Unit 4 Scientists Who Changed the World-Project 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-Project 教学目标和重难点 1. 教学目标 It focuses on developing students’ language ability to express scientific achievements in English, cultural awareness to respect scientific spirits worldwide, thinking quality to analyze scientists’ experiences critically, and learning ability to cooperate and complete projects independently. 2. 教学重难点 Key points: Mastering key vocabulary and sentence patterns related to scientific research; completing a group project of introducing great scientists. Difficult points: Using formal English to express scientific achievements and reflecting scientific spirits in the project. 教学过程 1. Lead-in: Awakening Interest and Connecting with Prior Knowledge The teacher starts the class by showing a short video clip (3-5 minutes) that includes the life stories and core achievements of several world-famous scientists, such as Tu Youyou, Albert Einstein, and Marie Curie. The video is dubbed in English, with simple and clear lines, focusing on the scientists’ persistent pursuit of truth and their contributions to humanity. After playing the video, the teacher asks two guiding questions: “Which scientist in the video impresses you most? And what do you know about his or her achievements?” Then, invite 3-4 students to share their answers in English. During the sharing process, the teacher neither interrupts nor corrects minor grammatical mistakes immediately, but encourages students to express their ideas boldly. After the sharing, the teacher makes a brief summary, pointing out that these scientists have changed the world with their wisdom and perseverance, and leads to the theme of this Project: “Introduce a Great Scientist Who Changed the World”. Design Intention: The video clip is intuitive and vivid, which can quickly attract students’ attention and arouse their interest in the topic of scientists. By asking guiding questions and organizing sharing activities, it can activate students’ prior knowledge about scientists, help them establish a connection between the new lesson and their existing knowledge reserve, and lay a foundation for the subsequent project implementation. At the same time, it can exercise students’ oral expression ability in a relaxed atmosphere, reducing their anxiety about speaking English in public. 2. Preparatory Stage: Clarifying Requirements and Mastering Key Knowledge 2.1 Clarifying Project Requirements The teacher distributes the project task list (in English) to each student, and explains the specific requirements of the project in detail. The project requires students to work in groups of 4-5, choose a great scientist who has changed the world (can be the one in the video or other scientists they know), and complete a 5-8 minute English presentation. The presentation should include the following parts: the scientist’s life experience, core scientific achievements, the process of making achievements, and the influence of these achievements on the world and human beings. In addition, each group needs to make a simple PPT to assist the presentation, and submit a 300-500 word English introduction article about the scientist after the class. The teacher also clarifies the evaluation criteria of the project, including content completeness, language accuracy and fluency, PPT production, team cooperation and on-site performance, so that students can clearly know the direction of their efforts. Design Intention: Clarifying the project requirements and evaluation criteria at the beginning can help students establish a clear goal, avoid blindness in the process of completing the project. The task list and evaluation criteria are presented in English, which can not only help students understand the task better, but also strengthen their exposure to English expression in practical scenarios. Dividing students into groups can cultivate their team cooperation ability, which is in line with the requirements of core literacy for learning ability. 2.2 Mastering Key Vocabulary and Sentence Patterns Combined with the theme of the project, the teacher sorts out the key vocabulary and sentence patterns related to scientific research and scientists, and explains and practices them in detail. The key vocabulary includes: scientific research, experiment, discovery, invention, breakthrough, perseverance, dedication, curiosity, contribute to, devote oneself to, make a difference, etc. For each vocabulary, the teacher gives clear pronunciation, part of speech and English definition, and matches it with simple and practical example sentences, such as “Tu Youyou devoted herself to the research of traditional Chinese medicine and made a great breakthrough in the treatment of malaria.” The key sentence patterns include: ① Sb. was born in... and spent his/her childhood in... ② Sb. devoted most of his/her life to... ③ The discovery of... has greatly changed... ④ Thanks to his/her efforts, we have... ⑤ Sb. is respected by people all over the world because of... After explaining the vocabulary and sentence patterns, the teacher organizes a quick practice activity: divide the students into groups, and each group is given a set of pictures about a scientist’s key experiences. Students need to describe the pictures using the newly learned vocabulary and sentence patterns. For example, if the picture shows Tu Youyou doing experiments in the laboratory, students can say “Tu Youyou was doing experiments in the laboratory, devoting herself to the research of anti-malaria drugs.” After the practice, the teacher checks the situation, corrects the common mistakes, and emphasizes the flexible use of vocabulary and sentence patterns. Design Intention: Vocabulary and sentence patterns are the basis of English expression. By sorting out and practicing the key vocabulary and sentence patterns related to the project, it can help students solve the problem of insufficient language materials in the process of completing the project, improve the accuracy and fluency of their English expression, and lay a solid language foundation for the subsequent group cooperation and presentation. The picture-based practice activity is close to the students’ cognitive level, which can make the practice more vivid and interesting, and help students master the knowledge better. 2.3 Providing Reference Materials and Guidance The teacher provides students with some English reference materials, including short articles introducing famous scientists, English videos and pictures, which are sorted out in advance and suitable for senior high school students’ English level. The reference materials cover different fields of scientists, such as medicine, physics, chemistry, biology, etc., so that students can have more choices. At the same time, the teacher teaches students how to search for English materials about scientists on the Internet, such as using authoritative English websites (National Geographic, Scientific American, etc.), and reminds them to screen and sort out the materials to avoid irrelevant or difficult content. For students with weak English foundation, the teacher gives targeted guidance, such as suggesting them to choose scientists with simple life experiences and clear achievements, and providing them with simple English sentence templates to help them complete the task smoothly. Design Intention: Providing reference materials can reduce the difficulty of students’ information collection, avoid them being unable to start due to lack of materials. Teaching students to search for materials can cultivate their independent learning ability, which is an important part of core literacy. Targeted guidance for students with weak foundation can reflect the principle of teaching students in accordance with their aptitude, ensure that every student can participate in the project, and improve their learning confidence. 3. Implementation Stage: Group Cooperation and Completing the Project 3.1 Group Division and Task Allocation Students are divided into groups of 4-5 according to their own wishes and the teacher’s reasonable adjustment, ensuring that each group has students with different English levels and abilities, so as to complement each other. After the group division, each group elects a group leader, who is responsible for organizing the group’s activities and coordinating the division of tasks. Under the guidance of the group leader, the group members discuss and determine the scientist they want to introduce, and then allocate tasks according to their own strengths: one student is responsible for collecting and sorting out the scientist’s life experience, one student is responsible for sorting out the core scientific achievements and the research process, one student is responsible for writing the English introduction article and PPT production, and one student is responsible for practicing the oral presentation (if the group has 5 students, the fifth student is responsible for checking the language accuracy and assisting the presentation). The teacher walks around the classroom, observes the situation of each group, and provides guidance when students encounter problems, such as helping them determine the appropriate scientist, guiding them to allocate tasks reasonably, and resolving conflicts between group members. Design Intention: Reasonable group division and task allocation can make full use of each student’s strengths, improve the efficiency of completing the project, and cultivate students’ team cooperation ability and sense of responsibility. The teacher’s on-site guidance can timely solve the problems encountered by students in the process of cooperation, ensure the smooth progress of the project, and help students establish a good team cooperation awareness. 3.2 Collecting Materials and Organizing Content Each group collects materials according to the assigned tasks, using the reference materials provided by the teacher and the materials searched by themselves. In the process of collecting materials, students need to screen the information, select the key and useful content, and discard the irrelevant or too difficult content. Then, the group members gather together to discuss and organize the collected materials, determine the framework and key content of the presentation and the introduction article, and ensure that the content is complete, logical and in line with the project requirements. For example, when organizing the content of the presentation, they need to arrange the order of the scientist’s life experience, research process, achievements and influence reasonably, so that the presentation is coherent and smooth. The teacher walks around to observe, and guides students to organize the content logically, such as suggesting them to use time order or logical order to arrange the content, and reminding them to focus on the key points and avoid redundant content. Design Intention: The process of collecting and organizing materials is an important part of independent learning. It can cultivate students’ ability to screen and sort out information, improve their logical thinking ability, and let them learn how to organize and express content systematically. The teacher’s guidance can help students avoid the problem of chaotic content organization, ensure that the project content meets the requirements, and lay a foundation for the subsequent presentation. 3.3 Drafting and Revising the Introduction Article and PPT The student responsible for writing the introduction article drafts the article according to the organized content, using the key vocabulary and sentence patterns learned. After the draft is completed, the student submits it to the group leader, and the group members read it together, put forward revision suggestions, such as correcting grammatical mistakes, adjusting the expression of sentences, adding or deleting content, to ensure that the article is accurate in language, fluent in expression and complete in content. At the same time, the student responsible for PPT production makes the PPT according to the content of the presentation, requiring the PPT to be simple, clear, beautiful and in line with the theme, with appropriate pictures and text, avoiding too much text on each page. The PPT should include the title, the main content of the presentation and the key pictures of the scientist. The teacher checks the draft of the introduction article and the PPT of each group, puts forward targeted revision suggestions, such as modifying inappropriate sentence structures, adjusting the layout of the PPT, and ensuring that the language of the article and the PPT meets the requirements of the project. Design Intention: Drafting and revising the article and PPT can exercise students’ written expression ability and practical operation ability. The group discussion and revision can let students learn from each other, find their own shortcomings, and improve the quality of the project. The teacher’s revision guidance can help students correct mistakes in time, improve the accuracy of language expression and the quality of PPT, and ensure that the project is completed better. 3.4 Practicing the Oral Presentation After completing the introduction article and PPT, each group begins to practice the oral presentation. The student responsible for the presentation reads the introduction article repeatedly, practices the pronunciation, intonation and speed of speaking, and tries to memorize the key content, so as to avoid reading the article word for word during the presentation. Other group members listen to the presentation, put forward suggestions, such as adjusting the speaking speed, strengthening the emotional expression, and adding appropriate body language. The teacher walks around each group, listens to their practice, and provides guidance on pronunciation, intonation and expression skills, such as reminding students to speak clearly, with appropriate intonation changes, and to make eye contact with the audience during the presentation. For students with weak oral expression ability, the teacher guides them to practice sentence by sentence, helps them overcome the fear of speaking English, and improves their confidence in presentation. Design Intention: Practicing the oral presentation can improve students’ oral expression ability, pronunciation and intonation, and cultivate their ability to communicate and express in public. The group practice and teacher’s guidance can help students find their own problems in the presentation, make targeted improvements, and ensure that the on-site presentation is smooth and effective. At the same time, it can also cultivate students’ self-confidence and expression ability, which is of great significance to their future study and life. 4. Presentation and Evaluation Stage: Showing Achievements and Promoting Improvement 4.1 Group Presentation Each group takes turns to make the oral presentation in front of the whole class, with the PPT playing as an auxiliary. The presentation time is controlled within 5-8 minutes. During the presentation, the teacher requires students to speak clearly, fluently and confidently, make appropriate eye contact with the audience, and use simple body language to enhance the expression effect. Other students listen carefully, take notes, and record the key content of each group’s presentation and the advantages and disadvantages of the presentation. The teacher does not interrupt the presentation during the process, but records the problems existing in each group’s presentation, such as pronunciation mistakes, inappropriate sentence structures, unclear logic, and insufficient preparation. Design Intention: The group presentation is the key link to show the results of the project. It can not only exercise students’ oral expression ability and public speaking ability, but also let students learn from each other’s strengths and find their own shortcomings. Letting students listen carefully and take notes can cultivate their listening ability and learning ability, and make the whole class participate in the teaching activity, forming a good learning atmosphere. 4.2 Evaluation and Feedback After all groups finish their presentations, the evaluation is carried out in three parts: student self-evaluation, group mutual evaluation and teacher evaluation. First, each group conducts self-evaluation: the group leader represents the group to summarize the process of completing the project, the achievements obtained, the problems encountered and the solutions, and evaluates the performance of each group member. Then, group mutual evaluation: each group selects a representative to evaluate the presentation of other groups, focusing on the advantages and disadvantages of the content, language, PPT and on-site performance, and puts forward reasonable improvement suggestions. When evaluating, students need to use English as much as possible, such as “Their presentation is clear and fluent, but they can add more details about the scientist’s research process.” Finally, teacher evaluation: the teacher makes a comprehensive evaluation of each group’s project completion. First, affirms the efforts and achievements of each group, such as praising the groups with complete content, fluent language and wonderful presentation, and encouraging the groups with insufficient performance. Then, points out the common problems existing in each group, such as inaccurate use of vocabulary and sentence patterns, unclear logical organization, insufficiently skilled oral expression, and puts forward targeted improvement suggestions. At the same time, the teacher summarizes the key and difficult points of this Project, reviews the key vocabulary and sentence patterns learned, and emphasizes the importance of scientific spirit and team cooperation. Finally, the teacher announces the evaluation results of each group, and awards small prizes (such as “Excellent Team” “Best Presentation” “Best PPT”) to encourage students. Design Intention: The three-dimensional evaluation model of self-evaluation, mutual evaluation and teacher evaluation can make the evaluation more comprehensive and objective, help students correctly understand their own advantages and disadvantages, and improve their self-reflection ability. Student mutual evaluation can let students learn from each other, improve their ability to evaluate and appreciate others. Teacher evaluation can provide professional guidance and suggestions for students, help them sum up experience and lessons, and promote their continuous improvement. The award of small prizes can stimulate students’ learning enthusiasm and sense of achievement, and enhance their interest in learning English and scientific knowledge. 5. Summary and Extension: Consolidating Knowledge and Inspiring Thinking 5.1 Class Summary The teacher makes a summary of the whole class, reviewing the process of completing the project, the key knowledge mastered (key vocabulary and sentence patterns), and the performance of each group. The teacher emphasizes that through this Project, we not only improved our English expression ability and team cooperation ability, but also learned the spirit of perseverance, dedication and pursuit of truth from the scientists. The teacher encourages students to learn from these great scientists, keep curiosity and enthusiasm for learning, and strive to become useful people for the society. Design Intention: The class summary can help students sort out the knowledge and experience learned in the class, consolidate the learning results, and let students have a clear understanding of their own gains. Emphasizing the scientific spirit can integrate the ideological and moral education into the English teaching, cultivate students’ correct values, and realize the goal of cultivating core literacy. 5.2 After-class Extension The teacher assigns after-class extension tasks: ① Revise the introduction article according to the evaluation suggestions, and submit the revised version to the teacher. ② Read the English introduction articles of other groups, and write a short comment (50-100 words) in English, expressing your views on the article. ③ Search for more English materials about scientists, and share one interesting story of a scientist in the next class. ④ Think about: What can we learn from the scientists? How can we apply the scientific spirit to our daily study and life? Design Intention: The after-class extension tasks can help students consolidate the knowledge and skills learned in the class, extend the learning content, and cultivate their independent learning ability and thinking ability. Writing comments can exercise students’ written expression ability and evaluation ability. Sharing interesting stories of scientists can further arouse students’ interest in the topic of scientists. Thinking about the enlightenment of scientific spirit can help students integrate the scientific spirit into their daily life, and realize the infiltration of core literacy. 6. Teaching Reflection (for Teachers) After the class, the teacher conducts a teaching reflection, focusing on the following aspects: ① Whether the teaching design is reasonable, and whether the teaching process can effectively promote the development of students’ core literacy. ② Whether the project requirements and guidance are clear, and whether students can complete the project smoothly. ③ Whether the evaluation model is scientific and objective, and whether it can effectively promote students’ improvement. ④ What problems exist in the teaching process, such as whether the guidance for students with weak foundation is sufficient, whether the time arrangement of each link is reasonable, and how to solve these problems in the future teaching. ⑤ Whether students’ interest in learning is fully mobilized, and whether the goal of integrating scientific spirit into English teaching is achieved. Design Intention: Teaching reflection is an important part of improving teaching quality. Through teaching reflection, teachers can sum up experience and lessons, find their own shortcomings in teaching, optimize the teaching design, and improve the teaching effect. At the same time, it can help teachers better understand students’ learning situation, adjust the teaching strategy, and better meet the needs of students’ learning and development of core literacy. 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 $