Unit 1 Science and Scientists Reading and Thinking 教案 -2022-2023学年高中英语人教版2019选择性必修第二册

Unit1ScienceandScientistsLilyYinshengHighSchoolTeachingaims:GettoknowsomeknowledgeaboutCholera.

Understandthepassagewell.Tolearnsomereadingskillsbyscanningandskimming.4.To

learn

from

the

great

scientists

and

develop

the

noble

spirits.

Teachingimportantpoint:Enablestudentstoworkoutthestagesofscientificresearch.Teachingdifficultpoint:Cultivatestudentstoformthespiritsofraisingnewquestions.Teachingmethods:Task-Based Language TeachingandDiscussionTeachingaids:EnglishbookandmultimediaTeachingprocedures:Leadin Guessinggame:Thescientiststhatweknow!Whowroteabookexplaininghowanimalsandplantsdevelopedastheenvironmentchanged?Whodiscoveredradium?Whoinventedthewayofgivingelectricitytoeverybodyinlargecities?Whoinventedtheearliestinstrumenttotellpeoplewhereearthquakeshappened?Whoputforwardatheoryaboutblackhole?WhoisthefirstChineseNobelwinnerinphysiologyormedicineandthefirstfemalecitizenofChinatoreceiveaNobelPrize?Whoinventedthehybridrice?Whomadegreatcontributionstothefightagainstthenovelcoronavirus?（设计意图：通过问题引出科学家的这一话题、自然而然导入新课。通过谈论一些著名的科学家让学生意识到伟人的品质和科学的价值，使其积极主动地参与课堂活动，为探究课文内容做好了铺垫。）Pre-readingStep1:Discussthefollowingstagesofscientificresearchingroups.Whatorderwouldyouputthemin?______analysetheresults______askaquestion ______drawaconclusion______collectdata______findaproblem______findsupportingevidence______thinkofamethod（设计意图：通过让学生对科学研究的步骤进行排序，帮助学生理解一般科学研究的步骤，为文章的学习做下铺垫。）While-readingStep1:Readthepassagequicklyandgetthemainideaofeachparagraph.（设计意图：请学生进行快速阅读，使其学会通过快速浏览找出每个段落的中心思想，从而训练学生阅读能力，提高阅读的速度。）Step2:Skimming:Structureofthepassage.Para1FindaproblemPara2MakeaquestionThinkofamethodPara3CollectdataAnalysetheresultsPara4FindsupportingevidenceDrawaconclusionPara5Solutionsandsignificance（设计意图：梳理文章的结构，帮助学生更好的理解文章）Step3:Carefulreading.task1：FindtheproblemReadthe1stparagraphquicklyandfillinthemindmap.Task2:AskaquestionReadthe2ndparagraphcarefullyandfindoutthetwotheories.Task3.Readthe3rdparagraphcarefully,andthenfinishtheprocess.Task4:ReadPara.4&5carefullytoanswerthetwoquestions.（设计意图：确保通过细节问题，进一步理解本文难点，请学生带着问题进行仔细阅读，使其学会通过找到关键词、短语以及句子，从而训练学生阅读能力，提高获取信息的准确度。）Post-reading1.Whatquestionswouldyouasktogetthefollowinganswers?.Q:What_________________________________?A:Snowthoughtthatcholerawascausedbygermsinfoodorwater.2.Q:Why__________________________________________?A:Snowhadthehandleofthepumpremovedsothatitcouldnotbeused.3.Q:How_______________________________?A:ThecholerathreatwasdefeatedthankstotheworkofJohnSnow.2.WhatwasthemostimportanttoolSnowusedtodefeatcholera?3.HowhasJohnSnow’sworkaffectedourdailylives?EvaluationofJohnSnow.Asascientist,hefoundout________________________________________.Asadoctor,hehelpedus__________________.Discussion:Whatqualitiesdoyouneedtobeascientist?Usesomenounsoradjectives.（设计意图：深入理解文章细节，能根据课文做出正确的回答；全面理解本文，能根据课文内容，上升到科学家的伟大品质。）Step5:Summary.Nooneunderstood1._________andeverytimeitcame,thousandsdied.QueenVictoria’sdoctor,JohnSnow,wantedto2.___________howitwascaused.Whenthediseasecameto3.________againin1854,Snownoticedthatmostofthe500peoplewho4.________haddrunkthewaterfroma5.______________inBroadStreet.Heconcludedthatthewaterwasto6._________andfoundthatthepump’swatercamefromadirty7.________.Afterhehadthe8._________ofthepumpremoved,peoplegraduallystoppeddying.Snowsuggestedall9.________ofwaterbecheckedandwatercompaniestakecarenottosupplypeoplewithdirtywater.Inthisway,cholerawas10.__________.

（设计意图：理解课文内容，并根据文章大意能填出所出所缺单词和短语。）Blackboarddesign.ThestagesofscientificresearchfindaproblemaskaquestionThestagesofscientificresearchfindaproblemaskaquestionthinkofamethodcollectdataanalyzetheresultsfindsupportingevidencedrawaconclusionJohnSnowDefeats“KingCholera”Keywordsandphrasesseverediarrhoeacontradictory breakoutfindoutmultipleasaresult...Homework.Retellthetextafterclassandpreviewitslanguagepoints.教学反思:本节课目标明确，重点突出，条理清晰，同时在活动设计上充分考虑了学生的认知水平和兴趣所在，因此整个课堂学生都能积极参与，真正做到融入课堂，融入课文，仿佛大家跟着作者到未来一游。“热身”部分的活动从猜科学家开始，让学生思维活跃，激烈讨论，使得课堂气氛更加热烈，极大地激发了学生的参与热情，活跃了学生的思维，真正发挥了热身的作用，为顺利开展后续的活动做好准备。在阅读环节中接着在“阅读”部分，依次采用了“略读”，“跳读”到“细节阅读”三个基本步骤，以达到训练学生阅读技能的目的。其中，最值得反思的是“略读”部分，因为在学生快速阅读过程中，同时播放了录音，让学生边听边读，目的是为了培养其快速阅读的能力的同时，增加听力的训练。最后利用关键信息，试着让学生复述了课文，然而由于之前的时间分配上有所欠缺，因此这一环节完成地太过匆忙，没能给予学生充分的锻炼机会和展示空间。通过这节阅读课，我意识到在今后的阅读教学中应更加注意以下几点