Unit 4 Scientists Who Changed the World-Reading 教案-2025-2026学年高中英语译林版必修第三册

Unit 4 Scientists Who Changed the World-Reading 教学目标和重难点 1. 教学目标 Language Competence: Enable students to master key words and sentences related to scientists and scientific discoveries, and improve their abilities of skimming, scanning and intensive reading to understand the reading text. Cultural Awareness: Help students understand the contributions of scientists around the world, respect the diversity of scientific cultures, and establish a sense of cultural confidence. Thinking Quality: Guide students to analyze the scientific spirit of scientists and cultivate their logical thinking, critical thinking and innovative thinking. Learning Ability: Cultivate students' abilities of independent learning, cooperative inquiry and autonomous summary in the process of reading and discussion. 2. 教学重难点 Key Points: Master the key vocabulary (such as contribute to, revolutionize, groundbreaking) and difficult sentences in the reading text; understand the main content, structure and the contributions of scientists described in the text; grasp the basic reading strategies. Difficult Points: Understand the long and difficult sentences in the text accurately; analyze the scientific spirit reflected in the text and express personal views in English; apply reading strategies flexibly in reading practice. 教学过程 Step 1: Lead-in The teacher starts the class by showing pictures of famous scientists (such as Tu Youyou, Armstrong, Marie Curie and Newton) on the screen, and asks students the following questions in English: “Who are these people? What do you know about them? What contributions have they made to the world?” Then, the teacher invites 3-4 students to share their answers in front of the class. After that, the teacher makes a brief summary: “These are great scientists who have changed the world with their wisdom and efforts. Today, we will read a text about some of them and explore their stories and spirits.” Design Intention: The lead-in link uses visual pictures to arouse students' interest in the class topic quickly. By asking questions and inviting students to share, it can activate students' existing knowledge reserve about scientists, establish a connection between the new lesson and students' prior experience, and lay a good foundation for the subsequent reading teaching. At the same time, it can exercise students' oral expression ability and create a positive English learning atmosphere. Step 2: Pre-reading First, the teacher introduces the background of the reading text briefly: “The reading text we will learn today is a news report and a biographical fragment, which mainly introduces the life experiences and scientific contributions of several outstanding scientists, showing their persistent pursuit of science and the spirit of dedication.” Then, the teacher presents the key vocabulary and phrases in the text on the screen, including contribute to, revolutionize, groundbreaking, theoretical framework, overcome difficulties, devote oneself to, etc. For each word and phrase, the teacher explains its meaning and usage briefly, and gives simple example sentences related to scientists, such as “Tu Youyou's research contributed to the treatment of malaria.” “Newton's discoveries revolutionized the field of physics.” Next, the teacher arranges a group activity: students work in groups of 4 to discuss the following question: “What qualities do you think a great scientist should have?” Each group selects a recorder to take notes, and after 5 minutes of discussion, each group sends a representative to share their opinions. The teacher listens carefully to the students' answers and makes appropriate comments, guiding students to summarize the key qualities of scientists, such as curiosity, perseverance, courage, creativity and sense of responsibility. Design Intention: The pre-reading link mainly helps students remove the language barriers in reading. By introducing the text background, students can have a preliminary understanding of the text content and genre, which is conducive to improving reading efficiency. The explanation of key vocabulary and phrases enables students to master the basic language tools needed for reading, avoiding the situation that students are stuck in new words and cannot continue reading. The group discussion activity not only cultivates students' cooperative learning ability, but also guides students to think about the quality of scientists in advance, which lays a foundation for understanding the scientific spirit reflected in the text in the subsequent reading process. Step 3: While-reading This link is divided into three parts: skimming, scanning and intensive reading, which aims to help students understand the text from the overall to the local, and gradually deepen their understanding of the text content. 3.1 Skimming The teacher asks students to read the text quickly and answer two questions: 1. How many scientists are mentioned in the text? Who are they? 2. What is the main idea of the text? After students finish reading, the teacher invites several students to answer the questions, and then summarizes the main idea of the text: The text mainly introduces the scientific achievements and the spirit of perseverance and dedication of several great scientists, showing their important influence on the world. Design Intention: Skimming is a basic reading strategy, which aims to help students grasp the main idea of the text quickly in a short time. By setting simple and direct questions, it can guide students to focus on the key information of the text, avoid reading blindly, and cultivate students' ability to extract the core content of the text quickly. 3.2 Scanning The teacher asks students to read the text again, and complete the following table according to the text content. The table is presented on the screen, including three columns: Scientist, Field of Research, and Main Contributions. Students need to find the corresponding information in the text and fill in the table. During the process, the teacher walks around the classroom, observes students' performance, and provides timely help for students who have difficulties in finding information. After students finish filling in the table, the teacher invites a student to present his/her table on the screen, and checks and corrects it together with the whole class, ensuring that all students can grasp the key details of the text. Design Intention: Scanning is a reading strategy to find specific information quickly. By letting students fill in the table, it can guide students to read the text carefully, extract specific information accurately, and improve their ability to find and sort out information. At the same time, the form of the table is intuitive and clear, which is conducive to students' systematic understanding of the contributions of each scientist and lays a foundation for the subsequent intensive reading and discussion. 3.3 Intensive Reading The teacher guides students to read the text paragraph by paragraph, focusing on analyzing the key sentences, long and difficult sentences, and the emotional and ideological connotation reflected in the text. For the first paragraph, the teacher focuses on analyzing the sentence “Their work has not only advanced human knowledge but also changed the way we live.” The teacher explains the structure “not only...but also...” and asks students to make sentences with this structure, combining the contributions of scientists. Then, the teacher asks students: “What does this sentence tell us about the significance of scientists' work?” Guide students to understand that scientists' work is of great significance to the progress of human society. For the paragraphs introducing each scientist, the teacher selects 1-2 long and difficult sentences for analysis. For example, when introducing Tu Youyou, the teacher analyzes the sentence “Faced with great difficulties, she never gave up and finally succeeded in discovering qinghaosu, which has saved millions of lives around the world.” The teacher explains the participial phrase “Faced with great difficulties” as an adverbial of condition, and the non-restrictive attributive clause “which has saved millions of lives around the world” modifying qinghaosu. Then, the teacher asks students: “What can we learn from Tu Youyou's experience?” Guide students to realize the importance of perseverance and never giving up. In the process of intensive reading, the teacher also guides students to pay attention to the emotional words in the text, such as “great”, “outstanding”, “persistently”, “devoted”, and asks students to think about the author's attitude towards these scientists. Through analysis, students can understand that the author expresses great respect and praise for these scientists. Design Intention: Intensive reading is the key link of reading teaching, which aims to help students understand the details of the text, master the key sentences and long and difficult sentences, and deeply understand the ideological connotation of the text. By analyzing the key sentences and long and difficult sentences, it can help students break through the language difficulties in reading and improve their ability to understand complex sentences. By guiding students to pay attention to emotional words and think about the author's attitude, it can cultivate students' ability to analyze the emotional and ideological connotation of the text, and lay a foundation for the subsequent post-reading discussion and emotional sublimation. Step 4: Post-reading This link is divided into two parts: discussion and language application, which aims to help students consolidate the knowledge learned, apply the reading strategies and language knowledge, and deepen their understanding of the scientific spirit. 4.1 Group Discussion The teacher divides students into groups of 5, and arranges the following discussion topics: 1. Which scientist in the text impresses you most? Why? 2. What scientific spirit do these scientists have in common? How can we learn from this spirit in our study and life? 3. In your opinion, what role do scientists play in the development of human society? Each group discusses the topics fully, and the teacher walks around the classroom to guide students to express their views in English, correct their wrong expressions, and help students organize their language. After 10 minutes of discussion, each group sends a representative to share their discussion results. The teacher makes comments on the students' sharing, affirms their positive performance, and supplements and improves their views, guiding students to have a deeper understanding of the scientific spirit and the role of scientists. Design Intention: Group discussion is an important way to cultivate students' cooperative learning ability and oral expression ability. By setting targeted discussion topics, it can guide students to think deeply about the text content and the scientific spirit, and apply the language knowledge learned to express their own views. The teacher's guidance and comments can help students correct their language mistakes, improve their oral expression ability, and at the same time deepen their understanding of the theme of the text. 4.2 Language Application First, the teacher arranges a sentence-making exercise: students use the key vocabulary and phrases learned in the pre-reading and while-reading links (such as contribute to, revolutionize, devote oneself to, overcome difficulties) to make sentences, and each student makes at least 3 sentences. After students finish making sentences, the teacher invites several students to read their sentences, and makes comments and corrections. Then, the teacher arranges a short writing task: students write a short passage of 80-100 words about their favorite scientist, introducing the scientist's main contributions and the qualities worth learning. The teacher reminds students to use the key vocabulary and sentence structures learned in this class, and pay attention to the coherence and fluency of the passage. During the writing process, the teacher provides timely help for students who have difficulties in writing. After students finish writing, the teacher collects some students' works, reads them in class, and makes comments, affirming their advantages and putting forward suggestions for improvement. Design Intention: Language application is an important link to consolidate the language knowledge learned. The sentence-making exercise can help students master the usage of key vocabulary and phrases, and the short writing task can help students integrate the language knowledge and reading content, improve their writing ability, and at the same time deepen their understanding of the scientist's spirit. The teacher's comments and guidance can help students find their own shortcomings and improve their language application ability. Step 5: Summary and Extension First, the teacher summarizes the content of this class with the students: “In this class, we have learned a reading text about several great scientists, mastered the key vocabulary and phrases related to scientists and scientific discoveries, grasped the reading strategies of skimming, scanning and intensive reading, and understood the scientific spirit of perseverance, dedication and innovation reflected by these scientists.” Then, the teacher makes an emotional sublimation: “Scientists are the pioneers of human progress. Their spirit of pursuing truth and never giving up is worth learning for all of us. I hope you can learn from these scientists, cultivate your own curiosity and perseverance, and strive to become useful people for the society.” Next, the teacher arranges the after-class extension tasks: 1. Read the extended reading materials about other scientists and finish the reading comprehension questions attached. 2. Surf the Internet to collect information about a scientist you like, and prepare a 2-minute oral report to share in the next class. 3. Review the key vocabulary, phrases and sentences learned in this class, and finish the exercise sheet. Design Intention: The summary link helps students sort out the knowledge learned in this class, form a systematic knowledge framework, and deepen their understanding of the theme of the class. The emotional sublimation can guide students to establish correct values, learn from the scientific spirit, and realize the educational significance of the course. The after-class extension tasks can help students consolidate the knowledge learned, expand their knowledge, and cultivate their autonomous learning ability and information collection ability, forming a good connection between in-class and after-class learning. Step 6: Evaluation The evaluation of this class adopts the combination of formative evaluation and summative evaluation. Formative evaluation is mainly carried out in the process of class teaching: observing students' participation in lead-in, group discussion and other activities, evaluating students' performance in answering questions, filling in tables, making sentences and writing, and giving timely affirmation and guidance. Summative evaluation is mainly carried out through after-class exercises and oral reports: evaluating students' mastery of key knowledge and their ability to apply language through after-class exercise sheets, and evaluating students' oral expression ability and information collection ability through oral reports in the next class. Design Intention: The combination of formative evaluation and summative evaluation can comprehensively evaluate students' learning effect and ability development. Formative evaluation can timely find students' problems in the learning process and give guidance, which is conducive to students' timely improvement. Summative evaluation can comprehensively understand students' mastery of knowledge and ability development, which is conducive to the teacher's adjustment of teaching strategies and improvement of teaching effect. 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 $