Unit4 Fun with Science-Reading 讲义-2025-2026学年高中英语译林版选修第一册

Unit 4 Fun with Science-Extended reading 教学目标和重难点 1. 教学目标 Language Competence: Master core vocabulary and complex sentences related to bionics and scientific applications, and improve abilities in skimming, scanning and deep reading to understand scientific texts accurately. Cultural Awareness: Understand the connection between nature and technology in bionics, appreciate the value of scientific innovation and cross-cultural scientific communication. Thinking Quality: Cultivate logical thinking by analyzing the structure and examples of the text, and develop critical thinking by discussing the advantages and challenges of bionic technologies. Learning Ability: Master effective reading strategies for scientific articles, form the habit of independent reading and cooperative inquiry, and enhance the ability to apply knowledge to practice. 2. 教学重难点 Key Points: Grasp the main idea and structure of the extended reading text about bionics, master key vocabulary (intersect, intensify, inset, etc.) and phrases (fit in with, cancel out, etc.), and understand the specific examples of bionic applications. Difficult Points: Comprehend complex sentences in the scientific text, infer implicit information from the context, and deeply understand the interactive relationship between nature, technology and human life. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class with a multimedia presentation, showing pictures and short videos of bionic products in daily life, such as bionic robot dogs, bird-inspired airplanes, lotus leaf-inspired waterproof clothes and gecko-inspired climbing robots. Then the teacher asks the students two questions: “Have you ever seen these products before? Do you know how they are designed?” After inviting 2-3 students to share their ideas freely, the teacher summarizes and introduces the theme of the extended reading: “Today we will learn an article about bionics, a science that learns from nature and applies natural wisdom to technological innovation. Let’s explore how nature inspires human technology together.” Design Intention: The visual materials (pictures and videos) can quickly attract students’ attention and arouse their interest in the theme of bionics, as they are closely related to daily life. The open questions encourage students to activate their prior knowledge and life experience, laying a foundation for the subsequent reading. Meanwhile, the brief introduction of the theme helps students clarify the learning focus of the class, guiding them to enter the reading state actively. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher presents the core vocabulary and phrases of the extended reading on the blackboard or courseware, including intersect, carpenter, fit in with, cancel out, intensify, be inset into, bank, note, backdrop. For each word and phrase, the teacher provides accurate English definitions, example sentences related to the text, and simple explanations if necessary. For example, for “intersect”, the teacher explains: “Intersect means to cross each other, and in the text, it refers to the combination of nature and technology.” For “fit in with”, the example sentence is: “The new bionic design fits in with the needs of modern life.” Then, the teacher organizes students to read the words and phrases aloud twice, and invites individual students to read them to check their pronunciation and understanding. Next, the teacher briefly introduces the background knowledge of bionics: “Bionics is a discipline that imitates biological systems and their functions to design and create new technologies and products. It has a long history—although the term ‘bionics’ was officially put forward in 1958, the practice of learning from nature has existed for centuries, such as the invention of paper inspired by wasps’ nests.” The teacher also supplements a simple fact: “Many great inventions in human history are inspired by nature, which shows that nature is our best teacher.” Design Intention: Vocabulary is the foundation of understanding scientific texts. Previewing core vocabulary and phrases helps students reduce reading obstacles, improve reading speed and accuracy. The example sentences closely related to the text enable students to connect vocabulary with the upcoming reading content, laying a solid language foundation. The brief introduction of bionic background knowledge helps students understand the origin and connotation of the theme, broaden their horizons, and further stimulate their interest in exploring the text. Step 3: While-reading (Comprehensive Reading and Analysis) Activity 1: Skimming for Main Idea and Text Structure The teacher asks students to read the entire text quickly (skimming) and complete two tasks: 1. Summarize the main idea of the text in one sentence. 2. Divide the text into several sections and write down the main idea of each section. After 5 minutes of independent reading, the teacher organizes students to discuss in groups of 4 for 3 minutes, sharing their answers and correcting each other. Then, the teacher invites 2-3 groups to present their results, and makes comments and summaries. The reference answers are: 1. The main idea of the text is to introduce bionics, a science inspired by nature, including its development history, the process of applying natural solutions to human innovation, specific bionic applications and its significance. 2. Section 1 (Paragraph 1): Bionics is a science inspired by nature with a long history. Section 2 (Paragraph 2): Researchers generally go through various stages to apply bionics successfully. Section 3 (Paragraphs 3-5): Scientists have come up with many novel applications inspired by nature and will develop more in the future. Section 4 (Paragraph 6): The field of bionics has enabled us to realize the importance of nature. Design Intention: Skimming is an important reading strategy for grasping the main idea of a text quickly. Through this activity, students can form an overall understanding of the text structure and main content, cultivate their ability to generalize and sort out information. Group discussion allows students to learn from each other, complement each other’s shortcomings, and improve their cooperative learning ability. The teacher’s comments and summaries help students correct their misunderstandings and establish a clear framework of the text. Activity 2: Scanning for Key Details On the basis of skimming, the teacher asks students to read the text again carefully (scanning) and complete a detail-filled table. The table includes four columns: Paragraphs, Bionic Inventions/Technologies, Inspired by, and Functions/Advantages. The teacher gives an example in the first row: Paragraph 1, Bionic products, Nature, Solve human problems. Then, students read the text independently to fill in the table, and the teacher walks around the classroom to provide guidance for students who have difficulties. After students finish filling in the table, the teacher invites individual students to present their answers, and checks and supplements them together with the whole class. For example, in Paragraph 3, the bionic invention is the bullet train’s nose, inspired by the kingfisher’s beak, and its function is to reduce air resistance and noise; in Paragraph 4, the bionic technology is the self-cleaning surface, inspired by the lotus leaf, and its advantage is to keep clean without extra effort; in Paragraph 5, the bionic invention is the robot arm, inspired by the human arm, and its function is to complete complex tasks in dangerous environments. Design Intention: Scanning helps students locate key information quickly and accurately, which is an essential ability for reading scientific texts. The table is a visual way to sort out details, which helps students clarify the connection between natural inspiration and bionic applications, deepen their understanding of the text content. The teacher’s on-site guidance ensures that every student can participate in the activity and master the key details. Activity 3: Deep Reading for Sentence Analysis and Implicit Information First, the teacher selects several complex sentences in the text that are difficult for students to understand, and analyzes them together with the students. For example, “While the term ‘bionics’ officially dates back to 1958, the practice of looking to nature for inspiration has been around for centuries.” The teacher parses the sentence structure: “While” guides a concession clause, “the term ‘bionics’ officially dates back to 1958” is the clause, and “the practice... has been around for centuries” is the main clause. Then, the teacher explains the meaning of the sentence: “Although the word ‘bionics’ was officially proposed in 1958, the behavior of learning from nature for inspiration has existed for hundreds of years.” Another example: “The kingfisher’s beak is shaped to minimize resistance as it dives into water, a feature that engineers copied to design the bullet train’s nose.” The teacher points out that “a feature that... nose” is an attributive clause modifying “feature”, and explains the logical relationship between the kingfisher’s beak and the bullet train’s nose. Then, the teacher asks students to read the text again and think about the following inferential questions: 1. Why is nature called “our greatest teacher” in the text? 2. What challenges may bionic technologies face in the future? 3. How does bionics help promote the harmony between humans and nature? Students discuss these questions in groups for 5 minutes, and then the teacher invites students to share their ideas. The teacher makes appropriate comments and supplements, guiding students to dig out the implicit information in the text and understand the deep meaning of the article. Design Intention: Complex sentences are a difficulty in scientific texts. Analyzing key complex sentences helps students break through reading obstacles, master the expression rules of scientific English, and improve their ability to understand long and difficult sentences. Inferential questions guide students to read beyond the literal meaning, cultivate their critical thinking and logical reasoning ability, and help them understand the significance of bionics from a deeper level. Group discussion provides a platform for students to express their views and improve their oral expression ability. Step 4: Post-reading (Consolidation and Application) Activity 1: Vocabulary and Sentence Practice The teacher designs two practice tasks to consolidate the vocabulary and sentence patterns learned in the class. Task 1: Fill in the blanks with the core vocabulary and phrases learned (intersect, fit in with, cancel out, intensify, be inset into). The sentences are closely related to the text and daily life, such as 1. The development of technology and the protection of nature should ________ each other. 2. The new sensor ________ the wall can detect changes in temperature. 3. The noise of the machine ________ when we turned on the silencer. Task 2: Rewrite the following sentences using the sentence patterns in the text, such as changing “Engineers copied the kingfisher’s beak to design the bullet train’s nose” into “Engineers copied the feature of the kingfisher’s beak, which is shaped to minimize resistance, to design the bullet train’s nose.” Students complete the tasks independently, and then the teacher checks the answers together with the whole class, explaining the wrong answers in detail. For students who make mistakes frequently, the teacher provides targeted guidance to ensure that they master the use of vocabulary and sentence patterns. Design Intention: Vocabulary and sentence practice is an important link to consolidate the knowledge learned. The designed tasks are closely related to the text and daily life, which helps students apply the learned knowledge flexibly, avoid mechanical memory, and improve their language application ability. Checking answers together and targeted guidance help students find their own shortcomings and consolidate their knowledge in time. Activity 2: Group Discussion and Presentation The teacher divides students into groups of 5, and assigns the discussion topic: “Suppose you are a bionic designer, what natural creatures or phenomena will you take as inspiration to design a new bionic product? Please introduce your product, including its inspiration source, design concept and functions.” Each group is given 8 minutes to discuss and prepare, and then each group sends a representative to make a 2-minute presentation in English. After each presentation, other groups can ask questions or put forward suggestions, and the teacher makes comments on the content, language expression and teamwork of each group, giving affirmation and improvement suggestions. During the discussion, the teacher walks around the classroom, listens to the discussions of each group, and provides guidance when necessary, such as helping students organize their language, supplementing relevant vocabulary, and guiding them to put forward more creative ideas. For example, if a group is unsure about the vocabulary of “inspiration source”, the teacher can remind them to use “inspired by” or “the source of inspiration”. Design Intention: This activity combines the text content with practical application, which not only consolidates the knowledge learned, but also cultivates students’ innovative thinking and practical ability. The presentation link helps students improve their oral expression ability and courage to speak in public. Group cooperation enables students to give full play to their strengths, learn from each other, and enhance their cooperative learning ability. The teacher’s guidance and comments help students improve their expression and design ability, and stimulate their enthusiasm for scientific innovation. Activity 3: Text Summary Writing The teacher asks students to write a 100-120 word summary of the extended reading text independently. The summary should include the main idea of the text, the key points of bionics (history, application process, specific examples) and the significance of bionics. Before writing, the teacher reminds students to pay attention to the logical structure of the summary, use the vocabulary and sentence patterns learned in the class, and avoid copying sentences directly from the text. After students finish writing, the teacher collects some representative works (including excellent works and works with common problems), displays them on the courseware, and comments on them together with the whole class, pointing out the advantages and shortcomings, and guiding students to revise their own summaries. Design Intention: Summary writing is an important way to test students’ ability to generalize and sort out information. It helps students deepen their understanding of the text content, improve their writing ability and logical thinking ability. Commenting on representative works enables students to learn from excellent works, find their own problems, and improve their summary writing level. At the same time, it also consolidates the vocabulary and sentence patterns learned in the class, achieving the integration of reading and writing. Step 5: Summary and Extension First, the teacher summarizes the content of the class with the students: “Today we learned an article about bionics, mastered the core vocabulary and phrases related to bionics, understood the main idea and structure of the text, and learned about the specific applications of bionics inspired by nature. We also practiced reading strategies, group discussion and summary writing, which helped us improve our language ability and thinking quality.” Then, the teacher makes an extension: “Bionics is a rapidly developing discipline, which is widely used in many fields such as medicine, transportation, and environmental protection. I hope you can keep your curiosity about nature and science in daily life, observe and think more, and maybe you will become a great bionic designer in the future. After class, you can collect more information about bionics and share it in the next class.” Finally, the teacher assigns after-class homework: 1. Revise the text summary and hand it in. 2. Collect one bionic product that is not mentioned in the text, and write a short introduction (about 50 words) in English, including its inspiration source and function. 3. Preview the next part of the unit and finish the related preview exercises. Design Intention: The class summary helps students sort out the knowledge learned in the class, form a systematic knowledge framework, and deepen their memory. The extension link connects the classroom knowledge with real life and the future, stimulates students’ interest in scientific exploration, and cultivates their learning ability and innovative awareness. The after-class homework consolidates the knowledge learned in the class, extends the learning content, and lays a foundation for the next 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 $