人教版（2019）选择性必修第二册 Unit1Science and Scientists Reading and Thinking 名师教学设计
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| 名称 | 人教版（2019）选择性必修第二册 Unit1Science and Scientists Reading and Thinking 名师教学设计 |  | |
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| 资源类型 | 教案 | ||
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| 科目 | 英语 | ||
| 更新时间 | 2023-03-12 08:24:27 | ||
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文档简介
Unit 1 Reading and Thinking名师教学设计
课时内容
John Snow defeats “King Cholera”
主题语境：人与社会
主题群：科学与技术
子主题：科学家与科学精神
语篇类型：记叙文
文本分析：
[What]本课是一篇介绍科学家的阅读文章。该文介绍了英国医生约翰·斯诺由霍乱的成因中发现问题、提出假设，选择调查方法、收集和分析数据、寻找支持证据，直到最后得出结论并提出解决方案的整个过程。文章按照科学研究的步骤和时间顺序展开。重点词汇主要涉及疾病、治疗、病因等，以及一些有关约翰·斯诺的为人品质的描述，句式主要涉及科学研究的步骤和具体方法等。
[Why]学生通过本文的学习，体会到英国医生约翰斯诺在霍乱防治领域的突出贡献和他作为杰出科学家正直的人品和严谨的态度。
[How]该语篇按照科学研究的步骤和时间顺序展开，介绍了著名医生约翰·斯诺是如何通过考察、分析、探究等科学方法，发现并控制霍乱这种传染疾病的。
课时目标
通过阅读，学生能够：
1.获取和梳理文中有关约翰·斯诺本人和他调查并阻止霍乱蔓延的事实性信息。
2.概括、整合、阐释约翰·斯诺为阻止霍乱蔓延所采取的研究步骤的内容。
3.推断约翰·斯诺作为科学家的优秀品质并举例论证。
4.以约翰·斯诺战胜霍乱的事件和他的优秀品质为依据，举行（模拟）答记者问
5.总结优秀的科学家的精神，即不仅要有科学的方法，还要有爱心和社会担当。
重点难点
重点:
获取关于约翰·斯诺研究霍乱起因全过程的事实性信息，整合推断出科学研究的基本步骤，并学会在阅读中自主答问。
难点：
1.理解质疑精神在科学研究中的重要作用，思考科学研究对人类的影响。
2.在模拟组织答记者问的活动中，总结杰出科学家的优秀品质，达到对科学精神的深层理解。
教学准备
教师准备：
提前准备一些有关海地霍乱的视频和伦敦霍乱的图片信息。
学生准备：
1.预习本课词汇和课文内容。
2.利用网络等资源了解霍乱的相关信息。
教学过程
Step I 学习理解
活动一：感知与注意
Get to know cholera
1.Ask students to watch the short video about cholerain Haiti on the Internet.
2. Ask students to look at the following pictures talk about cholera in London.
3. Ask students to share their understanding and feelings about the situation and think"If you were a doctor what would you do to deal with the situation " and share their ideas with the whole class.
【设计意图】在阅读前，利用视频和图片，创设情境，导入主题，通过分享自己对霍乱的理解和感受，表达自已对处理霍乱的观点，激活学生对霍乱已有的认识和经验，形
成阅读期待。
活动二：获取与梳理
Get to know how john Snow defeated cholera
Ask students to read the passage and fill in the following chart
Suggested answers:
A air; food or water
B marked on a map; died
C water pump; hadn't; drinking water from the pump
D cholera germs e handle
【设计意图】通过获取约翰·斯诺本人和他调查并阻止霍乱蔓延的主要信息，形成对霍乱爆发的原因、调查霍乱的经过、研究霍乱的方法等的基本认识。
活动三：概括与整合
The steps of discovering cholera
1.Discuss the following stages of scientific research in groups.What order would you put them in？
A. analyse the results B. ask a question C. draw a conclusion D. collect data E find a problem F. find supporting evidence G. think of a method
Suggested answers:
EBGDAFC
2. Match the following headers with the letters from the chart in Activity 3 on Page 3. Write A-E in the blanks.
①conclusion ________ ②evidence ________ ③process ________ ④ solution ________ ⑤ theories ________
Suggested answers
①D②C③B④E⑤A
【设计意图】通过分析科学研究的一般步骤和约翰·斯诺攻克霍乱的过程，学生概括、整合 John Snow为阻止霍乱蔓延所釆取的研究步骤。
Step Ⅱ 应用实践
活动四：分析与判断
Answer the questions
Ask students to read the passage again and answer the questions.
·Did it make sense for John Snow to believe in the.
2nd theory Why
·Why did John Snow mark information on a map
·When John Snow found a sharp contrast in the death tolls between two neighbouring streets, what did this evidence lead him to conclude.
·Did John Snow make his research results public the minute he found out that the polluted water might be to blame Why not What did he do instead
·What was the most important tool Snow used to defeat cholera What common medical tools, e.g.,a microscope, didn’t he use Why
·How has John Snows work affected our daily lives
Suggested answers:
·Yes, it did. Because as long as he based his research on the right theory, it is easier for him to find the cause of the choler.
·Because it could help him find the deaths in different neighbourhood.
·This evidence led him to conclude that the water was to blame.
·No, he didn’t. Because he was not sure completely and he needed some extra evidence to prove his assumption. He continued to find more evidence.
·He used maps and statistics to analyse where the deaths occurred. He didn't use a microscope, for example. He didn't test the water, nor did he draw blood or examine patients. The reason he did not use medical equipment such as a microscope was because it did not exist during his time. Further, understanding of germs and bacteria was still developing, and so he had to innovate methods himself based on the theory he believed.
·Snow’s work has provided readily available clean water to drink, for example, as well as an emphasis on hygiene such as the need to wash hands after they become dirty. He also showed how to prevent cholera epidemics, and transformed the way scientists study diseases, which has allowed for more protection from once common diseases such as cholera.
【设计意图】在学习理解类活动的基础上，通过分析约翰·斯诺对霍乱起因的判定、调查研究霍乱爆发情况、在地图上标出死亡人数的作用以及约翰·斯诺应不应该把研究成果立即公布于众等，推断约翰·斯诺作为科学家的优秀品质。
Step Ⅲ 迁移创新
活动五：想象与创造
Question and answer earning strategy.
(1) Go through the sentences and make sure students understand their meanings.
Ask questions
One way to approach a reading passage is to ask questions about it. Asking questions can help you understand the content. It can also help you think more deeply about the topic.
(2) Write out the questions according to the answers.
①Q: What ____________________________________
A: Snow thought that cholera was caused by germs in f ood or water
②Q: Why _____________________________________
A: Snow had the handle of the pump removed so that it could not be used
③Q: How _____________________________________
A: The cholera threat was defeated thanks to the work of ohn snow.
Suggested answers:
①What did Snow think cholera was caused
②Why did Snow have the handle of the pump removed
③How was the cholera threat defeated
2. Divide students into small groups to prepare a press conference where John Snow is to answer questions raised by different reporters.
(1) Reporters: come up with at least three questions regarding information about John Snow and what he did to defeat cholera.
(2) John Snow: give answers by using the information from the passage as well as one's own understanding and Interpretation.
3. Students present their questions at a press conference with appropriate manners as a media reporter. John Snow answers the questions.
4. Students and teacher together reflect and summarise what has been learnt.
【设计意图】学生先学习如何提问题，进行语言输入，然后模拟釆访，通过提间并理性回答，巩固整合所学语言和内容，进一步加深对约翰·斯诺阻止霍乱的研究步骤和科学精神的理解。师生共同探讨科学家精神的特征，体现迁移创新。
板书设计
Unit 1 Science and Scientists Period I Reading and Thinking I.学习理解 活动一：感知与注意 Get to know cholera 活动二：获取与梳理 Get to know how John Snow defeated cholera 活动三：概括与整合 The steps of discovering cholera Ⅱ.应用实践 活动四：分析与判断 Answer the questions Ⅲ.迁移创新 活动五：想象与创造 Question and answer
课时内容
John Snow defeats “King Cholera”
主题语境：人与社会
主题群：科学与技术
子主题：科学家与科学精神
语篇类型：记叙文
文本分析：
[What]本课是一篇介绍科学家的阅读文章。该文介绍了英国医生约翰·斯诺由霍乱的成因中发现问题、提出假设，选择调查方法、收集和分析数据、寻找支持证据，直到最后得出结论并提出解决方案的整个过程。文章按照科学研究的步骤和时间顺序展开。重点词汇主要涉及疾病、治疗、病因等，以及一些有关约翰·斯诺的为人品质的描述，句式主要涉及科学研究的步骤和具体方法等。
[Why]学生通过本文的学习，体会到英国医生约翰斯诺在霍乱防治领域的突出贡献和他作为杰出科学家正直的人品和严谨的态度。
[How]该语篇按照科学研究的步骤和时间顺序展开，介绍了著名医生约翰·斯诺是如何通过考察、分析、探究等科学方法，发现并控制霍乱这种传染疾病的。
课时目标
通过阅读，学生能够：
1.获取和梳理文中有关约翰·斯诺本人和他调查并阻止霍乱蔓延的事实性信息。
2.概括、整合、阐释约翰·斯诺为阻止霍乱蔓延所采取的研究步骤的内容。
3.推断约翰·斯诺作为科学家的优秀品质并举例论证。
4.以约翰·斯诺战胜霍乱的事件和他的优秀品质为依据，举行（模拟）答记者问
5.总结优秀的科学家的精神，即不仅要有科学的方法，还要有爱心和社会担当。
重点难点
重点:
获取关于约翰·斯诺研究霍乱起因全过程的事实性信息，整合推断出科学研究的基本步骤，并学会在阅读中自主答问。
难点：
1.理解质疑精神在科学研究中的重要作用，思考科学研究对人类的影响。
2.在模拟组织答记者问的活动中，总结杰出科学家的优秀品质，达到对科学精神的深层理解。
教学准备
教师准备：
提前准备一些有关海地霍乱的视频和伦敦霍乱的图片信息。
学生准备：
1.预习本课词汇和课文内容。
2.利用网络等资源了解霍乱的相关信息。
教学过程
Step I 学习理解
活动一：感知与注意
Get to know cholera
1.Ask students to watch the short video about cholerain Haiti on the Internet.
2. Ask students to look at the following pictures talk about cholera in London.
3. Ask students to share their understanding and feelings about the situation and think"If you were a doctor what would you do to deal with the situation " and share their ideas with the whole class.
【设计意图】在阅读前，利用视频和图片，创设情境，导入主题，通过分享自己对霍乱的理解和感受，表达自已对处理霍乱的观点，激活学生对霍乱已有的认识和经验，形
成阅读期待。
活动二：获取与梳理
Get to know how john Snow defeated cholera
Ask students to read the passage and fill in the following chart
Suggested answers:
A air; food or water
B marked on a map; died
C water pump; hadn't; drinking water from the pump
D cholera germs e handle
【设计意图】通过获取约翰·斯诺本人和他调查并阻止霍乱蔓延的主要信息，形成对霍乱爆发的原因、调查霍乱的经过、研究霍乱的方法等的基本认识。
活动三：概括与整合
The steps of discovering cholera
1.Discuss the following stages of scientific research in groups.What order would you put them in？
A. analyse the results B. ask a question C. draw a conclusion D. collect data E find a problem F. find supporting evidence G. think of a method
Suggested answers:
EBGDAFC
2. Match the following headers with the letters from the chart in Activity 3 on Page 3. Write A-E in the blanks.
①conclusion ________ ②evidence ________ ③process ________ ④ solution ________ ⑤ theories ________
Suggested answers
①D②C③B④E⑤A
【设计意图】通过分析科学研究的一般步骤和约翰·斯诺攻克霍乱的过程，学生概括、整合 John Snow为阻止霍乱蔓延所釆取的研究步骤。
Step Ⅱ 应用实践
活动四：分析与判断
Answer the questions
Ask students to read the passage again and answer the questions.
·Did it make sense for John Snow to believe in the.
2nd theory Why
·Why did John Snow mark information on a map
·When John Snow found a sharp contrast in the death tolls between two neighbouring streets, what did this evidence lead him to conclude.
·Did John Snow make his research results public the minute he found out that the polluted water might be to blame Why not What did he do instead
·What was the most important tool Snow used to defeat cholera What common medical tools, e.g.,a microscope, didn’t he use Why
·How has John Snows work affected our daily lives
Suggested answers:
·Yes, it did. Because as long as he based his research on the right theory, it is easier for him to find the cause of the choler.
·Because it could help him find the deaths in different neighbourhood.
·This evidence led him to conclude that the water was to blame.
·No, he didn’t. Because he was not sure completely and he needed some extra evidence to prove his assumption. He continued to find more evidence.
·He used maps and statistics to analyse where the deaths occurred. He didn't use a microscope, for example. He didn't test the water, nor did he draw blood or examine patients. The reason he did not use medical equipment such as a microscope was because it did not exist during his time. Further, understanding of germs and bacteria was still developing, and so he had to innovate methods himself based on the theory he believed.
·Snow’s work has provided readily available clean water to drink, for example, as well as an emphasis on hygiene such as the need to wash hands after they become dirty. He also showed how to prevent cholera epidemics, and transformed the way scientists study diseases, which has allowed for more protection from once common diseases such as cholera.
【设计意图】在学习理解类活动的基础上，通过分析约翰·斯诺对霍乱起因的判定、调查研究霍乱爆发情况、在地图上标出死亡人数的作用以及约翰·斯诺应不应该把研究成果立即公布于众等，推断约翰·斯诺作为科学家的优秀品质。
Step Ⅲ 迁移创新
活动五：想象与创造
Question and answer earning strategy.
(1) Go through the sentences and make sure students understand their meanings.
Ask questions
One way to approach a reading passage is to ask questions about it. Asking questions can help you understand the content. It can also help you think more deeply about the topic.
(2) Write out the questions according to the answers.
①Q: What ____________________________________
A: Snow thought that cholera was caused by germs in f ood or water
②Q: Why _____________________________________
A: Snow had the handle of the pump removed so that it could not be used
③Q: How _____________________________________
A: The cholera threat was defeated thanks to the work of ohn snow.
Suggested answers:
①What did Snow think cholera was caused
②Why did Snow have the handle of the pump removed
③How was the cholera threat defeated
2. Divide students into small groups to prepare a press conference where John Snow is to answer questions raised by different reporters.
(1) Reporters: come up with at least three questions regarding information about John Snow and what he did to defeat cholera.
(2) John Snow: give answers by using the information from the passage as well as one's own understanding and Interpretation.
3. Students present their questions at a press conference with appropriate manners as a media reporter. John Snow answers the questions.
4. Students and teacher together reflect and summarise what has been learnt.
【设计意图】学生先学习如何提问题，进行语言输入，然后模拟釆访，通过提间并理性回答，巩固整合所学语言和内容，进一步加深对约翰·斯诺阻止霍乱的研究步骤和科学精神的理解。师生共同探讨科学家精神的特征，体现迁移创新。
板书设计
Unit 1 Science and Scientists Period I Reading and Thinking I.学习理解 活动一：感知与注意 Get to know cholera 活动二：获取与梳理 Get to know how John Snow defeated cholera 活动三：概括与整合 The steps of discovering cholera Ⅱ.应用实践 活动四：分析与判断 Answer the questions Ⅲ.迁移创新 活动五：想象与创造 Question and answer