Unit 1 Reading and Thinking（阅读课课件）英语人教版选择性必修第二册

该高中英语课件围绕“问题、证据与科学进步”核心主题，通过对比科学陈述（如“霍乱源于坏空气”与“可能与水源有关”）导入，引导学生构建“问题-方法-证据-结论”研究路径，结合约翰·斯诺霍乱调查案例，形成从现象到本质的逻辑学习支架。 其亮点在于以CER框架培养思维品质，通过分析案例证据链提升推理能力，微写作任务强化逻辑连接词使用以发展语言能力，钱学森等传记文本渗透责任意识。教学环节层层递进，助力学生掌握科学探究方法，教师可依托结构化设计提升教学效率。

高中英语人教版选择性必修第二册 Unit 1 Science and Scientists Reading and Thinking 阅读课 How do questions and evidence lead to progress? 课堂教学课件 Questions Evidence Responsibility 1 Contents Stage Section Learning focus 01 Lead-in Ask questions from a scientific problem 02 Pre-reading Predict and build a research path 03 While-reading Text 1 Read John Snow’s investigation 04 Post-reading Text 1 Analyze method and evidence 05 While-reading Text 2 Read scientists’ stories 06 Post-reading Text 2 Turn stories into strong evidence 07 Language Building Use connectors and evidence-based writing 08 Homework Revise and transfer Contents Unit 1 | Reading and Thinking | 2/44 人教版 选择性必修第二册 2 01. Lead-in Start from questions and evidence Questions → Evidence → Progress Lead-in Unit 1 | Reading and Thinking | 3/44 人教版 选择性必修第二册 3 Start from Questions Read and think: A good scientist does not simply accept an answer. A good scientist asks questions and tests ideas with evidence. 1. What abilities does a scientist need? 2. How can evidence change people’s understanding? Reveal curiosity · critical thinking · careful observation · evidence-based reasoning Today’s line of inquiry: Problem → Question → Evidence → Action Lead-in Unit 1 | Reading and Thinking | 4/44 人教版 选择性必修第二册 4 Which Statement Is More Scientific? Statement A Cholera came from bad air. Statement B Cholera might be linked to a water source. Which one is more scientific? Why? What evidence would you need? What kind of data would be persuasive? Could there be another explanation? Reveal A scientific claim must be testable and supported by evidence. Statement B opens a path to investigation. Lead-in Unit 1 | Reading and Thinking | 5/44 人教版 选择性必修第二册 5 London, 1854 A severe cholera outbreak happened in London. Around 500 people died in ten days in one area. What happened? Where did cases gather? Who investigated it? What did people share? How could it be stopped? Reading goal Read to find how John Snow moved from questions to evidence. Lead-in Unit 1 | Reading and Thinking | 6/44 人教版 选择性必修第二册 6 02. Pre-reading Predict, question and verify Questions → Evidence → Progress Pre-reading Unit 1 | Reading and Thinking | 7/44 人教版 选择性必修第二册 7 Stages of Scientific Research Put the stages in a logical order. Find a problem Ask a question Think of a method Collect data Analyse results Find evidence Draw a conclusion Take action Key strategy Scientific reading focus: identify the problem, trace the method, evaluate the evidence. Pre-reading Unit 1 | Reading and Thinking | 8/44 人教版 选择性必修第二册 8 Predict from the Title JOHN SNOW DEFEATS “KING CHOLERA” John Snow Who was he? defeats What kind of conflict? “King Cholera” Why is it in quotes? Reveal Prediction: The text explains how a doctor used evidence to fight a deadly disease. Pre-reading Unit 1 | Reading and Thinking | 9/44 人教版 选择性必修第二册 9 Prediction to Verification Read with these questions in mind. Question What to verify in the text 1 What problem did Snow face? 2 What explanations did people have? 3 What evidence did Snow collect? 4 What action did Snow take? 5 What impact did his work have? Pre-reading Unit 1 | Reading and Thinking | 10/44 人教版 选择性必修第二册 10 03. While-reading Text 1 Read John Snow’s investigation Questions → Evidence → Progress While-reading Text 1 Unit 1 | Reading and Thinking | 11/44 人教版 选择性必修第二册 11 Paragraph Functions Read the first sentence of each paragraph and match. Paragraph Function Para. 1 Problem and determination Para. 2 Competing theories Para. 3 Investigation and evidence Para. 4 Further confirmation Para. 5 Impact and legacy Takeaway A strong expository text follows a clear problem-solving structure. While-reading Text 1 Unit 1 | Reading and Thinking | 12/44 人教版 选择性必修第二册 12 Scientific-reasoning Chain How does the text build the investigation? Problem Theories Investigation Evidence Conclusion Intervention Result Impact Reveal The text is not just a story. It presents a scientific reasoning process. While-reading Text 1 Unit 1 | Reading and Thinking | 13/44 人教版 选择性必修第二册 13 Read for Main Idea Method Finding Impact mapped cases checked facts water pump was linked cholera control epidemiology Summary The text mainly explains how John Snow used evidence to identify the source of cholera and helped control the disease. While-reading Text 1 Unit 1 | Reading and Thinking | 14/44 人教版 选择性必修第二册 14 Key Facts Scan for names, places, numbers and actions. Item Information Disease cholera Investigator John Snow Place London / Broad Street area Clue cases clustered around a pump Immediate action the handle was removed While-reading Text 1 Unit 1 | Reading and Thinking | 15/44 人教版 选择性必修第二册 15 Paragraph 1: Problem and Determination Question 1 Why was cholera feared? Question 2 What did Snow want to prove? Question 3 What quality do you see? Evidence snippets: “millions of people died” “Snow became frustrated” “Snow was determined to find out why” Reveal Problem: people did not know the real cause. Quality: determination and scientific responsibility. While-reading Text 1 Unit 1 | Reading and Thinking | 16/44 人教版 选择性必修第二册 16 Paragraph 2: Competing Theories Theory Claim Problem Bad air theory Cholera was caused by bad smells in the air. It could not explain the pattern clearly. Germ / water theory Cholera was caused by germs in food or water. It needed convincing evidence. Key point Snow needed proof, not just a belief. This is why evidence becomes the turning point. While-reading Text 1 Unit 1 | Reading and Thinking | 17/44 人教版 选择性必修第二册 17 Paragraph 3: Evidence Table What evidence changed Snow’s thinking? Evidence What it suggests Cases clustered around the pump The water source was suspicious. Some nearby people did not get cholera A different water source may have protected them. Some distant people died They had also drunk water from the pump. While-reading Text 1 Unit 1 | Reading and Thinking | 18/44 人教版 选择性必修第二册 18 Evidence 1: Map Pattern How does a map turn cases into evidence? Case pattern × × × × × × × × Pump × × × × Observation cases appeared Pattern cases clustered Inference pump became suspect Reveal A map makes the distribution visible. It helps transform scattered deaths into a readable pattern. While-reading Text 1 Unit 1 | Reading and Thinking | 19/44 人教版 选择性必修第二册 19 Evidence 2: Exceptions Why are exceptions useful in an investigation? If bad air caused cholera... But some nearby people did not get sick... Therefore, another factor mattered. same area different water source different outcome Reveal Exceptions help scientists test whether a theory can really explain all facts. While-reading Text 1 Unit 1 | Reading and Thinking | 20/44 人教版 选择性必修第二册 20 Evidence 3: Distant Deaths How did distant deaths strengthen the water-source explanation? Lived far away Drank pump water Died of cholera Water source became stronger evidence Reasoning task Complete the sentence: If people far from the area still died after drinking the pump water, then ____________. Reveal the pump water, rather than the local air, was likely the shared cause. While-reading Text 1 Unit 1 | Reading and Thinking | 21/44 人教版 选择性必修第二册 21 From Evidence to Intervention What did Snow do after reaching a conclusion? Conclusion pump water was dangerous Action remove the handle Result cholera cases fell Support action confirmed the conclusion Reflection Good science does not stop at explanation. It should guide effective action. While-reading Text 1 Unit 1 | Reading and Thinking | 22/44 人教版 选择性必修第二册 22 Paragraph 4: Wider Confirmation How did Snow further prove his idea? Group Water source Risk People using polluted Thames water polluted water higher risk People using pure or boiled water cleaner water lower risk Reveal Comparison can strengthen a conclusion by showing that different exposure leads to different outcomes. While-reading Text 1 Unit 1 | Reading and Thinking | 23/44 人教版 选择性必修第二册 23 Paragraph 5: Impact and Legacy What changed because of Snow’s work? clean water less threat from cholera public health action maps and statistics evidence-based investigation modern epidemiology Impact Legacy: Snow is often seen as the father of modern epidemiology. While-reading Text 1 Unit 1 | Reading and Thinking | 24/44 人教版 选择性必修第二册 24 Rebuild the Investigation Complete the investigation chain from memory. Problem Question Method Evidence Conclusion Action Result Impact Exit check Use one sentence to explain why evidence, not opinion, defeated cholera. While-reading Text 1 Unit 1 | Reading and Thinking | 25/44 人教版 选择性必修第二册 25 04. Post-reading Text 1 Analysis Analyze method and evidence Questions → Evidence → Progress Post-reading Text 1 Analysis Unit 1 | Reading and Thinking | 26/44 人教版 选择性必修第二册 26 What Tool Defeated Cholera? What made Snow’s discovery convincing? map statistics comparison reasoning Discuss: Which tool was the most important? Or did they work together? Reveal Possible answer: They worked together. The map showed a pattern; statistics and comparisons tested the explanation. Post-reading Text 1 Analysis Unit 1 | Reading and Thinking | 27/44 人教版 选择性必修第二册 27 How the Text Engages and Convinces Title effect “defeats” presents scientific work as a battle. Expository methods contrast · numbers · examples · cause and effect Match each method with one example from the text. Method Function numbers make evidence specific comparison test different explanations cause and effect explain how action worked examples make reasoning concrete Post-reading Text 1 Analysis Unit 1 | Reading and Thinking | 28/44 人教版 选择性必修第二册 28 Claim–Evidence–Reasoning Use CER to explain Snow’s conclusion. C: Claim The Broad Street pump water was probably the source of cholera. E: Evidence Cases clustered near the pump; exceptions used different water; distant deaths shared pump water. R: Reasoning The shared water exposure explained the pattern better than the bad-air theory. Reveal Transfer skill: A convincing paragraph needs a claim, strong evidence and clear reasoning. Post-reading Text 1 Analysis Unit 1 | Reading and Thinking | 29/44 人教版 选择性必修第二册 29 05. While-reading Text 2 From method to scientific spirit Questions → Evidence → Progress While-reading Text 2 Unit 1 | Reading and Thinking | 30/44 人教版 选择性必修第二册 30 Two Biographical Texts Qian Xuesen Read for life events, contributions and qualities. Stephen Hawking Read for difficulties, breakthroughs and scientific courage. Life event Action Quality Scientific spirit Focus Reading task: do not list events only. Explain what each event proves about the scientist. While-reading Text 2 Unit 1 | Reading and Thinking | 31/44 人教版 选择性必修第二册 31 Qian Xuesen: Timeline How did Qian’s knowledge and choices shape his contribution? railway engineering aviation study and work abroad returned to China in 1955 missile and space programmes Reveal The timeline shows both professional knowledge and patriotic choice. While-reading Text 2 Unit 1 | Reading and Thinking | 32/44 人教版 选择性必修第二册 32 Qian Xuesen: Qualities and Evidence Quality Evidence from actions patriotic returned to China and served national development determined continued his work despite difficulties knowledgeable mastered multiple scientific fields creative helped develop missile and space programmes Writing link When writing about a person, do not just name a quality. Use an action to prove it. While-reading Text 2 Unit 1 | Reading and Thinking | 33/44 人教版 选择性必修第二册 33 Stephen Hawking: Key Events Event What it shows serious physical limitation courage and perseverance continued scientific thinking independence of mind challenged an established idea critical thinking theory proved over time scientific brilliance Reveal A scientist’s spirit can be shown through how he or she responds to difficulty and uncertainty. While-reading Text 2 Unit 1 | Reading and Thinking | 34/44 人教版 选择性必修第二册 34 True or False with Evidence Judge and support your answer with evidence. Statement T / F Evidence Qian’s contribution depended only on one field of study. Qian’s return to China reflects responsibility. Hawking gave up research after illness. Hawking questioned an existing scientific idea. Rule Evidence is still required when reading biographies. Personality claims also need textual support. While-reading Text 2 Unit 1 | Reading and Thinking | 35/44 人教版 选择性必修第二册 35 06. Post-reading Text 2 Analysis From story to writing evidence Questions → Evidence → Progress Post-reading Text 2 Analysis Unit 1 | Reading and Thinking | 36/44 人教版 选择性必修第二册 36 From Story to a Strong Paragraph Quality Concrete story Why it proves the quality Link to scientific spirit Weak sentence Qian Xuesen was patriotic and great. Stronger sentence Qian’s decision to return to China in 1955 shows that scientific knowledge can be guided by responsibility to the nation. Practice Upgrade one sentence about Hawking using the same four-step path. Post-reading Text 2 Analysis Unit 1 | Reading and Thinking | 37/44 人教版 选择性必修第二册 37 Compare Three Scientists Scientist Field / problem Key action Quality proved John Snow cholera outbreak used data and maps to test a theory evidence-based thinking Qian Xuesen national science development returned and contributed to aerospace responsibility Stephen Hawking cosmology / physical limitation continued to question and theorize courage and brilliance Conclusion Common thread: scientific progress needs knowledge, evidence, courage and responsibility. Post-reading Text 2 Analysis Unit 1 | Reading and Thinking | 38/44 人教版 选择性必修第二册 38 07. Language Building Use language to explain evidence and reasoning Questions → Evidence → Progress Language Building Unit 1 | Reading and Thinking | 39/44 人教版 选择性必修第二册 39 Connectors and Sentence Patterns Connectors for logic Sentence patterns for evidence Sequence first · then · eventually Cause / result therefore · as a result · this led to Contrast / evidence however · according to · the data show that It was ... that ... It was the pattern of cases that drew Snow’s attention. This suggests that ... This suggests that the pump water was linked to cholera. What makes ... convincing is ... What makes Snow’s conclusion convincing is his evidence. Use it Choose two connectors and one pattern for your micro-writing. Language Building Unit 1 | Reading and Thinking | 40/44 人教版 选择性必修第二册 40 Micro-writing: Evidence Defeats Cholera Task Write an 80–100 word paragraph explaining how evidence helped John Snow defeat cholera. Opening state the problem Evidence 1 Evidence 2 Reasoning Closing insight Time: 5 minutes Requirement: include at least two pieces of evidence and one connector of cause/result. Language Building Unit 1 | Reading and Thinking | 41/44 人教版 选择性必修第二册 41 Revision Checklist Revise your paragraph with the checklist. Check Yes / No I state the problem clearly. I include at least two pieces of evidence. I explain why the evidence supports the claim. I use connectors to show logic. I end with a clear insight. Peer feedback One strong point: One suggestion: Reminder Revision is not decoration. Revision improves logic. Language Building Unit 1 | Reading and Thinking | 42/44 人教版 选择性必修第二册 42 08. Homework Complete after class: 25–30 minutes Task Output 1. Complete the sentence practice. Language accuracy 2. Rebuild the investigation chain. Reading structure 3. Revise your micro-writing paragraph to 100–120 words. Writing quality 4. Preview the next writing task. Preparation Writing Unit 1 | Reading and Thinking | 43/44 人教版 选择性必修第二册 43 Questions · Evidence · Responsibility Science begins with questions and moves forward through evidence. Thank you 44 $