Unit 1 Science and Scientists Reading and Thinking教学设计-2024-2025学年高中英语（2019）选择性必修第二册

教学设计 课程基本信息 学科 英语 年级 高二 学期 秋学期 课题 UNIT 1 Science and Scientists Reading & Thinking 教学目标 1. read about how John Snow defeated “King Cholera” 2. analyze John Snow's scientific research process and methods of defeating cholera 3.figure out the basic scientific research steps and understand the important role of questioning mind in scientific research. 教学重难点 教学重点： Retell the process of how John Snow defeated “King Cholera” 教学难点： 1. Analyze John Snow's scientific research process and methods of defeating cholera 2.Understand the important role of questioning mind in scientific research. 教学过程 Step 1: Leading -in T’s activity: T asks Ss to look at the pictures and the title of the passage to predict what will be talked about. ①Who is he? What do you know about him? ②What is the cholera? ③What do you think will be talked about in the passage? 活动类型: 学习理解类活动 设计意图: 通过让学生浏览图片和文章标题，让学生利用已有的背景知识对课文内容作出自己的判断，让学生对文本产生好奇去积极主动阅读，引导学生了解一般科学实验的七个阶段，为学习文本作铺垫。 核心素养提升点： 语言能力：培养学生理解图片和文章标题信息的能力 思维品质：根据所给信息，形成科学实验过程概念 学习能力：自主学习的能力 Step 2: Fast reading T’s activity: T asks Ss to read the passage very quickly and summarize the main idea each part using one / two key words. Ss’s activity: Ss read the passage quickly and summarize the main idea each part using one / two key words. T’s activity: T asks some students to show their structure of the passage. Ss’s activity: learn the seven stages of scientific research and put them in a correct order. _______analyse the results _______ask a question _______draw a conclusion _______collect data _______find a problem _______find supporting evidence _______think of a method 活动类型: 学习理解类活动 设计意图: 通过让学生阅读全文，划分段落，找到各部分的关键词。让学生掌握文章结构。 核心素养提升点： 语言能力：培养学生理解语篇整体结构与传递的要义 思维品质：辨识语篇文体、获取和概括信息的能力。 学习能力：自主学习的能力 Step 3: Detailed-reading T’s activity: 1)T asks Ss to read the text paragraph by paragraph. 2)T asks Ss to read the first paragraph to answer questions : ① Who is John Snow ? What did John Snow? ② When and where did the cholera happen? ③ What consequence did the cholera make? ④ What does “King Cholera”mean? Ss’ activity: Ss read Para. 1 carefully and answer the questions. T’s activity: T asks Ss to read the Para. 2 and Para 3 carefully and underline the stages of scientific research. Ss’activity : Ss read Para. 2 and Para 3 carefully and underline the research stages in the passage. T’s activity: 1) T asks Ss to read Para 2 and Para 3 silently more once again and fill in the blanks 2) T asks Ss to pay special attention to the research stages. Ss’activity: T’s activity: T ask Ss to read the Para. 4and Para 5 to answer questions. Ss’ activity: Ss read the Para. 4and Para 5 to answer questions Para4 What link did he find between the deaths and drinking water? Para5 What were the suggestions to decrease cholera? What contributions did John Snow make to science? 活动类型: 学习理解类活动 设计意图: 1.通过让学生细读第一段，让学生霍乱发生的背景以及严重性，展现了发现霍乱治疗方法的伟大意义。 2.通过让学生细读第二段和第三段，让学生找出每段的科学研究步骤，梳理约翰·斯诺的科学研究过程，让学生深入理解文本。 3.通过让学生细读第四段和第五段，让学生找出霍乱产生的真相和解决办法。引导学生理解约翰·斯诺所作出的重要贡献。 核心素养提升点： 学习能力： 培养了学生自主学习。 语言能力： 提取概括信息，理解语篇传递要义和意图。 思维品质： 从文章信息中分析科学研究过程，厘清约翰·斯诺研究过程，让学生在感性认识的基础上建构起对一般科学研究过程的概念，培养了学生逻辑思维能力。 文化意识： 感悟约翰·斯诺的科学精神。 Step 4: Look at the video T’s activity: T shows the video to the Ss Ss’ activity : Ss look at the video carefully 活动类型:应用实践类活动 设计意图： 通过直观的视觉冲击，让学生对所学知识又进一步的熟悉。 核心素养提升点： 学习能力： 培养了学生自主学习和合作学习的能力。 语言能力： 提取概括信息，整合运用语言进行表达。 思维品质： 培养了学生逻辑思维能力 Step 5:Thinking Q: How_______________________________________? A: Snow thought that cholera was caused by germs in food or water. Q: Why________________________________________? A: Snow had the handle of the pump removed so that it could not be used. Q: How_______________________________________? The cholera threat was defeated thanks to the work of John Snow. 活动类型:应用实践类活动 核心素养提升点： 学习能力： 培养了学生合作学习的能力。 语言能力： 提取概括信息，整合运用语言进行表达。 思维品质： 培养了学生逻辑思维能力 Step 6:Discussion How has John Snow’s work affected our daily lives? 活动类型:应用实践类活动 核心素养提升点： 学习能力： 培养了学生自主学习和合作学习的能力。 语言能力： 提取总结信息，整合运用语言进行表达。 思维品质： 培养了学生逻辑思维能力 Step 7: Reflection T’s activity: Ask a question “Why was it John Snow , not other doctors, who defeated King Cholera?” Ss’ activity :Why was it John Snow , not other doctors, who defeated King Cholera? 活动类型:应用实践类活动+迁移创新类活动 设计意图： 引导学生在阅读课文的基础上，联系实际生活，迁移所学知识。 核心素养提升点： 在提炼和拓展主题意义的基础上，整合运用语言，表达个人观点和情感，提升批判性思维能力。 Step 8： Homework： Write a passage about “If you were given a chance to ask Snow a question about his research ,what question would you like to ask most? : 活动类型:应用实践类活动+迁移创新类活动 设计意图: 培养学生对所学知识的运用能力. 核心素养提升点: 学习能力: 自主学习，同伴合作学习和小组合作学习 Blackboard Design UNIT 1 Science and Scientists Reading & Thinking Find a problem Ask a question Think of a method Collect date Analyse the results Find supporting evidence Draw a conclusion 备注：教学设计应至少含教学目标、教学内容、教学过程等三个部分，如有其它内容，可自行补充增加。 学科网（北京）股份有限公司 $$