Unit1ScienceandScientistsReadingandThinking教學(xué)設(shè)計(jì)-高中英語人教版選擇性

人教版（2019）高中英語選修2第1單元第2課時TeachingDesignforElective2Unit1ScienceandScientistsPeriod2:ReadingandThinking年級學(xué)科：高二英語年級學(xué)科：高二英語教材版本：人教版2019版教材冊別：選修2NewSeniorEnglishforChinaStudentsElectiveBook2Unit1ScienceandScientistsPeriod2:ReadingandThinkingLessonDuration:40minsLessontype:readingⅠ.Backgroundinformation1.Analysisofthetext:(1)What:Theactivitythemeofthissectionis"understandthequestioningmind".ByguidingstudentstoanalyzetheprocessofJohnSnowexploringthesourceofcholera,cuttingoffthesourceofinfection,andultimatelypreventingthespreadofcholeramethods,theyareabletothinkandsortoutthebasicstepsandmonmethodsofscientificresearchandunderstandthequestioningspiritinscientificresearch.(2)How:Thissectionincludessixreadingprehensionactivities.Fromtheperspectiveofthereadingprocess,Activity1isaprereadingthinkinganddiscussionsession,whichinvolvesguessingtheintroductionofinfectiousdiseasesbasedonclues,andthenmakingpredictionsaboutthecontentofthearticle,layingthefoundationforadeeperunderstandingofthetext.Activities2to4involvethestepsofdiscourseprehension,informationorganization,andstructuralanalysis,includingansweringquestionsbasedonthecontentofthearticleandselectingakeywordforeachstageofscientificresearch.Activities5and6areasummaryofthearticleafterreading,andthereisanactivitytosummarizethequalitiesofgreatpeopletoteachstudentstolearnfromthem.(3)Why:Thisarticleisanarrativetextthatchroniclesthedevelopmentprocessofeventsinchronologicalorder,withtimecluesasclearlinesandscientificresearchstepsasdarklines.Thefirstparagraphofthearticleintroducesthebackgroundoftheresearch.Atthattime,cholerawasrampantinEuropeandDr.JohnSnow,whowasalreadyrenowned,steppedforwardwiththedeterminationtoeliminatecholera.Thesecondparagraphisthefirststageofscientificresearch,thatis,findingaproblem:thereweretwoviewsonthespreadofcholeraandSnowneededtofindthetruetheorythroughresearch.ThefollowingthirdparagraphdescribestheresearchprocessadoptedbySnow:collectingdata,analyzingtheresults,findingsupportingevidence,andultimatelydrawingaconclusion.Snowcameupwithascientific,intuitive,andeffectivemethodtomapcholeracases.Thefourthparagraphrevealsthetruthaboutthespreadofcholera.IthasbeenproventhatthewateronBroadStreethasbeenpollutedbywaste,anddrinkingsuchwatergreatlyincreasestheprobabilityofillness.ThelastparagraphstatesSnow'scontributionincontrollingthespreadofcholera.DuetoSnow'sunremittingefforts,peoplebegantodrinkcleanwater,andthethreatofcholerahassignificantlyweakenedworldwide.Hisresearchresultsandmethodsstillhavepracticalsignificanceforpreventingcholeratoday,andthe"choleramap"hasbeeaclassiccaseofepidemiologicalresearch,earningSnowthereputationof"thefatherofepidemiology".2.Analysisofthestudents:(1)Studentshavelittleknowledgeaboutthespreadofdiseases;(2)Studentsarenotveryfamiliarwithsomesymptomrelatedwords,sotheyhavedifficultyunderstandingsomesentencesinthearticle;(3)Studentsarenotveryfamiliarwithsomeforeignscientists,sotheylackrelevantbackgroundknowledge.Ⅱ.Teachingobjectives1.Linguisticability:Studentsareabletolearntodescribetimecluesinreadingandorganizethebasicstepsofscientificresearchbyreadingthetext.2.Learningability:Studentscanactivelyaskquestionsandexploreanswersinreading,therebydeepeningunderstandingofthethemeandconnotationofthearticle,andexperiencingtheroleofthisreadingstrategyinpractice.3.Cultureconsciousness:Studentscanunderstandtheimportantcontributions,personalitytraits,andnoblecharacterofChineseandforeignscientists,deeplyunderstandtheconnotationofscientificspirits,andestablishpioneeringandinnovativespirits,perseveranceandthespiritofhardstruggle.4.Thinkingquality:StudentscansortoutthebasicstepsofscientificresearchbyanalyzingtheprocessofSnow'sconquestofcholeraandlearntothinkcriticallyandformone'sownviewsandperspectivesthroughSnow'sdeedsandunderstandingthesignificanceofquestioningspirit.Ⅲ.Focalpointsanddifficultpoints:Focalpoints:Students’understandingtimecluesinreadingandsortingoutbasicstepsinscientificresearch.2.Difficultpoints:Students’cultivationofactivequestioning,explorationoflearningstrategiesanddeepeningunderstandingofthespiritofscience.Ⅳ.Teachingaids:textbook,PPT,blackboard,chalkⅤ.Teachingmethods:1.DirectMethod2.TaskbasedLanguageTeaching3.DiscourseApproachⅥ.Teachingprocedures:Step1:Leadin(5mins)Teacher’sactivitiesStudent’sactivitiesAtthebeginningofthelesson:Areyoufamiliarwiththesesituations?2.Askstudentsthenextquestion:besidescoronavirus,whatotherkindsofepidemicsdoyouknow?Answerthequestion:takenucleicacidtests做核酸檢測getvaccinated打疫苗2.Studentsdiscussingroupsandanswerthequestion.Answers:birdflu禽流感,malaria瘧疾,Ebola埃博拉,plague鼠疫,cholera霍亂Purpose:1.Students'experiencewithCOVID19sometimeagocanhelpthemunderstandtheconceptofinfectiousdiseases.2.Introducethetopicoftoday'sclass——cholerabyaskingstudentstothinkaboutotherepidemicsdespitethecoronavirus.Step2:Prereading(3mins)Teacher’sactivitiesStudent’sactivities1.Letstudentsreadthepassagetitletogetherandanswerquestions:Whatinformationcanweextractfromthetitle?Providesometipstostudents:usedifferentcolorstosignifythedifferentpartsofthetitle:who,what,how.1.Studentsthinkforawhileandanswerthequestion:ThetextismainlyaboutJohnSnowandhowhedefeatedKingCholera.Purpose:Theanalysisofthetitleisbeneficialforstudentstoquicklyunderstandthecontentoftheentirearticle,sothattheycanhaveageneralgraspoftheemotionalcolorandmainthemeoftheit.Step3:Whilereading(25mins)Teacher’sactivitiesStudent’sactivities1.AskstudentstoreadPara1quicklyandchoosethemostappropriatekeywordtosummarizeitfromthegivenchoices.2.Letstudentsscanthefirstparagraphandanswerthelistedquestionsonthescreen.(1)WhowasJohnSnow?(2)Didhehaveapromisingcareer?(3)Whatishisgreatestcontributiontotheworld?(4)WhatarethesymptomsofCholera?(5)WhatwasJohnSnowfrustratedwith?3.SummarizethecontentofthefirstparagraphwiththestudentsandthenaskstudentstoreadPara2&3quicklyandchoosethekeywordtosummarizethetwoparagraphs.4.AskstudentstoreadPara2carefullyandfindouttheanswerstothequestionsonthescreen.(1)Whatarethetwotheories?(2)WhichtheorydoesSnowapproveof?(3)Whatdidhediscover?5.Reviewthefirstandsecondparagraphstogetherwithstudentsandletthemfillintheblanksbasedonwhattheyhaveacquired.6.ReturntoPara2andaskstudentstopayattentiontothelastsentence:whatdoes“why”referto?7.Tosolvethequestionofwhythetwostreetsweresosevere,askstudentstofindplacesrelatedtonumbersandsomecluesfromthearticle.8.Tofurtherobtainvalidevidence,letstudentscarefullyreviewthethirdparagraphandanswerthequestionslistedonthePowerPoint.(1)Isthewoman’sdeathlinkedtothewaterpump?Why?(2)What’sJohn’sconclusion?(3)WhatmeasuresdidJohntaketopreventcholera?9.Havinganalyzedthethirdparagraph,letstudentsdosomeexercises.10.AskstudentstoreviewtheprocessofSnowfromfindingproblemstosolvingproblems.Then,letstudentsarrangethelistedstepsofscientificresearchinorderfromfirsttolast.1.StudentsreadPara1quicklyandchoosetheappropriatekeyword.Para1&2:What&Who2.Studentsscanthefirstparagraphandanswerthequestions.(1)HewasaBritishdoctor.(2)Yes,hebecameafamousdoctorlater,attendedtoQueenVictoria,andstruggledtodestroycholera.(3)Hedefeated“KingCholera”andsavedmanypeople.(4)Theillnesscausesseverediarrhoea,dehydrationandevendeath.(5)Becausenooneknewhowtopreventortreatcholera.3.Studentsreadquicklyandchoosethekeyword.Para2&3:How4.StudentsreadPara2carefullyandanswerthequestions.(1)Onetheory….;theotherwas…(2)Snowsubscribedtothesecondtheory.(3)Hediscoveredthatintwoparticularstreets...intendays.5.A:Itwasbelievedthatcholerawascausedbybadairorgermsinfoodorwater.6.“Why”meansthequestionofwhythetwostreetsweresosevere.7.Studentsfindtheplacesrelatedtonumbersandanswerthequestionsonthescreen.8.Studentsreviewthethirdparagraphcarefullyandanswerthequestions.(1)Yes,becausealthoughshemovedaway,shediedfromdrinkingwaterfromthepump.(2)Hewasabletoannouncethatthepumpwatercarriedcholeragerms.(3)Hehadthehandleofthepumpremoved.9.B:SnowmarkedontheplaceswherethepeoplewhodiedhadlivedC:ManydeathsoccurrednearthewaterpumpinBroadStreet.Somepeoplehadn’tdrunkthewaterfromthepumpandlived.AwomanandherdaughterdiedinanotherpartofLondonafterdrinkingwaterfromthepump.D:Thepumpwatercarriedcholeragerms.E:Thehandleofthepumpwasremoved.10.