高中英语人教版 (2019)选择性必修 第二册Unit 1 Science and Scientists教学设计及反思

这是一份高中英语人教版 (2019)选择性必修 第二册Unit 1 Science and Scientists教学设计及反思，共7页。
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。
[Hw]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。
课时目标
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。
重点难点
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。
2.在模拟组织答记者问的活动中，总结杰出科学家的优秀品质，达到对科学精神的深层理解。
教学准备
教师准备：
提前准备一些有关海地霍乱的视频和伦敦霍乱的图片信息。
学生准备：
1.预习本课词汇和课文内容。
2.利用网络等资源了解霍乱的相关信息。
教学过程
Step I 学习理解
活动一：感知与注意
Get t knw chlera
1.Ask students t watch the shrt vide abut chlerain Haiti n the Internet.
2. Ask students t lk at the fllwing pictures talk abut chlera in Lndn.
3. Ask students t share their understanding and feelings abut the situatin and think"If yu were a dctr what wuld yu d t deal with the situatin?" and share their ideas with the whle class.
【设计意图】在阅读前，利用视频和图片，创设情境，导入主题，通过分享自己对霍乱的理解和感受，表达自已对处理霍乱的观点，激活学生对霍乱已有的认识和经验，形
成阅读期待。
活动二：获取与梳理
Get t knw hw jhn Snw defeated chlera
Ask students t read the passage and fill in the fllwing chart
Suggested answers:
A air; fd r water
B marked n a map; died
C water pump; hadn't; drinking water frm the pump
D chlera germs e handle
【设计意图】通过获取约翰·斯诺本人和他调查并阻止霍乱蔓延的主要信息，形成对霍乱爆发的原因、调查霍乱的经过、研究霍乱的方法等的基本认识。
活动三：概括与整合
The steps f discvering chlera
1.Discuss the fllwing stages f scientific research in grups.What rder wuld yu put them in？
Suggested answers:
EBGDAFC
2. Match the fllwing headers with the letters frm the chart in Activity 3 n Page 3. Write A-E in the blanks.
Suggested answers
①D②C③B④E⑤A
【设计意图】通过分析科学研究的一般步骤和约翰·斯诺攻克霍乱的过程，学生概括、整合 Jhn Snw为阻止霍乱蔓延所釆取的研究步骤。
Step Ⅱ 应用实践
活动四：分析与判断
Answer the questins
Ask students t read the passage again and answer the questins.
·Did it make sense fr Jhn Snw t believe in the.
2nd thery? Why?
·Why did Jhn Snw mark infrmatin n a map?
·When Jhn Snw fund a sharp cntrast in the death tlls between tw neighburing streets, what did this evidence lead him t cnclude.
·Did Jhn Snw make his research results public the minute he fund ut that the plluted water might be t blame? Why nt? What did he d instead?
·What was the mst imprtant tl Snw used t defeat chlera? What cmmn medical tls, e.g.,a micrscpe, didn’t he use? Why?
·Hw has Jhn Snws wrk affected ur daily lives?
Suggested answers:
·Yes, it did. Because as lng as he based his research n the right thery, it is easier fr him t find the cause f the chler.
·Because it culd help him find the deaths in different neighburhd.
·This evidence led him t cnclude that the water was t blame.
·N, he didn’t. Because he was nt sure cmpletely and he needed sme extra evidence t prve his assumptin. He cntinued t find mre evidence.
·He used maps and statistics t analyse where the deaths ccurred. He didn't use a micrscpe, fr example. He didn't test the water, nr did he draw bld r examine patients. The reasn he did nt use medical equipment such as a micrscpe was because it did nt exist during his time. Further, understanding f germs and bacteria was still develping, and s he had t innvate methds himself based n the thery he believed.
·Snw’s wrk has prvided readily available clean water t drink, fr example, as well as an emphasis n hygiene such as the need t wash hands after they becme dirty. He als shwed hw t prevent chlera epidemics, and transfrmed the way scientists study diseases, which has allwed fr mre prtectin frm nce cmmn diseases such as chlera.
【设计意图】在学习理解类活动的基础上，通过分析约翰·斯诺对霍乱起因的判定、调查研究霍乱爆发情况、在地图上标出死亡人数的作用以及约翰·斯诺应不应该把研究成果立即公布于众等，推断约翰·斯诺作为科学家的优秀品质。
Step Ⅲ 迁移创新
活动五：想象与创造
Questin and answer earning strategy.
(1) G thrugh the sentences and make sure students understand their meanings.
Ask questins
One way t apprach a reading passage is t ask questins abut it. Asking questins can help yu understand the cntent. It can als help yu think mre deeply abut the tpic.
(2) Write ut the questins accrding t the answers.
①Q: What ____________________________________?
A: Snw thught that chlera was caused by germs in f d r water
②Q: Why _____________________________________?
A: Snw had the handle f the pump remved s that it culd nt be used
③Q: Hw _____________________________________?
A: The chlera threat was defeated thanks t the wrk f hn snw.
Suggested answers:
①What did Snw think chlera was caused?
②Why did Snw have the handle f the pump remved?
③Hw was the chlera threat defeated?
2. Divide students int small grups t prepare a press cnference where Jhn Snw is t answer questins raised by different reprters.
(1) Reprters: cme up with at least three questins regarding infrmatin abut Jhn Snw and what he did t defeat chlera.
(2) Jhn Snw: give answers by using the infrmatin frm the passage as well as ne's wn understanding and Interpretatin.
3. Students present their questins at a press cnference with apprpriate manners as a media reprter. Jhn Snw answers the questins.
4. Students and teacher tgether reflect and summarise what has been learnt.
【设计意图】学生先学习如何提问题，进行语言输入，然后模拟釆访，通过提间并理性回答，巩固整合所学语言和内容，进一步加深对约翰·斯诺阻止霍乱的研究步骤和科学精神的理解。师生共同探讨科学家精神的特征，体现迁移创新。
板书设计
A. analyse the results
B. ask a questin
C. draw a cnclusin
D. cllect data
E find a prblem
F. find supprting evidence
G. think f a methd
①cnclusin ________ ②evidence ________
③prcess ________ ④ slutin ________
⑤ theries ________
Unit 1 Science and Scientists
Perid I Reading and Thinking
I.学习理解
活动一：感知与注意
Get t knw chlera
活动二：获取与梳理
Get t knw hw Jhn Snw defeated chlera
活动三：概括与整合
The steps f discvering chlera
Ⅱ.应用实践
活动四：分析与判断
Answer the questins
Ⅲ.迁移创新
活动五：想象与创造
Questin and answer