Unit 1 Science and Scientists Workbook 教案-2025-2026学年高中英语人教版选择性必修第二册

"该高中英语教案聚焦“科学与科学家”主题，涵盖科学词汇、听说读写综合训练。课堂导入通过展示中外科学家图片及视频激活旧知，结合小组讨论科学家品质搭建学习支架，衔接后续词汇巩固与技能训练。\n资料特色在于融合语言能力与文化意识培养，如听力采用中国深海潜水等科技素材增强文化自信，阅读AI文章分析逻辑结构提升思维品质。通过词汇游戏、小组合作等学科方法，助力学生提升科学英语应用能力，为教师提供系统教学流程与多元评价策略。"

WORKBOOK-UNIT 1 SCIENCE AND SCIENTISTS 内容导航 This unit’s workbook focuses on science and scientists, covering listening, speaking, reading, writing and vocabulary exercises related to scientific exploration, outstanding scientists’ deeds and scientific ethics, helping students consolidate knowledge and improve comprehensive English ability. 教学目标和重难点 1. 教学目标 Language Ability: Master scientific vocabulary and expressions, and improve the ability to understand and express scientific topics in English. Cultural Awareness: Understand the contributions of Chinese and foreign scientists, respect cultural diversity in scientific development and enhance cultural confidence. Thinking Quality: Cultivate logical, critical and innovative thinking through analyzing scientific cases and discussing scientific issues. Learning Ability: Master effective learning strategies, develop autonomous and cooperative learning abilities in scientific English learning. 2. 教学重难点 Key Points: Master core vocabulary and phrases related to scientific research and scientists; understand the main content and logical structure of listening and reading materials about scientific exploration; be able to express views on scientific topics in simple English. Difficult Points: Correctly use scientific terms and complex sentences in oral and written expression; deeply understand the scientific spirit and ethical issues behind scientific research; improve the ability to analyze and solve problems with scientific thinking. 教学过程 I. Lead-in: Activate Prior Knowledge and Arouse Interest The lead-in part aims to connect students’ existing knowledge with the unit theme, arouse their interest in science and scientists, and lay a foundation for the subsequent learning of listening, speaking, reading and writing. First, the teacher will show pictures or short video clips of famous scientists at home and abroad (such as Pan Jianwei, Ye Cong, and other Chinese scientists, as well as foreign scientists who have made important contributions) and ask students to answer questions in English: “Who is this scientist? What contributions have they made to science?” Students can answer freely, and the teacher will give appropriate guidance and supplements to help students recall relevant knowledge and familiarize themselves with the theme of the unit. Next, the teacher will introduce the main content of the workbook unit briefly: “In this workbook unit, we will continue to explore the world of science and scientists through a series of exercises. We will listen to reports on deep-sea diving and quantum computing, read articles about artificial intelligence, discuss the qualities of great scientists, and practice writing about scientific topics. Through these exercises, we will not only consolidate our English knowledge but also deeply understand the spirit of scientific exploration.” Then, the teacher will ask students to discuss in groups for a short time: “What do you think a great scientist needs most? List three qualities and explain your reasons.” After the discussion, each group will send a representative to express their views in English. The teacher will comment on students’ expressions, affirm their correct views, and correct inappropriate expressions, focusing on guiding students to use simple and accurate English to express their opinions, laying a foundation for the subsequent oral practice. II. Vocabulary and Phrases Consolidation: Lay a Solid Language Foundation Vocabulary is the basis of English learning, especially scientific vocabulary, which is crucial for understanding and expressing scientific topics. This part will focus on consolidating the core vocabulary and phrases of Unit 1, combining the exercises in the workbook to help students master the usage of vocabulary and improve their ability to use vocabulary in context. First, the teacher will arrange the crossword puzzle exercise in the workbook (Using Words and Expressions). The teacher will explain the requirements of the exercise: “Please complete the crossword puzzle according to the given clues. Pay attention to the part of speech and spelling of the words.” Then, the teacher will guide students to analyze each clue one by one. For example, for the clue “having a natural ability to do something well”, the teacher will prompt students to think about the adjective learned in this unit—“gifted”; for the clue “to deal with”, guide students to recall the verb “handle”; for the clue “becoming less in number or amount”, remind students of the word “decrease”. In the process of solving the puzzle, the teacher will emphasize the part of speech, meaning and common collocations of each word, such as “gifted” is an adjective, often used in the collocation “be gifted in sth”; “handle” is a verb, which can be collocated with “handle a problem”, “handle pressure” and so on. At the same time, the teacher will supplement the word formation knowledge, such as the noun form of “gifted” is “gift”, the adjective form of “science” is “scientific”, helping students expand their vocabulary through word formation. After completing the crossword puzzle, the teacher will arrange the passage filling exercise in the workbook. The teacher will first let students read the passage carefully to understand the general meaning, then prompt students to choose the appropriate words from the given word list and use their correct forms to fill in the blanks. For example, the passage about Edwin Hubble, the teacher will guide students to analyze the context: “Edwin Hubble was born in 1889 and studied mathematics and astronomy at the University of Chicago. He soon proved to be gifted in these subjects.” Here, students need to use the adjective form “gifted” of “gift”; for the sentence “He later shifted his focus to astronomical observation”, students need to use the past tense “shifted” of “shift”. In the process of correcting the exercise, the teacher will focus on explaining the usage of key words such as “initial”, “outstanding”, “subscribe to”, “link”, and let students make sentences with these words to consolidate their memory and usage. In addition, the teacher will sort out the core vocabulary and phrases of the unit, such as scientific research process (hypothesis, experiment, observation, analysis, conclusion), scientist qualities (curiosity, perseverance, objectivity, skepticism), scientific terms (quantum computing, manned submarine, AI) and other categories, and organize students to carry out vocabulary dictation and translation exercises. For example, the teacher says the Chinese meaning, and students write the English words; or the teacher says the English words, and students explain their meanings and make sentences. Through these exercises, students can firmly master the core vocabulary and phrases, laying a solid foundation for the subsequent listening, reading and writing. III. Listening and Speaking Practice: Improve Communicative Ability Listening and speaking are important parts of English comprehensive ability. This part will focus on the Listening and Speaking section of the workbook, help students improve their listening comprehension ability of scientific topics, and enhance their ability to express views on scientific topics in English. 1. Listening Practice The listening materials of this unit are about two important scientific achievements of China: “China Sets Record with Deep-sea Dive” and “China Creates World's First Quantum Computing Machine”. Before listening, the teacher will guide students to predict the content of the listening materials. The teacher will ask: “What do you know about deep-sea diving and quantum computing? What information do you think will be mentioned in the listening materials?” Students can express their views freely, and the teacher will supplement relevant background knowledge, such as the Jiaolong manned submarine, the Mariana Trench, quantum computing and other basic information, helping students better understand the listening materials. Then, the teacher will play the listening materials twice. For the first time, students will listen to get the general idea and answer the simple questions raised by the teacher: “What are the two scientific achievements mentioned in the listening materials?” “Who participated in the deep-sea diving mission?” For the second time, students will listen carefully to catch key details and complete the listening exercises in the workbook, such as filling in the blanks, choosing the correct answers, etc. After listening, the teacher will check the answers with students, explain the key listening points, such as the recognition of numbers (7,062 metres, 11-hour mission, 24,000 times), proper nouns (Jiaolong, Mariana Trench, Pan Jianwei), and the understanding of long sentences. For example, the sentence “Only two other submarines have succeeded in diving deeper into the ocean, and the Jiaolong is the only manned submarine left in the world capable of working at such depths.” The teacher will guide students to analyze the sentence structure, split the long sentence into short sentences, and help students understand its meaning. In addition, the teacher will play the listening materials again, and let students follow the recording to read aloud, imitating the pronunciation, intonation and rhythm of the recording. This not only helps students consolidate the listening content but also improves their oral pronunciation and intonation, laying a foundation for subsequent oral practice. 2. Speaking Practice Combined with the listening content and the workbook exercises, the speaking practice will focus on discussing the qualities of great scientists and expressing views on scientific achievements. First, the teacher will arrange the group discussion exercise in the workbook: “Rank the following qualities of a great scientist in order of importance and compare your list with your partners.” The qualities include theoretical background, professional knowledge, leadership, talent, imagination, devotion, determination, creativity, logical reasoning, inspiration, research methods, statistical ability. Before the discussion, the teacher will guide students to understand the meaning of each quality, such as “theoretical background” means the basic theoretical knowledge needed in scientific research; “logical reasoning” means the ability to analyze and infer problems logically. Then, students will discuss in groups of 4-5, and each student will express their own ranking and reasons. The teacher will walk around the classroom, listen to students’ discussions, and give appropriate guidance when students encounter difficulties in expression, such as providing appropriate English expressions: “I think devotion is the most important because a scientist needs to devote a lot of time and energy to scientific research.” “Logical reasoning is crucial because it helps scientists analyze data and draw correct conclusions.” After the group discussion, each group will send a representative to report the group’s ranking and reasons to the whole class. The teacher will comment on students’ reports, affirm their correct expressions and unique views, and correct inappropriate words and sentence structures. At the same time, the teacher will guide students to learn from each other’s views, expand their thinking, and deepen their understanding of the qualities of great scientists. Then, the teacher will extend the discussion topic: “What do you think of China’s scientific achievements mentioned in the listening materials? What impact do these achievements have on China and the world?” Students can express their views freely, and the teacher will guide students to use the vocabulary and expressions learned in the unit, such as “make a breakthrough”, “contribute to”, “play an important role in”, “symbolize”, etc. For example, students can say: “China’s deep-sea diving achievement symbolizes China’s increasing leadership in scientific exploration of the deep ocean. It helps us better understand the deep sea and protect the marine environment.” Through this discussion, students not only improve their oral expression ability but also enhance their sense of national pride and understanding of scientific development. IV. Reading and Writing Practice: Enhance Comprehension and Expression Ability Reading and writing are important ways to improve students’ English comprehensive ability. This part will focus on the Reading and Writing section of the workbook, help students improve their reading comprehension ability of scientific articles, and master the writing methods of scientific topics. 1. Reading Practice The reading material of this unit is “AI AND HUMAN BEINGS”, which mainly discusses whether machines can think like humans, the characteristics of human thinking, and people’s concerns about AI. Before reading, the teacher will ask students to think about the question: “Do you think AI can think like humans? Why or why not?” Students can express their initial views, which helps to arouse their interest in reading and lay a foundation for understanding the article. Then, students will read the article independently. The teacher will put forward the following requirements: “Read the article carefully and find out the main idea of the article; underline the key sentences that express the author’s views; and find out the differences between human thinking and AI thinking mentioned in the article.” After reading, students will exchange their reading results in groups. The teacher will guide students to sort out the main idea of the article: The article discusses whether AI can think like humans, points out that human thinking involves feelings, morality, hopes and dreams, and humans can make decisions independently and create things from inspiration, while people have concerns about AI. Next, the teacher will guide students to analyze the article in detail. First, the teacher will explain the key words and sentences in the article, such as “Artificial Intelligence (AI)”, “morality”, “inspiration”, “terrify”, “replace”, etc. For example, the sentence “To think like a human, it involves feelings, morality, hopes, and dreams.” The teacher will guide students to understand the meaning of “involve” and make sentences with it; for the sentence “The idea of a computer that is all-powerful and can think and make decisions for itself terrifies many people.” The teacher will explain the attributive clause in the sentence and the usage of “terrify”. Then, the teacher will guide students to analyze the logical structure of the article: the article starts with a question (Can machines think like humans?), then explains the characteristics of human thinking, and finally mentions people’s concerns about AI, forming a clear logical line. After analyzing the article, the teacher will arrange the reading exercises in the workbook, such as choosing the correct answer to complete the statement. Students will complete the exercises independently, and the teacher will check the answers and explain the reasons. At the same time, the teacher will guide students to carry out in-depth thinking: “What are the advantages and disadvantages of AI? How should we treat the development of AI?” Students can discuss these questions in groups, and the teacher will summarize their views, helping students establish a correct view on the development of AI. In addition, the teacher will guide students to carry out reading extension. The teacher will recommend simple English articles about AI or other scientific topics for students to read after class, and ask students to write a short reading report, which helps to expand students’ reading scope and improve their reading comprehension ability. 2. Writing Practice The writing task of this unit is to write an article about a great scientist or a scientific achievement, which requires students to use the vocabulary and expressions learned in the unit, and clearly express their views and feelings. Before writing, the teacher will guide students to sort out the writing ideas and key points. First, the teacher will introduce the writing requirements: “Write an 80-100 word article about a great scientist or a scientific achievement. You should introduce the basic information of the scientist or the achievement, and express your own views and feelings.” Then, the teacher will guide students to choose the writing topic. Students can choose the scientists or scientific achievements mentioned in the workbook (such as Pan Jianwei, the Jiaolong deep-sea diving, quantum computing) or other scientists and achievements they are familiar with. Next, the teacher will guide students to sort out the writing outline: ① Introduction: Briefly introduce the basic information of the scientist or the scientific achievement (who/what, when, where); ② Main body: Introduce the contributions or significance of the scientist or the achievement; ③ Conclusion: Express your own views and feelings (admiration, inspiration, etc.). Then, the teacher will give a sample article to help students understand the writing methods and language expressions. For example: “Pan Jianwei is a famous Chinese scientist who has made great contributions to quantum computing. In 2017, he and his colleagues created the world's first quantum computing machine, which is much faster than regular computers. His perseverance and devotion to science deeply inspire me. I hope to learn from him and make contributions to scientific development in the future.” The teacher will analyze the sample article, point out the structure, key vocabulary and sentences, and guide students to learn from the sample. After that, students will write independently. The teacher will walk around the classroom, provide guidance for students who have difficulties in writing, such as helping students sort out ideas, providing appropriate vocabulary and expressions, and correcting grammatical mistakes. For example, if a student does not know how to express “make great contributions to”, the teacher will prompt them to use this phrase; if a student makes a mistake in the tense, the teacher will correct it and explain the usage of the tense. After students finish writing, the teacher will arrange peer evaluation. Students will exchange their articles in pairs, evaluate each other’s articles according to the following standards: ① Whether the content is complete and in line with the requirements; ② Whether the vocabulary and expressions are correct and appropriate; ③ Whether the sentence structure is correct; ④ Whether the logical structure is clear. After peer evaluation, students will revise their own articles according to the suggestions. Then, the teacher will select several representative articles (including excellent articles and articles with common problems) to comment on in class. For excellent articles, the teacher will affirm their advantages and let students learn from them; for articles with problems, the teacher will point out the problems and guide students to revise them, helping students improve their writing ability. V. Summary and Extension: Consolidate Learning and Expand Vision The summary part aims to help students sort out the knowledge and skills learned in this unit, consolidate the learning results, and form a systematic knowledge framework. First, the teacher will lead students to summarize the key content of this unit: ① Vocabulary and phrases: Core scientific vocabulary and phrases related to scientific research, scientists and scientific achievements; ② Listening and speaking: Listening comprehension of scientific reports, oral expression of views on scientific topics and scientist qualities; ③ Reading and writing: Reading comprehension of scientific articles about AI, writing about scientists or scientific achievements. Then, the teacher will emphasize the key and difficult points of this unit, remind students to pay attention to the correct use of scientific terms and complex sentences, and the cultivation of scientific thinking and communicative ability. At the same time, the teacher will guide students to reflect on their own learning: “What have you learned in this unit? What difficulties have you encountered? How to solve these difficulties?” Students can express their reflections freely, and the teacher will give appropriate suggestions to help students improve their learning methods. The extension part aims to expand students’ vision, deepen their understanding of the theme of science and scientists, and stimulate their interest in scientific exploration. The teacher will arrange after-class tasks: ① Collect information about a famous scientist and write a short English introduction (100-120 words); ② Watch an English video about scientific exploration and write a short viewing report; ③ Discuss with family or friends about AI and share their views in English. These tasks not only help students consolidate the knowledge and skills learned in the unit but also expand their learning channels and improve their autonomous learning ability. In addition, the teacher will encourage students to pay attention to scientific news in English, read English scientific articles, and participate in English scientific discussion activities, so as to continuously improve their English comprehensive ability and cultivate their scientific literacy and spirit of exploration. VI. Evaluation and Feedback: Promote Continuous Improvement Evaluation is an important part of teaching, which can help teachers understand students’ learning effects and adjust teaching strategies, and help students understand their own advantages and disadvantages and improve their learning. This unit will adopt a combination of formative evaluation and summative evaluation. Formative evaluation runs through the whole teaching process, including students’ performance in group discussions, vocabulary exercises, listening and speaking practice, reading and writing practice. The teacher will record students’ performance in time, give positive comments and guidance, and affirm students’ progress, so as to stimulate students’ learning motivation. For example, when students perform well in oral expression, the teacher will say: “Your expression is very clear and accurate, and you use a lot of vocabulary learned in the unit. Well done!” For students who have difficulties, the teacher will give patient guidance and encouragement: “Don’t worry, you can try to use the phrase ‘contribute to’ to express your views. I believe you can do it.” Summative evaluation is carried out at the end of the unit, including a unit test and a comprehensive evaluation of students’ after-class tasks. The unit test will cover vocabulary, listening, reading and writing, examining students’ mastery of the knowledge and skills of the unit. After the test, the teacher will analyze the test results, find out the common problems of students, and carry out targeted review and guidance. The comprehensive evaluation of after-class tasks will focus on evaluating students’ autonomous learning ability and comprehensive application ability, and the results will be included in students’ daily performance. At the same time, the teacher will collect students’ feedback on the teaching of this unit, ask students to put forward their suggestions and opinions, and adjust the teaching methods and content according to the feedback, so as to improve the teaching effect and promote students’ continuous progress in English learning. 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 $