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

Unit 1 Science and Scientists-Learning About Language 内容导航 This section focuses on science-themed vocabulary building via affixation and collocation, and systematic study of predicative clauses, enabling students to use accurate language to describe scientific research and express opinions in academic contexts. 教学目标和重难点 1. 教学目标 In terms of language competence, students master scientific vocabulary and predicative clauses to improve accurate expression in science-related contexts. For cultural awareness, they understand the global value of scientific spirit and respect diverse scientific contributions. In thinking quality, they develop logical and critical thinking by analyzing scientific language and reasoning. Regarding learning ability, they master word-building and grammar learning strategies to enhance independent and cooperative inquiry skills. 2. 教学重难点 The key points are mastering science-related vocabulary, word formation rules, verb phrases, and the structure and usage of predicative clauses. The difficult points lie in distinguishing predicative clauses from other noun clauses, using connectives correctly, and flexibly applying vocabulary and grammar in describing scientific processes and expressing academic views. 教学过程 Step 1 Lead-in The teacher greets students and briefly reviews the main content of the reading passage about John Snow and how he defeated cholera, guiding students to recall key scientific research words they have learned. The teacher then shows several pictures of modern scientific experiments and asks students to talk about what they see in simple English. After students’ free expression, the teacher points out that to describe scientific research clearly and accurately, they need to learn specific vocabulary and sentence structures, thus leading to the topic of this class: Learning About Language, including vocabulary building and discovering useful structures. The teacher writes the topic on the blackboard and clearly states the learning objectives: first, expand vocabulary through affixation and collocation; second, master the usage of predicative clauses; third, use the learned language knowledge to talk about scientific research. Step 2 Pre-class Check and Vocabulary Activation The teacher designs a quick quiz to check students’ pre-class preview. The quiz includes matching common prefixes and suffixes with their meanings, such as re-, un-, -tion, -ist, and asking students to give one example word for each affix. The teacher randomly invites students to answer and corrects mistakes in time, emphasizing that affixation is an efficient way to enlarge vocabulary, especially in scientific English where many professional words are formed by affixation. Then, the teacher presents several key verbs from the unit, such as suspect, transform, expose, link, and asks students to work in pairs to think about common prepositions or adverbs that collocate with these verbs, writing down the phrases on the notebook. After pair work, the teacher invites representatives of each pair to share their answers, lists all correct collocations on the blackboard, explains the meaning and usage of each phrase with simple scientific contexts, and guides students to understand that fixed collocations can make language expression more natural and authentic in scientific description. Step 3 Build up Your Vocabulary – Activity 1: Word Formation The teacher guides students to open the textbook and look at Activity 1 of Build up Your Vocabulary, which lists several prefixes and suffixes related to science and research. The teacher first explains the core meaning of each affix in detail: prefixes like bio- related to life, geo- related to earth, -logy indicating a subject, -ist referring to a person expert in a field. Then, the teacher asks students to independently complete the exercise, writing as many words as possible using the given affixes, combining their existing knowledge and the unit vocabulary. After independent completion, students conduct group discussion within four people, compare their word lists, supplement each other’s missing words, and mark the words that appear in the unit reading and key new words. The teacher walks around the classroom to provide guidance, especially helping students distinguish the subtle differences between similar affixes. Next, each group sends a spokesperson to share the words they have sorted out, and the teacher summarizes all the words on the blackboard, classifying them into nouns for people, nouns for subjects, verbs, and adjectives. The teacher selects several representative words, such as biologist, geologist, infectious, transformation, and guides students to make sentences related to scientific research to consolidate the usage of these words. The teacher also reminds students to pay attention to spelling changes during word formation, such as the transformation of word forms when adding suffixes, to avoid spelling mistakes. Step 4 Build up Your Vocabulary – Activity 2 & 3: Collocation and Substitution For Activity 2, the teacher presents the exercise of matching verbs with prepositions to form phrases on the screen. Students first finish the matching independently, then check answers with desk mates. The teacher announces the standard answers and explains the collocation rules, emphasizing that some verb phrases have fixed meanings in scientific contexts and cannot be changed at will. Then, students use the formed phrases to complete the following sentences, filling in the blanks with the correct forms. The teacher invites students to read the complete sentences aloud and analyzes the context of each sentence to help students understand how to use these phrases properly. For Activity 3, the task is to replace the underlined parts in sentences with the given words and phrases from the unit. The teacher first lets students read the sentences carefully, understand the meaning of the underlined parts, and then select the most appropriate words or phrases for substitution. After students finish, the teacher conducts interactive checking, asking students to explain why they choose such words, and guiding them to pay attention to the consistency of part of speech and meaning in substitution. Through these two activities, the teacher helps students realize that vocabulary learning is not only about memorizing words but also about mastering collocations and flexible use in context, laying a foundation for accurate language output in scientific topics. Step 5 Build up Your Vocabulary – Activity 4: Contextual Vocabulary Application The teacher distributes a short passage about developing new cold medicine, which has several blanks and requires students to fill in the blanks with the correct forms of the given key words from the unit. This passage is closely related to the theme of science and scientists, and the blanks cover nouns, verbs, adjectives and other word forms, testing students’ comprehensive application ability of vocabulary. Students first read the passage quickly to grasp the general idea, then analyze the part of speech needed for each blank according to the context and grammatical structure, and finally fill in the words with appropriate forms. After independent completion, students check answers in groups, discuss the reasons for filling in each word, especially the changes in word forms such as tense, voice and part of speech transformation. The teacher then conducts a detailed explanation of the whole passage, focusing on the words that students have more mistakes in, analyzing the context clues and grammatical rules for filling in the blanks. This activity enables students to apply the vocabulary learned in a complete discourse, improving their ability to use vocabulary in context and deepening their understanding of scientific themes. Step 6 Lead into Grammar: Discover Useful Structures – Predicative Clauses After finishing the vocabulary part, the teacher transitions to the grammar learning of this class, telling students that in addition to rich vocabulary, specific sentence structures are needed to express complex scientific opinions and research conclusions, and today they will learn predicative clauses, a commonly used sentence structure in academic English. The teacher first shows several sentences from the unit reading passage, letting students find the sentences with be verbs or linking verbs and analyze the components after the linking verbs. Students observe and discuss in groups, and the teacher guides them to find that the parts after linking verbs are used to explain the subject, and when these parts are clauses, they are predicative clauses. The teacher then clearly defines the predicative clause: a clause that acts as a predicative in a sentence, placed after linking verbs such as be, look, seem, appear, become, etc., to explain or illustrate the nature, identity, state of the subject. The teacher lists typical examples of predicative clauses on the blackboard, combining scientific themes, such as “The truth is that cholera was spread by polluted water.” “The problem is how we can prevent this disease.” Then, the teacher guides students to observe the structure of these sentences, summarizing the basic structure of predicative clauses: subject + linking verb + connective + predicate clause. Step 7 Explain Key Points of Predicative Clauses The teacher focuses on explaining the connectives of predicative clauses, classifying them into three categories: first, connectives that do not act as components, such as that, whether, noting that that cannot be omitted in predicative clauses and whether cannot be replaced by if; second, connective pronouns that act as components, such as what, who, which, whose, whatever, whoever, which act as subjects, objects, attributives in the clause; third, connective adverbs that act as adverbials, such as when, where, why, how, whenever, however, which act as adverbials of time, place, reason, manner in the clause. The teacher combines scientific theme sentences to explain each type of connective one by one, giving positive examples and analyzing wrong sentences to help students distinguish usage. Then, the teacher emphasizes the differences between predicative clauses and other noun clauses, especially the difference from subject clauses and object clauses, pointing out that the position of predicative clauses is fixed after linking verbs, which is an important feature to distinguish them. The teacher also explains the special usage of predicative clauses, such as the clauses after nouns like fact, truth, hope, idea, problem, etc., to further deepen students’ understanding. During the explanation, the teacher constantly interacts with students, asking questions to check students’ understanding, and patiently answers students’ doubts to ensure that each student can grasp the basic rules of predicative clauses. Step 8 Grammar Practice – Basic Exercises The teacher designs progressive basic exercises to consolidate students’ grasp of predicative clauses. The first exercise is to choose the correct connectives to complete the predicative clauses, covering all types of connectives, with sentences closely related to scientific research, such as “The doubt is ______ the new medicine is safe enough.” “The key is ______ we can collect enough data for the experiment.” Students finish independently first, then check answers in pairs, and the teacher explains the difficult questions. The second exercise is to judge whether the sentences are correct and correct the mistakes, mainly aiming at the common mistakes of students, such as omitting that, using if instead of whether, wrong connectives, etc. The teacher invites students to come to the blackboard to correct the mistakes and explain the reasons, strengthening students’ impression of error-prone points. The third exercise is to translate Chinese sentences into English using predicative clauses, such as “The fact is that this scientist has spent ten years on this research.” “The question is how we can improve the efficiency of the experiment.” Through translation practice, students can transform grammatical knowledge into language output ability, and feel the application of predicative clauses in expressing scientific content. Step 9 Grammar Practice – Contextual and Comprehensive Application To improve students’ ability to use predicative clauses in context, the teacher designs a dialogue completion exercise. The dialogue is between two students talking about scientific experiments and research plans, with many blanks that need to be filled with appropriate predicative clauses. Students first read the dialogue to understand the context, then fill in the blanks with correct connectives and clause contents according to the context. After completion, students practice the dialogue in pairs, reading it fluently to feel the natural use of predicative clauses in communication. Then, the teacher designs a short writing task: ask students to write 3-5 sentences about their views on a scientific phenomenon or a scientist’s research, using at least two predicative clauses. Students write independently, and the teacher walks around to guide students to use the connectives and sentence structures correctly. After writing, some students are invited to share their sentences, and the teacher and other students comment together, pointing out the advantages and areas for improvement, so that students can learn from each other and improve together. This comprehensive application practice links grammar learning with real language use, enabling students to master grammar rules and use them flexibly to express their own ideas about scientific themes. Step 10 Summary and Interactive Consolidation The teacher leads students to review the key content of this class together: first, review the affixation rules and key collocations learned in vocabulary building, and the method of applying vocabulary in scientific discourse; second, review the definition, structure, connective types and usage rules of predicative clauses, and the key points to distinguish from other noun clauses. The teacher uses the mind map form to sort out all the knowledge points on the blackboard, making the knowledge system clear at a glance. Then, the teacher carries out a quick interactive quiz, asking students to answer questions orally, such as “What is the function of a predicative clause?” “What connectives can be used in predicative clauses?” “Can we use ‘if’ instead of ‘whether’ in a predicative clause?” to check students’ mastery of knowledge in real time. For the knowledge points that students are not familiar with, the teacher gives a brief supplementary explanation to ensure that all students can master the core content of this class. Step 11 Homework Assignment The teacher assigns layered homework to meet the learning needs of different students. First, basic homework: review the vocabulary and collocations learned in this class, memorize the key words and their usage, and complete the remaining vocabulary exercises in the textbook; sort out the notes of predicative clauses, write 5 correct predicative clause sentences related to science and scientists. Second, improved homework: find 3 sentences with predicative clauses from English popular science articles, copy them down and analyze the connectives and sentence structures; rewrite 5 simple sentences about scientific research into sentences with predicative clauses to improve language expression ability. Third, extended homework: conduct a small interview with desk mates, talking about their favorite scientists and their views on scientific research, record 3-5 sentences using the vocabulary and predicative clauses learned in this class, and prepare to share in the next class. The teacher emphasizes that homework should be completed independently and carefully, and the vocabulary and grammar learned should be used flexibly to improve comprehensive language application ability. Step 12 Emotional Attitude Education and Class Closing At the end of the class, the teacher combines the theme of science and scientists to carry out emotional education, telling students that the process of scientific research is a process of continuous exploration and rigorous reasoning, and learning English well can help us understand more scientific knowledge and spread scientific spirit. The teacher encourages students to maintain curiosity about science, learn scientific vocabulary and grammatical structures earnestly, and use accurate English to express scientific ideas and show the style of young scientific learners. Finally, the teacher summarizes the whole class, praises the students for their active participation and serious thinking in class, and looks forward to students’ better performance in using the learned language knowledge in the next class. The teacher says goodbye to the students and ends the class. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $