Unit 4 Fun with Science-Project 教案-2025-2026学年高中英语译林版选修第一册

Unit 4 Fun with Science-Project 教学目标和重难点 1. 教学目标 Language Ability: Master vocabulary and sentence patterns related to scientific experiments, and be able to use English to describe experimental purposes, materials, steps and principles accurately. Cultural Awareness: Understand the role of scientific exploration in global progress and cultivate a scientific attitude of seeking truth from facts. Thinking Quality: Develop logical thinking through analyzing experimental processes and critical thinking through evaluating experimental schemes. Learning Ability: Improve abilities of cooperative inquiry, information collection and problem-solving in scientific practice activities. 2. 教学重难点 Key Points: Master core vocabulary and imperative sentences for describing scientific experiments; grasp the basic structure of experimental reports (purpose, materials, steps, principles); complete experimental inquiry and report presentation through group cooperation. Difficult Points: Use English accurately and fluently to describe experimental principles and phenomena; put forward reasonable suggestions for experimental improvement; integrate language use with scientific inquiry. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class by showing a short video of the "Ice Hook" experiment, which is the sample experiment in the textbook. After playing the video, the teacher asks students two questions in English: "What did you see in the video? How do you think the string can lift the ice cubes?" Then, the teacher invites 3-4 students to share their views freely. After that, the teacher briefly introduces the topic of this lesson: "Today, we will focus on the Project of Unit 4 - Conducting a Scientific Experiment. We will learn how to design, conduct and present a scientific experiment in English, and experience the fun of science through practice." Design Intention: The "Ice Hook" experiment is intuitive and interesting, which can quickly attract students' attention and arouse their interest in scientific experiments. By asking open questions, students' thinking is activated, and they can naturally connect with the unit topic. At the same time, it lays a foundation for the subsequent learning of experimental steps and principles, and helps students build a link between life experience and English learning. Step 2: Presentation (Key Knowledge Input) First, the teacher guides students to read the sample experiment "Ice Hook" on Page 55 of the textbook carefully. After reading, the teacher organizes students to discuss in groups: "What aspects are included in the sample experiment?" Then, the teacher summarizes the key parts of a scientific experiment based on students' answers: purpose, materials needed, steps, principle and connections with everyday life. Next, the teacher focuses on teaching key vocabulary and sentence patterns related to scientific experiments. For vocabulary, the teacher explains words such as "freezing point", "melt", "refreeze", "attach" and "conduct" with pictures and simple English explanations, and asks students to make sentences with these words to consolidate their understanding. For sentence patterns, the teacher emphasizes the use of imperative sentences to describe experimental steps, such as "Put the ice cubes in the water.", "Place the piece of string over the surface of the ice cubes." Then, the teacher lists more examples and lets students practice reading and using these sentences. In addition, the teacher also introduces some transition words for describing experimental steps, such as "First/First of all", "Then", "Next", "Finally", to help students organize their language logically. After that, the teacher explains the principle of the "Ice Hook" experiment in simple English, combining with the knowledge students have learned in physics class: "Adding salt makes water’s freezing point lower, so the surface of the ice cubes melts faster. However, since only a small amount of salt is added, the rest of the ice is still frozen, and the melted ice soon refreezes. As a result, the string on the ice cubes’ surface becomes attached to them." The teacher also connects the experiment with daily life: "We can use this principle to melt ice on the road in winter or make ice cream correctly." Design Intention: By reading the sample experiment, students can have a clear understanding of the structure of a scientific experiment. The teaching of vocabulary and sentence patterns is closely combined with the experimental context, which helps students understand and remember the knowledge better. The connection between the experiment principle and daily life not only deepens students' understanding of the experiment, but also cultivates their awareness of applying scientific knowledge to real life. At the same time, it lays a solid language foundation for students to conduct their own experiments and write experimental reports later. Step 3: Practice (Group Cooperative Inquiry) The teacher divides students into groups of 4-5, and asks each group to choose a simple and safe scientific experiment to conduct. The teacher provides a list of optional experiments for reference, such as "Egg Floating in Salt Water", "Rainbow in a Glass", "Baking Soda and Vinegar Reaction", etc. If students have their own interesting and safe experimental ideas, they can also put them forward and get the teacher's approval. After determining the experimental topic, each group discusses and designs the experimental plan. The teacher requires each group to clarify the following contents in English: 1. Experimental purpose (What do you want to explore through this experiment?); 2. Materials needed (List all the materials needed for the experiment); 3. Experimental steps (Describe the steps clearly with imperative sentences and transition words); 4. Predicted results (What do you think will happen in the experiment?); 5. Possible problems and solutions (What problems may occur during the experiment? How to solve them?). During the group discussion, the teacher walks around the classroom, observes the discussion situation of each group, and provides timely guidance. For example, if a group has difficulty describing the experimental purpose in English, the teacher can give appropriate prompts; if a group's experimental steps are not logical, the teacher can help them adjust. After the experimental plan is determined, each group collects the experimental materials under the guidance of the teacher. Then, each group conducts the experiment according to their designed plan. During the experiment, the teacher reminds students to observe carefully, record the experimental phenomena in English in time, and pay attention to safety. If there are deviations between the actual experimental results and the predicted results, the teacher guides students to analyze the reasons and adjust the experimental plan if necessary. After completing the experiment, each group organizes the experimental data and phenomena, and writes a simple experimental report in English. The report should include all the five parts determined in the experimental plan, and use the vocabulary and sentence patterns learned in this lesson. The teacher provides a report template for reference, but encourages students to use their own language to describe, so as to avoid mechanical copying. Design Intention: Group cooperative inquiry is the core of the Project板块. By letting students choose their own experimental topics, their enthusiasm and initiative in learning are fully mobilized. The process of designing experimental plans, conducting experiments and writing reports not only exercises students' language expression ability, but also cultivates their logical thinking, cooperative spirit and problem-solving ability. The teacher's timely guidance ensures that students can carry out the experiment smoothly and use English correctly in the process. At the same time, the experiment practice helps students deeply understand the fun of science and establish a scientific attitude of seeking truth from facts. Step 4: Presentation (Achievement Display and Evaluation) Each group sends a representative to present their experimental report and experimental process to the whole class in English. The presentation time of each group is 3-5 minutes, and the representative needs to introduce the experimental purpose, materials, steps, results and principles clearly. During the presentation, other students can take notes and ask questions in English after the presentation, such as "Why did your experimental result differ from the predicted one?" "What improvements can you make to this experiment?" The group representative answers the questions raised by other students in English. After all groups have finished their presentations, the teacher organizes students to conduct mutual evaluation. The teacher provides an evaluation standard in English, including the following aspects: 1. Clarity of the presentation (Is the introduction clear and logical?); 2. Accuracy of English expression (Are the vocabulary and sentence patterns used correctly?); 3. Completeness of the experimental report (Does it include all the required parts?); 4. Feasibility of the experimental plan (Is the experimental design reasonable?); 5. Cooperation of the group (Did all members participate in the experiment actively?). Students evaluate each group according to the standard and put forward their own suggestions for improvement. Then, the teacher makes a summary evaluation. The teacher fully affirms the advantages of each group, such as active participation, reasonable experimental design and accurate English expression. At the same time, the teacher points out the common problems existing in the presentations, such as incorrect use of some sentence patterns, unclear description of experimental principles, etc., and gives targeted guidance and correction. The teacher also selects the best experimental report and the most cooperative group, and gives appropriate praise and encouragement to stimulate students' learning motivation. Design Intention: The achievement display provides a platform for students to show their learning results and exercise their oral expression ability. Mutual evaluation and teacher evaluation not only help students find their own advantages and disadvantages, but also cultivate their critical thinking and evaluation ability. The praise and encouragement from the teacher can enhance students' confidence in learning English and participating in scientific experiments, and lay a foundation for their future learning and exploration. Step 5: Consolidation and Extension First, the teacher leads students to review the key knowledge learned in this lesson, including the structure of scientific experiments, key vocabulary and sentence patterns for describing experiments. Then, the teacher assigns a consolidation task: each student revises and improves their group's experimental report according to the evaluation suggestions, and writes a short reflection in English (about 100 words), introducing their gains and experiences in this experimental activity, as well as the problems they encountered and how to solve them. For the extension task, the teacher asks students to search for a famous scientific experiment in history (such as Newton's Apple Experiment, Pavlov's Dog Experiment) after class, collect relevant information, and introduce the experiment in English in the next class. The teacher also encourages students to try to conduct more scientific experiments with their families at home, and record the experimental process and results in English, so as to integrate English learning with daily life and scientific exploration. Design Intention: The consolidation task helps students review and consolidate the knowledge learned in this lesson, and the reflection writing enables students to sort out their learning experience and deepen their understanding of the teaching content. The extension task expands students' vision, lets them understand more scientific knowledge, and encourages them to apply the knowledge learned in class to daily life, so as to achieve the goal of improving their comprehensive language ability and scientific literacy. Step 6: Summary and Homework The teacher makes a brief summary of the whole lesson: "In this lesson, we learned the structure of scientific experiments, mastered the key vocabulary and sentence patterns for describing experiments, and completed a scientific experiment through group cooperation. We not only improved our English expression ability, but also experienced the fun of scientific exploration. I hope you can keep this enthusiasm for science and English learning, and continue to explore and practice in daily life." Homework assignment: 1. Revise and improve the experimental report and write the reflection as required. 2. Search for a famous scientific experiment and prepare an English introduction for the next class. 3. Try to conduct a simple scientific experiment at home and record the process and results in English. 4. Review the key vocabulary and sentence patterns of this lesson, and preview the next part of the unit. Design Intention: The summary helps students sort out the key content of the whole lesson and form a systematic knowledge structure. The homework is designed to consolidate the knowledge learned in class, expand students' learning scope, and encourage students to continue to practice and explore after class, so as to achieve the continuity of learning and the improvement of comprehensive quality. 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 $