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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：
teaching objectives
teaching contents
key and difficult points
major steps and time allocation
activities and justifications
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's Famous Kite Experiment
In the eighteenth century, Benjamin Franklin conducted a number of experiments in which he showed what electricity is. Here is how he described one of his experiments.
In June 1752, I wanted to show that lightning and electricity are the same. Having realized that I could use a kite to attract lightning, I decided to do an experiment. I built a strong kite and waited for bad weather. When the first thunderstorm came, I took my condenser to a shed in the fields where I could do my experiment. My son helped me fly the kite.
The kite flew high in the rainy sky, but nothing happened. I was beginning to think that the experiment would not work. Just then, I saw some of the hairs on the string stand up. The string was getting charged!I brought my finger close to the key and felt a light but very clear electric shock. Others followed even before the whole string was wet, and I was able to collect and store a great deal of electricity in the condenser. This experiment proves that lightning and electricity are the same.
To do the experiment you need four things, a kite, a key, some really bad weather and a condenser, to store electricity. Most kites are made of paper, but a kite made of silk will not tear so soon in weather with rain and strong winds. Build the flame of the kite by making a small cross of two pieces of light wood. The pieces should be just long enough to reach the corners of the handkerchief. Tie the corners of the handkerchief to the points of the cross, and you will have a nice strong kite. Add a tail to the frame and tie a long string to the c
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.)
教师职业道德区别于其他职业道德的显著标志就是（ ）。
《普通高中数学课程标准(实验)》提出五种基本能力，没有包含在其中的是
在教育史上主张“不愤不启，不悱不发”的教育家是（）。
心理学家所说的“危险期”或“心理断乳期”是指（ )。
教育工作中做到“因材施教”、“长善救失”符合年轻一代身心发展的（ ）。
德育过程与品德形成过程的关系是（ ）。
德育过程是培养学生（ ）的过程。
学生从事集体活动、结交好友的场所是（ ）。
教师的工作目的和使命是( )。
直接决定教育目的的因素是（ ）。
