人教版（2019）选择性必修第二册Unit 1 Science and Scientists Reading and Thinking教案（表格式）
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| 名称 | 人教版（2019）选择性必修第二册Unit 1 Science and Scientists Reading and Thinking教案（表格式） |  | |
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| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-02-17 17:41:40 | ||
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人教版选择性必修第二册
Unit 1 Science and Scientists
Reading and Thinking John Snow Defeats “King Cholera”
教学设计
学科 英语 年级 高二年级 学期 第二学期
课题 选择性必修二 Unit 1 Science and Scientists Reading and Thinking
Analysis of the teaching material
This unit focuses on the theme of science and scientists. It tells the life experiences, research processes and important contributions of several scientists, as well as the great achievements China has made in scientific and technological innovation in recent years, and also presents some interesting scientific experiences, scientific phenomena, research inventions, etc. It also discusses the future trend of scientific development and the relationship between science and art, aiming at stimulating young people’s interest and curiosity in scientific research, guiding them to think about the methods of scientific research, actively carrying out scientific research, and exploring the essential qualities of scientists and the basic elements of scientific spirit. The theme of the activity is “Understand the questioning mind.” The textbook guides students to analyze the process and method of John Snow to explore the source of cholera and cut off the source of infection, so as to finally stop the cholera epidemic. It encourages them to think and sort out the basic steps and common methods of scientific research, and understand the important role of questioning spirit in scientific research.
Analysis of the students
The students in the second grade of high school have basically mastered the basic knowledge and skills of English. However, there may be some difficulties in reading comprehension and information extraction, so it is necessary to further develop the ability of active reading. At the same time, students’ cognition of “scientists” only exists in the initial stage and cannot form a comprehensive cognition. They still need to further feel the cognitive conflict, experience the courage of questioning and the persistence when questioned, and form the correct values.
Teaching objectives
1. Language ability Read articles, grasp the time clues of texts, master the relevant vocabulary and expressions of scientific research, and apply them to practice. 2. Cultural awareness Understand the important contributions of Chinese and foreign scientists and their character characteristics and noble character, in-depth understanding of the connotation of the scientific spirit, establish the concept of innovation, perseverance, hard work. Thinking capacity Through the analysis of Snow’s process of overcoming cholera, the basic steps of scientific research are sorted out. Through Snow’s deeds and understanding the meaning of the spirit of questioning, learn to think critically and form your own opinions and opinions. 4. Learning ability Be able to actively explore the answers in reading, so as to deepen the understanding of the theme and connotation of the article, and experience the role of reading strategies in practice.
Teaching contents
Teaching key points： 1. Guide students to get familiar with and master the topic vocabulary of this part; 2. Guide students to study the text, sort out the information and analyze the structure; 3. Guide students to understand the basic steps of scientific research and learn to ask questions independently in reading. Teaching difficulties： 1. Cultivate students’ spirit of scientific inquiry; 2. Guide students to understand the important role of questioning spirit in scientific research and think about the impact of scientific research on human beings.
Teaching methods
Problem-oriented teaching Task-based teaching method Group work & individual work
Learning methods
Student-centered; activity-centered Motivation-inspired Combination of learning and thinking
Teaching procedures
Step Ⅰ Lead-in Activity 1. Teacher shows pictures of them leaving school during COVID-19 attack last year, which happened in Middle School and asks students a chain of questions: Do you still remember what happened in the picture What are they doing Where are they going Why must they leave school and go back home (Aim of design: By comparing student’' own experience of the novel corona-virus, students’ learning interest and background knowledge related to the disease virus are stimulated, and their reading expectations are formed.) Activity 2. Teacher tells students that today we are time-traveling to London in 1854 to witness the disaster cholera had caused. Lead students to watch a video about cholera and think: 1. What is the video mainly about 2. Do you know who is the first man to defeat cholera (Aim of design: Watch The video The story of cholera to give students a preliminary understanding of the spread, harm and prevention measures of cholera. Ask the second question to introduce John Snow, the protagonist of the article. Step Ⅱ Pre-reading Activity 1. Figure out the stages of scientific research. Teacher asks students to discuss the following stages of scientific research in pairs. What order would you put them in _____analyze the results _____ask a question _____ draw a conclusion _____ collect data _____ find a problem _____ think of a method _____ find supporting evidence (Aim of design: Let students conduct exploratory reading based on the text and find text support in reading. Students can have a collision of ideas in the discussion. And provide a better mental preparation for reading the following text. Activity 2. Make a prediction. Please quickly browse the title, and predict the content of the passage. Who was John Snow What is King Cholera How did John Snow do about King Cholera (Aim of design: Improve students’ ability to predict text content.) Step Ⅲ While-reading Activity 1. Fast reading. Teacher guides the students to scan the text quickly, complete the following table, summarize the general idea of each paragraph with key words, and verify the prediction before reading. Paragraph(s)Main idea1What Who 2—3How 4The truth5Results and significance
(Aim of design: Finding keywords in each section is less difficult than directly asking students to summarize the main idea, which can stimulate students' curiosity and guide students to understand the structure of the text.) Activity 2: Read Paragraph 1 and answer the questions. Cholera What When Where What consequence John Snow Who He never lost his desire to____________ once and for all. What A________________doctor who even attended to______________. (Aim of design: Read the first paragraph to find out basic information about cholera and John Snow.) Activity 3: Read Paragraph 2＆3. 1. Read Paragraph 2 and answer the questions. (1) How many theories were there about cholera's spread And what were they (2) Which one did John Snow agree with (3) How severe was the cholera outbreak in that two particular streets 2. Finish the following chart. StagesKey words or sentences(1)_____________________Marking on a map(2)_____________________House numbers 16,37,38 and 40; 20 and 21 Broad Street; 8 and 9 Cambridges StreetAnalyse the results(3)____________________Find supporting details (4)____________________(5)______________________As a result of this evidence, John Snow was able to announce that the pump water carried cholera germs.
(Aim of design: Guide students to cooperate with each other at the table, find out the corresponding sentences of the seven scientific research steps, circle the key sentences in the textbook, and judge whether they have correctly ordered the scientific research process. Activity 4: Read Paragraph 4. What’s the main idea of Paragraph 4 How can we prevent cholera (Aim of design: Students are guided to pay attention to the first sentence of each paragraph, learn to look for the main direction, and summarize effective ways to combat cholera from John Snow’s scientific research.) Activity 5: Read Paragraph 5. What’s the influence of Snow’s study on science (Aim of design: Guide students to understand the importance of scientific research to human life and develop students’ critical scientific thinking.) Activity 6: Structure analysis. Paragraph 1 Put forward a problem. Paragraphs 2 &3 Analyse and solve the problem. Paragraph 4 The truth of the outbreak. Paragraph 5 John Snow’ s influence on study (Aim of design: Lead students to review the text and sort out the structure of the text.) Step Ⅳ Post-reading Activity 1. Pragmatic analysis 1. What’s the writer’s purpose for writing the passage 2. To whom does the author write this passage (Aim of design: Guide students to understand the author’s writing goals and objectives reader.) Activity 2. Critical thinking What kind of spirits and qualities are necessary to be a scientist Discuss in groups. According to John Snow’s scientific research, please share your opinions on how to defeat cholera. (Aim of design: Guide students to summarize the scientific spirit and qualities of great scientists, and cultivate students’ critical and innovative logical thinking.)
Assignment design
Option 1: Write a summary of this passage. Option 2: Surf on the Internet, according to seven steps of scientific research, work in group to make a presentation about how did our country fight against the COVID-19. (Aim of design: Assign layered assignments to outline John Snow’s life and allow students to re-tease out the main points of the essay through a summary. Review the content of this lesson after class, transfer and apply what you have learned, and prepare for the predicative clauses of the next lesson.)
Blackboard design
John Snow Defeats “King Cholera” Find a problem Ask a question Collect data Think of a method Analyse the results Find supporting evidence Draw a conclusion
Teaching reflection
Through the introduction of video in this lesson, we can feel that students’ enthusiasm for participation has increased, and they have more confidence in the knowledge derived from active exploration, and their participation in class is higher. However, some students still have difficulties in reading comprehension and grasping the details of the articles. The link of reading steps before, during and after reading can be more coherent, so that students can have more opportunities to benefit and practice in addition to the content of the text.
Unit 1 Science and Scientists
Reading and Thinking John Snow Defeats “King Cholera”
教学设计
学科 英语 年级 高二年级 学期 第二学期
课题 选择性必修二 Unit 1 Science and Scientists Reading and Thinking
Analysis of the teaching material
This unit focuses on the theme of science and scientists. It tells the life experiences, research processes and important contributions of several scientists, as well as the great achievements China has made in scientific and technological innovation in recent years, and also presents some interesting scientific experiences, scientific phenomena, research inventions, etc. It also discusses the future trend of scientific development and the relationship between science and art, aiming at stimulating young people’s interest and curiosity in scientific research, guiding them to think about the methods of scientific research, actively carrying out scientific research, and exploring the essential qualities of scientists and the basic elements of scientific spirit. The theme of the activity is “Understand the questioning mind.” The textbook guides students to analyze the process and method of John Snow to explore the source of cholera and cut off the source of infection, so as to finally stop the cholera epidemic. It encourages them to think and sort out the basic steps and common methods of scientific research, and understand the important role of questioning spirit in scientific research.
Analysis of the students
The students in the second grade of high school have basically mastered the basic knowledge and skills of English. However, there may be some difficulties in reading comprehension and information extraction, so it is necessary to further develop the ability of active reading. At the same time, students’ cognition of “scientists” only exists in the initial stage and cannot form a comprehensive cognition. They still need to further feel the cognitive conflict, experience the courage of questioning and the persistence when questioned, and form the correct values.
Teaching objectives
1. Language ability Read articles, grasp the time clues of texts, master the relevant vocabulary and expressions of scientific research, and apply them to practice. 2. Cultural awareness Understand the important contributions of Chinese and foreign scientists and their character characteristics and noble character, in-depth understanding of the connotation of the scientific spirit, establish the concept of innovation, perseverance, hard work. Thinking capacity Through the analysis of Snow’s process of overcoming cholera, the basic steps of scientific research are sorted out. Through Snow’s deeds and understanding the meaning of the spirit of questioning, learn to think critically and form your own opinions and opinions. 4. Learning ability Be able to actively explore the answers in reading, so as to deepen the understanding of the theme and connotation of the article, and experience the role of reading strategies in practice.
Teaching contents
Teaching key points： 1. Guide students to get familiar with and master the topic vocabulary of this part; 2. Guide students to study the text, sort out the information and analyze the structure; 3. Guide students to understand the basic steps of scientific research and learn to ask questions independently in reading. Teaching difficulties： 1. Cultivate students’ spirit of scientific inquiry; 2. Guide students to understand the important role of questioning spirit in scientific research and think about the impact of scientific research on human beings.
Teaching methods
Problem-oriented teaching Task-based teaching method Group work & individual work
Learning methods
Student-centered; activity-centered Motivation-inspired Combination of learning and thinking
Teaching procedures
Step Ⅰ Lead-in Activity 1. Teacher shows pictures of them leaving school during COVID-19 attack last year, which happened in Middle School and asks students a chain of questions: Do you still remember what happened in the picture What are they doing Where are they going Why must they leave school and go back home (Aim of design: By comparing student’' own experience of the novel corona-virus, students’ learning interest and background knowledge related to the disease virus are stimulated, and their reading expectations are formed.) Activity 2. Teacher tells students that today we are time-traveling to London in 1854 to witness the disaster cholera had caused. Lead students to watch a video about cholera and think: 1. What is the video mainly about 2. Do you know who is the first man to defeat cholera (Aim of design: Watch The video The story of cholera to give students a preliminary understanding of the spread, harm and prevention measures of cholera. Ask the second question to introduce John Snow, the protagonist of the article. Step Ⅱ Pre-reading Activity 1. Figure out the stages of scientific research. Teacher asks students to discuss the following stages of scientific research in pairs. What order would you put them in _____analyze the results _____ask a question _____ draw a conclusion _____ collect data _____ find a problem _____ think of a method _____ find supporting evidence (Aim of design: Let students conduct exploratory reading based on the text and find text support in reading. Students can have a collision of ideas in the discussion. And provide a better mental preparation for reading the following text. Activity 2. Make a prediction. Please quickly browse the title, and predict the content of the passage. Who was John Snow What is King Cholera How did John Snow do about King Cholera (Aim of design: Improve students’ ability to predict text content.) Step Ⅲ While-reading Activity 1. Fast reading. Teacher guides the students to scan the text quickly, complete the following table, summarize the general idea of each paragraph with key words, and verify the prediction before reading. Paragraph(s)Main idea1What Who 2—3How 4The truth5Results and significance
(Aim of design: Finding keywords in each section is less difficult than directly asking students to summarize the main idea, which can stimulate students' curiosity and guide students to understand the structure of the text.) Activity 2: Read Paragraph 1 and answer the questions. Cholera What When Where What consequence John Snow Who He never lost his desire to____________ once and for all. What A________________doctor who even attended to______________. (Aim of design: Read the first paragraph to find out basic information about cholera and John Snow.) Activity 3: Read Paragraph 2＆3. 1. Read Paragraph 2 and answer the questions. (1) How many theories were there about cholera's spread And what were they (2) Which one did John Snow agree with (3) How severe was the cholera outbreak in that two particular streets 2. Finish the following chart. StagesKey words or sentences(1)_____________________Marking on a map(2)_____________________House numbers 16,37,38 and 40; 20 and 21 Broad Street; 8 and 9 Cambridges StreetAnalyse the results(3)____________________Find supporting details (4)____________________(5)______________________As a result of this evidence, John Snow was able to announce that the pump water carried cholera germs.
(Aim of design: Guide students to cooperate with each other at the table, find out the corresponding sentences of the seven scientific research steps, circle the key sentences in the textbook, and judge whether they have correctly ordered the scientific research process. Activity 4: Read Paragraph 4. What’s the main idea of Paragraph 4 How can we prevent cholera (Aim of design: Students are guided to pay attention to the first sentence of each paragraph, learn to look for the main direction, and summarize effective ways to combat cholera from John Snow’s scientific research.) Activity 5: Read Paragraph 5. What’s the influence of Snow’s study on science (Aim of design: Guide students to understand the importance of scientific research to human life and develop students’ critical scientific thinking.) Activity 6: Structure analysis. Paragraph 1 Put forward a problem. Paragraphs 2 &3 Analyse and solve the problem. Paragraph 4 The truth of the outbreak. Paragraph 5 John Snow’ s influence on study (Aim of design: Lead students to review the text and sort out the structure of the text.) Step Ⅳ Post-reading Activity 1. Pragmatic analysis 1. What’s the writer’s purpose for writing the passage 2. To whom does the author write this passage (Aim of design: Guide students to understand the author’s writing goals and objectives reader.) Activity 2. Critical thinking What kind of spirits and qualities are necessary to be a scientist Discuss in groups. According to John Snow’s scientific research, please share your opinions on how to defeat cholera. (Aim of design: Guide students to summarize the scientific spirit and qualities of great scientists, and cultivate students’ critical and innovative logical thinking.)
Assignment design
Option 1: Write a summary of this passage. Option 2: Surf on the Internet, according to seven steps of scientific research, work in group to make a presentation about how did our country fight against the COVID-19. (Aim of design: Assign layered assignments to outline John Snow’s life and allow students to re-tease out the main points of the essay through a summary. Review the content of this lesson after class, transfer and apply what you have learned, and prepare for the predicative clauses of the next lesson.)
Blackboard design
John Snow Defeats “King Cholera” Find a problem Ask a question Collect data Think of a method Analyse the results Find supporting evidence Draw a conclusion
Teaching reflection
Through the introduction of video in this lesson, we can feel that students’ enthusiasm for participation has increased, and they have more confidence in the knowledge derived from active exploration, and their participation in class is higher. However, some students still have difficulties in reading comprehension and grasping the details of the articles. The link of reading steps before, during and after reading can be more coherent, so that students can have more opportunities to benefit and practice in addition to the content of the text.