高一年级英语 Unit 1 John Snow Defeats King Cholera教学设计

依托文本多角度引导学生的评判性思维—以John Snow defeats “King Cholera”为例发布时间：2021-01-28T09:41:08.270Z 来源：《教学与研究》2020年10月30期作者：庄洁琼[导读] 本文以人教版M5U1阅读课John Snow defeats “King Cholera”课例片段为例庄洁琼浙江省奉化中学浙江宁波 315500摘要: 本文以人教版M5U1阅读课John Snow defeats “King Cholera”课例片段为例，分析教师应如何根据依托文本，开展高中评判性教学，并提出文本解读策略，培养学生评判性思维。

关键词：评判性思维阅读教学策略一、引言思维能力和语言发展是紧密相连的，语言是思维的工具，思维是语言表达的内容。

没有语言，人们就不可能进行理性思考，没有思维，语言就没有存在的必要，语言和思维能力之间有着紧密的联系。

但目前高中英语教学更强调语言知识传授，却忽略了评判性思维的培养。

本文以人教版M5U1阅读课John Snow defeats “King Cholera”课例片段，提出文本解读策略，培养学生评判性思维。

二、英语阅读教学中思维品质培养策略评判性阅读指读者在对文本蕴涵的信息认知、理解、记忆与接受时，进行分析、质疑、辨别、推敲、筛选和评价的阅读方式(贵丽萍，2010)。

所以，在英语教学中，有意识地开展评判性教学就显得格外重要。

1.有效利用标题评判性阅读是对文章高层次的理解和综合评价，因此寻找合理的切入口是能否完成阅读的关键。

标题是一篇文章内容的高度概括，是文章的中心内容或线索的标杆，从标题着手，更能引起读者的兴趣与思考，引发话题拓展、思维发散，从而做出自己的评价、逻辑推导和概括。

“借题发挥”历来被奉为主旨类任务设计的有效策略。

课例片段1： T: From the title, the picture and the map, can you predict what this passage will mainly tell us? T: Is it about John Snow? How John Snow defeated cholera. T: Why is it called “king” cholera? S: This was the deadly disease of its day.该课例片段运用了评判性阅读策略中的预测、分析，通过对文本标题进行了预测和探究，学生快速地把握了文章主旨，了解了作者的写作意图，帮助学生更好地理解文本内容，并引导学生抓住标题中的关键词：John Snow，king，cholera，从关键词入手设计问题。

高中英语优秀说课稿《Unit 1 John Snow defeats
King Cholera》
高中英语优秀说课稿《Unit 1 John Snow defeats King Cholera》
【摘要】高中学生在学习中或多或少有一些困惑，的编辑为大家总结了高
中英语优秀说课稿《Unit 1 John Snow defeats King Cholera》，各位考生可以参考。

一、教材分析
1、材的地位和内容
该课文John Snow Defeats King Cholera 是人教版高中英语必修5 第一单元的一篇文章，这是一篇阅读课。

文章介绍了有名医生John Snow 是如何通过考察、分析和探究的科学方法，发现并控制霍乱这种传染疾病的。

通过学习
这篇课文，使学生感悟到科学家的周密观察、勇于探索、认真分析的科学精
神，使学生了解到科学发现的全过程具有其科学的严密性。

该课文出现了英
语重要语法知识--过去分词的用法。

2、教学目标
根据该教材的特点以及高中英语课程标准，我拟定下列教学目标。

人教版必修五Unit 1 John Snow Defeats King Cholera教学反思今天早上第一节课听了我在高二(1)班的阅读课，课程选自人教版必修五Unit 1 John Snow Defeats King Cholera。

本单元涉及的主题是科学家，所以在课堂一开始我采取guessing game 的形式导入，给学生若干提示，然后由学生猜出所提及的科学家是哪一位，并尝试总结出这些人伟大的科学家身上所具备的共同的品质有哪些？文章的阅读分为三个部分：快速阅读找出文章的主旨大意，并弄清楚John Snow是谁、King Cholera 是什么？第二部分精读，以数字为主线，找出与之相关的信息，进而理解全篇课文；第三部分让学生在理解文章的基础上总结出如何在科学研究中论证一个新观点并解决问题；最后让学生在小组讨论的基础上写一篇作文作为课后作业结束了本次课程。

听课之后，廖老师和全体英语组老师一起对我的课进行了点评，她高屋建瓴、细致入微的指导犹如醍醐灌顶，让我受益匪浅。

廖老师指出本次课程有两个亮点:guessing game 导入部分和精读部分充分利用文章中的numbers来紧扣内容，达到“read for information”的目的。

同时廖老师也耐心地给我指出了课程设计中需要改进的部分：首先，廖老师指出应进一步熟悉教材，使课堂设计更加合理化，使课堂步骤衔接更加流畅。

在设计阅读活动的过程中，老师一定要谨记三个点“what，why，how”，即活动是什么，为什么设置这些活动，怎么展开这些活动。

第二、本篇文章是一个problem-solving的记叙文，应该在课堂伊始就给学生点明文章题材，有利于学生理清思路。

学习阅读技巧，提高阅读理解能力，不仅仅是“read for information”,要进一步培养学生reading for thinking的能力；第三、课堂设计要前后呼应，阅读活动的设计中，一定要体现层次性，活动之间有关联，这样学生就能在老师引导下，一步步地深入文章，了解大意，并习得语言。

精品课例（1）高一英语JOHN SNOW DEFEATS “KING CHOLERA”教学设计一、教学内容分析文本（Reading）部分介绍了英国著名医生John Snow 是如何通过考察、分析、探究的科学放学，发现并控制“霍乱”这种传染病的。

通过阅读课文，使学生感悟科学家的周密观察、用于探索、认真分析的科学精神，了解科学发展的全过程具有其科学的严密性，帮助学生学习并培养科学精神，培养出科学人文精神相融合的创新型人才。

二、学情分析进入高一下学期的学生已经具备了一定的英语基础，对于普通难度英语文本的阅读理解是不成问题的，但对于理解课文深层次意义、理清文章结构的能力还需引导，良好的阅读习惯和技巧仍要加强训练。

三、教学目标1. 通过读文章学生能够知道John Snow是如何战胜霍乱的。

2. 通过学习John Snow打败“霍乱”的故事，学生能够总结他作为伟大科学家的品质。

3. 通过分析John Snow ，学生能够说出破解一个小案件的主要步骤。

四、文本解读文本解读是阅读教学的逻辑起点。

为合理的教学目标提供依据，是教学内容的选择和处理的基础，也是提升学生文化品质不可缺少的步骤。

五、教学过程Step 1: Read the title togetherQ1:What do you know about John Snow?Q2: What did he do?Q3: What /who is king cholera?设计意图：解读标题。

本文的标题与文本的主要内容密切相关，而且已经表明文本的内容。

从阅读标题开始，到快速问答这三个问题，使学生能尽快进入文本的内容，学生在头脑中已经对文本的内容有了大体的预测，也为即将进行的第一段文本背景知识的深入理解做好铺垫。

Step 2: Read paragraph 1 (background information)Q1: Find more information about John Snow and cholera （What is the job of John Snow?）(What is cholera?)Q2: Why was the disease of cholera called king cholera?提示：What kind of words can be used to describe a king？追问：Can you find a sentence to show cholera is a kind of deadly disease?设计意图：解读文本内容和语言。

说课课题：Unit 1 John Snow defeats King Cholera 我要说的内容包括四个部分：教材分析、教学法、教学设计和板书设计。

一、教材分析1、材的地位和内容该课文John Snow Defeats King Cholera 是人教版高中英语必修5第一单元的一篇文章，这是一篇阅读课。

文章介绍了有名医生John Snow 是如何通过考察、分析和探究的科学方法，发现并控制“霍乱”这种传染疾病的。

通过学习这篇课文，使学生感悟到科学家的周密观察、勇于探索、认真分析的科学精神，使学生了解到科学发现的全过程具有其科学的严密性。

该课文出现了英语重要语法知识——过去分词的用法。

2、教学目标根据该教材的特点以及高中英语课程标准，我拟定下列教学目标1）语言知识目标词汇：defeat attend expose cure outbreak control absorb severe valuable strict pu mp 等语法：过去分词作定语和表语2）语言技能目标练习并培养学生的听、说、读和写的能力，侧重培养和提高学生的阅读理解能力3）情感目标培养学生的科学探索精神，培养学生科学人文精神相融合的素养4）学习策略目标学生通过阅读理解、互动交流以及完成任务过程中进行有效地自我调控，通过各种途径获取相关信息，并运用有效教学资源5）文化意识目标3、学重点和难点重点：理解所读课文；把握过去分词的用法难点：利用所学词汇、句型，围绕主题进行叙述二、教学法根据高中英语课程标准，根据“整体语言教学”的理论和实践，以及当前教学改革的新理念，为达成上述的教学目标，运用“任务型”英语教学法。

在实际的教学活动中，充分体现教师在教学活动中的主导、组织和监控的作用。

充分发挥学生在教学活动中的主观能动性。

以学生为中心，开展自主性学习活动，促使学生通过探究、独立思考以及合作学习的方式，完成学习任务。

优化学生的学习方式，提高课堂学习效果，采用“讨论学习法”。

John Snow Defeats “King Cholera”Unit 1 John Snow Defeats “King Cholera”Teaching Goals:1. Enable the Ss to get to know some knowledge about Cholera.2. Enable the Ss to understand the passage well.3. Let the Ss learn some reading skills by scanning and skimming.4. To learn from the great scientists and develop the noble spirits . key points:1. To train the reading skills of skimming, scanning and careful reading;2. To master the details of the passage and appreciate the spirits of the scientists.Difficult points1. To develop the students’ ability of grasping the main idea of each paragraph.2. To get some detailed information by reading the text. Teaching methods1. Skimming & scanning2. Discussion methods3. Pair work of group4. CompetitionTeaching process:Step 1 Lead in本单元标题是伟大的科学家。

所以活动的设置为让学生说出自己熟知的科学家姓名、其发明、工作、生活的情况。

教学设计（一）1.Learning Aims:1. To learn about John Snow and cholera.2. To improve the reading skills and ability.3. To learn about noble qualities of great scientists.2. Teaching Key Points：（1）Learn about qualities great people have in common.（2）Learn to grasp the main idea of the text.3. Teaching Key Points：（1）Learn about qualities great scientists have .（2）Learn to grasp the main idea of the text.4. Teaching Difficult Points：（1）How to help students grasp the main idea of a text.（2）How to improve students’ ability of expressing themselves in English.5. Teaching method：Task-based teaching approach6. Teaching Aids： The multimedia（二）Teaching plans1. Introduction of the teaching plansThis class is divided into three parts，before-reading ,while-reading ,post-reading .Part1 Before-readingAt first, get students to know about Steven Hawing by watching a video to lead in. Then get students to know about main tasks of this class.P art2 While-readingT hen get students to understand the text step by step, using the methods of skimming and scanning. First of all, first reading. Students can get some basic information quickly. Then make a summary of reading skills. Remind students to pay special attention to verbal phrases.Thus, read the passage again using the skills. Then,get students to have a discussion about some deep-thinking questions and thus know about qualities great scientists have . Not only can students practise their oral English, but also develop the students’ moral quality.At last, read the passage again and retell it according to a mind map.Try to develop students’ reading abilities in this period.Part3 After reading, Group work. Get students to describe a scientist. 2.Teaching Procedures：Step 1. Before-reading Lead-inTeacher: Good Morning, everyone. Today we will learn Unit1 reading. Before reading let’s enjoy a video.Then introduce something about Steven Hawing, and lead in another great scientist John Snow....(In this way, students can have interest in the topic of this unit.)Step 2. learning aims and tasksHave learning aims and tasks known to the students.S tep 3. While-readingTask1. Ask students to skim the text and answer the following questions.1. Who is John Snow ?2. What’s “King Cholera”？T ask2. Skimming the whole passageWhat’s the main idea of the passage?A. John Snow was a well-known doctor in London.B. The cause of Cholera was polluted water.C. The source of all drinking water should be examined.D. How John Snow collected, analyzed data , found the cause of the disease and defeated it .Task3. Scanning1. What happened in 1854?2. How many people died in 10 days?3. Why was there no death at No. 20 and 21 Broad Street as well as at No. 8 and 9 Cambridge Street?(This part is easy.)Reading skills: 总结自己用的阅读方法Task4. Filling in the form(This part is not difficult. Students will using the strategy of key words to find the answer and at the same time comprehend the passage.Let students learn the importance of verbs in understanding.)Task 5 Discussion1. Why was cholera called “King”?2. How did John Snow treat cholera?3. What adjectives can be used to describe John Snow? And Why？(In this part, get students to have a discussion about these deep-thing questions and thus know about qualities great scientists have . Not only can students practise their oral English, but also develop the students’ moral quality. )Task6 Second reading and SummaryRead the passage again and fill in the blanks:John Snow was a famous ____ in London in the 19th century. He wanted to ______ cholera in order to ______ ordinary people ______ to it. In 1854 when a cholera ____ out, he began to ______ information. He _____ on a map where all the dead people had lived and ______ into the source of water, finding that water was to _______ . So he told people to _______ the handle of the pump of the polluted water. He suggested that the _____ of all water supply be _______ . Finally, “King Cholera” was defeated.Retelling: （复述Task5 这篇短文）Retell the passage according to the mind map .John Snow......doctor......wanted......in order to......In 1854 when......began to gathermarked on a map where......and looked into......finding that......told people to......suggested that......was defeatedStep4 post-reading Task7 group workChoose a scientist and describe him / her.___________________________________________________________ _______________________________________________________________________________ ________(Students not only can consolidate what they have learned in this class, but also develop the their moral quality.)Step 5. SummaryWhat have we learned this class？(This part is essential. Get students make the summary by themselves. The teacher only offers guidance when necessary. In this way, students can achieve their knowledge aims and emotional aims. At last, tell students: We ordinary people also can be great!)Step 6. HomeworkWrite a short summary of the passage (about 60 words).Read the passage again and underline your favorite sentences and the ones you don’t understand.(In this part, I give students homework of writing. Because reading is connected with writing and they affect each other. When combining writing with reading , students make better use of the reading material. In this way, we create a chance for students to use and consolidate what they have learned and prepare for the next class. And most importantly, students can adapt to the writing of our national exams. )Step 7. Blackboard designUnit 5 ReadingJohn Snow defeats “King Cholera”Skills: title... qualities: brave, selfless...学情分析课堂有效教学的主体是学生，学生的真实状态是决定有效课堂教学一切活动的出发点。

Unit 1 Great ScientistsReading: John Snow Defeats “King Cholera”一、教学对象分析本校为福建省重点校，授课班级为理科班高二（4）。

学生英语基础较好，开学初学习热情高，但是也由于学生仍处于新高二的学习磨合中，理解课文深层次意义、理清文章结构的能力还需引导，良好的阅读习惯和技巧仍要加强训练。

我采用活动式的教学法和任务型教学法相结合的方法，调动全班学生的积极性，引导学生积极思考完成任务，体现学生的主体性，在师生互动、生生互动中实现教学目标。

二、教材内容分析人教版该课文 John Snow Defeats King Cholera 是人教版高中英语必修 5 第一单元的一篇文章，这是一篇阅读课。

文章介绍了有名医生 John Snow 是如何通过考察、分析和探究的科学方法，发现并控制“霍乱”这种传染疾病的。

通过学习这篇课文，使学生感悟到科学家的周密观察、勇于探索、认真分析的科学精神，使学生了解到科学发现的全过程具有其科学的严密性。

三、教学目标（1）理解John Snow 打败霍乱王的课文内容（2）练习预测和寻读的阅读策略，提高阅读能力（3）遵循科学步骤设计一份试验预案帮助找出埃博拉病毒传播原因四、教学过程Step 1: Warming-up and lead-in – News Sharing (5 mins)以听力形式，由暑假期间西非国家爆发埃博拉的新闻导入，要求学生从新闻中获取尽量多的关于埃博拉的信息，介绍传染性疾病的特点，同时介绍阅读文中infectious、 deadly、victims、 severe、 cure 等新词T: Listen to the news and try to get as much information about Ebola as you can. News Sharing:The World Health Organization, the WHO says the disease Ebola is spreading in West Africa. The situation threatens local citizens and travelers. The disease is highly infectious, moving easily from person to person. It is a deadly disease-- up to 90 percent of victims may die. A total of 1,013 people have died, and 1,848 people have contacted the disease since March.Victims of the disease suffer from high body temperature and bleeding. There is no cure or effective treatment. This is West Africa’s first Ebola outbreak. People know little about the cause of the disease. West African countries are calling for help from all over the world.设计意图：由新闻导入，激发学生的兴趣，也拉近本课内容与学生距离，在了解埃博拉这个疾病的同时，学习本课中出现的生词，提前帮助学生扫除阅读中的词汇障碍，并自然联系到与埃博拉类似的霍乱这一传染性疾病，进而介绍本节课的教学内容和教学目标。