Unit 1 Science and Scientists Reading and Thinking 教学设计-2025-2026学年高中英语人教版选择性必修第二册

该高中英语教学设计聚焦John Snow调查霍乱的科学研究过程，通过“打电话”情境导入，关联新冠、疟疾等现实案例，提前呈现科学研究7步骤作为支架，帮助学生梳理文本中的研究步骤。 特色在于情境化导入提升兴趣，分层阅读活动（略读找段落大意、精读填细节、深度分析地图分布）培养语言能力和思维品质，小组讨论科学家品质结合爱因斯坦名言增强文化意识，跨学科作业（生物学文章）提升学习能力。实例如分析地图找出死亡案例分布对应科学步骤，帮助学生理解质疑精神，为教师提供结构化活动设计，高效落实教学目标。

人教版（2019）英语选择性必修二 Unit 1 Science and scientists Reading and Thinking教学设计 教学基本信息 单元名称 选择性必修二Unit 1 Science and Scientists 课程名称 John Snow Defeats “King Cholera” 学科 英语 学段 高二 课型 阅读新授课 授课教师 梅河口市实验高级中学 乔之航 教学 目标 通过阅读,学生能够: 1.通过“John Snow治疗霍乱”的真实情境，获取并梳理John Snow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科学研究步骤； 3.讨论约翰·斯诺作为科学家的优秀品质并给出原因。 教学 重难点 重点: 1.提升略读、寻读的能力； 2.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。 难点: 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。 教学活动设计 Lead-in: a phone call （3 mins） Use a form of “a phone call” to lead in. 1.Key words: During the phone call, present some key words on the blackboard. Diarrhoea腹泻 Dehydration脱水 Epidemics流行病 COVID-19新冠 Artemisinin青蒿素 malaria疟疾 2.Seven stages of Scientific Research 科学研究7个步骤 Find a problem发现问题→Ask a question提出问题→Think of a method思考方法→Collect data收集数据→ Analyse the results分析结果→ →Find supporting evidence寻求更多证据→Draw a conclusion得出结论 •活动意图：通过打电话的方式引入新冠、疟疾等本课程相关内容，提升学生注意力，增加学生阅读兴趣。向学生介绍科学研究步骤，让学生对本篇课文有提前感知，促进学生对课文的理解。 Pre- Reading (2 mins) Predict the main idea from the title. √ What’ s the main idea of the passage? A. How John Snow found the cause of cholera and defeated it. B. The cause of cholera was polluted water. C. The source of all drinking water should be examined. D. John Snow was a well-known doctor in London. •活动意图：引导学生通过分析文章标题等已知信息对文章主旨进行预测，培养学生的阅读前瞻性和思维能力。 While- reading (25mins) While- reading ★Activity1 (3mins) Find the main idea of each paragraph. ★Activity2 (5mins) Read Para.1 and fill in the blanks to introduce John Snow and Cholera. ★Activity3 (6mins) Read Para.2 and finish the questions. Two contradictory theories Theory two: Caused by _________ Theory one: Caused by _________ Snow subscribed to theory_______ （1） What did John discover? （2） Which stages does this paragraph include? ★Activity4 (6mins) Exercise: (1) Read Para.3 and complete the chart in your English book on page3. (2) Match the headers with the letters from the chart above. Write A-E in the blanks. ★Activity5 (5mins) Read Para.3 again and finish the questions below. (1) What method did he use? (2) How did he finally find out “why”? (3) Analyze the map and circle the key areas with your group members. ①Which houses had more than 4 deaths in Broad Street? ②Which houses had no death in Broad Street? (4) Is there any other evidence ? (5) Review the stages of scientific research. •活动意图： Activity 1: 请学生带着问题进行快速阅读，锻炼略读能力，提高阅读的速度。 Activity 2&3&4:引导学生通过精读获取文本的细节信息，培养学生获取信息及梳理、整合信息的能力。 Activity5: 通过分析和推理，判断每一段所属的科学步骤,培养学生深度阅读和思维能力。 Post- reading (8mins) Group discussion: What scientific spirits can we learn from John Snow, according to the passage? You can choose some of them below. And please discuss with your group members, and give your reasons in brief. hard-working patient wise knowledgeable devoted creative reliable calm stubborn generous responsible rigorous imaginative determined innovative a questioning mind √Quote: To raise new questions, new possibilities, to regard old problems from a new angle requires creative imagination and marks real advance in science. ----Albert Einstein& Leopold Infeld •活动意图：通过自由讨论John Snow的品质，发散学生思维，培养学生的思维能力以及语言表达能力。 Summary(1min) Summarize and repeat what we have learned in this lesson. Time permitting, guide students to write them down in the English paper. •活动意图：培养学生的归纳概括能力及表达能力。 Home Work (1min) 1. Read Para.4&5 to find out the truth that caused the outbreak of cholera in London, and the contributions that John Snow made to defeating cholera. 2. Read the passage about the biology(生物学), and try to summarize the stages of the scientific research in this passage. •活动意图：通过阅读生物学有关文章并利用本课所学科学研究步骤整理生物学文章中相关步骤，一方面，巩固学生对于本课科学辩证思维的理解，另一方面培养学生跨学科思维模式与素养。 板书设计 第 1 页 共 6 页 学科网（北京）股份有限公司 $