Unit4 The Rise of Bioengineering Section2 Learning Through Practice 教学设计-2025-2026学年高中英语冀教版选择性必修第三册

Unit 4 The Rise of Bioengineering-Section 2 Learning Through Practice 教学目标和重难点 教学目标 It focuses on developing students’ language competence in using bioengineering-related words and expressions, cultural awareness of scientific and technological progress, thinking quality of logical analysis and critical thinking, and learning ability of independent and cooperative inquiry. 教学重难点 Key points: Master core vocabulary and sentence patterns about bioengineering; grasp the task requirements and operational methods of Learning Through Practice. Difficult points: Apply what they’ve learned to complete practical tasks and think critically about bioengineering’s impact. 教学过程 Step 1: Lead-in (Warm-up and Theme Activation) The teacher starts the class by showing multimedia materials, including short videos about bioengineering applications in daily life (such as genetically modified food, bionic robots, and gene therapy) and pictures of Chinese scientists’ achievements in bioengineering (such as high-yield sea rice). After playing the video and displaying the pictures, the teacher asks students the following questions in English: “Have you ever heard of bioengineering? What do you know about its applications in our life? How do you think bioengineering changes our world?” Then, invite 3-4 students to share their ideas freely. The teacher listens carefully, gives positive comments, and summarizes: “Bioengineering is a rising and powerful technology that penetrates every aspect of our life, bringing both convenience and challenges. Today, we will focus on Section 2 Learning Through Practice to explore more about bioengineering and finish related practical tasks.” Design Intention: The multimedia materials (videos and pictures) are closely related to students’ daily life and current scientific and technological development, which can quickly attract students’ attention and arouse their interest in the theme of bioengineering. The open questions encourage students to activate their prior knowledge and life experience, helping them establish a connection between their existing cognition and the new lesson content. Meanwhile, the teacher’s summary clarifies the learning focus of this lesson, guiding students to enter the learning state actively and laying a good foundation for the subsequent practical tasks. Step 2: Pre-learning (Vocabulary Consolidation and Task Preview) First, the teacher arranges students to work in pairs to review the core vocabulary and phrases of Unit 4 that are closely related to this section, such as bioengineering, genetic modification, biochemist, biophysicist, application, contribute to, focus on, and be committed to. During the pair work, students can check each other’s pronunciation and usage of the words and phrases, and put forward questions about the words they don’t understand. After 5 minutes of pair work, the teacher invites several groups to present their review results: one student reads the word or phrase, and the other explains its meaning and gives an example sentence. For the words that students find difficult, the teacher makes supplements and explanations, emphasizing their usage in practical contexts, especially in the tasks of this section. Then, the teacher guides students to preview the two tasks in Section 2 Learning Through Practice: Task 1 Discovering Reasons for Choosing Bioengineering and Task 2 Describing What Biochemists and Biophysicists Do. The teacher asks students to read the task requirements carefully and answer the following questions: “What do we need to do in Task 1? What information should we collect for Task 2? What language skills do we need to complete these two tasks?” After students finish reading, the teacher organizes a whole-class discussion to help students clarify the task requirements, key points and operational steps, and reminds students to pay attention to the use of correct vocabulary and sentence patterns when completing the tasks. Design Intention: Vocabulary is the foundation of language learning. Reviewing the core vocabulary before class helps students eliminate language barriers in completing practical tasks and lay a solid language foundation for the subsequent teaching links. Previewing the tasks in advance enables students to have a clear understanding of the learning objectives and task requirements of this lesson, which helps them participate in the subsequent teaching activities more actively and purposefully. Pair work and whole-class discussion also help cultivate students’ cooperative learning ability and communication ability. Step 3: While-learning (Task Implementation and Ability Training) Task 1: Discovering Reasons for Choosing Bioengineering The teacher divides students into groups of 4-5. Each group is required to discuss the reasons why people choose to engage in bioengineering, based on the text content of Section 1 and their own life experience. The teacher provides some guiding questions to help students think: “What advantages does bioengineering have? How can it help solve social problems (such as food shortage, environmental pollution, and medical difficulties)? What personal qualities do people need to engage in bioengineering?” During the group discussion, the teacher walks around the classroom, observes the discussion situation of each group, provides timely guidance for groups with slow progress, and reminds students to record the key points of the discussion and use the core vocabulary and phrases they have learned. After the group discussion, each group sends a representative to present their discussion results in English. The presentation time of each group is controlled appropriately, and other students listen carefully and take notes. After all groups finish their presentations, the teacher makes a summary: sorts out the common reasons for choosing bioengineering (such as the prospect of scientific and technological development, the desire to solve practical social problems, personal interest and sense of responsibility, etc.), affirms the positive performance of each group, and corrects the inappropriate expressions in the students’ presentations, especially the incorrect use of vocabulary and sentence patterns. At the same time, the teacher guides students to think deeply: “Are there any potential challenges for people who engage in bioengineering? How should we deal with these challenges?” Design Intention: Group discussion is an effective way to cultivate students’ cooperative learning ability and thinking quality. By discussing the reasons for choosing bioengineering, students can not only deepen their understanding of the theme of bioengineering, but also exercise their ability to express their views in English. The guiding questions help students think in a logical and in-depth way, avoiding the superficiality of the discussion. The teacher’s guidance and correction ensure that students can use language correctly, and the in-depth thinking link helps cultivate students’ critical thinking ability. Task 2: Describing What Biochemists and Biophysicists Do On the basis of completing Task 1, the teacher guides students to carry out Task 2. First, the teacher asks students to read the relevant introduction about biochemists and biophysicists in the textbook carefully, and find out the key information about their work content, work objectives and required abilities. Then, the teacher arranges students to work in pairs: one student acts as a biochemist, and the other acts as a biophysicist. They introduce their own work content, work objectives and required abilities to each other in English. During the pair interaction, students need to use the core vocabulary and sentence patterns they have learned, such as “My main work is to...”, “I need to master...”, “The goal of my work is to...”, etc. After the pair interaction, the teacher invites several pairs to perform their dialogue in front of the whole class. Other students listen carefully and evaluate their performance from the aspects of language accuracy, fluency and content completeness. The teacher makes comments on the performance of each pair, affirms their advantages, points out the areas that need improvement, and provides specific guidance. For example, if a student uses the wrong tense when introducing the work content, the teacher will correct it and explain the correct usage; if a student’s expression is not fluent, the teacher will give some tips to help them organize their language. In addition, the teacher guides students to expand their thinking: “What other jobs are related to bioengineering? What do these jobs do? If you have the opportunity to engage in a job related to bioengineering, what job would you choose and why?” Students can share their ideas freely, and the teacher encourages them to use their imagination and express their views boldly. Design Intention: Pair interaction and role-play can effectively improve students’ oral expression ability and language application ability. By describing the work of biochemists and biophysicists, students can not only master the relevant vocabulary and sentence patterns, but also deepen their understanding of the professional fields related to bioengineering. The evaluation link helps students find their own shortcomings and learn from each other’s advantages. The expansion link stimulates students’ imagination and enthusiasm for learning, and helps them establish a connection between the lesson content and their own life planning, which is conducive to the cultivation of their learning ability and life awareness. Step 4: Post-learning (Consolidation, Expansion and Reflection) Activity 1: Vocabulary and Sentence Pattern Consolidation The teacher arranges students to complete the following exercises independently: 1. Fill in the blanks with the correct form of the given words and phrases (bioengineering, contribute to, focus on, commit to, genetic modification); 2. Rewrite the following sentences with the words and phrases learned in this lesson. After students finish the exercises, the teacher checks the answers in class, explains the difficult exercises, and emphasizes the key points of vocabulary and sentence pattern usage. At the same time, the teacher invites students to make their own sentences with the core words and phrases, so as to further consolidate their mastery of the language knowledge. Design Intention: Independent exercises help students consolidate the language knowledge learned in this lesson, and check their mastery of vocabulary and sentence patterns. Making sentences by themselves enables students to apply the language knowledge flexibly, improving their language application ability. The teacher’s explanation and guidance help students solve the difficulties in learning, ensuring that the language knowledge is truly mastered and applied. Activity 2: Theme Expansion and Critical Thinking Training The teacher displays some controversial issues related to bioengineering, such as “Is genetically modified food safe?”, “Should human beings carry out human gene editing?”, “What impact will bioengineering have on the environment and society?” Then, the teacher organizes students to carry out a whole-class debate. Students are divided into two groups: the affirmative group and the negative group. Each group discusses their own views and prepares debate materials. During the debate, students need to express their views clearly, provide reasonable arguments, and use the language knowledge learned in this lesson. The teacher acts as the host and referee, guiding the debate to carry out in an orderly manner, and reminding students to respect each other’s views. After the debate, the teacher makes a summary: affirms the positive performance of both groups, combs the key points of the debate, and guides students to realize that bioengineering is a double-edged sword. It brings convenience and progress to human society, but also brings some potential risks and challenges. We should treat bioengineering from an objective and rational perspective, and use it to promote the development of human society on the premise of abiding by moral and ethical norms. Design Intention: The debate activity not only helps students deepen their understanding of the theme of bioengineering, but also exercises their oral expression ability, logical thinking ability and critical thinking ability. By discussing controversial issues, students can learn to look at problems from multiple angles, establish a correct view of science and technology, and cultivate their sense of social responsibility and moral awareness. The teacher’s summary helps students form a comprehensive and objective understanding of bioengineering, which is conducive to the cultivation of their cultural awareness and thinking quality. Activity 3: Learning Reflection and Summary The teacher guides students to carry out learning reflection. Students are asked to think about the following questions independently: “What have I learned in this lesson? What are the key points and difficulties I have mastered? What problems do I still have? How can I improve my learning efficiency in the next lesson?” After students finish thinking, they share their reflection results in pairs. Then, the teacher invites several students to share their reflection results with the whole class. The teacher listens carefully and gives positive guidance and suggestions, helping students sort out the learning content of this lesson and clarify the direction of improvement. Finally, the teacher makes a summary of the whole lesson: reviews the core vocabulary, sentence patterns and practical tasks of this lesson, emphasizes the importance of integrating language learning with practical application, and encourages students to pay more attention to the development of bioengineering in daily life, actively explore scientific knowledge, and continuously improve their comprehensive quality. Design Intention: Learning reflection helps students sort out the learning content, find their own shortcomings, and clarify the direction of improvement, which is conducive to the cultivation of their learning ability and self-management ability. Pair sharing and whole-class sharing enable students to learn from each other’s experience and gain more learning inspiration. The teacher’s summary helps students form a systematic understanding of the lesson content, strengthens the learning effect, and stimulates students’ enthusiasm for continuous learning. Step 5: Homework Arrangement 1. Write a short passage (about 100 words) introducing the reasons why you choose to engage in bioengineering or your views on bioengineering, using the core vocabulary and sentence patterns learned in this lesson. 2. Surf the Internet to collect more information about bioengineering, and prepare a short speech (about 2 minutes) for the next class. 3. Review the content of this lesson and finish the relevant exercises in the workbook. Design Intention: The homework arrangement is closely related to the content of this lesson, which helps students consolidate the learning results and apply the language knowledge flexibly. Writing a short passage and preparing a speech can improve students’ writing and oral expression ability. Collecting information online helps students expand their horizons, understand the latest development of bioengineering, and cultivate their ability to collect and process information. Reviewing the lesson content and finishing exercises helps students consolidate the language knowledge and improve their learning efficiency. 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 $