Unit1 Scientists-Reading A-Listening, Viewing and Speaking 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-Listening, Viewing and Speaking 教学目标和重难点 教学目标 It focuses on improving students’ language ability to use scientific vocabulary and expressions. It cultivates thinking quality through analyzing scientists’ spirits, strengthens cultural awareness by understanding global scientific contributions, and develops learning ability via autonomous and cooperative learning. 教学重难点 Key points: Master core scientific vocabulary and sentence patterns, understand listening and viewing materials about scientists, and express views on scientific spirit. Difficult points: Use complex sentences flexibly and deeply discuss scientists’ contributions and spirits in English. 教学过程 Step 1: Warm-up and Lead-in The teacher starts the class with a question-and-answer activity: “Who is your favorite scientist? What contributions did he or she make?” Ask 3-4 students to share their answers in simple English. Then, show pictures of 3 famous scientists (such as Zhong Yang, Marie Curie and Albert Einstein) on the screen, with short English introductions under each picture (e.g., “Zhong Yang, a Chinese botanist, devoted his life to collecting seeds in Tibet”). After that, the teacher leads students to read the introductions together and asks: “What do these scientists have in common?” Guide students to summarize key qualities such as perseverance, dedication and innovation. Design Intention: This warm-up activity is closely linked to the unit theme “Scientists” and the content of Reading A. By asking questions and showing pictures, it can quickly arouse students’ interest in the topic, activate their existing knowledge about scientists, and lay a foundation for the subsequent listening, viewing and speaking activities. At the same time, it helps students initially perceive the core qualities of scientists, imperceptibly cultivating their thinking quality and cultural awareness. Reading the short introductions together also provides a preliminary language input, laying a foundation for improving students’ language ability. Step 2: Pre-listening and Pre-viewing Preparation First, the teacher introduces the background of the listening and viewing materials: “Today we will listen to a conversation between two students and watch a short video about a scientist’s research experience. Both are closely related to the content of Reading A, which is about scientists’ dedication and scientific exploration.” Then, the teacher presents 10 core vocabulary words and phrases on the screen, including “devote...to...”, “conduct research”, “overcome difficulties”, “make breakthroughs”, “perseverance”, “botany”, “seed collection”, “scientific spirit”, “contribution” and “inspiration”. For each word and phrase, the teacher explains its meaning briefly in English, gives example sentences related to scientists (e.g., “Zhong Yang devoted all his life to seed collection in Tibet”), and asks students to read after the teacher twice to ensure they master the pronunciation and basic usage. Next, the teacher guides students to predict the content of the listening and viewing materials. For the listening material, the teacher asks: “What do you think the two students will talk about? Will they talk about a scientist’s story or their views on scientific research?” For the viewing material, the teacher prompts: “The video is about a scientist’s research. What difficulties do you think he or she will encounter during the research? How will he or she solve them?” Ask students to discuss in pairs for 2 minutes and then invite 2-3 pairs to share their predictions. Design Intention: Pre-listening and pre-viewing preparation is an important link to help students reduce listening and viewing barriers. The core vocabulary and phrases are closely related to the theme of the unit and the content of the materials, which can help students understand the materials more smoothly and improve their language ability. Predicting the content of the materials can stimulate students’ thinking, cultivate their ability of logical reasoning (an important part of thinking quality), and make them more active in the subsequent listening and viewing process. Pair discussion also cultivates students’ cooperative learning ability, which is an important part of learning ability. Step 3: Listening Practice The first listening: The teacher plays the listening material once (the material is a conversation between two students, Li Hua and Wang Ming, talking about Zhong Yang’s life and contributions, closely related to Reading A). Ask students to listen carefully and finish a simple task: tick the key information mentioned in the conversation (options include “Zhong Yang collected seeds in Tibet”, “Zhong Yang devoted his life to botany”, “Zhong Yang made great contributions to China’s botany” and “Zhong Yang overcame many difficulties in Tibet”). After the first listening, the teacher checks the answers with students, asks a few students to explain their choices, and corrects mistakes in time. The second listening: Play the listening material again. Ask students to fill in the blanks in a cloze passage (the cloze passage is excerpted from the listening material, with key words and phrases such as “devoted”, “seed collection”, “difficulties”, “perseverance” and “contributions” omitted). During the listening process, the teacher reminds students to focus on the omitted content and write down the words or phrases quickly. After the second listening, the teacher plays the material for the third time, allowing students to check and correct their answers. Then, the teacher leads students to read the completed cloze passage together, emphasizing the key vocabulary and sentence patterns, and explains the difficult sentences in the passage (e.g., “Despite the harsh environment in Tibet, Zhong Yang never gave up his seed collection work.”) to help students understand the structure and meaning of the sentences. After the listening practice, the teacher organizes a group discussion: “What do you think of Zhong Yang after listening to the conversation? What qualities of him impress you most? Why?” Divide students into groups of 4, and each group discusses for 3 minutes. During the discussion, the teacher walks around the classroom, provides guidance for students who have difficulty expressing themselves, and encourages them to use the vocabulary and phrases learned in the pre-listening link. After the discussion, invite 2-3 groups to share their views, and the teacher makes appropriate comments, affirming the advantages of students’ expressions and putting forward suggestions for improvement (e.g., “You can use the phrase ‘devote...to...’ to express Zhong Yang’s dedication more accurately”). Design Intention: The listening practice is designed in two steps (gist listening and detailed listening), which conforms to the law of students’ listening comprehension and helps students gradually improve their listening ability. The first listening focuses on training students’ ability to grasp the gist of the material, and the second listening focuses on training their ability to capture key details, which is conducive to improving their language ability. The group discussion after listening not only allows students to deepen their understanding of the listening material and the spirit of scientists, but also provides them with opportunities to practice oral expression, which helps to improve their oral English ability. At the same time, the discussion encourages students to think deeply about the qualities of scientists, cultivating their thinking quality. The teacher’s guidance and comments can help students correct their mistakes in time and improve their learning efficiency, which is conducive to the development of their learning ability. Step 4: Viewing Practice The first viewing: The teacher plays the short video once (the video is about Marie Curie’s research process of discovering radium, showing her difficulties in the research and her perseverance). Ask students to watch carefully and answer two questions: 1. What did Marie Curie study? 2. What difficulties did she encounter during the research? After the first viewing, the teacher invites students to answer the questions one by one, and supplements and corrects the answers to ensure that students grasp the gist of the video. The second viewing: Play the video again. Ask students to take notes while watching, recording the key information about Marie Curie’s research process (including the time, place, difficulties and achievements). The teacher reminds students to use simple words and phrases to take notes, and pay attention to the connection between the information. After the second viewing, ask students to exchange their notes with their deskmates, supplement and improve each other’s notes. Then, the teacher invites 1-2 students to share their notes with the whole class, and sorts out the key information of the video on the screen to help students sort out their ideas. The third viewing: Play the video again. Ask students to focus on the details that reflect Marie Curie’s scientific spirit (such as her working environment, her attitude towards difficulties and her persistence in research). After the viewing, the teacher asks: “What details in the video reflect Marie Curie’s scientific spirit? What can we learn from these details?” Guide students to discuss freely, and summarize the scientific spirit reflected in the video (perseverance, dedication, rigorousness and innovation) together with students. Then, the teacher asks students to use the key vocabulary and sentence patterns learned to describe Marie Curie’s scientific spirit in 1-2 sentences, and invites a few students to share their sentences. Design Intention: The viewing practice is carried out in three steps, which helps students gradually deepen their understanding of the video content. The first viewing focuses on the gist, the second on key details, and the third on the embodiment of scientific spirit, which is in line with the law of students’ cognitive development. Taking notes can train students’ ability to capture and sort out information, which is conducive to improving their learning ability. Exchanging notes with deskmates and sharing with the whole class can cultivate students’ cooperative learning ability and expression ability. Discussing the scientific spirit reflected in the video can help students deeply understand the connotation of scientific spirit, cultivate their thinking quality and cultural awareness, and let them realize the value of scientific exploration to human society. Step 5: Speaking Practice First, the teacher leads students to review the content of listening and viewing materials, and summarizes the key points: “We have listened to the conversation about Zhong Yang and watched the video about Marie Curie. Both of them are great scientists who have made great contributions to human society with their perseverance and dedication.” Then, the teacher introduces the speaking task: “Work in groups of 4. Choose one scientist you are familiar with (it can be Zhong Yang, Marie Curie or other scientists), and introduce his or her life, contributions and scientific spirit in English. Each group prepares for 5 minutes, and then each group sends a representative to make a 2-minute speech in front of the whole class.” During the preparation, the teacher walks around the classroom, provides guidance for each group: for groups that have difficulty choosing a scientist, the teacher can give suggestions; for groups that have difficulty organizing language, the teacher can remind them to use the vocabulary and sentence patterns learned in the class (such as “devote...to...”, “overcome difficulties”, “make breakthroughs”, “possess the spirit of perseverance”); for groups that have insufficient content, the teacher can guide them to add more details (such as the scientist’s famous quotes or typical stories). At the same time, the teacher encourages students to help each other in the group, cooperate closely, and complete the speaking task together. After the preparation, each group sends a representative to give a speech. The teacher makes notes while listening, and after all groups finish speaking, the teacher makes comments: affirm the advantages of each group (such as accurate use of vocabulary, fluent expression, rich content), and put forward targeted suggestions for improvement (such as “You can add more details about the scientist’s research process to make the speech more vivid”, “Pay attention to the pronunciation of some words”). Then, the teacher invites students to vote for the “Best Speech Group” and gives appropriate praise to encourage students. After the group speech, the teacher organizes a class discussion: “What can we learn from these great scientists? How can we apply their scientific spirit to our study and life?” Ask students to share their views freely, and the teacher guides students to realize that they should learn from scientists’ perseverance, dedication and innovative spirit, study hard, and pursue progress. During the discussion, the teacher encourages students to express their views bravely, and guides them to use the language knowledge learned in the class to express themselves accurately and fluently. Design Intention: The speaking practice is closely linked to the listening and viewing materials, which can help students consolidate the language knowledge learned and improve their oral expression ability. Group preparation and speech can cultivate students’ cooperative learning ability and communication ability, which is an important part of learning ability. The teacher’s guidance and comments can help students find their own shortcomings and improve their oral expression ability. The class discussion after the speech can help students deeply understand the significance of scientific spirit, establish correct values, cultivate their thinking quality and cultural awareness, and realize the integration of language learning and value guidance. At the same time, the praise and encouragement from the teacher can stimulate students’ learning enthusiasm and enhance their confidence in learning English. Step 6: Consolidation and Extension First, the teacher leads students to review the core vocabulary, phrases and sentence patterns learned in the class, and asks students to make sentences with 3-5 key words and phrases (such as “devote...to...”, “perseverance”, “make contributions”) to consolidate their mastery of language knowledge. Then, the teacher introduces an extension task: “After class, find more information about a scientist you like (in English), and write a short passage (about 80 words) to introduce his or her contributions and scientific spirit. Next class, we will invite some students to share their passages.” In addition, the teacher recommends some English resources related to scientists to students, such as English documentaries about scientists, English articles on the official website of scientific institutions, etc., and encourages students to use their spare time to read and watch these resources, so as to expand their knowledge and improve their English reading and listening ability. Design Intention: The consolidation link can help students consolidate the language knowledge learned in the class, deepen their memory, and improve their language ability. The extension task requires students to collect information independently after class, which can cultivate their autonomous learning ability and information collection ability. Recommending English resources related to scientists can expand students’ horizons, let them understand more about scientists and scientific knowledge, strengthen their cultural awareness, and lay a foundation for their long-term English learning. At the same time, the extension task connects classroom learning with after-class learning, forming a virtuous circle of learning. Step 7: Summary and Reflection The teacher summarizes the content of the class: “In today’s class, we have finished listening, viewing and speaking activities related to scientists. We have mastered some core vocabulary and sentence patterns about scientific research and scientists, understood the stories and contributions of Zhong Yang and Marie Curie, and discussed the connotation of scientific spirit. We have also practiced our listening, viewing and speaking abilities through a variety of activities.” Then, the teacher guides students to reflect on their own performance in the class: “Think about your performance in today’s class. What did you do well? What areas do you need to improve? For example, did you master the core vocabulary? Did you actively participate in group discussions? Did you express your views clearly in the speaking activity?” Ask students to think silently for 1 minute, and then invite a few students to share their reflections. The teacher listens carefully to students’ reflections, and gives positive guidance and encouragement, helping students clarify their own shortcomings and put forward improvement plans. Finally, the teacher makes a final summary: “Today’s class is closely linked to the theme of ‘Scientists’ in Unit 1. Through listening, viewing and speaking activities, we not only improved our English ability, but also learned the noble qualities of scientists. I hope you can keep these qualities in mind, apply them to your study and life, and strive to become better people. At the same time, I hope you can continue to strengthen your English learning and improve your comprehensive English ability.” Design Intention: The summary link can help students sort out the knowledge and skills learned in the class, form a systematic knowledge framework, and improve their learning ability. The reflection link encourages students to think about their own learning process, find their own shortcomings, and cultivate their self-reflection ability, which is an important part of learning ability. The teacher’s guidance and encouragement can help students establish confidence in learning, stimulate their learning motivation, and promote their all-round development. At the same time, the final summary elevates the theme of the class, integrating language learning with value guidance, and cultivating students’ correct values and cultural awareness. 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 $