Unit 12 Innovation-Lesson 1 Scientific Breakthroughs 教案-2025-2026学年高中英语北师大版选择性必修第四册

Unit 12 Innovation-Lesson 1 Scientific Breakthroughs 教学目标和重难点 教学目标 It focuses on language competence, cultural awareness, thinking quality and learning ability, enabling students to master relevant vocabulary and expressions, understand the value of scientific breakthroughs, develop critical thinking and form good autonomous and cooperative learning habits. 教学重难点 Key points: Master core vocabulary and sentence patterns about scientific breakthroughs; understand the text structure and main content. Difficult points: Use target language to discuss scientific breakthroughs and their impacts, and cultivate innovative thinking. 教学过程 Step 1: Lead-in The lead-in part is designed to arouse students' interest in the theme of scientific breakthroughs, activate their existing knowledge reserve, and lay a foundation for the subsequent teaching. First, the teacher will show students pictures and short video clips of typical scientific breakthroughs through multimedia, including the discovery of penicillin, the invention of the light bulb, the landing on the moon, the development of renewable energy, and the application of large language models in scientific research. These materials are vivid and intuitive, which can quickly attract students' attention. After watching the materials, the teacher will ask open-ended questions to guide students to think and communicate. The questions include: "What scientific breakthroughs have you seen in the pictures and videos?" "Which scientific breakthrough do you think has the greatest impact on human life? Why?" "Do you know any other important scientific breakthroughs in history or in recent years?" The teacher will encourage students to express their opinions freely, not limiting their thinking, and guide them to use simple English to describe their ideas. For students who have difficulty expressing, the teacher will give appropriate prompts, such as providing key words like "discovery", "invention", "change", "improve" to help them complete the expression. In this process, the teacher will pay attention to the participation of every student, especially those who are not active in class. Through positive affirmation and encouragement, such as "Your idea is very creative", "You have a good understanding of this scientific breakthrough", students' confidence in speaking English is enhanced. At the same time, the teacher will sort out students' answers, summarize the common scientific breakthroughs mentioned by students, and naturally lead to the theme of this lesson - Scientific Breakthroughs, telling students that today we will learn about some important scientific breakthroughs and discuss their significance and impacts. Step 2: Pre-reading The pre-reading link mainly focuses on helping students preview key vocabulary and phrases, predict the content of the text, and reduce the difficulty of reading. First, the teacher will present the core vocabulary and phrases of this lesson on the blackboard or multimedia, including breakthrough, innovation, groundbreaking, revolutionize, contribution, field, experiment, analyze, critical, potential, etc. For each word and phrase, the teacher will explain its meaning, pronunciation and usage, and give example sentences related to scientific breakthroughs to help students understand and remember. For example, when explaining "breakthrough", the teacher will say: "A breakthrough is an important discovery or achievement that helps to solve a difficult problem. For example, the discovery of penicillin was a major breakthrough in the medical field." When explaining "revolutionize", the teacher will give the example: "The invention of the Internet has revolutionized the way people communicate and work." In addition, the teacher will also guide students to distinguish and use some easily confused words, such as "discovery" and "invention", explaining that "discovery" refers to finding something that already exists but has not been known before, while "invention" refers to creating something new that did not exist before. After learning the vocabulary, the teacher will ask students to predict the content of the text based on the title "Scientific Breakthroughs" and the pictures in the textbook. The teacher can prompt students: "Look at the title and the pictures in the text. What do you think the text will talk about? Will it introduce some specific scientific breakthroughs? Or will it discuss the importance of scientific breakthroughs?" Students can discuss in pairs for a short time, then share their predictions with the whole class. The teacher will record students' predictions on the blackboard, and then tell students to read the text to verify their predictions, which can stimulate students' motivation to read. In addition, the teacher will briefly introduce the background of the text. The text mainly introduces several important scientific breakthroughs in history, including the discovery of penicillin by Fleming, the invention of the first electronic computer by Eckert and Mauchly, and the invention of the World Wide Web by Tim Berners-Lee. It also introduces the background, process and impact of these breakthroughs. This brief introduction can help students better understand the text content and lay a foundation for in-depth reading. Step 3: While-reading The while-reading link is the core part of the teaching process, aiming to help students understand the text content in depth, master the text structure, and improve their reading comprehension ability. This link is divided into three parts: fast reading, careful reading and intensive reading. First, fast reading. The teacher asks students to read the text quickly, skip the new words and sentences that they do not understand temporarily, and grasp the main idea of the text. After reading, the teacher will ask students to answer the following questions: "What is the main idea of the text?" "How many scientific breakthroughs are introduced in the text? What are they?" Through these questions, the teacher can check whether students have grasped the general content of the text. The main idea of the text is to introduce several important scientific breakthroughs in history, their discovery or invention process, and their profound impact on human society. The scientific breakthroughs introduced include the discovery of penicillin, the invention of the first electronic computer, and the invention of the World Wide Web. After students answer the questions, the teacher will make a summary and correct the wrong answers to ensure that every student understands the main idea of the text. Second, careful reading. On the basis of fast reading, the teacher asks students to read the text carefully, and find out the key information of each part, including the time, the inventor or discoverer, the background, the process and the impact of each scientific breakthrough. The teacher can design a table and ask students to fill in the table while reading. The table is as follows: Scientific Breakthroughs Inventor/Discoverer Background Process Impact The discovery of penicillin Fleming During World War I, many soldiers died of bacterial infections. Fleming noticed that mold could kill bacteria by accident, and after years of research, he successfully extracted penicillin. It saved millions of lives and laid the foundation for modern medicine. The invention of the first electronic computer Eckert and Mauchly During World War II, the military needed a fast way to calculate missile trajectories. They designed and built the first electronic computer, which was large and used a lot of electricity. It revolutionized the way people calculate and laid the foundation for the development of modern information technology. The invention of the World Wide Web Tim Berners-Lee Scientists needed a way to share information easily and quickly. Tim Berners-Lee invented the World Wide Web, which allowed people to access and share information through the Internet. It changed the way people communicate, work and study, and promoted the development of global informationization. After students finish filling in the table, the teacher will check the answers with the whole class, and explain the key points and difficult points in the text. For example, when introducing the discovery of penicillin, the teacher will emphasize the sentence "Fleming’s discovery was accidental, but it was also the result of his careful observation and persistent research." This sentence can help students understand that scientific breakthroughs are not only accidental, but also require hard work and persistence. For the difficult sentences in the text, such as "The development of the Internet has revolutionized the way we live, work and communicate, making the world a smaller place.", the teacher will analyze the sentence structure, explain the usage of "making the world a smaller place" as a present participle phrase used as adverbial, and guide students to imitate the sentence structure to make sentences. Third, intensive reading. The teacher asks students to read the text again carefully, pay attention to the language features and writing skills of the text, and analyze the logical relationship between paragraphs. The text adopts a descriptive and expository writing style, which is clear in structure and logical in context. The first paragraph is the introduction, which puts forward the importance of scientific breakthroughs; the middle paragraphs introduce several specific scientific breakthroughs one by one; the last paragraph is the conclusion, which summarizes the significance of scientific breakthroughs and calls on students to pay attention to scientific innovation. In this part, the teacher will guide students to analyze the connection words used in the text, such as "first", "second", "finally", "however", "therefore", which help to connect paragraphs and make the text more coherent. At the same time, the teacher will ask students to find out the descriptive words and sentences in the text, such as "groundbreaking", "revolutionary", "significant", and analyze how these words and sentences highlight the importance of scientific breakthroughs. In addition, the teacher will also guide students to think about the author's attitude towards scientific breakthroughs, and through the analysis of the text, students can conclude that the author highly affirms the role of scientific breakthroughs in promoting human progress. Step 4: Post-reading The post-reading link is designed to help students consolidate the knowledge learned, apply the target language to practice, and improve their language application ability and thinking quality. This link includes three activities: group discussion, language practice and thinking expansion. First, group discussion. The teacher divides students into groups of 4-5, and assigns discussion topics to each group. The topics are closely related to the text and the theme of scientific breakthroughs, including: 1. What factors contribute to scientific breakthroughs? 2. What are the positive and negative impacts of scientific breakthroughs on human society? 3. Can you think of any recent scientific breakthroughs (such as renewable energy, AI in scientific research) and their potential impacts? 4. What should we do to encourage more scientific breakthroughs? Before the discussion, the teacher will give students 5 minutes to think about the topics and organize their language. During the discussion, the teacher will walk around the classroom, listen to the discussion of each group, and give appropriate guidance and help to students who have difficulty expressing. For example, if a group is confused about the factors contributing to scientific breakthroughs, the teacher can prompt them: "Think about Fleming’s discovery of penicillin. What qualities did he have? What conditions did he have?" After the discussion, each group will send a representative to share the group's views with the whole class. The representative should use the target language learned in this lesson to express the group's opinions clearly and logically. After each group's sharing, the teacher will make comments and summaries, affirm the advantages of the group, point out the existing problems, and guide other students to ask questions and put forward their own views. For example, if a group mentions that "persistence and careful observation are important factors for scientific breakthroughs", the teacher can ask other students: "Do you agree with this view? Can you give other examples to support it?" Through this kind of interaction, students' thinking is stimulated, and their ability to express and communicate in English is improved. Second, language practice. This activity mainly focuses on the application of core vocabulary and sentence patterns. The teacher designs two types of exercises: sentence making and short passage writing. For sentence making, the teacher gives core vocabulary and phrases, such as breakthrough, revolutionize, contribution, critical, and asks students to make sentences related to scientific breakthroughs. For example, students can make sentences like ". For short passage writing, the teacher asks students to write a short passage of 80-100 words about their favorite scientific breakthrough, including its inventor/discoverer, impact and their own views. Before writing, the teacher will give students a sample passage to guide them to organize the structure of the passage. The sample passage is as follows: "My favorite scientific breakthrough is the invention of the World Wide Web by Tim Berners-Lee. It was invented to help scientists share information easily. Since then, it has changed our lives greatly. We can communicate with others, work and study online. I think this breakthrough is very significant, and it will continue to promote the development of human society in the future." After students finish writing, the teacher will collect some students' works, read them out in class, and make comments, pointing out the advantages and areas for improvement. This activity can help students consolidate the knowledge learned, and improve their writing ability. Third, thinking expansion. The teacher guides students to think deeply about the theme of scientific breakthroughs, and expands the content of the lesson to cultivate students' critical thinking and innovative thinking. The teacher asks students: "Are all scientific breakthroughs beneficial to human beings? What potential risks may some scientific breakthroughs bring?" For example, the development of AI may bring problems such as unemployment and ethical issues; the development of nuclear technology may bring risks of nuclear war. Students can discuss these issues freely, and express their own views. The teacher will guide students to look at scientific breakthroughs from a dialectical perspective, realize that scientific breakthroughs are a double-edged sword, and we should use scientific and technological achievements rationally to promote human progress. In addition, the teacher will introduce some recent scientific breakthroughs, such as the historic leap of renewable energy, the application of large language models in scientific research, the treatment of ultra-rare genetic diseases by customized gene editing, etc., which can broaden students' horizons and stimulate their interest in scientific exploration. The teacher will encourage students to pay attention to scientific news in daily life, learn more about scientific breakthroughs, and cultivate their scientific literacy. Step 5: Summary and Homework First, summary. The teacher invites students to summarize the content of this lesson, including the core vocabulary and phrases, the main content of the text, and the key points and difficult points. After students summarize, the teacher will make a comprehensive summary, emphasizing the importance of scientific breakthroughs, the factors contributing to scientific breakthroughs, and the requirements for students: to learn from scientists' spirit of exploration and persistence, to pay attention to scientific innovation, and to improve their own quality. Second, homework. The homework is designed to consolidate the knowledge learned in class and extend the learning content. It is divided into three levels: basic homework, improved homework and challenging homework, to meet the needs of different students. Basic homework: 1. Recite the core vocabulary and phrases of this lesson, and make 5 sentences with them. 2. Read the text again and retell the main content of the text in your own words. Improved homework: 1. Complete the exercise sheet related to the text, including reading comprehension and vocabulary exercises. 2. Write a short passage of 100-120 words about a recent scientific breakthrough, introducing its content and impact. Challenging homework: 1. Conduct a small survey among classmates to find out their views on scientific breakthroughs, and write a survey report. 2. Research a scientist who made important contributions to scientific breakthroughs, and prepare a 3-minute English speech to introduce the scientist and his achievements. Before the end of the class, the teacher will remind students to complete their homework on time, and encourage them to actively explore scientific knowledge after class, cultivate their interest in science, and lay a foundation for their future study and development. Throughout the teaching process, the teacher adheres to the student-centered concept, pays attention to the cultivation of students' four-dimensional core literacy, combines knowledge teaching with ability training, and combines classroom teaching with after-class practice. Through various teaching activities, students are guided to actively participate in the teaching process, master the knowledge and skills of the lesson, and at the same time develop their critical thinking, innovative thinking and cooperative learning ability, which achieves the teaching goals of this lesson. 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 $