Unit 4 Scientists Who Changed the World-Assessment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-Assessment 教学目标和重难点 1. 教学目标 It focuses on developing students’ language ability to use related words and sentences to express scientific spirit. It cultivates cultural awareness to respect scientific figures worldwide. It promotes thinking quality to analyze scientific achievements. It improves learning ability to reflect on and adjust learning strategies autonomously. 2. 教学重难点 Key points: Mastering core words (e.g., declare, permit) and sentence patterns about scientific exploration; completing assessment tasks by applying learned knowledge. Difficult points: Using language flexibly to evaluate scientific contributions and reflecting on learning effectively. 教学过程 1. Lead-in: Activate Prior Knowledge and Clarify Assessment Objectives The teacher starts the class by showing pictures of famous scientists introduced in this unit, such as Tu Youyou and other international scientists who changed the world. Then the teacher asks students to answer two questions orally: “What contributions did these scientists make?” and “What qualities do you think excellent scientists should have?” After students share their ideas freely, the teacher summarizes their answers and introduces the theme of this lesson—Assessment of Unit 4 Scientists Who Changed the World. The teacher clearly tells students that this assessment lesson aims to check their mastery of the unit’s knowledge and skills, help them find their learning shortcomings, and further improve their comprehensive English ability combined with the four-dimensional core literacy. Design Intention: This lead-in links the assessment with the unit’s core content, activating students’ prior knowledge about scientific figures and their achievements. By asking open questions, it stimulates students’ learning enthusiasm and lets them clearly understand the purpose and significance of the assessment, laying a good foundation for the smooth development of subsequent assessment tasks. At the same time, it subtly infiltrates the cultivation of cultural awareness and thinking quality, guiding students to think about the qualities of scientists. 2. Knowledge Review: Consolidate the Foundation for Assessment This part is divided into three small activities to help students systematically review the key knowledge of the unit, laying a solid foundation for completing the assessment tasks. Activity 1: Vocabulary Consolidation. The teacher presents the core words and phrases of the unit on the screen, including verbs (declare, permit, exist, puzzle), nouns (survival, permission, clarity), and phrases (be lost in, puzzle over, allow sb. to do sth.). The teacher asks students to take turns to read the words and phrases, explain their meanings, and make sentences related to scientific exploration. For example, when reviewing “declare”, a student may make a sentence: “The scientist declared that his new discovery would benefit all mankind.” After each student finishes, the teacher corrects mistakes in pronunciation, word collocation and sentence structure, and emphasizes the key usages of difficult words. For instance, the teacher explains the difference between “puzzled” and “puzzling”: “puzzled” is used to describe people’s feeling of confusion, while “puzzling” is used to describe things that are confusing. Then the teacher assigns a small group task: each group is given 5 minutes to discuss and sort out the word formation rules of the unit’s words, such as the prefix “de-” in “declare” and “depopulate”, and the suffix “-ion” in “permission” and “clarification”, and then share their findings with the whole class. Design Intention: Vocabulary is the foundation of language learning. Through individual reading, sentence making and group discussion, students can consolidate the memory and usage of core words and phrases, and master word formation rules, which helps improve their vocabulary application ability. The group discussion link also cultivates students’ cooperative learning ability and learning ability, enabling them to learn from each other and deepen their understanding of knowledge. Activity 2: Grammar Review. The teacher focuses on reviewing the key grammar points of the unit—attributive clauses and the usage of modal verbs. First, the teacher briefly reviews the basic structure and usage of attributive clauses, and presents two example sentences: “The scientist who won the Nobel Prize is Tu Youyou.” and “This is the discovery that changed the world.” Then the teacher asks students to identify the antecedents and relative clauses in the sentences, and explain the functions of relative pronouns “who” and “that”. Next, the teacher presents several incorrect sentences, such as “The book which I borrowed it yesterday is about scientific exploration.”, and asks students to correct them in pairs. After that, the teacher reviews the usage of modal verbs such as “must”, “can”, “may” and “should” in expressing speculation and suggestion, and asks students to complete sentences according to the context, such as “The experiment didn’t succeed. There must be something wrong with the equipment.” Finally, the teacher summarizes the key points of grammar and reminds students of the common mistakes in use. Activity 3: Text Review. The teacher guides students to review the main content of the unit’s reading texts. The teacher asks students to recall the main ideas of each reading text, such as the introduction of Tu Youyou’s discovery of artemisinin and the contributions of other scientists. Then the teacher asks students to sort out the logical structure of the reading texts in groups, such as “background—process—achievement—significance”, and draw a mind map to show the key information. After each group completes the mind map, they invite a representative to present it to the whole class, and the teacher makes comments and supplements. Design Intention: Reviewing the text helps students sort out the unit’s knowledge system, clarify the logical relationship of the text, and consolidate the understanding of the theme of scientific exploration. Drawing mind maps can exercise students’ logical thinking ability and information sorting ability, which is conducive to the cultivation of thinking quality. At the same time, it helps students connect the scattered knowledge points into a whole, laying a foundation for the application of knowledge in the assessment. 3. Assessment Practice: Classify Tasks and Improve Comprehensive Ability This part is the core of the lesson, which is divided into four types of assessment tasks, covering listening, speaking, reading and writing, so as to comprehensively check students’ mastery of the unit’s knowledge and skills, and cultivate their four-dimensional core literacy. Task 1: Listening Assessment. The teacher plays the listening material twice. The listening material is closely related to the unit’s theme, mainly introducing the life experience and scientific contributions of a famous scientist. The first time, students listen and grasp the main idea; the second time, students listen and complete the listening task sheet, which includes multiple-choice questions and blank-filling questions. For example, multiple-choice questions: “What is the scientist’s main contribution?” “When did he make the great discovery?” Blank-filling questions: “The scientist spent ____ years doing the experiment.” “His discovery helped ____ people around the world.” After completing the task, the teacher checks the answers with students, explains the key listening points and skills, such as capturing key information (time, place, event, etc.), and analyzes the reasons for common mistakes. For students who have made more mistakes, the teacher asks them to listen to the relevant parts again and gives targeted guidance. Design Intention: Listening assessment can check students’ ability to understand oral English related to scientific themes, and improve their listening comprehension ability. The listening material is closely combined with the unit’s theme, which not only consolidates the unit’s knowledge, but also expands students’ vision. By explaining listening skills and guiding students to correct mistakes, it helps students improve their listening learning ability and form good listening habits. Task 2: Speaking Assessment. The speaking task is carried out in groups of 4. Each group is given a topic related to the unit: “Who is the scientist that impresses you most? Please introduce his/her life and contributions, and talk about what you can learn from him/her.” Each group has 10 minutes to prepare. During the preparation, students can use the words, phrases and sentence patterns learned in the unit, and the teacher walks around to guide students, helping them solve problems in language expression and content organization. After preparation, each group invites a representative to make a 3-minute speech, and other group members can ask questions and make comments. The teacher evaluates students’ speaking performance from the aspects of pronunciation, intonation, language fluency, content completeness and logicality, and gives positive comments and improvement suggestions. For example, the teacher may say: “Your speech is very fluent, and you used many key words we learned, such as ‘declare’ and ‘perseverance’. If you can add more specific examples, it will be better.” Design Intention: Speaking assessment aims to improve students’ oral expression ability and communication ability. Through group preparation and individual speech, students can apply the learned language knowledge to practical communication, and cultivate their cooperative learning ability and language organization ability. The teacher’s evaluation and suggestions help students find their shortcomings in speaking and improve their speaking level. At the same time, talking about the qualities of scientists can infiltrate the cultivation of cultural awareness and emotional values, guiding students to learn the spirit of scientific exploration. Task 3: Reading Assessment. The teacher provides a reading passage related to scientific exploration, which is similar in style and difficulty to the unit’s reading texts. The passage mainly introduces a new scientific discovery and its significance. Students are required to read the passage and complete three tasks: 1. Choose the main idea of the passage; 2. Answer the detailed questions according to the passage; 3. Translate the key sentences in the passage into Chinese. After students complete the tasks independently, the teacher checks the answers, explains the difficult points in the passage, such as long sentences and difficult words, and guides students to analyze the structure and writing characteristics of the passage. For the translation task, the teacher emphasizes the principles of accurate translation, fluent expression and conformity with Chinese habits, and corrects the common translation mistakes of students. Design Intention: Reading assessment can check students’ ability to understand English passages related to scientific themes, and improve their reading comprehension and information extraction ability. The reading tasks are designed from shallow to deep, covering main idea grasping, detailed information extraction and sentence translation, which can comprehensively examine students’ reading ability. By analyzing the passage structure and writing characteristics, it helps students master reading skills and improve their reading learning ability, and at the same time cultivates their logical thinking ability. Task 4: Writing Assessment. The writing task requires students to write a short passage of 120-150 words with the title “A Scientist I Admire”. The requirements are: 1. Briefly introduce the scientist’s basic information; 2. Introduce his/her main contributions; 3. Express your feelings and what you can learn from him/her. Before writing, the teacher guides students to sort out the writing ideas, and reminds them to use the words, phrases and sentence patterns learned in the unit, pay attention to the logicality and coherence of the passage, and avoid grammatical mistakes. During writing, the teacher walks around to guide students, helping them solve problems in content organization and language expression. After writing, students exchange their works in pairs, revise each other’s mistakes, and then the teacher selects several typical works to comment on, including excellent works and works with common problems. For excellent works, the teacher affirms their advantages and asks students to learn from them; for works with problems, the teacher points out the mistakes and gives revision suggestions. Design Intention: Writing assessment is an important way to check students’ comprehensive language ability. Through writing a short passage about the scientist they admire, students can apply the learned language knowledge to writing practice, and improve their writing ability. The peer revision link helps students learn from each other, find their own mistakes, and improve their learning ability. The teacher’s comment not only points out the advantages and disadvantages of students’ works, but also guides students to master writing skills, which is conducive to the cultivation of language ability and thinking quality. At the same time, expressing feelings about scientists helps students establish correct values and cultivate the spirit of scientific exploration. 4. Summary and Reflection: Clarify Shortcomings and Improve Learning Strategies First, the teacher summarizes the whole lesson, reviewing the key knowledge and assessment tasks of the unit, and emphasizing the importance of mastering the unit’s knowledge and skills for improving comprehensive English ability. Then the teacher guides students to carry out self-reflection: “What did you do well in this assessment? What are your shortcomings? What should you do to improve your shortcomings?” Students are asked to write a short reflection in their exercise books, which includes their performance in each assessment task, their learning shortcomings and improvement plans. After students finish writing, the teacher invites several students to share their reflections with the whole class, and gives positive guidance and encouragement, helping students establish confidence in learning English. Design Intention: Summary and reflection help students sort out the knowledge and experience of the whole lesson, clarify their learning shortcomings, and put forward targeted improvement plans. Writing a reflection can cultivate students’ self-reflection ability and learning ability, enabling them to form the habit of actively adjusting learning strategies. Sharing reflections with the whole class helps students learn from each other, exchange learning experience, and promote common progress. At the same time, the teacher’s guidance and encouragement can enhance students’ learning confidence and stimulate their learning motivation. 5. Homework Arrangement: Consolidate and Extend the Assessment Effect The teacher assigns two types of homework: 1. Correct the mistakes in the assessment tasks, sort out the key knowledge and difficult points, and make a study note; 2. Search for information about a famous scientist in English, write a short passage of 150 words, and introduce his/her contributions and spiritual qualities. The teacher reminds students to use the words, phrases and sentence patterns learned in the unit when completing the homework, and pay attention to the accuracy and fluency of language expression. Design Intention: Homework is an extension of classroom teaching, which can help students consolidate the knowledge and skills learned in class, and further improve their comprehensive English ability. Sorting out study notes helps students systematize the unit’s knowledge and deepen their understanding. Searching for information about scientists and writing a short passage can expand students’ knowledge, improve their information collection ability and writing ability, and at the same time cultivate their cultural awareness and the spirit of scientific exploration, which is in line with the requirements of the four-dimensional 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 学科网（北京）股份有限公司 $