Unit 1 Science And Scientists Using Language教学设计人教版（2019）选择性必修第二册

1036320012547600Teaching and Learning Design
选择性必修Book2 Unit1 Science And Scientists
教学设计
Teaching and learning contents: Using Language—Talking about scientific experiences (Listening and talking)
Comprehensive teaching and learning objectives:
By the end of this period, the students will have been able to:
1) Listen to a conversation about the scientific experience to extract specific information while listening and complete missing information, using the listening strategy of predicting by using pictures;
2) Describe the scientific experience in listening and talking about museum activities or scientific research or experiment;
3) Make a presentation on a scientific activity such as visiting science museum, scientific research or experiment and try to describe and explain scientific phenomenon;
4) Cultivate and develop the awareness of science.
Teaching and learning important points:
1) Listening comprehension, extracting specific information and completing missing information;
2) Practising describing a scientific activity, research or experiment and explaining a scientific phenomenon;
3) Cultivating and developing the students’ awareness of science.
Teaching and learning difficult points:
1) Listening comprehension, extracting specific information and completing missing information;
2) Practising describing a scientific activity, research or experiment and explaining a scientific phenomenon;
3) Cultivating and developing the students’ awareness of science.
Teaching and learning procedure:
Step 1 Review and leading in
Activity 1 Review and leading in
1. Revise the function, structure and usage of predicative clause, and then check the answers to the grammar exercises in the reference book.
2. Lead in the teaching topic—Talking about scientific experiences and introduce the teaching and learning objectives of this period.
Step 2 Listening
Activity 2 Pre-listening
1. Talk and share. Look at the photos below, and discuss in groups what these activities have to do with science. And then share your ideas.
Suggested answers:
A. I think the dish in this exhibition is related to sound. Maybe the boy is whispering into the smaller circle and the dish 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.
2. Introduce the listening strategy—Predicting by using pictures
One way to get more out of your listening is to predict what you will hear. Using the pictures provided and the knowledge you already have, you can guess the kinds of information you should listen for. At times, you may even be able to guess exactly what will be talked about. This will help you focus better when listening, making your listening more effective.
3. 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.
Activity 3 While-listening
1. Listen to the conversation and see if your answers for Activity 2 are correct. Then write down the letters (A-E) for the photos in the order that you hear them described. Try to write down some key words and take notes.
The correct order: 1-D 2-C 3-E 4-B 5-A
2. Listen again and write down the key words for each picture to complete the descriptions of the photos above. (Listen to the conversation once more if necessary. )
Answers:
Photo A: A giant dish; when you speak into it, it reflects the sound back and makes it louder. You can use it to speak in a whisper to someone 17metres away.
Photo B: A giant piano keyboard that you can use your feet to play. Instead of playing the sounds of a piano, it plays the voices of classical singers.
Photo C: You look at a blue screen for a while, and then suddenly you can see tiny bright lights moving around on it. These are our own blood cells.
Photo D: A hall of mirrors where you can see yourself reflected thousands of times.
Photo E: You stand in front of a white light, and it casts different shadows of you, in every colour of the rainbow.
3. Learn about the words in listening part:
1) cast vt.(cast, cast) 投射；向……投以(视线、笑容等)；投掷；选派(角色)
n. 全体演员；投；掷
cast a shadow/cloud over/on... 给……蒙上一层阴影
cast a look/glance at... 向……看一眼
cast down 使沮丧；使失望
e.g. Her father’s illness cast a cloud over her wedding day. (vt.投射)
He cast an admiring glance at her when she passed by. (vt.向……投以)
As soon as the performance was over, the cast all lined up on stage to take their bow. (n.全体演员)
Our first attempt to make popcorn broke down, but we weren’t cast down. (沮丧，失望)
我们第一次做爆米花的尝试失败了，但是我们并不沮丧。
2) shadow n. 阴影；影子；背光处
3) rainbow n.彩虹
4) pour vt. 倒出；倾泻；斟(饮料) vi.(水)流出来；(烟)被吐出；涌现；下大雨
pour in/into 涌进(flood in)
pour...into... 向……投入大量金钱；大量投资于
pour out 倒出，涌出
pour down 倾盆而下
e.g. People have been pouring into stadiums since the days of ancient Greece.
I’m going to pour out the tea for the guest.
After a few thunders, the heavy rain poured down. 几声响雷之后，大雨倾泻而下。
You have poured your sweat, your blood, and your heart into this game.
你已经把你的汗水、你的血、你的心都投入到这场比赛中。
5) concrete n. 混凝土 adj.混凝土制的；确实的；具体的
a concrete floor 混凝土地面
e.g. They had lain on sleeping bags on the concrete floor.
他们就躺在铺在混凝土地面上的睡袋上。
He had no concrete evidence. 他没有确凿的证据。
It is easier to think in concrete terms rather than in the abstract.
结合具体的事物来思考要比抽象思考容易些。
4. Retell the main content of listening to reconstruct the text by refereeing to the notes and above information.
Step 3 Speaking up
Activity 4 Discussion and sharing
1. Discuss the following questions in groups and then share your answers in class.
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?
Suggested answer: I would like to go to this museum to see the blue screen. I am curious to know what on earth is going on there and why I can see my blood cells moving around like tiny bright lights. I am sure it will be a lot of fun. (从单幅图片看)
The reason why I would like to go to this museum is that it is an amazing place for us to have fun, learn, and get inspired. Just as the pictures show, there is a lot of interesting stuff to do there. What I like most is that I can participate in the interactive activities and explore the scientific phenomena for myself. (从整体角度)
2) Are there any museums like this in China? What other interesting museums are there? Have you ever been to such a museum in China? Where is it? What is it like? What did you do there?
Suggested answer: Yes. For example, there is the China Science and Technology Museum in Beijing and the Shanghai Science and Technology Museum.
3. In groups, choose one of the museum activities on the previous page or brainstorm another scientific research or experiment that you are interested in. Share personal experiences in pairs or groups and then make a short presentation to describe a scientific activity, research or experiment and explaining a scientific phenomenon.
1) Questions to inspire the students:
What scientific phenomenon is the example about?
Do you know the phenomenon? Where did you know it?
What other scientific research/ experiments have you ever done or read about?
2) Expressions to talk about scientific phenomenon.
... can/cannot exist in the form of a solid/gas and a liquid/plasma ...
…is both a ... and a ... at the same time ... how light/sound is reflected ...
... the existence of other ... This occurs when ... If you…, it will become ...
That demonstrates ... This experiment/research shows … Through this, we know that ...
We can prove that ... This evidence proves ...
3) Read the example in the textbook.
4) Prepare and make a presentation.
A sample presentation:
Today, I want to talk to you about the positive and negative charges of molecules. We can demonstrate how these interact through a simple experiment using milk, dish soap, and food colouring. First, cover the bottom of a shallow plate with milk. Now add two or three drops of different liquid food colouring to the centre of the milk. They should form one large dark puddle in the middle of the milk. Now dip a cotton swab (拭子，药签) into dish soap, and place it into the middle of the food colouring. You will see the colours quickly move to escape from the soap, making interesting and beautiful patterns. This happens because the dish soap molecules have a strong negative charge, and the milk molecules have a strong positive charge. Like magnets, these molecules are attracted to each other, and so they appear to move around on the plate, taking the food colouring with them, making it look like the colours are quickly moving to escape from the soap.
Step 4 Evaluation and summary
Activity 5 Self-evaluation
Guide the students to reflect on their learning of this period by considering the following aspects.
1. How is your listening comprehension? (Good/Fairly good/Moderate/Just so so/Poor)
2. How is your discussion and presentation? (Good/Fairly good/Moderate/Just so so/Poor)
Activity 6 Summary
Summarize the main contents of this period briefly and encourage the students to cultivate and develop their awareness of science and observe the scientific phenomena in their daily lives.
Homework:
1. Complete the exercises in reference book.
2. Preview the reading texts on P7-8 in the textbook.