Unit 1 Scientists-Reading B-Writing 教案-2025-2026学年高中英语沪外版选择性必修第二册

Unit 1 Scientists-Reading B-Writing 教学目标和重难点 教学目标 It focuses on developing students’ language ability to use scientific expressions, cultural awareness to respect scientific spirits, thinking quality to analyze scientific deeds logically, and learning ability to master reading and writing strategies for scientific themes. 教学重难点 Key points: Grasp the main content and writing features of the scientist’s biography in Reading B; master the structure and language of scientific theme writing. Difficult points: Use complex sentences properly and integrate scientific spirits into writing. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing pictures of famous scientists (such as Rosalind Franklin, mentioned in Reading B, and other influential scientists) and asking two open-ended questions: “Who is the scientist in the picture? What do you know about his or her contributions to science?” Then, the teacher invites 3-4 students to share their answers in English. After that, the teacher makes a brief comment, connects the students’ answers with the theme of the unit “Scientists”, and introduces the content of Reading B: “Today we will read a biography of Rosalind Franklin, a great female scientist, to learn about her scientific journey and the spirits she embodied. Then we will learn to write a short biography of a scientist we admire.” Pre-reading: Preview Vocabulary and Predict Content Vocabulary Preview: The teacher presents the key vocabulary in Reading B on the screen, including academic words (e.g., crystallography, hypothesis, breakthrough), descriptive words (e.g., diligent, persistent, innovative), and phrasal verbs (e.g., devote oneself to, make a breakthrough, come up with). For each word, the teacher provides the phonetic symbol, Chinese meaning, and a sample sentence related to scientific research (e.g., “Rosalind Franklin devoted herself to X-ray crystallography research, which laid the foundation for the discovery of DNA structure”). Then, the teacher asks students to read the words aloud after him/her, and invites some students to make their own sentences with the key words to ensure they understand and can use the vocabulary initially. Content Prediction: The teacher shows the title of Reading B “The Dark Lady of DNA” and asks students to predict: “What do you think the passage will talk about? Why is Rosalind Franklin called ‘the Dark Lady of DNA’? What difficulties might she have met in her scientific research?” Students are encouraged to discuss in pairs for 2 minutes, then share their predictions with the whole class. The teacher writes down the reasonable predictions on the blackboard and tells students: “Let’s read the passage to check whether your predictions are correct.” Design Intention: Vocabulary is the foundation of reading comprehension. Previewing key vocabulary helps students remove language barriers in the subsequent reading process, enabling them to focus more on understanding the content of the passage. Predicting the content based on the title can stimulate students’ reading motivation and cultivate their ability to infer and predict, which is an important reading strategy. Pair discussion also promotes students’ cooperative learning and improves their ability to express their ideas in English. While-reading: Comprehend the Passage and Analyze Features This part is divided into three steps: fast reading, careful reading, and deep reading, to help students understand the passage from shallow to deep and master the reading strategies and text features. Fast Reading: Students are asked to read the passage quickly and finish two tasks: (1) Find out the main idea of the passage: a brief introduction to Rosalind Franklin’s life, her scientific research, and her contributions to the discovery of DNA structure. (2) Underline the key time points and corresponding events in the passage (e.g., when she graduated from university, when she started her research on X-ray crystallography, when her research results were used by other scientists). After reading, the teacher checks the answers with the whole class, and helps students sort out the time line of Rosalind Franklin’s life and research. Design Intention: Fast reading aims to train students’ ability to grasp the main idea and key information quickly. Sorting out the time line helps students understand the logical structure of the biography (chronological order), which lays a foundation for their subsequent writing of biographies. At the same time, it helps students form the habit of using reading strategies such as skimming to improve reading efficiency. Careful Reading: Students read the passage carefully and answer the following detailed questions: (1) What field did Rosalind Franklin specialize in? (2) What difficulties did she face during her research? (3) What contributions did she make to the discovery of DNA structure? (4) Why was her contribution not recognized until many years later? (5) What qualities can we learn from Rosalind Franklin? After students finish answering individually, they discuss their answers in groups of 4 to check and complement each other. Then, the teacher invites representatives from each group to share their answers, and makes necessary supplements and explanations, especially emphasizing the details that reflect Rosalind Franklin’s scientific spirit (e.g., her persistence in overcoming difficulties, her rigorous attitude towards scientific research, her dedication to science). Design Intention: Careful reading helps students deeply understand the details of the passage, and the detailed questions guide students to focus on the key content of the biography, such as the scientist’s professional field, difficulties, contributions, and personal qualities. Group discussion provides students with opportunities to communicate and cooperate, allowing them to learn from each other and improve their ability to analyze and solve problems. Emphasizing the scientist’s qualities is closely linked to the core literacy of cultural awareness, helping students perceive and respect scientific spirits. Deep Reading: The teacher guides students to analyze the text features of the biography. First, the teacher asks: “What are the common features of a biography? How does this passage reflect these features?” Students are encouraged to think and discuss, and the teacher summarizes the key features of biographies: (1) Chronological order: arranging events according to the order of time; (2) Focus on key events: highlighting the scientist’s main experiences and contributions; (3) Combination of facts and evaluations: describing specific events and expressing the author’s evaluation of the scientist. Then, the teacher asks students to find examples in the passage to illustrate these features (e.g., the passage describes Rosalind Franklin’s life events in the order of time, focuses on her research on X-ray crystallography, and evaluates her as a “great female scientist” with “persistence and dedication”). In addition, the teacher guides students to analyze the author’s emotional attitude towards Rosalind Franklin by examining the author’s choice of words and sentences. For example, the use of words such as “diligent”, “persistent”, “brilliant” shows the author’s admiration for her. The teacher also asks students to pay attention to the complex sentences in the passage (e.g.,定语从句, non-restrictive attributive clauses) and explains their usage briefly, helping students accumulate language materials for writing. Design Intention: Deep reading is designed to help students not only understand the content of the passage but also master the text features of biographies, which is a key basis for their subsequent writing. Analyzing the author’s emotional attitude helps students improve their ability to appreciate and understand the text, cultivating their thinking quality. Explaining complex sentences helps students break through the language difficulty and accumulate useful language structures for writing, laying a foundation for the connection between reading and writing. Post-reading: Consolidate and Extend Vocabulary and Sentence Consolidation: The teacher arranges two exercises: (1) Fill in the blanks with the key vocabulary learned in the pre-reading and while-reading parts. The sentences are closely related to the content of the passage (e.g., “Rosalind Franklin’s research made a great ______ in the field of DNA.” (breakthrough)). (2) Rewrite the simple sentences into complex sentences using the attributive clauses learned in the passage (e.g., “Rosalind Franklin was a great scientist. She devoted herself to X-ray crystallography research.” → “Rosalind Franklin was a great scientist who devoted herself to X-ray crystallography research.”). Students finish the exercises individually, and the teacher checks and explains the answers. Theme Discussion: The teacher raises the topic: “What makes a great scientist? Do you think Rosalind Franklin is a great scientist? Why?” Students are invited to discuss in groups of 4, and each group selects a representative to make a 1-2 minute speech in English. The teacher makes comments on the students’ speeches, focusing on their language expression and the depth of their views, and guides students to summarize the qualities of great scientists: persistence, dedication, innovation, rigorousness, and the spirit of overcoming difficulties. Then, the teacher connects this discussion with the writing task: “Today we will learn to write a short biography of a scientist we admire, and we should highlight the scientist’s qualities and contributions in our writing.” Design Intention: Vocabulary and sentence consolidation helps students consolidate the knowledge they have learned, improving their ability to use language. Theme discussion not only deepens students’ understanding of scientific spirits but also provides them with ideas and materials for writing. The speech activity also improves students’ oral expression ability and logical thinking ability, realizing the integration of listening, speaking, reading, and writing. Writing Guide: Master Writing Skills and Complete the Task This part is the key of the lesson, aiming to guide students to apply the reading experience and language knowledge to writing, master the writing method of scientific biographies. Writing Skill Guidance: The teacher first summarizes the structure of a short scientific biography based on Reading B: (1) Introduction: Briefly introduce the scientist’s name, date of birth and death, and professional field. (2) Main Body: Describe the scientist’s key life events, scientific research process, difficulties encountered, and main contributions (arranged in chronological order). (3) Conclusion: Evaluate the scientist’s influence and express your own feelings and insights. Then, the teacher presents some useful expressions for writing biographies, such as: “Born in..., he/she devoted himself/herself to...”, “During his/her research, he/she met many difficulties, but he/she never gave up.”, “His/Her contributions have had a profound impact on...”, “We can learn from him/her the spirit of...”. The teacher also reminds students to pay attention to the proper use of complex sentences and the coherence of the passage, and to highlight the scientist’s personal qualities. Writing Task Assignment: The teacher assigns the writing task: “Write a short biography of a scientist you admire (about 150-200 words). You can choose any scientist you know, such as Rosalind Franklin, Newton, Einstein, or Chinese scientists like Yuan Longping. Your writing should include the three parts mentioned above, and use the useful expressions and complex sentences we have learned.” Before students start writing, the teacher invites 2-3 students to share the scientist they choose and the key points they want to write, and gives appropriate suggestions to help them sort out their ideas. Writing Process Guidance: Students start writing individually. During the writing process, the teacher walks around the classroom to provide timely guidance for students who have difficulties. For example, some students may not know how to describe the scientist’s contributions clearly; the teacher can guide them to use specific examples to illustrate. Some students may have problems in sentence structure; the teacher can remind them to use the attributive clauses and other complex sentences they learned. The teacher also pays attention to students’ use of vocabulary and grammar, and corrects obvious mistakes in time. Design Intention: Writing skill guidance helps students master the structure and language skills of scientific biographies, reducing their writing difficulties. Assigning a specific writing task makes the writing training more targeted. The teacher’s on-site guidance can solve students’ problems in the writing process in time, ensuring that each student can complete the writing task smoothly. At the same time, choosing the scientist they admire can stimulate students’ writing enthusiasm and make their writing more authentic and emotional. Writing Evaluation and Feedback Peer Evaluation: After students finish writing, they exchange their compositions with their deskmates for peer evaluation. The teacher provides an evaluation checklist: (1) Is the structure complete (introduction, main body, conclusion)? (2) Are the key points (scientist’s contributions, qualities) clearly expressed? (3) Are the useful expressions and complex sentences used properly? (4) Are there any grammar or spelling mistakes? (5) Is the passage coherent? Students evaluate their deskmates’ compositions according to the checklist, and write down their suggestions for revision. Then, students get their own compositions back and revise them according to their deskmates’ suggestions. Teacher Evaluation and Feedback: The teacher collects some representative compositions (including excellent ones and those with common problems) and presents them on the screen. For the excellent compositions, the teacher analyzes their advantages (e.g., complete structure, accurate use of language, clear expression of the scientist’s qualities) and asks students to learn from them. For the compositions with common problems (e.g., incomplete structure, incorrect use of complex sentences, unclear expression), the teacher points out the problems and gives specific revision suggestions. Then, the teacher summarizes the common problems in students’ writing and emphasizes the key points that need to be paid attention to in future writing. Revision and Improvement: Students revise their compositions again according to the teacher’s feedback and their deskmates’ suggestions. After revision, they can submit their compositions to the teacher for further evaluation. The teacher will give individual feedback to students who have more difficulties in writing to help them improve their writing ability. Design Intention: Peer evaluation not only allows students to learn from each other but also improves their ability to evaluate and revise compositions. Teacher evaluation and feedback help students find their own problems and understand the key points of writing, which is conducive to their continuous improvement. The revision process enables students to deepen their understanding of writing skills and improve their writing quality, realizing the closed-loop of “learning-practice-evaluation-revision”. Summary and Homework Lesson Summary: The teacher summarizes the key content of the lesson: “Today we read a biography of Rosalind Franklin, mastered the text features of biographies, and learned to write a short scientific biography. We also learned about the qualities of great scientists and the importance of scientific spirits. I hope you can apply what you have learned today to your future study and life, and develop a love for science and a spirit of exploration.” Homework Assignment: (1) Polish the revised composition and submit it to the teacher. (2) Read another biography of a scientist (provided by the teacher or found by themselves) and write a 50-word summary of it. (3) Preview the next part of the unit and collect some expressions related to scientific research. Design Intention: The lesson summary helps students sort out the knowledge and skills they have learned in the lesson, strengthening their memory. The homework assignment is designed to consolidate the learning results: polishing the composition helps students further improve their writing ability; reading another biography and writing a summary helps students expand their reading and accumulate more writing materials; previewing the next part lays a foundation for the subsequent lessons. The combination of different types of homework meets the needs of students’ comprehensive 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 $