Unit 1 Science and Scientists-Assessing Your Progress 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-Assessing Your Progress 内容导航 This section evaluates students’ mastery of Unit 1, including scientific vocabulary, predicative clauses, and the theme of science and scientists. It consists of language tests, self-reflection, and group projects, helping students identify strengths and weaknesses and apply knowledge comprehensively. 教学目标和重难点 1. 教学目标 Language Ability: Develops students’ ability to use scientific vocabulary and predicative clauses in context for listening, speaking, reading and writing. Cultural Awareness: Guides students to understand the spirit of scientists worldwide and establish a scientific attitude. Thinking Quality: Cultivates logical, critical and innovative thinking through analysis, evaluation and practice. Learning Ability: Helps students form self-assessment habits, master effective learning strategies and improve autonomous and cooperative learning skills. 2. 教学重难点 Key Points: Mastery of core scientific vocabulary and predicative clauses; ability to reflect on learning and apply knowledge to practical tasks; understanding of scientists’ qualities. Difficult Points: Flexible use of predicative clauses in different contexts; in-depth reflection on learning problems and improvement measures; effective cooperation in group projects to complete innovative tasks. 教学过程 1 Lead-in: Review and Activation (Warm-up) The teaching starts with a brief review to activate students’ prior knowledge of Unit 1, laying a solid foundation for the assessment activities. The teacher greets students in English and leads them into the theme of the lesson with interactive questions. First, the teacher asks: “What did we learn in Unit 1? Who is John Snow and what did he do?” to guide students to recall the core content of the Reading and Thinking section, such as John Snow’s process of defeating “King Cholera” and the scientific research methods reflected in it. Then, the teacher further asks: “What key words and phrases related to science and scientists have we learned? Can you list some?” Students are invited to answer freely, and the teacher writes down the key vocabulary on the blackboard, such as “scientific method, hypothesis, data analysis, perseverance, skepticism” and so on. Next, the teacher mentions the grammar focus of the unit: “What kind of clause did we learn in this unit? How to use it?” to help students review the structure and usage of predicative clauses, such as the guiding words “that, whether, how, what” and their functions in sentences. Through this warm-up activity, students can quickly recall the core knowledge of the unit, adjust their learning state, and actively participate in the subsequent assessment and learning activities. At the same time, the teacher emphasizes the purpose of this lesson: “Today we will assess our learning progress in Unit 1, find out our strengths and weaknesses, and improve our English ability through various activities.” 2 Language Knowledge Assessment (Vocabulary and Grammar) This part is divided into two activities to assess students’ mastery of core vocabulary and grammar, focusing on the application of knowledge in context rather than isolated memory. Activity 1: Cloze Test (Vocabulary Focus). The teacher distributes the cloze test paper, which is a short passage about “What do scientists do?” The passage involves the core vocabulary of the unit, such as “explore, discover, experiment, observe, conclude, challenge” and so on. Before starting the activity, the teacher briefly explains the requirements: “Please read the passage carefully, understand the main idea, and fill in the blanks with the correct forms of the given words. Pay attention to the part of speech and the context.” Then students complete the cloze test independently. During the process, the teacher walks around the classroom, observes students’ performance, and provides appropriate guidance for students who have difficulties, such as reminding them to pay attention to the tense and number of verbs, and the collocation of words. After students finish, the teacher invites several students to share their answers, and explains the key and difficult points in the cloze test. For example, for the blank “Scientists often ______ (observe) natural phenomena carefully before making a hypothesis”, the teacher explains that the subject is “scientists” and the tense is present simple, so the correct form is “observe”. At the same time, the teacher summarizes the collocation of common verbs and nouns in the unit, such as “conduct an experiment, collect data, make a hypothesis, draw a conclusion” to help students consolidate their vocabulary. Activity 2: Sentence Completion (Grammar Focus). This activity focuses on assessing students’ mastery of predicative clauses. The teacher presents 8 sentences on the screen, each with a blank that needs to be filled with an appropriate guiding word and a complete predicative clause. For example: 1. The most important thing in scientific research is ______ (we should keep a questioning mind). 2. The reason why John Snow succeeded is ______ (he insisted on finding the truth through practice). 3. Whether we can make scientific progress depends on ______ (we can stick to our dreams and work hard). Students are required to complete the sentences independently, ensuring that the predicative clauses are grammatically correct and logically consistent with the main clause. After completion, students work in pairs to check each other’s answers, discuss the problems they encounter, and help each other correct mistakes. Then the teacher selects some typical sentences to comment on, focusing on the usage of guiding words such as “that, what, why, whether, how”. For example, when explaining the first sentence, the teacher points out that the predicative clause is a complete sentence, so the guiding word “that” can be used, and “that” can be omitted here. For the third sentence, the teacher explains that “depends on” is followed by a noun clause, and the clause is a question, so the guiding word “whether” is used instead of “if”. Through this activity, students can not only consolidate the usage of predicative clauses, but also learn to apply them in practical sentences, improving their language application ability. 3 Self-Assessment and Peer Evaluation After the language knowledge assessment, the class enters the self-assessment and peer evaluation link, which aims to help students clearly understand their own learning situation, learn from each other’s strengths, and improve their learning ability. First, the teacher distributes the self-assessment form, which includes four aspects: theme understanding, language use, learning strategies, and problems and solutions. The self-assessment form lists specific evaluation criteria, such as “I can understand the main idea of the passage about John Snow”, “I can use predicative clauses correctly in writing”, “I can use context to guess the meaning of new words” and so on. Students are required to evaluate themselves truthfully according to their own learning situation, mark “Excellent”, “Good”, “Needs Improvement” for each item, and write down their own advantages and disadvantages in the blank space. During the self-assessment process, the teacher guides students to think seriously: “When evaluating yourself, you should be honest. Think about what you have mastered well and what you still need to improve. This is very important for your future learning.” After students finish self-assessment, they are divided into groups of 4-5 to carry out peer evaluation. Each student in the group shares their self-assessment results, and other group members give objective evaluations and suggestions based on their daily learning performance and the results of the previous assessment activities. For example, if a student says that he is not good at using predicative clauses in writing, other group members can suggest that he do more sentence-making exercises and read more English passages to accumulate usage experience. The teacher walks around each group, participates in their discussions, guides students to conduct positive and constructive evaluations, and avoids negative comments. After the peer evaluation, each group selects a representative to share the group’s evaluation results and the main problems found. The teacher summarizes the common problems of the whole class, such as the incorrect use of some scientific vocabulary, the improper use of guiding words in predicative clauses, and the lack of in-depth understanding of the scientific spirit. At the same time, the teacher encourages students to learn from each other, help each other, and make progress together. 4 Group Project: Think Outside the Box This part is a comprehensive application activity, which aims to assess students’ comprehensive language ability, cooperative learning ability and innovative thinking ability, and at the same time deepen their understanding of the theme of “science and scientists”. The teacher first introduces the project task: “We have learned that thinking outside the box is very important for scientific research. Now, your group needs to design an unusual invention that can solve a practical problem in our life. Then, you will introduce your invention to the whole class in English, including its name, function, design principle and the problem it solves.” Before starting the project, the teacher explains the requirements and evaluation criteria clearly: 1. The invention should be practical and innovative, not unrealistic; 2. Each group member should participate in the discussion and division of labor, such as designing the invention, writing the introduction script, and preparing the presentation; 3. The introduction should be fluent in English, clear in logic, and able to use the vocabulary and grammar knowledge learned in the unit; The presentation should be vivid and attractive, and can answer the questions raised by other students. Then students start group discussion and preparation. During the process, the teacher walks around each group, provides guidance and help when necessary. For example, some groups may have no ideas for invention, and the teacher can give some hints, such as “How to solve the problem of food waste? How to make our study more efficient?” For groups that have difficulties in writing the introduction script, the teacher can guide them to use the core vocabulary and predicative clauses learned in the unit, such as “Our invention is called... Its function is... The reason why we design it is...”. Each group divides the work reasonably: some students are responsible for designing the invention, some are responsible for writing the script, some are responsible for practicing the presentation, and some are responsible for making simple props to assist the presentation. During the preparation process, students communicate actively in English, discuss the details of the invention, modify the script, and practice the pronunciation and intonation of the presentation. This not only improves their cooperative learning ability and oral expression ability, but also cultivates their innovative thinking and practical ability. After the preparation, each group takes turns to present their invention. For example, one group may design an “intelligent plant watering device” that can automatically water plants according to the humidity of the soil. Their introduction may be: “Our invention is called Intelligent Plant Watering Device. Its main function is to water plants automatically, which can save time and energy for people. The reason why we design this device is that many people often forget to water their plants, leading to the death of plants. The design principle of this device is to use a humidity sensor to detect the humidity of the soil. When the humidity is lower than a certain value, the device will automatically start to water the plants. We believe this invention can bring convenience to people’s life.” After each group’s presentation, other students can ask questions, such as “How much does this device cost? Is it easy to use?” The presenting group answers the questions in English. The teacher makes comments on each group’s presentation, affirming their strengths, such as innovative ideas, fluent expression, and clear logic, and putting forward suggestions for improvement, such as adding more details about the design principle, or improving the pronunciation and intonation of the presentation. After all groups finish the presentation, the teacher summarizes the project activity, emphasizing that “thinking outside the box is the key to scientific progress, and we should keep this spirit in our study and life.” 5 Summary and Feedback In this link, the teacher summarizes the whole lesson, combs the core content of the assessment, and gives feedback on students’ performance, helping students clarify their learning direction and improve their learning efficiency. First, the teacher reviews the main content of the lesson: “Today we assessed our learning progress in Unit 1 through vocabulary and grammar tests, self-assessment, peer evaluation and group projects. We found our strengths and weaknesses, and also exercised our cooperative learning ability and innovative thinking ability.” Then, the teacher summarizes the performance of the whole class: most students have a good mastery of the core vocabulary and grammar of the unit, can actively participate in self-assessment and peer evaluation, and the group projects are creative and well-presented. At the same time, the teacher points out the common problems that need to be improved: some students are not flexible enough in the use of predicative clauses, some students’ self-assessment is not in-depth enough, and some groups’ cooperation is not efficient enough. For these problems, the teacher puts forward specific improvement suggestions: 1. For the use of predicative clauses, students should do more targeted exercises, read more English passages, and accumulate practical usage experience; 2. For self-assessment, students should think more deeply, find out the root causes of their own problems, and put forward specific improvement measures; 3. For group cooperation, students should divide the work reasonably, communicate actively, and listen to each other’s opinions. Then, the teacher assigns after-class tasks according to the assessment results: 1. Review the core vocabulary and grammar of Unit 1, and make a vocabulary and grammar summary; 2. According to the self-assessment and peer evaluation results, write a short learning reflection, including your own strengths, weaknesses and improvement plans; 3. Perfect the group invention project, and modify the introduction script according to the teacher’s suggestions. Finally, the teacher encourages students: “Science is a process of continuous exploration and progress. In the future study, we should keep a questioning mind, learn from scientists’ spirit, and constantly improve our English ability and scientific literacy. I believe you can make greater progress in the next study.” 6 Extension Activity: Scientist Interview Simulation To further consolidate the learning content and improve students’ oral expression ability and comprehensive language application ability, an extension activity of scientist interview simulation is carried out. The teacher divides students into pairs, one as the interviewer and the other as a famous scientist (such as John Snow, Qian Xuesen, Stephen Hawking, etc.). The interviewer designs 5-6 questions related to the scientist’s life, scientific research process, achievements and spirit, and the interviewee answers the questions in the identity of the scientist, using the vocabulary and grammar knowledge learned in the unit. For example, the interviewer may ask: “Mr. John Snow, what made you determined to study the source of cholera?” The interviewee answers: “At that time, cholera was a terrible disease that killed many people. I was deeply moved by the pain of the patients, so I decided to find the source of cholera and help people get rid of this disease. I believed that only through scientific research and practice can we find the truth.” During the simulation, students are required to speak fluently in English, with appropriate intonation and expression, and can use the core vocabulary and predicative clauses learned in the unit. After the simulation, each pair selects one or two representative questions and answers to share with the whole class. The teacher makes comments on their performance, affirming their creative ideas and fluent expression, and putting forward suggestions for improvement, such as enriching the content of the answers, or improving the communication skills between the interviewer and the interviewee. This extension activity not only makes students more deeply understand the life and spirit of scientists, but also improves their oral expression ability and comprehensive language application ability, and further stimulates their interest in learning English and science. Throughout the teaching process, the teacher adheres to the student-centered teaching concept, focuses on the cultivation of students’ four-dimensional core literacy, combines knowledge assessment with ability training, and combines individual learning with cooperative learning. Through various forms of activities, students can not only consolidate the knowledge learned in the unit, but also improve their language application ability, thinking ability and learning ability, and establish a scientific attitude and innovative spirit, which lays a solid foundation for their future English learning and personal 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 $