Unit 1 Science and Scientists Using language 教学设计-2025-2026学年高中英语人教版选择性必修第二册

PEP Selective Compulsory Book 2 Unit 1: Science and Scientists Using Language: Talk about scientific experiences Lesson Plan Ⅰ. Teaching Philosophy The lesson plan is closely in line with New English Curriculum Standards, which stresses the cultivation of students’ English core competencies. They include language proficiency, cultural awareness, thinking quality and learning ability. Meanwhile, the New English Curriculum Standards advocate improving students’ ability to learn and apply English through Activity-based Approach to English Learning, which includes learning and understanding, applying and practicing, and transferring and creating. English core competencies Activity-based Approach to English Learning Ⅱ. Analysis of Teaching Materials What This section is in Using Language, which is the third part of Unit 1, Science and Scientists. The theme is Talking about scientific experiences. The listening and speaking activities in this section aims to encourage students to find the charm of scientific research. The listening activities focus on an experience of visiting a science museum, and the speaking activities aim to enable students to talk about some scientific experiments they experienced before or are interested in. These scientific experiments can activate students’ relevant experiences, enabling them to discuss more scientific exploration and describe their own participation in experiments and research with classmates. These activities show the theme of this section, that is Science and Human. Why The listening material is about a conversation between friends. Bill misses the science museum visit due to illness, so his friend Judy shares this interesting scientific experience with him. Judy vividly describes the experiments she experienced in the museum, showing her amazement and curiosity. After listening, Bill expresses great interest in these experiments through his intonation. The listening materials can arouse students’ interest in scientific experiment and they will realize the benefit of learning science through experience. Students can remember their past related experiences, and prepare for the later discussion. How The listening material is a conversation which is quite difficult for students to understand. It includes an introduction of five scientific experiments. Therefore, the vocabulary is related to science. Ⅲ. Analysis of Students (SWOT) The target students are in the second grade of senior high school. SWOT Strengths 1. Before the lesson, they have learned about some vocabulary related to science and scientists, so they possess the basic information about scientific experiences. 2. The students also have some basic listening skills such as listening for the gist, and can express themselves using some simple speaking strategies. Weaknesses 1. The students don't know how to predict certain information of listening materials well. 2. They lack the ability to describe a simple scientific experiment or experience logically. 3. Students’ interest in scientific research needs strengthening, and they don’t realize the importance of experiencing scientific research. Opportunities 1. This lesson provides an opportunity for students to understand the importance of learning science in experience. 2. This lesson will arouse students' curiosity about scientific research and experiments. Threats 1. During the lesson, students may not know how to predict the information of the listening materials accurately. 2. It may be difficult for them to clearly express their experience about the scientific experiments. Ⅳ. Learning Objectives Language proficiency 1. Students can understand five scientific experiments in the listening text. 2. They can pay more attention to tone and intonation when expressing themselves, and learn how to use intonation to show their emotions. Learning ability 1. Students will master some listening strategies such as inferring emotion and attitude through intonation. 2.Their ability to predict key information from the listening materials will be developed. Culture awareness 1. This lesson enables students to develop greater interest in scientific research and experiments. 2. They will realize the close relationship between science and life through discussing the significance of scientific experiments. Thinking quality 1.Through speaking activities, students can describe an experience of a scientific experiment more logically and clearly. Ⅴ. Teaching Method Activity-based Approach to English Learning Ⅵ. Teaching Procedure Teaching steps Teachers’ activities Students’ activities Evaluation Activity 1 Lead-in 1. Teacher conducts an experiment with a sheet of paper, an empty bottle and a ruler. 2. Teacher asks students to describe the process of the experiment. 3. Teacher introduces the topic, scientific experiences, and the task, to describe a scientific phenomenon. 1. Students observe the experiment and describe the process. Teacher evaluation: Teacher assesses students’description and give feedback. Justification: To introduce the topic and task directly and trigger students’ interest and curiosity in science. Learning and understanding Activity 2 Observe and predict 1. Teacher introduces the digital figure-Judy who shares her experiences in a science museum. 2. Teacher presents 5 pictures of Judy’s scientific experiences and asks students to describe the pictures by answering the two questions:  What can you see in the picture?  What is he/she doing? 3. Teacher writes down students’ answers on the blackboard and guides students to predict the listening materials. 1. Students observe the pictures and describe them. 2. Students predict the listening materials. Peer evaluation: Students share their ideas and evaluate others’ answers Justification: To improve students’ listening strategy of predicting by using pictures, provide background information of the listening materials with students and remove vocabulary barriers Activity 3 Listen and complete 1. Teacher plays the recordings of the 5 scientific experiences respectively and asks students to complete the sentences. 2. Teacher invites students to give their answers. 3. Teacher guides students to summarize the framework of describing a scientific phenomenon from the dialogue. 1. Students listen to the recordings respectively and complete the sentences. 2. Students check their answers. 3. Students think and share their thoughts. Teacher evaluation: Teacher assesses students’ by checking their answers. Justification: To help students understand each scientific experience, and provide the scaffolding for later presentation of their scientific experiment Activity 4 Listen and infer 1. Teacher plays the whole recording and asks students to mark the intonation feature of the given students. 2. Teacher guides students to infer the boy’s emotion in terms of his intonation and expressions. 3. Teacher presents the listening strategy of inferring speakers’ emotion based the intonation feature. 4. Teacher states the charm of science to raise students’ positive feelings towards it. 2. Students infer the boy’s attitude towards the scientific phenomena and state their points. 3. Students resonate with the speaker’s emotion. 1. Students listen to the recording and mark the intonation features of given sentences. Teacher evaluation: Teacher assesses students’ findings through asking them to sharing their viewpoints. Justification: To improve students’ listening strategy of inferring speakers’ emotion through analyzing their intonation features, and guide students to perceive the charm of science. Application and practice Activity 5 Discuss and share 1. Teacher asks students to share which scientific phenomenon they attempt to experience and explain the reasons. Teacher requires students to think about the significance of these scientific phenomena in actual life. 3. Teacher summarizes the effect of science on our daily life 1. Students think about the significance of science and share. 2. Students state their inclination to the scientific phenome non and explain their choice. Teacher evaluation: Teacher assesses students’understanding of the dialogue by asking them to describe particular scientific phenomenon. Justification: To assess students’ understanding of the listening material and guide students to know the significance of science. Transfer and innovation (12 minutes) Activity 6 Experience and describe 1. Group work: Teacher plays a video of simple experiments for students and provide materials for students to conduct these experiments. 2. Teachers presents the language scaffolding that students need for describing a phenomenon. 3. Teachers asks students to describe the scientific phenomenon they find with the help of scaffolding. 4. Teacher asks students to share their experiments and gives feedback. 1. Students watch the video and conduct experiments. 2. Students learn the language structures and examples. 3. Students produce their presentation. Teacher evaluation: Teacher assesses students’ presentation in terms of content, clarity and grammatical correctness. Justification: To let students experience scientific phenomenon through conducting experiments by themselves, improve their speaking ability through describing their experiences and trigger their interest in science. Self-evaluation Justification: To identify and fill learning gaps through self-evaluation. Assignment 1. Compulsory: Adapt your description to a dialogue, do dubbing and send to our class chat group. 2. Optional: Visit the Shandong Provincial Science and Technology Museum on the weekend and share your scientific experience. Teacher & AI evaluation: Teacher assesses students’ oral work by applying AI Justification: To improve students’ oral English proficiency, assess students’ learning outcomes and to encourage students to know more about natural science. 学科网（北京）股份有限公司 $