根据提供的信息和语言素材设计教学方案，用英文作答。 设计任务：请阅读下面学生信息和语言素材，设计一个25分钟的阅读训练活动。 教案没有固定格式.但须包含下列要点： teachingobjectives teachingcontents keyanddifficultpoints majorstepsandtimeallocation activitiesandjustifications 教学时间：25分钟 学生概况：某城镇普通中学高中一年级学生，班级人数40人。多数学生已经达到《普通高中英语课程标准(实验)》五级水平。学生课堂参与积极性一般。 语言素材： Franklin'sFamousKiteExperiment Intheeighteenthcentury,BenjaminFranklinconductedanumberofexperimentsinwhichheshowedwhatelectricityis.Hereishowhedescribedoneofhisexperiments. InJune1752,Iwantedtoshowthatlightningandelectricityarethesame.HavingrealizedthatIcoulduseakitetoattractlightning,Idecidedtodoanexperiment.Ibuiltastrongkiteandwaitedforbadweather.Whenthefirstthunderstormcame,ItookmycondensertoashedinthefieldswhereIcoulddomyexperiment.Mysonhelpedmeflythekite. Thekiteflewhighintherainysky,butnothinghappened.Iwasbeginningtothinkthattheexperimentwouldnotwork.Justthen,Isawsomeofthehairsonthestringstandup.Thestringwasgettingcharged!Ibroughtmyfingerclosetothekeyandfeltalightbutveryclearelectricshock.Othersfollowedevenbeforethewholestringwaswet,andIwasabletocollectandstoreagreatdealofelectricityinthecondenser.Thisexperimentprovesthatlightningandelectricityarethesame. Todotheexperimentyouneedfourthings,akite,akey,somereallybadweatherandacondenser,tostoreelectricity.Mostkitesaremadeofpaper,butakitemadeofsilkwillnottearsosooninweatherwithrainandstrongwinds.Buildtheflameofthekitebymakingasmallcrossoftwopiecesoflightwood.Thepiecesshouldbejustlongenoughtoreachthecornersofthehandkerchief.Tiethecornersofthehandkerchieftothepointsofthecross,andyouwillhaveanicestrongkite.Addatailtotheframeandtiealongstringtothecrosssoyoucancontrolthekite. Thenextthreestepsareveryimportant.First,fixaverysharppieceofmetal,pointingafootormoreabovetheframetothetopofthelongerstickofthecross.Second,fastenakeytotheendofthelongstring.Third,tieasilkribbontothestring,justabovethekey.Thisribbon,whichmustnotgetwet,willprotectyoufromtheelectricity. Flythekitewhenathunderstormappearstobecomingon.Standinsideadoor,orundersomecover,sothatthesilkribbondoesnotgetwet.Takecarethatthestringdoesnottouchthewallorthedoor.Whenathundercloudcomesoverthekite,thesharppieceofmetalwillpulltheelectricityfromthecloud.Thekiteandthestringwillbecomecharged.Whenthekiteandthestringarewetfromtherain,theywillconducttheelectricityverywell.Youcancollectandstoretheelectricityinthecondenseranduseitforotherexperiments.
Class type：Reading class Teaching Contents：Franklin’s Famous Kite Experiment Teaching Objectives： (1)Knowledge objective Students can master the following words, phrases and the sentence patterns. ①Important words: conduct, charge, shock, prove, tear, fasten, explain, appear ②Important phrases: do an experiment, a great deal, tie ... tostop ... from ... ③Important sentence patterns: Having realized that I could useI decided to do an experiment. (2) Ability objective Students can improve their reading ability through reading activities. (3) Emotional objectives ① After learning the passage, students are expected to know about some famous scientists and their inventions and train students' qualities of science. ② Students will have a serious attitude towards science. Teaching Key Points: (1) tearn the words and phrases listed above. (2) enable students to improve their reading ability. Teaching Difficult Points: (1) How to understand the following sentence correctly. Having realized that I could use a kite to attract lightning, I decided to do an experiment. (2) How to help students understand the passage better. Major Steps: Step 1 Pre-reading (3 minutes) T: Today we come to the reading. It's about Franklin's kite experiment. As we all know, Benjamin Franklin is a famous politician. But today we will read a passage about him as a scientist. We should learn about his serious attitude towards science. Let's see how Franklin made his famous electricity experiment by flying a kite. T: Do you have the experiences of flying a kite? Have you ever made a kite by yourself?. Why do you often go out to play kites? Students share their own ideas with each other. (Justification: Activate students' background knowledge, and help the teacher introduce the theme of the text.) Step 2 While-reading (14 minutes) (1) Fast reading (4 minutes) Ask the students to read the passage quickly and match the paragraphs with the main ideas (on the screen). Show the following on the screen: Paragraph 1The Tip of doing the experiment Paragraphs 2-3Introduction to Franklin's experiment Paragraphs 4-6The process of the experiment Students browse the text quickly to get the general idea. (Justification: Train students' ability of skimming for the main idea.) (2) Careful reading (10 minutes) ①Ask students to read the text carefully to find relevant information: A. List all the materials that are needed to make a kite. B. List what are needed to do the same kite experiment as Franklin did. C. Get students to read the text and then decide whether the following statements are true (T) or false (F). a. In 1752, scientists already knew what electricity is. () b. Franklin was helped by a friend to do the experiment. () c. Franklin made the kite of silk because wet silk does not conduct electricity. () d. A condenser was used in the experiment to store electricity. () e. The key tied to the string was put into the door to stop the kite from flying away. () Students finish the reading task and report to the whole class. (Justification: Train students' ability of scanning for detailed information.) ② Use the multimedia to present Franklin's experiment. Students are asked to fill out the form about Science Report. Title: Experimenter's name Justification: Procedure: Results: Conclusion: (Justification: Teach students how to write a science report.) Step 3 Post-reading (8 minutes) Present some questions: ①Why is the kite made of silk better than the one made of paper? ②Do you think Franklin's experiment was dangerous? And why? ③ What do you learn from this experiment? Students are asked to think about the questions, discuss with classmates and report to the whole class. (Justification: Help students understand the text better and offer them opportunities to communicate with their classmates.)
