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

Unit 4 Fun with Science-Assessment 教学目标和重难点 1. 教学目标 It focuses on developing students’ language ability to use scientific English accurately, cultural awareness to respect scientific diversity, thinking quality to analyze scientific phenomena logically, and learning ability to explore science independently and cooperatively. 2. 教学重难点 Key points: Mastering core scientific vocabulary and sentence patterns, and using them to express scientific views. Difficult points: Analyzing scientific texts critically and applying scientific knowledge to solve practical problems in English. 教学过程 Step 1: Lead-in and Review (Warm-up and Knowledge Consolidation) The teacher starts the class by showing a short video about interesting scientific experiments, such as the "invisibility" experiment using cylindrical lens arrays, and asks students to watch carefully and answer two questions in English: 1. What scientific principle does the experiment use? 2. How does this experiment reflect "Fun with Science"? After students finish answering, the teacher summarizes their answers, comments on their performance, and reviews the core vocabulary and sentence patterns of Unit 4, such as "detect", "complex", "imply", "grasp", "It is implied that...", "The principle of... is that...", and "We can use... to...". The teacher invites students to make sentences with these words and patterns in pairs, and then asks several pairs to present their sentences to the whole class. Design Intention: The interesting scientific video can quickly attract students’ attention, arouse their interest in science and English expression, and lay a relaxed learning atmosphere for the assessment class. Reviewing core vocabulary and sentence patterns helps students consolidate the knowledge they have learned in the unit, lay a solid language foundation for the subsequent assessment activities, and realize the connection between previous knowledge and the current assessment content. Pair work enables students to communicate and cooperate, and improves their ability to use language in real situations. Step 2: Listening Assessment (Testing Listening Comprehension Ability) The teacher distributes the listening assessment task sheets to students, which include two parts: short conversations and a long passage. The short conversations are about students discussing scientific experiments and scientific phenomena, involving the core vocabulary and sentence patterns of the unit. The long passage introduces the history of scientific inventions and the contributions of scientists, focusing on testing students’ ability to grasp the main idea and key details. Before playing the audio, the teacher guides students to read the questions and options carefully, and teaches them listening skills: pay attention to key words, predict the content of the audio according to the options, and take notes briefly while listening. Then the teacher plays the audio twice: the first time for students to get the general idea, and the second time for students to complete the tasks. After the audio is played, students exchange their answers in groups of four, discuss the controversial questions, and then the teacher explains the key points and difficult points in the listening material, corrects the wrong answers, and analyzes the reasons for the mistakes. For the long passage, the teacher also asks students to retell the main content in their own words to further test their listening comprehension and language expression ability. Design Intention: Listening assessment is an important part of English core literacy, which can test students’ ability to understand oral scientific English. The design of listening materials is closely combined with the theme of the unit, ensuring the pertinence of the assessment. Guiding students to master listening skills helps them improve their listening efficiency and accuracy. Group discussion allows students to learn from each other, deepen their understanding of the listening material, and the retelling link can further consolidate their listening comprehension and language organization ability, realizing the integration of listening and speaking. Step 3: Reading Assessment (Testing Reading Comprehension and Critical Thinking) The reading assessment includes two passages: a narrative passage about a scientist’s exploration process and an expository passage about a new scientific technology. The narrative passage focuses on testing students’ ability to understand the plot, characters’ feelings and the theme of the passage; the expository passage focuses on testing students’ ability to grasp the structure of the passage, the core viewpoints and the logical relationship between paragraphs. The teacher distributes the reading task sheets, and asks students to read the passages carefully and complete the following tasks: 1. Choose the best answer for each question (multiple choice); 2. Answer the open-ended questions according to the passage; 3. Find out the topic sentence of each paragraph in the expository passage and analyze the logical structure of the passage. During the students’ reading, the teacher walks around the classroom, provides guidance for students who have difficulties, and reminds students to use reading skills such as skimming, scanning and intensive reading. After students finish the tasks, the teacher collects the task sheets, comments on the overall performance, focuses on explaining the difficult questions and the key points of the passage, and guides students to analyze the logical structure of the expository passage, such as "introduction - principle - application - prospect". For the open-ended questions, the teacher invites several students to share their answers, and evaluates their answers from the aspects of language accuracy, logicality and comprehensiveness, encouraging students to put forward different views and cultivate their critical thinking ability. Design Intention: Reading is an important way for students to acquire scientific information and improve their language ability. The combination of narrative and expository passages can comprehensively test students’ reading ability in different genres. The design of tasks from multiple choice to open-ended questions and structure analysis is gradual, which can test students’ reading comprehension ability at different levels. Guiding students to use reading skills helps them improve their reading efficiency and deepen their understanding of the passage. The evaluation of open-ended questions pays attention to the diversity of students’ answers, which is conducive to cultivating their critical thinking and innovative thinking, and conforms to the requirements of core literacy development. Step 4: Speaking Assessment (Testing Oral Expression and Cooperative Communication Ability) The speaking assessment is carried out in groups of four, with each group completing a cooperative task: "Design an Interesting Scientific Experiment". The specific requirements are as follows: 1. Each group discusses and determines an interesting scientific experiment, which can be the one learned in the unit or a self-designed one; 2. Each member of the group undertakes different tasks: one introduces the materials needed for the experiment, one explains the steps of the experiment, one introduces the scientific principle of the experiment, and one summarizes the significance and fun of the experiment; 3. Each group has a 5-minute presentation, and other groups ask questions after the presentation, and the presenting group answers them; 4. The assessment criteria include: language accuracy and fluency, logicality of expression, cooperation among group members, and richness of content. Before the group discussion, the teacher gives a sample presentation, introduces the assessment criteria in detail, and reminds students to use the core vocabulary and sentence patterns of the unit, such as "First of all...", "Then...", "Finally...", "The experiment requires...", "The principle of the experiment is that...". During the group discussion, the teacher walks around the classroom, observes the cooperation of each group, and provides guidance for groups with difficulties, such as helping them sort out the ideas of the presentation or correct wrong expressions. After all groups finish their presentations, the teacher comments on each group’s performance, affirms their advantages, points out their shortcomings, and puts forward suggestions for improvement. At the same time, students are invited to evaluate each other’s presentations, so as to improve their ability of evaluation and reflection. Design Intention: Speaking assessment focuses on testing students’ ability to use English to express scientific content and communicate cooperatively, which is in line with the requirements of language ability and learning ability in core literacy. The cooperative task of designing scientific experiments can not only arouse students’ interest in science, but also cultivate their cooperative spirit and innovative ability. The division of tasks in the group ensures that each student can participate in the activity, and the question-and-answer link after the presentation can further improve students’ oral expression and on-site response ability. The combination of teacher evaluation and student mutual evaluation is conducive to students’ understanding of their own shortcomings and learning from each other, promoting the improvement of their oral expression ability. Step 5: Writing Assessment (Testing Writing Ability and Logical Organization Ability) The writing assessment requires students to write an argumentative essay with the title "The Importance of Fun in Scientific Exploration". The specific requirements are as follows: 1. The essay should have a clear theme, clear logical structure, and sufficient arguments; 2. It should use the core vocabulary and sentence patterns of the unit, and the language should be accurate, fluent and appropriate; 3. The number of words should be no less than 120. Before writing, the teacher guides students to brainstorm: what is the relationship between fun and scientific exploration? What examples can be used to prove the importance of fun in scientific exploration? (such as the story of scientists who persisted in scientific exploration because of interest) How to arrange the structure of the essay? (introduction - argument - example - conclusion) Then the teacher shows a sample essay, analyzes its structure, arguments and language features, and reminds students to pay attention to the logical connection between paragraphs, such as using transition words like "firstly", "besides", "therefore", "in conclusion". During the writing process, the teacher walks around the classroom, provides guidance for students who have difficulties in writing, such as helping them sort out their ideas, correct wrong sentences, and improve their expression. After students finish writing, they exchange their compositions in pairs, revise each other’s compositions according to the assessment criteria (theme, logicality, language accuracy, fluency), and then the teacher collects some representative compositions, comments on them in class, affirms the advantages, points out the common problems (such as unclear theme, illogical structure, incorrect word usage), and gives revision suggestions. Finally, students revise their own compositions according to the teacher’s comments and their partners’ suggestions. Design Intention: Writing assessment is an important way to test students’ comprehensive language ability, which can reflect their ability to organize language, express views and logical thinking. The theme of the argumentative essay is closely combined with the unit theme, which can test students’ understanding of the unit theme and their ability to apply knowledge. Brainstorming and sample analysis help students sort out their writing ideas, master the structure of argumentative essays, and improve their writing efficiency. Peer revision and teacher comment enable students to find their own shortcomings in writing, learn from each other’s advantages, and improve their writing ability. The revision link helps students deepen their understanding of writing skills and language expression, and realize the improvement of writing ability in the process of revision. Step 6: Summary and Reflection (Consolidation and Improvement) The teacher summarizes the whole assessment class, reviews the key and difficult points of the unit, and combs the content of the listening, speaking, reading and writing assessments. The teacher affirms the overall performance of the students, praises the students who have made progress, and points out the common problems existing in the assessment, such as insufficient mastery of some scientific vocabulary, poor logicality of oral and written expression, and insufficient critical thinking ability. Then the teacher guides students to reflect on their own performance in the assessment: What are their advantages? What are their shortcomings? How to improve their shortcomings in future learning? Students can write down their reflection in a few words, and then share their reflection with their deskmates. Finally, the teacher assigns after-class tasks: 1. Review the core knowledge of the unit, consolidate the vocabulary and sentence patterns that are not mastered proficiently; 2. Revise the composition according to the revision suggestions; 3. Collect an interesting scientific story and prepare to share it in the next class. Design Intention: The summary link helps students sort out the knowledge and assessment content of the unit, form a systematic knowledge framework, and deepen their understanding of the unit theme and core knowledge. The reflection link guides students to realize their own advantages and shortcomings, cultivate their self-reflection ability, and clarify the direction of future learning. The after-class tasks are closely combined with the assessment content, which can help students consolidate the knowledge they have learned, make up for their shortcomings, and lay a foundation for the subsequent learning. At the same time, collecting scientific stories can further arouse students’ interest in science and expand their scientific knowledge reserve. Step 7: Assessment Feedback (Promoting Continuous Improvement) After the class, the teacher carefully corrects all the assessment task sheets (listening, reading, writing) and records the students’ performance in each assessment link. For the common problems in the assessment, the teacher sorts them out and prepares targeted review materials for the next class. For the students who have poor performance in the assessment, the teacher communicates with them individually, understands the reasons for their poor performance, and provides targeted guidance and help, such as helping them make a review plan, tutoring the knowledge they have not mastered, and encouraging them to build confidence in learning. For the students who have excellent performance, the teacher affirms their achievements and encourages them to continue to work hard, and puts forward higher requirements, such as expanding their scientific English vocabulary and reading more English scientific articles. Design Intention: Assessment feedback is an important part of the assessment process, which can help teachers understand students’ learning effect and existing problems, and adjust the teaching plan and method accordingly. Individual communication with students can help teachers understand the actual situation of each student, provide targeted guidance, and help students solve their learning difficulties. Encouraging students at different levels can protect their learning enthusiasm, build their learning confidence, and promote all students to make progress in English learning and core literacy development. 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 $