Unit 4 Fun with Science-Welcome to the unit 讲义-2025-2026学年高中英语译林版选修第一册

Unit 4 Fun with Science-Welcome to the unit 教学目标和重难点 1. 教学目标 It cultivates students’ language competence via science-related interaction, develops thinking quality through critical discussion, fosters cultural awareness by connecting science and life, and promotes learning ability via independent and cooperative exploration. 2. 教学重难点 Key: Master science-related basic vocabulary and expressions, and talk about scientific phenomena. Difficulty: Use target language flexibly to express opinions on science and connect it with daily life. 教学过程 Step 1: Lead-in (Warm-up and Lead-in) The teacher starts the class with a question: “Do you think science is far away from us? Have you ever experienced any interesting scientific phenomena in your daily life?” Then, the teacher shows 3-4 short videos (each 1-2 minutes) about interesting scientific experiments, such as “the egg floats in salt water”, “the candle burns in a closed jar and goes out”, and “the water rises along the paper strip”. After watching the videos, the teacher asks students to share their feelings and observations in English, and writes down the key words they mention (such as experiment, float, burn, rise, phenomenon) on the blackboard. Design Intention: The interesting scientific experiment videos can quickly attract students’ attention and arouse their interest in the unit topic “Fun with Science”. Starting with daily life-related scientific phenomena helps students realize that science is around them, reducing their sense of distance from the subject. Asking students to share their observations in English can activate their existing language knowledge, lay a foundation for the subsequent language input and output, and also cultivate their ability to express themselves in English in real situations. Step 2: Vocabulary and Expression Learning (Language Input) Based on the key words mentioned in the lead-in part, the teacher introduces the core vocabulary and expressions of this unit’s Welcome to the unit section, including nouns (science, experiment, phenomenon, discovery, invention), verbs (conduct, observe, explore, discover, invent), adjectives (interesting, amazing, mysterious, scientific), and common phrases (do an experiment, make a discovery, explore the unknown, be curious about). For each word and phrase, the teacher provides simple and easy-to-understand example sentences closely related to daily life and scientific phenomena, such as “We can do a simple experiment to observe the phenomenon of water boiling.” “Many scientists spend their lives exploring the unknown secrets of the universe.” After explaining the vocabulary and expressions, the teacher organizes a quick memory game: divide the students into 4 groups, show the Chinese meaning of the words or phrases, and let the groups take turns to answer the English expressions. The group with the most correct answers wins a small reward. Then, the teacher asks students to make simple sentences with the newly learned words and phrases individually, and invites 5-6 students to share their sentences in front of the class, correcting their mistakes in pronunciation and grammar in a timely manner. Design Intention: Vocabulary is the foundation of language learning. Combining the lead-in content to teach vocabulary can help students connect new knowledge with existing experience, improving the efficiency of memory. The memory game can mobilize students’ enthusiasm and initiative, making vocabulary learning more interesting instead of boring rote memorization. Asking students to make sentences independently and share them can test their mastery of vocabulary and expressions, and also provide opportunities for them to practice oral expression, laying a solid foundation for subsequent interactive activities. Step 3: Text Exploration and Interactive Discussion (Language Application) First, the teacher guides students to look at the pictures in the Welcome to the unit section of the textbook. There are 4 pictures showing different scientific scenes: students doing a chemistry experiment, a scientist observing plants, a robot helping people do housework, and a spaceship flying in space. The teacher asks students to work in pairs to discuss the following questions: 1. What can you see in each picture? 2. What scientific knowledge is involved in the picture? 3. Do you think these scientific phenomena are interesting? Why or why not? During the pair discussion, the teacher walks around the classroom, observes students’ communication, and provides timely help for students who have difficulties in expression, such as reminding them to use the newly learned vocabulary and expressions, and guiding them to organize their language logically. After the pair discussion, the teacher invites several pairs to share their discussion results. For each pair’s sharing, the teacher gives positive comments and supplements, and further guides students to expand their ideas, such as asking “What other scientific inventions can help us in our daily life?” Then, the teacher organizes a group discussion with the topic “Is science only useful for scientists? How does science affect our daily life?” Each group has 5-6 students, and the discussion lasts for a period of time. The teacher asks each group to assign a recorder to record the key points of the discussion and a spokesperson to report the group’s views. During the group discussion, the teacher encourages students to express their own opinions freely, respect different views, and guide them to use the newly learned vocabulary and expressions to support their own views, such as “Science makes our life more convenient. For example, the Internet, which is a great scientific invention, allows us to communicate with others anytime and anywhere.” After each group’s report, the teacher makes a summary, affirms the advantages of each group’s discussion, points out the areas that need improvement, and guides students to realize that science is closely related to our daily life, and everyone can feel the fun and value of science. Design Intention: The picture exploration can help students quickly enter the unit topic and provide visual support for their discussion. Pair discussion and group discussion are important forms of cooperative learning, which can not only improve students’ oral expression ability and cooperative communication ability, but also cultivate their critical thinking ability and ability to express and support their own views. The teacher’s guidance and comments can help students correct their mistakes in time, improve their language application ability, and deepen their understanding of the relationship between science and daily life. Step 4: Task-based Practice (Language Consolidation) The teacher designs two task-based activities to help students consolidate the learned knowledge and improve their language application ability. Task 1: “My Interesting Scientific Experience” — Students work individually to write a short passage (80-100 words) about an interesting scientific experience they have had or witnessed, using the vocabulary and expressions learned in this class. The teacher provides a sample passage for reference: “Last weekend, I did a simple scientific experiment with my little brother. We put an egg into a glass of water, and it sank to the bottom. Then we added some salt to the water and stirred it. To our surprise, the egg floated up! It was so amazing. From this experiment, I realized that science is full of fun and mystery.” After students finish writing, the teacher invites several students to read their passages in front of the class, and asks other students to make comments on their passages, such as whether the vocabulary and expressions are used correctly, whether the logic is clear, and whether the content is interesting. The teacher also makes comments and corrections, and encourages students to learn from each other. Task 2: “Science Quiz Game” — The teacher prepares 10 simple scientific quiz questions related to daily life, such as “Why do leaves turn yellow in autumn?”, “Why can we see our reflection in the mirror?”, “Why does ice melt into water when it is heated?” Students answer the questions in groups, and each correct answer gets 1 point. The group with the highest score wins. For each question, after the students answer, the teacher briefly explains the scientific principle in simple English, combining the vocabulary and expressions learned in this class. Design Intention: Task-based practice is an important way to implement the English learning activity concept. Task 1 combines writing practice with students’ real experience, which can not only consolidate the learned vocabulary and expressions, but also improve students’ writing ability and ability to express their own experiences in English. Task 2 combines the quiz game with scientific knowledge, which can not only consolidate the language knowledge, but also expand students’ scientific vision, deepen their understanding of scientific phenomena, and further stimulate their interest in science. The mutual evaluation among students can improve their ability to evaluate and appreciate, and the teacher’s explanation can help students connect language learning with scientific knowledge. Step 5: Summary and Extension (Summary and Homework) First, the teacher summarizes the content of this class with the students: in this class, we have learned some core vocabulary and expressions related to science, discussed the relationship between science and daily life through pictures and group activities, and practiced our oral and written expression ability through task-based activities. The teacher emphasizes that science is not mysterious or far away, but closely related to our daily life, and encourages students to keep a curious heart, observe and explore scientific phenomena around them, and feel the fun of science. Then, the teacher assigns the after-class homework, which is divided into three levels to meet the needs of different students: 1. Basic homework: Review the vocabulary and expressions learned in this class, copy each word and phrase 3 times, and make 2 sentences with each word or phrase. 2. Intermediate homework: Revise the short passage written in class, and add more details to make it more vivid and interesting. Then, read the passage aloud and record it, and send the recording to the teacher. 3. Advanced homework: Find one interesting scientific experiment or scientific discovery on the Internet or in books, write a short introduction (100-120 words) in English, and prepare to share it in the next class. Finally, the teacher ends the class with a sentence: “Science is full of fun and surprises. Let’s keep exploring and discover the beauty of science together!” Design Intention: The summary can help students sort out the knowledge learned in this class, strengthen their memory and understanding of the knowledge. The hierarchical homework can meet the learning needs of different students, help students consolidate the knowledge learned in class, and extend the learning content to after-class, guiding students to continue to explore scientific knowledge and improve their language application ability. The ending sentence can further stimulate students’ interest in science and lay a foundation for the subsequent learning of the unit. 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 $