(2019版)新人教版选择性必修第二册Unit 1 Science and Scientists Reading and Thinking 教学设计.doc
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1、Unit 1 SCIENCE AND SCIENTISTSReading and Thinking: John Snow Defeats “King Cholera”文本简析文本简析本单元中心话题是科学和科学家。阅读文本介绍了英国流行病学专家约翰斯诺(JohnSnow)如何击败传染病“霍乱王”,让学生了解科学研究过程的严密性和科学家善于观察、勇于探索的科学精神。本文是叙事性文本,以 John Snow Defeats “King Cholera”为题,着重呈现了约翰斯诺战胜霍乱的过程。首段记述了当时霍乱的严重程度,伦敦著名医生约翰斯诺立志打败霍乱;第二段介绍了约翰斯诺关于霍乱起因的假设以及他开
2、展调查的准备工作;第三段介绍了约翰斯诺深入一线进行调查并通过干预遏制住了霍乱蔓延的相关工作;第四段揭示了引发霍乱的真正原因;第五段总结了约翰斯诺的努力对于战胜霍乱以及当代免疫学的重要影响和意义。在进行本课的教学设计时,一方面要理清约翰斯诺战胜霍乱的过程,了解科学研究的严谨步骤和创新方法,另一方面要挖掘约翰斯诺的个人品质,领会科学精神并赞赏科学家为人类做出的贡献。 围绕以上两大块内容, 教学设计中还要着重梳理和学习文本中与主题相关的语言,如生动地描述疾病的语言、描述抗击疾病的语言和丰富的衔接词汇。最后,本课还注重通过学习让学生用所学语言描述自己在的新冠肺炎疫情中的经历, 并对流行病学、 地球村和
3、人类命运共同体有所感悟。教学设计(共教学设计(共 2 课时)课时)第第 1 课时课时一、教学内容一、教学内容理解全文,认识约翰斯诺和霍乱,了解科学研究过程。二、课时目标二、课时目标1.围绕疾病话题,结合生活体验学习对疾病提出相关问题。2.运用讨论、略读、细读等策略梳理约翰斯诺的科学研究过程。3.通过预测、归纳、推断等策略了解约翰斯诺的名望和贡献。4.通过对本文的学习熟悉和掌握与疾病斗争和科学研究过程相关的语言。三、教学过程三、教学过程Activity 1: Talking about COVID-19本活动旨在落实课时目标本活动旨在落实课时目标 1。1.T: As we all know, t
4、oday, China is working hard to fight against the highly infectiousCOVID-19. This is a medical problem that is challenging the whole world. Then, what questionsdo you think people mostly want to ask about this disease?2.Students come up with questions concerning COVID-19.3.Students may refer to the w
5、ords shown on PPT to describe COVID-19.(infectious, deadly, cure, mortality, virus, coronavirus, quarantine, statistics, germ, mask,suspected cases, confirmed cases)【设计意图】此活动是导入环节。在此环节中,围绕疾病话题,首先激活学生背景知识;其次,介绍新冠肺炎部分词汇;再者,引导学生结合生活体验,学习提出问题、表达困惑,思考应用科学战胜新冠肺炎的可能性,同时为教师引出科学研究的步骤埋下伏笔。Activity 2: Putting
6、scientific stages in order本活动旨在落实课时目标本活动旨在落实课时目标 2。1.T: Hopefully, COVID-19 can be defeated by people with the help of science. Actually,your questions bring me to “scientific research”. When conducting scientific research, we have tofollow correct stages. Can you put the following stages in order?2
7、.Students discuss in groups the correct stages of doing a scientific research and put them inorder.(1) analyse the results (2) ask a question (3) draw a conclusion (4) collect data(5) find a problem (6) find supporting evidence (7) think of a method(5)-(2)-(7)-(4)-(1)-(6)-(3)【设计意图】活动旨在引导学生理清科学实验的正确步
8、骤。以小组为单位,帮助学生就不太明确的环节通过讨论初步达成一致意见, 从而为学习阅读文本做好铺垫, 并在阅读理解中加深对科学实验步骤的理解。Activity3: Getting to know John Snow and “King Cholera”本活动旨在落实课时目标本活动旨在落实课时目标 3。1.Get down to the text.T: Today, we will learn about a person who did his research following the scientific stages.2.Students read the title and make
9、predictions about the following questions:Q1: Who is John Snow?Q2: Why is it called “King Cholera” instead of “cholera”?Q3: What do you think the passage is mainly about?3.Students read through the whole passage to check whether their predictions are right.4.Students read the first paragraph. After
10、reading, use 1-2 adjectives to describe John Snowand King Cholera and explain their reasons.(John Snow: a famous British physician / doctor; King Cholera: a severe/ deadly disease.“Famous, successful”: rise to, attend to; “Severe, deadly”: diarrhea, dehydration, death, diefrom )【设计意图】 活动旨在让学生围绕标题进行分
11、析和预测, 然后通过阅读检验自己的想法,学生还要通过阅读从文本中获取和推断约翰斯诺的相关信息和当时的名望,了解霍乱的严重性,说明缘由,熟悉生词。教师以第一段为起点,引出科学实验的第一步:发现问题。Activity 4: Figuring out what John Snow did in his research本活动旨在落实课时目标本活动旨在落实课时目标 2。Students read the whole passage and fill in the chart indicating what John Snow did in hisresearch into the cholera.【设
12、计意图】活动旨在让学生梳理出约翰斯诺如何按照科学步骤进行研究,最后发现霍乱的罪魁祸首,为后面的写作任务搭建好内容和机构框架。阅读中,教师安排持续默读时间让学生安静地思考,如有必要,学生可与同伴进行讨论从而得出正确答案。在校对答案的过程中,教师可以通过追问来帮助学生进一步明确科学实验的步骤,并对约翰斯诺的不懈努力加深理解。Activity 5: Focusing on new words in some of the scientific stages本活动旨在落实课时目标本活动旨在落实课时目标 4。Based on the chart, students figure out the mean
13、ing of some new words and phrases in thecontext.(1) He wanted to destroy cholera once and for all.(2) Snow subscribed to the second theory.(3) He investigated the places where the cholera outbreak was severe.(4) He found that multiple deaths were near the water pump.(5) Snow suspected that the water
14、 pump was to blame.(6) He had the handle of the pump removed.(7) Through his intervention, the disease was stopped in its track.(8) The truth was that the water from the Broad Street pump had been infected by waste.【设计意图】在梳理约翰斯诺实验过程的同时,教师引导学生在语境中思考下划线词语的意思并用英文进行转述, 逐步熟悉和掌握与主题相关的词汇, 为后面等写作任务搭建语言支架。Ac
15、tivity 6: Exploring the significance of John Snows work本活动旨在落实课时目标本活动旨在落实课时目标 3。Students read the last paragraph and answer the following questions:Q1: What were the results of John Snows tireless efforts?Q2: Why was John Snow considered the father of modern epidemiology?【设计意图】活动旨在让学生进一步理解约翰斯诺研究取得的重
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