Unit1 Scientists-Reading A-Digging in 讲义-2025-2026学年高中英语沪外版选择性必修第二册

Unit 1 Scientists-Reading A-Digging in 教学目标和重难点 教学目标 It focuses on language competence, cultivating students’ ability to master scientific vocabulary and understand academic texts. It develops thinking quality, guides logical analysis and critical thinking. It strengthens cultural awareness and shapes the spirit of pursuing truth. It improves learning ability to master reading strategies. 教学重难点 Key points: Master core scientific vocabulary and phrases, understand the main idea and logical structure of the text. Difficult points: Analyze complex sentences in academic texts and explore the scientific spirit reflected in the text deeply. 教学过程 Step 1: Lead-in The teacher starts the class by showing pictures of famous scientists (such as John Snow, Marie Curie) and playing a 2-minute short video about their scientific exploration stories. Then the teacher asks two questions: “Who are the scientists in the pictures? What do you know about their contributions?” After students answer freely, the teacher further guides: “Today we will read a text about scientific exploration, which will show us how scientists adhere to the pursuit of truth and make breakthroughs. Let’s start our reading journey.” Design Intention: The visual materials (pictures and videos) can quickly attract students’ attention and arouse their interest in the topic of scientists. The open questions allow students to activate their existing knowledge reserve about scientists, establish a connection between the new lesson and their prior learning, and lay a good foundation for the smooth development of the subsequent reading activities. At the same time, it subtly conveys the core of the text—the spirit of scientific exploration, guiding students to enter the learning state with a positive attitude. Step 2: Pre-reading First, the teacher presents the core vocabulary and phrases in the text, including “scientific method, hypothesis, experiment, data analysis, perseverance, skeptical, contribute to, dig into” and so on. For each word and phrase, the teacher explains its meaning in simple English, combines it with the context of scientific exploration, and gives example sentences, such as “Scientists usually put forward a hypothesis before doing an experiment.” Then, the teacher organizes a quick matching activity: students match the words with their corresponding definitions in pairs, and the teacher checks the results and explains the difficult points in time. Next, the teacher introduces the background of the text briefly: “The text mainly tells the process of a scientist’s exploration, showing his rigorous attitude and persistent spirit in the face of difficulties. Before reading, let’s predict: What do you think the scientist will explore? What difficulties may he encounter?” Students are invited to share their predictions, and the teacher writes down the key points on the blackboard. Design Intention: Pre-reading vocabulary teaching helps students eliminate language barriers in the subsequent reading process, so that they can focus more on understanding the content and logical structure of the text instead of being troubled by new words. The matching activity enhances the interactivity of vocabulary learning and helps students memorize words more firmly. The prediction link can stimulate students’ thinking, cultivate their ability of logical reasoning, and make them read the text with a purpose, improving reading efficiency. Step 3: While-reading Activity 1: Skimming The teacher asks students to read the text quickly and complete two tasks: 1. Find out the main idea of the text (What is the text mainly about?); 2. Identify the scientist in the text and his main exploration content. After students finish reading, the teacher invites several students to share their answers, and then summarizes the main idea of the text: The text describes the process of a scientist who adheres to scientific exploration, puts forward hypotheses, conducts experiments, analyzes data, and finally achieves breakthroughs, reflecting the noble scientific spirit. Design Intention: Skimming is a basic reading strategy that helps students grasp the overall content of the text quickly. Through this activity, students can form a general understanding of the text, clarify the core characters and events, and lay a foundation for in-depth reading. At the same time, it cultivates students’ ability to extract key information quickly, which is an important part of improving their reading ability. Activity 2: Scanning The teacher asks students to read the text again carefully and fill in the following table, which includes four columns: “Stages of Exploration, Specific Actions, Difficulties Encountered, Solutions”. Students can work in groups of 4 to complete the task, and the teacher walks around the classroom to provide guidance for students who have difficulties. After the groups finish, each group sends a representative to present their answers, and the teacher corrects and supplements them, helping students sort out the logical process of the scientist’s exploration clearly. Design Intention: Scanning requires students to find specific information in the text accurately, which can train their ability to locate information quickly. Group cooperation allows students to communicate and discuss, share their ideas, and solve problems together, which not only improves the efficiency of completing the task, but also cultivates their cooperative learning ability. The form of the table helps students sort out the logical structure of the text intuitively, making the complex exploration process clear and easy to understand. Activity 3: Close Reading The teacher selects several key sentences and paragraphs in the text for in-depth analysis, guiding students to understand the meaning of the text and the author’s emotional attitude. First, the teacher presents a complex sentence: “Despite numerous failures and doubts from other scientists, he never gave up his research and insisted on testing his hypothesis through repeated experiments.” The teacher analyzes the sentence structure (adverbial clause of concession, infinitive as object complement) and guides students to understand the meaning of the sentence, focusing on the words “never gave up” and “insisted on” to let students feel the scientist’s perseverance. Then, the teacher guides students to read the paragraph about the scientist’s data analysis, and asks: “What methods did the scientist use to analyze the data? Why is this method important?” Students discuss in groups and share their views. The teacher summarizes: The scientist used scientific and rigorous methods to analyze the data, which ensures the accuracy and reliability of the research results, reflecting his rigorous scientific attitude. In addition, the teacher asks students to find the words and sentences in the text that reflect the scientist’s spirit (such as “skeptical about the existing theory”, “devoted all his time to research”, “put forward a new viewpoint bravely”) and discuss what kind of scientific spirit these words and sentences reflect. Design Intention: Close reading is the key link of in-depth understanding of the text. By analyzing complex sentences, students can improve their ability to understand complex sentence structures in academic texts, which is one of the key points of this lesson. By analyzing the methods of data analysis and the words and sentences reflecting the scientific spirit, students can not only understand the content of the text more deeply, but also feel the noble qualities of scientists, which helps to cultivate their cultural awareness and thinking quality. Group discussion in this link further stimulates students’ thinking and makes their understanding of the scientific spirit more comprehensive. Step 4: Post-reading Activity 1: Discussion The teacher puts forward two discussion topics: 1. What can we learn from the scientist in the text? 2. In your opinion, what qualities should a good scientist have? Students are divided into groups of 5 to discuss the topics. During the discussion, the teacher reminds students to combine the content of the text and their own life experience to express their views, and encourages students to use the new words and phrases learned in this lesson. After the discussion, each group selects a representative to make a speech in front of the whole class, and the teacher makes comments and supplements, affirming the positive views of the students and guiding them to establish a correct understanding of the scientific spirit. Design Intention: The discussion activity connects the text content with students’ real life, making the learning of the text more practical and meaningful. It not only helps students deepen their understanding of the scientific spirit, but also provides students with an opportunity to practice oral English, improving their ability to use language comprehensively. Group discussion also cultivates students’ ability to express their views clearly and listen to others’ opinions, which is conducive to the development of their thinking quality and cooperative learning ability. Activity 2: Summary and Extension First, the teacher invites students to summarize the content of this lesson: what they have learned, what they have understood, and what they have gained. Then the teacher makes a comprehensive summary: This lesson mainly introduces the process of a scientist’s scientific exploration, helps us master the core vocabulary and phrases related to scientific exploration, understand the logical structure of academic texts, and feel the scientist’s rigorous attitude, perseverance and innovative spirit. These qualities are not only needed by scientists, but also important for us to learn and grow. Then, the teacher carries out the extension activity: “Please choose a scientist you admire, collect relevant information about his scientific exploration, and prepare a 2-minute English speech to introduce his story and spirit. We will share it in the next class.” Design Intention: Letting students summarize the lesson by themselves can help them sort out the knowledge they have learned, strengthen memory and improve their ability of induction and summary. The extension activity extends the learning content from the text to real life, encourages students to learn more about scientists and their stories, further strengthens their understanding of the scientific spirit, and at the same time trains their ability of collecting information and oral expression, laying a foundation for the subsequent learning. Activity 3: Language Application The teacher assigns a short writing task: Ask students to write a 100-word short passage about “My Understanding of Scientific Spirit”, requiring them to use at least 5 new words and phrases learned in this lesson. After students finish writing, the teacher collects some students’ works, comments on them in class, affirms the advantages and points out the problems that need to be improved, such as the use of words, sentence structure and logical coherence. Design Intention: The writing task is an important link to test students’ language application ability. It not only helps students consolidate the new words and phrases learned in this lesson, but also trains their ability of writing in English, realizing the transformation from input to output. The teacher’s comments can help students find their own problems in writing, improve their writing level, and further improve their language competence. Step 5: Summary and Homework The teacher summarizes the whole lesson again, emphasizing the key and difficult points of this lesson: mastering the core vocabulary and phrases related to scientific exploration, understanding the logical structure of the text, and understanding the scientific spirit reflected in the text. Then the teacher assigns the homework: Review the new words and phrases learned in this lesson, and make sentences with each word and phrase. Finish the short writing task assigned in the post-reading activity and revise it according to the teacher’s comments. Collect information about the scientist you admire and prepare for the English speech in the next class. Design Intention: Reviewing homework helps students consolidate the knowledge they have learned in class and strengthen their memory. The writing revision task helps students improve their writing ability. The information collection task for the speech lays a foundation for the next class and continues to stimulate students’ interest in learning about scientists and scientific spirit, forming a good learning cycle. Throughout the teaching process, the teacher adheres to the student-centered teaching concept, guides students to participate in various reading and interactive activities actively, and integrates the cultivation of four-dimensional core literacy into each teaching link. While improving students’ language competence, it also develops their thinking quality, strengthens their cultural awareness and improves their learning ability, so as to achieve the teaching goal 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 $