1、主题：选择性必修第1 册 第 4单元 Spider science课时：第2课时课型：Viewing&Listening&Speaking执教：XXX，上海市川沙中学【单元分析】本单元主要介绍了各种感官是如何在我们的生活中发挥作用的。Reading and interaction主要介绍了不同人群的口味不尽相同，以及我们的感官是如何共同感知口味的。Grammar activity主要运用表语从句，解释了狗类是如何运用它们出众的嗅觉帮助人类开展救援工作的。Listening and speaking 是一段主题为 Teenagers with sight and hearing impairme
2、nts的电台访谈，通过主持人与Emily和Nick 的对话，展现了听障和视障人群的感官体验。Writing展示了一份关于学校噪音的调查报告，并指导学生能够写一份关于他们对学校食堂食物口味偏好的报告。Cultural focus包括一篇阅读和一则视频。阅读部分讲述了两个美国人在山里与野生动物相遇的经历；视频则是以Spider science为主 题，介绍了科学家通过显微镜观察蛛网结构，挖掘其中的奥秘，并从中获得了亨伯悬索大桥的设计灵感。【教材分析】本视频主题是Spider science，属于科普类题材。视频通过介绍蛛网和悬索桥的关系、蛛网在显微世界中的奥秘、以及蛛网的特殊构造运用于现实生活中的
3、具体案例，对蛛网进行了全方位的解释说明。视频画面精细，语音标准，语 速适中，具有一定的科普和教育意义。【教学重点】1. 了解视频的基本内容；2. 能借助课堂上解释的生词、难词来阐述蛛网的奥秘；3. 列举将仿生技术应用于现实生活的例子。【教学难点】1. 视频在解释蛛网在微观世界中的奥秘时，用到了许多难度较高、较生僻的字词。因此，需要通过视频、截图、同义替换、举例子、结合实物说明等方式，帮助学生更好地理解；2. 视频对于悬索桥和蛛网的关系，仅是点到即止。关于其内在的真正联系，并未详细说明。因此，需要适当地补充和拓展，从而建立起完整的逻辑框架。Teaching PlanSubject: Book 1
4、 Unit 4 Cultural focus- Spider science (Viewing&Listening&Speaking)Teacher: XXX, Shanghai Chuansha High SchoolTeaching objectives:By the end of the lesson, Ss are expected to:1. understand the general idea of the video.2. explain the mystery of spiders webs with the help of key words and expressions
5、 such as thread, droplet, curl, unravel, etc.3. list various cases of bionics applied in real life.Teaching procedures:l Pre-viewingQ: Spider webs can be easily seen in our daily life. Why cant a fly break away once it flies into a spiders web? Have you ever thought about the possible relationship b
6、etween spider webs and suspension bridges? (Any answer is acceptable. If Ss are not sure, ask them to keep the question in mind and find out the answer by the end of the lesson.)*Purpose(s):Arouse Ss interest and encourage them to explore spider science.l While-viewing1. Ask Ss to watch the video an
7、d tell the main idea of the screenshots.*Purpose(s):Enable Ss to quickly grasp the general idea by watching the video for the first time.2. Ask Ss to watch clip 1 and answer the following questions.Q1: How long is the Humber Bridge?2200 meters.Q2: How does the video describe the Humber Bridge and th
8、e spiders web?They are both engineering masterpieces/miracles.*Purpose(s):1) Explain the problem left in the pre-viewing procedure. (the possible relationship between spider webs and suspension bridges)2) Pave the way for the next video clip which talks about the spiders threads.3. Ask Ss to watch c
9、lip 2 and complete the table.*Purpose(s):Understand the features of spiders threads.4. Ask Ss to continue watching and answer the question.Q: Whats the microscopic secrets of the spiders web?The secret of the web lies in the water droplets at every junctioninside each droplet, strands of web are tig
10、htly curled. When a fly hits a web, these strands unravel, allowing the web to stretch without breaking.*Purpose(s):1) Ask Ss to grasp the general idea of the video clip at the first viewing.2) Help Ss remove language barriers by presenting screenshots and pictures.3) Ask Ss to answer the question t
11、o truly understand the mystery of the spider webs in the micro world.4) Enable Ss to understand that both suspension bridges and spiders webs are made from strong materials and suspended by dots and threads.5. Ask Ss to watch clip 3 and answer the question.Q: What engineering tricks have we learned
12、from spiders?We have learned how to design man-made structures.*Purpose(s):Understand that the mystery of spiders webs can be applied in peoples practical life.6. Ask Ss to listen to the whole video and complete the text.*Purpose(s):Have Ss review the full text by listening to the video and consolid
13、ate difficult words and expressions at the same time.7. Role-play: Ask Ss to introduce the mystery of the spiders webs in pair-work. One acts as a reporter, and the other acts as a researcher. Key words, expressions and sentence patterns are provided for Ss reference.*Purpose(s):1) Enable Ss to expl
14、ain the mystery of spiders webs by making a dialogue.2) Strengthen the application of difficult words and expressions learned in this lesson as well as the predicative clause (Section B, Grammar activity, Unit 4).l Post-viewingExtension: Inspire Ss to think about whether human beings have applied so
15、me animals special features to practical uses.*Purpose(s):Inspire Ss to have deep thinking and list various cases of bionics applied in real life.l Assignments1. Watch the subtitled video and review the difficult words and expressions.2. Work in groups (maximum 5) and introduce an animal whose speci
16、al features we humans have learned from. No more than 3 minutes per group.*Websites for reference:https:/kids.frontiersin.org/articlesWorksheetSubject: Book 1 Unit 4 Cultural focus- Spider sciencel Watch clip 2 and complete the tableThreads The spider can produce over _ meters of silk in one continu
17、ous thread. Each spider can produce several different types of silk: from _ sheets to an incredibly _ single thread. If the thread were as _ as a pencil, it could _ an ocean liner.l Listen to the whole video and complete the textA spider is a very capable engineer and the spiders web is truly an eng
18、ineering _. First, a spider can _ in one continuous_. Second, it can produce different types of silk, includingsticky sheets and an incredibly strong single thread. The microscopic _ of the spiders web lies in_ at the _, in which strands of web are tightly _. When a fly hits the web, these strands w
19、ill straighten out so that the web can _ without breaking.l Role-playJournalistResearcher May I ask you some questions about? What do you think of? What will happen if a fly? What is the mystery of? What engineering tricks? Its my honor to accept this interview. Both of them are The web willif The s
20、ecret of the web is that The point is that we are now usingtoWords and expressions for your reference masterpiece dot thread droplet junction strands of web microscopic curl unravel man-madel Assignments1. Watch the subtitled video and review the words and expressions learned in this lesson.2. Work in groups (maximum 5) and introduce an animal whose special features we humans have learned from. No more than 3 minutes per group.*Websites for your reference:https:/kids.frontiersin.org/articles
