Unit 4 Scientists Who Changed the World-Extended 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-Extended reading 教学目标和重难点 1. 教学目标 Language competence: Master key words and sentence patterns to understand and express the value of science. Thinking quality: Cultivate critical thinking about the dual effects of science. Cultural awareness: Understand the spirit of scientific exploration across cultures. Learning ability: Develop autonomous and cooperative learning skills in reading and discussion. 2. 教学重难点 Key points: Grasp the main idea and structure of the lecture transcript, and master core vocabulary like credit, apply and uncertainty. Difficult points: Understand the logical connection between scientific value and moral choices, and express personal views in English. 教学过程 1. Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing pictures of famous scientists (such as Newton, Marie Curie and Einstein) and asking two questions: “Which scientist has influenced you most? What do you think is the value of science?” Then, invite 2-3 students to share their answers in English. After that, the teacher makes a brief comment and leads to the topic of the extended reading: “Today, we will read a lecture transcript about the value of science, which will help us have a deeper understanding of the relationship between science and human life.” Design Intention: This lead-in links the new lesson with students’ prior knowledge of scientists and the concept of science, which can quickly attract students’ attention and activate their learning enthusiasm. Asking students to express their views in English at the beginning helps to create an English-speaking atmosphere and lay a foundation for the subsequent reading and discussion activities. Meanwhile, it naturally introduces the core theme of the extended reading, making the transition from daily thinking to academic reading smooth. 2. Pre-reading: Preview Vocabulary and Predict the Text First, the teacher presents the key vocabulary and phrases in the text on the screen, including credit (n. 赞扬，认可), apply (v. 应用，运用), uncertainty (n. 不确定性), devote...to..., put...at risk, to the credit of. For each word and phrase, the teacher provides the pronunciation, Chinese meaning and typical example sentences combined with the text context, such as “Scientific knowledge is an enabling power to do either good or bad—but it does not carry instructions on how to apply it.” Then, ask students to read the example sentences aloud to familiarize themselves with the usage of the vocabulary. Next, the teacher shows the title of the extended reading “The Value of Science” and the author’s background (a scientist who worked on the atomic bomb during the war). Ask students to predict: “What do you think the author will talk about in this lecture? Will he praise the value of science or question it?” Let students discuss in pairs for 2 minutes and then share their predictions. The teacher does not give a correct answer immediately, but guides students to keep their predictions in mind and verify them in the reading process. Design Intention: Vocabulary is the foundation of reading comprehension. Previewing key vocabulary before reading helps students reduce reading obstacles and improve reading efficiency. Combining vocabulary with the text context makes it easier for students to understand and memorize the words, and lays a foundation for their subsequent understanding of the text. Predicting the text content based on the title and author’s background can stimulate students’ curiosity and sense of participation, and help them form a purposeful reading habit, which is conducive to improving their reading comprehension ability. 3. While-reading: Comprehend the Text Step by Step and Cultivate Reading Skills 3.1 Skimming: Get the Main Idea Ask students to read the text quickly (skimming) and answer two questions: ① What is the main topic of this lecture? ② How many values of science does the author mention? After students finish reading, invite several students to answer the questions. The teacher summarizes: The main topic of the lecture is the value of science, and the author mentions three values of science: enabling people to make all kinds of things, providing intellectual enjoyment, and bringing experience of ignorance, doubt and uncertainty. Design Intention: Skimming is an important reading skill that helps students quickly grasp the core content of the text. By setting simple and direct questions, students can focus on the main idea during skimming, avoid getting bogged down in details, and improve their reading speed and ability to grasp the overall structure of the text. 3.2 Scanning: Locate Key Information Ask students to read the text again (scanning) and complete the following table, which requires them to locate the key information about each value of science and fill in the specific content. The Values of Science Specific Content The first value Scientific knowledge enables us to do and make all kinds of things; it is an enabling power to do either good or bad, but it has no instructions on how to apply it. The second value It can provide us with intellectual enjoyment; exploring scientific questions brings excitement and mystery, and inspires us to keep exploring. The third value Scientists have rich experience with ignorance, doubt and uncertainty, which is of great importance. After students finish filling in the table, the teacher checks the answers with the whole class, corrects mistakes and supplements key points. For example, emphasize that “the first value” is related to practical application, and “the moral choice” is also important when using scientific knowledge. Design Intention: Scanning helps students quickly locate specific information in the text, which is a practical reading skill in daily and academic learning. By completing the table, students can sort out the key content of the text clearly, deepen their understanding of the three values of science, and lay a foundation for the subsequent in-depth analysis of the text. 3.3 Intensive Reading: Analyze the Text in Depth The teacher guides students to read the text intensively paragraph by paragraph, focusing on analyzing difficult sentences, logical connections and the author’s emotional attitude. First, focus on the first paragraph: “When I was younger, I thought science would make good things for everybody. It was obviously useful; it was good. But then during the war I worked on the atomic bomb. This result of science was obviously very serious—it represented the destruction of people and it put our future at risk. I had to ask myself, ‘Is there some evil involved in science?’” The teacher asks: “What is the author’s attitude towards science at the beginning? How does his attitude change? Why?” Guide students to find the key words “useful, good” and “very serious, destruction, risk” to understand that the author’s attitude changes from affirming science to questioning it, because he witnessed the destructive power of science during the war. Then, analyze the rhetorical question in the paragraph, which reflects the author’s deep thinking about the value of science. Next, analyze the third paragraph: “The first way in which science is of value is familiar to everyone: scientific knowledge enables us to do and make all kinds of things. Of course, if we make good things, it is not only to the credit of science; it is also to the credit of the moral choice which led us to good work. Scientific knowledge is an enabling power to do either good or bad—but it does not carry instructions on how to apply it.” The teacher asks: “What does the author mean by saying ‘scientific knowledge is an enabling power to do either good or bad’? What is the relationship between scientific knowledge and moral choice?” Invite students to discuss in groups, then share their views. The teacher summarizes: Scientific knowledge itself has no good or evil; its influence depends on how people use it, and moral choice determines whether scientific knowledge is used for good or bad purposes. This is a key point in the text and also a difficult point for students to understand. Then, analyze the fourth and fifth paragraphs about the second and third values of science. For the fourth paragraph, focus on the sentence “With more knowledge comes a deeper, more wonderful mystery, inspiring one to look deeper still.” Guide students to understand the intellectual enjoyment brought by scientific exploration, and feel the author’s love for science. For the fifth paragraph, ask: “Why does the author think the experience of ignorance, doubt and uncertainty is valuable for scientists?” Help students realize that doubt is a natural and necessary part of scientific inquiry, which promotes scientists to keep exploring and making progress. Finally, guide students to sort out the logical structure of the text: The author starts with his own experience to put forward the question of the value of science, then expounds the three values of science one by one, and finally expresses his views on the relationship between science and moral choices. Help students understand the clear logical structure of the lecture transcript, which is helpful for them to master the writing characteristics of this genre. Design Intention: Intensive reading is the key link to deepen students’ understanding of the text. By analyzing difficult sentences, logical connections and the author’s emotional attitude, students can not only grasp the details of the text, but also understand the deep meaning of the text. Group discussion and teacher guidance can stimulate students’ thinking, help them solve difficult problems in reading, and cultivate their critical thinking and logical analysis ability. At the same time, analyzing the text structure helps students master the writing rules of lecture transcripts, which lays a foundation for their subsequent writing and expression. 4. Post-reading: Consolidate and Extend, Improve Comprehensive Ability 4.1 Vocabulary and Sentence Pattern Consolidation First, carry out a vocabulary exercise: Ask students to fill in the blanks with the key words and phrases learned in the text. The sentences are as follows: ① We should ________ our time and energy to learning. ② His success is ________ his hard work and good luck. ③ You should ________ what you have learned to practice. ④ There is a lot of ________ about the future of the project. After students finish the exercise, the teacher checks the answers and explains the usage of the words and phrases again to strengthen students’ memory. Then, carry out a sentence pattern imitation exercise: Ask students to imitate the difficult sentences in the text to make their own sentences. For example, imitate the sentence “Scientific knowledge is an enabling power to do either good or bad—but it does not carry instructions on how to apply it.” to make sentences like “Technology is an enabling power to change our life—but it does not carry instructions on how to use it properly.” Invite several students to share their sentences, and the teacher makes comments and corrections to help students master the sentence pattern and improve their ability to use language. Design Intention: Consolidating vocabulary and sentence patterns after reading helps students deepen their understanding and memory of the language points, and transform the input in reading into their own language output ability. The exercise design is closely combined with the text, which not only consolidates the knowledge learned, but also improves students’ ability to use language flexibly. 4.2 Group Discussion: Express Personal Views The teacher puts forward the discussion topic: “The author says that scientific knowledge is an enabling power to do either good or bad. In modern society, what are the good and bad influences of science and technology? What should we do to ensure that science and technology serve humanity well?” Divide students into groups of 4-5, and ask them to discuss the topic for 5 minutes. Each group elects a representative to share the group’s views in English. The teacher listens carefully to the students’ speeches, makes appropriate comments and supplements, and guides students to establish a correct view: Science and technology are neutral; we should use them with correct moral choices to promote the development of humanity. During the discussion, the teacher walks around the classroom to provide help for students who have difficulty expressing themselves, such as reminding them of key words and sentence patterns, and guiding them to organize their language. After the discussion, the teacher summarizes the students’ views, emphasizes the importance of moral choices in the development of science and technology, and integrates the education of scientific ethics into the teaching process. Design Intention: Group discussion is an important way to improve students’ oral expression ability and cooperative learning ability. By discussing hot topics related to the text, students can combine the knowledge learned with real life, deepen their understanding of the text’s theme, and cultivate their critical thinking and ability to solve practical problems. At the same time, the teacher’s guidance and help can help students overcome the difficulty of oral expression, enhance their confidence in speaking English, and realize the integration of language teaching and moral education. 4.3 Text Retelling Ask students to retell the main content of the text with the help of the table completed in the scanning link. The retelling requirements are: clear logic, accurate use of key vocabulary and sentence patterns, and fluent expression. Students can retell individually or in pairs. First, let students practice in pairs for 3 minutes, then invite 2-3 students to retell in front of the whole class. The teacher makes comments on the students’ retelling, affirming their advantages and pointing out the areas that need improvement, such as the accuracy of vocabulary, the fluency of sentences and the completeness of content. Design Intention: Text retelling helps students sort out the logical structure of the text again, consolidate the key content and language points of the text, and improve their ability to organize language and express in English. Practicing in pairs first can reduce the pressure on students, make them more confident in retelling, and at the same time improve their cooperative learning ability. 4.4 Extended Writing Ask students to write a short passage (about 100 words) with the title “My View on the Value of Science”. The requirements are: combine the content of the extended reading and their own views, use the key vocabulary and sentence patterns learned, and have clear logic and fluent expression. After students finish writing, the teacher collects some students’ works, comments on them in class, and points out the advantages and disadvantages, such as the rationality of the view, the accuracy of language and the coherence of the passage. Then, let students exchange their works in pairs and put forward revision suggestions to improve their writing ability together. Design Intention: Extended writing is an important way to transform reading input into writing output. By writing about their own views on the value of science, students can not only consolidate the knowledge learned, but also improve their writing ability and ability to express personal views. Peer review helps students find their own problems and learn from each other, which is conducive to improving their writing level and learning ability. 5. Summary and Homework 5.1 Summary The teacher summarizes the content of the lesson: In this class, we read a lecture transcript about the value of science, mastered the key vocabulary and sentence patterns, understood the three values of science and the relationship between scientific knowledge and moral choices, and improved our reading, speaking and writing abilities. At the same time, we also realized that science and technology are neutral, and we should use them with correct moral choices to make them serve humanity better. Finally, the teacher encourages students to keep exploring the mysteries of science and cultivate the spirit of scientific exploration. Design Intention: Summarizing the lesson helps students sort out the knowledge learned in the class, form a systematic knowledge structure, and deepen their understanding of the theme of the lesson. Encouraging students can stimulate their interest in learning science and English, and lay a foundation for their future learning. 5.2 Homework ① Review the key vocabulary and sentence patterns of the extended reading, and recite the key paragraphs. ② Revise the short passage written in class according to the teacher’s comments and peer suggestions, and hand it in the next class. ③ Surf the Internet to find a case about the influence of science and technology on human life (either good or bad), and prepare a 2-minute English speech to share in the next class. ④ Read the extended reading again and write down 2-3 questions you still have, and ask the teacher or classmates for help. Design Intention: The homework is designed to consolidate the knowledge learned in class, extend the learning content, and improve students’ comprehensive ability. Reviewing and reciting help students consolidate the language points; revising the passage helps improve their writing ability; finding cases and preparing speeches help students combine the text with real life, improve their oral expression ability and autonomous learning ability; writing down questions helps students find their own learning gaps and improve their learning efficiency. 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 $