个问题。 Honestly speaking, I’m confident that I can handle the problem. deal with/ approach/ address / manage t/ cope with/ tackle the problem. (2) 说实话，我有信心能解决这一难题。 Honestly speaking, I’m confident that I can solve the difficulty. settle/resolve/ work out the difficulty. Students guess and analyze the meaning of the long word. Student learn the words by using affixes. Students can discuss the meaning of “subscribe” with their plete the exercises. Translate the sentence into English.
总结 In this period, you have learned the usage of some important words and expressions and you should learn to express yourself by using them.
布置作业 Finish off related exercises in the workbook and exercise book. Memorize all the new words in this class.
板书设计 Period 4 Language Points subscribe vi.认购(股份);定期订购;定期交纳(会费) blame vt 责备；把……归咎于 handle n [C] 柄；把手：handle vt （用手）触；碰；拿 to touch or hold sth with your hand(s)：
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Discovering Useful Structures 课 型 New lesson
主备教师 使用教师
核心 素养 教学 目标 1.Enable the students to master the usage of the predicative clauses in this unit. 2.Enable the students to use the predicative patterns flexibly. 3.Train the students to apply some skills by doing the relevant exercises.
教学重点 1.Guide students to perceive the structural features of predicative clauses and think about their ideographic functions. 2. Help students to have a good command of predicative clauses.
教学难点 Strengthen students' ability of using predicative clauses in context, but also cultivate their ability of text analysis and logical reasoning competence.
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. Revision and discovering (1) One theory was that bad air caused the disease. (2) Another theory was that cholera was caused by an infection from germs in food or water (3)The truth was that the water from the Broad Street had been infected by waste. Sum up the rules of grammar: 1.以上黑体部分在句中作表语。 2.句1、2、3中的that在从句中不作成分，只起连接作用。 Step 2. Review the basic components of predicative clauses 1.Definition 在复合句中作表语的从句,叫作表语从句。它位于主句的系动词之后,对主语进行解释、说明，使主语的内容具体化。 2. Leading words , functions and examples: 引导词用法例句 从属连词 that、 whether (不能用if) that在从句中不作成分，that没有实际意义，不 可省略;whether意为“是否”1.My belief is that I will succeed by working hard. 2.The most pleasant thing of the rainy season is that one can be entirely free from dust. 3.The problem is whether we can find them there. because说明主语所表示的事件发生的原因，意为因为”He has heart disease. That is because he has been smoking too much. as if/though从句表示的情况发生的可能性较小时常用虛拟语气 It seems as if he didn't know the answer. 连接代词who(ever) whom(ever) whose what(ever) which(ever)等在从句中作主语、宾语、 表语、定语等. 1.You can be whoever you want to be. 2.Tom is no longer what he used to be. 连接副词when where why how 等在从句中作状语，表示 时间、地点、原因、方 式等1.This is where I don't agree with you. 2.The question is how we can get in touch with him. 3.That is why I got wet through.
3. Points that we should pay attention to: (1) The difference of“that" and“what". That引导表语从句时，是连词，在从句中不作成分what是连接代词，引导表语从句时，在从句中作主语、宾语、表语或定语。 That was what she did this morning on her way to school. My opinion is that we should communicate with parents frequently. (2)because与why的区别 because引导表语从句时强调原因，why引导表语从句时强调结果。 She often comes late. That's because she has a baby to take care of. She has a baby to take care of. That's why she often comes late. [点睛]名词reason作主语时,后面的表语从句表示原因时要用that引导,而不用because。 (3) The subjunctive mood used in predicative clauses ①在表示建议、劝告、命令等含义的名词后的表语从句中，谓语动词用"should+动词原形”，should 可以省略。 The doctor's advice is that we (should) take more exercise. ②as if/as though引导的表语从句如果是事实，就用陈述语气:如果与事实不符，就用虚拟语气(用一般过去时表示现在，过去进行时表示现在进行，过去完成时表示过去，could/would/might +动词原形表示将来)。 Step 3. Practice using predicative clause in context. Read the following sentences and underline the predicative clauses To tell the different uses of the guide words and state their functions. To make a study of the grammar rules of the predicative clauses Do the following exercises and then show their answers and reasons.
总结 In this period, you were guided to discover the grammar rules of the predicative clauses by yourselves and you also increased your experience of grammar learning.
布置作业 1. Finish Ex.2&3 on page 5 in of your textbook. 2. Memorise the grammar rules of the predicative clauses
板书设计 Period 5 Discovering Useful Structures Observe and analyse1----意义上区别小结 Observe and analyse2----引导词使用规则 Observe and analyse3----注意点
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Using Language (1) 课 型 New lesson
主备教师 使用教师
核心 素养 教学 目标 1. Instruct students to predict the listening content by observing the pictures and to develop their pre- listening prediction strategies. 2. Instruct students to grasp the key information and important details of the dialogue. 3. Instruct students to express their opinions on the scientific practice activities described in the listening dialogue, and share their experiences with their peers. 4. Instruct students to give a brief presentation about a scientific research or experimental activity they are interested in
教学重点 1. Listen and fill in the timetable. 2. Summary—Structure of the passage. 3. Summarize some useful and authentic expressions from the text.
教学难点 1. Instruct students to grasp the key information and important details of the dialogue 2. Instruct students to give a brief presentation about a scientific research or experimental activity they are interested in.
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. Lead in Look at the photo below, and discuss in groups what these activities have to do with science. keys: A: I think the dish in this exhibition is related to sound. Maybe the boy is whispering into the circle and the device can make his voice louder. B: This looks like a piano you play with your feet. Maybe it shows how sound works. C: I'm not sure what this one shows, but it must be about light or eyesight. D: It is a hall of mirrors. Maybe it has to do with the principles of reflection. E: This is probably an experiment involving the composition of light. Step2. Before listening The photos above are related to the conversation you will hear. Using the photos, try to predict the answers to the following questions. 1.Where are the people in the conversation going to go They are going to a science museum. 2. What kind of place is it, and what does it focus on It is a science museum that focuses on letting visitors experience science through interactive learning exhibitions. 3.What kinds of things can you do there You can probably try different activities to learn about sound, light, reflection, and so on. For example, you can go to a room with many mirrors facing each other so it looks like there are many copies of you! Or you can play with a big piano on the floor. Step 2 While listening 1.Ask students to listen to the conversation and see if their answers for Activity 2 are correct.Then write down the letters (A-E) for the photos in the order that students hear them described. 2.Ask students to listen again and complete the descriptions of the photos above. Step 4 After listening Ask students to discuss the following questions in groups: 1.The conversation is about the City of Science and Industry, a museum in Paris. Would you like to go to this museum Why or why not Yes . I can learn a lot about science and it can broaden my horizons. 2.Are there any museums like this in China What other interesting museums are there Yes. There are other interesting museums such as art museum or museum about science and technology. Step 5 Presentation Instruct students to make a short presentation to the class about your choice. Look at the photo and discuss in groups what these activities have to do with science. Try to predict the answers to the following questions. Listen and see if their answers for Activity 2 are correct. Ask students to discuss in groups.
总结 In this period, we have learned a passage about a museum, some useful words and expressions and the strategies of introducing a place full of scientific elements.
布置作业 1. Memorise the useful new words and expressions in the text. 2. Polish the content of your presentation.
板书设计 Period 6 Using Language (1) To go: To see； To do: To feel:
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Using Language (2) 课 型 New lesson
主备教师 使用教师
核心 素养 教学 目标 1.Enable the students to get to know the good qualities great scientists share. 2.Enable the students to understand the passage well. 3.Let the students learn some writing skills by scanning and skimming. 4.To learn from the great scientists and develop the noble spirits .
教学重点 1.Guide students to learn the role and function of conjunctions such as"however; nevertheless; above all; besides and so on". 2.Teach students to complete a short essay to explain the scientific spirit.
教学难点 Students can complete a short essay to explain the scientific spirit.
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. lead-in Before reading, the teacher first can raise a question "What makes great scientists ” Great scientists are creative, responsible, enthusiastic, strong-minded, passionate; energetic, determined, devoted, committed, undefeatable, perseverant....They are those who made a great contribution/made great achievements /succeeded in their scientific career/overcome many difficulties. Step2 Pre-reading Look at the picture, the title and, guess what the content of the text is. Then ask students to skim it quickly to see if they are right. keys: The text is mainly about the brief introduction of Qian Xuesen and Stephen Hawking. Step 3 Read and answer: Answer the questions below using the information from the texts. Why was Qian called "the father of China's aerospace" How was Hawking's own theory proven correct Step 4 Study the language and structure. 1.Underline the linking words and phrases in the passages, and describe their function. 2.What is the function of each paragraph in the passages 3.Find words that describe the personalities of the scientists. How do the stories about scientists help illustrate these personalities keys: 1. however; at that time; nevertheless; because; in general; besides;furthermore; above all 2. function: these serve to link elements in the passage and bring greater cohesion and logical flow to it. Qian Xuesen: Para1: introduction Para2-5: His personal history and accomplishments Para6 : his personality Para7: his death and people's appreciation of him Stephen Hawking: Para 1: introduction Para 2: His claim to fame Para 3: characteristics that made him great. Qi Xuesen: a man with great scientific thought and scientific spirit”who was patriotic and served his homeland with effort，achievement,and devotion;a pioneer; didn’t let that discourage him; determined; an outstanding and creative scientist; deep appreciation fro art Stephen Hawking: brilliant; brave; sometimes careless in what he said or did; willing to say what others were afraid to say; dream what others were afraid to dream about; quite determined; admit his failure. ln the case of Qian, we see his determination illustrated by his struggles, and how he overcame challenges; his story also shows he was patriotic and devoted to his career. In the case of Hawking, we also see his determination in the case of difficulty through the stories told about him. Step 5.Writing strategy How to write an article about the scientific spirits introduction about a famous scientist: 基本内容: age, sex, birth-place, background(概况). appearance, character (外表、性格) education(教育背景) big events in his or her life (in order of time)(经历、生平). evaluation (评价) Step 6. Practice 根据以下信息用英语写一篇短文介绍袁隆平教授。基本信息 1.1937年9月7日出生于重庆的一个贫困的家庭。自幼刻苦学习,酷爱农业科学;2.自从1953年大学毕业以后,他已经研究水稻近半个世纪,一直在为世界农业默默耕耘。主要成绩3 由于他的研究,我国水稻产量快速增长,为很多国家解决了粮食不足的问题;4.他被誉为“杂交水稻之父”"Father of Hybrid Rice";5.虽然他很出名，但是他过着简朴的生活，不计名利; Answer the question given by the teacher. Look at the picture, the title and, guess what the content of the text. Answer the questions Share their sentences in front of the whole class. Write an article about the scientific spirit
总结 Summarize what we have learned: useful expressions, useful sentence patterns, structure of the passage.
布置作业 1. Finish and polish the article on your own. 2. Memorise the useful expressions used to introduce a person.
板书设计 Period 7 Using Language (2) A famous scientist 1.age, sex, birth-place, background(概况) 2.appearance, character (外表、性格) 3.education(教育背景) 5.big events in his or her life (in order of time)(经历、生平). 5.evaluation (评价)
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Revision 课 型 Revision
主备教师 使用教师
核心 素养 教学 目标 1. Get the students to have a good command of the usage of words and expressions in this unit. 2. Enable the students to master the usage of the predicative clauses in this unit. 3. Enable the students to master the sentence patterns and expressions to introduce a person. 4. Enable the students to grasp some writing polish skills to put them into use
教学重点 1. Get the students to have a good command of the usage of words and expressions in this unit. 2. Enable the students to master the usage of the predicative clauses in this unit.
教学难点 3. Enable the students to master the sentence patterns and expressions to introduce a person. 4. Enable the students to grasp some writing polish skills to put them into use
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. Review the key words and expressions of this unit together Words: severe, contradictory, infection, subscribe, proof, multiple, household, suspect, blame, handle, intervention, link, raw, pure, substantial, decrease, statistic, transform, microscope, thinking, protein, cell, virus, finding, initial, framework, solid, cast, shadow, rainbow, pour concrete, mechanic, defend, assistant, missile, leadership, outstanding, gifted, abstract, concept, astronomer, telescope, brilliant, fault, shift,vivid phrases: once and for all, subscribe to, water pump, thanks to, theoretical framework, break out, in charge of, come down, above all Step 2. Review the important sentence patterns by filling the blanks 1.In the early 19th century,when an outbreak of cholera hit Europe,millions of people died from the disease. outbreak是合成名词，类似的由“副词+动词”或“动词+副词”构成的合成名词还有：outcome(n.结果)、output(n.输出)、intake(n. 摄入量)、breakdown(n.故障；崩溃)、makeup(n.化妆品)、 takeaway(n.外卖食品)等。 2.In time, he rose to become a famous doctor, and even attended to Queen Victoria when she gave birth. in time在本句中意为“经过一段时间之后；迟早；最后”; rise 在本句意为“变得重要(成功或有权力)”; attend to此处意为“照顾；处理”。 3.Snow began by marking on a map the exact places where all those who died had lived. by marking ...lived是方式状语，where all those who died had lived是定语从句，修饰the exact places。where引导的定语从句中包含另一个定语从句who died,该定语从句修 饰those。另外，还要注意这个句子的语序。动词marking有个较长的宾语the exact places where all those who died had lived,为了平衡句子结构，该宾语被后置，移到了地点状语on a map之后。 4.Through Snow's tireless efforts, water companies began to sell clean water, and the threat of cholera around the world saw a substantial decrease. see 此处意为“是……的发生时间(或地点);见证”,句子的主语常常是时间或者地点等。 必修第三册第二单元中也出现了see 的这种用法： Step 3. Review the grammar rules of the non-restrictive relative clauses 引导词用法例句 从属连词 that、 whether (不能用if) that在从句中不作成分，that没有实际意义，不 可省略;whether意为“是否”1.My belief is that I will succeed by working hard. 2.The most pleasant thing of the rainy season is that one can be entirely free from dust. 3.The problem is whether we can find them there. because说明主语所表示的事件发生的原因，意为因为”He has heart disease. That is because he has been smoking too much. as if/though从句表示的情况发生的可能性较小时常用虛拟语气 It seems as if he didn't know the answer. 连接代词who(ever) whom(ever) whose what(ever) which(ever)等在从句中作主语、宾语、 表语、定语等. 1.You can be whoever you want to be. 2.Tom is no longer what he used to be. 连接副词when where why how 等在从句中作状语，表示 时间、地点、原因、方 式等1.This is where I don't agree with you. 2.The question is how we can get in touch with him. 3.That is why I got wet through.
Step 4. Revision the expressions to introduce a great scientist 1. General introduction: 2. Appearance& Personality 3. Education: 4. Life experience: 5. Evaluation Speak out the words and phrases according to their Chinese meanings. Read the sentences loudly and then find out the key points. Tell the grammar rules and try to have a good command of their usage. Summarise the useful expression-s and the structure of the introduction about a scientist.
总结 In this period, we have reviewed the important expressions, sentence structures, grammar rules and the useful expressions used to introduce a scientist. You’re supposed to memorise after class.
布置作业 1. Finish the related exercises on the workbook. 2. Translate five sentences by using useful expressions.
板书设计 Period 8 Revision Words: outbreak, severe, infection, subscribe, suspect, blame,handle, intervention, link, decrease, statistic, Expressions: in time , attend to, once and for all, subscribe to, thanks to, break out, in charge of
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Exercise 课 型 Exercise
主备教师 使用教师
核心 素养 教学 目标 By the end of this class, students will be able to 1. use the words and expressions in various practice correctly and accurately . 2. judge the results of practice true or false with the critical thinking. 3. improve students’ ability of finding problem and solving problem.
教学重点 To help students to apply the language in practice to considerate the usage.
教学难点 To enable students to use the words and expressions correctly and flexibly.
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step1. Words revision 1. The doctors confirmed that he had contracted an___ ____(infect) caused by a virus. 2. The___________(assist) asked him to leave, but Dickie paid no attention to him and requested to see the manager. 3. She is a ____________(gift) musician, able to play multiple instruments with ease. 4. She worked__________(steady) on her project, making gradual progress each day. 5. She became increasingly __________(frustrate) with the slow progress of the project. Step 2. Fill in the blanks The school's yearly sci-tech festival was successfully (successful)held last week, aiming to encourage students' active engagement with science and technology. The festival, featuring “Innovation and technology, touching the future”, attracted (attract)lots of students to participate in a variety of activities (activity) such as robotics competitions, science exhibitions, and coding contests. But the highlight was the three forums(forum), the lecturers of which were all renowned scholars on emerging (emerge) technologies. So thrilled (thrill) were those present that they made the most of this opportunity to interact (interact)with the experts, trying to gain a deeper (deep)insight into how technology is changing the world. Overall, the festival received an enthusiastic response. It served as a platform for young minds not only to showcase their creativity, but also to explore how they might reshape the future by means of science. Step 3. learning for structure 1.文章体裁:应用文——报道。 2.谋篇布局:Paragraph 1: 活动的时间、地点和目的 Paragraph 2: 活动的具体内容 Paragraph 3: 活动的反响和意义 Step 4. learning for expressions 1.高级词汇短语:one's active engagement with(某人积极参与……), highlight (最精彩的部分),renowned (著名的),emerging (新兴的), interact with (与……交流),gain a deeper insight into(对……获得更深入的了解),receive an enthusiastic response(反响热烈), serve as(充当)等。 2.高级句式:①现在分词短语作状语:aiming to encourage students' active engagement with science and technology; trying to gain a deeper insight into…;②现在分词短语作定语: featuring “Innovation and technology, touching the future”;③定语从句:the lecturers of which were all renowned scholars on emerging technologies;④倒装句: so thrilled were those present that they made the most of this opportunity to interact with the experts;⑤宾语从句:how technology is changing the world; how they might reshape the future by means of science;⑥并列成分: not only to showcase their creativity, but also to explore…of science等。 Step3.Practice David was a 1. (gift) young man with scientific thinking. Last summer, cholera broke out in his hometown. Hundreds of households 2. (infect), suffering from severe diarrhea, dehydration and it even caused multiple deaths. The disease cast a shadow on people's life. 3. (defend) people's health from harm, a medical team was set up to trace back to the cause of the disease. However, the doctors became 4. (frustrate) by the contradictory theories.Working as an 5. (assist), David offered to help. David soon saw a link between the disease and water. Then he interviewed the residents who came down with cholera and the people in charge 6. the nearby factories. He collected concrete 7. (prove)that the water was to blame for the 8._____________ (infect). After reading his statistics and findings, the doctors shifted the treatment immediately. Thanks 9. David's solid and outstanding work and the government’s intervention, the threat of cholera saw a substantial and steady decrease. Besides, people were called on to take a vaccine to destroy the disease once and for all. Above all, David 10. (transform) the way people studied diseases. Students are guided to fill in the blanks with the proper forms of the given words. Fill in the blanks with the proper forms of the given words and appreciate the passage. Learn the high-level expression-s and sentence patterns in the passage. Fill in the blanks with the proper form of the given words and review the key words of this unit.
总结 This period is mainly about helping students to apply the language in practice to considerate the usage.
布置作业 1. Finish off related exercise in exercise book 2. Memorize the useful words, phrases and sentence patterns.
板书设计 Period 9 Exercises 1.高级词汇短语:one's active engagement with(某人积极参与……), highlight (最精彩的部分), 2.高级句式:①现在分词短语作状语: aiming to...; ②现在分词短语作定语: featuring ...
教学反思 优点： 缺点： 改进措施：