Unit+1+Science+and+Scientists+Using+Language+教案-2025-2026学年高中英语人教版选择性必修第二册

Unit1ScienceandScientists-UsingLanguage内容导航Thissectionfocusesonintegratinglistening,speaking,readingandwritingskillsaroundthethemeofscienceandscientists.Itincludespicture-basedlisteningprediction,scientificexperimentintroduction,andtopic-relatedspeakingandwritingtasks.Itguidesstudentstomasterkeyvocabularyandsentencepatternsfordescribingscientificactivities,understandtheprocessandspiritofscientificresearch,andimprovetheircomprehensiveEnglishapplicationabilityinscientificcontexts.Italsoinvolvesrelevantscientificcasesandpracticalcommunicationscenariostodeepenstudents’understandingoftheunittheme.教学目标和重难点教学目标和重难点1.教学目标LanguageAbility:Mastercorevocabularyandsentencepatternsforscientifictopics,andimprovetheabilitytolistenforkeyinformation,speakfluentlyandwritelogicallyaboutscientificexperimentsorresearch.CulturalAwareness:Understandthedevelopmentofscienceindifferentculturalbackgrounds,recognizethecommonpursuitofscientistsfortruth,andenhancecross-culturalcommunicationawareness.ThinkingQuality:Cultivatecriticalthinkingandlogicalreasoningabilitythroughanalyzingscientificcasesanddiscussingscientificissues.LearningAbility:Masterlisteningandspeakingstrategiessuchaspictureprediction,anddevelopautonomouslearningandcooperativelearningabilitiesingroupactivities.2.教学重难点KeyPoints:Mastervocabularyrelatedtoscientificexperiments(e.g.,experiment,hypothesis,observe,conclude)andsentencepatternsfordescribingscientificprocesses;grasplisteningstrategiesofpredictingbasedonpictures;beabletointroducescientificexperimentsorresearchclearlyandfluentlyinEnglish.DifficultPoints:Usingcomplexsentencescorrectlytodescribescientificproceduresandresults;applyinglisteningpredictionstrategiesflexiblytoimprovelisteningefficiency;expressingpersonalviewsonscientificissueslogicallyandaccuratelyinspokenandwrittenEnglish.教学过程教学过程Lead-in:ActivatePriorKnowledgeandArouseInterestThelead-inlinkisdesignedtoconnectstudents’priorknowledgewiththecurrentteachingcontent,activatetheirexistingvocabularyandexperiencerelatedtoscienceandscientists,andlayafoundationforthesmoothdevelopmentofsubsequentlistening,speaking,readingandwritingactivities.First,theteachershowsfivepicturesonthescreen,whichareconsistentwiththepicturesinActivity7ofthetextbook:PictureAshowsagiantdishandtheword“whisper”,PictureBshowsapianokeyboardwithfeetplayingit,PictureCshowsabluescreenwithbrightlights,PictureDshowsahallofmirrorswithlightreflection,andPictureEshowsawhitelightcastingrainbow-coloredshadows.Theteacherasksstudentstoobservethepicturescarefullyandhaveafreediscussioninpairs.Thediscussionquestionsare:“Whatdoyouthinkeachpictureisabout?Whatkindofscientificactivityorexperimentmightitshow?CanyouusesomesimpleEnglishwordstodescribethepictures?”After3minutesofpairdiscussion,theteacherinvitesseveralgroupstosharetheirviews.Forexample,somestudentsmaysaythatPictureAmightberelatedtoaradiotelescope,whichisusedtoreceivesignalsfromouterspace;PictureBmightbeanexperimentaboutsoundorbodycoordination;PictureEmightbeanexperimentaboutlightdispersion.Duringthesharingprocess,theteacherpositivelyaffirmsstudents’reasonableguesses,andatthesametimesupplementsandsortsoutkeyvocabularyrelatedtothepictures,suchas“giantdish”,“whisper”,“pianokeyboard”,“bluescreen”,“hallofmirrors”,“reflect”,“whitelight”,“castshadows”,“rainbow”andsoon.Thesevocabularieswillhelpstudentsbetterunderstandthelisteningcontentlater.Then,theteachersummarizes:“TodaywewilllearnUsingLanguageofUnit1ScienceandScientists.Throughthislesson,wewilllearnhowtopredictlisteningcontentthroughpictures,masterthelanguagefordescribingscientificexperiments,andlearntointroducescientificresearchorexperimentsinEnglish.Let’sstartourlearningjourney.”Listening:MasterPredictionStrategiesandImproveListeningAbilityThispartisdividedintothreesteps:pre-listening,while-listeningandpost-listening,focusingontrainingstudents’listeningpredictionabilityandabilitytoobtainkeyinformation,whichisalsooneofthekeypointsofthislesson.Inthepre-listeningstage,theteacherguidesstudentstomasterthelisteningpredictionstrategy.Theteachersays:“Beforelistening,wecanusethepicturesprovidedandourexistingknowledgetopredictwhatwewillhear.Thiscanhelpusfocusbetterandimprovelisteningefficiency.”Then,theteacherleadsstudentstoanalyzeeachpictureindetailagain.ForPictureA,theteacherasks:“Whatdoyouthinkthegiantdishisusedfor?Whatkindofsoundorinformationmightitreceive?Willthespeakertalkabouthowitworks?”ForPictureB,theteacherguidesstudentstothink:“Whydoessomeoneplaythepianowiththeirfeet?Isitanexperimenttotestbodyflexibilityoraspecialwaytocreatemusic?Whatdetailsmightthespeakermention?”Afteranalyzingallpictures,theteacherdistributesthelisteningtasksheet,whichincludesthekeyinformationpointstobefilledinforeachpicture.Theteacherasksstudentstopredictthepossibleanswersbasedonthepicturesandwritethemdownintheblank.Thisstepnotonlyhelpsstudentsmasterthepredictionstrategy,butalsolaysafoundationforthewhile-listeninglink.Inthewhile-listeningstage,theteacherplaysthelisteningmaterialtwice.Forthefirsttime,studentsareaskedtolistencarefullyandcheckwhethertheirpredictionsarecorrect,andatthesametimegetthegeneralideaofeachpartofthelisteningcontent.Afterthefirstlistening,theteacherinvitesstudentstosharetheirfeelingsandwhethertheirpredictionsareconsistentwiththeactuallisteningcontent.Then,theteacherplaysthelisteningmaterialforthesecondtime.Thistime,studentsarerequiredtofocusonfillingintheblanksonthetasksheet,includingkeyverbs,nounsandadjectivesrelatedtoscientificactivities.Duringthelisteningprocess,theteacherremindsstudentstotakenotesbriefly,suchaskeytimepoints,experimentalstepsandresults,toavoidmissingimportantinformation.Afterthesecondlistening,theteachercheckstheanswerswiththewholeclass.Forthequestionsthatstudentshavemoremistakes,theteacherplaysthecorrespondingpartofthelisteningmaterialagain,andguidesstudentstolistencarefullyandfindthecorrectanswers.Atthesametime,theteacherexplainsthekeywordsandsentencesinthelisteningmaterial,suchas“reflectlight”,“castashadow”,“conductanexperiment”,“observethephenomenon”andsoon.Theteacheralsoanalyzesthelisteningskillsusedinthispart,suchashowtolocatekeyinformationthroughsignalwords(e.g.,first,then,finally)andhowtoguessthemeaningofnewwordsaccordingtothecontext.Inthepost-listeningstage,theteacherdesignstwoactivitiestoconsolidatethelisteningeffect.Thefirstactivityis“RetelltheListeningContent”.Studentsaredividedintogroupsof5,andeachgroupisresponsibleforretellingthecontentofonepictureinthelisteningmaterial.Theyneedtousethekeywordsandsentencestheyjustlearned,andensurethelogicandfluencyoftheretelling.After5minutesofgrouppreparation,eachgroupsendsarepresentativetoretellinfrontoftheclass.Theteachercommentsontheretellingofeachgroup,pointingouttheadvantagesandareasthatneedimprovement,suchaswhetherthekeyinformationiscomplete,whetherthesentencestructureiscorrect,andwhetherthepronunciationandintonationarestandard.Thesecondactivityis“Discussion”.Theteacherasksstudents:“Whichofthescientificactivitiesinthelisteningmaterialdoyoufindmostinteresting?Why?Ifyouhavethechance,wouldyouliketotrythisactivity?Whatdifficultiesdoyouthinkyoumightencounter?”Studentshaveafreediscussioningroups,andthensharetheirviewswiththewholeclass.Thisactivitynotonlyconsolidatesthelisteningcontent,butalsoconnectslisteningwithspeaking,layingafoundationforthesubsequentspeakingactivities.Speaking:PracticeScientificTopicExpressionandImproveSpeakingFluencyThespeakingpartiscloselyconnectedwiththelisteningpart,focusingontrainingstudents’abilitytointroducescientificexperimentsorresearchinEnglish,andmasteringthekeysentencepatternsfordescribingscientificprocesses.Thispartisalsooneofthekeyanddifficultpointsofthislesson.First,theteachersortsoutthekeysentencepatternsfordescribingscientificexperimentsbasedonthelisteningmaterialandthetextbook.Thesesentencepatternsinclude:1.Theexperimentisabout...2.Todothisexperiment,weneed...3.First,we...;then,we...;finally,we...4.Duringtheexperiment,weobservedthat...5.Theresultoftheexperimentshowsthat...6.Fromthisexperiment,wecanconcludethat...Theteacherwritesthesesentencepatternsontheblackboardandexplainstheirusage,andgivesexamplestohelpstudentsunderstand.Forexample,“Theexperimentisabouthowlightreflectsinahallofmirrors.Todothisexperiment,weneedahallofmirrorsandalightsource.First,weturnonthelightsource;then,weobservethereflectionoflightinthemirrors;finally,werecordthephenomenonwesee.”Afterexplainingthekeysentencepatterns,theteacherarrangesa“PairWork”activity.Studentsworkinpairs,andeachpairchoosesoneofthepicturesinthelisteningmaterialorascientificexperimenttheyarefamiliarwith(suchasthewaterfloatingexperiment,theplantphotosynthesisexperiment,etc.),andusesthekeysentencepatternstointroducetheexperiment.Theteacherwalksaroundtheclassroom,observesthecommunicationofeachpair,andprovidestimelyhelpforstudentswhohavedifficulties.Forexample,somestudentsmaynotknowhowtoexpress“hypothesis”or“conclusion”inEnglish,andtheteachercanremindthemofthecorrespondingwords;somestudentsmayhaveproblemswithsentencestructure,andtheteachercanhelpthemcorrectandimprove.After10minutesofpairpractice,theteacherinvitesseveralpairstoperformtheirdialoguesinfrontoftheclass.Theotherstudentslistencarefullyandevaluatetheirperformancefromtheaspectsoffluency,accuracyofsentencepatterns,andcompletenessofcontent.Theteachermakesasummaryevaluation,affirmstheadvantagesofeachpair,suchasfluentexpressionandcorrectuseofsentencepatterns,andputsforwardsuggestionsforimprovement,suchaspayingattentiontothelogicalconnectionbetweensentencesandenrichingthecontentoftheintroduction.Then,theteacherdesignsa“GroupDiscussion”activitytofurtherimprovestudents’speakingabilityandthinkingquality.Thediscussiontopicis:“Whatqualitiesdoscientistsneedtohave?Doyouthinkyouhavethesequalities?Howcanwecultivatethesequalitiesindailystudyandlife?”Studentsaredividedintogroupsof6,andhaveain-depthdiscussion.Duringthediscussion,theteacherguidesstudentstousethewordsandsentencepatternstheyhavelearned,suchas“patient”,“careful”,“creative”,“persistent”,“bravetoexplore”,“willingtopractice”andsoon.Theteacheralsoencouragesstudentstoexpresstheirownviewsandsupporttheirviewswithspecificexamples.Forexample,studentscantalkaboutStephenHawking,whopersistedinscientificresearchdespitephysicaldisabilities,showinggreatperseveranceandcourage.Afterthediscussion,eachgroupsendsarepresentativetoreportthediscussionresultstothewholeclass.Therepresentativeneedstosummarizetheviewsofthegroupmembersandexpresstheirownopinions.Theteachercommentsonthereportofeachgroup,focusingonwhethertheviewsareclear,whethertheexamplesareappropriate,andwhethertheexpressionisfluentandlogical.Atthesametime,theteacherguidesstudentstorealizethatscientists’qualitiesarenotonlyimportantforscientificresearch,butalsofortheirowngrowthanddevelopment.Reading:ExpandScientificKnowledgeandImproveReadingAbilityThereadingpartselectsapassageaboutStephenHawking,afamousphysicist,whichiscloselyrelatedtotheunitthemeof“ScienceandScientists”.Thispartaimstoexpandstudents’scientificknowledge,improvetheirreadingability,andletstudentslearnfromthespiritofscientists.First,theteacherintroducesStephenHawkingbrieflytostudents,includinghisidentity,majorachievementsandlifeexperience,soastoarousestudents’interestinreading.Theteachersays:“StephenHawkingwasoneofthemostfamousandgiftedscientistsinphysics.Hemadegreatcontributionstotheresearchontheoriginoftheuniverse,eventhoughhesufferedfromaseriousdiseaseandlosttheuseofmostofhismuscles.Todaywewillreadapassageabouthimandlearnmoreabouthisstoryandscientificspirit.”Then,theteacherasksstudentstoreadthepassageindependently.Duringthereadingprocess,studentsarerequiredto:1.Skimthepassagetogetthemainidea;2.Underlinethekeyinformation,suchasHawking’smajorachievements,thedifficultiesheencountered,andhisqualities;3.Markthenewwordsandsentencestheydon’tunderstand.Afterindependentreading,studentscandiscusswiththeirdeskmatestosolvetheproblemstheyencounter.Aftertheindependentreadingandpairdiscussion,theteacherconductsareadingcheck.First,theteacherasksstudentstoanswerthequestion:“Whatisthemainideaofthepassage?”Studentscananswer:“ThepassagemainlyintroducesStephenHawking’slifeexperience,scientificachievementsandthequalitiesthatmadehimagenius.”Then,theteacherasksstudentstosharethekeyinformationtheyunderlined,suchas“HawkingfirstachievedfameasagraduatestudentinphysicsatCambridgeUniversityin1964”,“HepointedoutamistakeinFredHoyle’smathsduringalecture”,“Hisworkonthebigbangtheorywasprovenbyastronomers”,“Hewasbrilliant,braveandwillingtosaywhatotherswereafraidtosay”.Next,theteacherexplainsthenewwordsanddifficultsentencesinthepassage.Thenewwordsinclude“gifted”,“abstract”,“steadystatetheory”,“bigbangtheory”,“champion”,“prove”andsoon.Theteacherexplainsthemeaningandusageofthesewords,andgivesexamplestohelpstudentsmasterthem.Forexample,“gifted”meanshavingnaturalabilityortalent,andtheexamplesentenceis“Sheisagiftedmusician.”Fordifficultsentences,suchas“Sincehecamedownwithadiseasewhichcausedhimtolosetheuseofmostofhismuscles,hisworldbecameoneofabstractthought.”Theteacheranalyzesthesentencestructure,pointsoutthat“since”guidesareasonclause,and“which”guidesanattributiveclausemodifying“adisease”,andhelpsstudentsunderstandthemeaningofthesentencethroughtranslationandexplanation.Then,theteacherdesignsreadingcomprehensionquestionstoteststudents’understandingofthepassage.Thequestionsinclude:1.WhendidHawkingfirstachievefame?2.Whatwerethetwomaintheoriesontheoriginoftheuniverse?3.HowdidHawkingprovethatthebigbangtheorywastrue?4.WhatqualitiesmadeHawkingagenius?Studentsanswerthesequestionsindependently,andthentheteachercheckstheanswerswiththewholeclass.Forthequestionsthatstudentshavemoremistakes,theteacherguidesstudentstogobacktothepassage,findtherelevantinformation,andanalyzethereasonsforthemistakes.Finally,theteacherarrangesa“Discussion”activity.Theteacherasksstudents:“WhatcanwelearnfromStephenHawking?Howcanweapplyhisspirittoourdailystudyandlife?”Studentshaveafreediscussion,andthensharetheirviews.SomestudentsmaysaythattheyshouldlearnHawking’sperseveranceandnevergiveupwhenencounteringdifficulties;somestudentsmaysaythattheyshouldcultivatetheirinterestinscienceanddaretoexploreandinnovate.Theteachersummarizesstudents’views,andencouragesstudentstolearnfromscientists,establishloftyideals,andstudyhardtocontributetothedevelopmentofscience.Writing:IntegrateLearnedKnowledgeandImproveWritingAbilityThewritingpartisthecomprehensiveapplicationoflistening,speakingandreadingskills,focusingontrainingstudents’abilitytowriteashortpassageintroducingascientificexperimentorascientist.Thispartisalsooneofthekeyanddifficultpointsofthislesson.First,theteacherguidesstudentstoreviewthekeywords,sentencepatternsandreadingmaterialslearnedinthislesson.Theteachersays:“Inthislesson,wehavelearnedthekeyvocabularyandsentencepatternsfordescribingscientificexperiments,listenedtointroductionsofscientificactivities,readthestoryofStephenHawking,andpracticedspeakingaboutscientifictopics.Nowwewillusewhatwehavelearnedtowriteashortpassage.”Then,theteacherexplainsthewritingtask:Writeashortpassage(about120-150words)introducingascientificexperimentyouarefamiliarwithorascientistyouadmire.Thepassageshouldincludethefollowingpoints:1.Thenameoftheexperimentorthescientist;2.Themaincontentoftheexperiment(materials,steps,results)orthescientist’smajorachievements;3.Yourfeelingsorinsights.Theteacherprovidesawritingoutlineandexampletohelpstudentsclarifythewritingideas.Thewritingoutlineis:1.Introduction:Brieflyintroducetheexperimentorthescientist;2.Mainbody:Describetheexperiment(materials,steps,results)orthescientist’sachievementsandqualities;3.Conclusion:Expressyourfeelingsorinsights.Theexamplepassageisaboutthe“waterfloatingexperiment”:“TheexperimentIwanttointroduceisthewaterfloatingexperiment.Todothisexperiment,weneedabowlofwater,aneggandsomesalt.First,weputtheeggintothebowlofwater,andwecanseethattheeggsinkstothebottom.Then,weaddsomesalttothewaterandstirituntilthesaltdissolves.Finally,wefindthattheeggfloatsup.Theresultoftheexperimentshowsthatsaltwaterhasgreaterbuoyancythanfreshwater.Fromthisexperiment,Irealizethatscienceiscloselyrelatedtoourdailylife,andweshouldobserveandthinkcarefullytodiscoverthesecretsofscience.”Afterexplainingthewritingtask,outlineandexample,theteacherasksstudentstostartwritingindependently.Duringthewritingprocess,theteacherwalksaroundtheclassroom,providestimelyhelpforstudentswhohavedifficulties.Forexample,somestudentsmaynotknowhowtoarrangethestructureofthepassage,andtheteachercanremindthemtofollowthewritingoutline;somestudentsmayhaveproblemswithwordchoiceorsentencestructure,andtheteachercanhelpthemcorrectandimprove.Theteacheralsoremindsstudentstopayattentiontothespelling,grammarandpunctuationofthepassage,andtousethekeywordsandsentencepatternslearnedinthislessonasmuchaspossible.Afterstudentsfinishwriting,theteacherarrangesa“PeerReview”activity.Studentsexchangetheircompositionswiththeirdeskmates,andevaluateeachother’scompositionsaccordingtothefollowingstandards:1.Isthecontentcomplete(includingalltherequiredpoints)?2.Isthestructureclearandlogical?3.Arethekeywordsandsentencepatternsusedcorrectly?4.Arethereanyspelling,grammarorpunctuationmistakes?5.Istheexpressionfluent?Studentsputforwardsuggestionsforimprovementontheirdeskmates’compositions.Then,theteachercollectssometypicalcompositions(includingexcellentonesandthosewithcommonproblems)andcommentsontheminclass.Forexcellentcompositions,theteacherreadsthemaloud,andanalyzestheiradvantages,suchascompletecontent,clearstructure,correctuseofse