Unit 4 Fun with Science-Integrated skills 教案-2025-2026学年高中英语译林版选修第一 册

Unit 4 Fun with Science-Integrated skills 教学目标和重难点 1. 教学目标 Language Ability: Cultivate students’ abilities to listen for specific scientific information, read and sort out scientific texts, and express scientific views in English. Cultural Awareness: Help students understand the development of science worldwide and respect the diversity of scientific cultures. Thinking Quality: Guide students to analyze scientific phenomena logically, develop critical thinking and innovative consciousness in scientific exploration. Learning Ability: Enable students to master effective learning strategies such as cooperative inquiry and autonomous summary to improve their comprehensive English application ability in scientific contexts. 2. 教学重难点 Key Points: Master core scientific vocabulary (e.g., friction, lubrication, texture) and sentence patterns for describing scientific experiments; improve listening and reading skills to obtain and integrate scientific information; learn to express scientific views and experiment steps in English. Difficult Points: Comprehend complex scientific principles in English; use accurate language to describe experiment processes and analyze scientific phenomena; apply integrated skills to complete practical scientific communication tasks. 教学过程 Step 1: Lead-in (Warm-up and Preview) The teacher starts the class with a question: “Have you ever wondered why a pencil can stay on the desk without sliding off? Or why we can walk steadily on the ground instead of slipping?” After inviting 2-3 students to share their ideas in simple English, the teacher shows a short video clip (1-2 minutes) about common scientific phenomena in daily life, such as a piece of ice melting when salt is sprinkled on it, a balloon sticking to the wall after being rubbed, and a needle floating on the surface of water. After watching the video, the teacher asks further questions: “What scientific principles are behind these interesting phenomena? How do these phenomena affect our daily life?” Then, the teacher presents 5-6 core vocabulary words of the unit on the screen, including friction, lubrication, texture, resist, and phenomenon, and guides students to read them correctly, guess their meanings according to the video and context, and make simple sentences with them. For example, “Friction helps us walk without slipping.” “Lubrication can make machine parts work more smoothly.” Design Intention: The lead-in links scientific knowledge with students’ daily life, which can quickly arouse students’ interest in learning and stimulate their curiosity about scientific exploration. The short video provides intuitive visual support, helping students understand abstract scientific concepts preliminarily. Guiding students to guess and use new vocabulary not only lays a foundation for the subsequent listening and reading activities but also cultivates their ability to guess word meanings according to context, which is in line with the requirements of learning ability in core literacy. Step 2: Listening Practice (Comprehension and Skill Training) First, the teacher introduces the listening task briefly: “We will listen to a talk about friction, which is one of the most common scientific phenomena around us. The speaker will introduce the definition of friction, its history of discovery, and its influence on our life. Please listen carefully and finish the following tasks.” Task 1: Listen for the main idea. The teacher plays the recording for the first time, and asks students to finish a multiple-choice question: What is the main topic of the talk? A. The history of science. B. The definition and influence of friction. C. How to reduce friction. After students finish, the teacher checks the answers and asks several students to explain their choices, guiding them to grasp the core content of the listening material through key words such as “friction”, “definition”, “useful”, and “harmful”. Task 2: Listen for specific information. The teacher distributes listening task sheets to students, which include blank-filling questions and short-answer questions. For example: 1. Friction is the force that ________ when two surfaces rub against each other. 2. Who first studied friction systematically in the 17th century? 3. List two situations where friction is useful. 4. How can we reduce friction in daily life? The teacher plays the recording twice. For the first time, students fill in the blanks and answer simple questions; for the second time, they check and correct their answers. Then, the teacher invites students to share their answers, and explains the key points and difficult points in the listening material, such as the pronunciation of difficult words, long sentences, and the logical connection between paragraphs. For example, the sentence “Friction is not always a bad thing; in fact, it plays an important role in many aspects of our life.” needs to be emphasized to help students understand the transition of the speaker’s meaning. Task 3: Listen and retell. The teacher plays the recording again, and asks students to work in pairs to retell the main content of the talk with the help of the key words and sentences they have noted down. The teacher walks around the classroom to provide guidance for students who have difficulties, such as reminding them of the logical order: definition of friction → history of discovery → useful friction → harmful friction → ways to reduce friction. After 5 minutes, invite 2-3 pairs to present their retelling in front of the class, and give positive comments and suggestions, such as “Your retelling is clear and logical, but you can use more complex sentences to make it more fluent.” Design Intention: The listening practice is designed from easy to difficult, which conforms to students’ cognitive rules. Listening for the main idea helps students establish an overall understanding of the material, while listening for specific information trains students’ ability to capture key details. The retelling task not only tests students’ listening comprehension but also exercises their oral expression ability, realizing the integration of listening and speaking skills. The teacher’s guidance and comments can help students find their own shortcomings and improve their listening and speaking skills in a targeted way, which is conducive to the development of students’ language ability. Step 3: Reading Practice (Understanding and Information Integration) The teacher introduces the reading material: “Now we will read a passage about a scientific experiment — ‘Making an Ice Hook’. This experiment is simple and interesting, and it can help us understand the principle of how salt affects the freezing point of water. Please read the passage carefully and finish the following tasks.” Task 1: Skim the passage to get the main idea. Students read the passage quickly and answer the question: What is the purpose of the experiment “Making an Ice Hook”? After students answer, the teacher summarizes: The purpose of the experiment is to explore how salt affects the freezing point of water and make an ice hook by using this principle. Task 2: Scan the passage to find specific information. The teacher asks students to read the passage again and fill in the experiment report form, which includes five parts: Purpose, Materials Needed, Steps, Principle, and Connections with Daily Life. The form is as follows: Items Details Purpose To explore how salt affects the freezing point of water and make an ice hook. Materials Needed A piece of string, a bowl of cold water, salt, two ice cubes. Steps 1. Put the ice cubes in the water. 2. Place the string over the surface of the ice cubes. 3. Put a small amount of salt on the area where the string touches the ice cubes. 4. Wait for about 30 seconds. 5. Gently lift the ice cubes with the string. Principle Adding salt lowers water’s freezing point, so the ice surface melts faster; the melted ice refreezes soon and attaches the string to the ice cubes. Connections with Daily Life Salt can melt ice on the road and help make ice cream correctly. After students finish filling in the form, the teacher checks the answers and explains the key points in the passage. For example, the word “texture” in the passage is explained in combination with the context: “The texture of the ice surface becomes smooth after adding salt.”; the imperative sentences used to describe the experiment steps are emphasized, such as “Put the ice cubes in the water.”, which are short and clear, helping readers follow the instructions easily. The teacher also guides students to analyze the logical structure of the passage: introduction of the experiment → detailed steps → principle explanation → practical application, which helps students master the writing characteristics of scientific experiment passages. Task 3: Deep reading and discussion. The teacher asks students to read the passage carefully again and discuss the following questions in groups of 4: 1. Why does adding salt make the ice surface melt faster? 2. What will happen if we use too much salt in the experiment? 3. Can you think of other examples of how salt affects the freezing point of water in daily life? After 10 minutes of group discussion, each group sends a representative to share their views. The teacher makes comments and supplements, such as “If we use too much salt, the ice cubes will melt completely, and we can’t make the ice hook successfully.”, which helps students deepen their understanding of the experiment principle. At the same time, the teacher guides students to connect the experiment with real life, such as “In winter, people sprinkle salt on the road to melt ice and prevent slipping.”, which reflects the practical value of scientific knowledge. Design Intention: Skimming and scanning tasks train students’ reading strategies, helping them improve their reading speed and efficiency. Filling in the experiment report form helps students sort out and integrate the key information in the passage, and master the structure and content of scientific experiment passages. The group discussion not only encourages students to think deeply about scientific principles but also exercises their oral expression and cooperative learning abilities. Connecting the experiment with daily life helps students realize that science is closely related to life, cultivates their interest in scientific exploration, and promotes the development of their thinking quality and cultural awareness. Step 4: Speaking Practice (Expression and Communication) Based on the listening and reading activities, the teacher designs a speaking task: “Suppose you are a science teacher, and you need to introduce a simple scientific experiment to your classmates. You can choose the ‘Ice Hook’ experiment we just read about, or another simple scientific experiment you know. Your introduction should include the purpose, materials, steps, and principle of the experiment, and you can also add some tips for doing the experiment.” students work in groups of 3 to prepare their speeches. Each student chooses an experiment and practices introducing it according to the template. The teacher walks around the classroom to provide help for students, such as correcting their grammatical mistakes, suggesting more appropriate words and sentences, and guiding them to express their ideas clearly and fluently. For example, if a student says “We need a string, a bowl of water, salt and ice cubes.”, the teacher can guide them to say “To do this experiment, we need a piece of string, a bowl of cold water, some salt and two ice cubes.” to make the expression more accurate and complete. After the preparation, each group selects one student to give a speech in front of the class. The teacher and other students listen carefully and evaluate the speech from three aspects: content (whether the experiment is introduced completely), language (whether the expression is accurate and fluent), and performance (whether the speech is confident and natural). The teacher gives positive comments and constructive suggestions, such as “Your speech is very clear, and you introduced all parts of the experiment. If you can speak more loudly and confidently, it will be better.” Design Intention: The speaking task is closely connected with the previous listening and reading activities, realizing the integration of listening, reading, and speaking skills. The speaking template provides a language support for students, reducing their speaking pressure and helping them express their ideas more smoothly. Group preparation and class presentation not only exercise students’ oral expression ability but also cultivate their cooperative learning ability and self-confidence. The evaluation link helps students find their own advantages and shortcomings, and improve their speaking ability in a targeted way, which is conducive to the development of students’ language ability and learning ability. Step 5: Writing Practice (Integration and Output) The teacher says: “After learning about the scientific experiment and practicing introducing it, we will write a short passage about a scientific experiment. You can write about the ‘Ice Hook’ experiment we learned today, or another scientific experiment you are familiar with. The passage should include the purpose, materials, steps, principle, and your feelings about the experiment. The word count is about 150-200 words.” First, the teacher guides students to review the structure of the scientific experiment passage and the key words and sentences they have learned. For example, the structure of the passage can be: Introduction (introduce the experiment briefly) → Body (purpose, materials, steps, principle) → Conclusion (your feelings and insights). The key words and sentences include “The purpose of this experiment is...”, “We need... to do the experiment.”, “The steps are as follows: first..., second..., finally...”, “The principle of this experiment is...”, “From this experiment, I realize that...”. Then, the teacher shows a sample passage on the screen, and analyzes its structure and language features, helping students understand how to write a good scientific experiment passage. Sample Passage: “An Interesting Scientific Experiment Last week, I did a simple but interesting scientific experiment called ‘Making an Ice Hook’. The purpose of this experiment is to explore how salt affects the freezing point of water. To do this experiment, I prepared a piece of string, a bowl of cold water, some salt and two ice cubes. The steps are very simple. First, I put the ice cubes into the bowl of cold water. Then, I placed the string over the surface of the ice cubes. Next, I sprinkled a small amount of salt on the area where the string touched the ice cubes. After waiting for about 30 seconds, I gently lifted the string, and the ice cubes were attached to it successfully. The principle of this experiment is that adding salt can lower the freezing point of water, so the surface of the ice cubes melts faster. However, the melted ice soon refreezes and attaches the string to the ice cubes. From this experiment, I not only learned a scientific principle but also realized that science is everywhere in our life. It is interesting and useful, and I will continue to explore more scientific knowledge in the future.” After analyzing the sample passage, students start to write their own passages. The teacher walks around the classroom to provide guidance for students who have difficulties, such as helping them organize their ideas, correct grammatical mistakes, and improve their language expression. For example, if a student can’t express the principle clearly, the teacher can guide them to use simple and accurate words to explain it; if a student makes a mistake in the tense, the teacher can remind them to use the simple past tense to describe the experiment process. After students finish writing, they exchange their passages with their deskmates and check each other’s work according to the evaluation criteria: 1. Is the content complete (including purpose, materials, steps, principle, and feelings)? 2. Is the language accurate and fluent (no grammatical mistakes, appropriate words and sentences)? 3. Is the structure clear and logical? Then, the teacher collects some typical passages (both good and bad ones), reads them in class, and makes comments and corrections. For the good passages, the teacher praises the advantages and asks students to learn from them; for the passages with problems, the teacher points out the mistakes and guides students to correct them together. Design Intention: The writing task is the comprehensive application of listening, reading, and speaking skills, which helps students consolidate the knowledge and skills they have learned and improve their written expression ability. The sample passage and evaluation criteria provide clear guidance for students, helping them know how to write a good passage. Peer review and teacher’s comments not only help students find their own mistakes but also learn from each other’s advantages, cultivating their ability to evaluate and improve their own writing. This link also reflects the requirements of core literacy, such as language ability, thinking quality, and learning ability. Step 6: Summary and Extension First, the teacher leads students to summarize the key content of the class: “Today, we learned about the core vocabulary and sentences related to scientific experiments, practiced listening to a talk about friction, read a passage about the ‘Ice Hook’ experiment, and exercised our speaking and writing skills by introducing and writing about scientific experiments. We also learned some scientific principles and realized the close connection between science and life.” Then, the teacher asks students to share their gains and feelings from this class, such as “I learned how to describe a scientific experiment in English.” “I found that science is very interesting and useful.” Next, the teacher designs an extension task: “After class, please find a simple scientific experiment that you are interested in, do it by yourself, and write a short passage about it (200-250 words). You can also share your experiment process and findings with your classmates in the next class. In addition, you can read some English scientific articles or watch English science videos to expand your scientific knowledge and improve your English ability.” Design Intention: The summary link helps students sort out the knowledge and skills they have learned in the class, strengthen their memory, and form a systematic knowledge framework. The extension task extends the classroom learning to after-class life, encouraging students to apply the knowledge and skills they have learned to practice, which not only improves their comprehensive English application ability but also cultivates their interest in scientific exploration and autonomous learning ability. This is in line with the requirements of core literacy and helps students develop good learning habits. 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 $