Unit 12 Innovation-Lesson 3 Stephen Hawking 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 3 Stephen Hawking 教学目标和重难点 1. 教学目标 It focuses on language competence, cultural awareness, thinking quality and learning ability, helping students master related vocabulary and expressions, understand Hawking’s spirit, develop critical thinking and form the habit of independent and lifelong learning. 2. 教学重难点 Key points: Understand Hawking’s life and scientific achievements, and master core vocabulary and sentence patterns. Difficult points: Comprehend complex scientific concepts and accurately express Hawking’s spirit and contributions in English. 教学过程 Pre-class Preparation Before the class, students are required to complete the preview task independently to lay a solid foundation for the smooth development of in-class teaching. First, students need to look up the new words and phrases in the text with reference books, such as “theoretical physics”, “cosmology”, “black hole”, “Hawking radiation”, “ALS” and other core vocabulary, and master their pronunciation, part of speech and basic meaning. At the same time, they should sort out the key sentence patterns in the text, especially the attributive clauses and passive voice related to describing people and events, and make simple notes. Second, students are asked to collect brief information about Stephen Hawking through the Internet, such as his date of birth and death, major scientific achievements, life experiences and representative works, and try to express this information in simple English sentences. In addition, students need to watch a short video about Stephen Hawking’s life and scientific research, which is recommended to be a 3-5 minute English documentary clip, to initially feel Hawking’s life state and scientific spirit, and stimulate their interest in learning the text. Teachers should prepare teaching resources in advance, including multimedia courseware, video materials, pictures of Hawking’s life and scientific achievements, blackboard design draft, and classroom practice tasks. The courseware should focus on displaying the key and difficult points of the text, including the interpretation of new words and phrases, the analysis of complex sentences, the sorting out of Hawking’s life and achievements, and the design of interactive activities. Video materials should be carefully selected to ensure that the content is closely related to the text, the language is simple and easy to understand, and it can effectively arouse students’ emotional resonance. At the same time, teachers should understand the preview situation of students in advance through the preview notes submitted by students, grasp the problems that students may encounter in the preview, such as the difficulty in understanding certain scientific terms or complex sentence structures, and adjust the teaching focus accordingly to make the in-class teaching more targeted. Lead-in The lead-in link is designed to arouse students’ interest in learning, activate their existing background knowledge, and naturally lead to the theme of the text. First, the teacher plays the pre-prepared short English video about Stephen Hawking. After the video is played, the teacher asks students two simple and easy-to-answer questions in English to guide students to think and speak actively: “Who is Stephen Hawking mentioned in the video?” “What impression do you have of him after watching the video?” Students can answer freely according to their preview and video content, and the teacher encourages students to use simple English to express their views, even if there are some grammatical errors, as long as the meaning is clear. For example, students may answer “He is a famous scientist.” “He is disabled but still studies hard.” Then, the teacher shows several pictures on the courseware, including Hawking’s photo, the cover of his book “A Brief History of Time”, a schematic diagram of black holes, etc., and introduces the background of the text briefly in English: “Today we will learn Lesson 3 of Unit 12, which is about Stephen Hawking, one of the most influential scientists in the world. Through this lesson, we will learn more about his life, his scientific achievements and his great spirit. Let’s start our learning journey together.” Finally, the teacher writes the title of the lesson “Stephen Hawking” on the blackboard, and leads students to read the title together, emphasizing the correct pronunciation of “Stephen Hawking” to lay the foundation for the subsequent text reading. Text Reading The text reading link is the core of the whole teaching process, which is divided into three parts: skimming, scanning and intensive reading, aiming to help students gradually deepen their understanding of the text, master the main content and details of the text, and improve their reading ability. First, skimming. The teacher asks students to read the text quickly, without paying too much attention to new words and difficult sentences, and requires them to finish reading within a certain time (adjusted according to the actual situation of students). After reading, students need to answer two questions: “What is the main idea of this text?” “What aspects of Stephen Hawking does the text mainly introduce?” Then, the teacher invites several students to share their answers, and summarizes and supplements them. The main idea of the text is to introduce Stephen Hawking’s life experiences, scientific achievements and his indomitable spirit in the face of illness. The text mainly introduces Hawking’s physical condition, scientific research process, major achievements and his influence on the world. In this process, the teacher guides students to grasp the overall structure of the text, which is a typical biographical narrative, and helps students sort out the logical context of the text: introduction of Hawking’s status → his physical illness → his scientific achievements → his influence and spirit. Second, scanning. On the basis of skimming, the teacher asks students to read the text again, and find out the key details according to the pre-designed questions. The questions are designed to cover the key points of the text, including Hawking’s date of birth and death, the disease he suffered from, his major scientific achievements, his representative works, and his attitude towards illness. For example: “When was Stephen Hawking born and when did he die?” “What disease did Hawking suffer from?” “What are Hawking’s main scientific achievements?” “What is Hawking’s representative work?” “How did Hawking treat his illness?” Students are required to find the corresponding information in the text and mark it, and then answer the questions in groups of four. Each group selects a representative to share the group’s answers, and the teacher corrects and supplements them. In this link, the teacher focuses on guiding students to learn to locate key information quickly, improve their scanning ability, and at the same time consolidate the understanding of key details of the text. For example, when students answer the question about Hawking’s disease, the teacher can emphasize the full name of ALS and its basic characteristics, helping students understand the difficulty of Hawking’s scientific research. Third, intensive reading. Intensive reading is mainly to help students solve the difficult points in the text, including the understanding of new words and phrases, the analysis of complex sentences, and the deep understanding of the connotation of the text. First, the teacher sorts out the new words and phrases in the text that students may not understand, such as “theoretical physics”, “cosmology”, “black hole”, “Hawking radiation”, “deteriorate”, “cease”, “in spite of” and so on. For each word and phrase, the teacher explains its pronunciation, part of speech, meaning and usage, and gives example sentences combined with the text or real life to help students master it. For example, when explaining “in spite of”, the teacher can combine the sentence in the text “In spite of his disease, Hawking didn’t consider himself an unlucky man.” to explain its meaning of “despite” and its usage of being followed by a noun or noun phrase, and then give another example sentence: “In spite of the heavy rain, he still went to school on time.” Then, the teacher focuses on analyzing the complex sentences in the text, which are the difficult points for students to understand. For example, the sentence “A black hole is a region in space where the gravitational pull is so great that nothing, not even light, can escape from it.” The teacher first splits the sentence into clauses, explains the attributive clause “where the gravitational pull is so great that nothing, not even light, can escape from it” modifying “a region in space”, and then explains the structure “so...that...” in the clause, helping students understand the meaning of the whole sentence. Another example is the sentence “Although Hawking’s physical abilities declined over decades, he never ceased his studies and he developed a number of new ideas about black holes.” The teacher explains the adverbial clause of concession “Although Hawking’s physical abilities declined over decades”, and guides students to understand the contrast between Hawking’s physical condition and his scientific research spirit, which lays the foundation for the subsequent discussion of Hawking’s spirit. In addition, during the intensive reading process, the teacher guides students to pay attention to the emotional color of the text and the author’s attitude towards Hawking. For example, the words “renowned”, “great”, “indomitable” and other words in the text reflect the author’s respect and praise for Hawking. The teacher asks students to find such words in the text and discuss their meanings and functions, helping students deepen their understanding of the connotation of the text and feel Hawking’s great spirit. Language Practice Language practice is an important link to consolidate the knowledge learned and improve students’ language application ability. This link is divided into two parts: vocabulary and sentence pattern practice, and oral expression practice, aiming to help students flexibly use the new words, phrases and sentence patterns learned in the text and improve their English listening and speaking ability. First, vocabulary and sentence pattern practice. The teacher designs a variety of practice tasks to help students consolidate the new words and sentence patterns. For example, fill in the blanks: students are given a passage about Hawking, and some words and phrases are omitted. Students need to fill in the blanks with the new words and phrases learned in the text, such as “theoretical physics”, “black hole”, “in spite of”, “cease” and so on. This task can help students review the new words and phrases and master their usage in context. Another example is sentence transformation: the teacher gives simple sentences, and asks students to transform them into complex sentences using the attributive clauses and “so...that...” structure learned in the text. For example, transform “Stephen Hawking was a famous theoretical physicist. He made great contributions to cosmology.” into “Stephen Hawking was a famous theoretical physicist who made great contributions to cosmology.” Through this practice, students can master the usage of complex sentence patterns and improve their ability to express complex meanings in English. Second, oral expression practice. The teacher organizes group discussion activities. The discussion topic is “What can we learn from Stephen Hawking?” Before the discussion, the teacher gives students 5 minutes to think independently, sorts out their own ideas, and writes down key words and sentences. Then, students discuss in groups of four, and each student expresses their own views in English. During the discussion, the teacher walks around each group, guides students to use the new words, phrases and sentence patterns learned in the text, and helps students solve the problems encountered in expression. For example, if a student does not know how to express “indomitable spirit”, the teacher can remind them of the word “indomitable” learned in the text. After the group discussion, each group selects a representative to make a group report, sharing the group’s views. The teacher comments on the students’ reports, affirms their advantages, points out their deficiencies, and guides students to improve their oral expression ability. In addition, the teacher can design a role-play activity: one student acts as a reporter, and the other acts as Stephen Hawking (or his assistant), and conducts an interview. The reporter can ask questions about Hawking’s life, scientific research and attitude towards illness, and the interviewee answers according to the text content. This activity can fully mobilize students’ enthusiasm and initiative, and improve their oral communication ability in a relaxed and pleasant atmosphere. Text Extension and Cultural Awareness Cultivation On the basis of understanding the text, the text extension link is designed to expand students’ horizons, deepen their understanding of Hawking’s spirit and scientific culture, and cultivate their cultural awareness. First, the teacher introduces Hawking’s representative work “A Brief History of Time” to students in English, briefly introduces the main content of the book, such as the origin of the universe, black holes, time and space, etc., and tells students that this book has popularized scientific knowledge to the world and made more people pay attention to the universe and science. Then, the teacher shares some famous quotes of Hawking with students, such as “Look up at the stars and not down at your feet. Be curious.”, and guides students to discuss the meaning of these quotes, understand Hawking’s love for science and his positive attitude towards life. In addition, the teacher guides students to think about the significance of Hawking’s spirit in modern society. The teacher asks students: “In today’s society, what can we learn from Hawking’s indomitable spirit? How can we apply this spirit to our study and life?” Students are encouraged to express their views freely, and the teacher summarizes: Hawking’s spirit of perseverance in the face of difficulties, his pursuit of science and his positive attitude towards life are worth learning for everyone. In our study and life, we will also encounter various difficulties and setbacks. We should learn from Hawking, not give up easily, keep curious and pursue our dreams firmly. At the same time, the teacher connects Hawking’s scientific achievements with the theme of the unit “Innovation”, guides students to understand that Hawking’s scientific research process is a process of continuous innovation, and encourages students to cultivate their innovative awareness and innovative ability, and make contributions to the development of science and society in the future. In addition, the teacher can introduce other famous scientists in the world, such as Einstein, Newton, etc., briefly introduce their scientific achievements and spirit, help students understand the diversity of scientific culture, and enhance their respect for scientists and their recognition of scientific spirit. Summary and Homework Arrangement First, summary. The teacher invites students to summarize the content of this lesson independently, including the key points of the text, the new words and phrases learned, and the insights gained. Then, the teacher makes a comprehensive summary, combs the key and difficult points of this lesson again, emphasizes Hawking’s life, scientific achievements and spirit, and reviews the language knowledge learned, helping students sort out the knowledge system and deepen their memory. The teacher also emphasizes the four-dimensional core literacy objectives of this lesson, reminding students that while improving their language ability, they should also learn Hawking’s spirit, cultivate their thinking quality and learning ability. Second, homework arrangement. The homework is divided into three levels: basic homework, improved homework and expanded homework, to meet the needs of different students. Basic homework: 1. Recite the new words and phrases learned in this lesson and write 5 sentences using these words and phrases. 2. Read the text aloud for 15 minutes every day and record the reading audio. Improved homework: Write a short passage of about 150 words about Stephen Hawking, introducing his life, scientific achievements and spirit, and using the new words, phrases and sentence patterns learned in the text. Expanded homework: 1. Read the English version of “A Brief History of Time” (excerpts) and write a short reading report. 2. Collect information about other famous scientists and prepare a 3-minute English speech to be shared in the next class. This hierarchical homework design can not only help students consolidate the knowledge learned in class, but also expand their horizons and improve their language application ability. In addition, the teacher reminds students to review the content of this lesson in time after class, sort out the notes, and put forward the problems encountered in the learning process, which can be discussed with teachers or classmates in the next class. At the same time, the teacher encourages students to continue to pay attention to scientific topics, watch English science documentaries, read English science articles, and cultivate their interest in learning English and science. The whole teaching process adheres to the student-centered concept, integrates the four-dimensional core literacy objectives into each link, pays attention to the interaction between teachers and students and between students and students, and combines knowledge teaching, ability training and cultural infiltration. Through a series of teaching activities, students can not only master the language knowledge related to the text, improve their language application ability, but also understand Hawking’s great spirit, cultivate their scientific literacy and positive outlook on life, and achieve 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 $