外研Book 3 Unit 3 The world of science—Developing ideas语篇分析
分析维度 内容项
What：语篇的主题、内容、结构、逻辑关系 一、文章基本信息 文章标题： “FRANKLIN’S EXPERIMENT: How Much Is True ” 作者： 文章类型：议论文 主题/中心思想：文章围绕本杰明 富兰克林著名的雷电实验展开，指出传统认知中该实验的故事存在虚构成分，强调在科学领域事实需经实验和研究证明，不能轻信传闻，倡导科学的质疑精神。
二、文本结构与内容分析 整体结构： 文章分为四个部分。第一部分引出话题，介绍富兰克林雷电实验的传统故事；第二部分阐述该故事在教育中的影响；第三部分指出实验故事及细节并非完全真实；第四部分总结升华，强调科学中应尊重事实，不盲目相信传闻。 段落分布： 引言部分为第 1 - 2 段，通过讲述富兰克林雷电实验的故事引入主题；主体部分为第 3 - 4 段，分别论述实验故事的教育影响和真实性存疑；结论部分为第 5 段，总结观点，呼吁科学应基于事实。 逻辑关系： 文章采用对比和递进的逻辑关系。先呈现传统认知中实验故事的内容和影响，再通过对比指出其虚构之处，进而递进得出科学应尊重事实的结论。 衔接与连贯： 使用 “However”“Admittedly” 等转折词进行段落间的衔接，使文章过渡自然；通过 “this”“it” 等代词指代前文提及的内容，增强连贯性。 段落功能： 第 1 - 2 段介绍富兰克林雷电实验故事，为后文讨论做铺垫；第 3 段说明故事在教育中的影响，从正面肯定其意义；第 4 段指出故事的虚假性，形成对比；第 5 段总结全文，点明主旨。
Why：语篇的深层涵义、情感态度、作者意图 三、写作意图与文化背景分析 文化背景： 文章涉及科学发展的文化背景，在科学探索进程中，人们对自然现象的认知不断深化，富兰克林的实验是科学史上的重要事件，代表了当时人们对电的探索。作者可能生活在重视科学教育和理性思维的文化环境中，强调科学精神的传承。 背景知识的运用： 读者需了解富兰克林的身份、雷电实验的大致情况以及科学实验的基本概念，才能更好理解文章。如不了解富兰克林在科学史上的地位，就难以体会该实验故事的影响力。 写作意图： 作者旨在纠正大众对富兰克林雷电实验的错误认知，强调科学研究应基于事实和证据，培养读者的科学质疑精神。
四、情感态度与价值取向分析 情感态度： 作者对富兰克林的科学探索精神持肯定态度，但对未经证实就广泛传播的实验故事持批判态度，整体态度客观、理性。 价值取向： 文章传达了科学、严谨、质疑的价值取向，鼓励人们在面对知识和信息时保持理性思考，追求真理，不盲目相信传闻。
五、论点与文章有效性分析 论点清晰度与证据支持： 论点清晰明确，即富兰克林雷电实验故事存在虚构成分，科学应基于事实。证据方面，指出若富兰克林触摸钥匙会触电死亡，以及牛顿发现万有引力的故事也存在类似争议，以此支持论点 文章有效性与局限性： 文章通过对比实验故事和科学事实，结合牛顿的例子，具有较强说服力。但在论证实验故事虚假性时，仅从触摸钥匙会致死这一点论证，略显单薄，可补充更多科学研究资料。 文章与现实的联系： 在当今信息爆炸的时代，文章观点具有现实意义，提醒人们面对海量信息要保持理性，学会甄别真假，容易引发读者共鸣。
六、逻辑关系与推理分析 显性逻辑关系： 存在对比关系，如传统认知中实验故事的真实性与实际科学研究揭示的虚假性对比；例证关系，以牛顿的故事为例证明人们常对既定故事存在误解。 隐性推理与假设： 文章暗示人们在传播科学故事时缺乏严谨考证，假设科学研究应以事实为依据，否则会误导大众。
How：语篇的文体特征、语言特点、修辞手法、结构分析 七、语言与文体特征分析 语言特点： 语言风格简洁明了，词汇通俗易懂，多为常用词汇，无过多学术词汇，便于大众理解。 句式与句型分析： 句式以简单句为主，间有少量复合句，如 “Although it has been proved that Franklin’s experiment took place, more than one scientist has questioned what really happened.”，使文章层次分明，表达清晰。 文体特征： 属于非正式文体，以通俗易懂的语言阐述观点，没有严格的学术规范和复杂的论证结构，更偏向于科普性议论文。 修辞手法： 未使用比喻、排比、反问等修辞手法。 语气和态度： 语气客观中立，作者通过陈述事实和引用观点表达看法，没有强烈的情感倾向
八、写作手法分析 写作技巧与表达方式： 运用了先扬后抑的写作手法，先肯定富兰克林实验故事在教育中的积极影响，再指出其虚假性，使文章更具可读性；通过讲述故事的方式引入主题，增强了文章的趣味性。
九、个人理解与批判性思维 个人理解与反思： 同意作者观点，文章让我认识到不能仅凭传闻接受知识，应注重科学论证。它改变了我对富兰克林雷电实验的认知，提醒我在学习知识时要保持质疑精神。 批判性思维与反思： 文章潜在偏见可能在于对富兰克林实验故事的否定略显绝对，也许故事存在部分真实元素。运用批判性思维，应查阅更多资料，全面分析实验故事的真实性，不能仅依据现有证据就完全否定。
课文语言表达梳理 一、情感描述相关表达 1. "People wanted to know if lightning was really produced by electricity or something else." 适用场景：描述对自然现象的好奇与探索欲。 替换表达："There was widespread curiosity about the true nature of lightning." 2. "More than one generation of schoolchildren has been amazed by his bravery." 适用场景：表达对历史人物行为的钦佩。 替换表达："Generations of students have been inspired by his daring experiment." 3. "Scientists all agree that if Franklin had actually touched the key, he would certainly have died." 适用场景：强调科学结论的严谨性。 替换表达："Experts universally concur that the experiment as described would have been fatal." 4. "Admittedly, fiction is often more interesting than the truth." 适用场景：承认虚构故事的吸引力。 替换表达："It is undeniable that mythical accounts tend to captivate audiences more than factual narratives." 5. "We should not always believe everything we read or hear—even if it is a great story." 适用场景：呼吁理性对待信息。 替换表达："Critical skepticism is essential, regardless of how compelling a story may be."
二、行为描写相关表达 1. "Franklin flew a kite during a storm in 1752." 适用场景：描述科学实验的具体行为。 替换表达："Franklin conducted his experiment by flying a kite in a thunderstorm." 2. "He raised the kite with a piece of string tied to it." 适用场景：描述实验装置的搭建过程。 替换表达："The kite was hoisted using a string attached to a metal key." 3. "Scientists often question accepted ideas." 适用场景：描述科学研究的方法论。 替换表达："The scientific community consistently challenges established theories." 4. "They wanted to establish the facts." 适用场景：强调实证研究的重要性。 替换表达："Their goal was to verify claims through empirical evidence." 5. "People have been more inspired by Franklin’s spirit of scientific exploration." 适用场景：描述精神层面的激励作用。 替换表达："His legacy lies in inspiring future generations to embrace scientific inquiry."
三、结果与反思相关表达 1. "The story may be fiction instead of fact." 适用场景：提出对传统叙事的质疑。 替换表达："Recent research suggests the anecdote lacks factual basis." 2. "This, he said, proved that lightning was a form of electricity." 适用场景：陈述实验结论。 替换表达："He claimed this demonstrated the electrical nature of lightning." 3. "Schools have taught the story... to contribute towards later scientific discoveries." 适用场景：分析教育中的叙事影响。 替换表达："Educational systems have used this narrative to emphasize the value of experimentation." 4. "There is no proof that it hit him on the head." 适用场景：否定传闻的真实性。 替换表达："No evidence supports the claim that the apple struck Newton’s head." 5. "Facts should be proved by experiments and research." 适用场景：总结科学方法论。 替换表达："Empirical validation is the cornerstone of scientific truth."
文章结构梳理 Article Analysis: FRANKLIN’S EXPERIMENT: How Much Is True
1. Main Idea he article challenges the traditional narrative of Franklin’s lightning experiment, arguing that while the story has inspired scientific curiosity, it contains fictional elements. It emphasizes the importance of evidence-based inquiry in science and warns against blindly accepting anecdotes.
2. Paragraph Summaries and Functions The introduction to Franklin's famous experiment Summary: The article introduces Franklin’s famous lightning experiment and hints at its questionable authenticity. Function: Sets the context and introduces the central debate. How the experiment is carried out Summary: Describes the traditional story: Franklin flying a kite with a key to prove lightning is electricity. Function: Provides the commonly accepted version of the experiment. The effect of the experiment Summary: Explains how the story has been used in education to inspire scientific bravery and methodology. Function: Highlights the cultural and educational impact of the myth. Doubt about Franklin's experiment Summary: Challenges the story’s details, noting scientists agree touching the key would have been fatal. Function: Presents evidence against the traditional narrative. Doubt about other accepted ideas Summary: Uses Newton’s apple story as an analogy to illustrate the common practice of questioning scientific myths. Function: Extends the argument to broader scientific skepticism. Conclusion Summary: Concedes fictional stories inspire curiosity but reiterates the necessity of factual proof in science. Function: Balances critique with acknowledgment of storytelling’s value, concluding the argument.
3. Key Details from Each Paragraph Introduction1.The introduction to Franklin's famous experiment Franklin’s experiment as a childhood introduction to science. New research doubts its factual accuracy. How the experiment is carried out Experiment date: 1752. Materials: kite, string, metal key. Purpose: Prove lightning is electricity. The effect of the experiment Educational role: Teaching scientific methodology and bravery. Core value: Experiments establish truth. Doubt about Franklin's experiment Fictional claim: Franklin survived touching the key. Scientific consensus: Electric shock would have been fatal. Doubt about other accepted ideas Newton’s apple story analogy: Inspiration vs. factual proof. Scientific skepticism as a norm. Conclusion Fiction’s appeal vs. science’s demand for evidence. Call to question narratives, no matter how inspiring.
外研Book 3 Unit 3 The world of science—Developing ideas 阅读单
教师版
Task 1: Skimming
1. What is the central claim of the passage B
A. Franklin’s experiment was a scientific breakthrough.
B. The traditional story of Franklin’s experiment may be fictional.
C. Lightning is not a form of electricity.
D. Schools should stop teaching scientific myths.
答案：B
设题目的：考察学生对文章主旨的理解能力。
阅读技能目标：通过略读（Skimming）快速抓住文章核心观点。
2. According to the passage, what part of the experiment is confirmed as true B
A. Franklin touched the key and survived.
B. A metal key was attached to the kite string.
C. The experiment took place in 1753.
D. Franklin died from the electric shock.
答案：B
设题目的：检测学生对文本中具体事实的识别能力。
阅读技能目标：通过寻读（Scanning）定位关键信息。
3.Read the passage and match the main ideas with the paragraphs.BEADFC
Para1 A.The effect of the experiment
Para2 B. The introduction to Franklin's famous experiment
Para3 C. Conclusion
Para4 D. Doubt about Franklin's experiment
Para5 E. How the experiment is carried out
Para6 F. Doubt about other accepted ideas
答案：BEADFC
设题目的：训练学生分析段落结构与主旨的对应关系。
阅读技能目标：理解段落逻辑，归纳段落大意。
Task 2: Detailed reading
Read Para2 carefully and fill in the blank
Franklin’s Experiment
When in 1752
Purpose if lightning was produced by electricity
Things need a kite, a metal key, a flash of lightning
Result lightning was a form of electricity
Para2 is mainly about______purpose___________ and_____process____ of Franklin’s experiment.
答案：Purpose; Process
设题目的：强化学生对实验目的与过程的细节理解。
阅读技能目标：提取段落中的关键信息并分类整理。
Read Para2-6 and complete the flow chart below
设题目的：引导学生对比实验的真实与虚构部分。
阅读技能目标：分析信息的真实性，培养批判性思维。
1. What is the author’s attitude toward Franklin’s scientific spirit
Admiring
设题目的：考察学生对作者隐含观点的推理能力。
阅读技能目标：通过文本线索推断作者态度。
2. What does the author imply about scientific storytelling
Stories may distort facts but still have value.
设题目的：引导学生思考科学叙事的双重性。
阅读技能目标：理解文本深层含义，分析论点与例证的关系。
3. Why does the author mention Newton’s apple story
To highlight the common practice of questioning accepted ideas.
设题目的：检测学生对例证功能的理解。
阅读技能目标：识别例证如何支持文章论点。
4. How does the author develop the argument
By describing the myth → challenging it with facts → emphasizing the importance of evidence.
设题目的：考察学生对论证逻辑的分析能力。
阅读技能目标：理解文章结构与论证方法。
Task 3: Post reading
Fill in the Blanks
Key phrases:
introduced generations of children to science scientific approach to looking for the truth
establish the truth question accepted ideas proved by experiments and research
Use the phrases above to complete the sentences:
Franklin’s story has introduced generations of children to science through educational programs.
Scientists must rely on evidence to establish the truth.
设题目的：巩固学生对重点短语的理解与应用。
阅读技能目标：结合上下文语境正确使用词汇。
Group discussion
(1)Do you think the author’s argument is convincing Why or why not
参考答案：Yes. The author provides historical evidence (e.g., lack of eyewitness accounts, scientific impossibility of Franklin surviving a direct lightning strike) and contrasts the myth with verified facts. However, some may argue that the focus on discrediting the story overlooks its educational value.
设题目的：引导学生评价论证的逻辑性与证据的充分性。
阅读技能目标：分析论点与论据的关系，培养批判性思维。
(2)Name a modern scientific myth or misconception. How would you verify its truth
参考答案：Example: "Vaccines cause autism." Verification steps: 1) Review peer-reviewed studies (e.g., CDC research showing no link); 2) Examine the original discredited study (Wakefield, 1998); 3) Cross-reference with expert consensus (WHO guidelines).
设题目的：鼓励学生联系现实，应用科学方法验证信息。
阅读技能目标：将文本中的证据意识迁移到实际问题中，提升信息素养。
"Fiction in science education is harmful." Discuss this statement in groups.
参考答案：Harmful: Misleading stories (e.g., Franklin’s experiment) may undermine scientific rigor.
Beneficial: Simplified narratives (e.g., Newton’s apple) engage students and inspire curiosity.
Balanced view: Fiction should be labeled as such, with emphasis on evidence-based learning.
设题目的：推动学生辩证思考科学教育的真实性与教育性的平衡。
阅读技能目标：运用文本中的观点（如 “故事有价值但需区分事实”）进行拓展讨论，提升思辨能力。
阅读单设计原理与目标
设计原理：以 “科学叙事中的事实与虚构” 为核心，通过分层任务（略读→细读→批判性讨论）培养学生信息提取、逻辑分析与批判性思维能力。结合科学史案例（如富兰克林实验），引导学生区分科学事实与教育故事，强化实证意识与科学方法论。
学生目标：
阅读能力：能快速定位主旨、提取实验细节，并分析论证结构（神话→质疑→证据）。
科学素养：理解科学研究需依赖实验验证，掌握验证信息的步骤（如查阅文献、对比证据）。
语言能力：运用科学教育相关词汇（如 “verify”“scientific approach”），在讨论中清晰表达观点。
情感态度：激发对科学探索的兴趣，培养理性质疑精神，认同 “科学需不断修正” 的理念。
设计亮点：通过 “质疑经典故事” 任务，推动学生将文本分析能力迁移至现实问题（如现代科学误解），实现语言能力与科学思维的协同发展。外研Book 3 Unit 3 The world of science— Developing ideas 阅读单学生版
Task 1: Skimming
1. What is the central claim of the passage
A. Franklin’s experiment was a scientific breakthrough.
B. The traditional story of Franklin’s experiment may be fictional.
C. Lightning is not a form of electricity.
D. Schools should stop teaching scientific myths.
2. According to the passage, what part of the experiment is confirmed as true
A. Franklin touched the key and survived.
B. A metal key was attached to the kite string.
C. The experiment took place in 1753.
D. Franklin died from the electric shock.
3.Read the passage and match the main ideas with the paragraphs.
Para1 A.The effect of the experiment
Para2 B. The introduction to Franklin's famous experiment
Para3 C. Conclusion
Para4 D. Doubt about Franklin's experiment
Para5 E. How the experiment is carried out
Para6 F. Doubt about other accepted ideas
Task 2: Detailed reading
Read Para2 carefully and fill in the blank
Franklin’s Experiment
When
Purpose
Things need
Result
Para2 is mainly about_________________ and_________________ of Franklin’s experiment.
Read Para2-6 and complete the flow chart below
1. What is the author’s attitude toward Franklin’s scientific spirit
2. What does the author imply about scientific storytelling
3. Why does the author mention Newton’s apple story
4. How does the author develop the argument
Task 3: Post reading
Fill in the Blanks
Key phrases:
introduced generations of children to science scientific approach to looking for the truth
establish the truth question accepted ideas proved by experiments and research
Use the phrases above to complete the sentences:
Franklin’s story has ___________________________ through educational programs.
Scientists must rely on evidence to ___________________________.
Group discussion
(1)Do you think the author’s argument is convincing Why or why not
(2)Name a modern scientific myth or misconception. How would you verify its truth
(3)"Fiction in science education is harmful." Discuss this statement in groups.
