资源简介

Worksheet
Activity: Role Play
1 student: the host
(organize the activity; summarize the qualities)
3 students: the scientists
(Zhong Yang, Stephen Hawking, Rosalind Franklin)
2-3 students: the audience
(What were the difficulties the scientists faced/how they dealt with the difficulties)
Table 1
Role Major Points Comments
The host
Zhong Yang
Stephen Hawking
Rosalind Franklin
The audience
Table 2
Major Obstacle Other important qualities (+reasons) Scientists
Zhong Yang
Steven Hawking
Rosalind Franklin
Table 3
Other major obstacles Specific examples Qualities
Assignment
The science society in your school is celebrating its 4th anniversary next month. You are asked to
write about a personal experience of encountering difficulties in your scientific exploration in at least 60 words.
Use the following checklist as a guideline while writing the paragraph. Tick each box after you finish your writing.
The checklist for your writing:
Does the paragraph present my experience well Does the paragraph contain concrete details Does the paragraph use a variety of vocabulary
Does the paragraph employ varied sentence structures Is the paragraph clear, coherent, and grammatically correct
________________________________________________________________________________________
________________________________________________________________________________________(共16张PPT)
《 高 中 英 语 》 ( 上 外 版 )
选择性必修第二册第一单元 Scientists
授课教师：
选择性必修第二册第一单元
课时
授课内容
1
Getting Started/ Reading A
1
Reading A/ Vocabulary Focus
1
Reading A/ Grammar in Use
1
Listening, Viewing and Speaking
1
Reading B and Culture Link
1
Critical Thinking
1
Writing
1
Further Exploration/ Self-assessment
《 高 中 英 语 》 ( 上 外 版 )
2. 能通过将科学家所遇到的困难根据其类型分类，并梳理相应的精神品质，理
解科学家的工作和所应具备的精神品质；
understand scientists ’ work and qualities by categorizing their difficulties into major
obstacles and identifying the qualities needed to deal with the obstacles;
3.能通过分享自身科学探索的经历，发现自己或同伴身上所具备的科 学家品质；
identify scientists ’ qualities in themselves and their peers by sharing relevant personal stories about exploring science;
4. 能通过讨论单元大作业评价量规中的具体细节，理解单元大作 业的要求。
familiarize themselves with the requirements of the final project by discussing important details in the rubric for the final project.
学习目标 Learning Objectives：
At the end of the lesson, you will be able to ...
1. 能通过回顾钟扬、霍金和富兰克林所面对的困难和他们的应对，梳理三位科学 家的精神品质；
summarize qualities of Zhong Yang, Stephen Hawking and Rosalind Franklin by reviewing the difficulties they faced and their responses to these difficulties;
Never give up/lose heart
Persist in your work
Have an optimistic attitude
Have a passion for science
Have courage, faith, and determination
Seize opportunities
Take up challenges head-on
Don’t dwell on fame
Glad
Proud
Honored
Surprised
Not very excited
suggestions
A word on the assignments:
feelings
Role Play:
1 student: the host
(organize the activity; summarize the qualities)
3 students: the scientists
(Zhong Yang, Stephen Hawking, Rosalind Franklin)
2 students: the audience
(What were the difficulties the scientists faced/how they dealt with the difficulties/…)
THE SCIENTIST ASSEMBLY: Q&A SESSION
What difficulties theyfaced Howtheydealt with the difficulties What qualities they had as scientists
Zhong Yang
Stephen Hawking
Rosalind Franklin
Major Obstacle
adverse natural environment
physical challenge
social
discrimination
Other Important Qualities (+reasons)
physical strength/willing to endure hardship/ …
will power/ free/ …
indifference to wealth
and fame/
resilience/ …
Scientist
Brainstorm more major obstacles, cite a scientist ’s experience or certain scientific research as an example, and think about what important qualities are displayed or are needed to deal with these obstacles.
e.g. Copernicus; the earth revolves around the sun; cognitive limitation; courage to challenge authority
common
scientific
researchers
world-famous scientists
female
scientists
HE/SHE Represents …
SCIENTISTS
Work in groups of six
Tell stories in your life that reflect some scientist ’s qualities.
Choose one story within your group and share it with the whole class.
I SEE THE SCIENTIST IN YOU!
Assignments
1. The science society in your school is celebrating its 4th anniversary next month. You are asked to write about a personal experience of your scientific exploration in at least
60 words.
Excellent (3) Good (2) Not Good Enough (1)
Score
Content 1. The booklet is given a title that can grab the readers ’ attention. 2. The booklet introduces three to fou r scientists with common features stated with enough justification. 3. All the key information for each scientist as required is included and presented in the right form. 4. The topics or opinions are stated clearly and adequately supported by concrete details. 1. The booklet is given a title. 2. The booklet includes three to four scientists w ith co m mo n feat u res stated b ut less adequately justified. 3. All the key information for each scientist as required is included but not always presented in the right form. 4. The topics or opinions are stated clearly and supported by less concrete details. 1. The booklet is not given a title. 2. The booklet includes fewer than three scientists. 3. There is more than one missing piece of key information. 4. The topics or opinions are stated unclearly and supported by few details.
Language 1. The writing contains a variety of simple , expanded, and complex sentences. 2. The writing contains carefully selected words or structures appropriate for the context to convey meaning. 3. The writing contains minimal or no errors that obscure meaning. 1. The writing contains simple, expanded, and complex sentences. 2. The writing contains words or structures app ro p r iate fo r the co ntext to co nvey meaning. 3. The w r iti ng co nta i ns a few e r ro rs that occasionally obscure meaning. 1. The w r iti n g c o nta i ns m ostly s i m pl e sentences. 2. The writing contains words or structures less appropriate for the context to convey meaning. 3. The writing contains many errors and unclear words that often obscure meaning.
Design 1. The overall layout of the booklet is neat. 2. Words vary in typeface and colour where appropriate to direct readers ’ attention and add appeal to the booklet. 3. Interesting decorations are present to make the booklet more visually attractive. 1. The overall layout of the booklet is mostly neat with a few messy places. 2. The booklet is full-colour but lacks variety in words or interesting decorations 1. The overall layout of the booklet is messy in general. 2. The booklet is in black and white.
Rubric for the Final Project
Total score: / 9
Excellent (3) Content 1. The booklet is given a title that can grab the readers ’ attention. 2. The booklet introduces three to four scientists with common features stated with enough justification. 3. All the key information for each scientist as required is included and presented in the right form. 4. The topics or opinions are stated clearly and adequately supported by concrete details. Language 1. The writing contains a variety of simple, expanded, and complex sentences. 2. The writing contains carefully selected words or structures appropriate for the context to convey meaning. 3. The writing contains minimal or no errors that obscure meaning. Design 1. 2. 3.
The overall layout of the booklet is neat.
Words vary in typeface and colour where appropriate to direct readers ’ attention and add appeal to the booklet.
Interesting decorations are present to make the booklet more visually attractive.
Rubric for the Final Project
Assignments
1. The science society in your school is celebrating its 4th anniversary next month. You are asked to write about a personal experience of your scientific exploration in at least
60 words.
2. Discuss the rubric and start designing the final project
T h a n k y o u ！《高中英语（上外版）》选择性必修第二册 Unit 1 Scientists
课时：第 6 课时
教学内容：Critical Thinking
课型：思辨课
一、教学设计与说明
1. 教学目标
本课为本单元的第六课时，学生通过该课时的学习，能通过回顾钟扬、霍金 和富兰克林所面对的困难和他们的应对，梳理三位科学家的精神品质；能通过将 科学家所遇到的困难根据其类型分类，并梳理相应的精神品质，理解科学家的工 作和所应具备的精神品质；能通过分享自身科学探索的经历，发现自己或同伴身 上所具备的科学家品质；能通过讨论单元大作业评价量规中的具体细节，理解单 元大作业的要求。
2. 设计思路
本课为思辨课，旨在梳理和回顾教材 Reading A、Reading B 和视听说板块中 所涉及的内容。首先，教师引导学生通过采访活动回顾并梳理钟扬、霍金和富兰 克林遭遇的困难及其应对困难的态度，总结三位科学家的精神品质；其次，教师 引导学生将科学家所遭遇的困难进行分类，并思考应对该类型的困难所需的重要 品质，帮助学生更深入地理解科学家工作的特点与所应具备的品质。然后，通过 播放教材视频片段，鼓励学生思考科学家精神的体现范围，并引导学生通过分享 自己或周围人身上体现科学家品质的小故事，理解科学家精神广泛存在于每个人 身上的道理。最后，带领学生熟悉单元大作业的评价量规，并通过讨论其中的关 键信息，理解单元大作业的评价要求。
作业要求：写一个 60 字左右的语段，描述个人科学探索过程中克服困难的 一个经历。同时，在小组内继续讨论单元大作业的评价量规，并开始设计单元大 作业。
3. 重点难点
概括困难的类型，分析科学家所需的重要品质，理解人人皆具备科学家品质。
Lesson Plan
Learning Objectives:
By the end of this period, students will be able to:
1. summarize qualities of Zhong Yang, Stephen Hawking and Rosalind Franklin by reviewing the difficulties they faced and their responses to these difficulties;
2. understand scientists ’ work and qualities by categorizing their difficulties into major obstacles and identifying the qualities needed to deal with the obstacles;
3. identify scientists ’ qualities in themselves and their peers by sharing relevant personal stories about exploring science;
4. familiarize themselves with the requirements of the final project by discussing important details in the rubric for the final project.
Learning Procedures:
I. Interactive activity 1: Comments on students’ previous assignments
*T: Summarize Rosalind Franklin’s feelings of being recognized and her suggestions for female scientists based on students ’ writing assignments. *Ss: Read the words and phrases listed on the slide to learn about classmates ’ ideas. Purpose: To provide Ss with more possible answers to help them deepen their understanding of the difficulties facing Rosalind.
Guided questions:
1. What might be Franklin's reactions to being recognized
(
y
y
Q
) (
II Interactive activit 2: The Scientist Asse
mbl
: &A session
)2. What might be Franklin 's suggestions for female scientists to follow
. *T: Ask students to have a role play to review the difficulties, responses and qualities of Zhong Yang, Stephen Hawking and Rosalind Franklin. *Ss: Discuss the three scientists ’ difficulties, responses and qualities in the form of an interview. Fill in the “Major points” column of Table 1 on the worksheet to note down the rehearsal of the interview. *T: Invite one group to present the interview. *Ss: One group act it out while the other groups complete Table 1 (Comments). *T: Ask students to make comments on the interview or offer additional information. *Ss: Comment on the interview or add some key information concerning the three scientists ’ difficulties, responses and qualities. Purpose: To help Ss have a general review of what has been learned in the previous lessons.
Guided questions:
1. What are these scientists ’ difficulties, responses and qualities
2. Does the interview convey all the key information
III. Interactive activity 3: Major obstacles and important qualities
*T: Ask students to categorize the difficulties into major obstacles and brainstorm more major obstacles with examples. Discuss the qualities needed to deal with the major obstacles and provide reasons. *Ss: Categorize the difficulties into major obstacles in groups and brainstorm more major obstacles with examples. Discuss the qualities needed to deal with the major obstacles and give plete Table 2 and Table 3 on the worksheet. Purpose: To help Ss generalize the major obstacles scientists may encounter conclude the qualities needed to deal with the major obstacles.
Guided questions:
1. What are major obstacles scientists may encounter
(
y
) (
IV
Interactive activit 4: W
ho can be
scientists
)2. What qualities are needed to deal with the major obstacles
. *T: Ask students to think about what kinds of scientists the three scientists represent and brainstorm other common qualities of scientists after watching the video. *Ss: Discuss the shared qualities of the three scientists and brainstorm other qualities of scientists after watching the video. Purpose: To help Ss understand the kinds of people who can be scientists
Guided question:
Who can be scientists
(
y
y
) (
.
*T:
Ask
students
to
tell
stori
es
of themselves
or
those
around
them
that
reflect
scientists
’
qualities with a concret
e example.
*Ss: Share stories and provide evide
nce
(specific
examples).
Purpose:
To
help
Ss
realize
that
everyone
c
an
have
scientist’s
qualities
and
identify
the qualities in themselves o
r their
peers.
)V Interactive activit 5: I see the scientist in ou
Guided question:
(
y p
j
) (
VI
Interactive activit 6: Rubrics fo
r the
final ro
ect
)What are the stories that can reflect scientists ’ qualities
. *T: Ask students to read the rubrics carefully and mark some important words or phrases. *Ss: Read the rubrics and find the key points. *T: Invite some students to point out the key words or and phrases. Explain some new words and the detailed requirements for the booklet when necessary. *Ss: Share what they have found important and ask questions if they are confused. Purpose: To familiarize Ss with the rubrics for the final project.
Guided question:
What makes an excellent booklet
VII. Assignments
1. Write a paragraph in at least 60 words to introduce a personal experience of encountering difficulties in your scientific exploration.
2. Discuss the rubrics in groups and start to design the final project.

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