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

该教案聚焦“科学与科学家”主题的语言运用，通过展示五张科学实验图片引导学生观察讨论，激活已有知识并补充关键词汇，搭建从已知到新知的学习支架，为听、说、读、写活动奠定基础。 资料特色在于多技能整合与核心素养融合，听力环节训练预测策略提升语言能力，阅读霍金故事渗透文化意识与思维品质，口语写作任务结合科学案例强化逻辑表达。分层作业满足差异需求，助力学生综合语言运用与科学素养提升，为教师提供结构化、情境化的教学方案。

Unit 1 Science and Scientists-Using Language 内容导航 This section focuses on integrating listening, speaking, reading and writing skills around the theme of science and scientists. It includes picture-based listening prediction, scientific experiment introduction, and topic-related speaking and writing tasks. It guides students to master key vocabulary and sentence patterns for describing scientific activities, understand the process and spirit of scientific research, and improve their comprehensive English application ability in scientific contexts. It also involves relevant scientific cases and practical communication scenarios to deepen students’ understanding of the unit theme. 教学目标和重难点 1. 教学目标 Language Ability: Master core vocabulary and sentence patterns for scientific topics, and improve the ability to listen for key information, speak fluently and write logically about scientific experiments or research. Cultural Awareness: Understand the development of science in different cultural backgrounds, recognize the common pursuit of scientists for truth, and enhance cross-cultural communication awareness. Thinking Quality: Cultivate critical thinking and logical reasoning ability through analyzing scientific cases and discussing scientific issues. Learning Ability: Master listening and speaking strategies such as picture prediction, and develop autonomous learning and cooperative learning abilities in group activities. 2. 教学重难点 Key Points: Master vocabulary related to scientific experiments (e.g., experiment, hypothesis, observe, conclude) and sentence patterns for describing scientific processes; grasp listening strategies of predicting based on pictures; be able to introduce scientific experiments or research clearly and fluently in English. Difficult Points: Using complex sentences correctly to describe scientific procedures and results; applying listening prediction strategies flexibly to improve listening efficiency; expressing personal views on scientific issues logically and accurately in spoken and written English. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The lead-in link is designed to connect students’ prior knowledge with the current teaching content, activate their existing vocabulary and experience related to science and scientists, and lay a foundation for the smooth development of subsequent listening, speaking, reading and writing activities. First, the teacher shows five pictures on the screen, which are consistent with the pictures in Activity 7 of the textbook: Picture A shows a giant dish and the word “whisper”, Picture B shows a piano keyboard with feet playing it, Picture C shows a blue screen with bright lights, Picture D shows a hall of mirrors with light reflection, and Picture E shows a white light casting rainbow-colored shadows. The teacher asks students to observe the pictures carefully and have a free discussion in pairs. The discussion questions are: “What do you think each picture is about? What kind of scientific activity or experiment might it show? Can you use some simple English words to describe the pictures?” After 3 minutes of pair discussion, the teacher invites several groups to share their views. For example, some students may say that Picture A might be related to a radio telescope, which is used to receive signals from outer space; Picture B might be an experiment about sound or body coordination; Picture E might be an experiment about light dispersion. During the sharing process, the teacher positively affirms students’ reasonable guesses, and at the same time supplements and sorts out key vocabulary related to the pictures, such as “giant dish”, “whisper”, “piano keyboard”, “blue screen”, “hall of mirrors”, “reflect”, “white light”, “cast shadows”, “rainbow” and so on. These vocabularies will help students better understand the listening content later. Then, the teacher summarizes: “Today we will learn Using Language of Unit 1 Science and Scientists. Through this lesson, we will learn how to predict listening content through pictures, master the language for describing scientific experiments, and learn to introduce scientific research or experiments in English. Let’s start our learning journey.” Listening: Master Prediction Strategies and Improve Listening Ability This part is divided into three steps: pre-listening, while-listening and post-listening, focusing on training students’ listening prediction ability and ability to obtain key information, which is also one of the key points of this lesson. In the pre-listening stage, the teacher guides students to master the listening prediction strategy. The teacher says: “Before listening, we can use the pictures provided and our existing knowledge to predict what we will hear. This can help us focus better and improve listening efficiency.” Then, the teacher leads students to analyze each picture in detail again. For Picture A, the teacher asks: “What do you think the giant dish is used for? What kind of sound or information might it receive? Will the speaker talk about how it works?” For Picture B, the teacher guides students to think: “Why does someone play the piano with their feet? Is it an experiment to test body flexibility or a special way to create music? What details might the speaker mention?” After analyzing all pictures, the teacher distributes the listening task sheet, which includes the key information points to be filled in for each picture. The teacher asks students to predict the possible answers based on the pictures and write them down in the blank. This step not only helps students master the prediction strategy, but also lays a foundation for the while-listening link. In the while-listening stage, the teacher plays the listening material twice. For the first time, students are asked to listen carefully and check whether their predictions are correct, and at the same time get the general idea of each part of the listening content. After the first listening, the teacher invites students to share their feelings and whether their predictions are consistent with the actual listening content. Then, the teacher plays the listening material for the second time. This time, students are required to focus on filling in the blanks on the task sheet, including key verbs, nouns and adjectives related to scientific activities. During the listening process, the teacher reminds students to take notes briefly, such as key time points, experimental steps and results, to avoid missing important information. After the second listening, the teacher checks the answers with the whole class. For the questions that students have more mistakes, the teacher plays the corresponding part of the listening material again, and guides students to listen carefully and find the correct answers. At the same time, the teacher explains the key words and sentences in the listening material, such as “reflect light”, “cast a shadow”, “conduct an experiment”, “observe the phenomenon” and so on. The teacher also analyzes the listening skills used in this part, such as how to locate key information through signal words (e.g., first, then, finally) and how to guess the meaning of new words according to the context. In the post-listening stage, the teacher designs two activities to consolidate the listening effect. The first activity is “Retell the Listening Content”. Students are divided into groups of 5, and each group is responsible for retelling the content of one picture in the listening material. They need to use the key words and sentences they just learned, and ensure the logic and fluency of the retelling. After 5 minutes of group preparation, each group sends a representative to retell in front of the class. The teacher comments on the retelling of each group, pointing out the advantages and areas that need improvement, such as whether the key information is complete, whether the sentence structure is correct, and whether the pronunciation and intonation are standard. The second activity is “Discussion”. The teacher asks students: “Which of the scientific activities in the listening material do you find most interesting? Why? If you have the chance, would you like to try this activity? What difficulties do you think you might encounter?” Students have a free discussion in groups, and then share their views with the whole class. This activity not only consolidates the listening content, but also connects listening with speaking, laying a foundation for the subsequent speaking activities. Speaking: Practice Scientific Topic Expression and Improve Speaking Fluency The speaking part is closely connected with the listening part, focusing on training students’ ability to introduce scientific experiments or research in English, and mastering the key sentence patterns for describing scientific processes. This part is also one of the key and difficult points of this lesson. First, the teacher sorts out the key sentence patterns for describing scientific experiments based on the listening material and the textbook. These sentence patterns include: 1. The experiment is about... 2. To do this experiment, we need... 3. First, we...; then, we...; finally, we... 4. During the experiment, we observed that... 5. The result of the experiment shows that... 6. From this experiment, we can conclude that... The teacher writes these sentence patterns on the blackboard and explains their usage, and gives examples to help students understand. For example, “The experiment is about how light reflects in a hall of mirrors. To do this experiment, we need a hall of mirrors and a light source. First, we turn on the light source; then, we observe the reflection of light in the mirrors; finally, we record the phenomenon we see.” After explaining the key sentence patterns, the teacher arranges a “Pair Work” activity. Students work in pairs, and each pair chooses one of the pictures in the listening material or a scientific experiment they are familiar with (such as the water floating experiment, the plant photosynthesis experiment, etc.), and uses the key sentence patterns to introduce the experiment. The teacher walks around the classroom, observes the communication of each pair, and provides timely help for students who have difficulties. For example, some students may not know how to express “hypothesis” or “conclusion” in English, and the teacher can remind them of the corresponding words; some students may have problems with sentence structure, and the teacher can help them correct and improve. After 10 minutes of pair practice, the teacher invites several pairs to perform their dialogues in front of the class. The other students listen carefully and evaluate their performance from the aspects of fluency, accuracy of sentence patterns, and completeness of content. The teacher makes a summary evaluation, affirms the advantages of each pair, such as fluent expression and correct use of sentence patterns, and puts forward suggestions for improvement, such as paying attention to the logical connection between sentences and enriching the content of the introduction. Then, the teacher designs a “Group Discussion” activity to further improve students’ speaking ability and thinking quality. The discussion topic is: “What qualities do scientists need to have? Do you think you have these qualities? How can we cultivate these qualities in daily study and life?” Students are divided into groups of 6, and have a in-depth discussion. During the discussion, the teacher guides students to use the words and sentence patterns they have learned, such as “patient”, “careful”, “creative”, “persistent”, “brave to explore”, “willing to practice” and so on. The teacher also encourages students to express their own views and support their views with specific examples. For example, students can talk about Stephen Hawking, who persisted in scientific research despite physical disabilities, showing great perseverance and courage. After the discussion, each group sends a representative to report the discussion results to the whole class. The representative needs to summarize the views of the group members and express their own opinions. The teacher comments on the report of each group, focusing on whether the views are clear, whether the examples are appropriate, and whether the expression is fluent and logical. At the same time, the teacher guides students to realize that scientists’ qualities are not only important for scientific research, but also for their own growth and development. Reading: Expand Scientific Knowledge and Improve Reading Ability The reading part selects a passage about Stephen Hawking, a famous physicist, which is closely related to the unit theme of “Science and Scientists”. This part aims to expand students’ scientific knowledge, improve their reading ability, and let students learn from the spirit of scientists. First, the teacher introduces Stephen Hawking briefly to students, including his identity, major achievements and life experience, so as to arouse students’ interest in reading. The teacher says: “Stephen Hawking was one of the most famous and gifted scientists in physics. He made great contributions to the research on the origin of the universe, even though he suffered from a serious disease and lost the use of most of his muscles. Today we will read a passage about him and learn more about his story and scientific spirit.” Then, the teacher asks students to read the passage independently. During the reading process, students are required to: 1. Skim the passage to get the main idea; 2. Underline the key information, such as Hawking’s major achievements, the difficulties he encountered, and his qualities; 3. Mark the new words and sentences they don’t understand. After independent reading, students can discuss with their deskmates to solve the problems they encounter. After the independent reading and pair discussion, the teacher conducts a reading check. First, the teacher asks students to answer the question: “What is the main idea of the passage?” Students can answer: “The passage mainly introduces Stephen Hawking’s life experience, scientific achievements and the qualities that made him a genius.” Then, the teacher asks students to share the key information they underlined, such as “Hawking first achieved fame as a graduate student in physics at Cambridge University in 1964”, “He pointed out a mistake in Fred Hoyle’s maths during a lecture”, “His work on the big bang theory was proven by astronomers”, “He was brilliant, brave and willing to say what others were afraid to say”. Next, the teacher explains the new words and difficult sentences in the passage. The new words include “gifted”, “abstract”, “steady state theory”, “big bang theory”, “champion”, “prove” and so on. The teacher explains the meaning and usage of these words, and gives examples to help students master them. For example, “gifted” means having natural ability or talent, and the example sentence is “She is a gifted musician.” For difficult sentences, such as “Since he came down with a disease which caused him to lose the use of most of his muscles, his world became one of abstract thought.” The teacher analyzes the sentence structure, points out that “since” guides a reason clause, and “which” guides an attributive clause modifying “a disease”, and helps students understand the meaning of the sentence through translation and explanation. Then, the teacher designs reading comprehension questions to test students’ understanding of the passage. The questions include: 1. When did Hawking first achieve fame? 2. What were the two main theories on the origin of the universe? 3. How did Hawking prove that the big bang theory was true? 4. What qualities made Hawking a genius? Students answer these questions independently, and then the teacher checks the answers with the whole class. For the questions that students have more mistakes, the teacher guides students to go back to the passage, find the relevant information, and analyze the reasons for the mistakes. Finally, the teacher arranges a “Discussion” activity. The teacher asks students: “What can we learn from Stephen Hawking? How can we apply his spirit to our daily study and life?” Students have a free discussion, and then share their views. Some students may say that they should learn Hawking’s perseverance and never give up when encountering difficulties; some students may say that they should cultivate their interest in science and dare to explore and innovate. The teacher summarizes students’ views, and encourages students to learn from scientists, establish lofty ideals, and study hard to contribute to the development of science. Writing: Integrate Learned Knowledge and Improve Writing Ability The writing part is the comprehensive application of listening, speaking and reading skills, focusing on training students’ ability to write a short passage introducing a scientific experiment or a scientist. This part is also one of the key and difficult points of this lesson. First, the teacher guides students to review the key words, sentence patterns and reading materials learned in this lesson. The teacher says: “In this lesson, we have learned the key vocabulary and sentence patterns for describing scientific experiments, listened to introductions of scientific activities, read the story of Stephen Hawking, and practiced speaking about scientific topics. Now we will use what we have learned to write a short passage.” Then, the teacher explains the writing task: Write a short passage (about 120-150 words) introducing a scientific experiment you are familiar with or a scientist you admire. The passage should include the following points: 1. The name of the experiment or the scientist; 2. The main content of the experiment (materials, steps, results) or the scientist’s major achievements; 3. Your feelings or insights. The teacher provides a writing outline and example to help students clarify the writing ideas. The writing outline is: 1. Introduction: Briefly introduce the experiment or the scientist; 2. Main body: Describe the experiment (materials, steps, results) or the scientist’s achievements and qualities; 3. Conclusion: Express your feelings or insights. The example passage is about the “water floating experiment”: “The experiment I want to introduce is the water floating experiment. To do this experiment, we need a bowl of water, an egg and some salt. First, we put the egg into the bowl of water, and we can see that the egg sinks to the bottom. Then, we add some salt to the water and stir it until the salt dissolves. Finally, we find that the egg floats up. The result of the experiment shows that salt water has greater buoyancy than fresh water. From this experiment, I realize that science is closely related to our daily life, and we should observe and think carefully to discover the secrets of science.” After explaining the writing task, outline and example, the teacher asks students to start writing independently. During the writing process, the teacher walks around the classroom, provides timely help for students who have difficulties. For example, some students may not know how to arrange the structure of the passage, and the teacher can remind them to follow the writing outline; some students may have problems with word choice or sentence structure, and the teacher can help them correct and improve. The teacher also reminds students to pay attention to the spelling, grammar and punctuation of the passage, and to use the key words and sentence patterns learned in this lesson as much as possible. After students finish writing, the teacher arranges a “Peer Review” activity. Students exchange their compositions with their deskmates, and evaluate each other’s compositions according to the following standards: 1. Is the content complete (including all the required points)? 2. Is the structure clear and logical? 3. Are the key words and sentence patterns used correctly? 4. Are there any spelling, grammar or punctuation mistakes? 5. Is the expression fluent? Students put forward suggestions for improvement on their deskmates’ compositions. Then, the teacher collects some typical compositions (including excellent ones and those with common problems) and comments on them in class. For excellent compositions, the teacher reads them aloud, and analyzes their advantages, such as complete content, clear structure, correct use of sentence patterns and fluent expression, and encourages other students to learn from them. For compositions with common problems, the teacher points out the existing problems, such as incomplete content, incorrect sentence structure, and spelling mistakes, and guides students to correct them together. This activity not only helps students find their own problems, but also learns from each other’s advantages, improving their writing ability. Summary and Homework: Consolidate Learning and Extend Application In the summary link, the teacher leads students to review the key content of this lesson. The teacher says: “Today we have learned Using Language of Unit 1 Science and Scientists. We have mastered the key vocabulary and sentence patterns for describing scientific experiments, learned the listening prediction strategy, practiced speaking about scientific topics, read the story of Stephen Hawking, and written a short passage about a scientific experiment or a scientist. We have not only improved our comprehensive English application ability, but also learned the spirit of scientists.” Then, the teacher summarizes the four-dimensional key competencies cultivated in this lesson, helping students clarify their learning gains. In the homework link, the teacher arranges three levels of homework to meet the needs of different students: 1. Basic homework: Review the key words, sentence patterns and reading materials of this lesson, and recite the key sentence patterns for describing scientific experiments. 2. Intermediate homework: Revise the composition written in class according to the peer review and teacher’s comments, and improve it. 3. Extended homework: Find more information about a famous scientist in English, and write a short introduction (about 150 words) about him/her; or design a simple scientific experiment, and write a passage to introduce the experiment process and results. At the end of the class, the teacher encourages students: “Science is a vast and magical world. I hope you can maintain your curiosity and enthusiasm for science, learn from scientists, use the English knowledge and skills you have learned to explore the secrets of science, and become people who love science and are willing to contribute to scientific development.” 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 $