Unit 4 Scientists Who Changed the World-Integrated skills 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-Integrated skills 教学目标和重难点 1. 教学目标 It focuses on developing students’ language ability through listening, speaking, reading, viewing and writing. It cultivates cultural awareness by comparing scientists at home and abroad, shapes logical and critical thinking, and improves learning ability via cooperative and inquiry-based activities. 2. 教学重难点 Key: Master core vocabulary and sentence patterns about scientists’ achievements; skillfully integrate listening, speaking, reading, viewing and writing. Difficulty: Use target language to express opinions on scientific spirit and accurately complete comprehensive language output tasks. 教学过程 I. Lead-in: Activate Prior Knowledge and Guide into the Topic The teacher starts the class by showing a multi-modal presentation, which includes photos of famous scientists (such as Yuan Longping, Tu Youyou, Stephen Hawking and Marie Curie) and short video clips of their key scientific achievements. Then the teacher asks two guiding questions: “Who is the scientist that impresses you most? And what contributions did he or she make to the world?” Students are invited to share their answers freely in pairs first, and then several groups are selected to present their ideas to the whole class. During the presentation, the teacher properly guides students to use simple English expressions to describe the scientists’ deeds, and writes down core words and phrases related to scientific achievements (such as “make a breakthrough”, “devote to”, “contribute to”, “scientific research”) on the blackboard for preliminary accumulation. Design Intention: This link takes full advantage of multi-modal resources to stimulate students’ learning interest and activate their prior knowledge about scientists, which is in line with the design concept of the Integrated Skills section that focuses on situational guidance. Pair discussion and class presentation not only help students break the psychological barrier of speaking English, but also lay a foundation for the subsequent listening and speaking activities. Writing down core vocabulary and phrases in time can effectively help students build a language knowledge framework and pave the way for the mastery of key points in this lesson. II. Listening: Comprehend Information and Consolidate Language 1. Pre-listening: The teacher briefly introduces the background of the listening material—an interview about a young scientist who is engaged in medical research, and explains two new words in advance: “malaria” and “extract”, combining simple pictures and example sentences to help students understand their meanings and usages. Then the teacher asks students to predict the content of the listening material according to the title “A Young Scientist’s Dream” and guides them to think about what questions the interviewer may ask and what the scientist may answer. Design Intention: Pre-listening preparation is an important link to improve listening efficiency. Introducing the background of the listening material helps students build a contextual connection, and explaining new words in advance can avoid students being distracted by unknown vocabulary during listening. Prediction activities can stimulate students’ thinking activity, cultivate their logical reasoning ability, and make them enter the listening state more actively. 2. While-listening: The teacher plays the listening material twice. For the first time, students are asked to listen carefully and finish a true-or-false exercise, which mainly examines their grasp of the main idea and key details (such as the scientist’s research field, the purpose of his research and the difficulties he encountered). For the second time, students need to fill in the blanks in a table, which requires them to accurately capture specific information, such as the time when the scientist started his research, the key steps of his experiment and the expected effect of his research. During the listening process, the teacher reminds students to take notes briefly, focusing on key words such as time, numbers and nouns. Design Intention: Playing the listening material twice and arranging hierarchical tasks (from grasping the main idea to capturing specific details) conforms to the cognitive law of students’ listening comprehension, which can help students gradually deepen their understanding of the listening content. The true-or-false exercise and blank-filling task can effectively examine students’ listening effect, and the reminder of note-taking can help students form good listening habits and improve their listening skills, which is the key to breaking through the listening difficulty in this lesson. 3. Post-listening: First, the teacher checks the answers with the whole class, and invites students to explain the reasons for their choices and the basis for filling in the blanks, so as to find out the problems existing in students’ listening (such as missing key information, misunderstanding long sentences). Then the teacher plays the key sentences in the listening material again, asks students to follow and read, pays attention to correcting their pronunciation and intonation, and explains the key sentence patterns (such as “The reason why I chose this field is that...”, “In spite of great difficulties, I never gave up”). Finally, students are asked to retell the main content of the listening material in pairs, using the key words and sentence patterns they have just learned. Design Intention: Checking answers and asking students to explain the basis can help teachers timely master students’ listening situation and provide targeted guidance. Following and reading key sentences can help students consolidate their pronunciation and intonation, and understand the usage of key sentence patterns in context. Retelling activities can not only test students’ mastery of listening content, but also realize the transformation from input to preliminary output, laying a foundation for the subsequent speaking activities. III. Viewing and Reading: Integrate Information and Expand Thinking 1. Viewing: The teacher shows a bar chart about the number of scientific and technological inventions in different fields in the past 50 years, and guides students to observe the chart carefully. First, students are asked to describe the overall trend of the chart in simple English, and then analyze the changes in specific fields (such as medical care, information technology and environmental protection). The teacher helps students master the common expressions for describing charts, such as “increase steadily”, “decrease slightly”, “account for”, “reach a peak”. During the process, students are encouraged to ask questions about the chart, such as “Why has the number of inventions in environmental protection increased rapidly in recent years?” Design Intention: The viewing activity is an important part of the Integrated Skills section, which conforms to the requirement of “viewing” skill in the new curriculum standard. Guiding students to describe and analyze the chart can not only improve their ability to obtain information from visual materials, but also help them master the expressions related to chart description, which is a key point in this lesson. Encouraging students to ask questions can stimulate their critical thinking and lay a foundation for the subsequent discussion. 2. Reading: Students are given a short passage about the impact of scientific inventions on daily life, which introduces how three important scientific inventions (such as the Internet, vaccines and solar energy) have changed people’s lives. First, students read the passage independently and finish a matching exercise: match each invention with its impact. Then, students are asked to read the passage again and underline the key words and sentences that describe the impact of inventions, and discuss in groups: “What are the positive and negative impacts of scientific inventions on our lives?” After the discussion, each group sends a representative to share their views with the whole class, and the teacher makes appropriate comments and supplements. Design Intention: Independent reading and matching exercises can help students quickly grasp the main content of the passage and improve their reading speed and comprehension ability. Underlining key words and sentences can help students sort out the logical structure of the passage and consolidate their language knowledge. Group discussion on the positive and negative impacts of scientific inventions can not only cultivate students’ critical thinking, but also help them understand the dialectical relationship between science and life, which is in line with the requirement of cultivating cultural awareness and thinking quality in core literacy. IV. Speaking: Express Views and Improve Communicative Ability Based on the previous listening, viewing and reading activities, the teacher puts forward the speaking task: “Suppose you are a student reporter, interview your partner about his or her views on ‘What qualities should a great scientist have?’”. First, the teacher provides a speaking outline and some useful expressions for students’ reference, such as “In my opinion, a great scientist should have...”, “I think perseverance is very important because...”, “Besides, he or she should be curious about the world around us.” Then students practice the interview in pairs, and the teacher walks around the classroom to provide guidance, helping students solve the problems encountered in speaking (such as incorrect use of sentence patterns, lack of words). After the pair practice, several groups are invited to perform their interviews in front of the class, and the teacher and other students evaluate their performance from the aspects of language accuracy, fluency and content richness. Design Intention: The speaking task is designed closely around the unit theme and the previous learning content, which can realize the integration of listening, viewing, reading and speaking skills. Providing a speaking outline and useful expressions can help students reduce the difficulty of speaking and ensure that they can express their views smoothly, which is helpful to break through the speaking difficulty. Pair practice and class performance can not only improve students’ oral communicative ability, but also cultivate their cooperative learning ability and self-expression ability. Peer evaluation and teacher evaluation can help students find their own shortcomings and improve their speaking level. V. Writing: Integrate Skills and Complete Comprehensive Output 1. Pre-writing: The teacher guides students to sort out the information and language materials accumulated in the previous links, and clarifies the writing task: write a short passage (about 120 words) titled “The Scientists Who Inspire Me”, which should include the following points: the scientist you admire, his or her main contributions, and the qualities you can learn from him or her. Then the teacher analyzes the structure of the passage with students: the opening paragraph introduces the scientist you admire; the middle paragraph describes his or her main contributions; the closing paragraph expresses the qualities you can learn from him or her. At the same time, the teacher reminds students to use the key words, phrases and sentence patterns learned in this lesson, such as “devote oneself to”, “make great contributions to”, “perseverance”, “curiosity”, “The reason why I admire him/her is that...” Design Intention: Pre-writing guidance is crucial to improving students’ writing level. Sorting out the accumulated language materials can help students connect the previous learning content with the writing task, realizing the integration of skills. Analyzing the passage structure can help students clarify the writing ideas and avoid the problem of disorganized writing. Reminding students to use the learned language materials can help them consolidate the key points of this lesson and ensure the accuracy and richness of the writing language. 2. While-writing: Students write the passage independently. During the writing process, the teacher walks around the classroom to provide individual guidance. For students who have difficulty in starting to write, the teacher helps them put forward ideas; for students who have problems in language expression, the teacher helps them correct mistakes and improve their sentences. The teacher also reminds students to pay attention to the coherence of the passage, use appropriate transitional words (such as besides, however, therefore) and check the spelling, grammar and punctuation during writing. Design Intention: Independent writing can cultivate students’ ability to use language comprehensively and their independent thinking ability. Individual guidance can meet the different needs of students, help students solve their own problems in writing, and improve the quality of their writing. Reminding students to pay attention to coherence and check mistakes can help them form good writing habits and improve their writing accuracy. 3. Post-writing: First, students exchange their passages in pairs and evaluate each other’s works according to the evaluation criteria (language accuracy, content completeness, structure coherence, expression fluency). Then, the teacher selects several typical passages (including excellent works and works with common problems) to comment on in class. For excellent works, the teacher affirms their advantages and invites the author to share his or her writing experience; for works with problems, the teacher points out the mistakes and puts forward suggestions for improvement. Finally, students revise their own passages according to the evaluation and comments. Design Intention: Peer evaluation can help students learn from each other, find their own shortcomings in writing, and improve their ability to evaluate and modify articles. Teacher’s comment on typical passages can help students have a clearer understanding of the writing requirements and common mistakes, which is helpful to improve their writing level. Revising the passage after evaluation can help students consolidate the knowledge and skills learned, and realize the improvement of writing ability. VI. Summary and Homework 1. Summary: The teacher leads students to review the content of this lesson, including the key words, phrases and sentence patterns about scientists and scientific achievements, the skills of listening, viewing, reading, speaking and writing, and the understanding of scientific spirit. The teacher emphasizes that this lesson integrates multiple language skills, and hopes that students can apply the learned language knowledge and skills to daily communication, and learn from scientists’ qualities such as perseverance, curiosity and sense of responsibility. Design Intention: Summarizing the lesson can help students sort out the knowledge and skills learned in this lesson, form a systematic knowledge framework, and deepen their understanding of the theme of the lesson. Emphasizing the application of language skills and the learning of scientific spirit can help students realize the practical significance of learning and promote the cultivation of core literacy. 2. Homework: (1) Revise the passage written in class and hand it in the next day; (2) Listen to the listening material again and retell it in your own words; (3) Search for information about a scientist you are interested in and prepare a 2-minute oral report for the next class. Design Intention: The homework is designed to consolidate the knowledge and skills learned in this lesson. Revising the passage can help students further improve their writing ability; listening to the material again and retelling it can consolidate the listening and speaking skills; searching for information and preparing an oral report can not only expand students’ knowledge, but also improve their ability to collect and organize information and their oral expression ability, which lays a foundation for the subsequent learning and realizes the extension of teaching from class to after 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 学科网（北京）股份有限公司 $