Book3Unit3TheWorldofscience教学设计单元主题本单元的主题是科技发展和科学精神。单元从科幻小说中出现过的科学猜想开始，展现了人类历史从古代中国，西方到现代的科学发展史，丰富学生对生活中的科学的认知，引导学生深入思考科学与生活之间的关系，然后引导学生认识科学态度，培养批判性的思维方式，最后学生尝试用科学改变自己的生活。单元目标1.语言能力目标能够围绕科学技术与社会发展这一具体内容，基于单元提供的人物访谈、科学故事、日常发明、实验报告等多模态语篇，综合运用各种语言技能，读懂语篇内容，听懂并能独立进行科学实验，撰写实验报告，并使用新语言描述与科技有关的职业和著名科学家，恰当使用现在完成时的被动语态描述人类世界未来将要发生的变化，撰写实验报告。2.文化意识目标能够运用单元所学描述科学发展中的不同领域，以及每个领域中的优秀人物，并分享自己感兴趣的科学领域，丰富对科技发展给人类带来巨大变化的认识，。3.思维品质目标能够探究科学精神的内涵，深化对单元主题意义的理解与挖掘，培养自己初步的科学思想和科学探究精神。4.学习能力目标能够通过运用各种学习策略，在自主、合作与探究学习的过程中，结合单元所提供的反思性和评价性问题不断监控、评价、反思和调整自己的学习内容和进程，提高自己理解和表达的效果，最终促进自身语言能力、文化意识、思维品质和学习能力的综合提升。Startingout板块教学设计（建议时长10–15分钟，教师可根据教学实际酌情调整。）课型Viewing+Speaking主题语境人与社会——科学技术内容分析
本部分包含一段描述公元3000年人类生活发生巨大变化的视频和四段节选自著名科幻小说的片段。视频旨在通过展示在未来3000年人类生活学习中发生的巨大变化，让学生对科学技术的发展有基本的了解，进而思考科技给人类带来的巨大影响；小说节选内容旨在引导学生理解语段描述的科技发明，激活学生已有的背景知识和语言知识，为接下来整个单元的学习活动做铺垫和预热。教学目标1.通过观看视频，了解公元3000年人类生活的变化，认识科技给生活带来的巨大影响；2.谈论人类历史上科技的不断发展，初步感知科技给人类带来的影响。教学重点1.引导学生通过观看视频材料，获取关于公元3000年人类社会生活变化的主要信息，对比与现在生活的不同之处；2.认识科技给人类带来的巨大变化。教学难点1.引导学生比较并表达未来生活与当今生活的不同；2.引导学生通过阅读科幻小说的片段，对科学幻想进行简单的评价。教学策略听说法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.TasksSstoreadabouttheinventionsfromnovels.2.TasksSstocommunicateinpairsandchoosethosethathavebecomeareality.3.TasksSstochooseoneortwoinventionstosharewiththeclass.1.Ssreadtheinventions.2.Sscommunicateinpairsandchoosethosethathavebecomeareality.3.Sschooseoneortwoinventionsandshareinclass.Traincomprehensivelanguageapplicationabilitytoexpressideasandgivereasons.Activity21.TaskstheSstoreadthequestionsinActivity2andplaysthevideo2.1.SsreadthequestionsinActivity2andwatchavideoaboutthehumans’lifeUnderstandthedevelopmentofscienceviawatchingvideoandwiden
2.TaskstheSstowatchthevideoagainandthinkaboutquestion1.3.TaskstheSstoreadquestion2and3,andsharetheiropinionsinclass.in3000BC.2.Sswatchthevideoagainandanswerthequestions1:Whichoftheinventionsinthevideointerestsyoumost?Why?3.Ssanswerthequestions2and3:Q2:Whichoftheinventionsinthevideowillbecomeareality?Q3:Ofalltheinventionsintheworld,whichisthemostusefulone?Why?knowledgeaswellasraisingculturalawareness.
Understandingideas板块教学设计（建议时长40–45分钟，教师可根据教学实际酌情调整。）课型Reading+Speaking主题语境人与社会——科技发展、人类生活的变化内容分析本文体裁为访谈，课文以问答的形式介绍了古今中外人类的伟大新发明、这些发明给生活带来的巨大变化以及发明的原动力。读前的导入活动通过比较古代人和现代人生活的不同，帮助学生熟悉语篇话题，为课文学习作铺垫。读中活动考查学生对文章内容的理解。读后活动则是通过细节理解、思维导图和开放性问答等活动，启发学生深入思考，探究主题意义。教学目标1.通过预测、略读、细读读懂文章，概括文章主旨大意，获取细节信息，激发学生了解现代科技发展的兴趣。2.运用话题相关词汇、句型，从“inventionsofthepast”,“inventionsoftoday”“inspiration”三个方面描述“新发明时代”；3.通过阅读，理解未来世界科技发展的趋势，形成国际视野，加深对单元主题的认知。教学重点引导学生通过自主阅读和小组合作了解人类科技发展史，完成信息获取和整合，并基于文本理解科技发明的力量。教学难点引导学生根据文本和图片准确理解人类的科技发展史，了解语篇结构，并完成思维导图。教学策略任务型教学法、P–W–P阅读模式TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.TasksSstowatchthepicturesanddiscusswhattheyseeinthesepictures.2.TaskstheSstocomparethetwopicturesandplaythe1.Sswatchthepicturesanddiscusswhattheyseeinthesepictures.2.Sscomparethetwopicturesandfindthedifferencesbetweenthepictures.Leadtothetopicandactivateknowledge.
game“Findthedifferences”3.TaskstheSstodiscussingroupsaboutthereasonshiddenbehindthedifferences.4.TaskssomeSstosharetheiranswersandgivethereasons.3.Ssdiscussingroupsaboutthereasonshiddenbehindthedifferences.4.Sssharetheiropinionsinclass.Activity21.TasksSstoreadthetitleofthepassageandpredictthecontentofthepassage.2.TaskstheSstodiscusstheirideasabout“Thenewageofinvention”andgivethereasons.3.TaskstheSstoreadthepassageandfindoutwhatinventionsarementioned.1.Ssreadthetitleofthepassageandpredictthecontentofthepassage.2.Ssdiscusstheirideasabout“Thenewageofinvention”andgivethereasons.3.Ssreadthepassageandfindoutwhatinventionsarementioned.Trainstudents’readingskillsoflocatecertaininformation.Activity31.TaskstheSstolookatActivity3andchoosethesentencesthatdescribeDrFairhurst’sopinions.2.TaskstheSstoreadthepassageagainandchecktheiranswers.3.TaskstheSstoexchangetheirideasingroups.4.TaskssomeSstopresenttheirideasinclassandgivethe1.SslookatActivity3andchoosethesentencesthatdescribeDrFairhurst’sopinions.2.Ssreadthepassageagainandchecktheiranswers.3.Ssexchangetheirideasingroups.4.SomeSspresenttheirideasinclassandgivethereasons.Trainstudents’readingskillsofgettingthemainideas.
reasons.Activity41.TasksSstocompletethemindmapwithinformationaccordingtothepassage.2.Taskssomegroupstopresenttheirmindmapandchoosethebestone.3.TasksSstodiscussandexchangetheirideatopolishtheirmindmap.4.TasksSstoretellthepassageaccordingtothemindmap.1.Sscompletethemindmapwithinformationaccordingtothepassage.2.Somegroupspresenttheirmindmapandchoosethebestone.3.Ssdiscussandexchangetheirideatopolishtheirmindmap.4.Ssretellthepassageaccordingtothemindmap.TrainSs’skillsofgettingspecificinformationandbetterunderstandingofthestructureofthepassage.Think&ShareTasksSstodiscussthetwoquestionsingroupsandofferhelpiftheyneed.Ssdiscussthetwoquestionsingroupsthensharewiththeclass.TrainSs’abilitytouselanguageintheirreallifeandexpresstheideasinalogicalway.UsingLanguage板块教学设计（建议时长60–70分钟，教师可根据教学实际酌情调整。）课型Reading+Listening+Speaking主题语境人与社会——科技发展、人类生活的变化内容分析本板块包括语法部分Presentperfectpassive、词汇部分Careerinscience和听说部分Inventionstories。语法部分旨在引导学生感知发现、总结规律、在真实语境中运用英语基本句型；词汇部分旨在引导学生掌握并运用介绍不同领域著名科学家及其成就的词汇，并谈论自己喜欢的科学领域；听说部分引导学生关注日常生活，鼓励他们成为小小发明家。
教学目标1.能够在教师的引导下，复习并运用现在完成时的被动语态；2.学习并运用话题词汇介绍各个领域的科学家及其成就；3.听懂与日常生活中的发明有关的一般性话题内容；4.运用所学语言知识介绍自己对科技领域的兴趣。教学重点1.引导学生熟悉并运用现在完成时的被动语态；2.引导学生通过阅读材料和听录音了解每一项发明背后的故事，激发学生对科技小发明产生兴趣。教学难点引导学生通过文字和音频的学习，了解日常生活中的发明创造，加深对主题的理解，提高语言应用的能力。教学策略交际教学法、任务型教学法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.TasksSstoreadthesentencesintheleftcolumninActivity1andpayattentiontotheboldfacedwords.2.TaskstheSstoreadquestions1&2andthinkabouttherelationshipbetweensubjectandverb.3.TaskstheSstoreadthesentencesintwogroups,andcomparethedifferencesbetweenthem.4.TaskstheSstorewritethesentencesinthepassageusingPresentperfectpassiveandexperiencetheir1.SsreviewPresentperfectpassive.2.SsfinishActivity1onpage29.FindthebasicstructuresofPresentperfectpassiveandmakeaconclusionaccordingtotherule.
differences.Activity2TgivesthetaskinActivity2andoffershelp.1.Ssreadtheparagraphandgraspthemainidea.2.SsusethePresentperfectpassivetorewritetheunderlinedparts.3.Ssdiscussthedevelopmentof3Dprintingingroups.Uselanguageintherealsituation.Activity31.TasksSstolookatthepicturesandgettoknowwhathappenedinthelab.2.Tintroducessomewordsrelatedtothechemistrylabandexperiment.2.TasksSstodoaroleplayandusethepresentperfectpassivewhereappropriatetotellthepolicethedamageandlossinthelab.1.Sslookatthepicturesandgettoknowwhathappenedinthelab.2.Ssgettoknowsomewordsrelatedtothechemistrylabandexperiment.2.Ssdoaroleplayandtellthepolicethedamageandlossinthelabwithusingthepresentperfectpassivewhereappropriate.Usethepresentperfectpassiveinthecontext.Activity41.TasksSstolookatthepicturesintheleftcolumnandsaysomethingaboutthesecareers.2.TasksSstonamethefamousscientistsSsworkinpairs.Talkaboutdifferentcareersinscienceandsomefamousscientistsinthisfield.PracticeoralEnglishaccordingtothethemeofthisunit.
inthesefield.Activity51.TaskstheSstoreadtheintroductionsaboutdifferentscientistsandcompletetheseintroductionswiththewordsinActivity4.2.TaskstheSstopayattentiontothelanguagethatdescribestheircareers.3.TaskstheSstopickuptheirfavoritescientistandintroducethescientisttohispartner.4.Taskssomestudentstomakepresentationsandexchangetheirideas.1.SsreadtheintroductionsaboutdifferentscientistsandcompletethemitwiththewordsinActivity4.2.Sspickouttheirfavoritescientistandintroducethescientisttotheirpartners.4.Somestudentsmakepresentationsandexchangetheirideas.Practisethewordsrelatedtothethemeofthisunit.Activity6TaskstheSstothinkaboutothercareersinscienceanddiscusswhatintereststhemmost.Ssthinkaboutothercareersinscienceandexchangeideasaboutthecareerwhichintereststhemmost.Uselanguageintherealsituation.Didyouknow?TasksSstoreadtheshortpassagein“Didyouknow?”onpage31andgettoknowAlzheimer’sdiseaseandsomeinformationrelatedtoit.Ssreadthepassageonpage31andgettoknowAlzheimer’sdiseaseandsomeinformationrelatedtoit.KnowsomeinformationaboutAlzheimer’sdisease.Activity71.TaskstheSstoreadActivity7andplaystherecording.SslistenforthefirsttimetogetthemainideaoftheTraintheskillsofgettingthemainideainaquickway.
2.TaskstheSstogetthemainideaoftheconversationandnumberthepicturesinthecorrectorder.conversationandnumberthepicturesinthecorrectorder.Activity81.TasksSstoread“Learningtolearn”onthispageandremindsSsoftakingnotesduringlistening.2.TplaystherecordingagainfortheSstocompleteActivity8.3.TasksSstorecallhowthespeakersdescribethestorybehindaninvention.Playtherecordingagainifnecessary.1.Ssread“Learningtolearn”onthispageandgetthepoint.2.Sslistenforthesecondtimeandcompletethenotesandcheckanswersingroups.3.Ssworkingroupsandtalkabouthowthespeakersdescribethestorybehindaninvention.Understandthedetailsofthelisteningandlearnthestrategyoflistening.Activity91.TasksSstoturntoCommunicationbankonpage82&85andreadtheinformation.2.TasksSstoworkinpairsandactouttheconversation.3.Tinvitessomepairstoperformtotheclass.1.SsreadtheinformationontheCommunicationbank.2.Ssworkinpairsandactouttheconversation.Usetheusefulexpressionsofexchangingideastocarryoutaconversation.Activity10TasksSstochooseanotherstoryofaninventionandhaveasimilarconversation.Sschooseanotherstoryandhaveasimilarconversation.Furtherpractiseexchangingideas.
Developingideas板块教学设计（建议时长80–90分钟，教师可根据教学实际酌情调整。）课型Reading+Writing主题语境人与社会——科技发展、人类生活的变化内容分析本文是一篇议论文，介绍了人们对富兰克林著名的“风筝实验”真实性的怀疑和求证，学生通过阅读和完成活动初步了解科学精神的内涵，培养批判性思维。读写部分的范文介绍了鸡蛋入杯压强实验的过程及结果。实验报告共分为三段，采用总分总的结构。第一段总体介绍实验的目的，第二段介绍实验所需材料和实验过程，第三段汇报实验结果，以及实验收获。语篇通过Thisexperimentisdesignedto…Iprepared…Procedure,Aftertheexperiment…等句型，把整个实验过程一一展开。教学目标1.读懂语篇大意，获取文章的主要信息，概括文章的主要内容；2.了解议论文的文体特征；3.进一步加深对本单元主题意义的认识，形成初步的科学思想和科学探索精神；4.理解并掌握实验报告的文体特征；5.模仿范文，写一篇实验报告。在写作过程中学习和运用新的词汇、句型。教学重点1.引导学生读懂文章，获取富兰克林的风筝实验真实的过程，加深对本单元主题意义的认识，形成初步的科学思想和科学探索精神；2.引导学生梳理实验报告的篇章结构，勾画并运用有关“anexperimentreport”的过渡性词汇及句型表达。教学难点1.引导学生通过阅读文章，认识到“weshouldnotalwaysbelieveeverythingwereadorhear,evenifitisagreatstory”，形成对“seeingisbelieving”的理解；2.引导学生掌握实验报告的篇章结构和实用表达。教学策略交际教学法、任务型教学法TeachingProceduresPurposes
contentsTeacher’sactivityStudents’activityActivity11.TasksSstoreadtheintroductiontoBenjaminFranklin.2.TasksSstoshareanyotherinformationabouthim.1.SsreadtheintroductiontoBenjaminFranklin.2.Sssharesomeinformationabouthim.Leadtothetopic,activatetheSs’backgroundknowledge.Activity21.TaskstheSstoread“learningtolearn”andthetitletopredictwhattheessaymightfocuson.2.TasksSstoreadthepassageandchecktheirprediction.1.Ssread“learningtolearn”andthetitletopredicttheessay.2.Ssreadthepassageandchecktheirprediction.Predictthetopicoftheessaythroughtipsandthetitle.Activity3TasksSstonumberthestatementstoshowhowpeople’sattitudestowardsFranklin’sexperimenthavechanged.SsnumberthestatementsinActivity3basedontheinformationfromtheinterview.UnderstandtheinformationintendedtoconveytoSsinthetext.Think&Share1.TasksSstodiscussthefourquestionsin“ThinkandShare”.2.TinvitessomeSstosharetheiropinions.Ssdiscussthefourquestionsingroupsandthensharewiththeclass.Usetheusefulexpressionsrelatedtothethemeoftheunittoexpresstheirownideas.Activity41.TaskstheSstoexplaintheirunderstandingofthesaying“Seeingisbelieving”anddiscusstheirideasingroups.2.TaskstheSsto1.Ssexplaintheirunderstandingofthesaying“Seeingisbelieving”anddiscusstheirideasingroups.2.SsmakenotesabouttheirConsolidateandintegratethelanguageandcontentlearnt.
makenotesabouttheirunderstandingandlistsupportingideasusinginformationinthepassage.3.TaskstheSstoexchangetheideasingroupsandhelpstheSsorganisetheirtalkfollowingthestepsinActivity4.4.TencouragessomeSstomakepresentations.understandingandlistsupportingideas.3.Ssexchangetheideasingroups4.SomeSsmakepresentations.Activity51.TasksSstoreadtheinstructionsoftheexperimentandpredicttheresultsofthisexperiment.2.TencouragessomeSstodemonstratetheexperimentontheplatform.3.TguidesSstowatchtheexperimentcarefullyandchecktheresult.4.TaskstheSstodiscusstheresultandtrytofindoutwhattheylearnfromtheexperiment.1.Sstoreadtheinstructionsoftheexperimentandpredicttheresultsofthisexperiment.2.SomeSsdemonstratetheexperimentontheplatform.3.Sswatchtheexperimentcarefullyandchecktheresult.4.Ssdiscusstheresultandfindoutwhattheylearnfromtheexperiment.Readanexperimentreportandunderstandthestructureofanexperimentreport.Activity61.TasksSstocompletetheboxeswiththeinformationinActivity5.Anddofurtherresearchif1.SscompletetheboxeswiththeinformationinActivity5.Practiseanexperimentreportwiththehelpofthegivenstructure.
necessary.2.TasksSstowriteareportoftheexperiment,andremindsthemtousetheusefulexpressions.2.Sswritetheirexperimentreportaccordingtothenotes.Activity71.Tshowsthecriteriaofagoodexperimentreportanddemonstrateshowtojudgeanexperimentreport.2.TaskssomeSstoshowtheirexperimentreporttotheclass,andinvitesotherSstojudge.Ssshowtheirexperimentreporttotheclass,anddopeerevaluation.Improvewritingthroughpeerevaluation.Presentingideas&Reflection板块教学设计（Presentingideas和Reflection部分建议总时长40–45分钟，教师可根据教学实际酌情调整。）课型Speaking主题语境人与社会——科技发展、人类生活的变化内容分析Presentingideas版块要求学生先看图，讨论这些年来家用电器的变化与发展，然后请学生选择一种在日常生活中常用的电器，预测其在未来50年会发生什么样的变化。本版块旨在通过观点阐述促进学生对所学内容的复习与掌握，并在真实的情境下加以运用和实践。Reflection板块引导学生回顾本单元所学，及时对自己的学习行为和效果做出评估和判断，反思并改进。教学目标1.通过本单元的学习，对科学技术的发展有了更进一步的了解，能够用英文表达科技发展对人类社会的总体影响；2.运用本单元所学的语言知识，
描述科技给生活带来的改变，并预测在未来的50年中，生活还将发生什么变化；3.进行自我反思，评估学习效果，调整学习策略，提高学习效率。教学重点1.引导学生运用本单元所学内容，描述科技给人类生活带来的变化，恰当表达自己的观点；2.引导学生从语言能力、思维品质等方面对自己在本单元学习过程中和结束时的学习行为和效果做出合理的评价。教学难点1.引导学生在小组内合理分工，充分发表自己的观点并记录他人观点。2.引导学生养成自我评价的好习惯。教学策略元认知策略、认知策略、交际策略和情感策略TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.TasksSstolookatthepicturesanddiscusshowtheseobjectshavechangedovertheyears.2.TasksSstowritedownthechangesandsharetheirideaswiththeclass.1.Sslookatthepicturesanddiscusshowtheseobjectshavechangedovertheyears.2.Sswritedownthechangesandsharetheirideaswiththeclass.Brainstormandprepareforthepresentation.Activity21.TdividesSsintoseveralgroups,witheachgrouphavingaleader,anote-takerand2–4ideaproviders.2.TaskseverystudenttochooseoneoftheobjectsinActivity1andpredicthowitwillfurtherchangeoverthenext1.Sstakedifferentrolesintheirgroup.2.Ssworkingroups,sharetheirideasandprepareashortpresentation.Organisepresentationingroups.
50years.3.TasksSstosharetheirideasingroupsandprepareashortpresentation.Activity31.Tinvitessomegroupstodopresentationsinclass.2.TasksSstovoteforthebestsuggestions.1.Ssdopresentationsinclass.2.Ssvoteforthebestsuggestions.Practiseskillsinpresentation,andlearnfromeachother.Reflection1.TguidesSstorecallwhatthey’velearntinthisunit.2.TasksSstocomplete“Reflection”onpage36.Ssratetheirperformancesinthisunit,summarizewhatthey’velearntandthinkaboutwhattheyneedtoimprove.Rateperformance,reviewtheunit,andthinkaboutwaystoimprove.Project板块教学设计（此部分教师可根据教学实际酌情调整。）课型Speaking主题语境人与自我——学校生活、积极的生活态度内容分析本板块要求学生在班级内部开展头脑风暴和讨论，思考日常生活中面对的一些问题，收集信息并发挥创造性，设计发明。通过小组展示，学生在教师的指导下进一步打开思路，发挥想象力和创造力，争取早日将构想付诸实践。教学目标1.开展调研，用科学发展的眼光，用心观察、了解日常生活中我们有待解决的问题。2．综合运用本单元所学内容，通过研究和小组讨论协作，发挥想象力和创造力，设计出自己的发明。3.小组合作分工，完成小发明创造的方案，并在全班汇报展示。
教学重点1.引导学生利用单元所学，上网查找资料，用英语做事情；2.引导学生进一步发挥想象力和创造力，解决实际生活中的问题。教学难点引导学生明确小组分工合作，相互协作完成小发明创造的方案。教学策略任务型教学法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityInvestigate1.TasksSstothinkofsomepracticalproblemsthattheyfaceindailylifeandmakealist.2.TasksSstochoosetheproblemtheywouldmostliketosolveanddiscuss:①Whathascausedtheproblem?②Howcouldyousolvetheproblem?1.Ssthinkofsomepracticalproblemsthattheyfaceindailylifeandmakealist.2.Sschoosetheproblemtheywouldmostliketosolveanddiscussthetwoquestions.Developskillsofsearchinginformation.Plan1.TasksSstodecidewhatinventiontheywilldesigntosolvetheproblemanddiscussitsworkingprinciples.2.TguidesSstomakenotesaboutthekeyfeaturesoftheirinvention.3.TasksSstodiscussanddecide1.Sschooseaninventiontheywilldesigntosolvetheproblemanddiscussitsworkingprinciples.2.Ssmakenotesaboutthekeyfeaturesoftheirinvention.3.Ssdiscussanddecidewhatskillsandmaterialstheywillneedtocreateit.Understandhowtodrawupaplanbeforemakinganinvention.
whatskillsandmaterialstheywillneedtocreateit.Create1.TasksSstodrawapictureoftheirinvention.2.TasksSstolabelthekeyfeaturesandlistthematerialsneededtomakeit.3.TguidesSstowriteageneralintroductionexplainingtheworkingprinciplesoftheinvention.1.Ssdrawapictureoftheirinvention.2.Sslabelthekeyfeaturesandlistthematerialsneededtomakeit.3.Sswriteageneralintroductionexplainingtheworkingprinciplesoftheinvention.Understandtheprocessofmakinganinvention.PresentTarrangestimeinlaterperiodsforSstoshowtheirinventiontotheclassanddopresentations.Eachgroupshowstheirinventiontotheclassanddopresentations.Practiseskillsinpresentation,andlearnfromeachother.
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