人教版 (2019)选择性必修 第二册Unit 1 Science and Scientists精品教学作业课件ppt

这是一份人教版 (2019)选择性必修 第二册Unit 1 Science and Scientists精品教学作业课件ppt，共6页。

UNIT1 SCIENCE AND SCIENTISTS Reading And Thinking 教学设计基本信息科目英语年级册次高二选择性必修二Unit 1姓名学校教材分析John Snow defeats “King Cholera”主题语境:人与社会主题群:科学与技术子主题:科学家与科学精神语篇类型:记叙文文本分析:[What]本课是一篇介绍科学家的阅读文章。该文介绍了英国医生约翰·斯诺由霍乱的成因中发现问题、提出假设,选择调查方法、收集和分析数据、寻找支持证据,直到最后得出结论并提出解决方案的整个过程。文章按照科学研究的步骤和时间顺序展开。重点词汇主要涉及疾病、治疗、病因等,以及一些有关约翰·斯诺的为人品质的描述,句式主要涉及科学研究的步骤和具体方法等。[Why]学生通过本文的学习,体会到英国医生约翰·斯诺在霍乱防治领域的突出贡献和他作为杰出科学家正直的人品和严谨的态度。[How]该语篇按照科学研究的步骤和时间顺序展开，介绍了著名医生约翰·斯诺是如何通过考察、分析、探究等科学方法，发现并控制霍乱这种传染疾病的。学情分析本节课授课对象是高二年级的学生，经历过新冠疫情，能够深刻理解传染性疾病对日常生活和学习造成的巨大影响，对疫情期间奋战一线的医务人员有着发自内心的感激与钦佩。本课内容为约翰·斯诺本人和他调查并阻止霍乱蔓延的故事，学生有着极大的兴趣和求知欲望。但在教学过程中应该提示在当时的时代背景，约翰·斯诺能运用理性思考和科学探究的精神去调查霍乱进一步感受其作为科学家的优秀品质。教学目标通过阅读,学生能够:1.获取和梳理文中有关约翰·斯诺本人和他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研究步骤的内容。3.推断约翰·斯诺作为科学家的优秀品质并举例论证。4.以约翰·斯诺战胜霍乱的事件和他的优秀品质为依据,举行(模拟)答记者问。5.总结优秀的科学家的精神,即不仅要有科学的方法,还要有爱心和社会担当。教学重难点重点: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,并学会在阅读中自主答问。难点:1.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。教学资源多媒体；学案；黑板；粉笔教学活动设计Part1 Pre-reading1.Warm-up（2 mins）Watch a videoThinking the question:What disease is mentioned in the video?【Justification】学生能够获得关于对霍乱的基本了解并对本课讨论话题形成兴趣。Discuss the following stages of scientific research in pairs. What order would you put them in?（4 mins）__ analyze the results__ ask a question__ draw a conclusion __ collect data __ find a problem __ think of a method__ find supporting evidence【Justification】 学生能够对科学研究的几个基本阶段形成初步认识并梳理科学探究的逻辑思维能力。Part2 Whilee-readingActivity 1（5 mins）Read the title of the passage and answer the questions.Who is John Snow？What is King Cholera?【Justification】学生能够初步了解关于John Snow的基本个人信息，帮助理解该人物成功打败霍乱的故事。Activity 2（5 mins）Read the title of the passage and make a prediction.How does John Snow Defeats King Cholera?Why the simple present tense is used in the title?【Justification】学生能通过阅读文章标题学会预测文本信息并且知道在任务说明文中运用一般现在时来进行人物介绍的原因。Activity 3 （15mins）Read the passage paragraph by paragraph.P1Cholera used to be one of the most feared diseases in the world. Why?In the early 19th century,when an outbreak of cholera hit Europe,millions of people died...What is the reaction of John Snow at that time?P2How cholera spread? P3Snow the places where the people who died had lived.Many deaths occurred near the in Broad Street.Some people drunk the water from the pump,and lived.A woman and her daughter died in another part of London after The pump water carried .The of the pump was removed. P4 The water from the Broad Street pump had been infected by waste.Some companies sold water from the River Thames that was polluted by raw waste.P5What is the ending?【Justification】通过精读段落的文本信息，学生不仅能深度了解文章的详细内容，还能梳理文本脉络结构，加深阅读理解能力和语言知识的积累。Part3 Post-readingActivity 4（2 mins）Match the following headers with the letters from the chart above.Write A-E in the blanks. conclusion evidence process conclusion solution【Justification】学生能重新梳理文本结构，进一步掌握John Snow探究霍乱源过程中所体现的科学性。Activity 5 Write out the questions according to the answer.Ask questionsOne way to approach a reading passage is to ask questions about it.Asking questions can help you understand the content .It can also help you think more deeply about the topic. What did John Snow think caused the cholera?Why did John Snow have the handle from the pump removed？How was the cholera?【Justification】本环节侧重运用已形成的新知识结构来描述John Snow探究霍乱源的过程，内化语言，同时由浅层阅读走向深层阅读，探究他成功的原因，分析其科学精神。Activity 6 Discuss in groupCholera was a 19th century disease.What disease do you think is similar to cholera today?According to the current hygienic knowledge,what can we human do to prevent or fight these diseases?IndividualSocietyGovernmentMore【Justification】此环节将进一步深化，对文章的理解，通过讨论让学生了解当今常见的人的传染疾病类型，并启发不同的社会主体根据卫生知识思考应对这些传染病的措施，促进公共健康与幸福。Assignment1.完成Reading and Thinking的同步课时练习。2.复习新单词短语，小组合作相互朗读课文直至熟练流畅。BlackboardDesign Unit1 SCIENCE AND SCIENTISTSReading And Thinking_____ analyze the results_____ ask a question_____ draw a conclusion _____ collect data _____ find a problem ____ think of a method_____ find supporting evidenceWarm-up___7__ analyze the results___2__ ask a question___5__ draw a conclusion ___4__ collect data ___1__ find a problem ___3__ think of a method___6__ find supporting evidencePre-readingWhile-readingPost-readingAssignmentTeachingReflection在这节课中，我通过视频导入，激发学生学习兴趣；在教学过程中，我从引导学生分析标题关注阅读语篇内容和写作结构的分析，探究John Snow追寻霍乱病原的故事。学生能够根据所阅读的内容，完成相关阅读任务。最后，让学生讨论当今主要的传染病类型及防控措施，促进公共健康意识。作业环节除常规练习还布置了朗读任务，熟读不仅能加强理解，内化语言知识，还可以提升记忆，加深学生对单元主题的印象。