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

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.

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.

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