Unit 1 Science and Scientists Opening Page & 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“科学与科学家”主题，以约翰·斯诺研究霍乱的语篇为核心，梳理科学研究基本步骤。通过实验室图片讨论、爱因斯坦名言解读导入，预读预测文本内容，搭建主题认知与语篇分析的学习支架。 资料亮点在于融合思维品质与语言能力培养，通过地图分析死亡数据、梳理“发现问题—收集数据—得出结论”等科学步骤，引导学生主动提问与信息整合。任务型阅读与问题链设计，提升学生逻辑思维与语篇理解能力，为教师提供素养导向的结构化教学方案。

Teaching and Learning Design 选择性必修Book2 Unit1 Science And Scientists 教学设计 单元教学核心素养目标与要求： 核心素养 教学目标与要求 语言能力 主题：科学与科学家 词汇：能正确使用下列单词和词块。 单词：severe, contradictory, infection, subscribe, proof, multiple, household, suspect, blame, handle, intervention, link, raw, pure, substantial, decrease, statistic, transform, microscope, thinking, protein, cell, virus, finding, initial, framework, solid, cast, shadow, rainbow, pour, concrete, mechanic, defend, assistant, missile, leadership, outstanding, gifted, abstract, concept, astronomer, telescope, brilliant, fault, shift, vivid 词块：once and for all, subscribe to, water pump, thanks to, theoretical framework, break out, in charge of, come down, above all 语法：能够在语境中正确理解和使用表语从句。 语篇： 1. 阅读约翰•斯诺研究霍乱病源的记叙文，把握文本的时间线索，并结合斯诺的研究过程梳理科学研究的基本步骤，思考斯诺身上所体现的科学精神。 2. 阅读钱学森和史蒂芬•霍金的人物传记，掌握此类文章的文体结构、行文特点及语言特色，并分析他们身上所体现的科学精神。 3. 听懂谈论科学探究体验活动的对话，把握对话的核心内容和重要细节。 表达： 1.能够口头叙述自己参与科学探究活动的经历，并描述常见的科学现象，与同学交流和分享。 2. 能够结合具体的事例阐述自己对科学精神的内涵和基本要素的理解，并在写作中恰当使用衔接词语，做到衔接自然、行文连贯。 学习能力 1. 能够在阅读中主动发问，并积极主动地探究答案，从而深化对文章主题和内涵的理解，并在实践中体会该阅读策略的作用。 2. 能够理解图表中的信息，读懂符号和图注的意义，并结合文字信息深入理解文章内容。 3. 能够充分利用图片中的有效信息预测听力内容。 4. 能够结合所学词汇归纳常见词缀，并学会使用构词法理解和记忆词汇。 文化意识 1. 了解中外科学家的重要贡献及其性格特点和高尚品格,深入理解科学精神的内涵树立开拓创新、坚忍不拔、艰苦奋斗的观念。 2. 了解中国科学技术发展的伟大成就，坚定文化自信。 3. 思考科学与生活、科学与艺术、科学与未来发展的关系。 思维品质 1. 通过分析斯诺攻克霍乱的过程梳理科学研究的基本步骤。 2. 通过阅读不同科学家的事迹，分析、提炼、概括科学精神的主要特点，深化对科学及科学研究本质的认识。 3. 通过斯诺的事迹理解质疑精神的意义,学会批判性地思考,形成自己的观点与看法。 单元教学课时规划： 课时安排 教学内容 课时1 Opening Page (看读说语篇1) + Reading and Thinking—Reading comprehension (阅读语篇2) 课时2 Reading and Thinking—Language focus (阅读语篇2) [实际需要2课时完成] 课时3 Learning About Language—Building up your vocabulary (综合运用语篇3) 课时4 Learning About Language—Discovering Useful Structures (综合运用语篇4) 课时5 Using language (Listening and Speaking ) (听说语篇5) 课时6 Using language—Reading comprehension and language focus (阅读语篇6+7) [实际需要2课时] 课时7 Using language—Writing (写作语篇8) 课时8 Assessing Your Progress (综合运用语篇9) + Project (综合运用语篇10) 课时9 Video Time (视听说语篇11) + Unit Revision Period 1 Teaching and learning contents: Opening Page + Reading and thinking—Reading comprehension Comprehensive teaching and learning objectives: By the end of this period, the students will have been able to: 1) Talk about the picture and the saying on the Opening Page related to the theme of this unit; 2) Read and comprehend the text to get information about how John Snow defeated cholera and summarize stages of scientific research; 3) Improve thinking quality by asking questions about John Snow’s defeating cholera and talking about the significance and contribution of John’s work. Teaching and learning important points: 1) Reading comprehension of the text for detailed information and summarizing stages of scientific research; 2) Improving the students’ thinking quality by asking questions about John Snow’s defeating cholera and talking about the significance and contribution of John’s work. Teaching and learning difficult points: 1) Reading comprehension of the text for detailed information and summarizing stages of scientific research; 2) Improving the students’ thinking quality by asking questions about John Snow’s defeating cholera and talking about the significance and contribution of John’s work. Teaching and learning procedure: Step 1 Leading in (Opening Page) and introduction Activity 1 Leading-in 1. Lead in the teaching topic by thinking about and answering the following questions. Have your ever dreamed to be a scientist? What field would your choose if you want to be a scientist in the future? What qualities do you think a scientist needs? What are the challenges of being a scientist? Hard work, courage in face of challenges, persistence, devotion, passion, patience, creativity, etc. Long research process, academic pressure, facing failures, and so on. 2. Look at the picture and answer the following questions. 1) How would you describe the photo? Two young girl students are conducting an experiment in a school science laboratory, probably to test a theory, verify results, collect data, or develop skills needed in scientific research. 2) Where do you think this photo was taken? What are the students doing in the photo? I think it was taken in a chemistry laboratory at school. They look like they are conducting an experiment. 3) Have you ever been to a place like this? What was it like? Yes, I have. I have conducted chemistry experiments in the laboratory at my school. There are lots of beakers, Petri dishes, and other tools and equipment there. We are set in teams and work together to complete experiments at various workstations. 4) Would you like to work in such a filed in the future? Why or why not? Yes. I think it would be very exciting! I am already very interested in chemistry. 2. Talk about the saying/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 A fuller version of the quote is: The formulation (构想) of a problem is often more essential than its solution, which may be merely a matter of experimental skill. To raise new questions, new possibilities and to regard old problems from a new angle requires creative imagination and marks real advance in science English meaning: In other words, it only requires some degree of technical skill to solve a scientific problem. The real mark of a scientist is the ability to ask questions and to see things in a new way, and this requires creativity. Chinese meaning: 提出新的问题，发现新的可能，从新的角度审视已存在的问题，这些需要创造性的想象力，并标志着科学的真正进步。--阿尔伯特∙爱因斯坦、利奥波德∙英费尔德 Activity 2 Introduction 1. Introduce the learning objectives of this unit at the bottom of the opening page and make the students have a general idea of what they are going to learn in this unit. (Get the students to read the comprehensive learning objectives at the bottom of the page.) 2. Introduce the learning objectives of this period. Step 2 Pre-reading Activity 3 Pre-reading 1. Warm up. Read the title of the text and introduce the background information. 1) What can you read from the title? What questions can you raise according to the title to predict the main content of the text? Then, what’s the main idea of the text? JOHN SNOW (Who) DEFEATS (How) “KING CHOLERA”(What) Who was John Snow? What is King Cholera? What did John Snow do about King Cholera? Try to raise more questions: How do you think John Snow defeated King Cholera? Why was it John Snow, not other doctors, who defeated King Cholera? Why is it called King Cholera? What harm does cholera do to people? What is the influence of John Snow’s study on science? Main idea: Perhaps the passage mainly tells us how John Snow defeated King Cholera. 2) Introduce the background information. Who was John Snow? John Snow (1813-1858) was an English physician who was born in York, trained in Newcastle, and then set up a practice in London. He first came to the attention of Queen Victoria because he was an early advocate of the use of anaesthesia (麻醉) and made ground-breaking contributions to that field. For more information, read the passage. What is cholera? Cholera is an infectious disease that causes severe watery diarrhea (腹泻), which can lead to dehydration (脱水) and even death if untreated. It is caused by eating food or drinking water containing a bacterium called Vibrio cholera. The disease is most common in places with poor sanitation (卫生设施), crowding and war. Common locations include parts of Africa, south Asia, and Latin America. 2. Discuss the stages of scientific research on P2 in groups. What order would you put them in according your common sense? Step 3 While-reading Activity 4 Reading comprehension—Reading for general idea Read the text to get some information to check whether your order is correct, summarize the main idea and use key words to describe the main idea of each part. 1. Check the correct order of scientific research: ①find a problem→②ask a question→③think of a method→④collect data→⑤analyse the results→⑥find supporting evidence→⑦draw a conclusion 2. Summarize the main idea of the text and each paragraph. Main idea of the text: The text mainly tells how John Snow collected, analysed data and found the cause of the disease and defeated it. Main idea of each part: Para.1 What is Cholera and who was John Snow? Para.2-3 How did John Snow carry out/ conduct his research? Para. 4 The truth or his discovery. Para.5 Results and significance. 3. Use the stages in examining a new scientific idea to describe each paragraph. Para.1—find a problem—What causes cholera? Para.2—ask a question and think of a method—Which theory is correct? Para.3—collect data and analyse the results—Mark information on a map to find out where people died or did not die. Para.4—find supporting evidence—Find other evidence to confirm the conclusion. Para.5—draw a conclusion—The water is to blame. The source of all drinking water should be examined so that it is safe. Activity 5 Reading comprehension—Reading for detailed information and better understanding Read the text more carefully to get detailed information to complete the following tasks. 1. Read Para. 1 and fill in the blanks below. What is Cholera and who was John Snow? Cholera: What? It is one of the most feared diseases in the world because it causes severe diarrhoea, dehydration, and even death. When? In the early 19th century. Where? Europe. What consequence? Millions of people died from the disease. John Snow: Who? A young British doctor who even attended to Queen Victoria when she gave birth. What? He had a desire to destroy cholera once and for all. 2. Read Paras. 2-3 and complete the chart below and match with the headers. A—theories. It was believed that cholera was caused by bad air or germs in food or water. B—process. Snow marked on a map the places where the people who died had lived. C—evidence. Many deaths occurred near the water pump in Broad Street. Some people hadn’t drunk the water from the pump, and lived. A woman and her daughter died in another part of London after drinking water from the pump. D—conclusion. The pump water carried cholera germs. E—solution. The handle of the pump was removed. 3. Read the map and answer the following questions. 1) What kind of map is it? Its’ Snow’s cholera map. 2) What does “—” mean?’ It means 1 death. 3) What does “PH” mean? “PH” means Public house. 4) What does 30, 31, ... refer to? 30, 31, ... refers to numbers of houses. 5) How many deaths were there in house number 19 in Broad Street? There were 2 deaths in house number 19 in Broad Street. 6) Which house numbers had more than four deaths in Broad Street? 16, 37, 38 and 40 had more than four deaths in Broad Street. 7) Which house numbers had no deaths in Broad Street? 14, 20, 21, 25, 27, 28 and 34 had no deaths in Broad Street. 8) Where is the pump? Pump is near house number 40 in Broad Street. 9) What was the result? The water came from the river which had been polluted by the dirty water from London. 4. Read Paragraphs. 4-5 and answer the questions. 1) What caused the outbreak of cholera in London in 1854? The water which came from the River Thames and had beeninfected by waste. 2) Was cholera destroyed completely? No. 3) How can we prevent cholera? By drinking pure or boiled water, and eating clean food. 4) What contributions did John Snow make to science? He helped people know how to prevent cholera. He transformed the way scientists study diseases by using maps and statistics. Step 4 Post-reading Activity 6Thinking, discussion and text reconstruction 1. Write out the questions according to the answers. And then encourage students to ask more questions and answer the questions. 1) Q: What did Snow think cholera was caused by? A: Snow thought that cholera was caused by germs in food or water. 2) Q: Why did Snow have the handle of the pump removed? A: Snow had the handle of the pump removed so that it could not be used. 3) Q: How was the cholera threat defeated? A: The cholera threat was defeated thanks to the work of John Snow. 2. Reconstruct the text by summarizing the main content and the structure of the text with the help of the stages of scientific research and main idea of each paragraph. Step 5 Evaluation and summary Activity 7 Self-evaluation Guide the students to reflect on their learning of this period by considering the following aspects. 1. How is your reading comprehension of the text content? (Good/Fairly good/Moderate/Just so so/Poor) 2. How is your understanding of the organization of the text? (Good/Fairly good/Moderate/Just so so/Poor) 3. What good qualities can you learn from John Snow? 4. How is your learning effect? (Good/Fairly good/Moderate/Just so so/Poor) Activity 8 Summary Summarize what has been learned in this period, especially the stages of scientific research and scientific sprites, and encourage the students to learn some good qualities from John Snow. Homework: 1. Complete the rest reading comprehension exercises in the reference book. 2. Read the text to comprehend it better and preview the usages of some new words, chunks and sentences with the help of reference book. 学科网（北京）股份有限公司 $